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Yes Client Characteristics (Human Services) Delivery Systems Dislocated Workers Education Work Relationship Educational Needs Employment Patterns Employment Services Individual Characteristics Job Search Methods Labor Force Nonparticipants Labor Market National Surveys Participant Characteristics Program Improvement Public Agencies Reentry Workers Skill Development Trend Analysis Unemployment Unemployment Insurance Needels, Karen Corson, Walter Nicholson, Walter Information Analyses Job Service Worker Profiling and Reemployment Services Mathematica Policy Research, Washington, DC. English Data from national administrative and telephone surveys of nationally representative samples of unemployment insurance (UI) recipients who began collecting benefits in 1998 were analyzed to identify changes in the UI claimant population over the past 10 years and determine whether the time has come to retool the nation's reemployment services. The analysis established that, compared to their counterparts a decade earlier, 1998 UI recipients took longer to find a job, were less likely to become reemployed, and searched for work at lower rates. These changes were taken as evidence that the UI claimant population now contains a disproportionate number of workers with significant labor market problems including the need for technical skills, higher education levels and more skill development before reemployment. Despite the fact that UI recipients in 1998 were having difficulty finding jobs, they were less likely than recipients in 1988 to seek reemployment services from the Job Service or a one-stop career center shortly after beginning their UI claim. This decline was attributed to a combination of factors, the most important being the implementation of Worker Profiling and Reemployment Services systems in all states. The following ways of helping unemployed people return to work were suggested: (1) strengthen job search requirements for UI recipients; (2) increase revenues devoted to reemployment services; and (3) improve targeting of service delivery. (MN) ED476551 The Changing UI Claimant Population: Is It Time To Retool Reemployment Services? Issue Brief. 2002-07-00 Department of Labor, Washington, DC. Policymakers 4 For full text: http://www.mathematica-mpr.com/PDFs/redirect_PubsDB.asp?strSite=u iretool.pdf. N/A 2004 2016-11-21

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Yes Curriculum Development Disabilities Elementary Secondary Education Inservice Education Inservice Teacher Education Models Paraprofessional School Personnel Staff Development Supervision Supervisory Training Teamwork Workshops Morgan, Jill Ashbaker, Betty Y. Reports - Descriptive Utah State Univ., Logan. Center for Persons with Disabilities. English This final report describes accomplishments and activities of the 4-year Super-Vision project, designed to train teachers to supervise paraeducators in their work with students who have disabilities. The project used a problem-solving, consultative model, validated curriculum materials ("Teamwork and Evaluation"), and a training of trainers approach. The project offered a professional development series consisting of 10-15 weekly training sessions for teacher-paraeducator teams and individual training workshops for either teachers or paraeducators. A total of 194 educators participated in the professional development series and a total of 45 workshop presentations were conducted with more than 2,000 participants. Field testing of the curriculum resulted in changes and further validation. Additional activities included development of a facilitator manual to accompany the curriculum, training of trainers activities, and orientation training for building and school district level administrators, and information dissemination. A special effort was made to address cultural diversity issues, especially to increase the number of minority paraeducators. Attached tables detail program presentations and offer a typical training syllabus. (DB) ED476552 Supervision: A Model for the Teacher's Role as Supervisor of Paraprofessionals. Final Report. 2002-12-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners Administrators Teachers 41 N/A 2004 8/19/2004 21:05:38 RIEJAN2004 H325N980038

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Yes Disabilities Discipline Educational Assessment Educational Environment Educational Legislation Elementary Secondary Education Federal Legislation Inclusive Schools Individualized Education Programs Leadership Guides - Non-Classroom Non-Print Media Individuals with Disabilities Education Act Part B Individuals with Disabilities Education Act Part B Council for Exceptional Children, Arlington, VA. English This package (with manual, CD-ROM, videotape, and lists of Web-based resources) was designed to assist administrators, service providers, family members, policymakers, and other stakeholders in locating information about Part B of the Individuals with Disabilities Education Act 1997 (IDEA) that will help in implementing both the legal requirements and spirit of the law. Sections of the manual provide first, a general overview of IDEA and then more specific "Pathway Guides" that address: (1) individualized education programs; (2) least restrictive educational environments; (3) school climate and discipline; (4) state and district-wide assessments; and (5) leadership. Each Pathway Guide provides an overview of the topic followed by connections to the law and regulations, to relevant materials, to Web-based resources, and to references and an appendix providing more resource tools and blackline masters. On the videotape stakeholders describe the impact of IDEA and introduce four provisions in the law that support achievement. The CD-ROM contains the text of the law, final regulations, hundreds of print ready policy and practice documents, overheads and fact sheets, links to related laws, and contact information for federally-funded technical assistance projects. (DB) ED476553 Discover IDEA: Supporting Achievement for Children with Disabilities. An IDEA Practices Resource Guide. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-0-86586-979-0 566 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 (Order No. P5554: CEC members, $145; nonmembers, $195). Tel: 888-232-7733 (Toll Free); Tel: 703-264-9446 (TTY); Fax: 703-264-9494; e-mail: service@cec.sped.org. For full text of the guide: http://www.ideapractices.org. N/A 2004 2016-11-21

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No Accessibility (for Disabled) Autism Disabilities Elementary Secondary Education Employment Opportunities Inclusive Schools Leisure Education Severe Disabilities Social Integration Newton, Priscilla, Ed. Collected Works - Serials TASH, Baltimore, MD. English Seven issues (2002) of this organizational newsletter comprise the document. Issues typically include news items of interest to TASH members, conference information, and articles. Article topics include the following: public policy; book clubs for professional development; principles of sound research; research in support of advocacy; action research at the Center on Human Policy (New York); creating systems for communication and learning; augmentative and alternative communication systems; assistive technology and empowerment; understanding the abilities of people with autism; an interview with Donna Williams, an autistic woman; language acquisition; making friends within inclusive community recreation programs; opportunities for inclusion in leisure activities; using personal networks to achieve goals; customizing employment opportunities for people with disabilities; increasing consumer choice using Social Security work incentives; developing jobs in rural communities; application of universal design principles to education; "enabling" technology; assistive technology designed with the end user in mind; human centered technology and Section 508 and accessibility; and family support. (DB) ED476554 TASH Connections, 2002. TASH Connections v28 n1-12 Jan/Feb-Nov/Dec 2002 2002-00-00 Administrators Teachers Practitioners 210 TASH, 29 W. Susquehanna Ave., Suite 210, Baltimore, MD 21204. Tel: 410-828-8274; Fax: 410-828-6706; TDD: 410-828-1306; Web site: http://www.tash.org. N/A 2004 8/19/2004 21:05:47 RIEJAN2004 Formerly known as the "TASH Newsletter." Document includes issue numbers 1/2 through 11/12. TASH was formerly known as The Association for Persons with Severe Handicaps. For the 2001 issues (volume 27), see ED 466 067.

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Yes Academic Accommodations (Disabilities) Access to Education Clinical Diagnosis Compliance (Legal) Definitions Educational Legislation Educational Strategies Elementary Secondary Education Emotional Disturbances Federal Legislation Mental Disorders Resources Teaching Methods Souma, Alfred Rickerson, Nancy Burgstahler, Sheryl Information Analyses Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 Washington Univ., Seattle. English This brief paper summarizes the literature on academic accommodations for students with psychiatric disabilities. A definition of psychiatric disability precedes a brief summary of the following specific psychiatric diagnoses: depression, bipolar affective disorder; borderline personality disorder; schizophrenia; and anxiety disorders. Also noted are behavior or personality disorders specifically excluded from coverage under the Americans with Disabilities Act. Functional limitations of this population that may affect academic performance are then listed and defined. Among these are medication side effects, sustaining concentration, maintaining stamina, interacting with others, responding to negative feedback, responding to change, and severe test anxiety. Examples of appropriate instructional strategies are followed by a discussion of reasonable accommodations to provide these students with equal access to the curriculum. Examples are then given of classroom accommodations, examination accommodations, and assignment accommodations. Characteristics of accommodations that are not reasonable are also listed. The paper concludes with a resource list including Web site and contact information for the DO-IT (Disabilities, Opportunities, Internetworking, and Technology) Project. (DB) ED476555 Academic Accommodations for Students with Psychiatric Disabilities. 2002-00-00 Office of Postsecondary Education (ED), Washington, DC. National Science Foundation, Arlington, VA. 6 DO-IT, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT; Tel: 888-972-DOIT (Toll Free); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 2016-11-21

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Yes Academic Standards Disabilities Educational Certificates Educational Change Elementary Secondary Education Graduate Study Inclusive Schools Inservice Teacher Education Partnerships in Education Professional Development Staff Development Byrnes, MaryAnn Majors, Martha Reports - Descriptive Speeches/Meeting Papers Perkins School for the Blind MA University of Massachusetts Boston English This paper describes how the University of Massachusetts (Boston) developed partnership programs to improve achievement of students with significant disabilities just beginning to participate in a standards-based general curriculum. Fundamental to the effort was development of a 12-credit graduate certificate program focused on adapting the state's curriculum frameworks for all learners. Six 2-credit modules comprise the course: (1) education reform; (2) special education reform; (3) curriculum frameworks; (4) adaptations for students with disabilities; (5) assessment; and (6) philosophical steps to implementation. The professional development certificate incorporated the following design elements: cohort based, on-site offerings; targeted audience; relevant reading material; direct application; practitioner instructors; and building expertise and capacity. The paper then describes use of the curriculum with the first cohort of staff of the Perkins School for the Blind (Massachusetts), including participants, arrangements, instructional style, and treatment of topics. Outcomes are reported in terms of curriculum, assessment, and increased expertise. Longer term outcomes have been seen at the school concerning development of an instructional cycle linking curriculum and assessment, Perkins community interactions, teacher retention, professional development design, grant funded professional development, and outreach. In addition, more than 100 persons in five cohorts in public and private schools and on campus have participated in the certificate program. (DB) ED476556 Staff Development Designed To Improve the Achievement of Students with Disabilities. 2002-12-00 20 N/A 2004 2016-11-21

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Yes Behavior Problems Bibliotherapy Books Childrens Literature Elementary Education Emotional Problems Inclusive Schools Interdisciplinary Approach Interpersonal Competence Learning Problems Mild Disabilities Social Behavior Units of Study Leonardi, Roy Leonardi, Bonnie Reports - Descriptive Speeches/Meeting Papers Social Skills Training English This paper describes the use of children's literature to develop interdisciplinary units, including components to help students (many with learning, behavioral, or emotional disabilities) develop appropriate social skills. The program focused on three books by Newbery award winner, Katherine Paterson: "Jacob Have I Loved,""The Great Gilly Hopkins," and "Bridge to Terebithia". The program's premise is that a well-written story can teach appropriate social skills and also serve as a basis for academic work. Teaching techniques include use of graphic organizers, linear models, and use of five-step lesson plans based on the direct instruction model. The three books allow for exploration of a range of characters, crises, social milieus, and various academic subjects. The paper explains the program's implementation in sections that address social stories, excellent literature, and teacher training. Eight attachments offer examples of relating books to contextual and academic subjects, graphic organizers, social skills addressed in the books, the five-step lesson plan, the planning pyramid, and examples of children's writing. (Contains 20 references.) (DB) ED476557 The Stories of Katherine Paterson: Interdisciplinary Teaching Units and the Development of Social Skills. 2002-00-00 22 N/A 2004 2016-11-21

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Yes Adolescents Aggression Bullying Emotional Problems Etiology Females Intervention Middle Schools Prevention Psychological Characteristics Psychological Patterns Secondary Education Sex Differences Violence Artz, Sibylle Nicholson, Diana Information Analyses Canada Canada English This review of the literature on aggression and violence in girls, especially girls in Canada, begins with data showing increasing rates of assault and other violent crimes by Canadian girls, although the rate for girls continues to be much less than for boys (a fact possibly responsible for the small amount of research on this population). The paper then provides definitions of "aggression,""violence,""bullying," and "conduct disorder". Discussion then addresses why girls engage in aggression and violence, family dynamics and parental relationships, school difficulties, mental health issues and personality factors, problematic cognitive and social factors, negative self-representation, atypical physiological responses, drug involvement, connections to non-prosocial peers, adolescents' urge to rebel, gender issues, alleviating boredom, and attention-seeking. Five characteristics more common in violent girls than either non-violent girls or both violent and non-violent boys are identified, including having been attacked while going to or from school and sexual abuse. A table compares myths and realities about violent girls. The final section addresses prevention and offers guidelines on working with girls, working with boys, working with parents, and working with schools and communities. (Contains approximately 100 references.) (DB) ED476558 Understanding Aggressive Girls in Canada: A Literature Review. 2001-03-00 47 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Accessibility (for Disabled) Accountability Compliance (Legal) Disabilities Educational Assessment Educational Legislation Elementary Secondary Education Federal Legislation Individualized Education Programs Parent Participation Professional Development Teacher Attitudes Transitional Programs Sopko, Kim Moherek Information Analyses National Association of State Directors of Special Education, Alexandria, VA. English This document is a synthesis of literature from 1997-2002 on the individualized education program (IEP), a core component of federal and state laws on the education of students with disabilities. The first section identifies the significant changes related to the IEP in the Individuals with Disabilities Education Act Amendments of 1997. The following sections address parent involvement; assessment/accountability and accommodations (including perceptions and decision making on use of accommodations and specific accommodations); access to the general curriculum; teacher satisfaction; professional development; post-secondary transition; and special considerations such as behavior, limited English proficiency, visual and hearing impairments, and assistive technology. The paper concludes with a list of 10 related areas in which further research is recommended. (Contains approximately 200 references.) (DB) ED476559 The IEP: A Synthesis of Current Literature since 1997. 2003-02-00 Special Education Programs (ED/OSERS), Washington, DC. 41 National Association of State Directors of Special Education, Project Forum, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; e-mail: carla@nasdse.org; Web site: http://www.nasdse.org/forum.htm. N/A 2004 8/19/2004 21:06:02 RIEJAN2004 H326F000001 Prepared for Project FORUM.

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Yes Classroom Observation Techniques Competency Based Education Course Descriptions Disabilities Distance Education Early Childhood Education Evaluation Methods Interdisciplinary Approach Student Evaluation Teaching Models World Wide Web Harrison, Holly Reports - Descriptive University of New Mexico New Mexico Univ., Albuquerque. Coll. of Education. English This final report describes activities and accomplishments of the Through Shared Windows (TSW) Outreach Project, a 4-year project at the University of New Mexico designed to improve services to young children with disabilities and their families. Three major outcomes were accomplished. First, a Web site was developed that focuses on observational assessment in early childhood and intervention and promotes recommended practices including innovative assessment models, processes, and resources. Second, an undergraduate and graduate course was designed and offered for 3 semesters to 55 students at the University of New Mexico. The course was based on the "Performance Competence Framework," an interdisciplinary holistic approach to assessment and intervention. The third outcome was the national dissemination of information about the "Performance Competence Framework" by a 4-week abridged online course provided to faculty members in eight states. Individual sections report on the project's scope of work, the outreach model, methodological or logistical problems and resolutions, evaluation findings, the project's impact, and future activities. Appendices include details of the TSW online course and its evaluation, details of the Early Childhood Resources Web site and its evaluation, information on faculty participation, and TSW resources including the instructors' guides for both the traditional and online course, and the TSW course outline. (Contains 45 references.) (DB) ED476560 Through Shared Windows: Outreach Project for Infants, Toddlers, and Children with Developmental Disabilities. Final Report. 2002-12-00 Special Education Programs (ED/OSERS), Washington, DC. 168 N/A 2004 2016-11-21

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Yes Child Rearing Children Clinical Diagnosis Coping Disabilities Elementary Secondary Education Emotional Adjustment Emotional Response Family Relationship Parent Attitudes Kupper, Lisa, Ed. Guides - Non-Classroom National Information Center for Children and Youth with Disabilities, Washington, DC. English This paper presents two articles for parents of children with disabilities. In the first article, "You Are Not Alone," by Patricia McGill Smith, a parent discusses the range of emotions that parents of children with disabilities experience and offers 18 suggestions for coping with the effects of disability on the family. These include: seek the assistance of other parents; talk with other family members; learn the terminology; find programs for your child; take care of yourself; and keep daily routines as normal as possible. The second article is: "The Unplanned Journey," by Carole Brown and others. It offers suggestions for parents following the diagnosis of a child's disability including: join a group; read materials written by (and for) parents; find out about services; and fulfill your role in supporting and empowering the family. Suggestions also address working with care givers and professionals. (Contains 29 references.) (DB) ED476561 Parenting a Child with Special Needs. 3rd Edition. NICHCY News Digest. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. Parents 18 National Information Center for Children and Youth with Disabilities (NICHCY), P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail: nichcy@aed.org. For full text: http://www.nichcy.org. N/A 2004 2020-12-05

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Yes Agency Cooperation Community Programs Coordination Disabilities Early Childhood Education Early Intervention Educational Planning Inclusive Schools Infants Integrated Services Interpersonal Communication Interprofessional Relationship Preschool Education Systems Approach Team Training Teamwork Toddlers Young Children Smith, Barbara J. Reports - Descriptive Rhode Island Colorado Louisiana Nevada Colorado Louisiana Nevada Rhode Island Colorado Univ., Denver. Center for Collaborative Educational Leadership. English This final report describes the objectives, activities and outcomes of a federally funded initiative to train and assist early childhood interagency teams in a model of planning systems and services for all young children, including children with disabilities and other special needs. The project is based on the value of stakeholder ownership in decision making. A key requirement asked of communities and state planners is to agree to establish a planning team of policy-level individuals including administrators, parents, practitioners, education agencies, childcare, Head Start and others. The project then assists the team to establish a shared goal or vision; assess policies and resources; develop action plans; target resources; and evaluate implementation. The unique systems-level focus of the training and technical assistance provided increases the ability of interagency teams to create coordinated systems of early childhood services, improve communication, blend resources so that all children can be together in inclusive settings, and make scarce resources go farther. The report includes information about each replication site's stakeholders, vision, objectives and final products. Also provided is a bulleted list of lessons learned, information about the project's dissemination activities and evaluation outcomes, and copies of four final documents produced by the project. (Author/SG) ED476562 The Collaborative Planning Outreach Project: Building Comprehensive Early Childhood Systems. Final Report. 2002-00-00 Special Education Programs (ED/OSERS), Washington, DC. 119 N/A 2004 2016-11-21

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No Case Studies Check Lists Developmentally Appropriate Practices Disabilities Early Childhood Education Early Intervention Educational Strategies Family Involvement Higher Education Inservice Teacher Education Interdisciplinary Approach Models Multicultural Education Needs Assessment Preschool Education Preservice Teacher Education Professional Development Program Development Special Education Teachers Teacher Characteristics Teacher Collaboration Teacher Education Teaching Methods Teamwork Stayton, Vicki D., Ed. Miller, Patricia S., Ed. Dinnebeil, Laurie A., Ed. Books Guides - Non-Classroom Tests/Questionnaires Council for Exceptional Children. Div. for Early Childhood. English The Division for Early Childhood (DEC) of the Council for Exceptional Children (CEC) has developed recommended practices for the ECSE field in the area of personnel preparation. This book provides guidance to higher education faculty and professional development specialists on how these recommended practices can be implemented in preservice and inservice programs. Chapter 1 provides an introduction to seven recommended practices. Chapters 2-8 each focus on a single category of the recommended practices. Case studies from across the U.S. are included as examples of how each category might be implemented. Chapter 9 discusses challenges to the implementation of these practices. Appendix A contains a "Self Assessment Checklist" for programs to assess the extent to which the recommended practices are addressed by the structure and activities within their program. Appendix B contains the "Personnel Preparation Action Planning Form," which is designed to be used in conjunction with the checklist for developing a plan of action for inclusion of additional recommended practices into the program. Each chapter contains a comprehensive list of references. (SG) ED476563 DEC Personnel Preparation in Early Childhood Special Education: Implementing the DEC Recommended Practices. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-157035-527-4 Practitioners Teachers 235 Sopris West, 4093 Specialty Place, Longmont, CO 80504 ($35). Tel: 303-651-2829; Tel: 800-547-6747 (Toll Free); Fax: 888-819-7767 (Toll Free); e-mail: customerservice@sopriswest.com; Web site: http://www.sopriswest. N/A 2004 8/19/2004 21:06:15 RIEJAN2004 H324D980033

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Yes Accreditation (Institutions) Accrediting Agencies Evaluation Methods Higher Education Institutional Evaluation Self Evaluation (Individuals) Strategic Planning Van Kollenburg, Susan E., Ed. Collected Works - Proceedings Reports - Descriptive North Central Association of Colleges and School North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission. English Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to the self-study process for Commission evaluation. Papers in chapters 1, "Self-Study and Commission Evaluation: Coordinating the Self-Study," are: (1) "Initiating the Self-Study Process: Practical Suggestions" (Marilyn Nelson Carroll); (2) "On Herding Ducks: Ways To Keep a Big Project Going without Being the Gunslinger" (J. Thomas Howald); (3) "Initiating the Self-Study Process: Planning for Success" (Thomas Botzman and Carol Canavan); (4) "Self-Study in a Small, Single-Purpose Institution" (Kay Luft); (5) "'The Importance of Being Earnest" and "The Color Purple": Purpose and Structure in the Self-Study Process" (Michael L. Banks, Jacqueline Gray, and Karen Jones); (6) "Only 120 Days Remain, the Clock Is Ticking" (Dunn T. Faires); (7) "Preparing Trustees, Faculty, Staff, and Students for the Team Visit" (David McFadden and Mary Lahman); and (8) "The Eight Weeks Prior to the Higher Learning Commission Visit" (Kelly K. Brinkman and William L. Ramsey). Chapter 2, "Self-Study and Commission Evaluation: Practical Advice," contains: (9) "Deciding How To Approach the Self-Study: Three Campuses, Three Choices" (Gil Atnip, Marilyn Vasquez, and Susan Kahn); (10) "Utilizing Online Course Software To Prepare a Higher Learning Commission Self-Study" (Donna L. Askins); (11) "What Did and Did Not Work during the Self-Study Process" (Terri Wenzlaff); (12) "Sustaining Communication and Involvement throughout the Self-Study" (Paula M. Glover and Kristin B. Wilson); (13) "Obtaining Complete Campus Participation: A Strategy for Self-Study" (James C. Foster); (14) "Engaging in Accreditation: Using Staff Development To Achieve Total Participation" (Randall Van Wagoner and Sharon Cole Hoffman); (15) "Preparing for the Visit While Focusing on Institutional Improvement" (Sherril Hoel and Peggy Simpson); (16) "Continuity, Coordination, and Change: Planning, Assessment, and Higher Learning Commission/NCATE Reviews" (Elizabeth H. Davis and Suzanne Jessup); (17) "Data, Data, Data! How To Collect What You Need" (David Cook and Carol Nelson); (18) "An Employee Satisfaction Survey Designed for Accreditation Self-Study" (Mary Ellen Wacker and Robert E. Dunker); (19) "The Ingredients for Preparing a High-Quality Self-Study Report" (Donald Bennion and Michael Harris); (20) "Lessons Learned from Years of Reviewing Self-Study Reports: Advice on Writing and Editing the Self-Study" (Norma C. Noonan and Kathryn Heltne Swanson); and (21) "Strategies for Developing a Comprehensive Resource Book" (Shanna Legleiter, Jackie Elliot, and Cathie Oshiro). Chapter 3, "From the Eligibility Process through Initial Affiliation," contains: (22) "From PIF to Initial Accreditation: A Case Study" (Laurie Pemberton and Gil Linne). Many chapters contain references. (SLD) ED476564 A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 4: The Self-Study Process for Commission Evaluation. 2003 Edition. 2003-00-00 104 North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504. Tel: 312-263-0456; Tel: 800-621-7440 (Toll Free); Fax: 312-263-7462; Web site: http://www.ncahigherlearningcommission.org. N/A 2004 2016-11-21

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Yes College Preparation Core Curriculum Course Selection (Students) Full Time Students High Schools Higher Education Middle School Students Paying for College Guides - Non-Classroom Office of Federal Student Aid (ED), Washington, DC. English This leaflet contains a checklist of actions students should take to prepare for college. The checklist begins with the pre high school years, by advising selection of challenging courses and outlining ways to save for college. Ninth graders are again advised to select challenging courses and to begin to think about possible careers. It is suggested that 10th graders take challenging classes in core curriculum areas and begin to refine their possible career choices. Tenth graders should begin to think about the colleges they might choose and should take the Preliminary SAT/National Merit Scholarship Qualifying Test. Advice for 11th graders become more specific, and includes recommendations for taking college entrance examinations and more specific advice about choosing a college. Advice for 12th graders includes details about student financial aid. Some useful Web sites are listed, and telephone numbers are given for general information about financial aid. (SLD) ED476565 College Preparation Checklist, 2003-2004. 2003-00-00 Students 5 For full text: http://www.studentaid.ed.gov/students/attachments/siteresources/CollPrep.pdf. N/A 2004 8/19/2004 21:06:21 RIEJAN2004

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Yes Access to Education College Preparation Equal Education Higher Education Longitudinal Studies Low Income Groups Middle School Students Middle Schools Program Effectiveness Program Evaluation Research Design Muraskin, Lana Reports - Evaluative Westat, Inc., Rockville, MD. Department of Education, Washington, DC. Office of the Under Secretary. English Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) is a federal program aimed at equalizing access to higher education for low-income students. GEAR UP, created in 1998, attempts to provide information and support to students beginning no later than seventh grade while promoting lasting partnerships among school districts, colleges, and other entities to operate GEAR Up projects. A national evaluation of GEAR UP was conducted after the first 2 years. This report describes the program and sets the stage for subsequent evaluation of program impact. The report suggests hypotheses and issues about GEAR UP practices and outcomes that can be pursued in a longitudinal study following GEAR UP participants who entered in seventh grade in 2000-2001. Background information has been collected from 18 schools, and descriptive information has been collected through site visits to 20 partnerships of the 237 operating in the second year of operation. Preliminary findings show that on average, GEAR UP partnerships received federal grants of about $660 per student served. Tutoring was the most common service offered across sites in the first 2 years, and college-planning activities offered at almost all projects. Summer programs were generally not as well attended as expected, and many GEAR UP partnerships were scaling back summer program activities. (Contains 2 figures and 20 endnotes.) (SLD) ED476566 National Evaluation of GEAR UP: A Summary of the First Two Years. 2003-00-00 28 ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/offices/OUS/PPSS/evaluation.html. N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/79965

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Yes College Preparation College Students Developmental Programs Educational Trends Higher Education Mainstreaming Remedial Instruction Remedial Programs Damashek, Richard Reports - Descriptive English This paper summarizes themes arising from a symposium on the future of developmental education in the United States. In recent years, public financial support of developmental education has been declining and is projected to decline further. Participants in a symposium on developmental education agreed on some trends that are emerging. Mainstreaming, the removal of developmental education from four-year institutions, and increased professionalism of developmental educators seem likely to continue. Increased professionalization in the ranks of developmental educators will be a helpful approach to combating the negative attitudes toward developmental education in the public, political, and academic arenas. (SLD) ED476567 Symposium on the Future of Developmental Education. 2000-11-00 9 N/A 2004 8/19/2004 21:06:26 RIEJAN2004

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Yes College Faculty Educational Change Higher Education Learner Controlled Instruction Teaching Methods Ellsworth, J'Anne Reports - Descriptive Learner Centered Instruction English The learner centered approach to university teaching could be a powerful and meaningful approach to course offerings, although never the only possible approach to college teaching. However, learner centered instruction is powerful and could alter retention rates, increase attendance, and change some discontent with present practices. Moving beyond lecture to learner centered instruction is difficult and requires hard work and strength on the part of the professor. Community building is required, especially in this era of ready information in which students can find so much from the Internet, and professors recognize that disseminating information is not the critical mission of higher education. The challenge of teaching is not in building a knowledge base, but in building people as practitioners of life and society. (Contains 40 references.) (SLD) ED476568 Learner Centered Courses in the University: A Powerful and Meaningful Addition. 2002-00-00 11 N/A 2004 2016-11-21

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Yes College Environment Educational Change Educational History Higher Education Institutional Characteristics Oral Tradition School Culture Traditionalism Books Collected Works - General Reports - Descriptive Academic Tradition University of Alabama Alabama Univ., Birmingham. English This collection serves as an interpretation of traditions, rituals, legacies, and the historical challenges associated with the University of Alabama. As such, it is a consolidated historical record of the cultural history of the university. The chapters are: (1) "Introduction" (Chad Caples, Lillie Hagood, Kurt Johnson, Anne Kanga, Julie Griffin Moore, Glenda L. Ogletree, Kevin Windham, and Peijun Zheng); (2) "The History of the A-book at The University of Alabama" (Lillie Hagood); (3) "'Corolla': Seeing Tradition Made" (Kevin Windham); (4) "'The Crimson White': A Changing Tradition" (William Shivers); (5) "Integration at The University of Alabama: First African American Student Admitted" (Joyce Coffey Grant); (6) "Joining Old Traditions with Ancient Traditions: How the Jewish Tradition Made a Place for Itself at The University of Alabama" (Kurt Johnson); (7) "We Are the World: The International Student Association (ISA) at The University of Alabama" (Anne Kanga); (8) "The Death of Racial Segregation in Alabama Football" (Chad Caples); (9) "The History and Development of Football Traditions at The University of Alabama" (Mike Aaron); (10) "Paint the Town Red: Homecoming History and Rituals at the Capstone" (B. J. Guenther and M. E. Spencer); (11) "Maintaining Tradition through Athletic Rivalries" (Lauren Taylor); (12) "Lasting Impressions: Igniting the Spirit" (Glenda L. Ogletree); (13) "The Crimson Men and Women" (Virginia Cole); (14) "The Million Dollar Band and All Its Glory" (Jennifer Fields Humber and Michael Ted Greer); (15) "The 'Legendary' University of Alabama" (Julie Griffin Moore); (16) "'The Machine'" (Chris Cribbs); (17) "Architecture Tells" (Peijun Zheng); and (18) "The Alabama Family" (Donna Ford Tipps). (SLD) ED476569 The Tides of Tradition: Culture and Reform at the University of Alabama. 2003-02-10 313 For full text: http://education.ua.edu/leader/forms/TidesofTradition.pdf. N/A 2004 2016-11-21

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Yes Accountability Adolescents Block Grants Case Studies Cooperative Planning Court Litigation Crime Prevention Delinquency Drug Use Testing Intergroup Relations Juvenile Justice Probationary Period School Safety Staff Development Violence Beyer, Marty Reports - Evaluative Risk Reduction Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. English This bulletin examines the Office of Juvenile Justice and Delinquency Prevention's Juvenile Accountability Incentive Block Grants (JAIBG) program, which asserts that juvenile offenders should be held accountable for their crimes as a matter of basic justice and to prevent and deter delinquency. It reviews the developmental perspective shaping juvenile accountability and offers case histories illustrating effective practices that promote accountability. The bulletin highlights other JAIBG Best Practices Series bulletins, including: "Construction, Operations, and Staff Training for Juvenile Confinement Facilities" (David Roush and Michael McMillen); Developing and Administering Accountability-Based Sanctions for Juveniles" (Patrick Griffin); "Workload Measurement for Juvenile Justice System Personnel: Practices and Needs" (Hunter Hurst); "Enhancing Prosecutors' Ability to Combat and Prevent Juvenile Crime in Their Jurisdictions" (Heike Gramchow and Elena Tompkins); "Enabling Prosecutors to Address Drug, Gang, and Youth Violence" (Heike Gramchow and Elena Tompkins); "Focus on Accountability: Best Practices for Juvenile Court and Probation" (Megan Kurlychek, Patricia Torbet, and Melanie Bozynski); "Juvenile Gun Courts: Promoting Accountability and Providing Treatment" (David Sheppard and Patricia Kelly); "Juvenile Drug Court Programs" (Caroline S. Cooper); "Establishing and Maintaining Interagency Information Sharing" (Julie Slayton); "Increasing School Safety through Juvenile Accountability Programs" (Scott H. Decker); "Developing a Policy for Controlled Substance Testing of Juveniles" (Ann H. Crowe and Linda Sydney); and "Ten Steps for Implementing a Program of Controlled Substance Testing of Juveniles" (Ann H. Crowe and Linda Sydney). Findings indicate that among the key policies that effective programs have in common are combining restorative restitution and community service with victim input, teaching juvenile offenders how to make positive choices and resolve disputes without aggression, and using flexible, graduated sanctions. (Contains 30 references.) (SM) ED476570 Best Practices in Juvenile Accountability: Overview. JAIBG Bulletin. 2003-04-00 13 Juvenile Justice Clearinghouse, P.O. Box 6000, Rockville, MD 20849-6000. Tel: 800-638-8736 (Toll Free); Tel: 800-851-3420 (Toll Free); Fax: 301-519-5212; Web site: http://puborder.ncjrs.org/Content/search.asp. N/A 2004 2016-11-21

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Yes Child Safety Elementary Secondary Education Minority Groups Parent Attitudes Racial Differences Recreational Activities Summer Programs Youth Programs Le Menestrel, Suzanne Reports - Research Summer Vacations Academy for Educational Development, Washington, DC. English This study investigated parents' attitudes toward the summer vacation period and their children's summer experiences. Participants were a nationally representative sample of approximately 400 parents of children age 5-14 years who completed telephone interviews as part of two subsequent omnibus surveys. Most parents ranged in age from 35-54 years. Nearly half had annual incomes of $50,000 or more, 67 percent were employed full-time, and three-quarters were married. Most of the parents were white and non-Hispanic. Parents wanted their children to relax and have fun in the summer, regardless of pressures to meet higher educational standards. Parents from all income levels wanted the same things for their children. Mothers were more focused on planning specific summer experiences for their children. Parents whose children were in organized programs or activities reported spending, on average, $625. Parents of color were more focused than white parents on having their children's summer experiences be educationally worthwhile. Safety was considered the number one challenge for parents when planning summer experiences. Participants in the follow-up survey responded to two questions: "What is the most important thing you hope your child gets out of the summer?" and "How has this country's increased attention to homeland security affected your planning for your child's summer?" Most parents said that increased homeland security had no effect on their summer planning. Over half the parents reiterated the notion that summer was a time for children to have fun and relax; only 4 percent wanted their children to get better prepared for school in the fall. An appendix contains the survey questions. (SM) ED476571 In the Good Old Summertime: What Do Parents Want for Their Kids? 2003-04-00 16 Academy for Educational Development, 1825 Connecticut Ave., NW, Washington, D.C. 20009-5721. Tel: 202-884-8000; Fax: 202-884-8400; Web site: http://www.aed.org. N/A 2004 2016-11-21

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Yes Academic Standards Court Litigation Disadvantaged Youth Educational Finance Elementary Secondary Education Equal Education Financial Support Minority Group Children Public Schools Urban Schools Legal/Legislative/Regulatory Materials Council of Great City Schools New York (New York) New York (New York) New York State Unified Court System, Albany. English The Council of the Great City Schools, a national organization representing the needs of urban public schools, has studied school finance in four member districts, including New York. The Councils interest in current litigation over school financing began when Council data were used in evidence to support the defendants in the case brought by the Campaign for Fiscal Equity against the State of New York. In its briefing to the Appellate Division of the Supreme Court, the State of New York defendants described the Council's data inaccurately in an effort to support the proposition that New York City students outperform students in other urban districts, including those with less disadvantaged student populations. This Amicus Brief is intended to set the record straight, providing the Court with information from its own analysis of state funding of the New York City Public Schools. The first section suggests that the Appellate Division's standard for a "sound basic education" makes a mockery of the New York Constitution's education clause (the presence of poor, minority, and immigrant students in New York City does not justify setting low standards for a sound basic education, and the Appellate Division's other efforts to rationalize the present system are equally unconvincing). The second section asserts that a meaningful standard for a sound basic education should be stated by the court. The brief concludes that New York State should have the opportunity to consider information on the real cost of providing necessary educational programs, services, and facilities, then adopt a system of funding public education that provides all students with the education they need. (SM) ED476572 Campaign for Fiscal Equity, Inc., et al., Plaintiffs-Appellants, against the State of New York, et al., Defendants-Respondents. Brief Amicus Curiae of the Council of the Great City Schools. 2003-02-04 48 N/A 2004 2016-11-21

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Yes Dropout Rate English (Second Language) Graduation High School Graduates High Schools Minority Groups Racial Differences Sex Differences Special Education Urban Schools Waddington, Susan R. Numerical/Quantitative Data Reports - Research New York (New York) New York (New York) English This study followed the progress of New York City high school students in the class of 1999 through the end of June 2002, three years past their expected four-year graduation date. Separate outcomes for students in the 1999 special education class are also presented. Data from the New York City public school system indicated that by June 2002, 68.6 percent of the students had completed their high school education, and 31.4 percent had either dropped out or had not completed their education. The final 68.6 percent graduation rate was 1.7 percentage points higher than the rate for the class of 1986, the first class studied using the cohort methods, and 0.9 of a percentage point lower than for the class of 1998. About 15 percent of the class of 1999 completed their education after their expected graduation date. Females had significantly lower dropout rates than males, averaging 28.3 percent as compared to 34.8 percent for males. Asians and Whites had almost half the dropout rates of African American, Latino, and Native American students. Just over 92 percent of the class of 1999 completed their education in 4 or 5 years. Many students previously identified as dropouts returned and completed their education, usually via a GED. A very high percentage of English Language Learners were still enrolled in high school after 4 years and went on to earn degrees within the next 3 years. Two appendices provide data on final outcomes (number of students and percentage of students) for the Class of 1999 by school and superintendency. (SM) ED476573 Class of 1999 Final Longitudinal Report: A Three-Year Follow-Up Study. 2003-04-00 48 New York City Department of Education, Division of Assessment and Accountability, Tweed Building, 52 Chambers Street, Room 310, New York, NY 10007. Web site: http://www.nycenetedu/daa. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Elementary Education Middle Schools Resource Allocation School District Spending School Districts Urban Schools Iatarola, Patrice Stiefel, Leanna Schwartz, Amy Ellen Reports - Research New York (New York) New York (New York) New York Univ., NY. Inst. for Education and Social Policy. English This study examined the role of school sub-city districts in determining the performance and efficacy of their member schools. A total of 846 low- and high-performing schools and sub-city districts were identified using a 3-year panel of data (1997-99) on New York City elementary and middle schools. These data were used to examine the differences in the school performance across school districts and to investigate the role of the district in shaping school performance. Results indicated that school districts did indeed matter. The estimated district fixed effects suggested that school districts had an important role in school performance, even when they had no revenue raising responsibility. The study examined whether that effect was due to unobservable, time invariant district characteristics or differences in the measurable characteristics of the districts, and it found that the number of middle schools, the level of per pupil spending, and the ways that resources were spent were the most significant factors. The study concludes that accountability systems need to be designed to recognize the role of school districts and to hold them accountable for their performance as well. Tables are appended. (Contains 15 references.) (SM) ED476574 School Performance and Resource Use: The Role of Districts in New York City. NYU Wagner Working Paper. 2002-00-00 Robert Sterling Clark Foundation, Inc., New York, NY. 35 New York University, Wagner School of Public Service, 4 Washington Sq. North, New York, NY 10003. Tel: 212-998-7437; Fax: 212-995-3890; Web site: http://www.nyu.edu/wagner. N/A 2004 2016-11-21

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Yes Charter Schools Elementary Secondary Education Enrollment Home Schooling Low Income Groups Minority Group Children Parochial Schools Private Schools Public Schools School Choice School Districts Special Education Vocational Education McDermott, Kathryn Bowles, Susan Churchill, Andrew Numerical/Quantitative Data Reports - Research Massachusetts State Policy Massachusetts English School choice is a highly controversial topic in Massachusetts. It is estimated that a minimum of 200,000 students are participating in some form of school choice in Massachusetts; when considering intra-district school choice, at least one in four Massachusetts students are in a setting over which their families exercised some form of choice. Using data from the Massachusetts Department of Education on district- and school-level enrollment and individual-level data on students participating in inter-district and charter school choice, this study analyzes the impact and policy implications of school choice. Results indicate that school choice is a reality for a substantial proportion of Massachusetts families, though choice opportunities are unevenly distributed across the state. The unmet demand for school choice is widespread. Low-income, minority students are underrepresented in school choice participation. The financial impact of school choice can be substantial, and it is unevenly distributed. In some large districts, tuition reimbursements are especially detrimental, with the losses far exceeding the savings from lower enrollment. Intra-district choice is widespread, though it is very difficult to track. Meeting the mandates of No Child Left Behind (NCLB) for expanded school choice will be challenging. Spaces for intra-district transfers, mandated by NCLB for students in schools that have failed to make Adequate Yearly Progress (AYP) for two years, are quite limited. Massachusetts has successfully developed vocational and special education choice systems that provide students with comprehensive and equitable options. Private and parochial schools in Boston disproportionately serve white students. The report recommends further research on what motivates students and families to enroll in and remain at alternative schools, whether students and parents are satisfied with their choices, and whether choice impacts student achievement. Appended is a listing of the inter-district choice status of Massachusetts school districts for the past two school years. (Contains 12 references.) (SM) ED476575 Mapping School Choice in Massachusetts: Data and Findings, 2003. Understanding Boston. Report. 2003-05-00 Boston Foundation, MA. 67 Center for Education Research & Policy, MassINC, 18 Tremont Street, Suite 1120, Boston, MA 02108. Tel: 617-742-6800; Web site: http://www.massinc.org. N/A 2004 2016-11-21

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Yes Child Welfare Marital Status Marriage One Parent Family Parents Poverty Unwed Mothers Welfare Recipients Rector, Robert E. Johnson, Kirk A. Fagan, Patrick F. Noyes, Lauren R. Reports - Research Heritage Foundation, Washington, DC. English This report uses data from the Fragile Families and Child Well-Being Study (a nationwide survey that collects data on married and non-married parents at the time of the child's birth) to determine how much marriage could reduce poverty among couples who are not married at the time of birth. To determine the impact of marriage on children's and mothers' poverty, the study estimated what the mothers' poverty rate would be if they remained single, calculated what the poverty rate would be if the mothers and fathers married, then noted differences between poverty rates. The effect of marriage on poverty was calculated according to three scenarios regarding the mother's employment after childbirth (zero annual employment, part-time employment, and full-time employment). Data analysis indicates that marriage would dramatically reduce poverty among non-married mothers who are romantically involved with the fathers at the time of the child's birth. Specifically, if these mothers do not marry but remain single, about 55 percent will be poor. By contrast, if all mothers married their child's father, the poverty rate would fall to less than 17 percent. Thus, on average, marriage would reduce the odds that a mother and a child will live in poverty by more than 70 percent. A technical appendix describes how researchers used the Fragile Families survey and database to simulate the effects of marriage on child poverty. (Contains 15 footnotes.) (SM) ED476576 Increasing Marriage Will Dramatically Reduce Child Poverty. A Report of the Heritage Center for Data Analysis. 2003-05-20 16 Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002-4999. Tel: 202-546-4400; Web site: http://www.heritage.org. N/A 2004 8/19/2004 21:06:51 RIEJAN2004 Cover title varies.

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Yes Access to Computers Community Organizations Elementary Secondary Education Higher Education Information Technology Internet Policy Formation Public Policy Kirschenbaum, Josh Kunamneni, Radhika Reports - Descriptive Digital Divide English This report discusses innovative uses of information technology by community based organizations, examining how to develop a comprehensive policy agenda for bridging the digital divide. It begins by presenting background information on the digital divide as context for understanding the organizational divide. Next, it discusses challenges facing the use of technology by the nonprofit sector and available resources to build information technology capacity. It focuses on promising practices that use relevant content and applications, describing three avenues for building technology capacity (technical assistance providers, community technology centers, and entrepreneurial, community-driven efforts). The paper examines six activities that community based organizations support through the use of information technologies: advocacy/online organizing, community information clearinghouse, networking and online communities, innovations in service delivery, interactive database development, and community mapping). Finally, the paper presents a framework for developing a comprehensive policy approach to bridging the digital divide. An appendix offers technology technical assistance providers and case study examples. (Contains 17 references.) (SM) ED476577 Bridging the Organizational Divide: Toward a Comprehensive Approach to the Digital Divide. A PolicyLink Report. 2001-09-00 34 PolicyLink National Office, 101 Broadway, Oakland, CA 94607. Tel: 510-663-2333; Fax: 510-663-9684; Web site: http://www.policylink.org. N/A 2004 2016-11-21

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Yes Access to Education Arabs Developing Nations Educational Finance Elementary Secondary Education Foreign Countries Higher Education Islamic Culture Muslims Politics of Education Sex Discrimination Womens Education Reports - Descriptive Speeches/Meeting Papers September 11 Terrorist Attacks 2001 Academy for Educational Development, Washington, DC. English This paper presents a discussion by a group of specialists on education in the Muslim world, looking at the United Nations Development Program's Arab Human Development Report of 2002, "Creating Opportunities for Future Generations," and noting three major deficits that need to be addressed: the freedom deficit (political freedom), the deficit in the empowerment of women, and the deficit in knowledge, both in educational opportunities and in attitudes that govern the acquisition and application of knowledge. The discussion examines the history of the Muslim world and how it relates to today's educational situation. It also presents questions and answers from the audience about such topics as the poor conditions of education in most Muslim countries, freedom of education in the Muslim world, a new Islamic university in Jordan intended to promote a modern version of Islam, financial problems faced by the Jordanian educational system, how to bridge the resource gap between American and local universities within Muslim countries, and the importance of government commitment in order to see sustainable educational reforms. (SM) ED476578 Education in the Muslim World: What's Next? AED Global Learning Group. 2002-11-20 27 N/A 2004 2016-11-21

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No American Indians Black Teachers Chinese Americans Culturally Relevant Education Diversity (Faculty) Elementary Secondary Education Hispanic Americans Minority Group Teachers Private Schools Teacher Persistence Teacher Recruitment Teacher Selection Urban Schools Kane, Pearl Rock, Ed. Orsini, Alfonso J., Ed. Books Collected Works - General Reports - Research New York (New York) New York (New York) English Featuring the findings of a 5-year study on independent schools as well as stories by teachers and students of color, this book offers testimony by independent school faculty of color, including the individual stories of African American, Chinese American, Native American, Cuban American, and Hispanic American educators. It discusses how important a diverse teaching force is for creating a positive school culture for all students. After "Introduction: Answering the Call" (Pearl Rock Kane), six chapters include: (1) "The Need for Teachers of Color in Independent Schools" (Pearl Kane and Alfonso J. Orsini"; "The Silent Years" (Chad Cooper); and "Dirty Knees" (Shafia Zaloom); (2) "A Context for Understanding Faculty Diversity" (Alfonso J Orsini); "My Chance Encounter with Independent Schools" (Dennis Bisgaard); and "Gifts from the Great Spirit" (Melanie Sainz); (3) "Findings from a National Survey of Teachers of Color from Analysis of the NAIS Database" (Pearl Rock Kane and Alfonso J. Orsini); "Struggles and Rewards" (Reveta Bowers); and "Excess Baggage" (Alexis Wright); (4) "Best Practices: An Analysis of Teacher Diversity in Eleven New York City Independent Schools" (Kate Knopp, John Baldwin, John Barrengos, Dennis Bisgaard, Marc Bogursky, Sidney Bridges, Kathleen Brigham, Virginia Carnes, Tom Doar, Kecia Hayes, Tracy Knox, Jerry Loewen, Gary Niels, Kolia O'Connor, Cathleen Randall, Philip Kassen, Mark McLaughlin, Doug Norry, Jan Scott, Michael Simmonds, and John Yoo); "Should I Stay or Should I Go Now?" (Lisa Arrastia); and "How Did I End Up Here?" (Erik Resurreccion); (5) "Three Case Studies: The Wingate School, the Quaker School, and Heights Academy" (Dennis Bisgaard, Kate Knopp, Tracy Knox, Sidney Bridges, Kathleen Brigham, Gary Niels, Cathleen Randall, and Jerry Loewen); "The Journey of an Indian American Student and Teacher" (Pia Awal); and "Affirming Hispanic Co-Workers in a School Community" (Susana Epstein); and (6) "The Challenge of Diversifying Independent Schools" (Pearl Rock Kane and Alfonso J. Orsini). (Contains 91 references and index.) (SM) ED476579 The Colors of Excellence: Hiring and Keeping Teachers of Color in Independent Schools. 2003-00-00 ISBN-0-8077-4282-1 166 Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 ($19.95). Tel: 212-678-3929; Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; Web site: http://www.tcpress.com. N/A 2004 2016-11-21

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No Accountability Charter Schools Educational Change Educational Finance Elementary Secondary Education Equal Education Politics of Education Public Schools School Policy Wells, Amy Stuart, Ed. Books Collected Works - General Reports - Evaluative California Professionalism Reform Efforts California English This collection of papers suggests that the laissez-faire policies of charter school reform often exacerbate existing inequalities in U.S. schools. It is based on a study of 10 urban, suburban, and rural school districts and 17 diverse charter schools in California, focusing on accountability and equity to explore how charter school policies affect the lives of children, educators, and parents in diverse social, economic, and political contexts. Seven papers discuss: (1) "Why Public Policy Fails to Live Up to the Potential of Charter School Reform: An Introduction" (Amy Stuart Wells); (2) "The Politics of Accountability: California School Districts and Charter School Reform" (Amy Stuart Wells, Ash Vasudeva, Jennifer Jellison Holme, and Camille Wilson Cooper); (3) "Reinventing Government: What Urban School Districts Can Learn from Charter Schools" (Sibyll Carnochan); (4) "Public Funds for California Charter Schools: Where Local Context and Savvy Meet Formula" (Julie Slayton); (5) "Public Schools, Private Resources: The Role of Social Networks in California Charter School Reform" (Janelle Scott and Jennifer Jellison Holme); (6) "Creating Charter School Communities: Identity Building, Diversity, and Selectivity" (Alejandra Lopez, Amy Stuart Wells, and Jennifer Jellison Holme); and (7) "California's Charter School Teachers: The Embedded Context of Professionalism" (Ash Vasudeva and Cynthia Grutzik). The book ends with "Conclusion: Envisioning a More Progressive Agenda" (Amy Stuart Wells). (Papers contain references; book contains an index.) (SM) ED476580 Where Charter School Policy Fails: The Problems of Accountability and Equity. Sociology of Education Series. 2002-00-00 Annie E. Casey Foundation, Baltimore, MD. Ford Foundation, New York, NY. Spencer Foundation, Chicago, IL. ISBN-0-8077-4249-X 208 Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 ($22.95). Tel: 212-678-3929; Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; Web site: http://www.tcpress.com. N/A 2004 2016-11-21

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No Academic Standards Blacks Educational Finance Educational Vouchers Elementary Secondary Education Hispanic Americans Private Schools Public Opinion Public Schools Racial Differences Single Sex Schools Tuition Violence Whites Bositis, David A. Numerical/Quantitative Data Reports - Research Joint Center for Political and Economic Studies, Washington, DC. English In 2002, a national opinion poll of 2,463 U.S. adults examined such topics as politics, education, crime and criminal justice policy, globalization, international relations, and race relations. The education poll focused on such issues as school quality, school safety, school vouchers, school violence, and same-sex education. The survey sample included a national general population sample of adults, a national sample of African American adults, and a national sample of Hispanic adults. Overall, Blacks and Whites ranked education as one of the most important national problems, though their views on the subject differed. African Americans' views were generally more positive in 2002 than 2000, while Whites' views remained unchanged. There was very strong support among African Americans for increasing government spending on education in both years. Whites in 2002 reported high levels of satisfaction with their local public schools and were more likely to think they improved than regressed over the previous 5 years. Whites also supported raising school spending. Hispanics rated their local public schools more favorably than Blacks, but less favorably than non-Hispanic Whites. They were much more likely than the other groups to believe that their local public schools had improved over the past 5 years. Their views on school spending were very similar to those of Blacks. While a solid majority of Black respondents supported vouchers, their opposition to vouchers increased by 16 percent. Responses to questions about school violence showed similar experiences among the three population groups. Appended are the survey methodology and tables. (SM) ED476581 National Opinion Poll: Education, 2002. 2002-00-00 18 Joint Center for Political and Economic Studies, 1090 Vermont Ave., N.W., Suite 1100, Washington, DC 20005-4928. Tel: 202-789-3500; Fax: 202-789-6390; e-mail: www.jointcenter.org. N/A 2004 8/19/2004 21:07:03 RIEJAN2004 For the 1999 poll on education, see ED 437 489.

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No Adolescents At Risk Persons Blacks Dropout Rate Early Parenthood Males Mentors Poverty Recreational Activities Secondary Education Unemployment Urban Areas Youth Programs Cave, George Reports - Evaluative Incarcerated Youth Youth Development Model District of Columbia District of Columbia Joint Center for Political and Economic Studies, Washington, DC. English This report examines, ward-by-ward, indicators of need for youth development services in the District of Columbia (DC), including high school dropout rates, unemployment, poverty, involvement with the criminal justice system, teen parenting, and youth mortality. It discusses capacity to provide various youth development services to address those needs. It puts Department of Labor funded employment and training efforts into context, showing how they relate to and build on mentoring, social services, health-related programs, and recreation and cultural activities. Data come from the DC Administration for Children and Families' Youth Service Directory 2001 and the Joint Center for Political and Economic Studies Managers' Survey of Programs for Youth 14-21. DC's dropout rate is 40 percent overall and 45 percent for African Americans. Dropout rates are very uneven across the city. Need for youth development services tend to be much greater east of the Anacostia River and in north central DC. This city, which has the highest youth incarceration rate in the country, has few programs specializing in mentoring. Aside from schools, recreation centers are the most widespread network of youth development facilities in DC. A residential correctional facility is by far the largest program in the city. The survey and directory are appended. Exhibit materials, containing statistical data, maps showing the locations and number of youth programs, and survey results, are also included. (Contains 50 references.) (SM) ED476582 Youth Development Needs and Capacities in the District of Columbia. 2002-03-00 110 Joint Center for Political and Economic Studies. Web site: http://www.jointcenter.org/aamales/index.html. N/A 2004 2016-11-21

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No Citizen Participation Citizenship Education Elementary Secondary Education Evaluation Criteria Program Evaluation Research Design Social Studies Youth Programs Michelsen, Erik Zaff, Jonathan F. Hair, Elizabeth C. Reports - Evaluative Child Trends, Inc., Washington, DC. English Civic engagement that is, community service, political activism, environmentalism, and other volunteer activities provide needed services to community residents and psychological, social, and intellectual benefits to participants. A small but growing body of research suggests the likelihood that active involvement leads to healthy, active citizens. This synthesis of civic programs for youths provides specific information on the role civic engagement plays in helping young people develop a broad array of strengths and capacities. It focuses on youth outcomes in four domains: (1) educational achievement and cognitive attainment; (2) health and safety; (3) social and emotional well-being; and (4) self-sufficiency. The synthesis asks: What do civic engagement programs look like? What resources do civic engagement programs provide for promoting youth development? What impacts do civic engagement programs have on youth outcomes? and What characteristics of the programs seem to constitute effective civic engagement? The programs in the synthesis have been evaluated. Studies that use an experimental design (n=3) to test the impact of programs are emphasized because only experimental studies can yield causal evidence about what works, or does not work, to promote desired youth outcomes. Few experimental studies exist; however, so rigorous quasi-experimental studies (n=3) and nonexperimental studies (n=1) are also included. Appendix A contains program and study descriptions and evaluation, while Appendix B contains other activities offered by civic engagement programs. Lists nine program references. (Contains 1 figure, 6 tables, and 30 references.) (BT) ED476583 Civic Engagement Programs and Youth Development: A Synthesis. 2002-05-00 Edna McConnell Clark Foundation, New York, NY. 52 Child Trends, Inc., 4301 Connecticut Ave., NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; Web site: http://www.childtrends.org/. N/A 2004 8/19/2004 21:07:07 RIEJAN2004

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Yes American Dream Cultural Context Entrepreneurship Immigrants Korean Americans Korean Culture Self Employment Small Businesses Park, Sung Information Analyses Cultural Values Work Values Adjunct ERIC Clearinghouse on Entrepreneurship Education, Los Angeles, CA. English For many Korean Americans, the American dream of building a better future in the United States for their families is realized through a focus on entrepreneurship. Their formula for entrepreneurial success is simple and effective: (1) identifying a business opportunity; and (2) working hard to turn the opportunity into a business success. Korean Americans often see opportunity where others do not, and they show unwavering perseverance, even in the face of adversity. This digest discusses Korean-American entrepreneurs within the context of their unique culture. The Digest states that Korean Americans' devotion to family plays an integral role for the success of the entrepreneur, and pinpoints their emphasis on education as another important aspect of Korean immigrants and entrepreneurs. It finds that most Korean businesses are small (typically green grocers, dry cleaners, fish markets, delicatessens, and nail salons) and operated by a husband and wife in tandem, working more than 12 hours a day, 6 or 7 days a week. The digest also discusses some obstacles facing Korean-American entrepreneurs in developing businesses. (BT) ED476584 Korean-American Entrepreneurs. CELCEE Digest. 2002-09-00 Ewing Marion Kauffman Foundation, Kansas City, MO. Center for Entrepreneurial Leadership. 9 For full text: http://www.celcee.edu/publications/digest/Dig02-04.html. N/A 2004 2016-11-21

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Yes Business Skills Entrepreneurship Experiential Learning Older Adults Self Employment Small Businesses Seymour, Nicole Information Analyses Business Careers Adjunct ERIC Clearinghouse on Entrepreneurship Education, Los Angeles, CA. English Researchers are finding that older entrepreneurs are an increasing population in many Western countries. It is important to distinguish between entrepreneurs who have simply reached the age of 50 versus those who start up businesses after this age. The latter group is of particular interest because these people have presumably never faced the trials of entrepreneurship before and are. therefore, in a more challenging and unique position. This digest discusses the characteristics of older entrepreneurs and considers the benefits and challenges for older entrepreneurs. (BT) ED476585 Starting Up after 50. CELCEE Digest. 2002-11-00 Ewing Marion Kauffman Foundation, Kansas City, MO. Center for Entrepreneurial Leadership. 7 For full text: http://www.celcee.edu/publications/digest/Dig02-05.html. N/A 2004 2016-11-21

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Yes Cooperative Learning Geography Internet Kindergarten Language Arts Locational Skills (Social Studies) Map Skills Primary Education Social Studies State Standards Student Educational Objectives Transportation Travel Kiesner, Eileen Guides - Classroom - Teacher California Reflective Thinking California San Bernardino County Superintendent of Schools, CA. English In this colorfully illustrated kindergarten activity, students read (and re-read) "My Blue Suitcase" (Sharon Katz), as an introduction to traveling. The book uses all of the basic forms of transportation and forms the transportation lesson outline. The activity gives the students the task of learning about each mode of transportation: land, sea, air, and space. After reading the book, students gather resources, including books, magazines, artifacts, toys, maps, brochures and audio visual materials. Students make a collage of the items needed for the imaginary trip they are taking. The students are asked for a conclusion and to reflect on the activity. The teacher's notes describe the unit's purpose; its correlation to California state standards for history/social science; how to conduct the lessons; management and assessment tips; and many resource suggestions. Included in the activity packet is a detailed guide for students and Internet resources. (BT) ED476586 Let's Go! Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. 2003-00-00 Practitioners Teachers 24 Schools of California Online Resources for Education, San Bernardino County Superintendent of Schools, 601 North East Street, San Bernardino, CA 92410-3093. E-mail: webmaster@score.rims.k12.ca.us; Web site: http://score.rims.k12.ca.us. N/A 2004 2016-11-21

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Yes Comparative Analysis Grade 4 Intermediate Grades National Competency Tests Reading Achievement Reading Research Standardized Tests Student Evaluation Tables (Data) Test Results Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English Each state and jurisdiction that participated in the Grade 4 NAEP (National Assessment of Educational Progress) 2003 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The 53 reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. Trends in scale scores at selected percentiles are also displayed. (RS) ED476588 The Nation's Report Card: State Reading 2003 Snapshot Reports for Grade 4. 2003-11-13 55 For full text: http://www.nces.ed.gov/nationsreportcard/pubs/stt2003/20044564.asp. N/A 2004 2020-11-03

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Yes Comparative Analysis Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Standardized Tests Student Evaluation Tables (Data) Test Results Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English Each state and jurisdiction that participated in the Grade 8 NAEP (National Assessment of Educational Progress) 2003 reading assessment receives a one-page snapshot report that presents key findings and trends in a condensed format. The 53 reports in this series present bulleted text describing overall student results, bar charts showing NAEP achievement levels for each year in which the state participated, and tables displaying results by gender, race/ethnicity, and eligibility for free/reduced-price lunch. In addition, bulleted text describes the trends in average scale score gaps for gender, race/ethnicity, and eligibility for free/reduced-price lunch. Trends in scale scores at selected percentiles are also displayed. (RS) ED476589 The Nation's Report Card: State Reading 2003 Snapshot Reports for Grade 8. 2003-11-13 55 For full text: http://www.nces.ed.gov/nationsreportcard/pubs/stt2003/20044568.asp. N/A 2004 2016-11-21

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Yes Cognitive Processes Cognitive Structures Concept Formation Consciousness Raising Cultural Awareness Cultural Differences Diversity (Student) Elementary Secondary Education English (Second Language) Higher Education Second Language Instruction Second Language Learning Sociolinguistics Jokhadze, Lali Reports - Descriptive Environmental Awareness Self Awareness English This paper discusses the establishment of a connection between cognitive concepts and knowledge acquired through English-as-a-Second-Language teaching and learning. Modern thinking focuses on effective application of common global knowledge and language skills appropriate for culturally diverse students. The article suggests that a cognitive conceptual approach to language learning gives students the responsibility to explore the both language and themselves, as well as their surroundings in order to work cooperatively with peers and teachers. Teaching culture-specific differences may have far-reaching consequences, because it can lead to self-aware, environmentally-aware relationships which may increase students' awareness of intellectual issues. Successful intellectual communication becomes increasingly important as it improves on access to high quality international experiences. (SM) ED476590 Cognitive Concepts and Cross-Cultural Awareness. 2002-00-00 7 N/A 2004 2016-11-21

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Yes Art Education Cultural Differences Elementary Secondary Education Females Fiction Films Foreign Countries Gender Issues Higher Education Literature Political Issues Theater Arts World History Gregor, Keith, Ed. Books Collected Works - Serials Cultural Nationalism Ireland Irish Culture Irish Literature Nostalgia Ireland ISSN-1578-7044 English This collection of papers includes the following: "Preface" (Keith Gregor); "Cultural Nationalism and the Irish Literary Revival" (David Pierce); "Transitions in Irish Miscellanies between 1923 and 1940" (Malcom Ballin); "Born into the Troubles: Deirdre Madden's 'Hidden Symptoms'" (Tamara Benito de la Iglesia); "'Reading in the Dark': The Transcendence of Political Reality Through Arts" (Aida Diaz Bild); "Ireland on Screen: A View from Spain" (Rosa Gonzalez Casademont); "Ireland, Nostalgia and Globalisation: Brian Friel's 'Dancing at Lughnasa' on Stage and Screen" (Mireia Aragay); "Returning the Gaze: Culture and the Politics of Surveillance in Ireland" (Spurgeon Thompson); "Narratives of Internal Exile in Mary Lavin's Short Stories" (Marie Arndt); and "I Am, Therefore I'm Not (Women)" (Moynagh Sullivan). It also includes reviews of two books: "Ireland's Others: Gender and Ethnicity in Irish Literature and Popular Culture" (Elizabeth Butler Culingford) and "Irlanda ante uno Nuevo Milenio" (Ines Praga Terente). The books are reviewed by Spurgeon Thompson and Keith Gregor, respectively. (Papers contain references.) (SM) ED476591 Irish Studies Today. International Journal of English Studies v2 n2 2002 2002-00-00 161 Servicio de Pulicaciones, Universidad de Murcia, c/o Actor Isidoro Marquez, 9-3, 30007 Vistalegre, Murcia, Spain (annual subscription: 15 Euro, individuals; 30 Euro, institutions; single issues: 10 Euro, individuals; 20 Euro, institutions). E-mail: servpubl@um.es. T 2004 2016-11-21

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Yes Bantu Languages Linguistic Theory Morphemes Uncommonly Taught Languages Verbs Mtenje, Al Reports - Descriptive Speeches/Meeting Papers Optimality Theory Reduplication (Phonology) English The articulation in recent years of Optimality Theory (OT) has paved the way for a reanalysis of linguistic phenomena that were previously accounted for by derivational theories through various modes of rule interaction. The theory has been shown to offer insightful accounts of various processes involving segmental and prosodic structure and has provided revealing solutions to tone assignment problems in Bantu and other languages. The explanatory power of the OT model has been noted in accounts of reduplication facts in a number of languages. This paper discusses reduplication facts in Ciyao verbal constructions using the insights of OT. It shows that the lack of segmental identity between stems and reduplicants can easily be accounted for by subordinating faithfulness constraints to unvioble phonological constraints and also by aligning the left edge of the base with onsetful syllables in conformity with the Onset Principle. The paper shows that the requirement of surface base--reduplicant identity should, in some cases, be outranked by phonologically based constraints in order to account for instances of a surface mismatch between the base and the reduplicant. It offers details of Ciyao reduplication facts and discusses OT principles and their application to the reduplication cases. (Contains 55 references.) (SM) ED476592 An Optimality Theoretic Account of Ciyao Verbal Reduplication. 2002-00-00 28 N/A 2004 2016-11-21

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Yes Elementary Education English (Second Language) Language Minorities Language Proficiency Limited English Speaking Listening Skills Literacy Education Parent Participation Parent Role Reading Skills Second Language Learning Speech Skills Writing Skills Wei, Youfu Zhou, Yalun Reports - Research Speeches/Meeting Papers English This study explored the roles that two parents played in their daughter's English education during the initial period after moving to the United States. For English language learners (ELLS) with limited first language schooling in the home country, it usually takes several years to demonstrate cognitive academic language proficiency. For ELL students to achieve educationally, they need to reduce that time barrier. Parents' active involvement is essential to ELL children's success. In this study, the two researchers were the parents of the child being studied. Through their personal observations, information from their daughter's classroom assignments, their own and their daughter's journals, and cassette tapes of their daughter's conversations with native speakers in different settings, the researchers, as participant observers, approached the topic of parents' involvement in three areas: English listening and speaking development, English reading development, and English writing development. Over 14 months, the researchers applied what they had learned in the TESOL classroom to their daughter's English skills development at home. Results suggest that parental involvement might be critical to ELL students' English education. (Contains 70 references.) (SM) ED476593 Language Minority Parents' Involvement in Their Child's English Education: A Case Study of a Young ELL Student. 2003-04-25 33 N/A 2004 8/19/2004 21:07:35 RIEJAN2004 Paper presented at the Annual Meeting of Teachers of English to Speakers of Other Languages (37th, Baltimore, MD, March 25-29, 2003).

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No Academic Discourse Elementary Education Hispanic American Students Language Proficiency Limited English Speaking Listening Skills Literacy Education Oral Language Phonemics Phonics Reading Comprehension Reading Instruction Rhyme Spanish Spanish Speaking Speech Skills Spelling Teaching Methods Vocabulary Development Word Recognition Writing Instruction Writing Skills Duran, Elva Shefelbine, John Carnine, Linda Maldonado-Colon, Elba Gunn, Barbara Books Collected Works - General Decoding (Speech) English This book addresses the area of reading and literacy instruction for Spanish-speaking students. Ten chapters focus on the following: (1) "Direct Instruction" (Elva Duran and Douglas Carnine); (2) "Developing the Foundations of Literacy: Oracy" (Elba Maldonado-Colon); (3) "Language Development and Instruction" (Linda Carnine); (4) "Academic Language and Literacy Instruction" (John Shefelbine); (5) "Reading and Literacy Instruction for Spanish-Speaking Students" (Elva Duran); (6) "Instructional Plans for Teaching Spanish-Speaking Students Reading and Literacy in Kindergarten through Third Grade" (Elva Duran); (7) "Supplemental Reading Instruction to Develop Second Language Literacy" (Barbara Gunn); (8) "Transfer of Reading from Spanish to English" (Elva Duran); (9) "Reading Components That Transfer from Spanish to English" (Elva Duran and John Shefelbine); and (10) "Reflections and Summation" (Elva Duran). Four appendixes are included: the alphabet in Spanish, sequence of sounds, syllables, and decodable texts. (Chapters contain references.) (SM) ED476594 Systematic Instruction in Reading for Spanish-Speaking Students. 2003-01-15 ISBN-0-398-07336-8 Practitioners Teachers 320 Charles C. Thomas, Publisher, Ltd., 2600 South First Street, Springfield, IL 62704 (hardbound: ISBN-0-398-07336-8, $63.95; paperbound: ISBN-0-398-07337-6, $44.95). Tel: 217-789-8980; Tel: 800-258-8980 (Toll Free); Fax: 217-789-9130; e-mail: books@ccthomas.com; Web site: http://www.ccthomas.com. N/A 2004 2016-11-21

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Yes Biographies Case Studies Classroom Techniques Creative Teaching Dance Education Drama Elementary Secondary Education Emotional Response English (Second Language) Fantasy Films Folk Culture Higher Education Imagination Language Teachers Novels Opera Poetry Reading Instruction Second Language Instruction Teacher Student Relationship Textbooks Coreil, Clyde, Ed. Books Collected Works - Serials Emotions ISSN-1071-6157 Jersey City State Coll., NJ. Center for the Imagination in Language Learning. English This collection of papers includes the following: "On the Educational Uses of Fantasy" (Geoffrey Madoc-Jones and Kieran Egan); "The Dangers of Empathy with Students" (Mario Rinvolucri); "The Magic of Folktales for Teaching English and Culture" (Planaria Price); "The Inner Voice: A Critical Factor in L2 Learning" (Brian Tomlinson); "Dance: An Inspiration for Language in the ESL Classroom" (Carolee Bongiorno); "Reader's Theatre: An Introduction to Classroom Performance" (Gerald Lee Ratliff); "Novels and Films in the Elementary School Foreign Language Class" (Jacqueline Garcon); "Using Poetry to Build Classroom Communities" (C. Hood Frazier); "Literary Pantomimes: Students' Dynamic Creations" (John Joseph Courtney); "The Power of Dramatizing Case Studies in ESP" (Russell Dinapoli);"English Through Opera" (Ninah Beliavsky); "The Dress-Up Biography in ESL Reading" (Denise Lagos and Susan Khodabakshi); "The Emotions: A Vocabulary Before Language" (James E. Lennon and Paul Barbato); "Choice + Interest = Enthusiasm for Target Language" (Greg Briscoe); "The Fun Hypothesis: Creative Language in the EFL Class" (Laura Renart); "Neuro-Linguistic Programming: A Basis for Language Learning" (Marion H. Love); and "Using the Native Language Imaginatively in Foreign Language Textbooks" (Hana Zofkova). (Papers contain references.) (SM) ED476596 The Journal of the Imagination in Language Learning and Teaching, 2001. Journal of the Imagination in Language Learning and Teaching v6 2001 2001-00-00 117 Bastos Educational Books, P.O. Box 770-433, Woodside, NY 11377 (Individuals: $13.95; Institutions: $15.95). Tel: 800-622-0301 (Toll Free); Fax: 718-997-6445. N/A 2004 2016-11-21

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Yes Affective Measures Classroom Techniques Creative Teaching Cultural Awareness Elementary Secondary Education Emotional Response English (Second Language) Fantasy Feedback Films Higher Education Imagination Interpersonal Communication Language Teachers Literature Mixed Age Grouping Music Education Poetry Reading Instruction Second Language Instruction Transactional Analysis Writing Instruction Coreil, Clyde, Ed. Books Collected Works - Serials Emotions Shakespeare (William) Verbal Coding ISSN-1071-6157 Jersey City State Coll., NJ. Center for the Imagination in Language Learning. English This collection of papers includes: "Martians Invade the Classroom: A Workshop in Language Learning" (Carmine Tabone and Robert Albrecht); "Autonomous Learning through Cinema: One Learner's Memories" (Connie Haham); "Learning a Second Language Through Culture" (Barbara Le Blanc and Joseph Dicks); "Shakespeare for ESL? 'Hamlet' through Imaginative Writing" (Todd Heyden); "Mixed Level Language Class: An Unlikely Formula for Success" (Dennis Sjolie); "Language Learning Through Lies and Fantasies" (Aixa Perez-Prado); "Organic Learning: Crossing the Threshold from Conscious and Unconscious" (Grethe Hooper Hansen); "The Role of Emotions in Language Teaching" (Nuray Luk); "Mental Holography: The Power of Imagery in Communication" (Geri Silk and Marsha Sunshine Norwood); "How to TPR Abstractions: The Critical Role of Imagination" (James Asher and Stephen Silvers); "Adapting to ESL Foreign Language Instruction" (Diane Lapp, Julie Jacobson, James Flood, and Douglas Fisher); "Getting Feedback via Transitional Analysis" (Mario Rinvolucri); "Dual Coding Theory and Reading Poetic Text" (Mark Sadoski); "L2 Learning: Restructuring the Inner World" (Ana Robles); "Using Silence to Make a Point" (John M. Knight); "The Influence of Affective Variables on EFL/ESL Learning and Teaching" (Veronica de Andres); and "Enhancing Acquisition Through Music" (Robert Lake). (Papers contain references.) (SM) ED476597 The Journal of the Imagination in Language Learning and Teaching, 2002-2003. Journal of the Imagination in Language Learning and Teaching v7 2002-2003 2003-00-00 112 Bastos Educational Books, P.O. Box 770-433, Woodside, NY 11377 (Individuals: $13.95; Institutions: $15.95). Tel: 800-622-0301 (Toll Free); Fax: 718-997-6445. N/A 2004 2016-11-21

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Yes Bilingual Education English (Second Language) Foreign Countries High School Students Malay Persuasive Discourse Second Language Instruction Secondary Education Transfer of Training Uncommonly Taught Languages Writing (Composition) Writing Processes Writing Skills Zainuddin, Hanizah Moore, Rashid A. Reports - Research English First (L1) and second language (L2) composing studies have documented similarities between skilled and unskilled native L1 writers and L2 writers. To date, there have been very few investigations on how bilingual writers attend to audience when composing in two languages. This study reports how four bilingual writers attended to audience in persuasive writing in Malay and English and how their process skills compared to the quality of their written products. Findings suggest that the bilingual writers' strategies remained constant across languages, yet differed according to whether they were skilled or less skilled writers in general. Theoretical and educational implications resulting from the study are discussed. (Contains 50 references.) (Author/SM) ED476598 Bilingual Writers' Awareness of Audience in L1 and L2 Persuasive Writing. 2003-00-00 26 N/A 2004 8/19/2004 21:07:49 RIEJAN2004

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Yes Active Learning Communication Skills Experiential Learning Higher Education Political Science Student Participation Teaching Models Undergraduate Study Nickerson, Brian J. Reports - Descriptive Speeches/Meeting Papers Survey Research English This paper provides a suggested teaching model enabling students to conduct extensive, hands-on survey research as the basis of part or all of a political science class. The model emphasizes active student learning and development of applied skills. The components of this model can be modified for use in a broad array of undergraduate political science courses, such as political science methods, campaigns and elections, public opinion, and public policy. The focus of the paper is on aspects of the model that allow for student training; questionnaire creation; development of interviewing/oral communication skills; data collection; entry and analysis; and issues of statistical interpretation. Noting that the nature of this type of learning experience may not lend itself well to traditional modes of student evaluation, special attention is given to the issues of establishing evaluation mechanisms for student performance. (Author/BT) ED476599 Public Opinion Research as a Basis for Student Learning: A Suggested Teaching Model. 2002-08-00 14 N/A 2004 2016-11-21

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Yes Departments Educational Change Educational Improvement Institutional Research Political Science Student Evaluation Undergraduate Study Deardorff, Michelle D. Folger, Paul J. Reports - Research Speeches/Meeting Papers American Association for Higher Education Illinois (Decatur) Millikin University IL Illinois English The goal of this paper is to show how one political science department at a small midwestern university (Millikin University, Decatur, Illinois) used good assessment practices identified by the American Association for Higher Education (AAHE) and others to effect improvement. The paper argues that these principles can be followed and produce numerous benefits for the department that go beyond the literal acts of planning and engaging in assessment. The case study identifies ways to turn assessment from an external chore to an internal quest for information that provides answers to important departmental questions. It is hoped that some of the experiences and rationale can be modeled at other institutions. Appended is: "Select Principles of Good Assessment Practice." (Author/BT) ED476600 Assessment That Matters: Integrating the "Chore" of Department-Based Assessment with Real Improvements in Undergraduate Political Science Education. 2002-08-00 25 N/A 2004 2016-11-21

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Yes Change Strategies Educational Practices Educational Research Educational Strategies Elementary Secondary Education Equal Education Females Gender Issues School Culture Sex Discrimination Funk, Carole Reports - Research Gender Balancing (Curriculum) English The term "gender equity" can be described as being fair and just toward men and women, showing preference to neither sex, and concern for both sexes. A study addresses the covert and overt discrimination of girls and young women in the nation's elementary and secondary schools and presents and promotes strategies for educators to ensure equal educational opportunities for female students. Secondary purposes of the study include presenting ways to increase awareness of overt and subtle gender discrimination by male and female teachers that continues at all levels of education, and revealing the impact of these powerful effects on girls and young women that limit their career paths and life options. This paper presents strategies designed to promote strong self-efficacy and increased opportunities for success in the personal and professional lives of female students. The paper addresses the following issues: definitions of gender equity; the different voice; the different brain; different destinies for girls and young women; inequities in educational institutions; effects of gender inequities on female students; gender equity and technology; and strategies and solutions for gender equity. (Contains 25 references.) (BT) ED476601 Gender Equity in Educational Institutions: Problems, Practices, and Strategies for Change. 2002-00-00 25 N/A 2004 2016-11-21

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Yes Conflict Conflict Resolution Higher Education International Education Models Public Schools Role of Education Stokes, Helga Reports - Descriptive Speeches/Meeting Papers Historical Background Peace Education Peace Studies English This paper contrasts the use of education for conflict with the use of education for peace, shows some historical developments in the field of peace education, and summarizes facets and the diffusion of peace education. The paper explores some considerations for learning environments suitable for peace education programs and describes selected features of two schools to illustrate the implementation of some of the characteristics of peace education. It explains that, although college offerings in peace education worldwide demonstrate the scarcity of peace education programs in mainstream educational institutions, a Web site listing colleges and universities that offer peace studies programs shows approximately 120 graduate and undergraduate programs, most of which are located in North America. The paper notes that in public schools, peace education can at best be found in the international education or conflict resolution programs designed to prevent school violence. Appended is a reference list of peace education Web sites, selected by the U.S. Department of Education. (Contains 27 references.) (BT) ED476602 Education for Conflict--Education for Peace. 2002-03-00 17 N/A 2004 2016-11-21

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Yes Comparative Analysis Comparative Education Cultural Context Foreign Countries Political Attitudes Streck, Danilo R. Reports - Evaluative Speeches/Meeting Papers Rousseau (Jean Jacques) Social Contracts Brazil (Rio Grande do Sul) Freire (Paulo) Brazil English This paper analyzes the pedagogical dimension within the process of participatory budgeting in the state of Rio Grande do Sul, Brazil, taking into consideration the local and regional culture, as well as the political milieu. The question is whether, in this social movement which involved around 400,000 people in 2001, signs can be identified that contribute to an education geared towards the political-pedagogical works of Jean-Jacques Rousseau and Paulo Freire, signaling the creation of the modern social contract and the search for another contract, with their respective pedagogical approaches. The paper proposes to begin a dialogue between Rousseau and Freire, who are situated in the extremes of the modern social contract. (Contains 15 notes and 21 references.) (Author/BT) ED476603 Towards a Pedagogy of a New Social Contract: Lessons from Participatory Budgeting in the State of Rio Grande do Sul (Brazil). 2002-03-00 19 N/A 2004 2016-11-21

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Yes Classroom Techniques Colonialism Comparative Analysis Foreign Countries Islam Islamic Culture Private Schools Religious Education Boyle, Helen N. Reports - Descriptive Speeches/Meeting Papers Koran Morocco Morocco English For centuries, Morocco has had a dynamic network of Qur'anic schools, serving children from elementary age through adulthood. Qur'anic schools are religious schools that facilitate memorization of the Qur'an through teaching children to pronounce and recite the Qur'an according to an accepted recitational style. Despite 44 years of French colonization, Islamic education persists, although it has in many ways been crowded out by the introduction of more secular public education that grew out of colonialism. This paper examines the interplay between these two traditions in Morocco, looking at ways in which they have come to coexist, ways in which they have influenced each other, and different social and educational roles they have assumed. In so doing, the paper discusses the paradox of the growth and popularity of Qur'anic preschools, even as the traditional pedagogy of these schools is subsumed by modern pedagogical strategies common to public schools. (Author/BT) ED476604 The Growth of Qur'anic Schooling and the Marginalization of Islamic Pedagogy: The Case of Morocco. 2001-03-00 16 N/A 2004 2016-11-21

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Yes Archaeology Educational Benefits Foreign Countries Heritage Education Historic Sites Material Culture Stewart, Marilyn C. Reports - Descriptive Speeches/Meeting Papers Latin America South Africa United States Artifacts South Africa United States English Historical archaeology has evolved from an early preoccupation with famous houses and forts to a study of capitalism around the world. Archaeologists study the cultures and interrelationships of the colonizers and the colonized as they negotiated their places in an ever-expanding world system. Recent studies in South Africa, Latin America, and the United States illustrate the value of historic archaeology in teaching the stories of people whose voices were left out of the national stories. The focus of the teaching is material to the culture of the everyday bric-a-brac, technology, and symbols that people use to survive and to define their identity and their place in the world. Through public archaeology, museum outreach, and education packets, teachers and students can explore a past that touches everyone and illuminates the complexities of the present. (Contains 4 Web site addresses and 23 references.) (Author/BT) ED476605 Teaching the Impact of Globalization through Historical Archaeology. 2002-03-00 14 N/A 2004 2016-11-21

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Yes Foreign Countries Global Education Perspective Taking Role of Education Terrorism Cheng, Sheng Yao Jacob, W. James Kim, Hyo-Jung Mukudi, Edith Portnoi, Laura Yoo, Sung Sang Reports - Descriptive Speeches/Meeting Papers September 11 Terrorist Attacks 2001 South Korea Taiwan Kenya Peace Education Kenya South Korea Taiwan English The terrible disaster on September 11, 2001 is a poignant event people from all over the globe will discuss for years to come. The impact of the terrorist attacks on the World Trade Center (New York) and the Pentagon (Washington, DC) not only hindered an ailing U.S. economy, but also rocked the global market system. In 2002, there surfaced more terrorist activities throughout the world, thus amplifying the mission education should play on an international scale. Within this global context, this paper reflects on what role education can play in the aftermath of September 11th, through the analyses of key issues, including terrorism, peace education, moral education, curriculum, religion, media literacy, and cultural imperialism. The paper probes this topic from different country perspectives: Kenya reflects on a foreshadowing experience to September 11th when the United States embassy was bombed in Nairobi in 1998; South Korea considers its crucial yet delicate relationship with neighboring North Korea and Japan; and Taiwan examines its constant awareness of the reality of war as was reflected in the military displays from mainland China in 1996. The paper also analyzes these key issues from a U.S. perspective. It concludes by addressing some latent efforts that education can undertake for each country in the aftermath of September 11th. (Contains 1 table, 2 notes, and 51 references.) (Author/BT) ED476606 What Role Should Education Play in the Aftermath of September 11, 2001: Perspectives from Kenya, South Korea, Taiwan, and the United States. 2002-03-00 33 N/A 2004 2016-11-21

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Yes Comparative Education Content Analysis Curriculum Development Educational Change Elementary Secondary Education Foreign Countries Social Sciences Social Studies Textbook Content Textbook Evaluation Textbook Research Zhao, Yali Reports - Evaluative Speeches/Meeting Papers China China English China's opening to the world and economic reform in the late 1970s led to tremendous progress in Chinese education. Social science education, has traditionally assumed the most important task of cultivating responsible citizens. It has undergone remarkable changes in quantity and quality as a result of the change of the social and economic systems, the change in people's perspective of the world around them, the influence of globalization, and the requirement of social adaptability. Social science education curriculum has begun to put great emphasis on cultivating students who are able to adapt to a changing society and able to face challenges in the new century. This paper explores these changes through analysis of some current Chinese social science textbooks at the primary and secondary level. Contains seven references and lists textbooks published between 1980 and 2001. (Author/BT) ED476607 Curriculum Change and Development of Chinese Social Science Education since 1980s. 2002-00-00 12 N/A 2004 2016-11-21

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Yes Adult Development Adult Education Andragogy Comparative Education Educational Development Educational History Foreign Countries Lifelong Learning Theory Practice Relationship Klapan, Anita Reports - Descriptive Speeches/Meeting Papers Croatia Croatia English Historical development of adult education in Croatia can be identified in seven phases: (1) the beginning of the 20th century and the period between the two World Wars; (2) World War II; (3) period from 1945 to the early 1950s; (4) early 1950s to 1965; (5) period between 1965 and 1980; (6) 1980s; and (7) period after the fall of the Berlin (Germany) wall. In every one of these periods there were achievements, progress, stagnation, and even regressions of the realization. Adult education in Croatia has a long tradition with relatively significant achievements. The paper discusses Croatia's adult education accomplishments, through each historical period. The paper examines further development and perspectives of adult education in Croatia. It finds that adult education in Croatia should be further developed as the integral part of lifelong learning in which adult education would keep its specialty in the theoretic-methodologic foundation and practical solutions; but, at the same time, acquire new characteristics of the lifelong learning philosophy. It also finds that andragogic theory and practice should be far more developed and the Andragogic Centre in Zagreb (Croatia) should be programmatically organized and equipped with staff to become the research center for development of adult education. (Contains 10 references.) (BT) ED476608 Achievements and Perspectives of the Adult Education in Croatia. 2002-07-00 12 N/A 2004 2016-11-21

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Yes Adult Education Foreign Countries Higher Education Questionnaires Social Problems Student Attitudes Student Surveys Klapan, Anita Lavrnja, Ilija Reports - Research Speeches/Meeting Papers Croatia Global Issues University of Rijeka (Croatia) Croatia English Globalization is one of those words being used every day, although the majority of the common people hardly know its true meaning. Globalization is a term formed and promoted by economists and ecologists, both understanding the world as a unique and inseparable space. Globalization is a force reorganizing the world's economy, and the main resources for that economy are including new knowledge and information. Anti-globalists' opposition to globalization is based on analysis that has confirmed a deep gap between the rich and the poor. The paper considers globalization as it impacts Croatia and developing countries and discusses adult education under globalization processes in Croatia. It provides results of a student opinion survey on globalization processes taken with a sample of 150 students at the University of Philosophy in Rijeka (Croatia). (Contains 17 references.) (BT) ED476609 Processes of Globalisations and Adult Educations in Croatia. 2002-08-00 17 N/A 2004 2016-11-21

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Yes Case Studies Computer Assisted Instruction Computer Uses in Education Course Evaluation Course Objectives Data Analysis Higher Education Preservice Teachers Social Studies Student Needs Teacher Education Lipscomb, George B. Doppen, Frans H. Reports - Research Speeches/Meeting Papers English A number of recent reports note that colleges of education could do a better job in technology training. Most evident in these reports is the call for teachers to learn how to integrate technology into their instruction, rather than just learning technology skills in isolation. To heed recommendations and better respond to student needs, the University of Florida (Gainsville, Florida) in 1999 implemented a course designed for its secondary PROTEACH program called, "Integrating Technology into the Social Studies Classroom." Based on experiences from the course's first two years and relevant research and realities, the instructor formulated a framework by which to organize this particular course. The framework is described as Social Studies Content, Technical Skills, Assessment, Integration, Readiness, and Standards (STAIRS). A case study examined this course within the PROTEACH program. The course consisted of 15 preservice teachers with a wide range of technological expertise (for many students this was their first exposure to technology applied to classroom use). Data collection consisted of document analysis, observations, an instructor's journal, and interviews. A wide variety of student work contributed to the findings. Data analysis was conducted using the Dana and Silva's four steps for teacher inquirers: (1) description; (2) sense-making; (3) interpretation; and (4) implications. Findings suggest that overall, preservice teachers found this model to be extremely effective for preparing them to use technology in the social studies classroom. (Contains 30 references.) (BT) ED476610 Climbing the STAIRS: Preservice Social Studies Teachers' Perceptions of Technology Integration. 2002-11-00 28 Furman University, Department of Education3300 Poinsett Highway, Greenville, SC, 29613 N/A 2004 8/19/2004 21:08:18 RIEJAN2004 Paper presented at the Annual Conference of the College and University Faculty Association of the National Council for the Social Studies (Phoenix, AZ, November 21, 2002).

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No Comparative Analysis Comparative Education Educational Change Educational Policy Educational Practices Foreign Countries United States History World War II Shibata, Masako Reports - Evaluative Speeches/Meeting Papers Japan Military Occupations West Germany Japan West Germany English During the U.S. military occupation of Japan after World War II, few sectors of Japanese society were left untouched. Reforms during the occupation included education, religion, moral values, and gender relations. By contrast, in Germany, except in the Soviet-controlled zone, no radical changes were introduced in the education system during the occupation (1945-1949). The West Germans, who determinedly rejected U.S. educational ideas, began to discuss the deficiencies of their education system and tried to solve them after the withdrawal of the Allied military governments. In Japan, a number of educational reforms failed. Why has Japan been unable to review the education system established under the U.S. occupation? This paper explores specific components of the Japanese education reforms and those in the U.S. occupied zone of Germany to explain the basis for the peculiarly radical changes brought to Japanese education under the occupation. It examines the difficulty in post-war Japan for discussion about the contemporary relevance of these changes. The paper clarifies what occurred in Japanese and German education during the occupation. The Japanese education system largely shifted toward the U.S. model, but the German education system did not. The paper also analyzes conditions for reforms during the occupation. (Contains 95 notes.) (BT) ED476611 The Indigenous and Exogenous Aspects of Moral Education: A Comparative Analysis of the U.S. Military Occupation in Japan and Germany after World War II. 2002-03-00 35 N/A 2004 2016-11-21

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Yes Broadcast Television Mass Media Role Programming (Broadcast) Television Research Gladstone-Sovell, Tracey Wilkerson, William R. Reports - Research Speeches/Meeting Papers Industry Role September 11 Terrorist Attacks 2001 Television Networks Audience Education Thematic Analysis Entertainment English This paper is an initial examination of prime time television's response to the events of September 11, 2001. Based on a review of the 2001-2002 television season's prime time programs, the study identifies 15 programs (out of 65 that ran the entire season) that incorporated September 11th elements. Themes of these programs are discussed as are the strategies for inclusion of episodes adopted by show producers and writers of dramatic shows for educational purposes. The paper notes that the study's findings recorded a clear and significant response by the entertainment television community. (Contains 2 tables and 37 references.) (Author/BT) ED476612 Inclusion, Education, and Avoidance: The Prime Time Response to September 11. 2002-08-00 30 N/A 2004 2016-11-21

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Yes Algebra Educational Assessment Educational Research Elementary Secondary Education Graphs Higher Education Mathematics Curriculum Mathematics Instruction Thinking Skills Visualization Speiser, Robert, Ed. Maher, Carolyn A., Ed. Walter, Charles N., Ed. Collected Works - Proceedings Reports - Descriptive Representations (Mathematics) International Group for the Psychology of Mathematics Education. North American Chapter. English This book contains volume 1 of the proceedings of the 23rd annual meeting of the International Group for the Psychology of Mathematics Education (PME) held October, 2001 in Snowbird, Utah. Papers include: (1) "Opening the Dimensions of Mathematical Capability: The Development of Knowledge, Practice and Identity in Mathematics Classrooms" (Jo Boaler); (2) "Learning Mathematics as Developing a Discourse" (Anna Sfard); (3) "Gender and Mathematics: Themes Within Reflective Voices" (Diana B. Erchick and Linda Condron); (4) "Representations and Mathematics Visualization" (Fernando Hitt); (5) "Models and Modeling" (Richard Lesh, Helen Doerr, Thomas Post, Judith S. Zawojewski, and Guadalupe Carmona); (6) "Geometry and Technology" (Douglas McDougall and Jean J. McGehee); (7) "The Complexity of Learning to Reason Probabilistically" (Carolyn A. Maher and Robert Speiser); and (8) "Problem Posing Research: Answered and Unanswered Questions" (Lyn D. English). Volume 2 of the proceedings of the 23rd annual meeting of the International Group for the Psychology of Mathematics Education (PME) held October, 2001 in Snowbird, Utah is also included. Papers include: (1) "Growth in Student Mathematical Understanding Through Precalculus Student and Teacher Interactions" (Daniel R. Ilaria and Carolyn A. Maher); (2) "Investigating the Teaching and Learning of Proof: First Year Results" (Tami S. Martin and Sharon Soucy McCrone); (3) "Beliefs About Proof in Collegiate Calculus" (Manya Raman); (4) "Metaphors of the Novice: Emergent Aspects of Calculus Students' Reasoning" (Mike Oehrtman); (5) "An Examination of the Interaction Patterns of a Single- Gender Mathematics Class" (Amy Burns Ellis); (6) "The Role of Intellectual Culture of Mathematics in Doctoral Student Attrition" (Abbe H. Herzig); (7) "Group Tests as a Context for Learning How to Better Facilitate Small Group Discussion" (Judith Kysh); and (8) "Learning Paths to 5- and 10-Structured Understanding of Quantity: Addition and Subtraction Solution Strategies of Japanese Children" (Aki Murata and Karen Fuson). (MM) ED476613 Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (Snowbird, Utah, October 18-21, 2001). Volume 1 [and] Volume 2. 2001-00-00 ISBN-0-88119-001-2 1008 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462; Tel: 614-292-5680. N/A 2004 2016-11-21

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Yes Educational Change Higher Education Models Professional Development Science Instruction Science Teachers Teacher Education Duggan-Haas, Don Reports - Research Speeches/Meeting Papers English A model of teacher education (and the system of education; more broadly) that is largely derived from research in ecology is described. Potential problems associated with imposing mechanistic approaches on the ecological system are postulated. Finally, some pedagogical implications are presented. (Contains 30 references.) (Author) ED476614 The Ecosystem of Teacher Preparation: Understanding the Complex Educational System. 2003-04-22 23 N/A 2004 8/19/2004 21:08:38 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003).

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Yes Astronomy Cooperation Ecology Higher Education Science Education Scientists Teacher Education Duggan-Haas, Don Moscovici, Hedy McNulty, Brendan Gilmer, Penny J. Eick, Charles J. Wilson, John Reports - Descriptive Speeches/Meeting Papers English This symposium will provide insights into collaborations among scientists and science educators in a variety of contexts-large research universities, small state and private institutions, and collaborations involving both pre- service and in-service programs. The session will begin with a brief framing of these collaborations as management of the ecosystem of teacher education, followed by overviews of the experiences and perspectives of the panelists. The bulk of the session will be an interactive forum for dialog about the costs and benefits of collaboration, the theoretical groundings for such collaborations and how such collaborations fit into and might influence the larger system of science education. Participants will also be invited to share their experiences in collaboration, and to collaborate further by sharing descriptions of these collaborations on the World Wide Web. A site with descriptions of involve collaborations is posted on the web at http://www.people.cornell.edu/pages/dad55/ScienceEdCollab.htm. The paper for the session is also available on the site. (Contains 52 references.) (Author) ED476615 Symbiosis on Campus: Collaborations of Scientists and Science Educators. 2003-03-25 40 N/A 2004 8/19/2004 21:08:40 RIEJAN2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 25, 2003).

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No Cultural Differences Educational Quality Equal Education Foreign Countries Mathematics Education Mathematics Teachers Middle Schools Teacher Role Teaching Methods Whitman, Nancy C. Books Reports - Descriptive Japan Japan Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document reviews the Japanese educational system and examines middle school education in particular to identify cultural differences and help improve educational quality in the United States. Contents include: (1) "An Overview of Japanese Education"; (2) "Teacher Behavior in the Classroom"; (3) "Teacher Behavior Outside the Classroom"; (4) "Equality and Equity"; and (5) "Conclusion". (YDS) ED476616 Learning from Japanese Middle School Math Teachers. Fastback. 2003-00-00 ISBN-0-87367-887-7 49 Phi Delta Kappa Educational Foundation, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Tel: 812-339-1145; Fax: 812-339-0018; e-mail headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Algebra Competency Based Education Curriculum Development Educational Quality Evaluation Criteria Instructional Effectiveness Mathematics Education Middle Schools Books Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English This report is designed to assist curriculum planners, principals, and teachers intending to help develop frameworks, course syllabi, lesson plans, assignments, and staff development activities that will enable students to meet the demands of high-level mathematics courses. Using the National Assessment of Educational Progress (NAEP) as a reference, definitions of basic, proficient, and advanced levels of proficiency were used to evaluate items on the middle grades assessment to define what students should know and be able to do to be successful in Algebra I. (KHR) ED476617 Getting Students Ready for Algebra I: What Middle Grades Students Need To Know and Be Able To Do. 2003-00-00 45 Southern Regional Education Board, 592 10th Street NW, Atlanta, GA 30318; tel: 404-875-9211; web site: www.sreb.org N/A 2004 8/19/2004 21:08:43 RIEJAN2004

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Yes Curriculum Development Educational Change Educational Quality Mathematics Instruction Mathematics Teachers Middle Schools Professional Development Skinner, Kathleen J. Books Reports - Research Massachusetts Massachusetts Massachusetts Teachers Assoc., Boston. English This book reports on a study of the implementation of the 1995 Mathematics Curriculum Framework conducted by the Massachusetts Teachers Association's Center for Educational Quality and Professional Development (CEQ). It examines whether schools and districts provide students with the curriculum and instruction necessary to succeed on the Massachusetts Comprehensive Assessment System (MCAS) Mathematics Test. This study concludes that in the process of implementing elements of education reform, teachers and principals have been marginalized by the state agency. (KHR) ED476618 Partial Credit: Half-Way to Solving the Math Problem. 2000-00-00 78 Massachusetts Teachers Association, 20 Ashburton Place, Boston, MA 02108. Tel: 617-742-7950; Web site: http://www.massteacher.org. N/A 2004 2016-11-23

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Yes Cross Cultural Studies Curriculum Development Educational Quality Evaluation Grade 8 Mathematics Education Middle Schools Standardized Tests Reports - Descriptive Reports - Research Third International Mathematics and Science Study Trends in International Mathematics and Science Study National Center for Education Statistics (ED), Washington, DC. English This document summarizes the Third International Mathematics and Science Study (TIMSS) 1999 Video Study that is the follow-up and expansion of the TIMSS 1995 Video Study of mathematics teaching. The 1999 study investigated 8th grade mathematics as well as science. This report focuses on the mathematics lessons major findings and comparison of teaching across countries. (KHR) ED476619 Highlights from the TIMSS 1999 Video Study of Eighth-Grade Mathematics Teaching. 2003-00-00 13 For full text: http://nces.ed.gov/pubs2003/2003011.pdf. N/A 2004 2016-11-21 ED476808 ED454299

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Yes Biology Elementary Secondary Education Genetics Inquiry Instructional Materials Lesson Plans Science Activities Science Curriculum Science Instruction Guides - Classroom - Teacher North Carolina Dept. of Public Instruction, Raleigh. English This biology curriculum supplement includes the North Carolina Standard Course of Study Goals, helpful resources, and suggested activities supported by inquiry-based laboratory activities. Contents include a detailed description of content which provides the goals and standards being sough), a materials list for inquiry support labs and activities, and activities including: (a) "How Do Biological Materials Respond to Acids and Bases?"; (b) "Properties of Enzymes"; (c) "Cell Respiration in Germinating Seeds"; (d) "What Are the Effects of Various Mutations on Protein Synthesis?"; (e) "The Genetics of Parenthood"; (f) "Animal Kingdom Diversity"; (g) "Biomes and Climatograms"; (h) "Environmental Factors That Affect the Hatching of Brine Shrimp"; (i) "Animal Responses to Environmental Stimuli"; and (j) "Fishy Frequencies". (Author/YDS) ED476620 Biology Curriculum Support Document. 2002-06-00 Practitioners Teachers 95 North Carolina Dept. of Public Instruction, 301 N. Wilmington Street, Raleigh, NC 27601-2825. Web site: www.ncpublicschools.org. N/A 2004 8/19/2004 21:08:49 RIEJAN2004

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Yes Educational Change High Schools Professional Development Science and Society Science Curriculum Science Education Bardeen, Marjorie Freeman, Wade Lederman, Leon Marshall, Stephanie Thompson, Bruce Young, M. Jean Opinion Papers Reports - Descriptive English It is time to start a complete re-structuring of the high school science sequence: new content, new instructional materials, new laboratories, new assessment tools, and new teacher preparation. This white paper initiates re-structuring by proposing organization, pedagogy, and content for a new sequence of science courses. The proposal respects the National Science Education Standards of the NRC and the AAAS Benchmarks concerning what should be taught and how it should be taught. It analyzes current and developing relationships among the traditional disciplines of science to find new organizational coherence in content. It adopts recent 'best practice' advances in pedagogical methods. To achieve to the level of the standards, high school graduates must study at least three years of science and three years of mathematics. The science curriculum for these years should maintain the identity of the traditional disciplines but link them to give a coherent, meaningful picture of science as a whole. In this paper, scientific advances in physics, chemistry, biology, and earth and space science motivate the design of a teachable sequence that starts in the ninth grade with mostly physics (Science 1), continues in the next year with mostly chemistry (Science 2), and concludes with mostly biology (Science 3). This is the exact reverse of the traditional order of study of these disciplines. The paramount aim is an integrated sequence. Beyond reversing the traditional order of subjects, we propose modification and blurring of the traditional disciplinary boundaries. Thus, the curriculum emphasizes the revisiting of crucial concepts from new perspectives and with higher levels of detail from year to year. Another aim is to give students the opportunity to apply their new knowledge and so to value it. A third is to show teachers and administrators how recent findings about how students learn can be applied to the teaching of high school science. Considerations of equity and social justice motivate us strongly in this proposal. A more logical 'best-practice' presentation of critical science concepts should enable students better to learn at the level of the national standards and more despite barriers from previous experience. All high school graduates, if properly instructed, can learn and understand what they need to cope with the changes science will bring in the 21st century. The current national standards are, in fact, minimum standards: all students in the nation's high schools should succeed at least to the level they define. This proposal for reform of high school science education is another step in a continuing sequence of science education reforms that has been lurching on with more advances than retreats since the postwar recognition of the power of science, the endless frontier manifesto of Vannevar Bush. (Contains 67 references.) (Author) ED476621 Three-Year High School Science Core Curriculum: A Framework. 1998-07-00 Department of Energy, Washington, DC. Department of Education, Washington, DC. 76 N/A 2004 8/19/2004 21:08:51 RIEJAN2004 Prepared by Project ARISE: American Renaissance in Science Education, funded by the Illinois State Board of Education Scientific Literacy program. Also supported by Fermi National Accelerator Laboratory and Friends of Fermilab, Batavia, Illinois. Based on results of workshop held in February 19-22, 1998.

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Yes Achievement Algebra Elementary Education Evaluation Grade 3 Grade 4 Mathematics Education Professional Development Standardized Tests Thinking Skills Kaput, James J. Blanton, Maria L. Reports - Research Speeches/Meeting Papers English As a part of a long term district-wide study, we report on achievement test results involving students in a third-grade classroom taught by a teacher in a professional development program led by the authors and directed towards the integration of algebraic reasoning with elementary school mathematics. The teacher's practice, reported upon elsewhere, embodied many of the features targeted in the professional development program, and her students' performance on a state-wide standardized test for fourth graders exceeded those of a comparable control class from the same school and those of her district's fourth graders, and approximated the performance of fourth graders state-wide. (Author) ED476622 Student Achievement in Algebraic Thinking: A Comparison of 3rd Graders' Performance on a State 4th Grade Assessment. 2001-00-00 ISBN-0-88119-001-2 10 N/A 2004 8/19/2004 21:08:53 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p99-107. For full proceedings, see SE 065 231.

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Yes Cognitive Processes Elementary Education Group Activities Mathematical Applications Mathematical Models Mathematics Education Metacognition Problem Solving Thinking Skills Hjalmarson, Margret Reports - Research Speeches/Meeting Papers English This paper describes a models and modeling framework that has been applied to various areas in teaching, learning and problem solving. It examines the implications of that framework on metacognition and higher order thinking during everyday problem-solving situations that required teams of students to produce complex solutions in approximately 1-2 hours. In a team of students, there may be multiple interpretations of a complex problem situation and communication of interpretations effects problem solving. This changes the role of metacognition. (Author) ED476623 A Modeling Perspective on Metacognition in Everyday Problem-Solving Situations. 2001-00-00 11 N/A 2004 8/19/2004 21:08:54 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p177-86. For full proceedings, see SE 065 231.

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Yes Classroom Environment Concept Formation Curriculum Development Division Educational Change Elementary Education Fractions Grade 5 Mathematics Instruction Rational Numbers Middleton, James A. Toluk, Zulbiye de Silva, Teruni Mitchell, Wendy Reports - Research Speeches/Meeting Papers Number Sense English This study investigates the development of 5th grade children's understanding of quotient and the classroom norms and practices that constrain or enable that understanding. It reports not only how the children's understandings develop, but also why and under what conditions they develop. The results of this study indicate that children progressed from treating fractions as exclusively part-whole to having at least two parallel conceptions: part-whole and fair share while at the same time beginning to conceive of the division operation as generalizable to any pair of whole numbers. Some children began to see the operation as generalizable to division by fraction. The general learning trajectory of the class is discussed. (KHR) ED476624 The Emergence of Quotient Understandings in a Fifth-Grade Classroom: A Classroom Teaching Experiment. 2001-00-00 10 N/A 2004 2016-11-23

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Yes Cognitive Processes Curriculum Design Data Analysis Foreign Countries Grade 10 Grade 9 Mathematics Education Problem Solving Secondary Education Statistics Thinking Skills English, Lyn D. Reports - Research Speeches/Meeting Papers Australia Canada Zambia Australia Canada Zambia English This paper addresses components of a 3-year longitudinal study in which 9th and 10th grade students in Australia, Canada, and Zambia participated in data-handling programs through networked learning communities. Of interest here are the students' responses to a selection of "ends-in-view" problems, which formed the major part of the data-handling programs. The nature and role of these ends-in-view problems in promoting students' mathematical learning are addressed first. In the second part of the paper, the cognitive and social developments of groups of 9th and 10th grade students as they worked some of the ends-in-view problems are examined. (Author) ED476625 Students' Developments in Solving Data-Handling Ends-in-View Problems. 2001-00-00 12 N/A 2004 2016-11-21

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Yes Cognitive Processes Curriculum Development Data Analysis Mathematics Education Middle Schools Statistics Thinking Skills Mooney, Edward S. Hofbauer, Pamela S. Langrall, Cynthia W. Johnson, Yolanda A. Reports - Research Speeches/Meeting Papers English The purpose of this paper was to refine an existing cognitive framework designed to characterize middle school students' statistical thinking. A case- study analysis was used to focus on two sub-processes of statistical thinking that were not adequately represented in the framework: students' use of multiplicative reasoning in analyzing data, and categorizing and grouping data. Twelve students, 4 from each of grades 6-8, were interviewed using a protocol comprised of 4 tasks designed to assess students' thinking across 4 levels: idiosyncratic, transitional, quantitative and analytical. Based on an analysis of the interview data, descriptors were developed for each of the 4 levels of statistical thinking for both of the sub-processes. These sub-processes will be merged with Mooney's framework and the refined framework will be validated in a future study. (Author) ED476626 Refining a Framework on Middle School Students' Statistical Thinking. 2001-00-00 12 N/A 2004 8/19/2004 21:09:01 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p437-47. For full proceedings, see SE 065 231.

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Yes Curriculum Development Educational Change Evaluation Foreign Countries High Schools Mathematics Education Problem Sets Standardized Tests Test Items Test Theory Guerrero, Lourdes Rivera, Antonio Reports - Research Speeches/Meeting Papers Third International Mathematics and Science Study Mexico Mexico Trends in International Mathematics and Science Study English In this paper we report some results of the analysis of released items of the Third International Mathematics and Science Study (TIMSS). This analysis is part of a research project in process related to Mexican high school curricula from an international perspective and, the mathematics students' performance in this school level. The results obtained up to now are related to the mathematical curriculum content underlying the set of TIMSS assessment items. The findings suggest a great wealth of mathematical contents and some skills and abilities needful of answering to this set of items. However, in this paper we report only the results corresponding to mathematical content, highlighting some detected differences between the Mexican high school curricula and these contents. (Author) ED476627 High School Curriculum Contents from an International Perspective. 2001-00-00 9 N/A 2004 2016-11-21

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Yes Algorithms Arithmetic Computation Concept Formation Curriculum Design Division Elementary Education Learning Processes Mathematics Education Guerrero, Lourdes Rivera, Antonio Reports - Research Speeches/Meeting Papers English Fourteen third graders were given numerical computation and division-with-remainder (DWR) problems both before and after they were taught the division algorithm in classrooms. Their solutions were examined. The results show that students' initial acquisition of the division algorithm did improve their performance in numerical division computations with small whole numbers but not in solving DWR problems. Students' acquisition of division algorithm led some of them to perceive a DRW problem as one that can be solved using division procedure. However, all of them retreated from their initial perception of division procedure to the execution of alternative procedures for solutions. The use of alternative procedures led these students to achieve similar success rate and treat a remainder in a similar way when solving DWR problems before and after learning division algorithm in classroom. (Author) ED476628 Does the Acquisition of Mathematical Knowledge Make Students Better Problem Solvers? An Examination of Third Graders' Solutions of Division-with-Remainder (DWR) Problems. 2001-00-00 9 N/A 2004 8/19/2004 21:09:04 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p501-08. For full proceedings, see SE 065 231.

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Yes Calculus High School Students Mathematical Applications Mathematical Models Mathematics Education Secondary Education Teacher Student Relationship Illaria, Daniel R. Maher, Carolyn A. Reports - Research Speeches/Meeting Papers English This paper investigates the role of teacher interaction in the development of mathematical understanding of five students who worked together on a math-modeling task. The dialogue between the teacher/researcher and students is analyzed. Preliminary findings suggest that where the mathematical thinking of the students was understood, interventions helped develop students' thinking. (Author) ED476630 Growth in Student Mathematical Understanding through Precalculus Student and Teacher Interactions. 2001-00-00 9 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-11-03

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Yes Classroom Environment Geometry High School Students Learning Problems Mathematical Logic Mathematics Instruction Problem Solving Secondary Education Student Attitudes Thinking Skills Martin, Tami S. McCrone, Sharon Soucy Reports - Research Speeches/Meeting Papers English Although proof and reasoning are seen as fundamental components of learning mathematics, research shows that many students continue to struggle with geometric proofs. In order to relate pedagogical methods to students' understanding of geometric proof, this 3-year project focuses on 2 components of student understanding of proof, namely, students' beliefs about what constitutes a proof and students' proof-construction ability. The classroom environments in the first year of the study were generally teacher-centered learning environments in which proof was logical exercise rather than a tool for establishing a convincing argument. Students harbored several ill-founded beliefs including: general claims may be established on the basis of checking critical examples, the form of an argument is more important than its chain of logical reasoning, and proofs are only valid for their associated diagrams, even if specific features of the diagram are not incorporated into the proof. In addition, students had great difficulty constructing proofs unless the key relationships necessary to establish the proof were outlined for them. (Author) ED476631 Investigating the Teaching and Learning of Proof: First Year Results. 2001-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-07-16

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Yes Calculus Higher Education Knowledge Base for Teaching Learning Problems Mathematical Logic Mathematics Instruction Mathematics Teachers Problem Solving Thinking Skills Raman, Manya Reports - Research Speeches/Meeting Papers English The broad aim of this research is to characterize the views of proof held by college calculus students and their two types of teachers mathematics graduate students and professors. The analysis is based on an examination of the ways in which people in all three groups produce and evaluate different types of solutions to a proof-based problem from a college calculus course. Initial results indicate a subtle but fundamental difference in the way university level teachers and students view proof. To the teachers a proof is the connection between an idea and the representation of the idea the representation used being a function of the norms of a particular mathematical community. To the students, who have not had many mathematical experiences outside of school mathematics and who may not understand the underlying mathematics, the proof is simply the representation. (Author) ED476632 Beliefs about Proof in Collegiate Calculus. 2001-00-00 10 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-10-07

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Yes Computer Uses in Education Educational Technology Foreign Countries Graphing Calculators Learning Strategies Mathematics Instruction Mathematics Teachers Problem Solving Secondary Education Sex Differences Ursini, Sonia Orendain, Monica Sanchez, Gabriel Butto, Cristianne Reports - Research Speeches/Meeting Papers Mexico English Since 1997 the Ministry of Education in Mexico has been sponsoring a national project in which technology (computers and TI-92 calculators) is used to support the teaching of mathematics at secondary school level (children aged 12 to 15 years old). One of our concerns during this project was to investigate if its implementation affects some of the aspects of girls' and boys' behavior in the classroom. A first approach consisted in investigating teachers' views concerning nine behavioral aspects (participation, capability to analyze a problem, capability to interpret the creativity, and preference for working in teams or individually). The results show that teachers consider that to use technology in mathematics classroom impacts the majority of these aspects and this impact is different for girls and boys. We found as well that male and female teachers have different perceptions of the observed behavioral changes. (Author) ED476633 Using Technology in the Mathematics Classroom and Its Impact on Girls and Boys: Teacher's View. 2001-00-00 12 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-07-14

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Yes Attitudes Higher Education Mathematics Education Professional Development Teacher Education Programs Teaching Assistants Teaching Methods DeFranco, Thomas C. McGivney-Burelle, Jean Reports - Research Speeches/Meeting Papers English A mathematics pedagogy course was developed and co-taught by mathematics and mathematics education faculty to 22 teaching assistants (TAs) in the mathematics department. Its purpose was to allow TAs to examine their beliefs about the teaching and learning of mathematics and to support them in changing their teaching practice. The course consisted of 5 seminar classes addressing issues surrounding pedagogy, epistemology, curriculum, and assessment. Throughout the course the TAs were asked to implement changes in their teaching based on class activities and discussion and to document their reflections on these changes, which served as the basis for subsequent class discussions. Journal entries, class assignments, interviews, and teaching observations served as sources for data and were analyzed using descriptive statistics and techniques from qualitative analysis. Results indicated that the TAs appeared to adopt a new set of beliefs regarding the teaching and learning of mathematics yet did not draw on these beliefs to inform their teaching practices. These results are presented and discussed in the context of research on beliefs and recommendations for the pedagogical preparation of TAs are offered. (Author) ED476634 The Beliefs and Instructional Practices of Mathematics Teaching Assistants Participating in a Mathematics Pedagogy Course. 2001-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 8/19/2004 21:09:15 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p681-90. For full proceedings, see SE 065 231.

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Yes Attitudes Curriculum Development Educational Change Elementary Education Grade 5 Mathematics Instruction Mathematics Teachers Professional Development Teacher Student Relationship Grant, Theresa J. Kline, Kate Reports - Research Speeches/Meeting Papers English This study was undertaken to better understand the ways teachers utilize a reform elementary mathematics curriculum in the beginning stages of implementation and the factors that influence the implementation. The teacher's beliefs about mathematics teaching, his understanding of students' reasoning, and the ways he engaged with his students' reasoning were analyzed in order to obtain a clearer picture of what teachers bring to the implementation of a new curriculum. While the teacher believed in reform and the curriculum he was using, he struggled to transform his teaching to focus on understanding. He was particularly challenged by eliciting and pursuing a variety of strategies rather than the ones he had in mind and using incorrect responses as a site for learning. (Author) ED476635 What Impacts Teachers as They Implement a Reform Curriculum? The Case of One Fifth Grade Teacher. 2001-00-00 9 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 8/19/2004 21:09:16 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p691-98. For full proceedings, see SE 065 231.

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Yes Curriculum Development Elementary Education Mathematics Instruction Preservice Teachers Professional Development Teacher Attitudes Teacher Education Programs Hart, Lynn C. Reports - Research Speeches/Meeting Papers English This study investigates how successful the Urban Alternative Preparation Program (UAPP) integrated mathematics/methods sequence was at changing the beliefs and practices of preservice teachers in the program. The program is grounded in constructivist learning theory and promotes practices that support that perspective. A group of eight students who held non-education undergraduate degrees and were preparing to become certified in a K-5 urban setting participated in the study. Results indicate that they demonstrated beliefs and practices that were more consistent with the philosophy of reform and a strong resilience in their newfound beliefs and practice. (KHR) ED476636 The Story of First-Year Teachers' Struggle To Maintain a Reform Perspective After Experiencing Integrated Mathematics Content and Methods in Their Teacher Preparation Program. 2001-00-00 10 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-11-03

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Yes Classroom Environment Curriculum Development Educational Change Elementary Education Mathematics Instruction Number Concepts Preservice Teachers Professional Development Rational Numbers Teacher Education Programs Teaching Methods Bloom, Irene Reports - Descriptive Reports - Research Speeches/Meeting Papers English This study describes a teacher preparation program in mathematics and science and explores what impact the reformed curricula and teaching methods instituted in the program have on prospective teachers' understanding of rational numbers and integers. The study pursues obtaining in-depth insights regarding prospective teachers' concept development. The pretest and the posttest consisted of tests for computational skills, number sense, and conceptual understanding. Results suggest a relationship between a reformed mathematical environment and enhanced student achievement. (KHR) ED476638 Curriculum Reforms That Increase the Mathematical Understanding of Prospective Elementary Teachers. 2001-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-11-23

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Yes Educational Change Elementary Education Grade 4 Manipulative Materials Mathematics Instruction Mathematics Teachers Professional Development Teacher Attitudes Teaching Methods Schorr, Roberta Y. Firestone, William Monfils, Lora Reports - Research Speeches/Meeting Papers New Jersey English This research presents a preliminary overview of the teaching practices of fourth grade teachers throughout the state of New Jersey. These teachers were all involved in professional development experiences designed to help them revise their approach to the teaching and learning of mathematics. In this aspect of the study, we observed at least twice and then interviewed them about their lesson, their practice, and their professional development experiences. In sum, we conclude that while teachers are adopting new techniques such as using manipulatives or cooperative grouping as part of their instructional practices, they are not changing their basic approach to the teaching and learning of mathematics. (Author) ED476639 An Analysis of the Teaching Practices of a Group of Fourth Grade Teachers. 2001-00-00 11 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 2020-08-08

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Yes Algebra Classroom Environment Computer Software Computer Uses in Education Concept Formation Curriculum Development Elementary Education Graphs Mathematics Education Student Attitudes Teaching Methods Ozgun-Koca, S. Asli Reports - Descriptive Reports - Research Speeches/Meeting Papers English This study investigated the effects on student understanding of linear relationships using the linked representation software VideoPoint as compared to using semi-linked representation software. It investigated students' attitudes towards and preferences for mathematical representations--equations, tables, or graphs. An Algebra I class was divided into three groups of students: linked, semi-linked, and control. Findings regarding word problems, interpreting/constructing and reading graphs, solving and constructing equations, reading and constructing tables, and misconceptions were compared. Most of the students indicated that they found the software helpful in learning mathematics. (KHR) ED476640 The Effects of Multiple Linked Representations on Student Learning in Mathematics. 2001-00-00 9 ERIC/CSMEE Publications, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Tel: 614-292-5680. N/A 2004 8/19/2004 21:09:25 RIEJAN2004 In: Proceedings of the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (23rd, Snowbird, Utah, October 18-21, 2001). p997-1004 For full proceedings, see SE 065 231.

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Yes Abstract Reasoning Cognitive Development Concept Formation Early Childhood Education Foreign Countries Mathematics Education Thinking Skills Kamii, Constance Reports - Research Speeches/Meeting Papers Japan Piaget (Jean) Japan English Sixty Japanese children ranging in age from 3 years 4 months to 7 years 5 months were individually interviewed with three Piagetian tasks. Children's levels of representation were assessed by asking for a graphic representation of 4 dishes, 6 pencils, 8 small blocks etc. A conservation-of-number task was then given to assess children's level of abstraction. It was found (a) that there is a close relationship between children's levels of abstraction and of representation, and (b) that children can represent at or below their level of abstraction but not above this level. (Author) ED476641 Young Children's Representation of Groups of Objects: The Relationship between Abstraction and Representation. 2001-00-00 7 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080j. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; Web site: www.ericse.org. N/A 2004 2016-11-23

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Yes Elementary Education Higher Education Integrated Curriculum Interdisciplinary Approach Literature Mathematics Education Poetry Preservice Teacher Education Rule, Audrey C., Ed. Kagan, Jennifer, Ed. Reports - Descriptive English Sixty poems focusing on elementary mathematics topics such as matching, classification, sequencing, counting, addition, subtraction, place value, decimals, multiplication, division, fractions, estimation, probability, patterns, shapes, symmetry, triangles, circles, polygons, angles, Venn diagrams, bar graphs, money, time, and measurement, are presented in this document. Poems display a variety of formats including acrostic, haiku, limerick, and rhyming verse. Each contains mathematical facts about the topic. Preservice teachers enrolled in a mathematics education course wrote the majority of poems. Poems may be used in a enrich elementary student learning and as models for other preservice teachers who may use poetry writing to review, make connections, and discover concept for which they have unclear understandings. Preservice teachers who wrote poetry in the first editor's class reported that the experience helped them develop more positive feelings about mathematics. (Author) ED476642 Poetry for Teaching Elementary Mathematics Topics. 2003-00-00 66 N/A 2004 8/19/2004 21:09:29 RIEJAN2004

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Yes Academic Achievement Calculus Computer Uses in Education Evaluation Mathematics Education Secondary Education Statistics Teaching Methods Tutorial Programs Tutoring Schpilberg, Barbara Hubschman, Betty Reports - Research Speeches/Meeting Papers English This study explores computer-meditated tutoring and a traditional tutoring model that is carried out on a face-to-face basis and investigates whether there is a difference in high school students' mathematics achievement. In this study, there was no statistically significant difference between the face-to-face and the computer-mediated tutored students' mathematical achievement, and there was no significant difference between the students who had less than 10 tutoring sessions and students who had more than 10 tutoring sessions with regard to their mathematical achievement. The results imply that computer-mediated tutoring can be as effective as face-to-face tutoring with mathematical concepts. (KHR) ED476643 Face-to-Face and Computer Mediated Tutoring: A Comparative Exploration on High School Students' Math Achievement. 2003-04-24 16 N/A 2004 8/19/2004 21:09:31 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 24, 2003).

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Yes Classroom Environment Evaluation Mathematics Anxiety Perception Secondary Education Taylor, Bret A. Fraser, Barry J. Reports - Research Speeches/Meeting Papers English This study investigates associations between the classroom environments perceived by high school students and their level of mathematics anxiety. A revised and updated version of the Plake and Parker Revised Mathematics Anxiety Ratings Scale (RMARS) was used to assess students' mathematics anxiety. A revised version of the What is Happening in This Class (WIHIC) survey was used to assess students' perceptions of the following aspects of the mathematics classroom learning environment: student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity. This study provides valuable information regarding the validity and reliability of the RMARS for assessing mathematics anxiety. There was statistical significance between two of the learning environment scales and one of the mathematics anxiety factors. (KHR) ED476644 The Influence of Classroom Environment on High School Students' Mathematics Anxiety. 2003-04-21 11 N/A 2004 8/19/2004 21:09:32 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21, 2003).

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Yes Arithmetic Elementary Education Foreign Countries Mathematics Instruction Number Concepts Teaching Methods Textbook Content Textbook Research Grow-Maienza, Janice Beal, Susan Randolph, Tamara Reports - Research Speeches/Meeting Papers Korea South Korea English This report describes a classroom observation study in Korean primary mathematics classrooms. What was discovered in Korean classrooms was children, through higher level questioning, were being led to conceptualize the constructs and operations. The textbook was focused on the concepts in a concise, coherent and systematic manner similar to what was observed in the classroom. This report includes sample translation of a textbook chapter used in one of the lessons. (KHR) ED476645 Conceptualization of the Constructs in Korean Primary Mathematics. 2003-04-25 National Science Foundation, Arlington, VA. 14 N/A 2004 2016-11-21

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Yes Attitudes Biology Curriculum Development Genetics Knowledge Base for Teaching Preservice Teachers Professional Development Science Education Secondary Education Teacher Education Programs Grier, Jeanne M. Reports - Research Speeches/Meeting Papers English The purpose of this study is to create a model that depicts the beliefs and other factors that influence secondary biology teachers when they incorporate newly acquired subject matter knowledge into the planning and instruction of an existing curriculum. Genetics content from Biology Update 1 and Secondary Biology Laboratory Curricula (SBLC) was used to create a case of contextual content. Two secondary biology teachers' perceptions of their planning and teaching were interviewed, and observed during their graduate courses and their classroom teaching of genetics. The model resulting from this study provides insights into the theoretical basis for increasing teachers' content knowledge understandings during and beyond undergraduate preparation. Research findings also indicate that scientists and science teacher educators should develop courses or workshops that assist inservice teachers in keeping their content knowledge relevant. Encouraging teachers to explore their beliefs about science and science teaching would create a better-informed and validated practice. (KHR) ED476646 Content Construction: How Content Becomes Curriculum in Secondary Science Classrooms. 2003-04-00 41 N/A 2004 8/19/2004 21:09:36 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April, 2003).

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Yes Earth Science Science Activities Science Education Science Interests Self Efficacy Space Sciences Student Attitudes Teacher Effectiveness Ibe, Mary Deutscher, Rebecca Reports - Research English This study investigated the effects on student scientific efficacy after participation in the Goldstone Apple Valley Radio Telescope (GAVRT) project. In the GAVRT program, students use computers to record extremely faint radio waves collected by the telescope and analyze real data. Scientific efficacy is a type of self-knowledge a person uses to determine his or her ability to understand and work within the scientific community. An attitudinal survey was administered to all students nationwide who participated in the GAVRT program during the 2000-2001 and 2001-2002 school years and had 480 and 562 respondents respectively. The students completed a pre-survey prior to beginning the GAVRT program and then completed a follow-up survey immediately after working on the Jupiter Quest program. Between the pre- and post-surveys, students received instruction in the GAVRT curriculum and participated in operation of the radio telescope. During the 2000-2001 school year, increases in students' scientific efficacy occurred in their feelings of efficacy associated with the value they placed on the work they produced in science. During the 2001-2002 school year, the following areas of efficacy increased: students' perceived abilities to use scientific equipment, students' feelings about how other people valued their work, and students' abilities to think scientifically. (Contains 16 references.) (Author) ED476647 The Role of the Goldstone Apple Valley Radio Telescope Project in Promoting Scientific Efficacy among Middle and High School Students. 2003-00-00 14 N/A 2004 8/19/2004 21:09:38 RIEJAN2004

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Yes Academic Achievement Curriculum Development Evaluation Gender Issues Mathematics Education Middle Schools Sex Differences Student Attitudes De Corte, Erik Op't Eynde, Peter Reports - Research Speeches/Meeting Papers English This study explores the mathematics-related beliefs of Flemish junior high school students and how they relate to gender, achievement level, and tracking level. Results indicate that students' mathematics-related belief systems are interconnected very strongly with the educational track in which they take their mathematics courses, but also with gender and the way the teacher evaluates their achievement level. (KHR) ED476648 "When Girls Value Mathematics as Highly as Boys": An Analysis of Junior-High Students' Mathematics-Related Beliefs. 2003-04-00 9 N/A 2004 8/19/2004 21:09:40 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Adult Education Career Awareness Career Choice Career Planning Chemistry Higher Education Instructional Materials Professional Development Science Education Technology Education Guides - Non-Classroom Non-Print Media American Chemical Society, Washington, DC. English This video focuses on chemical process technician education. It provides a look into the daily operations, available jobs, and background needed to enter this field. (KHR) ED476649 Opening Doors of Opportunity: Chemical Process Technician Education. [Videotape]. 2002-00-00 National Science Foundation, Arlington, VA. 0 American Chemical Society, Education and International Activities Division, 1155 16th Street NW, Washington, DC 20036. Tel: 800-227-5558 (Toll Free); Web site: chemtechlinks.org. N/A 2004 8/19/2004 21:09:41 RIEJAN2004 DUE-0053250

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Yes Academic Achievement Educational Change Grade 8 Mathematics Education Middle Schools Professional Development Teacher Education Curriculum Teacher Effectiveness Teacher Student Relationship Provasnik, Stephen J. Young, Benjamin O. Reports - Descriptive Reports - Research Speeches/Meeting Papers English This paper investigates the relationship of teacher quality to student mathematics achievement at the eighth grade level based on the findings from the National Assessment of Education Progress (NAEP, 2000). It looks for circumstantial evidence of teacher sorting by testing the hypothesis that "better teachers are more likely to teach better scoring students." The NAEP 8th grade mathematics student scale score is used to identify the characteristics of students associated with student performance in mathematics, and Item Response Theory (IRT) is used to compute a teacher quality scale based on teachers' responses to NAEP background questions. Factors influencing student achievement, teacher quality, and the relationship between teacher quality and factors influencing student achievement are discussed based on the research findings. (KHR) ED476650 The Relationship of Teacher Quality to Student Mathematics Achievement at the 8th Grade: Findings from the National Assessment of Education Progress (2000). 2003-04-22 20 N/A 2004 8/19/2004 21:09:42 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003).

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Yes Attitudes Educational Change Mathematics Instruction Mathematics Teachers Preservice Teachers Professional Development Secondary Education Teacher Behavior Teacher Education Curriculum Artzt, Alice F. Curcio, Frances R. Speeches/Meeting Papers Reports - Research English The purpose of this study is to trace the learning, dispositions, and professional development of the first group of preservice secondary mathematics teachers as they make transitions from college freshmen to student teachers to first year teachers. Research questions are addressed as: (1) How participants' knowledge, beliefs, and goals are affected by their experiences in an innovative, reform-based, four-year secondary mathematics teachers preparation program that engages them in a variety of learning communities, then how these cognitions are revealed in their instructional practice as student teachers and as certified classroom teachers; and (2) how participants' behaviors are as undergraduate college students related to their behaviors as certified secondary mathematics teachers and the behaviors they expect from students in their school-level classes. Based on the findings from the study, implications for preservice secondary mathematics teacher preparation programs are proposed in this paper. (KHR) ED476651 From College Freshman to Secondary Mathematics Teachers: Longitudinal Case Studies Based on an Analysis of Knowledge, Beliefs, Goals, and Behaviors. 2003-04-22 29 N/A 2004 8/19/2004 21:09:45 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003).

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Yes Action Research Mathematics Education Mathematics Teachers Middle Schools Professional Development Teaching Methods Ishii, Drew K. Reports - Research Speeches/Meeting Papers English This paper describes the concerns of four middle school mathematics teachers involved in a professional development program that allowed them the opportunity to conduct action research projects. The teachers chose to implement nontraditional writing activities in their instruction as part of their action research. The experiences, practices, and issues that emerged from the teacher-researcher's projects are discussed including issues that are common in research and those that are unique to research that involves the analysis of writing samples. The use of writing in mathematics classrooms has benefits for both students and teachers. Similar findings are discussed. An unexpected conclusion made by all of the teachers is that the greatest benefit of using writing is that it can create student-generated mathematical discourse. (Contains 20 references.) (Author) ED476652 Emergent Issues in Middle School Mathematics Action Research: A Meta-Analysis of Writing as a Pedagogical Strategy. 2002-10-17 26 N/A 2004 8/19/2004 21:09:47 RIEJAN2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 17, 2002).

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Yes Classroom Environment Concept Formation Early Childhood Education Inquiry Kindergarten Learning Strategies Parent Attitudes Student Attitudes Robinson, Esther Fraser, Barry J. Reports - Research English This paper reports a study involving the construction and validation of a learning environment questionnaire that was used by both kindergarten students and their parents. Although the questionnaires were validated for use with five- and six-year old kindergarten students, the same format was used for both parents and students. Prior learning environment studies (Fraser, 1998a) had not necessarily been designed or used by parents (with a notable exception being the recent study by Allen and Fraser, 2002) or by such young students. This study is significant because it involved very young students (kindergarten), the assessment of parents' and students' preferred and actual learning environments, and investigation of differences between students' and parents' environment perceptions. First, an existing valid questionnaire (Fraser, McRobbie and Fisher, 1996) was modified in English and Spanish for very young children (five- and six-years old) and for their parents to assess kindergarten students' and their parents' actual and preferred learning environment. The 'new' questionnaire was checked for validity and reliability. Secondly, differences between kindergarten students and their parents in actual and preferred learning environments in a science classroom were explored. Finally, associations between kindergarten students' achievement and attitudes and students' and parent' perceptions of the learning environment in a science classroom were investigated. (Contains 26 references.) (Author) ED476653 Kindergarten Students' and Their Parents' Perceptions of Science Environments: Achievement and Attitudes. 2003-04-00 18 N/A 2004 8/19/2004 21:09:49 RIEJAN2004

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Yes Classroom Environment Educational Change Elementary Secondary Education Foreign Countries Mathematics Education Sociocultural Patterns Student Centered Curriculum Teaching Methods Pang, JeongSuk Reports - Research Speeches/Meeting Papers Korea South Korea English This study probes in what ways the teacher and students create unequally successful student-centered mathematics classrooms and what kinds of learning opportunities arise for the students in these classrooms. A general guideline to the understanding of mathematics classroom culture is an emergent theoretical framework that fits well with the reform agenda for instruction. Findings of mathematics teaching and learning in five different classrooms, importance of sociomathematical norms, and implications for reform in mathematics education are discussed in this report. (KHR) ED476654 Understanding the Culture of Elementary Mathematics Classrooms in Transition. 2003-04-23 Korea Research Foundation, Seoul. 12 N/A 2004 2016-11-21

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Yes Academic Achievement Mathematics Education Problem Solving Science Education Secondary Education Skill Development Teaching Methods Urban Education Dixon, Michael D. Reports - Research Speeches/Meeting Papers English Due to the increasing achievement gap between schools of urban settings and their suburban counterparts, and in an environment where statewide testing that may begin to hinder the graduation of many urban students, there is a need to close the gap especially in the areas of Math and Science. Teachers in such environments face the daunting task of accelerating learning for urban students in two arenas: conceptual and affective. The conceptual tasks observed during this study included: building up the basic skills of students, developing literacy and proficiency around test taking, as well as completing the curriculum for Calculus. The primary affective tasks observed during this study included: confidence (swagger) development; positive interaction around the "Truth" of their academic status; and work ethic development. In order to do all of the conceptual and affective tasks in a limited amount of time, acceleration was needed. The purpose of the proposed teacher-action research case study was to meet those conceptual and affective needs while accelerating student learning. Out of this emerged a new educational paradigm, known as Quality Complex Instruction (QCI), which was developed by integrating the cooperative aspects of Complex Instruction with the intentional management techniques of Total Quality Management. From the analysis of interviews, survey data and observations during this study, a conceptual framework developed, known as the QCI spiral, that addressed the specific conceptual and affective needs of students in order to accelerate learning. The objective of this framework was to develop a model that validated both the conceptual and affective components of learning, as well as integrated them in a framework that allows them to be dealt with simultaneously in an urban mathematics classroom setting. The implications of this research include the use of Tom Sawyer heuristic development in urban math classrooms, to make high level challenges a pleasure. Also the use of Spiraling, Deliberate memory, Algorithms, Recapitulation and Test based problem solving (SMART) methods of teaching that developed out of the QCI spiral. Another major finding that developed from this research is the development of data informed "Swagger" development, management and maintenance. Because of issues around basic skills, self-image, test taking ability, students in this environment were subject to what Claude Steele would call "Stereotype Threat". This creates an environment in which students of color under perform. To counter this hindrance in the setting studied, data and group accountability are vital to 'show the students the truth' of where they are, but to also develop a sense of confidence, based on skill development that helps them to see themselves succeeding, therefore internalizing a deeper work ethic. (Contains 62 references.) (Author) ED476655 Supporting Iron Sharpening Iron: Developing a Swagger in the Hearts of Urban Math and Science Students. 2003-00-00 18 N/A 2004 8/19/2004 21:09:53 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Curriculum Development Elementary Secondary Education Evaluation Foreign Countries Language Skills Mathematics Education Performance Factors Howie, Sarah J. Plomp, Tjeerd Reports - Research Speeches/Meeting Papers South Africa Third International Mathematics and Science Study South Africa Trends in International Mathematics and Science Study English This research is an analysis of the performance of the South African pupils on the Third International Mathematics and Science Study-Repeat (TIMSS- R) in which pupils wrote tests in mathematics and science, but in South Africa pupils also had to write an English test as a national option. The research reported here concentrates on the final outcomes of the exploration of the performance of the South Africa pupils in mathematics and the relationship between mathematics achievement and proficiency in English. The factors relating to the performance in mathematics and English language proficiency were explored. Results of mathematics tests; results of the English language tests; and contextual factors on students, classroom, and school are reported. This research shows that in South Africa, pupils tended to achieve higher scores in mathematics when their language proficiency in English was higher. (KHR) ED476656 Language Proficiency and Contextual Factors Influencing Secondary Students' Performance in Mathematics in South Africa. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Classroom Environment Curriculum Development Elementary Secondary Education Instructional Materials Perception Science Education Student Attitudes Teaching Methods Textbooks Houston, Linda Scott Fraser, Barry J. Ledbetter, Cynthia E. Reports - Research Speeches/Meeting Papers Texas Texas English This study examines the perceptions of the learning environment and the attitudes held by students using various science-teaching materials in Texas. Using the My Class Inventory (MCI), interviews, and observation, students' perceptions of their classroom environments and their attitudes toward science were assessed. The goal of this study was to evaluate which approach to science teaching, namely, using textbooks or science kits, creates more favorable learning environments and students attitudes. In this report, the discussion of the results is organized in terms of the study's research questions. (KHR) ED476657 An Evaluation of Elementary School Science Kits in Terms of Classroom Environment and Student Attitudes. 2003-04-21 12 N/A 2004 2016-11-23

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Yes Curriculum Development Elementary Secondary Education Pedagogical Content Knowledge Preservice Teachers Professional Development Science Education Scientific Principles Teacher Education Curriculum Teaching Methods Feldman, Allan Reports - Research Speeches/Meeting Papers English This paper reports a conversation about what constitutes the nature of science (NOS) and what are the best ways to prepare teachers to teach their pupils to understand what it is. The study explores the effects of the explicit teaching of the nature of science in a science education course with a pedagogy component on preservice teachers' conceptions of the NOS and their use of these new conceptions in the design of curriculum units. (KHR) ED476658 The Nature of Science as an Academic Discipline and School Subject. 2003-04-00 35 N/A 2004 8/19/2004 21:10:00 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Action Research Classroom Environment Educational Change Elementary Education Elementary School Teachers Evaluation Mathematics Education Perception Professional Development Blose, Ralph J. Fisher, Darrell Reports - Research Speeches/Meeting Papers English The purpose of this study is to establish an action research plan for teachers to improve student outcomes by assessing, describing, and changing their classroom environment. Teachers used this information to develop intervention strategies designed to change the students' perceptions of their actual classroom environment to more closely mirror their preferred classroom environment perceptions. This study also explores the willingness of the teachers to be involved in such a learning environment study and how their perceptions of the school-level environment affected this. This report demonstrated several factors affecting a teacher's willingness to accept the need for classroom environment change. It also shows that teachers could assess, describe, and change their classroom environments by using student perceptions of their learning environments. School-Level Environment Questionnaire is included in this report. (KHR) ED476659 Effects of Teachers School-Level Environment Perceptions on Changing Elementary Mathematics Classroom Environments. 2003-04-21 15 N/A 2004 8/19/2004 21:10:02 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Appended material contains small print.

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Yes Academic Achievement Concept Formation Cooperative Learning Elementary Education Leadership Mathematics Education Student Motivation Yamaguchi, Ryoko Maehr, Martin L. Reports - Research Speeches/Meeting Papers English This multi-method study explored how children conceptualize emergent leadership in collaborative learning groups, and whether emergent leadership was associated with student achievement motivation. Fourth and fifth grade students participated in a collaborative math activity. After the group math task, 294 students were surveyed on their achievement orientation and emergence of leadership. Within their learning groups, a subset of 18 students was individually interviewed. The interview data revealed that elementary school- aged children are aware of the emergence of leadership in collaborative learning groups, describing leadership behaviors in two domains: task-focused and relationship-focused. The survey data revealed that while task-focused leadership was only associated with performance goal orientations. Relationships-focused leadership was associated with both mastery and performance goals, though the association was stronger with mastery goals. Taken together, this study shows the importance of including emergent leadership in the study of collaborative learning groups. (Contains 39 references.) (Author) ED476660 A Multi-Method Study of Children's Emergent Leadership in Collaborative Learning Groups. 2003-04-00 21 N/A 2004 8/19/2004 21:10:04 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Cooperative Learning Elementary Education Group Dynamics Leadership Mastery Learning Mathematics Education Middle Schools Skill Development Yamaguchi, Ryoko Reports - Research Speeches/Meeting Papers English This study explores the importance of the group context in the emergence of leadership, dominance, and group effectiveness in children's collaborative learning groups. Ten 3-person work groups performed a collaborative math activity. Using achievement goal orientation (Ames, 1992; Maehr and Midgley, 1996; Pintrich and Schunk, 1996) as a framework, six groups performed the math task under a mastery condition, which emphasized learning and improving. Four groups performed under a performance condition, which emphasized competition and social comparison. The groups were videotaped and fully transcribed. The group interactions were analyzed qualitatively (Glaser and Strauss, 1967; Strauss and Corbin, 1990). The emergence of leadership and dominance varied under mastery or performance group conditions. More specifically, under the performance condition, group members exhibited more dominance and negative behaviors, such as arguing, off-task behavior, and group member isolation. Under a mastery condition, group members exhibited more leadership and positive behaviors, such as giving and seeking help, talking about math strategies, and staying focused on the task. Group effectiveness also varied under mastery and performance group conditions. Under the performance condition, groups were not as effective in completing the math task because of member dissonance, isolation, lack of communication, and dominance. Under the mastery condition, groups were more effective, with more communication among all members and a shared responsibility in completing the math task. Implications for classroom practice are discussed. (Contains 59 references.) (Author) ED476661 Children's Learning Groups: A Study of Emergent Leadership, Dominance, and Group Effectiveness. 2003-04-00 28 N/A 2004 8/19/2004 21:10:06 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Bachelors Degrees College Graduates Doctoral Degrees Higher Education Masters Degrees Private Colleges Public Colleges Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This report provides information about the level and program in which Connecticut's colleges and universities granted degrees in 2001-2002, with information on the gender, race, and ethnicity of degree recipients. The report also provides data by academic discipline, using the national Classification of Instructional Programs. Connecticut colleges and universities awarded 30,498 degrees and certificates in 2001-2002, up 2.7% from last year. The annual number of students earning degrees is just over 3% higher than a decade ago. In comparison, total enrollment at Connecticut colleges and universities has risen 2.5% over the decade. Almost half of the students earned degrees at the baccalaureate level (49%), followed by those with master's (28%), and Associate degrees (15%) The number of students graduating with 4-year degrees rose, while the number with certificates and doctorates fell 8.2% and 2.4% respectively. Following a decade of increases, the number of minority students earning degrees fell from 4,621 to 4,613, but degrees to minorities now represent 15.1% of all degrees. The top five degree-producing disciplines continued to be business, education, health professions, social sciences and liberal arts, and sciences. These field accounted for more than 57% of all degrees (17,405 students). Women continued to earn more degrees than men. Three appendixes contain information on degrees granted by institution. (SLD) ED476662 Degrees Conferred by Connecticut Institutions, 2001-02. Report. 2003-01-00 21 N/A 2004 2016-11-21

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Yes Diversity (Student) Educational Planning Ethnicity Higher Education Minority Groups Public Colleges State Programs Strategic Planning Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This report describes progress made in the implementation of Connecticut's strategic plan to ensure racial and ethnic diversity. Connecticut's public colleges and universities are becoming more diverse each year, and 2002 continued that trend. Both the overall numbers and proportions of enrolled students, graduates, and professional employees from minority groups reached record levels. However, elements of under representation remained in types of enrollment and number of degrees conferred and in employment ranks. In fall 2002, minorities (Hispanic/Latino, African American, Asian American, and Native American) comprised 23.1% of all undergraduate students enrolled in the state's public institutions of higher education, exceeding their representation in the state's population for the fifth consecutive year. During the 2001-2002 academic year, minority students received 16.9% of all undergraduate degrees conferred by the state's public colleges and universities. Among the full-time professionals employed by the state's public institutions of higher education, 15.8% were minority group members at the end of 2002. A closer look at the data show that Hispanics/Latinos are the only minority group whose overall enrollment level has not reached their proportion of the state's population. Hispanic/Latino and African American students are over represented at community colleges and underrepresented at universities. The graduation rates of Hispanic/Latino and African American students are rising but have not achieved the pace set by their enrollment growth. The report also describes the Minority Advancement Program of the Board of Governors for Higher Education and summarizes its activities and progress in 2002. (SLD) ED476663 Strategic Plan To Ensure Racial and Ethnic Diversity in Connecticut Public Higher Education. 2003 Annual Report. 2003-03-00 27 N/A 2004 2016-11-21

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Yes Budgets Costs Educational Finance Enrollment Rate Enrollment Trends Expenditures Higher Education Public Colleges Retrenchment State Programs Student Financial Aid Trend Analysis Tuition Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This document contains information about selected trends in higher education enrollment and finance in Connecticut. It opens with a summary of the state's operating budget for fiscal years (FY) 2003-2005. The report then examines higher education in a statewide context and general fund and operating budget expenditure trends. Comparative funding indicators and enrollment trends are profiled. Information is provided on degrees conferred and position trends. A discussion of tuition and fees is followed by a discussion of state and student shares of costs and student aid and statutory waivers. A final section discusses the capital budget. About 4.3% of the recommended budget for FY 2004 is devoted to higher education, excluding General Fund fringe benefits that are paid by the Comptroller. This represents essentially flat funding from FY 2003 estimated expenditures. The operating budget for this year sends a clear message, as it did in the previous year, of the need for fiscal restraint. The recommended budget represents an 11.8% decrease from FY 2004 requested current services. The Governor is recommending the restructuring of higher education governance through the creation of a new governing entity, the Board of Regents for Higher Education. Under this proposal, the system offices of the Connecticut State University and Community-Technical College System are consolidated into the Department of Higher Education. The merger is proposed to save an estimated $2.75 million in the first year and $5.8 million in the second year. (Contains 46 figures and 52 tables.) (SLD) ED476664 Connecticut Public Higher Education. 2003 System Trends. 2003-00-00 71 N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Accrediting Agencies Distance Education Higher Education Program Evaluation Standards Reports - Research Council for Higher Education Accreditation, Washington, DC. English In summer 2002, the Council for Higher Education Accreditation (CHEA) surveyed 50 specialized (programmatic) accreditors to learn whether and to what extent these accreditors are involved in the accreditation of distance learning. Specialized accreditors review programs and freestanding schools in areas such as law, medicine, business, and nursing. "Distance learning" refers to educational or instructional activity that is delivered electronically to students at a distance. There are two findings of major significance in this review. First, only a modest number of programs reviewed by specialized accreditors are engaged in distance learning. Thirty-eight of the 50 accreditors indicate that some of their programs involve distance learning. Of the 12,838 programs accredited by these 38 organizations, 2,277 programs (17.7%) offer some instruction using distance learning. A second finding is that specialized accreditors report that they have limited need to develop separate standards, policies, and procedures. The major reason of this is their extensive use of competency-based accreditation standards to judge quality. The standards of specialized accreditors are focused first on the outcomes that students achieve and then on the resources and processes of a program. Specialized accreditors treat distance learning as a process or an alternative delivery system. Some examples of distance learning accreditation are provided. A list of specialized accreditors is included in an appendix. (SLD) ED476665 Specialized Accreditation and Assuring Quality in Distance Learning. CHEA Monograph Series, 2002. 2002-00-00 Hewlett Foundation, Inc., Garden City, NY. 21 For full text: http://www.chea.org/pdf/mono_2_spec-accred_02.pdf?pubID=246. N/A 2004 8/19/2004 21:10:14 RIEJAN2004

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Yes Access to Education College Students Economic Factors Educational Finance Financial Support Higher Education Income Paying for College Scholarships Tuition Grants Davis, Jerry Sheehan Reports - Research Tuition Discounts Lumina Foundation for Education, Indianapolis, IN. English Tuition discounting, the use of institutionally funded grants to help defray students' college costs, came into vogue in the late 1970s and has since become standard practice at U.S. four-year colleges and universities. Institutions use the discounts for a variety of purposes, but generally their use is to manage or tailor enrollment in some respect. Campus officials try to use their tuition discounts strategically. Hoping to raise net tuition revenue, they put their money where it will attract the most students, especially students who are likely to help institutions achieve their missions and purposes. The best outcome of this kind of enrollment management is that some institutions have improved their enrollment and financial situations and have become stronger. Tuition discounting works for some colleges. This report, which draws on data from a variety of sources, shows that tuition discounting, although sometimes helpful in helping colleges tailor enrollment, does not always produce the desired enrollment effects and does not always increase institutional revenue. The practice by individual institutions, when combined across all institutions, has led to troubling outcomes for lower-income students. It has restricted their access to grant aid to attend four-year institutions, and it has reduced their opportunities to choose among public and private colleges. Tuition discounting has the potential to contribute to the failure of more than a few colleges if they continue to lose net tuition revenue to discounting. An appendix contains data tables. (Contains 10 tables and 8 references.) (SLD) ED476666 Unintended Consequences of Tuition Discounting. New Agenda Series[TM]. 2003-05-00 40 Lumina Foundation for Education, P.O. Box 1806, Indianapolis, IN 46206-1806. Tel: 800-834-5756 (Toll Free). N/A 2004 2016-11-21

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Yes College Role Colleges Economic Impact Expenditures Higher Education Income Research Methodology MacFarland, Thomas W. Reports - Evaluative Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English The Office of Research and Planning at Nova Southeastern University had previously estimated that Nova Southeastern University had nearly a $218 million economic impact on South Florida during fiscal year 1994. This study replicated the methods used for the prior estimate to update the economic impact estimate for fiscal year 2000 (07/01/99 to 06/30/00). To offer context to the need for this update, it is useful to note that income grew by 89% from fiscal year 1994 to fiscal year 2000, and expenses grew by 86% from fiscal year 1994 to fiscal year 2000. Based on study methodology and the subsequent use of a conservative multiplier (2.00) for South Florida and an equally conservative multiplier (2.60) for Florida, it has been determined that Nova Southeastern University provided a $464.8 million impact on the South Florida economy during fiscal year 2000, and the University provided a $731.1 million impact on Florida's economy during fiscal year 2000. This finding represents a 114% increase in economic impact on South Florida's economy from fiscal year 1994 to fiscal year 2000. Future iterations of this methodology should attempt to find additional sources of data that would further document the University's importance to the region. (Contains 5 tables and 94 references.) (SLD) ED476667 An Estimate of Nova Southeastern University's Economic Impact on South Florida and Florida for Fiscal Year 2000 (07/01/99 to 06/30/00). 2001-05-00 41 N/A 2004 2016-11-21

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Yes Age Differences College Students Computer Uses in Education Higher Education Information Technology Library Services Satisfaction Student Attitudes Student Surveys MacFarland, Thomas W. Numerical/Quantitative Data Reports - Research Nova Southeastern University FL Student Support Services Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English This study used data originally gathered about student satisfaction through a survey in fall 1999 at Nova Southeastern University, Florida to determine whether there were differences in the perspectives of students aged 25 years or younger and those aged 26 years and older. At Nova Southeastern, more than 80% of all fall 1999 students were 26 or older. Survey results show that students generally have positive opinions about the university and the many services it offers. There were a few areas where satisfaction levels were significantly different. Convenience as a reason for deciding to attend the university had a significantly greater rating by students above age 26. Students 25 or younger indicated a greater level of use of contemporary computer-based media. There was also a disparity in levels of satisfaction with library and library information services, with students 25 and younger indicating a greater level of satisfaction with issues related to access to information through technology, infusion of information technology into the curricula, and provisions for training in the use of technology. An appendix contains the study tables. The survey is attached. (Contains 16 tables and 23 references.) (SLD) ED476668 Fall Term 1999 Nova Southeastern University Students Respond to a Broad-Based Satisfaction Survey: A Comparison of Students by Age. 2001-04-00 60 N/A 2004 2016-11-21

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Yes College Applicants College Choice Enrollment Higher Education Institutional Characteristics Espinoza, Suzanne Reports - Research Speeches/Meeting Papers Admitted Student Questionnaire English This study used information from the College Board's Admitted Student Questionnaire (ASQ) to investigate how enrolling students rate college choice factors in general and how they rate the colleges in which they have chosen to enroll. The sample included 68,428 admitted freshmen student responses to the ASQ, representing 122 institutions. Findings show that there was little variance in the institutional ratings that enrolling students assigned to their selected campuses based on college choice factors. Results also reflect a "disconnect" between what enrolling students report as important in general when they select a college campus and the factors that are implicitly important based on their enrollment behavior. Students did not rate the institutions they chose to attend "best" within their choice set, but they did rate these institutions "better than most" on all college choice factors assessed. Having committed themselves to a college, students may gave rated that institution high in a need to justify their choice. The mean ratings of enrolling students on college choice factors in general suggest that on average, they consider issues related to Academics, Service, and Cost to be the most important in their college decision making. Students, however, tend to rate institutions they choose to attend highest on Academics, Location, and Service. The importance ratings they assign to college choice factors generally do not match the institutional ratings they assign to their selected college campuses on these same factors. The paper discusses the implications of this "disconnect." (Contains 12 tables and 97 references.) (SLD) ED476669 Exploring College Decision-Making: A Disconnect in Student Ratings. 2002-11-00 41 N/A 2004 2016-11-21

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Yes Academic Freedom Agency Cooperation Foreign Countries Governance Government Role Higher Education Public Colleges Hall, Martin Symes, Ashley Luescher, Thierry M. Reports - Evaluative South Africa South Africa Council on Higher Education, Louisville, KY. English This report provides a description and analysis of the present state of governance of higher education in South Africa, discusses the concept of cooperative governance, and develops some proposals for the improvement of efficiency, effectiveness, and accountability in higher education governance. The first chapter, "Framing the Inquiry," outlines the terms of reference for the study and outlines its goals. The second chapter, "Governance and Public Higher Education in South Africa," reviews policy and legislation for South African higher education over the last 5 years. Chapter 3, "Governance in Practice," discusses governance as it has been experienced on a day-by-day basis on the 12 institutions that make up the study sample. Chapter 4, "Institutional Governance: Senate, Council and the Institutional Forum," continues the detailed analysis of higher education with a study of three major agencies of governance: the Senate and concept of academic freedom; the Council on Higher Education and the role of trusteeship; and the Institutional Forum, in the context of governance. Chapter 5, "Conditional Autonomy: The State and the Governance of Higher Education Institutions," focuses on the balance between state steering of largely autonomous institutions and a regime in which the state exercises direct control of higher education. It also considers the ways in which higher education institutions should report to the Department of Education, and it presents a generic model for governance failure. The "Conclusion," chapter 6, summarizes the discussion. Chapter 7 is a bibliography. Three appendixes contain extracts from policy and legislation documents, some pertinent legislation, and discussions of institutional governance structures. (Contains 2 figures, 3 tables, and 102 references.) (SLD) ED476670 Governance in South African Higher Education. Research Report. 2002-05-00 ISBN-1-919856-30-7 206 For full text: http://www.che.org.za/documents/d000006/Governance_Research_Report.pdf. N/A 2004 2016-11-21

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Yes Cooperation Higher Education Institutional Evaluation Organizational Development Partnerships in Education Van Kollenburg, Susan E., Ed. Collected Works - Proceedings Reports - Descriptive North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission. English Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers discussing establishing and sustaining effective connections. Chapter 1, "Building New Partnerships for Learning," contains: (1) "Developing the ABCs of Successful Partnerships" (Linda L. Baer and Ann Hill Duin); (2) "Outsourcing General Education: Specialized College and Liberal Arts University Partnership" (Vickie Donnell and Sue Rollins); (3) "Moving through Turf Battles To Increase AA Degree Access" (David Hellmich and Larry Lundblad); (4) "Building for the Future: One University's Crusade in Creating a New Partnership for Learning" (Douglas N. McMilllan, Charles S. Weiner, and John Partin); (5) "The Possibility Network: Creating a Statewide, Technology-Mediated Lifelong Learning Collaborative" (LaVerne Ludden and David Wright); (6) "Partnerships and Adult Learning: Delivering Bachelor's Degree Completion Programs" (Tracey S. Hebert); (7) "Quality Sells: Maintaining Quality in the For-Profit Environment" (Jim Patton, Paula Peinovich, Paula Singer, and Kathy Winberry); (8) "Building on Our Strengths Together: Secondary and Postsecondary Partners" (Debra Cox and Mary J. Steeno); (9) "FIPSE Partnerships with Four Universities To Replicate Academic Support Model" (John Kowalczyk and Joan Totten); (10) "A Better Society through Prison Educational Programming" (Kari Lenort, Mary Shepard, and Jan Waller); (11) "Assessing the Impact: The AAHE-HLC Collaborative Workshop Project" (Kelly Funk); (12) "Creating an Institutional Culture of Collaboration" (Marguerite Bennett); and (13) "Building the Essential Partnership: Organizing for Student Engagement" (Jack P. Calareso and Richard E. Farmer). Chapter 2, "State, Regional, and National Initiatives," contains: (14) "The Vocabulary of Student Outcomes: Razing the Tower of Babble" (Trudy Bers, Norval L. Wellsfry, T. Dary Erwin, and Trudy Bant); (15) "Engaging in Measures of Student Engagement: Using NSSE Data To Build a Shared Understanding of Assessment and Institutional Priorities" (Kathleen Carlson, Christopher Chalokwu, and Steven Murphy); (16) "Benchmarking Community College Instructional Costs and Productivity: The Kansas Study" (Jeffrey A. Seybert); (17) "From Silos to Circles: Changing the General Education Concept" (Deborah Daiek, Shirley Dixon, and Cheryl Hawkins); and (18) "Integrating, Documenting, and Assessing Success Skills" (Larry Coon and Stephen Davis). Many papers contain references. (SLD) ED476671 A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 1: Establishing and Sustaining Effective Connections. 2003 Edition. 2003-00-00 86 North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504. Tel: 312-263-0456; Tel: 800-621-7440 (Toll Free); Fax: 312-263-7462; Web site: http://www.ncahigherlearningcommission.org. N/A 2004 8/19/2004 21:10:27 RIEJAN2004 Prepared for the Annual Meeting of the North Central Association of Colleges and Schools (108th, Chicago, IL, April 13-16, 2003). For the 2002 edition, published in a single volume, see HE 035 309. For volumes 1 through 4, see HE 035 886-888.

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Yes Colleges Educational Change Educational Planning Educational Quality Higher Education Institutional Evaluation Organizational Effectiveness Van Kollenburg, Susan E., Ed. Collected Works - Proceedings Reports - Descriptive North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission. English Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to organizational effectiveness and future directions. Chapter 1, "Mission, Planning, and Organizational Change," contains: (1) "Revitalizing Mission: A Collaborative Model" (Stephany Schlacter and Kurt Schackmuth); (2) "Coping with Uncertainty: Five Steps toward Institutional Strength in the Twenty-First Century" (Jon E. Quistgaard, Joann Fredrickson, and Ivan Lee Weir); (3) "Accomplishing Change in a Decentralized Institution: Key Moments in Ohio University's Transition to a Learning-Centric University" (David Descutner and Stephen J. Kopp); (4) "What Changes When Everything Changes: One University's Processes for Unification" (Robert L. Funaro, Nancy McGee, and Jacqueline Taylor); and (5) "Self/Strategic Study Planning: A Unified, User-Friendly Model" (Richard W. Stroede). Chapter 2, "Quality Improvement in Higher Education," contains: (6) "Applying the Baldrige Criteria for Quality Improvement: Focus on Leadership" (Robert A. Sedlack, Julie A. Furst-Bowe, and Claudia Smith); (7) "Putting Total Quality Improvement Management to Work in a University Setting" (Allan M. Hoffman and Mary Pat Wohlford-Wessels); (8) "Planning and Performance: Getting Where You Need To Go Using Key Performance Indicators" (Rich Wagner, Mike White, and Dick Pooley); (9) "Using Dashboards To Navigate Institutional Destinations" (Laurie Adolph, Rassoul Dastmozd, Ron Serpliss, and Gail Spies); (10) "Alternative Road to'Paradise': Growing toward AQIP" (Don Betz, Ed Cunliff, and Donna Guinn); (11)"Completing AQIP's Vital Focus Assessment: What We Learned" (Leonard G. Heldreth and Teresa Kynell); (12) "Restructured Expectations for Two Community Colleges Based on the AQIP Journey" (Robert Callaway, Marcia Ballinger, Jan Donely, and Ron Wright); (13) "Building the University Brand from the Inside-Out: The Higher Learning Commission's Academic Quality Improvement Project (AQIP) and Its Implications" (Lawrence V. Gould, Tonja Vallin, Robert F. Scott, and Chris Crawford); (14) "Implementing AQIP: Engaging the Campus" (Robert McCue, Sheila Stearns, and David Fuller); and (15) "Completing a Five-Year Strategic Plan While Incorporating AQIP" (Laura David and Terry Kuhn). Chapter 3, "Using New Technology To Enhance Student Learning," contains: (16) "Assessment, Accreditation, and the Web: IUPUI's Electronic Institutional Portfolio" (Trudy W. Banta and Susan Kahn); (17) "Digital Institutional and Student Portfolios Demonstrating Success, Achievement, and Reflection" (Neal W. Topp and Sheri Everts Rogers); (18) "Application of the Higher Learning Commission Guidelines for Distance Education and the Institute for Higher Education Policy Benchmarks for Success in Internet-Based Education to a Comprehensive Distance Education Evaluation" (Dawn Voight and Randall Coorough); (19) "Guidelines for Online Learning: A Collaborative Approach" (Michael Wahl, Ronda Edwards, and Garret Brand); (20) "Best Practices for an Online Degree Program" (John Howard); (21) "Creating a Virtual Faculty: Ways To Bring Order to Online Instruction" (Ann Roberts Divine and Anne Wessely); (22) "A Comprehensive Approach to Online Student Services" (Gary Langer and Robert Griggs); (23) "Student Achievement of General Education and Discipline Goals: Online versus On-Campus Students" (John T. Kontoglanes and Cheryl Hughes); and (24) "Distance Learning: An Assessment and Retention Resource" (Eileen Stenzel). Chapter 4, "Effective Learning Environments," contains: (25) "Evaluating Libraries and Other Support Areas: Accomplishing Your Institution's Purposes" (Rachel Applegate); (26) "The Library's Role in Assessing Student Learning" (Jill Gremmels and Claudia Ruediger); (27) "Returning Academics to Center Stage: Benefits of a Campus-Wide Undergraduate Research Day" (Gina E. Lane, Marc A. Cadd, and Nina T. Pollard); (28) "Crossing the Great Divide(s): Implementing, Assessing, and Improving Interdisciplinary Core Curricula" (Charles Taylor, Richard Schur, and Jeanie Allen); (29) "Meeting Generation Next: Today's Postmodern College Student" (Mark L. Taylor); (30) "Providing Positive Institutional Climates for American Indian/Alaska Native Students" (Joseph J. Saggio and Jim Dempsey); (31) "Utilizing Quality Reviews To Reengineer the Delivery of Student Services" (Cynthia D. Armster, Deidra J. Lewis, and Charles Guenerich); and (32) "Utilizing Standardized Assessments in Retention Planning and Quality Improvement by Faculty and Student Development" (Kim Haworth). Many papers contain references. (SLD) ED476672 A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 2: Organizational Effectiveness and Future Directions. 2003 Edition. 2003-00-00 138 North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504. Tel: 312-263-0456; Tel: 800-621-7440 (Toll Free); Fax: 312-263-7462; Web site: http://www.ncahigherlearningcommission.org. N/A 2004 8/19/2004 21:10:29 RIEJAN2004 Prepared for the Annual Meeting of the North Central Association of Colleges and Schools (108th, Chicago, IL, April 13-16, 2003). For the 2002 edition, published in a single volume, see HE 035 309. For volumes 1 through 4, see HE 035 886-888.

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Yes College Faculty College Students Higher Education Instructional Effectiveness Learning Teacher Effectiveness Teaching Methods Van Kollenburg, Susan E., Ed. Collected Works - Proceedings Reports - Descriptive North Central Association of Colleges and Schools, Chicago, IL. Higher Learning Commission. English Papers in this collection were prepared for the annual meeting of the North Central Association of Colleges and Schools. This volume contains papers related to promoting student learning and effective teaching. Chapter 1, "Developing and Sustaining a Culture of Assessment," contains: (1) "Developing the Scholarship of Assessment" (Thomas Anthony Angelo); (2) "The Convergence of Assessment and Scholarship of Teaching and Learning" (David Sill, Douglas Eder, Lesa Stern, Susan Thomas, and John DenHouter); (3) "Creating an Assessment Culture" (Colene J. Lind and Mark McDonald); (4) "Employee Development to Campus Development" (J. Janelle Masters and Jane M. Shreck); (5) "Engaged Learner and Assessment" (Jian R. Sun and Greg Miller); (6) "From Crisis to Culture" (Rebecca Wojcik, Eric Martin, and Joyce Kennedy); (7) "Cultivating a Culture of Assessment of Student Learning at Rochester Community and Technical College" (Tammy J. Lee and Anne M. Niccolai); (8) "Assessment of Student Learning" (Patricia Dwyer); (9) "Taking Assessment Off the Shelf" (Sandra S. Bowles and Alan R. Belcher); and (10) "Integrating Assessment into College Life" (Barbara Edwards, Vincent Holtmann, Kelley Raftery, and Brad Sparks). Chapter 2, "Assessment Processes," contains: (11) "Assessing an Institution's Outcomes Assessment Efforts" (Jessica Jonson, Julie Wallin, and Karla Sanders); (12) "Assessing Student Learning: Elegance in Simplicity" (Gloria M. Rogers); (13) "Ensuring the Assessment Investment Pays Off" (Andrea Greene, Gail Mee, and Gayla Preisser); (14) "Evaluating Assessment" (Janice Collins and Josh Bullock); (15) "Gauging the Level of Faculty Participation in Student Academic Assessment" (Steve Boettcher, Bryan Tippett, and Clay Goodman); (16) "Are We There Yet? One Institution's Assessment Adventure" (Anneliese Homan and Beverly Wilkerson); (17) "The Road Not Taken" (Karen Jones, Michael L. Banks, and Jacqueline Gray); (18) "'Now Is the Summer of Our Discontent'" (Lisa Brandom); (19) "A Balancing Act" (Donald Carpenter and Badih Jawad); and (20) "Broadening the Discussion" (Jacqueline Johnson and Robert Ferguson). Chapter 3, "Assessment Tools and Measures," contains: (21) "Living beyond Our Means" (John C. Simonson and George E. Smith); (22) "A Handbook of Assessment for the Layperson" (Kenneth R. Ryalls); (23) "Activating Assessment of Student Learning" (Judith Neill and Jeanne Williams); (24) "Educating Seniors, Assessing Ourselves" (Beth Rigel Daugherty, Dan Thompson, and Susan Thompson); (25) "Active Learning" (Cy Leise); and (26) "English 101 Writing Assessment That Keeps Both the 'Quants' and the 'Quals' Happy" (Lynn Sykes and Helen Szymanski). Chapter 4, "General Education: Assessing Outcomes, Reforming Programs," contains: (27) "Creating and Implementing a More Focused and Effective General Education Program" (John C. Catau, William H. Cheek, and James P. Baker); (28) "It Can Happen" (Eric Gardner, Diane Boehm, Clifford Dorne, and Mary Hedberg); (29) "Assessing the Achievement of General Education Objectives" (Irene Kovala, Trudy Bers, Gary Mines, and Suzanne Stock); (30) "Effective General Education Assessment at Large Public Institutions" (Julie Wallin and Brenda Masters); (31) "Assessing the Ineffable Outcomes of General Education through Electronic Student Portfolios" (Sharon J. Hamilton); (32) "Assessing Critical Thinking in the General Education Program" (Becky J. Chadwick and Kim D. Schopmeyer); and (33) "Assessing Critical Thinking across the Curriculum" (Nannette Bagstad, Paul Batesel, Ronald Semmens, and Mark Skean). Chapter 5, "Assessing and Supporting Effective Teaching," contains: (34) "Integrating Faculty Development and Outcomes Assessment" (John Neibling, Alan Jacobs, and John Nagy); (35) "Effective Performance-Based Evaluation of College Faculty" (Earl Nicodemus); (36) "Data-Driven Decision Making" (Nancy Blackford and Kate Wiles); (37) "Capitalizing on Internal Talent" (Alex Birkholz and Renelle Gill); and (38) "Developing the Capacity for Synthesis" (Carol Canavan). Many papers contain references. (SLD) ED476673 A Collection of Papers on Self-Study and Institutional Improvement, 2003. Volume 3: Promoting Student Learning and Effective Teaching. 2003 Edition. 2003-00-00 180 North Central Association of Colleges and Schools, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504. Tel: 312-263-0456; Tel: 800-621-7440 (Toll Free); Fax: 312-263-7462; Web site: http://www.ncahigherlearningcommission.org. N/A 2004 8/19/2004 21:10:32 RIEJAN2004 Prepared for the Annual Meeting of the North Central Association of Colleges and Schools (108th, Chicago, IL, April 13-16, 2003). For the 2002 edition, published in a single volume, see HE 035 309. For volumes 1 through 4, see HE 035 886-888.

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Yes Adolescent Literature Adolescents Children Childrens Libraries Childrens Literature Elementary Secondary Education Library Services Public Libraries Reading Programs Heard, Adriana Flores Ingham, Donna McDermott, Joe Meyer, Sally Parrish, Leila Schill, Victor Trevino, Rose Guides - Non-Classroom Reference Materials - Bibliographies Clip Art Texas State Library, Austin. Library Development Div. English The purpose of this manual for the 2003 Texas Reading Club, "Mission Possible: Spy a Book!" is to assist library staff who serve youth by suggesting ideas for programs that will attract children to the library. The following chapters are included: (1) Marketing, Cooperation and PR; (2) Serving Children with Disabilities; (3) Theme Songs; (4) Celebrations; (5) Stories, Puppet Plays, and Reader's Theater Scripts; (6) Bilingual Programs; (7) Toddler Programs; (8) Preschool Programs; (9) Elementary School Programs; and (10) Young Adult Programs. The programs feature a combination of the following components: books to share, show, and booktalk; bulletin boards, displays, and decorations; fingerplays, rhymes, poems, and songs; riddles, and jokes; crafts, games, and activities; guest speakers; musical recordings, videos, Web sites, and CD-ROMs; and reader's theater scripts, puppet shows, stories, or citations to books in which they may be located. Bibliographic information for titles in all chapters and in all formats is compiled at the end of the manual in the bibliography. The bibliography is divided into sections for books, magazines, videos, audio recordings, and CD-ROMs. Clip art by G. Brian Karas is included and may be used for crafts, programs, or to decorate the library. (MES) ED476674 Mission Possible: Spy a Book! 2003 Texas Reading Club Manual. 2003-00-00 Media Staff Practitioners 311 Texas State Library & Archives Commission, P.O. Box 12927, Austin, TX 78711. Tel: 512-463-5465; e-mail: ld@tsl.state.tx.us; Web site: http://www.tsl.state.tx.us/ld/projects/trc/index.html/. N/A 2004 2016-11-21

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No Counties Library Collections Library Expenditures Library Funding Library Material Selection Library Statistics Library Surveys Public Libraries Questionnaires Tables (Data) Elliott, Jan, Comp. Numerical/Quantitative Data Tests/Questionnaires Arizona Arizona Arizona State Dept. of Library, Archives and Public Records, Phoenix. English These statistics were compiled from information supplied by Arizona's public libraries. The document is divided according to the following county groups: Apache, Cochise; Coconino, Gila; Graham, Greenlee, La Paz; Maricopa; Mohave, Navajo; Pima, Pinal; Santa Cruz, Yavapai; and Yuma. Statistics are presented on the following: general information; library staff (FTE); volunteers; library operating income (by source); library operating expenditures; library collection in physical units; library services per annum; children's services; and selected measures. Grand totals for all the counties together are given for each of these nine areas. A section of charts graph sources of income for the public libraries, and operating and collection expenditures. They also compare Arizona with national averages when possible and graph certain library services over a 5-year time span. The Arizona Public Library Data Report questionnaire is included. (MES) ED476675 Arizona Public Library Statistics, 2000-2001. 2003-02-00 Institute of Museum and Library Services, Washington, DC. Administrators Policymakers Practitioners 127 Arizona State Department, Archives and Public Records, Library Development Division, 1100 West Washington Street, Phoenix, AZ 85007-2935. Web site: http://www.dlapr.lib.az.us/. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Development Educational Research Elementary Secondary Education Learning Resources Centers Library Role Media Specialists Reading Achievement Reading Comprehension School Libraries Dzikowski, Judith, Comp. Information Analyses Onondaga-Cortland-Madison Board of Cooperative Educational Services, Syracuse, NY. School Library System. English This report summarizes the research studies, literature reviews and related documents on the relationship between public school students' achievement and the library media program. Research indicates students in schools with well-equipped library media centers and professional library media specialists perform better on achievement tests for reading comprehension and basic research skills (Haycock, Ken. "What Works," Rockland Press, 1992). A historical perspective is illustrated in a timeline diagram from 1876 to 2002, with research highlights, such as a summary of conclusions of the Impact of School Library Media Centers on Academic Study (1988-89) and findings of "The Power of Reading" which concludes that young people who read a lot improve comprehension. Key common findings of recent studies 1998-2001) are identified, and information literacy standards for student learning are listed. The report concludes: students are likely to earn higher reading scores if their schools have certified library media specialists; their school library media specialists are assisted by support staff; and their library media specialists play a vital instructional role, collaborating with classroom teachers. Students in schools with well-staffed library media programs averaged reading scores five to ten points higher than those without such staffing. (Contains 27 references.) (AEF) ED476676 Facts at a Glance... Student Achievement and the School Library Media Program. 2003-00-00 7 For full text: http://www.slsa-nys.org/forms-docs.htm. N/A 2004 8/19/2004 21:10:39 RIEJAN2004 Also prepared by the School Library Systems Association of New York State, Inc.

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Yes Administrator Attitudes Articulation (Education) Associate Degrees Community Colleges Degrees (Academic) Institutional Cooperation Surveys Transfer Programs Two Year Colleges Reports - Research American Association of Community Colleges, Washington, DC. American Association of State Colleges and Universities, Washington, DC. English In an effort to identify the obstacles to the associate degree's universal acceptance as the equivalent of the first 2 years of senior college/university study and to suggest specific steps at the state, system, and institutional levels that might address these obstacles, the American Association of Community Colleges (AACC) and the American Association of State Colleges and Universities (AASCU) collaborated on a survey of all members (comprised of presidents and other administrators, faculty, and others at both two- and four-year colleges). Survey findings include: (1) administrators at two-year institutions believed the obstacles to baccalaureate access were greater than administrators at four-year institutions; (2) a major obstacle identified was the reluctance of four-year institutions to accept coursework taken at two-year schools for the A.A.S. degree; (3) key obstacles identified for baccalaureate degree access involved lack of daycare, inconvenient course times, shortage of financial aid, poor advisement services, and lack of distance education courses; (4) articulation agreements were cited as the area where the most substantial progress has been made; and (5) a common course numbering system between two- and four-year institutions was identified as the area needing the most attention. Document includes comments from survey respondents. (Author/EMH) ED476677 Access to the Baccalaureate: Research Synopsis. 2003-00-00 Lumina Foundation for Education, Indianapolis, IN. 17 For full text of Executive Summary: http://www.pathtocollege.org/pdf/EXECSU.pdf. For full text of Survey Results: http://www.pathtocollege.org/pdf/RESEAR.pdf. N/A 2004 8/19/2004 21:10:41 RIEJAN2004 Document includes "Access to the Baccalaureate Project Survey. Executive Summary."

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Yes College Preparation College Role Community Colleges Educational Legislation Financial Support Job Training Remedial Instruction State Aid State Federal Aid Student Characteristics Two Year College Students Two Year Colleges Duncan, Mary Ellen Opinion Papers Speeches/Meeting Papers Higher Education Act Title IV Howard Community College MD Higher Education Act Title IV American Association of Community Colleges, Washington, DC. English This statement to the House Committee on Education and the Workforce discusses the state of American higher education and the importance of community colleges in providing access. The author presents specific examples from her vantage point as President of Howard Community College (Maryland). She calls the two-year institution the "Ellis Island" of higher education, enrolling almost 50% of the minority population of undergraduate students as well as part-time and older students. However, the persistence gap between less affluent and more affluent students has widened over time. The need-based programs in Title IV of the Higher Education Act (HEA) can fill this gap. The HEA has proven extremely effective in providing financing to students and families who need resources to attend college. The author praises America's higher education system as being the best in the world. Community colleges enroll 44% of all undergraduates, provide job training to millions (including 65% of new healthcare workers), and offer lower tuitions than four-year institutions. Federal and state aid has a direct impact on tuition and student ability to attend college. In addition, college preparation and academic rigor in the K-12 system will help ease the community college's burden of providing remedial education to under-prepared students. (Author/EMH) ED476678 Statement of the American Association of Community Colleges to the House Committee on Education and the Workforce on "The State of American Higher Education: What Are Parents, Students, and Taxpayers Getting for Their Money?". 2003-05-13 10 N/A 2004 2016-11-21

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Yes Academic Achievement College Role Community Colleges Developmental Studies Programs Intervention Outreach Programs Program Implementation Student Needs Two Year Colleges Tovar, Esau Simon, Merril A. Reports - Research Santa Monica College CA English As the need to serve a broader and larger population of students at the community college level increases, the rate of student success is decreasing at many institutions. There is a greater need to deliver in-class and co-curricular experiences that satisfy the students currently entering college. The Student Success Project at Santa Monica College (California) accomplished the integration of such services. Entering freshmen students were provided an extended orientation, developmental and "intrusive" advisement, extra- and co-curricular experiences, peer support and tutoring, faculty training in pedagogy, and collaboration between instructional and counseling faculty. The interventions resulted in significant differences in grade point average, retention, persistence, and overall success rate. These interventions are readily applicable to other community colleges. (Contains 14 references.) (Author) ED476679 Facilitating Student Success for Entering California Community College Students: How One Institution Can Make an Impact. 2003-00-00 10 N/A 2004 2016-11-21

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Yes Articulation (Education) Bachelors Degrees College Transfer Students Community Colleges Degrees (Academic) Information Technology Institutional Cooperation Technical Education Two Year Colleges Vocational Education Seppanen, Loretta Reports - Descriptive Speeches/Meeting Papers Washington Washington Washington State Board for Community and Technical Colleges, Olympia. Education Div. English This paper, from the Washington State Board for Community and Technical Colleges, describes a new kind of transfer student that is putting pressure on four-year and two-year institutions: the job-preparatory student with dual goals of job preparation and transfer. The author presents strategies related to articulation agreements (statewide and local) and discusses developments related to the new bachelor's degree. Four bachelor's degree options exist in Washington. Two are traditional, the bachelor of arts and the bachelor's of science. Two newer and non-traditional degrees are the bachelor's of applied science and the bachelor's of technology, which both build from a technical associate degree. Nearly every technical field has at least one local transfer agreement. Strategies for successful articulation agreements include: (1) ensuring faculty review at both institutions; (2) stating the number of credits and specific courses to be accepted in the general education requirements; (3) identifying number of credits and, if possible, specific courses required after transfer; (4) having the registrar's office at the receiving institution review the agreement; and (5) securing the signatures of several administrators/faculty members at each institution. Two tables are included that illustrate baccalaureate options at specific institutions. (EMH) ED476680 The New Transfer Student--Students Completing Job Preparatory Programs with a Transfer Goal. 2001-07-00 9 N/A 2004 2016-11-21

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Yes College Presidents Community Colleges Educational Change Futures (of Society) Leaders Leadership Leadership Qualities Leadership Styles Leadership Training Two Year Colleges Goff, Donald Gary Information Analyses Reports - Descriptive English This study highlights many of the unique challenges the 21st century will pose for those who aspire to be community college presidents. Specifically, the author summarizes Sullivan's (2001) list of 21st century challenges (e.g., a continuing scarcity of resources, changing student and staff demographics, and competition from private-sector providers of high-quality training) and discusses the relevance of these issues for the next generation of community college leaders. The author asserts that knowing and understanding these emerging challenges will aid the community college president in goal accomplishment within his or her institution. The leadership skills and traits needed by the 21st century community college president are also reviewed. The author summarizes previous research on essential community college leadership traits and behavior patterns and gives special attention to the leadership traits of African-American and female leaders. The author concludes with the assertion that the community college president must have the skills necessary to ensure success during his or her presidency. Leadership skills and traits will need to be developed as the future community college president transitions from faculty, department chair, dean, vice president, and provost into the presidency. (Contains 16 references.) (RC) ED476681 Community College Presidency: What Are the Challenges To Be Encountered and Traits To Be Successful? 2002-00-00 20 N/A 2004 8/19/2004 21:10:49 RIEJAN2004

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Yes College Outcomes Assessment College Programs Community Colleges Diversity (Institutional) Institutional Mission Institutional Research Strategic Planning Student Characteristics Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Westchester Community College NY Westchester Community Coll., Valhalla, NY. Office of Institutional Research and Planning. English This report summarizes outcome measurements pertaining to 10 mission and strategic planning focus goals of Westchester Community College (New York). Topics include accessibility, academic programs, faculty, lifelong learning, sensitivity to a diverse community, facilities and physical plant, marketing and recruiting, retention, revenue enhancement and restructuring, and academic technology. After providing an overview of the College, outlining the format for the study, and presenting a list of the College's peer institutions, the authors present relevant institutional data for each of the topics listed above. With respect to accessibility, the report states that Westchester Community College has the lowest tuition of all 10 colleges in Westchester County, and the percentage of minority student enrollments has increased significantly over the last decade from 25% in 1990 to 37% in fall 2000. The College has the highest percentage of minority enrollment among the 30 community colleges in the State University of New York system. The measurements utilized to evaluate the quality of Westchester's academic programs include the quality of academic and classroom experience, expenditures on instruction, curriculum innovation, campus computing programs, distance learning online, remedial education, and English as a Second Language programs. The report concludes with a summary of the findings, identifying areas for improvement (e.g., student retention). (RC) ED476682 Westchester Community College, 2002 Report Card. 2003-00-00 61 N/A 2004 2016-11-21

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Yes Articulation (Education) Community Colleges Educational Mobility Exchange Programs Institutional Cooperation Transfer Policy Two Year Colleges Silver, Alan McQuay, Paul Reports - Descriptive English This paper introduces a system of Program Alignment that Community Colleges for International Development, Inc. (CCID) member institutions across Australia, Canada, Europe, and the United States of America can use to facilitate a system of credit transfer. The rationale for this project is drawn from the increasing importance of internationalization to institutes of higher education worldwide. The author asserts that an important aspect of the free flow of students among and between countries, institutions and programs, is a structured system of articulation and the mutual recognition of qualifications. To facilitate the establishment of a seamless system of education, the author calls for the establishment of an Institutional Accreditation Team and an Articulation Task Force charged with reviewing the teaching and learning capabilities of any institution seeking articulation of its programs into the CCID network. The Principles of Accreditation endorsed by the National Vocational Education and Training authorities would be used to guide the program alignment process. These principles include (1) identified industry training/market need; (2) course standards; (3) competency-based education/training; (4) multiple entry and exit; (5) flexible learning; (6) articulation; (7) customization; (8) access and participation; (9) appropriate assessment; and (10) ongoing monitoring and evaluation. (RC) ED476683 Towards a Global System of Credit Transfer. 1999-00-00 8 N/A 2004 8/19/2004 21:10:53 RIEJAN2004

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Yes Academic Achievement Annotated Bibliographies Community Colleges Job Training Literature Reviews Performance Postsecondary Education Reference Materials Remedial Instruction Secondary Education Two Year Colleges Vocational Education World Wide Web Reference Materials - Bibliographies Reports - Descriptive League for Innovation in the Community Coll. Miami-Dade Community Coll., FL. English The League for Innovation in the Community College reports annually on the College and Career Transitions Initiative (CCTI), which is administered by the Office of Vocational and Adult Education, U.S. Department of Education. However, the report does not represent the positions or policies of Federal Government. This document was created to provide a reference to various books, articles, and other publications regarding CCTI, whose goal is to strengthen the role of community colleges in easing student transitions between secondary and postsecondary education and improving academic performance in both the secondary and postsecondary levels. The document offers two resource lists: a "Virtual Reader Essential Reading List"; and a "Virtual Reader Library." Both lists are divided into the following categories: (1) remediation; (2) enrollment; (3) achievement; (4) attainment; and (5) employment. A third resource, "Useful Websites for Additional Information," is also included. The "Essential Reading List" offers detailed abstracts of each publication, and includes 30 references. The "Virtual Reader Library" includes 126 briefly annotated references. The document lists 30 Web site addresses in the final section, including the American Youth Policy Forum and the National Institute for Work and Learning. (NB) ED476684 College and Career Transitions Initiative Virtual Reader. 2003-04-30 Office of Vocational and Adult Education (ED), Washington, DC. 40 N/A 2004 8/19/2004 21:10:55 RIEJAN2004 V051B0200001 Also submitted by Maricopa Community College.

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Yes Community Colleges Educational Indicators Institutional Evaluation Outcomes of Education Participant Satisfaction Program Effectiveness Program Evaluation School Effectiveness Two Year College Students Two Year Colleges Reports - Evaluative Truckee Meadows Community College NV Truckee Meadows Community Coll., Sparks, NV. English This is a self-assessment for Truckee Meadows Community College (TMCC), Nevada. Assessment efforts at the College are intended to engage faculty and administration in a continuous process of examining the quality of programs and services. The assessment addresses the following issues: (1) student learning improvement; (2) demonstrating academic responsibility; (3) commitment to standards; (4) continuous quality improvement; (5) accountability; (6) celebrating the success of programs and services; and (7) encouraging the use of assessment results in the decision-making process. This report gives a brief description, methodology, and progress and outcomes analyses for the following assessment indicators: (1) performance indicators; (2) student follow-up research and climate surveys; (3) Perkins III performance indicators; (4) program outcomes assessment; (5) program review; (6) general education outcomes assessment; (7) matriculation evaluation and research; (8) placement test validation; (9) course outcomes assessment; and (10) course prerequisites. At TMCC, assessment takes place at three distinct levels: institutional, program and departmental, and course and unit level. The report notes that in order to be effective, assessment must be a comprehensive, multi-level process that is flexible enough to adopt a variety of approaches in assessing quality and monitoring improvement of services and student learning. (NB) ED476685 Truckee Meadows Community College Assessment Report. 2002-10-00 14 N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Community Colleges Cooperative Programs Dual Enrollment Educational Innovation Educational Opportunities High School Students Institutional Cooperation Job Training Nontraditional Education Two Year Colleges Welfare Recipients Welfare Reform Reports - Descriptive Washington Washington Washington State Board for Community and Technical Colleges, Olympia. Education Div. English This report analyzes the outcomes of the Running Start Program, part of Washington State's 1990 "Learning by Choice Law," which was designed to expand educational options for high school students. The program allowed high school juniors and seniors to take college-level classes at the state's community and technical colleges and earn credit concurrently in both college and high school. The report finds that the grade point average (GPA) for Running Start students is comparable to two-year college students. The average GPA for Running Start students after transfer to the University of Washington was 3.13. The demographic statistics for Running Start for fall 2001 are as follows: (1) 58% were female; (2) over 18% were ethnic minorities; (3) average credit load was 11-12 credits per quarter, while many students took a 5-credit course and the balance of classes at their high schools; (4) 2% were students with disabilities; (5) 42% of the students worked part time, while 1% worked full time; and (6) 87% of the students were enrolled in academic transfer courses. (NB) ED476686 Running Start: 2001-02 Annual Progress Report. 2002-12-00 13 N/A 2004 2016-11-21

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Yes Articulation (Education) College Transfer Students Community Colleges Educational Legislation Institutional Cooperation Policy Formation Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Goff, Donald Gary Information Analyses Reports - Research Florida Maryland Florida Maryland English This paper compares and contrasts the higher education articulation and transfer policies and processes between the states of Florida and Maryland. The author examines how the state governance structures impact articulation and transfer. Both states have instituted statewide policies meant to implement high levels of transfer between two-year and four-year institutions. The paper compares the results of different policies and programs, and attempts to make projections regarding future success for articulation and transfer within the two states. The State of Florida ranks fourth in the nation in population (15,111,244). Almost 4% of the total Florida population is enrolled in higher education. Compared to the national percentage of students in higher education, Florida received a D+ rating. In addition, Florida received a B+ rating for completion rates, and a D for affordability factors. Florida has a 2+2 system of transfer, which means that students who earn an associate's degree at a community college must be accepted into a Florida college or university. Maryland ranks 19th in the nation for population (5,171,643), with 4.13% of the population enrolled in higher education programs. Maryland received an A for percentage of students in higher education, a B- for retention, and a D for affordability. Maryland officials intend to develop a 2+2 strategy for transfer. (Contains 22 references.) (NB) ED476687 Governance of Articulation and Transfer in Maryland and Florida. 2003-00-00 33 N/A 2004 2016-11-21

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Yes Academic Advising Community Colleges Educational Indicators General Education Institutional Evaluation Outcomes of Education Program Effectiveness Program Evaluation School Effectiveness Transfer Programs Two Year College Students Two Year Colleges Reports - Research Trident Technical College SC Trident Technical Coll., Charleston, SC. English This institutional effectiveness (IE) report for Trident Technical College (TTC), South Carolina, describes majors and concentrations, academic advisement, and transfer. The 2001-2002 academic year marked the tenth year of Goal Attainment Scaling (GAS) for the college. GAS is a systematic means of developing an individual yardstick for assessing the performance of individual programs and services. The GAS process allows individuals responsible for each program or service to identify performance indicators and levels of performance. Highlights of the report include the following: (1) the report assessed 19 majors, which include 10 associate degree programs, 8 certificate programs, and 1 diploma program; (2) the report found that 92% of summer 2002 enrollees were registered by their assigned advisor, while in spring 2002, 57% of enrollees registered during the early registration period--the goal is for all students assigned to an advisor to register during this early period in order to avoid the registration crunch; and (3) the fall 2001 transfer cohort consisted of 245 students, a 53% increase over the fall 1999 cohort of 160 students. Transfer students' fall 2001 average grade point average at all institutions was 2.45, compared with native students' average GPA at all institutions of 2.72. (NB) ED476688 Trident Technical College Summary of Assessment Results for 2001-2002. 2003-00-00 10 For full text: http://www.tridenttech.edu/ir/IESummary20012002.htm. N/A 2004 2016-11-21

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Yes Autobiographies Consciousness Raising Cultural Awareness Diversity (Student) Elementary Secondary Education Graduate Students Higher Education Minority Group Children Multicultural Education Preservice Teacher Education Racial Bias Racial Identification Student Teacher Attitudes Student Teachers Teacher Collaboration Vavrus, Michael Reports - Research Speeches/Meeting Papers Antiracist Education Identity Formation Social Justice Transformative Education English This study hypothesized that discourses incorporating critical reflection on multicultural texts, lectures, and workshops in combination with autobiographical research on one's own teacher identity formation would deepen teacher candidates' realization of the importance of transformative multicultural education in teaching and learning and help move teacher candidates toward an anti-racist teacher identity. The study also hypothesized that teacher candidates, based on their teacher identify investigations, would be more receptive to notions of culturally responsive teaching and the importance of closing the achievement gap. Data were collected on 44 predominantly white, post-baccalaureate teacher candidates in the form of an autobiographical research project. Participants were given discrete autobiographical assignments that related to their identity formation as future teachers. Data from students' reflections confirmed both parts of the first hypothesis. Students embraced the importance of transformation and came to understand the latter was impossible without an identity shift that incorporated anti-racist, culturally responsive teaching practice. The importance of closing the achievement gap, however, was only overtly noted by one student. Students became aware of how they had been historically socialized into dominant culture perspectives where a certain invisibility of the underside of U.S. social policy has promoted privilege over equity and human rights. (Contains 78 references.) (SM) ED476689 Connecting Teacher Identity Formation to Culturally Responsive Teaching. 2002-00-00 34 N/A 2004 2016-11-21

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No Academic Standards Democratic Values Educational Change Educational Improvement Elementary Secondary Education Integrity Social Capital Teacher Competencies Teacher Knowledge Teaching (Occupation) Teaching Skills Hargreaves, Andy Books Opinion Papers Caring Knowledge Explosion Learning Communities English This book discusses challenges facing teachers in the knowledge society today, focusing on the changing world and the changing work of teaching. Seven chapters discuss: (1) "Teaching for the Knowledge Society: Educating for Ingenuity" (e.g., profiting from, developing, and teaching for the knowledge society); (2) "Teaching Beyond the Knowledge Society: Dealing with Insecurity" (e.g., the knowledge and information bubble, cultivating social capital, and educating for democracy); (3) "Teaching Despite the Knowledge Society, Part I: The End of Ingenuity" (e.g., the cost of the knowledge society, market fundamentalism, and standardized policies and practices); (4) "Teaching Despite the Knowledge Society, Part II: The Loss of Integrity" (the end and the absence of integrity); (5) "The Knowledge-Society School: An Endangered entity" (e.g., the school as a learning community, the pressured community, and learning, caring, and surviving); (6) "Beyond Standardization: Professional Learning Communities or Performance-Training Sects?" (e.g., toward a learning profession, culture regimes, and contract regimes); and (7) "The Future of Teaching in the Knowledge Society: Rethinking Improvement, Removing Impoverishment" (differential development). Tables are appended. (SM) ED476690 Teaching in the Knowledge Society: Education in the Age of Insecurity. 2003-00-00 ISBN-0-8077-4359-3 229 Teachers College Press, 1234 Amsterdam Avenue, New York, NY 1002 ($56). Tel: 212-678-3929; Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; Web site: http://www.tcpress.com. N/A 2004 2016-11-21

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No Beginning Teachers Bilingual Students Classroom Techniques Creative Teaching Educational Change Elementary Secondary Education Grouping (Instructional Purposes) Higher Education Integrity Minority Group Children Poverty Power Structure Preservice Teacher Education Student Teachers Teacher Attitudes Teacher Competencies Teaching (Occupation) Teaching Skills Books Collected Works - General White Teachers California (Calexico) Professional Identity California English This collection of papers includes excerpts from books, essays, and articles that explore the heart of the teaching experience. Nineteen chapters explore the challenges and joys of teaching, focusing on the meaning and experience of teaching and the art of teaching skills. They include: (1) "The Heart of a Teacher: Identity and Integrity in Teaching" (Parker J. Palmer); (2) "The Mystery of Teaching" (William Ayers); (3) "Passionate Teaching" (Robert L. Fried); (4) "Reading the World/Reading the Word" (Paulo Freire); (5) "Teaching as Possibility: A Light in Dark Times" (Maxine Greene); (6) "Learning to Read" (Patrick McWilliams); (7) "Order in the Classroom" (Andrew Dean Mullen); (8) "`Welcome to the Sixth Grade'" (Brad Wilcox); (9) "Excerpt from `White Teacher'" (Vivian Gussin Paley); (10) "Teachers College and Student Teaching" (Herbert Kohl); (11) "Change, Resistance, and Reflection" (Seymour B. Sarason); (12) "Is Passionate Teaching for New Teachers, Too?" (Robert L. Fried); (13) "Groups" (James Nehring); (14) "Creative Teaching" (Sylvia Ashton-Warner); (15) "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa Delpit); (16) "Refining the Craft of Teaching" (Vito Perrone); (17) "Calexico, California" (Mike Rose); (18) "The Pedagogy of Poverty versus Good Teaching" (Martin Haberman); and (19) "The Immensity of Children's Learning" (Frank Smith). (Papers contain references.) (SM) ED476691 The Jossey-Bass Reader on Teaching. The Jossey-Bass Education Series. 2003-00-00 ISBN-0-7879-6240-6 270 Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 ($27). Tel: 415-782-3177; Tel: 800-956-7739 (Toll Free); Fax: 415-951-8553; Web site: http://www.josseybass.com. N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Comprehensive School Health Education Condoms Secondary Education Sex Education Sexual Abstinence Sexuality Sexually Transmitted Diseases Yarber, William L. Guides - Classroom - Teacher American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. American Association for Health Education. English This curriculum represents the current approach to prevention education about sexually transmitted diseases (STD) for students in grades 7-12, combining health messages about STD, including HIV/AIDS, into one curriculum. The instructor's guide discusses adolescents' need for STD/HIV prevention education; presents information about the effectiveness of STD prevention and goals and implementation strategies for school STD/HIV prevention education; and offers and selected information resources. Two lesson plans (one for five sessions and one for eight sessions) are presented. Next, the manual highlights 19 learning opportunities (e.g., identifying STD/HIV issues, dating and avoiding STD/HIV, resisting negative peer pressure, STD/HIV support and help sources, and Internet STD/HIV advice council). The learning opportunities are intended to reinforce the health-enhancing attitudes, behaviors, and skills emphasized in the student manual. The final section presents five types of test questions: true/false, multiple choice, short answer, essay, and life situations. Two appendixes offer handouts (sources of STD/HIV help, STD/HIV summary sheet, and guidelines for correct condom use) and worksheets (e.g., identifying STD/HIV issues, spread of STD/HIV opinion, choosing abstinence, and barriers to condom use). (SM) ED476692 STDs & HIV: A Guide for Today's Teens. 2nd Edition. Instructor's Guide. 2003-00-00 ISBN-0-88314-628-2 Practitioners Teachers 104 American Alliance for Health, Physical Education, Recreation and Dance, 1900 Association Drive, Reston, VA 22091 (AAHPERD members, $13.95; nonmembers, $17.95). Web site: http://www.aahperd.org/. N/A 2004 8/19/2004 21:11:11 RIEJAN2004 Also prepared by the Rural Center for AIDS/STD Prevention (RCAP), a joint project of Indiana University, Purdue University, and Texas A&M University. For the Student Manual, see SP 041 544.

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Yes Elementary Secondary Education Federal Legislation Paraprofessional School Personnel Postsecondary Education Professional Development Professional Training Schmidt, Karen Greenough, Richard Guides - Non-Classroom Iowa Washington Iowa Washington Northwest Regional Educational Lab., Portland, OR. English Existing federal laws require training for paraeducators hired with federal funds. The challenge of professional development for paraeducators has become more acute as they have increased dramatically in absolute numbers and as a proportion of all instructional staff. This report is a guide to state and local education agencies that are designing policies for paraeducator development. It highlights existing programs that demonstrate key elements of effective paraeducator development and describes in detail some promising programs in the states of Iowa and Washington. The paper suggests resources for possible standards and guidelines for state and local education agencies exploring how to appropriately train their paraeducators, and it offers information about postsecondary educational programs and the current scope of paraeducator training and employment. The report emphasizes that the purposeful use of paraeducators includes providing them with clear objectives coordinated with the mission of the school. Three appendixes include a listing of existing or proposed state paraeducator certification policies, a history of paraeducator programs, and highlights of other paraeducator training initiatives. (Contains 30 references.) (SM) ED476693 Designing State and Local Policies for the Professional Development of Instructional Paraeducators. 2002-01-00 Department of Education, Washington, DC. Policymakers 42 Northwest Regional Educational Laboratory, Planning and Program Development, 101 S.W. Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-9500; Tel: 800-547-6339 (Toll Free). N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Comprehensive School Health Education Resistance to Temptation Secondary Education Sex Education Sexuality Sexually Transmitted Diseases Yarber, William L. Guides - Classroom - Learner Risk Reduction American Alliance for Health, Physical Education, Recreation and Dance, Reston, VA. American Association for Health Education. English This student workbook describes a prevention education curriculum about sexually transmitted diseases (STDs), including HIV/AIDS, discussing: "Why Learn About STD/HIV?"; "Objectives"; "Self-Test: Discovering What I Know - 1"; Self-Test: Discovering What I Believe - 1"; "STD/HIV Fact #1: The STD/HIV Problem" (e.g., size of the problems and serious health problems caused by STD/HIV); "STD/HIV Fact #2: Avoiding STD/HIV" (e.g., STD/HIV organisms and transmission and preventing STD/HIV); "STD/HIV Fact #3: Recognizing An STD/HIV Infection" (e.g. being aware of one's own body and important symptoms); "STD/HIV Fact #4: Seeking Testing and Treatment" (confidential testing and treatment for minors and finding medical help); "STD/HIV Fact #5: Getting Partners to Testing and Treatment";"STD/HIV Fact #6: Stopping the Spread of STD/HIV" (e.g., being responsible about one's own health and the health of others, and promoting STD/HIV prevention efforts); "Possible Solutions to Life Situations"; "I Learned That..."; "STD/HIV Prevention Action Checklist"; "STD/HIV Avoidance Skills" (e.g., clarifying family values, talking about prevention, and finding help); "Self-Test: Discovering What I Know - 2"; "Self-Test: Discovering What I Believe - 2"; "Female Reproductive System"; "Male Reproductive System"; "Summary Charts of Important STDs"; "Pronouncing Glossary"; "Index"; "STD/HIV Summary Sheet"; and "Sources of STD/HIV Help." (SM) ED476694 STDs & HIV: A Guide for Today's Teens. 2nd Edition. Student Manual. 2003-00-00 ISBN-0-88314-627-4 Students 130 American Alliance for Health, Physical Education, Recreation and Dance, 1900 Association Drive, Reston, VA 22091 (AAHPERD members, $7; nonmembers, $8.75). Web site: http://www.aahperd.org/. N/A 2004 2016-11-21

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Yes Chemistry Curriculum Development Elementary Secondary Education Instructional Materials Professional Development Science Instruction Science Teachers Teacher Education Programs Palladino, George Tinnesand, Michael Guides - Non-Classroom Reports - Descriptive American Chemical Society, Washington, DC. English This document concerns recommendations for the chemistry content needed for preservice science teachers as determined by the American Chemical Society (ACS). Topics include: (1) process description; (2) relationship to National Science Education Standards; (3) recommendations for content; and (4) contributors to the project. (KHR) ED476695 Recommendations for Content from the American Chemical Society for the Subject of Chemistry. 2003-00-00 21 American Chemical Society, 1155 16th Street NW, Washington, DC 20036; tel: 800-ACS-5558; FAX: 202-833-7732. N/A 2004 2020-11-23

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No Chemistry Higher Education Laboratory Safety School Safety Secondary Education Guides - Classroom - Teacher Guides - Non-Classroom American Chemical Society, Washington, DC. English This guide provides guidelines and procedures for safety audits and inspections in work environments. Contents include: (1) Administrative Concepts, (2) Physical Concepts, (3) Protecting Your Audits, (4) Safety Inspections, and (5) Safety Inspection Checklist. The appendix features federal laws and regulations affecting laboratories. (YDS) ED476696 Safety Audit/Inspection Manual. 2000-00-00 38 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($2.50). N/A 2004 8/19/2004 21:11:20 RIEJAN2004

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No Science Education Space Exploration Space Sciences Guides - Classroom - Teacher Non-Print Media National Aeronautics and Space Administration, Hampton, VA. Langley Research Center. English The National Aeronautics and Space Administration's (NASA) Space Launch Initiative (SLI) Program will ultimately move from the explorations of the Mercury, Gemini, Apollo, and Space Shuttle missions to a new period of pioneering in which people and businesses are more routinely traveling, working, and living in space. (Author/NB) ED476697 "Festival of Flight Special": Opening Space for Next Generation Explorers. NASA CONNECT[TM]. [Videotape]. 2003-00-00 Practitioners Teachers 0 NASA Central Operator of Resources for Educators (CORE), Lorain County Joint Vocational School, 15181 State Route 58, Oberlin, OH 44074-9799 (Item no. 006.3-21V; running time, 30 minutes; $10). Tel: 866-776-2673 (Toll Free); Fax: 866-775-1460 (Toll Free); e-mail: nasaco@leeca.org; Web site: http://core.nasa.gov. N/A 2004 8/19/2004 21:11:21 RIEJAN2004 Videotape is closed captioned.

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Yes Elementary Secondary Education Instructional Materials Science and Society Science Education History Science Instruction Scientific Literacy Teaching Methods Hollenbeck, James E. Reports - Descriptive Speeches/Meeting Papers English This paper describes the history of science education and the efforts of the Science, Technology and Society (STS) movement in the United States to develop scientifically literate individuals. The Iowa Chautauqua Program focusing on STS materials and strategies and the Constructivist Learning Model (CLN) described by Yager are reviewed. (KHR) ED476698 Using a Constructivist Strategy and STS Methodology To Teach Science with the Humanities. 2003-01-15 10 N/A 2004 8/19/2004 21:11:23 RIEJAN2004 Paper presented at the International Conference on Science, Mathematics, and Technology Education (3rd, East London, South Africa, January 15-18, 2003).

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Yes Addition Algebra Arithmetic Basic Skills Educational Games Elementary Education Mathematics Education Multiplication Teaching Methods Thinking Skills Ortiz, Enrique Reports - Research Speeches/Meeting Papers English The purposes of this paper are to present research related to the development of new instructional games (named Survivor's Games), and measure the effectiveness of these games to help students (K-5) master basic fact operations (single-digit additions or factor and single- or double digit sums or products), stimulate the exploration of mathematical ideas, and use algebraic thinking at different levels of understanding. Results show that playing the game had a positive effect on students' mastery of the basic addition facts, and the relationship between mastery of basic facts and performance development of algebraic thinking. (Author/KHR) ED476699 Research Findings from Games Involving Basic Fact Operations and Algebraic Thinking at a PDS. 2003-02-00 42 N/A 2004 8/19/2004 21:11:25 RIEJAN2004 Paper presented at the Annual Holmes Partnership Conference (7th, Washington, DC, February, 2003).

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No Concept Formation Learning Processes Learning Theories Science Curriculum Science Instruction Secondary Education Herbert, Susan Reports - Research Speeches/Meeting Papers English The purpose of this study was to investigate the nature of students' responses to an innovative curriculum unit in which I attempted to help students build bridges between traditional practices and beliefs about aspects of health and conventional western science concepts. This paper reports on the responses of one articulate student, who has given the pseudonym Lystra. Lystra was a member of a class of forty students whose ages range between 12 and 17 years and who attended a secondary school that was situated in a rural community. The class was exposed to a unit of five lessons that was designed to help students to access conventional western science concepts by comparing the traditional and western science ways of knowing. Lystra's responses obtained from classroom discussions and activities and pre- and post tests on the unit were analyzed qualitatively in order to discern themes and patterns. Further post-hoc analysis of the responses within Jegede's (1995) collateral learning model revealed that Lystra had engaged in parallel, dependent, and secured collateral learning. The implications for further research into science teaching and into the assessment of science learning are discussed. (Contains 23 references.) (Author) ED476700 Collateral Learning in Science: One Student's Response to a Cross-Cultural Unit of Work. A Case Study. 2002-03-00 14 N/A 2004 8/19/2004 21:11:27 RIEJAN2004 Paper presented at the International Conference on Problems and Prospects of Education in Developing Countries (Barbados, March, 25-28, 2002).

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Yes Academic Achievement Epistemology Foreign Countries Higher Education Learning Processes Physics Science Education Teaching Methods Chang, Wheijen Reports - Research Speeches/Meeting Papers Taiwan Taiwan English This paper reports the transition of the researcher's teaching before and throughout teaching innovation, including one year traditional teaching (1996) and three years constructivist teaching (1999-2001). Based on the constructivist view of learning, an innovative teaching program was designed and implemented by the author in a university physics course in Taiwan. Learning outcomes of each year were evaluated by both academic tests and student questionnaire survey. Results indicated stagnation and the students' criticism that the researcher had confronted at early stage of teaching innovation in contrast to the rewarding outcomes and students' positive appraisal during long-term implementations. The study revealed complex but promising natures of the innovative constructivist teaching. Continuous modifications based on students' feedback and comprehension of learning theories are required to achieve a successful teaching innovation. (Contains 24 references.) (Author) ED476701 The Rewards and Challenge of Teaching Innovation in University Physics: Four Years Reflection. 2003-03-00 17 N/A 2004 2016-11-21

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No Chemistry Elementary Secondary Education Lesson Plans Physical Sciences Safety Science Activities Science Instruction Tinnesand, Michael Guides - Classroom - Teacher American Chemical Society, Washington, DC. English This guide is intended to provide Kids and Chemistry (K&C) with a variety of age-appropriate, fun, and safe demonstrations. It features information on planning a large event and includes safety guidelines. Several activities are included under each major topic. Topics include: (1) Acids and Bases; (2) Unsigned; (3) Kool Tie-Dye; (4) Secret Writing; (5) Building Blocks; (6) Polymers; (7) Candle; (8) Density; (9) Gases; (10) Electricity; and (11) Liquid Nitrogen. Appendices include: (1) Safety in the Elementary Science Classroom; (2) Topic Classification; (3) Lab Expectations; (4) K&C Notebook Cover; (5) Activity Feedback Form; (6) Liability Coverage; (7) Certificate of Insurance; (8) Working with the Media; and (9) Additional Support. (YDS) ED476702 Kids and Chemistry: Large Event Guide. 2003-00-00 156 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($15); web site: www.acs.org. N/A 2004 8/19/2004 21:11:31 RIEJAN2004

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Yes Curriculum Development Educational Change Elementary Secondary Education Low Achievement Mathematics Education Professional Development Hoffer, Rina Cantrell, Steven Reports - Descriptive Los Angeles Unified School District, CA. Program Evaluation and Research Branch. English This baseline report presents classroom observation data collected during Spring 2002 in elementary and secondary mathematics and science classrooms using a sample drawn from the lowest performing schools in the district. The report also includes Los Angeles Urban Systemic Program (LAUSP) professional development workshop data from the first seven months of program implementation, December 2001 through July 2002. This report presents findings related to the quantity and quality of standards-based curriculum and instruction in mathematics and science. (KHR) ED476703 Baseline Report for the Los Angeles Urban Systemic Program in Science, Mathematics and Technology. Planning, Assessment and Research Division Publication. 2003-00-00 88 N/A 2004 8/19/2004 21:11:33 RIEJAN2004

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Yes Algebra Computer Simulation Computer Uses in Education Curriculum Development Grade 7 Graphs Instructional Materials Learning Strategies Mathematics Education Middle Schools Motion Teaching Methods Bowers, Janet Nickerson, Susan Reports - Descriptive Reports - Research English This paper reports on efforts to design a computer-based instructional unit for 7th grade students that would not only address state standards but would also provide some groundwork for the students' subsequent formal study of algebra. SimCalc Mathworlds software was used to explore the same motion from different perspectives. The overall objective is to build on what students know and to provide learning experience on which they build. Instructional sequences implemented and students' comments regarding what they thought they had experienced during the instructional sequences are included. (KHR) ED476704 Linking Algebraic Concepts and Contexts: Every Picture Tells a Story. 2003-00-00 National Science Foundation, Arlington, VA. 12 N/A 2004 8/19/2004 21:11:35 RIEJAN2004 9619102 Some diagrams may not photograph well.

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Yes Academic Achievement Concept Formation Elementary Education Science Education Teaching Methods Howe, Christine J. Reports - Research Speeches/Meeting Papers American Chemical Society English Evidence has mounted that science knowledge can be promoted by collaborative group work. Frequently, the benefits stem from the appropriation of insights that are collectively developed. However, benefits have also been observed that are independent of collective insights, and that sometime occurs in their absence. This presentation reports a study that examines whether such benefits stem from frameworks that emerge during group work but that trigger the productive use of later events. The study involved 8-to-12 year-old children working in foursomes on a task concerned with floating and sinking. 36 children (Condition A) viewed demonstrations 2, 4, and 6 weeks after the group task that had the potential to consolidate their collaborative experiences. The other 36 group participants (Condition C) did not witness the demonstrations. A further 36 children (Condition B) viewed the demonstration without the group task, and a final 36 children (Condition D) experienced neither the demonstration nor the group task. Condition A responded more productively to the demonstrations than Condition B, and their responses had more impact on knowledge growth. Growth was also higher in Condition A than in all other conditions. The results therefore strongly support the power of group work to trigger the productivity use of post-group experiences. (Contains 13 references.) (Author) ED476705 Collaborative Group Work in Science: Incubation and the Growth of Knowledge. 2003-04-00 13 N/A 2004 2016-11-21

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Yes Curriculum Development Educational Objectives Educational Principles Educational Quality Elementary Secondary Education Evaluation Mathematics Education Ediger, Marlow Opinion Papers English This paper presents cognitive, affective, and psychomotor objectives and appraisal procedures in mathematics. It emphasizes the development of achievable mathematics curriculum and ongoing and sequential assessment to provide appropriate order of mathematical experiences for students. (KHR) ED476706 Quality and Quantity in the Mathematics Curriculum. 2003-05-18 9 N/A 2004 8/19/2004 21:11:40 RIEJAN2004

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No Biology Educational Technology Evaluation Methods Higher Education Pedagogical Content Knowledge Preservice Teacher Education Science Education Teaching Methods World Wide Web Wang, Tzu-Hua Wang, Wei-Lung Wang, Kuo-Hua Huang, Shih-Chieh Reports - Research English The study attempted to adapt two web tools, FFS system (Frontpage Feedback System) and WATA system (Web-based Assessment and Test Analysis System), to construct a Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Model in WBI (Web-based Instruction) to facilitate pre-service teacher training. Participants were 30 junior pre-service teachers. Each participant was asked to use the Hi-FAME Model to design a website for a CK (content knowledge) WBI. The Hi-FAME Model utilized the WATA system to administrate a formative assessment and to construct reflective questions regarding use of the FFS system in WBI. After two months and fourteen topics of CK the WBI was completed. Findings were: (1) Participants liked to use the WATA formative assessment. The relationship between'Number of uses of WATA formative assessment' and 'Mid-term examination scores' was significant (Pearson=.37, p<.05). (2) FFS system induced more active learning than traditional teaching and enabled participants to more easily and actively generalize, analyze, and internalize the materials as well as to reflect upon their own learning. The WBI with Hi-FAME model is worth investigation by WBI designers and is a useful WBI teaching strategy for teacher education. (Author) ED476707 Using Hi-FAME (High Feedback-Assessment-Multimedia-Environment) Instructional Model in WBI: A Case Study for Biology Teacher Education. 2003-04-00 7 N/A 2004 8/19/2004 21:11:42 RIEJAN2004

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No Chemistry Higher Education Laboratory Safety School Safety Science Education Science Laboratories World Wide Web Guides - Classroom - Learner American Chemical Society, Washington, DC. English This book contains volume 2 of 2 and describes safety guidelines for academic chemistry laboratories to prevent accidents for college and university students. Contents include: (1) "Organizing for Accident Prevention"; (2) "Personal Protective Equipment"; (3) "Labeling"; (4) "Material Safety Data Sheets (MSDSs)"; (5) "Preparing for Medical Emergencies"; (6) "Reporting Accidents"; (7) "Reducing Hazards"; (8) "Facilities and Equipment"; (9) "Inventory Management, Storage, and Disposal"; and (10) "The OSHA Laboratory Standard". Appendices contain Sources of Additional Information, Suggested Rules for Accident Prevention, and Inspections and Audits Prevent Accidents. (YDS) ED476708 Safety in Academic Chemistry Laboratories: Volume 2. Accident Prevention for Faculty and Administrators, 7th Edition. 2003-00-00 ISBN-0-8412-3864-2 52 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($2.50 each, 2-199 copies; $1.50 each, 200 copires or more). N/A 2004 8/19/2004 21:11:43 RIEJAN2004 For volume 1, see SE 067 867.

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No Chemistry Higher Education Laboratory Safety School Safety Science Education Science Laboratories World Wide Web Guides - Classroom - Learner American Chemical Society, Washington, DC. English This book contains volume 1 of 2 and describes safety guidelines for academic chemistry laboratories to prevent accidents for college and university students. Contents include: (1) "Your Responsibility for Accident Prevention"; (2) "Guide to Chemical Hazards"; (3) "Recommended Laboratory Techniques"; and (4) "Safety Equipment and Emergency Procedures." Appendices include the Web as a source of safety information and incompatible chemicals. (YDS) ED476709 Safety in Academic Chemistry Laboratories: Volume 1. Accident Prevention for College and University Students, 7th Edition. 2003-00-00 ISBN-0-8412-3863-4 40 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($2.50 each, 2-199 copies). N/A 2004 8/19/2004 21:11:45 RIEJAN2004 For volume 2, see SE 067 868.

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No Chemistry Elementary Secondary Education Hazardous Materials Higher Education Laboratory Safety School Safety Science Instruction Science Laboratories Science Teachers Books Guides - Non-Classroom American Chemical Society American Chemical Society, Washington, DC. English This booklet contains information and guidelines for the safe use and handling of chemicals in laboratories and student classrooms. The theme of this handbook is prevention of accidents with chemicals which involves chemical knowledge and the habit of safety. Topics include: (1) safety in the use and handling of hazardous chemicals; (2) teaching safety to students and other safety considerations; (3) preparing your own safety checklist; and (4) a commentary on safety. (KHR) ED476710 Chemical Safety for Teachers and Their Supervisors. Grades 7-12. 2001-00-00 24 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 (single copy, free; multiple copies, $2.50 each); web site: www.acs.org N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Alabama National Assessment of Educational Progress Alabama National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Alabama's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Alabama participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Alabama was 207, which did not differ significantly from that of 1992 (207) nor 1998 (211); students' scale scores in Alabama were higher than those in 3 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Alabama who performed at or above the "Proficient" level was 22%, which did not differ significantly than that in 1992 (20%) and in 1998 (24%). Key findings for grade 8 are: the average scale score for students in Alabama was 253, which was not found to differ significantly from that in 1998 (255); students' scale scores in Alabama were higher than those in 4 jurisdictions, lower than those in 36 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in Alabama who performed at or above the "Proficient" level was 21%, which was not found to differ significantly from that in 1998 (22%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476711 The Nation's Report Card: State Reading 2002, Report for Alabama. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Arizona National Assessment of Educational Progress State Reading Assessments Arizona National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Arizona's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Arizona participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Arizona was 205, which was lower than that of 1992 (209) and did not differ significantly from that in 1998 (206); students' scale scores in Arizona were higher than those in 3 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Arizona who performed at or above the "Proficient" level was 22%, which was not found to differ significantly from that in 1992 (21%) nor from that in 1998 (22%). Key findings for grade 8 are: the average scale score for students in Arizona was 257, which was not found to differ significantly from that in 1998 (260); students' scale scores in Arizona were higher than those in 8 jurisdictions, lower than those in 31 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Arizona who performed at or above the "Proficient" level was 23%, which was not found to differ significantly from that in 1998 (27%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476712 The Nation's Report Card: State Reading 2002, Report for Arizona. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Arkansas Arkansas National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Arkansas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Arkansas participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Arkansas was 213, which did not differ significantly from that of 1992 (211) nor 1998 (209); students' scale scores in Arkansas were higher than those in 10 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 8 jurisdictions; and the percentage of students in Arkansas who performed at or above the "Proficient" level was 26%, which was not found to differ significantly from than that in 1992 (23%) nor 1998 (23%). Key findings for grade 8 are: the average scale score for students in Arkansas was 260, which was higher than that in 1998 (256); students' scale scores in Arkansas were higher than those in 10 jurisdictions, lower than those in 24 jurisdictions, and the difference was not found to be significant for 12 jurisdictions; and the percentage of students in Arkansas who performed at or above the "Proficient" level was 27%, which was not found to differ significantly from that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476713 The Nation's Report Card: State Reading 2002, Report for Arkansas. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research California National Assessment of Educational Progress State Reading Assessments California National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for California's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). California participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in California was 206, which did not differ significantly from that of 1992 (202) nor 1998 (202); students' scale scores in California were higher than those in 3 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in California who performed at or above the "Proficient" level was 21%, which did not differ significantly than that in 1992 (19%) nor 1998 (20%). Key findings for grade 8 are: the average scale score for students in California was 250, which was not found to differ significantly from that in 1998 (252); students' scale scores in California were higher than those in 4 jurisdictions, lower than those in 38 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in California who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (21%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476714 The Nation's Report Card: State Reading 2002, Report for California. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Connecticut National Assessment of Educational Progress State Reading Assessments Connecticut National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Connecticut's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Connecticut participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Connecticut was 229, which was higher than that of 1992 (222) and did not differ significantly from that of 1998 (230); students' scale scores in Connecticut were higher than those in 45 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 1 jurisdiction; and the percentage of students in Connecticut who performed at or above the "Proficient" level was 43%, which was greater than that in 1992 (34%) and was not found to differ significantly than that in 1998 (43%). Key findings for grade 8 are: the average scale score for students in Connecticut was 267, which was lower than that in 1998 (270); students' scale scores in Connecticut were higher than those in 21 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 22 jurisdictions; and the percentage of students in Connecticut who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (40%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476715 The Nation's Report Card: State Reading 2002, Report for Connecticut. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Delaware National Assessment of Educational Progress Delaware National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Delaware's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Delaware participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Delaware was 224, which was higher than that of 1992 (213) and was higher than that in 1998 (207); students' scale scores in Delaware were higher than those in 30 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in Delaware who performed at or above the "Proficient" level was 35%, which was greater than that in 1992 (24%) and was greater than that in 1998 (22%). Key findings for grade 8 are: the average scale score for students in Delaware was 267, which was higher than that in 1998 (254); students' scale scores in Delaware were higher than those in 24 jurisdictions, lower than those in 7 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Delaware who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476716 The Nation's Report Card: State Reading 2002, Report for Delaware. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Florida National Assessment of Educational Progress State Reading Assessments Florida National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Florida's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Florida participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Florida was 214, which was higher than that of 1992 (208) and was higher than that in 1998 (206); students' scale scores in Florida were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Florida who performed at or above the "Proficient" level was 27%, which was greater than that in 1992 (21%) and was greater than that in 1998 (22%). Key findings for grade 8 are: the average scale score for students in Florida was 261, which was higher than that in 1998 (255); students' scale scores in Florida were higher than those in 12 jurisdictions, lower than those in 20 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in Florida who performed at or above the "Proficient" level was 29%, which was greater than that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476717 The Nation's Report Card: State Reading 2002, Report for Florida. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Georgia Georgia National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Georgia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Georgia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Georgia was 215, which did not differ significantly from that of 1992 (212) and was higher than that in 1998 (209); students' scale scores in Georgia were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Georgia who performed at or above the "Proficient" level was 28%, which was not found to differ significantly than that in 1992 (25%) and was greater than that in 1998 (24%). Key findings for grade 8 are: the average scale score for students in Georgia was 258, which was not found to differ significantly from that in 1998 (257); students' scale scores in Georgia were higher than those in 10 jurisdictions, lower than those in 30 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in Georgia who performed at or above the "Proficient" level was 26%, which was not found to differ significantly from that in 1998 (25%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476718 The Nation's Report Card: State Reading 2002, Report for Georgia. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Hawaii National Assessment of Educational Progress State Reading Assessments Hawaii National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Hawaii's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Hawaii participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Hawaii was 208, which was higher than that of 1992 (203) and was higher than that in 1998 (200); students' scale scores in Hawaii were higher than those in 4 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in Hawaii who performed at or above the "Proficient" level was 21%, which was greater than that in 1992 (17%) and was greater than that in 1998 (17%). Key findings for grade 8 are: the average scale score for students in Hawaii was 252, which was higher than that in 1998 (249); students' scale scores in Hawaii were higher than those in 4 jurisdictions, lower than those in 38 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in Hawaii who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (19%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476719 The Nation's Report Card: State Reading 2002, Report for Hawaii. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Idaho National Assessment of Educational Progress State Reading Assessments Idaho National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Idaho's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Idaho participated in the 1992, 1994, and 2002 assessment at grade 4. In 1994, however, Idaho did not meet the criteria for reporting public-school results. At grade 8, Idaho participated only in 2002. Key findings for grade 4 are: the average scale score for students in Idaho was 220, which did not differ significantly from that of 1992 (219); students' scale scores in Idaho were higher than those in 17 jurisdictions, lower than those in 11 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Idaho who performed at or above the "Proficient" level was 32%, which was greater than that in 1992 (28%). Key findings for grade 8 are: the average scale score for students in Idaho was 266; students' scale scores in Idaho were higher than those in 20 jurisdictions, lower than those in 7 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Idaho who performed at or above the "Proficient" level was 34%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476720 The Nation's Report Card: State Reading 2002, Report for Idaho. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Indiana National Assessment of Educational Progress Indiana National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Indiana's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Indiana participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Indiana was 222, which did not differ significantly from that of 1992 (221); students' scale scores in Indiana were higher than those in 19 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 25 jurisdictions; and the percentage of students in Indiana who performed at or above the "Proficient" level was 33%, which was not found to differ significantly than that in 1992 (30%). Key findings for grade 8 are: the average scale score for students in Indiana was 265; students' scale scores in Indiana were higher than those in 16 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Indiana who performed at or above the "Proficient" level was 32%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476721 The Nation's Report Card: State Reading 2002, Report for Indiana. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Iowa National Assessment of Educational Progress State Reading Assessments Iowa National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Iowa's public-school students at grade 4. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Iowa participated in all of these assessments at grades 4 and met the criteria for reporting public-school results for all years. However, Iowa did not participate at grade 8, so only grade 4 results are presented in this report. Key findings for grade 4 are: the average scale score for students in Iowa was 223, which did not differ significantly from that of 1992 (225) nor 1998 (220); students' scale scores in Iowa were higher than those in 23 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Iowa who performed at or above the "Proficient" level was 35%, which was not found to differ significantly than that in 1992 (36%) nor 1998 (33%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476722 The Nation's Report Card: State Reading 2002, Report for Iowa. 2003-06-19 29 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Kansas Kansas National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Kansas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Kansas participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Kansas was 222, which did not differ significantly from that of 1998 (221); students' scale scores in Kansas were higher than those in 19 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 25 jurisdictions; and the percentage of students in Kansas who performed at or above the "Proficient" level was 34%, which was not found to differ significantly than that in 1998 (34%). Key findings for grade 8 are: the average scale score for students in Kansas was 269, which was not found to differ significantly from that in 1998 (268); students' scale scores in Kansas were higher than those in 30 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Kansas who performed at or above the "Proficient" level was 38%, which was not found to differ significantly from that in 1998 (36%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476723 The Nation's Report Card: State Reading 2002, Report for Kansas. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Kentucky National Assessment of Educational Progress State Reading Assessments Kentucky National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Kentucky's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Kentucky participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Kentucky was 219, which was higher than that of 1992 (213) and was not found to differ significantly from that of 1998 (218); students' scale scores in Kentucky were higher than those in 17 jurisdictions, lower than those in 13 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Kentucky who performed at or above the "Proficient" level was 30%, which was greater than that in 1992 (23%) and was not found to differ significantly than that in 1998 (29%). Key findings for grade 8 are: the average scale score for students in Kentucky was 265, which was not found to differ significantly from that in 1998 (262); students' scale scores in Kentucky were higher than those in 19 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Kentucky who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (30%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476724 The Nation's Report Card: State Reading 2002, Report for Kentucky. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Louisiana National Assessment of Educational Progress State Reading Assessments Louisiana National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Louisiana's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Louisiana participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Louisiana was 207, which did not differ significantly from that of 1992 (204) and was higher than that in 1998 (200); students' scale scores in Louisiana were higher than those in 3 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Louisiana who performed at or above the "Proficient" level was 20%, which was greater than that in 1992 (15%) and was not found to differ significantly than that in 1998 (17%). Key findings for grade 8 are: the average scale score for students in Louisiana was 256, which was higher than that in 1998 (252); students' scale scores in Louisiana were higher than those in 7 jurisdictions, lower than those in 31 jurisdictions, and the difference was not found to be significant for 8 jurisdictions; and the percentage of students in Louisiana who performed at or above the "Proficient" level was 22%, which greater than that in 1998 (17%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476725 The Nation's Report Card: State Reading 2002, Report for Louisiana. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Maine National Assessment of Educational Progress Maine National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Maine's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Maine participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Maine was 225, which did not differ significantly from that of 1992 (227) nor 1998 (225); students' scale scores in Maine were higher than those in 28 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Maine who performed at or above the "Proficient" level was 35%, which was not found to differ significantly than that in 1992 (36%) and was not found to differ significantly than that in 1998 (35%). Key findings for grade 8 are: the average scale score for students in Maine was 270, which was not found to differ significantly from that in 1998 (271); students' scale scores in Maine were higher than those in 32 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Maine who performed at or above the "Proficient" level was 38%, which was not found to differ significantly from that in 1998 (41%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476726 The Nation's Report Card: State Reading 2002, Report for Maine. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Maryland National Assessment of Educational Progress State Reading Assessments Maryland National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Maryland's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Maryland participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Maryland was 217, which was higher than that of 1992 (211) and was higher than that in 1998 (212); students' scale scores in Maryland were higher than those in 11 jurisdictions, lower than those in 19 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Maryland who performed at or above the "Proficient" level was 30%, which was greater from that in 1992 (24%) and was not found to differ significantly than that in 1998 (27%). Key findings for grade 8 are: the average scale score for students in Maryland was 263, which was not found to differ significantly from that in 1998 (261); students' scale scores in Maryland were higher than those in 14 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Maryland who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476727 The Nation's Report Card: State Reading 2002, Report for Maryland. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Massachusetts Massachusetts National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Massachusetts' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Massachusetts participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Massachusetts was 234, which was higher than that of 1992 (226) and was higher than that in 1998 (223); students' scale scores in Massachusetts were higher than those in 47 jurisdictions; and the percentage of students in Massachusetts who performed at or above the "Proficient" level was 47%, which was greater than that in 1992 (36%) and was greater than that in 1998 (35%). Key findings for grade 8 are: the average scale score for students in Massachusetts was 271, which was not found to differ significantly from that in 1998 (269); students' scale scores in Massachusetts were higher than those in 32 jurisdictions and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in Massachusetts who performed at or above the "Proficient" level was 39%, which was not found to differ significantly from that in 1998 (38%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (PM) ED476728 The Nation's Report Card: State Reading 2002, Report for Massachusetts. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Michigan National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Michigan's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Michigan participated in all of these assessments at grade 4. In 1994, however, Michigan did not meet the criteria for reporting public-school results. At grade 8, Michigan participated only in 2002. Key findings for grade 4 are: the average scale score for students in Michigan was 219, which did not differ significantly from that of 1992 (216) nor 1998 (216); students' scale scores in Michigan were higher than those in 17 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Michigan who performed at or above the "Proficient" level was 30%, which was not found to differ significantly from that in 1992 (26%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Michigan was 265; students' scale scores in Michigan were higher than those in 15 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 22 jurisdictions; and the percentage of students in Michigan who performed at or above the "Proficient" level was 32%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476729 The Nation's Report Card: State Reading 2002, Report for Michigan. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2020-11-23

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Yes Comparative Analysis Elementary Education Grade 4 National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Minnesota National Assessment of Educational Progress State Reading Assessments Minnesota National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Minnesota's public-school students at grade 4. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Minnesota participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for all years at grade 4. However, Minnesota did not meet the criteria for reporting results at grade 8 in 2002. Therefore, only grade 4 results are presented in this report. Key findings for grade 4 are: the average scale score for students in Minnesota was 225, which was higher than that of 1992 (221) and was higher than that in 1998 (219); students' scale scores in Minnesota were higher than those in 30 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Minnesota who performed at or above the "Proficient" level was 37%, which was greater than that in 1992 (31%) and was not found to differ significantly from that in 1998 (35%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476730 The Nation's Report Card: State Reading 2002, Report for Minnesota. 2003-06-19 30 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Mississippi National Assessment of Educational Progress Mississippi National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Mississippi's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Mississippi participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Mississippi was 203, which did not differ significantly from that of 1992 (199) nor 1998 (203); students' scale scores in Mississippi were higher than those in 3 jurisdictions, lower than those in 40 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in Mississippi who performed at or above the "Proficient" level was 16%, which was not found to differ significantly from that in 1992 (14%) nor 1998 (17%). Key findings for grade 8 are: the average scale score for students in Mississippi was 255, which was higher than that in 1998 (251); students' scale scores in Mississippi were higher than those in 7 jurisdictions, lower than those in 34 jurisdictions, and the difference was not found to be significant for 5 jurisdictions; and the percentage of students in Mississippi who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (19%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476731 The Nation's Report Card: State Reading 2002, Report for Mississippi. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Missouri National Assessment of Educational Progress State Reading Assessments Missouri National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Missouri's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Missouri participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Missouri was 220, which did not differ significantly from that of 1992 (220) and was higher than that in 1998 (216); students' scale scores in Missouri were higher than those in 17 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Missouri who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1992 (30%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Missouri was 268, which was higher than that in 1998 (262); students' scale scores in Missouri were higher than those in 24 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Missouri who performed at or above the "Proficient" level was 33%, which was greater than that in 1998 (28%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476732 The Nation's Report Card: State Reading 2002, Report for Missouri. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Montana Montana National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Montana's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Montana participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Montana was 224, which did not differ significantly from that of 1998 (225); students' scale scores in Montana were higher than those in 22 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 23 jurisdictions; and the percentage of students in Montana who performed at or above the "Proficient" level was 36%, which was not found to differ significantly from that in 1998 (37%). Key findings for grade 8 are: the average scale score for students in Montana was 270, which was not found to differ significantly from that in 1998 (271); students' scale scores in Montana were higher than those in 32 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Montana who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (40%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476733 The Nation's Report Card: State Reading 2002, Report for Montana. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Nebraska State Reading Assessments Nebraska National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Nebraska's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Nebraska participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Nebraska was 222, which did not differ significantly from that of 1992 (221); students' scale scores in Nebraska were higher than those in 17 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 27 jurisdictions; and the percentage of students in Nebraska who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1992 (31%). Key findings for grade 8 are: the average scale score for students in Nebraska was 270; students' scale scores in Nebraska were higher than those in 32 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Nebraska who performed at or above the "Proficient" level was 36%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476734 The Nation's Report Card: State Reading 2002, Report for Nebraska. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Nevada State Reading Assessments Nevada National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Nevada's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Nevada participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Nevada was 209 which did not differ significantly from 1998 (206); students' scale scores in Nevada were higher than those in 4 jurisdictions, lower than those in 36 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Nevada who performed at or above the "Proficient" level was 21%, which was not found to differ significantly from that in 1998 (20%). Key findings for grade 8 are: the average scale score for students in Nevada was 251, which was lower than that in 1998 (258); students' scale scores in Nevada were higher than those in 4 jurisdictions, lower than those in 38 jurisdictions, and the difference was not found to be significant for 4 jurisdictions; and the percentage of students in Nevada who performed at or above the "Proficient" level was 19%, which was smaller than that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476735 The Nation's Report Card: State Reading 2002, Report for Nevada. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments National Assessment of Educational Progress Pennsylvania Pennsylvania National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Pennsylvania's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Pennsylvania participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Pennsylvania was 221, which did not differ significantly from that of 1992 (221); students' scale scores in Pennsylvania were higher than those in 17 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Pennsylvania who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1992 (32%). Key findings for grade 8 are: the average scale score for students in Pennsylvania was 265; students' scale scores in Pennsylvania were higher than those in 19 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Pennsylvania who performed at or above the "Proficient" level was 35%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476736 The Nation's Report Card: State Reading 2002, Report for Pennsylvania. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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No Conservatism Educational Legislation Educational Policy Elementary Secondary Education Government Role Government School Relationship Policy Formation Political Issues Politics of Education Lugg, Catherine A. Books Historical Materials Opinion Papers Reagan Administration Reagan (Ronald) Religious Right ISSN-1058-1634 English The election of Ronald Reagan to President in 1980 marked the political zenith of modern American conservative ideology in the 20th century. This book presents a historical analysis of conservative ideology and its influence on federal school policies during Reagan's first administration, 1981-1984. It examines various conservative social agendas for American children and public education, including school prayer, tuition tax credits, and vouchers. It also looks at how the Republican's 1984 presidential election strategy has shaped federal education policy and examines the role of the religious right in conservative politics and its influence on educational policy. Chapters include: (1) "Entracte: Framing the Discussion"; (2) "Prologue: Setting the Stage"; (3) "Introducing the Characters"; (4) "Act I--God: The Play Unfolds (1981-1982)"; (5) "Act II--Country: The Play Continues (1983-1984)"; (6) "Finale and Coda." Each chapter contains a summary and numerous endnotes. (Contains an index.) (WFA) ED476737 For God and Country: Conservatism and American School Policy. Counterpoints. 1996-00-00 ISBN-0-8204-3088-9 214 Peter Lang Publishing, 275 Seventh Avenue, 28th Floor, New York, NY 10001 ($29.95). Tel: 212-647-7700; Fax: 212-647-7707; Web site: http://www.peterlangusa.com/index.cfm. N/A 2004 2016-11-21

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No Academic Achievement Case Studies Educational Improvement Elementary Secondary Education Outcomes of Education School Effectiveness School Policy Student Development Noblit, George W., Ed. Malloy, William W., Ed. Malloy, Carol E., Ed. Books Collected Works - General Reports - Evaluative Comer School Development Program English This book reports on the School Development Program (SDP) designed by James Comer. Known also as the Comer program, this reform effort assists underachieving urban schools by analyzing the school as a system to better understand the complex interactions occurring within this system. Favoring a variety of pedagogical approaches, the SDP focuses on what is "best for the child." This book presents descriptive and interpretive case studies of five "Comer" schools. The studies describe how the SDP is defined, practiced, and related to the school's success. Following the studies is a cross-site analysis that compares and synthesizes the studies to determine what they reveal about the SDP and educational reform. The conclusion presents a graphic representation of how the SDP is embedded in and contributes to the success of the five subject schools. The research shows that, while a contributing factor, the SDP is not the sole agent in determining a schools success. The studies suggest that children from all income groups can gain the social and academic skills they need to do well in school and in life when the education system addresses their needs. (Contains an author index, a subject index, and 67 references.) (WFA) ED476738 The Kids Got Smarter: Case Studies of Successful Comer Schools. Understanding Education and Policy. 2001-00-00 ISBN-1-57273-366-7 158 Hampton Press, Inc., 23 Broadway, Cresskill, NJ 07626 (hardbound: ISBN-1-57273-366-7, $18.95; paperbound: ISBN-1-57273-367-5). Web site: http://www.hamptonpress.com. N/A 2004 2016-11-21

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No Compensation (Remuneration) Contract Salaries Costs Elementary Secondary Education Public Schools Salaries Statistical Analysis Tables (Data) Teacher Salaries Williams, Alicia R. Cooke, Willa D. Davis, Andrea M. Miller, Oronde A. Lewis, JoAnn Numerical/Quantitative Data Reports - Research Educational Research Service, Arlington, VA. English This is part 1 of a 3-part report on a survey conducted in Fall 1999 of salaries and wages in public schools. The purpose of the survey is to provide school administrators and others concerned with the determination of salaries and wages for public-school personnel with data useful in comparing employee compensation in school systems of similar enrollment size, per-pupil expenditure level, and geographic region. This volume presents data on the minimum and maximum salaries scheduled for professional personnel employed in 21 selected positions, as well as for substitute teachers. It contains 18 summary tables showing scheduled salary percentile distributions, means, and ranges of minimum and maximum salaries for selected positions. It also contains tables reporting summary data on the length of work year and the scheduled daily rate of pay for selected positions. Following are highlights from part 1 of the report: average of maximum salaries scheduled for classroom teachers, $55,827; average of minimum salaries scheduled for classroom teachers, $27,910; average maximum salaries scheduled for high-school principals, $85,920; average minimum salaries scheduled for elementary principals, $57,539; average of contract salaries for superintendents, $112,158. Included is a list of the districts that participated in the study. (Author/WFA) ED476739 Scheduled Salaries for Professional Personnel in Public Schools, 1999-2000. ERS Report: Part 1. National Survey of Salaries and Wages in Public Schools. 27th Annual Edition. 2000-00-00 Practitioners Administrators 54 Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0352: comprehensive subscribers, $34; individual subscribers, $51; nonsubscribers, $68). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:12:54 RIEJAN2004 For Part 2, see EA 032 126. For Part 3, see EA 032 127.

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No Compensation (Remuneration) Contract Salaries Costs Elementary Secondary Education Public Schools Salaries Statistical Analysis Tables (Data) Teacher Salaries Williams, Alicia R. Cooke, Willa D. Davis, Andrea M. Miller, Oronde A. Lewis, JoAnn Numerical/Quantitative Data Reports - Research Educational Research Service, Arlington, VA. English This is part 2 of a 3-part report on a survey conducted in Fall 1999 of salaries and wages in public schools. The purpose of the survey is to provide school administrators and others concerned with the determination of salaries and wages for public-school personnel with data useful in comparing employee compensation in school systems of similar enrollment size, per-pupil expenditure level, and geographic region. This volume reports the annual salaries actually paid to persons employed in 21 selected professional positions by 704 public-school systems. These include salaries paid superintendents, assistant superintendents, and personnel in certain other selected central-office administrative or managerial positions. It contains 24 summary tables showing salary percentile distributions, means, medians, and ranges of average, lowest, and highest paid salaries. It also contains tables reporting summary data on the average daily amount paid personnel in selected positions and a table showing the number of responding school systems employing personnel in each category and the total number of persons reported. Following are highlights from part 2 of the report: average daily rate paid classroom teachers, $225.83; average of highest salaries paid assistant superintendents, $90,918. Included is a list of the districts that participated in the study. (Author/WFA) ED476740 Salaries Paid Professional Personnel in Public Schools, 1999-2000. ERS Report: Part 2. National Survey of Salaries and Wages in Public Schools. 27th Annual Edition. 2000-00-00 Practitioners Administrators 59 Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0353: comprehensive subscribers, $34; individual subscribers, $51; nonsubscribers, $68). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:12:55 RIEJAN2004 For Part 1, see EA 032 125. For Part 3, see EA 032 127.

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No Compensation (Remuneration) Costs Elementary Secondary Education Public Schools Salaries School Personnel Statistical Analysis Tables (Data) Wages Williams, Alicia R. Cooke, Willa D. Davis, Andrea M. Miller, Oronde A. Lewis, JoAnn Numerical/Quantitative Data Reports - Research Educational Research Service, Arlington, VA. English This is part 3 of a 3-part report on a survey conducted in Fall 1999 of salaries and wages in public schools. The purpose of the survey is to provide school administrators and others concerned with the determination of salaries and wages for public-school personnel with data useful in comparing employee compensation in school systems of similar enrollment size, per-pupil expenditure level, and geographic region. This volume reports hourly wage rates and annual salaries paid to personnel employed in 10 selected support positions. It provides data on the lowest, highest, and average hourly wage rates. It contains 23 summary tables showing salary distributions, means, medians, and ranges of salaries or hourly wage rates. It also contains a table showing the number of responding school systems employing personnel in each position category and the total number of personnel reported. Following are highlights from part 3 of the report: average of mean hourly wage for instructional teacher aides, $10; average of mean hourly wage rate for custodians, $11.35; average of mean hourly wage rate for cafeteria workers, $9.02; average of mean hourly wage for school-bus drivers, $12.46. Included is a list of the districts that participated in the study. (Author/WFA) ED476741 Wages and Salaries Paid Support Personnel in Public Schools, 1999-2000. ERS Report: Part 3. National Survey of Salaries and Wages in Public Schools. 27th Annual Edition. 2000-00-00 Practitioners Administrators 45 Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0354: comprehensive subscribers, $34; individual subscribers, $51; nonsubscribers, $68). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:12:57 RIEJAN2004 For Part 1, see EA 032 125. For Part 2, see EA 032 126.

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No Compensation (Remuneration) Costs Elementary Secondary Education Professional Personnel Public Schools Salaries Tables (Data) Trend Analysis Wages Williams, Alicia R. Cooke, Willa D. Davis, Andrea M. Miller, Oronde A. Lewis, JoAnn Numerical/Quantitative Data Reports - Research Composite Indicator of Changes Educational Research Service, Arlington, VA. English This annual survey reports comparable salary data for 22 professional positions. The purpose of this edition is to aid in the analysis of trends in average salaries and wages paid public-school employees in the six component groups of school personnel over the previous 10 years. This report shows how the Composite Indicator of Changes (CIC) in average salaries and wages paid by public-school systems is compiled and how local school systems can compile CIC data for use in making salary and wage decisions. The CIC is computed from data for 28 of the 32 professional and support positions reported by school systems that respond to the annual National Survey of Salaries and Wages in Public Schools. A section is also included on the Consumer Price Index, telling how this economic index can be compared with the CIC. In order to maintain consistency in the purchasing power of public-school employees, school boards and administrators should be aware of both the short-range and long-range relationships between changes in salaries and changes in the Consumer Price Index. Appended are a worksheet for compiling local school system CIC data, and bar graphs for plotting comparative CIC data. (Author/WFA) ED476742 Measuring Changes in Salaries and Wages in Public Schools: 2000 Edition. 27th Annual Edition. 2000-00-00 Practitioners Administrators 40 Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0356: comprehensive subscribers, $34; individual subscribers, $51; nonsubscribers, $68). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Court Litigation Elementary Secondary Education Federal Courts Federal Legislation Legal Problems School Law State Courts State Legislation Thompson, David P. Hartmeister, Fredric J. Books Information Analyses Educational Research Service, Arlington, VA. English This is the 21st in a series of yearly updates of judicial decision summaries for case law related to elementary and secondary education issues. One can use previous and future editions to track decisions on appeal or to see trends in case law. The cases included, with a few exceptions, were selected from court decisions found in federal and regional reporters from July 1, 1999, to June 30, 2000. These cases provide a general overview of school-law issues for practicing administrators, teachers, and school-board members. As in the past, this monograph is intended principally to provide broad-scope treatment of case law involving issues in public schools. Cases were selected based on their relevance to current problems in the public-school setting, their definitiveness as articulations of law, and their dependability as consistent guides to education policymaking and practice. The case summaries emphasize succinct treatment of legal issues in an effort to inform without presenting unnecessary complexity or procedural irrelevancies. They dispose of extensive narrative and background commentary. The summaries are not intended to be legal advice. Included are an explanation of the legal reference notes, a glossary of legal terms, and an index. (Author/WFA) ED476743 School Officials and the Courts: Update 2000. ERS Monograph. 2000-00-00 Policymakers Teachers Administrators Practitioners 126 Educational Research Service, 2000 Clarendon Blvd., Arlington, VA 22201 (Stock No. 0364: comprehensive subscribers, $17; individual subscribers, $25.50; nonsubscribers, $34). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:13:00 RIEJAN2004 For Update 2001, see ED 457 547.

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No Adolescents Bilingual Students Diversity (Student) Elementary Secondary Education Heritage Education Higher Education Hispanic Americans Immersion Programs Language Minorities Mexican Americans Minority Group Children Native Speakers Oral Language Second Language Instruction Second Language Learning Spanish Student Attitudes Writing Skills Writing Strategies Roca, Ana, Ed. Colombi, M. Cecilia, Ed. Books Collected Works - General New Mexico New Mexico English This collection of papers includes the following: (1) "Insights from Research and Practice in Spanish as a Heritage Language" (M. Cecilia Colombi and Ana Roca); (2) "Toward a Theory of Heritage Language Acquisition: Spanish in the United States" (Andrew Lynch); (3) "Profiles of SNS Students in the Twenty-First Century: Pedagogical Implications of the Changing Demographics and Social Status of U.S. Hispanics" (Maria M. Carreira); (4) "Un Efoque Funcional para la Ensenanza del Ensayo Expositivo" (M. Cecilia Colombi); (5) "La Ensenanza del Espanol en Nuevo Mexico: ?Revitalizacion o Erradicacion de la Variedad Chicana?" (Ysaura Bernal-Enriquez and Eduardo Hernandez Chavez); (6) "'Spanish in My Blood': Children's Spanish Language Development in Dual-Language Immersion Programs" (Ernestina Pesina Hernandez, Hinako Takahashi-Breines, and Rebecca Blum-Martinez); (7) "Minority Perspectives on Language: Mexican and Mexican-American Adolescents' Attitudes toward Spanish and English" (Karen Beckstead and Almeida Jacqueline Toribio); (8) "META: A Model for the Continued Acquisition of Spanish by Spanish/English Bilinguals in the United States" (Roberto Luis Carrasco and Florencia Reigelhaupt); (9) "La Ensenanza del Espanol a los Hispanohablantes Bilingues y su Efecto en la Produccion Oral" (Marta Fairclough and N. Ariana Mrak); (10) "Academic Registers in Spanish in the U.S.: A Study of Oral Texts Produced by Bilingual Speakers in a University Graduate Program" (Mariana Achugar); (11) "No Me Suena!: Heritage Spanish Speakers' Writing Strategies" (Ana Maria Schwartz); (12) "Navegando a Traves del Registro Formal: Curso Para Hispanohablantes Bilingues" (Rebecca Acevedo); and (13) "Spanish Print Environments: Implications for Heritage Language Development" (Sandra Liliana Pucci). (Papers contain references.) (SM) ED476744 Mi Lengua: Spanish as a Heritage Language in the United States. 2003-00-00 ISBN-0-87840-903-3 315 Georgetown University Press, 3240 Prospect Street, N.W., Washington, DC 20007 ($29.95). Tel: 202-687-5889; Fax: 202-687-6340; Web site: http://www.press.georgetown.edu. N/A 2004 2016-11-21

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No Academic Standards Cultural Influences Culturally Relevant Education Curriculum Development Educational Theories Elementary Secondary Education Intercultural Communication Interdisciplinary Approach National Standards Second Language Instruction Second Language Learning Sociolinguistics Lange, Dale, Ed. Paige, R. Michael, Ed. Books Collected Works - General English This collection of papers includes 12 chapters in two parts. Part 1 "Culture as the Core: Interdisciplinary Perspectives on Culture Teaching and Learning in the Second Language Curriculum," includes: (1) "Extending Communicative Concepts in the Second Language Curriculum: A Sociolinguistic Perspective" (Muriel Saville-Troike); (2) "Teaching along the Cultural Frontline" (Claire Kramsch); (3) "A Linguistic Anthropological Perspective on Language and Culture in the Second Language Curriculum" (Jill Brody); (4) "Culture in Second Language Learning and Teaching: Anthropology Revisited" (Robert C. Lafayette); (5) "Closing the Language and Culture Gap: An Intercultural-Communication Perspective" (Louise Damen); (6) "Theoretical Foundations of Intercultural Training and Applications to the Teaching of Culture" (Shelly L. Smith, R. Michael Paige, and Inge Steglitz); and (7) "A Critical Perspective on Culture in the Second Language Classroom" (Linda M. Crawford and Peter McLaren). Part 2, "Culture as the Core: Integrating Culture into Second Language Curriculum," includes: (8) "National Standards for Foreign Language Learning: Culture the Driving Force" (June K. Phillips); (9) "Culture Learning in Language Education: A Review of the Literature" (R. Michael Paige, Helen L. Jorstad, Laura Siaya, Francine Klein, and Jeanette Colby); (10) "Developing Intercultural Competence in the Language Classroom" (Janet M. Bennett, Milton J. Bennett, and Wendy Allen); (11) "Implications of Theory and Research for the Development of Principles for Teaching and Learning Culture in Second Language Classrooms" (Dale L. Lange); and (12) "Future Directions for Culture Teaching and Learning: Implications of the New Culture Standards and Theoretical Frameworks for Curriculum, Assessment, Instruction, and Research" (Dale L. Lange). (Papers contain references.) (SM) ED476745 Culture as the Core: Perspectives on Culture in Second Language Learning. A Volume in Research in Second Language Learning. 2003-00-00 ISBN-1-931576-22-X 379 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830: Paperback: $31.95; Hardcover: $65.25. Web site: http://www.infoagepub.com. N/A 2004 8/19/2004 21:13:03 RIEJAN2004

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Pronunciation Second Language Instruction Second Language Learning Thai Uncommonly Taught Languages Wei, Youfu Zhou, Yalun Reports - Research Speeches/Meeting Papers Thailand Thailand English This paper investigates problems with English pronunciation among Thai students, identifying key reasons for the pronunciation problems and recommending solutions. It begins by discussing the value of intelligible pronunciation and reviewing the relevant literature. Next, it focuses on Thai students' pronunciation problems with consonants and vowels (e.g., words with transcriptions ended with a consonant; consonant clusters; words with /ei/, usually pronounced as /e/; words with /r/, usually pronounced as /l/; words with /v/, usually pronounced as /f/; and words with /z/, usually pronounced at /s/ or voiceless); intonation problems (yes-no questions and wh-questions); and stress problems. Finally, it examines the causes of these problems (e.g., words directly borrowed from English into the Thai language are pronounced in Thai ways; the Romanization of the Thai language influences English pronunciation; Thai intonations are applied into English pronunciations; speakers may be shy to speak in a native speaker's way; and Thai final consonants are always unaspirated and unvoiced). Suggested solutions include the following: provide pronunciation training courses to language teachers, have teachers lecture in English, and provide students with articulatory descriptions of the mother tongue and target language. (Contains 26 references.) (SM) ED476746 Insights into English Pronunciation Problems of Thai Students. 2002-04-00 12 N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Native Language Instruction Second Language Instruction Second Language Learning Uncommonly Taught Languages Yoruba Onukaogu, C. E. Reports - Descriptive Speeches/Meeting Papers Nigeria Nigeria English This paper examines the second language teaching experience in Nigeria. It discusses mother tongues, official second languages, indigenous second languages, and foreign languages. It critically evaluates the Six Year Primary Project, a model study which examined the effectiveness of one Nigerian mother tongue, Yoruba, as a medium of instruction in Nigerian schools and colleges. It also evaluates the Communication Skills Project, which investigated how to best teach English in order to enhance the ability of Nigerian undergraduate students to receive and give information in English. This project ended up failing completely. Next, the paper explains why Nigerian languages, whether performing the role of mother tongue, second language, or foreign language, are not effective media for teaching and learning. Finally, it speculates on the possible trends in mother tongue and second language learning, research, and instruction, suggesting what should be done to facilitate the use of languages and second language learning, research, and instruction. (SM) ED476747 Second Language Teaching and Learning: The Nigerian Experience. 2001-07-17 15 N/A 2004 2016-11-21

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Yes Communication Skills Communicative Competence (Languages) English (Second Language) Foreign Countries Interpersonal Communication Language Teachers Secondary Education Teacher Attitudes Teaching Methods Eveyik-Aydin, Evrim Reports - Research Speeches/Meeting Papers Turkey Turkey English This study investigated the attitudes of Turkish secondary school English-as-a-Foreign-Language (EFL) teachers about various aspects of communicative language teaching, noting difficulties they encountered when teaching English communicatively in the Turkish EFL context. Data collection involved surveys of and focus group interviews with high school and university prep school teachers. Data analysis indicated that the teachers had favorable attitudes overall, and they agreed that group/pair work activities developed oral conversational and communication skills, encouraged student involvement, and increased the quality of language practice and students' motivation to use English. Nonetheless, there were many constraints to teaching EFL, including the educational system (e.g., large classes and expectations of school administrators regarding classroom management and implementation of curriculum); the students (e.g., lack of motivation to participate); and the teachers themselves. Teachers' reservations about teaching EFL stemmed from the conflict between what they believed and what they could actually practice within the context of their schools. (Contains 46 references.) (SM) ED476748 EFL Teachers' Voice on Communicative Language Teaching. 2003-03-25 24 N/A 2004 2016-11-21

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Yes Computer Uses in Education Grammar Listening Comprehension Second Language Instruction Secondary Education Spanish Teaching Methods Vocabulary Development Frigaard, Ann Dissertations/Theses - Masters Theses Reports - Research English This study investigated whether participation in a computer lab would improve high school students' performance on Spanish vocabulary, grammar, and listening comprehension. Students participated in classroom and computer lab activities. Analysis of student data (including student surveys) throughout five units indicated that the computer lab was a beneficial tool, benefiting some students more than others. Some of the students' favorite lab-based activities were a Spanish study Web site and a grammar tutor. Favorite classroom activities included flashcards and games. Most students felt that having an instructor present in the computer lab increased their learning potential. Nearly all of the students enjoyed having a regularly scheduled lab period. Most students believed that the lab improved their listening skills and made class more interesting. Students stated that they preferred to learn vocabulary and grammar in the classroom, while they learned listening skills better in the computer lab. Four appendixes present assessment scores for units of vocabulary study, the student survey, student survey results for Spanish II, and student survey results for Spanish III. (Contains 14 references.) (SM) ED476749 Does the Computer Lab Improve Student Performance on Vocabulary, Grammar, and Listening Comprehension? 2002-00-00 36 N/A 2004 8/19/2004 21:13:10 RIEJAN2004 Paper submitted in partial fulfillment of the requirement for the degree of Master of Science.

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Yes Classroom Environment Cognitive Style Cooperative Learning English (Second Language) Foreign Countries Learning Motivation Learning Strategies Relevance (Education) Second Language Learning Secondary Education Self Esteem Student Motivation Atsuta, Hiromi Reports - Descriptive Task Engagement Japan Japan English This paper discusses how to motivate unsuccessful English-as-a-Second-Language (ESL) learners in Japanese high schools. The first section examines the current status of teaching ESL to Japanese high school students. The second section focuses on how to motivate unsuccessful ESL learners (employing motivational strategies, creating a comfortable atmosphere, building students' confidence, making students more responsible for their learning, making the materials relevant to the students, teaching students learning strategies, and promoting cooperative learning). The third section offers practical suggestions for classroom application (applying learning styles theory, applying task-based learning, sample task-based learning lesson plan, and using first and second languages in instruction). The paper concludes that the best way to motivate unsuccessful ESL students is to use a variety of motivational strategies, incorporate these strategies into communication activities, and take students' learning styles into consideration. (Contains 18 references.) (SM) ED476750 Improving the Motivation of Unsuccessful Learners in the Japanese High School EFL Context. 2003-03-00 Practitioners Teachers 34 N/A 2004 2016-11-21

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No Arabic Foreign Countries French German Global Approach Language Maintenance Language Minorities Politics of Education Portuguese Public Policy Russian Sociolinguistics Technology Maurais, Jacques, Ed. Morris, Michael A., Ed. Books Collected Works - General Europe Interlinguistics Latin America Africa (Sub Sahara) European Union Japan South America Asia Geolinguistics Language Change South Pacific Australasia Geopolitics Language Contact Brazil Global Issues Language Diversity Africa Asia Brazil European Union Japan South America English This book offers 21 papers in three parts. After (1) "Introduction" (Jacques Maurais and Michael A. Morris), Part 1, "Global Communication Challenges," includes (2) "Towards a New Global Linguistic Order?" (Jacques Maurais); (3) "The Geostrategies of Interlingualism" (Mark Fettes); (4) "Language Policy and Linguistic Theory" (Douglas A Kibbee); (5) "Babel and the Market: Geostrategies for Minority Languages" (Jean LaPonce); and (6) "Forecasting the Fate of Languages" (William F. Mackey). Part 2, "Major Areas," includes (7) "Language Geostrategy in Eastern and Central Europe: Assessment and Perspectives" (Ferenc Fodor and Sandrine Peluau); (8) "Languages and Supranationality in Europe: The Linguistic Influence of the European Union" (Claude Truchot); (9) "Regional Blocs as a Barrier against English Hegemony? The Language Policy of Mercosur in South America" (Rainer Enrique Hamel); (10) "Effects of North American Integration on Linguistic Diversity" (Michael A Morris); (11) "Sociolinguistic Changes in Transformed Central Asian Societies" (Birgit N. Schlyter); (12) "Language and Script in Japan and Other East Asian Countries: Between Insularity and Technology" (Stefan Kaiser); (13) "Sub-Saharan Africa" (Roland J. L. Breton); and (14) "Australasia and the South Pacific" (Richard B. Baldauf, Jr. and Paulin G. Djite). Part 3, "Language of Wider Communication," includes (15) "The International Standing of the German Language" (Ulrich Ammon); (16) "Arabic and the New Technologies" (Foued Laroussi); (17) "Russian in the Modern World" (Vida Io. Mikhalchenko and Yulia Trushkova); (18) "Geolinguistics, Geopolitics, Geostrategy: The Case of French" (Robert Chaudenson); (19) "Towards a Scientific Geostrategy for English" (Grant D. McConnell); and (20) "On Brazilian Portuguese in Latin American Integration" (Maria Da Graca Krieger). The conclusion offers (21) "The Search for a Global Linguistic Strategy" (Humphrey Tonkin). (SM) ED476751 Languages in a Globalising World. 2003-05-00 ISBN-0-521-53354-6 360 Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (paperbound: ISBN-0-521-53354-6, $24; hardbound: ISBN-0-521-82173-8, $65). Web site: http://www.cambridge.org. N/A 2004 2016-11-23

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No Earth Science Elementary Education Middle Schools Problem Solving Science Education Space Exploration Space Sciences Guides - Classroom - Teacher Non-Print Media National Aeronautics and Space Administration, Hampton, VA. Langley Research Center. English The tree house detectives go galactic with their latest project by traveling to Mars and also seeing how the Moon affects the Earth. They visit the largest radio telescope in the world and help look for intelligent life in the universe. The tree house detectives prepare for an out-of-this-world vacation as they explore the future of space travel. (Author) ED476752 The NASA SCI Files: The Case of the Galactic Vacation. [Videotape]. 2003-00-00 Practitioners Teachers 0 NASA Central Operator of Resources for Educators (CORE), Lorain County Vocational School, 15181 State Route 58, Oberlin, OH 44074-9799 (Item no. 002.4-13V; running time, 60 minutes; $16). Tel: 866-776-2673 (Toll Free); Fax: 866-775-1460 (Toll Free); e-mail: nasaco@leeca.org; Web site: http://core.nasa.gov. N/A 2004 8/19/2004 21:13:15 RIEJAN2004 Videotape is closed captioned.

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Yes Elementary Secondary Education Immigrants Mathematics Education Multicultural Education Partnerships in Education Professional Development Sociocultural Patterns Gorgorio, Nuria Planas, Nuria Reports - Research Speeches/Meeting Papers English This paper discusses the adequacy of using a collaborative model as research approach for studying the dynamics of a multicultural mathematics classroom. The goal of the research is the analysis of the immigrant students' processes of adapting to a new cultural context, from their home and school culture to the school culture that hosts them, understanding the construct culture in its broadest sense. This study has shown the importance of involving in-practice teachers in researching crucial issues related to their day-to-day teaching. (Author/KHR) ED476753 Researching Multicultural Classes: A Collaborative Approach. 2000-00-00 13 N/A 2004 8/19/2004 21:13:17 RIEJAN2004 Paper presented at the International Mathematics Education and Society Conference (2nd, Montechoro, Portugal, March 26-31, 2000). Cover title varies.

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No Educational Improvement Foreign Countries Higher Education Inquiry Science Curriculum Science Instruction Teaching Methods Technology Fernandez, Anne, Ed. Books Collected Works - Proceedings Australia Australia Sydney Univ. (Australia). UniServe Science. English This document contains the proceedings of the Scholarly Inquiry in Flexible Science Teaching and Learning Symposium which was held April 5, 2002. UniServe Science aims to enhance the quality of higher education and science instruction in Australia. (YDS) ED476754 UniServe Science: Proceedings of Scholarly Inquiry in Flexible Science Teaching and Learning Symposium (Sydney, Australia, April 5, 2002). 2002-00-00 ISBN-1-86487-490-2 91 Uniserve Science, University of Sydney, Carslaw Building (F07), New South Wales, 2006 Australia. Web site: http://science.uniserve.edu.au/. N/A 2004 2016-11-21

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Yes Concept Formation Educational Research Learning Theories Motivation Science Education Scientific Literacy Secondary Education Self Efficacy Sociobiology Teaching Methods Hanrahan, Mary U. Reports - Research Speeches/Meeting Papers Conceptual Change English The goal of my multi-study research program has been to learn how to engage all students in learning science. Most learning theories applied to science pedagogy take either a psychological or a sociocultural perspective and hence ignore either sociocultural or motivational factors when considering classroom learning. Based on my own research studies, as well as on a complex of theories from a range of disciplines, I propose including psychological, psychosocial and sociocultural perspectives in a more holistic perspective-a biosocial system perspective. Because it allows for the interdependence of the various levels of the ecological system in which learning takes place, I believe it has considerable potential to advance knowledge about teaching and learning. This biosocial system perspective focuses in particular on how the mind is affected both by the way the embodied human brain functions and by its sociocultural context. As applied to science pedagogy, it highlights neglected subconscious processes involved in interpersonal communication at both levels of activity. On the one hand, it accords a significant role in learning to intuitive processes and feelings, and interpersonal relationships, and on the other hand, addresses the potentially problematic nature of classroom discourse in science. Such a perspective grew as I carried out several research studies in science education in Brisbane, Australia, including a study that explored ways of helping disadvantaged Year 8 students engage in learning science. (Contains 68 references.) (Author) ED476755 Improving Engagement in Science: A Biosocial System Perspective. 2003-03-00 21 N/A 2004 2016-11-21

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Yes Engineering Education Foreign Countries Mathematics Education Science Instruction Science Interests Secondary Education Student Developed Materials Student Projects Student Research Schlenker, Richard M. Reports - Descriptive Japan Japan English This document reviews the Pacific Region Junior Science and Humanities Symposium (PJSHS) program for 2003-2004 which is a 10-month, precollege student research program held in Japan. The theme is AtmosphereThe Other Ocean. The program includes a one-week symposium of student delegates who have completed research projects in the sciences or have developed a science research proposal. Students who attend the symposium present research findings and research proposals to symposium participants, visit research laboratories, and attend science research lectures. Symposium objectives include: (1) to promote research and experimentation in the sciences, mathematics, and engineering in grades 7-12; (2) recognize the significance of research in human affairs and the importance of humane and ethical principles in the application of research results; (3) identify talented youth and their teachers, recognize their accomplishments at symposia, and encourage their continued interest and participation; (4) expand the horizons of research-oriented students by exposing them to opportunities in the academic, industrial, and governmental communities; and (5) increase the number of future adults capable of conducting research. The importance of humane conduct in science research and the humane application of research results are stressed. This document provides the guidance necessary for successful conduct and support for grades 7-12 programs in the Pacific Region JSHS in DoDDS and DDESS schools, and districts of the Department of Defense Education Activity, Pacific Area. (KHR) ED476756 The Junior Science & Humanities Symposium: Management and Operations, 2003-2004. Theme--Atmosphere--The Other Ocean. 2003-01-00 95 DoDDS, Box 112, Unit 15549, APO AP 96205-0005. Tel: 011-82-2791-8-5922; Tel: 011-82-2791-8-5922; Tel: (Korea) 2791-8-5922; Fax: 738-3616-5590-5922. N/A 2004 2016-11-21

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Yes Engineering Education Foreign Countries Mathematics Education Science Instruction Science Interests Secondary Education Student Projects Student Research Schlenker, Richard M. Reports - Descriptive Japan Japan English This document provides the administrative, management, and supervisory guidance necessary to successfully conduct and support grades 7-12 science symposia. It was developed as the operations manual for the Pacific Region Junior Science and Humanities Symposium (PJSHS) program for 2002-2003 which is an 10-month, precollege student research program held in Japan. The theme is Super ScienceComputers, Conductors, Colliders. The program includes a one-week symposium of student delegates (grades 8-12) who have completed research projects in the sciences or have developed a science research proposal. Students who attend the symposium present research findings and research proposals to symposium participants, visit research laboratories, and attend science research lectures. Symposium objectives include: (1) to promote research and experimentation in the sciences, mathematics, and engineering in grades 7-12; (2) recognize the significance of research in human affairs and the importance of humane and ethical principles in the application of research results; (3) identify talented youth and their teachers, recognize their accomplishments at symposia, and encourage their continued interest and participation; (4) expand the horizons of research-oriented students by exposing them to opportunities in the academic, industrial, and governmental communities; and (5) increase the number of future adults capable of conducting research. The importance of humane conduct in science research and the humane application of research results are stressed. This document contains information necessary to administer the PJSHS program in participating schools, and school districts of the Department of Defense Dependent Schools, Pacific Area. (KHR) ED476757 The Junior Science and Humanities Symposium: Management and Operation, 2002-2003. 2002-01-00 107 DoDDS, Box 112, Unit 15549, APO AP 96205-0005. Tel: 011-82-2791-8-5922; Tel: 011-82-2791-8-5922; Tel (Korea) 2791-8-5922; Fax: 738-3616-5590-5922. N/A 2004 2016-11-21

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No Algebra Curriculum Design Evaluation Geometry Instructional Materials Mathematics Education Measurement Problem Sets Problem Solving Secondary Education Test Items Tests Whole Numbers Guides - Classroom - Learner Tests/Questionnaires English Math Sense consists of five books that develop from basic to more advanced math skills. This document contains a placement test used with Math Sense to help students and their teachers decide into which Math Sense book to begin working. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skill questions that students need to master in order to move on the next level of work and problem-solving questions. (KHR) ED476758 Math Sense: Placement Test. 2003-00-00 ISBN-1-56420-390-5 Students 17 New Readers Press, Div. of ProLiteracy Worldwide, 1320 Jamesville Avenue, Syracuse, NY 13210. Web site: www.newreaderspress.com. N/A 2004 8/19/2004 21:13:26 RIEJAN2004 For Teacher's Guide, see SE 067 811.

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No Curriculum Design Evaluation Instructional Materials Mathematics Education Problem Sets Professional Development Secondary Education Teaching Guides Test Items Hoyt, Cathy Fillmore Guides - Classroom - Teacher Tests/Questionnaires English This booklet contains the teacher's guide to a mathematics placement test which was developed to assist teachers in providing the best match between instructional materials and student needs. It covers math skills from whole numbers to algebra. The placement test is divided into six parts, each consisting of 10 to 22 problems, and is based on exit skills that students need to master in order to move on to the next level of work. Correlations to the Texas Association for Bilingual Education (TABE) and the General Educational Development (GED) are included. (KHR) ED476759 Math Sense: Placement Test. Teacher's Guide. 2003-00-00 ISBN-1-56420-392-1 Practitioners Teachers 17 New Readers Press, Div. of ProLiteracy Worldwide, 1320 Jamesville Avenue, Syracuse, NY 13210. Web site: www.newreaderspress.com. N/A 2004 8/19/2004 21:13:27 RIEJAN2004 For student workbook, see SE 067 810.

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Yes Activity Units Biodiversity Biology Classification Curriculum Design Evolution Genetics Lesson Plans Science Activities Science Instruction Secondary Education Teaching Methods Guides - Classroom - Teacher World Wildlife Fund, Washington, DC. English This document features a lesson plan in which genetic traits are identified and classified using a genetic wheel by playing several different games that introduce genetic diversity and highlight why it is important within populations. Samples of instruction and assessment are included. (KHR) ED476760 The Gene Scene. 2003-00-00 Practitioners Teachers 23 N/A 2004 8/19/2004 21:13:29 RIEJAN2004

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Yes Activity Units Biodiversity Biology Dramatic Play Science Education Secondary Education Teaching Methods Guides - Classroom - Teacher World Wildlife Fund, Washington, DC. English This document features a lesson plan in which students work in teams to act out different ecosystem services, describe several free services that biodiversity provides to human, and explain how these services make life on earth possible. Samples of instruction and assessment are included. (KHR) ED476761 Biodiversity Performs! 2003-00-00 Practitioners Teachers 9 N/A 2004 8/19/2004 21:13:31 RIEJAN2004

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Yes Activity Units Biodiversity Biology Lesson Plans Maps Science Activities Science Instruction Secondary Education Teaching Methods Guides - Classroom - Teacher World Wildlife Fund, Washington, DC. English This document features a lesson plan that examines how maps help scientists protect biodiversity and how plants and animals are adapted to specific ecoregions by comparing biome, ecoregion, and habitat. Samples of instruction and assessment are included. (KHR) ED476762 Mapping Biodiversity. 2003-00-00 Practitioners Teachers 24 N/A 2004 8/19/2004 21:13:33 RIEJAN2004

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Yes Classroom Environment Computer Uses in Education Curriculum Development Educational Technology Elementary Secondary Education Multimedia Instruction Professional Development Science Instruction Science Teachers Teaching Methods Ba, Harouna Goldenberg, Lauren B. Anderson, Louisa Reports - Descriptive Reports - Research Education Development Center, New York, NY. Center for Children and Technology. English This report documents findings from a qualitative investigation conducted by the Center for Children and Technology (CCT), a multi-year study of the impact of the JASON project on students and teachers. Focus group interviews were used to ascertain how teachers use the JASON curriculum with different groups of students and to explore teachers' use and the impact of the JASON multimedia science curriculum, and the benefits and challenges of being a practitioner in the JASON multimedia environment. CCT researchers examined the ways that participating teachers thought the JASON multimedia science curriculum could be improved to provide greater access to a more diverse population of students. (KHR) ED476763 A Qualitative Investigation of Teachers and the Jason Multimedia Science Curriculum: Reported Use and Impact. Year Two Evaluation Report. 2002-09-00 52 Education Development Center, Center for Children and Technology, 96 Morton Street, 7th Floor, New York, NY 10014. Tel: 212-807-4200; Fax: 212-633- 8804; Web site: www.edc.org/cct. N/A 2004 8/19/2004 21:13:35 RIEJAN2004 Supported by Department of Education, Star School Program and Jason Foundation for Education.

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Yes Administration Computer Science Educational Trends Engineering Education Enrollment Rate Higher Education Science Education Burrelli, Joan S. Numerical/Quantitative Data Reports - General National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. English This brief describes graduate enrollment increases in the science and engineering fields, especially in engineering and computer sciences. Graduate student enrollment is summarized by enrollment status, citizenship, race/ethnicity, and fields. (KHR) ED476764 Graduate Enrollment Increases in Science and Engineering Fields, Especially in Engineering and Computer Sciences. InfoBrief: Science Resources Statistics. 2003-04-00 5 Tel: 301-947-2722; e-mail: paperpubs@nsf.gov; Web site: http://www.nsf.gov/sbe/srs/. N/A 2004 8/19/2004 21:13:36 RIEJAN2004

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No Chemistry Curriculum Development Environmental Influences Hazardous Materials Higher Education Instructional Materials Science Education Guides - Non-Classroom Non-Print Media American Chemical Society, Washington, DC. English This video was developed through a cooperative agreement between the American Chemical Society (ACS)'s Education and International Activities Division and the U.S. Environmental Protection Agency's Green Chemistry Program, Office of Pollution Prevention and Toxics. "Green Chemistry" focuses on chemical products and processes that reduce or eliminate the use and generation of hazardous substances, thereby producing a cleaner environment. (KHR) ED476765 Green Chemistry: Innovations for a Cleaner World. [Videotape]. 2000-00-00 0 American Chemical Society, Education and International Activities Division, 1155 16th Street NW, Washington, DC 20036 ($19.95). Tel: 800-227-5558; e-mail: education@acs.org. N/A 2004 8/19/2004 21:13:38 RIEJAN2004

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No Career Awareness Career Choice Career Planning Chemistry Higher Education Instructional Materials Professional Development Science Education Technology Education Guides - Non-Classroom Non-Print Media American Chemical Society, Washington, DC. English This video focuses on the duties and educational needs of a chemical technician. Many career opportunities are explored by watching a variety of technicians perform their daily professional tasks. (KHR) ED476766 Opening Doors of Opportunity: Chemical Technician Education. [Videotape]. 2002-00-00 0 American Chemical Society, Education and International Activities Division, 1155 16th Street NW, Washington, DC 20036 ($19.95). Tel: 800-227-5558 (Toll Free); Web site: chemtechlinks.org. N/A 2004 8/19/2004 21:13:39 RIEJAN2004

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No Career Awareness Career Choice Career Planning Chemistry Higher Education Professional Development Science Education Guides - Classroom - Learner Guides - Non-Classroom Non-Print Media American Chemical Society, Washington, DC. English This video highlights careers in chemistry and related sciences. It gives an inside look at a sample of careers held by chemical professionals and illustrates options available to those who obtain degrees in the chemical sciences. The video can be used as an information resource for students as well as a career guidance tool for counselors, teachers, and career centers. The video is comprised of 15 four-minute segments, each focusing on a specific career area. Video crews went inside the labs and offices of bachelor's, master's, and Ph.D. chemists around the country and captured them performing typical duties and talking about their work, what they enjoy about their jobs, and various aspects of their professional lives. The chemists also discuss issues such as teamwork, internships, communication skills, and balancing family and career, and they offer advice to those considering careers in the chemical sciences. Men, women, and minorities underrepresented in the chemical sciences are all represented. (KHR) ED476767 Careers for Chemists. An Inside Look: Chemists at Work. [Videotape]. 1997-00-00 Alfred P. Sloan Foundation, New York, NY. Students 0 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($19.95). N/A 2004 8/19/2004 21:13:40 RIEJAN2004 Also available on CD-ROM.

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No Chemistry Environmental Influences Hazardous Materials Higher Education Instructional Materials Learning Strategies Science Activities Science Curriculum Science Instruction Science Laboratories Teaching Methods Thinking Skills Wastes Kirchhoff, Mary, Ed. Ryan, Mary Ann, Ed. Books Guides - Classroom - Teacher American Chemical Society, Washington, DC. English This laboratory manual introduces the idea of Green Chemistry, which is the design of chemical products and processes that reduce or eliminate the use and generation of hazardous substances. Instructional samples are included to help teachers integrate green chemistry into the college chemistry curriculum. Each laboratory includes: (1) a background section that discusses the hazards associated with certain chemicals or chemical processes and the challenges of designing a greener approach to reduce the hazard; (2) pre- and post-laboratory questions that help students familiarize themselves with the procedure and think critically about the relevant chemical concepts and green chemistry topics; and (3) references that allow green chemistry to be explored in greater detail. (KHR) ED476768 Greener Approaches to Undergraduate Chemistry Experiments. 2002-00-00 Environmental Protection Agency, Washington, DC. Office of Pollution Prevention and Toxics. ISBN-0-8412-3866-9 Practitioners Teachers 53 American Chemical Society, 1155 16th Street NW, Washington, DC 20036 ($14.00). E-mail: education@acs.org. N/A 2004 8/19/2004 21:13:42 RIEJAN2004 GX-828311-01-0

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Yes Chemistry Curriculum Development Educational Change Educational Quality Equal Education Hands on Science Inquiry National Standards Science Curriculum Science Instruction Secondary Education Guides - Classroom - Teacher Reports - Descriptive American Chemical Society, Washington, DC. English This book is designed to assist teachers at the 9-12 grade levels in addressing the goals of the National Science Education Standards (NSES) in their own classrooms concerning the teaching and learning of chemistry. The Standards expect students to learn science in an active manner and emphasizes methods of inquiry and deductive reasoning based on qualitative observations and quantitative data. The expectation is that science for all students should promote both excellence and equity and involve hands-on as well as minds-on experiences. (KHR) ED476769 Chemistry in the National Science Education Standards: A Reader and Resource Manual for High School Teachers. 2002-00-00 ISBN-8412-3551-1 Practitioners Teachers 73 American Chemical Society, 1155 16th Street NW, Washington, DC 20036. E-mail: education@acs.org. N/A 2004 8/19/2004 21:13:44 RIEJAN2004

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research New Mexico State Reading Assessments National Assessment of Educational Progress New Mexico National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for New Mexico's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). New Mexico participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in New Mexico was 208, which did not differ significantly from that of 1992 (211) nor 1998 (205); students' scale scores in New Mexico were higher than those in 4 jurisdictions, lower than those in 37 jurisdictions, and the difference was not found to be significant for 6 jurisdictions; and the percentage of students in New Mexico who performed at or above the "Proficient" level was 21%, which did not differ significantly from that in 1992 (23%) and did not significantly differ from that in 1998 (21%). Key findings for grade 8 are: the average scale score for students in New Mexico was 254, which was lower than that in 1998 (258); students' scale scores in New Mexico were higher than those in 4 jurisdictions, lower than those in 35 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in New Mexico who performed at or above the "Proficient" level was 20%, which was not found to differ significantly from that in 1998 (23%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476770 The Nation's Report Card: State Reading 2002, Report for New Mexico. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress New York State Reading Assessments New York National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for New York's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). New York participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in New York was 222, which was higher than that of 1992 (215) and was higher than that in 1998 (215); students' scale scores in New York were higher than those in 19 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 25 jurisdictions; and the percentage of students in New York who performed at or above the "Proficient" level was 35%, which was greater than that in 1992 (27%) and was greater than that in 1998 (29%). Key findings for grade 8 are: the average scale score for students in New York was 264, which was not found to differ significantly from that in 1998 (265); students' scale scores in New York were higher than those in 14 jurisdictions, lower than those in 11 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in New York who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476771 The Nation's Report Card: State Reading 2002, Report for New York. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research North Carolina National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for North Carolina's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). North Carolina participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in North Carolina was 222, which was higher than that of 1992 (212) and was higher than that in 1998 (213); students' scale scores in North Carolina were higher than those in 19 jurisdictions, lower than those in 7 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in North Carolina who performed at or above the "Proficient" level was 32%, which was greater than that in 1992 (25%) and was greater than that in 1998 (27%). Key findings for grade 8 are: the average scale score for students in North Carolina was 265, which was not found to differ significantly from that in 1998 (262); students' scale scores in North Carolina were higher than those in 18 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in North Carolina who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (30%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (SG) ED476772 The Nation's Report Card: State Reading 2002, Report for North Carolina. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2020-11-23

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments National Assessment of Educational Progress North Dakota North Dakota National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) North Dakota's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). North Dakota participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in North Dakota was 224, which was not found to differ significantly from that of 1992 (226); students' scale scores in North Dakota were higher than those in 26 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in North Dakota who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1992 (35%). Key findings for grade 8 are: the average scale score for students in North Dakota was 268; students' scale scores in North Dakota were higher than those in 27 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in North Dakota who performed at or above the "Proficient" level was 35%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476773 The Nation's Report Card: State Reading 2002, Report for North Dakota. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Ohio State Reading Assessments Ohio National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Ohio's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Ohio participated in the 1992 and 2002 assessments only and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Ohio was 222, which was higher than that of 1992 (217); students' scale scores in Ohio were higher than those in 20 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 24 jurisdictions; and the percentage of students in Ohio who performed at or above the "Proficient" level was 34%, which was greater than that in 1992 (27%). Key findings for grade 8 are: the average scale score for students in Ohio was 268; students' scale scores in Ohio were higher than those in 22 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 23 jurisdictions; and the percentage of students in Ohio who performed at or above the "Proficient" level was 35%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476774 The Nation's Report Card: State Reading 2002, Report for Ohio. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Oklahoma State Reading Assessments National Assessment of Educational Progress Oklahoma National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Oklahoma's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Oklahoma participated in the 1992, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Oklahoma was 213, which was lower than that of 1992 (220) and was lower than that in 1998 (219); students' scale scores in Oklahoma were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Oklahoma who performed at or above the "Proficient" level was 26%, which was not found to differ significantly from that in 1992 (29%) and was smaller than that in 1998 (30%). Key findings for grade 8 are: the average scale score for students in Oklahoma was 262, which was lower than that in 1998 (265); students' scale scores in Oklahoma were higher than those in 14 jurisdictions, lower than those in 21 jurisdictions, and the difference was not found to be significant for 11 jurisdictions; and the percentage of students in Oklahoma who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that in 1998 (30%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476775 The Nation's Report Card: State Reading 2002, Report for Oklahoma. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Oregon State Reading Assessments Oregon National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Oregon's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Oregon participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Oregon was 220, which was higher than that of 1998 (212); students' scale scores in Oregon were higher than those in 17 jurisdictions, lower than those in 10 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Oregon who performed at or above the "Proficient" level was 31%, which was greater than that in 1998 (26%). Key findings for grade 8 are: the average scale score for students in Oregon was 268, which was not found to differ significantly from that in 1998 (266); students' scale scores in Oregon were higher than those in 24 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 19 jurisdictions; and the percentage of students in Oregon who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (35%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476776 The Nation's Report Card: State Reading 2002, Report for Oregon. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress Rhode Island State Reading Assessments Rhode Island National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Rhode Island's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Rhode Island participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Rhode Island was 220, which was not found to differ significantly from that of 1992 (217) nor 1998 (218); students' scale scores in Rhode Island were higher than those in 17 jurisdictions, lower than those in 12 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Rhode Island who performed at or above the "Proficient" level was 32%, which was greater than that in 1992 (28%) and was not found to differ significantly from that in 1998 (31%). Key findings for grade 8 are: the average scale score for students in Rhode Island was 262, which was lower than that in 1998 (264); students' scale scores in Rhode Island were higher than those in 14 jurisdictions, lower than those in 21 jurisdictions, and the difference was not found to be significant for 11 jurisdictions; and the percentage of students in Rhode Island who performed at or above the "Proficient" level was 30%, which was not found to differ significantly from that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476777 The Nation's Report Card: State Reading 2002, Report for Rhode Island. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments National Assessment of Educational Progress South Carolina South Carolina National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for South Carolina's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). South Carolina participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in South Carolina was 214, which was higher than that of 1992 (210) and was higher than that in 1998 (209); students' scale scores in South Carolina were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in South Carolina who performed at or above the "Proficient" level was 26%, which was greater than that in 1992 (22%) and was not found to differ significantly from that in 1998 (22%). Key findings for grade 8 are: the average scale score for students in South Carolina was 258, which was not found to differ significantly from that in 1998 (255); students' scale scores in South Carolina were higher than those in 9 jurisdictions, lower than those in 30 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in South Carolina who performed at or above the "Proficient" level was 24%, which was not found to differ significantly from that in 1998 (22%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476778 The Nation's Report Card: State Reading 2002, Report for South Carolina. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Tennessee Tennessee National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Tennessee's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Tennessee participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Tennessee was 214, which was not found to differ significantly from that of 1992 (212) nor 1998 (212); students' scale scores in Tennessee were higher than those in 11 jurisdictions, lower than those in 29 jurisdictions, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Tennessee who performed at or above the "Proficient" level was 25%, which was not found to differ significantly from that of 1992 (23%) nor 1998 (25%). Key findings for grade 8 are: the average scale score for students in Tennessee was 260, which was not found to differ significantly from that in 1998 (258); students' scale scores in Tennessee were higher than those in 10 jurisdictions, lower than those in 22 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in Tennessee who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that in 1998 (27%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476779 The Nation's Report Card: State Reading 2002, Report for Tennessee. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments Texas National Assessment of Educational Progress Texas National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Texas' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Texas participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Texas was 217, which was not found to differ significantly from that of 1992 (213) nor 1998 (214); students' scale scores in Texas were higher than those in 11 jurisdictions, lower than those in 19 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that of 1992 (24%) nor 1998 (28%). Key findings for grade 8 are: the average scale score for students in Texas was 262, which was not found to differ significantly from that in 1998 (261); students' scale scores in Texas were higher than those in 14 jurisdictions, lower than those in 17 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Texas who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (27%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476780 The Nation's Report Card: State Reading 2002, Report for Texas. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Utah Utah National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Utah's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Utah participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Utah was 222, which did not differ significantly from that of 1992 (220) and was higher than that in 1998 (216); students' scale scores in Utah were higher than those in 19 jurisdictions, lower than those in 8 jurisdictions, and the difference was not found to be significant for 20 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1992 (30%) and was greater than that in 1998 (28%). Key findings for grade 8 are: the average scale score for students in Utah was 263, which was not found to differ significantly from that in 1998 (263); students' scale scores in Utah were higher than those in 14 jurisdictions, lower than those in 16 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Utah who performed at or above the "Proficient" level was 32%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476781 The Nation's Report Card: State Reading 2002, Report for Utah. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Vermont Vermont National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Vermont's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Vermont participated in only the 2002 assessment at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Vermont was 227; students' scale scores in Vermont were higher than those in 39 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 7 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 39%. Key findings for grade 8 are: the average scale score for students in Vermont was 272; students' scale scores in Vermont were higher than those in 37 jurisdictions, and the difference was not found to be significant for 9 jurisdictions; and the percentage of students in Vermont who performed at or above the "Proficient" level was 40%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476782 The Nation's Report Card: State Reading 2002, Report for Vermont. 2003-06-19 35 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Virginia National Assessment of Educational Progress State Reading Assessments Virginia National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Virginia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Virginia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Virginia was 225, which was higher than that of 1992 (221) and was higher than that in 1998 (217); students' scale scores in Virginia were higher than those in 29 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in Virginia who performed at or above the "Proficient" level was 37%, which was greater than that in 1992 (31%) and was greater than that in 1998 (30%). Key findings for grade 8 are: the average scale score for students in Virginia was 269, which was not found to differ significantly from that in 1998 (266); students' scale scores in Virginia were higher than those in 30 jurisdictions, lower than that in 1 jurisdiction, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in Virginia who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (33%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476783 The Nation's Report Card: State Reading 2002, Report for Virginia. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Washington Washington National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Washington's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Washington participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Washington was 224, which was higher than that of 1998 (218); students' scale scores in Washington were higher than those in 24 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Washington who performed at or above the "Proficient" level was 35%, which was greater than that in 1998 (30%). Key findings for grade 8 are: the average scale score for students in Washington was 268, which was higher than that in 1998 (264); students' scale scores in Washington were higher than those in 25 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 18 jurisdictions; and the percentage of students in Washington who performed at or above the "Proficient" level was 37%, which was greater than that in 1998 (32%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476784 The Nation's Report Card: State Reading 2002, Report for Washington. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments West Virginia National Assessment of Educational Progress West Virginia National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for West Virginia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). West Virginia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in West Virginia was 219, which did not differ significantly from that of 1992 (216) nor 1998 (216); students' scale scores in West Virginia were higher than those in 17 jurisdictions, lower than those in 13 jurisdictions, and the difference was not found to be significant for 17 jurisdictions; and the percentage of students in West Virginia who performed at or above the "Proficient" level was 28%, which was not found to differ significantly from that in 1992 (25%) nor in 1998 (28%). Key findings for grade 8 are: the average scale score for students in West Virginia was 264, which was not found to differ significantly from that in 1998 (262); students' scale scores in West Virginia were higher than those in 15 jurisdictions, lower than those in 15 jurisdictions, and the difference was not found to be significant for 16 jurisdictions; and the percentage of students in West Virginia who performed at or above the "Proficient" level was 29%, which was not found to differ significantly from that in 1998 (28%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476785 The Nation's Report Card: State Reading 2002, Report for West Virginia. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Wyoming Wyoming National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Wyoming's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Wyoming participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Wyoming was 221, which was not found to differ significantly from that of 1992 (223) and was not found to differ significantly from that of 1998 (218); students' scale scores in Wyoming were higher than those in 17 jurisdictions, lower than those in 9 jurisdictions, and the difference was not found to be significant for 21 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that of 1992 (33%) and was not found to differ significantly from that of 1998 (29%). Key findings for grade 8 are: the average scale score for students in Wyoming was 265, which was not found to differ significantly from that in 1998 (263); students' scale scores in Wyoming were higher than those in 19 jurisdictions, lower than those in 14 jurisdictions, and the difference was not found to be significant for 13 jurisdictions; and the percentage of students in Wyoming who performed at or above the "Proficient" level was 31%, which was not found to differ significantly from that in 1998 (31%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476786 The Nation's Report Card: State Reading 2002, Report for Wyoming. 2003-06-19 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research American Samoa National Assessment of Educational Progress State Reading Assessments American Samoa National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for American Samoa's public-school students at grade 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). American Samoa participated in only the 2002 assessment at grade 8 and met the criteria for reporting public-school results. Key findings for grade 8 are: the average scale score for students in American Samoa was 198; students' scale scores in American Samoa were lower than those in 46 jurisdictions; and the percentage of students in American Samoa who performed at or above the "Proficient" level was 1%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476787 The Nation's Report Card: State Reading 2002, Report for American Samoa. 2003-06-19 25 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research State Reading Assessments District of Columbia National Assessment of Educational Progress District of Columbia National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for the District of Columbia's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The District of Columbia participated in all of these assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the District of Columbia was 191, which was higher than that of 1992 (188) and was higher than that in 1998 (179); students' scale scores in the District of Columbia were higher than those in 2 jurisdictions, and lower than those in 45 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1992 (10%) and was not found to differ significantly from that in 1998 (10%). Key findings for grade 8 are: the average scale score for students in the District of Columbia was 240, which was not found to differ significantly from that in 1998 (236); students' scale scores in the District of Columbia were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in the District of Columbia who performed at or above the "Proficient" level was 10%, which was not found to differ significantly from that in 1998 (11%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476788 The Nation's Report Card: State Reading 2002, Report for District of Columbia. 2003-06-19 38 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Dependents Schools National Assessment of Educational Progress State Reading Assessments National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for the Department of Defense Domestic Dependent Elementary and Secondary Schools' public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The DDESS participated in only the 1998 and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the DEDDS was 225, which was higher than that of 1998 (219); students' scale scores in the DEDDS were higher than those in 30 jurisdictions, lower than those in 2 jurisdictions, and the difference was not found to be significant for 15 jurisdictions; and the percentage of students in the DEDDS who performed at or above the "Proficient" level was 34%, which was not found to differ significantly from that in 1998 (32%). Key findings for grade 8 are: the average scale score for students in the DEDDS was 272, which was not found to differ significantly from that in 1998 (268); students' scale scores in the DEDDS were higher than those in 37 jurisdictions, and the difference was not found to be significant for 9 jurisdictions; and the percentage of students in the DEDDS who performed at or above the "Proficient" level was 37%, which was not found to differ significantly from that in 1998 (39%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476789 The Nation's Report Card: State Reading 2002, Report for Department of Defense Domestic Dependent Elementary and Secondary Schools. 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Dependents Schools National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Department of Defense Schools (Overseas)'s public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The Department of Defense Schools (Overseas) (DoDDS) participated in the 1994, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in the DoDDS was 224, which was higher than that in 1998 (221); students' scale scores in the DoDDS were higher than those in 30 jurisdictions, lower than those in 3 jurisdictions, and the difference was not found to be significant for 14 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 33%, which was not found to differ significantly from that in 1998 (33%). Key findings for grade 8 are: the average scale score for students in the DoDDS was 273, which was higher than that in 1998 (269); students' scale scores in the DoDDS were higher than those in 43 jurisdictions, and the difference was not found to be significant for 3 jurisdictions; and the percentage of students in the DoDDS who performed at or above the "Proficient" level was 40%, which was not found to differ significantly from that in 1998 (37%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476790 The Nation's Report Card: State Reading 2002, Report for Department of Defense Schools (Overseas). 2003-06-19 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research Guam National Assessment of Educational Progress State Reading Assessments Guam National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Guam's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). Guam participated in the 1992, 1994, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Guam was 185, which did not differ significantly from that of 1992 (182); students' scale scores in Guam were higher than that in 1 jurisdiction and lower than those in 46 jurisdictions; and the percentage of students in Guam who performed at or above the"Proficient" level was 8%, which was not found to differ significantly from that of 1992 (8%). Key findings for grade 8 are: the average scale score for students in Guam was 240; students' scale scores in Guam were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in Guam who performed at or above the "Proficient" level was 11%. After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476791 The Nation's Report Card: State Reading 2002, Report for Guam. 2003-06-19 35 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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Yes Comparative Analysis Elementary Education Grade 4 Grade 8 Middle Schools National Competency Tests Reading Achievement Reading Research Sex Differences Standardized Tests Student Evaluation Tables (Data) Test Results Jerry, Laura Lutkus, Anthony Numerical/Quantitative Data Reports - Research National Assessment of Educational Progress State Reading Assessments Virgin Islands Virgin Islands National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. National Center for Education Statistics (ED), Washington, DC. English This report provides selected results from the 2002 National Assessment of Educational Progress (NAEP) for Virgin Island's public-school students at grades 4 and 8. Since 1992, reading has been assessed in four different years at the state level (at grade 4 in 1992 and 1994, and at both grades 4 and 8 in 1998 and 2002). The Virgin Islands participated in the 1992, 1998, and 2002 assessments at grades 4 and 8 and met the criteria for reporting public-school results for both grades. Key findings for grade 4 are: the average scale score for students in Virgin Islands was 179, which was higher than that of 1992 (171) and did not differ significantly from that of 1998 (174); students' scale scores in Virgin Islands were lower than those in 47 jurisdictions; and the percentage of students in Virgin Islands who performed at or above the "Proficient" level was 6%, which was greater than that in 1992 (3%) and was not found to differ significantly from that in 1998 (7%). Key findings for grade 8 are: the average scale score for students in Virgin Islands was 241, which was higher than that in 1998 (231); students' scale scores in Virgin Islands were higher than that in 1 jurisdiction, lower than those in 43 jurisdictions, and the difference was not found to be significant for 2 jurisdictions; and the percentage of students in Virgin Islands who performed at or above the "Proficient" level was 7%, which was not found to differ significantly from that in 1998 (9%). After an introduction, the report presents overall results, comparisons between states, reading performance by demographic characteristics, and it discusses moving toward a more inclusive NAEP, and where to find more information. (RS) ED476792 The Nation's Report Card: State Reading 2002, Report for Virgin Islands. 2003-06-19 35 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/nationsreportcard/pubs/stt2002/2003526.asp. N/A 2004 2016-11-21

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No Career Awareness Career Choice Career Planning Chemistry Curriculum Development Higher Education Professional Development Science Education Borchardt, John, Ed. Owens, Frederick H., Ed. Ryan, Mary Ann, Ed. Books Guides - Non-Classroom American Chemical Society American Chemical Society, Washington, DC. English This book is designed to help college students with the process of planning a chemistry career by refining their general interests in chemistry into specific education and career objectives. This booklet discusses: (1) what career options are available to students; (2) what kind of academic preparation is required for various chemistry careers; (3) how to organize a job hunt successfully and find a job; and (4) where to find more information on chemical education, job hunting, and chemistry careers. Sources of chemistry education and career information materials available from the American Chemical Society (ACS) are mentioned throughout. (KHR) ED476793 Futures through Chemistry: Charting a Course. 1999-00-00 Alfred P. Sloan Foundation, New York, NY. ISBN-0-8412-3721-2 67 American Chemical Society, 1155 16th Street NW, Washington, DC 20036. Tel: 800-ACS-5558 (Toll Free); Fax: 202-833-7732. N/A 2004 2016-11-21

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Yes Bachelors Degrees Chemistry Evaluation Higher Education Program Development Science Curriculum Undergraduate Study Guides - Non-Classroom American Chemical Society, Washington, DC. English This publication provides guidelines and evaluation procedures for undergraduate professional education in chemistry. Contents include: (1) "Scope and Organization of the Chemistry Program"; (2) "Financial Support"; (3) "Curriculum Requirements"; (4) "Commentary on Curriculum Requirements"; (5) "Faculty, Staff, and Facilities Requirements"; (6) "Commentary on Faculty, Staff, and Facilities Requirements"; (7) "Minimum Number of Graduates"; (8) "Joint Programs"; (9) "Certification and Baccalaureate Graduates"; (10) "Preliminary Requirements for Program Evaluation"; (11) "Initial Review: Self- Study and Conference"; (12) "Further Evaluation Procedures"; (13) "Actions Following the Evaluation"; (14) "Visiting Associates"; (15) "Initial Approval of Degree Options"; (16) "Initial Approval of Minor in Chemistry Education"; (17) "Annual Reports and Reevaluations"; (18) "Action Following Reevaluations"; (19) "Probation and Withdrawal of Approval"; (20) "Appeal of an Adverse Evaluation Decision"; (21) "Procedures for Complaints"; and (22) "Confidentiality of Information". (YDS) ED476794 Undergraduate Professional Education in Chemistry: Guidelines and Evaluation Procedures. 2003-00-00 35 American Chemical Society, Office of Professional Training, 1155 16th Street, NW, Washington, DC 20036. Tel: 202-872-4589; e-mail: cpt@acs.org; Web site: www.chemistry.org/education/cpt. N/A 2004 8/19/2004 21:14:36 RIEJAN2004 Produced by the Committee on Special Training.

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Yes Chemistry Doctoral Degrees Educational Quality Graduate Study Higher Education Professional Development Science Education Numerical/Quantitative Data Reports - Evaluative American Chemical Society, Washington, DC. English This document reports on graduate education in chemistry concerning the nature of graduate programs. Contents include: (1) "Graduate Education in Chemistry in the United States: A Snapshot from the Late Twentieth Century"; (2) "A Survey of Ph.D. Programs in Chemistry"; (4) "The Master's Degree in Chemistry"; (5) "A Survey of Ph.D. Recipients in Chemistry Part 1: Statistical Analysis"; and (6) "A Survey of Ph.D. Recipients in Chemistry Part 2: Analysis of Written Comments". (YDS) ED476795 Graduate Education in Chemistry. The ACS Committee on Professional Training: Surveys of Programs and Participants. 2002-00-00 30 American Chemical Society, Office of Professional Training, 1155 16th Street, NW, Washington, DC 20036. Tel: 202-872-4589; e-mail: cpt@acs.org; Web site: www.chemistry.org/education/cpt. N/A 2004 8/19/2004 21:14:38 RIEJAN2004 Produced by the Committee on Special Training.

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Yes Chemistry Higher Education Program Development Science Curriculum Science Instruction Guides - Non-Classroom American Chemical Society, Washington, DC. English This publication provides guidelines for chemistry programs in two-year colleges. Contents include: (1) "Chemistry Program Mission and Review"; (2) "Organizational Structure for Chemistry Programs"; (3) "Financial Support"; (4) "Faculty and Supporting Staff"; (5) "Facilities"; (6) "The Curriculum"; and (7) "Advising, Articulation, and Alliances". (YDS) ED476796 Guidelines for Chemistry Programs in Two-Year Colleges: A Resource for Institutional Self-Study and Program Review. 1997-00-00 23 American Chemical Society, Office of Professional Training, 1155 16th Street, NW, Washington, DC 20036. Tel: 202-872-6167; Web site: www.acs.org. N/A 2004 8/19/2004 21:14:39 RIEJAN2004 Produced by the Committee on Special Training.

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No Accountability Administrator Guides Charter Schools Educational Planning Elementary Secondary Education Guidelines Nontraditional Education School Effectiveness Manno, Bruno V. Guides - Non-Classroom Center for Education Reform, Washington, DC. English Among the most challenging and complicated issues facing individual charter schools is the matter of accountability. It is difficult to know how a charter school is actually performing, mainly because much of the desired data about the school do not exist. This guide aims to overcome the lack of good accountability information by presenting a methodical way of thinking about charter-school accountability. It provides charter-school founders and operators with a foundation and frame of reference for judging whether their school is likely to reach its goals. The guide begins with remarks that set the context for the discussion of charter-school accountability. The information that follows is organized by two types of goals for which charter schools should be held accountable: (1) academic goals for student achievement; and (2) nonacademic and operational goals, including those goals unique to each school. The guide examines each element of this twofold framework and provides descriptions and a set of questions for each area to help founders and operators develop an accountability plan with challenging yet attainable and measurable goals. Appended are examples of plans and guidelines from charter schools that illustrate some of the issues in the guide. (WFA) ED476797 Accountability: The Key to Charter Renewal: A Guide To Help Charter Schools Create Their Accountability Plans. 1999-03-00 52 Center for Education Reform, 1001 Connecticut Avenue N.W., Suite 204, Washington, DC. Tel: 202-822-9000; Tel: 800-521-2118 (Toll Free); Fax: 202-822-5077; e-mail: cer@edreform.com; Web site: http://www.edreform.com. For full text: http://207.201.191.212/pubs/charter_school_accountability.htm. N/A 2004 8/19/2004 21:14:41 RIEJAN2004

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Yes Chemistry Disabilities Equal Education High Schools Higher Education Science Education Miner, Dorothy L., Ed. Nieman, Ron, Ed. Swanson, Anne B., Ed. Woods, Michael, Ed. Books Guides - Classroom - Teacher Reports - Descriptive American Chemical Society, Washington, DC. English This book contains a manual for high schools, colleges, and graduate programs focusing on teaching chemistry to students with disabilities. Contents include: (1) "Disability Laws and Services"; (2) "In the Classroom"; (3) "Testing and Evaluation"; (4) "Assistive Technology and Accessible Computing"; (5) "In the Laboratory"; (6) "Mentoring and Advocacy: Ensuring Successful Transitions to Higher Education and Employment"; and (7) "Universal Design: Accessibility for Everyone". (Contains 135 references.) (YDS) ED476798 Teaching Chemistry to Students with Disabilities: A Manual for High Schools, Colleges, and Graduate Programs. 4th Edition. 2001-00-00 ISBN-0-8412-3817-0 Practitioners Teachers 150 American Chemical Society, Office of Professional Training, 1155 16th Street, NW, Washington, DC 20036. E-mail: cwd@acs.org. N/A 2004 8/19/2004 21:14:43 RIEJAN2004 Produced by the Committee on Chemists with Disabilities.

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Yes Chemistry Cooperation Doctoral Degrees Educational Quality Faculty Higher Education Interdisciplinary Approach Professional Development Science Education Reports - Descriptive American Chemical Society, Washington, DC. English This booklet describes the Preparing Future Faculty (PFF) Program which is a nationwide program aiming to increase the educational quality of undergraduate science and mathematics education through aspiring doctoral students to the professorate. PFF is a multidisciplinary program involving doctoral degree-granting institutions and partners. The core features of the program include clusters, addressing faculty roles and responsibilities, and mentoring to doctoral students and providing feedback. (YDS) ED476799 Preparing Future Chemistry Faculty. 2001-00-00 17 American Chemical Society, Education and International Activities Division, 1155 16th Street NW, Washington, DC 20036. N/A 2004 8/19/2004 21:14:45 RIEJAN2004

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Yes Annual Reports Educational Quality Foreign Countries Government Role Higher Education Public Agencies Quality Control Reports - Descriptive South Africa South Africa Council on Higher Education, Louisville, KY. English The Council on Higher Education (CHE) is an independent statutory body established by South Africa's Higher Education Act of 1997. Its mandate is to advise the Minister of Education on all matters related to higher education so that the system is characterized by equity, quality, responsiveness, and effective and efficient provision and management. In the period from November 2001 to October 2002, the CHE has conducted a range of activities related to the advisory and general higher education development mandate of the CHE and has taken important steps toward building a national quality assurance system for higher education. The report also details the activities of the Higher Education Quality Committee, a permanent committee of the CHE. The report concludes with 23 recommendations designed to improve higher education in South Africa. Many of these involve strengthening the role of the CHE and improving the ways members are selected. (SLD) ED476800 Council on Higher Education Annual Report, 2001-2002. 2002-00-00 109 For full text: http://www.che.org.za/documents/d000015/CHE_Annual_Report_2002.pdf. N/A 2004 2016-11-21

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Yes Chemical Reactions Chemistry Elementary Education Science Activities Science Instruction Guides - Classroom - Teacher American Chemical Society, Washington, DC. English This book presents science activities investigating the chemical changes and reactions with powders that are used in baking. Activities include: (1) Mystery Powders; (2) Find the Fizz: Discover the Secret of Baking Powder; and (3) A Feast for Yeast and Cheese: Behold the Power of Chemistry. (YDS) ED476801 Get Cooking with Chemistry! 2000-00-00 Practitioners Teachers 9 American Chemical Society, 1155 16th Street NW, Washington, DC 20036. Web site: http://www.acs.org. N/A 2004 8/19/2004 21:14:49 RIEJAN2004 Pictures may not photograph well.

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Yes Algebra Cognitive Processes Curriculum Development Grade 7 Learning Strategies Mathematics Education Professional Development Secondary Education Thinking Skills Driscoll, Mark Zawojeski, Judith Humez, Andrea Nikula, Johannah Goldsmith, Lynn Hammerman, James Reports - Descriptive English This toolkit contains a set of professional development materials whose goal is to help mathematics teachers in grades 6-10 learn to identify, describe, and foster algebraic thinking in their students. A core belief underlying the Toolkit is that good mathematics teaching begins with understanding how mathematics is learned, so these materials focus on how students think about mathematics and helping teachers to understand students' thinking through the analysis of different kinds of data such as student work and classroom observation. Instructional implications are also considered from the perspective of an understanding of how algebraic thinking develops. This material is a self-study guide and offers the following: (1) hands-on investigation, discussion, and reflection aimed at a deeper understanding of algebraic thinking; (2) language for talking and thinking about algebraic thinking; (3) structured approaches to gathering and analyzing data about students' mathematical thinking; (4) structured approaches to discussion among teachers about mathematics, student thinking, and other issues related to teachers' practice; and (5) mathematics problems that both elicit and develop algebraic thinking. (KHR) ED476802 The Fostering Algebraic Thinking Toolkit: A Guide for Staff Development. 2003-00-00 National Science Foundation, Arlington, VA. 27 N/A 2004 8/19/2004 21:14:52 RIEJAN2004 ESI-9819441

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No Elementary Education Environmental Education Lesson Plans Problem Based Learning Recycling Science Activities Science Curriculum Science Instruction Waste Disposal Guides - Classroom - Teacher California Integrated Waste Management Board, Sacramento. English Closing the Loop (CTL) is a science curriculum designed to introduce students to integrated waste management through awareness. This document presents five lesson plans focusing on developing an understanding of natural resources, solid wastes, conservation, and the life of landfills. Contents include: (1) "What Are Natural Resources?"; (2) "Making Recycled Paper by Hand"; (3) "The Basic of Vermicomposting"; (4) "Away to the Landfill"; and (5) "Packaging: What a Waste!" (YDS) ED476803 Closing the Loop Sampler. 2001-02-00 Practitioners Teachers 80 California Integrated Waste Management Board, 1001 I Street, P.O. Box 4025, Sacramento, CA 95812-4025. Tel: 916-341-6769; Tel: 800-CA-WASTE (Toll Free); Web site: www.ciwmb.ca.gov/schools. N/A 2004 8/19/2004 21:14:54 RIEJAN2004

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No Earth Science Environmental Education Hands on Science Inquiry Lesson Plans Oil Petroleum Industry School Community Relationship Science Curriculum Scientific Literacy Secondary Education Guides - Classroom - Teacher California Integrated Waste Management Board, Sacramento. English This document presents a sample of grades 6-12 science curriculum on Earth resources to promote scientific literacy. This natural resource-based curriculum uses an inquiry-based, hands-on approach and allows for community partnerships during student learning processes. Lessons plans included in this curriculum are divided into 4 categories: (1) Locating, Acquiring, and Processing Our Earth's Resources; (2) Using Our Earth's Resources; (3) Disposing of Our Earth's Resources; and (4) Reducing, Reusing, and Recycling Our Earth's resources. This sampler provides an entire sample lesson from the second category called "Getting Crude Oil: Oil Extraction". (YDS) ED476804 Earth Resources. A Case Study: Oil Sampler. 2001-02-00 Practitioners Teachers 162 California Integrated Waste Management Board, 1001 I Street, P.O. Box 4025, Sacramento, CA 95812-4025. Tel: 916-341-6769; Tel: 800-CA-WASTE (Toll Free); Web site: www.ciwmb.ca.gov/schools. N/A 2004 8/19/2004 21:14:56 RIEJAN2004

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No Animals Environmental Education Lesson Plans Science Activities Science Instruction Waste Disposal Guides - Classroom - Teacher Composting Earthworms California Integrated Waste Management Board, Sacramento. English This guide focuses on vermicomposting of food waste. Contents include: (1) "Integrated Waste Management"; (2) "Basics of Vermicomposting"; (3) "Other Worm Bin Residents"; (4) "The Garden Connection"; (5) "Closing the Food Loop at Your School"; (6) "Fundraising"; (7) "Activities for Classroom"; and (8) "Case Studies". Appendices include educational materials, web sources, reuse options, worm bin options, worm suppliers, worm bin suppliers and lessons from "Closing the Loop". (YDS) ED476805 The Worm Guide: A Vericomposting Guide for Teachers. 2002-06-00 Practitioners Teachers 77 California Integrated Waste Management Board, 1001 I Street, P.O. Box 4025, Sacramento, CA 95812-4025. Tel: 916-341-6769; Tel: 800-CA-WASTE (Toll Free); Web site: www.ciwmb.ca.gov/schools/curriculum/worms/. N/A 2004 2016-11-23

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Yes Cognitive Development Concept Formation Elementary Secondary Education Foreign Countries Learning Theories Mathematics Instruction Lopez, Lucie Mottier Reports - Research Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland). English The texts gathered in this document come from work done in the framework of two postgraduate courses at the Faculte des Sciences de l'Education, Geneva: (1) "Learning: Meta-cognitive et socio-cognitive dimensions" course; and (2) "Didactical analysis of the interactions in class: Case study of mathematics at school" course. The problematics dealt more particularly with the field of teaching and learning mathematics. The first text presents the key-concepts of the participation of social and community practices developed by the prospect of learning in situation. The second text is in keeping with the theoretical framework of French-speaking mathematical didactics, especially in the theory of didactical situation. On the basis of the protocols of the verbal interactions during two poolings and on the basis of pupils' written traces, the didactical interactions between teacher and pupils are analyzed. (KHR) ED476806 Regard pluriel sur l'enseignement et l'apprentissage des mathematiques a l'ecole primaire. 2003-00-00 84 IRDP, Faubourg de l'Hopital 43, Case postale 54, CH-2007 Neuchatel 7, Switzerland. Tel: 41-0-32-889-86-14; Fax: 41-0-32-889-69-71; Web site: http://www.irdp.ch. N/A 2004 8/19/2004 21:15:01 RIEJAN2004

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No Educational Change Elementary Secondary Education Field Trips Informal Education Museums Science Instruction Science Interests Science Teaching Centers Klages, Ellen Guides - Classroom - Teacher Reports - Descriptive National Science Education Standards Exploratorium, San Francisco, CA. English This document describes the Exploratorium Framework project which is a model initiative demonstrating the vital role science museums play in science education reform. Contents include: (1) "The Four Thematic Exhibit Experiments (An Overview)"; (2) "Themes (Looking at the World through Theme-Colored Glasses)"; (3) "Creating an Environment (Don't Fence Me In?)"; (4) "Audience (Whoever Walks in the Door?)"; (5) "Staff-Visitor Interactions (The Human Element)"; (6) "Teachers (Bridging the Formal-Informal Gap)"; (7) "Politics (Trickle Up; Trickle Down)"; and (8) "Personal Perspectives". (YDS) ED476807 Facilitating the Exploratorium Framework. 1999-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 55 Exploratorium, 3601 Lyon Street, San Francisco, CA 94123; Web site: www.exploratorium.edu. N/A 2004 2016-11-21

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Yes Cross Cultural Studies Curriculum Development Elementary Secondary Education Foreign Countries Grade 8 Mathematics Instruction Standardized Tests Test Interpretation Test Results Hiebert, James Gallimore, Ronald Garnier, Helen Givvin, Karen Bogard Hollingsworth, Hilary Jacobs, Jennifer Chui, Angel Miu-Ying Wearne, Diana Smith, Margaret Kersting, Nicole Manaster, Alfred Tseng, Ellen Etterbeek, Wallace Manaster, Carl Gonzales, Patrick Stigler, James Reports - Descriptive Reports - Research National Center for Education Statistics (ED), Washington, DC. English This book reports teaching practices in mathematics in seven countries from the Third International Mathematics and Science Study (TIMSS) 1999 video study. A detailed description of the methods in the mathematics portion of the study is presented in an accompanying technical report from an international perspective. Contexts of the lessons, the structure of lessons, the mathematical content of lessons, and instructional practices are presented in terms of similarities and differences in grade 8 mathematics teaching across seven countries. Includes a CD-ROM containing video clip examples. (KHR) ED476808 Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study. 2003-04-00 ISBN-0-16-051381-2 233 N/A 2004 8/19/2004 21:15:05 RIEJAN2004 ED476619 ED454299 ED491192 For highlight report, see SE 067 888. CD Rom not available through ERIC.

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No Academic Standards Algebra Competency Based Education Curriculum Development Elementary Secondary Education Equal Education Mathematics Education Professional Development Books Reports - Descriptive Rand Corp., Santa Monica, CA. Science and Technology Policy Inst. English This report is the second in a series of RAND reports on the topic of education research and development proposing a long-term, strategic program of research and development in mathematics education. The RAND Mathematics Study Panel's recommendations for the substance and conduct of the program are presented in this report. The program is designed to develop knowledge, materials, and programs to help educators achieve two goals: (1) to raise the level of mathematical proficiency; and (2) to eliminate differences in levels of mathematics proficiency among students in different social, cultural, and ethnic groups. Four chapters of this report are presented with the following focus areas: (1) developing teachers' mathematical knowledge for teaching; (2) teaching and learning mathematical practice; (3) teaching and learning algebra in kindergarten through 12th grade; and (4) building the infrastructure for a coordinate program of research and development. (KHR) ED476809 Mathematical Proficiency for All Students: Toward a Strategic Research and Development Program in Mathematics Education. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-8330-3331-X 116 RAND, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138j. Tel: 310-451-7002; Fax: 310-451-6915; e-mail: order@rand.org; Web site: http://www.rand.org/. N/A 2004 8/19/2004 21:15:06 RIEJAN2004 ENG-981273

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Yes Comparative Analysis Early Childhood Education Kindergarten Children Low Income Groups Poverty Primary Education Private Schools Public Schools School Size Student Evaluation Student Placement Prakash, Naomi West, Jerry Denton, Kristin Reports - Research Placement Tests Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey National Center for Education Statistics (ED), Washington, DC. English Data from the base-year (kindergarten) collection of the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) were used to describe the use of entrance or placement tests prior to kindergarten by schools in the United States that offer kindergarten classes. Also examined were the different ways that schools use the information from these tests, as well as use of entrance and placement tests by public and private schools, and by schools with different concentrations of low-income children, different grade levels taught, and different numbers of children enrolled. Findings showed that 61 percent of schools administered entrance or placement tests prior to kindergarten. Schools were more likely to use information from these tests to evaluate childrens needs and to guide instruction than to make decisions about whether children should be allowed to enter school or not. More public than private schools administered entrance or placement tests prior to kindergarten. Schools with larger student enrollments (greater than 300 students) were more likely than schools with fewer than 150 students to administer entrance or placement tests. In public schools, no differences were detected in the use of entrance or placement testing by school poverty. Thirteen percent of schools with kindergarten programs used entrance/placement tests to inform entry decisions when a child is below the cut-off age, with no differences by school type, level of instruction, or school size. About 25 percent of schools used entrance/placement tests to support a recommendation to delay a childs entry to kindergarten. (KB) ED476810 Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99. Statistics in Brief. 2003-04-00 12 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: customerservice@edpubs.org; Web site: http://edpubs.org. For full text: http://nces.ed.gov/pubs2003/200304.pdf. N/A 2004 2016-11-21

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Yes Child Care Policy Analysis Public Policy State Government State Surveys Welfare Recipients Welfare Reform Working Poor Young Children Legal/Legislative/Regulatory Materials Reports - Research Availability (Programs and Services) State Policy Subsidized Child Care Services Temporary Assistance for Needy Families Temporary Assistance for Needy Families General Accounting Office, Washington, DC. English At Congressional request, the General Accounting Office examined states choices for providing child care assistance to families and states' proposed changes to child care assistance programs for fiscal year 2004. Information was obtained through a survey of child care administrators of the 50 states and the District of Columbia. Findings revealed that the vast majority of states have made all three groups of families eligible for child care assistance: families receiving TANF, those transitioning off of TANF, and other low-income working families. However, half the states do not provide assistance to all families who apply and are eligible for such assistance. States often give families receiving TANF and transitioning families higher priority than other low-income working families when program resources are insufficient to cover all applicants. Since January 2001, 35 states have made key changes affecting child care assistance availability: 23 made changes tending to decrease availability, 9 made changes increasing availability, and 3 made mixed changes. The actual impact on the numbers of children served and their welfare status could not be determined. Governors budget proposals for fiscal year 2004 presented a mixed picture for child care assistance funding, with officials in 29 states identifying proposals containing measures that would either maintain (11 states), decrease (11 states), or increase (7 states) funding for child care assistance, if adopted. Officials in remaining states either reported that the state did not have a governors budget proposal currently addressing child care assistance (17 states) or did not provide information on them (5 states). (Copies of briefing slides for Congressional staff are appended.) (KB) ED476811 Child Care: Recent State Policy Changes Affecting the Availability of Assistance for Low-Income Families. Report to the Ranking Minority Member, Subcommittee on Human Resources, Committee on Ways and Means, House of Representatives. 2003-05-00 Policymakers 47 U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Case Studies Children Childrens Rights Developing Nations Early Childhood Education Family Programs Foreign Countries Integrated Services Models Policy Analysis Program Descriptions Public Policy Rayna, Sylvie Reports - Research Family Policy Policy Implementation Senegal UNESCO Senegal United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English As part of a UNESCO-sponsored series of studies examining how integrated and coordinated early childhood policies are implemented, this case study focuses on Senegal's integrated early childhood policy. The case study examines the context for policy development and analyzes the structure and resources of the Ministry for the Family and Early Childhood (MFPE). Also examined are the goals and strategies of the new policy, the programs feasibility and relevance, and issues related to access, quality, and equity. The study draws on four data types, including document analysis, interviews, and observations of integrated and traditional preschool centers. At the center of the policy is the model of the childrens hut, that considers the complexity of the African situation and tensions between tradition and modernity, offering an early childhood support program providing education, health, and nutrition services. The study concludes that the new Senegalese policy draws on the potential of the nonformal sector to resolve problems faced by formal and informal preschool education as well as health and nutrition services. It is noted that the proposed model is considerably removed from the inexpensive, grassroots approaches previously tried and does not necessarily seem the most relevant in terms of declared ambitions regarding access and quality. Among the positive features is the presence at the MFPE of those involved in inter-ministerial approaches and actively advocating preschool innovation. The study asserts that time will be needed for a new, shared vision to take shape, and regular meetings devoted to shared projects are needed; the policy's success is dependent on balanced joint construction backed by authentic action research and self-assessment. (Contains 57 references.) (KB) ED476812 Implementation of the Integrated Early Childhood Policy in Senegal. Early Childhood and Family Policy Series. 2003-04-00 34 Early Childhood and Family Education Section, ED/BAS/YCF, UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP, France. Tel: +33-1-45-68-22-22; Fax: +33-1-45-68-57-37; Web site: http://www.unesco.org/publishing. For full text: http://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?database=ged&set=3EEDE174_3_175&hits_rec=18hits_Ing=eng. N/A 2004 2016-11-21

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Yes Case Studies Child Care Children Childrens Rights Early Childhood Education Foreign Countries Integrated Services Policy Analysis Program Descriptions Public Policy Taguchi, Hillevi Lenz Munkammar, Ingmarie Reports - Descriptive Reports - Research United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English As part of a UNESCO-sponsored series of studies examining how integrated and coordinated early childhood policies are implemented, this report presents a case study of the process of integrating early childhood education and care (ECEC) in Sweden under the auspices of the Ministry of Education and Science. The report outlines the reforms preceding the integration, concepts prevailing in the field, rationales behind the reform, the process itself, and its impact and consequences. Emphasized within the report is the finding that with formal integration at the ministerial level, ECEC shifted from the arena of social and family affairs to the educational sphere. Through the reforms of 2001 and 2002, preschool became a right for all children in Swedish society, bringing Sweden closer to the ideal of universal preschool as the first stage of lifelong learning. The processes, consequences, and impacts of the policy differed significantly among Swedens 289 municipalities. It is noted that the integration of the two school forms resulted from a well-planned process with a strong pedagogical rationale in some municipalities, while in others the rationale was mainly financial. Integration translated into overall financial gain as well as further progress toward the goal of preschool for all children. One of the major lessons learned from the policy changes was that the personnel involved, including teachers, recreational instructors, and day care attendants, need time to adjust to the new integrated work teams, to document their new practices, and to collectively reflect on the change. (Contains 68 references.) (Author/KB) ED476813 Consolidating Governmental Early Childhood Education and Care Services under the Ministry of Education and Science: A Swedish Case Study. Early Childhood and Family Policy Series. 2003-04-00 37 Early Childhood and Family Education Section, UNESCO, ED/BAS/YCF, 7 Place de Fontenoy, 75352 Paris 07 SP, France. Tel: +33-1-45-68-22-22; Fax: +33-1-45-68-57-37; Web site: http://www.unesco.org/publishing. For full text: http://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?database=ged&set=3EEDEF00_0_131&hits_rec=1hits_rec+Ing=eng. N/A 2004 8/19/2004 21:15:14 RIEJAN2004

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No Caseworker Approach Child Welfare Children Community Role Family Programs Family (Sociological Unit) Family Support Foster Care Parent Education Poverty Social Agencies Social Work Standards Welfare Agencies Working Poor Reports - Descriptive Family Preservation Services Permanency Planning (Foster Care) Child Welfare League of America Child Welfare League of America, Inc., Washington, DC. English Noting that improving practice in all child welfare services is a major goal of the Child Welfare League of America, this handbook presents goals and standards for services to strengthen and preserve families with children. The handbook begins with introductory sections describing standards development, detailing how to use the standards, and differentiating standards of excellence, standards for accreditation, and procedures for state licensing. The formal introduction describes the social context of child and family well-being, factors affecting parents' ability to provide for their children's needs, the evolution of family-centered services, especially as it relates to permanency planning in foster care and the family support and family preservation movements; and the trend toward community, neighborhood-based approaches to supporting and strengthening families with children. Chapter 1 of the handbook describes standards for the family-centered practice approach, including the values and essential components of family-centered practice and services. Chapter 2 presents standards for providing family resource, support, and education services. Chapter 3 offers an organizational framework for delivering family-centered casework services, including standards for assessment and service planning. Chapter 4 offers standards for intensive family-centered crisis services with the goal of protecting the child, strengthening and preserving the family, and preventing unnecessary out-of-home placement of the child. Chapter 5 focuses on the administrative aspects of family-centered services, outlining standards for agency governance, service organization and delivery, staffing, management information systems, quality control, personnel, and specialized training. Chapter 6 addresses the role of the community in supporting and strengthening families with children. Chapter 7 summarizes the major themes embodied in the standards. (Contains a glossary of relevant terms and 153 references.) (KB) ED476814 CWLA Standards of Excellence for Services To Strengthen and Preserve Families with Children. Revised Edition. 2003-00-00 ISBN-0-87868-882-X 198 Child Welfare League of America, Inc., P.O. Box 2019, Annapolis Junction, MD 20701-2019. Tel: 800-407-6273 (Toll Free); Tel: 301-617-7825; Fax: 301-206-9789; e-mail: books@cwla.org; Web site: http://www.cwla.org. N/A 2004 2016-11-21

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No Academic Standards Change Strategies Curriculum Development Developmentally Appropriate Practices Disadvantaged Documentation Early Childhood Education Emergent Literacy Reflective Teaching Second Language Learning Special Needs Students Student Needs Student Projects Teaching Methods Helm, Judy Harris, Ed. Beneke, Sallee, Ed. Books Guides - Non-Classroom Reports - Descriptive Best Practices Project Approach (Katz and Chard) National Association for the Education of Young Children, Washington, DC. Columbia Univ., New York, NY. Teachers College. English The project approach to teaching allows children to explore a topic in depth and document his or her learning. This guide for teachers shows how good project work can address challenges faced by early childhood teachers, such as overcoming ill effects of poverty, or responding to children with special needs. The book provides guidelines for curriculum to meet these challenges and shows how project work provides a structure for classrooms focused on children's learning, and shares documentation of highly effective projects. The book begins with two articles providing a rationale for project work: "Contemporary Challenges in Early Childhood Education" (Judy Harris Helm), and "Building a Good Foundation for Children" (Lilian G. Katz). The next five sections present articles documenting how project work addresses the specific challenges outlined earlier: (1) overcoming the ill effects of poverty; (2) moving children toward literacy; (3) responding to children's special needs; (4) supporting second-language learners; and (5) meeting standards effectively. Two concluding articles by Judy Harris Helm address the importance of documentation in project work and future challenges. Appended are answers to frequently asked questions and some practical advice on implementing project work, and a list of recommended resources. (HTH) ED476815 The Power of Projects: Meeting Contemporary Challenges in Early Childhood Classrooms-Strategies and Solutions. 2003-00-00 ISBN-0-8077-4298-8 Practitioners Teachers 127 NAEYC, Educational Resources and Products, P.O. Box 932569, Atlanta, GA 31193-2569 ($16, Member Price; $19, Non-Member Price, Stock No. 211). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777, ext: 2001; Fax: 770-442-9742; Web site: http://www.naeyc.org. N/A 2004 2016-11-21

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Yes Early Childhood Education Educational Policy Evaluation Criteria Evaluation Methods Kindergarten Learning Readiness Measures (Individuals) Preschool Children School Readiness Student Evaluation Collected Works - Proceedings Reports - Evaluative Project Head Start SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. English A number of preschool and kindergarten assessment systems are being put into place across the nation, with a variety of purposes and collection methods. The "Assessing the State of State Assessments" symposium was convened to provide an opportunity for persons working most closely with state assessment systems to identify common challenges and share ideas. This special report presents a compilation of perspectives on assessment issues discussed at the symposium. Chapter 1, "Assessing Young Children: What Policymakers Need To Know and Do" (Sharon Lynn Kagan, Catherine Scott-Little, and Richard M. Clifford), reviews basic principles that should guide early childhood assessment policies and outlines critical policy issues related to assessment systems. Chapter 2, "A Risk Management Approach to Readiness Assessment: Lessons from Florida" (Susan Muenchow), defines several readiness assessment terms and presents four potential benefits of readiness assessment systems. Chapter 3, "Assessing School Readiness: System Design Framework and Issues" (Gary T. Henry), argues that a key design element of an assessment system is discerning the purpose for which the assessments are being conducted, and presents important issues that should be taken into consideration when making assessment design decisions. Chapter 4, "Issues in Implementing a State Preschool Program Evaluation in Michigan" (Lawrence J. Schweinhart), addresses a variety of design and implementation issues encountered by the High/Scope Educational Research Foundation's evaluation of the Michigan School Readiness Program. The final chapter, "Instrumentation for State Readiness Assessment: Issues in Measuring Children's Early Development and Learning" (John M. Love), examines technical issues related to assessment, providing a system-level review of the elements of readiness, along with current political and education factors that affect readiness assessment systems. The chapter includes criteria for evaluating both an individual measure as well as a set of measures used in an assessment system. Two attachments include "Readiness" dimensions identified by the Goal One Technical Planning Group of the National Educational Goals Panel, and discussion of how Head Start Performance Measures are aligned with the Goal One Dimensions. The document concludes with an essay on the challenges and next steps of statewide school readiness assessments (Martha Zaslow and Tamara Halle). (HTH) ED476816 Assessing the State of State Assessments: Perspectives on Assessing Young Children. Special Report. 2003-00-00 National Inst. of Education (ED), Washington, DC. 77 SERVE, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Tel: 336-315-7400; Fax: 336-315-7457; Web site: http://www.serve.org. N/A 2004 2016-11-21

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No Aesthetics Affective Behavior Age Bibliotherapy Books Children Childrens Literature Context Effect Coping Developmental Stages Emotional Response Fear Parent Role Personality Poverty Teacher Role Terrorism Violence War World Wide Web Moses, Lisa F. Aldridge, Jerry Cellitti, Anarella McCorquodale, Gwenyth Guides - Non-Classroom Historical Background Witnesses to Violence Association for Childhood Education International, Olney, MD. English Noting that children in every corner of the planet are affected by war or the threat of war, this booklet for parents and early childhood educators provides an introduction to children's fears concerning armed conflict and terrorist attacks and offers strategies for helping children work through their fears. The chapters are as follows: (1) "An Introduction and History of Children's Fears Concerning War and Terrorism"; (2) "The Impact of Context on Children's Fears"; (3) "The Influence of Temperament on Children's Fears of War and Terrorism"; (4) "Age Makes a Difference"; (5) "Using Children's Literature To Make A Difference"; and (6) "Using Aesthetics To Make A Difference." Each chapter lists pertinent World Wide Web resources. The booklet's Epilogue addresses the complexities adults face in helping children work through their fears. (HTH) ED476817 Children's Fears of War and Terrorism: A Resource for Teachers and Parents. 2003-00-00 ISBN-0-87173-160-6 Parents Practitioners Teachers 60 Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832 ($18.50). Tel: 800-423-3563 (Toll Free); Tel: 301-570-2111; Fax: 301-570-2212; e-mail: aceihq@aol.com; Web site: http://www.acei.org. N/A 2004 2016-11-21

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No Change Strategies Cultural Awareness Cultural Pluralism Dialogs (Language) Diversity (Student) Elementary School Teachers Family Environment Interpersonal Competence Parent Teacher Cooperation Preschool Teachers Teacher Attitudes Teacher Role Teacher Student Relationship Barrera, Isaura Corso, Robert M. Macpherson, Dianne Books Guides - Non-Classroom Cultural Sensitivity English Understanding how to respond to cultural diversity is one key to successful interaction with young children and their families. This book for early childhood professionals introduces the strategy of Skilled Dialogue, a field-tested model for respectful, reciprocal, and responsive interaction that honors cultural beliefs and values, and that will allow practitioners to strengthen their relationships with children and families and better address developmental and educational goals. Following an introduction that defines key terms, the book is organized into three sections. Chapters in Section 1 explore core concepts related to the challenge of communication and interaction across diverse cultural parameters, and introduce the concept of cultural competency as a response, through the strategy of Skilled Dialogue. Chapters in Section 2 further describe the Skilled Dialogue process, specifically its foundational beliefs, characteristic qualities, and component skills. Chapters in Section 3 extend the previous discussions of Skilled Dialogue, presenting vignettes to illustrate practical applications of the strategy with children and families in early childhood settings. The book's four appendices include an essay, "Trauma from a Cultural Perspective" (Dianne Macpherson); an essay, "Looking Closer" (Jon Wilson) on not making assumptions about family circumstances; photocopiable materials such as a critical incident analysis sheet and a home language usage profile; and guidelines for using an interpreter/translator during test administration. (Contains 156 references.) (HTH) ED476818 Skilled Dialogue: Strategies for Responding to Cultural Diversity in Early Childhood. 2003-00-00 ISBN-1-55766-637-7 Practitioners Teachers 255 Brookes Publishing, P.O. Box 10624, Baltimore, MD 21285-0624 ($29.95). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; email: custserv@brookespublishing.com; Web site: http://www.brookespublishing.com. N/A 2004 2016-11-21

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No At Risk Persons Caseworkers Discipline Emotional Development Family Environment Family (Sociological Unit) Family Support Home Visits Individual Development Intervention Parent Child Relationship Parent Education Parenting Skills Personal Narratives Preschool Teachers Professional Development Social Development Young Children Klass, Carol S. Books Guides - Non-Classroom Caseworker Client Relationship Risk Factors English Noting that the continuing need for services that support families is often met by home visiting, this guidebook compiles personal stories, relevant research, and practical strategies to allow social workers, educators, and other early childhood professionals as well as those who train home visitors to better understand the complex nature of this type of intervention and more effectively address the internal and external stressors that place young children and families at risk. Following an introduction and overview of the topics, the guidebook is organized into three sections. Chapters in Section 1 examine the basics of home visiting, specifically the parent-home visitor relationship, the home visitor's approach, working with diverse families, and professional development. Chapters in Section 2, comprising the bulk of the guidebook, address promoting healthy parent and child development. The chapters focus on developing a sense of self--the foundation of social and emotional development; guidance and discipline; communication and language; play, learning, and development; routines, rituals, and celebrations; siblings; and the psychologically vulnerable family. Section 3 presents personal and professional histories of two home visitors. The guidebook concludes with a list of resources, organized by topic areas including early risk, guidance and discipline, and home visitor professional development. (Contains extensive endnotes organized by chapter.) (HTH) ED476819 The Home Visitor's Guidebook: Promoting Optimal Parent & Child Development. Second Edition. 2003-00-00 ISBN-1-55766-611-3 Community 437 Brookes Publishing, P.O. Box 10624, Baltimore, MD 21285-0624 ($39.95). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; email: custserv@brookespublishing.com; Web site: http://www.brookespublishing.com. N/A 2004 2016-11-21

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Yes Emergency Programs Mental Health Programs Program Development State Agencies Statewide Planning Heaps, Richard A. Speeches/Meeting Papers English This paper outlines the preparations necessary for state psychological associations to make a timely, well-coordinated, and successful mental health response to disaster or trauma. It is suggested that early planning, recruiting, training, connecting with an authorized disaster organization, forming a mental health coalition, organizing administrative and response procedures and personnel, and developing notification and communication procedures should place a state Disaster Response Network in a good position to adapt to changing demands and successfully provide emergency mental health services when needed. (GCP) ED476820 Disaster Response Networks in Uncertain Times: Practical Recommendations. 2003-03-03 7 N/A 2004 8/19/2004 21:15:24 RIEJAN2004 Paper presented at the American Psychological Association's Practice Organization State Leadership Conference (Washington, DC, March 3, 2003).

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Yes Counseling Emergency Programs Mental Health Nursing Homes Older Adults Iwasaki, Michiko Cavanaugh, Amy Information Analyses Speeches/Meeting Papers September 11 Terrorist Attacks 2001 English The terrorist attacks on September 11, 2001, affected the psychological health of individuals of all ages in the U.S. Compared to other age groups, older adults often experience more difficulty in obtaining disaster assistance. Therefore, an outreach team was formed specifically to assist nursing home residents as part of a community effort at a counseling psychology department in a Midwestern university after the terrorist attacks on September 11, 2001. This outreach program to nursing home residents provided several important clinical and research implications in order to serve older adults in future exposures to disaster. These findings include the need for mental health professionals to be aware of both the need for timely support to seniors following a traumatic exposure and the strong need for staff training at nursing homes. (Contains 12 references.) (GCP) ED476821 Trauma Relief: Nursing Home Outreach in Response to 9/11. 2003-08-00 9 N/A 2004 2016-11-21

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Yes Educational Change Educational Environment Middle School Students Middle Schools Predictor Variables Self Esteem Student Development Moore, Malena K. Information Analyses Reports - Research Learner Centered Instruction English It is the responsibility of educational designers and educators to understand the demands of the new information age along with the need for learner-centered approaches to reform education. To date, self-esteem research has focused on traditional, teacher-focused learning environments. This paper will present the findings of a research study whose purpose was to compare the self-esteem of students in learning environments with varying degrees of emphasis on learner-centered practices. Results indicate that environments with higher perceived learner-centeredness also have higher self-esteem scores. (Contains 58 references.) (GCP) ED476822 The Relationship of Learner-Centeredness and Self-Esteem in Two Middle Schools. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Agency Cooperation Child Safety Child Welfare Educational Cooperation Foreign Countries Government Role School Effectiveness Social Services Baginsky, Mary Information Analyses England Children Act 1989 (Great Britain) United Kingdom (England) Children Act 1989 (Great Britain) English This paper explores the policy background, the arguments for collaboration between agencies, the barriers which may get in the way of schools and social services working together to safeguard children, and suggestions for how these can be removed. As well as drawing on policy documents and literature around child protection, education and collaboration, and a recent survey of local education authorities' response to their responsibilities in relation to child protection, it is also based on research conducted in three authorities in England. (Contains 50 references.) (GCP) ED476823 Improving the Effectiveness of Schools within a Multi-Agency Strategy for Protecting Children. 2003-04-00 42 N/A 2004 2016-11-21

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Yes Adolescents Health Education Program Effectiveness Secondary Education Smoking Yamaguchi, Ryoko O'Malley, Patrick M. Johnston, Lloyd D. Information Analyses Reports - Research Speeches/Meeting Papers Smoking Cessation English The purpose of this study is 1) to describe tobacco cessation services offered by American secondary schools, and 2) to examine the relationship between cessation services and adolescent smokers; frequency of cigarette use. Self-administered questionnaires were completed in 2001 and 2002 by national samples of 8th, 10th, and 12th grade students and their school administrators. Hierarchical linear modeling was used to determine the association between school cessation services and frequency of smoking. A majority of schools do not offer any cessation services at present. High school and larger schools were more likely than middle schools or smaller schools to offer at least one cessation service Among 8th grade smokers, frequency of cigarette use was significantly lower in schools with stronger cessation service contexts. Among 10th and 12th grade smokers, the relationship was not significant. School cessation services may have beneficial effects on adolescent smokers, particularly when addresses at an earlier grade level. (Contains 23 references and 3 tables.) (Author) ED476824 Effects of School-Based Tobacco Cessation Services on Adolescent Tobacco Use: Results from a National Study. 2003-04-00 National Inst. on Drug Abuse (DHEW/PHS), Rockville, MD. Robert Wood Johnson Foundation, Princeton, NJ. 16 N/A 2004 2016-11-21

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Yes Counseling Effectiveness Counselor Attitudes Counselor Client Relationship Outcomes of Treatment Predictor Variables Hummel, Thomas J. Lichtenberg, James W. Information Analyses Reports - Research Working Alliance English The purpose of this study was to reanalyze the national counseling center data set with the goal of exploring the role of process variables in the prediction of clients' probabilities of various categories of counseling outcome. Specifically, the study focused on the contribution (if any) of the counselor-client working alliance to enhancing earlier prediction regarding therapy outcome category membership. Results demonstrate that adding information regarding perceptions of the quality of the unfolding process of counseling--specifically, the counselor's view of the working alliance--can significantly enhance predictions of therapy outcome category membership. (Contains 15 references.) (GCP) ED476825 Predicting Categories of Improvement: The Role of the Working Alliance. 2003-00-00 14 N/A 2004 2016-11-21

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Yes Counseling Effectiveness Counseling Techniques Counseling Theories Outcomes of Treatment Lichtenberg, James W. Information Analyses English Although therapy (generically) is robust in its efficacy, different types of therapy do not appear to produce different types or degrees of benefit for clients. From this fact has emerged the perspective that it is factors that are common across therapies and nonspecific to any particular approach that hold the key to efficacy. This view, first logically reasoned and later supported by empirical research, has been reflected within the profession for 65 years. This paper reviews the history of the "common/nonspecific factors" perspective on therapeutic efficacy and the nature of various proposed "common factors." (Contains 40 references.) (Author) ED476826 Common Factors in Historical Perspective. 2002-04-00 12 N/A 2004 8/19/2004 21:15:35 RIEJAN2004 Paper presented at the Annual Conference of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).

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Yes Adolescents Aggression Behavior Problems Foreign Countries Predictor Variables Psychosocial Development Secondary Education Self Concept Self Esteem Student Characteristics Trautwein, Ulrich Information Analyses Reports - Research Speeches/Meeting Papers Germany Germany English Problem behavior is a widespread phenomenon in schools. The present paper examines the consequences of problem behavior (disruptive behavior, physical aggression) in grade 7 on psychosocial adjustment (self-esteem and social self-concepts) in grade 10, controlling for psychosocial adjustment. Results suggest that problem behavior in grade 7 had positive effects on psychosocial adjustment. These effects were found particularly in students with low initial self-concepts. Thus, problem behaviors seem to be one behavioral option that students with low self-concepts use to deal with their self-defeating attitudes. (Contains 22 references.) (GCP) ED476827 Psychosocial Consequences of Adolescents' Problem Behavior in School. 2003-04-00 7 N/A 2004 2016-11-21

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Yes Counseling Techniques Leadership Leadership Qualities Moral Development Moral Values Spirituality Maldonado, Nancy Efinger, Joan Lacey, Candace H. Information Analyses Reports - Research English This qualitative study investigated perceptions of 14 contemporary moral leaders regarding primary influences on their moral development. Findings indicated a number of important factors influenced the participants' moral development, including parents, spirituality, education/mentors/friends, and peak experiences. This study has implications for those in the caring professions for their own moral leadership development and their support of others. Awareness of the factors that influences the 14 participants, recognized for their moral leadership, can promote a keen awareness of moral formation factors. Transformational therapeutic approaches may be used to support positive moral leadership development during stressful life shifts and experiences. (Contains 61 references.) (Author) ED476828 Personal Moral Development: Perceptions of 14 Moral Leaders. 2003-04-00 43 N/A 2004 8/19/2004 21:15:39 RIEJAN2004

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Yes Behavior Disorders Court Litigation Emotional Disturbances Functional Behavioral Assessment Government Role Program Descriptions Special Needs Students Trend Analysis Reports - Descriptive Individuals with Disabilities Education Act Positive Behavioral Support Individuals with Disabilities Education Act Bazelon Center for Mental Health Law, Washington, DC. English This paper examines congressional intent regarding the treatment of children with behavior problems and, by examining administrative and court decisions interpreting these provisions, compares those intentions with actual implementation of the mandate. It also includes a brief discussion of the research supporting use of Functional Behavioral Assessments and Positive Behavioral Interventions and Supports and identifies programs that have successfully applied these concepts. The trends and arguments highlighted here can inform the work of attorneys and advocates who represent children with emotional and behavioral disorders and policymakers who are truly committed to seeing all children succeed in school. (GCP) ED476829 Suspending Disbelief: Moving Beyond Punishment to Promote Effective Interventions for Children with Mental or Emotional Disorders. 2003-05-00 Policymakers Practitioners 29 Bazelon Center for Mental Health Law, 1101 15th St, NW, Suite 1212, Washington, DC 20005. Tel.: 202-467-5730; Fax: 202-223-0409; Web site: www.bazelon.org. For full text: http://www.bazelon.org/issues/children/publications/suspending/suspendingdisbelief.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Basic Skills College Faculty College Students College Transfer Students Community Colleges Developmental Studies Programs Diversity (Student) Educational Mobility Equal Education Minority Groups Nondiscriminatory Education Outcomes of Education Success Two Year Colleges Reports - Research Washington State Community College System Washington State Board for Community and Technical Colleges, Olympia. English This document examines recent findings regarding minority access to education in the Washington Community and Technical Colleges. The paper details the colleges' goals in relation to the indicators for enrollment, student success, and employment. A review of the indicators suggests that the colleges are providing equitable access to college for students of color in general. The access ratio for all groups of color ranges from 1.18 to 1.52, substantially above parity at 1.00 for overall enrollment, including basic skills. The college-level access ratio is also high for Asian/Pacific Islander, African American, and Native American. It is close to parity (0.92) for Latino/Hispanics. In terms of student progress, the basic skills rate for students of color improved in 2000-01, but is still below that of whites. Of those students retained, completion in high wage job preparatory programs has improved for students of color. In 1993, an estimated 16% of the state's population was of color, while in 2002, people of color represented 21% of the state's population. Although the colleges are hiring an increasingly diverse staff, neither the full-time faculty of color, or the part-time faculty of color percentages have kept pace with growth in the percentage of students of color. (NB) ED476830 Access and Success for System Goals for People of Color in Washington Community and Technical Colleges: Eighth Progress Report. Research Report. 2002-06-00 13 N/A 2004 2016-11-21

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No Academic Standards Accreditation (Institutions) Ancillary School Services Community Colleges Excellence in Education Institutional Evaluation Institutional Mission Leadership Program Effectiveness Standards Two Year Colleges Legal/Legislative/Regulatory Materials Reports - Descriptive Western Association of Schools and Colleges, Aptos, CA. Accrediting Commission for Community and Junior Colleges. English This document details the accreditation standards set forth by the Accrediting Commission for Community and Junior Colleges (ACCJC) by the Western Association of Schools and Colleges. The four standards are as follows: (1) Institutional Mission and Effectiveness. Each institution has a statement of mission that defines the institution's broad educational purposes, its intended student population, and its commitment to achieving student learning. The institution demonstrates a strong commitment to the mission and engages in an ongoing cycle of evaluation of the mission; (2) Student Learning Programs and Services. The institution offers high-quality instructional programs, in recognized and emerging fields, which culminate in positive student outcomes. The institution also offers student support services, and library and learning support services; (3) Resources. The institution employs qualified personnel to support student learning programs and services. Personnel are treated equitably, are evaluated regularly, and are provided opportunities for professional development. The institution also makes positive efforts to encourage diversity; and (4) Leadership and Governance. The institution recognizes and utilizes the contributions of leadership throughout the organization for continuous improvement of the institution. Governance roles are designed to facilitate decisions that support student learning programs and services and improve institutional effectiveness. (NB) ED476831 ACCJC Standards Adopted 2002. 2002-06-00 31 For full text: http://www.accjc.org/. N/A 2004 8/19/2004 21:15:45 RIEJAN2004

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Yes Access to Education At Risk Persons Community Colleges Economic Change Economic Impact Economically Disadvantaged High Risk Students Job Training Labor Education Labor Force Minority Groups Outcomes of Education Two Year Colleges Reports - Descriptive Virginia Community College System Virginia Community Coll. System, Richmond. English The Virginia Community College System (VCCS) operates 23 colleges on 40 campuses throughout Virginia. VCCS educated 63% of all Virginians enrolled as undergraduates in any public college or university in the Commonwealth in fall 2002. VCCS is the major provider of higher education services in economically struggling regions of the state, and educated 75% of all undergraduate students 25 or older and 55% of all undergraduate ethnic minorities. The traditional rationale for public subsidization of education is that education generates externalities, or spillover effects, including increased economic productivity. This report aims to measure the effect VCCS' educational services have on economic productivity. The paper uses the Black and Lynch (1997) model for determining the empirical relationship between educational attainment and productivity. The study suggests that the present value of a VCCS Associate's degree is $106,487 for males, and $85,512 for females. For those who attend community college to enhance skills, the increase in average annual income for a single credit hour at VCCS is calculated at $137 for males and $119 for females. The paper also analyzes VCCS' benefits for economically struggling regions, and state savings in general fund dollars for education. Perkins Core Performance Measures for 2001-02 are appended. (NB) ED476832 How Virginia's Community Colleges Contribute to Virginia's Economic Future. 2003-01-00 33 N/A 2004 2016-11-21

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Yes Articulation (Education) College Transfer Students Community Colleges Institutional Cooperation Legislation Policy Formation Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Goff, Donald Gary Information Analyses Reports - Research Florida Maryland Florida Maryland English The purpose of this paper is to compare and contrast the higher education articulation and transfer policies and processes between the states of Florida and Maryland. The paper examines how the state governance structures impact articulation and transfer. Both states have instituted statewide policies meant to implement high levels of transfer between two-year and four-year institutions. The paper compares the results of different policies and programs, and attempts to make projections regarding future success for articulation and transfer within the two states. The State of Florida ranks fourth in the nation in population (15,111,244). 3.87% of the total Florida population is enrolled in higher education. Compared to the percentage of students in higher education in all states, Florida received a D+ rating. Florida received a B+ rating for completion rates, and a D for affordability factors. Florida has a 2+2 system of transfer, which means that students who earn an AA degree at a community college must be accepted into a Florida college or university. Maryland ranks 19th in the nation for population (5,171,643), with 4.13% of the population enrolled in higher education programs. Maryland received an A for percentage of students in higher education, and a B- for retention. Maryland received a D for affordability. Maryland aims to develop a 2+2 strategy for transfer. (Contains 22 references.) (NB) ED476833 A Descriptive Study of the Associate in Science and Associate in Applied Science Degree General Education Modules for Articulation and Transfer in Maryland and Florida. 2003-00-00 17 N/A 2004 2016-11-21

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Yes Adult Vocational Education Community Colleges Secondary Education Technical Education Two Year Colleges Vocational Education Vocational Schools McQuay, Paul Reports - Descriptive Carl D Perkins Voc and Appl Techn Educ Act 1990 Carl D Perkins Vocational and Applied Technology Education Act 1990 English This report was prepared as part of a project submission for the European Union, spring 2001. The document begins with a brief review of the Carl D. Perkins Vocational and Applied Technology Act and the policies and organizations established to govern federal support of vocational-technical education (VTE) programs in the United States. The author underscores the significance of VTE by highlighting the fact that in 1996, only 20% of America's jobs required a four-year degree but many jobs required some education beyond high school, often at the community college level. Despite its growing significance, the content and format of vocational-technical education are changing however, given the rapid pace of technological developments, an increase in business partnerships, and the move to establish higher academic standards. The report also provides an overview of the two major categories of VTE in the United States: secondary and postsecondary education. Within the postsecondary level, the author identifies the public community college as the primary provider of VTE and outlines the mixture of federal, state, and student funds used to support this educational sector. The report closes with a list of organizations involved with the development and implementation of vocational-technical education. (RC) ED476834 A Discussion Paper on Vocational Technical Education in the United States of America. 2002-00-00 10 N/A 2004 2016-11-21

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Yes Articulation (Education) College Role Community Colleges Diversity Role of Education Teacher Education Teacher Recruitment Teacher Shortage Transfer Programs Two Year Colleges Townsend, Barbara K. Ignash, Jan Information Analyses Reports - Descriptive English This document examines the many roles of the community college in teacher education. The community college can play a crucial role in the response to expected teacher shortages. Many community colleges provide the first year or two of undergraduate courses for a bachelor's degree in teacher education. Some states do not allow community colleges to offer teacher education courses. Those that do, have various kinds of articulation agreements that support the community college role in the process. The 2+2 agreements can be problematic when the community college offers courses that are specialized and/or are considered required courses in the major. Some colleges offer an Associate Degree in Teacher Education. Maryland, motivated partly by the desire for greater systemic efficiency in transfer, is leading the way in developing such a degree. Four-year colleges that support this degree may reflect changes in their accreditation of four-year programs. Some community colleges are developing community college Baccalaureate in Teacher Education programs. Florida, Nevada, and Utah have passed legislation permitting certain community colleges to offer these degrees. Some argue that these programs help to serve a student population unable to transfer to four-year institutions. The authors also examine the community college role in offering alternative certification and professional development programs. (Contains 25 references.) (NB) ED476835 Community College Roles in Teacher Education. 2003-00-00 13 N/A 2004 8/19/2004 21:15:52 RIEJAN2004

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Yes Articulation (Education) College Students Community Colleges Context Effect Costs Economic Factors Educational Mobility Financial Support Student Costs Transfer Policy Transfer Programs Transfer Rates (College) Tuition Two Year Colleges Yang, Po Information Analyses Reports - Research Speeches/Meeting Papers English This paper aims to estimate the effects of individual and institutional factors on college transfer. The author used logistic transgression to estimate the probability of transfer. The author assumes the probability of transfer from a two-year institution to a four-year institution is a function of student characteristics, type of institution in which student is enrolled, and the tuition gap facing students at the time they intended to transfer. The author's research is based on data from the National Center for Education Statistics (NCES) BPS (Beginning Postsecondary Student Longitudinal Study) 89/94, IPEDS (Integrated Postsecondary Education Data System) Fall Enrollment Survey, and Institutional Characteristics Survey 89/90 and 97/98. The combined and limited sample totals 1,370 observations. Of this number, 236 transferred within five years. The research results indicate that public institutions perform better than private two-year colleges, and that the tuition gap has a significant negative impact on student transfer. Other institutional factors, such as racial and gender composition of student body and size and location of institution, have no significant effect on transfer. The author concludes that scholarship or tuition aid will greatly reduce the economic burden placed upon transfer students while increasing the pool of prospective students by lowering their expected costs of transfer. (Contains 43 references.) (NB) ED476836 Do Institutional Characteristics Matter in Two- to Four-Year Transfer? 2003-03-30 31 N/A 2004 8/19/2004 21:15:53 RIEJAN2004 Paper presented at Annual Meeting of the Council for the Study of Community Colleges (45th, Dallas, TX, March 30, 2003).

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No Administrator Behavior Administrator Effectiveness Administrator Role College Presidents Community Colleges Economic Development Educational Principles Entrepreneurship Institutional Mission Labor Force Development Marketing Nontraditional Education Two Year Colleges Rankin, Richard R. Dissertations/Theses - Doctoral Dissertations Virginia Virginia English This paper aims to provide an examination of the entrepreneurial role of the community college president as well as the opportunities and challenges associated with that role. The author examines the literature, and presents case studies of four community colleges in Virginia. The 23 Virginia community colleges are located on 40 campuses and have an enrollment of 224,000 students in credit classes. Almost 30% of students are enrolled in occupational/technical programs. The case studies provide examples of how community colleges in the Virginia system conduct economic development programs and how some presidents demonstrate an entrepreneurial spirit. The four community colleges are Tidewater, Paul D. Camp, Southside, and Southwest. They were chosen because they represent a good cross section of the state, but not because they necessarily have entrepreneurial presidents. The author argues that the community college president, like any business entrepreneur, must establish an effective marketing plan for the college, particularly in light of the recent changes in funding for community colleges. Being closely identified with the local community can be the college's competitive edge in seeking grants and contracts. The study includes interviews with college presidents and directors of workforce development. (Contains 102 references.) (NB) ED476837 The Entrepreneurial Role of the Community College President: Opportunities and Challenges. 2002-00-00 154 N/A 2004 2016-11-21

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No Acculturation Cognitive Processes Context Effect Educational Environment Elementary Secondary Education Grammar Higher Education Individual Development Individual Differences Language Patterns Language Usage Pragmatics Second Language Learning Kasper, Gabriele Rose, Kenneth R. Collected Works - Serials Reports - Descriptive ISSN-0023-8333 English This book examines how nonnative speakers develop pragmatic ability in a nonprimary language, focusing on acquisitional processes, conditions, and sequential patterns. Nine chapters discuss the following: (1) "Introduction to Second Language Pragmatic Development"; (2) "Theories of Second Language Pragmatic Development" (e.g., the acculturation model, cognitive processing, and language socialization); (3) "Approaches to Developmental Pragmatics Research" (e.g., methodological resources from across the social sciences); (4) "Developmental Patterns in Second Language Pragmatics" (e.g., pragmatic comprehension and pragmatic transfer and ability); (5) "The Development of Pragmatics and Grammar" (e.g. pragmatics precedes grammar and grammar precedes pragmatics); (6) "Learning Context and Learning Opportunities" (e.g., input and interaction in noninstructional settings and appraising the influence of the learning environment); (7) "The Role of Instruction in Learning Second Language Pragmatics" (e.g., learner characteristics and learning contexts and instruction versus exposure); (8) "Individual Differences in L2 Pragmatic Development" (e.g., a framework for individual differences research and social identity in learning); and (9) "Epilogue." (Contains approximately 440 references.) (SM) ED476838 Pragmatic Development in a Second Language. Language Learning: A Journal of Research in Language Studies v52 suppl 1 2002 2002-00-00 362 Blackwell Publishing, 350 Main Street, Malden, MA 02148 (individuals: $75; institutions: $184). Tel: 781-388-8232; Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@blackwellpub.com; Web site: http://www.blackwellpublishing.com. N/A 2004 8/19/2004 21:15:57 RIEJAN2004 Published quarterly with a supplement in March.

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Yes Elementary Secondary Education English (Second Language) Feedback Higher Education Second Language Instruction Teaching Methods Vocabulary Writing Instruction Writing Processes Writing Skills Gabrielatos, Costas Reports - Descriptive English This paper presents a cyclical framework of teaching procedures for a comprehensive English-as-a-Foreign Language writing program. It begins by providing examples of Greek students' writing and identifying common programs. Next, it outlines two aspects of good writing: product (language, layout and organization, relevance to the task, regard for the reader, and clarity) and process (task/title analysis, planning, writing the first draft, evaluating and improving the first draft, and language problems versus writing problems). Finally, it presents the four-part framework for teaching writing skills, which includes the following: awareness raising, support, practice, and feedback. It outlines the four components and presents specific procedures and materials for each stage of the cycle. The framework takes into account four ideas: what is taught is not necessarily what is learned; recycling is essential for learning; learners need to be actively involved in the learning process; and the more individualized the teaching, the more effective it is. (SM) ED476839 EFL Writing: Product and Process. 2002-02-00 13 For full text: http://www.gabrielatos.com/EFLWriting.htm. N/A 2004 8/19/2004 21:15:59 RIEJAN2004 Originally published in 3 parts in "ELT News" 133, 134 & 135 (March, April, & May 2000).

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Yes Cognitive Processes Communication Skills Communication (Thought Transfer) Elementary Secondary Education English (Second Language) Grammar Higher Education Inferences Language Skills Listening Skills Reading Skills Second Language Instruction Writing Skills Gabrielatos, Costas Reports - Descriptive English This paper explains the importance of inferencing to effective communication, discussing how it is achieved and focusing on English-as-a-Second-Language (ESL) education. Part 1, "Background," examines clues provided by speakers and writers, also looking at clues and thinking processes used by listeners and readers in order for successful inferencing to occur. It draws upon pragmatics, discourse analysis, and psycholinguistics, offering examples of effective and ineffective communication and discussing the use of specific clues and procedures. Part 2, "Implications for ELT," examines implications for the learning and teaching of ESL, focusing on ESL materials and cultural content, grammar, lexis, listening and reading, lexical inference, and speaking and writing. (Contains 32 references.) (SM) ED476840 Inference: Procedures and Implications for ELT. 2002-02-00 19 For full text: http://www.gabrielatos.com/Inference.htm. N/A 2004 2020-07-23

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Yes Deafness Educational Discrimination Elementary Secondary Education Foreign Countries Higher Education Oral Communication Method Sign Language Speech Communication Teaching Methods Kontra, Miklos Journal Articles Reports - Descriptive Hungary United Kingdom Hungary United Kingdom English This paper discusses the issue of oral versus sign language in educating people who are deaf, focusing on Hungary, which currently emphasizes oralism and discourages the use of Hungarian Sign Language. Teachers of people who are hearing impaired are trained to use the acoustic channel and view signing as an obstacle to the integration of deaf people into mainstream Hungarian society. A recent news report describes how the British Council is giving children's books to a Hungarian college for teachers of handicapped students, because the college believes in encouraging hearing impaired students' speaking skills through picture books rather than allowing then to use sign language. One Hungarian researcher writes that the use of Hungarian Sign Language hinders the efficiency of teaching students who are hard of hearing, because they often prefer it to spoken Hungarian. This paper suggests that the research obscures the difference between medically deaf children, who will never learn to hear, and hearing impaired children, who may learn to hear and speak to some extent. It asserts that this is a case of linguicism and discrimination between groups of people defined on the basis of language. (Contains 15 references.) (SM) ED476841 British Aid for Hungarian Deaf Education from a Linguistic Human Rights Point of View. Hungarian Journal of Applied Linguistics v1 n2 p63-68 2001 2001-00-00 9 N/A 2004 2016-11-21

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Yes Disabilities Disability Identification Due Process Educational Legislation Elementary Secondary Education Federal Legislation Partnerships in Education Referral Special Education State Legislation Student Evaluation Student Placement Transitional Programs Molloy, Patty Guides - Non-Classroom Reference Materials - General Individuals with Disabilities Educ Act Amend 1997 Washington Washington Individuals with Disabilities Education Act Amendments 1997 Washington Office of the State Superintendent of Public Instruction, Olympia. English This guide, designed for families of children with disabilities and educators in Washington state, is intended to provide a shared understanding of special education and encourage partnership for the child's benefit. Each section specifies what families and educators should expect, their responsibilities, possible questions to ask, and their differing perspectives. A summary of federal and state laws and regulations includes highlighted themes of the 1997 reauthorization of the Individuals with Disabilities Education Act. Next, referral procedures are addressed and a timeline of the special education process is provided. Other sections address the following aspects of special education: evaluation; the individualized education program; special education services; placement and least restrictive environment; transition services; and procedural safeguards. Five appendices include: (1) products available from the Washington State special education office; (2) a list of acronyms; (3) definitions and resources about specific disability categories; (4) a list of Washington State resources; and (5) a list of national resources including Internet sites. (DB) ED476842 Family/Educator Guide to Washington's Special Education Services. Revised Edition. 2002-07-00 Practitioners Parents 85 Washington Office of the State Superintendent of Public Instruction, Old Capitol Building, P.O. Box 47200, Olympia, WA 98604 (Document no. 02-0037). Tel: 888-595-3276 (Toll Free); Tel: 360-586-0126 (TDD); e-mail: speced@ospi.wednet.edu. For full text: http://www.k12.wa.us. N/A 2004 2016-11-21

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Yes Disabilities Early Intervention Educational Assessment Educational Change Educational Legislation Elementary Secondary Education Federal Legislation Needs Assessment Preschool Education Regular and Special Education Relationship Special Education Urban Education Mandlawitz, Myrna Reports - Evaluative Individuals with Disabilities Educ Act Amend 1997 Wisconsin (Milwaukee) Wisconsin (Milwaukee) Individuals with Disabilities Education Act Amendments 1997 Center on Education Policy, Washington, DC. English This report reviews, in the context of the upcoming reauthorization of the Individuals with Disabilities Education Act (IDEA), the operation of special education programs in three cities: Chicago, Illinois; Cleveland, Ohio; and Milwaukee, Wisconsin. Case studies of each of the school systems address whats working in special education, current compliance, a snapshot of the school district, and stakeholder perspectives of special education in the district. An executive summary offers general observations, common concerns, recommendations, and a sampling of perspectives. Among general observations are that the most crucial issue for the reauthorization of IDEA is how to integrate special education with the reforms underway in general education. Common concerns include qualified personnel, early identification and intervention, academic accountability, and funding. The following recommendations are offered: (1) The IDEA should include incentives for qualified special education staff; (2) Congress should increase resources and attention to early identification/intervention, especially personnel training; (3) IDEA should provide more direction about standardized and other assessment and instruction of students with disabilities; and (4) Congress should fully fund IDEA. (DB) ED476843 A Tale of 3 Cities: Urban Perspectives on Special Education. 2003-02-00 George Gund Foundation, Cleveland, OH. Joyce Foundation, Chicago, IL. Policymakers 66 Center on Education Policy, 1001 Connecticut Ave. NW, Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org. For full text: http://www.cep-dc.org. N/A 2004 2016-11-21

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Yes Disabilities Educational Practices Elementary Secondary Education Inservice Education Paraprofessional School Personnel Staff Development State Programs State Standards Training Collected Works - Serials Information Analyses ERIC Publications ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project. English This document offers three articles reporting research and practice on the use of paraeducators to provide support to students with disabilities and their teachers. Emphasis is on research funded by the Department of Education's Office of Special Education Programs. The first article notes the increasing use of paraeducators to provide instructional support for students with disabilities. The second article offers examples of improved paraprofessional practices through mindful planning, supervision, and professional development. Examples illustrate use of a planning tool to address need, assessment of paraeducator roles and activities, paraprofessional training, and training teachers to conduct paraprofessional development sessions. In addition, five organizational resources are highlighted. The final article provides examples of how states are ensuring the preparation of paraeducators. These include: (1) competency determination (Minnesota); (2) paraeducator certification standards (Iowa); (3) a statewide training effort (Hawaii); (4) and an infrastructure to support paraeducator standards (Rhode Island). (DB) ED476844 Paraeducators: Providing Support to Students with Disabilities and Their Teachers. Research Connections in Special Education. Research Connections in Special Education n11 Spr 2003 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 10 ERIC Clearinghouse on Disabilities and Gifted Education, ERIC/OSEP Special Project, Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201-5704. Tel: 703-264-9475; Tel: 800-328-0272 (Toll Free); Fax: 703-620-2521; e-mail: ericec@cec.sped.org; Web site: http://ericec.org. For full text: http://ericec.org. N/A 2004 8/19/2004 21:16:08 RIEJAN2004 ED-99-CO-0026 Published biannually. Theme issue. Developed by Warger, Eavy & Associates. For number 11, see ED 471 811.

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Yes Agency Cooperation Civil Rights Legislation Disabilities Education Work Relationship Educational Legislation Federal Legislation Federal Regulation Individualized Programs Individualized Transition Plans Parent Participation Postsecondary Education Secondary Education Transitional Programs Guides - Non-Classroom Tests/Questionnaires Colorado State Dept. of Education, Denver. Div. of Special Education Services. Colorado Univ. Health Sciences Center, Denver. English This guide to family-directed transition planning is intended to help parents and students with disabilities take leading roles in the process of transition from school to post-school activities. First, a letter to families examines the challenge of change and the transition process. Section 2 examines regulations that affect transition planning, including those services mandated under the Individuals with Disabilities Education Act, the School-to-Work Opportunities Act of 1994, Section 504 of the Rehabilitation Act, and the Americans with Disabilities Act. Section 3 considers parent participation on the transition team and a chart lists many other potential participants and their roles. This section urges individualized transition planning and the promotion of independence, self-advocacy, and self-determination. Section 4 is on organizing transition planning, noting the importance of a variety of assessments including situational, environmental, and vocational/career assessment. Section 5 is on community life, including setting goals, employment, a natural workplace supports quality checklist, postsecondary education, independent and supported living opportunities, transportation, mental health and counseling services, health care, and financial information. Section 6 offers guidance on contacting agencies and community resources. Section 7 offers one student's account of his transition experiences. The final section provides a glossary and appendix of sample forms and checklists. (DB) ED476845 Family-Directed Transition Planning Guide. 2001-00-00 Parents Students 76 Colorado Department of Education State Library and Adult Education Office, 201 E. Colfax, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793. For full text: http://www.cde.state.co.us/cdesped. JFK Partners, University of Colorado Health Sciences Center, 4200 E. 9th Avenue, C221, Denver, CO 80262 ($8). Tel: 303-864-5266. For full text: http://www.jfkpartners.org. N/A 2004 8/19/2004 21:16:11 RIEJAN2004 Adapted from the Southern Westchester BOCES and the Westchester Institute for Human Development. Produced by The JFK Partners with support from the Colorado Department of Education for use in Colorado.

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Yes Adult Education Change Strategies Citizenship Education Continuing Education Educational Change Educational Needs Educational Policy Educational Principles Educational Research Educational Trends Equal Education Lifelong Learning Needs Assessment Numeracy Policy Formation Politics of Education Research Needs Role of Education Social Integration Olesen, Henning Salling Opinion Papers Speeches/Meeting Papers English Adult and continuing education are undergoing simultaneous processes of institutionalization (adding schools for adults) and deinstitutionalization (broadening the scope of interventions and focusing on learning processes inside and outside schools). Lifelong learning assumes that learning takes place in all spheres of life, including the workplace, everyday life, and cultural activities. The new political awareness of the need for learning and education has necessitated that learning be studied in all its contexts, including in various life spheres (work, family, leisure and cultural activities, citizenship) and knowledge and competence domains (professions, skills, arts) defined by societal division of labor. Researching the subjectivity of learning and social structural and historical dynamics requires an interdisciplinary research strategy. Themes for research include the following: gender and wage labor; the role of self-regulation and sustainability in work life; and the relationship of knowledge and democracy to professional learning and professional identity. Like literacy and numeracy, learning for active citizenship must be given the status of an indispensable cultural technique. The following competencies should be considered competencies for a general social literacy: competence to create cohesion; ecological competence; competence for balancing a threatened or broken identity; historical competence; sensibility to experience expropriation; and technological competence. (Contains 20 references) (MN) ED476846 Lifelong Learning - A Political Agenda! Also a Research Agenda? 2001-06-00 12 N/A 2004 8/19/2004 21:16:13 RIEJAN2004 Keynote speech at "Numeracy for Empowerment and Democracy?" International Conference on Adults Learning Mathematics (8th, Roskilde, Denmark, June 28-30, 2001).

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Yes Adult Education Adult Learning Citizenship Education Continuing Education Educational Environment Educational Needs Educational Objectives Educational Policy Educational Trends General Education Integrated Curriculum Job Training Leisure Education Needs Assessment Politics of Education Postsecondary Education Role of Education Trend Analysis Vocational Education Work Environment Olesen, Henning Salling Opinion Papers Speeches/Meeting Papers English Adult and continuing education developed as ad hoc responses to concrete and partial needs. The fact that adult education has gained a broader mission and become regarded as encompassing political and citizenship education, vocational training, general adult education and access courses, and leisure courses presents an ambiguous challenge to the field. The dichotomy between work and leisure seems to be fading within the subjective horizon of adult learners. Adult education and learning must pay attention to a broader subjective context, related to the entire life world, and integrate areas of learning that have hitherto been regarded as separate from or antagonistic to one another. Adult education thinking and the adult education policy agenda must undergo the following discursive shifts: (1) a shift from emphasis on securing access to emphasis on multiple target groups; (2) a shift from focus on education to focus on learning environments; (3) a shift from the view that culture is leisure to the view that work is culture; (4) a shift from focus on citizenship to focus on collective experience; and (5) a shift from a focus on political education to a focus on the tenet that knowledge is political. (MN) ED476847 Work and Leisure A Fading Dichotomy? 2001-00-00 8 N/A 2004 8/19/2004 21:16:15 RIEJAN2004

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Yes Case Studies Community Involvement Constructivism (Learning) Educational Change Mathematics Instruction Middle Schools Professional Development Program Evaluation Rural Schools School Culture Science Instruction Teacher Attitudes Teacher Effectiveness Teacher Surveys Teaching Methods Technical Assistance Howley, Craig Reports - Evaluative Appalachia English Project REAL (Rural Education Aligned for Learning) aims to improve mathematics and science education in grades 5-8 in five rural Ohio school districts identified as in "academic emergency" or on "academic watch." Program goals are to reform curricula to teach skills and concepts, rather than facts; improve students' math and science competencies; increase high school graduation and college-going rates; increase teacher efficacy in teaching math and science; and enhance professional credentials of math and science teachers. This evaluation of the project's first year gathered data from two case-study schools, a survey of 136 teachers in all project schools, observations, interviews, and document inspection. Findings indicate that the project is encouraging the sorts of dispositions valued in current mathematics and science reform efforts. The project is engaging participants in all districts, and is influencing even teachers who do not teach mathematics or science. While some organizational cultures seem more auspicious for project success than others, the project is clearly helping many teachers to think systemically and is cultivating teacher-leaders. Finally, project staff are working hard to help districts improve teaching and learning while simultaneously working to improve the project's technical assistance capacities and responsiveness. Recommendations are offered for project sustainability. Nine appendices present a memorandum of understanding, planning document, surveys, and interview protocols. (Contains 22 references) (TD) ED476848 Project REAL Evaluation: Final Report 1999-2000 School Year. 2000-11-25 Ohio State Dept. of Education, Columbus. 162 N/A 2004 2016-11-21

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Yes American Indian Education Cultural Pluralism Culturally Relevant Education Educational Environment Educational Needs Educational Research Elementary Secondary Education Hegemony Holistic Approach Indigenous Knowledge Indigenous Populations Minority Groups Racial Discrimination School Community Relationship Spirituality Teacher Education World Views Baskin, Cyndy Opinion Papers Speeches/Meeting Papers Eurocentrism Institutional Discrimination Marginalized Groups English Wherever colonizers have overwhelmed and marginalized Indigenous peoples, the educational system has failed these populations because it has been racialized and hegemonic, Eurocentric practices have subverted other ways of knowing. Despite the diversity of today's classrooms, minority world views are not provided space within educational discourse. Consequently, marginalized students struggle to achieve self-esteem and have high dropout rates. In inclusive schools, multiple ways of knowing are represented according to the terms of all participants, and the diversity of the student population is reflected in the physical environment of the school and in the educational materials used. Storytelling, drama, song, and experiential practices are methods of transmitting knowledge in Aboriginal cultures and could be incorporated into a more holistic learning methodology. A curriculum that reflects an appreciation of all students encourages the acceptance of differences among individuals, enhances self-esteem, develops critical thinking, and promotes social justice. Aboriginal epistemology is spiritual. Therefore, incorporating Indigenous knowledges into the educational system entails including spirituality. However, this is one area that is usually resisted in Western educational models. Teachers must be educated to understand Indigenous knowledges and what they have to offer. Diversity in the teaching staff can provide role models and contribute a diversity of worldviews to the curriculum. Schools must develop sustainable community involvement by actively seeking direction from all community members. Culturally appropriate educational research must be situated within the wider picture of self-determination, must take for granted the validity and legitimacy of the culture, and must be guided by the concerns and interests of the community. (TD) ED476849 Re-Generating Knowledge: Inclusive Education and Research. 2002-05-29 14 N/A 2004 2016-11-21

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No Child Development Child Rearing Environmental Education Essays Fathers Nonformal Education Outdoor Education Parent Child Relationship Parent Influence Parents as Teachers Spiritual Development Piper, Paul S., Ed. Tag, Stan, Ed. Books Collected Works - General Opinion Papers Nature Sense of Place Environmental Awareness Intergenerational Transmission English This book contains 19 personal essays on the role that fathers play in fostering connections between their children and the natural world. Written from the perspective of adult children or of fathers themselves, most essays show how outdoor activities, particularly hunting and fishing, are replicated across the generations and serve to foster children's sense of the sacred in nature. What ultimately ties the essays together is a fierce love between fathers and children and the need to express this love in the experience of nature. Essays explore the essence of being a father, having a father, and losing a father. They explore the landscapes of love, death, belonging, wonder, contact, recovery, identity, hope, coming of age, and succession, as well as the lessons taught by animals, trees, mountains, rivers, and ice. The essays are "Her Father's Daughter" (Jessica Maxwell); "Traplines" (John Rember); "Around the Next Bend" (Paul S. Piper); "Dance of the Fathers" (Mark Harfenist); "Fishergirl" (Gretchen Legler); "Recoveries" (James McKean); "Pillow and Cradle" (John Elder); "Contact" (Bernd Heinrich); "The Sound of Water" (Mark Menlove); "The Unexpected" (Charles W. Luckmann); "Hellgrammite Dance" (Stan Tag); "Eating Dirt" (Brian Doyle); "Loving Homer" (Frank Stewart); "Slowing Down: Robins, Owen, and Evolution" (John Bower); "Assessing Ice: A Father and Daughter's Coming of Age" (David Sobel); "The Eagles of Beauty Bay" (Stephen J. Lyons); "Mountain Music IV" (Scott Russell Sanders); "Treehouse" (Ted Kooser); and a coda, "Watermarks and Bloodlines" (Lorraine Anderson). (Contains author profiles) (SV) ED476850 Father Nature: Fathers as Guides to the Natural World. American Land & Life Series. 2003-00-00 ISBN-0-87745-837-5 198 University of Iowa Press, 100 Kuhl House, Iowa City, IA 52242-1000, Tel: 773-568-1550, email: uipress@uiowa.edu (cloth: ISBN-0-87745-846-4, $39.95; paper: ISBN-0-87745-837-5, $19.95). N/A 2004 2016-11-21

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Yes American Indian Education Beginning Teachers Bilingual Education Bilingual Teachers Culturally Relevant Education Distance Education Higher Education Indigenous Personnel Limited English Speaking Masters Programs Navajo Navajo (Nation) Nontraditional Students Partnerships in Education Program Descriptions Rural Education School Community Relationship Teacher Education Programs Lockard, Louise de Groat, Jennie Bedonie, Clara Reports - Descriptive Speeches/Meeting Papers Northern Arizona University English The Learn in Beauty Project at Northern Arizona University worked with a consortium of seven Navajo Nation school districts seeking to implement the Dine Language and Culture teaching perspective. This perspective is based on the premises that education is best when it reflects a sense of place; education should be based on the philosophy and values of those being educated; and preparation of teachers/mentors should reflect the Dine perspective of education. The project assisted teachers who were enrolled tribal members in completing a bilingual Navajo endorsement and an M.Ed. and provided continued support to the teachers as they juggled jobs, families, and studies. The goals of the project were to: support school reform by strengthening a network of schools on the Navajo Nation that provide exemplary community-based programs for limited-English-proficient students; implement a standards-based curriculum that reflected the Dine philosophy of education; and support beginning bilingual teachers. Mentors had a master's degree in bilingual education or curriculum and instruction and at least 3 years of bilingual classroom experience. Courses were provided at six reservation sites via onsite instruction, online courses, and interactive television. During the 5 years of the project, 100 Navajo students completed a master's degree in bilingual multicultural education. The project also served as a model of long-term collaboration between a college, a tribal education department, public schools, and Bureau of Indian Affairs schools to serve language minority students in rural settings. Comments of program graduates are included. (TD) ED476851 Learn in Beauty: A Professional Development Project for Navajo Bilingual Teachers. 2003-02-01 13 N/A 2004 2016-11-21

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Yes Administrators Educational Improvement Information Utilization Professional Development Teachers Mason, Sarah A. Information Analyses Speeches/Meeting Papers Learning Communities Joyce Foundation, Chicago, IL. Wisconsin Center for Education Research, Madison. English This paper explores the role of professional learning communities in facilitating effective use of data by school administrators and teachers. The paper draws on three related research studies conducted in the Milwaukee Public Schools, Wisconsin. Grounded in systemic reform theory, the studies had a common goal to build the capacity of school staff to use data more effectively for continuous improvement and decision making to improve student learning. Knowledge management theory helps define what is meant by "effective use of data" in a systemic reform context, provides a useful framework for determining what it means to learn from data, and illustrates the successful use of data in school and classroom settings. This paper sheds light on what school staffs need to learn from data, the organizational barriers to learning from data, and how professional learning communities can contribute to improving the organizational culture and structure necessary for effective data use. Examples from recent research studies are used to illustrate why professional learning communities provide an ideal organizational structure to address both the challenges schools face and the needs of teachers as school staffs seek to learn from data and use it effectively to improve student learning. (Contains 34 references.) (Author/SLD) ED476852 Learning from Data: The Role of Professional Learning Communities. 2003-04-00 29 N/A 2004 2016-11-21 ED506645

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Yes Elementary Secondary Education Evaluation Utilization Information Utilization Measurement Techniques Research Design Surveys Watson, Jeff Mason, Sarah Reports - Research Speeches/Meeting Papers Milwaukee Public Schools WI Systemic Capacity English One of the goals of the Strategies and Models for Improved Learning through Effective Data Use (SMILE) project was to develop a data-capacity survey (DCS) to measure a schools capacity to use data. In this study, a DCS was developed and field tested. The DCS, which was field tested at six Milwaukee Public Schools (Wisconsin), was a pen-and-paper survey designed to be completed as a group activity. The first section included a general description, instructions, a glossary, and three different data-use scenarios of school improvement, classroom, and project settings. The second section of the DCS contained 28 items with rubric-format or checklist format response areas. The DCS was designed to measure the concept of data capacity by deconstructing it into the inquiry process and sociotechnical dimensions. In general, field test results reveal both between- and within-school variation along both data capacity dimensions and across the three data-use scenarios. Findings further suggest that schools distinguish between differences in data capacity for each stage of the inquiry process, and that schools distinguish between the social and technical factors. Schools also showed variation across the three data-use scenarios. Some design issues related to the DCS were identified. The DCS took too much time to complete, was too complex, and schools tended to adjust their scores. These design features will be considered in the redesign of the DCS. (Contains 5 figures and 10 references.) (SLD) ED476853 Understanding Schools' Capacity To Use Data. 2003-04-00 18 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Attainment Educational Quality Higher Education Mathematics Instruction Teacher Effectiveness Provasnik, Stephen J. Stearns, Christina K. Reports - Research Speeches/Meeting Papers National Education Longitudinal Study 1988 English This study used data from the National Education Longitudinal Study of 1988 (NELS:88) to explore the relationship of teacher quality to student educational attainment by looking at how the quality of a student's eighth-grade mathematics teacher is related to: (1) the highest academic level of mathematics coursework a student completes in high school; (2) high school graduation rates; and (3) postsecondary degree completion rates. It finds that the quality of a student's eighth-grade mathematics teacher is positively related to the three indicators of educational attainment as long as one does not control for the achievement level of the student's eighth-grade mathematics class. When one controls for the achievement level of the student's class, the quality of the teacher is not a significant predictor of attainment. (Contains 5 tables and 15 references.) (Author/SLD) ED476854 Teacher Quality and Student Educational Attainment: Findings from the National Education Longitudinal Study (1988-2000). 2003-04-00 23 N/A 2004 2016-11-21

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Yes Comparative Analysis Construct Validity Cross Cultural Studies Educational Research International Studies Questionnaires Scaling Schulz, Wolfram Reports - Descriptive Speeches/Meeting Papers Program for International Student Assessment Program for International Student Assessment English One of the most salient requirements for international educational research is the use of comparable measures. For the comparison of student performance across countries the use of item response theory (IRT) scaling techniques facilitates the collection of cross-nationally comparable measures. But there is also a need for valid and comparable context variables, such as family background, learning context, motivational factors, and so on. A wide range of student and school information was gathered through the Program for International Student Assessment (PISA) student and school questionnaires. Most of the theoretical constructs were measured through sets of items that needed to be validated across countries. After the process of construct validation, IRT modeling was used to scale the items. This method not only provides a more sophisticated scaling technique, but also yields an elegant way of dealing with incomplete data (missing values). This paper describes the process of cross-country validation in the PISA study with two examples and discusses its limitations and problems. An appendix contains three tables of PISA data. (Contains 3 graphs, 10 tables, and 11 references.) (Author/SLD) ED476855 Validating Questionnaire Constructs in International Studies: Two Examples from PISA 2000. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Adolescents Foreign Countries Interviews Longitudinal Studies Postsecondary Education Research Methodology Secondary School Students Yates, Lyn Reports - Research Speeches/Meeting Papers Interpretation of Pupil Answers Meaning Construction English From 1993 to 2000, the 12 to 18 Project followed young people through their secondary schooling in Australia. Twenty-six students at four different kinds of schools were interviewed at some length twice a year. This paper discusses the meaning of those interview responses and the tensions between reporting what young people say and determining what they mean or how to analyze the interview data. The paper discusses both the dynamics of the research act and the need to see the interview as a construction, as something situated, the production of one human subject speaking to other subjects. These tensions are illustrated through three examples from the study. The first takes one set of questions to one student in one interview. The second example takes the themes of one girl over the whole course of the project, and the third takes some extracts from interviews in the final year of the project to discuss the meanings made in the researchers interest in how educational inequalities and differences are produced. (Contains 23 references.) (SLD) ED476856 When Young People Talk to You, What Does It Mean? 2003-04-00 18 N/A 2004 2016-11-21

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Yes Evaluation Utilization Expectation Feedback Foreign Countries Goal Orientation Medical Education Medical School Faculty Medical Students Student Evaluation of Teacher Performance Henninger, Michael Balk, Michael Reports - Research Speeches/Meeting Papers Germany Germany English This study was conducted to see if evaluative feedback from students that includes reference values (students' expectations on teaching quality) has an effect on acceptance by teachers and relevance for them. Also examined was the degree to which teachers' goal setting is influenced by feedback of student ratings with or without reference values. The sample consisted of 35 teachers at a German faculty of medicine. The 10 in the experimental group received personal feedback of evaluation results and students expectancies as reference values. Experimental group 2 (n-11) received personal feedback without reference values, and the third group did not receive any feedback. Findings show that including reference values does not result in higher acceptance of evaluation feedback. However, in this study, acceptance of evaluation results was so high overall that a ceiling effect may have occurred. Teachers in both experimental groups significantly enhanced their goal setting after the personal feedback, while teachers in the comparison group did not alter their goal setting. Findings are interpreted as supporting personal feedback to teachers. (Contains 38 references.) (SLD) ED476857 With or without? The Role of Reference Values in Evaluation Feedback to Teachers. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Academic Deans Faculty College Relationship Financial Support Higher Education Interpersonal Relationship Job Satisfaction Work Environment Reason, Robert D. Gmelch, Walter H. Reports - Research Speeches/Meeting Papers English The perceptions of academic deans of environmental factors that predict their perceived fit at their institutions were studied. The dependent variable was the deans' level of agreement with the statement that the university was a good place to work, a statement operationalized as an indicator of perceived fit. Data were collected from 821 deans as part of the 1996 National Survey of Academic Deans in Higher Education. Some of the significant independent variables appeared to be things outside the immediate control of the deans. Deans are likely to have little input into financial support for the institution. Deans do have a large degree of direct influence over the relationships within their colleges and universities, and the perceived quality of relationships between faculty and staff, faculty and students, and among top administrators were the strongest predictors of whether a dean perceived the institution to be a "good" place to work. Steps that can be taken to increase a dean's perception of the institution as a good place to work were derived from survey responses. Suggestions relate to improvements of private fundraising efforts, lobbying state legislatures for adequate funding, and considering "fit" when hiring deans. (Contains 3 tables and 26 references.) (SLD) ED476858 The Importance of Relationships in Deans' Perceptions of Fit: A Person-Environment Examination. 2003-04-00 22 N/A 2004 8/19/2004 21:16:36 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Administrator Qualifications Administrators Certification Licensing Examinations (Professions) Standards Bryant, Miles Isernhagen, Jody LeTendre, Brenda Neu, Beverly Reports - Research Speeches/Meeting Papers School Leaders Licensure Assessment Interstate School Leaders Licensure Consortium English The purpose of this study was to determine if administrative aspirants from preparation programs, experienced school administrators, and groups of individuals with no connection to education would perform differently on a short vignette discontinued by the Educational Testing Service (ETS) but still used as a sample of the assessment in the School Leaders Licensure Assessment (SLLA). The SLLA is used by an increasing number of states as a determinant of initial eligibility for a state certificate in educational administration. Six subject groups participated: (1) educational leadership graduate students; (2) Leadership Academy participants (graduate students); (3) school superintendents; (4) Army National Guard members; (5) business students; and (6) graduate psychology students. In all there were 53 educators and 56 noneducators. Findings do not indicate that the SLLA stamps a person as administrative material, in that a number of successful school superintendents performed poorly. The test did discriminate well between those who understood the Interstate School Leaders' Licensure Consortium (ISLLC) standards and those who did not, and this is the stated purpose of the assessment. To do well on the SLLA, the respondent needed to know something about the ISLLC standards. Whether the SLLA serves the states that use it is a question requiring further study; findings do suggest that a state that adopts the SLLA as a screen for administrators may be narrowing its pool of administrators. (Contains 1 table and 16 references.) (SLD) ED476859 Alternative Paths to Administrative Practice: The New School Leader's Licensure Assessment. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Institutional Characteristics Mathematics Achievement Reading Achievement School Districts School Size Teacher Attitudes Teacher Education Teacher Surveys McLellan, Kent West, Jeff Bryant, Miles Reports - Research Speeches/Meeting Papers Nebraska Nebraska English This study attempted to identify school district factors that contributed to variation in aggregate levels of student achievement in reading and mathematics. A number of independent variables were used to attempt to identify district level factors that impacted aggregate levels of student achievement. These included measures of pupil-teacher ratios, administrative intensity, the number of professional support staff, teacher qualifications, fiscal resources, per pupil cost, size, and the number of minorities. A survey instrument was developed to measure teacher perceptions about eight organizational features of school districts. Data were collected from 50 randomly selected Nebraska school districts, and teacher survey responses were received from at least 3 teachers in each of 38 of these districts. Findings contradict some conventional beliefs about what contributes to student achievement. No significant relationship was found between size and achievement, and no significant relationship was found between teacher education and student achievement. It is quite possible that there was some peculiarity about the sample of schools that caused these contradictions, but findings do show the complexity of explaining aggregate achievement results. Appendixes contain the survey and the poem by Lewis Carroll, "Jabberwocky," that inspired the title of the report. (Contains 15 references.) (SLD) ED476860 "Beware the Jabberwock, My Son! The Jaws that Bite, The Claws that Catch!" Measuring School District Outputs by School District Inputs. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Bayesian Statistics Cognitive Processes Markov Processes Mathematical Models Monte Carlo Methods Simulation Statistical Analysis Levy, Roy Mislevy, Robert J. Reports - Descriptive Speeches/Meeting Papers English This paper aims to describe a Bayesian approach to modeling and estimating cognitive models both in terms of statistical machinery and actual instrument development. Such a method taps the knowledge of experts to provide initial estimates for the probabilistic relationships among the variables in a multivariate latent variable model and refines these estimates using Markov Chain Monte Carlo procedures. This process is described in terms of NetPASS, a complex simulation based assessment in the domain of computer networking. The paper describes a parameterization of the relationships in NetPASS via an ordered polytomous item response model and details the updating of the model with observed data via Bayesian statistical procedures ultimately being provided by Markov Chain Monte Carlo estimation. (Contains 12 tables, 9 figures, and 47 references.) (Author/SLD) ED476861 Specifying and Refining a Complex Measurement Model. 2003-04-00 83 N/A 2004 8/19/2004 21:16:42 RIEJAN2004 Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, April 22-24, 2003).

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Yes Mathematical Models Monte Carlo Methods Research Methodology Sample Size Hamilton, Jennifer Gagne, Phillip E. Hancock, Gregory R. Reports - Research Speeches/Meeting Papers Latent Growth English A Monte Carlo simulation approach was taken to investigate the effect of sample size on a variety of latent growth models. A fully balanced experimental design was implemented, with samples drawn from multivariate normal populations specified to represent 12 unique growth models. The models varied factorially by crossing number of time points, variance of intercept factor, and variance of slope factor. Simulation results show that sample size was found to influence the convergence rates of the models, with larger samples resulting in fewer improper estimates and failures. However, this effect is lessened if the variances of the slope and intercept factors are low. It is also lessened when more timepoints are added to the model. This research reinforces previous findings on the importance of sample size used in latent models. The paper also makes recommendations about sample size for researchers hoping to use latent growth models. (Contains 7 tables, 6 figures, and 15 references.) (SLD) ED476862 The Effect of Sample Size on Latent Growth Models. 2003-04-00 23 N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Mathematical Models Roberts, James S. Bao, Han Huang, Chun-Wei Gagne, Phill Reports - Research Speeches/Meeting Papers English Characteristic curve approaches for linking parameters from the generalized partial credit model were examined for cases in which common (anchor) items are calibrated separately in two groups. Three of these approaches are simple extensions of the test characteristic curve (TCC), item characteristic curve (ICC), and operating characteristic curve (OCC) methods that have been previously developed for other binary item response models. The ICC approach explicitly provides a symmetric solution for estimating linking constants whereas the TCC and OCC approaches yield an asymmetric solution. Thus, the symmetry of the result is confounded with the type of characteristic curve used to derive the result. New characteristic curve techniques are developed to estimate this confound. Specifically, symmetric versions of the TCC and OCC methods are developed within the context of the generalized partial credit model (GPCM) along with an asymmetric version of the ICC technique. The accuracy of linking constant estimates and the accuracy of rescaled GPCM parameter estimates obtained with each method was examined in a simulation study. The study suggested that the TCC method yields slightly more accurate estimates of linking constants and model parameters as do symmetric, as opposed to asymmetric, solutions. The study suggests that all of the methods yield similar linking results when GPCM parameters are estimated accurately using large samples. (Contains 4 tables, 9 figures, and 13 references.) (Author/SLD) ED476863 Exploring Alternative Characteristic Curve Approaches to Linking Parameter Estimates from the Generalized Partial Credit Model. 2003-04-00 49 N/A 2004 2020-11-23

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Yes Comparative Analysis Statistical Analysis Levy, Roy Hancock, Gregory R. Reports - Descriptive Speeches/Meeting Papers Covariance Structure Models Nested Data English While statistical procedures are well known for comparing hierarchically related (nested) covariance structure models, statistical tests for comparing nonhierarchically related (nonnested) models have proven more elusive. While isolated attempts have been made, none exists within the commonly used maximum likelihood estimation framework, thereby compromising these methods accessibility and general applicability. The current work builds on a distance measure originally proposed by C. Rao (1945; 1949), and its application to distances between covariance structure models (A. Kumar and S. Sharma, 1999), thereby proposing a method for conducting a statistical test of such distances in order to assess formally the distinctness between modelsnested or nonnested. An illustration is presented, and simulation evidence is provided to validate the performance of the proposed method. Two appendixes contain an illustration of the model for data generation and a program to compute distances between covariance matrices. (Contains 1 table, 2 figures, and 28 references.) (Author/SLD) ED476864 A Statistical Test for Comparing Nonnested Covariance Structure Models. 2003-04-00 26 N/A 2004 2016-11-21

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Yes Educational Change Educational Policy Elementary Secondary Education Equal Education Metaphors Standards Baker, Eva L. Opinion Papers Reform Efforts California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English This paper explores three metaphors guiding current educational policy and considers their various interpretations. The first is that "all children can learn." This statement has been interpreted in various ways, but is probably best interpreted by saying that "all children" means that educators intend to reduce the predictive value of race, social class, and other background characteristics for achievement variables. A second common metaphor is that of "high standards, aligned systems." This metaphor suggests a deliberate "moving around" or adjusting of components, but political pressures have resulted in investment in parts of the educational system that might not have been the most in need. The last metaphor considered, "management by results," raises questions of measurement to determine what results have been. The case is made that broad educational policy statements imply comparisons to other spheres of activity that actually differ greatly from educational contexts. The prognosis for metaphor-rife reform is not good. Instead, creating and promulgating strong standards to judge the quality of assessment and accountability systems will be necessary. (SLD) ED476865 The Struggle To Reform Education: Exploring the Limits of Policy Metaphors. CSE Technical Report. 2002-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 15 N/A 2004 2016-11-21

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Yes Achievement Tests Awards Educational Quality Excellence in Education High Stakes Tests Incentives Institutional Evaluation State Programs Test Use Testing Programs Wheelock, Anne Reports - Research Massachusetts Massachusetts Comprehensive Assessment System Massachusetts Massachusetts Comprehensive Assessment System English Scores on the Massachusetts Comprehensive Assessment System (MCAS) tests are used to select exemplary schools in Massachusetts, and the schools thus identified can receive awards from three different programs. This study examined the evidence about the use of MCAS scores to assess school quality. These three programs use MCAS to identify exemplary or most-improved schools: (1) the Edgerly School Leadership Awards program, a privately funded program that gives 5 to 10 principals $10,000 to be used in the exemplary schools; (2) the MassInsight Corporation program, a business-based program that grants awards to 12 schools on the basis of score gains and descriptions of curricula; and (3) the performance ratings of the state Department of Education, which are used to select "Compass" schools for monetary rewards. All three programs portray MCAS score gains as a fair and accurate means of assessing school quality, but evidence from recent years shows that even schools receiving awards do not show steady improvement over 4 years of testing. Labeling schools as "good" or "bad" on the basis of test scores can be especially misleading when the schools are testing a small number of students. Among other problems, evidence shows that test scores can improve if lower achieving students drop out. Massachusetts accountability and school recognition policies fail to identify in a holistic or authentic way the schools that are "more exemplary" than others, and the use of such scores to recognize schools promotes an inadequate definition of school improvement. An appendix presents data from the Compass Schools for 2002. (Contains 121 references.) (SLD) ED476866 School Awards Programs and Accountability in Massachusetts: Misusing MCAS Scores To Assess School Quality. 2003-00-00 27 N/A 2004 2016-11-21

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No Ethnicity Item Bias Item Response Theory Racial Differences Student Characteristics Test Items Kang, Taehoon Cohen, Allan S. Reports - Research Speeches/Meeting Papers Item Bias Detection English A number of methods exist for detection of differential item functioning (DIF), but these methods tell us little about the causes of DIF. DIF is typically defined based on a relationship with some manifest group characteristic, such as gender or ethnicity, which is only weakly associated with DIF. What is lacking is a method that will lead to understanding why some examinees respond differently to an item and others do not. In this study, item response patterns on a set of 1996 National Assessment of Educational Progress grade 8 State Mathematics Assessment items for ethnic group DIF were analyzed in two different samples. In one sample, responses from Caucasian and African American examinees were compared, and in a second sample, responses from Caucasian and Hispanic examinees were compared. The patterns of DIF in these two samples were used to define two separate mixture item response theory models in an attempt to determine whether the manifest characteristics of ethnic group membership was useful in identifying those examinees who were actually advantaged or disadvantaged by the item(s) in either sample. Comparisons of background and attitude variables of these examinees revealed some clear differences between manifest and latent groups. (Contains 4 figures, 7 tables, and 21 references.) (Author/SLD) ED476867 A Mixture IRT Model Analysis of Ethnic Group DIF. 2003-04-23 33 N/A 2004 2016-11-21

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Yes Achievement Tests Cross Cultural Studies Diagnostic Tests Foreign Countries International Studies Knowledge Level Mathematics Achievement Student Characteristics Test Items Um, Eunkyoung Dogan, Enis Im, Seongah Tatsuoka, Kimumi Corter, James E. Reports - Research Czech Republic Korea Third International Mathematics and Science Study United States Czech Republic South Korea United States Trends in International Mathematics and Science Study English Diagnostic analyses were conducted on data from the Third International Mathematics and Science Study second population (TIMSS-R; 1999) from the United States, Korea, and the Czech Republic in terms of test item attributes (i.e., content, processing skills, and item format) and inferred students' knowledge. The Rule Space model (K. Tatsuoka, 1998) was used to infer student mastery of individual attributes. Korean, U.S., and Czech students ere compared in terms of patterns of attribute mastery. First, attribute mastery probabilities were related to their overall mathematics score (achievement level). Second, profiles of mean attribute mastery probabilities were compared between Czech, Korean, and U.S. students. Students of these three countries show relatively high achievement in integer arithmetic skills, using figures and graphs, evaluation/verification, proportional reasoning, translation, judgmental applications of knowledge in geometry, and computational applications of knowledge in geometry. These students are relatively low in statistics/data analysis, unit conversion, and applying and evaluating mathematical correctness. Finally, the effects of student characteristics on patterns of mathematics achievement were investigated in the United States, Korea, and the Czech Republic. Students self-concept in mathematics and socioeconomic composition are significant predictors of student achievement in geometry, open-ended items, and logical reasoning in all three countries. An appendix lists knowledge and process skills related to achievement on TIMSS-R. (Contains 12 tables and 7 references.) (SLD) ED476868 Comparing Eighth-Grade Diagnostic Test Results for Korean, Czech, and American Students. 2003-04-22 National Science Foundation, Arlington, VA. 23 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Administrator Role Case Studies Educational Change Elementary Secondary Education Faculty Mobility Geographic Isolation High Stakes Tests Low Income Professional Development Program Effectiveness Rural Schools Small Schools Teacher Expectations of Students Carlson, Robert V. Reports - Evaluative United States (Southwest) Comprehensive School Reform Demonstration Program Southwest Educational Development Lab., Austin, TX. English Case studies of five small and isolated rural schools in the Southwest focused on their ability to fully implement Comprehensive School Reform Demonstration (CSR) programs over the 3-year period of their federal grants. Data were gathered via interviews with school personnel, classroom observations, document reviews, and telephone interviews with each school's model developers. Findings indicate that the more prescriptive models received more teacher support, whereas the more open-ended programs appeared more fragile. The elementary models included student monitoring techniques that showed continuous student progress. The more open-ended models, used primarily at the secondary level, did not provide this ongoing feedback. Staff development activities played a significant role in providing teachers with necessary knowledge and skills. Resistance to reform efforts lessened as unsupportive teachers left, but training new teachers was problematic. Administrators played an important role in initiating CSR programs, but leadership became less of an issue as the projects moved forward. Attempts to keep parents informed and supportive of the programs were modest. However, two schools found that uninformed parents were apathetic when it came to providing additional financial resources. State academic standards and mandated exams were a major influence on sustaining teacher attention to student progress. Test results provided an inconclusive picture of the relationship between CSR efforts and student performance. Teachers and consultants attributed greater progress to their students than that reflected in state-mandated tests. The rural context did not negatively influence program implementation. Five appendices present summaries for the five schools. (TD) ED476869 Follow-Up Study of Rural Schools Implementing CSR Programs in the Southwest. Research Report. 2003-04-00 Institute of Education Sciences (ED), Washington, DC. 81 N/A 2004 2016-11-21

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Yes Educational Policy Elementary Schools Elementary Secondary Education Enrollment Financial Problems Foreign Countries Funding Formulas Institutional Survival Rural Schools School Closing School Personnel School Size School Support Secondary Schools Small Schools Reports - Evaluative Ontario Canada English In Ontario, nearly half of the elementary schools have fewer than 300 students, and one quarter of the high schools have fewer than 600 students. However, the province's funding formula was designed for larger schools. Small schools in Ontario are operating without adequate staff and resources and are at risk of being closed. Since 1999, 192 schools have closed in Ontario, almost all of them small schools. This report examines school size across Ontario's elementary and secondary schools; the number of enrolled students required under the current funding formula to fund full-time principals, vice-principals, secretaries, teacher-librarians, and guidance counselors; the Small Schools Allocation, which provides additional support to a few qualifying schools; the funding gap, which affects half of Ontario's elementary schools; staffing trends in small versus large schools; the benefits of smaller schools; and the recent trend toward larger schools in Ontario. Provincial policies and programs to maintain small schools in Quebec, Saskatchewan, and Newfoundland and Labrador are described, and specific recommendations are offered for changing the Ontario funding formula to meet the needs of small schools. (SV) ED476870 Ontario's Small Schools. 2003-05-00 19 People for Education, P.O. Box 64, Station P, Toronto, Ontario, Canada M5S 2S6. Tel: 416-534-0100. For full text: http://www.peopleforeducation.com/reports/smllschl/smallschoolsrpt_03.PDF. N/A 2004 2016-11-21

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Yes Educational Equity (Finance) Educational Needs Elementary Education Elementary Schools Foreign Countries Funding Formulas Personnel Needs School Personnel School Size School Surveys Small Schools Numerical/Quantitative Data Reports - Evaluative Ontario Canada English Annual elementary school surveys have tracked the effects of funding and policy changes on Ontario's publicly funded education system since the funding formula was introduced in 1997. In 2002-03, surveys were received from 886 public, Catholic, and French-language schools, representing 22 percent of Ontario's elementary schools and 71 of 72 district school boards. Results show that the provincial funding formula is no more equitable than the previous funding model based on local taxation ability. Per pupil funding has an unfair impact on the education of students in boards where most schools are small. Students in northern and rural Ontario are more likely to go without teacher-librarians and full-time principals. Students in boards where most schools are small have less access to music and physical education teachers, spend more time on school buses, and endure higher student-teacher ratios in special education. In Ontario, the funding formula is driving education policy. The government must develop education policy that guarantees students access to the staff and programs needed for educational success, and must provide adequate funding to implement the policy. This report presents data on school size, principals and administrative staff, class size, specialist teachers in music and physical education, guidance counselors, grade 7-8 specialist teachers in the arts and technology, school libraries and librarians, access to textbooks, special education, professional support services, teacher aides, English as a second language, volunteers, fund raising, condition of school buildings, custodians, community use of schools, and busing of students. Specific recommendations are offered in many of these areas. (SV) ED476871 The 2003 Elementary School Tracking Report. Six Years of the Funding Formula: Failing Ontario's Students. 2003-05-00 94 People for Education, P.O. Box 64, Station P, Toronto, Ontario, Canada M5S 2S6. Tel: 416-534-0100. For full text: http://www.peopleforeducation.com/tracking/summrpts/elem/2003/Elem_03_TrackingReport.PDF. N/A 2004 2016-11-21

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No Community Development Curriculum Development Higher Education Optical Data Disks Outreach Programs Partnerships in Education School Community Programs Non-Print Media College and University Partnership Program Department of Housing and Urban Development, Washington, DC. Office of University Partnerships. English This interactive multimedia presentation is a new tool for promoting campus-community partnerships. The CD-ROM provides commentary on college-community partnerships, interviews with Community Outreach Partnership Center (COPC) Directors, staff, and students, and video of grantee activities. The presentations revolve around four themes central to college-community partnerships: (1) community revitalization; (2) skill building; (3) applied research; and (4) education and curriculum. The CD-ROM is designed to inspire interest in partnerships, share ideas, and encourage interest in Office of University Partnerships (OUP) grant programs. (SLD) ED476872 Building Partnerships, Building Futures. [CD-ROM]. 2001-00-00 University Partnerships Clearinghouse, P.O. Box 6091, Rockville, MD 20849 (Free). Tel: 800-245-2691 (Toll Free); Fax: 301-519-5767; e-mail: oup@oup.org. N/A 2004 2016-11-21

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Yes College Students Computer Use Higher Education Satisfaction Student Financial Aid Student Financial Aid Officers Student Surveys MacFarland, Thomas W. Reports - Evaluative Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English In an effort to provide more detailed information than had been provided by previous surveys of student satisfaction, the Office of Research and Planning at Nova Southeastern University used a localized survey to focus on a variety of task and process issues of importance to the Office of Student Financial Assistance. Surveys were mailed to 1,1050 students from the entire population of students enrolled in the 2001 winter term, and responses were received from 271. Because many students did not provide enough information to identify their academic center, it was possible that there was uneven representation in the responding sample, and it was difficult to provide comparisons between populations, invited sample, and responding sample. Responses to the survey statements were quite positive, with 92% of all statements receiving a modal rating of 4 or greater (1=low, and 5=high). One interesting finding was that although nearly two-thirds of all respondents indicated a willingness to use a computer with an online service to check financial aid status, only one-third of respondents indicated a willingness to use a computer to apply for loans online, and more than half indicated that U.S. mail was the preferred means for notification of student balance. This suggests that the University's students may not be ready to embrace computer-mediated telecommunications as the exclusive means of managing their financial aid resources. (SLD) ED476873 An Evaluation of Nova Southeastern University's Office of Student Financial Assistance. Quality Service Survey, 2001-2002. Report. 2001-06-00 20 N/A 2004 2016-11-21

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Yes College Applicants College Students Foreign Countries Higher Education School Registration Numerical/Quantitative Data Reports - Descriptive Canada Ontario Canada ISSN-0382-912X Council of Ontario Universities, Toronto. English This report presents summary statistics on application and registration patterns of applicants applying for fall entry into full-time study in their first year of university programs. Those few students who applied directly to the institutions may not be included in these statistics. In 2001, there were 325,139 applications by 92,863 applicants, of whom 51,555 actually registered at an Ontario university. Tables present data about application and registration ratios, applicants and registered applicants by institution and institutional category, and student preferences and geographic origin. Three appendixes describe program groupings and geographic groupings and explain one table's headings in more detail. (Contains 15 tables and 13 figures.) (SLD) ED476874 Application Statistics, 2001. 2003-04-00 ISBN-0-88799-382-6 45 N/A 2004 2016-11-21

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Yes Business Cycles Economic Factors Educational Finance Expenditures Higher Education Resource Allocation State Programs Tax Allocation Kane, Thomas J. Orszag, Peter R. Gunter, David L. Reports - Research Medicaid Brookings Institution, Washington, DC. Urban Inst., Washington, DC. English This study used state-level data on expenditures since 1977 to study the forces underlying the shift in state financing of higher education. The focus is on interactions between state appropriations for higher education, other state budget items, especially Medicaid, and the business cycle. The first section documents the substantial decline in state support for higher education over the past two decades. The second section examines the causes of that decline, focusing particularly on expansions in the Medicaid program and the implications for state higher education spending. The third section explores the effects of the business cycle on higher education subsidies. The fourth section briefly examines the impact of declines in state appropriations for higher education on the relative quality of public higher education institutions, which is to be discussed in more detail in a forthcoming companion paper. The principal reason offered for trends in state financing of higher education is fiscal pressure from other state budget requirements. The underlying story that emerges from this analysis is that pressure from other state budget items, especially Medicaid, has been crowding out appropriations for higher education. The pattern from the 1990s suggests that reductions in higher education appropriations are implemented during an economic downturn and then made permanent by failing to raise appropriations substantially during the subsequent economic recovery. (Contains 23 figures, 12 tables, and 35 references.) (SLD) ED476875 State Fiscal Constraints and Higher Education Spending: The Role of Medicaid and the Business Cycle. Discussion Paper. 2003-05-00 Ford Foundation, New York, NY. George Gund Foundation, Cleveland, OH. Annie E. Casey Foundation, Greenwich, CT. 69 For full text: http://www.urban.org/UploadedPDF/310787_TPC_DP11.pdf. N/A 2004 2016-11-21

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Yes Evaluation Methods Foreign Countries Higher Education Institutional Evaluation Intercollegiate Cooperation Models Quality Control Self Evaluation (Groups) Reports - Descriptive Ireland Quality Assurance Ireland English In recent years, Irish universities have cooperated in developing quality assurance systems and in representing their approach nationally and internationally as a unique quality model. The quality framework that is described in this publication is the result of close collaboration among the universities, the Conference of Heads of Irish Universities, and the Inter-University Quality Steering Committee. The framework that is presented has been adopted by seven Irish universities, and the framework is proving effective. The approach is based on a holistic view of the university that involves all major stakeholders and external experts. Core aspects of the framework include: (1) operating principles based on quality as strategy, quality review as a driver of change, quality as analysis and reflection, and quality as a shared responsibility; (2) quality offices within the universities; (3) participation of students in quality reviews; (4) participation of stakeholders; and (5) four major elements of the process that include self-assessment, peer review, a peer review report, and the implementation of findings for continuing improvement. Seven appendixes provide background about the development of the framework and discussions of the context for higher education improvement in Ireland. (SLD) ED476876 A Framework for Quality in Irish Universities: Meeting the Challenge of Change. 2003-00-00 70 For full text: http://www.chiu.ie/Quality.pdf. N/A 2004 2016-11-21

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Yes Economic Development Educational Policy Emotional Development Foreign Countries Higher Education Policy Formation Trend Analysis de Moura Castro, Claudio Levy, Daniel C. Reports - Descriptive Inter American Development Bank Latin America Caribbean Institutional Lending Inter-American Development Bank, Washington, DC. English This paper presents the views of the Inter-American Development Bank (IDB) on higher education in Latin America and the Caribbean and offers a strategy for how it can promote improvement. The paper attempts to produce an accurate assessment and useful policy implications. The first chapter, "A Mixed Performance," contains a general assessment of the current situation. The second chapter, "Deciphering Higher Education's Obscure Texts," identifies the key functions performed by the region's higher education systems. Chapter 3, "Policy Issues," analyzes significant policy trends in diverse national settings and sets forth the IDB views on performance to date and desirable reform. The final chapter, "How the IDB Can Help," discusses the aspects of reform that might attract direct IDB assistance through a lending strategy delineated according to higher education functions. The paper proposes guidelines for IDB action but does not specify the financial amounts that would support each action. A central contention of the paper is that the performance of Latin American and Caribbean higher education systems is quite variable across countries and sectors, as well as across institutions and units. (Contains 9 tables and 52 references.) (SLD) ED476877 Higher Education in Latin America and the Caribbean. Strategy Paper. 1997-12-00 52 For full text: http://www.iadb.org/sds/doc/edu-101e.pdf. N/A 2004 2016-11-21

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Yes College Faculty Comparative Analysis Higher Education Public Colleges Teacher Salaries Numerical/Quantitative Data Reports - Research California California State University University of California California California State Postsecondary Education Commission, Sacramento. English This report contains information on faculty salaries at California's public universities for 2003-2004. The report describes the methodology used to calculate salary parity percentages and documents faculty salary increase trends over the past 22 years. The faculty salary methodology includes two separate comparison institution groups, one each for the California State University (CSU) and the University of California (UC). The methodology consists of collecting salary data from comparison institutions and then using a computational process that involves the weighting of several data elements by various factors, such as the number of faculty at each rank. During the first half of the 1980s, the salary lag between CSU and its comparison group was consistently smaller than the lag for UC and its comparison group, but by the late 1980s, this situation had reversed. In the economic recession between 1991-1992 and 1994-1995, few if any faculty salary increases were funded, which worsened the compensation deficiency between faculty at California's public institutions and their comparison groups to create the largest compensation disparity since the inflationary era of the 1970s and early 1980s. Current budget constraints suggest that faculty at both UC and CSU are likely to receive minimal or no salary increases in 2003-2004. The implications of this finding may put both universities at a disadvantage when retaining or recruiting new faculty to meet the needs of students. It is possible that the current national recession will temper the negative effects of small or no salary increases because so many institutions in the United States will be in the same position. (SLD) ED476878 Faculty Salaries at California's Public Universities, 2003-04. Higher Education Update. 2003-04-00 11 California Postsecondary Education Commission, 1303 J Street, Suite 500, Sacramento, CA 95814-2938. Tel: 916-322-9628. For full text: http://www.cpec.ca.gov. N/A 2004 2016-11-21

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Yes Capital Outlay (for Fixed Assets) Educational Demand Enrollment Trends Geographic Regions Undergraduate Students Undergraduate Study Reports - Evaluative California Systemic Capacity California California State Postsecondary Education Commission, Sacramento. English This regional study of undergraduate enrollment demand and physical capacity for the University of California complements a similar regional study for the California Community Colleges and the California State University that was adopted in 2001. The study explored the 2003-2004 5-year capital outlay plans of the University and the anticipated enrollment demand related to the planned opening of the University's 10th campus, the University of California (UC), Merced, in fall 2004. Data from a variety of sources suggest that total undergraduate and graduate demand for the University will increase by 26% over the next 8 years to a total of 216,878 full-time equivalent students (FTE) by 2010. Findings suggest that substantial capacity pressures will mount in all regions of the state except for the North Central Valley, where UC Merced will open with an initial FTE capacity and in the San Bernardino/Riverside region, where UC Riverside is situated. Six appendixes contain detailed projections of enrollment and capacity projections. (SLD) ED476879 A Regional Study of Undergraduate Enrollment Demand and Capacity for the University of California. Commission Report. 2003-04-00 48 California Postsecondary Education Commission, 1303 J Street, Suite 500, Sacramento, CA 95814-2938. Tel: 916-322-9628. For full text: http://www.cpec.ca.gov. N/A 2004 2016-11-21

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Yes Academic Standards Accreditation (Institutions) Accrediting Agencies Colleges Evaluation Methods Higher Education Institutional Evaluation Self Evaluation (Groups) Guides - Non-Classroom Middle States Association of Colleges and Schools Middle States Commission on Higher Education, Philadelphia, PA. English This portfolio is a compendium of policies and procedures of the Middle States Commission on Higher Education that address the responsibilities of the Commission and its member institutions. It provides general accreditation policies, as well as those that refer specifically to the self-study and peer review process, the programs and services offered by member institutions, and the administrative procedures of the Commission. All of the policies and procedures are elaborations of the standards for accreditation set forth in "Characteristics of Excellence," the Commission's guide to institutions considering accreditation. Topics in the portfolio are grouped into these categories: (1) "General Accreditation Policies"; (2) "Self-Study and Peer Review"; (3) "Institutional Programs & Services"; and (4) "Appeals." (SLD) ED476880 Policies & Procedures. Fifth Edition. 1998-00-00 125 Publications Department, Middle States Commission on Higher Education, 3624 Market Street, Philadelphia, PA 19104 ($18). Fax: 215-662-5501. N/A 2004 2016-11-21

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No Affirmative Action Budgets College Athletics College Faculty Economic Factors Educational Policy Federal Legislation Futures (of Society) Higher Education National Security Public Policy State Legislation Tax Allocation Teacher Education Reports - Descriptive Association of Governing Boards of Universities and Colleges, Washington, DC. English This paper is the seventh in a biennial series summarizing state and federal public policy issues affecting higher education. The purpose is to provide board members and other higher education officials with brief descriptions of the most important public policy issues. In one way or another, most of the public policy issues cited in this paper are affected by uncertain fiscal policies. The outcome of federal and state tax policy debates will directly affect the capacities of colleges and universities to sustain their public mission, including are: (1) homeland security; (2) affirmative action; (3) deteriorating economic and fiscal environment; (4) surging numbers of diverse students; (5) rapid tuition increases; (6) reauthorization of the Higher Education Act; (7) federal tax policy; (8) assessment and accountability; (9) scientific research; and (10) intercollegiate athletics. Each issue is defined, with both a brief summary and a more detailed discussion. (SLD) ED476881 Ten Public Policy Issues for Higher Education in 2003 and 2004. Public Policy Paper Series. Association of Governing Boards of Universities and Colleges 2003-04-00 Lumina Foundation for Education, Indianapolis, IN. 26 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A 2004 8/19/2004 21:17:21 RIEJAN2004 For the 10 public policy issues highlighted in 2001 and 2002, see ED 453 749.

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Yes College Graduates Doctoral Degrees Earth Science Employment Patterns Graduate Study Labor Market Space Sciences Claudy, Nicholas Henly, Megan Migdalski, Chet Numerical/Quantitative Data Reports - Research American Geophysical Union, Washington, DC. American Geological Inst., Alexandria, VA. American Inst. of Physics, College Park, MD. Education and Employment Statistics Div. English This study documents the employment patterns and demographic characteristics of recent PhDs in earth and space science. It summarizes the latest annual survey of recent earth and space science PhDs conducted by the American Geological Institute, the American Geophysical Union, and the Statistical Research Center of the American Institute of Physics. This survey was completed by 223 new PhDs. Job market indicators for 2001 showed that the job market for recent PhDs in the geosciences is basically as strong as any in the previous 5 years. Starting salaries were up in every employment sector, and starting levels for postdoctoral appointments remained at the same level as 2000. Of the PhD class of 2001, 78% found work in the earth and space sciences, and 98% were employed in science or engineering. Time spent looking for initial employment remained low, and 10% of new PhDs over the past 6 years had been employed for at least 1 year by the time they received their doctorates. PhDs in the earth and space sciences remain, as a group, the oldest among all of natural sciences and engineering PhDs. This characteristic could be attributed to the delay between earning a bachelor's degree and beginning graduate school, rather than spending more time in school. (SLD) ED476882 Earth & Space Science PhDs, Class of 2001. 2002-11-00 13 For full text: http://www.aip.org/statistics/trends/reports/agu01.pdf. N/A 2004 8/19/2004 21:17:23 RIEJAN2004

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Yes Academic Achievement Accountability Annual Reports Colleges Higher Education Institutional Evaluation Performance Factors State Standards Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This report is the third annual accountability report of Connecticut's state system of higher education. The report contains accountability measures for each unit of the system and performance improvement targets on six priority state-level goals. The new reporting structure, inaugurated in this report, has a three-level structure: 12 state-level indicators; the Common Core of Institutional Indicators, contains 10 indicators; and institution specific indicators. The four constituent units of the state higher education system are: (1) the University of Connecticut; (2) Connecticut State University; (3) the Community-Technical College System (12 community colleges); and (4) Charter Oak State College, a nontraditional college for adults. The report provides updated baseline data and peer institution comparisons for measures reported in the past and the new measures introduced this year. Each of the constituent reports in this document was developed and presented by the constituent unit. An index provides a listing of each measure by goal and its location in the report. One attachment describes the improvement targets, and the other contains a list of Task Force members. (Contains 51 figures and 59 tables.) (SLD) ED476883 Higher Education Counts: Accountability Measures for the New Millennium. Data Analysis Update; Performance Improvement Targets. 2003 Report. 2003-02-01 167 For full text: http://www.ctdhe.org/info/pdfs/AccountabilityReport2003.pdf. N/A 2004 2016-11-21

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No College Students Higher Education Intuition Need Analysis (Student Financial Aid) Paying for College Scholarships Student Costs Student Financial Aid Viollt, Michael P. Books Guides - Non-Classroom English This guide explains how to make the most of scholarships, financial aid, and savings, and it reveals lesser-known ways to augment these common resources. The guide is especially useful to families with too much income to qualify for need-based aid, and not enough to pay high tuition rates. The chapters are: (1) "The Three Elements of College Affordability"; (2) "Making Trade-Offs"; (3) "Look for the Lowest List Prices" (with 29 listed strategies); (4) "Buy Fewer Terms of Study" (with 12 strategies); (5) "Scholarships, Grants, and Other Financial Aid" (16 strategies); (6) "Utilize Savings and Tax Breaks" (9 strategies); (7) "Find College Money in Other Sources" (13 strategies); (8) "Get More Immediate Value for Your Dollar" (22 strategies); and (9) "Get Better Long-Term Return on Your Investment with Career Development" (11 strategies). Several worksheets for the planning process are attached. (SLD) ED476884 100 Ways To Cut the High Cost of Attending College: Money-Saving Advice for Students and Parents. 2002-00-00 ISBN-0-8154-1203-7 Parents Students Practitioners 244 Customer Service/Order Fulfillment, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 ($15.95). Tel: 800-462-6420 (Toll Free); Tel: 717-794-3800; Fax: 800-338-4550 (Toll Free); e-mail: custserve@nbnbooks.com; Web site: http://www.coopersquarepress.com. N/A 2004 8/19/2004 21:17:28 RIEJAN2004

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No College Presidents Degrees (Academic) Educational Administration Higher Education Liberal Arts Moral Issues Freedman, James O. Books Collected Works - General English This collection of essays makes the case for a liberal education while providing a guide to higher education administrators facing contemporary challenges such as the threat to affirmative action or debates over tenure. The chapters are: (1) "Mounting the Public Stage"; (2) "Defending Higher Education"; (3) "Preserving Liberal Education"; (4) "Celebrating Intellectuals"; (5) "Appraising Significant Lives"; (6) "Addressing Moral Questions"; and (7) "Conferring Honorary Degrees." (SLD) ED476885 Liberal Education and the Public Interest. 2003-00-00 ISBN-0-87745-825-1 146 University of Iowa Press, 100 Kuhl House, Iowa City, IA 52242-1000 ($29.95). Tel: 773-568-1550; Fax: 319-335-2055; e-mail: uipress@uiowa.edu; Web site: http://www.uiowa.edu/uiowapress/. N/A 2004 8/19/2004 21:17:29 RIEJAN2004 Support provided by the University of Iowa Foundation.

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No College Faculty Females Feminism Higher Education Intellectual Disciplines Scholarship Gumport, Patricia J. Books Reports - Research ISSN-1531-8087 English This exploration of academic knowledge from the perspective of knowledge creators focuses on the way feminist scholarship took form through the individual interests of academic women. The study is based on interviews with 35 women faculty. The chapters are: (1) "The Dynamic Nature of Academic Knowledge"; (2) "Academic Feminism: Antecedents, Initiatives, and Unresolved Issues"; (3) "Investigating Knowledge Creation"; (4) "The Pathfinders' Breakthroughs"; (5) "Knowledge Creation in the Disciplines: History, Sociology, and Philosophy"; (6) "Alternative Academic Pursuits: The Pathtakers and Forerunners"; and (7) "Changing Conditions for Knowledge Creation." An appendix contains notes on the research design and methods. (Contains 230 references.) (SLD) ED476886 Academic Pathfinders: Knowledge Creation and Feminist Scholarship. Greenwood Studies in Higher Education. 2002-00-00 ISBN-0-313-32096-9 197 Greenwood Publishing Group, Inc., 88 Post Road West, Westport, CT 06881 ($64.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com/books. N/A 2004 8/19/2004 21:17:30 RIEJAN2004

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No Alcohol Abuse Alcohol Education College Students Costs Drinking Higher Education Prevention Wechsler, Henry Wuethrich, Bernice Books Guides - Non-Classroom Binge Drinking English This book outlines the toll binge drinking is taking on college campuses and suggests steps that can be taken to take action against the binge drinking that has become part of college culture. The chapters of part 1, "The College Drinking Environment," are: (1) "A Culture of Alcohol"; (2) "Where's the Party?"; (3) "College Sports and Alcohol"; and (4) "The Problem of Underage Drinking." Part 2, "Big Alcohol," contains: (5) "Selling Alcohol to Students"; (6) "Advertising to Generation Next"; and (7) "Alcohol 'Education'." The chapters of part 3, "The Bottle and the Damage Done," contains: (8) "Alcohol's Effect on Body and Brain"; (9) "bad Behavior under the Influence"; and (10) "College Women, Sex, and Alcohol." The final section, "A Call to Action," contains: (11) "What Students and Schools Can Do"; (12) "What Parents Can Do"; and (13) "What Communities Can Do." An appendix describes the 2001 Harvard School of Public Health College Alcohol Study. A "Resources" section lists 28 organizations that can help in the effort to combat college drinking. (Contains 218 endnotes.) (SLD) ED476887 Dying To Drink: Confronting Binge Drinking on College Campuses. 2002-00-00 ISBN-1-57954-583-1 322 Rodale Customer Service, 33 East Minor Street, Emmaus, PA 18098 ($24.95). Tel: 800-848-4735 (Toll Free); Web site: http://www.rodalestore.com. N/A 2004 2016-11-21

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Yes Church Related Colleges College Faculty Educational Finance Enrollment Trends Ethnic Groups Higher Education Institutional Characteristics Private Education Religious Organizations Tables (Data) Theological Education Meinzer, Chris, Ed. Merrill, Nancy, Ed. Numerical/Quantitative Data Reports - Descriptive Association of Theological Schools ISSN-0363-7735 Association of Theological Schools in the United States and Canada, Pittsburgh, PA. English This fact book is produced to assist leaders of theological schools in strategic planning, policy development, and institutional evaluation. It is based on information submitted by the 244 member schools of the Association of Theological Schools in the United States and Canada. Thirty-seven of these schools are in Canada. Most of the members are formally affiliated with one church or denomination, and within this 80%, 7 of 10 are Protestant schools; the others are Roman Catholic or Orthodox theological schools. Half of the schools have enrollments of fewer than 206 students, and 8% are primarily Black, Asian, Hispanic, or significantly multiracial. The total enrollment of member schools in fall 2002 was 76,510. The tables and figures in this compilation contain data on institutional and student characteristics, including enrollment growth; student racial and gender composition; financial information on tuition, income and expenditures; and degrees awarded. (Contains 26 figures and 7 tables.) (SLD) ED476888 Fact Book on Theological Education, 2002-2003. 2003-00-00 Lilly Endowment, Inc., Indianapolis, IN. 36 Association of Theological Schools in the United States and Canada, 10 Summit Park Drive, Pittsburgh, PA 15275-1103. Tel: 412-788-6505; Web site: http://www.ats.edu. N/A 2004 2016-11-21

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Yes Health Needs Health Services Nurses Nursing Education Supply and Demand Teacher Recruitment Barsky, Lewis Zilke, Suzanne Reports - Research New Mexico New Mexico New Mexico Commission on Higher Education. New Mexico Univ., Albuquerque. Health Sciences Center. English In July 2002, the New Mexico Commission on Higher Education and the University of New Mexico Health Sciences Center began a 3-month planning process that brought together a range of stakeholders who looked for ways to address the states nursing shortage. The process was called NS4, for the Nursing Shortage Strategy Sessions, and this report presents the findings of that process. As a result of the nursing shortage, 72% of New Mexico hospitals have curtailed services and home care agencies, long term care facilities, and public health offices have reduced services as well. Findings show that filling nursing vacancies is extremely expensive, that nursing faculty positions are not filled because salaries are lower than those for comparably prepared clinical nurses, and that the vacancy rate in health care facilities is expected to reach 57% by 2020. The number one priority identified is to double the number of licensed nursing graduates in new Mexico. The state currently produces about 500 graduates each year, and evidence indicates the need to increase that number by 500 per year starting in 3 years and continuing for the next 15 to 20 years. The second priority is to implement a process and infrastructure to sustain this effort over the long term, especially by expanding nursing school capacity. An appendix contains a nursing shortage chronology, a nursing shortage data sheet, and a list of participants in the strategy sessions that led to this report. (Contains 11 tables.) (SLD) ED476889 Addressing New Mexico's Nursing Shortage: A Statewide Strategy Framework. Report from the NM Nursing Shortage Statewide Strategy Sessions (NS4), July-October 2002. 2002-12-05 26 For full text: http://www.nmche.org/reports/NS4version6.pdf. N/A 2004 2016-11-21

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Yes Enrollment Projections Enrollment Trends Higher Education Public Colleges School Demography State Colleges Student Characteristics Moschos, Marina Massa, Tod Numerical/Quantitative Data Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English Every 2 years the State Council of Higher Education for Virginia (SCHEV) works with the 15 public four-year institutions and Richard Bland College to produce a comprehensive set of enrollment projections to advise legislators and policy makers about expected enrollments for the next 6 years. This report is the result of that study for 2003. Undergraduate student enrollment in Virginia is becoming more traditional in terms of the age of the students and the proportion of full-time students attending college. Women and minorities also continue to gain ground. Women now account for 55% of undergraduate enrollment in four-year institutions and 59% in two-year schools, and students of color make up nearly 27% of the undergraduate enrollment at the senior institutions and 29% of the two-year colleges' enrollments. Over the last 15 years, the fall headcount enrollment in Virginia public higher education has increased by more than 60,000 students. More than half of this growth has occurred in the four-year institutions, but some of that growth has been students from out-of-state, so that the enrollment growth rate has actually been higher at two-year institutions. Much of the overall growth that the Commonwealth has experienced has occurred over these last 5 years. It is incumbent on policymakers to understand past enrollment trends and their impact as consideration is given to accommodating additional growth. The report contains a glossary. (Contains 20 tables, 22 figures, and 14 endnotes.) (SLD) ED476890 Enrollment Trends at Virginia's Public Colleges and Universities. A SCHEV Report. 2003-03-19 35 For full text: http://www.schev.edu/Reportstats/EnrollmentReport2003.htm. N/A 2004 2016-11-21

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Yes Distance Education Higher Education Off Campus Facilities Public Colleges State Regulation Edwards, Alan Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English This paper outlines issues related to off-campus instructional sites for Virginia's public colleges and universities. Until the late 1980s, the State Council of Higher Education provided oversight for the off-campus instructional activities of public institutions of higher education. Until the mid-1990s, the Council remained interested in "instruction" more than sites for off-campus instruction. Since July 1997, separate and specific polices and procedures related to off-campus sites and campuses have been contained within the Council's broader policies and procedures related to public institutions' organizational changes. In 2002, it came to light that some institutions were operating off-campus sites without Council approval, or even knowledge. This has caused the Council to take a closer look at off-campus offerings. The State Council of Higher Education does not approve academic programs on a site-by-site basis, and any academic program approved by the Council may be offered off-campus. In addition, it is noted that neither the Code of Virginia nor the policies of the State Council of Higher Education restricts public colleges and universities to geographic service regions. To subject public institutions to additional regulations of off-campus sites would restrict the ability of institutions to offer program and burden the Council. Current efforts at the state level to impose regulation on state-funded off-campus activities and sites are likely to contribute to even more privately funded sites for public institutions. (SLD) ED476891 Off-Campus Instructional Sites: An Overview of the Issue in Virginia Public Higher Education. SCHEV Issue Paper. 2003-01-00 120 For full text: http://www.schev.edu/Reportstats/OffCampusInstructionalSites01-10-03.pdf. N/A 2004 2016-11-21

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Yes College Admission Conflict of Interest Higher Education Interests Models Universities Groen, Jeffrey A. White, Michelle J. Reports - Research Social Interest National Bureau of Economic Research, Cambridge, MA. English This study examined the divergence of interest between universities and state governments concerning standards for admitting in-state versus out-of-state students. States have an interest in using universities to attract and retain high ability individuals because they pay higher taxes and contribute more to economic development. In contrast, universities have an interest in the success of their graduates, but little interest in where they come from, or where they go after graduation. This study developed and tested a model to illustrate the divergence of interest between universities and their states. It was found that public universities set lower minimum admissions standards for in-state than out-of-state applicants, presumably following their states' preferences, while private universities, on average, treat both groups equally. However, the study found that states in fact gain financially when public universities admit additional out-of-state students. This is because attending a public university in a particular state increases the probability of marginal students locating in the state after graduation by the same amount whether students are from in-state or out-of-state. Because marginal out-of-state students earn more, their expected future state tax payments are higher. Findings also show that higher ability students tend to be at least as strongly influenced in their adult location choices by where they attend university as are middle and low ability students. Since high ability students earn more, this suggests that states gain financially when their universities attract high ability students, regardless of whether they are from in-state or out-of-state or the universities are public or private. Results suggest a rationale for public support of flagship public universities that can attract high-ability students. An appendix contains four data tables. (Contains 1 figure, 5 tables, and 17 references.) (Author/SLD) ED476892 In-State versus Out-of-State Students: The Divergence of Interest between Public Universities and State Governments. NBER Working Paper Series. 2003-04-00 38 N/A 2004 2016-11-21

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Yes Accountability Educational Assessment Higher Education Measurement Techniques Outcomes of Education Harris, John Sansom, Dennis Opinion Papers Reflective Judgment Positivism Professional Judgment American Academy for Liberal Education, Washington, DC. English This paper makes the case that the intensifying pressure to assess higher educational outcomes objectively must be balanced by the inclusion of professional judgment. Mere numbers cannot tell the whole story of educational achievement. The tenacious attachment to positivism distances assessment and quality improvement from more inclusive ways of knowing. Assessment and quality improvement cannot avoid the knotty problem of how reality is discerned. The two key principles of positivism, the empirical reduction of all knowledge and the adequacy of mathematical analysis, cannot account for knowledge enacted through craftsmanship. It would be foolish to abandon rationally interpreted empirical data in assessment and quality improvement, but it is necessary to acknowledge and value intellectual judgment drawn from lived and reflective experience. Reflective practice is needed. The discernment needed to improve student learning does not lie primarily in finding ever more clever ways to measure students as determined organisms. The more productive approach lies in encouraging faculties to form communities of judgment to use the hard data and intuitive knowledge now available to them. (SLD) ED476893 Discerning Is More Than Counting. An AALE Scholars Essay. AALE Occasional Papers in Liberal Education. 2001-00-00 33 For full text: http://www.aale.org/harris-sansom.pdf. N/A 2004 2016-11-21

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Yes Civil Rights College Students Foreign Students Hate Crime Higher Education Profiles Racial Discrimination Student Rights Guides - Non-Classroom Harvard Civil Rights Project, Cambridge, MA. English This guide to the rights of international students explains racial profiling and hate crimes. Since the terrorist attacks of September 11, 2001, many immigrants and international students have experienced heightened scrutiny and outright discrimination. Racial profiling refers to the reliance by law enforcement officers on a person's ethnicity, national origin, or race rather than behavior to identify him or her as having been engaged in illegal activity. A hate crime is any criminal act against a person or property in which the perpetrator chooses the victim based on his or her actual or perceived race, national origin, ethnicity, sexual orientation, disability, or gender. Noncriminal, but harmful, behaviors may be classified as hate incidents. There is federal protection against racial profiling and hate crimes, and Title VI of the Civil Rights Act of 1964 also protects college students against discrimination. The guide explains what a student should do if he or she has been the victim of racial profiling or a hate crime. It provides contact information for government agencies and organizations that can help, and it emphasizes that the student need not be a citizen to report a crime. (SLD) ED476894 Know Your Rights on Campus: A Guide on Racial Profiling, and Hate Crime for International Students in the United States. 2003-00-00 Students 12 For full text: http://www.civilrightsproject.harvard.edu/resources/KnowYourRightsComplete.pdf. N/A 2004 8/19/2004 21:17:46 RIEJAN2004

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Yes Access to Education Black Students College Preparation College Students Equal Education Higher Education Males School Holding Power Reports - Evaluative University System of Georgia Georgia Univ. System, Atlanta. Board of Regents. English The Task Force on Enhancing Access for African-American Males was charged with the task of finding programs that were successful in enhancing opportunities for African American men to enroll in higher education. Using data from a variety of sources, the subcommittee on Programs of Excellence identified seven programs in Georgia and eight national programs that might be replicated or duplicated by the University System of Georgia. Descriptions are provided of each of these programs, and contact information is included. The programs may be grouped into three categories: (1) pipeline initiatives; (2) preparation initiatives; and (3) retention and continuous education initiatives. These 15 programs may help the University System of Georgia find specific programs that could support access for African American males. (SLD) ED476895 The University System of Georgia's Task Force on Enhancing Access for African-American Males. Report of the Programs of Excellence Subcommittee. 2003-00-00 17 For full text: http://www.usg.edu/aami/Programs_of_Excellence_Subcommittee.pdf. N/A 2004 2016-11-21

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Yes Access to Education Affirmative Action College Admission College Students Enrollment Management Equal Education Higher Education Racial Composition State Programs Alba, Manuel Butler, Margaret Dennis-Elmore, Monique Johnson, Wanda MacDougall, Sock-Foon Rudert, Eileen Zieseniss, Mireille Reports - Research Commission on Civil Rights, Washington, DC. English This staff report updates the U.S. Commission on Civil Rights' previous assessment of percentage plans in California, Florida, and Texas and examines the pattern of racial/ethnic diversity among first-time students and graduate, law, and medical students. Staff of the U.S. Commission on Civil Rights analyzed college application, admission, and enrollment data obtained directly from official state and university sources in the three states. The critical question guiding the analysis was whether percentage plans can achieve the goal of equal educational opportunity, and the analysis indicates that they cannot. The findings of this report mirror those of the earlier report: percentage plans alone do not improve diversity by recruiting underrepresented minority groups and will only have their desired effect if affirmative action and other supplemental recruitment, admissions, and academic support programs remain in place. The report also examines federal outreach programs, such as TRIP and financial aid, that further the goal of equal educational access. To ensure equal access, states and the federal government must commit to multifaceted and inclusive admissions processes, incorporating adequate financial aid and academic support services. (Contains 32 figures and 32 tables.) (SLD) ED476896 Beyond Percentage Plans: The Challenge of Equal Opportunity in Higher Education. Staff Report. 2002-11-00 133 For full text: http://www.usccr.gov/pubs/percent2/percent2.pdf. N/A 2004 2020-11-23

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Yes Administrator Guides Adult Basic Education Adult Literacy Curriculum Early Childhood Education Educational Finance Educational Legislation Family Literacy Federal Legislation Literacy Education Parent Education Parenting Skills Parents as Teachers Program Administration State Legislation State Programs Guides - Non-Classroom Even Start Texas Texas Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning. Texas Education Agency, Austin. Div. of Adult and Community Education Programs. English This guide provides the administrator of a Texas Even Start Family Literacy program with the information and materials necessary to implement and conduct the program. It begins with these introductory materials: vision statement; overview of the Even Start Program; text of enabling legislation; and information on program applications, fiscal accountability, and reporting systems. The next section of the manual contains the early childhood indicators of program quality, detailed explanations of these measures, and information on the instruments used to capture progress. The following section discusses the adult education standardized curriculum framework and the indicators of program quality applicable to all adult education provision in Texas. Two brief sections discuss the Parenting Education component and the Parent and Child Together component. A glossary of terms and an appendix of selected fiscal regulations conclude the guide. (YLB) ED476897 State of Texas Even Start Family Literacy Program Administrator's Guide. 2002-11-00 Administrators Practitioners 70 N/A 2004 2016-11-21

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Yes Adult Education Citizenship Developed Nations Educational Needs Employment Patterns Employment Statistics Equal Opportunities (Jobs) Females Foreign Countries Foreign Nationals Foreign Workers Immigrants Males Migrant Workers Self Employment Sex Differences Unemployment Unskilled Workers Vocational Education Youth Employment Werner, Heinz Reports - Research European Union European Union ISSN-0945-8093 Institute of Employment Research, Nurenberg (Germany). English Integration of foreign workers into European Union (EU) labor markets was evaluated. Three indicators of labor market integration were analyzed: unemployment rate, employment rate, and self- employment rate. Results were drawn from the Labor Force Survey data compiled by Eurostat. Findings indicated that, in all EU countries, the unemployment rate of non-nationals was considerably higher than (usually double) that of nationals; this situation had not improved since the early 1980s. Unemployment rates for young foreigners, in particular, had remained alarmingly high. The overall unemployment rate for non-nationals concealed marked differences among nationalities. If made visible, these statistical differences would underscore the precarious situation of certain groups. Moreover, granting citizenship did not automatically eliminate all barriers to employment. Foreign women had more difficulty finding a job than national women or foreign men; the female non-national unemployment rate was generally higher than the overall rate for non-nationals. Self-employment rates showed signs of convergence with those of nationals, but there were striking differences among countries and between EU and non-EU nations. (Five tables are appended.) (Author/YLB) ED476898 The Integration of Immigrants Into the Labour Markets of the EU. IAB Labour Market Research Topics. 2003-00-00 34 IAB, Regensburger Strasse 104, 90327, Nurenberg, Germany (Annual price: 15 Euros; free to foreign subscribers). For full text: http://www.iab.de/ftproot/topics52.pdf. N/A 2004 2016-11-21

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No Access to Education Adult Education Adult Learning Age Differences Educational Attitudes Employment Level Employment Patterns Enrollment Influences Enrollment Trends Females Foreign Countries Internet Learning Motivation Males Participation Postsecondary Education Sex Differences Student Characteristics Student Educational Objectives Womens Education Aldridge, Fiona Tuckett, Alan Numerical/Quantitative Data United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English Adult participation in learning in England and across the nations of the United Kingdom was examined in 2002, and the survey findings were compared to those of earlier surveys. Overall, 42% of the 4,896 people interviewed in the weighted sample survey of adults aged 17 and over reported having engaged in learning in the past 3 years. For the first time in 20 years, the survey showed participation by women equaling that by men. Although overall participation in 2002 was lower than in 2001, participation among individuals between the ages of 20 and 24, unemployed people, and others who were not working rose over the year. Adults in professional and managerial groups were more than twice as likely as the poorest, least skilled, and retired adults in the United Kingdom to participate in learning. Just 27% of the 2, 627 people with no access to the Internet reported current or recent participation in learning in contrast to 58% of those with home and work access to the Internet (2,064) and 71% of the 141 people with Internet access only at work. Nearly four in five current/recent learners expected to participate in learning in the next 3 years, whereas 85% of those who reported not participating in learning since full-time education thought it unlikely that they would participate in learning in the future. (Contains 21 tables/figures.) (MN) ED476899 Two Steps Forward, One Step Back: The NIACE Survey on Adult Participation in Learning, 2002. 2002-00-00 ISBN-1-86201-145-1 23 National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom, Web site: http://www.niace.org.uk (6.95 British pounds). N/A 2004 2016-11-21

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Yes Academic Standards Adult Education Case Studies Change Strategies Delivery Systems Education Work Relationship Educational Needs Employment Qualifications Foreign Countries Government School Relationship Job Skills Labor Force Development Labor Needs Lifelong Learning National Programs Public Policy School Business Relationship Skill Development Web Based Instruction Work Environment Opinion Papers High Performance Work Organizations United Kingdom Work Based Learning Electronic Learning United Kingdom English This document consists of a two-part report that was developed as part of a project to develop a national workforce development (WfD) system to ensure that people in the United Kingdom develop the basic, intermediate, and other skills needed in the 21st century. The first report sets out proposals for a more demand-led system that places skill development firmly in the context of wider business needs and gives employers and employees a central role in determining the nature of provision. The report examines the following topics: the importance of WfD; factors impeding WfD; raising demand; meeting demand with high-quality WfD provision; developing a government framework to support WfD; and implementing the framework. The first report includes 55 figures/boxes and 12 appendixes, including a description of the methodology used to develop the policy statement and action plan, list of organizations and people consulted, glossary, 70-item bibliography, performance targets, and 312 suggestions for further reading. The second report presents a comprehensive action plan for WfD in England to 2010 that details the steps England's government will take in the following areas: raising informed demand; improving supply; and developing the right government framework. The following items are appended to the second report: the action plan; a glossary; an 18-item bibliography; and a discussion of sources of further information. (MN) ED476900 In Demand: Adult Skills in the 21st Century. A Performance and Innovation Unit Report. 2001-12-00 Policymakers 305 For full text (part 1): http://www.strategy.gov.uk/2001/workforce/report/Finalrep.pdf. For full text (part 2): http://www.strategy.gov.uk/2002/wfd/report/downloads/su-adult-ski lls.pdf. For full text (annexes): http://www.strategy.gov.uk/2001/workforce/report/annexes.pdf. N/A 2004 2016-11-21

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No Administrator Effectiveness Change Agents Change Strategies Continuing Education Government School Relationship Human Capital Influences Interaction Labor Force Development Military Personnel Models Organizational Change Organizational Development Personnel Evaluation Postsecondary Education Power Structure Professional Development Public Agencies Staff Development Strategic Planning Augustine, Catherine H. Levy, Dina G. Benjamin, Roger W. Bikson, Tora K. Daley, Glenn A. Gates, Susan M. Kaganoff, Tessa Moini, Joy S. Reports - Research Power Strategies Department of Defense Power Relations National Defense Research Inst., Santa Monica, CA. English In 1998, the U.S. Department of Defense (DoD) established the DoD Office of the Chancellor for Education and Professional Development. Although achieving its mission requires that the chancellor's office influence the education and professional development providers' behavior, its charter grants it very limited formal authority to exercise such influence. A project was therefore undertaken to give the chancellor's office a clear sense of its available options in pursuing its mission. Research and theories from social psychology, organizational behavior, and sociology were drawn upon to develop a framework for strategic assessment and development of power and influence that includes the following stages: (1) power assessment; (2) power development; and (3) development of influence. The newly developed power assessment process involves consideration of the following key factors: (1) the influencer's objective; (2) relevant characteristics of the target organization and its members; (3) the influencer's power bases and capabilities as an organization and as a collection of individuals; (4) features of the relationship between the influencing organization and its target; and (5) the environment in which the organizations interact. After assessing its potential power, the influencer can evaluate whether its current power bases are sufficient and the extent to which it has been capitalizing on them. (A literature review is appended. The bibliography lists 48 references.) (MN) ED476901 Strategic Assessment and Development of Interorganizational Influence in the Absence of Hierarchical Authority. 2003-00-00 Office of the Secretary of Defense (DOD), Washington, DC. ISBN-0-8330-3277-1 Policymakers Administrators Practitioners 50 RAND, P.O. Box 2138, Santa Monica, CA 90407-2138 ($18). Tel: 877-584-8642 (Toll Free; Tel: 310-451-7002; Fax: 310-451-6915; e-mail: order@rand.org; Web site: http://www.rand.org/. For full text: http://www.rand.org/publications/MR/MR1561/MR1561.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Comparative Analysis Discourse Analysis Educational Finance Educational Philosophy Educational Policy Educational Theories Financial Support Foreign Countries Ideology Language Usage Lifelong Learning Literature Reviews Policy Formation Postsecondary Education Social Attitudes Sociolinguistics Word Frequency Written Language Piper, Alison Opinion Papers Learning Society United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English The linguistic behavior of individuals and people in the official literature on lifelong learning (LL) was examined and interpreted in light of the theories of individualization in late modern culture and society, particularly the theories of Ulrich Beck and Anthony Giddens. The analysis was performed to shed light on that literature's ideological stance toward participants in the "learning society" and to demonstrate that the analysis of language is crucial to social and cultural inquiry. A 900,000-word corpus of recent government and academic publications on LL was used to perform a concordance-based analysis of the collocations of "individuals" as members of institutionalized collectives, agents, rational citizens, and consumers and to compare them with "people". The 1 million word British National Corpus was used as a reference corpus. The LL corpus contained 1,775 instances of forms of the word "individual" and 1,450 instances of "people," whereas the British National Corpus contained 22,264 instances of forms of the word "individual" and 123,427 instances of "people." By demonstrating that "individual" occurs more frequently with societal institutions in the LL discourse than in general usage, that individuals and people are different, and that people is a far more frequent word in the whole language than it is in policy-making, the researcher concluded that the different usage of "individuals" and "people" show that the discourse of LL has close affinities with contemporary sociocultural models of individualization, consumption, production, and the risk society. (The bibliography lists 41 references. A list of 30 documents in the lifelong learning corpus is appended.) (Author/MN) ED476902 Some Have Credit Cards and Others Have Giro Cheques: A Study of New Labour's 'Individuals' and 'People' as Lifelong Learners in Late Modernity. Occasional Papers. 2000-05-00 31 N/A 2004 2016-11-21

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Yes Classroom Techniques Consumer Education Educational Change Educational Practices Ethics Family Life Education Inservice Teacher Education Institutes (Training Programs) Leadership Training Professional Development Reflective Teaching Secondary Education Secondary School Teachers Statewide Planning Teacher Improvement Teacher Leadership Teaching Methods Teaching Styles Vocational Education Teachers Fox, Candace K. Laster, Janet F. Reports - Research Speeches/Meeting Papers Family and Consumer Sciences English A study was conducted to determine which of the following modes of professional practice is the dominant mode used by Ohio family and consumer science (FCS) teachers when implementing a refined critical science based curriculum: technical-rational; reflective-ethical; and process-oriented. The target population consisted of 1,013 secondary teachers who were teaching one or more of Ohio's six core work and family life courses. The sample included 45 teachers who had participated in the Ohio secondary teacher-leader institutes and a random sample chosen from Ohio's 968 remaining FCS secondary school teachers. Usable questionnaires were returned by 267 (60%) of the 495 teachers who received questionnaires. According to the researchers, great emphasis has been placed on encouraging teachers to integrate the four process modules into the beginning of each semester course, so it was no surprise that the process-oriented mode proved to be the dominant mode used by 204 (68.7%) of the teachers. More surprising to the researchers was that only 11.1% of the teachers used the reflective-ethical mode of practice. Of those surveyed, 64% indicated that they are emphasizing critical thinking tools in their classrooms "a good deal" or "most of the time" and 73.1% reported also probing their students' ethical thinking. It was concluded that efforts to move Ohio FCS teachers to the reflective-ethical model of professional practice must continue and that professional development experiences should incorporate what is known about professional development, be readily accessible to teachers, and encouraged by local school administrations. (MN) ED476903 The Mode of Professional Teaching Practice of FCS Teacher-Leaders and Non-Teacher-Leaders. 2002-12-00 4 N/A 2004 2016-11-21

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No Agricultural Production Conservation (Environment) Foreign Countries Industrial Training Instructional Effectiveness Landscaping Manufacturing Metal Working Mining Pollution Postsecondary Education Power Technology Research and Development Centers Satellites (Aerospace) School Business Relationship Secondary Education Tourism Vocational Education Waste Disposal Water Treatment Ferrier, Fran Trood, Clifford Whittingham, Karen Reports - Research Australia Impact Studies Industrial Development TAFE (Australia) Viticulture Australia National Centre for Vocational Education Research, Leabrook (Australia). English This document presents case studies of 10 cooperative research centers (CRCs) across Australia and their relationships with the vocational education and training (VET) sector. The CRCs profiled in the case studies are as follows: Co-operative Research Centre for Sustainable Rice Production; Cast Alloy and Solidification Technology Co-operative Research Centre; Co-operative Research Centre for Landscape Evolution and Mineral Exploration; Australian Photonics Co-operative Research Centre; Renewable Energy Co-operative Research Centre; Co-operative Research Centre for Satellite Systems; Co-operative Research Centre for Sustainable Tourism; Co-operative Research Centre for Viticulture; Co-operative Research Centre for Waste Management and Pollution Control; and Co-operative Research Centre for Water Quality and Treatment. Each case study focuses on some or all of the following topics: (1) the industry in which the research center is active and the issues it is currently facing in Australia; (2) recent developments in the industry and the impact of these developments on industry training; (3) connections between the CRC and the VET sector; and (4) concerns regarding the efficacy of current approaches to introducing new knowledge into the training process and the need to develop stronger, more formal arrangements between the various participants in order to ensure timely and relevant transfer of knowledge to those working in the industry. All 10 case studies include substantial bibliographies. (MN) ED476904 Going Boldly Into the Future: A Series of Case Studies of Co-Operative Research Centres and Their Relationships with the VET Sector. 2003-00-00 ISBN-1-74096-01153 184 For full text: http://www.ncver.edu.au/research/proj/nr9036cs.pdf. N/A 2004 2016-11-21

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No Alternative Assessment Competency Based Education Computer Assisted Testing Evaluation Methods Foreign Countries Online Courses Online Systems Peer Evaluation Performance Based Assessment Postsecondary Education Secondary Education Self Evaluation (Groups) Self Evaluation (Individuals) Student Evaluation Systems Approach Teacher Student Relationship Test Construction Vocational Education Web Based Instruction Booth, Robin Clayton, Berwyn Hartcher, Robert Hungar, Susan Hyde, Patricia Wilson, Penny Reports - Descriptive Reports - Research Australia Electronic Learning Australia National Centre for Vocational Education Research, Leabrook (Australia). English The use and potential of online assessment in Australia's vocational education and training (VET) sector was examined. The pertinent literature was reviewed, and 41 Australian and international online designers were interviewed. The following issues in achieving quality online assessment were identified: (1) using the online environment to expand learning and assessment possibilities through self-assessment, peer assessment, and group/collaborative assessment; (2) measuring the quality of online interactions/contributions between learners and between learners and teachers; (3) creating methods to ensure that online assessments yield evidence relevant to the skills being assessed and are valid and authentic; (4) assessing learner readiness for online learning and assessment; (5) time and resource management for online assessors; (6) providing online support for online assessors; and (7) ensuring authentic learner performance by controlling cheating. The following were among the 17 key points for assessment in online learning in VET that emerged from the study: (1) plan upfront how candidates will demonstrate their competence; (2) make assessment part of the online learning process; (3) believe that simple technology can be as effective as complex technology; (4) explore the possibilities of blended delivery and assessment methods; and (5) use the online environment to review, compare, and evaluate assessors' assessment strategies. (Fourteen tables and 111 references are included in Volume 1. Volume 2 contains these appendices: Names and addresses of the project reference group; the 10 interview questions; seven fictional scenarios developed to illustrate ways to incorporate online assessment into VET courses delivered online and face to face; screens from the original website; and a list of interview respondents.) (MN) ED476905 The Development of Quality Online Assessment in Vocational Education and Training. Volume 1 [and] Volume 2. 2003-05-00 ISBN-1-74096-154-4 127 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Volume 1; Cat. no. 961; $34.65 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text (Volume 1): http://www.ncver.edu.au/research/proj/nr1F02_1.pdf. For full text (Volume 2): http://www.ncver.edu.au/research/proj/nr1F02_2.pdf. N/A 2004 2016-11-21

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No Access to Computers Access to Education Adult Learning Delivery Systems Distance Education Educational Environment Enrollment Trends Foreign Countries Online Courses Postsecondary Education Professional Development Regional Planning Rural Areas Rural Education Stakeholders Student Attitudes Student Characteristics Teacher Improvement Web Based Instruction Kilpatrick, Sue Bound, Helen Reports - Research Australia Electronic Learning Australia National Centre for Vocational Education Research, Leabrook (Australia). English The benefits and barriers of online delivery of education and online learning in regional Australia were examined. Data on recent and current enrollments in online courses/modules were gathered from eight providers across four states. Nine courses were selected for more detailed analysis. Interviews were conducted with teachers, students, and other stakeholders in the nine courses. Selected findings were as follows: (1) there is a lack of consistent, comparable enrollment data for making resource allocation decisions; (2) online offerings vary significantly from provider to provider; (3) online delivery attracts a wide cross-section of students in terms of gender, age, and employment status; (4) online delivery provides otherwise unaffordable opportunities leading to careers and employment that would have otherwise required students to travel or move away from home; (5) factors limiting access to and success in online learning include the cost of hardware and software, lack of adequate infrastructure in regional/rural areas, poor design and layout of World Wide Web platforms, subject content that is difficult to explain online, lack of interaction with peers, and lack of an institutional learning culture. Changes in Australia's existing quality assurance systems, the resourcing of online delivery, and professional development practices were recommended. (Eighteen tables and 89 references are in Volume 1. Volume 2 provides reports of the case studies on eight courses, including Hospitality (operations) Certificate II, and Assessment and Workplace Training Certificate IV. (MN) ED476906 Learning Online: Benefits and Barriers in Regional Australia. Volume 1 [and] Volume 2. 2003-05-00 1-74096-149-8 86 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Volume 1; Cat. no. 959; $25.30 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text (Volume 1): http://www.ncver.edu.au/research/proj/nr1F03_1.pdf. For full text (Volume 2): http://www.ncver.edu.au/research/proj/nr1F03_2.pdf. N/A 2004 2016-11-21

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No Access to Education Adult Learning Computer Literacy Delivery Systems Distance Education Educational Quality Focus Groups Foreign Countries Information Technology Online Courses Postsecondary Education Rural Areas Rural Education Student Attitudes Teacher Attitudes Technical Institutes Telecommunications Two Year Colleges Web Based Instruction Brennan, Roslin Horton, Chris McNickle, Cathy Osborne, Janet Scholten, Katie Reports - Research Electronic Learning Student Expectations Telecommunications Infrastructure Australia Australia National Centre for Vocational Education Research, Leabrook (Australia). English Perspectives on online learning on location in regional Australia were examined through structured interviews with 46 learners, 23 teachers, 6 managers of flexible delivery activities, 4 organization chief executive officers, and focus groups with 20 online learners. The manager interviews established that although mangers viewed online delivery as a promising means of reaching more learners, strong linkages between organizations' business and strategic goals and their operational realities appeared to be missing. A significant number of teachers reported feeling isolated and under pressure in relation to their online delivery role. The main difficulty they cited was finding time to reflect on their practice and discuss it with other teaching professionals. The main barriers identified by learners were technology-related issues. The following remedies were suggested to overcome them: (1) improve regions' telephone infrastructure; (2) provide a better delivery system and more instruction for uses before and during their program; (3) offer classes for beginners to assess their readiness for online study and enhance their information and communication technology skills; and (4) provide greater support throughout courses and personal tutoring. (Thirteen tables/figures and 26 references are included. The document's 12 appendixes included the following items: various study-related correspondence and consent forms; the various interview and focus group questions; and details regarding the learner and teacher interviews.) (MN) ED476907 Online Learning on Location: Perspectives from Regional Australia. 2003-05-00 ISBN-1-74096-159-5 93 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 964; $34.65 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr1F04.pdf. N/A 2004 2016-11-21

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Yes Adolescent Development Child Development Depression (Psychology) Emotional Adjustment Mental Disorders Mothers Parent Child Relationship Alexander, Jennifer Dissertations/Theses - Masters Theses Reports - Research English Depressive disorders are chronic illnesses affecting women and their families for extended periods of time. This paper summarizes research related to the effects of maternal depression on children's short and long term adjustment. Children of depressed mothers are at risk for internalizing and externalizing disorders. Genetics account for a small portion of these problems. Since depressed mothers tend to withdraw or show intrusive, hostile behaviors with their children, parent-child interaction problems account for the majority of youth adjustment problems, particularly when mothers' depression is severe, occurs during infancy, is chronic, and is paired with high family conflict or separation. Individual youth differences may relate to gender. Interventions, aimed at education, open communication, and treatment of parent-child attachment problems, are recommended. (Contains 22 references.) (Author) ED476908 Effects of Maternal Depression on Youth Adjustment. 2003-08-00 Counselors Practitioners 35 N/A 2004 8/19/2004 21:18:17 RIEJAN2004 Masters Thesis, University of Northern Iowa.

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Yes Counselor Role Counselor Training Cross Cultural Training Diversity (Student) Literature Reviews Professional Training School Counselors Holcomb-McCoy, Cheryl Guides - Non-Classroom Information Analyses Multicultural Counseling English With the increasingly diverse student population of today's schools, there is a critical need for school counselors who are able to effectively guide and counsel students of culturally diverse backgrounds. As school counselors work with larger numbers of culturally different students, there is an increasing need for more school counselors who trained to work with culturally, ethnically, and linguistically diverse student populations. In so doing, school counselors may need to alter their perceptions, learn to counsel and consult with diverse populations, become knowledgeable of other cultures, and more importantly, use culturally appropriate counseling interventions with students and their families. Despite this adoption of multicultural content into the practice and training of school counselors, there is very little literature linking multicultural counseling competence and the services that school counselors provide. Hence, the primary purpose of this article is to describe how multiculturalism applies to the typical services (i.e., counseling, consulting, coordinating, assessment, and classroom guidance) provided by school counselors as part of comprehensive guidance and counseling programs. (Contains 65 references.) (Author) ED476909 Integrating Multicultural Perspectives in Comprehensive Guidance and Counseling Programs. 2000-03-00 Counselors Practitioners 29 N/A 2004 2016-11-21

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Yes Athletes Drug Use Testing High School Students High Schools Illegal Drug Use Middle School Students Middle Schools School Policy Student Attitudes Values Education Yamaguchi, Ryoko Johnston, Lloyd D. O'Malley, Patrick M. Guides - Non-Classroom Reports - Research English This report provides information about drug testing by American secondary schools, based on results from national surveys. The purposes of this study are (1) to provide descriptive information on drug testing practices by schools from 1998 to 2001, and (2) to examine the association between drug testing by schools and reported drug use by students. School-level data on drug testing were obtained through the Youth, Education, and Society study, and student-level survey data were obtained from the same schools participating in the Monitoring the Future study. A relatively small percentage of schools (about 18%) reported testing for drug use, with more high schools than middle schools reporting the use of drug testing. Drug testing was not associated with students' reported illicit drug use, nor with the rate of use among experienced marijuana users. Drug testing athletes was not associated with illicit drug use among male high school athletes. Policy implications are discussed. (Contains 25 references and 5 tables.) (Author) ED476910 The Relationship between Student Illicit Drug Use and School Drug-Testing Policies. 2003-04-00 Administrators Practitioners Counselors 23 N/A 2004 8/19/2004 21:18:21 RIEJAN2004

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No Caregiver Child Relationship Caregiver Training Child Care Child Development Child Safety Developmentally Appropriate Practices Infants Multilingual Materials Parent Child Relationship Parent Education Parent Materials Play Pretend Play Toddlers Videotape Recordings Kurzban, Vicki Guides - Non-Classroom Non-Print Media Multilingual/Bilingual Materials Play Learning English Spanish Based on the view that play builds the foundation for lifelong learning, this 3-volume set of videotapes (in English and Spanish versions) with accompanying facilitators guide depicts a wide variety of parents/caregivers playing with infants and toddlers to highlight the importance of playing and interacting in ways that support and expand children's abilities. The program, intended for use in parent or caregiver education, shows how childrens play grows hand in hand with their motor, language, and social development. The facilitator's guide offers recommendations for presenting the material and, for each volume of the series, describes viewer objectives, presents suggested activities and discussion questions, and includes photocopiable handouts summarizing information. Each videotape illustrates milestones for four developmental areas (social, language, gross motor, and fine motor) for the relevant age period, identifies activities and play that support growth in those areas, and highlights safety precautions. Volume 1 (24 minutes) of the videotapes is organized in two sections, corresponding to play from birth to 6 months and from 6 months to 12 months. Skills highlighted in Volume 1 include bonding, self-awareness, smiling, understanding words, lifting head, sitting, crawling, standing, climbing, and exploring objects. Volume 2 (18 minutes) focuses on play for supporting 12- to 14-month-olds development of gross motor skills (walking, pushing and pulling, climbing, kicking and throwing), fine motor skills (opening/closing, filling/emptying, arts and crafts, and sand and water play), language skills (2-word sentences, simple word games, books, and songs), and social skills (independence, pretend play, interest in other children, helping). Volume 3 (16 minutes) presents play to support 2- to 3-year-olds' gross motor development (running, climbing, jumping, playground activities, games), fine motor skills (puzzles, exploring how things work), language development (short sentences, stories, simple songs), and social skills (imitating, helping, pretending, and playing cooperatively). (KB) ED476911 Age Appropriate Play: The First Four Years. Volume 1-3 Facilitator's Guide with Parent and Caregiver Handouts. [Videotapes]. 2002-00-00 Parents Practitioners Teachers 16 Injoy Videos, 1435 Yarmouth Avenue, Suite 102-G1, Boulder, CO 80304 ($99.95, each volume; $249.85, for all three volumes). Tel: 800-326-2082 (Toll Free); Tel: 303-447-2082; Fax: 303-449-8788; email: custserv@injoyvideos.com; Web site: http://www.injoyvideos.com. N/A 2004 2016-11-21

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No Beginning Reading Early Intervention Emergent Literacy Evaluation Methods Family School Relationship Family Support Foreign Countries Home Instruction Literacy Education Outcomes of Education Parent Education Parent Participation Parents as Teachers Partnerships in Education Preschool Children Program Effectiveness Program Evaluation Program Implementation School Readiness Westheimer, Miriam, Ed. Books Collected Works - General Reports - Evaluative Home Instruction Program Preschool Youngsters Israel Australia New Zealand Canada South Africa Germany United States Australia Canada Germany Israel New Zealand South Africa United States ISSN-0793-3916 English Begun in Israel in 1960, the HIPPY (Home Instruction for Parents of Preschool Youngsters) program is a family support, parent-focused, early childhood literacy program. This book compiles 17 evaluation studies of the program, from researchers and practitioners in 7 countries. The studies are organized around five themes: exploring theoretical perspectives; examining HIPPY's impact on children, on families, and on communities; and navigating the research process. Each chapter is followed by suggestions for the practitioner on how to integrate the evaluation findings into the daily life of the program. The chapters are as follows: (1) "Ready or Not: One Home-Based Response to the School Readiness Dilemma" (Miriam Westheimer); (2) "Principles of Child Development, Learning, and Partnerships: Where Does the HIPPY Program Fit?" (Sue Bredekamp); (3) "Understanding HIPPY in the Context of Contemporary Perspectives on Development, Risk and Intervention" (Lucy Le Mare); (4) "The Impact of HIPPY on School Performance in Third and Sixth Grades" (Robert H. Bradley and Barbara Gilkey); (5) "A Promising Start: An Evaluation of the HIPPY Program in New Zealand" (Galia BarHava-Monteith, Miki Harre, and Jeff Field); (6) "The Use of Item Response Theory To Develop a Measure of First-Grade Readiness" (Thomas P. Gumpel); (7) "Preschool Children in the HATAF and HIPPY Programs: Feedback from Preschool Teachers" (Drora Kfir and Irit Elroy); (8) "Program Effectiveness and Parent Involvement in HIPPY (Amy J.L. Baker, Chaya S. Piotrkowski, and Jeanne Brooks-Gunn); (9) "The Vancouver HIPPY Project: Preliminary Evaluation Findings from a Multicultural Program" (Lucy Le Mare and Karyn Audet); (10) "Maternal Scaffolding Behavior within the HIPPY Context" (Wanda Roundtree); (11) "An Evaluation of a HIPPY Early Intervention Program: Can Parents Benefit Too?" (Galia BarHava-Monteith, Niki Harre, and Jeff Field); (12) "On Hugh McLean's Evaluation of HIPPY Outcomes in South Africa" (Miram Westheimer); (13) "Reaching Out and Making a Difference: The Context of Meaning in a Home-Based Preschool Program" (David W. Britt); (14) "The Mutually Reinforcing Roles of Volunteers and Professionals: HIPPY as a Case in Point" (Oliver Schuberth); (15) "HIPPY Program's Influence on Establishing Home-School Partnerships and Enhancing Children's School Readiness" (Pia Rebello Britto and Jeanne Brooks-Gunn); (16) "The Florida HIPPY Recipe for Research" (Lois-Lynn S. Deuel, Mary Lindsey, and Dabaram Rampersad); (17) "Evaluating HIPPY in Texas: Process and Progress (Arminta Lee Jacobson); and (18) "HIPPY Implementation and Research in Australia: Progress and Prospect" (Suzanne Dean, Cynthia Leung, Tim Gilley, and Jacqueline Grady). (HTH) ED476912 Parents Making a Difference: International Research on the Home Instruction for Parents of Preschool Youngsters (HIPPY) Program. 2003-00-00 Administrators Practitioners Teachers 344 Distribution in the United States and Canada: The Connelly-3-Publishing Group, Inc., 10 West Main St., P.O. Box 920, Clinton, CT 06413 ($20). Tel: 860-664-4988. N/A 2004 2016-11-23

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No Child Safety Children Elementary Education Elementary Schools Injuries Park Design Parks Playgrounds Prevention Recreational Facilities Risk Management Risk Reduction Thompson, Donna Hudson, Susan Guides - Non-Classroom National Program for Playground Safety Playground Design Playground Equipment Northern Iowa Univ., Cedar Falls. School of Health, Physical Education, and Leisure Services. English Recognizing the need for a nationally coordinated effort to reduce playground injuries, the National Program for Playground Safety was created in 1995. This booklet describes the national action plan for prevention of playground injuries. Designed for use by parents, teachers, recreation and park personnel, and caregivers involved in providing safe play environments, the booklet outlines four goals of the plan: (1) provide proper supervision on playgrounds; (2) design age-appropriate playgrounds; (3) provide proper fall surfacing under and around playground equipment; and (4) properly maintain equipment on playgrounds. For each goal related action steps are detailed at the national, state, and local level. Resources available are also listed for each goal. The booklet concludes with a summary of the action steps at each level. (HTH) ED476913 National Action Plan for the Prevention of Playground Injuries. 2002-03-00 Centers for Disease Control (DHHS/PHS), Atlanta, GA. Community Practitioners Support Staff 26 National Program for Playground Safety, School of HPELS, University of Northern Iowa, Cedar Falls, IA 50614-0618 ($5). Tel: 800-554-7529 (Toll Free); Fax: 319-273-7308; email: playground-safety@uni.edu; Web site: http://www.uni.edu/playground. N/A 2004 2016-11-21

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Yes Anxiety Basic Skills Classroom Environment Comparative Analysis Developmentally Appropriate Practices Early Experience Educational Practices Outcomes of Education Preschool Children Preschool Education Prosocial Behavior Student Centered Curriculum Reio, Thomas G., Jr. Maciolek, C. Lynn Weiss, Erin M. Reports - Research Speeches/Meeting Papers Direct Instruction English Although there is considerable evidence that kindergartners in child-centered programs have more opportunities to increase prosocial behavior and are more internally motivated than children in basic skills programs, the efficacy of child-centered versus basic skills programs with regard to prosocial behavior has not been examined among preschool children. This study sought to determine whether children enrolled in child-centered preschools would demonstrate fewer anxiety behaviors and more prosocial behaviors compared to children in basic skills preschool programs. Participating in the study were 20 children from a child-centered program and 20 children from a basic skills program. Observations of anxiety, disruption, and prosocial behavior frequency took place during free play and during a structured academic activity. Anxiety behaviors were operationally defined as nail biting, crying, frowning, avoiding new situations, and flat/negative affect. Prosocial behaviors were defined as stopping a quarrel, inviting another child to join the group, praising, comforting, or helping others. Results from t-test analyses revealed significantly less frowning in the child-centered program. Also, children invited others to join the group more and praised each other more in the child-centered program than in the basic skills program. There were no other significant differences between the two types of schools. (Contains 14 references.) (KB) ED476914 The Prevalence of Anxiety and Pro-Social Behaviors in Child-Centered and Basic Skills Preschool Classrooms. 2002-12-17 8 N/A 2004 2016-11-21

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No Aggression Analysis of Variance Anxiety At Risk Persons Attention Control Behavior Change Behavior Problems Child Development Data Analysis Depression (Psychology) Developmental Continuity Elementary School Students Hyperactivity Individual Development Interpersonal Competence Leadership Longitudinal Studies Personality Traits Primary Education Reliability Student Adjustment Student Behavior Study Skills DiStefano, Christine Lasserre-Cortez, Shannon A. Reports - Research Speeches/Meeting Papers Externalization Growth Curve Analysis Internalization Person Centered Approach English This longitudinal study used repeated measures analysis of variance (RM ANOVA) and latent growth curve modeling to examine behavior change in 228 elementary school students over grades 1, 2, and 3 who varied in risk status. Of particular interest were the developmental trajectories for behaviors along four dimensions as rated yearly by teachers on the Behavioral Assessment System for Children (BASC): externalizing problems, internalizing problems, school problems, and adaptive behavior. Children were initially classified at higher or lower risk based on their behavioral type as rated by teachers, with 150 lower risk children assigned from well adapted and average types, and 78 higher risk children assigned from the following types: disruptive behavior disorders, academic problems, mild disruptive problems, physical complaints/worry, and general problems-severe. Descriptive statistics revealed slight fluctuations in the BASC dimensions over the 3 years. The RM ANOVAs showed decreases in internalizing and externalizing problems between first and second grade. The trajectory for internalizing problems showed that scores decreased from the initial baseline in a nonlinear fashion, regardless of risk level. Adaptive skills ratings showed nonsignificant decreases over time, suggesting that students were viewed as less adaptable and studious over time. School problem ratings remained constant over time, with high risk students showing higher initial status scores and showing decreases over time. Limitations of the study included its small sample size and the classification system to group children in risk categories. (Contains 21 references.) (KB) ED476915 Investigating Changes in Child Behavior during Elementary School. 2003-02-00 31 N/A 2004 2016-11-21

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Yes Early Experience Enrichment Activities Extracurricular Activities Influences Kindergarten Children Knowledge Level Longitudinal Studies Socioeconomic Status Summer Programs Rathbun, Amy H. Reaney, Lizabeth M. West, Jerry Reports - Research Speeches/Meeting Papers Family Activities Summer Summer Vacations Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey English This study drew on data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 to examine whether children made gains in general knowledge over the summer following their first year of kindergarten, whether general knowledge gains were similar for all children, and whether participation in certain types of summer activities related to general summer knowledge gains. The analyses in this study used a subset of 3,718 children from the larger study who were first-time kindergartners in Fall 1998, who were administered a general knowledge assessment in English in both Spring and Fall 1999, and whose parents completed an interview in Fall 1999. Findings revealed that children gained an average of 3.2 points on general knowledge assessments over the summer. Children who repeated kindergarten in 1999-2000 showed smaller summer gains than children who moved to first grade. Higher family SES and lower general knowledge status at end of kindergarten were associated with greater summer gains. White children and those from high-SES groups had more involvement in all types of summer activities than some minority children and those from the lowest SES. Associations between summer experiences and general knowledge gains were detected only for children from the lowest general knowledge group after controlling for other factors in the model. For this group, greater exposure to literacy activities was related to additional summer knowledge gains. Low- knowledge children participating in summer school, camps, or day care gained more than low-knowledge children not attending summer education programs. For children from middle and high general knowledge groups, summer activities were not associated with summer general knowledge gains. (Contains 12 references.) (KB) ED476916 The World Around Them: The Relationship between Kindergartners' Summer Experiences and Their General Knowledge. 2003-04-00 Policymakers Researchers 30 N/A 2004 2016-11-21

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Yes Family Programs Family School Relationship Fathers Outreach Programs Parent Participation Preschool Children Preschool Education Raikes, Helen Boller, Kimberly vanKammen, Welmoet Summers, JeanAnn Raikes, Abbie Laible, Debbie Wilcox, Brian Ontai, Lenna Christensen, Lanette Reports - Research Program Characteristics Barriers to Participation Early Head Start Mathematica Policy Research, Princeton, NJ. Nebraska Univ., Lincoln. Gallup Organization, Inc., Princeton, NJ. English A survey of all Early Head Start programs funded from 1995-1998 was conducted during the winter of 1999-2000 to determine involvement of fathers in the programs and program outreach to involve fathers. Program representatives from 261 programs completed the survey on the World Wide Web or by mail, for a 62.5 percent response rate. Findings revealed variation among the programs with respect to fathers served, goals for programs, program strategies for involving fathers, barriers to involvement, and current involvement of fathers in the programs. Some of the variation occurred as a result of program stage of development. Strong evidence for a predictable sequence of stages toward more complex and purposeful father involvement was found. Compared to programs at large, the more mature programs were characterized by greater father involvement, more goals and program activities for fathers, a different pattern of perceived barriers, more successful solutions to challenging situations, and greater likelihood of identifying staff for providing father involvement training, using men for recruiting fathers, reaching out to nonresident as well as resident fathers, and working with partners within the community. To a lesser extent there was also variation as a result of program approach (whether serving families through home-based services, center-based services or a combination). Programs also varied according to race/ethnicity of the families served. (Author/HTH) ED476917 Father Involvement in Early Head Start Programs: A Practitioners Study. 2002-08-20 106 Mathematica Policy Research, Inc., 600 Alexander Park, Princeton, NJ 08540. Tel: 609-799-3535; Fax: 609-799-0005; Web site: http://www.mathematica-mpr.com. For full text: http://ccfl.edu/projects/pdf/Final_Father_Involvement_Report.pdf. N/A 2004 2016-11-21

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Yes Effect Size Research Methodology Statistical Significance Newman, Isadore McNeil, Keith Fraas, John W. Reports - Descriptive Speeches/Meeting Papers Research Replication English Over the last few years, there has been evolution, although not a linear one, that has progressed from an emphasis on statistical significance to an emphasis on effect size to an emphasis on both of these concepts to what is believed to be a pragmatic emphasis on replicability. This paper presented two methods of estimating a study's replicability that researchers should consider reporting along with their statistically significant and effect size findings. One method of estimating the replicability of the findings deals with replication in the exact same system. The second method, which may contain subjective probability values, is used to estimate the replicability of a study's findings in a system that may differ from the initial system with respect to salient variables. The incorporation of the replicability estimates delineated in this paper would provide critical information to decision makers about the likelihood that the implementation of a particular method or treatment would produce similar results in their systems. (Contains 2 tables and 12 references.) (Author/SLD) ED476918 Deja Vu: Another Call for Replications of Research, Again. 2003-04-00 16 N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Monte Carlo Methods Multiple Regression Analysis Regression (Statistics) Newman, Isadore Hall, Rosalie J. Fraas, John Reports - Research Speeches/Meeting Papers Violation of Assumptions T Test Type I Errors English Multiple linear regression is used to model the effects of violating statistical assumptions on the likelihood of making a Type I error. This procedure is illustrated for the student's t-test (for independent groups) using data from previous Monte Carlo studies in which the actual alpha levels associated with violations of the normality assumption, homogeneity of variance, or unbalanced designs were determined. The observed Type I error rates were recorded, along with information coding the type and extent of statistical assumption violation. The resulting linear models had R squared values of 0.88 to 0.91 and adjusted R squared values of 0.87 to 0.90. The results of the suggested methodological approach: (1) reveal the feasibility of developing multiple linear regression models to predict actual Type I error rates based on various assumption violation conditions for the independent groups-t-test; (2) suggest that alpha inflation is rarely larger than a factor of 2; and (3) provide a template for the development of assumption violation models for other types of statistical tests. (Contains 3 tables and 27 references.) (Author/SLD) ED476919 Development of a Regression Model for Estimating the Effects of Assumption Violations on Type I Error Rates in the Student's T-Test: Implications for Practitioners. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Chi Square Goodness of Fit Test Items Roberts, James S. Reports - Research Speeches/Meeting Papers Unfolding Technique English Stone and colleagues (C. Stone, R. Ankenman, S. Lane, and M. Liu, 1993; C. Stone, R. Mislevy and J. Mazzeo, 1994; C. Stone, 2000) have proposed a fit index that explicitly accounts for the measurement error inherent in an estimated theta value, here called chi squared superscript 2, subscript i*. The elements of this statistic are natural byproducts of the marginal maximum likelihood procedure used to estimate generalized grading unfolding model (GGUM) parameters. The objective of this study was to generalize the proposed fit index to the GGUM situation. The behavior of the statistic under the GGUM was examined using alternative simulation techniques, and the results were used to develop hypothesis testing criteria for item misfit assessment. The number of simulated questionnaire items and the number of hypothetical respondents were both varied using a 3 x 4 factorial design, and the number of questionnaire items was 10, 20, or 30, with 500, 750, 1000, or 2000 simulees. Preliminary results suggest that the chi squared superscript 2, subscript i* family of item fit assessment methods is promising in the context of the GGUM. (Contains 1 table, 2 figures, and 21 references.) (SLD) ED476920 An Item Fit Statistic Based on Pseudocounts from the Generalized Graded Unfolding Model: A Preliminary Report. 2003-04-00 36 N/A 2004 2016-11-21

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Yes College Entrance Examinations Curriculum Grade Point Average High School Students High Schools Mathematics Tests Prediction Scores Sex Differences Socioeconomic Status Student Characteristics Verbal Tests Kobrin, Jennifer L. Milewski, Glenn B. Everson, Howard Zhou, Ying Reports - Research Speeches/Meeting Papers Discrepancy Analysis Scholastic Assessment Tests English This study used hierarchical linear modeling (HLM) to examine student- and school-level predictors of the discrepancy between students standardized high school grade point average (HSGPA) and standardized total Scholastic Assessment Test (SAT) scores. At the student level, academic curriculum intensity, socioeconomic status (SES), the difference between a students SAT mathematics and verbal scores (SATM-V), and gender were used to predict the HSGPA-SAT discrepancy within each school. Four factor scores (economic advantage, school size, computer technology, and school resources) based on a principal components analysis of 13 school-level variables were used to predict variation in the intercepts and slopes across schools. Data from the College Board for 18,674 students were used. All of the student-level variables except for curriculum intensity were significant predictors of discrepancy scores. Level-one intercepts as well as slopes for gender varied significantly across schools; the slopes for the other student-level variables did not. The school-level factor scores for economic advantage and school size significantly predicted a school's average discrepancy score (or level-one intercept), and the economic advantage factor also predicted a schools slope for gender. While several of the student-level variables were significant predictors of discrepancy scores, a substantial amount of the variance remained unexplained. This suggests that other variables not examined in this study are important predictors of the discrepancy between high school grades and SAT scores. (Contains 8 tables, 1 figure, and 23 references.) (Author/SLD) ED476921 An Investigation of School-Level Factors for Students with Discrepant High School GPA and SAT Scores. 2003-04-00 29 N/A 2004 2016-11-21

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Yes Adaptive Testing Computer Assisted Testing Item Banks Maximum Likelihood Statistics Online Systems Pretesting Simulation Pommerich, Mary Segall, Daniel O. Reports - Research Speeches/Meeting Papers BILOG Computer Program Calibration Armed Services Vocational Aptitude Battery Armed Services Vocational Aptitude Battery English Research discussed in this paper was conducted as part of an ongoing large-scale simulation study to evaluate methods of calibrating pretest items for computerized adaptive testing (CAT) pools. The simulation was designed to mimic the operational CAT Armed Services Vocational Aptitude Battery (ASVAB) testing program, in which a single pretest item is embedded, or seeded, into the administration of an operational CAT. The overall goal of the research is to select a calibration method that will best represent the data and maintain a consistent scale over time, as new calibrations are conducted, pretest items are formed into new pools, and operational pools are replaced with the new pools. In this study, pretest and operational CAT items were simultaneously calibrated and placed on the scale of the operational parameters from one CAT pool that is designated as the anchor CAT pool. A primary objective of this simulation was to evaluate the performance of the Marginal Maximum Likelihood (MML) three-parameter logistic model based calibration methods when some of the items do not fit a 3PL model. The first method evaluated used Bilog-MG to fix parameters for anchor items to their known values and simultaneously estimate the parameters for nonanchor items. The second method used Bilog-MG to estimate parameters for nonanchor items only and then used MML transformation procedures to rescale those parameters to the scale of the anchor items. Results suggest that it is safer to calibrate the nonanchor items to a N(0,1) scale and then rescale to the scale of the anchor items rather than to fix the parameters for the anchor items and simultaneously calibrate the nonanchor items. (Contains 19 figures and 8 references.) (SLD) ED476922 Calibrating CAT Pools and Online Pretest Items Using Marginal Maximum Likelihood Methods. 2003-04-00 34 N/A 2004 2016-11-21

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Yes Context Effect Pretesting Simulation Statistical Bias Test Construction Test Items Pommerich, Mary Harris, Deborah J. Reports - Research Speeches/Meeting Papers English In this study, the effect of appended pretesting was evaluated with regard to item statistics and examinee scores for groups of items that were pretested as part of a large-scale operational testing program. In appended pretesting, items are administered in a separately timed section at the end of an operational test battery. Two evaluations were conducted: one using a pretest unit consisting of a reading passage and the other using a pretest unit consisting of mathematics items, most of which were discrete. Sample sizes were: (1) 634 for the original pretesting group; (2) 294,637 for the operational group; (3) 1,007 for the re-pretest as operational group; and (4) 1,021 for the re-pretest as original group. In the ideal case, if items are pretested in exactly the context in which they will appear operationally, there should be no context effects. Results from the simulations in this paper showed some small-to-moderate negative effects on scores when misspecified parameters were used for item response theory scoring. Larger negative effects occurred at score points where fewer examinees score. Score bias could be smaller or larger under different conditions from those observed in this study. Results from the study also support the idea that preequating should only be conducted under very carefully controlled situations. (Contains 12 tables and 6 references.) (SLD) ED476923 Context Effects in Pretesting: Impact on Item Statistics and Examinee Scores. 2003-04-00 28 N/A 2004 8/19/2004 21:18:44 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Cross Cultural Studies Cultural Differences Foreign Countries Item Bias Item Response Theory Mathematics Tests Reliability Bertrand, Richard Boiteau, Nancy Reports - Research Score Stability Third International Mathematics and Science Study Item Bias Detection United States Japan Mantel Haenszel Procedure Japan United States Trends in International Mathematics and Science Study English This study aimed at finding criteria like within-method stability rates or between-method agreement rates that could help to choose a powerful and low-cost differential item function (DIF) detection method. The study tried to verify the within-method stability of item response theory (IRT) based over non-IRT-based procedures in two different cultural contexts. Data from the Third International Mathematics and Science Study for 1995 and 1999 were used to see if the items identified as having translation DIF in 1995 between U.S. and Japanese groups were the same in 1999. Four procedures were used for that purpose: two IRT-based and two non-IRT-based. In each case, absolute and relative criteria were used to classify the strength of the DIF. The study also investigated between-method agreement rates. Results show that the non-IRT-based methods, especially Mantel Haenszel (a low cost method), possessed between-method agreement rates as high as those obtained by IRT-based methods. Also, the stability rates of non-IRT-based methods were found to be very close to the stability rates of IRT-based methods. (Contains 11 tables and 39 references.) (SLD) ED476924 Comparing the Stability of IRT-Based and non IRT-Based DIF Methods in Different Cultural Contexts Using TIMSS Data. 2003-00-00 20 N/A 2004 2016-11-21

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Yes Data Collection Database Management Systems Mathematics Teachers Middle School Teachers Online Systems Research Methodology Researchers Castano, Marianne S. Reports - Descriptive Speeches/Meeting Papers English This paper describes the experiences of researchers conducting research using an online course for the professional development of middle school mathematics and science teachers. The paper also offers recommendations to developers of course management systems (CMS). The online course focused on strategies that promoted gender equitable pedagogy and practice to classroom instruction. The paper suggests that if a researcher, or someone knowledgeable about what researchers require and do with data, referred to in this paper as "researcher's voice," is made an integral part of the creative team of a CMS, researchers would be more likely to trust the accuracy of the data yielded by a CMS and rely on the stability of a system to collect and present data in its original format. The paper highlights three experiences that speak to this need. The first one deals with loss of data, the loss of presurvey data collected through an online survey but not stored, for unknown reasons, in the system's database. The second concerns the accuracy of course statistics offered by the system, and the third discusses the importance of keeping the original formatting and text of threaded messages where the data is exported to an external site. (SLD) ED476925 Researcher's Voice in Web-Based Course Management Systems. 2003-04-00 National Science Foundation, Arlington, VA. 13 N/A 2004 8/19/2004 21:18:48 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22-24, 2003).

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Yes Educational Administration Educational Change Educational Practices Instructional Leadership Principals School Districts State Programs Surveys Teacher Evaluation Negroni, Italia A. Iwanicki, Edward F. Reports - Research Speeches/Meeting Papers Connecticut Reform Efforts Connecticut English This study focused on how school district leaders in Connecticut are translating educational reform policies into instructional practice. It explored how school improvement initiatives were being implemented to improve student performance on the Connecticut Academic Performance Test (CAPT) and examined the ways in which these initiatives were integrated with staff development support and reinforced through teacher evaluation processes. Preliminary data were gathered though a quantitative survey with some open-ended questions, and then followup in-person and telephone interviews were conducted with 114 principals to probe selected responses more deeply. In general, study findings show that the CAPT has had an impact on educational reform in Connecticut, especially in the areas of curriculum and assessment reform in Connecticut. The strongest effects have been in the area of aligning curriculum standards with the CAPT and in the area of using CAPT-like assessments such as holistic scoring and rubrics. In urban districts with lower socioeconomic profiles, principals appeared concerned about having to apply a "one size fits all" kind of assessment to their students. Study findings also show that some meaningful strides have been made in linking staff development to school improvement initiatives. Findings also show that teacher evaluation has been the least impacted in terms of integration with staff development and school improvement initiatives. The doctoral dissertation on which this conference paper is based, "An Exploration of How School District Leaders Are Responding to the Connecticut Academic Performance Test (CAPT)," by Italia Ann-Terrone Negroni, is attached. (SLD) ED476926 An Exploration of How School District Leaders Are Responding to the Connecticut Academic Achievement Test (CAPT). 2003-04-24 188 N/A 2004 2016-11-21

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Yes Item Response Theory Job Analysis Nurses Nursing Rating Scales Scaling Bergstrom, Betty A. Blitz, David L. Reports - Research Speeches/Meeting Papers English Job task analyses provide a link between job performance and examination content. This paper describes a methodology that uses Item Response Theory to place job task analysis data on an equal interval scale that allows for quantitative comparisons between tasks and provides a method for quantifying a test blueprint. An actual analysis was conducted using responses of 427 individuals in a nursing subspecialty who responded to a role delineation questionnaire to rate 161 nursing intervention tasks. Items with the highest calibrations on the latent variable received the highest relative percentage of test items, and items with the lowest calibrations received the lowest percentage of test items. Where job content must be closely tied to a predictive instrument for purposes of making informed personnel decisions, the rating scales derived from this method are more advantageous than those derived from raw scores. Others may adapt this methodology to create similar instruments to be used for purposes other than the one shown. (Contains 8 figures, 8 tables, and 22 references.) (Author/SLD) ED476927 Job Task Analysis: An IRT Application. 2000-04-15 33 N/A 2004 8/19/2004 21:18:52 RIEJAN2004 Paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology (15th, New Orleans, LA, April 2000).

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No Adult Learning Educational Environment Educational Objectives Educational Practices Focus Groups Foreign Countries Instructional Effectiveness Online Courses Postsecondary Education Secondary Education Teacher Attitudes Teacher Student Relationship Teacher Surveys Technical Institutes Vocational Education Web Based Instruction Brennan, Roslin Reports - Research Tests/Questionnaires Australia Electronic Learning TAFE (Australia) Australia National Centre for Vocational Education Research, Leabrook (Australia). English The assumptions and practices underpinning the pedagogy of online delivery of vocational education and training (VET) in Australia were examined. Data were collected through a literature review, workshops at three participating technical and further education institutes, and a survey that elicited response from 200 teachers and 110 students. Selected findings were as follows: (1) pedagogical practice in Australia's online learning environment rarely conforms to the 15 principles of pedagogical effectiveness identified by stakeholders in online delivery of VET; (2) teachers are holding firmly to sound principles of pedagogy, and students are reiterating the importance of those principles; and (3) interactivity is unequivocally regarded as the most effective teacher-student relationship to develop in online learning environments. The study established that online pedagogy in VET needs to be able to create teaching and learning environments where students have the opportunity to do the following things: reduce their reliance on text; explore and value their intellectual, social, and cultural backgrounds; develop their knowledge beyond the transmission and assessment of content; reflect on their own learning; be part of an inclusive learning environment; communicate extensively with their peers and teachers; become self-regulated and engaged with their own learning; and develop a group identity that connects them with their learning and with the broader social environment. (Volume 1 contains 48 references. Volume 2 contains interview results, survey results, analysis of the online course filter, results of applying the productive pedagogies framework, and the survey questionnaire.) (MN) ED476928 One Size Doesn't Fit All: Pedagogy in the Online Environment. Volume 1 [and] Volume 2. 2003-05-00 1-74096-163-3 131 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 965; $22 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; Ee-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text (Volume 1): http://www.ncver.edu.au/research/proj/nr0F05_1.pdf. For full text (Volume 2): http://www.ncver.edu.au/research/proj/nr0F05_2.pdf. N/A 2004 2016-11-21

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No Adult Learning Delivery Systems Distance Education Educational Planning Educational Practices Educational Trends Foreign Countries Marketing of Education Needs Assessment Online Courses Online Systems Postsecondary Education Rural Areas Secondary Education Student Attitudes Technical Institutes Vocational Education Web Based Instruction Hill, Robyn Malone, Peter Markham, Selby Sharma, Renu Sheard, Judithe Young, Graeme Reports - Research Tests/Questionnaires Registered Training Organizations (Australia) TAFE (Australia) Australia Electronic Learning Australia National Centre for Vocational Education Research, Leabrook (Australia). English The size and scope of online usage in Australia's vocational education and training sector were examined in a four-stage study that included the numerous data collection activities, including the following: a literature review; interviews with 85 institutes; interviews with 10 training organizations and 20 organizations using online learning; paper-based surveys of 551 individuals at 85 technical and further education (TAFE) institutes and 35 major private providers of TAFE across Australia; and 3 case studies. Although online learning was being heavily supported in most states, the results of student outcome surveys indicated little engagement by learners with the online option. Registered training organizations across Australia were offering and delivering online modules in a wide range of industry/occupational groupings. The most popular industry groups for online modules were property and business, communication, agriculture, forestry, and fishing. Approximately 51% of capital city and rural dwellers had completed online modules. Rural residents accounted for 40% of graduates of online programs. A need for more educational market research was identified. (Thirteen tables/figures and 81 references are included. The following are among the items appended: lists of organizations and individuals involved in the study; definitions; the questions used in the various interviews; the online survey questionnaire; and a list of online initiatives in Australia. (MN) ED476929 Researching the Size and Scope of Online Usage in the Vocational Education and Training Sector. 2003-05-00 ISBN-1-74096-152-8 80 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 963; $27.50 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr0F06.pdf. N/A 2004 2016-11-21

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No Change Strategies Educational Administration Educational Change Educational Improvement Educational Quality Focus Groups Literature Reviews Postsecondary Education Quality Control Secondary Education Systems Approach Teacher Attitudes Teacher Surveys Technical Institutes Two Year Colleges Vocational Education Gibb, Jennifer Reports - Research United States Australia Impact Studies TAFE (Australia) Australia United States National Centre for Vocational Education Research, Leabrook (Australia). English The impact of implementation of a quality system on Australia's vocational education and training (VET) classrooms was examined through case study research with more than 100 quality managers, head teachers, and teachers in 8 technical and further education (TAFE) institutes in New South Wales, Victoria, Queensland, South Australia, and Western Australia. The literature on quality was also reviewed. Two-thirds of the teachers believed that implementing quality was having a positive impact on their work but had not yet made an impact on the learning process or the classroom because of the lack of focus on the quality systems being implemented in institutes. Quality meant different things to different people. Quality in VET had been implemented primarily as a way to improve business and the running of institutes rather than as a means of improving learning. The study confirmed the need to continue working to bridge the gap between institute, state, and national VET quality measures and programs and quality measures being gathered and implemented directly by teachers. (Eight tables and 58 references are included. The following items are appended: lists of TAFE institutions and staff consulted; the teacher focus group questions; and tables detailing the quality initiatives identified by teachers consulted and quality initiatives improving and impeding teachers' work.) (MN) ED476930 What Impact Is Implementing a Quality System Having on the Vocational Education and Training Classroom? 2003-05-00 ISBN-1-74096-098-X 85 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 974; $34.65 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/core/cp9707.pdf. N/A 2004 2016-11-21

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No Adult Educators Adult Learning Adult Literacy Classroom Techniques Community Education Consumer Education Curriculum Development Educational Needs Educational Practices Educational Strategies Financial Services Foreign Countries Literacy Education Money Management National Surveys Older Adults Student Needs Information Analyses Financial Literacy United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English In the United Kingdom, the increasing sophistication of money management and financial services' increasing reliance on information and computer technology (ICT) have made financial literacy education particularly important for older people, who are less likely to be engaged in the ICT revolution and more likely to be living on a low income. Education providers, community workers, and others can take the following actions to help older adults acquire the financial literacy needed in today's world: (1) use the Adult Financial Capability Framework; (2) work with older people's organizations; (3) convene focus groups; (4) be active in the community; (5) build financial literacy activities into lifelong learning and information, advice, and guidance plans; (6) assess staff needs and sensitize staff to older learners' special needs; (7) explore how problem-solving bodies can encourage individuals to build on their own success; and (8) use "life stages" approaches. A recent provider survey raised the following issues that should be considered by those providing financial literacy education to older adults: (1) differences in the perception of need; (2) gender issues; (3) tension between giving advice and guidance and encouraging self-development to anticipate and solve future problems; (4) liability issues around giving financial advice; (5) the lack of credible and useful materials; (6) older people's resource potential as mentors and advocates; and (7) perceptions of pride. (Lists nine references and six contacts.) (MN) ED476931 Financial Literacy and Older People Moving On. NIACE Briefing Sheet. 2002-07-00 10 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (free). For full text: http://www.niace.org.uk/information/Briefing_sheets/Financial_literacy _older_people.htm. N/A 2004 2016-11-21

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No Adult Basic Education Basic Skills Counseling Services Education Work Relationship Educational Demand Educational Finance Employment Qualifications Foreign Countries Government Role Government School Relationship Job Skills Job Training Labor Force Development Postsecondary Education Public Policy School Business Relationship Skill Development Unions Vocational Education Thomson, Alastair Information Analyses Government Business Relationship United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English In autumn 2001, the United Kingdom's (UK's) government published the following key documents concerning workforce development: (1) "In Demand: Adult Skills in the 21st Century"; (2) "The UK Productivity Challenge"; and (3) "Building a Stronger, Fairer Britain in an Uncertain World." Key positions and policies included in the three documents are as follows: (1) public financial incentives to train people in work must be matched by employer commitment to provide time off to train; (2) the 8 million individuals in jobs without a level 2 qualification, including those with basic skill needs, should be the target groups of government-supported training; (3) those individuals will receive free learning provision and accreditation by approved providers to work toward qualifications in areas that could raise productivity; (4) the government will support paid time off for education and training but will not make it a statutory entitlement; and (5) the government recommends extending the concept of "peer advice" learner support to small and nonunionized settings and local communities. Several pilot projects covering a mix of basic skills alone and basic skills plus level 2 courses were initiated to identify required levels of support and time off from work and effective practices and incentives. (Seven suggestions for further reading and useful organizations are listed.) (MN) ED476932 Workforce Development: Recent Government Activity. NIACE Briefing Sheet. 2002-01-00 7 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (free). For full text: http://www.niace.org.uk/information/Briefing_sheets/WorkforceDev.htm. N/A 2004 2016-11-21

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No Adolescents Adult Education Alienation At Risk Persons Career Guidance Counseling Services Emotional Development Foreign Countries Government School Relationship Job Training Out of School Youth Postsecondary Education Public Policy Self Esteem Social Integration Social Isolation Student Attitudes Young Adults Youth Employment Youth Programs Information Analyses Europe Marginalized Groups United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English Since 1997, policymakers in the United Kingdom and Europe have devoted extensive effort to devising policies and programs to reconnect young people with learning and work. In April 2001, England's government launched the Connexions Service, which is designed to meet young people's needs through a comprehensive, coherent, and holistic system of services such as the following: (1) a flexible curriculum that engages young people aged 14-19 and leads to relevant, sought-after qualifications; (2) assurance of high-quality provision in schools, further education colleges, and work-based learning; (3) targeted financial support for young people in learning; and (4) outreach, information, advice, support, and guidance. The respective European efforts have included many of the same principles and strategies but extend the age of young people served from 19 to 25. Other programs that have been initiated to help disaffected and socially excluded young people in the United Kingdom include the Young Adult Learners Partnership, which researches and develops effective approaches to learning and personal development among young adults on the margins of education, training, and employment, and Getting Connected, which is a curriculum framework intended to enhance the self-esteem and emotional literacy of young people outside the formal education and training system. These efforts have yielded valuable lessons regarding working with young adults. (Lists eight references and suggested readings.) (MN) ED476933 Young Adult Learners, Disaffection and Social Exclusion. NIACE Briefing Sheet. 2002-02-00 7 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (free). For full text: http://www.niace.org.uk/information/Briefing_sheets/YoungAdults2.htm. N/A 2004 2016-11-21

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No Adolescents Adult Education Counseling Services Educational Benefits Educational Environment Educational Needs Educational Opportunities Educational Practices Foreign Countries Mental Disorders Nonprofit Organizations Partnerships in Education Philanthropic Foundations Postsecondary Education Public Policy Self Concept Self Esteem Social Support Groups Young Adults Information Analyses United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English A 1996 report recognized the benefits of effective learning provision and the impact that mental health difficulties can have on quality of life of young adults in the United Kingdom. The range of mental health difficulties experienced by young adults in the United Kingdom and elsewhere is similar to that experienced by the older population and includes depression, stress, and anxiety. Research has established that effective learning provision for young adults with mental health difficulties should do the following things: (1) focus on the needs and interests of the young people themselves and be relevant to their lives; (2) be conducted in an accessible, safe, and comfortable environment away from the stigma and embarrassment often associated with mental health difficulties; (3) address the low self-confidence and negative self-perceptions experienced by many young adults with mental difficulties; and (4) offer access to a range of services, including one-to-one learning support, group work, and counseling. The following benefits of learning for young adults with mental difficulties have been identified: structure and stability; confidence and self-esteem; support networks; empowerment; progression; and personal satisfaction. Society also benefits when the learning needs of young people with mental difficulties are met. (Lists 6 resources and 11 contacts.) (MN) ED476934 The Learning Needs of Young Adults with Mental Health Difficulties. NIACE Briefing Sheet. 2002-03-00 8 National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (free). For full text: http://www.niace.org.uk/information/Briefing_sheets/Young_Adults_MHD.h tm. N/A 2004 2016-11-21

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No Adult Education Adult Students Caregiver Training Educational Gerontology Educational Needs Educational Practices Enrollment Trends Foreign Countries Lifelong Learning Money Management Older Adults Older Workers Postsecondary Education Preretirement Education Retirement School Community Relationship Student Characteristics Student Needs Information Analyses Elder Care Financial Literacy United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English The special needs of older learners, rates of participation in learning by older adults in the United Kingdom, and areas in which older adults are in particular need of learning opportunities were examined, and 24 recommendations were developed to assist learning and skills councils across the United Kingdom in meeting those needs. The following were among the recommendations presented: (1) recognize the benefits of relating to and working with other agencies to develop learning provision for older adults; (2) consult with local communities and relevant community organizations to better understand individual and community needs; (3) help local information, advice, and guidance partnerships and local lifelong learning partnerships to consider the financial literacy needs of older people in terms of curriculum; (4) map existing pre-retirement programs to ascertain the quality, quantity, and accessibility of local provision; (5) support better training for those who provide care and activities for older people in care settings; (6) identify, promote, and support projects to help older people obtain work; (7) support initiatives to help mature workers and job seekers prepare for specific industries; and (8) ensure the availability of targeted local education and guidance to help older people decide how to become involved in their communities. (Lists 17 references and suggestions for further reading.) (MN) ED476935 Meeting the Needs of Older Learners A Briefing for LSCs. NIACE Briefing Sheet. 2002-06-00 10 National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (free). For full text: http://www.niace.org.uk/information/Briefing_sheets/Meeting_needs_olde r_learners.htm. N/A 2004 2016-11-21

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Yes Child Care Elementary Secondary Education Employment Opportunities Equal Opportunities (Jobs) Family Income Job Training Low Income Groups Social Services Tax Credits Urban Areas Reports - Descriptive Welfare to Work Programs Earned Income Tax Credit Wealth Earned Income Tax Credit City Policy Associates, Washinton, DC. English This report describes 39 successful initiatives that illustrate what 27 cities have been able to accomplish for working families across four goal areas: improving job access and quality employment for residents of underemployed neighborhoods (e.g., connecting quality labor-seeking employers in metropolitan markets with placement and training organizations serving high-needs neighborhoods); rewarding and reinforcing the work efforts of welfare-to-work and other low-income working families (e.g., city outreach and tax assistance campaigns that help ensure that all eligible low-income families apply for and receive their federal and state Earned Income Tax Credit refunds); increasing the savings, assets, financial sophistication, and wealth of low-income families (e.g., promoting Individual Development Accounts); and strengthening the community services and institutions most crucial to working families (e.g., improving schools, public safety, child care, and/or human services). Each description includes the name of a contact person from whom additional information is available. (SM) ED476936 The Partnership for Working Families: Best Practices in Cities. 2003-05-00 Annie E. Casey Foundation, Baltimore, MD. United States Conference of Mayors, Washington, DC. 59 U.S. Conference of Mayors, 1620 Eye Street, N.W., Washington, DC 20006. Tel: 202-293-7330; Web site: http://www.usmayors.org. N/A 2004 2016-11-21

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Yes Academic Achievement Adolescents Diversity Dropout Rate Females Foster Care Graduation Homeless People Juvenile Justice Middle Schools Minority Group Children Racial Differences School Safety Secondary Education Sex Differences Sexuality Socioeconomic Status Substance Abuse Urban Areas Well Being Lehman, Ann Sacco, Carol Numerical/Quantitative Data Reports - Research English This study collected information on girls in San Francisco, California in the areas of demographics, economics, education, health, safety and violence, and criminal justice. Data came from local, state, and national sources (e.g., the U.S. Census Bureau; the California Bureau of Justice and the Criminal Statistics Center; the California Department of Education; and the California Department of Health Services; the San Francisco Unified School District; the San Francisco Housing Authority; and the San Francisco Department of Human Services). Findings highlight how few and diverse San Francisco girls are. San Francisco has the smallest percent of youth of any California county, and in 2000, San Francisco girls numbered about 55,000. Approximately 79 percent of all girls age 10-17 are girls of color, 7 percent of girls live in poverty, and 10 percent of public high school girls are lesbian, bisexual, or sexual orientation unknown. Most girls graduate high school. However, in 2002, most high school girls taking the California High School Exit Exam failed. San Francisco's girls face complex social and environmental challenges that affect their physical and mental wellbeing. Rates of sexually transmitted diseases are much higher for girls than boys. Most girls are dissatisfied with their weight and not meeting fitness standards. Most girls do not take drugs. High numbers report being depressed. Minority girls are disproportionately represented in the child welfare and juvenile justice systems. A list of online statistical resources is appended.(Contains over 300 footnotes and 113 figures.) (SM) ED476937 A Report on Girls in San Francisco: Benchmarks for the Future. 2003-04-00 144 San Francisco Commission and Department on the Status of Women, 25 Van Ness Avenue, Suite 130, San Francisco, CA 94102. Tel: 415-252-2570; Fax: 415-252-2575; e-mail: cosw@sfgov.org; Web site: http://www.sfgov.org/cosw. N/A 2004 2020-07-23

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Yes Academic Achievement Canada Natives Cultural Differences Curriculum Dropouts Educational Environment Foreign Countries Indigenous Populations Inner City Parent Attitudes Racial Bias Secondary Education Student Attitudes Teacher Attitudes Teacher Student Relationship Urban Schools Silver, Jim Mallett, Kathy Reports - Research Manitoba (Winnipeg) Marginalized Groups Canada (Winnipeg) Canadian Centre for Policy Alternatives, Ottawa (Ontario). English This study investigated the educational circumstances of Aboriginal students in inner city high schools in Winnipeg, Manitoba, Canada. It is based on a literature review and interviews with Aboriginal high school students, Aboriginal school dropouts, adult members of the Aboriginal community, and teachers. Results indicate that there is a cultural/class/experiential divide between Aboriginal students/families and the school system. The life experiences and cultural values of many Aboriginal families differ significantly from what they experience in schools, which are run largely by non-Aboriginal, middle class people for the purpose of advancing the values of the dominant culture. The educational system marginalizes Aboriginal students and does not adequately reflect their culture and realities. The incidence of overt racism is high. There are few Aboriginal teachers and little Aboriginal curriculum content. Many Aboriginal students resist and reject this form of education. This is viewed by the dominant culture as a problem of Aboriginal students failing in school. The school system then works to raise Aboriginal students to the level of the superior culture. Aboriginal people assert that they want the education needed to participate fully in Canadian society and their own self-governance, but they do not want to abandon their culture to do so. They believe that the educational system needs to better reflect the community's rapidly changing demographics. (Contains 176 references.) (SM) ED476938 Aboriginal Education in Winnipeg Inner City High Schools. 2002-12-00 65 Canadian Centre for Policy Alternatives Manitoba, 309-323 Portage Avenue, Winnipeg, MB, Canada R3B 2C1 ($5). Tel: 204-927-3200; Fax: 204-927-3201; e-mail: ccpamb@policyalternatives.ca; Web site: http://www.policyalternatives.ca. N/A 2004 2016-11-21

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Yes Blacks Child Welfare Poverty Welfare Recipients Welfare Services Numerical/Quantitative Data Temporary Assistance for Needy Families Temporary Assistance for Needy Families Children's Defense Fund, Washington, DC. English To examine the experiences of black children and poverty, researchers conducted a computer analysis of data from the U.S. Census Bureau's Current Population Survey, the source of official government poverty statistics. The data are through 2001. Results indicated that nearly 1 million black children were living in extreme poverty, with after-tax income (including food and housing benefits) below half the poverty line. The number of extremely poor black children was at the highest level in 23 years. The percentage of black children in extreme poverty in 2001 was near a record high (it reached a 23-year peak in 1992). The percentage remained slightly higher than it was in 1996 when the welfare law was signed, despite several years of economic boom in between. A dwindling safety net for the worst-off families appears to have influenced the trends. Fewer and fewer otherwise extremely poor children of all races received cash public assistance. A growing number had no assistance, despite their extreme poverty. Trends in extreme poverty were not the result of potential pitfalls in survey data such as failure to count income from live-in boyfriends or other household measures, possible underreporting of welfare income, or the presence of wealthy respondents with very low annual incomes who live off of sizable assets. (SM) ED476939 Number of Black Children in Extreme Poverty Hits Record High. Analysis Background. 2003-04-00 10 CDF Publications, P.O. Box 90500, Washington, DC 20090-0500. Tel: 202-662-3652; Fax: 202-628-8333; e-mail: cdinfo@childrensdefense.org; Web site: http://www.childrensdefense.org. N/A 2004 2016-11-21

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Yes Academic Standards Accountability Community Involvement Decentralization Educational Change Elementary Secondary Education Instructional Leadership Parent Participation Public Schools Resource Allocation Urban Schools Corcoran, Tom Christman, Jolley Bruce Reports - Evaluative Pennsylvania (Philadelphia) Consortium for Policy Research in Education, Philadelphia, PA. Research for Action, Inc., Philadelphia, PA. English This report examines Philadelphia, Pennsylvania's Annenberg Challenge, Children Achieving, a districtwide systemic reform initiative designed and led by a small core group of district officials and external partners. It was organized around eight core strategies (fair funding, standards, accountability, decentralization, leadership and support for teachers and principals, better coordination of resources, civic and parent engagement, and the all at once philosophy). A combination of factors contributed to Children Achieving's failure to produce sustained improvements and deep changes in practice and included flaws in the theory of action itself, flaws in implementation, lack of capacity, and behavior inconsistent with underlying beliefs and values. Reformers encouraged stakeholders to believe that standards, accountability, and decentralization would result in improved student performance, but this did not occur. Lessons learned include: content standards and accountability measures offer a foundation for instructional change, but produce results only if teachers are given the time and support needed to develop high-quality curricula and alter their classroom methods; curriculum-based, sustained professional development is essential to instructional change; and too much reform can overload schools and teachers. Two appendices present additional reading on Children Achieving and research methodology. (Contains 28 endnotes(SM) ED476940 The Limits and Contradictions of Systemic Reform: The Philadelphia Story. 2002-11-00 Pew Charitable Trusts, Philadelphia, PA. Annenberg Foundation, St. Davids, PA. 47 Consortium for Policy Research in Education, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; Web site: http://www.cpre.org. N/A 2004 2022-12-29

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Yes Academic Achievement Educational Research Elementary Education Family Influence Institutional Characteristics Peer Influence Hanushek, Eric A. Kain, John F. Markman, Jacob M. Rivkin, Steven G. Reports - Research English Empirical analysis of peer effects on student achievement has been open to question because of the difficulties of separating peer effects from other confounding influences. While most econometric attention has been directed at issues of simultaneous determination of peer interactions, this paper argues that issues of omitted and mismeasured variables are likely to be more important. It controls for the most important determinants of achievement that will confound peer estimates by removing student and school-by-grade fixed effects in addition to observable family and school characteristics. The analysis also addresses the reciprocal nature of peer interactions and the interpretation of estimates based upon models using past achievement as the measure of peer group quality. The results indicate that peer achievement has a positive effect on achievement growth. Moreover, students throughout the school test score distribution appear to benefit from higher achieving schoolmates. On the other hand, the variance in achievement appears to have no systematic effect. Further research is recommended on the effects of peers on other social and economic outcomes, and more classroom level evidence is needed on the impact of ability grouping. (Contains 32 references.) (SM) ED476941 Does Peer Ability Affect Student Achievement? 2001-08-00 Andrew W. Mellon Foundation, New York, NY. Smith Richardson Foundation, Inc., Greensboro, NC. Spencer Foundation, Chicago, IL. 36 Additional support from Packard Humanities Institute. N/A 2004 8/19/2004 21:19:22 RIEJAN2004

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Yes Adolescents Asian Americans Birth Weight Blacks Early Parenthood Ethnicity Family Income Health Hispanic Americans Language Usage Poverty Prenatal Care Racial Differences Suburbs Urban Areas Whites Andrulis, Dennis P. Duchon, Lisa M. Reidj, Hailey M. Numerical/Quantitative Data Reports - Research Tuberculosis English This report profiles the 2000 status of and changes (since 1990) in rates of health and health-related measures for racially and culturally diverse populations living in the 100 largest U.S. cities and their suburbs. Data came from the U.S. Census Bureau and Centers for Disease Control and Prevention to identify patterns in race/ethnicity, foreign born status, language use, poverty, income, low birth weight, teen births, prenatal care, and tuberculosis. Results found varying degrees of progress among Blacks, Whites, Hispanics, and Asians. The most consistent and, in many cases, strongest improvements occurred among non-Hispanic Blacks in cities and suburbs. Hispanics experienced more modest, and on some indicators, negligible progress. Changes among Asian populations generally tracked with those for non-Hispanic Whites, who made modest improvements during the 1990s. Rates of increase in low birth weight for both city and suburban Whites were the largest among all four racial/ethnic groups. Despite progress among Blacks, Hispanics, and Asians, significant racial and ethnic disparities with Whites persisted for most measures. The analysis confirmed that although suburban rates overall on social and health indicators tended to be better than city rates overall and within each ethnic group, on several indicators, differences were narrowing. The research methodology is appended. (Contains 43 endnotes.) (SM) ED476942 Dynamics of Race, Culture and Key Indicators of Health In the Nations 100 Largest Cities and Their Suburbs. The Social and Health Landscape of Urban and Suburban America Report Series. 2003-02-00 Robert Wood Johnson Foundation, Princeton, NJ. 49 SUNY Downstate Medical Center, 450 Clarkson Avenue, Box 1240, Brooklyn, NY 11203-2098. Tel: 718-270-7727; Fax: 718-270-7565; e-mail: ccconf@downstate.edu. N/A 2004 2016-11-21

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Yes Community Involvement Elementary Secondary Education Governance Parent Participation Participative Decision Making Principals Public Schools School Councils Moore, Donald R. Reports - Evaluative Chicago Public Schools IL English In Chicago, local school councils (LSCs) with a majority of elected parent and community members, exercise substantial school-level decision making powers. They hire their school principals on performance contracts, set priorities for school improvement, and determine school budgets. This report summarizes two 1997 studies that analyzed LSC effectiveness. Overall, parent and community LSC members are substantially better educated than the average Illinois adult. The typical LSC meets monthly and nearly always has a quorum. About 50-60 percent of LSCs are high functioning, 25-33 percent are performing well with support, and 10-15 percent have serious inadequacies. Most LSCs are viable governance organizations that responsibly complete their mandated duties. Very few LSC members use their office to engage in corrupt activity. Needed actions include intervening to rebuild dysfunctional LSCs; strengthen LSCs that meet all their responsibilities but are not catalysts for significant educational improvement; and strengthen LSCs to help improve Chicago's high schools. LSCs must act to stop central office staff from interfering inappropriately in LSC decision making. The current process for educating and assisting LSCs violates widely recognized standards for effective adult education, so an infrastructure is needed independent of the school system's central office to provide high quality education and assistance to LSCs on a large scale. (SM) ED476943 Chicago's Local School Councils. What the Research Says. 2002-01-00 25 Designs for Change, 29 East Madison Street, Suite 950, Chicago, IL 60602. Tel: 312-236-7252; Fax: 312-236-7927; e-mail: info@designsforchange.org; Web site: http://www.designsforchange.org. N/A 2004 2016-11-21

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Yes Adolescents Early Parenthood Elementary Secondary Education Enrollment Trends Mothers Substance Abuse Welfare Reform Welfare Services Acs, Gregory Koball, Heather Reports - Research Living Arrangements Risk Taking Behavior Temporary Assistance for Needy Families Temporary Assistance for Needy Families Urban Inst., Washington, DC. English This brief uses data from the National Longitudinal Survey of Youth 1997 cohort to profile teen mothers under welfare reform policies. Initially, it assesses the extent to which teen childbearing among 15- to 17-year-old girls has changed between the start of federal welfare reform in 1997 and 2000. Then, it examines changes in teen mothers' living arrangements, school enrollment, and welfare use over the same period. Finally, using post-reform data, it compares the risk taking behavior of all teenage girls, teen mothers, and teen mothers who live with their parents to see whether living with parents is associated with less risky behavior. Results indicate that minor teen mothers are significantly less likely to receive cash welfare since the implementation of Temporary Assistance for Needy Families, although there are no statistically significant differences in teen childbearing, residential choice, or school enrollment. Further, teen mothers are more likely to smoke, drink, and use marijuana than other teenage girls. Teen mothers who co-reside with their parents, however, are less likely to use marijuana than teen mothers in other living arrangements. (Contains 14 references.) (SM) ED476944 TANF and the Status of Teen Mothers Under Age 18. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies, Series A. 2003-06-00 Annie E. Casey Foundation, Baltimore, MD. Robert Wood Johnson Foundation, Princeton, NJ. Kellogg Foundation, Battle Creek, MI. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Ford Foundation, New York, NY. 9 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-261-5687; Fax: 202-429-0687; e-mail: pubs@ui.urban.org; Web site: http://www.uipress.org. N/A 2004 2016-11-21

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No Cultural Pluralism Diversity Educational Environment Elementary Secondary Education Ethnic Relations Instructional Leadership Interpersonal Relationship Leadership Qualities Racial Relations School Culture Henze, Rosemary Katz, Anne Norte, Edmundo Sather, Susan E. Walker, Ernest Books Guides - Non-Classroom English This book provides models of leadership that are effective in developing schools where positive interethnic relations can flourish. Vignettes and case studies allow readers to assess and develop their leadership skills in interethnic relations by recognizing and developing their strengths, assessing how organizational structures support or constrain positive relations, understanding the nature of ethnic tension in the school, identifying the school's priority needs, developing a core vision of interethnic relations, creating and implementing a plan for promoting positive relations, and documenting the effectiveness of the plan. Part 1, "A Framework for Developing Positive Interethnic Communities," includes; (1) "Leading from Within"; (2) "Assessing the School Context"; (3)"Understanding Racial and Ethnic Conflict"; (4) "Identifying Priority Needs--Individual and School-Wide"; (5) "Envisioning Positive Interethnic Relations"; (6) "Selecting Approaches"; (7) "Implementing and Refining the Plan"; and (8) "Documenting and Communicating Success in Interethnic Relations." Part 2, "Cases in Interethnic Relations for School Leaders," includes (9) "The Ripple Effect of Conflict"; (10) "The Power of the School Secretary"; (11) "Challenging Attitudes"; (12) "What's Data Got to Do With It?"; (13) "Dilemmas of Pluralism and Unity"; and (14) "Maintaining Confidentiality." The methodology, resources for schools, and alignment with standards for school leadership are appended. (Contains 91 references and an index.) (SM) ED476945 Leading for Diversity: How School Leaders Promote Positive Interethnic Relations. 2002-06-00 ISBN-0-7619-7898-4 Practitioners 208 Corwin Press, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paper, $34.95; library edition, $74.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 21:19:29 RIEJAN2004

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No Academic Standards Change Strategies Educational Change Educational Quality Elementary Secondary Education Equal Education Parent Participation Social Bias Socioeconomic Status Schwebel, Milton Books Reports - Evaluative Stigma Reform Efforts English This book addresses problems facing U.S. schools, discussing the role of parental involvement and how social class pervades the school system. It suggests there are actually three school systems, with serious inequities among them (one serves the well-to-do and privileged, plus a few exceptional students from lower social classes; another provides basic skills and knowledge and helps students learn, but does not encourage independent, creative thinking; and the third serves the urban and rural poor and is inadequate). The book explains that rather than an educational crisis, there is an ongoing problem of inferior schooling for large numbers of students. Fourteen chapters examine: (1) "The Educational System We've Got"; (2) "What International Comparisons Really Show"; (3) "How Much is High-Quality Universal Education Valued?"; (4) "Social Class Differences in the Purposes of Education"; (5) "Differences among the Three School Systems"; (6) "Parental Differences in the Three School Systems"; (7) "The Power of Parental Mediation"; (8) "Types of School Reform: Standards-Based and Market-Based"; (9) "Types of School Reform: Equity-Based and Community-Based"; (10) "The Shape of the Future: Five Reform Programs"; (11) "Social Stigma and Disidentification with Schools"; (12) "Half Measures Don't Work"; (13) "Moving toward a Single School System: What Must be Done"; and (14) "Initiating Change." (Contains approximately 250 references and an index.) (SM) ED476946 Remaking America's Three School Systems: Now Separate and Unequal. 2003-00-00 ISBN-0-8108-4542-3 277 Scarecrow Press, Inc., 4720 Boston Way, Lanham, MD 20706 ($29.95). Tel: 800-462-6420 (Toll-Free); Fax: 717-794-3803; Web site: http://www.scarecroweducation.com. N/A 2004 2016-11-21

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No Bilingual Education Cultural Differences Cultural Pluralism Curriculum Development Diversity (Student) Elementary Secondary Education Foreign Countries Multicultural Education Social Bias Sociolinguistics Teacher Competencies Sinagatullin, Ilghiz M. Books Language Policy Russia Russia English This book promotes multicultural education, focusing on the diverse ethnic groups that make up Russian society and drawing comparisons with the U.S. educational system to assert that a well-built multicultural classroom is key to reducing racial, ethnic, religious, class, and gender prejudices. It also examines issues of diversity in a rural setting, folk pedagogy, and ethnopedagogy that have previously remained unexplored. Six chapters include: (1) "Diversity and Change" (e.g., racial, ethnic, and linguistic diversity and diversity on the societal level); (2) "Culture and Cultural Differences" (culture as a multidimensional phenomenon and a glimpse of ethnic cultures); (3) "The Nature of Multicultural Education" (e.g., history and underlying principles and diversity of school environments); (4) "Bilingual Education with a Multicultural Perspective" (e.g., bilingualism as a sociolinguistic phenomenon and Russian language policy for students from non-Russian ethnic backgrounds); (5) "Making the Curriculum Multicultural" (e.g., multicultural concerns in social studies education and pluralistic approaches in health and music education); and (6) "Multicultural Competency of the Teacher" (attitude, knowledge base, and pedagogical skills). (Contains approximately 275 references and an index.) (SM) ED476947 Constructing Multicultural Education in a Diverse Society. 2003-04-00 Bureau of Educational and Cultural Affairs (Dept. of State), Washington, DC. United States Information Agency, Washington, DC. ISBN-0-8108-4340-4 263 Scarecrow Press, Inc., 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706 ($39.95). Tel: 800-462-6420 (Toll-Free); Fax: 717-794-3803; Web site: http://www.scarecroweducation.com. N/A 2004 2016-11-21

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Yes Community Programs Enrollment Full Day Half Day Schedules Parent Attitudes Parent Participation Parent School Relationship Parents Participant Satisfaction Preschool Education Program Effectiveness Program Improvement Cooper, Amy Letts, Kenea Reports - Evaluative New York (New York) Universal Preschool New York (New York) Early Childhood Strategic Group, New York, NY. English The New York City public school system has built partnerships with other early childhood programs in the community to make universal prekindergarten (UPK) available in settings appropriate for young children and affording full-day options to working families. In the first city-wide effort to obtain parent feedback on the program's success, over 7,500 parents of the 34,000 families with children enrolled in the program in 2000-2001 shared their first-hand experiences of the program in response to a questionnaire distributed to schools and community-based organizations offering UPK services. Findings revealed that 99 percent of respondents felt the program would prepare their children for kindergarten; 96 percent described the enrollment process as "easy"; 99 percent said they felt welcomed by program staff; and 99 percent said they would recommend the program to other parents. Eighty-five percent of parents enrolled their children in the UPK program because they wanted to expose them to the educational enrichment offered by the program. Local school referrals, parent referrals, and word of mouth all played a key role in parents' discovery of the program. Most parents had access to only half-day care, with 94 percent of children in extended day programs served by community-based organizations. Suggestions for program improvement included offering more extended-day options, extending the program to more children, placing more focus on academics, and expanding bilingual services. (The parent questionnaire is appended.) (KB) ED476948 A Parent Report Card: Universal Prekindergarten in New York City. What Parents Really Think. 2002-00-00 Fund for the City of New York, NY. Policymakers 24 Early Childhood Strategic Group, % Child Care, Inc., 275 Seventh Ave., 15th Floor, New York, NY 10001. Tel: 212-929-7604 ext. 3004; Fax: 212-929-5785; e-mail: ecsg@childcareinc.org; Web site: http://www.childcareinc.org. N/A 2004 2016-11-21

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No At Risk Persons Change Strategies Child Care Child Health Demography Early Childhood Education Early Experience Educational Change Nutrition Poverty Preschool Education School Readiness Working Poor Young Children Hodgkinson, Harold L. Reports - Descriptive Census 2000 Early Head Start Project Head Start Risk Factors Institute for Educational Leadership, Washington, DC. English This paper draws on demographic data on children spotlighted in the 2000 Census (called the Childrens Class of 2000) to examine how forces like poverty and family instability work to prevent equality of opportunity in school and in life. The paper describes some programs and techniques that effectively reduce the effects of these forces and concludes with recommendations for increasing the nations concern for improving the quality of infant and child care and making high quality programs available for all young children. Poverty is discussed as the most pervasive, inhibiting force, affecting one-third of the Class of 2000, with poor children located even in wealthy suburbs and rural areas. Most other risk factors are related to poverty and include quality of child care. It is posited that the major reason for the lack of national concern for children's quality of life is lack of regular contact with them. Although programs such as Head Start and Early Head Start benefit children, research documents that such efforts to close the achievement gap reach too few children. New program developments linking preschool to elementary school include Georgia's state universal preschool program and the Schools of the 21st Century. Barriers to universal preschool in the United States include the decentralized educational administration, the large percentage of children in poverty, and the reluctance of Americans to feel responsibility for children of the poor. Every state has sponsored some sort of preschool activity, and some school leaders are becoming aware of the need to link preschool, kindergarten, and first grade. Noting that the basic structure of a universal system of early care and education is already in place, the paper delineates recommended actions, including full funding for Head Start; provision of quality, universal child care; and promotion of all-day kindergarten. (Contains 24 references.) (KB) ED476949 Leaving Too Many Children Behind: A Demographer's View on the Neglect of America's Youngest Children. 2003-04-00 Ewing Marion Kauffman Foundation, Kansas City, MO. Caroline and Sigmund Schott Foundation, Cambridge, MA. Policymakers 25 Institute for Educational Leadership, 1001 Connecticut Avenue, NW, Suite 310, Washington, DC 20036. Tel: 202-822-8405; Fax: 202-872-4050; e-mail: iel@iel.org; Web site: http://www.iel.org. N/A 2004 2016-11-21

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Yes Adolescents After School Programs Childhood Needs Crime Delinquency Incidence Prevention Public Policy Victims of Crime Youth Problems Carpenter, Tim Cornelius, Aisha Francis, Ann Potter Parsons, Lena Opinion Papers Reports - Descriptive Illinois Illinois English Noting that the after-school hours are peak hours for Illinois juveniles to be either victims of crime or involved in criminal activity, this report provides evidence that making quality after-school programs available to all youth who need them will reduce crime and provide constructive activities for youth. The report details statistics on arrests of or offenses by juveniles in Chicago and other Illinois cities on an hourly basis, illustrating that mid- and late-afternoon is the peak time for juvenile crime. Findings from various studies are summarized to illustrate that after-school programs reduce juvenile crime, drug use, smoking, drinking, teen sex, pregnancy, and truancy. The report notes that there are 2.19 million school-age children in Illinois, 70 percent of whom are in homes where both parents or the only parent are in the workforce. Despite three major funding sources for after-school programs in Illinois, there still is a huge unmet need. The report suggests improved coordination of existing funding sources at the local, state, and federal levels and increased financial commitment to after-school programs. The report closes with a call from the members of Fight Crime: Invest in Kids Illinois to public officials to adopt a plan to close the after-school gap. (Contains 15 endnotes.) (KB) ED476950 When the School Bell Rings... Juvenile Crime or Constructive Time? After-School Programs Are the Answer. 2002-09-00 Woods Fund of Chicago, IL. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Afterschool Alliance, Washington, DC. Chicago Community Trust, IL. Policymakers 8 Fight Crime: Invest in Kids Illinois, 220 South State Street, Suite 1215, Chicago, IL 60604. Tel: 312-986-9200; Fax: 312-922-2277; Web site: http://www.fightcrime.org. For full text: http://www.fightcrime.org/il. N/A 2004 2016-11-21

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Yes Access to Education After School Programs At Risk Persons Change Strategies Child Abuse Child Care Child Neglect Children Early Childhood Education Early Experience Early Identification Parent Education Prevention Public Policy School Readiness Summer Programs Violence Youth Youth Problems Opinion Papers Access to Services Child Protection Illinois State Policy Illinois English Noting that one of the most powerful weapons to prevent crime are programs such as quality educational child care, after-school and summer programs, and child abuse prevention, this brief presents the school and youth violence prevention plan of an organization of Illinois law enforcement officers, state's attorneys, crime survivors, and leaders of police officer organizations. The plan is detailed in four steps: (1) assure all school-age children and teens access to after-school, weekend, and summer youth development programs to shut down the "prime time for juvenile crime"; (2) assure all babies and preschool children access to early childhood care and school readiness programs proven to cut crime; (3) help parents, early childhood caregivers, and schools identify and assist troubled and disruptive children at an early age, and provide children and their parents the counseling and training that can help equip children with the social emotional skills needed for success; and (4) prevent child abuse and neglect by providing resources and well-trained child protective services to safeguard endangered children and offering high-risk parents the in-home parent-coaching programs proven to cut in half abuse, neglect, and subsequent teen delinquency. The brief asserts that investing in children and youth now will have monetary benefits later in the form of savings to crime victims and society. A list of crime and violence prevention policy recommendations specifically for the state of Illinois concludes the brief. (KB) ED476951 From Illinois' Front Line against Crime: A School and Youth Violence Prevention Plan. 2003-00-00 Chicago Community Trust, IL. Pew Charitable Trusts, Philadelphia, PA. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Policymakers 6 Fight Crime: Invest in Kids Illinois, 220 South State Street, Suite 1215, Chicago, IL 60604. Tel: 312-986-9200; Fax: 312-922-2277; Web site: http://www.fightcrime.org. For full text: http://www.fightcrime.org/il. N/A 2004 2016-11-21

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No Child Care Children Comparative Analysis Economic Factors Employed Parents Family Environment Family Financial Resources Family Income Family Structure Health Insurance Incidence Parent Background Poverty Public Policy Trend Analysis Welfare Recipients Welfare Reform Well Being Working Poor Wertheimer, Richard Numerical/Quantitative Data Reports - Descriptive Child Care Costs Family Community Relationship Food Stamp Program Child Trends, Inc., Washington, DC. English With increasing unemployment in the United States, the nation has seen a drop in the percentage of children in poverty with one or more parents in the workforce, a reverse of trends evident in the late 1990s. This research brief presents a statistical snapshot of working poor families with children in 2001. Analyses revealed that in 2001 children with parents making a substantial work effort were seven times less likely to be poor than children whose parents did not make a substantial work effort. Five percent of children in families headed by married couples and 18 percent of children in families headed by single mothers were poor even though parents made a substantial work effort. Poor families were more likely to be headed by single parents or by parents who had not graduated from high school. Health insurance for children from poor, two-parent families lagged behind coverage in other family groups, regardless of parent employment status. Child care consumed a large share of the incomes of working poor families. After federal welfare reform, the percentage of poor children receiving welfare payments dropped, regardless of parental work status, with a similar drop for food stamps, except for working poor families headed by married couples. Children in working poor families lagged behind on important measures of well-being and home environment. Poor children and their families had lower levels of positive interaction with their community than did higher income families. Implications for public policy are discussed, focusing on approaches intended to increase work hours required of parents in welfare families, increase direct and indirect wage subsidies, assist low-income parents in working more consistently and taking career paths that lead to higher wages and benefits, and encourage and preserve marriage so children have a family with the potential of two incomes. (Contains 25 endnotes.) (KB) ED476952 Poor Families in 2001: Parents Working Less and Children Continue To Lag Behind. Child Trends Research Brief. 2003-05-00 Foundation for Child Development, New York, NY. John D. and Catherine T. MacArthur Foundation, Chicago, IL. David and Lucile Packard Foundation, Los Altos, CA. William and Flora Hewlett Foundation, Palo Alto, CA. Policymakers 12 Child Trends, 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-5533; Web site: http://www.childtrends.org. For full text: http://www.childtrends.org/PDF/PoorFamiliesRB.pdf. N/A 2004 2016-11-21

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No Administrator Attitudes Administrator Role Administrators Career Planning Competence Early Childhood Education Empowerment Job Performance Leadership Training Models Professional Development Self Esteem Teacher Leadership Training Methods Bella, Jill Bloom, Paula Jorde Reports - Evaluative National-Louis Univ., Wheeling, IL. Center for Early Childhood Leadership. English Using the photographic concept of zoom as a metaphor for the goals of leadership training as well as the personal transformation that occurs within individuals who engage in professional development to enhance their leadership capacity, this study took a focused look at 182 individuals participating in two models of early childhood leadership training to assess the impact of such training on their role perceptions, job performance, and career decisions. The first model was a 2-year program involving 34 hours of coursework and on-site technical assistance to achieve NAEYC center accreditation. The second model entailed 110 clock hours of instruction and technical assistance over 10 months. Findings revealed that leadership training resulted in heightened empowerment and self-esteem that transformed perceptions of the administrative role. Perceptions of competency correlated more strongly with educational level than years of experience in the field or as an administrator. Individuals participating in both training models indicated that the experience gave them a new perspective on their administrative role and better enabled them to see themselves and their programs in the context of their community and their profession. Participants noted that four skill clusters had especially helped them in their management and leadership roles: interpersonal communication, group facilitation, decision making, and staff development. Eighty-six percent of participants continue to work in the field of early childhood and virtually all reported that their leadership training experience served as a stepping-stone to other professional development opportunities. The findings of the study underscore the need for systematic, intensive, and relevant training focused on the unique needs of early childhood directors. (KB) ED476953 Zoom: The Impact of Early Childhood Leadership Training on Role Perceptions, Job Performance, and Career Decisions. 2003-05-00 McCormick Tribune Foundation, Chicago, IL. Illinois State Dept. of Human Services, Springfield. 49 Center for Early Childhood Leadership, National-Louis University, 6310 Capitol Drive, Wheeling, IL 60090-7201. Tel: 800-443-5522, ext. 7703 (Toll Free); Fax: 847-465-5910; Web site: http://www.nl.edu/cecl. N/A 2004 8/19/2004 21:19:42 RIEJAN2004

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No Caregiver Attitudes Child Care Child Caregivers Childhood Needs Employed Parents Employer Attitudes Employers Family Needs Family Work Relationship Models Program Descriptions Public Policy Research Needs Stahl, Deborah O'Donnell, Nina Sazer Sprague, Peg Lopez, Marta Reports - Evaluative Quality of Care Child Care Needs Employer Needs Families and Work Inst., New York, NY. English This report is the first step in a multi-year effort to identify and demonstrate community-based strategies for helping family, friend, and neighbor caregivers meet the needs of working parents, their children, and employers. Information for the report was obtained through interviews with experts, employers, employees, and their caregivers. The introductory section defines family, friend, and neighbor care and suggests that family support strategies may be an effective framework for addressing quality. The remainder of the report is presented in four sections. Section 1 presents highlights from interviews and suggests promising strategies for sharing information, connecting caregivers, and creating community connections. Interview findings reveal that many parents chose informal care because it was the only option with the flexibility needed to help parents meet their job responsibilities. Many informal caregivers felt isolated and lacked easy access to information about child development and early learning, peer connections, and educational materials. Many excellent community resources are not well-coordinated, known, or accessible to working families, caregivers, or employers. Retail managers appreciated the child care challenges their employees face and want to help, but did not know how to connect with community resources. Experts noted that informal caregivers can have unique strengths and challenges. Section 2 describes model initiatives focused on improving the quality of informal child care. Section 3 delineates recommended actions by communities, retailers, policymakers, and funders to improve informal care. The concluding section of the report suggests a range of public policy questions for investigation. Appended are lists of potential partners for making community connections, suggested actions, and experts contributing to the report. (Contains 12 endnotes.) (KB) ED476954 Sparking Connections: Community-Based Strategies for Helping Family, Friend and Neighbor Caregivers Meet the Needs of Employees, Their Children and Employers. 2003-00-00 A.L. Mailman Family Foundation, Inc. ISBN-1-888324-39-2 56 Families and Work Institute, 330 Seventh Avenue, 2nd Floor, New York, NY 10016-7503. Tel: 212-465-2044; Fax: 212-465-8637; Web site: http://www.familiesandwork.org. N/A 2004 2016-11-21

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No Child Development Cognitive Development Developmental Disabilities Developmental Stages Developmentally Appropriate Practices Early Childhood Education Educational Practices Emotional Development Family Role Parents as Teachers Physical Development Primary Education Professional Development Sex Differences Sex Education Sexual Identity Sexuality Social Development Teacher Role Teacher Student Relationship Values Education Young Children Chrisman, Kent Couchenour, Donna Books Reports - Descriptive National Association for the Education of Young Children, Washington, DC. English Although families are children's primary teachers about sexuality development, early childhood teachers and administrators also support children's healthy sexuality development as they interact with children, work with families, and plan programs. This book provides key information to educators and families about what is typical in young children and how to support children. Following an introduction presenting basic concepts in healthy sexuality development and discussing families' and educators' roles, the book is organized into five chapters. Chapter 1 takes a holistic approach to defining healthy sexuality within the context of children's physical, cognitive, social, and emotional development. The chapter distinguishes staff education regarding healthy sexuality from information relating to child abuse; relates healthy sexuality to developmentally appropriate practices for children from infancy through primary level; and discusses the importance of incorporating values in practice. Chapters 2 through 4 contain the following information for infants and toddlers, for preschoolers, and for 6- to 8-year-olds: (1) developmental expectations related to healthy sexuality; (2) healthy sexuality in children with developmental disabilities; (3) guidelines for educators working with children in early childhood settings; and (4) adult behaviors and attitudes to avoid. Also included is information on gender differences in preschoolers' social play, differentiating typical sex play behaviors and those indicative of abuse, working with families regarding children's sexuality, addressing media influences on young children, and teaching respectful attitudes and behavior. Chapter 5 makes suggestions for professional development sessions to foster children's healthy sexuality development. Appended is a list of information resources for families, teachers, and administrators. (Contains 43 references.) (KB) ED476955 Healthy Sexuality Development: A Guide for Early Childhood Educators and Families. 2002-00-00 ISBN-1-928896-05-7 Parents Practitioners 91 NAEYC, P.O. Box 932569, Atlanta, GA 31193-2569 ($4.50, Web Sale Price, Stock No. 221). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777, ext.2001; Fax: 770-442-9742; e-mail: naeyc@pbd.com; Web site: http://www.naeyc.org. N/A 2004 8/19/2004 21:19:46 RIEJAN2004

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No Bibliographies Bilingual Students Class Activities Classes (Groups of Students) Classroom Environment Classroom Techniques Conflict Resolution Early Childhood Education Interpersonal Competence Meetings Multilingual Materials Preschool Education Problem Solving Skill Development Young Children Vance, Emily Weaver, Patricia Jimenez Books Reports - Descriptive Multilingual/Bilingual Materials Project Approach (Katz and Chard) National Association for the Education of Young Children, Washington, DC. English Spanish When young children can solve problems in a nonthreatening classroom environment, they feel emotionally safe and can focus their efforts on learning. This book describes the use of class meetings in which early childhood teachers provide guidance in solving a problem or resolving a conflict to help children reach a solution that all can accept. The book is organized into four chapters. Chapter 1 presents a classroom conflict situation in which a class meeting resolved the problem to everyone's satisfaction. The chapter describes how such meetings create a sense of community, promote cognitive development, and foster strong social skills and values. Chapter 2 explains the four major components of class meetings (opening, acknowledgments, problem solving, and closing) and includes information on giving children useful feedback, resolving conflicts without adults, and conducting class meetings when no conflicts are pending. Chapter 3 focuses on introducing the class meetings concept at the beginning of the school year and includes suggestions for setting the tone, creating ground rules, giving acknowledgments, introducing problem solving, and learning to use I-statements. Chapter 4 examines class meetings and problem-solving contexts that vary from the basic class meeting, including the bilingual meeting, meetings with only the children directly involved in the conflict, problem solving with young children, and incorporating class meetings into the project approach. The final section of the book answers to some frequently asked questions about class meetings. Also included is a selected bibliography of children's books in English and in Spanish, and resources for teachers and parents. Appended are classroom charts in Spanish and English versions. (Contains 25 references.) (KB) ED476956 Class Meetings: Young Children Solving Problems Together. 2002-00-00 ISBN-1-928896-07-3 Practitioners Teachers 89 NAEYC, P.O. Box 932569, Atlanta, GA 31193-2569 ($5.25, Web Sale Price, Stock No. 222). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777, ext. 2001; Fax: 770-442-9742; e-mail: naeyc@pbd.com; Web site: http://www.naeyc.org. N/A 2004 2016-11-21

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No Accountability After School Programs Children Early Adolescents Federal Programs Financial Support Latchkey Children Program Descriptions Program Effectiveness Program Evaluation Program Implementation Program Improvement Public Policy Research Problems School Age Child Care Weiss, Heather B. Little, Priscilla M. D. Opinion Papers Harvard Family Research Project, Cambridge, MA. English Noting that the disappointing findings of the first-year evaluation of the 21st-Century Community Learning Centers (21st CCLC) after-school program were offered as a rationale for a requested decrease in funding in President Bush's fiscal year 2004 education budget, this report compiles expert commentary on methodological issues in that evaluation and discusses the implications of the findings for current policy as well as for future evaluation design, implementation, and use. Researchers, evaluators, and practitioners assert that evaluation needs to shift from a system of accountability only to one of learning for continuous improvement and accountability. Their comments are meant to stimulate a larger conversation about a productive research and evaluation agenda, about solutions to methodological problems, and about how to maximize the use of research and evaluation to support policy formation and service improvement. Serious methodological concerns are raised about the 21st CCLC program evaluation that call into question the findings of the report, including problems with ensuring that the middle school treatment and comparison samples were comparable prior to treatment, possible contamination of the middle school treatment and comparison groups, data collection on only half of the intended elementary district sites, and inclusion of programs in the elementary sample that had only an incidental focus on academic and developmental experiences for children. The report concludes with a discussion of approaches that program evaluators can take in the "new evaluation game" amid the five principles for scientifically based research in education put forth by the No Child Left Behind Act. (Contains 13 endnotes and a bibliography of additional commentary and other resources.) (KB) ED476957 Why, When, and How To Use Evaluation: Experts Speak Out. Issues and Opportunities in Out-of-School Time Evaluation. 2003-06-00 Charles Stewart Mott Foundation, Flint, MI. 10 Harvard Family Research Project, Publications Office, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp_pubs@gse.harvard.edu; Web site: http://www.hfrp.org. For full text: http://www.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief5.html. N/A 2004 8/19/2004 21:19:50 RIEJAN2004

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No Access to Information Children Demography Knowledge Level Public Opinion Social Indicators Statistical Data Well Being Guzman, Lina Lippman, Laura Moore, Kristin Anderson O'Hare, William Reports - Research Child Trends, Inc., Washington, DC. English Given the increase in statistical information on the well-being of America's children during the past decade, Child Trends sought to find out how well public perception matches official statistics on the characteristics and well being of America's children. Three public opinion polls were designed to ascertain the public's understanding of the current circumstances of and trends in the well-being of American children. Responses were then compared to the best available data to assess the accuracy of the public's perceptions. The poll results suggest that large segments of the public do not hold accurate perceptions, and that the public is unaware of major trends in child well-being. Overall, the findings indicate that most Americans think that children and youth are worse off than they actually are, and are either unaware of or are discounting progress made during the last decade. In fact, most Americans think that things are getting worse for children and youth, even when notable improvements have occurred. For example, despite considerable publicity about the decline in the welfare rolls, 74 percent of the public believes that the number of children on welfare has increased or stayed the same since the passage of the 1996 federal welfare law. Similarly, although the teen crime rate is at its lowest level in more than 25 years, 91 percent of the public believes that the percentage of teens who commit violent crime has increased or stayed the same over the past 10 years. The polls also document that a large segment of Americans lack an awareness of many basic demographic and economic characteristics of America's children, although they tend to be more informed in these areas than about trends in and levels of child well-being. It was noted that a misinformed public may make it more difficult to develop and support effective policies and programs that promote child well-being.(Author/HTH) ED476958 How Children Are Doing: The Mismatch between Public Perception and Statistical Reality. Child Trends Research Brief. 2003-07-00 Annie E. Casey Foundation, Baltimore, MD. John D. and Catherine T. MacArthur Foundation, Chicago, IL. David and Lucile Packard Foundation, Los Altos, CA. William and Flora Hewlett Foundation, Palo Alto, CA. ISBN-0-932359-05-1 10 Child Trends, Inc., 4301 Connecticut Ave., NW, Suite 100, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-5533; Web site: http://www.childtrends.org. For full text: http://www.childtrends.org/PDF/PublicPerceptionsRB.pdf. N/A 2004 8/19/2004 21:19:51 RIEJAN2004

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Yes Computer Assisted Instruction Computer Uses in Education Cooperative Programs Distance Education Educational Media Educational Resources Educational Technology Instructional Design Instructional Effectiveness Instructional Material Evaluation Multimedia Instruction Multimedia Materials Partnerships in Education Teaching Methods Technology Integration Barker, Philip, Ed. Rebelsky, Samuel, Ed. Collected Works - Proceedings Association for the Advancement of Computing in Education, Norfolk, VA. English This 14th annual ED-MEDIA conference serves as a multi-disciplinary forum for the discussion and exchange of information on the research, development, and applications on all topics related to multimedia, hypermedia and telecommunications/distance education. ED-MEDIA, the premiere international conference in the field, spans all disciplines and levels of education and attracts more than 1,000 attendees from over 50 countries. This document contains papers from attendees representing researchers in over 60 countries, with 162 Full Papers, 255 Brief Papers, and 220 Posters. The focus of ED-MEDIA is technology in education with many different approaches to using the available technology for the realization of educational aims. Topics of papers include: evaluations of new teaching designs, techniques and tools; case studies on the use of technology in physical or virtual classrooms; discussion of new technologies and applications; applications of educational technology in a variety of disciplines; theoretical considerations of the motivations and impact of technology; partnerships and cooperative programs; and accessibility issues for the disabled. There are 2 poster sessions (with 225 posters), 10 panels, workshops, and an evening of special interest group (SIG) sessions. (AEF) ED476959 ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002). 2002-06-00 ISBN-1-880094-45-2 2215 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:19:59 RIEJAN2004 For individual AACE 2002 conference papers, see IR 021 688-840. "Distance Learning Comes Home: Resource-Based Learning for Campus-Based Students" (S. Hatzipanagos) is not included in the ERIC version.

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Yes Case Studies Computer Assisted Instruction Computer Literacy Computer Mediated Communication Computer Uses in Education Educational Technology Elementary Education Information Technology Learning Activities Skill Development Student Motivation Teaching Methods Technology Integration Akahori, Kanji Reports - Research Speeches/Meeting Papers English This paper describes some of the features of Information Communication Technology (ICT) and its uses in the teaching-learning process in elementary schools. In most schools, it is difficult for ICT to be used effectively in the teaching-learning process. The author observed many classes using ICT in elementary schools. Qualitative data, such as interviews with teachers and observation of student conversations and behaviors were analyzed. The research findings were based on ethnographic case studies and are summarized as statements. The findings were summarized and are presented as a causal relation graph. The main results were: (1) Basic computer operating skills, such as typewriting depend largely on the classroom teacher's attitude and computer literacy; (2) most computer operation skills, such as file saving, and design skills, such as designing and developing a homepage were mastered through reciprocal teaching and modeling among children; (3) the teacher's advice helps children to search and access information related to their topics. It was further found that ability to access topic relevant information was the result of a comprehensive understanding of the information domain, rather than operational skills; (4) learning motivation was highly promoted by collaborative and competitive group activities; (5) integration of synchronized systems, such as videoconferencing into classes requires professional technical support. (Contains 15 references and 2 figures.) (Author/AEF) ED476960 Qualitative Analysis of Information Communication Technology Use on Teaching-Learning Process. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:00 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Oriented Programs Computer Uses in Education Educational Technology Higher Education Information Networks Information Services Information Sources Information Systems Shared Resources and Services World Wide Web Alden, Jay Reports - Descriptive Speeches/Meeting Papers English This paper describes the development of a web-enabled information service for constituents of the Information Resources Management College (National Defense University, Washington, DC). The constituents of the College, who include graduates, current students, and prospective students, typically work in the Chief Information Officer (CIO) office of United States federal agencies. The Web-enabled information service, known as "Knowledge Net," is intended to tie the College constituents located throughout the world into a virtual community, sharing technical information, emerging problems, and potential solutions. Knowledge Net has evolved over a 3-year span from a skunk-works project of several faculty members to an institutionalized system supported by the University. The most significant lessons learned to date include the requirement for a Web-enabled content management system to ease posting of information to the website and the need to adjust administrative policy to encourage faculty to take on and integrate Knowledge Net related activities into their ongoing academic responsibilities. (Author) ED476961 NDU Knowledge Net: A Web-Enabled Just-In-Time Information Service for Continuing Education. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:02 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Development Computer System Design Computer Uses in Education Curriculum Development Educational Technology Elementary Secondary Education Inquiry Learning Activities Science Education Science Equipment Science Instruction Technology Integration World Wide Web Aleahmad, Turadg Slotta, Jim Reports - Research Speeches/Meeting Papers Handheld Computers English This paper describes the integration of handheld computer technology into an existing web-based educational platform, the Web-based Inquiry Science Environment (WISE) and the synergy it produces. This solution facilitated a research program that explores how handheld computers (PDAs, palmtops, etc.) can expand the scope and functionality of inquiry activities in K-12 science and mathematics curriculum. The paper presents the WISE software and curriculum and explains how combining it with handheld technology creates unique educational opportunities. It then goes on to describe the system that was developed, and its future. (Author) ED476962 Integrating Handheld Technology and Web-Based Science Activities: New Educational Opportunities. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer System Design Computer Uses in Education Educational Technology Information Retrieval Information Seeking Online Searching Online Systems Relevance (Information Retrieval) World Wide Web Allen, Robert B. Murray, G. Craig Yang, Hedong Reports - Research Speeches/Meeting Papers WebQuest Browsing English WQ is a Web-based system that reflects some of the ideas found in WebQuests. This paper analyzes the characteristics that make the WebQuests so popular and determines which of their components give them the greatest educational value. The WQ system, which the authors have implemented, presents sites to be browsed and searched. It allows students to make notes on those sites, and it lets the student manage those notes to respond to the Quest. Ultimately, the WQ system is intended to incorporate collaboration, integrate digital libraries, be scalable, and support a wide variety of content areas. (Contains 19 references and 2 figures.) (Author) ED476963 WQ: An Environment for Teaching Information Access Skills. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-23

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Yes Coding Cognitive Style Computer Oriented Programs Computer Software Development Computer System Design Educational Technology Information Management Information Storage Information Systems Information Theory Alty, James L. Reports - Research Speeches/Meeting Papers Dual Coding Theory English Dual Coding Theory has quite specific predictions about how information in different media is stored, manipulated and recalled. Different combinations of media are expected to have significant effects upon the recall and retention of information. This obviously may have important consequences in the design of computer-based programs. The paper describes an experimental approach, which has been developed using the Statistical domain in which the presentation media have been varied (Text only, Text and Diagrams and Diagrams with Voice-over). The results are compared with Dual Coding theory predictions and the effects of Student Learning Style explored. (Author) ED476964 Dual Coding Theory and Computer Education: Some Media Experiments To Examine the Effects of Different Media on Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Access to Information Child Safety Computer Uses in Education Educational Policy Elementary Secondary Education Foreign Countries Information Policy Internet School Policy Students Avgoulea, Maria Bouras, Christos Paraskevas, Michael Stathakopoulos, George Reports - Evaluative Speeches/Meeting Papers Connectivity Greece Greece English An increasing number of nations connect their schools on the Internet as an acknowledgment to its extreme importance in the education area. This study points to the perils that arise from its use when the users are minors, evaluates the technologies that are currently available to address filtering issues, and outlines a proposed solution for the Greek School Network. The paper suggests that is an unarguable fact that Internet offers a vast mass of information, only some of which is suitable for schools. Every country should establish its own policies to deal with this issue, without raising public concern regarding human rights and individuals' freedoms. This paper groups together potential dangers the Internet can pose and some possible solutions to those dangers. It is suggested that the best solution is the one that combines the right guidance of the students from the educational authority, the informing of parents and the training of educators, together with the technical solution. Discussion includes: techniques and solutions for achieving content filtering; suggested acceptable use policies for the Greek School Network; the Greek School Network's topology; and implementation issues. Includes one figure. (Contains 15 references.) (Author/AEF) ED476965 Policies for Content Filtering in Educational Networks: The Case of Greece. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer System Design Design Preferences Educational Media Educational Technology Hypermedia Information Systems Multimedia Materials Programming Languages User Needs (Information) Baek, Yeongtae Wang, Changjong Lee, Sehoon Reports - Research Speeches/Meeting Papers XML English This paper proposes an adaptive hypermedia educational system using XML technologies, such as XML, XSL, XSLT, and XLink. Adaptive systems are capable of altering the presentation of the content of the hypermedia on the basis of a dynamic understanding of the individual user. The user profile can be collected in a user model, while the knowledge about the domain can be represented in the form of a concept based domain model. Two different markup languages were defined using XML. For adaptivity of the system, adaptive presentation of the data comes using XSL and adaptive navigation of link comes using XLink. (Author) ED476966 Adaptive Hypermedia Educational System Based on XML Technologies. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Cognitive Structures Computer Oriented Programs Cooperative Learning Educational Technology Formative Evaluation Least Squares Statistics Small Group Instruction Statistical Data Statistics Student Developed Materials Bain, John D. Mavor, Ken Reports - Research Speeches/Meeting Papers English A learning environment is described in which students collaborate in small groups to develop screen movies in which they use a statistical cognitive tool to interpret published research and to demonstrate their understanding of least squares statistical concepts. Evaluation data are reported, which indicate that, although some groups thrive in this environment, others struggle to cope. Enhancements are proposed based on the outcome of the evaluation. Highlights include: the computer program; the course context; the learning process; the intended learning outcomes; the evaluation; and future development. (Contains 20 references and 3 tables.) (Author/AEF) ED476967 Collaborative Teachback with a Statistical Cognitive Tool: A Formative Evaluation. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:14 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Development Educational Media Educational Resources Educational Technology Instructional Materials Material Development Models Multimedia Materials Barker, Philip Giller, Susan Reports - Evaluative Speeches/Meeting Papers Connectivity Interactive Courseware English Many new technologies are now available for delivering and/or providing access to computer-based learning (CBL) materials. These technologies vary in sophistication in many important ways, depending upon the bandwidth that they provide, the interactivity that they offer and the types of end-user connectivity that they support.Invariably, appropriate combinations of the available technologies are needed in order to produce the most effective and efficient learning environment for any given application. Bearing this in mind, it is important to consider how multimedia resources, interactivity and global connectivity can best be used in order to produce a software product that best fulfills the requirements identified in any given courseware requirements specification. This paper discusses the types of models that are needed to create effective interactive, multimedia courseware. It also indicates the nature of the interactions that exist between these models and the ways in which these can be used to optimize the trade-offs that are inherent in the creation of multimedia CBL materials. (Author) ED476968 Models and Methodologies for Multimedia Courseware Production. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Computer Networks Distance Education Educational Development Instructional Effectiveness Nontraditional Education Online Systems Teacher Role Teaching Methods Teaching Skills Barker, Philip Reports - Evaluative Speeches/Meeting Papers English The electronic dissemination of information via computer networks is having a considerable impact on educational institutions in terms of the mechanisms that they are able to employ for course delivery. As a result of this, the number of courses that are taught electronically through the Internet and/or the World Wide Web has increased considerably over the last few years. Such courses require two fundamental types of resource: appropriately designed electronic course materials (for students to study) and a network of online tutors, who can provide active support, advice and encouragement for students. This paper discusses the nature of the skill sets needed by online tutors in order to fulfill their roles effectively and efficiently within an online learning community. Some mechanisms for acquiring these skills are also briefly discussed. (Contains 19 references, 4 tables, and 1 figure.) (Author) ED476969 Skill Sets for Online Teaching. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:17 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Assistive Technology Computer Assisted Instruction Computer System Design Distance Education Educational Technology Foreign Countries Information Processing Instructional Materials Online Systems Special Needs Students Visual Impairments Vocational Education Bate, Frank Oliver, Ron Reports - Research Speeches/Meeting Papers Australia Australia English This paper describes the design and development of TruVision, an online learning environment designed to enable blind and vision impaired students to develop skills and expertise in elementary and advanced information processing strategies to enable them to seek full-time employment within industry in such positions as administrative assistants, Help Desk personnel and data entry operators. Truvision is a product within The Flexible Learning Toolboxes Project, a component of the Australian Flexible Learning Framework for the National Vocational Education and Training System 2000-2004 (AFL Framework). The AFL Framework is designed to support the accelerated take-up of flexible learning modes and position Australian VET as a world leader in applying new technologies to vocational education products and services. This paper describes the TruVision product and showcases its innovative design based on very stringent accessibility needs and guidelines. (Author) ED476970 Beyond W3C: TruVision--Enhanced Online Learning for People Blind or Vision Impaired. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Interfaces Computer Science Education Computer Software Development Computer System Design Higher Education Information Systems Instructional Development Instructional Materials Screen Design (Computers) Student Developed Materials Battig, Michael E. Reports - Research Speeches/Meeting Papers English As computing and embedded systems become ubiquitous in our world, the importance of user interface design knowledge increases in our curriculum. Students of undergraduate information systems or computer science programs should possess some competence in this computing sub-discipline. However, many programs do not have the curricular space to host a separate course in usability or user interface design. To address this concern, results and observations of incorporating user interface design pedagogy in the context of a software engineering project course are presented. The project centers around a data collection application to be hosted on a PDA (Personal Digital Assistant). The application has significant constraints concerning usability and human factors that provide a rich context for teaching and demonstrating user interface design concepts. An appendix highlights the evolution of the actual interface developed by one of the development teams. The user interface design changes were the result of feedback that students received from four sources: course materials on usability, direct instructor feedback, fellow classmate feedback, and outside-the-course student feedback. (Contains 10 references.) (Author/AEF) ED476971 Utilizing the PDA as a Vehicle for User Interface Design Pedagogy. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:21 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Cognitive Style Computer Assisted Instruction Educational Technology Educational Trends Instructional Design Instructional Effectiveness Media Adaptation Multimedia Instruction Web Based Instruction Beacham, N. A. Elliott, A. C. Alty, J. L. Al-Sharrah, A. Reports - Research Speeches/Meeting Papers English This paper reports initial results from a study which investigated whether different media combinations could be shown to improve students' understanding of computer-based learning materials and to determine whether student learning style affected student understanding for different media combinations. Three groups of participants were given a presentation, each using different media combinations to present a topic. Dual coding theory was used as the basis for designing the presentation. Results indicate that participants' understanding was enhanced when the computer-based learning materials were presented using sound and diagrams. Understanding was worse when materials were presented using text and diagrams. The result supports the predictions of dual coding theory. Furthermore, the results indicate that the sound and diagram combination can improve participants' understanding regardless of their preferred learning style, and that intuitive learners seem to be exceptionally volatile to different media combinations. (Contains 11 references.) (Author) ED476972 Media Combinations and Learning Styles: A Dual Coding Approach. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:22 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Certification Community Colleges Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Conventional Instruction Distance Education Higher Education Instructional Effectiveness Internet Nontraditional Education Teaching Methods Vocational Education Beckstrand, Scott Barker, Philip van Schaik, Paul Reports - Research Speeches/Meeting Papers English This paper discusses the results of a study that compared two different course delivery methods. One of these used the Internet exclusively for module delivery while the other used a traditional campus setting. The two delivery methods were compared in order to determine if the Internet method was as good as the traditional approach. Results and suggestions for further study are described and some of the concerns identified are discussed. The module, which prepares students to take and pass an industry-recognized certification test, is currently being offered at the Community College of Southern Nevada. (Contains 14 references.) (Author) ED476973 Computer-Based Distance Education for Vocational Use in Southern Nevada. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:24 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Children Computer Literacy Elementary Secondary Education Ethics Internet Librarian Attitudes Media Specialists Student Developed Materials Teacher Attitudes Bell, Mary Ann Reports - Descriptive Speeches/Meeting Papers Clip Art Communication Ethics Media Ethics English This paper is a discussion of the importance of teaching cyberethics to K-12 students. The paper includes the results of two informal surveys: one of teachers and librarians regarding their experiences with cyberethics instruction, and one of students regarding their knowledge of cyberethics. A description of a school-wide project to emphasize cyberethics through a web collection of student created clip art is also included. Includes an annotated bibliography of 11 sources. (Author) ED476974 Kids Can Care about Cyberethics! 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-23

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Yes Audiovisual Communications Classroom Communication Communications Satellites Computer Mediated Communication Delivery Systems Distance Education Foreign Countries Higher Education Instructional Design Interaction Interpersonal Communication Student Reaction Telecommunications Videotape Cassettes Beyth-Marom, Ruth Saporta, Kelly Reports - Research Speeches/Meeting Papers Open University (Israel) English The Open University of Israel (OUI) is a distance learning university. Learning is based mainly on textbooks and meetings with tutors in learning centers throughout the country. However, these meetings sometimes do not materialize. Synchronous virtual tutorials, via satellite communication from a studio at the university to classrooms throughout the country have been conducted during the last five years as a solution to this problem. Seven two-hour satellite tutorials were conducted in a course for social science students during five semesters. Each satellite-based synchronous tutorial was saved on a videocassette that could be sent to students as an asynchronous tutorial. Satellite-based synchronous tutorials were compared with satellite-based asynchronous tutorials delivered on videocassettes. All students answered a questionnaire about their learning-habit preferences. Students who preferred the satellite-based synchronous tutorials were compared to those who preferred the satellite-based asynchronous videocassettes on four scales of the learning-habit preferences questionnaire. Those who preferred the synchronous tutorial were significantly higher in their belief in the positive aspects of interactions and significantly lower on learning autonomy and the need to "have" all material than those who preferred the asynchronous mode. In general, students' tutorial-mode preferences depend on their learning-habits preferences as measured on a Likert type questionnaire: their attitudes toward the control of learning and the possible contribution of interactions. (AEF) ED476975 Satellite Based Synchronous Tutorials vs. Satellite Based Asynchronous Videocassettes: Factors Affecting Students' Attitudes and Choices. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Evaluation Courseware Instructional Effectiveness Web Based Instruction Birchard, Marcy Dye, Charles Gordon, John Reports - Evaluative Speeches/Meeting Papers English With limits on both personnel and time available to conduct effective instruction, the decision is being made increasingly to enhance instructor-led courses with Computer-Based Training (CBT). The effectiveness of this conversion is often unknown and in many cases empirical evaluations are never conducted. This paper describes and discusses the evaluation and effectiveness of adaptive courseware authoring and utilization in the context of the Submarine Officer Basic Course (SOBC) at the Naval Submarine School, Groton, CT. The Naval Submarine School (NAVSUBSCOL), the "Center of Excellence" for Submarine Warfare Training, has recently dedicated a new, state-of-the-art electronic training facility that hosts ten Advanced Electronic Classrooms (AEC), a building-wide enterprise Classified LAN (CLAN), and external high bandwidth connectivity. The benefits of implementing adaptive CBT in the Submarine School range from possible time savings in specific curricula to automated remediation and instruction. Manpower savings will permit Submarine School to pursue implementation of a Distance Learning support division comprised of experienced subject matter experts who have instructional expertise in front of a class and as CBT authors. CBT cannot replace the instructor completely. Students asserted uniformly that the face-to-face communications were at times critical for the understanding of particularly complex concepts. Training via CBT provides exceptional flexibility to both the schoolhouse (in terms of resource scheduling) and to the student (to learn at his convenience). (Author) ED476976 An Empirical Evaluation of Sonar Courseware Developed with Intelligent Tutoring Software (InTrain[TM]) at Naval Submarine School. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:30 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Community Computer Mediated Communication Data Analysis Distance Education Group Discussion Interaction Online Systems Professional Education Teacher Education Users (Information) Brook, Chris Oliver, Ron Reports - Research Speeches/Meeting Papers Learning Communities English This paper discusses the notion of community as an outcome of working within an online environment. In particular, the paper explores the concept of users' development of a sense of community as an outcome of working within an online environment designed to support the professional and personal development of its users. The paper discusses previous research, which has explored the development of a sense of community and reports a study that investigates the development of a sense of community among users of a community-oriented site supporting teachers' professional development. The data gathered in this inquiry provided evidence that the users of the site established senses of community of varying degrees, and suggest the need for more work to more fully investigate what sorts of online activities hold the best prospects for community development.(Contains 22 references, 2 tables, and 1 figure.) (Author/AEF) ED476977 Supporting the Development of Learning Communities in Online Settings. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Science Education Computer Uses in Education Higher Education Information Retrieval Online Systems Search Strategies Visualization World Wide Web Brusilovsky, Peter Reports - Descriptive Speeches/Meeting Papers University of Pittsburgh PA Interactive Communication Interactive Courseware Interactive Systems English Interactive visualization is a powerful educational tool. It has been used to enhance the teaching of various subjects from computer science to chemistry to engineering. In computer science education, this powerful tool is used almost exclusively in programming and data structure courses. This paper suggests that visualization could be very helpful in teaching a larger variety of computer science courses and also presents several visualization tools developed at the University of Pittsburgh (Pennsylvania) that have been used in the context of an information retrieval course. Highlights include visualization for information retrieval; interactive visualization of the Boolean Information Retrieval model; interactive visualization environments for other models; and implementation issues. Includes four figures in color. (Contains 14 references.) (Author/AEF) ED476978 Web-Based Interactive Visualization in an Information Retrieval Course. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Development Courseware Educational Media Educational Technology Instructional Design Instructional Development Instructional Materials Material Development Models Programmed Instructional Materials Buendia, F. Diaz, P. Benlloch, J. V. Reports - Research Speeches/Meeting Papers English An instructional application consists of a set of resources and activities that implement interacting, interrelated and structured experiences oriented towards achieving specific educational objectives. Computer-based instructional applications have to be looked at as any other development activity following a well defined process. With this purpose in mind, some design methods for computer-based instructional applications have been proposed. However most of them are focused on on-line courseware structures, which are quite rigid in that they have serious shortcomings in dealing with courses structured in multiple ways. Moreover, these methods usually lack a specific mechanism to model instructional concepts and strategies. This paper proposes a design framework to develop multi-structured instructional applications combining a didactic model with a software engineering approach to deal with educational and technical requirements. The underlying model extends knowledge structures, such as those involved in the Merrill's Transaction Instruction Theory, adding to them didactic information. It also considers the functional aspects of these structures. An XML-based notation is proposed to represent such structures and their management. Includes five figures. (Contains 11 references.) (Author) ED476979 A Framework for the Instructional Design of Multi-Structured Educational Applications. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:36 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Beginning Teachers Computer Assisted Instruction Computer Literacy Computer Uses in Education Educational Technology Higher Education Pilot Projects Preservice Teacher Education Teaching Methods Technology Integration Campbell, Shirley Ozgul, Songul Reports - Descriptive Speeches/Meeting Papers University of Pittsburgh PA English The Preparing Tomorrow's Teachers to Use Technology (PT3) Project was created by the U.S. Department of Education to address the need for newly certified teachers to be able to integrate technology in their first years of teaching. The U.S. Education Department's PT3 Program has provided funding for projects nationwide. At the School of Education at the University of Pittsburgh, a funded project is underway and is designed to address the issues of technology use and instruction for pre-service teachers. The PT3 Project at the University of Pittsburgh was designed to help teachers become users of each of four types of technology applications that are regularly implemented by teachers who are considered successful technology integrators: personal use, classroom management, teaching technology skills to students, and integration to curriculum. This PT3 Project was constructed of a number of features, each expected to promote increased technology use by building skills and community. These features include: On-Site Support Staff support, individually chosen projects, and whole group community activities with community building activities embedded into each. Each of these features includes many activities to provide technology learning support. During the course of the pilot year of the PT3 Project at University of Pittsburgh, several strategies for increasing technology learning and community building were tested, and results were noted. Promising strategies and components identified by teachers as most effective in helping them to reach their technology goals are noted. A summary of lessons learned is given. (Contains 15 references.) (AEF) ED476980 First Year of Technology Mentoring for Teachers and Faculty: Lessons Learned. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Cooperative Learning Cooperative Programs Distance Education Foreign Countries Higher Education Learning Activities Online Systems Role Playing Undergraduate Study Cantoni, Lorenzo Bolchini, Davide Reports - Descriptive Speeches/Meeting Papers Switzerland English A teaching experience merging many collaboration strategies and e-learning activities is presented. It has taken place at the University of Lugano (Switzerland), and involved 33 undergraduate students attending the course "Advanced Enterprise Applications of Information and Communication Technologies" in the Faculty of Communication Sciences. The experience, a role-play, consisted in developing an online course on business models on the Web (a course freely available online), and showed how an hybrid approach can help integrate online activities and other academic teaching strategies. The results of this activity are discussed, as well as some ideas for future experiences. (Author) ED476981 Computer Mediated Collaboration in an Academic Setting. An Experience on Web Business Models at the University of Lugano (Switzerland). 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2020-11-23

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Yes Computer Assisted Instruction Computer Uses in Education Curriculum Development Distance Education Educational Technology Nontraditional Education Online Systems Teacher Education Technology Integration Carlsen, Roger Reports - Descriptive Speeches/Meeting Papers Learning Communities English Factors that increase the likelihood of sustainable on-line learning community success fall into four general categories: the selection of an ease of learning and ease of use application permits an adequate default setting to begin operation yet permits users and managers to customize their on-line environment; creation and support of users, moderators, and administrators by providing training and supporting excellent experiences that evolve into an on-line learning culture; both users and managers must believe that content of an on-line group is an added value; and the effort required to participate in an on-line professional group are worth the added effort. Educators more commonly subscribe to the popular idea that face-to-face interactions in a traditional room are the ideal. The majority of teacher education faculty still fails to infuse educational technology procedures into their educational curriculum at substantial levels. The software used at AACE and SITE: is easy for all users to learn; is easy for moderators to learn and manage; dependable and requires little maintenance and is secure; can attach files created with most popular applications; and offers a variety of personalized settings. Examples of personal configuration options include: notification of the creation of new discussion topics being formed in one's favorite areas, subscription to topic threads, hiding topics and conversation areas where one has little interest, and much more. (AEF) ED476982 On-Line AACE Forums: Joining, Participating, and Leading. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Adult Education Distance Education Elementary Secondary Education Mathematics Education Partnerships in Education Program Development Program Evaluation Science Education Technology Education Caton, Randall Pinelli, Thomas E. Reports - Descriptive Speeches/Meeting Papers Christopher Newport University VA Langley Research Center VA English NASA Langley Research Center and Christopher Newport University (CNU) provide, free to the public, distance learning programs that focus on math, science, and/or technology over a spectrum of education levels from K-adult. The effort started in 1997, and currently there are a suite of five distance-learning programs. This paper presents the major goals of the distance learning programs, followed by a short history of their development. It then describes each of the programs, outlining the goal, methodology and student outcomes for NASA KSNN (Kids Science News Network), NASA Science Files (formerly NASA Why? Files), NASA CONNECT, NASA LIVE, and NASA's Destination Tomorrow. Two final sections describe the validation and evaluation of the distance learning programs, and future directions. (AEF) ED476983 NASA Langley/CNU Distance Learning Programs. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer System Design Educational Technology Feedback Information Systems Instructional Effectiveness Instructional Material Evaluation Instructional Materials Portfolios (Background Materials) Student Evaluation World Wide Web Chang, Chi-Cheng Reports - Research Speeches/Meeting Papers Electronic Portfolios English A Web-Based Learning Portfolio (WBLP) was evaluated through practical teaching process to understand if the WBLP system helps students to grasp the learning process and enhances learning outcomes. The evaluation results reveal that this WBLP system has been more useful for students to obtain the feedback from other students than from their teachers. It reflects the fact that the feedback from other students has been helpful for them and has thus become the necessary component to help them in learning. Whether the use of the Web-based portfolio system will definitely enhance students' self-regulated learning, self-directed learning, ability for self-reflection, and learning motivation are issues for further research and verification. (Author/AEF) ED476984 Assessing and Analyzing the Effects of WBLP on Learning Processes and Achievements: Using the Electronic Portfolio for Authentic Assessment on University Students' Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Audiovisual Aids Audiovisual Communications Audiovisual Instruction Computer Assisted Instruction Cooperative Learning Distance Education Educational Technology Instructional Design Interactive Video Internet Chang, Chih-Kai Reports - Research Speeches/Meeting Papers Streaming Video English As Web-based courses using videos have become popular in recent years, the issue of managing audiovisual aids has become noteworthy. The contents of audiovisual aids may include a lecture, an interview, a featurette, an experiment, etc. The audiovisual aids of Web-based courses are transformed into the streaming format that can make the quality of Internet-based videos acceptable to learners using a limited bandwidth. Although streaming technique enables learners' accessibility of audiovisual aids over Internet, the usage of audiovisual aids still totally adheres to instructors' perspectives. In fact, distance learners can contribute ideas not only in text format, but also in audiovisual format. However, previous research has not considered the feasibility of audiovisual aids contributed from distance learners. This paper argues that the usage of audiovisual aids from distance learners' perspectives should be considered in designing Web-based courses. To demonstrate this concept, this paper first introduces a screen camcorder tool that enables learners to record screen activity as videos in standard format or streaming format. Then, a collaborative learning strategy called Jigsaw II is applied to encourage expertise group streaming videos for training other learners. Finally, a preliminary survey of technology acceptance is implemented on 37 learners. Results confirm the feasibility of audiovisual aids contributed from distance learners. (Contains 13 references, 2 figures, and 2 tables.) (Author) ED476985 Record Desktop Activity as Streaming Videos for Asynchronous, Video-Based Collaborative Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Animation Computer Uses in Education Distance Education Educational Technology Instructional Design Instructional Effectiveness Instructional Materials Nontraditional Education Open Education Problem Solving Clarebout, Geraldine Elen, Jan Johnson, W. Lewis Reports - Research Speeches/Meeting Papers English In this paper, animated pedagogical agents are looked at from an instructional design perspective. A "support-typology" was constructed based on different dimensions on which support can be described and different roles instructional agents can assume. This typology is used to analyze currently available pedagogical agents. This analysis indicates that current pedagogical agents are designed to provide support on content and problem solving aspects of the task and that they are capable of adapting their support to learning paths. The review of research on the relation between pedagogical agents and learning indicates that, although only limited research has been done, certain agent characteristics are relevant to take into account in further research on the effect of agents on learning. It can be concluded that pedagogical agents offer opportunities to be grasped in open learning environments. (Contains 38 references, 1 figure, and 1 table.) (Author) ED476986 Animated Pedagogical Agents: Where Do We Stand? 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:48 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Oriented Programs Computer Uses in Education Educational Technology Elementary Secondary Education Field Trips Multimedia Materials Science Instruction Teaching Methods Virtual Reality Clark, Kenneth F. Hosticka, Alice Schriver, Martha Bedell, Jackie Reports - Descriptive Speeches/Meeting Papers Digital Imagery Digital Technology English This paper discusses computer based virtual field trips that use technologies commonly found in public schools in the United States. The discussion focuses on the advantages of both using and creating these field trips for an instructional situation. A virtual field trip to Cumberland Island National Seashore, St. Marys, Georgia is used as a point of discussion for the technologies involved and the value of their use for instruction in a science classroom. While this field trip is being used as a point of discussion, the techniques and advantages identified can be applied over a P-16 grade range in all subject areas. If the decision is made by an instructor to create a virtual field trip, the technologies used can be as simple as using digital pictures and text in Microsoft PowerPoint or Hyperstudio or as complex as using digital video and panoramas in Macromedia Director. The level of complexity will depend on the technology available and skills of the developers. (Author) ED476987 Computer Based Virtual Field Trips. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Educational Technology Elementary Education Evaluation Methods Information Technology Measurement Techniques Teacher Attitudes Teaching Methods Technology Integration Clarkson, Barney Oliver, Ron Reports - Research Speeches/Meeting Papers English This paper describes the design of an instrument to help identify teachers' level of information and communications technologies (ICT) uptake. The instrument takes the form of a typology matrix comprising four stages in ICT uptake across a continuum describing teachers' levels of dependence. Identification of teachers' positions in the typology matrix is determined by their affective, cognitive and demonstrated states of ICT application and use. The paper describes the process of determining the position of two elementary school teachers within the typology and discusses the reliability and validity of the instrument and the placement process. (Contains 18 references and 6 figures.) (Author) ED476988 A Typology for Identifying Teachers' Progress in ICT Uptake. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:52 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Curriculum Development Distance Education Educational Assessment Evaluation Criteria Evaluation Methods Higher Education Instructional Design Instructional Development Instructional Effectiveness Instructional Improvement Models Program Evaluation Cohen, Vicki L. Reports - Descriptive Speeches/Meeting Papers English Distance learning is rapidly gaining acceptance as a valid means of course delivery in educational institutions across the country, and these institutions are struggling to enhance the quality of teaching,learning and scholarship over the Internet, while trying to effectively integrate this type of instruction into the curriculum. Increasingly, educational institutions are employing this type of learning as part of their course offerings. In addition, many "virtual universities" sponsored by state departments or through commercial endeavors are offering a variety of programs and degrees via computer-mediated distance learning courses. As more institutes of higher education start offering computer-mediated distance learning courses, it becomes increasingly important that these courses are evaluated effectively. This new paradigm of learning requires a new model of assessment. This paper presents a model that focuses on six constructs that computer mediated distance learning courses should examine: Teaching and Learning, Developing a Community of Learners, the Instructor, The Student, Implementation of the Course, and Technology Use. These constructs become important elements in the design and evaluation of distance learning classes. (Contains 13 references.) (AEF) ED476989 Distance Learning Instruction: A New Model of Assessment. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:54 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Oriented Programs Information Management Instructional Development Instructional Materials Interaction Learner Controlled Instruction Management Systems Nontraditional Education Training Collis, Betty Strijker, Allard Reports - Descriptive Speeches/Meeting Papers Digital Technology English While the idea of reusing objects in digital learning environments is not new, continual strides are being made toward improving the prospects of reusability. A major trend in company training settings is to think of reusability in terms of a LMS (learning management system), but instructor use and pedagogies are little considered. This paper describes an approach to re-use learning objects based on a pedagogical model that puts learner interaction and contribution in the driving role and which sees LMSs and LCMSs (learning content management systems) as tools for the instructor or learner. (Contains 10 references and 3 figures.) (Author/AEF) ED476990 New Pedagogies and Re-Usable Learning Objects: Toward a Different Role for an LMS. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Animation Computer Assisted Instruction Educational Technology Instructional Design Instructional Material Evaluation Instructional Materials Learning Modalities Learning Processes Multimedia Instruction Multimedia Materials Craig, Scotty D. Gholson, Barry Reports - Research Speeches/Meeting Papers English Data are presented on the effects of Animated Agents on multimedia learning environments with specific concerns of split attention and modality effects. The study was a 3 (agent properties: agent only, agent with gestures, no agent) x 3 (picture features: static picture, sudden onset, animation) factorial design with outcome measures of mental load rating scale, a persona rating scale, multiple-choice questions, a matching test, a retention test, and transfer tests involving creative solutions. Overall, there were no split attention or modality effects found with integrating the agent into the display. (Contains 17 references and 1 table.) (Author) ED476991 Does an Agent Matter? The Effects of Animated Pedagogical Agents on Multimedia Environments. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:20:58 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687. Support provided by the Office of Naval Research (N00014-00-1-0600) and the National Science Foundation (SBR 9720314 and SBR 0106965).

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Yes Computer Literacy Computer Mediated Communication Computer System Design Computer Uses in Education Educational Assessment Educational Technology Higher Education Information Technology Teacher Education Teacher Education Programs Technology Integration Davies, JoAnne E. Szabo, Michael Montgomerie, Craig Reports - Research Speeches/Meeting Papers English In recent years, the view that Information and Communication Technology (ICT) is vital in K-12 education has become widespread. ICT use in schools has increased and various professional bodies have set ICT standards for students and teachers. Schools of education are under pressure to produce teachers who are able to effectively integrate technology into their teaching. However, most teacher preparation programs do not adequately prepare teachers in ICT, nor assess candidates relative to ICT standards. This paper discusses the development of a computerized system to assess ICT declarative and procedural knowledge and to provide a profile to the participant. (Contains 12 references and 1 table.) (Author) ED476992 Assessing Information and Communication Technology Literacy of Education Undergraduates: Instrument Development. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:00 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Distance Education Educational Practices Educational Technology Higher Education Instructional Design Instructional Effectiveness Instructional Materials Technology Integration de Boer, W. F. Fisser, P. H. G. Reports - Evaluative Speeches/Meeting Papers English Two popular learning environments, TeleTOP and Blackboard, are implemented for specific educational contexts in many universities and other institutions. The goal is to increase the use of information and communication technology (ICT) in education, particularly network technology or Web-based systems. These electronic learning environments do not seem to differ a lot in functionalities and use. Also, the problems that instructors have to deal with are similar. Instructors must learn how to work with these new tools, and discover how they effect their education. Based on two similar "best practice days" the successful experiences with functionalities offered and functionalities used by the instructors are described, and outcomes are presented. Instructors can make education flexible (in time and place) for students, but should be aware of time consuming activities that cause dissatisfaction and frustration. The target should be that students should benefit from the added value of electronic learning environments, that functionalities are useful for the students and that the use is consistent. (Author) ED476993 Best Practices Experiences: Successful Use of Electronic Learning Environments. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:01 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Educational Policy Educational Practices Educational Technology Foreign Countries Higher Education Student Attitudes Teacher Attitudes Teaching Methods Technology Integration De Vos, Eric Goeman, Katie Blocry, Nathalie Reports - Research Speeches/Meeting Papers Belgium Belgium English This paper presents the main research findings of a large scale investigation about the state of the art in information and communications technology (ICT) use for educational purposes in Belgium, and specifically the current situation in Flemish universities. The main focus is on user characteristics and the attitudes of educators. Questions asked include: How do educators use ICT in their teaching practices? How do they perceive the support given by faculties within the framework of overall university policy? Which problems and barriers do they encounter? By means of an online survey, opinions were collected in order to reveal which factors play a role in the decision to adopt ICT. This investigation reveals how ICT is used in a non-innovative way in Flemish universities. (Author) ED476994 There Is Still Hope for ICT in Flanders Fields. ICT in Education: The Use, Benefits, Barriers and Expectations as Perceived by Educators at Flemish Universities. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Chemistry Computer Software Development Computer System Design Educational Technology Food Guidelines Higher Education Instructional Design Instructional Material Evaluation Instructional Materials Material Development World Wide Web Diederen, Julia Gruppen, Harry Voragen, Alphons G. J. Hartog, Rob Mulder, Martin Biemans, Harm Reports - Research Speeches/Meeting Papers Digital Technology English This paper describes the first stage of a 4-year research project on the design, development and use of Web-based digital learning material for food chemistry education. The paper discusses design guidelines, based on principles that were selected from theories on learning and instruction, and illustrates in detail how these guidelines were used for the design and implementation of digital learning objects (LO). Six cases, a set of presentational LO and a dozen interactive exercises have been designed, developed, implemented, and imported in different learning environments. The design guidelines proved to be useful during the design process. The digital learning material has been evaluated positively by students and lecturers. The material forms now a set of inspiring examples for food chemistry in higher education. (Contains 10 references, 3 tables, and 2 figures.) (Author) ED476995 Design Guidelines for Digital Learning Material for Food Chemistry Education. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Uses in Education Distance Education Educational Change Educational Development Educational Philosophy Educational Practices Educational Trends Futures (of Society) Technological Advancement Technology Integration Trend Analysis Doughty, Venita Rusnak, Barbara Dunlap, Joanna Shank, Patti Parrish, Patrick Wilson, Brent Reports - Evaluative Speeches/Meeting Papers English A number of educational and societal trends are analyzed for their potential impact on the practice of distance education. The trends reflect the various ideologies and values currently found within professional communities and publics at large. How the various trends push and pull in different directions, and how they may lead to alternative futures for distance education are the subject of the paper. Trends are outlined for the following: Technologizing of School Systems; Learner- and User-Centered Philosophies; Moves to Streamline and Automate Instructional Design; The Digital Shift: Advances in Information Technologies; Global Marketplace; and Radical Forces Inspired by Global Connectivity. (Contains 24 references.) (AEF) ED476996 Trends for Distance Education: Getting the Big Picture for the Coming Decade. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:07 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Networks Courseware Distance Education Educational Development Higher Education Information Networks Information Services Information Systems Online Systems Partnerships in Education World Wide Web Douglas, Charlene Reports - Descriptive Speeches/Meeting Papers Distributed Computing University of Wisconsin System English The University of Wisconsin System (UWS) has attempted to establish a well-defined set of support services for Internet-based teaching and learning for its 27 campuses and LI (Learning Innovations, a UWS organization that focuses on total online programs). The objectives of these services are: to provide all University of Wisconsin (UW) campuses with the opportunity to use distributed learning technologies to enhance teaching and learning, to guarantee a learning and teaching system infrastructure that enables on-campus and off-campus network-based courseware, and to provide a longer term funding model that will ensure core distributed learning services for all faculty and teaching staff. UWS's Distributed Learning System Environment has several services, including a Web-Based Learning System (WBLS), which is the focus of this paper. Discussion includes: faculty and student benefits; dot.edu, an Application Service Provider for the State of Wisconsin and beyond; the dot.edu partnership model; goals and mission of dot.edu; and lessons learned and reasons for success. (AEF) ED476997 Supporting and Hosting Web-Based Learning Systems in the University of Wisconsin System. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Artificial Intelligence Computer Assisted Instruction Computer Mediated Communication Computer Software Computer Software Development Computer System Design Computer Uses in Education Distance Education Expert Systems Instructional Design Learning Theories Dowling, Carolyn Reports - Evaluative Speeches/Meeting Papers English The use of intelligent software agents within computer mediated learning environments has become an important focus of research and development in both AI and educational contexts. Some of the roles envisaged and implemented for these electronic entities involve direct interactions with students, participating in the "social" dimension of the classroom that is of such importance in contemporary pedagogical theory. Others contribute to the many background tasks that support the teaching/learning process. Each type of activity raises its own special challenges in relation to the capabilities of the software and to our understandings of teaching and learning. Through discussion of both theoretical perspectives and practical examples, this paper explores a selection of these issues. (Contains 13 references.) (Author) ED476998 Agent Technologies in the Electronic Classroom: Some Pedagogical Issues. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:11 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Active Learning Computer Assisted Instruction Critical Thinking Distance Education Educational Needs Instructional Development Learner Controlled Instruction Learning Strategies Lifelong Learning Skill Development Teaching Models Grabinger, Scott Dunlap, Joanna Reports - Descriptive Speeches/Meeting Papers English This paper deals with a significant challenge in education today: the challenge to teach life long learning and critical thinking skills in Web-based environments. This is a challenge for two reasons. First, business and government are pressuring educational institutions to prepare employees who can think critically, solve a range of problems, move easily from one task to another, work in team situations, and continuously enhance their knowledge and skills. Second, consumers (i.e., students) desire more distant learning strategies. Most strategies that develop these skills emphasize small group work, collaboration, and teacher/group interactions. One approach to this challenge is to apply the Rich Environments for Active Learning (REAL) model to Web-based learning environments. REALs are interactive, student-centered learning environments that rely on intentional learning, authentic contexts, generative learning activities, collaboration, and reflection to address the learning of content and lifelong learning skills. (Contains 35 references.) (Author) ED476999 Applying the REAL Model to Web-Based Instruction: An Overview. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:12 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Cooperative Learning Cooperative Programs Educational Media Educational Philosophy Educational Practices Electronic Publishing Scholarly Communication Scholarly Writing Scholarship Shared Resources and Services World Wide Web Dunlap, Joanna C. Wilson, Brent G. Young, David L. Reports - Descriptive Speeches/Meeting Papers Networking Open Source (Software) English This paper describes how Open Source philosophy, a movement that has developed in opposition to the proprietary software industry, has influenced educational practice in the pursuit of scholarly freedom and authentic learning activities for students and educators. This paper provides a brief overview of the Open Source movement, and describes three Open Source-inspired Web-based tools/environments developed to promote open sharing and constructing of scholarly work on the Web: self-publishing, knowledge sharing and peer-to-peer networking. Includes three color figures.(Author/AEF) ED477000 Xtreme Learning Control: Examples of the Open Source Movement's Impact on Our Educational Practice in a University Setting. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Networks Computer Uses in Education Cooperative Learning Educational Technology Higher Education Instructional Materials Student Reaction Dvorak, James D. Buchanan, Karen Reports - Descriptive Speeches/Meeting Papers Laptop Computers English Oklahoma Christian University has implemented a ubiquitous computing program where every student and faculty member are equipped with IBM ThinkPad laptops that are connected to a wireless network. The technological enhancements provided by this program helped to create an environment where collaboration between students and faculty could be increased. During the first full year of implementation, one course typically taught in a lecture-based format was re-designed to foster more collaboration and active learning. The instructor enhanced the course with collaborative technology, delivered most of the first exposure to the materials online, and created collaborative assignments to be done during the classroom time. A survey and several interviews were conducted to glean student feedback. Students found the course challenging and they rose to meet that challenge. (Contains 18 references and 1 table.) (Author) ED477001 Using Technology To Create and Enhance Collaborative Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes College Faculty Computer Uses in Education Data Analysis Educational Media Educational Technology Higher Education Instructional Materials Teacher Attitudes Technology Integration Ebersole, Samuel Vorndam, Marge Reports - Research Speeches/Meeting Papers Technology Implementation English Qualitative data collected from 24 lead faculty members at a regional comprehensive university were analyzed to discover barriers and incentives to the adoption of educational technology. Leading barriers to adoption of educational technology are: time, resources, and lack of confidence in the benefit of educational technology. Incentives that were mentioned included: because it is the right thing to do, personal satisfaction, and student demand. The effect of mentor role models, modeled use of educational technology, and other exposure to educational technology methodology are also discussed. (Author) ED477002 Adoption of Computer-Based Instructional Methodologies: A Case Study. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Interfaces Computer Software Development Guided Design Guidelines Guides Higher Education Hypermedia Instructional Design Man Machine Systems Material Development Multimedia Instruction Multimedia Materials Elliott, A. C. Beacham, N. A. Alty, J. L. Reports - Research Speeches/Meeting Papers English An application specific style guide was produced for a large web-based multimedia and hyper-media learning project. It was introduced to 15 different sets of developers at Universities in disparate locations to promote consistency and good HCI practice for the whole project. This paper discusses the reactions to the use and practicality of the style guide through the findings of a survey undertaken one year later. In general, many negative and neutral attitudes towards the style guide were recorded. However, specific trends were observed due to exposure and use of the style guide, the background and experience of the developers and task involvement of developers. The paper discusses the understanding of HCI in the project and the need to encourage developers to use a style guide in multi-media and hypermedia learning projects. (Author) ED477003 Developing a Large Web-Based Learning Environment--Can a Style Guide Help Learning Material Developers? 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:20 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Uses in Education Design Preferences Designers Educational Environment Educational Objectives Educational Principles Educational Technology Instructional Design Teachers Erlandson, Robert F. Reports - Descriptive Speeches/Meeting Papers English This paper examines how teachers, as educational designers, can utilize universal design for learning (UDL) concepts. UDL is a comprehensive approach to the design of educational systems that addresses elements necessary for the achievement of desired educational goals and objectives: elements such as equity among the participants, environmental supports, and the coupling between participant abilities and task requirements. The essential principles of UDL, which work synergistically, are: equitability, ergonomic soundness, perceptibility, cognitive soundness, error management, flexibility, and stability/predictability. The UDL principles presented in this paper draw from Enabling Technology Laboratory experiences as well as the knowledge and experience of many individuals, ranging from educators to engineers. Educational designers can systematically apply UDL principles to create more efficient and effective educational environments. (Contains 15 references, 1 table, and 7 figures.) (Author) ED477004 Universal Design for Learning: Curriculum, Technology, and Accessibility. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:22 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Literacy Computer Mediated Communication Computer Oriented Programs Educational Technology Information Literacy Information Skills Technological Advancement Vocabulary Eshet, Yoram Reports - Research Speeches/Meeting Papers Digital Technology English Digital literacy involves more then just using software. It includes reading instructions from graphical interfaces (photo-visual literacy), utilizing digital reproduction in learning (reproduction literacy), constructing knowledge from non-linear navigation (lateral literacy), and evaluating information (information literacy). These literacies serve as a measure of learners' work quality in digital environments. This paper proposes a terminology framework for digital literacy. Discussion of every literacy type is accompanied by results from a study that examined the ability of learners to effectively utilize digital literacy in educational contexts. (Contains 16 references.) (Author) ED477005 Digital Literacy: A New Terminology Framework and Its Application to the Design of Meaningful Technology-Based Learning Environments. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Software Development Developmental Disabilities Disabilities Educational Technology Instructional Material Evaluation Instructional Materials Learning Disabilities Learning Strategies Special Needs Students Use Studies Fitzgerald, Gail E. Koury, Kevin A. Peng, Hsinyi Reports - Research Speeches/Meeting Papers English This paper is a report of user studies for developing learning strategy tool software for children. The prototype software demonstrated is designed for children with learning and behavioral disabilities. The tools consist of easy-to-use templates for creating organizational, memory, and learning approach guides for use in classrooms and at home. User studies that were conducted with software prototypes included two rounds of expert review, usability testing in a lab setting with teachers and parents, a focus group with parents and educators, and "think aloud" observations of children using a sample of the tools. Results were used in improving the software, preparing the teacher orientation module, and designing online supports for users. The most useful dimensions of evaluation were found to be direct observation of children using the software and messages contributed by a high school student with learning disabilities to the Online Focus Group. (Contains 19 references and 3 figures.) (Author) ED477006 User Studies: Developing Learning Strategy Tool Software for Children. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:26 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Active Learning Computer Assisted Instruction Computer Mediated Communication Educational Media Educational Resources Educational Technology Instructional Materials Internet Learning Strategies Material Development Multimedia Materials Foyn, Bent Maus, Eirik Reports - Descriptive Speeches/Meeting Papers English This paper reviews some of the key issues of what should be the cornerstone of a project-based learning approach with information and communication technology (ICT) and net-based multimedia learning resources. It refers to the LAVA Learning project where pedagogic, learning resources and computer-based tools have been developed to support a complete learning environment. The project ended up creating a new project tool for this approach, and learning material and specialized content were made available to users of this tool. Content of all media types was provided a primary focus on text and video material. Curriculum from different content providers was linked together to constitute a source of learning materials. (Author) ED477007 Designing Tools and Contents for Project Based Learning with Net-Based Curriculum. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:27 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Access to Computers Access to Information Accessibility (for Disabled) Federal Legislation Individual Needs Physical Disabilities Public Policy User Needs (Information) World Wide Web French, Deanie Reports - Descriptive Speeches/Meeting Papers English This paper provides guidance on the issue of universal Web accessibility for individuals with physical challenges, who need accommodations to fully participate in the electronic world. Four categories of information facilitate understanding the complexity of the issues. These categories are: U.S. legal mandates; international accessibility policy and legislation; resources and information; and Web site accessibility validation. These four categories are explored in depth and provide the tools for meeting today's challenges. As the Web evolves, new accessibility issues will emerge. (Contains 12 references.) (Author) ED477008 E-Accessibility: United States and International. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:29 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Community Involvement Computer Software Development Computer System Design Cooperative Learning Cooperative Planning Cooperative Programs Elementary Secondary Education Higher Education Learning Activities Multimedia Materials Partnerships in Education Problem Solving Friedman, Robert S. Drakes, Jerri Deek, Fadi P. Reports - Descriptive Speeches/Meeting Papers Participatory Design English A collaborative software development project designed to maximize the skill sets and interests of school children and teachers, educational software technologist and researchers, and college undergraduates is presented. The work brings together elementary school children with college seniors and technology consultants to implement a problem-solving methodology within a collaborative environment to design, develop and implement a multimedia software application that enhances the spatial orientation abilities of children and puts the programming, interface design and multimedia systems capabilities of college students into action. This effort in project-based learning offers young students the opportunity to learn mapping skills, problem-solving techniques, and participatory design methods while planning and conducting virtual tours of their city. (Author) ED477009 Participatory Design, Problem Solving and Community Involvement in Two Different Learning Communities. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Development Courseware Design Preferences Designers Instructional Design Instructional Materials Material Development Scaffolding (Teaching Technique) Teachers World Wide Web Frizell, Sherri S. Hubscher, Roland Reports - Research Speeches/Meeting Papers English Many instructors are expected to design and create Web courses. The design of Web courses can be a difficult task for educators who lack experience in interaction and instructional design. Design patterns have emerged as a way to capture design experience and present design solutions to novice designers. Design patterns are a widely accepted method of providing design support to software engineers, and they have been proposed to support designers of Web-based courses. However, end-users' abilities to use design patterns are unclear especially since Web-course design and computer programming are different activities. This paper presents a methodology for supporting novices' use of patterns during Web-based instructional design. This methodology consists of a pattern language for Web-based instruction and a design environment that scaffolds the process of finding, selecting, and applying patterns to design problems. (Contains 18 references and 2 figures.) (Author) ED477010 Supporting the Application of Design Patterns in Web-Course Design. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:32 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes College Students Computer Software Development Data Collection Educational Resources Educational Technology Instructional Materials Material Development Measurement Techniques Nonprint Media Student Behavior Users (Information) World Wide Web Fuller, Greg Simonson, Joe Tiwari, Ananta Rebelsky, Samuel A. Reports - Descriptive Speeches/Meeting Papers English Since the inception of the World Wide Web, faculty members have been developing online course materials. However, there is little careful analysis of how students use these Webs. In particular, do more successful and less successful students use course webs and associated materials differently? Are usage patterns similar to those of printed resources, or do students explore materials differently on the Web? To answer questions like these, educators and researchers need tools that allow them to closely examine student use of Web materials. Building upon user tracking tools that gather information on student usage, including the time each reader arrives at and spends on each page, the use of multiple windows, and the links followed from page to page, the authors implemented Clio's Assistants, a customizable suite of tools that permits exploration of student Web usage patterns both graphically and textually. The graphical tools include simple bar charts, customizable directed graphs, and "replays" of student sessions. Textual tools include: simple statistical summaries, human-readable log files, database queries, and an advanced pattern matching language. Through these tools, one can identify and explore patterns of Web usage. (Contains 11 references.) (Author) ED477011 Clio's Assistants: A Tool Suite for Exploring Student Web Usage. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:34 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Mediated Communication Conventional Instruction Distance Education Inservice Teacher Education Instructional Design Instructional Effectiveness Mathematics Education Nontraditional Education Online Systems Teacher Education Teaching Methods Gadanidis, George Hoogland, Cornelia Reports - Descriptive Speeches/Meeting Papers English Despite major differences in course delivery, the critical components of effective online mathematics teacher education may not be different from the critical components of effective face-to-face mathematics teacher education. Research indicates that components of effective mathematics teacher education include: aesthetic experiences with mathematics; confronting personal beliefs about mathematics; engaging in practical inquiry; discussing pedagogical implications in the context of mathematics education literature. This paper describes the case of an online mathematics education course for in-service elementary teachers, and discusses issues of design and effect of online experiences. (Contains 10 references and 1 figure.) (Author) ED477012 Mathematics Teacher Education Online. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:36 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Academic Achievement Cognitive Processes Computer Assisted Instruction Computer Software Development Instructional Design Instructional Materials Learning Theories Material Development Programming Garner, Stuart Reports - Descriptive Speeches/Meeting Papers Cognitive Load English Computer programming is a domain of knowledge that is generally considered difficult by students, many of whom experience low levels of achievement and become disillusioned. This paper suggests that cognitive load theory needs to be taken into account when designing instructional materials for this domain. The cognitive load that is experienced by a student can be considered to be made up of three types: intrinsic, extraneous, and germane. Computer programming has a high intrinsic load and it is, therefore, necessary to reduce the extraneous load as much as possible by using techniques such as the study of programming examples. Germane cognitive load can then be applied by removing certain parts of the solutions to the examples and then requiring students to complete these part-complete solutions, thereby encouraging schemata creation in long-term memory. A new software tool called CORT (Code Restructuring Tool) has been created which utilizes this part-completion method. (Contains 20 references and 2 figures.) (Author) ED477013 Reducing the Cognitive Load on Novice Programmers. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Development Distance Education Educational Technology Instructional Material Evaluation Instructional Materials Learning Activities Learning Strategies Secondary Schools George, Sebastien Reports - Research Speeches/Meeting Papers English Describes research that deals with collaborative learning at a distance and takes place in the field of CSCL (Computer-Supported Collaborative Learning). To promote communications between people learning in a distance context, we think that it is important to involve these learners in collective activities. We suggest set-up activities using project-based learning to stimulate and facilitate collective learning. To support distance project-based learning, we designed and developed a computer environment called SPLACH. This environment comprises specific tools for different actors: the project designer, the learners and the project leader. SPLACH was investigated in two different contexts: with pupils in a secondary school in the domain of technology and with adult students learning programming at the Tele-university of Quebec. This article presents the computer environment SPLACH and some of the results of its evaluation. (Contains 12 references.) (Author/AEF) ED477014 SPLACH: A Computer Environment Supporting Distance Project-Based Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:40 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687. Figures contain illegible type.

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Yes Educational Development Instructional Design Instructional Development Models Nontraditional Education Open Education Study Study Skills Teacher Role Teaching Methods Gerdt, Petri Kurhila, Jaakko Meisalo, Veijo Suhonen, Jarkko Sutinen, Erkki Reports - Descriptive Speeches/Meeting Papers English The jagged study zone model helps designers to create educational environments which challenge the learner and make the learner to commit to the learning process. The characteristics of a jagged study zone can be explained by showing how its features are related to traditional closed and open learning environments. The requirements for a jagged study zone are identified by extracting the strengths and opportunities of the closed and open learning environments, and by combining them to the opposites of weaknesses and threats of those traditional environments. This paper shows examples how the jagged study zones can be supported, and it discusses the role of the teacher when considering the jagged study zone model. (Contains 16 references and 2 tables.) (Author) ED477015 Rambling through the Wilds: A Concept of Jagged Study Zones. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:42 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Academic Standards Cheating Computer Mediated Communication Distance Education Higher Education Honesty Nontraditional Education Online Systems Plagiarism Student Behavior Gibbons, Amy Mize, Charles D. Rogers, Keri L. Reports - Evaluative Speeches/Meeting Papers English Academic dishonesty is a concern at any educational level. However, many faculty members feel uncomfortable with delivering courses in the online environment due to a concern that students may find it easier to participate in academic dishonesty than they would in a traditional classroom. This paper looks at factors that are considered to influence academic dishonesty and how these factors can be considered in the design of online courses to promote academic integrity. The paper investigates the following: reasons for academic dishonesty; academic dishonesty in the online environment; and possible ways to design online courses so that academic integrity is encouraged and academic dishonesty is discouraged. (Author/AEF) ED477016 That's My Story and I'm Sticking to It: Promoting Academic Integrity in the Online Environment. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:44 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Uses in Education Educational Technology Elementary Education Foreign Countries Instructional Development Learning Activities Multimedia Materials Technology Integration Gobbo, E. Torrebruno, A. Paolini, P. Reports - Research Speeches/Meeting Papers Italy Italy English The Discetech project, which was started in 1996 in Northern Italy, aims at experimenting the introduction of new technologies within the teaching-learning activities of high school classrooms. Since 1998, a similar project, Bimbotech, has been developed for elementary classrooms (for children ages four- to seven-years old). Several hundreds of experiences involving several thousands of pupils have been carried out by the teachers, who have been previously instructed and assisted by the project's staff. This paper briefly introduces a case study, one of the most interesting Bimbotech experiments analyzing the organization, the phases, the results and the lessons learned. The final section provides a few useful suggestions for mutual connection between multimedia and knowledge. (Author) ED477017 Multimedia: A Powerful Support for Multidisciplinary Approach. A Case Study from the Project Discetech-Bimbotech. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Development Concept Mapping Educational Technology Hypermedia Instructional Materials Multimedia Materials Slides Visual Aids Gopal, Kreshna Morapakkam, Karthik Reports - Descriptive Speeches/Meeting Papers Presentations English This paper presents a slide presentation software that incorporates a concept map, which explicitly shows how the various slides (and other multimedia components) presented are related to each other. Furthermore, presentations are conceived as hypermedia systems, where the presenter can navigate among slides (and the concept map) instead of the typical linear ordering of slides. This approach will alleviate the load on the audience to memorize, recognize and process perceived information. This tool can be extremely useful to enhance understanding of presented material, which is particularly valuable in the classroom environment. (Author) ED477018 Incorporating Concept Maps in a Slide Presentation Tool for the Classroom Environment. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Business Education Computer Oriented Programs Educational Resources Foreign Countries Higher Education Information Sources Instructional Materials Learning Resources Centers Maps Metaphors Shared Resources and Services World Wide Web Bang, Tove Gronbaek, Kaj Hansen, Per Steen Reports - Descriptive Speeches/Meeting Papers University of Aarhus (Denmark) English This paper briefly describes the WebNize system and how it applies a Metro Map metaphor for organizing guided tours in Web based resources. Then, experiences in using the Metro Map based tours in a Knowledge Sharing project at the library at Aarhus School of Business (ASB) in Denmark, are discussed. The Library has been involved in establishing a Learning Resource Center (LRC). The LRC serves as an exploratorium for the development and the testing of new forms of communication and learning, at the same time as it integrates the information resources of the electronic research library. The objective is to create models for Intelligent Knowledge Solutions that can contribute to form the learning environments of the School in the 21st century. The WebNize system is used for sharing of knowledge through metro maps for specific subject areas made available in the Learning Resource Centre at ASB. The metro maps now serve as the entrance to learning resources for several hundred students. (Contains 14 references and 5 figures.) (Author) ED477019 Using a Metro Map Metaphor for Organizing Web-Based Learning Resources. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Cooperative Learning Distance Education Higher Education Instructional Design Instructional Development Learner Controlled Instruction Learning Activities Learning Theories Online Systems Problem Solving Teaching Methods Undergraduate Study Guan, Sharon Mikolaj, Peter Reports - Research Speeches/Meeting Papers English In building an online course or transforming a traditional course for online delivery, the most critical element is not the selection of appropriate media, but the selection of the most effective teaching strategies. Competitive online courses are those that are designed: to involve students in the learning process; to engage them in conducting learning activities; and to enable them to readily apply what they learned in the real world. This paper presents a case scenario where an undergraduate course was designed based on the instructional theory model of collaborative problem solving (CPS). It demonstrates the rational for choosing the theory and the design of the course following the guidelines suggested by the model. Student feedback and suggestions on improvement are also presented. (Author) ED477020 Collaborative Problem Solving in the Online Environment: A Case Study of a Web-Based Undergraduate Business Course. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:51 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes English Instruction Error Correction Instructional Materials Interactive Video Models Native Speakers Online Systems Second Language Learning Video Equipment Hada, Yoshiaki Ogata, Hiroaki Yano, Yoneo Reports - Research Speeches/Meeting Papers Video Technology Video Telecommunications Video Teleconferencing English This paper focuses on an online video based correction system for language learning. The prototype system using the proposed model supports learning between a native English teacher and a non-native learner using a videoconference system. It extends the videoconference system so that it can record the conversation of a learning scene. If a teacher edits the video to include explanations, the video can become very useful as teaching material. However, in ordinal video-editing systems, it is difficult to show edited parts. Therefore, this paper proposes a video correction system and focuses on the online video-editing model. (Contains 14 references, 1 table, and 4 figures.) (Author) ED477021 Supporting Online Video-Based Correction for Language Learning through Markup-Based Video Editing. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Distance Education English Instruction Foreign Countries Higher Education Instructional Design Nontraditional Education Reading Comprehension Reading Instruction Teaching Methods Haimovic, Gila Reports - Descriptive Speeches/Meeting Papers Open University (Israel) English The Open University of Israel (OUI) is a distance education institution that offers over 250 computer-mediated courses through the Internet. All OUI students must pass an English reading comprehension exemption exam or take the University's English reading comprehension courses. Because reading instruction differs from content instruction, different considerations need to affect how best to utilize the computer when planning computer-mediated communication (CMC) delivered reading courses. The distance courses in English reading comprehension are transmitted via e-mail, rather than the Internet. The purpose of this paper is to recommend this "primitive" option, and to explain why it suits courses of this kind. There is a tendency to move on to ever-more impressive modern technologies, and constantly seek new ones. To avoid falling into the trap that Gabi Salomon referred to as the "technological tail wiggling the educational dog", the e-mail option was decided on. (Author) ED477022 Keeping It Simple: The Case for E-Mail. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Corporations Course Evaluation Curriculum Evaluation Distance Education Evaluation Criteria Evaluation Methods Evaluation Research Higher Education Models Online Systems Postsecondary Education Program Evaluation Training Hallett, Karen Essex, Christopher Reports - Evaluative Speeches/Meeting Papers English This paper presents a model for the evaluation of postsecondary online distance education courses and programs. To better address the unique nature and audience for these courses and programs, and the related institutional needs for assessing their success or failure, the focus is on a model from corporate training that provides a comprehensive, multi-level evaluation of a distance course or program. This model is based on Kirkpatrick's (1975) levels of evaluation. A general description is provided of how this model can be implemented via online means to provide the assessment information required by postsecondary institutions. (Contains 12 references.) (Author) ED477023 Evaluating Online Instruction: Adapting a Training Model to E-Learning in Higher Education. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:55 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Oriented Programs Computer System Design Cooperative Education Cooperative Learning Educational Technology Instructional Design Instructional Materials Learner Controlled Instruction Learning Activities World Wide Web Hampel, Thorsten Reports - Evaluative Speeches/Meeting Papers English The World Wide Web has developed as the de facto standard for computer based learning. However, as a server-centered approach, it confines readers and learners to passive nonsequential reading. Authoring and Web-publishing systems aim at supporting the authors' design process. Consequently, learners' activities are confined to selecting and reading (downloading documents) with almost no possibilities to structure and arrange their learning spaces nor do that in a cooperative manner. This paper presents a learner-centered, completely Web-based, approach through virtual knowledge rooms. Based on this concept, the goal of the presented work is firstly to develop a theoretical framework to explain the design potentials of technology-supported learning processes (distinguishing individual and cooperative primary media functions). Secondly, a technical framework (cf. www.open-steam.org) should be developed to allow for study of different technical configurations within the traditional university setting. Considering the systems design, the concept of virtual knowledge rooms is to combine event-based technology of virtual worlds with the classical document management functions in a client-server framework. Knowledge rooms and learning materials such as documents or multimedia elements are represented as a fully object-oriented model of objects, attributes and access rights. The paper does not focus on interactive systems managing individual access rights to knowledge bases, but rather on cooperative management and structuring of distributed knowledge bases. (Author) ED477024 sTeam--Providing Primary Media Functions for Web-Based Computer-Supported Cooperative Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:57 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Development Computer Software Evaluation Computer Software Selection Design Preferences Distance Education Educational Media Educational Technology Instructional Design Instructional Materials Student Participation Hedberg, John G. Reports - Evaluative Speeches/Meeting Papers English Over the past decade, there have been many changes in the tools used to design, the ways information can be represented and the underpinning theories which drive educational experiences. This paper focuses on several examples of software design that have been pedagogically successful and have demonstrated what is possible in software design and online learning. Contrasts are made with some examples of the current push into e-learning and how best to structure learning environments to ensure student participation and high quality learning outcomes especially when students come from differing backgrounds and cultural traditions. A summary of key projects and their focus is presented at the end of the paper. (Contains 15 references and 2 figures.) (Author) ED477025 Designing High Quality Learning Environments: Reflections on Some Successes and Failures. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:21:59 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Design Computer Assisted Instruction Computer Mediated Communication Computer Software Development Computer Uses in Education Educational Development Educational Technology Foreign Countries Higher Education Instructional Design Instructional Effectiveness Instructional Material Evaluation Material Development Hedberg, John Wills, Sandra Oliver, Ron Harper, Barry Agostinho, Shirley Reports - Descriptive Speeches/Meeting Papers Australia Technology Role Australia English This paper describes the evaluation of high quality learning designs, which are being selected for possible redevelopment in a National Project funded by the Australian University Teaching Committee (AUTC). The project focuses on "Information and Communication Technologies (ICTs) and Their Role in Flexible Learning" and is evaluating over 50 projects with a view to developing a range of software tools,templates and/or guidelines based on those that are deemed to be effective ICT-based learning projects. The approach is unique in that it tries to pinpoint the key attributes of ICT-based projects that make them suitable for application in other contexts and in other knowledge domains. (Contains 14 references, 1 table, and 1 figure.) (Author) ED477026 Developing Evaluation Frameworks for Assessing Quality ICT-Based Learning in Higher Education. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction English (Second Language) Expert Systems Individualized Instruction Instructional Materials Learner Controlled Instruction Models Second Language Instruction Second Language Learning Second Language Programs Heift, Trude Toole, Janine Reports - Evaluative Speeches/Meeting Papers English This paper provides an overview of Student Modeling techniques that have been employed in Intelligent Languages Tutoring Systems (ILTSs) over the past decade. It further discusses the Student Model of the English-as-a-Second-Languages (ESL) Tutor, an ILTS for ESL. The Student Model is based on student subject matter performance and provides feedback and remedial exercises suited to learner expertise. The paper further reports on a study in which the extent to which the Student Model addresses the need for an individualized languages learning environment is determined. (Contains 14 references, 1 table, and 2 figures.) (Author) ED477027 Student Modeling in Computer-Assisted Language Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:03 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Design Computer Mediated Communication Cooperative Education Cooperative Learning Cooperative Programs Educational Technology Foreign Countries Higher Education Information Technology International Communication International Cooperation International Programs Team Teaching Herder, P. M. Turk, A. L. Subrahmanian, E. Westerberg, A. W. Reports - Evaluative Speeches/Meeting Papers Carnegie Mellon University PA English The authors' activities in co-teaching an engineering design course across the Atlantic, at Carnegie Mellon University (CMU), USA, and at Delft University of Technology (DUT), the Netherlands, at the same time, required the use of information and communication tools for communication and collaboration purposes between students and between instructors and students. This paper analyzes the overseas communication and collaboration processes among students and instructors, and their implications for learning. A theoretical framework was used for collaborative learning and for stimulating active participation, for analyzing observations and for translating results to a broader theoretical framework. In practice, it meant that the authors experimented among other variables with group compositions and with instructor role descriptions. It is concluded that many of the techniques mentioned in literature did enhance collaboration and learning between students, but that intense communication with overseas instructors is still a major stumbling block. (Contains 10 references, 2 tables, and 5 figures.) (Author) ED477028 Communication and Collaborative Learning in a Cross-Atlantic Design Course. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Distance Education Foreign Countries High School Students Instructional Effectiveness Instructional Material Evaluation Science Education Student Motivation World Wide Web Hsu, Ying-Shao Hwang, Fu-Kwun Reports - Research Speeches/Meeting Papers Situated Learning Taiwan (Taipei) Taiwan (Taipei) English This article presents the development and evaluation of a Web-based lesson with multiple representations that is developed to cultivate situated learning. The quasi-experimental method along with semi-structured interviews was used to investigate the effects of a Web-based lesson on science learning at the senior high school level. Three classes of second-year students from two senior high schools in Taipei were selected as the participants for this study. The total number of participants was 110 including 49 males and 61 females. The statistical results indicated that: student conceptual progress almost reached the significant level (t=1.98, p<0.051) before and after the experiment; there were significant differences between the conceptual progress of male and female students on their conceptual progress before and after the experiment (F=11.48, p<0.001); computer logs also showed that less male students participated in the online discussion than female students did; and most students had positive opinions about this Web-based lesson. The qualitative data analysis indicated that some students thought that the Web-based lesson, named Lesson Rainbow, provided a daily-life situation could promote their motivation on learning and help them integrate knowledge. (Contains 14 references and 4 tables.) (Author) ED477029 The Use of Multiple Representations in a Web-Based and Situated Learning Environment. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Cognitive Processes Computer Assisted Instruction Computer Software Development Computer System Design Educational Environment Educational Media Educational Technology Hypermedia Instructional Design Learner Controlled Instruction Optical Data Disks Iiyoshi, Toru Hannafin, Michael J. Reports - Evaluative Speeches/Meeting Papers English This paper introduces and analyzes problems and issues in the design and use of cognitive tools in open, user-centered learning environments. It introduces a classification scheme for tool functions, and showcases several tools in a current educational hypermedia research and development effort. Information-seeking, information-presentation, knowledge- organization, knowledge-integration, and knowledge-generation tools are discussed, followed by a description of "The Human Body," an interactive CD-ROM based on the television series, "The Universe Within Human Body. The Human Body." Implications for future research and development in the design and use of cognitive tools in hypermedia learning environments are addressed. (Contains 18 references and 6 figures.) (Author/AEF) ED477030 Cognitive Tools and User-Centered Learning Environments: Rethinking Tools, Functions, and Applications. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:08 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Computer Uses in Education Educational Development Educational Media Educational Technology Higher Education Online Systems Research and Development Shared Resources and Services Iiyoshi, Toru Reports - Evaluative Speeches/Meeting Papers Carnegie Foundation for Advancement of Teaching English This paper analyzes problems and issues in making knowledge of teaching and learning visible and sharable online. It also describes some of the ongoing research and development efforts at the Carnegie Foundation's Knowledge Media Laboratory that advance this work through the use of emerging technologies. Implications for future research and development are also addressed. (Author) ED477031 Using Emerging Technologies To Develop and Share the Knowledge of Teaching and Learning Online. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Educational Technology Higher Education Information Technology Instructional Design Student Teachers Teacher Education Technology Integration Undergraduate Study Jacobsen, Michele Clifford, Pat Friesen, Sharon Reports - Evaluative Speeches/Meeting Papers University of Calgary (Canada) English Alberta recently mandated an ICT (information and communications technology) Program of Studies that requires the infusion of digital technologies into core curricula and across all grades. Effective implementation of ICT demands that all teachers create inquiry-based, technology enabled learning environments for children. The design of digital and media rich learning experiences calls for a dramatic shift in teacher preparation. Student teachers must routinely encounter the effective infusion of technology in all aspects of on-campus learning as well as in classroom placements in schools. This paper describes the design, implementation and evaluation of an undergraduate seminar offered to student teachers in the fourth semester of a two-year degree program at the University of Calgary. Outlined are ways in which fundamental issues in technology integration were addressed, how successes were achieved, and how discoveries from the first two seminars direct on-going modifications. (Contains 17 references.) (Author) ED477032 New Ways of Preparing Teachers for Technology Integration. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Case Studies Computer Assisted Instruction Educational Change Educational Development Elementary Secondary Education Instructional Effectiveness Online Systems Professional Development Program Effectiveness Technology Integration Jacobsen, Michele Clifford, Pat Friesen, Sharon Reports - Research Speeches/Meeting Papers Digital Technology English The Galileo Educational Network is an innovative educational reform initiative that brings learning to learners. Expert teachers work alongside teachers and students in schools to create new images of engaged learning, technology integration and professional development. This case study is based on the nine schools involved with Galileo in 2000/2001. Field visits and interviews (n=113) with Galileo staff, school administrators, teachers and students yielded rich information about the initiative. Indicators of success include: (1) demand for Galileo Network's services; (2) corporate investment in Intelligence Online (IO); (3) satisfaction among stakeholders at each level of the initiative; (4) evidence of engaged student learning; and (5) evidence of transformed teaching practice. Essential conditions for the sustainability and growth of the Galileo Network initiative are described. Factors that both contributed to and hindered the success of the initiative are discussed. (Contains 13 references.) (Author) ED477033 Transformational Leadership & Professional Development for Digitally Rich Learning Environments: A Case Study of the Galileo Educational Network. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Networks Cooperative Education Cooperative Learning Distance Education Foreign Countries Higher Education Interaction Interaction Process Analysis Student Reaction Teacher Student Relationship Virtual Classrooms Virtual Universities Johansson, Tuovi Ruokamo, Heli Reports - Research Speeches/Meeting Papers Finland Finland English This paper deals with the research of the realization interaction in the Finnish Virtual University's network-based studies of cognitive science in the autumn 2001. This research examines the independent study of cognitive science which occurs through a network and the face-to-face study that takes place in cooperation in a group and the study that occurs in WebCT groups. The research seeks answers to the kind of interaction that promotes network-based studies and what causes a lack of interaction. The data was collected by questionnaires and observation. The results indicated that students considered interaction with the teacher and other students to be more binding than self-directed study. The expectations and biases of students did not always correspond to the objectives of studies and thus have prevented functional interaction in a network. (Author) ED477034 The Realization of Interaction in Cognitive Science Network Studies. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Distance Education Evaluation Methods Feedback Higher Education Instructional Effectiveness Measurement Techniques Statistical Analysis Statistical Data Trend Analysis Jones, David Reports - Evaluative Speeches/Meeting Papers Central Queensland University (Australia) English A Course Barometer is a method for addressing the loss of informal feedback in a distance education setting. Originally proposed and used at the University of Trollhattan Uddevella this paper describes how the idea of a course barometer has been adopted by Central Queensland University. The paper suggests connections between anonymity, observable change and the level of student contributions. Usage statistics,staff and student feedback, and stories are used to identify trends, draw conclusions and make suggestions for further improvement. (Author) ED477035 Student Feedback, Anonymity, Observable Change and Course Barometers. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Distance Education Educational Development Foreign Countries Higher Education Instructional Design Instructional Development Instructional Materials Learner Controlled Instruction Learning Strategies Material Development Online Systems Scaffolding (Teaching Technique) Teaching Models Jones, Deborah Sims, Rod Reports - Research Speeches/Meeting Papers Australia Australia English Many tertiary institutions in Australia provide support to develop online teaching and learning resources, an environment characterized by demands from students for quality face-to-face and distance education, staff concern over workloads, institutional budgeting constraints and an imperative to use management systems. There also remains a legitimate focus on using online learning to facilitate new learning strategies within a complex social setting. This paper presents an extended instructional design model in which the development cycle for online teaching and learning materials uses a scaffolding strategy in order to cater for learner-centered activities and to maximize scarce developer and academic resources. The model also integrates accepted phases of the instructional development process to provide guidelines for the disposition of staff and to more accurately reflect the creation of resources as learning design rather than instructional design. (Author) ED477036 E-Learning Development in Higher Education: Maximising Efficiency--Maintaining Quality. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Security Ethics Federal Government Federal Legislation Foreign Countries Information Policy Information Technology International Cooperation International Law Internet Laws Privacy Public Policy Technological Advancement Karmakar, Nitya L. Reports - Research Speeches/Meeting Papers Electronic Commerce English The Internet remains as a wonder for the 21st century and its growth is phenomenon. According to a recent survey, the online population is now about 500 million globally and if this trend continues, it should reach 700 million by the end of 2002. This exponential growth of the Internet has given rise to several security, privacy and ethical concerns. There are laws governing those issues in several countries, but these laws are difficult to apply due to the rapid change of the technology, as well as security breach. Internet commerce or electronic commerce (e-commerce) poses constant threats to privacy and security. The Web has become a playground for lawbreakers. The aim of this paper is to give a snapshot of the current status of the Internet and also to discuss how it is creating a nightmare for governments that try to find a way to safeguard both consumers and providers of information from possible misuse. The paper suggests that the use of the Internet must be controlled with proper legislation to minimize its negative impact on society. There should be an international law and or a third party monitoring authority so that proper protection could be offered to the users of this ever-expanding technology. (Contains 19 references and 1 table.) (Author) ED477037 Online Privacy, Security and Ethical Dilemma: A Recent Study. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Academic Standards Computer Uses in Education Cooperative Learning Curriculum Development Educational Development Educational Objectives Educational Technology Higher Education Instructional Development Problem Solving Student Motivation Teacher Education Technology Integration Kaufman, Cathy Reports - Evaluative Speeches/Meeting Papers English Curricular goals that traditionally focused on the delivery of the teaching rather than the outcomes of the learning are in a state of major transition. Implementation of academic standards requires the application of content and not merely its delivery. As a result, colleges of education must prepare anew genre of teacher leaders equipped to align students' classroom experiences with the changing realities of performance learning in an information era. This paper focuses on preparing teachers who can link electronic information resources with engaging learning experiences. The work is grounded in the beliefs of cognitive theory and applied practice. It presents educational media as a support structure in the curricular architecture of teaching and learning rather than as an ancillary element. It specifically focuses on preparing educators to motivate their students through comparative, investigative, and collaborative problem solving. (Contains 18 references.) (Author) ED477038 Reshaping Curricular Culture. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:22 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Cooperative Learning Distance Education Higher Education Information Networks Instructional Design Instructional Innovation Multimedia Materials Program Evaluation Student Projects Teaching Methods Technical Education World Wide Web Kazlauskas, E. J. Boyd, E. F., III Dessouky, M. M. Reports - Evaluative Speeches/Meeting Papers English This paper presents a review of the Virtual Factory Teaching (VFTS) project, a Web-based, multimedia collaborative learning network. The system allows students, working alone or in teams, to build factories, forecast demand for products, plan production, establish release rules for new work into the factory, and set scheduling rules for workstations. Included in the paper are a system description and list of project tasks. The evaluation component involving 3 different campuses is described and the results of 3-years of analyses are presented, including demographic descriptions, self-assessment results, performance results, attitudinal responses, and usability. In addition, instructor observations and course project output is also examined as components of the VFTS evaluation effort. It is believed through the analysis that the VFTS is an excellent instructional method to teach students the integration of the different modules in operations planning. (Author) ED477039 The Virtual Factory Teaching System (VFTS): Project Review and Results. 2002-06-00 National Science Foundation, Arlington, VA. 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:24 RIEJAN2004 EEC-9872488 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Comparative Analysis Computer Mediated Communication Concept Mapping Conventional Instruction Distance Education Educational Resources Educational Technology Instructional Development Instructional Effectiveness Instructional Materials Nonprint Media Nontraditional Education Printed Materials Kennedy, David M. Reiman, Cornelis A. Reports - Evaluative Speeches/Meeting Papers English The move from traditional paper-based distance education subject materials to those of information and communication technologies (ICT) has increased the ways in which students can engage with their lecturers, peers and the unit materials. In this paper, strategies for enhancing print-based learning resources are discussed. These include concept mapping by which the conceptual structure of a unit can be articulated, and online communication that can enhance the interactions between students and teachers. A review of student responses to concept mapping indicates a general acceptance of the tool, with comparisons of assessment grades between successive years of students suggesting an improvement for students who were exposed to concept mapping in conjunction with online communication. The study highlights several curriculum issues that need further work. (Contains 21 references, 2 tables, and 2 figures.) (Author) ED477040 Making the Transition from Print: Integrating Concept Mapping and Online Communication with Traditional Distance Education Materials. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:25 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Environment Educational Research Interaction Nontraditional Education Online Systems Socialization Teacher Student Relationship Teaching Methods Teleconferencing Virtual Universities Kiernan, Mary Thomas, Pete Woodroffe, Mark Reports - Research Speeches/Meeting Papers Virtual Communities Virtual Curriculum English Virtual learning environments (VLEs) are often perceived by education establishments as an opportunity to widen access without traditional overheads. An integral part of most VLEs is asynchronous computer conferencing and on-line moderators must help students migrate quickly to the new virtual environment to minimize learning disruption. This paper focuses on 21 new on-line moderators and reports their changing perceptions regarding their role and concerns, from their first appointment through to the end of the delivery of their first on-line course. The findings suggest that it is only after socialization occurs that information can be exchanged and lead to knowledge construction. These are supported by, and extend, prior research by Z. Berge, R. Mason, M. Paulsen and G.Salmon and are reinforced by empirical work with a further 19 new on-line moderators. (Contains 19 references, 2 tables, and 2 figures.) (Author) ED477041 Does the Medium Dictate the Message? Cultivating E-Communication in an Asynchronous Environment. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Resources Educational Technology Geometry Instructional Design Instructional Materials Mathematics Education Mathematics Instruction Kim, Youn-Gi Lee, Chul-Hwan Han, Sun-Gwan Reports - Research Speeches/Meeting Papers English This study is on the design and implementation of an educational dialogue system to support e-learning. The learning domain to apply the dialogue system used the subject of geometry. The knowledge in the dialogue-based system for learning geometry was created and represented by XML-based AIML. The implemented system in this study can understand the student's context of the dialogue. Moreover, the system can answer the student's questions by referring and saving the previous knowledge while having a conversation with a student. To refer and save a student's state of knowledge, an overlay student model was used in this system. An educational dialogue system was evaluated to test the efficiency of the designed and implemented system with geometry learning. (Contains 13 references and 4 figures.) (Author) ED477042 Educational Application of Dialogue System To Support e-Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:29 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Mediated Communication Computer System Design Distance Education Instructional Design Instructional Development Internet Knowledge Representation Research and Development Sridharan, Bhavani Kinshuk Patel, Ashok Hong, Hong Reports - Research Speeches/Meeting Papers Knowledge Management English This paper presents the research and development of knowledge management system for Internet based intellectual assets to leverage the learning process for individual learners. The literature review reveals that corporate solutions of knowledge management are not directly applicable due to the lack of adaptivity needed to provide individualized feedback to the learner, and their localized nature does not directly deal with authentication and verification of distributed information. Architecture has therefore been formulated for the knowledge management system that specifically supports Web-based learning. (Author) ED477043 Internet Based Learning and Knowledge Management. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Access to Information Computer Interfaces Computer System Design Hypermedia Internet Screen Design (Computers) User Needs (Information) World Wide Web Kmiec, Angela Pinchback, Melissa Piper Rebelsky, Samuel A. Reports - Descriptive Speeches/Meeting Papers Communication Links Links (Indexing) English At the center of hypertext is the link, an active connection from part of one document to another document (or part of that document). In the early days of the World Wide Web, it was easy for readers to identify the links on the page: the unvisited links appeared in blue and underlined, the visited links appeared in red or purple and underlined. With the advent of advanced formatting techniques, such as cascading style sheets, links appear in different ways on different pages. These changes may make pages appear more appealing, but they also make it harder for readers to engage in a key hypertext reading activity, identifying and selecting the most relevant links. At the same time, even easily identifiable links provide readers with very little accompanying information as to why the link is there and where it leads. This paper describes ongoing research in providing readers with additional access to links and information about those links. It revisits in more detail the need to provide links in a consistent and clear manner, considers ways to make links more useful to readers without affecting the design of a page, suggests techniques for adding information to links, and describes a tool the authors built that permits readers to obtain a summary of the links available on each page they visit. (Author) ED477044 Summarizing Links: Issues and Interfaces. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Access to Education Computer Assisted Instruction Computer Mediated Communication Courseware Distance Education Higher Education Instructional Design Instructional Development Instructional Effectiveness Learner Controlled Instruction Online Systems Koppi, Tony Pearson, Elaine Reports - Descriptive Speeches/Meeting Papers English The design rationale for the development of an exemplary, flexible online course for making accessible online courses is described. The authors developed the course by adopting the roles of content expert and instructional designer. The course has a dual purpose. The assessment for postgraduate students provides a guide to learning for academic staff development. The design and development process included the formulation of learning outcomes, assessment criteria and strategies, learning methods, and the alignment of these. The learning strategies included a variation of the cognitive apprenticeship model that was refined following feedback from prototype face-to-face workshops. Learner-centered design is fundamental and includes: high contrast text and background; no unnecessary graphics or icons; tips for people using assistive technology; avoiding the use of PDF; direct links to other course areas; text transcript for online videos; and easy access to resources for learning activities. (Contains 14 references.) (Author) ED477045 Design and Development of a Flexible Online Course for Making Accessible Online Courses. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:34 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Active Learning Constructivism (Learning) Cooperative Learning Educational Media Elementary Education Experiential Learning Instructional Design Instructional Materials Learning Activities Learning Processes Teaching Methods Kritzenberger, Huberta Winkler, Thomas Herczeg, Michael Reports - Research Speeches/Meeting Papers Knowledge Development English Learning is an active, constructive and collaborative process, where people construct knowledge from their experiences in the world. People construct new knowledge with particular effectiveness when they engage in constructing personally meaningful products, that is meaningful to themselves or to others around them. The construction of knowledge from experiences in the world seems to be especially important in childhood learning, as children need to learn through their senses and through physical activity. Unfortunately, for school children there are few learning situations where senses and physical activity is involved. This is partly due to the nature of the concepts to be learned and partly to the lack of manipulative learning material. This paper introduces a mixed reality environment as a collaborative and constructive learning space for elementary school children. During recent teaching experiments in an elementary school the children created their own mixed reality environment which served from a scientific point of view for a semiotic-based understanding for the creation and usage of physical and digital media bringing together arts and computer science. Includes five color figures. (Contains 13 references.) (Author) ED477046 Mixed Reality Environments as Collaborative and Constructive Learning Spaces for Elementary School Children. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Attitudes Computer Uses in Education Data Analysis Distance Education Educational Technology Higher Education Online Systems Preservice Teacher Education Schools of Education Student Attitudes Student Reaction Kurubacak, Gulsun Baptiste, H. Prentice Reports - Research Speeches/Meeting Papers New Mexico State University English Through the Preparing Tomorrow's Teachers to Use Technology (PT3) project, online distance courses in College of Education at New Mexico State University (NMSU) have become an essential component of the Teacher Education Program. Pre-service teachers have been engaged in the process of learning with and about technology. The main purpose of this study is to describe and analyze College of Education students' beliefs, expectations, and attitudes toward online learning. This is a qualitative ongoing case study. Through purposive sampling techniques, 21 students from 6 different online graduate courses in the College of Education were selected as participants. Videotaped interviews were conducted to explore and evaluate students' reflections toward online learning in its natural environment. This study is exploratory in order to allow insights to emerge from a recursive data analysis process. The variables in the site of the research are highly complex and extensive. The research data is very context dependent and needs to be collected in its natural environment without controls and manipulations. (Author) ED477047 Creating a Virtual Community with PT3: College of Education Students' Beliefs, Expectations and Attitudes toward Online Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Course Content Distance Education Educational Media Educational Technology Instructional Design Instructional Development Instructional Innovation Instructional Materials Material Development Multimedia Materials World Wide Web Kurzel, Frank Slay, Jill Rath, Michelle Chau, Yenha Reports - Research Speeches/Meeting Papers English This paper describes the development of an adaptive multimedia learning environment that utilizes multimedia presentation techniques in its interface while still providing Internet connectivity for management and delivery purposes. The system supports the WWW as its addressing space but uses the local client areas to store media items expensive in terms of delivery time. Learning objects that provide frameworks for tasks and other summative assessment activities are stored on a server and delivered when required. The system supports link annotations in its adaptivity and employs an overlay student model with stereotyping when accessing the course content. (Contains 20 references.) (Author) ED477048 Towards an Adaptive Multimedia Learning Environment: Enhancing the Student Experience. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:41 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Comparative Analysis Computer Software Evaluation Computer Software Selection Decision Making Educational Media Educational Technology Evaluation Criteria Evaluation Methods Information Sources Instructional Design Selection Tools Landon, Bruce Reports - Research Speeches/Meeting Papers English This paper focuses on faculty use of a decision-making process for complex situations. The analysis part of the process describes and compares course management software focusing on: technical specifications, instructional design values,tools and features, ease of use, and standards compliance. The extensive comparisons provide faculty with side-by-side product feature descriptions. The decision-making focus of the paper and of the companion site is on supporting a detailed rational decision process for selecting course management software. This decision process uses a grading style model familiar to educators that compensates for the cognitive illusions and limitations of decision makers to achieve a transparent decision process for selecting the "best" application for each local situation. The current site meets needs for decision-making support, as evidenced by 16,000 visitors a month to the site. By the fall of 2002, there will be similar decision making supports available which will focus on student services, teaching technologies and online education policies. Lists conceptual groupings that have been used to provide targeted views for the learners, learner support, and technical administrator audiences, followed by a checklist of tools or features to include within each of these conceptual categories. Includes a Demonstration model of the Comparative Analysis Decision Table with Three Options.(Contains 17 references.) (Author) ED477049 Hard Choices for Individual Situations. 2002-06-00 14 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:43 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Uses in Education Cooperative Learning Educational Technology Elementary Secondary Education Higher Education Mentors Preservice Teacher Education Preservice Teachers Program Development Teacher Role Lathem, Sandra A. Parker, Holly Buckland Morris, Joyce L. Deyo, Adam Agne, Russell M. Reports - Descriptive Speeches/Meeting Papers English When it comes to understanding and using information technology, today's pre-service education students often know more about technology than their college professors or their field-based teachers in K-12 classrooms. University and K-12 faculty members, on the other hand, know more about teaching and learning than pre-service students and less about technology. By bringing these two groups together as student mentor-faculty pairs, both students and faculty members benefit from the expertise of the other. This paper describes how the Faculty Mentor Program developed at the University of Vermont (an initiative of the Preparing Tomorrow's Teachers to Use Technology, or PT3, Implementation Grant) brings education students and university faculty together to support new ways of learning for both groups. (Contains 10 references.) (Author) ED477050 Students as Faculty Mentors: Reversing the Role of Teacher and Learner. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:44 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Development Computer Software Evaluation Courseware Educational Technology Hypermedia Instructional Design Instructional Materials Material Development Mathematics Instruction Problem Solving Programming Word Problems (Mathematics) Lawrence, Virginia Reports - Research Speeches/Meeting Papers English No longer just a user of commercial software, the 21st century teacher is a designer of interactive software based on theories of learning. This software, a comprehensive study of straightline equations, enhances conceptual understanding, sketching, graphic interpretive and word problem solving skills as well as making connections to real-life and scientific phenomena. Developed using Maple and Hyperstudio, this software of 40 questions actively captures students' visual intelligence and evokes thinking to provide generative responses. Other features include corrective feedback, hide-and-show, scoring, timing and a student output file containing a student's 1st and 2nd responses and revealing any misconceptions held and difficulties encountered. A table shows the correspondence between the features of this software and Kuittinen's (1998) four criteria or demands for a good CAI (computer assisted instruction). A brief appendix provides programming information. (Contains 25 references.) (Author) ED477051 Teacher-Designed Software for Interactive Linear Equations: Concepts, Interpretive Skills, Applications & Word-Problem Solving. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:47 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Cooperative Learning Instructional Design Instructional Development Instructional Effectiveness Multimedia Instruction Multimedia Materials Problem Solving Small Group Instruction Student Characteristics Lee, Miwha Reports - Research Speeches/Meeting Papers Anchored Instruction Situated Learning English The purpose of this study was to design and develop a multimedia-based anchored program and to examine the effects of students' and group characteristics on the problem-solving process in anchored instruction with the multimedia program in a situated learning environment. Sixty-eight students were assigned to small groups via a stratified random sampling procedure. The students were working cooperatively as a group on the authentic task of multimedia-based anchored instruction. The results of the analysis show that group composition as well as students' characteristics significantly exerted differential effects on the problem-solving process. The implications of the results for anchored instruction are discussed. (Contains 28 references and 2 tables.) (Author) ED477052 Anchored Instruction in a Situated Learning Environment. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer System Design Conventional Instruction Curriculum Development Distance Education Foreign Countries Higher Education Learning Activities Nontraditional Education Online Systems World Wide Web Lehtonen, Miika Reports - Research Speeches/Meeting Papers Finland Lapland Finland English In contrast to traditional types of learning and teaching processes and learning media, such as printed material for Web and hypermedia learning resources, Web resources and Web-based activities are quite often unfortunately more or less separate parts of the planning process and curriculum documentation in an organization's traditional organizational level of educational. This paper introduces a portal system based on curriculum content. An attempt is made to solve the problem of integrating the access and use of learning through both traditional and modern post-modern types of resources into an online interactive coherent system of curriculum documentation at the organizational level. The University of Lapland (Finland) developed an Online Curriculum-based Internet Web portal as a pilot for one course in order to integrate all learning resources through Online Curriculum/Online Syllabus, "eCurriculum/eSyllabus", content into one location. The heart of the system is located on the public Internet and the recent beta testing system is currently based on the HTML standard, thus avoiding the commitment of the organization to a single platform for learning resources. (Contains 13 references and 4 figures.) (Author) ED477053 The Online Interactive Curriculum Portal as One Key to the Well-Structured Learning Activity of Students. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Academic Achievement Comparative Analysis Corporations Graduate Study Higher Education Instructional Design Masters Programs Performance Professional Development Training Methods Leighton, Chet McCabe, Cynthia Reports - Research Speeches/Meeting Papers Performance Improvement Performance Support Systems San Francisco State University CA English Just-In-Time Learning (JIT Learning) is a semester-long graduate course that teaches corporate trainers and instructional designers how to design performance improvement interventions. This course is part of a Master's program in Instructional Technology at San Francisco State University. The course has been offered three times and has been completed by a total of 38 people. Learners produce two major deliverables for this course: a paper describing a performance problem and the design of a system to address the problem, and a shorter paper explaining the design strategy. Based on final grades for the course, participants in this class can be grouped into three broad categories. The A-level performers are 38% of the total students, B-level are 17%, and C-level are 45%. An Electronic Performance Support System (EPSS) was designed and implemented to help the B-level and C-level people improve their performance. The JIT Learning EPSS was designed and developed by Infomark Software Corporation with CGM Communications and assistance from several graduate students in the Department in the first half of 2001. The JIT Learning EPSS was implemented with 15 learners in Fall 2001. For this class the grade distribution was 53% in the A-level, 20% in the B-level, and 27% in the C-level. When compared with prior classes, all of the B-level performers improved to A-level and half of the C-level improved to B-level. A formative evaluation of the system was conducted in the winter of 2002. The results suggest that the remaining C-level performers do not have a sufficient mental model of the design task. The next version of the software will focus on helping users develop and assess their mental models before they begin the design task. Includes three color figures. (Author/AEF) ED477054 Authentic Performance of Complex Problem-Solving Tasks with an EPSS. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Cooperative Education Cooperative Learning Cooperative Programs Elementary Secondary Education Instructional Design Instructional Effectiveness Instructional Material Evaluation Instructional Materials Learning Activities Lin, Yi-Mei Peng, Hsinyi Gottdenker, Joshua Reports - Research Speeches/Meeting Papers English Shadow netWorkspace[TM](SNS) is designed and developed as a free, open source, network-based work environment specifically for use in K-12 schools to support schools and learning. This paper describes a learning module utilizing features of SNS and articulates how teacher and students can collaboratively learn and work to build knowledge. The paper also proposes a collaborative knowledge building model that illustrates the significant phases in the learning module. Teachers in the local community are invited to evaluate the feasibility of learning module in terms of its benefits, challenges, the ease and appropriateness of use. Feedback from the evaluation will provide recommendations for the design and development of knowledge building activities. (Contains 18 references and 1 figure.) (Author) ED477055 Collaborative Knowledge Building: A Learning Module in Shadow netWorkspace[TM] Learning System. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:54 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Design Preferences Designers Educational Media Educational Technology Instructional Design Instructional Development Instructional Materials Material Development Multimedia Materials Role Liu, Min Gibby, Scott Quiros, Ondrea Demps, Elaine Reports - Research Speeches/Meeting Papers English The rapid changes in the field of technology are redefining the process of developing technology-enhanced educational materials as well as the roles of developers involved in the process.The purpose of this study was to learn from practitioners the roles and responsibilities of an instructional designer in developing new media enhanced instructional materials. Instructional designers working at various multimedia companies in Austin, Texas were interviewed. The findings of this study identified four essential competencies for being an instructional designer in new media development: communication; instructional design; problem-solving/decision making; and knowledge of technology tools. The paper concludes that the job market for instructional designers will continue to grow and expand, and with it, the definition of an instructional designer will evolve at the same pace that the technology changes. Since the role of an instructional designer is affected by the possibilities that new technologies create daily and how technological tools aid communication, so shall each instructional designer contribute to the task of defining their profession. (AEF) ED477056 The Challenge of Being an Instructional Designer for New Media Development: A View from the Practitioners. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:56 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Comparative Analysis Computer Software Development Computer System Design Design Preferences Design Requirements Designers Higher Education Interactive Video Multimedia Materials Programming Love, Matthew Reports - Research Speeches/Meeting Papers Design Methodology Digital Video Interactive English "Design Inspection Reviews" are structured meetings in which participants follow certain rules of procedure and behavior when conducting detailed readings of design plans to identify errors and misunderstandings. The technique is widely used in the software engineering industry, where it is demonstrably more effective than testing at identifying errors in software, but it is by no means restricted to this domain. Similar practices can be found in many other creative industries. This paper reports on an interactive multimedia program used to reinforce the teaching of the technique to software engineering and computer network students. The results of the end-of-studies examination papers of the student group that used the multimedia program are compared to those of the previous group. The results appear to show an improvement of over 7% for the Review topic question for exams that were otherwise comparable in standard. The quality of the research data and the validity of it's conclusion are discussed. Includes two tables and three color figures. (Author) ED477057 Viewing the Reviewing: An Observational Study of the Use of an Interactive Digital Video To Help Teach the Concepts of Design Inspection Reviews. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Academic Achievement Cooperative Learning Educational Principles Higher Education Improvement Instructional Effectiveness Learning Strategies Peer Relationship Peer Teaching Student Improvement Luca, Joe Clarkson, Barney Reports - Research Speeches/Meeting Papers English The literature abounds with information about peer tutoring and the benefits that it can bring to student learning. This case study sought to explore ways of using peer tutoring to enhance the learning experience of a group of higher education students in a multimedia course, who had access to learning resources in an online environment. It illustrates how easily and effectively the basic principles of peer tutoring can be adapted and implemented following explicit guidelines from the literature. (Contains 18 references, 1 figure, and 1 table.) (Author) ED477058 Promoting Student Learning through Peer Tutoring--A Case Study. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:22:59 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Uses in Education Curriculum Development Educational Media Educational Technology Foreign Countries Higher Education Information Science Instructional Design Instructional Development Teacher Education Magenheim, Johannes Schulte, Carsten Scheel, Olaf Reports - Descriptive Speeches/Meeting Papers University of Paderborn (West Germany) English The Didactics of Informatics research group at the University of Paderborn (Germany) is involved in efforts to design, implement and evaluate a curriculum for Media education for prospective teachers at the secondary school level. One major issue is the question of whether it is necessary for future teachers to learn the basic concepts of informatics, and if so, which topics within informatics are relevant, and which main objectives should be achieved. After 2 years of seminars on basic informatics for students of education at the University of Paderborn, it is now possible to submit the preliminary results. This paper discusses the rationale behind introducing informatics into media education for teachers, and describes elements of the curriculum, as well as the main teaching objectives for a better understanding of computer-based media. (Author) ED477059 Informatics and Media Education--Designing a Curriculum for Media Education in Teacher Training with Regard to Basic Areas of Informatics. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Cooperative Programs Educational Resources Electronic Libraries Information Sources Internet Library Collections Science Libraries Science Materials Scientific and Technical Information Scientific Research Scientists Shared Resources and Services Maini, Gaurav Leggett, John J. Ong, Teongjoo Wilson, Hugh D. Reed, Monique D. Hatch, Stephan L. Dawson, John E. Reports - Descriptive Speeches/Meeting Papers Digital Collections Digital Information Services English The need for accurate and current scientific information in the fast paced Internet-aware world has prompted the scientific community to develop tools that reduce the scientist's time and effort to make digital information available to all interested parties. The availability of such tools has made the Internet a vast digital repository of information. But the ad hoc nature in which information is gathered and organized on the Web, makes access to such information a time consuming and sometimes frustrating affair. Digital library systems have the potential for solving problems in maintaining high quality scientific content delivered via the Web by providing tools for scientists to collect, verify, organize, manage, and update their collections. This paper describes an environment that reduces the effort and time required by scientists to share their data with other collaborators in an automated and asynchronous manner, thereby allowing them to focus mostly on their own scientific practice. The data is maintained as a collaborative collection in a digital library that can also be used as an educational resource. (Contains 22 references and 3 figures.) (Author) ED477060 Enhancing Scientific Practice and Education through Collaborative Digital Libraries. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Cognitive Style Computer Assisted Instruction Course Content Data Collection Decision Making Decision Support Systems Educational Environment Instructional Materials Media Selection World Wide Web Manouselis, Nikos Sampson, Demetrios Reports - Research Speeches/Meeting Papers English This paper focuses on the way a multi-criteria decision making methodology is applied in the case of agent-based selection of offered learning objects. The problem of selection is modeled as a decision making one, with the decision variables being the learner model and the learning objects' educational description. In this way, selection of educational content is based on dynamic data input collected at the time of the decision. This methodology is studied in the context of an agent-based emarket for educational content brokering, and is engaged by the broker agents recommending learning objects to learners, according to their cognitive style. (Contains 13 references, 3 tables, and 1 figure.) (Author) ED477061 Dynamic Educational e-Content Selection Using Multiple Criteria in Web-Based Personalized Learning Environments. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:04 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Case Studies Computer Assisted Instruction Education Hypermedia Literacy Models Multimedia Materials Technological Advancement Writing Attitudes Writing (Composition) Mason, Jean S. Reports - Descriptive Speeches/Meeting Papers English This paper synopsizes the central findings of a 2-year empirical study into how the new rhetorical situations presented by hypertext affect the writing process and thus impact upon literacy and education. It theorizes a conceptual model based on these findings. New technologies are transforming literacy in general and writing in particular. Hypertext is perhaps the most radical transformation to date. In hypertext, writers struggle to master a new process that includes electronic links, visual images, sound, animation, and other forms of data within a single digitized writing space. This transformation challenges educators to reframe their roles and points of reference as they increasingly use hypertext in the form of websites to enhance curriculum. Hypertext offers new opportunities for optimizing learning. New process models help to rethink conceptions of writing in order to adapt this new form of writing to best pedagogical practices. This research was guided by the overarching question: How are writers' perceptions of the new rhetorical situations presented by hypertext affecting their attitudes towards writing and the consequent decisions they make in response to these perceptions? (Author/AEF) ED477062 From Gutenberg's Galaxy to Cyberspace: A New Model for a New Writing Space. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:06 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes College Curriculum Computer Mediated Communication Constructivism (Learning) Discussion Distance Education Higher Education Humanities Instruction Instructional Development Instructional Effectiveness Instructional Innovation Online Systems Student Attitudes Student Reaction McAlpine, Iain Ashcroft, Bill Reports - Research Speeches/Meeting Papers English Developing a course for online study by off-campus students requires a major change of approach to teaching and learning. This study outlines the constructivist theoretical basis and the approach to teaching applied in the development of a humanities course. The study includes analysis of the turning points in the students' learning as identified in asynchronous discussion postings and evaluation feedback from a post-course questionnaire. Analysis of discussions and student feedback are used to demonstrate student learning and attitudes to the new mode of study. (Contains 11 references and 2 tables.) (Author) ED477063 Turning Points: Learning from Online Discussions in an Off-Campus Course. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:08 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Critical Thinking Distance Education Higher Education Instructional Design Instructional Effectiveness Learning Strategies Metacognition Online Systems Problem Solving Teaching Methods McLoughlin, Catherine Hollingworth, Rowan Reports - Research Speeches/Meeting Papers English In the context of higher education, the development of students' problem solving skills continues to be an area of much ongoing research. Effective teaching of problem solving requires the adoption of process-based approaches that reveal to students the ways that experts solve problems, and the coaching of students in higher order and metacognitive skills that lead them away from a preoccupation with finding solutions and towards building up a repertoire of problem solving strategies. It is suggested that online environments and computer resources can scaffold the acquisition of domain knowledge and systematic problem solving skills. This article acknowledges that there are multiple ways to support complex problem solving, and that online environments hold great promise in creating effective instructional interactions. This study focuses on the metacognitive aspects of problem solving and more particularly on those aspects of technology-based scaffolding that support reflection, process support, and the anchoring of skills to domain knowledge. (Contains 20 references and 4 tables.) (Author) ED477064 Bridge over Troubled Water: Creating Effective Online Support for the Metacognitive Aspects of Problem Solving. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:10 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Distance Education Educational Change Experiential Learning Higher Education Job Skills Lifelong Learning Multimedia Materials Online Systems Skill Development Student Projects McLoughlin, Catherine Luca, Joe Reports - Research Speeches/Meeting Papers Project Management English The needs of learners are changing rapidly and continually in response to an environment that is characterized by change at economic, political and technological levels. There is greater pressure on universities to work more closely with employers in contributing to the process of economic development through the creation of a skilled workforce. Universities are becoming increasingly flexible in their responses to meeting the lifelong learning agenda. Online experiential learning is an essential element in the move towards more situated and professional orientations and with the drive to providing students with real world working knowledge. Asynchronous communication tools and tasks are ideal conduits for the refinement of professional skills. This case study profiles an on-line approach to developing professional project management skills for multimedia developers and presents snapshot views of an online learning environment in which students developing real projects for industry clients. (Author) ED477065 Experiential Learning On-Line: The Role of Asynchronous Communication Tools. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Bulletin Boards Comparative Analysis Computer Mediated Communication Content Analysis Discussion Discussion Groups Evaluation Criteria Higher Education Online Systems Undergraduate Study McLoughlin, Catherine Panko, Mary Reports - Research Speeches/Meeting Papers English This paper attempts to examine different methods of content analysis for student online discussion that takes place on bulletin boards. The purpose of that analysis is to determine whether higher order thinking can be distinguished within transcripts of dialogue. The context of the analysis was a higher education undergraduate course. A group of students were presented with a discussion topic and were given a series of criteria against which their work would be assessed. At the end of the discussion their dialogue was analyzed using three different techniques which were then compared to identify whether any one method could be recommended to other practitioners. Suggestions for evaluation of bulletin board transcripts are made on the basis of this investigation. (Contains 17 references and 5 tables.) (Author) ED477066 Multiple Perspectives on the Evaluation of Online Discussion. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:13 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Educational Change Educational Development Educational Policy Educational Practices Educational Technology Foreign Countries Higher Education Information Technology Technology Integration McNaught, Carmel Reports - Evaluative Speeches/Meeting Papers Australia Australia English The paper explores the environment of intense change that characterizes most Australian universities (and indeed universities in much of the world). In this environment, universities have had to reassess their fundamental business and the way they go about it. Information Technology (IT) is viewed as an important factor in streamlining their operations and all universities are investing heavily in systems and services. If this implementation is not managed in a collegial way there is a very real danger that academic teachers will resent the changes being made and undermine the investment. Polarity theory is described and a model is developed which shows that the "zone of effective change" in universities requires that several dimensions need to be managed at the same time. Examples of these dimensions are: top down versus bottom up decision making; management versus scholarship; systems versus services; central versus devolved; focus versus variety; mass change versus growing individuals; and competition versus collaboration. It is argued (with examples) that changing "versus" to "and" allows a new perspective to be added to university implementation of policies and practice. (Contains 16 references, 1 table, and 2 figures.) (Author) ED477067 Implementing Technology in Higher Education: The Management of Multiple Dimensions. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Computer System Design Courseware Distance Education Educational Technology Foreign Countries Higher Education Online Systems Teleconferencing World Wide Web Colazzo, Luigi Molinari, Andrea Reports - Descriptive Speeches/Meeting Papers Video Teleconferencing English This paper describes the experience of the Faculty of Economics at the University of Trento, Italy, in delivering online courses through the Web. The faculty chose to design and build its own system from scratch rather than buy one off the shelf. The paper discusses the considerations informing this decision, and presents the main functionalities of the system, which was built with a server-side approach. There are asynchronous functions provided, such as the ability for the teacher to upload educational materials and for the student to download these materials through the Web. Some interesting synchronous functions built into the system include the teacher-student chat forum and the low-cost videoconferencing tool where a single student can interact with the teacher who is available on-line at the same time. Everything is integrated in a unique, browser-based system accessible from everywhere. The paper also describes some important administrative functions of the system. (Contains 11 references and 5 figures.) (Author) ED477068 An Alternative System To Deliver and Manage Online Courses through the World Wide Web. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Comparative Analysis Computer Games Educational Games Educational Media Electronic Text Instructional Design Learning Strategies Multimedia Materials Science Education Teaching Methods Virtual Reality Moreno, Roxana Reports - Evaluative Speeches/Meeting Papers English This paper reviews a set of studies that examined what students learn in various virtual reality environments (VREs) designed to promote an understanding of environmental science. The goal of the reported studies was to provide an update to the classic distinction between the role of media versus method in promoting learning (Clark, 1999). Media was varied by comparing how students learn from an instructional game delivered via a desktop display (D), head mounted display without walking (H), and head mounted display with walking (W). The instructional method was varied by comparing how students learn when words are presented as on-screen text (T), narration (N), or both(NT). (Contains 20 references.) (Author) ED477069 Pedagogical Agents in Virtual Reality Environments: Do Multimedia Principles Still Apply? 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:18 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Cognitive Ability Cognitive Development Cognitive Measurement Cognitive Processes Cognitive Style Computer Assisted Instruction Computer Games Elementary Education Elementary School Mathematics Elementary School Students Individual Differences Multimedia Materials Moreno, Roxana Reports - Research Speeches/Meeting Papers English This paper presents a cognitive theory of multimedia learning from which predictions on individual differences in learning are derived and tested. Elementary students learned how to add and subtract integers with an interactive multimedia game that included visual and symbolic representations of the arithmetic procedure. They learned either with or without verbal guidance in their first language. Verbal guidance was expected to help minimize cognitive load, especially for students with low prior knowledge, low computer experience, and a less reflective cognitive style. The theoretical and practical implications of the results are discussed. (Contains 24 references.) (Author) ED477070 Who Learns Best with Multiple Representations? Cognitive Theory Implications for Individual Differences in Multimedia Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:20 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Uses in Education Distributive Education Educational Media Educational Methods Educational Resources Educational Technology Instructional Design Instructional Effectiveness Instructional Materials Multimedia Materials Teaching Methods Morice, Jenny Reports - Evaluative Speeches/Meeting Papers Technology Role English There exist two commonly held views regarding the use of multimedia and Internet technology within learning environments. Many educators believe that the presence of content material on CD-ROM or the Internet will help students reach their learning goals, and students "like" multimedia and/or Internet based delivery. This paper explores these views through analysis of the design and development of an eLearning solution. The paper concludes as follows. The use of a supported eLearning environment for the subject "Issues in the Design and Delivery of Multimedia" provided students with a valuable learning resource. While students enjoyed ease of access, intellectual challenge and willingly contributed to the online fora, the majority of high level discussion and complex reasoning still took place within the on campus classroom. Within distributed learning environments, multimedia and Internet technology provide a vehicle for the transmission of content material, in the same way print materials, and audio/video cassettes have traditionally done. Technical capabilities aside, it matters little whether content is delivered via CD-ROM, the Internet, audio or video cassette, or even print based materials, as these technologies merely provide the substrate to the learning resource. Unless the subject structure and content is based on sound pedagogical theory, and sits within a coherent, supported learning framework, it will make no difference whether cutting edge multimedia and Internet technology have been used. The content will make little sense to the learner. (Contains 11 references and 3 figures.) (Author/AEF) ED477071 Lights and Wires: Effective eLearning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Comparative Analysis Computer Uses in Education Data Collection Distance Education Educational Practices Educational Technology Instructional Design Instructional Effectiveness Instructional Materials Online Systems Professional Development Student Attitudes Morrow, Donna Reports - Research Speeches/Meeting Papers English This study is an ongoing examination of the effectiveness of an online professional development course designed to examine the connection between learning theory and technology used to support learning in the classroom. The course was taught by three methodologies: a traditional face-to-face class that used the online materials as a resource; an online class that received all instruction via the Internet; and a hybrid class that used the online resources in addition to meeting weekly for teleconferencing with the instructor.At the completion of the course, data was collected from the participants relating to course design and implementation resulting in positive feedback from most students. To ascertain changes in attitude and classroom practice, further data was requested from the students six months after completion of the course.This study focuses on the second round of data collection and examines the changes in attitude and practice reported by the teachers. (Author) ED477072 Information and Communication Technologies in the Teaching and Learning Process: Does Online Professional Development Make a Difference? 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:23 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes College Faculty Computer Assisted Instruction Computer Uses in Education Curriculum Development Educational Technology Faculty Development Higher Education Skill Development Student Teacher Attitudes Teacher Education Curriculum Technology Integration Nelson, Tobye Rae Snider, Sharla L. Gershner, Vera T. Reports - Research Speeches/Meeting Papers Texas Womans University English This paper details a local experience relating to a technology integration project designed to support the ongoing refinement of faculty technology skills within the context of the teaching and learning situation. The Learning and Integrating Knowledge and Skills (LINKS) project is a 3-year technology project designed to integrate established and emerging technologies into the teacher preparation curriculum at the Texas Woman's University (TWU) and is supported by a U.S. Department of Education, Preparing Tomorrow's Teachers to Use Technology (PT 3) implementation grant. The LINKS program supports both changes in university faculty roles and changes in curriculum content and delivery. This paper addresses two primary questions: (1) how were the development of faculty technology proficiencies supported and (2) what was the progress of the participating faculty in infusion of technology in university Web-based course delivery? To address these questions, second year findings regarding the examination of changes in faculty attitudes and behaviors and the effectiveness of the implemented LINKS project are provided. (AEF) ED477073 Implementing Technology Integration at the University Level: A Case Study of Changes in Faculty Behaviors and Attitudes. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Software Development Computer System Design Cooperative Education Cooperative Learning Cooperative Programs Distance Education Educational Technology Online Systems World Wide Web Nokelainen, Petri Miettinen, Miikka Tirri, Henry Kurhila, Jaakko Reports - Research Speeches/Meeting Papers English This paper describes the design and implementation of a real time on-line collaboration tool, EDUCO. The main focus is to demonstrate how the tool is applied to a real life on-line distance education course, discuss the preliminary research findings of the qualitative empirical study, propose directions for future work and discuss implications. The preliminary results show that some of the features used in this tool can be directly applied to a wider context of modern computer-based learning environments. (Contains 10 references, 1 table, and 6 figures.) (Author) ED477074 A Tool for Real Time On-Line Collaboration in Web-Based Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:27 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687. Figures contain illegible type.

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Yes Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Technology Graduate Students Higher Education Interaction Masters Programs Nontraditional Education Online Systems Student Attitudes Student Reaction Student Surveys Northrup, Pam Lee, Russell Burgess, Vance Reports - Research Speeches/Meeting Papers English The purpose of this study was to investigate the types of interactions that students perceived to be important for online learning. The interaction attributes investigated included content interaction, conversation and collaboration, intrapersonal/metacognitive skills, and need for support. Also investigated were reasons why learners were taking online courses. It was presumed that students taking courses for convenience, flexibility,or preference would likely be more pleased with interaction in online course than those required to take an online course because it was not offered on campus. Participants were 52 graduate students in an online masters program in instructional technology; 34 of the students were female and 18 were male. Intact classes of students were selected from two courses at the beginning of their online learning sequence and two courses at the end of their online learning sequence. The instrument used for this study was the Online Learning Interaction Inventory (OLLI), with a reliability coefficient of .95. In this study, online learners echo the importance of interaction by requesting interactive elements in their online experiences. Participants in this study are still most comfortable with the idea of simulating a campus-based class online, as reflected in their statements regarding the desire for instructors to use online audio-narrated lectures, provide notetaking guides, and discuss learned experiences in some type of online conversation. Although their comfort is with the "known" they still favorably rated using more innovative strategies in the online environment including case studies, debates, role-plays, and gaming. The foundation of the online learning environment however, included the notion of solid student support and self-directedness. Participants strongly stated that the need for timely responses from peers and from their instructor was of utmost importance. They also indicated that it was essential for students to self-monitor their progress for survival in the online course. (Contains 11 references.) (AEF) ED477075 Learner Perceptions of Online Interaction. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:28 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Distance Education Enrollment Management Enrollment Rate Enrollment Trends Higher Education Nursing Education Online Systems Student Attrition Student Reaction O'Brien, Barbara S. Renner, Alice L. Reports - Evaluative Speeches/Meeting Papers Wright State University OH English Retention has been indicated as one of the greatest weaknesses in online instruction. While a preponderance of literature about online instruction is available, concrete ideas about how to retain students are lacking. A DHHS grant for over one million dollars made it possible for the Wright State University College of Nursing and Health (Dayton, Ohio) to provide an Internet option enabling registered nurses to obtain a bachelor's degree. Now in the third year of the program the College has maintained an excellent retention rate ranging from 85 to 93%. Factors found to positively influence retention included: enhancing the comfort level of students with the technology, creating a sensitive online faculty persona generating trust in the environment, and addressing safety and security needs to support highly interactive experiences. These strategies promoted the development of relationships with "classroom" colleagues and fostered linkages necessary for students to remain connected to the learning experiences and continue to degree completion. (Contains 13 references.) (Author) ED477076 Online Student Retention: Can It Be Done? 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Constructivism (Learning) Cooperative Learning Distance Education Higher Education Instructional Design Instructional Effectiveness Learning Activities Online Systems Teaching Methods Odin, Jaishree K. Reports - Research Speeches/Meeting Papers University of Hawaii English To establish standards of quality in online courses developed through the University of Hawaii's Asynchronous Learning project funded by the Alfred P. Sloan Foundation, a preliminary study of courses from various disciplines was conducted. The aim of the study was to identify teaching activities that contributed to the creation of a high quality interactive classroom where students were actively engaged in the process of learning. The study showed that a direct relationship exists between the teaching activities and the frequency and quality of collaborative learning in the online classroom. Carefully crafted teaching activities contribute toward creating the social presence of the teacher, which directly or indirectly shapes the learning environment and thus significantly impacts the desired learning outcomes. (Contains 12 references and 1 figure.) (Author) ED477077 Teaching and Learning Activities in the Online Classroom: A Constructivist Perspective. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Curriculum Development Designers Educational Benefits Foreign Countries Higher Education Instructional Design Instructional Development Multimedia Instruction Multimedia Materials Undergraduate Study O'Donoghue, Michael Potter, Carole Reports - Research Speeches/Meeting Papers United Kingdom United Kingdom English This paper provides an initial examination of over 614 undergraduate multimedia courses now available in the United Kingdom with discussion centered on reasons for recent course expansion. Areas of specific growth and issues of course design are presented in the analysis and discussion. Changes in the application of multimedia from subject-specific to second subject contextualization are also discussed with reasoning to support learning benefits to be derived from this approach, and implications for course designers and providers are concluded. (Contains 14 references, 3 tables, and 1 diagram.) (Author) ED477078 Rethinking Multimedia Teaching: Examining Developments in Multimedia Course Provision. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Educational Resources Educational Technology Information Seeking Information Systems Information Transfer Instructional Materials Metadata Shared Resources and Services Vocabulary Papatheodorou, Christos Vassiliou, Alexandra Simon, Bernd Reports - Research Speeches/Meeting Papers Ontology Data Mining English Educational intermediaries are information systems that support the exchange of learning resources among dispersed users. The selection of the appropriate learning resources that cover specific educational needs requires a concise interaction between the user and system. This paper describes a data mining process for the discovery of ontologies from learning resources repositories. Ontologies express the assocations between the learning resources metadata and provide a controlled vocabulary of concepts. Ontologies and the derived vocabularies could be used for the development of taxonomies of learning resources and they contribute to the sense disambiguation in seeking interesting and appropriate knowledge. (Contains 20 references, 1 table, and 1 figure.) (Author) ED477079 Discovery of Ontologies for Learning Resources Using Word-Based Clustering. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer System Design Curriculum Design Design Preferences Educational Assessment Educational Technology Evaluation Methods Instructional Design Instructional Development Park, Young Bauer, Malcolm Reports - Research Speeches/Meeting Papers Design Methodology English This paper introduces the concept of a reusable assessment framework (RAF). An RAF contains a library of linked assessment design objects that express: (1) specific set of proficiencies (i.e. the knowledge, skills, and abilities of students for a given content or skill area); (2) the types of evidence that can be used to estimate those proficiencies; and (3) features of tasks that will aid in the design of activities (e.g. features that need to be present in order for students to produce the evidence, features that affect task difficulty, etc.). While RAFs can speed the design of many kinds of assessments, in this paper the focus is on their use to aid instructional designers in embedding assessments within computer-based learning environments. The RAF concept is based upon the evidence-centered design methodology described in Mislevy, Steinberg, Almond, Haertel, & Penuel (2001). (Author) ED477080 The Role of a Reusable Assessment Framework in Designing Computer-Based Learning Environments. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Academic Standards Computer Assisted Instruction Curriculum Design Educational Resources Educational Technology Instructional Design Instructional Development Teaching Methods Teaching Models Pawlowski, Jan M. Reports - Descriptive Speeches/Meeting Papers Design Methodology English Standardization initiatives in the field of learning technologies have produced standards for the interoperability of learning environments and learning management systems. Learning resources based on these standards can be reused, recombined, and adapted to the user. However, these standards follow a content-oriented approach; the process of applying pedagogical concepts is not covered by these standards. In recent years, several approaches for pedagogical and didactical concepts have emerged, but their use within a framework of standards has not yet been consistently resolved. In this paper, a model is presented which combines pedagogical and content-oriented design. The model, based on the Essen Learning Model, is a basis for the reuse and recombination of pedagogical expertise. (Contains 17 references, 3 figures, and 1 table.) (Author) ED477081 Reusable Models of Pedagogical Concepts--A Framework for Pedagogical and Content Design. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Access to Education Assistive Technology Disabilities Distance Education Educational Equipment Foreign Countries Higher Education Instructional Design Instructional Development Online Systems Special Needs Students Pearson, E. J. Koppi, Tony Reports - Descriptive Speeches/Meeting Papers Class Inclusion University of New South Wales (Australia) English This paper discusses issues that are central to accessible online education. A recent research project investigated the accessibility of online courses for students with disabilities by evaluating existing courses, developed by academics at the University of New South Wales (UNSW). The evaluation revealed evidence that some aspects of the courses were inaccessible, but that with careful design guidance and awareness of the needs of students with disabilities, those courses could be made more accessible. As a result a set of Guidelines for Accessible Online Courses was produced (Pearson & Koppi 2001) specifically to aid academic developers of online courses with limited technical ability. However, these guidelines assume that the academic developer understands and accepts the issues related to inclusive design and development. Therefore the authors used their experience and the knowledge gained through researching the guidelines to identify the specific issues that one needs to consider, and the required skills to understand inclusion and accessible design. The issues were encapsulated into five major themes: legal or quality assurance requirements;awareness of and the ability to use the available guidelines and protocols; some understanding of the assistive technologies used by students with disabilities; awareness of designing for inclusion; and understand and apply the checking tools and mechanisms that are available. These themes were incorporated into a series of face-to-face workshops and an online course offered in flexible mode, aimed at assisting the academic in understanding both the broader issues of accessibility, and in developing the skills and knowledge for accessible course design. (Contains 11 references.) (Author) ED477082 Essential Elements in the Design and Development of Inclusive Online Courses. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Oriented Programs Computer Software Development Computer System Design Computer Use Design Preferences Designers Equal Education Females Information Technology Sex Differences Raphael, Chad Reports - Evaluative Speeches/Meeting Papers English This paper identifies three rationales in the relevant literature for closing the gender gap in computing: economic, cultural and political. Each rationale implies a different set of indicators of present inequalities, disparate goals for creating equality, and distinct principles for software and web site design that aims to help girls overcome the gender gap by increasing their interest and knowledge about computing. It is suggested that designers should pay greater attention to the political rationale for equity, conceiving software and Web sites that cultivate girls' civic uses of computers, so that women can exercise equal control over the architecture and policy of the information age. (Contains 28 references and 2 figures.) (Author/AEF) ED477083 "Citizen Jane": Rethinking Design Principles for Closing the Gender Gap in Computing. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:43 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Evaluation Distance Education Educational Technology Evaluation Criteria Evaluation Methods Heuristics Higher Education Instructional Design Reeves, Thomas C. Benson, Lisa Elliott, Dean Grant, Michael Holschuh, Doug Kim, Beaumie Kim, Hyeonjin Lauber, Erick Loh, Sebastian Reports - Research Speeches/Meeting Papers Usability English Heuristic evaluation is a methodology for investigating the usability of software originally developed by Nielsen (1993, 2000). Nielsen's protocol was modified and refined for evaluating e-learning programs by participants in a doctoral seminar held at the University of Georgia in 2001. The modifications primarily involved expanding Nielsen's original 10 heuristics (developed for software in general) to 15 heuristics (designed to be more closely focused on e-learning programs). The application of this evaluation protocol to a commercial e-learning program supported enhancements in the usability of the program. This paper describes the set of 15 e-learning heuristics as well as the protocol that guided the evaluation process. In addition, the results of the application of this heuristic evaluation protocol to a commercial e-learning training program are illustrated. (Author) ED477084 Usability and Instructional Design Heuristics for E-Learning Evaluation. 2002-06-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Cognitive Processes Computer Assisted Testing Formative Evaluation Instructional Design Linguistics Online Systems Student Evaluation Test Construction Test Content Test Format Test Items Testing Tests Reid, Nick McLoughlin, Catherine Reports - Evaluative Speeches/Meeting Papers English This paper discusses the design and pedagogy underpinning the use of online quiz items in which students are presented with a range of questions designed to enhance understanding of complex linguistic constructions. It explores the design of different types of quiz questions from the perspective of pedagogy and cognitive demand. The particular types of questions presented in this online learning setting demonstrate a formative approach to assessment, closely integrated with learning processes. A matrix of questions is presented using Bloom's taxonomy showing the type of question, pedagogical underpinnings and cognitive skills required. The implication of the paper is that automated quiz type questions do not necessarily imply a narrow focus on recall, but can be designed to assess a range of learning processes. (Contains 15 references and 2 tables.) (Author) ED477085 Designing Online Quiz Questions To Assess a Range of Cognitive Skills. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:47 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Civil Engineering Course Content Distance Education Foreign Countries Higher Education Instructional Design Instructional Effectiveness Learner Controlled Instruction Online Systems Teaching Methods Roessling, Guido Trnkova, Jana Langendorf, Uwe Tillack, Karin Muhlhauser, Max Reports - Descriptive Speeches/Meeting Papers Europe English This paper reports on two key elements of successful online teaching: learner-centric design and harmonization of content and facilities. The paper shows how these two crucial requirements could be fulfilled with great success in a project that involves a non-computing related subject matter (civil engineering) and 31 educators from five European countries. The context of the project, called WiBA-Net, is explained, and the L3 system chosen for providing content access and navigation is introduced. The paper also outlines key decisions in designing and building WiBA-Net, emphasizing the two crucial aspects mentioned above. This outline can serve as a guideline for projects in other subject matters and context, and is thus regarded as valuable for a general audience. (Contains 14 references and 4 figures.) (Author/AEF) ED477086 Learner-Centric Online Teaching for Non-Computer Science Students. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Classroom Design Computer Assisted Instruction Computer Uses in Education Design Preferences Design Requirements Distance Education Educational Technology Electronic Classrooms Guidelines Higher Education Instructional Design Instructional Development Teaching Models Rollins, Sami Almeroth, Kevin Reports - Descriptive Speeches/Meeting Papers English A number of university campuses have undertaken the development of digital classrooms that enable presentation of digital media and digital lecture recording. Deploying the infrastructure for a digital classroom is difficult at best even for a technically savvy person. As people from many disciplines become interested in building similar digital classroom spaces, there is a need to produce a useful set of design and implementation guidelines to reduce the project risk and steepness of the deployment curve. The goal of this paper is to report on the experiences the authors have had in deploying the UCSB digital classroom. The two main contributions of this paper are: (1) a phased deployment model; and (2) a discussion of how the proposed technology enables new educational models and techniques. Includes four figures. (Author) ED477087 Deploying an Infrastructure for Technologically Enhanced Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:51 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Cooperation Cooperative Learning Cooperative Programs Group Discussion Information Technology Student Reaction Teamwork Romanow, Jonathon J. Mackie, Brian G. Reports - Research Speeches/Meeting Papers Collaborative Learning Groupware English Team collaboration is an important part of working in business today. This study in electronic collaboration usage and implications extends what has already been done in groupware and group collaboration systems. The authors produced an experiment in which students were given the opportunity to use many different collaborative tools. A pre-test survey and post-test survey were used to evaluate the students' willingness to use collaborative tools. This paper describes the test, findings and ramifications. (Contains 10 references.) (Author/AEF) ED477088 Information Technology Groupware: The Impact of Electronic Collaboration on Project Teams. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-23

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Yes Competency Based Teacher Education Curriculum Design Curriculum Development Distance Education Faculty Development Higher Education Minimum Competencies National Competency Tests National Teacher Certification Teacher Certification Teacher Competencies Teacher Competency Testing Teacher Education Rowe, Allen Reports - Descriptive Speeches/Meeting Papers English Faculty certification increases the chances that online instruction in higher education will successfully meet the needs of students. This paper introduces a new approach to designing a program of faculty certification for online instruction. This curriculum includes preparation in core competencies as well as in enabling and sustaining competencies. Core competencies include: selecting materials, activities and courses that are suited for online delivery; preparing content for online delivery; delivering instruction online; managing the online course; and assessing student learning in the online environment, providing praise, encouragement, and corrective feedback as needed. Enabling competencies include: selecting a computer system and or essential components; setting up a computer system and its components; creating a healthy workspace; acquiring ergonomically sound work habits; using input devices; using the operating system; mastering advanced features of the operating system; developing word processing and spread sheet competencies; using voice input; selecting and using ADA input and output options; and operating the electronic communication system in the college/university. Sustaining competencies include evaluating the effectiveness of the online course; and altering the online course when and where appropriate. The paper also proposes that the national and state departments of education as well as accreditation institutions establish certification standards that reflect the quality of preparation defined in the proposed program of certification or a comparable program. (AEF) ED477089 Online Mastery: A Certification Curriculum for Faculty. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:23:56 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Computer Networks Computer Uses in Education Cooperative Programs Distance Education Educational Technology Foreign Countries Higher Education Instructional Design Program Evaluation Teaching Models Training Ruokamo, Heli Tuovinen, Heli Tella, Seppo Vahtivuori, Sanna Varpu, Tissari Reports - Evaluative Speeches/Meeting Papers Lapland Network Based Approach University of Helsinki (Finland) Finland English This paper presents the Helsinki-Lappi project (HelLa) co-run by two Finnish universities: the University of Helsinki, and the University of Lapland. The general aim of the project is to study, develop, and assess how different training programs relate to educational use of information and communication technologies (ICT). The project is expected to contribute substantively to the national Virtual University Project of the Faculties of Education (KasVi). The specific aims are to analyze: how the pedagogical models of network-based education (NBE) can be seen in educational use of ICT programs; what kind of design, quality, and assessment principles can be elaborated in NBE; how a didactic network environment and NBE support media skills and the development of the individual and the community; and how national training programs in media education and educational use of ICT can be streamlined and made accessible to the international audience. The outcomes of the project will be models and didactic principles, which can be used in design and assessing NBE. (Contains 40 references.) (Author) ED477090 Pedagogical Models in the Design and Assessment of Network-Based Education. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Case Studies Distance Education Employment Experience Engineering Engineering Education Engineering Technology Manufacturing Online Systems Postsecondary Education Professional Continuing Education Special Degree Programs Schuch-Miller, Diane M. Reports - Descriptive Speeches/Meeting Papers English The candidates enrolled in one of three degree programs offered through the Greenfield Coalition (GC) have a unique learning situation where classroom exercises link with their job experience. Situated at the Focus: HOPE Center for Advanced Technologies, candidates work in a real manufacturing production environment by day and attend courses by night. In order to export these experiences to students enrolled in other manufacturing engineering programs, GC developed case studies accessible online. Cases currently available support courses in engineering economics, statistics in manufacturing product launch, forming technologies, and tool and fixture design. A wealth of resources including interview transcripts, WWW links, raw data and expert advice are accessible online for learners to investigate each case and complete the required tasks. Includes six figures. (Author) ED477091 Virtually There: Online Case Studies. 2002-06-00 National Science Foundation, Arlington, VA. 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:00 RIEJAN2004 EEC-9630951 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687. Figures contain illegible type.

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Yes Educational Equipment Educational Technology Foreign Countries Internet Technological Advancement Telecommunications Trend Analysis Scott, Douglass J. Reports - Evaluative Speeches/Meeting Papers Cellular Telephones Japan Wireless Technology Japan English In the 3 years since their introduction, Internet-capable cellular telephones are used by over 47 million Japanese (37% of the population) which nearly equals the number of people using personal computers to access the Internet. If this trend continues, the cellular telephone will overtake the personal computer as the most widely used Internet access device in Japan. However, this development has gone largely unnoticed by researchers. Such a trend deserves greater attention, both to understand the nature of Japanese use of communication technologies and to assess these technologies' potential for educational application. This paper examines the impediments that slowed Japan's early acceptance of the Internet, describes how these barriers were overcome by Internet-capable cellular telephones, considers the strengths and weaknesses of these emerging technologies, and assesses the potential for using portable wireless communication devices in educational settings. (Author) ED477092 Japan's Widespread Use of Cellular Telephones To Access the Internet: Implications for Educational Telecommunications. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Critical Thinking Distance Education Graduate Students Higher Education Instructional Design Instructional Effectiveness Scaffolding (Teaching Technique) Skill Development Teaching Methods Sharma, Priya Hannafin, Michael J. Reports - Research Speeches/Meeting Papers English Recently, attention has focused on developing methods for facilitating critical thinking in students. Scaffolding is a method that has been successfully used in many settings to support different learning goals. This study focused on the influence of scaffolding on critical thinking skills in a technology-mediated environment. The main research questions explored changes in participant use of scaffolding and influences on the evolution of critical thinking. A qualitative design guided data collection and analysis. Five graduate participants were purposefully selected from an online instructional design class and interviewed repeatedly over one semester. Major findings indicated that participant use of scaffolding moved from externally directed to internally relevant assimilation. Influences on the evolution of critical thinking included prior knowledge, reflection, feedback, project context, and perception of self as learner. Implications for research and practice are outlined. (Contains 40 references.) (Author) ED477093 The Evolution of Critical Thinking and Use of Scaffolding in a Technology-Mediated Environment. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:04 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Elementary Secondary Education Instructional Design Learning Activities Preservice Teacher Education Preservice Teachers Teacher Education Teacher Workshops Teaching Methods Training Methods Sherry, Lorraine Chiero, Robin Bohlin, Roy Reports - Descriptive Speeches/Meeting Papers English TALENT (Teaching And Leading for Educational Needs with Technology) is a Preparing Tomorrow's Teachers to Use Technology (PT3) Implementation grant funded by the U.S. Department of Education. Besides faculty and K-12 teacher training through focused workshop sand week long institutes, TALENT has taken an innovative approach in creating "triads" consisting of a preservice teacher, a K-12 master teacher, and a university supervisor, who function as a learning community. This learning community spans two parallel activity systems: the university and the school in which the preservice teacher is placed. The project is discussed using the framework of Activity Theory, which can clarify activities and add predictive validity to TALENT's grant efforts. Includes four figures. (Contains 19 references.) (Author) ED477094 Project TALENT: Creating Change in Teaching Activities. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:06 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Mediated Communication Critical Thinking Foreign Countries Higher Education Information Technology Interactive Video Learning Strategies Online Systems Practicums Student Teaching Teacher Education So, Simon Wing-wah Pun, Sai-wing Reports - Descriptive Speeches/Meeting Papers Hong Kong English This paper describes a prototype of a development project for practicum classes in the Hong Kong Institute of Education. An in-house development of a streaming video system is used for improving student teaching by building a digitized video database from a variety of sources. The main objective is to develop an interactive web-based video platform for critical analysis of significant classroom activities and events related to information technology (IT) teaching skills and strategies. In designing the video system, Synchronized Multimedia Integration Language (SMIL) is used. Video clips can be synchronized and displayed in parallel with text clips showing the teaching sequences and key ideas. Viewing and critiquing the videos side by side in an online setting is the key learning strategy that provides opportunities to develop student teachers' reflective thinking skills and interactive reflections with their classmates through online forum discussions. Includes four figures. (Author) ED477095 Using Streaming Technology To Build Video-Cases That Enhance Student Teaching on IT. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2020-11-03

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Yes Computer Mediated Communication Cooperative Education Cooperative Learning Cooperative Programs Distance Education Instructional Design Instructional Materials Portfolios (Background Materials) World Wide Web Sorensen, Elsebeth Korsgaard Tolsby, Haakon Dirckinck-Holmfeld, Lone Reports - Evaluative Speeches/Meeting Papers Electronic Portfolios English This paper addresses the problems of collaboration in distributed Web-based learning. It reviews, treats and discusses these problems from the learning theoretical perspective of "communities of practice" as presented by Etienne Wenger (1998), with reference to past and future Web-based designs. The paper suggests the concept and design of virtual portfolio as a pedagogical tool to be implemented in the virtual environment for the enhancement of distributed collaboration in Web-based learning. Includes three figures. (Contains 14 references.) (Author) ED477096 Virtual Portfolios for Collaboration in Distributed Web-Based Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-23

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Yes Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Distance Education Educational Practices Educational Technology Higher Education Instructional Development Instructional Effectiveness Man Machine Systems Steyn, Dolf Reports - Research Speeches/Meeting Papers English Higher education and learning calls for a human process, an interaction between facilitator and learner. A customized approach to individualized problems is more than just electronic delivery. The crucial issue is not the mode of delivery, but the skills required to facilitate learning. Unfortunately, evidence of a subtle re-definition of education and instruction seems to emerge in some quarters, a re-definition that leans toward information delivery rather than education.Facilitators live under an impression that the necessary information is available and yet learners do not utilize opportunities to expectation. The problem can be that the message received is not an exact replica of the intended message originally sent. The "noise" accumulated during "transmission" obscures the true value of the 'signal'. Fortunately an increased awareness is growing to identify best practice in terms of learning facilitation in the new technologically enriched environment. To address this issue requires more than technical competence. This paper acknowledges that a combined approach is called for and proposes a framework within which the role of the e-options can find its rightful niche within the realities of modern educational practice once the current "signal to noise ratio" has been modified to send clear messages. The paper highlights contributing factors; identifies methods by which behavior can be understood; and eludes to key concepts to be aware of when approaching technologically enhanced education. Includes four figures. (Contains 10 references.) (Author/AEF) ED477097 To Make E-Learning Work, Send Clear Messages! 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:11 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Constructivism (Learning) Data Analysis Epistemology Hermeneutics Knowledge Representation Metadata Phenomenology Programming Languages Stuckey, Bronwyn Hensman, Jim Hofmann, Tobias Dewey, Barbara Brown, Helen Cameron, Sonja Information Analyses Speeches/Meeting Papers English Arguably the biggest "buzz word" of the current year has been "learning or knowledge object". To understand the learning object and why it should be such a highly desirable commodity, it is necessary to unpack not only this concept but more importantly revisit some contributing concepts and constructs (more buzz words) that support the building of truly pedagogically informed reusable objects (Boyle & Cook 2001). The words and relationships explored in this paper are: learning or knowledge objects--the desirable construct in today's E-learning environment; ontologies and ways of expressing them through topic maps as they allow users to define and describe the components of an entity; metadata and XML used to create categorize, label and communicate the value of these objects; and hermeneutics and phenomenology as they refer to the interpretation of experience and events and evaluation of learning events. (Contains 23 references.) (Author) ED477098 Debunking the Buzz Words Or Can Hermeneutic Analysis Be Used To Evaluate Pedagogically Based Learning Objects Designed from Constructivist Epistemological Ontologies Defined in XML Metadata? 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:13 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Information Seeking Man Machine Systems User Needs (Information) Users (Information) World Wide Web Subramony, Deepak Prem Reports - Research Speeches/Meeting Papers Means End Test Means Ends Analysis Web Site Design Browsing English Gutman's means-end theory, widely used in market research, identifies three levels of abstraction: attributes, consequences, and values--associated with the use of products, representing the process by which physical attributes of products gain personal meaning for users. The primary methodological manifestation of means-end theory is the laddering interview, which is claimed to generate better insights than other qualitative/quantitative methods. This study asks: Can means-end theory, and its concomitant laddering methodology, be successfully applied in the context of human-computer interaction research, specifically to help understand the relationships between Web sites and their users? The study employed laddering interviews to elicit data concerning Web site attributes, their consequences, and user end-values. This data was duly processed and the results were subsequently appraised. Examination determined that means-end chains indeed characterize the process by which physical attributes of Web sites gain personal meaning for their users, thus proving the theory's applicability. Includes two figures. (Contains 12 references.) (Author) ED477099 Introducing a "Means-End" Approach to Human-Computer Interaction: Why Users Choose Particular Web Sites Over Others. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Automation Computer Mediated Communication Conventional Instruction Distance Education Educational Technology Higher Education Instructional Innovation Lecture Method Nontraditional Education Videotape Recordings Suganuma, Akira Nishigori, Shuichiro Reports - Descriptive Speeches/Meeting Papers English The growth of a communication network technology enables students to take part in a distant lecture. Although many lectures are conducted in universities by using Web contents, normal lectures using a blackboard are still held. The latter style lecture is good for a teacher's dynamic explanation. A way to modify it for a distant lecture is to capture the lecture by a video camera. When video lecture scenes are viewed, a camera-person usually controls a camera to take suitable shots; alternatively, the camera is static and captures the same location all the time. Both methods, however, have some problems. It is necessary to control a camera automatically. The authors are developing an ACE (Automatic Camera control system for Education) with computer vision techniques. This paper describes the system, the camera control strategy and an experiment of applying it to a real lecture. (Author) ED477100 Automatic Camera Control System for a Distant Lecture with Videoing a Normal Classroom. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:17 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Uses in Education Curriculum Development Educational Technology Faculty Development Inquiry Instructional Effectiveness Models Professional Development Technology Education Technology Integration Swan, Karen Jennings, Sybillyn Reports - Research Speeches/Meeting Papers Situated Learning English This paper describes a qualitative study investigating the Capital Area Technology and Inquiry in Education (CATIE) model of situated professional development for technology integration in schools and classrooms. The CATIE model is called "situated" because it places educational technology experts in schools on an ongoing basis where they collaborate directly with teachers to develop and deliver technology enhanced lessons. Teacher learning about technology integration is thus situated in authentic technology integration activities. Unique about the CATIE model is that mentors work with schools and teachers on a long term, daily basis, that they work to incorporate technology use into existing curricula, and that they work in real classrooms directly with teachers and students. The CATIE program thus tends to reach most of the teachers and administrators in a school, and the results can be seen in terms of student learning, technology integration, and changes in school cultures. Findings from data collected to date, including monthly mentor reports, interviews with mentors, teachers, and school administrators, classroom observations, and student artifacts, are used to support discussion of the model. (Contains 10 references.) (Author) ED477101 Situated Professional Development: The CATIE Model. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Software Development Distance Education Educational Technology Instructional Effectiveness Instructional Materials Intelligent Tutoring Systems Learning Strategies Material Development Student Behavior Student Reaction Thomas, Pete Reports - Evaluative Speeches/Meeting Papers English Previous research into the behavior of students while learning to program by automatically recording their actions has revealed that such recordings contain a wealth of information that can be collected together into a diagnostic tool that can support students' learning. The first step has been to construct the Coach, a software component that can be invoked on demand to provide a variety of support based on students' previous experiences. The Coach has undergone an initial stage of usability and usefulness testing to determine its effectiveness in practice. This paper describes the design of the Coach and reports on a small-scale experiment to assess its effectiveness with two groups of students. It was found that students did indeed turn to the Coach for help and that the control group also searched for help, but had to get it elsewhere. The paper also reports on other differences in behavior between the two groups. Includes seven figures and two tables. (Contains 17 references.) (Author) ED477102 On the Effectiveness of a Programming Coach in a Distance Learning Environment. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:20 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Case Studies Computer Assisted Instruction Computer Uses in Education Course Content Educational Technology Higher Education Instructional Design Instructional Effectiveness Teaching Methods Teaching Models Thurber, Bart Pope, Jack Reports - Research Speeches/Meeting Papers English The authors present two case studies in the use of computers in the classroom, one involving an introductory computer science class, the other an upper division literature class. After describing each case, the differences are discussed, showing that pedagogical models developed for one discipline may not transfer to another, and that the discipline itself, beyond instructor's preferences or institutional policies, may determine what works and what does not. (Author) ED477103 The Computer, the Discipline and the Classroom: Two Perspectives. 2002-06-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:22 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Attitudes Computer Uses in Education Educational Technology Higher Education Instructional Effectiveness Teacher Attitudes Teacher Education Technology Integration Wang, Li Speaker, Richard Reports - Research Speeches/Meeting Papers Technology Implementation English The International Society for Technology in Education (ISTE) (1999) stated it is important to study models that are making effective use and integration of technology in teacher education on an ongoing basis. The purpose of this study is to respond to this need by portraying three education faculty members after they experienced a federally funded technology-based project. Their practices, beliefs, and experiences are the focus of this study. Findings include: (1) the range of previous experiences with technology varies dramatically, but all participants have used some computers for personal and professional tasks; (2) although actively learning to integrate technology and seeing positive impacts on their students, they do not believe that technology is the only tool for effective instruction; and (3) gender, age, social networking, access to current hardware and access to technical support remain issues needing consideration in the design of technology implementation in higher education settings. (Contains 11 references.) (Author) ED477104 Investigating Education Faculty's Perspectives of Their Experiences in a Technology Project: Issues and Problems Related to Technology Integration. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction High School Students Instructional Design Learning Problems Science Education Science Instruction Secondary Education Student Attitudes Student Motivation Student Reaction World Wide Web Wang, Shiang-Kwei Yang, Chia-chi Reports - Evaluative Speeches/Meeting Papers English A high school science teacher reported that the students have motivation and learning problems to understand the concept of fossilization. Working with the science teacher, a Web-Based Learning Environment (Web-LE) was designed by a group of students in the Department of Instructional Technology at University of Georgia to enhance and sustain the motivation of learners in the context of secondary science education. The cognitive tool approach was employed to design the Web-LE to enhance the learners' cognition toward the scientific concept of fossilization. Several strategies for increasing students' intrinsic motivation were involved in the Web-LE design. The goal is to find the practical approaches to design the online fossil course that should be shored up by the instructional theories including cooperative learning and the motivational theories. The high school teachers can use the Web-LE to aid the science subject instruction without purchasing software. Includes one figure and four illustrations. (Contains 11 references.) (Author) ED477105 An Investigation of a Web-Based Learning Environment Designed To Enhance the Motivation and Achievement of Students in Learning Difficult Mental Models in High School Science. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:26 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Computer Software Distance Education Foreign Countries Independent Study Instructional Design Instructional Materials Online Systems Textbooks World Wide Web Weippl, Edgar Reports - Evaluative Speeches/Meeting Papers English This paper presents two decisive factors for Web-based training (WBT) software in the context of E-education. The report focuses on offline education, as real time communication (except chats) is not yet sufficiently reliable due to low bandwidth Internet access in most European rural areas. One of the main advantages of WBT software is being able to study according to one's own schedule. Even if online communication was available, a large offline corpus of knowledge would be required toojust like textbooks are used in today's courses to support traditional in-class teaching. The techniques presented in this paper can help to organize the electronic equivalent of textbooks. Compared to textbooks, correspondence-based distance learning programs and first generation computer-based training software, WBT offers many advantages. Two of them which the authors consider most important constitute the main focus of this paper. First, navigation is no longer limited by serially flipping through pages and second, interactive examples are far more likely to actively involve students while studying. Throughout this paper examples are given of how these features have been successfully implemented in WBT software called Teach/Me. Includes two figures. (Contains 19 references.) (Author/AEF) ED477106 The Transition from Computer-Based Training to eEducation. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2020-11-03

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Yes Action Research Computer Assisted Instruction Computer Mediated Communication Discussion (Teaching Technique) Elementary Secondary Education History Instruction Instructional Development Learning Activities Professional Development Reflective Teaching Social Sciences Social Studies Wellman, Elizabeth Reports - Research Speeches/Meeting Papers English The California History-Social Science Project (CH-SSP), a legislatively-mandated professional development program is administered out of the University of California, Office of the President. The Executive Offices are based at UCLA, and oversee 17 local sites across California. As part of its mission, CH-SSP engages teachers in action research on the use of technology based discourse tools to support the development of a discipline based reflective thinking process, which promotes student ability to engage in historical thinking and understanding. This action research project grew out of a previous project in 1999 and 2000 in which teachers explored the uses of technology in K-12 history classrooms and developed lessons plans for statewide distribution. Although it was felt that the work which emerged from that project was of a high quality, teachers did not seem to be exploring the issues involved in technology and the classroom at the depth that the researchers were interested in. The program was modified in two ways. Instead of being asked to generate lesson plans, teachers were asked to engage in action research in the classroom. It was felt this methodology was more likely to get teachers to think about their teaching in a reflective manner. The second change was the stronger focus on online discourse tools. So in 2001, 26 teachers from across California conducted research in grade 3-12 classrooms with diverse student populations, low performing and ESL students. The collective results of these research studies were surprisingly uniform. Students, particularly low performing and ESL students, engaged in significantly higher levels of discourse than in the traditional classroom; and they were either learning to engage in or engaging in discipline based activities. The interaction of these two--discourse and activities--lead to higher levels of historical thinking and understanding, as reported by the teachers. This result was only true when the teachers provided scaffolding in the form of discourse supports. (AEF) ED477107 Towards a Discipline Based Reflective Thinking Process for K-12 Students and Teachers through On-Line Discourse and Action Research. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:29 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Computer Assisted Instruction Curriculum Development Databases Educational Technology Experiments Higher Education Instructional Design Instructional Materials Molecular Biology World Wide Web Wilmsen, Tinri Bisseling, Ton Hartog, Rob Reports - Descriptive Speeches/Meeting Papers English An important learning goal of a molecular biology curriculum is a certain proficiency level in experimental design. Currently students are confronted with experimental approaches in textbooks, in lectures and in the laboratory. However, most students do not reach a satisfactory level of competence in the design of experimental approaches. This paper describes the development of a Web-based application that supports the learning of this design skill. The application consists of an activating part and a library part. In the activating part, the student is presented with a biological question that must be solved experimentally. Therefore, the student has to make a set of coherent choices, execute steps in an experiment and interpret the experimental results. Furthermore, a DNA sequence has to be analyzed with Web-based databases. The library consists of learning objects that present essential background information. A test with a small group of students yielded very promising results. (Author) ED477108 Web Based Learning Support for Experimental Design in Molecular Biology. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:31 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Comparative Analysis Computer Assisted Instruction Distance Education Educational Development Educational Technology Instructional Design Instructional Development Learning Theories Metadata Standards Yahya, Yazrina Jenkins, John Yusoff, Mohammed Reports - Research Speeches/Meeting Papers English Education is moving towards revenue generation from such channels as electronic learning, distance learning and virtual education. Hence learning technology standards are critical to the sector's success. Existing learning technology standards have focused on various topics such as metadata, question and test interoperability and others. However, the metadata standards play an important role in the success of electronic learning. This is due to the fact that metadata is the standard for learning object, which is the main concept that allows interoperability and reusability to occur. Although bodies or consortia such as IEEE LTSC (Learning Technology Standards Committee), IMS (Instructional Management System) and others had developed the metadata standards, there is concern about the features embedded in these standards. To achieve a more meaningful learning process, a learning object needs to comprehend more than technical features. Features such as pedagogic, community and context are important, as they will provide a more far-reaching description of what the learning object is about. The objective of this research is to obtain the detail elements of the metadata standards and enhance it by inserting the necessary elements related to the above features. The learning theories such as Instructional Design Theory, Constructivism Instructional Design Theory and Design Potential Approach were used to derive the elements associated to the above features. The results of this study are in the form of elements that can be embedded into the existing standards. Includes two figures and three tables. (Contains 20 references.) (Author) ED477109 The Development of the Learning Object Standard Using a Pedagogic Approach: A Comparative Study. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588 ; e-mail: info@aace.org ; http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:33 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Case Studies Computer Uses in Education Educational Technology Elementary Secondary Education Instructional Design Learning Activities Middle Schools Science Education Science Instruction Technology Integration Yang, Chia-chi Reports - Descriptive Speeches/Meeting Papers Laptop Computers English This case study identifies the feasible approaches to integrate laptops into a science learning environment in middle school. The observation of learning activities and teaching strategies took place in the 8th grade science classroom with seventeen students for five class periods and data from the teacher's opinion gathered by interview. The results reveal the strategies the teacher used with laptops in the classroom including problem-based learning, project-based learning, collaborative learning, hands-on activities, and having students use laptops as cognitive tools. With appropriate strategies, laptops can be used as cognitive tools and they can enhance the possibility of shifting the teacher's role from lecturer to facilitator. Integrating laptops into the classroom involves the following: making use of laptops as cognitive tools, employing constructivist approaches, providing curriculum support, managing logistics of the classroom, and reducing distraction. (Contains 16 references.) (Author) ED477110 Integration of Laptops into a K-12 Learning Environment: A Case Study of a Science Teacher in the Middle School. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Cooperative Learning Cooperative Programs Distance Education Instructional Design Interaction Internet Learning Strategies Online Systems Student Projects Student Reaction Teaching Methods Yang, Young-Sun Reports - Research Speeches/Meeting Papers English The interactive mechanism of the Internet allows learners to interact with teachers, other learners, and content while it facilitates teachers to interact not only with learners but also with other teachers who teach similar or related courses and conduct online teaching.This study analyzes teaching strategies for planning collaborative learning and teaching through a case study of online project-based learning in inter-universities. The study also examines the degree of students' learning experience, collaboration and participation with their expectancy and satisfaction on the collaborative online project-based learning. (Contains 21 references.) (Author) ED477111 A Case Study for Promoting Collaboration on Online Project-Based Learning. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 21:24:37 RIEJAN2004 In: ED-MEDIA 2002 World Conference on Educational Multimedia, Hypermedia & Telecommunications. Proceedings (14th, Denver, Colorado, June 24-29, 2002); see IR 021 687.

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Yes Critical Thinking Educational Resources Inquiry Instructional Development Learning Theories Models Problem Solving Schemata (Cognition) World Wide Web Young, David L. Wilson, Brent G. Reports - Descriptive Speeches/Meeting Papers Schema Theory English WebQuests have become a popular form of guided inquiry using Web resources. The goal of WebQuests is to help students think and reason at higher levels,and use information to solve problems. This paper presents modifications to the WebQuest model drawing on primarily on schema theory. It is believed that these changes will further enhance student reflection and deepen conceptual change through the use of WebQuest activities in the classroom. The revised model is illustrated in a makeover of a sample WebQuest. Includes two figures. (Contains 12 references.) (Author) ED477112 WebQuests for Reflection and Conceptual Change: Variations on a Popular Model for Guided Inquiry. 2002-06-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Disabilities Elementary Secondary Education Higher Education Partnerships in Education Preservice Teacher Education Program Effectiveness Program Implementation Special Education Teachers Student Personnel Services Student Recruitment Teacher Shortage Guides - Non-Classroom National Clearinghouse for Professions in Special Education, Arlington, VA. English This guide identifies higher education strategies that effectively recruit and support future special educators from underrepresented groups. It begins with a list of common barriers to recruiting and retaining such students. Principles that make partnership efforts work are identified, such as a focus on connections, publicity, and flexibility/creativity. Ten specific recruitment strategies are explained. These include soliciting prospective teachers from the local diverse population; developing teacher cadet programs in K-12 schools with a diverse student body; including special education during "career nights" or college recruitment fairs; advertising federally funded personnel preparation programs; and soliciting funds from minority owned local businesses. Among seven specific strategies for supporting students in teacher education programs are: having faculty members mentor students; providing learning support for students with disadvantaged educational backgrounds; offering study skills training; and securing funding for student expenses. (Contains 14 references.) (DB) ED477113 Enlarging the Pool: How Higher Education Partnerships Are Recruiting and Supporting Future Special Educators from Underrepresented Groups. Developing the Special Education Workforce. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 20 National Clearinghouse for Professions in Special Education, Suite 300, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 800-641-7824 (Toll Free); Fax: 703-264-1637; e-mail: ncpse@cec.sped.org. For full text: http://www.special-ed-careers.org/pdf/enlargingthepool.pdf. N/A 2004 8/19/2004 21:24:40 RIEJAN2004 H326P980002

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Yes Cooperative Programs Demonstration Programs Disabilities Dropout Prevention Elementary Secondary Education Higher Education Persistence Pilot Projects Preservice Teacher Education Special Education Teachers Student Recruitment Reports - Descriptive National Clearinghouse for Professions in Special Education, Arlington, VA. English This document describes the National Pilot Sites Project for Recruitment and Retention, an effort to recruit, prepare, and retain highly qualified diverse educators and related services personnel for children and youth with disabilities by involving multiple stakeholder groups within selected states (Alabama, Colorado, Georgia, New Jersey, Oregon, and Texas) in issues of special education workforce development. It explains the development of the Collaborative Practices Model underlying the project. For the project's first year, the report explains the roles and responsibilities of both the National Clearinghouse on Professions in Special Education and the pilot sites, the relevance of site visits by Clearinghouse staff to pilot sites, and the development of public service announcements (PSAs). The report describes the project's second year process of getting PSAs broadcast, adding additional pilot sites, and using project evaluation as feedback for improvement. Supports that pilot sites received, both from the Clearinghouse and the business community, are delineated. The report concludes with nine suggested action steps for others interested in implementing a statewide collaborative recruitment initiative. (DB) ED477114 The Road to Tomorrow's Teachers: Planning, Implementing, and Evaluating a State-Based Special Education Workforce Development Initiative. Lessons Learned from the National Pilot Sites Project for Recruitment and Retention. Developing the Special Education Workforce. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 21 National Clearinghouse for Professions in Special Education, 1110 North Glebe Rd., Suite 300, Arlington, VA 22201-5704. Tel: 800-641-7824 (Toll Free); Fax: 703-264-1637; e-mail: ncpse@cec.sped.org. For full text: http://www.special-ed-careers.org/pdf/roadtotomorrow.pdf. N/A 2004 8/19/2004 21:24:42 RIEJAN2004 H326P980002

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Yes Administrator Education Administrator Qualifications Administrator Role Disabilities Elementary Secondary Education Leadership Principals Professional Development School Administration Special Education Standards DiPaola, Michael F. Walther-Thomas, Chriss Guides - Non-Classroom Reports - Evaluative National Clearinghouse for Professions in Special Education, Arlington, VA. Florida Univ., Gainesville. Center on Personnel Studies in Special Education. English This document examines key leadership issues related to effective special education and reviews emerging standards in knowledge and skills for effective principal performance. An introduction notes school responsibility to provide students with disabilities with access to the general curriculum and ongoing monitoring of progress. The paper then examines the evolution of the principal's role and his/her influence on building-level special education services. Discussion of the principal's professional development needs is followed by a section identifying leadership challenges including growing principal shortages and its impact on special education. Next, using the Standards for School Leaders framework developed by the Council of Chief State School Officers, it examines current recommendations for development of principals and possible implications for effective special education administration. These standards address a shared vision of learning, school culture and instruction, organizational management, collaboration with families and community, and ethics. The paper notes an unintended outcome of these standards has been longer personnel preparation programs, as few states have reduced existing licensure requirements. It urges research into alternative school leadership models. (Contains approximately 120 references.) (DB) ED477115 Principals and Special Education: The Critical Role of School Leaders. 2003-02-00 Special Education Programs (ED/OSERS), Washington, DC. 29 Center on Personnel Studies in Special Education (COPSSE), P.O. Box 117050, University of Florida, Gainesville, FL 32611. Tel: 352-392-0701; Fax: 352-392-2655; Web site: http://www.copsse.org. For full text: http://www.coe.ufl.edu/copsse/pubfiles/IB-7.pdf. N/A 2004 8/19/2004 21:24:44 RIEJAN2004 H325Q000002

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Yes Administrator Qualifications Disabilities Elementary Secondary Education Principals Professional Education Regular and Special Education Relationship Special Education Lashley, Carl Boscardin, Mary Lynn Reports - Evaluative Special Education Directors National Clearinghouse for Professions in Special Education, Arlington, VA. Florida Univ., Gainesville. Center on Personnel Studies in Special Education. English This report reviews the availability, licensure, and preparation of special education administrators in K-12 public school districts. It notes that the shortage of special education administrators is difficult to measure due to variations in licensure and certification requirements among states. Individual sections of the report address the following topics: supply and demand of special education administrators; preparation program availability, content, and standards-driven reforms for special education leadership preparation; certification and licensure; and support and development of the special education work force. It finds that preservice training has fluctuated and that there are fewer training programs available than previously. Training has shifted more to on-the-job or been absorbed by general educational administration programs. A major problem facing special education administrators is the recruitment, retention, and professional development of special education personnel. Special education administrators are challenged to promote collaboration between general and special education teachers and to collaborate with principals in order to assure that high quality educational programs are accessible to all students. (Contains 34 references.) (DB) ED477116 Special Education Administration at a Crossroads: Availability, Licensure, and Preparation of Special Education Administrators. 2003-03-00 Special Education Programs (ED/OSERS), Washington, DC. 23 Center on Personnel Studies in Special Education (COPSSE), P.O. Box 117050, University of Florida, Gainesville, FL 32611. Tel: 352-392-0701; Fax: 352-392-2655; Web site: http://www.copsse.org. For full text: http://www.coe.ufl.edu/copsse/pubfiles/IB-8.pdf. N/A 2004 2016-11-21

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No Accountability Behavior Disorders Cultural Differences Disability Identification Diversity (Student) Educational Legislation Educational Practices Elementary Secondary Education Emotional Disturbances Instructional Effectiveness Intervention Limited English Speaking Student Evaluation Student Placement Teaching Methods Teaching Models Theory Practice Relationship Obiakor, Festus E. Enwefa, Stephen Utley, Cheryl Obi, Sunday O. Gwalla-Ogisi, Nomsa Enwefa, Regina Guides - Non-Classroom Information Analyses Council for Children with Behavioral Disorders. English This publication presents a range of evidence-based strategies, procedures, and models for use with culturally and linguistically diverse students with emotional and/or behavior disorders. Chapter 1 provides an overview of issues in providing services for this population in the context of the high-stakes accountability required by the 2001 No Child Left Behind Act. Chapter 2 considers ways to reduce bias in the identification process, including factors influencing bias and a proposed nondiscriminatory identification process. Chapter 3 gives guidance on avoiding the pitfalls of categorization and labeling, noting the need to consider the whole child and responsibilities of educators. The next chapter examines use of nontraditional, functional, and authentic assessments and urges use of a combination of formal and informal measures. The fifth chapter addresses issues of placement, including the relationship between nonrestrictive placements and effective instruction. Multidimensional intervention and instructional techniques for this population are explained in the following chapter. The final chapter offers a comprehensive support model with components of self, families, schools, communities, and governments, all incorporated into behavior management and intervention programs. (Contains approximately 100 references.) (DB) ED477117 Serving Culturally and Linguistically Diverse Students with Emotional and Behavioral Disorders. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-8658984-7 65 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 21:24:48 RIEJAN2004 Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.

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No Academic Accommodations (Disabilities) Academic Achievement Behavior Disorders Curriculum Development Educational Legislation Elementary Secondary Education Emotional Disturbances Intervention Teaching Methods Davis, Carol Ann Lane, Kathleen L. Sutherland, Kevin Gunter, Philip L. Denny, R. Kenton Pickens, Phillip Wehby, Joseph Guides - Non-Classroom Information Analyses Council for Children with Behavioral Disorders. English This monograph addresses issues concerned with modifications of general education instructional procedures and curriculum for students with emotional or behavioral disorders. It begins by defining the general education curriculum and presenting information on how students with E/BD currently fare, both academically and socially, compared to peers without disabilities. It then reviews the literature regarding efforts to modify and adapt curricular materials for students with E/BD. This is followed by discussion of the limitations of the intervention efforts validated to date and a proposal for the development of more global intervention approaches with a more generalized effect on student performance. Modifications to classroom instructional interactions and supplemental curricular materials are suggested, such as interspersing tasks that children can do well with more difficult or aversive tasks and supplemental reading intervention. The Phonological Awareness Training for Reading program is highlighted and examples of materials and instructional techniques are offered throughout. (Contains approximately 100 references.) (DB) ED477118 Differentiating Curriculum and Instruction on Behalf of Students with Emotional and Behavioral Disorders within General Education Settings. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-985-5 51 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 21:24:50 RIEJAN2004 ED502720 Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.

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No Agencies Behavior Disorders Cooperative Programs Elementary Secondary Education Emotional Disturbances Knowledge Base for Teaching Parent Participation Partnerships in Education Preservice Teacher Education Regular and Special Education Relationship Regular Education Teachers Special Education Standards Peck, Alec F. Keenan, Sandy Cheney, Douglas Neel, Richard S. Information Analyses Opinion Papers Reports - Descriptive Council for Exceptional Children University of Washington Council for Children with Behavioral Disorders. English This monograph examines current standards in personnel preparation for teachers of students with emotional/behavioral disorders (E/BD) and offers several teacher education models that incorporate collaboration with parents and community schools and agencies as key features. Following an introductory chapter, chapter 2 explains the standards developed by the Council for Exceptional Children (CEC) with particular attention to the standards for teachers of students with E/BD. Chapter 3 focuses on the roles that parents can play in informing E/BD teacher education programs. Models of family and professional partnership currently in effect at several institutions of higher education are presented. Chapter 4 contains an in-depth look at one personnel preparation program that meets (and exceeds) the CEC standards and emphasizes collaboration with local schools and parents. Two of the major themes of the University of Washington's personnel preparation program are: (1) collaboration with families and agencies; and (2) multicultural competence. Chapters have the following titles: "The Knowledge and Skill Base for Teachers of Students with Emotional and Behavioral Disorders"; "Family and Professional Partnerships within a System of Care: Exploring the Role of Families in Preservice Development and Training Activities"; and "The University of Washington Preservice Program for Teachers of Students with Emotional and Behavioral Disorders." (Contains 47 references.) (DB) ED477119 Establishing Exemplary Personnel Preparation Programs for Teachers of Students with Emotional and Behavioral Disorders: Partnerships with Schools, Parents, and Community Agencies. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-986-3 53 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514) . Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 2016-11-21

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No Behavior Change Behavior Disorders Case Studies Compliance (Legal) Educational Legislation Elementary Secondary Education Emotional Disturbances Federal Legislation Inclusive Schools School Administration Service Learning Student Placement Teaching Methods Johns, Beverley H., Ed. Guetzloe, Eleanor C., Ed. Collected Works - General Opinion Papers Reports - Descriptive Council for Children with Behavioral Disorders. English This document presents a range of evidence-based strategies, procedures, and models appropriate for inclusive education intervention programs with children and youth with emotional and/or behavioral disorders. Chapters have the following titles and authors: (1) "Placing Students with Emotional and Behavioral Disorders in General Education Settings: An Analysis of the Law" (Mitchell Yell); (2) "Instructional Strategies for Students with Emotional and Behavioral Disorders in Inclusive Settings" (Eleanor C. Guetzloe and Beverley H. Johns); (3) "I Can Be of Help Too! Service Learning as a Tool for Enhancing the Education of Students with Emotional or Behavioral Disorders" (Howard S. Muscott); (4) "From the Road to School to Home, Ensuring No Child Left Behind: Practical Behavioral Strategies That Include Students with Emotional and Behavioral Disorders" (Beverley H. Johns and Eleanor C. Guetzloe); (5) "Administrative Issues in Inclusive Education: Needed Supports" (Robin Bauer); and (6) "Inclusion--What Works. Case Studies" (Barbara Sramek and others). (Contains approximately 75 references.) (DB) ED477120 Inclusive Education for Children and Youths with Emotional and Behavioral Disorders: Enduring Challenges and Emerging Practices. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-987-1 71 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 21:24:54 RIEJAN2004 Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.

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No Behavior Change Behavior Disorders Early Childhood Education Early Intervention Educational Practices Emotional Disturbances Interaction Process Analysis Interpersonal Competence Peer Relationship Prevention Program Effectiveness Research Utilization Student Evaluation Supervision Theory Practice Relationship Conroy, Maureen A., Ed. Collected Works - General Information Analyses Opinion Papers Council for Children with Behavioral Disorders. English This document presents discussions of current research and activities by experts in early intervention and behavior disorders. It offers a range of evidence-based strategies, procedures, and models appropriate for prevention and early intervention programs with young children at risk for emotional and/or behavioral disorders. Following an introductory chapter, chapter 2, "Functional Behavioral Assessment in Early Childhood Settings: A Model for Linking Assessment Information to Intervention" (Carol Ann Davis and Maureen A. Conroy), discusses a systematic method of assessing classroom variables linked to problem behaviors and the development of behavioral support plans. The third chapter is titled "Engaged Supervision To Support Evidence-Based Practices for Young Children with Challenging Behavior" (Philip S. Strain and Gail E. Joseph) and presents supervising strategies that staff can use in early childhood classrooms to decrease challenging behaviors. The fourth chapter, "Evidence-Based Peer Interaction Interventions for Preschool Children" (William H. Brown and others), describes an intervention hierarchy for promoting peer-related social competence. In the fifth chapter, "Reducing Challenging Behaviors in Young Children" (Melissa L. Olive and others), the authors compare effects of parent- and teacher-implemented assessment-based interventions for young children with challenging behaviors. The final chapter, "An Examination of Early Intervention/Prevention Research with Children at Risk of Emotional and Behavioral Disorders" (Peggy P. Hester and others), summarizes critical factors in early intervention/prevention research with children at risk for development of emotional/behavioral disorders. (Contains approximately 100 references.) (DB) ED477121 Prevention and Early Intervention for Young Children at Risk for Emotional or Behavioral Disorders. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-989-8 63 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 21:24:56 RIEJAN2004 Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.

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No Adolescents Basic Skills Behavior Disorders Education Work Relationship Educational Legislation Emotional Disturbances Employment Federal Legislation Independent Living Individual Development Individualized Education Programs Individualized Transition Plans Long Range Planning Models Secondary Education Transitional Programs Young Adults Morningstar, Mary E. Benitez, Debra Opinion Papers Reports - Descriptive Individuals with Disabilities Education Act Individuals with Disabilities Education Act Council for Children with Behavioral Disorders. English This monograph examines issues in the transition of youth with emotional and/or behavioral disorders to adulthood. It describes transition as a process by which youth with disabilities are systematically equipped with skills necessary for realizing valued postsecondary outcomes. The subject of transition is examined within the historical, philosophical, and legal contexts that form the background for model development and best practices. The first chapter examines historical and legal contexts, noting early models of transition planning and services, more recent models, and the decade of transition-related legislation. The transition planning process is the topic of the second chapter and considers developing a vision for the future and the Individualized Education Program focused on transition (Individualized Transition Plan). The third chapter examines institutional barriers to successful transition, including arbitrary institutional boundaries, weak transition plans, discontinuity of care, and inappropriate supports. Comprehensive transition programs are discussed next, including the transition to independence and the Young Adult Transition Program. The fifth chapter covers a model employment program for youth with emotional and behavioral disorders. The final chapter is a summary chapter that identifies essential elements of successful transitions and examines the influence of the Individuals with Disabilities Education Act. (Contains 52 references.) (DB) ED477122 Critical Issues Facing Youths with Emotional and Behavioral Disorders during the Transition to Adulthood. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-988-X 52 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 2016-11-21

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No Agency Cooperation Correctional Education Curriculum Delinquency Disabilities Elementary Secondary Education Integrated Services Prevention Pupil Personnel Services Remedial Instruction Transitional Programs Gagnon, Joseph Calvin Mayer, Matthew J. Information Analyses Opinion Papers Reports - Descriptive Council for Children with Behavioral Disorders. English This monograph addresses issues in the appropriate education of children and youth with disabilities, especially emotional and/or behavioral disorders, who are in juvenile correctional facilities. An introductory chapter considers the characteristics of students with E/BD in the public schools; educational services in juvenile corrections; and transition services to help students reintegrate into public schools from corrections settings. Prevention of youth involvement with the juvenile justice system is addressed in the second chapter, which considers multiple frameworks for prevention, cognitive behavioral intervention at the individual level, multisystemic therapy, the unhealthy schools syndrome, birth to prekindergarten prevention, positive behavioral interventions and supports from the public health perspective, and using evidence-based best practices. The third chapter considers juvenile correctional education directly, including curriculum, instruction, assessment, and accountability. The fourth chapter is on transition from the correction facility to the public school and offers recommendations concerning use of community-based social service agencies, targeted support for at least 12 months, involvement of a transition specialist, and provision of coordinated support in key areas. (Contains approximately 150 references.) (DB) ED477123 Educating Juveniles with Disabilities in Correctional Settings. Fifth CCBD Mini-Library Series: Meeting the Diverse Needs of Children and Youth with E/BD--Evidence-Based Programs and Practices. 2004-00-00 ISBN-0-86586-990-1 65 Council for Exceptional Children, 1110 N. Glebe Rd., Suite 300, Arlington, VA 22201 (Stock No. D5514). Tel: 888-232-7733 (Toll Free); Fax: 703-264-9494; e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 21:25:01 RIEJAN2004 Series Editors: Lyndal M. Bullock, Robert A. Gable, and Kristine J. Melloy.

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Yes Administrators Competence Ethics Professional Associations Role Standards Trainers Training Foxon, Marguerite Richey, Rita C. Roberts, Robert C. Spannaus, Timothy W. Books ERIC Publications Reports - Descriptive Training Officers ERIC Clearinghouse on Information and Technology, Syracuse, NY. English In this third edition of "Training Manager Competencies: The Standards," the International Board of Standards for Training, Performance and Instruction (IBSTPI) presents an updated definition and discussion of the competencies of training managers. It is an expanded view that reflects the complexities and pressures of current practice and technological advancements. It also reflects the globalization of the training and performance field and the global responsibilities of training managers. This book is intended to contribute to the training and performance knowledge base and enhance the performance of all training managers in their key roles, benefiting those who work for them and, ultimately, the employees, customers, organizations and associates who learn and improve their performance as a result of the efforts of a professional training organization. The book contains the following chapters: (1) Introduction: The Training Manager Today; (2) The 2003 IBSTPI Training Manager Competencies and Their Development; (3) Discussion and Analysis; (4) Use of the Training Manager Competencies; (5) Applications for Special Training Manager Roles; and (6) The Competency Validation. Appendices include: "IBSTPI and Its History"; "The 1989 IBSTPI Training Manager Competencies And Performance Statements"; a glossary; a bibliography; "The IBSTPI Code of Ethical Standards for Training Managers"; and a list of professional associations for training managers. (Contains 91 references.) (MES) ED477124 Training Manager Competencies: The Standards. Third Edition. 2003-00-00 Department of Education, Washington, DC. ISBN-0-937597-56-2 177 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Elementary School Students Elementary Secondary Education Supplementary Education Baenen, Nancy Yaman, Kimberly Lindblad, Mark Reports - Evaluative Wake County Public School System NC Accelerated Schools Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English The Wake County Public Schools, North Carolina (WCPSS), initiated the Accelerated Learning Program (ALP) in 1999-2000 as the major new intervention to help all students reach grade-level performance in reading and mathematics. The ALP program was funded through local and state funds, and in 2001-220, 7,285 students received services through ALP. The most common instructional approaches in ALP were targeted instruction (small groups focusing on specific skills) and team teaching at the elementary level, with electives more common at the middle school level. Most ALP schools (53.3%) offered assistance in a combination of session times on school days and nonschool days, with after-school, Saturday, and during-the-day sessions the most popular options at traditional calendar schools. Analyses of the programs third-year results show that, overall, changes in both achievement growth and performance support the effectiveness of ALP and other assistance at grades 3 through 8. Five attachments contain descriptions of programs and results for high level growth schools. (Contains 36 figures and 3 references.) (Author/SLD) ED477125 Accelerated Learning Program (ALP): Grade 3-8 Evaluation, 2001-02. 2003-03-00 108 For full text: http://www.wcpss.net. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Elementary Education Middle Schools Pilot Projects Program Implementation Speas, Carol Reports - Evaluative Wake County Public School System NC Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English This report is an evaluation of the pilot year of Project Achieve, a major local instructional initiative at six elementary schools and two middle schools in the Wake County Public School System (WCPSS), North Carolina, that was designed to help reach the WCPSS goal of 95% of students at or above grade level. Participating schools had a higher percentage of low-income students and low-achieving students and slightly less stable student populations than the district as a whole. The initiative is based on the same principles and instructional process applied in the Brazoport, Texas, school district, with modifications tailored to local needs and the North Carolina "Standard Course of Study." Project training and development did occur as planned from early 2001 to implementation in the 2001-2002 school year. Participating schools did exceed the ABCs growth and performance standards of the previous (baseline) year, as evidenced by annual North Carolina ABCs Accountability System reports. In addition, parents and staff expressed more positive opinions about the academic program in participating schools. Fur attachments contain survey responses and evaluation data about participating schools. (Contains 34 figures and 4 references.) (Author/SLD) ED477126 Project Achieve Evaluation Report: Year One, 2001-2002. 2003-04-00 72 For full text: http://www.wcpss.net/. N/A 2004 2016-11-21

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Yes Academic Achievement Class Size Educational Change Elementary School Students Elementary School Teachers Primary Education Program Implementation Speas, Carol Reports - Evaluative Wake County Public School System NC Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English In 2001-2002, 23 schools in the Wake County Public School System (WCPSS), North Carolina, were provided with 40 teacher positions through the Class Size Reduction Program (CSR). Achievement results for students in reduced class sizes were compared with those of similar students in other CSR schools who did not choose the same grade for the project (keeping school and student demographics similar). At grades 1 and 2, WCPSS K-2 Literacy and Mathematics Assessments were compared pre (spring 2001) and post (spring 2002). These analyses yielded mixed results: (1) an increase in the percentage of students meeting the reading-book-level standards was greater for student in the reduced-size classes at grade 2 but not at grade 1; and (2) an increase in the percentage of students meeting the mathematics standards was greater for students in the reduced-size classes at grade 1 but not at grade 2. As in the previous year at grade 3, the North Carolina End-of-Grade fall pretest and spring posttest data indicate that, controlling for differences in pretest scores and free and reduced price lunch status of students, there were no significant differences in reading and mathematics achievement between students in reduced-size classes and those in regular-sized classes. AS in previous years, WCPSS generally did not reach a class size of 18, the goal of the enabling legislation, and it was again recommended that schools receiving 2 CSR teacher positions should place 2 teachers at the same grade level to reduce class sizes at a single grade. Three attachments contain tables of class achievement data. (Contains 15 tables.) (Author/SLD) ED477127 Class-Size Reduction Program Evaluation, 2001-02. A Report to the North Carolina Department of Public Instruction. 2003-02-00 25 For full text: http://www.wcpss.net/. N/A 2004 2016-11-21

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Yes Advanced Courses Advanced Placement Programs College Entrance Examinations High School Students High Schools Racial Differences Scores Tables (Data) Test Results Regan, Roger Reports - Evaluative Wake County Public School System NC Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English Students at 15 Wake County Public School System, North Carolina, (WCPSS) high schools took approximately 4,878 Advanced Placement (AP) examinations offered by the College Board in 2001-2002. With 20% of all juniors and seniors in the district taking at least one AP examination, the percent attaining a score of 3 or higher on a 5-point scale (the score typically needed to qualify for college course credit) reached a 10-year high of 80.5%, up 3.3 percentage points from the previous year. The overall success rate for WCPSS was higher than that of comparable large school districts, and 17 percentage points higher than the rate for the nation as a whole. On the five most frequently taken AP examinations, the percent of scores of 3 or higher rose an average of 8.6 points. (Contains 23 figures.) (SLD) ED477128 Advanced Placement Exam Results, 2001-2002. 2003-04-00 31 For full text: http://www.wcpss.net/evaluation-research. N/A 2004 2016-11-23

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Yes Academic Achievement Cost Effectiveness Elementary Secondary Education Literature Reviews School Size Overbay, Amy Information Analyses Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English Many discussions of school size tend to concentrate on secondary sources, such as other literature reviews. Although this review does examine some secondary sources, it focuses on empirical research. Recent research suggests that smaller schools may be linked to improved attendance and participation in school activities. Some studies claim that smaller schools may also be associated with higher achievement, although other studies indicate that school size does not have a significant impact on student performance and cite other variables such as district and school affluence as more reliable predictors of achievement. In fact, some studies suggest that students in more affluent districts may benefit from larger schools. Given the lack of consensus in the field over these issues, as well as practical issues related to rapid growth, limited funds, and the cost-effectiveness of smaller schools, many administrators and policy makers may prefer to pursue alternative reforms. It may be possible to achieve the desired student outcomes by reorganizing school populations, or by creating smaller learning communities within existing facilities. (Contains 1 table and 42 references.) (Author/SLD) ED477129 School Size: A Review of the Literature. Research Watch. 2003-02-12 14 N/A 2004 8/19/2004 21:25:14 RIEJAN2004

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Yes Academic Achievement Achievement Gains Computer Assisted Instruction Enrichment Activities High School Students High Schools Program Implementation Remedial Instruction Harlow, Kristin Baenen, Nancy Reports - Evaluative Wake County Public School System NC Wake County Public School System, Raleigh, NC. Dept. of Evaluation and Research. English NovaNet is an individualized, computer-based instruction program that is used in the Wake County Public School System (WCPSS), North Carolina, for high school course credit, remediation, and enrichment. NovaNet was first used in WCPSS in 1996, and in 1999 WCPSS received a 3-year federal grant to expand the use of NovaNET to all high schools. In the 2001-2002 school year, Nova NET students earned significantly higher grade point averages and fewer Fs than before participating in NovaNET. NovaNET Students did not show significantly greater gains than students in a comparison group that had similar demographic and academic characteristics; however, analyses revealed that the two groups differed somewhat in terms of prior suspensions, so results should be interpreted with caution. Some schools had much greater participation and student success than others. Strategies used by successful NovaNET programs include individualizing coursework, supplemental counseling and behavior modification, selecting the most appropriate students, requiring students to sign a contract promising to complete the course, and giving offline assignments to supplement NovaNET. Extending successful school practices to all schools could increase overall program impact. (Contains 29 figures.) (Author/SLD) ED477130 NovaNet Student Outcomes, 2001-2002. 2003-02-00 24 N/A 2004 2016-11-21

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Yes Adolescents At Risk Persons Children Community Involvement Family Influence Peer Influence Program Effectiveness Resistance to Temptation Sex Differences Substance Abuse Youth Programs Springer, J. Fred Sambrano, Soledad Sale, Elizabeth Kasim, Rafa Hermann, Jack Reports - Evaluative Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English This document summarizes findings from the Center for Substance Abuse Prevention's National Cross-Site Evaluation of High-Risk Youth Programs, which identified characteristics associated with strong substance abuse prevention outcomes in 48 prevention programs. Major findings include: as youth age, levels of risk and protection shift considerably, with a steady movement from the protective to the risk conditions in most external and internal factors; gender plays an important role in risk, protection, and substance use (e.g., neighborhood conditions have a greater influence on substance abuse among males than females); connectedness protects against substance use (connectedness to family and school form the core of this protection); the peer environment is critically linked to substance use (youth whose peers do not use substance or whose peers disapprove of substance use report less use themselves); and broadening the range of protective influences in the external environments increases protection against substance use. (Contains 24 references and 15 figures.) (SM) ED477133 The National Cross-Site Evaluation of High-Risk Youth Programs: Understanding Risk, Protection, and Substance Use among High-Risk Youth. Monograph Series. 2002-01-00 33 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Web site: http://www.samhsa.gov. N/A 2004 2020-10-07

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Yes Adolescents At Risk Persons Children Community Involvement Family Influence Peer Influence Program Effectiveness Resistance to Temptation Substance Abuse Youth Programs Hermann, Jack Sambrano, Soledad Springer, J. Fred Nister, Mary Sale, Elizabeth Brounstein, Paul J. Cordray, David Shadish, Will Kasim, Rafa Pan, Wei Reports - Evaluative Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English This document summarizes findings from the Center for Substance Abuse Prevention's National Cross-Site Evaluation of High-Risk Youth Programs, which identified characteristics associated with strong substance abuse prevention outcomes in 48 prevention programs. It provides concrete guidance regarding what elements of design and implementation are key to achieving results within a particular setting. Results indicate that program content is critical to improving adolescent behavior. Programs with strong life skills programming are more effective than those emphasizing other content in changing substance use and school connectedness. Effective programming must use interactive, rather than passive, classroom style learning methods. Effective interactive activities should be a focus of future program development. Programs with coherent program theory that includes clear links between outcome objectives and program activities are more effective than programs with a less clearly articulated rationale. The intensity of program service is more important for outcomes than the duration or total number of hours of contact. After-school programs are more effective in changing cigarette and alcohol use and family connectedness than programs offered primarily during school hours. (Contains 9 references and 23 figures.) (SM) ED477134 The National Cross-Site Evaluation of High-Risk Youth Programs: Findings on Designing and Implementing Effective Prevention Programs for Youth at High Risk. Monograph Series. 2002-00-00 40 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Web site: http://www.samhsa.gov. N/A 2004 2020-11-03

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Yes Adolescents At Risk Persons Children Community Involvement Family Influence Peer Influence Program Effectiveness Resistance to Temptation Sex Differences Substance Abuse Youth Programs Springer, J. Fred Sambrano, Soledad Sale, Elizabeth Kasim, Rafa Hermann, Jack Reports - Evaluative Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. English This document summarizes findings from the Center for Substance Abuse Prevention's National Cross-Site Evaluation of High-Risk Youth Programs, which identified characteristics associated with strong substance abuse prevention outcomes in 48 prevention programs. Results indicate that overall, boys and girls respond to prevention differently. Boys experience significant reduction in substance use rates relative to comparison youth in the short run. Benefits for girls emerge later and endure throughout time. Well-designed and implemented prevention programs using multiple science-based components produce positive and lasting reductions in rates of substance use for both high-risk girls and boys relative to comparison youth. However, programs that emphasize behavioral life skills topics are particularly important for girls. Interactive delivery methods are particularly important for boys. Programs for girls only are no more effective in reducing substance use rates for girls than mixed-gender programs. Girls report more family supervision than boys, which may reduce opportunities to use substances. Use by adolescent boys is more strongly related to neighborhood and social environments that may increase the opportunity to use. Connectedness to family and to school are important protective factors for both sexes. (Contains 25 references and 19 figures.) (SM) ED477135 The National Cross-Site Evaluation of High-Risk Youth Programs: Making Prevention Effective for Adolescent Boys and Girls: Gender Differences in Substance Use and Prevention. Monograph Series. 2002-01-00 39 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Web site: http://www.samhsa.gov. N/A 2004 2020-07-23

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Yes Economic Factors Educational Improvement Educational Quality Educational Trends Elementary Secondary Education Global Education Hanushek, Eric A. Reports - Descriptive Nation at Risk (A) English This paper asserts that the perspective of "A Nation at Risk" has distorted the nation's understanding of the relationship between education and the economy for two decades. Written during a recession, it implied that the state of the economy could be directly traced to the current performance of the nation's education system. However, this perspective does not distinguish between short-term swings in the business cycle and long-term trends in economic growth. The U.S. economy's ability to grow over time is partly a function of the quality of the educational system. In the past century, the U.S. led the world in expansion of its education system, contributing to its preeminence in the international economy. However, there is little evidence that the K-12 education system can be counted on to fuel economic growth in the future, because quality of schooling has become more important than just quantity or the year of schooling of U.S. students. Basic math and science skills appear especially important, but U.S. students are not competitive internationally. Other factors, such as the nation's superb colleges and universities, high immigration levels, and a well-functioning market economy have compensated for the state of the schools so far, but the economy could do even better over time if schools were improved. The costs of not improving U.S. schools are estimated to be large. (Contains 40 references and 5 figures.) (SM) ED477136 The Importance of School Quality. 2002-12-00 32 N/A 2004 2016-11-21

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Yes Academic Achievement Developed Nations Developing Nations Educational Policy Educational Quality Elementary Secondary Education Foreign Countries Human Capital School Policy Student Evaluation Hanushek, Eric A. Luque, Javier A. Reports - Research Third International Mathematics and Science Study Trends in International Mathematics and Science Study English Attention to the quality of human capital in different countries naturally leads to concerns about how school policies relate to student performance. The data from the Third International Mathematics and Science Study provide a way of comparing performance in different schooling systems. The results of analyses of educational production functions within a range of developed and developing countries show general problems with the efficiency of resource usage similar to those found previously in the United States. These effects do not appear to be dictated by variations related to income level of the country or level of resources in the schools. Neither do they appear to be determined by school policies that involve compensatory application of resources. The conventional view that school resources are relatively more important in poor countries also fails to be supported. (Contains 65 references.) (SM) ED477137 Efficiency and Equity in Schools around the World. 2002-04-00 Smith Richardson Foundation, Inc., Greensboro, NC. 42 N/A 2004 2016-11-21

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No Adolescents Children Cultural Awareness Elementary Secondary Education Ethnic Stereotypes Multiracial Persons Parent Responsibility Racial Identification Social Bias Nakazawa, Donna Jackson Books Guides - Non-Classroom English This book is a guide to parenting in an increasingly multicultural world. Combining stories, research findings, and analysis, it provides a contemporary snapshot of the range of multicultural experiences. The book offers parents the tools to instill in their children an appreciation of their multicultural heritage, while adequately preparing them for the difficulties that their monoracial peers may not experience. Dialogues and sample scripts show parents how to respond appropriately and knowledgeably to their children at every stage of their development and teach children how to gracefully respond to insensitive comments from peers and strangers. The book also provides examples of the many ways that parents can guide their multiracial children toward an unflappable sense of self, as well as bring culture to the daily lives of children. Six chapters include: (1) "'Does Anybody Else Look Like Me?' The Preschool Years"; (2) "'Who Do I Match--Mom or Dad or Anyone?' Moving from Preschool into Grade School"; (3) "'What Do I Do When Friends Say Hurtful Things?' Navigating Friendships in the Middle Childhood Years"; (4) "Facing the 'What are You?' Question: Moving through the Turmoil of Adolescence"; (5) "The Big Picture: My Community, My School, My Culture"; and (6) "A New Multiracial Generation in America." Includes a list of recommended reading for children and teenagers. (Chapters contain endnotes; the book includes an index.) (SM) ED477138 Does Anybody Else Look Like Me? A Parent's Guide to Raising Multiracial Children. 2003-07-00 ISBN-0-7382-0605-9 Parents 256 Perseus Publishing, 11 Cambridge Center, Cambridge, MA 02142 ($25). Tel: 617-252-5200; Fax: 617-252-5265; Web site: http://www.perseuspublishing.com. N/A 2004 8/19/2004 21:25:32 RIEJAN2004

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No Cultural Context Data Elementary Secondary Education Foreign Countries Higher Education International Relations Social Change Social History Social Studies Technological Advancement Thematic Approach United States History World Problems Gregory, Ross Books Numerical/Quantitative Data Reference Materials - General Cold War Technological Change USSR USSR English This book offers an in-depth look at U.S. culture during a 45-year period when the threat of nuclear war loomed over millions worldwide, and post-World War II ideological tensions took form as an ever-deepening chasm separating two superpowers, the United States and the Soviet Union. The book finds that the national and global societies that emerged at the end of this period were nearly unrecognizable from those that existed at its outset. It examines aspects of U.S. life during the Cold War years by exploring themes and subthemes such as expansion, diversification, and transformation. The expanse of U.S. influence in the post-World War II period was striking, as were the growth of the economy and the pace and extent of technological innovation. The U.S. population and culture, diverse at the start of the period, underwent a continuous evolution that affected all aspects of society and resulted in a far more politically inclusive and socially responsive culture than had existed previously. The societal transformation that took shape in response to cold war political and military tensions and according to the wishes, needs, and aspirations of an ever-changing U.S. populace was unique. Through extensive statistical tables, charts, maps, photographs, and illustrations, the book reveals diverse aspects of everyday life in the United States during the Cold War from changing patterns in the racial and ethnic diversity of new immigrants to changing choices in birth control to the growth in the number of colleges and universities and the number of students able to attend them. Contains an extensive selected bibliography. Appended is a list of tables. (BT) ED477139 Cold War America, 1946 to 1990. Almanacs of American Life. 2003-00-00 ISBN-0-8160-3868-6 669 Facts on File, Inc., 132 West 31st Street, 17th Floor, New York, NY 10001 ($105). Tel: 800-322-8755, ext. 228 (Toll Free); Fax: 800-678-3633 (Toll Free); e-mail: CustServ@factsonfile.com; Web site: http://factsonfile.com/. N/A 2004 2016-11-21

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Yes Case Studies Data Analysis Educational Research Equal Education Foreign Countries Gender Issues Program Evaluation Pirrie, Anne Wilson, Valerie Powney, Janet Hamilton, Sheila Reports - Research Austria Performance Indicators European Community Slovenia France Spain Hungary United Kingdom Norway Austria France Hungary Norway Slovenia Spain United Kingdom Scottish Council for Research in Education. English SOCRATES is the European Community education action program. SOCRATES I began in 1995 and ended in 1999. SOCRATES II, begun in 2000, continues until December 31, 2006. This study sought to identify how both the principles and practices of equal opportunities between women and men were interpreted in a sample of 100 centralized and 113 decentralized projects. Projects from Socrates I and II are included in the analysis. The findings from Phase 1 analyzed 100 centralized projects that referred to equal opportunities for women and men in their applications for funding and from Phase 2 focused on how the theme of gender equity was addressed in decentralized projects in Austria, Spain, France, Hungary, Norway, Slovenia, and the United Kingdom. The summarized findings include: (1) a small number of projects (16) made provision for people of either sex perceived to be underrepresented in certain occupations; (2) the majority of both centralized and decentralized projects were categorized by the researchers as examples of gender mainstreaming; (3) the best examples of such projects ensured that (a) gender balance amongst both participants and staff was approximately 50/50, (b) the method of course delivery and/or the course materials were designed to appeal to either sex, (c) project activities involved both women and men and girls and boys, and (d) teachers or course leaders were sensitized to issues of gender equality and involved in ensuring that the above criteria were met; and (4) in the case of Erasmus, there was a significant gender imbalance in respect to staff and student participation in mobility actions due to (a) gender imbalances in particular areas and (b) subject areas that lent themselves to study abroad. Contains nine references and nine appendices. (BT) ED477140 Gender Equality in SOCRATES. Final Report. SCRE Research Report. 2002-12-00 European Commission, Brussels (Belgium). ISBN-1-86003-071-8 78 Scottish Council for Research in Education, 61 Dublin Street, Edinburgh, EH3 6NL, Scotland. Tel: 0131-557-2944; Web site: http://www.scre.ac.uk. N/A 2004 2016-11-21

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Yes Colonialism Curriculum Development Curriculum Problems Educational History Foreign Countries Public Education Maina, Faith Opinion Papers Kenya Cultural Values Kenya English A strong cultural identity enables individuals to become independent and self-reliant people who function in their own environment. People who have little sense of their cultural identity or have been alienated from their culture can become dependent and lack skills for meaningful survival in their own environment. This predicament is particularly pronounced in societies that have suffered colonial domination in the past and that find themselves socializing their children with the cultural values and world view of the colonizing power which undermines their own cultural identity. In the republic of Kenya, this problem has been acknowledged and documented by academics and educators. There seems to be a lack of political will to make radical and effective changes to the curriculum. This paper offers a historical overview of colonial education in Kenya, examining curriculum development in a broad outline form, starting with the pre-colonial indigenous curriculum and moving to the colonial and post-colonial curriculum. Kenyan curriculum has failed to live up to the basic definition of the word curriculum and has contradicted a fundamental determinant of curriculum development--failure to integrate the local cultural values into the curriculum. The paper provides suggestions for addressing some of the problems outlined in the overview. (Author/BT) ED477141 Integrating Cultural Values into the Curriculum for Kenyan Schools. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Academic Achievement Action Research Behavior Development Classroom Techniques Grade 7 Grade 8 Intervention Interviews Language Arts Learning Activities Middle Schools Moral Development Program Development Program Implementation Student Behavior Student Educational Objectives Student Surveys Finck, Chip Hansen, Cynthia Jensen, Jane Dissertations/Theses Tests/Questionnaires Character Development Illinois Illinois English This report describes a program for improving moral character to increase academic achievement. Targeted population consisted of middle school students in a growing middle class community in a northern suburb of Chicago, Illinois. The problem, an absence of proper moral character, was documented through data collected from discipline referrals to the administration, teacher interviews and surveys that describe student behavior, and assessments that indicated student academic performance. Analysis of probable cause data revealed that students reported a lack of moral character related to home environment, violence in the media, and differing ethnic backgrounds. Faculty reported a lack of moral character relating to staff response to discipline, attendance, acceptance of derogatory remarks, and communication breakdown in school settings. Reviews of solution strategies suggested by reliable sources, combined with an analysis of the problem setting, resulted in implementing character education through literature-based learning for seventh and eighth grade students. Post-intervention data indicates some improvement of moral character, which in turn increased student academic achievement. Because of the intervention of a literature-based program, there was a decrease in the disciplinary infractions, an increase in grade point averages, and an improvement in attendance and cafeteria behavior. Recommendations include that the intervention be employed across the curriculum and that character education be a focus throughout the entire school year. Includes 20 figures and 12 tables. Contains 42 references. Appended are student interview forms, observation checklists, character trait mosaic, self cartoon template, I am...poem model, "The Mighty" T-chart on behaviors, and character trait mosaic group assignments. (Author/BT) ED477142 Improving Student Achievement through Character Education. 2003-01-00 119 N/A 2004 2016-11-21

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Yes Behavioral Science Research Content Analysis Developing Nations Family Violence Females Foreign Countries Gender Issues Media Research Popular Music Songs Maina, Faith Reports - Research Speeches/Meeting Papers Kenya Kenya English The females portrayed in the Gikuyu popular music of Kenya are almost always evil. Women are often viewed as prostitutes who see their sexuality as a commodity to be exchanged for material goods. After the unsuspecting males have delivered the goods, the women are more often than not betrayed. These portraits create a hostile and toxic environment for girls/women to thrive. While much has been done in the field of law enactment to curb domestic violence, little is said about providing a conductive social environment and identifying the root causes of domestic violence. Using content analysis methods, a study shows that Gikuyu popular music is a site for tension between males and females a catalyst for domestic violence. A few popular Gikuyu songs are selected for analysis. The Gikuyu language is predominantly spoken in Central province of Kenya and also parts of the Diaspora. Gikuyu speakers in Kenya are estimated at eight million. Includes nine references. (Author/BT) ED477143 Female Representation in Gikuyu Popular Music: A Catalyst for Domestic Violence. 2002-00-00 11 N/A 2004 2016-11-21

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Yes Comparative Education Data Analysis Decentralization Educational Change Educational Research Expenditures Federalism Foreign Countries Research Methodology Falleti, Tulia G. Reports - Research Speeches/Meeting Papers Argentina Argentina English By analyzing the process of decentralization of education in Argentina, this paper complements the existing literature on decentralization and federalism in two ways: (1) it studies the impact of federal institutions on the origins and evolution of decentralization; and (2) it analyzes a case of decentralization of education that, in a way not planned or desired by the national executive who pushed for the reform, led to the strengthening of the bargaining power of provincial executives in the design of educational reforms that followed the transfer of schools. Federalism helped to legitimize the transfer of schools and teachers, even though the resources to meet the new responsibilities were not transferred. Federalism also imprinted particular features on the bargaining process over the decentralization of education. On the one hand, governors had a more important role than the national legislature in negotiations over the transfer of schools, while on the other hand, federal institutions such as the Federal Council of Education fostered coordination and learning among provincial ministers and governors, putting them in a better position vis-a-vis the central government for the next rounds of negotiations on educational issues. The paper analyzed primary and secondary sources of data and in-depth interviews with national and subnational academics, public officials, and politicians. (Contains 45 references and 18 notes.) (Author/BT) ED477144 Federalism and Decentralization of Education in Argentina. Unintended Consequences of Decentralization of Expenditures in a Federal Country. 2001-08-00 Social Science Research Council, Washington, DC. Northwestern Univ., Evanston, IL. 32 N/A 2004 2016-11-21

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Yes African Culture Art Education Cultural Context Cultural Traits Folk Culture Foreign Countries Higher Education Symbolism Visual Arts Kohn, Ronald M. Reports - Evaluative Rastafarianism West Indies Ethiopia Historical Background Latin America Ethiopia English The purpose of this study is to define the essential characteristics of Rastafarian art and to explore it as a part of the Rastafarian social identity. To do this, the paper: (1) examines the Rastafarian movement and its development; (2) discusses the techniques, images, and symbolism used; (3) reviews Rastafarian artists to gain an insight into their expression; and (4) theorizes about Rastafarian art and how it has aided Rastafarians and others outside the movement to understand Rastafarians better. Much of what is known about Rastafarian identity and liberation can be found in the movement art forms. Rastafarian art is the imaginative visualization of the community of Rastafarians, expressed by means of drawing, painting, carving, and sculpting. Some characteristics of this art are symbolic imagery, color, and placements. The work often articulates the struggle of the oppressed person of African descent and can be seen not only on buildings, churches, and homes, but also on kiosks and local sheds that market items related to Rastafarian identity. The beginnings of Rastafarianism can be found in Ethiopia. The characteristics of Rastafarian art forms are often associated with African culture. A true understanding of Rastafarian art cannot be fully gained without a knowledge of Rastafarian history and culture. (Contains 17 references.) (BT) ED477145 The Use of Symbolism in the Struggle for Liberation: The Historical and Global Exploration of Rastafarian Art. 2002-00-00 24 N/A 2004 2016-11-21

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Yes Art Education Educational Research Elementary Secondary Education Fine Arts Magnet Schools Public Schools Halquist, Don Reports - Evaluative Exploratory Studies Historical Background English This primary, exploratory study combines the limited literature on arts magnet schools with the writings of arts activists and the narratives of several arts magnet school administrators in an attempt to understand arts magnet schools better. The paper illuminates some of the strengths of arts magnet schools as well as some of the limitations and challenges facing administrators, parents, and students of arts magnet schools. The paper provides a brief history of magnet schools; discusses visual and performing arts magnet schools; and presents a review of the magnet school literature. The paper points out the importance of remembering that each arts magnet setting, whether elementary, middle, or high school, has unique strengths and challenges related to its students, teachers, families, facilities, curriculum, and communities. (Contains 39 references.) (BT) ED477146 Red, Yellow, Blue: A Primary Study of the Strengths, Limitations and Challenges of Arts Magnet Schools. 2003-00-00 23 N/A 2004 2016-11-21

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No Ethnography Qualitative Research Research Design Research Methodology Social Science Research Theory Practice Relationship Denzin, Norman K., Ed. Lincoln, Yvonna S., Ed. Collected Works - General Reference Materials - General Empirical Research Feminist Scholarship Grounded Theory Queer Theory Autoethnography English This handbook's second edition represents the state of the art for the theory and practice of qualitative inquiry. It features eight new topics, including autoethnography, critical race theory, applied ethnography, queer theory, and "testimonio"every chapter in the handbook has been thoroughly revised and updated. The book contains:"Preface" (1 chapter); "Part I--Locating the Field" (4 chapters); "Part II--Paradigms and Perspectives in Transition" (7 chapters); "Part III- -Strategies of Inquiry" (11 chapters); "Part IV--Methods of Collecting and Analyzing Empirical Materials" (10 chapters); "Part V--The Art and Practices of Interpretation, Evaluation, and Representation" (6 chapters); "Part VI--Future of Qualitative Research" (2 chapters). Contains two indices. (BT) ED477147 Handbook of Qualitative Research. Second Edition. 2000-00-00 ISBN-0-7619-1512-5 1142 Sage Publications, Inc., 2455 Teller Road, Thousand Oaks, California 91320 ($130). Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free); e-mail; order@sagepub.com; Web site: http://www.sagepub.com/. N/A 2004 2016-11-21

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Yes Comparative Education Data Analysis Developing Nations Educational Policy Foreign Countries Foreign Policy Policy Analysis Public Education Swai, Fulgence Reports - Research Speeches/Meeting Papers Tanzania Political Culture Tanzania English This paper relies on documentary analysis available from primary and secondary data to identify policies that were put in place to arrest the shift of the Tanzanian educational system during the last decade of the 20th century from "Education for Self Reliance" to "Education and Training Policy"; to pick one policy and develop a discussion about how an issue was implemented in the educational system and in the larger system; and briefly to argue for the political and educational contexts of the policy and to examine the implementation issues. It also makes recommendations for further research to help Tanzanian education in the 21st century. Includes a definition of terms. (Contains 6 notes, 2 tables, 1 diagram, 3 figures, and 21 references.) (BT) ED477148 The Education Policy Analysis in the Last Decade of the 20th Century in a Third World Country with Reference to Tanzania (1990-2000): The Shift Away from "Education for Self-Reliance." 2002-03-00 25 N/A 2004 2016-11-21

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Yes Academic Achievement Capital Comparative Analysis Educational Research Family Characteristics Human Capital Outcomes of Education Social Science Research Wang, Ling Reports - Research Speeches/Meeting Papers Conceptual Frameworks Cultural Capital Theoretical Orientation English Family background as a single entity, as distinguished from schooling in its effect, has been found to play a dominant role in children's educational outcomes on such indices as academic achievement, school persistence, and educational attainment. What are the mechanisms and/or processes through which family background creates and reproduces these educational patterns? Among the different theories proposed to understand the mechanisms/processes is the theoretical concept of forms of capital -- financial, human, social, and cultural. The concept of these four forms of capital and their relationship to education are critically examined, compared, and contrasted. A conceptual framework that incorporates family background, the concept of forms of capital, schooling facilitation, and educational outcomes are outlined. The conceptual framework is employed to explain the educational achievement patterns of three groups of children: (1) single-parent children, (2) children with employed mother, and (3) recent immigrant/refugee children. The paper refers to these three groups as "children of change." The paper concludes with theoretical and policy implications. (Contains 29 references.) (BT) ED477149 Family Background, Forms of Capital, and Educational Outcomes of Children of Change. 2002-03-00 20 N/A 2004 2016-11-21

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Yes Comparative Education Educational Objectives Foreign Countries Multicultural Education Peace Program Descriptions Program Evaluation Teacher Education Workshops Iram, Yaacov Reports - Descriptive Speeches/Meeting Papers Israel Israelis Palestinians United Nations Bar Ilan University (Israel) Israel English The United Nations declared the year 2000 and the decade 2001-2010 as "The Year for Culture and Peace." A culture of peace implies more than a passive and quiescent state due to an absence of war and violence. To attain a culture of peace, people must actively strive toward positive values that enable different cultures and nations to coexist harmoniously. These values are based on fostering knowledge among people that leads to acceptance of pluralism based on understanding of shared and unique aspects of different peoples and cultures. Within the Israeli context this entails striving toward fruitful coexistence between Jews and Arabs, Israelis and Palestinians, as well as between people from different socioeconomic strata and political-ideological convictions. This paper presents, analyzes, and evaluates a unique program that seeks to impart the values of multiculturalism and peace, transcends religious and political boundaries, and bridges cultural, ethnic, and national differences. The program delineated and evaluated was introduced to preservice teachers to train them in awareness of stereotypes and to cope with prejudice toward individuals and groups by modifying conceptual and attitudinal biases. The "Education toward Democracy and Tolerance" workshops conducted by the Chair in Education for Human Values Tolerance and Peace at Bar-Ilan University (Israel) are an adaptation of Anti-Defamation League's "A World of Difference" Program. (Author/BT) ED477150 Education for Coexistence and Peace: The Israeli-Palestinian Case. 2002-03-00 20 N/A 2004 2016-11-21

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Yes Developing Nations Educational Research Foreign Countries Higher Education Interviews Strategic Planning Ngwana, Terfot Augustine Reports - Evaluative Cameroon National Policy Africa (Sub Sahara) Africa Cameroon English This paper argues that a framework for strategic planning in universities in Sub-Saharan Africa can be developed with the background of global, regional, and institutional realities. Using the specific case of the University of Buea in Cameroon, the paper attempts to expose the global trends of polarization in knowledge production capacity as an input to the process of strategic planning in institutions. It uses the national policy background to highlight the context and inherent role of the central government in the process of institutional strategic planning. Research reported was based on data derived from in-depth, semi-structured interviews with a sample of faculty members at the University of Buea and documentary evidence. Buea was chosen as a showcase on strategic planning because it was the only university of six state universities that developed a 5-year strategic plan after the 1993 reforms. (Contains 34 references.) (Author/BT) ED477151 Higher Education Strategic Planning in Sub-Saharan Africa: A Case Study of Cameroon. 2002-00-00 31 N/A 2004 2016-11-21

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Yes Conflict Foreign Countries International Cooperation International Relations Peace Role of Education Terrorism World Affairs World Problems Yoo, Sung-Sang Kim, Hyo-Jung Opinion Papers Speeches/Meeting Papers Peace Education September 11 Terrorist Attacks 2001 South Korea South Korea English Most people in South Korea expressed deep sympathy for the innocent victims of the September 11th attacks, but, unlike their government's official position that supported U.S. military action, many were opposed to the war the United States began in Afghanistan. The president asked for emphasis on peace and anti-terrorism education. Since the role of education has been stressed in every moment of crisis in South Korean history, it was only natural to think about what education could do to focus the world on peace, to reduce social conflicts, and to seek a more secure life. This paper does not focus upon why terrorists commit such massacres in a political and historical context, but acknowledges that suicidal terror, the U.S. war against Afghanistan, and the ensuing tension in the Middle East create conflicts among different groups with contrasting interests. The paper reviews a number of overt and covert factors that could cause serious conflicts inside and outside Korea. It addresses social conflicts that South Koreans face when determining relationships with others such as foreign workers, North Korea, and Japan. The paper examines what educational role should be used in these contexts. It introduces educational efforts improving international and intercultural understanding and contributing to peace and coexistence, discusses the limits of existing programs for peace education, and looks for other possibilities. (Contains 12 notes and 27 references.) (BT) ED477152 The Meaning of Peace and the Role of Education in South Korea. 2002-03-00 19 N/A 2004 2016-11-21

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Yes Apartheid Developing Nations Educational Change Educational Needs Empowerment Equal Education Foreign Countries Models Outcome Based Education Public Education Social Problems Botha, R. J. Opinion Papers Speeches/Meeting Papers African National Congress South Africa South Africa English At the beginning of the 1990s, education in South Africa was in turmoil and experienced a major crisis. Adding to the crisis were problems such as major inequalities in South African society where the majority of people were marginalized and forced to live in a disenfranchised society. Educational change was required to provide equity in terms of educational provision and to promote a more balanced view of South African society. The newly democratic African National Congress government has striven to root out apartheid education and to create a new vision of empowered citizens for South Africa. Against this background, outcomes-based education (OBE) was chosen in 1997 as the most likely educational model to address the crisis in South African education; the most likely system to operate at all educational levels; and the most likely model to address the issue of quality (and inequality) in South African education. This approach or model was chosen not only to emancipate learners and teachers from a content-based mode of operation, but also to respond to international trends in educational development. In March 1997 the Education Minister announced in the British parliament the launch of Curriculum 2005. Has the introduction of outcomes-based education really transformed South African education and empowered the marginalized and disenfranchised post-apartheid South African society? The paper provides background on outcomes-based education, considers the issue of quality in education, and discusses OBE, quality, and reform in South African education. It suggests a way to implement Curriculum 2005. (BT) ED477153 The Introduction of a System of OBE in South Africa: Transforming and Empowering a Marginalized and Disenfranchised Society. 2002-03-00 16 N/A 2004 2016-11-21

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Yes Comparative Education Developing Nations Educational History Foreign Countries Global Approach Indigenous Populations Language Arts Sharra, Steve L. Opinion Papers Speeches/Meeting Papers Marginality Metanarratives Africa Modernity Identity Formation Malawi Africa Malawi English The metanarrative of modernity as constructed by language arts teaching in Malawian classrooms constructs an identity among Malawians that denies the multiplicity of influences, including the participation of Malawian and other African societies, in the narrative of the creation of school knowledge. It also perpetuates the marginality of indigenous paradigms of knowledge. This metanarrative can be traced back to the 19th century, when the earliest missionaries opened mission schools that combined Bible/Christian educators with English education. The paper discusses how contemporary Malawians' identity is negotiated through the educational paradigm of 19th century modernity and globalization, and is legitimized by the language arts curriculum, believing in the apolitical, ahistorical neutrality of global identity while perpetuating social marginality of learners and indigenous paradigms of knowledge production. The paper describes some of the historical processes that have shaped beliefs in the teaching of language arts in today's Malawian classrooms, and uses the dialectic of modernity as a framework for examining the institutionalization of the beliefs about knowledge creation and the resultant marginalization. It suggests reevaluating the perception of what the destinies of the people are. (Contains 22 notes and 22 references.) (Author/BT) ED477154 "The Heart of Alien Conquest": Constructing Modern-Global Identity and Marginality through Language Arts in Malawian Classrooms. 2002-03-00 19 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Instructional Materials Music Music Education Public Schools State Standards Guides - Non-Classroom New York New York New York State Education Dept., Albany. English This guide is designed to provide guidance to New York state school districts and teachers to help students achieve the music standards. Teachers throughout New York state met to compile these field-tested lesson plans, teaching strategies, assessments, and resources for teachers of students in pre-kindergarten through grade 12, in all areas of music instruction including band, chorus, orchestra, and general music. While not intended as a curriculum, the guide provides age-appropriate activities in a sequence that allows for continuous development in all areas of musical study. It has two sections: (1) encapsulated instructional ideas with assessment references for each performance indicator--additional instructional ideas are also included, although not developed; and (2) appendices that provide information to further assist teachers in preparing and developing their instructional programs. In section one, the references in each entry are abbreviated (Appendices contain complete bibliographic information). The first section is organized by grade level grouping: preK-2; 3-4; 5-6; 7-8; Commencement General Education and Commencement Major Sequence (9-12). Within each grade level grouping, standards and performance indicators in music are addressed by instructional ideas. Instructional ideas suitable for other performance indicators are identified, as is the appropriateness of the lesson for band, chorus, orchestra, and/or general music. In developing the guide, elementary performance indicators were used in creating instructional ideas for students in grades preK-4, intermediate performance indicators for students in grades 5-8, commencement/general education performance indicators for students in grades 9-12, and commencement/major sequence performance indicators for students pursuing a sequence in music. (BT) ED477155 Music--A Resource Guide for Standards-Based Instruction. 2002-00-00 Administrators Practitioners Teachers 162 New York State Education Department, 89 Washington Avenue, Albany, NY 12234. Web site: http://www.nysed.gov/. N/A 2004 2016-11-21

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No Case Studies Classroom Techniques Elementary Education Learning Strategies Literacy Oral Language Vocabulary Development Word Recognition Written Language Sinatra, Richard Books Guides - Classroom - Teacher Word Formation Word Learning English This book lets readers see how children and youth learn words in the oral and written languages--and how teachers can best assist learners in the understanding, reading, and writing of words for successful literacy development. In the book teachers learn the differing rationales for using sound/symbol or phonics approaches in word learning, for using whole word recognition techniques in making meaning associations for words known in the oral language, and for learning the meanings and how to use word parts or morphemes to understand and form new words. The book also explains how the language of talk and of children's authors can act as the vehicles for the words children learn to read and understand. It contains: complete convergence on the topics of word recognition and vocabulary development for differing ability levels of students; explanations of various rationales and procedures for building the reading and understanding of words; and detailed strategy implementation steps, complete with case studies and illustrations of children's work. Chapters in the book are: (1) Exploring the World of Words; (2) Systems Influencing the Teaching of Written Words; (3) Pathways to Word Identification; (4) How the Written Language System Works; (5) The Natural Way to Word Reading; and (6) Building a Meaning Vocabulary. Includes extensive figures and tables. Appendixes contain: answer keys; instructions for making retold books; a concept-level relation taxonomy; concept-level relation activities; lists of word parts; word building activities; and children's literature resources. Contains approximately 150 references. (NKA) ED477156 Word Recognition and Vocabulary Understanding Strategies for Literacy Success. Bill Harp Professional Teachers Library. 2003-00-00 ISBN-1-929024-59-2 Practitioners Teachers 238 Christopher-Gordon Publishers, Inc., 1502 Providence Hwy., Suite 12, Norwood, MA 02062 (Order no. 3027, $17.95). Tel: 800-934-8322 (Toll Free); Web site: http://www.christopher-gordon.com. N/A 2004 2016-11-21

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No Classroom Techniques Elementary Education Instructional Effectiveness Instructional Improvement Writing Exercises Writing Instruction Writing Strategies Writing Teachers Writing Workshops Thomason, Tommy Books Guides - Classroom - Teacher English To teach writing well, teachers need three things: first, they have to understand writing itself, as well as writing pedagogy; second, they need to be writers themselves; and third, they need to know how to communicate their knowledge about writing effectively to their students. This book is based on the premise that writing ability--and teaching effectiveness in writing--is not based on what a person knows, but what he/she does. The book contains 40 days of information (roughly two classroom months) about writing for teachers to think about, exercises to try in their own writing notebooks, and activities to try with their own young writers. It applies the aerobics principle to writing. Each of the 40 "Writeaerobics" workouts includes the following: quotes on writing to inspire teachers (some could make posters for a classroom wall); short lessons on the writing craft or teaching writing; "writeaerobic" exercises for the writer's notebook, so that teachers can personally understand and experience the topic of that day's lesson; and ideas to build craft lessons for the writer's workshop. Appendixes offer advice on why keep a writer's notebook; playing with leads; learning from advertising copywriters to write simply; and helping young authors identify with their older counterparts. (Contains 40 references.) (NKA) ED477157 Writeaerobics: 40 Workshop Exercises To Improve Your Writing Teaching. Bill Harp Professional Teachers Library. 2003-00-00 ISBN-1-929024-61-4 Practitioners Teachers 125 Christopher-Gordon Publishers, Inc., 1502 Providence Hwy., Suite 12, Norwood, MA 02062 (Order no. 3028, $18.95). Tel: 800-934-8322 (Toll Free); Web site: http://www.christopher-gordon.com. N/A 2004 8/19/2004 21:26:10 RIEJAN2004

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No Class Activities Developmental Stages Elementary Secondary Education Language Arts Learning Activities Lesson Plans Literacy Oral Language Reading Comprehension Reading Skills Study Skills Word Recognition Written Language Ashmore, Rhea A. Books Guides - Classroom - Teacher Strategic Reading English This book provides functional, pragmatic activities for educators, future teachers, and parents to promote the gift of literacy to others. The book offers 101 detailed lesson plans for the four literacy domains of oral and written language, word recognition, comprehension and strategic reading for narrative text, and study skills and strategic reading for content area text. Its 101st lesson is blank for further planning. Lesson plans in the book are designed for readers in three developmental steps: initial reading, transitional, and basic literacy. Per lesson plan, relevant activity forms are included, full references are cited, and other recommended books are noted. The book emphasizes literacy as a continuous process not dependent on age or grade level. Appendixes contain a literacy lesson plan template; a list of national awards for children's literature; an 85-item list of literature cited in the lesson plans; a 36-item list of professional resources; and an 11-item list of Internet sites related to literacy. (NKA) ED477158 Promoting the Gift of Literacy: 101 Lesson Plans for Oral and Written Language. 2001-00-00 ISBN-0-205-30864-3 Practitioners Teachers 228 Allyn and Bacon, 160 Gould St., Needham Heights, MA 02494 ($28). Web site: http://www.abacon.com. N/A 2004 2016-11-21

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Yes Case Studies Departments Higher Education Journalism Majors (Students) Mass Media Public Relations Speech Communication Theater Arts Everett, Marcia Rudd, Andrew E. Reports - Descriptive Speeches/Meeting Papers National Communication Association English The National Communication Association's Assessment Packet identified divisions between and among sub-fields of communication as threatening the viability of departments on many campuses and possibly even the integrity of the discipline. In 2000 James Applegate advocated in "Spectra" the importance of unity for developing a strong departmental presence on individual campuses. A February 2002 thread of CRTNET listserv returned to the recurring conversation, debating what kinds of jobs are available to communication majors. While these problems represent some widespread challenges to communication departments, a case study explored how one department dealt with these and other threats upon their campus through a one morning mini-conference. The department's Communication Arts major allowed students a concentration in public relations, theater, journalism, communication studies, or media communications. This particular college had experienced a drop in campus enrollment, and retention data indicated that students were not persisting at a level that was institutionally desirable. This paper discusses the planning for the mini-conference, its workings or seminar sessions, and the educational goals which were outlined at the mini-conference. The paper also states that, since student feedback found the mini-conference to be useful, a second mini-conference was conducted. It notes that several additional sessions were added based on the assessment of the first mini-conference. A conference program is attached. (NKA) ED477159 Communication Departments in (Pro) Action: A Case Study of an On-Campus Mini-Conference To Address Concerns about the Quality, Centrality and Viability of the Communication Major. 2002-11-22 18 N/A 2004 2016-11-21

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Yes Action Research Classroom Research Data Collection Grade 4 Intermediate Grades Reading Comprehension Reading Improvement Reading Processes Reading Research Reading Strategies Standardized Tests Brushaber, Teri Reports - Research Strategic Reading Strategy Training Direct Instruction English Competent readers use strategies automatically; moreover, the use of strategies is a natural part of their reading process. Interested in the effects of the direct teaching of strategies to poor readers, a researcher decided to use a classroom action research approach. She studied reading strategies used by competent readers before, during, and after reading. Of particular interest was the comprehension strategy framework approach as described by Dowhower (1999). The research question was: Will teaching comprehension through a comprehension strategy framework improve poor readers' comprehension? To further explore the general question and determine the effectiveness of direct strategy instruction, three questions were focused on: Will group discussion comments of poor readers include more high-level comments as classified by Bloom, Englehart, et. al. (1956)?; Will journal responses of poor readers increase in length and include more high-level responses as classified by Bloom (1956)?; and Will performance of poor readers on standardized assessments of comprehension improve? Subjects were 12 students from the fourth grade at an elementary school in a rural town near Austin, Texas. Data collection included: teacher observation during group discussions; reader response journals; and multiple-choice assessments written in a format similar to the Texas Assessment of Knowledge and Skills (TAKS) test scores. At the project's conclusion the researcher administered the released version of the Reading TAAS (Texas Assessment of Academic Skills) test students had taken the previous year. The four reading strategies used by competent readers were taught directly. Results were slightly positive, possibly because of the limited time the researcher was allowed with the participants. Includes a figure. Contains 11 references and data forms. (NKA) ED477160 Teaching Comprehension through a Comprehension Strategy Framework. 2003-04-28 18 N/A 2004 2016-11-21

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Yes Classroom Research Grade 2 Graphic Organizers Primary Education Reading Comprehension Reading Improvement Reading Research Reading Strategies Recall (Psychology) Visualization Guerrero, Angella M. Reports - Research Semantic Webbing Story Maps English A second grade Title I teacher conducted a study on how to help students become better comprehenders and to see what strategies students could be taught that would help them to comprehend and recall what they read. Participants were in an extended day program; they attended class after school two days a week. The section taught by the teacher/researcher was for reading improvement; students were chosen for the program by criteria established by the school district. Student reading levels assessed by the Title I teacher and based on Running Records (Clay, 1985) were collected. Data on comprehension were collected through students reading from "Primary Phonics" readers and then answering comprehension questions and also through observation during instruction. Instruction in visualization was begun by brainstorming what students believed was happening in a story only by looking at one picture. Next the teacher read the text along with the picture. Students found the picture helped them little with the reading. Then, the students were told to close their eyes and create a mental picture in their minds while listening to a portion of a story read to them. The better picture was the picture created in their minds. Little by little the amount of text read in between questioning sessions increased. Graphic organizers were used to review the stories. Webbing was used to show the connections between characters in a story. Students used listing to sequence the appearance of story characters. A story map visually showed the different parts of the story for students. Out of 15 research subjects, 10 students were having difficulty only with comprehension and not with reading the text as indicated through the Running Records analyzed. Reading levels assessed by the teacher showed that five students did not increase their reading level from the fourth 6 weeks reporting period to the fifth 6 weeks. Appendixes contain a list of district benchmark objectives, a table of data, and a pie chart. (Contains 16 references.) (NKA) ED477161 Visualization and Reading Comprehension. 2003-04-28 15 N/A 2004 2016-11-21

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Yes Family Literacy Program Development Program Effectiveness Program Evaluation Program Implementation State Programs Larson, Desi Reports - Evaluative Maine Participatory Evaluation Even Start Maine English This statewide evaluation of Even Start family literacy programs in Maine was conducted from November 1999 through September 2000. Six out of seven Even Start programs funded by the Maine State Department of Education for the 1999-2000 year participated in the study. All Maine Even Start programs offer a combination of home-based and center-based services for the families they serve. Questions that guided the evaluation were: What do Even Start programs look like in Maine? and What are the effects of participation in Even Start programs for families? This evaluation finds evidence that program implementation and development is successful across all six Even Start programs evaluated, with positive impacts for participating families. The evaluation report is divided into the following sections: Introduction (Even Start; Maine State Even Start Program); Program Evaluation (Evaluation Design; Sampling and Data Sources; Data Analysis and Quality; Evaluation Questions); Program Implementation (Population Served; Implementation and Service Delivery; Incorporating Equipped for the Future; Continuous Improvement; Collaboration; Life after Even Start; Barriers to Participation; Empowering Families as Co-Facilitators; Safe Learning Community; Summary); Evidence of Effects of Even Start Program Participation (Documenting Effects; Adult Literacy and Development Impacts; Child Literacy and Development Impacts; Parenting and Intergenerational Learning Impacts; Summary); and Conclusion (Program Implementation; Effects for Participants). Appendixes are: Maine State Even Start Participants; Maine State Even Start Programs; Evaluation Activities; Data Collection Instruments; and Evaluation Questions. (Contains a 7 references and 10 tables.) (NKA) ED477162 Maine Statewide Even Start Evaluation Report, 1999-2000. 2000-12-00 52 N/A 2004 2016-11-21

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Yes Correlation Course Objectives Grade 10 High Schools Public Schools State Standards Writing Across the Curriculum Writing Assignments Writing Evaluation Guides - Non-Classroom North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English In North Carolina schools, the grade 10 writing assessment will be given once a year in the spring semester to all 10th-grade students. This change from an English II End-of-Course Test to a grade-specific test emphasizes the need for writing across the curriculum. This document is designed to illustrate correlation between high school courses and the new grade 10 writing assessment. The document notes that a good writing program extends beyond the English Language Arts classroom, and the writing assessment should be based on students' experiences up to the day of the assessment, as well as relate to students' future writing--therefore, course normally taken in grades 9, 11 and 12 have been included in the matrix. In the document, correlation to goals and objectives has been identified for high school courses in each discipline area; below the course objectives, one or more related assignments have been given. According to the document, these assignments address the types of writing in the specific context of the course. Some discipline areas (such as Healthful Living) include the most popular (or required courses) with several examples of assignments, while other areas (such as Dance) include several courses, with one example for each. In either case, the examples are designed to illustrate how all areas can and do ask students to define concepts, explain problems and propose solutions, and analyze cause-effect relationships. (NKA) ED477163 Informational Writing: High School Writing Across the Curriculum Matrix. 2002-09-00 26 North Carolina Department of Public Instruction, 301 N. Wilmington St., Raleigh, NC 27601. Tel: 919-807-3300; Web site: http://www.dpi.state.nc.us. N/A 2004 2016-11-21

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Yes Academic Standards English Curriculum English Instruction High Schools Language Arts Planning Public Schools State Standards Student Needs Units of Study Guides - Classroom - Teacher North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English The 1999 version of the "North Carolina English Language Arts Standard Course of Study" (SCoS) specifies grade-by-grade standards for students in grades K-12. As a complement to the SCoS, "In the Right Direction" is intended to help teachers understand and implement the SCoS. While not comprehensive or prescriptive, this document should help teachers make thoughtful decisions by suggesting and encouraging sound pedagogy, instructional practices, and models. This document, the first volume in a planned series, addresses yearly planning guides and unit development. Teacher-designed units are included as models for the integration of goals and the addressing of student needs. A list of works commonly taught in North Carolina high school English Language Arts classes is included as an appendix. The document is divided into the following sections: Introduction; Planning Unit Samples; English I (Conflict Resolution; Foundation for Young Entrepreneurs; Romeo and Juliet); English II (Film Is Beautiful; Men, Women, Marriage, and Society: A Doll's House and Beyond; A Study of Night and the Holocaust); English III (Dimensions of the American Dream; Literature Circles: Reading by Choice; Re-Living the New England Renaissance); and English IV: (Creation of a Literary Magazine Focusing on One British Literary Period; Macbeth; Social Responsibility). (NKA) ED477164 In the Right Direction: High School English Language Arts. Planning and Unit Samples. 2002-00-00 Practitioners Teachers 86 North Carolina Department of Public Instruction, English Language Arts Section, 301 N. Wilmington St., Raleigh, NC 27601. Tel: 919-807-3300; Web site: http://www.dpi.state.nc.us. N/A 2004 2016-11-21

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Yes Academic Standards Class Activities English Curriculum English Instruction High Schools Language Arts Learning Activities Public Schools State Standards Guides - Classroom - Teacher North Carolina Sample Materials North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English The 1999 version of the "North Carolina English Language Arts Standard Course of Study" (SCoS) specifies grade-by-grade standards for students in grades K-12. As a complement to SCoS, "In the Right Direction" is intended to help teachers take the next steps. While not comprehensive or prescriptive, this document should help teachers make thoughtful decisions by suggesting and encouraging sound pedagogy, instructional practices, and models. This document, the second volume in a planned series, includes sample plans for activities in each course. It offers suggestions for approaches to the teaching and learning of the standards. Written by North Carolina teachers, these activities have been developed to highlight both the integration of objectives within the classroom and the use of sound instructional practices. The document is divided into the following sections: Introduction; Planning Activities; Sample Activity Plans; English I; English II; English III; and English IV. Some of the activities for English I include: Annotating a Text; Defining through Verbal Charades; How-To Presentations; Multiple Choice Debates in Small Groups; and Newspapers in the Classroom. Some of the activities for English II include: Controversial Issues Seminar; Imagery in Action; Issues Letter; Novel Review Project; and Other Victims of the Holocaust. Some of the activities for English III include: Banned Books; Creating a Memoir; "Reading" the Movies; and Songs and Culture. Some of the activities for English IV include: Heroism and Hero Worship; Historical Context Argument; and Johnsonian Dictionary. (NKA) ED477165 In the Right Direction: High School English Language Arts. Activity Plans. 2002-09-00 Practitioners Teachers 150 North Carolina Department of Public Instruction, English Language Arts Section, 301 N. Wilmington St., Raleigh, NC 27601. Tel: 919-807-3300; Web site: http://www.dpi.state.nc.us. N/A 2004 2016-11-21

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No Elementary Education Reading Instruction Remedial Instruction Remedial Programs Spelling Spelling Instruction Writing Instruction Gross, Jo-Anne Books Guides - Classroom - Teacher Non-Print Media Orton Gillingham Tutorial Program English The Remediation Plus System for reading, spelling, and writing is based on phonemic awareness training, linguistic gymnastics, and Orton Gillingham methodology. It employs multisensory, systematic phonics and "exhaustively thorough" lesson plans. The system contains a training manual, a testing manual, three training videos, a Remediation Plus phoneme chart, lesson visuals, over 100 multisensory systematic lesson plans, seven lessons on rules, seven lessons on syllabification, Remediation Plus phoneme cards, a Multisensory Grammar curriculum, and an Early Language Curriculum (includes Slingerland visuals for handwriting). (RS) ED477166 Remediation Plus System. 2000-00-00 Practitioners Teachers 1000 Remediation Plus Systems, 989 Eglinton Ave. W., Toronto, Ontario, Canada M6C2C6 ($3,000 Canadian). Tel: 416-785-4666; Fax: 416-785-6111; e-mail: mail@remediationplus.com; Web site: http://www.remediationplus.com/. N/A 2004 2016-11-21

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No Educational Experience Elementary Secondary Education Learning Strategies Prior Learning Transfer of Training Chuska, Kenneth R. Reports - Descriptive Phi Delta Kappa Educational Foundation, Bloomington, IN. English Every year, students encounter the same topics. While they may successfully learn the topics each year, there is not enough attention to the process of learning how to learn. Without knowing how to learn, students will find it difficult to transfer what they have learned to new but similar learning tasks. This fastback identifies the areas that "connect" subjects and grades, providing resources and strategies to help students become independent learners. It discusses 14 connections, which consider the repetition of topics in education and connect the topics within and across grades, subjects, and subtopics. The 14 connections are: actions, event, idea, issue, object, other living things, people, person, place, problem, process, situation, system, and theme. The fastbacks five sections include: "Introduction"; "Fourteen Connections" (general strategies and schematics); "Using Connections" (introducing the process, distinguishing between specific and general knowledge, expanding general knowledge, and extending the lesson); and "Conclusion" (by recognizing the commonalities in learning, students will come to understand that what they already have learned will help them to learn new things). An appendix includes lists of the specific questions that will guide learning in each of the 14 connections. It also offers lists of "characteristics" and "types" for each connection. (SM) ED477167 Fourteen Connections, or How To Study Everything. Fastback 502. 2002-00-00 ISBN-0-87367-884-2 52 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 21:26:30 RIEJAN2004

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No Beginning Teacher Induction Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Knowledge Base for Teaching Mentors National Standards Pedagogical Content Knowledge Teacher Attitudes Teacher Certification Teacher Competencies Teacher Effectiveness Teacher Evaluation Teacher Persistence Teacher Recruitment Kaplan, Leslie S. Owings, William A. Reports - Descriptive Peer Coaching Subject Content Knowledge Out of Field Teacher Assignment Phi Delta Kappa Educational Foundation, Bloomington, IN. English This fastback explains that better teaching is the key to higher student achievement, and improving the quality of both teachers and their teaching is an important challenge for departments of education and schools nationwide. The fastback focuses on: "Enhancing Teacher Quality" (content knowledge, licensure and certification, and teaching out of field); "Enhancing Teaching Quality" (teacher observation and evaluation and teachers' beliefs about student learning); "Assigning Effective Teachers to Challenging Students"; "Professional Development" (teacher induction and mentoring programs, instructional coaching, and national teacher certification); and "Recruitment and Retention." Recommendations for schools to help ensure high quality teachers and teaching include: hire teachers with majors in their field and full professional certification; make student achievement a factor in teacher evaluation; encourage successful colleagues to provide ongoing support to novice teachers; expect high standards and high success for all students; remove ineffective teachers; end out-of-field teaching; and provide career ladders and other incentives to attract and keep high quality teachers. (Contains 46 references.) (SM) ED477168 Enhancing Teaching Quality. Fastback 499. 2002-00-00 ISBN-0-87367-881-8 49 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Classroom Techniques Computer Uses in Education Educational Quality Elementary Secondary Education Knowledge Base for Teaching Online Courses State Standards Student Evaluation Teacher Competencies Teacher Effectiveness Teacher Evaluation Teaching Methods Teaching Skills Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English This paper discusses what makes a high-quality online teacher, examining: what it takes to be a high-quality teacher (knowing one's subject and how to teach it); what is unique about online teaching (online teachers rarely see their students, need strategies to ensure that each online student participates actively, and provide courses online so are able to work any time and any place); and how the quality of online teaching is assessed. A checklist identifies essential qualities of online teaching to help states and schools select, train, and evaluate online teachers. It discusses: state qualifications (the extent to which the teacher meets the state standards for professional teaching); curriculum, instruction, and student assessment (the extent to which the teacher meets the criteria in such areas as promoting student participation and interaction and using online resources effectively to deliver instruction); management (the extent to which the teacher meets the criteria in such areas as providing students with timely feedback and ensuring that students' work and data are secure); and evaluation (the extent to which the teacher meets the criteria in such areas as understanding that student success is an important measure of course success and ensuring that students participate actively in the course). (SM) ED477169 Essential Principles of High-Quality Online Teaching: Guidelines for Evaluating K-12 Online Teachers. 2003-03-00 9 Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. N/A 2004 8/19/2004 21:26:34 RIEJAN2004

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Yes Access to Education Alternative Teacher Certification Higher Education Paraprofessional School Personnel Student Financial Aid Student Needs Smith, Christine L. Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English This report asserts that paraprofessionals are one possible solution to the problem of finding new teachers and keeping them. It focuses on paraprofessionals who work as assistants to teachers and whose duties are performed in the classroom. Paraprofessionals face many challenges to obtaining certification, including balancing family life with returning to school, finding college classes that fit their schedules, and needing tutoring. Finances are one of the main barriers. Financial incentives for paraprofessionals must take their unique circumstances into consideration (e.g., allowing them to attend school part time). Every Southern Regional Education Board state has some type of program for teacher scholarships or forgivable loans. This report lists examples from Louisiana, Maryland, North Carolina, South Carolina, Texas, Florida, Georgia, and Kentucky. Programs include a tuition exemption and stipend program for paraprofessionals and a teacher assistant scholarship fund. Suggestions for states to access this untapped classroom resource include providing financial assistance in the form of scholarships, tuition exemption, or forgivable loan rather than reimbursement; provide financial assistance beyond tuition and fees; and meet other needs of paraprofessionals. A sidebar discusses why researchers recommend paraprofessionals. (SM) ED477170 Focus on an Untapped Classroom Resource: Helping Paraprofessionals Become Teachers. 2003-04-00 7 Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. N/A 2004 8/19/2004 21:26:36 RIEJAN2004

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Yes Context Effect Cooperating Teachers Developmental Stages Elementary Secondary Education Higher Education Mentors Preservice Teacher Education Program Effectiveness Student Teacher Supervisors Supervision Ralph, Edwin G. Information Analyses Speeches/Meeting Papers Contextual Expectations English This article examines the contextual supervision (CS) model that has been developed and applied in several practicum settings of teacher education programs over the past 12 years. The study synthesizes the research findings on the potential effectiveness of CS in assisting faculty supervisors and classroom cooperating teachers with the task of monitoring preservice teachers to develop their instructional repertoire. The CS model is described, its rationale is presented, research results on its application are summarized, its strengths and limitations are identified, and implications of its usefulness as a mentoring tool to enhance teacher performance are drawn. (Contains 61 references.) (Author/SM) ED477171 The Convergence of Supervision and Mentoring via "Contextual Supervision": Promising Findings. 2003-01-00 35 N/A 2004 2016-11-21

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No Athletes Athletic Coaches Baseball Basketball College Athletics Football Higher Education Ice Hockey Minority Groups Racial Discrimination Sex Discrimination Soccer Women Administrators Women Faculty Womens Athletics Lapchick, Richard E. Reports - Descriptive University of Central Florida, Orlando. English This is the 12th issue of the "Racial and Gender Report Card," which assesses hiring practices of women and people of color in U.S. professional and amateur sports and sporting organizations. It considers the composition of players, coaches, and front office/athletic department employees in the leading sports organizations. Each organization is assigned a grade for race, another for gender, then finally an overall grade combining the two. The 2003 report covers perhaps the worst overall 2-year period of declines for women and, in some cases people of color, in the report's history, which is a reversal from 2001, when historically best hiring records were noted for race and gender. Each professional sport covered for 2003 had lower averages for gender, and only three improved for race. College sport improved overall for race and gender. Though there were significant losses for African American men playing college and professional sports, the Black Entertainment Television's CEO became the first African American majority owner of an NBA franchise. Latinos had all-time highs in baseball and soccer. There was also an all-time high of head coaches/managers of color in the three biggest professional leagues. Title IX has been the single most powerful tool to create opportunities for women in sports. (SM) ED477172 Racial and Gender Report Card, 2003: A Comprehensive Analysis of the Hiring Practices of the National Basketball Association, National Football League, National Hockey League, Major League Baseball, Major League Soccer, Women's National Basketball Association, and NCAA and Its Member Institutions. 2003-00-00 77 Institute for Diversity and Ethics in Sport, College of Business Administration, University of Central Florida, P.O. Box 161400, Orlando, FL 32816-1400. Tel: 407-823-4771; Web site: http://www.bus.ucf.edu/sport/idea. N/A 2004 8/19/2004 21:26:40 RIEJAN2004 Prepared by the Institute for Diversity and Ethics in Sport with the DeVos Sport Business Management Program.

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Yes Community Programs Health Promotion Mass Media Use Obesity Physical Activity Level Physical Fitness Physical Health Public Health Guides - Non-Classroom Public Awareness English "The Shape We're In" is a national public education initiative that places a media spotlight on physical activity and obesity to promote public awareness and spark dialogue and action across the country. The centerpiece is a five-part newspaper series delivered to newspapers nationwide. This community action guide begins by describing how to recruit the local newspaper. The next section, "Media Tools," focuses on: getting started with promotions, national events, creating media coverage, writing a news release, news release template, writing an opinion-editorial, connecting with local radio and television outlets, and pitching local stories. The next section, "Community Activities," includes: 20-percent boost approach to 10,000 steps a day (sample news release), walking school bus (sample pitch for a local story); 1-percent or less campaigns (sample media advisory); walkability checklist (sample opinion-editorial); pedestrian cross walk action (sample public service announcement); trips for kids (sample radio pitch); and pace care programs (sample flyer). The final section, "Support Materials," includes a series summary and upcoming conferences and meetings. (SM) ED477173 The Shape We're In: Community Action Guide. 2003-00-00 Robert Wood Johnson Foundation, Princeton, NJ. 41 N/A 2004 2016-11-21

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No Alternative Teacher Certification Beginning Teacher Induction Elementary Secondary Education Faculty Development Higher Education Labor Turnover Preservice Teacher Education State Aid State Legislation Teacher Competencies Teacher Improvement Teacher Persistence Teacher Qualifications Teacher Recruitment Teacher Supply and Demand Reports - Descriptive California California SRI International, Menlo Park, CA. English This report discusses trends in California's teaching force for 2002: shortage of qualified teachers (e.g., the shortage varies across different subjects and is expected to worsen due to teacher retirements and growth in numbers of students); getting good teachers (e.g., California's underprepared teachers continue to be inequitably distributed statewide, and schools with poor, minority, or low-achieving students are far more likely to have high numbers of underprepared teachers); recruiting new teachers (e.g., state funding for teacher recruitment initiatives expanded in recent years but has subsequently been cut back due to budget shortfalls); entering the fray (e.g., among all underprepared teachers, the number and proportion participating in preintern and intern programs has increased, while the number and proportion of emergency permits has decreased); teacher preparation (e.g., there has been an increase in production of credentialed teachers in all sectors of the teacher preparation system, but budget shortfalls raise questions about whether this rate of growth can continue); teacher induction (e.g., some districts provide their own system to ease new teachers into the profession, and the state funds an induction program called the Beginning Teacher Support and Assessment program); and professional development (e.g., in recent years, California has invested hundreds of millions of dollars in teacher training). A list of references is provided for each section. (SM) ED477174 California's Teaching Force: Key Issues and Trends, 2002. 2002-00-00 Center for the Future of Teaching and Learning, Santa Cruz, CA. 53 For full text: http://www.cftl.org/keyissues2002/keyissues.html. N/A 2004 2016-11-21

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Yes Database Management Systems Elementary Secondary Education Higher Education Preservice Teacher Education Student Records Almerico, Gina M. Baker, Russell K. Matassini, Norma Reports - Descriptive English Teacher education programs nationwide are required by state and federal governments to maintain comprehensive student records of all current and graduated students in their programs. A private, mid-sized university established a faculty team to analyze record-keeping procedures to comply with these government requirements. The team's mandate was to establish an effective and efficient procedure for obtaining and handling student records. The lack of uniform standards in the record-keeping process produced inconsistent and incomplete data. The then current data-keeping procedure was paper-based and inefficient. A database management system based on Microsoft Access was developed and implemented to capture, store, and organize student data. Using the system, the education program developed and maintained electronic student files that provide the data needed for required reports. Additionally, the database management system provides several other benefits to the university's education department. (Author/SM) ED477175 Student Record Automating Using Desktop Computer Technologies. 2002-00-00 18 N/A 2004 8/19/2004 21:26:47 RIEJAN2004

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Yes Accountability Administrator Attitudes Conflict of Interest Educational Policy Elementary Secondary Education Political Attitudes Resistance to Change School Policy Moe, Terry M. Opinion Papers Speeches/Meeting Papers English This paper examines the forces that affect school accountability. It presents the discussion in the context of the classic agency model, which is built around a principal-agent relationship. In these types of relationships, a principal attains certain goals through an agent, who acts on her behalf. Although ubiquitous in society, these kinds of arrangements can sometimes lead to tension between the agent and the principal, as each finds her interests to be at loggerheads. Such difficulties lie at the root of the two fundamental problems that undercut accountability in schools: the control problem and the political problem. The control problem arises because school employees (the agents) have their own interests distinct from those of the authorities (the principals and school boards). The agents have power because they have information that the authorities do not have, giving the former the incentive and the capacity to resist top-down efforts to hold them accountable. The political problem arises because the authorities are elected officials who are responsive to the political power of school employees, and thus have incentive to ignore true accountability. If school accountability is to succeed, reformers need to break from top-down methods of control and recognize that a combination of top-down and bottom-up approaches is more likely to yield results. (Contains 46 references.) (RJM) ED477176 Politics, Control, and the Future of School Accountability. 2002-06-00 29 N/A 2004 8/19/2004 21:26:49 RIEJAN2004 Paper presented at the Conference on Taking Account of Accountability, Kennedy School of Government, Harvard University (Cambridge, MA, June 10-11, 2002).

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Yes Academic Achievement Change Strategies Educational Change Educational Improvement Elementary Secondary Education Program Administration Resource Allocation Strategic Planning Cicchinelli, Louis Gaddy, Barbara Lefkowits, Laura Miller, Kirsten Reports - Descriptive Mid-Continent Research for Education and Learning, Aurora, CO. English This paper describes how implementation of four key aspects of the No Child Left Behind Act can move schools closer to raising achievement for all students. These four aspects--accountability and testing, flexible use of federal resources, school choice, and quality teachers and quality teaching--can allow schools and districts to realize the vision behind the act. Accountability is really about assessment, and any type of student assessment should be about gathering a body of evidence on students' learning, using multiple forms of inquiry to assess student knowledge. Regarding funding, federal funding is at a record high, but so are the mandates for public education. States and districts must use resources in the most effective manner, and a key to such use is to reallocate federal and local resources to meet pressing policy and programmatic issues that are most likely to improve student achievement. The third element, school choice, presents many challenges. If parents transfer their children from low-performing schools to high-performing schools, the former will hardly improve and the latter's resources will be stretched. It is essential that schools build parental and community support in their efforts to improve education. Finally, researchers continue to present evidence linking teacher quality with student learning, and many organizations have strengthened teacher preparation to ensure teacher effectiveness. (RJM) ED477177 No Child Left Behind: Realizing the Vision. Policy Brief. 2003-04-00 Department of Education, Washington, DC. 10 Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org. For full text: http://www.mcrel.org/PDF/PolicyBriefs/5032PI_PBNCLBBrief.pdf. N/A 2004 8/19/2004 21:26:51 RIEJAN2004 ED-01-CO-0006

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Yes Educational Principles Elementary Secondary Education High Risk Students Homeless People Models Standards Transitional Programs Hamann, Sue, Comp. Mooney, Kathleen, Comp. Vrooman, Cheryl, Comp. Reports - Descriptive National Center for Homeless Education, Greensboro, NC. English This paper examines ways to measure the effectiveness of McKinney-Vento Homeless Education Programs. It is the result of a work group that developed standards and indicators of quality, that identified data-collection tools and strategies to determine the extent to which the programs are meeting the standards and indicators, and that created technical-assistance tools to help local coordinators evaluate their programs. The work group established five standards and indicators of quality. Standard 1, which addresses the need for immediate school enrollment, arose from the realization that youth experiencing homelessness are often denied enrollment. Standard 2 states that children and youth experiencing homelessness must have stability in school, which arises from continuity and school success. The third standard requires homeless children and youth to receive specialized services when eligible, whereas standard 4 addresses the need for parents and guardians to participate meaningfully in their charges' education. The fifth standard focuses on the importance of academic achievement as such achievement is related to economic well-being. It states the need for children and youth in grades 3-12 to meet their states' academic standards. Appendices include definitions, standards and indicators, and evaluation tools. (RJM) ED477178 McKinney-Vento Homeless Education: Draft of Proposed Standards and Indicators of Quality McKinney-Vento Programs. 2002-03-00 Office of Elementary and Secondary Education (ED), Washington, DC. 28 National Center for Homeless Education at SERVE, 915 Northridge St., 2nd Floor, Greensboro, NC 27403. Tel: 336-315-7400; Tel: 800-755-3277 (Toll Free); Fax: 336-315-7457; Web site: http://www.serve.org/nche. N/A 2004 8/19/2004 21:26:53 RIEJAN2004 Some pages in appendix contain blurred print.

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No Educational Finance Educational Policy Elementary Secondary Education Financial Policy Guides Models School Business Officials Standards Heinfeld, Gary Books Guides - Non-Classroom Numerical/Quantitative Data Financial Reports Governmental Accounting Standards Board Association of School Business Officials International, Reston, VA. English This guide presents a financial model that affects all governmental entities that issue financial statements in conformity with Generally Accepted Accounting Principles (GAAP). The model was prepared to provide school business officials specific examples of school system financial-statement presentations. The guide is divided into six chapters. The first chapter provides background information on the Certificate of Excellence program that was formed by the Association of School Business Officials, the group responsible for the guide. The chapter offers insights on how to prepare a successful submission and provides an explanation of the program's general requirements. The next three chapters examine each of the three sections in the Comprehensive Annual Financial Report (CAFR), which the Governmental Accounting Standards Board requires of all schools. Each of these chapters includes examples from actual CAFRs, which may be used for reference, and contains information on topics such as fund financial statements, statements of net assets, and land-use assessments by municipalities. The next chapter is on common problems noted by Certificate of Excellence panel-review members. The concluding chapter discusses how to achieve report excellence with the Financial Reporting of Governments. An appendix includes a case study, examples of financial models, and other information. (RJM) ED477179 Financial Reporting under GASB Statement No. 34 and ASBO International Certificate of Excellence Financial Reporting. 2002-00-00 ISBN-0-910170-83-5 378 Association of School Business Officials International, 11401 North Shore Drive, Reston, VA 20190 ($60.50). Tel: 703-478-0405; Fax: 703-478-0205; e-mail: asboreq@asbointl.org; Web site: http://www.asbointl.org. N/A 2004 2016-11-21

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Yes Distance Education Educational Philosophy Educational Principles Elementary Secondary Education Nontraditional Education Online Courses Online Systems Public Education Virtual Classrooms Fulton, Kathleen Collected Works - Proceedings Reports - Descriptive Center on Education Policy, Washington, DC. English This report is based, in part, on a conference that examined the implications of virtual schools for public education. It also draws on other studies of online education to highlight issues that policymakers should consider when developing virtual schools. The document presents three major findings: (1) Virtual schools are an important tool for expanding opportunities in public education if states implement them carefully; (2) virtual schools should serve as a supplement to and not a replacement for a comprehensive public-school education; and (3) virtual schools funded with public money should be held accountable to the same broad principles and policies as other forms of public education, including academic outcomes, equity, and religious neutrality. The report provides an overview of the growth of virtual schools, the features of virtual schools, and the benefits and limitations of virtual education. It pays special attention to the need to implement virtual schools while preserving the essential principles of public education, which are to prepare students for citizenship, for work, and for life. To achieve these goals, it suggests that social interactions be built into online education, that there be universal access, that equity and nondiscrimination be a part of virtual education, and that there be public accountability and religious neutrality in online education. The conference agenda and list of participants are appended. (RJM) ED477180 Preserving Principles of Public Education in an Online World: What Policymakers Should Be Asking about Virtual Schools (Washington, DC, April 19, 2002). 2002-11-00 William and Flora Hewlett Foundation, Palo Alto, CA. Bill and Melinda Gates Foundation. 33 Center on Education Policy, 1001 Connecticut Avenue N.W., Suite 522, Washington DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org. For full text: http://www.cep-dc.org/democracypublicschools/preserving_principles_online_world_full.pdf. N/A 2004 8/19/2004 21:26:59 RIEJAN2004 Written with assistance from Nancy Kober.

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Yes Academic Standards Educational Principles Elementary Secondary Education Family School Relationship Federal Government Government Role Government School Relationship Politics of Education Collected Works - Proceedings Opinion Papers Center on Education Policy, Washington, DC. English This document presents eight papers prepared for a conference that examined the federal role in elementary and secondary education. The purpose of the meeting was to share ideas and proposals that could be helpful to the Congress and the Administration as they addressed education policy in 2001. Some of the questions addressed here include "What are the fundamental interests of the federal government in elementary and secondary education that should be preserved?,""What is the appropriate role of the federal government in standards-based reform?," and "What is the right balance between flexibility and accountability in federal programs?" Topics discussed include an education agenda for the federal government, federal aid to education since World War II, the new federal roles in education, rethinking the federal role in elementary and secondary education, the federal role in an era of standards-based reform, the Elementary and Secondary Education Act and standards-based reform, refashioning the federal role in education, and Title I and the relationship among politics, poverty, and knowledge. Interspersed throughout the document are suggestions that might have broad appeal among people from various sectors and with different political views. (RJM) ED477181 The Future of the Federal Role in Elementary and Secondary Education. A Collection of Papers (Washington, DC, December 4, 2000). 2001-02-00 Phi Delta Kappa, Bloomington, IN. Ford Foundation, New York, NY. Joyce Foundation, Chicago, IL. George Gund Foundation, Cleveland, OH. 110 Center on Education Policy, 1001 Connecticut Avenue N.W., Suite 522, Washington DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org. For full text: http://www.cep-dc.org/pubs/futurefederal_esa/future_fed_role_main.pdf. N/A 2004 8/19/2004 21:27:02 RIEJAN2004

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Yes Educational Principles Elementary Secondary Education Family Involvement Family School Relationship Government School Relationship Moral Issues Politics of Education School Attitudes Reports - Evaluative Self Reliance Sutherland Inst., Salt Lake City, UT. English This publication takes the strong position that many problems in education can be solved by promoting strong, diverse, and autonomous families. Based on the premise that the family is the fundamental unit of society, the document seeks to empower parents and return public schooling to its original purpose of providing community assistance for families in need. Drawing on the history of education in Utah, the report examines the legal and moral basis of public education, with a special emphasis on parental rights and the role of government in free public education. It discusses the political basis of public education, examining the context of "public good,""essential services," and the issues of state control vs. public control vs. parental control. The document concludes that the real measure of a state's interest in education is the extent to which the state assists parents to become self-reliant and to remain in control of their children's education. It states that educational systems must respect parental control and should rely first on private resources when help is needed and then call on government for help when all else fails. The document offers a blueprint for change and nine recommendations for transforming education. (Contains 211 references.) (RJM) ED477182 Saving Education & Ourselves: The Moral Case for Self-Reliance in Education. 2003-03-00 81 The Sutherland Institute, Independence Square, 111 East 5600 South, Suite 202, Salt Lake City, Utah 84107. Tel: 801-281-2081; Fax: 801-281-2414. For full text: http://www.sutherlandinstitute.org/Publications/. N/A 2004 2016-11-21

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Yes Change Strategies Educational Cooperation Educational Improvement Elementary Secondary Education Rural Schools School Community Relationship Small Schools Summative Evaluation Scheie, David M. Reports - Evaluative Tests/Questionnaires Rainbow Research, Inc., Minneapolis, MN. English This report presents the evaluations of 20 rural school/community collaborative projects supported by the Center for School Change between 1997 and 2000. The report is divided into four sections: an overview, a description of the shape of school/community collaborations, a discussion of the outcomes of school/community collaboration, and a conclusion. Many of the projects in the program operated in the midst of decades-long population declines or below-average growth. The evaluations revealed that teachers, principals, and community members who were confronted with these obstacles solved many practical problems to put their ideas of community-based education into operation. Those who succeeded showed themselves to be skilled at dealing with ambiguity and complexity, to be flexible in the face of unforeseen obstacles and opportunities, and to be adept at working with adults, as well as children. These school leaders demonstrated how carefully developed collaborative efforts can achieve meaningful benefits for students, schools, and the broader community. Many community leaders became convinced that these projects deepened the pool of future civic leaders, business operators, and workers for their communities. The report recommends time and patience when building school/community collaboration, advising schools to start small and to secure strong, supportive leadership from principals and superintendents. Appended are: Evaluation Instruments; Student Writing Assessments; and Academic Assessment Summaries. (RJM) ED477183 Strengthening Schools and Communities through Collaboration: Final Evaluation Report on School/Community Collaboration in the Center for School Change's Phase II Grant Sites, 1997-2000. 2001-02-27 Minnesota Univ., Minneapolis. Center for School Change. 106 HHH Institute of Public Affairs, University of Minnesota, 301 19th Avenue South, Minneapolis, MN 55455. Tel: 612-626-8910; Fax: 612-625-3513; e-mail: fdesk@hhh.umn.edu; Web site: http://www.hhh.umn.edu. For full text: http://www.hhh.umn.edu/centers/school-change/docs/strength.pdf. N/A 2004 8/19/2004 21:27:07 RIEJAN2004 Written with T. Williams.

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Yes Comparative Analysis Educational Change Educational Environment Educational Practices Elementary Secondary Education Standards Summative Evaluation Teacher Attitudes Teaching Conditions Hansel, Lisa Skinner, Becky Rotberg, Iris C. Reports - Research England Germany Japan Germany Japan United Kingdom (England) George Washington Univ., Washington, DC. Inst. for Education Policy Studies. English This monograph describes a research program that will assess the cumulative effects of education policies on the teaching environment. It also focuses on how these policy outcomes affect the ability of schools to attract and retain highly qualified teachers and principals. The document presents the results of interviews conducted at two elementary schools that were intended to uncover how school-reform policies affected teachers. All of the nine teachers who were interviewed were in the process of incorporating standards, standardized testing, and/or accountability into their daily teaching regimens. The paper comments on the rapid pace of reforms, societal issues, resources for reform implementation, the quality of the teaching environment, and the implementation of future reforms. The interviews revealed that teachers tended to see negative outcomes from reforms, with such side effects as compressed teaching schedules and the neglect of certain subjects. The monograph then turns to schooling in England, Germany, and Japan in a comparative analysis of education policy in these countries. It provides the historical context of the school systems in all three countries, providing information on their governance and organization, how they assess students and provide them access to higher education, how they track students, how they educate students with disabilities, and how they train and develop teachers. (RJM) ED477184 The Changing Teaching Environment. Occasional Paper Series. 2001-08-00 63 Institute For Education Policy Studies, The Graduate School Of Education And Human Development, The George Washington University, 2134 G Street, N.W., Washington, D.C. 20052. Tel: 202-994-3306; e-mail: jgomez@gwu.edu; Web site: http://www.edpolicy.gwu.edu. For full text: http://www.edpolicy.gwu.edu/resources.html. N/A 2004 2016-11-21

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Yes Administrative Organization Case Studies Charter Schools Comparative Analysis Educational Administration Educational Philosophy Elementary Secondary Education Governance Nontraditional Education Bulkley, Katrina E. Reports - Research Speeches/Meeting Papers Educational Management Organizations Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper examines ways in which the operation of charter schools by "comprehensive management" educational management organizations (EMOs) influences the decentralized nature of charter schools, particularly in the area of educational issues. It provides a comparative case study of three for-profit EMOs that provide comprehensive management and six of the schools they operate. Based on interviews with principals, board members, teachers, and company staff members, it describes the company's approach to educational issues and the relationship between the company and each school regarding these issues. The analysis compared the designs used by the companies and the influence of the design and overall company approach on the process of developing an educational program for the specific school. The report finds that although the three companies and six charter schools demonstrated a variability of approaches, there were some common threads. Each EMO demonstrated a commitment to school leadership, even when they implemented divergent management techniques, ranging from a top-down approach to more collaborative approaches. For schools, understanding the nature of the designs offered by EMOs and where these designs "sit" can lend important insights into what role the school will play in the educational programs offered. (Contains 50 references.) (RJM) ED477185 Recentralizing Decentralization? Educational Management Organizations and Charter Schools' Educational Programs. Occasional Paper. 2002-11-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. Consortium for Policy Research in Education. 38 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/144_OP60.pdf. N/A 2004 2016-11-21

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Yes Administrative Organization Attitudes Educational Administration Educational Assessment Elementary Secondary Education Governance National Surveys Privatization School Business Relationship Superintendents Belfield, Clive R. Wooten, Amy L. Reports - Research Private Enterprise Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper reports the findings from an Internet survey of 2,318 school superintendents across the U.S. The superintendents were asked about their experiences with, views of, and attitudes toward privatization of education services. The results of the survey suggested four conclusions. First, private contracts for a range of educational services are widespread. Second, such contracting has a clear line of demarcation when contracting with an educational management organization for instructional services. Such contracts are infrequent, are anticipated to provide considerable opposition from almost all constituents, and even when undertaken are not regarded with much enthusiasm. Third, school superintendents appear divided as to the merits of contracting for private services; about half would definitely not consider it as an option, but an equal number are open to the possibility of privatization of instructional services. Fourth, although there is general acceptance of the importance of federal initiatives to improve the quality of education, enhancing the competence of the teaching profession clearly supercedes policies that encourage test-score accountability and parental involvement. The survey shows that a superintendent's position and circumstances, along with the characteristics of her district, can exercise considerable influence on a superintendent's opinion of privatization. (RJM) ED477186 Education Privatization: The Attitudes and Experiences of Superintendents. Occasional Paper. 2003-01-00 15 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. N/A 2004 2016-11-21

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Yes Change Strategies Educational Improvement Educational Objectives Educational Planning Educational Strategies Elementary Secondary Education Excellence in Education School Role Wong, Edwin K. P. Reports - Research Speeches/Meeting Papers Hong Kong Hong Kong English This paper examines the School Management Initiative that Hong Kong implemented in 1991. It discusses some of the difficulties encountered by school teachers as they tried to implement annual school plans and also describes some of the useful techniques that were introduced into schools. They key problems identified in schools included the absence of a clear school vision, teachers who were not familiar with the proper techniques in writing planning documents, teachers who were inexperienced in implementing the specifics of their planning documents, the presence of a dominant top-down culture, and teachers who struggled with heavy workloads. The report advises schools to formulate a school vision using a shared-decision approach to guide plan development so as to gain the teachers' commitment. It also suggests that schools alleviate teacher's workload, offer a school-based staff-development program on writing and implementing a school plan, organize regular visits by external consultants to support teachers, encourage all schools to review their plans regularly, foster the development of a shared decision-making culture, adopt a teamwork approach, and convince principals to delegate authority to school teachers and provide more resources. (Contains 11 references.) (RJM) ED477187 Implementation of Annual School Plan in Hong Kong: Problems and Coping Strategies. 2003-01-06 15 N/A 2004 2016-11-21

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Yes Change Strategies Educational Change Educational Improvement Educational Practices Elementary Secondary Education Guides School Districts Ferguson, Maria Guides - Non-Classroom Non-Print Media North Central Regional Educational Lab., Naperville, IL. English This guide was designed to help schools develop effective programs in comprehensive school reform (CSR). It emphasizes that a school's CSR approach should be based on its needs, keeping in mind that one model may not provide every aspect of a school's comprehensive reform effort. Even so, a CSR model that meets the U.S. Department of Education's 11 criteria--especially a model with a proved track record--can serve as a focal point to help organize all the steps and processes required for CSR. This document provides an array of comprehensive designs from which to choose, all of which meet the 11 criteria. The models range from nationally recognized designs to smaller models that were developed by a local entity or university. The guide outlines four basic steps in the decision-making process about CSR: decide on who will be involved and a timeline; evaluate the current situation; create a profile of an ideal CSR approach; and conduct research on a variety of CSR models to make a good decision on a program. The guide also discusses CSR funding grants. A set of appendices provides a self-evaluation tool, a summary of self-evaluations, a profiling tool, a research grid, a list of resources, and a list of research questions. Included with this booklet is an interactive CD-ROM that presents all the tools in the appendices. The CD-ROM--usable in both Windows and Macintosh platforms--provides assistance to schools and districts in conducting self-evaluation, profiling a comprehensive reform approach, and making a final decision. (RJM) ED477188 Making Good Choices: A Guide for Schools and Districts. Revised Edition. [with CD-ROM]. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 66 North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563 ($4.99). Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org. N/A 2004 8/19/2004 21:27:17 RIEJAN2004 ED-01-CO-0011 Originally written by Bryan Hassel. For previous edition, see ED 440 441. CD-ROM not available from ERIC.

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No Case Studies Change Strategies Educational Change Educational Practices Elementary Secondary Education Student Empowerment Student Leadership Student Role Teacher Student Relationship Muncey, Donna E. McQuillan, Patrick J. Guides - Non-Classroom Coalition of Essential Schools Coalition of Essential Schools, Providence, RI. English This report examines five dimensions of various initiatives intended to empower students. It is based on two case studies of schools belonging to the Coalition of Essential Schools, a school-reform project aimed at improving teaching and learning in American schools. The report focuses on the level of power that administrators and teachers considered shifting to students at these two schools. It looks at the processes by which the schools empowered students by creating formal structures that would elicit critical student input. The paper discusses whether a shared definition of empowerment was ever sought or achieved and makes the claim that "student empowerment" is an imprecise term. Continuing in this vein of the nature of empowerment, the report discusses how students responded to proposed changes and how they, rather than being passive receptors, were active participants in interactions with teachers. Finally, the paper considers the larger question of what type of power legitimately belongs to students in the empowerment process. The schools under study never resolved the question of appropriate student power and never included students in these discussions. The report cautions that as long as empowerment is bestowed by the powerful on the less powerful, certain problems will arise. (RJM) ED477189 Empowering Nonentities: Students in Educational Reform. The School Ethnography Project. 1991-04-00 26 CES National, 1814 Franklin St., Suite 700, Oakland, CA 94612 ($6). Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org/. N/A 2004 2016-11-21

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Yes Case Studies Change Strategies Cooperation Educational Change Educational Practices Middle Schools Parent School Relationship School Community Relationship Secondary Education Williamson, Ronald McElrath, Michael Reports - Research Speeches/Meeting Papers English This paper reports on a school district's efforts to work collaboratively with parents, teachers, principals, and community representatives as they confronted concerns about their middle-level program. It recommends strategies for strengthening and refining a program that was undergoing severe strains as the district gathered data about program satisfaction. The groups worked to refine the program, and they tackled the divisive issues at the center of the debate. As part of the solution, the district developed a collaborative relationship with a regional university, and from this partnership several plans emerged for resolving differences among group members. The successful strategies incorporated multiple approaches to address the underlying issues creating the tensions, leading to durable solutions. The depth of the concerns and the many strongly held beliefs surrounding the middle-level program often led to frustration and the lack of quick solutions. While the approaches identified in this study required a high level of commitment from all parties, they resulted in strong and viable relationships, which in turn contributed to long-term success at resolving differences among groups, as well as building shared resolve to strengthen the middle-level program. (Contains 31 references.) (RJM) ED477190 Reshaping Middle School: Engaging Parents and Community in the Work. 2003-02-21 26 N/A 2004 8/19/2004 21:27:21 RIEJAN2004 Paper presented at the National Council of Professors of Educational Administration Conference-Within-A-Conference at the Annual Conference of the American Association of School Administrators (New Orleans, LA, February 21, 2003).

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No Accountability Educational Assessment Elementary Secondary Education Evaluation Evaluation Utilization Program Implementation Reports School Policy Student Evaluation Allen, David McDonald, Joseph Guides - Non-Classroom New York (New York) New York (New York) Coalition of Essential Schools, Providence, RI. English This report describes a computer tool used by the state of New York to assess student performance in elementary and secondary grades. Based on the premise that every assessment is a system of interacting elements, the tool examines students on six dimensions: vision, prompt, coaching context, performance, standards, and reflection. Vision, which was designed to measure what it means to be a successful and fulfilled human being, represents the image of performance that underlies the assessment. From vision, the user may select any dimension but most choose the "prompt" assessment, which defines the work of the assessment for both the teacher and the student. The "standards" assessment looks at student performance, whereas the "performance" measure represents the students' responses to the prompt and can serve as benchmarks for future generations. The "coaching context" is meant to be more than just the logistics that support the performance and may include consultations, schedules, tools, technical advice, formative critique, peer collaboration, or even a word of support. The last dimension, "reflection," is intended to bring real performance out into the open and to provide educators something on which to reflect. Although it can be difficult to differentiate among these assessment dimensions, they can be useful as trail markers for schools that are designing student-assessment tools. (Contains 12 references.) (RJM) ED477191 Keeping Student Performance Central: The New York Assessment Collection. Studies on Exhibitions. 1993-10-00 15 CES National, 1814 Franklin St., Suite 700, Oakland, CA 94612 ($6). Tel: 510-433-1451; Fax: 510-433-1455; Web site: http://www.essentialschools.org/. N/A 2004 2016-11-21

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Yes Change Strategies Educational Change Educational Equity (Finance) Educational Finance Educational Practices Elementary Secondary Education Full State Funding School Support Summative Evaluation Conley, David Freund, William Information Analyses Reports - Descriptive Washington Washington English This report discusses what constitutes an adequate education in the state of Washington. It focuses on the Washington Quality Education Model (WQEM)--a new program created to define the vision of quality education--as well as the elements and indicators that constitute such an education. The goal of the program is to determine the kinds of staff, programs, and materials that must be provided if schools are going to offer a quality education that: (1) enables students to meet the standards set by the legislature in 1993; (2) allows schools in Washington to meet federal standards; and (3) is consistent with what Washingtonians want from their schools. The document explains how the combination of increasing demands on public education, brought on by enrollment surges, and higher standards made the project necessary. It explains the concept of adequacy and outlines the four basic models that were used to develop adequacy-funding models. The report then discusses adequacy as understood in the Washington context and what the state's responsibilities are in educating its children. It outlines the background for the project, describes the program itself, and presents some prototypical elementary, middle, and high schools of the WQEM. The document closes with suggestions on how to implement the program in Washington schools. (Contains approximately 280 references) (RJM) ED477192 "What Will It Take" Project. Washington Quality Education Model. Final Report. 2003-03-00 94 The Ranier Institute, 615 Second Avenue, Suite 560, Seattle, WA 98104. Tel: 206-575-1964; Fax: 206-903-0860; Web site: http://www.rainierinstitute.com N/A 2004 2016-11-21

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Yes Academic Standards Accountability Comparative Analysis Educational Assessment Elementary Secondary Education Evaluation Evaluation Utilization Expectation Higher Education Student Evaluation Conley, David T. Brown, Richard S. Reports - Research Speeches/Meeting Papers English This paper examines the relationship between high-school examinations and university expectations for a well-prepared student. Its purpose is to explore the alignment between state, standards-based assessment systems and the expectations students face once they undertake university studies. It uses a proven methodology for analyzing the congruence between the content of state high-school assessments and a set of standards keyed to the knowledge and skills necessary for success in select American research universities. An analysis of 30 state assessments in English/language arts (ELA) and 30 state assessments in mathematics revealed, on average, that more than half of the state ELA assessments were in alignment with university expectations. However, only one-third of the math assessments were shown to be in alignment. Overall, it appears that the alignment between state assessments and university expectations is better than expected in the areas of categorical concurrence, depth of knowledge, and balance of representation, especially given that state tests were not designed with postsecondary standards as reference points. However, when evaluated via a summary alignment index, it appears that most state assessments are not well aligned to the knowledge and skills for university success in mathematics, whereas most are so aligned in the area of ELA. (Contains 11 references.) (RJM) ED477193 Comparing State High School Assessments to Standards for Success in Entry-Level University Courses. 2003-04-00 30 N/A 2004 8/19/2004 21:27:27 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Standards Career Planning College School Cooperation Education Work Relationship Educational Assessment Elementary Secondary Education Higher Education Student Educational Objectives Conley, David T. Venezia, Andrea Collected Works - General Guides - Non-Classroom Speeches/Meeting Papers Transition Management English This policy brief contains papers from participants in a symposium that examined the movement of high-school students from school to college or work. The presenters adopted a variety of perspectives to study these transitions so as to aid state policymakers, state education and higher education agency personnel, and postsecondary and secondary administrators and faculty. It outlines and analyzes current efforts, as well as research opportunities and challenges. It focuses on the disconnection between K-12 and postsecondary education systems and how this disconnection undermines student aspirations. Special attention is given to the findings of the Knowledge and Skills for University Success content standards and how these should be used in K-12 education. It also describes the American Diploma Project, a program that fosters efforts to make American high-school diplomas more consistently meaningful across states, resulting in better-prepared college students. Ways to promote successful transitions for secondary/postsecondary students are likewise discussed, along with examples of successful transitions and "blended institutions," those schools that combine secondary and postsecondary learning. Finally, it describes the Pathways to College Network, which promotes the preparation, access, and success of underserved populations who seek a college education. (Contains 21 references.) (RJM) ED477194 High School Transitions: State of the Art and Views of the Future. 2003-04-24 35 N/A 2004 2016-11-21

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Yes Age College Faculty College Transfer Students Community Colleges Distance Education Diversity Enrollment Enrollment Trends Job Training Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Washington Community and Technical Colleges Washington State Board for Community and Technical Colleges, Olympia. English This 2002 staffing and enrollment report for the Washington Community and Technical College System (WCTCS) provides a snapshot of enrollments, as well as an analysis of the system as a whole and an extensive set of tables. The system consists of 30 districts and 34 colleges, which enrolled 260,488 individuals (156,729 FTEs) in fall 2002. More than 57% of state-supported FTEs were enrolled full-time (10 credits or more), an increase of 6% from fall 2001. At least 46% of state-supported FTEs were generated by students enrolled for workforce training, 40% by students preparing for transfer, 9% by students with a final goal of literacy or English as a second language, and 5% by students enrolled for parenting classes or other purposes. More than 28% of students were students of color, compared with 22% people of color in the state population. At least 58% of students were female, higher than the percentage in the general population. The median age of students in state-supported classes was 27 years. Transfer students had a median age of 21, while workforce training students had a median age of 31. In fall 2002, 56% of state-supported teaching faculty were full-time, while 44% were part-time. The part-time teaching faculty percentages increased over the previous year. Contains approximately 90 tables. (NB) ED477195 Washington Community and Technical Colleges Fall Enrollment and Staffing Report, 2002. 2002-00-00 93 N/A 2004 2016-11-21

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Yes Behavior Behavior Patterns Budgets Community Colleges Course Selection (Students) Decision Making Enrollment No Shows Outcomes of Education School Registration Two Year College Students Two Year Colleges Withdrawal (Education) Hagedorn, Linda Serra Maxwell, William B. Cypers, Scott Moon, Hye Sun Lester, Jaime Information Analyses Reports - Research English This study examines the course shopping behaviors of approximately 5,000 community college students enrolled across the nine campuses of the Los Angeles Community College District in spring 2001. The sample students are representative of the district. For the purpose of this analysis, the authors define course shopping as: (1) cyclic shopping, the pattern of dropping a course and adding another in its place; and (2) bulk shopping, the process of adding courses up front with the expectation of dropping some later. The research questions driving the analyses were: (1) What kinds of course shopping behaviors do students perform? (2) How prevalent is the activity? (3) Are there discernible demographic patterns of students who course shop? (4) Does course shopping differ by discipline or type of course? (5) Do students who course shop have significantly different GPAs or course completion ratios than student who do not practice this behavior? The findings indicate that the no shopping comparison group had a GPA of 2.56, while the bulk shoppers had a GPA of 2.46, true cyclic shoppers had a GPA of 2.46, and mixed bag shoppers had a GPA of 2.13. The authors argue that, due to budget cuts in the community college, it may be suitable to take actions to curtail unnecessary course shopping. (Contains 5 tables and 28 references.) (NB) ED477196 Course-Shopping in the Urban Community Colleges: An Analysis of Student Drop and Add Activities. 2003-00-00 26 N/A 2004 8/19/2004 21:27:33 RIEJAN2004

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Yes Articulation (Education) Community Colleges Prior Learning Transfer Policy Transfer Rates (College) Two Year Colleges Goff, Donald Gary Information Analyses Reports - Research English This report examines the articulation and transfer policies of Maryland and Missouri and reviews the extent to which these guidelines provide for a seamless transition between community colleges and state universities. The author begins by defining the key concepts relevant to this study (e.g., transfer, articulation, native student, transfer student) and outlining a common transfer framework that serves as the foundation of this analysis. The four essential elements of this framework are: (1) the joining of two ore more segments or sectors of education; (2) the movement of students from one institution to another; (3) the gaining institution must recognize and accept course work conducted at another institution; and (4) many interested partied must participate in the process. The report then summarizes the key organizations and documents that govern transfer and articulation policies in Maryland and Missouri and calls attention to the lack of a statewide articulation and transfer agreement or common course numbering system in either state. As a result, transfer and articulation decisions are open to debate, a fact that prevents the establishment of a seamless transition between community colleges and state universities. (Contains 18 references.) (RC) ED477197 Articulation and Transfer: How Successful Is It in Missouri and Maryland? 2003-00-00 19 N/A 2004 8/19/2004 21:27:36 RIEJAN2004

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Yes Academic Education College Bound Students Community Colleges Cooperative Programs Institutional Cooperation Integrated Curriculum Job Training Outcomes of Education Tech Prep Technical Education Two Year Colleges Krile, Donna J. Parmer, Penelope Reports - Research Speeches/Meeting Papers Sinclair Community College OH Sinclair Community Coll., Dayton, OH. Office of Institutional Planning and Research. English This study looks at all students who participated in a Tech Prep program at Sinclair Community College, Ohio, and who first enrolled in the program between fall 1997 and spring 2001. The comparison group consisted of all non-Tech Prep students who started at Sinclair between fall 1997 and fall 2000, and who had not transferred credits from any institution. The Tech Prep consortium works with Sinclair, a large urban community college, and 64 area high schools in eight vocational education planning districts to create seamless career-technical education programs that begin in the junior year of high school and continue through an associate degree and beyond. The great majority of Tech Prep students enter Sinclair with a major in one of the following divisions: Allied Health Technologies, Business Technologies, or Engineering Technologies. There were 291 students in the Tech Prep group, and 2,074 in the comparison group. More than 71% of the Tech Prep students, and 54% of the comparison group, received grades of A, B, or C in the first college level math course. The average cumulative GPA for Tech Prep students was 2.46, while the control group had a GPA of 1.87. GPA for Tech Prep students was not significantly different in the three program areas. (NB) ED477198 Tech Prep: Pathways to Success? The Performance of Tech Prep and Non-Tech Prep Students at a Midwestern Community College. 2002-06-03 13 N/A 2004 2016-11-21

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Yes Academic Persistence Access to Education Change Strategies Community Colleges Computer Uses in Education Distance Education Educational Trends Internet Nontraditional Education Outcomes of Education Two Year Colleges Web Based Instruction World Wide Web Reports - Research Sinclair Community College OH Sinclair Community Coll., Dayton, OH. Office of Institutional Planning and Research. English According to this paper, distance education exists as a means to provide access to students who might otherwise not participate in higher education due to any number of constraints, whether internal or external. Sinclair Community College is an urban, commuter college located in Dayton, Ohio. It has a fall headcount of roughly 20,000 students, with approximately 10% of the FTE generated from distance learning. Sinclair offers a distance learning program that provides many alternatives to on-campus classroom learning. Sinclair opted to begin an exploration of its distance-learning program by comparing the performance and persistence of students involved in different course delivery modes. The study considered four categories of distance learning: (1) videocassette; (2) televised interactive; (3) Web-based; and (4) audio. The study used a matched pairs design to match distance learners with students in traditional classes by age, gender, and ethnicity. The distance learning group had a mean course grade of 2.31, and the traditional group had a mean course grade of 2.81. In addition, distance learners were less likely to enroll in any class at Sinclair the following quarter (65.3% compared to 73.5% of the general population students). Concludes that distance learners are more apt to be juggling jobs and family obligations. (Contains 10 tables and 16 references.) (NB) ED477199 Does Distance Learning Make a Difference? A Matched Pairs Study of Persistence and Performance between Students Using Traditional and Non-Traditional Course Delivery Modes. 2000-00-00 18 N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Degrees (Academic) Instruction Objectives Outcomes of Education Parking Facilities Satisfaction Services Student College Relationship Student Needs Two Year College Students Two Year Colleges Reports - Research Tests/Questionnaires Yavapai College AZ Yavapai Coll., Prescott, AZ. English This exit survey of students at Yavapai College (Arizona) is given to all students who are verifying with the Registrar that they have met the requirements for an Associate Degree or a Certificate of Achievement. This report summarizes the results from the survey of December 2001 and May 2002 students. The Exiting Student Survey was completed by 98 students out of a total of 258 graduates for both terms, for a response rate of 38%. Based on the most frequently listed responses, the survey found the statistically typical exiting student to be between 17 and 25 years old, female, white, non-Hispanic, and single. Highlights of the survey's findings include the following: (1) more than half of all exiting students plan to attend a four-year college; (2) 75% of exiting students plan to work full- or part-time; (3) the average GPA for exiting students was 3.4; (4) 54% of respondents were full-time students; (5) 68% of respondents received financial aid; (6) 94% rated computer access as good or very good; (7) 92.7% rated quality of instruction as good or very good; (8) 89% rated overall satisfaction as good or very good; (9) 92% would recommend the College to friends or family. Research instrument appended. (Contains 22 tables.) (NB) ED477200 Yavapai College Exiting Student Survey Conducted Fall 2001 and Spring 2002. 2002-00-00 30 N/A 2004 2016-11-21

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Yes Ancillary School Services College Faculty Community Colleges Facilities Financial Support Instruction Parking Facilities Participant Satisfaction Student College Relationship Student Needs Two Year College Students Two Year Colleges Reports - Research Tests/Questionnaires Yavapai College AZ Yavapai Coll., Prescott, AZ. English Yavapai College, Arizona, conducted a telephone survey of current college students in December 2002. The survey provides data for future marketing efforts, as well as providing information to be used as part of an ongoing assessment of student opinions and needs. An independent telemarketing firm called students from a random list of 1,400 credit students in fall 2002. A total of 408 surveys were completed. The average age of surveyed students was 46 years, with more than 6 out of 10 age 40 and above. Sixty-four percent were women, and 82% were white. At least 90% of surveyed students were part time. The students were asked to rate, from 1 to 5, with 5 being "very good," their satisfaction with (1) instruction; (2) support services; (3) facilities; (4) class size; (5) availability of financial aid; (6) costs; and (7) other issues and services. The area with the highest degree of satisfaction was quality of instruction, with favorable ratings (good or very good) from more than 90% of the respondents. Yavapai's overall ratings (89%) and support services (81%) were also strong among student polled. More than 92% of students surveyed said they would recommend the college to family and friends. The findings were comparable to other studies previously conducted at the college. Research instrument appended. (NB) ED477201 Yavapai College Student Satisfaction Survey Conducted December 2002. 2003-00-00 17 N/A 2004 2016-11-21

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Yes Academic Education College School Cooperation Community Colleges Governance Mergers Organization Policy Analysis Systems Development Technical Institutes Trade and Industrial Education Two Year Colleges Puyear, Donald E. Reports - Research Tests/Questionnaires Education Commission of the States, Denver, CO. Center for Community College Policy. English This study is envisioned as the first part in a two-part study of the evolving state-level governance of community colleges and technical institutes and area vocation schools in those states that originally developed dual systems. The first phase of the study is in two parts: (1) to identify those states that have or have had dual systems of community colleges or systems of area vocational schools that have adult education programs somewhat similar to those offered by community colleges; and (2) to identify whether consideration has been given to merging the systems for those states with such dual systems of community colleges and technical colleges or area vocational schools. A simple questionnaire was sent to each state director for community colleges in July 2001, and responses were received from all 50 states. Highlights of the findings are as follows: (1) 30 states reported that their state had area vocational schools. Seven of those states have either merged their systems, are in the process of merging them, or were considering mergers. (2) 18 states reported that they have or have had a dual system of community and technical colleges. Eight of those states have merged or begun merging the systems, and two of the states are considering changes. (Contains 11 tables.) Research instrument appended. (NB) ED477202 Community College/Technical Institute Mission Convergence Study. Phase 1: Survey of the States. 2002-00-00 26 N/A 2004 8/19/2004 21:27:46 RIEJAN2004

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Yes Business Community Colleges Cooperative Programs Economic Development Job Training Labor Force Development Labor Needs Labor Supply Partnerships in Education School Business Relationship School Community Programs Two Year Colleges Reports - Descriptive Regional Technology Strategies, Inc., Carrboro, NC. English This paper is a response to the collective interests expressed by a network of the leadership of ten U.S. community college systems to better understand how community colleges can support emerging state cluster-based economic development strategies. The intent is to proved concrete applications of a cluster-based model that inform both workforce and economic development policy and decision makers, bringing together two agendas that states usually pursue separately. The paper presents an initial model of a cluster-based workforce delivery system based on: (1) college practices observed and studied in the U.S. and around the world; (2) direct experience with cluster building strategies; (3) emerging theories and innovations; and (4) the experience and wisdom of members of the network. According to the authors, industry clusters have become the new mantra for economic development policy. Regional technical institutions are best able to focus on and respond to regional economies. Therefore, the paper argues, these institutions would do well to practice institutional and system-wide cooperation in order to develop specific expertise that will help them to become a particular business cluster's center of excellence. The paper presents an assortment of special features that some colleges have added to address the needs of clusters. The choices colleges make should reflect industry and student needs; local availability of and access to programs, services, and budgets; and long-term development plans of the state and region. (Contains 13 references.) (NB) ED477203 Cluster-Based Workforce Development: A Community College Approach. White Paper. 2003-04-00 21 For full text: http://rtsinc.org/publications.html. N/A 2004 8/19/2004 21:27:48 RIEJAN2004

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Yes Ancillary School Services Budgets College Curriculum College Faculty College Libraries College Students Community Colleges Diversity (Institutional) Educational Finance Educational Indicators Institutional Characteristics Objectives Outcomes of Education Resource Allocation Two Year Colleges Zeigler, Robert E., Comp. Numerical/Quantitative Data Reports - Descriptive Tests/Questionnaires San Antonio College TX San Antonio Coll., TX. English This 2001-02 Progress and Achievements Report for San Antonio College, Texas, is divided into the following three sections: (1) College Strategic Objectives: Interpretations and Recommendations; (2) College Strategic Objectives: Anecdotal Responses; and (3) Unanticipated Activities. The fourth part contains appendices to the report. Some of the objectives and outcomes presented in the report follow. (1) College Strategic Goal 1.1.97 states that: The College will modify existing strategies and initiate new strategies which will support students in achieving their educational goals. College Objective 1.1.4.96 states that: Without negatively affecting the success of students who transfer, by August 2002, 76% of students enrolled in college-level classes on the permanent recording date each semester will have completed the course. The report presents data for college level retention for the fall semesters 1995-2001. In 2001, 75.8% of students completed courses. The report recommends that the college retain this objective for the 2003-04 plan, and change target date to 2005. (2) College objective 5.1.4.01 states that by August 2002, 80% of all college units will be involved each year in community service activities as appropriate. The college surveyed 63 units regarding their involvement in community service activities. The report determined that the objective was achieved, and should be eliminated, but still monitored. (NB) ED477204 San Antonio College Progress & Achievements Report, 2001-2002. 2002-00-00 64 N/A 2004 2016-11-21

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Yes Ancillary School Services Budgets College Curriculum College Faculty College Libraries College Students Community Colleges Distance Education Diversity (Institutional) Educational Finance Educational Indicators Institutional Characteristics Outcomes of Education Resource Allocation Two Year Colleges Numerical/Quantitative Data Reports - Descriptive San Antonio College TX San Antonio Coll., TX. English This 2001-2002 Fact Book for San Antonio College, Texas, is divided into the following six sections: (1) College Profile; (2) Student Profile; (3) Enrollment Trends; (4) Statewide Trends; (5) Personnel Profile; and (6) Financial Profile. San Antonio College has an average semester enrollment of 21,000 credit students, and an average annual enrollment of 16,000 other-than-credit students. It is the largest single-campus community college in Texas, and one of the largest in the United States. In fall 2001, the student population was 58% female. Student ethnicity broke down as: 50% Hispanic, 41% white, 4.5% black, and 4% other. More than 71% of students were enrolled in academic courses, while 28.2% were enrolled in tech courses. At least 63% of students were part-time, and 68.2% attended daytime classes. In academic year 1999-2000, 31% of students were economically disadvantaged and 47% were educationally disadvantaged. Out of 1,029 faculty members in fall 2001, 68% were part-time, adjunct faculty. More than 55% of total faculty were male, and 72% were white. In 2001-2002, 59% of San Antonio College's base revenues were from state sources, 0.2% were from federal sources, 1.7% were from auxiliary sources, and 39.3% were from tuition and fees. (Contains approximately 70 tables, graphs, and figures.) (NB) ED477205 San Antonio College Fact Book, 2001-2002. 2002-09-00 71 N/A 2004 2016-11-21

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Yes College Students Disabilities Higher Education Self Evaluation (Individuals) Self Management Student Personnel Services Study Skills Guides - Non-Classroom Washington Univ., Seattle. English This guide for college students with disabilities urges students to understand their disability and to utilize the college's office of disability services. It then suggests study skills and strategies that are paraphrased from interviews with similar prospective, current, or former students with disabilities. The 24 specific strategies are summarized in seven principles: (1) develop strategies, study skills and a network of support; (2) attend class; (3) arrive on time, pay attention, and participate in class discussions and activities; (4) talk to the instructor and ask questions; (5) complete and check all work and turn in neat and clear assignments; (6) monitor your progress and, if you begin to fall behind, ask for help; and (7) stay in contact with the office of disability support services and your professors. A list of suggested resources includes print materials, Web sites, and videotapes. (DB) ED477206 College Survival Skills: Tips for Students with Disabilities To Increase College Success. 2000-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. Students 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:27:54 RIEJAN2004 P116B71441 Support also provided by the State of Washington, Seattle, WA.

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Yes Career Awareness Career Education Disabilities Education Work Relationship Educational Legislation Federal Programs High School Students High Schools Secondary Education Student Participation Work Experience Programs Guides - Non-Classroom Washington Univ., Seattle. English This guide offers suggestions to high school students with and without disabilities as they begin to prepare for careers. It focuses on the variety of work-based learning experience available. These include informational interviews with people working in fields of interest; job shadowing in an occupational area of interest; service learning in volunteer community positions; independent study in which academic credit is earned for work experience; and internships. Reasons for participating in work-based learning opportunities are followed by a discussion of steps to take in relation to the various team members including your school, your family, community resources, and mentors. Finally, the paper briefly describes two work-based federally supported learning programs: (1) school-to-work, a program under the School-to-Work Opportunities Act, which offers school-based learning, work-based learning, and connecting activities and (2) High School/High Tech, a community-based program that encourages students with disabilities to pursue careers in the technology industry. A resource list identifies 16 Web sites that provide information on the University of Washington DO-IT project. (DB) ED477207 Learn and Earn: Tips for Teens. How High School Students Can Prepare for Careers. 2001-00-00 Special Education Programs (ED/OSERS), Washington, DC. Students 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-685-4045; e-mail: doit@u.washington.edu. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:27:56 RIEJAN2004 H324M990010

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Yes Career Awareness Career Education Disabilities Education Work Relationship High School Students High Schools Learning Activities Mentors Work Experience Programs Guides - Non-Classroom Washington Univ., Seattle. English This guide offers suggestions to parents and mentors of high school students with disabilities for providing these students with direction in their exploration of interests, careers, and college planning. Discussion of some employment issues notes the increasing numbers of postsecondary students with disabilities, remaining barriers to employment, the special challenges faced by students with disabilities, and the importance of early career planning and preparation. The advantages for students of participating in work-based learning opportunities are listed and followed with descriptions of typical activities such as information interviews with people in fields of interest, job shadowing, internships, service learning, cooperative education, and independent study. Twelve specific suggestions are then offered for ways to provide support to students. A resource list includes 17 Web sites, a videotape, and information about the University of Washington's DO-IT Project. (DB) ED477208 Learn and Earn: Supporting Teens. Supporting High School Students in Preparing for Careers. 2001-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. Community Parents 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:27:58 RIEJAN2004 Additional support provided by the State of Washington, the NEC Foundation of America, The Telecommunications Funding Partnership, and US West Communications.

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Yes College Admission College Choice College Transfer Students Disabilities Higher Education Self Evaluation (Individuals) Student Needs Student Personnel Services Transitional Programs Two Year Colleges Guides - Non-Classroom Washington Univ., Seattle. English This guide offers suggestions to postsecondary students with disabilities for successfully managing the transition from a two-year to a four-year college. Data are offered showing that fewer students with disabilities attend postsecondary institutions and, of those, fewer attend four-year institutions and eventually earn bachelors degrees. A survey of 119 students with disabilities attending two-year colleges found they had concerns in differences in disabled student services, inadequate financial support, the transferring process, housing/transportation, personal/family issues, and differences in academic requirements. A survey of disabled student service staff from 351 institutions of higher education identified such challenges as differences in academic requirements and inadequate self-advocacy skills. Students are urged to understand these challenges and then take the following steps: (1) map your path (plan the transition); (2) make a map (ask yourself key questions); (3) learn about your options (identify characteristics of a desired school or program); and (4) look ahead (plan for your transition to the work force). The paper also describes a related videotape and the University of Washington DO-IT project. (DB) ED477209 Moving On: The Two-Four Step. How Students with Disabilities Can Transition from 2 to 4 Year Colleges. 2001-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. Students 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670 ($25 for videotape). Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu. For full text: http://www.washington.edu/doit/Brochures/PDF/24.pdf. N/A 2004 8/19/2004 21:28:00 RIEJAN2004 P116B71441 Support also provided by the State of Washington, Seattle, WA. Accompanying videotape not available from ERIC.

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Yes Disabilities Education Work Relationship Employer Attitudes Employer Employee Relationship Employment Practices Employment Services Federal Programs Internship Programs Postsecondary Education Supported Employment Work Experience Programs Guides - Non-Classroom Washington Univ., Seattle. English This guide is intended to encourage employers to hire people with disabilities. It notes the value of internship and other work-based learning programs that allow the employer and student to "try each other out." The paper points out that under the Americans with Disabilities Act (ADA), employers are required to make reasonable accommodations for employees with disabilities. Data are reported showing that 71% of such accommodations cost $500 or less. The data also indicate that companies realize a return of $28.69 in benefits for every dollar spent on accommodation. Two federal programs that provide tax credits to small businesses making such accommodations are briefly described. Suggestions are also offered about where employers can find interns and employees with disabilities and about ways to determine appropriate accommodations. Which accommodations are the employee's responsibility and which are the employer's are then specified. A chart lists eight national organizations, with contact information, that can provide information on employing people with disabilities. To accompany this publication, DO-IT has created a short videotape by the same title. (DB) ED477210 Finding the Gold: Hiring the Best and the Brightest. Tips for Employers To Hire Individuals with Disabilities. 2002-00-00 National Science Foundation, Arlington, VA. Office of Special Education and Rehabilitative Services (ED), Washington, DC. Special Education Programs (ED/OSERS), Washington, DC. 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670 (videotape, $25). Tel: 206-685-DOIT(Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:28:02 RIEJAN2004 H078C60047 Prepared by the DO-IT CAREERS (Careers, Academics, Research, Experiential Education and Relevant Skills). Support also provided by the State of Washington, Seattle, WA. Accompanying videotape not available from ERIC.

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Yes Academic Accommodations (Disabilities) Classroom Communication Communication Disorders Disabilities Higher Education Teacher Student Relationship Guides - Non-Classroom Washington Univ., Seattle. English This guide offers guidance to college instructors about working with students who have communication-related disabilities including speech, language, hearing, emotional, or medical disorders. It offers some general accommodation strategies including a statement in the syllabus encouraging students to discuss any special needs with you, ask the student to share successful strategies with you, select course materials and media early to allow time for procuring alternate formats, and use multiple or alternative methods for evaluating student achievement. Specific accommodations and/or issues are then described. These include sign language and oral interpreters; captioning media; real-time captioning; amplification, headphones, and assistive listening devices; notetakers and copying notes; visual aids, visual reinforcements, and visual warning systems; written assignments, written exams, and alternative lab work; electronic mail and written communication; communication assistance, peer support, and extended time; and seating, pacing, and alternative arrangements. A description of the University of Washington's Project DO-IT completes the guide. (DB) ED477211 Effective Communication: Faculty and Students with Disabilities. 2002-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. Community 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:28:04 RIEJAN2004 Support also provided by the State of Washington, Seattle, WA.

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Yes Behavior Disorders Crisis Intervention Emotional Disturbances Inner City Inservice Teacher Education Junior High Schools Special Education Teachers Special Schools Staff Development Urban Schools Dawson, Carol A. Dissertations/Theses - Practicum Papers Tests/Questionnaires English This paper reports activities and accomplishments of a practicum which implemented school-wide staff training in a systematic crisis intervention approach, Life Space Crisis Intervention (LSCI), with junior high school students who have emotional disturbances. The 8-month implementation involved two inner-city, special education public school sites. At one school the entire staff was trained in the philosophy and strategies of LSCI with follow-up support. The other school served as a control. Results provided strong evidence for the effectiveness of LSCI in reducing crisis incidents. There was a main effect for group, i.e. students in the control group had more crises than the experimental group. There was also an interaction between the two variables of group and time. In the experimental group there was a greater decrease in suspensions, higher attendance, and a greater increase in students who were mainstreamed and transferred to less restrictive environments. Interviews with trained staff school revealed increased knowledge, skills, and confidence levels in crisis intervention. Individual sections of the report describe the problem, identify anticipated outcomes and evaluation instruments, explain the solution strategy,a nd report results. Appendices include the staff satisfaction survey, a parent consent form, and conflict resolution room logs. (Contains approximately 115 references.) (DB) ED477212 Crisis Intervention Training and Support for School Staff of Junior High School Special Education Students with Emotional Disturbances. 2001-00-00 99 N/A 2004 8/19/2004 21:28:06 RIEJAN2004 A Practicum II Report presented to the Ed.D. Program in Child and Youth Studies in Partial Fulfillment of the Requirements for the Degree of Doctor of Education, Nova Southeastern University.

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Yes Educational Attitudes Females Gender Issues Hispanic American Students Learning Disabilities Mild Disabilities School Attitudes School Support Secondary Education Sex Differences Sex Role Single Sex Classes Special Education Student Attitudes Evans, Susan Madigan, Jennifer Reports - Research San Francisco Univ., CA. English This final report provides findings of a qualitative study of characteristics of Latina high school students with learning disabilities in the context of use of single sex environments to encourage school continuance for this population. Specifically, the study examined whether there are measurable differences in classroom behaviors, school attitudes, and gender identity of 15 special education students (of whom 9 were Latina) with mild to moderate learning disabilities who attended either single-gender or mixed-gender special education classes in a California high school. The study utilized classroom observations, focus group interviews, and individual interviews with female students, teachers, and administrators. Results provided some evidence that these Latina students attending single-gender special education classrooms were advantaged in the areas of classroom behavior, such as participation in class, school attitude, including school attendance, and environmental factors, such as comfort level experienced in the classroom, compared to their counterparts in the coed classroom. Gender identity was a complex issue for both groups. Latina students in the single-gender environment benefited in the areas of classroom behavior, attitude toward school, and school support compared to Latina students in the coed program. (Contains approximately 110 references.) (Author/DB) ED477213 The Latina Voice in Special Education: Classroom Behaviors, School Attitudes, and Gender Identity of Latina Students in Special Education. Final Report. 2002-05-00 Special Education Programs (ED/OSERS), Washington, DC. 117 N/A 2004 8/19/2004 21:28:09 RIEJAN2004 H324B010037

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Yes Biculturalism Bilingual Education Programs Bilingual Special Education Communication Disorders Diversity Elementary Secondary Education Graduate Students Higher Education Language Acquisition Language Impairments Mexican Americans Multicultural Education Preschool Education Spanish Speaking Special Programs Speech Language Pathologists Speech Language Pathology Acevedo, Mary Ann Reports - Descriptive Our Lady of the Lake Univ., San Antonio, TX. English This final report discusses the activities and outcomes of a project designed to prepare speech-language pathologists (SLPs) to work with culturally and linguistically diverse infant/toddlers, preschoolers, children, and youth, specifically those of Mexican-American heritage. The project supported graduate students earning a master's degree in communication disorders at Our Lady of the Lake University in San Antonio, Texas, who were enrolled in the CDIS Program, an American Speech Hearing Language Association accredited program in speech-language pathology. The CDIS Program provided three bilingual courses for a total of 5 additional hours to students supported by this grant. These courses, which increased the students' knowledge of bilingual language development and disorders, were open to all students as well as to professionals in the area. The project resulted in the graduation of 32 students with master's degrees in communication disorders. Twenty-eight of the 32 graduates were Hispanic and 4 were non-Hispanic. Out of the total of 40 Spanish-speaking students provided financial support during the grant's four-year period, 34 will have completed the program and earned their master's degree. Twenty-six of the 32 graduates assumed full-time jobs with public schools or early childhood intervention programs immediately upon graduation. (CR) ED477214 Delivery of Speech Services to Minorities, 1997-2001. Final Performance Report. Executive Summary. 2001-12-30 Special Education Programs (ED/OSERS), Washington, DC. 10 N/A 2004 8/19/2004 21:28:10 RIEJAN2004 H029E970056

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Yes Accountability Disabilities Educational Vouchers Elementary Secondary Education Federal Legislation Federal Programs Federal State Relationship Preschool Education Private Schools Regular and Special Education Relationship School Choice Special Education State Programs State Standards Information Analyses Florida Individuals with Disabilities Education Act Florida Individuals with Disabilities Education Act People for the American Way, Washington, DC. Disability Rights Education and Defense Fund, Washington, DC. English This report examines the outcomes of the John M. McKay Scholarships Program, a statewide voucher program for students with disabilities in Florida that provides students with taxpayer-funded vouchers to be used at private schools or at other public schools. It argues that the McKay voucher program, which started in 1999, is rife with accountability problems, financial mismanagement, under-qualified teachers, and inadequate educational and support services. The report provides background information on the McKay voucher program, explores McKay's costs and financial impact on public schools, and discusses the minimal guidelines private schools are expected to meet while participating in the McKay program. The following major points are made: (1) a voucher proposal jeopardizes the Individuals with Disabilities Education Act's (IDEA) legacy of success; (2) the push for IDEA vouchers may be fueled by the desire to cut services to children; (3) the program is wrongly being cited as a model for reform; (4) the program sacrifices critical rights of parents and children; (5) the program is not accountable to parents and taxpayers; (6) McKay vouchers have drained precious funds from public schools; and (7) the "choice" touted by McKay supporters is significantly limited in several ways. (Contains 168 references.) (CR) ED477215 Jeopardizing a Legacy: A Closer Look at IDEA and Florida's Disability Voucher Program. Special Report. 2003-03-06 31 People For the American Way, 2000 M St., NW, Suite 400, Washington, DC 20036. Tel: 800-326-7329 (Toll Free); Tel: 202-467-4999; Web site: pfaw@pfaw.org. For full text: http://www.pfaw.org/pfaw/general/default.aspx?oid=9063. N/A 2004 2016-11-21

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Yes Ability Identification Creative Activities Creative Writing Creativity Educational Strategies Elementary Secondary Education Fine Arts Gifted Home Schooling Music Activities Theater Arts Underachievement Smutny, Joan Franklin, Ed. Collected Works - Serials Kenya Kenya Illinois Association for Gifted Children, Palatine. English This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on creativity. Featured articles include: (1) "Creativity: What Is It? and What Does It Look Like" (Sally Y. Walker); (2) "What Is Creativity?" (Debbie Cho); (3) "Creativity and Underachievement" (Sylvia Rimm); (4) "Stacy Hayden: Creativity-One Mother's Perspective" (Stacy L. Hayden); (5) "An Immodest Proposal for Preventing the Children We Teach from Being a Burden to Their Parents, Schools, or Country, and for Making Them Beneficial to the Public" (Ray Sheers); (6) "Finding Lost Keys: Creativity and the Fine Arts" (Michael Cannon); (7) "The Future of the Gifted in the 21st Century: The Need for Creative Solutions to Perennial Problems" (Maurice D. Fisher and Michael E. Walters); (8) "Thinking Outside the Box: The Power of Creativity in Content" (Karen Meador and Jim Granada); (9) "Cultivating the Gift of Creative Listening to Music" (Douglas Ashley); (10) "Music: Its Creativity and Integration into the Regular Classroom" (Kathryn P. Haydon); (11) "'Write' Where They Are: Creative Differentiation with Emergent Writing in the Early Childhood Classroom" (Cynthia Riess); (12) "Creative Writing for Gifted Students (Grades 1-6)" (Joan Franklin Smutny); (13) "The Art of Writing: Using Art To Recognize the Need for Revising in the Creative Writing Process" (Amy Foust); (14) "Creativity in Children's Writing" (Marian R. Carlson); (15) "Creative Children's Theater in Kenya" (Margaretta Swigert-Gacheru); (16) "Differentiating the Unique Characteristics of the Gifted Child" (Michelle A. Navarro and Julianne M. Kraut); and (17) "When Schools Fail: Is Homeschooling Right for You and Your Highly Gifted Child?" (Karen Morse). A list of gifted resources is provided. (Some articles include references.) (CR) ED477216 Illinois Association for Gifted Children Journal, 2002. Illinois Association for Gifted Children Journal 2002 2002-00-00 62 Illinois Association for Gifted Children, 800 E. Northeast Highway, Suite 610, Palatine, IL 60067-6512 (nonmembers, $25). Tel: 847-963-1892; Fax: 847-963-1893. N/A 2004 2016-11-21

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Yes Ability Identification Cognitive Style Creativity Curriculum Design Curriculum Enrichment Educational Strategies Elementary Secondary Education Gifted Music Activities Poetry Underachievement Smutny, Joan Franklin, Ed. Collected Works - Serials Illinois Association for Gifted Children, Palatine. English This issue of the Illinois Association for Gifted Children (IAGC) Journal focuses on curriculum. Featured articles include: (1) "Curriculum: What Is It? How Do You Know if It Is Quality?" (Sally Walker); (2) "Tiered Lessons: What Are Their Benefits and Applications?" (Carol Ann Tomlinson); (3) "Do Gifted and Talented Youth Get Counseling, Models, and Mentors To Motivate Them To Strive for Expertise and Creative Achievement?" (John F. Feldhusen); (4) "Biography Is the People Subject" (Jerry Flack); (5) "Abraham Lincoln: Gifted Man and a Hero for the Ages" (Jerry Flack); (6) "Responding to Failure" (Ann MacDonald and Jim Riley); (7) "The Not-So Gifted Parent: Replacing Trial and Error with Identification and Intervention" (Monica Lu); (8) "They Don't Teach THAT in School" (Dorothy Funk-Werbio): (9) "A Poet in a Classroom of Engineers and Lawyers: Identifying and Meeting the Needs of Artistically Gifted Children" (Nancy Elf and Pat Rose); (10) "A Visit from a Poet and Other Literary Devices" (J. Christine Gould); (11) "Creative Application: A Necessary Part of a Comprehensive Curriculum in the Gifted Middle School General Music Classroom" (Lois Veenhoven Guderian); (12) "Marching to the Beat of an Ever Different Drummer" (Sylvia Rimm); (13) "Teaching to the Learning Styles of Creatively Gifted Children" (Joan Franklin Smutny); (14) "The Millennium: A Time for Looking Forward and Looking Back" (E. Paul Torrance); and (15) "Must-Have Books for Educators of the Gifted and Talented" (Jerry Flack). (Some articles include references.) (CR) ED477217 Illinois Association for Gifted Children Journal, 2003. Illinois Association for Gifted Children Journal 2003 2003-00-00 66 Illinois Association for Gifted Children, 800 E. Northeast Highway, Suite 610, Palatine, IL 60067-6512 (nonmembers, $25). Tel: 847-963-1892; Fax: 847-963-1893. N/A 2004 8/19/2004 21:28:19 RIEJAN2004 Published annually. For the 2002 issue, see EC 309 629.

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Yes Access to Education Adult Literacy Agency Cooperation Client Characteristics (Human Services) Developed Nations Economically Disadvantaged Employment Potential Employment Programs Employment Services Foreign Countries Functional Literacy Illiteracy Information Needs Referral Screening Tests Testing Problems Unemployment Welfare Recipients Welfare Services Quelch, John Reports - Research Tests/Questionnaires Literacy Assessment Adult Literacy and Numeracy Australian Research Consortium, Melbourne. Victorian Centre. English A study established the extent of literacy deficits among participants in Victoria's Job Network, Job Search Training (JST) programs, and the impact that identified literacy deficits are having on job seekers' ability to participate in the Australian Job Search program and on their job seeking potential. Data were sought from 35 programs (with more than 102 sites) through a 17-item question survey instrument. The return was 57 percent. Findings indicated that as many as one in five Victorian job seekers undertaking Job Search Training as part of the Social Security mandated "mutual obligation" activity do, in fact, have significant literacy deficits. This finding pointed to a deficiency in the current assessment tool, the Job Seeker Classification Instrument, universally applied to all registered job seekers by Centrelink to categorize the level and type of Job Network assistance needed. Clearly, significant numbers of job seekers requiring literacy interventions were, inappropriately, finding their way into JST programs. The research identified another major problem--the lack of dedicated referral pathways between Job Network providers and those specialist programs that have been funded to deal with literacy issues. Mainly, JST providers relied on the local knowledge of their staff to provide appropriate referrals, but many providers surveyed complained about a lack of knowledge about appropriate support mechanisms for those job seekers with literacy deficits. (Instruments are appended.) (YLB) ED477218 Literacy Issues Within Victoria's Job Network, Job Search Training Programs. 2000-00-00 Adult, Community, and Further Education Board, Melbourne (Australia). ISBN-1-876768-21-5 39 Language Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia ($5.50 Australian). Tel: 61 3 9926 4794; Fax: 61 3 9926 4780; e-mail: davet@la.ames.vic.edu.au; Web site: http://sunsite.anu.edu.au/language-australia/publishing/. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Foreign Countries Higher Education Knowledge Base for Teaching Language Teachers Preservice Teacher Education Teacher Competencies Teacher Knowledge Teachers Teaching Skills Grenfell, Michael Reports - Research Europe Southampton Univ. (England). Centre for Language Education. English This research project examined the training of foreign language teachers in Europe. Data were collected from 32 European countries from February to June 2002. Information was also gathered from published documents, ministries of education, higher education institutions, cultural organizations, UNESCO, and teacher associations. Data were fed into a template, which was constructed to tabulate contextual details and examples of good practice. This information was used to develop case studies. Most case sites were visited personally to gather information on specific innovations and examples of good practice. Results indicated that across the 32 countries, there was great diversity in context, needs, and approaches to meeting them. There was an emerging consensus on salient issues of organization, content, and structure. In regard to language teaching methodology, the communicative imperative was becoming accepted. Results noted the need for agreement on recognition of qualifications. The paper recommends the development of: a Common European Framework of Reference for Language Teacher Training, an accreditation system to provide a basis for comparability and to recognize flexible routes to teacher certification, a voluntary program of quality assurance, and a support network for language teacher training. Two appendixes describe the case studies and offer a professional of the European language teacher. (Contains 21 references.) (SM) ED477219 The Training of Foreign Language Teachers: Recent Developments in Europe. Occasional Paper. 2003-02-00 34 Centre for Language in Education, Research & Graduate School of Education, University of Southampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Cultural Awareness Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Multilingualism Public Policy Second Language Instruction Second Language Learning Reports - Descriptive United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This paper responds to the Nuffield Languages Inquiry regarding the following: what language capabilities the United Kingdom (UK) will need in the next 20 years to fulfill its economic, strategic, social, and cultural goals and aspirations; the extent to which current policies and arrangements meet these needs; and strategic planning and initiatives needed. In recent decades, English has achieved an unprecedented world role, but current patterns of world demography and population are rapidly changing the relative numbers of first language speakers for significant languages. Thus, the UK must provide foreign language training as an integral part of education for all citizens. Citizens must become proficient in at least one major language of the European Union (French, German, and Spanish). The paper recommends including a language question in the Census of the Population to determine the range of languages spoken. The United Kingdom lacks coordination from one sector to the next at all levels of foreign language learning. A shortage of foreign language teachers is a critical problem. It is necessary to recognize the interconnectedness between the development of English and other mother tongues and the move into foreign languages; language competence and awareness; and language development and the need to improvise and make mistakes in the course of learning. (Contains 17 references.) (SM) ED477220 UK Capability in Languages: Response from the Centre for Language in Education to the Nuffield Languages Inquiry. Occasional Paper. 1999-04-00 20 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Higher Education National Curriculum Second Language Instruction Second Language Learning Student Motivation Mitchell, Rosamond Speeches/Meeting Papers Student Engagement United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This paper discusses the broad educational context of the 21st century, focusing on the prevailing language landscape. It examines language use around the world, particularly the place of English as the preeminent international language, which challenges foreign language education in English-speaking countries. The paper discusses possible rationales for foreign language education in this environment, assessing the value of instrumental skills rationales (currently prevalent among learners, policymakers, and strategists) versus broader rationales with a stronger values ethos. It questions both underpinning rationales for current educational practice and arguments of the recent Nuffield Inquiry, which examined these problems. Next, the paper examines the actual pattern of foreign language education in the United Kingdom over the last 30 years, noting the impact of "languages for all" philosophies since the 1980s. The paper highlights the evolution of England's national curriculum for modern foreign languages (MFL), evaluating its use as a vehicle for motivating and engaging today's students with the process of language learning. It draws on recent research to illustrate the poor fit between the current national curriculum for and a central element of student development, their route to mastering the language system itself. Finally, the paper examines alternative approaches to foreign language curriculum and classroom practice. (Contains 60 references.) (SM) ED477221 Foreign Language Education in an Age of Global English. Occasional Paper. 2002-03-00 32 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Data Analysis Data Collection Data Interpretation Foreign Countries French Interlanguage Oral Language Second Language Instruction Second Language Learning Secondary Education Marsden, Emma Myles, Florence Rule, Sarah Mitchell, Rosamond Reports - Descriptive England United Kingdom (England) Southampton Univ. (England). Centre for Language Education. English This paper describes several methodological decisions made during a study of linguistic development of French in British classroom learners, highlighting the significance of choosing suitable tools for collecting, transcribing, and analyzing oral interlanguage data and noting the usefulness for interlanguage research of the CHILDES (Child Language Data Exchange System) procedures, which consists of three integrated components: the Talkbank database, CHAT (Codes for Human Analysis of Transcripts), and CLAN (Computerized Language Analysis). This paper is based on the Linguistic Development in Classroom Learners of French research project, which documents linguistic progression among classroom learners of French in grades 9-11, analyzes the development of morphosyntactic structures in spoken learner French, and evaluates the creative construction process and its interaction with formulaic languages among instructed learners. The paper notes general problems with the transcription and coding of French interlanguage but suggests that experiences to date with using CHILDES is encouraging. Three appendixes include elicitation tasks, CHAT symbols, and examples of preliminary transcription. (Contains 14 references.) (SM) ED477222 Oral French Interlanguage Corpora: Tools for Data Management and Analysis. Occasional Paper. 2002-09-00 17 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes English (Second Language) Foreign Countries Global Approach Second Language Instruction Second Language Learning Secondary Education Brumfit, Christopher Reports - Descriptive United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This paper examines how attitudes toward teaching English may need to change in the 21st century, noting shifts in the environment within which language teachers and learners operate that relate partly to the English language itself and partly to the political and social contexts within which it is used. The paper considers various positions relevant to different aspects of pedagogy, asserting that there are substantial differences between the role of English now and its role even a few years ago. It suggests that many earlier assumptions are no longer appropriate. The paper outlines the kinds of models that may help promote understanding of the new situation, and it suggests that there is value in seeing English teaching as a worldwide phenomenon in which the philosophies appropriate to particular countries and education systems need to show a systematic relationship to the philosophical principles underlying English teaching in other systems and other parts of the world. (Contains 10 references.) (SM) ED477223 Global English and Language Teaching in the Twenty-First Century. Occasional Paper. 2002-10-00 15 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Child Language Communication Skills Early Childhood Education Foreign Countries Language Acquisition Language Skills Mothers Parent Attitudes Parent Child Relationship Preschool Children Teacher Attitudes Flewitt, Rosie Reports - Research United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This study examined patterns and developments in the communicative strategies of 3-year-old children over the course of their first year in a small, rural playgroup. It also: identified factors in the dynamics of children's playgroup experiences that correlated with the developments observed, investigated mothers' and playgroup staffs' perceptions of the children, and considered how individual identity was created and recreated through the process of acquiring new "voices" in new social domains. Data from interviews with playgroup staff and parents, audio and video recordings of playgroup and home interactions, field notes, and a research diary indicated that playgroup staff viewed children as less confident and less able to communicate than did their mothers. There were significant differences in the quantity and type of talk in the two contexts. In the playgroup, there was a constant buzz of talk made up of a mosaic of conversations. However, compared to home, the children engaged in very few sustained exchanges, and many of their exchanges remained unfinished due to interruptions. At home, children frequently initiated and set the pace of conversational exchanges. Their home interactions tended to be dominated by talk, with body movements for emphasis. (Contains 28 references.) (SM) ED477224 Is Every Child's Voice Heard? Case Studies of 3-Year Old Children's Talk at Home and in a Pre-School Playgroup. Occasional Paper. 2002-11-00 26 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Cultural Differences Culturally Relevant Education Diversity (Student) English Foreign Countries Language Minorities Secondary Education Urban Schools Bourne, Jill Reports - Research United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This study examined the impact of linguistic and cultural diversity in two urban, British secondary schools on "how English looked" (the content and interactions of urban, multiethnic classrooms). Data were collected from two classrooms with diverse students using interviews and videotapes. In both classrooms, the teachers were working at mediating a text to the students. Both texts focused on relationships. Both lessons were led by the teacher, mainly from the front of the classroom, and involved the whole class working together for most of the period. The two teachers believed that their challenge was to make texts relevant to students' own experiences, though they went about this in different ways. In both classrooms, there was a significant congruence between the way in which the teacher viewed English and what she was producing in the English class and that which her students were able to make explicit during their interviews. (Contains 9 references.) (SM) ED477225 The Production of Subject English and English Subjects: Lessons from Culturally Diverse Urban Classrooms. Occasional Paper. 2003-02-00 16 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Cognitive Style Feedback Foreign Countries German Grammar Learning Strategies Second Language Instruction Secondary Education Teaching Methods Hogg, Ivy Reports - Descriptive Communicative Approach Southampton Univ. (England). Centre for Language Education. English This paper examines the possible role of grammar throughout Key Stages 3 and 4 in the modern language curriculum where communication is the central tenet. It also discusses how total or virtually total use of target language (German) in the classroom can help deal with the dichotomy of grammar versus communication and bring about an integrated approach, marrying form and function. The paper asserts that grammar can be an integral part of the communicative approach, using total target language skills as the link. It highlights: what grammar means; grammar's role; planning for the inclusion of grammar in the modern languages curriculum; grammar's place in the communicative approach; grammar should always be second to meaning and in context; different learner needs; language chunks versus breakdown; the high or low value of language to the learner; modified language; focusing on form; target language versus mother tongue; the extent to which grammatical terminology should be used; when and how to give corrective feedback; rule discovery by the learner; grammar notes made by learners; learning styles and strategies; revisiting, refinement, and extension; a place for grammar in the four skill areas; a departmental approach; and the department's role. The paper concludes that grammar does have a place in the communicative approach. (Contains 12 references.) (SM) ED477226 Marrying Form and Function: A Place for Grammar and Total Target Language in the Secondary Modern Foreign Languages Classroom. Occasional Paper. 1998-09-00 36 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Adult Learning Computational Linguistics Databases Foreign Countries Human Capital Lifelong Learning Socioeconomic Influences Sociolinguistics Piper, Alison Reports - Research Southampton Univ. (England). Centre for Language Education. English This paper demonstrates how a linguistic analysis of lifelong learning as a cultural keyword can be carried out in the context of a particular socioeconomic model with which it is associated, human capital, focusing on the dynamics of their relationship. Study data include a 900,000-word corpus of the recent British and European Union literature on lifelong learning (official publications, newspaper reports, and educational critiques), as well as a larger standard corpus used for reference. Using corpus linguistic methods to study its collocational behavior, key features of the syntax and semantics of lifelong learning are compared with the behavior of the word "learning" as it occurs in general use, and the sociocultural connotations of these features are interpreted and compared with the assumptions of human capital theory. The recurrent wordings that occur in the environment of lifelong learning demonstrate that its participants and processes are extending the meaning of "learning" as a socioeconomic activity and make it possible to show how linguistic categories become social categories). (Contains 37 references.) (SM) ED477227 Lifelong Learning, Human Capital, and the Soundbite. Occasional Paper. 1998-11-00 31 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 8/19/2004 21:28:39 RIEJAN2004

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Yes Foreign Countries French Internet Language Maintenance Language Planning Public Policy Sociolinguistics Teaching Methods Tattersall, Alex Reports - Descriptive Language Contact Anglicisms France France Southampton Univ. (England). Centre for Language Education. English This paper examines the influence of the Internet on the French language from a predominantly sociolinguistic perspective, noting the main areas of debate between francophone businesses, governments, and "Institutions de la Francophonie," while considering theories of language in contact and language policy. It analyzes a number of arbitrarily-selected, current, France-based, francophone Web sites in order to ascertain the level of influence of Internet-specific, English technical terminology on the French language (neologisms and Anglicisms, types of Anglicism, semantic Anglicisms, lexical Anglicisms, and graphical Anglicisms). The paper identifies and isolates linguistic tendencies that may provide clues about the reasons for this influence, and it verifies the existence of concrete evidence to justify French Minister for Justice Jacques Toubon's 1997 statement, "The dominant usage of English on the Internet is a new form of colonization. If we do nothing, it will be too late [...] we will be colonized." Three appendixes present a database of Anglicisms, a database of acronyms, and a list of French sample Web sites. (Contains references including books, Web sites, and dictionaries). (SM) ED477228 The Internet and the French Language. Occasional Paper. 2003-03-00 33 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Information Technology Language Maintenance Language Role Language Variation Second Language Instruction Sociolinguistics Uncommonly Taught Languages Hilmarsson-Dunn, Amanda Reports - Descriptive Iceland Language Change Iceland Southampton Univ. (England). Centre for Language Education. English The Icelandic language has a long and stable history, and Old Icelandic is still accessible to modern day Icelanders. This is despite being ruled from Denmark, with influence by the Danish language, for about 500 years. Icelandic may now be under a more serious threat from the onslaught of English. This paper evaluates the linguistic situation in Iceland, assessing whether language maintenance or change is the likely outcome. It shows how social factors such as age, gender, and education have influenced spoken Icelandic and how purist language policies have attempted to stamp out any variations. Iceland's strong social network has resisted change over the centuries, while the other Nordic languages have undergone dramatic changes, particularly in morphology. This resistance has been due in part to pride in their strong literary tradition and high literacy levels. At the same time, Icelandic has assimilated foreign words throughout its history, and it is likely that foreign vocabulary (predominantly English) will continue to be assimilated, and many neologisms will be invented. Information technology is the largest threat to the use of Icelandic. The globalization of English, although having an enormous impact in Iceland is also having the effect of strengthening Icelandic's resistance to change. (Contains 25 references.) (SM) ED477229 Icelandic: Linguistic Maintenance or Change? The Role of English. Occasional Paper. 2003-03-00 23 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes English (Second Language) Foreign Countries German Sociolinguistics Harris, Gabriele Reports - Descriptive Language Contact Germany Language Change Germany Southampton Univ. (England). Centre for Language Education. English This paper investigates the impact of English as an international language on the German language and society. Even though English has influenced German linguistically for many years, the growing importance of English as a global language, and the increasingly dominant lingua franca in Europe, has drastically increased the presence of English in many domains of German life. This paper examines the role of English in contemporary German society, its impact on the German language, and attitudes toward English and the language change attributed to the influence of English. It concludes that, even though English has no official status in Germany, it plays an important role in many domains and is actively and passively used by many Germans. English has high prestige because it is considered a vital precondition for economic success. It is offered to most elementary school children at ever-younger ages as their first foreign language. English also serves as cultural identification in contemporary Germany. It is viewed as a symbol of internationalism and signals a new German identity that breaks with a nationalist past. German, like other languages, is undergoing rapid language change in response to fast technological, economic, and social change globally. An appendix presents examples of transference from English. (Contains 19 references.) (SM) ED477230 Global English and German Today. Occasional Paper. 2003-03-00 17 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Cognitive Processes Communication Skills Early Childhood Education Educational Research Elementary Education Foreign Countries Interpersonal Competence Language Acquisition Play Problem Solving Research Methodology Student Behavior Student Evaluation Teacher Expectations of Students Teacher Student Relationship Teaching Methods Thinking Skills Time Factors (Learning) Young Children Payler, Jane, Comp. Reports - Descriptive United Kingdom United Kingdom Southampton Univ. (England). Centre for Language Education. English This paper presents a collection of studies that examine interactions in preschool and school settings around the time of school entry. The studies are loosely organized around five themes: (1) differences between intended and experienced curricula, and intended and experienced patterns of interaction; (2) contingent and responsive nature of successful teaching and its dependence on capturing and recruiting interest, staying one step ahead of the learner, creating joint understanding, guiding the child to make links, and the importance of fully noting the social, affective, and intellectual aspects of the child's understanding; (3) effect of expectations on patterns of interaction and ultimately on learning outcome; (4) specific and characteristic nature of school discourse, its potential for restricting child-adult interactions, and its potential for making explicit though more often leaving implicit the nature, purposes, and principles of the learning to be undertaken; and (5) importance of the similarities or differences between children's previous broadly-defined learning experiences, such as language use, access to resources, and type of support in using resources, and their school performance. The studies suggest a wide range of investigative strategies and foci, including input/output, quantitative monitoring of types or aspects of interaction, action research, ethnographic study, focus on language and meanings, and focus on actions. (SM) ED477231 Interaction in Pre-School and School Settings Around the Time of School Entry. Briefing Document. 2002-01-00 18 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: jm10@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Annotated Bibliographies Cultural Differences Cultural Influences Diglossia Foreign Countries Language Minorities Language Planning Multilingualism Political Influences Power Structure Public Policy Social Influences Sociolinguistics Ioannidou, Elena, Comp. Reference Materials - Bibliographies Standardization Greece Japan Pakistan Greece Japan Pakistan Southampton Univ. (England). Centre for Language Education. English This annotated bibliography presents studies that address the interplay of power and ideology in language policy. The studies assert that all the conflicts and oppositions between groups, disguised as either language, ethnic, or social movements, have the same basic aim: the quest for power and inclusiveness in the mechanisms of the state. The first part presents books that address the concept of language in relation to politics and power from a wider perspective. The second part focuses on more specific examples of language planning and language policy. The third part deals with the concept of prescriptivism in language from two different perspectives: language standardization and language purism. The last part presents some case studies from Pakistan, Greece, and Japan to show how the issues of linguistic policy, power, and ideology are conceptualized and implemented in specific contexts internationally. (SM) ED477232 The Battlefield of Language: The Interplay of Power and Ideology in Language Policy. Briefing Document. 1999-06-00 11 Centre for Language in Education, Research & Graduate School of Education, University of Southhampton, Southampton SO17 1BJ, England, United Kingdom. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: jm10@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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No College Students Disabilities Foreign Countries Higher Education Limited English Speaking Special Needs Students Teaching Methods Powell, Stuart, Ed. Books Collected Works - General Guides - Non-Classroom English This book addresses the issues raised by the Special Educational Needs and Disability Act (SENDA), which came into force in the United Kingdom in 2002. Chapters in the collection explore the learning requirements of any student who needs special teaching, whether because of limited English proficiency or disabilities. Part 1, "Introduction," contains: (1) "Special Teaching in Higher Education" (Stuart Powell). Part 2, "The Context for Change," contains: (2) "From exclusion to Inclusion: Some Lessons from Abroad" (Jeremy Cooper); and (3) "Communications and Information Technology (C&IT) for Disabled Students" (Martyn Cooper). Part 3, "Visual and Auditory Impairments: Physical Disability," contains: (4) "Supporting Deaf Students in Higher Education" (Joy Jarvis and Pamela Knight); (5) "Students with Visual Impairment" (Archie W. N. Roy); (6) "Able Student, Disabled Person: Access to Courses in Higher Education by Students with Physical Disabilities" (Alan V. Jones and Christopher Hopkins); and (7) "Issues for Pedagogy (1)" (Stuart Powell). Part 4, "Specific Learning Issues," contains: (8) "Students with Dyslexia and Other Specific Learning Difficulties" (Stella Cottrell); (9) "Overseas Learners of English in Higher Education" (Tim Parke); (10) "Students with Autism and Asperger's Syndrome" (Tim Luckett and Stuart Powell); and (11) "Issues for Pedagogy (2)" (Stuart Powell). Part 5, "Mental Health Issues," contains; (12) "Students with Schizophrenia in Higher Education" (James Wade); (13) "Psychiatrically Vulnerable Students: Stress, Emotional Disturbance" (Marty Davies and Caralinda Jefferies); and (14) "Issues for Pedagogy (3)" (Stuart Powell). Each chapter contains references. (SLD) ED477233 Special Teaching in Higher Education: Successful Strategies for Access and Inclusion. 2003-00-00 ISBN-0-7494-3611-5 224 Stylus Publishing LLC, P.O. Box 605, Herndon, VA 20172-0605 (paperback: ISBN-0-7494-3611-5, $32.50; clothbound: ISBN-0-7494-3610-7, $75). Tel: 800-232-0223 (Toll Free); Tel: 703-661-1581; Fax: 703-661-1501; Web site: http://www.styluspub.com. N/A 2004 8/19/2004 21:28:51 RIEJAN2004

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No Educational History Global Education Higher Education International Education de Wit, Hans Books Reports - Descriptive Internationalism ISSN-1531-8087 English This book provides a critical tour of the internationalization of higher education, which has become an important issue in the development of higher education. Part 1, "The Historical Development of the Internationalization of Higher Education: A Comparative Study of the United States of America and Europe," contains: (1) "The Historical Context of the Internationalization of Higher Education"; (2) "The International Dimension of Higher Education in the United States of America"; (3) "The International Dimension of Higher Education in Europe"; and (4) "The Development of Internationalization of Higher Education in the United States of America and Europe: A Comparison." Part 2, "The Internationalization of Higher Education: A Conceptual Framework," contains: (5) "Rationales for the Internationalization of Higher Education"; (6) "Meanings of and Approaches to International Education and the Internationalization of Higher Education"; and (7) "Strategies and Organization Models for the Internationalization of Higher Education." Part 3, "Thematic Issues in the Internationalization of Higher Education," contains: (8) "Globalization, Regionalization, and the Internationalization of Higher Education"; (9) "Quality and the Internationalization of Higher Education"; (10) "The Emergence of English as the Common Language in Higher Education"; (11) "The Rise of Regional and International Academic Networks and Alliances"; (12) "Internationalization of Higher Education as a Research Area"; and (13) "Summary and Conclusions." (Contains 9 figures and 274 references.) (SLD) ED477234 Internationalization of Higher Education in the United States of America and Europe: A Historical, Comparative, and Conceptual Analysis. Greenwood Studies in Higher Education. 2002-00-00 ISBN-0-313-32075-6 270 Greenwood Publishing Group, 88 Post Road West, Westport, CT 06881 ($74.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No College Students Higher Education Partnerships in Education School Business Relationship Service Learning Jacoby, Barbara Books Collected Works - General Guides - Non-Classroom English The chapters in this collection contain information, exemplary models, and practical tools to make service-learning succeed. The chapters are: (1) "Fundamentals of Service-Learning Partnerships" (Barbara Jacoby); (2) "Developing a Theory and Practice of Campus-Community Partnerships" (Sandra Enos and Keith Morton); (3) "Assessment as a Means of Building Service-Learning Partnerships" (Sherril B. Gelmon); (4) "Developing Collaborative Student Affairs--Academic Affairs Partnerships for Service-Learning"; (5) "Partnerships with Students" (Irene Fisher and Shannon Huff Wilson); (6) "Developing an Infrastructure for Service-Learning and Community Engagement" (Jennifer M. Pigza and Marie L. Troppe); (7) "Partnerships among Colleges and Universities for Service-Learning" (James Birge, Brooke Bearid, and Jan Torres); (8) "Principles and Profiles of Exemplary Partnerships with Community Agencies" (Susan R. Jones); (9) "Partnerships with Elementary and Secondary Education" (Terry Pickeral); (10) "Empowering Residents and Students To Rebuild Neighborhoods: A Case Study" (Janni Sorensen, Kennert M. Reardon, and Cathy Klump); (11) "Partnerships for Collaborative Action Research" (Philip Nyden); (12) "Involving Corporate Partners" (Stacey Riemer and Joshua McKeown); (13) "Partnerships for International Service-Learning" (Linda A. Chisholm); (14) "Civic Renewal: A Powerful Framework for Advancing Service Learning" (Elizabeth Hollander and Matthew Hartley); and (15) "Building Service-Learning Partnerships for the Future" (Barbara Jacoby). Each chapter contains references. (SLD) ED477235 Building Partnerships for Service-Learning. The Jossey-Bass Higher and Adult Education Series. 2003-03-14 360 Customer Care Center-Consumer Accounts, 10475 Crosspoint Boulevard, Indianapolis, IL 46256 ($35). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com. N/A 2004 8/19/2004 21:28:54 RIEJAN2004

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No Administrators Distance Education Educational Administration Educational Policy Financial Policy Higher Education Institutional Administration Berg, Gary A. Books Reports - Research American Council on Education, Washington, DC. English This book reports on a study that examined the reasons colleges are making commitments to distance learning, reasons that range from the philosophical to the purely commercial. The chapters are: (1) "Review of Surveys on Technology and Distance Learning in Higher Education"; (2) "Review of Literature on Administration of Distance Learning in Higher Education"; (3) "Review of Distance Learning Pedagogical Literature"; (4) "Review of Literature on Market Approaches to Administration in Higher Education"; (5) "Research Methodology"; (6) "Institutional Motivation for Using Distance Learning"; (7) "Administrative Practices"; (8) "Commercialization Indicators"; (9) "Administrative Motive Effect on Pedagogy"; and (10) "Conclusion." Eight appendixes contain instruments used in the study and a list of participating institutions. (SLD) ED477236 Why Distance Learning? Higher Education Administrative Practices. ACE/Praeger Series on Higher Education. 2002-00-00 ISBN-1-57356-530-X 208 Greenwood Publishing Group, 88 Post Road West, Westport, CT 06881 ($39.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com. N/A 2004 8/19/2004 21:28:55 RIEJAN2004 Foreword by Jack H. Schuster.

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No Distance Education Educational Technology Higher Education Information Technology Technological Advancement Duderstadt, James J. Atkins, Daniel E. Van Houweling, Douglas Books Reports - Evaluative Digital Technology American Council on Education, Washington, DC. English This book is designed to help colleges and universities and their various stakeholders in responding to the challenges and opportunities presented by digital technology in a way that strengthens and enhances the traditional roles of higher education. The chapters of part 1, "Introduction," are: (1) "Higher Education Faces a Brave New World"; and (2) "The Evolution of Information Technology." Part 2, "Issues, Trends, and Themes," contains: (3) "The Impact of Information Technology on the Activities of the University"; (4) "The Impact of Information Technology in the Form, Function, and Financing of the University"; (5) "The Impact of Information Technology on the Higher Education Enterprise"; and (6) "Visions for the Future of the University." Part 3, "Strategies and Recommendations," contains: (7) "Institutional Strategies"; (8) "Responding to Market Forces"; (9) "Addressing the Needs of the Nation"; and (10) "The Future of the University in the Digital Age." (Contains 62 references.) (SLD) ED477237 Higher Education in the Digital Age: Technology Issues and Strategies for American Colleges and Universities. ACE/Praeger Series on Higher Education. 2002-00-00 ISBN-1-57356-520-2 288 Greenwood Publishing Group, 88 Post Road West, Westport, CT 06881 ($39.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No College Faculty Higher Education Learning Professional Development Student Evaluation Teaching Methods Fry, Heather Ketteridge, Steve Marshall, Stephanie Books Collected Works - General Guides - Non-Classroom English This handbook, aimed primarily at the inexperienced teacher in higher education, but useful also for the more experienced faculty member, provides practical advice on teaching, learning, and assessment that incorporates recent research findings. Following a "User's Guide" (Heather Fry, Steve Ketteridge, and Stephanie Marshall), the chapters of part 1, "Development of Practice," are: (2) "Understanding Student Learning" (Heather Fry, Steve Ketteridge, and Stephanie Marshall); (3) "Organizing Teaching and Learning: Outcomes-based Planning" (Vaneeta-Marie D'Andrea); (4) "Principles of Student Assessment" (Richard Wakeford); (5) "Encouraging Student Motivation" (Stephen E. Newstead and Sherria Hoskins); (6) "Lecturing for Learning" (Jennifer Horgan); (7) "Teaching and Learning in Small Groups" (Sandra Griffiths); (8) "Supervising Projects and Dissertations" (Stephanie Marshall); (9) "Teaching and Learning for Student Skills Development" (Stephen Fallows)); (10) "Supporting Learning from Experience" (Liz Beaty); (11) "Virtual Space, Real Learning: An Introduction to VLEs" (John Pettit and Robin Mason); (12) "Supporting Student Learning" (David Gosling); (13) "Assuring Quality and Standards in Teaching" (Judy McKimm); and (14) "The Evaluation of Teaching" (Dai Hounsell). Part 2, "Development of the Academic for Teaching and Learning," contains: (15) "Reflective Practice" (Margot Brown, Heather Fry, and Stephanie Marshall); (16) "Observation of Teaching" (Hazel Fullerton); and (17) "Teaching Portfolios" (Heather Fry and Steve Ketteridge). Part 3, "Working in Discipline-Specific Areas," contains: (18) "Key Aspects of Teaching and Learning in Experimental Sciences and Engineering" (Tina Overton); (19) "Key Aspects of Teaching and Learning in Information and Computer Sciences" (Gerry McAllister and Sylvia Alexander); (20) "Key Aspects of Teaching and Learning in Arts, Humanities, and Social Sciences" (Philip W. Martin); (21) "Key Aspects of Teaching and Learning in Nursing and Midwifery" (Della Freeth and Pam Parker); (22) "Key Aspects of Teaching and Learning in Languages" (Carol Gray and John Klapper); (23) "Key Aspects of Teaching and Learning in Medicine and Dentistry" (Adam Feather and Heather Fry); (24) "Key Aspects of Teaching and Learning in Accounting, Business and Management" (Ursula Lucas and Peter Milford); and (25) "Key Aspects of Teaching and Learning in Mathematics and Statistics" (Joe Kyle). Chapters contain case studies, practice tips, and suggestions for further reading. Most chapters contain references. (SLD) ED477238 A Handbook for Teaching & Learning in Higher Education: Enhancing Academic Practice. Second Edition. 2003-00-00 ISBN-0-7494-3799-5 449 Stylus Publishing LLC, P.O. Box 605, Herndon, VA 20172-0605 ($39.95). Tel: 800-232-0223 (Toll Free); Tel: 703-661-1581; Fax: 703-661-1501; Web site: http://www.styluspub.com. N/A 2004 8/19/2004 21:28:59 RIEJAN2004 For the first edition, see ED 439 656.

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Yes College Freshmen Data Analysis Educational Experience Higher Education Resources Paulson, Karen Guides - Non-Classroom Non-Print Media National Center for Higher Education Management Systems, Boulder, CO. English This "toolkit" provides a process by which institutions can identify and use information resources to enhance the experiences and outcomes of first-year students. The toolkit contains a "Technical Manual" designed for use by the technical personnel who will be conducting the data audit and associated analyses. Administrators who want more information about the data audit may also be interested in the manual. "The Administrative Rationale" is a booklet designed for administrators who need to know the basic premise and a general overview of the data audit process in order to champion it on campus. A CD-ROM is included. This CD contains the complete Technical Manual and the standard reporting templates for the Data Audit and Analysis. A three-ring binder is part of the kit. This binder contains the manuals and holds the CD-ROM. The templates in the Technical Manual can be easily copied from the binder. A leaflet, "What Is Happening with First Year Students," describes the toolkit and its constituent parts, and outlines kit use. (SLD) ED477239 A Data Audit and Analysis Toolkit To Support Assessment of the First College Year. 2003-01-00 Pew Charitable Trusts, Philadelphia, PA. 222 NCHEMS Publications, P.O. Box 9752, Boulder, CO 80301-9752 ($50). Fax: 303-497-9752. N/A 2004 8/19/2004 21:29:02 RIEJAN2004 Also prepared by the Policy Center on the First Year of College, Brevard, NC. Support also provided by the Atlantic Philanthropies. CD-ROM not available from ERIC.

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Yes College Admission College Students Community Colleges Dual Enrollment Educational Policy Enrollment Trends High School Students High Schools Higher Education State Programs Duffy, Daniel Reports - Research Tests/Questionnaires New Jersey Ocean County College NJ New Jersey English Postsecondary Options (POS) or Dual Enrollment (DE) legislation has been enacted in 38 states to permit high school students to enroll simultaneously in high school and college courses. This study contributed to the policy discussion by exploring the parameters of policies on dual/concurrent enrollment in New Jersey and Ocean County College (a New Jersey community college) that relate to the admission of high school juniors and seniors to higher education. Data were gathered through a survey completed by 26 students and interviews with 4 administrators at the college. Quantitative data are organized into these areas: (1) student and academic support; (2) staff responsiveness; (3) quality teaching; (4) understanding of educational requirements; and (5) acceptance of high school students at the college. Qualitative data were collected about marketing of the programs, the decision to enroll, plans for use of credits, benefits of enrollment, perception of Ocean County College, and recommendations for improvement of the plan. Findings show many advantages to the dual enrollment plan, but also suggest that the future success of dual and concurrent enrollment at Ocean County College depends on the transition from the loosely coupled linkage at present to a more tightly coupled relationship between Ocean County high schools and Ocean County College. Three appendixes contain two data tables and the study survey. (Contains 2 tables and 24 references.) (SLD) ED477240 Postsecondary Enrollment Opportunities for High School Juniors and Seniors: A Foundation for Creating a Seamless High School to College Transition. 2002-00-00 44 N/A 2004 2016-11-21

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Yes College Students Debt (Financial) Federal Legislation Higher Education Need Analysis (Student Financial Aid) Regression (Statistics) Student Financial Aid Officers Student Loan Programs Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office Monitoring General Accounting Office, Washington, DC. English This study was conducted to determine how often federal financial aid recipients received aid that was greater than their federally defined need and what cost or other implications might result from changing the Higher Education Act (HEA) to limit such aid. Data came from the 1999-2000 National Postsecondary Student Aid Study for full-time, full-year undergraduates. Researchers developed a multiple regression model to identify student, school, and financial aid package characteristics associated with receiving aid greater than student need. Federal laws and regulations were reviewed, and interviews were held with officials at the U. S. Department of Education. Findings show that in school year 1999-2000, of the 3.4 million full-time/full-year federal aid recipients, 22% (732,000) received a total of $2.96 billion in financial aid that was greater than their federally defined financial aid. Of these, 628,000 received an estimated $2.72 billion in such aid by obtaining nonneed-based loans, identified as substitutable loams, that families borrow to meet their expected family contribution. Another 104,000 federal aid recipients received an estimated $238 million in such aid as a result of receiving aid from federal and nonfederal sources. Changing the HEA to limit aid greater than students' federally defined financial need is not likely to achieve significant savings, although the use of nonsubstitutable loans may increase overall student indebtedness. The General Accounting Office (GAO) recommends that the U.S. Department of Education monitor the impact of such loans on student loan debt burden and if debt burden rises substantially, the Department should develop alternatives to help students manage student loan debt burden. Four appendixes discuss the objectives, scope, and methodology, describe logistic regression, present comments from the Department of Education, and list GAO contacts and staff members. (SLD) ED477241 Student Financial Aid: Monitoring Aid Greater Than Federally Defined Need Could Help Address Student Loan Indebtedness. Report to the Honorable Rod Paige, Secretary of Education. 2003-04-00 39 U.S. General Accounting Office, 441 G Street NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061. N/A 2004 2016-11-21

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Yes Academic Achievement Agricultural Education Cognitive Style Comparative Analysis High Schools High Stakes Tests Outcomes of Education Raw Scores Standardized Tests Student Characteristics Student Evaluation Test Bias Test Interpretation Test Results Test Use Test Validity Testing Problems Vocational Education Elliot, Jack Zimmerman, Augusta Reports - Research Speeches/Meeting Papers Career and Technical Education Stanford Achievement Tests Arizona Arizona Stanford Achievement Tests English A study using the static-group research design was performed comparing the raw standardized Stanford 9 high stakes test scores of career and technical education (CTE) students with those of other students while controlling for extraneous variables such as learning styles, special populations, gender, race, and ethnicity. Two thousand high school students in three Arizona school districts (urban, suburban, and rural) were in the study. The Stanford 9 test instruments used were developed for the Arizona Department of Education and are given to all Arizona students. The "Learning Styles" assessment was given to the students participating in the study. Test scores on the Stanford 9 were analyzed using the Statistical Package for the Social Sciences (SPSS 10.0) using frequencies, means, standard deviations, correlations, and regression. Students receiving Individualized Vocational Education Plans had higher Stanford 9 tests than those eligible but not receiving them. Students with CTE concentrations were not significantly associated with higher or lower test scores. The researchers concluded that CTE students will always do worse on raw score comparisons, but when extraneous variables are controlled for, there is no difference between CTE and other students. Consequently, they concluded, raw score comparisons are inappropriate because the groups are different. (Contains 14 references and an extensive glossary) (SLR) ED477242 A Comparison Between Career and Technical Education and Other Students on a High Stakes Test. 2002-04-25 15 N/A 2004 2016-11-21

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No Adult Education Adult Educators Adult Learning Adult Students Class Activities Classroom Techniques College Faculty Developed Nations Foreign Countries Group Dynamics Group Instruction Mentors Student Evaluation Student Interests Student Motivation Student Participation Teaching Guides Teaching Methods Rogers, Jenny Books Guides - Non-Classroom Great Britain Group Facilitation United Kingdom (Great Britain) English Aimed at anyone who wants to know how to teach adults, this guide aims to build confidence, offer practical advice, and give the real-life flavor of helping fellow adults develop. Chapter 1 addresses adult learners: mindsets, motivation, and learning (learning cycle, learning styles, relevance, reinforcement and practice, experience, learning to learn, learner-centered). Chapter 2 considers when and how to give feedback. Chapter 3 covers tutors and groups, including group behavior, best teaching styles, anxieties, tutor influence, leadership style, working in groups, group lifecycle, relationships in the group, transactional analysis, and difficulties. Chapter 4 discusses approaches to mixed ability groups. Chapter 5 focuses on preparing for, conducting, and evaluating the first session. Chapter 6 describes and gives suggestions for these two teaching methods: lectures and demonstrations. Chapter 7 discusses teaching methods to involve learners, including case studies, role play, simulation, and games. Chapter 8 describes facilitation through discussion and necessary core skills. Chapter 9 focuses on tutoring open learners, including disadvantages and advantages for students and tutors, course quality, and giving feedback. Chapter 10, on coaching and mentoring, covers giving advice, responses, coach's role, three levels of listening, and a coaching session format. Chapter 11 looks at why evaluate, who evaluates, and what to evaluate against. Appendixes include a 27-item bibliography and index. (YLB) ED477243 Adults Learning. Fourth Edition. 2001-00-00 ISBN-0-335-20677-8 Practitioners Teachers 225 Open University Press, McGraw-Hill Education, Shoppenhangers Road, Maidenhead, Berkshire SL6 2QL, UK (14.99 British pounds). Tel: 44 (0)1628 502500; Fax: 44 (0)1628 635895; e-mail: emea_queries@mcgraw-hill.com; Web site: http://www.mcgraw-hill.co.uk/openup/index.html. N/A 2004 2016-11-21

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No Adult Education Educational Technology Human Resources Job Skills Job Training Labor Force Development Needs Assessment Performance Technology Staff Development Strategic Planning Technological Advancement Trainers Training Methods Training Objectives Transfer of Training Work Environment Burke, Lisa A., Ed. Books Guides - Non-Classroom Trainer Role English Designed for front-line training professionals, this book addresses the most pressing issues in the training and development field (T&D). "Introduction" (Lisa A. Burke) discusses the importance of viewing training as a subsystem of human resources, training as a systematic process, and indicators of high impact training. "Strategic Training: Creating Advantage and Adding Value" (Joseph V. Wilson III) defines strategic training and examines how cutting-edge T&D professionals are using T&D as a solution to business and performance problems. "Needs Assessment: Analyzing Performance Issues and Determining Solutions" (Jennifer W. Guidry, Janice L. Simmons) examines how trainers can determine when training is really needed, when it is not the answer, and how to tell the difference."Technological Advancements in Training Design, Delivery, Support, and Administration" (Larry A. Pace) discusses the distinct characteristics, advantages, and disadvantages of emerging delivery and support technologies and the situations in which they make the most sense to exploit. "Training Transfer: Ensuring Training Gets Used on the Job" (Lisa A. Burke) discusses factors that influence transfer and advances a simplified framework for tackling the transfer dilemma, one that identifies specific and practical actions that trainers, trainees, and managers can invoke to effectively increase the extent of training transfer. "Holistic Training and Development: Beyond Classroom Solutions" (L. Michael Wykes) examines the growing trend of focusing on performance solutions versus training programs instead of being program developers and instructors, training professionals are becoming performance engineers. "Raising the Bar: High-Impact Trainer Roles in the New Workplace" (Jennifer W. Guidry) discusses traditional trainer roles and how to execute them for maximum impact and introduces three new roles for trainers: change ambassador, internal marketer, and spiritual guide. "Final Observations" (Lisa A. Burke) elaborates upon practical applications. Appendixes include 73 print resources, 19 Internet sites, and index. (YLB) ED477244 High-Impact Training Solutions: Top Issues Troubling Trainers. 2001-00-00 ISBN-1-56720-446-5 Practitioners Teachers 189 Greenwood Publishing Group (Quorum Books), Customer Service, 88 Post Road West, Westport, CT 06881-5007 ($69.95). Tel: 800-225-5800; Fax: 603-431-2214; e-mail: customer-service@greenwood.com; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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Yes Action Research Adult Education Adult Learning Adult Literacy Data Interpretation Developed Nations Developing Nations Educational Philosophy Educational Research Foreign Countries Inplant Programs Job Training Literacy Education Nurses Phenomenology Qualitative Research Research Methodology Transformative Learning Womens Education Willis, Peter, Ed. Neville, Bernie, Ed. Books Reports - Research Australia Brazil Steiner (Rudolf) Australia Brazil English This collection of 20 papers is aimed at researchers, research students, and research supervisors interested in qualitative research into facilitated adult learning in the workplace, formal education programs, professional development, and community settings. "Introduction" (Willis) provides a summary of the papers. "Qualitative Inquiry: Meaning and Menace for Educational Researchers" (Garman) introduces two kinds of knowledge and identifies three communities of discourse inside approaches to qualitative research. The papers that follow are grouped in four loose clusters. Five papers in the first group have a commonality around social elements in adult learning, education, and research: "On Becoming a Meditator: Reflections on Adult Learning and Social Context" (McIntyre); "Bread and Sex: Learning in Brazilian Women's Organizations" (Foley); "Learning Centers and Community Houses: Twelve More Years" (Neville); "Ethics of Ethics Committees" (Crotty); and "Contribution of Dr. Rudolf Steiner to Adult Education: Australian Perspective" (Stehlik). These three papers in the second group are concerned with elements of interpretation in various forms of qualitative research: "Multi-Storied Approach to the Analysis and Interpretation of Interview Transcript Data" (Grant); "Archetypal Investigation of the Experience of Infertility in Women: Observations Drawn from a Ph.D. in Progress" (Fiske); and "Enquiry into Writing in the Process of Transformation" (Coates). These five papers in the third group deal with the theory and practice of phenomenology: "Difficulties of Using Phenomenology: Novice Researcher's Experience" (Ehrich); "Representation and Interpretation in Phenomenological Research" (Willis); "Capturing the Experience of the Clinical Nurse Specialist through Phenomenology" (Borbasi); "Hidden Spaces of Adult Literacy Education: Phenomenological Study of Personal Transformation" (Campbell); and Doing Phenomenology" (Crotty). These six papers in the last section focus on elements of qualitative research practice: "Visible Politics: Postgraduate Study and Adult Education Research" (Shore); "John Thomas, the Meno, and Research" (Claydon); "At Sea Beginning to Do Qualitative Research from and for Whom does Knowing and the Known Emanate?" (Arnold); "Reflections on the Role of an Evaluator" (Harris); "Course Design as Action Research" (Mulligan); and"Autobiography, Experiential Learning, and Discourse in Context: A Thesis in Evolution" (Waterhouse). An index is appended. (YLB) ED477245 Qualitative Research Practice in Adult Education. 1996-00-00 ISBN-1-86355-056-9 Researchers 362 N/A 2004 2016-11-21

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No Alternative Teacher Certification Business Education Business Education Teachers Competency Based Education Computer Literacy Developing Nations Educational Research Foreign Countries Higher Education Internet Job Skills Postsecondary Education Secondary Education Teacher Education Teacher Supply and Demand Technology Education Chalupa, Marilyn R., Ed. Collected Works - Serials Reports - Research Europe (Central) Ohio United States California California Europe Ohio United States National Business Education Association, Reston, VA. English This issue includes research that addresses the needs and the future of business education, its competencies, curriculum, technology, and ethics. "Editorial Comment: Calling All Business Educators What Can We Do?" (Chalupa) provides an overview of the issue. "Business Education in the United States: 1991-2000 National Association for Business Teacher Education Survey Results" (Perreault) identifies two areas of major change increase in technology courses and addition of online courses or programs. "Alternative Teacher Education Licensure/Certification for Business Educators" (Perreault et al.) examines the need for a model. "Competencies Required in the 21st Century of Entry-Level Fortune 500 Employees with Four-Year Business Degrees" (Porterfield, Forde) identifies important skills. "Curriculum Revision and Implementation: Implications for Business Teacher Education" (Williams) researches curriculum revision and standards implementation. "The Demand for Business Education Teachers in California as Perceived by Middle School and High School Principals" (Wilson, Plutsky) concludes teachers are and will be in demand. "21st Century Entry-Level Computer Skills Needed by Fortune 500 and Small Business Employees in Central Ohio" (Olinzock, Lazarony) finds neither size of business felt authoring an Internet Web page using HTML and integrating multimedia sound or video files were necessary skills. "An Analysis of the Status of Internet Usage Policy Among AACSB (International Association for Management Education) Schools" (Szul, McPherson) indicated a majority had an established policy. "Student Perceptions of the Effectiveness of Web-Based Courses" (Schramm et al.) reports student evaluations are generally positive. "Academic Dishonesty of Business Students in Selected Central Europe and United States Universities" (Lupton, Klemin) suggests Central European students engaged in more examination cheating. (YLB) ED477246 NABTE Review: A Journal of the National Association for Business Teacher Education, 2001. NABTE Review n28 2001 2001-00-00 Practitioners Researchers Teachers 72 NBEA, 1914 Association Drive, Reston, VA 20191-1596 ($20 NBEA members; $40 nonmembers). Tel: 703-860-8300; Fax: 703-620-4483; Web site: http://www.nbea.org. N/A 2004 2016-11-21

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No Business Education Business Education Teachers Career Development Career Education Computer Literacy Curriculum Development Educational Trends Entry Workers Job Skills Postsecondary Education Secondary Education Spreadsheets Teacher Education Teacher Researchers Teacher Supply and Demand Web Based Instruction Work Experience Programs Moore, Wayne, Ed. Collected Works - Serials Reports - Research South Carolina Work Based Learning South Carolina National Business Education Association, Reston, VA. English This issue reports research that addresses the needs and future of business education, work-based initiatives, business educators' use of the Web, and technology skills for entry-level workers. "Editorial Comment: Scholarship of the 21st Century" (Moore) provides an overview of the issue. "Quality Business Teacher Education: Perceptions of Graduates Employers" (McEwen) uses study results to describe a quality teacher preparatory education program. "Educator Externships: View from the Trenches" (McPherson et al.) reports perceptions and attitudes of educators involved the work-based experience. "Analysis of Factors Associated with Research Productivity of Business Education Faculty" (Bartlett et al.) describes an organizational culture and support for research in the institutions where the business educators work. "Business Educators' Knowledge of Web Pages: Investigation of Professional and Classroom Use" (Alexander) reveals that less than half of the respondents had training to design Web pages and had a course or professional Web page. "Business Education in South Carolina: Implications for All Business Education Programs" (Brown, Swafford) discusses the business education teacher shortage and implications for employing teachers not graduating from "quality" teacher education programs. "Work-Based Learning Initiatives, Anticipated Benefits, and Stakeholder Involvement: Survey of State School Administrators" (O'Connor) identifies what involvement and benefit there is to administrators, teachers, students, and parents. "Assessment of Six Career Development Factors from a Social Cognitive Theoretical Perspective" (Smith) reports on the validation of the Career Development Self-Efficacy Scale. "Needed Workplace and Computer Skills: Regional Study" (Henderson, Bartholome) determines workplace and computer literacy skills for entry-level, non-baccalaureate employees. "Spreadsheet Competencies Needed for Entry-Level Managerial Positions in Accounting and Business Information Systems" (Bush, LaBonty) provides a clear set of spreadsheet competencies that should be addressed in curriculum development. (YLB) ED477247 NABTE Review: A Journal of the National Association for Business Teacher Education, 2002. NABTE Review n29 2002 2002-00-00 Practitioners Researchers Teachers 76 NBEA, 1914 Association Drive, Reston, VA 20191-1596 ($20 NBEA members; $40 nonmembers). Tel: 703-860-8300; Fax: 703-620-4483; Web site: http://www.nbea.org. N/A 2004 2016-11-21

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Yes Education Work Relationship Elementary Secondary Education Formative Evaluation Internship Programs Partnerships in Education Professional Continuing Education Program Effectiveness Program Evaluation School Business Relationship Seminars Summer Programs Teacher Attitudes Teacher Improvement Teacher Workshops Teaching Methods Technological Advancement Technology Education Work Experience Programs O'Shea, Dan Reports - Evaluative Texas Texas English A process evaluation was conducted to assess the High Tech Educators Network's (HTEN's) activities. Four basic components to the evaluation approach were documentation review, program logic model, written survey, and participant interviews. The model mapped the basic goals and objectives, assumptions, activities, outcome expectations, and collaborating entities. The first step in the evaluation was development of a clear understanding of these design features of HTEN: goals and objectives, activities and services, partnerships/collaborative configurations, teacher participation, and resources and resource allocation patterns. Survey results indicated the summer educator internships (SEIs) helped tie the world of work to the classroom experience. Educators responded positively to questions regarding the influence of the work-based experience upon their teaching environment. However, their experience with internship procedures was not as favorable. Followup interviews indicated that HTEN helped increase contacts between educators/industry and provided information and contextual experiences that may influence school-based learning processes. Continuing challenges were teacher recruitment, industry support, and sustainability. (Appendixes include a chart showing educator participation pattern in HTEN-sponsored activities and instruments.) (YLB) ED477248 High Tech Educators Network Evaluation. 2001-08-00 36 Ray Marshall Center for the Study of Human Resources, University of Texas at Austin, 3001 Lake Austin Blvd., Suite 3.200, Austin, Texas 78703. Tel: 512-471-7891; Fax: 512-471-0585; Web site: http://www.utexas.edu/research/cshr/pubs/workforce.html. N/A 2004 2016-11-21

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Yes Action Research Adult Education Career Change Career Development Career Education Career Guidance Cultural Influences Developed Nations Developing Nations Family Influence Foreign Countries Occupational Aspiration Postsecondary Education Secondary Education Self Concept Social Action Law, Bill Opinion Papers Nigeria Australia Chile Great Britain India Australia Chile India Nigeria United Kingdom (Great Britain) English This paper sets out career-related stories of people and their struggle to make sense of a life through work. They show that career management is not primarily a matching process but, for most, the making of a life the best way one can. The nine stories from five continents have these focuses: a feeling for a career; a career is other people or peer attachment; career and culture which frames belief about how things work and what is important; career over time; cultural capital or the processes of working out how things work begins in the toddler years; points of view on a career move; the inner life of a career; career as purpose knowing what to do to survive, escape, thrive, and flourish; and career learning as learning for action. The paper then argues the power of complexity, including that matching is not the first thing to do; deeper understanding is needed of what is going in the lives of people; and more ways are needed to get to grips with what is happening and what might be done to help. The paper concludes with this implication: among the many things needed to be done is local research for action, so one knows what to do, alongside people, in their communities. There are 28 references. (YLB) ED477249 How Do Careers Really Work? 2002-00-00 Practitioners Counselors 25 For full text: http://www.hihohiho.com/underpinning/caflaw.pdf. N/A 2004 2016-11-21

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Yes Adult Education Career Choice Career Counseling Career Development Career Education Career Planning Careers Citizen Participation Citizenship Education Community Action Developed Nations Educational Theories Foreign Countries Labor Market Postsecondary Education Secondary Education Theory Practice Relationship Law, Bill Information Analyses Great Britain United Kingdom (Great Britain) English This material sets out recent thinking on career development to inform the future of Connexions and education for citizenship. It contains abstracts of significant publications; summaries of background thinking; references to sources of information and ideas; ways to link thinking to practice; and summary charts. Each of 10 sections is in 2 parts. The first part describes the thinking; the second part is a summary of key ideas in handout form. Section 1 discusses theory. The handout demonstrates the link between theory and practice and lists practice in five theory-related clusters. Section 2 introduces the theories and explains the clusters. Section 3 is on learning for today's world. The handout describes change at these three levels: worldwide causes, changing patterns of employment, and personal and social effects. Examples of the learning objectives the changes imply are set out. Section 4 and its handout sets out key terms for understanding career. Section 5 describes the career-learning theory and its four stages: sensing (Se), sifting (Si), focusing (F), and understanding (U), or SeSiFU. Section 6 discusses the theories in relation to each other, providing a framework for a general theory of careers work. Section 7 correlates SeSiFU with DOTS (Opportunity, Self, Decision, and Transition). Section 8 and 9 present a progression with an explanation of its significance to career learning and then the progression in terms of its learning process. Section 10 provides three sets of ideas concerning career, each answering a question about why it is worth investing energy in work. A conclusion highlights the theoretical pointers that best help enable useful learning for participation in working life and for active citizenship. (YLB) ED477250 New Thinking for Connexions and Citizenship. 2001-00-00 ISBN-0-9538696-1-X Practitioners Counselors 32 For full text: http://www.hihohiho.com/memory/cafcegs.pdf. N/A 2004 2016-11-21

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Yes Accounting Business Education Career Education Classroom Techniques Computer Literacy Computer Uses in Education Educational Practices Educational Strategies Group Instruction Keyboarding (Data Entry) Learning Activities Postsecondary Education Secondary Education Skill Development Teaching Methods Technology Education Vocational Adjustment Web Based Instruction Briggs, Dianna, Ed. Collected Works - General Guides - Classroom - Teacher Delta Pi Epsilon Society, Little Rock, AR. English This document is intended to give business teachers a few best practice ideas. Section 1 presents an overview of best practice and a chart detailing the instructional levels, curricular areas, and main competencies addressed in the 26 papers in Section 2. The titles and authors of the papers included in Section 2 are as follows: "A Software Tool to Generate Realistic Business Data for Teaching" (Catherine S. Chen); "Alternatives to Traditional Assessment of Student Learning" (Nancy Csapo); "Applying the Principles of Developmental Learning to Accounting Instruction" (Burt Kaliski); "Collaborative Teamwork in the Classroom" (Shelia Tucker); "Communicating Statistics Measures of Central Tendency" (Carol Blaszczynski); "Creating a Global Business Plan for Exporting" (Les Dlabay);"Creating a Supportive Learning Environment" (Rose Chinn); "Developing Job Survival Skills" (R. Neil Dortch); "Engaging Students in Personal Finance and Career Awareness Instruction: 'Welcome to the Real World!'" (Thomas Haynes); "Enticing Students to Prepare for and to Stay 'Engaged' during Class Presentations/Discussions" (Zane K. Quible); "Group Project on Creating E-Commerce Site" (Diane C. Davis, Martin Hebel); "Identifying Global Business Opportunities" (Les Dlabay); "Looking beyond the First Job or Career" (Jean Mausehund); "Making a Group Work Project a Successful Experience" (Marilyn R. Chalupa); "Making Keyboarding Fun" (J. Rebecca Holcomb); "Making Students Responsible for Learning" (Dianna Briggs); "Multiple Intelligences: Classroom Strategies" (Thelma King); "Proactive Strategies for the 21st Century: Incorporating Technology in the Classroom" (Shelia Tucker); "Project Based Learning" (Johnny Sue Bauer); "Student Passages: Moving from Ineffective Groups to High Performance Teams" (Annette C. Easton, Marie E. Flatley); "Students Demonstrate English and Keyboarding Skills" (Gail Garton); "Students Demonstrate Computer Skills" (Heidi Perreault); "Teaching Problem Solving in Computer Applications Courses" (Charles M. Ray); "Teams: A Colorful Match" (Melinda McCannon, Tena B. Crews); "Using Assignment Sheets to Keep Students Busy" (Kathy Burchfield); and "Using Intranets for Teamwork" (Marie E. Flatley, Annette C. Easton). (MN) ED477251 Best Practices in Business Instruction. 2001-00-00 Teachers Practitioners 96 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($15). Web site: http://www.dpe.org/. N/A 2004 2020-07-14

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Yes Basic Skills Business Education Education Work Relationship Educational Resources Educational Strategies Employer Attitudes Employment Potential Employment Qualifications Interpersonal Competence Portfolio Assessment Postsecondary Education Secondary Education Skill Development Student Evaluation Student Organizations Teaching Methods Wilhelm, William J. Logan, Joyce Smith, Sheila M. Szul, Linda F. Information Analyses Goals 2000 Secretarys Comm on Achieving Necessary Skills Workforce Investment Act 1998 Goals 2000 Workforce Investment Act 1998 Delta Pi Epsilon Society, Little Rock, AR. English This document contains four papers (and an introduction by William Wilhelm) on teaching "soft" skills in business education programs. "The Skill Building Challenge: Preparing a Bridge for the Workforce Skills Gap" (Sheila M. Smith) examines the following topics: the workforce skills gap; the importance of academic and behavioral skills; and public policy solutions to the workforce skills gap (the Secretary's Commission on Achieving Necessary Skills, Goals 2000, the Workforce Investment Act, and tech prep). "Research on Workplace Skills Employers Want" (William J. Wilhelm) looks at ways of identifying the basic skills and "soft" skills wanted by employers and selected findings of such studies. "Strategies and Resources to Develop Workplace Skills" (Linda F. Szul) describes the following strategies and resources for developing "soft" skills: coaching; designing and creating a World Wide Web page; career portfolios; job-shadowing experiences; newsletters; senior projects; closure activities; station activities; domain projects; portfolios; videotapes and observations; interviews; case studies; classroom resources; professional organizations; and student organizations. The paper "21st Century Assessment for the Workplace" (Joyce Logan) covers the following topics: the areas of focus and strategies of norm-referenced and criterion-reference tests; standards-based education; assessment perspectives; research implications of current directions in assessment; emerging assessment formats (performance tasks, portfolios, open-ended questions); the effectiveness of standards-based assessment; and the assessment implications of workplace "soft" skills. All papers contain substantial bibliographies. (MN) ED477252 Meeting the Demand: Teaching "Soft" Skills. 2002-00-00 Teachers Practitioners 80 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($15). Web site: http://www.dpe.org/. N/A 2004 2016-11-21

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Yes Business Education Business Education Teachers Competence Computer Literacy Computer Science Delphi Technique Distance Education Education Work Relationship Educational Research Employer Attitudes Measurement Techniques Needs Assessment Research Needs Skill Development Teacher Attitudes Teacher Surveys Test Construction Rader, Martha H. Wilhelm, William J. Opinion Papers Reports - Research Delta Pi Epsilon Society, Little Rock, AR. English Areas of business education that need to be researched were identified through a two-round study. First, 2 groups of more than 40 Delta Pi Epsilon members generated ideas for research topics at regional and national conferences. The resulting list of topics was edited and rated by a Delphi panel consisting of 15 educators from postsecondary and secondary institutions and state and county departments of education across the United States. In round 2, the Delphi panel members were given summaries of the results of the first Delphi round and asked to re-evaluate their original responses based on the round 1 results. Both Delphi rounds elicited 100% response rates. The top 10 overall topics identified were as follows: (1) the basic workplace skills needed by industry; (2) communication skills for the millennium; (3) how soft skills should be taught and measured; (4) computer literacy components desired by industry; (5) whether computer courses should teach skills or concepts; (6) the best way to measure and evaluate competencies in spreadsheets, presentation graphics, and databases; (7) differences in achievement with distance learning and classroom teaching; (8) whether problem-solving skills are being taught in software instruction; (9) development of instruments for measuring business competencies; and (10) preparing students for employers multi-skills expectations. (Contains 12 tables.) (MN) ED477253 Needed Research in Business Education. Sixth Edition. 2001-00-00 Researchers 18 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($5). Web site: http://www.dpe.org/. N/A 2004 8/19/2004 21:29:33 RIEJAN2004

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Yes Adult Education Comparative Education Education Work Relationship Educational Attainment Educational Demand Educational Objectives Educational Policy Educational Supply Educational Trends Employment Patterns Foreign Countries Labor Force Development Lifelong Learning Outcomes of Education Postsecondary Education Secondary Education Vocational Education Beduwe, Catherine Planas, Jordi Reports - Research France Germany Italy Spain United Kingdom United States ISSN-1608-7089 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English The long-term economic and social impacts of the rise in levels of education on mechanisms of access to employment and on human resources management were examined in a comparative study of educational expansion and the labor markets of France, Germany, Italy, Spain, and the United Kingdom, with special reference to the United States. Five teams of researchers collected and analyzed national data and synthesized the national studies' findings. Selected conclusions were as follows: (1) education systems must develop their own identities, taking into account the needs of European societies and economies; (2) defining education systems' place in society and creating their identity means striking a balance between managing the link between education's economic and other functions on the one hand and managing the needs and interests of the economy, employers, and individuals on the other hand; and (3) when determining how educational institutions should achieve this balance, policymakers must avoid being dependent on clients/companies governed by the market's temporary economic needs and managing education based on internal and/or academic inertia. (Thirteen tables/figures and 134 references are included. The following items are appended: information about the method used to compare national qualification nomenclatures; explanations of the observed variation, supply, demand, and simultaneous models of analysis; and a discussion of the evolution of qualifications structures among post-1970 generations.) (MN) ED477254 EDEX Educational Expansion and Labour Market: A Comparative Study of Five European Countries--France, Germany, Italy, Spain and the United Kingdom with Special Reference to the United States. CEDEFOP Reference Series. 2003-00-00 ISBN-92-896-0201-5 198 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (#3030 EN, 35 Euros). Tel: 800-274-4447 (Toll Free), e-mail: query@bernan.com, Web site: http://www.bernan.com. N/A 2004 2020-07-16

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Yes Business Education Career Education Career Exploration Computer Literacy Computers Educational Technology High Schools Internet Junior High Schools Learning Activities Postsecondary Education Research Methodology Secondary Education Standards Teaching Guides Technological Advancement Technology Education Web Based Instruction World Wide Web Maxam, Susan Guides - Classroom - Learner Guides - Classroom - Teacher Electronic Learning Speech Recognition Voice Recognition Delta Pi Epsilon Society, Little Rock, AR. English This document consists of the user's guide to and printouts from a CD-ROM that is designed to show how teachers at the middle school, secondary, and postsecondary levels are using the Internet and World Wide Web as tools in the learning process. The user's guide contains the following items: (1) a table of contents of the CD-ROM; (2) an introduction to the materials on the CD-ROM; and (3) the names and addresses of the individuals who contributed learning activities. The printouts comprise learning activities and lesson plans for learning materials focusing on the following topics: (1) careers and career exploration; (2) Internet research to conduct business; (3) using and creating World Wide Web materials; (4) creating and using World Wide Web materials and building and troubleshooting computers; and (5) using voice/speech recognition as a tool in inputting documents. The individual lesson plans contain some or all of the following items: objectives; grade level recommendations; pertinent National Educational Technology Standards for Students, lists of prerequisites and/or materials needed; descriptions of and instructions for written and/or oral student assignments; capstone activities; transparency masters; and sample documents (including sample resumes and questionnaires). (MN) ED477255 Emerging Technologies. 2002-00-00 Practitioners Students Teachers 175 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($20). Web site: http://www.dpe.org/. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Persistence Articulation (Education) College Bound Students College Students Course Selection (Students) Education Work Relationship Educational Attainment Educational Trends Employment Level Employment Patterns High Schools Noncollege Bound Students Outcomes of Education Postsecondary Education Secondary Education Student Placement Tech Prep Vocational Education Work Experience Bragg, Debra D. Loeb, Jane W. Gong, Yuqin Deng, Chi-Ping Yoo, Jung-sup Hill, Jerry L. Reports - Research Career and Technical Education Work Based Learning National Research Center for Career and Technical Education, St. Paul, MN. English The transition from high school to college and work for tech prep participants was examined in a 4-year longitudinal study of local tech prep consortia in eight regions of the United States. The study methodology drew heavily on transcript analysis and two surveys with tech prep participants and nonparticipants. The tech prep participants and nonparticipants did not differ substantially in race/ethnicity, income, and parental education. The wide variations in secondary education and tech prep participation from consortium to consortium made it difficult to formulate definitive conclusions about particular models or approaches. The study findings did, however, support the notion that school and consortium requirements influence student participation in core academic courses relative to tech prep programs of study. The findings also suggested that it is incumbent upon school personnel to link tech prep core curricula to high school graduation requirements that go beyond the basic minimum requirements and prepare students for college entrance. (Thirty-nine tables/figures are included. The bibliography lists 33 references. Appendixes, constituting approximately two-thirds of the document, contain data on topics such as students' high school performance, demographic and background characteristics, course taking, work-based learning and high school work experiences, transition to college, continuing tech prep participation, college completion and persistence, and post-high school work experience.) (MN) ED477256 Transition from High School to College and Work for Tech Prep Participants in Eight Selected Consortia. 2002-11-00 Office of Vocational and Adult Education (ED), Washington, DC. 301 NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090; Tel: 800-678-6011 ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Tel: 614-292-1260; e-mail: ndccte@osu.edu (Order code: RR3002, $39.50). For full text: http://www.nccte.org/publications/infosynthesis/r&dreport/Transit ion-Bragg%20ALL.pdf. N/A 2004 2016-11-21

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Yes Chemistry Instructional Materials Interdisciplinary Approach Physical Sciences Science Curriculum Science Instruction Secondary Education Atkinson, Gordon Heikkinen, Henry Hearle, Robert Guides - Classroom - Teacher English This teacher's guide is one in a series of Interdisciplinary Approaches to Chemistry (IAC). The purpose of this guide is to provide information and resources for helping to familiarize students with chemistry and its everyday applications around the world using inquiry and investigations. Contents include: (1) "Chemistry: A Human Activity"; (2) "Measuring Matter"; (3) "Investigating Physical Properties"; (4) "Matter in Motion"; (5) "Chemical Changes"; (6) "The Structure of Atoms"; (7) "The Language of Chemistry"; (8) "The Mole Concept"; (9) "Chemical Bonding"; and (10) "Shapes of Molecules". (YDS) ED477257 Reactions and Reason: An Introductory Chemistry Module. Teacher's Guide. 1978-00-00 ISBN-06-561220-5 Practitioners Teachers 105 N/A 2004 8/19/2004 21:29:45 RIEJAN2004 Produced by the Chemistry Association of Maryland. For other modules in series, see SE 067 619-630.

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Yes Chemical Nomenclature Chemistry Curriculum Design Instructional Materials Interdisciplinary Approach Science Instruction Secondary Education Huheey, James Books Guides - Classroom - Learner English This book is one in a series of Interdisciplinary Approaches to Chemistry (IAC) designed to help students discover that chemistry is a lively science and actively used to pursue solutions to the important problems of today. It is expected for students to see how chemistry takes place continuously all around and to readily understand the daily problems facing them and their environment. Contents include: (1) "Periodicity: A Chemical Calendar"; (2) "Structural Chemistry of Metals and Their Compounds"; (3) "Inorganic Molecules"; (4) "Acids and Bases"; (5) "Chemistry of the Transition Elements"; and (6) "Bioinorganic Chemistry". (KHR) ED477258 Diversity and Periodicity: An Inorganic Chemistry Module. 1978-00-00 ISBN-06-561121-7 Students 116 N/A 2004 8/19/2004 21:29:47 RIEJAN2004 Produced by the Chemistry Association of Maryland. For Teacher's Guide, see SE 067 620. For other modules in series, see SE 067 618-630.

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Yes Chemical Nomenclature Chemistry Curriculum Design Instructional Materials Interdisciplinary Approach Science Instruction Secondary Education Huheey, James Sandoval, Amado Books Guides - Classroom - Teacher English This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching inorganic chemistry. The material in this book can be integrated with the other modules in a sequence that helps students to see that chemistry is a unified science. Contents include: (1) "Periodicity: A Chemical Calendar"; (2) "Structural Chemistry of Metals and Their Compounds"; (3) "Inorganic Molecules"; (4) "Acids and Bases"; (5) "Chemistry of the Transition Elements"; and (6) "Bioinorganic Chemistry". (KHR) ED477259 Diversity and Periodicity: An Inorganic Chemistry Module. Teacher's Guide. 1978-00-00 ISBN-06-561221-3 Practitioners Teachers 83 N/A 2004 8/19/2004 21:29:50 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 619. For other modules in series, see SE 067 618-630.

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Yes Curriculum Design Instructional Materials Interdisciplinary Approach Organic Chemistry Science Instruction Secondary Education Jarvis, Bruce Mazzocchi, Paul Books Guides - Classroom - Learner English This book is one in the series of Interdisciplinary Approaches to Chemistry (IAC) designed to help students discover that chemistry is a lively science and actively used to pursue solutions to the important problems of today. It is expected for students to see how chemistry takes place continuously all around and to readily understand the daily problems facing them and their environment. Contents include: (1) "Organic Chemistry"; (2) "Hydrocarbons"; (3) "Reactions of Hydrocarbons"; (4) "Alcohols: Oxidized Hydrocarbons"; (5) "Poisons and Chemical Warfare"; (6) "Aldehydes and Ketones"; (7) "Pesticides and Sex Attractants"; (8) "Esters and Acids"; (9) "Organic Bases: The Amines"; (10) "Polymers: The Linking of Molecules"; (11) "Photochemistry: Light and Heat"; and (12) "Drugs: From Aspirin to Hallucinogens". (KHR) ED477260 Form and Function: An Organic Chemistry Module. 1978-00-00 ISBN-06-561122-5 Students 147 N/A 2004 8/19/2004 21:29:53 RIEJAN2004 Produced by the Chemistry Association of Maryland. For Teacher's Guide, see SE 067 622. For other modules in series, see SE 067 618-630.

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Yes Curriculum Design Inquiry Instructional Materials Interdisciplinary Approach Organic Chemistry Science Instruction Secondary Education Teaching Methods Jarvis, Bruce Mazzocchi, Paul Hearle, Robert Books Guides - Classroom - Teacher English This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching organic chemistry. In this book, the diverse field of organic chemistry modules is introduced. The material in this book can be integrated with the other modules in a sequence that helps students to see that chemistry is a unified science. Contents include: Contents include: (1) "Organic Chemistry"; (2) "Hydrocarbons"; (3) "Reactions of Hydrocarbons"; (4) "Alcohols: Oxidized Hydrocarbons"; (5) "Poisons and Chemical Warfare"; (6) "Aldehydes and Ketones"; (7) "Pesticides and Sex Attractants"; (8) "Esters and Acids"; (9) "Organic Bases: The Amines"; (10) "Polymers: The Linking of Molecules"; (11) "Photochemistry: Light and Heat"; and (12) "Drugs: From Aspirin to Hallucinogens". (KHR) ED477261 Form and Function: An Organic Chemistry Module. Teacher's Guide. 1978-00-00 ISBN-06-561222-1 Teachers Practitioners 100 N/A 2004 8/19/2004 21:29:56 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 621. For other modules in series, see SE 067 618-630.

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Yes Biochemistry Chemistry Instructional Materials Interdisciplinary Approach Science Curriculum Science Instruction Secondary Education Martin, David Sampugna, Joseph Guides - Classroom - Learner English This book is one in a series of Interdisciplinary Approaches to Chemistry (IAC). The purpose of this guide is to familiarize students with chemistry and its everyday applications around the world using inquiry and investigations. Contents include: (1) "Considering Life Processes"; (2) "Understanding the Structure of Biomolecules"; (3) "Properties and Reactions of Biomolecules"; (4) "Enzymes: Where the Action Is?"; (5) "Metabolism: The Community of Enzyme Reactions"; (6) "The Organization of Cellular Activities"; and (7) "Where Are We?" (YDS) ED477262 Molecules in Living Systems: A Biochemistry Module. 1978-00-00 ISBN-06-561123-3 Students 132 N/A 2004 8/19/2004 21:29:59 RIEJAN2004 Produced by the Chemistry Association of Maryland. For Teacher's Guide, see SE 067 624. For other modules in series, see SE 067 618-630.

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Yes Biochemistry Chemistry Instructional Materials Interdisciplinary Approach Science Curriculum Science Instruction Secondary Education Martin, David Sampugna, Joseph Sandoval, Amado Guides - Classroom - Teacher English This teacher's guide provides information and resources for helping to familiarize students with chemistry and its everyday applications around the world using inquiry and investigations. Contents include: (1) "Introducing Molecules in Living Systems"; (2) "Considering Life Processes"; (3) "Understanding the Structure of Biomolecules"; (4) "Properties and Reactions of Biomolecules"; (5) "Enzymes: Where the Action Is?"; (6) "Metabolism: The Community of Enzyme Reactions"; (7) "The Organization of Cellular Activities"; and (8) "Where Are We?" (YDS) ED477263 Molecules in Living Systems: A Biochemistry Module. Teacher's Guide. 1978-00-00 ISBN-06-561223-X Practitioners Teachers 78 N/A 2004 8/19/2004 21:30:02 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 623. For other modules in series, see SE 067 618-630.

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Yes Chemistry Curriculum Design Instructional Materials Interdisciplinary Approach Nuclear Physics Science Instruction Secondary Education Solar Energy Viola, Vic Books Guides - Classroom - Learner English This book is one in a series of Interdisciplinary Approaches to Chemistry (IAC) designed to help students discover that chemistry is a lively science and actively used to pursue solutions to the important problems of today. It is expected for students to see how chemistry takes place continuously all around and to readily understand the daily problems facing them and their environment. Contents include: (1) "Basic Properties of Matter"; (2) "The Makeup of Our Solar System"; (3) "Nucleosynthesis and Stellar Evolution"; (4) "Radioactive Decay"; (5) "The Search for New Elements"; (6) "Uses of Radiation"; and (7) "Nuclear Power". (KHR) ED477264 The Heart of Matter: A Nuclear Chemistry Module. 1980-00-00 ISBN-06-561124-1 Students 116 N/A 2004 8/19/2004 21:30:05 RIEJAN2004 Produced by the Chemistry Association of Maryland. For Teacher's Guide, see SE 067 626. For other modules in series, see SE 067 618-630.

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Yes Chemistry Curriculum Design Environmental Education Inquiry Instructional Materials Interdisciplinary Approach Science Instruction Secondary Education Teaching Methods Viola, Vic Hearle, Robert Books Guides - Classroom - Teacher English This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching nuclear chemistry. In this book, the fundamental concepts of nuclear science and the applications of nuclear energy are discussed. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Basic Properties of Matter"; (2) "The Makeup of Our Solar System"; (3) "Nucleosynthesis and Stellar Evolution"; (4) "Radioactive Decay"; (5) "The Search for New Elements"; (6) "Uses of Radiation"; and (7) "Nuclear Power". (KHR) ED477265 The Heart of Matter: A Nuclear Chemistry Module. Teacher's Guide. 1980-00-00 ISBN-06-5612248 Practitioners Teachers 84 N/A 2004 8/19/2004 21:30:08 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 625. For other modules in series, see SE 067 618-630.

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Yes Chemistry Curriculum Design Environmental Education Instructional Materials Interdisciplinary Approach Science Instruction Secondary Education Gordon, Glen Keifer, William Books Guides - Classroom - Learner English This book is one in a series of Interdisciplinary Approaches to Chemistry (IAC) designed to help students discover that chemistry is a lively science and actively used to pursue solutions to the important problems of today. It is expected for students to see how chemistry takes place continuously all around and to readily understand the daily problems facing them and their environment. Contents include: (1) "The Balance in Environment"; (2) "Water Environment"; (3) "Toxic Substances in the Environment"; (4) "The Air Environment"; (5) "Energy Sources and Uses"; and (6) "Future Sources of Energy". (KHR) ED477266 The Delicate Balance: An Energy and the Environment Chemistry Module. 1980-00-00 ISBN-06-561125-X Students 148 N/A 2004 2020-12-07

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Yes Chemistry Curriculum Design Environmental Education Inquiry Instructional Materials Interdisciplinary Approach Science Instruction Secondary Education Teaching Methods Gordon, Glen Keifer, William Sandoval, Amado Books Guides - Classroom - Teacher English This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching about energy and the environment. In this book, energy is discussed as one aspect of a general problem in environmental chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "The Balance in Environment"; (2) "Water Environment"; (3) "Toxic Substances in the Environment"; (4) "The Air Environment"; (5) "Energy Sources and Uses"; and (6) "Future Sources of Energy". (KHR) ED477267 The Delicate Balance: An Energy and the Environment Chemistry Module. Teacher's Guide. 1980-00-00 ISBN-06-561225-6 Practitioners Teachers 111 N/A 2004 8/19/2004 21:30:13 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 627. For other modules in series, see SE 067 618-630.

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Yes Curriculum Design Instructional Materials Interdisciplinary Approach Physical Chemistry Science Instruction Secondary Education DeVoe, Howard Books Guides - Classroom - Learner English This book is one in the series of Interdisciplinary Approaches to Chemistry (IAC) designed to help students discover that chemistry is a lively science and actively used to pursue solutions to the important problems of today. It is expected for students to see how chemistry takes place continuously all around and to readily understand the daily problems facing them and their environment. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The Gaseous State"; (3) "Liquids and Solids: Condensed States"; (4) "Solutions: Solute and Solvent"; (5) "The Colloidal State"; (6) "Changes in Energy"; (7) "Rates of Chemical Reactions"; (7) "Chemical Equilibrium"; and (8) "Electrochemistry". (KHR) ED477268 Communities of Molecules: A Physical Chemistry Module. 1978-00-00 ISBN-06-561126-8 Students 116 N/A 2004 8/19/2004 21:30:16 RIEJAN2004 Produced by the Chemistry Association of Maryland. For Teacher's Guide, see SE 067 630. For other modules in series, see SE 067 618-630.

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Yes Curriculum Design Inquiry Instructional Materials Interdisciplinary Approach Physical Chemistry Science Instruction Secondary Education Teaching Methods DeVoe, Howard Hearle, Robert Books Guides - Classroom - Teacher English This teacher's guide is designed to provide science teachers with the necessary guidance and suggestions for teaching physical chemistry. The material in this book can be integrated with the other modules in a sequence that helps students see that chemistry is a unified science. Contents include: (1) "Introduction of Physical Chemistry"; (2) "The Gaseous State"; (3) "Liquids and Solids: Condensed States"; (4) "Solutions: Solute and Solvent"; (5) "The Colloidal State"; (6) "Changes in Energy"; (7) "Rates of Chemical Reactions"; (7) "Chemical Equilibrium"; and (8) "Electrochemistry". (KHR) ED477269 Communities of Molecules: A Physical Chemistry Module. Teacher's Guide. 1978-00-00 ISBN-06-561226-4 Practitioners Teachers 84 N/A 2004 8/19/2004 21:30:19 RIEJAN2004 Produced by the Chemistry Association of Maryland. For student book, see SE 067 629. For other modules in series, see SE 067 618-629.

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Yes Age Differences Diversity Family Size Homeowners Housing Minority Groups Population Distribution Population Trends Racial Differences Residential Patterns Sex Differences Hobbs, Frank Stoops, Nicole Numerical/Quantitative Data Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report consolidates U.S. Census information from 1900-2000 to illustrate population changes over the 20th century. The population more than tripled, from 76 million in 1900 to 281 million in 2000. It grew increasingly metropolitan each decade. In 1900, half of the population was under 22.9 years old. By 2000, half of the population was over 35.3 years old. During the century, the population over age 64 increased tenfold. The country's gender composition shifted from majority male to majority female around midcentury. From 1900-2000, the number of non-southern states with populations of at least 10 percent races other than White increased from 2 to 26, reflecting the spread of diversity nationwide. From 1980-2000, the Hispanic population more than doubled. By 2000, California, Hawaii, New Mexico, and the District of Columbia had predominantly minority populations. Before 1950, over half of all occupied housing units were rented. By 1950, homeownership became more prevalent than renting. At the end of the 20th century, householders who were Black, Hispanic, or two or more races were more likely to rent than own their homes. In 1900, the most common household contained seven or more people. From 1940-2000, it contained two people. Between 1950-2000, married couple households declined from more than three-fourths of all households to just over one-half. (SM) ED477270 Demographic Trends in the Twentieth Century. Census 2000 Special Reports. 2002-11-00 223 Superintendent of Documents, U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-0001. Tel: 202-512-1800; Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 8/19/2004 21:30:22 RIEJAN2004

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Yes Academic Achievement Elementary Secondary Education Research Methodology Teacher Certification Teacher Characteristics Teacher Competencies Teacher Effectiveness Goldhaber, Dan Anthony, Emily Information Analyses ERIC Publications ERIC Clearinghouse on Urban Education, New York, NY. English Recent research suggests that teacher quality is the most important educational input predicting student achievement. Nonetheless, many teachers are less academically skilled than college graduates in other occupations. This study explores characteristics of highly qualified teachers and the connections that exist between these attributes and student learning and achievement. The study reviews research that attempts to correlate teachers' advanced degrees, their pedagogical and content knowledge, types of certification, years of experience, and academic proficiency with student academic growth. The current demand for better teachers coincides with policy and demographic shifts that have made teaching arguably more difficult. The need to improve teacher quality comes at a time when the nation is faced with the task of replacing a generation of teachers nearing retirement age. Exacerbating the need to hire new teachers is the growing number of new students in schools. As enrollment rises, education policy initiatives such as class size reduction have increased the demand for new teachers. The paper discusses teacher skills over time and compared to college educated people in other professions. After examining labor market explanations for teachers' lower proficiency, the paper provides public policy suggestions to increase teacher quality. A primer on statistical methods is appended. (Contains 88 references.) (SM) ED477271 Teacher Quality and Student Achievement. Urban Diversity Series. 2003-05-00 Department of Education, Washington, DC. 53 ERIC Clearinghouse on Urban Education, 525 West 120th Street, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 212-678-3443; Tel: 800-601-4868 (Toll Free); Fax: 212-678-4012; e-mail: eric-cue@columbia.edu; Web site: http://www.eric-web.tc.columbia.edu/. N/A 2004 8/19/2004 21:30:25 RIEJAN2004 ED-99-CO-0035

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Yes Adolescents Community Programs Crime Prevention Delinquency Elementary Secondary Education Federal Government Grants Health Promotion Policy Formation Program Evaluation School Safety Substance Abuse Youth Programs Reports - Evaluative Caliber Associates, Fairfax, VA. English This seventh annual report describes activities and accomplishments of grant activities funded under Title V, the Community Prevention Grants Program; procedures for disseminating grant products and research findings; activities conducted to develop policy and coordinate federal agency and interagency efforts related to delinquency prevention; and successful approaches and recommendations for future activities conducted under the title. Six chapters focus on: (1) "A Call for Prevention" (e.g., why address juvenile delinquency with prevention strategies and what role risk and protective factors play); (2) "Federal Resources for Effective Prevention Planning and Implementation" (e.g., community prevention grants program structure and funding); (3) "Risk-Focused Prevention in Action" (e.g., Title V impact at the state and local levels); (4) "National Evaluation of the Community Prevention Grants Program" (evaluation design, activities, and preliminary findings); (5) "Concentration of Federal Efforts in Delinquency Prevention" (e.g., improving school safety, preventing youth drug and alcohol use, and improving the physical and mental wellbeing of youth); and (6) "Next Steps in Delinquency Prevention." (Contains 22 references.) (SM) ED477272 Title V Community Prevention Grants Program. 2000 Report to Congress. 2002-03-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. 57 Juvenile Justice Clearinghouse/NCJRS, P.O. Box 6000, Rockville, MD 20849-6000. Tel: 800-638-8736 (Toll Free); Fax: 410-792-4358; Fax: 800-638-8736 (Toll Free); e-mail: askncjrs@ncjrs.org; Web site: http://www.puborder.ncjrs.org. N/A 2004 8/19/2004 21:30:28 RIEJAN2004 OJP-99-C-007

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Yes Academic Achievement Accidents Adolescents Birth Weight Births to Single Women Child Abuse Child Health Child Neglect Child Support Child Welfare Children Counties Delinquency Demography Disabilities Divorce Dropout Rate Early Parenthood Educational Indicators Elementary Secondary Education Employed Women Family Income Health Needs Infant Mortality Mortality Rate One Parent Family Poverty Prenatal Care Sexuality Sexually Transmitted Diseases Smoking Social Indicators Special Needs Students State Surveys Substance Abuse Tables (Data) Trend Analysis Violence Well Being Numerical/Quantitative Data Reports - Descriptive South Carolina South Carolina Kids Count, Columbia. English This Kids Count report examines statewide trends in the well-being of South Carolina's children. The statistical portrait is based on 44 indicators in the areas of demographics, family, economic status, health, readiness and early school performance, scholastic achievement, and adolescent risk behaviors. The indicators are: (1) population; (2) births to teen mothers; (3) births to mothers not completing high school; (4) births to single mothers; (5) divorce rate; (6) single-parent family; (7) parents working and child care; (8) family violence; (9) separation from parents; (10) abuse and neglect; (11) out of home placements; (12) adult/child ratio; (13) poverty; (14) income; (15) child support payments; (16) prenatal care; (17) low birth weight; (18) infant mortality; (19) childhood injuries and deaths; (20) immunization; (21) sexually transmitted diseases; (22) healthy lifestyles; (23) tobacco use; (24) disabilities; (25) emotional and behavioral disorders; (26) inadequate health care; (27) Medicaid enrollment; (28) ambulatory care; (29) first-grade readiness; (30) first- through third-grade failure rates; (31) over-age for grade three; (32) special education; (33) exit exam failures; (34) achievement trends; (35) Palmetto Achievement Challenge Test results; (36) dropout rates; (37) adolescents not in school or employed; (38) alcohol use; (39) heavy drinking; (40) drug use; (41) sexual activity and pregnancy; (42) juvenile delinquency; (43) not in school or employed; and (44) adolescent deaths. Statewide data and summary information are provided for each indicator. The bulk of the document presents data by county for each indicator. The data on families, economic status, health, readiness, school achievement, and adolescent risk behaviors suggest that too many children are at risk of not growing up to become self-supporting adults, good family members, and responsible community citizens. Thirty-one percent of children live in single-parent families, 18.8 percent live in poverty, 34.8 percent will not graduate from school, 37.1 percent of high school students use alcohol, and 20.1 percent use drugs each month. On the positive side, 85.5 percent of the state's children are born to non-teen mothers, 59.9 percent are born to married parents, and 68.7 percent live in two-parent families. 81.2 percent are not poor, and 86.4 percent are assessed as ready for the first grade. (HTH) ED477273 South Carolina Kids Count Report, 2003. 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. 848 South Carolina Kids Count, 425 Dennis Building, 1000 Assembly Street, Columbia, SC 29201. Tel: 803-734-4810; Fax: 803-734-3619; Web site: http://www.sckidscount.org. For full text: http://www.sckidscount.org/report03/sc_kc03.pdf. N/A 2004 2020-12-07

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Yes Academic Achievement Academic Education Academic Standards Career Academies Case Studies Change Strategies College Preparation Counseling Services Delivery Systems Educational Change Educational Improvement Educational Practices Educational Quality Fused Curriculum High Schools Integrated Curriculum Partnerships in Education School Community Relationship Teacher Expectations of Students Vocational Education Reports - Research High Schools That Work Southern Regional Education Board, Atlanta, GA. English POLYTECH High School in Woodside, Delaware, has gone from being among the worst schools in the High Schools That Work (HSTW) network to among the best. Polytech, which is now a full-time technical high school, has improved its programs and outcomes by implementing a series of organizational, curriculum, teaching, guidance, and leadership changes, such as the following: applied learning; integration of academic and career-technical curricula; smaller learning communities with common time for teacher planning; flexible schedules with longer class time; state-of-the-art technology; a strong student advisement program; community partnerships; work-based learning experiences; and alternative assessments. In 1993, POLYTECH was a shared-time high school where occupations were taught in isolation from academic subjects, a general academic curriculum was offered, and expectations of students were low. By 2003, POLYTECH had been transformed into a full-time high school where occupations constitute the core of an integrated, college-prep curriculum and expectations of students are high. The impact of this transformation has been reflected in improvements of students' average scores in the reading, mathematics, and science sections of the HSTW assessment and on the Scholastic Aptitude Test. Another factor credited for POLYTECH's turnaround are its reorganization into five small learning communities/academies (educational foundations, industrial, modern technology, professional services, and health/medical); more rigorous graduation requirements; and new emphasis on curriculum integration and coordinated instruction/assessment. (MN) ED477274 Case Study: POLYTECH High School, Woodside, Delaware. 2003-00-00 13 For full text: http://www.sreb.org/programs/hstw/publications/case_studies/03V01 _POLYTECH.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Education Achievement Tests Competence Educational Change Educational Practices Grade 12 Interviews Linking Agents Mathematics Skills Program Implementation Reading Skills Science Education Science Process Skills Secondary Education Student Surveys Teacher Surveys Technical Assistance Vocational Education Guides - Non-Classroom Career and Technical Education High Schools That Work Site Visits Southern Regional Education Board, Atlanta, GA. English This document is intended to assist members of Southern Regional Education Board (SREB) technical assistance teams who are making site visits for the purpose of helping high school leaders and teachers identify the changes needed to achieve the High Schools That Work goal of improved student achievement through blending high-level academic and career and technical education (CTE). The following are among the topics discussed: (1) the purpose of technical assistance visits; (2) tips for being a successful team member; (3) preparing for a technical assistance visit; (4) a sample schedule/agenda for the visiting team; (5) the technical assistance visit; (6) classroom observations and interviews; (7) organizing questions and evidence for outstanding practices; (8) the overriding challenge of closing achievement, opportunity, attitude and expectation, and possibility gaps; (9) organizing questions for challenges; and (10) the exit report. Appendixes constituting approximately 60% of this document contain the following items: team assignments for classroom observations; a team member observation schedule; the SREB classroom notes form; classroom practices; tips for effective interviews; the interview schedule; forms for interviews with students, academic teachers, CTE teachers, counselors, school administrators, system leaders, business/industry representatives, and parents; evidence worksheets for the technical assistance team; grade 12 reading, mathematics, and science proficiency levels; and a glossary. (MN) ED477275 Technical Assistance Visit Guide for Team Members: Improving the Reading, Mathematics and Science Competencies of Career/Technical Students. 2002-00-00 53 For full text: http://www.sreb.org/programs/hstw/publications/pubs/02V49_TAguide Members.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Persistence Adult Basic Education Adult Literacy Adult Students Libraries Library Services Linking Agents Literacy Education Mathematics Skills Program Implementation Reading Skills Science Education Science Process Skills Secondary Education Student Attrition Student Motivation Technical Assistance Vocational Education Comings, John Cuban, Sondra Bos, Johannes M. Porter, Kristin E. Reports - Evaluative High Schools That Work Barriers to Participation Career and Technical Education National Center for the Study of Adult Learning and Literacy, Boston, MA. Manpower Demonstration Research Corp., New York, NY. English Since the Literacy in Libraries Across America (LILAA) initiative began in 1996, participation in the program's services had fallen short of the amount that research indicates is needed to improve literacy levels substantially. Efforts to improve student persistence and implement service enhancements were therefore initiated in 2000. A study of students' persistence in 5 of LILAA's 15 participating library literacy programs was undertaken around the same time. Key findings and conclusions of the persistence study were as follows: (1) support services (child care, transportation) proved the most difficult for the library literacy programs to implement; (2) students expressed two types of learning goals--specific "instrumental" goals that must be reached to realize longer-term aspirations and broader "transformational" goals that entail major life changes and libraries must acknowledge both types of student goals and build on them to motivate long-term participation; (3) students benefit from having several different type of sponsors/mentors (personal, intermediate, official); and (4) library literacy programs must preserve their caring, respectful, and personalized atmosphere while simultaneously emphasizing more intensive participation. (Twenty-two tables/figures are included. The following items are appended: descriptions of five libraries studied and the study samples; a discussion of issues related to capturing student persistence using attendance record data; and an overview of the persistence study's achievement study component. The bibliography lists 14 references.) (MN) ED477276 "As Long As It Takes": Responding to the Challenges of Adult Student Persistence in Library Literacy Programs. 2003-04-00 Open Society Inst., New York, NY. Grable Foundation, Pittsburgh, PA. Fannie Mae Foundation, Washington, DC. Ambrose Monell Foundation, New York, NY. Surdna Foundation, Inc., New York, NY. Bristol-Myers Squibb Foundation, Inc., New York, NY. Alcoa Foundation, Pittsburgh, PA. Ford Foundation, New York, NY. Office of Educational Research and Improvement (ED), Washington, DC. 119 Manpower Demonstration Research Corporation, 16 East 34 Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org. N/A 2004 2016-11-21

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Yes Aerospace Education Agriculture Air Transportation American Indians Consortia Demonstration Programs Government School Relationship Higher Education Mathematical Models Partnerships in Education Problem Solving Research and Development School Business Relationship Scientific Research Technical Education Technology Transfer Theory Practice Relationship Bowen, Brent D. Box, Richard C. Fink, Mary M. Gogos, George Lehrer, Henry R. Narayanan, Ram M. Nickerson, Jocelyn S. O'Neil, Patrick D. Tarry, Scott E. Vlasek, Karisa D. Reports - Descriptive National Aeronautics and Space Administration Aeronautical Engineering Nebraska Aeronautics University of Nebraska Aviation Safety Combustion Nebraska Nebraska Univ., Omaha. Aviation Inst. English This document contains four papers on aeronautics education, research, and partnerships that partly supported through the Aeronautics Education, Research, and Industry Alliance (AERIAL). The paper "2002 AERIAL Monograph" (Brent D. Bowen, Jocelyn S. Nickerson, Mary M. Fink, et al.) presents an overview of research and development in the following areas that is being conducted by the National Aeronautics and Space Administration (NASA) Nebraska Space Grant Consortium: spaceports; aviation safety; the Nebraska Native American Outreach Program; and geospatial research. "Airborne Remote Sensing (ARS) for Agricultural Research and Commercialization Applications (White Paper)" (Ram Narayanan, Brent D. Bowen, Jocelyn S. Nickerson) discusses the integration of aerospace technology enterprise applications at the Nebraska Remote Sensing Facility with other NASA enterprises as a model of cross-enterprise transfer of science with specific commercial applications. "Validated Numerical Models for the Convective Extinction of Fuel Droplets (CEFD)" (George Gogos, Brent D. Bowen, Jocelyn S. Nickerson) reports on a transient numerical model that was developed to study the combustion of suspended and moving fuel droplets. "The Small Aircraft Transportation System (SATS): Research Collaborations with the NASA Langley Research Center" (Scott E. Tarry, Brent D. Bowen, Jocelyn S. Nickerson) describes efforts to develop innovative solutions to various air transportation problems. Two papers contain substantial bibliographies. (MN) ED477277 The Aeronautics Education, Research, and Industry Alliance (AERIAL) 2002 Report. UNO Aviation Monograph Series. UNOAI Report. 2002-00-00 National Aeronautics and Space Administration, Washington, DC. 65 University of Nebraska at Omaha Aviation Institute, 6001 Dodge Street, Allwine Hall 422, Omaha, NE 68182-0508 ($7.50; $10 for international orders). Web site: http://www.unomaha.edu/~nasa/researchers/monograph.htm. N/A 2004 2016-11-21

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Yes Accident Prevention Air Transportation Aircraft Pilots Aviation Education Aviation Mechanics Aviation Technology Educational Methods Emergency Programs Equipment Maintenance Federal Regulation Flight Training Higher Education Industrial Training Research and Development Safety Education Scientific Research Technical Education Theory Practice Relationship Traffic Safety Bowen, Brent, Ed. Reports - Descriptive Aviation Safety Federal Aviation Administration University of Nebraska Aeronautical Engineering Aeronautics Nebraska Univ., Omaha. Aviation Inst. English This document contains four papers concerning collegiate aviation research and education solutions to critical safety issues. "Panel Proposal Titled Collegiate Aviation Research and Education Solutions to Critical Safety Issues for the Tim Forte Collegiate Aviation Safety Symposium" (Brent Bowen) presents proposals for panels on the following topics: geographic north versus magnetic north to provide enhanced national airspace system safety; weather safety training for general aviation pilots through computer flight simulation; identification of human behavior and aircraft maintenance safety issues; disaster preparedness, emergency response, and curriculum development; the collegiate aviation emergency response checklist; and systemic initiatives in aviation safety research."Current Regulatory Status in Regard to Maintenance Resource Management" (Chien-tsung Lu, Brent Bowen) explores documents, evidence, and perspectives on maintenance resource management training. "Disaster Preparedness, Emergency Response, and Curriculum Development " (Michaela M. Schaaf, Brent D. Bowen) discusses a new upper-level aviation course at the University of Nebraska at Omaha that grew out of research in the area of safety, disaster preparedness, and emergency response. "The Collegiate Aviation Emergency Response Checklist: Fundamental Pre-crisis Planning" (Mary M. Fink, Michael K. Larson) discusses and presents the University of Nebraska at Omaha Aviation Institute's emergency response checklist, which is designed for use if a flight student is involved in an aircraft accident or incident. (MN) ED477278 Collegiate Aviation Research and Education Solutions to Critical Safety Issues. UNO Aviation Monograph Series. UNOAI Report. 2001-04-00 National Aeronautics and Space Administration, Washington, DC. 57 University of Nebraska at Omaha Aviation Institute, 6001 Dodge Street, Allwine Hall 422, Omaha, NE 68182-0508 ($7.50; $10 for international orders). Web site: http://www.unomaha.edu/~nasa/researchers/monograph.htm. N/A 2004 2016-11-21

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Yes Bids Building Plans Proposal Writing School Construction Specifications Standards State Regulation Guides - Non-Classroom Georgia Georgia Georgia State Dept. of Education, Atlanta. Facilities Services Unit. English This document presents the Georgia Department of Education's submittal requirements for documents addressing the planning and construction of educational facilities. Requirements cover such areas as project funding sources, copies and format, site plan, floor plans, elevations and sections, construction delivery method, and heating, air conditioning, and ventilation requirements. (EV) ED477279 Submittal Requirements for Review of Planning, Bidding and Construction Documents for Georgia Public Schools. 2002-05-00 14 For full text: http://www.doe.k12.ga.us/_documents/schools/facilities/submittal.pdf. N/A 2004 2016-11-21

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Yes Child Health Educational Facilities Hazardous Materials Pesticides Program Implementation School Safety State Programs Guides - Non-Classroom Integrated Pest Management English Integrated pest management (IPM) is a program of prevention, monitoring, and control that offers the opportunity to eliminate or drastically reduce hazardous pesticide use. IPM is intended to establish a program that uses cultural, mechanical, biological, and other non-toxic practices, and only introduces least-hazardous chemicals as a last resort, if at all. This publication is intended to inform school community members and activists, policy decision makers, and pest management practitioners, all of whom play critical roles in getting schools to implement effective IPM programs. The report provides comprehensive details of IPM programs by: (1) explaining what an IPM program is and why it is necessary; (2) highlighting 27 school districts and individual school IPM policies and programs; and (3) outlining the basic steps to getting a school IPM program adopted. (EV) ED477280 Safer Schools: Achieving a Healthy Learning Environment through Integrated Pest Management. 2003-04-00 61 Beyond Pesticides, 701 E St., S.E., Suite 200, Washington, DC 20003 ($5). Tel: 202-543-5450; Fax: 202-543-4791; e-mail: info@beyondpesticides.org. For full text: http://www.beyondpesticides.org/SCHOOLS/publications/IPMSuccessStories.pdf. N/A 2004 2016-11-21

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Yes Educational Facilities Improvement Facility Case Studies Neighborhood Schools School Buildings Small Schools Beaumont, Constance E. ERIC Publications Historical Preservation National Clearinghouse for Educational Facilities, Washington, DC. English Noting the benefits of small neighborhood schools, this article asserts that recent renovations of historic schools in Spokane, Washington; San Antonio, Texas; and Boise, Idaho, illustrate these points and challenge the notion that well-renovated historic schools cannot meet modern standards. The article recounts the stories of these schools and concludes with several briefer examples that show how communities have found creative solutions to common problems encountered during historic renovation. (EV) ED477281 Historic Neighborhood Schools Deliver 21st Century Educations. 2003-05-00 National Endowment for the Arts (NFAH), Washington, DC. 17 National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (Toll Free). For full text: http://www.edfacilities.org/pubs. N/A 2004 2016-11-21

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Yes Educational Equity (Finance) Educational Policy Elementary Secondary Education Finance Reform Property Taxes School Funds School Size School Taxes Small Schools State Aid State Legislation Funk, Patricia E. Reports - Research Nebraska Nebraska Center for Rural Affairs, Walthill, NE. English Nebraska's small schools have been shortchanged by recently enacted school finance policies. LB 1114, which limited property tax levy rates, and LB 806, which changed the state aid distribution formula, were first implemented for the 1998-99 school year. These measures were intended to force cuts in school expenditures, especially among smaller, high-cost schools, and to bring about property tax relief. To some extent, these policies succeeded in the dual goals of property tax relief and school revenue reductions. But this limited success was accompanied by a high level of school finance inequity for small schools. This report documents how Nebraska school finance policy shortchanges small schools. Findings are based on comparisons of state aid and property tax revenues for the 1997-98 school year (the last year before LB 1114 and LB 806 implementation) with 1999-2000 (the most recent year with complete data). Small schools (those with fewer than 70 high school students) and their communities saw school revenues decline and received little property tax relief. In spite of a substantial overall increase in state aid, there was a major shift in aid away from small schools because the formula changed from size-based cost groups to sparseness cost groups. Small schools continued to provide the greatest share of school funding from property tax revenues. Recommendations are offered for basing state aid on actual costs while reducing the property tax burden. An appendix explains the methodology used. (Author/SV) ED477282 Shortchanging Small Schools: Nebraska School Finance Policy. The Impacts of LB 1114 and LB 806 on State Aid and Property Tax Revenues for Nebraska Public School Systems by School Size. 2000-09-00 21 Center for Rural Affairs, P.O. Box 406, Walthill, NE 68067, Tel: 402-846-5428. For full text: http://www.cfra.org/resources/Publications/shortchanging_small_schools.htm. N/A 2004 2016-11-21

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Yes Access to Health Care Community Health Services Health Education Health Personnel Health Promotion Home Visits Human Services Indigenous Personnel Lay People Nonformal Education Outreach Programs Prevention Rural Areas Information Analyses Reports - Evaluative National Rural Health Association, Kansas City, MO. English Third World countries have used community health advisors (CHAs) for many years to deliver health services, health education, and linkages to isolated and underserved communities. In 1998 the National Community Health Advisor Study estimated there were at least 600 such programs in the United States using about 12,500 CHAs. Program activities and target populations vary widely; CHAs' work ranges from volunteer service in health education to actual provision of services. The most significant commonalities of CHA programs are a focus on reaching hard-to-reach populations, use of indigenous workers, and CHA expertise in community knowledge rather than formal education. Results of the 1998 national survey of 281 respondents provided data on rural and urban location of programs, racial and ethnic groups targeted, types of health problems encountered, provision of advocacy services, and types of outreach sites. Most CHAs were paid workers but averaged only 20 hours per week. Examples illustrate typical CHA activities: (1) acting as a bridge between underserved people and service providers (explaining the system to clients and gathering information for providers); (2) providing culturally appropriate health education and information; (3) locating cases, making referrals, and providing followup; (4) helping people with basic needs; and (5) building individuals' capacity to help themselves. Only a few evaluations of CHA programs have been carried out, all with positive results. Serious challenges for programs include inadequate and unreliable funding, lack of legitimacy among professionals, the health care system's lack of emphasis on prevention, and varying levels of CHA training. Recommendations focus on formal recognition of the value of CHAs, better funding, a comprehensive evaluation, and advocacy. (SV) ED477283 Community Health Advisor Programs. An Issue Paper. 2000-11-00 8 For full text: http://www.nrharural.org/dc/issuepapers/ipaper17.html. N/A 2004 8/19/2004 21:31:01 RIEJAN2004

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Yes Black Students Educational Assessment Educational Needs Educational Practices Grade 12 Grade 8 Mathematics Achievement Mathematics Education Racial Differences Rural Education Rural Schools School Guidance Secondary Education Secondary School Mathematics Secondary School Students Student Experience Teacher Expectations of Students Underachievement White Students Bottoms, Gene Carpenter, Kathleen Reports - Evaluative Course Taking Patterns Southern Regional Education Board, Atlanta, GA. English In early 2000, an assessment of mathematics achievement and related school practices was carried out in 24 clusters of rural high schools and their feeder middle schools in seven states. More than 2,400 eighth-graders and more than 1,900 12th-graders took a mathematics achievement test referenced to the National Assessment of Educational Progress and concurrently, completed a survey about their overall school experiences, including experiences specifically related to their mathematics classes. The results provide evidence that many students enter high school unprepared for a rigorous college-preparatory mathematics curriculum, and many students graduate from high school without the mathematical skills and knowledge needed to compete for "good jobs" or to enter postsecondary programs without remediation. Fewer 12-graders than 8th-graders performed at the proficient level and above, meaning that these rural schools lost ground with many students in high school. Course-taking patterns were related to mathematics achievement. African American students had lower mathematics achievement than White students, but the racial achievement gap narrowed when all students were held to the same rigorous standards and took the same higher-level courses. These schools placed little emphasis on rich numeracy experiences across the curriculum, had low expectations for many students, and failed to provide the guidance and support students need to succeed in higher-level math courses. Recommendations are offered for improvement. (Contains 15 data tables) (Author/SV) ED477284 Factors Affecting Mathematics Achievement for Students in Rural Schools. Research Brief. 2003-00-00 Lila Wallace/Reader's Digest Fund, Pleasantville, NY. Office of Educational Research and Improvement (ED), Washington, DC. 21 For full text: http://www.sreb.org/programs/hstw/publications/briefs/03V04_ResearchBrief_Math.pdf. N/A 2004 2016-11-21

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No Agriculture Child Labor Credit (Finance) Family Financial Resources Family Income Foreign Countries Poverty Rural Farm Residents Rural Youth Beegle, Kathleen Dehejia, Rajeev H. Gatti, Roberta Reports - Research Tanzania Tanzania World Bank, Washington, DC. English Although a growing theoretical literature points to credit constraints as an important source of inefficiently high child labor, little work has been done to assess its empirical relevance. This paper examines the direct effect of a transitory income shock on household child labor choices, as well as the extent to which access to credit helps families smooth away the impact of a shock. Increasing child labor in response to a transitory shock carries important costs for human capital development because of the often-irreversible disruption in schooling. Panel data from approximately 800 agricultural households in the rural Dagera region of Tanzania show that transitory income shocks, as proxied by accidental crop loss, led to significantly increased child labor among children aged 10-15. Moreover, the availability of collateralizable assets offset the effects of income shocks on child labor, even when controlling for other sources of family wealth and for household-level unobservables. Findings corroborate a large theoretical literature on the relevance of credit constraints in predicting child labor and suggest that expanding access to credit might be effective in mitigating the prevalence of child labor. (Contains 41 references) (Author/SV) ED477285 Child Labor, Income Shocks, and Access to Credit. Policy Research Working Paper. 2003-06-00 31 For full text: http://econ.worldbank.org/view.php?type=5&id=27366. N/A 2004 2016-11-21

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Yes Academic Aspiration Black Students High School Graduates Postsecondary Education Racial Differences Rural Education Rural Youth Student Attitudes White Students Durham, Brian Danner, Mona J. E. Seyfrit, Carole L. Reports - Research English This paper focuses on identifying the nature of immediate postsecondary educational activities in a rural area and compares these activities to educational aspirations held in high school. As part of a larger study in the rural Eastern Shore of Virginia, all students in grades 9-12 in Northampton and Accomack Counties were surveyed in 1995. These counties have higher-than-average poverty and unemployment rates and have few employment opportunities that require postsecondary education. This study looks at 11th- and 12th-graders in 1995, who were resurveyed in 1997, after they presumably had graduated. Results indicate that high school students' educational aspirations were significantly related to attending postsecondary education immediately after high school. Students with high aspirations were more likely to attend postsecondary education, including college, than those with low aspirations. Immediately attending postsecondary education was significantly related to father's education, but not to mother's education. Contrary to expectations, youth perceptions of parents' expectations were not significantly related to immediate postsecondary education. Blacks were more likely than Whites to attend vocational-technical training. However, inconsistent with national findings, Whites were not more likely to attend college than Blacks, possibly because of the large number of historically Black colleges nearby. Postsecondary activities did not differ by gender. (Contains 57 references) (SV) ED477286 Immediate Post High School Educational Activities: A Rural Area Study. 1999-00-00 30 N/A 2004 8/19/2004 21:31:09 RIEJAN2004

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No Alaska Natives American Indian Education Community Involvement Community Programs Cooperative Programs Educational Research Elementary Secondary Education Foreign Countries Indigenous Populations Maori (People) Participatory Research Planning Program Development School Community Relationship Harrison, Barbara Books Guides - Non-Classroom Reports - Descriptive Alaska New Zealand Alaska New Zealand English This book is intended for fieldworkers or researchers and indigenous communities who are planning collaborative projects or research. Narratives of educational projects in Alaska Native and New Zealand Maori communities illustrate the ways that collaborative projects were developed in indigenous communities in the late 20th century. To illuminate the commonalities between Alaska Native and Maori communities, the first chapter provides brief summaries of the history of contact and of relevant policy development in the United States, Canada, Australia, and New Zealand. The rest of part 1 discusses the literature on collaborative programs in indigenous communities, describes personal characteristics and attitudes of effective fieldworkers, and presents guidelines for planning and designing collaborative programs. Part 2 begins by summarizing the guidelines in outline form, then uses them to reflect on the strengths and weaknesses of programs undertaken between 1977 and 1996 in Alaska and New Zealand. These programs were the Small High Schools Project, in which graduate students lived in Alaska Native villages to document development of new state-mandated rural high schools; pilot projects by the University of Alaska system to provide teacher training to indigenous speakers in their home villages; research by teachers and an outside researcher to document a successful, small, rural, Alaska Native school; case study of a Maori-immersion elementary school by an outside researcher; establishment of a job training center in a Maori community; and other Maori community projects. An appendix presents a draft declaration on the rights of indigenous peoples. (Contains 114 references and author and subject indexes.) (SV) ED477287 Collaborative Programs in Indigenous Communities: From Fieldwork to Practice. 2001-00-00 ISBN-0-7591-0060-8 Practitioners Researchers 263 Altamira Press, A Division of Rowman & Littlefield Publishers, Inc., 1630 North Main St., #367, Walnut Creek, CA 94596 (cloth: ISBN-0-7591-0060-8, $72; paper: ISBN-0-7591-0060-6, $26.95). Tel: 800-462-6420 (Toll Free); Web site: http://www.altamirapress.com. N/A 2004 2016-11-21

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Yes European History Family History Family Mobility Foreign Countries Personal Narratives Secondary Education Social Studies World War II Oliver, Paula Popow Historical Materials Opinion Papers East Germany New York (New York) English This family history recounts the life and personal experiences of Marianne Wahnschaff Ballester who was born in the United States in 1929 to German parents. Marianne and her mother spent the World War II years in Stassfurt, Germany, and returned to the United States in 1946. The overview of her life includes a reunion with her father, attendance at Julia Richmond High School (New York City), marriage to Claudio Ballester in 1949 and subsequent motherhood, a degree in education from William Paterson University (Wayne, New Jersey), and 22 years as an elementary school teacher. The history relates Marianne's personal experiences, provides a map of her journey from the United States to Germany and her return to the United States, presents a glossary, a family genealogy, and an afterword. Contains numerous photographs. (BT) ED477288 Marianne Wahnschaff Ballester's Personal Experiences: United States, World War Two, Soviet Zone. 1999-00-00 81 N/A 2004 2020-10-07

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Yes Built Environment Geography Heritage Education Historic Sites Primary Sources Secondary Education Social Studies State History Student Educational Objectives United States History Koman, Rita G. Guides - Classroom - Teacher National Register of Historic Places Labor History National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. English Paterson, New Jersey, was established in the 1790s to utilize the power of the water that cascades through the Passaic River Gorge. Massive brick mill buildings lined the canals that transformed the power of the falls into energy to drive machines. These mills manufactured many things during the history of this industrial city. In the late 19th and early 20th centuries, they produced silk fabrics in such quantities that Paterson was known as the "Silk City." Today, many of the mill buildings survive, mute witnesses to a turbulent history. This lesson is based on several National Historic Landmark nomination files, the National Register of Historic Places registration file, Belle Vista, and additional information. The lesson can be used in U.S. history, social studies, and geography courses in units on labor-management conflict and the rise of unions, or on immigration. It contains eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Paterson and Surrounding Region; Great Falls/S.U.M. Historic District); (5) "Determining the Facts: Readings" (Working 'In the Silk'; Strike!; Owners and Workers); (6) "Visual Evidence: Images" (Dye House in the S.U.M. District, ca. 1910; Dye House Workers, ca. 1900; Silk Weaving Mill in the S.U.M. District; Jacquard Silk Looms, ca. 1900; Belle Vista (Lambert Castle), 1896; Strike Rally at the Botto House, 1913); (7) "Putting It All Together: Activities" (Working and Workers; Labor Unions and Strikes; Local Industry); and (8) "Supplementary Resources." (BT) ED477289 Paterson, New Jersey: America's Silk City. Teaching with Historic Places. 2003-00-00 Practitioners Teachers 36 Teaching with Historic Places, National Park Service, 1849 C St. NW, Suite NC400, Washington, DC 20240. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/102paterson/102paterson.htm. N/A 2004 2016-11-21

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No Childrens Literature Classroom Techniques Elementary Education Ethical Instruction Middle Schools Student Development Values Clarification O'Sullivan, Sheryl Guides - Classroom - Teacher Reports - Descriptive Character Development Moral Reasoning Phi Delta Kappa Educational Foundation, Bloomington, IN. English Over the years there have been different terms for the idea of educating for character. Some of these are moral education, moral reasoning, values clarification, and ethics. But the basic idea of using schools to produce people of good character has been around for many generations. This volume explores the importance of including character education in elementary and middle school and using high-quality children's literature to do so. It also discusses specific techniques and thematic sets of books that can be used for integrating character education into the school. It is divided into seven sections: (1) "Introduction"; (2) "What Is Character Education?"; (3) "Why Should Schools Teach Character Education?"; (4) "Why Should We Use Books?"; (5) "How Shall We Teach?" (Choose Good Literature; Move Beyond Literal Understanding; Focus Intentionally on Character Education); (6) "What Books Should Teachers Use?" (Courage; Sacrifice; Compassion; Responsibility); and (7) "Conclusion." (Contains 13 children's book references, 28 teacher resource references, and 5 Web site addresses.) (BT) ED477290 Character Education through Children's Literature. Fastback No. 494. 2002-00-00 ISBN-0-87367-694-7 Practitioners Teachers 53 Phi Delta Kappa Educational Foundation, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Church Role Community Organizations Cooperative Programs Federal Government Government Role Grants Grantsmanship Religion Religious Organizations Guides - General Public Private Partnership Programs Public Services United States Constitution Bush (George W) Faith Based Programs United States Constitution White House Office of Faith-Based and Community Initiatives, Washington, DC. English The guiding principle behind President George W. Bush's Faith-Based and Community Initiative is that faith-based charities should be able to compete on an equal footing for public dollars to provide public services. President Bush believes that the federal government, within the framework of U.S. Constitutional church-state guidelines, should encourage faith-based charities to reach out with compassion to help even more people in need. This booklet aims to provide guidance for faith-based and community organizations that wish to partner with the U.S. government. The booklet poses and answers specific questions to inform and guide readers. It contains four sections: (1) "Helping Those in Need: An Overview of the Federal Grants Process"; (2) "Partnering with the Federal Government: Some Do's and Don'ts for Faith-Based Organizations"; (3) "Equal Treatment for Faith-Based Providers"; and (4) "Charitable Choice: The Facts". (BT) ED477291 Guidance to Faith-Based and Community Organizations on Partnering with the Federal Government. 2003-00-00 16 White House Office of Faith-Based and Community Initiatives, The White House, Washington, DC 20502. Tel: 202-456-6708; Fax: 202-456-7019; Web site: http://www.fbci.gov. For full text: http://www.whitehouse.gov/government/fbci/guidance_document.pdf. N/A 2004 2016-11-21

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Yes Church Role Community Organizations Cooperative Programs Federal Government Government Role Grants Grantsmanship Religion Religious Organizations Reports - Descriptive Partnerships in Human Services Public Private Partnership Programs Public Services Bush (George W) United States Constitution Faith Based Programs United States Constitution White House Office of Faith-Based and Community Initiatives, Washington, DC. English Despite efforts by the federal and state governments to battle social distress, there are many people who still suffer from poverty and despair. People are calling out for help. For years, faith-based and community groups have been assisting these people and others in need. The federal government has not often been a willing partner to these faith-based and community groups. President George W. Bush wants to change the complicated rules and regulations that hinder these groups from competing for federal funds on an equal footing with other, larger charities. It is one of his top domestic priorities. This brochure explains the philosophy of the White House Office of Faith-Based and Community Initiatives. The brochure outlines the activities and the priority areas of the White House Office. It also discusses White House conferences on Faith-Based and Community Initiatives. The brochure lists possible resources for grassroots groups seeking federal funds and provides some basic facts about federal grants. (BT) ED477292 President Bush's Faith-Based & Community Initiative. 2003-00-00 5 White House Office of Faith-Based and Community Initiatives, The White House, Washington, DC 20502. Tel: 202-456-6708; Fax: 202-456-7019; Web site: http://www.fbci.gov. N/A 2004 2016-11-21

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No Citizenship Citizenship Education Citizenship Responsibility Focus Groups Interviews National Surveys Public Opinion Telephone Surveys Farkas, Steve Johnson, Jean Duffett, Ann Reports - Research United States Constitution United States Constitution Public Agenda Foundation, New York, NY. English A study conducted by Public Agenda Foundation, in partnership with the National Constitution Center, examined what typical adults know and believe about the U.S. Constitution, probed what they understand their rights and civic responsibilities to be, and reported their views on the document's importance and relevance in their lives today. The centerpiece of the study was a national telephone survey conducted in July 2002 among a random sample of adults (n=1520). The survey was preceded by six focus groups conducted in sites across the country as well as 18 in-depth interviews with legal scholars and others who are engaged in constitutional issues. The survey was commissioned before, but conducted after, the terrorist attacks of September 11, 2001. Findings suggest there is fertile ground for nurturing serious education on the Constitution. This report is divided into eight sections: (10 "Introduction"; (2) "Finding One: A Measured Pride"; (3) "Finding Two: It Goes without Saying;" (4) "Finding Three: The Balancing Act"; (5) "Finding Four: Protecting Our Rights in Perilous Times"; (6) "Finding Five: Other Threats to Freedom"; (7) "Finding Six: The Responsibilities of Citizenship"; and (8) "Afterword" (Deborah Wadsworth). Includes 34 endnotes. Also contains information on methodology, survey results, and lists related publications. (BT) ED477293 Knowing It by Heart: Americans Consider the Constitution and Its Meaning. A Report by Public Agenda for the National Constitution Center. 2002-00-00 John S. and James L. Knight Foundation, Miami, FL. ISBN-1-889483-77-X 69 Public Agenda Foundation, 6 East 39th Street, New York, NY 10016-0112 ($10). Tel: 212-686-6610; Fax: 212-889-3461; e-mail: paresearch@aol.com; Web site: http://www.publicagenda.org. N/A 2004 2016-11-21

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Yes Built Environment Educational Games Heritage Education Historic Sites Museums Primary Sources Secondary Education Social Studies United States History Guides - Classroom - Teacher Army Military History Site Visits United States (Southwest) Department of the Army, Washington, DC. English Fort Huachuca (Arizona) is a National Historic Landmark that, like few other places, evokes a feeling for the part. In the heart of Apacheria, Camp Huachuca was founded in March 1877 as one in a network of 70 U.S. Army outposts stretching across the U.S. southwest frontier. The museum is housed in one of the historical buildings built between 1880 and 1905. Its goals are to collect and care for military artifacts that inform people about the U.S. Army's past and to interpret them in such a way as to bring to the military community and the general public a heightened awareness of, and appreciation for, the colorful history of the military in the U.S. southwest. This introduction for teachers contains twelve sections: (1) "Some Background on the Fort Huachuca Museum"; (2) "The Museum as an Important Tool in Studying History"; (3) "Facilities and Services Available at the Museum"; (4) "The Huachuca Story"; (5) "How to Arrange Tours of the Fort Huachuca Museum"; (6) "How to Prepare for Tours of the Museum"; (7) "Other Attractions in the Area"; (8) "'History Hunt' Game"; (9) "Answers to 'History Hunt'"; (10) "Answers to the Quiz"; (11) "Build Your Own History Exhibit"; and (12) "Connections." (BT) ED477294 Fort Huachuca Museum: An Introduction for Teachers. 2002-00-00 Practitioners Teachers 37 Fort Huachuca Museum, U.S. Army, Attn: ATZS-TDO-M, Fort Huachuca, AZ 85613-6000. Tel: 520-533-5136. For full text: http://138.27.35.32/history/PDFS/teachers.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Black History Blacks Civil Rights Curriculum Enrichment Primary Sources Public Schools Racial Segregation Secondary Education Social Studies United States History Guides - Classroom - Teacher National Civics and Government Standards National History Standards United States Constitution United States Constitution National Archives and Records Administration, Washington, DC. English In 1951 Robert Russa Moton High School in Prince Edward County, Virginia was typical of the all-black schools in the central Virginia county. It housed twice as many students as it was built for in 1939, its teachers were paid less than teachers at the all-white high school, and it had no gymnasium, cafeteria, or auditorium with fixed seats. In April 1951 the students at Moton High School went on strike and asked for help from the National Association for the Advancement of Colored People's special counsel to persuade their local school board to build them a better school. This event led to a landmark civil rights case that marked the end of segregation in the nation's public schools. This "Teaching with Documents" lesson plan uses four historic documents that deal with this legal case as the basis for its activities. The lesson plan addresses standards correlation; cites constitutional connection and cross-curricular connections; provides four teaching activities; suggests three enrichment/extension activities; notes how to use the lesson for History Day entries; and offers a bibliography/suggestions for further reading. Contains a photograph analysis worksheet. (BT) ED477295 Frontiers in Civil Rights: Dorothy E. Davis, et al. versus County School Board of Prince Edward County, Virginia. Teaching with Documents. 2003-00-00 Practitioners Teachers 14 National Archives and Records Administration, 700 Pennsylvania Avenue, NW, Washington, DC 20408. Tel: 866-325-7208. For full text: http://www.archives.gov/digital_classroom/lessons/davis_case/davis_case.html. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Research Elementary Secondary Education Higher Education Inner City Minority Group Children Poverty Preservice Teacher Education Private Schools Research Methodology Teacher Certification Teacher Competencies Teacher Effectiveness Teacher Influence Teacher Persistence Teacher Qualifications Teacher Recruitment Urban Schools Darling-Hammond, Linda Opinion Papers Baltimore City Public Schools MD English This paper examines Kate Walsh's Abell Foundation report, which purports to prove there is no credible research supporting the use of teacher certification as a regulatory barrier to teaching and argues against reforms that would strengthen incentives to bring qualified teaches to inner city schools. This paper discusses inaccuracies in Walsh's account, actual findings of many studies it purports to review, and findings from other studies Walsh's report ignores. Five major issues this paper addresses are: evidence about student learning in reading and other areas that is ignored; unfounded claims; misrepresentations of research; methodological issues and double standards in using research; and illogical policy conclusions. This paper asserts that Walsh has dismissed or misreported much of the existing evidence base in order to argue that teacher education makes no difference to teacher performance or student learning and that students would be better off without state efforts to regulate entry into teaching or to provide support for teachers' learning. While Walsh's proposal is couched as the elimination of barriers to teaching, evidence suggests that lack of preparation actually contributes to high attrition rates and thereby becomes a disincentive to long-term teaching commitments and the creation of a stable, high ability teaching force (which leads to lower learning levels). (Contains 89 references.) (SM) ED477296 The Research and Rhetoric on Teacher Certification: A Response to "Teacher Certification Reconsidered." 2001-10-00 72 For full text: http://www.nctaf.org/publications/abell_response.pdf. N/A 2004 2016-11-21

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Yes Educational Change Elementary Secondary Education Faculty Development Literacy Education Teacher Collaboration Teacher Competencies Symonds, Kiley Walsh Reports - Descriptive Peer Coaching English This report discusses literacy coaching as one strategy for professional development, describing how three San Francisco Bay Area school districts use literacy coaching, highlighting the benefits of using literacy coaching, and offering recommendations to districts and states. The report describes why the Bay Area School Reform Collaborative and many partner school districts are choosing to invest in literacy coaching. Literacy coaches are teachers who have content and instructional expertise in literacy. They are released from teaching so they can promote and support high quality literacy instruction through direct, school-based work with other teachers. This study examines how districts organize, fund, and support literacy coaches using data from interviews and focus groups with teachers, literacy coaches, principals, and district administrators and from observations of coaches' meetings, coaching sessions, and coached teachers' classes. Three districts are profiled. The main benefits of literacy coaching are: increased teacher willingness and ability to collaborate, peer accountability, and teacher knowledge about other teachers' classrooms; increased levels and quality of implementation of new instructional strategies; and support for new teachers. Many respondents indicated teachers became more receptive to change. Several cited coaches' ability to keep equity goals in the forefront of teachers' conversations and practice and help teachers use differentiated instruction with at-risk students. (Contains 19 references.) (SM) ED477297 Literacy Coaching: How School Districts Can Support a Long-Term Strategy in a Short-Term World. 2003-00-00 46 Bay Area School Reform Collaborative, 181 Fremont Street, 2nd Floor, San Francisco, CA 94105. Tel: 415-348-5500; Fax: 415-348-1340; Web site: http://www.basrc.org/Pubs&Docs/LiteracyCoaching.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Foreign Countries Private Schools Public Schools Teacher Salaries Kingdon, Geeta Teal, Francis Reports - Research India India English This study examined whether teacher pay was responsive to measures of student performance, noting whether higher pay actually raised student learning outcomes. Data came from a survey of students and schools in India, where public and private school sectors have developed in parallel. The survey collected data on 902 students, 172 teachers, and various aspects of public and private schools. It focused on student, teacher, and school quality and measured factors that determined the outcome for wages and student achievement. It also collected data on students' personal and household characteristics; teacher status (union membership, permanent versus short-term appointment, and gender); teacher quality (grade on board examination and degrees, number of classes taught, subjects taught, and status when taking board examination); and school quality (number of minutes of academic instruction, resources available to the school, and status as an elementary or secondary school). Results indicated that private schools had a much higher volume of resources per student, their students were more able, student achievement was much higher, and parents were much richer. Results also suggested that there was performance related pay in the private sector, and that such pay impacted student achievement. In public schools, there was no relation between teacher wages and student achievement. (Contains 23 references.) (SM) ED477298 Does Performance Related Pay for Teachers Improve Student Performance? Some Evidence from India. 2002-10-00 Nottingham Univ. (England). ESRC Centre for Research in Development, Instruction and Training. 26 N/A 2004 2016-11-21

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No College School Cooperation Educational Environment Elementary Secondary Education Faculty Development Higher Education Moral Values Partnerships in Education Program Evaluation School Community Relationship School Culture Teacher Collaboration Sudeck, Maria Dinovi, Raymond Gehringer, Christine Tonia, Rachael Wuillermin, Monica Reports - Descriptive Speeches/Meeting Papers Rowan University NJ English This paper describes the professional partnership between Rowan University, New Jersey, and Radix Elementary School, emphasizing the building of a moral culture in the learning community. The partnership is a driving force behind the movement to promote character education within the school community. This is being accomplished by facilitating focus groups, lunch seminars, and a Teacher Academy. The paper describes: the process of partnering (focus groups, Likert scale, outcomes, lunch seminars); data from coffee klatches; Rudix Elementary School faculty personal rating of character education as of January 2002; outcomes (recurring themes, need for curriculum integration handbooks, need for common language, and desire for all stakeholders to have an active voice); lunch seminars (selection process of articles and orchestration of seminars); products of collaboration (Teaching Academy, assessment, and manuals); Monroe Township Public Schools summer staff development offerings and in-district training); assessment (rubrics and writing prompts for eight character traits); "A Teacher Friendly Character Education Manual: Grade Four"; Moore Township character education assessment rubric; reaching common language (grade level meetings, collaborative meetings, review and comment, final product); how Radix students show respect, responsibility, and caring; infusing and implementing the ideology (e.g., nursing home, writing, and media activities); and ongoing work (grants, presentations, and applications for best practices and awards). Includes Power Point print outs. (SM) ED477299 Partners in Character: Building a Moral Culture. 2003-02-00 19 N/A 2004 2016-11-21

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No Context Effect Educational Change Educational Legislation Elementary Secondary Education Higher Education Preservice Teacher Education Problem Based Learning Program Evaluation Public Education Teaching Methods Sears, Susan Guides - Non-Classroom Self Regulation Contextual Learning Phi Delta Kappa Educational Foundation, Bloomington, IN. English This fastback shows teachers and teacher educators how contextual teaching and learning (CTL) can change classrooms and teacher education programs. It introduces CTL in the classroom through the fictional Ms. Walters, a veteran classroom teacher who implements CTL strategies. The fastback examines the theories that support her instructional practices. It also presents a fictional case study that shows how implementation of CTL can result in teacher education reform at a state university. Two sections focus on: "What is Contextual Teaching and Learning?" (self-regulated learning, teaching and learning in multiple contexts, problem-based learning, interdependent learning groups, and authentic assessment) and "Integrating CTL Into Teacher Education" (legislated education reform, Any state University, launching the Magellan High School Project, instructional strategies, assessment and evaluation in the Magellan Project, and distinct features of Magellan). CTL, with its emphases on problem-based learning, anchoring teaching and learning to students' lives, using the richness of the community as a context for learning, and encouraging students to learn from each other and take responsibility for their own learning formed the basis for education reform in the case illustration. This emphasizes change needed to reform teacher education and improve public schools. (Contains 11 references.) (SM) ED477300 Introduction to Contextual Teaching and Learning. Fastback. 2003-00-00 ISBN-0-87367-886-9 Practitioners Teachers 55 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789 ($10.95). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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No Classroom Environment Cognitive Style Creative Teaching Curriculum Development Diversity (Student) Elementary Secondary Education Evaluation Methods Grading Grouping (Instructional Purposes) Multiple Intelligences Portfolio Assessment Self Evaluation (Individuals) Student Evaluation Student Needs Teaching Methods Smutny, Joan Franklin Guides - Non-Classroom Curriculum Compacting Curriculum Differentiation Differentiation Phi Delta Kappa Educational Foundation, Bloomington, IN. English This fastback presents the essentials for understanding how to differentiate instruction to meet the learning needs of all students in today's classrooms. It focuses on: "The Need for Differentiated Instruction" (determining learning needs, deciding what to differentiate, and principles of differentiated instruction); "Strategies for Differentiating Levels of Challenge and Complexity" (the learning environment, identifying curriculum essentials, working from student needs, stations, tiered activities, compacting, and flexible grouping); "Teaching to the Learning Styles" (understanding learning styles, using multiple intelligences to differentiate, creative teaching strategies, determining students' learning styles, and managing the process); and "Assessment Strategies for a Differentiated Classroom" (pre-assessment, observation, student portfolios, questioning and self-evaluation, and grading). The fastback concludes that a differentiated classroom can reach many more students in the education system by responding to their individual learning styles, abilities, disabilities, and cultural and linguistic backgrounds. (Contains 12 references.) (SM) ED477301 Differentiated Instruction. Fastback. 2003-00-00 ISBN-0-87367-888-5 Practitioners Teachers 53 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Higher Education Preservice Teacher Education Public Education Teacher Competencies Teacher Qualifications Teaching Skills Board, John C. Reports - Descriptive Speeches/Meeting Papers Professionalization of Teaching English This paper discusses lessons learned from becoming an independent standards board. It begins by explaining that teachers lacked adequate academic preparation during the two World Wars and shortly thereafter. At the end of World War II, public education had to deal with poor pay, little job security, inadequate pensions, and inadequate and divergent standards for teaching. The move toward improving standards for teacher preparation began in the mid-1940s. States began to include teachers in their deliberations on the establishment of standards for teacher preparation and licensure. Concurrently, there were efforts to make teaching a bona fide profession. Independent teacher standards and practice boards began in California and Oregon in the early 1970s. This paper describes characteristics of a profession, lists eight kinds of teacher boards, then defines boards of teaching: independent professional standards and practices board; independent professional standards board; independent practices board; semi-independent professional standards and practices board; semi-independent professional standards board; advisory standards and practices board; advisory standards board; and advisory practices board. The paper concludes that the primary lesson learned is that independent standards boards have chalked up the greatest accomplishments in their work concerning teacher standards and practices. (SM) ED477302 Lessons Learned from Becoming an Independent Standards Board. 2003-06-08 10 N/A 2004 2016-11-21

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Yes Calculus Computer Uses in Education Curriculum Development Educational Change Educational Technology Higher Education Mathematics Education Secondary Education Books Reports - Descriptive Speeches/Meeting Papers English This volume contains the proceedings of the International Conference on Technology in Mathematics Education (ICTME) held at the Lebanese American University in July, 2000. The conference included a panel discussion on technology and the new curriculum, hands-on workshops, and focus group discussion centered around the themes of the effects of technology on changing the role of teachers, changing the role of students, and changing assessment. Papers include: (1) "Rethinking Mathematical Learning with Digital Technologies" (Celia Hoyles and Richard Noss); (2) "Educating Students for Their Future Not Our Past: A Challenge for Teachers of Mathematics" (Peter Jones); (3) "Technology and Problem Solving in Mathematics: Myths and Reality" (Murad Jurdak); (4) "Learning with Multimedia--Mathematics Needs a Special Approach" (Bernard Winkelman); (5) "Calculus at the Start of the New Millennium" (Deborah Hughes Hallett); (6) "Distance Learning between German and Japanese School Classes Based on a Real Time Video Conference Environment" (Klaus-D. Graf); (7) "Attitudes and Concerns on Distance Learning in Lebanon: A Multiple-Case Study" (Ramzi Nasser and Kamal AbouChedid); (8) "A Teacher's Experience in Developing a Set of Interactive Computerized Tests" (Nada Alamedine); (9) "Some Current Developments in the Production and Application of Interactive Mathematics Teaching/Learning Modules at the Higher Colleges of Technology in the UAE" (Leonard Raj and Khaled Abdullah); (10) "Using Technology as a Tool for Teaching Mathematics at the Secondary School" (Mary Nabbout and Bilal Basha); (11) "The Multimedia in Our Mathematics Classroom" (Mohamad Mounir Fakhri); (12) "Non Trivial Applications of MAPLE in Teaching Mathematics" (Miroslaw Majewski); (13) "Developing Internet Resources for Online Teaching Mathematics with Scientific Notebook" (Miroslaw Majewski); (14) "Euler-type Formula Using Maple" (Badih Ghusayni); (15) "WWW Mathematics at the University of Pretoria" (Johann Egelbrecht and Ansie Harding); (16) "An Alternative Sequence for the Calculus" (Kamel Haddad); (17) "An Anti-Essentialist View about ICT in Mathematics Education: What Differences Can It Make to Mathematics Teacher Education" (Bibi Lins); (18) "Is It Just a Computer?" (Christine Sabieh); (19) "Mathematical Technology: In the Hand or On the Desktop" (N.V. Challis and H.W. Gretton); (20) "Multi-Objective Optimization in Computer Aided Control System Design" (Hussein Sayed Tantawy); (21) "The Effect of Using the Geometer's Sketchpad (GSP) on Jordanian Students' Understanding of Geometrical Concepts" (Farouq Almeqdadi); (22) "Jordan Experience with Computer Based Instruction in Teaching Calculus and Statistical Methods" (Adnan Awad); (23) "The Potential Role of Artificial Intelligence Technology in Education" (Abdel-Badeeh M. Salem); (24) "Impact of Using CAS in the Teaching of Mathematics" (Elias Deeba); (25) "An Exploration of Mathematical Qualities of Tasks via the Use of Technology" (Luis Moreno-Armella and Manuel Santos-Trigo). (KHR) ED477303 Proceedings of the International Conference on Technology in Mathematics Education (July 5-7, 2000, Beirut, Lebanon). 2000-07-00 209 N/A 2004 2020-08-21

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Yes Computer Uses in Education Curriculum Development Educational Change Educational Technology Higher Education Mathematics Education Problem Solving Secondary Education Jurdak, Murad Reports - Descriptive Speeches/Meeting Papers English The paper will examine the role of technological tools, especially computers, as facilitators and non-facilitators in problem-solving in mathematics education. Examples of problem tasks will be given in each case. The paper will focus on over-generalizations made regarding the power of technology in mathematical problem solving. These over generalizations (which I shall label as myths) will be illustrated by problem tasks and results of the studies that were conducted at the American University of Beirut on mathematical problem solving in schools and out-of school by students and practitioners. The possible long-term effects of technology on problem solving in non-academic contexts are identified and discussed. (Author) ED477304 Technology and Problem Solving in Mathematics: Myths and Reality. 2000-07-00 9 N/A 2004 8/19/2004 21:31:57 RIEJAN2004 In: Proceedings of the International Conference on Technology in Mathematics Education (July 5-7, 2000, Beirut, Lebanon). p30-37. For full proceedings, see SE 066 766.

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Yes Academic Achievement Chemistry Concept Mapping Evaluation Grade 10 Homework Learning Problems Low Achievement Science Education Secondary Education Sex Differences BouJaoude, Saouma Attieh, May Reports - Research Speeches/Meeting Papers English This paper explores the effect of using concept maps as study tools on achievement in chemistry. Tenth grade students engaged in building concept maps as homework to investigate the correlation between their mastery of concept mapping skills and their achievement in chemistry, and gender differences in using concept mapping as a homework tool. This study provides some insight into the use of concept mapping as a homework tool and provides significant results concerning its different effects on different sex groups where females achieved higher scores than males on chemistry tests, especially on questions at the knowledge and comprehension levels. The results also show that concept mapping helped low achievers achieve higher in chemistry. Students exhibited positive attitudes toward using concept maps in chemistry. (KHR) ED477305 The Effect of Using Concept Maps as Study Tools on Achievement in Chemistry. 2003-00-00 26 N/A 2004 8/19/2004 21:32:00 RIEJAN2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Concept Formation Curriculum Development Educational Change Inquiry Science Education Scientific Literacy Scientific Principles Scientists Secondary Education Standards Theories Dawkins, Karen R. Dickerson, Daniel L. Reports - Research Speeches/Meeting Papers English This paper documents a pilot study designed to explore the ideas of high school students regarding the nature and role of theories, an aspect of the nature of science (NOS) that continues to be problematic for students, teachers, and the general public. Although there is a much greater emphasis on the nature of science in standards documents, curriculum documents, and textbooks than there was even a decade ago, those efforts focus largely on the nature of scientific inquiry with little attention on the profound influence of theories on the scientific enterprise and the perspectives of scientists. (Author) ED477306 Students' Conceptions Regarding Scientific Theories. 2003-00-00 9 N/A 2004 8/19/2004 21:32:03 RIEJAN2004

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Yes Elementary Secondary Education Foreign Countries International Studies Perception Science Instruction Science Teachers Teacher Behavior Test Reliability Test Validity den Brok, Perry Fisher, Darrell Brekelmans, Mieke Rickards, Tony Wubbels, Theo Levy, Jack Waldrip, Bruce Reports - Research Speeches/Meeting Papers Australia Slovakia Brunei Netherlands Questionnaire on Teacher Interaction Singapore Australia Brunei Netherlands Singapore Slovakia Questionnaire on Teacher Interaction English This study compares science students' perception data from six countries and uses specific methods to analyze the validity and reliability of the Questionnaire on Teacher Interaction (QTI). In this way, it adds to the existing knowledge base and compensates for some of the limitations of earlier studies. The paper begins with a discussion on the Model for Interpersonal Teacher Behavior (MITB) as a circumplex model with specific properties. Next, an overview of methods to analyze these properties is presented. Then, earlier research on the validity and reliability of the QTI is discussed in terms of these methods. Finally, outcomes of analyses regarding the validity and reliability of the QTI using data from six countries is presented. (KHR) ED477307 The Cross National Validity of Students' Perceptions of Science Teachers' Interpersonal Behavior. 2003-03-23 31 N/A 2004 2016-11-21

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No Grade 7 Inquiry Learning Strategies Middle Schools Science Activities Science Education Scientific Methodology Teaching Methods Wu, Hsin-Kai Krajcik, Joseph S. Reports - Research English This study characterizes the inscriptional practices demonstrated by 7th graders, particularly their use of data tables and graphs, in an inquiry-based learning environment. Drawing on a naturalistic approach, we examined two seventh grade classes during an eight-month instructional unit that emphasized water quality and relevant concepts. We collected and analyzed multiple data sources. The analysis shows that constructing and interpreting graphs and tables provided students with opportunities to discuss, review, and clarify questions about concepts and inquiry process. The level of students' participation in constructing and interpreting practices increased over time. At the end of the water quality unit, students were capable of fully participating in designing a more complicated inscription and interpreting new inscriptions. The analysis also suggests that four features of the learning environments promoted the development of inscription practices: (1) embedding the use of inscriptions in students' science inquiry; (2) providing scaffolds to support students' inquiry process; (3) sequencing tasks and the inquiry process; and (4) engaging students in science inquiry in an iterated manner. This study provides insight into the design of a learning environment in which students can develop competent and authentic scientific practices. (Author) ED477308 Inscriptional Practices in Inquiry-Based Classrooms: How Do Seventh Graders Construct and Interpret Data Tables and Graphs? 2003-03-00 66 N/A 2004 8/19/2004 21:32:08 RIEJAN2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Cross Cultural Studies Inservice Teacher Education Mathematicians Mathematics Education Multimedia Instruction Preservice Teachers Professional Development Secondary Education Teacher Education Programs Teacher Educators Teaching Methods McGraw, Rebecca Lynch, Kathleen Koc, Yusuf Kapusuz, Ayfer Brown, Catherine Reports - Research Speeches/Meeting Papers English This study occurred as part of a project entitled Collaboration for the Enhancement of Mathematics Instruction (CEMI). CEMI is a partnership involving middle and high school mathematics teachers, university mathematicians, university mathematics teacher educators, and pre-service secondary mathematics teachers. The purpose of the study is to examine how a multimedia case is perceived by four groups of people with diverse backgrounds and common interest in mathematics teaching and learning--pre-service secondary mathematics teachers, in-service secondary mathematics teachers, university mathematicians, and mathematics teacher educators. This research also considers the interactions of these groups as they meet both online and face-to-face to discuss the multimedia case. The multimedia case study "Making Weighty Decisions" was used to assist the four cultures in understanding each other's perspectives on mathematics teaching and learning prior to beginning collaborative lesson planning. (KHR) ED477309 Talking about Mathematics Teaching: An Examination of the Use of a Multimedia Case To Stimulate the Conversation. 2002-04-00 27 N/A 2004 8/19/2004 21:32:10 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April, 2002).

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Yes Curriculum Development Doctoral Programs Higher Education Mathematics Education Professional Development Teacher Educator Education Reys, Robert E. Reports - Research English This report builds on discussions about key components of doctoral programs in mathematics education. It is organized into three parts: (1) Background; (2) Core Knowledge Expectations in Mathematics Education; and (3) Institutional Capacity Needed to Support Quality Doctoral Programs. Each element of core knowledge expectation is identified together with a brief rationale for its inclusion, and some means of addressing the elements is briefly described. A list of institutional components necessary to support high quality doctoral programs is proposed. (KHR) ED477310 Principles To Guide the Design and Implementation of Doctoral Programs in Mathematics Education. A Task Force Report for the Association of Mathematics Teacher Educators. 2002-09-23 12 N/A 2004 8/19/2004 21:32:13 RIEJAN2004 Produced by the Association of Mathematics Teacher Educators.

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Yes Curriculum Design Educational History Higher Education Mathematics Instruction Postsecondary Education Professional Development Singleton, Cynthia M. Information Analyses Reports - Descriptive English This paper investigates how and why the fragmentations of college mathematics have reached the current form through looking at the history of mathematics education. (KHR) ED477311 A Historical Overview That Led to the Fragmentation of College Mathematics Curriculum. 2002-04-03 54 N/A 2004 8/19/2004 21:32:16 RIEJAN2004

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No Evaluation Foreign Countries Professional Development Science Instruction Science Teachers Secondary Education Teacher Attitudes Thinking Skills Shwartzer, Noa Zohar, Anat Reports - Research Speeches/Meeting Papers Israel Israel English The purposes of this study are to describe the development and validation of a research instrument for assessing teachers' beliefs regarding issues pertaining to the instruction of higher order thinking, and to explore the beliefs of Israeli science teachers regarding issues pertaining to instruction of higher order thinking. This paper describes differences between the beliefs of various groups of science teachers, and predicts several differences between various groups of Israeli science teachers. (Author) ED477312 Assessing Teachers' Beliefs Regarding Issues Pertaining to Instruction of Higher Order Thinking. 2003-03-00 10 N/A 2004 2016-11-21

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Yes Cognitive Processes Comparative Analysis Concept Formation Conflict Evaluation Grade 9 Science Education Secondary Education Teaching Methods Zohar, Anat Kravetsky, Simcha-Aharon Reports - Research Speeches/Meeting Papers English The goal of this research is to compare the effectiveness of two teaching methods (inducing a cognitive conflict, or ICC, versus direct teaching, DT) for students of two academic levels (low versus high) regarding gains in the ability to use the control of variables strategy. 121 students who learned in a heterogeneous school were divided into four experimental groups in a 2X2 design. Results showed no main effect of teaching method, a significant main effect for level of students and a significant interaction effect between level of students and teaching method. The findings showed that the ICC teaching method was more effective for high level students, while the DT method was more effective for low level students. This interaction effect was preserved in a retention test that took place 5 months after instruction. These findings show that high level students benefited from the ICC teaching method while the DT method delayed their progress. In contrast, low- level students benefited from the DT method while the ICC teaching method delayed their progress. These findings confirmed our hypothesis that inconclusive findings regarding the effectiveness of the ICC method can be explained by its opposite effect on students of different academic levels. (Author) ED477313 Cognitive Conflict, Direct Teaching and Student's Academic Level. 2003-03-00 10 N/A 2004 8/19/2004 21:32:22 RIEJAN2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Career Awareness Curriculum Development Higher Education Medical Education Professional Development Science Education Scientists McKissack, Jacqueline M. Quintans, Jose Reports - Descriptive Speeches/Meeting Papers Chicago Univ., IL. English This paper describes what the medical scientist training program (MSTP) is, how a student decides whether to apply for the MSTP, practical questions to ponder in considering a dual degree career, MSTP training, National Institute of Health (NIH) and other funding opportunities, and M.D./Ph.D career paths. (KHR) ED477314 The Medical Scientist Training Program: An M.D/Ph.D. Training Opportunity. 2001-00-00 National Inst. of General Medical Sciences (NIH), Bethesda, MD. 15 N/A 2004 8/19/2004 21:32:24 RIEJAN2004 PHS-5-T32-GM07281-26 Produced by the Medical Scientist National Research Service.

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Yes Cognitive Processes Concept Formation Elementary Secondary Education Learning Processes Metacognition Science Education Teaching Methods Yuruk, Nejla Ozdemir, Omer Beeth, Michael E. Reports - Descriptive Speeches/Meeting Papers English This paper describe the intertwined nature of metacognition and conceptual change and proposes a taxonomy that classifies the types of metacognitive knowledge and activities that are likely to influence the change in students' conceptions. The initial conceptual change model is introduced to provide background and context for the theoretical argument, and a summary of the other theoretical approaches is drawn to explain the change in students' conceptions. The definition of metacognition is presented along with the prominent taxonomies proposed to explain the facets of metacognition and the problems associated with these taxonomies. Finally, a review of the research that aimed to improve students' conceptual development through their metacognition is provided. (KHR) ED477315 The Role of Metacognition in Facilitating Conceptual Change. 2003-03-00 68 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003). N/A 2004 8/19/2004 21:32:27 RIEJAN2004

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Yes Computer Mediated Communication Computer Uses in Education Curriculum Development Educational Technology Electronic Mail Elementary Education Foreign Countries Internet Mathematical Concepts Mathematics Education Teaching Methods Graf, Klaus-D. Reports - Research Speeches/Meeting Papers Germany Germany English We have established an environment for German-Japanese school education projects using real time interactive audio-visual distance learning between remote classrooms. In periods of 8-12 weeks, two classes are dealing with the same subject matter, exchanging materials and results via e-mail and Internet. At 3 or 4 occasions the classes met on screens interacting in explaining programs handled and solutions found. Participants were elementary school children speaking their native languages, translated by interpreters on the topics of symmetries in rectangles and stripes. It has been done with lower secondary students speaking English on topics related to discovering, proving, and applying Pythagoras Theorem. Another project was dealing with students and the geometry of the globe. (Author) ED477316 Distance Learning between German and Japanese School Classes Based on a Real Time Video Conference Environment. 2000-07-00 7 N/A 2004 2016-11-21

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Yes Computer Software Computer Uses in Education Curriculum Development Educational Technology Foreign Countries Grade 9 Mathematics Education Secondary Education Teaching Methods Almeqdadi, Farouq Reports - Research Speeches/Meeting Papers Jordan Geometers Sketchpad Jordan English Technology has become a part of most of our activities in the everyday life. It entered to the educational field as well as the other fields. The use of technology in school is growing in both technological equipments like computers and the structure for them, besides the training programs for the teachers and other users. The new technological tools, such as computers and their software, provide people with more opportunities to teach in new ways. This environment of using technology is growing in the general reform in mathematics education. The purpose of this study was to investigate the effect of using the Geometer's Sketchpad (GSP) on students' understanding of some of the geometrical concepts. The sample consisted of 52 students from the Model School, Yarmouk University, Jordan. The students in the control group used only the book. Both groups took the same pretest and posttest, which was designed by the researcher. The results of the study indicated that there was a significant difference between the means of the students' scores on the posttest with favor to the experimental group. The results also indicated that there were more gain in the scores from the pretest to the posttest in the case of the experimental group. The researcher suggested more use of the GSP software and more investigations in the area of using computers in education. (Author) ED477317 The Effect of Using the Geometer's Sketchpad (GSP) on Jordanian Students' Understanding of Geometrical Concepts. 2000-07-00 9 N/A 2004 2016-11-21

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Yes Artificial Intelligence Cognitive Processes Computer Uses in Education Curriculum Development Educational Technology Higher Education Knowledge Representation Salem, Abdel-Badeeh M. Reports - Research Speeches/Meeting Papers English The field of Artificial Intelligence (AI) and Education has traditionally a technology-based focus, looking at the ways in which AI can be used in building intelligent educational software. In addition AI can also provide an excellent methodology for learning and reasoning from the human experiences. This paper presents the potential role of AI in the various aspects of education. Six AI fields are presented. The first presents the knowledge representation (KR) which includes ontologies; new concepts for representing, storing and accessing knowledge; and schemes for representing knowledge. The second is related to the use of Case-Based Reasoning (CBR) methodology in developing interactive intelligent educational systems for learning and teaching. The third topic is related to the use of Natural Language Processing (NLP) for analyzing the educational Web pages. The fourth is concerned with the Intelligent Tutoring Systems (ITSs), which are capable of adaptive instruction by means of multiple representations of domain knowledge. The fifth is the Intelligent Tutoring System Authoring Sheels (ITSASs), which allow a course instructor to easily enter domain and other knowledge without requiring computer programming skills. The last area deals with the learning in Distributed Artificial Intelligence (DAI). Moreover, the paper will explore a proposal for a master's degree in artificial intelligence in education. (Author) ED477318 The Potential Role of Artificial Intelligence Technology in Education. 2000-07-00 10 N/A 2004 8/19/2004 21:32:35 RIEJAN2004 In: Proceedings of the International Conference on Technology in Mathematics Education (July 5-7, 2000, Beirut, Lebanon). p178-85. For full proceedings, see SE 066 766.

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Yes Educational Change Educational Resources Environmental Education Higher Education Partnerships in Education Professional Development Resource Materials Guides - Non-Classroom Reports - Descriptive English This report directory provides environmental education training resources and related support to education professionals. Surveys were sent to over 60 organizations asking them to self-identify as Environmental Information Providers or Environmental Education Information Providers. This report includes the list of organizations that responded and provides information on each of the following topics: (1) publications available; (2) world wide web access; (3) geared toward teachers; (4) geared toward students; (5) adult education; (6) national; (7) international; (8) regional; (9) workshops/conferences; (10) scholarships; (11) 800 number; (12) subscription fees; (13) free access; (14) cost for information; (15) CD-ROMs available; (16) e-mail; (17) resource center; (18) networks for education; and (19) films/videos available. (KHR) ED477319 Environmental Education Information Providers Directory. 1999-09-00 Environmental Protection Agency, Washington, DC. 72 EETAP Resource Library, Ohio State Extension, 700 Ackerman Road, Suite 235, Columbus, OH 43202-1578. Tel: 614-292-6084; Fax: 614-292-7341. N/A 2004 8/19/2004 21:32:38 RIEJAN2004 Produced by the Environmental Education and Training Partnership.

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Yes Educational Change Educational Policy Educational Resources Engineering Education Higher Education Professional Education Science Education Reports - Descriptive National Science Foundation, Arlington, VA. English This report is based on a study conducted by the National Science Board (NSB) and informs the national dialogue on the current state and future direction of the science and engineering (S&E) infrastructure. It highlights the role of the National Science Foundation (NSF) as well as the larger resource and management strategies of interest to federal policymakers in both executive and legislative branches. This report includes the history and current status of the S&E infrastructure, the role of NSF, and practical findings and recommendations. (KHR) ED477320 Science and Engineering Infrastructure for the 21st Century: The Role of the National Science Foundation. 2002-12-04 44 N/A 2004 2020-11-23

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Yes Curriculum Design Earth Science Lesson Plans Marine Biology Middle Schools Oceanography Science Activities Science Education Teaching Methods Guides - Classroom - Teacher National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English These activities are designed to teach about the sediments of Hudson Canyon. Students investigate and analyze the patterns of sedimentation in the Hudson Canyon, observe how heavier particles sink faster than finer particles, and learn that submarine landslides are avalanches of sediment in deep ocean canyons. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477321 Let's Bet on Sediments! Hudson Canyon Cruise--Grades 9-12. Focus: Sediments of Hudson Canyon. 2002-00-00 Practitioners Teachers 8 N/A 2004 8/19/2004 21:32:42 RIEJAN2004

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Yes Curriculum Design Lesson Plans Marine Education Middle Schools Oceanography Science Activities Science Instruction Teaching Methods Guides - Classroom - Teacher Buoyancy National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English These activities are designed to teach about ocean exploration. Students are expected to research the development and implementation of a research vessel/vehicle used for deep ocean exploration, calculate the density of objects by determining the mass and volume, and construct a device that exhibits neutral buoyancy. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477322 Come On Down! Galapagos Rift Expedition--Grades 7-8. Overview: Ocean Exploration. 2002-00-00 Practitioners Teachers 8 N/A 2004 2016-11-21

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Yes Curriculum Design Earth Science Lesson Plans Map Skills Marine Education Measurement Middle Schools Oceanography Science Activities Science Instruction Teaching Methods Visualization Guides - Classroom - Teacher Topographic Maps National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity is designed to teach about topographic maps and bathymetric charts. Students are expected to create a topographic map from a model landform, interpret a simple topographic map, and explain the difference between topographic and bathymetric maps. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477323 A Watered-Down Topographic Map. Submarine Ring of Fire--Grades 6-8. Topographic and Bathymetric Maps. 2002-00-00 Practitioners Teachers 11 N/A 2004 2016-11-21

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Yes Biology Botany Curriculum Design Earth Science Ecology Lesson Plans Marine Education Middle Schools Oceanography Science Activities Science Instruction Teaching Methods Guides - Classroom - Teacher Hawaii Hawaii National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity is designed to teach about hydrothermal vent ecology. Students are expected to describe how hydrothermal vents are formed and characterize the physical conditions at these sites, explain chemosynthesis and contrast this process with photosynthesis, identify autotrophic bacteria as the basis for food webs in hydrothermal vent communities, and describe common food pathways between organisms typically found in hydrothermal vent communities. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477324 Living with the Heat. Submarine Ring of Fire--Grades 5-6. Hydrothermal Vent Ecology. 2002-00-00 Practitioners Teachers 8 N/A 2004 2016-11-21

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Yes Curriculum Design Earth Science Earthquakes Lesson Plans Middle Schools Plate Tectonics Science Activities Science Education Teaching Methods Volcanoes Guides - Classroom - Teacher Hawaii Hawaii National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity is designed to teach how tectonic plates move, what some consequences of this motion are, and how magnetic anomalies document the motion at spreading centers do. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477325 The Biggest Plates on Earth. Submarine Ring of Fire--Grades 5-6. Plate Tectonics. 2002-00-00 Practitioners Teachers 9 N/A 2004 2016-11-21

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Yes Curriculum Design Earth Science Earthquakes Lesson Plans Marine Education Middle Schools Oceanography Science Activities Science Instruction Seismology Teaching Methods Guides - Classroom - Teacher Hawaii Hawaii National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity is designed to introduce to students the processes of plate tectonics and volcanism that resulted in the formation of the Hawaiian Islands and the difference between S waves and P waves. Students are expected to explain how seismic data recorded at different locations can be used to determine the epicenter of an earthquake, infer a probable explanation for the existence of ultra-low velocity zones, and explain how these zones may be related to the Hawaiian hotspot. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477326 Roots of the Hawaiian Hotspot. Northwestern Hawaiian Islands Exploration--Grades 9-12 (Earth Science). Seismology and Geological Origins of the Hawaiian Islands. 2002-00-00 Practitioners Teachers 13 N/A 2004 2016-11-21

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Yes Curriculum Design Earth Science Ecology Inquiry Lesson Plans Marine Biology Middle Schools Oceanography Science Activities Science Education Teaching Methods Guides - Classroom - Teacher National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity teaches about the complexity of ocean exploration, the technological applications and capabilities required for ocean exploration, the importance of teamwork in scientific research projects, and developing abilities necessary to do scientific inquiry. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477327 Designing Tools for Ocean Exploration. Galapagos Rifts Expedition--Grades 9-12. Overview: Ocean Exploration. 2002-00-00 Practitioners Teachers 15 N/A 2004 8/19/2004 21:32:57 RIEJAN2004

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Yes Biology Curriculum Design Earth Science Ecology Lesson Plans Marine Education Middle Schools Oceanography Plate Tectonics Science Activities Science Instruction Teaching Methods Guides - Classroom - Teacher National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity introduces students to the basic concept of seafloor spreading, the processes involved in creating new seafloor at a mid- ocean ridge, the Galapagos Spreading Center system, and the different types of plate motion associated with ridge segments and transform faults. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477328 The Galapagos Spreading Center. Galapagos Rifts Expedition--Grades 9-12. Mid-Ocean Ridges. 2002-00-00 Practitioners Teachers 10 N/A 2004 8/19/2004 21:32:59 RIEJAN2004

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Yes Animals Curriculum Design Ecology Group Activities Lesson Plans Marine Biology Middle Schools Oceanography Science Education Teaching Methods Guides - Classroom - Teacher Arctic National Oceanic and Atmospheric Administration (DOC), Rockville, MD. English This activity introduces students to major groups of invertebrates that have been found in other polar ocean expeditions and acquaints them with the feeding habits of these animals as a basis for making inferences about benthic communities and their connection to other components of the Artic Ocean ecosystem. The activity provides learning objectives, a list of needed materials, key vocabulary words, background information, day-to-day procedures, internet connections, career ideas, integrated subject areas, evaluation tips, extension ideas, and National Science Education Standards connections. (KHR) ED477329 Meet the Arctic Benthos. Arctic Ocean Exploration--Grades 7-8. Benthic Invertebrate Groups in the Deep Arctic Ocean. 2002-00-00 Practitioners Teachers 10 N/A 2004 2016-11-21

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Yes Art Expression Class Activities Classroom Techniques Cultural Context Foreign Countries Interdisciplinary Approach Learning Activities Poetry Secondary Education Student Educational Objectives Teacher Developed Materials Units of Study Karsten, Jayne Guides - Classroom - Teacher Yeats (William Butler) Ireland Ireland John F. Kennedy Center for the Performing Arts, Washington, DC. English This curriculum unit, designed for grades 7-12, integrates various artistic disciplines with geography, history, social studies, media, and technology. This unit on William Butler Yeats, the writer, and Jack Yeats, the painter, seeks to immerse students in a study of the brothers as voices of Ireland and as two of the most renowned artists of the late 19th and early 20th centuries. The unit is dedicated also to helping students see how the outlook of an age controls cultural expression, and how this expression is articulated in similar ways throughout genres of art. To help effect these major goals, focus in the unit is placed on: the impact of geography, place, and family on both William Butler Yeats and Jack Yeats; the influence of personalities of the time period on the two artists; and also, the ways both Yeats align, in philosophical construct and creative expression, with the dynamic changes that occurred during the time period. The 6-lesson unit is designed for use either in its completeness or in such a way that individual lessons can be accessed. It presents an overview; lists equipment and materials needed; discusses standards; and outlines content acquisition, process skills, and strategies. Each lesson provides a detailed, step-by-step instructional plan. Lessons are entitled: (1) Influence of Landscape on William Butler Yeats; (2) Influence of Environment on Jack Yeats; (3) Influences and Change for William and Jack Yeats; (4) Individual Fingerprints: The Mature Years; (5) Sections of Yeats's Poetry Related to His Involvement with the Irish Nationalist Movement; and (6) Jack Yeats: A Few Samplings from the Mature Years. (NKA) ED477330 Magic Words, Magic Brush: The Art of William Butler and Jack Yeats. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 Department of Education, Washington, DC. National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Practitioners Students Teachers 25 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Advertising Class Activities Classroom Techniques Curriculum Enrichment Language Arts Learning Activities Lesson Plans Mass Media Primary Education Student Educational Objectives Units of Study Robertson, Helen Guides - Classroom - Teacher Advertisements Media Imagery John F. Kennedy Center for the Performing Arts, Washington, DC. English This "mini" curriculum unit introduces primary children (grades K-3) to the concept of images presented through the media, primarily advertising through print and on television. The unit is divided into three approximately 45-minute lessons. In the unit's first lesson, students will discuss why they like the particular toy they have chosen to bring to class, while the second lesson begins with a teacher-led discussion of the purpose, target audience, and value of advertisements in general, and of the specific ads each student has brought to class from home. In the unit's final lesson, students will make an outline drawing of their chosen toy, either from observation or from memory, including background/foreground space on the picture plan as well as possible symbols for their advertisement with consideration given to their target audience. Each lesson provides an overview and detailed information for the teacher; cites relevant national standards, strategies, and instructional objectives; and offers a step-by-step instructional plan. Each lesson also discusses assessment and suggests extension activities. (NKA) ED477331 Media Unit. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Practitioners Students Teachers 18 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Cultural Context High Schools Language Arts Learning Activities Lesson Plans Music Student Educational Objectives Student Projects Teacher Developed Materials Units of Study Visual Arts Klass, Steve Guides - Classroom - Teacher National Arts Education Standards Beowulf Grendel John F. Kennedy Center for the Performing Arts, Washington, DC. English How have "monsters" been viewed in society, what purpose do they serve, and why are they necessary? In this language-arts-based curriculum unit for grades 9-12, students explore the ways "monsters" are depicted in literature, music, and drama. According to the unit, students will: define what a monster is; read the classic "Beowulf"; then read John Gardner's "Grendel"; and execute a concluding project which requires them to create, name, describe, and visually depict a "monster." The lesson presents an overview; suggests grade level; cites subjects and subtopics; lists equipment and materials needed; and gives teacher resources and extensive National Standards for Arts Education as well as other national standards and Virginia State Standards. It provides instructional objectives and strategies, followed by a detailed, step-by-step instructional plan for the classroom. It also suggests assessment and extension activities. (NKA) ED477332 Monsters. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Teachers Practitioners Students 9 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Creative Dramatics Grade 3 Language Arts Lesson Plans National Standards Primary Education Sciences Student Educational Objectives Teacher Developed Materials Bauernschub, Mary Beth Guides - Classroom - Teacher Mountains John F. Kennedy Center for the Performing Arts, Washington, DC. English This lesson plan for grade 3 intends for students to use creative dramatics to demonstrate an understanding of three ways a mountain can be formed; students will also explore the effects of elevation on plant and animal life and on weather in the regions on both sides of a mountain. The lesson should take two to four days to implement. It provides detailed information and an overview for the teacher; cites relevant national standards; lists instructional objectives and strategies; and offers a step-by-step instructional plan. The lesson also discusses assessment and extensions. (NKA) ED477333 Mountains: A Drama Exploration. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Practitioners Students Teachers 7 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Fine Arts Interdisciplinary Approach Learning Activities Lesson Plans Mythology National Standards Secondary Education Story Telling Student Educational Objectives Teacher Developed Materials Units of Study Workshops Writing Processes Clement, Lynne Boone Guides - Classroom - Teacher John F. Kennedy Center for the Performing Arts, Washington, DC. English This curriculum unit can be adapted for students as young as grade 6 or 7 and as old as grade 12. The unit integrates writing process instruction, storytelling lore, mythology, and arts instruction and is in support of standards as defined by the Consortium of National Arts Education Associations and the National Council of Teachers of English. Each of the three lessons in the unit has been planned for a 45-50 minute instructional period, but it is not necessary to follow the lessons in linear fashion. The unit was designed to be implemented through a blend of traditional classroom writing process instruction and Internet exchange. It intends that students will explore their own cultural identity while learning vital aspects of the writing process. The unit provides an overview, lists equipment and materials needed, posits essential questions, discusses relevant standards, and outlines content acquisition. Student handouts are attached. (NKA) ED477334 Mythology Across Time and Borders: Online Workshop. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Practitioners Students Teachers 25 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 8/19/2004 21:33:14 RIEJAN2004

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No Educational Objectives Elementary Secondary Education Higher Education Professional Development Student Needs Teacher Role Writing (Composition) Writing Improvement Writing Instruction Reports - Descriptive National Writing Project National Writing Project, Berkeley, CA. English The National Writing Project (NWP) believes that access to high-quality educational experiences is a basic right of all learners and a cornerstone of equity. Through its extensive network of teachers, the National Writing Project seeks to promote exemplary instruction of writing in every classroom in America. The specific goals of the National Writing Project are: to improve student writing and learning in kindergarten through university classrooms; to extend the uses of writing in all disciplines; to provide schools, colleges, and universities with an effective professional development model; and to identify, celebrate, and enhance the professional role of successful classroom teachers. This NWP annual report is divided into the following sections: Because Writing Matters; Serving Local Communities in Fifty States; Supporting Teacher Learning; Building Programs and Leadership in Local Schools; Creating National Opportunities; Map of NWP Sites; Data at a Glance; Providing Professional Resources for Educators; Improving Student Achievement; Advancing Reform in Education; Financial Statements; Board of Directors and Senior Staff; and Evaluator's Statement. (NKA) ED477335 National Writing Project Annual Report, 2002. 2003-01-00 Department of Education, Washington, DC. 29 National Writing Project, University of California, 2105 Bancroft, #1042, Berkeley, CA 94720-1042. Tel: 510-642-0963; Fax: 510-642-4545; e-mail: nwp@writingproject.org. For full text: http://www.writingproject.org/downloads/2002annual.pdf. N/A 2004 2016-11-21

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Yes Planning Primary Education Reading Improvement Reading Instruction Reading Programs State Programs Denton, David R. Reports - Descriptive Reading First Southern Regional Education Board State Initiatives Southern Regional Education Board, Atlanta, GA. English The Reading First initiative is a central part of the federal "No Child Left Behind Act" of 2001. Reading First's primary goal is to improve reading instruction and student performance in kindergarten through grade 3. By March 2003 only half of the 50 state plans had been approved for funding. Approved states included seven Southern Regional Education Board states--Alabama, Arkansas, Delaware, Florida, Mississippi, Oklahoma, and Virginia. Lessons learned by these states during the review process, together with lessons learned by these and other states in earlier reading reform initiatives, may be useful in helping other states prepare reading plans that can win federal approval and achieve needed improvements in reading results. The following points reflect experiences common to all these states in the process of producing their final approved plans: there is no list of approved reading programs; target the worst-performing schools--real change must happen at the school level; no detail is too small; all decisions about program design and implementation should be data driven; providing professional development in reading to a school's entire faculty is a powerful instrument for change; it is essential that administrators go through some professional development with their teachers; professional development models that seek to train selected faculty from a school to go back and teach their peers often are unsuccessful; professional development should provide ample opportunities for teachers to apply their lessons directly to solving the problems of real students; train teachers in the use of peer coaching teams; involve universities and teacher education programs from the start; do not expect too much of the initial training--follow-up and reinforcement are the keys to success; and do not try to do too much too fast. (NKA) ED477336 Reading First: Lessons from Successful State Reading Initiatives. 2003-03-00 9 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web Site: http://www.sreb.org. N/A 2004 2016-11-21

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Yes African Literature Childrens Literature Cultural Context Elementary Secondary Education Ethnic Stereotypes Literary Criticism Novels Racial Attitudes Osa, Osayimwense Opinion Papers Speeches/Meeting Papers Africa Africa English Eric Campbell, an English teacher, spent most of his working life in New Guinea and in East Africa, where he lived in the shadow of Kilimanjaro. He now lives in England and writes about Africa. People could expect an objective, and perhaps, a dispassionate account or depiction of African children and adults--their individual lives and sociocultural functions in a true geopolitical and sociocultural milieu in the 1990s--from a British writer and teacher reminiscent of another British teacher and writer, William Golding. But what a reader finds particularly in reading "The Year of the Leopard Song" is a disappointment. This paper discusses and analyzes Campbell's 1992 novel for children. The paper sees the novel as a deliberate continuation and revival of the misplaced old stereotypes of the barbaric and evil Africans. It states that in a children's literature course students can learn more about ideology and how the aesthetic practices of literary representation transform culture than in any other course they may take--they see how ideas of capitalism and imperialism get welded to moral imperatives in turn-of-the-century boys' adventure fiction, creating an ideal imperial subject itching for travel and conquest in the services of God and country. The paper notes that the functional nature of children's literature is to bring the world together in true brotherhood and sisterhood. It finds that international understanding and cooperation cannot be possible through "racist books" like Eric Campbell's "The Year of the Leopard Song." (Contains 12 references.) (NKA) ED477337 Racism in African Children's Literature: A Critique of Eric Campbell's "The Year of the Leopard Song." 2002-05-00 17 N/A 2004 2016-11-21

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Yes Annotated Bibliographies Faculty Development Higher Education Learning Processes Listening Program Descriptions Public Relations Student Evaluation Miller, Pamela C., Comp. Reference Materials - Bibliographies Oral Communication Across the Curriculum Speaking Across the Curriculum Speaking and Listening across Disciplines English This annotated bibliography on "Speaking across the Curriculum" cites resources by topics. The bibliography is divided into the following topics: (1) Centrality of Speaking/Listening to Learning (9 citations, 1967 to 2002); (2) Public Relations (4 citations, 1995 to 1999); (3) Speaking/Communication across the Curriculum Programs (39 programs cited, 1982 to 2002); (4) Speaking/Communication Centers (20 citations, 1994 to 2002); (5) Faculty Development (11 citations, 1987 to 1999); (6) SAC: Specific Applications across the Disciplines (19 citations, 1967 to 2002); and (7) Assessment Issues (12 citations, 1985 to 1999). (NKA) ED477338 Speaking Across the Curriculum: An Annotated Bibliography of Resources by Topics. 2003-05-00 26 N/A 2004 2016-11-21

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Yes Audience Awareness Community Colleges Ideology Instructional Materials Literary Genres Literary Styles Popular Culture Neylon, Virginia Lyn Opinion Papers Speeches/Meeting Papers Reading Uses Romance Novels Theme (Literary) Historical Background Womens Literature Purpose (Reading) Writing Contexts English The popular romance novel overlaps other genres in that it shares characteristics of mysteries, thrillers, erotica, adventure, etc.; however, it can be differentiated from those genres by the fact that the central story is not the mystery or adventure but rather the romance between the hero and heroine. The Romance Writers of America organization agrees that the central love story in romance "concerns two people falling in love and struggling to make the relationship work." The marriage of the mode and medium defines the parameters of the popular romance novel. Readers knows that the heroine and hero will suffer through challenges and obstacles to their union, but perhaps the journey and not the destination keeps readers reading. After defining and describing the popular romance novel, this paper considers how these novels affect women writers and readers. The paper provides a historical overview of how a group of women writers for women readers developed in the 17th and 18th centuries in England, when there was a cultural shift in the beliefs surrounding the marital state--although this shift affected the way women and men felt about marriage, it did not increase women's power within marriage. It finds that romance novels illustrate a female ideology where women and men form loving partnerships and work together in mutual wants and desires. It then discusses the place that romance novels (with their accessible language) should hold at the community college level, noting that on one level, romance novels can be used in skill training when assigned as reading, subjected to detailed analysis, and used as a model for writing, and on another level, instructors can use romance novels to teach students about the literary tradition that created the genre. (Contains 18 references.) (NKA) ED477339 Reading and Writing the Romance Novel: An Analysis of Romance Fiction and Its Place in the Community College Classroom. 2003-03-21 20 N/A 2004 2016-11-21

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Yes Authors Latin American Literature Literary Criticism Novels Policarpo, Alcibiades Opinion Papers Speeches/Meeting Papers Fuentes (Carlos) Garcia Marquez (Gabriel) Literary Canon Vargas Llosa (Mario) Spanish This paper speculates about whether a literary canon exists in contemporary Latin American literature, particularly in the prose genre. The paper points to Carlos Fuentes, Gabriel Garcia Marquez, and Mario Vargas Llosa as the three authors who might form this traditional and liberal canon with their works "La Muerte de Artemio Cruz" (Fuentes), "Cien Anos de Soledad" (Garcia Marquez), and "La Cuiudad y los Perros" (Vargas Llosa). It discusses how the idea of a literary canon came about originally and how the canon of Latin American literature seems to be based mostly on the votes of publishing houses, reviews, anthologies, and preferences of academics. The paper states that, in a 1995 study Joan Brown and Crista Johnson found: "The present study indicates that there is currently no canon of 20th century prose fiction for Spanish or Spanish American literature, if "canonical" is defined as a work's presence on every reading list. Not one novel was selected unanimously by the Spanish faculty studied." Despite this finding, the paper contends that the three novels cited, because of their structure, aesthetics, linguistic expression, and thematic richness, form a Latin American literary canon. (NKA) ED477340 El Escritor y las Normas del Canon Literario (The Writer and the Norms of the Literary Canon). 2001-02-12 14 N/A 2004 2016-11-21

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Yes Classroom Research Classroom Techniques Communication Skills Elementary Secondary Education English Nonstandard Dialects Sociolinguistics Standard Spoken Usage Student Needs Fitts, Elizabeth H. Opinion Papers Reports - Research Speeches/Meeting Papers International Phonetic Alphabet English Educators are concerned with the dual needs of students: the need to read and write effectively and coherently, the need to use standard grammar and punctuation, and the need to communicate effectively using what is called standard English. Unless teachers devise methods to assist students from different backgrounds in becoming proficient, society will continue to penalize all speakers of nonstandard dialects. There is every reason why nonstandard English speaking students must acquire the standard language and perfect their proficiency in it to the greatest extent possible. How people talk correlates with where they live, what educational opportunities they enjoy, and what their job prospects are. This paper discusses the difficulties and challenges that nonstandard English speakers encounter (especially in employment) and how the issue is political, sociological, and economic, as well as educational. The paper states that, wherever possible, a greater stress should be placed on communication skills, particularly on oral communication. It discusses using the International Phonetic Alphabet (IPA) as a teaching strategy to facilitate correct pronunciation. According to the paper, the IPA is a clear and consistent system for representing the sounds in any language. The paper reports findings of a study with 100 students with 145 instances of vowels that were misarticulated, 223 instances of consonants, 50 dipthongs, 128 blends, and 72 ending sounds. It also reports significant differences between the pretest and posttest performance after instruction using the IPA--on the posttest 50% of the problems were corrected. (Contains 13 references.) (NKA) ED477341 Linguistic Discrimination: A Sociolinguistic Perspective. 2001-02-12 17 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Educational Objectives Educational Policy Elementary Secondary Education Outcome Based Education Outcomes of Education Performance Politics of Education Program Effectiveness State Regulation State Standards Hanushek, Eric A. Raymond, Margaret E. Information Analyses Opinion Papers Speeches/Meeting Papers English Test-based accountability systems are now a central feature of U.S. education policy. Accountability systems are implemented as a way of improving student outcomes through new, highly visible incentives. This paper characterizes the incentives of different state accountability systems and reviews the existing evidence about outcomes. The question central to this paper is how different accountability measures reflect the quality and performance of schools and whether different accountability systems should be expected to generate improvements in student outcomes. The differences across states support a comparative analysis of the structure of the systems and the relationship between structure and performance of the systems over time. The paper discusses the theory behind and analyzes actual practice of cross-sectional and achievement-gain accountability systems. In discussing implications for policy and research, the paper states that more extensive and focused analysis is needed before strong statements can be made about the effectiveness of accountability for raising student performance. Included are 37 footnotes, most of which contain references. (WFA) ED477342 Lessons about the Design of State Accountability Systems. 2002-08-00 38 N/A 2004 8/19/2004 21:33:33 RIEJAN2004 Paper prepared for the "Taking Account of Accountability: Assessing Policy and Politics" Conference (Cambridge, MA, June 9-11, 2002).

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Yes Academic Achievement Academic Standards Accountability Awards College Bound Students Educational Objectives Foreign Countries High School Students High Schools Incentives Merit Scholarships Outcomes of Education Performance Scores Secondary Education State Regulation State Standards Tests Bishop, John H. Reports - Descriptive Speeches/Meeting Papers Michigan Michigan English In 1999 Michigan implemented the Michigan Merit Award program, a program to motivate high school students to take their studies more seriously. The program offers 1-year college scholarships to students who meet or exceed state standards on Michigan Educational Assessment Program (MEAP) tests in reading, mathematics, science, and writing. This paper discusses the Michigan program and similar state programs. Section 1 documents the lack of engagement of American high school students and compares the time they devote to schoolwork with the time their foreign counterparts spend on schoolwork. Section 2 assesses the social costs of student disengagement and lack of effort. Section 3 analyzes the structure of the Michigan Merit Award program and shows how it attacks the problem of motivating students to become more engaged in their studies. Section 4 provides evidence on the likely effects of the programs by reviewing studies of other moderate-stakes external-examination systems in other states and several Canadian provinces. Appended are detailed and official descriptions of the Michigan Merit Award program and information on the design and validity of the MEAP, which is used to measure academic achievement in the state. (Contains 31 references.) (WFA) ED477343 A Prospective Policy Evaluation of the Michigan Merit Award Program. 2002-06-10 53 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Educational Improvement Educational Legislation Educational Objectives Educational Policy Elementary Secondary Education Federal Regulation Government Role Government School Relationship National Standards Outcomes of Education Politics of Education School District Autonomy State Standards Goldhaber, Dan Opinion Papers Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This paper explores the potential pitfalls associated with the new federal accountability role precipitated by the passage of the No Child Left Behind Act. The paper presents worst-case scenarios with the assumption that it is worthwhile to consider the potential for unanticipated consequences so as to avoid problems before they occur. After providing a general overview of the new federal, state, and local accountability relationship, the paper focuses on how accountability systems might create unanticipated negative consequences. More specifically, the paper discusses ways of misrepresenting educational realities; the problems of teaching to the test; shaping the pool of students to be tested; how the definition of a school may be manipulated to meet standards; adjusting state standards downward; tallying methods used for measuring progress; and possible checks on manipulating the system. The paper concludes that it would be unfortunate if manipulation and abuse of the law actually occurred because it would reduce the likelihood that the goals of the legislation would be realized, and it would undermine, in the eyes of the public, the notion that standards and accountability can be used to improve education. (Contains 34 references.) (WFA) ED477344 What Might Go Wrong with the Accountability Measures of the "No Child Left Behind Act"? 2002-02-13 16 N/A 2004 2016-11-21

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Yes Academic Achievement Board of Education Policy Board of Education Role Boards of Education Educational Policy Elementary Secondary Education Governance Government School Relationship Performance Politics of Education Public Schools School Administration School District Autonomy School Districts School Effectiveness State School District Relationship Hill, Paul T. Information Analyses Opinion Papers Board Community Relationship Board Member Responsibility Board Teacher Relationship Progressive Policy Inst., Washington, DC. English This paper lays out a performance-based model to better leverage the mission and power of school boards toward improving student learning. It moves beyond discussions about whether boards should be elected or appointed, instead arguing that mode of selection is less directly responsible for board success than clarity and focus about its mission and its role. The paper examines key issues and provides recommendations for school reform. The paper is organized into three parts: part 1, "Why the Existing Structure of Oversight Does Not Promote School Performance"; part 2, "What Performance-Focused Oversight of Schools Would Entail"; and part 3, "How the Missions and Activities of School Boards and District Central Offices Must Change." The paper concludes with a table, supplemented by text, on governance alternatives, and a table, also supplement by text, that compares board missions under two new governance models. The paper ends with a brief discussion of responsibility and accountability in light of recent educational legislation. (Contains 29 endnotes and 2 tables.) (WFA) ED477345 School Boards: Focus on School Performance, Not Money and Patronage. 2003-01-00 Policymakers 23 Progressive Policy Institute, 600 Pennsylvania Ave., S.E., Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. For full text: http://www.ppionline.org/documents/School_Boards_0103.pdf. N/A 2004 2016-11-21

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Yes Administrator Education Administrator Qualifications Administrator Selection Beginning Principals Certification Educational Certificates Elementary Secondary Education Higher Education Inservice Teacher Education Instructional Leadership Leadership Qualities Leadership Training Management Development Principals Professional Education School Administration Superintendents Supervisory Training Teacher Administrator Relationship Hess, Frederick M. Opinion Papers Reports - Descriptive Progressive Policy Inst., Washington, DC. English While considerable attention is paid to training and development for teachers, not enough is paid to the training of educational leaders, this paper contends. The aim of this paper is to provide an analytical groundwork and comprehensive direction for reform of educational leadership training to help policymakers design specific solutions to problems brought on by the lack of qualified educational leaders. The paper argues that many current approaches to leadership training and selection of leaders are far from sufficient to meet the challenges at hand and, in some cases, work at cross purposes with efforts to improve student achievement. After an opening discussion on what the paper refers to as the educational leadership crisis, it proceeds in two parts. First, it analyzes the current licensure system, including its history, costs, and the presumptions it rests on. The shortcomings of current reform strategies such as seeking only nontraditional candidates or further raising the bar to licensure are also discussed. The second part describes a new leadership agenda and the related challenges and opportunities in greater detail. (Contains 92 endnotes, many of which are references.) (WFA) ED477346 A License to Lead? A New Leadership Agenda for America's Schools. 2003-01-00 Policymakers 28 Progressive Policy Institute, 600 Pennsylvania Ave., S.E., Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. For full text: http://www.ppionline.org/documents/New_Leadership_0103.pdf. N/A 2004 8/19/2004 21:33:44 RIEJAN2004 Support provided by the Broad Foundation. Prepared as part of the 21st Century Schools Project.

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Yes Charter Schools Educational Change Educational Policy Educational Responsibility Educational Vouchers Elementary Secondary Education Government School Relationship Home Schooling Nontraditional Education Private Education Private School Aid Public Education Public Policy Public Schools School Community Relationship School Responsibility Tax Credits Tuition Hess, Frederick M. Information Analyses Opinion Papers Progressive Policy Inst., Washington, DC. English The purpose of this policy report is to bring coherence to discussions about school reform and to encourage policymakers to use a consistent metric when judging whether reform proposals are serving the needs of children and the nation. The current confusion and policy debates over what is a public school--brought about by recent educational legislation--creates problems for policymakers, the paper contends. It presents a list of key questions to help guide the thinking and focus of policymakers and educators. What goals are we pursuing? Why do we want children to attend schools? To what extent do we want to insist upon a common educational purpose of all children? How should we apportion responsibility for each childs education between the state and the family? Who should be permitted to provide schooling? How actively should the state regulate providers? Will profit-seeking individuals and firms be permitted to run schools or to manage schools for others? What obligations should schools have to ensure opportunity to all students? Are schools obliged to treat all students equally, or are they permitted to enroll or sort students as they see fit? What components of schooling should we consider to be public? (Contains 12 endnotes.) (WFA) ED477347 Making Sense of the "Public" in Public Education. Policy Report. 2002-11-00 Policymakers 9 Progressive Policy Institute, 600 Pennsylvania Ave., S.E., Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. For full text: http://www.ppionline.org/documents/Public_Ed.pdf. N/A 2004 8/19/2004 21:33:46 RIEJAN2004

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Yes Accountability Court Litigation Economics of Education Educational Equity (Finance) Educational Finance Educational Vouchers Elementary Secondary Education Financial Policy Politics of Education Private School Aid Private Schools Public Education School Choice School Support State Church Separation Tuition Rotherham, Andrew J. Information Analyses Opinion Papers Establishment Clause Establishment Clause Progressive Policy Inst., Washington, DC. English In 2002 the Supreme Court decided that tuition vouchers for private and religious schools do not violate the First Amendment's establishment clause. With "Zelman v. Simmons-Harris," the case in question, the Court put the school-choice debate back in the political arena, where it belongs, according to this position paper/policy brief. The brief postulates principles that policymakers must incorporate into any choice proposals in the wake of the "Zelman" decision. The brief points out that vouchers are only a funding mechanism, not an instructional change, and introduces two important principles: (1) Vouchers have no direct connection with teaching, curriculum, or other in-school factors that influence student learning; and (2) parents and the general public have a compelling interest in at least basic student learning. The paper goes on to present arguments in favor of accountable choice and concludes that the "Zelman" decision can serve either as another milestone in an unproductive debate over school choice or as a catalyst for rethinking choice and accountability in public education. (Contains 29 endnotes, many of which include references.) (WFA) ED477348 Putting Vouchers in Perspective: Thinking about School Choice after Zelman v. Simmons-Harris. Policy Brief. 2002-07-00 Policymakers 12 Progressive Policy Institute, 600 Pennsylvania Ave., S.E., Suite 400, Washington, DC 20003. Tel: 202-547-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. For full text: http://www.ppionline.org/documents/Ed_vouchers_702.pdf. N/A 2004 2016-11-21

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Yes Access to Information Data Processing Decision Making Decision Support Systems Educational Technology Elementary Secondary Education Expert Systems Information Management Information Systems Information Transfer Information Utilization Knowledge Base for Teaching Knowledge Level User Needs (Information) Petrides, Lisa A. Nodine, Thad R. Information Analyses Reports - Descriptive Knowledge Bases Knowledge Control Knowledge Management English This monograph presents a set of emerging theories, along with current practices and recommendations, that focus on the effective management of knowledge in educational settings. It provides a set of simple designs for linking people, processes, and technologies, and discusses how organizations can promote policies and practices that help people share and manage knowledge. The details in the monograph are drawn from discussions at the Knowledge Management in Education Summit held in December 2002. The aim of the monograph is to build from the insights of presenters and participants at the summit in an effort to share the most recent understandings about knowledge management in education. It describes knowledge management as a set of practices that helps to improve the use and sharing of data and information in decision-making. Following a discussion on improving accountability in education, the monograph addresses technology culture and information culture; provides practical approaches to knowledge management; discusses the practical aspects of knowledge management; and offers recommendations for those interested in promoting the use of knowledge management practices in education. (Contains a list of 34 references and further resources.) (WFA) ED477349 Knowledge Management in Education: Defining the Landscape. 2003-03-00 36 Institute for the Study of Knowledge Management in Education (ISKME), 323 Harvard Ave., Half Moon Bay, CA 94019 ($19.95). Tel: 650-728-3322; Fax: 650-728-3344; e-mail: info@iskme.org; Web site: http://www.iskme.org. For full text: http://iskme.path.net/kmeducation.pdf. N/A 2004 2016-11-21

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No American Indian Culture Child Advocacy Child Rearing Discipline Early Childhood Education Educational Environment Educational Improvement Educational Responsibility Elementary Secondary Education High Risk Students Interpersonal Relationship Learning Motivation Moral Development Self Esteem Social Values Student Needs Values Education Brendtro, Larry K. Brokenleg, Martin Van Bockern, Steve Books Guides - Non-Classroom National Educational Service, Bloomington, IN. English The content of this book integrates Native American child-rearing philosophies with Western psychology in an attempt to provide a different perspective on troubled youth. It focuses on the concept of "reclaiming," an environment that creates changes that meet the needs of both the young person and the society. To reclaim is to recover and redeem, to restore value to something that has been devalued. There are four main features of reclaiming for youth: (1) experiencing belonging in a supportive community, rather than being lost in a depersonalized bureaucracy; (2) meeting one's needs for mastery, rather than enduring inflexible systems designed for the convenience of adults; (3) involving youth in determining their own future while recognizing society's need to control human behavior; and (4) expecting youth to be caregivers, not just helpless recipients overly dependent on the care of adults. Part I of the book examines the alienation of children in the ecology of modern society. Part II presents a holistic Native American philosophy of child development. Part III highlights the principles and strategies for creating reclaiming environments. Includes a subject index. (Contains 168 endnotes.) (WFA) ED477350 Reclaiming Youth at Risk: Our Hope for the Future. Revised Edition. 2002-00-00 ISBN-879639-86-6 176 National Educational Service, 304 West Kirkwood Avenue, Suite 2, Bloomington, IN 47404-5132 (Item No. BKF00116, $23.95). Tel: 812-336-7700; Tel: 800-733-6786 (Toll Free); Fax: 812-336-7790; e-mail: nes@nesonline.com; Web site: http://www.nesonline.com. N/A 2004 10/16/2006 12:51:16 RIEJAN2004 Foreword by Archbishop Desmond Tutu. For first edition, see ED 332 292.

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No Child Advocacy Child Rearing Childhood Needs Discipline Early Childhood Education Educational Environment Educational Responsibility Elementary Secondary Education Family Structure Family Support High Risk Students Interpersonal Relationship Missing Children Moral Development Parent Child Relationship Peer Influence Self Esteem Social Values Student Needs Values Education Larson, Scott Brendtro, Larry Books Guides - Non-Classroom National Educational Service, Bloomington, IN. English Using the intervention technique of "reclaiming," this book examines the rootlessness of modern youth and provides a plan for reaching them. Reclaiming is an environment that creates changes that meet the needs of both the young person and the society. To reclaim is to recover and redeem, to restore value to something that has been devalued. Part 1 of the book, "Our Wayward Youth," examines the factors in the lives of modern children (in the family, in the educational system, and in peer relationships) that lead to conflict, delinquency, and abusive behavior. Part 2, "The Road Home," offers a four-part plan, or model, for reclaiming youth. The model includes reparenting (cultivating trust); redirecting (cultivating competence); reconciling (cultivating responsibly); and redeeming (cultivating commitment). Appended are an example of a covenant of commitment; a list of 40 assets for healthy child development; a model of reconciliation using crisis intervention; and a list of organizations involved in helping youth at risk. (WFA) ED477351 Reclaiming Our Prodigal Sons and Daughters: A Practical Approach for Connecting with Youth in Conflict. 2000-00-00 ISBN-1-879639-69-6 225 National Educational Service, 304 West Kirkwood Avenue, Suite 2, Bloomington, IN 47404-5132 (Item No. BKF00097, $18.95). Tel: 812-336-7700; Tel: 800-733-6786 (Toll Free); Fax: 812-336-7790; e-mail: nes@nesonline.com; Web site: http://www.nesonline.com. N/A 2004 10/16/2006 12:50:45 RIEJAN2004

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No Classroom Communication Classroom Environment Classroom Techniques Community Educational Strategies Elementary Secondary Education Empathy Group Dynamics Interpersonal Competence Interpersonal Relationship Learning Strategies Peer Influence Skills Social Values Student Behavior Teacher Attitudes Teacher Student Relationship Values Education Levine, David A. Books Guides - Classroom - Teacher Learning Communities National Educational Service, Bloomington, IN. English When taught social skills such as asking for help, working with others, and making decisions, children are better able to face lifes challenges. This guide offers theories behind and practices for consciously teaching social skills and applying them in the classroom setting to build a sense of community through shared experience and honorable action. The first section of the guide deals with the notion of a classroom community and offers suggestions for turning a group of students into a true community of learners. The second section spells out components of what the book refers to as a culture of caring. The next section provides the practitioner with a variety of group processes and team-building experiences designed to strengthen and maintain the classroom community. The final section focuses entirely on teaching empathy as a social skill in a unit format. Together these four sections emphasize how to name, teach, and transfer specific social skills while creating an emotionally safe and unified classroom environment. Appended are a list of 50 social skills to consider teaching; examples of a social-skills audit and a social-skills teaching template; and a list of training resources. (WFA) ED477352 Building Classroom Communities: Strategies for Developing a Culture of Caring. 2003-00-00 ISBN-1-879639-90-4 Practitioners Teachers 136 National Educational Service, 304 West Kirkwood Avenue, Suite 2, Bloomington, IN 47404-5132 (Item No. BKF00145, $9.95). Tel: 812-336-7700; Tel: 800-733-6786 (Toll Free); Fax: 812-336-7790; e-mail: nes@nesonline.com; Web site: http://www.nesonline.com. N/A 2004 2016-11-21

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Yes Cost Effectiveness Costs Educational Administration Educational Finance Elementary Secondary Education Expenditures Fringe Benefits Government Publications Legal Costs Operating Expenses Resource Allocation Salaries School District Spending Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Research No Child Left Behind Act 2001 Administrative Costs No Child Left Behind Act 2001 General Accounting Office, Washington, DC. English As mandated by the No Child Left Behind Act of 2001, the Government Accounting Office was charged with examining how school districts defined and spent Title I funds on administrative activities, and with reviewing Title I expenditures in at least six school districts. This document reports on how five studies defined Title I administrative expenditures and what they found about the percentage of funds spent on these activities, and what proportion of Title I funds was spent on administrative activities compared with instructional and other activities in six school districts. GAO conducted a literature review of studies and reports related to Title I and gathered data on administrative expenditures for the 2000-01 school year from six school districts across the country. The GAO found that district spending classified as administrative in the studies varied from 4 percent to 10 percent. In the six school districts, definitions of administrative expenditures varied, in part because of differing state and local requirements or practices. GAO, therefore, identified a set of categories as administrative expenditures and found that in the six school districts expenditures ranged from none to 13 percent of total Title I funds spend on administration. (WFA) ED477354 Title I: Although Definitions of Administrative Expenditures Vary, Almost All School Districts Studied Spent Less Than 10 Percent on Administration. Report to Congressional Committees. 2003-04-00 Policymakers 31 United States General Accounting Office, 441 G Street, N.W., Washington, DC 20548. Tel: 202-512-4800; Web site: http://www.gao.gov. For full text: http://www.gao.gov/new.items/d03386.pdf. N/A 2004 2016-11-21

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Yes Class Organization Class Size Classes (Groups of Students) Classroom Design Classroom Environment Classrooms Educational Strategies Elementary Education Elementary Schools Group Dynamics Small Classes Teacher Student Ratio Achilles, C. M., Comp. Finn, Jeremy D., Comp. Pate-Bain, Helen, Comp. Guides - Non-Classroom Speeches/Meeting Papers Tests/Questionnaires English This manual draws together evolving information about how group size influences what the group does and how learning tasks may be designed and employed to accomplish desired outcomes. The manual includes ideas from research on class size and its outcomes; theories of learning and development; and validated experiences of expert educators. It provides information and tips for class-size advocates to use in working at the early elementary level. Following an introduction and executive summary, the second section of the manual offers tips, hints, and strategies for getting involved politically to support candidates who advocate for small classes. The next section summarizes what research says about best ways to implement appropriate-size classes in grades K-3, stressing that small classes are not an extension of project-driven pupil-teacher-ratio efforts. The next section provides a sample evaluation outline for assessing class-size change. Included is a list of references used in the manual and selected sources of class-size information in a bibliography. Appended are a comparison of class size and pupil-teacher ratio, a class-size fact sheet, and a listing of research-supported theories to support small classes. The manual will be revised periodically as new information becomes available. (WFA) ED477355 Reasonable-Size Classes for the Important Work of Education in Early Elementary Years: A Manual for Class-Size Reductions So All Children Have Small Classes and Quality Teachers in Elementary Grades. Revised. 2001-11-01 Spencer Foundation, Chicago, IL. 35 N/A 2004 8/19/2004 21:34:09 RIEJAN2004 Revised version of a paper presented at the American Educational Research Association Annual Conference (Seattle, WA, April 7, 2001). Paper originally presented at the Mid-South Educational Research Association (Point Clear, AL, November 18, 1999). Contributors include J. Boyd-Zaharias, P. Egelson, B. D. Fulton, S. Gerber, P. Harman, and G. Pannozzo.

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Yes Administrative Principles Administrator Attitudes Administrator Responsibility Administrator Role Collegiality Cooperation Elementary Secondary Education Instructional Leadership Leadership Leadership Responsibility Participative Decision Making Principals Teacher Administrator Relationship Lashway, Larry Collected Works - Serials Information Analyses ERIC Publications ERIC Clearinghouse on Educational Management, Eugene, OR. National Association of Elementary School Principals, Alexandria, VA. English School-reform efforts in recent years have stressed, and expanded, the leadership role of the principal. But in the view of many analysts, the task of transforming a school is too complex for one person to accomplish alone. Consequently, a new model of leadership is developing: distributed leadership. This Research Roundup summarizes five documents that discuss different facets of the distributed leadership model. (1) "Investigating School Leadership Practice: A Distributed Perspective" (James P. Spillane, Richard Halverson, and John B. Diamond) provides a coherent theoretical foundation for a distributed view of leadership. (2) "Building a New Structure for School Leadership" (Richard F. Elmore) links distributed leadership to the school's fundamental task of helping students learn. (3) "Co-Principals: A Double Dose of Leadership" (Michael Chirichello) explains how one district has successfully established co-principalships in its elementary schools. (4) "The Bridgeport Story: What Urban School Districts Need to Know About School Leadership Teams" (The Education Alliance) shares a framework and some practical tools for formalizing distributed leadership. (5) "The Bay Area School Reform Collaborative: Building the Capacity to Lead" (Michael Aaron Copland) describes how one school-reform network has succeeded in creating a broader base of leadership in its schools. (WFA) ED477356 Distributed Leadership. Research Roundup v19 n4 Sum 2003 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 6 National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 each; 10+ copies, $2 each). Tel: 703-684-3345; Tel: 800-386-2377 (Toll Free); Web site: http://www.naesp.org. N/A 2004 8/19/2004 21:34:12 RIEJAN2004 ED-99-CO-0011 Published four times a year. Theme issue.

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Yes Educational Research Elementary Secondary Education Essays High Stakes Tests Intelligence Tests Scoring Rubrics Timed Tests Rudner, Lawrence M., Ed. Schafer, William D., Ed. Collected Works - Serials ERIC Publications ISSN-1531-7714 ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. Maryland Univ., College Park. Dept. of Measurement, Statistics & Evaluation. English This document consists of articles 23 through 26 published in the electronic journal "Practical Assessment, Research & Evaluation" in 2001: (23) "Effects of Removing the Time Limit on First and Second Language Intelligence Test Performance" (Jennifer Mullane and Stuart J. McKelvie); (24) "Consequences of (Mis)use of the Texas Assessment of Academic Skills (TAAS) for High-Stakes Decisions: A Commentary on Haney and the Texas Miracle in Education" (J. Thomas Kellow and Victor L. Willson); (25) "Designing Scoring Rubrics for Your Classroom" (Craig A. Mertler); and (26) "An Overview of Three Approaches to Scoring Written Essays by Computer" (Lawrence Rudner and Phil Gagne). (SLD) ED477357 Practical Assessment, Research and Evaluation, 2001. Practical Assessment, Research and Evaluation v7 n23-26 2001 2001-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 33 For full text: http://ericae.net/pare. N/A 2004 8/19/2004 21:34:14 RIEJAN2004 Practical Assessment, Research & Evaluation is an electronic-only journal covered on an article-by-article basis in Current Index to Journals in Education (CIJE). For the first 22 articles in volume 7, see ED 458 254. For articles 23 through 26, see TM 525 154-157.

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Yes Educational Research Elementary Secondary Education Evaluation Item Banks Literacy Performance Based Assessment Standardized Tests Test Coaching Rudner, Lawrence M., Ed. Schafer, William D., Ed. Collected Works - Serials ERIC Publications ISSN-1531-7714 ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. Maryland Univ., College Park. Dept. of Measurement, Statistics & Evaluation. English This document consists of articles 1 through 14 of volume 6 of "Practical Assessment, Research & Evaluation": (1) "Seven Myths about Literacy in the United States" (Jeff McQuillan); (2) "Implementing Performance Assessment in the Classroom" (Amy Brualdi); (3) "Some Evaluation Questions" (William Shadish); (4) "Item Banking" (Lawrence Rudner); (5) "Teacher Comments on Report Cards" (Amy Brualdi); (6) "Classroom Questions" (Amy Brualdi); (7) "Communicating Educational Research Data to General, Nonresearcher Audiences" (Gail S. MacColl and Kathleen D. White); (8) "Helping Children Master the Tricks and Avoid the Traps of Standardized Tests" (Lucy Calkins, Kate Montgomery, and Donna Santman); (9) "Strategies for Improving the Process of Educational Assessment" (M. Kevin Matter); (10)"Performance Assessment Links in Science" (Edys Quellmalz, Patricia Schank, Thomas Hinojosa, and Christine Padilla); (11) "The Nature of Evaluation Part I: Relation to Psychology" (Michael Scriven); (12) "The Nature of Evaluation Part II: Training" (Michael Scriven); (13) "How To Write a Scholarly Report" (Lawrence M. Rudner and William D. Schafer); and (14) "A Process for Evaluating Student Records Management Software" (Lisa Vecchioli). (SLD) ED477358 Practical Assessment, Research and Evaluation, 2000. Practical Assessment, Research and Evaluation v6 n1-14 2000 2000-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 59 For full text: http://ericae.net/pare. N/A 2004 8/19/2004 21:34:17 RIEJAN2004 "Practical Assessment, Research & Evaluation" is an electronic-only journal covered on an article-by-article basis in "Current Index to Journals in Education" (CIJE). For the first 22 articles in volume 7, see ED 458 254. For articles 23 through 26, see TM 525 154-157.

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Yes Bilingual Education Bilingual Students Cheating Educational Research Elementary Secondary Education Evaluation Methods Formative Evaluation Limited English Speaking Online Systems Regression (Statistics) Research Methodology Sex Differences Surveys Rudner, Lawrence M., Ed. Schaefer, William D., Ed. Collected Works - Serials ERIC Publications ISSN-1531-7714 ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. Maryland Univ., College Park. Dept. of Measurement, Statistics & Evaluation. English This document consists of the first 10 articles of volume 8 of the electronic journal "Practical Assessment, Research & Evaluation" published in 2002-2003: (1) "Using Electronic Surveys: Advice from Survey Professionals" (David M. Shannon, Todd E. Johnson, Shelby Searcy, and Alan Lott); (2) "Four Assumptions of Multiple Regression That Researchers Should Always Test" (Jason W. Osbourne and Elaine Waters); (3) "Analyzing Online Discussions: Ethics, Data, and Interpretation" (Sarah K. Brem); (4) "Language Ability Assessment of Spanish-English Bilinguals Future Directions" (Ellen Stubbe Kester and Elizabeth D. Pena); (5) "Male and Female Differences in Self-report Cheating" (James A. Athanasou and Olabisi Olasehinde); (6) "Notes on the Use of Data Transformations" (Jason W. Osbourne); (7) "Linguistic Simplification: A Promising Test Accommodation for LEP Students?" (Charles W. Stansfield); (8) "Evaluating Classroom Communication: In Support of Emergent and Authentic Frameworks in Second Language Assessment" (Miguel Mantero); (9) "The Concept of Formative Assessment" (Carol Boston); and (10) "Vertical Equating for State Assessments: Issues and Solutions in Determination of Adequate Yearly Progress and School Accountability" (Robert W. Lissitz and Huynh Huynh). (SLD) ED477359 Practical Assessment, Research and Evaluation, 2002-2003. Practical Assessment, Research and Evaluation n1-10 2002-2003 2000-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 80 For full text: http://ericae.net/pare. N/A 2004 8/19/2004 21:34:20 RIEJAN2004 "Practical Assessment, Research & Evaluation" is an electronic-only journal covered on an article-by-article basis in "Current Index to Journals in Education" (CIJE). For these 10 articles, see TM 525 172-181.

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Yes Adaptive Testing Computer Assisted Testing Online Systems Standardized Tests State Programs Test Format Testing Problems Testing Programs Thomas, William R. Reports - Research Southern Regional Education Board Virginia Virginia Southern Regional Education Board, Atlanta, GA. English This report, based on a survey completed by testing directors in states that are members of the Southern Regional Education Board (SREB), describes the status of online testing in SREB states. Overall, SREB states are paying limited attention to online testing. Only Virginia is moving systematically to implement online testing. By spring 2004, all Virginia high schools must be able to use online testing. Several SREB states, including Delaware and Kentucky, are conducting pilot tests to study the potential of online testing, Texas has one online assessment, algebra. Mississippi uses some online testing for students who need to make up examinations, and Maryland and North Carolina are using computerized adaptive testing that is designed to meet the needs of disabled students. Some states outside the SREB region are addressing online testing, with Idaho, Indiana, and Oregon leading in this effort. The experience of Virginia shows steady progress toward the goal of having all students able to take the states Standards of Learning tests online by spring 2004. A summary of state responses to questions about online testing is included. (SLD) ED477360 Status of Online Testing in SREB States. 2003-03-00 8 N/A 2004 2016-11-21

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Yes Cost Estimates Elementary Secondary Education Expenditures Federal Legislation Information Dissemination Scoring State Programs Test Construction Test Use Reports - Research Elementary Secondary Education Act Title I No Child Left Behind Act 2001 Elementary and Secondary Education Act Title I No Child Left Behind Act 2001 General Accounting Office, Washington, DC. English Under a Congressional mandate, the General Accounting Office (GAO) studied the costs of implementing tests that will be required under the No Child Left Behind Act (NCLBA) and the reauthorization of the Title I program. In passing the legislation, Congress increased the frequency with which states are to measure student achievement in mathematics and reading and added science as another subject. Congress also authorized funding to support state efforts to develop and implement tests for this purpose. Using data from many sources, GAO determined the characteristics of states' Title I tests and made estimates of what states may spend to implement the required tests. The study also identified factors that explain the variation in expenses among states. The study found that the majority of states do administer statewide tests and customize questions to measure student learning against state standards. The report contains three estimates of total expenditures between fiscal year 2002 and 2008, based on different assumptions about the types of test questions states may choose to implement and how they are scored. If all states use tests with multiple-choice questions that are machine scored, GAO estimates that total state expenditures will be about $1.9 billion. Increasing the amount of hand scoring required is estimated to increase testing expenses. Given that significant expenses may be associated with testing, GAO is recommending that the Department of Education facilitate the sharing of information on states' experiences in attempting to reduce expenses. Eight appendixes contain supplemental information and summaries of reporting requirements under the NCBLA. (Contains 13 tables and 7 figures.) (SLD) ED477361 Title I: Characteristics of Tests Will Influence Expenses. Information Sharing Will Help States Realize Efficiencies. 2003-05-08 50 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-03-389. N/A 2004 2016-11-21

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Yes Academic Standards Achievement Tests Computer Literacy Elementary Secondary Education Graduation Requirements High School Students Middle School Students State Programs Testing Programs Numerical/Quantitative Data Reports - Descriptive North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability. English This report contains aggregate and disaggregated state-level results from administrations of North Carolina's computer skills tests (performance and multiple choice) in 2000-2001. The report also provides limited information about the performance of school districts and charter schools. Additional data are included in this report about the performance of students with disabilities, students identified as limited English proficient, and students in Title I schools. Students who were in grade 8 in the 1996-1997 school year and beyond are required to satisfy the computer proficiency requirement in order to receive a North Carolina high school diploma. Passing the computer skills requirement is possible in eighth grade, and in 2000-2001, about 79.5% of students who took the test met the requirement at the end of grade 8. There were disparities in performance among subgroups, with Hispanic, Black, and American Indian students passing at lower rates than Asian, Multiracial, and White subgroups. In the 2000-2001 school year, 89.9% of students met the requirement by the end of grade 1, 92.1% by the end of grade 11, and 92.5% at the end of grade 12. Disparities in subgroup performance continued at these grade levels. Some sample questions from the examination are included. An appendix lists North Carolina charter schools. (Contains 19 tables and 28 figures.) (SLD) ED477362 North Carolina Report of Student Performance of Computer Skills, 2000-01. Reporting on the Classes of 2001-2005. 2002-08-00 131 N/A 2004 2016-11-21

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Yes Academic Standards Achievement Tests Biology Charter Schools Elementary Secondary Education Language Arts Mathematics Multiple Choice Tests State Programs Testing Programs Numerical/Quantitative Data Reports - Descriptive North Carolina North Carolina Competency Tests North Carolina End of Course Testing Program North Carolina North Carolina End of Course Testing Program North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability. English This book contains data reported to the North Carolina Department of Public Instruction before August 12, 2002 about state testing results. It contains preliminary 2001-2002 state testing results for: (1) grade 3 pretest, in reading and mathematics; (2) end-of-grade tests at grades 3 through 8, multiple choice tests; (3) alternate assessment academic inventories at grades 3 through 8; (4) alternate assessment portfolio results at grades 3 through 8; and (5) end-of-course tests in high school subjects. Limited preliminary subgroup information about each of the tests is included. No conclusions are drawn from this preliminary information. (Contains 50 tables and 6 figures.) (SLD) ED477363 The North Carolina State Testing Results. Preliminary State - Level Data Only. Multiple-Choice. Grade 3 Pretest. End-of-Grade (Grades 3-8); and End-of-Course Tests. Reporting on the State and 117 Public School Systems and 92 Charter Schools. "The Green Book." 2002-09-00 81 For the 2000-2001 state testing results, see TM 033 693. N/A 2004 2016-11-21

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Yes Achievement Gains Charter Schools College Bound Students College Entrance Examinations Disadvantaged Youth Ethnic Groups High School Students High Schools Private Schools Public Schools Racial Differences Sex Differences Test Results Numerical/Quantitative Data Reports - Descriptive North Carolina Scholastic Assessment Tests North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability. English This report presents Scholastic Assessment Test (SAT) results for North Carolina students scheduled to graduate in 2002. These results represent the students' most recent scores, regardless of when they last took the tests. The scores in this report reflect public and nonpublic school students in North Carolina and, for comparison, the United States, except if otherwise noted. The 46,180 SAT takers in North Carolina in 2002 represented the 5 major racial/ethnic groups, but were less heterogeneous than those in the United States as a whole, with 8% fewer nonwhite test takers. Five percent more females than males took the SAT in North Carolina this year. College-bound seniors in North Carolina continued to close the SAT score gap, gaining on their national counterparts in 2002. With nearly a 5% increase in SAT takers from the previous year, North Carolina's mean total SAT score (998) increased 6 points, while the U.S. score (1020) did not change. North Carolina has improved its position each year since 1990, except for 1994, when there was no change. From 1990 to 2002, North Carolina gained more points (50) than any other state with more than 12% SAT takers, and North Carolina also had the largest gain among states in which more than 50% of students take the SAT. White and Asian students in North Carolina continued to score higher than other racial/ethnic groups, and their scores exceeded the national average. Hispanics have been the only racial/ethnic group in North Carolina to score higher than their national counterparts, and this trend continued in 2002. Additional information is provided about student and family characteristics and SAT scores. (Contains 10 tables and 12 figures.) (SLD) ED477364 The North Carolina 2002 SAT Report (Scholastic Assessment Test Report). Reporting on the Nation, the State, the 117 Public School Systems, Charter Schools, North Carolina School of the Arts, and North Carolina School of Science and Mathematics. 2002-08-00 50 N/A 2004 2016-11-21

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Yes Charter Schools Educational Finance Elementary Secondary Education Enrollment High School Graduates Profiles Public Schools School Personnel School Statistics Student Characteristics Tables (Data) Numerical/Quantitative Data Reports - Descriptive North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. English This "Profile" is a collection of statistical information about North Carolina's elementary and secondary schools. It is the 28th edition of a publication initiated in 1975. The book provides general statistical information to the public, professional educators, and the North Carolina General Assembly. The profile contains information on public school students, personnel, and finances. Tables with statewide data are presented in Part 1 for: (1) pupil accounting; (2) nonpromotion rate by grade; (3) projected final average daily membership; (4) exceptional pupils; (5) pupil membership by race and gender; (6) high school graduate's intentions; (7) projections of high school graduates; and (8) public school dropout and retention data. Part 2 contains data on pupil accounting, high school graduate intentions, public school personnel, and current expense expenditures for each local school system. Part 3 provides pupil accounting and financial data for the charter schools. (Contains 44 tables.) (SLD) ED477365 Statistical Profile. Public Schools of North Carolina, 2002. 2002-00-00 346 N/A 2004 2016-11-21

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Yes Accountability Educational Change Foreign Countries Government Role Postsecondary Education Public Policy Vocational Education Lumby, Jacky Reports - Research Speeches/Meeting Papers Sixth Form United Kingdom Further Education Unit (England) United Kingdom English In 1993 the government of the United Kingdom introduced a raft of measures designed to improve practice in postcompulsory, nonadvanced education. A survey of postcompulsory institutions suggests that the same policies have led to different outcomes in the two main types of institution: general further education colleges and sixth form colleges. Questionnaires were completed by representatives of 61 sixth form colleges, 489 secondary schools, and 60 general further education colleges in 2 regions of England. The difference in impact relates to a range of factors, including the socioeconomic background of students, the size of institution, and the degree of market security. The criticism that policy changes, and specifically a strengthened accountability culture, have distracted college leaders at all levels from improving learning is suggested to be an over simplistic analysis of the interplay of factors. (Contains 2 figures and 22 references.) (Author/SLD) ED477366 Accountability in Further Education: The Impact of UK Government Policy. 2003-04-00 11 N/A 2004 2016-11-21

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Yes Educational Facilities Educational Facilities Improvement Facilities Management Inspection School Districts School Maintenance School Safety Standards State Regulation Reports - Evaluative West Contra Costa Unified School District CA English This report analyzes the conditions of school facilities in Contra Costa Unified School District, California. The district had been prohibited from participating in the state's school facilities funding program because of a very heavy debt burden and near-bankruptcy of the district. The report begins by summarizing findings in the areas of community support, school safety, facility planning, maintenance and custodial services, facilities financial management, staffing and morale, and leadership. It then provides detailed findings in these areas. Each finding offers the legal standard, sources and documentation, findings, a recommendation and improvement plan, and a rating of standard implementation. (EV) ED477367 West Contra Costa Unified School District Assessment and Improvement Plan: Facilities Management. 2001-07-02 169 For full text: http://wwwstatic.kern.org/fcmat!/WCCUSDfacilities.pdf. N/A 2004 2016-11-21

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Yes Acoustical Environment Acoustics Design Preferences Educational Facilities Educational Facilities Design Environmental Influences Singer, Miriam J. Reports - Descriptive English This paper explores the issues associated with poor acoustics within schools. Additionally, it suggests remedies for existing buildings and those under renovation, as well as concerns for new construction. The paper discusses the effects of unwanted noise on students in terms of physiological, motivational, and cognitive influences. Issues are addressed for both the regular learner and the special needs student. The cost of inadequate or inappropriate acoustical control is also described. Included is a technical discussion relating to the appropriate levels of signal to noise ratio, articulation loss of consonants, noise criteria rating, and reverberation. (Contains 15 references.) (Author/EV) ED477368 Acoustics in Schools. 2003-00-00 20 N/A 2004 8/19/2004 21:34:47 RIEJAN2004

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No Cleaning Elementary Secondary Education Hygiene Program Descriptions Public Schools School Maintenance School Safety Toilet Facilities Keating, Tom Books Reports - Descriptive Phi Delta Kappa Educational Foundation, Bloomington, IN. English After introducing the problem of unsafe, dirty public school restrooms, this publication describes Project CLEAN (Citizens, Learners, and Educators Against Neglect), an effort to improve the safety, cleanliness, and hygiene of student restrooms in public schools. The Project builds a five-step, school-by-school communication process that includes: (1) establishing a working relationship with the principal and conducting a site visit; (2) taking a checklist inventory of restroom conditions; (3) facilitating student and adult discussion in order to identify solutions to restroom problems; (4) developing an individualized, written restroom improvement plan for each school; and (5) helping a school team implement its plan to ensure ongoing improvements in student restrooms. (EV) ED477369 Project CLEAN: Safe, Sanitary School Restrooms. Fastback. 2002-00-00 ISBN-0-87367-695-5 36 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Tel: 812-339-1156; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 21:34:49 RIEJAN2004

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No Accountability Educational Change Elementary Secondary Education Federal Aid Governance Low Achievement Public Schools Sanctions School Districts State Aid Teacher Motivation Urban Schools Cibulka, James G., Ed. Boyd, William Lowe, Ed. Books Collected Works - General Boston Public Schools MA New York (New York) Chicago Public Schools IL Philadelphia School District PA District of Columbia Public Schools Reform Efforts Los Angeles Unified School District CA State Takeovers Baltimore City Public Schools MD Maryland Systemic Change Maryland New York (New York) English This collection of papers presents three approaches to urban educational reform. After "Introduction--Urban Education Reform: Competing Approaches" (James G. Cibulka and William Lowe Byrd), Part 1, "Systems Reforms of Urban School Systems," includes (1) "Accountability at the Improv: Brief Sketches of School Reform in Los Angeles" (Charles Taylor Kerchner and David Menefee-Libey); (2) "Philadelphia's Children Achieving Initiative: The Promise and Challenge of Systemic Reform in an Urban School District" (Jolley Bruce Christman, Tim Corcoran, Ellen Foley, and Theresa Luhm); and (3) "Balancing Autonomy and Control in the New York City Public Schools: Using the Double-ACE Model" (Bruce S. Cooper and David C. Bloomfield). Part 2, "Increasing Mayoral Influence over Urban Schools," includes (4) "Mayoral Takeover: The Different Directions Taken in Different Cities" (Michael W. Kirst and Katrina E. Bulkley); (5) "From Court Street to City Hall: Governance Change in the Boston Public Schools" (Gary Yee); (6) "Regime Change: Mayoral Takeover of the Chicago Public Schools" (Dorothy Shipps); and (7) "Implementation of an Accountability Agenda in High Schools: Integrated Governance in the Chicago Public Schools" (Kenneth K. Wong, Dorothea Anagnostopoulos, Stacey Rutledge, Laurence Lynn, and Robert Dreeben). Part 3, "External Intervention to Improve Urban School Systems," includes (8) "State and Federal Intervention to Improve Baltimore and Washington, D.C.'s Public Schools" (James G. Cibulka) and (9) "The Role of Sanctions for Improving Persistently Low-Performing Urban Schools: Early Findings of Policy Effects on Teacher Motivation in the Maryland Accountability System" (Heinrich Mintrop). Part 4, "Conclusion," offers (10) "Urban Education-Reform Strategies: Comparative Analysis and Conclusions" (James G. Cibulka and William Lowe Boyd). (Contains approximately 350 references and an index.) (SM) ED477370 A Race against Time: The Crisis in Urban Schooling. Contemporary Studies in Social and Policy Issues in Education. 2003-00-00 ISBN-1-56750-640-2 265 Praeger Publishers, 88 Post Road West, Westport, CT 06881 ($59.95). Web site: http://www.praeger.com. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Black Students Elementary Secondary Education Grade 4 Grade 8 Hispanic American Students Mathematics Achievement Minority Group Children Reading Achievement Science Achievement White Students Numerical/Quantitative Data Achievement Gap Education Trust, Washington, DC. English These summary tables focus on the state-by-state academic achievement of African American, Hispanic American, American Indian, Asian American, and white students. Data are presented on achievement gains by state (4th grade reading scale scores, 1992-1998; 8th grade science and scale scores, 1996-2000; 4th grade math scale scores, 1992-2000; and 8th grade math scale scores, 1990-2000); state progress in moving students to higher levels of proficiency (4th grade reading, 1992-1998, and 8th grade mathematics, 1990-2000); National Assessment of Educational Progress (NAEP) 2000 (how far African American and Latino students are behind by state); and African American-White and Latino-White reading and writing achievement gaps as measured by NAEP 1998 grade 8 assessment. (SM) ED477371 Education Watch: Achievement Gap Summary Tables. 2003-00-00 20 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Black Students Educational Attainment Educational Finance Elementary Secondary Education Equal Education Grade 4 Grade 8 Higher Education Hispanic American Students Mathematics Achievement Minority Group Children Paying for College Poverty Reading Achievement Science Achievement Tables (Data) Teacher Competencies White Students Numerical/Quantitative Data Reports - Research Achievement Gap Education Trust, Washington, DC. English This annual report features national data on academic progress in U.S. public schools, showing student achievement and opportunity patterns from kindergarten through college, by race, ethnicity and family income. It focuses on academic achievement (reading performance on the most recent adminstration of the National Asssessment of Educational Progress (NAEP) in grade four; mathematics performance on the 2000 NAEP in grade eight; how the nation's achievement compares by state, race/ethnicity, and socioeconomic status); attainment (high school and college success, the nation's student demographics, participation and success in advanced placement courses, high school graduates, and college graduates); and opportunity (opportunity gaps, teacher quality gaps, challenging curricula, special student placements, and investments, funding gaps, and college affordability gaps). Appended is a description of the sources used in collecting data and definitions of measurements of performance. (SM) ED477372 Education Watch: The Nation. Key Education Facts and Figures. Achievement, Attainment and Opportunity from Elementary School through College. 2003-00-00 21 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Adolescents Advertising Alcohol Abuse Attitude Measures Blacks Crack Heroin Hispanic Americans Illegal Drug Use Lysergic Acid Diethylamide Marijuana Racial Differences Smoking Substance Abuse Whites Delaney, Barbara Numerical/Quantitative Data Reports - Research Risk Taking Behavior Methamphetamines English The annual Partnership Attitude Tracking Study (PATS) tracks consumers' attitudes about illegal drugs. PATS consists of two nationally projectable samples: a teen sample for students in grades 7-12 and a parent sample. The 2002 PATS, conducted in homes and schools, collected data using self-report surveys. Results indicate that after a decade of rising adolescent drug use, anti-drug attitudes are strengthening, and teen drug use is declining. African American teens are leading the decrease in teen use of marijuana. They also led the increase in teen use of marijuana in the early 1990s. The lower drug use among African American teens is consistent with leading research showing that African American youth have substantially lower rates of use of most licit and illicit drugs than do Whites and Hispanics. Areas of possible concern include the weakening of the perception of risk in inhalant abuse among white teens and the weakening of the perception of risk in heroin use among African American and Hispanic teens. Data are presented on marijuana, ecstacy, cocaine/crack, methamphetamines, inhalants, heroin, LSD, GHB and ketamine, prescription drug abuse, alcohol and cigarette use, general attitudes toward illegal drugs, reasons for use, exposure, intervention/treatment, advertising, sources of information about drug risks, computer use, and discussions with parents. (SM) ED477373 Partnership for a Drug-Free America: Partnership Attitude Tracking Study. Teens: Ethnic and Racial Trends, Spring 2002. 2002-00-00 25 Partnership For A Drug-Free America, 405 Lexington Avenue, Suite 1601, New York, NY 10174. Tel: 212-922-1560; Fax: 212-922-1570; Web site: http://www.drugfreeamerica.org/Home/Default.asp?ws=PDFA&vol=1&grp=Home. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Planning Elementary Secondary Education Minority Group Children Strategic Planning Dezmon, Barbara Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. English This handbook presents various approaches to a strategic planning model, using the Matrix as a planning tool. The Matrix is an instrument for focusing, summarizing, and addressing achievement issues. Part 1, "Windows on Planning," discusses planning and minority students, avoiding pitfalls, distinguishing planning processes, planning for the possible, planning and stakeholders, and master planning. It includes the strategic planning process (pre-planning, organizing responsibilities for planning, and confirming the planning timeline) and constructing the plan (establish the guidance system, compose strategic policies, perform critical analysis, revisit mission and planning policies, compose planning assumptions, formulate long range goals, formulate objectives, formulate strategies, and formulate action plans). Part 2, "Unpacking the Matrix: The Planning Agenda," describes the Matrix framework. Part 3, "The Matrix and Planning," presents Matrix planning activities (identifying actors, agents, and roles; the Matrix and critical analysis; the Matrix and developing strategies; and unpacking the Matrix). Two appendices include a letter and form for stakeholder input and side by side analysis. (SM) ED477374 Putting It Together: A Handbook on Planning and the Matrix. 2002-06-00 Administrators Practitioners 76 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0100; Web site: http://www.msde.state.md.us. N/A 2004 2016-11-21

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Yes Access to Education Demography Disadvantaged Youth Economic Impact Educational Change Educational Environment High Schools Higher Education Low Income Groups Nontraditional Education Urban Education Vocational Education Youth Programs Steinberg, Adria Almeida, Cheryl Allen, Lili Goldberger, Sue Guides - Non-Classroom Jobs for the Future, Boston, MA. English This paper is directed to policy and practice leaders interested in making urban secondary and postsecondary learning environments more widely available, especially to young people who have not been well-served by the large, impersonal high schools dominating most cities. Section 1, "Coming of Age in a Time of Economic and Demographic Change," reviews the demographic and economic trends that create an imperative to develop effective alternatives to the one-size-fits-all high school. Section 2, "New Ferment, New Opportunities," discusses the policy ferment and growing momentum for high school reform in urban centers that make the development of more varied and effective learning options possible. Section 3, "A Portfolio of Learning Environments for Urban Youth," highlights a range of learning environments that produce strong results for urban youths. These innovations cluster into four institutional forms that reach across the usual boundaries between secondary and postsecondary education, education and youth development, and employment and learning, providing building blocks for a redesigned system. Section 4, "Investing in New Learning Environments and Educational Pathways," presents a set of specific recommendations for policy and practice leaders committed to developing programs that work. (Contains 21 references.) (SM) ED477375 Four Building Blocks for a System of Educational Opportunity: Developing Pathways to and through College for Urban Youth. From the Margins to the Mainstream. 2003-05-00 Policymakers 27 Jobs for the Future, 88 Broad Street, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail: info@jff.org; Web site: http://www.jff.org. N/A 2004 8/19/2004 21:35:08 RIEJAN2004

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Yes Academic Achievement Career Development Educational Change High Schools Public Schools School Restructuring Urban Schools Allen, Lili Almeida, Cheryl Steinberg, Adria Reports - Evaluative Learning Communities Boston Public Schools MA Career Paths Northeast and Islands Regional Educational Lab. at Brown Univ., Providence, RI. English This paper describes the experiences of five high schools in Boston, Massachusetts, a district with a successful history of career pathways and academies that, in the last 3 years, has encouraged schools to restructure entirely into smaller learning communities. The schools work to benchmark curriculum to high standards, ensure effective instructional practice, implement multiple and ongoing assessments, create small learning communities, reduce student-teacher ratios, create respectful learning environments, and build partnerships with families, communities, businesses, and higher education. Data from interviews and document reviews at these schools indicate that a strong curricular leader is essential to developing a strong, effective learning community; tensions result from decisions regarding how to fully cluster students and teachers into small learning communities; it is difficult to maintain basic services for bilingual students; it is difficult to balance the desire of teachers for input into staffing decisions with the need to ensure that students have equal access to a range of pathways; and it is challenging to focus simultaneously on implementing new district initiatives directed at preparing students for high stakes tests and on restructuring schools into small learning communities using inquiry-based, contextual learning strategies. The research methodology is appended. (Contains 18 references.) (SM) ED477376 Wall to Wall: Implementing Small Learning Communities in Five Boston High Schools. LAB Working Paper. 2001-00-00 28 Northeast and Islands Regional Educational Laboratory, 222 Richmond Street, Suite 300, Providence, RI 02903-4226. Tel: 401-274-9548; Fax: 401-421-7650; e-mail: info@lab.brown.edu; Web site: http://www.lab.brown.edu. N/A 2004 2016-11-21

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Yes Age Differences Correctional Education Correctional Institutions Dropouts Educational Attainment Graduation High School Equivalency Programs Minority Groups Prisoners Secondary Education Sex Differences Harlow, Caroline Wolf Numerical/Quantitative Data Reports - Research Incarcerated Youth Department of Justice, Washington, DC. Bureau of Justice Statistics. English This report presents data from the Survey of Inmates in State and Federal Correctional Facilities, 1991 and 1997; Survey of Inmates in Local Jails, 1989 and 1996 ; Survey of Adults on Probation, 1995; National Adult Literacy Survey; and Current Population Survey. Correctional populations were less educated than the general public. Numbers of prison inmates without a high school education increased from 1991-1997. Three-quarters of state prison inmates did not earn a high school diploma. The main reason that jail inmates dropped out of school was behavior or academic problems. Most state prisons offered educational programs. Over half of inmates reported taking an educational program since their most recent prison admission. Women in state prisons were better educated than men. Minority state prison inmates were less likely than Whites to have a high school diploma or GED. Young inmates were less well educated than older inmates. Inmates with military service were better educated than those who had not served. Over 60 percent of noncitizens had not completed high school or a GED. About 66 percent of state prison inmates with learning disabilities, and 47 percent of drug offenders, did not complete high school or a GED. Inmate unemployment before admission varied with education. Less educated inmates were more likely than educated inmates to be recidivists. (SM) ED477377 Education and Correctional Populations. Bureau of Justice Statistics Special Report. 2003-01-00 13 Bureau of Justice Statistics, U.S. Department of Justice, Washington, DC. Web site: http://www.ojp.usdoj.gov/bjs/. N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Low Achievement Needs Assessment Program Evaluation Sanctions School Districts State Programs Technical Assistance Reeves, Cynthia Reports - Descriptive Maryland New York Texas Illinois Louisiana Illinois Louisiana Maryland New York Texas Council of Chief State School Officers, Washington, DC. English This report describes five state systems of support in low-performing schools. Discussion of each state system includes a description of the accountability system, the process for identifying low-performing schools, funding resources available, the technical assistance provided, the provider of that assistance, and the resources used to support the system. States were selected from among 11 states that, at the time of the study, required all schools identified as low-performing to receive assistance. The five states included in this study are Illinois, Louisiana, Maryland, New York, and Texas. Data collection consisted of a review of relevant state documents and interviews with key individuals involved in organizing and delivering technical assistance (state and district staff and external assistance providers). While specific improvement strategies varied by school and district, they tended to include needs and goals assessment, strategic planning, implementation, and evaluation and feedback. (Contains 13 references.) (SM) ED477378 State Support to Low-Performing Schools. 2003-03-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. Carnegie Corp. of New York, NY. 48 Council of Chief State School Officers, One Massachusetts Avenue, N.W., Suite 700, Washington, DC 20001-1431. Tel: 202-408-5505; Fax: 202-408-8072; Web site: http://www.ccsso.org. N/A 2004 2016-11-21

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Yes Dropout Characteristics Dropout Rate High Schools Hispanic American Students Immigrants Fry, Richard Numerical/Quantitative Data Reports - Descriptive Latinos Pew Hispanic Center, Washington, DC. English This report presents new evidence on the number and characteristics of Hispanic high school dropouts in comparison to other high school dropouts. Examining trends over the 1990s based on the latest available Census data, it documents how the aggregate published Hispanic high school dropout rate overstates the number of Hispanics leaving U.S. secondary schools without graduating. This results from lumping together three subgroups of Hispanic youths: the native-born, foreign-born who attend U.S. schools, and foreign-born who emigrate primarily for employment and do not enroll in U.S. schools. When the first two categories are examined separately, the dropout rate is substantially smaller. However, the Hispanic dropout rate is still twice as high as the dropout rate for comparable non-Hispanic whites. Hispanics who do not finish high school have radically different basic skills and labor market characteristics than white and African American high school dropouts. Those differences are sharpest when considering the foreign-born Hispanics who have little or no contact with U.S. schools. Even within the Hispanic population, there are pronounced differences between foreign-educated and U.S.-educated dropouts. The average white dropout earns $7,300 per year, compared to $6,500 for U.S.-born Hispanic dropouts and $10,000 for immigrant Hispanic dropouts. Includes three appendices on data sources, other measures of Hispanic dropout rate, and statistics for California, Texas, and Florida. (Contains 12 references.) (SM) ED477379 Hispanic Youth Dropping Out of U.S. Schools: Measuring the Challenge. 2003-06-12 Pew Charitable Trusts, Philadelphia, PA. 24 Pew Hispanic Center, 1919 M Street, N.W., Suite 460, Washington, DC 20036. Tel: 202-292-3300; Fax: 202-785-8282; Web site: http://www.pewhispanic.org. N/A 2004 2016-11-21

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Yes Academic Achievement Class Size Educational Finance Elementary Secondary Education Socioeconomic Status Teacher Salaries Teacher Student Ratio Gamrat, Frank Reports - Research English This paper analyzes cross-sectional data compiled from Pennsylvania's 501 school districts to investigate which factors influence academic performance. It also examines these factors to determine whether increased spending is the key to improved academic performance. Topics addressed include teacher-student ratios, teacher salaries, and per pupil spending. Results indicate that per pupil spending and district enrollment levels have positive but very small effects on school academic performance. For example, each $1,000 increase in per pupil spending relates to a standardized score increase of only 5.8 points, less than one-half of one percent. Thus, simply raising spending is not a cost effective way to improve education. Certain community factors, including being in a metro district and the percentage of low income students enrolled, appear to exert negative influence. For every one percent increase in the proportion of low income students, the average standardized score decreases by 1.72 points. Results confirm that social factors play a more important role in determining the district's cost effectiveness performance. Though popular belief suggests that measures such as teacher-student ratios, teacher salaries, and higher per pupil spending are areas where policy needs to be directed, this paper finds no support for these beliefs. Variable definitions are appended. (Contains 23 footnotes.) (SM) ED477380 Explaining Variability in School Performance: The Case of Pennsylvania. Allegheny Institute Report. 2002-04-00 17 Allegheny Institute for Public Policy, 305 Mt. Lebanon Boulevard, Suite 305, Pittsburgh, PA 15234. Tel: 412-440-0079; Fax: 412-440-0085; Web site: http://www.alleghenyinstitute.org. N/A 2004 8/19/2004 21:35:21 RIEJAN2004 Produced by Allegheny Institute for Public Policy.

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No Asian Americans Educational Attainment Employment Level Immigrants Parent Influence Socioeconomic Status Poch, Bunnak Reports - Research Southeast Asians Generation Effect Chicago Univ., IL. English This study uses the most recent data from the Current Population Survey to examine socioeconomic standing (mainly educational attainment and labor force participation) of Southeast Asian (SEA) immigrants. The study focuses on what progress SEA immigrants and refugees have made after 2 decades of resettlement, whether second generation children fare worse than their immigrant parents, what factors are attributed to these groups' respective socioeconomic standings, and how parents' educational levels and employment status affect their offsprings' educational attainment and employment status. Results indicate that immigrant generation does affect educational attainment. The second generation of SEA immigrants is doing not only as well as the 1.5 generation, but also better than the immigrant generation. The effect of immigrant generation on the likelihood of being employed is not statistically significant. However, the duration of U.S. residence and the individual and family characteristics have strong effects on immigrants' employment status. Social capital in the family remains an important factor in predicting academic outcomes among SEA immigrants. School enrollment and years of schooling are strong predictors of labor force participation for immigrant offspring. (Contains 81 references.) (SM) ED477381 Educational Attainment and Labor Force Participation of U.S. Immigrant Offspring from Southeast Asia. 2003-02-00 47 The Population Research Center at NORC and the University of Chicago, 1155 E. 60th Street, Chicago, IL 60637. Tel: 773-256-6302; Fax: 773-256-6313; Web site: http://www.spc.uchicago.edu/prc/index.html. N/A 2004 2016-11-21

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Yes Educational Attainment Family Income Foreign Countries Poverty Secondary Education Socioeconomic Status Jenkins, Stephen P. Schluter, Christian Reports - Research Germany Germany Essex Univ., Colchester (England). Inst. for Social and Economic Research. English This study examines income effects on German children's educational pathways, considering all three secondary school tracks (gymnasium, realschule, and hauptschule) and using measures of income and other variables that cover the entire childhood. The study controls for father's and mother's educational qualifications, examining the impact of money income rather than needs-adjusted income, and exploring whether income effects differ for native German children and children from households headed by foreigners (guestworkers). Data come from the German Socioeconomic Panel Survey. Study results find that, for this German child outcome, it is late-childhood income that matters, and income effects are linear rather than non-linear. The study also finds that income effects that do exist are small, in absolute terms, and relative to the effects of other determinants. These effects only apply to native German children. The effects are nonexistent for children of guestworker households. Income effects are small relative to the impact of differences in parental educational qualifications or institutional factors related to the federal state of residence. (SM) ED477382 The Effect of Family Income during Childhood on Later-Life Attainment: Evidence from Germany. ISER Working Papers. 2002-10-00 35 Institute for Social and Economic Research, University of Essex, Wivenhoe Park, Colchester, Essex CO4 3SQ, United Kingdom. Tel: 44-0-1206-872957; Fax: 44-0-1206-873151 e-mail: iser@essex.ac.uk; Web site: http://www.iser.essex.ac.uk. N/A 2004 2016-11-21

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Yes Activism Adult Education Collective Bargaining Community Involvement Consciousness Raising Economics Education Employer Employee Relationship Empowerment Labor Education Labor Relations Leadership Training Literacy Education Nonschool Educational Programs Occupational Safety and Health Popular Education Social Change Theater Arts Union Members Unions Workplace Literacy Delp, Linda, Ed. Outman-Kramer, Miranda, Ed. Schurman, Susan J., Ed. Wong, Kent, Ed. Collected Works - General Opinion Papers Reports - Descriptive United States Canada Labor Organizers Canada United States California Univ., Los Angeles. English These 28 essays recount popular education's history and its multiple uses in the labor movement today: to organize the unorganized, to develop new leaders and activists, and to strengthen labor and community alliances. They explore its other facets: theater and culture, economics education, workplace safety and health, and classroom use and address experiences from Canada and the United States (US)-Mexico border. The essays are "Popular Education" (Bernard); "Popular Education, Labor, and Social Change" (Hurst); "Highlander and Labor" (Williams, Sessions); "Organizing Public Sector Workers in Puerto Rico" (Delp, Outman-Kramer); "Stamford, Connecticut, Case Study" (McAlevey); "Paolo Freire Hits L.A.'s Mean Streets" (Bacon); "Year 2000 Justice for Janitors Campaign" (Arellano);"Las Vegas Hotel Workers Find a Voice" (Lee, Baker); "Empowering the Members' Voice" (Del Valle); "Economic Justice in the Los Angeles Figueroa Corridor" (Haas); "Fighting for a Living Wage in Santa Monica" (Rothstein); "Just Transition Alliance" (View); "Power of Voices" (Williams); "Battle in Seattle" (Brown); "On Theater and the Labor Movement" (Delp, Outman-Kramer); "Forum Theater" (Delp); "Theater for Worker Health and Safety" (Dooley); "Experiences with Popular Economic Education" (Teninty); "Justice for Avondale Workers" (Washington); "Building a Worker Health and Safety Movement" (Delp); "Workplace Learning, Literacy, and English for Speakers of Other Languages" (Chenven); "English Classes at the Union Hall" (Utech); "Labor in the Schools" (Tubach); "Labor Deserves Credit" (Schurman); "Case Method in Labor Leadership Education" (Bernard); "Confronting Trade Policies from the Bottom Up" (Delp, De Lara); and "Worker-Educators and Union Transformation" (Thomas, Martin). A resources list consists of 18 United States, 5 Canadian, 2 Latin American, and 1 Asian organizations and 2 international networks. (YLB) ED477383 Teaching for Change: Popular Education and the Labor Movement. 2002-12-00 ISBN-0-615-12275-2 Practitioners Teachers 268 UCLA Center for Labor Research and Education, Box 951478, Los Angeles, CA 90095-1478 ($20). Tel: 310-794-5982; Web site: http://www.labor.ucla.edu/. N/A 2004 2016-11-21

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No Case Studies Computer Mediated Communication Developed Nations Developing Nations Economic Development Electronic Equipment Electronic Text Foreign Countries Geographic Location Information Services Information Technology International Trade Occupational Mobility Organization Size (Groups) Small Businesses Supply and Demand Telephone Surveys Teleworking User Needs (Information) User Satisfaction (Information) Dejonckheere, J. Ramioul, M. Van Hootegem, G. Reports - Research Outsourcing European Union Information Economy International Surveys Microenterprises European Union Sussex Univ., Brighton (England). Inst. for Employment Studies. English This report addresses small and medium-sized enterprises' (SMEs') role in the changing international division of labor and trade in information service activities. Chapter 2 describes the EMERGENCE project to map and measure eWork. Chapter 3 reviews literature that shows SMEs account for the overwhelming majority of companies and make a crucial contribution to total employment and highlights their strengths and weaknesses. Chapter 4 derives 10 hypotheses about SMEs in the new economy and trade in information activities. Chapter 5 describes the large-scale survey of employers in 15 European Union countries and 3 accession states to provide empirical data. Chapter 6 on eWork and demand for information activities reports that establishment size has a significant impact on frequency of observing eWork; eOutsourcing is the most popular form of eWork; and, in the knowledge sector, size does not significantly impact on frequency of practicing eWork. Chapter 7 reports on the supply side of eWork, including that SMEs in the knowledge sector are more important suppliers of telemediated services than large enterprises, and small ones are more often chosen due to expertise and cost advantages. Using bivariate and logistic regression analyses, Chapter 8 shows that the impact of establishment size on eWork and eSupply is subordinate to the impact of sector and country. Chapter 9 presents illustrative case study fragments. Chapter 10 makes conclusions about threats and opportunities for SMEs in the new economy. Appendixes include data tables and figures and an 57-item bibliography. (YLB) ED477384 Is Small Finally Becoming Beautiful? Small and Medium-Size Enterprises in the New Economy. IES Report. 2003-04-00 ISBN-1-85184-320-5 123 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (35 British pounds (paper); 10 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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No Adult Education Computer Mediated Communication Developed Nations Developing Nations Economic Development Electronic Equipment Electronic Text Employment Opportunities Foreign Countries Geographic Location Information Services Information Technology Job Development Occupational Mobility Organizational Development Teleworking Use Studies User Needs (Information) User Satisfaction (Information) Altieri, G. Birindelli, L. Bracaglia, P. Tartaglione, C. Albarracin, D. Vaquero, J. Fissamber, V. Reports - Research Outsourcing Europe (South) Portugal Greece Spain Information Economy Italy Europe Greece Italy Portugal Spain Sussex Univ., Brighton (England). Inst. for Employment Studies. English Part of the EMERGENCE project to measure and map employment relocation in a global economy in the new communications environment, this report on eWork in southern Europe (SE) combines results of a European employer survey, case studies, and data from other sources. Chapter 1 analyzes national and sector dimensions. Chapter 2 studies eWork practice in SE countries--Italy, Spain, Portugal, and Greece. Comparative analysis of eWork variables is used to outline country profiles and identify similarities and differences in operative behavior. Chapters 3 and 5-7 focus on eWork and information and communication technology in individual countries. Chapter 4 concerns general dynamics of employment relocation in the Iberian Peninsula. General findings are the following: (1) SE context (except Portugal) demonstrates a diffusion of eWork higher than the European average, a result balanced both for sector and company size; (2) eWork is most prevalent in software and creative activities; (3) the most commonly found form of eWork is outsourced eServices; (4) the high propensity to outsource explains the relatively high diffusion of eWork; (5) eOutsourcing's objective is to exploit technical specialization to get a higher quality; (6) when operating mostly in an adjacent geographical area, contractor companies do not resort to eOutsourcing due to a radically different cost structure; and (7) when seeking suppliers for outsourced eServices, a minority of companies turn to foreign partners. (YLB) ED477385 EWork in Southern Europe. IES Report. 2003-04-00 ISBN-1-85184-323-X 87 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (30 British pounds (paper); 8 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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No Adult Education Case Studies Comparative Analysis Computer Mediated Communication Developed Nations Developing Nations Economic Development Electronic Equipment Electronic Text Foreign Countries Geographic Location Information Services Information Technology Occupational Mobility Organizational Development Relocation Technology Transfer Teleworking Mako, Csaba. Keszi, Roland. Reports - Research Translations European Union Hungary Outsourcing Czech Republic Poland Europe (Central) Czech Republic Europe European Union Hungary Poland Sussex Univ., Brighton (England). Inst. for Employment Studies. English Using data of an 18-country employer survey and facts of company case studies of the EMERGENCE project, a project illustrated diffusion of eWork in 3 these Central European countries: Czech Republic, Hungary, Poland. Mainstream views of the transforming economies and various practices of generic business services were studied. Establishments surveyed in the post-socialist economies showed similarities and differences in their micro-institutional patterns compared to those in 15 European Union (EU) countries. Comparison of eWork diffusion indicated the following: (1) eWork was more widely used in the 3 newly associated states (NAS); (2) eWork diffusion was more balanced in the EU between medium and large firms than in the NAS; (3) eWork in the NAS was used more extensively in larger firms; (4) diffusion by sector showed its share in service sectors was higher than in primary and secondary industries, with differences greater in the NAS; ( 5) more business functions were kept in the organization in the NAS; and (6) outsourcing was more popular in the NAS. Company case studies gave insight into the complex processes of delocalization of eWork. Information and communication technology gave businesses of all sizes a tool to develop globally. NAS case studies illustrated the expansion type of eWork delocalization in company reorganizations and isolated company decisions. These two important dimensions of eWork delocalization were indicated in connection with NAS case studies: organizational changes and skill use. (Appendixes include 51 references and company data.) (YLB) ED477386 EWork in EU Candidate Countries. IES Report. 2003-04-00 ISBN-1-85184-324-8 65 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (30 British pounds (paper); 8 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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No Business Computer Mediated Communication Corporations Developed Nations Developing Nations Electronic Equipment Electronic Text Foreign Countries Geographic Location Industrial Structure Information Services Information Technology International Trade Occupational Mobility Organizational Change Organizational Development Satellite Facilities Small Businesses Technology Transfer Teleworking Huws, U., Ed. Reports - Research Europe (South) European Union Information Economy Outsourcing Europe (Central) Europe European Union Sussex Univ., Brighton (England). Inst. for Employment Studies. English The EMERGENCE project reviewed literature on eWork characterization, extent, and distribution and dynamics of its development in 15 European Union (EU) countries and 3 newly associated states (NAS). It identified 12 factors that influenced international diffusion of eWork. Employer survey results showed individual forms of eWork were outweighed in importance by collective forms--groups of workers at a remote office-type location linked to the employer. A model was developed to estimate eWork across the EU and forecast growth. Survey results showed the following: (1) outsourcing eWork primarily involved relocations in Europe; (2) eServices' selling points were technical expertise and low cost; and (3) trends in corporate restructuring were spatial concentration of activities to yield economies of scale, activities' expansion and decentralization to tap remote labor markets or capitalize on wage differentials, and access to knowledge through cooperation over distance. Small and medium-sized enterprises captured important segments of the remote business services market, especially software development and creative work. Distinct European paths to an information society were identified, including high-tech, highly developed social democratic; "corporatist," with more hierarchical occupation-based welfare systems; neo-liberal, using eWork to encourage external forms of flexibility; southern Europe with high use of eOutsourcing mostly within national borders; and NAS with extremely high levels of eOutsourcing, mostly outside national borders. (Appendixes include logistic models of eWork and eSupply and 128-item bibliography.) (YLB) ED477387 When Work Takes Flight: Research Results from the EMERGENCE Project. IES Report. 2003-04-00 ISBN-1-85184-325-6 163 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (40 British pounds (paper); 10 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Career Development Computer Mediated Communication Developed Nations Diversity (Institutional) Educational Change Educational Improvement Educational Objectives Educational Planning Educational Policy Equal Education Foreign Countries Information Technology International Cooperation International Educational Exchange Job Skills Lifelong Learning Second Language Learning Strategic Planning Opinion Papers European Union European Union European Commission, Brussels (Belgium). English To benefit the European Union(EU) and its citizens, the EU has set education and training(ET) goals to be achieved by 2010 that will reflect the diversity of languages, cultures, and systems that are an inherent part of the identity of its countries and their regions. Diversity is valued, but need for cooperation and mobility in ET is growing. The open method of coordination has been defined as a way to enable mutual comparison and learning and limit risks inherent in change and reform. In the detailed work program, 3 identified strategic objectives are broken down into 13 objectives and 42 key issues that must be addressed to achieve them. Strategic objective (SO) 1 (improve quality and effectiveness of ET systems), has five objectives; SO 2 (facilitate access of all to ET systems) has three; and SO 3 (open up ET systems to the wider world) has five. For each objective, key issues are set out and an indicative list is provided of the instruments that will be used to foster and monitor progress. An integrated approach to policy development will be steered and monitored. (An appendix lists 16 key documents and web sites.)(YLB) ED477388 Education and Training in Europe: Diverse Systems, Shared Goals for 2010. The Work Programme on the Future Objectives of Education and Training Systems. 2002-00-00 ISBN-92-894-3682-4 43 For full text (English): http://europa.eu.int/comm/dgs/education_culture/publ/pdf/ educ-training/en.pdf N/A 2004 2016-11-21

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Yes Access to Education Articulation (Education) College Bound Students College School Cooperation Community Colleges Compensatory Education Dropout Prevention Economically Disadvantaged Educational Finance Educationally Disadvantaged Federal Aid High Risk Students Out of School Youth Postsecondary Education Program Development School Support Secondary Education State Programs Student Financial Aid Transitional Programs Alssid, Julian L. Gruber, David Mazzeo, Christopher Guides - Non-Classroom Opinion Papers Washington Massachusetts Minnesota Pell Grant Program Utah Massachusetts Minnesota Utah Washington Pell Grant Program Workforce Strategy Center, Brooklyn, NY. English As entitlements for students, "Average Daily Attendance" funding (ADA), Title I and Pell Grants can provide a stable funding base to support college bridge programs targeted to at-risk students and dropouts. In most states, school districts can re-enroll out-of-school students and draw additional ADA money from the state. College bridge programs draw from the current base of funding for traditional school activities, and principals may oppose use for purposes outside schools, but the programs may also increase retention of at-risk students and thus ultimately school enrollment and revenue base. Pell Grants can be linked to ADA-funded college bridge programs and easily accessed by the economically disadvantaged, but they are limited to 16 successful quarters of postsecondary education. Development of college preparation initiatives is directly in line with Title I program goals, but funding is often used to support designated school staff making reallocation difficult. Research suggests a significant opportunity for states to move forward with a college/bridge initiative for at-risk and out-of-school youth. State experience in Minnesota, Utah, Washington, and Massachusetts, suggests key components of a program model that: links community colleges and high schools; provides on-campus experience; provides college credit; includes direct transition to college degree programs; and provides basic skills and ongoing support.(YLB) ED477389 Opportunities for Expanding College Bridge Programs for Out of School Youth. 2000-06-00 15 For full text: http://www.workforcestrategy.org/publications/nash_final_report.p df. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Career Counseling Career Development Career Planning Demonstration Programs Education Work Relationship Educational Counseling Employment Opportunities Foster Care Foster Children High Risk Students Higher Education Policy Formation Postsecondary Education Program Development Secondary Education Student Financial Aid Transitional Programs Work Experience Programs Youth Opportunities Guides - Non-Classroom Career Paths Workforce Strategy Center, Brooklyn, NY. English Focus of this guide is a project to identify best practices and programs in preparing foster care youth for career opportunities and economic self-sufficiency. Foster care program context is described as an economy characterized by jobs clustering into two categories (high wage positions with a continuing career pathway and low wage entry-level jobs) and the potential to use existing resources in the education, welfare, and social support systems. Previous research identified five key elements of pathways: (1) introduction to career and educational options; (2) preparation for college entry standards; (3) career-related work experience; (4) transition to postsecondary education and career employment; and (5) social supports. Research and analysis of foster care programs and policies found: (1) multiple services (skill building/tutoring, work experience, academic counseling/introduction to college, career counseling, mentoring, scholarships/financial assistance, employment training, transportation); (2) a large potential pool of available yet untapped resources (secondary education, postsecondary education, foster care-specific, other public); and (3) the need for a comprehensive long-term college and career preparation strategy (program development that includes the key elements of pathways, policy development). Descriptions of 11 current foster care programs include summaries of provided services. Three current programs are described that incorporate a program design encouraging continuing movement along a pathway and a connection to a larger system offering supportive resources. (YLB) ED477390 Promising Practices: School to Career and Postsecondary Education for Foster Care Youth. A Guide for Policymakers and Practitioners. 2000-03-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers Practitioners 20 For full text: http://www.aecf.org/publications/pdfs/promisingpractices2.pdf or http://www.workforcestrategy.org/publications/promisingpractices2 .pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Educators Adult Learning Citizenship Education Community Education Continuing Education Cross Cultural Training Educational Attitudes Educational Practices Educational Technology Experiential Learning Females Higher Education Labor Force Development Research and Development School Business Relationship Social Environment Theory Practice Relationship Transformative Learning Womens Education Dirkx, John M., Ed. Collected Works - Proceedings Reports - Research Lindeman (Eduard) Professional Socialization Australia Emancipatory Education Australia English These proceedings comprise 33 presentations. They are "Glaser or Strauss?"(Babchuk); "Reframing Participation in Adult Education Programs" (Babchuk); "Multicultural Adult Education as Discourse in the Social Construction of Reality" (Baptiste); "Political Construction of Adult Education" (Baptiste, Heaney); "Development of Resilience in Adult Women" (Boer, McElhinney); "Play as a Component of the Adult Educational Experience" (Cooper); "Impact of Motivation, Volition, and Classroom Context on Adult Learning" (Coutney et al.); "Beyond the Sixth Floor" (Courtney, Maben-Crouch); "Transformation and the 'Spectrum of Consciousness'" (Deems); "To Dance with the Dragon" (Dirkx); "Eduard Lindeman and the Social Gospel" (Fisher); "The Learning of Great-Grandmothering" (Reese); "Practices and Competencies Shaping the Jobs of Training and Human Resource Development Professional Practitioners" (Jordan, Oaklief); "Instructional Technology" (Lavin, Kizzier); "Integrating Higher Education and Business and Industry" (Maki); "A Case Study of Teaching/Learning Experiences as Perceived by Participants in a Nontraditional Degree Completion Program for Adult Students (Manhesk); "Multiframe Leadership in Multiracial Organizations" (Martin); "Welfare Reform (Martin); "Relationships Between Theory and Practice" (McElhinney); "Experiencing the Constraints of Our Cultural Boundaries" (Miller); "Civic Action and Public Education" (Morris); "Adult Education Professoriate of Australia" (Morris); "Program Planning Wheel--'The Son of S.A.M.'" (Murk, Walls); "Research Implications from Lower Order Data for Improving Program Planning Practice in Five Types of Adult Education Organizations" (Oaklief); "Trends in the Use of Instructional Technologies in the Workplace" (Oursler); "Education for Community" (Peterson); "Academic Program Integration" (Peterson, Provo); "Conducting Comprehensive Program Planning" (Phillips, Dionne); "Learning from Dirtbags" (Prenger); "Creating a Collaborative Workplace Utilizing Adult Learning Strategies" (Quinn); "Faculty Persistence in University Outreach Activities" (Sandmann, Waldschmidt); "Discovering Why Adults Do Not Participate in Formal Adult Education" (Thomas, McElhinney); and "Perception of Values and the Process of Professional Socialization As an Experience in Transformational Learning" (Wilson). (YLB) ED477391 Proceedings of the Annual Midwest Research-to-Practice Conference in Adult, Continuing and Community Education (15th, Lincoln, Nebraska, October 17-19, 1996). 1996-10-00 Practitioners Researchers 202 N/A 2004 2016-11-21

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No Classification Clinical Diagnosis Definitions Disability Identification Early Identification Early Intervention Educational History Elementary Secondary Education Learning Disabilities Low Achievement Meta Analysis Models Research and Development Theory Practice Relationship Bradley, Renee, Ed. Danielson, Louis, Ed. Hallahan, Daniel P., Ed. Books Collected Works - General Information Analyses English This volume on the identification of learning disabilities (LD) offers chapters that provide comprehensive reviews of the research evidence underlying different aspects of LD and was the product of a 2001 general conference followed up by a small research forum. Contributors include researchers, parents, practitioners, and administrators. A final chapter summarizes major findings and presents consensus statements. Chapters have the following titles: (1) "Learning Disabilities: Historical Perspectives;" (2) "Early Identification and Intervention for Young Children with Learning Disabilities;" (3) "Classification of Learning Disabilities: An Evidence-Based Evaluation;" (4) "Learning Disabilities as Operationally Defined by Schools;" (5) "Discrepancy Models in the Identification of Learning Disability;" (6) "Responsiveness to Intervention: An Alternative Approach to the Identification of Learning Disabilities;" (7) "Empirical and Theoretical Support for Direct Diagnosis of Learning Disabilities by Assessment of Intrinsic Processing Weaknesses;" (8) "Clinical Judgments in Identifying and Teaching Children with Language-Based Reading Difficulties;" and (9) "Is 'Learning Disabilities' Just a Fancy Term for Low Achievement: A Meta-Analysis of Reading Differences between Low Achievers with and without the Label." An appendix provides the current legal definition of "specific learning disability" and a list of resources and organizations on specific learning disabilities. (Individual chapters contain references.) (DB) ED477392 Identification of Learning Disabilities: Research to Practice. The LEA Series on Special Education and Disability. 2002-00-00 ISBN-0-8058-4448-1 862 Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430-2262 (hardbound: ISBN-0-8058-4447-3, $99.95; paperbound: ISBN-0-8058-4448-1, $49.95). Tel: 201-258-2200; Tel: 800-926-6579 (Toll Free); Fax: 201-236-0072; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com. N/A 2004 2016-07-07 ED560820 ED508343

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Yes Compliance (Legal) Disabilities Educational Legislation Educational Policy Elementary Secondary Education Federal Aid Federal Legislation Federal Regulation Financial Support Funding Formulas Special Education State Departments of Education Tschantz, Jennifer Guides - Non-Classroom Information Analyses Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 National Association of State Directors of Special Education, Alexandria, VA. English This policy analysis examines how states are implementing the substantially changed requirements relating to the distribution of federal IDEA (Individuals with Disabilities Education Act) Part B funds (Sections 611 and 619) as set forth in regulations issued in 1999. Interviews were conducted with nine state education agencies (SEAs) on the effect of these IDEA provisions. First, the paper provides background information on the current funding formula used to distribute Section 611 funds from the federal level to the state level. Next, the interview and state selection process is reviewed. Then the paper presents the interview findings along with descriptions of the relevant IDEA provisions, including recommendations for changes in the IDEA fiscal provisions. The final section includes a brief summary of the findings. Many references to the IDEA regulations are included, some in the text and some in the six appendices, which also provide the project's interview protocol. (DB) ED477393 Funding Formula and the Fiscal Provisions for Part B: A Policy Analysis. 2002-02-00 Special Education Programs (ED/OSERS), Washington, DC. Policymakers 32 National Association of State Directors of Special Education, Project Forum, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; e-mail: carla@nasdse.org. For full text: http://www.nasdse.org/forum.htm N/A 2004 2016-11-21

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Yes Accountability Compliance (Legal) Disabilities Educational Legislation Elementary Secondary Education Federal Legislation Formative Evaluation Program Administration Program Evaluation Quality Control Special Education State Programs Tschantz, Jennifer Collected Works - Proceedings Reports - Descriptive Office of Special Education Programs Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 National Association of State Directors of Special Education, Alexandria, VA. English This document presents the proceedings of the sixth National Monitoring Conference concerned with implementation of the Individuals with Disabilities Education Act. Introductory material describes the purpose and background of the document and the federal monitoring of states, including the Continuous Improvement Monitoring Process (CIMP) and focused monitoring. An overview of the conference is followed by session summaries. Plenary sessions considered: "Improved Outcomes through Collaborative Monitoring" (Barbara Schliesser and others) and "What If Nothing Works? Are There Practical Sanctions To Ensure IDEA Supplementation?" (W. Alan Coulter and others). Plenary sessions by the Office of Special Education Programs (OSEP) examined lessons learned from CIMP monitoring and a novel approach to focused monitoring. Seventeen breakout sessions addressed such topics as quality assurance information systems; state and school level steering committees; Utah's special education monitoring process; making functional sense of Web-based data; monitoring of municipalities and providers of early intervention; the North Carolina CIMP; Florida's early intervention program; using data analysis to enhance the monitoring process; and the Kansas CIMP. A post-conference OSEP plenary session was titled: "OSEP Monitoring: Continuous, Results-Oriented and Focused." (Contains 11 references.) (DB) ED477394 Monitoring the Implementation of IDEA: Proceedings of the National Monitoring Conference (6th, Salt Lake City, Utah, October 2002). 2002-02-00 Special Education Programs (ED/OSERS), Washington, DC. 43 National Association of State Directors of Special Education, Project Forum, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808; e-mail: carla@nasdse.org. For full text: http://www.nasdse.org/forum.htm. N/A 2004 2016-11-21

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Yes Classroom Observation Techniques Cognitive Processes Compensatory Education Developmental Stages Developmental Tasks Developmentally Appropriate Practices Elementary Secondary Education Head Injuries Learning Problems Neurological Impairments Special Education Team Teaching Transitional Programs Connor, Karen Dettmer, Judy Dise-lewis, Jeanne E. Murphy, Mary Santistevan, Barbette Seckinger, Barbara Guides - Non-Classroom Colorado Colorado Colorado State Dept. of Education, Denver. English This manual provides Colorado educators with guidelines for serving students with brain injuries. Following an introductory chapter, chapter 2 provides basic information on the brain including definitions of brain injury and its severity, incidence of brain injury, and characteristics of students with brain injury. Chapter 3 considers relationships among brain injury, learning, and development. It outlines the major stages of brain development and describes effects on behavior and learning of a brain injury acquired at each developmental stage. Chapter 4 introduces the concept of transition, identifies transition issues, and provides strategies to address these issues. Chapter 5 is on changes in learning and compensatory strategies. It offers strategies for changes in sensory and motor systems; speed of mental processing; cognitive abilities; new learning; memory; attention and concentration; reasoning, problem solving, and judgment; organizational skills, emotions, social skills and behavior; and energy level. Task analysis is the focus of the sixth chapter. Chapter 7 is on brain injury resources for teachers and offers a framework for establishing a team within individual school districts or schools. Chapter 8 identifies components of an effective special education program for this population. A classroom observation guide is appended. (Contains 26 references.) (DB) ED477395 Brain Injury: A Manual For Educators. 2001-00-00 Practitioners 77 Colorado Department of Education State Library and Adult Education Office, 201 E. Colfax, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us. N/A 2004 2016-11-21

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Yes Agency Cooperation Community Services Developmental Disabilities Education Work Relationship Educational Legislation Elementary Secondary Education Federal Legislation Individualized Programs Individualized Transition Plans Planning School Community Relationship State Legislation State Programs Transitional Programs Palmer, Barbara C. Miles, John Schierkolk, Susan Fallik, Howard Guides - Non-Classroom Colorado Colorado State Dept. of Human Services, Denver. Div. of Child Care. Colorado State Dept. of Education, Denver. Special Education Services Unit. English This guidebook is intended to assist the transition of Colorado students with developmental disabilities from school to post-school activities by promoting flexible and collaborative planning and service delivery among community-centered boards (CCBs), local education agencies, and other state and community agencies. First, a definition of transition services as provided in federal and state legislation is outlined. A rationale for early transition planning is followed by a discussion of eligibility for transition services under the Individuals with Disabilities Education Act and the Colorado Developmental Disabilities Act. Next, the roles and responsibilities of education, the CCB, and vocational rehabilitation are delineated. Suggestions for planning for transition urge inclusion of the CCB case manager in the students transition planning. Local school districts and CCBs are encouraged to identify the policies, procedures, and practices that can be coordinated for youth still in the public school system. A chart lists specific collaborative transition services and responsible agencies. Remaining sections discuss the referral process for a CCB and relevant policies and practices of the education system, the developmental disabilities system, and developmental disabilities services. The guide concludes with a summary of key points for transition planning at ages 14, 16, 18, and 21. Lists of Colorado CCBs and local vocational rehabilitation and special education offices are attached. (DB) ED477396 Cooperative Planning Handbook for Youth with Developmental Disabilities. 2002-12-00 Administrators Parents Practitioners Teachers 19 Colorado Department of Education State Library and Adult Education Office, 201 E. Colfax, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us. For full text: http://www.cde.state.co.us/cdesped. N/A 2004 2020-11-23

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Yes Alternative Teacher Certification Classroom Techniques Distance Education Elementary Secondary Education Evaluation Methods Higher Education Preservice Teacher Education Rural Education Special Education Student Teacher Evaluation French, Kathryn Hinds, John Stenhoff, Donald M. Slocum, Tim Reports - Descriptive Speeches/Meeting Papers Utah State University English Researchers at Utah State University's special education department compared the performance of student teachers on dimensions that reflected pedagogical practices known to promote effective teaching of special education students. This study evaluated and compared dimensions of special education teaching performance among student teachers from three teacher preparation programs: traditional on-campus, distance education, and alternative preparation. The university developed a comprehensive performance evaluation tool using the Special Education Student Teaching Evaluation Form as the foundation for the new instrument. The student teaching evaluation consists of 19 items. An observation sheet collects frequency counts, student seating arrangement, and duration data. A lesson plan is obtained from the student teacher at the beginning of the observation. Five items are observed during the new material and guided practice phase of the student teacher's lesson: sufficient opportunities to respond, uses appropriate correction procedures, sufficient rate of reinforcement, pupil engagement, and uses class time efficiently. Pupil engagement and uses class time efficiently are also observed during independent practice, as is active monitoring. After the observation, student teachers complete an interview on various aspects of the lesson and instruction. Researchers plan observe and evaluate all student teachers at least once before the end of the semester, conduct reliability checks on 20 percent of the observations, and analyze the data over the summer. (Contains 10 references.) (SM) ED477397 Comparative Evaluation of Alternative, Distance, and Traditional Teacher Preparation Student Teachers. 2003-00-00 6 N/A 2004 2016-11-21

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Yes Classroom Techniques Community Colleges Comparative Analysis Computer Assisted Instruction Conventional Instruction Cooperative Education Definitions Distance Education Educational Practices Educational Technology Foreign Countries Kinesthetic Methods Kinesthetic Perception Learning Processes Learning Theories Literature Reviews Secondary Education Skill Development Teaching Methods Technology Integration Technology Uses in Education Theory Practice Relationship Trade and Industrial Education Two Year Colleges Glass, Samuel Information Analyses Australia Canada Hybrid Courses Australia Canada English Under the old system of trade skills education, instruction was delivered largely through kinesthetic methods. Currently, however, secondary and postsecondary trade skills education programs institutions in Australia and elsewhere are changing their educational emphasis from traditional skills to more technology-based skills. This shift raises the question of whether modern theories and technologies are more beneficial than traditional methods in which educators remain in control of content and time. Hybrid instruction, which combines face-to-face classroom instruction with computer-based learning, is one approach to integrating technology into the classroom. Although hybrid instruction allows for flexibility and gives students the opportunity to be more self-directed, it suffers in the application of kinesthetic skills to learning. Several Australian institutions, including the International Wine Academy of Australia, are now offering programs that require students to use touch and other senses. Two relevant areas of research are haptics (the experience of touching and manipulating objects or environments) and virtual synesthesia (a neurological condition in which a stimulus in one sense modality is involuntarily elicited in another). SmartRooms, which constitute another way of integrating technology into instruction, have the potential to incorporate kinesthetic learning into theory-based curricula. Institutions opting to integrate technologies in the classroom must avoid bifurcated teaching that emphasizes the theoretical over the practical. (Contains 14 references.) (MN) ED477398 The Uses and Applications of Learning Technologies in the Modern Classroom: Finding a Common Ground Between Kinaesthetic and Theoretical Delivery. 2003-03-00 13 N/A 2004 2016-11-21

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Yes Academic Standards Admission Criteria Adoption (Ideas) Apprenticeships Case Studies Clearinghouses Counselor Training Definitions Delivery Systems Demonstration Programs Educational Planning Educational Practices Educational Research Formative Evaluation Guidelines Information Networks Innovation Institutes (Training Programs) Models National Programs On the Job Training Outcomes of Education Performance Factors Postsecondary Education Program Content Program Development Program Evaluation Program Guides Program Implementation Questionnaires Records (Forms) Research Utilization Resource Materials Standard Setting Success Systems Approach Technical Assistance Youth Agencies Youth Employment Youth Programs Dawson, Amy L. MacAllum, Keith Warner, Nicole Reports - Descriptive English This document chronicles the experience of the National Training Institute (NTI) for Community Youth Work and four of its Building Exemplary Systems for Training Youth Workers (BEST) affiliates in establishing youth development practitioner apprenticeship (YDPA) programs. Part 1 describes the work of NTI and BEST intermediary organizations to lay the groundwork for YDPA programs and the program's preplanning phase. Part 2 discusses the research strategies and activities implemented during the program's 18-month preplanning period. Part 3 describes the national program development and management activities implemented by NTI, presents findings from a review of data reported by BEST site leaders, and describes factors that likely contributed to sites' local progress. Part 4 presents examples of innovations developed by local BEST sites. Part 5 lists key results from the planning period, presents site leaders' reflections regarding opportunities and challenges presented by the initiative, and summarizes next steps for implementation and replication of BEST YDPA programs. Part 6 offers recommendations to YDPA stakeholders. Thirteen charts/figures are included. The following items are appended: BEST YDPA study site profiles, research instruments, on-the-job training product contents, and technical assistance tools; descriptions of U.S. Department of Labor and National YDPA clearinghouse resources; and overviews of the national BEST network and selected national BEST training programs. (MN) ED477399 Establishing BEST Youth Development Practitioner Apprenticeship Programs for Youth Workers. 2003-03-00 Department of Labor, Washington, DC. 160 National Training Institute for Community Youth Work, Academy for Educational Development, ATTN: Publication Request, 1825 Connecticut Avenue, NW, Washington, DC 20009. Tel: 202-884-8334; Fax: 202-884-8422; e-mail: nti@aed.org; Web site: http://www.aed.org. N/A 2004 8/19/2004 21:36:15 RIEJAN2004 Produced by the Academy for Educational Development, National Training Institute for Community Youth Work.

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Yes Adult Education Adult Learning Aging (Individuals) Case Studies Change Strategies Comparative Analysis Compensation (Remuneration) Definitions Demography Employer Employee Relationship Employment Patterns Employment Practices Employment Qualifications Flexible Working Hours Foreign Countries Futures (of Society) Information Technology Innovation Job Performance Labor Force Labor Force Development Labor Needs Lifelong Learning Models National Surveys Needs Assessment Organizational Change Personnel Management Population Trends Postsecondary Education Private Sector Public Agencies Public Sector Quality of Working Life Reduction in Force Research Design Research Methodology Research Projects Synthesis Training Trend Analysis Unions Work Environment Lowe, Graham S. Information Analyses Learning Organizations Canada Impact Studies Canada Canadian Policy Research Networks Inc., Ottawa (Ontario). English The Human Resources in Government project examined the impact of extensive downsizing and restructuring in Canada's public service sector and sought innovative ways of making Canada's governments "employers of choice." The project focused on Canada's federal government and the governments of Alberta, Manitoba, Ontario, and Nova Scotia. The project's main finding was that Canada's government agencies must become more flexible, knowledge-intensive, and learning-based workplaces. The project established that, as of the late 1990s, the five governments studied had not moved very far on creating the conditions enabling more innovative approaches to work organization and human resource management. Although training and information technology were generally in place, some of the governments and work units studied were lagging behind. Although innovative workplace practices were progressing at a fairly impressive pace when compared to the private sector, there remained a large untapped potential for organizational reform to improve the quality of working life and contribute to workforce renewal. The importance of building knowledge-based organizations, implementing creative recruitment and retention strategies, creating rewarding work environments, and resolving compensation dilemmas was emphasized. (A discussion of the design and methodology of the Human Resources in Government Project is appended. Fifty-seven endnotes and the names/addresses of the project's advisory committee members are included.) (MN) ED477400 Employer of Choice? Workplace Innovation in Government: A Synthesis Report. 2001-00-00 ISBN-1-896703-45-3 107 Renouf Publishing Company Limited, 5369 Canotek Road, Ottawa, Ontario K1J 9J3 ($11.50). Tel: 613-745-2665; Fax: 613-745-7660. For full text: http://www.cprn.org/docs/work/ecw_e.pdf. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Age Differences Comparative Analysis Compensation (Remuneration) Definitions Employed Women Employee Attitudes Employment Level Employment Patterns Employment Practices Foreign Countries Fringe Benefits Job Satisfaction Literature Reviews National Surveys Nonprofit Organizations Older Workers Part Time Employment Private Sector Quality of Working Life Salary Wage Differentials Synthesis Temporary Employment Work Attitudes Work Environment McMullen, Kathryn Schellenberg, Grant Reports - Research Canada Canada Canadian Policy Research Networks Inc., Ottawa (Ontario). English The quality of jobs in nonprofit organizations in Canada was examined through a review of data from Canada's Workplace and Employer Survey, which collected data from a nationally representative sample of Canadian workplaces and paid employees in those workplaces. Key findings of the analysis were as follows: (1) overall, compared to the for-profit sector and nonprofit organizations in "quasi-public" industries (termed the "quango sector"), the nonprofit sector employs larger proportions of workers on a temporary or part-time basis; (2) average hourly earnings of managers, professionals, and technical/trades workers in the nonprofit sector lag behind those of their counterparts in the for-profit and quango sectors; (3) only a minority of non-profit employers offer benefits such as medical insurance; (4) approximately two-thirds of employees of non-profits reported that they were satisfied with both their job and overall pay and benefits, which was similar to the percentage in the quango sector and slightly lower than that in the for-profit sector; (5) only 63% of nonprofit sector employees over age 45 were satisfied with both their pay and benefits compared with 75% of employers over age 45 in the for-profit sector; and (6) many paid employees in the nonprofit sector were women with postsecondary credentials. (Thirty-one tables/charts are included. The bibliography lists 43 references.) (MN) ED477401 Job Quality in Non-Profit Organizations. CPRN Research Series on Human Resources in the Non-Profit Sector. 2003-01-00 Administrators Practitioners 76 For full text: http://www.cprn.com/docs/work/jqnpo_e.pdf. N/A 2004 2016-11-21

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Yes Access to Computers College Graduates Collegiality Comparative Analysis Compensation (Remuneration) Computers Economic Change Economic Climate Educational Attainment Educational Mobility Employed Women Employee Attitudes Employment Level Employment Patterns Fringe Benefits High School Graduates Information Technology Job Satisfaction Males National Surveys Organizational Climate Part Time Employment Postsecondary Education Quality of Working Life Salary Wage Differentials Secondary Education Sex Differences Technological Advancement Telephone Surveys Temporary Employment Trend Analysis Vocational Adjustment Work Environment Hughes, Karen Lowe, Graham S. Schellenberg, Grant Reports - Research Canada General Social Survey Canada General Social Survey Canadian Policy Research Networks Inc., Ottawa (Ontario). English Men's and women's quality of work in the new Canadian economy was examined. The two data sources used were the 2000 Changing Employment Relationships Survey (CERS), which consisted of telephone interviews of 2,500 currently employed Canadian residents aged 18 or older, and the 2000 General Social Survey (GSS), which examined access to and use of computer technologies in Canada and included telephone interviews of 25,090 Canadians aged 15 or older. Men and women expressed similar levels (70-75%) of desire for interesting work and a sense of accomplishment. Women and men with no postsecondary education placed greater priority on job security, pay, and benefits than did individuals with higher levels of educational attainment. Employees without a high school education--especially women--also placed a high value on communication and collegial relations in the workplace. Among university graduates, female employees were far more likely than males to place a high value on respect, commitment, communications, and workplace relations. Women accounted for 42% of high-intensity computer users and 52% of moderate-intensity users. The study showed striking changes in the labor market role of college-educated women but little change in the role of women with a high school education or less. (Twenty-five tables/figures/boxes are included. Fourteen tables are appended. The bibliography lists 75 references.) (MN) ED477402 Men's and Women's Quality of Work in the New Canadian Economy. Work Network Research Paper. 2003-02-00 86 For full text: http://www.cprn.com/docs/work/maw_e.pdf. N/A 2004 2016-11-21

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Yes Comparative Analysis Education Work Relationship Educational Demand Educational Practices Educational Supply Educational Trends Employed Women Employee Attitudes Employer Attitudes Employment Qualifications Foreign Countries Job Skills Job Training Labor Force Development National Surveys Nonprofit Organizations Older Workers Postsecondary Education Private Sector Skill Development Training Methods Trend Analysis McMullen. Kathryn Schellenberg, Grant Reports - Research Canada Canada Canadian Policy Research Networks Inc., Ottawa (Ontario). English Training in Canada's nonprofit sector was examined through a review of data from Canada's Workplace and Employer Survey, which collected data from a nationally representative sample of Canadian workplaces and paid employees in those workplaces. Overall, 61% of employees in nonprofit organizations considered a postsecondary credential necessary to do their job (versus 36% of employees in the for-profit sector and 70% in the quango sector, which was defined as nonprofit organizations in "quasi-public" industries). About half of employers in the nonprofit and for-profit sectors reported increases in skill requirements since beginning their current jobs. Employers in all three sectors rated the importance of increasing employee skills highly. Nonprofit organizations were more likely to provide training for their employees than for-profit organizations were. Training in the for-profit sector was more likely to consist of on-the-job training. Women and employees aged 35 or older in the nonprofit and quango sectors were much more likely than their for-profit counterparts to have received training in the previous year. Thirty-six percent of employees in the nonprofit sector and 38% in the quango sector stated that they received too little training for the demands of their job (versus only 27% of employees in the for-profit sector). (Twenty-five tables/figures are included. The bibliography lists 21 references.) (MN) ED477403 Skills and Training in the Non-Profit Sector. CPRN Research Series on Human Resources in the Non-Profit Sector. 2003-03-00 69 For full text: http://www.cprn.com/docs/work/sat_e.pdf. N/A 2004 2016-11-21

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No Benchmarking Career Ladders College Graduates Education Work Relationship Employer Attitudes Employment Patterns Entry Workers Foreign Countries Fringe Benefits Higher Education Labor Turnover Mentors Occupational Surveys Personnel Management Promotion (Occupational) Recruitment Trend Analysis Tyers, C. Perryman, S. Barber, L. Reports - Research Employer Surveys United Kingdom United Kingdom Sussex Univ., Brighton (England). Inst. for Employment Studies. English Retention of college graduates by employers across the United Kingdom was examined. Data were collected through a survey of 362 organizations and interviews with 36 employers and their graduate employees. Most employers were unworried by their levels of graduate retention; two-thirds expected to keep new recruits for the foreseeable future. Rates of retention of graduates averaged 86% after 3 years. Although one-third of the employers surveyed had managed to retain their entire graduate intake 1 year after appointment, approximately one-fourth of employers lost up to 50% of their intake within 1 year. Small employers had the highest average retention rate. Retention rates were lowest among employers recruiting to general roles rather than to those reserved for graduates or those involving formal and/or professional training. Employers offering higher starting salaries had the best retention rates. The overall market appeared stable, and starting salaries were predicted to grow slowly over the upcoming year. More than 40% of employers lacked any form of monitoring system that might provide insights into why graduates leave. The most popular techniques used for retaining graduates were offering technical professional training, offering mentoring/coaching, and providing planned career and/or salary progression. (Seventeen tables/figures are included. The bibliography lists 16 references. Nine additional benchmarking tables are appended.) (MN) ED477404 Measuring Up: Benchmarking Graduate Retention. IES Report. 2003-00-00 ISBN-1-85184-328-0 52 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (19.95 British pounds (bound copy); 8 British pounds (pdf)). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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No Credits Definitions Educational Certificates Educational Policy Educational Trends Evaluation Criteria Foreign Countries Influences Literature Reviews Postsecondary Education Prerequisites Prior Learning Recognition (Achievement) Secondary Education Student Certification Student Evaluation Transfer Policy Trend Analysis Vocational Education Bateman, Andrea Knight, Brian Information Analyses Australian Qualifications Framework Prior Learning Assessment Australia Australia National Centre for Vocational Education Research, Leabrook (Australia). English Recognition of prior learning (RPL) and credit transfer policy in Australia from 1995 to 2001 was examined through a review of Australian research discourse and an analysis of national data for the period. Selected findings were as follows: (1) RPL and credit transfer are most relevant to vocational education and training (VET) clients seeking full qualifications but are of negligible importance to students enrolled in non-award and subject-only programs; (2) among the factors that affect RPL and credit transfer rates, age appears to be the second in importance after the Australian Qualifications Framework category of the program undertaken; and (3) providers are offering RPL and credit transfer in different amounts. The following recommendations were offered to policymakers: (1) promote the term "assessment" to ensure that all purposes of assessment, including RPL, are clearly placed within the framework; (2) view RPL as a purpose of assessment with an important role in the training cycle, especially as a precursor to training; (3) investigate further analysis of the proposed benefits and barriers to RPL; and (4) conduct qualitative research to determine whether the current services offered by VET providers recognize the full extent of RPL and credit transfer entitlements among VET students. (Thirteen tables/figures are included. The bibliography lists 66 references.) (MN) ED477405 Giving Credit: A Review of RPL and Credit Transfer in the Vocational Education and Training Sector, 1995-2001. 2003-00-00 ISBN-1-74096-078-5 46 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 982; $22 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr1032.pdf N/A 2004 2016-11-21

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No Access to Education Adult Education Benchmarking Career Counseling Career Education Career Guidance Case Studies Cognitive Style Developing Nations Educational Administration Educational Finance Educational Planning Educational Practices Elementary Secondary Education Foreign Countries Global Approach Government Role Higher Education Innovation Labor Force Development Lifelong Learning Politics of Education Role of Education Systems Approach Technological Advancement Technological Literacy Books Opinion Papers Information Economy World Bank World Bank, Washington, DC. Human Development Network. English This report is an attempt to layout an analytical framework for understanding the challenges of developing a lifelong learning system in developing countries. Chapter 1, "The Knowledge Economy and the Changing Needs of the Labor Market" focuses on the role of education and training in helping build an educated and skilled populace to create, share, and use knowledge, and on building a efficient innovation system to identify new ideas and adapt them to create new technology. Chapter 2, "Transforming Learning," discusses the challenges faced in developing countries in changing education to meet the needs of a knowledge economy by changing the way people learn, expanding learning opportunities, and stressing career guidance and counseling. Chapter 3, "Governing the Lifelong Learning System," proposes that significant changes to both the governance and financing of education and training towards a learner-centered system are needed. Chapter 4, "Options for Financing Lifelong Learning," focuses on the government's role in financing learning, highlighting numerous case studies of creative financing programs. Chapter 5 "Moving Forward," discusses ways countries can proceed, including establishing national benchmarks for measuring lifelong learning outcomes. A forward, preface, executive summary and a short list of acronyms and abbreviations are included. Appendixes include a 256-item bibliography and index. (SLR) ED477406 Lifelong Learning in the Global Knowledge Economy: Challenges for Developing Countries. Directions in Development Series. 2003-00-00 ISBN-0-8213-5475-2 Policymakers 161 The World Bank, P.O. Box 960, Herndon, VA 20172-0960 (ISBN: 0-8213-5475-2 (paper) $25; ISBN: 0-8213-5476-2 (pdf) $12.50). Tel: 800-645-7247 (Foll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/. N/A 2004 2016-11-21

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Yes Agency Cooperation Community Programs Curriculum Development Disabilities Distance Education Education Work Relationship Graduate Study Inservice Teacher Education Internship Programs Professional Development Secondary Education State Universities Transitional Programs Test, David W. Reports - Descriptive University of North Carolina Charlotte North Carolina Univ., Charlotte. English This final report describes achievements and activities of a 3-year federally supported project by the University of North Carolina at Charlotte to develop and deliver semester-long courses for professionals charged with providing transition services to students with disabilities. The project developed four courses and delivered them using distance education technology at the home campus and three partner sites across the state. Each of the project's objectives is addressed. Evaluation results support the project's effectiveness. One-hundred-fifty-six professionals received training through the courses and 45 sets of course materials were disseminated to North Carolina universities and state agencies. This package also contains the course materials for the four courses: (1)"Transition and Life Skills," which explores individualized transition planning, career education and community-based instruction, adult services, and the roles of business and industry; (2) "Community Based Methods," which considers curricula and instructional methods associated with transition and supported employment services, supports, and outcomes for individuals with disabilities; (3) "Interagency Collaboration"; and (4) "Internship." Each course packet includes a sample course syllabus/course assignments, sample lecture notes and PowerPoint slides, and a sample test bank. (DB) ED477407 North Carolina Transition Services Cooperative Personnel Preparation Program. Final Report. 2001-12-30 Special Education Programs (ED/OSERS), Washington, DC. 677 N/A 2004 2016-11-21

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Yes Ancillary School Services Career Education College Admission College Applicants College Bound Students College Choice College Preparation Disabilities High Schools Postsecondary Education Secondary Education Self Management Student Personnel Services Transitional Programs Guides - Non-Classroom Washington Univ., Seattle. English This guide for high school students with disabilities addresses issues surrounding transition from high school to college and beyond. It notes that these transitions include three phases: (1) preparing for college, including preparations that occur in high schools; (2) staying in college, which requires numerous self-management skills; and (3) preparing for moving beyond college to a career. Planning suggestions are then given for meeting entrance requirements, maintaining good high school grades, utilizing any needed accommodations when taking pre-college examinations, completing college applications, finding financial aid, knowing what support services are needed, and attending college orientation sessions. Suggestions for the college experience focus on self-advocacy skills, self-management skills, study skills, use of support services, technology, and networking. Finally, suggestions for thinking ahead to a career cover academic and career choices, building a resume, and internships. A final section urges students to enjoy their college experience. Helpful hints and some suggested resources complete the publication. (DB) ED477408 College: You Can Do It! How Students with Disabilities Can Prepare for College. 2001-00-00 Department of Education, Washington, DC. National Science Foundation, Arlington, VA. Students 6 DO-IT, Disabilities, Opportunities, Interworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 21:36:42 RIEJAN2004 9550003 Support also provided by the State of Washington, Seattle, WA.

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No Autism Behavior Modification Behavior Problems Classroom Techniques Educational Strategies Elementary Secondary Education Family School Relationship Inclusive Schools Labeling (of Persons) Lesson Plans Parent Teacher Cooperation Positive Reinforcement Social Development Student Characteristics Teacher Collaboration Teaching Methods Kluth, Paula Books Guides - Classroom - Teacher English This book provides information for elementary and secondary teachers about autism and classroom techniques for teaching students with autism in inclusive classrooms. The text consists of 12 chapters, each concerned with a different school issue/structure. Chapter 1 outlines definitions of autism and attempts to illustrate how autism is experienced by individuals with the labels of autism, Asperger syndrome, and other related labels. Chapter 2 provides information on inclusive education and outlines the federal laws related to special education. Chapter 3 explores some of the values and beliefs that support the development of inclusive schools. The following chapter features voices of families and gives ideas for partnering with parents. Chapters 5 and 6 share specific strategies for creating a positive, safe, and comfortable educational environment, and ideas for building classroom community. Chapter 7 illustrates different ways that student communication can be bolstered, and chapter 8 explores ways that educators can promote literacy development. Positive ways to support a range of behaviors are provided throughout chapter 9 and chapter 10 contains tools and structures to assist in lesson planning. The final two chapters provide classroom-tested ideas for teaching and suggestions for teacher collaboration and teaming. (Contains approximately 350 references.) (CR) ED477409 "You're Going To Love This Kid!" Teaching Students with Autism in the Inclusive Classroom. 2003-03-00 ISBN-1-55766-614-8 Practitioners Teachers 272 Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($27). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 21:36:44 RIEJAN2004 Foreword by Eugene Marcus.

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Yes Career Awareness Career Development Career Education Career Exploration Career Planning Computer Mediated Communication Computer Uses in Education Disabilities Educational Technology Electronic Mail Internet Mentors Program Design Program Development Program Evaluation Program Implementation Secondary Education Guides - Non-Classroom Reports - Descriptive Minnesota Univ., Minneapolis. Inst. on Community Integration. National Center on Secondary Education and Transition, Minneapolis, MN. English This training manual presents "Connecting to Success" (CTS), a program designed to expand through technology the mentoring, career development, and improved academic achievement opportunities for youth with disabilities. The manual begins by defining electronic mentoring as a way to connect adult employees with students through the Internet. It discusses the barriers to leading productive lives that youth with disabilities face and the benefits of e-mentoring. Following sections discuss: (1) e-mentoring program development; (2) youth development and the core skills and competencies that youth development programs should promote at different ages; (3) specific challenges faced by students with learning disabilities, mental health disorders, and mental retardation; (4) the roles and responsibilities of the program coordinator/community liaison; (5) the roles and responsibilities of the employer-liaison; (6) the roles and responsibilities of the teacher; (7) the roles and responsibilities of the mentor; (8) the roles and responsibilities of those being mentored; (9) launching a CTS program site; and (10) program evaluation to assess the process of implementing the CTS e-mentoring project and to determine the program's impact on students with disabilities. The manual closes by describing the pilot project partners. Worksheets and model forms are also included along with a list of resources. (Contains 24 references.) (CR) ED477410 Connecting to Success: Mentoring through Technology To Promote Student Achievement. Training Manual. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. Department of Labor, Washington, DC. Administration on Developmental Disabilities (DHHS), Washington, DC. 139 Minnesota University, Minneapolis, Institute on Community Integration, 109 Pattee Hall, 150 Pillsbury Dr. SE, Minneapolis, MN 55455. Tel: 612-624-4512; Fax: 612-624-9344; e-mail: publications@icimail.coled.umn.edu; Web site: http://ici.umn.edu. N/A 2004 8/19/2004 21:36:47 RIEJAN2004 H326J000005; 90DD0506/01

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No Adults Auditory Perception Brain Hemisphere Functions Classroom Techniques Cognitive Processes Cognitive Style Elementary Secondary Education Learning Disabilities Learning Strategies Spatial Ability Student Characteristics Symptoms (Individual Disorders) Teaching Methods Visual Learning Silverman, Linda Kreger Books Guides - Non-Classroom English This book describes the unique characteristics of visual-spatial learners and teaching techniques designed for this population. Following a quiz to identify visual-spatial learners, chapters address: (1) how visual-spatial learners think and the plight of being non-sequential; (2) the power of the right hemisphere, eye movement patterns, and engaging the right hemisphere; (3) the hidden culprit in underachievement, the impact of early ear infections, signs of central auditory processing disorder (CAPD), and accommodations for children with CAPD; (4) visual spatial learners with dyslexia, attention deficit/hyperactivity disorder, and giftedness; (5) differences among visual-spatial learners and learning styles for teachers; (6) differences between visual-spatial learners and auditory-sequential learners; (7) early signs of visual-spatial learners; (8) assessing visual-spatial abilities; (9) visual-spatial learners with disabilities and the importance of early identification; (10) the inner world of introverts; (11) visual-spatial learners with attention deficit/hyperactivity disorder; (12) the challenge of parenting visual-spatial learners; (13) teaching techniques for visual-spatial learners; (14) the Visual Spatial Identifier and its validation; and (15) visual-spatial adults and the future of education. Appendices include a description of visual-spatial learners in school and a list of resources. (References are provided for each chapter.) (CR) ED477411 Upside-Down Brilliance: The Visual-Spatial Learner. 2002-00-00 ISBN-1-932186-00-X Parents Practitioners Teachers 401 DeLeon Publishing, Inc., P.O. Box 461027, Denver, CO 80246 ($24.95). Tel: 303-331-8725; Fax: 303-331-1116; e-mail: sales@deleonpub.net; Web site: http://deleonpub.com. N/A 2004 8/19/2004 21:36:49 RIEJAN2004

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Yes American Indian Culture American Indian Education Chippewa (Tribe) Cultural Awareness Cultural Maintenance Language Maintenance Nonformal Education Oral Tradition Qualitative Research Spirituality Story Telling Teacher Education Values Granberg, Kimberly A. Reports - Research Speeches/Meeting Papers Tribal Elders English As part of an attempt to develop a multicultural model of teacher education that incorporates and embraces Anishinaabe philosophy, interviews were conducted with seven Anishinaabe elders from one Canadian and three U.S. reservations. Eight themes emerged. In order of their importance to the meaning and experience of being Anishinaabe, they are respect, stories, Ojibwe language, maintaining or reviving culture, ceremonies, spirituality, learning from the elders, and emotionality. Respect includes respect for others, for difference, and for Nature. Stories are important because many ideas, values, and traditions were taught through stories. The language contains and perpetuates the depth, subtleties, and nuances of the culture. Without language, the songs, ceremonies, and oral traditions would be lost. Traditions must be kept alive because they constitute a training process that teaches discipline, an appropriate attitude toward Mother Earth, and an understanding and purpose of being. Ceremonies are how the Anishinaabe express their spirituality and connection with all beings. They create and support the sense of community that is the foundation of tribal life. Anishinaabe spirituality emphasizes the harmony that comes from their connection with all parts of the universe, in which everything has a purpose and is valued. Elders teach the children based on their life experience and cultural knowledge. The concept of emotionality expresses the intensity with which the elders felt the importance of these themes. (TD) ED477412 Eurocentric Education Unhinged: Challenges Posed by the Elders and Teachings of the Anishinaabeg. 2002-02-00 30 N/A 2004 2016-11-21

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Yes Collegiality Educational Environment Elementary Secondary Education High Risk Students House Plan Participative Decision Making School Culture School Effectiveness Small Schools Student Motivation Teacher Collaboration Teacher Expectations of Students Teacher Student Relationship Urban Schools Holland, Nicole E. Reports - Research Speeches/Meeting Papers Professional Community English Educators in intentionally small schools in Chicago are working to create a climate that is inviting, engaging, and challenging to some of the most academically disadvantaged students. Over a period of 18 months, data were collected from eight intentionally small schools that included elementary, middle, and high schools; freestanding schools; schools within schools; schools on probation; and schools that predominately enrolled poor and working-class African American and Latino students. Findings from 76 interviews with administrators and staff, 36 focus groups with staff and students, and 137 observations in schools highlighted the importance of professional community, collegial trust, and collaborative work in creating a schoolwide climate for effective education. Factors that contributed to this were philosophical coherence among faculty, a sense of collective responsibility for student welfare, public accountability, shared leadership, teacher collaboration, and a balance between academic concerns and student care. Participation in strong professional communities enabled these practitioners to create engaging and challenging learning experiences for students, who under other circumstances, might have been ignored, poorly educated, or left behind. Instead of relying on the student deficit model to excuse poor teaching and learning, they looked to themselves and their colleagues to improve the process. Some concerns that were identified included teacher burnout, staff fragility, and unfamiliarity with consensus decision making. Teachers in schools within schools often found it difficult to divide their time between their small school and host school. Data from a systemwide study of small high schools suggest some ways that strong professional communities promote student achievement and other positive student outcomes. (Contains 22 references) (TD) ED477413 Small Schools Making Big Changes: The Importance of Professional Communities in School Reform. 2002-02-00 40 N/A 2004 2016-11-21

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Yes Cooperative Learning Course Descriptions Disabilities Educational Strategies Higher Education Hispanic American Students Limited English Speaking Peer Evaluation Problem Based Learning Problem Solving Relevance (Education) Statistics Kennedy, Helen L. Reports - Descriptive Speeches/Meeting Papers English A college statistics class for limited-English-speaking Hispanic students and students with disabilities incorporates principles of problem-based learning. Sessions start with brainstorming in which real-life problems are presented to raise issues, encourage participation, and generate enthusiasm. Using negotiation, the issues generated in the brainstorming session are trimmed to clearly definable learning tasks representing essential ideas and linkages. Next, groups of three to five students are formed and designate one member each as an "ambassador" to other groups to obtain and communicate required information. This designation changes with each problem and ensures that by the end of the course, the students have interacted with many different classmates. Reports are due 2 weeks after distribution of the problem. In the intervening week, a session is held to discuss any issues that require clarification. Presentations by each group occur at a culminating session. The groups are responsible for demonstrating how their smaller problem interrelates into a larger research problem as initially represented. Each student grades the presentations and includes comments, based on a scoring rubric. Their marks and the teacher's are averaged into a group mark that is allotted to each group member, and comments are distributed to each student. Each group submits a written statistical analysis of the smaller problems. Questionnaires returned by 130 students indicate that students regard problem-based learning as more challenging, worthwhile, and meaningful than traditional instruction. Two sample problems are presented. (TD) ED477414 Incorporating a Problem-Based Learning Environment for Hispanic Learners and Students with Disabilities in Univariate Statistics. 2002-02-00 30 N/A 2004 8/19/2004 21:36:57 RIEJAN2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes American Indian Education American Indian Students Community Colleges Culturally Relevant Education Educational Finance Federal Aid Federal Indian Relationship Federal Legislation Geographic Isolation Higher Education Land Grant Universities Rural Schools Tribally Controlled Education O'Laughlin, Jeanie Reports - Descriptive Speeches/Meeting Papers American Indian College Fund American Indian Higher Education Consortium English In addition to higher education programs, tribal colleges offer welfare-to-work programs, adult education, vocational and agricultural training, and childcare, which makes their costs higher than those of conventional colleges. Most tribal colleges are small, resulting in higher than average per student costs. Tribal colleges charge an average of 52 percent more for tuition than the average 2-year college. Since tribal colleges are located on reservations, they are not eligible for state and local funds. The bulk of their funding comes from federal appropriations and grants. Tribally controlled community colleges receive core funding through the Department of Interior under the Tribally Controlled College or University Assistance Act of 1978. The American Indian Higher Education Consortium wrote and lobbied for passage of this act and lobbied to have tribal colleges added to the list of land-grant colleges, allowing them to share projects, resources, funding, and information with other land-grant institutions. Title III of the Higher Education Act of 1965 allots funds to some tribal colleges to help raise their academic quality and their institutional, management, and fiscal stability. Only five tribal colleges receive funds from gaming, and these amounts are small and irregular. Tribal colleges are eligible for a variety of state and federal grants; several of those are also available to any institution of higher education that teaches Native American students. Tribal college presidents started the American Indian College Fund to provide scholarships for Indian students. (TD) ED477415 Financing of Tribal Colleges. 2002-02-00 22 N/A 2004 2016-11-21

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Yes Alaska Natives American Indian Education Computer Anxiety Distance Education Geographic Isolation Higher Education Inservice Teacher Education Resistance to Change Rural Education Teacher Educator Education Technical Assistance Web Based Instruction Reyes, Maria Elena Reports - Descriptive Speeches/Meeting Papers Alaska Faculty Attitudes University of Alaska Fairbanks Alaska English In the spring of 2001, the University of Alaska Fairbanks School of Education included a web-based instructional component in all distance education classes. This component aims to mediate access and equity issues in providing postsecondary education to rural Alaska residents. The number of courses offered through distance education had been limited by the time constraints involved in audio-conferencing, which had been the main means of delivering coursework. Students taking courses by distance delivery, including many Alaska Natives, were taking up to 15 years to complete their college degree. Geographic isolation also made it difficult for already licensed teachers to take additional coursework, either for professional development or to climb the salary scale. Almost immediately following the decision, some members of the rural faculty showed resistance to learning the web-based system. The heightened nature and tone of the resistance suggested fear in using the system, fear of technology in general, and fear of change. In the fall of 2001, a team flew to the rural campuses to provide technology training workshops. Observations made during the campus visits indicated that well-equipped computer labs at some sites were under-utilized; technical support staff was available at each site; and under-attendance at many workshops implicated faculty indifference to learning the web-based system. It was concluded that reluctant faculty must be accorded every possible support measure to assist them in learning to utilize new technologies. (TD) ED477416 Reaching Out to the Teachers of Teachers: Distance Education in Rural Alaska. 2002-02-00 20 N/A 2004 2016-11-21

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Yes American Indian Education American Indian Students Black Education Black Students College Freshmen Computer Literacy High Risk Students Higher Education Mathematics Instruction Mentors Minority Groups Program Descriptions School Holding Power Student Adjustment Summer Programs Transitional Programs Tutoring Writing Instruction Risku, Michael Reports - Descriptive Speeches/Meeting Papers University of Minnesota Morris English The University of Minnesota, Morris campus, developed a bridge program called the Gateway Program to meet the special concerns of African American and American Indian incoming freshmen. The program initially prepares students for higher education through a 4-week summer program that includes an umbrella course in math, computer literacy, and writing, as well as various workshops and recreational activities. Participants receive a full summer scholarship. Pre- and post-course assessments indicate an average increase of 36 percent in students' knowledge base across all subject areas. During the summer program, student meet with the program coordinator to assess their progress, register for the fall semester, and plan a first year of study. Informal advising and counseling are available throughout their college stay. Tutoring options include peer tutoring by upper division students, some of whom have been Gateway students; tutoring by preservice secondary education seniors; and tutoring provided by the campus minority resource center. Upper division students of color mentor Gateway students throughout the summer program and conduct small study groups during the year to prepare for exams and discuss academic issues. Mentors reside in the dorms with first-year students. Opportunities for mentoring by faculty members are also provided. Workshops, informal discussion groups, and social and recreational activities are provided to assist Gateway students with daily living skills and adjusting to university life. Five years of assessment data suggest that there is no significant difference between graduation rates of Gateway students and majority students. (TD) ED477417 A Bridge Program for Educationally Disadvantaged Indian and African Americans. 2002-02-00 21 N/A 2004 2016-11-21

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Yes Associate Degrees Cultural Awareness English (Second Language) Family Influence Graduate Surveys Graduation Rate Higher Education Hispanic American Students Language Proficiency Licensing Examinations (Professions) Mexican Americans Nursing Education Nursing Students Spanish Speaking Sims-Giddens, Susan Reports - Research Speeches/Meeting Papers Academic Language Arizona Arizona English A study compared graduation and licensure examination pass rates of Mexican American nursing students who spoke English as a second language and students who spoke English as a first language. Mexican American students were surveyed or interviewed concerning the effect on graduation and licensure examination pass rates of English as a second language, non-academic English proficiency, non-English speaking parents, and parental financial support. Of 67 Mexican American students who graduated from the nursing program with an associate's degree and passed the National Council Licensure Examination in Arizona between 1967 and 1995, 13 were interviewed in a focus group and 54 completed surveys. Quantitative data were collected from archival records. No significant difference in program completion was found between Mexican American students and native English speakers, while 73 percent of Mexican American graduates and 94 percent of English-as-first-language graduates passed the licensure exam on the first attempt. Spanish-speaking patients were more comfortable communicating with Spanish-speaking caregivers. Spanish-speaking students experienced difficulty reading nursing texts. Focus group participants stated that understanding how to read and comprehend multiple choice questions would have helped them on examinations. Family support was important to completion of the nursing program. Most respondents did not feel their families could have been more financially supportive, and most respondents had to work while in nursing school. Implications for educational institutions are discussed. (TD) ED477418 Graduation and Success Rates of Mexican-American Undergraduate Nursing Students in an Associate Degree Nursing Program. 2002-02-00 18 N/A 2004 2016-11-21

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Yes Code Switching (Language) Educational Attainment English Foreign Countries Language Usage Linguistic Borrowing Mexican Americans Mexicans Migrant Workers Sociolinguistics Spanish Matus-Mendoza, Mariadelaluz Reports - Research Speeches/Meeting Papers Mexico (Guanajuato) Pennsylvania Language Status Mexico Pennsylvania English Moroleon, Guanajuato (Mexico), is an industrial city on the Mexican Plateau. People from the surrounding hamlets known as rancherias frequently seek employment in the city. However, many men with low levels of education travel to Kennett Square, Pennsylvania, to work on mushroom farms. A study explored the use of English in these two communities. Eighty-three interviews were conducted in Moroleon and in Kennett Square. Findings indicate that the use of English operates as a social marker. Migrants returning to Moroleon use it to impress those who have not migrated to the United States. Their interaction with the rest of the population creates a mixture of admiration, rejection, and envy among members of the Moroleon community. The youngest generation, those with only an elementary level of education, and people who moved from the rancheria to the city favor this social marker. These speakers incorporate lexical loans in their speech in spite of their limited knowledge of English. They mainly transfer nouns and verbs that are content lexical loans. They also include a functional word, the interjection "oh si." The use of English in Spanish decreases with increasing social status. Professionals in the higher ranks of society do not use English in their speech although some of them are former migrant workers. They do not seem to need the validation that being a migrant might provide among persons with lower levels of education. (Contains 25 references) (TD) ED477419 The Influence of English as a Social Marker in a Migrant Community. 2002-02-00 26 N/A 2004 2016-11-21

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Yes Budgeting Economic Factors Educational Finance Financial Support Higher Education Public Colleges State Programs Reports - Research State Issues American Association of State Colleges and Universities, Washington, DC. English This digest is designed to provide campus leaders with an up-to-date, "bird's eye" view of key issues affecting state colleges and universities. The American Association of State Colleges and Universities conducted is annual State Issues Survey of the Council of State Representatives in 2002 and received 44 responses from 61 college and university presidents and chancellors. Findings show colleges and universities struggling with fewer resources and rising demands. Colleges and universities nationwide are seeing enrollments grow, and policymakers are trying to meet states' needs for economic development and workforce preparation. State budgets are expected to fall even further next year, and more than half of the respondents noted that the level of state funding for public colleges and universities in their state was either lower or significantly lower in 2002-2003. However, one quarter of states indicated that their higher education budgets increased, and 9.3% of respondents said that their state funding grew more than 5%. Respondents overall were largely pessimistic, however, about the condition of budgets for higher education in the next few years. (Contains 10 figures and 18 endnotes.) (SLD) ED477420 State Issues Digest, 2003. 2003-00-00 21 For full text: http://www.aascu.org. N/A 2004 2016-11-21

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Yes Budgeting Costs Economic Factors Educational Finance Educational Policy Higher Education Paying for College Retrenchment Tables (Data) Tuition Numerical/Quantitative Data Reports - Descriptive American Association of State Colleges and Universities, Washington, DC. National Association of State Universities and Land Grant Colleges, Washington, DC. English As the 2002-2003 academic year got underway, many public colleges and universities found themselves wrestling with mid-year state funding reductions, significant enrollment growth, and pressure to hold the line on tuition. With unfunded enrollment mounting and another bleak budget year on the horizon, states and their higher education institutions once again faced the unpleasant reality of increasing student charges. The economic downturn and resulting budget crunches also spell trouble for federal and state student aid programs that provide access to higher education opportunity. The Pell Grant program faces a shortfall of $2 billion, and a number of states have cut their need-based grant efforts or are struggling to maintain current funding levels. This challenging scenario is made more complex by changes in leadership in the U.S. Senate and the upcoming reauthorization of the federal Higher Education Act. Resident undergraduate tuition and fees at public 4-year institutions rose 9.1% for 2002-2003, the largest single-year increase in almost a decade. Despite this increase, more than half of the states reported undergraduate tuition and fee increases at or below the national average. Room and board charges increased at the rate of 5.4% for 2002-2003. Over the past few years, the cost of attending college as a percentage of family income has stabilized for those in the middle- or high-income brackets, but this percentage remains particularly high for low-come families, at about 60% of annual income. Financial aid to postsecondary students increased approximately 11.5% in current dollars between 2000-2001 and 2001-2002. The year ahead will be filled with difficult choices for policymakers, higher education leaders, and students and their families. Two appendixes list student charges at member institutions of the American Association of State Colleges and Universities and the National Association of State Universities and Land Grant Colleges. (Contains 7 tables and 49 endnotes.) (SLD) ED477421 Student Charges & Financial Aid, 2002-2003. 2003-00-00 32 N/A 2004 8/19/2004 21:37:13 RIEJAN2004

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Yes Acceleration (Education) College Credits College Students Higher Education Program Costs Scholarships Tuition Reports - Evaluative Florida College Level Examination Program Florida College Level Examination Program Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English The Bright Futures Scholarship testing program in Florida currently requires all scholarship recipients to make at least five acceleration attempts. The program can produce savings, but only if students pass the tests and use the credits earned to graduate more quickly from college. However, students graduating from Florida public universities in 2001-2002 used only 51% of the College-Level Exam Program (CLEP) credits they had earned. If Bright Futures students use a similar percentage, the program's costs will outweigh its benefits. Voluntary CLEP testing would reduce state costs while still encouraging students to use the CLEP testing program to accelerate their graduation. In addition, the Florida Legislature should require students who take more than 115% of the credits required for their degree to pay for the full cost of tuition. This will save the state $30 million by reducing the number of extra courses taken or increasing tuition revenues from excess credits. (SLD) ED477422 Voluntary Bright Futures Scholarship Testing Program Would Reduce Costs. OPPAGA Information Brief. 2003-04-00 10 OPPAGA Report Production, Claude Peer Building, Room 312, 111 W. Madison Street, Tallahassee, FL 32399-1475. Tel: 800-531-2477 (Toll Free); Tel: 850-488-0021; Fax: 850-487-3804; Web site: http://www.oppaga.state.fl.us/. N/A 2004 2016-11-21

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Yes College Bound Students Educational Attainment High School Seniors High Schools Hispanic American Students Noncollege Bound Students Student Attitudes Immerwahr, John Reports - Research Public Agenda Foundation, New York, NY. National Center for Public Policy and Higher Education, CA. English Research has indicated that the parents of Hispanic high school seniors place enormous emphasis on education and believe that a college education is an essential prerequisite for a good job and comfortable middle-class life style. However, compared to non-Hispanic Whites or African Americans, Hispanics are less likely to obtain higher education degrees. To study this discrepancy, Public Agenda held 8 focus groups with 50 Hispanic high school seniors in all, interviewed parents of Hispanic high school seniors, and interviewed teachers in predominantly Hispanic high schools. Findings show the enormous diversity of the Hispanic population, ranging from students well-prepared for college to those who seemed poorly prepared. A number of "college-maybe" students appeared to be qualified for college but hampered by challenges ranging from lack of financial resources to lack of knowledge of how to proceed. Even among the college-maybe students, some seemed headed for a successful college career. Often the difference seemed to be a teacher, role model, or strong adult in the family who helped them stay on track. The report also contains these commentaries: (1) "Afterword" (Deborah Wadsworth); (2) "Opening the Discussion" (Arturo Madrid); (3) "Building a Consensus for Equity" (Alfredo G. de los Santos, Jr.); (4) "A Challenge and an Opportunity for Policy" (Marlene L. Garcia); and (5) "Low Expectations Equal Low Outcomes" (Jaime A. Molera). (SLD) ED477423 With Diploma in Hand: Hispanic High School Seniors Talk about Their Future. National Center Report. 2003-06-00 46 National Center for Public Policy and Higher Education, 152 Third Street, Suite 705, San Jose, CA 95112. Tel: 408-271-2699; Fax: 408-271-2697; Web site: http://www.highereducation.org. N/A 2004 8/19/2004 21:37:17 RIEJAN2004

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Yes College Programs Community Colleges Enrollment Enrollment Trends Majors (Students) Public Colleges Tables (Data) Numerical/Quantitative Data Reports - Descriptive Maryland Maryland Maryland State Higher Education Commission, Annapolis. English This compilation contains tables of data portraying trends in enrollment by program at Maryland institutions of higher education. Enrollment data are presented from 1989 through 2002 for the institution's programs of study. For the 22 community colleges, enrollment figures are given for associate and nondegree undergraduate programs. Enrollment data by program (major) are provided for the 13 public four-year institutions and for 31 independent colleges and universities. (SLD) ED477424 Trends in Enrollment by Program--Maryland Higher Education Institutions. 2003-04-00 154 N/A 2004 2016-11-23

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Yes Attention Attention Control Brain Children Childrens Art Cognitive Development Emergent Literacy Freehand Drawing Neurology Theories Sheridan, Susan Rich Information Analyses Speeches/Meeting Papers Brain Development Scribbling English This paper is concerned with the unfolding of human marks, beginning with scribbling, and their contribution to developing literacy. The paper argues that children's scribbles reveal a neural substrate destined for marks and influence that substrate significantly, cuing what is distinctly human in linguistic behavior and consciousness, or symbolic thought. The paper proposes and presents evidence that very young children's scribbling serves four critical purposes: (1) to train the brain to pay attention and to sustain attention; (2) to stimulate individual cells and clusters of cells in the visual cortex for line and shape; (3) to practice and to organize the shapes and patterns of thought; and (4) through an increasing affinity for marks, to prepare the human mind for a consciousness organized by literacy. The scribble hypothesis predicts that young children who are encouraged to scribble and draw, to talk and to write, and to compute and to compose about their scribbles and drawings will write more easily and will continue to write for pleasure as well as to disseminate information. Also, they will show an "innate" affinity for geometry, and in general, will think more connectedly and unpredictably, or creatively. By making use of the neuroconstructivist theory and cross-modal teaching and learning strategies such as drawing/writing, the paper asserts that the brain of the child practices thinking as it has evolved to think, using nested and unified systems of marks. The paper concludes with a discussion of the implications for parents and teachers. (Contains 87 references.) (Author/KB) ED477425 The Neurological Significance of Children's Drawing: The Scribble Hypothesis. 2002-08-00 Researchers 15 N/A 2004 2016-11-21

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No Child Abuse Child Care Child Health Child Neglect Child Safety Children Dental Health Developmentally Appropriate Practices Disease Control Diseases Early Childhood Education Educational Facilities Design Environmental Influences First Aid Guidelines Health Education Lead Poisoning Mental Health Nutrition Prevention Risk Management Sanitation Self Evaluation (Groups) Special Education Standards Aronson, Susan S., Ed. Books Guides - Non-Classroom National Association for the Education of Young Children, Washington, DC. English Noting that the health component of child care should be planned to respond to the developmental patterns of young children, this manual was developed as a reference and resource guide for program directors and teachers of young children and can be used as a textbook for adult learners. The manual, based on national standards and reviewed by health and early childhood professionals, describes currently accepted standards for health policies and practices in early childhood programs. Following an introductory chapter, the chapter topics are: (1) preventing infection; (2) preventing injuries; (3) emergencies and injuries; (4) promoting health with good nutrition; (5) promoting health through oral health, mental health, and health education; (5) clinical health services for children; (6) staff and consultants for safe and healthy child care; (7) facility design and support services for safe and healthy child care; (9) managing illness; and (10) special issues, focusing on inclusion of children with special needs and child abuse and neglect. Each chapter begins with a delineation of major concepts related to the chapter topic, contains self-assessment instruments as appropriate, and concludes with suggested activities. The guide's four appendices provide a list of national resources for health and safety information; a list of fact sheets available from ECELS; a list of children's picture books about health, nutrition, and safety; and a health and safety checklist. (KB) ED477426 Healthy Young Children: A Manual for Programs, 4th Edition. 2002-00-00 ISBN-1-928896-06-5 Practitioners 211 NAEYC, P.O. Box 932569, Atlanta, GA 31193-2569 ($14.25, Web Sale Price). Tel: 866-623-9248 (Toll Free); Tel: 202-232-8777, ext. 2001; Fax: 770-442-9742; Web site: http://www.naeyc.org. N/A 2004 8/19/2004 21:37:26 RIEJAN2004 Compiled with Patricia M. Spahr.

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Yes Educational Practices Literature Reviews Outcomes of Education Preschool Children Preschool Education Program Effectiveness Program Evaluation Research Methodology Research Needs School Readiness State of the Art Reviews Brown, Elizabeth G. Scott-Little, Catherine Information Analyses Reports - Evaluative Impact Evaluation Outcome Oriented Evaluation Program Characteristics SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. English Encouraged by evidence linking quality early care/education programs and improved student outcomes, a variety of school readiness programs and initiatives have been created. This report reviews and synthesizes evaluation studies conducted on early childhood interventions, focusing on programs emphasizing a school readiness goal. The report provides an overview of the evidence regarding effects of model early care and education programs and describes the program characteristics associated with program effectiveness. An extensive, systematic search of the literature identified 32 impact evaluations of recent school readiness initiatives, with selection criteria used to identify 20 studies most relevant to the research questions. Results from 11 studies coded as pre-experimental or correlational were analyzed and reported separately from the 9 quasi-experimental or experimental studies. Based on the synthesis, it was concluded that wide-scale school readiness interventions can have moderate effects on child outcomes, with the strongest evidence for benefits to children's social-emotional development. Positive results were also reported for language/literacy, mathematical thinking, and physical/health development, and for outcomes such as better attendance or fewer referrals for special services once the child entered school. The report notes that it was difficult to discern whether specific program features were associated with positive participant outcomes because experimental and quasi-experimental designs typically did not examine these relationships. Implications for program evaluation relate to research design and instrumentation as well as to program quality and the classroom dynamics. The report's two appendices include the data coding sheeting and tables delineating program characteristics and design characteristics of quasi-experimental and experimental evaluations, instruments used and outcomes assessed, and program and design characteristics of pre-experimental evaluations. (Contains 139 references.) (KB) ED477427 Evaluations of School Readiness Initiatives: What Are We Learning? SERVE's Expanded Learning Opportunities National Leadership Area Research Report. 2003-03-00 Department of Education, Washington, DC. Administrators Practitioners Researchers 55 SERVE Main Office, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Tel: 336-315-7400; Fax: 336-315-7457; Web site: http://www.serve.org. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Interviews National Surveys Preschool Children Preschool Education Standards State Standards Scott-Little, Catherine Kagan, Sharon Lynn Frelow, Victoria Stebbins Reports - Research Curriculum Standards SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. English Despite concerns of the early care and education field regarding the applicability of performance expectations for young children, the advent of standards-based K-12 education and the level of financial support for early education has fueled the development of standards regarding children's learning prior to kindergarten entry. This executive summary and research report present the findings of a national survey study examining how states have defined children's expectations, what content has been included, and how standards are being used. Data were collected from interviews with key informants in each state (early childhood specialist at the state departments of education, chief child care administrator in lead child care agencies, and president of state NAEYC affiliates) and a review of child-based outcome standards documents. Findings in the report and executive summary are organized in four categories: (1) review of states with child-based outcome (CBO) standards and description of standard content, including linkage with K-12 standards; (2) the standards development process, including process initiation, the players involved, and evolution of the process; (3) the status of standards activities in states without published standards; and (4) implementation of CBO standards, including where and how the standards are to be used, standards dissemination, and program accountability for using the standards. Recommendations relate to inconsistent nomenclature, inclusion, standards' content, standard development, use of CBO standards, and the real intentions for creating and using standards for young children. Four appendices to the full report contain the survey protocol, letter to respondents, descriptions of developmental dimensions, and child-based outcomes standards documents. (KB) ED477428 Standards for Preschool Children's Learning and Development: Who Has Standards, How Were They Developed, and How Are They Used? SERVE's Expanded Learning Opportunities National Leadership Area Research Report [and] Executive Summary. 2003-06-00 A.L. Mailman Family Foundation, Inc. Department of Education, Washington, DC. 147 SERVE Main Office, P.O. Box 5367, Greensboro, NC 27435. Tel: 800-755-3277 (Toll Free); Tel: 336-315-7400; Fax: 336-315-7457; Web site: http://www.serve.org. N/A 2004 2016-11-21

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No Child Advocacy Children Childrens Rights Creative Expression Creative Thinking Creativity Organizations (Groups) Position Papers Teacher Role Jalongo, Mary Renck Opinion Papers Association for Childhood Education International Association for Childhood Education International, Olney, MD. English This paper presents the position of the Association for Childhood Education International (ACEI) regarding children's right to creative thought and expression. The position statement begins with a comparison of creativity in children and in adults, asserting that children have the right to creative development and that opportunities for creative expression should not be reserved only for children who earn them through obedience or because they display early talent. The paper calls for a redefinition of creativity, noting that there are considerable misconceptions about creativity among educators and the general public. Strategies to clarify the definition of creativity include equating creativity with productive thought, differentiating the eminent creativity of geniuses and the problem-solving ability more widely distributed, and gaining a multicultural perspective on the concept. The statement emphasizes that creativity depends on talent, motivation, interest, effort, and opportunity. The statement further maintains that creativity is socially supported, culturally influenced, and collaboratively achieved. In taking this position, the ACEI acknowledges that several challenges must be addressed by educators; the statement argues that educators should confront misconceptions about creative thinking, redefine creative teaching, provide role models of motivation and persistence in creative thought, call for appropriate assessment of creative processes and products, and reflect on their aspirations for children through a thoughtful critique of creative products in society. The position statement concludes by asserting that a belief in childrens right to creative thought and expression transforms the classroom and becomes part of the social consciousness and social capital. (Contains 96 references.) (KB) ED477429 The Child's Right to Creative Thought and Expression: A Position Paper of the Association for Childhood Education International. 2003-00-00 16 Association for Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832. Tel: 800-423-3563 (Toll Free); Tel: 301-570-2111; Fax: 301-570-2212; e-mail: aceihq@aol.com; Web site: http://www.acei.org. For full text: http://www.acei.org/creativepp.htm. N/A 2004 2016-11-21

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Yes Delivery Systems Economically Disadvantaged Educational Quality Educationally Disadvantaged Federal Legislation Low Income Groups Outcomes of Education Preschool Children Preschool Education Program Effectiveness Program Improvement School Readiness Reports - Descriptive Barriers to Change Reauthorization Legislation Carolina Abecedarian Project NC Chicago Child Parent Centers IL Perry Preschool Project Project Head Start Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. English Based on the view that the single most important goal of Head Start reauthorization legislation should be to improve Head Start and other preschool programs to better ensure that participating children are prepared to succeed in school, this paper describes the limited educational progress for children in Head Start and problems resulting from a fragmented approach to early childhood services. In particular, the paper presents evidence that most children enter and leave Head Start with below-average skill and knowledge levels and that disadvantaged children lag behind their more affluent peers throughout the school years. The paper argues that the current fragmented service delivery system hinders Head Start improvements. Barriers to coordination at the state level are identified, and evidence is presented from early childhood research and state efforts that have successfully addressed these problems. Finally, the paper explains President Bush's proposal for Head Start reauthorization, which builds on the evidence to strengthen the program and, through coordination, improve preschool programs in general to help ensure that children are prepared to succeed in school. Aspects of President Bush's plan involve allowing states willing to meet specific requirements to include Head Start in their overall preschool plans, strengthening educational standards and outcomes for federally managed programs, targeting more effectively quality improvement and training and technical assistance funds, and improving collaboration between Head Start programs and other early childhood programs, with governors and state school officers playing a more central role. Appended is a table providing an overview of major federal and state spending for preschool and child care programs in fiscal years 2003 and 2004. (Contains 70 endnotes and 72 references.) (KB) ED477430 Stregthening Head Start: What the Evidence Shows. 2003-06-00 Policymakers 51 For full text: http://aspe.hhs.gov/hsp/StrengthenHeadStart03/index.htm. N/A 2004 2016-11-21

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Yes Change Agents Change Strategies Child Care Delivery Systems Early Childhood Education Educational Change Educational History Foreign Countries Policy Analysis Program Descriptions Public Policy Na, Jung Moon, Mugyeong Reports - Evaluative Barriers to Change Korea South Korea United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English Noting that young children in the Republic of Korea have received institutional education and care for more than 100 years, this report provides an in-depth analysis of Korea's reform of its early childhood education and care (ECEC) system. The analysis focuses on how ECEC has evolved, the current system, why Korea has attempted to reform the system, efforts that have been made in the reform process, and the reasons for the lack of success of the reform. The reform began with the key idea that national administrative systems be organized by age group, so that the Ministry of Education would take charge of care and education for 3- to 5-year-olds and the Ministry of Health and Welfare would be responsible for the care of children under 3 years rather than its current situation in which the Ministry of Education serves 3- to 5-year-olds and the Ministry of Health and Welfare provides childcare services from birth to age 5. The report notes that although the reform of the Korean ECEC system has not been successful, there has been some impact, including increasingly integrated kindergarten and childcare services, strengthened cooperation and greater influence among ECEC associations, increased parental participation and concern, and increased research on the ECEC system. The report concludes by pointing out that the main reasons ECEC system reform failed were: (1) the inability to reach consensus among scholars, those involved in kindergarten and childcare facilities, and public organizations regarding the concept of education and care; and (2) the authority-centered attitudes of government officials. (Contains 19 references.) (KB) ED477431 Integrating Policies and Systems for Early Childhood Education and Care: The Case of the Republic of Korea. Early Childhood and Family Policy Series. 2003-06-00 26 Early Childhood and Family Education Section, ED/BAS/ECF, UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP, France. Tel: +33-1-45-68-22-22; Fax: +33-1-45-68-57-37; Web site: http://www.unesco.org/publishing. For full text: http://unesdoc.unesco.org/ulis/cgi-bin/ulis.pl?database=get&set=3EEDE174_3_175&hits_rec=18hits_Ing=eng. N/A 2004 2016-11-21

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No Child Care Early Childhood Education Models Partnerships in Education Program Descriptions Program Implementation State Programs Zito, Michael Silver, Michael Reports - Descriptive California Project Head Start California California State Dept. of Education, Sacramento. California State Dept. of Education, Sacramento. Head Start-State Collaboration Office. English Although state and federal early care and education administrators have been encouraging providers to form partnerships to develop full-day, full-year service options in response to families' changing needs, regulatory differences have hampered the success of such partnerships. This report presents the recommendations of the Collaborative Partners Work Group (CPWG), a group of California Head Start and state-funded early care and education program administrators, federal program staff, and state program staff convened to assist programs considering full-day, full-year partnerships. Beginning with messages from the Administration for Children and Families and the California Department of Education, the report identifies four challenges for partnerships related to partners' income eligibility differences, class size requirements, staff qualifications, and length of program eligibility. The report next presents guiding principles for full-day, full-year partnerships and describes three partnership models (Head Start partnered with state preschools, general child care programs, or family child care home networks), including information on staffing ratios and staff education requirements, and strengths and challenges presented by each model. Examples illustrate possible implementation strategies for each of the program models. Cost allocation and enhancement are two acceptable fiscal approaches described in the report. The report then summarizes selected federal and state fiscal requirements and other guidance applicable to collaboration. The report concludes with a list of technical assistance resources. Three appendices include further guidance and clarification related to income eligibility, funding and partnership opportunities, and answers to common questions about full-day, full-year partnerships. (KB) ED477432 Full-Day, Full-Year Early Care and Education Partnerships: Recommendations of the Collaborative Partners Work Group. 2002-00-00 California State Dept. of Education, Sacramento. Div. of Child Development. ISBN-0-8011-1576-0 Policymakers 41 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271. Tel: 916-445-1260; Fax: 916-323-0823; Web site: http://www.cde.ca.gov. N/A 2004 2016-11-21

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No Accountability Compliance (Legal) Early Childhood Education Educational Practices Educational Quality Equal Education Evaluation Criteria National Standards Parent Participation Professional Development Program Administration Program Evaluation School Community Relationship Self Evaluation (Groups) State Standards Teacher Student Relationship Silver, Michael Zito, Michael Tests/Questionnaires California Head Start Program Performance Standards Program Quality Review Project Head Start California California State Dept. of Education, Sacramento. English This document provides the Side-by-Side Comparison, a tool to assist early care and development programs receiving funds from both Head Start and the California Department of Education to prepare for state and federal program monitoring reviews and to conduct self-evaluations. The instrument is designed to be used for the California coordinated compliance review (CCR) and the federal Head Start program compliance monitoring process, Program Review Instrument for Systems Monitoring (PRISM). The instrument also lists suggested documentation that can be used to demonstrate compliance with CCR items and PRISM core questions. The introduction explains the purpose for this instrument, identifies challenges for co-located programs, and describes how to use the instrument. The remainder of the instrument is organized in six sections, according to the CCR key dimensions. Each section displays in column 1 the CCR compliance items and codes delineating the child development programs affected, alongside the related PRISM core questions and performance standards in column 2. Suggested documentation demonstrating compliance for each process is displayed in columns 3 and 4, respectively. The areas assessed by this instrument are: (1) standards, assessment, and accountability; (2) teaching and learning; (3) opportunity (equal educational access); (4) staffing and professional growth; (5) parent and community involvement; and (6) governance and administration. Appended are references from the Code of Federal Regulations for Head Start performance standards related to each core question. (KB) ED477433 The Side-by-Side Comparison: Coordinated Compliance Review for Child Development Programs, 2002-2003 and Program Review Instrument for Systems Monitoring, 2002. 2003-00-00 American Institutes for Research, Washington, DC. Administrators Practitioners 50 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271. Tel: 916-445-1260; Fax: 916-323-0823; Web site: http://www.cde.ca.gov. N/A 2004 2016-11-21

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Yes Child Caregivers Early Childhood Education Educational Quality Emergent Literacy Inclusive Schools Mathematical Concepts Mental Health Obesity Organizations (Groups) Partnerships in Education Preschool Education Preschool Teachers Professional Development Special Needs Students State Programs Student Adjustment Young Children Silver, Michael, Ed. Zito, Michael, Ed. Collected Works - Serials Even Start Project Head Start California California California State Dept. of Education, Sacramento. Head Start-State Collaboration Office. English This document is comprised of the one issue in volume 7 of "Bridges," a publication produced by the California Head Start-State Collaboration Office to detail the activities of the educational partnership and to provide relevant information to programs participating in the partnership. The Summer 2002 issue focuses on several topics of interest to educational partnerships, including: (1) transition to school; (2) childhood obesity; (3) child care health consultation; (4) services for children with developmental challenges in inclusive settings; (5) mental health services for children; (6) early literacy activities; (7) research on mathematics in early childhood; and (8) partnerships of Head Start with higher education. The issue also delineates regional resources and web resources, presents news from the California Head Start Association, and highlights award-winning Head Start and Early Head Start programs in the state. (KB) ED477434 Bridges, 2002. Bridges, 2002. v7 n1 Sum 2002. 2002-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. California State Dept. of Education, Sacramento. Div. of Child Development. Administrators Practitioners Teachers 30 California Head Start-State Collaboration Office (CHSSCO), Child Development Division, 560 J Street, Suite 220, Sacramento, CA 95814. Tel: 916-323-9727; Fax: 916-323-6853; e-mail: mzito@cde.ca.gov. For full text: http://www.cde.ca.gov/cyfsbranch/child_development/headstart.htm. N/A 2004 2016-11-21

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No Child Welfare Children Childrens Rights Foreign Countries Institutional Schools Institutionalized Persons Policy Analysis Program Descriptions Public Policy Residential Institutions Llorente, Maria Angeles Garcia Charlebois, Laura Martinez-Mora Ducci, Valerio Farias, Ana Maria Reports - Descriptive Deinstitutionalization (of Delinquents) Public Awareness Institutional Conditions Spain Argentina Italy Uruguay Child Protection Orphans Chile Out of Home Care Argentina Chile Italy Spain Uruguay United Nations Children's Fund, Florence (Italy). Innocenti Research Centre. English Noting the growing global consensus on the need to promote family-based alternatives to institutional care for children and adolescents, this report examines efforts to prevent the institutionalization of children in Argentina, Chile, Uruguay, Italy, and Spain, focusing on both public and private initiatives, as well as local and national policies. Following introductory remarks concerning deinstitutionalization as an integral part of a collective process of cultural transformation, the chapters are: (1) "Beyond the Orphanage: The Process of Deinstitutionalizating Children in Italy. Post-War Developments"; (2) "The Process of Deinstitutionalization in Spain"; (3) "Protection of Children's Rights at the Local Level in Argentina. The Case of Guaymallen: A Model under Construction"; (4) "Chile: The Use of Residential Institutions as a Form of Child Protection"; and (5) "Establishing a New Institutional Framework in Uruguay: The Community Level, Neighbourhoods and Social Assets." Each chapter gives an account of child institutionalization policies in the respective countries and shows that in order to reform policies and institutions, it is essential to strengthen policies and programs of inclusion and integration, tailored to suit the specific situations of the country concerned. The report asserts that the decentralization of social services in Spain and Italy has provided a structure for movement toward an approach based on the promotion of rights and protection. Residential institutions in Argentina, Chile, and Uruguay continue operation because of weaknesses in policies and the existence of complex institutionalizing circuits still embedded throughout the social system. The report maintains that reform involves using the local setting to establish a new approach to organizing and combining services to promote the community welfare. (KB) ED477435 Children in Institutions: The Beginning of the End? The Cases of Italy, Spain, Argentina, Chile and Uruguay. Innocenti Insight. 2003-04-00 ISBN-88-85401-86-4 121 UNICEF Innocenti Research Centre, Piazza SS. Annunziata, 12, 60122 Florence, Italy. Tel: 39-055-203-30; Fax: 39-055-244-817; e-mail: orders.florence@unicef.org. For full text: http://www.unicef-icdc.org. N/A 2004 2016-11-21

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Yes Access to Health Care At Risk Persons Caregiver Training Child Care Early Childhood Education Family Support Health Services Home Visits Low Income Groups Parent Education Partnerships in Education Program Descriptions Program Effectiveness Program Evaluation Program Improvement Coulton, Claudia Reports - Evaluative Childrens Health Insurance Program Public Private Partnership Programs Childrens Health Insurance Program Case Western Reserve Univ., Cleveland, OH. Center for Urban Poverty and Social Change. English Responding to the need for a universal and comprehensive approach for supporting all families with children from birth through age 5, the Early Childhood Initiative (ECI) was launched by a broad-based coalition of public and private partners brought together by the Cuyahoga County government in Ohio. This report describes the history of ECI, provides a statistical portrait of the early childhood population in Cuyahoga County, and examines ECI's scope and reach of in terms of the early childhood population in Cuyahoga County. In addition, the report details the evaluation findings of sub-studies examining the components of the program: (1) a one-time home visit by a nurse with first-time or teen mothers; (2) intensive home visits for at-risk children up to 3 years of age; (3) expansion and quality improvement of certified home-based child care; (4) child caregiver training, including training related to special needs child care; and (5) outreach and expansion of government-subsidized health insurance coverage for children of low-income families. Findings relate to capacity and systems, service provision and quality, and outcomes. Emerging through the ECI studies were five themes: taking the initiative to scale and expanding capacity; implementing leadership and collaboration; targeting and outreach; attaining and maintaining quality; and policy context and external factors. Both positive aspects and barriers and challenges are discussed for each theme. Recommendations are offered for the program's next 2-year phase. The report concludes by asserting that ECI has greatly enhanced the system of caring for children in Cuyahoga County, has been successful in meeting many of the objectives of the comprehensive package of programs and activities, and continues to pursue the goals of healthy children, effective parenting, and quality child care in Cuyahoga County. (Some chapters contain references.) (KB) ED477436 Cuyahoga County Early Childhood Initiative Evaluation: Phase I Final Report and Executive Summary. 2003-02-00 292 Center on Urban Poverty and Social Change, Mandel School of Applied Social Sciences, Case Western Reserve University, 10900 Euclid Ave., Cleveland, OH 44106-7164. Tel: 216-368-6946; Fax: 216-368-5158; e-mail: povertyinfo@po.cwru.edu; Web site: http://povertycenter.cwru.edu. For full text: http://povertycenter.cwru.edu. N/A 2004 2016-11-21

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No Budgets Childhood Needs Children Client Characteristics (Human Services) Educational Quality Federal Legislation Participant Characteristics Poverty Program Descriptions Public Policy Opinion Papers Reports - Descriptive Bush (George W) Reauthorization Legislation Federal Budget Head Start Family and Child Experiences Survey Head Start Program Performance Standards Project Head Start Head Start Family and Child Experiences Survey Children's Defense Fund, Washington, DC. English Asserting that President Bush's proposal to shift responsibility for Head Start to the states would allow the federal government to abandon its promise to truly give children a head start, this report, with accompanying executive summary, outlines what is known about children receiving Head Start services and how the program addresses their needs. Part 1 of the report highlights Head Start comprehensive services related to health and nutrition, family services, educational skills, special needs children, and parent involvement, and presents research data and vignettes to describe what those services mean to children and families. This part also discusses how Head Start supports and builds upon community assets and fits into other efforts to improve children's early learning experiences. Part 2 of the report describes states' current struggles to deliver quality early childhood services within a context of substantial state budget deficits. This part argues that states have not demonstrated a commitment to comprehensive standards; do not have a record of providing health, social, and emotional supports to children and families; and fall short in supporting teacher credentials and training. Further, this part asserts that the Bush Administration's proposal to move Head Start from a federal-to-local, community-based program to a state-controlled program: (1) fails to improve the program within its existing structure; (2) removes essential quality guarantees, including extensive performance standards, and regular, on-site monitoring; (3) creates a new, unnecessary level of bureaucracy; and (4) provides insufficient funding. The report concludes by reiterating that instead of taking the nation forward, the Bush proposal exemplifies an abandonment of helping the nation's poorest children get ready for school and gives states the responsibility without the resources necessary to do the job. A state-by-state listing of child care funding cuts and new eligibility restrictions are appended. (Contains 107 endnotes.) (KB) ED477437 Broken Promises: How the Bush Administration is Failing America's Children [with] Executive Summary. 2003-00-00 Policymakers 56 Children's Defense Fund, 25 E Street, NW, Washington, DC 20001. Tel: 202-628-8787; Fax: 202-662-3781; Web site: http://www.childrensdefense.org. For full text: http://www.childrensdefense.org/pdf/broken_promises.pdf. For full text of the executive summary: http://www.childrensdefense.org/pdf/broken_promises_summary.pdf. N/A 2004 2016-11-21

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Yes Academic Persistence Disabilities First Generation College Students Higher Education Low Income Groups Mentors School Holding Power Two Year College Students Two Year Colleges Edmonson, Stacey Fisher, Alice Christensen, Judy Reports - Descriptive Speeches/Meeting Papers Sam Houston State University TX English This paper describes Project Creating Opportunities for Navigating and Easing through College Transition (CONNECT), a program implemented by Sam Houston State University, Texas, to assist low-income, first-generation college students and students with disabilities to realize the possibilities of higher education. Results of an evaluation of Project CONNECT are also reported. Project CONNECT aims to have a minimum of 50% of participants persist to completion of the academic programs in which they are enrolled and at least two-thirds are expected to meet academic performance standards to stay in good standing. Project CONNECT targets students as they enter the institution and ensures that students have access to cultural events, faculty advisers, peer mentors, and other services they may need. In its first year, Project CONNECT has been very successful. A total of 150 students were full time participants, 50 each at 2 participating junior colleges and 50 at Sam Houston State University. The Project experienced a 14% graduation rate in its first year of operation, and 98% of participants were persisting toward completion of a degree. An appendix contains a summary of evaluation findings. (Contains 1 table and 10 references.) (SLD) ED477438 Project CONNECT: A University's Effort to Close the Gaps. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Administrators Classification Higher Education Models Research Universities Coukos-Semmel, Eleni Reports - Research Speeches/Meeting Papers Knowledge Management English This study assessed the use of knowledge management (KM), the process of generating, codifying, and transferring information assets for increased organizational performance, and the strategies that further its use in research universities. The study also examined relationships between use and efficiency of strategies and the effectiveness of KM, developed a classification model of KM effectiveness, and determined the critical success factors for KM effectiveness. A 43-item survey was adapted from an existing instrument. A field test concluded that the instrument was reliable (96%), and a panel of experts validated the content (72% agreement rate). The survey was distributed to 1,285 administrators at 257 public and private research universities, and 300 participants from 161 universities responded (62.6% response rate). Descriptive statistics and inferential analyses were used. Universities demonstrated an above moderate level use of strategies and a below moderate use of processes of KM. Technology was the most implemented strategy, measurement, the least. Notable differences were found between public and private universities regarding use of leadership strategy and transfer process. The proposed discriminant model for classifying institutions by KM effectiveness level was 76% accurate. Variance in KM effectiveness ranged from 46.6% (measurement) to 30.1% (culture). The most critical factors for effective KM centered around technology and measurement strategies. (Contains 14 figures, 10 tables, and 231 references.) (Author/SLD) ED477439 Knowledge Management in Research Universities: The Processes and Strategies. 2003-00-00 57 N/A 2004 2016-11-21

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Yes Extracurricular Activities Hispanic American Students Mexican Americans Minority Groups Outcomes of Education Parent Participation Puerto Ricans Student Organizations Montelongo, Ricardo Reports - Research Speeches/Meeting Papers Chicanas Chicanos Latinas Latinos English The college extracurricular experiences of Latina/o undergraduates were studies to learn more about the nature of students' experiences of Chicana/o and Puerto Rican students with Latina/o, minority, and other college student organizations. The study also examined the relative influence student, institutional, and involvement factors have on satisfaction with college and academic achievement. The research used a cross-sectional survey design, with surveys completed by 344 students (35% response rate). Puerto Rican and Chicana/o students did not differ much with regard to minority opinions and experiences, although Puerto Ricans tended to be more critical of Latina/o student organizations. Campus life has a significant effect on satisfaction with college and academic achievement, and participation in community-based organizations and minority student organizations has important influences on educational outcomes for Latina/o college students. (Contains 5 tables and 28 references.) (SLD) ED477440 Latina/o Undergraduate Involvement with College Student Organizations and Its Effects on Specific Student Outcomes at Two, Large, Predominately White, Midwestern Universities. 2003-00-00 32 N/A 2004 2016-11-21

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Yes College Faculty Course Content Cultural Awareness Diversity Higher Education Multicultural Education Teacher Characteristics Mayhew, Matthew J. Grunwald, Heidi E. Reports - Research Speeches/Meeting Papers English This study examined the factors that predict whether college faculty incorporate diversity-related content into their course material and whether the decision to include this type of content is affected by personal beliefs and experiences with diversity. The sample consisted of 336 faculty members at a large midwestern, predominantly white, public university (40.3% response rate). The survey instrument was adapted from one used by the Higher Education Research Institute. By accounting for personal demographics, professional characteristics, beliefs about and experiences with diversity, and perceptions of institutional and department commitment to diversity, the proposed model has an 85% success rate in predicting which faculty members choose to incorporate diversity-related material and which do not. In terms of its ability to predict whether faculty will incorporate diversity-related content into course materials, race is a much stronger predictor for males than for females. Study findings indicate that, after controlling for all other variables, participation in activities designed to promote diversity on campus is one of the main predictors of the incorporation of diversity-related materials in the classroom. (Contains 5 tables and 20 references.) (SLD) ED477441 Factors that Contribute to Faculty's Incorporation of Diversity-Related Content into Their Course Materials. 2003-00-00 33 N/A 2004 8/19/2004 21:38:05 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Freshmen Higher Education Interpersonal Relationship Service Learning Student Participation Preis, Janet Fenzel, L. Mickey Reports - Research Speeches/Meeting Papers Tests/Questionnaires English This study investigated the benefits of incorporating the pedagogy of service-learning in two first-year seminar courses by examining: (1) the unique ways service can be incorporated in freshman classes; (2) the extent of interpersonal connections made as a result of the service; and (3) the impact of service on future community service involvement. First-year students enrolled in the Alpha seminar program in either of two introductory classes were surveyed. Responses were received from 14 students from 1 class (response rate, 35%) and 21 students from the other (response rate, 47%). Results of the survey show that most students in both courses found the service-learning experience to influence subsequent service positively, to facilitate connections within the class and in the community, and to be very beneficial overall. More research is needed to determine the aspects of the service-learning experience that contributed most to change in student perceptions and behaviors. An appendix contains the survey. (Contains 3 tables and 17 references.) (SLD) ED477442 Service-Learning in the First-Year Seminar: Providing Reciprocal Benefits and Enhancing Connections. 2003-00-00 28 N/A 2004 8/19/2004 21:38:08 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Educational Change Educational Finance Graduate Study Program Development Undergraduate Study McCormick, Alexander C. Staklis, Sandra Reports - Research Speeches/Meeting Papers English This study examined the addition and expansion of graduate programs at primarily undergraduate colleges. The primary approach of the study was quantitative, consisting of descriptive and multivariate analysis of master's degree programs at colleges that were classified in 1994 as Baccalaureate Colleges. Data came from the 1994 and 2000 Carnegie Classification files, various components of the Integrated Postsecondary Education Data System, and the Williams Project on the Economics of Higher Education. Representatives from the graduate offices of eight colleges were interviewed. Evidence from the study offers modest support for the proposition that the expansion of mission at undergraduate colleges adding graduate programs is, at least in part, related to fiscal concerns. The wealthier an institution, the less likely it was to have added or expanded graduate programs. The limited test of market response in this study offers little evidence that increased demand for graduate education is driving these changes. The factors examined in this paper are better at explaining the growth of existing programs than they are at explaining the introduction of new ones. Findings from the quantitative analyses in combination with interview findings suggest there is no single set of factors that accounts for the addition or expansion of graduate programs in a diverse set of institutions. (Contains 1 figure, 6 tables, and 37 references.) (SLD) ED477443 Evolutionary Losses? The Growth of Graduate Programs at Undergraduate Colleges. 2003-00-00 36 N/A 2004 8/19/2004 21:38:10 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Persistence Black Colleges Black Students College Students Educational Environment Higher Education Private Colleges Qualitative Research School Holding Power Teacher Student Relationship Latiker, Tony T. Reports - Research Speeches/Meeting Papers English This study addressed a void in the current literature by identifying and describing positive and negative influences on the persistence in school of African American students attending a private black college (PBC). Four students participated in the study: four males and one female. There were six formal interviews in all, with each subject participating in at least one interview. Findings suggest that African American student persistence is most greatly affected by student experiences and the interactions that occur within the PBC environment or are facilitated by the PBC environment. One of the major socializing agents on PBC campuses is the faculty/staff. Being involved in campus life is also an integral part of African American student persistence. The two factors that most negatively impacted persistence were the physical appearance of the campus and the living conditions of the students. Although the PBC environment cannot be duplicated easily at larger, predominantly white institutions, persistence can be enhanced by taking into account the importance of relationships and participation. (Contains 38 references.) (SLD) ED477444 A Qualitative Study of African American Student Persistence in a Private Black College. 2003-04-00 29 N/A 2004 8/19/2004 21:38:13 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Accreditation (Institutions) Accrediting Agencies Educational History Foreign Countries Higher Education Literature Reviews Oliver, Diane E. Nguyen, Phuong T. T. Nguyen, Kim D. Information Analyses Speeches/Meeting Papers English This paper contains comparative literature reviews on higher education (HE) accreditation in Vietnam and the development of HE accreditation and assessment in the United States. The literature reviews are then used to examine the proposition that lessons can be learned from the development of HE accreditation in the United States that may be useful for informing the future development of HE accreditation in Vietnam. Among the lessons learned from the U.S. experience, five are particularly relevant: (1) common definitions must be established and continually updated; (2) diversification of HE institutions and delivery methods necessitate assessment models that focus on process and performance; (3) when HE systems are expanding rapidly, quality control mechanisms are needed to protect the students; (4) faculty, staff, and administrators must all be involved in the assessment process; and (5) there is a direct link between autonomy and accountability. (Contains 1 figure and 54 references.) (Author/SLD) ED477445 Higher Education Accreditation in Vietnam: Lessons from Accreditation in the U.S. 2003-00-00 34 N/A 2004 8/19/2004 21:38:15 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Deans Administrator Characteristics Administrators College Administration Higher Education Instructional Leadership Montez, Joni Reports - Research Speeches/Meeting Papers English An instrument was developed to assess the construct of higher education leadership from discrete innate (possessed) and extrinsic (directed toward others) points of view. Dimensions of the latent construct of higher education leadership were identified, and their content and the relationships between their indicators were "mapped" according to the construct's "nomological net," or a map of the content and relationships of this construct. The Higher Education Leadership Instrument (HELI) was developed from the process of "bootstrapping" the five dimensional theory of higher education leadership (integral, relational, credibility, competence, and direction/guidance dimensions) with a measure. The pilot HELI had three sections: higher education leadership items, demographic information, and open-ended questions about the survey and the instrument. Responses to the HELI were received from 232 academic deans through the World Wide Web. The HELI is meant to be an assessment of the attributes or behaviors leaders consider to be necessary for effective leadership. It may be necessary to revise and restructure the instrument to reflect combinations of the constructs of leadership. This preliminary work appears to have developed a promising version of the assessment. (Contains 66 references.) (SLD) ED477446 Developing an Instrument to Assess Higher Education Leadership. 2003-00-00 21 N/A 2004 8/19/2004 21:38:18 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Alumni College Graduates Donors Graduate Surveys Higher Education Participation Private Financial Support Gallo, Peter J. Hubschman, Betty Reports - Research Speeches/Meeting Papers English This study explored the relationships between alumni participation in university alumni events, past university experiences (motivation), and financial contributions (alumni giving). The university studied is a small private level 5 university with an enrollment in 1991 of 1,200 and 2,000 in 1999, and researchers studied undergraduates who graduated between 1991 and 1999. The instrument was the American College Testing Program (ACT) Alumni Outcomes Survey. It was hypothesized that participation in alumni programming and financial giving are significantly related, and the study finds strong support for this hypothesis. The fact that propensity to give is tied to alumni participation creates a complex mix for alumni and development professionals and suggests that offices of institutional advancement must plan programs strategically to satisfy alumni on many fronts. (Contains 6 tables and 14 references.) (SLD) ED477447 The Relationships between Alumni Participation and Motivation on Financial Giving. 2003-00-00 26 N/A 2004 8/19/2004 21:38:21 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Faculty Higher Education Professors Scholarship Teacher Role Teaching (Occupation) Arreola, Raoul Theall, Michael Aleamoni, Lawrence M. Reports - Descriptive Speeches/Meeting Papers English This paper, and the model it contains, respond to the need for a creative view of the work of the professoriate. Research in faculty evaluation has led to a view of the professoriate as a "meta" profession in the sense that a college professor must perform at a professional level in a variety of roles that require expertise and skills in areas that often extend beyond the faculty member's specific area of scholarly expertise. The metaprofession model of faculty roles in this paper provides a structure for conducting research, delivering faculty development programs, designing faculty evaluation systems, and developing administrative policies that lead to improved teaching and learning. The conceptualization of the scholarship of teaching of E. Boyer may be operationalized more readily when seen as a special case of the general meta-professional model in this paper. (Contains 5 figures and 15 references.) (SLD) ED477448 Beyond Scholarship: Recognizing the Multiple Roles of the Professoriate. 2003-00-00 12 N/A 2004 8/19/2004 21:38:23 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Colored figures in the appendix may not reproduce well.

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Yes Academic Achievement Beliefs College Students Higher Education Homework Individual Differences Path Analysis Student Motivation Bembenutty, Hefer Zimmerman, Barry J. Reports - Research Speeches/Meeting Papers Self Regulation English This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in an introductory mathematics course. A path analysis revealed that: (1) motivational beliefs play a significant causal role in college students' homework completion, self-regulatory processes, and academic success; (2) these associations are mediated by students' use of self-regulation, delay of gratification, and homework completion; and (3) students who engage in self-regulation are better able to delay personal rewards and complete their homework more frequently. The paper also discusses implications for instruction. (Contains 2 tables, 3 figures, and 19 references.) (Author/SLD) ED477449 The Relation of Motivational Beliefs and Self-Regulatory Processes to Homework Completion and Academic Achievement. 2003-00-00 24 N/A 2004 2016-11-21

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Yes College Students Cooperative Learning Higher Education Student Attitudes Writing Achievement Writing Instruction Nowlin, Barry R. Amare, Nicole E. Reports - Research English This study, which was primarily experimental in nature, sought to determine whether cooperative argumentative writing, in contrast to competitive individual writing, has positive effects on student performance and attitudes. A brief qualitative analysis using student questionnaires, journals, and interviews (n=73) was conducted to assess students' attitudes toward cooperative learning. Using analysis of covariance as a statistical measure, the study determined that freshman college students write as well in a cooperative group environment as they do individually. The results also indicate that by using cooperative groups to write argumentatively, cooperative learning can become a valuable pedagogical tool when integrated into the college writing classroom. Although these qualitative data reveal that students respond somewhat negatively to certain aspects of cooperative learning, their attitudes did not impede the quality of their writing, and many acknowledge that the overall experience was positive. (Contains 2 figures and 31 references.) (SLD) ED477450 Does Cooperative Learning Belong in the College Writing Classroom? 2003-00-00 17 N/A 2004 8/19/2004 21:38:28 RIEJAN2004

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No Classification Comparative Analysis Matrices Pattern Recognition Regression (Statistics) Research Methodology Hayashi, Atsuhiro Reports - Descriptive Decision Theory Neural Networks Rule Space Model English Both the Rule Space Method (RSM) and the Neural Network Model (NNM) are techniques of statistical pattern recognition and classification approaches developed for applications from different fields. RSM was developed in the domain of educational statistics. It started from the use of an incidence matrix Q that characterizes the underlying cognitive processes and knowledge (attribute) involved in each item. The examinee's mastered/nonmastered states (knowledge state) for each attribute is determined from item response patterns. RSM uses the multivariate decision theory to classify individuals, and NNM, considered a nonlinear regression method, uses the middle layer of the network structure as classification results. Similarities and differences between the methods, and their supplemental characteristics when both are applied are discussed. This paper compares these approaches by focusing on the structures of NNM and knowledge states in RSM. An application of RSM is shown for a reasoning test in Japan. (Author/SLD) ED477451 A Comparison Study of Rule Space Method and Neural Network Model for Classifying Individuals and an Application. 2003-04-00 6 Research Division, The National Center for University Entrance Examinations, 2-19-23 Komaba, Meguro-Ku, Tokyo, 153-8501, Japan. E-mail: hayashi@rd.dnc.ac.jp. N/A 2004 2016-11-21

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Yes Brainstorming Computer Mediated Communication Computer Uses in Education Distance Education Group Activities Group Discussion Higher Education Online Courses Problem Solving Teaching Methods Web Based Instruction Maulding, Wanda S. Reports - Descriptive Speeches/Meeting Papers Socratic Method English This paper discusses how the Nominal Group Technique (NGT) can be adapted for use in online instruction. The four basic stages of the NGT (listing, recording, collating, and prioritizing) are described, and modifications for online delivery are detailed, including: (1) the instructor posts the Socratic question or problem to be posed; (2) students go to the site of the question and write brief responses to the problem; (3) students return to the general chat and are divided into small groups to meet in individual chat rooms to share all of their initial responses without dialogue; (4) the instructor/facilitator moves from room to room to insure students stay on task; (5) the students return to general chat, and the facilitator instructs each small group recorder to send an e-mail attachment with all of the group ideas; (6) prior to the next session, the instructor collates the lists and asks students to each choose the five ideas from the compiled list they believe to best address the problem; (7) at the next session, students are divided into small groups and share round-robin fashion their top five choices; (8) the students return to general chat to share and discuss the top three ideas from each group; and (9) the facilitator determines the top five resolutions to the initial problem. (MES) ED477452 Modification of the Nominal Group Activity for On-Line Instruction. 2002-00-00 11 N/A 2004 2016-11-21

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Yes Academic Libraries Annotated Bibliographies Computer Mediated Communication Electronic Libraries Elementary Secondary Education Higher Education Information Technology Library Collection Development Library Research Library Services Public Libraries Reference Services School Libraries Users (Information) World Wide Web Dennison, Russell F. Reference Materials - Bibliographies Reports - Evaluative Electronic Resources English This paper presents an annotated bibliography of 69 articles published in the 1990s that examine the impact of technology on reference service in public, school, and academic libraries. The paper is organized in the following seven parts, each dealing with a different type of application of technology: (1) "General Change Caused by Technology"; (2) "Formats of Reference Information," including CD-ROMs, geographic information systems, graphics, vertical files, and the World Wide Web; (3) "Remote Delivery of Information"; (4) "Use of Remote Resources in the Reference Transaction"; (5) "Reference Collection Development"; (6) "Connecting Reference Librarians to Remote Users," including e-mail, multi-user object oriented, videoconferencing, and Web forms; and (7) "Miscellaneous," including attitudes and behavior, professional collaboration, scheduling, and instruction. Each part begins with a brief overview that gives history, definition, or details on major issues. Several observations are offered about the literature of the 1990s in regard to technology and its effect on reference services. (MES) ED477453 Technology and Reference Changes in the 1990s: An Annotated Bibliography. 2000-04-24 39 N/A 2004 2016-11-21

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No Distance Education Educational Assessment Educational Technology Evaluation Methods Higher Education Information Technology Instructional Effectiveness Teacher Education Technology Uses in Education Liu, Leping, Ed. Johnson, D. LaMont, Ed. Maddux, Cleborne D., Ed. Henderson, Norma J., Ed. Books Collected Works - General English This book contains the following articles on evaluating and assessing educational information technology: (1) "Assessing Learning in the New Age of Information Technology in Education" (Leping Liu, D. LaMont Johnson, Cleborne D. Maddux, and Norma J. Henderson); (2) "Instruments for Assessing the Impact of Technology in Education" (Rhonda Christensen and Gerald Knezek); (3) "Using Interaction Content Analysis Instruments To Assess Distance Learning" (Baruch Offir, Yossi Lev, Yael Lev, and Ingrid Barth); (4) "Computer Testing in Education: Emerging Trends" (Anna C. McFadden, George E. Marsh II, and Barrie Jo Price); (5) "Effective Practices in Distance Education" (Carmen L. Gonzales and Laura Sujo de Montes); (6) "Assessing Student Learning in Instructional Technology: Dimensions of a Learning Model" (Leping Liu and D. LaMont Johnson); (7) "New Directions in the Evaluation of the Effectiveness of Educational Technology" (Walter F. Heinecke, Natalie B. Milman, Lisa A Washington, and Laura Blasi); (8) "Another Perspective on Assessing the Significance of Information Technology in Education" (Jarkko Alajaaski and Jyrki Suomala); (9) "Evaluation of a Faculty Development Model for Technology Use in Higher Education for Late Adopters" (Jessica Kahn and Robert Pred); (10) "Technology Training for Teacher Education in Jamaica: A Case for Needs Assessment" (Moses Peart and Caryl J. Sheffield); (11) "COATT: A State-Wide Initiative To Evaluate and Improve Teacher Technology Education" (Thomas Fox McManus, Michael T. Charles, Reuben A Rubio, Ellen S. Hoffman, and James S. Lenze); (12) "Technology 2000: Using Electronic Portfolios for the Performance Assessment of Teaching and Learning" (Dennis M. Holt, Paula McAllister, and Erin Claxton Ingram); and (13) "Assessing Technology Based Instruction in Biology and Geography" (Eila Jeronen). Contains an index. (MES) ED477454 Evaluation and Assessment in Educational Information Technology. 2001-00-00 ISBN-0-7890-1939-6 220 The Haworth Press Inc., 10 Alice St., Binghamton, NY 13904 (hardcover: ISBN-0-7890-1938-8, $59.95; paperback: ISBN-0-7890-1939-6, $39.95). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582 (Toll Free); e-mail: orders@haworthpress.com; Web site: http://www.haworthpress.com/. N/A 2004 8/19/2004 21:38:36 RIEJAN2004 Published simultaneously as: Computers in the Schools; v18 n2/3-4 2001.

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No Curriculum Development Educational Administration Educational Planning Educational Technology Elementary Secondary Education Faculty Development Instructional Leadership National Standards Technology Integration Technology Planning Technology Uses in Education Whitehead, Bruce M. Jensen, Devon F. N. Boschee, Floyd Books Guides - Non-Classroom English This book provides information and activities to help school administrators, technology coordinators, and curriculum developers to establish a school plan that supports in-class technology usage for students and teachers. Chapter 1 provides the context and rationale for the technology shift suggested in the book. Chapter 2 outlines how crucial administrative planning and leadership are to making this technology initiative a practical reality. Chapter 3 establishes a case for developing a strong technology professional development plan with all its supportive administrative features. Chapter 4 provides a practical framework for bringing computers into the classroom and issues that teachers, through administrative support, need to address in trying to develop a closer link between computers and the curriculum. Chapter 5 contains key processes, structures, reflective activities, and research necessary for administrators as they consider developing their own technology public relations plan. Chapter 6 helps administrators become aware of the financial options available to them. Chapter 7 addresses the key factors that school administrators must explore as they implement classroom-networked learning centers throughout their schools. Chapter 8 provides a structural model for developing an effective evaluation and assessment. Each chapter concludes with a series of reflective activities. Appendices include individual teacher and administrator technology profiles, a sample school district technology plan, national education technology standards and performance indicators, and a glossary. Contains name and subject indexes. (MES) ED477455 Planning for Technology: A Guide for School Administrators, Technology Coordinators, and Curriculum Leaders. 2003-00-00 ISBN-0-7619-4596-2 Administrators Practitioners 245 Corwin Press, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-4596-2, $34.95; hardcover: ISBN-0-7619-4595-4, $74.95); Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com/. N/A 2004 8/19/2004 21:38:37 RIEJAN2004 Foreword by William J. Janklow.

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Yes Attitude Measures Attitudes Distance Education Higher Education Mentors Online Courses Questionnaires Surveys Web Based Instruction Stevenson, Mary J. Tests/Questionnaires Florida State University English The purpose of this study was to determine the attitude of mentors toward Florida State University (FSU) mentor-supported online courses. The study was limited to analyzing the data of the Mentor Survey that was conducted at FSU during the spring semester of 2002. This instrument surveyed the attitudes and experiences of FSU mentors who participated in the program. Specifically, the survey gathered data about: (1) which course(s) the participant was mentoring; (2) how many terms the participant has mentored; (3) the number of hours spent weekly in various mentoring activities; (4) how useful 12 course components were in helping students achieve the course objectives; (5) suggestions for how or if the Office of Distributed and Distance Learning (ODDL) should improve mentor support; (6) the value of the Mentor Resource Web site; and (7) the value of the Mentor Handbook. It is concluded that mentors are pivotal to the success of online degree programs and that research needs to be conducted concerning what the lead faculty, technical support staff, and the ODDL staff could do to make the position of mentor more productive and rewarding. A copy of the questionnaire and tabulated results are appended. (MES) ED477456 An Analysis of the Mentor Survey. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Cooperative Learning Educational Technology Formative Evaluation Higher Education Instructional Development Instructional Effectiveness Learning Activities Literature Reviews Multimedia Instruction Student Attitudes Teaching Methods Webb, James Dissertations/Theses Information Analyses English This paper reviews the research on cooperative learning combined with technology and presents a formative report of those findings. The review focused on these questions: What are the benefits of cooperative learning in a multimedia environment? What benefits do computer-based training offer? What are the benefits of cooperative learning integrated into computer-based training? The research for this study was conducted by using several online resources of the Morris Library at Southern Illinois University, University of Central Floridas library, and books at the Seminole County Public Library. The majority of the resources were accessed from the ERIC System. There were only a few printed books that were used. The following conclusions are offered: (1) Students learn together in groups so that they can perform better as individuals; cooperative learning reinforces learning; and the students believe they "sink or swim together." (2) With its convenience of access, computer-based training may provide insight into which instructional strategies are most effective for different types of learners. (3) Of the three methods of computer-based instruction-individual, collaborative, and cooperative-cooperative, computer-based instruction appears to be the most effective (Sparks & Simonson, 2000); by using the five elements of cooperative learning, computer-based instruction can be used to enhance learning. (4) Cooperative learning activities centered on the computer and the Internet could be organized to effect interaction and solve some of the teaching-learning problems in schools; because learning takes place when information is shared, cooperative learning can be advantageous to all learners. (5) Cooperative learning methods coupled with the flexibility of CBT, holds great promise for accelerating students attainment of high academic standards. Recommendations are offered at the end of the paper. (Contains 18 references.) (AEF) ED477457 Benefits of Cooperative Learning in a Multimedia Environment. 2002-07-00 Practitioners Students Teachers 23 N/A 2004 8/19/2004 21:38:42 RIEJAN2004 Master's Research Paper, Southern Illinois University Carbondale.

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Yes Computer Simulation Identification Learning Disabilities Regression (Statistics) Selection Validity Glasnapp, Douglas R. Poggio, John P. Reports - Research Speeches/Meeting Papers Ability Achievement Discrepancy Discrepancy Model English This study used computer simulation to provide information on the percentage of students with learning disabilities expected to be identified under different aptitude-achievement discrepancy eligibility models and criteria and to demonstrate the consequential effects in terms of the extent to which the different models identify students of different ability levels. The two primary models of concern were the regression discrepancy model and the straight discrepancy model. In addition, the true score discrepancy model was included in the comparisons. Data with predetermined parameters were generated to simulate conditions mirroring those found in actual practice. Four base data sets for samples of 10,000 cases each were simulated. Findings demonstrate the consequences that result when one of the models is chosen as the preferred model for inclusion in procedures for identifying and qualifying students for services for learning disabled students. Results of the simulation studies indicate that the inflation of qualification rates can range from 12% to 31% when using the straight discrepancy model versus the regression discrepancy model, depending on the score reliabilities for the two measures and the extent of their correlation. (Contains 10 figures, 14 tables, and 6 references.) (Author/SLD) ED477458 Consequential Validity Impact of Choosing Different Aptitude-Achievement Discrepancy Models in Identifying Students with Learning Disabilities. 2003-04-00 32 N/A 2004 2016-11-21

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Yes Computer Software Computer Uses in Education Cooperative Learning Distance Education Educational Change Educational Technology Educational Trends Higher Education Instructional Design Literature Reviews Models Online Courses Web Based Instruction Spires, Michele S. Jaeger, Janet Information Analyses Reports - Descriptive English This paper surveys the literature on ways to use Web-based or Internet instruction more effectively and assesses some trends associated with the methods. Highlights include: changes in university demographics; elements of a process of planning and operating educational programs for adult students; major faculty issues that have to be addressed in order to grow and improve the instructional delivery of Web-based courses; the application of critical thinking skills in teaching, learning in, and designing Web-based courses; collaborative learning as a means of students learning to value and perceive the importance of working actively with their peers and an interdependent structure; how WebCT software can be modified for specific classroom setups and needs; challenges associated with the trends in Web-based instructional models; and the influence of the diversity of the student population and the development of educational technology on the need and popularity of Web-based instruction. (MES) ED477459 A Survey of the Literature on Ways to Use Web-Based and Internet Instruction Most Effectively: Curriculum and Program Planning. 2002-05-00 10 N/A 2004 8/19/2004 21:38:47 RIEJAN2004

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Yes Alternative Teacher Certification Effect Size Elementary Secondary Education Meta Analysis Preservice Teacher Education Qu, Yanxuan Becker, Betsy Jane Reports - Research Speeches/Meeting Papers English This meta analysis examined the results of 24 studies in which traditionally certified teachers were compared with teachers with a variety of other kinds of certificates. The 24 studies allowed for the computation of 192 effect sizes, and 7 kinds of comparison were performed. Findings suggest that traditional teacher training is at least as effective as alternate route training and more effective than minimal (emergency) certification. However, it is clear that some alternative teacher training programs are equally effective in providing quality teachers, and one important predictor of differences in program effectiveness was the location at which teachers were studied (and often trained). The role of experience was highlighted in the comparisons of in-field and out-of-field teacher. In this situation, differences were not apparent for new teachers, but findings favored experienced in-field teachers. An additional finding was that the studies of these alternate routes to teacher certification vary greatly and are not always well reported. Multiple confounded study characteristics appear to relate to the magnitudes of differences that were found, but much addition that might have been of use to the analyses were not reported. (Contains 9 tables and 45 references.) (SLD) ED477460 Does Traditional Teacher Certification Imply Quality? A Meta-Analysis. 2003-04-00 48 N/A 2004 8/19/2004 21:38:49 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes High School Seniors High Schools Program Implementation Research Projects Student Participation Student Projects Surveys Egelson, Paula Robertson, Cynthia Smith, Scott Hood, Art Reports - Research Speeches/Meeting Papers North Carolina North Carolina English Senior Project is a culminating assessment for 12th graders that determines what they know and can do as they prepare to graduate from high school in North Carolina. It consists of a research paper on an approved topic of the students choice, a product and portfolio related to the paper, and a presentation before a review panel of community members. The North Carolina State Board of Education and the North Carolina State Department of Public Education wanted to determine how many high schools were either implementing or considering implementing Senior Project, so a survey was developed by staff at SERVE and sent to the principal of every public high school, including charter schools and alternative high schools, in the state. Responses were received from 330 schools (response rate of 81%). Nearly half of the states schools are either implementing Senior Project (32%) or considering implementation (14%). Most implementing schools expect all seniors to participate, with accommodations for special needs students. Schools that did not implement Senior Project cited school focus, lack of support, lack of time and resources, and previous implementation issues as the usual reasons. Schools implementing Senior Project tended to be small to medium sized. Schools implementing Senior Project and those planning to implement the project do so for the same reasons: to teach and reinforce skills, to serve as a transition from high school to work or college, to raise school standards, and to motivate students. (SLD) ED477461 Results of a State-Wide Secondary Culminating Performance Assessment Survey. 2003-04-00 12 N/A 2004 2016-11-21

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Yes Accountability Educational Quality Elementary Secondary Education Program Evaluation Quality Control Cassata, Jennifer Coyne Reports - Evaluative Speeches/Meeting Papers Fairfax County Schools VA Quality Assurance English The implementation and impacts of the Quality Program Assurance System (QPAS) within the Fairfax County Public Schools, Virginia were studied. QPAS is a system of shared accountability for educational programs, with multiple levels of reporting. The primary goal of QPAS is to provide decision makers with quality accountability information on instructional programs and services in the school system. The study examined the successes and challenges of QPAS after the first 2-year cycle, at which point program managers completed formal review reports in their programs. Data were collected from program managers, evaluators, and high-level decision makers. Results indicate that QPAS has had an impact on program manager attitudes, the organizational culture of the school system, and decision-making about programs. An appendix contains a brochure describing QPAS. (SLD) ED477462 The Quality Programs Assurance System (QPAS): Sharing Responsibility for Educational Program Accountability. 2003-04-00 28 N/A 2004 2016-11-21

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No Child Development Educational Research Educational Theories Instruction Scandura, Joseph M. Reports - Descriptive Structural Learning English This paper discusses the current status of and new perspectives on the Structural Learning Theory (SLT). Special consideration is given to how SLT has been influenced by recent research in software engineering, and the range of possibilities it opens for instructional research and practice in the 21st century. Starting with fundamental precepts of the instructional process, a generalization of the SLT is proposed that offers an integrated, parsimonious, operational and predictive, as well as explanatory, account of competence, cognition, and behavior potentially from birth onward, and their implications for instruction. Supporting examples and experimental research are cited in context. (Contains 6 figures and 48 references.) (Author/SLD) ED477463 Structural Learning Theory: Current Status and New Perspectives. 2003-04-00 32 MERGE Research Institute, 12496 Greentree Lane, Narberth, PA 19072. N/A 2004 2016-11-23

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Yes Comprehension Hypermedia Protocol Analysis Training Undergraduate Students Undergraduate Study Azevedo, Roger Cromley, Jennifer G. Reports - Research Speeches/Meeting Papers Self Regulated Learning English This study examined the effectiveness of self-regulated learning (SRL) training in facilitating students' learning with hyerpermedia as indicated by both performance and process data. Undergraduate students (n=131) were randomly assigned to either a training condition on how to regulate their learning (n=63) or a no training condition (n=68) and used a hypermedia environment to learn about the circulatory system. Students in the training group were given a 30-minute training period on the use of specific empirically based self-regulated learning variables designed to foster their conceptual understanding. Pretest, posttest, and verbal protocol data were collected. Findings reveal that the training condition facilitated the shift in learners' mental models significantly more than did the no training condition. Verbal protocol data indicated that this shift in trained students' conceptual understanding was based on the use of the SRL variables taught during training. Training participants regulated their learning by planning and activating their prior knowledge, engaging in several metacognitive monitoring activities, using several effective strategies, handling task difficulties and demands by planning their time and effort, and expressing interest in the topic. SRL training participants also differed in the amount of time spent on each representation of information. (Contains 1 table and 57 references.) (Author/SLD) ED477464 The Role of Self-Regulated Learning in Fostering Students' Understanding of Complex Systems with Hypermedia. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Hypermedia Pretests Posttests Protocol Analysis Training Undergraduate Students Undergraduate Study Azevedo, Roger Seibert, Diane Guthrie, John T. Cromley, Jennifer G. Wang, Huei-yu Tron, Myriam Reports - Research Speeches/Meeting Papers Self Regulated Learning English This study examined the role of different goal-setting instructional interventions in facilitating students' shift to more sophisticated mental models of the circulatory system as indicated by both performance and process data. Researchers adopted the information processing model of self-regulated learning of P. Winne and colleagues (1998, 2001) and empirically tested the model by examining how students regulated their own learning when using a hypermedia environment to learn about the circulatory system. Undergraduate students (n=40) were randomly assigned to one of four goal-setting instructional conditions (co-regulation, strategy instruction, learner generated sub-goals, and bottom-up) and were trained to use a hypermedia environment. Pretest, posttest, transfer test, and verbal protocol data were collected using pretest-posttest comparison group design with a think-aloud methodology. Findings reveal that the co-regulation and strategy instruction conditions facilitated the shift in learners' mental models significantly more than the other conditions. Learners in the co-regulation condition benefitted by having the tutor co-regulate their learning by planning their goals, monitoring their emerging understanding, and providing scaffolding, using effective strategies, and providing motivational scaffolding. Learners in the strategy condition also made significant knowledge gains by regulated their learning differently since they did have the tutor to co-regulate their learning. Learners in the learner-generated subgoals and bottom-up conditions were less effective at regulating their learning and exhibited great variability in their ability to self-regulate their learning during the knowledge construction activity. Results provide a valuable initial characterization of self-regulated learning in a hypermdeia environment across several goal-setting instructional conditions. (Contains 4 tables and 40 references.) (Author/SLD) ED477465 How Do Students Regulate their Learning of Complex Systems with Hypermedia?. 2002-04-00 36 N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Education Large Scale Assessment Research Methodology Surveys Teacher Effectiveness Rowan, Brian Correnti, Richard Miller, Robert J. Reports - Research Consortium for Policy Research in Education, Philadelphia, PA. English This report is about the conceptual and methodological issues that arise when educational researchers use data from large-scale survey research studies to investigate teacher effects on student achievement. The report illustrates these issues by reporting on a series of analyses of data from "Prospects: The Congressionally Mandated Study of Educational Opportunity." This large-scale survey effort gathered data on instructional processes and student achievement in a large sample of U.S. elementary schools in the early 1990s as part of the federal government's evaluation of Title I programs. Data from "Prospects" was used to estimate the overall size of teacher effects on student achievement and to analyze why such effects occur.These studies and other literature have examined a variety of hypotheses about the effects of teachers' professional expertise, students' curricular opportunities, and classroom interaction patterns on students' achievement. Decades of research suggests that each of these factors can have effects on student achievement, but research also suggests that such effects are usually small and often inconsistent across grade levels, types of students, and academic subjects. "Prospects" data are used to assess the size and consistency of these effects. Lessons from the analyses are outlined, and suggestions are made for the improvement of large-scale survey research. (Contains 32 endnotes and 64 references.) (SLD) ED477466 What Large-Scale, Survey Research Tells Us about Teacher Effects on Student Achievement: Insights from the "Prospects" Study of Elementary Schools. CPRE Research Report Series. 2002-11-00 National Science Foundation, Arlington, VA. National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 43 CPRE Publications, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700. N/A 2004 8/19/2004 21:39:10 RIEJAN2004 Additional support from Atlantic Philanthropies.

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Yes Cognitive Style Learning Measures (Individuals) Models Reliability Validity Lemire, David Guides - Non-Classroom Reports - Descriptive English This manual presents five learning styles instruments and presents data related to validity and reliability and descriptive statistics. The manual also discusses the implications for learning presented by each of these learning models. For purposes of this discussion, "learning style,""cognitive style," and "personal style" are used synonymously. The five models discussed are: (1) the neuro-linguistic programming of J. Childers (1985), as assessed with the Student Learning and Interpreting Modality Instrument and the Learning and Interpreting Modality Instrument; (2) a multidimensional model of learning or cognitive style associated with the work of Piaget, A. Gregorc, and D. Kolb, and assessed with the How I Learn Inventory; (3) an approach to personality type or style based on a Jungian typology, assessed with D. Lemire's Ego Inventory; (4) a personal styles model adapted from the business world as measured by D. Lemire's Creative SELF Inventory; and (5) a decision-making model based on a five-part social learning model called the Judgmental Ability Narrative. An order form is included for the instruments. (Contains 10 figures and 78 references.) (SLD) ED477467 Technical Data for Five Learning Style Instruments with Instructional Applications. 2001-00-00 77 N/A 2004 8/19/2004 21:39:13 RIEJAN2004

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Yes Conferences Foreign Countries Information Retrieval Information Systems Information Technology Interaction Workshops World Wide Web Voorhees, Ellen M., Ed. Harman, Donna K., Ed. Collected Works - Proceedings United States National Inst. of Standards and Technology, Gaithersburg, MD. Advanced Research Projects Agency (DOD), Washington, DC. English This report constitutes the proceedings of the ninth Text REtrieval Conference (TREC-9). The conference was co-sponsored by the National Institute of Standards and Technology (NIST), the Defense Advanced Research Projects Agency (DARPA), and the Advanced Research and Development Agency (ARDA). Approximately 175 people attended the conference, including representatives from 17 countries. The conference was the ninth in an on-going series of workshops to evaluate new technologies for text retrieval and related information-seeking tasks. The seven tracks included in TREC-9 were Web retrieval, cross-language retrieval, spoken document retrieval, query analysis, question answering, interactive retrieval, and filtering. A total of 69 groups submitted retrieval results to one or more of the workshop's tracks. The workshop included paper sessions and discussion groups. This proceedings includes papers from most of the participants, track reports that define the problem addressed by the track plus summarize the main track results, and tables of individual group results. (Author/MES) ED477468 The Text REtrieval Conference (TREC-9) (9th, Gaithersburg, Maryland, November 13-16, 2000). NIST Special Publication. 2000-11-00 819 For full text: http://trec.nist.gov/pubs/trec9/t9_proceedings.html. N/A 2004 2020-12-02

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Yes Conferences Foreign Countries Information Retrieval Information Systems Information Technology Interaction Workshops World Wide Web Voorhees, Ellen M., Ed. Harman, Donna K., Ed. Collected Works - Proceedings Filters Video Technology Query Processing Question Answering Text Searching United States United States National Inst. of Standards and Technology, Gaithersburg, MD. Advanced Research Projects Agency (DOD), Washington, DC. English This report constitutes the proceedings of the 2001 Text REtrieval Conference (TREC 2001). The conference was co-sponsored by the National Institute of Standards and Technology (NIST), the Defense Advanced Research Projects Agency (DARPA), and the Advanced Research and Development Agency (ARDA). Approximately 175 people attended the conference, including representatives from 21 countries. The conference was the tenth in an on-going series of workshops to evaluate new technologies for text retrieval and related information-seeking tasks. A new video "track" that focused on supporting content-based access to digital video was introduced this year. The other tracks included in TREC 2001 were Web retrieval, cross-language retrieval, question answering, interactive retrieval, and filtering. A total of 87 groups submitted retrieval results to one or more of the workshop's tracks. The workshop included paper sessions and discussion groups. This proceedings includes papers from most of the participants, track reports that define the problem addressed by the track plus summarize the main track results, and tables of individual group results. (Author/MES) ED477469 The Text REtrieval Conference (TREC-2001) (10th, Gaithersburg, Maryland, November 13-16, 2001). NIST Special Publication. 2001-11-00 1032 For full text: http://trec.nist.gov/pubs/trec10/t10_proceedings.html. N/A 2004 2016-11-21

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No Agency Cooperation Autism Beginning Reading Disabilities Early Childhood Education Early Intervention Inclusive Schools Inservice Teacher Education Parent School Relationship Play Professional Training Social Integration Staff Development Student Evaluation Transitional Programs Guides - Non-Classroom English This document collects 15 brief guides to staff training in inclusive early childhood education settings. Guides offer examples of successful programs, research findings, and practical tips. Titles are: (1) "Giving Families Better Access to Early Intervention Services"; (2) "Creating Integrated Classrooms that Work"; (3) "Seamless Transition Services for Infants and Toddlers: Sidestepping Common Problems"; (4) "Overcoming Language and Cultural Barriers to Early Intervention"; (5) "Putting Play Time To Work for Children with Autism"; (6) "Getting Parents Involved in Their Child's Assessment"; (7) "Early Childhood Inclusion: Ways To Make It Work"; (8) "Serving Families and Children in the Home: Tips for Successful Intervention"; (9) "Recruitment: Tips To Draft Interagency Agreements"; (10) "Avoiding Assessment Pitfalls: Effective Tools & Practices"; (11) "Tips To Enhance Services for Autistic Students"; (12) "Inclusion: Approaches To Promote Peer Integration"; (13) "Early Literacy: Strategies To Improve Reading Skills"; (14) "Transition: Tips To Smooth the Part C to Part B Process"; and (15) "Develop Successful Readers through Early Literacy Instruction." (DB) ED477470 Staff Training Tips: Focusing on Early Childhood Education and Services. 2003-00-00 60 LRP Publications, 747 Dresher Rd., Suite 500, P.O. Box 980, Horsham, PA 19044-0980 ($159). Tel: 800-341-7874 (Toll Free); Web site: http://www.lrp.com. N/A 2004 8/19/2004 21:39:26 RIEJAN2004

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No Elementary Secondary Education Paraprofessional School Personnel Staff Development Supervision Supervisory Training Teacher Role Teamwork Wallace, Teri Guides - Non-Classroom Non-Print Media English This videotape and accompanying guidebook are intended to help teachers as they support and supervise paraprofessionals in the classroom. Section 1 of the guidebook provides a self-assessment to help teachers evaluate their present support and supervisory skills. Sections 2 through 5 address four key knowledge and skill areas. These sections include activities for the teacher (reflection activities) as well as activities for use with the paraprofessional/s with whom the teacher works. These sections address the following topics: (1) definition and role of paraprofessionals in educational settings; (2) communication and team building; (3) planning, scheduling and delegating; and (4) on-the-job training and performance feedback. The final section provides references and additional resources for continued learning. Appended is the transcript of a 20-minute video that covers policies, issues, and practices concerning the use and supervision of paraprofessionals in the classroom in the context of the No Child Left Behind Act. (Contains 12 references.) (DB) ED477471 The Teacher's Guide to Supporting and Supervising Paraprofessionals in the Classroom. Video and Guidebook. 2003-00-00 46 LRP Publications, 747 Dresher Rd., Suite 500, P.O. Box 980, Horsham, PA 19044-0980 ($115). Tel: 800-341-7874 (Toll Free); Web site: http://www.lrp.com. N/A 2004 8/19/2004 21:39:28 RIEJAN2004

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No Basic Skills Classroom Techniques Definitions Elementary Education Paraprofessional School Personnel Staff Development Teacher Role Teacher Student Relationship Teaching Methods Teamwork Wallace, Teri Guides - Non-Classroom Non-Print Media English This videotape and accompanying workbook are intended to help paraprofessional school personnel learn necessary skills to assist in classroom instruction. The workbook provides supplementary information and each section includes suggested activities for putting knowledge and skills into practice and suggestions for reflection. Individual sections address the following topics: (1) definition and role of paraprofessionals in educational settings; (2) communication and team building; (3) establishing and maintaining rapport with students; (4) supporting the teaching of teachers and the learning of students; and (5) data collection for monitoring student performance. A final section provides references and suggested resources for continued learning. The transcript of the 25-minute video is appended. The video focuses on practical classroom strategies but also covers policies guiding the paraprofessional's roles, responsibilities, preparation, and supervision; factors that affect learning; and characteristics of the early development and learning processes. (Contains 14 references.) (DB) ED477472 The Paraprofessional's Guide to Assisting Classroom Instruction. Video and Workbook. 2003-00-00 41 LRP Publications, 747 Dresher Rd., Suite 500, P.O. Box 980, Horsham, PA 19044-0980 ($115). Tel: 800-341-7874 (Toll Free); Web site: http://www/lrp.com. N/A 2004 8/19/2004 21:39:30 RIEJAN2004

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Yes Academic Achievement Achievement Tests College Entrance Examinations Educational Change Educational Research Elementary Secondary Education Foreign Countries Higher Education Program Descriptions Test Construction Reports - Descriptive Australian Council for Educational Research Indonesia Indonesia Australian Council for Educational Research, Melbourne. English This report presents highlights of the research activities of the Australian Council for Educational Research (ACER). The ACER is a national independent research body that specializes in collecting and interpreting information to shape strategic decision making. In addition to being a national center for educational policy research and advice, ACER designs and manages large-scale assessment projects and developes a range of professional resources for practitioners in Austraia and other countries. The projects highlighted in this report are: (1) a study of civic education involving 90,000 students in 28 countries, including Australia; (2) a study of educational reform in Indonesia; (3) development of an assessment of general attributes and skills for college entrance in Australia; (4) initiatives on using student achievement data to improve learning; (5) development of online student assessment resources; (6) development of professional standards for teachers of science; (7) research on numeracy and "at risk" students; (8) developing lifelong learning in secondary schools; and (9) the application of ACER expertise to driving tests. (SLD) ED477473 Research Highlights. 2002-00-00 23 N/A 2004 2016-11-21

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Yes Caregiver Child Relationship Caregiver Training Child Care Child Caregivers Child Development Developmentally Appropriate Practices Foreign Countries Infants Toddlers Stephen, Christine Dunlop, Aline-Wendy Trevarthen, Colwyn Information Analyses Quality of Care Scotland Caregiver Qualifications Out of Home Care United Kingdom (Scotland) ISSN-1478-6788 Scottish Executive Education Dept., Edinburgh. English Based on a review of 30 years of academic research on infant and toddler development, this report describes patterns of child development from birth to 3 years of age and examines the implications for Scottish out-of-home care. Developmental patterns are described for the following age groups: birth to 3 months, 3 to 12 months, 1 to 2 years, and 2 to 3 years. For each age group, requirements for out-of-home care are delineated, focusing on the consistency and quality of relationships, provisions for mixed-age and same-age play opportunities, and the importance of meeting needs for progression in relationships and activities. Contributions of out-of-home care when children have special needs are considered. Research findings on the effects of quality child care for infants and toddlers are summarized, noting that in a multicultural society, child care can play a central role in cultural transmission and social inclusion. Research-based characteristics and training desirable for caregivers of infants and toddlers are also delineated. The report concludes with a list of nine suggested sources for further reading. (KB) ED477474 Meeting the Needs of Children from Birth to Three: Research Evidence and Implications for Out-of-Home Provision. Insight. 2003-06-00 Practitioners Teachers 13 Dissemination Officer, Research, Economic and Corporate Strategy Unit, Scottish Executive Education Department, Victoria Quay, Edinburgh EH6 6QQ, Scotland. Tel: 0131-244-0092; Fax: 0131-244-5581; e-mail: Colin.affleck@scotland.gsi.gov.uk; Web site: http://www.scotland.gov.uk. For full text: http://www.scotland.gov.uk/library5/social/ins6-00.asp. N/A 2004 2016-11-21

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No Change Strategies Curriculum Development Early Childhood Education Educational Innovation Educational Planning Foreign Countries Preschool Curriculum Professional Development Teacher Student Relationship Patterson, Catherine Fleet, Alma Collected Works - Serials Reports - Descriptive Australia Paradigm Shifts Australia ISSN-1440-5148 Australian Early Childhood Association, Inc., Watson. English Early childhood educators across Australia are starting to rethink traditional approaches to planning in early childhood education, including respecting children as powerful, competent learners; valuing families as partners; and developing new approaches to observation and record keeping that encourage dynamism and flexibility. This booklet explores a focus shift from traditional concepts of predetermined planning, into the more dynamic approach of teacher/child co-creation of curriculum to provide intellectual and creative challenges for staff. The booklet also includes examples to show these changes, including increased interaction with children through balanced child/teacher input. Throughout the booklet are "Think and Chat" boxes to encourage ways of rethinking and implementing changes in the early childhood workplace. A list of 9 suggested sources for further reading is included. (HTH) ED477475 Meaningful Planning: Rethinking Teaching and Learning Relationships. AECA Research in Practice Series, 2003.. v10 n1 2003 2003-00-00 ISBN-1-875890-637 Practitioners Teachers 25 Publications Section, Australian Early Childhood Association, P.O. Box 105, Watson, ACT 2602, Australia ($14.95, order number RIP0301). Tel: (02)-6241-6900; Fax: (02)-6241-5547; e-mail: publishing@aeca.org.au; Web site: http://www.aeca.org.au. N/A 2004 2016-11-21

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No Attachment Behavior Caregiver Child Relationship Developmental Stages Interpersonal Competence Parent Child Relationship Peer Relationship Social Development Theories Young Children Harrison, Linda Collected Works - Serials Reports - Descriptive Security of Attachment Bowlby (John) ISSN-1440-5148 Australian Early Childhood Association, Inc., Watson. English Attachment describes the unique human ability to form lasting relationships with others, and to maintain these relationships over time and distance. Research into attachment has shown that children have the potential to form many attachment relationships, and that each relationship can contribute to the child's growing sense of self. This booklet provides insights in to the ways that caregivers can establish positive relationships with children. The booklet summarizes John Bowlby's theory of attachment relationships, and details the secure and insecure attachment types. It then explores using this attachment theory for understanding children's behavior, describing parent-child separations and peer interactions/conflicts as they might occur within the secure, insecure-avoidant, insecure-ambivalent, and disorganized attachment models. The booklet notes that the challenge to building secure attachment relationships with children is to avoid reinforcing any existing insecurities, and to provide children with experiences of secure interactions. (Contains 14 references and a short list of further sources on attachment.) (HTH) ED477476 Attachment: Building Secure Relationships in Early Childhood. AECA Research in Practice Series, 2003. v10 n2 2003 2003-00-00 ISBN-1-875890-637 Parents Practitioners Teachers 25 Publications Section, Early Childhood Australia, Inc., P.O. Box 105, Watson, ACT 2602, Australia ($14.95). Tel: (02)-6241-6900; Fax: (02)-6241-5547; e-mail: national@aeca.org.au; Web site: http://www.aeca.org.au. N/A 2004 2016-11-21

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No Caseworker Approach Caseworkers Child Welfare Higher Education Labor Turnover Partnerships in Education School Community Relationship Social Agencies Social Work Training Transfer of Training Briar-Lawson, Katharine, Ed. Zlotnik, Joan Levy, Ed. Collected Works - General Reports - Descriptive Professionalization English While research shows that trained social workers were better prepared to produce more effective outcomes in child welfare than those with other degrees, only an estimated 3 to 28 percent of the public child welfare workforce comprised trained social workers. A social work effort to promote workforce development and to promote professional social work practice in public child welfare began in 1987. This volume compiles articles that serve as progress markers for this reprofessionalization initiative. The articles constitute evaluative snapshots of some of the current workforce developments, including social work-based education, training, and capacity building in public child welfare. The articles also reflect social work-public child welfare partnerships and the lessons that are being learned when the research, education, and service-rich resources of Schools of Social Work are harnessed to build a better trained workforce and improved services. The articles are as follows: (1) "Preparing Social Workers for Child Welfare Practice: Lessons from an Historical Review of the Literature" (Joan Levy Zlotnik); (2) "Transfer of Training" An Evaluation Study" (Kathryn Conley Wehrmann, Hyucksun Shin, and John Poertner); (3) "A Follow-Up of a Title IV-E Program's Graduates' Retention Rates in a Public Child Welfare Agency" (Loring Jones); (4) "Career Paths and Contributions of Four Cohorts of IV-E Funded MSW Child Welfare Graduates" (Sandra C. Robin and C. David Hollister); (5) "Child Welfare Knowledge Transmission, Practitioner Retention, and University-Community Impact: A Study of Title IV-E Child Welfare Training" (Kristin A. Gansle and Alberta J. Ellett); (6) "Factors Influencing the Retention of Specially Educated Public Child Welfare Workers" (Nancy S. Dickinson and Robin E. Perry); (7) "Tracking Process and Outcome Results of BSW Students' Preparation for Publc Child Welfare Practice: Lessons Learned" (J. Karen Brown, Nancy Feyl Chavkin, and Vevelyn Peterson); (8) "Reducing Conflict between Child Welfare Communities" (Sandra Kopels, Jan Carter-Black, and John Poertner); (9) "An Evaluation of Child Welfare Design Teams in Four States" (Dawn Anderson-Butcher, Hall A. Lawson, and Carenlee Barkdull); (10) "Examination of Racial Imbalance for Children in Foster Care: Implications for Training" (Kathleen Belanger); (11) "Facing the Challenge of a Changing System: Training Child Welfare Workers in a Privatized Environment" (Debora M. Ortega and Michelle M. Levy); and (12) "Evaluating Federally-Funded Child Welfare Training Partnerships: A Worthwhile Challenge" (Brenda D. Smith). (HTH) ED477477 Evaluation Research in Child Welfare: Improving Outcomes through University-Public Agency Partnerships. 2002-00-00 ISBN-0-7890-2003-3 Community Practitioners 212 Haworth Social Work Practice Press, An Imprint of the Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580 ($24.95). Tel: 800-429-6784 (Toll Free); Tel: 607-722-5857; Fax: 800-895-0582 (Toll Free); e-mail: orders@HaworthPress.com. N/A 2004 2016-11-21

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No Child Care Centers Classroom Design Classroom Environment Early Childhood Education Evaluation Criteria Instructional Materials Learning Processes Outdoor Education Young Children Curtis, Deb Carter, Margie Guides - Non-Classroom Reports - Descriptive Barriers to Change English While the early childhood field has formed standards to help in recognizing quality programs for children, practitioners seldom use values to guide in selection of materials or to help plan early childhood environments. This book draws on a variety of educational approaches, including Waldorf, Montessori, and Reggio Emilia, to outline hundreds of ways to create healthy and inviting physical, social, and emotional environments for children in child care. Following an introduction, the book's first chapter offers an overview of the elements important to include in early care and learning environments. The remaining chapters each focus on an element introduced in chapter 1. Each opens with a "look inside" section, a short activity for self-reflection on the topic at hand. The"inviting learning" section considers the "micro" environment of the program, with examples of interesting materials and how their presentation invites discovery and learning. The chapters are: (1) "Laying a Foundation for Living and Learning"; (2) "Creating Connections and a Sense of Belonging"; (3) "Keeping Space Flexible and Materials Open Ended"; (4) "Designing Natural Environments that Engage Our Senses"; (5) "Provoking Wonder, Curiosity, and Intellectual Engagement"; (6) "Engaging Children in Symbolic Representation, Literacy, and the Visual Arts; (7) "Enhancing Children's Use of the Environment"; and (8) "Facing Barriers and Negotiating Change." Two appendices include a list of print, Web, and media-based resources, and some additional assessment tools for re-examining the early childhood environment. (HTH) ED477478 Designs for Living and Learning: Transforming Early Childhood Environments. 2003-00-00 ISBN-1-929610-29-7 Administrators Practitioners Teachers 237 Redleaf Press, 450 N. Syndicate, Suite 5, St. Paul, MN 55104-4125 ($39.95). Tel: 800-423-8309 (Toll Free); Tel: 651-641-0305; Fax: 800-641-0115 (Toll Free); Web site: http://www.redleafpress.org. N/A 2004 2016-11-21

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Yes Blacks Comparative Analysis Emergent Literacy English (Second Language) Hispanic Americans Outcomes of Education Preschool Children Pretests Posttests School Readiness Baumgarten, Thomas L. Minix, Quinella Reports - Evaluative Speeches/Meeting Papers Project Head Start Texas African Americans European Americans Texas English The Texas Education Agency awarded twenty competitive grants to Head Start programs in the state. The focus of the grants was on emergent literacy and pre-reading skills. Teachers, mentors, and administrators underwent intensive training. To investigate whether children emerged from the grant programs ready to enter school reading, an outside program evaluation was conducted by each grantee. As part of the evaluation, pretest and posttest scores for African American, Hispanic American, and European American students were analyzed to determine if significant differences existed between groups targeted using grant materials, mentoring, and pre-reading strategies, and those of a control group. Subjects were 174 Head Start participants, assessed in October and again in May using a battery of assessment instruments that included the Peabody Picture Vocabulary Test, Expressive Vocabulary Test, and Developing Skills Checklist. Spanish-speaking children completed Spanish versions of these instruments. Findings indicated that Hispanic American students scored higher on the majority of the tests administered. The scores of the African Americans were higher than the European Americans. The European Americans did perform better than the other groups on the math portion of the DSC. The data must be viewed in light of the fact that the groups were not the same size. (HTH) ED477479 An Anaylsis of Pretest and Post Test Scores of Head Start African American, Hispanic American and European American Students Engaged in an Intensive Emergent Literacy Program. 2002-00-00 11 N/A 2004 2016-11-21

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Yes Caregiver Training Child Caregivers Early Childhood Education Educational Environment Emergent Literacy English Influences Literacy Preschool Teachers Research Needs Teacher Education Teacher Qualifications Workplace Literacy Young Children Phillips, Deborah Crowell, Nancy Whitebook, Marcy Bellm, Dan Reports - Evaluative Caregiver Qualifications Nonnative Speakers English Research on parents has shown the critical contribution that linguistic input plays in fostering early literacy, but there have been no systematic studies of the literacy of the early care and education workforce and its role in fostering quality early learning environments. This report examines the literacy levels of early childhood educators in Alameda County, California, providing initial evidence bearing on the important but missing link between adult English literacy skills and children's literacy environments. Subjects were 98 teachers and providers including teachers in Head Start, public preschools and child care programs as well as licensed family child care providers; 31% did not speak English as their native languagealthough all used English in their child care settings. Subjects completed the document literacy scale from the Tests of Applied Literacy Skills (TALS). Three major findings emerged. First, the English literacy skills reflected in the sample ranged from "highly proficient" to "extremely limited". The average score of 296 is higher than the national average of 167, but nearly one-third scored within the "limited proficiency" range. Second, the English literacy levels of child care teachers and providers are significantly associated with the language interactions, literacy environments and quality of caregiving they offer to young children; nevertheless, nearly half of the teachers and providers with minimal to poor English literacy skills worked in settings that provided young children with rich early language environments. Third, the English literacy levels of child care teachers and providers, as with other sectors of the work force, are significantly associated with their linguistic, ethnic, and educational background, and with their wages. It appears that working in a center accentuates the link between the English literacy skills of any given teacher and the quality of children's overall literacy environment. When the quality of adult-child interactions specific to the teacher or provider was the focus of observation, the researchers were unable to identify the factors that enable adults with relatively poor English literacy skills to offer high-quality early education. Findings pose implications for teacher/provider training and for future research. (Contains 32 references.) (HTH) ED477480 English Literacy Levels of the Early Care and Education Workforce: A Profile and Associations with Quality of Care. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce in Alameda County, California. 2003-00-00 Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. A.L. Mailman Family Foundation, Inc. Foundation for Child Development, New York, NY. Policymakers 13 Center for the Study of Child Care Employment, Inst. of Industrial Relations, University of California at Berkeley, 2521 Channing Way, #5555, Berkeley, CA 94720-5555. Tel: 510-643-7091; Fax: 510-642-6432; Web site: http://www.iir.berkeley.edu/cscce. For full text: http://www.iir.berkeley.edu/cscce/english.pdf. N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Attention Deficit Disorders Behavior Modification Behavior Rating Scales Child Rearing Classroom Techniques Clinical Diagnosis Disability Identification Drug Therapy Educational Assessment Elementary Secondary Education Etiology Evaluation Methods Family Environment Hyperactivity Medical Evaluation Student Characteristics Student Evaluation Guides - Non-Classroom Special Education Programs (ED/OSERS), Washington, DC. American Institutes for Research, Washington, DC. English Designed for educators and families, this resource discusses attention deficit hyperactivity disorder (ADHD). It includes information that addresses: (1) characteristics of students with ADHD; (2) causes of ADHD; (3) identification of students with ADHD; (4) legal requirements for identification of students with ADHD; (5) components of a comprehensive evaluation, including a behavioral evaluation, educational evaluation, and medical evaluation; (6) treatment options for ADHD, including behavioral approaches, pharmacological approaches, and multimodal approaches; and (7) how ADHD affects school performance. The handbook closes with helpful hints for home and school. Tips include: (1) focus on discrete rewards and consequences of appropriate and inappropriate behavior; (2) set a daily routine; (3) have tangible reminders such as a big clock in the bedroom, a chart for chores, and an assignment pad to record homework; (4) avoid repeating patterns of inappropriate behavior followed by ineffective punishment, administering consequences without prior warning, and responding inconsistently; (5) work on the most difficult concepts early in the day; (6) give directions to one assignment at a time; (7) vary the pace and type of activity to maximize attention; and (8) structure the student's environment to accommodate his or her special needs. (Contains 49 references.) (CR) ED477481 Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, 2003. 2003-08-00 31 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TTY/TDD: 877-576-7734 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/offices/OSERS/OSEP. N/A 2004 8/19/2004 21:39:52 RIEJAN2004 HS97017002

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Yes Academic Achievement Change Strategies College School Cooperation Disadvantaged Youth Educational Change Elementary Education High Risk Students Longitudinal Studies Program Effectiveness School Effectiveness Special Needs Students Ignatz, Mila Bauman, Gail Byrd, Nancy Numerical/Quantitative Data Reports - Research Florida A and M University Accelerated Schools Florida A and M Univ., Tallahassee. English This report describes achievements of the Accelerated School Project, a cooperative effort between two Florida school districts and the Florida A&M University to provide intensive educational services to at risk elementary students. The accelerated school approach focuses on transforming the entire school to produce high academic achievement for all students. Following an introductory chapter, the report reviews the historical development of the Florida A&M Accelerated Schools project. Characteristics of the four elementary schools involved are provided next. A section on project implementation reviews the accelerated schools process and the emphasis on powerful learning experiences. The vision statements of each of the four schools is followed by a summary of the project evaluation methodology. Results of the evaluation are reported as answers to six questions that address: (1) quality of program implementation; (2) degree of influence of the accelerated schools process on the participating schools; (3) changes in roles of involved parties; (4) impact on school management in participating schools; (5) student achievement gains; and (6) benefits and barriers that hinder or help the accelerated schools process. The report concludes that the approach has been integrated into the school culture and that its effectiveness is demonstrated by student achievement and effects on other stakeholders. (Contains 22 references.) (DB) ED477482 A Longitudinal Study of the Accelerated Schools Project in Northwest Florida, 1993-2001: A School-College Partnership between Schools in Gadsden and Leon School Districts and Florida A&M University. 2003-00-00 John S. and James L. Knight Foundation, Miami, FL. 64 N/A 2004 2016-11-21

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Yes Educational Improvement Educational Practices Educational Research Elementary Secondary Education Instructional Effectiveness Research Design Web Sites Guides - Non-Classroom Reports - Descriptive Evidence Based Practice Institute of Education Sciences (ED), Washington, DC. English This guide provides assistance to K-12 educational practitioners in evaluating whether an educational intervention is backed by rigorous evidence of effectiveness, and in implementing evidence-based interventions in their schools or classrooms. The guide is organized in four parts: (1) a description of the randomized controlled trial and why it is a critical factor in establishing "strong" evidence of an intervention's effectiveness; (2) how to evaluate whether an intervention is backed by "strong" evidence of effectiveness; (3) how to evaluate whether an intervention is backed by "possible" evidence of effectiveness; and (4) important factors to consider when implementing an evidence-based intervention in schools or classrooms. Appendix A lists useful Web sites in finding evidence-based educational interventions. Appendix B provides a checklist to use in evaluating whether an intervention is backed by rigorous evidence. (Contains 26 references.) (MES) ED477483 Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide. 2003-12-00 Council for Excellence in Government, Washington, DC. 26 Coalition for Evidence-Based Policy, 1301 K Street, NW, Suite 450 West, Washington, DC 20005. Tel: 202-728-0418; Fax: 202-728-0422; Web site: http://www.excelgov.org/evidence/. For full text: http://www.ed.gov/rschstat/research/pubs/rigorousevid/rigorousevid.pdf/. N/A 2004 2016-11-21 ED565630 ED554311

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Yes Asian Americans Blacks Educational Needs Educational Status Comparison Employment Potential Hispanic Americans Immigrants Income Job Skills Labor Market Males Neighborhoods Poverty Areas Racial Differences Social Networks Whites Pastor, Manuel, Jr. Marcelli, Enrico A. Reports - Research Latinos English Racially different economic outcomes stem from multiple causes, including various "mismatches" between minority employees and available jobs. A skill mismatch occurs when individuals' education and job skills do not qualify them for existing jobs. A spatial mismatch means that people live far from the work for which they qualify. A social mismatch refers to the practice of finding jobs through social networks; when friends and family are not well-connected to good jobs, one's chances of finding a good job decrease. This paper explores how these mismatches determine labor market outcomes, particularly wage impacts, in Los Angeles County for different racial groups and for immigrant versus native-born workers. Data on male workers were drawn from the Los Angeles Survey of Urban Inequality, census responses for Public Use Microdata Areas (PUMAs), and a unique dataset on job location and composition in southern California. The results indicate that all three types of mismatch matter, but they affect various groups differently. Social network quality mattered most for Anglos. For African Americans, the skill gap was more important than social networks or job growth in the local neighborhood. For recent Latino immigrants, individual characteristics mattered more than spatial or skill mismatches. Individual variables (including English fluency) also played a large role for longer-term immigrant and U.S.-born Latinos, but the skill gap also mattered. Asian Americans were affected by spatial and skill mismatches. (Contains 35 references) (SV) ED477484 Social, Spatial, and Skill Mismatch among Immigrants and Native-Born Workers in Los Angeles. Working Paper. 2000-02-00 24 For full text: http://www.ccis-ucsd.org/PUBLICATIONS/wrkg1.PDF. N/A 2004 2016-11-21

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Yes Bachelors Degrees College Programs College Students Educational Attainment Equal Education Graduation Rate High Risk Students Higher Education Hispanic American Students School Holding Power School Surveys Student Attrition Student College Relationship Garcia, Philip Reports - Evaluative California Student Support Services California Notre Dame Univ., IN. English National data indicate that many differences remain between Hispanics and non-Hispanics regarding baccalaureate attainment, even though the general status of Hispanics in higher education has improved. Official data on California students suggest that there is no single point in the California educational pipeline that accounts for the entire gap between Hispanic baccalaureate attainment and the state norm, but that the problem is systemic. The flow of Hispanic baccalaureates is best monitored with longitudinal data. Problems in K-12 attainments among Hispanics affect the pool of potential college freshmen. Brief descriptions are given of some precollege outreach programs in California. Although adequate financial aid is an essential resource for the attainment of a bachelor's degree, it is not the cure-all. Many other resources must also be available on campuses to improve the proportion of Hispanic freshmen who complete the undergraduate curriculum. Basic components of various student services found on campuses are described, and recommendations for their improved operation are given based on observations from students and staff across the country. For the most part, the suggestions call for campuses to initiate new practices. This report concludes by posting results from surveys of 200 college freshmen and seniors, almost all of whom were Hispanic, and 50 college staff members. Findings suggest seven relationships between global campus policies and the generation of more Hispanic baccalaureates. Three appendices present primary and secondary data sources and statistics on Hispanic-serving institutions. (TD) ED477485 Understanding Obstacles and Barriers to Hispanic Baccalaureates. 2001-04-00 Hispanic Scholarship Fund, San Francisco, CA. RAND Corp., Arlington, VA. 82 For full text: http://www.nd.edu/~iuplr/research/HSF_Report.pdf. N/A 2004 2016-11-21

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Yes Change Strategies College Role Community Colleges Community Cooperation Community Development Economic Development Higher Education Leadership Qualities Poverty Areas Rural Development School Community Relationship Teamwork Opinion Papers Reports - Descriptive Capacity Building Rural Community College Initiative MDC, Inc., Chapel Hill, NC. English The Rural Community College Initiative (RCCI) is a national program that supports the efforts of community colleges in distressed rural areas to move their people and communities toward prosperity. RCCI's goals are increasing access to education and developing regional economies. RCCI demonstration sites have produced a wealth of information about community change. The community engagement process used by RCCI is based on four basic principles: 1) to achieve significant reform, change must occur at five levels--individual, interpersonal, institutional, systemic, and public policy; 2) people-in-relationships, not individual crusaders, are the lifeblood of sustainable change; 3) communities, institutions, and their citizens are best defined not by their deficiencies and shortcomings, but by their assets, strengths, and creative imagination; and 4) change is a verb, not a noun, and it cannot be delivered overnight. The RCCI change process is premised on the development of leadership teams consisting of the college president, administrators, and faculty as well as representatives of local business, government, public schools, and community organizations. Leadership teams set goals, develop strategies, identify partners, implement a plan, and evaluate that plan. It's not impossible to tackle development problems with only technical solutions, but the long-term viability of communities rests on the ability of its leaders to learn, adapt, and behave differently. Leadership development is at the core of community change. When leadership teams work collectively, sharing power and resources, a stronger foundation of community-based change is established. The skills needed for leading change at the inner, interpersonal, organizational, community, and systemic/policy levels of leadership development are discussed. (TD) ED477486 Leadership for Change: Working for Community Change in Rural America. 2002-00-00 14 For full text: http://www.mdcinc.org/pdfs/leadership.pdf. N/A 2004 2016-11-21

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Yes Change Strategies Community Cooperation Community Development Economic Development Economically Disadvantaged Educational Needs Job Development Labor Force Development Leadership Training Rural Development Social Capital Teamwork Opinion Papers Reports - Descriptive South Carolina North Carolina North Carolina South Carolina MDC, Inc., Chapel Hill, NC. English The Duke Endowment's Program for the Rural Carolinas is a 5-year effort to assist the revitalization of rural communities. Guiding principles of the program are that the rural Carolinas matter, this generation of workers matters, effective community development involves the entire community, solutions must be locally determined, healthy communities focus on their assets, and change takes time. The first goal of the program is to increase employment, income, and wealth for people left behind by the economy. This is accomplished by thinking strategically, looking inward as well as outward for job creation opportunities, identifying competitive advantages, increasing access to jobs, and developing the existing workforce by making it easier to get more education and training and using federal funds to retrain workers. Communities need to be educated in financial savvy, and financial and civic infrastructures need to be strengthened. The second goal is building leadership, assets, and structures that support long-term economic renewal. Accomplishing this starts with building cadres of leaders that create a participatory structure to foster dialog, build shared understandings of civic priorities, and build trust across disparate sectors of the community. These teams must cultivate the support of policymakers, average citizens, and those affected by proposed changes. Assets inside and outside the community must be developed, and structures that support long-term economic renewal must be strengthened and developed. An appendix presents background and logistics of the program. (TD) ED477487 Strengthening the Rural Carolinas: A Conceptual Framework for the Program for the Rural Carolinas. 2002-06-00 34 For full text: http://www.mdcinc.org/pdfs/tdeconframe.pdf. N/A 2004 2016-11-21

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No Adult Education American Indian Education Bilingual Education Educational Development Educational Practices Educational Trends Elementary Secondary Education Foreign Countries Literacy Education Public Education Reading Instruction Rural Education Special Education Teacher Education Miller, Robert Books Opinion Papers Reports - Descriptive Mexico Mexico Phi Delta Kappa Educational Foundation, Bloomington, IN. English Beginning in 1978, a 20-year study charted the evolution of the public education system in Mexico, focusing on literacy instruction for various age groups and special populations. Drawing on descriptions of schools visited during the author's 13 visits to Mexico, this book describes Mexican educational practices, with the aim of helping U.S. teachers understand the Mexican students in their classrooms. Chapter 1 provides an overview of the school system, describes the organization of the Secretaria de Educacion Publica, and profiles four educators involved in school administration in Mexico City primary schools. Chapter 2 describes literacy instruction in the early grades, reviews the history of the literacy curriculum for primary grades, profiles the daily activities of a first-grade teacher, and outlines changes in basic literacy instruction during the study period. Chapter 3 describes rural education, bilingual literacy instruction for indigenous communities, and adult literacy instruction. Chapter 4 discusses changes in special education since the 1970s. Chapter 5 examines teacher training, including normal schools, the Universidad Pedagogica Nacional, teacher resource centers, teacher salaries and benefits, and teacher attitudes toward public education and teacher education. Chapter 6 describes Mexican and binational efforts to support Spanish literacy for Mexicans in the United States. Chapter 7 considers likely ongoing trends in Mexican education. (Contains 76 references) (SV) ED477488 Literacy Instruction in Mexico. International Studies in Education. 2003-00-00 ISBN-0-87367-843-5 128 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800 766-1156 (Toll Free); e-mail: orders@pdkintl.org ($17.95 plus $5.00 shipping). N/A 2004 2016-11-21

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No American Indian Culture American Indian Education American Indian Studies American Indians Boarding Schools Cognitive Processes Cognitive Structures Cognitive Style Colleges Cultural Differences Elementary Secondary Education Higher Education Holistic Approach Indigenous Knowledge Oral Tradition Philosophy Scholarship Spirituality Tribally Controlled Education World Views Fixico, Donald L. Books Information Analyses Opinion Papers Environmental Awareness English This book presents an ethnohistorical examination of American Indian thinking and philosophy and strives to explain the complexity of the American Indian mind in its traditional cultural and natural environment and in contrast to the American mainstream linear world. It is argued that Indian thinking is visual; circular; concerned with the relationships among all things, including both human and nonhuman entities; embedded in both the physical and metaphysical realities; and focused on achieving balance, both within oneself and in the community. Chapter 1 details this world view. Other chapters discuss: (2) the importance of story and oral tradition as the basis of traditional knowledge; (3) circular philosophy, the significance of the circle of life and its cycles, and the"natural democracy" of respect involving all things in the universe; (4) Indian intellectualism and the nature of Indian genius; (5) boarding school experiences, conflicts between White teachers and Indian students, and the resilience of the Native intellect; (6) origin and history of American Indian studies, the need for it, and how it is striving to become an academic discipline; (7) Native scholarship, cultural ownership, and research protocols in Indian communities; (8) Indian-institutional relationships and the development of tribal colleges and museums; and (9) the center of the circle of life, balance, and well-being. (Contains references in notes, an index, and an extensive bibliography) (SV) ED477489 The American Indian Mind in a Linear World: American Indian Studies & Traditional Knowledge. 2003-00-00 ISBN-0-415-94457-0 223 Taylor & Francis Customer Service, 10650 Toebben Drive, Independence, KY 41051. Tel: 800-634-7064 (Toll Free); e-mail: cserve@routledge-ny.com (hardcover: ISBN-0-415-94456-2, $85.00 plus $3.40 shipping; paper: ISBN-0-415-94457-0, $22.95 plus $2.50 shipping). N/A 2004 2016-11-21

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Yes Adult Education Career Counseling Comparative Analysis Delivery Systems Educational Finance Educational Legislation Educational Policy Educational Research Educational Vouchers Employment Counselors Federal Legislation Federal Programs Financial Support Job Training Outcomes of Education Postsecondary Education Program Design Public Policy School Choice Student Financial Aid Perez-Johnson, Irma Decker, Paul Reports - Research Speeches/Meeting Papers Connecticut Individual Training Accounts Customer Services North Carolina Florida Workforce Investment Act 1998 Georgia Arizona Illinois Arizona Connecticut Florida Georgia Illinois North Carolina Workforce Investment Act 1998 Mathematica Policy Research, Princeton, NJ. English The Workforce Investment Act (WIA) of 1998 requires that workforce investment areas establish individual training accounts (ITAs) that provide vouchers customers can use to pay for training. The United States Department of Labor is supporting the ITA experiment, during which new customers determined to be eligible for training will be randomly assigned to one of the three ITA approaches. All eligible customers will receive some type of ITA offer, and the same three approaches will be tested in all six states (Arizona, Connecticut, Florida, Georgia, Illinois, North Carolina) participating in the experiment. A team of research contractors will evaluate the ITA experiment in a two-part evaluation that will include process analysis and impact and return-on-investment analysis. The three approaches to delivering ITAs that will be tested are as follows: (1) structured customer choice (counselors will direct customers and WIA resources to training programs through which earnings on the new job will be high relative to the investment in training and will reject training selections not expected to yield high); (2) guided customer choice (customers will receive a fixed ITA amount much lower than the approach 1 cap but will have more training options); and (3) maximum customer choice (a true voucher approach in which customers are offered a lump sum and allowed to choose any state-approved training option). (MN) ED477490 Customer Choice or Business as Usual?: Promoting Innovation in the Design of WIA Training Programs Through the Individual Training Account Experiment. 2001-06-00 19 For full text: http://wdr.doleta.gov/conference/pdf/perez.pdf. N/A 2004 2016-11-21

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No Adult Education Comparative Education Education Work Relationship Educational Improvement Educational Needs Educational Policy Educational Research Employer Attitudes Employment Qualifications Enrollment Trends Foreign Countries International Cooperation Labor Force Development Marketing of Education Postsecondary Education Regional Planning School Business Relationship Secondary Education Technological Advancement Vocational Education de Ferranti, David Perry, Guillermo E. Gill, Indermit Guasch, J. Luis Maloney, William F. Sanchez-Paramo, Carolina Schady, Norbert Opinion Papers Reports - Research Caribbean Latin America World Bank, Washington, DC. English This document examines the gap between the Latin America and Caribbean region and the world's developed nations in the areas of education and technology. It also examines policies and strategies to close the gap. The following are among the specific topics discussed: (1) skills upgrading and innovation policies (the major actors; the role of government policy); (2) productivity, skill, and technology gaps and benchmarking Latin American performance; (3) interaction of technology and skills in Latin American and the Caribbean (rising demands for skilled workers; skill-based technological change; the relationship between technology transfer, the rising demand for skills and patterns of integration into the global economy; long-term cycles in demand for skilled workers and technology); (4) formulating education policies to close the gap (the how, why, and uncertainty of educational transitions; the secondary and university educational markets; priorities for education upgrading in Latin America); (5) training policies to close the gap (vocational education and training systems; employers' views of training; policies to promote training); (6) technological transitions and elements of technology policy (the rationale for government action); and (7) networks and national innovation systems (national innovation systems; benchmarking; indicators of innovation outcomes; efficient use of resources and collaboration; research and development; science parks and incubators). The document contains 329 tables, figures, and boxes. The bibliography lists 177 references. (MN) ED477491 Closing the Gap in Education and Technology. World Bank Latin American and Caribbean Studies. 2003-00-00 ISBN-0-8213-5172-9 Policymakers 225 The World Bank, P.O. Box 960, Herndon, VA 20172-0960 ($25 (paper); $12.50 (pdf)). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/. N/A 2004 2016-11-21

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Yes Achievement Need Adult Education Attrition (Research Studies) Competence Foreign Countries Longitudinal Studies Pretests Posttests Professional Continuing Education Professional Development Professional Training Questionnaires Research Problems Role Perception Self Evaluation (Individuals) Small Businesses Social Cognition Training Training Objectives Puurula, Arja Lofstrom, Erika Reports - Research Speeches/Meeting Papers European Social Fund Finland Identity Formation Professional Identity Finland English This paper describes a study of the development of professional identity among employees in small and medium sized enterprises (SMEs) participating in large-scale company-wide training programs. Managers and employees in 175 SMEs in Finland participated. These two research questions were posed: (1) are there differences in the perceptions of professional identity between age groups, men and women, managers and other employee groups, staff with different educational backgrounds, and staff from different industries/businesses; and (2) what is the development of perceived professional identity measured before and after the training? Professional identity was measured using a 30-item self-report questionnaire. Attrition during the program was described as a significant problem. Data were gathered at the beginning of the training program and a follow-up was completed at the end of the program (five years). Among the findings were the following: (1) weaker professional growth motivation was associated with older age groups, blue-collar workers, and lower educational levels; (2) professional competence was highest among older workers and workers with more education; (3) younger age groups have greater professional growth motivation; and (4) women experience less professional frustration than men and were more committed to their work. The training program decreased professional frustration and increased perceived professional competence significantly. (Contains 33 references.) (SLR) ED477492 Development of Professional Identity in SMEs. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Business Education Cognitive Processes Computer Uses in Education Curriculum Development Curriculum Evaluation Decision Making Educational Environment Elementary Secondary Education Entrepreneurship Experiential Learning Integrated Curriculum Internet Marketing Pretests Posttests Problem Solving Risk Skill Development Technology Uses in Education Thinking Skills Clouse, R. Wilburn Goodin, Terry Davey, Mark Burgoyne, Jeff Reports - Evaluative Speeches/Meeting Papers Contextualized Instruction Situated Learning Cognitive Apprenticeships English A new curricular approach called Entrepreneurs in Action! was developed to encourage development of entrepreneurial thinking, including thinking "outside of a structured setting" and demonstrating creativity in problem solving. The effects of the Entrepreneurs in Action! program on the development of entrepreneurial thinking among elementary, middle, and high school students were evaluated in a study in which 187 students were divided into an experimental group that completed the program (117 students) and a control group (70 students) that did not. Both groups completed pretest/posttest instruments, a demographic survey, and student questionnaire. Data were also collected through a teacher survey and in-class observations. The various data collection instruments were designed to evaluate students' progress in relation to the following categories of entrepreneurial behavior: demonstrates entrepreneurial thinking; considers financial factors; thinks in terms of unifying theme; conducts industry analysis; presents a conception new product/service in a clear, well-developed manner; and considers market research. The study established that, compared with the control group, the experimental group made significant gains on the posttest as a whole and in the key category of entrepreneurial thinking. The types of work products produced by the students in the experimental group exhibited creativity, innovation, and understanding. (Nine tables/figures are included. The bibliography lists 14 references.) (MN) ED477493 Entrepreneurs in Action: An Integrated Approach to Problem Solving Via the Internet. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Education Work Relationship Employer Attitudes Foreign Countries Grade 11 Grade 12 High School Students High Schools Information Technology Internship Programs Males Outcomes of Education School Business Relationship Sex Differences Student Attitudes Student Surveys Summer Programs Teacher Attitudes Teacher Surveys Womens Education Work Experience Programs Taylor, Alison Reports - Evaluative Speeches/Meeting Papers Alberta Work Based Learning Canada English In 2000, a government-supported foundation called Careers the Next Generation (CNG) in Alberta, Canada, began coordinating summer internships for high school students in information and computer technology (ICT). The participating firms represented a mix of large and small private and public organizations in high-tech and other industries in the private and public sectors. A survey was administered to 57 ICT students who were ICT interns in 2001 or 2002. Responses were obtained from 33 interns. Six interns (three males and three females) and five employers, two work experience coordinators, and a representative of CNG were also interviewed. The relationship between the educators and business employers was one of negotiation that included struggles between discourses emphasizing the primacy of learners' needs versus the primacy of employers' needs. Competition for the internship positions was intense, with an average of five students interviewing for each position. Females accounted for only 20% of the interns in 2001 and 17% in 2002. The three male interns interviewed had decided to pursue careers in ICT, whereas the three female interns interviewed had decided to pursue careers outside ICT. The interviews established that the internship program had helped the three male interviewees learn the rules of the game in the workplace. (Contains 9 endnotes and 33 references.) (MN) ED477494 Finding the Future That Fits. 2003-04-00 32 N/A 2004 2016-11-21

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Yes Adoption (Ideas) Allied Health Occupations Education Competency Based Education Criterion Referenced Tests Curriculum Development Educational Practices Educational Research Employment Qualifications Formative Evaluation Guidelines Instruction Integrated Curriculum Minicourses Models Postsecondary Education Research Utilization Systems Approach Theory Practice Relationship Units of Study Vocational Education Hymel, Glenn M. Reports - Research Speeches/Meeting Papers Massages English The massage therapy profession is currently engaged in a competency-based education movement that includes an emphasis on promoting massage therapy research competencies (MTRCs). A systems-based model for integrating MTRCs into massage therapy education was therefore proposed. The model and an accompanying checklist describe an approach to designing an instructional unit that includes the following phases: (1) preparing instruction (developing a unit description, rationale, and performance objectives; identifying and/or assessing prerequisite competencies; and delineating and sequencing topics by way of an advance organizer); (2) implementing instruction (selecting instructional methods; developing and assigning student learning activities; and selecting and using instructional resources; and (3) evaluating instruction (devising and using an evaluation system that includes formative evaluation and learning correctives; designing and conducting a criterion-referenced summative evaluation to determine a student's grade at the end of the unit based on demonstrated mastery of the unit's prescribed performance objectives; and conducting a unit evaluation to give students an opportunity to assess the unit's instructional quality). (The bibliography lists 11 references. The appendix presents an illustrative instructional unit on the experimental research process for use in a core research course in a massage therapy school's curriculum, a massage therapy continuing education workshop/minicourse, or a networking seminar involving diverse health science professionals.) (MN) ED477495 Integrating Research Competencies in Massage Therapy Education. 2002-10-00 21 N/A 2004 2016-11-21

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Yes Accountants Apprenticeships Case Studies College Graduates Competence Education Work Relationship Employment Qualifications Engineers Entry Workers Environmental Influences Foreign Countries Higher Education Influences Informal Education Job Performance Job Skills Learning Motivation Learning Processes Mentors Nurses Peer Relationship Prior Learning Professional Occupations Skill Development Work Environment Eraut, Michael Maillardet, Fred Miller, Carolyn Steadman, Stephen Ali, Amer Blackman, Claire Furner, Judith Reports - Research Speeches/Meeting Papers Professional Socialization United Kingdom Work Based Learning United Kingdom English Learning in the first professional job was examined in a study of 40 nurses, 27 engineers, and 16 accountants who were in their first full year of full-time employment after college in hospitals and firms located in the United Kingdom. Data were collected through the following activities: (1) interviews with the respondents; (2) 1- to 2-day visits to their workplaces; and (3) interviews with their managers/mentors and significant others in their workplaces. The first few months of full-time employment presented very different challenges and experiences across the three sectors. The accountants had 3-year contracts that included both training for professional examinations and work-based induction into the profession through a tightly structured apprenticeship system. Although the nurses had already qualified for their profession, they still faced a difficult transition because of their sudden assumption of extensive responsibility and immersion into a highly demanding, high-pressure environment with a very heavy workload. The engineers' workplaces all had accredited graduate training schemes. Across the occupations, informal support proved more important than formal support and social relationships were a significant factor in learning. (The bibliography lists 13 references. Appendixes constituting approximately 50% of the document contain excerpts from the field notes on and discussions of the experiences of new accountants, nurses, and graduate engineers.) (MN) ED477496 Learning in the First Professional Job: The First Year of Full Time Employment After College for Accountants, Engineers and Nurses. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Educational Environment Educational Research Foreign Countries Influences Learning Motivation Learning Processes Learning Strategies Learning Theories Literature Reviews Models Organizational Communication Organizational Culture Organizational Development Police Prerequisites Professional Development Questionnaires Research Methodology Luoma, Markku Nokelainen, Petri Ruohotie, Pekka Reports - Research Speeches/Meeting Papers Learning Organizations Organizational Learning Work Based Learning Finland Finland English The factors contributing to organizational learning in police units in Finland and elsewhere were examined to find strategies to improve the prerequisites of learning and compare linear and nonlinear methods of modeling organizational learning prerequisites. A questionnaire was used to collect data from the 281 staff members of five police departments in western Finland (74.9% of the total study population). The respondents included patrolmen (42%), investigating officers (24%), and individuals performing other duties such as administrative and office work (34%). The questionnaire responses were analyzed by exploratory factor analysis and Bayesian dependency network modeling. The principal component analysis resulted in a 13-component solution with 68% of the total variance explained. The following learning prerequisites and associated factors were identified: (1) management style (management supporting the group; management sharing responsibility); (2) development of know-how (systematic development of competence; rewarding for competence; organization of interaction); (3) work content (the developing aspects and comprehensiveness of work; opportunities for learning through work; the reflective nature of work); (4) teamwork (team spirit; ability to cooperate; motivation to develop); and (5) motivational factors (commitment to work and workplace community; growth motivation). (The bibliography lists 19 references. The questionnaire and a component correlation matrix are appended.) (MN) ED477497 Learning Strategies for Police Organization--Modeling Organizational Learning Perquisites. 2003-04-00 13 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Faculty Development Foreign Countries Higher Education Performance Based Assessment Personnel Management Preservice Teacher Education Teacher Certification Teacher Competencies Teacher Evaluation Teaching Skills Takakura, Sho Ono, Yumika Reports - Descriptive Speeches/Meeting Papers Japan Japan English Currently, every aspect of Japanese education in undergoing reform. The personnel management system is being structured largely from the viewpoint of two policy interests: introduction of a new teacher evaluation system and dealing with teachers' lack of teaching skills and competencies. This paper examines these two policy interests, noting implications for teacher education. It focuses on the new teacher performance evaluation in Tokyo, which is intended to improve the competence of educational personnel and energize school organizations through appropriate evaluation of teacher competence and performance. This new evaluation system consists of a self-report evaluation and a performance evaluation by principals and head teachers. School-based training has been introduced into the schools to improve teachers recognized as lacking good teaching skills. The issue of teacher evaluation has evolved into a discussion of renewing licenses at the national level. (Contains 12 references.) (SM) ED477498 Restructuring Teacher Evaluation in Japan: Recent Developments in Personnel Management System. 2001-08-00 11 N/A 2004 2016-11-21

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Yes Beginning Teachers Environmental Education Faculty Development Outdoor Education Residential Schools Haskin, John Reports - Research Speeches/Meeting Papers New York New York English This paper explores the first year development of three novice residential environmental educators in the Catskill region of New York State. The goal of the study was to reveal patterns in the participants' professional development over time and to better understand the factors that shaped these changes. Data gathering included three semi-structured interviews spaced throughout the year and weekly reflective journals. Results indicate that these novices moved through eight phases of development during their first year of teaching. These phases are introduced, discussed, and drawn upon for recommendations focused on seasonally oriented training programs. This study has implications for directors of residential environmental education centers and for researchers of novice classroom teachers. (Contains 10 references.) (Author/SM) ED477499 Novice Teacher Development in Residential Environmental Education Settings. 2003-04-00 14 N/A 2004 2016-11-21

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Yes Adult Education Case Studies Competence Competency Based Education Contract Training Definitions Education Work Relationship Educational Benefits Educational Needs Educational Quality Employer Attitudes Employment Qualifications Flexible Scheduling Foreign Countries Industrial Training Literature Reviews National Curriculum National Programs National Surveys Postsecondary Education Recruitment Relevance (Education) School Business Relationship Vocational Education Malloch, Margaret Martino, John Waterhouse, Peter Townsend, Ray Reports - Research Speeches/Meeting Papers Australia Australian Qualifications Framework National Training Packages (Australia) Australia English Australian employers' appraisal and use of vocational education and training (VET) qualifications were examined through case studies of 15 small, medium, and large organizations in 8 of Australia's "old" and "new" economy industries. Data were collected through interviews with management/employer representatives, middle managers, and union representatives at each organization and a company profile that was administered during the site visits. Employer confidence in the ability of Australian VET providers to meet business needs was mixed. Although providing training was not part of their core business or primary focus, they generally considered it important in supporting their business goals. This view was particularly evident in the use of training for recruitment and for meeting legislative requirements. All sectors but the surfing industry used formal training. The employers were also ambivalent toward training providers. Their comments on training providers were generally negative, in some cases, expressing the view that all training is lacking but training supplied to their own organization was satisfactory. When asked what they want in VET training, the employers mentioned flexibility of VET qualifications and training, flexibility in delivery, and training organizations that listen to and are responsive to business needs. A need for greater understanding and knowledge of recent changes to Australia's national training system was identified. (Contains 60 references.) (MN) ED477500 The Paper Chase in the Workplace: The Use and Value of Vocational Education and Training Qualifications to Employers. A Paper for the Workplace Learning Special Interest Group. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Allied Health Occupations Education Developed Nations Discussion (Teaching Technique) Foreign Countries Group Discussion Group Dynamics Listservs Nurses Secondary Education Student Projects Tutoring Vocational Education Web Based Instruction Work Experience Programs World Wide Web Mahlamaki-Kultanen, Seija Hulkari, Kirsti Reports - Research Speeches/Meeting Papers Work Based Learning Finland Finland English The pedagogical functions of simple World Wide Web-based discussions during work-based learning periods in vocational education were examined in a study of a secondary-level work-based practical nursing program in Finland. The students (age range, 16 to 43 years) participated in 17 Web discussion groups during their 120-week practical nursing program. The discussion groups were designed to provide tutoring during workplace learning periods. Depending on the phase of the students' study, each group contained between 2 and 28 members. All the tutoring teachers had completed a 10-hour course on the principles of authentic Web discussion. The students' Web discussion data included 7,913 separate messages that were coded based on 13 quality criteria. The teachers' initial expectations regarding long authentic discussion chains were not completely fulfilled. Most discussions ended after the first follow-up question was answered. Nevertheless, the discussions were often quite authentic and relevant. Typically, the recognitions were factual and mostly informative. Only occasionally did someone notice an important topic on someone else's message in the discussion. All too often, meaningful topics were left without comment. It was suggested that the typical Finnish Web discussion style may be for students to open the Web forum only to read other members' messages rather than to write something themselves. (Contains 10 references.) (MN) ED477501 Pedagogical Functions of Simple Web-Discussion During Work-Based Learning Periods in Vocational Education. 2003-04-00 7 N/A 2004 2016-11-21

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Yes Aging (Individuals) Biographies Discourse Analysis Education Work Relationship Educational Attitudes Educational Environment Educational Experience Foreign Countries Individual Development Interviews Life Events Middle Aged Adults Older Adults Personal Narratives Postsecondary Education Recall (Psychology) Rural Areas Rural Education Secondary Education Sex Differences Poveda, David Palomares-Valera, Manuel Cano, Ana Reports - Research Speeches/Meeting Papers Life Span Development Life Transitions Spain Spaniards Spain English The educational memories of 26 Spanish adults between the ages of 50 and 92 years who had attended school between 1921 and 1956 were explored in a narrative analysis. The adults' oral biographies were obtained through semi-structured interviews examining their life experiences and transitions. The participants' grandchildren conducted the interviews as an optional project during an undergraduate-level course on education and development during adult and later life. The participants' schooling was examined as a life transition from a life-span perspective. Although the study participants had attended formal education under very different sociohistorical and political conditions, a number of patterns emerged in their responses when interviewed. On average, the participants spent little time in schools, and most stated that they would have liked to continue their education. The participants' reasons for leaving school and their curricula while in school were organized around gender categories, and their tendency toward early withdrawal from school was linked to the fact that they grew up in rural areas providing adult social roles and occupations that are only partially connected to formal education. The participants showed an orientation toward instrumental and school skills, which they also acquired and expanded in out-of-school contexts. (Seven tables/examples are included. The bibliography lists 16 references.) (MN) ED477502 Putting School in Its Place: A Narrative Analysis of the Educational Memories of Adult and Elder People. 2003-04-00 32 N/A 2004 2016-11-21

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Yes Adult Learning Algebra Cognitive Processes College Students Definitions Developmental Programs Educational Strategies Educational Theories Error Correction Higher Education Learning Processes Learning Theories Mathematics Instruction Mathematics Skills Position Papers Skill Development Teaching Methods Lerch, Carol Opinion Papers Speeches/Meeting Papers Vygotsky (Lev S) English College students enrolled in developmental mathematics and elementary algebra courses typically make the same mistakes repeatedly. Moreover, the same mistakes are made every semester, regardless of the students involved. Lev Vygotsky's concept of fossilization, which refers to the phenomenon of learning being lost over time and only behaviors remaining in learning, can help explain this phenomenon. "Academic fossilization" can occur in individuals when their connections to the skills and concepts learned in the past are lost over time. Students are left with the remnants of disconnected skills and concepts, leading to the possibility of those skills being used incorrectly. "Unfossilization" refers to the process of similar contexts and parallel concepts or processes being used to build new pathways to older knowledge. As the process unfolds, connections are made, new categories are created, new knowledge is added to the categories, and students develop a broader understanding of the relationships involved. Unfossilization differs from relearning in that relearning involves repeating the original process and retracing the same strands. One method of unfossilization is to present students with situations that are unfamiliar to them, causing them to pay attention to problems as presented. Another method of unfossilization is to present concepts through a task that learners have not performed previously. (Contains 5 references.) (MN) ED477503 The Unfossilization of Concepts in Adult Learning. 2002-11-00 10 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Knowledge Base for Teaching Preservice Teacher Education Social Studies Teacher Competencies Teacher Knowledge Thornton, Stephen J. Opinion Papers Speeches/Meeting Papers Subject Content Knowledge English Focusing on social studies, this paper asserts that taking traditional content courses by themselves may not necessarily significantly enhance teachers' subject matter competence. It suggests that preparing social studies teachers to enact curricula is more than a matter of assuring that they have enough work in the traditional academic subject. Three proposals are presented for improving teacher subject matter competence. The first proposal is facilitating a better alignment between the academic courses preservice teachers take and what they will be expected to teach. The second proposal is, in places where it is feasible, a blurring of the lines between subject matter and professional education. The third proposal is blending work done in teacher methods courses, educational foundations courses, and possibly even academic courses. (Contains 21 references.) (SM) ED477504 What Counts as Subject Matter Knowledge for Teaching? 2003-00-00 9 N/A 2004 2016-11-21

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No Adolescent Attitudes Adolescent Development Career Development Education Work Relationship High Schools Human Capital Longitudinal Studies Occupational Aspiration Parent Attitudes Part Time Employment Sex Differences Student Employment Student Surveys Student Volunteers Time Management Vocational Maturity Work Attitudes Work Experience Work Experience Programs Youth Employment Mortimer, Jeylan T. Books Reports - Research Life Transitions Unpaid Labor English This book reports on the Youth Development Study, which followed young people for more than a decade in St. Paul, MN, focusing on work experiences during high school. Chapter one, "Should Adolescents Work" discusses historical and contemporary studies, gender differences, controversies, and the cases for and against adolescent work. Chapter two, "The Youth Development Study," describes the research site, data collection, and subject retention methods. Chapter three, "Time Allocation and Quality of Work," discusses study measurements, types of first paid work, paid work during high school, and contrasts between current and historical work experiences. Chapter four, "The Ecology of Youthwork," describes family, school, and volunteer work and the balance between these and extracurricular and leisure activities. Chapter five, "Precursors of Investment in Work," discusses why teenagers want to work and the differences in experiences between youths of differing socioeconomic backgrounds. Chapter six, "Working and Adolescent Development," discusses the long- and short-term consequences of working during adolescence. Chapter seven, "The Transition to Adulthood," addresses the relationship of work to education, socioeconomic attainment, and family formation. Chapter 8, "Working and Becoming Adult," describes job changes over time, the psycho-social consequences of youth work, and policy implications. The document contains appendixes on panel selection and chapter notes, extensive references, and an index. (SLR) ED477505 Working and Growing Up in America. Adolescent Lives. 2003-00-00 ISBN-0-674-00923-1 283 Harvard University Press, Customer Service Department, 79 Garden Street, Cambridge, Massachusetts 02138 ($45). Tel: 800-405-1619 (Toll Free); Fax: 800-406-9145 (Toll Free); e-mail: customer.care@triliteral.org; Web site: http://www.hup.harvard.edu. N/A 2004 2016-11-21

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No Curriculum Development Elementary Education Foreign Countries Instructional Leadership Parent Participation Participative Decision Making Partnerships in Education School Based Management Student Participation Teacher Participation Koo, Marianne Reports - Research Speeches/Meeting Papers Hong Kong Hong Kong English This paper reports on a pilot study that emerged from two separate doctoral studies on teacher curriculum decision making and school-based management. The pilot study investigated the interface of curriculum making and educational partnership, noting conceptual and contextual links between the thinking and practice of teacher curriculum decision making and school-based management in Hong Kong. The first phase of the study, which occurred in an elementary school, examined curriculum leadership from the viewpoint of teachers, students, and parents. The second phase of the study will focus on a primary school with an Asian student population in Brisbane, Australia. Using narratives and conversations, the study analyzed and interpreted the ideas and efforts of teachers, students, and parents related to curriculum leadership. Results indicated that much work needs to be done to engage parents in active partnerships with the school. Parents felt that curriculum leadership was related to the issue of power and authority at a personal and school level. Teachers called for a whole-school approach to initiating innovative curriculum practices and invited active, authentic parent participation. Students were enthusiastic about engaging in a conversation about volunteer work and authentic contribution to the school. (Contains 29 references.) (SM) ED477506 Theorising Curriculum Leadership: A Shared Agenda in the Context of School-Based Management. 2003-04-21 16 N/A 2004 2016-11-21

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Yes Educational Improvement Elementary Education Instructional Leadership Leadership Qualities School Restructuring Teacher Leadership Davidson, Betty M. Dell, Geralyn L. Reports - Research Speeches/Meeting Papers English This study investigated how the Accelerated Schools Project (ASP) school restructuring model fostered the capacity for teachers to become leaders, noting improvements that happened as a result of teachers becoming leaders. Data came from three rural ASP schools attended by low socioeconomic status PreK-6 students. Interviews with teachers and the principal from each school examined teachers' roles prior to implementation of the ASP and tools the process provided that enabled them to develop leadership skills. Information on student improvement from standardized test scores, student attendance rates, and school performance score were used to compare overall achievement during 1999-00 and 2001-02. Three themes emerged: four embedded leadership components (the ASP training exposing teachers to ASP principles and values, utilization of the inquiry process, expectations for the role of the coach, and cadre membership); action plans developed and implemented by cadres to improve student learning; and improvement of scores on state and national standardized tests and attainment of the growth target on the state's school accountability report card. These tools were the building blocks for creating teacher leadership within the schools. This leadership formed the foundation for transforming classroom teaching. Teachers were considered a major part in making decisions, researching, inquiring, mentoring, developing curriculum, and facilitating professional development. (Contains 24 references.) (SM) ED477507 A School Restructuring Model: A Tool Kit for Building Teacher Leadership. 2003-04-22 28 N/A 2004 8/19/2004 21:40:53 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Community Centers Elementary Education Experiential Learning Informal Education Local Government Museums Play Socialization Teaching Methods Youth Agencies Silberman-Keller, Diana Reports - Descriptive Speeches/Meeting Papers English This study examined characteristic attributes of non-formal education and the non-formal pedagogy directing its teaching and learning processes. Data were collected on organizational and pedagogical characteristics in several out-of-school organizations (youth movements, youth organizations, community centers, bypass educational systems, local government agencies offering cultural and other activities geared to youth, and museums of art, science, and history with educational departments or branches). Interviews with key players focused on what was being taught, who the teachers were, how teaching was accomplished, and how the organizations understood their role in facilitating teaching and learning. Texts pertaining to the educational organizations were also reviewed. Results highlighted consistently recurring activities, values, and behaviors. Four major genres were revealed: the generative element genre, the administrative-organizational genre, the genre of informal learning, and the genre of the social function of non-formal education. Characteristic practices in non-formal pedagogy included practices that: initiated and fostered images of time and place; engendered phenomenological processes of teaching and learning through which knowledge was singularly negotiated; applied dialogue and conversation in teaching and learning processes; and used play to shape the bond between reality and probability by expanding the notion of what was considered within the bounds of plausible reality. (SM) ED477508 Toward the Characterization of Non-Formal Pedagogy. 2003-00-00 55 N/A 2004 8/19/2004 21:40:56 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Classroom Techniques Higher Education Preservice Teacher Education Secondary Education Self Efficacy Student Teaching Teacher Effectiveness Chambers, Sharon M. Reports - Research Speeches/Meeting Papers English This study investigated whether the length of a teacher education program would affect student teachers' self-efficacy and classroom management beliefs, noting whether there were differences between students who had been in one semester versus two semesters of student teaching in regard to classroom management and self-efficacy beliefs. During the spring and fall semesters, 55 secondary teacher education students from a mid-sized Texas university participated in the study. Participants included 28 who were completing the traditional two-semester student teaching program and 27 who were completing the one-semester program. Students in the one-semester program had the same experiences as those in the two-semester program through an intensified semester. Near the end of the student teaching semesters, students completed two questionnaires, the Attitudes and Beliefs on Classroom Control Inventory and the Teacher Efficacy Scale. Data analysis indicated that there were no differences in the belief systems of students who participated in the two-semester versus one-semester programs. (Contains 23 references.) (SM) ED477509 The Impact of Length of Student Teaching on the Self-Efficacy and Classroom Orientation of Pre-Service Teachers. 2003-00-00 17 N/A 2004 8/19/2004 21:40:58 RIEJAN2004 Paper presented at the Annual Meeting of the Southwest Educational Research Association (San Antonio, TX, February 13-15, 2003).

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Yes Beginning Teacher Induction Beginning Teachers Elementary Secondary Education Mentors Program Effectiveness Program Evaluation State Programs Teacher Supply and Demand Teacher Surveys Suters, Leslie A. Kershaw, Cheryl Reports - Evaluative Speeches/Meeting Papers Tennessee Tennessee English Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in establishing professional and social supports for the first years of teaching and developing a broad-based understanding of and support for the need for improving the preparation of teachers for urban contexts that involves the Tennessee State Department of Education, business and community leaders, and national organizations. Data were obtained for mentors and novice teachers in the 11 Knox County, Tennessee schools that participated in the program in its first 2 years. In all, 84 novice teachers were affected by the mentor program in its first 2 years. The study includes data provided by 42 urban specialists who participated as mentors. Survey responses from teachers showed overall positive responses to the program, with appreciation for the mentoring received. The impact of the program, in terms of teacher turnover, was difficult to determine, as departing teachers generally do not say why they leave. The program did appear to have positive effects on the professional work and growth of mentors, and post assessment data from mentors was positive. Teacher and mentor surveys are attached. (SLD) ED477510 Mentoring: Findings from a Title II Teacher Quality Enhancement Grant. 2002-11-00 22 N/A 2004 2016-11-21

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Yes Access to Computers Distance Education Educational Change Educational Technology Educational Trends Elementary Secondary Education Higher Education Internet Online Courses Technology Uses in Education Web Based Instruction Ely, Donald P. Books ERIC Publications Reports - Evaluative ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This book provides an overview of current applications of technology in education; it is organized in eight chapters covering the following trends. (1) There is near saturation of computers in K-12 schools, while higher education institutions report moderate saturation. Students and teachers have almost universal access to computers, many of which are connected to the Internet. (2) The Internet has become a major source of information for students and teachers. In higher education, the use of the Internet to deliver instruction has been steadily growing. (3) Video materials are increasingly being delivered by a variety of distribution systems, such as video streaming on the Web, video conferencing, synchronous teaching and learning by closed circuit, broadcast and satellite television systems. Use of video in classrooms and independent study spaces has leveled off. (4) More community organizations than ever are promoting and supporting the use of technology for teaching and learning in schools, colleges and the public sector. Policy organizations have joined the chorus of voices that advocate more and better use of technology in schools and higher education. (5) The home has become a classroom for children and adults. Distance education has become a significant provider of instruction through the use of technological media. (6) New delivery systems have stimulated the development and use of technological applications for teaching and learning. Foremost among them are wireless devices, such as laptop and handheld computers. (7) Opportunities for teachers to become competent in the use of technology for teaching and learning have increased substantially, resulting in greater and improved use in education. (8) More than ever, reputable organizations perceive the use of instructional technology in schools, colleges, and the public sector as a vehicle for education reform. (Contains 61 references.) (MES) ED477511 Trends in Educational Technology. Fifth Edition. 2002-00-00 Department of Education, Washington, DC. ISBN-0-937597-54-6 59 ERIC Clearinghouse on Information & Technology, 621 Skytop Road, Suite 160, Syracuse University, Syracuse, NY 13244-5290 ($10 plus shipping). Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; Web site: http://www.ericit.org. N/A 2004 8/19/2004 21:41:02 RIEJAN2004 ED-99-CO-0005 For earlier editions, see ED 308 858, ED 346 850, and ED 396 717.

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No Computer Attitudes Educational Technology Elementary Secondary Education Equal Education Internet Public Schools Student Surveys Tables (Data) Teacher Surveys Technology Uses in Education Hart, Holly M. Allensworth, Elaine Lauen, Douglas L. Gladden, Robert M. Reports - Research Access to Technology Consortium on Chicago School Research, IL. English With expectations for technology use and its potential costs continuing to rise, the Consortium on Chicago School Research sought to provide baseline information on educational technology--the use of computers and the Internet for instructional purposes--in Chicago public schools. Three questions were addressed in a year-long study that included both quantitative and qualitative analyses: (1) What are the current levels of technology availability and use? (2) Are availability and use distributed equitably across students, teachers, and schools in the district? and (3) What essential organizational supports are necessary to encourage technology use in schools? These topics were examined by looking at nearly 100,000 responses to the Consortium's biannual survey of teachers and students in 434 of Chicago's schools, in addition to other administrative data. Further insight was gained through site visits to schools with model technology programs. (Contains 18 references.) (MES) ED477512 Educational Technology: Availability and Use in Chicago's Public Schools. 2002-09-00 Chicago Urban League, IL. 83 Consortium on Chicago School Research, 1313 East 60th St., Chicago, IL 60637 ($10 plus shipping). Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org/. N/A 2004 2016-11-21

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Yes Distance Education Foreign Countries Higher Education Management Systems Online Courses Systems Development Technology Uses in Education Web Based Instruction World Wide Web Paulsen, Morten Keegan, Desmond Dias, Ana Dias, Paulo Pimenta, Pedro Fritsch, Helmut Follmer, Holger Micincova, Maria Olsen, Gro-Anett Collected Works - General Reports - Descriptive Instructional Management Systems Europe ISSN-1435-9340 Fern Univ., Hagen (Germany). Inst. for Research into Distance Education. English This document contains the following papers on Web-based education systems in Europe: (1) "European Experiences with Learning Management Systems" (Morten Flate Paulsen and Desmond Keegan); (2) "Online Education Systems: Definition of Terms" (Morten Flate Paulsen); (3) "Learning Management Systems (LMS) Used in Southern Europe" (Ana Dias, Paulo Dias, Pedro Pimenta); (4) "The Use of Learning Management Systems in North Western Europe" (Desmond Keegan); (5) "The Use of Learning Management Systems in Germany" (Helmut Fritsch, Holger Follmer); (6) "An Analysis of Online Education and Learning Management Systems in the Nordic Countries" (Morten Flate Paulsen); (7) "The ABCs of E-Learning: The Use of Learning Management Systems in the Czech Republic and Slovakia" (Maria Micincova); and (8) "Stand Ready? Emerging E-Learning Standards in a Pedagogical Perspective" (Gro-Anett Olsen). (MES) ED477513 Web-Education Systems in Europe. ZIFF Papiere. 2002-10-00 169 N/A 2004 2016-11-21

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Yes Developing Nations Economic Development Foreign Countries International Cooperation Policy Formation Science and Society Technology Technology Transfer Zhou, Yiping, Ed. Gitta, Cosmas, Ed. Collected Works - Serials Technology Role India Latin America Science Policy Technology Policy India ISSN-0259-3882 United Nations Development Programme, New York, NY. English This journal special issue contains the following articles on the role of science and Technology in accelerating sustainable development in the countries of the South: (1) "The History and Urgency of South-South Cooperation in Science and Technology" (John F.E. Ohiorhenuan, Amitav Rath); (2) "Challenges, Opportunities and Strategies: South-South Cooperation in Science and Technology in the 21st Century" (Mohamed H.A. Hassan); (3) "Change of Paradigm in Science and Technology Policy" (Carlota Perez); (4) "How Can South-South Cooperation Contribute to a Knowledge-Based Development Strategy?" (Clive Thomas); (5) "Some Principles, Criteria and Priorities for Knowledge Sharing in Science and Technology" (Jorge Ahumada-Barona); (6) "Some Priority Sectors and Specific Actions for South-South Science and Technology Cooperation" (Ousmane Kane); (7) "Knowledge-Based Industrial Development and South-South Cooperation" (Lynn K. Mytelka, John F.E. Ohiorhenuan); (8) "Cooperation in Science and Technology: Definitions, Questions and Visions" (Joseph O. Okpaku, Sr.); (9) "From Imitation to Innovation: Technology Transfer and Adaptation North-South and South-South" (Hokoon Park); (10) "S&T Innovation and Cooperation in Latin America" (Guilherme Ary Plonski); and (11) "India's Experience with TCDC" (Ashok Parthasarathi). A summary of current trends, perspectives, and events is also included. (MES) ED477514 Designing the Future: South-South Cooperation in Science and Technology. Cooperation South n1 2000 2000-00-00 129 For full text: http://tcdc.undp.org/tcdcweb/coop_south_journal/index.html/. N/A 2004 2016-11-21

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Yes Developing Nations Economic Development Foreign Countries Information Technology International Cooperation Technology Transfer Telecommunications Gitta, Cosmas, Ed. Collected Works - Serials Technology Role Africa Arab States Asia Latin America Africa Asia ISSN-0259-3882 United Nations Development Programme, New York, NY. English This journal special issue contains the following articles on the role of information and communications Technology (ICT) in development in the countries of the South: (1) "Digitally Empowered Development" (Allen L. Hammond); (2) "Global E-Commerce Policies Seen from the South" (Somkiat Tangkitvanich); (3) "Building Foundations for E-Commerce in Hong Kong" (Judith Hollows, Chun Kit Lok); (4) "Making the Software Industry 'Open'" (Edward White); (5) "Electronic Democracy: Buenos Aires and Montevideo" (Susana Finquelievich); (6) "Educating Citizens of the Global Learning Society" (Michel J. Menou); (7) "Reaching the Last Mile" (Carlos A. Gamboa, Ron Laporte, Francois Sauer); (8) "Afriboxes, Telecenters, Cybercafes: ICT in Africa" (Mike Jensen); (9) "Paths Beyond Connectivity: Experience from Latin America and the Caribbean" (Ricardo Gomez, Juliana Martinez, Katherine Reilly); (10) "Creating a Knowledge-Based Labour Force in Asia" (Meheroo Jussawalla, Rana Hasan); and (11) "From Medieval to Modern Times: Information in the Arab World" (Hamid Mowlana). A summary of current trends, perspectives, and events is also included. (MES) ED477515 Getting Connected: Information and Communications Technology for Development. Cooperation South n1 2001 2001-00-00 167 For full text: http://tcdc.undp.org/tcdcweb/coop_south_journal/index.html/. N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Advanced Placement Advanced Placement Programs Audiovisual Aids Educational Technology Field Dependence Independence High Schools National Standards Science Instruction Secondary School Science Sex Differences Technology Integration Technology Uses in Education Myers, Mark D. Reports - Descriptive Video Technology English This report discusses a proposed research project to study the integration of video technology to reinforce the National Science Education Standards in Advanced Placement (AP) classes in low socio-economic schools in Indiana. The report begins with overviews of AP in Indiana, the National Science Education Standards, and research relevant to the applications of video technology in science classrooms. Three project objectives are then discussed: (1) to measure the achievement levels of students who are exposed to authentically integrated audiovisual materials; (2) to examine the achievement in AP science classes and look at the effects of video instruction on gender; and (3) to classify students as field-independent or field-dependent and measure achievement levels based on AP test scores and grade point averages. (Contains 26 references.) (MES) ED477516 Authentic Integration of Video Technology To Reinforce the National Science Education Standards in Advanced Placement Science Classes in Low Socio-Economic Schools. 2002-00-00 12 N/A 2004 2016-11-21

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Yes Classification Curriculum Development Instructional Design Instructional Development Instructional Systems Models Systems Approach Gustafson, Kent L. Branch, Robert Maribe Books Information Analyses ERIC Publications ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This text, now in its fourth edition, provides an understanding of the diversity and use of models used to portray the instructional development (ID) process, while reflecting the many changes in the field that have occurred since publication of the last edition in 1997. Beginning with the belief that an ID model should be selected based on the specific context of the project, a classification schema for ID models is presented that indicates whether a given model is best applied to: (1) developing individual classroom instruction; (2) products for implementation by users other than the developers; or (3) large and complex instructional systems directed at an organization's problems or goals. A schema that will help guide the way in which instructional development models are adopted or adapted is offered. The authors also present a brief history of ID models, explore numerous examples from each of the three categories in the schema, and discuss the latest trends in instructional development affecting the use of ID models. (Contains 55 references.) (MES) ED477517 Survey of Instructional Development Models. Fourth Edition. 2002-00-00 Department of Education, Washington, DC. ISBN-0-937597-55-4 92 ERIC Clearinghouse on Information & Technology, 621 Skytop Road, Suite 160, Syracuse University, Syracuse, NY 13244-5290 ($20 plus shipping). Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; Web site: http://www.ericit.org/. N/A 2004 8/19/2004 21:41:17 RIEJAN2004 ED-99-CO-0005 With a foreword by Robert A. Reiser. For the third edition, see ED 411 780.

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No Educational Technology High Schools Information Technology Multimedia Instruction Online Courses Technology Uses in Education Web Based Instruction World Wide Web Bruning, Roger, Ed. Horn, Christy A., Ed. PytlikZillig, Lisa M., Ed. Books Collected Works - Proceedings English This volume contains the proceedings from the 2002 Nebraska Symposium on Information Technology in Education. The book includes the following chapters: (1) "Research on Web-Based Learning: A Half-Full Glass" (Richard E. Clark); (2) "Nine Ways To Reduce Cognitive Load in Multimedia Learning" (Richard E. Mayer, Roxana Moreno); (3) "Technology: The Great Equalizer?" (Eric J. Jolly, Christy A. Horn); (4) "InfoGather: A Tool for Gathering and Organizing Information from the Web" (L. Brent Igo, Roger Bruning, Matthew McCrudden, Douglas F. Kauffman); (5) "ThinkAboutIt! A Web-Based Tool for Improving Critical Thinking" (Steve Lehman, Roger Bruning, Christy A. Horn); (6) "Teachers, Technology, and Students at Risk" (Lisa M. PytlikZillig, Christy A. Horn, Mary Jane White); (7) "At Risk in Cyberspace: Responding to At-Risk Students in Online Courses" (Christy A. Horn, Lisa M. PytlikZillig, Roger Bruning, Douglas F. Kauffman); (8) "Engineering Issues and Perspectives in Developing Online Courses" (Arthur I. Zygielbaum); (9) "The Pedagogical Impact of Course Management Systems on Faculty, Students, and Institution" (Charles J. Ansorge, Oksana Bendus); (10) "Technological Indicators of Impact of Course Management Systems" (Ashok Samal, Bhuvaneswari Gopal); (11) "Intellectual Property Considerations for Online Educational Multimedia Projects: What You Don't Know Could Byte You" (Turan P. Odabasi); (12) "Lessons Learned on the Line: Working with Web-Based Courses" (Patricia B. Campbell, Lesley K. Perlman, Earl N. Hadley). Each chapter contains references. Includes author and subject indexes. (MES) ED477518 Web-Based Learning: What Do We Know? Where Do We Go? Nebraska Symposium on Information Technology in Education (1st, Lincoln, Nebraska, May 15-17, 2002). 2003-00-00 Department of Education, Washington, DC. ISBN-1-59311-002-2 275 Information Age Publishing, 80 Mason St., P.O. Box 4967, Greenwich, CT 06831 (paperback: ISBN-1-59311-002-2, $31.95; hardcover: ISBN-1-59311-003-0, $62.25). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com; e-mail: infoage@infoagepub.com. N/A 2004 8/19/2004 21:41:19 RIEJAN2004 R203D960003

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Yes Library Administration Library Associations Library Collection Development Library Funding Library Personnel Library Services Public Libraries Kotch, Marianne Guides - Non-Classroom Small Libraries Vermont Vermont Vermont State Dept. of Libraries, Montpelier. English This document contains brief answers to some of the most frequently raised issues related to running a small Vermont public library. Areas covered include accessibility, the American Library Association, automation, awards, binding, services for the blind and physically handicapped, the Board of Libraries, the Board of Trustees, book dealers, book mending, book prices, budgeting, building planning, calendars, certification, circulation procedures, collection development, community libraries, confidentiality, continuing education, cooperation with other libraries, copyright, the Department of Libraries, emergencies, envisioning excellence, the e-rate, ethics, fees, fines, friends of the library, gifts, grants, the Institute of Museum and Library Services, insurance, intellectual freedom, interlibrary loan, inventory, job descriptions, jobbers, large print books, librarian's duties, literacy, the Library Services and Technology Act, the Master of Library Science degree, the Northeast Documents Conservation Center, the New England Library Association, the open meeting law, out-of-town borrowers, overdues, National Library Week, performance evaluations, personnel, planning, policymaking, programming, public relations, reading, reference services, reviewing journals, safety, salaries, standards, statistics, tax exempt status, the Vermont Arts Council, the Vermont Automated Libraries Systems, the Vermont Center for the Book, the Vermont Council on the Humanities, the Vermont Library Association, the Vermont Library Trustees Association, volunteers, weights and measures, and who to call. (MES) ED477519 Vermont Public Library Almanac: A Compendium of Often-Answered Questions. 2nd Edition. 2002-09-00 Institute of Museum and Library Services, Washington, DC. 48 N/A 2004 2016-11-21

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Yes Beginning Teacher Induction Beginning Teachers Course Content Curriculum Development Educational Innovation Elementary Secondary Education Focus Groups Teacher Education Urban Teaching Suters, Leslie A. Kershaw, Cheryl Kronick, Bob Melear, Claudia T. Reports - Evaluative Speeches/Meeting Papers Tennessee Tennessee English Urban Impact is a Title II Teacher Quality Enhancement Act partnership grant supporting the development of new strategies and structures to strengthen the preparation and development of beginning teachers in urban settings in Tennessee. This study evaluated the success of Urban Impact in restructuring university coursework and university/school partnerships to better equip preservice teachers and beginning teachers with knowledge, skills, and abilities they will need to work with diverse student populations. It also addressed the development of a broad-based understanding of improvement of teacher preparation for urban contexts. The focus is on restructured university coursework for the University of Tennessee, Knoxville, and the Knox County, Tennessee, public schools. The university implemented some curricular changes, and this study evaluated their impacts on 15 preservice secondary school teachers and 3 preservice elementary school teachers. Innovations included: (1) a community-based field experience for secondary science teachers; (2) internship coursework in service learning; (3) internship experience in community mapping; (4) a field experience prison visit; (5) a co-teaching model for secondary science teaching interns; and (6) other innovations that increased community participation for teacher interns. Survey and focus group information from preservice teachers indicated their general approval of these programs and the belief that the innovations were helpful in preparing to teach diverse groups of students. Surveys for the various innovative programs are attached. (Contains 1 table and 16 references.) (SLD) ED477520 Curricular Innovations: Findings from a Title II Teacher Quality Enhancement Grant. 2002-11-00 24 N/A 2004 2016-11-21

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No Bilingual Teachers Elementary School Teachers Schools of Education Secondary School Teachers Special Education Teachers Teacher Supply and Demand Capa, Yesim Loadman, William E. Bryant, B. J. Reports - Research Speeches/Meeting Papers English Every year the American Association of Employment in Education (AAEE) conducts a survey of the status of teacher supply and demand in the United States. In 2001, the 25th annual survey sent a survey instrument to 1,265 teacher preparation institutions to study the supply side of teacher availability, and responses were received from 494 institutions (39%). Data were analyzed by the Research and Data Analysis Consultation Service at The Ohio State University. Data indicated that there are significant shortages in the supply of K-12 teachers and administrators. The survey indicates that 23.81% of the 63 teaching fields studied have a considerable shortage, especially English as a Second Language, special education, and bilingual education. Data indicate that 42.86% of fields experience some shortage. Results show that 33.33% of the teaching fields experience balanced supply and demand. These are generally larger fields, such as elementary education, and some specialized areas, like journalism, business education, and the arts. None of the fields fell into the categories of some or considerable surplus. Up-to-date and accurate information about teacher shortage and surplus is important for policy making and educational planning. (Contains 2 tables and 17 references.) (SLD) ED477521 Current Status of Teacher Shortage in the United States. 2002-04-00 15 N/A 2004 8/19/2004 21:41:25 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).

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Yes Elementary School Teachers Elementary Secondary Education Job Satisfaction Secondary School Teachers Special Education Special Education Teachers Teacher Supply and Demand Teacher Surveys Work Environment Sultana, Qaisar Reports - Research Speeches/Meeting Papers English This paper asserts that the shortage of special education teachers has been a national problem since the 1970s. This study sought to identify the factors that contribute to a high attrition rate of teachers and the positives of the teaching profession and to develop recommendations to attract more candidates to preservice teacher education programs. A research instrument of open-ended questions was prepared and sent to researchers' professional contacts in 49 schools in 17 Kentucky counties. Contact persons distributed the instrument to teachers with at least 3 years of experience. A total of 290 (210 regular and 80 special education) elementary, middle, and high school teachers participated. The highest attrition rate was attributed to the Kentucky Commonwealth Accountability Testing System, and the second largest factor cited was the Consolidated planning system. Professional development and low pay ranked third and fourth, and many other factors were identified. The biggest positives were seeing the children learn and grow, having a positive impact on children, and the school calendar (breaks and summer vacations). The three highest rated recommendations to attract more candidates to the profession were salary increase, removal of disruptive students, and reduction of paper work. Attention to these factors may help address the problem of teacher shortage. (SLD) ED477522 A Study to Examine the Problem of Teacher Shortage and Solutions. 2002-11-00 16 N/A 2004 8/19/2004 21:41:27 RIEJAN2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 6-8, 2002).

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Yes Administrator Behavior Elementary Secondary Education Principals Teacher Administrator Relationship Teacher Attitudes Teacher Persistence Teaching Conditions Richards, Jan Reports - Research Speeches/Meeting Papers English This study investigated K-8 teachers beliefs about their principals' behaviors and attitudes that encouraged them to remain in teaching. Teachers completed interviews that focused on principal behaviors, levels of support received, relationships between level of support and decision to stay in teaching, job satisfaction, job stress, and school commitment. From these interviews, a list of 22 principal behaviors was generated, then ranked by additional teachers and principals. Results indicated that positive teacher-principal relationships related to satisfied teachers, who were likely to stay, high levels of school morale, and teachers who worked harder to meet their students' needs. Teachers did not feel supported by principals who did not practice and take seriously what they considered to be two of the five most important behaviors: supporting teachers with parents and supporting teachers in matters of student discipline. Teachers who reported having supportive principals mentioned that their principals were highly visible and gave suggestions and guidance. They felt respected, and in turn, they respected, liked, and listened to their principals. Teachers who reported having unsupportive principals felt that their judgment was not respected, they did not feel trusted, and they did not feel a high degree of trust in their principals. The interview questions are attached. (Contains 16 references.) (SM) ED477523 Principal Behaviors That Encourage Teachers To Stay in the Profession: Perceptions of K-8 Teachers in Their Second to Fifth Year of Teaching. 2003-00-00 32 N/A 2004 8/19/2004 21:41:29 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Support provided by Pi Lambda Theta, International Honor Society and Professional Association in Education.

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Yes Culturally Relevant Education Diversity (Student) Middle School Teachers Middle Schools Reading Material Selection Secondary Education Secondary School Teachers Textbook Selection Textbooks Urban Schools Walker, Nancy T. Bean, Thomas W. Reports - Research Speeches/Meeting Papers Cultural Capital English This case study of three content area teachers in one middle school and two high schools examined their use of multiple texts in the classroom. The teachers represented three content areas: physics, history, and English. Data were collected via surveys, e-mail exchanges, participant observations, field notes, and semistructured interviews. Data analysis indicated that content area teachers' use of multiple texts could be placed on a continuum indicating degrees of multiple text usage in their classrooms. The continuum was shaped by teachers' beliefs in text use, by student engagement, and by its use as a tool to strengthen cultural capital in the classroom. Each teacher managed to resist or disrupt strong institutional forces, while using texts to produce an environment that valued students' cultural capital in their classrooms. By incorporating multiple texts into their classroom curricula, each teacher broadly defined multiple text usage in the classroom while enhancing students' interest and engagement. Teachers' usage of multiple texts disrupted the idea that one text meets the needs of all students. While teachers incorporated multiple texts into their classrooms, they also demonstrated the necessity of tending to standards and assessments, and they supported the call for multiple texts connecting to information and technology. (Contains 47 references.) (SM) ED477524 Multiple Uses of Texts in Content Area Teachers' Classrooms. 2003-04-23 29 N/A 2004 2016-11-21

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Yes Academic Achievement Adolescents Elementary Secondary Education Enrollment Trends Gender Issues Grades (Scholastic) Scores Sex Differences Student Attitudes Student Evaluation Student Participation Du, Yi Weymouth, Christine M. Dragseth, Kenneth Reports - Research Speeches/Meeting Papers Edina Public Schools MN English This study examined gender issues in public education, focusing on the Edina Public Schools, Minnesota. Data gathered from district, state, national, and international sources included student enrollment, student participation in school or district programs, grades from school report cards, standardized test scores, and perceptions and attitudes from surveys on gender similarity and differences. Statewide and national data from the NAEP were also collected. Overall, gender differences in perspectives of environment and student behavior took hold during adolescence. Males and females had unique, equally painful problems. Three times as many boys as girls were in special education. Language arts and social studies were a more female province, while computer science, economics, and sciences were a male province. Girls were more engaged in school and classroom learning, worked harder, and received higher grades and more recognition than boys. Boys were much more likely to be suspended, had more incidents of ill-disciplined and risk taking behaviors, and were more impulsive. Few differences were found in developmental cognitive abilities in the verbal skills. Average academic achievement was similar for boys and girls. However, a disproportionate number of boys performed at the lowest-achieving level, and a disproportionate number of girls performed at or above the highest-achieving level. (Contains approximately 180 references.) (SM) ED477525 Gender Differences and Student Learning. 2003-04-22 53 N/A 2004 2016-11-21

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Yes Classroom Techniques Early Childhood Education Elementary Education Feedback Foreign Countries High Risk Students Interpersonal Communication Small Group Instruction Special Education Student Behavior Student Participation Teacher Behavior Teacher Student Relationship Teaching Methods Young Children van der Aalsvoort, G. M. Reports - Research Student Engagement Netherlands Netherlands English This study examined teachers' and young students' behaviors in the classroom, focusing on at-risk students in four mainstream and eight special institutions in one Dutch city. The study investigated whether there was a relationship between type of institution and teaching methods. Researchers examined quality of interaction, classroom practice, and small group work, identifying processes that elicited effective student participation. Data were collected on teachers from 12 institutions using observation of classroom climate, teacher-student interactions, student persistence, and teacher and student verbal behaviors. Data analysis indicated that teachers in special institutions differed from teachers in mainstream institutions with respect to pedagogical atmosphere in the classroom. Teachers offered more security in special institutions. Verbal behavior differed between types of schools. Teachers from special institutions used more informative feedback during small group work and less neutral feedback than teachers from mainstream schools. There were no differences in student behavior between schools. All students showed high persistence and sufficient orientation toward the teacher in small groups. Teachers controlled the materials presented in 75 percent of mainstream and 50 percent of special settings. (Contains 27 references.) (SM) ED477526 Different Types of Education: A Means for Diversity in Teaching or a Matter of Situated Teaching Only? 2003-04-15 18 N/A 2004 2016-11-21

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Yes Action Research College School Cooperation Dialogs (Language) Educational Change Faculty Development Higher Education Middle Schools Partnerships in Education Preservice Teacher Education Professional Development Schools Student Teachers Balach, Claudia A. Szymanski, George J. Reports - Research Speeches/Meeting Papers Collaborative Research Learning Communities English A team of preservice and inservice teachers, an administrator, and a university professor planned and implemented a collaborative action research study in a suburban middle school that was part of a Professional Development School. This study documented the growth of the group as a professional learning community. Data collection involved pre- and posttest surveys and examination of participants' ongoing reflections and personal stories. Results indicated that the group made notable advances in the development of dialogic skills, a shared understanding of how teachers must lead a life of the mind, and realization of how to create a context that supported change. Preservice teachers had been used to more discussion than dialogue, and the idea of everyone listening to each other and suspending judgment throughout came as a surprise to them. Frequently teachers, particularly novices, became bogged down by the day-to-day minutia rather than viewing their profession through the lens of their intellect. The study helped preservice teacher develop their intellectual capabilities. It also helped participants at all levels become aware of how to create a context that supported change. (Contains 28 references.) (SM) ED477527 The Growth of a Professional Learning Community through Collaborative Action Research. 2003-04-22 61 N/A 2004 2016-11-21

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Yes Educational History Elementary Secondary Education Humanism Language Arts Liberal Arts Teaching Methods Hamilton, David Reports - Descriptive Speeches/Meeting Papers Ramus (Peter) English This paper examines educational practice between 1450-1650, highlighting 16th century educationist, Peter Ramus, whose work is remembered in the "History of Western Philosophy" as fostering a "pedagogic marvel." Ramus' work has received scant attention from English-speaking educationists, and his niche within the educational pantheon is unrecorded. This paper examines why Ramus' work has been screened from the attention of educationists and what the relationship is between humanism, Ramus' pedagogic marvel, and, in the words of Walter Ong, "the logic of the schools." Starting with the liberal arts, which came to prominence in the Middle Ages, the paper sketches changes that occurred between 1450-1650, linking these developments to insights about Ramus generated by Ong in 1958. Finally, the paper discusses why Ramus' work has suffered at the hands of 19th and 20th century humanist scholarship. It suggests that, under the influence of Valla, Agricola, and Ramus, among others, the language arts of the trivium were gradually transformed into the instructional methods of the Renaissance and Reformation. In turn, these methods served as paradigms in the subsequent history of modern schooling. (Contains 35 references.) (SM) ED477528 Instruction in the Making: Peter Ramus and the Beginnings of Modern Schooling. 1999-03-08 18 N/A 2004 2016-11-21

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Yes Blacks College Presidents Educational Administration Higher Education Fikes, Robert, Jr., Comp. Reference Materials - Directories/Catalogs English This document is a comprehensive list of black presidents and other chief executive officers of majority non-black colleges and universities from 1973 to 2003. The official, the institution, and the year of appointment or beginning of term are provided. The list contains 185 administrators, some of whom held more than one such position. (SLD) ED477529 A Comprehensive List of Black Presidents and Other CEOs of Majority Non-Black Colleges and Universities, 1873-2003. 2003-05-00 8 N/A 2004 8/19/2004 21:41:43 RIEJAN2004

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No College Faculty College Students Higher Education Instructional Effectiveness Learning Mathematics Instruction Kahn, Peter, Ed. Kyle, Joseph, Ed. Books Collected Works - General Guides - Non-Classroom United Kingdom United Kingdom English The chapters of this collection serve as a guide to teachers of mathematics in the United Kingdom at the undergraduate and postgraduate levels. Chapters of part A, "Issues in Learning and Teaching," are: (1) "The Transition to Higher Education" (John Appleby and William Cox); (2) "The Genesis of Mathematical Structures" (Robert Burn); (3) "Developing Active Learners" (Afzal Ahmed, Derek Holton, and Honor Williams); (4) "Assessment in Mathematics" (Clifford Beevers and Jane Paterson); (5) "The Use of Computer Algebra Systems" (David Poutney, Carl Leinbach, and Terence Etchells); (6) "Developing Transferable Skills: Preparation for Employment" (Neil Challis, Harry Gretton, Ken Houston, and Neville Neill); (7) "Designing Courses with a Sense of Purpose" (Peter Kahn); (8) "Enhancing the Total Learning Environment for Students" (Peter Petocz and Anna Reid); and (9) "Reflection in and on Practice" (John Mason). Part B, "Learning and Teaching in Context," contains: (10) "Numeracy in Higher Education" (Janet Duffin); (11) "Mathematics: The Teaching, Learning, and Support of Non-specialists" (Tony Croft); (12) "Mathematical Modeling Skills" (Stephen Hibberd); (13) "Ideas for Improving Learning and Teaching of Statistics" (Neville Davies); (14) "Proof and Reasoning" (Joseph Kyle); and (15) "Making Learning and Teaching More Effective" (Peter Kahn and Joseph Kyle). An appendix contains a guide to mathematics resources on the Internet. Each chapter contains references. (SLD) ED477530 Effective Learning & Teaching in Mathematics and Its Applications. 2002-00-00 ISBN-0-7494-3569-0 220 Stylus Publishing Inc., 22883 Quicksilver Drive, Sterling, VA 20166-2012 ($35). Tel: 800-232-0223 (Toll Free); Web site: http://www.styluspub.com. N/A 2004 2016-11-21

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Yes Comparative Analysis Educational History Educational Quality Foreign Countries Higher Education Institutional Characteristics Private Colleges Public Colleges Arslan, Hasan Reports - Descriptive Speeches/Meeting Papers Turkey Turkey English This paper asserts that there have not been adequate studies about the comparative quality of Turkish universities to provide information and data for prospective students, advisors, university administrators, and policymakers. Turkey has more than 70 state and private universities. Most of these are relatively new, although Turkish higher education dates back to the 11th century, Higher education quality assessment, rating, and ranking research would facilitate competition among higher education institutions and provide the basis for further studies of Turkish higher education. (Contains 23 references.) (SLD) ED477531 Quantity versus Quality in Turkish Higher Education. 2002-11-00 15 N/A 2004 2016-11-23

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Yes Higher Education Paying for College Public Colleges Student Costs Student Financial Aid Goff, Donald Gary Reports - Research Affordability English This study compared and contrasted data reports of two national policy centers on the affordability of public higher education. The study examined cost findings of the National Center for Educational Statistics (NCES) and the major affordability findings of the National Center for Public Policy and Higher Education (NCPPHE). Both policy centers provided information that the cost and price of higher education had risen between 1992 and 2000. The NCPPHE reported a 41% increase, and the NCES reported only an 8% increase in constant dollars.Conflicting data on the net price of higher education for low-income families was provided by the two policy centers. The NCES provided data that the net price had declined 11% in constant dollars between 1992 and 2000, but the NCPPHE data indicated that the net price had risen slightly in constant dollars, and that students and their families were incurring larger debt due to the change in financial aid strategy from offering grants to greater reliance on loans. Accounting practices in reporting cost and price data by different survey instruments and audiences appears to account for discrepancies between the two reporting systems. (SLD) ED477532 What's the Issue about Affordability of Public Higher Education? 2003-00-00 10 N/A 2004 2016-11-21

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No College Faculty Distance Education Educational Technology Graduate Students Higher Education Models Online Catalogs Professional Development Teacher Attitudes Teaching Methods Technological Advancement Mishra, Punya Koehler, Matthew J. Hershey, Kathryn Peruski, Lisa Reports - Research Speeches/Meeting Papers English Institutions of higher education must find ways to develop the expertise needed to teach in the online world. Rather than address the technology as a separate set of skills that can be addressed separately through workshops, this paper makes the case for approaches that consider how course content, pedagogical values, representations, and technology constrain each other in an online course. The paper describes the approach used in a course that teams senior education faculty and educational technology graduate students to design online learning environments. Six teams of one faculty member and three or four masters students worked on designing an online course. Results are presented from observations, surveys, and Web-site revisions to paint a portrait of the faculty and graduate student experiences. Experienced in teaching face-to-face, faculty members had to consider many ideas when their teaching practice was confronted with new technologies. They examined implicitly held beliefs about their teaching (content, pedagogy, and representation), became familiar with a number of technologies and their uses, and the constraints among technology, content, pedagogy, and representation. Graduate student co-designers also became more experienced with new technologies, but for many of them, it was also a look at how faculty members think about and negotiate relationships between course content and pedagogical representations. The paper concludes with a case study that portrays how one design group progressed through the design process. Appendixes contain the faculty and student surveys. (Contains 18 references.) (Author/SLD) ED477533 With a Little Help from Your Students: A New Model for Faculty Development and Online Course Design. 2002-04-00 23 N/A 2004 8/19/2004 21:41:50 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).

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No Arabs Citizenship Education Cultural Differences Diversity (Student) Elementary Secondary Education Equal Education Foreign Countries Higher Education Intergroup Relations Internet Jews Minority Groups Multicultural Education Peace Textbooks Iram, Yaacov, Ed. Wahrman, Hillel, Ed. Books Collected Works - General Bedouins Peace Education England Wales France Israel Palestine France Israel Palestine United Kingdom (England) United Kingdom (Wales) English This collection of papers provides an international perspective on minorities and peace and on the relationship between these two issues in education. The 14 papers are: (1) "Education of Minorities: Problems, Promises, and Prospects--An International Perspective" (Yaacov Iram); (2) "Cultural Recognition or Social Redistribution: Predicaments of Minority Education" (Gita Setiner-Khamsi); (3) "Multiculturalism and Civic Education in a Globalizing Economy" (Martin Carnoy); (4) "What Should Be the Foundations of Peace Education?" (Chadwick F. Alger); (5) "Education for Peace: Concepts, Contexts, and Challenges" (Lennart Vriens); (6) "Can Educational Improvement Equalize Minority Economic Opportunities? The Case of the United States" (Martin Carnoy); (7) "Cultural and Religious Minority Education in France: Limits to Diversity and Equality" (Leslie Limage); (8) "Recognizing and Educating Religious Minorities in England and Wales" (Leslie Francis); (9) "Minority Education in the Palestinian Authority" (Aziz Haidar); (10) "Promoting Intergroup Attitudes in Israel through Internet Technology" (Yaacov Katz and Yaacov Yablon); (11) "The Bedouin Community in the Israeli Negev: Educational and Community Characteristics" (Rivka Glaubman and Yaacov Katz); (12) "Jewish-Arab Relations and the Education System in Israel" (Majid Al-Haj); (13) "Is Silencing Conflicts a Peace Education Strategy? The Case of the 'Jewish State' Topic in Israeli Civics Textbooks" (Hillel Wahrman); and (14) "Jewish Education Worldwide: A Minority Educates Itself" (Walter Ackerman). (Papers contain references; the book contains author and subject indexes.) (SM) ED477534 Education of Minorities and Peace Education in Pluralistic Societies. 2003-05-30 ISBN-0-275-97821-4 304 Greenwood Publishing Group, P.O. Box 6926, Portsmouth, NH 03802-6926 ($69.95). Tel: 800-225-5800 (Toll-Free); Fax: 603-431-2214; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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Yes Academic Achievement Community Schools Educational Environment Elementary Secondary Education Parent Participation Partnerships in Education Program Evaluation School Community Relationship School Culture School Health Services Social Capital Student Motivation Urban Schools Blank, Martin J. Melaville, Atelia Shah, Bela P. Reports - Evaluative Coalition for Community Schools, Washington, DC. English This study reviews the research on community schools and reports on evaluations of community schools initiatives across the United States. It explains that community schools are important solutions in improving student learning. It uses research and evaluation data, as well as local school experiences, to illustrate why community schools are important to the education and development of all students. Five chapters address: (1) "The Community School Advantage" (e.g., building social capital, providing learning opportunities that develop academic and non-academic skills, and leading an effective school environment); (2) "The Conditions for Schooling" (e.g., students are motivated and engaged in learning, both in school and in community settings, and there is mutual respect and effective collaboration among parents, families, and school staff); (3) "The Impact of Community Schools: A Review of Current Evaluation Findings" (e.g., the impact of community schools in youth, families, schools, and communities); (4) "From Research to Practice" (e.g., connected learning experiences and community partnerships); and (5) "An Action Agenda" (e.g., a motivating vision and strategic organization and financing). Five appendices present: community school profiles and narrative overviews; community school evaluations (description, design, and findings); additional resources; national and local community school networks; and coalition for community school partners. Also appended is an executive summary. (Contains approximately 180 references.) (SM) ED477535 Making the Difference: Research and Practice in Community Schools. 2003-05-13 Charles Stewart Mott Foundation, Flint, MI. Ewing Marion Kauffman Foundation, Kansas City, MO. Carnegie Corp. of New York, NY. Annie E. Casey Foundation, Baltimore, MD. Polk Bros. Foundation, Chicago, IL. Nellie Mae Foundation, Braintree, MA. KnowledgeWorks Foundation, Cincinnati, OH. Lila Wallace/Reader's Digest Fund, Pleasantville, NY. ISBN-0-937846-11-2 153 Coalition for Community Schools, Institute for Educational Leadership, 1001 Connecticut Avenue, N.W., Suite 310, Washington, DC 20036 ($12). Tel: 202-822-8405; Fax: 202-872-4050; e-mail: ccs@iel.org; Web site: http://www.communityschools.org. N/A 2004 8/19/2004 21:41:55 RIEJAN2004

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Yes Academic Achievement Attendance Patterns Dropout Rate Elementary Secondary Education Enrollment Trends Hispanic American Students Low Achievement Poverty Public Schools State Standards Student Characteristics Student Mobility Truancy Valdez, Virginia Espino, Juan Numerical/Quantitative Data Reports - Research Illinois (Chicago) English This report analyzes data provided by the Chicago Public School System, Illinois on Latino majority schools, noting implications for the Latino community. Data come primarily from school year 2000-2001 and include 140 elementary schools and 16 high schools. Findings describe the composition of the Latino majority according to student enrollment, demographic characteristics, educational characteristics, school engagement, and academic achievement. Overall, the Latino majority elementary and high schools in Chicago are overcrowded and consist mostly of low-income and academically at-risk children and youth with high mobility rates and poor academic achievement. An overwhelming majority of these students do not meet or exceed the Illinois Learning Standards in reading or mathematics. Student test scores indicate that students perform worse as they progress to the next grade level. By the time they reach high school, 76-84 percent do not meet the Illinois Learning Standards in reading and mathematics. These Latino students also have high dropout rates and low graduation rates. School performance scores are appended. (SM) ED477536 Statistics for Latino Majority Schools in the Chicago Public Schools: A Closer Look. Part 2. 2003-05-00 Joyce Foundation, Chicago, IL. 32 Aspira Inc. of Illinois/Chicago Latino Educational Research Institute, 2435 North Western Avenue, Chicago, IL 60647. Tel: 773-252-0970; Fax: 773-252-0994; Web site: http://www.il.aspira.org/cleri.htm. N/A 2004 2023-09-30

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Yes Academic Achievement Dropout Prevention Hispanic American Students Homework Secondary Education Student Attitudes Student Participation Tutoring Valdez, Virginia Reports - Evaluative Student Support Services English This study examined the effectiveness of secondary school tutoring services in the Chicago Public Schools, Illinois. During school year 2001-2002, researchers surveyed 4,211 students from four Latino plurality high schools. Survey questions addressed tutoring services. Five student focus groups were held at one school. Results indicated that many students were not attending tutoring if they needed homework assistance. Students either relied on their teachers or no one at all to help them improve their academic performance. Results did not vary significantly by school, race/ethnicity, grade level, or grade point average (GPA). Focus group students stated that they did not attend tutoring because they did not learn anything and because the teachers did not know enough to help them. Over 30 percent of students had been recommended to receive tutoring services. Students with mixed race/ethnicity had the highest rate of recommendation. About 26 percent indicated that they had attended tutoring when they were recommended to receive it. Of the total respondents, 6 percent indicated that their tutor had helped them improve if they were failing a class. Results varied by school, race/ethnicity, grade level, and GPA. Most students stated that nobody had helped them improve if they were failing a class. Recommendations include: establish well-developed tutoring programs; hire professional tutors; and advertise tutoring services more effectively. (SM) ED477537 How Effective Are Schools' Tutoring Services? Issue Brief. 2003-04-00 8 Chicago Latino Educational Research Institute, Aspira Inc., of Illinois, 2435 North Western Avenue, Chicago, IL 60647. Tel: 773-252-0970; Fax: 773-252-0994; Web site: http://www.il.aspira.org/cleri.htm. N/A 2004 2016-11-21

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Yes Accountability Adolescents Beginning Teachers Bureaucracy Decentralization Diversity (Faculty) Diversity (Student) Elementary Secondary Education Equal Education Higher Education Politics of Education Poverty Preservice Teacher Education Social Bias Teacher Recruitment Teaching Conditions Urban Schools Haberman, Martin Reports - Descriptive English This paper asserts that the growth and maintenance of failed urban school districts that have miseducated minority children in poverty for over 50 years is a predictable, explainable phenomenon. The essay suggests that the extensive resources funneled into these systems are used for increasing district bureaucracies rather than improving education. It notes that the larger society provides institutional and cultural settings that protect, preserve, and enhance these failing urban school systems in order to provide a broad spectrum of constituencies with a set of unearned privileges. The most valuable of these is access to economic and ethnic forms of schooling for middle class Whites that is effective and leads to careers, higher education, and improved life opportunities. Part 1 provides examples of the processes that dysfunctional urban school bureaucracies use to survive and grow despite systematically harming the life opportunities of impoverished children and youth. Part 2 identifies constituencies who derive real benefits from supporting these failed systems. Part 3 analyzes processes employed by failing urban districts to prevent change and maintain the distribution of unearned privilege. Part 4 analyzes the role of teacher education in making urban schools more effective. Part 5 and the appendix propose what states can do to stop the massive miseducation of diverse, impoverished students in dysfunctional urban districts. (Contains 28 references.) (SM) ED477538 Who Benefits from Failing Urban School Districts? An Essay on Equity and Justice for Diverse Children in Urban Poverty. 2003-01-00 45 For full text: http://www.educationnews.org or http://www.habermanfoundation.org/research.asp?page=Research. N/A 2004 8/19/2004 21:42:01 RIEJAN2004

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Yes Acculturation Asian American Students Bilingual Students Cultural Differences Elementary Secondary Education English (Second Language) Higher Education Hmong People Limited English Speaking Paraprofessional School Personnel Racial Bias DePouw, Christin Reports - Research Speeches/Meeting Papers English Focus groups with Hmong American undergraduates examined their educational experiences in La Crosse, Wisconsin. Over 25 years after the first Hmong refugees arrived, cultural difference is still used to explain the status of Hmong communities. Hmong children are said to be excelling in school, though reports do not consider the high numbers of limited English proficient Hmong students who cannot take standardized tests. Hmong American students are often caught between many competing images of who they are and what their history is about. Profound cultural differences of neo-racism are often used to explain their educational experiences. They are constructed as being American in name but not possessing the cultural qualities needed to truly succeed as Americans. Students reported that their parents considered any departure from Hmong tradition a step toward delinquency. They noted that many of their teachers and administrators had little knowledge of Hmong culture or history, and they felt an extreme disconnect between home and school. Race was a central influence upon their schooling. Hmong American paraprofessionals were sometimes hired to further communication with parents and students, but students considered them ineffective. Maneuvering the borders of race, culture, class, and citizenship left these students feeling confused and often alone. (Contains 21 references.) (SM) ED477539 Familiar Foreign: Hmong American Students Engaging and Resisting America. 2003-04-00 18 N/A 2004 8/19/2004 21:42:03 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Bisexuality Elementary Secondary Education Homophobia Homosexuality Knowledge Level Minority Groups Preservice Teachers Racial Differences Sexual Harassment Sexual Orientation Teacher Attitudes Mudrey-Camino, Renee Reports - Research Speeches/Meeting Papers English Sexual minority youth (gay, lesbian, bisexual, transgendered, and questioning) function in a society that condones homophobia. Results of a research study conducted by J. Sears (1991) indicated that teachers often expressed that they should be more proactive, supportive, and committed to the welfare of all their students, but the realities of their professional intervention and support for homosexual students were quite different. This study examined the personal beliefs of 200 preservice educators from the Midwest about homosexuality and how these attitudes and feelings are actualized in the schools. Findings suggest that this sample differed little from the sample of the 1991 study. Preservice teachers in this study did obtain a higher percentage of correct answers when tested on their knowledge of homosexuality, which suggests that though becoming better educated on issues surrounding homosexuality, these future teachers did not incorporate this knowledge into their personal attitudes and feelings. While black preservice teachers and early childhood preservice teachers obtained higher mean scores on both attitudinal measures (attitudes toward homosexuality and index of homophobia), race was the only variable that proved to be statistically significant. The paper also discusses implications for future research. (Contains 1 figure, 6 tables, and 42 references.) (SLD) ED477540 The Educational Isolation of Sexual Minority Youth. 2002-10-17 37 N/A 2004 8/19/2004 21:42:05 RIEJAN2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, Ohio, October 16-19, 2002).

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Yes Cultural Relevance Educational Environment Educational Innovation Foreign Countries Outcome Based Education Parent Participation Poverty Rural Schools Secondary Education Secondary School Teachers Teacher Attitudes Teaching Conditions Test Construction Mailula, Esrom M. Laugksch, Rudiger C. Aldridge, Jill M. Fraser, Barry J. Reports - Research Speeches/Meeting Papers South Africa Student Support Services South Africa English This study examined secondary school teachers' perceptions of their school-level environment and its influence on implementation of outcomes-based education (OBE). Participating schools were in South Africa's Limpopo Province (one of its poorest rural provinces) and were implementing Curriculum 2005, a new outcomes-based approach to teaching and learning. This report examines the initial phase of the study, during which a questionnaire was designed to assess school-level factors likely to influence OBE implementation. A total of 403 teachers in 54 schools completed a modified version of the School-Level Environment Questionnaire. Modification included adding two scales relevant to the South African context (OBE Familiarity and Parental Involvement). Data analysis resulted in the acceptance of a seven-scale factor structure: OBE familiarity, resource adequacy, work pressure, student support, parental involvement, collegiality, and innovation. Each scale exhibited comparatively high internal consistency reliability and an ability to differentiate between the perceptions of teachers in different schools. There was a statistically significant difference between teachers' perceptions of their actual school environments and the environment they would prefer. Teachers preferred less work pressure and more of the other factors. OBE teachers experienced significantly more OBE familiarity and work pressure than teachers not involved in OBE. The teacher survey is appended. (Contains 30 references.) (SM) ED477541 School-Level Environment and the Implementation of Outcomes-Based Education in South Africa. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Citizenship Dropout Rate Dropouts Early Parenthood Employment Level Gender Issues Graduation Hispanic American Students Language Proficiency Low Achievement Peer Influence Predictor Variables Pregnancy Secondary Education Socioeconomic Status Substance Abuse Urban Education Egemba, Maria Olivia Crawford, James R. Reports - Research Speeches/Meeting Papers High School and Beyond (NCES) English This study examined factors associated with Hispanic students' high dropout rates, considering not only demographic factors but also the role of family background, early school experiences, and social influences in the high Hispanic student dropout rate. Data came from students in the High School and Beyond (HS&B) longitudinal study of the 1980 senior and sophomore student cohort. The 1980 sophomore cohort dataset was taken from a highly stratified national sample of this group of students, 10 years after high school. The HS&B survey included the 1980 senior class and sophomore class. Both cohorts were surveyed every 2 years through 1986, and the sophomore class was surveyed again in 1992. Of the 3,251 Hispanic students in the study population, 2,341 graduated from high school, and 910 dropped out. Analysis of data on those 910 students indicated that several factors significantly predicted Hispanic high school students' dropout rate: grade point average, socioeconomic status, employment, repeating a grade, citizenship, English proficiency, truancy, and urbanicity. Other contributing factors included gender, friends' and siblings' academic status, substance use, and pregnancy/fatherhood. (Contains 77 references.) (SM) ED477542 An Analysis of Hispanic Students' Drop Out Rates. 2003-04-00 58 N/A 2004 2016-11-21

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Yes Academic Achievement Black Students Culturally Relevant Education Elementary Education Low Income Groups Reading Achievement Student Needs Teacher Attitudes Teaching Methods Urban Schools Love, Angela Reports - Research Speeches/Meeting Papers English This study investigated the relationship between urban teachers' beliefs and student outcomes, reflecting teachers' beliefs related to the beliefs in previous qualitative literature on effective teachers of African American children. A subset of participating teachers surveyed in a larger study (46 out of 244) was identified from two of the original six elementary schools. The schools served predominantly African American students from low-income families. In the larger study, teachers beliefs about knowledge, teaching practices, and social relationships with students were collected. Standardized scores from the Iowa Tests of Basic skills were converted to z-scores for each student and used in the final hierarchical regression/correlational analyses. Data for each class were aggregated into mean achievement scores for math, reading, and language arts. Data analysis indicated that reading achievement significantly related to teachers' beliefs regarding the importance of students' cultural identity, students' individual needs, and strategies such as drill, practice, and peer learning experiences for lower-achieving students. (Contains 40 references.) (SM) ED477543 The Relationship between Teachers' Beliefs and Student Achievement in Two Primarily African American Urban Elementary Schools. 2003-04-00 41 N/A 2004 8/19/2004 21:42:11 RIEJAN2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 5, 2002).

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Yes Bilingualism Employees English (Second Language) Immigrants Labor Market Language Proficiency Language Usage Monolingualism Wages Fry, Richard Lowell, B. Lindsay Reports - Research English This study analyzed the size and characteristics of monolingual and bilingual workers, using the 1992 National Adult Literacy Survey, which contains questions on English language Usage, second language usage, and language proficiencies. Interviews with a nationally representative sample of the U.S. adult population (in English or Spanish) investigated demographics, educational attainment in the United States and abroad, current labor force status and earnings, weeks worked during the prior year, and political and social participation. Results indicated that fluently English monolingual workers were the largest single grouping, though a sizable number of workers were either bilingual or more proficient in the second language. A sizable share of the labor force was monolingual, but not highly English proficient. There were notable differences between groups in distribution and outcomes within the labor market. About 75 percent of all workers were fluently English monolingual, and 6.5 percent were proficiently bilingual in English and another language. Native born workers comprised the largest population of bilingual workers. Skill in a second language, if accompanied by high English proficiency, related to higher pay and earnings. Proficient bilingual workers had the highest average wages of any language skill group. English/Spanish bilinguals and Spanish dominant workers experienced the poorest labor market outcomes, mainly due to poor education. (Contains 10 references.) (SM) ED477544 The Characteristics of Bilingual and Monolingual U.S. Workers. 2003-00-00 14 N/A 2004 8/19/2004 21:42:13 RIEJAN2004

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Yes Curriculum Development Environmental Education Foreign Countries Middle Schools Secondary Education Teacher Competencies Cronin-Jones, Linda Penwell, Rebecca Hakverdi, Meral Cline, Shannon Johnson, Courtney Scales, Ingrid Reports - Research Speeches/Meeting Papers Latin America Caribbean English This research investigated the status of environmental education (EE) in private American and international middle and high schools throughout Latin America and the Caribbean. The study population consisted of all 50 dues-paying member schools in the Association of American Schools of Central America, Columbia-Caribbean, and Mexico (the Tri-Association). Members include 17 schools in Mexico; 8 schools in Columbia; 4 schools each in Costa Rica, Guatemala, and the Dominican Republic; 3 schools in Jamaica; 2 schools each in El Salvador, Honduras, and Venezuela; and 1 school each in Nicaragua, Haiti, Ecuador, and Panama. Results of the survey indicated that even in the best situations throughout Latin America, EE is being hindered by a lack of available quality regional EE curriculum materials, lack of access to teaching materials, and widespread teacher misconceptions about EE infusion and the definition of EE. Findings strongly support the need for quality regional EE curriculum development and ongoing teacher training in Latin American schools. Studies involving 7-12 teachers in the United States yielded similar results. Teachers' perceptions of important environmental issues differed from what the community and students considered important, but the teachers' perceptions were all compatible with the EE goals and objectives set forth by the United National Environmental Programme. (Contains 29 references.) (Author/SM) ED477545 The Status of Environmental Education in Latin American Middle and High Schools. 2003-04-00 39 N/A 2004 2016-11-21

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Yes Ability Grouping Academic Achievement Elementary Education Grade 6 Grouping (Instructional Purposes) Hispanic American Students Limited English Speaking Student Attitudes Track System (Education) Wright-Castro, Rosina Ramirez, Rosita Duran, Richard Reports - Research Speeches/Meeting Papers Latinos English This study investigated the instructional grouping practices utilized by teachers in two sixth grade classrooms in a southern California elementary school, noting how Hispanic American students in the classrooms perceived those grouping practices and how perceptions of grouping practices compared across Latino students in different ability groups. Researchers conducted case analyses of four students, using in-depth ethnographic interviews to capture students' accounts of their academic experiences during sixth grade. Researchers also interviewed two sixth grade teachers about their organization of student instruction, placement criteria, student curricular placements, and perceptions of student experiences with grouping. Finally, the researchers collected data on student Stanford 9 test scores, nationality, English language learner status, socioeconomic status, and parent educational background and employment. Results indicated that although ability grouping may be deemed useful for instruction by educators, students' perceptions of such practices may form an often disadvantageous perspective that can impact their sense of self. This perspective may more negatively affect students with limited English proficiency. Both high and low ability placed students operated under the assumption that student performance in high ability classrooms needed to meet more demanding standards and self-accountability than in low ability classrooms. An appendix presents student demographic and placement characteristics. (SM) ED477546 Latino 6th Grade Student Perceptions of School Sorting Practices. 2003-04-00 Kellogg Foundation, Battle Creek, MI. 44 N/A 2004 2016-11-21

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Yes Psychology Research Tools Scholarly Journals Social Science Research McCutcheon, Lynn E., Ed. Collected Works - Serials English "North American Journal of Psychology" publishes scientific papers of general interest to psychologists and other social scientists. Articles included in volume 5 issue 1 (March 2003) are: "Mothers' Attributional Style for Events in Their Offsprings' Lives as Predictors of Their Offsprings' Cognitive Vulnerability to Depression"; "American High School Seniors' Mathematics Literacy Achievement"; "Cognitive Processing, Creativity, Apprehension and the Humorous Personality"; "Good Work: An Interview with Howard Gardner"; "Predicting Persistence among Psychology Majors at an Urban University"; "Effects of Rules on Preference for Reliable Reinforcement in a 5-Year Old Child"; "Moderating Effects of Context on the Relationship between Behavioral Diaries and Performance Rating Halo and Accuracy"; "Adolescents as Peer Data Collectors: An Exploratory Study"; "Review of Sex Differences in Vulgar Language Uses"; "Influence of Sensation Seeking on Boys' Psychosocial Adjustment"; "An Interview with Adam Blatner about Psychodrama"; and "Artistic Creativity: Personality and the Diurnal Rhythm." Articles in volume 5 issue 2 (June 2003) include: "Birth Order, Age at Menarche, and Intergenerational Context Continuity: A Comparison of Female Somatic Development in West and East Germany"; "Psychology Poster Presentations: Analysis of Characteristics and Recommendations for Improvement"; "Unrealistic Optimism and School Violence Prevention Programs"; "Interview of Donald Meichenbaum"; "A Comparison of Communication Apprehension Scores between Americans and Argentinians"; "Examining the Relationship between Need for Cognition and the Muller-Lyer Illusion"; "Analysis of Career Information in Introductory Psychology Textbooks: Methods and Findings"; "Psychological Needs and Response Bias: An Examination of Paulhus and John's Reformulation"; "The Resolution of Career Conflict Arising from Career Choice Decisions faced by Young Persons"; and "School Integration and the Achievement Test Scores of Black and White Students in Savannah, Georgia."(GCP) ED477547 North American Journal of Psychology, 2003. North American Journal of Psychology v5 2003 2003-00-00 330 NAJP, 240 Harbor Dr., Winter Garden, FL 34787 ($30 per annual subscription). Tel: 407-877-8364; Web site: http://najp.8m.com. N/A 2004 8/19/2004 21:42:20 RIEJAN2004

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Yes Academic Failure Children Disabilities Early Identification Emotional Disturbances Evaluation Mental Disorders Policy Formation Public Education Reports - Descriptive Individuals with Disabilities Education Act Individuals with Disabilities Education Act Bazelon Center for Mental Health Law, Washington, DC. English The purpose of the Individuals with Disabilities Education Act, IDEA, is to ensure that all children with disabilities have access to an appropriate public education. However, schools may be barring that access for many children with mental and emotional disorders by using inadequate assessment rules. Children who fail to qualify under the IDEA will not receive the services and supports that would enable them to benefit from their education. The resulting school failure makes it nearly impossible for these children to become independent and productive adults. The impending renewal of the IDEA could offer them new hope. The information in this issue brief illustrates the need for federal policy changes to encourage earlier and more accurate identification of children with mental and emotional disorders under the IDEA. It highlights research on the IDEA's definition of "emotional disturbance" and summarizes findings from a study by the Bazelon Center on the possible impact of that definition on identification rates. (GCP) ED477548 Failing to Qualify: The First Step to Failure in School? Issue Brief. 2003-02-00 22 Bazelon Center for Mental Health Law, 1101 15th St, NW, Suite 1212, Washington, DC 20005. Tel: 202-467-5730; Fax: 202-223-0409; Web site: www.bazelon.org. For full text: http://www.bazelon.org/issues/education/publications/failingtoqualify/failingtoqualify.pdf. N/A 2004 2016-11-21

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Yes Laws Mental Disorders Models Prevention Prisoners Psychiatric Services Recidivism Reports - Descriptive Bazelon Center for Mental Health Law, Washington, DC. English Mental health advocates have been distressed for years about the disproportionate number of people with psychiatric disabilities who are arrested or held in jail or prison. Equally disturbing is the endless cycle of recidivism that results when people with psychiatric disabilities are released with their needs unmet. The Council of State Governments (CSG) recently completed two years of study and meetings of hundreds of individuals involved in criminal justice or mental health systems at the state and local levels. As the CSG found, "individuals with mental illnesses leaving prison without sufficient supplies of medication, connections to mental health and other support services, and housing are almost certain to decompensate, which in turn will likely result in behavior that constitutes a technical violation of release conditions or a new crime." This cycle can be broken, by ensuring that inmates with psychiatric disabilities have immediate access to the mental health services, housing and other supports they need to avoid rearrest. "Building Bridges" offers an approach that states can use to afford recently released inmates with psychiatric disabilities a successful transition to community life and provides a legislative template for enacting such policies. A summary of the model law is presented to provide a broad overview. In the succeeding sections, the text of the proposed legislation is paired with a commentary with background and explanation to assist advocates and policymakers in working to adapt the model to their state. The commentary highlights potential issues, explains the choices made as the language was drafted and provides references to helpful sources and supplementary materials. (GCP) ED477549 Building Bridges: An Act To Reduce Recidivism by Improving Access to Benefits for Individuals with Psychiatric Disabilities upon Release from Incarceration. Model Law and Commentary. 2002-03-00 38 Bazelon Center for Mental Health Law, 1101 15th St, NW, Suite 1212, Washington, DC 20005. Tel: 202-467-5730; Fax: 202-223-0409; Web site: www.bazelon.org. For full text: http://www.bazelon.org/issues/criminalization/publications/buildingbridges/BuildingBridges.pdf. N/A 2004 8/19/2004 21:42:24 RIEJAN2004

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Yes Cocaine Crack Drinking Drug Use Grade 10 Grade 12 Grade 8 Heroin Illegal Drug Use Longitudinal Studies Lysergic Acid Diethylamide Marijuana Peer Influence Secondary Education Secondary School Students Sedatives Sex Differences Smoking Sociocultural Patterns Substance Abuse Tables (Data) Trend Analysis Numerical/Quantitative Data Reports - Research Ecstasy (Drug) Monitoring the Future Michigan Univ., Ann Arbor. Inst. for Social Research. English This report presents an overview of the key findings from the Monitoring the Future 2002 nationwide survey of 8th, 10th, and 12th grade students. A particular emphasis is placed on recent trends in the use of licit and illicit drugs. Trends in the levels of perceived risk and personal disapproval associated with each drug--which this study has shown to be particularly important in explaining trends in use--are also presented, as well as trends in perceived availability of the various drugs. A separate section is then presented for each class of drugs. These sections contain graphs showing trends in past-year use. They also show trends in perceived risk, disapproval, and perceived availability of marijuana, inhalants, LSD, cocaine, crack cocaine, amphetamines, heroin, methamphetamine, tranquilizers, barbiturates, club drugs (ecstasy and rohypnol), alcohol, cigarettes, smokeless tobacco, and steroids. The surveys generated a more positive picture than has been seen in recent years. Quite a number of illicit drugs showed broad declines, most notably ecstasy for the first time; cigarette smoking dropped sharply in all grades; and drinking alcohol and getting drunk were down in all grades. (Contains 9 tables.) (GCP) ED477550 Monitoring the Future: National Results on Adolescent Drug Use. Overview of Key Findings, 2002. 2003-00-00 National Inst. on Drug Abuse (DHHS/PHS), Bethesda, MD. 63 For full text: http://monitoringthefuture.org/pubs/monographs/overview2002.pdf. N/A 2004 2016-11-21

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Yes Business Communication Business Education Computational Linguistics Computer Uses in Education English for Special Purposes English (Second Language) Feedback Higher Education Information Technology Language Usage Second Language Learning Fuentes, Alejandro Curado Rokowski, Patricia Edwards Reports - Descriptive Speeches/Meeting Papers English The integration of a corpus-based approach in the English for Specific Purposes (ESP) syllabus is one possible course design step in university settings. This paper describes a situation in which Business English is taught by incorporating corpus-driven knowledge and communicative task feedback. Two main goals are pursued in this reciprocal relationship: corpus-based data evaluation in the academic context and corpus material design by focusing on language and content needs in task performance. The subject of Business and Information Technology (BIT) serves as a common core backdrop where English for Academic Purposes (EAP) and ESP meet, providing feedback for Business and Computer English given their related study programs. IT is conceived as a subject area that applies to many others, and its use and applications enable the performance of communicative tasks in English for Academic Purposes (EAP). This paper presents a framework for studying IT topics across various disciplines then focuses on the following: approaches to language development and language use and corpus integration (corpus use, task development, and assessing tasks and reviewing the corpus). The paper concludes that BIT is a subject area where both top-down and bottom-up language analyses are simultaneously possible. (Contains 26 bibliographic references.) (SM) ED477551 Use of Corpus in the Business English Classroom: From Lesser to More Specific. 2002-06-00 15 N/A 2004 8/19/2004 21:42:28 RIEJAN2004 Paper presented at the IVACS Conference (1st, Limerick, Ireland, United Kingdom, June 2002).

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Yes College Students English (Second Language) Foreign Countries Higher Education Independent Study Language Proficiency Personal Autonomy Second Language Learning Reinders, Hayo Dissertations/Theses - Masters Theses Netherlands Netherlands English This research paper presents a learners' perspective on (the promotion of) learner autonomy and Self-Access Language Learning in an English Proficiency Program. It provides an evaluation of the success of these course elements as well as an interpretation of students' understanding of the related concepts. Finally, it identifies factors that enhance or hinder the successful implementation of Self-Access Language Learning. Both qualitative and quantitative instruments were used to elicit data that gives insight into learners' perceptions of the issues under review. Self-Access Language Learning was evaluated positively by the students, both as a means to learn English and as a means to develop independent learning skills. The study identified a number of factors that contributed to these perceptions. It also revealed that students' understanding of independent learning was rather shallow. Finally, a number of recommendations were made for a successful implementation of Self-Access Language Learning into a curriculum. (Contains approximately 177 bibliographic references.) (Author/SM) ED477552 Do It Yourself? A Learners' Perspective on Learner Autonomy and Self-Access Language Learning in an English Proficiency Programme. 2000-00-00 93 N/A 2004 2016-11-21

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Yes Cultural Interrelationships Cultural Pluralism Curriculum Development English (Second Language) Higher Education Intercultural Communication Zoreda, Margaret Lee Revilla, Lic. Ma. Terese Flores Guides - Non-Classroom Dewey (John) Postcolonialism English This paper proposes the integration of Anglophone studies through a Deweyan perspective in the curriculum of English-as-a-Foreign-Language (EFL) at the university level, underscoring the role that Anglophone post-colonial literature can have in stimulating intercultural reflection. It explains that in order to understand the "other" peoples of English-speaking cultures, the EFL curriculum must be based on meaningful contents that the students would experience personally and collaboratively, with the goal of achieving both an understanding of those cultures that speak English and a self-knowledge of themselves, their own culture, and the nation. The paper suggests that in a paradigm shift of placing EFL within the broader context of Anglophone studies, learners would have the opportunity to come into contact with a broad range of elements (Deweyan tools) to aid in the formation of the discerning mind of social intelligence, as they construct their own diverse, hybrid voice of reflexive resistance. (Contains 28 references.) (SM) ED477553 Creating Intercultural Competence: A Proposal for Anglophone Studies in Restructuring University Curricula in English as a Foreign Language. 2003-05-00 15 N/A 2004 2016-11-21

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Yes Cultural Pluralism Diversity (Student) Educational Planning English (Second Language) Higher Education Multicultural Education Writing Laboratories DeCiccio, Albert C. Reports - Descriptive English This paper describes attempts to bring writing center planning for a global, multicultural world to Rivier College, New Hampshire, a small, predominantly white, Catholic college. It explains how the writing center has been instrumental in leading this planning process. The process began with education on four broad issues regarding diversity and multiculturalism (expanding Rivier's reach as a community resource; reconceptualizing the way people thought about time, space, and people in the context of Rivier College's values; responding to demographic and market demands through student-centered initiatives; and evaluating the fiscal viability of meeting these goals). Ultimately, Rivier was directed to examine the creative tension between its vision and its current reality. Rivier's Writing Center director helped design a proposal for an English-as-a-Second-Language (ESL) Writing Advisor pilot program, hired writing advisors, and invited ESL students to participate in weekly tutorial sessions. Although the program provided services for some students, it met with limited success. For example, it is a non-credit-bearing, non-integrated pilot tutorial program and does not always adequately serve students' needs. The college has since revised and institutionalized the director's position and reiterated the recommendation to continue a revised Writing Advisor Program as a supplement to other ESL offerings. (Contains 16 references.) (SM) ED477554 "E Pluribus Unum": Writing Center Planning for a Global, Multicultural World. 2002-00-00 15 N/A 2004 8/19/2004 21:42:34 RIEJAN2004

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Yes Adolescent Literature American Indians Asian Americans Blacks Childrens Literature Code Switching (Language) Cultural Pluralism Cultural Relevance Dialects Elementary Secondary Education Hispanic Americans Language Usage Linguistic Borrowing Syntax Christianson, Darcy Reports - Research English This study analyzed ethnic authenticity with regard to language use in 16 books for children and young adults used in Central Michigan University's English 582 course, "Cultural Pluralism in Children and Young Adult Literature." Four ethnic groups were included: Native American, African American, Asian American, and Hispanic American. To evaluate authenticity, the study used Gottlieb-Crowell's framework and examined the ethnic background of the author and inclusion of ethnically representative linguistic elements (the borrowing of lexical items from the native ethnic languages and the use of dialect patterns, both syntactic and lexical). Results indicate that there are distinctive patterns for dialogue and narrative language use in multicultural children's and young adults' literature related to ethnic groups. Analysis of the 16 books found 11 language use categories: informative, dialogue, standard English, eye-dialect, slang, proper nouns, common nouns, code switching interlanguage, glossary, and summary. In Native American texts, summaries of passages or the culture in general were typically provided. African American books typically used dialects, or eye-dialects and slang. Asian American stories presented interlanguage patterns. Hispanic American books generally used full lexical and syntactic code switching. A table demonstrates the books' receptive language use by ethnic group. The list of books is appended. (Contains 27 references.) (SM) ED477555 Language Use in Multiethnic Literature For Young Adults. 2002-10-24 19 N/A 2004 8/19/2004 21:42:36 RIEJAN2004

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Yes Access to Education Community Colleges Cooperative Learning English (Second Language) Language Proficiency Postsecondary Education Second Language Instruction Second Language Learning Teaching Methods Diaz, Diana M. Justicia, Nellie T. Levine, Lewis Reports - Descriptive Speeches/Meeting Papers English An English-as-a-Second-Language (ESL) Intensive Program was established at Hostos Community College, New York, to help accelerate students' acquisition of ESL by combining three semesters of the college's regular ESL program into two semesters. Each level of this program provides 15 hours of classroom instruction per week, a 6-hour reading and conversation course, a 6-hour writing course, and a 3-hour language workshop. Each course seeks to develop all language skills in an integrated fashion using a content-based communicative approach. Students also take computer applications, theater production, arts and civilization or humanities, and math courses. ESL class size is limited to 20 students. Students are expected to keep a weekly journal in response to "New York Times" articles, participate in field trips, view films related to their ESL classes, read and respond to essays, do collaborative group and individual research projects, and submit a portfolio at the end of each semester. Overall, this program facilitates language acquisition through reading, writing, and discussion in response to provocative questions, collaborative learning tasks, the building of academic terminology, the development of critical thinking, and students' sense of empowerment. (SM) ED477556 Making Content Accessible to Promote Second Language Acquisition: The ESL Intensive Program at Hostos Community College (CUNY). 2002-11-00 12 N/A 2004 8/19/2004 21:42:38 RIEJAN2004

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No Discourse Analysis Educational Research Elementary Secondary Education Higher Education Morphology (Languages) Phonology Pragmatics Pronouns Pronunciation Second Language Learning Sociocultural Patterns Spanish Syntax Teaching Methods Lafford, Barbara A., Ed. Salaberry, Rafael, Ed. Collected Works - General Aspect (Verbs) Clitics Lexical Semantics Subjunctives English This collection of papers provides an overview of previous studies on the acquisition of Spanish as a second or foreign language, theoretical approaches used in these studies, and effects of various pedagogical approaches on the development of Spanish interlanguage systems. The 10 chapters include the following: (1) "Phonology: Staking Out the Territory at the Turn of the Century: Integrating Phonological Theory, Research, and the Effect of Formal Instruction on Pronunciation in the Acquisition of Spanish as a Second Language" (A. Raymond Elliott); (2) "Tense/Aspect: The Development of Tense/Aspect Morphology in Spanish as a Second Language" (Silvina Montrul and Rafael Salaberry); (3) "Subjunctive/Syntax: The Development of Subjunctive and Complex-Syntactic Abilities among Foreign Language Learners of Spanish" (Joseph G. Collentine); (4) "Clitics: Cognitive and Linguistic Perspectives on the Acquisition of Object Pronouns in Spanish as a Second Language" (James F. Lee); (5) "Lexicon: The Acquisition of Lexical Meaning by Second Language Learners: An Analysis of General Research Trends with Evidence from Spanish" (Barbara A. Lafford, Joseph G. Collentine, and Adam S. Karp); (6) "Pragmatics/Discourse: Pragmatics and Discourse Analysis in Spanish Second Language Acquisition Research and Pedagogy" (Dale A. Koike, Lynn Pearson, and Caryn Witten); (7) "General Perspectives: Current Issues in the Generative Study of Spanish Second Language Syntax" (Liliana Sanchez and Almeida Jacqueline Toribio); (8) "Cognitive Perspectives: Cognitive Perspectives on the Acquisition of Spanish as a Second Language" (Paola E. Dussias); (9) "Sociocultural Perspectives: Sociocultural Theory and the Acquisition of Spanish as a Second Language" (Marta Anton, Frederick J. Dicamilla, and James P. Lantolf); and (10) "Instruction: The Role of Instruction in Spanish Second Language Acquisition" (Charles Grove). (Papers contain references.) (SM) ED477557 Spanish Second Language Acquisition: State of the Science. 2003-05-00 ISBN-0-87840-907-6 344 Georgetown University Press, 3240 Prospect Street, N.W., Washington, DC 20007 ($39.95). Tel: 202-687-5889; Fax: 202-687-6340; Web site: http://www.georgetown.edu. N/A 2004 2016-11-21

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Yes Coping Depression (Psychology) Religious Factors Substance Abuse Uchendu, Cajetan Information Analyses Reports - Research Speeches/Meeting Papers Religiosity English This longitudinal study evaluated the effect of religiousness on substance use and depression both currently and after six months. It also evaluated the association between religious coping on substance use and depression both currently and after six months. Results reveal no relationship between religiousness and current substance use. There was equally no relationship between religiousness and substance use after six months. There was a direct relationship between religiousness and current depression in the sense that those who reported religiousness were also those who reported current depression. There was equally a direct relationship between religiousness and depression after six months. On religious coping, there was an inverse relationship between religious coping and current substance use, such that those who reported religious coping were also those who did not report current substance use. (Contains 14 references.) (GCP) ED477558 The Impact of Religiousness on Substance Use and Depression. 2002-08-00 14 N/A 2004 2016-11-21

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No Interpersonal Competence Intervention Peer Relationship Preschool Children Reinforcement Social Development Social Isolation Tolbert-Hill, Catrice L. Information Analyses Reports - Research Coaching English The purpose of the present study was to examine the efficacy of two social skills interventions, coaching and peer reinforcement, as treatments to enhance the social interactive skills in socially isolated preschool children. Ten preschool children were selected to participate in this study. Four of the participants were socially isolated children and 6 children served as the peer reinforcing agent. Each of the 4 participants were exposed to both treatments utilizing a multiple baseline design. Results indicated that although students' interactions increased slightly with both interventions, performance was better under a combination of coaching and peer reinforcement condition. Increases were noted from baseline to the coaching intervention phase and further increases were noticed from the coaching intervention phase to the coaching and peer reinforcement phase. Furthermore, increases were maintained when the interventions were withdrawn. It is still unclear as to whether the coaching intervention in isolation or the combination of the two interventions were the basis for the increase. (Contains 39 references.) (Author) ED477559 Social Skills Training to Reduce Withdrawn Behaviors in Preschool Children. 2003-00-00 44 N/A 2004 2016-11-21

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No Academic Achievement African Culture Black Culture Black Students Cognitive Style Cultural Differences Learning Strategies Tolbert-Hill, Catrice L. Information Analyses English With the large numbers of African American children who are not successful in school, more attention needs to be devoted to developing methods and processes by which they can effectively learn, achieve, and be empowered. The performance statistics for African American students in public schools are alarming. Their suspension rates are high, and 20 percent of them are likely to drop out of school before graduation. Educational researchers and practitioners repeatedly compare African American children to their European American counterparts and find them lower in achievement, IQ, reading, writing, and socio-cultural areas. This deficiency lies in a system of education that refuses to adapt itself to differences among students. African American childrens' learning styles are different from their European American counterparts, but not deficient. Studies have revealed that African American children learn from styles that are in concert with African perspective that involves social/affective emphases, communalism, expressiveness, as well as movement and harmony. The purpose of this paper is to discuss various learning styles and suggest strategies for improving the academic success of African American students. (Contains 31 references.) (Author) ED477560 Teaching African American Children through Cultural Learning Styles to Improve Academic Success. 2003-00-00 15 N/A 2004 8/19/2004 21:42:44 RIEJAN2004

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Yes Counseling Theories Models Psychological Characteristics Clarken, Rodney, H. Information Analyses Speeches/Meeting Papers Capacity Building Human Potential English Knowing, loving, and willing are identified as the basic capacities for developing human potential. These three faculties are briefly defined and several dynamic models to describe their inter-relationship and role in developing potential presented. These capacities and models are further explored in relation to the fourteen learner-centered psychological principles proposed by the American Psychological Association. (Contains 12 references.) (Author) ED477561 Knowing, Loving, and Willing: Basic Capacities for Developing Human Potential. 2003-04-00 26 N/A 2004 2016-11-21

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Yes College Role Higher Education School Community Relationship Terrorism Universities Urban Schools Violence Metz, Mary Haywood Speeches/Meeting Papers September 11 Terrorist Attacks 2001 English In a partially personal account, written in March 2002, the author asks what education can teach the larger society about appropriate responses to the events of September 11, 2001. She describes the ways in which she and other members of the general public were educated by scholars concerned with the Arab and Muslim worlds from colleges and universities across the country. Although these scholars' work might have seemed esoteric in August 2001, it became a rich societal resource the next month. The generation of a wide of knowledge whose use may not be immediately evident is an important mission of universities. Such knowledge from the Ivory Tower often proves itself profoundly useful in unexpected ways, as it did on this occasion. The author argues that members of the white middle class whose sense of safety was dramatically violated by sudden violence intruding into daily life may have something to learn from people who live and work in U.S. central cities where sudden violence has long been a fact of daily life. She argues in particular that the best of staffs that work in schools in central cities have much to teach the rest of our society about the kinds of relationships that can defuse, rather than feed, resentments and alienation that breed violence. The author proposes that while the university offers invaluable cognitive knowledge, the staffs of these schools can offer equally important psychological and emotional understanding and knowledge. (Author) ED477562 In the Aftermath: The Ivory Tower and the City School as Sources of Insight. 2002-04-00 24 N/A 2004 2016-11-21

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No Body Composition Body Weight Classroom Environment Cognitive Ability Females Teacher Attitudes Teacher Expectations of Students Smith, Julia Niemi, Nancy Information Analyses Reports - Research English This study examines the relationship between girls' body size and their intellectual abilities as perceived by their classroom teachers. The study aims to show that girls' body size has a negative relationship to teachers' perception of their intellect, even in the earliest grades where puberty has not yet become a factor in children's development. The study will show that the more overweight the girl, the less intellectually capable her teacher rates her. (Contains 28 references and 3 tables.) (GCP) ED477563 Body Size and Teacher Bias: Exploring Teacher Ability Perceptions of Overweight Girls at the Start of School. 2003-04-00 22 N/A 2004 8/19/2004 21:42:49 RIEJAN2004

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Yes Accountability Divorce Fatherless Family Fathers Parent Child Relationship Parent Participation Parent School Relationship Browne, Lorna Information Analyses English This paper explores what divorced, noncustodial fathers may be considered responsible for in society and the possible consequences such accountability may have for educators. The resistance that noncustodial fathers may find to their involvement with their childrens education at their children's schools in highlighted. The author concludes by offering specific recommendations for those involved in education to assist in the empowerment of divorced, noncustodial fathers. (Contains 21 references.) (GCP) ED477564 What Does It Mean to Be Accountable When One Is a Divorced, Noncustodial Father? 2003-04-00 21 N/A 2004 8/19/2004 21:42:52 RIEJAN2004 Paper presented at the Annual Conference of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Computer Assisted Instruction Computer Software Computer Uses in Education Elementary Secondary Education English (Second Language) Higher Education Information Technology Internet Old English Second Language Instruction Second Language Learning Teaching Methods Translation Perez-Paredes, Pascual, Ed. Cantos-Gomez, Pascual, Ed. Collected Works - Serials Computer Assisted Language Learning Instructional Management Systems ISSN-1578-7044 English Articles in this special issue include the following: "ICT and Modern Foreign Languages: Learning Opportunities and Training Needs" (Graham Davies); "Authoring, Pedagogy and the Web: Expectations Versus Reality" (Paul Bangs); "Web-based Instructional Environments: Tools and Techniques for Effective Second Language Acquisition" (Esperanza Roman); "From Rooms to Environments: Techno-Short-Sightedness and Language Laboratories" (Pascual Perez); "Web Assisted Language Learning (WALL) and Learning Management Systems (LMS) in Virtual Centres for Foreign Languages" (German Ruiperez); "Improving the Virtual Learning Development Processes Using XML Standards" (Kurt Suss and Thomas Oberhofer); "Principles in Call Software Design and Implementation" (Ana Gimeno); "Integrating Corpus-based Resources and Natural Language Processing Tools into CALL (Pascual Cantos); "Tele-enREDando.com: A Multimedia WEB-CALL Software for Mobile Phones" (Jose Carlos Garcia); "A Minimalist Approach to Multi-level IT-Human Integration in Translation Work" (Jesus Soria); "OE CAI: Computer-Assisted Instruction of Old English" (Alejandro Alcaraz); and "New Technologies and Genre Variation. Printed and Electronic Documents in Tertiary Education ESP Courses" (Piedad Fernandez). (VWL) ED477565 New Trends in Computer Assisted Language Learning and Teaching. International Journal of English Studies v2 n1 2002 2002-00-00 294 Servicio de Pulicaciones, Universidad de Murcia, c/o Actor Isidoro Marquez, 9-3, 30007 Vistalegre, Murcia, Spain (annual subscription: 15 Euro, individuals; 30 Euro, institutions; single issues: 10 Euro, individuals; 20 Euro, institutions). E-mail: servpubl@um.es. T 2004 2016-11-21

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No Access to Education Cultural Differences Elementary Secondary Education English (Second Language) Equal Education High Stakes Tests Language Proficiency Limited English Speaking Second Language Learning Standardized Tests State Standards Test Bias Opinion Papers Teachers of English to Speakers of Other Languages Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. English High stakes assessments cannot reliably provide an accurate assessment of English language learners' (ELLs)' abilities in content areas. Cultural differences and limitations concerning opportunity to learn can lead to unfair interpretations of low test scores and assessment discrimination. ELLs cannot demonstrate content mastery without having already attained a high degree of English fluency. While most states allow ELLs certain accommodations during testing, application of these accommodations is limited. Accommodations cannot be applied to groups of ELLs without careful consideration of each student's ability to make use of them. Some states offer ELLs a grace period before taking standardized state tests, though research maintains that ELLs need 5-7 years of assisted English instruction before being ready for the decontextualized academic English needed to pass most tests. For many ELLs, the tests contradict their own academic traditions and expectations and contain culturally dependent, unfamiliar references. While all children are entitled to an equal opportunity to achieve, many court cases involving ELLs center on lack of opportunity to learn. Alternatives to high stakes testing include multiple assessments of content area skills that are not dependent on linguistic capability and comprise visuals and demonstrations of knowledge. Research indicates that when given a chance to develop academic English, child ELLs can be more successful than their native-English-speaking peers. (SM) ED477566 TESOL Position Paper on High-Stakes Testing for K-12 English Language Learners in the United States of America. 2003-03-00 7 Teachers of English to Speakers of Other Languages, Inc., 700 South Washington Street, Suite 200, Alexandria, VA 22314. Tel: 703-836-0774; Fax: 703-836-7864; e-mail: tesol@tesol.org; Web site: http://www.tesol.org/. N/A 2004 2016-11-21

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No Adjunct Faculty College Faculty English (Second Language) Equal Opportunities (Jobs) Governance Higher Education Language Teachers Part Time Faculty Teacher Salaries Teaching Conditions Opinion Papers Contingent Employment Teachers of English to Speakers of Other Languages, Inc., Alexandria, VA. English Since the 1970s, there has been a growing trend in the number and percentage of part-time, adjunct, and contingent faculty in higher education. While the working conditions of such faculty vary dramatically, their employment conditions are substandard when compared to those of their full-time colleagues. Generally, they do not receive any benefits and are only paid for classroom hours. Thus, they operate on a much lower pay scale than their full-time colleagues. They also tend to receive little or no institutional support and are far less likely to have opportunities to interact with colleagues, participate in institutional governance, or receive regular feedback or evaluations. The overuse of part-time, adjunct, and contingent faculty causes a greater systemic problem with institution-wide effects. By employing so many of these faculty members, many institutions create a two-tier class structure among their own faculty. The pervasiveness of this practice within the field of English as a Second Language (ESL) has undermined the value of ESL itself. Recommendations include the following: compensate these faculty members appropriately; hire then with the same care and interview processes as full-time faculty members; provide appropriate supports; and encourage participation in governance. (Contains 21 references.) (SM) ED477567 TESOL Position Paper on Equitable Treatment for Part-Time, Adjunct, and Contingent Faculty. 2003-03-00 7 Teachers of English to Speakers of Other Languages, Inc., 700 South Washington Street, Suite 200, Alexandria, VA 22314. Tel: 703-836-0774; Fax: 703-836-7864; e-mail: tesol@tesol.org; Web site: http://www.tesol.org/. N/A 2004 2016-11-21

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Yes Communicative Competence (Languages) Computer Assisted Instruction Computer Uses in Education Curriculum Development Elementary Secondary Education English (Second Language) Error Correction Experiential Learning Feedback Foreign Countries High School Students Higher Education Language Teachers Notetaking Second Language Instruction Second Language Learning Secondary School Teachers Sex Bias Student Attitudes Student Motivation Teacher Attitudes Teaching Methods Textbooks Vocabulary Jungheim, Nicholas O., Ed. Collected Works - Serials Japan Japan ISSN-0287-2420 Japan Association for Language Teaching, Tokyo. English Japanese These two journal issues include the following articles: "Assistant Foreign Language Teachers in Japanese High Schools: Focus on the Hosting of Japanese Teachers" (Great Gorsuch); "Communicative Language Teaching (Organizational Effectiveness of Upper Secondary School English Language Departments and Their Commitment toward Communicative Language Teaching)" (Naoto Yamamori); "Teachers' Beliefs and Corrective Feedback" (Reiko Mori); "Japanese High School EFL Learners' Note-Taking Strategies" (Hiroaki Maeda); "Sexism in Japanese Radio Business English Program Textbooks" (Sumie Matsuno); "The Eiken Vocabulary Section: An Analysis and Recommendations for Change" (Tsuyuki Miura and David Beglar); "The Effect of Three Types of Written Feedback on Student Motivation" (Peter M. Duppenthaler); "Learner Beliefs in Language Learning in the CALL Environment" (Yukinari Shimoyama, Takamichi Isoda, and Koyo Yamamori); "Experiential Learning Theory: Foreign Language Learning Style of Japanese University Students and Kolb's Experiential Learning Theory" (Yuko Fujita); "Representation of Users and Uses of English in Beginning Japanese EFL Textbooks" (Aya Matsuda); and "An Algorithmic Approach to Error Correction: Correcting Three Common Errors at Different Levels" (Alice Y.W. Chan, Becky S.C. Kwan, and David C.S. Li). The journals also contain book reviews: "Curriculum Development in Language Teaching" by Jack C. Richards (Terry Vanderveen); "Teachers' Voices 7: Teaching Vocabulary" by Anne Burns and Helen de Silva Joyce, Eds. (Keiko Sakui); "Teaching and Researching Autonomy in Language Learning" by Phil Benson (Mika Maruyama and Joseph Falout); "Approaches and Methods in Language Teaching, Second Edition" by Jack C. Richards and Theodore S. Rodgers (Thomas C. Anderson); and "Historical Linguistics" by Herbert Schendl (Robert Kirkpatrick). (SM) ED477568 JALT Journal, 2002. JALT Journal v24 n1-2 May-Nov 2002 2002-00-00 237 JALT Central Office, Urban Edge Building 5F, 1-37-9 Taito, Taito-ku, Tokyo 100-0016, Japan. Tel: 03-3837-1630; Fax: 81-3-3837-1631; e-mail: jalt@gol.com. N/A 2004 2016-11-21

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Yes Biculturalism Bullying Computer Assisted Instruction Culturally Relevant Education Dialects Diaries Elementary Secondary Education English (Second Language) Females Foreign Countries Higher Education Immersion Programs Interpersonal Relationship Listening Skills Masters Degrees Multimedia Instruction Nurses Phonics Plagiarism Pronunciation Racial Bias Reading Instruction Reflective Teaching Second Language Instruction Second Language Learning Speech Communication Story Telling Student Attitudes Study Abroad Teacher Student Relationship Textbooks Visual Literacy Long, Robert, Ed. Gardner, Scott, Ed. Collected Works - Serials Professional Identity Vietnam Identity Formation Japan Japan Vietnam ISSN-0289-7938 Japan Association for Language Teaching, Tokyo. English Japanese These 12 journal issues include articles on the following topics: cultural effects on learning and teaching English in Vietnam; a student guide to plagiarism; getting a master's degree in TEST at Temple University Japan; getting organized in Japan; conference reports; a discourse pattern for teaching the reminiscence story; student controlled learning; contagious storytelling; fairy tales and language learning; resources about storytelling; a study of attitudes and apathy in university students studying English; a model of SLA and its andragogical implications in teaching EFL to young Japanese adults; culture teaching and learning; a study of the application of phonics teaching in junior high school English classes in Japan; a comparison of Japanese and English suprasegmental pronunciation as an aid to raising learner awareness; reflective teaching through diary studies; biracials and bullying; the 2002 World Cup Korea/Japan; beliefs and professional identity; development of bicultural identities; identity formation through language learning; young Japanese women writing their life in English; acquiring a second dialect and social identity in Gunma, Japan; foundations for second language reading instruction; teacher talk in elementary English classrooms; ELT textbook rubrics; teaching ESL; developing reflective practice; developing visual literacy for the 21st century; collaborating with students; combining multimedia and classroom activities; training Japanese elementary teachers; the problem of possession; considerations for securing an English teaching position at a Japanese university; CALL in Japan; an elementary English partial immersion program; Japanese language education at the university level; becoming global citizens; learning listening comprehension skills in English; a corporate English program; a study on attitudes and motivations toward learning English of newly enrolled student nurses; extensive reading; implementing oral communication classes in upper secondary schools; interpersonal aspects of English in Japanese high school oral English textbooks; and what to know in Japan about short-term English study abroad. (SM) ED477569 The Language Teacher, 2002. Language Teacher v26 n1-12 Jan-Dec 2002 2002-00-00 670 JALT Central Office, Urban Edge Building 5F, 1-37-9 Taito, Taito-ku, Tokyo 100-0016, Japan. Tel: 03-3837-1630; Fax: 81-3-3837-1631; e-mail: jalt@gol.com. N/A 2004 2016-11-21

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No Bilingualism Code Switching (Language) Cross Cultural Studies Cultural Influences Diversity (Student) Elementary Secondary Education English (Second Language) French Higher Education Language Maintenance Language Teachers Multilingualism Pronouns Russian Second Language Instruction Second Language Learning Sociolinguistics Syntax Writing Skills Cook, Vivian, Ed. Books Collected Works - General Reports - Descriptive Native Language English This book examines changes in the first language (L1) of people who know a second language (L2), seeing L2 users as people who differ from the monolingual in both first and second languages. It describes a range of psychological and linguistic approaches. The 13 chapters include the following: (1) "Introduction: The Changing L1 in the L2 User's Mind" (Vivian Cook); (2) "The Influence of L2 on L1 Collocational Knowledge and on L1 Lexical Diversity in Free Written Expression" (Batia Laufer); (3) "'I Feel Clumsy Speaking Russian': L2 Influence on L1 in Narratives of Russian L2 Users of English" (Aneta Pavlenko); (4) "The Intercultural Style Hypothesis: L1 and L2 Interaction in Requesting Behaviour" (Jasone Cenoz); (5) "Probing the Effects of the L2 on the L1: A Case Study" (Scott Jarvis); (6) "English from a Distance: Code-Mixing and Blending in the L1 Output of Long-Term Resident Overseas EFL Teachers" (Graeme Porte); (7) "Productivity and Lexical Diversity in Native and Non-Native Speech: A Study of Cross-Cultural Effects" (Jean-Marc Dewaele and Aneta Pavlenko); (8) "L2 Influence on L1 Linguistic Representations" (Victoria A. Murphy and Karen J. Pine); (9) "Cross-Linguistic Influence of L2 English on Middle Constructions in L1 French" (Patricia Balcom); (10) "Effects of the L2 on the Syntactic Processing of the L1" (Vivian Cook, Elisabet Iarossi, Nektarios Stellakis, and Yuki Tokumaru); (11) "Economy of Interpretation: Patterns of Pronoun Selection in Transitional Bilinguals" (Teresa Satterfield); (12) "A Dynamic Approach to Language Attrition in Multilingual Systems" (Ulrike Jessner); and (13) "How to Demonstrate the Conceptual Effect of L2 on L1? Methods and Techniques" (Istvan Kecskes and Tunde Papp). (Papers contain references.) (SM) ED477570 Effects of the Second Language on the First. Second Language Acquisition. 2003-00-00 ISBN-1-85359-632-9 276 Multilingual Matters, UTP, 2250 Military Road, Tonawanda, NY 14150 ($49.95). Tel: 716-693-2768; Tel: 800-565-9523 (Toll Free); Fax: 800-221-9985 (Toll Free); Web site: http://www.multilingual-matters.com. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Language Teachers Second Language Instruction Teacher Characteristics Teacher Effectiveness Teacher Knowledge Teaching Skills Gabrielatos, Costas Reports - Descriptive English There are two broad views about what determines language teacher effectiveness. One focuses on teachers' language and methodological knowledge/skills. The other concentrates on personality (intelligence, self-awareness, and rapport). This paper presents a framework that reconciles the two views, proposes a way to visualize their interrelations, and takes into account research findings that indicate that teachers' practices are mostly influenced by their interpretation of methodological frameworks. The framework includes three elements: personality, methodology, and language. Teacher effectiveness is depicted as the area of a triangle, with each side representing the extent to which each element is developed. The larger the area, the higher the effectiveness. Three categories include the following: all elements are equally developed, one element is far less developed than the others, and one element is far more developed than the others. Given the perimeter of a triangle, an equilateral triangle will have the largest area from any other triangle with the same perimeter. This points to the benefits of a balanced development of all three areas. (Contains 14 references.) (SM) ED477571 The Shape of the Language Teacher. 2002-00-00 5 N/A 2004 8/19/2004 21:43:10 RIEFEB2004 Summary of paper presented at the Annual International Association of Teachers of English as a Foreign Language(IATEFL) Conference (36th, York, England, United Kingdom, March 23-27, 2002). In: Pulverness, A., Ed. IATEFL York Conference Selections. United Kingdom: IAETFL. pp75-78.

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Yes Elementary Secondary Education English (Second Language) Higher Education Learning Strategies Oral Reading Phonology Second Language Instruction Second Language Learning Story Telling Teaching Methods Gabrielatos, Costas Guides - Classroom - Teacher English This paper discusses whether there is a place for reading aloud (RA) in the modern foreign language classroom, and if so, when and how it should be used. It concentrates on English-as-a-Second-Language (ESL) learners of elementary level and upward who have mastered the skill of assigning sounds to letter-combinations in English. The article asserts that RA can be used to raise awareness of and provide practice in certain phonological aspects of English and certain strategies used to facilitate the production of spontaneous speech and communication. The first section looks at the perceived utility of RA, focusing on RA as reading, speaking, and pronunciation practice and RA as a skill. The next section discusses the use of RA in planning, describing goals, text types, general guidelines, prerequisites, phonological features, and strategies facilitating spoken production and communication. The final section presents activities for using reading aloud. The activities involve reading transcripts of items from radio and television news, pretending to be actors auditioning for a role with an unrealistic script that must be improved, and acting as storytellers and judges of storytellers. (Contains 31 references.) (SM) ED477572 Reading Loud and Clear: Reading Aloud in ELT. 2002-03-00 Practitioners Teachers 11 N/A 2004 8/19/2004 21:43:12 RIEFEB2004 First published in "Current Issues" n8-9, Feb-May 1996.

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No Arabic Diachronic Linguistics Islamic Culture Nouns Phonology Pronouns Semitic Languages Sociolinguistics Syllables Syntax Uncommonly Taught Languages Verbs Vowels Bateson, Mary Catherine Books Guides - Non-Classroom Georgetown Univ., Washington, DC. English This handbook is designed to give the kind of information about Arabic that will be useful to students of the language, specialists in the region where Arabic is spoken, or linguists interested in learning about the structure and use of one of the world's principal language. Three sections present the following: (1) "An Outline of Arabic Structure" (e.g., phonology, consonants, vowels, gender, number, noun derivation, verb inflection, mode, bilateral forms, pronouns, syntax, and parts of speech); (2) "The History of Classical Arabic" (e.g., the Semitic family of languages, the Arabic writing system, Arabic literature, Umayyad literature, the Islamic sciences, and Modern Arabic literature); and (3) "The Linguistic Practice of the Arabs" (e.g., speech and writing in Classical Arabic, the origins of Classical Arabic, Classical Arabic in the Islamic empire, the modern use of Classical Arabic, lexical development, European influences on style and syntax, formal efforts at language reform, general trends of development in Colloquial Arabic, eastern and western Colloquial Arabic, and communal dialects.) (SM) ED477573 Arabic Language Handbook. Georgetown Classics in Arabic Language and Linguistics. 2003-00-00 ISBN-0-87840-386-8 143 Georgetown University Press, c/o Hopkins Fulfillment Service, P.O. Box 50370, Baltimore, MD 21211-4370 ($22.50). Fax: 410-516-6998; Tel: 800-537-5487 (Toll Free); Tel: 410-516-6956; Web site: http://www.press.georgetown.edu/index.html. N/A 2004 8/19/2004 21:43:13 RIEFEB2004 Foreword by Karin C. Ryding. Originally published [Washington]: Center for Applied Linguistics, 1967.

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Yes Biology Chinese Cognitive Processes Concept Teaching Diachronic Linguistics Elementary Secondary Education Geography Higher Education Mathematics Instruction Metaphors Music Nouns Portuguese Proverbs Schemata (Cognition) Second Language Instruction Semantics Social Sciences Thinking Skills Uncommonly Taught Languages Hougaard, Anders, Ed. Lund, Steffen Nordahl, Ed. Collected Works - Proceedings Collected Works - Serials Conversation Rituals Conceptual Integration ISSN-0906-7612 Odense Univ. (Denmark). Inst. of Language and Communication. English This collection of conference papers and abstracts includes: "Integrating Two Languages, Theories of Minds, and Executive Functions" (Agnes Melinda Kovacs and Erno Teglas); "Unconventional Thinking for Speaking: The Blends of George W. Bush" (Alan Cienki); "Blends of Alternations in the Grammar of Brazilian Vernacular Portuguese" (Alice Lana); "Blending as a Resource for the Study of Conversations in Complex Settings" (Annalisa Sannino); "Blending and Perspective: Jonathan Raban's Travels through Mental Spaces" (Barbara Dancygier); "How Do We Interpret Proverbs? A Conceptual Blending Approach" (Christine Michaux); "Conceptual Integration Networks and Philosophical Theories of Meaning: An Exploratory Discussion" (Cynthia M. Grund); "The Way Logicians Think?" (Erling Wande);"Conceptual Blending and Viewpoint" (Eve Sweetser); "Piercing Dolls and Burning Hair: Conceptual Blending in Magical Rituals" (Jesper Sorensen); "Generalized Conceptual Spaces, their Morphisms, and their Blends, With Applications to User Interface Design" (Joseph Goguen); "Metaphors as Inputs to Conceptual Integration" (Joseph Grady); "The Acquisition of the Ditransitive Construction" (Kai Kiekhoefer); "Conceptual Blending and Music" (Lawrence Zbikowski); "The Way We Begin to Think: Generation of Abstract Concepts in Chinese Characters" (Masako K. Hiraga); "Outline of a Typology of Compound Noun Blendings" (Peer Bundgaard, Frederik Stjernfelt, and Svend Oestergaard); "The Role of Schemata in Compound Noun Blending" (Peer Bundgaard, Frederik Stjernfelt, and Svend Oestergaard); "Creating Mathematical Infinities: The Beauty of Transfinite Cardinals" (Rafael Nunez); "On the Construction of the Concept `Language': Entrenched Conceptual Integration Networks Encountered in Evolutionary Biology and Language Evolution" (Roslyn M. Frank); "Blending of a Single Event: Integration of Viewpoints" (Soichi Kozai); "Can Conceptual Integration Explain Why a Road Can Creep, Go, or Race" (Teenie Matlock); "It's Not Just the Way We Think! Mimesis, Artistic Inspiration and the Blends We Live By" (Tom Rohrer); "Why Does Time Flow and Where Does it Flow To? The Temporal Matrix and Conceptual Integration" (Vyvyan Evans); "Modeling the Semantics of Geographic Categories through Blendings" (Werner Kuhn); "Collaborative Blending: The Multi-Voiced Creation of Concepts in Professional Work Groups" (Yrjo Engestrom); and "Cognition Under Pressure: Integration, Disintegration, Polarization and Meltdown: A Contribution to Social Science" (Peter Harder). (Papers contain references.) (SM) ED477574 The Way We Think: A Research Symposium on Conceptual Integration and the Nature and Origin of Cognitively Modern Human Beings (Odense, Denmark, August 19-23, 2002). Odense Working Papers in Language and Communication v3 n23 Aug 2002 2002-08-00 109 Institute of Language and Communication, University of Southern Denmark, Campusvej 55, DK-5230 Odense M., Denmark. E-mail: lfn@language.sdu.dk. N/A 2004 2016-11-21

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Yes Equal Education Foreign Countries Gender Issues Higher Education Sex Fairness Miroiu, Mihaela Books Reports - Descriptive Europe (East Central) United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. English This book provides a practically oriented reflection on gender equity in higher education and offers insights on how to achieve such equity. Equity, rather than "equality," is the focus of the discussion, which refines the discussion of gender and higher education to go beyond traditional ideas of equal provision and the mathematical equality of outcomes. The discussion includes equal treatment or treatment that is different but considered equivalent in terms of rights, benefits, and opportunities. Recommendations are made for developing, implementing, and monitoring gender sensitive policies in higher education. The chapters are: (1) "Key Concepts of Gender Equity"; (2) "Normative Provisions for the Promotion of Gender Equity in Higher Education"; (3) "Gender Particularities in Post-Communist Transitions"; (4) "Gender Inequity and Policies for Gender Equity in Higher Education"; and (5) "The role of Gender Studies in Promoting Gender Equity in Higher Education." (Contains 33 references.) (SLD) ED477575 Guidelines for Promoting Gender Equity in Higher Education in Central and Eastern Europe. Papers on Higher Education. 2003-02-00 ISBN-92-9060-174-8 109 European Center for Higher Education, 39 Stirbei-Voda Street, RO-70732, Bucharest, Romania. Web site: http://www.cepes.ro. N/A 2004 2016-11-21

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Yes Higher Education Political Science Research Research Universities Undergraduate Students Undergraduate Study Doyle, Michael P., Ed. Books Collected Works - General Reports - Descriptive Research Corp., Tucson, AZ. English Chapters of this collection show that students benefit from a research-based teaching environment, and that students who have the opportunity for research complete their science programs in greater numbers than those who do not. The chapters of section 1, "Achieving Excellence," are: (1) "The Role of Research at Undergraduate Institution: Why Is It Necessary To Defend It?" (Robert Gavin); (2) "Achieving a National Reputation for Excellence" (Michael P. Doyle); (3) "If You Build It They Will Comeand Stay" (Richard Warch); and (4) "Research Is Important, But" (Robert L. Lichter). In section 2, "Model Programs," the chapters are: (5) "Reminiscences and Recommendations on Undergraduate Research" (Douglas C. Neckers); (6) "Then and Now: A Brief View of Hope College Today" (James M. Gentile); (7) "Mentors in Science: Research-Based Pedagogy at Hendrix College" (John Churchill); and (8) "Chemical Bonding between Students and Faculty: The Chemistry Program at Furman University" (Larry S. Trzupek and Lon B. Knight, Jr.). Section 3, "Supporting Excellence," contains: (9) "NIH Funding: An Inside Guide to Grantsmanship" (John Schwab and Jean Chin); (10) "The Cost of Research Instrumentation in Chemistry" (Michael P. Doyle); (11) "The First NMR Spectrometer at Hope" (Douglas C. Neckers); (12) "Origin and Programs of the Petroleum Research Fund" (Lawrence A. Funke); and (13) "The Keys to the Kingdom: Motivation and Environment" (Raymond Kellman). An appendix describes some programs for undergraduate institutions. (Contains 62 references.) (SLD) ED477576 Academic Excellence: The Role of Research in the Physical Sciences at Undergraduate Institutions. 2000-00-00 ISBN-0-9633504-5-5 198 Research Corporation, 101 North Wilmot Road, Suite 250, Tucson, AZ 85711. Web site: http://www.rescorp.org. N/A 2004 8/19/2004 21:43:19 RIEFEB2004

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Yes Educational Administration Educational History Foreign Countries Governance Higher Education Student Characteristics Tiron, Stefan Arion, Valentin Paiu, Mihai Scalini, Vitalie Stan, Victor Books Reports - Descriptive Moldova Moldova United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. English This monograph parallels others in the "Monographs" series, allowing easy comparisons among the higher education systems of Europe. The volume describes the development of the higher education system in the Republic of Moldava and analyzes its legislative framework and administrative structures. It outlines steps on the academic career ladder and study paths of students. The chapters are: (1) "Higher EducationHistory and Present Challenges"; (2) "Governance of Higher Education at the National Level"; (3) "Institutional Patterns and Quantitative Developments"; (4) "Governance and Administration at Institutional Level"; (5) "Faculty Structure and Academic Work"; (6) "Students and Graduates"; and (7) "The Future of Higher Education in Moldova." Appendixes list higher education institutions subordinated to the Republic's Ministry of Education and present tables of educational expenditures. (Contains 11 figures, 45 tables, and 46 references.) (SLD) ED477577 Higher Education in the Republic of Moldova. Monographs on Higher Education. 2003-00-00 ISBN-92-9069-175-6 110 UNESCO-CEPES, 39 Strada Stirbei-Voda, RO-70732 Bucharest, Romania ($20). Web site: http://www.cepes.ro. N/A 2004 2016-11-21

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Yes College Faculty Nurses Nursing Education Nursing Students Teacher Recruitment Teacher Supply and Demand Reports - Descriptive American Association of Colleges of Nursing, Washington, DC. English This white paper summarizes the scope of the problem of faculty shortages in nursing education and discusses issues contributing to the shortage of faculty. It also outlines strategies for expanding the capacity of the current and future pool of nursing faculty. The United States is in the midst of an unprecedented shortage of registered nurses, and this shortage is expected to persist. Intensifying the overall nursing shortage is the increasing deficit of full-time master's and doctorally prepared nursing faculty, which limits the number of students who can be educated in nursing programs. Faculty age, the departure of educators from teaching, changing employment patterns, changing enrollment patterns, and salary differentials combine to reduce the number of nursing educators. A variety of short-term approaches may alleviate the nursing faculty shortage. Faculty capacity can be expanded in nontraditional ways with current resources, and it may be possible to use the pool of retired nursing educators to fill faculty vacancies on a part-time basis. Nursing clinical education, both resource intensive and critically important, may be enhanced through partnerships between institutions. Research about ways to use nursing faculty is needed, as are better professional development, mentoring, and institutional encouragement. Long-term strategies are also outlined with regard to recruitment, retention, and collaboration. An appendix describes a conference on building nursing faculty leadership (San Antonio, Texas, April 24-26, 2003). (Contains 78 references.) (SLD) ED477578 Faculty Shortages in Baccalaureate and Graduate Nursing Programs: Scope of the Problem and Strategies for Expanding the Supply. 2003-05-00 43 N/A 2004 8/19/2004 21:43:24 RIEFEB2004

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Yes Community Cooperation Educational Experience Foreign Countries Higher Education International Education International Programs Research Reports - Descriptive Canada Canada Association of Universities and Colleges of Canada, Ottawa (Ontario). English The Awards for Excellence in Internationalization program sponsored by Scotiabank and the Association of Universities and Colleges of Canada grants awards to university programs that have been undertaken to prepare Canada's future leaders to excel in a globalized environment. The 34 submissions in 2002 are described in this report. These submissions show that Canadian universities are taking an increasingly innovative, strategic, and sustainable approach to integrating an international dimension into their teaching, research, and community outreach. The first category of programs, "Broadening the Student Experience," describes programs that help student gain greater international knowledge and cultural perspectives. The second category, "Maximizing the Contribution of Research to Internationalization," shows how research carried out with international partners is influencing the institution's internationalization process. The third category, "Enhancing Internationalization through Support for Communities," describes efforts in which cooperation with local, national, and international partners affects the institution's overall internationalization efforts. Each program description contains an overview, a discussion of the program's contribution to internationalization, and contact information. (SLD) ED477579 Towards a More Global Campus: Internationalization Initiatives of Canadian Universities, 2002. 2002-00-00 ISBN-0-88876-215-1 33 N/A 2004 2016-11-21

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No Administration Administrators College Faculty Community Colleges Diversity Ethnic Groups Faculty Integration Minority Groups Racial Composition Racial Integration Recruitment School Personnel Two Year Colleges Lovell, Ned B. Alexander, Mary L. Kirkpatrick, Laura A. Reports - Descriptive Phi Delta Kappa Educational Foundation, Bloomington, IN. English In spite of the fact that the nation is becoming more ethnically diverse, community colleges are faced with a shortage of minority faculty and administrators. The number of minority students on community college campuses is increasing at a rapid pace: up 61.3% from 1986-1996. Nonetheless, in 1996, 89% of the nation's community college presidents, 87% of community college trustees, and 90% of faculty were white. This document asks how one can expect to increase the percentage of minority administrators without minority instructors. The authors briefly describe the efforts of a number of colleges to recruit and train minorities, including the following: (1) Schenectady County Community College, New York, created an intern program designed to increase faculty diversity; (2) Santa Monica Community College (SMCC), California, has developed a number of programs, including a transfer agreement with a number of historically black colleges that encourages African-American graduates to come to SMCC as professional employees; (3) City College of San Francisco (CCSF), California, established a Faculty/ Mentor Diversity Internship, which assists CCSF in preparing people to become community college administrators, instructors, counselors, and librarians; (4) The Borough of Manhattan Community College in New York developed a fellowship program aimed at recruiting minority teaching fellows. (Contains 23 references.) (NB) ED477580 Minority Faculty at Community Colleges. Fastback 490. 2002-00-00 ISBN-0873676904 40 Contact Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 21:43:27 RIEFEB2004

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Yes Articulation (Education) Associate Degrees Bachelors Degrees College Transfer Students Community Colleges Degree Requirements Student Characteristics Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Numerical/Quantitative Data Reports - Research Oregon Community College System Oregon University System Oregon Univ. System, Eugene. Oregon Dept. of Community Colleges and Workforce Development, Salem. English This study: (1) summarizes the results of the last five years of data-matching efforts by the Oregon University System (OUS) and the Department of Community Colleges and Workforce Development; (2) responds to the "What the Data Say" recommendations of 2000; and (3) discusses the implications of these data for policymakers and practitioners. Key findings include information pertaining to Oregon transfer rates; comparative statistics for Oregon, Washington and California; demographic information; transfer rates for individuals who have earned an associate's degree; transfer student majors; and graduation rates of transfer and "native" OUS students. Transfer activity increased 42.4% from 1996-97 to 2000-01. For the same time period, the total number of admitted transfers to OUS from Oregon community colleges has increased 13.8%. The data also demonstrates that the majority of Oregon transfer students are female and that the racial/ethnic distribution closely approximates the distribution of all OUS students. The authors also report that the performance of transfer-activity students compares favorably to native OUS students. In summary, the numbers of students transferring is on the rise, while the performance and success, in terms of baccalaureate attainment of these students, remains on par with native University System students. Includes 276 appended data tables. (RC) ED477581 Transfer Activity in Oregon Postsecondary Education, 1996-97 to 2000-01. 2002-12-18 88 N/A 2004 2016-11-21

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Yes Articulation (Education) Associate Degrees Bachelors Degrees College Transfer Students Community Colleges Degree Requirements Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Arnold, James C. Reports - Evaluative Oregon Community College System Oregon University System Oregon State System of Higher Education, Eugene. English Policy memo that provides a brief description of the Associate of Arts/Oregon Transfer degree (AA/OT) program and proposes policy options intended to address current program limitations. Under the direction of Oregon Legislative Assembly, officials from the community college and university sectors developed and implemented a set of general requirements for a block-transfer degree. Any student who completes an Oregon community college Associate of Arts/Oregon Transfer degree and who transfers to an institution in the Oregon University System has met the lower-division general education requirements of the university's baccalaureate degree programs. The author asserts that despite the transfer program's popularity within the transfer-student landscape of Oregon, the program presents significant limitations for those students who enter the community college with specific career goals and, as a result, could benefit from a more individualized curriculum. Some of the problematic issues with the degree include: campus-to-campus variability, sequence requirements, advising issues, and community college to community college transfer. The policy memo concludes with recommendations to improve the AA/OT initiative. Examples include mandating uniform implementation of the current AA/OT, improving the advising function of community colleges, and establishing a statewide, standardized, transferable, lower-division general education curriculum. (RC) ED477582 Do We Need To "Fix" the Associate of Arts/Oregon Transfer Degree? 2003-05-05 7 N/A 2004 2016-11-21

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Yes Community Colleges Cooperative Programs Economic Development Economically Disadvantaged Educationally Disadvantaged Financial Support Grants Labor Force Labor Force Development State Aid Two Year Colleges Reports - Descriptive Oregon Oregon Oregon State Dept. of Education, Salem. English This presentation describes the mission, programs, and organization of Oregon's Department of Community Colleges and Workforce Development (CCWD). Together with the State Board of Education, the CCWD distributes state aid to community colleges, approves new programs and courses, and adopts rules for the general governance of community colleges. The Agency also implements and oversees state implementation of Title IB of the Workforce Investment Act. Approximately 97.3% of the Agency's budget goes to local service delivery: 17 community colleges, 7 local workforce investment areas, and numerous youth conservation corps service entities. The programs administered by the Agency are: (1) Community College Support Fund; (2) GED Testing; (3) Oregon Youth Conservation Corps; and (4) these Federal Grants: Adult Basic Education, One-Stop Program Services, Even Start Family Literacy, and Carl Perkins Technical and Applied Technology. This document includes a breakdown of the agency budget, a list of the community colleges served, state funding broken down by college, local workforce investment areas, local workforce area funding, and links to benchmarks. (NB) ED477583 Department of Community Colleges and Workforce Development. 2003-04-15 28 N/A 2004 2016-11-21

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No Access to Education College Attendance Community Colleges Educational History Educational Legislation Educational Practices Equal Education Free Education Nondiscriminatory Education Two Year Colleges Quigley, Martin S. Bailey, Thomas W. Books Reports - Descriptive Truman (Harry S) Columbia Univ., New York, NY. Teachers College. English This book was written in order to address the lack of understanding of the importance of President Truman's 1947 Commission recommendations for the establishment of public postsecondary schools, as well as the lack of understanding of the role that the Teachers College of Columbia University has played in the community college movement. The Truman Commission report was a radical departure from all that came before it. It called for an end to barriers to higher education that were based on race, gender, religion, income, or geographic location. The book also aims to examine the role of a federal commission in reimagining higher education, and the place the community college might play in that project. The book presents a section on the Truman Commission, which is followed by these nine chapters: (1) "The U.S. Scene in 1947"; (2) "Origins of Two-Year Junior Colleges"; (3) "Teachers College and the Associate Nursing Degree"; (4) "How to Do It Guidelines"; (5) "Ralph R. Fields"; (6) "Walter E. Sindlinger"; (7) "Michael Brick"; (8) "Joseph N. Nankin"; and (9) "Community Colleges and Research at the Turn of the Century." Biographies and Dissertations list appended. (NB) ED477584 Community College Movement in Perspective: Teachers College Responds to the Truman Commission. A Scarecrow Education Book. 2003-00-00 ISBN-0-8108-4538-5 178 Scarecrow Press, Inc., 4501 Forbes Blvd., Ste. 200, Lanham, MD 20706 ($41.95). Tel: 800-462-6420 (Toll Free); Web site: http://www.scarecrowpress.com. N/A 2004 2016-11-21

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Yes Ancillary School Services College Students Community Colleges Information Literacy Information Technology Technical Education Technological Advancement Technology Technology Education Two Year Colleges Reports - Descriptive Trident Technical College SC Trident Technical Coll., Charleston, SC. English This Strategic Plan delineates the Information Technology (IT) mission for Trident Technical College (TTC) in South Carolina. The issues addressed in the plan include, but are not limited to, the following: (1) Student need for training and support increases as students learn to use and become reliant upon technological tools and services; (2) The training of faculty and staff is a major component of IT success; and (3) The demand for IT professionals continues to exceed the supply. Acquiring and retaining qualified staff is a continuing challenge. This report delineates these five IT goals for TTC: (1) To provide logically integrated information systems that support efficient, effective TTC business operations, instructional support and delivery, and student services; (2) To establish and communicate college priorities for IT as they relate to teaching and learning; (3) To provide an environment that promotes student success by providing access to relevant resources and services to support academic programs; (4) To provide effective management of IT resources and services, including software, hardware, and personnel; and (5) To provide the network infrastructure to support full-function access to information, anytime, anywhere, for the TTC community. Each goal presented in the report includes objectives and proposed strategies for implementation. (NB) ED477585 A Strategic Plan for the Implementation of Information Technology, 2000-2005. 2000-00-00 18 N/A 2004 2016-11-21

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Yes Articulation (Education) Community Colleges Transfer Policy Transfer Programs Transfer Rates (College) Transfer Students Two Year Colleges Arnold, Jim Information Analyses Reports - Research Oregon Community College System Oregon University System Oregon State Board of Higher Education, Salem. English The purpose of this report is to provide background information on states that have implemented common and fully-transferable general education core curricula. Following a brief review of the literature, the results of a survey of selected states' Websites are summarized. The literature review includes a summary of major issues and contemporary practices associated with statewide articulation and transfer policies as well as a list compiled by Wellman (2002) of academic policies that affect transfer. This list includes: (1) admissions policies; (2) statewide core curriculum; (3) statewide catalogues; (4) transfer of credit policies; (5) common course numbering; (6) common academic calendars; and (7) support for voluntary agreements and cross-sector collaborations. To find out more about transfer policies in each state, the author conducted a search of Web-based resources and collected descriptive material from legislative Websites, state boards of higher education, state coordinating boards, and institutional Web sites. Following the presentation of brief state summaries, the author provides offers comments comparing states' interpretations of transferable general education cores. All thirteen states discussed in the report follow a "distribution model" core curricula, though they do appear to differ somewhat in the effectiveness of credit transfer. (Contains 11 references.) (RC) ED477586 Statewide Transfer Policy: The Transferable General Education Core Curriculum. 2003-00-00 25 N/A 2004 2016-11-21

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Yes Adjunct Faculty Articulation (Education) College Credits College School Cooperation Community Colleges Distance Education Economic Impact Educational Technology Faculty Development Fund Raising Job Development Labor Force Development Remedial Instruction School Holding Power Staff Development Strategic Planning Transfer Policy Transfer Programs Transfer Students Two Year Colleges Leist, Jay Murray, John Reference Materials - Bibliographies National Council of Instructional Administrators, Nashville, TN. English This document provides a list of dissertations, ERIC documents, and journal articles on contemporary issues of interest to community college leaders. The topics addressed include adjunct faculty, dual/concurrent credit, economic and workforce development, technology and distance education, development/fund raising, student retention, strategic planning, transfer and articulation, developmental education, and faculty/staff development, and teaching. (RC) ED477587 Useful Information for Community College Leaders. 2003-05-00 54 N/A 2004 8/19/2004 21:43:40 RIEFEB2004

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Yes Community Colleges Educational Equity (Finance) Educational Finance Financial Needs Financial Policy Financial Support Funding Formulas Instructional Student Costs School Funds School Support State Aid Two Year Colleges Summers-Coty, Kathryn Reports - Descriptive Michigan Michigan Michigan State Legislature, Lansing. House of Representatives Fiscal Agency. English The state of Michigan instituted the Gast-Mathieu Fairness in Funding Formula in order to equitably apportion state monies to state community colleges. This report examines the Gast-Mathieu Fairness in Funding Formula, and explains and illustrates how the formula works, while documenting how and when it has been used in making state appropriations to the community colleges. The Formula was first used to distribute funds in FY 1984-85. The Formula calculates a dollar amount need for each college based on instructional and non-instructional costs, tax equalization grants, local and student funding responsibility, and other sources of revenue. The Formula applies statewide average cost factors to activity measures specific to each college, thereby estimating the total expenditures each college should expect to incur. This is called "Gross Need," and is a summation of instructional and non-instructional costs. Tax equalization grants are added to Gross Need as a separate component. Instructional Need accounts for 48.6% of the entire Target Need for colleges. State appropriations for FY 1997-98 were expected to total over $275 million, or 40% of total community college funding. Presents figures for three fictitious community colleges applying the Formula. (Contains 12 figures and 4 tables.) (NB) ED477588 Fiscal Focus: The Community College Funding Formula--A Look at Its Components. 1998-03-00 52 N/A 2004 2016-11-21

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Yes Educational Environment Family Environment Foreign Countries Grade 9 Models Political Influences Questionnaires Secondary Education Social Action Social Science Research Student Participation Student Surveys Papanastasiou, Constantinos Koutselini, Mary Reports - Research Speeches/Meeting Papers Cyprus Cyprus English This paper examines the extent to which home background and school climate affects ninth grade students' social and political understanding and participation. Using the data from the student questionnaires (n=3106) of the 1999 Civic Education survey, a study was conducted in Cyprus to examine ninth graders' participation in social actions. The objective was to design a model, using two exogenous constructs, the home environment and school climate, and three endogenous constructs, political interest of the student, political environment of the student, and democratic values and social participation of student in social actions. Data were analyzed using structural equation modeling methodology (LISREL). The study demonstrated that political interest and school climate influence political interest and political environment. These endogenous factors influence democratic values of the students and democratic values influence social participation of students in social actions. (Contains 24 references, 2 figures, and 2 tables.) (Author/BT) ED477589 The Effects of Background Variables on the Participation of Students in Social Actions. 2002-03-00 15 N/A 2004 2016-11-21

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Yes Childhood Needs Educational Improvement Educational Objectives Food Nutrition Outcomes of Education Program Descriptions Bergeron, Gilles Del Rosso, Joy Miller Guides - Non-Classroom Food Security Indicators Conceptual Frameworks Academy for Educational Development, Washington, DC. English As defined by the U.S. Agency for International Development, food security is attained "when all people at all times have both physical and economic access to sufficient food to meet their dietary needs for a productive and healthy life." In this guide, Food for Education (FFE) is defined as a program using food as a resource to improve educational outcomes. FFE programs are designed and implemented as part of a larger effort to improve educational quality. They combine food with other educational resources to enhance educational outcomes through integrated programming. In the short term, the link between FFE and food security is through the impact that FFE programs have on increasing the participation and progress of children in school. In the long run, the link is through the contribution that FFE makes to household conditions thanks to improved education. The publication is divided into four parts containing four chapters and two appendices. Chapter two presents the conceptual model underlying Food for Education programs and their links to food security; objectives commonly associated with Title II FFE programs are introduced and briefly discussed. Chapter three presents the indicators derived from this conceptual framework; for each indicator, precise specifications on wording, calculation, data needs and sources, and issues related to interpretation are provided. Appendix one contains more detailed information on how to calculate one of the indicators. (Contains 14 references.) (BT) ED477590 Food for Education Indicator Guide. Food and Nutrition Technical Assistance. 2001-09-00 Agency for International Development (IDCA), Washington, DC. 39 Food and Nutrition Technical Assistance Project, Academy for Educational Development, 1825 Connecticut Avenue NW, Washington, DC 20009-5721. Tel: 202-884-8000; Fax: 202-884-8432; e-mail: fanta@aed.org; Web site: http://www.fantaproject.org/. N/A 2004 2016-11-21

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Yes Banking Developing Nations Empowerment Females Health Education Hunger Models Nutrition Program Descriptions Dunford, Christopher Denman, Vicki Reports - Descriptive Development Education Food Security Academy for Educational Development, Washington, DC. English This paper introduces the reader to microfinance integrated with health and nutrition education as a promising strategy for Title II practitioners. The paper provides an overview of how microfinance, particularly village banking, can contribute to the food-security objectives of Title II. It describes a variant of village banking, called "Credit with Education," which was designed for the specific purpose of achieving food-and-security objectives. It reviews the available evidence that the "Credit with Education" model can be cost-effectively implemented to improve household food security and child nutrition among large numbers of the food-insecure poor. The paper considers the opportunities and difficulties created when "Credit with Education" is introduced as a sustainable financial/educational service into the more familiar mix of Title II non-emergency development programming. Three annexes are included (Status of Credit with Education Programs; Creation of Credit Associations: Credit with Education in the Community; and It Collapses Like a House of Cards). (Contains 34 references.) (BT) ED477591 Credit with Education: A Promising Title II Microfinance Strategy--Supporting Integrated Food Security and Nutrition Programs To Improve Health and Well-Being of Women and Children). Food and Nutrition Technical Assistance. 2001-03-00 Agency for International Development (IDCA), Washington, DC. 52 Food and Nutrition Technical Assistance Project, Academy for Educational Development, 1825 Connecticut Avenue NW, Washington, DC 20009-5721. Tel: 202-884-8000; Fax: 202-884-8432; e-mail: fanta@aed.org; Web site: http://www.fantaproject.org/. N/A 2004 2016-11-21

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Yes Banking Developing Nations Empowerment Females Food Foreign Countries Models Nutrition Program Descriptions Reid, Helen Reports - Evaluative Development Education Food Security Bangladesh Bangladesh Academy for Educational Development, Washington, DC. English "Credit with Education" is a way to provide self-financing microfinance (or small-scale banking) to women, primarily in very poor rural areas, while at the same time providing education for business and family survival. Within the village banking environment, attempts to integrate education with village bank meetings have fallen into two types: (1) the field staff provides the education and financial services at the same village bank meetings; or (2) two or more specialists provide the banking and education services separately. When combined costs for both services are considered, the first type, a lower cost model, is most likely to be fully sustainable with program-generated revenues. The "Credit with Education" model was inspired originally by the Grameen Bank in Bangladesh, which combines a distinctive form of village banking with a simple change-promotion agenda. By the end of June 2000, implementing partners in 12 countries were offering "Credit with Education" to nearly 190,000 women, who had an average loan size of $73. Several other non-governmental organizations have independently developed distinctive versions of "Credit with Education." (BT) ED477592 Credit with Education and Title II Programs. Technical Note. Food and Nutrition Technical Assistance. 2002-03-00 Agency for International Development (IDCA), Washington, DC. 9 N/A 2004 2016-11-21

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No Curriculum Development Developing Nations Educational Change Educational Strategies Elementary Secondary Education Foreign Countries Seminars Workshops Pillai, Sharmila, Ed. Collected Works - Proceedings Reports - Descriptive Ghana Nigeria International Bureau of Education Cape Verde Liberia Curriculum Implementation Mali Gambia Niger Cabo Verde Gambia Ghana Liberia Mali Niger Nigeria Federal Ministry of Education, Lagos (Nigeria). International Bureau of Education, Geneva (Switzerland). English The central theme of the Lagos, Nigeria, seminar/workshop was recognition for the teaching profession, particularly as being the most important educational change agent. Part 1, "Thematic Issues" includes: "Language Curriculum and Teaching in Multilingual Environments" (Sharmila Pillai); "The Situation in Nigeria" (E. O. Adeniyi); "The Situation in Gambia" (E. O. Adeniyi; E. C. Umeano); "Science, Technology and Mathematics Teaching through New Delivery Systems" (Sharmila Pillai); "Innovative Ideas and Techniques for Science, Technology and Mathematics Education in Africa" (J. O. E. Otuka); "Vocational and Technical Education in Nigeria" (R. N. Oranu); "Science and Technology Teaching Confronted with New Curricula in Nigeria" (R. N. Oranu); "Strategies for Teachers Coping with the New Curricula" (R. N. Oranu); "Emerging Issues in African States and Their Implications for Curriculum Development" (Sharmila Pillai); and "Emergent Curriculum Issues: How Are Teachers Coping?" (Ebele J. Maduewesi). Part 2, "Country Reports/Rapports Nationaux" includes: "Cap Vert" [written in French] (Ana Cristina Pires Ferreira); "Gambia" (Fatuo Njie); "Ghana" (M. Attar); "Liberia" (J. A. L. Tarlowoh); Mali [written in French] (Abou Diarra); "Niger" [written in French] (S. Aboubacar); and "Nigeria" (Gidado Tahir). Annexes contain the program and participant list. (BT) ED477593 Strategies for Introducing New Curricula in West Africa. Final Report of the Seminar/Workshop (Lagos, Nigeria, November 12-16, 2001) (Strategies d'Adaptation des Nouveaux Curricula en Afrique de l'Ouest. Rapport Final du Seminaire/Atelier (Lagos, Nigeria, 12-16 Novembre 2001). 2003-00-00 67 UNESCO International Bureau of Education, P.O. Box 199, 1211 Geneva 20 Switzerland. Web site: http://www.unesco.ibe.org. N/A 2004 2016-11-21

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Yes Curriculum Development Daily Living Skills Educational Change Elementary Secondary Education Foreign Countries Geographic Regions Seminars Social Integration Tawil, Sobhi, Ed. Collected Works - Proceedings Reports - Descriptive Argentina Baltic States Northern Ireland Scandinavia Argentina United Kingdom (Northern Ireland) International Bureau of Education, Geneva (Switzerland). English The main objectives of a Vilnius, Lithuania, seminar were to share experiences in curriculum reform to promote life skills for social inclusion. This was to be achieved through an exchange on principles, approaches and methodologies that inform processes of curriculum reform in life skills education. Most of the participants were senior education officers from national boards or ministries of education, representatives of teachers associations, and university faculty. Following the "Foreword" (Cecilia Braslavsky), this final report is divided into five sections. The first section, "Introduction," contains: "Responding to Social Exclusion through Curriculum Change" (Sobhi Tawil). The second section, "Historical Overview," contains: "Education Systems, Social Integration and Inequality" (Walo Hutmacher). The third section, "International Perspectives," includes: "Reforming School Curricula in Latin America: A Focus on Argentina" (Silvina Gvirtz and Silvina Larripa); and "Challenges of Social Inclusion in Northern Ireland: Citizenship and Life Skills" (Michael Arlow). The fourth section, "The Lithuanian Experience," includes: "Curriculum Reform in Lithuania: Lessons Learned" (Virginia Budiene); and "Education and Social Inclusion in Lithuania" (Pranas Gudynas). The fifth section, "Regional Perspectives from the Baltic and Scandinavian Countries," includes: "Curricular Reform and Life-Skills in Denmark" (Anette Ipsen and Jorgen Thorslund); "Developing Civic Education in Estonia" (Sulev Valdmaa); "Social Inclusion in Compulsory Schooling in Norway: Reflections on the 1994 and 1997 Reforms" (Sissel Anderson); and "Curriculum Development for Social Inclusion in Sweden" (Mai Beijer and Staffan Bolin). Appended are the participant list and seminar agenda. (BT) ED477595 Curriculum Change and Social Inclusion: Perspectives from the Baltic and Scandinavian Countries. Final Report of the Regional Seminar (Vilnius, Lithuania, December 5-8, 2001). 2002-00-00 97 UNESCO International Bureau of Education, P.O. Box 199, 1211 Geneva 20 Switzerland. Web site: http://www.unesco.ibe.org. N/A 2004 2016-11-21

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Yes Academic Standards Cultural Context Dance Elementary Secondary Education Fine Arts Humanities Humanities Instruction Language Arts Learning Activities Music Education Public Schools Skill Development Social Studies State Standards Student Evaluation Theater Arts Visual Arts Guides - Non-Classroom Aesthetic Response Pennsylvania Pennsylvania Pennsylvania State Dept. of Education, Harrisburg. English The Pennsylvania state academic standards describe what students should know and should be able to achieve at the end of grades 3, 5, 8 and 12 in the visual and performing arts, and the understanding about humanities context within the arts. The arts include dance, music, theater, and visual arts. The arts and humanities are interconnected through the inclusion of history, criticism, and aesthetics. In addition, the humanities include literature and language, philosophy, social studies, and world languages. The areas encompassed in the humanities such as jurisprudence, comparative religions, and ethics are included among other standards documents. The interconnected arts and humanities areas are divided into four standards categories: (1) "9.1. Production, Performance and Exhibition of Dance, Music, Theater, and Visual Arts"; (2) "9.2. Historical and Cultural Contexts"; (3) "9.3 Critical Response"; (4) "9.4. Aesthetic Response." Knowledge of the academic standards for the arts and humanities incorporates carefully developed and integrated components: application of problem-solving skills; extensive practice in the comprehension of basic symbol systems and abstract concepts; application of technical skills in practical production and performance; comprehension and application of the creative process; development and practice of creative thinking skills; and development of verbal and nonverbal communication skills. These standards provide the targets essential for success in student learning in arts and humanities. They describe the expectations for student achievement and performance at each grade level in Pennsylvania schools. A glossary of terms is included. (BT) ED477596 Pennsylvania Department of Education Academic Standards for the Arts and Humanities. 2002-07-18 16 Pennsylvania Department of Education, 333 Market Street, Harrisburg, PA 17126. Tel: 717-783-6788. For full text: http://www.pde.state.pa.us/stateboard_ed/lib/stateboard_ed/art.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Articulation (Education) College School Cooperation Educational Research Elementary Secondary Education Higher Education Program Evaluation Public Education State Standards Student Needs Success Transitional Programs Alexson, Randy Gabrys Kemnitz, Christopher P. Reports - Research Speeches/Meeting Papers Wisconsin Department of Public Instruction Curriculum Alignment University of Wisconsin System Wisconsin Wisconsin English The University of Wisconsin System and the Wisconsin Department of Public Instruction have been involved in a multi-year program since 1998. One goal of the program has been to align curricula within the K-16 system of education in Wisconsin. The purpose of the Curriculum Articulation Project has been to work with educators in the state of Wisconsin to move toward a well articulated educational system that provides students a seamless transition between secondary and post-secondary institutions. The working groups found that it is not the curriculum, but that student expectations, the teacher expectations, and the professor expectations appear to be misaligned. While curricular alignment addresses performance and achievement in terms of content, it was found that study skills, family and friend support, advisement and personal responsibility also play a crucial role in the success of the student. Additionally, for any effort designed to improve student success, not only the curricula and students must be examined, but also the role of the administrators and teaching faculty involved in the process must be addressed. A follow-up study based on criteria previously identified as misaligned was conducted and the results reported. Recommendations for more successful evaluation of curriculum articulation are offered. A data sheet is attached. (Contains 15 references.) (Author/BT) ED477597 Curriculum Articulation and Transitioning Student Success: Where Are We Going Wrong and What Lessons Have We Learned? 2003-09-00 16 N/A 2004 2016-11-21

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Yes Citizenship Education Citizenship Responsibility Democracy Elementary Secondary Education Higher Education Patriotism Political Socialization Social Studies Student Needs Branson, Margaret Opinion Papers Speeches/Meeting Papers Declaration of Independence United States Constitution West Virginia Board of Education v Barnette United States Constitution English The visible signs of patriotism displayed in the United States since the events of September 11, 2001 are at once an expression of pride and a palliative for people's grief and sorrow, an understandable response to a national tragedy. But more important is a kind of less visible patriotism that calls for fidelity to the values and principles for which the United States stands. This paper discusses that kind of patriotic fidelity and considers two major questions: (1) what should patriotism mean in a constitutional democracy?; and (2) what responsibilities do schools and educators have for helping students develop a large and wholesome meaning of patriotism? It comments on a March 2002 poll in which 59% of U.S. adults said that involvement in civic life is not essential to patriotism, and on a study of college students in which only about one-fourth of freshmen reported voting in student elections. The paper points to the difficulties that state lawmakers have encountered when crafting legislation for civic involvement by public school students and discusses the 1943 decision of the Supreme Court on "West Virginia State Board of Education vs. Barnette." which stated that every child needs to learn about the basic values and principles of the United States. This learning entails familiarity with and understanding of the nation's founding documents, most particularly with the U.S. Constitution and with the Declaration of Independence. The paper notes that every child also needs to understand why fidelity to those values and principles is essential to achieving the twin goals set for every citizen liberty and justice for all. (Contains 13 notes.) (BT) ED477598 Patriotism and Civic Literacy. 2002-06-00 11 For full text: http://www.civiced.org/speech_mb_june02.pdf. N/A 2004 2016-11-21

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Yes Citizen Participation Citizenship Citizenship Education Citizenship Responsibility Educational Needs Educational Objectives Elementary Secondary Education Social Studies Branson, Margaret Stimmann Opinion Papers Speeches/Meeting Papers Civic Values English The idea that U.S. schools have a distinctively civic mission has been recognized since the earliest days of the republic. Thomas Jefferson, James Madison, John Adams, and others believed that the civic mission of schools was to foster the qualities of mind and heart required for successful government within a constitutional democracy. People still believe that education for responsible citizenship should be the schools' top priority. It is worth noting that over the course of 32 years of Phi Delta Kappa/Gallup polling the public has not wavered in that conviction. This paper contends, however, that civic education is grossly neglected and provides abundant evidence highlighting several studies to make its case. The paper discusses the preliminary report in 2001 of the National Commission on the High School Senior Year. It concludes that it is imperative that all people receive the kind of civic education that enables them to fulfill their everyday responsibilities of citizenship: taking part in the discussion of public matters; participating in organizations that make up civil society; monitoring government officials and institutions; serving on juries; voting; and seeking or holding public office. (BT) ED477599 Making the Case for Civic Education: Educating Young People for Responsible Citizenship. 2001-02-00 10 For full text: http://www.civiced.org/articles_mb2001.html. N/A 2004 2016-11-21

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No Classroom Techniques Computer Assisted Instruction Elementary Secondary Education Environmental Education Foreign Countries Geography Geography Instruction Social Studies Student Projects Alibrandi, Marsha Guides - Classroom - Teacher Non-Print Media Canada Geographic Information Systems Vignettes Canada English Geographic Information Systems (GIS) is a computer application for urban planning, weather reporting, and geological and demographic studies. This book takes teachers and students to the cutting edge of teaching social studies and environmental education using GIS. Students can use GIS as a tool to explore, question, integrate, analyze, interpret, evaluate, and act on information. The book offers stories of teachers and students from the U.S. and Canada who have harnessed the power of GIS to conduct water quality testing where pollution and reduced flow had impacted local shellfish beds; develop a profile of their city during the pre- and post-U.S. civil rights era by interviewing African American adults who had attended their school; and address community needs. A CD-ROM is also available to provide GIS software, plus sample projects and activities for GIS integration that are closely tied to the text. Following the "Introduction", there are 10 chapters: (1) "What's GIS Done for Me Lately?"; (2) "Is There Any Spatially Intelligent Life on This Planet?"; (3) "Where Is GIS in Schools and Social Studies?"; (4) "The People Must Prove That There Is Water: An Environmental Community Service Project"; (5) "Oral History, GIS, and the Web: Putting African American History on the Map"; (6) "Building Community and Movin' On Up in Motor City: Farr Tech"; (7) "Interlude for a Critical Perspective: Are We Bridging the Digital Divide"; (8) "Getting behind the Map: Critical Thinking and Community Service Learning in the Capital Area"; (9) "Problem Solving in Canada"; and (10)"Conclusions and Implications." (Contains 58 references.) (BT) ED477600 GIS in the Classroom: Using Geographic Information Systems in Social Studies and Environmental Science. [with CD-ROM]. 2003-00-00 ISBN-0-325-00479-X Practitioners Teachers 192 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($18). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; e-mail: custserv@heinemann.com; Web site: http://www.heinemann.com/. N/A 2004 2016-11-21

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Yes Classroom Techniques Community Colleges Geographic Regions Geography Instruction Global Education Learning Strategies Two Year College Students World Geography Heath, Douglas E. Opinion Papers Speeches/Meeting Papers Information Overload Microsoft PowerPoint English A traditional world regional geography course inescapably entails a flow of information that many community college students find overwhelming. This paper delineates five strategies developed over 30 years of teaching to help students cope with this fundamental problem: (1) using study guides or a manual to help students understand assigned readings; (2) employing a daily system of map quizzes and homework collection that requires students to commit to a regular map study and textbook reading between class meetings; (3) lecturing with Microsoft PowerPoint and providing students with access through the Internet to complete lecture notes that can be printed; (4) providing study guides for non-lecture activities; and (5) designing examinations that offer students the opportunity to prepare for essay questions in advance and to earn half a credit for making open-book corrections of their incorrect answers on objective questions. The paper describes these strategies in sufficient detail for implementation and discusses the benefits and problems of employing each strategy. It concludes that an instructor who adopts such strategies can resist the increasing pressure to reduce factual content and can deliver a program of study through which students are able to gain greater knowledge of the world than many ever imagined they could in a single course. Contains 10 appendixes with different types of sample questions and answers. (Author/BT) ED477601 Strategies To Help Students Cope with the High Information Flow in World Regional Geography Courses. 2003-03-00 23 N/A 2004 2016-11-21

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Yes Citizenship Education Civil Liberties Developing Nations Elementary Secondary Education Foreign Countries Degazon-Johnson, Roli Reports - Descriptive Speeches/Meeting Papers British Commonwealth Trinidad and Tobago Guyana Jamaica Montserrat Small Countries Guyana Jamaica Montserrat Trinidad and Tobago Commonwealth Secretariat, London (England). English Ten years ago in the Harare Declaration, heads of government from across the British Commonwealth committed to upholding critical commonwealth-held values. While initially focusing on Human Rights Education, the Commonwealth Secretariat set about enabling member governments to promote greater awareness, education, and training supporting democracy, human rights, and respect for individual freedoms. In 2002, the Commonwealth Secretariat's Education Department undertook a deeper level of study of the education institutions which, through their programs, are seeking to further this initiative and to assess lessons learned and to determine the future. The Ministries of Education of two Caribbean small states, Trinidad and Tobago and Guyana, both with issues of multiculturalism, diversity, and ethnicity high on the political agenda, have supported a Secretariat-driven initiative to enable information gathering on citizenship education in school-based and non-formal education forums. Following identification of and interviews with potential partners, a search conference activity in both states was conducted, culminating in a draft Caribbean Action Agenda for Citizenship Education to solidify and deepen the thrust. This paper discusses the impact of state size on the education system; citizenship education as cultural values transmission; issues of context vs. curriculum content; Jamaica: socioeconomic challenges to education; Montserrat; and impact of environmental hazards. The paper finds that the future of the Citizenship Education Initiative must consider the context, milieu, and environment in which the curriculum is taught. It is important to approach the dissemination of the initiative from the perspective of the learner rather than the teacher. (Contains 12 notes.) (BT) ED477602 Challenges of Citizenship Education in Small States--Issues of Context vs. Content. A Background Paper Prepared for the Pan-Commonwealth Project on Heritage, Multiculturalism and Citizenship. 2002-03-00 15 N/A 2004 2016-11-21

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No Economics Economics Education Junior High Schools Mathematics Mathematics Instruction Middle Schools National Standards Social Studies Hoff, Jody McCorkle, Sarapage Suiter, Mary Bettendorf, James Breidenbach, Lisa Cornwell, Pamela Books Guides - Classroom - Teacher Economic Concepts Personal Finance National Council on Economic Education, New York, NY. English This book contains a set of 12 lessons for middle school students that demonstrate how mathematical processes and concepts may be applied to the study of economics and personal finance. Mathematics educators can find lessons connecting mathematics instruction to practical problems and issues that students encounter throughout their life. The lessons are designed to provide economic skills and knowledge that students can use as savers, investors, consumers, producers, and informed citizens. The book also outlines the correlation of lessons with national mathematics and economics standards. In Lesson 1, students use currency exchange rates to convert the prices of a Big Mac into U.S. dollars. In Lesson 2, students continue to learn about exchange rates as they listen to the story of an American girl planning a trip to Mexico. In Lesson 3, students analyze data for baby-sitting wages (a price for labor) and the price of movie tickets since 1945. Lesson 4 introduces students to the Consumer Price Index and the construction of price indexes. Lesson 5 is designed to introduce students to the benefits of competition utilizing proportions to compare different rates. Lesson 6 is designed to reinforce the usefulness of percentages in comparing fractions of unequal size and provide students with practice in using percent to calculate simple interest. Lesson 7 focuses on the economic topic of decision-making. Lesson 8 is designed to acquaint students with the relationship between earnings and education. Lesson 9 introduces students to the idea that not all skills are valued equally in the marketplace. Lessons 10 and 11 focus on identifying how prices are derived. In Lesson 12 students learn about budgets. (BT) ED477603 Mathematics & Economics: Connections for Life, Grades 6-8. 2002-00-00 3M, St. Paul, MN. ISBN-1-56183-603-6 Practitioners Teachers 207 National Council on Economic Education, 1140 Avenue of the Americas, New York, NY 10036. Tel: 800-338-1192 (Toll Free); Fax: 212-730-1793; e-mail: sales@ncee.net; Web site: http://www.ncee.net/. N/A 2004 2016-11-21

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No Classroom Techniques Curriculum Enrichment Economics Economics Education High Schools International Trade Monetary Systems National Standards Social Studies Lopus, Jane S., Ed. Willis, Amy M., Ed. Guides - Classroom - Teacher Economic Concepts National Council on Economic Education, New York, NY. English Economics can be the most relevant and stimulating class students take in high school. One way to make this happen is to actively involve students in lessons that demonstrate important economic concepts and economic reasoning. This book contains a compilation of 14 popular lessons (all-time favorites from earlier publications by the National Council on Economic Education) that use a variety of activities to teach economics. The lessons are not intended to stand alone as the course materials. They are recommended as supplements to a good high school economics textbook, as well as to lectures that emphasize content. The lessons contain one or more activities requiring students to do more than passively absorb facts and information. The activity-based approach challenges students to take responsibility for their own learning. Following the "Introduction" and other informational material, 12 lessons are: (1) "Why People Trade"; (2) "Economic Decision Making"; (3) "Using Economic Reasoning to Solve Mysteries"; (4) "Property Rights in a Market Economy"; (5) "Role of Government in a Market Economy"; (6) "Economic Way of Thinking: Three Activities to Demonstrate Marginal Analysis"; (7) "Market in Wheat"; (8) "Productivity"; (9) "Invention Convention"; (10) "Circular Flow of Economic Activity"; (11) "Money and Inflation"; (12) "Fiscal Policy: A Two-Act Play"; (13) "Comparative Advantage and Trade in a Global Economy"; and (14) "Exchange Rates: Money around the World". (BT) ED477604 Economics in Action: 14 Greatest Hits for Teaching High School Economics. 2003-00-00 Citigroup Foundation, New York, NY. ISBN-1-56183-086-0 Practitioners Teachers 142 National Council on Economic Education, 1140 Avenue of the Americas, New York, NY 10036. Tel: 800-338-1192 (Toll Free); Fax: 212-730-1793; e-mail: sales@ncee.net; Web site: http://www.ncee.net/. N/A 2004 2016-11-21

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No Developed Nations Developing Nations Economic Development Elementary Secondary Education Interdisciplinary Approach Sustainable Development Soubbotina, Tatyana P. Books Reports - Descriptive Economic Growth Global Issues Indicators World Bank, Washington, DC. English This book is designed primarily to help readers broaden their knowledge of global issues, gain insight into their country's situation in a global context, and understand the problems of sustainable development nationally and globally. Because development is a comprehensive process involving economic as well as social and environmental changes, the book takes an interdisciplinary approach. It seeks to describe and explain the complex relationships among aspects of development, including population growth, economic growth, improvements in education and health, urbanization, and globalization. The book is based on statistical data for most countries, presented in data tables at the end, as well as in figures, maps, and references in the text. Following the "Introduction", there are 17 chapters: (1) "What Is Development"; (2) "Comparing Levels of Development"; (3) "World Population Growth"; (4) "Economic Growth Rates"; (5) "Income Inequality"; (6) "Poverty"; (7) "Education"; (8) "Health and Longevity"; (9) "Growth of the Service Sector"; (10) "Urbanization and Urban Air Pollution"; (11) "Public and Private Enterprises: Finding the Right Mix"; (12) "Globalization and International Trade"; (13) "Foreign Aid and Foreign Development"; (14) "Economic Development and the Risk of Global Climate Change"; (15) "Composite Indicators of Development"; (16) "Indicators of Development Sustainability"; and (17) "Some Additional Issues: In Search of a Comprehensive Development Strategy." Attached are a glossary, classification of economies by income and region, and data tables. (BT) ED477605 Beyond Economic Growth: Meeting the Challenges of Global Development. WBI Learning Resources Series. 2000-00-00 ISBN-0-8213-4853-1 170 The World Bank, P.O. Box 960, Herndon, VA 20172-0960 ($25). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://www.worldbank.org/. N/A 2004 2016-11-21

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Yes Beginning Reading Beginning Writing Early Childhood Education Educational Environment Emergent Literacy Family Child Care Literature Reviews Lu, Mei-Yu ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English The purpose of this Digest is to provide information for family child care providers regarding children's early literacy development. A definition and the characteristics of family child care are discussed in the first part of this Digest. The second half focuses on research-based strategies and recommendations that help support early literacy development for children enrolled in family child care settings: children acquire the forms and function of literacy through interacting with more capable peers and adults; children learn best from meaningful and functional activities; children learn to be literate in a literacy-rich environment, where diverse, real-life materials and activities meet children's different needs and interests; and providers should use public facilities and collaborate with local higher education institutes. (Contains 20 references.) (RS) ED477606 Supporting Early Literacy Development in Family Child Care Settings. ERIC Digest. 2003-11-12 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Electronic Journals Electronic Publishing Electronic Text Elementary Education Periodicals Reading Material Selection Lu, Mei-Yu ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This Digest provides an overview of children's online magazines, also known as e-zines. It begins with a brief review of factors that contribute to the popularity of these publications, followed by a list of criteria for selecting high-quality online magazines for children. Samples of high-quality children's e-zines are also included in this Digest. Contains 8 references and annotated links to 7 high-quality e-zines. (RS) ED477607 Evaluating and Selecting Online Magazines for Children. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Curriculum Development Higher Education Journalism Education Literature Reviews Mass Media Secondary Education Technological Literacy Technology Uses in Education Brynildssen, Shawna ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This Digest reviews the literature on recent attempts to incorporate technology into the instruction of journalism and mass communication. It first discusses the four main categories of current technology use in journalism and mass communication: classroom instruction; online syllabi/materials; distance learning; and technological literacy. It then addresses how journalism and mass communication educators have attempted to incorporate the teaching of technological literacy into existing curricula. It concludes that the general ideas driving technology use in journalism schools seem to be ones of incorporation and inclusion--across content, majors, and disciplines. (Contains 13 references.) (RS) ED477608 Mass Communication: Technology Use and Instruction. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Childrens Literature Cultural Differences Elementary Education Reading Material Selection Role Models Singh, Manjari Lu, Mei-Yu ERIC Publications ERIC Digests in Full Text ERIC Digests Heroes ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English The purpose of this Digest is to explore how heroes and heroines in children's literature from around the world help young learners understand and appreciate different cultures. It considers how protagonists can serve as role models for children; discusses how it is possible to obtain insights into universal and culturally specific values and beliefs through stories set in a range of settings; offers evaluation and selection criteria for international children's literature; and concludes with some resources for determining good international and multicultural children's literature. (Contains 11 references.) (RS) ED477609 Exploring the Function of Heroes and Heroines in Children's Literature from around the World. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Ethics Journalism Education Literature Reviews Photography Photojournalism Secondary Education Cookman, Claude ERIC Publications ERIC Digests in Full Text Digital Photography ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Noting that new technologies are resulting in extensive changes in the field of photojournalism, both as it is practiced and taught, this Digest reviews this rapidly evolving field of education and professional practice. It discusses what digital photography is; the history of digital photography; how digital photography has changed photojournalism and photojournalism education; and ethical issues in digital photography. (RS) ED477610 The Evolving Status of Photojournalism Education. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Debate Discussion Discussion (Teaching Technique) Elementary Secondary Education Higher Education Interpersonal Communication Prior Learning Ngeow, Karen Kong, Yoon-San ERIC Publications ERIC Digests in Full Text Critical Inquiry ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Suggesting that properly designed and thoughtfully implemented discussion tasks can be an effective learning tool, this Digest discusses a learning-through-discussion framework that is designed to promote creativity and generate meaningful interaction and understanding for the learner. It discusses that goals of discussion and describes four discussion tasks (guided, inquiry-based, reflective, and exploratory). It concludes that such tasks can help students attain the learning goals of critical inquiry, debate, and reflection. Contains annotations of 5 online resources for teachers and 5 references. (RS) ED477611 Learning through Discussion: Designing Tasks for Critical Inquiry and Reflective Learning. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Comics (Publications) Drama Elementary Secondary Education Language Arts Mass Media Role Multimedia Instruction Teaching Methods Television Viewing Lin, Chia-Hui ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English The purpose of this Digest is to explore the evidence suggesting the effectiveness of literacy instruction through communicative and visual arts. It discusses the communicative and visual arts in literacy instruction; television and multiple media as instructional tools; using dramatic activities in language arts classrooms; and teaching language arts through comics. It concludes that when educators expand their methods of literacy instruction to include television, drama, multimedia, comics and other formats, they may be able to reach more students in the language arts classroom and better meet students' different learning styles than would be the case using purely traditional teaching methods. (Contains 17 references.) (RS) ED477612 Literacy Instruction through Communicative and Visual Arts. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Class Activities Cognitive Development Drama Elementary Secondary Education Literacy Theater Arts Vocabulary Development Writing Instruction Sun, Ping-Yun ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English In light of factors that hinder teachers in the use of drama and theatre in classroom application, this Digest explains the "myths" of drama and theatre and focuses on their effect on children's literacy development. In addition, rather than presenting a "tour de force" of resources, this Digest highlights some readily applicable strategies for classroom application. It discusses the confusing terminology; the necessity of dramatic activities; facilitating effective dramatic activities (dramatics story re-enactments, drama activities that promote vocabulary development, and incorporating process drama into writing instruction); and the myth of "playful" dramatic activities. (Contains 12 references.) (RS) ED477613 Using Drama and Theatre To Promote Literacy Development: Some Basic Classroom Applications. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Collaborative Writing Computer Mediated Communication Electronic Text Elementary Secondary Education Higher Education Language Usage Writing Achievement Writing Instruction Writing Processes Written Language Abdullah, Mardziah Hayati ERIC Publications ERIC Digests in Full Text Writing Behavior ERIC Digests ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Noting that electronic communication places new demands on language that leads to interesting variations in written language use, this Digest summarizes insights gained from research on writing behavior and performance in the electronic age. It concludes that both the process and the content of writing are evolving in response to the increased use of electronic media for writing instruction and to the language of electronic communication itself. (RS) ED477614 The Impact of Electronic Communication on Writing. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu; Tel: 800-759-4723 (Toll Free). N/A 2004 2016-11-21

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Yes Cooperative Planning English (Second Language) Foreign Countries Higher Education Integrated Curriculum Language Proficiency Second Language Learning Student Attitudes Teaching Methods Viswat, Linda J. Duppenthaler, Catherine E. Nishi, Kaori Podziewski, Kyle Journal Articles Reports - Research Japan Japan English This study examined whether linking classes with a common syllabus would have a positive impact on students' English progress and attitudes toward language learning. Participants were Japanese college students studying English as a Second Language. Their program required three English classes taken concurrently per week over one academic year. The three courses were divided into segregated language skills (speaking, listening, and reading). Prior to the beginning of classes, lessons were coordinated and a common textbook was selected. The study hypothesized that students who participated in coordinated classes with a common grammar-based syllabus would make more progress in their English studies and would have more positive attitudes toward learning English than students who took classes independent of one another. Students were tested on their English proficiency at baseline and 9 months later using the G-TELP, which assesses the English language proficiency of non-native speakers, and a 10-item questionnaire on student attitudes. Results supported the hypotheses. However, students differed with regard to their attitudes toward English studies. An appendix presents the policies and procedures sheet given to students that explained the common textbook and course syllabus. (SM) ED477615 A Pilot Study on a Coordinated Approach to Language Instruction. Bulletin of the Educational Research Institute v21 p79-92 Mar 2003 2003-03-00 16 N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Development Professional Development Program Effectiveness Teacher Improvement Teachers Technology Integration Technology Uses in Education Barnett, Harvey ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Information and Technology, Syracuse, NY. English The goal of any professional development program is to inform and change teacher behavior as a result of new information. Professional development activities need to be designed in a way that ensures that teachers' time and your investment in time and money pay off in increased student achievement. Getting teacher buy in is important when technology is involved, especially for those who are not convinced technology is worth the time and effort. The first step of any sound professional development program is to develop a belief about technology professional development that includes the idea that the curriculum drives the use of technology, not vice-versa, and that empowered teachers will find appropriate ways to include technology with their ongoing instruction rather than view it as an activity unconnected to the district's content standards. Technology professional development programs are successful when they focus on the teacher's stage of use. A teacher afraid of technology or a beginning user would be lost in a class for power users. Mandinach (1992) describes four stages of technology use: survival, mastery, impact and innovation. A description of the four stages follows. Six technology professional development systems implemented by districts that will help teachers reach the "impact" and "mastery" stages are then discussed. Brief lists of "what works" and "what does not work" and indicators of success to determine if a technology professional development program is making a difference in how teachers incorporate technology are also included. (JMP) ED477616 Technology Professional Development: Successful Strategies for Teacher Change. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. For full text: http://www.ed.gov. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Cultural Context Curriculum Enrichment Learning Activities Lesson Plans Middle Schools Mythology Scoring Rubrics Student Educational Objectives Teacher Developed Materials Units of Study Writing Assignments Cook, Kathy Guides - Classroom - Teacher National Arts Education Standards John F. Kennedy Center for the Performing Arts, Washington, DC. English This curriculum unit addresses myths in Western cultures and in other cultures around the world. The three lessons in the unit gives students the opportunity to think critically about how and why myths were first created, and to create their own myths. Specifically, in the unit students read, discuss, and respond in writing to myths from Greek, Hawaiian, and African cultures, and then graphically represent a myth they read in class in small groups. For each lesson the unit presents an overview; suggests length and grade level; gives subjects and subtopics; cites dimensions of learning and intelligences being addressed; and lists equipment and materials needed as well as teacher resources. It also outlines National Standards for Arts Education and other standards; cites instructional objectives and strategies; provides a detailed, step-by-step instructional plan; and suggests assessment and extension activities for each lesson. The following lessons are part of the unit: Myths: A World of Myths; Myths: Elements of Myths; and Myths: Writing Myths. Contains sample checklists for writing assignments, a sample scoring rubric, and standards for rubrics. (NKA) ED477617 Myths. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. Department of Education, Washington, DC. MCI WorldCom, Arlington, VA. Practitioners Teachers Students 27 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Colonial History (United States) Curriculum Enrichment Grade 4 Intermediate Grades Learning Activities Lesson Plans Newspapers Student Educational Objectives Ewald, Eileen Guides - Classroom - Teacher Student Led Activities National Arts Education Standards John F. Kennedy Center for the Performing Arts, Washington, DC. English In this lesson for grade 4, after students study the American colonists, they work in groups to create articles and artwork that depict colonial life--the art and articles are put together in newspaper form and copied for distribution to the class, other classes, and parents. The lesson should take 4-5 days for classroom implementation. It provides detailed information for the teacher and an overview; cites relevant National Standards for Arts Education; lists instructional objectives and strategies; offers a step-by-step instructional plan; and suggests assessment and extension activities. (NKA) ED477618 Newspaper of the Colonial Era. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 MCI WorldCom, Arlington, VA. National Endowment for the Arts (NFAH), Washington, DC. Department of Education, Washington, DC. Students Practitioners Teachers 7 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Academic Standards Kindergarten Language Arts Mathematics Parent Role Primary Education Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Dept. of Education, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in language arts, mathematics, science, and social studies for kindergarten students begins with a note to students and another to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. It helps students understand what is required to meet the standards. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measuring student learning. The guide's English/Language Arts section cites the following standards: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension; (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; (7) Listening and Speaking: Skills, Strategies, and Applications. The Mathematics section lists six standards: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, and Problem Solving. The Science section enumerates these six standards: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. The Social Studies section cites these five standards: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are note sheets. (NKA) ED477619 Indiana's Academic Standards: Kindergarten English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 32 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 1 Language Arts Mathematics Parent Role Primary Education Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Education, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. English This guide to Indiana's academic standards in language arts, mathematics, science, and the social studies for Grade 1 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. The section in the guide on English/Language Arts cites the following standards: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension; (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. The Mathematics section lists these six standards: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, and Problem Solving. The Science section enumerates these six standards: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. The Social Studies section lists these five standards: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. (NKA) ED477620 Indiana's Academic Standards: Grade 1 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 37 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 2 Language Arts Mathematics Parent Role Primary Education Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in language arts, mathematics, science, and the social studies for Grade 2 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. The guide's English/Language Arts section cites the following standards: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension; (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. The Mathematics section lists these six standards: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, and Problem Solving. The Science section enumerates these six standards: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. The Social Studies section lists these five standards: History; Civics and Government; Geography; Economics; Individuals, Society, and Culture. (NKA) ED477621 Indiana's Academic Standards: Grade 2 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 38 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 3 Language Arts Mathematics Parent Role Primary Education Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 3 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. The guide cites the following six English/Language Arts standards: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension; (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Applications); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. It lists these six standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, and Problem Solving. The guide enumerates the following six standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. It lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477622 Indiana's Academic Standards: Grade 3 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 40 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 4 Intermediate Grades Language Arts Mathematics Parent Role Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in Language Arts, Mathematics, Science, and the Social Studies for Grade 4 students begins with a note to students and another note to parents. The guide spells out what student should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. The guide cites the following seven standards for English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension; (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. It lists these seven standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, and Problem Solving. The guide enumerates the following six standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. It lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477623 Indiana's Academic Standards: Grade 4 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 45 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 5 Intermediate Grades Language Arts Mathematics Parent Role Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 5 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. The guide cites the following seven standards for English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension (Focus on Informational Materials); (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. It lists these seven standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, and Problem Solving. The guide enumerates the following six standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, and Common Themes. It lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477624 Indiana's Academic Standards: Grade 5 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 47 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 6 Intermediate Grades Language Arts Mathematics Parent Role Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. Indiana State Dept. of Education, Indianapolis. English This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 6 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. It cites the following seven standards for English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension (Focus on Informational Materials); (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Applications); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. The guide lists these seven standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, and Problem Solving. It enumerates the following seven standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, Historical Perspectives, and Common Themes. The guide lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477625 Indiana's Academic Standards: Grade 6 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 49 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 7 Language Arts Mathematics Middle Schools Parent Role Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Dept. of Public Instruction, Indianapolis. Indiana State Dept. of Education, Indianapolis. Indiana State Commission for Higher Education, Indianapolis. English This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 7 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. It cites the following seven standards for English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension (Focus on Informational Materials); (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. The guide lists these seven standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, and Problem Solving. It enumerates the following seven standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, Historical Perspectives, and Common Themes. The guide lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477626 Indiana's Academic Standards: Grade 7 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 50 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 8 Language Arts Mathematics Middle Schools Parent Role Reading Achievement Sciences Social Studies State Standards Student Educational Objectives Student Evaluation Writing Achievement Guides - Non-Classroom Indiana Indiana Indiana State Commission for Higher Education, Indianapolis. Indiana State Dept. of Education, Indianapolis. Indiana State Dept. of Public Instruction, Indianapolis. English This guide to Indiana's academic standards in English/Language Arts, Mathematics, Science, and the Social Studies for Grade 8 students begins with a note to students and another note to parents. The guide spells out what students should know and be able to do in each subject, at each grade level. The guide also lists 10 things parents can do to help students succeed and includes information on assessments or measures of student learning. It cites the following seven standards for English/Language Arts: (1) Reading: Word Recognition, Fluency, and Vocabulary Development; (2) Reading: Comprehension (Focus on Informational Materials); (3) Reading: Literary Response and Analysis; (4) Writing: Process; (5) Writing: Applications (Different Types of Writing and Their Characteristics); (6) Writing: English Language Conventions; and (7) Listening and Speaking: Skills, Strategies, and Applications. The guide lists these seven standards for Mathematics: Number Sense, Computation, Algebra and Functions, Geometry, Measurement, Data Analysis and Probability, and Problem Solving. It enumerates the following seven standards for Science: Nature of Science and Technology, Scientific Thinking, Physical Setting, Living Environment, Mathematical World, Historical Perspectives, and Common Themes. The guide lists these five standards for the Social Studies: History; Civics and Government; Geography; Economics; and Individuals, Society, and Culture. Attached are sheets for notes. (NKA) ED477627 Indiana's Academic Standards: Grade 8 English/Language Arts, Mathematics, Science, Social Studies. 2002-08-00 52 For full text: http://www.indianastandards.org/. N/A 2004 2016-11-21

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Yes Child Health Children Fringe Benefits Health Insurance Program Implementation Public Policy State Federal Aid State Programs Lutzky, Amy Westpfahl Hill, Ian Reports - Evaluative Government Subsidies Medicaid Childrens Health Insurance Program Childrens Health Insurance Program Urban Inst., Washington, DC. English Under the State Childrens Health Insurance Program (SCHIP), states have the option to subsidize employer premiums for low-income workers with children. Given the potential for subsidized employer-sponsored insurance (ESI) programs to reduce the number of uninsured children, this study examined SCHIPs regulations and state experiences with premium assistance programs. In addition to a literature review, three states, Massachusetts, Mississippi, and Wisconsin, were selected for in-depth examination. Data were collected through telephone interviews with officials from each state and from the Centers for Medicare and Medicaid Services regarding the impact of SCHIP regulations, state implementation experiences, and lessons learned. Findings revealed that although state officials viewed premium assistance as a worthwhile means of expanding health coverage, the experiences of Massachusetts and Wisconsin suggest that subsidizing ESI programs is administratively complex due to federal requirements addressing concerns about crowd out--the potential that SCHIP might displace private insurance coverage. These states found that outreach efforts had to be augmented with specific efforts targeting employers. Enrollment procedures were complex, time-consuming, and challenging, especially the requirements to compare employee benefit packages to the state-selected SCHIP benchmark. Massachusetts and Wisconsin officials cautioned other states from being overly optimistic about initial enrollment, with Wisconsins enrollment currently at 47 families. Mississippi had yet to implement its program, but state officials were optimistic that it is a worthwhile strategy within the broader context of expanding health coverage. It was concluded that it is reasonable for states to question the efficiency of this strategy for reducing the number of uninsured among low-income children, given the limited target population and the small likelihood that federal regulations for premium assistance under SCHIP will be relaxed. (Contains 25 endnotes and 24 references.) (KB) ED477628 Premium Assistance Programs under SCHIP: Not for the Faint of Heart. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies. Occasional Paper. 2003-05-00 Annie E. Casey Foundation, Baltimore, MD. Robert Wood Johnson Foundation, New Brunswick, NJ. Kellogg Foundation, Battle Creek, MI. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Ford Foundation, New York, NY. Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. Policymakers 42 Urban Institute, 2100 M Street, NW, Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; e-mail: paffairs@ui.urban.org; Web site: http://www.urban.org. For full text: http://www.urban.org/UploadedPDF/310794_OP-65.pdf. N/A 2004 2016-11-21

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Yes Child Health Children Comparative Analysis Eligibility Enrollment Enrollment Trends Health Insurance Public Policy State Programs Hill, Ian Lutzky, Amy Westpfahl Reports - Research Childrens Health Insurance Program Medicaid Childrens Health Insurance Program Urban Inst., Washington, DC. English This study examined the enrollment process for the State Childrens Health Insurance Program (SCHIP) and the outcomes of that process. Data were collected during spring and summer of 2000 through telephone interviews with state program officials from eight states selected based on a variety of demographic and programmatic variables; the states were Alabama, California, Colorado, Florida, Michigan, Missouri, New York, and North Carolina. States had a difficult time producing outcome data and varied considerably in data collection and reporting practices. The major findings include the following: (1) states have implemented many similar strategies for simplifying the SCHIP enrollment process, but simplifications to Medicaid policies and procedures are less extensive; (2) inconsistencies between SCHIP and Medicaid eligibility rules and requirements made enrollment more difficult and confusing for families; (3) in most states, less than half of applicants were approved for SCHIP eligibility, with a large proportion referred to Medicaid; (4) large proportions of SCHIP applications were denied for procedural reasons; (5) SCHIP programs ask families about existing health insurance coverage as part of the application process, and deny coverage to families covered by other insurance; and (6) state SCHIP and Medicaid data systems are highly variable in their capacity to report eligibility outcome data. Implications of these findings for future policy include the need to ensure that appropriate referrals for Medicaid translate into approvals for Medicaid, to consider available alternatives for reducing the number of children denied coverage for procedural reasons or incomplete submissions, to monitor the relationships between public and private health coverage, and to improve states administrative data systems. (A discussion of the limitations of state data systems is appended. Contains 13 references.) (KB) ED477629 Getting In, Not Getting In, and Why: Understanding SCHIP Enrollment. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies. Occasional Paper. 2003-05-00 Annie E. Casey Foundation, Baltimore, MD. Robert Wood Johnson Foundation, New Brunswick, NJ. Kellogg Foundation, Battle Creek, MI. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. Policymakers 37 Urban Institute, 2100 M Street, NW, Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; e-mail: paffairs@ui.urban.org; Web site: http://www.urban.org. For full text: http://www.urban.org/UploadedPDF/310793_OP-66.pdf. N/A 2004 2016-11-21

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Yes Child Health Children Eligibility Enrollment Health Insurance Program Improvement Public Policy State Programs Hill, Ian Lutzky, Amy Westpfahl Reports - Evaluative Medicaid Childrens Health Insurance Program Childrens Health Insurance Program Urban Inst., Washington, DC. English This study examined states efforts to retain children in their State Childrens Health Insurance Program (SCHIP). Data were obtained during spring and summer of 2000 through telephone interviews with state program officials from eight states selected based on a variety of demographic and programmatic variables; the states were Alabama, California, Colorado, Florida, Michigan, Missouri, New York, and North Carolina. The major findings include the following: (1) states procedures for conducting SCHIP eligibility redetermination were quite similar to one another, but had not been simplified to the same level as initial enrollment processes; (2) less than half of enrolled children retained SCHIP eligibility at redetermination; (3) high rates of parents who do not respond to renewal notices nor submit renewal applications for their children may be cause for concern; (4) denial of eligibility for failure to pay premiums did not provide information on premium affordability because the denial code reflected several possible outcomes; and (5) state SCHIP and Medicaid data systems were highly variable in their capacity to report eligibility and redetermination outcome data. Implications of findings for future policy include the need to simplify eligibility redetermination procedures, to monitor the dynamics of families with children enrolled in SCHIP, to make renewal notices more user-friendly, and to improve states administrative data systems. It was concluded that if states are to make informed improvements in their eligibility renewal policies, they need either to invest in improving administrative data systems, or to periodically conduct research to understand better what happens to children once they lose their SCHIP eligibility. (Contains 11 endnotes and 9 references.) (KB) ED477630 Is There a Hole in the Bucket? Understanding SCHIP Retention. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies. Occasional Paper. 2003-05-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. Robert Wood Johnson Foundation, New Brunswick, NJ. Annie E. Casey Foundation, Baltimore, MD. Kellogg Foundation, Battle Creek, MI. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Ford Foundation, New York, NY. Policymakers 36 Urban Institute, 2100 M Street, NW, Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; e-mail: paffairs@ui.urban.org; Web site: http://www.urban.org. For full text: http://www.urban.org/UploadedPDF/310792_OP-67.pdf. N/A 2004 2016-11-21

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No Adolescents After School Education After School Programs Childhood Needs Children History Low Income Groups Play Poverty Program Descriptions Program Improvement School Age Child Care Social Influences Youth Clubs Youth Programs Halpern, Robert Books Reports - Descriptive Daily Routines Historical Background Program Sponsorship English Noting that after-school programs are becoming an important developmental support for low- and moderate-income families and their children, this book describes the historical development of these programs, their current status, and critical issues facing after-school programs. Divided into historical eras, the book examines: (1) the evolution of after-school programs from the last quarter of the nineteenth century and their role in the lives of children, providing a framework for reflecting on broader, contemporary issues such as the effects of poverty on children in the United States; (2) the rationales for and objectives of these programs and how both were shaped by prevailing societal ideas about children; (3) patterns of sponsorship and staffing, describing daily routines and exploring the nature of childrens experiences in different types of programs; (4) the relationship between after-school programs and school, analyzing how these programs have responded to the dilemma of balancing children's needs for guidance and supervision with their need for spontaneity and self-expression; and (5) current directions and expectations for the future of after-school programs. The book concludes by noting that the current task for after-school proponents is to construct a policy and practice framework that balances attention to common developmental needs with attention to school district needs resulting from the distinct circumstances of low-income children's lives; to balance adults' agendas with efforts to accommodate to children's interests; and to be sensitive to the shifting role of a variety of institutions in low-income children's lives. (Contains 275 references.) (KB) ED477631 Making Play Work: The Promise of After-School Programs for Low-Income Children. 2003-00-00 ISBN-0-8077-4369-0 Administrators Policymakers Practitioners 193 Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($24.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; Web site: http://www.tcpress.com. N/A 2004 2016-11-21

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Yes Child Welfare Children Delivery Systems Foster Care Foster Children Foster Family Program Descriptions Program Effectiveness Program Evaluation Social Workers Tables (Data) Well Being Wade, Patricia C. Numerical/Quantitative Data Reports - Evaluative Service Delivery Assessment Tennessee Permanency Planning (Foster Care) Tennessee Tennessee State Commission on Children and Youth, Nashville. English The Children's Program Outcome Review Team (CPORT), under the direction of the Tennessee Commission on Children and Youth, collects and analyzes data to improve service delivery to children and families involved in state custody. Using the Quality Service Review methodology, the Commission conducted 282 intensive case reviews on a random sample of children in state custody in each of the 12 regions. This report provides an overview of the CPORT process and presents demographic information and determinations of the status of child/family on various indicators as well as the adequacy of service system functions on cases reviewed in 2002. The findings indicate that the overall status of children improved over that of 2001, with most children in a positive and safe status, receiving services and supports to address their physical well-being, and with caregivers who can provide necessary supports and supervision. The overall service system functioned adequately 54 percent of the time, a substantial improvement over 2001 (38 percent). Although the system engaged most children and families in planning and implementing services, only 57 percent of families made progress or improvement as measured in outcomes/benefits. Families were more likely to achieve progress when children were placed at home and least likely when children were placed in foster homes. The assessment of children's and families' needs was especially inadequate for children who were African American or adjudicated unruly. The weakest system function was service plan design. The report details recommendations, based on the information collected in the CPORT process, for improving services, for training staff, and for additional resources. The report's seven appendices include preliminary system observations by region, 2001 evaluation results, data tables, and definitions. (KB) ED477632 Children's Program Outcome Review Team: 2002 Evaluation Results. 2003-04-00 149 Tennessee Commission on Children and Youth, Andrew Johnson Tower, Ninth Floor, 710 James Robertson Pawkway, Nashville, TN 37243-0800. Tel: 800-264-0904 (Toll Free); Tel: 615-741-2633; Fax: 615-741-5956. N/A 2004 2016-11-21

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No Age Groups Caregiver Child Relationship Child Care Child Development Classroom Design Classroom Environment Early Childhood Education Infants Learning Activities Learning Centers (Classroom) Play Self Evaluation (Groups) Toddlers Isbell, Rebecca Isbell, Christy Guides - Classroom - Teacher Play Learning English Based on the view that the early childhood care and education environment can have a tremendous influence on infant and toddler development, this book will assist early childhood teachers/caregivers in meeting the challenge of creating an effective learning environment for infants and toddlers. The book includes ideas for planning, using, and evaluating learning spaces for infants and toddlers that match their special way of learning. The book is organized in six chapters. Chapter 1 discusses the importance of carefully designing environments to meet infant/toddler needs and to facilitate development in all domains. Chapters 2 through 5 focus on the following specific developmental periods: young infants, mobile infants, young toddlers, and older toddlers. Each chapter begins with developmental considerations relating to each specific age group, then presents learning spaces in the same basic format, including learning objectives, letters to parents, suggested arrangement of equipment and materials, suggested teacher- and parent-collected props, vocabulary lists, suggested activities, suggested experiences with printed materials, and questions to assist teachers/caregivers in evaluating the effectiveness of the learning space. Specific learning areas vary by age group and may include areas related to specific sensory domains, language, construction, books, music, water, friends and family, science and nature, motor activities, housekeeping, art, specific concepts, private places, grocery stores, and transportation. Chapter 6 provides suggestions for building and creating items for the infant/toddler learning areas. A glossary of important terms and a children's book index complete the book. (Contains 17 references.) (KB) ED477633 The Complete Learning Spaces Book for Infants and Toddlers. 2003-00-00 ISBN-0-87659-293-0 Practitioners Teachers 334 Gryphon House, Inc., P.O. Box 207, Beltsville, MD 20704-0207 ($29.95). Tel: 800-638-0928 (Toll Free); Tel: 301-595-9500; Fax: 301-595-0051; e-mail: info@ghbooks.com; Web site: http://www.gryphonhouse.com. N/A 2004 2016-11-21

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Yes Community Programs Developmental Delays Early Childhood Education Inclusive Schools Mainstreaming Outcomes of Education Pretests Posttests Program Descriptions Program Effectiveness Special Needs Students Young Children Klein, Evelyn R. Geiss, Dana Kushner, Robin Hill, Donna Reports - Research Speeches/Meeting Papers English This experimental study examined the Early Childhood Inclusion Support Program (ECIS).The program uses empirically-based procedures to support effective strategies of inclusion in preschool, including training for program collaboration and implementation through direct services to students and through support for teachers, and through curriculum-based inclusion practices using the Early Learning Program. During the 2001-2002 school year, ECIS was initiated in three preschool classrooms in a large urban school district. Three teachers were identified as experimental program teachers, and one matched classroom was identified as the control. In the experimental classes, teachers received 3 days of training prior to starting the program and on-site support during weekly collaborative meetings with project staff. Children received direct support twice weekly from ECIS trainers and once weekly from a speech-language specialist. Data indicated that ECIS was successful in assisting teachers to implement best practices in their classrooms. Students remained focused on specific learning objectives that were targeted to their individual learning needs. Preschoolers posted academic achievement gains from Fall to Spring, with those students receiving the program doubling their performance ability on the Early Learning Program classification/Communication Subtest, while the matched control class remained at preprogram levels. Students diagnosed with developmental delays in cognitive and speech-language domains made significant gains in both speech-language and classification/communication skills. Students receiving speech-language services within the classroom made gains in all 10 classification/communication areas and received scores similar to their non-delayed peers at posttest. Significant improvement was made on the Preschool Language Scale-3. The ECIS Program provided great benefits to young children who were typically developing as well as to those who were developmentally delayed. (Contains 12 references.) (KB) ED477634 The Early Childhood Inclusion Support Program: Incorporating Discrete Skills into Comprehensive Units for Learning. 2003-04-00 10 N/A 2004 8/19/2004 21:45:15 RIEFEB2004 Paper presented at the 2003 American Educational Research Association (AERA) Annual Meeting (Chicago, IL, April 21-25, 2003).

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Yes Children Enrollment Trends Federal Programs Hunger Low Income Groups Nutrition Participation Poverty Program Descriptions Program Effectiveness Tables (Data) Hess, Doug Woo, Nicole FitzSimons, Crystal Weedall Parker, Lynn Weill, Jim Reports - Descriptive Waivers School Lunch Program Summer Food Service Program Food Research and Action Center, Washington, DC. English This report describes the current status of the Summer Food Service Program (SFSP) and the National School Lunch Program (NSLP) (referred to in combination as the Summer Nutrition Programs), federal entitlement programs providing support for state and local efforts to offer low-income children nutritious summer meals and snacks during supervised activities. Sidebars provide definitions of hunger and food insecurity, describe how each program operates, and highlight the 3-year simplified reimbursement pilot project in 13 states. The report notes that the large majority of students who could qualify for and benefit from these programs are not being served and that national participation in the Summer Nutrition programs did not change significantly from July 2001 to July 2002. Overall, 27 states had a moderate increase, 14 had at least a moderate decrease, and 10 showed little change. Data from a pilot project operating in 13 states over the past 2 summers show that simplified enrollment procedures and maximum reimbursement rates for all meals resulted in increased participation rates compared to the rest of the nation. The report's four appendices discuss the programmatic challenges in rural communities, present results of a special USDA summer food study, contain technical notes, and describe three SFSP model programs. (KB) ED477635 Hunger Doesn't Take a Vacation: Summer Nutrition Status Report. 2003-06-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. Annie E. Casey Foundation, Baltimore, MD. Ewing Marion Kauffman Foundation, Kansas City, MO. Joyce Foundation, Chicago, IL. 40 FRAC Publications, Attn Wanda Putney, 1875 Connecticut Ave., NW, Suite 540, Washington, DC 20009 ($7). Tel: 202-986-2200; Web site: http://www.frac.org. For full text: http://www.frac.org/pdf/FRACsummer2003.pdf. N/A 2004 2016-11-21

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No At Risk Persons Change Strategies Child Health Early Childhood Education Early Intervention Family Needs Infants Parent Participation Partnerships in Education Program Administration Program Descriptions Program Development Program Evaluation Program Implementation Staff Development Tables (Data) Theories Toddlers Kisker, Ellen Eliason Paulsell, Diane Love, John M. Raikes, Helen Reports - Evaluative Program Characteristics Barriers to Implementation Quality of Care Early Head Start Implementation Analysis Indicators Mathematica Policy Research, Princeton, NJ. English As part of a multi-faceted effort, the National Early Head Start Research and Evaluation project examined the nature and extent of implementation in key program areas and the quality of crucial child development services in 17 research programs funded early in the initiative. Implementation data were collected through three rounds of site visits, surveys of program staff in Fall of 1997 and 1999, and observations in Early Head Start and community centers. This report describes lessons from the implementation analysis of the experiences of the 17 research programs as they developed between their initial funding in 1995 or 1996 and the final site visits in Fall of 1999. Findings are presented regarding the evolving program approaches, progress in overall implementation, variation in implementation, family engagement, service needs and use, quality of child development services, and state development and management. Ten themes summarized the key experiences of these early-funded programs: (1) increased attention to the revised Head Start Program Performance Standards; (2) expanding services; (3) increasing service intensity; (4) increasing child development focus; (5) refocusing efforts to improve child care quality; (6) enhancing family participation in program services; (7) provision of training and technical assistance; (8) evolving community partnerships; (9) changing leadership; and (10) increasing complexity. Selected major accomplishments include full implementation for 75 percent of the research programs, growth of a training and technical assistance system to support Early Head Start, and sustained high ratings of staff satisfaction and commitment. Important challenges include finding effective strategies for engaging families in parenting education and group socialization, increasing father involvement, and balancing program and staff needs. The report's three appendices include indicator checklists, implementation rating scales, and a paper on one program's Early Head Start outcomes in staff development. (Contains 32 references.) (KB) ED477636 Early Head Start Research: Pathways to Quality and Full Implementation in Early Head Start Programs. 2002-12-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration for Children, Youth, and Families (DHHS), Washington, DC. Office of Research and Evaluation. 332 For full text: http://www.mathematica-mpr.com/PDFs/pathwayfnl.pdf. N/A 2004 2016-11-21

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Yes Access to Education At Risk Persons Budgets Educational Objectives Enrollment Trends Poverty Preschool Children Preschool Education School Readiness State Programs Denton, David R. Numerical/Quantitative Data Reports - Descriptive United States (South) Southern Regional Education Board, Atlanta, GA. English Noting that one of the leading indicators of progress toward the goal of all children being ready for the first grade is the number of at-risk children with access to high-quality prekindergarten programs, this report presents information on the efforts of states in the southern United States to achieve that goal. The report notes that during the 2002-2003 school year, state-supported prekindergarten programs in the south, excluding Florida, served more than 325,000 children 3 and 4 years old, with state prekindergarten programs and Head Start combined serving 100,000 more than the number of 4-year-olds living in poverty in the southern states. The use of poverty as a criterion for counting at-risk children is discussed. The report includes profiles of state prekindergarten programs in Alabama, Arkansas, Delaware, Florida, Georgia, Kentucky, Louisiana, Maryland, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. Information presented for each program includes the year established, target population, 2002-2003 funding, program hours, number of children served, eligible providers, and administering agency. The report notes that Mississippi has no state prekindergarten program but has the largest percentage of eligible children served by Head Start of any state. The report concludes by noting that although the southern states are facing budgetary pressures as is the rest of the nation, none of the 15 states with programs has experienced a significant reduction in funding. (KB) ED477637 State-Supported Prekindergarten in the SREB Region: Growing in Hard Times. 2003-00-00 16 Southern Regional Education Board, 592 10th Street, NW, Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/srr/pubs/state_prekindergarten.pdf. N/A 2004 2016-11-21

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No Change Agents Change Strategies College School Cooperation Curriculum Discipline Early Childhood Education Educational Change Educational History Gender Issues Partnerships in Education Public Schools Racial Relations Social Class Teacher Student Relationship Urban Education Young Children Silin, Jonathan G., Ed. Lippman, Carol, Ed. Books Collected Works - General Reports - Descriptive Bank Street College of Education NY Public Private Partnership Programs English This book chronicles the educational struggle that took place in the city of Newark, New Jersey amidst years of political upheaval and economic neglect, focusing on Project New Beginnings, a 7-year collaboration between the Newark Public Schools and Bank Street College to restructure early childhood education. Organized in three parts, the book contains chapters written by or presenting interviews with public school personnel, Bank Street staff developers, or both together. Chapters in part 1, "Where We Come From," explore the history of Newark and its schools, and Bank Street's involvement in public education. Chapters in part 2, "Teaching and Learning," depict some of the changes that have occurred in Newark classrooms and illustrate that effective curriculum must be grounded in teachers' commitment to the world of which they are a part. Chapters in part 3, "Working Together," discuss how to bridge the distances between individuals and cultures, centering the discussion upon race and its intersections with class and gender, and demonstrating that successful partnerships require the articulation of difference and changes in the change agent. The book's appendix includes information on student outcomes on district and state assessments for the 1996-1997 New Beginnings kindergarten cohort. (Contains 117 references.) (KB) ED477638 Putting the Children First: The Changing Face of Newark's Public Schools. The Teaching for Social Justice Series. 2003-00-00 ISBN-0-8077-4324-0 191 Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 ($21.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; e-mail: tcpress@tc.columbia.edu; Web site: http://www.tcpress.com. N/A 2004 2016-11-21

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Yes Agencies Child Care Child Caregivers Family Child Care Labor Turnover Longitudinal Studies Whitebook, Marcy Phillips, Deborah Jo, Joon Yong Crowell, Nancy Brooks, Sarah Gerber, Emily Reports - Research Subsidized Child Care Services California Univ., Berkeley. English Noting that little research about stability and continuity in the child care workforce has focused on the fast-growing sector of license-exempt informal relative care, this report focuses on labor turnover among subsidized license-exempt providers as part of a larger longitudinal study of all sectors of the child care workforce in Alameda County, California. Participating in the study were six of the seven agencies in Alameda County administering 95 percent of the child care subsidies for qualifying families. Agency lists of license-exempt child care providers receiving subsidies were examined to determine staff stability over two 6-month periods and one 12-month period. Census data were used to identify the median household income of the neighborhoods in which providers lived, and subsidy agencies provided information regarding the relationship of the provider to the children in their care and the location of care (own home versus child's home). Findings revealed that license-exempt providers receiving public subsidies were characterized by high levels of instability, with only 31 percent of providers remaining on the subsidy lists 12 months later. Provider departure rates varied by agency, with those agencies providing short-term subsidies for parents seeking employment or involved in training having higher rates of provider departure. Providers who were related to the children in their care were more likely than nonrelatives to remain on the subsidy lists. For families with stable employment, a change in child care provider was more likely to be initiated by the provider than by the parent. (Contains 11 endnotes and 20 references.) (KB) ED477639 Change and Stability among Publicly Subsidized License-Exempt Child Care Providers. Who Leaves? Who Stays? A Longitudinal Study of the Early Care and Education Workforce of Alameda County, California. 2003-00-00 Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. A.L. Mailman Family Foundation, Inc. Foundation for Child Development, New York, NY. 14 Center for the Study of Child Care Employment, Inst. of Industrial Relations, University of California at Berkeley, 2521 Channing Way, Suite 5555, Berkeley, CA 94720-5555. Tel: 510-643-7091; Fax: 510-642-6432; e-mail: mwhbk@uclink.berkeley.edu; Web site: http://www.iir.berkeley.edu/cscce. For full text: http://www.iir.berkeley.edu/cscce/license.pdf. N/A 2004 2016-11-21

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Yes Affective Behavior Classroom Environment Cognitive Development Early Childhood Education Emotional Response Learning Readiness Personality School Readiness Young Children Blair, Clancy ERIC Publications ERIC Digests in Full Text ERIC Digests Self Regulation ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English Self-regulation of behavior generally refers to controlled, cognitive monitoring of the actions and steps required to obtain a goal, or to bring about a desired response from the environment. Age-related changes in self-regulation as well as individual differences at a given age or developmental stage play fundamental roles in shaping children's experiences and the responses children elicit from caregivers and others. However individual differences in children's temperamental emotional reactivity and the ability to control this reactivity are also important for understanding developing self regulation. This Digest focuses on emotional reactivity and its relation to the development of cognitive functions that promote self-regulation in young children. The Digest examines how emotions may influence the development of the cognitive functions that contribute to successful self-regulation and thereby to school readiness. Implications for caregivers are then detailed, including the following: (1) high quality preschool education programs can best promote school readiness by helping to secure the social and emotional foundation upon which children can build cognitive skills; and (2) preschool activities that exercise impulse control, sustained attention, and working memory are likely to promote the development of cognitive skills important for knowledge acquisition in the early elementary grades. (Contains 13 references.) (HTH) ED477640 Self-Regulation and School Readiness. ERIC Digest. 2003-07-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/blair03.html. N/A 2004 2016-11-21

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Yes Academic Achievement Early Childhood Education Emotional Development Interpersonal Competence Intervention Learning Readiness Peer Relationship School Readiness Social Development Teacher Student Relationship Young Children Raver, C. Cybele ERIC Publications ERIC Digests in Full Text ERIC Digests Emotional Regulation ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English The current emphasis on children's academic preparedness continues to overshadow the importance of children's social and emotional development for school readiness. This Digest presents a brief overview of longitudinal research linking children's emotional development to school readiness and early childhood success, and then discusses interventions designed for children entering school. Specifically, the Digest notes, emerging research on early schooling suggests that the relationships that children build with peers and teachers are based on children's ability to regulate emotions in prosocial versus antisocial ways and that those relationships then serve as a "source of provisions" that either help or hurt children's chances of doing well academically. Children's early academic skills and emotional adjustment may be bidirectionally related, so that young children who struggle with early reading and learning difficulties may grow increasingly frustrated and more disruptive. Interventions to help address or avoid such problems include low-intensity interventions in the classroom; low- to moderate-intensity intervention in the homespecifically parent training programs; "multi-pronged" home/school interventions for children at moderate risk; and high-intensity clinical interventions for high-risk children. The Digest concludes with cautions that explain variation in programmatic success: (1) programmatic success is reliant in great measure on the extent to which they enlist family participation; (2) it may be unreasonable to expect long-term emotional and behavioral gains on the part of young children if their families continue to face chronic, structural stressors that erode children's psycho-social health; and (3) the economic, employment, and policy contexts of high-risk families have changed substantially from the conditions under which many models of interventions were originally designed and implemented over 20 years ago. (Contains 24 references.) (HTH) ED477641 Young Children's Emotional Development and School Readiness. ERIC Digest. 2003-07-00 Department of Education, Washington, DC. 5 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free) Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/raver03.html. N/A 2004 2016-11-21

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Yes Administrative Organization Budgets Child Care Child Care Centers Facility Planning Program Implementation Religious Organizations Lawrence, Debra Guides - Non-Classroom Faith Based Programs Colorado Office of Resource and Referral Agencies, Inc., Englewood. English In response to the need for guidance, this manual provides assistance for faith-based communities as they decide whether licensed child care fits within their ministry. The manual covers steps for getting started, key factors in determining budget, performing a needs assessment in the community and for the facility, the administrative structure of the facility, and program considerations. The manual concludes with information about child care resource and referral, and contact information on relevant professional organizations. (HTH) ED477642 Start-Up Manual for Faith-Based Child Care Programs. 2002-04-00 Colorado State Dept. of Human Services, Denver. Div. of Child Care. Community 18 CORRA, 7853 E. Arapahoe Court, Suite 3300, Englewood, CO 80112. Tel: 303-290-9088; Web site: http://www.corra.org. N/A 2004 2016-11-21

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Yes Adolescents Birth Weight Child Abuse Child Care Child Health Child Neglect Child Support Child Welfare Children Demography Early Parenthood Educational Indicators Elementary Secondary Education Family Income Health Insurance High School Graduates Incidence Infant Mortality Lead Poisoning Low Income Groups Mental Health Mortality Rate Obesity Out of School Youth Poverty Prenatal Care Preschool Education Reading Achievement Social Indicators Special Education State Surveys Statistical Surveys Substance Abuse Tables (Data) Trend Analysis Well Being Youth Problems Numerical/Quantitative Data Reports - Descriptive Rhode Island Subsidized Child Care Services Indicators Project Head Start Rhode Island Rhode Island KIDS COUNT, Providence. English This KIDS COUNT databook is the eighth annual profile examining statewide trends in the well-being of Rhode Island's children. The statistical portrait is based on 53 indicators (3 new indicators in this databook) in 5 areas: (1) family and community (including child population, children in single parent families, and racial and ethnic diversity); (2) economic well-being (including child support, child poverty, children in families receiving food stamps, children in the Family Independence Program, and children receiving school breakfast); (3) health (including children's health insurance, children with special needs, breastfeeding incidence, dental care access, children's mental health, infant mortality, and births to teens); (4) safety (including child and teen deaths, homeless children and youth, children of incarcerated parents, juveniles referred to family court, and out-of-home placement); and (5) education (including infant/preschool child care, Head Start enrollment, school-age child care, child care subsidies, special education enrollment, student mobility, fourth-grade reading skills, high performing schools, school attendance, and high school graduation). Following an overview focusing on family economic security and educational attainment, the databook defines each indicator, describes its significance and trends, describes efforts to address problems or meet needs, and for most indicators presents relevant data for the state, 39 cities and towns, and an aggregate of the 5 cities with the highest child poverty rates. The databook concludes by describing the methodology, listing KIDS COUNT committee members, and acknowledging contributors. (KB) ED477643 Rhode Island Kids Count Factbook, 2003. 2003-00-00 Rhode Island Foundation, Providence. Robert Wood Johnson Foundation, Princeton, NJ. David and Lucile Packard Foundation, Los Altos, CA. Ford Foundation, New York, NY. Ewing Marion Kauffman Foundation, Kansas City, MO. Annie E. Casey Foundation, Baltimore, MD. 140 Rhode Island KIDS COUNT, One Union Station, Providence, RI, 02903 ($15). Tel: 401-351-9400; Fax: 401-351-1758; e-mail: rikids@rikidscount.org; For full text: http://www.rikidscount.org. N/A 2004 2016-11-21

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Yes Children Divorce Family Financial Resources Family Structure Marriage Nuclear Family One Parent Family Poverty Well Being Page, Marianne E. Stevens, Ann Huff Reports - Research Food Consumption Joint Center for Poverty Research, IL. English In recent years, the belief that marriage bestows large economic gains has generated enthusiasm for policy proposals that encourage the formation and continuation of two-parent families. This study examined the effects of family structure on economic resources, controlling for unobservable family background characteristics. Data were drawn from the 1968 through 1993 waves of the Panel Study of Income Dynamics, a longitudinal survey conducted by the University of Michigan's Institute for Social Research. The present analysis was based on a sample of children born into two-parent families, used to estimate the effects of divorce, and a second sample of children born into single-parent families, used estimate losses associated with being born out-of-wedlock. Findings indicated that family structure has a significant impact on the economic status of families with children. In the long run, family income of children who parents divorce and remain divorced for at least 6 years falls by 45 percent, and food consumption is reduced by 16 percent. Among the less-studied population of children born to single parents, there is no evidence of an increase in food consumption, but those whose parents marry and remain married for at least 6 years experience income gains of around 70 percent. The more modest effects of living with a single parent on food consumption suggest that children's access to essentials may be somewhat better protected than income estimates indicate. While these estimated effects are large, it is important to note that: because estimates are based on variation within the same families over time, they are substantially smaller than estimates based on cross-national comparisons of different types of families; the estimated changes do not apply to the typical child who experiences a parental divorce at a point in time, but rather to those whose parents are currently divorced; and while the estimate that single-parent families have substantially lower incomes than they would if a second parent were in the household, these income losses do not necessarily translate into a decline in children's resources. (Contains 38 references.) (HTH) ED477644 The Economic Consequences of Absent Parents. JCPR Working Paper. 2003-05-27 48 University of Chicago, Harris School of Public Policy Studies, 1155 E. 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; e-mail: jcpr@chicago.edu; Web site: http://www.jcpr.org. For full text: http://jcpr.org/wpfiles/page_Stevens.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Achievement Gains Educational Improvement Educational Quality Elementary Secondary Education Low Achievement Performance School Demography School Size Scores State Standards Student Evaluation Student Improvement Tests Brown, Richard S. Ing, Marsha Reports - Research California No Child Left Behind Act 2001 California No Child Left Behind Act 2001 Policy Analysis for California Education, Berkeley, CA. English Since the approval of the No Child Left Behind Act, there have been new ways of evaluating student success. Evaluation is based on progress or improvement, not only on achievement. This report describes a study that examined student progress, or sustained improvement, in California over a 2-year period (1999-2000). In analyzing sustained improvement, the study looked at California Academic Performance Index scores in low-performing schools. The study took into account demographic and school-level variables known to relate strongly to student achievement. The report explores three issues: (1) how to conceptualize and measure sustained improvement in California public schools; (2) how the way sustained improvement is conceptualized affects schools that exhibit sustained improvement; and (3) how well predictors of student achievement relate to sustained improvement measures. The study found that the variables most commonly associated with achievement test scores were not particularly helpful in explaining sustained improvement. Social and demographic measures were not predictive of sustained improvement. Also, a potential influence on sustained improvement could be school-district support. Finally, conceptualizing and measuring sustained improvement can be approached in a variety of ways, and further research is warranted. (Contains 9 tables and 11 references.) (WFA) ED477645 Exploring Sustained Improvement in Low Performing Schools. PACE Working Paper Series. 2003-05-00 16 Policy Analysis for California Education (PACE), University of California, Berkeley School of Education, 3653 Tolman Hall, Berkeley, CA 94720-1670. Tel: 510-642-7223; Fax: 510-642-9148; e-mail: PACE123@socrates.berkeley.edu; Web site: http://pace.berkeley.edu/pace_about.html. For full text: http://pace.berkeley.edu/wp_03-3.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Costs Dropouts Educational Equity (Finance) Educational Finance Educational Improvement Educational Legislation Educational Resources Elementary Secondary Education High Stakes Tests National Standards Scores State Standards Mathis, William J. Reports - Evaluative No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This commentary offers an analysis of the No Child Left Behind Act of 2001 (NCLB). The paper purports that the most serious problems in the U.S. education system stem from a lack of resources, particularly at the secondary level. This lack of resources leads to a large disparity in student academic achievement within the United States. International test data show that the United States has the greatest inequities between the highest and lowest scoring students of any nation. The paper goes on to discuss the costs of implementing NCLB, focusing on actual needs versus actual costs and highlighting cost studies from 10 states. The paper continues with a discussion of the promised benefits of NCLB, stating that if the educational system is not adequately funded, there is little hope of actual benefit. It asserts that NCLB will likely increase dropouts, narrow the curriculum, and increasingly label schools as failing even as National Assessment scores and graduation rates reach all-time highs. The analysis concludes with a list of five requirements for the United States to attain the goal of educating all children. (Contains 43 endnotes, most of which are references.) (WFA) ED477646 No Child Left Behind: What Are the Costs? Will We Realize Any Benefits? 2003-02-17 15 N/A 2004 2016-11-21

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Yes Administrator Characteristics Administrator Qualifications Administrator Selection Administrators Assistant Principals Beginning Principals Educational Administration Elementary Secondary Education Employment Opportunities Human Resources Instructional Leadership Labor Market Principals Recruitment School Administration Supply and Demand Roza, Marguerite Information Analyses Reports - Research Tests/Questionnaires Administrator Supply and Demand Washington Univ., Seattle. Center on Reinventing Public Education. English Although some districts and areas have experienced difficulty finding good principals, there are far more candidates certified to be principals than there are principal vacancies to fill. This report describes a study based on a written indepth survey of human-resource directors supplemented by formal survey questions to school superintendents and more than 150 telephone interviews with district staff, school organizations, and state officials. The study found that, despite widespread publicity about a universal shortage of principals, shortages are not the norm. Where there have been reductions in the number of certified candidates, these conditions are district- and even school-specific and are more pronounced at the secondary level than the elementary level. In addition, perceptions of the shortage are driven by demands for a new and different kind of school principal. In many ways the purported shortage is a matter of definition. Although there are plenty of certified applicants, there seems to be a dearth of candidates with high-level leadership skills. The survey instruments used in the study are included in two appendices. (Author) ED477647 A Matter of Definition: Is There Truly a Shortage of School Principals? 2003-01-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. 62 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/mroza_princshortagewb.pdf. N/A 2004 2016-11-21

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Yes Beginning Teachers Elementary Secondary Education Faculty Recruitment Labor Turnover Teacher Background Teacher Employment Teacher Persistence Teacher Placement Teacher Recruitment Teacher Selection Teacher Shortage Teacher Supply and Demand Teachers Hare, Debra Heap, James L. Guides - Non-Classroom Reports - Research Tests/Questionnaires Indiana Wisconsin Iowa Michigan Minnesota Illinois Ohio Illinois Indiana Iowa Michigan Minnesota Ohio Wisconsin North Central Regional Educational Lab., Naperville, IL. English In fall 2000, all 3,506 superintendents in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin received a survey that asked them to report on the strategies they had implemented to attract and retain teachers and on how effective those strategies had been. The survey was designed to collect basic information about a variety of strategies cited in the literature as possible solutions for recruitment and retention problems. The strategies were those that could be implemented at the school-district level. A total of 2,413 surveys were returned. This document is a report on the results of the survey responses. The goal of the study was to discover successful recruitment and retention strategies to provide guidance to schools and school districts. Many of the districts responding to the survey were indeed having difficulties attracting and keeping teachers. The results of the study are organized into three sections. Section 1 is devoted to new-teacher support programs. Section 2 looks at various retention strategies. Section 3 reports on various recruitment strategies. The report concludes with recommendations for school and state policymakers. Appended are the survey instrument and the results in tabular form. (Contains 26 tables.) (WFA) ED477648 Effective Teacher Recruitment and Retention Strategies in the Midwest: Who Is Making Use of Them? 2001-05-00 Policymakers 95 North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; e-mail: info@ncrel.org; Web site: http://www.ncrel.org. For full text: http://www.ncrel.org/policy/pubs/html/strategy/index.html. N/A 2004 2016-11-21

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No Conflict Resolution Crisis Management Elementary Secondary Education Human Resources Leaders Leaders Guides Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Styles Management Development Organizational Communication Supervision Values Klann, Gene Books Guides - Non-Classroom Crisis Theory Center for Creative Leadership, Greensboro, NC. English Managing a crisis and providing leadership in a crisis are not the same activity. Crisis leadership principally deals with how leaders handle the human response to a crisis, including their own. This book, in discussing crisis leadership, focuses on three questions: (1) Will the leader address the crisis head-on, take action to fix it, and, if appropriate, take responsibility for the crisis? (2) Will the leader freeze or claim to be a victim and pass off the responsibility to others? and (3) What can and should a leader do to find out what when wrong and to ensure it will not happen again? The book approaches its subject by describing how a leader can handle the human side of a crisis and examining what leaders can do to effectively deal with the emotions, behaviors, and attitudes of the people involved in a crisis. At its core, the book deals with three key themes of crisis leadership and their impact on helping people and organizations through perilous times: communication, clarity of vision, and caring relationships. Appended are a sample crisis action plan and list of activities leaders can do to take care of themselves during a crisis. (WFA) ED477649 Crisis Leadership: Using Military Lessons, Organizational Experiences, and the Power of Influence To Lessen the Impact of Chaos on the People You Lead. 2003-00-00 ISBN-1-8821-9775-5 103 Center for Creative Leadership, P.O. Box 26300, Greensboro, NC 27438-6300 (Stock No. 185, $20). Tel: 336-288-7210; Fax: 336-282-3284; e-mail: info@leaders.ccl.org; Web site: http://www.ccl.org/index.shtml. N/A 2004 2016-11-21

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No Brainstorming Change Strategies Creative Activities Creative Development Creativity Creativity Research Elementary Secondary Education Innovation Leaders Management Development Problem Solving Gryskiewicz, Stan Taylor, Sylvester Guides - Non-Classroom Creative Hypothesizing Creative Problem Solving Center for Creative Leadership, Greensboro, NC. English This booklet discusses creativity and provides suggestions for instigating and implementing creativity in organizational settings. Specifically, the booklet discusses practical creativity (also called targeted innovation), an approach to generating ideas especially suited to organizational problem-solving. The targeted innovation process, according to the booklet, can be used to diagnose, generate, and apply different creative approaches to specific problems. The booklet details the five steps of the process: (1) State the problem in a way that encourages creative problem-solving; (2) learn and understand different problem-solving styles; (3) learn and understand the creative pathways and their relationship to problem-solving; (4) generate ideas; and (5) evaluate those ideas. In addition, the booklet contains sidebar summaries, several checklists, and a short list of suggested readings. (WFA) ED477650 Making Creativity Practical: Innovation That Gets Results. For the Practicing Manager. An Ideas into Action Guidebook. 2003-00-00 ISBN-1-8821-9778-X Practitioners Administrators 46 Center for Creative Leadership, P.O. Box 26300, Greensboro, NC 27438-6300 (Stock No. 421, $8.95). Tel: 336-288-7210; Fax: 336-282-3284; e-mail: info@leaders.ccl.org; Web site: http://www.ccl.org/index.shtml. N/A 2004 2016-11-21

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No Administrator Effectiveness Educational Administration Elementary Secondary Education Instructional Leadership Leaders Leaders Guides Leadership Qualities Leadership Responsibility Leadership Styles Professional Development Supervision Values Pellicer, Leonard O. Books Guides - Non-Classroom Reflective Thinking English This book examines what it means to be a leader. It is intended not only for education leaders but also for anyone who feels compelled to provide effective leadership. The content is based on the author's more than 30 years of experience as a professional educator. Each chapter illustrates a component of leadership through a series of questions, short vignettes, selected quotations, and personal anecdotes. It emphasizes that questions are more important than answers and that the essential things about which a person cares determines to a great extent who that person is as a human being and as a leader. It asks readers to take the time to examine their personal point of reference in dealing with colleagues and underscores the role that cooperation and understanding can play in successful leadership. The book illustrates how leadership roles are demanding and stressful, and states that leaders should take care of themselves. The final chapter describes the metamorphosis that one must experience to become a leader. (Contains 29 references and a subject index.) (WFA) ED477651 Caring Enough To Lead: How Reflective Thought Leads to Moral Leadership. Second Edition. 2003-00-00 ISBN-0-7619-3879-6 Practitioners 205 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-3878-8, $61.95; paperbound: ISBN-0-7619-3879-6, $27.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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No Administration Administrative Principles Cooperation Elementary Secondary Education Empowerment Evaluation Methods Group Dynamics Interpersonal Relationship Leaders Guides Leadership Leadership Responsibility Management Development Management Teams Organizational Development Supervision Supervisory Methods Teamwork Kanaga, Kim Browning, Henry Guides - Non-Classroom Team Assessment Team Building Center for Creative Leadership, Greensboro, NC. English This booklet provides ways for organizational team leaders to assess their team's effectiveness at regular intervals and to monitor their team's performance. The booklet identifies six key aspects, or dimensions, consistent across all teams. If all six dimensions are strong within a team, the team has the means to conduct its work and perform effectively. The six dimensions are as follows: (1) a clear purpose; (2) an empowering team structure; (3) strong organizational support; (4) positive internal relationships; (5) harmonious external relationships; and (6) efficient information management. The booklet also marks four indicators of team effectiveness that signal when a problem exists along any of the six dimensions. The four indicators are the team's effort, the team's knowledge and skills, team tactics, and group dynamics. The four indicators and six dimensions are not only discussed but also presented in the form of a team-performance assessment tool. (Contains a short list of suggested readings.) (WFA) ED477652 Maintaining Team Performance. For the Practicing Manager. An Ideas into Action Guidebook. 2003-00-00 ISBN-1-8821-9777-1 Administrators Practitioners 36 Center for Creative Leadership, P.O. Box 26300, Greensboro, NC 27438-6300 (Stock No. 420, $8.95). Tel: 336-288-7210; Fax: 336-282-3284; e-mail: info@leaders.ccl.org; Web site: http://www.ccl.org/index.shtml. N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Attitudes Administrator Effectiveness Administrators Board Administrator Relationship Educational Change Educational Improvement Elementary Education Human Resources Instructional Leadership Management Development Middle Schools Principals Resource Allocation School Administration Spiri, Mary Helen Reports - Research Consortium for Policy Research in Education, Philadelphia, PA. English This report is the result of a 10-month study of 12 principals in the School District of Philadelphia. The research included in the report is part of a body of qualitative data collected about schools engaged in Philadelphia's Children Achieving reform agenda. The report explores the nature of emerging responsibilities, the ways in which principals have interpreted their roles as instructional leaders in the face of new, inexorable, and increasingly public expectations regarding enhanced student achievement. The principals in the study represented elementary and middle schools from four parts of the city. The principals met as a group on 13 occasions for a total of more than 34 hours. In addition, each principal participated in two individual interviews and maintained journals. The study's findings resonate with those gathered through teacher and principal interviews as part of a larger, more comprehensive evaluation. The results suggest that when reforms confronted a pervasive and enduring legacy of bureaucracy, anonymity, and compliance, principals often felt they lacked organizational support for change. Caught between a public accountability system premised on universal excellence and the challenges of a culture of compliance, the principals described a new vulnerability, a sometimes-debilitating sense of accountability without authority. (Author/WFA) ED477653 School Leadership and Reform: Case Studies of Philadelphia Principals. Occasional Paper. 2001-05-00 Annenberg Foundation, St. Davids, PA. 42 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/children02.pdf. N/A 2004 8/19/2004 21:45:54 RIEFEB2004

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Yes Awards Elementary Secondary Education Incentives Merit Pay Performance Performance Based Assessment Premium Pay Professional Recognition Recognition (Achievement) Teacher Attitudes Teacher Employment Teacher Employment Benefits Teacher Improvement Teacher Motivation Teacher Salaries Kelley, Carolyn Heneman, Herbert, III Milanowski, Anthony Reports - Research Maryland Kentucky Kentucky Maryland Consortium for Policy Research in Education, Philadelphia, PA. English This report provides an overview of the findings of 3 studies conducted between 1995 and 1998 on school-based performance award (SBPA) programs. Such programs provide teachers, and often other school staff, with pay bonuses when their school as a whole achieves specific educational objectives. The studies focused on programs in the state of Kentucky, the state of Maryland, and the Charlotte-Mecklenburg district in North Carolina. Kentucky and Charlotte-Mecklenburg paid salary bonuses for improvement in student outcomes toward a specific goal to all teachers in a school. Maryland provided awards to schools as school-improvement funds, not directly to teachers as bonuses. The report concentrates on three topics: teachers' motivational reactions to the programs; the degree to which teachers' motivational reactions are related to school performance; and principals' assessments of the effects of the programs. Data were gathered from interviews and surveys of teachers and principals. The results suggest that SBPA programs are a potentially useful tool for improving student success. Their full potential may, however, be difficult to reach. The programs studied appeared to have a focusing effect on teaching practices (both positive and negative effects), collaboration and teamwork, and resource alignment. (Contains 16 tables, 2 figures, and 68 references.) (WFA) ED477654 School-Based Performance Award Programs, Teacher Motivation, and School Performance: Findings from a Study of Three Programs. CPRE Research Report Series. 2000-04-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. Pew Charitable Trusts, Philadelphia, PA. Policymakers 76 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr44.pdf. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Incentives Knowledge Base for Teaching Merit Pay Performance Premium Pay Recognition (Achievement) Rewards Teacher Employment Benefits Teacher Knowledge Teacher Motivation Teacher Salaries Teaching Skills Milanowski, Anthony Information Analyses Reports - Research Consortium for Policy Research in Education, Philadelphia, PA. English This report examines pay systems for teachers, focusing on knowledge and skill-based systems. Such systems reward teachers with base increases or bonuses for acquiring and demonstrating specific knowledge and skills needed to meet educational goals such as improving student achievement. The report examines a study of 6 school districts and one charter school, all of which had adopted some form of knowledge and skill-based pay system. Descriptions and comparisons are based on the programs' operation or design in the 1999-2000 school year. Data were gathered from interviews with administrators, union officials, and teachers; onsite visits; documents describing programs; and research done by districts to evaluate programs. The similarities and differences among the seven programs are structured according to seven comparison dimensions: (1) motivation for developing the knowledge and skill-based pay program; (2) process used to design the program; (3) knowledge and skills rewarded and their organization into a structure; (4) how knowledge and skill acquisition was assessed; (5) size and structure of knowledge and skill incentives; (6) how the acquisition of the knowledge and skills is supported; and (7) additional costs of the program and methods of funding. (Contains 7 tables and 43 references.) (WFA) ED477655 The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers. CPRE Research Report Series. 2002-10-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 42 Consortium for Policy Research in Education (CPRE) Publications, Graduate School of Education, University of Pennsylvania, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($5). Tel: 215-573-0700. For full text: http://www.cpre.org/Publications/rr50.pdf. N/A 2004 8/19/2004 21:45:58 RIEFEB2004 OERI-R308A960003

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Yes Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Instructional Improvement Knowledge Base for Teaching Local Norms Professional Development Superintendents Teacher Administrator Relationship Teacher Education Teacher Effectiveness Teacher Improvement Teacher Knowledge Spillane, James P. Reports - Research Tests/Questionnaires Consortium for Policy Research in Education, Philadelphia, PA. English This paper examines district leaders' theories about teacher learning and change, identifying and elaborating three perspectives--quasi-behaviorist, situated, and quasi-cognitive--based on a study of nine school districts. The quasi-behaviorist perspective on teacher learning dominated among the district leaders in the study. To account for the prominence of the quasi-behaviorist perspective, the author considers how district leaders' work is structured in ways that support a quasi-behaviorist perspective. Specifically, the author considers the manner in which relations between district leaders and teachers are constituted in interaction with state and local policy environments to support a quasi-behaviorist view of teacher learning and instructional change. Based on the analyses of the data (collected through interviews) the author argues that changing the training paradigm that dominates school districts' approach to professional development will necessitate challenging district leaders' theories about teacher learning. Specifically, unless reformers create opportunities for district leaders to develop alternative conceptions of teacher learning and change (that is, conceptions that are different from the quasi-behaviorist perspective), the training paradigm is likely to persist. (Contains the interview instrument in an appendix, tables that describe characteristics of the school districts and district leaders' theories of teacher learning, and 43 references.) (Author) ED477656 District Leaders' Perceptions of Teacher Learning. CPRE Occasional Paper Series. 2000-02-00 Northwestern Univ., Evanston, IL. Inst. for Policy Research. Northwestern Univ., Evanston, IL. School of Education and Social Policy. National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. National Science Foundation, Arlington, VA. 36 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/op-05.pdf. N/A 2004 8/19/2004 21:46:00 RIEFEB2004 OSR-9250061; OERI-R308A60003

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Yes Academic Standards Accountability Course Content Curriculum Curriculum Based Assessment Curriculum Development Curriculum Evaluation Educational Assessment Educational Indicators Elementary Secondary Education Instructional Development Mathematics Curriculum Science Curriculum State Standards Porter, Andrew C. Smithson, John L. Information Analyses Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English The purpose of this paper is to report on the progress of work done by the Consortium for Policy Research in Education on developing valid yet efficient measures of instructional content and its relationship to assessment and standards. The goal is to help develop new methodologies to assess the relationships between what is taught and what is desired to be taught. The report focuses on mathematics and science but also touches on language arts and history. It begins with a brief review of the lessons learned in the Reform Up Close study, which discussed the intended versus the enacted curriculum. The report then discusses the central issues involved in defining and measuring curriculum indicators. This is followed by a discussion about using curriculum indicators in school improvement, program evaluation, and informing policy decisions. Considerable attention is paid to new methods for determining alignment among instruction, assessments, and standards. The report concludes with a discussion of the next steps in the development and expansion of curriculum indicators. Appended are comprehensive lists of mathematics and science topics for elementary, middle, and high schools, and details of mathematics cognitive demands. (Contains 4 figures and 26 references.) (WFA) ED477657 Defining, Developing, and Using Curriculum Indicators. CPRE Research Report Series. 2001-12-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. Policymakers 44 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr48.pdf. N/A 2004 8/19/2004 21:46:02 RIEFEB2004 OERI-R308A60003

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Yes Academic Standards Achievement Gains Educational Change Educational Improvement Educational Policy Educational Strategies Grade 8 International Educational Exchange Mathematics Achievement Mathematics Curriculum Mathematics Instruction Science Achievement Science Curriculum Science Instruction Secondary Education Nelson, Deborah I. Information Analyses Reports - Evaluative International Standards Third International Mathematics and Science Study Trends in International Mathematics and Science Study Consortium for Policy Research in Education, Philadelphia, PA. English This policy brief takes a close look at the ways in which the Third International Mathematics and Science Study (TIMSS)-1995 and TIMSS-1999 data have helped to inform changes in policy and practice as schools, districts, and states respond to the call for improvement in mathematics and science achievement. This policy brief is based primarily on data collected in structured interviews with administrators and teachers in 10 TIMSS benchmarking jurisdictions (referred to as "benchmarkers"). These jurisdictions within the United States participated in the TIMSS-1999 Benchmarking study, committing their own resources and time to receive data from a representative sample of their own eighth-grade students. This brief is designed to facilitate networking and continued learning from TIMSS; it focuses on benchmarkers' experiences but is relevant for anyone interested in using TIMSS to improve mathematics and science instruction. Strategies are reported in summary form. Actual TIMSS data and analyses are not discussed in detail, but related references are provided at the end of the brief. (Contains 16 references and 25 endnotes.) (Author) ED477658 Using TIMSS To Inform Policy and Practice at the Local Level. CPRE Policy Briefs. 2002-05-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 16 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rb36.pdf. N/A 2004 2016-11-21

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Yes Class Activities Disabilities Educational Legislation Elementary Secondary Education Federal Legislation Individualized Education Programs Lesson Plans Student Educational Objectives Student Participation Teaching Methods Kupper, Lisa McGahee-Kovac, Marcy Guides - Classroom - Learner Guides - Classroom - Teacher National Information Center for Children and Youth with Disabilities, Washington, DC. English This guide focuses on ways that parents and teachers can help students with disabilities become involved in developing their own Individualized Education Programs (IEPs). The guide is organized into lesson plans for use in classrooms. A section on "Laying the Foundation" offers five preparatory suggestions, such as photocopying each students' current IEP and informing parents about the effort to involve students. The following section offers nine suggestions for introductory work with students including finding out what students already know; informing students briefly about the relevant laws; and discussing accommodations. The next section suggests lessons and activities to introduce the IEP, such as discussion of the IEP process, showing an IEP noting individual sections, and having students look at their own IEPs. The following section is on ways to help the student work on writing his/her own IEP through class discussions, seatwork, one-on-one meetings with teachers, and homework done individually or with parents. Remaining sections offer 13 suggestions for getting ready for the IEP meeting, during the IEP meeting, and after the meeting. Three appendices provide an overview of the laws, possible answers to the student "disability" pre-test, and suggestions for presenting information on the laws. A glossary is also included. A "Student's Guide to the IEP" is also provided. (Contains 23 references.) (DB) ED477659 Helping Students Develop Their IEPs. Technical Assistance Guide. 2nd Edition [and] A Student's Guide to the IEP. 2nd Edition. 2002-01-00 Special Education Programs (ED/OSERS), Washington, DC. Parents Practitioners Students Teachers 38 National Information Center for Children and Youth with Disabilities (NICHCY), Academy for Educational Development, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail: nichcy@aed.org; Web site: http://www.nichcy.org. For full text: http://www.nichcy.org. N/A 2004 2020-08-14

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Yes Compliance (Legal) Disabilities Elementary Secondary Education Individualized Education Programs Needs Assessment Parent Counseling Parent Education Parent Participation Preschool Education State Standards Student Participation Teacher Participation Guides - Non-Classroom Colorado Individuals with Disabilities Education Act Part C Colorado Individuals with Disabilities Education Act Part C Colorado State Dept. of Education, Denver. Div. of Special Education Services. English This Colorado manual offers guidelines for parent counseling and training, which is seen as a special education related service to assist parents of students with disabilities in the development and implementation of the child's Individualized Education Program (IEP). The introduction addresses the purpose and benefits of parent counseling and training generally, as well as specific parent counseling and training under Part C of the Individuals with Disabilities Education Act. Desired procedures are explained next. First is identifying the need for parent counseling and training by the entire IEP team, including the parents. Next is determining types of services needed, such as education regarding a specific disability, identification of community resources, collaborative implementation of a child's educational program, and instruction and demonstration of techniques used in school to promote consistent use in the home or outside of school. The third procedure is IEP documentation, which should include a record of any dissenting opinions as well as when the services will begin and end, anticipated frequency, and responsible service provider/s. The manual ends with a list of 12 Colorado and national information resources. Appended are a list of parent counseling and training tips for the IEP team, an eligibility flowchart for parent counseling and training services, and samples of parent counseling and training plans. (DB) ED477660 Parent Counseling and Training: A Related Service under the Individuals with Disabilities Education Act. Guidelines for Colorado Parents and Educators. 2002-09-00 Administrators Parents Practitioners Teachers 19 Colorado Department of Education State Library and Adult Education Office, 201 E. Colfax, Denver, CO 80203. Tel: 303-866-6600; Fax: 303-830-0793; Web site: http://www.cde.state.co.us. For full text: http://www.cde.state.co.us/cdesped. N/A 2004 2016-11-21

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Yes Career Counseling Counselor Client Relationship Disabilities Employment Counselors Employment Patterns Employment Services Family Involvement Federal Aid Federal Programs Higher Education Participant Characteristics Participant Satisfaction Program Evaluation Secondary Education Transitional Programs Vocational Rehabilitation Numerical/Quantitative Data Reports - Research Office of Special Educ Rehabilitative Services Research Triangle Inst., Research Triangle Park, NC. English This report addresses questions of interest to federal officials in the Office of Special Education and Rehabilitative Services (OSERS) concerning the characteristics, services, and outcomes of transition-aged youth (ages 18-25) who applied for Vocational Rehabilitation (VR) services during November 1994-December 1996. The analyses conducted for the report address the specific questions developed by a task force of OSERS officials. Findings include: (1) transitional youth represent 13.5% of all VR consumers, or approximately 135,391 persons, with nearly two-thirds of these youth having participated in special education in high school; (2) an educational institution had referred 64% of these youth to VR, with youth who were special education students referred more often by this source; (3) youth who had been special education students were more often male, African-American, and experienced mental retardation or learning disabilities; (4) transitional youth typically applied to VR in order to obtain services that would assist them in labor force entry; (5) youth VR consumers averaged about 8 services during VR; (6) nearly two-thirds of youth VR consumers achieved an employment outcome as a result of VR services; and (7) of those who achieved employment, the majority entered competitive employment. Appendices include consumer information. (Contains 20 tables and 3 figures.) (CR) ED477661 Characteristics and Outcomes of Transitional Youth in VR. A Longitudinal Study of the Vocational Rehabilitation Service Program. Fourth Interim Report. 2000-07-00 Rehabilitation Services Administration (ED), Washington, DC. Policymakers 59 For full text: http://ed.gov/offices/OSERS/RSA/Research/studies/index.html. N/A 2004 2016-11-21

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Yes Ability Identification American Indians Career Counseling Career Development Child Advocacy Counseling Techniques Elementary Secondary Education Emotional Problems Gifted Inclusive Schools Professional Development School Psychologists Student Characteristics Teaching Methods Transitional Programs Underachievement Gubbins, E. Jean, Ed. Collected Works - Serials National Research Center on the Gifted and Talented, Storrs, CT. English These two newsletters on gifted education from spring and fall of 2000 include the following articles: (1) "NRC/GT: Developing Expertise Using the 'Big Red Notebook'" (E. Jean Gubbins), which discusses the creation of a professional development module as an intervention tool to foster expertise in using the pedagogy of gifted education in general education classrooms; (2) "Counseling Gifted and Talented Students" (Nicholas Colangelo), which explores the psychological characteristics of gifted students and suggests counseling techniques for promoting positive self-concept, reaching at-risk students, and helping with the transition from high school to college and career counseling; (3) "Challenging Schools' Expectations of Native American Students" (James Raborn), which examines the identification and placement of Native American students in gifted and talented programs; (4) "Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists" (Nancy M. Robinson), which discusses the kinds of advocacy a psychologist can offer; (5) "NRC/GT Query: Are Programs and Services for Gifted and Talented Students Responsive to Beliefs?" (E. Jean Gubbins), which explores beliefs about abilities and the impact on gifted programming; (6) "Recurring Themes in Career Counseling of Gifted and Talented Students" (Meredith J. Greene), which discusses the specific challenges faced by gifted and talented females and unhealthy perfectionism; and (7) "Dealing with the Needs of Underachieving Gifted Students in a Suburban School District: What Works!" (Ceil Frey), which describes a program that targets underachieving gifted students. (Articles include references.) (CR) ED477662 National Research Center on the Gifted and Talented Newsletter, 2002. National Research Center on the Gifted and Talented Newsletter Fall-Spr 2002 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 34 National Research Center on the Gifted and Talented, University of Connecticut, 2131 Hillside Rd., Unit 3007, Storrs, CT 06269-3007. For full text: http://www.gifted.uconn.edu/newslttr.html. N/A 2004 8/19/2004 21:46:12 RIEFEB2004 R206R000001 Published biannually. For the 2001 issues, see ED 467 839.

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Yes Disabilities Educational Attainment Elementary Education Extracurricular Activities Family Life Friendship Parent Attitudes Parent Student Relationship Predictor Variables Severity (of Disability) Social Development Socioeconomic Influences Student Participation Wagner, Mary Cadwallader, Tom W. Newman, Lynn Garza, Nicolle Blackorby, Jose Reports - Research SRI International, Menlo Park, CA. English Using data from the Special Education Elementary Longitudinal Study that included 11,512 students (ages 6-12), this study explored the activities that students with disabilities engage in for the 80% of waking hours that they are not in school. The study focuses on three aspects of their nonschool experiences: family supports for education at home; interactions with friends; and participation in extracurricular activities. Findings indicate: (1) a majority of students received a high degree of support for education at home, with 90% reporting conversations with family members about school regularly; (2) poorer students were subject to lower expectations for educational attainment and were less likely to engage in regular conversations about school at home; (3) 90% of students met with friends away from school at least "occasionally" and received invitations to a friend's social event; (4) students with learning disabilities or speech/language, hearing, or other health impairments tended to be the most socially active, while students with autism, traumatic head injuries, multiple disabilities, and deaf-blindness had less frequent contacts with friends; and (5) three-fourths of the students were participating in extracurricular activities and programs through which they could explore interests, learn skills, and develop friendships. (Contains 83 references.) (CR) ED477663 The Other 80% of Their Time: The Experiences of Elementary and Middle School Students with Disabilities in Their Nonschool Hours. SEELS (Special Education Elementary Longitudinal Study). 2002-10-00 Special Education Programs (ED/OSERS), Washington, DC. 90 For full text: http://www.seels.net/designdocs/Wave_1_components_1-7.pdf N/A 2004 8/19/2004 21:46:14 RIEFEB2004 ED-00-CO-0017 Written with Anne-Marie Guzman.

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Yes Age Differences Attitudes toward Disabilities Classification Cultural Differences Disabilities Disability Identification Early Intervention Elementary Secondary Education Health Conditions Middle Schools Parent Attitudes Parent Child Relationship Predictor Variables Socioeconomic Influences Student Characteristics Wagner, Mary Blackorby, Jose Reports - Research SRI International, Menlo Park, CA. English Using data from the Special Education Elementary Longitudinal Study that included more than 11,000 students (ages 6-12), this study explored the primary disability classification assigned to students by their schools, the variety of disabilities that parents reported, functional limitations associated with students' disabilities, disability identification, and early intervention services. Findings indicate: (1) almost three-fourths of students with disabilities were classified as having a learning disability or a speech impairment; (2) parents reported an average of 1.5 disability categories, ranging from 1.4 for students in the speech/language impairment category to 3.0 for students classified with deaf-blindness; (3) speech was cited as the most frequently limited function, with 43% not able to speak as clearly as other children; (4) 5% of parents of white students and 6% of African American students asserted their children had no disability, whereas parents of 10% of Hispanic students did so; (5) 24% of the students were first recognized as having a disability when they were infants or toddlers, and 22% were identified in their preschool years; and (6) students from wealthier households were more likely to be identified as infants or toddlers and receive earlier services. (Contains 15 exhibits and 6 references.) (CR) ED477664 Disability Profiles of Elementary and Middle School Students with Disabilities. SEELS (Special Education Elementary Longitudinal Study). 2002-10-00 Special Education Programs (ED/OSERS), Washington, DC. 28 For full text: http://www.seels.net/designdocs/SEELS_disability_profile.pdf. N/A 2004 8/19/2004 21:46:16 RIEFEB2004 ED-00-CO-0017

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Yes Accountability Alternative Assessment Behavior Disorders Curriculum Evaluation Educational Assessment Educational Practices Elementary Education Emotional Disturbances Evaluation Methods Residential Schools Special Schools Student Evaluation Testing Accommodations Gagnon, Joseph Calvin McLaughlin, Margaret J. Leone, Peter Reports - Research Maryland Univ., College Park. Inst. for the Study of Exceptional Children and Youth. English This issue brief reports on accountability policies and practices for elementary students with emotional and behavioral disorders in private and public day treatment and residential schools. Between January 2001 and March 2002, a study was conducted of these schools, gathering responses from 271 principals and 229 teachers. Major findings included: (1) the majority of respondents used assessments required by the local district and/or state as their primary accountability tool. However, approximately 30% of teachers and 20% of principals relied on teacher-selected assessments and another 11% used assessments developed by the school; (2) more than half of the teachers and principals whose schools used local district and/or state assessments reported that between 81-100% of students participated; (3) respondents from 31 states reported that state standardized norm-referenced or criterion-referenced assessments were available as alternate assessments; (4) more than 80% of respondents reported a school assessment accommodation policy, most often based on state or district guidelines; (5) assessment results were most commonly reported to parents, guardians, and teachers, and maintained in each student's file; (6) assessment results were most often used to adjust instruction or curriculum and identify areas where school performance was acceptable or needed improvement. (Contains 18 references.) (CR) ED477665 Educational Accountability in Day Treatment and Residential Schools for Students with Emotional and Behavioral Disorders: Report on a National Survey. EPRRI Issue Brief Three. 2003-02-00 Special Education Programs (ED/OSERS), Washington, DC. 20 Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Bldg., College Park, MD 20742-1161. Tel: 301-405-6509; Fax: 301-314-9158; Web site: http://www.eprri.org. For full text: http://www.eprri.org/PDFs/IB3.pdf. N/A 2004 8/19/2004 21:46:19 RIEFEB2004 522739; H324P000004 For EPRRI Issue Brief Two, see ED 469 049.

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Yes Behavior Change Behavior Disorders Case Studies Delivery Systems Discipline Elementary Secondary Education Emotional Disturbances Mental Health Programs Rural Areas School Based Management Services Atkins, Marc Collins, Kari Devine-Johnston, Laura Eber, Lucille Pacchiano, Debra Palmer, Teri Robbins, Vestena Collected Works - General Reports - Evaluative Speeches/Meeting Papers School Based Services Appalachia Illinois Positive Behavioral Support Illinois University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English Summaries of four papers and a discussion presented at a symposium on expanding the research base of systems of care for children's mental health examine school-wide systems of positive behavioral support and provide data on a three-tiered Positive Behavior Intervention and Support (PBIS) program for improving mental health functioning of students. Supported by federal initiatives, the papers provide examples of the connections between a systematic data-based decision-making approach and the use of effective practices among school personnel. First, "Building School Capacity To Support All Students through School-wide Positive Behavior Systems" (Lucille Eber and Teri Palmer) describes PBIS implementation in 35 Illinois schools. Second, "A School-Based Wraparound Example: Outcomes and Processes" (Debra Pacchiano and others) presents outcome data for a youth and family with intensive medical, academic, and behavioral needs. Third, "Behavior Support Plans for Students with or At-risk of Emotional/Behavioral Challenges" (Vestena Robbins and others) analyzes 12 Behavior Support Plans developed by a centralized Behavior Intervention Team in a suburban Chicago school district. Finally, "Building Bridges of Support in Eastern Kentucky: Outcomes of Students Receiving School-Based Wraparound" (Vestena Robbins and Kari Collins) highlights program features and describes characteristics and outcomes of children and families (n=324) in a rural Appalachian area. (Individual paper summaries contain references.) (DB) ED477666 School-Wide Systems of Positive Behavioral Support: Promoting the Mental Health of All Students, Including Those with SED. Symposium. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 16 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2016-11-21

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Yes Ancillary School Services Behavior Disorders Black Students Delivery Systems Educational Change Elementary Secondary Education Emotional Disturbances Inclusive Schools Intervention Males Mental Health Programs Student Characteristics Urban Education Kutash, Krista Duchnowski, Albert J. Lynn, Nancy Reports - Research Speeches/Meeting Papers Child Behavior Checklist Child Behavior Checklist University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper, presented at a symposium on expanding the research base of systems of care for children's mental health, describes an ongoing study of school reform in urban settings and effects on youth with emotional and/or behavioral disabilities and their families. The paper presents information on the first 99 (out of an expected 200) youth and their families recruited into the study. Descriptive data include demographic information; history of behaviors; cognitive, academic, and school functioning; emotional and behavioral problems and functional impairment; past and current service utilization; and parent satisfaction. These students are from eight schools in either Maryland or Ohio. The majority of these students are black males within the average to low-average range of intelligence. They have elevated scores on the Child Behavior Checklist, indicating a high level of symptomatology that is intervening with functioning as measured by the Columbia Impairment Scale. The students are primarily from single-parent families and behind their non-handicapped peers in reading and math skills. Average age of onset of symptoms was 5.9 years with first service received at an average of 7.3 years. Although multiple models of mental health service delivery are operating at the various schools, school personnel deliver the majority of mental health services. (DB) ED477667 Urban School and Community Study: School Reform and Students with Emotional and Behavioral Disabilities and Their Families. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 8 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2016-11-21

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Yes Behavior Disorders Delivery Systems Elementary Secondary Education Emotional Disturbances Incidence Mental Health Programs Mental Health Workers Models National Surveys Questionnaires Special Education Teachers Surveys Teacher Role Teich, Judith L. Rollefson, Mary Reports - Descriptive Speeches/Meeting Papers University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper describes an ongoing national survey to provide baseline data on mental health services delivered in public elementary, middle, and secondary schools. The survey will: (1) identify and describe models and arrangements for the delivery of mental health services and document which models are most prevalent; (2) identify and describe the numbers and types of mental health staff available in public schools, amounts of time they are available, their qualifications, and ways they allocate their time; (3) document the types of mental health problems most frequently encountered in the school setting and the mental health services delivered; and (4) identify and categorize how school mental health services are currently funded and how various funding mechanisms affect the delivery of services. Two survey instruments have been developed: one for use at the individual school level and one for use at the district level. The study will survey 2000 schools. Discussion focuses on the narrow definition of "mental health services" used by the study as well as the limited definition of mental health staff (which excludes special education teachers). (DB) ED477668 Characteristics and Funding of School Mental Health Services: A National Survey. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 6 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 8/19/2004 21:46:25 RIEFEB2004 H133B90022 In: Annual Conference Proceedings--A System of Care for Children's Mental Health: Expanding the Research Base (15th, Tampa, FL, March 3-6, 2002). Chapter 3: Education. pp213-216.

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Yes Academic Achievement Delinquency Educational Assessment Elementary Secondary Education Emotional Disturbances Evaluation Methods Mathematics Achievement Mental Disorders Program Evaluation Reading Achievement Sex Differences Standardized Tests State Programs Student Participation Pandiani, John A. Simon, Monica M. Banks, Steven M. Reports - Evaluative Speeches/Meeting Papers Vermont Vermont University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper reports on an ongoing effort of the Vermont Mental Health Performance Indicator Project (PIP) to examine the relevance and utility of standardized test scores for evaluating community mental health programs. This analysis is of test scores from Vermont's first four years of statewide testing. The study is examining anonymous person-level extracts from four existing databases: the Mathematics Skills Assessment and the English Language Reading--Basic Understanding for 4th-, 8th-, and 10th-grade students during 1998 through 2001; the Vermont Mental Health Division's Monthly Service Report; and the Vermont District Court records. For mental health service recipients, performance by boys on the mathematics test increased, whereas the performance of girls decreased. This resulted, however, in similar 10th-grade performance for both boys and girls. Performance on the English test decreased between 8th and 10th grades for both boys and girls in the treatment group. Involvement with the criminal justice system was substantially greater for students who did not participate in the tests than for participants. Results support the value of educational test scores for evaluating systems of care for children and adolescents and for providing valid and reliable information on levels of school participation and school performance for recipients of mental health services. (DB) ED477669 Using Educational Test Scores To Evaluate Children. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 6 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2016-11-21

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Yes Attitude Measures Elementary Secondary Education Emotional Disturbances Factor Analysis Psychometrics Rating Scales Severe Disabilities Teacher Attitudes Teacher Student Relationship Test Validity Minor, Scott W. Acheson, Shawn Kane, Harrison Calahan, Erin Leverentz, Kristen Pasden, Amy Wegener, Melanie Reports - Evaluative Speeches/Meeting Papers University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper presents data on a new measure of attitudes toward children with severe emotional disturbance (SED) and reports on the measure's use to examine teachers' attitudes toward children with SED. Elementary or high school teachers (n=103) in western North Carolina completed the Attitudes towards Children with Serious Emotional Disturbance Scale. To test the validity of the scale, both exploratory and confirmatory factor analyses were employed. Modification of the original scale and confirmatory factor analysis resulted in four factors: (1) ecology; (2) family; (3) parental involvement; and (4) total score. Future research is planned to add additional items to the scale and to assess larger groups of teachers, parents, and mental health workers. (DB) ED477670 Teachers' Attitudes toward Children with Serious Emotional Disturbance. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 6 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 8/19/2004 21:46:28 RIEFEB2004 H133B90022 In: Annual Conference Proceedings--A System of Care for Children's Mental Health: Expanding the Research Base (15th, Tampa, FL, March 3-6, 2002). Chapter 3: Education. pp221-224.

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No Behavior Problems Emotional Disturbances Intervention Preschool Education Prevention Program Effectiveness Resilience (Personality) LeBuffe, Paul A. Reports - Evaluative Speeches/Meeting Papers University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper reports on a study that investigated whether or not protective factors within children that contributed to resilience were strengthened in young children participating in the Devereux Early Childhood Assessment (DECA) Program, a preschool primary prevention program designed to foster social and emotional well-being. The DECA assessment was given to 133 preschool children who received the full program and to 209 children who received treatment-as-usual. All children were assessed by their teacher and a parent with the DECA in the fall of 2000 and spring of 2001. For the target group, protective factors increased significantly over the course of the year and compared with the control group. Behavioral concerns increased significantly for the control group with a decrease in behavioral concerns for the target group as evaluated by teachers (but not parents). Findings provided evidence for the effectiveness of the DECA Program in both increasing children's protective factors and deceasing their behavioral concerns. (DB) ED477671 Can We Foster Resilience? An Evaluation of a Prevention Program for Preschoolers. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 6 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 8/19/2004 21:46:30 RIEFEB2004 H133B90022 In: Annual Conference Proceedings--A System of Care for Children's Mental Health: Expanding the Research Base (15th, Tampa, FL, March 3-6, 2002). Chapter 3: Education. pp225-228.

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Yes Emotional Disturbances Grants Intervention Longitudinal Studies Mental Health Programs Prevention Program Effectiveness Qualitative Research School Community Programs School Districts School Safety Student Attitudes Teacher Attitudes Violence Massey, Oliver T. Telleen, Sharon Kim, Young O. Rhee Stewart-Nava, Helen Maher, Susan Boroughs, Michael Henson, Kelli S. Armstrong, Kathleen H. Santoro, Gina Perry, Angela Collected Works - Proceedings Reports - Descriptive Speeches/Meeting Papers University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This document is comprised of summaries of six papers presented at a symposium on the Safe Schools/Healthy Students Initiative, a federal grant to school districts intended to promote health and safety in schools and communities. The Initiative was designed to confront school violence, safety, and mental health needs through the provision of a broad array of prevention and intervention services. The papers illustrate the nature of school based interventions and corresponding evaluation efforts. They provide evidence of the effectiveness of the interventions in the local setting with implications for the transportability of the programs to other schools. Following a symposium introduction, by Oliver T. Massey, the included papers are: (1) "The Impact of Coordinated Community Mental Health Services: Safe Schools/Healthy Students" (Sharon Telleen and others); (2) "Results of a Longitudinal School-Based Intervention Study" (Michael Boroughs and others); (3) "Student Perceptions of School Safety in the Omnibus Survey" (Kelli S. Henson and others); (4) "Safety in Schools: Staff Perceptions" (Gina Santoro and others); (5) "Understanding School Safety: A Qualitative Inquiry" (Angela Perry and others); and (6) "Evaluation Activities at a Summer Camp for Youth Experiencing Homelessness" (Laura A. Nabors and Heather D. Lehmkuhl). A summary of the symposium discussion (by Kathleen H. Armstrong) completes the document. (Individual papers contain references.) (DB) ED477672 Evaluating Program Effectiveness in the Safe Schools Healthy Students Initiative. Symposium. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 20 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2020-11-23

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Yes Elementary Secondary Education Emotional Disturbances Health Services Incidence Mental Disorders Multiple Disabilities Needs Assessment Policy Formation Special Health Problems Surveys Boothroyd, Roger A. Armstrong, Mary I. Reports - Research Speeches/Meeting Papers University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This paper reports on a study that examined the co-morbidity of health and mental health problems in children and youth by investigating: (1) the prevalence of significant health and mental health problems among children with either a health or mental health disability; (2) how these prevalence rates compare to a general sample of children in families receiving Temporary Assistance to Needy Families; and (3) the rate of unmet service needs among children with co-occurring mental health disabilities. Children (n=1,145) either had no disability or received Supplemental Security Income because of a health disability (n=161) or had an identified mental health disability (n=220). Child caregivers completed a questionnaire. Findings indicated that the rate at which children with an identified mental health disability were found to have an existing health problem (37.8%) was similar to the rate at which children with an identified health disability were found to have an existing mental health problem (37%). Among both groups of children, the likelihood of having current co-morbid health and mental health problems was approximately 26%. In both groups of children with disabilities, unmet mental health needs were found to be 2 to 3 times higher than were unmet health needs. Three policy recommendations supported by the study conclude the report. (Contains 19 references.) (DB) ED477673 Co-Morbidity among Children with Disabilities. 2002-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 8 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2020-11-03

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Yes Autism Behavior Change Children Community Services Delivery Systems Elementary Secondary Education Federal Aid Financial Support Health Services Incidence Mental Health Programs Ruble, Lisa Heflinger, Craig Anne Renfrew, J. William Robson, Dana Reports - Research Speeches/Meeting Papers Service Utilization Tennessee Medicaid Tennessee University of South Florida, Tampa. Research and Training Center for Children's Mental Health. English This study examined the utilization rate of behavioral health services by children with autism spectrum disorders (ASD) over a 6-year period and compared this rate to the expected number of children with ASD in TennCare, Tennessee's managed care Medicaid program. Analysis of TennCare patient data found the rate at which children with ASD received a behavioral health service was 0.24/1000 in Fiscal Year 1995 and 0.57/1000 in Fiscal Year 2000. It notes that, although the rate doubled over time, so did the number of children who participated in TennCare. The paper concludes that the low rate of service use confirms the need for research on service use patterns such as access, type, duration, and continuity of services for children with ASD and the impact of Medicaid-managed care on child and family outcomes. An unexpected finding was the relatively low rate of children reported with ASD receiving services from TennCare. (DB) ED477674 Medicaid Managed Care and Children with Autism Spectrum Disorders. 2002-03-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Vanderbilt Univ., Nashville, TN. Peabody Coll., John F. Kennedy Center. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Prevention. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. 6 For full text: http://rtckids.fmhi.usf.edu/conference_proceedings.htm. N/A 2004 2016-11-21

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Yes Ability Identification Creative Thinking Creativity Creativity Tests Definitions Educational Assessment Elementary Secondary Education Evaluation Criteria Evaluation Methods Student Characteristics Student Evaluation Teaching Methods Treffinger, Donald J. Young, Grover C. Selby, Edwin C. Shepardson, Cindy Guides - Non-Classroom Differentiated Curriculum (Gifted) National Research Center on the Gifted and Talented, Storrs, CT. English This monograph deals specifically with the challenge of recognizing or assessing creativity. Following an introductory chapter, chapter 2 focuses on definitions and characteristics of creativity to help clarify the nature and meaning of creativity and creative thinking, and to consider the implications of those definitions for assessment. The chapter also reviews and synthesizes the literature regarding the personal characteristics associated with the construct of creativity, since these characteristics provide the foundation for assessment tools. The next chapter defines and clarifies important basic principles and terms in educational assessment and relates them specifically to the challenge of assessing creativity. It also provides a practical set of criteria for reviewing and evaluating instruments and presents basic principles to guide the wise and appropriate use of creativity assessment instruments. Chapter 4 presents a matrix to guide systematic efforts to assess creativity in students, involving four major sources of assessment data and four specific levels of present performance in relation to creativity. The final chapter explores possible implications of creativity assessment and a specific assessment plan for effective differentiated instructional planning. Appendices include a code of fair testing practices in education. (Contains 90 references.) (CR) ED477675 Assessing Creativity: A Guide for Educators. Research Monograph Series. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 97 Order Department, University of Connecticut, The National Research Center on the Gifted and Talented, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007 ($12). Tel: 860-486-0283; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Biographies Continuing Education Educational Research Experience Foreign Countries Hermeneutics Holistic Approach Learning Experience Learning Motivation Learning Processes Learning Theories Life Events Lifelong Learning Personal Narratives Postsecondary Education Research Methodology Research Projects Salling Olesen, Henning Opinion Papers Speeches/Meeting Papers Denmark Denmark ISSN-1395-6833 Roskilde Univ. Center (Denmark). English The Life History Project at Denmark's Roskilde University is a 5-year research project that was initiated in 1998 to examine learning and participation in adult and continuing education from a life history perspective. The project was designed to build on a broad range of qualitative interview studies and case studies into learning processes. The research methodology designed for the project was grounded in the critical theory tradition and in the following premises: (1) the need to adopt a "holistic" approach that takes the learner's perspective; (2) the notion of experience and the specificity of the learning subject; (3) the need to move beyond conventional hermeneutics to "in-depth hermeneutics," which involves looking for meanings and implications going beyond the knowledge or intent of the acting, knowing, or speaking subject; and (4) the notion that a learning subject is a historical product of modernity and the need to relate it to a dynamic-utopian concept of a learning individual. (Contains 12 references.) (MN) ED477676 Experience and Life History. Roskilde University Life History Project Paper. 2000-00-00 ISBN-87-7349-486-0 22 Roskilde University, P10, Postboks 260, DK-4000 Roskilde, Denmark (free). E-mail: KAC@RUC.DK. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Biographies Engineers Foreign Countries Human Services Individual Development Learning Experience Learning Processes Learning Theories Life Events Lifelong Learning Models Personal Narratives Professional Development Professional Occupations Self Actualization Self Concept White Collar Occupations Salling Olesen, Henning Opinion Papers Speeches/Meeting Papers Denmark Identity Formation Professional Identity Professional Socialization Denmark ISSN-1395-6833 Roskilde Univ. Center (Denmark). English The question of how to theorize the subjective side of work within a life history perspective was explored. The findings of a study on engineers' subjective recognition of their lives, their education and jobs, and their life perspectives and the findings of a study of continuing education within a number of white-collar and semiprofessional work domains were cited as supporting the existence of a close interrelationship between professional learning and personal development. It was argued that, within the theory of modernization, professionalization appears as a moment in rationalization of society. The ongoing professionalization within public human services in the Nordic countries and elsewhere was used to illustrate how professional learning leads to personal development. The evolution of various human service occupations from "craft-like" occupations to professions was shown to parallel the process of development of a new identity during which individuals who had viewed themselves as individuals performing labor for a wage began viewing themselves as individuals in a career or "position." The concept of identity was discussed in relation to Ute Volmerg's conception of basic socialization as a production of identity, Erikson's cultural psychology theory, and Lorenzer's theory of socialization, as well as in relation to the concepts of contradiction and ambivalence. (Contains 27 references.) (MN) ED477677 Professional Identity as Learning Processes in Life Histories. Roskilde University Life History Project Paper. 2000-00-00 ISBN-87-7349-486-0 32 Roskilde University, P10, Postboks 260, DK-4000 Roskilde, Denmark (free). E-mail: KAC@RUC.DK. N/A 2004 2016-11-21

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Yes Admission Criteria Articulation (Education) College Applicants College Transfer Students Community Colleges Educational Mobility Enrollment Student Mobility Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Guides - Classroom - Learner British Columbia Canada ISSN-1180-3630 British Columbia Council on Admissions and Transfer, Vancouver. English This transfer 2002-2003 transfer guide for the province of British Columbia offers detailed information for college transfer students. The guide documents provincial transfer policy and process, as well as offering specific transfer information for some institutions. It is suggested that it be used in conjunction with the Online Transfer Guide and the B.C. Transfer Tips handbook. The guide is divided into the following sections: (1) Introduction to the New B.C. Transfer Guide; (2) The B.C. Transfer System; (3) Important Information on Admissions; (4) Credit Transfer in British Columbia; (5) Frequently Asked Questions About Transfer; (6) Glossary of Terms; (7) Online Resources; (8) The B.C. Council on Admission & Transfer; (9) British Columbia Associate Degrees; and (10) Institution Specific Transfer Notes, 2002-2003. The British Columbia Transfer System consists of 28 public schools and 4 private postsecondary institutions. Some of the 11 online sources included herein include the International Credit Evaluation Service, Private Post-Secondary Education Commission of British Columbia, and PASBC: British Columbia's Post-Secondary Application Service. Institution-Specific Transfer Notes include information for the B.C. Institute of Technology, B.C. Open University and Open College, Simon Fraser University, and Trinity Western University. Contains a listing of Undergraduate Advising Centers. (NB) ED477678 British Columbia Transfer Guide, 2002-2003: The Official Guide to Post-Secondary Credit Transfer in B.C. 2002-00-00 112 N/A 2004 2016-11-21

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Yes Articulation (Education) College Transfer Students Community Colleges Educational Mobility Educational Research Enrollment Graduate Surveys Outcomes of Education Student Mobility Student Surveys Transfer Rates (College) Two Year Colleges Lawrance, Jill Reports - Research British Columbia Canada Centre for Education Information, Victoria (British Columbia). British Columbia Council on Admissions and Transfer, Vancouver. English The British Columbia (B.C.) Council on Admissions and Transfer commissioned this report to investigate the admissions and transfer-related experiences of former students who had attended a B.C. college, institute, university college, or the Open Learning Agency. The analysis presented here is based on data collected through the 2002 B.C. College and Institute Student Outcomes Survey, an annual survey that contacts former students between 9 and 20 months after leaving their program of study. This report draws chiefly on the results of a set of questions addressed to respondents who indicated they had pursued further studies between leaving their original institution and the time of the survey. A total of 17,270 students responded, from a population of 31,463, for a response rate of 55%. Response rate by institution varied from a low of 48% to a high of 66%. Overall, 47% of former students had continued or were currently continuing their studies. More than 77% of respondents from Arts and Sciences programs continued their studies, while only 36% from Applied Programs did. However, Applied Program respondents outnumber Arts and Sciences respondents by more than 2 to 1; therefore, Applied Program respondents who continued their education make up 55% of the respondent pool. (Contains 31 tables and 8 figures.) (NB) ED477679 Admissions and Transfer Experiences of Students Continuing Their Studies in British Columbia: Findings from the BC College & Institute Student Outcomes Survey, 2002. 2003-03-00 77 For full text: http://www.bcat.bc.ca. N/A 2004 2016-11-21

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Yes Academic Degrees Associate Degrees Community Colleges Two Year Colleges Numerical/Quantitative Data Reports - Research British Columbia Canada British Columbia Council on Admissions and Transfer, Vancouver. English This document provides background information as well as degree completion statistics for Associate Degrees awarded in British Columbia from 1993-1994 to 2001-2002. The Associate Degree is a 2-year academic credential available with an art or science focus. The British Columbia Council on Admissions and Transfer initiated the credential in response to requests from British Columbia's postsecondary institutions. The original curricular requirements, approved in 1991, were selected with the intention of ensuring both sufficient depth and breadth in arts and sciences. This report updates that portion of the 1998 associate degree document detailing the number of associate degrees granted by institution. It provides final figures for 1997-1998 and adds an additional four years worth of data up to and including 2001-2002, as provided by the institutions involved. A total of 4,226 degrees were awarded in the period 1993-1994 to 2001-2002. The vast majority (84%) were Associate of Arts degrees. With the exception of one year (Associate of Arts degrees: the interval between 1995-1996 and 1996-1997), the total number of degrees has increased each year. Annual increases range from 15% to 48% for the Associate of Arts degree and from 6% to 44% for the Associate of Science Degree. (RC) ED477680 Associate Degrees Awarded in British Columbia: 1993/94 to 2001/02. 2003-03-00 9 For full text: http://www.bccat.bc.ca. N/A 2004 2016-11-21

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Yes College Administration College Graduates College Planning College Programs Community Colleges Enrollment Enrollment Trends Ethnicity Individual Characteristics Institutional Characteristics Institutional Research Student Characteristics Student Financial Aid Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Trident Technical College SC Trident Technical Coll., Charleston, SC. English The Trident Technical College 2002 Fact Book summarizes institutional data pertaining to institutional goals, accreditation, enrollment trends, student profiles, graduates, financial aid, faculty/staff development, performance funding, continuing education, and the institutional effectiveness planning matrices. The institution had a total enrollment of 11,251 students in fall 2002. Sixty-three percent were female students and 43 percent were enrolled full time. The average age for the study body was 27. Thirty-seven percent were ethnic minorities. With respect to campus personnel, there were 251 full-time faculty (136 of which were female). For 167 full-time faculty members, the master's or specialist's degree is the highest degree they have earned. Forty-seven faculty members possess a doctorate. The average 9-month full-time faculty salary in 2002 was $41, 081. In the 2001-2002 academic year, 3,898 students received Pell Grants for a total institutional allocation of $6,365,275. Trident received a total of $239,049 in private support during the 2001-2002 academic year and a total of $3,162,613 in public and private support. The majority of this document is presented in the form of data tables. (RC) ED477681 Trident Technical College Fact Book, 2002. 2003-00-00 70 For full text: http://www.tridenttech.edu/ir/FactBook2002/index.htm. N/A 2004 2016-11-21

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Yes Adult Students College Students Community Colleges Curriculum Delivery Systems Distance Education Marketing of Education Nontraditional Students Regional Attitudes Regional Characteristics Regional Planning Regional Schools School Demography Student Centered Curriculum Telecourses Two Year Colleges DuRose, Lisa Opinion Papers Reports - Descriptive English This paper offers arguments against some aspects of both the push toward a marketable curriculum and the extremes of student-centered teaching. The author uses as an example her own experiences teaching freshman composition telecourses at an off-campus location. The courses were offered at Inver Hills Community College, Minnesota, a small Midwestern college with a population of 4,900 students. Students at Inver Hills can choose from six community colleges in the area. Only 9% of students are of color, while 66% of students are female, and more than 30% of students are over the age of 25. The telecourse was an 8-week session that combined 4 weekly classroom hours with four hours of watching videos. The courses are meant to serve the needs of working adults, but the author argues that she felt too rushed, and wondered if the students had actually received or earned four credits worth of education. In addition, the off-campus site was inhospitable for a classroom situation. The Inver Hills program is supported by the League for Innovation in the Community College, a major proponent of the learning college movement. The author finds the learning acquired in these programs to be difficult to quantify. Additionally, the author argues that the emphasis on marketable curriculum may override the community college mission to provide general education that teaches students to think critically. (NB) ED477682 From the Knish to the Hotdish: How Community Colleges Cater to Regional Tastes. 2003-00-00 12 N/A 2004 8/19/2004 21:46:51 RIEFEB2004

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Yes Articulation (Education) College Credits College Transfer Students Community Colleges Educational Mobility Educational Research Enrollment Outcomes of Education Student Mobility Transfer Policy Transfer Rates (College) Two Year Colleges Reports - Descriptive British Columbia Canada British Columbia Council on Admissions and Transfer, Vancouver. English The mandate of the British Columbia Council on Admissions and Transfer (BCCAT) is to support and facilitate effective articulation, transfer, and admission arrangements for students wishing to move between the province's colleges, institutes, university colleges, and universities. The Council was established by the Minister of Advanced Education and Job Training in 1989. During fiscal year 2002-2003, the Council completed numerous research projects that were designed to assess transfer system effectiveness and issues within postsecondary admissions policy. This paper offers a brief synopsis of findings from the projects, as well as URL addresses for complete reports posted on the Internet. Some of the highlights from the Analysis of Applications, Admissions, and Registrations of B.C. College Transfer Applicants to B.C. Universities, 2001-02 follow: (1) Of the 8,792 students submitting a completed application, 7,497 (85%) were minimally qualified for general admission, 85% of those received at least one admission offer, and 82% of those offered admission registered at a university; (2) The 5,253 registrants represent 60% of all applicants and 70% of the qualified applicants; and (3) 86% of applicants applied to one university only, 11% applied to 2, and 2% applied to 3. This paper also reports on BCCAT personnel and participants, ongoing activities, support to the system, and collaborations with other groups. (NB) ED477683 Annual Report to the Ministry of Advanced Education, 2002-2003. 2003-05-00 38 For full text: http://www.bccat.bc.ca. N/A 2004 2016-11-21

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Yes Community Colleges Educational Objectives Educational Research Outcomes of Education Transfer Programs Two Year Colleges Vocational Education Reports - Descriptive Speeches/Meeting Papers Center for the Study of Community Colleges CA Center for the Study of Community Colleges, Los Angeles, CA. English This document is the transcript of the "Invited Panel Report on the Community College: Challenges and Pathways," which was given at the American Educational Research Association's 2002 Convention. Panel participants included: Michael Quanty, an Institutional Researcher at Thomas Nelson Community College and the President of the Southeastern Association for Community College Research; Kevin Dougherty, a Sociologist of Education and Social Stratification and Senior Research Associate at the Community College Research Center, Teachers College, Columbia University; Deborah Bragg, an Associate Professor at the University of Illinois; Steve Katsinas, a prominent community college researcher at the University of Toledo; and Barbara Townsend, a Professor of Higher Education at the University of Missouri, Columbia. The panel members introduced themselves, spoke about how they came to become researchers in and of community colleges, and then discussed at length some of the challenges, roadblocks, and pathways to conducting research about community colleges. Panelists then took questions from the audience, and concluded by discussing some of the gaps in current community college literature as well as possibilities for future research on two-year colleges. (CB) ED477684 Invited Panel Report on the Community College: Challenges and Pathways. 2002-04-00 31 For full text: http://www.cscconline.org/aerapaper.pdf. N/A 2004 2016-11-21

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Yes Business Communication Education Work Relationship Employed Women Employment Potential Employment Qualifications Informal Education Interpersonal Competence Occupational Aspiration Occupational Segregation Office Occupations Office Occupations Education Role of Education Sex Role Sexual Identity Social Change Social Influences Socialization Student Certification Work Attitudes Work Experience Olesen, Henning Salling Speeches/Meeting Papers Tacit Knowledge Work Based Learning Roskilde Univ. Center (Denmark). English An analysis of office work (OW) highlights the relationship between formal vocational qualifications and tacit knowledge gained through experience. In OW, "abstracted" skills (typewriting, correspondence) and theory are taught in schools out of their practical context and can become obsolete because of technological change. Some types of "abstract knowledge"(social competencies, personal attitudes) need to be learned in a work context. Historically, women were socialized to supportive roles and routinized work and were able to supply the "abstract knowledge" component of OW using their life experiences and roles. Changes in technology, work organization and career expectations (especially for women) require rethinking the role of school-based skills and workplace practice. General qualifications need to include the ability to cope with open situations in a non-routinized way. Skills, such as empathy, that were part of female gender roles should be incorporated into the formal qualifications for OW. The function of schooling should not mainly be to transfer technical skills and prescriptive knowledge, but to provide a space for reflective and critical training together with background and overview insights. (CG) ED477685 Tacit Knowledge and General Qualification: Concepts of Learning in Everyday Life and Formal Education When Work Changes with Examples from Office Work. 1997-00-00 6 Roskilde University Press, Postbox 260, 4000 Roskilde, Denmark (Papers not sold individually; Complete volume: ISSN-1395-6833; ISBN-87-7349-331-7, 40 Danish Kroner). Fax: 45-3815-3857; e-mail: kac@ruc.dk; Web site: http://www.esrea.org. N/A 2004 2016-11-21

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Yes Check Lists Earthquakes Inspection School Buildings School Safety Guides - Non-Classroom California Nonstructural Elements (Construction) California English The recommendations included in this document are intended to reduce seismic hazards associated with the non-structural components of schools buildings, including mechanical systems, ceiling systems, partitions, light fixtures, furnishings, and other building contents. It identifies potential earthquake hazards and provides recommendations for mitigating those hazards. The non-structural components and building contents identified in this publication are listed in one of the following three sections: ceiling and overhead, walls and wall-mounted, and furniture and equipment. Within each section, an information sheet is provided for each non-structural component or building content item. Each information sheet provides a description of the item, a description of the potentially hazardous condition, and recommendations to reduce the hazard. An "earthquake hazards checklist" is also provided at the back of the publication to assist district staff in conducting a non-structural hazards survey. (EV) ED477686 Guide and Checklist for Nonstructural Earthquake Hazards in California Schools. 2003-01-00 53 N/A 2004 2016-11-21

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Yes Building Design Built Environment Conservation (Environment) Design Preferences Government Role Health School Buildings Sustainable Development Reports - Descriptive English This report is an outgrowth of the Green Building Roundtable of the U.S. Senate Committee on Environment and Public Works held in conjunction with the U.S. Green Building Council on April 24, 2002. The roundtable brought together diverse interests to educate members of Congress on green building trends and generated discussion about the economic and health benefits of green building, the barriers facing its progress, and the opportunities available to federal agencies to further promote sustainable spaces. These issues are described in the report. Sections of the report also address the role of green building in schools' environmental quality and offer recommendations to improve school environments. (EV) ED477687 Building Momentum: National Trends and Prospects for High-Performance Green Buildings. 2003-02-00 24 N/A 2004 8/19/2004 21:47:03 RIEFEB2004 Produced by Green Building Council.

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Yes Calculus Computer Uses in Education Distance Education Educational Environment Higher Education Mathematics Education Teaching Methods Cretchley, Patricia Harman, Chris Ellerton, Nerida Fogarty, Gerard Reports - Research Speeches/Meeting Papers English This paper describes a model for effective incorporation of technology into the learning experience of a large and diverse group of students in first-semester first-year tertiary mathematics. It describes the introduction of elementary use of MATLAB, in a course offered both on-campus and at a distance. The diversity of the student group is outlined, types of tasks employing MATLAB are listed, progressive class reaction is traced, and retrospective views expressed in interviews and focus discussion groups are reported. In conclusion, it is argued that careful introduction to MATLAB on attitudes to technology in the learning of mathematics. Recommendations are made for using scientific packages, for learning mathematics, for developing concepts, and for raising levels of involvement and appreciation in large classes. (Author) ED477688 Computation, Exploration, Visualisation: Reaction to MATLAB in First-Year Mathematics. 1999-00-00 6 N/A 2004 8/19/2004 21:47:04 RIEFEB2004 In: Proceedings of the Delta '99 Symposium on Undergraduate Mathematics (Toowoowba, 1999).

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Yes Computer Uses in Education Graphing Calculators Instructional Materials Science Activities Science Instruction Secondary Education Teaching Methods Velocity Caudill, Wayne Parker, Stone Guides - Classroom - Teacher English In this presentation we will investigate the mathematics and physics of a free-falling object, not for the purpose of research to discover some profound physical phenomena, but rather to enhance students' ability to gather, organize, and analyze data using state of the art hand held technology. We will use the TI-83 plus (a sophisticated graphing calculator) and the TI-CBR (a Calculator Based sonic Ranging device) along with an adequate supply of 8 to 12 cup, no special brand, coffee filters. Since the coffee filters are not consumed, a single package is generally sufficient to supply the needs of more than one class. We will use the CBR and TI-83 Plus to collect data about the coffee filter drops. We will manually analyze some of the data and then use a previously written program to expedite the task. From the information obtained during the presentation we should be able to draw a reasonable conclusion about the terminal velocity that we challenge you to verify with your students. (Author) ED477689 Coffee Filter Terminal Velocity. 2003-00-00 Practitioners Teachers 60 N/A 2004 2020-10-07

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Yes Concept Formation Curriculum Design Learning Problems Learning Strategies Logarithms Mathematical Concepts Mathematics Instruction Secondary Education Teaching Methods Thinking Skills Weber, Keith Reports - Research English Exponential, and logarithmic functions are pivotal mathematical concepts that play central roles in advanced mathematics. Unfortunately, these are also concepts that give students serious difficulty. This report describe a theory of how students acquire an understanding of these functions by prescribing a set of mental constructions that a student can make to develop his or her understanding of these concepts. We analyze students' understanding of these concepts within the context of our theory. Our main result was that while all of the students in the study could compute exponents in simple cases, few students could reason about the process of exponentiation. Thus, according to our theory, these students' knowledge of exponential and logarithmic function will be limited. We conclude by describing instructional activities based on our theoretical analysis designed to foster students' understanding of these concepts. (Author) ED477690 Students' Understanding of Exponential and Logarithmic Functions. 2002-07-00 8 N/A 2004 8/19/2004 21:47:08 RIEFEB2004

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Yes Concept Formation Elementary Secondary Education Force Higher Education Learning Problems Physics Science Education Itza-Ortiz, Salomon F. Rebello, N. Sanjay Zollman, Dean A. Reports - Descriptive Speeches/Meeting Papers English The everyday meaning and usage of several words can differ significantly from their meaning and usage in physics. Examining these differences, and how students respond to them, may shed some light on students' physical learning difficulties. We surveyed (N=154) students in a conceptual physics course on their use of some words, "force", "momentum" and "impulse." We also interviewed some (N=14) of these students to probe their understanding of these terms and to triangulate data collected from the surveys. We found that students who were able to clearly discern the similarities and dissimilarities between the physics and everyday usage scored higher on a class exam that tested these concepts. In the interviews, students who were able to explain the distinction between the physics and everyday meanings often described the words in terms of the physical parameters associated with them. (Author) ED477691 The Vocabulary of Physics and Its Impact on Student Learning. 2003-03-00 5 N/A 2004 8/19/2004 21:47:09 RIEFEB2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March, 2003).

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Yes Biology Botany Concept Formation Educational Technology Higher Education Learning Problems Photosynthesis Science Activities Science Instruction Science Laboratories Secondary Education Kuech, Robert Zogg, Gregory Zeeman, Stephan Johnson, Mark Reports - Research English This paper describes a study conducted on the lab sections of the general biology course for non-science majors at the University of New England, and reports findings of student misconceptions about photosynthesis and the mass/carbon uptake during plant growth. The current study placed high technology analytic tools in the hands of introductory biology students allowing them to collect and analyze real carbon data, with the intent of increasing their conceptual understanding of photosynthesis concepts and decreasing the frequency of misconceptions. Two lab sections of the course were used as a study for the teaching of photosynthesis. The control section (A) used the more traditional qualitative chemical approach to presenting the material, and the treatment section (B) used sophisticated technology to study the process quantitatively. Using the plant Brassica rapa, students worked in groups to explore three different factors contributing to plant growth and photosynthesis, the treatment group analytic technology. At the end of the laboratory activities about photosynthesis, the treatment students presented their work in the form of a symposium. Test scores, laboratory reports, and student semi-structured interview provided information about student understanding of photosynthesis. The paper reports detailed outlines of the class lab activities and technology use, and comments on the nature of student understanding of the mass/carbon uptake during photosynthesis. The study compared the understanding of students in both the treatment and control groups to assess the effectiveness of integrating technology into introductory biology lab activities on misconceptions about photosynthesis. (Author) ED477692 Technology Rich Biology Labs: Effects of Misconceptions. 2003-03-00 14 N/A 2004 8/19/2004 21:47:11 RIEFEB2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March, 2003).

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Yes Computer Software Development Computer Uses in Education Educational Environment Educational Principles Educational Technology Elementary Secondary Education Science Education Student Centered Curriculum Underwood, Jody S. Hoadley, Chris DiGiano, Chris Stohl, Hollylynne Hollebrands, Karen Reports - Descriptive Speeches/Meeting Papers Educational Testing Service, Princeton, NJ. English This paper describes the Educational Software Components of Tomorrow (ESCOT) project. The focus of the project was on principles that support problem-solving and learner-centered design issues, and the purpose was to garner lessons from a large educational software development project to share with the learning sciences and other interested communities who develop learner-centered software. The Identifying Design Principles in Educational Applets (IDEA) project, background of ESCOT, the Math Forum's Problems of the Week (PoWs), data mining for design principles, and design principles are presented. (KHR) ED477693 Design Principles of the ESCOT Math Environments. 2003-04-00 19 N/A 2004 8/19/2004 21:47:13 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Educational Technology Elementary Secondary Education Environmental Education Interdisciplinary Approach Science Education Books Reports - Descriptive National Science Foundation National Science Foundation, Arlington, VA. English This book contains a 10-year outlook for the National Science Foundation (NSF) and addresses critical environmental challenges and develops environmental syntheses to frame integrated interdisciplinary research questions and activities to merge data, approaches, and ideas across spatial, temporal, and societal scales. It focuses on three interrelated areas: (1) coupled human and natural systems; (2) coupled biological and physical systems; and (3) people and technology. (KHR) ED477694 Complex Environmental Systems: Synthesis for Earth, Life, and Society in the 21st Century. A 10-Year Outlook for the National Science Foundation. 2003-00-00 81 For full text: http://www.nsf.gov/geo/ere/ereweb/ac-ere/ acere synthesis rpt. N/A 2004 2016-11-23

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Yes Aerospace Technology Educational Technology Elementary Secondary Education Home Study Interdisciplinary Approach Mathematical Concepts Parents as Teachers Science Activities Science Instruction Space Sciences Lehrer, Henry R. Books Guides - Classroom - Teacher Reports - Descriptive Nebraska Univ., Omaha. Aviation Inst. English This book is designed to involve families working together on several different hands-on activities during evening meetings at school. The basis for these activities is the in-school study of related science and mathematical concepts and topics by the students in each family. The program provides an opportunity for families to work together in an interesting and enjoyable manner. The Family Aeronautical Science demonstration project consisted of three parts: (1) the in-school study of aeronautics during select science classes; (2) the extensive after-school use of the school's computer laboratory; and (3) evening Family Aeronautical Science Nights. Key parts of the in-class work included the study of basic aerodynamics, flight control systems, wing design, and basic flight maneuvers. The educational paradigm was that students and teachers would cover several appropriate parts of the study at school and the students would continue study after school hours with family members in the computer labs using an aeronautics CD. (KHR) ED477695 The Family Science Starter Kit: A Manual To Assist You in the Development of a Family Aeronautical Science Program. UNOAI Report. 2002-00-00 National Aeronautics and Space Administration, Washington, DC. Practitioners Teachers 31 University of Nebraska at Omaha, Aviation Institute, 6001 Dodge Street, Allwine Hall 422, Omaha, NE 68182-0508 ($7.50 domestic; $10 international). Tel: 800-335-9866 (Toll Free). N/A 2004 8/19/2004 21:47:17 RIEFEB2004

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No Academic Achievement Biology Educational Environment Foreign Countries Grade 10 Grade 9 Perception Science Education Secondary Education Sex Differences Student Attitudes Cakiroglu, Jale Telli, Sibel Cakiroglu, Erdinc Reports - Research Speeches/Meeting Papers Turkey Turkey English The purpose of this study was to examine Turkish high school students' perceptions of learning environment in biology classrooms and to investigate relationships between learning environment and students' attitudes toward biology. Secondly, the study aimed to investigate the differences in students' perceptions of learning environments in biology classrooms by gender, grade levels, and academic achievement. A total of 399 ninth and tenth grade students participated in the study. Data were collected utilizing an adapted version of the "What is Happening in This Classroom" (WIHIC) instrument and Biology Attitude scale. Data analyses indicated that Turkish high school students generally had positive perceptions of biology classroom environments and there is a positive association between the nature of the biology classroom environment with respect to teacher support, involvement, task orientation, equity and the students' attitudes toward biology. In addition, results of the study revealed that there were significant differences in the perceptions of biology learning environment by gender. (Author) ED477696 Turkish High School Student's Perceptions of Learning Environment in Biology Classrooms and Their Attitudes toward Biology. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Elementary Education Lesson Plans Mathematics Education Pedagogical Content Knowledge Preservice Teachers Teacher Education Programs Teaching Methods Ward, Robin A. Anhalt, Cynthia O. Vinson, Kevin D. Reports - Research English A study was carried out involving K-8 teacher candidates enrolled in an elementary mathematics methods course to investigate and document their thinking as they plan for mathematics instruction. The teacher candidates submitted lesson plans at three intervals during a semester-long methods course, which were coded based on the planned use(s) of mathematical representations. Analysis of the data revealed trends in the choices of representations. Recommendations are presented highlighting the potential benefits of incorporating the knowledge base on mathematical representations into a mathematics methods course and a discussion ensues on the development of these teacher candidates' pedagogical content knowledge through their choice(s) of mathematical representations in their lesson planning. (Author) ED477697 Mathematical Representations and Pedagogical Content Knowledge: An Investigation of Prospective Teachers' Development. 2003-00-00 15 N/A 2004 8/19/2004 21:47:21 RIEFEB2004 A version of this paper to appear in "Focus on Learning Problems in Mathematics", Fall 2003.

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Yes Concept Formation Evaluation Higher Education Physics Science Activities Science Instruction Science Laboratories Teaching Methods Thinking Skills Palmer, David Information Analyses Reference Materials - Bibliographies English This document contains an annotated bibliography aimed at the teaching of the physical sciences at the tertiary level to those who wish to become more informed about teaching related research evidence and undertake science education research. The bibliography offers an overview of teaching and learning in the physical sciences and key references to research which is oriented towards the teaching and learning of the physical sciences. Contents include teaching and learning, lecturing, assessment of physics, and practical work such as laboratory, critical thinking, working memory, field dependency, concept maps and mind maps, attitudes, and ethical and intellectual development. (KHR) ED477698 An Annotated Bibliography of Research into the Teaching and Learning of the Physical Sciences at the Higher Education Level. 2000-10-00 79 For full text: http://dbweb.liv.ac.uk/ltsnpsc/ab/ab-html/ab-html.html. N/A 2004 8/19/2004 21:47:23 RIEFEB2004

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Yes Aerospace Education Attitudes Aviation Vocabulary Career Awareness Curriculum Development Elementary Education Instructional Materials Science Activities Science Instruction Guides - Classroom - Teacher English This packet is designed to help kindergarten and elementary students become aware of their own interests, attitudes, and abilities by introducing them to various aerospace careers. The activities can serve as a positive motivator in influencing students to learn their regular school subjects, acquire good work habits, and develop positive attitudes toward work. Activities include: (1) awareness inventory; (2) aerospace careers; (3) matching illustrations--workers to office symbols; (4) matching--occupational titles to aerospace workers; (5) career puzzles; (6) vocabulary puzzles; (7) spelling; (8) matching--careers to job responsibilities; (9) visual discrimination; and (10) concentration. (KHR) ED477699 Fun in Flight: Exploring Careers in the Aerospace World. 1995-00-00 Practitioners Teachers 63 For full text: http://cap.globalreach.com/documents/u 081403160139.pdf. N/A 2004 8/19/2004 21:47:25 RIEFEB2004 Produced by Civil Air Patrol, Maxwell AFB, National Headquarters.

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Yes Aerospace Education Curriculum Development Early Childhood Education Elementary Education Instructional Materials Science Activities Science Instruction Guides - Classroom - Teacher English This packet includes games and activities concerning aerospace education for the very young. It is designed to develop and strengthen basic concepts and skills in a non-threatening atmosphere of fun. Activities include: (1) "The Sun, Our Nearest Star"; (2) "Twinkle, Twinkle, Little Star, How I Wonder Where You Are"; (3) "Shadows"; (4) "The Earth and the Moon"; (5) "Eclipses"; (6) "Flight"; (7) "The Stars In the Sky"; (8) "The Planets and the Solar System"; (9) "Rockets"; (10) "Rocket Ship Match"; (11) "Three-Two-One-Blast-Off!"; (12) "Astronauts"; (13) "Exploring the Moon"; (14) "Footprints On the Moon"; (15) "Living in Space/The Space Shuttle"; (16) "Space Shuttle Concentration"; and (17) "Books for Young Children". (KHR) ED477700 Aerospace for the Very Young. 2003-00-00 Practitioners Teachers 51 National Headquarters, Civil Air Patrol, Aerospace Education Division, 105 S. Hansell Street, Building 714, Maxwell Air Force Base, AL 36112-6332. N/A 2004 8/19/2004 21:47:28 RIEFEB2004 Produced by Civil Air Patrol, Maxwell AFB, National Headquarters.

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Yes Aerospace Education Curriculum Development Instructional Materials Physics Science Activities Science Instruction Secondary Education Rodriguez, Charley Raynovic, Jim Guides - Classroom - Teacher Rockets English This document describes methods for designing and building two types of rockets--rockets from paper and rockets from bottles. Devices used for measuring the heights that the rockets obtain are also discussed. (KHR) ED477701 Air-Powered Rockets. 2000-00-00 Practitioners Teachers 27 National Headquarters, Civil Air Patrol, Aerospace Education Division, 105 S. Hansell Street, Building 714, Maxwell Air Force Base, AL 36112-6332. N/A 2004 2016-11-21

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Yes Aerospace Education Curriculum Development Instructional Materials Science Activities Science Instruction Secondary Education Teaching Methods Rodriguez, Charley Guides - Classroom - Teacher English This aerospace education learning packet contains information about the famous pilot, Charles A. Lindbergh. Posters, recommended teaching methods, tests with keys, and task cards are also included. (KHR) ED477702 Charles A. Lindbergh Learning Packet. 1991-00-00 Practitioners Teachers 43 National Headquarters, Civil Air Patrol, Aerospace Education Division, 105 S. Hansell Street, Maxwell Air Force Base, AL 36112-6332. Tel: 334-953-5095. N/A 2004 8/19/2004 21:47:31 RIEFEB2004 Produced by Civil Air Patrol, Maxwell AFB, National Headquarters.

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No Educational Technology Elementary Secondary Education Inquiry Instructional Development Learning Activities Program Development Staff Development Student Projects Teaching Methods Technology Integration Technology Planning Technology Uses in Education Training Cromer, Janis Driggs, Lorin Books Guides - Non-Classroom Technology Implementation Education Development Center, Inc., Newton, MA. English This guide is designed to help after-school and in-school programs create and implement high-quality, technology-enriched learning activities. It contains hands-on lessons, worksheets, and sample activities that have proven effective at inspiring young people's curiosity and creativity. Chapter 1 provides an overview of the issues, including out-of-school learning and technology and learning. Chapter 2 describes several steps in program planning. Chapter 3 addresses managing the program, including outreach and communications, registration and tracking of participants, policies and procedures, budgets and reports, partners, and continuous improvement through evaluation. Chapter 4 covers staffing the program, including what positions to create and recruitment. Chapter 5 discusses training the staff, including assessing staff skills and staff development considerations. Chapter 6 considers developing project-based learning strategies, including understanding project-based learning, developing an inquiry-based project, and creating lesson plans. Chapter 7 describes developing effective teaching techniques for good modeling, encouraging the sharing of ideas, keeping children focused, building reading skills, brainstorming, using journals, and teaching about technology. Chapter 8 addresses working with technology, including the physical space, the technology plan, hardware and accessories, software, technology consultants, and youth safety online. Chapter 9 discusses putting it all together and presents two examples of inquiry-based projects. (MES) ED477703 The YouthLearn Guide: A Creative Approach to Working with Youth and Technology. 2001-00-00 ISBN-0-89292-267-2 164 Education Development Center, 55 Chapel St., Newton, MA 02458 ($29.95; non-profits and schools, $24.95; YouthLearn subscribers, $29.95). Tel: 800-449-5525 (Toll Free); Web site: http://www.edc.org. N/A 2004 2016-11-21

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Yes Annotated Bibliographies Charter Schools Distance Education Elementary Secondary Education Online Courses Pilot Projects School Districts State Programs Technology Uses in Education Virtual Classrooms Web Based Instruction World Wide Web Collected Works - General Reports - Research Tests/Questionnaires Texas Texas Texas Education Agency, Austin. English This report presents the findings and recommendations from a study of school district and charter school participation in the Texas Virtual School Pilot (VSP). The report also provides an overview of the activities of the charter schools and districts that participated in the first year of the pilot program. This information includes descriptions of methods used to offer electronic courses, information about the students who took these courses, and pilot program costs. The VSP report concludes with recommendations for consideration by the Texas Education Agency and the Texas Legislature, followed by information about a related virtual learning pilot program, "Investigating Quality of Online Courses," and a literature review of the information available on e-learning and virtual schools. Appendices include: profiles of individual VSP participants; VSP data collection instruments; technology requirements for students to access online courses; resources of online course quality guidelines; K-12 Web instructor's certification guidelines; "Technology To Improve Texas Education: Benchmarks and Actions for E-Learning"; additional resources; Web resources on virtual high schools; an example of infrastructure evaluation components for distance learning; Internet-based information technology infrastructure; a selected annotated bibliography; and a report on the state of the nation and the state of the state related to virtual learning. (Contains 61 references, 38 footnotes, and 18 exhibits.) (MES) ED477704 A Report to the 78th Texas Legislature on Electronic Courses and Virtual Learning Programs. 2002-12-00 Policymakers 212 Publications Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711 ($12; nonprofit institutions, $11). For full text: http://www.tea.state.tx.us/technology/. N/A 2004 2016-11-21

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Yes Educational Development Educational Planning Educational Technology Elementary Secondary Education Futures (of Society) Instructional Leadership Internet Technology Uses in Education Telecommunications McGraw, Tammy, Ed. Collected Works - Serials ISSN-1536-6324 AEL, Inc., Charleston, WV. English This publication focuses on promising new and emerging technologies and what they might mean to the future of K-12 schools. Half of the volume contains articles devoted in some way to "Vision," and articles in the other half are under the heading of "Leadership." Contents in the "Vision" section include: "The Future of Reading and Learning To Read" (Michael L. Kamil); "Biometric Authentication" (Anil K. Jain, Salil Prabhakar); "Students as Creators in the Real World" (Terence Rogers); "Tele-Immersive Environments for Education" (Kostas Daniilidas, Ruzena Bajcsy); "Mobile Usability Requires Telephones To Die" (Jakob Nielsen). This section also includes an interview with Senator Jay Rockefeller of West Virginia. Articles in the "Leadership" section include: "The Effects of Pervasive, Consumer-Based, Interactive Multimedia Games on the Reading Disorders of ADHD Children" (Tammy McGraw, Krista Burdette, Virginia Seale, Soleil Gregg); "Biometric Technology Goes to School" (Mary Axelson); "An American Sign Language Finger-Spelling Translator" (Ryan Patterson); "From Conference Room to Classroom: The 'Magic' of Teleportation" (Tammy McGraw, Krista Burdette); and "Formative Visions: Using Handheld Computers To Support Diagnostic Instruction" (Larry Berger, Elizabeth Lynn). This section also includes an interview with Janet Copenhaver, director of technology at Henry County Public Schools in Virginia. (MES) ED477705 INSIGHT: Vision & Leadership, 2002. INSIGHT v2 n1 2002 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 203 INSIGHT Editor, IAETE, P.O. Box 1348, Charleston, WV 25325-1348 (yearly subscription, $50). Tel: 304-347-0400; Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: insight@iaete.org; Web site: http://www.iaete.org/. N/A 2004 2020-12-05

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Yes Access to Information Electronic Publishing Electronic Text Material Development Textbook Publication Textbooks World Wide Web McGraw, Tammy M. Burdette, Krista Seale, Virginia B. Ross, John D. Reports - Evaluative Digital Technology Electronic Books Electronic Resources Usability AEL, Inc., Charleston, WV. English The Institute for the Advancement of Emerging Technologies in Education (IAETE) at AEL recently explored the potential benefits and limitations of traditional print-based textbooks and many e-book alternatives. Having considered these media, IAETE created prototype interactive textbook pages that retain the salient aspects of print media while providing access to unlimited electronic resources. While the prototype appears to be a standard textbook, imperceptible digital watermarks embedded in the graphics act as convenient conduits to electronic access of dynamic content, assessments, applications, and communication tools. IAETE is exploring digital watermarking as an alternative to delivering electronic instructional media. This report covers the following topics: (1) traditional textbooks; (2) electronic books (e-books); (3) issues influencing e-book development; (4) alternatives for electronic publishing of textbooks, including handheld devices, customized printing, and Web-based delivery; (5) the interactive textbook; and usability study and group interview results. PowerPoint print-outs from a presentation on digital watermarking are attached. (Contains 21 references.) (MES) ED477706 Using Imperceptible Digital Watermarking Technologies To Transform Educational Media: A Prototype. 2002-00-00 33 N/A 2004 2016-11-21

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Yes Computer Uses in Education Elementary Education Instructional Effectiveness Mathematics Instruction Middle Schools Preservice Teachers Questionnaires Reading Instruction Sex Differences Student Motivation Teacher Attitudes Teacher Surveys Tutoring Tutors Willner, Elizabeth Willner, Jonathan Reports - Research Tests/Questionnaires English Preservice teachers had the opportunity to make use of computers while tutoring elementary and middle school children in reading, mathematics, and integrated reading and mathematics. These tutors (n=128) responded to a survey that was designed to elicit responses about the value of computer use for tutoring and the motivational and learning effects of computer use. Specifically, the study examined the following questions: (1) Do preservice teachers (tutors) believe gender affects tutees' desire to use the computers? (2) Do tutors believe their tutees were more motivated to learn when using computers than when using other instructional tools? (3) Do tutors believe their tutees learn more using the computers than using other instructional tools? and (4) Do tutors believe the computers were more useful for the math only, reading only, or the integrated math/reading tutoring instruction? Data analysis included frequencies, means, one sample t-tests, ANOVA, and ordinary least squares regression. Findings include the fact that while tutors did view the use of computers to be motivating for their tutees, they did not believe that learning was enhanced. The tutors' personal use of computers affected their willingness to use computers for tutoring as well as their perceptions of computers as being motivating and valuable teaching tools. A copy of the survey instrument is appended. (Contains 12 references, 6 figures, and 1 table.) (Author/MES) ED477707 Preservice Teachers' Perceptions about Computer Use for Tutoring. 2002-00-00 18 N/A 2004 2020-12-04

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Yes Administrator Attitudes Attitude Measures Computer Attitudes Computer Literacy Correlation Elementary Education Foreign Countries Principals Questionnaires Technology Uses in Education Akbaba Altun, Sadegul Reports - Research Speeches/Meeting Papers Tests/Questionnaires Turkey Turkey English This paper examined school principals' attitude toward technology, their computer experience, and the relationship between them. The research population consisted of all public elementary school principals in Antalya, Turkey (n=124). It was found that school principals tended to have a positive attitude toward technology, although principals were undecided about technology and administration and technology use dimensions. It was also found that there was no significant difference between principals' attitude toward technology and their computer experience. A copy of the attitude scale is appended. (Contains 18 references and 6 tables.) (Author/MES) ED477708 Elementary School Principals' Attitude towards Technology and Their Computer Experience. 2001-09-00 16 N/A 2004 2016-11-21

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Yes Access to Computers Computer Mediated Communication Computer Uses in Education Elementary Secondary Education Foreign Countries Futures (of Society) Information Technology National Surveys Student Surveys Teacher Surveys Condie, Rae Simpson, Mary Payne, Fran Gray, Donald Reports - Research Scotland Technology Role United Kingdom (Scotland) ISSN-1478-6788 Scottish Executive Education Dept., Edinburgh. English This project provided feedback on the effect of the investment made in Information and Communication Technology (ICT) access and provision in schools in Scotland. The project examined the levels of performance of pupils at Primary 7 and Secondary 4 on a range of ICT skills and abilities, their experiences of and attitudes to ICT and, the views of their teachers. Two national surveys of pupils and their teachers were undertaken in 1998-99 and 2000-01. Three forms of data collection were used: questionnaires to pupils, teachers, and school ICT coordinators; a series of written booklets designed to assess pupils' knowledge and understanding of ICT and its uses; and visits to a sub-sample of schools to assess pupils' skills and understanding as they worked through a series of practical tasks using a computer. This report presents results in the following areas: (1) the extent to which pupils are able to determine how they will tackle a task; (2) pupils' access to e-mail; (3) impact of ICT guidelines on primary-secondary curriculum continuity; (4) how developing electronic communications with others outside the school could be used to enhance the range of teaching and leaning experiences; (5) the role of ICT in the classroom of the future; and (6) how teachers can capitalize on students' access to ICT at home. (MES) ED477709 The Impact of ICT Initiatives in Scottish Schools. Insight. 2002-11-00 13 Dissemination Officer, Research, Economic and Corporate Strategy Unit, Scottish Executive Education Department, Victoria Quay, Edinburgh, Scotland EH6 6QQ. Tel: 0131-244-0092. For full text: http://www.scotland.gov.uk/insight/. N/A 2004 2016-11-21

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No Distance Education Educational Policy Educational Research Educational Technology Educational Trends Elementary Secondary Education Foreign Countries Online Courses Postsecondary Education Teacher Associations Teacher Surveys Technology Uses in Education Web Based Instruction Froese-Germain, Bernie Information Analyses United States Canada Canadian Teachers Federation Technology Role Canada United States Canadian Teachers' Federation, Ottawa (Ontario). English This paper provides teacher organizations with an overview of online education issues and research. The first section defines online education. The second section summarizes reasons for the expansion of online education. The third section looks at the nature and extent of online education in Canada and the United States. The fourth section discusses research issues, and the fifth section suggests areas for further research. The sixth section examines some of the trends and issues in online education at both the postsecondary and K-12 levels, including disaggregation and deprofessionalization, concerns about equity and socialization, technology costs, the technology-privatization-commercialization nexus, and a 2001 Canadian Teachers' Federation survey on online education. The seventh section provides examples of policies and principles drawn from educators' organizations, intended to inform policy development, the implementation and practice of online learning, the collective bargaining process, and general thinking about online education. The eighth section presents a plea for critical and creative thinking about the role of technology in the classroom. (Contains 90 references.) (MES) ED477710 Virtual Education, Real Educators: Issues in Online Learning. 2003-00-00 ISBN-0-88989-337-3 Practitioners Teachers 71 Canadian Teachers' Federation, 2490 Don Reid Dr., Ottawa, Ontario, Canada K1H 1E1 ($10 Canadian). Tel: 613-232-1505; Tel: 866-283-1505 (Toll Free); Fax: 613-232-1886; e-mail: bfroe@ctf-fce.ca; Web site: http://www.ctf-fce.ca/. N/A 2004 2016-11-21

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Yes College Faculty College School Cooperation Educational Technology Elementary Secondary Education Fellowships Higher Education Mentors Preservice Teacher Education Preservice Teachers Technology Integration Technology Uses in Education Denton, Jon Davis, Trina Strader, Arlen Clark, Frank Jolly, Deborah Reports - Descriptive Speeches/Meeting Papers Texas A and M University English The Technology mentor Fellowship Program (TMFP) matched technologically proficient preservice teachers with K-12 teachers and university faculty to model technology as an instructional tool in K-12 classrooms and college classes. A consortium consisting of seven participating independent school districts and Texas A&M University designed an innovative approach for integrating technology into teacher preparation programs that allowed over 5,000 minority, language-minority, and children of poverty to access teachers who are prepared to teach in their increasingly high-tech classrooms. Over the course of the project, 450 undergraduate students were employed to fill 628 Technology Fellow placements. Placements were made each semester and many students were employed as Technology Fellows for multiple semesters. Similarly, 279 teacher educators (46 campus-based and 233 school-based) worked with the 450 employed Technology Fellows across the project. These participants have collaboratively developed 1,043 learning objects across a wide range of content areas for learners from kindergarten through graduate school. (Author/MES) ED477711 Technology Professional Development of Teacher Education Faculty by Net Generation Mentors. 2003-02-00 Department of Education, Washington, DC. 13 N/A 2004 2016-11-21

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Yes Access to Computers Computer Uses in Education Educational Needs Educational Resources Educational Technology Professional Development Program Evaluation Public Schools Resource Allocation School Surveys Technology Education Technology Integration Telecommunications Denton, Jon Davis, Trina Strader, Arlen Durbin, Brooke Reports - Evaluative Texas Texas English Over the past four legislative sessions, the Texas State Legislature enacted laws that have accelerated the integration of technology into public education. The significant effort to build technology infrastructure in Texas is evident through the thousands of public school awards provided by the Telecommunications Infrastructure Fund (TIF) Board, the Technology Literacy Challenge Fund grants and the E-Rate discounts. With such an influx of funding into technology education, the following questions were posed to guide this inquiry: What technology resources have been put in place in schools as a result of these awards? What professional development activities are being provided to educators to use these technology resources? The telecommunications infrastructure in the public schools across Texas has changed significantly across the past six years with over 98% of classrooms in Texas public schools having Internet access, and technology professional development activities for Texas classroom teachers having increased. Yet much still needs to be accomplished, because just 21% of the districts indicate their teachers use online resources in their instruction. (Contains 11 references and 13 tables.) (Author) ED477712 Report of the 2002 Texas Public School Technology Survey Prepared for the Telecommunications Infrastructure Fund Board and Texas Public Schools. 2003-00-00 21 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Consortia Cooperative Programs Educational Technology Elementary Secondary Education Fellowships Higher Education Instructional Development Mentors Partnerships in Education Preservice Teacher Education Professional Development Program Evaluation Technology Integration Denton, Jon Reports - Evaluative Tests/Questionnaires Texas A and M University Texas Texas Texas A and M Research Foundation, College Station. English The Technology Mentor Fellowship Program (TMFP), a consortium consisting of 6 rural East Texas school districts, 1 urban Central Texas School district, and Texas A&M University has designed an approach for integrating technology into teacher preparation programs that impacted over 5,000 minority, language-minority, and children of poverty and of geographic isolation to access teachers that are prepared to teach in their increasingly high-tech classrooms. The TMFP matched technologically-proficient pre-service teachers with K-12 teachers and University faculty to model technology as an instructional tool in K-12 classrooms and college classrooms. Undergraduate student mentors and a Web-based resource bank supported campus and school-based teacher preparation faculty involved in professional development. Across the three years of this grant, 628 Technology Fellow placements have provided one-on-one technology support to teacher education faculty. The Tech Fellow faculty dyads have collaboratively developed 1,043 learning objects across a wide range of content areas for learners from kindergarten through graduate school. Many of these digital learning objects have been integrated into online courses. Through their direct experience with technology instructional development, both the Technology Fellows and their faculty partners have gained a greater appreciation of what is possible regarding technology applications for their classrooms. The project staff and external evaluation team remained stable across the project as the continuing implementation of the redesigned elementary and secondary teacher preparation programs was supported. The elementary program has 9 Professional Development Schools (PDS) and 17 Integrated Methods Schools (IMS). Integrated Methods Schools are pairs of schools that support the field-based teacher preparation programs. Actual methods of teaching course experiences are conducted at the school sites. (Author/AEF) ED477713 Technology Mentor Fellowship Program, Performance Period September 23, 1999-December 30, 2002. 1999 PT3 Grant Final Report. 2003-00-00 Department of Education, Washington, DC. 55 N/A 2004 2016-11-21

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Yes Block Scheduling Educational Research High Schools Program Effectiveness Program Evaluation School Schedules School Surveys Secondary Education Trend Analysis Tan, Sok-Leng Callahan, John Hatch, Jotham Jordan, Travis Eastmond, Nick Burnham, Byron Reports - Evaluative Tests/Questionnaires English This study, administered by students in the department of Instructional Technology at Utah State University (USU), examined the block scheduling program at Millard High School (Delta, Utah). The block scheduling program, begun in the 1998-99 school year, was introduced to allow greater flexibility in scheduling, particularly for released time seminary for LDS (Latter-Day Saints) students and for the athletic teams, to provide a greater number of elective options for students, and to allow students to study subject matter material in greater depth. A side benefit was that students would spend less time in the hallway during class changes and more time in class. Some research questions included: (1) How efficiently is instructional time being used? (2) Is the amount of class time spent by students comparable to other scheduling systems? (3) How has class size been affected? and (4) What is the perceived effectiveness of the present block scheduling by important stakeholders? Recommendations drawn from the survey and focus group results include: (1) Continue to track student achievement data (i.e., GPA, SAT scores, and AP scores) to evaluate the effectiveness of the block schedule; (2) Provide ongoing in-service for teachers on imaginative strategies to use the time available; (3) Make a concerted effort to improve communications with parents about school learning and teaching in more than routine ways: Web-page (interactive), parent newsletters, surveys and reporting results, etc.; and (4) Cut time between class changes from 7 to 5 minutes and add the extra minutes to the students' lunch period. Appended are: teacher, parent, and student questionnaires; permission forms; and questionnaire results. (Contains 12 figures and 10 references.) (AEF) ED477714 An Evaluation of the Millard High School Block Schedule. 2002-12-12 42 N/A 2004 8/19/2004 21:47:56 RIEFEB2004

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Yes Career Choice Careers Employment Statistics Females Information Science Information Scientists Information Technology Literature Reviews Recruitment Research Needs Morris, LaDonna K. Information Analyses Speeches/Meeting Papers English A review of the literature indicated that few empirical studies have been conducted on either what factors influence or what factors deter women from pursuing information technology (IT) careers. Much of the information that is available is anecdotal. Several studies have focused on broader areas of women in science and/or technology; however, information technology is rarely separated out as a specific field of study, possibly because it is a relatively new field. Further, most studies have focused on girls and young women in the K-12 education system. There are few studies of college women and even fewer of special populations such as re-entry women or minorities. Additional research on women's career choices relative to information technology is needed. (Contains 84 references.) (Author) ED477715 Women in Information Technology Literature Review: Recruitment, Retention and Persistence Factors. 2002-11-07 55 N/A 2004 8/19/2004 21:47:58 RIEFEB2004 Paper prepared for presentation at the Annual Meeting of the Mid-South Educational Research Association (29th, Chattanooga, TN, November 6-8, 2002).

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Yes Child Development Children Comparative Analysis Computer Literacy Computer Mediated Communication Computer Use Low Income Groups Telecommunications Use Studies Ba, Harouna Tally, Bill Tsikalas, Kallen Reports - Research Digital Divide Home Computers Education Development Center, New York, NY. Center for Children and Technology. English The EDC (Educational Development Center) Center for Children and Technology (CCT) and Computers for Youth (CFY) completed a 1-year comparative study of children's use of computers in low- and middle-income homes. The study explores the digital divide as a literacy issue, rather than merely a technical one. Digital literacy is defined as a set of habits through which children use computer technology for learning, work, socializing, and fun. The study answers the following questions: What kinds of digital literacy are emerging for children in low- and middle-income households where there is access to computers and the Internet, and why? The paper summarizes comparative findings in each of the following dimensions of literacy, and examines why these patterns have emerged: troubleshooting; purposes driving children's computing in low-income households are primarily; common tools; communications literacy; and Web literacy. Nine low-income urban children and 10 middle-income suburban children participated in the study. All were in the seventh or eighth grade and had at least one Internet-connected computer in their home. As a group, they represented a range of educational achievement levels and a diversity of demographic backgrounds. An appendix presents two brief profiles of The Academy for Scholastic Excellence (ASE) and The Power through Arts and Community (PAC) School. (Contains 15 references.) (AEF) ED477716 Children's Emerging Digital Literacies: Investigating Home Computing in Low- and Middle-Income Families. CCT Reports. 2002-02-00 59 N/A 2004 2016-11-21

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Yes Access to Computers Access to Information Computer Use Data Collection Information Technology Internet Low Income Groups Telecommunications Ba, Harouna Culp, Katie McMillan Green, Linnie Henriquez, Andres Honey, Margaret Information Analyses Digital Divide Technology Role Education Development Center, New York, NY. Center for Children and Technology. English This literature review examines the research on the effectiveness of strategies to increase access to technology in different U.S. communities. Issues include not only how different groups and communities access hardware, but also how they organize and interpret activities and social interactions around technology, their own perceived control over the use of advanced computer and Internet technologies, and why access to these technologies is seen to be important. The report also aims to understand barriers to, concerns about, and perceptions of technology use, and to identify viable research models for furthering understanding of these issues. The report concludes that while the research community is gaining some insight into how information and communications technologies are supporting the needs of underserved communities,important questions remain about how community organizations can best make use of existing research and how additional data can be collected to enable programs to continue to grow, innovate, and refine their technology initiatives. Some research issues and areas needing attention are outlined. (Contains 57 references.) (AEF) ED477717 Effective Technology Use in Low-Income Communities: Research Review for the America Connects Consortium. CCT Reports. 2001-04-00 27 For full text: http://www.americaconnects.net/research/litreview.pdf. N/A 2004 2016-11-21

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Yes Access to Computers Community Cooperation Community Information Services Community Involvement Community Programs Community Resources Creative Activities Cultural Activities Group Activities Information Technology Wahl, Ellen Hobson, Hartley Jeffers, Laura Guides - Non-Classroom Education Development Center, New York, NY. Center for Children and Technology. Innovation Center for Community and Youth Development, Chevy Chase, MD. National 4-H Council, Chevy Chase, MD. English Communities have a wealth of technology resources and history on which to draw in thinking about and using technology in ways that support their values and goals. The technology connections that exist in a community may not be obvious, however. The activities presented in this guide are designed to help identify some of those connections and resources. They begin with the development of a History Wall, in which participants chronicle important developments in their community's history. In the next activity, Mapping Technology Spaces, participants identify the places in the community where technology is already accessible, or where access could be increased. Finally, the Talent Search produces a list of people and organizations that can help with technology issues. The time needed for these activities and style of conducting them, participants needed, and ideal space for conducting the activities are described, and information on note taking, feedback and follow up is provided. Included are feedback and contact information forms. (AEF) ED477718 Charting Community Technology Connections. 2000-00-00 National Science Foundation, Arlington, VA. Rockefeller Foundation, New York, NY. 26 For full text: http://www2.edc.org/CCT/admin/publications/administrator/abd_cctc.pdf. N/A 2004 8/19/2004 21:48:04 RIEFEB2004 9627091 Prepared as part of the research and action project, Access by Design.

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Yes Constructivism (Learning) Cooperative Education Curriculum Development Educational Philosophy Educational Practices Educational Technology Higher Education Instructional Design Instructional Development Professional Development Staff Development Teaching Methods Technology Integration Gonzales, Carmen Pickett, Linda Hupert, Naomi Martin, Wendy Journal Articles Reports - Evaluative International Society for Technology in Education, Eugene, OR. English This article discusses the effects of the Regional Technology Assistance Program (RETA) on the teaching practices and collegial behaviors of its participants and instructors. It presents findings that suggest that, as a result of their involvement in RETA's ongoing, peer-directed, constructivist-based professional development workshops, teacher participants and teacher instructors have: (1) increased their use of technology in the classroom; (2) increased their use of certain constructivist practices in the classroom; (3) increased their collaboration with other teachers; and (4) assumed more leadership positions. Successful reorientation of teachers from direct instruction to constructivist teaching methods must alter teachers' epistemologies. Professional development, must address the beliefs held by educators and the methods in which they incorporate those beliefs into their teaching as well as deliver effective, new methods of integrating technology and curricula. (Contains 17 references and 8 tables.) (Author) ED477719 The Regional Educational Technology Assistance Program: Its Effects on Teaching Practices. Journal of Research on Technology in Education v35 n1 p1-18 Fall 2002 2002-00-00 19 T 2004 8/19/2004 21:48:06 RIEFEB2004

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Yes Access to Computers Case Studies Computer Uses in Education Educational Development Educational Finance Educational Practices Educational Research Educational Resources Educational Technology Program Development Resource Allocation Technology Integration Technology Planning Dickard, Norris, Ed. Collected Works - General Reports - Evaluative Education Development Center, New York, NY. Center for Children and Technology. Benton Foundation, Washington, DC. English This publication summarizes the lessons learned during 2002 in a collaborative project that had two central goals: (1) to assess the current thinking on sustainability and outlays for educational technology (edtech) investments by using as national case studies the cities of Chicago, Cleveland and Milwaukee; and (2) to highlight critical issues and models related to sustaining good educational technology practice. Sustainability is defined as strategies for maintaining and nourishing effective programs over time. Contents include: "Introduction: The Challenge of Taking Edtech to the Next Level" (Norris Dickard, Margaret Honey, Anthony Wilhelm); "Edtech 2002: Budget Challenges, Policy Shifts and Digital Opportunities" (Norris Dickard); "Back to the Future: Total Cost of Ownership and Other Edtech Sustainability Models" (Sara Fitzgerald); "Toward a Sustainability Framework: Lessons from the Literature and the Field" (Julie Thompson Keane, Andrew Gersick, Constance Kim, Margaret Honey); "Getting the Center To Hold: A Funder's Perspective" (Ronald Thorpe); and "Edtech in Indian Country" (Kade Twist). Appendixes include: "No Child Left Behind Act, Edtech Provisions" and a table, "What Is Your School District's Total Cost of Ownership Type?" (AEF) ED477720 The Sustainability Challenge: Taking EdTech to the Next Level. 2003-00-00 Joyce Foundation, Chicago, IL. ISBN-1-930615-05-1 72 For full text: http://www2.edc.org/CCT/admin/publications/report/EdTechSustainability.pdf. N/A 2004 8/19/2004 21:48:08 RIEFEB2004

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Yes Audio Equipment Distance Education Educational Technology Electronic Classrooms Instructional Design Interaction Nontraditional Education Telecommunications Teleconferencing Macmullen, Paul Guides - Non-Classroom Reports - Descriptive Audio Classrooms Audio Intercommunication Systems Commonwealth of Learning, Vancouver (British Columbia). English The main focus of this document is on audioconferencing, which in distance education contexts provides "virtual" interaction equivalent in quality to face-to-face, conventional classroom interaction. The applications of audiotape and audio broadcast are covered only briefly. Discussion first includes reasons for using audioconferencing and types of audioconferencing systems. Tips for effective audioconferencing are then described, covering: planning and preparation; instructional design models; focus on creating dialog; redirecting questions and comments; concluding and following up; evaluating the session; and what audio/audioconferencing can do for distance education. Resources are listed for teaching guides, relevant Web sites, and further research. (AEF) ED477721 Audio/Audioconferencing in Support of Distance Education. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery. 2001-00-00 7 For full text: http://www.col.org/Knowledge/pdf/KS_audioconferencing.pdf. N/A 2004 2016-11-21

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No Academic Achievement Curriculum Development Elementary Education English (Second Language) Grammar Immersion Programs Listening Skills Second Language Learning Student Evaluation Student Placement Teaching Methods Vocabulary Haver, Johanna J. Books Guides - Classroom - Teacher California California English This book describes Structured English Immersion (SEI) for English language learners (ELLs). Seven chapters focus on the following: (1) "Identification, Assessment, and Placement" (e.g., California's school districts implement SEI and proper placement of students); (2) "Listening Skills" (e.g., time on task, total physical response, and improving listening skills through reading and writing); (3) "Incorporating Content Area Curriculum into Instruction" (e.g., setting up academic goals and creating the curricula); (4) "Organizing Structured English Immersion with the Focus on Basic Vocabulary and Grammar" (e.g., SEI and linguistics expectations and placement after SEI levels 2 and 3); (5) "Successful Transitions: Preparing Mainstream Classes for Structured English Immersion Students" (e.g., drama as a tool for improving all aspects of language and problems that must be addressed); (6) "Fostering Student Achievement through Whole-School Programs" (e.g., all-day preschool and/or kindergarten, year-round school, and extended-day scheduling); and (7) "Structured English Immersion Essentials: A Brief Review (e.g., identification and placement of ELLs and SEI instruction). Chapters include selected resources for teachers. (Contains 24 references.) (SM) ED477722 Structured English Immersion: A Step-by-Step Guide for K-6 Teachers and Administrators. 2003-00-00 ISBN-0-7619-4568-7 Administrators Practitioners Teachers 156 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardcover: ISBN-0-7619-4567-9, $55.95; paperback: ISBN-0-7619-4568-7, $24.95). Tel: 800-816-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Academic Standards Accountability Beginning Teachers Educational Legislation Educational Quality Elementary Secondary Education Faculty Development Federal Aid Federal Legislation High Risk Students Higher Education Poverty Preservice Teacher Education Reading Skills Teacher Competencies Teacher Qualifications Trahan, Christopher ERIC Publications ERIC Digests in Full Text ERIC Digests No Child Left Behind Act 2001 No Child Left Behind Act 2001 ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English The No Child Left Behind Act (NCLB) amends and changes programs from the Elementary and Secondary Education Act. Although the main component of this bill is Title I, it also highlights teacher education quality. NCLB was accompanied, for fiscal year 2002, by the largest increase ever in federal education aid, targeting federal resources to support state and local school improvement efforts for children most at risk, with an emphasis on reading instruction. This Digest presents definitions used in Title IX: highly qualified teacher, beginning teacher, professional development, core academic subjects, and scientifically based research. It describes accountability, explaining that states receiving Title I aid through NCLB must develop yearly report cards documenting students' success in meeting NCLB achievement goals. States must also advise the federal government of the number of teachers who are not fully licensed, are teaching under an emergency credential or license waiver, and are not teaching in the field in which they were prepared and have demonstrated competence. Districts must offer parents information on the professional qualifications of classroom teachers. In November 2002, the Department of Education released its final regulations regarding NCLB, clarifying that states can integrate adequate yearly progress into their existing accountability systems and that all core subject teachers must be highly qualified by 2005-06. (SM) ED477723 Implications of the No Child Left Behind Act of 2001 for Teacher Education. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Academic Standards Bilingual Education Cultural Influences Elementary Secondary Education English (Second Language) Faculty Development Higher Education Inservice Teacher Education Limited English Speaking Preservice Teacher Education Teacher Qualifications Teacher Supply and Demand Teaching Skills Antunez, Beth ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English The population of school-aged English language learners (ELLs) has consistently and significantly increased over the past decade, transforming U.S. public schools, instruction, and teacher preparation. This digest discusses the need for increased numbers of teachers of ELLs and the particular linguistic and academic characteristics of ELLs. It focuses on: teacher supply and demand (the need for teachers of ELLs is particularly acute, and while percent of U.S. teachers have taught ELLs, less than 13 percent have received any training or professional development in the area); requirements for preparing teachers of ELLs (bilingual education, English as a Second Language, and mainstream education); and addressing the need (several organizations have developed standards to delineate what teachers of ELLs should know and be able to do, and these standards include such elements as proficiency in two languages, understanding of the impact of students' cultures on their learning, and assisting students in the development of their language abilities). The digest concludes that efforts are now being concentrated in the implementation of programs that incorporate the elements of effective preparation and professional development of teachers of ELLs. (Contains 14 references.) (SM) ED477724 The Preparation and Professional Development of Teachers of English Language Learners. ERIC Digest. 2002-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21 ED529762

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Yes Athletic Coaches Elementary Secondary Education Higher Education Injuries National Standards Nutrition Preservice Teacher Education Professional Development Skill Development Brylinsky, Jody ERIC Publications ERIC Digests in Full Text ERIC Digests Psychosocial Factors Sport Injuries ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest asserts that the question of coach preparation and training has become a priority issue for many schools and communities, though the research is limited. It examines reasons to have coach education; the scope of sport participation; the status of coach education and training in the United States; National standards for coach education; and the national standard/domains for coaching education. The National Standards for Athletic Coaches (NSAC) document contains 37 standards grouped into eight domains of knowledge and ability: injury prevention, care, and management; risk management; growth, development, and learning; training, conditioning, and nutrition; social/psychological aspects; skills, tactics, and strategies; teaching and administration, and professional preparation and development. The digest asserts that establishment and support of national standards for coach education provides the core for an integrated system of preparing qualified coaches. National standards assure the public that professional preparation meets the critical needs of its constituency. Established standards foster continued improvement in the content and delivery of professional curricula and in the selection, guidance, supervision, and assessment of the professional preparation of coaches. The establishment of NSAC provides a consistent framework from which coach educators and coaching practitioners may establish accountability and credibility in the coaching profession. (Contains 14 references.) (SM) ED477725 National Standards for Athletic Coaches. ERIC Digest. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Stress Management Teacher Burnout Teacher Responsibility Teaching Conditions Wood, Teri McCarthy, Chris ERIC Publications ERIC Digests in Full Text Primary Prevention ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest explains that burnout results from the chronic perception that one is unable to cope with daily life demands. Teachers must face classrooms full of students every day; negotiate potentially stressful interactions with parents, administrators, counselors, and other teachers; contend with relatively low pay and shrinking school budgets; and ensure students meet increasingly strict standards. This can result in a form of burnout at some point in their careers. The digest looks at the nature of the stress response, describes the development of the burnout construct, and examines several types of prevention that can be useful in helping teachers contend with an occupation that puts them at risk for burnout. Primary prevention includes organizational practices which allow teachers some control over their daily challenges. Secondary prevention focuses on early detection of problems before they emerge as full-blown disorders. Tertiary prevention involves ameliorating symptoms of burnout. The digest concludes that primary prevention is preferable, but all types can be effective. (Contains 19 references.) (SM) ED477726 Understanding and Preventing Teacher Burnout. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Alternative Teacher Certification Culturally Relevant Education Diversity (Faculty) Elementary Secondary Education Higher Education Paraprofessional School Personnel Preservice Teacher Education Teacher Recruitment Teacher Shortage Urban Schools Post, Linda Pugach, Marleen Hains, Ann Thurman, Alfonzo ERIC Publications ERIC Digests in Full Text ERIC Digests Support Personnel ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English Today's teachers shortage is most severe in urban districts, which struggle to recruit and retain new teachers and face persistent gaps between white, middle class teachers and diverse students. Teachers' lack of cultural and linguistic familiarity in such situations can be damaging to the goal of ensuring that all children achieve to their potential. The digest suggests that traditional recruitment strategies in teacher education alone are insufficient to meet this ongoing need. It recommends supporting a wide range of pipelines for those in the community who wish to become teachers. The digest examines: the concept of multiple entry points into teaching; the role of the P-16 council, which can help facilitate widespread knowledge of the multiple pathways available; support for multiple entry points; and supporting a diverse teaching workforce (a major strategy of the multiple entry points approach is the recruitment of incumbent workers, who are already committed to education and who tend to be minorities). The digest concludes that the design and delivery of preservice programs of the highest quality is essential, which means taking standards seriously, challenging programs to improve, and communicating clearly to all potential students, from every pipeline, what it means to be a good teacher for urban education. (Contains 26 references.) (SM) ED477727 Multiple Points of Entry into Teaching for Urban Communities. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Beginning Teacher Induction Beginning Teachers Elementary Secondary Education Mentors Teacher Collaboration Teacher Persistence Mullinix, Bonnie B. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest examines considerations and strategies for selecting and retaining teacher mentors, suggesting that the degree to which mentors are meaningfully engaged in the mentoring process may have a significant impact on a program's success. Strategies for recruiting mentors range from opportunistic appointment to promoting self-nomination to tying mentorship status to a developmental career ladder. Various programs identify selection strategies based on their vision of the purposes of mentoring and factors they most wish to promote. One of the most influential criteria for mentor selection is their reputation as effective classroom teachers. There is little documentation of strategies utilized to retain mentors. Some appropriate strategies include recognizing mentor expertise and acknowledging and compensating mentors' contribution to the professional development of new teachers. It is important to appropriately match mentors to proteges. This matching can impact retention of both teachers and mentors. Ongoing support and training designed specifically for mentors often serves as an important mechanism for retaining mentors. Mentor compensation can include stipends paid directly to mentors; release time; allocations of funds to schools and districts to support associated implementation costs; additional classroom assistance and support; and financial support for and priority access to professional development. (Contains 22 references.) (SM) ED477728 Selecting and Retaining Teacher Mentors. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Athletes Athletics Educational Environment Elementary Secondary Education Moral Development Moral Values Role Models Sportsmanship Beller, Jennifer ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest discusses the formal and informal processes of moral character development through sport in light of the types of programs that have shown to improve moral character, sportsmanship, and fair play, noting that such efforts involve combined lifelong formal and informal educational processes with three interrelated dimensions: knowing, valuing, and doing the right thing. Informal moral character development is highly influenced by the environment, as well as the mass media. Typical programs take advantage of teachable moments. Role modeling as an informal process of character education holds that leaders take responsibility for their actions and demonstrate good character. The formal process of character education is a direct and purposeful intent to affect character development, with individuals challenged to reflect upon moral issues, values, and principles in relationship to others and society, translating those reflections into good moral action. Formal character education can involve extensive study whereby athletes are challenged by peers, instructors, and themselves through reading, writing, discussion, and reflection on issues of honesty, fair play, responsibility, and decency toward others. Less time-intensive programs involve education through training videos. In contrast to informal programs, formal moral education programs are more difficult and time intensive to implement. (Contains 23 references.) (SM) ED477729 Positive Character Development in School Sport Programs. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Certification Teacher Competencies Teacher Influence Teacher Qualifications Teaching Skills Suh, Thomas Fore, Raechelle ERIC Publications ERIC Digests in Full Text ERIC Digests Subject Content Knowledge ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English Research suggests that teacher quality is the single most important factor in determining student achievement and that the impact of a teacher is cumulative. Students with less exposure to qualified teachers are far less likely to achieve academic success than students with more exposure. Research also shows that teachers majoring in the subject areas taught have a more positive impact on student achievement than teachers majoring in out-of-field disciplines. Yet teacher certification in many states does not require subject area expertise. Some states and universities have seriously begun examining this issue, exploring initiatives to align student academic content standards with teacher licensure and involving liberal arts faculty in developing teacher training curricula. The National Council on Teacher Quality (NCTQ) is committed to improving teacher quality by promoting public awareness of scientifically based teacher quality strategies and market-based initiatives and encouraging reforms that lead to measurable gains in student achievement. NCTQ's efforts to fulfill its mission include: publishing materials that address teacher quality issues, maintaining an online teacher quality information clearinghouse, and helping states, districts, and colleges improve teacher quality. It is also working to develop a national teacher certification board, the American Board for Certification of Teacher Excellence. (Contains 11 references.) (SM) ED477730 The National Council on Teacher Quality: Expanding the Teacher Quality Discussion. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Administrator Role Elementary Secondary Education Equal Education Inquiry Inservice Education Principals Professional Development Fenwick, Leslie T. Pierce, Mildred C. ERIC Publications ERIC Digests in Full Text ERIC Digests Reflective Thinking ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English Contemporary models of school reform acknowledge the principal as the passport to school success and the manager of an increasingly complex organization. This digest asserts that principals benefit from professional development that examines best practices, provides coaching support, encourages risk taking designed to improve student learning, cultivates team relationships, and provides quality time for reflection and renewal. Three different philosophical orientations guide the education and professional development of principals: traditional/scientific management, which exposes the principal to the research base on management and the behavioral sciences; craft, in which principals are trained by other experienced professionals; and reflective inquiry, in which the principal is encouraged to generate knowledge through a process of systematic inquiry. The principals' center model reflects the best of each approach, providing opportunities for principals to explore and reflect on current school and leadership topics. The digest notes that if the education change of the new millennium is to deliver on the promise of a quality education for all children, then a different understanding should guide principals' preparation and professional development. Embracing a social reconstructionist orientation toward principal preparation and development would encourage school leaders to create greater equality and social justice both in schools and in the larger community. (Contains 17 references.) (SM) ED477731 Professional Development of Principals. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Computer Uses in Education Distance Education Elementary Secondary Education Higher Education Preservice Teacher Education Teaching Methods Telecommunications Cosgrove, Maryellen S. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest focuses on the advantages of distance learning (DL) in teacher preparation, explaining that teacher candidates need to be ready to embrace rapidly changing technologies throughout their careers. Teacher education programs can extend the traditional uses of DL by bringing campus-based courses into school-based classrooms, expanding clinical experiences to a variety of settings, and requiring teacher candidates to team teach with distant teachers to reach more students in diverse settings. The digest discusses linking theory with practice, linking teacher candidates with supervisors, and linking teacher candidates with peers, then focuses on challenges and guidelines to using DL in teacher preparation, including: carefully consider materials, aids, and strategies; immediately establish a rapport among all students and teachers; use a variety of techniques throughout the lesson; provide interactive opportunities with the instructor and other students at all sites; use feedback to maintain motivation and correct misconceptions and monitor student learning; use both summarization and closure techniques to continuously review key points of the lesson; frequently look into the camera to make eye contact with distance learners; use precise enunciation and articulation; and ensure coordination between sites. (Contains 18 references.) (SM) ED477732 Telecommunications Distance Learning and Teacher Preparation. ERIC Digest. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free); Fax: 202-457-8095; e-mail: query@aacte.org; Web site: http://www.ericsp.org. N/A 2004 2016-11-21

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Yes Collegiality Computer Literacy Elementary Education Information Dissemination Inner City Middle Schools Teacher Knowledge Technology Education Urban Schools Collinson, Vivienne Cook, Tanya Fedoruk Reports - Research Speeches/Meeting Papers English This study examined the interplay between individual and organizational learning in school, noting factors that motivated and constrained the dissemination of teachers' learning. Information came from a larger qualitative study that explored how individual teachers' learning in a middle school instructional technology project was disseminated to other organizational members. Ten participating teachers completed a survey about their backgrounds, technological skills, technology use in instruction after participating in the Educators' Electronic Learning Community, and sharing of knowledge with colleagues. Next, participants completed interviews on knowledge, skills, and insights gained through participation in the project; methods used to share learning with colleagues; and factors affecting their ability to share information. Finally, they completed surveys that had them rate the strength of motivating and restraining factors. Results highlighted the power of the "practicality ethic" and the impact of longstanding school norms on teachers' decisions to learn and disseminate their learning to colleagues. The most influential factors included collegial relationships and reactions, time, beliefs and attitudes about learning and sharing, classroom benefits to teachers and students, and teachers' individual levels of technology competence. Motivating factors related to teachers' professional judgments, attitudes, and relationships. Constraining factors were external and related to the structure of the school day and year. (Contains 42 references.) (SM) ED477733 Learning To Share, Sharing To Learn: Fostering Organizational Learning through Teachers' Dissemination of Knowledge. 2003-04-00 23 N/A 2004 8/19/2004 21:48:34 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Cooperative Planning Elementary Education Higher Education Mentors Preservice Teacher Education Teacher Collaboration Urban Schools Carroll, David M. Reports - Research Speeches/Meeting Papers Study Groups English This study examined how an urban, elementary teacher study group helped five classroom teachers learn the practice of mentoring teacher candidates. A university liaison for one elementary school hosting interns led the group and conducted a longitudinal study of it as a context for collaborative learning. Teachers focused on making their teaching practice more accessible to interns and playing a more active role as teacher educators. Analysis of observations and transcripts from the study groups indicated that teachers took part in the collective negotiation of the meaning of their mentoring experience by participating in study group talk. Engaged participation in interactive or inquiry-oriented talk created learning opportunities for the joint construction of ideas about mentoring practice. A key feature of these learning opportunities was the way in which talk evolved to feature norms and processes for inquiry and analysis of artifacts of practice. As participants engaged in the collective study of mentoring practice, processes of inquiry began to take hold. Interactive talk in the study group led gradually to the joint construction and collective warranting of ideas about mentoring practice, which in turn were recorded in a curriculum for learning to teach at the school. (Contains 21 references.) (SM) ED477734 Making Sense of Collaborative Learning in a Mentor Teacher Study Group: Examining the Joint Construction and Collective Warranting of Ideas. 2002-04-00 40 N/A 2004 2016-11-21

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Yes Academic Standards College Admission Elementary Secondary Education Higher Education Preservice Teacher Education Selective Admission Standards Teacher Certification Fallon, Moira Ackley, Blaine C. Information Analyses Speeches/Meeting Papers English This literature review on admission to teacher education programs focuses on: utilization of passing scores on one of the many tests used by licensing agencies as a criterion for admission to teacher education programs; use of personal or group interviews to determine candidates' skill in several crucial areas; and examination of candidates' personal dispositions toward teaching. Personal attributes or dispositions have a range of acceptability to society as a whole, which eventually lead to a judgment by both candidates and assessors as to whether or not the candidates possess the appropriate disposition. The paper asserts that teacher education programs need a model for measuring candidates' personal dispositions, proposing a model with four critical elements: use of multiple screening measures across several time frames by more than one evaluator; use of gating at appropriate places along the path toward program completion; use of professional development plans; and combining the ongoing personal relationship between student and advisor with an evaluative conference with a program administrator. Recommendations include: using transcript data to verify program requirements are met, but not as predictors of teaching performance; using multiple raters and instruments; and requiring candidates to produce written responses to on-demand questions centered on educational issues. (Contains 34 references.) (SM) ED477735 Standards for Admission to Teacher Education Programs. 2003-04-00 15 N/A 2004 8/19/2004 21:48:38 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Beginning Teacher Induction Beginning Teachers Elementary Secondary Education Faculty Development Mentors Music Teachers School Districts Teacher Attitudes Conway, Colleen M. Reports - Research English Using data from a longitudinal study of beginning music teachers in Michigan, this paper examines how policy makers and induction program designers can provide for the content-specific induction needs of music teachers. The study examined beginning music teachers' early teaching experiences, how school districts and communities supported their induction, what types of formal new teacher induction and mentor programs the districts provided, how mentors and administrators viewed induction programs, and what beginning music teachers wished had been provided. Respondents' comments focused on difficult teaching schedules, isolation, classroom management, and planning. Music teachers described the district-sponsored mentor and induction programs as varied and inconsistent. Teachers from the most extensive programs were dissatisfied with those programs. Mentors and administrators were aware that the district-sponsored programs did not meet teachers' needs but had no immediate solutions due to funding, scheduling, and logistical issues. Music teachers wished they could have opportunities to interact with other music teachers. They wanted professional development experiences that focused specifically on strategies for music classrooms. They did not want to be required to attend professional development workshops that did not address the context of a music classroom. (Contains 34 references.) (SM) ED477736 Meeting the Induction Needs of Beginning Music Teachers: What Can Policy-Makers and Program Designers Do? 2003-00-00 20 N/A 2004 8/19/2004 21:48:40 RIEFEB2004

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Yes Academic Achievement Cultural Differences Culturally Relevant Education Diversity (Student) Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Legal Responsibility Limited English Speaking Multicultural Education Preservice Teacher Education Public Schools Teacher Competencies Brisk, Maria Estela Barnhardt, Ray Herrera, Socorro Rochon, Ronald Reports - Descriptive Achievement Gap American Association of Colleges for Teacher Education, Washington, DC. English This policy paper provides information about issues surrounding the education of culturally and linguistically diverse (CLD) student populations, noting that preparing non-English speakers to survive in English-dominant schools and society is more complex than current policy debates would suggest. The paper stresses the need for teachers who can deliver classroom practice that respects the language and culture of the child and effective, accommodative instruction that results in literacy and academic success for second language learners. It also discusses the context that distinctly favors the assimilation of CLD students, with little thought to their rich cultural heritage or the language knowledge they bring to the classroom. The paper suggests that at the policy level, this sociopolitical context poses a challenge for future support and development, and at the level of praxis, this context threatens efforts to better prepare school educators for the differential learning and transition needs of CLD students. The paper focuses on: terminology of the arena; demographics and the achievement gap; preparation of public school teachers and administrators; the legal context of teacher preparation for diversity; challenges for the field of education; implications of these challenges; and a call to action. (Contains 12 references.) (SM) ED477737 Educators' Preparation for Cultural and Linguistic Diversity: A Call to Action. 2002-03-00 10 American Association of Colleges for Teacher Education, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Middle Schools Primary Sources Secondary Education Service Learning Social Studies United States History Mazzenga, Maria, Comp. Guides - Classroom - Teacher National Archives and Records Administration, Washington, DC. National History Day, College Park, MD. Corporation for National and Community Service, Washington, DC. English "National History Day" is a history education program that promotes the study of civics and citizenship among the nation's students and teachers. Students in grades 6-12 are encouraged to participate in the annual student competition on "Rights and Responsibilities in History," and teachers are challenged to develop lessons to restore the study of the nation's heritage to a prominent place in the classroom. This two part sourcebook is intended to assist teachers in using "Our Documents" in their classrooms. Part 1 explains the two main components of "Our Documents," the student competition and the teacher competition. Part 2 contains the list of 100 milestone documents, an explanation of key themes in the documents, a timeline placing the documents in a chronological perspective, lesson plans, classroom exercises, a longer essay putting several of the key documents into historical perspective, and a bibliography of works related to the documents. (BT) ED477738 Our Documents: A National Initiative on American History, Civics, and Service. Teacher Sourcebook. 2002-00-00 Newsweek, Inc., New York, NY. John M. Olin Foundation, Inc., Alton, IL. Practitioners Teachers 82 National History Day, 0119 Cecil Hall, University of Maryland, College Park, MD 20742. For full text: ftp://216.54.96.55/pub/Our_Documents_Sourcebook.pdf. N/A 2004 2020-11-23

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Yes Curriculum Development Educational Change Educational Strategies Equal Education Humanitarianism Models Reports - Descriptive International Bureau of Education UNESCO International Bureau of Education, Geneva (Switzerland). English The International Bureau of Education (IBE) is an academic institute directed toward empowering educational activities in the field. Since 1969, the IBE has been an integral part of the United Nations Educational, Scientific and Cultural Organization (UNESCO), while retaining wide intellectual and functional autonomy. In 1999, the IBE became the UNESCO institute responsible for educational contents, methods, and teaching/learning strategies through curriculum development. Currently, the IBE works toward achieving Education for All, aiming to ensure that Education for All contributes to living together in peace, to development, and to justice. This overview and strategy booklet contains 12 sections: (1) "World Trends and Educational Challenges"; (2) "New Educational Models Required"; (3) "How to Promote Curriculum Development Processes That Improve the Quality of Education"; (4) "Curriculum as a Tool for Educational Change"; (5) "Making an International Contribution to Educational Quality; (6) "Education and the Interests of Humanity"; (7) "Role of the IBE within the Framework of the UNESCO Medium-Term Strategy"; (8) "IBE Strategy of Capacity Building for Curriculum Development"; (9) "IBE Strategy of Disseminating Innovations and Analysing Trends"; (10) "IBE Strategy of Facilitating and Promoting Dialogue for Policy-Making"; (11) "Country Co-operation on Curriculum Development"; and (12) "Curricula and HIV/AIDS." (BT) ED477739 International Bureau of Education--Overview and Strategy, 2002-2007. 2003-00-00 50 International Bureau of Education, UNESCO, 15 route des Morillons, 1218 Grand-Saconnex, Geneva, Switzerland. Tel: 41-22-917-78-00; Fax: 41-22-917-78-01; Web site: http://www.ibe.unesco.org. N/A 2004 2016-11-21

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Yes Epistemology Feminism Feminist Criticism Gender Issues Social Science Research Thayer-Bacon, Barbara J. Opinion Papers Reports - Evaluative Androcentrism Feminist Scholarship English Since traditional epistemology has not been able to present a generality but rather has represented a male perspective as if it is general, neutral, and inclusive of women, then there is the possibility of offering a feminist epistemology. Thus, the critique of the tradition has to come first, to create a space where feminists can begin to actually do constructive and reconstructive work in epistemology. That work is just beginning to emerge, and this paper's goal is to contribute to that effort. The plan is to consider epistemology specifically in terms of its traditional meaning and the androcentric basis embedded in that meaning. The paper presents the feminist criticism of traditional epistemology and suggested corrections. It discusses Lorraine Code's concerns for a responsibilist epistemology, and Sandra Harding's feminist standpoint epistemology. It considers the advice of Charlotte Haddock Seigfried who concludes there can be no feminist epistemology and advises feminists to "abandon the misguided epistemological project we've inherited, rather than continue tinkering with it." The paper concludes by recommending co-opting epistemology and removing its absolute status, even in its non-vulgar form, in exchange for a qualified relativist status. It reclaims the value and importance of being able to make judgments and presents arguments based on criteria that are socially constructed and therefore open to criticism and improvement. It keeps in check epistemology's will to transcendental power and its desire to embrace dualisms such as knower/known, mind/body, theory/practice, subject/object. (Contains 9 notes and 35 references.) (BT) ED477740 What Does (E)pistemology Have To Offer Feminists? 2002-12-00 26 N/A 2004 2016-11-21

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Yes Educational Objectives Elementary Secondary Education History Instruction Islam Islamic Culture Muslims Opinion Papers Textbook Content Textbook Evaluation World History Douglass, Susan Opinion Papers Controversial Topics Islamic Law American Textbook Council Council on Islamic Education, Fountain Valley, CA. English The Council on Islamic Education (CIE) is a nonprofit resource organization comprised of a diverse body of scholars of history, education, religion, and related disciplines. CIE strives to improve the U.S. K-12 education system by fostering the cultivation of knowledge, critical thinking, and global awareness among the nation's young citizens. CIE researches and publishes supplementary materials and teaching resources based on current scholarship in content areas related to Islam and Muslim history, world history/geography, and the humanities. The American Textbook Council has released an online report, "Islam and the Textbooks," which advertises being a part of a comprehensive textbook review on world history. The report, however, deals with brief selections from six books and does not systematically compare coverage of Islam in the books. The report produced an essay about Islam instead of a report about textbooks. This paper considers the council's report, examining its methods, its focus, and what it considers to the reports errors. The paper discusses the reports complaints about world history and about the inclusion of women in world history textbooks. It also finds that the report, in discussing the textbooks' treatment of legal systems in world history, reveals an ignorance of legal history in Muslim societies or the West. The paper contends that the report relies too much on information obtained from Bernard Lewis's, "What Went Wrong," an outdated modernization theory. It continues by discussing the report's allegations that CIE has consistently allied itself with people who take an antagonistic view of the U.S. and Western civilization. It concludes by considering history teaching vs. polemics. (BT) ED477741 Response to the American Textbook Council Report, "Islam and the Textbooks." 2003-02-13 13 Council on Islamic Education, 9300 Gardenia Street, B-3, Fountain Valley, CA 92708. Tel: 714-839-2929; Fax: 714-839-2714; e-mail: info@cie.org; Web site: http://www.cie.org. N/A 2004 2016-11-21

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Yes Developing Nations Economic Opportunities Entrepreneurship Females Financial Support Small Businesses Seymour, Nicole Information Analyses Reports - Descriptive Development Capital Women Owned Businesses Adjunct ERIC Clearinghouse on Entrepreneurship Education, Los Angeles, CA. English Although many of the 100 million women employed in the developing world are entrepreneurs, they are often unable to become self sufficient or to adequately support their families through entrepreneurship. However, in the past decade, several entities, from microlending banks to United Nations task forces, have intervened to enable women in developing countries become successful entrepreneurs and providers. This digest discusses the challenges and barriers that these women face, as well as some of the positive developments, and considers some of the organizations and entities that work with these female entrepreneurs. The digest notes that, in addition to the economic benefits of women's successful entrepreneurship, there are also social and community benefits. It finds that greater and continued support for entrepreneurial activities is needed to further improve the lives of these women and the condition of their communities. (BT) ED477742 Women Entrepreneurs in the Developing World. CELCEE Digest. 2001-08-00 9 Center for Entrepreneurial Research Clearinghouse, 3042 Moore Hall, UCLA, Los Angeles, CA 90046. Tel: 888-423-5233 (Toll Free); Fax: 310-206-8095; e-mail: celcee@celcee.edu; Web site: http://www.celcee.edu/. N/A 2004 2016-11-21

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Yes Classroom Environment College Instruction Constructivism (Learning) Factor Analysis Feasibility Studies General Education Higher Education Instructional Effectiveness Student Centered Curriculum McClure, Robert Johnson, Bruce Jackson, David Reports - Research Tests/Questionnaires Performance Based Objectives English Faculty members at St. Mary's University of Minnesota have been engaged in a process to develop a more student-centered curriculum. Administration and faculty taking the lead in this endeavor have begun to embrace much of the literature in the area of constructivism as a philosophical foundation for guiding this change. The result is the near completion of a performance-based, outcome-oriented general education program that received faculty approval. This general education program is divided into three components: (1) the content; (2) skills; and (3) dispositions expected of a 4-year graduate of the institution. Each of these components is divided into more specific subcategories agreed upon by the faculty. For each sub-category a team of faculty volunteered to develop specific performance-based outcomes and exemplars for which students must demonstrate competency in order to meet the general education requirements. To ascertain whether the faculty was capable of creating constructivist-based classroom environments, a study utilized the Constructivist Learning Environment Survey for the Social Sciences (CLES-SS) in a redesigned form to assess the constructivist nature of two selected U.S. government courses at St. Mary's University. The CLES instrument was piloted to pre- and inservice teachers (n=290). Results were then used in an exploratory factor analysis to determine reliability among the items. Results of this pilot of the CLES-SS indicated that the instrument may have possibilities for application within college level social science classrooms. Attached are T-CLES teacher and student forms. (BT) ED477743 Assessing the Effectiveness of a Student-Centered College Classroom. 2003-00-00 12 N/A 2004 2016-11-21

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Yes Business Economics Energy Environment Futures (of Society) Higher Education Social Science Research Sociocultural Patterns Technology Trend Analysis Cetron, Marvin J Davies, Owen Reports - Descriptive Economic Trends Environmental Trends World Future Society World Future Society, Washington, DC. English This new 2003 edition updates the 2001 report on the implications of 50 major trends now shaping the future. Some of these trends will have a direct impact upon people's concerns, while others will help to form the general environment in which people live and work. The trends are divided into eight sections: (1) "General Long-Term Economic and Societal Trends" (Trends 1-7); (2) "Trends in Values, Concerns, and Lifestyles" (Trends 8-14); (3) "Energy Trends" (Trends 15-18); (4) "Environmental Trends" (Trends 19-24); (5) "Technology Trends" (Trends 25-30); (6) "Trends in Labor Force and Work" (Trends 31-41); (7) "Management Trends" (Trends 42-45); and (8) "Institutional Trends" (Trends 46-50). (BT) ED477744 Special Report: 50 Trends Shaping the Future. 2003-00-00 32 World Future Society, 7910 Woodmont Avenue, Suite 450, Bethesda, MD 20814 (nonmembers, $8; members, $7.20). Web site: http://www.wfs.org/. N/A 2004 2016-11-21

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No Civil Liberties Courts Elementary Secondary Education Freedom Law Related Education Laws Program Development Social Studies Student Educational Objectives Thematic Approach White, Charles, Ed. Guides - Classroom - Teacher Supreme Court United States Constitution Law Day Marbury v Madison United States Constitution American Bar Association, Chicago, IL. Public Education Div. English The official theme of Law Day 2003 (May 1, 2003), "Celebrate Your Freedom: Independent Courts Protect Our Liberties," is reflected throughout this planning guide. The guide offers teachers the tools for programs and discussions on the rule of law and the role of independent courts. It can also assist in developing programs and discussions on how people can assure the independence of the courts in the future. A special section provides ideas for commemorating the 200th anniversary of "Marbury v. Madison," the great case that established judicial review and immeasurably strengthened the rule of law. The guide also contains ideas about how to build coalitions with a wide variety of legal groups, schools, and community organizations; talking points on independence of the courts issues; lessons for all grade levels; suggested programming for reaching adult groups; and suggestions on using the media to get the Law Day message out. Includes information about Law Day awards programs. (BT) ED477745 Celebrate Your Freedom: Independent Courts Protect Our Liberties. 2003 Law Day Planning Guide. 2002-00-00 Practitioners Teachers 86 American Bar Association, Division for Public Education, 541 North Fairbanks Court, Mail Station 15.3, Chicago, IL 60611-3314. Tel: 312-988-5735; Fax: 312-988-5494; e-mail: abapubed@abanet.org; Web site: http://www.abanet.org. N/A 2004 2016-11-21

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Yes Elementary Education Guides Historic Sites Social Studies State Government State History Guides - Classroom - Teacher Indicators Kansas State Capitals Kansas Kansas State Historical Society, Topeka. Kansas State Dept. of Education, Topeka. English This curriculum packet is about the Kansas state capitol. The packet contains six graphic organizers for students to complete. The packets are divided into three sections (with their accompanying graphic organizers): (1) "Symbolism of the Kansas Capitol Dome Statue" (Who Are the Kansa?; Finding Your Way; Say It Again); (2) "Topping the Dome: Selecting a Symbol" (What Are They Saying?; What's on Top?); and (3) "Names as Symbols" (Native American Place Names). For each section, the teacher is provided with a main point and background information for the lesson. Answers for the graphic organizers, when necessary, are provided. (BT) ED477746 Kansas State Capitol Guide for Young People. Curriculum Packet for Teachers of Grades 4-7. 2002-00-00 Practitioners Teachers 27 Kansas State Historical Society, 6425 S.W. 6th Avenue, Topeka, KS 66615. Tel: 785-272-8681; Fax: 785-272-8682; Web site: http://www.kshs.org/. For full text: http://www.kshs.org/teachers/classroom/capitolguide.htm. N/A 2004 2016-11-21

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Yes Civil Liberties Curriculum Enrichment Elementary Secondary Education Primary Sources Social Studies State History Guides - Classroom - Teacher Kansas Temperance Movement Timelines Kansas Kansas State Historical Society, Topeka. English Carry Nation's personality, religious beliefs, and marriages to Charles Gloyd and, after his death, to David Nation all formed her into the reformer for which she became known. Carry Nation was involved in a variety of reform causes including prohibition, anti-smoking, women's health, and suffrage. Her prohibition reform efforts took place after Kansas had ratified its prohibition amendment in 1880 and before the federal prohibition amendment became a reality in 1919. Initially she worked within the law, but in June of 1900 a voice in a dream inspired her to use different tactics. The voice told Carry to take something in her hands, throw it at saloons in Kiowa, Kansas, and smash them. She began throwing rocks but quickly switched to a hatchet, a tool that could be used more than once. This curriculum packet about Carry A. Nation's activities in Kansas contain the following materials: "Carry A. Nation Photo"; "Historical Background"; "Prohibition: Individual Rights vs. Common Good Grades 4-12, Time Line Activity"; "Carry Nation: 'Our Loving Home Defender' Biography Lesson Grades 4-6, Nonfiction Activity"; "Smasher's Mail Grades 7-9, Historical Document Activity"; and "Individual Rights and Laws Grades 10-12, Nonfiction Activity". (BT) ED477747 Carry A. Nation: "The Famous and Original Bar Room Smasher" Curriculum Packet. 2001-00-00 Practitioners Teachers 40 Kansas State Historical Society, 6425 S.W. 6th Avenue, Topeka, KS 66615. Tel: 785-272-8681; Fax: 785-272-8682; Web site: http://www.kshs.org/. N/A 2004 2016-11-21

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Yes Built Environment Elementary Secondary Education Frontier History Heritage Education Historic Sites Material Culture Military Personnel Physical Geography Primary Sources Social Studies United States History Guides - Classroom - Teacher Timelines Explorers Site Visits English After the Louisiana Purchase, Thomas Jefferson put together his own group to explore the new territory under the leadership of Captain Meriwether Lewis. After receiving training in how to make scientific observations and collect specimens, Lewis and Captain William Clark, and their small group of frontiersmen, set off in 1804 with Sacajawea as their guide to explore the land up the Missouri River and over the mountains to the Pacific Ocean. As the need grew to have a more organized and accurate approach to exploration, the government added topographical engineers to the peacetime Army in 1816. By the time their work was taken over by civilians in 1879, military explorers had mapped, explored, and described the entire trans-Mississippi. For over 30 years, the region around Fort Leavenworth was known as the "Permanent Indian Frontier" for the Plains Indians and the immigrant eastern tribes who had been relocated west of the 95th meridian. Fort Leavenworth was established in 1827 by Colonel Henry Leavenworth. This teacher's guide to the Fort Leavenworth Museum contains seven sections: (1) "Army Explorers of the 19th Century"; (2) "Army Exploration of the 19th Century"; (3) "Fort Leavenworth History"; (4) "Lesson Plan 1 Topographical Explorations" (Handout A); (5) "Lesson Plan 2 Railroad Surveys" (Handout A); (6) "Lesson Plan 3 Timelines"; (7) "Lesson Plan 4 Fort Leavenworth and Steamboats" (Handout A). (BT) ED477748 Teacher's Guide to the Frontier Army Museum, Fort Leavenworth, Kansas. 2001-00-00 Practitioners Teachers 21 Fort Leavenworth Frontier Army Museum, Fort Leavenworth, KS 66027. Tel: 913-684-3186. For full text: http://leav-www.army.mil/museum/teachers_guide.htm. N/A 2004 2016-11-21

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Yes Censorship Conflict Resolution Discussion (Teaching Technique) Foreign Countries Foreign Policy International Law Law Related Education Mass Media Role Social Studies Student Projects War World Problems Guides - Classroom - Teacher Iraq Constitutional Rights Foundation, Los Angeles, CA. English The roots of international law are long and ancient. Archaeologists have unearthed treaties between two Mesopotamian rulers dating back to 3100 B.C. Of all the ancient peoples, the development of modern international law owes the most to the Romans. The 20th century saw two attempts to bring world order through the use of international organizations, the League of Nations and the United Nations. Both were designed as a forum for settling international conflict, a source for international law, and to provide a peacekeeping function through collective security. For the United States, one of the most difficult issues in foreign policy is deciding when the U.S. should exercise military force, as it did in Iraq. This teaching guide on the war in Iraq is divided into four sections: (1)"War and International Law" (A Brief History of the Law of War; America's Foreign Policy: A Brief History; America's Foreign Policy: Military Intervention); (2) "War and the Media" (Fact Finders The Media in Times of Crisis; Press Freedom vs. Military Censorship); (3) "Helping Students Cope" (Suggestions for Teachers; War in Iraq--How Do You Feel? What Do You Think?; Handling Controversy; Project Suggestions); and (4) "Web Links" (Statistics and Information; Web Directories; Maps; Encyclopedias; Gulf War (1980-88); Hussein; Humanitarian Groups; Anti-War Movement; Doves Who Became Hawks; Weblogs; Analyses of Media Coverage; Bush Doctrine; Reporters in the Field; Other Links). The guide contains many types of activities. (BT) ED477749 War in Iraq. 2003-00-00 Practitioners Teachers 40 Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005. Tel: 213-487-5590; Fax: 213-386-0459; Web site: http://www.crf-usa.org/. For full text: http://www.crf.usa.org/Iraqwar_html/iraqwar_home.html. N/A 2004 2020-11-28

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Yes Academic Standards Geography Intermediate Grades Primary Sources Secondary Education Skill Development Social Studies State Standards Student Participation Student Projects Thinking Skills United States History World History Guides - Classroom - Teacher California National History Day California Constitutional Rights Foundation, Los Angeles, CA. English In its 20th year, History Day in California, a statewide program, is a history-based learning experience for students from grades 4-12. Through participation in History Day, students not only learn about issues, ideas, people, and events in history, but they apply what they have learned through creative and original productions and by developing research and analytical skills as they process the information they gather through research. Students may participate in any of the following categories: historical paper, exhibit, performance, documentary, 4/5th grade poster, or historical Web site. History Day is a performance-based endeavor that fully supports the California state history/social science content standards. The History Day process challenges students to develop higher-order thinking skills. The theme for 2002-2003 History Day in California is "Rights and Responsibilities in History." This guide contains a grade-by-grade list of topic ideas for each subsection of the history/social science content standards. Topics listed in the guide are: "Grade 4--California: A Changing State"; "Grade 5 U.S. History and Geography: Making a New Nation"; "Grade 6 World History and Geography: Ancient Civilizations"; "Grade 7 World History and Geography: Medieval and Early Modern Times"; "Grade 8 U.S. History and Geography: Growth and Conflict"; "Grade 10 World History, Culture, and Geography: The Modern World"; "Grade 11 U.S. History and Geography: Continuity and Change in the Twentieth Century"; and "Grade 12 Principles of American Democracy". (BT) ED477750 History Day in California in Today's Classroom--Meeting the California Content Standards. Revised. 2003-08-00 Practitioners Teachers 18 Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005. Tel: 213-487-5590; Fax: 213-386-0459; Web site: http://www.crf-usa.org/. N/A 2004 2016-11-21

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Yes American Studies Elementary Education Freedom Primary Sources Social Studies United States History Hutchens, Dorothy Guides - Classroom - Teacher Document Analysis United States Constitution United States Constitution San Bernardino County Superintendent of Schools, CA. English This lesson plan for elementary-age children studies some of the primary source documents and symbols of freedom which were and are important for the nation. The lesson plan uses the following documents: "The Mayflower Compact"; "The Declaration of Independence"; "The Constitution"; and the "Bill of Rights." It studies these symbols: the "Bald Eagle"; the "Fourth of July"; the "American Flag"; the "Liberty Bell"; "Independence Hall"; "Lady of Justice"; "Pledge of Allegiance"; "Statue of Liberty"; and "Uncle Sam." Each lesson provides a relevant student activity. Lists 18 print resources, four videos, and 14 Web sites. The teacher section addresses state standards; provides a detailed outline; and offers additional information and illustrations of the subject matter. (BT) ED477751 Documents and Symbols of American Freedom. Elementary Grade Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. 2002-00-00 Practitioners Teachers 58 San Bernardino County Superintendent of Schools, 601 North E. Street, San Bernardino, CA 92410-3093. For full text: http://rims.k12.ca.us/symbols_freedom/index.html. N/A 2004 2016-11-21

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Yes Citizen Role Curriculum Enrichment Secondary Education Social Studies State History United States History Guides - Classroom - Teacher United States Constitution Bill of Rights Idaho Political History Idaho Bill of Rights United States Constitution Idaho Humanities Council, Boise. English This study guide is a product of the Idaho Humanities Council (IHC). The guide is the result of IHC's July 2002 summer institute for teachers held at Albertson College of Idaho (Caldwell). Twenty five Idaho teachers participated. They explored U.S. Constitutional issues and political decisions and participated in a simulated congressional hearing as a culminating activity. The guide is divided into six units: (1) "What are the philosophical and historical foundations of the American political system?"; (2) "How did the framers create the Constitution?"; (3) "How did the values and principles embodied in the Constitution shape American institutions and practices?"; (4) "How have the protections of the Bill of Rights been developed and expanded?"; (5) "What rights does the Bill of Rights protect?"; and (6) "What are the roles of the citizen in American democracy?" Each unit includes student questions. Contains an extensive bibliography of suggested texts (Steve Shaw). (BT) ED477752 Paradox Politics: Idaho Political History since WW II. A Study Guide for Teachers. 2002-00-00 Practitioners Teachers 73 Idaho Humanities Council, 217 West State Street, Boise, ID 83702. Tel: 888-345-5346 (Toll Free); Fax: 208-345-5347; Web site: http://www.idahohumanities.org/. N/A 2004 2016-11-21

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Yes College Students Computer Security Computer Selection Computer Software Selection Computer Use Computer Uses in Education Computers Educational Technology Higher Education Information Sources Kendall, Diane S. Marsh, Merle Guides - Classroom - Learner Reports - Descriptive English This booklet presents questions and answers on everything from how to find out what technology students will need for college to ideas for handling technology emergencies when they are there at college. Information and selected resources are provided under the following questions that head each section: "How do I find out what technology I should take to college?"; "Is my machine up to date enough? What are some recommended specs?"; "Should I buy a laptop or a desktop computer? What about a PDA or handheld?"; "Should I buy my technology from my college or university? Should I buy it before arriving on campus?"; "What about security?"; "What software will I need for college?"; "What should I know about Email?"; "What should I know how to do on my computer BEFORE my courses begin?"; "Where can I find help when I'm having trouble with my computer?"; " What should I do if my computer or printer is not working as an assignment is due?" Troubleshooting tips, a technology packing checklist, and a form for filling in necessary names and numbers are provided at the end of the booklet. (AEF) ED477753 Wish I'd Known That: Tips on Taking Tecnhology to College. 2002-00-00 ISBN-0-9722608-0-3 Students 39 Children's Software Press, 720 Kuhlman Rd., Houston, TX 77024 ($10.95). Web site: http://www.childsoftpress.com/. N/A 2004 8/19/2004 21:49:14 RIEFEB2004

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Yes Biology Computer Uses in Education Curriculum Development Educational Development Educational Technology Elementary Secondary Education Instructional Materials Learning Activities Mathematics Education Pilot Projects Program Evaluation Reading Instruction Social Studies Technology Integration Reports - Descriptive Texas Education Agency Texas Education Agency, Austin. English The primary goals of the Texas Education Agency's Educational Technologies Providing Increased Learning Opportunities for Texas Students (Ed Tech PILOTS) are to employ technology to more efficiently and effectively delivery information to students and teachers to enhance the efficacy of classroom instruction. This interim report discusses the background and guiding principles for the ED Tech PILOTS, and reports on the individual projects, the current status of the pilot projects, and the project evaluation. The Texas Primary Reading Inventory (TPRI) Pilot Project is exploring the use of a handheld personal digital assistant to collect student performance data as teachers assess individual students using the TPRI. The mathematics pilot project was designed to develop and evaluate an online mathematics homework service for Grades 5-8. The Biology pilot project is exploring the use of a Web interface as an access point for biology-oriented curriculum materials aligned to the Texas Essential Knowledge and Skills (TEKS) learning standards and learning objectives on the Texas Assessment of Knowledge and Skills (TAKS) test. The Social Studies pilot project is similar in intent and structure to the Biology pilot project, and is exploring the use of curriculum materials that are being drawn from the Texas Library Connection (TLC) online education materials pool and associated with textbooks on the state's approved list in Grade 8 United States History, and high school World History and World Geography. All of the PILOTS have completed the development of the software applications with feedback from participating teachers and pilot partners. Extensive training materials have been developed and training conducted in campus-based workshops, via videoconferences and campus-based individualized training. Appendixes include descriptions of the Texas Primary Reading Inventory; University of Texas Online Homework Service; and Texas Library Connection. (AEF) ED477754 Interim Report on Ed Tech PILOTS. A Report to the 78th Texas Legislature from the Texas Education Agency. 2003-01-00 49 Publications Distribution Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817 ($7). For full text: http://www.tea.state.tx.us/technology/pilots/pilotdownloads/edtech03.pdf/. N/A 2004 2016-11-21

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No Computer Mediated Communication Computer Uses in Education Educational Development Educational Practices Educational Principles Educational Technology Information Technology Instructional Design Learning Activities Teaching Methods Technology Integration Naidu, Som, Ed. Books Collected Works - General English This book explores the creative opportunities offered by information and communications technology (ICT), and provides an authoritative survey of the ways in which ICT is currently transforming core teaching functions. The contributed chapters in this book are organizes around these core processes of learning and teaching: subject matter representation; activation of learning and engagement of students with that subject matter content; encouragement of socialization and interaction between and among students; assessment of learning outcomes; and provision of feedback to students. The book consists of five parts. The four chapters in Part I articulate the key principles in the representation of subject matter content with the help of notable experiences with ICT. The four chapters in Part II focus on creative uses of ICT in influencing learning by engaging students with the subject matter. In Part III, the four chapters focus on how ICT is used to integrate such processes as cooperative learning into educational practice and how these practices are influencing teachers' approaches to teaching and students' approaches to learning. The four chapters in Part IV examine how ICT affordances can be used to leverage approaches to the assessment of learning outcomes. In Part V, the three chapters focus on how certain fundamental principles of feedback can be leveraged with clever use of ICT. Includes an index. (AEF) ED477755 Learning & Teaching with Technology: Principles and Practices. Open and Distance Learning Series. 2003-00-00 ISBN-0-7494-3776-6 Media Staff Practitioners Teachers 300 Kogan Page, Stylus Publishing LLC, P.O. Box 605, Herndon, VA 20172-0605 ($65). Tel: 703-661-1581; Tel: 800-232-0223 (Toll Free); Fax: 703-661-1501; Web site: http://www.kogan-page.co.uk/. N/A 2004 8/19/2004 21:49:19 RIEFEB2004

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Yes Assignments Computer Uses in Education Elementary Education Grade 3 Learning Activities Skill Development Student Attitudes Teaching Methods Typewriting Word Processing Gemmell, Susan Dissertations/Theses Reports - Research English This study examined the impact of keyboarding instruction on the acquisition of word processing skills. Over a 6-week period, 6 third grade students were studied as they used the "Type to Learn" keyboarding program. Each student spent an average of 45 minutes on the computer each week. Data collection consisted of observations, questionnaires, and interviews. Students were observed as they progressed through the "Type to Learn" program. The students were then interviewed to determine their attitudes and comfort level with regard to the keyboard and word processing. This study demonstrates that 6 weeks is an appropriate time frame for learning the keyboard. Most of the students in this study used self-talk to reinforce their learning as they located the keys. The students learned the location of the keys and typed at a reasonable pace without using the correct finger positions. These findings directly contradict the assumptions made by other researchers. The students reported that they were so comfortable with the keyboard that they would choose to type a story rather than write with pencil and paper. Implications of this study call for future research with students using a word processing program. The students need practice on the keyboard using a word processing program. As this occurs, it would be interesting to study students using word processing with a particular focus on revising and editing on the computer rather than on pencil and paper. An appendix lists the questions students were asked a the conclusion of the study. (Contains 28 references.) (Author) ED477756 A Study of Keyboarding Instruction and the Acquisition of Word Processing Skills. 2003-04-00 30 N/A 2004 8/19/2004 21:49:21 RIEFEB2004 Master's Research Paper, Chestnut Hill College.

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Yes Computer Assisted Instruction Data Collection Distance Education Higher Education Internet Lifelong Learning Participant Satisfaction Student Attitudes Student Reaction Student Surveys Tandon, Piyusha Gilman, David A. Reports - Research Indiana State University Student Satisfaction English This study is based on data collected by the Division of Lifelong Learning at Indiana State University, in fall 2002. The data collected was in the form of a survey questionnaire, mailed to students taking distance courses. The main objective of the study was to analyze student preference for the four types of modalities, designed for the delivery of the distance courses at Indiana State University. It was also aimed at looking at the student satisfaction for the various services provided by Lifelong Learning. The study concluded that significantly more students preferred taking courses via the Internet than via television, videotape, or correspondence. (Contains 10 references and 9 figures.) (Author) ED477757 The Role of Delivery Medium in Distance Education. 2003-04-14 13 N/A 2004 2016-11-23

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Yes Computer Software Computer Uses in Education Elementary Education Grade 2 Instructional Effectiveness Interaction Learning Activities Peer Teaching Slides Tutoring Tutors Varlaro, Michael A. Reports - Research Microsoft PowerPoint English This inquiry investigates what happened when second grade students taught their peers how to use Microsoft PowerPoint. The study specifically focused on second graders' behaviors when they worked in pairs situated around a computer to create autobiographical slide shows. The setting for this study was a public elementary school in a suburb outside of Philadelphia, Pennsylvania. There were not specific children selected for this study, but the students did range in ability, including learning support students and children in the gifted program. Findings showed that a user-friendly piece of software such as Microsoft PowerPoint is vital. The organization of the assignment coupled with clearly defined students' roles made this study additionally functional. The researcher found this study to be a useful activity with benefits to the tutors, the tutees, and the teacher. The study demonstrated that these second graders were able both to learn how to use PowerPoint and how to teach it to other students since everyone could learn and just about everyone could teach someone else. Two appendixes include a PowerPoint rubric for the Pupil Teacher and a student sample of a finished slideshow with nine sample slides in color. (Contains 17 references.) (Author) ED477758 An Analysis of Students' Interactions in Peer-Tutoring Situations. 2003-04-23 36 N/A 2004 2016-11-21

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No Business Entrepreneurship Information Industry Information Scientists Information Services Information Sources Marketing Organizational Development Reference Services Researchers Small Businesses Bates, Mary Ellen Guides - Non-Classroom Research Corporation English This handbook presents information for entrepreneurs on launching, managing, and growing an independent research firm. The book is organized into four sections. In the first section, "Getting Started," chapters include: (1) "What's an Independent Info Pro?"; (2) "A Day in the Life of an Independent Info Pro"; (3) "The Joys and Frustrations of Being an Independent Info Pro"; (4) "Are You a Potential Independent Info Pro?"; (5) "Understanding Your Competition"; (6) "Structuring Your Business"; (7) "Before You Launch"; (8) "Setting Up Your Business"; (9) "Software for Your Business"; and (10) "Work and the Rest of Your Life." Section Two, "Running the Business," includes chapters (11) "Managing Your Clients"; (12) "Money, Money, Money"; (13) "Setting Rates and Fees"; (14)"Subcontracting, or I'll Scratch Your Back if You Scratch Mine"; (15) "Ethics and Legalities"; (16) "Professional Development"; and (17) "Strategic Planning." Chapters in the third section, "Marketing," include: (18) "Marketing Do's and Don'ts"; (19) "Your Business Image"; (20) "Marketing on the Web"; (21) "Print Marketing"; (22) "Marketing by Writing and Speaking"; (23) "Starting the Word of Mouth"; and (24) "Public Relations." The final section, "Researching," includes (25) "The Reference Interview"; (26) "Thinking Like a Researcher"; (27) "Approaching Online Research"; (28) "Web Research 101"; (29) "Professional Online Services"; (30) "Specialized Online Services"; (31) "Telephone Research"; (32) "Public Records Research"; (33) "Library and Other Manual Research"; (34) "Deliverables"; and (35) "Other Services You Can Offer." Appendixes include: information on the Association of Independent Information Professionals; resources for staying up-to-date; Independent Info Pro tools and resources; and contact information for people quoted in this book. Includes an index. (AEF) ED477759 Building & Running a Successful Research Business: A Guide for the Independent Information Professional. 2003-00-00 ISBN-0-910965-62-5 463 Information Today, Inc., 143 Old Marlton Pike, Medford, NJ 08055 ($29.95). Tel: 609-654-6266; Fax: 609-654-4309; e-mail: custserv@infotoday.com; Web site: http://www.infotoday.com/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Development Educational Technology Instructional Design Instructional Development Nontraditional Education Online Systems Reisman, Sorel, Ed. Flores, John G., Ed. Edge, Denzil, Ed. Books Collected Works - General Learning Communities English This book provides information for researchers and practitioners on the current issues and best practices associated with electronic learning communities. Fourteen contributed chapters include: "Interactive Online Educational Experiences: E-volution of Graded Projects" (James Benjamin); "Hybrid Courses as Learning Communities" (Penelope Walters Swenson and Mark Evans); "Building Electronic Communities for Distance Learners: Beyond the Course Level" (David Brigham); "Faculty-Librarian Collaboration in Online Course Development" (Sharon M. Edge); "A Different Practice: Spanning the Digital Divide through Distance Learning" (Lisa Holstrom, John G. Bryan); "Preparing Faculty Members To Teach in the E-learning Environment" (Barbara Fennema); "Grow Your Own Course Management the Way You Want It" (Matthew E. Mooney); "Strategies For Teaching Thinking and Promoting Intellectual Development in Online Classes" (William Peirce); "Online Learning as an Improvement? The Case of Economic Principles" (Chiara Gratton-Lavoie, Denise Stanley); "Developing an Effective Online Orientation Course To Prepare Students for Success in a Web-based Learning Environment" (Maggie McVay Lynch); "Course Management as a Pedagogical Imperative" (Xiaoxing Han, Sally Dresdow, Robert Grail, Don Plunkett); "Exclusion in International Online Learning Communities" (S. Mavor, B. Trayner); "Yours, Theirs, Mine: Just Who Owns Those Distance Courses?" (John G. Bryan); and "Writing Winning Distance educational Teaching and Learning Grants" (Catherine S. Bolek, Ronald G. Forsythe). Includes an index. (AEF) ED477760 Electronic Learning Communities: Issues and Practices. 2003-00-00 ISBN-1-931576-96-3 Administrators Practitioners Researchers Students Teachers 565 Information Age Publishing, 80 Mason St., Greenwich, CT 06830 (hardcover: ISBN-1-931576-97-1, $65.25; paperback: ISBN-1-931576-96-3, $39.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com/. N/A 2004 2016-11-21

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Yes Agencies Computer Security Computer Uses in Education Educational Administration Educational Development Internet Standards World Wide Web Guides - Non-Classroom Reports - Descriptive Web Site Design National Forum on Education Statistics (ED/OERI), Washington, DC. English The purpose of this guidebook is to assist education agencies and organizations--which include state education agencies or state departments of education, school districts, and schools--in the development, maintenance, and standardization of effective Web sites. Also included is a detailed examination of the procedures necessary to provide adequate security for the Internet "node" (connection point) and the network that sends information from computer to computer in the education agency. The book opens with a discussion of the possible content for Web sites at various levels of the education environment. The first chapter emphasizes that the content is the first consideration when the agency decides it wants to build a Web site. Practical considerations necessary for the development and maintenance of a Web site are discussed in chapter 2, including the rationale for Web publishing standards and guidelines for Web site content. Chapter 3 discusses some policy issues to be addressed when considering federal, state, and local regulations. Chapter 4 explores issues that face an agency as it decides whether to develop and host a Web site internally or to outsource the process, and presents guidelines to assist in selecting qualified vendors for outsourcing as well as the hardware and software that will be needed. Chapter 5 describes the procurement process and outlines three approaches to developing bid requests: technical specifications, request for qualifications, and request for proposals. Chapter 6 sorts out the complexities of network security and addresses hardware, operating system, and software security protocols. The first five chapters are intended primarily for administrators, while the sixth chapter is written primarily for network administrators and others who are responsible for ensuring that the agency's data are secure and the equipment operational. Several appendixes provide definitions of and information on: the Internet, local area networks, connecting to the Internet, Internet addresses and domains; sample policies and procedures; World Wide Web Consortium Web Content Accessibility Guidelines; information on how a secure local area network receives a "packet" from the Internet; and references. A glossary is also provided. (Contains 23 references.) (AEF) ED477761 Weaving a Secure Web around Education: A Guide to Technology Standards and Security. 2003-04-00 Administrators Practitioners 96 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/ed/pubs.html. For full text: http://nces.ed.gov/pubs2003/2003381.pdf/. N/A 2004 2016-11-21 ED454299 ED485370 ED483079 ED493913

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Yes Educational Media Educational Practices Educational Research Educational Technology Elementary Secondary Education Foreign Countries Partnerships in Education Surveys Technology Education Buckingham, David Domaille, Kate Reports - Research Technology Role UNESCO Southampton Univ. (England). Centre for Language Education. English This paper presents a summary of some key findings from a UNESCO survey undertaken to assess the scale and reach of media education throughout the world. In June 2001, a questionnaire was sent to 72 experts on media education in 52 countries worldwide. These individuals, who included academics, policymakers and educational advisers, had been identified by means of a review of existing print and Web-based contact lists. By mid-October 2001, 45 replies had been received from a total of 38 countries, representing approximately a two-thirds rate of return by country. In addition, the authors undertook an extensive review of print and Web-based materials relating to media education. The questionnaire addressed three key areas: media education in schools (the extent, aims and conceptual basis of current provision; the nature of assessment; and the role of production by students); partnerships (the involvement of media industries and media regulators in media education; the role of informal youth groups; the provision of teacher education); and the development of media education (research and evaluation of media education provision; the main needs of educators; obstacles to future development; and the potential contribution of UNESCO). On the basis of the analysis, this paper begins by offering some very broad generalizations about the overall state of development of media education. This is followed by a discussion of some of the more specific issues addressed in the questionnaire survey, and by a summary of the respondents' recommendations for future action in the field. (Contains 40 references.) (AEF) ED477762 Where Are We Going and How Can We Get There? General Findings from the UNESCO Youth Media Education Survey, 2001. Occasional Paper. 2002-12-00 21 Centre for Language in Education, c/o Research & Graduate School of Education, University of Southampton, Southampton, UK SO17 1BJ. For full text: http://www.ccsonline.org.uk/mediacentre/Research_Projects/unesco_survey.html/. N/A 2004 2016-11-21

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Yes Focus Groups Foreign Countries Internet Library Personnel Library Services Questionnaires School Libraries Secondary Education Secondary School Students Student Attitudes Student Surveys Use Studies Kershaw, Kathryn Lee Dissertations/Theses - Masters Theses Reports - Research Tests/Questionnaires New Zealand (Christchurch) New Zealand English Although there is a library in every secondary school in New Zealand, very little is known about the variables that affect the student use and perceptions of the library. This research combines questionnaires and focus groups involving Year 12 and 13 students to give a picture of school library use in Christchurch. Students were asked about where they went for information for the last school assignment, use of the school library, and perceptions of library staff. Results indicate that nearly all students use the library, over half find library staff approachable, and 60 percent used the school library for their last school assignment. The Internet was used by a large proportion of students as an information source. Two variables that affected school library use were the perception that the school library had relevant resources, and usually finding what was needed in the school library. Students who used the school library for their last school assignment were found to make more use of all other information sources than students who did not use the school libraries. Appendices include a copy of the school library questionnaire, letter of introduction to the school principal, school principal consent form, student permission slip, focus group questions, and school demographics questionnaire. (Contains 65 references, 6 graphs, and 4 tables.) (Author/MES) ED477763 Student Use of the Secondary School Library. 2001-11-00 56 N/A 2004 2016-11-21

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Yes Adolescent Literature Adolescents Library Planning Library Services Public Libraries Reading Programs Secondary School Students State Programs Summer Programs Guides - Non-Classroom Alabama Alabama Alabama Public Library Service, Montgomery. English This manual is designed to assist public libraries in Alabama with setting up "Tsunami Summer!," a summer program for young adults, i.e., students in grades 6 through 12. The manual contains the following sections: (1) Publicity and Promotion; (2) Working with Schools; (3) Involving the Students, including teen volunteers, teen advisory councils, and junior friends groups; (4) Program Ideas--themes include "Extreme Water Sports,""Survival on the Water,""Sailing Away,""Deserted Islands,""Underwater Worlds,""Famous Sailing Stories,""Cruising on the Water," and "Fantasy Islands"; (5) Displays, including bulletin boards, books and materials, display cases, and large displays; (6) Bibliography; (7) Webography; (8) Movies, Music, and More; (9) Programming Sources; (10) Clip Art; (11) Key to Games; and (12) Bookmark, i.e., a sample bookmark that can be copied onto card stock for distribution. (MES) ED477764 Tsunami Summer! 2003 Young Adult Summer Library Program. 2003-00-00 Media Staff Practitioners 45 For full text: http://www.apls.state.al.us/webpages/services/Childrens/Slp/2003/YAManual2003.pdf/. N/A 2004 2016-11-21

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Yes Federal Legislation Federal Programs Hearings Libraries Library Funding Library Services Museums Legal/Legislative/Regulatory Materials Congress 107th Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English The purpose of this hearing was to learn about the activities and initiatives currently funded under the Museum and Library Services Act and to examine issues pertinent to its reauthorization. This report contains statements by the following: (1) Chairman Pete Hoekstra, Subcommittee on Select Education, Committee on Education and the Workforce, U.S. House of Representatives; (2) Ranking Member Tim Roemer, Subcommittee on Select Education, Committee on Education and the Workforce, U.S. House of Representatives; (3) Robert S. Martin, Director, Institute of Museum and Library Services (District of Columbia); (4) Steven K. Hamp, President and CEO, Henry Ford Museum and Greenfield Village (Michigan); (5) Linda Yoder, Director, Nappanee Public Library (Indiana); and (6) Lucille C. Thomas, Vice President, Board of Trustees, Brooklyn Public Library (New York). (MES) ED477765 Equipping Museums and Libraries for the 21st Century. Hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce. House of Representatives, One Hundred Seventh Congress, Second Session. 2002-02-00 84 Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://bookstore.gop.gov/. For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=107_house_hearings&docid=f:81193.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Federal Aid Federal Programs Library Funding Library Planning Library Services Public Libraries State Libraries User Needs (Information) Users (Information) Reports - Descriptive Alabama Public Library Service Library Services and Technology Act 1996 Library Services and Technology Act 1996 Alabama Public Library Service, Montgomery. English This document presents the LSTA (Library Services and Technology Act) 2002-2007 plan of the Alabama Public Library Service (APLS). The first section presents the Mission Statement of APLS and lists ways that APLS will meet its mission using federal funds provided by LSTA. The second section: lists the high-priority needs of Alabamians who lack access to library and information resources and services; explains the method, data, and prioritization criteria used to determine them; describes existing conditions and circumstances that cause equitable access to be lacking or insufficient; identifies solutions; and explains potential benefits for library users. The third section describes the goals, programs (activities), and evaluation plan developed to meet the following high-priority needs: (1) juvenile reading enhancement; (2) services to non-English speaking persons; (3) equal access and more access to information and library materials; (4) training of library staff, trustees, and library users; (5) services for underserved rural and urban library users; and (6) services to the disabled. The fourth section describes the procedures that will be used to involve libraries and library users in policy decisions regarding the development, implementation, and evaluation of the state plan. The fifth section describes the channels that will be used to communicate to the stakeholders the content of the state plan and any results, products, processes, or benefits. The sixth section addresses monitoring of grants and APLS projects. (MES) ED477766 The Alabama Public Library Service Library Services and Technology Act Five-Year Plan, October 1, 2002-September 30, 2007. 2002-00-00 27 For full text: http://www.apls.state.al.us/webpages/services/LSTA/LSTA5Yrplan.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Internet Library Services Library Surveys Poverty Public Libraries Questionnaires Rural Areas Socioeconomic Status Suburban Environment Tables (Data) Training Urban Areas Bertot, John Carlo McClure, Charles R. Numerical/Quantitative Data Reports - Research Tests/Questionnaires Access to Technology Connectivity Florida State Univ., Tallahassee. Information Use Management and Policy Inst. English This study updated statistics about public library outlet and system Internet connectivity and network services using the 1997 public library dataset produced by the National Center for Education Statistics through the Federal-State Cooperative System. Using geographic information system-based techniques, a research team at the Florida State University geocoded 16.004 public library outlets in terms of their poverty (defined as less than 20%, 20%-40%, and greater than 40%) and metropolitan status (urban, suburban, and rural). From the 16,004 geocoded outlets, the consultants drew a sample of 1,500 outlets in proportion to their percentage in poverty and metropolitan status categories. Data collection occurred via a Web-based survey. Sixteen tables present survey findings in the following areas: (1) connectivity and public access; (2) Internet services provision and implementation; (3) public library system funding; (4) digital reference services; and (5) training services. The report concludes with a summary of findings and recommendations. A copy of the online survey form is appended. (MES) ED477767 Public Libraries and the Internet, 2002: Internet Connectivity and Networked Services. 2002-12-00 Institute of Museum and Library Services, Washington, DC. 29 For full text: http://www.ii.fsu.edu/Projects/2002pli/2002.plinternet.study.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Federal Aid Federal Programs Library Funding Library Planning Library Services Public Libraries State Libraries User Needs (Information) Users (Information) Starr, Kevin Reports - Descriptive Access to Technology California State Library Library Services and Technology Act 1996 Library Services and Technology Act 1996 California State Library, Sacramento. English This document presents the 2002-2007 California statewide plan for use of LSTA (Library Services & Technology Act) funds. The first section provides an overview of the planning process, including environmental scan, needs assessment, involvement of stakeholders, other factors, and the monitoring plan. The second section presents the California State Library mission statement and its mission for the LSTA program. The third section identifies the following priority needs and lists sample solutions: (1) Californians need more access to quality education throughout their lives so that they can achieve their own life goals and be productive members of society; (2) Californians need better availability and understanding of technology systems and electronic resources to fulfill their need to learn from all types of library services and resources; (3) Californians, wherever they live, need library services and staff that are responsive to their diverse needs; (4) Californians with disabilities need full access to library services and materials through libraries of any type; and (5) the rapidly changing demographics of Californians require that California libraries continually review and revise their services to maintain their relevance. The fourth section outlines LSTA purposes. The fifth section describes five goals for LSTA, relating to the identified needs; LSTA purposes addressed, evaluation plan, and program portfolio are summarized for each goal. Contains a glossary. (MES) ED477768 California Statewide Plan for Use of Library Services & Technology Act Funds, 2002/03-2006/07. 2002-07-00 23 For full text: http://www.library.ca.gov/assets/acrobat/STATE_PLAN_02-07.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Federal Aid Information Networks Information Technology Library Development Library Funding Library Services User Needs (Information) Users (Information) Will, Barbara Reports - Evaluative California Library Services and Technology Act 1996 California Library Services and Technology Act 1996 California State Library, Sacramento. English This report describes the impact of Library Services and Technology Act (LSTA) funding in California for 1997-2002 on Californians of all ages as served by their libraries of all types. The first section summarizes the results in achieving the following goals and their related objectives: (1) free and convenient access to learning and information resources through libraries of all types for individuals of all ages; (2) library services available in all parts of the state that provide all users access, through state, regional, national, and international electronic networks, to information resources they require to meet their diverse, changing, and expanding educational, economic, knowledge, social, cultural, recreational, and life fulfillment needs; (3) development and implementation of the necessary electronic and resource-sharing linkages among and between libraries to support California's multitype library network development; and (4) promotion and enhancement of targeted library services to people of diverse geographic, cultural, and socioeconomic backgrounds, to individuals with disabilities, and to people with limited functional literacy or information skills. The second section contains in-depth evaluations of 5 projects funded under LSTA during 1997-2002. The third section outlines the areas where more progress needs to be made and where processes can be improved. The fourth section provides a summary of the evaluation process. (MES) ED477769 Evaluation of Use of Library Services and Technology Act Funding in California, 1997/98-2001/02. 2002-04-00 66 For full text: http://www.library.ca.gov/assets/acrobat/ Evaluation_Report_LSTA_5_YR_PLAN_bw_4.10.02.pdf/. N/A 2004 2016-11-21

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No Academic Libraries Access to Information Copyrights Higher Education Library Administration Library Associations Library Role Library Services Newsletters Research Libraries Barrett, G. Jaia, Ed. Collected Works - Serials Association of Research Libraries ISSN-1050-6098 Association of Research Libraries, Washington, DC. English This document consists of seven issues of the ARL (Association of Research Libraries) Newsletter, covering February 2002 through December 2002. Most issues include some or all of the following sections: "Current Issues"; "Leadership and Management"; "New Measures Initiative"; "Statistics and Measurement"; "Access Services"; "Diversity"; "Federal Relations"; "Preservation"; reports from the Office of Scholarly Communications; "ARL Activities"; and a calendar of events. Topics covered include: promoting open access--developing new strategies for managing copyright and intellectual property; recruiting, retaining, and developing new librarians; designing library space; the case for institutional repositories; copyright term extension challenged, mass deacidification and the University of Michigan, and accelerating the open sharing of knowledge; and collections and access for the 21st-century scholar--changing roles of research libraries. (MES) ED477770 ARL: A Bimonthly Report on Research Library Issues and Actions from ARL, CNI, and SPARC, 2002. ARL n220-225 Feb-Dec 2002 2002-00-00 102 Association of Research Libraries, 21 Dupont Circle, Washington, DC 20036 (ARL members annual subscription, $25; nonmembers annual subscription, $50). Tel: 202-296-2296; Fax: 202-872-0884; Web site: http://www.arl.org/newsltr/. For full text: http://www.arl.org/newsltr/2002.html/. N/A 2004 2016-11-21

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Yes Access to Information Federal Aid Grants Information Technology Library Funding Library Planning Library Services State Libraries Statewide Planning Johnson, Debra Wilcox Reports - Evaluative Library Services and Technology Act 1996 Illinois Illinois Library Services and Technology Act 1996 Illinois State Library, Springfield. English This report evaluates whether the Illinois State Library LSTA (Library Services and Technology Act) grant offerings reflect the priorities established in the 5-year plan and help to meet the needs of local libraries. The first section provides a picture of LSTA in Illinois, including LSTA offerings in several categories, the distribution of grants to various types of libraries, and grant awards under each of the goals for the 5-year period of LSTA. The second section reviews the major grants funded in the areas of technology, young adult, and collection. The third section discusses the impact of youth services and training grants. The fourth section outlines the Educate and Automate grant program to illustrate why the Illinois State Library may have used a smaller percentage of LSTA funds for technology than other states. The fifth section describes "Lighting the Fire," a new program to enhance the creativity of grants developed from the field and to explore new ways to improve the grant-making process in Illinois. Several recommendations are offered. (MES) ED477771 Illinois State Library Evaluation of Library Services and Technology Act Funds, FY 1998-FY 2002. 2002-00-00 108 For full text: http://www.cyberdriveillinois.com/library/isl/LSTAEvaluation.doc/. N/A 2004 2016-11-21

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No City Government Information Management Information Technology Public Agencies State Government Reference Materials - Directories/Catalogs Information Infrastructure New York New York New York State Forum for Information Resource Management. English This directory compiles state and local information about New York State IT (Information Technology) organizations, their leadership, and staff, in order to facilitate communications that can leverage the experiences of others and better enable pursuance of collaborative efforts to improve the return on the public's investment in New York's information management infrastructure and operations. As an initial effort, it does not represent all of New York's government IT organizations. Particular emphasis was placed on collecting information at the state and county levels, where experience and scale might be of value to other seeking solutions. The directory is organized into sections for state, county, and municipality organizations. Each entry includes address, phone/fax numbers, Web site, staff size, and individual department contact names, e-mail addresses, and phone numbers. (MES) ED477772 Managing Information in New York State: A Directory. 2003-02-00 108 New York State Forum for Information Resource Management, Rockefeller Institute of Government, 411 State St., Albany, NY 12203 ($100). Tel: 518-443-5001; Fax: 518-443-5006; e-mail: info@nysfirm.org; Web site: http://www.nysfirm.org. N/A 2004 2016-11-21

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Yes Academic Advising Ancillary School Services Community Colleges Computer Mediated Communication Computer Uses in Education Educational Counseling Internet Two Year Colleges World Wide Web Guides - Non-Classroom North Carolina North Carolina North Carolina Community Coll. System, Raleigh. English This handbook is intended to assist North Carolina community colleges in enhancing their online counseling services. Based on reviews of 58 community colleges in North Carolina, along with several state, national, and university web sites, and the collective efforts of a statewide committee, this handbook offers: (1) General tips for improving effective online counseling services; (2) Descriptions and examples of effective online counseling services; (3) Useful questions to ask in designing effective online counseling services; and (4) A resource guide with links to: career information, college connections, counseling sites, financial aid/scholarships, North Carolina community college resources, professional organizations, special needs students, testing, and other links. The authors argue that in the rush to provide online instruction, online counseling services have been neglected. The document offers tips for improving online counseling services, including the following: (1) feature online counseling services prominently; (2) be consistent in design and keep the page simple but informative; (3) ensure that communications are clear and detailed; (4) respond to requests for services within 24-48 hours if possible; (5) create links to and from other relevant pages; (6) maintain a focus upon students' needs; (7) list counselors available; (8) make pages accessible to users with disabilities; and (9) maintain an awareness of security issues. (Contains a listing of 54 online resources.) (NB) ED477773 Counseling Services Resource Guide: An Internet Guide for the North Carolina Community College Counselor To Assist Virtual Learning Students. 2002-00-00 Counselors Practitioners 18 N/A 2004 2016-11-21

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No Foreign Countries Foreign Policy Global Approach Higher Education Research Opinion Papers Canada Canada Association of Universities and Colleges of Canada, Ottawa (Ontario). English This brief examines a number of key questions and issues raised in the dialogue paper on foreign policy. It makes the case for a rebalancing of Canadian foreign policy priorities in favor of an approach that puts greater emphasis on projecting Canadian values and culture abroad, and more particularly, on how the "globalization of higher education and research" can support broader foreign policy objectives. The brief also outlines how Canadian university students and faculty are critical change agents with untapped potential for serving Canadian foreign policy interests. It also provides several recommendations for how Canada could better seize the opportunities inherent in the globalization of higher education and research to promote Canadian prosperity and security in a strategic and sustainable fashion. (Contains 13 footnotes.) (SLD) ED477774 Canadian Excellence in and for the World: How the Globalization of Higher Education and Research Contributes to Canada's Foreign Policy. 2003-05-01 Department of Foreign Affairs and International Trade, Ottawa (Ontario). 11 N/A 2004 2016-11-21

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No Foreign Countries Higher Education International Trade Universities Reports - Descriptive Canada General Agreement on Trade in Services Canada General Agreement on Trade in Services Association of Universities and Colleges of Canada, Ottawa (Ontario). English This paper presents an overview of the General Agreement on Trade in Services (GATS) trade agreement, Canada's current negotiating position, and implications for higher education in Canada related to the GATS. The first section highlights the key contributions that Canada's higher education system currently makes to national economic, social, and cultural development. The second section examines the three major forces shaping global trade in education services. The third section provides background information on the GATS and explains the key elements of this complex agreement. The fourth section addresses the status of the negotiating process and key issues related to Canada's position on education services. The fifth section highlights some areas of concern with respect to the potential impact of the GATS on higher education in Canada, and outlines some possible scenarios and outcomes for Canadian universities. The final section looks at how commitments in other service sectors such as research and development services, professional services, and computer and related services could have implications for Canadian universities. This discussion on higher education and the GATS takes both short-term and long-term perspectives with respect to the impact of GATS on Canadian higher education. (Contains 47 footnotes.) (SLD) ED477775 The GATS and Higher Education in Canada: An Update on Canada's Position and Implications for Canadian Universities. 2003-05-00 22 N/A 2004 2016-11-21

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Yes Budgets Financial Support Futures (of Society) Higher Education Private Colleges Retrenchment State Programs Reports - Research New Jersey New Jersey Association of Independent Colleges and Universities in New Jersey, Summit. English In 1987, the first Commission on the Future of Independent Higher Education charted a path for independent colleges and universities in New Jersey. Many changes have taken place in New Jersey higher education in the 15 years since this "Boyer" report was issued, and in 2000, a new Commission was formed to review progress since the 1987 report. In 1987, the Boyer Report identified five major challenges facing the State of New Jersey and its independent colleges and universities. Commission findings show that considerable progress has been made toward resolving these challenges over the intervening 15 years. Independent colleges and universities make an important, even irreplaceable, contribution to New Jersey's higher education system. The state has recognized this contribution in the past with financial support, but current fiscal constraints suggest that without a sustained level of adequate support New Jersey's independent colleges and universities are in danger of becoming an underutilized, less effective educator of young people. The Commission has identified three new challenges for independent colleges and universities in the future: (1) preparing to educate thousands of new students; (2) educating an increasingly diverse student population effectively; and (3) determining whether funding will be adequate to serve all New Jersey residents who have the interest and potential to learn regardless of economic circumstances. The report outlines an agenda to address these contemporary challenges. (SLD) ED477776 Serving a Public Purpose: A Report by the Commission on the Future of Independent Higher Education in New Jersey. 2002-05-00 Fund for New Jersey, East Orange. Sallie Mae, Reston, VA. Foundation for Independent Higher Education. 19 N/A 2004 2016-11-21

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Yes Academic Persistence Access to Education Blacks Data Analysis Data Collection Higher Education Males School Holding Power Reports - Research African Americans University System of Georgia Georgia Univ. System, Atlanta. Board of Regents. English The Retention Issues Subcommittee of the Task Force on Enhancing Access for African American Males of the University System of Georgia (USG) was charged with the identification of barriers to the successful retention of African American males within the USG and finding successful programs aimed at addressing these problems. A number of barriers were identified, some of which were related to socioeconomic status. Others were related to student expectations, and many were related to college preparation for African American males. Some barriers to retention were related to faculty involvement and lack of institutional commitment. To address these barriers, the Subcommittee made 11 recommendations. These begin with better data collection and analysis and include specific advice for the USG, including the establishment of a System-level office for student retention. An appendix describes programs targeting African American males at some USG institutions. (SLD) ED477777 Report of the Retention Issues Subcommittee. The University System of Georgia's Task Force on Enhancing Access for African-American Males. 2002-00-00 15 For full text: http://www.usg.edu/aami/Retention_Issues_Subcommittee.pdf. N/A 2004 2016-11-21

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Yes Access to Education Blacks College Preparation Educational Attainment Enrollment Higher Education Males Student Participation Reports - Evaluative African Americans University System of Georgia Georgia Univ. System, Atlanta. Board of Regents. English In 2000, the University System of Georgia (USG) verified that USG institutions enrolled a low percentage of African American males in comparison with the percentage of African American males in the state's population. In 2001, the USG developed a special funding initiative to conduct a study of barriers to the participation of African American males in the USG. This report is the end product of the effort, which had four key elements: (1) forming a task force divided into six study teams that examined issues related to the low participation of African American males in the USG; (2) hiring an external consulting team to identify barriers to participation in the USG by African American males through an extensive interview study; (3) funding six strategic pilot initiatives on USG campuses to create or expand programs for African American males; and (4) developing a marketing plan and collaterals to raise the college aspirations and expand the enrollment of African American males in the USG. The report contains a synopsis of all these activities and presents final recommendations from the USG African American Male Initiative. These 15 recommendations center on increasing access and improving retention for African American male students. (SLD) ED477778 Summary and Final Recommendations of the University System of Georgia's African-American Male Initiative. 2003-05-21 14 For full text: http://www.usg.edu/aami/Summary_and_Final_Recommendations.pdf. N/A 2004 2016-11-21

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Yes Access to Education Blacks College Preparation Educational Attainment Enrollment Higher Education Males Outcomes of Education Reports - Research African Americans University System of Georgia Georgia Univ. System, Atlanta. Board of Regents. English This report seeks to lay the foundation for future research in Georgia on educational outcomes for African American males, particularly as related to access to the University System of Georgia. After a review of general barriers to college enrollment and completion for African American males, the report outlines baseline data about the participation of African American males in higher education in Georgia. This information should help set the agenda for next steps to take in research at the system and institutional levels, and it should drive discussion of the policies that impact college access for African American males. The population of Georgia grew by 26% between 1990 and 2000, and the state's African American population increased by 35% in this period. In the age group generally enrolled in college, between 18 and 24, there were 130,000 black males and 138,000 black females in Georgia. The enrollment of black males in high school in Georgia declines each year; by 12th grade, the black male segment of the high school population is only 47% of what it was in grade 9. Data show that African American males, when compared to other race and gender cohorts, are not as well prepared to enter college. In the class of 1997, African American males entered college at the rate of 22%, compared to 29% of African American females, 50% of white females, and 46% of white males. Few African American males enroll at delayed time points; few are "nontraditional" students. African American males are retained in college at 69% after 1 year, while white males are retained at 73%. Considering the significant differences in preparation for college, the differences in retention rates are small. The number of bachelor's degrees awarded African American males in Georgia has increased, although not as much as for women, but enrollments in graduate and professional schools remained low. Of concern also are statistics about the involvement of African American males in the correctional system. Some suggestions are offered for actions the University System of Georgia can take to improve access and retention for African American males. (Contains 11 charts and 17 footnotes.) (SLD) ED477779 Report of the Research and Policy Analysis Subcommittee. The University System of Georgia's Task Force on Enhancing Access for African-American Males. 2002-00-00 21 For full text: http://www.usg.edu/aami/Research_and_Policy_Analysis_Subcommittee.pdf. N/A 2004 2016-11-21

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Yes Blacks College Preparation Cooperative Programs Males Partnerships in Education State Programs Reports - Descriptive African Americans University System of Georgia Georgia Univ. System, Atlanta. Board of Regents. English This report presents, in outline form, an overview of the purpose and activities of the Partnership Opportunities Subcommittee of the Task Force for Enhancing Access for African American Males of the University System of Georgia. The Subcommittee is charged with identifying a wide array of educational, civic, and business organizations to serve as partners in this initiative and developing formal partnerships and linkages with these organizations. To identify potential partner organizations, the Subcommittee looked at national programs, including "Gear-UP" of the U.S. Department of Education, the TRIP program, and National Science Foundation programs. State programs were also studied, as were nonprofit-based initiatives and programs of private corporations and foundations. Four programs that were identified as providing "best practices" in African American male initiatives were: (1) the African American Male Leadership Academy at Kansas University; (2) the College Success Prep Program of the University of Maryland; (3) "Call Me MISTER" at Clemson University and three historically black colleges; and the COACH College Program at Harvard University. Recommendations are made for ways to identify what will work best for the University System of Georgia. Contact information is provided for the programs described. (SLD) ED477780 Report of the Partnership Opportunities Subcommittee. The University System of Georgia's Task Force on Enhancing Access for African-American Males. 2003-00-00 17 For full text: http://www.usg.edu/aami/Partnership_Opportunities_Subcommittee.pdf. N/A 2004 2016-11-21

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Yes Access to Education Blacks High School Students High Schools Higher Education Males Student Attitudes Student Surveys Reports - Research Tests/Questionnaires University System of Georgia African Americans Georgia Univ. System, Atlanta. Board of Regents. English The African-American Male Initiative, a task force of the University System of Georgia (USG) Board of Regents, commissioned a statewide study to explore African American males' attitudes toward college in general and the USG in particular. Designed and conducted by external consulting firms, the study drew on discussions in focus groups and with individuals and a telephone survey of 750 individuals. The research was conducted among several distinct populations of young African American males at or near eight USG institutions. The findings offer clear evidence that many African American males perceive significant barriers to going to college, and these barriers, perceptual, academic, and socioeconomic, began to appear early in their lives. The barriers range from obvious concerns such as poor grades and low Scholastic Assessment Test scores to far more subtle findings about peer pressure, parental and societal expectations, fear of failure, and worries abut money and going into debt to obtain what is, in many participants' views, a credential of dubious value in their immediate sphere. As for barriers to attending USG institutions in particular, respondents offered pithy criticisms of existing recruitment efforts and in general expressed little knowledge about or sense of connection with USG institutions even in their own communities. Appendixes contain tables, the moderator's guides, and the research instruments. (Contains 10 tables.) (SLD) ED477781 External Research Report on Attitudes and Barriers Impacting the Participation of African-American Males in the University System of Georgia. The University System of Georgia's African-American Male Initiative. 2002-00-00 95 For full text: http://www.usg.edu/aami/External_Research_Report_and_Appendices.pdf. N/A 2004 2016-11-21

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Yes Economic Development Educational Cooperation Educational Environment Health Higher Education Partnerships in Education State Programs State Universities Reports - Descriptive Iowa State Board of Regents Iowa State Board of Regents, Des Moines. English The missions and strategic plans of Iowa's Regent universities are structured to provide high-quality education, research, and outreach services throughout the state. Numerous partnerships and cooperative efforts have evolved to benefit the work of the universities and the needs of Iowans. This book provides an overview of some of these partnerships and cooperative efforts. These liaisons and the programs, organizations, and events they represent are referred to as "services." This is not a comprehensive list of all such services, but it is a reference tool for locating services for a particular industry, audience, or issue. The guide is organized into these sections: (1) Economic Development; (2) Education; (3) Environment; and (4) Health. A table of contents, an index, labeling by service type, identification of target audience, designation of partners, and Web site references where possible are provided. Appendix A describes the Iowa Board of Regents. (SLD) ED477782 Regent University Partnerships and Cooperative Relationships. 2001-02-00 118 For full text: http://www2.state.ia.us/regents/Publications/bklt.pdf. N/A 2004 2016-11-21

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Yes Costs Educational Finance Educational Planning Enrollment Expenditures Financial Support Foreign Countries Higher Education Income International Education Statistical Data Tables (Data) Universities Numerical/Quantitative Data Canada Ontario University System Canada ISSN-0823-5872 Council of Ontario Universities, Toronto. English This compendium presents data about aspects of the Ontario University System, Canada. It is a companion to the "Financial Report of Ontario Universities," the annual series of volumes prepared under the auspices of the Council of Financial OfficersUniversities of Ontario (COFO-UO). The Compendium contains supplementary information on Ontario universities that helps put the COFO-UO financial data in context and facilitates the interpretation of the financial reports. Emphasis has been placed on data that may have a significant bearing on various components of institutional revenue and expenditures. A broad spectrum of data are presented in this report: intake of first year students, full- and part-time enrollment, degrees awarded, university physical space, library collections, residence accommodation, and selected financial information. These data provide a perspective that enables the reader to recognize the differences in Ontario universities. The COFO-UO financial reports are prepared from submissions by each of the provincially assisted universities and federated and affiliated colleges in Ontario. The sections are: (1) Socio-Economic Statistics of Ontario; (2) Higher Education Statistics of Ontario; (3) Enrollment, Applications, and Degrees at Ontario Universities; (4) University Statistics; (5) Financial Statistics; (6) Financial Information for All Universities and Federated and Affiliated Colleges (on a Consolidated Basis); (7) Financial Information for All Universities and Federated and Affiliated Colleges 1997-98 to 2001-02 (on a Consolidated Basis); and (8) Total Revenue and Expense Statements for Each University and Its Federated and Affiliated Colleges 2001-02 (on a Consolidated Basis). (Contains 16 figures and 58 tables.) (SLD) ED477783 Compendium of Statistical and Financial Information: Ontario Universities, 2001-02. 2003-05-00 ISBN-0-88799-378-8 111 For full text: http://www.cou.on.ca/publications/briefs_reports/ Compendium2001_2002/Compendium2001_2002.htm. N/A 2004 2016-11-21

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Yes At Risk Persons Child Abuse Child Neglect Child Welfare Death Family Support Urban Areas Welfare Services Gotbaum, Betsy Reports - Evaluative Case Management Child Protective Services New York (New York) New York (New York) Public Advocate for the City of New York, NY. English In this report, the Child Welfare Project (CWP) of the Office of the Public Advocate examines New York City's child welfare social services infrastructure and the family court. It is based on child fatality reports for the year 2000 submitted to the Office of the Public Advocate by the New York State Office of Children and Family Services; child welfare cases handled by CWP staff from January 1 through September 30, 2002; interviews with service providers, advocates, and parents; and reviews of reports, meetings, and conferences. Since early 1995, the CWP has helped more than 5,000 families and children in New York City's child welfare system. The project's mission is to ensure that families involved in the city's child welfare system are treated fairly, know their rights and responsibilities, and receive the services to which they are entitled. CWP engages in a wide range of activities, investigating complaints and promoting system reform through collaborative projects and education. The report concludes that the child welfare system is so overburdened that there are long delays in resolving cases and finding permanent homes for children. In some cases, the physical and emotional well-being of children is compromised. The report examines the social services infrastructure and the family court to analyze how the culture of the system--and its adversarial, one-size-fits-all approach--can work against the goals of protecting children and strengthening families. (Contains 107 footnotes.) (Author/SM) ED477784 Families at Risk: A Report on New York City's Child Welfare Services. 2002-12-09 45 New York City Office of the Public Advocate, 1 Centre Street, 15th Floor, New York, NY 10007. Tel: 212-669-7200; Fax: 212-669-4091; Web site: http://pubadvocate.nyc.gov. N/A 2004 2016-11-21

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Yes Boards of Education Educational Change Educational Improvement Educational Quality Elementary Secondary Education Governance Instructional Leadership Politics of Education Public Schools Superintendents Teamwork Urban Schools Usdan, Michael D. Cronin, Joseph M. Reports - Descriptive Speeches/Meeting Papers English This paper discusses the 21st century urban school superintendency, noting new challenges for urban superintendents. Currently, schools are much larger, media coverage is extensive, racial minorities settle most often in the city, and cities cope with vast social problems. School boards have an enormous effect on the success or failure of superintendents. The composition of school boards in many cities has changed significantly. In most urban districts, school boards are more diverse and representative of changed demographics. The old corporate paradigm of school board service is no longer operable in most urban school systems. One of the advantages of the earlier trusteeship boards was their interlocking political and economic connection with the city's power structure. Efforts were made to reconnect schools with the aforementioned power brokers with mixed success. A new politics of education preempted traditional school leadership, with business and political leaders increasingly pushing for standards and accountability measures. A new leadership model evolved with stronger mayoral involvement and employment of noneducators as superintendents. Urban school superintendents were held responsible for improving education. Cities are now rethinking the urban superintendency. Strategies used to improve urban school governance include increasing mayoral involvement; altering the selection and composition of school boards; appointing nontraditional superintendents; increasing involvement of business leaders; and creating new teaming arrangements. (SM) ED477785 Rethinking the Urban School Superintendency: Nontraditional Leaders and New Models of Leadership. 2003-04-00 19 N/A 2004 8/19/2004 21:50:18 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Academic Achievement Achievement Gains Elementary Secondary Education Family Involvement Parent Participation Private Schools Public Education School Choice Selective Admission Urban Schools Weinles, Dan Reports - Research Speeches/Meeting Papers Self Selection (Reading) English Educational choice has been found to result in greater satisfaction across schools by social class, race, and prior achievement. However, few studies have attempted to examine stratification effects across choice and non-choice schools by family educational involvement (FEI). Utilizing survey data from the base year of the National Education Longitudinal Study: 1988, the present study sought to investigate first, how FEI is related to the likelihood of attending a school of choice, and second, how FEI is related to the likelihood of attending a choice school of greater admissions selectivity. Finally, the study sought to determine the degree to which school selectivity influences educational achievement, net the effects of FEI. Findings suggest that direct parental involvement in school exerts an independent positive effect on the likelihood of attending a school of choice. Only parental educational expectations, however, were independently and positively associated with attending a school of higher admissions selectivity within the choice sector. Finally, FEI was found to moderate the positive relationship between school admissions selectivity and student achievement, though the relationship remained statistically significant. (Contains 49 references.) (Author/SM) ED477786 Self-Selection and Student Achievement in Urban Schools: Examining the Role of Family Educational Involvement. 2003-04-00 47 N/A 2004 2016-11-21

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No Elementary Secondary Education Equal Education Public Schools Racial Segregation School Choice School Desegregation School Segregation Socioeconomic Status Books Collected Works - General Century Foundation, New York, NY. English This collection of papers focuses on how to overcome challenges related to economic and racial school segregation through public school choice. The first section presents "Report of the Task Force" (the importance of school integration, overcoming challenges to integration, and case studies in integration). It also includes additional comments by Lowell Weicker, John Degnan, and James Ryan. The collection of background papers look at the following issues: "Trends in School Segregation" (David Rusk); "Estimating the Impact of Economic Integration of Schools on Racial Integration" (Duncan Chaplin); "La Crosse: One School District's Drive to Create Socioeconomic Balance" (Richard Mial); "Wake County Schools: A Question of Balance" (Todd Silberman); "Controlled Choice in Cambridge, Massachusetts" (Edward B. Fiske); and "St. Louis: Desegregation and School Choice in the Land of Dred Scott" (William H. Freivogel). (Papers contain endnotes and the book contains an index.) (SM) ED477787 Divided We Fail: Coming Together through Public School Choice. The Report of the Century Foundation Task Force on the Common School. 2002-00-00 Spencer Foundation, Chicago, IL. ISBN-0-87078-476-5 250 Century Foundation Press, 41 East 20th Street, New York, NY 10021 ($14.95) Tel: 800-552-5450 (Toll-Free); Web site: http://www.tcf.org. N/A 2004 8/19/2004 21:50:21 RIEFEB2004

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No Black Students Court Role Culturally Relevant Education Educational Change Elementary Secondary Education Federal Government Financial Support Government Role Graduation Inclusive Schools Inner City Learning Disabilities Outcomes of Education Parent Empowerment Poverty Racial Discrimination Reading Research Scholarships School Choice School Community Relationship School Desegregation State Aid Urban Schools Miron, Louis F., Ed. St. John, Edward P., Ed. Books Collected Works - General Chicago Public Schools IL Detroit Public Schools MI Indiana Reform Efforts Indiana English This collection of papers analyzes various urban school reform strategies. There are 13 chapters in five parts. After "Introduction: Rethinking Urban School Reform" (Louis F. Miron and Edward P. St. John), Part 1, "The Courts and Urban Schools," contains (1) "School Desegregation is Over in the Inner Cities: What Do We Do Now?" (Richard Fossey) and (2) "The Need for Issues-Driven School Funding Reform in Urban Schools" (Neil Theobald). Part 2, "Government Initiated, External Reforms," includes (3) "Federal Title I as a Reform Strategy in Urban Schools" (Kenneth K. Wong); (4) "Inclusive Education in High Stakes, High Poverty Environments: The Case of Students with Learning Disabilities in Indiana's Urban Schools and the Graduation Qualifying Examination" (Genevieve Manset and Sandra Washburn); and (5) "Race, Restructuring, and Educational Reform: The Mayoral Takeover of the Detroit Public Schools" (Barry M. Franklin). Part 3, "Independently Adopted Research-Based Reforms," includes (6) "Research-Based Reading Reform: The Impact of State-Funded Interventions on Educational Outcomes in Urban Elementary Schools" (Edward P. St. John, Genevieve Manset, Choo-Geun Chung, Ada B. Simmons, Glenda Droogsma Musoba, Kim Manoil, and Kim Worthington); (7) "Comprehensive School Reform: An Exploratory Study" (Edward P. St. John, Genevieve Manset, Choong-Geun Chung, Glenda Droogsma Musoba, Siri Loescher, Ada B. Simmons, David Gordon, and Carol Anne Hossler); and (8) "Private Scholarships and School Choice: Innovation or Class Reproduction?" (Carolyn S. Ridenour and Edward P. St. John). Part 4, "Community-Based Reforms," includes (9) "Parental and Community Empowerment: The Chicago Model" (Kathryn Nakagawa); (10) "Joint Ventures between Public Schools and City Government: Implications for Community Development" (Louis F. Miron); and (11) "Rediscovering the African-American Tradition: Restructuring in Post-Desegregation Urban Schools" (Leetta Allan-Haynes, Edward P. St. John, and Joseph Cadray). Part 5, "A Critical-Empirical View," includes (12) "A Critical-Empirical Perspective on Urban School Reform" (Edward P. St. John and Louis F. Miron) and (13) "Implications of the New Global Context for Urban Reform" (Louis F. Miron and Edward P. St. John). (Papers contain references and the book contains an index.) (SM) ED477788 Reinterpreting Urban School Reform: Have Urban Schools Failed, or Has the Reform Movement Failed Urban Schools? 2003-00-00 ISBN-0-7914-5708-7 329 State University of New York Press, 90 State Street, Suite 700, Albany, NY 12207 ($24.95). Web site: http://www.sunypress.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Research Elementary Secondary Education Low Achievement Research Methodology Underachievement Gorard, Stephen Smith, Emma Reports - Descriptive Achievement Gap Cardiff Univ. (Wales). School of Social Sciences. English This paper examines underachievement, a widely used term in education policy and practice often used to refer to nations, home nations, and regions; types and sectors of schooling; physiological, ethnic, and social groups; and individuals. It has been used to mean simply low achievement, also lower achievement relative to another of these groups, and lower achievement than would be expected by an observer. This paper presents examples of each. These multiple uses lead to considerable confusion which, coupled with common errors in assessing the proportionate difference between groups, mean that significant public money has been spent attempting to overcome problems that may not exist. When underachievement is understood to mean a lower achievement level by an individual (or group) than would be expected using a model based on the best available predictors, there is nothing that can be known about underachieving individuals (or groups) that they have in common. They cannot be disproportionately working class males, for example, because class and sex would then be part of the best available predictors. Even if some predictors were reserved from the best model, there is no evidence that underachievers have much in common. In raw score terms, it can be said that a particular social group exhibits lower achievement than another. It can also be said that there is a differential attainment between groups. However, this is not saying that the lower attaining group could and should do better on that assessment, or that the surface dissimilarity is the cause of differences in attainment. Making explicit what is meant by underachievement is essential. (Contains 67 references.) (SM) ED477789 What Is "Underachievement at School"? Working Paper Series Paper. 2003-04-00 ISBN-1-872330-83-5 22 Cardiff University School of Social Sciences, Glamorgan Building, King Edward VII Avenue, Cardiff, CF10 3WT, United Kingdom. Tel: 44-0-29-2087-4000; Web site: http://www.cf.ac.uk/socsi. N/A 2004 2016-11-21

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Yes Disabilities Disability Identification Elementary Secondary Education Enrollment Rate Financial Support Learning Disabilities Minority Group Children Public Schools Racial Bias School Choice Special Education Ladner, Matthew Reports - Research Arizona Arizona Goldwater Inst., Phoenix, AZ. Center for Market-Based Education. English Recent national studies show that nearly 2 million children have preventable learning "disabilities," and the number of students classified as learning disabled could be reduced by as much as 70 percent with rigorous early reading instruction. In predominantly white school districts, minority students are classified as learning disabled at significantly higher rates. This study focuses on race and special education in Arizona's public school districts, using data from the Arizona Department of Education and the U.S. Department of Education. Even after controlling for school spending, student poverty, community poverty, and other factors, results uncovered a pattern of predominantly white public school districts placing minority students into special education at significantly higher rates than white students. As a result, Arizona taxpayers spend nearly $50 million each year on unnecessary special education programs. The paper recommends that Arizonans forgo the current funding system, repudiated by Congress during the 1997 IDEA reauthorization and by 16 states. It also suggests that Arizonans implement a statewide voucher program enabling all disabled students to attend a public or private school of their parents' choice. (Contains 35 endnotes.) (SM) ED477790 Race and Disability: Racial Bias in Arizona Special Education. Policy Report. 2003-03-01 24 Goldwater Institute, 500 East Coronado Road, Phoenix, AZ 85004. Tel: 602-462-5000; Fax: 602-256-7045; e-mail: info@goldwaterinistitute.org. N/A 2004 2016-11-21

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Yes Charter Schools Educational Environment Educational Quality Elementary Secondary Education Instructional Effectiveness Parent Attitudes Participant Satisfaction Public Education School Choice School Safety Urban Schools McCully, Duncan J. Malin, Patricia J. Reports - Research New York New York Manhattan Inst., New York, NY. Center for Civic Innovation. English This study polled 300 parents of New York charter school students to gauge the degree of parental satisfaction with charter schools. Data from telephone interviews indicated that parents were extremely satisfied with the work of their charter schools in almost every aspect of schooling. Their assessments were particularly striking when asked to compare the charter to the school their child attended prior to attending a charter school (usually a standard public school). About 42 percent of parents gave an overall grade of "A" to the charter school, compared to only 21 percent who gave an "A" to the prior school. Over half of the parents gave their charter schools an "A" for quality of instruction, and 28 percent gave them a "B." Nearly all of the parents were satisfied with school safety, parent-teacher relationships, amount and quality of homework, class size, academic quality, discipline, and communication from school personnel. Most parents re-enrolled their children in the same charter schools. More than 9 out of 10 parents said their children's charter schools had no problems with carrying guns on school property, gang activity, drug use, or destruction of school property. (SM) ED477791 What Parents Think of New York's Charter Schools. Civic Report. 2003-06-00 16 Manhattan Institute for Policy Research, 52 Vanderbilt Avenue, New York, NY 10017. Web site: http://www.manhattan-institute.org. N/A 2004 2016-11-21

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Yes Dropout Rate Dropout Research Graduation High School Graduates Immigrants Minority Group Children Racial Differences Secondary Education Sex Differences Special Education Urban Schools Waddington, Susan Numerical/Quantitative Data Reports - Descriptive New York State Regents New York (New York) New York (New York) English This study examined the progress toward school completion of students who entered ninth grade in fall 1998 and were scheduled to graduate on time in spring 2002 after 4 years of high school, offering outcomes for the class as a whole and for specific groups of students categorized by gender, native language, race/ethnicity, and immigrant status. The study followed students in general education classes and students in self-contained special education classes. Overall, 50.8 percent of students in the Class of 2002 graduated, and 20.3 percent of the class dropped out at the end of the 4 years. The remaining 30 percent were enrolled for a fifth year of high school. The graduation, dropout, and still-enrolled rates for the Class of 2002 were comparable to those of the Class of 2001. Further, the percentage of graduates awarded Regents-Endorsed Diplomas and Regents-Endorsed Diplomas with Honors, which has been increasing for graduating cohorts since 1996, increased again for the Class of 2002. Findings appear to be related to the profound changes occurring within New York City schools. Four appendices present: school-level analyses for the Class of 2002; school-level outcomes for the Classes of 2000, 2001, and 2002; 2001 and 2002 event dropout rates; and graduation requirements. (SM) ED477792 The Class of 2002 Four-Year Longitudinal Report and 2001-2002 Event Dropout Rates. 2003-04-00 87 Division of Assessment and Accountability, New York City Department of Education, Tweed Building, 52 Chambers Street, Room 310, New York, NY 10007. Web site: http://www.nycnet.edu/daa. N/A 2004 2016-11-21

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Yes Child Welfare Early Parenthood Educational Attainment Foster Care Foster Children Mental Health Postsecondary Education Pregnancy Secondary Education Self Supporting Students Social Services Youth Problems Youth Programs Needell, Barbara Cuccaro-Alamin, Stephanie Brookhart, Alan Jackman, William Shlonsky, Aron Reports - Research California Incarcerated Youth California California Univ., Berkeley. English This study examined characteristics of youth emancipated from child welfare (ECW) and probation (EPR) supervised foster care; receipt of mental health services for emancipating youth; births to emancipating females; deaths of youth who emancipated from foster care; receipt of Medi-Cal due to AFDC/TANF, SSI/disability, or medical indigence after emancipation; and receipt of GED, community college enrollment, California Youth Authority involvement, and state prison involvement for emancipating youth. Data were collected from seven state agencies that served youths, linked, and provided to the researchers. Results indicated that youth emancipating from the child welfare system who had 5 or more placements generally experienced the worst outcomes. A substantial minority of young women became pregnant in child welfare supervised foster care, or shortly after emancipation. About 40 percent of ECW youth were in foster care for more than 5 years, and over 60 percent were female. ECW and EPR youth received some mental health services before emancipation. About 75 percent of EPR youth were male, and most were placed in group or FFA homes. Few youths progressed through the community college system. A small proportion of males entered the state prison system after leaving child welfare. (Contains 15 references.) (SM) ED477793 Youth Emancipating from Foster Care in California: Findings Using Linked Administrative Data. 2002-05-00 California State Dept. of Social Services, Sacramento. 96 Center for Social Services Research, University of California at Berkeley, School of Social Welfare, 120 Haviland Hall, Berkeley, CA 94720-7400. Tel: 510-642-1899; Fax: 510-642-1895; Web site: http://cssr.berkeley.edu/childwelfare. N/A 2004 2016-11-21

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Yes Citizenship Hispanic Americans Immigrants Low Income Groups Poverty Social Services Welfare Recipients Welfare Services Fomby, Paula Cherlin, Andrew J. Reports - Research Supplemental Security Income Program Temporary Assistance for Needy Families Women Infants Children Supplemental Food Program Food Stamp Program Medicaid Temporary Assistance for Needy Families Johns Hopkins Univ., Baltimore, MD. English U.S.-born children of immigrants may be less likely to receive some social services than are children of native-born immigrants, if foreign-born parents who are themselves ineligible are less likely to apply on their children's behalf. Researchers used retrospective data from a sample of about 2,400 low-income, predominantly Hispanic households in three U.S. cities to determine whether children with foreign-born caregivers were less likely than children with native-born caregivers to receive benefits from any of five programs over a 2-year period: Temporary Assistance for Needy Families (TANF), Supplemental Security Income, Food Stamps, Medicaid, and Special Supplemental Nutrition Program for Women, Infants and Children. The most significant disparities between children of citizen and noncitizen caregivers were in TANF and Food Stamp use. Overall, the gap in service usage between children with U.S.-born caregivers and foreign-born caregivers varied from program to program and depended, in part, on immigrant citizenship status, in addition to nativity status. (Contains 33 references.) (SM) ED477794 Public Assistance Use among U.S.-Born Children of Immigrants. Welfare, Children, and Families: A Three-City Study. Working Paper. 2003-04-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Social Security Administration (DHHS), Washington, DC. Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. Administration on Developmental Disabilities (DHHS), Washington, DC. Kellogg Foundation, Battle Creek, MI. Robert Wood Johnson Foundation, Princeton, NJ. Henry J. Kaiser Family Foundation, Menlo Park, CA. David and Lucile Packard Foundation, Los Altos, CA. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Charles Stewart Mott Foundation, Flint, MI. Commonwealth Fund, New York, NY. Joyce Foundation, Chicago, IL. Woods Fund of Chicago, IL. Texas Univ., Austin. Hogg Foundation for Mental Health. Lloyd A. Fry Foundation, Chicago, IL. Edna McConnell Clark Foundation, New York, NY. Boston Foundation, MA. 45 Welfare, Children, and Families Study, Johns Hopkins University, 3003 North Charles Street/Annex, Suite 300, Baltimore, MD 21218-3855. Tel: 410-516-8920; Fax: 410-516-0601; e-mail: Welfare@jhu.edu; Web site: http://www.jhu.edu/~welfare. N/A 2004 2016-11-21

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Yes Adolescent Behavior Contraception Dating (Social) Disadvantaged Youth Early Adolescents Knowledge Level Middle School Students Middle Schools Parent Child Relationship Predictor Variables Sex Education Sexuality Student Attitudes Urban Areas Albert, Bill, Ed. Brown, Sarah, Ed. Flanigan, Christine M., Ed. Collected Works - General Reports - Research Risk Taking Behavior California Knowledge Development California National Campaign To Prevent Teen Pregnancy, Washington, DC. English This collection of papers on early adolescent sexual behavior includes seven papers in two parts. Part 1, "Papers from Nationally Representative Data Sets," includes (1) "Dating and Sexual Experiences among Middle School Youth: Analyses of the NLSY97" (Elizabeth Terry-Humen and Jennifer Manlove); "(2) "Dating Behavior and Sexual Activity of Young Adolescents: Analyses of the National Longitudinal Study of Adolescent Health" (Hannah Bruckner and Peter Bearman); and (3) "Sexual Activity among Girls Under Age 15: Findings from the National Survey of Family Growth" (Christine M. Flanigan). Part 2, "Papers from Small Area Data Sets," includes (4) "The Development of Sex-Related Knowledge, Attitudes, Perceived Norms, and Behaviors in a Longitudinal Cohort of Middle School Children" (Cynthia A. Gomez, Karin K. Coyle, Steve Gregorich, Barbara VanOss Marin, and Douglas B. Kirby); (5) "Youth with Older Boyfriends and Girlfriends: Associations with Sexual Risk" (Barbara VanOss Marin, Douglas B. Kirby, Esther S. Hudes, Cynthia A. Gomez, and Karin K. Coyle); (6) "Community Concerns and Communication among Young Teens and Their Parents: Data from California Communities" (Susan Philliber); and (7) "Sexual Behavior among Young Teens in Disadvantaged Areas of Seven Cities" (Susan Philliber and Michael Carrera). The data come from surveying 12-, 13- and 14-year-olds as one group; surveying a group of 12-year-olds and then following them over time as they turned 13 and 14; and surveying older teens about their experiences when age 14 and younger. Among the findings of the studies: nearly one in five adolescents has had sex before his or her 15th birthday; contraceptive use among young adolescents is relatively low; and sexually experienced youth age 14 and younger are much more likely to smoke, use drugs and alcohol, and participate in delinquent activities than youth who have not had sex.(Papers contain references.) (SM) ED477795 14 and Younger: The Sexual Behavior of Young Adolescents. 2003-05-00 Charles Stewart Mott Foundation, Flint, MI. ISBN-1-58671-04501 118 National Campaign to Prevent Teen Pregnancy, 1776 Massachusetts Avenue, N.W., Suite 200, Washington, DC 20036. Tel: 202-478-8500; Fax: 202-478-8588; e-mail: campaign@teenpregnancy.org; Web site: http://www.teenpregnancy.org. N/A 2004 2016-11-21

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Yes Adolescent Behavior Contraception Dating (Social) Disadvantaged Youth Early Adolescents Middle School Students Middle Schools Parent Child Relationship Predictor Variables Sex Education Sexuality Student Attitudes Urban Areas Albert, Bill, Ed. Brown, Sarah, Ed. Flanigan, Christine M., Ed. Reports - Research California Knowledge Development Risk Taking Behavior California National Campaign To Prevent Teen Pregnancy, Washington, DC. English This summary presents data from seven papers based on six different data sets (three national and three local). Data were collected for different purposes, in different years and places, using different interview techniques. Overall, nearly one in five adolescents has had sex before his/her 15th birthday. In early adolescence, being sexually experienced does not necessarily mean that young adolescents are having sex regularly. Contraceptive use among young adolescents is relatively low, and one in seven sexually experienced 14-year-old girls has been pregnant. Many young adolescents report dating or being in romantic relationships, sometimes with older partners. Dating in general, and dating some older in particular, greatly increase the chances of having sex. Many young adolescents experience pressure to have sex. Sexually experienced young adolescents are also engaging in other risky behaviors. Data do not shed much light on the extent to which young adolescents are engaging in oral sex and other sexual behavior. Young adolescents do not seem to know a lot about sex. Parents and youths give mixed reports about family communication about sex and seem to have misperceptions about each others' attitudes and behaviors. Many young adolescents have ample opportunities to have sex, and many report willingness to have sex. (Contains 14 references.) (SM) ED477796 14 and Younger: The Sexual Behavior of Young Adolescents. Summary. 2003-05-00 Charles Stewart Mott Foundation, Flint, MI. ISBN-1-58671-047-8 28 National Campaign to Prevent Teen Pregnancy, 1776 Massachusetts Avenue, N.W., Suite 200, Washington, DC 20036. Tel: 202-478-8500; Fax: 202-478-8588; e-mail: campaign@teenpregnancy.org; Web site: http://www.teenpregnancy.org. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Foreign Countries Higher Education Inquiry Learning Strategies Preservice Teacher Education Problem Based Learning Science Instruction Goodnough, Karen Reports - Research Speeches/Meeting Papers Canada Canada English This study examined issues that arose during the development and implementation of a modified form of traditional problem based learning (PBL) at one Canadian university. It explored PBL in the context of preservice education, investigating how it could be used to foster an inquiry based approach to preservice preparation and how preservice teachers perceived PBL as a means of learning. The study focused on a 3-credit-hour undergraduate education methods course, Advanced Studies in Science Education. PBL groups met over 12 weeks, addressing pedagogical problems that focused on some aspect of science teaching and learning. At the end of the course, each PBL group delivered a workshop based on a solution to the pedagogical problem. Participating students completed surveys and interviews about their experiences. Results suggested that using modified PBL with large groups was challenging because of the difficulty in ensuring that groups functioned effectively. However, it encouraged students to explore problems, examine their complexity, and find practical ways to address them in the context of the classroom. Students felt that they learned about science teaching in the workshops, though they believed the amount of learning depended on the quality of the workshop and the nature of the activities involved. (Contains 21 references.) (SM) ED477797 Issues in Modified Problem-Based Learning: A Study in Pre-Service Teacher Education. 2003-04-00 19 N/A 2004 2016-11-21

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Yes Classroom Techniques Elementary Secondary Education Higher Education Low Achievement Preservice Teacher Education Student Behavior Student Teachers Teacher Knowledge Lacina-Gifford, Lorna J. Kher, Neelam Besant, Kyesha Reports - Research Speeches/Meeting Papers English The present study is part of a systematic program evaluation effort. Student teachers at a southern rural public university were asked to generate classroom management strategies in response to hypothetical vignettes depicting underachieving/alienated behavior. The extended responses were coded to identify strategies that student teachers would and would not use to manage students' underachieving/alienated behavior in the classroom. A majority of student teachers' responses focused on talking to the students, involving parents, reinforcing appropriate behavior, and rearranging the classroom. Strategies considered ineffective included confronting the student in front of the class, yelling at the student, lecturing the student, or punishing the student. (Contains 21 references.) (Author/SM) ED477798 Preservice Teachers' Knowledge of Effective Classroom Management Strategies: Underachieving Students. 2003-04-00 9 N/A 2004 8/19/2004 21:50:43 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Computer Uses in Education Elementary Secondary Education Higher Education Internet Preservice Teacher Education Teaching Methods Meyers, D. Mark Reports - Research Speeches/Meeting Papers English This study investigated whether there would be an increase in college student's participation in a college methods course that utilized virtual office hours. Virtual office hours involved a specific time when the professor was available for private or public questions and discussions via the Internet. Two groups of students participated in a social studies methods course where virtual office hours were made available twice a week. Laptop computers were issued for the duration of the semester. Students also participated in required asynchronous discussions online. Data were collected from the course and from student interviews regarding the virtual experience. Results indicated that participating students developed a classroom culture that functioned during the virtual office which not only supported classroom discussions but also created a comfort level that augmented participation during the actual class time. Students reported that the virtual office hours had a direct impact upon class discussions. The virtual office provided students with a model of thoughtful discussions that they could then practice for themselves. With the confidence developed from this practice, students subsequently developed their own means of putting these ideas into practice. (Contains 22 references.) (SM) ED477799 The Impact of Virtual Office Hours on In-Class Participation. 2003-04-00 15 N/A 2004 8/19/2004 21:50:44 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Faculty College School Cooperation Elementary Education Elementary School Teachers Faculty Development Foreign Countries Higher Education Inservice Teacher Education Knowledge Base for Teaching Partnerships in Education Pedagogical Content Knowledge Public Schools Reflective Teaching Teacher Collaboration Teacher Knowledge Mizukami, Maria da Graca Nicoletti Reali, Aline Maria de Medeiros Rodrigues Reysa, Claudia Raimundo de Lima, Emilia Freitas Tancredi, Regina Maria Simoes Puccinelli Reports - Descriptive Speeches/Meeting Papers Collaborative Research Knowledge Development English This paper describes efforts to promote professional development among Brazilian elementary teachers via a 6-year public school-university partnership, presenting theoretical and methodological frameworks, general research characteristics, and results. Researchers investigated how a constructive-collaborative intervention that examined reflection on teachers' practice in the workplace could be used to improve teaching. Elementary school professionals, university researchers, and subject area specialists collaborated to study teachers' reflections on diverse aspects of education, the teaching profession, and pedagogy. They developed a strategy for promoting and investigating learning and professional development processes. The teaching and learning experiences developed early in the project were diverse and sought to encompass different aspects of teacher work. By the fourth year, the group collectively constructed professional development focused on the school itself. Data were collected via participant observation, interviews, reflective diaries, student materials, school board meeting minutes, oral and written reports, documents, and PTA meetings. Teachers' thinking usually referred more directly to events than conceptual explanations. Some teachers began to base their individual analyses on situations as a whole instead of focusing on details and specifics of each event. The study highlighted the need for time and effective learning opportunities so that teachers could rethink not only their classroom roles, but also their pedagogical practice. (Contains 47 references.) (SM) ED477800 Promoting and Investigating Professional Development of Elementary School Teachers: Contributions of a Six-Year Public School-University Collaborative Partnership. 2003-04-00 28 N/A 2004 2016-11-21

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No Academic Standards Computer Science Education Faculty Development Lesson Plans Planning Science Instruction Secondary Education State Standards Units of Study McColskey, Wendy Parke, Helen Furtak, Erin Butler, Susan Reports - Descriptive Speeches/Meeting Papers English This article addresses what was learned through the National Computational Science Leadership Program about involving teachers in planning high quality units of instruction around computational science investigations. Two cohorts of roughly 25 teacher teams nationwide were given opportunities to develop "replacement units." The goal was to support high school teachers in incorporating computer modeling and the complex thinking that goes with it into their teaching. Teams received some initial training, then met throughout the school year to think about the unit they would develop. During the following summer, they met for an intensive, 2-week institute and received more training on software and one-on-one consultation with experts as they developed their units. At the end of the 2 weeks, they shared their unit design and materials with the group, and units were posted on a Web site. Teachers were expected to teach the units during the upcoming school year. This paper examines: unit planning approaches (standards-based units, backwards design units, project-based units, and problem-based learning units); development of a project planning tool; one project teacher's account; and project teachers' reactions to the planning and reflection tools. An appendix presents a computational science skills unit planning and reflection matrix, using a human population studies unit as an example. (Contains 16 references.) (SM) ED477801 A Structured Professional Development Approach to Unit Study: The Experiences of 200 Teachers in a National Teacher Development Project. 2003-04-00 30 N/A 2004 8/19/2004 21:50:48 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Computer Literacy Computer Uses in Education Constructivism (Learning) Cooperative Planning Elementary Secondary Education Higher Education Preservice Teacher Education Student Teachers Teacher Educators Teaching Methods Giordano, Victoria A. Farrell, Jill B. Paneque, Oneyda M. Yeatts, Karol L. Perkins, Samuel S. Stallions, Maria E. Rodriguez, Diane Reports - Research Speeches/Meeting Papers Tests/Questionnaires Reflective Thinking English Net-a-Morphosis in Teacher Education is a component of the ThinkQuest for Tomorrow's Teachers grant designed to prepare teachers who are proficient in technology use in the classroom and able to effectively infuse it across subject areas and grade levels to enhance learning. This study examined the results of teacher education faculty and preservice teachers being engaged in the integration of technology applications into teacher education coursework over a 2-year period. The instructional model for infusion of technology was guided by participants' varying developmental levels, collaborative strategies, constructivist pedagogy, and reflective practice. The study used a mixed method research design. Data were collected from all participants through survey instruments and reflective narratives. The themes that emerged add to the understanding of the processes essential to the construction of new levels of meaning when teacher educators and preservice teachers concurrently engage in the incorporation of a technology innovation to enhance the delivery of content. Five appendixes present data on: Net-a-Morphosis in teacher education courses; the ThinkQuest T3 catalyst grant exiting preservice teacher questionnaire; the final project reflection activity; the project faculty annual survey; participating preservice teachers' reflective themes; and Net-a-Morphosis in Teacher Education faculty reflection themes. (Contains 26 references.) (Author/SM) ED477802 Net-a-Morphosis in Teacher Education. 2003-04-00 46 N/A 2004 2016-11-21

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Yes Beginning Teachers Elementary Secondary Education Interpersonal Relationship Mentors Teacher Collaboration Time Management Kilburg, Gary Hancock, Tom Reports - Descriptive Speeches/Meeting Papers Tests/Questionnaires English This paper presents three appendixes from a workshop that addressed how to identify sources of collateral damage in mentoring programs and how to correct them. The first appendix includes a summary of problem areas that mentoring teams may face as reported in the literature (e.g., transition from teacher training to teaching, selection and matching of mentors and mentees, preparation for the mentor, emotional support, time, and communication and coaching). The second appendix offers a survey that examines eight issues in mentoring (e.g., problem ares experienced in the mentoring program, frequency of problems, what the respondent learned about the mentoring process from the workshop, how to improve the workshop, the most valuable experience during the workshop, and the most valuable service offered in the mentoring program). The third appendix offers three case studies of recurring problems for mentoring teams, each based on a real mentoring team relationship. The case studies deal with time issues, support for mentees, and the careful matching of mentors and mentees. (SM) ED477803 Identifying Sources of Collateral Damage in Mentoring Programs and Correcting Them. 2003-04-00 12 N/A 2004 8/19/2004 21:50:52 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Cognitive Style Cooperative Learning Educational Environment Elementary Secondary Education Foreign Countries Higher Education Inservice Teacher Education Preservice Teacher Education Student Teacher Attitudes Student Teachers Donche, Vincent Vanhoof, Jan Van Petegem, Peter Reports - Descriptive Speeches/Meeting Papers Belgium Self Regulated Learning Belgium English In Flemish education, there is an ongoing debate regarding the implementation of the concept of student centered education within educational settings. In order to investigate student teachers' beliefs about the learning environment within the learning to teach process, this case study, conducted within two departments of preservice and inservice teacher education, examined student teachers' beliefs and reflections about the stimulus of more self-regulated and cooperative learning, noting how those reflections should be translated into educational practice. Interview data indicated that student teachers tended to be strongly occupation oriented and favored the use of knowledge during the learning process itself. They generally agreed with the statement that learning was about recording knowledge and relied on learning strategies such as stepwise, concrete processing, and external regulations. They had little reliance on self-regulation strategies. Beliefs about learning differed by type of teacher training. Student teachers tended to favor authentic learning on a continuum from traditional to self-discovery learning. Teacher training institutions that promoted more authentic and self-discovery learning influenced student teachers' perceptions of education toward using and constructing knowledge. (Contains 28 references and 8 tables.) (SM) ED477804 Beliefs about Learning Environments: How Do Student Teachers Think, Reflect and Act Concerning Self Regulated and Cooperative Learning in Flanders (Belgium)? 2003-04-00 23 N/A 2004 2016-11-21

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Yes Feedback Higher Education Pedagogical Content Knowledge Preservice Teacher Education Problem Based Learning Science Teachers Secondary Education Self Evaluation (Individuals) Student Teachers Teacher Knowledge Teaching Methods Goodnough, Karen Reports - Research Speeches/Meeting Papers English This self-study was designed to explore problem based learning (PBL) as an instructional approach in the context of a large preservice science education course. It addressed how the teacher educator would structure PBL to foster student engagement in learning, how she would enhance her own pedagogical content knowledge through the self-study, and how student feedback about PBL could be used to inform her own practice. Data came from field notes during and after class, student-generated documents, students' workshops and group products, student journals, student interviews, and student surveys. Overall, PBL was new to the students. Nearly all participating students liked the PBL experience. Those who disliked it did not like group work or were confused by the open-ended nature of the problem. Those who were ambivalent felt PBL was too time-consuming and believed the content could have been learned equally well individually. The main challenges the teacher faced were facilitation and problem design. She found that she designed PBL problems that were to large and felt it would have been better to start small. She considered student feedback essential to informing her practice. (Contains 32 references.) (SM) ED477805 Preparing Pre-Service Science Teachers: Can Problem-Based Learning Help? 2003-04-00 23 N/A 2004 8/19/2004 21:50:56 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Adolescent Literature Athletes Baseball Basketball Biographies Childrens Literature Football Roller Skating Surfing Womens Athletics Abbey, Cherie D., Ed. Books Reference Materials - General Reports - Descriptive Auto Racing Rock Climbing English This ninth volume of the "Biography Today Sports" series is intended to appeal to young readers in a format they can enjoy reading and readily understand. Each alphabetically-arranged sketch provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each entry ends with a list of easily accessible sources designed to lead the student to further reading on the individual and a current address. Obituary entries are also included, written to provide a perspective on the individual's entire career. The featured athletes are: Tori Allen (American rock climber); Layne Beachley (Australian professional surfer); Sue Bird (American professional basketball player); Fabiola da Silva (Brazilian professional aggressive in-line skater); Randy Johnson (American professional baseball player); Jason Kidd (American professional basketball player); Tony Stewart (American professional race car driver); Michael Vick (American professional football player); Ted Williams (American professional baseball player); and Jay Yelas (American professional fisherman). (SM) ED477806 Biography Today: Profiles of People of Interest to Young Readers. Sports Series, Volume 9. 2003-00-00 ISBN-0-7808-0654-9 Students 249 Omnigraphics, 615 Griswold Street, Detroit, MI 48226. Tel: 800-234-1340 (Toll Free). Tel: 313-461-1340; Fax: 313-461-1383; e-mail: omnied@ameritech.com; Web site: http://www.biographytoday.com. N/A 2004 2016-11-21

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Yes Alternative Teacher Certification College School Cooperation Culturally Relevant Education Diversity (Faculty) Elementary Secondary Education Graduate Study Higher Education Immigrants Mentors Minority Group Teachers Partnerships in Education Preservice Teacher Education Refugees Teacher Recruitment Ross, Flynn Reports - Descriptive Speeches/Meeting Papers English This paper describes a program that prepares recent immigrants and refugees, currently living in the community, to become certified classroom teachers. The Newcomers-Extended Teacher Education Program (ETEP) provides opportunities for recent immigrants and refugees who have completed a bachelor's degree in their home nation or the United States to become certified teachers through a rigorous, graduate level teacher certification program spread out over 2 years (which allows time for socialization to the U.S. schooling system and for developing English writing skills). It is designed around several core commitments: school-university partnerships for linking theory and practice, extended mentored internships, and embedded assessment system, and a cohort structure. After discussing the importance of a diverse teaching force, noting ways to recruit minority teachers, and describing program design, the paper focuses on a study of program successes and challenges. Data came from surveys of course instructors and mentor teachers, mentor interviews, and the author's experience as the ETEP program coordinator. Obstacles encountered included standardized teacher tests, hiring practices, cross-cultural communication, mentor-mentee expectations, and classroom management. Benefits included having minority teachers in the classrooms, which motivated both students and mentor teachers. (Contains 54 references.) (SM) ED477807 Newcomers Entering Teaching--A Program Created for Recent Immigrants and Refugees To Become Certified Teachers. 2003-04-00 49 N/A 2004 8/19/2004 21:51:02 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes College Faculty Elementary Secondary Education Foreign Countries Higher Education Interpersonal Communication Preservice Teacher Education Student Teachers Teacher Collaboration Teacher Student Relationship Trust (Psychology) Loughran, John Berry, Amanda Tudball, Elizabeth Reports - Descriptive Australia Australia English This paper examines some of the social aspects of teaching about teaching that are important in shaping the nature of communication among teacher educators and their student teachers when sharing in the process of learning about teaching. The focus of this study is a third year, double degree subject, "Developing Pedagogy," that is team taught. The paper largely focuses on the students' perspective of the subject. Through developing and teaching this subject, the teacher educators have come to better understand the value of explicitly modeling particular aspects of teaching and how to purposefully "unpack" such experiences through honest and professional critique. An important aspect of this subject is paying careful attention to learning how to critique teaching actions rather than personally criticizing individuals. However, trust is a pivotal point to all aspects of such work. (Contains 17 references.) (Author/SM) ED477808 Developing Trust in Teaching: Learning To Help Student-Teachers Learn about Their Practice. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Case Method (Teaching Technique) Case Studies Elementary Secondary Education Faculty Development Graduate Study Higher Education Knowledge Base for Teaching Pedagogical Content Knowledge Preservice Teacher Education Teacher Educators Teaching Methods Theory Practice Relationship Mizukami, Maria da Graca Nicoletti Reports - Descriptive Speeches/Meeting Papers English This study described the professional learning of teacher educators in graduate schools which allowed, by the consideration of different pedagogical practices, the construction of bridges between those practices and theories supporting them. It analyzed the effectiveness of teaching and learning case studies in promoting teachers' personal learning processes, describing how case studies and the case method facilitated understanding of the construction of teachers' pedagogical content knowledge and the knowledge base for teaching. Data came from oral and written reports, observations of small and large group discussions, and individual case studies. Analyzing cases more directly connected to teaching practice. Preservice experience was central in participants' discussions. Other elements that facilitated case comprehension included: the domain of specific interest, integration between disciplines, school culture, personal variables, and peers. Teachers considered professional learning a lifelong continuum. Some denied the existence of professional learning during preservice education, asserting that learning related to the demands of practice. Others noted the importance of such aspects of preservice education as learning to prepare classes, guarantee student feedback, and understand the effect of teacher behavior on student listening. Results suggest that the use of teaching cases has potential for revealing indicators related to the knowledge base for teaching and nature and processes of construction of pedagogical content knowledge. (SM) ED477809 Learning from Cases and Bridging Some "Theory-Practice" Gaps. 2002-07-00 21 N/A 2004 8/19/2004 21:51:06 RIEFEB2004 Paper presented at the Annual World Assembly of the International Council on Education for Teaching (47th, Amsterdam, The Netherlands, July 3-7, 2002).

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Yes Classroom Techniques Elementary Secondary Education Ethical Instruction Higher Education Preservice Teacher Education Student Behavior Student Centered Curriculum Student Teacher Attitudes Student Teachers Teacher Attitudes Teacher Characteristics Teacher Competencies Teacher Effectiveness Teacher Knowledge Teaching Methods Aagaard, Lola Skidmore, Ronald Reports - Research Speeches/Meeting Papers English This study investigated student teachers' views on their best and worst teachers' characteristics. Students in four sections of a sophomore-level teacher education program prerequisite course were required to write half-page descriptions of their best and worst teachers from elementary and high school, focusing on the behaviors and attitudes that made these teachers the best or worst. These descriptions were coded for six themes of teacher effectiveness: student centeredness, enthusiasm for teaching, ethicalness, classroom and behavior management, teaching methodology, and knowledge of subject. Data analysis indicated that the predominant theme in descriptions of good teachers was student-centeredness, followed by teaching methodology. The same two major themes were present (at a lower rate and in reverse order) in descriptions of the worst teachers. Students' views differed by gender in regard to teaching methodology and ethical behavior. (Contains 14 references and 3 tables.) (SM) ED477810 Preservice Teacher Perceptions of Their Best and Worst K-12 Teachers. 2002-11-00 16 N/A 2004 8/19/2004 21:51:08 RIEFEB2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (29th, Chattanooga, TN, November 6-8, 2002).

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Yes Beginning Teacher Induction Beginning Teachers Faculty Development Mentors Middle School Teachers Middle Schools Music Education Music Teachers Teacher Improvement Conway, Colleen M. Zerman, Tavia E. H. Reports - Descriptive English The purpose of this narrative case study was to examine the perceptions of one first-year instrumental music teacher (Tavia) regarding mentoring, induction, and the first year of teaching. This report represents a collaboration between teacher and researcher (Colleen) in an effort to understand mentoring, induction, and teaching in the first year as experienced in this specific setting. Data included: Tavia's handwritten journal, email communication between Tavia and her mentor, two observations of Tavia by Colleen, two interviews with Tavia, an interview with Tavia's principal, an interview with Tavia's mentor, Tavia's responses on an End of the First Year Questionnaire, and the audiotape from a meeting between Colleen and Tavia after Tavia's second year of teaching. Findings suggest that the beginning teacher mentor and induction support system was helpful and that music content support was important for Tavia. Discussion includes possible transferability of these findings to other beginning music teaching settings and recommendations for teaching practice and research. (Contains 33 references.) (Author/SM) ED477811 Perceptions of an Instrumental Music Teacher Regarding Mentoring, Induction, and the First Year of Teaching. 2003-04-00 23 N/A 2004 8/19/2004 21:51:10 RIEFEB2004

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Yes Cognitive Development Developmental Stages Elementary Secondary Education Higher Education Moral Development Moral Values Portfolio Assessment Preservice Teacher Education Student Development Student Teachers Senne, Terry A. Rikard, G. Linda Reports - Research Speeches/Meeting Papers Teacher Portfolios English The objectives of this paper are: to briefly describe how teaching portfolios, in tandem with the Teaching/Learning Framework (Sprinthall & Thies-Sprinthall, 1983) can be employed as a developmental intervention to promote stage growth in teacher candidates; to report developmental stage change (moral judgment/principled thinking) results from three developmental portfolio intervention studies; and to draw implications as to the potential use and value of a deliberate, developmental teaching portfolio intervention in the promotion of teacher candidate professional growth. Findings relative to the intervention impact on teacher candidate development (moral judgment) are reported. The data were extracted from three portfolio studies whereby the teaching portfolio intervention, employing a cognitive developmental framework, served as the independent variable. The common dependent variable amongst studies was moral judgment, as measured by Rest's (1986) Defining Issues Test (DIT). Studies 1 and 2 participants were enrolled in the internship semester of their teacher education program. Study 3 consisted of a cohort in their final three semesters of coursework. DIT pre- and post-tests were conducted prior to and following the intervention. Participants were comprised of intact groups (voluntary participants); therefore, findings cannot be generalized except to similar populations. Both one-semester implementation studies revealed no significant gains in moral judgment reasoning. However, significant differences in DIT gain scores were reported for the cohort that received the developmental portfolio intervention. The time factor (continuity) may be a critical factor in promoting stage growth in moral development. (Contains 37 references.) (Author/SM) ED477812 The Teaching Portfolio as a Developmental Intervention: Promoting Developmental Stage Growth in Physical Education Teacher Candidates. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Attitude Measures Blacks Collegiality Elementary Education Interpersonal Relationship Minority Group Children Paraprofessional School Personnel Parent School Relationship Teacher Collaboration Teaching Conditions Lewis, Karla C. Reports - Research Speeches/Meeting Papers English This study investigated instructional aides' relationships with teachers and parents and their status in schools, using Connelly and Clandinin's (1988) epistemology of "teacher as knower" as a way to frame their voices. A total of 17 predominantly female instructional aides from five elementary schools in three midwestern U.S. school districts completed interviews. Data analysis indicated that instructional aides had generally positive relationships with teachers. Some placed value on the freedom given to them by teachers, and other expressed strong appreciation for teachers' listening skills. Instructional aides' relationships with teachers varied by their location in the school and the level of supervision they experienced. Negative comments regarding relationships with teachers were rare and tended to pertain to direct and indirect comments by teachers, hostile school climates, and teachers' lack of appreciation of aides' talents and skills and lack of supervision. Aides gave mixed messages about their relationships with students' parents and families. Some had close relationships with parents and often served as babysitters for their students. Others placed the blame for students' problems on their families and rarely recognized the institutional factors that influenced students' academic success. (Contains 49 references.) (SM) ED477813 Colleagues or Cultural Brokers? Instructional Aides' Relationships with Teachers and Parents. 2003-04-00 31 N/A 2004 8/19/2004 21:51:14 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Adult Education Careers Developed Nations Developing Nations Economic Development Employment Employment Opportunities Employment Patterns Equal Opportunities (Jobs) Foreign Countries Labor Economics Labor Force Development Labor Market Labor Standards Postsecondary Education Poverty Quality of Working Life Skill Development Underemployment Unemployment Richards, Peter Information Analyses Opinion Papers Full Employment International Labour Office Latin America Freedom of Association International Labour Office, Geneva (Switzerland). English Expanding upon a report presented to the International Labor Organization (ILO), this book documents the current world employment situation, including how it has fallen short, how current economic policies interact with world employment, and how improvements can be made. Chapter one, "The Commitment to Full Employment," describes how the ILO measures and defines employment and unemployment and discusses the concept of creating a universal employment strategy in developing, industrialized and transition countries. Chapter two, "The Current Employment Picture" looks at broad trends in employment globally and regionally and the characteristics of employment quality, including freedom of association and equal opportunity. Chapter three, "The Employment Effects of Current Policies," discusses the recent experiences of developing countries in East and Southeast Asia and Latin America, as well as the older Organization for Economic Cooperation and Development (OECD) members. Chapter four presents conclusions, including discussions of poverty, income distribution and economic growth, full employment policies, and how the ILO helps promote full employment in a global context and at the national level. Extensive bibliographic notes follow each chapter. The document contains data tables and an index. (SLR) ED477814 Towards the Goal of Full Employment: Trends, Obstacles and Policies. 2001-00-00 ISBN-92-2-111389-2 Administrators Practitioners Policymakers 156 ILO Publications, 4, route des Morillons, CH-1211 Geneva 22, Switzerland ($16.95). Fax: 41.22.799.6938; e-mail: pubvente@ilo.org; Web site: http://www.ilo.org/. N/A 2004 2016-11-21

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Yes Adult Education Adult Vocational Education Continuing Education Corporate Education Economics of Education Educational Innovation Educational Policy Educational Technology Foreign Countries Individualized Instruction Labor Force Development Learner Controlled Instruction Organizational Development Outcomes of Education Partnerships in Education Postsecondary Education Program Implementation Relevance (Education) Technology Integration Training Methods Tchaban, A., Ed. Information Analyses Flexible Learning System Scotland France United Kingdom Information Economy Australia International Labour Office Customized Training Russia (Moscow) Australia France Russia (Moscow) United Kingdom United Kingdom (Scotland) ISSN-1020-5322 International Labour Office, Geneva (Switzerland). English This document presents five papers, each describing different experiences in the introduction, promotion and implementation of innovative adult training approaches aimed at achieving more flexibility in skill development. An introduction (Anatoli Tchaban) presents background information and a synthesis of the studies covering definitions, concepts and approaches, government policies and institutional frameworks, major issues discussed, and a listing of appropriate strategies to adopt. The following papers are included: "Improving the Relevance of Vocational Training and Delivery Approaches: Recent Developments in Australia's Vocational Education and Training System" (Roland McMillan); "Open and Flexible Learning: Experience in the United Kingdom and in the Moscow Region of the Russian Federation" (John Twining); "Open System for Individualized Training: A French Training Scheme for Adults (Cyrille Salort); "More Flexibility through Modules: Scotland's Vocational Training Reform" (Rob van Krieken); and "Quick Start: Company Specific/Job Specific Training Programmes in the United States" (Clarence Burdette). The first two papers contain extensive bibliographies and the fourth has an appendix describing a vocational certification program in the travel and tourism area. (SLR) ED477815 Towards More Flexibility in Training: A Review of Some Experiences in Rationalizing the Provision of Vocational Qualifications. Employment and Training Papers. 1999-00-00 ISBN-92-2-111856-8 Policymakers Administrators Practitioners 166 For full text: http://www.ilo.org/public/english/employment/strat/download/etp56 .pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Vocational Education Basic Skills Continuing Education Economics of Education Education Work Relationship Educational Benefits Educational Planning Educational Policy Employment Potential Foreign Countries Government Role Human Resources Labor Force Development Labor Standards Lifelong Learning Partnerships in Education Postsecondary Education Public Policy Training Information Analyses Tests/Questionnaires International Labour Conference International Labour Office Full Employment International Standards Information Economy Program Objectives Information Society International Labour Office, Geneva (Switzerland). English This report from the 91st session of the International Labor Organization (ILO) conference examines recent legislation, policies, and practices reflecting new approaches to learning and training. The document was intended to foster discussion regarding a revision of the ILO standard on human resources training and development. Chapter I examines economic and social benefits of learning, education, and training in production of goods and services and the goal of full employment. It reviews the use of education and training to enhance productivity and competitiveness in knowledge and skill-based economies. Chapter II gives an overview of five principles that underlie contemporary human resources development and training policies, laws, and practices. Chapter III defines basic education and training concepts and reviews recent basic education and initial training reform in developing and developed countries. Chapter IV examines policies, legal developments and practices aimed at encouraging learning and training opportunities for workers with a focus on the maintenance and improvement of an individual's employability. Chapter V provides examples of current and emerging priorities and practices in international cooperation in human resources development and training. The document contains concluding remarks; an extensive bibliography; a questionnaire regarding the need for, and content of the new standard; and three appendixes. (SLR) ED477816 Learning and Training for Work in the Knowledge Society. Report IV (1). 2002-00-00 ISBN-92-2-112876-8 Administrators Practitioners Policymakers 115 For full text: http://www.ilo.org/public/english/employment/skills/download/repo rt4.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Dropout Characteristics Employment Counselors Employment Level Employment Patterns Employment Services Family Financial Resources Job Search Methods Job Training Minimum Wage Participation Postsecondary Education Reentry Workers Transitional Programs Unemployment Insurance Welfare Recipients Welfare Reform Welfare Services Lidman, Russell M. Weeks, Gregory C. Reports - Evaluative Speeches/Meeting Papers Temporary Assistance for Needy Families Washington Welfare to Work Programs Job Coaches Washington Temporary Assistance for Needy Families Washington State Employment Security, Olympia. English The Washington State welfare reform program WorkFirst is designed to move individuals from Temporary Assistance for Needy Families (TANF) into the workforce. A critical question facing the program is how to assist participants in sustaining and advancing their employment. Three studies of those who exited the program measured multiple outcomes against targets. Worker occupations were found to be low-skill, low-wage jobs with limited advancement opportunities. The average monthly household income for participants who worked all year was much higher than for those who did not work. Two thirds of those who exited from WorkFirst remained out, while one-third returned to assistance within one year. Only half of those receiving a WorkFirst benefit are moved into a job search workshop. A program designed to minimize impact on the unemployment insurance system was unsuccessful. A measure of caseload reduction has shown that WorkFirst is becoming less effective over time in maintaining families' economic independence. Analysis showed that a better approach is to emphasize retention or to assist with rapid job transitions. The researchers concluded that also needed are the following: (1) a greater emphasis on moving WorkFirst participants through the program, off the program, and into follow-on support such as the Job Success Coach Initiative; and (2) services specifically designed for returners. (SLR) ED477817 Improving Outcomes in Washington's WorkFirst Program: Are Post-Employment Services the Answer? 2001-06-27 Policymakers 13 For full text: http://wdr.doleta.gov/conference/pdf/lidman.pdf. N/A 2004 2016-11-21

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No Academic Achievement Adult Education Adult Learning Adult Students Aging (Individuals) Dropouts Educational Attainment Educational Background Educational Experience Educational Status Comparison Enrollment Trends Foreign Countries Higher Education Lifelong Learning Older Adults Participant Characteristics Participant Satisfaction Student Characteristics Student Educational Objectives Vocational Education Information Analyses Numerical/Quantitative Data England Netherlands Netherlands United Kingdom (England) National Inst. of Adult Continuing Education, Leicester (England). English This briefing sheet provides a summary of statistics (primarily from United Kingdom and Dutch surveys) that relate to the participation of older people in learning. It provides evidence of current participation, recent trends, types of learning in which older people are involved, future intentions, and correlation between learning in later life and initial education. References for the surveys can be found at the end of the briefing sheet, along with the definitions of learning used. Twenty surveys and statistics are listed. (Key findings include the following: participation in learning declines with age, falling dramatically for those aged 65 and over; the number of learners aged 75 and over fell by a third between 1996-2002; older learners participate in non-vocational, non-accredited courses; older learners prefer daytime classes; the number of older learners involved in higher education is minimal; the earlier a person left school, the less likely he or she is subsequently to undertake any form of formal learning; those with a lower educational level run a greater risk of ending up in an institution than those with a higher education and at a somewhat younger age; and according to a Dutch forecast, changes in educational level of older people occur only through the replacement of older, less educated cohorts by younger, better-educated cohorts, rather than as a result of adult education, migration, or difference in life expectancy.) (YLB) ED477818 Older People and Learning--Some Key Statistics. NIACE Briefing Sheet. 2002-09-00 14 For full text: http://www.niace.org.uk/information/Briefing_sheets/Older_Learner s_Stats.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Articulation (Education) Career Academies Career Education Career Planning College School Cooperation Educational Attainment Educational Planning Educational Research Employee Attitudes Employer Attitudes Graduate Surveys Job Training Outcomes of Education Program Evaluation School Business Relationship Secondary Education Teacher Attitudes Transitional Programs Vocational Education Orr, Margaret Terry Hughes, Katherine L. Karp, Melinda Mechur Collected Works - Serials Information Analyses Reports - Evaluative ISSN-1059-2776 Columbia Univ., New York, NY. Inst. on Education and the Economy. English To assess the impact of the National Academy Foundation (NAF) career academy (CA) model, a large-scale, multi-site evaluation was undertaken. Survey and interview data on program experiences and postsecondary outcomes were analyzed from nine CA programs. The study used pre-post evaluation of student data, field visits, and written and telephone surveys. It drew on data for 199 graduating CA seniors and a comparison group of 190 non- CA seniors; survey data for 157 alumni who had graduated from 9 long-standing NAF-affiliated CAs 5 and 10 years before the study; survey data for 34 CA and 26 non-CA teachers; and survey data for 192 employees. Findings include the following: (1) the program impacts students positively by providing a quality experience they find beneficial and by engaging them in schooling, but it neither adds to nor detracts from their overall academic achievement; (2) as measured by their college enrollment and completion, improved career aspirations, and employment outcomes, the program positively impacts students' postsecondary transitions; (3) for teachers, the CA model challenges them to think differently about their work with students, their teaching, and their work with one another; (4) CAs provided a structured avenue for strategic and substantive employer participation. (Contains 18 references) (YLB) ED477819 Shaping Postsecondary Transitions: Influences of the National Academy Foundation Career Academy. IEE Brief. IEE Brief n29 Apr 2003 2003-04-00 5 For full text: http://www.tc.columbia.edu/~iee/BRIEFS/Brief29.pdf. N/A 2004 8/19/2004 21:51:28 RIEFEB2004 Supported by the National Academy Foundation.

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No Adult Education Adults Business Case Studies Collective Bargaining Competition Corporations Cost Effectiveness Developed Nations Employer Employee Relationship Employment Potential Employment Problems Foreign Countries Job Development Job Security Labor Force Development Labor Relations Labor Standards Research Methodology Unions Block, Richard N., Ed. Reports - Research Europe United States United States Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. English This book is an analysis of the relationship among collective bargaining (CB), firm competitiveness, and employment protection/creation in the United States (U.S.). Comparisons are also made between the U.S. situation and that in Europe. "Collective Bargaining in Context" (Richard N. Block, Peter Berg) places the US system of industrial relations in an international context. A literature review appears in the next two chapters. They are "Competitiveness and Employment Protection and Creation" (Richard N. Block), which examines the legal framework for CB, competitiveness, and employment, and "The Impact of Collective Bargaining on Competitiveness and Employment" (Dale Belman, Richard N. Block), which reviews the economics and industrial relations research on CB, competitiveness, and employment. "Case Study Methodology" (Richard N. Block) addresses the methodology used in the four case studies presented in these next four chapters: "Basic Aluminum: Alcoa-Rockdale, Texas, and United Steelworkers of America Local 4895" (Richard N. Block); "Auto Assembly: General Motors--Lansing, Michigan, and United Automobile Workers Local 652" (Richard N. Block, Peter Berg); "Automobile Parts: Lear Corporation--Elsie, Michigan, Division and United Automobile Workers Local 1660" (Michael L. Moore, Richard N. Block); and "Health Care: Sparrow Health System, Lansing, Michigan, and Professional Employees Council of Sparrow Hospital/Michigan Nurses Association" (Michael J. Polzin, Peter Berg). Each chapter contains some or all of these components: business description; facility/site history; history and background of CB; competitive pressures; CB, competitiveness, and employment protection/creation; and conclusions. "Overview and Conclusions" (Richard N. Block) states that, overall, the work demonstrates that CB, job protection/creation, and firm competitiveness are compatible in the U.S.; employees can enjoy the rights and protections inherent in collective bargaining; and shareholders and other firm stakeholders can prosper. (YLB) ED477820 Bargaining for Competitiveness: Law, Research and Case Studies. 2003-00-00 ISBN-0-88099-261-1 181 W.E. Upjohn Institute for Employment Research, 300 South Westnedge Avenue, Kalamazoo, MI 49007 (ISBN 0-88099-262-X (cloth) $40; ISBN 0-88099-261-1 (paper) $15). Tel: 616-343-4330; Fax: 616-343-7310; e-mail: publications@we.upjohninst.org, Web site: http://www.upjohninst.org. N/A 2004 2016-11-21

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Yes Adult Education Business Economic Development Foreign Countries Global Approach Information Technology Innovation International Communication International Cooperation International Trade National Standards Organizational Development Position Papers Postsecondary Education Public Policy Research and Development Secondary Education Social Development Technological Advancement Vocational Education Opinion Papers Finland Information Society Finland Science and Technology Policy Council of Finland, Helsinki. English Finland is challenged to make the most of globalization by reinforcing its positive aspects. The 1990s taught that success in creating innovations is a key factor for success of business and societies. A precondition, high-level technological and business know-how, requires systematic input into producing social innovations that prevent societal and social development from diverging from economic and technological development. This set of actions constitute the national strategy's core. Internationalization must proceed at the level of the innovation system, and Finland must be able to internationalize its operations and its national science and technology institutions through quality and cooperation. Success in implementing the national strategy entails determined development measures. Finland's foremost strengths in knowledge--the national competencies--must be developed further. Measures must be taken to promote the use of technological and social innovations in business enterprises to accelerate renewal of traditional industries. Research organizations must be developed as active and dynamic cooperation partners for business and industry. Investment in basic information society skills must continue. Research and innovation financing must be increased to accelerate internationalization of the innovation system and improve overall conditions for innovation. Regions face the same internationalization challenges and need to enhance their own factors for development. (Appendixes include report excerpts and policy reports.) (YLB) ED477821 Knowledge, Innovation and Internationalisation. 2003-03-00 ISBN-951-53-2485-8 Policymakers 64 Science and Technology Policy Council of Finland, Ministry of Education, Science and Culture, P.O. Box 29, FIN-00023 GOVERNMENT, Finland (ISBN 951-53-2484-X (print)). Tel: 358-9-1607 7364; Fax: 358-9-1607 6980; e-mail: suvi.borsos@minedu.fi; Web site: http://www.minedu.fi/tiede_ja_teknologianeuvosto/eng/index.html. For full text: http://www.minedu.fi/tiede_ja_teknologianeuvosto/eng/publications /review_2003.pdf. N/A 2004 2016-11-21

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Yes Adult Education College Students Developed Nations Educational Finance Financial Support Foreign Countries Job Skills Paying for College Postsecondary Education Secondary Education Student Costs Student Employment Student Financial Aid Vocational Education Biggar, Sharon Information Analyses Savings Netherlands Netherlands English The Netherlands has been characterized by highly differentiated secondary education, with separate practical, vocational, secondary, and pre-university institutions. Over time, these have converged somewhat. Well-thought-out vocational and adult programs emphasize providing skills needed in the workplace. At least part-time education is compulsory until age 18. The Netherlands has recently introduced student loans in university and vocational education. The most innovative aspect of a growing emphasis on private funding in post-compulsory education is introduction of performance-contingent grants that are converted into income-contingent loans if students fail to perform satisfactorily. The Netherlands is characterized by high rates of mandatory and notional savings and relatively low rates of discretionary savings. Notional savings displace discretional savings strongly; motives for saving mainly concern health-related and general uncertainties, not job loss or pension income uncertainty. There is no direct evidence of saving for learning. Increased costs of education to students and parents since 1996 have not led to increased savings. Short-term effects have been that many students have chosen to increase their hours of paid work during study, some take student loans, and a minority postpone or avoid studying. (Appendixes include a report on saving, borrowing, and investment and a 10-item bibliography.) (YLB) ED477822 Saving for Learning in the Netherlands. Research Report. 2003-00-00 Learning and Skills Development Agency, London (England). Learning and Skills Research Centre. ISBN-1-85338-850-5 35 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1453). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1453.pdf. N/A 2004 2016-11-21

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Yes Adult Education Developed Nations Employment Potential Foreign Countries Group Behavior Group Instruction Interpersonal Communication Interpersonal Competence Job Skills Out of School Youth Portfolio Assessment Portfolios (Background Materials) Postsecondary Education Resource Units Responsibility Role Secondary Education Team Training Teamwork Guides - Classroom - Teacher Reflective Thinking Self Awareness United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English This teaching and learning guide is designed to provide practical advice and support for teachers who are delivering and assessing the key skill "Working with Others" at Levels 1-3 in schools and colleges in the United Kingdom. It is useful as an introduction to the key skill, source of teaching ideas, reference, or handbook. Section 1 defines Working with Others and what it involves and explains its value and links with other key skills. Section 2 describes how the units are arranged. It explores the cyclical process, differentiation across the levels, assessment and certification, and issues concerning and forms of evidence. Section 3 on getting started shows techniques for working with groups in schools and college, reflection, and induction and initial assessment. Section 4 focuses on helping students to develop these process skills that underpin "Working with Others": planning, setting shared targets, clarifying roles and responsibilities, and reviewing progress. Section 5 relates to helping students to develop these interpersonal skills and personal qualitites: communication skills, helping students to reflect on their behavior in meetings, working in groups, developing students' self awareness, developing empathy, and handling conflict. Section 6 describes the principles of preparing the portfolio. Appendixes include a glossary, 18 useful addresses, and an action plan form. (YLB) ED477823 Working with Others. Teaching and Learning. 2003-00-00 Department for Education and Skills, London (England). European Social Fund, Dublin (Ireland). ISBN-1-85338-852-1 Teachers Practitioners 64 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1348; 5 British pounds). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1348.pdf. N/A 2004 2016-11-21

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Yes Developed Nations Educational Certificates Educational Cooperation Educational Policy Foreign Countries International Cooperation International Educational Exchange Job Skills Job Training Occupational Mobility Position Papers Program Implementation Student Certification Vocational Education Legal/Legislative/Regulatory Materials European Union European Union European Commission, Brussels (Belgium). English Enhanced cooperation in vocational education and training (VET) will be an important contribution toward ensuring a successful enlargement of the European Union. The social partners play an indispensable role in development, validation, and recognition of vocational competencies and qualifications at all levels and are partners in promotion of enhanced cooperation in this area. These main priorities will be pursued through enhanced cooperation in VET: European dimension; transparency, information, and guidance; recognition of competencies and qualifications; and quality assurance. These principles will underpin enhanced cooperation in VET: measures should be voluntary and principally developed through bottom-up cooperation; initiatives must focus on needs of citizens and user organization; and cooperation should be inclusive and involve member states, candidate countries, and the social partners. Follow up of this declaration will include the following to ensure effective and successful implementation of enhanced European cooperation in VET: implementation of enhanced cooperation in VET will be a gradually integrated part of followup of the objectives report; the existing commission working group will continue work to ensure effective implementation and coordination; and the initial focus between now and 2004 will be on concrete areas where work is already in progress. (YLB) ED477824 Declaration of the European Ministers of Vocational Education and Training, and the European Commission, Convened in Copenhagen on 29 and 30 November 2002, on Enhanced European Cooperation in Vocational Education and Training. "The Copenhagen Declaration." 2002-11-30 Policymakers 6 For full text: http://www.minocw.nl/brief2k/2002/doc/60315a.PDF. N/A 2004 2016-11-21

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Yes Adult Education Dislocated Workers Economically Disadvantaged Educational Finance Employment Services Federal Aid Federal Legislation Federal State Relationship Financial Support Funding Formulas Job Training Labor Market Program Design Program Effectiveness Resource Allocation Unemployment Youth Youth Programs Nilsen, Sigurd R. Reports - Evaluative Workforce Investment Act 1998 Workforce Investment Act 1998 General Accounting Office, Washington, DC. English A study assessed the formulas used to distribute funds to the states under the Workforce Investment Act (WIA) 1998. It identified mismatches that might exist between the formulas and WIA's program goals and populations served and identified where the formulas are most vulnerable to wide fluctuations in funding levels from year to year. Issues associated with the current formulas were found in three areas. The first issue was that some of the factors used in the formulas to allocate funds were clearly not aligned with the programs' modified target populations. The second issue was that there are time lags between when the data are collected and when the allocations are available to states, so the allocations may not reflect current labor market conditions. The third issue was excessive volatility in funding for the Dislocated Worker Program unrelated to fluctuations in the target populations. (The five-page report is accompanied by these extensive appendixes: WIA allocation formulas; current Federal job training allocation formulas; program year 2002 youth and adult allocations; and state dislocated worker allocations, PY 1997-PY 2002.) (YLB) ED477825 Workforce Investment Act: Issues Related to Allocation Formulas for Youth, Adults, and Dislocated Workers. Report to Congressional Requesters. 2003-04-00 Policymakers 48 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015; http://www.gao.gov (first copy free; additional copies $2.00 each; 100 or more: 25% discount). For full text: http://www.gao.gov/new.items/d03636.pdf. N/A 2004 2016-11-21

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Yes Admission Criteria Articulation (Education) College Credits College Transfer Students Community Colleges Curriculum Development Educational Mobility Institutional Cooperation Intercollegiate Cooperation School Policy Transfer Policy Transfer Programs Transfer Rates (College) Transfer Students Two Year Colleges Thompson, Susan Information Analyses Reports - Research Speeches/Meeting Papers Southwest Texas State University English Southwest Texas State (SWT) University has developed a system of communication with two-year community colleges that aims to provide information about new student performance and identify student needs. About 60% of the 7,000 new undergraduate students first enrolling in SWT each year are transfer students. In 1992, about 60% of new students at SWT were first-time freshmen. The trend toward students beginning their college careers elsewhere necessitates that universities work with feeder institutions in order to help students make a smooth transition. This document describes articulation agreements and transfer planning guides at SWT. SWT has signed formal articulation agreements with seven (12%) of the 59 Texas community colleges. SWT has also prepared equivalency guides for each of the 59 two-year colleges as an alternative to formal agreements. SWT's Transfer Advisory Council (TAC) studies the impacts of transfer admission process and requirements and recommends policies, as well as facilitating interaction between SWT and feeder-institution counselors and providing publicity to those institutions. SWT also generates a Transfer Feedback Report each fall. The report shows the one-year academic performance of new transfer students at the University. Measures of performance include transfer GPA, transfer hours, SWT GPA, SWT semester hours passed, and 1-year retention rates. (NB) ED477826 Collaboration for Student Success: A System for Providing Transfer Student Performance Information to Feeder Institutions. 2003-05-18 26 N/A 2004 2016-11-21

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Yes Allied Health Occupations College Students Community Colleges Community Needs Costs Cultural Pluralism Curriculum Dental Assistants Dental Hygienists Ethnic Groups Job Training Two Year College Students Two Year Colleges Pezzoli, J. A. Johnson, Nancy Opinion Papers Reports - Descriptive University of Hawaii Maui Community College English This document describes the curriculum and objectives of the Certificate of Completion in Dental Assisting at Maui Community College, Hawaii. Hawaii is below the national average in oral health care, with as many as 40% of Maui residents being underserved. Dental disease among the uninsured and underinsured in Hawaii is three times the national average. Issues include the lack of fluoridation, inadequate reimbursement for dental care, and the shortage of dental auxiliaries. Additionally, ethnic groups such as Hawaiian, Pacific Islander, and those of Filipino ancestry have higher incidence of tooth decay and oral health needs. Data presented here indicate that there will be a need for 50 dental auxiliary employees per year state wide through 2010. The article argues that more than 300 students on lists for nursing programs will not be admitted to those programs, and the Dental Assisting Program expands options for these students. The projected annual cost for the program was $55,620 in 2002-03 and $58,399 in 2005-2006, with enrollment ranging from 11 in the first semester to 24 in fall 2005. The study assumes that all classes will be full, and that students will attend both full- and part-time. Compares the cost of this program to other Maui Community College programs. (NB) ED477827 Partnering on a Curriculum To Address the Dental Care Crisis in a Rural Island Community: The First Step of a Career Ladder Program in Dental Assisting. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Academic Achievement Articulation (Education) College Credits College Transfer Students Community Colleges Educational Counseling Educational Mobility Graduation Institutional Cooperation Intercollegiate Cooperation Transfer Policy Transfer Programs Transfer Rates (College) Transfer Students Two Year Colleges Henry, Barbara L. Knight, William E. Information Analyses Reports - Research Speeches/Meeting Papers English This study provides a thorough examination of the experiences of a group of students who transferred from a public community college in the Midwest to a nearby public residential university between spring 1994 and spring 2001. The study population consisted of 552 students who transferred from the community college to the university with 12 or more semester credit hours. The researchers designated the 2 groups of students in the study persisters (386, or 67%) and non-persisters (184, or 33%). A total of 243 (44%) of the persisters had earned a bachelor's degree and 125 (23%) were still enrolled at the university by spring 2002. The non-persisters were no longer enrolled in the university during spring 2002. Women and whites were the majority in both groups. Almost all of the students in both groups had earned a high school diploma rather than a G.E.D. The majority of both groups attended the community college for 3 years or less, and most did not attend the community college full time. The study suggests that the 2-plus-2 paradigm is probably less realistic than a 3-plus-3, or 3 years at community college and three at university in order to earn a degree. Suggests that transfer centers need to be an intentional part of the community college's academic division. (Contains 13 references and 38 tables.) (NB) ED477828 What Matters in the University Graduation of Community College Transfer Students. 2000-05-00 33 N/A 2004 8/19/2004 21:51:44 RIEFEB2004 Paper presented at the Annual Forum of the Association for Institutional Research (43rd, Tampa, FL, May 18-21, 2003).

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Yes College Role Community Colleges Developmental Studies Programs Educationally Disadvantaged High Risk Students Two Year Colleges Schuetz, Pam ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest is drawn from the spring 2002 issue of New Directions for Community Colleges, titled "Next Steps for the Community College." It summarizes three overlapping challenges facing colleges in the coming decade: educating a more diverse student body, assessing student outcomes, and maintaining the educated workforce needed to meet the increasingly complex needs of the students and institutions. Community college programs and services will be called upon to adapt to a population increasingly composed of underprepared students. Remediation is central to the emerging assessment and accountability movement in higher education, and represents one of the more important educational, social, and economic issues in the United States today. Assessment of student outcomes in community colleges reflects the greater diversity of the student body and the broader educational mission of the two-year institutions. In particular, community college assessment measures focus around student learning outcomes in the major academic areas, including transfer programs and career and occupational programs. Finally, enhancing the organizational status, morale, and career mobility of professional staff and faculty will be increasingly necessary to ensure that institutions maintain the expertise they need to realize the community college mission. (Contains 10 references.) (Author) ED477829 Emerging Challenges for Community Colleges. ERIC Digest. 2002-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes College Bound Students College Preparation Community Colleges Distance Education Dual Enrollment Grade 12 High Risk Students High School Students High Schools Institutional Cooperation Partnerships in Education Two Year Colleges Peterson, Kimberly ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English The high school curriculum in the U.S., especially during the senior year, tends to lack in academic intensity. This document argues that not only are high school seniors not being challenged during their senior year, but they are also not preparing for college during that time. A wasted senior year, or "senior slump," can result in negative social and economic consequences for students during college. Senior slump may also be contributing to the rising numbers of students who must take remedial courses in college. A study conducted by Adelman (1999) found that the strongest indicator of whether a student earns a bachelor's degree is the level of academic rigor in his or her secondary education. Cooperative programs between the secondary and post-secondary institution, including concurrent enrollment and middle college high schools, as well as distance courses designed by community colleges and delivered to high school students, can help to combat the problem. Middle college high schools are high schools that are fully housed on the campuses of community colleges or universities. These schools specifically target students who are at-risk for dropping out of high school. Community colleges are involved in a variety of these programs that provide opportunities and incentives for high school students to engage in rigorous coursework. (Contains 12 references.) (NB) ED477830 Overcoming Senior Slump: The Community College Role. ERIC Digest. 2003-01-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes Higher Education Models Philosophy Preservice Teacher Education Science Instruction Science Teachers Scientific Principles Aduriz-Bravo, Agustin Izquierdo, Merce Reports - Descriptive Speeches/Meeting Papers English Metascientific education of prospective science teachers is seen as a priority in many European countries, in accordance with the central role that contents about the nature of science have achieved in national curricula. In this paper, we present an original theoretical tool, which we have called the matrix of stages and strands that may prove of help in adapting or designing didactical activities with the aim of teaching the philosophy of science to science teachers. The matrix arranges a collection of the most important theoretical models that philosophers of science have advanced during the twentieth century around six central topics of their discipline. This didactical tool that we present is related to the general rationale of our work with prospective teachers, which aims to answer three fundamental research questions, those regarding the selection, coherence and functionality of the philosophy of science in science teacher education. We exemplify our rationale through an original didactical activity that we have designed and implemented; this activity involves the use of the matrix. (Author) ED477831 The Philosophy of Science in Prospective Science Teacher Education: Rationale and Practical Proposals. 2001-08-00 15 Web site: http://www.lhs.se/atee/papers.html N/A 2004 8/19/2004 21:51:49 RIEFEB2004

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Yes Community Education Educational Facilities Enrichment Activities Exhibits Informal Education Interviews Opinions Recreational Facilities Science Education Zoos Coll, Richard K. Tofield, Sara Vyle, Brent Bolstad, Rachel Reports - Research Speeches/Meeting Papers English This paper reports on an inquiry into the use of zoos as a source of informal or free choice learning. The study was contextualized within the zoo's environmental enrichment program - an animal husbandry principle that seeks to develop species-typical behavior for captive animals by using naturalistic enclosures or artificial items that stimulate animal interest. Visitor perceptions and actual use of the zoo were investigated using structured interviews that elicited perspectives of the nature and character of zoo settings and included the use of photographs of selected exhibits to induce stimulated recall. These data were triangulated with unobtrusive observation at selected exhibits. The visitors' spent little time at a given exhibit, and rated the more naturalistic or enriched exhibits more favorably, but older visitors seemed less concerned with naturalness of exhibits. The zoo considers that it has an important role in education and provides many opportunities for learning for general visitors and school groups. General visitors and school groups see the prime purpose of their visit to be entertainment. The learning of science is limited for general zoo visitors and enhanced for school children by pre- and post-visit activities and strong links to curricula. (Author) ED477832 Free-Choice Learning at a Metropolitan Zoo. 2003-03-00 13 N/A 2004 8/19/2004 21:51:51 RIEFEB2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Curriculum Development Elementary Education Emotional Problems Fear of Success Learning Strategies Mathematics Anxiety Mathematics Instruction Problem Solving Self Efficacy Self Esteem Ufuktepe, Unal Ozel, Claire Thomas Reports - Research English Children in primary education often encounter mathematics having picked up a general fear of mathematics from the society around them. This results in lack of confidence, avoidance of non-standard thought processes, weakness in problem solving strategies, and other negative consequences. This study offers an alternative approach: presenting mathematics as dynamic, interactive entertainment. The Mathematics Society, a student club at Izmir Institute of Technology (IZTECH), has developed a Mathematics Drama program that addresses elementary mathematics. This paper presents information on how successful this group has been in addressing the needs of the pupils attending their shows and considers possible causes of the fear of mathematics, then look at the work of the Mathematics Society and discusses its validity as a possible educational model. Finally, this paper presents and analyzes data from a survey of 500 pupils. (Author/KHR) ED477833 Avoiding Mathematics Trauma: Alternative Teaching Methods. 2002-07-00 7 N/A 2004 8/19/2004 21:51:53 RIEFEB2004 Paper presented at the International Conference on the Teaching of Mathematics (2nd, Crete, Greece, July, 2002).

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Yes Calculus Concept Formation Curriculum Development Differential Equations Educational Change Higher Education Mathematics Education Teaching Methods Habre, Samer Reports - Research Speeches/Meeting Papers English In an attempt to promote the development of understanding over rote memorization, writing in mathematics has received increased attention in recent years. In Calculus, the Rule of Three (based on communicating ideas thorough algebraic, graphical and numerical means) has been replaced by the Rule of Four in which writing plays a central role. Educators agree that the benefits of writing include the promotion of understanding, and the initiation of the posing of questions. Writing also helps generate meaning, and helps in the retention of content. In this paper the author evaluates the use of writing for analyzing a problem and its solution. The setting is a reformed differential equations class offered at the Lebanese American University. Unlike a traditional ode course where students are provided with a cookbook of methods for solving differential equations, the emphasis in a reformed ode course is placed on the geometry of the solutions and on an analysis of the outcomes. In many instances, analytically, and the sketch is to be supplemented by an argument justifying it. In addition, various real life problems are modeled and essay questions are asked to analyze the graphs describing these models. Results show that students first reject the idea, but later rate writing as essential. Furthermore, an improvement in the style and content of the writing exercises in usually noticeable at the end of each semester. (Author) ED477834 Writing in a Reformed Differential Equations Class. 2002-07-00 10 Web site: http://www.math.uoc.gr/~ictm2/proceedings/paper64.pdf N/A 2004 8/19/2004 21:51:55 RIEFEB2004 Paper presented at the International Conference on the Teaching of Mathematics (2nd, Crete, Greece, July, 2002).

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Yes Bibliographic Databases Educational Change Elementary Secondary Education Instructional Materials Mathematics Education Online Catalogs Professional Development Konig, Gerhard Ruffer, Beate Reports - Descriptive Speeches/Meeting Papers English Fast and comfortable access to literature in teaching mathematics at all levels is discussed. For this purpose the most important bibliographic database for theory and practice in mathematics education, the database MATHDI, is presented in more detail. The literature search in MATHDI is exemplified by identifying literature relating to the topic of this conference. (Author) ED477835 Electronic Access to Literature in Mathematics Education. 2003-00-00 10 N/A 2004 8/19/2004 21:51:57 RIEFEB2004 Paper presented at the International Conference on the Teaching of Mathematics (2nd, Crete, Greece, July, 2002).

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Yes Curriculum Development Discourse Analysis Foreign Countries Higher Education Mathematics Education Professional Development Sociocultural Patterns Teacher Education Programs Teaching Methods Tutors Nardi, Elena Jaworski, Barbara J. Reports - Research Speeches/Meeting Papers United Kingdom United Kingdom English This paper reports from a research project at Oxford in the UK that focused (a) on university mathematics teachers' conceptualizations of first-year undergraduate teaching related to observation of their teaching; and (b) on issues relating the conceptualizations to mathematics as a discipline. This research builds on a qualitative study of learning difficulties of first year undergraduates in their encounter with the abstractions of advanced mathematics within a tutorial-based pedagogy. Six tutors' responses to and interpretations of such difficulties were studied in semi-structured interviews conducted during an 8-week university term and following minimally-participant observation of their tutorials. This paper describes a 4-stage spectrum of pedagogical development (SPD) that emerged from the analysis of the tutors' conceptualizations of the students' difficulties, descriptive accounts of the strategies they employ in order to facilitate their students' overcoming of these difficulties, and self-evaluative reflective accounts regarding their teaching practices. This study then exemplify the third and fourth stages of SPD thought a discussion of characteristic examples from the interview data. In these stages the tutors' strategies begin to resemble less a traditional induction process and more a process of facilitating the students' construction of mathematical meaning. This discussion employs tools from sociocultural, enactivist and constructivist theories on the teaching and learning of mathematics. In particular, the data used here exemplify certain tutor strategies to achieve consideration of students' needs. (Author) ED477836 Developing a Pedagogic Discourse in the Teaching of Undergraduate Mathematics: One Tutors' Uses of Generic Examples and Other Techniques. 2002-00-00 10 N/A 2004 2016-11-21

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Yes Algebra Cognitive Processes Concept Formation Evaluation Higher Education Language Proficiency Learning Processes Mathematics Education Sex Differences Wood, Leigh N. Smith, Geoffrey H. Petocz, Peter Reid, Anna Reports - Research Speeches/Meeting Papers Linear Algebra English This paper concerns a study of the performance of students in a linear algebra examination. Differences in performance of tasks requiring understanding of concepts with those that required only the use of routine procedures and factual recall were investigated. Central to the study was the use of a taxonomy based on Bloom's Taxonomy for characterizing assessment tasks which the were described in previous publications. The full taxonomy has 8 categories which ball into 3 broad groups. The first group (A) encompasses tasks which could be successfully done using a surface learning approach while the other two (B and C) groups require a deeper learning approach for successful completion. Tasks on the examination paper were put into one of the three groups and comparisons were made concerning the performance of individual students in each of these areas. This study also investigated whether the data supports any systematic effect of differences in sex or language background on performance in the three groups. The sample contained a large cohort of students who had a home language other than English. The hypothesis that such a student would have difficulty with the conceptual aspects of the course was tested since these normally require greater language facility. (Author/KHR) ED477837 Correlation between Student Performance in Linear Algebra and Categories of a Taxonomy. 2002-07-00 8 N/A 2004 2016-11-21

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Yes Primary Education Questionnaires Science Instruction Science Teachers Student Surveys Teacher Effectiveness Fisher, Darrell L. Waldrip, Bruce G. Chuarch, Dan Reports - Research Speeches/Meeting Papers English Uses the Questionnaire on Teacher Interaction (QTI) to identify and describe better primary science teachers. With a sample of 753 science students, the reliability of the QTI scales ranged from 0.61 to 0.85. The better teachers were identified as those whose students' perceptions were more than one standard deviation above the mean on the scales of Leadership, Helping/Friendly, and Understanding and more than one standard deviation below the mean on the Dissatisfied and Admonishing scales. The construct validity of the QTI was confirmed through interviews with students and these views are reported in the paper. (Author) ED477838 The Characteristics of Better Primary Science Teachers. 2003-00-00 21 N/A 2004 8/19/2004 21:52:02 RIEFEB2004 Paper presented at the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Case Studies Computer Uses in Education Concept Teaching Foreign Countries Genetics Multimedia Materials Science Education Secondary Education Student Motivation Tsui, Chi-Yan Treagust, David F. Reports - Research Speeches/Meeting Papers Australia Conceptual Change Laptop Computers Australia English Explores the conceptual change of two classes of grade 10 students (n=48) in their genetics learning in an Australian girls' school that uses laptop computers. The study used an interpretive, case-based design with multiple data collection methods and a multidimensional conceptual change framework. Over seven weeks, the students learned genetics that included work on their laptop computers with BioLogica, a multimedia program, and online multimedia about human and molecular genetics. Multiple external representations (MERs) in multimedia, as researchers claimed, support cognitive processes and problem solving. Given that representability is essential for making difficult concepts intelligible, MERs provide new opportunities for learning genetics. Findings indicated that most students were highly motivated in their learning and that over half of them enjoyed learning with multimedia on human and molecular genetics more than with BioLogica. Most students improved their genetics reasoning after instruction but only in easier reasoning types. Some students, however, had developed sophisticated conceptions and the status of their conceptions was intelligible, plausible, and fruitful. The findings have implications for making better pedagogical use of multiple representations in teaching for conceptual change. (Author) ED477839 Learning Genetics with Multiple Representations: A Three Dimensional Analysis of Conceptual Change. 2003-03-00 23 N/A 2004 2016-11-21

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No Cognitive Processes Computation Concept Formation Elementary Secondary Education Geometry Knowledge Base for Teaching Mathematics Education Measurement Numeracy Preservice Teachers Professional Development Teacher Education Programs Ma, Liping Books Reports - Evaluative English This book features a comparative study of American and Chinese mathematics teachers. How teachers understand the content of mathematics and their practice of mathematics teaching is examined. The differences between Chinese and U.S. teachers' knowledge of mathematics for teaching are documented, and how Chinese teachers' understanding of mathematics and its teaching contributes to their students' success is discussed. This book include approaches to teaching subtraction with regrouping, addressing students' mistakes in multidigit number multiplication, generating representations for division by fractions, and exploring new knowledge by examining the relationship between perimeter and area. Teachers' subject matter knowledge and how the profound understanding of fundamental mathematics is attained are discussed. This book is relevant to the preservice preparation of teachers as well as to understanding of teachers' work and their career-long professional development. (KHR) ED477840 Knowing and Teaching Elementary Mathematics: Teacher's Understanding of Fundamental Mathematics in China and the United States. 1999-00-00 ISBN-0-8058-2909-1 192 Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 21:52:06 RIEFEB2004 ED512043 ED532215

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Yes Early Childhood Education Family Role Foreign Countries International Studies Low Achievement Mathematics Education Numeracy School Role Social Influences Baker, D. A. Street, B. V. Tomlin, A. Reports - Research Speeches/Meeting Papers United Kingdom United Kingdom English This is a discussion of research in the 'Schooled and Community numeracies focus within the Leverhulme funded Low Educational Achievement in Numeracy Research Programme. The intentions of the research in this focus are to seek explanations for underachievement in numeracy that derive from understandings of mathematics as social. We wanted to understand why some children apparently cope easily with informal numeracy practices whilst others struggle with formal numeracies. We wanted to investigate boundaries children face or which are constructed between home and schooled numeracy practices. The paper will initially consider some of the conceptual and methodological issues that have arisen in the research. Work done in a pilot study will be used to throw further light on these issues and possible implications for both research and schooling will be raised. (Author) ED477841 Schooled and Community Numeracies: Understanding Social Factors and "Under-Achievement" in Numeracy. 2000-00-00 10 Web site: http://correio.cc.fc.ul.pt/~jflm/mes2/baker.doc N/A 2004 2016-11-21

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Yes Chemistry Higher Education International Studies Program Evaluation Research Projects Science Education Student Research Cartwright, Hugh M. Reports - Descriptive Reports - Evaluative Speeches/Meeting Papers English Describes the structure of the chemistry honors school at Oxford University that involves a yearlong research period. The research experiences provide students with first hand experience in the development of scientific understanding and experience with the scientific method. The paper examines whether such extended undergraduate research is valuable or counterproductive. (SOE) ED477842 Igniting Students: Do Large-Scale Undergraduate Research Projects Enthuse or Defuse? 2000-00-00 19 Web site: http://ptcl.chem.ox.ac.uk/~hmc/papers/confchem2000/cartwrightconfchem200 0.html N/A 2004 8/19/2004 21:52:10 RIEFEB2004

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Yes Class Activities Curriculum Design Early Childhood Education Environment History Instruction Instructional Materials Mathematics Education Music Education Printmaking Science Education Rule, Audrey C., Ed. McIntyre, Sandra, Ed. Ranous, Meg, Ed. Guides - Classroom - Teacher English Twenty-three mathematics activities that use environmental print materials are presented, along with two activities that focus on music education, one that highlights history concepts, and five science activities. The environmental print materials are words and images cut from food or other product packaging and mounted on mat board cards. Instructions for teachers regarding material preparation are given, along with directions for students to engage in each activity. Example layouts and labels for materials boxes are given for each activity. Mathematical topics include: more and less; numeration; addition and subtraction; time words; forming patterns; writing equations; story problems; chart coordinates; percents; fractions; measurement abbreviations; coins; liquid measurement; symmetry designs; Venn diagrams; volume and area of geometric solids; factors; permutations; and probability. The two music activities focus on rhythm. The history activity discusses ideas and items related to the taxation of the thirteen colonies. The five science activities include the following concepts: living versus nonliving; ecology food pyramid; distinguishing proteins, carbohydrates, and lipids; potential versus kinetic energy; and fossils in geologic time. (Author) ED477843 Environmental Print Activities for Teaching Mathematics and Content Areas. 2003-00-00 Practitioners Teachers 61 N/A 2004 8/19/2004 21:52:12 RIEFEB2004

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Yes Chemistry Concept Formation Prior Learning Science Education Secondary Education Thinking Skills Claesgens, Jennifer Stacy, Angelica Reports - Research Speeches/Meeting Papers English Analyzes the role of students' prior knowledge in their emerging understanding of the mole. The research question this study seeks to answer is what knowledge, if any, do student have regarding the mole and what prior knowledge do they access when presented problems regarding the nature of the mole. Data collection focuses on student knowledge regarding the mole in three areas; 1) math skills and number sense, 2) the mole and 3) amount of substance. It was found that many students relied on observable properties of matter at a macroscopic scale in their reasoning about amount of substance. Reliance on observable properties of materials, like whether the substance is a solid versus liquid, or the surface features of a problem like the number quantities in chemical formulas, plays a large role in student reasoning. The implication of this research is that students may not be able to develop a conceptual understanding of the mole unless they shift their understanding from a macroscopic view of matter to a particulate model of matter. (Author) ED477844 What Are Students' Initial Ideas about "Amount of Substance"? "Is There a Specific Weight for a Mole?" 2003-04-00 26 N/A 2004 8/19/2004 21:52:14 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April, 2003).

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Yes Elementary Secondary Education Evaluation Methods Feedback Peer Evaluation Science Instruction Science Laboratories Scoring Rubrics Student Improvement Mullen, Yvonne K. Reports - Descriptive Speeches/Meeting Papers English Feedback from assessments should be the foundation for improvements students make in their lab work. Therefore, in this study, a standard rubric that reflected the scientific method was employed as an intervention to assess student lab write-ups. Students preformed three labs all based on consumer research. The first lab was completed without the use of a rubric. The second and third labs were done using the rubric as a guide for the lab write-up. Students also participated in peer editing sessions and self-evaluations of their labs. The use of a rubric and templates helped students achieve high-level performance in the lab work they completed in the classroom. The average score on lab write-ups increased by 17%. The rubric also provided an efficient, effective, and consistent means to assess students' lab write-ups. Evaluation time was reduced by five hours and consistency was documented with inter-rater agreement for the post intervention lab. Overall, the implementation of a standard rubric to assess student lab write-ups increased student success, provided a means to achieve high quality work, and sufficiently reduced evaluation time by the instructor. (Author/SOE) ED477845 Student Improvement in Middle School Science. 2003-05-00 45 N/A 2004 8/19/2004 21:52:16 RIEFEB2004 Includes CD-ROM.

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Yes Attitude Change Higher Education Mathematical Concepts Mathematics Achievement Student Attitudes Student Motivation Ginn, James E. North, Henry Reports - Descriptive Speeches/Meeting Papers Texas Academic Skills Program English In trying to help students pass the Texas Academic Skills Program (TASP) Examination, changes have been found to occur in the student before efforts at teaching mathematics are effective. A literature review was conducted to seek a philosophical basis to support theories of helping learners. Various learning theories was searched and found that they all lack the need to develop learners. It was found that the learner first must undergo a fundamental change in attitude toward mathematics and ability to acquire the requisite knowledge of mathematics in order to pass the TASP Examination. This paper offers some suggestions, tips, and strategies that have been acquired from experience in working with TASP-responsible students. (Author/SOE) ED477846 Passing the Mathematics Section of the TASP: Strategies, Tips, and Suggestions. 2002-02-00 16 N/A 2004 2016-11-21

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Yes Academic Ability College Entrance Examinations Computer Assisted Instruction Computer Software Computer Uses in Education Higher Education Mathematics Skills Mahmood, Salma Jesmin Reports - Research Speeches/Meeting Papers English In 1985 The Texas Higher Education Coordinating Board (THECB) conducted an extensive investigation of student academic readiness for Texas' institutions of higher education. From the study it was learned that 30% of the students were unable to read, write or compute at desired performance levels. The state's response was the Texas Academic Skills Program (TASP). One important part of TASP is a pre-college enrollment test. According to THECB: "The TASP has become an essential part of quality assurance efforts in Texas higher education. "It guarantees that all students entering public colleges and universities in Texas have an opportunity to develop the academic skills necessary for success" (Boylan, 1997). After many years of research it is commonly accepted under-prepared college bound students face great difficulties in achieving the knowledge and skills needed for mathematics when conventional teaching methods are used. However, it is also widely accepted that conventional methods that are supported with instructional software significantly increases depth of learning while reducing time needed for learning. Yet, a caution is needed. Software that includes integrated text, sound, and computer animation maximizes students' learning. Mayer and Anderson (1991,1992) and Mayer and Sims (1994) clearly showed the value of computer animation and "oral narration" or traditional/conventional methods are most effective when they occur concurrently. This paper will explain how the mathematics performance of College bound students was enhanced by computer assisted instruction (CAI) with conventional instruction. (Author) ED477847 Enhancing the Mathematics Performance of College Bound Students Combining Computer Animation with Text and Narration. 2002-02-00 21 N/A 2004 8/19/2004 21:52:19 RIEFEB2004 In: An Imperfect World: Resonance from the NationOs Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes Agency Cooperation Elementary Education Environmental Education Natural Resources Partnerships in Education Summer Programs Teacher Education Wiggins, Felita Reports - Descriptive Speeches/Meeting Papers Environmental Awareness Texas Texas English The Texas Natural Resource Conservation Commission (TNRCC) is the lead environmental agency for the State of Texas. It's charged is to oversee Texas natural resources: air, water, and waste management. The challenge is to manage these resources in a manner so that air and water are sustainable for the future and waste management is dealt with responsibly. The TNRCC developed a comprehensive training program for teachers in environmental education. The Teaching Environmental Science, (TES) course was developed in cooperation with Texas Southern University and other universities around the State of Texas. The Teaching Environmental Science course is a free environmental graduate summer course for K-8 teachers. The emphasis is on water, air, and waste issues that affect the local community. The course creates partnerships between teachers, local and state experts, and provides extensive environmental education materials and resources. This graduate course fosters an awareness of environmental concerns for the environment in urban areas. It also provides each teacher the knowledge base and the access to resources in order to become change agents in protecting and improving the environment. This paper will focus on the partnership, the planning, and the implementation of this graduate course at Texas Southern University. (Author) ED477848 Planning and Implementing a Graduate Environmental Science Course: A State Agency and a University Partnership. 2002-02-00 15 N/A 2004 2016-11-21

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Yes Communication Skills Elementary Secondary Education Learning Activities Preservice Teacher Education Preservice Teachers Speech Communication Speech Skills Teacher Role Teaching Skills Ediger, Marlow Guides - Non-Classroom Opinion Papers Student Led Activities English Being able to speak clearly and well is highly salient for classroom teachers. The preservice university curriculum needs to provide sequential activities and experiences for prospective teachers. This paper suggests the various situations in which this might be done. The paper first notes that the university instructor needs to model good speaking habits and patterns and should also encourage students to present ideas accurately and with clarity in discussion settings. It next gives examples of student-led groups which become an inherent part of each class and might well serve as a model to classmates: panel discussions, oral reports, explanations of teaching aids constructed for the teacher education class, committee work in class to solve a relevant problem in teaching, questions raised by students pertaining to concepts and generalizations discussed in class, and brainstorming. The paper also finds that field experiences in preservice education can provide valuable experiences for preservice teachers. It states that oral communication is important when teaching students in the public school setting. (NKA) ED477849 Oral Communication and the Teacher. 2003-04-00 7 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Instructional Effectiveness Reading Achievement Reading Instruction State Standards Student Needs Teacher Role Ediger, Marlow Guides - Non-Classroom Opinion Papers Elementary Secondary Education Act No Child Left Behind Act 2001 Elementary and Secondary Education Act No Child Left Behind Act 2001 English Student scores on state mandated tests, to be given annually in grades 3 through 8 and in grade 10, place reading instruction at the apex of the school curriculum. These standards are inherent in No Child Left Behind, a revision of the federally funded Elementary and Secondary Education Act (ESEA). Students are to be able to read on the third grade level by the time they are in the third grade. Since there are penalties for both schools and students if a child should fail to meet federal and state guidelines, this paper discusses what teachers and students can do to avoid failing in the reading curriculum. The paper outlines six specific procedures teachers should follow to help their students achieve reading success. It also explains the current reforms in the teaching of reading and describes how a quality reading program should function. Finally, the paper suggests additional ways, other than state-mandated testing, to assess student achievement. Contains 9 references. (NKA) ED477850 Reading Instruction and State Mandated Testing. 2003-05-06 9 N/A 2004 2016-11-21

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Yes Classroom Techniques College School Cooperation Elementary Secondary Education English Curriculum English Departments English Instruction Higher Education Professional Development Kiernan, Henry, Ed. Collected Works - Serials ISSN-0738-1409 National Council of Teachers of English, Urbana, IL. English This journal, a publication of the National Council of Teachers of English Conference on English Leadership, publishes articles on topics of interest to those in positions of leadership in departments (elementary, secondary, or college) where English is taught. Articles in Volume 21, Number 1, August 1998 are: "Problem-Based Leadership: A Recipe for the Care and Feeding of Staff" (Carol Gladstone); "If Johnny Can't Spell" (Carol Jago); "Opportunities to Succeed: Guiding Students through the Process of Scholarship Application" (Robert Perrin); "Leadership for the Next Century" (J. Donald Woodruff, Jr.); and "Leadership and Achieving Success" (Jacqueline L. Frierson). Articles in Volume 21, Number 2, October 1998 are: "CEL Anniversary History" (Mary Ellen Thornton); "Thunder of What You Do versus the Whisper of What You Say" (Richard P. DuFour); and "Three Types of Secondary-University Conversations": "Introduction" (Nancy Traubitz); "The Secondary Perspective" (Joanne E. Langan); "The University Perspective" (Joan L. Thompson); and "The Student-Teacher Perspective" (Monica Johnson). Articles in Volume 21, Number 3, February 1999 are: "Mentoring" (Donald Shafer); "Learning and Leading Learning: A Vision for Professional Development" (Thomas Murphy; Elizabeth Combs; Ray Jorgensen); "Earthquakes, Leviathans, and Plagues of Frogs: Improving Public Education" (Brian Ladewig); and "On Writing What We Read, and Practicing What We Preach" (Kathleen M. Puhr). Articles in Volume 21, Number 4, April 1999 are: "Taking the Groan out of Grammar" (Robert J. Daria); "From Classicism to Romanticism: A Research Project" (Franz Vintschger); and "Winning the War of Words: Improving Our Students' Spelling" (Karen Schramm). (NKA) ED477851 English Leadership Quarterly, 1998-1999. English Leadership Quarterly v21 n1-4 Aug 1998-Apr 1999 1999-04-00 58 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. N/A 2004 2020-11-23

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Yes Academic Achievement Classroom Environment Grade 7 Literacy Middle Schools Program Effectiveness Reading Material Selection Student Motivation Teacher Expectations of Students Teaching Methods Anderson, Melissa Morrill, Laura Adler, Mary Journal Articles Reports - Evaluative National Research Center on English Learning and Achievement, Albany, NY. English In the spring of 2001, the Center on English Learning and Achievement (CELA) began a new initiative called the Partnership for Literacy. In this implementation study, teachers from a range of middle schools in Wisconsin and New York worked in partnership with each other and with an instructional facilitator to adopt and adapt strategies that have previously been shown to improve student achievement in English Language Arts. Researchers capture classroom interactions and other artifacts of student achievement throughout the academic year, with results to be analyzed and published at the conclusion of the 2-year study. Though only midway through the project, teachers, facilitators, and classroom observers have already begun to notice changes. Teachers have adapted and extended the strategies, bringing to them their own knowledge base. This article features the work in one such classroom, a seventh grade class in an urban neighborhood, from the three aspects of the partnership: the classroom teacher, the researcher, and the instructional facilitator. The article explains how the teacher devoted a majority of the first two months to discipline and creating an environment in which students felt at ease asking and answering questions, raising concerns, and debating issues. To do this, she selected literature that spoke to the students. With students more interested in the literature, writing responses to the book evolved naturally. (Contains 28 references and 13 endnotes.) (PM) ED477852 Keeping Expectations High While Helping Lower-Achieving Students Meet Them. English Update: A Newsletter from the Center on English Learning & Achievement p1-5, 8 Fall 2002 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 8 Center on English Learning and Achievement, School of Education, University at Albany, 1400 Washington Ave., Albany, NY 12222. Tel: 518-442-5026; Fax: 518-442-5933; e-mail: cela@albany.edu. For full text: http://cela.albany.edu/newslet/fall02/challenge.htm. N/A 2004 8/19/2004 21:52:29 RIEFEB2004 R305A960005

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Yes Class Activities Classroom Techniques Educational Practices Elementary Secondary Education Instructional Effectiveness Language Arts Learning Activities Reading Strategies Writing Strategies Collected Works - Serials Guides - Classroom - Teacher National Council of Teachers of English ISSN-0738-8624 National Council of Teachers of English, Urbana, IL. English "Classroom Notes Plus" publishes descriptions of original, unpublished teaching practices or adapted ideas. Each issue also contains sections on Teacher Talk, Classroom Solutions, and Web resources. The August 1999 issue contains the following materials: Ideas from the Classroom-"Parody: Getting the Joke with Style" (Bonnie Watkins); "Keeping Organized" (Dianne Robinson); "Using Pop-Up Books" (Rose Reissman); "Students Stage Shakespeare" (Emily Moorer); Focus on Poetry-"Odes of Joy" (Mary Ann Paul); "Silhouette Poems" (JoAnn Livermore); "Building Creative Characters" (Cathy Bankston); Focus on Literature-"Noticing the Color Purple" (Mari M. McLean and Christine Gibson); "Practice with Critical Analysis" (Leslie Oster); "Using Themes in Literature" (Dorothea Susag); and Traci's Lists of Ten-"Ten Ways to Respond to Student Drafts" (Traci Gardner). The October 1999 issue contains these materials: Ideas from the Classroom-"Talking Back to Shakespeare" (Rosemary Laughlin); "Musical Introduction to 'The Call of the Wild'" (Faith Wallace); "Reading and Writing about Ethics" (Karin Hayes Callahan); "Students as Storytellers" (Lynda M. Ware); "Keeping on Track with a Class Log" (Regenia Weakley); Focus on Writing-"Reflection and Self-Evaluation" (Melissa Eckstein); "Family Lore" (Susan Dobbe Chase); and Traci's Lists of Ten-"Ten Unusual Sources for Research Papers" (Traci Gardner). The January 2000 issue contains these materials: Ideas from the Classroom-"Matters of Convention" (Edgar H. Thompson); "Reports from Private Eyes" (Julie Holmberg); "Good Reader Strategies" (Pam Mueller); "A Reading Log Handout" (Richard Roundy); Focus on Literature-"Revenge May Not Be So Sweet: Edgar Allen Poe's 'The Cask of Amontillado'" (Larry Johannessen); and Traci's Lists of Ten-"Ten Ways to Write about Style" (Traci Gardner). The April 2000 issue contains these materials: Ideas from the Classroom-"Star of the 21st Century" (Ronna L. Edelstein); "Achieving Focus with a Research Paper Triangle" (Kim Ballard); "The Living Word: Word Biographies in Vocabulary Study" (Andrew Allen); "A 'Novel' Academy Awards Ceremony" (Beverly Martin); Focus on Storytelling-"Kitchen Stories" (Rose Reissman); and Traci's Lists of Ten-"Ten Award Competition Activities (Plus FIVE)" (Traci Gardner). (NKA) ED477853 Classroom Notes Plus: A Quarterly of Teaching Ideas, 1999-2000. Classroom Notes Plus v17 n1-4 Aug 1999-Apr 2000 2000-04-00 Practitioners Teachers 121 National Council of Teachers of English, Notes Plus, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. N/A 2004 2016-11-21

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No Academic Standards Curriculum Development Elementary Secondary Education Guides Language Arts Literary Devices Performance Based Assessment Reading Comprehension Teacher Role Writing Skills Higuchi, Charlotte Guides - Non-Classroom Curriculum Standards English The Institute for Standards, Curricula, and Assessments (ISCA) of the United Teachers Los Angeles Educational Foundation has instituted a lesson study process and support system for teachers that enables them to develop high-quality, standards-based curricula and assessments. This Handbook represents the teachers' best thinking at this time. It is a "work-in-progress," that is, each lesson remains in a state of "needs further refinement" as ISCA continues to improve their teaching through the lesson study process. Lesson study is a process that parallels the scientific method in the applied sciences. Both: investigate a question; use extensive knowledge of and experience in several disciplines; require a research design shaped by a question, and allow for collaboration and the systematic collection of complex data throughout the process to modify plans and procedures; require careful examination of data and subsequent changes in the way things are done or thought about based on analysis of the data; and publish and disseminate findings through an institutionalized process. Following an Introduction, the Handbook is divided into the following chapters: (1) Lesson Study: Designing Standards-Based Curricular Units and Assessments; (2) Standards-Based, On-Demand Performance Assessments: Writing, Literary Elements Analysis, and Reading Comprehension; (3) Standards-Based Curricular Units; and (4) Next Steps: Professionalize Teaching to Improve Student Teaching. Contains a glossary of literary terms. (Contains 75 references.) (NKA) ED477854 Lesson Study: Language Arts Handbook--Integrating Standards, Curricula, and Assessments. Volume 2. 2001-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 763 Institute for Standards, Curricula and Assessments, United Teachers Educational Foundation, ISCA Lesson Study Handbook, 3303 Wilshire Blvd, Rm. 430, Los Angeles, CA 90010 ($50). Tel: 213-639-0800; Web site: http://www.utla.net/institute/iscasitepublic/index.html. N/A 2004 2016-11-21

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Yes Higher Education Learning Activities Peer Teaching Tutoring Writing (Composition) Writing Laboratories Writing Skills Writing Strategies Kaminsky, Lisa Holland, Ed. Byerly, Tshawna L., Ed. Huzinec, Josie, Ed. Pilhuj, Kate, Ed. Frye, Traci, Ed. Smith, Kristin J., Ed. Yanosky, Tiffany, Ed. Collected Works - Serials Guides - Classroom - Teacher Opinion Papers Tutor Role Pennsylvania State Univ., University Park. English This series of issues of a newsletter called "The Dangling Modifier" begins with Volume 1, Number 1 (Fall 1994) and concludes with Volume 9, Number 2 (2003). The newsletter is subtitled "A National Newsletter by and for Peer Tutors in Writing" for the majority of the issues--the last issue changes the subtitle to "An International Newsletter by and for Peer Tutors in Writing." The newsletter was begun by the Penn State Writing Center staff with the idea that a national newsletter would allow tutors to: work on a large scale editing project, write for a national publication, and work and learn with tutors across the country. Volume 1, Number 1 consists of representative articles entitled: "Tutoring ESL Writers; "On-line Tutoring"; "Marketing Your Tutoring Experience"; "Tutoring Sensitive Issues"; and "Featured Writing Center." This series contains the following issues: Volume 1, Number 1 (Fall 1991); Volume 1, Number 2 (Spring 1005); Volume 2, Number 2 (Spring 1996); Volume 3, Number 1 (Fall 1996); Volume 4, Number 1 (Fall 1997); Volume 4, Number 2 (Spring 1998); Volume 6, Number 1 (Spring 1999); Volume 6, Number 2 (Summer 1999); Volume 7, Number 1 (Fall 2000); Volume 8, Number 1 (Fall 2001); Volume 8, Number 2 (2000); Volume 9, Number 1 (2002); and Volume 9, Number 2 (2003). (NKA) ED477855 The Dangling Modifier: A National Newsletter by and for Peer Tutors in Writing, 1994-2003. Dangling Modifier v1-9 Fall 1994-Spr 2003 2003-00-00 Practitioners Teachers 165 The Dangling Modifier, The Center for Excellence in Writing, Penn State University, 206 Boucke Bldg., University Park, PA 16802-5900. Fax: 814-863-9627; e-mail: danglingmodifier@psu.edu; Web site: http://www.ulc.psu.edu/Dangling_Modifier/index.php. N/A 2004 2016-11-21

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Yes Educational Research Kindergarten Kindergarten Children Learning Activities Primary Education Questionnaires Reading Instruction Regression (Statistics) Sampling Writing Instruction Rathbun, Amy H. Hausken, Elvira Germino Reports - Research Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey English A study used data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K) to answer the following questions: Which of the various reading instructional activities do kindergartners do most often? Who has opportunities to participate in the various types of instructional activities? and Are the various instructional activities found in public school kindergarten classrooms associated with children's reading gains during the kindergarten year? A nationally representative sample of 22,782 children enrolled in 1,277 schools during the 1998-99 school year participated in the study. Children were administered a 2-stage individual assessment in the areas of reading, math, and general knowledge in the fall of 1998 and the spring of 1999. Also, kindergarten teachers were asked to complete a set of self-administered questionnaires about themselves, their students, and their classrooms. This paper analyzes data from the subset of 14,975 children who attended kindergarten for the first time in fall 1998 and were administered a reading assessment in English in both fall and spring of the kindergarten year and who has complete teacher questionnaire data. Descriptive statistics were used to describe the reading instruction children received in various kindergarten programs, and how instruction differed by the characteristics of the children and their schools. Next, linear regression analyses were used to examine the relationships of the child, family, and kindergarten program characteristics to the gains children made in reading during kindergarten. All results discussed in the paper are statistically significant at the .05 level. Findings suggest that kindergarteners were exposed to a variety of reading activities during the week, and that the frequency of exposure to the different sets of activities and the gain students made in reading were associated with child, family, and school characteristics. (Contains 15 references, 1 figure, and 7 tables.) (NKA) ED477856 Reading and Writing Instruction in Kindergarten: How Often and Who Receives It? 2003-04-00 26 N/A 2004 2016-11-21

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Yes Elementary Education Focus Groups Gender Issues Literacy Males Qualitative Research Reading Interests Reading Material Selection Sex Differences Student Attitudes Freedmon, Beverley Reports - Evaluative Speeches/Meeting Papers English Many school systems are facing mandated, systemic change, through the imposition of standards-based reform. Ontario (Canada) is no different than many other jurisdictions. Mandated, systemic change has impacted teaching and learning in Ontario classrooms. The issue of boys' underachievement in literacy appears to resurface whenever student achievement results emerge as a public issue. Gendered approaches to educational results, given the discourse, are not new but timely. This paper explores, through the use of focus groups, some of the attitudes and beliefs that boys hold toward reading and writing as they impact the high-stakes tests. The Durham District School Board has approximately 70,000 students in 125 schools. Although the district performs in the top 15% of districts in the provincial assessments, gendered results continue to exist. A study examined some of the attitudes of boys regarding issues involving reading and writing in classrooms and on the provincial tests. A series of semi-structured focus groups were conducted with boys in grades 4 and 6 in three schools in which boys performed well in literacy and three schools where boys underperformed compared to their female peers. Focus groups were limited to five volunteer students in each of the six schools for a total of 30 boys participating in the groups. All students, especially young males, wanted more choice in what they read in school--boys wanted more science fiction and high action books. So teacher-librarians began to gather high-interest reading resources for boys including informational text, magazines, science fiction, and action fiction. (Contains 44 references.) (NKA) ED477857 Boys and Literacy: Why Boys? Which Boys? Why Now? 2003-04-21 14 N/A 2004 8/19/2004 21:52:40 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Computer Assisted Instruction Higher Education Hypermedia Literature Reviews Reading Processes Student Educational Objectives Niederhauser, Dale S. Shapiro, Amy Information Analyses Speeches/Meeting Papers English While many elements like character decoding, word recognition, comprehension, and others remain the same as in learning from traditional text, when learning from hypertext, a number of features that are unique to reading hypertext produce added complexity. It is these features that drive research on hypertext in education. There is a greater degree of "learner control" when engaged in hypertext-assisted learning (HAL). In light of this increase in reader agency and responsibility when reading hypertext, researchers have begun to examine the role of various learner characteristics like individual differences, motivation, and goals on learning from hypertext. This paper reviews the literature on these learner characteristics in hypertext-assisted learning. The paper examines research on prior knowledge, field dependence/independence, navigation styles, and learning goals. It concludes that research on learner variables associated with reading and learning in a hypertext environment indicates that: it is clear that the level of the reader's prior knowledge is a critical factor in learning from hypertext; active cognitive engagement with the content and purposeful use of the linking features tends to have a positive influence on learning; and reading and learning from hypertext tends to be difficult for many readers. (Contains 46 references.) (NKA) ED477858 Learner Variables Associated with Reading and Learning in a Hypertext Environment. 2003-04-00 24 N/A 2004 8/19/2004 21:52:42 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Classroom Research Cultural Context Discourse Analysis Ethnography High School Students High Schools Interviews Multicultural Literature Qualitative Research Student Attitudes Student Reaction Beach, Richard Parks, Daryl Thein, Amanda Haertling Lensmire, Tim Reports - Evaluative Speeches/Meeting Papers Tests/Questionnaires English In responding to multicultural literature, high school students may have difficulty interpreting characters' practices because they are not familiar with the cultures portrayed in these texts. One reason for the challenges in teaching multicultural literature is that high school students have difficulty interpreting the larger cultural or institutional forces associated with race, class, and gender systems. A qualitative research study determined how high school students' discussion of and writing about multicultural literature served to challenge and foster changes in their discourses related to race, class, and gender. Research questions led to a methodological framework involving several types of research, including classroom observation, discourse analysis of student discussions, student interviews, analysis of student journal writing, teacher reflections, and ethnographic research of the school and community at large. Research was conducted at a large urban high school of 1600 students in a "working class" section of a large midwestern city. Each of the 14 students in the multicultural literature class was interviewed twice for 40-45 minutes over the semester. Over time, some students did change in their value stances related to discourses of race, class, and gender, particularly in recognizing how racism, class attitudes, and sexism are constructed through language and discourses in both texts and their everyday lives. This suggests the value of responding to multicultural literature as evoking competing discourse perspectives. Further research is called for. Appended are: interview questions, coding of school culture data, and codes for analysis of classroom/interview data. (Contains 83 references.) (NKA) ED477859 High School Students' Responses to Alternative Value Stances Associated with the Study of Multicultural Literature. 2003-04-00 29 N/A 2004 8/19/2004 21:52:44 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Childrens Writing Classroom Techniques Grade 4 Intermediate Grades Reflective Teaching Writing Improvement Writing Processes Writing Research Writing Strategies Passman, Roger Reports - Research Speeches/Meeting Papers Writing Topics English This paper grew out of the collaborative relationship that emerged from in-class modeling of student-centered writing approaches as participating teachers and a consultant/researcher began to explore ways to increase the length of fourth-grade writing. The paper reports on a small study in fourth-grade writing aimed at increasing the length of student writing. According to the paper, one goal was to find a way to encourage student writers to compose longer and more meaningful pieces, and additionally, to develop personal experience narratives and the writing process. The limited focus of the paper is to tentatively explore one approach to increasing the quantity of writing produced in one session. The paper reports that students (n=17) in two classrooms were assigned the same writing topic and given similar instructions for prewriting activities. The paper states that in both classrooms the researcher modeled the idea that an elevator to assist people with disabilities to reach the second floor would be a way to improve physical access to the school for all people. It explains that after brainstorming in groups of three or four students came together as a single unit to share ideas; one class was asked to write individually for 10 minutes (Time) while the other was instructed to individually write between a half and three-quarters of a page at minimum (Length). It states that papers were collected and words were counted for each paper. It finds that the Time group produced a mean of 99.88 words per piece, while the Length group produced a mean of 84.67 words per piece. Findings suggest that students writing first drafts in strategic writing situations may improve their time on task by being given instructions to write for a set amount of time rather than a set length parameter for writing assignments. (Contains 16 references and 2 tables.) (NKA) ED477860 It's about Time! Increasing the Length of Student Classroom Writing without Setting Length Constraints. 2003-02-12 17 N/A 2004 2016-11-21

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Yes Elementary Education Family School Relationship Literacy Parent Empowerment Parent Participation Program Evaluation Reading Sampling Tutoring Janiak, Richard Reports - Evaluative Speeches/Meeting Papers Family Activities English Research suggests that quality home literacy activities make a difference in children's reading development. The federally funded Title I program of the Charlotte County, Florida school system promoted the role of parents as reading tutors in a way that supported the district's literacy development goals and philosophy. Parent involvement plans were initiated to enable elementary school parents to incorporate a research-based knowledge of emergent literacy and reading strategies in parent-child home interactions. The result was the Book Checkout Program (BCP), centering on a weekly book checkout activity at Title I elementary school family resource centers which are stocked with a large variety of leveled and chapter books, including books in Spanish for Hispanic families. Staff members guide parents in reading with their children, reinforcing their children's use of reading strategies. For the eight schools (preschool through fifth grade) and one early education center using the BCP, participation increased from 184 students in 1996 to 1,876 in 2002. A program evaluation examined the difference in these outcomes between families with frequent participation (FP) in BCP and families with minimal participation (MP): frequency of parent-child home reading activities, child's attitude toward reading, and child's reading achievement level. Evaluation sample included 792 students in grades 1-5. Data were collected to examine differences between FP and MP in three outcome areas: parent behaviors with children at home, children's attitude toward reading, and children's reading achievement. Findings reveal that children from FP families tended to be more positive about reading in school and more confident when called on to read in class; these children tended to have higher levels of reading achievement than their peers from MP families. (Contains 17 references and 5 tables.) (NKA) ED477861 Empowering Parents as Reading Tutors: An Example of a Family School Partnership for Children's Literacy Development. 2003-00-00 18 N/A 2004 2016-11-21

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Yes Childrens Writing Classroom Techniques Comparative Analysis Grade 4 Intermediate Grades Literary Devices Process Approach (Writing) Student Writing Models Writing Research Writing Strategies Jarvey, Marya McKeough, Anne Reports - Research Speeches/Meeting Papers Writing Prompts Genre Approach Narrative Text Story Writing Tricksters (Folk Culture) English A study compared two approaches to teaching 38 grade 4 students in Canada to write trickster tales. By integrating understandings from cognitive and neo-Piagetian theory into instructional method, a novel approach to writing instruction was created. The compositions of children taught via this method were compared to those of students who experienced a more typical instructional approach. Although both methods incorporated aspects of a writing process approach, only instruction of the experimental group was deliberately structured to support developmentally-referenced growth in narrative ability. Gender effects were also examined and the interaction of genre with development discussed. Results indicated that trickster tales, as a genre, were appropriate in supporting narrative development of 8- to 10-year-olds, when coupled with developmentally-based instructional techniques. Appended are story plot charts and a trick sequence. (Contains 6 notes, 1 table, and 63 references.) (NKA) ED477862 Teaching Trickster Tales: A Comparison of Instructional Approaches in Composition. 2003-04-00 46 N/A 2004 2016-11-21

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Yes Cognitive Style Communication Skills Communication Strategies Cooperative Learning Interpersonal Communication Interpersonal Competence Learning Activities Listening Rivers, Dennis Guides - Classroom - Teacher Opinion Papers Communication Context Communication Styles English This guide, a workbook and reader, is about communicating more cooperatively. The guide outlines a structured, intensive exploration of seven challenging skills for a lifetime of better communication--listening and talking--in work, family, friendship, and community. It is divided into the following sections: Introduction; Challenge One: Listening More Carefully and Responsively; Challenge Two: Explaining Your Conversational Intent and Inviting Consent; Challenge Three: Expressing Yourself More Clearly and Completely; Challenge Four: Translating Complaints and Criticisms into Requests; Challenge Five: Asking Questions More "Open-Endedly" and More Creatively; Challenge Six: Expressing More Appreciation; and Challenge Seven: Making Better Communication an Important Part of Everyday Living. All the "Challenge" sections contain exercises and/or readings. Appended are an 11-item annotated bibliography of recommended books on interpersonal communication and suggestions for starting a cooperative communication skills peer support group. (Contains 40 notes.) (NKA) ED477863 The Seven Challenges: A Workbook and Reader about Communicating More Cooperatively. Second Edition. 2001-08-00 Practitioners Teachers 105 Trafford Publishing, 2333 Government St, Unit 6E, Victoria BC Canada V8T4P4 ($15). Tel: 888-232-4444 (Toll Free); Web site: http://www.trafford.com. For full text: http://www.coopcomm.org/workbook.htm. N/A 2004 2016-11-21

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Yes Citizenship Community Change Community Development Computer Mediated Communication Computer Use Educational Change Educational Improvement Electronic Mail Elementary Secondary Education Information Dissemination Information Sources Information Technology Internet Parent Empowerment Technology World Wide Web Schneider, Mark Buckley, Jack Information Analyses Opinion Papers Digital Divide Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English The Internet is a revolution unfolding before our eyes. There is concern that this revolution will increase class and racial differences and that a new digital divide between information haves and information have-nots will exacerbate existing levels of inequality in American society. This paper examines how the Internet has been tapped to deliver information about the schools in ways that either explicitly or implicitly try to cross the digital divide. First, the paper looks at several examples of websites that are trying to cross the digital divide by presenting local information about the schools. Second, the paper looks at the problems with harnessing the Internet as a tool for doing research about the schools. Third, the paper illustrates some of these problems by analyzing patterns of usage of one of these websites to see if actual usage shows patterns of inequality or expanded usage. The final section of the paper looks at the possibility of harnessing the Internet in a way that goes beyond the consumer-choice model embodied in most current school-based sites to a much more expansive citizen-based model of improving schools and, even more ambitiously, building stronger communities. (Contains approximately 87 references. (Author) ED477864 Can Modern Information Technologies Cross the Digital Divide To Enhance Choice and Build Stronger Schools? Occasional Paper. 2000-10-00 Smith Richardson Foundation, Inc., Greensboro, NC. National Science Foundation, Arlington, VA. 64 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/publications_files/238_OP07.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Achievement Gains Educational Change Educational Finance Educational Improvement Educational Policy Elementary Secondary Education Expenditures Graduation Requirements Instructional Improvement Outcomes of Education School Effectiveness Scores State Aid Student Evaluation Tests Numerical/Quantitative Data Reports - Research Massachusetts Massachusetts Suffolk Univ., Boston, MA. English This report describes a study of the Massachusetts Comprehensive Assessment System (MCAS), a reform effort tying academic achievement with district funding. The purpose of the study was to determine which variables best explained and predicted MCAS test scores (scores had been rising). One such variable was accountability. The report states the threat of failing caused schools to concentrate their efforts on getting students to pass the test and caused students to apply themselves to learning and passing the test. The findings of the study revealed the following. Factors beyond the realm of policymakers have a more pronounced effect on student performance that do policy variables. Contrary to conventional wisdom, smaller classes are not always better. Contrary to Massachusetts policymakers' wisdom, increased spending does not always mean better educated students. Accountability or the test itself influences better performance in a positive way. Socioeconomic and demographic characteristics of families within the community and past performances, over which policymakers have little influence, exert a significant impact on current scores. School choice has a positive impact on student performance. The study showed that choice is good and parents should be given the option to decide where and how their children are educated. Appended are tables of data on: (1) District Rankings for Achieving Good Performance; (2) District Rankings for Reducing Poor Performance; and (3) Districts Listed Alphabetically According to Good and Poor Performance. (Contains 1 figure and 17 tables.) (WFA) ED477865 Getting Less for More: Lessons in Massachusetts Education Reform. 2002-00-00 69 The Beacon Hill Institute at Suffolk University, 8 Ashburton Place, Boston, MA 02108. Tel: 617-573-8750; Fax: 617-720-4272; e-mail: fconte@beaconhill.org; Web site: http://www.beaconhill.org. For full text: http://www.beaconhill.org/BHIStudies/BHIEdReformMCAS702a.pdf. N/A 2004 2016-11-21

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Yes Activism Court Litigation Dress Codes Due Process Educational Environment Elementary Secondary Education Freedom of Speech Internet School Law School Security School Uniforms Student Behavior Student Rights Violence World Wide Web Wheeler, Thomas E., II Reports - Evaluative Speeches/Meeting Papers Hazelwood School District v Kuhlmeier Tinker v Des Moines Independent School District Hazelwood School District v Kuhlmeier Tinker v Des Moines Independent School District English This is a collection of paper copies of overhead transparencies that were used for a presentation on student rights and school law. The presentation covered the following topics: (1) student First Amendment rights, focusing on freedom of speech expressed through speeches, articles in student newspapers, demonstrations, T-shirts, and the Confederate flag; (2) student dress and appearance, focusing on gang-related clothing, tattoos, earrings, cross-dressing, hats, and headgear; (3) Internet use, focusing on students' home Web sites; and (4) threats of violence against teachers and students made by students through Web sites and other means. A number of the overheads provide brief outlines of important court cases involving student rights, including "Tinker v. Des Moines" (1969),"Bethel v. Fraser" (1986), and "Hazelwood School District v. Kuhlmeier" (1988). (WFA) ED477866 Can You Shout Food Fight in a Crowded Cafeteria? 2003-04-03 43 N/A 2004 2016-11-21

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No Academic Standards Accountability Attitude Measures Basic Skills Community Surveys Educational Assessment Elementary Secondary Education Parent Participation Politics of Education Public Opinion Public Schools School Community Relationship School District Autonomy Standardized Tests Standards Student Attitudes Student Behavior Student Surveys Teacher Attitudes Teacher Surveys Johnson, Jean Duffett, Ann Information Analyses Reports - Research Public Agenda Foundation, New York, NY. English This report presents findings on a series of surveys conducted from 1998 through 2002. The findings: (1) Parents, teachers, and students believe that setting standards and enforcing them promotes learning; (2) standards and promotion policies have changed in recent years, and attitudes about local schools have improved; (3) the majority of parents and teachers say standardized tests are useful, and few students are overly anxious about them; (4) teachers support higher academic standards but have qualms about some aspects of testing; (5) teachers are troubled by poor student behavior and feel their views are ignored by decision-makers; (6) Americans say all students need the basics, and parents want their own children prepared for college; (7) there is a dramatic gap between the way employers and college professors rate high school graduates; (8) the majority of employers and professors have doubts about high school graduates' basic skills; (9) teachers say lack of parent involvement is a serious problem; (10) teachers, parents, and students are concerned about the uncivil atmosphere in many high schools; (11) superintendents and principals say their biggest problems are politics and bureaucracy; and (12) holding schools and educators directly responsible for student achievement is still uncommon. (WFA) ED477867 Where We Are Now: 12 Things You Need To Know about Public Opinion and Public Schools. A Digest of a Decade of Survey Research. 2003-00-00 ISBN-1-889483-81-8 38 Public Agenda, 6 East 39th Street, New York, NY 10016 ($5). Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org. N/A 2004 8/19/2004 21:52:59 RIEFEB2004 Written with Jackie Vine and Leslie Moye. Support provided by Washington Mutual, Seattle, WA. For complete survey data for every poll question used in the report, see EA 032 609.

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Yes Academic Achievement Accountability Charter Schools Educational Improvement Elementary Secondary Education Institutional Autonomy Institutional Characteristics Literature Reviews Nontraditional Education Public Schools School Based Management School Choice School Culture School Organization Bulkley, Katrina Fisler, Jennifer Information Analyses Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English Based on a literature review, this report provides an overview of charter schools. A total of 52 studies of operating charter schools and documents exploring the origins of the charter school concept were reviewed. The report covers the following topics: why and how people create a charter school; charter schools' autonomy compared with public schools' autonomy; governance and management, school organization, and teaching and learning in charter schools; charter schools' accountability to local and state governments and to the market; racial and socioeconomic composition of charter schools; special education in charter schools; admissions and financing in charter schools; and student achievement in charter schools. The report also discusses policy implications and some of the most important questions yet to be clarified and in need of further research, questions about innovation, accountability, equity, and outcomes. (Contains 59 references.) (WFA) ED477868 A Review of the Research on Charter Schools. CPRE Web Paper Series. 2002-06-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 36 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/WP-01.pdf. N/A 2004 8/19/2004 21:53:01 RIEFEB2004 R308A960003

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Yes Academic Standards Accountability Achievement Administrator Role Central Office Administrators Change Agents Change Strategies Educational Administration Educational Change Educational Improvement Educational Policy Elementary Secondary Education Equal Education Partnerships in Education School Administration School District Autonomy Foley, Ellen Reports - Evaluative Systemic Change Philadelphia School District PA Consortium for Policy Research in Education, Philadelphia, PA. English In 1995 the School Board of Philadelphia adopted Children Achieving, a systemic reform initiative. This report is an evaluation of that reform. The report examines the role of the central office and describes its evolution over the course of the program. The first section recounts how conflicts arose over theories of systemic reform, underlying beliefs and values of reformers, and the new role of the central office in the reform plan. The second section examines the capacity of the school district to effectively support the reform and discusses the contextual issues that affected implementation. The evaluation used data on student test scores, promotion and graduation rates, and student and teacher attendance; school indicators describing teacher and student characteristics; and surveys and interviews of teachers, students, administrators, central-office staff, parents, and community members. The report concludes that Children Achieving was neither an unbridled success nor an irredeemable failure. Test scores improved, standards and curriculum frameworks were created for every grade, and accountability measures were designed. At the same time, flaws in the implementation, lack of capacity building, and inconsistency by stakeholders over the values underlying the reform led to the reform's demise. (Contains 92 footnotes.) (WFA) ED477869 Contradictions and Control in Systemic Reform: The Ascendancy of the Central Office in Philadelphia Schools. 2001-08-00 Pew Charitable Trusts, Philadelphia, PA. National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 53 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/children03.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Charter Schools Community Control Community Schools Educational Finance Elementary Secondary Education Marketing of Education Neighborhood Schools Nontraditional Education Public Schools School Choice School Community Relationship School Organization School Policy State Aid Reports - Evaluative Ohio Ohio Ohio State Legislative Office of Education Oversight, Columbus. English Community schools were created in Ohio to provide additional educational options for children in low-performing schools and to develop innovative teaching and management techniques that may be transferable to traditional public schools. In 1997 the Ohio General Assembly required the Legislative Office of Education Oversight (LOEO) to evaluate the community school initiative in Ohio. This is the fourth in a series of five reports that evaluate the ongoing implementation of community schools and their impact on student academic achievement and on Ohio's education system as a whole. This fourth report consists of two volumes. Volume I contains LOEO's findings, conclusions, and recommendations. Part 1 of Volume I contains background information on community schools and a description of the studies used for the report. Part 2 discusses implementation factors and issues of community schools. Part 3 addresses the financial impact of community schools on Ohio's educational system. Part 4 discusses community schools' impact on educational programming, marketing, and customer service. Part 5 contains conclusions and recommendations and a discussion on the impact of community schools in Ohio. Each part contains a summary. To supplement the text are 11 exhibits (tables, graphs, and maps). Also included are 11 appendices. (WFA) ED477870 Community Schools in Ohio: Implementation Issues and Impact on Ohio's Education System. Volume I. 2003-04-00 106 Legislative Office of Education Oversight, 77 South High Street, 15th Floor, Columbus, OH 43266-0927. Tel: 614-752-9686; Fax: 614-752-3058; Web site: http://www.loeo.state.oh.us. For full text: http://www.loeo.state.oh.us/reports/PreEleSecPDF/1CS_web.pdf. N/A 2004 2016-11-21

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Yes Charter Schools Community Control Community Schools Diversity (Institutional) Educational Finance Elementary Secondary Education Institutional Characteristics Neighborhood Schools Nontraditional Education Public Schools School Choice School Community Relationship School Demography School Organization School Size Numerical/Quantitative Data Reports - Evaluative Ohio Ohio Ohio State Legislative Office of Education Oversight, Columbus. English Community schools were created in Ohio to provide additional educational options for children in low-performing schools and to develop innovative teaching and management techniques that may be transferable to traditional public schools. In 1997 the Ohio General Assembly required the Legislative Office of Education Oversight (LOEO) to evaluate the community school initiative in Ohio. This is the fourth in a series of five reports that evaluate the ongoing implementation of community schools and their impact on student academic achievement and on Ohio's education system as a whole. This fourth report consists of two volumes. Volume II describes the overall characteristics (including enrollment information, demographics, and educational approach) of community schools and provides individual profiles of 88 schools that operated during the 2001-02 school year. Included are numerous maps, graphs, and tables. Appended are a list of community schools by sponsor and a list of community schools that have closed or suspended operations. (WFA) ED477871 Community Schools in Ohio: Implementation Issues and Impact on Ohio's Education System. Volume II: Overall Characteristics and Individual School Profiles. 2003-04-00 149 Legislative Office of Education Oversight, 77 South High Street, 15th Floor, Columbus, OH 43266-0927. Tel: 614-752-9686; Fax: 614-752-3058; Web site: http://www.loeo.state.oh.us. For full text: http://www.loeo.state.oh.us/reports/PreEleSecPDF/2CS_web.pdf. N/A 2004 2016-11-21

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Yes Charter Schools Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditures Federal Aid Financial Support Fund Raising Nontraditional Education Program Costs Public Schools School District Spending School Funds School Support State Aid Tax Allocation Augenblick, John Sharp, Jennifer Opinion Papers Reports - Evaluative Education Commission of the States, Denver, CO. English The purpose of this paper is to explore funding issues related to charter districts. It begins with definitions of charter school and charter district. It continues with a brief discussion of public-school finance and some of the policy issues associated with distributing state funds to school districts, allowing school districts to generate revenue from local tax sources and controlling how revenues may be used. This section is followed by a review of what is known about the funding of charter schools, including the procedures used to allocate state and local support to them, the level of financial support they receive, and the issues that have been raised about the way they are financially supported. In the next section, a summary is provided of interviews conducted with several people identified as having knowledge of and interest in charter-district funding. Finally, a series of recommendations are made about funding charter districts, from both a state and a local perspective. The paper concludes that states that support the concept of charter schools and charter districts need to modify their school-funding systems to accommodate these new institutions seamlessly. (Contains 42 endnotes, some of which are references.) (Author/WFA) ED477872 How Can We Fund Charter Districts? The Nuts & Bolts of Charter Districts. 2003-05-00 Department of Education, Washington, DC. 18 Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 (Stock no. GV-03-03: $8.50 plus postage and handling; qty. order discount available). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/html/publications/home_publications.asp?am=5. N/A 2004 8/19/2004 21:53:10 RIEFEB2004 Support provided by the Public Charter Schools Program. For other documents in this series, see EA 032 589-591.

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Yes Accountability Charter Schools Educational Change Educational Equity (Finance) Elementary Secondary Education Nontraditional Education School Choice School District Autonomy School District Reorganization School District Size School District Spending School Effectiveness School Restructuring School Support State School District Relationship Hassel, Bryan Information Analyses Opinion Papers Education Commission of the States, Denver, CO. English This short paper discusses the advantages of and outlines key design issues for creating charter districts. The design issues are divided into three categories representing the three central elements of the environment the districts are trying to create for their schools: the opportunity to perform, incentives to perform, and capacity to perform. The paper also explains eight key questions and discuses options for addressing them: (1) How much and what kinds of autonomy should schools have? (2) How much emphasis should a charter district place on authorizing new schools? (3) How should a charter district convert existing schools to charter or contract schools? (4) How should a charter district hold schools accountable for results? (5) How should choice for families work? (6) How can a charter district help ensure a supply of high-quality schools? (7) How should district leaders distribute funding to schools in a charter district? (8) What is the best role for the central office in a charter district? The report concludes with a section on some of the challenges of implementation: the legal, political, and technical hurdles facing district leaders as they create charter districts. (Author/WFA) ED477873 A New Kind of School District: How Local Leaders Can Create Charter Districts. The Nuts & Bolts of Charter Districts. 2003-05-00 Department of Education, Washington, DC. 18 Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 ($8.50 plus postage and handling; qty. order discount available). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/html/publications/home_publications.asp?am=5. N/A 2004 8/19/2004 21:53:12 RIEFEB2004 Support provided by the Public Charter Schools Program. For other documents in this series, see EA 032 588 and EA 032 590-591.

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Yes Accountability Boards of Education Charter Schools Elementary Secondary Education Nontraditional Education Policy Formation Public Schools School District Autonomy School District Reorganization School District Spending School District Wealth School Districts School Policy School Support State Aid State Boards of Education State School District Relationship Tax Allocation Ziebarth, Todd Information Analyses Opinion Papers Education Commission of the States, Denver, CO. English This brief paper suggests that state leaders create charter districts in which all or most schools are charter or contract schools. Such districts, according to the paper, would help policymakers create school systems that focus on student achievement and provide high-quality choices to students and parents. The paper examines why charter districts are an option for state leaders and details policies they can create to establish charter districts. It presents its case through nine policy questions: (1) Should the policy create new districts or convert existing districts to charter districts? (2) What should be the policy's goal? (3) Should the policy include an application process? (4) How should the policy define the responsibilities of local school boards, superintendents, and schools? (5) How should the policy address collective bargaining agreements? (6) How should the policy define the responsibilities of the state board of education, chief state school officer, and state department of education? (7) How should the policy address waivers of certain laws and regulations that may hinder effective operation of a charter district? (8) How should the policy address the accountability of a charter district? (9) How should the policy address the funding of a charter district? (WFA) ED477874 State Policy Options for Creating Charter Districts. The Nuts & Bolts of Charter Districts. 2003-05-00 Department of Education, Washington, DC. Policymakers 14 Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 (Stock no. GV-03-08: $8.50 plus postage and handling; qty order discount available). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/html/publications/home_publications.asp?am=5. N/A 2004 8/19/2004 21:53:14 RIEFEB2004 Support provided by the Public Charter Schools Program. For other documents in this series, see EA 032 588-589 and EA 032 591.

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Yes Accountability Administration Boards of Education Central Office Administrators Charter Schools Decentralization Elementary Secondary Education Institutional Autonomy Nontraditional Education Public Schools School Based Management School District Autonomy School District Reorganization School Districts School Support Superintendents Smith, Nelson Information Analyses Opinion Papers School District Personnel Education Commission of the States, Denver, CO. English This paper explores what happens to the old central office when the familiar top-down structure of school governance is replaced by a charter-district system in which independent public schools operate on charters or contracts. For the most part, the paper examines districts that authorize and oversee a significant number of charter schools, rather than districts that contract out for the management of a few schools. It concentrates on districts that set out to create a system of successful independent schools, as well as viable structures of oversight and accountability distinctly suited to the charter context. The paper also makes some assumptions about how an ideal charter district should operate. It examines how the major functions of the central office change in a charter district; how larger questions of accountability and equity are affected by how the district is organized; and how the roles and responsibilities change for board members, superintendents, administrative staff, school leaders, and teachers. Finally, the paper offers suggestions to help districts seeking to create a new central office. (Contains 53 endnotes, many of which are references.) (WFA) ED477875 The New Central Office: How Charter Districts Serve Schools and the Public Interest. The Nuts & Bolts of Charter Districts. 2003-05-00 Department of Education, Washington, DC. 22 Education Commission of the States, 700 Broadway, #1200, Denver, CO 80203-3460 (Stock no. GV-03-07: $8.50 plus postage and handling; qty. order discount available). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/html/publications/home_publications.asp?am=5. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Change Strategies Educational Improvement Educational Policy Elementary Secondary Education Government Role Government School Relationship Instructional Effectiveness Public Schools School Effectiveness School Support State Action State Aid State School District Relationship Information Analyses Consortium for Policy Research in Education, Philadelphia, PA. English This policy bulletin summarizes the comments of participants in a forum on the subject of turning around low-performing schools. The forum was hosted by the U.S. Department of Education and the Consortium of Policy Research in Education and included policymakers, teachers, and state and local officials working on issues related to low-performing schools. Rather than present specific recommendations from forum participants, the bulletin highlights policy issues emerging from the field. The bulletin discusses the following topics: the complex nature and variety of issues confronted by low-performing schools; the continuing challenges facing low-performing schools; strategies that support change at the local level and the role of districts; crafting coherent strategies and the role of states; developing appropriate state accountability measures; providing effective state supports; supporting coherent change and the federal role; technical assistance from the federal government; the federal government's role in research on low-performing schools; and the federal government's role in facilitating communication among practitioners, administrators, and policymakers. (WFA) ED477876 U.S. Department of Education Regional Forum on Turning around Low-Performing Schools: Implications for Policy. CPRE Policy Bulletin. 2001-03-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. Policymakers 10 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/pb-09.pdf. N/A 2004 8/19/2004 21:53:18 RIEFEB2004

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Yes Ancillary School Services Breakfast Programs Educational Finance Elementary Secondary Education Expenditures Federal Programs Government Publications Lunch Programs Noninstructional Student Costs Public Schools School Funds Bellis, David D. Legal/Legislative/Regulatory Materials Reports - Research School Lunch Program General Accounting Office, Washington, DC. English In school year 1996-97, the Department of Agriculture instituted more stringent requirements for the nutritional content of school meals. The General Accounting Office was asked to study school food-service revenues and expenses and how they had changed since the requirements went into effect. This report contains information of the sources of revenues available for providing meals, the expenses of producing meals, the revenues compared with expenses, and the approaches that local school food authorities had adopted to manage their school food-service finances. It uses data from six selected states. The study found that revenue from federal reimbursements and the sale of food were the principal sources of revenue for school food services in the 6 states reviewed for school years 1996-97 through 2000-01. Labor and food purchases were the principal expenses for the six states, sharing nearly equal proportions and changing only slightly. The 6 states had a small though increasing shortfall in total revenue compared with expenses over the 5-year period. To limit their expenses and maximize their revenues, local school food-authority officials reported buying food in bulk, hiring more part-time staff, expanding a la carte food sales and catering programs, and other strategies. (Author/WFA) ED477877 School Meal Programs: Revenue and Expense Information from Selected States. Report to Congressional Requesters. 2003-05-00 Policymakers 38 U.S. General Accounting Office, 441 G Street, N.W., Washington, DC 20548 (first copy, free; additional copies, $2 each). Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. For full text: http://www.gao.gov/new.items/d03569.pdf. N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Academic Standards Classroom Techniques Disabilities Educational Quality Inclusive Schools Individualized Education Programs Regular and Special Education Relationship Secondary Education Special Education Teachers Teacher Attitudes Teacher Expectations of Students Team Teaching King, M. Bruce Youngs, Peter Reports - Research Wisconsin Univ., Madison. English This brief discusses the outcomes of a study that examined the views of 32 secondary education teachers in four secondary schools on the inclusion of students with disabilities in their classrooms. Analyses of the interview data indicate that the general education teachers were committed to inclusion and that they did make instructional accommodations for students with disabilities. Many teachers, but not all, tried to maintain the curriculum and hold high expectations while providing these accommodations. Teachers at three of the schools emphasized teaching and learning of high intellectual quality and they believed this focus was appropriate for their students with disabilities. At two of these schools, classroom teachers felt they received important help from special education teachers and used students' Individualized Education Programs to guide instruction and assessment. Special education teachers were believed to be particularly helpful in team teaching situations within inclusive classrooms and in assisting with accommodations and modeling instructional strategies. At the fourth school, teachers had a favorable view of inclusion and found it helped their teaching in a general sense. Personalized Learning Plans helped teachers focus on relationships with students and their effective development; however, these teachers did not emphasize complex or intellectually demanding instruction. (Contains 16 references.) (CR) ED477878 Classroom Teachers' Views on Inclusion. Research Institute on Secondary Education Reform for Youth with Disabilities (RISER) Brief. 2003-03-00 Special Education Programs (ED/OSERS), Washington, DC. Wisconsin Center for Education Research, Madison. 17 RISER, University of Wisconsin-Madison, 1025 West Johnson St., Suite 461, Madison, WI 53706. Tel: 608-263-0630; Fax: 608-265-0538; Web site: http://www.wcer.wisc.edu/riser. For full text: http://www.wcer.wisc.edu/riser/briefs.html. N/A 2004 8/19/2004 21:53:22 RIEFEB2004 H158J970001 For RISER Brief number 6, see ED 469 848.

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Yes Cooperative Learning Elementary Education English (Second Language) Inclusive Schools Instructional Effectiveness Language Minorities Learning Disabilities Middle School Students Reading Comprehension Reading Fluency Reading Instruction Reading Rate Reading Strategies Vaughn, Sharon Bryant, Diane Pedrotty Reports - Research Texas Univ., Austin. English This final report discusses the activities and outcomes of a project that explored the effectiveness of strategies for teaching reading comprehension to English language learners with learning disabilities who are failing to acquire the comprehension skills to learn from print. A series of studies was conducted over a 3-year period that investigated the effectiveness of: vocabulary (semantic mapping and fluency); repeated partner reading (PR); reading comprehension strategies (before, during, and after reading); and collaborative strategic reading (CSR). Students (n=171) in grades 3-6 and their teachers participated in the studies. Results indicated: (1) there were statistically significant effects for rate of reading and correct words read per minute, but not accuracy or comprehension, for both PR and CSR for both low-to-average achieving students and students with disabilities; (2) students with and without disabilities who were provided a multicomponent reading intervention including word identification, fluency (PR), and content area comprehension (CSR) instruction, improved in accuracy of oral reading and fluency; and (3) intensive reading instruction in word study, fluency, vocabulary, and comprehension with English language learners (grades 4-5) who are struggling students did not produce statistically significant results between the experimental and comparison groups. (CR) ED477879 Reading Comprehension Interventions That Enhance Outcomes for English Language Learners with LD, 10/01/98-09/30/02. Final Report. 2002-09-30 Special Education Programs (ED/OSERS), Washington, DC. 8 N/A 2004 8/19/2004 21:53:24 RIEFEB2004 H324D980020

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Yes Cultural Differences Elementary Secondary Education Emotional Disturbances Field Experience Programs Language Minorities Learning Disabilities Masters Programs Minority Group Children Minority Group Teachers Participant Satisfaction Postsecondary Education Preservice Teacher Education Teacher Certification Teacher Education Programs Teachers with Disabilities Montague, Marjorie Reports - Descriptive University of Miami FL Miami Univ., Coral Gables, FL. School of Education. English This final report discusses the activities and outcomes of a preservice teacher education master's degree program designed to prepare high quality minority teachers of students with learning, emotional, and behavioral disabilities to work with students with high-incidence disabilities and their families, who represent the cultural, linguistic, and socioeconomic diversity that characterizes large, urban areas. The project provided students from underrepresented groups, including individuals with disabilities, with the knowledge and skills needed to attain initial Florida State certification in learning disabilities (LD) and emotional disturbances (ED). Preparation efforts focused on research-based strategies for assessing and teaching culturally and linguistically diverse students with LD and ED in both special and general education settings. Twenty-seven students started, completed, and graduated from the program. Of the total, 14 graduates were minority students and 4 had a certified disability. Teachers gained knowledge and skills in communicating effectively with students with disabilities and their families as well as with other professionals. Assessment procedures, instructional methods, and collaboration and consultation approaches were learned and practiced in a variety of field experiences in schools and clinical settings. The majority of participants expressed overall satisfaction with the program and felt prepared to teach. (CR) ED477880 Improving the Preparation of Personnel To Serve Children with High-Incidence Disabilities: Learning, Emotional, and Behavioral Disabilities Teacher Preparation Program (LEBD). Final Report. 2002-09-00 Special Education Programs (ED/OSERS), Washington, DC. 7 N/A 2004 2016-11-21

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No Academic Accommodations (Disabilities) Ancillary School Services Assistive Technology Classroom Techniques Court Litigation Disabilities Documentation Educational Legislation Elementary Secondary Education Federal Legislation Inclusive Schools Individualized Education Programs Medical Services Pupil Personnel Services Related Services (Special Education) Remedial Instruction School Health Services Special Education Student Placement Student Rights Supplementary Education Burns, Edward Books Guides - Classroom - Teacher Individuals with Disabilities Education Act Individuals with Disabilities Education Act English This book describes how supplementary aids and services are defined by best practice, interpreted by individual states, and viewed by the courts to enable children with disabilities to be educated with typical children to the maximum extent appropriate. The first three chapters of the book deal with the need to provide a free appropriate public education to children with disabilities, the various services required by the Individuals with Disabilities Education Act, and the importance of regular classroom placements. Chapters 4, 5, and 6 detail the full range of supplementary aids and services, the continuum of alternative placements that must be provided by schools, and methods for providing the least restrictive environment. Chapter 7 presents methods for including supplementary aids and services in a child's Individualized Education Program (IEP) and related matters concerning IEP documentation. Chapters 8 and 9 describe direct and indirect teaching services that will enable a child with a disability to participate in the regular classroom. Chapter 10 focuses on assistive technology services, devices, and aids that can be used in conjunction with special education, related services, and supplementary aids and services to enable successful regular classroom participation. (Contains 41 references.) (CR) ED477881 A Handbook for Supplementary Aids and Services: A Best Practice and IDEA Guide "To Enable Children with Disabilities To Be Educated with Nondisabled Children to the Maximum Extent Appropriate". 2003-00-00 ISBN-0-398-07342-2 Practitioners Teachers 268 Charles C. Thomas, Publisher, Ltd., 2600 South First Street, Springfield, IL 62794-9265 (paperback: ISBN-0-398-07343-0, $38.95; hardcover: ISBN-0-398-07342-2, $56.95). Tel: 800-258-8980 (Toll Free); Web site: http://www.ccthomas.com. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Gifted Inservice Teacher Education Interprofessional Relationship Knowledge Base for Teaching Parent School Relationship Postsecondary Education Preservice Teacher Education Professional Development Program Implementation Regular and Special Education Relationship School Community Relationship Special Education Teachers Teacher Administrator Relationship Teacher Knowledge Teacher Role Callahan, Carolyn Cooper, Carolyn Glascock, Robert Opinion Papers Reports - Descriptive English This report discusses the place of preservice and inservice teacher education in the needs of gifted children, outlines the role of the gifted education specialist, and discusses the competencies that gifted education specialists should have. It begins by providing a joint statement of core beliefs and goals related to giftedness and the preparation of educators by the Association for the Gifted of the Council for Exceptional Children and the National Association for Gifted Children. A discussion follows that advocates the need to prepare general education teachers for teaching gifted students and provides a list of competencies that pre-service teachers should gain during their preparation. The report also emphasizes the need for on-going staff development for all classroom teachers in gifted education. The report closes with a definition of gifted education specialists and recommended competencies and roles of such specialists, including providing direct instruction to an individuals student or groups of students, acting as a consultant to regular classroom teachers and administrators, and acting as a liaison to families and the community regarding programs and services for gifted students. A chart delineates these three roles of the gifted education teacher (teacher, consultant, and liaison) and lists effective characteristics of a gifted education specialist. (CR) ED477882 Preparing Teachers To Develop and Enhance Talent: The Position of National Education Organizations. 2003-00-00 12 N/A 2004 8/19/2004 21:53:30 RIEFEB2004 Contains small print.

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No Academic Accommodations (Disabilities) Ancillary School Services Attention Deficit Disorders Behavior Problems Classroom Techniques Disability Identification Elementary Secondary Education Evaluation Methods Homework Hyperactivity Interdisciplinary Approach Intervention Learning Strategies Outcomes of Education Prevention Pupil Personnel Services Special Education Student Evaluation Study Skills Teaching Methods Teamwork Rief, Sandra F. Books Guides - Non-Classroom English This manual is intended to provide a comprehensive source of information, practical strategies, and tools for managing attention deficit hyperactivity disorder (ADHD) using a list format. The lists, checklists, and forms are organized into eight major sections that address the following topics: (1) understanding, diagnosing, and treating ADHD (26 lists); (2) preventing and managing behavior problems using strategies, supports and psycho-social intervention (18 lists); (3) instructional strategies, accommodations, and supports (9 lists); (4) study skills, learning strategies, organization, and homework tips (9 lists); (5) academic difficulties in reading, writing, and math (14 lists); (6) collaborative care and practices to support students with ADHD (5 lists); (7) special education, related services, or other school supports and accommodations for students with ADHD (5 lists); and (8) understanding, supporting, and improving outcomes for individuals with ADHD (11 lists). Numerous cross references provide access to related lists for both individual list items and entire lists. An appendix provides 27 additional charts, forms, and visual prompts. (Individual lists contain references.) (DB) ED477883 The ADHD Book of Lists: A Practical Guide for Helping Children and Teens with Attention Deficit Disorders. 2003-00-00 ISBN-0-789-6591-X Practitioners 320 Jossey-Bass, A Wiley Company, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($29.95). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com. N/A 2004 8/19/2004 21:53:31 RIEFEB2004 Illustrated by Ariel Rief.

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No Academically Gifted Curriculum Development Elementary Secondary Education Gifted Individual Differences Integrated Curriculum Lesson Plans Metacognition Multiple Intelligences Teaching Models Lazear, David Books Guides - Non-Classroom English This book is concerned with reinventing the learning process from a multiple intelligences perspective and urges explicitly teaching students about multiple intelligences to further their metacognitive understanding. The multiple-intelligence-based curriculum is intended to interface with the regular academic curriculum. An introductory chapter describes four levels of intelligence and offers a model for teaching about multiple intelligences. Chapter 1 is for parents and offers an overview of the theory of multiple intelligences and a discussion of nurturing the full potential. The following four chapters provide five exercises for each of the four levels of intelligence: (1) tacit; (2) aware; (3) strategic; and (4) reflective. These mini-lessons are designed to teach students about their own multiple intelligences and are complete with reproducible blacklines that "spiral" the lessons for use with elementary, middle, and high school students. More than 120 academic extensions offer suggestions for applying the mini-lessons in the teaching and learning of academic concepts. The sixth chapter looks at the multiple intelligence school with sections on restructuring the curriculum, instruction, the learning process, and assessment. A concluding section considers what is needed to transform and restructure the school. An appendix provides inventory wheels for assessing multiple intelligence capacities. (Contains approximately 115 references.) (DB) ED477884 Pathways of Learning: Teaching Students and Parents about Multiple Intelligences. 2000-00-00 ISBN-1-56976-118-3 Parents Practitioners 282 Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($39.95). Tel: 800-232-2187 (Toll Free); e-mail: zephyrpress@zephyrpress.com; Web site: http://www.zephyrpress.com. N/A 2004 8/19/2004 21:53:32 RIEFEB2004 Foreword by Arthur L. Costa.

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No Academically Gifted Curriculum Based Assessment Curriculum Development Elementary Secondary Education Individual Differences Integrated Curriculum Lesson Plans Metacognition Multiple Intelligences Teaching Models Lazear, David Books Guides - Non-Classroom English This guide offers teaching models based on the theory of multiple intelligences (MI) and applies these models to the design of lessons that address the unique learning needs of all students. The first chapter makes the case for integrating MI into the curriculum. The second chapter describes the capacities of the various intelligences. Chapters 3 through 6 presents four practical models for integrating MI into the curriculum. These are: (1) the year-long curriculum journey (which embeds capacities of all the intelligences into the existing curriculum); (2) unit stretching (which passes an existing unit of study through a multiple intelligence analytic screen); (3) MI stations or learning centers (which provides students with opportunities to process information in a variety of ways); and (4) MI as a schoolwide focus (which provides teachers and students with time for development of capacities for targeted intelligences in a given unit). The chapter on each model provides full instructions and a blank template; an example of the model's application at elementary, middle school, and high school levels; academic objectives and outcomes for each example at each level; an evaluation of strengths and weaknesses for each model; and an overview or commentary. (Contains approximately 100 references.) (DB) ED477885 The Intelligent Curriculum: Using Multiple Intelligences To Develop Your Students' Full Potential. 2000-00-00 ISBN-1-56976-099-3 Practitioners Teachers 225 Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($39.95). Tel: 800-232-2187 (Toll Free); e-mail: zephyrpress@zephyrpress.com; Web site: http://www.zephyrpress.com. N/A 2004 8/19/2004 21:53:34 RIEFEB2004 Foreword by Thomas R. Hoerr.

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No Academically Gifted Elementary Secondary Education Individual Differences Learning Activities Metacognition Multiple Intelligences Teaching Models Thinking Skills Lazear, David Books Guides - Classroom - Teacher English This book offers 44 activities for developing capacities of seven types of intelligence identified by Howard Gardner in his theory of multiple intelligences. The activities, grouped by the type of intelligence the activity primarily fosters, are intended for students to do on their own. The intelligences and sample activities are as follows: (1) bodily-kinesthetic intelligence (walking to expand your awareness, kinesthetic body awareness); (2) interpersonal intelligence (improving group processing skills, seeing yourself through others' eyes); (3) intrapersonal intelligence (concentrating the mind, metacognition); (4) logical-mathematical intelligence (problem solving, forcing relationships); (5) musical-rhythmic intelligence (exploring the musical-rhythmic motifs of your life, speaking musically); (6) verbal-linguistic intelligence (speaking what's on your mind, metalinguistic analysis); and (7) visual-spatial intelligence (eidetic images practices, visualization practices). (Contains 18 references.) (DB) ED477886 Intelligence Builders for Every Student: 44 Exercises To Expand Multiple Intelligences in Your Classroom. 1998-00-00 ISBN-1-56976-069-1 Practitioners Teachers 146 Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($25). Tel: 800-232-2187 (Toll Free); e-mail: zephyrpress@zephyrpress.com; Web site: http://www.zephyrpress.com. N/A 2004 8/19/2004 21:53:35 RIEFEB2004

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No Academically Gifted Elementary Secondary Education Evaluation Methods Learning Activities Multiple Intelligences Scoring Rubrics Student Evaluation Teaching Models Theories Thinking Skills Lazear, David Books Guides - Non-Classroom English This guide to assessment of learning based on the theory of multiple intelligences (MI) stresses the use of rubrics or guidelines that establish criteria and indicators of success. Part 1 examines the theory of evaluation and rubrics in three sections that address: current evaluation methods and their biases; effective evaluation methods and their possibilities; and the case for MI rubrics (what they are and why they are important). Part 2 offers a variety of sample rubrics for each of the eight intelligences. The first section offers rubrics for the object-related intelligences (i.e., visual-spatial, bodily-kinesthetic, logical-mathematical, and naturalist). The second section offers rubrics for the object-free intelligences (the musical-rhythmic and verbal-linguistic intelligences). Next, rubrics for the personal intelligences (interpersonal and intrapersonal) are offered. Rubrics evaluate learning activities for both intelligence performance intelligence and content understanding. For intelligence performance, the rubric provides standards at the basic, complex, and higher order levels. For content understanding, questions are provided for the teacher to ask him/herself and questions to ask the student. A final section in Part 2 describes learning and assessment activities that involve all the intelligences. Part 3 notes multiple approaches to MI rubrics and provides a sample multiple intelligence rubrics planning worksheet. An appendix lists the eight National Education Goals. (Contains 86 references.) (DB) ED477887 The Rubrics Way: Using Multiple Intelligences To Assess Understanding. 1998-00-00 ISBN-1-56976-087-X Administrators Practitioners Teachers 225 Zephyr Press, P.O. Box 66006, Tucson, AZ 85728-6006 ($35.95). Tel: 800-232-2187 (Toll Free); e-mail: zephyrpress@zephyrpress.com; Web site: http://www.zephyrpress.com N/A 2004 8/19/2004 21:53:36 RIEFEB2004

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No Behavior Change Behavior Disorders Behavior Problems Behavior Rating Scales Behavioral Objectives Diagnostic Tests Elementary Secondary Education Emotional Disturbances Intervention Student Educational Objectives McCarney, Stephen B. Books Guides - Non-Classroom English This manual is a guide to interventions with commonly encountered behavior problems in the educational environment. Its intent is to provide educators with goals, objectives, and intervention strategies for the behavior problems identified by "The Emotional or Behavior Disorder Scale--Revised." Goals and objectives are suggested for use in developing student individualized education programs. Following an introduction, a brief section outlines eight steps for using the manual with the scale. Most of the manual consists of listing 118 behavior problems in either behavioral or vocational domains that are broken down into the following categories: academic progress; social relationships; personal adjustment; work related, interpersonal relations; and social/community expectations. For each behavior listed, the manual provides one or more goals, multiple objectives, and up to 60 possible interventions. The final section provides 28 blank forms for use in implementing various interventions. Also provided are the revised technical manual for the Emotional or Behavior Disorder Scale-Revised, and one copy of the actual rating form. (DB) ED477888 Emotional or Behavior Disorder Intervention Manual--Revised. Goals, Objectives, and Intervention Strategies for the Emotionally or Behaviorally Disordered Student. 2003-00-00 Parents Practitioners 471 Hawthorne Educational Services, Inc., 800 Gray Oak Dr., Columbia, MO 65201 ($28). Tel: 573-874-1710; Fax: 800-442-9509 (Toll Free); Web site: http://www.hes-inc.com. N/A 2004 8/19/2004 21:53:38 RIEFEB2004 Edited by Samm N. House.

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Yes Citizenship Education Educational Environment Middle Schools Partnerships in Education Pilot Projects School Community Programs School Community Relationship Service Learning Student Educational Objectives Student Participation Guides - Non-Classroom Reports - Descriptive Speeches/Meeting Papers English As schools guide students in acquiring the skills and knowledge necessary to become responsible citizens, the question arises as to how they can better go about providing them with a well-rounded education: academically, socially, and emotionally. Providing Resource Opportunities with Learning (P.R.O.W.L.) suggests the following solutions: (1) create a partnership within the middle school community that accomplishes three goals: (fosters a relationship among local business firms, community service organizations, and adolescent students); (2) integrates public school curriculum with the business world; and (3) provides relevancy for students' lives. At Sarasota Middle School (Florida), P.R.O.W.L. provides an environment for relevant thinking, problem solving, and an awareness of the knowledge and skills leading to quality employment and post-secondary education. This booklet outlines the P.R.O.W.L. program in five sections: (1) "Proposed Pilot Program"; (2) "PROWL Team Responsibilities"; (3) "Forms"; (4) "Explorer Team PROWL Project 'So You Wanna Build Something'"; and (5) "PowerPoint Notes." A brochure explains the school perspective, the business perspective, and the community perspective of P.R.O.W.L.; and suggests desired outcomes for students, businesses, and schools. (BT) ED477889 Proposed Pilot Program for P.R.O.W.L.--Providing Resource Opportunities with Learning. 2000-11-00 34 Sarasota Middle School, 4826 Ashton Road, Sarasota, FL 34233. Tel: 941-361-6464; Web site: http://sarasotamiddleschool.com/. N/A 2004 8/19/2004 21:53:40 RIEFEB2004 Prepared by Sarasota Middle School, Sarasota, FL. Paper presented at the Annual Meeting of the Middle School Association (27th, St. Louis, MO, November 2-4, 2000).

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Yes Foreign Countries Genealogy Interviews Oral History Personal Narratives Reminiscence Social Studies World War I World War II Oliver, Paula Popow Historical Materials Opinion Papers Europe English This booklet features an interview conducted with Hermine Kromnik (b. 1915) and also includes acknowledgments, her family photographs, genealogy, maps, and references (n=15). The interview in the booklet is a personal testimony of Hermine's survival and the results of living in Eastern Europe during World Wars I and II. Hermine's desire was to leave a written legacy for her family. Personal interviews took place between February and May 1995 in West Chester, Pennsylvania, where Hermine lives. Hermine began the interview by remembering her life in the agriculturally rich Ukraine where her grandparents had moved from Germany to find a better life for themselves and their children. The interview describes Hermine Kromnik's experience and strong will to survive in Eastern Europe during World Wars I and II. An afterword includes 12 notes. (BT) ED477890 Hermine Jungus Komnik's World Wars I and II Experiences and Results. 1996-01-29 79 N/A 2004 2020-07-14

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Yes Aging Education Aging (Individuals) Cultural Context Curriculum Development Elementary Secondary Education Instructional Effectiveness Social Studies Student Educational Objectives Couper, Donna P. Pratt, Fran Guides - Classroom - Teacher English Educators increasingly realize that longer life expectancies and changing demographics require literacy about the why's and how's of aging across the lifespan. While other contemporary issues are routinely addressed in schools, aging-related issues are often ignored or presented in stereotypical ways. This reference book suggests practical ways to prepare young people for long lives in an aging society; serves as a content outline for developers of curriculum and instructional materials; and shows how to avoid common implementation pitfalls with instruction about aging. Following the "Foreword" (Robert N. Butler), there are five chapters: (1) "Why Education for Longer Life?"; (2) "What Content Should Be Included?"; (3) "How Should Content on Aging Be Presented?"; and (4) "Who Is Supporting Education for Longer Life?" Contains an extensive list of references, organized by chapters. There are five appendices which contain: a glossary of common terms related to aging; general learning objectives about aging; sample classroom activities for elementary and secondary levels; additional references; and questions for reflection and discussion. (BT) ED477891 Learning for Longer Life: A Guide to Aging Education for Developers of K-12 Curriculum & Instructional Materials. 1999-00-00 ISBN-0-9704591-0-6 Practitioners Teachers 144 National Academy for Teaching and Learning about Aging, University of North Texas, P.O. Box 310919, Denton, TX 76203-0919. Tel: 940-565-3450; Fax: 940-565-3141; Web site: http://www.cps.unt.edu/natla/. N/A 2004 2020-07-14

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No Action Research Child Advocacy Child Welfare Democracy Family Environment Foreign Countries Models Social Environment Kugelmass, Judy W., Ed. Ritchie, Dennis J., Ed. Collected Works - General Opinion Papers Reports - Research Lithuania Lithuania English The articles in this collection seek to provide a unique and important description about the transition of society in Lithuania and offer insights about how to approach advocacy for children to create opportunities to fulfill their potential. Following the introduction, articles in the collection are: (1) "The Emerging Democracy of Lithuania: A Society in Transition and Its Children" (Dennis J. Ritchie; Judy W. Kugelmass); (2) "The American Professional Partnership for Lithuanian Education (APPLE): A Model for Successful Partnership and Action Research as a Vehicle for Change" (Emilija Sakadolskis); (3) "Changing the System of Services for Children at Risk: The Lithuanian Experience" (Dainius Puras); (4) "Education in Post-Soviet Lithuania and the Inclusion of Children with Special Educational Needs" (Judy W. Kugelmass; Alvyra Galkiene); (5) "Social Work in Lithuania: The Emergence of a New Profession and Its Entry into the Education System" (Dennis J. Ritchie); (6) "Children's Policy and Children's Rights" (Dale Kaba'inskaite); and (7) "First Things First: The Orphans of Alanta" (Wendell Mayo). (BT) ED477892 Advocating for Children and Families in an Emerging Democracy: The Post-Soviet Experience in Lithuania. A Volume in Research in Global Child Advocacy. 2003-00-00 ISBN-1-930608-46-2 161 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830 (hardbound: ISBN-1-930608-47-0, $63.25; paperback: ISBN-1-930608-46-2, $29.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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No Case Studies Curriculum Problems Educational Change Educational Policy Elementary Secondary Education Historical Interpretation History Instruction Instructional Materials Intellectual History Political Issues Public Schools Social Studies Symcox, Linda Books Reports - Evaluative National Identity National History Standards National History Standards Project English In the 1990s the debate over what and whose history should be taught in U.S. schools resonated through the halls of the U.S. Congress, the national press, and the nation's schools. Some politicians and pundits denounced the findings of the National Standards for History, which subsequently became a major battleground in the nation's ongoing struggle to define its historical identity. To help readers understand what happened, this book traces the genealogy of the National History Standards Project from its origins as a neo-conservative reform movement to the drafting of the standards, through the 18 months of controversy, the debate that ensued, and the aftermath. Broad in scope, the case study includes debates on U.S. social history, world history, multiculturalism, established canons, national identity, cultural history, and liberal education. It illuminates the larger issue of how educational policy is made and contested in the United States, revealing how a debate about children's education actually became a struggle between competing political forces. Following the introduction, there are seven chapters: (1) "History Repeats Itself: Reform Cycles and the Social Studies Curriculum"0; (2) "Mapping an Alternative History: Shifting Historical Paradigms, 1960-1990"; (3) "A Conservative Restoration, 1981-Present"; (4) "Genesis of the National Center for History in the Schools and the National History Standards Project, 1987-1992"; (5) "Forging Unity: The National History Standards Project, 1992-1994"; (6) "The Consensus Unravels: The National History Standards in the Culture Wars, 1994-1996"; and (7) "Conclusion: Utopia Postponed." Two appendices include: "National History Standards Project Organizational Structure"; and "Overview of the Thirty One U.S. History Standards." Each chapter includes notes. Contains extensive references and a supplementary bibliography. (BT) ED477893 Whose History? The Struggle for National Standards in American Classrooms. 2002-00-00 ISBN-0-8077-4231-7 244 Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 (Paperbound: ISBN: 0-8077-4231-7, $21.95; hardbound: ISBN: 0-8077-4232-5, $50). Tel: 800-575-6566 (Toll Free); Fax: 802- 864-7626; Web site: http://www.teacherscollegepress.com/. N/A 2004 2016-11-21

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No Classroom Techniques Constructivism (Learning) Culturally Relevant Education Curriculum Development Family History History Instruction Intermediate Grades Local History Multicultural Education National Standards Social Studies State History State Standards McCall, Ava L. Ristow, Thelma Books Guides - Classroom - Teacher Pluralism Vignettes English United States state history is a required component of the upper elementary social studies curriculum in all 50 states. Noting that few resources exist on the subject of state history, this book aims to show teachers how to plan a state unit using a culturally relevant, social constructivist pedagogy with connections to literacy, a focus on multicultural teaching, and compliance with state and national standards. The book offers specific examples of the curricular framework in action, portraying teaching strategies and student responses to topics that range from the process of becoming a state, state government, state industries, and family histories to even more challenging subjects. Each chapter in the book opens with a classroom vignette illustrating the curricular framework. With each chapter, teachers can find descriptions of resource trade books, state history publications, photographs, artifacts, and simulations; teacher-created materials when published examples are unavailable; in-depth descriptions of classroom activities in action small-group research, literature circles, history workshops, dramatizations; "Focus on Your State," sections with suggestions for locating resources and creating materials specific to the state; and quotes from students revealing what they learned about state history. Following the introduction, there are six chapters: (1) "Creating State History Curriculum"; (2) "Integrating Family History with State History"; (3) "Learning about the First People in the State: Tradition and Conflicts"; (4) "Exploring Diverse Perspectives on Becoming a State and on Voting Rights"; (5) "Learning about State Industries"; and (6) "Teaching for Learning, Learning from Teaching." (Contains 133 references.) (BT) ED477894 Teaching State History: A Guide to Developing a Multicultural Curriculum. 2003-00-00 ISBN-0-325-00482-X Practitioners Teachers 244 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($23). Tel: 603-431-7894; Web site: http://www.heinemann.com/. N/A 2004 2016-11-21

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No Citizenship Education Elementary Secondary Education Law Related Education Laws Social Studies Thinking Skills Kittlaus, Jennifer, D. Reports - Descriptive State Associations Bar Associations Legal Information American Bar Association, Chicago, IL. Public Education Div. English Law-related education (LRE) seeks to foster the knowledge, skills, and values that are needed to function effectively in a democratic society. LRE uses active, engaging learning strategies to teach students how to think critically and analytically, communicate effectively, and problem solve. Since its inception, LRE has enjoyed the support of state and local bar associations. In 1998, the American Bar Association (ABA) Division for Public Education surveyed state LRE projects that are part of Youth for Justice, a national program of the U.S. Department of Justice's Office of Juvenile Justice and Delinquency Prevention. Of the 46 state LRE projects that responded to the survey, 48% were either part of the state bar or had a close institutional relationship to it; while 38% had some relationship with the state bar. This bulletin examines how state bar associations are involved in LRE and cite examples of state-bar-sponsored programs and resources. The bulletin provides only a general overview of state bar activities. The activities described in the bulletin are a sample of how state bar associations are involved in LRE. (BT) ED477895 State Bar Involvement in Law-Related Education. Technical Assistance Bulletin. 2003-00-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. ISBN-1-59031-099-3 10 American Bar Association, Division for Public Education, 541 North Fairbanks Court, Mail Station 15.3, Chicago, IL 60611-3314. Tel: 312-988-5735; Fax: 312-988-5494; e-mail: abapubed@abanet.org; Web site: http://www.abanet.org. N/A 2004 2016-11-21

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No Citizenship Education Elementary Secondary Education Law Related Education Laws Police Social Studies Student Behavior Youth Programs Williamson, Deborah L. Information Analyses Kentucky Legal Information Kentucky American Bar Association, Chicago, IL. Public Education Div. English Law-related education is an educational program designed to educate citizens about the law, legal processes, and principles fundamental to a democracy. According to the Center for Prevention of School Violence, school resource officers fulfill essentially three roles in schools: (1) as law enforcement officers, (2) as law-related counselors, and (3) as law-related educators. Duties as law-related educators frequently include teaching or co-teaching law-related education classes, advising school officials and other regarding juvenile law, and facilitating an array of activities on and off campus. Though not limited to school resource officers, this bulletin briefly outlines Kentucky's ongoing efforts to train and recruit law enforcement personnel to fulfill the critical role of law-related educator to enhance student understanding of the law and legal processes. The bulletin discusses risk factors for delinquent behavior, best practices in LRE, and goals of LRE partnerships between schools and law enforcement. It also provides sample lessons. (Contains 25 references.) (BT) ED477896 Police Officers and Law-Related Education: Building a Winning Strategy for Youth Education Programs. Technical Assistance Bulletin. 2002-00-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. ISBN-1-59031-108-6 14 American Bar Association/Division for Public Education, 541 North Fairbanks Court, Mail Station 15.3, Chicago, IL 60611-3314. Tel: 312-988-5735; Fax: 312-988-5494; e-mail: abapubed@abanet.org; Web site: http://www.abanet.org. N/A 2004 2016-11-21

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Yes Aesthetics Art Education Art Expression Art History Art Products Artists Cultural Context Foreign Countries Geographic Regions Higher Education Kader, Themina Reports - Evaluative Speeches/Meeting Papers Modern Art Africa African Art Africa English College students in art history courses study African art more frequently than in the past. Textbooks and videos, however, do not reflect the realities of creative expression today in Africa. Rather, African art dwells on the traditional arts of the west and southern regions of Africa. This paper focuses on eastern and southern sub-Saharan Africa and some of its key modern artists. The paper seeks to highlight the artists' lives, education, and working conditions and what they produce. In a larger sense, the paper discusses what contemporary life is like in certain African regions through the eyes of art education researchers who have lived and worked in those places. Questions the paper explores are: What type of art is most appreciated by Africans themselves? How does modern art get produced in Africa? Is an artist better off with a western education? What place does craft or traditional art have in the artworks of professional, contemporary African artists? Do these artists feel that they must produce a certain type of image to retain their voices in a world dominated by western aesthetics? These are some of the complex issues the paper discusses to shed light on the paradigms and paradoxes of contemporary artists in Africa. It intends to help a discerning audience to gain a better sense of the African visual experience in general, especially of those places which are often ignored in African art history texts. (Author/BT) ED477897 Modern African Art: Getting beyond the Traditional To Recognize Contemporaneous Aesthetics. 2001-00-00 24 N/A 2004 2016-11-21

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Yes Accountability Case Studies Comparative Education Educational Change Elementary Secondary Education Foreign Countries Self Evaluation (Groups) Bottani, Norberto, Ed. Favre, Bernard, Ed. Collected Works - Serials Reports - Research France Switzerland (Geneva) Afghanistan Mexico Bernstein (Basil) Netherlands Chile New Zealand England South Africa Afghanistan Chile France Mexico Netherlands New Zealand South Africa Switzerland (Geneva) United Kingdom (England) ISSN-0033-1538 International Bureau of Education, Paris (France). English The editorial, "Some Aspects of the Educational Change Dynamic: Setting School Autonomy and Evaluation in Context" (Cecilia Braslavsky), explains the focus of this issue. This "Open File: School Autonomy and Evaluation" section contains: "Introduction to the Open File" (Norberto Bottani; Bernard Favre); "IPES The System of Indicators for Secondary School Management in France" (Philomene Abi-Saab; Patrick Alt); "Use of 'Value-Added' Measures in School Evaluation: A View from England" (Lesley Saunders); "School Self-Evaluation in the Netherlands: Development of the ZEBO-Instrumentation" (Maria A. Hendriks; Simone Doolaard; Roel J. Bosker); "Analysis of School's Functioning, Assessment and Self-Assessment: Primary Schools in Geneva" (Bernard Favre); "Self-Governing Schools and Accountability in New Zealand" (Edward B. Fiske; Helen F. Ladd); "On the Politics of Performance in South African Education: Autonomy, Accountability and Assessment" (Jonathan D. Jansen); "School Evaluation in Chile: The Case of SNED" (Juan Casassus); and "School Autonomy and Assessment in Mexico" (Sylvia Schmelkes). The "Trends/Cases" section contains: "Modern Education in Afghanistan" (Saif R. Samady) and "Education, Hope and the Children of Afghanistan" (Max Grantham). The "Profiles of Famous Educators" section contains an article on "Basil Bernstein (1924-2000)" (Alan R. Sadovnik). (BT) ED477898 Open File: School Autonomy and Evaluation. Prospects: Quarterly Review of Comparative Education v31 n4 iss 120 Dec 2001 2001-12-00 166 United Nations Educational, Scientific and Cultural Organization, 7, place de Fontenoy, 75352 Paris 07 SP, France. Web site: http://www.ibe.unesco.org. T 2004 2016-11-21

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No Citizenship Citizenship Education Classroom Techniques Cultural Literacy Cultural Pluralism Democracy Educational Objectives Elementary Secondary Education Multicultural Education Social Studies Parker, Walter C. Books Guides - Classroom - Teacher English This book contributes to the debate between proponents of multicultural education and those who favor a cultural literacy approach. The book demonstrates that educating for democratic citizenship in a multicultural society includes a fundamental respect for diversity. It bridges the widening gap between multicultural education and civic education; provides teaching strategies that educators can use to draw children creatively and productively into a way of life that protects and nurtures cultural pluralism and racial equality; explains the unity-diversity confusion that is found in popular media as well as in multicultural- and citizenship-education initiatives; and defines deliberative discussion and explores its promise as the centerpiece of democratic education in schools, both elementary and secondary. Following the preface and introduction, there are eight chapters: (1) "From Idiocy to Citizenship"; (2) "Democracy and Difference"; (3) "Toward Enlightened Political Engagement"; (4) "Promoting Justice: Two Views"; (5) "Can We Talk?"; (6) "Making Publics, Finding Problems, Imagining Solutions"; (7) "Learning to Lead Discussions"; and (8) "Access to a Non-Idiotic Education." Each chapter includes notes. Contains an extensive reference list. (BT) ED477899 Teaching Democracy: Unity and Diversity in Public Life. Multicultural Education Series. 2003-00-00 ISBN-0-8077-4272-4 Practitioners Teachers 220 Teachers College Press, P.O. Box 20, Williston, VT 05495-0020 (paperbound: ISBN-0-8077-4272-4, $25.95; hardbound: ISBN-0-8077-4273-2, $54). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; Web site: http://www.tcpress.com/. N/A 2004 8/19/2004 21:53:59 RIEFEB2004

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No Annotated Bibliographies Case Studies Community Involvement Cultural Pluralism Diversity (Student) Educational Policy Elementary Secondary Education Legal Problems Multicultural Education Political Issues Public Schools Social Studies Appelbaum, Peter Reference Materials - General Reference Materials - Bibliographies Cultural Change English "Multicultural and Diversity Education," is a comprehensive reference guide to the latest trends and developments in the field. It covers wide-ranging developments in philosophy and policy through practical applications, and includes recent trends in critical multiculturalism, whiteness studies, postmodern theories of identity and community, and community participation. It presents choices available to educational institutions and their communities, with suggestions for how to surpass the initial steps that often alienate community members or perpetuate the problems that originally motivated an interest in diversity education. The book provides an overview of approaches to education for a pluralistic and democratic society, an introduction to the historical origins of diversity and multicultural education, and explanations of curricular options along with case studies, with specific attention to the potential further efforts that schools and communities face. The book includes an examination of professional and state standards and legal and political contexts. It also includes comprehensive, annotated bibliographies of print and nonprint resources for diversity and multicultural education, and a glossary of terms. (BT) ED477900 Multicultural and Diversity Education: A Reference Handbook. Contemporary Education Issues. 2002-00-00 ISBN-1-57607-264-9 213 ABC-CLIO, Inc., 130 Cremona Drive, P.O. Box 1911, Santa Barbara, CA 93116-1911 (hardbound: ISBN-1-57607-264-9, $45; e-book: ISBN-1-57607-747-0, $50). Tel: 800-368-6868 (Toll Free); Fax: 805-685-9685; e-mail: sales@abc-clio.com; Web site: http://www.abc-clio.com/. N/A 2004 2016-11-21

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Yes Academic Standards History Language Arts Mathematics Primary Education Primary Sources Social Studies State History State Standards Student Evaluation Guides - Classroom - Learner Guides - Classroom - Teacher Alaska Historical Background Alaska Alaska State Museum, Juneau. English This activities booklet focuses on the story of Alaska's flag. The booklet is intended for teachers to use with primary-grade children. Each activity in the booklet contains background information, a summary and time estimate, Alaska state standards, a step-by-step technique for implementing the activity, assessment tips, materials and resource needs, a vocabulary, "Learning about Constellations," and extension activities. Activity sheets are: "Benny Benson: The Boy Who Designed Alaska's Flag (How Did Alaska Get its Flag?)"; "Flags: Symbols of Peace (What Does a Flag Show Us?)"; and "Learning about Constellations (Why Is the Big Dipper on the Alaska Flag?)." Includes a "Picture Cards" sheet, directions for making a five-points star, a recipe for star sugar cookies, and a star chart sample. (BT) ED477901 Eight Stars of Gold--The Story of Alaska's Flag. Primary Grade Activities. 2002-00-00 Teachers Practitioners Students 11 Alaska State Museum, 395 Whittier St., Juneau, AK 99801-1718. Tel: 907-465-2901; Fax: 907-465-2976; Web site: http://www.museums.state.ak.us/. N/A 2004 2016-11-21

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Yes Academic Standards Citizenship History Intermediate Grades Language Arts Primary Sources Social Studies State History State Standards Student Evaluation Guides - Classroom - Learner Guides - Classroom - Teacher Etiquette Historical Background K W L Strategy Alaska Alaska Alaska State Museum, Juneau. English This activities booklet focuses on the story of Alaska's flag. The booklet is intended for teachers to use with students in the intermediate grades. Each activity in the booklet contains: background information, a summary and time estimate, state standards, a step-by-step technique for implementation of the activity, assessment tips, materials and resources needed, and a vocabulary. Activity sheets include: "Create a Classroom Flag (What Is the Story behind the Flag Contest?)"; "Famous Alaskans (What Do We Learn from Famous People?)"; "Comparing State Flags (What Does a Flag Represent?); and "Flag Etiquette (Why Is Etiquette Important?)." Includes a K-W-L chart, principles of flag design and flag contest rules, scoring guide and chart for famous person report, state flag comparison chart, scoring guide for state flag presentations, procedures for folding the flag, and frequently asked questions about the flag. (BT) ED477902 Eight Stars of Gold--The Story of Alaska's Flag. Intermediate Activities (Grades 3-5). 2002-00-00 Practitioners Students Teachers 16 Alaska State Museum, 395 Whittier St., Juneau, AK 99801-1718. Tel: 907-465-2901; Fax: 907-465-2976; Web site: http://www.museums.state.ak.us/. For full text: http://www.museums.state.ak.us/EightStars/activities.html. N/A 2004 2016-11-21

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Yes Academic Standards History Middle Schools Primary Sources Reading Social Studies State History State Standards Student Evaluation Guides - Classroom - Learner Guides - Classroom - Teacher Alaska Historical Background Alaska Alaska State Museum, Juneau. English This activities booklet focuses on the story of Alaska's state flag. The booklet is for use in teaching middle school students. Each activity contains: background information, a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed, and a vocabulary. Activities included are: "Eight Stars of Gold: The Story of Alaska's Flag (What Should I Remember about Alaska's Flag?)"; "Meet the Researcher (Why Do People Research and Write Stories?)"; "Steps to Statehood (How Did a Flag Help Alaska Become a State?)"; "Symbols Tell a Story (What Is a Symbol?)"; and "Minting a Symbol for Alaska (What Is a Good Symbol for Alaska Today?)." Includes "Parts of the Catalog," two handouts, story cards, and a sample self-evaluation scoring guide. (BT) ED477903 Eight Stars of Gold--The Story of Alaska's Flag. Middle School Activities (Grades 6-8). 2002-00-00 Practitioners Students Teachers 19 Alaska State Museum, 395 Whittier St., Juneau, AK 99801-1718. Tel: 907-465-2901; Fax: 907-465-2976; Web site: http://www.museums.state.ak.us/. For full text: http://www.museums.state.ak.us/EightStars/activities.html. N/A 2004 2016-11-21

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Yes Academic Standards Art Citizenship High Schools Language Arts Primary Sources Social Studies State History State Standards Student Evaluation Guides - Classroom - Learner Guides - Classroom - Teacher Alaska Historical Background Oral Presentations Alaska Alaska State Museum, Juneau. English This activities booklet focuses on the story of Alaska's flag. The booklet is intended for use in teaching high school students. Each activity contains: background information; a summary and time estimate, Alaska state standards, a step-by-step technique for classroom implementation of the activity, assessment tips, materials and resources needed, and a vocabulary. Activities included are: "Eight Stars of Gold: The Story of Alaska's Flag (What Should I Remember about Alaska's Flag?)"; "Alaska Native Rights since Statehood (How Has the Situation in Alaska Changed?)"; "Flag Songs and Anthems"; and "Flags--Art or 'Art'? (Can a Flag Be 'Art'?)." Includes "Parts of the Catalog," an oral presentation scoring guide, a debate scoring guide, and an ideas and opinions sheet on "What is Art?" (BT) ED477904 Eight Stars of Gold--The Story of Alaska's Flag. High School Activities (Grades 9-12). 2002-00-00 Practitioners Students Teachers 14 Alaska State Museum, 395 Whittier St., Juneau, AK 99801-1718. Tel: 907-465-2901; Fax: 907-465-2976; Web site: http://www.museums.state.ak.us/. For full text: http://www.museums.state.ak.us/EightStars/activities.html. N/A 2004 2016-11-21

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Yes Art Activities Art Products Creative Expression Elementary Secondary Education Handicrafts Learning Activities State Standards Guides - Classroom - Learner Guides - Classroom - Teacher Historical Background Quilts Alaska Art Elements Alaska Alaska State Museum, Juneau. English This student activities booklet, "Quilts of Alaska," contains historical and educational information on quilts. It is colorfully illustrated with examples of different types of quilts. The booklet describes album or signature quilts, which from 1840 to the 1890s, were a U.S. fad, such as were autograph albums. As the name suggests, these quilts used the signatures of people as part of the design. The booklet describes the Ann Miletich Project, "Hands across the Americas." It states that Miletich held three November 1999 quilting workshops at the Alaska State Museum where young people learned about Bolivian culture and created a quilt block. Other sections of the booklet contain information and activities on the following topics: "Crazy Quilts"; "Flower Garden Quilts"; "Log Cabin Quilts"; "Seal Party Quilts"; and "Yo-Yo Quilts." Each quilt topic section provides historical background; highlights design elements; offers artist and origin information; and contains a compare and contrast activity. In addition, topic activities sheets specify grade level; suggest an estimated time; address Alaska state content standards; discuss assessments; provide a relevant vocabulary; and list materials needed. Contains an extensive bibliography and a quilt vocabulary. (BT) ED477905 Quilts of Alaska--Student Activities. 2001-00-00 Practitioners Students Teachers 36 Alaska State Museum, 395 Whittier St., Juneau, AK 99801-1718. Tel: 907-465-2901; Fax: 907-465-2976; Web site: http://www.museums.state.ak.us/. For full text: http://www.museums.state.ak.us/QuiltExhibit/index.html. N/A 2004 2016-11-21

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Yes Art Education Classroom Techniques Disabilities Individualized Instruction Special Needs Students Teaching Methods Johnson, Robin ERIC Publications ERIC Digests in Full Text Artistic Performance ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English Creating differentiated art curricula to accommodate artistically talented student individual needs may enhance student performance and program outcomes. This digest discusses: (1) individual education plans for artistically able students with exceptionalities; (2) subgroups of students with dual exceptionalities; (3) methods of teaching students with dual exceptionalities; and (4) methods of teaching students with specific disabilities. (Contains 12 references.) (BT) ED477906 Teaching Artistically Able Students with Exceptionalities. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-23

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Yes College Students Community Colleges Cultural Context Gender Issues Graduation Rate Hispanic Americans Minority Group Influences Social Influences Transfer Rates (College) Two Year College Students Two Year Colleges Saenz, Victor B. ERIC Publications ERIC Digests in Full Text ERIC Digests California California ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest explores the status of Hispanic community college students and the factors that affect their enrollment and persistence in college. America's 1,076 community colleges educate over half of all minority students in higher education. Hispanics are underrepresented in four-year institutions, and over 55% of all Hispanic students enrolled in higher education are at two-year institutions. Some see this overrepresentation at community colleges as a detriment to Hispanics' educational attainment and a perpetuation of social stratification, while others see it as a sign of change for the better. Even though transfer and persistence rates for Hispanic students are among the lowest, it can be argued that community colleges facilitate postsecondary opportunities for those who might not otherwise attend, and thereby they act as a catalyst to the baccalaureate for a host of students. The Puente Project is a collaboration between California's community colleges and the University of California system. Its goal is to increase the number of educationally underserved students who transfer from two-year to four-year institutions and earn degrees. Approximately 50% of students who complete the program transfer to a four-year institution within three years. The Puente model serves as a prime template in designing programs geared toward increased persistence and transfer of Hispanic students. (Contains 15 references.) (NB) ED477908 Hispanic Students and Community Colleges: A Critical Point for Intervention. ERIC Digest. 2002-09-00 National Library of Education (ED/OERI), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes College Role Community Colleges Curriculum Design Developmental Studies Programs Program Implementation Remedial Instruction Remedial Programs Remedial Teachers Two Year Colleges Sheldon, Caroline Q. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest offers community college academic leaders a synopsis of the key components necessary for building a successful developmental education instructional framework. Specific emphasis is placed on program structure, faculty, and program improvement. Developmental education is defined as "courses or services provided for the purpose of helping underprepared college students attain their academic goals." According to the research summarized in this document, exemplary developmental education programs operate within established instructional environments where value and high expectations for positive student outcomes take precedence. The author discusses the merits of centralized developmental education programs and provides insights regarding the characteristics of decentralized programs that are able to achieve "a coherent philosophy of teaching" and effective organizational structures. Specifically, the research highlights the importance of leadership, the articulation of common goals, and the integration of developmental courses. The strength of developmental education teaching has also been identified as essential to improving student outcomes. However, only a minority of community colleges require their developmental education faculty to have specific training in this field. Professional development for faculty is one strategy for addressing the issue of instructional quality. (RC) ED477909 Building an Instructional Framework for Effective Community College Developmental Education. ERIC Digest. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Differences Full Time Faculty Instructional Effectiveness Part Time Faculty Professional Development Teacher Behavior Teacher Characteristics Teacher Improvement Teacher Student Relationship Two Year Colleges Carducci, Rozana ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest, drawn from the summer 2002 issue of the New Directions for Community Colleges journal, summarizes research findings on the similarities and differences among college faculty groups and concludes with a discussion of how this information can be used to increase the relevance and effectiveness of faculty development issues. Huber (2002) notes that 31% of all higher education faculty are community college faculty, and they teach 39% of all higher education students. According to the National Center for Educational Statistics, in 1995, 65% of two-year college faculty were part-time. Analyses of data collected in two national studies reveal that part-time and full-time faculty share a number of characteristics. Nevertheless, Schuetz (2002) and Leslie and Gappa (2002) uncovered several noteworthy distinctions. Part-time faculty were less likely than full-time faculty to have revised a course syllabus in the last three years (88% vs. 97%), prepared a multimedia presentation for class (42% vs. 53%), or co-taught a class with someone from outside their department (15% vs. 24%). Schuetz (2002) identified other differences, including that full-time faculty are more likely to have joined disciplinary organizations (52% vs. 32%). An examination of instructional strategies and participation in community college faculty development reveals other similarities and differences between the groups. (NB) ED477910 Understanding Faculty: A Step toward Improving Professional Development Programs. ERIC Digest. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes Ancillary School Services Community Colleges Educationally Disadvantaged Immigrants Minority Groups Non English Speaking Nontraditional Students Orientation School Holding Power School Orientation Two Year Colleges Chaves, Christopher A. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This document discusses the challenges community colleges, particularly urban ones, face in delivering education to their first-generation, immigrant, economically disadvantaged, non-white, limited-English-ability, and other non-traditional students. These challenges can be exacerbated by students' failure to connect and become involved in college at the level necessary to successfully complete required coursework. According to Tinto (1997), high levels of involvement generally prove to be an independent predictor of gains in learning. The author argues that a redefinition of what constitutes involvement is called for, particularly because non-resident students tend to work at least part time, limiting their ability to become involved in traditional campus activities. Brawer (1996) reported findings from a study that indicated involvement in a freshman orientation course improved student performance regardless of race, age, gender, major, employment status, or entrance examination scores. Brawer noted another study that reported a 50% higher rate of course completion among students who participated in freshman orientation at Sacramento Community College in California. Learning Assistance Centers (LAC) and learning communities also help students to manage academic demands. LACs offer 14 academic and co-curricular activities, including testing, study skills programs, and peer tutoring. Learning communities serve to link together existing courses to enable subgroups of students and their teachers to achieve deeper understanding and integration of course materials. (Contains 15 references.) (NB) ED477911 Student Involvement in the Community College Setting. ERIC Digest. 2003-02-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes Change Strategies Community Colleges Distance Education Faculty Development Organizational Change Orientation Professional Development Seminars Two Year Colleges Workshops World Wide Web Stern, Stefanie ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English Community colleges recognize the need to plan and implement change through professional development, particularly in light of the constantly changing environment in the community college. This digest briefly examines four of the delivery methods being employed by community colleges in the field of professional development. Between 1999 and 2002, about 35% of the faculty retired from St. Louis Community College (SLCC). SLCC developed the New Faculty Orientation (NFO) program as a way to strengthen the college through new faculty. NFO included a week-long orientation, weekly campus activities, and instructional skills weekend workshops. Valencia Community College in Florida set up an online faculty development program consisting of a face-to-face orientation meeting followed by online sessions. The online sessions are asynchronous, and facilitate a course in commonly encountered teaching and learning problems in community colleges. The Teaching and Learning Center at College of Du Page in Illinois presents courses and workshops and invites all personnel to participate. Faculty, administrators, and staff attend courses together. The Great Teachers Seminar (GTS) concept, which is a loosely structured faculty retreat, has evolved into the Great College Seminar, where the entire staff is invited to participate. This digest is drawn from the New Directions for Community Colleges journal, Number 120. (NB) ED477912 Professional Development: Leading Organizational Change in Community Colleges. ERIC Digest. 2003-03-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. N/A 2004 2016-11-21

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Yes Academic Advising College Students Community Colleges Counseling Theories Educational Counseling Nontraditional Students Organizational Culture School Demography Student Adjustment Student Characteristics Student Educational Objectives Student Needs Two Year Colleges Ryan, Edward Francis ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English Within the community college setting, counselors in counseling centers have historically provided academic advising, career guidance, and personal counseling. Today, however, the profile of the typical community college student is very different from that of the student of 40 years ago, when counseling centers originated. Today's community college students are often older, part-time commuter students who work and may have familial obligations. Given this change in demographics, there is an increasing concern that the established theories and practices used in counseling are problematic, since they are based on the experiences of traditional college students. Older students have greater responsibility, and women historically have been marginalized in the academy. Minority and immigrant students have needs that often differ from the traditional student as well. Researchers suggest additional studies of nontraditional learners, using the results to provide training and workshops for faculty, staff, and students. Do (1996) urges community colleges to recruit bilingual and bicultural counselors. Helfgot (1995) argues that investment in technology will improve the accessibility and quality of counseling. This digest notes that educators must also deal with these issues in the light of limited resource availability. (Contains 14 references.) (NB) ED477913 Counseling Non-Traditional Students at the Community College. ERIC Digest. 2003-04-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes College Bound Students College Credits Community Colleges Cooperative Programs Degree Requirements Dual Enrollment Enrollment Trends High School Students High Schools Institutional Cooperation Job Training Reverse Transfer Students Two Year Colleges Andrews, Hans A. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest identifies three major enrollment trends presently affecting community colleges. The three types of students--dual credit, reverse transfer, and job retraining--are likely to continue to increase in number in the near future. Dual-credit, in which secondary school students enroll in courses that receive both high school and college credit, is increasing across the nation. Research by Andrews (2001) shows these programs were in 48 states by 2001, as well as showing them to be successful in providing academic stimulus for junior and senior secondary school students. Reverse transfer students are students who attend community college after having attended a four-year university. They are either completers or non-completers of a four-year degree program. Degree completers are more likely to be seeking career skills at the community college. New federal and state legislation helped stimulate the growth of community college workforce retraining programs in the mid- to late-1990s. The Welfare to Work Programs are examples of the effects of legislation on community college curricula. These programs include short-term job training and retraining as a way to move welfare recipients off of welfare and into the workforce. Job training will continue to be a necessity with ongoing shifts in the U.S. economy, shifting of jobs to the international market, and the need for businesses to keep up to date with technological change. (Contains 10 references.) (NB) ED477914 Enrollment Trends in Community Colleges. ERIC Digest. 2003-05-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges. University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes Community Colleges Data Collection Mail Surveys Questionnaires Research Methodology Response Rates (Questionnaires) Student Surveys Two Year Colleges Sax, Linda J. Gilmartin, Shannon K. Lee, Jenny J. Hagedorn, Linda S. Reports - Research Speeches/Meeting Papers English This study addresses the issues of response rates, nonresponse bias, and response bias in the context of comparing online surveys and traditional paper instruments. Key questions include: (1) Do online surveys yield higher rates of response than do paper surveys? (2) Is the nonresponse bias characteristic of online surveys similar to or different from that of paper surveys? (3) Are there differences between online survey responses and paper survey responses, despite identical survey items? The study examines response rates, nonresponse bias, and response bias across two groups of community college students: those who received a district-wide follow-up survey of their college experiences via email, and those who received this survey by standard mail. The results of this study not only paint a clearer picture of differences and similarities between online surveys and paper surveys, but also inform efforts to equate online survey data with paper survey data in a single, mixed-mode administration. Further, by focusing this study on community college students, the authors provide insights on a research population that is notoriously difficult to locate and who historically have had lower-than-average survey participation. Appended is a variable list, coding scheme, and factor information. (Contains 12 references.) (NB) ED477915 Using Web Surveys To Reach Community College Students: An Analysis of Response Rates and Response Bias. 2003-05-00 28 N/A 2004 8/19/2004 21:54:26 RIEFEB2004 Paper presented at the Annual Meeting of the Association for Institutional Research (43rd, Tampa, FL, May 18-21, 2003).

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Yes Budgets Community Colleges Costs Dual Enrollment Educational Administration Educational Finance Evaluation Expenditures High School Students Physical Education Recreation Finances Two Year Colleges Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This is a report on the investigation of allegations that some California Community Colleges (CCC) improperly claimed state funds for high school students enrolled in classes that did not meet legal requirements for concurrent enrollment. The Orange County Register began investigating a complaint involving an Orange County college district in the summer of 2002. During the 5-year period from 1997-98 through 2001-02, concurrent enrollment programs in California expanded from 25,700 to 56,100 special admit FTES. This rapid expansion has been more pronounced in about 20% of the system's 72 districts, and particularly with respect to physical education programs. The Chancellor's Office and the Department of Finance jointly decided on this review as the initial phase of assessment of the problem. The review examined all course sections that had an enrollment of at least 50% special admit students and conformed to 1 of 2 other specifications. This document summarizes the overall findings for all 72 districts. The preliminary investigation found that at least 6,300 FTES were not compliant with current statutes and regulations, although not all of these received state funding. Therefore, the amount subject to recovery is limited to $3 million. The report also lists districts that identified unclaimable FTES but did not revise the apportionment claims. (NB) ED477916 First Report to the Legislature on Status of Systemwide Investigation of College/High School Concurrent Enrollment. 2003-06-06 37 N/A 2004 8/19/2004 21:54:28 RIEFEB2004

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Yes Community Colleges Governing Boards Student Attitudes Student Government Student Leadership Trustees Two Year Colleges Smith, Cindra Reports - Descriptive Community Coll. League of California, Sacramento. English This paper explores the roles and responsibilities of student trustees in California Community Colleges from two perspectives, that of a student representative and that of a trustee member of the governing board. The different views reflect different assumptions about the student trustee position. The concerns expressed include frustration about limits on the student trustee role, disagreements over whether or not the student trustee is a representative of or advocate for the student body, disagreements over the extent to which the student trustee is considered to be a regular member of the board, the ability of the student to productively contribute to the board, and the time and support that should be devoted to the student trustee position. Student trustees have been members of local community college governing boards since 1977. The students in a district select student members in accordance with procedures prescribed by the governing board. Boards, as well as college administrators, establish the environment and expectations for student trustees. The report concludes with the assertion that in order to create and sustain an environment in which student trustees can be effective, it is important that districts clarify and make public their expectations and provide appropriate support. (RC) ED477917 Perspectives on the Role of Student Trustees in California Community Colleges. 2000-09-00 7 For full text: http://www.ccleague.org/strole.asp. N/A 2004 8/19/2004 21:54:29 RIEFEB2004 Developed by the Advisory Committee on Education Services.

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Yes Acculturation Community Health Services Cultural Pluralism Foreign Countries Health Promotion Immigrants Mental Health Public Health Refugees Second Languages Social Support Groups Well Being Collected Works - General Australia Australia Australian Transcultural Mental Health Network, Parramatta. English Each issue in the 2002 edition of the Australian Transcultural Mental Health Network (ATMHN) newsletter represents a theme critical to mental health practitioners. The Winter 2002 issue features articles on the psychological consequences of interpreters in relation to working with torture and trauma clients, addressing language issues on mental health, and specialist advocacy services for people from culturally and linguistically diverse backgrounds. The Autumn 2002 issue focuses on promoting well-being in multicultural communities and presents an article on the "New Arrival Refugee Women, Health and Wellbeing Project," The issues contain reports on current ATMHN-funded projects, book reviews, and lists of additional mental health resources. (Contains 25 references.) (GCP) ED477918 Synergy, 2003. Australian Transcultural Mental Health Network. 2002-00-00 42 Australian Transcultural Mental Health Network, Locked Bag 7118, Parramatta BC, New South Wales 2150, Australia. N/A 2004 2016-11-21

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Yes Competence Counseling Counseling Techniques Counselor Supervision Counselor Training Cultural Awareness School Counselors Vocational Rehabilitation Eschbach, LeeAnn, Ed. Carey, Andy, Ed. Collected Works - Serials ISSN-1523-987X Scranton Univ., PA. Pennsylvania Counseling Association. English This document consists of the two issues making up volume 5 of "The Journal of the Pennsylvania Counseling Association." The articles attempt to meet the interests and needs of those in various counseling fields by exploring many diverse counseling issues and counseling approaches, and discussion of current counseling topics. Articles in the first issue include: "Multicultural Counseling Competencies in the 21st Century: Are Vocational Rehabilitation Counselors Primed for the Next Millennium?" (Keith B. Wilson, Michele L. Henry, Carmenlita D. Sayles, Julissa Senices, and Donald R. Smith, Jr.); and "Countertransference and the Hidden Client in Counselor Training and Supervision" (David J. Tobin). This issue concludes with a sampling of PCA conference program abstracts. Articles in the second issue include: "Promoting Cultural Competence in School Counselors" (John McCarthy and Angelina T. Santus); "A Comparison between African Americans and European Americans in the Vocational Rehabilitation System after the Initiation of the Individual Plan for Employment (IPE): Are there Really Differences?" (Keith B. Wilson); and "Campus Wide Alcohol Use Compared to Students Seeking Services" (Donald A. Strano, Riley H. Venable, and Jason L. Charney). (Contains 169 references.) (GCP) ED477919 The Journal of the Pennsylvania Counseling Association, Volume 5, 2003. Journal of the Pennsylvania Counseling Association v5 2003 2003-00-00 97 Univ. of Scranton, Pennsylvania Counseling Assoc., Counseling and Human Services Dept., Scranton, PA 18510-4523. N/A 2004 2020-10-07

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No Child Development Child Rearing Family Relationship Individual Differences Parent Child Relationship Personality Traits Crouter, Ann C. Booth, Alan Books Reports - Evaluative English The central premise of this volume is that children bring personal qualities to their relationships with other family members that help shape family interaction, relationships, and even processes that family researchers have called "parenting." The chapters address how children's personal qualities make their mark on families in ways that may in turn influence children's subsequent development. It is divided into four parts, each dealing with a different aspect of the topic. Chapters include: (1) "Child Effects on Family Systems: Behavioral Genetic Strategies" (D. Reiss); (2) "On the Meaning of Models: A Signal Amidst the Noise" (K. McCartney); (3) "Are We Finally Ready to Move Beyond Nature vs. Nurture?" (X. Ge, M.B. Donnellan, and L. Harper); (4) "How to Spin Straw Into Gold" (J.R. Udry); (5) "Infant Negative Emotionality, Caregiving, and Family Relationships" (S. Crockenberg and E. Leerkes); (6) "Child Effects on the Family: An Example of the Extreme Case and Question of Methodology" (C.A. Stifter); (7) "Sensitivity to Infants' Cues: As Much a Mandate for Researchers as for Parents" (J.P. McHale, K.C. Kavanaugh, and J.M. Berkman); (8) "The Developmental Course from Child Effects to Child Effectiveness" (P.M. Cole); (9) "Parenting of Adolescents: Action or Reaction?" (M. Kerr and H. Stattin); (10) "On the Brink: Stability and Change in Parent-Child Relations in Adolescence" (E.G. Menaghan); (11) "Parental Monitoring: Action and Reaction" (G.H. Brody); (12) "Parental Monitoring: A Person-Environment Interaction Perspective on This Key Parenting Skill" (D.M. Capaldi); (13) "Straw Men, Untested Assumptions, and Bi-Directional Models: A Response to Capaldi and Brody" (M. Kerr and H. Stattin); (14) "The Gender of Child and Parent as Factors in Family Dynamics" (E.E. Maccoby); (15) "How Do Children Exert an Impact on Family Life?" (S.M. McHale and A.C. Crouter); (16) "Eleanor E. Maccoby on the Active Child: Gender Differences and Family Interactions" (H. Stattin and M. Kerr); (17) "Reply to Stattin--Kerr Critique" (E.E. Maccoby); (18) "A Gender-Balanced Approach to the Study of Childhood Aggression and Reciprocal Family Influences" (N.R. Crick); (19) "Child Effects as Family Process" (L. Shanahan and J.M. Sobolewski). (Each chapter contains references.) (GCP) ED477920 Children's Influence on Family Dynamics: The Neglected Side of Family Relationships. 2003-00-00 ISBN-0-8058-4271 270 Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Ave., Mahwah, NJ 07430 (ISBN-0-8058-4271, $29.95). Tel: 800-926-6579 (Toll Free); Web site: www.erlbaum.com. N/A 2004 8/19/2004 21:54:34 RIEFEB2004

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Yes Academic Achievement College Students Females Self Efficacy Sex Differences Albiero-Walton, Julianne Information Analyses Reports - Research Self Regulated Learning English A doctoral research study was conducted to assess general self-efficacy for college students with and without disabilities. A component of this research was to evaluate for gender differences in general self-efficacy scores. This paper discusses self-efficacy, its implications for women with and without disabilities attending post-secondary institutions and the link between self-regulated learning self-efficacy and academic success. Research findings indicate there is no conclusive evidence that women college students with disabilities have a lower self-efficacy or that having a disability affects an individual's self-efficacy positively or negatively. (Contains 34 references.) (Author) ED477921 Self-Efficacy Gender Difference in College Students with Disabilities. 2003-07-15 16 N/A 2004 2016-11-23

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Yes Children Delinquency Early Intervention Incidence Juvenile Justice Prevention Program Development Program Effectiveness Social Services Loeber, Rolf Farrington, David P. Petechuk, David Information Analyses Reports - Descriptive Protective Factors Risk Factors Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. English Sparked by high-profile cases involving children who commit violent crimes, public concerns regarding child delinquents have escalated. Compared with juveniles who first become involved in delinquency in their teens, child delinquents (offenders younger than age 13) face a much greater risk of becoming serious, violent, and chronic juvenile offenders. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) formed the Study Group on Very Young Offenders to explore what is known about the prevalence and frequency of very young offending, investigate how very young offenders are handled by various systems (e.g., juvenile justice, mental health, and social services), and determine effective methods for preventing very young offending. The Study Group identified particular risk and protective factors that are crucial to developing early intervention and protection programs for very young offenders. This Bulletin, the first in OJJDP's Child Delinquency Series, offers valuable information on the nature of child delinquency and describes early intervention and prevention programs that effectively reduce delinquent behavior. (Contains 94 references.) (Author) ED477922 Child Delinquency: Early Intervention and Prevention. Child Delinquency Bulletin Series. 2003-05-00 21 OJJDP, 810 Seventh Street, NW, Washington, DC 20531. Tel.: 202-307-5911; Fax: 202-307-2093; e-mail: Askjj@ncjrs.org; Web site: http://ojjdp.ncjrs.org/. For full text: http://www.ncjrs.org/pdffiles1/ojjdp/186162.pdf. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Drinking Early Adolescents Intermediate Grades Interpersonal Relationship Sex Differences Smoking Malow-Iroff, Micheline Information Analyses Reports - Research Risk Factors English This report details the results of a project that sought to understand the relationship between cross-gender friendships in early adolescence and substance use expectancies and behaviors. The data for this investigation came from a longitudinal investigation known as the Teen Attitude Survey which began in the fall of 1997 and tracked a sample of sixth, seventh, and eighth grade students in New York City and an urban area of Massachusetts. As the survey was quite extensive, the questions important to this enquiry were separated and coded. Each student's friendship patterns were analyzed as to whether they were involved in a reported same-gender or cross-gender best friendship. Next, the student's beliefs and use of cigarettes and alcohol were investigated. Then, the student's perception of their best friends' attitudes toward cigarettes and alcohol was analyzed. Finally, a comparison was made across the two best friendship categories to do a preliminary investigation of differences in attitudes and use of the substances under investigation. Results from the investigation indicate that early adolescents who select cross-gender best friends put themselves at significant risk for initiation into early substance use. An appendix contains the questionnaire items used in data analysis. (Contains 19 references and 6 tables.) (GCP) ED477923 Early Adolescent Cross-Gender Friendship Influences on Substance Use Expectations and Behaviors. 2003-04-00 23 N/A 2004 2016-11-21

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Yes Financial Support Nonprofit Organizations Parent Education Philanthropic Foundations Program Development Research Milar, Katherine S. Information Analyses Speeches/Meeting Papers Rockefeller (John D) Spelman College GA English In 1928, the Laura Spelman Rockefeller Memorial granted funds to the University of Cincinnati to establish a child study and parent education program for African-Americans. This paper traces the origin of the idea for this program to a special relationship between the family of John D. Rockefeller, Sr. and Spelman College, an African-American women's college in Atlanta Georgia. The relationship embodied Rockefeller's interest in women and children, in Baptist charities, in higher education especially in the South, and race. (Contains 22 references.) (Author) ED477924 A Special Relationship: Rockefeller, Child Study, and Race. 2003-08-00 35 N/A 2004 2016-11-23

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Yes Audio Equipment Certification Construct Validity English Nurses Aides Second Languages Spanish Test Format Wang, Shudong Wang, Ning Hoadley, David Reports - Research Speeches/Meeting Papers English This study examined the comparability of scores on the National Nurses Aides Assessment Program (NNAAP) test across language and administration condition groups for calibration and validation samples that were randomly drawn from the same population. A sample of 20,568 candidate responses to 1 test form was used. This examination is given in English or Spanish, with or without audio equipment assistance. Results show that factor structure validities of the NNAAP are well supported. Statistically significant chi square (or difference of chi square) statistics occur because of the large sample sizes. For this reason, it is frequently appropriate to conclude that a SEM model fits the data even if "p" is significant. The overall pattern of NNAAP data indicates a reasonable fit even when the chi square test suggests rejection of factor models when sample sizes are large. The evidence of fit holds for the calibration and validation samples for language and administration condition groups. Data suggest that the test is fair across administration groups. (Contains 3 tables and 27 references.) (Author/SLD) ED477925 Construct Equivalence of a National Certification Examination that Uses Dual Languages and Audio Assistant. 2003-04-00 15 N/A 2004 8/19/2004 21:54:58 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Ability Adaptive Testing Comparative Analysis Computer Assisted Testing Estimation (Mathematics) Wang, Shudong Wang, Tianyou Reports - Research Precision (Mathematics) Graded Response Model Partial Credit Model Polytomous Items English The purpose of this Monte Carlo study was to evaluate the relative accuracy of T. Warm's weighted likelihood estimate (WLE) compared to maximum likelihood estimate (MLE), expected a posteriori estimate (EAP), and maximum a posteriori estimate (MAP), using the generalized partial credit model (GPCM) and graded response model (GRM) under a variety of computerized adaptive testing conditions. In general, for all four theta estimation methods, conditional and overall bias, standard error (SE), and root mean square error (RMSE) decreased as test length, test reliability, and item bank size increased. The magnitudes of the differences among the dependent variables decreased as the values of the independent variables increased. For both models, WLE outperformed MLE in terms of all the dependent variables studied, and WLE performed better than the Bayesian methods in terms of bias. MLE had less bias than both Bayesian methods. In general, for the fixed length test, both the GPCM and the GRM models, estimation method, and test length has some impact on bias, SE, and RMSE. But, the model factor had the greatest impact on RMSE, accounting for 31.2% of the total variance of RMSE under the GRM. For the fixed test reliability, the model factor had almost no influence on bias, SE, and RMSE under the GRM.(Contains 4 tables and 24 references.) (Author/SLD) ED477926 Relative Precision of Ability Estimation in Polytomous CAT: A Comparison under the Generalized Partial Credit Model and Graded Response Model. 2002-04-00 21 N/A 2004 2016-11-21

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Yes College Students Computer Assisted Testing Computer Networks Computer Simulation High School Students High Schools Higher Education Measurement Techniques Task Analysis Test Construction Williamson, David M. Bauer, Malcom Steinberg, Linda S. Mislevy, Robert J. Behrens, John T. Reports - Research Speeches/Meeting Papers Evidence English In computer-based simulations meant to support learning, students must bring a wide range of relevant knowledge, skills, and abilities to bear jointly as they solve meaningful problems in a learning domain. To function efficiently as an assessment, a simulation system must also be able to evoke and interpret observable evidence about targeted knowledge in a manner that is principled, defensible, and suited to the purpose at hand (e.g., licensure, achievement testing, coached practice). This paper concerns the grounding for the design of a simulation-based assessment of design and troubleshooting in the domain of computer networking. The application is a prototype for assessing these skills as part of an instructional program, as interim practice tests, and as chapter or end-of-course assessments. An evidence-centered assessment design (ECD) framework was used to guide the work. A total of 24 students in a computer networking class (high school and community college students) participated. An important part of this work was a cognitive task analysis designed to: (1) tap the knowledge computer network specialists and students use when they design and troubleshoot networks; and (2) elicit behaviors that manifest this knowledge. After summarizing the results, the paper discusses implications of this analysis, as well as information gathered from other methods of domain analysis, for designing psychometric models, automated scoring algorithms, and task frameworks, and for the capabilities required for the delivery of this example of a complex simulation-based assessment. (Contains 2 figures, 2 tables, and 27 references.) (Author/SLD) ED477927 Creating a Complex Measurement Model Using Evidence Centered Design. 2003-04-00 39 N/A 2004 2016-11-21

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Yes Educational Innovation Research Design Test Construction Williamson, David M. Bauer, Malcolm Mislevy, Robert J. Behrens, John T. Reports - Descriptive Speeches/Meeting Papers Evidence Usability English The current pace of technological advance has provided an unprecedented opportunity to use innovative simulated tasks in computerized assessment. A primary challenge for the successful use of innovation in assessment rests with the application of sound principles of design to produce a valid assessment. An additional challenge is to maximize the utility from the investment in innovative design through leveraging successful innovation to new assessment tasks and new educational tools. This paper describes the Evidence Centered Design (ECD)approach to design of an innovative simulation-based assessment of computer networking ability. The paper emphasizes the design components and how these components may be leveraged for reusability in a variety of ways, including the generation of new assessment tasks, applications to alternative purposes within the domain of computer networking, or as a basis for extending knowledge of proficiencies needed for performance in the domain, and the extension of these assessment design components to related domains of interest.(Contains 2 tables, 9 figures, and 28 references.) (Author/SLD) ED477928 An ECD Approach to Designing for Reusability in Innovative Assessment. 2003-04-00 52 N/A 2004 2016-11-21

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Yes College Students Essays Higher Education Portfolio Assessment Portfolios (Background Materials) Scoring Test Scoring Machines Writing Evaluation Writing Improvement Shermis, Mark D. Raymat, Marylou Vallina Barrera, Felicia Reports - Descriptive Speeches/Meeting Papers English This paper provides an overview of some recent work in automated essay scoring that focuses on writing improvement at the postsecondary level. The paper illustrates the Vantage Intellimetric (tm) automated essay scorer that is being used as part of a Fund for the Improvement of Postsecondary Education (FIPSE) project that uses technology to grade electronic portfolios. The purpose of the electronic portfolio is to demonstrate a mechanism for translating the general learning goal on writing in an operational way that permits the developmental tracking of students throughout their undergraduate curriculum. Moreover, the technology can be readily incorporated into any course in which writing is a significant component. (Contains 22 references.) (Author/SLD) ED477929 Assessing Writing through the Curriculum with Automated Essay Scoring. 2003-04-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 30 N/A 2004 8/19/2004 21:55:05 RIEFEB2004 PR116B000387A Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Critical Thinking Educational Researchers Inquiry Metacognition Test Use Transfer of Training Dean, David Kuhn, Deanna Reports - Descriptive English This paper proposes the construct of metacognition as a potential bridge between the concerns of educators and the concerns of researchers who study cognitive development. In so doing, it highlights, as another bridging construct, the phenomenon of transfer, or, more precisely, the absence of transfer. The difficulty of achieving transfer of learning from one context to another is a problem that cognitive development researchers and educational practitioners are both aware of and appreciate as fundamental to their respective concerns. The two constructs are connected, in that a key to transfer lies in metacognition. In inquiry learning research, students display the intra-individual variability in strategy use that microgenetic studies have found to be the norm. Development consists of shifts in the frequencies with which different strategies are chosen for application. To explain developments, it is necessary to turn to the meta-level of functioning. If nothing has been done to influence the meta-level, new behavior will quickly disappear once the instructional context is withdrawn and students resume meta-level management of their own behavior. The growing reliance on standardized testing of basic skills poses a grave danger to the quality of education. Better definitions are required of what it means to be an educated person. The skills of inquiry should be central to such definitions, and these skills need to be understood as not just as performance tools, but with respect to their meta-level structure. (Contains 1 figure and 24 references.) (SLD) ED477930 Metacognition and Critical Thinking. 2003-04-00 11 N/A 2004 8/19/2004 21:55:08 RIEFEB2004

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Yes Academic Achievement Achievement Tests Disadvantaged Youth Elementary Secondary Education English Expectation Inferences Language Arts Large Scale Assessment Reliability State Programs Testing Programs Validity DeMauro, Gerald E. Reports - Research Speeches/Meeting Papers New York New York English The consequences of large state testing are often uniformity of expectations for achievement. The largest impact of higher standards, then, are realized by traditionally disenfranchised student populations, particularly the least affluent who are most likely to bear the yoke of low expectation. This paper advances S. Messick's (1981) fundamental validity concerns in a way that precludes a sharp distinction between evidentiary and consequential validity, and evaluates validity information from 3 years of fourth grade English Language Arts assessment in New York State. The analyses considered more than 200,000 students in each of the 3 years. The results attest to the positive impact of higher expectations for students in groups that have been disenfranchised historically. An appendix shows the general linear model regression by year, ethnicity, and needs resource category. (Author/SLD) ED477931 Differential Consequential Validity and the Stability of Inferences across Ethnicity and Community on New York State Large Scale Tests. 2001-06-00 57 N/A 2004 2016-11-21

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Yes Adult Basic Education Adults Computer Assisted Testing Elementary School Students Elementary Secondary Education Item Bias Nonparametric Statistics Secondary School Students Test Format Testing Problems Validity Schwarz, Richard D. Rich, Changhua Podrabsky, Tracy Reports - Research Speeches/Meeting Papers Item Bias Detection Standardized Mean Difference English This paper studied the usefulness of differential item functioning (DIF) methodology for examining potential mode effects. Although the goal was not to validate the comparability of the assessments per se, it is of interest to speculate why some formats could give rise to differential performance. Data were obtained from two instruments on which validation studies were conducted to determine if scores were comparable across modes of administration. The first instrument was a norm-referenced aptitude test called InView, administered to students in grades 4 to 9 in computer and paper modes for this study. Additional data were obtained from a Test of Adult Basic Education (TABE), also norm-referenced. Test takers were asked about their levels of computer experience and preferences. Two DIF statistics, the Linn-Harnisch procedure (1981) and the nonparametric Standardized Mean Difference were used to assess DIF. Results show that some levels of InView had substantial numbers of items that were flagged for the online comparisons with the standardization study, while others had relatively few. The TABE had two flagged items, and differences between computer-based and standardization groups were throughout the ability range with more apparent differences in the lower portion of the distribution. In general, students were neutral to mode or preferred computer-administered tests. Findings show that DIF methodology presents a well-studied method for examining group differences at the item level that can be used to examine mode of administration differences at the item level. Appendixes contain the student surveys and derivations of the DIF methods. (Contains 10 figures, 4 tables, and 10 references.) (SLD) ED477932 A DIF Analysis of Item-Level Mode Effects for Computerized and Paper-and-Pencil Tests. 2003-04-00 32 N/A 2004 2016-11-21

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Yes Data Analysis Data Collection Educational Assessment Educational Innovation Formative Evaluation Information Utilization Political Influences Research Needs Test Construction Axelson, Mary, Ed. McGraw, Tammy, Ed. McEntee, Sheila, Ed. Collected Works - Proceedings Reports - Descriptive AEL, Inc., Charleston, WV. English In November 2002, the Institute for the Advancement of Emerging Technologies in Education at AEL gathered education practitioners to help shepherd new assessments from the research laboratory to the classroom. Approximately 60 teachers and administrators attended the conference. The discussion focused on the possibility of aggregating formative data to meet the purposes of large-scale tests and attempted to develop a technology-based method of collecting and analyzing student outcome data to support testing decisions. A panel of forum presented offered an overview of research, specific examples of attempts to create new forms of assessment, and opinions about how the current state of research and the political climate combine to create an extraordinary opportunity to redesign assessments and make them more useful. Panelists agreed that the new systems require sophistication on the part of the teacher. Teachers and administrators in attendance wanted tools that were immediately useable, and it was evident that such tools do not yet exist. The gap between researcher needs and practitioner functioning is frustrating, but frustration is tempered by the attraction of the possibilities of new technology approaches. Panelists were: (1) John Bailey; (2) Linda Roberts; (3) Jim Pellegrino; (4) Eva L. Baker; (5) Christopher Dede; and (6) Lajeane Thomas. (SLD) ED477933 Assessments that Empower Success: The Role of Technology, Conference Proceedings. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 17 N/A 2004 8/19/2004 21:55:13 RIEFEB2004 ED-01-CO-0016

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Yes Achievement Tests Cutting Scores Mathematics Norm Referenced Tests Performance Factors Reading State Programs State Standards Testing Programs Validity MacQuarrie, Duncan Reports - Research Speeches/Meeting Papers Washington Assessment of Student Learning Washington Washington Washington Assessment of Student Learning English This study was designed to contribute to the validity evidence for the Washington Assessment of Student Learning (WASL) by providing additional descriptive data about the performance standards in reading and mathematics at grades 4, 7, and 10. After the realignment of norm-referenced tests, large numbers of students taking the WASL had corresponding norm-referenced scores from the previous year. It was possible to match samples for both sets of tests. Students' performance on the norm-referenced tests consistently showed mathematics performance to be slightly higher than reading performance at all grade levels, and performance across grade levels for both reading and mathematics was quite similar. Performance on the standards-based assessments for reading and mathematics, and across grade levels, exhibited marked variations, with mathematics performance consistently lower than corresponding grade level reading performance. Coefficients suggest a moderately strong relationship between performance on the norm-referenced tests and the standards-based assessments given a year later. Equipercentile equating of the distributions from both was developed. In addition, the percentage of students meeting the performance standard was plotted as a function of progressively higher national percentile rank bands. Data and portrayals clearly indicate inconsistencies in the difficulty of performance standards across grade levels and content areas. The lack of vertical comparability for the reading standards at grades 4, 7, and 10 undermines a belief in their reasonableness. Even though they are more consistent, the overall difficulty of the mathematics standards also makes it hard to believe that they are reasonable. The difference between reading and mathematics performance at grades 4 and 10 also makes it difficult to promote these measures as fair. Some of the factors contributing to these problems are discussed. (SLD) ED477934 Validity Evidence for Washington Assessment of Student Learning (WASL) Performance Standard Cut-Scores for Reading and Mathematics. 2003-04-00 14 N/A 2004 2016-11-21

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Yes Ability High Achievement High School Students High Schools Low Achievement Motivation Techniques Prediction Social Studies Student Motivation Gehlbach, Hunter Reports - Research Speeches/Meeting Papers English This study used M. Ford's (1992) conception of motivation to examine whether the factors that motivate students to achieve function differently for high, medium, and low ability learners in social studies classrooms. Participants were a diverse sample of 600 10th grade world history students. Data sources included student surveys, a multiple-choice content test, end of the year social studies grades, and test scores from school records. Regression equations examined how a fixed set of predictor variables related to: (1) students' posttest scores on the multiple choice test; ( 2) their final social studies grades; (3) their valuing of historical content; and (4) their satisfaction with the course. Results indicate that the high prior ability students cognitive outcomes could be well predicted by their cognitive profiles at the beginning of the year. Medium prior ability students cognitive outcomes were best predicted by a combination of their initial cognitive profiles and their mean levels of motivation during the year. Outcomes for low prior ability students were not well predicted by this set of predictor variables. Course satisfaction did not follow these trends. Future research directions are discussed. An appendix contains student survey items. (Contains 7 tables and 12 references.) (Author/SLD) ED477935 Motivating Learners of Different Ability Levels. 2003-04-00 Stanford Univ., CA. 27 N/A 2004 8/19/2004 21:55:17 RIEFEB2004

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Yes Anxiety Focus Groups Graduate Students Graduate Study Intervention Multimedia Instruction Multimedia Materials Psychometrics Reliability Statistics Student Attitudes Watson, Freda S. Lang, Thomas R. Kromrey, Jeffrey D. Reports - Research Speeches/Meeting Papers University of South Florida English A team of researchers at the University of South Florida is developing a multimedia program to identify and help students with statistics anxiety. This program, EncStat, includes tests that provide information about a student's level of anxiety and negative attitudes toward statistics, computer anxiety, and study skills, and it contains instruction on how statistics anxiety affects learning, with guidance on modifying counterproductive behaviors, thoughts, and feelings resulting from statistics anxiety. Research has suggested that the Survey of Attitudes Towards Statistics (SATS; Schau, Stevens, Dauphinee, and Del Vecchio, 1995) and the Statistical Anxiety Rating Scale (STARS; R. Cruise, R. Cash, and D. Bolton, 1985) would be useful in the computerized version of EncStat, but combining these scales would result in duplication. This pilot study assessed and compared results for both measures and their subscales as an initial effort toward eliminating duplicative items. Data came from 69 graduate students who took both measures, 1 focus group, and questionnaire responses of 30 of the students. In general, data support the psychometric integrity of both the STARS and SATS, both of which had excellent internal consistency reliability in total and subscale scores. Findings also suggest the instruments sample overlapping domains and point to some options that might be used in EncStat. Student response data show the need for a program like EncStat. (Contains 3 tables and 12 references.) (SLD) ED477936 Breaking Ground for EncStat: A Statistics Anxiety Intervention Program. 2002-11-00 24 N/A 2004 2016-11-21

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Yes Anxiety Concept Mapping Intervention Literature Reviews Models Multimedia Instruction Multimedia Materials Statistics Watson, Freda S. Kromrey, Jeffrey D. Hess, Melinda R. Reports - Research Speeches/Meeting Papers English EncStat is a multimedia program under development that is designed to identify students with statistics anxiety or negative attitudes towards statistics. The purpose of this study was to develop a conceptual model of the current state of knowledge related to statistics anxiety intervention and to use that model to catalog and evaluate the small body of literature on which EncStat is based. The literature base was used to construct an initial conceptual model that included general categories of anxieties, theories, and models used as research foundations, empirical indicators, contextual factors, interventions, and outcomes. The overall number of coded elements in the concept map was examined by document, and the depth of coverage observed in the corpus of published literature was determined. The depth of coverage for each element of the conceptual map was reviewed. Findings show that a disproportionate number of documents focused on intervention, and a paucity of documents addressed theory and models. Findings also show the need to delineate additional categories of the conceptual model in some areas and the need to obtain more information on outcomes. An appendix lists the 32 literature sources reviewed. (SLD) ED477937 Toward a Conceptual Model for Statistics Anxiety Intervention. 2003-02-00 21 N/A 2004 8/19/2004 21:55:20 RIEFEB2004 Paper presented at the Annual Meeting of the Eastern Educational Research Association (Hilton Head, SC, February 27-March 1, 2003).

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Yes Anxiety Attitude Measures College Faculty Higher Education Intervention Statistics Teacher Attitudes Test Construction Validity Watson, Freda S. Kromrey, Jeffrey D. Ferron, John M. Dedrick, Robert F. Hogarty, Kristine Y. Lang, Thomas R. Hess, Melinda R. Reports - Research Speeches/Meeting Papers Encouragement English The purpose of this study was to develop and gather initial validity evidence for a scale designed to assess teacher knowledge and practice regarding statistics anxiety and negative attitudes toward statistics. A secondary purpose was to assess the levels of encouragement, knowledge of statistics anxiety, and current teaching practices of respondents as baselines to evaluate the need for training in encouragement of students with statistics anxiety. The study was undertaken in the context of the development of EncStat, a multimedia program to address student statistics anxiety. Responses to a developed instrument were received from 42 statistics educators, who completed self-report surveys. Results suggest that the proposed instrument holds promise for providing valid measures of critical aspects related to teaching statistics, although substantial development work remains. Estimates of consistency for the Assessment, Scaffolding, and Supplementary Teaching Materials section were low, suggesting that special attention must be given to expanding items for these areas of teacher practice. (Contains 7 tables and 11 references.) (SLD) ED477938 Development and Initial Validation of the Encouraging Statistics Professor Scale. 2003-02-00 25 N/A 2004 2016-11-21

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Yes Affective Measures Anxiety Attitude Measures Diagnostic Tests Graduate Students Graduate Study Multimedia Instruction Multimedia Materials Reliability Statistics Validity Watson, Freda S. Lang, Thomas R. Kromrey, Jeffrey D. Ferron, John M. Hess, Melinda R. Hogarty, Kristine Y. Reports - Research Speeches/Meeting Papers University of South Florida English EncStat (Encouraged about Statistics) is a multimedia program being developed to identify and assist students with statistics anxiety or negative attitudes about statistics. This study explored the validity of the assessment instruments included in EncStat with respect to their diagnostic value for statistics anxiety and negative attitudes about statistics and conducted a pilot study of a weekly attitude change tracking instrument. Data from 69 graduate students supported the psychometric integrity of the Survey of Attitudes towards Statistics (SATS; Schau, Stevens, Dauphinee, and Del Vecchio, 1995) and the Statistical Anxiety Rating Scale (STARS; R. Cruise, R. Cash, and D. Bolton, 1985) and their revised, combined version. The Study Skills assessment and the Past Math History assessment developed for the EncStat program were also evaluated and supported. The Statistics Anxiety Weekly Affect Check, which evaluated 23 emotions in 7 areas related to statistics, was analyzed through 998 affect responses over a semester. Exploratory factor analysis identified the factor structure of the scale, and internal consistency estimates were acceptable. Findings also supported the mathematics diagnostic scale developed for use at the beginning of statistics courses. Findings suggest the statistics anxiety surveys targeted for EncStat will support reliable decisions in the program without undue burdens on students. The affect check is attached. (Contains 11 tables and 6 references.) (SLD) ED477939 An Assessment Blueprint for EncStat: A Statistics Anxiety Intervention Program. 2003-04-00 28 N/A 2004 2016-11-21

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Yes Anxiety Data Collection Focus Groups Graduate Students Graduate Study Qualitative Research Research Methodology Statistics Student Attitudes Surveys Watson, Freda S. Kromrey, Jeffrey D. Lang, Thomas Hess, Melinda R. Hogarty, Kristine Y. Dedrick, Robert D. Reports - Research Speeches/Meeting Papers English The purpose of this study was to augment current knowledge regarding the antecedents of statistics anxiety and negative attitudes toward statistics among graduate students. The researchers also sought to investigate and identify promising methods for gathering and analyzing data in order to advance study in this emerging domain. Initially, 3 focus groups were planned for the 69 graduate students in 3 sections of an introductory statistics class, but many students were not able to participate in focus groups, and instead answered a questionnaire about statistics anxiety. Findings from the two focus groups and the student questionnaires were combined with student responses to two existing measures of statistics anxiety. Qualitative data affirmed the validity of much of the extant knowledge about statistics anxiety, but also disclosed new facets of knowledge, such as the importance of time management skills, and the identification of some previously undelineated factors. Among these is the fact that the availability of a dependable source with whom to compare answers reduces students anxiety and frustration. Embedded in these data are important hints for instructional design. The comparison of focus group and open-ended survey data suggests that focus groups provide a substantially richer substrate for the generation of fertile text. Written responses provided no themes that were not revealed in focus group transcripts. One appendix contains suggestions for conducting focus groups, and the other contains a reading list about mathematics and statistics anxiety. (Contains 7 figures, 7 tables, and 15 references.) (SLD) ED477940 Multifaceted Foci: The Antecedents of Statistics Anxiety and Negative Attitudes toward Statistics. 2003-04-00 32 N/A 2004 8/19/2004 21:55:26 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Educational Assessment Higher Education Literature Reviews Portfolio Assessment Portfolios (Background Materials) Student Evaluation Brown, Carol A. Information Analyses English A review of the literature on the use of portfolio assessment has revealed a variety of formats and functions across many disciplines. Reports reviewed for this paper were from professional schools in education, engineering, library science, school and public administration, and vocational studies. Across various programs of study, portfolios serve many functions and purposes. Conclusions drawn from this review indicate that authentic assessment using portfolios is useful for facilitating student-centered learning that transfers to the workplace, and is both valid and reliable when program goals are clearly aligned with classroom activities. An appendix lists the 28 sources reviewed. (Contains 2 tables and 23 references.) (Author/SLD) ED477941 Portfolio Assessment: How Far Have We Come? 2002-12-00 18 N/A 2004 8/19/2004 21:55:28 RIEFEB2004

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No After School Education After School Programs Community Programs Elementary Secondary Education Federal Aid Federal Programs Financial Support School Community Relationship Padgette, Heather Clapp Reference Materials - Directories/Catalogs Reports - Descriptive Finance Project, Washington, DC. English Noting the growing nation-wide demand for affordable, high-quality, out-of-school time and community school programs, this guide is intended to assist program developers, policy makers, and community leaders identify federal funding sources to support out-of-school time or broader-based community school services. The guide provides an overview of strategies for gaining access to and using federal funds, as well as a catalog that provides information on 116 funding sources that can potentially provide support for out-of-school programs and community school initiatives. Section 1 of the guide looks at the changing context for financing out-of-school time and community school programs, provides an overview of public and private investments in such programs, and outlines some of the key challenges facing policy makers and community leaders. Section 2 describes the various federal funding mechanisms, their structures, and requirements. Section 3 highlights strategies for maximizing federal funds and building partnerships. Section 4 contains the catalog of federal funding sources that can support out-of-school and community school services. Each one-page summary provides a short description of the funding source and its eligibility and application information, as well as contact information. The guide's three appendices list the preceding funding sources by federal agency; provide a listing of federal programs sorted by eligible grantee, and display the federal programs by funding type. The guide concludes with a listing of additional resources of the Finance Project. (HTH) ED477942 Finding Funding: A Guide to Federal Sources for Out-of-School TIme and Community School Initiatives. Revised and Updated. 2003-01-00 Charles Stewart Mott Foundation, Flint, MI. Community Policymakers 178 Finance Project, 1401 New York Avenue, NW, Washington, DC 20005 ($25, hardcopy, plus shipping and handling). Tel: 202-587-1000; Fax: 202-628-1293; Web site: http://www.financeproject.org. For full text: http://www.financeprojectinfo.org/Publications/FundingGuide.pdf. N/A 2004 8/19/2004 21:55:30 RIEFEB2004 For the 2000 Finding Funding guide, see ED 448 939.

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Yes After School Education After School Programs Art Activities Developmentally Appropriate Practices Elementary Education Elementary School Students Enrichment Activities Financial Support Play Recess Breaks School Age Child Care Summer Programs Training Volunteers Scofield, Richard T., Ed. Collected Works - Serials ISSN-0278-3126 English This document is comprised of the 12 monthly issues of a newsletter providing support and information for providers of child care for school-age children. The featured articles for each month are: (1) "Transitions: Opportunities to Connect" (September); (2) "Art for All Kinds of Smarts" (October); (3) "Teasing and Bullying in After-School Programs" (November); (4)"Activities for School-age Child Care--25 Years Later" (December); (5) "Cut Recess and Get Sued?" (January); (6) "Hiring and Training Summer Staff" (February); (7) "Beyond the 21st CCLC [Century Community Learning Centers] (March); (8) "Mathematica Report on 21st CCLC Leads to Threat of Funding Cuts" (April); (9) "Engaging Older Volunteers in After-School Programs"; (10) "JustPlay...or Is It?" (June); (11) "Lessons of Hope--The Boys and girls Club Mission" (July); and (12) "Reduce Conflict by Meeting Developmental Needs" (August). Regular features in the newsletter include activity suggestions, information on conferences and resources, and editorials. (HTH) ED477943 School-Age NOTES, 2002-2003. School-Age NOTES v23 n1-12 Sep 2002-Aug 2003 2003-00-00 98 School-Age NOTES, P.O. Box 40205, Nashville, TN 32704 (12-issue subscription, $26.95). Tel: 800-410-8780 (Toll Free); Tel: 615-279-0700; Fax: 615-279-0800; Web site: http://www.schoolagenotes.com. N/A 2004 2020-11-23

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Yes Elementary School Students Learning Activities Parent Child Relationship Parent Participation Parent Student Relationship Parents as Teachers Reading Aloud to Others Reading Instruction Reading Skills Student Improvement Young Children Reports - Descriptive Program Characteristics Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs. English Spanish This booklet for parents, in both English and Spanish, offers suggestions for helping their young children develop and improve their reading skills. The booklet first presents tips for helping infants or preschoolers be ready to read and ready to learn. Suggestions include talking to the infant or toddler, reading aloud starting at 6 months, pointing out printed words in the environment, and bringing children's books and writing materials when leaving home. The booklet next lists characteristics of good reading programs, such as: reading instruction and practice 90 minutes a day in primary grades; daily spelling practice and weekly spelling tests, and before- and after-school help provided for students who need it. Simple strategies for creating strong readers are then listed, including inviting the child to read every day, discussing new words, and reading from a variety of children's books. The booklet next outlines five essential components of reading: phonemic awareness, phonics, reading fluency vocabulary development, and reading comprehension strategies. The booklet concludes by highlighting the four basic education reform principles of the No Child Left Behind Act. (HTH) ED477944 Reading Tips for Parents = Consejos practicos de lectura para los padre. 2003-05-00 Parents 17 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubshtml. For full text: http://www.ed.gov/offices/OIIA/pfie. N/A 2004 2016-11-21

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Yes Beginning Reading Homework Mathematics Instruction Multilingual Materials Parent Participation Parent Student Relationship Parents as Teachers Reading Instruction Student Improvement Guides - Non-Classroom Department of Education, Washington, DC. Office of Intergovernmental and Interagency Affairs. English Spanish Homework has been a part of students' lives since the beginning of formal school in the United States; the push for increased homework has increased, fueled by rising academic standards. Noting that parents involved can have either a positive or a negative influence on the value of homework, this booklet, in both English and Spanish, offers suggestions to parents to enhance the effectiveness of children homework experience. The booklet first offers general homework tips, such as providing a suitable space for study and helping with time management. Specific tips are then offered for homework in reading, such as having the child read aloud, or asking what the child thinks will happen next in the story; and for homework in math, such as engaging frequently with the teacher to monitor math progress, and not teaching strategies or approaches that may conflict with ones the teacher is using. The guide concludes by highlighting the education reform principles of the No Child Left Behind Act. (HTH) ED477945 Homework Tips for Parents = Consejos para los padres sobre la tarea escola. 2003-05-00 Parents 21 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubshtml. For full text: http://www.ed.gov/offices/OIIA/pfie. N/A 2004 2020-10-07

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Yes Adolescents Affective Behavior Fathers Mothers Parent Child Relationship Parents Personality Traits Sadness Socialization Race, Eleanor Brand, Ann E. Reports - Research Speeches/Meeting Papers Emotional Regulation Emotions English The relationship between parental personality traits and how parents socialize their children's emotions is largely unexplored. This study examined the association of personality traits such as Neuroticism and Agreeableness, and emotion traits such as Anxiety and Trait Depression to the strategies parents use to socialize their children's sadness, as well as how these personality and emotion traits and socialization methods relate to adolescents' experiences of sadness. The sample included 110 adolescents (51 females), ranging in age from 11 to 16, and their parents. Measures included parent and youth reports on emotion socialization, measures of parental personality and emotion traits, and checklists on adolescent sadness. Findings indicated that mothers' personality and emotion traits were related to their perceptions of how they socialized sadness in their youth. Fathers' traits were related to their perceptions of socialization, but to a lesser degree than mothers'. Specifically, maternal Neuroticism, Anxiety, and Trait Depression were related to negative strategies of socializing sadness, while maternal Agreeableness was correlated with positive socialization strategies. Parents' personality and emotion traits did not correlate with adolescents' perceptions of parents' socialization of sadness. Maternal personality and strategies of socializing sadness were associated with adolescents' experiences of internalizing problems and sadness, as reported by both mothers and youth. Specifically, mothers who were high in Neuroticism had adolescents who experienced more sadness. Mothers who used more Punishing and Magnifying or fewer Reward or Overriding strategies for socializing sadness had adolescents who experienced more internalizing problems and sadness. In addition, youth reports of parental socialization were associated with adolescents' experiences of internalizing problems and positive mood traits, as reported by both adolescents and their fathers. (Author/HTH) ED477946 Parental Personality and Its Relationship to Socialization of Sadness in Children. 2003-04-00 12 N/A 2004 2016-11-21

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Yes Childhood Needs Client Characteristics (Human Services) Early Childhood Education Early Intervention Family Characteristics Family Needs Home Visits Preschool Teachers Program Descriptions Public Policy Teacher Qualifications Irish, Kate Schumacher, Rachel Lombardi, Joan Reports - Descriptive Reauthorization Legislation Early Head Start Project Head Start Center for Law and Social Policy, Washington, DC. English As Congress is scheduled to reauthorize the entire Head Start program in 2003, it is important to understand more about Early Head Start and the children and families the program serves. This policy brief, third in a series analyzing Head Start Program Information Report (PIR) data, synthesizes Early Head Start data from the most recently available program year, 2001-2002. The brief describes the unique features of the Early Head Start program, which serves low-income infants, toddlers, and pregnant women, and places them within the context of the overall Head Start program. Among the main findings is that most Early Head Start families have working parents, with only 28 percent receiving welfare cash assistance. In 77 percent of Early Head Start families, neither parent had more than a high school diploma or GED, and 20 percent had at least 1 parent enrolled in an education or training program. About half the children had full-day or full-year child care needs, with the majority receiving such care through Early Head Start programs. Most Early Head Start services were available through center-based or home-based programs, with home-based services more prevalent than in Head Start programs. Individual Early Head Start programs often worked in partnership with community child care providers. Slightly over one-third of Early Head Start teachers and over one-half of the home visitors held at least an associates degree in early childhood education or a related field. (Contains 14 endnotes.) (KB) ED477947 Serving America's Youngest: A Snapshot of Early Head Start Children, Families, Teachers and Programs in 2002. Head Start Series, CLASP Policy Brief. 2003-06-00 A.L. Mailman Family Foundation, Inc. Policymakers 9 Center for Law and Social Policy, 1015 15th Street, NW, Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. For full text: http://www.clasp.org/DMS/Documents/1056552655.59/HS_brief3.pdf. N/A 2004 2016-11-21

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No Caregiver Child Relationship Child Caregivers Childhood Needs Developmental Stages Emotional Development Emotional Experience Parent Child Relationship Parent Materials Parents Young Children Linke, Pam Collected Works - General Reports - Descriptive Emotional Regulation ISSN-1448-045X English As part of a series of booklets designed to support parents and carers of young children in the home, this issue explores the challenges that all young children face in learning to manage their feelings and emotions so they can be safe, optimistic, and enthusiastic about life and learning. Following an introductory section emphasizing the early years as the foundation for all later growth, development, and learning and identifying important characteristics of infants' and young children's parents and carers, the booklet is organized in five sections. Section 1 identifies learning about feelings as one of the most important challenges for young children and states that young children need the support of an adult with whom they feel safe in order to learn about feelings. Sections 2 through 4 provide the following types of information about infants, toddlers, and preschool children, respectively: (1) developmental expectations; (2) the child's needs in the relationship with the parent/carer; (3) places to be and things to do, focusing on children's needs for particular types of experiences or play; and (4) learning and doing, providing suggestions for play with adults, and addressing special concerns relevant to the age group, such as separation, jealousy, tantrums, relating to other children, or out-of-bounds behavior. Section 5 suggests titles for further reading and lists books to read with children. (KB) ED477948 Learning about Feelings. Learning at Home Series. 2003-00-00 ISBN-1-875890-61-0 Parents Practitioners Teachers 25 Early Childhood Australia, Inc., P.O. Box 105 Watson, ACT 2602, Australia ($14.95, each; $50, domestic (Australian) 4 issues; $60, international, 4 issues). Tel: (02) 6242-1800; Fax: (02) 6242-1818; e-mail: eca@earlychildhood.org.au; Web site: http://www.aeca.org.au. N/A 2004 2016-11-21

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No Beginning Reading Caregiver Child Relationship Child Caregivers Emergent Literacy Parent Child Relationship Parent Materials Parents Parents as Teachers Reading Attitudes Reading Instruction Young Children Arthur, Leonie Collected Works - General Reports - Descriptive ISSN-1448-045X English As part of a series of booklets designed to support parents and carers of young children in the home, this issue focuses on how to teach children to read books as well as to help children from birth become familiar with language and texts in many different forms. Following an introductory section emphasizing the early years as the foundation for all later growth, development, and learning and identifying important characteristics of infants' and young children's parents and carers, the booklet is organized in five sections. Section 1 comments on young children's interest in print materials and the range of texts available in children's everyday lives; this section also defines reading, literacy, and critical literacy. Sections 2 and 3 provide the following types of information about infants and toddlers, respectively: (1) what is being learned about reading at each stage of development; (2) ways to support reading; (3) suggested activities for at home; and (4) suggested activities for when parents and children are out and about. Section 4 focuses on what preschool children are learning about reading, as well as how parents and carers can encourage a positive attitude toward reading, help their child to understand the processes of reading, and support critical literacy. Section 5 suggests titles for further reading and lists books to read with children. (KB) ED477949 Learning To Read. Learning at Home Series. 2003-00-00 ISBN-1-875890-61-0 Parents Practitioners Teachers 25 Publications Section, Early Childhood Australia, Inc., P.O. Box 105, Watson, ACT 2602, Australia ($14.95, each; $50, domestic (Australia) 4 issues; $60, international, 4 issues). Tel: 02-6242-1800; Fax: 02-6242-1818; e-mail: eca@earlychildhood.org.au; Web site: http://www.aeca.org.au. N/A 2004 8/19/2004 21:55:43 RIEFEB2004 For first book in series, see PS 031 350.

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No At Risk Persons Attachment Behavior Change Strategies Check Lists Childhood Interests Evaluation Methods Friendship Informal Assessment Interpersonal Competence Intervention Moral Development Personality Preschool Children Preschool Education Resilience (Personality) Student Evaluation Talent Identification Values Daniel, Brigid Wassell, Sally Books Guides - Non-Classroom Tests/Questionnaires English Noting that the protective factors that support positive child development despite adversity are becoming better understood, this workbook discusses the importance of encouraging resilience in preschool children living in challenging circumstances and shows how to evaluate resilience through the use of checklists and background information. The workbook, one of a series focusing on resilience in preschoolers, school-aged children, and adolescents, also provides information to assist in planning intervention strategies. The workbook's introduction describes the domains of resilience, summarizes factors associated with resilience during the early years, and contains an assessment and intervention chart. The workbook is then organized into two parts. Part 1 presents background information and assessment checklists for children and for parents/caregivers in the following areas: (1) secure base; (2) education; (3) friendships; (4) talents and interests; (5) positive values; and (6) social competencies. Part 2 outlines principles to underpin the planning of intervention strategies in each area. This section also features two case studies that illustrate how information on a child's vulnerabilities and resilience and protective factors are used to design appropriate interventions. A description of Kohlberg's stages of moral development and assessment method is appended. (Contains a 67-item bibliography.) (KB) ED477950 The Early Years: Assessing and Promoting Resilience in Vulnerable Children 1. 2002-00-00 Practitioners Teachers 136 Taylor & Francis/Routeledge, 10650 Toebben Drive, Independence, KY 41051 ($21.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:55:44 RIEFEB2004 For related documents, see PS 031 355-356.

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No At Risk Persons Attachment Behavior Change Strategies Check Lists Childhood Interests Children Elementary Education Elementary School Students Empathy Evaluation Methods Friendship Informal Assessment Interpersonal Competence Intervention Locus of Control Moral Development Personality Resilience (Personality) Self Esteem Student Evaluation Talent Identification Values Daniel, Brigid Wassell, Sally Books Guides - Non-Classroom Tests/Questionnaires English Noting that the protective factors that support positive development despite adversity are becoming better understood, this workbook discusses the importance of encouraging resilience in school-aged children living in challenging circumstances and shows how to evaluate resilience through the use of checklists and background information. The workbook, one of a series focusing on resilience in preschoolers, school-aged children, and adolescents, also provides information to assist in planning intervention strategies. The workbook's introduction describes the domains of resilience, summarizes factors associated with resilience during the school years, and contains an assessment and intervention chart. The workbook is then organized in two parts. Part 1 presents background information and assessment checklists for children and for parents/caregivers in the following areas: (1) secure base; (2) education; (3) friendships; (4) talents and interests, including self-esteem; (5) positive values, including moral reasoning and empathy; and (6) social competencies, including locus of control. Part 2 outlines principles to underpin the planning of intervention strategies in each area and describes techniques for drawing out children's positive behavior in discussion and observation, and through stories, questions, and activities. This section also features two case studies that illustrate how information on a child's vulnerabilities and resilience and protective factors are used to design appropriate interventions. A description of Kohlberg's stages of moral development and assessment method is appended.(Contains a 77-item bibliography.) (KB) ED477951 The School Years: Assessing and Promoting Resilience in Vulnerable Children 2. 2002-00-00 ISBN-1-84310-018-5 Counselors Parents Practitioners Teachers 160 Taylor & Francis/Routeledge, 10650 Toebben Drive, Independence, KY 41051 ($22.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:55:45 RIEFEB2004 For related documents, see PS 031 354 and PS 031 356.

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No Adolescents At Risk Persons Attachment Behavior Childhood Interests Empathy Evaluation Methods Friendship High School Students Informal Assessment Interpersonal Competence Middle School Students Moral Development Personality Prosocial Behavior Resilience (Personality) Secondary Education Self Esteem Student Evaluation Talent Identification Values Daniel, Brigid Wassell, Sally Books Guides - Non-Classroom Tests/Questionnaires English Noting that the protective factors that support positive development despite adversity are becoming better understood, this workbook discusses the importance of encouraging resilience and promoting prosocial behavior in adolescents living in challenging circumstances and shows how to evaluate resilience through the use of checklists and background information. The workbook, one of a series focusing on resilience in preschoolers, school-aged children, and adolescents, also provides information to assist in planning intervention strategies. The workbook's introduction describes the domains of resilience, summarizes factors associated with resilience during adolescence, and contains an assessment and intervention chart. The workbook is then organized into two parts. Part 1 presents background information and assessment checklists for adolescents and for parents/caregivers in the following areas: (1) secure base; (2) education; (3) friendships; (4) talents and interests, including self-esteem; (5) positive values, including moral reasoning and empathy; and (6) social competencies, including locus of control. Part 2 outlines principles to underpin the planning of intervention strategies in each area and describes techniques for engaging and supporting youth who may have social or family problems. This section also features two case studies that illustrate how information on an adolescent's vulnerabilities and resilience and protective factors are used to design appropriate interventions. A description of Kohlberg's stages of moral development and assessment method is appended. (Contains a 71-item bibliography.) (KB) ED477952 Adolescence: Assessing and Promoting Resilience in Vulnerable Children 3. 2002-00-00 ISBN-1-84310-019-3 Parents Practitioners Teachers 173 Taylor & Francis/Routeledge, 10650 Toebben Drive, Independence, KY 41051 ($23.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:55:47 RIEFEB2004 For related documents, see PS 031 354-355.

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No Adults Aggression Beliefs Bullying Childhood Attitudes Children Definitions Educational Environment Emotional Response Interpersonal Competence Mental Health Peer Relationship Personality Traits Prevention Self Esteem Work Environment Rigby, Ken Books Information Analyses Numerical/Quantitative Data Historical Background Victimization English Two decades in which educators have seriously tried to eradicate bullying in schools have met with only modest success. Moreover, bullying is no longer being viewed exclusively as a problem for schools and school children. This book examines bullying behavior in a wide range of settings, including kindergartens and schools, workplaces, the home, prisons, and sporting arenas. In each of these areas, the book examines alternative views and perspectives on bullying and discusses suggestions as to how bullying can be reduced. Following an introductory chapter providing historical perspective on bullying behavior, the chapters of the book are: (1) "Towards a Definition of Bullying"; (2) "Bullying in Childhood"; (3) "The School and Beyond"; (4) "Bullying and Health: A Research Perspective"; (5) "What Bullies and Victims Are Like"; (6) "Why Bully?"; (7) "The Contribution of Differences"; (8) "Attitudes and Beliefs"; (9) "What Is To Be Done about Bullying?"; and (12) Beyond Blame." Tables of data from research cited are appended. (Contains 334 references.) (HTH) ED477953 New Perspectives on Bullying. 2002-00-00 ISBN-1-85302-872-X 320 Taylor & Francis/Routeledge, 10650 Toebben Drive, Independence, KY 41051 ($26.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); Web site: http://www.routledge-ny.com/. N/A 2004 2016-11-21

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No Advocacy Budgeting Case Studies Change Strategies Child Advocacy Child Care Early Childhood Education Educational Quality Family Support Federal Legislation Legislation Preschool Education Public Policy State Legislation Young Children DeLapp, Lynn R. Reports - Descriptive Advocacy Planning Family Advocacy Healthy Start Program CA Advocacy Communication Finance Project, Washington, DC. English As states and communities work to improve the accessibility and quality of supports and services for young children and their families, they find that their greatest challenge is in gaining and maintaining concerted attention and resources for planning, financing, implementing, and sustaining high-quality, coherent systems. This brief addresses strategies that parents and other community members can use to influence the basic legislative processes and when to use alternatives to legislation, and includes examples and lessons learned from state and local efforts. The sections of the brief are: (1) "Supporting Early Childhood Initiatives: Legislative Strategies for Everyday People," describing growing concerns about early childhood and when to use alternatives to legislation; (2)"The ABCs of Legislation: Legislative Strategies to Support Early Childhood Initiatives," reviewing the basic purposes and forms of legislation, including statutes, resolutions, and budgets; (3) "Legislative Strategies in Times of Budget Crisis: Case Studies of Caring Communities and Healthy Start," illustrating how advocates for Missouri's Caring Communities and California's Healthy Start influenced their state legislatures to restore some of the programs' funding; and (4) "The Art of Advocacy (for Everyday People)," offering basic guidelines for educating and working with policymakers at all government levels, including identifying the problems, building coalitions, getting to know key policymakers, becoming a source of information, understanding the process, making ideas heard, and supporting policymakers who support the advocate's issues. The brief concludes with a list of additional resources on financing early care and education initiatives. (KB) ED477954 Supporting Early Childhood Initiatives: Legislative Strategies for Everyday People. 2003-06-00 Carnegie Corp. of New York, NY. Community Parents 37 Finance Project, 1401 New York Avenue, NW, Suite 800, Washington, DC 20005. Tel: 202-587-1000; Fax: 202-628-4205; Web site: http://www.financeproject.org. For full text: http://www.financeprojectinfo.org/Publications/LegislativeStrategies.pdf. N/A 2004 2016-11-21

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No Adolescents Agencies Change Strategies Child Advocacy Childhood Needs Children Community Action Community Programs Models Program Effectiveness Public Policy Well Being Morgan, Linda Jewell Reports - Descriptive Conceptual Frameworks Indicators Advocacy Planning Child Welfare League of America Child Welfare League of America, Inc., Washington, DC. English This monograph presents a comprehensive, community-based framework to support individuals, agencies, and communities in efforts to improve the well-being of children and youth. The monograph, with accompanying executive summary, features five childhood needs and describes promising strategies for meeting those needs. Chapter 1 of the monograph presents a vision for America in which all children are healthy and safe and develop to their potential with the support of a nurturing family and strong community. Chapter 2 identifies six key components of the framework: (1) a national vision for children; (2) approaches to meeting children's universal needs; (3) fundamental principles that can guide efforts to meet childrens needs; (4) ways that a broad range of people can be involved in meeting children's needs; (5) what is known about effective practices and programs and how this knowledge can be applied to meeting children's needs; and (6) key indicators for measuring progress. Chapters 3 through 7 each address one of the five universal needs of children: (1) "the basics," namely nutrition, economic security, adequate shelter and clothing, education, and primary and preventive physical and mental health care; (2) good relationships with family/caregivers, community members, and peers; (3) opportunities that motivate and equip children to succeed; (4) safety; and (5) healing when children have suffered harm. Each chapter summarizes relevant practical wisdom and research regarding the needs importance, presents statistics indicating how well the nation is meeting this need, describes some effective strategies to increase protective factors and avert/minimize threats to healthy development, and briefly describes model practices related to the need. Chapter 8 addresses community partnerships, social inclusion, the need to reshape professional roles, and concludes with a call to action. (Contains 404 endnotes.) (KB) ED477955 Making Children a National Priority: A Framework for Community Action Monograph [with] Executive Summary. 2003-00-00 ISBN-0-87868-882-2 Community 108 Child Welfare League of America, Inc., Publications Ordering Department, P.O. Box 2019, Annapolis Junction, MD 20797-0118 ($9.95). Tel: 800-407-6273 (Toll Free); Fax: 202-638-4004; e-mail: cwla@pmds.com; Web site: http://www.cwla.org. N/A 2004 2016-11-21

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No Adolescents Affective Behavior Aggression Anger Children Developmental Stages Emotional Development Emotional Response Females Interpersonal Relationship Intervention Males Prevention Sex Differences Socialization Underwood, Marion K. Books Information Analyses Emotional Regulation Social Consequences English Noting recent interest in girls' social or "relational" aggression, this volume offers a balanced, scholarly analysis of scientific knowledge in this area. The book integrates current research on emotion regulation, gender, and peer relations, to examine how girls are socialized to experience and express anger and aggression from infancy through adolescence. The book considers the developmental functions of such behaviors as gossip, friendship manipulation, and social exclusion; consequences for both victims and perpetrators; and approaches to intervention and prevention. The book's chapters cover four successive age groups, to help trace the developmental trajectories of the two sexes. The chapters are as follows: (1) "Girls' Anger and Aggression: The Bind between Feeling Angry and Being Nice"; (2) "Childhood Aggression: Sticks and Stones and Social Exclusion"; (3) "Gender and Peer Relations; Separate Worlds?"; (4) "Girls' Anger in Infancy: Early Lessons that Anger Is Unwelcome"; (5) "Girls' Anger and Aggression in Preschool: "If You Don't Do What I Say, I Won't Be Your Friend"; (6) "Middle Childhood: Gossip, Gossip, Evil Thing?"; (7) "Adolescence: Girl Talk, Moral Negotiation, and Strategic Interactions to Inflict Social Harm"; (8) "Developmental and Psychosocial Consequences of Girls' Aggression"; (9) "Prevention and Intervention: Harnessing the Power of Sisterhood"; and (10) "New Models of Social Aggression: For Its Own Sake." (Contains 616 references. (HTH) ED477956 Social Aggression among Girls. 2003-00-00 ISBN-1-57230-865-6 315 Guilford Press, 72 Spring Street, New York, NY 10012 ($24). Tel: 212-431-9800; Fax: 212-966-6708; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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Yes Budgets Child Care Enrollment Enrollment Trends Financial Support Low Income Letts, Kenea Simpson, Kristen Torres, Marlyn Kolben, Nancy Numerical/Quantitative Data Reports - Descriptive Child Care Needs Day Care Availability New York (New York) Subsidized Child Care Services Child Care Costs Universal Preschool New York (New York) English This Child Care Primer provides a detailed overview of child care funding, supply, and demand in New York City. The Primer utilizes data available from public agencies to create a picture of the availability of child care and early education services. The statistical portrait covers New York City demographics, enrollment in regulated child care and early education programs; public budgeted expenditures for child care and early education programs; costs of public and private child care in New York City, and the unmet need for child care in New York City. The primer notes that New York City has received substantial new funding for child care expansion in the past 2 years. In addition, the funding for Universal Pre-Kindergarten has increased by 68 percent during this period, significantly expanding this resource. Even with these increases, the primer portrays a substantial shortage of both regulated care and subsidies. Specific findings detailed are as follows: (1) low- to moderate-income working families have extremely limited access to child care subsidies; (2) child care needs for families on public assistance are rapidly increasing; (3) child care need far exceeds supply; (4) subsidized child care services have increased, while enrollment has decreased. Sources for these findings are noted. The primer concludes with a glossary. (HTH) ED477957 A Child Care Primer, 2000: Key Facts about Child Care and Early Education Services in New York City. 2000-00-00 Robert Sterling Clark Foundation, Inc., New York, NY. Citigroup Foundation, New York, NY. United Way of New York City, NY. Policymakers 64 Child Care, Inc., 275 Seventh Avenue, 15th Floor, New York, NY 10001. Tel: 212-929-7604, ext. 3011; Fax: 212-929-5785; e-mail: info@childcareinc.org; Web site: http://www.childcareinc.org. N/A 2004 2016-11-21

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Yes Behavior Disorders Behavior Modification Compliance (Legal) Disabilities Educational Legislation Educational Policy Elementary Secondary Education Emotional Disturbances Federal Legislation Federal Regulation Mental Health Programs Psychological Needs School Responsibility Special Education Student Needs Reports - Descriptive Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 English In December 2001, Children and Adults with Attention-Deficit/Hyperactivity Disorder (CHADD) brought together representatives of 17 advocacy groups who are concerned about the provision of positive behavioral supports and mental health services for students with significant social, behavioral and/or emotional needs. The agenda for this group included: a discussion of the upcoming reauthorization of the Individuals with Disabilities Education Act Amendments of 1997 (IDEA '97), and a discussion of the connection of mental health services and special education. After reviewing the available scientific evidence and professional literature, this group concluded that many of the provisions of IDEA 97 have yet to be fully implemented for children and youth with disabilities. Particularly at risk of not receiving needed instructional and related services are those youth who are significantly impacted by social, emotional, and/or behavioral problems, including children with significant mental health needs. As a result of this review, members of the group have produced this document to provide an overview of the status of the implementation of IDEA, with a special focus on students with disabilities who have significant social, emotional and/or behavioral needs, including those with early-onset mental illnesses. This document highlights the unmet educational needs of these youth, as well as the potential benefits to schools, children and families of improving the educational outcomes for these children and youth by reinvesting in and strengthening IDEA implementation. (Contains 39 references.) (GCP) ED477958 In the Best Interests of All: A Position Paper of the Children's Behavioral Alliance. 2003-01-00 27 CHADD, 8181 Professional Place, Suite 150, Landover, MD 20785. Tel: 800-233-4050 (Toll Free); Web site: www.CHADD.org. For full text: http://www.chadd.org/pdfs/inthebestinterestsofall.pdf. N/A 2004 2016-11-21

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No Client Characteristics (Human Services) Cooperation Counseling Services Counselors Help Seeking Interdisciplinary Approach Males Mental Health Physical Health Physicians Self Motivation Smith, Jeffrey Maurice Reports - Research English Limited literature exists describing the melding of philosophies aimed at increasing men's use of mental health counseling services. Members of the mental health counseling profession will benefit from collaborating with other health care professional to conceptualize alternative means to encourage men to use mental health counseling services. This phenomenological-heuristic hybrid study brought four male health care providers together to discuss their experiences and viewpoints on men's avoidance of mental health care counseling services. A focus group discussion produced a series of recurring themes and a possible strategy for interdisciplinary practice. Pairing physical and mental health check-ups that emphasize health and wellness versus pathology will be the interdisciplinary practice highlighted. (Contains 12 references.) (Author) ED477959 Physicians and Counselors Collaborate on Men's Avoidance of Mental Health Counseling Services: A Preliminary Study. 2003-00-00 17 N/A 2004 8/19/2004 21:55:57 RIEFEB2004

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Yes Academic Achievement College Students Depression (Psychology) Ethnicity Predictor Variables Sex Differences Social Support Groups Socioeconomic Status Ndoh, Sunday Scales, Josie Information Analyses Reports - Research Speeches/Meeting Papers English Previous research has indicated that depression, the most common psychological disorder experienced by over 19 million Americans, can be related to such factors as ethnicity, social support, social economic status, academic achievement and gender. One hundred and sixty students from Johnson C. Smith University and Tennessee State University were administered Beck Depression Inventory (BDI) and Social Provision Scale (SPS). One hundred and ten of these students were black, 50 were white; 96 were female, 64 were male. A stepwise multiple regression and independent t-test techniques were used for data analysis. The results showed that social support, social economic class, and grade point average were inversely and significantly related to depression level. No significant differences were identified in the depression scores between black and white or male and female. (Contains 18 references and 3 tables.) (Author) ED477960 The Effects of Social Economic Status, Social Support, Gender, Ethnicity and Grade Point Average on Depression among College Students. 2002-02-00 17 N/A 2004 8/19/2004 21:55:59 RIEFEB2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes Administration Administrator Responsibility Community Colleges Educational Finance Financial Support Foundation Programs Fund Raising Nonprofit Organizations Organizational Objectives Philanthropic Foundations Private Financial Support Two Year Colleges LaBeouf, Joanne P. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires Virginia Community College System English This paper argues that, as institutional revenues continue to decline, community college administrators must not only work at developing a robust foundation with an identifiable process similar to that of a private nonprofit foundation, but also provide professional stewardship in its operation. The author used a qualitative, evaluative approach that combined institutional reports with a survey, with the aim of gaining an understanding of the public-private relationship between the state institution and its associated private foundation. The premise of the study is that the foundations may not have moved fully into the realm of effective resource management, and if they have, their performance is not consistent enough to be reliable. The study examined three demographically similar community colleges in the Virginia Community College System, all with established foundations, and explored what each has done in response to state policy changes regarding funding. The questionnaire covered five categories ranging from administrative leadership to institutional planning, and included an optional section for further comment. Responses revealed that, though presidents see fund raising as a primary role, they do not invest a great deal of time in the activity. Additionally, the way those who are in foundation management see their roles varies from institution to institution. Research instrument appended. (Contains 11 figures, 16 tables, and 131 references.) (NB) ED477961 Community College Education Foundations and Transformational Philanthropy: Resource Management, Stewardship and Professionalism. 2003-00-00 253 N/A 2004 2016-11-21

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Yes Advertising Alcoholic Beverages Drinking Marketing Mass Media Effects Periodicals Youth Numerical/Quantitative Data Reports - Research English This report analyzes $320 million in alcohol product advertising in magazines during calendar year 2001. The first section analyzes the amount of magazine advertising delivered to youth and adults by different alcoholic beverage brands. For many beer and distilled spirits brands, the youth population received more advertising than the adult population. The second section looks at the size and concentration of the youth audiences in the magazines in which the alcohol industry marketers placed ads in 2001. This same information, with all of its levels of detail, is available to industry marketers in making advertising decisions. The report's findings reveal that youth saw far more alcoholic beverage ads in magazines in 2001 than did people of legal drinking age. In effect, young people under the legal drinking age of 21 were a major target audience for the industry's magazine advertising in 2001, despite the industry's claims to the contrary. Three appendixes contain the study methodology, a glossary of advertising terms, and list of magazines not measured. (GCP) ED477962 Overexposed: Youth a Target of Alcohol Advertising in Magazines. 2002-09-24 22 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/mag0902/. N/A 2004 8/19/2004 21:56:04 RIEFEB2004 Produced by the Center on Alcohol Marketing and Youth.

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Yes Advertising Alcoholic Beverages Drinking Marketing Mass Media Effects Television Youth Numerical/Quantitative Data Reports - Research English Concern about how much television alcohol advertising reaches underage youth and how the advertising influences their attitudes and decisions about alcohol use has been widespread for many years. Lacking in the policy debate has been solid, reliable information about the extent of youth exposure to television alcohol advertising. To address this critical gap, the Center on Alcohol Marketing and Youth commissioned Virtual Media Resources, a media planning and research firm in Natick, Massachusetts, to analyze television alcohol advertising in 2001, using the same data and methodology as professional media planners. In auditing 208,909 alcohol ad placements on television in 2001, the Center on Alcohol Marketing and Youth found the following: the alcohol industry's voluntary guidelines for ad placements on television are so lax that they allow the substantial exposure of youth to alcoholic beverage advertising, including advertising on programs with disproportionate numbers of young people in the viewing audience; even when adults were more likely to see television alcohol advertising than youth, in many instances youth saw almost as much television alcohol advertising as the adults; and because of the placement of the commercials, almost a quarter of alcohol advertising on television in 2001 was more likely to be seen by youth than adults. (Author) ED477963 Television: Alcohol's Vast Adland. 2002-12-18 22 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/tv1202/. N/A 2004 8/19/2004 21:56:05 RIEFEB2004 Produced by the Center on Alcohol Marketing and Youth.

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Yes Advertising Alcoholic Beverages Drinking Marketing Mass Media Effects Television Youth Numerical/Quantitative Data Reports - Research Public Service Advertising English Following on its recent reports on alcohol advertising in national magazines and on television, the Center on Alcohol Marketing and Youth (CAMY) commissioned Virtual Media Resources (VMR), a media planning and research firm in Natick, Massachusetts, to analyze the alcohol industry's televised "responsibility" ads in 2001, using the same standard data sources and methodologies employed by media planning and buying professionals. While many alcohol ads include brief or small voluntary warnings, "responsibility ads" for the purposes of this report had to have as their primary focus a clear, unambiguous message about drinking responsibly, not drinking and driving, or discouraging underage drinking. The alcohol industry placed 208,909 commercials promoting alcoholic beverages on television in 2001, compared to 2,379 responsibility ads. In auditing these ads, the Center on Alcohol Marketing and Youth finds the following: alcohol companies placed more than 87 product promotion commercials in 2001 for every ad about not driving after drinking or not drinking before age 21; alcohol companies placed 172 product promotion commercials on television in 2001 for every drinking and driving awareness ad; and alcohol companies placed 179 product promotion commercials on television in 2001 for every legal drinking age ad. (GCP) ED477964 Drops in the Bucket: Alcohol Industry "Responsibility" Advertising on Television in 2001. 2003-02-03 9 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/drops0203/. N/A 2004 2016-11-21

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Yes Adolescents Advertising Alcoholic Beverages Drinking Marketing Mass Media Effects Public Health Legislation State Legislation Youth Numerical/Quantitative Data Reports - Research English The concern about alcohol marketing and underage drinking has been heightened by recent findings in the scientific research community. Studies have established that alcohol advertising exposure influences a young person's beliefs about alcohol and his/her intention to drink. They also suggest that advertising may have a direct impact on youth drinking practices and drinking problems. These findings are bolstered by similar studies of tobacco advertising, which has been shown to influence the likelihood of young teenagers experimenting with tobacco. In response to this concern, public health advocates are increasingly urging policymakers to consider counter-advertising campaigns. State public health departments in California, Massachusetts and Florida made critical strides in reducing underage smoking rates in their states in recent years by sponsoring tobacco counter-advertising campaigns. Research indicates that this approach should also be used as part of a comprehensive public health strategy to reduce underage drinking. In addition to counter-advertising, the appeal of alcohol to underage youth can be limited by reducing youth exposure to alcohol advertising and marketing. This report undertakes the first nationwide examination, state by state, of the existing tools state officials have at their disposal to reduce youth exposure to alcohol advertising and marketing. (GCP) ED477965 State Alcohol Advertising Laws: Current Status and Model Policies. 2003-04-10 14 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/statelaws0403/. N/A 2004 8/19/2004 21:56:09 RIEFEB2004 Produced by the Center on Alcohol Marketing and Youth.

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Yes Advertising Alcoholic Beverages Black Youth Drinking Marketing Mass Media Effects Periodicals Radio Television Numerical/Quantitative Data Reports - Research English The marketing of alcohol products in African-American communities has, on occasion, stirred national controversy and met with fierce resistance from African Americans and others. Despite occasional media and community spotlights on the marketing of alcohol products in the African-American community, there has been no systematic review of the industry's advertising directed to the nation's second-largest minority. The Center on Alcohol Marketing and Youth (CAMY) commissioned Virtual Media Resources (VMR) to audit the exposure of African-American youth to alcohol advertising in magazines and on radio and television in 2002. In previous reports, the Center has found widespread and pervasive overexposure of all youth to alcohol advertising in magazines and on television and radio. In this context of youth being more likely than adults to see much of alcohol advertising, this analysis compares the exposure of African-American youth to that of non-African-American youth, and the Center finds that African-American youth were even more overexposed to alcohol advertising than non-African-American youth. Specifically, the Center found that in 2002: alcohol advertising was placed on all of the television programs most popular with African-American youth; alcohol advertising in magazines overexposed African-American youth compared to non-African-American youth, reached underage African Americans more effectively than young adult African Americans, and exhibited significant concentration of brands and magazines; and alcohol advertising on radio overexposed African-American youth compared to non-African-American youth and was concentrated in two formats and five markets. Appendixes include sources and methodology and a glossary of advertising terms. (GCP) ED477966 Exposure of African-American Youth to Alcohol Advertising. 2003-06-19 16 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/afam0603/. N/A 2004 8/19/2004 21:56:11 RIEFEB2004 Produced by the Center on Alcohol Marketing and Youth.

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Yes Advertising Alcoholic Beverages Drinking Hispanic Americans Marketing Mass Media Effects Periodicals Radio Television Youth Numerical/Quantitative Data Reports - Research English Hispanics are the fastest growing ethnic group in the United States. This Hispanic population is also younger than the general population: 40% of Hispanics are under 21, versus 30% of the entire population. The number of Hispanics under the age of 21 grew 61% between 1990 and 2000, totaling 17% of the nation's youth under 21 in 2000. The Center on Alcohol Marketing and Youth commissioned Virtual Media Resources (VMR) to audit the exposure of Hispanic youth to alcohol magazine, television and radio advertising in 2002. In previous reports, the Center has found wide and pervasive overexposure of all youth to alcohol advertising in magazines and on television and radio. This analysis compares the exposure of Hispanic youth to that of non-Hispanic youth, and the Center finds that Hispanic youth were even more overexposed to alcohol advertising than non-Hispanic youth. Specifically, the Center found that in 2002: Hispanic youth saw even more alcohol advertising in magazines than non-Hispanic youth; Hispanic youth heard more alcohol advertising on radio than non-Hispanic youth; alcohol advertising was placed on a majority of the TV programs most popular with Hispanic youth; and both Hispanic youth exposure on radio and television and spending on alcohol advertising were concentrated in a few markets. Appendixes include sources and methodology and a glossary of advertising terms. (GCP) ED477967 Exposure of Hispanic Youth to Alcohol Advertising. 2003-04-30 18 Center on Alcohol Marketing and Youth, Georgetown University, 2233 Wisconsin Ave., NW, Suite 525, Washington, DC 20007. Tel: 202-687-1019; Web site: www.camy.org. For full text: http://camy.org/research/hispanic0403/. N/A 2004 8/19/2004 21:56:13 RIEFEB2004 Produced by the Center on Alcohol Marketing and Youth.

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No Adult Students Blacks College Students Cultural Influences Educationally Disadvantaged Higher Education Minority Groups Psychosocial Development School Holding Power Student Development Student Needs Student Personnel Services Theory Practice Relationship Littleton, Roosevelt Information Analyses English A review of the literature suggested that African-American and minority students bring a diverse culture to "traditional" college life. As a result, many institutions of higher learning designed their student services, student support programs, curricular and extracurricular to meet the special nature and needs of its minority student population. An effective means of addressing minority student needs is to acknowledge the psychosocial factors related to their development. Those responsible for teaching and helping Black students must create models of adult and student development that take into account the unique needs and experiences that Black students bring to the campus. Many "traditional" models failed to define factors that promote the Black students' overall psychosocial development. Many adult development theories failed to acknowledge the cultural-race aspect of development. This study attempts to summarize and discuss the conceptualized theories that are pertinent to the psychosocial development of cultural Black adult students. The research of several Black theorists investigated the issues and factors of psychosocial development of Black adults. Their research efforts have provided alternative models and theories for addressing the development needs of Black college students. (Contains 202 references and 2 tables.) (Author) ED477968 Understanding and Retaining Underprepared College Students. 2000-05-00 112 N/A 2004 8/19/2004 21:56:15 RIEFEB2004

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Yes Adolescent Development Adolescents Age Differences Behavior Problems Delinquency Interpersonal Relationship Psychometrics Social Environment Substance Abuse Test Validity Karcher, Michael J. Information Analyses Reports - Research Speeches/Meeting Papers Social Connectedness English This investigation reports the development of a measure of adolescent connectedness and estimates of its psychometric properties. A measure was developed to assess the ecological and developmental dimensions of adolescent connectedness, defined as adolescents' caring for and involvement in specific relationships and contexts within their social ecology. Exploratory and confirmatory factor analyses in studies one and two yielded theoretically consistent factor solutions. These models were cross-validated in studies three and four with three geographically and ethnically diverse adolescent samples totaling 1454 adolescents. The measure of adolescent connectedness demonstrated satisfactory inter-item and test-retest reliability and convergent validity across samples. Consistent with social control and problem-behavior therapy, two higher order factors emerged across all of these samples: conventional vs. unconventional connectedness. These two dimensions of connectedness were found to differentially explain substance use for delinquent and non-delinquent adolescents. Using this ecological assessment, adolescent connectedness appears to differ as a function of age, sex, and problem-behavior status; varies across relationships and contexts; reflects wither conventional or unconventional behaviors and attitudes; and can explain engagement in risk-taking behaviors. (Contains 62 references and 6 tables.) (Author) ED477969 The Hemingway: Measure of Adolescent Connectedness-- Validation Studies. 2001-08-00 59 N/A 2004 2016-11-21

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Yes At Risk Persons Black Youth Community Organizations Data Collection Evaluation Methods Program Evaluation School Community Programs School Community Relationship Youth Programs Cowley, Kimberly S. Finch, Nicole Kusimo, Patricia Keyes, Marian Poe, Renee Reports - Evaluative Faith Based Programs AEL, Inc., Charleston, WV. English AEL's contract with the U.S. Department of Education includes work partnering with faith-based organizations in Kanawha County, West Virginia, to (1) build their capacity to better serve at-risk youth and (2) document what best helps such organizations to successfully impact youth and their families. One of the first faith-based organizations with which AEL became involved on an individual basis was the Helping Others Pursue Excellence (HOPE) Youth Development Movement. Work undertaken with the HOPE program during 2002 has served as a pilot test of the types of data collection methods and instruments needed to document the impact of AEL's involvement with faith-based organizations serving African American youth. This evaluation report of the process for partnering with a faith-based organization serves as documentation of the pilot test of the instruments and provides the baseline data for the HOPE program. The primary audiences for this report include AEL staff, U.S. Department of Education staff, and HOPE staff. Secondary audiences include staff of other faith-based organizations interested in promoting such partnerships within their communities. Appendixes include a description of HOPE programs, a completed evaluation standards checklist, interview protocols, the AEL Skills Inventory, and a satisfaction survey. (GCP) ED477970 School/Community Connections: Evaluation of the Process for Partnering with a Faith-Based Community Organization in West Virginia. 2003-06-00 60 AEL, P.O. Box 1348, Charleston, WV 25325. Tel: 800-624-9120 (Toll Free). N/A 2004 2016-11-21

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No Administrative Organization Agency Cooperation Community Programs Disabilities Early Childhood Education Early Intervention Educational Cooperation Human Services Infants Integrated Services Policy Formation Preschool Education Program Development Systems Approach Team Training Teamwork Toddlers Young Children Salisbury, Christine Reports - Descriptive Illinois Illinois Erikson Inst. for Advanced Study in Child Development, Chicago, IL. English This final report describes the activities and outcomes of a federally funded project designed to develop, implement, and evaluate a systemically oriented process model for improving the coordination of education and human services for young children with identified disabilities and their families at the local level. The project developed and used materials to teach participants the procedures necessary to develop a cross-agency, merged planning document (CSP) and conduct a family-centered, collaboratively oriented planning meeting. Development procedures used by the project included regular state-local meetings between state/regional administrators and representatives of the participating local agencies. These meetings illuminated policy barriers to systemic change and created venues within which solutions could be recommended. Software housing the district's Intranet database included the CSP and mechanisms for Internet access to the document. Training on access, security, entry, and editing functions through the Internet were conducted by the project with agency personnel. Finally, targeted technical assistance directed at specific implementation issues was used, in conjunction with staff training, to support adoption and utilization of the CSP document and planning process. Substantive changes occurred in agency policies and procedures, the nature of the planning documents and process, the knowledge/skills of providers, and the penetration of the changes throughout the community. In addition, co-location of personnel, blended funding to support children/families, and joint training sessions emerged and were used as mechanisms for improving communication and coordination across agencies. Appended are: Collaborative Support Plan and Related Materials; Products and Dissemination Samples; Evaluation Measures and Data Tables; and Policy Documents and Other Project Material. (Contains 27 references.) (Author/SG) ED477971 Interagency Planning and Support Project. Final Report. 2003-03-06 Special Education Programs (ED/OSERS), Washington, DC. 233 N/A 2004 2016-11-21

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Yes Caregiver Training Child Care Community Programs Developmentally Appropriate Practices Disabilities Early Childhood Education Early Intervention Inclusive Schools Infants Models Preschool Education Professional Development Rural Education Toddlers Young Children Willis, Clarissa A. Reports - Descriptive Tests/Questionnaires Tennessee Tennessee East Tennessee State Univ., Johnson City. English This final report describes the activities and outcomes of Project TIES (Towards Inclusion in Early Education), a federally funded demonstration model training program designed to enhance the abilities of child care providers and trainers to include young children, birth to five, with disabilities in developmentally appropriate child care settings. One of the key components of the project was to enhance the success of trainees by making training available locally in rural areas. TIES embedded information on inclusion in the existing state-wide Tennessee Early Childhood Training Alliance (TECTA) program and implemented training sessions in rural areas throughout the state of Tennessee. Over 1,272 people received training through this project and over 100 TECTA trainers received advanced training. TIES infused information in eight modules including professionalism, child development, developmentally appropriate practice, healthy and safe environments, guidance, observation and assessment, family relationships, and cultural and individual safety. Essential features of the model included the use of curriculum based on NAEYC/DEC best practices, local training of trainers and trainees, reimbursement for professional development, activity based training, consultation, support for parents, mentoring, consulting, and networking. TIES provided a manual, a material kit, and training for TECTA sites. As a result of TIES activities, TECTA redesigned their curriculum to include information and training which addresses inclusion of children with disabilities or delays. During the final year of the project, follow-up surveys to assess the effectiveness of TIES were distributed to all nine sites in Tennessee. Appendices include: Letters of Support; TIES Products and Resources; TECTA/TIES Model; Map of Tennessee TECTA/TIES Training Area; Survey of Project TIES Kit; Inclusion Questionnaire; Follow-Up Surveys; and Dissemination and Documentation, Resources, Outside Evaluation. (Contains 12 references, 10 figures, and 8 tables.) (Author/SG) ED477972 Project TIES: Towards Inclusion in Early Settings Model Demonstration Project. Final Report. 2002-03-01 Special Education Programs (ED/OSERS), Washington, DC. 143 N/A 2004 2016-11-21

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Yes At Risk Persons Cultural Awareness Demonstration Programs Developmentally Appropriate Practices Disabilities Economic Factors Emergent Literacy Family Programs Inclusive Schools Language Acquisition Models Partnerships in Education Preschool Education Program Evaluation Special Education Staff Development van den Pol, Rick Reports - Descriptive Montana Montana Univ., Missoula. Div. of Educational Research and Services. English This final report describes the objectives, activities and outcomes of a federally funded project designed to develop a model for fostering emerging literacy and language skills in young children with disabilities. The model promotes the belief that literacy is one of the primary avenues by which an individual gains access to full community participation and attainment of personal potential. The foundation for the model builds partnerships between families, schools, and community members through which children and families receive developmentally appropriate language and early literacy services that are family centered as well as individually and culturally sensitive. Additionally, the model provides teaching and staff support with the knowledge and assistance necessary to implement these comprehensive services. The model was developed over the first 3 years of the project at 2 demonstration sites, both of which serve children 3 to 5 years of age who have identified disabilities, children who are risk, and children who are typically developing in inclusive settings. The remaining years of the project included replicating the model in additional settings, developing materials, and evaluating the impact of the project on children's learning. Appended are: (1)CO-TEACH Case Studies and Cherry Valley Reports; (2) Presentation Information; (3) MELP Brochure, MELP Website, Reports and Newsletters describing MELP, and Articles related to MELP; and (4) MELP Child Impact Study, NAEYC Documentation, and MELP Conference Information. Also included are: MELP Manual; The Very Hungary Caterpillar Literacy Booklet; "Promoting the Gift of Literacy"; and "Building Early Literacy and Language Skills." (Author/SG) ED477973 The Montana Early Literacy Project--Building Language and Literacy Skills during the Early Childhood Years: Preparing Children with Disabilities for Success in Early Elementary School. Final Report. 2003-01-23 Special Education Programs (ED/OSERS), Washington, DC. 241 N/A 2004 2020-08-08

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Yes At Risk Persons Cultural Awareness Demonstration Programs Developmentally Appropriate Practices Disabilities Early Childhood Education Economic Factors Emergent Literacy Family Programs Inclusive Schools Language Acquisition Models Partnerships in Education Poverty Special Education Staff Development Ashmore, Rhea Bunce, Mary Hogenson, Debra Jakupcak, Jo Jepson, Stacia Meeks, Elaine Neilsen, Shannon Guilfoyle Otten, Marcy Paulson, Lucy Hart Scoles, Gail Thompson, Amanda van den Pol, Rick Guides - Non-Classroom Montana Montana Montana Univ., Missoula. Div. of Educational Research and Services. English This manual describes the Montana Early Literacy Project, its model and components, and its replication in a variety of early childhood settings: special and general education preschools; Head Start classrooms; and specialized childcare centers. Using five components, the model demonstrates how to develop literacy and language skills in young children with and without disabilities. Component One identifies developmentally appropriate thematic units, interventions, and activities that embed literacy and language throughout children's existing routines during the school day. Component Two provides a method to identify early literacy and language needs of individual students and to write Individualized Education Program (IEP) goals and objectives that meet those needs. Component Three provides strategies to foster family participation in literacy and language activities, both at home and at school. Component Four addresses means of providing inclusive, respectful, and culturally sensitive literacy services that celebrate individual differences of children and their families. It also focuses on the understanding and appreciation of the cultural practices, beliefs, and traditions of Native Americans in Montana. Component Five provides teachers, support staff, and families with the knowledge and skills necessary to implement the model. The manual also provides strategies for emerging literacy and language development. Features at the end of the manual include a variety of appendices, references, and resources. (Author) ED477974 The Montana Early Literacy Project Manual. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 238 N/A 2004 2016-11-21

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No Academic Accommodations (Disabilities) Aggression Attention Deficit Disorders Augmentative and Alternative Communication Autism Behavior Modification Cognitive Restructuring Disabilities Educational Strategies Elementary Secondary Education Hearing Impairments Inclusive Schools Interpersonal Competence Learning Disabilities Literacy Mental Retardation Multiple Disabilities Numeracy Reading Strategies Self Management Severe Disabilities Social Development Social Isolation Teaching Methods Visual Impairments Writing Strategies Westwood, Peter Books Guides - Non-Classroom English This book is designed to provide teachers with an immediate and comprehensive source of practical strategies for meeting children's special needs in regular classrooms. Chapter 1 explores issues relating to children with general and specific learning difficulties. It discusses inclusive schooling and special educational needs, factors associated with successful inclusion, and characteristics of students with learning disability. Chapters 2 and 3 outline characteristics of students with intellectual disability and autism and physical disabilities and sensory impairment. Teaching approaches are recommended for assisting these students in inclusive classrooms. Chapter 4 focuses on teaching methods for self-management and self-regulation, while chapter 5 describes behavior modification techniques and methods for assisting students with attention deficit hyperactivity disorder. Chapter 6 explains methods for improving social skills and peer group acceptance and chapter 7 describes principles and practices for developing early literacy skills. Chapters 8 and 9 provide information for planning effective interventions for literacy problems and for overcoming or preventing reading difficulties. Chapters 10 and 11 discuss helping students improve their writing skills and developing spelling skills. The last two chapters provide information on developing numeracy and math problem-solving skills and adapting curriculum and instruction. (Contains more than 500 references.) (CR) ED477975 Commonsense Methods for Children with Special Educational Needs: Strategies for the Regular Classroom. Fourth Edition. 2003-00-00 ISBN-0-415-29849-0 Practitioners 256 Taylor & Francis, Inc. 10650 Toebben Dr., Independence, KY 41051 ($25.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.taylorandfrancis.com. N/A 2004 8/19/2004 21:56:31 RIEFEB2004

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Yes Change Agents Change Strategies Disabilities Educational Strategies Elementary Education Inclusive Schools Information Dissemination Literacy Middle School Students Middle Schools Program Implementation Reading Instruction Research Utilization Teacher Collaboration Teacher Education Technical Assistance Theory Practice Relationship Training Methods Writing Instruction Hamilton, James Dailey, Don Mesmer, Eric Ritter, Suzanne Shami, Muna Nishi, Laurel McInerney, Maurice Gerver, Miriam Corwin, Heidi Bauman, Wendy Reports - Descriptive American Institutes for Research, Washington, DC. English This final report discusses the activities and outcomes of the Elementary and Middle Schools Technical Assistance Center (EMSTAC), which has developed a model of special education technical assistance (TA) to local school districts that can be implemented on a national scale. This report provides a comprehensive examination of EMSTAC's support to local school districts, reports findings regarding the local implementation of research-based practices, and discusses effectiveness of national TA activities. The EMSTAC model of TA included three distinct approaches. Strategy I involved face-to-face training of Linking Agents (LAs) and financial support for their salary and TA activities. Strategy II provided face-to-face training and Strategy III provided Web-based training. EMSTAC conducted annual evaluations of 32 districts that have completed LA training and found: (1) the delivery of TA at the local level takes unique shapes, regardless of the type of EMSTAC supports provided; (2) districts in Strategies I and II are positively moving through the change process at similar rates; (3) TA is influenced by the presence of mediating factors at the local level; and (4) EMSTAC LAs in both Strategy I and II have become less dependent upon EMSTAC supports over time. Appendices include descriptions of TA activities. (CR) ED477976 Elementary and Middle Schools Technical Assistance Center (EMSTAC). Final Report. 2002-08-31 Special Education Programs (ED/OSERS), Washington, DC. 410 N/A 2004 8/19/2004 21:56:35 RIEFEB2004 HS97016001

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No Classroom Techniques Cooperative Learning Curriculum Design Delivery Systems Disabilities Elementary Secondary Education Gifted Inclusive Schools Intelligence Differences Multiple Intelligences Student Needs Teaching Methods Videotape Recordings Iervolino, Constance W. Hanson, Helene M. Guides - Non-Classroom Non-Print Media Differentiated Curriculum (Gifted) English This document contains: 2 videotapes and an accompanying viewer's guide that provide information for differentiating instruction for gifted learners and for students with special needs in inclusive classrooms. The first 50-minute videotape, "A Focus on Inclusion," discusses how to deliver appropriate curriculum to children with special needs in inclusive classrooms, evaluate student products, implement instructional processes, and use on-going assessments. Educational strategies such as multiple intelligences, principles of learning, cooperative learning, brain compatible learning, curriculum scaffolding, and environmental organization are highlighted. The second 50-minute videotape, "A Focus on the Gifted," targets customized practices that are most effective in classrooms that seek to challenge gifted/high achieving students. The viewer's guide begins with a discussion of differentiated instruction. It provides an overview of the issues and challenges in today's schools, emphasizing the rationale for and value of this approach to instruction. Chapter 2 contains reproducibles/handouts. These are designed to be of particular value in training as they facilitate an understanding of the concept presented. Chapter 3 provides specific reference materials that are associated with the text found in the guide and chapter 4 offers additional resources related to the topic of differentiated instruction. (CR) ED477977 Differentiated Instruction Practice Video Series. A Focus on Inclusion [and] A Focus on the Gifted. [Videotapes]. 2003-00-00 1-887943-61-7 76 National Professional Resources, Inc., 25 South Regent St., Port Chester, NY 10573 (Video Series, $199; Individual Videotapes, $129 each). Tel: 800-453-7461 (Toll Free); Tel: 914-937-8879; Fax: 914-937-9327; e-mail: info@nprinc.com; Web site: http://www.npric.com. N/A 2004 2016-11-21

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No At Risk Persons Child Care Class Activities Cultural Awareness Developmentally Appropriate Practices Disabilities Early Childhood Education Emergent Literacy Inclusive Schools Kindergarten Language Acquisition Models Preschool Education Special Education Paulson, Lucy Hart Noble, Linda Attridge Jepson, Stacia van den Pol, Rick Books Guides - Classroom - Teacher Sopris West, Inc., Longmont, CO. Montana Univ., Missoula. Div. of Educational Research and Services. English This book is a resource and activity guide for early childhood educators and care providers that helps to enhance the development of early and emerging literacy skills in young children. Its philosophy is based on the premise that both language and literacy development begin at birth and that educators and caretakers of young children have a window of opportunity to facilitate the development of language and literacy. It includes descriptions of the connection between language and literacy in the areas of language use, phonological awareness, and print. It also provides the critical information necessary for understanding what children do when developing language and literacy and some strategies for what children need during this process. There are more than 70 developmentally appropriate and engaging activities included for facilitating the development of vital early and emerging literacy skills. It can be used in preschool, kindergarten, and early primary classrooms; in general and special education; in day care facilities; and as a preservice training guide. In addition, families will find it to be a helpful resource. (Includes a glossary and extensive references.) (Author/SG) ED477978 Building Early Literacy and Language Skills: A Resource and Activity Guide for Preschool and Kindergarten. 2001-00-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-1-57035-360-3 Community Parents Practitioners Support Staff Teachers 419 Sopris West, 4093 Specialty Pl., Longmont, CO 80504 ($35). Tel: 303-651-2829; Tel: 800-547-6747 (Toll Free); Fax: 888-819-7767 (Toll Free); e-mail: customerservice@sopriswest.com; Web site: http://www.sopriswest.com. N/A 2004 8/19/2004 21:56:37 RIEFEB2004 H024B960034; R215K99013

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No Change Agents Curriculum Design Curriculum Development Educational Change Educational Trends Elementary Secondary Education Interpersonal Communication Learning Disabilities Program Development Program Implementation Teacher Collaboration Team Teaching Teamwork Hourcade, Jack J. Bauwens, Jeanne Books Guides - Non-Classroom English This guide to cooperative teaching provides field-tested ideas and strategies using an organizational analogy of a home remodeling project. Chapters address the following topics: (1) recent changes in the nations schools and an overview of collaboration in the contemporary educational system; (2) different approaches to collaboration, including distinctions between indirect and direct collaboration and advantages and disadvantages of each approach; (3) cooperative teaching as one form of collaboration, necessary elements for successful cooperative teaching, and principles of universal design for learning; (4) implementing cooperative teaching including issues of time, scheduling, and administrative support; (5) professional communication and collaboration through use of technology; (6) principles of program evaluation and practical procedures for evaluating potential areas of impact of cooperative teaching; (7) interpersonal skills and issues critical to successful implementation of cooperative teaching and suggestions for minimizing interpersonal problems; (8) implications of change, possible conflicts and strategies for conflict resolution; (9) the roles of principals and other change facilitators in leadership and bringing about substantive change in schools; and (10) the importance of sharing results of cooperative teaching with others and ways of doing this. Chapters contain practical examples and field-tested reader activities. (Contains approximately 200 references.) (DB) ED477979 Cooperative Teaching: Rebuilding and Sharing the Schoolhouse. Second Edition. 2002-00-00 ISBN-0-89079-887-7 Practitioners Teachers 285 PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897 (Order No. 10149, $34). Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site: http://www.proedinc.com. N/A 2004 8/19/2004 21:56:40 RIEFEB2004 For first edition see ED 383 130.

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Yes Class Activities Classroom Techniques Curriculum Enrichment Grade 3 Haiku Learning Activities Lesson Plans Primary Education Student Educational Objectives Teacher Developed Materials Visual Arts Writing Exercises Bauernschub, Mary Beth Guides - Classroom - Teacher National Arts Education Standards Oceans John F. Kennedy Center for the Performing Arts, Washington, DC. English This lesson plan intends for students in Grade 3 to write to inform about oceans, using all their five senses in the "haiku" style of poetry. The lesson presents an overview; suggests length of time and grade level; cites subjects and subtopics; lists dimensions of learning and intelligence being addressed; notes equipment and materials needed; lists teacher and general resources; and cites relevant National Standards for Arts Education and other standards. It also gives instructional objectives and strategies; provides a detailed, step-by-step instructional plan; and suggests assessment and extension activities. (NKA) ED477980 Oceans: A Fact Haiku. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 MCI WorldCom, Arlington, VA. National Endowment for the Arts (NFAH), Washington, DC. Department of Education, Washington, DC. Students Practitioners Teachers 8 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Art Activities Chinese Culture Class Activities Classroom Techniques Creative Writing Curriculum Enrichment Foreign Countries Lesson Plans Poetry Primary Education Scoring Rubrics Student Educational Objectives Teacher Developed Materials Withroe, J. Guides - Classroom - Teacher Papermaking China Cinquain National Arts Education Standards China John F. Kennedy Center for the Performing Arts, Washington, DC. English In this lesson, designed to be taught within a unit on China, primary-grade students will learn about the history of papermaking and its origins in China and even learn how to make their own paper. After learning about Chinese art and culture in the lesson, students will write their own "cinquain" poem about China. The lesson presents an overview; suggests length and grade levels; lists subjects and subtopics; cites intelligences being addressed and dimensions of learning; notes materials needed and teacher resources; and discusses National Standards for Arts Education and other standards. It then cites instructional objectives; lists strategies; and provides a detailed, step-by-step instructional plan for the teacher to follow in the classroom. The lesson also suggests assessment and extension activities. A papermaking and poetry rubric is attached. (NKA) ED477981 Papermaking and Poetry. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. Department of Education, Washington, DC. MCI WorldCom, Arlington, VA. Practitioners Teachers Students 10 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Classics (Literature) Creative Writing Drama Learning Activities Lesson Plans Literary Devices Scripts Secondary Education Student Educational Objectives Units of Study Fullard, Barbara Lois Karsten, Jayne Guides - Classroom - Teacher Shakespeare (William) English History Globe Theatre (England) National Arts Education Standards Romeo and Juliet John F. Kennedy Center for the Performing Arts, Washington, DC. English This curriculum unit examines William Shakespeare's tragic play, "Romeo and Juliet." The unit calls the play "one of the greatest and saddest love stories of all time," and notes that artists across centuries and oceans have retold the tale of "Romeo and Juliet" in various forms and incarnations. It first presents background information about Shakespeare's life and about the Elizabethan England of his time. It also describes the Globe Theatre (built about 1599) where Shakespeare's plays were presented to the public. The unit provides a summary of the 5-act drama and considers the recurring motifs and images. It discusses the literary devices Shakespeare used in "Romeo and Juliet" to capture the public's attention, including puns, foreshadowing, metaphor, personification, oxymoron, and paradox. It also presents the entire play in one page, scene by scene and act by act. The next section of the unit explores the connections across the arts and highlights some favorite versions of the tragic tale as depicted in films, operas, ballets, and paintings. The unit then offers two lesson plans to facilitate students' understanding of the themes, plot, and characters present in "Romeo and Juliet," including creative writing using character analysis in the play; and enhancing students' ability to analyze and interpret dramatic scripts. The unit's lesson plans specify length, grade level, materials needed, relevant standards, and instructional objectives. They also offer additional teacher information and provide a step-by-step instructional plan. Contains an extensive resource list. (NKA) ED477982 Exploring Romeo and Juliet. ArtsEdge Curricula, Lessons and Activities. 2001-03-15 MCI WorldCom, Arlington, VA. National Endowment for the Arts (NFAH), Washington, DC. Department of Education, Washington, DC. Students Practitioners Teachers 32 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Intermediate Grades Language Role Learning Activities Lesson Plans Middle Schools Student Educational Objectives Student Research Teacher Developed Materials Theater Arts Units of Study Bauernschub, Mary Beth Guides - Classroom - Teacher National Arts Education Standards Shakespeare (William) John F. Kennedy Center for the Performing Arts, Washington, DC. English A book called "The Shakespeare Stealer" (Gary Blackwood) is about a young boy during the time of Shakespeare who sneaks into the Globe Theater and meets the Bard. The book has been turned into a play. The five lessons in this curriculum unit revolve around "The Shakespeare Stealer." The lessons in the unit support many major elements of the play, and each can be used as a stand-alone lesson. The following lessons are part of the unit: Shakespeare Stealer: A Character Life Box; Shakespeare Stealer: A Way with Words or Say What?; Shakespeare Stealer: Design a Set; Shakespeare Stealer: Fancy Fencing; and Shakespeare Stealer: Playing with Puns. In these lessons, students will, for example, discover fencing through the use of ballet movement and learn the intricacy of set design; explore Shakespeare's use of words and phrases through a lesson on puns and word play; and research characters in the stories and create "life boxes" to gain a deeper understanding of play roles. Each lesson in the unit specifies: length of time to complete, grade level, subjects, subtopics, "intelligences" being addressed, dimensions of learning, equipment, media and materials needed, relevant national and state standards, and instructional objectives. The lessons also provide detailed step-by-step instructional plans, assessment activities, and teacher references. (NKA) ED477983 Shakespeare Stealer. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Practitioners Teachers Students 49 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Fairy Tales Intermediate Grades Lesson Plans Middle Schools Music Activities Musical Composition Scripts Teacher Developed Materials Units of Study Bauernschub, Mary Beth Guides - Classroom - Teacher Musicals National Arts Education Standards John F. Kennedy Center for the Performing Arts, Washington, DC. English This curriculum unit introduces intermediate grade and middle school students to the work of Stephen Sondheim, one of the most talented composers of the contemporary American musical theater, and teaches them about the process of writing an original musical. The unit notes that in his musical "Into the Woods" Sondheim incorporates (and distorts) elements of traditional fairy tales to create a lively and unique piece of theater. In the unit, students will create the libretto and script for an original musical based on the Grimm Brothers' fairy tale, "The Frog Prince." The unit's lesson--Sondheim's "Into the Woods": Fairy Tale Tunes--takes only two days to complete. Its classroom activities focus on improvisational techniques and small-group work. The unit provides a step-by-step detailed instructional plan for the teacher. (NKA) ED477984 Sondheim's "Into the Woods". ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Students Practitioners Teachers 24 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Creative Dramatics Curriculum Enrichment Grade 4 Heritage Education Intermediate Grades Learning Activities Lesson Plans State History Student Educational Objectives Teacher Developed Materials Ewald, Eileen Guides - Classroom - Teacher Maryland National Arts Education Standards Maryland John F. Kennedy Center for the Performing Arts, Washington, DC. English This lesson intends for grade 4 students to enact a scene depicting how Anthony Stewart of Maryland had to destroy his ship, the "Peggy Stewart," and its cargo of tea because he paid taxes to the British--students will add a short scene on what they think might have happened right after the burning of the ship. The lesson presents an overview; suggests a time length and appropriate grade; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; lists equipment and materials needed as well as teacher resources; and outlines National Standards for Arts Education. It gives instructional objectives and strategies; provides a detailed, step-by-step instructional plan; and suggests assessment and extension activities. (NKA) ED477985 The Burning of the Peggy Stewart Scenario. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. National Endowment for the Arts (NFAH), Washington, DC. Practitioners Teachers Students 7 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Curriculum Enrichment Educational Games Grade 3 Land Settlement Language Arts Learning Activities Lesson Plans Primary Education Songs Student Educational Objectives Teacher Developed Materials Theater Arts Bauernschub, Mary Beth Guides - Classroom - Teacher National Arts Education Standards John F. Kennedy Center for the Performing Arts, Washington, DC. English In this lesson for implementation in Grade 3, students will explore the pioneers' and settlers' ways of life through drama and songs. Crossing the prairie, living in a sod house, and the growth of Abilene, Kansas, will be explored in the lesson using drama games, role playing, written text, and songs. The lesson offers an overview; suggests length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; notes materials needed; and points out related textbooks and teacher resources. It also discusses relevant National Standards for Arts Education and other standards. The lesson then provides instructional objectives; strategies; a detailed, step-by-step instructional plan; and assessment and extension activities. (NKA) ED477986 The Way West: A Duet of Plays. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Students Practitioners Teachers 7 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Art Activities Class Activities Classroom Techniques Cultural Context Curriculum Enrichment Foreign Countries Geography Haiku Intermediate Grades Japanese Culture Learning Activities Lesson Plans Student Educational Objectives Teacher Developed Materials Writing Exercises Smith, Karen Guides - Classroom - Teacher Poetic Forms Japan National Arts Education Standards Japan John F. Kennedy Center for the Performing Arts, Washington, DC. English This lesson will introduce intermediate students to the Japanese poetic form of "haiku," which is most effectively taught after students have an understanding of syllables. The lesson plan's introductory activity is designed to introduce students to the geography of Japan, as well as Japanese culture through Asian art and music--after learning about and listening to some examples of haiku, as the next activity, students will write their own haiku. The lesson's final activity has students illustrate and "publish" their finished poems in the style of a Japanese scroll using rice paper, ink, and watercolor. The lesson presents an overview; suggests lesson length and grade level; lists subjects and subtopics; cites dimensions of learning and intelligences being addressed; notes equipment and materials needed; lists teacher resources and general resources; and outlines National Arts Education Standards and other standards. It also gives instructional objectives and strategies; provides a detailed, step-by-step instructional plan; and suggests assessment and extension activities. Lists teacher references and offers suggestions of book and musical recordings to be used with the lesson. (NKA) ED477987 You Too Can Haiku. ArtsEdge Curricula, Lessons and Activities. 2002-00-00 National Endowment for the Arts (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Department of Education, Washington, DC. Practitioners Students Teachers 11 For full text: http://artsedge.kennedy-center.org/teaching_materials/curricula/curricula.cfm?subject_id=LNA. N/A 2004 2016-11-21

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Yes Brainstorming Cooperative Learning Elementary Education Evaluation Methods Lesson Plans Logical Thinking National Standards Persuasive Discourse Writing Instruction Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The persuasive writing program described in this lesson plan introduces grades 3 to 5 students to the basic concepts of lobbying for something that is important to them, making persuasive arguments, and applying the techniques of persuasive oral arguments to independent persuasive writing activities. During the four 40-minute lessons, students will: work in cooperative groups to brainstorm ideas and organize them into a cohesive argument to be presented to the class; discuss the different ways that each group tried to persuade the class; use a guide to help them begin organizing their ideas into written form; write a persuasive piece that expresses points in a clear, logical sequence so the reader can follow their reasoning; and present their persuasive writing pieces. The instructional plan, lists of web and conventional resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. One handout and an assessment are attached. (PM) ED477988 Can You Convince Me? Developing Persuasive Writing. 2003-01-28 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Dialogs (Literary) Editing Lesson Plans Middle Schools National Standards Self Evaluation (Individuals) Writing Instruction Writing Skills Gardner, Traci Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The writing program described in this lesson plan asks students to look closely at their writing, marking speaking parts, and then to return to the beginning to find any places where the "characters clash." During the one 50-minute lesson, students will: explore paragraphing conventions for dialogue; examine their own writing closely using a self-editing activity; and work toward their own empowerment as writers by correcting their own writing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. "Collaborating to Write Dialogues" (Janis Cramer) is attached. (PM) ED477989 Character Clash: A Mini-Lesson on Paragraphing and Dialogue. 2003-03-17 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Cooperative Learning Evaluation Methods Fiction Hypermedia Lesson Plans Middle Schools National Standards World Wide Web Writing Instruction Schulze, Patricia Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The writing program described in this lesson plan guides students to plan an adventure story, write different endings to the story, and create web sites with the parts of the story hyperlinked to each other. During six to eight 50-minute lessons, students will: understand the structure of Choose Your Own Adventure stories; become familiar with the elements of fiction (setting, character, plot structure, conflict, and point of view); work in small groups to collaborate on writing their own adventure stories; and understand writing in hypertext and publishing Web sites. The instructional plan, lists of web resources and student reproducibles, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An activity outline, instructions for a reflective journal, and a rubric for the web design are attached. (PM) ED477990 Choose Your Own Adventure: A Hypertext Writing Experience. 2003-04-16 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Electronic Text Evaluation Methods Internet Lesson Plans Middle Schools National Standards Reading Skills Technology Uses in Education Text Structure Writing Instruction Karchmer, Rachel Guides - Classroom - Teacher International Reading Association National Council of Teachers of English International Reading Association, Newark, DE. MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. English The electronic text program described in this lesson plan guides students to compare and contrast the characteristics of electronic text with the characteristics of traditionally printed text, gaining a deeper understanding of how to navigate and comprehend information found on the Internet. During a 30 minute and a 45 minutes lesson, students will: navigate a website using electronic features including graphics, digitized speech, and video; demonstrate their understanding of how reading text on the Internet differs from reading a traditionally printed textbook; and consider how they could integrate electronic textual aids into their own writing to support meaning. The instructional plan, a list of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An Internet workshop form is attached. (PM) ED477991 Compare and Contrast Electronic Text with Traditionally Printed Text. 2003-03-06 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Elementary Education Evaluation Methods Lesson Plans National Standards Poetry Reading Instruction Student Attitudes Writing Instruction Gardner, Traci Guides - Classroom - Teacher International Reading Association National Council of Teachers of English Cinquain MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The writing program described in this lesson plan guides students in grades 3 through 8 in composing cinquain poems, a five-line form that uses the syllable count of two-four-six-eight-two. During the two 50-minute lessons, students will: describe the basic conventions of cinquain; interpret examples of cinquain; characterize the relationship between structure and meaning in cinquain; and compose a cinquain that describes a familiar person, place, or thing. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Sample cinquains, a cinquain graphic organizer, and a cinquain reflections sheet are attached. (PM) ED477992 Composing Cinquain Poems with Basic Parts of Speech. 2003-02-28 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Evaluation Methods Lesson Plans National Standards Poetry Primary Education Reading Instruction Student Attitudes Writing Instruction Gardner, Traci Guides - Classroom - Teacher Cinquain International Reading Association National Council of Teachers of English National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. MarcoPolo Education Foundation. English The quick-writing activity described in this lesson plan guides grades K-2 students to write a simple cinquain as a follow-up to a subject they have been exploring in class. During the one 60-minute lesson, students will: write a poem about another topic, using the cinquain graphic organizer or outline; use words learned in the current thematic unit in poems they write. The instructional plan, a list of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Six cinquain graphic organizers and a cinquain reflections sheet are attached. (PM) ED477993 Composing Cinquain Poems: A Quick-Writing Activity. 2002-12-04 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Art Education Attention Audience Awareness Descriptive Writing Evaluation Methods Figurative Language Internet Middle Schools National Standards Observation Poetry Writing Instruction Manery, Rebecca Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The writing and art program described in this lesson plan employs scientific observation, descriptive writing, sketching, reading, investigation, and poetry writing to train middle school students to use their senses and focus their attention. During the four 45-minute lessons, students will: make careful observations of natural objects; write concise, objective, detailed descriptions; write with purpose and a clear sense of audience; use sensory observation and sense memory to write descriptively; differentiate between objective and subjective description and understand the uses of each; ask questions and use written materials and Internet resources to find answers; read with purpose; use writing, speaking, and art to demonstrate knowledge; reflect on their knowledge of the processes of observation, focused attention, and inquiry, and apply their knowledge to other academic and real-world contexts; and use figurative language, including simile and metaphor. The instructional plan; lists of conventional, required, and web resources; student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An anticipation guide, two observation sheets, and an Internet research sheet are attached. (PM) ED477994 Cosmic Oranges: Observation and Inquiry through Descriptive Writing and Art. 2003-03-06 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Cooperative Learning Critical Thinking Educational Environment Educational Objectives Evaluation Methods Lesson Plans National Standards Primary Education Student Motivation Writing Instruction Goularte, Renee Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The shared writing program described in this lesson engages K-2 students in thinking about the process of learning and the behavioral and community needs which support a productive classroom environment. During the two 30-minute lessons, students will: participate in group discussions about learning; identify and agree on classroom goals and needs; and refer to established goals on a long-term basis in a variety of ongoing classroom events and activities. The instructional plan, a 36-item book list, web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (PM) ED477995 Creating Class Rules: A Beginning to Creating Community. 2003-05-06 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Analogy Art Education Critical Thinking Evaluation Methods Lesson Plans Metaphors Middle Schools National Standards Prewriting Visual Literacy Writing Instruction Writing Strategies Eichler, Karen Guides - Classroom - Teacher National Council of Teachers of English International Reading Association MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The writing and art program described in this lesson plan has middle school students examine a work of art of their choice to discern purpose, audience, form and function and use transitional and comparative vocabulary to discuss similarities between writing and painting an idea or story. During the three 50-minute lessons, students will demonstrate proficiency in using the writing process; make connections between prior knowledge and new information using prewriting strategies; write in response to a self-selected example of non-print media, demonstrating an awareness of purpose, audience, voice, and style; note relevant information using listening and visual literacy; synthesize information in order to produce a piece of writing that demonstrates an understanding of comparison, analogy, and metaphor; and use a variety of technology and multi-media resources. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. One handout and a rubric example are attached. (PM) ED477996 Creative Communication Frames: Discovering Similarities between Writing and Art. 2003-02-28 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Creative Writing Evaluation Methods Lesson Plans Middle Schools National Standards Peer Evaluation Picture Books Writing Instruction Henry, Laurie Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The creative writing program described in this lesson exposes middle school student to wordless picture books and helps them to develop story lines orally and in writing. During the four 45-minute lessons, students will: explore various wordless picture books; develop oral story lines for wordless picture books; develop written story lines for wordless picture books; and critique story lines developed by peers. The instructional plan, lists of web and conventional resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A peer critique rubric is attached. (PM) ED477997 Creative Writing through Wordless Picture Books. 2003-04-14 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Critical Reading Evaluation Methods Junior High Schools Lesson Plans Literacy National Standards Reading Instruction Student Motivation Henry, Laurie Guides - Classroom - Teacher National Council of Teachers of English Critical Literacy International Reading Association MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The critical literacy program described in this lesson plan encourages sixth- through eighth-grade students to question what they are reading by providing them with the language and skills needed to analyze a text. During four to five 45-minute lessons, students will: describe key information of a text from a prescribed viewpoint; discuss differing viewpoints; discover the importance of viewpoint in a text; and compose alternative viewpoints of a selected text. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A copy of the story "The House" is attached. (PM) ED477998 Critical Literacy: Point of View. 2002-12-20 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Diaries European History Learning Activities Lesson Plans Middle Schools Personal Narratives Skill Development Standards Student Educational Objectives World War II Guides - Classroom - Teacher Writing Contexts Diary of a Young Girl Frank (Anne) Holocaust Literature Standards for the English Language Arts English Anne Frank was one of the hundreds of thousands of Jewish children who died in the Holocaust. In that sense, she is not unique; however, through the very ordinary act of writing a diary, through her youthful wisdom and budding literary talent, Anne remains today an extraordinary "symbol of the lost promise of the children who died in the Holocaust." This lesson invites teachers to supplement their students' reading of "The Diary of a Young Girl" by connecting the diary to the study of history and to honor the legacy of Anne Frank, the writer, as she inspires students to use writing to deepen their insights into their own experiences and the experiences of others. The lesson: provides an introduction; cites subject areas, time required, and skills developed; poses a guiding question; gives learning objectives; informs teachers about preparing to teach the lesson; presents suggested activities; suggests nine additional activities for extending the lesson; lists a selected Website; and addresses standards alignment. Contains worksheets about World War II in Europe and the "Diary of a Young Girl." (NKA) ED477999 Anne Frank: One of Hundreds of Thousands. [Lesson Plan]. 2002-06-05 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 12 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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No Aggression Bullying Delinquency Discipline Policy Educational Environment Elementary Secondary Education School Safety School Security Student Behavior Student Welfare Victims of Crime Violence Shellard, Elizabeth Guides - Non-Classroom Reports - Descriptive Educational Research Service, Arlington, VA. English To build safe and effective schools, it is important, according to this report, to understand and take seriously the dynamics of bullying behavior among school-aged children. The report examines the problem of bullying and its effects on students, discusses steps schools can take to prevent bullying, and provides suggestions for implementing a schoolwide anti-bullying program. In examining the problem, the report defines "bullying," describes the types of bullying students experience, and profiles both bullies and their victims. In the section on developing an anti-bullying program, the report includes specific action steps for school administrators, strategies for classroom teachers, and strategies for students. It also discusses the importance of parental involvement in establishing an anti-bullying program. The report concludes that through carefully designed programs, educators, parents, and students can work together to ensure that schools are a safe place for students. The report includes a list of selected online resources and 25 references. (WFA) ED478000 Recognizing and Preventing Bullying. The Informed Educator Series. 2002-00-00 12 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock #IE-0515; base price, $9.60; comprehensive subscriber price, $4.80; individual subscriber price, $7.20; qty. discounts available). Tel: 703-243-2100; Fax: 703-243-1985; e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:57:16 RIEFEB2004

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No Behavior Standards Classroom Techniques Codes of Ethics Discipline Discipline Policy Educational Environment Elementary Secondary Education In Loco Parentis Instructional Leadership School Policy Student Behavior Student Welfare Values Education Porch, Stephanie Guides - Non-Classroom Information Analyses Educational Research Service, Arlington, VA. English Although there are no simple solutions for how to turn around a school with serious discipline problems, schoolwide approaches have been effective, according to this report. The report examines research on schoolwide approaches to discipline and discusses the characteristics of programs that promote a culture of safety and support, improved learning, and shared responsibility in schools and classrooms. The report begins with a discussion of the importance and the elements of a proactive schoolwide approach to discipline problems. It then provides suggestions for developing a schoolwide discipline plan, which include the principals taking a leading and visible role, creating a needs assessment, involving students, meeting the special needs of some students, and teaching about and supporting appropriate student behavior in the classroom. Supplementing the text are a chart that illustrates key components of the prevention, action, and resolution model of schoolwide discipline, and a sample of a functional behavior assessment matrix, which provides classroom teachers with a quick way to keep track of behaviors exhibited by a student. (Contains 27 references.) (WFA) ED478001 Schoolwide Approaches to Discipline. The Informed Educator Series. 2002-00-00 12 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock #IE-511; base price, $9.60; comprehensive subscriber price, $4.80; individual subscriber price, $7.20; qty. discounts available). Tel: 703-243-2100; Fax: 703-243-1985; e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:57:18 RIEFEB2004

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No Administrator Characteristics Administrator Effectiveness Administrator Role Administrators Beginning Principals Educational Administration Elementary Secondary Education Instructional Leadership Management Development Occupational Information Principals Professional Development School Supervision Teacher Administrator Relationship Time Management Shellard, Elizabeth Guides - Non-Classroom Information Analyses Educational Research Service, Arlington, VA. English The position of school principal has become complex and pressure packed. The job always has required skills and leadership, but now principals must be strong instructional leaders as well. This research roundup examines the changing role of the school principal and discusses how principals can operate effectively as both managers and instructional leaders of their schools. It suggests ways for principals to manage time, balance competing responsibilities, and enlist the assistance of teachers, staff, and others in getting the job done. Section headings include the following: "Instructional Leadership"; "Managerial Leadership"; "The Defining Qualities of Leadership"; "Wearing the Multiple Hats of the Principal"; "Distributing Leadership"; "A Distributed Leadership Environment";"Finding the Time to Do It All"; "Maintaining the 'Fun' in the Principalship"; and "Professional Development for Principals." The document also includes a number of anecdotes and first-person accounts from inservice principals. (Contains 35 references.) (WFA) ED478002 Redefining the Role of the Principal. The Informed Educator Series. 2003-00-00 12 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock #IE-0523; base price, $9.60; comprehensive subscriber price, $4.80; individual subscriber price, $7.20; qty. discounts available). Tel: 703-243-2100; Fax: 703-243-1985; e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 21:57:19 RIEFEB2004

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Yes Administrator Role Crisis Management Elementary Secondary Education Emergency Programs Organizational Communication Personnel Management Personnel Policy School Policy School Safety School Security Security Personnel Staff Meetings Staff Role Student Welfare Teacher Welfare Guides - Non-Classroom North Carolina North Carolina North Carolina State Dept. of Juvenile Justice and Delinquency Prevention, Raleigh. English Four school resource officers (SROs) and four school administrators were brought together by the Center for the Prevention of School Violence, located in the North Carolina Department of Juvenile Justice and Delinquency Prevention, to discuss effective SRO-administrator relationships. This brief research bulletin describes the results of that meeting. It begins with a discussion of the structure of the meeting and a review of past research on SRO-administrator relationships. It then discusses several of the key issues addressed at the meeting, including program practices, the reporting of incidents, discretion, written policies, communication, and personality. The bulletin next offers the advice provided by meeting participants, particularly on youth-focused activities and attitudes. Finally, the bulletin provides some thoughts about next steps with regard to enhancing the relationship between SROs and administrators. (WFA) ED478003 School Resource Officers and School Administrators: "Talking and Walking" Together To Make Safer Schools. Research Bulletin. 2002-06-00 7 Center for the Prevention of School Violence, 1803 Mail Service Center, Raleigh, NC 27699-1803. Tel: 919-733-3388 ext 332; Tel: 800-299-6054 (Toll Free); Web site: http://www.cpsv.org. For full text: http://www.juvjus.state.nc.us/cpsv/Acrobatfiles/research_bulletin_sro_6_02.pdf. N/A 2004 2016-11-21

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Yes Crime Prevention Crisis Intervention Crisis Management Delinquency Prevention Educational Environment Elementary Secondary Education Parent Participation School Safety School Security Security Personnel Student Attitudes Student Behavior Student Role Student School Relationship Student Welfare Teacher Welfare Violence Youth Problems Reports - Descriptive North Carolina North Carolina North Carolina State Dept. of Juvenile Justice and Delinquency Prevention, Raleigh. English North Carolina's 1999 Governor's Task Force on Youth Violence and School Safety produced a report that generated 10 action items and 6 main recommendations. This research bulletin presents a follow-up to the task force's efforts. It begins by providing background information about the task force and putting its work into context. It then discusses the 10 action items and updates their status. A brief review of the task force's main recommendations follows with an assessment of where the state of North Carolina now stands on these recommendations. The bulletin concludes with suggestions for future actions, which include continued emphasis on educating parents and others about the early warning signs of youth problems; incorporating accountability measures in school-safety plans; and proper training of future teachers and administrators. (WFA) ED478004 Youth Violence and School Safety Task Force Has Lasting Impact. Research Bulletin. 2002-05-00 11 Center for the Prevention of School Violence, 1803 Mail Service Center, Raleigh, NC 27699-1803. Tel: 919-733-3388 ext 332; Tel: 800-299-6054 (Toll Free); Web site: http://www.cpsv.org. For full text: http://www.juvjus.state.nc.us/cpsv/Acrobatfiles/bulletin%20task2a.pdf. N/A 2004 2016-11-21

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No Academic Achievement Classroom Environment Elementary Secondary Education Higher Education Performance Self Fulfilling Prophecies Student Attitudes Student Evaluation Student Motivation Student Reaction Teacher Attitudes Teacher Expectations of Students Teacher Influence Teacher Student Relationship Weinstein, Rhona S. Books Information Analyses English This book examines the expectancy effect (or self-fulfilling prophecy) on student achievement. One of its main purposes is to take a broader look at for whom, where, when, and how expectancy effects take place and what consequences they have for children in school. Chapter 1 presents a case study of educational expectancy of a learning-disabled student. Chapter 2 provides a historical overview of research about how expectations can become self-fulfilling prophecies and how prevailing paradigms greatly limit understanding. Chapter 3 discusses what is known about negative expectancy effects during an era of increasing diversity in the student population. Chapter 4 relates experiences of elementary school children and how their teachers perceive them. Chapter 5 highlights differences among classrooms in the culture of expectations communicated to students. Chapters 6 and 7 discuss the risks for children of negative expectancy processes, both for the long and short term. Chapter 8 examines the transformation of an achievement culture within a high school. Chapter 9 looks at the ideal in an elementary school where positive expectations are fully aligned. Chapter 10 looks at the expectancy effect in the university setting. The book's conclusion speaks to the implications for research and intervention. (Contains 24 pages of references.) (WFA) ED478005 Reaching Higher: The Power of Expectations in Schooling. 2002-00-00 ISBN-0-674-00919-3 345 Harvard University Press, 79 Garden Street, Cambridge, MA 02138 ($42.50). Tel: 800-405-1619 (Toll Free); Fax: 800-406-9145 (Toll Free); Web site: http://www.hup.harvard.edu. N/A 2004 8/19/2004 21:57:24 RIEFEB2004

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No Academic Freedom Accountability Participative Decision Making Power Structure Professional Autonomy School Involvement Secondary Education Secondary School Teachers Teacher Administrator Relationship Teacher Alienation Teacher Employment Teacher Empowerment Teacher Participation Teacher Rights Teacher Welfare Teaching Load Teaching (Occupation) Ingersoll, Richard M. Books Information Analyses English This book is about the work of teachers in American secondary schools. It addresses the character of teaching as a job, teachers as workers, and schools as workplaces. The book's objective is to reexamine the character of schools as organizations and the implications for those working within these organizations. It draws on research from the field of organizational theory; the larger study of organizations, occupations, and work; and the author's own research into school reform and teaching. An introductory chapter provides background, definitions, and focus, and describes briefly the research. Chapter 2 reviews how the organization of schools has become an important problem and unresolved puzzle for those who study organizations and occupations. Chapter 3 presents a range of data to establish the distribution of decision-making influences within schools. Chapters 4 and 5 examine the mechanisms and processes by which schools hold teachers accountable and control the work of teachers. Chapter 6 discusses what effect organizational centralization and decentralization have on how well schools function. The concluding chapter summarizes the findings of the book. Supplementing the text are 8 tables, 10 figures, and copious endnotes. Appended are details of the author's research strategies, instruments, analyses, an index, and 27 pages of references. (WFA) ED478006 Who Controls Teachers' Work? Power and Accountability in America's Schools. 2003-00-00 ISBN-0-674-00922-3 345 Harvard University Press, 79 Garden Street, Cambridge, MA 02138 ($39.95). Tel: 800-405-1619 (Toll Free); Fax: 800-406-9145 (Toll Free); Web site: http://www.hup.harvard.edu. N/A 2004 8/19/2004 21:57:26 RIEFEB2004

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Yes Faculty Development Inservice Teacher Education Instruction Junior High Schools Knowledge Base for Teaching Middle School Teachers Middle Schools Pedagogical Content Knowledge Preservice Teacher Education Professional Development Teacher Certification Teacher Effectiveness Teacher Improvement Teacher Influence Teacher Qualifications Teaching Experience Cooney, Sondra Bottoms, Gene Guides - Non-Classroom Reports - Descriptive United States (South) Southern Regional Education Board, Atlanta, GA. English This report, in a booklet format, presents seven recommendations for increasing the numbers of highly qualified teachers for the middle grades. The recommendations focus on content mastery and professional support for both preservice and inservice teachers. The report also addresses the following topics: (1) what it means to be a highly qualified teacher in the middle grades; (2) whether highly qualified teachers improve student achievement in the middle grades; (3) the status of teachers in 16 Southern states participating in the Southern Regional Educational Board State Middle Grades Consortium; (4) what states and districts can do to get more highly qualified teachers in the middle grades; and (5) a comprehensive improvement framework for making middle grades work. The text is supplemented by tables, graphs, and sidebar material. (WFA) ED478007 A Highly Qualified Teacher in Every Middle Grades Classroom: What States, Districts, and Schools Can Do. 2003-00-00 Edna McConnell Clark Foundation, New York, NY. Department of Education, Washington, DC. 21 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/pubs/ 02V56_HighlyQualifiedTeacher.pdf. N/A 2004 2016-11-21

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Yes Civil Defense Crisis Management Elementary Education Emergency Programs Organizational Communication School Safety School Security Student Welfare Teacher Welfare Terrorism Violence War Cosh, Judith Davis, Kim Fullwood, Angela Lippek, Maryann Middleton, Jill Reports - Descriptive Terrorism Survivors Terrorist Tactics English This paper describes a bioterrorism incident at a Connecticut elementary school. Flowers sent to a teacher were permeated with anthrax spores that infected the teacher, 12 of her students, 3 office staff members, and an administrator. The teacher subsequently died. The Connecticut Department of Public Health confirmed that the students and staff had been exposed to anthrax. After describing the incident, the paper details the various procedures and plans created conjointly by district and school administrators, teachers, parents, community members, and officials from the local health department, police department, fire department, and medical community. The district looked to the Federal Emergency Management Agency for guidance. The plans included steps to prevent bioterrorism attacks; an update of the school's and district's crisis-management plan; a training program for all personnel, including part-time staff, substitute teaches, volunteers, and district office staff; the installation of a crisis team coordinator at each school in the district; and the creation of guidelines for helping children, and the community, cope with the aftereffects of a crisis. (WFA) ED478008 The Delivery: A Case Study in Bioterrorism Preparedness. 2003-03-15 12 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Classroom Environment Curriculum Educational Environment Educational Improvement Middle School Students Middle School Teachers Middle Schools Parent Participation School Size Standards Teacher Effectiveness Heller, Rafael Calderon, Sarah Medrich, Elliott Information Analyses Southern Regional Education Board, Atlanta, GA. English This literature review surveys research on academic achievement in the middle grades to answer the following questions: What is the current state of middle-grades education? What led to the reform of middle-grades education? What does the research say about educational practices that support academic achievement in the middle grades? The review focuses on research associated with improving student achievement and presents a list of best practices for improving achievement for all middle-grades students. The literature showed that promoting achievement in the middle grades has more in common with successful strategies applied at other grade levels than not. The researchers call this the "middle grades paradox." Specifically, the review examines the following topics: (1) the current state of middle-grades education; (2) middle-grades education reform; (3) what the evidence says about middle-grades achievement, which includes discussions of curriculum, academic climate, engagement, parental involvement, school size, classroom structure, teacher quality, and the transition to high school; and (4) encouraging links among research, practice, and strategies. (Contains 223 references.) (WFA) ED478009 Academic Achievement in the Middle Grades: What Does Research Tell Us? A Review of the Literature. 2003-00-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Edna McConnell Clark Foundation, New York, NY. Department of Education, Washington, DC. 25 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/pubs/02V47_AchievementReview.pdf. N/A 2004 8/19/2004 21:57:31 RIEFEB2004 With Gene Bottoms, Sondra Cooney and Caro Feagin. Also supported by The Goldman Sachs Foundation, New York, NY.

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Yes Academic Achievement Administrator Characteristics Administrator Education Administrator Qualifications Administrators Assistant Principals Beginning Principals Certification Elementary Secondary Education Higher Education Instructional Leadership Leadership Training Management Development Principals School Administration School Supervision Bottoms, Gene O'Neill, Kathy Fry, Betty Hill, David Guides - Non-Classroom Information Analyses Southern Regional Education Board, Atlanta, GA. English This report defines six strategies that state and district leaders can employ to secure an ample supply of highly qualified school principals. The six strategies were drawn from research and direct experience in helping schools, universities, and state agencies rethink and redesign educational leadership programs. The six strategies are as follows: (1) Single out high performers; (2) recalibrate preparation programs; (3) emphasize real-world training; (4) link principal licensure to performance; (5) move accomplished teachers into school leadership positions; and (6) use state academies to cultivate leadership teams in middle-tier schools. For each strategy the report addresses five questions: What is the proposed strategy? What are the issues? Where do states now stand? What are some promising practices? and What can states do? The report concludes that each state should choose its best forum, based on the six proposed strategies, to train, recruit, and retain effective school principals. (WFA) ED478010 Good Principals Are the Key to Successful Schools: Six Strategies To Prepare More Good Principals. 2003-00-00 Carnegie Foundation for the Advancement of Teaching, New York, NY. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 33 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/pubs/03V03_GoodPrincipals.pdf. N/A 2004 8/19/2004 21:57:33 RIEFEB2004

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Yes Board Candidates Board of Education Policy Boards of Education Community Involvement Elementary Secondary Education Extracurricular Activities Service Learning Student Empowerment Student Leadership Student Participation Student Role Student School Relationship Rennell, Corey Guides - Non-Classroom Board Student Relationship Board Member Responsibility National School Boards Association, Alexandria, VA. English This booklet addresses student membership on local boards of education. It is intended to serve as guide for boards considering adding youth to their membership. It discusses the following topics: (1) the benefits to both students and the board of youth serving as board members; (2) researching issues before accepting students on boards; (3) establishing the type of student commitment the board needs to fulfill its mission; (4) creating a structure for student membership, which includes researching any legal roadblocks, creating a student candidacy, developing roles and responsibilities for board members, and creating an inviting environment for youth; and (5) assessing the board members' performance and involvement. Included in the booklet are models for student board membership from school districts in Alaska, Maryland, and Oregon, where student board membership has proved effective. The models include background and history of student board membership in each of the three districts and excerpts from policy documents establishing and governing student board membership. The booklet also contains sample assessment instruments for both adult and youth board members and a short list of additional resources. (WFA) ED478011 Effective Student Board Membership. 2003-04-07 Policymakers 31 National School Boards Association, 1680 Duke Street, Alexandria, VA 22314. Tel: 703-838-6722; Fax: 703-683-7590; e-mail: info@nsba.org; Web site: http://www.nsba.org/site/index.asp. N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Personal Autonomy Student Attitudes Student Development Student Participation Student Role Student Teachers Teacher Attitudes Teacher Influence Teacher Student Relationship Usuki, Miyuki Reports - Descriptive Japan Japan ISSN-0332-3889 Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies. English This paper focuses on learner autonomy, noting that learner autonomy is not a matter of institutional mode but of learners' internal attitudes, and that learner autonomy entails an awareness of both self-direction and collaboration between the teacher and students and between students and students. The paper suggests that a teacher's attitude toward his or her students might hold the key to learner autonomy. After describing learner autonomy and learner development, the paper examines several studies that investigated students' attitudes toward the learner's role and classroom learning. Data from focus group interviews, individual interviews, and journals written by English-as-a-Foreign-Language students at a Japanese university indicate that students were aware that they needed to be active as learners, and they seemed to seek interactions with others in their classroom learning. The main problem appeared to be in the gap between their awareness and their actual behavior (their internal perceptions of their need to participate versus their external passivity). (Contains 37 references.) (SM) ED478012 Learner Autonomy: Learning from the Student's Voice. CLCS Occasional Paper. 2002-00-00 32 N/A 2004 2016-11-21

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Yes Cultural Awareness Cultural Context English (Second Language) Higher Education Intercultural Communication Second Language Instruction Teaching Methods Zoreda, Margaret Lee Revilla, Teresa Flores Opinion Papers Speeches/Meeting Papers Spanish This article, written in Spanish, proposes to incorporate the subject "Anglophonism" into the curriculum of English as a Foreign Language (EILE) with a view to providing universities with an intercultural division. It provides a brief summary of John Dewey's philosophy with regard to anthropology, politics, and education. It explains the term "anglophonism," the study of the English language in a cultural context, and its relevance for EILE in setting up anglophone studies. Finally, emphasizes the importance of postcolonial English-speaking literature for providing students with thoughts on intercultural issues. (AS) ED478013 Interculturalidad y anglofonia en la ensenanza del ingles como lengua extranjera (Interculturalism and Anglophone Studies in the Teaching of English as a Foreign Language). 2003-02-27 12 N/A 2004 8/19/2004 21:57:39 RIEFEB2004 Paper presented at the Annual Forum of University Specialists in Foreign Language Teaching (17th, Toluca, Mexico, February 27-March 1, 2003).

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Yes Classroom Observation Techniques Foreign Countries French German Immersion Programs Interviews Parent Attitudes Program Evaluation Questionnaires Brohy, Claudine Reports - Evaluative Switzerland Switzerland Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland). French German This report, written in French and German, provides an evaluation of a pilot program, begun during the 1999-2000 school year, in which Kindergarten students (aged 5 to 6 years) in the French-speaking town of Cressier and the German-speaking town of Jeuss-Lurtigen-Salvenach, both in the bilingual Fribourg/Freiburg Canton of Switzerland,received 10% of their education in the partner (Frebch or German) language. The program was evaluated through classroom observation, a questionnaire administered to the parents, and interviews with the teachers. The results, which are largely positive, are discussed and potential problems and areas of concern are addressed. (AS) ED478014 Enseignement partiel en langue partenaire des l'ecole enfantine a Cressier--Jeuss-Lurtigen-Salvenach (FR), Anee scolaire 1999/2000 = Teilimmersion in der Partnersprache ab Kindergarten in Cressier--Jeuss-Lurtigen-Salvenach (FR), Schuljahr 1999/2000 (Partial Immersion in a Partner Language Starting in Kindergarten in Cressier--Jeuss-Lurtigen-Salvenach, School Year 1999/2000). 2001-00-00 47 N/A 2004 2016-11-21

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Yes Bilingual Education Programs Elementary Education Foreign Countries French German Program Evaluation Bregy, Anne-Lore Revaz, Nadia Reports - Evaluative Switzerland Switzerland Institut de Recherche et de Documentation Pedagogique, Neuchatel (Switzerland). French This report, written in French, provides an evaluation of a bilingual French and German experiment within the framework of compulsory schooling in Sierre, a community in Valais, Switzerland. The program began began in the 1994-1995 school year. The models examined are an early partial immersion kindergarten program (model I) and a middle, partial immersion program that began in the third year of elementary school (model II). Thirty-seven students were evaluated, providing more qualitative than quantitative information. Because the fourth year students had 2 years' less exposure to the program, an exact assessment can be achieved only at the end of these students' primary schooling. (AS) ED478015 Evaluation des enseignements/apprentissages bilingues en classes de 4eme primaire de Sierre (Evaluation of a Bilingual Teaching/Learning Experiment in Grade 4 Elementary Classes in Sierre). 2001-00-00 61 N/A 2004 2016-11-21

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No Bilingualism Code Switching (Language) Elementary Secondary Education Higher Education Language Maintenance Malay Second Language Learning Uncommonly Taught Languages Dewaele, Jean-Marc, Ed. Housen, Alex, Ed. Wei, Li, Ed. Books Collected Works - General Language Policy Southeast Asians English This collection of papers focuses on individual bilingualism and societal and educational phenomena. After "Introduction and Overview" (Jean-Marc Dewaele, Alex Housen, and Li Wei), 12 papers include: (1) "Who is Afraid of Bilingualism?" (Hugo Baetens Beardsmore); (2) "The Importance of being Bilingual" (John Edwards); (3) "Towards a More Language-Centered Approach to Pluriligualism" (Michael Clyne); (4) "Bilingual Education: Basic Principles" (Jim Cummins); (5) "Bilingual Encounters in the Classroom" (Peter Martin); (6) "Language Planning: A Grounded Approach" (Colin Baker); (7) "Accepting Bilingualism as a Language Policy: An Unfolding Southeast Asian Story" (Gary M. Jones); (8) "Markets, Hierarchies and Networks in Language Maintenance and Language Shift" (Li Wei and Lesley Milroy); (9) "The Imagined Learner of Malay" (Anthea Fraser Gupta); (10) "Code-Switching and Unbalanced Bilingualism" (Georges Ludi); (11) "Code-Switching: Evidence of Both Flexibility and Rigidity in Language" (Carol Myers-Scotton"; and (12) "Rethinking Bilingual Acquisition" (Fred Genesee). A final paper presents "Laudatio: Hugo Baetens Beardsmore-No Hyphen Please!" (Eric Lee). (Papers contain references.) (SM) ED478016 Bilingualism: Beyond Basic Principles. Multilingual Matters. 2003-00-00 ISBN-1-85359-625-6 242 Multilingual Matters, UTP, 2250 Military Road, Tonawanda, NY 14150 ($59.95). Tel: 800-565-9523 (Toll Free); Fax: 800-221-9985 (Toll Free); Web site: http://www.multilingual-matters.com. N/A 2004 2016-11-21

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No Bilingualism Cultural Influences Elementary Secondary Education Ethnicity Family Influence Language Maintenance Language Usage Mexican Americans Socialization Spanish Schecter, Sandra R. Bayley, Robert Books Reports - Descriptive California Texas California Texas English This book offers an ethnographic account of language socialization practices within Mexican-background families residing in California and Texas. It illustrates cases where language is used by speakers to choose between alternative self-definitions and where language interacts differentially with other defining categories (ethnicity, gender, and class). It shows that language socialization is a dynamic and fluid process. The study emphasizes the links between familial patterns of language use and language socialization practices on one hand, and children's development of bilingual and biliterate identities on the other. Using a framework emerging from two geographically distinct localities with differing demographic features, the book compares patterns of meaning suggested by the use of Spanish and English in speech and literacy activities and by the symbolic importance ascribed by families and societal institutions (such as schools) to the maintenance and use of the two languages. Eight chapters discuss the following: (1) "Framing Our Agenda"; (2) "Mexicanos in California and Texas"; (3) "Language as Cultural Identification"; (4) "Enacting Spanish Maintenance"; (5) "Narrative Production across the Bilingual Continuum"; (6) "Doing School at Home"; (7) "Language Socialization in Theory and Practice"; and (8) "Bilingualism in Time and Space." (Contains approximately 230 references.) (SM) ED478017 Language as Cultural Practice: Mexicanos en el Norte. 2002-00-00 National Center for the Study of Writing and Literacy, Berkeley, CA. Spencer Foundation, Chicago, IL. Department of Education, Washington, DC. ISBN-0-8058-3534-2 243 Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430-2262 ($24). Tel: 201-236-9500; Tel: 800-926-6579 (Toll Free); Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com. N/A 2004 2016-11-21

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Yes Communication Skills Curriculum Development English (Second Language) Evaluation Methods Foreign Countries Grammar Higher Education Language Proficiency Second Language Instruction Teaching Methods Test Construction Kirkwold, Lorne O. Reports - Research Conversation Japan Universal Grammar Japan English This study evaluated one professor's teaching of English as a Second Language courses at three Japanese universities. Instruction was modified to make the courses similar communicatively to one another. The professor administered a test, found in a journal, at the three universities, comparing results to evaluate the appropriateness of his own teaching within each class. The instrument was originally developed to investigate the nature of pro-drop transfer of Spanish speakers learning English at McGill University in Montreal, Quebec, Canada. It consisted of 31 items, each requiring a grammaticality judgment. Results indicated that giving a similar test to students at three different universities was a useful way of assessing teaching and confirming that the teaching was on target. The instrument was valid and showed promise as a measure of proficiency. (Contains 13 references.) (SM) ED478018 Issues in Course Development, Evaluation, and Testing: A Case Study from Japan. 2003-06-04 10 N/A 2004 2016-11-21

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Yes Academic Achievement Bilingual Education Elementary Secondary Education English (Second Language) Ethnic Groups Foreign Countries Language Planning Malay Mandarin Chinese Minority Groups Second Language Learning Tamil Uncommonly Taught Languages Dixon, L. Quentin Reports - Descriptive Speeches/Meeting Papers Singapore Achievement Gap Language Policy Singapore English This paper examines assumptions about second language acquisition, bilingualism, and language planning that underlie Singapore's bilingual education policy, noting how the experience in Singapore illuminates current theories in second language acquisition and language planning. In Singapore, English is promoted as the "working language," while Mandarin, Chinese, Malay, and Tamil are considered mother tongues of the major ethnic groups. In the late 1970s, the government adopted a bilingual education policy which requires that all students study their subject matter curriculum in English and all students achieve proficiency in their mother tongue. Singapore's national exams usually show upward trends for all ethnic groups, though there is an achievement gap between the Chinese majority and the Malay and Indian minority groups. Although Chinese students consistently outperform the other groups, and a greater proportion move on to higher education, each ethnic group shows strengths in different areas. Singapore's language policy reflects many common assumptions about language learning (e.g., beginning a second language early leads to higher proficiency). It also reflects many assumptions concerning language planning (e.g., language is a tool that should be carefully chosen for its utility to the national interest). (Contains 38 references.) (SM) ED478019 The Bilingual Education Policy in Singapore: Implications for Second Language Acquisition. 2003-07-00 Spencer Foundation, Chicago, IL. 13 N/A 2004 2016-11-21

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Yes Cultural Awareness Higher Education Hispanic American Culture Introductory Courses Latin American Culture Spanish Textbook Content Elissondo, Guillermina Reports - Descriptive Speeches/Meeting Papers English This paper examines the kinds of visuals that Spanish language textbooks use to legitimize Latino/a culture, noting how different groups are presented and represented by the narratives; how ethnicity, class, gender, age, and sexual inclinations interplay with power relations, and what ideologies weave the textual fabric of foreign language books. It analyzes three introductory college Spanish textbooks: "Que Tal?,""Mosaicos," and "Entrevistas." The paper explores the visual images that have been selected to convey the Latino/a experience. Two of the books depict light-skinned, middle class Latino/as of European ancestry who are working in professions requiring higher education. The few images of dark-skinned people focus on sports or folk customs. The third book, "Entrevistas," offers a variety of pictures that strengthen the notion of ethnic diversity in the Latino/a world. However, although its visuals are diverse, the power to speak appears controlled by people of European ancestry with middle class views and occupations. The three texts present visual images of human relations as neutral, friendly, and peaceful. Women are shown as having out-of-home occupations. The paper concludes that textbooks tend to present versions of reality that embody certain interests, reify certain interpretations and value judgments, and give promise to specific pieces of information while rendering others invisible or distorted. (SM) ED478020 Representing Latino/a Culture in Introductory Spanish Textbooks. 2001-02-00 30 N/A 2004 8/19/2004 21:57:51 RIEFEB2004 In: The National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2001 Monograph Series. Proceedings (Houston, TX, February 12-17, 2001).

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Yes Adult Education Adult Literacy Educational Research Foreign Countries Thinking Skills Soberanes, Juan F. Millan, Ed. Collected Works - Serials Mexico Mexico ISSN-0188-8838 Centro de Cooperacion Regional para la Educacion de Adultos en America Latina y el Caribe (CREFAL), Patzcuaro (Mexico). Organizacion del los Estados Americanos (OEA) (Mexico). Oficina de la Secretaria General en Mexico. Spanish This journal, written in Spanish, is a publication of the Centro de Cooperacion Regional para la Educacion de Adultos en America Latina y el Caribe (CREFAL), published in conjunction with the OAS. Its main objective is the dissemination of information on research and theoretical and methodological innovation in the field of adult education. Articles in this volume cover the following topics (titles are translated from the Spanish): "Group Dialogue in Meetings: The Ancient Problem of Developing Thinking Skills in Adult Education." (Bertha Salinas and Martha Sanchez); "Indigenous History, Culture, Protection, and Development and Differentiated Education in Mexico: Half a Century of Balancing Educational Policies in the Purhepecha Region" (Gunther Dietz); "Professional Identity of Adult Education Teachers: Teaching with a View of Transforming a Socio-Geographic Region" (Antonio Medina); "The Psychological Significance of Concepts Related to Environmental Education" (Alicia Moreno); and "Experience of the Riberena Organization in Their Fight against the Contamination of Lake Patzcuaro" (Joaquin Esteva). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (AS) ED478021 Revista Interamericana de Educacion de Adultos, 1999 (Interamerican Review of Adult Education, 1999). Revista Interamericana de Educacion de Adultos v21 n1-3 1999 1999-00-00 161 CREFAL, Quinta Erendira, 61609 Patzcuaro, Michoacan, Mexico. E-mail: jrivas@yreri.crefal.edu.mx. N/A 2004 2016-11-21

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Yes Adult Education Adult Literacy Foreign Countries Literacy Education Soberanes, Juan F. Millan, Ed. Collected Works - Serials Latin America ISSN-0188-8838 Centro de Cooperacion Regional para la Educacion de Adultos en America Latina y el Caribe (CREFAL), Patzcuaro (Mexico). Organizacion del los Estados Americanos (OEA) (Mexico). Oficina de la Secretaria General en Mexico. Spanish This collection of Spanish language papers on adult literacy education includes the following: "Sistematizacion: Un Instrumento Pedagogico en los Proyectos de Desarrollo Sustenable" [Systematization: A Pedagogic Instrument in Projects of Sustainable Development] (Joao Francisco de Souza); "Estudio Cualitativo de la Investigacion Sobre Niveles de Alfabetismo en Mexico" [Qualitative Study on the Level of Literacy in Mexico] (Alejandro Garcia Garcia and Sara Sanchez Sanchez); "La Operacion Ideologica Como Constitutiva del Proceso Identificatorio: Los Educadores Ambientales de la UPN Mexicali" [The Ideological Operation of a Constitutional Identification Process] (Silvia Fuentes Amaya); "A 'Comtemporaneidade do nao Coetaneo': Emergencia de Uma Nova Era e Sociodade do Conhecimento" [The Contemporariness of Noncontemporariness: The Emergence of a New Era and Information Society] (Vanidla Paiva); and "Archipielago Educativo: Espacios de Formacion del Sujeto Adulto" [Educational Archipelago: Public Spaces for Adult Education] (Maria Mercedes Ruiz Munoz). (Papers contain references.) (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED478022 Revista Interamericana de Educacion de Adultos, 2000 (Interamerican Review of Adult Education, 2000). Revista Interamericana de Educacion de Adultos v22 n1-3 2000 2000-00-00 137 CREFAL, Quinta Erendira, 61609 Patzcuaro, Michoacan, Mexico. E-mail: jrivas@yreri.crefal.edu.mx. N/A 2004 2016-11-21

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No Accountability Case Studies Curriculum Development Educational Change Elementary Secondary Education Higher Education State Programs Student Financial Aid Blanco, Cheryl Crowe, Ed Lingenfelter, Paul E. Longanecker, David A. L'Orange, Hans P. Rainwater, Terese Somerville, Janis Venezia, Andrea Voorhees, Richard A. Yi, Yun Collected Works - General Reports - Descriptive State Higher Education Executive Officers Association. English The P-16 initiative of the State Higher Education Executive Officers (SHEEO), which produced the essays in this collection, began in 2000. This initiative has included case studies of P-16 activities in five states and full-day discussions of P-16 issues involving educators and policymakers. These essays articulate what state educational systems can do, and perhaps what they must do, to enable the next generation of U.S. youth to reach their educational goals. Collectively, the essays make the case that success in postsecondary education can become widespread only if the entire educational system is geared toward preparing and enabling students to become successful learners and workers. The essays are: (1) "Early Outreach" (Terese Rainwater and Andrea Venezia); (2) "Curriculum and Assessment Systems" (Janis Somerville and Yun Yi); (3) "High Quality Teaching" (Edward Crowe); (4) "Student Financial Assistance" (David A. Longanecker and Cheryl D. Blanco); and (5) "Data and Accountability Systems" (Hans P. L'Orange and Richard Voorhees). An appendix describes the Pathways to College Network and lists members of the case study teams. (SLD) ED478023 Student Success: Statewide P-16 Systems. 2003-00-00 81 State Higher Education Executive Officers, 700 Broadway, Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3685. For full text: http://www.sheeo.org/publicat.htm. N/A 2004 8/19/2004 21:57:59 RIEFEB2004

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No College Role Futures (of Society) Higher Education Ideology Universities Barnett, Ronald Books Opinion Papers Society for Research into Higher Education, Ltd., London (England). English This book explores whether it is possible to rehabilitate the idea of the liberal university in the modern age. It makes the case that it may be possible to sustain the idea of the university in the 21st century. The chapters of part 1, "The End of the Matter," are: (1) "The Ends of Reason"; (2) "A Complex World"; (3) "The States of Higher Education"; and (4) "The End of Ideology?" Part 2, "Pernicious Ideologies," contains: (5) "'The Entrepreneurial University'"; (6) "Anything You Can Do"; (7) "Never Mind the Quality"; and (8) "'The Academic Community.'" Part 3, "Virtuous Ideologies," contains: (9) "Communicating Values"; (10) "Engaging Universities"; (11) "United Research and Teaching"; and (12) "Reasonable Universities." Appendixes contain a glossary and "Twenty-seven Examples of Complexity in Universities." (Contains 312 references.) (SLD) ED478024 Beyond All Reason: Living with Ideology in the University. 2003-00-00 ISBN-0-335-20893-2 231 Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 (hardback: ISBN-0-3352-0894-0, $102; paperback: ISBN-0-3352-0893-2, $34.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:58:01 RIEFEB2004 Published by Open University Press.

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No Business Education Business Education Teachers Cognitive Style Curriculum Delivery Systems Educational Trends Instruction Rader, Martha H., Ed. Books Collected Works - General Reports - Descriptive National Business Education Association, Reston, VA. English The annual "Yearbook" of the National Business Education Association presents the latest research, teaching strategies, and suggested resources for all areas of business education. The chapters of part 1, "Business Education Perspectives," are: (1) "The Foundations of Business Education" (Mary Margaret Hosler); (2) "Delivery Systems for Business Education" (Lloyd W. Bartholome); and (3) "Current Trends in Business Education" (Martha C. Yopp). Part 2, "Instructional Concepts for Business Education," contains: (4) "Planning for Instruction" (Herbert F. Brown, III and Cheryl D. Wiedmaier); (5) "Providing for Students' Learning Styles and Differences" (Beryl C. McEwen); (6) "Managing the Classroom and Technology Lab" (Martha H. Rader); and (7) "Evaluating and Assessing Student Performance" (Marcia L. Bush). Part 3, "The Business Education CurriculumMethods and Resources," contains: (8) "Input Technologies" (Margaret J. Erthal, Al S. Roane, and Kim Larsh); (9) "Information Technology" (George A. Mundrake); (10) "Communication" (Bobbye J. Davis and Clarice P. Brantley); (11) "Accounting and Business Computation" (Carol Blaszczynski); (12) "Business Foundations and Management" (Betty J. Brown); (13) "Economics and Personal Finance" (Roger L. Luft); (14) "Business Law" (Paul Sukys); (15) "Entrepreneurship and E-Commerce" (James W. Bovinet, Judith A. Bovinet, and John P. Manzer); (16) "International Business" (Les R. Dlabay); (17) "Marketing" (William J. Wilhem); and (18) "Cooperative Education and Work-Experience Programs" (Patti K. Beltram and Allen D. Truell). Part 4, "Organizational and Professional Responsibilities," contains: (19) "Sponsoring Student Organizations: (Janet M. Gandy and Donna Green); and (20) "Lifelong Professional Development" (James Calvert Scott). Each chapter contains references. (SLD) ED478025 Effective Methods of Teaching Business Education in the 21st Century. National Business Education Association Yearbook, 2003. 2003-00-00 ISBN-0-933964-59-5 326 National Business Education Association, 1914 Association Drive, Reston, VA 20191-1596 (Cat. no. 116.93: $20, members; $40, nonmembers). Tel: 703-860-8300; Fax: 703-620-4483; Web site: http://www.nbea.org. N/A 2004 8/19/2004 21:58:02 RIEFEB2004 For the 2002 Yearbook, see ED 465 071.

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Yes College Freshmen Enrollment Higher Education Student Characteristics Tables (Data) Numerical/Quantitative Data Reports - Descriptive University of Wisconsin Wisconsin Univ. System, Madison. Office of Policy Analysis and Research. English Data in this collection of tables provide information about the freshman class entering the University of Wisconsin (UW) system in fall 2002. At that time, 83% of new UW freshmen were Wisconsin residents. Fifty-six percent were women, and 9% were students of color. Overall, 96% were conventional "admits." The majority (67%) of new freshmen scored above the national American College Testing program (ACT) average score of 21, and 46% were in the top quartile of their high school classes. Two appendixes contain data by institution. (Contains 2 figures and 16 tables.) (SLD) ED478026 The New Freshman Class: Fall 2002. Informational Memorandum. 2003-05-00 13 University of Wisconsin System, Office of Policy Analysis and Research, 1534 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706. Tel: 608-262-6441. For full text: http://www.uwsa.edu/opar. N/A 2004 2016-11-21

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Yes Debt (Financial) Federal Aid Grants Higher Education Paying for College State Aid Student Characteristics Student Financial Aid Student Loan Programs Tables (Data) Numerical/Quantitative Data Reports - Descriptive University of Wisconsin Wisconsin Univ. System, Madison. Office of Policy Analysis and Research. English This memorandum provides information about students granted financial aid in the University of Wisconsin (UW) system in 2001-2002 and earlier years. The total financial aid provided to UW students was $550.0 million, up $52.2 million from 2000-2001. Total loan dollars for UW students totaled $371.2 million, up $30.9 million from 2000-2001. UW students received $166.7 million in 2002-2002, an increase of $20.4 million from 2000-2001. Of the financial aid, 81% came from federal sources, and 7% from state sources. Institutional sources provided 6% of financial aid. In all, 88,594 students received financial aid, an increase of 4,377 students. The percentage of undergraduate students receiving financial aid, 58%, was up 2 percentage points from 2000-2001. Thirty-nine percent of graduate students received financial aid in the 2001-2002 academic year, an increase of 3 percentage points from the previous year. As in the previous year, 66% of students receiving financial aid were dependent students; 26% were independent. The average loan debt of a Wisconsin resident who received a Bachelor's degree in 2001-2002 was $16,046. Six appendixes contain supplemental data. (Contains 17 tables.) (SLD) ED478027 Student Financial Aid: 2001-02 Update. Informational Memorandum. 2003-04-00 22 University of Wisconsin System, Office of Policy Analysis and Research, 1534 Van Hise Hall, 1220 Linden Drive, Madison, WI 53706. Tel: 608-262-6441. For full text: http://www.uwsa.edu/opar. N/A 2004 2016-11-21

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No Distance Education Educational Technology Higher Education Online Courses Online Systems Technological Advancement Virtual Universities Cornford, James Pollock, Neil Books Reports - Descriptive Society for Research into Higher Education, Ltd., London (England). English This book explores what new technology and the vision of a virtual university mean for an institution and its staff, students and other stakeholders, and the consequences for the role and identity of the university of "putting the university online." Chapters are: (1) "The Online Imperative"; (2) "Researching Changing Universities"; (3) "Working through the Work of Making Work Mobile"; (4) "The Campus and the Online University"; (5) "The Online University as Timely and Accurate Information"; (6) "Keeping Up Standards: The Virtual University Is the University Made Concrete"; (7) "Customizing Industry Standard Systems for Universities"; (8) "Campus Management and the Self-Service Student"; and (9) "Reflection and Conclusion." (Contains 136 references.) (SLD) ED478028 Putting the University Online: Information, Technology and Organizational Change. 2003-00-00 ISBN-0-335-21005-8 121 Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 (hardback: ISBN-0-3352-1006-6, $95; paperback: ISBN-0-3352-1005-8, $30.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:58:07 RIEFEB2004 R000223276 Published by Open University Press.

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No College Administration College Faculty Higher Education School Personnel Staff Development Partington, Patricia Stainton, Caroline Books Guides - Non-Classroom English This handbook is designed to help university and college managers in their planning, delivery, and evaluation of staff development. The chapters are: (1) "Staff Development: What Is It, and How Has It Evolved?"; (2) "The Manager's Role in and Responsibilities for Staff Development"; (3) "The Organization of Staff Development in Departments"; (4) "Managing Staff Development for Learning and Teaching"; (5) "Managing Staff Development for Research and Scholarship"; (6) "Managing Staff Development for Leadership, Management and Administration"; (7) "Managing Staff Development for the Use of New Technology"; (8) "Achieving a Holistic and Integrated Approach to Staff Development"; and (9) "Evaluating Staff Development and Harnessing Its Potential." (Contains 139 references.) (SLD) ED478029 Managing Staff Development. Managing Universities and Colleges: Guides to Good Practice. 2003-00-00 ISBN-0-335-20957-2 Administrators Practitioners 234 Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 (paperback: ISBN-0-335-20957-2, $30.95; hardback: ISBN-0-335-20958-0, $95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com/. N/A 2004 8/19/2004 21:58:09 RIEFEB2004 Published by Open University Press.

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No Access to Education College Students Disadvantaged Youth Equal Education Higher Education Low Income Groups Student Financial Aid Heller, Donald E., Ed. Books Collected Works - General American Council on Education, Washington, DC. English Chapters in this collection discuss the state of access to U.S. higher education institutions for lower income students and the status of student aid programs. The chapters of part 1, "College Access Issues for Lower Income Students," contains: (1) "Educational Opportunity in America" (Brian K. Fitzgerald and Jennifer A. Delaney); and (2) "An Issue of Equity" (John B. Lee). Part 2, "Student Aid Programs," contains: (3) "Federal Student Aid in Historical Perspective" (Lawrence E. Galdieux); (4) "State Aid and Student Access: The Changing Picture" (Donald E. Heller); and (5) "Changing Patterns of Institutional Aid: Impact on Access and Education Policy" (Michael S. McPherson and Morton Owen Schapiro). Part 3, "Early Intervention, Remediation, and Support Services," contains: (6)"Pre-College Outreach and Early Intervention Programs" (Laura W. Perna and Watson Scott Swail); and (7) "Beyond Money: Support Strategies for Disadvantaged Students" (David W. Breneman and Jamie P. Merisotis). Part 4, "The Future," contains; (8) "The Demographic Window of Opportunity: College Access and Diversity in the New Century" (Anthony P. Carnevale and Richard A. Fry); and (9) "Policy Priorities and Political Realities" (A. Clayton Spencer). Each chapter contains references. (Contains 16 tables and 24 figures.) (SLD) ED478030 Condition of Access: Higher Education for Lower Income Students. ACE/Praeger Series on Higher Education. 2002-00-00 ISBN-1-57356-517-2 179 Praeger Publishers, 88 Post Road West, Westport, CT 06881 ($34.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.praeger.com. N/A 2004 8/19/2004 21:58:10 RIEFEB2004 Foreword by Juliet V. Garcia.

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No College Faculty Higher Education Humanities Program Implementation Social Studies Teacher Education Gaff, Jerry G. Pruitt-Logan, Anne S. Sims, Leslie B. Denecke, Daniel D. Books Guides - Non-Classroom Council of Graduate Schools, Washington, DC. Association of American Colleges and Universities, Washington, DC. English This volume describes Preparing Future Faculty (PFF) programs in the social sciences and humanities and documents their feasibility and desirability. It summarizes the lessons learned in the PFF initiative. The chapters are: (1) "A New Vision for Doctoral Preparation"; (2) "Strategies for Establishing a PFF Program"; (3) "Content of PFF Programs"; (4) "Disciplinary Society Activities and Reflections of Executives"; (5) "Outcomes of PFF Programs"; and (6) "Challenges for the Future: Changing the Culture of Faculty Preparation." Three appendixes contain information about disciplinary societies' strategies to sustain PFF programs, faculty leaders and partner institutions, and the University of Nebraska mentoring contract. (Contains 60 references.) (SLD) ED478031 Preparing Future Faculty in the Humanities and Social Sciences: A Guide for Change. 2003-00-00 ISBN-0-9702680-5-X 143 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (nonmembers, $15; members, $12). Tel: 202-223-3791; Fax: 202-331-7157. N/A 2004 8/19/2004 21:58:12 RIEFEB2004 Based on work supported by the Atlantic Philanthropies.

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No College Faculty Graduate Students Higher Education Mathematics Teachers Program Implementation Science Teachers Teacher Education Pruitt-Logan, Anne S. Gaff, Jerry G. Jentoft, Joyce E. Books Guides - Non-Classroom Council of Graduate Schools, Washington, DC. Association of American Colleges and Universities, Washington, DC. English This guide is based on a project titled "Shaping the Preparation of Future Science and Mathematics Faculty," a 4-year effort supported by the National Science Foundation. This volume contains lessons learned by faculty members, graduate students, and academic administrators who established innovative programs as part of the initiative. The chapters are: (1) "A New Vision of Graduate Preparation for Science and Mathematics Faculty"; (2) "Strategies for Establishing a PFF Program"; (3) "Content of PFF Program sin the Sciences and Mathematics"; (4) "Outcomes of PFF Programs"; and (5) "Prospects for the Future." Appendixes discuss "Graduate Students and Postdoctorates from Phase 3 PFF Disciplines" and "PFF3 Faculty Leaders and Partner Institutions." (Contains 62 references.) (SLD) ED478032 Preparing Future Faculty in the Sciences and Mathematics: A Guide for Change. 2002-00-00 National Science Foundation, Arlington, VA. ISBN-0-9702680-1-7 Practitioners Students Teachers Administrators 111 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (nonmembers, $15; members, $12). Tel: 202-223-3791; Fax: 202-331-7157. N/A 2004 8/19/2004 21:58:14 RIEFEB2004 DUE-9813876

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No College Role Higher Education Individualism Role of Education Bennett, John B. Books Opinion Papers English This book offers a radical critique of U.S. higher education, pointing out ways in which the academy is disconnected form the larger purposes of an inclusive democracy but offering a constructive response in a new way of framing the work of colleges and universities. The chapters are: (1) "The Nature of Insistent Individualism"; (2) "Why the Prevalence of Insistent Individualism?"; (3) "Hospitality--An Essential Virtue"; (4) "Self, Others, Institutions, and the Common Good"; (5) "An Essential Metaphor: Conversation"; (6) "The Uses of Conversation"; (7) "Community and Covenant"; and (8) "Engaged, but Not Heroic Leadership." Each chapter contains references, and there is a 132-item bibliography. (SLD) ED478033 Academic Life: Hospitality, Ethics, and Spirituality. 2003-00-00 ISBN-1-882982-61-4 202 Anker Publishing Company, Inc., P.O. Box 2247, Williston, VT 05495-2247 ($39.95). Tel: 877-212-3838 (Toll Free); Fax: 802-864-7626; Web site: http://www.ankerpub.com. N/A 2004 8/19/2004 21:58:16 RIEFEB2004 Foreword by R. Eugene Rice.

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No Adult Learning Adults College Students Higher Education Nontraditional Education Nontraditional Students Bash, Lee Books Reports - Descriptive English Adult learning programs are becoming increasingly important. This book is designed to serve as a wake-up call for members of the academy who prefer to work with traditional students. It provides practical advice for adult learning programs with insights drawn from case studies and the author's experience. Part 1, "Context and Overview," contains: (1) "Adult Programs: Why They Are Important to the 21st Century College or University"; (2) "Adult Learners: Who They Are and How They Differ from the Traditional Student"; (3) "Demographics and Projections"; and (4) "Programmatic Best Practices." Part 2, "Where Adult Learners Begin Their Educational Journey," contains: (5) "Why Adult Learners Seek College-Level Learning"; (6) "What Adult Learners Bring to the School"; and (7) "Senior Citizens: The New Adult Learner." Part 3, "Institutional Responses to the Adult Learner," contains: (8) "What Adults Need in Their Learning Environment"; (9) "Stepping into the Void"; and (10) "The Entrepreneurial Response." The final section, "Lifelong Learning: Education Is No Longer an Endgame," contains: (11) "Graduation Is Only a Way Station in the Lifelong Learning Journey." (Contains 167 references.) (SLD) ED478034 Adult Learners in the Academy. 2003-00-00 ISBN-1-882982-60-6 230 Anker Publishing Company, Inc., P.O. Box 2247, Williston, VT 05495-2247 ($39.95). Tel: 877-212-3838 (Toll Free); Fax: 802-864-7626; Web site: http://www.ankerpub.com. N/A 2004 8/19/2004 21:58:17 RIEFEB2004

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Yes College Faculty College Students Educational Assessment Higher Education Service Learning Oates, Karen K. Leavitt, Lynn H. Books Guides - Non-Classroom Learning Communities Association of American Colleges and Universities, Washington, DC. English This publication attempts to provide fundamental theory about service-learning and learning communities, along with descriptions of best practices, lessons learned, and assessment strategies. The text is designed to provide resources to help readers offer service-learning experiences for their students. Learning communities are now commonly structured into colleges and universities across the United States, and research suggests that they increase student engagement and persistence. Coupling learning communities and service learning provides contexts for learning and deepens students' learning experiences, but it requires adjustments to the organization, management, and planning of activities for the course. This guide contains these chapters: (1) "Service-Learning in Learning Communities"; (2) "Service-Learning and Civic Engagement"; (3) "Service-Learning Basics"; (4) "Assessment of Service-Learning"; (5) "Portfolio Development"; (6) "Portfolio Evaluation"; (7) "Utilizing Case Studies To Link Theory to the Service-Learning Experience"; (8) "Establishing and Maintaining Community Service-Learning Partners"; (9) "Risk Management"; (10) "What Works: Lessons Learned the Hard Way"; and (11) "Leading Change on Campus." An appendix contains seven sample forms that can be used in the learning community and service-learning process. (Contains 4 figures and 30 references.) (SLD) ED478035 Service-Learning and Learning Communities: Tools for Integration and Assessment. 2003-00-00 ISBN-0-911696-92-X 66 Association of American Colleges and Universities, 1818 R Street NW, Washington, DC 20009-1604. Tel: 202-387-3760; e-mail: pub_desk@aacu.org; Web site: http://www.aacu.org. N/A 2004 2016-11-21

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No Enrollment Enrollment Trends Higher Education Public Colleges State Universities Numerical/Quantitative Data Reports - Descriptive University of Wisconsin Wisconsin Univ. System, Madison. Office of Policy Analysis and Research. English This memorandum contains tables of data about enrollment in institutions in the University of Wisconsin (UW) System in fall 2001 and some information about trends over time. The fall 2002 full-time equivalent (FTE) enrollment was 135,653, up 1,952 (1.5%) from fall 2001. The fall 2002 headcount enrollment was 160,635, up 1,202 (0.8%) from fall 2001. In 2002, the UW System exceeded its fall 2002 FTE enrollment target by 2,442 FTE (1.8%). Eight of the 14 institutions exceeded their targets by more than +1.0%, and only 2 institutions fell below their FTE enrollment target. Data are presented in eight tables. (SLD) ED478036 Trends in Enrollment: Fall 2002 Update. Informational Memorandum. 2003-05-00 26 University of Wisconsin System, Office of Policy Analysis and Research, 1534 Van Hise Hall, 1200 Linden Drive, Madison, WI 53706-6441. For full text: http://www.uwsa.edu/opar. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Learning Activities Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Alabama Document Analysis Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Creek Indian War," is the first of a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into three sections: (1) "Introduction"; (2) "Lesson 1: The Creek War--Return to Nativism or International Pawn?" (General Suggestions for Analyzing a Written Document; eight primary source documents); and (3) "Lesson 2: Geography Determines History" (General Guidelines for Analyzing a Map; Blank Alabama Map; four primary source documents). (BT) ED478037 Creek Indian War, 1813-1814 Unit. Using Primary Sources in the Classroom. 2001-07-12 Practitioners Teachers 66 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Land Settlement Learning Activities Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Document Analysis Alabama Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Settlement Unit,"which focuses on the settlement of Alabama's land, is the second in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning strategies, suggested activities, and documents. This unit is divided into four sections: (1) "Introduction"; (2) "Lesson 1: From Territory to State" (Alabama Governors; Capitols of Alabama; 12 primary source documents); (3) "Lesson 2: Frontier Justice" (seven primary source documents); and (4) "Lesson 3: Alabama Fever" (one worksheet; one primary source document). (BT) ED478038 Settlement Unit. Using Primary Sources in the Classroom. 2001-07-12 Practitioners Teachers 88 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Learning Activities Primary Sources Secondary Education Slavery Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Alabama Document Analysis Slave Narratives Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Slavery Unit," is the third in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into four sections: (1) "Introduction"; (2) "Lesson 1: Slave Code of 1833" (French Code Noir; one worksheet; 16 primary source documents); (3) "Lesson 2: Point of View of Former Slaves" (five primary source documents); and (4)"Lesson 3: Point of View: Accounts of Former Slaveholders" (six primary source documents). (BT) ED478039 Slavery Unit. Using Primary Sources in the Classroom. 2001-04-19 Practitioners Teachers 108 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Civil War (United States) Curriculum Enrichment History Instruction Learning Activities Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Document Analysis Alabama Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Civil War Unit," is the fourth of a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into three sections: (1) "Introduction"; (2) "Lesson 1: Alabama's Saltworks" (Guidelines for Analyzing a Written Document; six primary source documents); and (3) "Lesson 2: Juliet Opie Hopkins: Superintendent of Alabama's Hospitals in Virginia" (Judge Arthur Frances Hopkins; Juliet Ann Opie Hopkins; eight primary source documents). (BT) ED478040 Civil War Unit. Using Primary Sources in the Classroom. 2001-07-13 Practitioners Teachers 68 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Primary Sources Reconstruction Era Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Alabama Document Analysis Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Reconstruction Unit," which deals with the post-Civil War period, is the fifth of a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into four sections: (1) "Introduction"; (2) "Lesson 1: Freedmen's Bureau: Labor Contract or Re-enslavement?" (one primary source document); (3) Lesson 2: Constitutional Convention 1875: Photographs as Historical Documents" (Photograph List of Names; three photograph source documents); and (4) "Lesson 3: Alabama Railroads: Maps as Historical Documents" (General Guidelines for Analyzing a Map; one primary source document). (BT) ED478041 Reconstruction Unit. Using Primary Sources in the Classroom. 2001-07-21 Practitioners Teachers 25 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Constitutions Document Analysis Alabama Constitutional Conventions Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "The Alabama Constitution of 1901 Unit," is the sixth in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into six sections: (1) "Introduction"; (2) "Lesson 1: A Map Can Tell a Story" (Map of Alabama; one primary source document); (3) "Lesson 2: Petticoat Power" (General Suggestions for Analyzing a Document; two primary source documents); (4) "Lesson 3: We Have...No Member...Who Can Speak" (two primary source documents); (5) "Lesson 4: An Opposite View" (one primary source document); and (6) "Lesson 5: Voting after the Constitution" (Synopsis of Voting Requirements; three primary source documents). (BT) ED478042 The Alabama Constitution of 1901 Unit. Using Primary Sources in the Classroom. 2001-07-12 Practitioners Teachers 38 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research World War I Guides - Classroom - Teacher Alabama Document Analysis Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "World War I Unit," is the seventh in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into eight sections: (1) "Introduction"; (2) "Lesson 1: Power of the Press" (eight primary source documents); (3) "Lesson 2: A Question of Honor: The Selective Service" (16 primary source documents and transcripts); (4)"Lesson 3: Black Alabamians in World War I" (six primary source documents); (5) "Lesson 4: The Home Front: Food Will Win the War" (nine primary source documents); (6) "Lesson 5: Signing Up for Action and Supporting the Action" (10 primary source documents); (7) "Guidelines for Analyzing a Document"; and (8) "Suggestions for Analyzing a Photograph." (BT) ED478043 World War I Unit. Using Primary Sources in the Classroom. 2001-08-02 Practitioners Teachers 129 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment History Instruction Primary Sources Secondary Education Social Studies State History Student Educational Objectives Student Research Guides - Classroom - Teacher Depression (Economic 1929) Document Analysis Alabama Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "The Great Depression Unit," is the eighth in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into seven sections: (1) "Introduction"; (2) "Lesson 1: "...we are in need." (three primary source documents and transcriptions); (3) "Lesson 2: "...a delegation of citizens" (one primary source document); (4)"Lesson 3: A Helping Hand" (one primary source document); (5) "Lesson 4: Relief!" (one primary source document); (6) "Lesson 5: STRIKE!" (four primary source documents); and (7) "Lesson 6: Spelling 'Help' in a New Way" (16 primary source documents). (BT) ED478044 The Great Depression Unit. Using Primary Sources in the Classroom. 2001-07-13 Practitioners Teachers 65 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Primary Sources Secondary Education Social Studies State History Student Educational Objectives World War II Guides - Classroom - Teacher Alabama Document Analysis Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "World War II Unit," is the ninth in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into 11 sections: (1) "Introduction"; (2) "Lesson 1: Political Cartoons" (nine primary source documents); (3) "Lesson 2: Production and Propaganda" (three primary source documents); (4) "Lesson 3: WACS Women in the War" (eight primary source documents); (5) "Lesson 4: Needs of a Soldier" (two primary source documents); (6) "Lesson 5: German Prisoners in Alabama" (five primary source documents); (7) "Lesson 6: Home Front 'Use It Up, Wear It Out, Make It Do or Do Without!'" (five primary source documents); (8) "Lesson 7: Sacrifice and Service at Home" (eight primary source documents); (9) "Lesson 8: VE Day" (one primary source document); (10) "General Guidelines for Analyzing a Document"; and (11) "General Guidelines for Analyzing a Photograph." (BT) ED478045 World War II Unit. Using Primary Sources in the Classroom. 2001-07-13 Practitioners Teachers 144 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Civil Rights Class Activities Curriculum Enrichment Learning Activities Lesson Plans Primary Sources Secondary Education State History Student Educational Objectives Units of Study Guides - Classroom - Teacher Document Analysis Alabama Alabama Alabama Dept. of Archives and History, Montgomery. English This teaching unit, "Civil Rights Movement," is the tenth in a series of 10 units about Alabama state history, part of a project designed to help teachers integrate the use of primary source materials into their classrooms. Although the units are designed to augment the study of Alabama, they are useful in the study of U.S. history, world history, and the social studies in general. Each unit contains background information for the teacher and consists of several lessons. Lessons contain learning objectives, suggested activities, and documents. This unit is divided into seven sections: (1) "Introduction"; (2) "Lesson 1: Riding the Bus Taking a Stand" (seven primary source documents); (3) "Lesson 2: Opinions of the Public" (five primary source documents); (4) "Lesson 3: Birmingham 1963" (six primary source documents); (5) "Lesson 4: Marching for Justice Selma to Montgomery: (five primary source documents); (6) "Lesson 5: Voting Rights" (three primary source documents); and (7) "General Guidelines for Analyzing a Document." (BT) ED478046 Civil Rights Movement Unit. Using Primary Sources in the Classroom. 2001-07-12 Practitioners Teachers 65 Alabama Department of Archives and History, 624 Washington Ave., Montgomery, AL 36130-0100. Tel: 334-242-4435; e-mail: dpendlet@archives.state.al.us; Web site: http://www.archives.state.al.us/. N/A 2004 2016-11-21

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Yes Cultural Context Elementary Secondary Education Ethnic Groups Folk Culture Lesson Plans Models Social Studies State History Teacher Developed Materials Collected Works - Proceedings Guides - Classroom - Teacher Idaho Idaho Idaho State Historical Society, Boise. Idaho Humanities Council, Boise. Idaho Commission on the Arts, Boise. English This booklet is the result of the 2001 summer institute for teachers held at the Albertson College of Idaho (Caldwell). The booklet states that the 6-day institute, attended by 21 Idaho teachers, explored how the history and traditions of different cultures can be found in each person's community. Using Idaho's Latino community as a model, "Cultural Roots" featured daily lectures, panel discussions, fieldwork, and special evening presentations by local musicians, dancers, and nationally recognized folklorists. The booklet contains five sections: (1) "Introduction"; (2) "Foreword"; (3) "Model Projects" (Basque Music, Creating Resources of Your Own, Family Food Traditions, Latin American Literature, Mines and Minds, Over There!, Quilts, We Are Important and We Have a Picture and a Story to Prove It!, Who We Are, Working in the Payette Area, World War II: Selected Homefront Stories from Idaho); (4) "Appendices" (Folklore Genres; Verbal, Material, and Customary Lore); and (6) "Resources" (Content Rich Folklore Web sites). The model projects suggest appropriate grade level, recommend disciplines/subjects to be integrated, provide teaching ideas, address learning skills and/or state standards, and offer a detailed unit description for classroom implementation. (BT) ED478047 Raices Culturales/Cultural Roots: A Model for Integrating Folklife in the Classroom (Caldwell, Idaho, July 8-14, 2001). Teacher-Generated Projects for the Classroom. 2001-07-00 J.A. and Kathryn Albertson Foundation, Inc., Boise, ID. National Endowment for the Arts (NFAH), Washington, DC. Practitioners Teachers 44 Idaho Humanities Council, 217 West State Street, Boise, ID 83702. Tel: 888-345-5346 (Toll Free); Fax: 208-345-5347; Web site: http://www.idahohumanities.org/. N/A 2004 2016-11-21

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Yes Asian Studies Cultural Context Exhibits Higher Education Japanese American Culture Japanese Americans Values Lain, Brian Reports - Evaluative Speeches/Meeting Papers Internment Camps English An exhibit, "Common Ground: The Heart of Community," tells the story of Japanese Americans in the United States as an example of a vibrant ethnic group that survived hard times and continue to stay together. The exhibit is housed in the Japanese American National Museum (JANM) in Los Angeles (California). This paper describes and discusses this exhibit and installations at JANM. The paper suggests that the museum, and in particular its centerpiece, a reconstructed World War II army barracks called, "Moving Walls," offers a temporal and geographic space to redress the trauma of Japanese American internment and create a new cultural hybrid positioned as the intersecting locale of actions taking place in differing temporal periods. The barracks forge a post-traumatic transhistorical space operating as a critical technology in the (re)articulation and (re)production of a Japanese American national community. It argues that the JANM's "Common Ground" exhibit attempts to displace the blame of national racism from American society in an effort to create an opening for allegiance and integration to the nation based on the presence of the museum. It comments on two problems in contemporary U.S. society and how they are dealt with in material culture: (1) the imagining of a place within the United States where Asian Americans can reside; and (2) coping with the national trauma of the internment of Japanese Americans in collective memory. (Contains 12 notes and 13 works references.) (BT) ED478048 "Moving Walls" across the "Common Ground" of the Japanese American National Museum: An Examination of a National Minority Museum's Strategy of Connecting American and Japanese Values. 2001-02-00 36 N/A 2004 2016-11-21

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Yes Cultural Context Dance Elementary Education High Risk Students Movement Education Outcomes of Education Preschool Education Social Studies Cochran, Diane Wawrejko Opinion Papers Speeches/Meeting Papers English This paper focuses on the use of dance as an ethnological tool to introduce various cultures in a style that is informative, exciting, and memorable. The kinesthetic aspect reinforces learning outcomes and also relies on the visual and audio components for learning objectives. Practical application is introduced and learning through the kinesthetic sense is discussed. Use of visual aids reinforces the material, and lectures based on history, culture, and dance, and sometimes other art forms are presented in an easy-to-follow format. The experience culminates in a game-playing activity that assesses student comprehension while reinforcing learning objectives. For example, in the public schools throughout Chicago's (Illinois) inner city, the author/educator successfully used African-Caribbean-Brazilian dance in classrooms that impacted thousands of at-risk minority children during the 1990s. A brief history of the African presence in this country was discussed, several pictures were shown of life in some African villages, and a dance was taught that combined their roots into the present culture. Stories from African cultures were told, and the particular musical form was played. Students and teachers took great pride in the ownership of these dances which transcend culture to culture. Often, these dances were tied into the social studies curriculum or as an enhancement. Frequently, these experiences culminated in a performance for the entire school and/or the community, which fostered self-pride in accomplishment. (Author/BT) ED478049 Dance: Enhancing Multicultural Studies of Various Minority Groups. 2001-02-00 16 N/A 2004 8/19/2004 21:58:49 RIEFEB2004 In: The National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2001 Monograph Series. Proceedings (Houston, TX, February 12-17, 2001).

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Yes Art Education Art History Artists Change Agents Higher Education Minority Groups Student Reaction Visual Arts Tapley, Erin Opinion Papers Reports - Research Speeches/Meeting Papers Radicalism English What types of considerations are appropriate for selecting artists to represent key themes in the history of art? How do minority artists in the United States fit into this selection process? Previously, most art history courses and texts emphasized the highlights of significant creative expression as evolving in the Western world antiquity. In such ancient worlds the idea of art for art's sake or art for visual pleasure was promoted. Today in the United States many people do not lay claim to such roots. Modern minority artists may make art work for the purposes of social unrest and outcry, outweighing aesthetic concerns. Gradually they are being lauded for their efforts to use art as a change agent through increasing consciousness. But students, and especially mainstream students, may be alienated by the methods of these artists' messages, especially if they use art to radically describe their minority experiences. Thus, how to present such artists is a challenge which trial and time might eventually meet. During a course, an educator gave the art history students an informal survey in the form of written response exercises and also made notes of their verbal comments when applicable. Students were also asked at the end of artist coverage to pose a question they would ask artists if they were the guest speaker. Artists covered in the course were I. Robert Colescott, Jean Michel Basquiat, Kara Walker, Guillermo Gomez-Pena, Masami Teraoka, and Adrian Piper. Cites 12 works and five videos used. Attached are student responses to artists. (Author/BT) ED478050 Art of Anger, Art of Humor: Reactions of White Students to Radical Minority Visual Arts. 2001-02-00 32 N/A 2004 2016-11-21

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Yes Attitude Measures Comparative Analysis Developing Nations Females Foreign Countries Interviews Leadership Political Parties Sampling Social Studies Surveys Biles, Robert E. Reports - Research Speeches/Meeting Papers Colombia Ecuador Womens Organizations Colombia Ecuador English In Latin America and the industrialized nations of North America and Europe, the traditionally small impact of women on politics is gradually changing. Five avenues for women to achieve positions of leadership and political impact are: (1) government positions, (2) political parties, (3) women's organizations, (4) other organizations, and (5) the business sector. A study examined women's leadership in political parties, women's organizations, and other organizations in two traditional Latin American societies, Ecuador and Colombia. It draws heavily on surveys conducted previously by the author in Ecuador and Colombia. During the 1993-94 academic year, in-person interviews with a national urban sample of Ecuadorian women (n=120) involved in politics and similar samples of women (n=70) in business and the professions and of male (n=70) political leaders. During 1984-85, a sample of Colombian women (n=121) political leaders was questioned, followed by a sample of male political leaders (n=82) in 1987. Survey results suggest that while group action by women is possible, there are serious obstacles reducing the likelihood of success. For example, respondents felt that many women were indifferent to women's political success. In much of Latin America, women's (particularly feminist) organizations are frequently denigrated by both male and female leaders. Findings suggest that opportunities for women to lead are slowly increasing but are still at a low level. The anomaly is that women are far more likely to hold major decision-making roles in Colombia than in Ecuador, but women leaders in Ecuador show more concern for the problems of other women. (Contains 25 references and 8 tables.) (BT) ED478051 Women, Politics, and Organizational Leadership in Ecuador and Colombia. 2001-02-00 Department of Education, Washington, DC. Sam Houston State Univ., Huntsville, TX. 30 N/A 2004 2016-11-21

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Yes Adult Learning Attitude Measures Developing Nations Educational Benefits Foreign Countries Interviews Student Surveys Study Abroad Transformative Learning Travel Undergraduate Students Sanders, Kathryn Ann Morgan, Marilon Reports - Research Speeches/Meeting Papers Third World Gambia Senegal Gambia Senegal English Today, a person can find a variety of travel and study programs as diverse as that person's imagination and pocketbook. This paper considers today's study abroad programs in developing countries, particularly study abroad in Africa. The paper discusses the educational value of study abroad in Africa. It focuses on perspective transformation, that is described as "the emancipatory process of becoming critically aware of how and why the structure of psycho-cultural assumptions has come to constrain the way we see ourselves and our relationships." The paper highlights a study that examined the perspective transformation of students participating in the 1999 Gambia and Senegal study abroad program. It states that pre- and post-interviews were given to a sample of the undergraduate group before and after visiting and experiencing two historical West African slave ports. Of the 19 students (both black and white, ages 21 to 58), 11 were asked to participate in the semi-structured interviews. The report on the study results note that, at the end, all of the respondents believed that each person was accountable for their actions toward others and the world around them, and until each person accepted that responsibility, racism and prejudice would continue. Appended are respondents' demographic information and interview data. (Contains 30 references.) (BT) ED478052 Study Abroad Programs: A Mirror for Adult Learning and Perspective Transformation. 2001-02-00 52 N/A 2004 2016-11-21

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Yes Agriculture Developing Nations Economic Development Empowerment Females Food Foreign Countries Geographic Regions Sex Role Otieno, Tabitha N. Reports - Evaluative Speeches/Meeting Papers Africa Food Production Food Security Africa English Whereas women carry the primary responsibility for food production in Africa, development agencies have devoted minimal resources to researching the impact of their policies and new techniques on the well-being of Africa's women farmers. C. K. Eicher (1995) and M. Smale (1995) call this the invisible factor because the gender-related constraints that cover women's productivity are seldom mentioned as explanation for Africa's food security problems. There is a need, therefore, to mobilize and empower women in Africa, and to remove the constraints by maximizing their productive capabilities in food production. In trying to change women's economic position and contribute to Africa's agricultural development, women face problems such as lack of education and failure to attain credit. This paper examines the barriers that African women face in their struggle to feed their families and the continent. It further paper discusses suggestions for overcoming these barriers and cites examples where these barriers have been relaxed. (Contains 16 references.) (BT) ED478053 Food Production in Africa: The Ignored Role of Women. 2001-02-00 24 N/A 2004 2016-11-21

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Yes Comparative Education Educational Policy Educational Practices Foreign Countries Literacy Outcomes of Education Program Implementation Secondary Education Student Evaluation Student Surveys Valijarvi, Jouni Linnakyla, Pirjo Kupari, Pekka Reinikainen, Pasi Arffman, Inga Reports - Evaluative PISA Project Program for International Student Assessment Finland Finland Program for International Student Assessment Jyvaskyla Univ. (Finland). Inst. for Educational Research. English As revealed by the mean scores of the countries participating in the Performance Improvement through Strategy Analysis (PISA) assessment of reading literacy, Finland shows the highest reading literacy performance in the Organisation for Economic Cooperation Development (OECD) Finland's performance is significantly higher than that of any other participating country. PISA is a three year survey of the knowledge and skills of 15-year-olds in the principal industrialized countries. In 2000, a total of 265,000 students from 32 countries participated. This book, from the researchers responsible for the implementation of PISA in Finland, tries to open up some perspectives on the possible reasons underlying the high performance of Finnish students in PISA. The book points out that there is no single explanation for the results. It states that the successful performance of Finnish students seems to be attributable to a web of interrelated factors related to comprehensive pedagogy, students' own interests and leisure activities, the structure of the education system, teacher education, school practices, and, in the end, Finnish culture. The book opens up perspectives on this web of explanations not only by analyzing the results of PISA but also by considering some characteristics of the Finnish education system and cultural heritage which, in and outside of school, can be thought to have contributed to Finland's successful performance. Appended are: (1) "Finnish Education System"; and (2) "Teacher Education." (Contains 10 figures and 16 references.) (BT) ED478054 The Finnish Success in PISA--And Some Reasons behind It: PISA 2000. 2002-00-00 ISBN-951-39-1377-5 70 Institute for Educational Research, PL 35, FIN-40014, University of Jyvaskyla, Finland. Tel: +358-14-260-3200; Fax +358-14-260-3201; Web site: http://www.jyu.fi/ktl/index2.shtml. N/A 2004 2016-11-21

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Yes Annotated Bibliographies Classroom Techniques Conflict Resolution Elementary Secondary Education Problem Solving Resource Materials Bohmann, Rose R. Reference Materials - Bibliographies Character Development English Classroom management literature emphasizes non-punitive methods of managing a classroom of students, suggesting that democratic class meetings are an important or central element to developing student character. Class meetings are presented as a method of teaching children problem solving skills, conflict resolution, and a means for encouraging character education through intrinsic motivation and self regulation in academics and behavior. This annotated bibliography presents a list of resources for teachers seeking ways to increase character education through classroom management techniques. (Contains 1 note and 19 references.) (Author/BT) ED478055 Class Meetings as a Tool for Classroom Management and Character Development: An Annotated Bibliography. 2003-00-00 23 N/A 2004 2016-11-21

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Yes Academic Standards Alternative Assessment American Indian Culture American Indian Education Culturally Relevant Education Educational Change Educational Needs Educational Practices Educational Research Elementary Secondary Education Mathematics Education Research Needs Reservation American Indians Rural Education Nelson, Karma Simonsen, Linda Swanson, Elisabeth Information Analyses Montana Montana Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics. English Low student achievement for Montana's Native American students has been a recognized fact since the beginning of the reservation period. The current push for mathematics and science education reform, coupled with federal and state accountability mandates, enhances opportunities for learning but also challenges Native students' culture and priorities. Native student learning in mathematics is influenced by contextual factors: federal, state, and local policy mandates; Native culture, community, language, and ways of knowing; the culture of poverty; isolation; and classroom practice. This paper reviews current research on several contextual factors, making connections between the literature and observations in schools on or near Montana's reservations. The first section looks at the history of the reservations and educational opportunities for Native students; the impact of policy, poverty, and isolation on these students and their schools; and the impact of Native American culture on the educational lives of students. The second section examines issues of standards and equity for mathematics education; it includes research and discussion on culturally responsive teaching, curriculum, and assessment. The third section discusses obstacles, challenges, and opportunities for achieving equity within this system and proposes research topics to help educators address them. Topics include local control; access and isolation; student mobility; and the lack of adequate tracking systems for student attendance, achievement, and district expectations. The conclusion describes what is working in schools on two Montana reservations and the future research needed to define a vision for closing the achievement gap for Native students. (Contains 30 references) (SV) ED478056 Research Issues for Mathematics Education in Rural Communities: Focus on Native Americans. Working Paper. 2003-00-00 National Science Foundation, Arlington, VA. 42 For full text: http://kant.citl.ohiou.edu/ACCLAIM/rc/rc_sub/pub/3_wp/Nelson13.pdf. N/A 2004 2016-11-21

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Yes Categorical Aid Educational Equity (Finance) Educational Finance Educational Needs Elementary Secondary Education Equal Education Financial Problems Funding Formulas Poverty Rural Schools School Community Relationship School District Size School District Wealth School Size Small Schools Mathis, William J. Information Analyses Opinion Papers Speeches/Meeting Papers Educational Adequacy English A meeting of education finance scholars discussed finance issues relevant to rural schools and communities. This paper summarizes major themes that emerged during the meeting. Notions of efficiency and economies of scale have contributed to widespread consolidation of rural schools and school districts. The value of community is not easily measured and has often been excluded from consolidation decisions. In addition, actual savings from consolidation are often smaller than predicted. Other themes included teacher salaries and other difficulties in recruiting rural teachers; negative impacts of No Child Left Behind, vouchers, and charter schools on rural school finance; impacts of poverty and lack of services in isolated areas; inability of rural districts to absorb special education costs; handling of sparsity factors, transportation costs, and declining enrollments in state aid formulas; cost of living adjustments; obsolete and dilapidated rural facilities; expansion of technology use in rural schools; and the continuing brain drain from rural areas. No Child Left Behind insists that all children learn to the same level without addressing rural inequalities in out-of-school conditions that affect opportunity to learn. Such inequalities could become categorical weights in state funding formulas, but such formulas generally are politically driven and inadequate to rural needs. Equity is inseparable from adequacy. Professional judgement approaches that separate remote and rural districts into their own unique "market basket" hold the best promise for determining adequacy. (SV) ED478057 Equity and Adequacy Challenges in Rural Schools and Communities. 2003-00-00 17 N/A 2004 2016-11-21

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Yes Black Students Charter Schools Elementary Secondary Education Enrollment Trends Hispanic American Students Population Trends Public Schools Racial Segregation School Demography School Resegregation Urban Schools White Students Cobb, Casey D. Glass, Gene V. Reports - Research Speeches/Meeting Papers English An Arizona study examined whether charter schools contribute to the racial/ethnic segregation of students in publicly funded schools. Data included Arizona school enrollment data for 1996, 1998, and 2002; school addresses for 2002 charter schools; and other relevant information specific to charter schools, obtained from the Arizona Department of Education. The school addresses were plotted onto digital maps. This paper presents two analyses. The first tracks enrollment and demographic trends in a sample of 1996 Phoenix and Tempe charter schools and nearby public schools that was examined in an earlier study. Data indicate that racial/ethnic separation is indeed a potential consequence of at least some newly formed charter schools. It appears that charter schools can exacerbate the ethnic separation in already stratified public schools. The second analysis focuses on 2002 enrollment trends of Phoenix and Tempe charter schools. The racial/ethnic compositions of nearly 100 charter schools were compared to those of proximal public schools of the same grade level. Data indicate a new trend in high Hispanic areas of more White students and more African-American students in charter schools than in the surrounding public schools. Four appendices present digital maps of school locations in Phoenix and Tempe. (TD) ED478058 Arizona Charter Schools: Resegregating Public Education? 2003-04-00 22 N/A 2004 8/19/2004 21:59:18 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 2003)

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Yes Acculturation American Indian Students College Students Culturally Relevant Education Educational Environment Educational Needs Higher Education Racial Discrimination School Holding Power Social Isolation Social Support Groups Stereotypes Student Alienation Student Attitudes Taylor, Janis Swenson Reports - Research Speeches/Meeting Papers Institutional Discrimination English A study explored the experiences of American Indian college students at a university where most students were White. Data were obtained through interviews with 16 Native students, followed by a group discussion. Findings indicate that American Indian students experienced feelings of isolation, loneliness, and discomfort because of looks and stares, lack of respect, thoughtless comments and stereotypes, the omission of their people from the curriculum, a need for role models, a lack of institutional support, and both overt and covert hostility. Institutions of higher education may have an official rhetoric that they support diversity and may recruit American Indian students, but when these students arrive, they do not find support for themselves personally. Universities are using curricula that were designed to celebrate the achievements of primarily White men, to train people for jobs and professions that have historically maintained positions of power and control for White men, using teaching and assessment methods through which White middle- and upper-class men excel. Typically college initiatives such as better financial packages, supplemental college preparation for students, increased support services, more programming, and more role models seek to help retain Indian students without addressing the basic precepts and foundations on which the institution was built. Institutions of higher education would do well to tackle the causes of student alienation rather than the symptoms. (TD) ED478059 Portrait in Alienation: Native American Students on a Predominantly White Campus. 2000-04-00 20 N/A 2004 2016-11-21

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Yes Community Development Elementary Secondary Education Mathematics Education Relevance (Education) Rural Education School Community Relationship Student Projects Long, Vena Bush, William S. Theobald, Paul Opinion Papers Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics. English Place-based, or "contextualized," mathematics instruction gives learners the opportunity to see how mathematics is relevant to their lives. Such opportunities are crucial to the success of students in rural settings and may be crucial to the survival of rural communities. For the last half century, schools have educated rural children to believe that opportunity lay elsewhere and that rural people were responsible for the rural experience of failure and decline. Place-based pedagogy attempts, through relevant and authentic context, to reverse both the outmigration of rural youth and the devaluing of rural communities. Placing mathematics in rural contexts presents a challenge because not all "rural culture" is alike. The product, necessarily, will be unique in each circumstance. Several examples of place-based mathematics are presented. In Craig, Colorado, middle-school students conducted a watershed study that involved mathematics in many ways, including statistics. Students learned how mathematics could improve the quality of the Yampa River, thus improving quality of life and economics for the community. In Howard, South Dakota, high school seniors surveyed the community to study its cash flow. When published, the results led to changes in community spending habits and sparked a surge in local buying. Other rural students opened stores or created companies. Mathematicians, mathematics teachers, and rural sociologists must work together to promote place-based mathematics education. (Contains 28 references) (SV) ED478060 "Place" Value: The Rural Perspective. Occasional Paper. 2003-06-00 National Science Foundation, Arlington, VA. 17 For full text: http://kant.citl.ohiou.edu/ACCLAIM/rc/rc_sub/pub/4_occr/LBT_OP3.pdf. N/A 2004 8/19/2004 21:59:29 RIEFEB2004 NSF-0119679

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Yes Disadvantaged Dropout Prevention Educational Environment High Risk Students High School Students High Schools Mexican American Education Mexican Americans Migrant Education School Holding Power Social Support Groups Student School Relationship Gibson, Margaret A. ERIC Publications ERIC Digests in Full Text ERIC Digests Migrant Education Program Student Support Services ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This digest explores several key factors that contribute to the academic persistence and achievement of migrant high school students. The discussion draws from research on one California high school and from the literature on promoting educational success for working-class minority youth. National studies have estimated that only about half of migrant students receive a high school diploma. In contrast, 77 percent of the migrant students who entered the study school ("Hillside") in 1998 graduated in 2002. Qualitative and quantitative methods were used to follow the school performance from 9th through 12th grade of all 160 migrant students in the class of 2002. Most of these students were from Mexican-origin families, lived in impoverished conditions, had parents with limited education and English proficiency, and were behind academically when they entered Hillside. Findings suggest that these students' success was due largely to conditions created by Migrant Education Program (MEP) staff. MEP staff provided a wide array of academic support services, such as academic guidance, tutoring, supplemental instruction, access to computers, and college counseling. Just as important, MEP staff created a sense of belonging and community for migrant students, helped students develop supportive relationships with school staff and other students, reached out to encourage parent participation, and supported a migrant student association that asserted a positive Mexican presence in the wider school community. (SV) ED478061 Improving Graduation Outcomes for Migrant Students. ERIC Digest. 2003-07-00 Institute of Education Sciences (ED), Washington, DC. 4 For full text: http://www.ael.org/eric. N/A 2004 2016-11-21

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Yes Achievement Tests Elementary Secondary Education School Districts State Programs Testing Programs Guides - Non-Classroom Massachusetts Massachusetts Comprehensive Assessment System Massachusetts Massachusetts Comprehensive Assessment System Massachusetts State Dept. of Education, Boston. English This guide explains the results and other information contained in the "Test Item Analysis Report," the "Test Item Report Summary," the "School Report," and the "District Report" for the Massachusetts Comprehensive Assessment System (MCAS) tests of spring 2002.The report contains these sections: (1) "Document Purpose"; (2) "Reporting of the 2002 MCAS Test Results"; (3) "General Guidelines for the Interpretation and Use of MCAS Reports"; (4) "Understanding the 'Test Item Analysis Report' and 'Test Item Analysis Report Summary'"; and (5) "Understanding the 'School" and 'District' Reports." Appendixes discuss the conversion of raw to scaled scores and present a list of MCAS related resources. (SLD) ED478062 Guide to Interpreting the Spring 2002 Reports for Schools and Districts. 2002-00-00 Administrators Practitioners Teachers 48 N/A 2004 2016-11-21

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Yes Achievement Tests Elementary Secondary Education State Programs Test Items Testing Programs Reports - Descriptive Tests/Questionnaires Massachusetts Massachusetts Comprehensive Assessment System Massachusetts Massachusetts Comprehensive Assessment System Massachusetts State Dept. of Education, Boston. English This report shares with educators and the public all of the test items on which spring 2002 student results from the Massachusetts Comprehensive Assessment System (MCAS) are based. The release of these items provides information on the kinds of knowledge and skills students are expected to demonstrate on the MCAS tests. Local educators are encouraged to use this document with their school's "Test Item Analysis Reports" to identify strengths and weaknesses in curriculum and instruction. Released items are from these tests: (1) reading, grade 3; (2) English language arts, grade 4; (3) English language arts, grade 7;(4) English language arts, grade 10; (5) mathematics, grade 4; (6) mathematics, grade 6; (7) mathematics, grade 8; (9) mathematics, grade 10; (10) science and technology/engineering, grade 5; and (11) science and technology/engineering, grade 8. An appendix contains the Mathematics Tool Kits and Reference Sheets. (SLD) ED478063 Release of Spring 2002 Test Items. 2002-07-00 Administrators Practitioners Teachers 397 For full text: http://www.doe.mass.edu. N/A 2004 2016-11-21

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Yes Achievement Tests Curriculum Elementary Secondary Education State Programs Test Construction Testing Programs Reports - Descriptive Massachusetts Massachusetts Comprehensive Assessment System Massachusetts Massachusetts Comprehensive Assessment System Massachusetts State Dept. of Education, Boston. English This overview of the Massachusetts Comprehensive Assessment System (MCAS) tests is designed to help schools implement the Massachusetts"Curriculum Frameworks." For this fourth administration of the MCAS tests in 2001, the design of the tests remains essentially the same, but there are some changes highlighted in this overview. The first chapter explains the intent and structure of this document. The second chapter provides an overview of the MCAS and highlights updates related to administration in 2001. Chapters 3 through 6 each contain an overview of MCAS test specifications, administration, and features for one content area. Sample items are included for the tests being given for the first time in 2001. The content areas are: (1) English Language Arts; (2) Mathematics; (3) Science and Technology/Engineering; and (4) History and Social Science.Seven appendixes contain learning standards from the Curriculum Frameworks. (SLD) ED478064 Overview of the MCAS 2001 Tests. 2001-02-00 Administrators Practitioners Teachers 20 N/A 2004 2016-11-21

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Yes Performance Based Assessment Preservice Teacher Education Preservice Teachers Science Instruction Student Evaluation Test Construction Morrison, Judith A. Mcduffie, Amy Roth Akerson, Valarie Reports - Research Speeches/Meeting Papers English This study explored how a field-based project involving preservice teachers' development and implementation of science performance assessment tasks in K-8 classrooms affected the preservice teachers' understanding of standards-based assessment and instruction. Participants were 25 preservice teachers in a science methods course. The teachers prepared science performance assessment tasks and then administered them as field tests to students. Researchers analyzed the tasks and student responses. Analysis of the data showed that preservice teachers did come to understand assessment as a formative process, and they also constructed ideas of when performance assessment is useful and when it is not appropriate. The analysis also reflected some areas in need of improvement. Preservice teachers did not develop strong skills in either analyzing children's thinking or in designing inquiry-based science instruction, and preservice teachers also appeared to need more experience with rubrics than the project provided. Findings show that professional development focused on performance assessment is worthwhile, but difficult to implement. An appendix contains the project description given the preservice teachers. (Contains 4 tables and 24 references.) (SLD) ED478065 Preservice Teachers' Development and Implementation of Science Performance Assessment Tasks. 2003-04-00 37 N/A 2004 8/19/2004 21:59:53 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Item Response Theory Mathematical Models Statistical Bias Rupp, Andre A. Zumbo, Bruno D. Reports - Descriptive Speeches/Meeting Papers Unidimensionality (Tests) Invariance English The feature that makes item response theory (IRT) models the models of choice for many psychometric data analysts is parameter invariance, the equality of item and examinee parameters from different populations. Using the well-known fact that item and examinee parameters are identical only up to a set of linear transformations specific to the functional form of a given IRT model, violations of these transformations for unidimensional IRT models are algebraically investigated and coefficients are derived for some violations. Since a lack of invariance constitutes item parameter drift (IPD) at the individual item level or item-set level, the magnitude and types of biases introduced by IPD along with their impact on examinee true scores can be algebraically derived, and these connections are demonstrated with results from a recently published simulation study (C. Wells, M. Subkoviak, and R. Serlin, 2002). This paper faciliates a deeper understanding of different types of lack of parameter invariance and their practical consequences for decision making through a framework that combines analytical, numerical, and visual perspectives on parameter invariance as a fundamental property of measurement. An appendix provides bias coefficients. (Contains 6 figures and 21 references.) (Author/SLD) ED478066 Bias Coefficients for Lack of Invariance in Unidimensional IRT Models. 2003-00-00 30 N/A 2004 2016-11-21

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Yes Educational Change Educational Technology Higher Education Program Descriptions Program Effectiveness Teacher Education Technology Education Technology Integration Hawley, Helen Benavides, Otto Duffy, Sharon Georgi, David Guay, Diane Redmond, Pamela Richmond, James Reports - Descriptive Speeches/Meeting Papers California California English StarTEC (Staff, Teacher, and Restructured Technology Education Consortium) was a 3-year technology catalyst program funded by the U.S. Department of Education, and continued for a third year to complete its activities. The goal of StarTEC was to ensure that all teachers prepared by partners in the Consortium would meet the new California standard in technology required for the California Preliminary Teaching Credential or the Professional Clear Credential.This document describes the StarTEC project and draws some lessons for the integration of technology in higher education. Some case studies illustrate StarTEC activities: (1) the University of California, Riverside: Collaboration through Technology; (2) California State University, Fresno: Changing Culture; (3) California State University, Bakersfield: Education Technology Certification System; and (4)University of San Francisco: Using Technology as an Assessment Tool. The anecdotal evidence collected on these training programs though evaluation surveys shows that StarTEC can contribute to the field of technology integration through an increased understanding of the complexities of higher education reform related to technology integration and the key elements of effective technology training plans. Attachments include a discussion of the evolution of the Thought and Practice aspect of the Apple Computer initiative, a discussion of Sparrow Web software, and the new technology standards matrix. (SLD) ED478067 StarTEC: A Technology Project in Education Reform. 2003-04-00 42 N/A 2004 2016-11-21

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Yes Educational Environment Educational Improvement Evaluation Utilization Middle School Students Middle School Teachers Middle Schools Profiles School Culture Anfara, Vincent A., Jr. Roney, Kathleen Mahar, Robert J. Reports - Descriptive Speeches/Meeting Papers Reform Efforts English This study used a case study design using both quantitative and qualitative data to document school improvement efforts at one middle school. The findings developed a portrait of the school, and its students, staff, and climate, and made it possible to identify areas for improvement. Data were collected through 44 classroom observations in 2 school years; 34 interviews with teachers, students, staff, and administrators; 6 teacher and 15 student focus groups; and a review of school documents. Data present a profile of this school of approximately 422 students, its teachers and staff, and the educational climate. After the school portrait was presented to teachers, they agreed on these areas that need improvement: (1) better instructional implementation; (2) better curriculum articulation; (3) improved school climate; (4) reduced pace of reform; (5) attention to changing student body characteristics; (6) improvement of the nonteaching work load; and (7) better communication. Although the academic achievement level of the school was relatively high, evidence suggested that this was due in part to student mobility. Also noted was a concern over the effectiveness of leadership from the principal. (Contains 12 figures, 13 tables, and 31 references.) (SLD) ED478068 Painting a School Portrait with Data: One Middle School's Attempt at School Improvement. 2003-04-24 47 N/A 2004 2016-11-21

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Yes Hypermedia Pretests Posttests Prior Learning Scaffolding (Teaching Technique) Undergraduate Students Undergraduate Study Azevedo, Roger Cromley, Jennifer G. Seibert, Diane Tron, Myriam Reports - Research Speeches/Meeting Papers Mental Models Self Regulated Learning English This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=51) were randomly assigned to use of one of three scaffolding conditions (adaptive scaffolding (AS), fixed scaffolding (FS), and no scaffolding (NS))and were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protocol data were collected. Findings reveal that the AS condition facilitated the shift in learners' mental models significantly more than did the comparison conditions. Participants in the AS condition regulated their learning by activating prior knowledge, monitoring their emerging understanding by using several strategies, and engaging in adaptive help-seeking. Learners in the FS and NS conditions were less effective at regulating their learning and exhibited great variability in self-regulation of their learning during the knowledge construction activity. AS participants also differed in the amount of time spend on each representation of information. An appendix describes the variables used to code the data. (Contains 4 tables and 64 references.) (Author/SLD) ED478069 The Role of Co-Regulated Learning during Students' Understanding of Complex Systems with Hypermedia. 2003-04-00 29 N/A 2004 2016-11-21

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Yes Hypermedia Protocol Analysis Scaffolding (Teaching Technique) Undergraduate Students Undergraduate Study Azevedo, Roger Cromley, Jennifer G. Thomas, Leslie Seibert, Diane Tron, Myriam Reports - Research Speeches/Meeting Papers Self Regulated Learning English This study examined the role of different scaffolding instructional interventions in facilitating students' shift to more sophisticated mental models as indicated by both performance and process data. Undergraduate students (n=53) were randomly assigned to 1 of 3 scaffolding conditions (adaptive content and process scaffolding (ACPS), adaptive process scaffolding (APS), and no scaffolding (NS)) and were trained to use a hypermedia environment to learn about the circulatory system. Pretest, posttest, and verbal protocol data were collected. Findings reveal that the ACPS and APS conditions were equally effective and facilitated the shift in learners' mental models significantly more than did the NS condition. Despite the effectiveness of adaptive scaffolding conditions in facilitating students' understanding, process data reveal differences in students' self-regulatory behavior during learning. Participants in the ACPS condition regulated their learning by engaging in help-seeking behavior and over-relying on the tutor to regulate their learning. Participants in the APS condition regulated their learning by planning, monitoring their emerging understanding, and using several strategies to learn and handle task difficulties. Learners in the NS condition were less effective at regulating their learning and exhibited great variability in self-regulation of their learning during the knowledge construction activity. ACPS participants also differed from the other two groups in the amount of time spent on each representation of information. An appendix describes the variables used to code participant behavior. (Contains 4 tables and 72 references.) (Author/SLD) ED478070 Online Process Scaffolding and Students' Self-Regulated Learning with Hypermedia. 2003-04-00 31 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Disabilities Elementary Secondary Education State Programs Student Evaluation Student Participation Testing Accommodations Testing Programs Guides - Non-Classroom Massachusetts Comprehensive Assessment System Massachusetts Massachusetts Massachusetts Comprehensive Assessment System Massachusetts State Dept. of Education, Boston. English This publication presents guidelines for parents and educators in making appropriate decisions about participation in the Massachusetts Comprehensive Assessment System (MACS) tests for students with disabilities, and it describes commonly used test accommodations. State law requires the participation in MCAS of all students who are educated with Massachusetts public funds. During its annual meeting each disabled student's Individualized Education Program (IEP) or "504" Team will determine and document how each student will participate in the MCAS for each subject. The document contains specific guidelines to determine what is appropriate for the student. The use of the MCAS alternate assessment, designed for a very small number of students unable to take the MCAS, and commonly used testing accommodations are described. During 2003, the Massachusetts Department of Education will issue guidelines for the appropriate testing of students of limited English proficiency (LEP). Appendixes contain information on reading aloud as an accommodation and acknowledgments. (SLD) ED478071 Requirements for the Participation of Students with Disabilities in MCAS, Including Test Accommodations and Alternate Assessment. Spring 2003 Update: A Guide for Educators and Parents. 2003-00-00 Parents Practitioners Teachers 27 N/A 2004 2016-11-21

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Yes Ability Achievement Tests Construct Validity Elementary Secondary Education English Mathematics Test Format Test Items DeMauro, Gerald E. Reports - Research New York New York New York State Education Dept., Albany. English Several analyses of the construct validity of the fourth-grade, eighth-grade, and commencement-level English and Mathematics examinations of New York state were performed. The analyses present construct and differential construct elaboration both across tests and within tests. Results show strong relationships among different question types, open-ended and multiple choice, within the same tests and weaker relationships for similar types of questions in diferent tests. These findings indicate that the tests are much more sensitive to skills they are designed to measure than they are to the format of the questions. Simply stated, there is greater evidence that it is mathematics and English that are being measured rather than the ability to answer multiple choice or essay or rubric-scored formats.In particular, the evidence suggests that in the ranges of skills needed to pass the Regents (commencement-level) examination or to achieve competency (proficiency level 3) performance on the fourth and eighth grade tests, the skill intended to be measured is the predominant skill being measured.Two appendixes contain details of the analyses. (Contains 15 tables and 6 references.) (SLD) ED478072 Construct Properties of New York State English Language Arts and Mathematics Examinations, 1998-1999-2000. 2001-01-00 58 N/A 2004 2016-11-21

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Yes Achievement Tests Construct Validity English Language Arts Prediction Predictive Measurement Secondary Education Secondary School Students State Programs Testing Programs DeMauro, Gerald E. Reports - Research New York New York State Regents New York New York State Education Dept., Albany. English Recent reports of high levels of achievement on the Regents examinations in New York state and relatively poor showing on the eighth grade examinations have led many to speculate that the eighth grade examinations lack good predictive properties with respect to the Regents examinations. There are many problems with arriving at such a conclusion, including the unavailability of data that track individual students across these two levels of examination and the confounding includence of intervening variables even if these individual data were available. This study used district-level data from two sources: a sample of 306 districts that administered the June 2000 Regents Comprehensive Examination in English (CEE) and a special administration of the CEE in April 2000 to seniors who had not yet passed the REgents and who missed the January administration because of snow. The limitations of these data call for caution about their interpretation. These district-level data were matched with the spring 2000 performance at the district level on the grade 8 English language arts and grade 4 English language arts examinations. Results show a good predictive relationship among the scores on these examinations. The results of the English language arts examinations are grouped into performance levels from 1 (low) to 4 (high). Particularly strong was the relationship between the representation of the students in level 1 and subsequent performance of the students' districts on the Regents CEE.An appendix presents data on agreement error. (SLD) ED478073 Predictive Sources of Evidence of Construct Validity of the New York State English Language Arts Examinations, Spring 2000 Administrations. 2002-06-00 47 N/A 2004 2016-11-21

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No Academic Achievement Bilingual Education Bilingual Students Elementary Secondary Education English English (Second Language) Limited English Speaking Mathematics School District Wealth State Standards DeMauro, Gerald E. Reports - Research New York New York New York State Education Dept., Albany. English The advent of universal accountability has provided the opportunity to evaluate the progress of students who have had programs to address limited English proficiency. As part of the New York statewide assessment system, students are identified as belonging to these categories: (1) never having been identified as limited English proficient (LEP); (2) LEP and below the 30th percentile on a test of English reading (with reference to norms based on students in the general or monolingual curriculum); (3) LEP and at or above the 30th percentile; and (4) former LEP students. In general, on the grade 4 and 8 examinations in English Language Arts and Mathematics, former LEP students do not score as well as those who were never identified as LEP. This is counter to theory about the effectiveness of programs for these students. However, in the absence of information about the quality and scope of programs students have had, and in view of the disproportionate representation of LEP students in less affluent school districts, it is impossible to conclude from these data anything about the statewide intervention as a whole. A number of studies have been conducted to control for factors that influence performance: the community type in which students attend school and the representation of LEP students in the school's test taking population. When these factors are controlled, the test scores on the four examinations are much more consistent with bilingual education theory. After controlling for community needs/resource category (a proxy for school district affluence), former LEP students score higher than students who were never identified as LEP. Three appendixes contain analysis of variance summary tables. (Author/SLD) ED478074 The Impact of Bilingual Education and English as a Second Language Programs on Acquisition of the New York State Learning Standards. 2002-04-00 79 N/A 2004 2016-11-21

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Yes Academic Achievement College Students Critical Thinking Educational Psychology Higher Education Outcomes of Education Prediction Test Results Williams, Robert L. Reports - Research English This study first determined how well two types of critical thinking measures, generic and subject-specific, predicted performance on course tests. Secondly, the study examined the extent to which critical thinking changed from the beginning to the end of the course. Two generic and one subject-specific measure of critical thinking were used in the study. A total of 428 college students participated in various phases of the study across 3 semesters. All the critical thinking measures better predicted performance on multiple-choice examinations requring critical thinking than on essay quizzes requiring only recall of course information. The Psychological Critical Thinking test (subject specific; T. Lawson, 1999) and the Watson-Glaser Critical Thinking Appraisal-Form S (generic; G. Watson and E. Glaser, 1980) were the best predictors of examination scores. Students also improved their scores on these two critical thinking measures significantly from the beginning to the end of the course. The pattern of change on critical thinking was somewhat different for high and low performers on examinations. (Contains 4 tables and 28 references.) (Author/SLD) ED478075 Critical Thinking as a Predictor and Outcome Measure in a Large Undergraduate Educational Psychology Course. 2003-00-00 19 N/A 2004 8/19/2004 22:00:25 RIEFEB2004

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Yes Difficulty Level Essay Tests Indexes Measurement Techniques Regression (Statistics) Reliability Simulation Test Items Zhu, Renbang Yu, Feng Reports - Research Speeches/Meeting Papers Polytomous Items English To ensure fairness, it is of critical importance that testing programs make sure that essay items given to examinees are equivalent in difficulty. The purpose of this study was to evaluate the stability and accuracy of a logistic regression based polytomous essay difficulty index. Preliminary results from a simulation study (9 conditions with a 100 replications of each condition) and real data from prior studies suggest that the developed index exhibits three desired statistical properties. First, the index was sensitive to the change of essay difficulty. In addition, the index could be computed easily through logistic regression analysis based on a relatively small sample size. Finally, the index was reasonably stable across different examinee ability distributions. However, the degree of stability was not as good as expected, particularly when examinees' ability distributions differed markedly from the normal condition. Therefore, further modification of the difficulty index and analyses needs to be done before the index can be recommended for practical use.(SLD) ED478076 Exploring a Stable Difficulty Index for Polytomous Essay Items. 2003-04-00 26 N/A 2004 2016-11-21

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Yes Accountability Cutting Scores Educational Research Pass Fail Grading Standard Setting (Scoring) Wang, LihShing Pan, Wei Austin, James T. Reports - Research Speeches/Meeting Papers Mapping English Standard-setting research has yielded a rich array of more than 50 standard-setting procedures, but practitioners are likely to be confused about which to use. By synthesizing the accumulated research on standard setting and progress monitoring, this study developed a three-dimensional taxonomy for conceptualizing and operationalizing the various procedures: outcome versus growth assessment, theory-driven versus data-driven approach, and observed scale versus latent scale mapping.An empirical study is reported to illustrate how these various approaches can be implemented to meet the accountability challence in the No Child Left Behind era. Consistency analysis of 12 standard-setting procedures reveals vastly disparate pass/fail decisions among different procedures, even within the same conceptual framework or mapping operation. Particularly disturbing is the finding that the passing rate may jump from as low as 29% to as high as 79%, depending on whether the standard is mapped to the observed-score scale or the latent-score scale. Implications and future directions for policy makers, school officials, and psychometricians are discussed. (Contains 9 tables and 107 references.) (Author/SLD) ED478077 Standards-Setting Procedures in Accountability Research: Impacts of Conceptual Frameworks and Mapping Procedures on Passing Rates. 2003-04-00 Department of Education, Washington, DC. Ohio State Dept. of Education, Columbus. 60 N/A 2004 2016-11-21

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Yes Factor Structure Licensing Examinations (Professions) Racial Differences Real Estate Occupations Sex Differences Validity Wang, Shudong Witt, Elizabeth Reports - Research Speeches/Meeting Papers Invariance English In the context of licensure testing, this study addressed the importance of supplementing the usual content-related validity evidence (job analysis) with empirical validation. Evidence supporting the validity and fairness of the Real Estate National Licensing Examination (RENSE) is provided. Confirmatory factor analysis (CFA) with structural equation modeling (SEM) was used to investigate the internal structural validity of the RENSE across gender and race. Study data were sampled from raw scores of 21,301 real estate sales licensure candidates. For the purpose of cross-validation, the fit of two competing models was examined for a base calibration and a validation sample. Evidence of the invariance of factor structure of RENSE scores across race and gender was found in all fit statistics when model structure, factor loading, latent variable variance, and unique variance are constrained to be equal across groups. Results contribute to the body of evidence supporting the validity and fairness of the RENSE.(Contains 4 tables and 29 references.) (Author/SLD) ED478078 Validation and Invariance of Factor Structure of a National Licensing Examination across Gender and Race. 2002-04-00 20 N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Item Response Theory Simulation Wang, Shudong Wang, Ning Reports - Research Speeches/Meeting Papers Polytomous Items Rasch Model Unidimensionality (Tests) FACETS Computer Program Multidimensionality (Tests) English When categorical responses were simulated from a Multidimensional Many-FACETS Rasch Compensatory Model (MMFRCM), the effects of ability, task difficulty, and step difficulty estimates with the unidimensional Many-FACETS Rasch Model (MFRM; Linacre, 1999) were examined in terms of three error indexes, average absolute difference (AAD), bias, and root mean square error (RMSE). The results show that violating unidimensional assumptions does have an effect on parameter estimation. However, the degree to which estimation shows robustness or not varies dramatically. The conclusion is that the complex nature of the model and data must be clearly understood to determine under which conditions the model should be applied and how well the parameters associated with the model can be estimated reliably. This study provides strong evidence that indicates the nature of MFRM performance when model assumption is violated.(Contains 11 tables and 44 references.) (Author/SLD) ED478079 The Effects of Multidimensional Polytomous Response Data on Unidimensional Many-FACET Rasch Model Parameter Estimates. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Electronic Libraries Job Skills Librarians Library Associations Library Services Library Technicians Special Libraries User Needs (Information) Users (Information) Collected Works - Proceedings Knowledge Management Special Libraries Association Business Information Electronic Resources Special Libraries Association, Washington, DC. English This document contains the following papers from the 2002 Special Libraries Association Conference: (1) "Competencies for the 21st Century Information Professional: Translating the SLA Competencies into Business Competencies" (Sue Henczel); (2) "Compromises along the Way: Balancing Speed to Market with Sustainability While Delivering Knowledge Management Services" (Martha K Heyman); (3) "E-Training: Meeting the Users on Their Terms" (Joan Daghita, Kathryn Dudley, Janet Heekin, Nancy Terry); (4) "Globalization in a Biopharmaceutical Company: Serono's E-Library Project" (Maria Concetta Audino, Maria Baez, Denise Carter, William MacDonald); (5) "In a Do-it-Yourself World, Who Needs Librarians?" (Scott J. Wilson); (6) "Keeping Knowledge Management Alive" (Beth C. Perell, William M. Mercer); (7) "Putting Knowledge to Work Effectively: Assessing Information Needs through Focus Groups" (Valerie E. Perry); (8) "Raising the Bar or Training Library Technicians To Assume Reference Responsibilities" (Barbara Brandys, Joan Daghita, Susan Whitmore); (9) "Analysis and Visualization: Hit or Hype?" (Bill Bartelt); (10) "Characteristics of Information Agencies (Libraries) and Information Agents (Librarians) in Highly Productive Computer Software and Services Companies: The Key to Growth and Survival?" (Margaret Aby Carroll, Yvonne J. Chandler); (11) "Collaborative Marketing: Library and Vendor Partnerships" (Jacqueline H. Trolley, Ryan Sheppard); (12) "Developing E-Business Information Without a Business School" (Hema Ramachandran, Louisa Toot, Carolina Smith); (13) "Do Librarians Really Do That? Or Providing Custom, Fee-Based Services" (Susan Whitmore, Janet Heekin); (14) "Homing in on Our Customers: How the Praxair Information Resource Center Reevaluated and Implemented a New Marketing Strategy" (Crystal S. Megaridis); (15) "Leveraging Knowledge: Impact on Low Cost Planetary Mission Design" (Jennifer Momjian); (16) "Marketing Library and Information Services: Comparing Experiences at Large Institutions" (Robert Noel, Timothy Waugh); (17) "Meeting the Needs of Travel Clientele: Tried and True Strategies That Work" (Kathy Blessing, Cherine Whitney); (18) "The NASA Scientific and Technical Information (STI) Program's Implementation of Open Archives Initiative (OAI) for Data Interoperability and Data Exchange" (JoAnne Rocker, George J. Roncaglia, Lynn N. Heimerl, Michael L. Nelson); and (19) "The (Triple) Bottom Line on Corporate Social Reports: CI on the Social Frontier" (Michael Stevenson). (MES) ED478080 SLA 2002: Putting Knowledge to Work. Papers Presented at the Special Libraries Association Conference (Los Angeles, California, June 9-12, 2002). 2002-06-00 223 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Business Competence Job Skills Librarians Library Associations Library Services Models Professional Development Self Evaluation (Individuals) Special Libraries Standards Henczel, Sue Reports - Evaluative Speeches/Meeting Papers Special Libraries Association English This paper examines how the Special Libraries Association competencies can be mapped to the broader business competencies of marketing (promoting), packaging (product development), persuading and performing (sales/customer service), and positioning (strategic maneuvering). It introduces a process whereby the skills, knowledge, understandings, and attitudes associated with each competency are identified and matched with the skills required in a business environment. Having matched the skills, knowledge, understandings, and attitudes and mapped the competencies, the author introduces a model for self-evaluation that enables individuals to assess their strengths and weaknesses and identify any skills gap that exists. The assessment can then be used to develop study programs, to support requests for professional development and to supplement performance reviews. If shared, the assessments can also be used to establish teams with an appropriate balance of skills and experience. Charts for matching personal and professional competencies, professional librarian competencies with business competencies, the components of a librarian competency with the business competencies, and the components of a librarian competency with the components of a business competency are appended. (Contains 12 references.) (MES) ED478081 Competencies for the 21st Century Information Professional: Translating the SLA Competencies into Business Competencies. 2002-06-00 12 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Business Information Management Library Services Special Libraries Heyman, Martha K. Reports - Evaluative Speeches/Meeting Papers Knowledge Management Business Libraries Compromise English This paper will discuss some of the compromises, and the path to those compromises, that must be made while implementing a successful knowledge management program within a for-profit enterprise. Specifically the following compromises are addressed: (1) manage knowledge where it is created, but do that within a global system; (2) no single scope defined for the mega-collection within the repository, but clear scopes defined within practice area collections; (3) inconsistently index content across the entire repository, but consistently within a practice area; (4) follow the money, regardless of the true nature of the asset; (5) the sky is not always blue, even when it is blue; and (6) retain dated content because it is fresh content for other repository constituencies. The paper also contrasts the structure of a successful knowledge management program within a consulting firm versus one within a commodities business, specifically a global chemical manufacturing company. (Author/MES) ED478082 Compromises along the Way: Balancing Speed To Market with Sustainability while Delivering Knowledge Management Services. 2002-06-00 12 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Electronic Libraries Instructional Design Instructional Development Learner Controlled Instruction Library Instruction Library Services Special Libraries User Needs (Information) Web Based Instruction World Wide Web Daghita, Joan Dudley, Kathryn Heekin, Janet Terry, Nancy Reports - Research Speeches/Meeting Papers Electronic Resources National Institutes of Health User Preferences English The National Institutes of Health (NIH) Library has developed a Web-based training program in response to feedback obtained from a customer survey on learning preferences. A majority of the participants surveyed preferred Web-based training over hands-on training, seminars, printed guides, and personal tutorials. Participants reported that they felt overwhelmed by the amount and complexity of information and that they did not need or want to know how to use all resources simultaneously, but would rather learn how to use a resource when the need arises. Taking these user requirements into consideration, the Library's Instruction Team designed and implemented Web tutorials to meet the users' desire for convenience and the ability to learn at their own pace from anywhere at anytime. Using a Web-authoring tool called ViewletBuilder, the team developed practical, task-specific animated demonstrations or viewlets that show a user how to use library-supported databases or software. Viewlets supplement animation with text balloons and notes explaining the actions to the viewer. Watching a viewlet is like watching a real-time demonstration with navigation buttons for the user to control the speed of the tutorial, allowing the viewer to work at his or her own pace. With Web-based training the NIH Library has been able to deliver a 24/7 learning solution that is both convenient and relevant to the users' information needs in a research environment. (Contains 18 references.) (Author/MES) ED478083 E-Training: Meeting the Users on Their Terms. 2002-06-00 11 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Electronic Libraries Internet Librarians Library Role Library Services Newspapers Online Searching Special Libraries Training User Needs (Information) Users (Information) Wilson, Scott J. Opinion Papers Reports - Evaluative Speeches/Meeting Papers Intranets Los Angeles Times Electronic Resources English This paper looks at the importance of librarians with the current availability of online information. The first section summarizes the author's observations of online research in special libraries in the 1980s. The second section presents his observations of the current situation, using examples from the Los Angeles Times Editorial Library, including the Library's intranet, which offers over 1,000 Internet links organized into subject categories, fee-based resources, and customized databases is described, as well as classes and "brown bag" lunch sessions providing training on using these resources to staff. The third section discusses 4 issues that were present in the 1980s and continue to limit end-users from doing their own research: time, money, technical capabilities, and searching skill. (MES) ED478084 In a Do-It-Yourself World, Who Needs Librarians? 2002-06-00 7 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Academic Libraries Agricultural Colleges College Faculty College Students Focus Groups Higher Education Information Centers Library Planning Library Services Special Libraries User Needs (Information) Users (Information) Perry, Valerie E. Reports - Descriptive Speeches/Meeting Papers Agricultural Libraries University of Kentucky English This paper describes how focus groups were used to assess the effectiveness of the University of Kentucky's Agricultural Information Center (AIC) in providing patron services. The AIC serves 1,100 undergraduate students, 370 graduate and postdoctoral students, and 1,700 faculty and staff in the College of Agriculture. In August 2000, the AIC conducted nine focus groups consisting of 36 faculty, staff, graduate students and postdoctoral students. The feedback shared by these focus group participants was instrumental in redefining both the immediate goals and the Five-Year Strategic Plan of the AIC. Immediate goals included creating an effective marketing plan, redesigning the library instruction seminars, and improving other public services offered. The data gained from the focus groups gave the AIC a clear picture of how these goals can best be achieved. The paper addresses the purpose of focus groups and the specific steps taken by the AIC at each of the following stages: (1) planning for focus groups, including goal setting, session locations and times, participants, focus group questions, and the moderator; (2) implementing focus groups, including the environment, moderator, participants, and data collection; and (3) analyzing focus group data. Future plans and ways that the resulting information from the focus groups has helped to improve public services are also discussed. (Contains 3 references and 11 suggested readings.) (MES) ED478085 Putting Knowledge To Work Effectively: Assessing Information Needs through Focus Groups. 2002-06-00 11 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Instructional Development Job Training Library Services Library Technicians Paraprofessional Personnel Reference Services Special Libraries Training Methods Training Objectives Brandys, Barbara Daghita, Joan Whitmore, Susan Reports - Evaluative Speeches/Meeting Papers National Institutes of Health English This paper reports on a program at the National Institutes of Health (NIH) Library that was instituted to train library technicians to work at the Information Desk as Reference Assistants; the objectives of the program were to train library technicians to become reference assistants, to free up librarians' time for new work assignments, and to increase the job satisfaction of library technicians. Following an introductory section, the second section of the paper lists several useful points from a review of the literature on training paraprofessionals for work at the information desk. The third section discusses recruitment of trainees. The fourth section presents an outline of the training plan, consisting of nine developmental objectives, each having one or more developmental activities and resources. The fifth section describes the assessment of the Reference Assistants, which included a written evaluation by a mentor, a written test, and observation at the reference desk. The sixth section summarizes lessons learned. (MES) ED478086 Raising the Bar or Training Library Technicians To Assume Reference Responsibilities. 2002-06-00 9 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Data Data Analysis Information Retrieval Information Technology Visual Aids World Wide Web Bartelt, Bill Reports - Evaluative Speeches/Meeting Papers Information Value English This paper discusses the use of tools for analyzing and visualizing data to synthesize knowledge from data. The first section notes the worsening problem of too much information, resulting from technology advances that have made fact or data look-up fast, efficient, and inexpensive. The second section presents a table of six data types (i.e., structured text, unstructured text, numbers, hierarchical, 2D structures, and 3D structures) and the ways in which corresponding tools enable new value to be extracted. The third section examines content, technology and integration, business and economic, and human issues that affect the success of analysis and visualization tools. (MES) ED478087 Analysis and Visualization: Hit or Hype? 2002-06-00 7 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Computer Software Development Information Centers Information Services Librarians Library Role Library Surveys Productivity Professional Development Questionnaires Special Libraries Carroll, Margaret Aby Chandler, Yvonne J. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Organizational Structure English This study examines whether an analysis of characteristics of libraries or information centers and librarians in highly productive companies yields operational models and standards that can improve their efficiency and effectiveness and their parent organization's productivity. Data was collected using an e-mail survey instrument sent to 500 large software companies. Types of data collected for the library or information center included: number and placement of library or information center(s) within the organization; number and placement of librarian or information professional(s) within the organization; reporting structure for highest ranking library or information center staffer; staffing by category of work (professional, para-professional, clerical or technical), employee status (full, part-time or contractor/outsourced), and experience; staff professional development requirements; source of funding and allocation; services offered in the physical location; services offered in a virtual location; content purchased; measures of return on investment; ranked (by strategic value) customer segments; and ratio of staff to potential and actual customer base. Data collected for the librarian or information professional included: level of education; tenure at current organization; prior information industry experience; title; and professional development activities. A copy of the survey questionnaire is appended. (Contains 21 references.) (MES) ED478088 Characteristics of Information Agencies (Libraries) and Information Agents (Librarians) in Highly Productive Computer Software and Services Companies: The Key to Growth and Survival? 2002-06-00 30 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Electronic Libraries Foreign Countries Library Development Marketing Resource Centers Special Libraries Training World Wide Web Trolley, Jacqueline H. Sheppard, Ryan Reports - Descriptive Speeches/Meeting Papers Europe United Kingdom United States Electronic Resources United Kingdom United States English This paper describes the development of a Library Resource Center of promotional and marketing materials that is available in multiple languages on the ISI Web site. Collaboration between the ISI marketing staff in the United Kingdom, who built this electronic library, and librarians in other countries is discussed. U.S corporate marketing initiatives are addressed, including customized campaigns to promote awareness and provide training materials as needed in pre- and post-sale environments. Several sample pages from the ISI Web site are included. (MES) ED478089 Collaborative Marketing: Library and Vendor Partnerships. 2002-06-00 9 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Academic Libraries Business Administration Education Electronic Libraries Higher Education Library Instruction Library Services World Wide Web Ramachandran, Hema Toot, Louisa Smith, Caroline Reports - Descriptive Speeches/Meeting Papers California Institute of Technology Electronic Resources Web Site Design Business Information Business Libraries English This paper describes the development of a Web site, popular instructional sessions, expanded reference and research services, the addition of more databases, and collection development designed by the California Institute of Technology Library to support an Internet Business class and other business-related ventures on campus. The first section discusses the campus climate, including a campus-wide interest in business and entrepreneurship and a literature search on entrepreneurship education. The second section covers planning, including goal setting, and identifying the main components to work on. The third section addresses retooling in order to add business librarianship into the librarians' skill set, including learning the essentials of business research from texts and studying the Web sites of business schools and libraries. The fourth section describes Web site creation, including organizing the resources into logical categories and the inclusion of pathfinders called "Jumpstarts." The fifth section discusses the classes on business resources offered by Caltech librarians. (MES) ED478090 Developing E-Business Information without a Business School. 2002-06-00 9 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Competence Job Skills Librarians Library Services Professional Development Special Libraries Telephone Surveys User Needs (Information) World Wide Web Whitmore, Susan Heekin, Janet Reports - Descriptive Speeches/Meeting Papers Customer Services National Institutes of Health English This paper describes some of the fee-based, custom services provided by National Institutes of Health (NIH) Library to NIH staff, including knowledge management, clinical liaisons, specialized database searching, bibliographic database development, Web resource guide development, and journal management. The first section discusses selecting the services, including a telephone survey of NIH Library users. The second section addresses custom service competencies, including traditional library skills, as well as the personal competencies mentioned in the Special Libraries Association "Competencies for Special Librarians." The third section presents three examples of custom service projects. The fourth section looks at future directions, including developing additional custom services, developing skills among staff that can facilitate the provision of custom services, and marketing these services more heavily to NIH staff. The "Custom Service Portfolio," containing brief descriptions of the services offered, is attached. (MES) ED478091 Do Librarians Really Do That? Or Providing Custom, Fee-Based Services. 2002-06-00 7 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Information Centers Information Services Marketing Special Libraries Use Studies User Needs (Information) Megaridis, Crystal S. Reports - Descriptive Speeches/Meeting Papers English Work request statistics have been tracked at the Praxair Information Resource Center (IRC) for nearly a decade. After a gradual and steady increase of work requests over the years, the work requested of the IRC reached a plateau in 1999 that lasted approximately 1 year. Work request statistics during the winter of 2000, however, indicated a shift away from the utilization of the IRC. Concerned about this change, the IRC set out to evaluate the situation. Results from a survey of customer information habits, as well as focus group meetings, provided the IRC with important information that pointed to several possible reasons for the change in usage. The IRC chose to embrace these findings, and shifted gears slightly, in order to be in closer alignment with the true information needs of the patrons. The IRC began a long-term marketing campaign in July of 2001 that revolved around a combination of a significant increase in IRC departmental visibility and more individual, personalized communication. Monthly events sponsored by the department, new IRC "ads", and a more proactive approach were all part of the new marketing strategy. Statistics continue to be monitored and a follow-up survey will be administered during the first quarter of 2002. Results of the campaign will be evaluated in the spring of 2002. (Author/MES) ED478092 Homing in on Our Customers: How the Praxair Information Resource Center Reevaluated and Implemented a New Marketing Strategy. 2002-06-00 7 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 8/19/2004 22:01:13 RIEFEB2004 In: SLA 2002: Putting Knowledge to Work. Papers Presented at the Special Libraries Association Conference (Los Angeles, California, June 9-12, 2002); see IR 058 674.

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Yes Access to Information Corporate Libraries Electronic Libraries Engineering Engineers Information Management Information Services Library Development Scientific and Technical Information Space Exploration Special Libraries User Needs (Information) World Wide Web Momjian, Jennifer Reports - Descriptive Speeches/Meeting Papers Electronic Resources Intranets Knowledge Management English This paper discusses innovations developed by the Jet Propulsion Laboratory (JPL) librarians to reduce the information query cycle time for teams planning low-cost, planetary missions. The first section provides background on JPL and its library. The second section addresses the virtual information environment, including issues of access, content, and online requests. The third section discusses knowledge management projects, including: the Information Providers Directory; JPL Know Who, a directory of skills and knowledge at JPL; JPL Taxonomy for the Portal (i.e., a replacement for the JPL Intranet Web site); JPL Stories series, a monthly story-telling event; several small projects to capture and communicate tacit knowledge; metadata standards; a catalog of JPL authors and publications; and the Document Information Management System. The fourth section describes the relationship between the JPL Technical Library and the Flight Systems Engineering Section, including a survey to identify the information needs of systems engineers, organizing the collection in the Flight Systems Section electronic library, and implementation of the library. (MES) ED478093 Leveraging Knowledge: Impact on Low Cost Planetary Mission Design. 2002-06-00 11 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Academic Libraries Comparative Analysis Computer Literacy Corporate Libraries Higher Education Librarians Library Services Marketing Selective Dissemination of Information User Needs (Information) World Wide Web Noel, Robert Waugh, Timothy Reports - Descriptive Speeches/Meeting Papers Computer Animation English This paper explores some of the similarities and differences between publicizing information services within the academic and corporate environments, comparing the marketing experiences of Abbot Laboratories (Illinois) and Indiana University. It shows some innovative online marketing tools, including an animated gif model of a large, integrated current awareness system that helps educate users and spreads the word about changes in the library, new opportunities for staying informed, and new information tools. Details about how this model was created are presented. The paper also suggests that computer literate librarians can be very effective in applying their skills to the marketing process in libraries. (Author/MES) ED478094 Marketing Library and Information Services: Comparing Experiences at Large Institutions. 2002-06-00 10 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Library Collection Development Periodicals Publishing Industry Resource Materials Selection Tools Tourism Travel User Needs (Information) World Wide Web Blessing, Kathy Whitney, Cherine Reference Materials - Bibliographies Reports - Descriptive Speeches/Meeting Papers Travel Literature Ecotourism English This paper describes sources for meeting the information needs of travel clientele. Topics addressed include: (1) U.S. government Web sites; (2) collection development tools, including review journals, online bookstores, travel Web sites, and sources of point-by-point comparisons of guide books; (3) prominent guidebook series and publisher Web sites; (4) select travel periodicals and their publisher Web sites; (5) select commercial and educational Web sites; (6) prominent resources for tour professionals; and (7) ecotourism. (MES) ED478095 Meeting the Needs of Travel Clientele: Tried and True Strategies That Work. 2002-06-00 10 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Agency Cooperation Cooperative Programs Data Collection Federal Government Government Publications Information Dissemination Information Transfer Scientific and Technical Information Rocker, JoAnne Roncaglia, George J. Heimerl, Lynn N. Nelson, Michael L. Reports - Descriptive Speeches/Meeting Papers Interoperability National Aeronautics and Space Administration English Interoperability and data-exchange are critical for the survival of government information management programs. E-government initiatives are transforming the way the government interacts with the public. More information is to be made available through Web-enabled technologies. Programs such as the NASA's Scientific and Technical Information (STI) Program Office are tasked to find more effective ways to disseminate information to the public. The NASA STI Program is an agency-wide program charged with gathering, organizing, storing, and disseminating NASA-produced information for research and public use. The program is investigating the use of a new protocol called the Open Archives Initiative (OAI) as a means to improve data interoperability and data collection. OAI promotes the use of the OAI harvesting protocol as a simple way for data sharing among repositories. In two separate initiatives, the STI Program is implementing OAI. In collaboration with the Air Force, Department of Energy, and Old Dominion University, the NASA STI Program is participating in the Technical Report Interchange (TRI) Project to exchange data between the three organizations. The second initiative is the deployment of OAI for the NASA Technical Report Server (TRS) environment. The NASA TRS environment is comprised of distributed technical report servers with a centralized search interface. This paper focuses on the implementation of OAI to promote interoperability among diverse data repositories. (Contains 10 references and 4 figures.) (Author/MES) ED478096 The NASA Scientific and Technical Information (STI) Program's Implementation of Open Archives Initiative (OAI) for Data Interoperability and Data Exchange. 2002-06-00 11 For full text: http://www.sla.org/content/Events/conference/2002annual/ confpap2002/papers2002conf.cfm/. N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Attitudes Administrator Role Change Strategies Educational Change Middle Schools School Districts Teacher Recruitment Urban Schools Feist, Michelle Reports - Descriptive Reform Efforts Academy for Educational Development, Inc., New York, NY. English This report presents challenges of and strategies for implementing reform in middle-grades schools, highlighting the perspectives of district administrators who participated in the Urban Middle-Grades Reform Network. The first section reviews literature on district support of school reform, including research on limitations of district-led reform, the district infrastructure needed to implement and support reform, and changing relationships within the central office. Next, it discusses information from a series of interviews with 14 respondents from 12 districts representing a variety of geographic locations. Interviews focused on managing districtwide reform and the change process; supporting specific school-level changes; and engaging the community in middle-grades reform. Respondents noted the importance of creating widespread commitment, changing the school and district culture, and being realistic about the time needed to implement reforms. They found they had to change attitudes, school climate, and district culture in order to make deep changes in the schools. All noted the necessity of proper and focused planning time and emphasized that middle-grades reform had to remain a priority in the district. Three appendices discuss recruiting, training, and retaining leaders to manage reform; whole-school reform models; and using data to support school reform and address achievement gaps and equity issues. (Contains 22 references.) (SM) ED478097 A Web of Support: The Role of Districts in Urban Middle-Grades Reform. 2003-00-00 Ewing Marion Kauffman Foundation, Kansas City, MO. Edna McConnell Clark Foundation, New York, NY. 38 Academy for Educational Development, 100 Fifth Avenue, New York, NY 10011. Tel: 212-243-1110; Web site: http://www.aed.org/scs. N/A 2004 2016-11-21

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Yes Access to Computers After School Programs Community Education Computer Literacy Elementary Secondary Education Family Involvement Internet Low Income Groups Program Development Technology Education Urban Areas Schwartz, Wendy ERIC Publications ERIC Digests in Full Text ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English The number of family programs in low-income communities that promote computer and Internet literacy is steadily growing. This digest describes urban after school and community programs found to be effective among low-income youth and their families. Some are projects of national initiatives that welcome new local affiliates, and others are independent local programs whose creativity might spark the development of equally innovative programs elsewhere. The digest presents general guidelines for creating and implementing after-school and community technology programs. These guidelines are in the areas of first steps (identifying what the programs will be able to accomplish given their resources and potential constituency); partnership building with businesses and national organizations; program evaluation; program organization and management; curriculum (grounded in project-based learning); and resource development and sharing. (Contains 9 references.) (SM) ED478098 After-School and Community Technology Education Programs for Low-Income Families. ERIC Digest. 2003-06-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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No Accountability Economics of Education Educational Finance Educational Quality Educational Vouchers Elementary Secondary Education Neighborhood Schools Public Education Public Schools School Choice Special Education Teacher Qualifications Hoxby, Caroline M., Ed. Books Collected Works - General National Bureau of Economic Research, Cambridge, MA. English This collection of essays grew out of a series of conferences held by the National Bureau of Economic Research on school finance, public economics, and school choice. After an introduction by Carolyn M. Hoxby, the papers are: (1) "Does Public School Competition Affect Teacher Quality?" (Eric A. Hanushek and Steven G. Rivkin); (2) "Can School Choice and School Accountability Successfully Coexist?" (David N. Figlio and Marianne E. Page); (3) "The Role of Special Education in School Choice" (Julie Berry Cullen and Steven G. Rivkin); (4) "School Vouchers: Results from Randomized Experiments" (Paul E. Peterson, William G. Howell, Patrick J. Wolf, and David E. Campbell); (5) "Introducing School Choice into Multidistrict Public School Systems" (Thomas J. Nechyba); (6) "School Vouchers as a Redistributive Device: An Analysis of Three Alternative Systems" (Raquel Fernandez and Richard Rogerson); (7) "Neighborhood Schools, Choice, and the Distribution of Educational Benefits" (Dennis Epple and Richard Romano); and (8) "School Choice and School Productivity: Could School Choice be a Tide that Lifts All Boats?" (Carolyn M. Hoxby). (Papers contain references, and the book includes author and subject indexes.) (SM) ED478099 The Economics of School Choice. A National Bureau of Economic Research Conference Report. 2003-00-00 ISBN-0-226-35533-0 366 Marketing Department, University of Chicago Press, 1427 East 60th Street, Chicago, IL 60637-2954 ($75). Web site: http://www.press.uchicago.edu. N/A 2004 8/19/2004 22:01:31 RIEFEB2004

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Yes Adolescents Births to Single Women Dropout Rate Early Parenthood Federal Legislation Females High Schools Low Income Groups Mothers Pregnancy Welfare Reform Offner, Paul Reports - Research Living Arrangements Personal Responsibility and Work Opp Recon Act Personal Responsibility and Work Opportunities Reconciliation Act Urban Inst., Washington, DC. English This report examines the extent to which welfare reform is changing adolescent behaviors that lead to welfare dependency. It begins by discussing the provisions in the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 that require teenagers to stay in school and live with a parent, concluding that relatively little can be learned from looking at individual state programs. Next, it examines previous research in this area. The current study used data from the Current Population Survey March Supplement, which contains detailed information on family characteristics, household composition, and income. The main sample included roughly 74,000 teenage girls from 1989-2001. Data analysis investigated the degree to which welfare reform was responsible for observed changes in dropping out of school, living with parents, and having an out-of-wedlock child. Results indicated that welfare reform strongly related to certain changes in teen outcomes between 1989-2001. It significantly reduced the school dropout rate of low income teenage girls, had little effect on living arrangements (except among young, low income mothers), and reduced the number of never-married girls who had children. (Contains 15 references.) (SM) ED478100 Teenagers and Welfare Reform. 2003-06-15 43 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; Web site: http://www.urban.org. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Educational Environment Educational Improvement Elementary Secondary Education Grade 4 Poverty Program Evaluation Reading Achievement School Safety School Size Teaching Experience Urban Schools Tighe, Erin Wang, Aubrey Foley, Ellen Reports - Research Reform Efforts Learning Communities Philadelphia School District PA Consortium for Policy Research in Education, Philadelphia, PA. English This report presents findings from an evaluation of Philadelphia's Children Achieving reform agenda, which was designed to improve the Philadelphia public schools. Between 1995-1996 and 2000-2001, interviews were conducted with hundreds of teachers, principals, parents, students, district officials, and civic leaders. Researchers sat in on meetings where the plan was developed, observed its implementation in classrooms and schools, conducted two systemwide surveys of teachers, and carried out independent analyses of the district's test results and other indicators of system performance. Results indicate that Children Achieving reforms are related to students' school achievement. Children Achieving reform components demonstrate significant relationships to fourth grade reading achievement. Schools with more obstacles to learning and with more safety concerns have a higher probability that fourth graders will score below the mean in standardized reading achievement. These relationships are even higher among high poverty schools. Well-implemented small learning communities provide a good learning environment and are better implemented in safer schools with a greater sense of teacher professional community and fewer obstacles to learning. School size and teacher experience relate to both obstacles to student learning and teacher-reported professional community. Three appendices present analysis of the Survey of Philadelphia Teachers, the 1998-1999 Teacher Survey, and rationale for and description of variable categories. (SM) ED478101 An Analysis of the Effect of Children Achieving on Student Achievement in Philadelphia Elementary Schools. 2002-02-00 Pew Charitable Trusts, Philadelphia, PA. 45 Consortium for Policy Research in Education, University of Pennsylvania, Graduate School of Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; e-mail: cpre@gse.upenn.edu; Web site: http:www.cpre.org. N/A 2004 2016-11-21

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No Citizenship Cultural Differences Elementary Secondary Education English (Second Language) Ethnic Bias Ethnicity Federal Government Immigrants Immigration Language Minorities Limited English Speaking Local Government Racial Bias State Government Urban Areas Euchner, Charles C., Ed. Reports - Descriptive Harvard Univ., Cambridge, MA. English This paper asserts that if a single theme prevails in the story of Greater Boston's new immigration, it is diversity. No single group dominates in metro Boston. Diversity in country of origin is compounded by differences in ethnicity, socioeconomic background, legal status, and language. Issues of particular salience to immigrant communities include linguistic barriers in understanding and communication; cultural differences pitting the practices of the homeland against "American" ones; differences in look, dress or behavior (including religious differences) that might generate suspicion or discriminatory behavior; and the obstacles faced by non-citizens as a result of their legal status. The paper focuses on understanding the new face of Greater Boston (kinds of immigrants, such as undocumented migrants, lawful temporary residents, refugees, asylees, parolees, and lawful permanent residents; and race, ethnicity, national origin, and language); policy actors (federal, state, and local governments, nonprofit service providers and advocacy groups, and foreign governments and consulates); issues facing the region (processing newcomers, tracking aliens, becoming citizens, voting and elections, overcoming linguistic barriers, dealing with discrimination, work and income security, and building coalitions and community); and building a new Boston. (SM) ED478102 Governing Greater Boston: Meeting the Needs of the Region's People. 2003-03-00 37 Harvard University, John F. Kennedy School of Government, Rappaport Institute for Greater Boston, 79 John F. Kennedy Street, Cambridge, MA 02138. Tel: 617-495-5091; Fax: 617-496-1722; Web site: http://www.ksg.harvard.edu/rappaport/research.htm. N/A 2004 8/19/2004 22:01:39 RIEFEB2004 Produced by the Rappaport Institute for Greater Boston, Kennedy School of Government. Written with the assistance of Daniel Scholzman. In "Governing Greater Boston: Meeting the Needs of the Region's People" (Charles C. Euchner, Editor).

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Yes Access to Education Adolescents Civil Rights Confidentiality Early Parenthood Educational Policy Equal Education Federal Legislation Females High Schools Pregnancy Secondary School Students Student Rights Solomon, Nancy Guides - Non-Classroom Los Angeles Unified School District CA English The California Women's Law Center (CWLC) works to ensure, through systemic change, that the life opportunities for women and girls are free from unjust social, economic, and political constraints. As part of this mission, the CWLC collaborated with California's Los Angeles Unified School District (LAUSD) to develop comprehensive written policies regarding the rights of pregnant and parenting students. The CWLC encourages all schools to adopt comprehensive policies on the rights of pregnant and parenting students. To assist schools in this effort, the CWLC has written this "Model Policy on the Civil Rights of Pregnant and Parenting Students." The document is also intended to be a resource for pregnant and parenting students and their advocates. It provides background information on federal law. Seven sections address (1) "Federal and State Law Protect the Rights of Pregnant and Parenting Students"; (2) "Right to a Complete and Equal Education"; (3) "Attendance"; (4) "Schools Shall Make Reasonable Adjustments to Facilitate Pupils' Full Participation in all School Programs"; (5) "Alternatives to Regular Attendance"'; (6) "Right to Confidentiality and to Consent to Medical Care"; and (7) "Complaints." A physician's referral form is attached. (Contains 22 footnotes.) (SM) ED478103 Federal Model Policy on the Civil Rights of Pregnant and Parenting Students. 2003-00-00 18 California Women's Law Center, 3460 Wilshire Boulevard, Suite 1102, Los Angeles, CA 90010. Tel: 213-637-9900; Fax: 213-637-9909; Web site: http://www.cwlc.org. N/A 2004 2016-11-21

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Yes Access to Education Adolescents Civil Rights Confidentiality Early Parenthood Educational Policy Equal Education Females High Schools Pregnancy Secondary School Students State Legislation Student Rights Solomon, Nancy Guides - Non-Classroom Los Angeles Unified School District CA English The California Women's Law Center (CWLC) works to ensure, through systemic change, that the life opportunities for women and girls are free from unjust social, economic, and political constraints. As part of this mission, the CWLC collaborated with California's Los Angeles Unified School District (LAUSD) to develop comprehensive written policies regarding the rights of pregnant and parenting students. The CWLC encourages all schools to adopt comprehensive policies on the rights of pregnant and parenting students. To assist schools in this effort, the CWLC has written this "Model Policy on the Civil Rights of Pregnant and Parenting Students." The document is also intended to be a resource for pregnant and parenting students and their advocates. It provides background information on California law. Seven sections address (1) "Federal and State Law Protect the Rights of Pregnant and Parenting Students"; (2) "Right to a Complete and Equal Education"; (3) "Attendance"; (4) "Schools Shall Make Reasonable Adjustments to Facilitate Pupils' Full Participation in all School Programs"; (5) "Alternatives to Regular Attendance"'; (6) "Right to Confidentiality and to Consent to Medical Care"; and (7) "Complaints." A physician's referral form is attached. (Contains 40 footnotes.) (SM) ED478104 California Model Policy on the Civil Rights of Pregnant and Parenting Students. 2003-00-00 20 California Women's Law Center, 3460 Wilshire Boulevard, Suite 1102, Los Angeles, CA 90010. Tel: 213-637-9900; Fax: 213-637-9909; Web site: http://www.cwlc.org. N/A 2004 2016-11-21

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No Academic Standards Athletics Beginning Teachers Context Effect Curriculum Development Disabilities Diversity (Student) Educational Research Elementary Secondary Education Gender Issues Health Promotion Higher Education Interdisciplinary Approach Knowledge Base for Teaching Learning Strategies Physical Activities Physical Education Teachers Physical Fitness Preservice Teacher Education Program Development Social Responsibility Socialization Student Attitudes Student Evaluation Student Motivation Teacher Effectiveness Teacher Knowledge Teaching Methods Wellness Silverman, Steven J., Ed. Ennis, Catherine D., Ed. Books Collected Works - General Guides - Classroom - Teacher English This book provides the latest research on physical education curriculum, teaching, and teacher education and shows physical educators how to apply this knowledge to their day-to-day practices. There are 19 chapters in five parts. Part 1, "Overview of the Field," includes (1) "Enhancing Learning: An Introduction" (Stephen J. Silverman and Catherine D. Ennis); (2) "How the Field Evolved" (Amelia M. Lee); and (3) "Research: What it is and How We Can Learn From It" (Stephen J. Silverman). Part 2, "Addressing the Needs of Diverse Students," includes (4) "Context of Schools" (LeaAnn Tyson Martin); (5) "Student Learning and the Social Construction of Gender in Sport and Physical Education" (David Kirk); and (6) "Students with Disabilities in Physical Education" (E. William Vogler). Part 3, "Promoting Student Learning," includes (7) "Using Curriculum to Enhance Student Learning" (Catherine D. Ennis); (8) "Standards-Based Program Design: Creating a Congruent Guide for Student Learning" (Leslie T. Lambert); (9) "Student Issues in Physical Education Classes: Attitudes, Cognition, and Motivation" (Melinda A. Solomon); (10) "Effective Instruction in Physical Education" (Judith E. Rink); and (11) "Assessment in Physical Education: The Future is Now!" (Terry M. Wood). Part 4, "Promoting Valued Outcomes and Attitudes," includes (12) "Health-Related Physical Education: Physical Activity, Fitness, and Wellness" (Thomas L. McKenzie); (13) "Teaching Sport within Physical Education" (Peter A. Hastie); (14) "Teaching Personal and Social Responsibility in Physical Education" (Don Hellison); and (15) "Interdisciplinary Curriculum in Physical Education: Possibilities and Problems" (Judith H. Placek). Part 5, "Learning to Teach: An Ongoing Process," includes (16) "Learning to Teach Physical Education" (Mary O'Sullivan); (17) "Teachers' Knowledge Construction" (Inez Rovegno); (18) "Organizational Socialization: Factors Affecting Beginning Teachers" (Sandra A. Stroot and Christine E. Whipple); and (19) "Enhancing Learning: An Epilogue" (Catherine D. Ennis and Stephen J. Silverman). (Chapters contain references.) (SM) ED478105 Student Learning in Physical Education: Applying Research To Enhance Instruction. Second Edition. 2003-00-00 ISBN-0-7360-4275-X Practitioners Teachers 352 Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076 ($49). Tel: 800-747-4457 (Toll Free); e-mail: humank@hkusa.com; Web site: http://www.HumanKinetics.com. N/A 2004 8/19/2004 22:01:46 RIEFEB2004

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No Academic Standards Athletics Classroom Techniques Course Content Curriculum Development Educational Change Educational Environment Exercise Faculty Development Grading Instructional Materials Interpersonal Relationship Learning Strategies Middle School Teachers Middle Schools Motor Development Physical Education Teachers Planning Psychomotor Skills Skill Development Student Characteristics Student Evaluation Student Motivation Teacher Competencies Teacher Effectiveness Teaching Skills Teaching Styles Units of Study Mohnsen, Bonnie S. Books Guides - Classroom - Teacher Psychosocial Factors Reform Efforts English This book provides a blueprint for developing environment, curriculum, instruction, and assessment based on high quality physical education guidelines. There are 17 chapters in four parts. Part 1, "Prepare for Your Journey," includes (1) "Physical Education in a Changing World"; (2) "Reform Efforts in the Middle School"; (3) "The Role of Physical Education in Middle School"; (4) "The Physical Education Environment"; and (5) "The Psychological Environment." Part 2, "Map Out Your Journey," includes (6) "Creating the Curriculum Foundation"; (7) "Planning a Course of Study"; and (8) "Assessing and Grading Your Students." Part 3, "Travel Toward Your Destination," includes (9) "Understanding Today's Learner"; (10) "Improving Your Teaching Effectiveness"; (11) "Teaching Styles and Strategies to Meet Learners' Needs"; (12) "Selecting Instructional Materials"; and (13) "Continuing to Grow as a Professional." Part 4, "Discover Your Destination," includes (14) "A Fifth Grade Program: Manipulating Objects Efficiently and Effectively"; (15) "A Sixth Grade Program: Learning Skills through Cooperation"; (16) "A Seventh Grade Program: Taking into Account Acceptable Risks through Problem Solving"; and (17) "An Eighth Grade Program: Working as a Team to Develop Strategies for Success." Four appendixes present: characteristics of middle school students, content related to grade level standards, exercises and activities, and recommended resources and readings. (Contains approximately 550 references.) (SM) ED478106 Teaching Middle School Physical Education: A Standards-Based Approach for Grades 5-8. Second Edition. 2003-00-00 ISBN-0-7360-4381-0 Practitioners Teachers 390 Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076 ($35). Tel: 800-747-4457 (Toll Free); e-mail: humank@hkusa.com; Web site: http://www.HumanKinetics.com. N/A 2004 2016-11-21

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Yes College School Cooperation Elementary Education Family School Relationship Foreign Countries Higher Education Inservice Teacher Education Low Income Groups Parent Attitudes Parent Participation Partnerships in Education Teacher Attitudes Reali, Aline Maria de Medeiros Rodrigues Tancredi, Regina Maria Simoes Puccinelli Reports - Research Speeches/Meeting Papers Brazil Brazil English This paper examines three projects conducted by researchers from Brazil's Federal University of Sao Carlos and teachers from low-income, public elementary schools. The study investigated an inservice teacher education effort designed to strengthen family-school relationships. The projects were designed to generate knowledge about teachers' professional development processes and collaboratively construct strategies to bring together schools and families. Researchers examined whether adoption of a constructive-collaborative model involving university-school partnerships and based on strengthening family-school relationships would enhance teacher professional education. They analyzed aspects of the learning-to-teach processes, adopted formative strategies, and teacher participation in seeking solutions to problems they identified regarding the local school context. After examining aspects of the teacher knowledge base and its relationship to a better understanding of students and learning, and analyzing ideas about family-school relationships within the Brazilian context, the paper describes study methods and results, highlighting essential elements for promoting teachers' professional development. Overall, parents expressed great interest in the educational process but did not consider themselves participants in the school community (though they wished for more active roles). Teachers felt parents were not interested in participating. They often had biased and incorrect opinions about families. Family-school contact often occurred through students. (Contains 50 references.) (SM) ED478107 School-Family Relationship and School Success: Some Lessons from a Teacher Education Program. 2003-04-00 19 N/A 2004 2016-11-21

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Yes Diversity (Student) Elementary Secondary Education Higher Education Multicultural Education Racial Differences Racial Identification Social Influences Henry, Sue Ellen Reports - Descriptive Privilege English This article applies pragmatic thinking to a moral problem in a multicultural classroom: how to draw together students' diverse experiences and familiarity with racial identity development for productive examination of white privilege, racial identity development, and the social construction of race in the United States. This analysis reveals several durable dichotomies that can serve to distinguish students of color from white students in unproductive ways such as concealing how students of color and white students need one another to create dissonance and to reflect on their emerging identities. The author suggests, however, that conceiving of the multicultural classroom's primary purpose as a developmental tool for individual students diminishes its potential as a location to sponsor a moral community that fosters a sense of the collective and of mutual multicultural problem solving. The author concludes by highlighting pedagogical tools that can foster a pragmatic multicultural classroom. (Contains 27 references.) (Author/SM) ED478108 Facing Moral Problems in Teaching Multiculturalism: Using Pragmatism as a Problem-Solving Tool. 2003-04-00 Practitioners Teachers 31 N/A 2004 2016-11-21

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No Computer Uses in Education Elementary Secondary Education Lesson Plans Multiple Intelligences Planning Teaching Methods Lazear, David Books Guides - Classroom - Teacher English This book goes through the eight intelligences (verbal/linguistic, logical/mathematical, visual, bodily/kinesthetic, musical/rhythmic, interpersonal, intrapersonal, and naturalist), showing teachers new ways to create their own lessons using these intelligences. It also describes how to use technology to enhance each of the intelligences. The book offers two ways to structure lessons for multiple intelligences. The 8-in-1 lesson planning strategy explains how to create lessons using all eight intelligences at once. Intelligence-focused lessons incorporate the tools and techniques of one intelligence into a given experience. Sample lessons are included (one each for elementary, middle, and high school). Three appendixes present lesson processing blacklines, lesson procedure blacklines, and graphic organizer blacklines. (Contains 155 references.) (SM) ED478109 Eight Ways of Teaching: The Artistry of Teaching with Multiple Intelligences. Fourth Edition. 2003-00-00 ISBN-1-57517-852-4 Practitioners Teachers 228 SkyLight Professional Development, 1900 East Lake Avenue, Glenview, IL 60025. Tel: 847-657-7450; Tel: 800-348-4474 (Toll Free); Fax: 847-486-3183; e-mail: info@skylightedu.com; Web site: http://www.skylightedu.com. N/A 2004 8/19/2004 22:01:54 RIEFEB2004 Foreword by Dee Dickinson.

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Yes Educational Change Elementary Secondary Education Governance Government Role Government School Relationship Politics of Education Delhi, Kari Fumia, Doreen Information Analyses Reports - Descriptive Professional Identity Reform Efforts Identity Formation Ontario Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English This paper explores links between teachers' learning, the politics and practices of education reform, and teacher identity, examining how teachers learn to negotiate the spaces between promises of improvement, effectiveness, and accountability made in heterogeneous discourses of education reform and their experiences with deteriorating material conditions and social relations of schooling. The paper asserts that learning how to work with or against education reform is a complex process of identity making for teachers, where they encounter and utilize contradictory ideas about good teachers and teaching as well as about children, curriculum, pedagogy, and learning. Researchers designed a small study to examine how Ontario teachers were being positioned and how they understood themselves within the milieu of reform. Twelve teachers completed interviews, commenting on contemporary school reform, particularly issues of curriculum, assessment, and reporting (as well as several other topics). In different ways, all respondents expressed strong disagreement with the provincial government and distrust of their initiatives. However, their teaching and assessment methods showed that they could not avoid reform altogether, and reform shaped their work and identities, even when they strongly disagreed with its goals and methods. Several teachers suggested that democratic and open discussion in their schools was very rare. (Contains 88 references.) (SM) ED478110 Teachers' Informal Learning, Identity and Contemporary Education "Reform." NALL Working Paper. 2002-00-00 31 N/A 2004 2016-11-21

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Yes Advocacy Curriculum Early Childhood Education Educational Environment Faculty Development Family School Relationship Parent Teacher Cooperation Social Influences Student Behavior Student Evaluation Teacher Improvement Johnson, Celia E. Lee, Hwa Templeton, Rosalyn Anstine Reports - Research Speeches/Meeting Papers Learning Circles English Advocating for young children is a primary focus of professionals in early childhood education (ECE). The complex nature of the EC profession requires comprehensive and multidimensional professional development opportunities. The purpose of this study was to identify current challenges faced by ECE professionals. The intent was to gather information that would provide direction in planning for professional development opportunities. Approximately 200 early childhood professionals participated in a conference which utilized a learning circle format. Outcomes from learning circle discussions were collected and analyzed. Participants identified everyday challenges that have an effect on their ability to provide optimal learning environments. Major challenges identified by the participants included lack of family involvement, social issues, lack of opportunities for professional development, dealing with children's behavioral problems, and curriculum and assessment. Based on the identified challenges, participants brainstormed strategies that would be effective in supporting children and families. Major strategies that they utilized pertained to implementing effective curriculum strategies, participating in professional development opportunities, advocacy work, and collaboration with parents. Strategies suggested by participants reflect the basic principles of understanding children's needs, respecting family diversity, and assuming leadership roles. Findings indicate urgent need for systematic support for professionals, recruitment of quality personnel, effective personnel preparation, and ongoing professional development. (Contains 16 references.) (Author/SM) ED478111 Challenges in Early Childhood Environments: Voices from the Field. 2003-04-00 22 N/A 2004 2016-11-21

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No Elementary Secondary Education Feedback Inservice Teacher Education Reflective Teaching Student Empowerment Teacher Attitudes Teacher Student Relationship Rodgers, Carol Reports - Descriptive Speeches/Meeting Papers Descriptive Method English This paper situates dialogue with students about their learning (descriptive feedback) within the larger frame of reflection, examining how teachers involved in inservice teacher education have used descriptive feedback and noting its impact on their teaching and on students' learning. It presents case studies of teachers and describes the role of descriptive feedback, focusing on its purposes (e.g., gathering information about what students learned and how they learned it) and processes (descriptive feedback, which is reflection in action, is a very simple process on the surface which can occur after or in the midst of an activity or group of activities). Next, the paper discusses learning how to receive descriptive feedback, and it looks at three shifts in teachers' perspectives seen over the years: from seeing teaching, self, and the curriculum as primary to seeing students and their learning as central; from seeing students as people to be won over, or as adversaries, to seeing them as partners whose share in power is equal; and from seeing teaching as the cause of learning to seeing it as a response to learning. The paper concludes that descriptive feedback is part of the larger scheme of reflective practice. (Contains 38 references.) (SM) ED478112 Seeing and Feeling Seen: The Central Roles of Description and Descriptive Feedback in Reflective Practice. 2003-04-00 35 N/A 2004 2016-11-21

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Yes Communication Skills Discussion (Teaching Technique) Elementary Education Reading Instruction Student Attitudes Student Reaction Teacher Behavior Teacher Student Relationship Thinking Skills Fitzsimmons, Phil Reports - Descriptive Speeches/Meeting Papers English A number of adults were interviewed about memories of their favorite teachers. While many could remember specific instances of connections of learning had occurred, there were only 20 who could clearly remember and articulate this form of remembering. From this relatively small group, the dominant and most enduring memory was one of emotional introspection. This memory was enduring because it was an active constituent in their daily life. While these teachers used a variety of teaching approaches in their teaching of reading, one of the commonalities as recalled by this group of respondents was that they all used some form of a "literature based" approach. This daily ritual of reading to the class was also accompanied by a sharing of responses. This process by which they discussed plots and characters and interacted with their teacher on a personal level became an over-arching reflective process of memory in action. This self-monitoring process was characterized by the following set of perceived beliefs: the ability to see others in a clearer light; the ability to see themselves in a clearer light; and the ability to see the relationship between themselves and others as intimate distance. Includes 15 references. (PM) ED478114 Kick Starting the Inner Site: Reading To See and Feel. 2002-12-00 9 Full text at: http://www.aare.edu.au/02pap/fit02492.htm. N/A 2004 8/19/2004 22:02:07 RIEFEB2004 Paper presented at the Annual Meeting of the Australian Association for Research in Education (Brisbane, Australia, December 1-5, 2002).

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Yes Academic Achievement Content Area Reading Elementary Secondary Education Inservice Teacher Education Instructional Effectiveness Reflective Teaching Teacher Surveys Thinking Skills Rogers, Sue F. Reports - Evaluative Speeches/Meeting Papers Tests/Questionnaires English This research reports results of a survey of content area educators who completed an in-service content area reading course in May 2000. Educators completed two surveys, one each year following the course to determine the most effective content area strategies utilized during the two years following the course. In the surveys, teachers reported students' high stakes tests were high, student grades were better, and teachers were more organized. The second year, teachers reported more use of short classroom activities and less use of activities requiring students to work for long periods of time using critical thinking skills. Teachers in future classes will need to add their input to help them develop long-range assessment plans so teachers can continue to alter instruction as they see trends developing in their students' academic needs. An attached appendix includes the two teacher surveys. (Author/RS) ED478115 Freedom To Choose: Effective Content Area Reading Strategies Teachers Continue To Utilize the Second Year after an In-Service Course. 2002-11-01 22 N/A 2004 8/19/2004 22:02:09 RIEFEB2004 Paper presented at the Annual Meeting of the College Reading Association (46th, Philadelphia, PA, October 31-November 3, 2002).

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Yes Adult Education Discussion (Teaching Technique) Independent Study Instructional Effectiveness Metacognition Reading Comprehension Reciprocal Teaching Secondary Education Student Attitudes Clark, Leanne Dissertations/Theses Reports - Research Tests/Questionnaires English Reciprocal teaching, a type of metacognitive strategy, has been found to be an effective method in improving comprehension in school-aged students; however, little research exists on using reciprocal teaching with adult high school students. This study investigated the efficacy of using the reciprocal teaching method to improve reading comprehension, promote independent learning, and improve the quality of discussions within an adult high school English course. Fifteen students of mixed abilities and ethnicities, ranging in age from sixteen to fifty, participated in the 5-week study in a lower socio-economic area. Written assignments, group discussions, and surveys of the students' opinions about using reciprocal teaching were analyzed. Of the students surveyed, 90% reported benefits from using reciprocal teaching and would prefer it to traditional instruction; 40% claimed reciprocal teaching improved their reading comprehension. Using the reciprocal teaching method gave students a tool they could use independently to organize their ideas; it provided students the opportunity to think about their own understanding. Two appendixes contain the reciprocal teaching survey and a list of materials. (Contains 95 references.) (Author/RS) ED478116 Reciprocal Teaching Strategy and Adult High School Students. 2003-04-00 54 N/A 2004 8/19/2004 22:02:11 RIEFEB2004 M.A. Research Project, Kean University.

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Yes Educational Objectives Higher Education School Surveys Student Attitudes Technological Advancement McDowell, Earl E. Reports - Research Society for Technical Communication Technical Communication English This research focuses on the history of technical communication since 1850, with a specific focus on the technological changes that occurred between 1900 and 1950. This paper also discusses the development of professional technical communication organizations and the development of technical communication programs at the bachelor, masters, and doctoral levels. Finally, the research reports on three surveys completed since 2000. The results indicate that over 200 college and universities offer degrees and certificates in Technical Communication. In addition, two studies which focus on Society for Technical Communication (STC) members and STC students' perceptions of certification in technical communication areas are discussed. (Contains 5 tables and 33 references.) (Author/RS) ED478117 Tracing the History of Technical Communication from 1850-2000: Plus a Series of Survey Studies. 2003-00-00 33 N/A 2004 2016-11-21

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Yes Case Studies Curriculum Development Educational Objectives Instructional Effectiveness Literacy Primary Education Program Implementation Reading Instruction Reading Strategies Remedial Instruction Student Attitudes Wilson-Bridgman, J. Reports - Evaluative Reading Recovery Projects English Historically when children have experienced difficulty in learning to read they have been served by remedial reading programs, special education programs, or retention practices. There is considerable evidence that these programs have been ineffective in raising the achievement levels of those they serve. In addition, because these programs are generally provided as a means of supplementing rather than supplanting the regular classroom program, the ineffective programming is confounded by a lack of articulation and lack of congruency between the two programs. This case study research examines the implementation of a district's Early Literacy Project whose goal was to establish curricular congruence for struggling readers who receive instruction both in their regular classroom and in a remedial setting. More specifically, it examines whether two interventions (improved classroom instruction and Reading Recovery) are working congruently along five curricular components: philosophy; instructional materials; instructional methods and student activities; reading strategies; and reading goals. In one case study, congruence between reading programs helped to alleviate tension the student felt toward reading, while in the second case study the student began to receive more appropriate instruction. (Contains 19 references.) (Author/RS) ED478118 Curricular Congruence at an Implementation Level: Are Two Interventions of a District's Early Literacy Project (Improved Classroom Instruction and Reading Recovery) Working Congruently To Address the Needs of Low-Achieving Readers? 2003-00-00 70 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Aptitude Communication Skills Curriculum Development Higher Education Listening Skills Elias, Habibah Pihie, Zaidatol Akmaliah Lope Reports - Research English University graduates should not only be good communicators, but also good listeners. Good listening skills are essential for effective communication yet these skills are often overlooked when communication is analyzed. In teaching and learning processes, good listening skills help students improve their learning and ensure quality teaching. A study was conducted on a group of 202 university students taking an educational management course as an elective. The findings from the study indicate that university students are lacking in listening skills. This implies that the students have not utilized their potential in learning and in their effort to accumulate knowledge and skills. In class, they may not pay attention well, which has repercussions on their achievement. In order to improve students' listening skills, universities can embark on a training program for students. Studies have shown that training in listening skills have enhanced students' ability to listen and their long-term achievement. (Contains 3 tables and 11 references.) (Author/RS) ED478119 Listening Competence among University Students. 2003-06-18 11 N/A 2004 8/19/2004 22:02:18 RIEFEB2004

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Yes Computer Mediated Communication Computer Uses in Education Educational Practices Educational Technology Elementary Secondary Education Internet Journal Writing Lankshear, Colin Knobel, Michele Opinion Papers Speeches/Meeting Papers Computer Assisted Writing New Media Purpose (Composition) Writing Contexts English The practice of weblogging--or "blogging," as it is popularly known--has gone through a series of growth spurts during the past four years. At present, a weblog is best defined as "a website that is updated frequently, with new material posted at the top of the page" (Blood, 2002b). Two recent developments, in particular, provide a background for this paper. These are the acquisition of Blogger.com by the search engine giant, Google, and the increasingly easy access to free and user-friendly blogging software and server host space, such that anyone can operate their own "blog" for the price of accessing an Internet service and the time and creative energy it takes to establish and maintain a blog. This paper briefly describes blogging as an online practice that takes numerous forms and considers two or three of the windows it provides on contemporary educational practice. The paper begins with a brief overview of setting up a basic blog and distinguishes some different types of blogs in terms of their "look" and "feel." It then discusses blogging in relation to some ideas about "powerful writing" that have been more or less influential in recent years and considers some limits of metacognitivist educational applications in the light of what the paper says. Finally, the paper considers the notion of blogs as "backup brains" in relation to social practices mediated by writing. (Contains 6 figures and 16 references.) (NKA) ED478120 Do-It-Yourself Broadcasting: Writing Weblogs in a Knowledge Society. 2003-04-21 22 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Literacy Scholarship Strategic Planning Writing Research Lankshear, Colin Knobel, Michele Opinion Papers Speeches/Meeting Papers Research Suggestions New Media English This paper presents a way of looking at research in terms of its "logic" such that it is possible to identify some implications of "new" literacies for research in the area of writing. The paper begins by presenting a diagrammatic view of the logic of research and then moves on to a preliminary account of how people think of "new" in relation to new literacies. On the basis of this conception of "the new" the paper then briefly outlines some of the practices identified as "new" literacies in the book "New Literacies: Changing Knowledge and Classroom Learning" (Lankshear and Knobel, 2003). Finally, the paper draws on examples of these new literacies to suggest some of the kinds of things they may imply for developing approaches to and programs for writing research. (Contains 5 figures and 59 references.) (NKA) ED478121 Implications of "New" Literacies for Writing Research. 2003-04-21 24 N/A 2004 2016-11-23

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No Cultural Context Elementary Secondary Education Foreign Countries Geographic Regions Literacy Reading Reading Instruction Reading Motivation Arua, Arua E., Ed. Books Collected Works - General Speeches/Meeting Papers Africa Basic Education Development Education Lifelong Readers Africa International Reading Association, Newark, DE. English This collection of more than 40 papers was selected from more than 150 presentations at the 2nd Pan-African Conference on Reading sponsored by the Reading Association of Nigeria and the International Reading Association's International Development in Africa Committee. The collection is divided into seven sections. Under Section 1--Towards Building Literate Communities in Africa--is the following paper: "Towards a Reading Society" (Pai Obanya). Under Section 2--Promoting a Culture of Reading: General Issues--are these papers: "Destroying the Reading Culture-A Way Backwards: A Beginner's Guide to Millennial Ignorance" (Tony Marinho); "Concept of the Children's Reading Tent as Practised in Chitungwiza, Zimbabwe" (Agrena Mushonga); "Portable Libraries as Vehicles for Literacy Development: A Library Service to Pupils and Prisoners in Nigeria" (Virgina W. Dike); "Mobilising Local Resources for Reading Promotion" (Miriam Bamhare); "What Are Students in Botswana's High Schools Reading?" (Arua E. Arua and Mary Lederer); "Cultivating a Reading Culture in a High School in Swaziland" (Virginia Thontea Dlamini); "Family Basic Education in Uganda" (Simon Kisira); "Developing and Promoting Lifetime Reading Habits in Kenya: The Reading Tent Project and Njoro Reading Facility" (Margaret Makenzi); "Masifunde Sonke: Building a Nation of Readers in South Africa" (Mandla Maseko and Beulah Thumbadoo); "Reviving a Culture of Teaching and Learning through Parents and Schools Learning Clubs" (Letta Mashishi). Under Section 3--Promoting a Reading Culture: Book Development--are these papers: "Multipronged Approach to Promoting a Reading Culture: The East African Experience" (James Tumusiime); "Promoting a Reading Culture" (Pilli Dumea); "Association for Creative Teaching as an Agent for Book Development in Cameroon" (Patrick Mbunwe Samba; Mike Nwana; N.M. Tangu; Semuyeh Nyugab); "Demystifying Science for Children through Reading: The ELSSA Approach" (Sam T. Bajah); "Girls and Literacy: Gend ED478122 Reading for All in Africa: Building Communities Where Literacy Thrives. 2003-00-00 ISBN-0-87207-516-8 195 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order # 516-553, $20.95). Web site: http://www.reading.org. N/A 2004 2016-11-21

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Yes Cultural Context Curriculum Problems Elementary Secondary Education Federal Legislation Minority Group Children Public Schools Reading Instruction Reading Programs Student Needs Dean, Patricia K. Opinion Papers Speeches/Meeting Papers Cultural Sensitivity Meaning Construction No Child Left Behind Act 2001 No Child Left Behind Act 2001 English The new legislative act "No Child Left Behind" is currently infiltrating the states and schools with numerous requirements that must be met to improve test scores which they say measure reading acquisition. Assumptions are made that previous methods of teaching reading have been inadequate, so new federal guidelines have now been offered in hopes of rectifying this problem. Current efforts still do not address the problem. According to the National Center for Education Statistics, 39% of public school students in 2000 were considered to be part of a minority group, and predictions are for this percentage to increase rapidly over the next 10 years. The problem is that the reading material is written to address the "mainstream" culture, assumed to be the white middle class. The solution lies in addressing the cultural gap present in the reading instruction material and general understanding of various cultures in the United States. The nation must work toward "cultural proficiency" to encompass all cultures in hope of developing a stronger nation which educates, respects, and embraces everyone. This paper reflects on the present conditions of reading instruction materials in schools across the United States and the impact of culture in construction of meaning. The hope in the paper is to bring awareness to the forefront so that each person can take responsibility and contribute in moving the schools, and society in general, toward a more responsive, culturally sound environment. (Contains 25 references.) (NKA) ED478123 Working Toward Cultural Responsiveness in the New Millennium. 2002-06-00 28 N/A 2004 2016-11-21

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Yes Accountability Adult Basic Education Adult Literacy Articulation (Education) Distance Education Education Work Relationship Educational Practices Educational Research Educational Technology Educational Trends Federal Legislation Federal Regulation Financial Support High School Equivalency Programs Instruction Literacy Education Research and Development Research Utilization State Standards Theory Practice Relationship Mikulecky, Larry Information Analyses Speeches/Meeting Papers Legislated Learning No Child Left Behind Act 2001 Reading Excellence Act Career Paths General Educational Development Tests No Child Left Behind Act 2001 Reading Excellence Act General Educational Development Tests English A review of current literature identifies three growing trends. First, there has been an increase in legislatively mandated accountability that requires taxpayer-funded education and research programs be demonstrated effective by "scientifically based research." To receive federal monies programs must emphasize quantitative, evidence-based research as defined by legislation such as the Reading Excellence Act of 2000 and the No Child Left Behind Act of 2002. Second, there has been an increase in the use of distance education technologies to deliver private and taxpayer-funded adult literacy instruction (especially for the General Educational Development Tests [GED]). Third, K-12 standards and career paths have increasingly been linked to adult literacy instruction. Programs must provide documented results of adult learner achievement of academic skills that transition to further education and/or careers. Debate in the field has focused upon whether the goals of adult literacy are similar enough to the goals of secondary education to require that both be held to the same standards. Little quantitative research has been undertaken in adult literacy, so principles, trends, ideas, and comments have been collected and disseminated to share the research information available, put in place a mechanism to judge that information, and point out areas that require more research. (Contains 23 references.) (MO) ED478124 Trends Influencing Adult Literacy Instruction and Research in 2003. 2003-05-05 13 N/A 2004 2016-11-21

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Yes Adult Education Change Strategies Demand Occupations Economic Factors Economically Disadvantaged Education Work Relationship Employer Attitudes Employment Practices Government Role Labor Economics Labor Force Development Labor Market Labor Needs Labor Supply Social Services Supply and Demand Systems Approach Welfare Reform Work Environment Working Poor Plastrik, Peter Seltzer, Marlene B. Taylor, Judith Combes Reports - Research Jobs for the Future, Boston, MA. English A systems approach to changing labor market performance requires a substantial and enduring commitment to the task of change. A systems reform framework has been developed that is based on a dual-customer approach, with a focus on improving labor market outcomes for both low-income people and their employers. The objective is to change the labor market system so that low-income people find and hold good-paying jobs while employers efficiently find qualified workers to fill vacant jobs. This approach rests upon these four conceptual building blocks: the systemic nature of American labor markets, the drivers of labor market systems, the high-leverage strategies for changing the system's drivers, and a process for starting and sustaining systemic change at the local level. Seven strategies have been identified for changing drivers in labor markets--three that operate mainly on the supply-side of the market (increase public financial resources for upgrading work-related skills; restructure education so that it meets employer and student needs; integrate human services, income supports and workforce development) and four on the demand-side (change workplace practices to support low-income workers; restructure government financial incentives; develop portable credentials; create policy-influencing mechanisms for stakeholders). If labor markets are indeed systems, then the seven strategies provide compelling ways to leverage relatively small changes to big results. (Appendixes include11 references and 4 endnotes.) (YLB) ED478125 Changing Labor Markets: A Systems Approach to Reform. 2003-04-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers 40 For full text (registration required): http://www.jff.org/jff/PDFDocuments/ChangingLaborMarkets.pdf. N/A 2004 8/19/2004 22:02:32 RIEFEB2004

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Yes Alternative Teacher Certification Block Scheduling Business Education Business Education Teachers Classroom Techniques Course Organization Curriculum Development Distance Education Educational Administration Educational Practices Educational Technology Faculty Development Higher Education Integrated Curriculum Integrated Learning Systems Multimedia Instruction Online Courses Teacher Education Teaching Methods Web Based Instruction Smith, Douglas C. Davis, Diane C. Everett, Donna R. Kruger, Diane McLaren, Constance H. Morse, H. Pauletta Nelson, Sandra J. Smith, Gloria Jean Yacht, Carol Yohon, Teresa Information Analyses Opinion Papers Delta Pi Epsilon Society, Little Rock, AR. English Identifies and assesses various nontraditional approaches to business education in high school, university, and graduate school. "Block Scheduling: Considerations for Business Education" (Gloria Jean Smith, Douglas C. Smith) describes ways to maximize learning for high school students by restructuring class time. "Distance Learning: Challenges and Rewards" (Teresa Yohon) suggests various ways to integrate distance learning technologies into traditional business education. "Developing and Delivering an Interactive Video Course" (Diane C. Davis, H. Pauletta Morse) focuses on the challenges of one distance learning approach. "Managing Groups in the Distance Learning Environment" (Donna R. Everett, Carol Yacht) describes how to manage web-based courses and students. "Curriculum and Faculty Development in Distance Education" (Sandra J. Nelson, Constance H. McLaren) describes attempts to develop policies to support distance education. "Research in Distance Education" (Diane Kruger) discusses research in the differences of quality between distance and traditional education. "Business Teacher Education in an Interdisciplinary Cohort Model (Douglas C. Smith) describes an alternative certification program in secondary education. All articles include substantial references., and there are six tables/figures. (MO) ED478126 Alternative Classroom Management and Instructional Delivery Systems in Business Education. 2002-00-00 Teachers Practitioners 141 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($22). Web site: http://www.dpe.org/. N/A 2004 8/19/2004 22:02:35 RIEFEB2004

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Yes Accounting Business Education Business Education Teachers Computer Use Delivery Systems Educational Administration Educational History Educational Objectives Educational Practices Higher Education Information Technology Instructional Development Keyboarding (Data Entry) Learning Theories Marketing Education Secondary Education Student Evaluation Student Organizations Teacher Education Teaching Methods Stitt-Gohdes, Wanda L. Guides - Non-Classroom Opinion Papers Delta Pi Epsilon Society, Little Rock, AR. English This monograph provides a framework or foundation for business teacher education. Chapter 1 is an overview and historical perspective of business education that traces the roots of the profession and significant milestones on the path leading to business education today. Chapter 2 discusses administration of business education, including a variety of delivery systems. Other topics are student organizations, related work experience, advisory committees, and program evaluation. Chapter 3 addresses the planning for instruction that is critical for effective instruction, since good learning and student achievement happen when a well-developed plan is implemented. It focuses on these four key aspects in effective planning for instruction: learning theory, factors to consider in planning for instruction, establishing and sequencing objectives, and selecting appropriate assessment strategies. Chapter 4 discusses a variety of instructional strategies. Chapter 5 provides a variety of assessment strategies and examples. Chapter 6 presents specific teaching strategies for these courses commonly included in business education programs in grades 6-12: keyboarding, computer applications software, accounting, basic business, marketing, and information technology. Samples and examples follow some chapters. (YLB) ED478127 The Business Education Profession: Principles and Practices. 2002-00-00 ISBN-1-881530-22-1 Teachers Practitioners 125 Delta Pi Epsilon, P.O. Box 4340, Little Rock, AR 72214 ($20). Web site: http://www.dpe.org/. N/A 2004 8/19/2004 22:02:37 RIEFEB2004

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No Comparative Analysis Comparative Education Data Collection Data Interpretation Developed Nations Educational Indicators Evaluation Criteria Evaluation Methods Foreign Countries International Educational Exchange National Standards Performance Factors Policy Formation Postsecondary Education Program Effectiveness Program Evaluation Secondary Education Specifications Statistical Analysis Vocational Education Lamb, Stephen Davies, Merryn Polesel, John Teese, Richard Numerical/Quantitative Data Reports - Research Australia Europe Australia National Centre for Vocational Education Research, Leabrook (Australia). English This report examines issues related to the performance indicators used for international comparisons of Australia's vocational education and training (VET) system. Chapter 2 examines main sources of international comparisons of VET and main features of indicator frameworks used for comparisons. Chapter 3 presents an outline of these two main frameworks of indicators used in international comparisons of education, including VET: International Indicators of Education Schemes and a VET framework produced for European Union (EU) member states that could be used for international comparisons. Chapter 4 summarizes Australia's rankings on Organization for Economic Cooperation and Development (OECD) indicators of VET. It suggests that published data from OECD indicators provide an inconclusive picture about the effectiveness of Australia's VET system. Chapter 5 sets out a framework for statistical comparisons. One element outlines basic requirements needed in construction of a framework of indicators for comparing VET performance in Australia with VET internationally; the second is a proposed list of indicators grouped according to Australia's national policy priorities in VET. Using a variety of sources, Chapter 6 applies the indicators and indicator framework to establish whether an assessment can be made of how effectively the VET system in Australia is working in each policy area by comparison with other systems. Thirty-nine data tables are provided; 43 references are listed. (YLB) ED478128 International Indicators for Vocational Education and Training: An Australian Perspective. 2003-00-00 ISBN-1-74096-123-4 77 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 981; $27.50 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/core/cp0005.pdf. N/A 2004 2016-11-21

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Yes Adult Farmer Education Agricultural Production Agriculture Behavior Change Curriculum Development Farmers Foreign Countries Information Dissemination Information Transfer Information Utilization Outcomes of Education Pesticides Pests Program Effectiveness Program Evaluation Rural Extension Student Participation Technology Transfer Theory Practice Relationship Transfer of Training Feder, Gershon Murgai, Rinku Quizon, Jaime B. Reports - Evaluative Indonesia Indonesia World Bank, Washington, DC. English A study evaluated the impact of Farmer Field Schools in Indonesia, an intensive participatory training program emphasizing integrated pest management. Focus was on whether program participation improved yields and reduced pesticide use among graduates and neighbors who gained knowledge through informal communications. It used a modified "difference-in-differences" approach to evaluate program impacts with a panel household survey. Data were from 1991-99 on field school graduates and other farmers. Analysis indicated the program did not have significant impacts on performance of graduates and neighbors. Plausible explanations were the following: (1) even if graduates gained knowledge that could over time be reflected in improved performance, change was small and could not be detected; (2) gains that could be achieved through training may have been small to begin with and may have been offset by systemic factors (soil fertility, increased plant diseases, and climate trends) causing yield declines; (3) knowledge gained was complex; and (4) the quality of knowledge achieved may have been affected by untimely transfers of funds. Recommended improvements were to focus training on highest priority topics; simplify presentation to increase the likelihood and speed of diffusion of new knowledge; and shorten training length by narrowing and prioritizing the curriculum. (Appendixes include 38 references, econometrics appendix, and 17 endnotes.) (YLB) ED478129 Sending Farmers Back to School: The Impact of Farmer Field Schools in Indonesia. World Bank Policy Research Working Paper. 2003-04-00 Policymakers 42 For full text: http://econ.worldbank.org/files/25643_wps3022.pdf. N/A 2004 2016-11-21

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Yes Administrative Principles Administrator Education Administrator Qualifications Administrators Business Administration Education Competition Corporate Education Ethics Foreign Countries Industrial Education Inservice Education Job Skills Labor Force Development Management Development Managerial Occupations Masters Degrees Off the Job Training Professional Continuing Education Sociocultural Patterns Supervisory Training Keep, Ewart Westwood, Andy Information Analyses Opinion Papers Masters of Business Administration United Kingdom United States United Kingdom United States English The United Kingdom management population is a large and moving target. A growing number of individuals describe themselves as managers; the widely held view is there will be many, many more. Figures suggest the scale of the potential market and need for management education and training development (METD) is considerable. Levels of qualifications held by new entrants to the labor force tend to be higher than those leaving the workforce; the overall qualification levels of the national stock of managers are rising. Employer-provided training and higher education is limited. Fundamental changes facing managers are technological literacy, doing more with less, and sustainability and broadening social responsibilities of business. Challenges for management education's future are management fads and fashions; national context and dominance of the United States model; stakeholder or shareholder value models; new models of management and a growing gap between leading- and trailing-edge practice; path dependency and new models of competition; strategic capacity of senior management teams; technicism versus radicalism and creativity; to be a toolkit for the 'action man/woman' or analytical training for the reflective practitioner; universal prescriptions; the gap in teaching business ethics; and METD for small and medium enterprises. The masters in business administration (MBA) degree may be overplayed and overvalued; alternative management education could be a neglected resource. (Contains 60 references.) (YLB) ED478130 Can the UK Learn To Manage? 2002-12-00 Policymakers 53 The Work Foundation, Peter Runge House, 3 Carlton House Terrace, London SW1Y 5DG, U.K. (20 British pounds). Tel: 0870 165 6700; Web site: http://www.theworkfoundation.com. For full text: http://theworkfoundation.co.uk/research/publications/uk_manage.js p. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adults Business Business Responsibility Compensation (Remuneration) Developed Nations Employee Attitudes Employer Employee Relationship Ethics Foreign Countries Labor Force Development Labor Turnover Organizational Climate Organizational Culture Quality of Working Life Social Responsibility Stakeholders Work Environment Reports - Research Business Ethics Loyalty United Kingdom Business Community Relationship United Kingdom English A study examined the extent to which the issues of business ethics and corporate social responsibility are becoming pertinent among the United Kingdom workforce. A self-completion questionnaire sought views on a range of issues relating to employment and asked about perceptions of individual companies/organizations on work and ethical issues. Findings reinforced the importance of those most basic aspects of remuneration: salary; other instrumental factors that make an organization attractive to work for included longer holidays, interesting and stimulating work, job security, and a good pension scheme; and other factors that are both instrumental and often raised in the context of an enlightened or ethical employment policy are important, including training for all employees, flexible working practices, and those related to the employee as stakeholder debate. A cluster analysis indicated around a fifth of the working population can be categorized as strong ethical employees. A regression analysis found a statistically significant relationship between employee loyalty and how the current employer was rated on its community and social responsibility. Analysis of results regarding attractiveness of some of Britain's biggest employers indicated that those companies that were rated as good corporate citizens were also felt to be good companies to work for. (Contains 25 references.) (YLB) ED478131 The Ethical Employee. 2002-12-00 35 The Work Foundation, Peter Runge House, 3 Carlton House Terrace, London SW1Y 5DG, U.K. (20 British pounds). Tel: 0870 165 6700; Web site: http://www.theworkfoundation.com. For full text: http://www.theworkfoundation.com/publications/ethical.jsp. N/A 2004 2016-11-21

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Yes Adult Literacy Compensation (Remuneration) Demand Occupations Economic Impact Employee Attitudes Employees Employment Opportunities Employment Patterns Foreign Countries Job Satisfaction Job Skills Job Training Labor Conditions Labor Market Poverty Areas Public Opinion Quality of Working Life Retailing Unskilled Occupations Work Environment Westwood, Andy Opinion Papers Great Britain United Kingdom (Great Britain) English Some new work is good work. Quality is ultimately defined by the individual. However, these perceptions are inevitably colored by the circumstances in which people find themselves, by the time, place, and wide range of motivations for having to do a particular job in the first place. One person's quality may be another's purgatory and vice versa. Four important changes in Great Britain's labor market are a major decline in the number of people in manual employment; a rise in skilled employment of people performing managerial, professional, and technical jobs; a rise in mixed but essentially low formal skilled employment performed by "personal and protective" workers; and the continued increase of women in the labor force. The point may be not that newer work is bad or worse because it has replaced older, more traditional industrial and manual jobs but that women do these emerging jobs. Retail has been one of the most maligned types of work, but popular perceptions have been misplaced. ASDA/Walmart has been voted the best place to work in Britain. Some reasons are its approach to its employees or colleagues and the vast range of benefits on offer to them. Retailers like ASDA have been at the forefront of business in restoring job opportunities to parts of Britain that need them the most. Britain needs more good jobs because Britains need to perform better as an entire labor market. (Contains 47 references.) (YLB) ED478132 Is New Work Good Work? 2002-11-00 Policymakers 38 The Work Foundation, Peter Runge House, 3 Carlton House Terrace, London SW1Y 5DG, U.K. (10 British pounds). Tel: 0870 165 6700; Web site: http://www.theworkfoundation.com. For full text: http://www.theworkfoundation.com/servlet/IndSocProduct?id=4930000 00. N/A 2004 2016-11-21

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Yes Apprenticeships Educational Trends Electrical Occupations Employer Attitudes Employment Opportunities Employment Patterns Employment Practices Foreign Countries Industrial Training Job Training Labor Needs Labor Turnover Needs Assessment Personnel Selection Postsecondary Education Recruitment Secondary Education Self Employment Trade and Industrial Education Doughney, James Howes, Jenny Worland, David Wragg, Cheryl Reports - Research Victoria Univ. (British Columbia). English A study investigated skill shortages in the electrical and associated industries in Victoria and their nature and contributing factors. Research methods were a literature review, data analysis, and qualitative and quantitative research into apprentices, employers, and practitioners. Findings indicated a decline in the number of apprentices in training in this industry, and there is no evidence of a turnaround in this trend. Shortages appeared related to globalization, the emerging new economy, move to privatization in the Victorian economy, growth in self-employment, and other alternatives to traditional forms of work organization. Two plausible explanations of skills shortages were cost of apprenticeships and shortage of suitable applicants. Factors impeding firms from engaging apprentices under group schemes were employers' preference to employ apprentices directly and the commonly held view that the quality of group apprentices was inferior. Labor hire firms were discouraged from employing apprentices by the negative attitude of their clients, lack of suitable work, economic uncertainty, and greater flexibility inherent in the group training scheme. Practitioners identified specific shortages of skills, cited high wastage of people from the trade, and criticized recruiting methods. (Appendixes include 58 references, research questions, and research methodology.) (YLB) ED478133 Apprentice and Ongoing Training Needs in the Electrical and Associated Industries. 2001-03-00 ISBN-0-6464-413473 Policymakers 132 N/A 2004 8/19/2004 22:02:52 RIEFEB2004 Produced by the Workplace Studies Centre. Commissioned by the Electrical Trades Union (Vic.) and the National Electrical and Communications Association (Vic.).

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Yes Adult Education Adult Educators Adult Students Articulation (Education) Cognitive Style Computer Mediated Communication Cooperative Learning Cultural Awareness Distance Education Educational Technology Foreign Countries Grouping (Instructional Purposes) Higher Education Interdisciplinary Approach International Educational Exchange Leadership Nontraditional Education Nontraditional Students Partnerships in Education Teaching Methods Collected Works - Proceedings Learning Communities Organizational Learning Reflective Thinking South Africa United States South Africa United States American Council on Education, Washington, DC. Adult Higher Education Alliance. English These proceedings are comprised of 25 presentations divided into 5 "tracks." Section I, Diversity and Social Justice, has "Free to Learn with Body and Soul Jazz Divas, Beat Poets, and Street Preachers" (Ferrante, Belcastro); "Clashing Cultures in Our Classrooms" (Gabrich, Rothenberger); "Encouraging Adults in College to Engage with Inclusive Communities" (Lauderdale et al.); and "Cultural Identity and Classroom Architecture" (Reinhart, Thomas). Section II, Ethics and Leadership Track, has "Passion for the Impossible" (Alverson, Crossen); "Leading Learning by Assuring Distance Instructional Technology Is an Ethical Enterprise" (Balmert, Ezzell); and "Moral Leadership and the Role of the Adult Educator" (Ursery). Section III, Instructional Technology and Leadership, has "Pedagogy, Technology, and Learning Styles" (Beaumaster, Long); "Mentoring Program for New Associate Faculty Members of the School of Professional Studies at Eastern University" (Boyd); "Using Distance Education Technologies to Enhance In-Class Discussion Among Older Learners in an Institute for Learning in Retirement" (Clarke); "Letting Learners Lead" (Kent); "Using the Web to Sustain an Academic Community" (Mandell, Rounds); and "Hybrid Distance Learning Format" (Martyn, Bash). Section IV, Communities of Learners, has "Fostering a Community of Learners in a Corporate-College Setting" (Grapin et al.); "Covey's Habits and Synergetic Learning Community" (McGarrity et al.); "'Will You Be My Critical Friend?'" (Megarry); "What Makes a Cohort a Learning Community?" (Miller); and "Internship Partnerships for Enrichment" (Smith). Section V, Leadership and Organizational Change, has "Interdisciplinary Learning as Preparation for Leadership" (Ashbrook et al.); "Putting the Focus on Organizational Learning" (Boyce); "Figuring Out What Matters in Collaborative Programs" (Ezzell, Turner); "Orienting Adult Students for a Successful Transition into College" (Flaherty); "Importance of Creating a 'Sense of Community' Within an Adult Student Cohort" (Harris); "Inquiry into the Factors Influencing the Success of the Under Prepared Adult Student" (Luke); and "Spinal Adjustment" (Norris, Richter-Hauk). (YLB) ED478134 Creating New Meanings in Leading Learning. Proceedings [of the] National Conference on Alternative and External Degree Programs for Adults (22nd, Pittsburgh, PA, October 9-12, 2002). 2002-10-00 299 N/A 2004 2016-11-21

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Yes Adult Education Constructivism (Learning) Cultural Context Education Work Relationship Educational Cooperation Educational Policy Educational Research Experiential Learning Foreign Countries Holistic Approach Job Training Labor Force Development Lifelong Learning Organizational Culture Organizational Development Organizational Effectiveness Organizations (Groups) School Business Relationship Social Values Vocational Education Nyhan, Barry Cressey, Peter Tomassini, Massimo Kelleher, Michael Poell, Rob Information Analyses ISSN-1680-7089 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This first volume of a two-volume publication provides an analytical overview of main questions emerging from recent European research and development projects related to the learning organization. Chapter 1 provides context for the European learning organization challenge and presents four main messages arising from the learning organization project. Chapter 2 proposes the European social model as providing a societal value framework that can give meaning to the learning organization concept from a European perspective. Chapters 3-4 identify main points emerging from the individual papers that formed the impetus for the learning organization project and attempt to discuss the issues raised against the background of an organizational learning interpretative framework. Chapter 3 argues that building learning organizations is not so much a process of applying a theory to practice, but rather a constructivist process of building a practice based on shared meaning arrived at through a collective deliberation and sense-making process. Chapter 4 stresses the need to focus on the organization in all its complexity as a holistic and organic working and learning system. Chapter 5 argues organizations can only be sustained in a form of cooperative-competition with other organizations and institutions representing different interest groups in society. Appendixes include 155 references and Volume II chapter summaries. (YLB) ED478135 Facing Up to the Learning Organisation Challenge: Key Issues from a European Perspective. Volume I. CEDEFOP Reference Series. 2003-00-00 ISBN-92-896-0203-1 112 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (#3028 EN, 40 Euro for both volumes). Tel: 800-274-4447 (Toll Free); e-mail: query@bernan.com, Web site: http://www.bernan.com. N/A 2004 2020-11-03

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Yes Adult Education Case Studies Corporate Education Developed Nations Education Work Relationship Educational Cooperation Educational Policy Educational Research Experiential Learning Foreign Countries Job Training Labor Force Development Learning Theories Lifelong Learning Organizational Culture Organizational Development Research and Development School Business Relationship Theory Practice Relationship Vocational Education Nyhan, Barry, Ed. Kelleher, Michael, Ed. Cressey, Peter, Ed. Poell, Rob, Ed. Collected Works - General Reports - Research Germany Greece Ireland Italy Netherlands Sweden United Kingdom ISSN-1680-7089 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This volume, the second of a two-volume publication, comprises 15 papers that present the work of individual European projects dealing with learning within organizations. These five chapters in Part 1, The Meaning of the Learning Organization, examine the conceptual frameworks and dilemmas at the heart of the notion of the learning organization: "Developmental Learning--Condition for Organizational Learning" (Ellstroem); "Challenges and Open Questions Raised by the Concept of the Learning Organization" (Fischer); "How Organizations Learn--Theory of Learning and Organizational Development" (Franz); "Competing Perspectives on Workplace Learning and the Learning Organization" (Brown, Keep); and "Conundrum of the Learning Organization--Instrumental and Emancipatory Theories of Learning" (Cressey, Kelleher). These six chapters in Part 2, Organizational Learning Realities in Different Contexts, present or report on company case studies: "Social Dialogue and Organizational Learning" (Kelleher, Cressey); "Implementing Organizational Change in British Telecom" (Cressey); "Banking on Learning--Deutsche Bank Corporate University" (Reimann); "Stimulating a Thirst for Learning--Case of the Guinness Dublin Brewery" (Findlater); "Learning to Network--Transformation of a Social Research Institute" (Franz); and "Relationship Between Critical Reflection and Learning--Experiences Within Dutch Companies" (van Woerkom et al.). The first of four chapters in Part 3, Human Resource Development (HRD) in Support of Organizational Learning, gives a general overview; the next two chapters report on empirical studies; and the final chapter discusses future challenges for HRD from a European perspective. They are "Learning Organization and HRD in the Knowledge Economy" (Tomassini); "Changing Role of HRD Practitioners in Learning-Oriented Organizations" (Sambrook et al.); "Experiences of HRD Consultants in Supporting Organizational Learning" (Poell, Chivers); and "HRD in Europe--At the Crossroads" (Nyhan). (YLB) ED478136 Facing Up to the Learning Organization Challenge: Selected European Writings. Volume II. CEDEFOP Reference Series. 2003-00-00 ISBN-92-896-0206-6 290 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (#3028 EN, 40 Euro for both volumes). Tel: 800-274-4447 (Toll Free); e-mail: query@bernan.com; Web site: http://www.bernan.com. N/A 2004 2020-10-07

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Yes Academic Achievement Adult Education Education Work Relationship Employer Attitudes Employment Potential Foreign Countries Instructional Effectiveness Instructional Improvement Job Training Outcomes of Education Partnerships in Education Performance Factors Postsecondary Education School Business Relationship School Holding Power Secondary Education Student Motivation Student Recruitment Vocational Education Work Experience Programs Smith, Vikki Hughes, Maria Reports - Research United Kingdom Work Based Learning National Vocational Qualifications (England) United Kingdom Learning and Skills Development Agency, London (England). English A study explored why differential learner performance exists across work-based learning providers. Attention focused on retention, achievement, and completion as key indicators of work-based learning performance. Findings showed providers should encourage take-up by learners; provide a process to get learners started; provide teaching and learning support activities; promote completion of National Vocational Qualifications (NVQ) certification and framework achievement; and should provide leadership and management. The nine-page report is followed by a list of key areas for provider improvement and discussion that expands upon them. Suggestions included the following: reach out to learners and employers, shift perceptions, use local labor market information, work closely with employers, focus on recruitment and initial assessment, give good advice, work with learners, maximize retention, develop staff and build effective partnerships. Each section highlights practices working for providers involved in the study; lists key messages relating to the topic; and suggests ways to take it forward. A summary makes these recommendations for maximizing performance: making the investment, setting priorities and timescales, short-term priorities, mid-term adjustments, and long-term strategy. An interview schedule and 12 references are appended. (YLB) ED478137 Making the Difference: Provider Support for Learner Retention and Achievement in Work-Based Learning. Research Report. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-865-3 66 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1392, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1392. N/A 2004 2016-11-21

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Yes Adult Educators Adult Learning Catholic Educators Catholics Change Agents Church Related Colleges Church Role Educational Change Educational History Educational Philosophy Foreign Countries Industrialization Popular Education Progressive Education Rural Areas Social Change Social Problems Social Theories Universities Welton, Michael Historical Materials Reports - Research Populism Progressivism Antigonish Movement Saint Francis Xavier University (Canada) Communitarianism Nova Scotia Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English This document examines the role of Father Jimmy Tompkins in the struggle for a Catholic Progressivism in the Diocese of Antigonish in Nova Scotia, Canada, from 1902 through 1922. The discussion begins with a brief overview of the diocese and the editorial policy and content of the diocesan newspaper, "The Casket," which had maintained a tradition of aggressively condemning far-off events and offering shallow commentary on local events. After presenting a few key details on Father Tompkins' early life and education, the discussion turned to Tompkin's years as vice president and Prefect of Studies at St. Francis Xavier University from 1906 through 1922, during which time he focused primarily on staffing the university with better-prepared professors and encouraging several professors to pursue scientific studies and return to St. Francis to help transform it into a "university of the people" embodying the tenets of progressivism. Presented next were key points from the progressivist writings of several of the professors whom Tompkins had nurtured. The remainder of the discussion focuses on the activities of Father Tompkins and a reform cadre of priests between 1918 and 1928, at which time they devoted their energy to resolving the problems "engendered" by industrialization. The discussion culminated in an examination of the struggle between the Integrists and the Progressives. There are 123 endnotes. (MN) ED478138 Fraught with Wonderful Possibilities: Father Jimmy Tompkins and the Struggle for a Catholic Progressivism, 1902-1922. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 32 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/57MichaelWel ton.pdf. N/A 2004 2016-11-21

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Yes Adult Learning African Culture Colonialism Critical Pedagogy Cultural Context Culturally Relevant Education Educational Environment Educational Objectives Foreign Countries Indigenous Knowledge Indigenous Populations Learning Processes Learning Theories Political Attitudes Political Socialization Position Papers Spiritual Development Spirituality Theory Practice Relationship Transformative Learning Dei, George J. Sefa Reports - Research Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English The roles of spirituality and spiritual learning in transformative learning are discussed. The discussion was initiated from an anti-colonial perspective on engaging spiritually in the political project of transformative learning, and it is grounded in issues of African education and in the principle of teaching critically so that education serves the spiritual development of learners and their communities. Transformative learning is seen as education that is able to resist oppression and domination by strengthening the individual self and collectives to deal with continued reproduction of colonial and re-colonial relations in academic institutions. It is argued that transformative learning must also assist learners in dealing with the pervasive effects of academic institutions' imperial structures on the processes of knowledge production and validation; understanding of indigenousness; and pursuit of agency, resistance, and politics for educational change. The following were among the recommendations to educators wanting to help students become critically and spiritually grounded and to engage in transformative learning: (1) give learners a sense of place, history, culture, and identity; (2) recognize that learners are not a generic, homogeneous group; (3) recognize the contextual variations and differences existing between teachers and their students; (4) create relevant knowledge; (5) teach collaboratively; (6) tell success stories; and (7) recognize the sociopolitical contexts of knowledge production. There are 39 references. (MN) ED478139 Spiritual Knowing and Transformative Learning. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 16 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/59GeorgeDei. pdf. N/A 2004 8/19/2004 22:03:08 RIEFEB2004

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Yes Adjustment (to Environment) Adult Education Banking Data Analysis Education Work Relationship Educational Environment Employment Practices Field Studies Foreign Countries Independent Study Informal Education Labor Force Development Learning Processes National Surveys Office Automation Organizational Change Organizational Culture Organizational Development Technological Advancement Work Environment Mitchell, Laura Livingstone, D. W. Reports - Research Learning Organizations Bank Tellers Canada Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English The informal learning practices of bank branch workers were examined in a study of a major Canadian bank. The study included ethnographic fieldwork and secondary analysis of a national survey of branch workers' learning practices during the introduction of a new financial services software system. Activity theory was used to examine workers' informal learning practices as situated and to trace the shift learning at the bank branch during the 1990s from a process based on a largely informal training approach to an increasingly formalized self-study approach. The study established that the bank branch workers continued to rely heavily on collective and individual informal learning practices to perform their day-to-day work, adjust to the introduction of new processes and technologies, and cope with stress even though the restructuring of work processes and learning that had occurred within the bank left the workers with diminishing time for study and learning. The study resulted in nine recommendations, including the following: (1) allocate at least 1 hour of on-the-job time per week for collective and individual learning; (2) create a learning environment within the bank's branches; (3) recognize, build on, and provide compensation for workers' informal learning activities; and (4) consult regularly and systematically with branch staff to identify learning and support needs. (Contains 46 references.) (MN) ED478140 "All On Your Own Time": Informal Learning Practices of Bank Branch Workers. NALL Working Paper. 2002-08-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 32 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/64LauraMitch ell.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Learning Education Work Relationship Educational Environment Educational Opportunities Employment Practices Environmental Influences Foreign Countries Learning Motivation Learning Processes Learning Theories Lifelong Learning Literature Reviews Organizational Culture Participation Vocational Adjustment Work Environment Billett, Stephen Barker, Michelle Hernon-Tinning, Bernie Reports - Research Speeches/Meeting Papers Canada Learning Organizations Work Based Learning Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English The reciprocal process of engaging in and learning through work was examined. Reciprocity between how workplaces invite individuals to participate in and learn through work (its invitational qualities) and individuals' engagement in the workplace was proposed as a means of understanding how learning through work proceeds. Workplaces' invitational qualities were shown to be shaped by workplace norms and practice and by affiliations (for example, cliques, associations, occupational groupings, and employment status) and to be frequently characterized by inequitable distribution. The distribution of and access to opportunities for practice were shown to be directed toward sustaining the work practice and/or the interests of particular individuals and groups who participate in it. These reciprocal processes of participation in workplace were illustrated through an analysis of the participatory practices of three workers--a union worker, a grief counselor, and a school-based information technology consultant--over a 6-month period. The work of all three individuals was examined through the lens of an analytical framework comprising categories of activities and interdependencies. In all three cases, there was evidence of exercise of individuals' agency in shaping the organization of their work and evidence of new learning opportunities arising from events that were structured by workplace practices and leading to significant new learning. (Contains 34 references.) (MN) ED478141 Co-Participatory Practices at Work. NALL Working Paper. 2002-04-10 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 17 For full text:http://www.oise.utoronto.ca/depts/sese/csew/nall/new/Billett .pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Learning Education Work Relationship Educational Attitudes Educational Benefits Educational Opportunities Educational Trends Independent Study Informal Education Interviews Learning Motivation Learning Processes Lifelong Learning National Surveys Older Adults Outcomes of Education Participation Trend Analysis Fisher, Margaret Reports - Research Learning Patterns Canada Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English Informal learning by Canadian seniors was examined through semi-structured interviews with a purposefully selected group of 51 older Canadians (28 women and 23) who ranged in age from 58 to 95 years (average age, 73.7). All were retired or semi-retired, and all had engaged in several learning projects over the previous year in topics such as the following: self-knowledge, health, relationships, current affairs, social justice, history, spirituality, the arts, philosophy, computers, homemaking, and genealogy. Equal numbers of interviewees preferred learning alone and learning in groups. A few preferred one-on-one coaching or dialogue. When asked about their methods of learning, the interviewees mentioned learning by doing (32 times), by reading (33 times), through discussion (35 times), by watching (26 times), and by listening (27 times). The resources they used depended on topic and circumstances, with print media, people, and computers being mentioned by 44, 32, and 14 interviewees, respectively. Thirty-five adults stated that learning had always been important to them. Most participants were enthusiastic about the contributions that learning made to their lives, with 20 describing it as vital to their survival. Thirty-one interviewees stated that they spent more time on learning now than in their younger years, and 11 said they spent less time learning now than previously. (Contains 14 references.) (MN) ED478142 Informal Learning of Seniors in Canadian Society. NALL Working Paper. 2003-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). Policymakers Administrators Practitioners 10 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/new/fisher.pdf. N/A 2004 2016-11-21

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Yes Adult Learning Case Studies Employer Employee Relationship Employment Practices Ethnography Experiential Learning Foreign Countries Industrial Training Job Skills Labor Force Development Labor Relations Nonformal Education Organizational Change Sex Role Trade and Industrial Education Training Transfer of Training Vocational Adjustment Work Environment Working Class Smith, Dorothy E. Dobson, Stephan Reports - Research Intergenerational Learning Intergenerational Transmission Ontario Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English Researchers explored the relationships between the great working class communities and the industries they sustained and were sustained by in terms of production, storage, and transmission of skills. First, the ethnographic literature on industrial workplaces and the working class communities associated with them was reviewed. Next, lengthy interviews were conducted with eight steelworkers who had been employed at Stelco in Ontario, Canada, since at least the 1970s. The first part of the study focused on nonformal skills transmission in the community, and the second focused on nonformal mechanical/manual skills in the plant and how they are learned and transmitted among workers. Particular attention was paid to the nonformal skills that have traditionally been sustained by workers among themselves and that are now at risk of disappearing because of the combination of (1)the downsizing that dismantles great working class communities; (2) the technological and managerial restructuring of the steel industry; and (3) the increasing substitution of formalized and institutionally controlled forms of training for the nonformal modes of training among working class men. The study also revealed that the processes of experiential learning that are still occurring at the plant are not well defined and do not appear to be valued by the company. (Contains 39 references.) (MN) ED478143 Storing and Transmitting Skills: The Expropriation of Working Class Control. NALL Working Paper. 2003-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 51 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/new/Smith%20Dobs on.pdf. N/A 2004 2016-11-21

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No Career Development Definitions Educational Theories Employed Women Family Life Family Work Relationship High Achievement Individual Development Interviews Job Performance Job Satisfaction Life Events Minority Groups Performance Factors Personality Traits Racial Discrimination Self Esteem Success Theory Practice Relationship Work Attitudes Lo, Lusa Eliot, Michael Reports - Research Speeches/Meeting Papers Work Habits Walberg Educational Productivity Model English The careers, lives, and work habits of successful individuals were examined to identify factors that might explain their success. Each researcher selected one successful individual to interview. The researchers attempted to select a diverse group of interviewees from the general population, taking special effort to include females and nonwhites. The interview protocol contained 21 questions that were based on Walberg's Theory of Educational Productivity model. Nine of the 10 participants reported encountering a variety of obstacles in the following categories throughout their careers: problems caused by people; personal limitations; financial problems; and job instability. The individual interviewees provided a wide variety of answers when asked about what they were most proud of in their field of expertise, the things to which they attributed their career satisfaction and their success, their methods of sustaining a productive environment, and their sources of inspiration outside work. The interviewees' diverse responses were taken as evidence of the need for educators to take the following actions: (1) recognize and remove the social and institutional obstacles of racism that continue to exist for minority students; (2) focus on increasing students' confidence levels; and (3) help students learn to maintain a balance between school and life outside school and, eventually, between work and life outside work. (Contains 9 references.) (MN) ED478144 Career, Life, Work Habits & Insights of Successful Lives. 2003-04-00 10 N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Attitude Change Behavior Change Case Studies Employee Attitudes Employer Attitudes Employer Employee Relationship Focus Groups Foreign Countries Job Performance Literature Reviews Motivation Organizational Culture Participative Decision Making Performance Factors Policy Formation Productivity Public Policy Work Environment Michie, Jonathan Oughton, Christine Bennion, Yvonne Reports - Research United Kingdom Employee Ownership Employee Surveys High Performance Work Organizations Impact Studies United Kingdom English The relationship between employee ownership, motivation, and productivity was explored. The main data collection activities were as follows: (1) a literature review; (2) interviews with management and employees from 10 selected companies across the United Kingdom; (3) surveys of ICOM (the federation of worker cooperatives) member companies and their employees; and (4) focus groups with employees at 7 of the 10 companies originally visited. The study findings supported the following conclusions: (1) employee ownership alone does not make a difference in employee's job performance; (2) combining employee ownership with high levels of employee participation yields positive performance outcomes; (3) employee share ownership programs and representative participation in wider policy decisions are positively associated with high organizational performance; (4) it is highly probable that employee participation impacts employee performance indirectly by influencing employee (and management) attitudes and behavior, which in turn affects internal performance and (eventually) profitability; and (5) employee attitudes toward the job and company are critical to employee loyalty and behavior toward customers. The reasons why employee share ownership has not been adopted more extensively in the United Kingdom were discussed. It was emphasized that sustaining employee share ownership over the long term requires continued institutional support that has never been developed in the United Kingdom. (Contains 29 references.) (MN) ED478145 Employee Ownership, Motivation and Productivity. 2002-11-00 ISBN-1-84373-003-0 Policymakers 35 For full text: http://theworkfoundation.co.uk/research/publications/emp_own.jsp. N/A 2004 2016-11-21

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No Achievement Tests Educational Needs Educational Research Employer Attitudes Employment Qualifications Evaluation Methods Evaluation Research Evaluators Examiners Focus Groups Foreign Countries Industrial Training Literature Reviews Postsecondary Education Questionnaires Research Needs Secondary Education Stakeholders Student Evaluation Vocational Education Foreman, David Davis, Paul Bone, John Reports - Research Australia Employer Surveys National Training Packages (Australia) Registered Training Organizations (Australia) Australia National Centre for Vocational Education Research, Leabrook (Australia). English Researchers examined the management and conduct of assessments at the diploma and advanced diploma levels within training packages across Australia. The principal data collection activities were as follows: (1) a literature review; (2) examination of seven training packages; (3) a survey completed by 28 registered training organizations and 33 assessors; and (4) focus groups and interviews with selected stakeholders, including industry training advisory body representatives, an assessor network, and a reference group of industry practitioners. The following were among the issues identified by the research: (1) the assessors perceived considerable ambiguity in the competency standards within training packages; (2) most assessors identified a need for more assessor skills and experience and more time and resources to complete quality assessments; and (3) an estimated 65% of training providers registered for the higher-level qualifications in the training packages reviewed do not deliver training or assessment services for those qualifications. The study also established that assessors working at the diploma and advanced diploma levels need skills in two broad areas--the skills to develop a holistic or integrated assessment approach and knowledge of learning and assessment theory. Nine areas for further research were also identified. (Twenty-two tables are included. The bibliography lists 37 references. The survey questionnaire is appended.) (MN) ED478146 Assessment Practices at Diploma and Advanced Diploma Levels Within Training Packages. 2003-05-00 ISBN-1-74096-090-4 64 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 978; $27.50 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr0017.pdf. N/A 2004 2016-11-21

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Yes Achievement Adult Education Behavior Change Cognitive Restructuring Counseling Psychology Counseling Techniques Foreign Countries Goal Orientation Independent Study Individual Development Learning Processes Learning Theories Mental Health Metacognition Models Performance Factors Self Evaluation (Individuals) Skill Development Thinking Skills Training Methods Grant, Anthony M. Dissertations/Theses - Doctoral Dissertations Australia Coaching Facilitators Self Direction Australia English A theoretical framework for a psychology of coaching was developed. First, the literature on cognitive approaches to coaching, behavioral approaches to coaching, and combinations of the cognitive and behavioral approaches was reviewed. Next, two studies examined the development and validation of a new measure of private self-consciousness called the Self-Reflection and Insight Scale. A solution-focused cognitive-behavioral (SF/CB) coaching framework was developed. The approach viewed coaching as a collaborative, solution-focused, result-oriented systematic process during which coaches facilitate coachees' self-directed learning, personal growth, and goal attainment. Finally, 20 adults completed a life-coaching program that was based on the new framework and focused on attaining elusive personal goals. The coaching program significantly enhanced participants' mental health and quality of life and increased their goal attainment. The SF/CB coaching model was concluded to be an effective approach to personal development and goal attainment and a potentially useful platform for a positive psychology and investigation of the psychological mechanisms involved in purposeful change in normal adult populations. (Forty tables/figures are included. The bibliography lists 693 references. The following items are appended: sample material from the cognitive, behavioral, and cognitive-behavioral coaching programs; information about the source of the Coach Yourself life coaching program; and a list of chapters in the peer-reviewed press.) (MN) ED478147 Towards a Psychology of Coaching: The Impact of Coaching on Metacognition, Mental Health and Goal Attainment. 2001-10-00 339 For full text: http://www.psych.usyd.edu.au/coach/AMG_PhD_2001.pdf. N/A 2004 2016-11-21

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No Accounting Business Administration Business Communication Business Education Business Education Teachers Classroom Techniques Cooperative Education Curriculum Development Delivery Systems Economics Educational Technology Educational Trends Entrepreneurship Information Technology Learning Laboratories Lifelong Learning Postsecondary Education Secondary Education Teaching Methods Work Experience Programs Rader, Martha H., Ed. Kurth, Linda A., Ed. Information Analyses Reports - Research Electronic Commerce International Business Business Mathematics National Business Education Association, Reston, VA. English This document contains 20 papers presenting the latest research, teaching strategies, and suggested resources for all areas of business education. Three papers provide leading business educators' perspectives on business education, four focus on instructional concepts, nine explore methods and resources for the business education curriculum, and two discuss business educators' organizational and professional responsibilities. The following papers are included: "The Foundations of Business Education" (Mary Margaret Hosler); "Delivery Systems for Business Education" (Lloyd W. Bartholome); "Current Trends in Business Education" (Martha C. Yopp); "Planning for Instruction" (Herbert F. Brown III, Cheryl D. Wiedmaier); "Providing for Students' Learning Styles and Differences" (Beryl C. McEwen); "Managing the Classroom and Technology Lab" (Martha H. Rader); "Evaluating and Assessing Student Performance" (Marcia L. Bush, Donna Henderson); "Input Technologies" (Margaret J. Erthal, Al S. Roane, Kim Larsh); "Information Technology" (George A. Mundrake); "Communication" (Bobbye J. Davis, Clarice P. Brantley); "Accounting and Business Computation" (Carol Blaszczynski); "Business Foundations and Management" (Betty J. Brown); "Economics and Personal Finance" (Roger L. Luft); "Business Law" (Paul Sukys); "Entrepreneurship and E-Commerce" (James W. Bovinet, Judith A. Bovinet, John P. Manzer); "International Business" (Les R. Dlabay); "Marketing" (William J Wilhelm); "Cooperative Education and Work-Experience Programs" (Patti K. Beltram, Allen D. Truell); "Sponsoring Student Organizations" (Janet M. Gandy, Donna Green); and "Lifelong Professional Development" (James Calvert Scott). Most papers include substantial bibliographies. (MN) ED478148 Effective Methods of Teching Business Education in the 21st Century. National Business Education Association Yearbook. 2003-00-00 ISBN-0-933964-59-5 Teachers Practitioners 338 National Business Education Association, 1914 Association Drive, Reston, VA 20191-1596 (Cat no. 116-93; $20 member price; $40 non-members). Tel: 703-860-8300; Fax: 703-620-4483; Web site: http://www.nbea.org. N/A 2004 2016-11-21

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Yes Activity Units Agricultural Education Agricultural Skills Animal Caretakers Animal Husbandry Check Lists Curriculum Guides Exhibits Hands on Science Intermediate Grades Learning Modules Lesson Plans Livestock Middle Schools Quality Control Science Activities Science Programs Secondary Education Youth Clubs Youth Leaders Youth Programs Busboom, Jan R. Newman, Jerry A. Shulaw, William P. Jeffreys, J. Bradford Guides - Classroom - Teacher Animal Welfare 4 H Clubs 4 H Programs Ohio State Univ., Columbus. Cooperative Extension Service. Oregon State Univ., Corvallis. Extension Service. Washington State Univ., Pullman. English This curriculum guide contains a six-unit, two-level program combining animal science and veterinary care for youth club leaders and members in grades three through twelve. The Facilitator and Educator/Leader Introductions describe the program, the goals, and the students who will participate. The six lesson plans contain what the lesson is about, what the students will learn, materials needed, time needed, the activity, background for the teacher, educator/leader notes, and an activity sheet. The unit topics are as follows: (1) Attitudes and responsibilities towards animals and food production that promote animal well-being and product quality; (2) animal handling and exhibition promoting animal well-being and product quality; (3) housing livestock to promote animal well-being and product quality; (4) livestock feeds and feeding to promote animal well-being and product quality; (5) promoting animal well-being and product quality through proper animal health practices; and (6) public perception of animal agriculture. Evaluation tools included with the program are the following: (1) advancement program guides for the educator and youths describing skill levels that must be gained to complete each level; (2) fair checklists for the livestock department at the local fair; (3) packer carcass evaluation forms; and (4) exhibitor checklists to provide youths with immediate feedback on animal care. (SLR) ED478149 Educators' Curriculum Guide. Quality Assurance and Animal Care: Youth Education Program. 1999-00-00 Extension Service (USDA), Washington, DC. Teachers Practitioners 174 Ohio Agricultural Education Curriculum Materials Service, 1114 Chambers Road, Columbus, OH 43212-1702 (Guide and video (4032G) $25). Tel: 614-292-4848; Fax: 800-292-4919; e-mail: cms@osu.edu; Web site: http://cms.osu.edu/Home.html. N/A 2004 2016-11-21

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No Active Learning Adult Education Adult Learning Adult Programs Contracts Leisure Education Leisure Time Lifelong Learning Museums Nonschool Educational Programs Outcomes of Education Program Design Self Actualization Student Characteristics Student Educational Objectives Teacher Characteristics Teacher Competencies Teacher Student Relationship Teachers Transformative Learning Sachatello-Sawyer, Bonnie Fellenz, Robert A. Burton, Hanly Gittings-Carlson, Laura Lewis-Mahony, Janet Woolbaugh, Walter Books Reports - Research Tests/Questionnaires Docents Student Evaluation Form English A three-year national study of adult museum programs used a qualitative research approach and naturalistic inquiry and interviewed 508 museum program participants, 75 instructors, and 143 museum program planners in all types and sizes of museums, including art institutes, natural and cultural historical museums, science centers, historic houses, and botanical gardens. These were among the findings and conclusions: (1) 94% of museums offer some type of adult learning; (2) adult learners desire to learn regardless of their age, have individual preferred learning styles, and prefer to actively participate in the learning process; (3)among programs offered adult learners are basic programs such as volunteer training, lectures, and workshops, as well as less traditional programs such as community service, theater, and field schools; (4) program planners have multiple roles and tend to be experienced professional women with high levels of education; (5) experience, teaching ability, and communication skills are among the traits that should be examined when choosing an instructor; (6) instructors describe their key roles as facilitating learning, making classes fun, being attentive, and encouraging participation; (7) program participants rate challenging content and dynamic, organized instructors as most important to them; (8) four steps to designing excellent learning experiences are to create the vision and create excellence, identify audiences, generate and investigate program ideas, and sort and prioritize program ideas. (Contains six appendixes, an extensive bibliography, and an index.)(SLR) ED478150 Adult Museum Programs: Designing Meaningful Experiences. American Association for State and Local History Book Series. 2002-00-00 ISBN-0-7591-0096-9 209 AltaMira Press, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 (ISBN: 0-7591-0096-9 (cloth) $69.00; ISBN: 0-7591-0097-7 (paper) $24.95). Tel: 800-462-6420; Fax: 800-338-4550; e-mail: custserv@rowman.com; Web site: http://www.altamirapress.com/ N/A 2004 2016-11-21

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No Adult Vocational Education Apprenticeships Comparative Education Cooperative Programs Economics of Education Education Work Relationship Educational Change Educational Improvement Foreign Countries Government Role Government School Relationship Human Capital Industrial Training International Cooperation Job Skills Labor Force Development Postsecondary Education Skilled Workers Small Businesses Trade and Industrial Education Culpepper, Pepper D. Books Reports - Research France Germany France Germany English This book looks at ways European governments can create changes in institutions that will foster cooperation among states, focusing on company investment in general skills and using data from France and Germany. Chapter one provides a general description of the challenges governments face in developing policies to change company-level vocational training practices. Chapter two contains an analysis of why actors (countries, companies, etc.) have an interest in cooperation. It focuses on the experiences of France and Germany, East German large firms, and French and German small and mid-size firms. Chapter three examines the training behavior of companies in Germany and France and provides an overview of government training program reforms in the two countries, along with the results of training reforms. Chapter four compares the policies of Saxony regarding encouraging apprenticeships with those of neighboring state Saxony-Anhault. Chapter 5 discusses the general failure of French vocational training reform and contrasts it with the success of an association of employers in the Valley of the Arve. Chapter six considers the broader implications of the book's findings for cooperation and policy-making. The book also contains a list of abbreviations, three appendixes, extensive references, and an index. (SLR) ED478151 Creating Cooperation: How States Develop Human Capital in Europe. Cornell Studies in Political Economy. 2003-00-00 ISBN-0-8014-4069-6 Policymakers 239 Sales Department, Sage House, Cornell University Press, 512 East State Street, Ithaca, NY 14850 ($35). Tel: 607-277-2338 (ext. 251 or 254); Fax: 607-277-2397; e-mail: cupress-sales@cornell.edu; Web site: http://www.cornellpress.cornell.edu/. N/A 2004 2016-11-21

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No Career Development Comparative Analysis Demand Occupations Economic Factors Employment Opportunities Foreign Countries Global Approach Globalization International Trade Job Skills Labor Economics Labor Force Development Labor Needs Labor Supply Skill Development Skilled Occupations Skilled Workers Supply and Demand Tables (Data) Cohen, Malcolm S. Zaidi, Mahmood A. Books Reports - Research English This book discusses the causes and impact of global skill shortages, focusing on data from skill shortages measured in the period 1995-1998 in 19 developed and emerging economies. Chapter one contains a brief introduction. Chapter two is a review of theoretical literature on skill shortages, including static and dynamic shortages, efficiency wage theory, insider-outsider theory, labor mobility, path dependence, job vacancies, and measures of labor shortage. Chapter three discusses the forces that drive globalization and make economies interdependent, market and production globalization, and the need to look at occupational skill shortages globally. Chapter four summarizes studies on labor and skill shortages in 12 countries and Europe as a whole. Chapter five discusses in detail, the methodology of measuring skill shortages by occupation and country, the data used in the studies, and the results. Efforts are made to validate the methodology. Chapter six examines factors that can explain shortages and labor surpluses and analyzes the relationship between the shortage indicators and other indicators in the 19 countries analyzed. Chapter seven discusses how companies have coped with labor shortages. Chapter eight contains brief concluding remarks. The book also contains an appendix of data tables for all 19 countries, references for each chapter, and an index. (SLR) ED478152 Global Skill Shortages. 2002-00-00 ISBN-1-84064-520-2 Policymakers Researchers 139 Edward Elgar Publishing Inc., 2 Winter Sport Lane, PO Box 574, Williston, VT 05495-0080 ($65). Tel: 800-390-3149; Fax: 802-864-7626; e-mail: eep.orders@AIDCVT.com; Web site: http://www.e-elgar.co.uk/. N/A 2004 8/19/2004 22:03:35 RIEFEB2004

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Yes Educational Strategies Experiential Learning Foreign Countries Grade 7 Interdisciplinary Approach Middle Schools Relevance (Education) School Community Relationship Science Education Scientific Literacy Student Motivation Student Projects Water Quality Roth, Wolff-Michael Lee, Stuart Opinion Papers Reports - Research Speeches/Meeting Papers Canada English A central fallacy of traditional science education is its focus on laboratory science as the touchstone against which science teaching and learning should be compared. This approach teaches students to see the world with the eyes of science rather than to build their own view of the world; it favors students becoming conformist rather than autonomous. As a consequence, the needs of diverse groups of people--except white middle-class males--have not been met, leading to their exclusion from science. A study examined science education in a coastal British Columbia town where an environmental activist group, grade 7 students, and community members were documenting water quality in a local creek. Units were designed so that students could pursue questions of their own interests and use tools of their own choice. It was found that with such an approach, the disinterest and exclusion characteristic of traditional science courses did not become an issue and that what had been considered learning disabilities in some students did not become visible. Students learned science while participating in a community effort to learn about their creek. In this way, science education provided a starting point for uninterrupted life-long learning across the boundary of formal schooling. Science educators would do well to set up situations that allow a variety of participatory modes, more consistent with a democratic approach in which people make decisions about their own lives and interests. (Contains 57 references) (TD) ED478153 Rethinking Scientific Literacy: From Science Education as Propaedeutic to Participation in the Community. 2001-04-00 42 For full text: http://www.educ.uvic.ca/faculty/mroth/conferences/CONF2001/AERJSciLit.pdf. N/A 2004 2020-11-23

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Yes Crowding Educational Facilities Improvement Educational Facilities Planning Educational Finance Elementary Education Elementary Schools Hispanic American Students School Buildings School Construction School Demography School Expansion Urban Schools Valdez, Virginia Numerical/Quantitative Data Reports - Evaluative Latinos English To address the inadequate condition of school buildings across the city, the Chicago Public Schools (CPS) established a Capital Improvement Program (CIP) in 1996, an ongoing plan for reviewing and upgrading CPS infrastructure over 5 years. Capital projects include additions, annexes, new replacement schools, and new area schools. This report analyzes conditions in 453 of Chicago's 489 elementary schools. During the 1998-99 school year, 99 of the schools were overcrowded, 30 were "severely" overcrowded, and 20 were "most severely" overcrowded. Forty-one percent of the overcrowded schools, 50 percent of the severely overcrowded schools, and 75 percent of the most severely overcrowded schools were Latino-majority schools. If CPS fulfills the commitments it made in the CIP, it will relieve all the most severely overcrowded schools and a majority of severely overcrowded schools. However, approximately 70 percent of schools slated for relief have not been relieved because their projects have not been finished. The majority have not even begun, and funding has not been secured. This report gives CPS an overall grade of "C" for its efforts in reducing student overcrowding. It is recommended that seven overcrowded and severely overcrowded schools identified in this report be added to this year's CIP and that CPS ensure the funding and purchase of land for projects that affect those seven schools and 63 other schools scheduled for relief. Fifteen appendices present data on Chicago's elementary schools: enrollment, student ethnicity, design capacity, extent of overcrowding, and status of relief projects. (TD) ED478154 An Evaluation of the Chicago Public Schools' Efforts To Relieve Student Overcrowding at Elementary Schools. Progress Report. 2000-04-00 Joyce Foundation, Chicago, IL. 78 For full text: http://www.maldef.org/publications/pdf/Chicago_Progress_Report.pdf. N/A 2004 2016-11-21

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Yes Case Studies Community Cooperation Elementary Secondary Education Entrepreneurship Intergenerational Programs Leadership Training Partnerships in Education Rural Development Rural Schools School Business Relationship School Community Relationship Small Businesses Small Towns Doeden, Carol Lee Reports - Research Sense of Community Mennonites Nebraska Nebraska English In September 2000, grantmakers from around the country traveled to three Nebraska communities--Albion, Crete, and Henderson--to see how community-based education can positively affect the economic, environmental, and cultural development of a rural community. In Albion, the school is an open laboratory in which students, teachers, and parents work together to preserve the culture, environment, and quality of life cherished by residents of this remote Nebraska community. Community-based education in Henderson reflects the Mennonite faith central to its history and builds upon a spirit of cooperation that is the cornerstone of this community's successes. Henderson kept its school in the community by merging with a neighboring school system and developed cooperatively-owned telecommunications and recycling businesses that operate in a number of rural communities. in Crete, community-based education resulted in a new one-stop, multiple services facility that grew out of a partnership of local government, the school, businesses, and philanthropy. Three lessons were learned from the trip. The community school is vital to the survival of rural communities, not only for teaching positive values and cherishing a vanishing way of life, but also for helping the community focus on intergenerational communication that leads to leadership development and potential retention of youth. The community school can be an incubator for small business development. Youth and the community learn the values of collaboration, cooperation, and communication through community-based education. (TD) ED478155 Community-Based Education and Rural Development. Site Visit to Nebraska. Rural Funders Working Group Case Study. 2001-01-00 14 For full text: http://www.nfg.org/rural/necase.pdf. N/A 2004 2016-11-21

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Yes Adoption American Indians Child Welfare Compliance (Legal) Federal State Relationship Foster Care National Surveys Program Evaluation State Programs Brown, Eddie F. Limb, Gordon E. Munoz, Ric Clifford, Chey A. Reports - Evaluative Indian Child Welfare Act 1978 State Tribal Relationship Indian Child Welfare Act 1978 National Indian Child Welfare Association, Portland, OR. Casey Family Programs, Seattle, WA. English This study responds to the lack of research on Indian Child Welfare Act of 1978 (ICWA) compliance by examining a nationwide sample of the ICWA section within state Title IV-B Child and Family Services Plans (CFSP) and Annual Progress and Services Reports (APSR). These plans and reports address the administration of state child welfare systems. The research team also conducted surveys and telephone interviews with 10 Administration for Children and Families (ACF) central and regional administrators and 9 state representatives. Among the findings are that ACF program instructions for both the CFSP and the APSR lacked detail and clarity as to what should be included in them. A majority of states reported consulting with tribes in the development of the CFSPs/APSRs, although no information was solicited regarding the context or the effectiveness of the consultation process. Over half of all state CFSPs and APSRs did not reference any of the three specific measures outlined in ACF's guidelines: identification of Indian children, notification to the relevant tribe, and preference for Indian caregivers when determining placements for Indian children. With the exception of partnership agreements, a majority of states did not heed ACF's "suggested measures" when creating their APSRs. A large majority of the states indicated they had in place or would develop specific policies, procedures, and protocol for ICWA compliance, but regarding the required specific measures, states either did not have or were not detailing these important components. Nearly all ACF regional administrators indicated that they had reviewed their respective states' CFSP/APSR and had given them a satisfactory/good rating. Implications of these findings for tribal, state, and federal administrators are discussed, and recommendations are offered. Seven appendices present survey instruments, program instructions, and acronyms. (Contains 31 references) (TD) ED478156 Title IV-B Child and Family Services Plans: An Evaluation of Specific Measures Taken by States To Comply with the Indian Child Welfare Act. 2001-12-00 87 For full text: http://www.nicwa.org/policy/research/NICWA_Title_IVB2002.pdf. N/A 2004 2016-11-21

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Yes American Indian Education American Indian Studies American Indians Canada Natives College Environment College Faculty College Programs Employment Practices Foreign Countries Higher Education Indigenous Personnel Personnel Selection Racial Bias Role Models Unions Lindsay, William G. Opinion Papers Speeches/Meeting Papers Canada Institutional Discrimination Canada English There has been a dearth of First Nations people teaching First Nations Studies programs across Canada. This means that Native students must learn their history and contemporary academic knowledge from those who are non-Native in ethnicity and background and whose knowledge has been learned in schools instead of lived. It is time that First Nations people learn about their own history and knowledge from those who are actually part of the culture and have lived the life of a First Nations person. A glass ceiling exists for up and coming Native academics and teachers, a ceiling caused by union protocol and rules, an old-boys club mentality, "promotion from within, first" conventions, and academic elitism. This results in a lack of important First Nations role models at the postsecondary level, a lack of understanding regarding First Nations issues and protocol often bordering on the reprehensible, a lack of cultural sensitivity, and a closed-off ivory tower that is virtually unassailable to qualified First Nations people who could make a tremendous difference with their great knowledge and experiences. Recommendations include negotiating with unions to ensure that people presently on the outside of an institution would be hired for certain "specialized" positions; hiring First Nations workers with master's degrees and allowing them to complete their doctoral studies; and adopting policies of accepting only First Nations candidates for certain faculty positions. (TD) ED478157 The Key and the Coveted: An Expose on the Lack of First Nations Representation in First Nations Studies Programs at the College and University Level. 2002-05-00 19 N/A 2004 2016-11-21

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Yes Access to Education Curriculum Design Democracy Education Work Relationship Educational Change Elementary Secondary Education Equal Education Foreign Countries Poverty Power Structure Role of Education School Business Relationship Technical Education Hampton, Elaine Reports - Research Maquiladoras Mexico North American Free Trade Agreement Mexico North American Free Trade Agreement English A study examined the changes created in Mexican education resulting from the North American Free Trade Agreement and the hundreds of foreign (mostly U.S.) manufacturing operations, or maquiladoras, benefitting from the agreement. Interview data from 100 Mexicans and 25 schools indicate that the maquiladoras provide jobs for people who had none, but do not provide enough income to move a family over the poverty line. The rapid population shift caused by the arrival of the maquiladoras taxed the Mexican government's ability to provide schools needed by the growing communities. Aside from infrastructure issues, curriculum decisions dominated by market economies have swung education's purpose toward maintaining a large work force and away from valuing all citizens' rights to quality education and their rights to question and change existing structures. As part of a World Bank-funded initiative focusing on technical education, Mexican secondary schools were required to eliminate general education courses and replace them with technology and accounting courses. These curricula, that are funded and partially written by businesses, do not teach students critical thinking or prepare them for college. Industries are not interested in Mexican children's knowledge of history, geography, civics, or natural sciences. Students who wish to advance their education must pay to take additional courses to prepare them for postsecondary education. Global trade systems have obstructed long-term progress in Latin America and robbed these countries of their ability to negotiate at the international level. (TD) ED478158 Education in a Global Era: Exploring the Impact of Global Economic Exchanges on Mexican Education. 2002-00-00 26 N/A 2004 2016-11-21

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No Access to Information Data Collection Educational Research Qualitative Research Research Methodology Researchers Feldman, Martha S. Bell, Jeannine Berger, Michele Tracy Books Collected Works - General Guides - Non-Classroom English This book offers useful, prescriptive advice on how to enter different field settings for interviewing and observation. The chapters of part 1, "Stages of Access," are: (1) "Finding Informants"; (2) "Human Subjects and Permission To Contact Informants"; (3) "Making Initial Contact"; (4) "Developing a Rapport"; and (5) "Exiting: Ending the Relationship." Part 2, "Gaining Access: The Inside Stories," contains chapters 6 through 10, each of which contains case studies that illustrate qualitative research. Chapter 6, "Gaining Access to Individuals," contains: (1) "Maintaining Access" (Amaney Jamal and Ann Chih Lin); (2) "Chinese Officials as Ordinary Respondents" (Melanie Manion); (3) "Dealing with Difficult Gatekeepers, Vulnerable Populations, and 'Hooks' That Go Awry" (Michele Tracy Berger); and (4) "Courting Minorities in Postwar Bosnia" (Paula M. Pickering). Chapter 7, "Gaining Access for Interviewing," contains: (1) "Accessing Business, Government, and Nongovernmental Organization Actors in Mexico and Brazil" (Ronie Garcia-Johnson); (2) "Rendering unto Caesar: Gaining Access to Local Religious Leaders" (Ted G. Jelen); (3) "Breaking into the Bank: The Challenge of Gaining Meaningful Access to the World Bank" (Michelle Miller-Adams and Charles T. Myers); and (4) "Help from Unexpected Places: Access and Assistance from within an Organization" (Amy Wrzesniewski, Jane E. Dutton, and Gelaye Debere). Chapter 8, "Gaining Access for Interviewing and Observation," contains: (1) "Going to Prison" (Ann Chih Lin); (2) "How I Got Them To Talk to Me: The Importance of Persistence, Personality, and Identity" (Marijata Daniel-Echols); and (3) "Accessing Multiple Human Service Organizations for Field-Based Research" (Jodi Sandfort). Chapter 9, "Gaining Access for Extended Observation," contains: (1) "Studying Work Groups in India, China, and Hungary" (Leslie A. Perlow); (2) "Accessing Architects in the Auto Industry" (Brian Schermer); (3) "Access into Rivera: Entering and Exiting an Urban High School" (Ernestine K. Enomoto); and (4) "Crossing That Yellow Line: Obtaining Access to the Police Departments" (Jeannine Bell). Chapter 10, "Gaining Access for Participation," contains: (1) "Perseverance Furthers" (Joann M. Brooks); (2) "Inside the Department of Energy" (Martha S. Feldman); (3) "Access as Relating: On the Relationship Aspects of Different Types of Access" (Michael G. Pratt); and (4) "Access and Participation in a Government Agency" (Clare Ginger). (Contains 115 references.) (SLD) ED478159 Gaining Access: A Practical and Theoretical Guide for Qualitative Researchers. 2003-03-00 ISBN-0-7591-0216-3 192 AltaMira Press, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 (paperback: ISBN-0-7591-0216-3, $22.95; clothbound: ISBN-0-7591-0215-5, $69). Tel: 800-462-6420 (Toll Free). Web site: http://www.altamirapress.com. N/A 2004 8/19/2004 22:03:50 RIEFEB2004

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No Data Analysis Data Collection Data Interpretation Educational Research Longitudinal Studies Qualitative Research Research Methodology Saldana, Johnny Books Guides - Non-Classroom English This book outlines the basic elements of longitudinal qualitative data, focusing on micro-levels of change observed within individual cases and groups of participants, and presents 16 questions through which researchers can approach the analysis of longitudinal qualitative data. The chapters are: (1) "Longitudinal Qualitative Studies, Time, and Change"; (2) "Longitudinal Qualitative Research Design"; (3) "Longitudinal Qualitative Data Analysis"; (4) "Framing Questions"; (5) "Descriptive Questions"; (6) "Analytic and Interpretive Questions"; and (7) "Conclusion: Looking Back at the Journey." An appendix contains an longitudinal qualitative data summary. (Contains 25 figures and 200 references.) (SLD) ED478160 Longitudinal Qualitative Research: Analyzing Change through Time. 2003-00-00 ISBN-0-7591-0296-1 199 AltaMira Press, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 (paperback: ISBN-0-7591-0296-1, $24;95; clothbound: ISBN-0-7591-0295-3, $69). Tel: 800-462-6420 (Toll Free). Web site: http://www.altamirapress.com. N/A 2004 8/19/2004 22:03:52 RIEFEB2004

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No Change Educational Research Ethnography Participant Observation Qualitative Research Research Methodology Atkinson, Paul Coffey, Amanda Delamont, Sara Books Reports - Descriptive English This book, an attempt to present a balanced view of qualitative methodology and research, is structured around classic texts by methodological pioneers. It examines these key premises in these texts. Chapters are: (1) "Strangeness and Familiarity"; (2) "From Over-Rapport to Intimacy and Autoethnography"; (3) "Whose Side Are We On?"; (4) "Participation Observation and Interviewing"; (5) "How Do You Know If Your Informant Is Telling the Truth?"; (6) "From Inference to Difference"; and (7) "From Styles of Reporting to Poetics and Beyond." A conclusion discusses "Communities and Change." (Contains 460 references.) (SLD) ED478161 Key Themes in Qualitative Research: Continuities and Change. 2003-03-00 ISBN-0-7591-0127-2 272 AltaMira Press, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 (paperback: ISBN-0-7591-0217-2, $24.95; clothbound: ISBN-0-7591-0126-4 $69). Tel: 800-462-6420 (Toll Free). Web site: http://www.altamirapress.com. N/A 2004 8/19/2004 22:03:54 RIEFEB2004

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Yes College Admission High School Students High Schools Higher Education Mathematics Teachers Mathematics Tests State Programs Test Construction Herman, Joan L. Webb. Noreen Zuniga, Stephen Reports - Research Curriculum Alignment Golden State Examination Program CA California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English This study examined the alignment between the Golden State Exam (GSE) in High School Mathematics and the University of California (UC) Statement on Competencies in mathematics, exploring the technical quality of the alignment process. UC faculty and high school mathematics teachers (n=20) from Northern and Southern California rated the mathematics items of the GSE relative to the expectations identified in the UC competency statement, identifying item features related to content and complexity. Raters assigned values for a primary topic, secondary topic, item/topic centrality, depth-of-knowledge, and source of challenge for each item. Agreement within these criteria was the basis of the assessment of alignment. Results show that there was moderate to strong agreement between faculty and high school teachers in topic and category identification. Also, there was a moderate relationship between depth of knowledge ratings and item complexity and difficulty based on ratings and student performance. These results suggest that there was an overall good alignment between the GSE and its intended targets and raise methodological issues pertaining to the alignment of standards and assessments. An appendix contains the competency topic list. (Contains 15 figures, 3 tables, and 14 references.) (Author/SLD) ED478162 Alignment and College Admissions: The Match of Expectations, Assessments, and Educator Perspectives. CSE Technical Report. 2003-04-00 Institute of Education Sciences (ED), Washington, DC. 43 N/A 2004 2016-11-21

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Yes Context Effect Elementary School Students Experiments Intermediate Grades Problem Solving Research Design Thinking Skills Zimmerman, Corinne Glaser, Robert Reports - Research National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English Cover story, in the sense of context, is a potentially relevant factor in the assessment of reasoning and problem solving in science, given repeated demonstration of its effects on laboratory tasks. This study follows up on a preliminary interview study that showed cover story influenced the way students were assessed at the end of an instructional unit. Two main changes characterize the attempt in this study to replicate earlier findings. First, testing materials were changed so as to reduce the number of possible explanations for the cover story effect, if found. Second, students completed the open-ended assessment in a group classroom setting rather than during individual interviews. Participants were 135 students taught by 3 teachers. There were no performance differences for cover stories that instructed students to design an experiment to test a positive claim (i.e., that coffee grounds are "good" for plants), a negative claim (i.e., that coffee grounds are "bad" for plants), or a neutral control. Observed differences, however, were related to the teacher students had for the instructional unit. Implications for assessment are discussed. An appendix contains the cover stories for the three tasks. (Contains 3 tables and 10 references.) (Author/SLD) ED478163 A Follow-Up Investigation of the Role of Cover Story on the Assessment of Experimental Design Skills. CSE Technical Report. 2003-04-00 Office of Educational Research and Improvement (ED), Washington, DC. 16 N/A 2004 8/19/2004 22:04:01 RIEFEB2004 R305B960002

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Yes Critical Thinking Cultural Awareness Models Multicultural Education Preservice Teacher Education Preservice Teachers Teacher Attitudes Jackson, Mary H. Wasson, Diane Hamilton Reports - Research Speeches/Meeting Papers Freire (Paulo) English The purpose of this study was to examine preservice teachers' levels of awareness of self, other, and context and of social action options in dealing with multicultural issues. Levels of critical thinking and self-inquiry and levels of social action were studied as conceptualized by P. Freire (1970) in his tenets of critical pedagogy. Participants were 30 education students. A majority of these students were only minimally to moderately aware of the multicultural dynamics embedded in a critical incident in their lives, and they were unable to identify or name societal and systemic problems inherent in discriminatory practices. The primary significance of this study is its support of the contention that one's level of awareness, beliefs, and attitudes toward multicultural issues affect what one knows and how one experiences that knowing. Support was also found for the idea that social action could not be considered unless there is a sustained period of critical thinking and self-inquiry. (Contains 16 references.) (SLD) ED478164 Critical Thinking Requires Critical Doing: An Analysis of Students' Multicultural Experiences within Freire's Framework. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Accountability Educational Change Elementary Secondary Education Federal Legislation Program Implementation State Programs Goertz, Margaret E. Opinion Papers Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This paper focuses on the challenges that states face as they implement the accountability provisions of the No Child Left Behind (NCLB) Act, particularly those related to the identification and assistance of schools in need of improvement. Studies are underway that examine the implementation of some NCLB sanctions, such as the supplemental services requirement. This paper begins by looking at the status of state assessment and accountability prior to the enactment of the NCLB to give readers a sense of the types and extent of changes required of states. The second section describes the early implementation of the NCLB accountability provisions, primarily the development and approval of state accountability plans, and raises a number of design and implementation issues that states face. The last section identifies three factors--the lack of fiscal resources, limited human resources, and potentially the identification of a large number of schools for assistancethat may create the conditions for a "Perfect Storm." (Contains 35 references.) (SLD) ED478165 Implementing the No Child Left Behind Act: The Potential for a "Perfect Storm". 2003-04-00 18 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Disabilities Elementary School Students Intermediate Grades Item Response Theory Middle School Teachers Middle Schools Reliability Sample Size Testing Accommodations Karkee, Thakur Lewis, Dan M. Barton, Karen Haug, Carolyn Reports - Research Speeches/Meeting Papers Calibration English This study aimed to determine the degree to which the inclusion of accommodated students with disabilities in the calibration sample affects the characteristics of item parameters and the test results. Investigated were effects on test reliability, item fit to the applicable item response theory (IRT) model, item parameter estimates, and students' scores. Data were obtained from a statewide standards-based assessment program for reading and writing in grades 4 and 7 and in mathematics and science for grade 8. One data set comprised all tested students, including those who tested with accommodations. The other set was only those students who tested without accommodations. Differential item functioning was studied for accommodated groups. The percent of students who received accommodations varied by grade, ranging between 4.2% and 8.5% of the tested population, with higher percentages in the lower grades. The accommodation used most often was extended time followed by oral presentation. There were notable effects of including or excluding students with accommodations, and statistically significant differences between the inclusive and exclusive parameter estimates indicate that choice of calibration sample does not have a significant effect on the calibration results. Effects of these differences on the mean fit of items to the IRT model are observable but very small. Effects of differences in the item parameters on test results are less notable. Overall, results show few negative effects of calibration inclusiveness. (Contains 8 tables and 16 references.) (SLD) ED478166 The Effect of Including or Excluding Students with Testing Accommodations on IRT Calibrations. 2003-04-00 19 N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Mathematics Tests Scaling Scoring State Programs Testing Programs Karkee, Thakur Lewis, Daniel M. Hoskens, Machteld Yao, Lihua Haug, Carolyn Reports - Research Speeches/Meeting Papers Calibration Colorado Student Assessment Program Vertical Equating English Two methods to establish a common scale across grades within a content area using a common item design (separate and concurrent) have previously been studied under simulated conditions. Separate estimation is accomplished through separate calibration and grade-by-grade chained linking. Concurrent calibration established the vertical scale in a single step by simultaneously estimating parameters for all items at all grades. These methods, and a third hybrid method, pairwise concurrent estimation, were examined in this study, using operational test data. Data were obtained from responses to the 2002 Colorado Student Assessment Program (CSAP) mathematics assessments in grades 5 through 10. These assessments had been constructed to have at least 20 items in common between adjacent grades. The data set for each grade consisted of 10,000 cases, randomly selected from the population of approximately 54,000 students with valid scores at each grade. The 2002 CSAP mathematics scales were placed on a common scale spanning grades 5 through 10 using the three methods. Standard analyses of calibration output indicated that the separate estimation method produced consistently better results than did the concurrent of pairwise concurrent estimation. (Contains 9 figures and 19 references.) (SLD) ED478167 Separate versus Concurrent Calibration Methods in Vertical Scaling. 2003-04-00 47 N/A 2004 2016-11-21

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Yes Comparative Analysis Comparative Education Educational Research Educational Theories Elementary Secondary Education Teaching Methods Alexander, Robin Opinion Papers Speeches/Meeting Papers Dichotomies English Naive dichotomous representations of complex realities persist in part because there is unfilled political and conceptual space in which they can flourish. Dichotomous representations of pedagogy have been popular and linger even though more discerning educators have abandoned this kind of rhetoric. Comparative perspective might contribute to the development of a nondichotomizing pedagogy. In support of this position, three propositions are drawn from the author's own comparative research. Across cultures, one can find a recurrence of many more than two contrasting bedrock views of what teaching is about. As these viewpoints surface in different combinations, they extend the range of pedagogical orientations and possibilities. Beyond these are primordial values about the relationships of individuals to each other and two society that have a direct bearing on how teachers think and how they act. The identification of such values, value concordances, and dissonances in everyday classroom practice is greatly aided if there is a coherent model or framework for conceptualizing teaching itself. One way of breaking free of bipolar models of teaching is to devise frameworks for making sense of educational values and practices that make such bipolarity as difficult as possible. (Contains 36 endnotes.) (SLD) ED478168 Dichotomous Pedagogies and the Promise of Comparative Research. 2002-04-00 16 N/A 2004 2016-11-21

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Yes Academic Achievement Asian American Students High School Students High Schools Immigrants Student Characteristics Zhang, Yanwei Reports - Research Speeches/Meeting Papers Covariance Structural Analysis Generation Effect National Education Longitudinal Study 1988 English Previous research indicated that immigrant generational status has significant impact on the educational achievement of Asian American students. However, no study has been conducted on the consistency and variability of the impact in different subject areas across different grade levels. This study identified 950 Asian American high school students from the National Education Longitudinal Study of 1988 (NELS:88) and explored the effect of generational status in 4 areas (reading, mathematics, science, and social studies) at 3 grade levels (8, 10, and 12). Multivariate analysis of variance and multiple regression analyses were applied to test scores at the three grade levels, and the change of test scores across the high school years was modeled by covariance structure analysis. The results show that Asian American students of the first and second generations had better academic performance at each grade level and faster growth across the years than those of the third and later generations. It was also found that mathematics and science were the two subject areas that distinguished the first two generations from later generations. The observed generational differences in the academic performance and its growth were significant after controlling for the effects of major background characteristics. (Contains 6 tables, 1 figure, and 35 references.) (Author/SLD) ED478169 Immigrant Generational Differences in Academic Achievement and Its Growth: The Case of Asian American High School Students. 2001-04-00 38 N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Nonparametric Statistics Scores Simulation Zhang, Yanwei Oliver Yu, Feng Nandakumar, Ratna Reports - Research Speeches/Meeting Papers Conditionals Covariation Dimensionality (Tests) Number Right Scoring Centering English DETECT is a nonparametric, conditional covariance-based procedure to identify dimensional structure and the degree of multidimensionality of test data. The ability composite or conditional score used to estimate conditional covariance plays a significant role in the performance of DETECT. The number correct score of all items in the test (T) and the number correct score of remaining items (S), other than the two items in consideration, are two natural candidates for computing conditional covariances. However, these conditional scores produce biased estimates in finite samples. Some type of correction is required in computing the estimates of conditional covariances. This study investigated the effect of centering and/or averaging T and S as bias correction methods. This process resulted in six different estimates of conditional covariances for use in the DETECT procedure, and 72 types of test data were simulated to vary in sample size, test length, degree of multidimensionality, and distribution of items into clusters. The impact of the six estimates on the performance of DETECT were studied for three aspects: Dmax value, r ratio, and the percentage of items correctly classified into clusters. The results show that the centered conditional score S performed best. The next best index was the average of T and S with centering, followed by the average of T and S without centering. (Contains 8 tables, 11 figures, and 11 references.) (Author/SLD) ED478170 The Impact of Conditional Scores on the Performance of DETECT. 2003-04-00 52 N/A 2004 2016-11-21

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Yes Academic Achievement College School Cooperation Intervention Middle School Students Middle Schools Student Attitudes Transitional Programs Deemer, Sandra McCotter, Suzanne Smith, Nancy Reports - Research Speeches/Meeting Papers Transition Time English A collaborative study was conducted to investigate students perceptions of their learning environments in elementary and middle school and to suggest interventions that would aid the school district in creating developmentally appropriate practices at the secondary level as the students experience the transition into middle school. Data were collected from student, teacher, and school leader interviews and through surveys and observations. This study focuses on the responses of elementary and middle school students to surveys and interviews about their perceptions and experiences in the middle school transition. Surveys were administered to 350 sixth graders and 368 seventh graders, and interviews were conducted with 10 seventh graders. Approximately 20% of the students reported difficulty with the transition to middle school. Four themes emerged from the responses. Students felt disconnected from school in grades 6 and 7. They perceived middle school work to be more difficult, and they often felt victimized in their school settings. The fourth theme was that parents did not seem to be heavily involved in schooling in these grades. Findings suggest that the problems may have more to do with struggles faced by students who do not have strong academic profiles than with just making the transition to middle school. An appendix contains the interview questions. (SLD) ED478171 Sharing the Responsibility: A University-School District Investigation of Middle School Transition. 2003-04-00 13 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Knowledge Level Lesson Plans Models Professional Development Research Methodology Teacher Knowledge Teachers Lewis, Catherine Perry, Rebecca Murata, Aki Reports - Descriptive Lesson Types English During "lesson study" teachers formulate long-term goals for student learning and development, collaboratively work on "research lessons" to bring these goals to life, document and discuss student responses to these lessons, and revise the lessons in response to student learning. This document summarizes the content of a symposium to discuss the relationship of lesson study and teachers' knowledge development. Panelists presented models, methods, and examples of lesson study and discussed capacity development through lesson study. Three examples of lesson study in action are described. One involved a third-grade lesson study group. The second example contains meeting notes, transcripts, teacher interview results, and student mathematics interviews from a kindergarten lesson study group with an outside mathematics specialist. The third example describes videotapes and transcripts from an ad hoc lesson study group that planned, taught, and revised a research lesson during a 2-week summer workshop. (SLD) ED478172 Lesson Study and Teachers Knowledge Development: Collaborative Critique of a Research Model and Methods. 2003-04-00 31 N/A 2004 2016-11-21

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Yes Academic Achievement Dropout Characteristics Dropout Prevention Dropouts High School Graduates High Schools Low Achievement Potential Dropouts Prediction Tanner, David E. Reports - Research English Improving graduation rates among U.S. elementary and secondary school students requires that one be able to detect which students are at greatest risk for dropping out. There may be a variety of social and psychological differences between those who leave and those who graduate, but there is also evidence that those who abandon school are disproportionately low achievers. This study used reading and mathematics data in a discriminant analysis to predict who is most likely to drop out of school. Two groups of 50 students each were selected from students who had taken both reading and mathematics portions of the Scholastic Assessment Test. The first group consisted of randomly selected dropouts; the second group consisted of graduates. Although achievement data were not dramatically different for dropouts than for graduates, they provide a statistically reliable prediction of who will leave school before graduation. (Contains 2 tables and 17 references.) (Author/SLD) ED478173 Academic Achievement as a Drop Out Predictor. 2003-00-00 16 N/A 2004 8/19/2004 22:04:26 RIEFEB2004

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Yes Academic Achievement Elementary Secondary Education Ethnicity Preservice Teacher Education Preservice Teachers Sex Differences Teacher Competencies Teacher Competency Testing Tanner, David E. Reports - Research English One dimension of the current educational reform movement made testing teacher candidates a fixture in nearly every state. The companion problem is that standardized test scores often correlate with the test-takers ethnicity and gender. Such an outcome appears to place teacher competency interests in competition with egalitarian interests. Is equity of access sacrificed to the aptitude of teacher candidates? The results of this study indicate that standardized tests need not have an inordinate impact on the ethnicity and gender of those who wish to teach. Data were collected from teacher candidates who took the California Basic Education Skills Test (CBEST) at one university in December 1997. Results from a study of several hundred candidates in central California indicate that while those variables are statistically significant predictors of teacher candidates scores, they explain comparatively little of scoring variability. (Contains 1 figure, 3 tables, and 17 references.) (Author/SLD) ED478174 What Has Teacher Compentency Testing Wrought? 2003-00-00 15 N/A 2004 8/19/2004 22:04:29 RIEFEB2004

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Yes Admission Criteria College Admission College Students Higher Education Standardized Tests Student Placement Test Use Tanner, David E. Reports - Research English Colleges and universities commonly require multiple tests for their various admissions and placement decisions. The point of this analysis was to determine the degree to which three standardized tests involving eight subtests all administered to the same applicants provided nonredundant information. The instruments were the California Basic Education Skills Test (CBEST), given to teacher candidates to measure reading, mathematics and writing competencies, the Scholastic Assessment Test, and the Graduate Record Examination. Data were available for 88 students for all 3 measures. Analyses indicate that the eight subtests are related, some rather closely. Nearly 62% of the variability in all subtest scores could be explained by one component, and the fact that all subtest scores are substantially correlated with the component suggests a common element to all of the subtests. Findings suggest that it is feasible that committees could reduce the number of tests required of students and sacrifice little by way of predictive validity or diagnostic accuracy. (Contains 3 tables and 16 references.) (SLD) ED478175 Admissions and Placement Testing: Enough Is Enough! 2003-06-13 20 N/A 2004 8/19/2004 22:04:31 RIEFEB2004

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Yes Academic Achievement Acoustical Environment Acoustics Construction Costs Cost Effectiveness Elementary Education Environmental Influences School Construction Lubman, David Sutherland, Louis C. Reports - Evaluative Speeches/Meeting Papers English This document consists of two papers. The first, titled "Good Classroom Acoustics Is a Good Investment," identifies and estimates some of the costs for good acoustics in new school construction. It also identifies and estimates some previously unrecognized economic benefits of good acoustics, as well as some of the hidden costs of marginal or poor acoustics. Costs and benefits are compared using recent economic data from the United States. Results suggest that the economic benefits of good acoustics far outweigh its costs. Therefore, a case can be made that good classroom acoustics is a good economic investment. The second paper, "The Impact of Classroom Acoustics on Scholastic Achievement," reviews speech communication criteria and studies that have linked scholastic performance with acoustical noise or reverberation. Some studies link aircraft noise with delayed language acquisition, reading deficiencies, reduced motivation, and long-term recall of learned material. Others link ground transportation noise with reduced academic achievement. Aside from reduced speech intelligibility, little data were found to gauge the impact on learning achievement from heating, ventilating, and air conditioning noise; from the noises of students interacting in cooperative learning environments; or from reverberation. Despite their incomplete nature, some useful inferences can be drawn from these studies. For example, evidence for cumulative impact of poor acoustics on scholastic achievement suggests that good acoustics be made a high priority for children in lower grades. (EV) ED478176 Two Papers on Classroom Acoustics. Good Classroom Acoustics Is a Good Investment. The Impact of Classroom Acoustics. 2001-09-00 12 For full text: http://www.nonoise.org/quietnet.qc. N/A 2004 2020-07-14

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Yes Academic Achievement Acoustics Administrator Attitudes Carpeting Educational Facilities Design Environmental Influences Flooring Principals Structural Elements (Construction) Tanner, C. Kenneth Langford, Ann Reports - Research English This study investigated the following questions: (1) "What are the perceptions that elementary school principals have concerning the influence of interior design elements such as floor and wall coverings, lighting, flexibility, acoustics, color, texture, patterns, cleanliness, and maintenance on student achievement, teacher retention, and student attendance?" (2) "Do the acoustics of the environment relate significantly to student achievement?" (3) What floor coverings in the classroom relate significantly to the acoustics of the classroom?" and (4) "Are there any possible links between floor coverings in the classroom and student achievement?" The study found that in all subject areas studied, students attending schools having carpeted classrooms had higher achievement scores than those attending schools with hard surfaced classrooms. It also found that the importance of interior design of a school is a slightly higher priority for school principals than teachers. (Contains 66 references.) (EV) ED478177 The Importance of Interior Design Elements as They Relate to Student Outcomes. 2003-00-00 49 N/A 2004 8/19/2004 22:04:37 RIEFEB2004 Supported by the Carpet and Rug Institute.

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Yes Acoustical Environment Classroom Design Classroom Environment Design Preferences Environmental Influences Literature Reviews Smith, Melissa Reports - Research English Asserting that without an adequate acoustical environment, learning activities can be hindered, this paper reviews the literature on classroom acoustics, particularly noise, reverberation, signal-to-noise ratio, task performance, and recommendations for improvement. Through this review, the paper seeks to determine whether portable classrooms provide acoustically adequate environments for learning. (Contains 63 references.) (EV) ED478178 The Acoustical Environment. 2002-05-25 20 For full text: http://www.coe.uga.edu/sdpl/acoustics/acousticalenvironmentsmith.htm. N/A 2004 8/19/2004 22:04:40 RIEFEB2004 Supported by the Carpet and Rug Institute.

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Yes Design Requirements Educational Facilities Facility Guidelines School Size Site Analysis Site Selection State Regulation State Surveys Tables (Data) Weihs, Janell, Comp. Guides - Non-Classroom Council of Educational Facility Planners, International, Scottsdale, AZ. English This document presents a table of state guidelines concerning the size of educational facility sites. For the state, the formula for school site analysis is provided, along with relevant comments and the name of related documents. The information was collected from state facility reports and manuals and verified through direct contact with personnel from state educational agencies and practitioners. (EV) ED478179 State Guideline Information: Size of Site. 2003-04-00 9 For full text: http://www.cefpi.org/pdf/state_guidelines.doc. N/A 2004 8/19/2004 22:04:43 RIEFEB2004

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No Beginning Reading Classroom Techniques Decoding (Reading) Early Childhood Education Kindergarten Learning Activities Literacy Phoneme Grapheme Correspondence Prompting Reading Strategies Reading Writing Relationship Lusche, Pat Books Guides - Classroom - Teacher English This book provides an efficient framework for introducing pre-kindergartners and kindergartners to letter-sounds while concurrently promoting reading and writing. The classroom-friendly framework takes letter-sound instruction to a new level by: promoting learning for kindergarten of all ability levels--from the student just learning what sound "b" makes to the student already able to recognize spelling patterns in a sentence in which the letter "b" is featured; encouraging social and active learning and scaffolding by peers and teachers; highlighting and allowing students to explore how letter-sounds function within the context of various texts; integrating reading strategies, cueing systems, and assessments into letter-sound study; linking phonics instruction and assessment directly to texts students are working with each day; and reinforcing the connections between reading and writing. Section 1 of the book explains the rationale for and breaks down the implementation of the framework. Section 2 takes a closer look at other literacy components in the kindergarten classroom. Contains the Reading Wall and reproducible Sound Cards and Rhymes, Decoding Chart, Sight Word Punch Cards, and a variety of activities suitable for whole-class, group, or one-on-one instruction or classroom Reading/Writing centers. Also contains a 17-item bibliography and a 13-item list of children's books mentioned in the text. (NKA) ED478180 No More Letter of the Week: A Framework for Integrating Reading Strategies and Cueing Systems with Letter-Sound Instruction. PreK-K. 2003-00-00 ISBN-1-884548-49-0 Teachers Practitioners 174 Crystal Springs Books, 75 Jaffrey Road, PO Box 500, Peterborough, NH 03458 ($19.95, Item #7508). Tel: 800-321-0401 (Toll Free); Fax: 800-337-9929 (Toll Free); Web site: http://www.crystalsprings.com. N/A 2004 8/19/2004 22:04:48 RIEFEB2004

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No Childrens Writing Classroom Techniques Creative Writing Elementary Education English (Second Language) Middle Schools Theory Practice Relationship Writing Difficulties Writing Instruction Writing Processes Writing Strategies Peterson, Shelley, Ed. Books Collected Works - General Guides - Classroom - Teacher Writing Contexts International Reading Association, Newark, DE. English This book brings together the perspectives of teachers, administrators, consultants, and researchers on teaching writing to create a bridge between theory and practice. The book's 11 chapters are organized into three sections that tackle some persistent knots of writing instruction and assessment. Under Section I-Students' and Teachers' Learning Processes-are the following chapters: (1) "Untangling Approaches to Teaching Writing: A Process of Change in One Classroom" (Pamela E. Van Nest); (2) "Untangling Knots through Talking about Writing" (Jeanne M. Arnold and Shelley Peterson); (3) "Multiage Author Groups: One Way to Untangle the Revision Knot" (Cathy Bruce); (4) "Untangling Knots in Early Writing: Young Children's Conceptions of Print" (Janette Pelletier and Jennifer Lasenby). Under Section II-Diversity and Teaching Writing-are these chapters: (5) "A Complex Tangle: Teaching Writing to English Language Learners in the Mainstream Classroom" (Monika Smith and Donald S. Qi); (6) "Untangling Second Language Writers' and Teachers' Knots with Reformulation" (Sharon Lapkin); (7) "A Tightly Tangled Knot: The Influence of Teachers' Gender Perceptions on Their Assessment of Student Writing" (Shelley Peterson). Under Section III-Teaching Writing Using Multimedia and the Arts-are these chapters: (8) "Untying the Knot of Time Constraints: Using Technology to Extend Student Writing beyond the Classroom" (Joseph Allin); (9) "Unraveling the Fear of Poetry/Reveling in the Pleasure of Poetry" (Carl Leggo); (10) "The Tangle of Context: Making Meaning by Writing in Role" (David Booth); (11) "Engaging Reluctant Adolescent Writers with Contemporary Literacy: Untangling Two Knots" (Jill Kedersha McClay); and "Conclusions: Two Ways to Look at Knots" (Shelley Peterson). (NKA) ED478181 Untangling Some Knots in K-8 Writing Instruction. 2003-00-00 ISBN-0-87207-513-3 Practitioners Teachers 150 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order # 513-553; $20.95). Web site: http://www.reading.org. N/A 2004 2016-11-21

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Yes Academic Standards Benchmarking Comparative Analysis Elementary Secondary Education English Instruction Language Arts State Standards Kendall, John S. Norford, Jennifer S. Snyder, Christina E. Reports - Research Mid Continent Regional Educational Laboratory United States (Central) Mid-Continent Research for Education and Learning, Aurora, CO. English A study provides an organized list of core English language arts standards and benchmarks that are recognized by most or all of the states in the Central Region (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) and that are found in standards documents that have been rated as exemplary by national organizations. In short, this list of standards and benchmarks embodies content that is highly valued nationally as well as within the Central Region. Analysts selected as the reference document a McREL (Mid-Continent Research for Education and Learning) study that identified only highly rated English language arts standards and benchmarks. The identified state standards documents (one from each of the seven states) were examined for this study: The process of comparison first was undertaken independently by two analysts. Each analyst indicated which states addressed the same content as that found in the reference document. When both analyses were completed, a third analyst then compared the reviews to resolve discrepancies that were significant. This paper discusses the findings from the analyses. The paper cites exemplary English language arts standards commonly found in the central region and those rarely found in the central region. (NKA) ED478182 Exemplary English Language Arts Standards among the Seven States in the Central Region. 2001-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 18 Mid-Continent Research for Education and Learning, 2550 S. Parker Rd., Ste. 500, Aurora, CO 80014-1678. Tel: 303-337-0990. For full text: http://www.mcrel.org/PDF/Standards/5011TG_ExempLangArts.pdf. N/A 2004 2016-11-21

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Yes Early Childhood Education Educational Technology Government Role Reading Programs Reading Skills Test Construction Gaddy, Barbara, Ed. Collected Works - Serials Guides - Non-Classroom Colorado Reading First Department of Education United States (Central) Educational Information No Child Left Behind Act 2001 North Dakota Colorado North Dakota No Child Left Behind Act 2001 Mid-Continent Research for Education and Learning, Aurora, CO. English This newsletter from the Mid-Continent Research for Education and Learning (McREL) first discusses The No Child Left Behind Act's strong emphasis on reading skills, in its central article, "Reading a Central Focus of No Child Left Behind Act." It explains that through the authorization of two new programs, Early Reading First (for preschool children) and Reading First (for children in grades K-3), the U.S. Department of Education intends to ensure that children, particularly children in low-performing schools and schools with high rates of poverty, have access to research-based reading programs. The newsletter then provides legislative news reviews the latest research. Other brief articles in the newsletter are: "North Dakota Distributes $2.92 Million in Federal Technology Grant Money"; "Colorado Joins Consortium to Develop English Language Proficiency Test"; and "Policy Advisory Panel Convenes to Discuss No Child Left Behind Act." Also lists resources and e-sources and offers educational information from the central region of the country. (NKA) ED478183 Reading a Central Focus of No Child Left Behind Act. Changing Schools: A Newsletter from the Central Region Educational Laboratory Sum 2003 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 13 Mid-Continent Research for Education and Learning, 2550 S. Parker Rd., Ste. 500, Aurora, CO 80014-1678. Tel: 303-337-0990. For full text: http://www.mcrel.org/PDF/ChangingSchools/5032NL_CSSummer03.pdf. N/A 2004 2016-11-21

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Yes Comparative Analysis Cross Cultural Studies Educational Policy Educational Practices Evaluation Methods Literacy Reading Tests Secondary Education Student Evaluation Student Surveys Topping, Keith Valtin, Renate Roller, Cathy Brozo, William Dionisio, M. Lourdes Reports - Evaluative Program for International Student Assessment International Reading Association, Newark, DE. English The Program for International Student Assessment (PISA) is a study of comparisons. Subjects, 15-year-old students from 32 participating countries, were compared in their abilities to "use literacy knowledge and skills to meet real-life challenges," as assessed on a two-hour, paper-and-pencil test. Students also responded to a questionnaire related to a range of individual, home, and school factors. Principals of participating schools were also asked to complete a survey. Survey data were analyzed relative to reading literacy test performance to find possible explanations for cross-national patterns of strengths and weaknesses. This report begins with a discussion of current conceptions of literacy and the extent to which PISA's guiding notions are aligned with them. The report then follows with a critique of certain measurement practices in the PISA initiative. Next, it summarizes key findings from PISA and offers potential policy guidelines based on the findings. The report analyzes and interprets the three PISA documents published at the time of writing (OECD, 2001, 2002a, 2002b) and from them draws implications for action offering policy and practice. It notes that offering policy recommendations that account for all 32 countries is fraught with danger, but, with caveats and cautions, the report attempts to satisfy the charge given to the PISA Task Force by making necessary global yet legitimate recommendations for consideration by the International Reading Association. Contains 5 references and an exploratory analysis of relationships between gender and achievement. (NKA) ED478184 Policy and Practice Implications of the Program for International Student Assessment (PISA) 2000. Report of the International Reading Association PISA Task Force. 2003-04-00 17 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. For full text: http://www.reading.org/advocacy/pisa.html. N/A 2004 2020-11-03

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Yes Critical Theory Educational Research Grade 11 High Schools Literary Criticism Reader Response Student Attitudes Teacher Education Test Construction Test Validity Allingham, Philip V. Belanger, Joe Werner, Walt Davison, Bill Reports - Descriptive Tests/Questionnaires British Columbia Macbeth Canada English An instrument was developed and used with grade 11 students and university teacher education students (intending English teachers) in British Columbia to explore their beliefs about appropriate ways to interpret segments of Shakespeare's "Macbeth." This is the second is a series of instruments designed to explore students' and teachers' reactions to concepts underlying critical theory. Research grants from Lakehead University and the University of British Columbia were used to develop and validate such instruments. This second instrument was developed and validated using similar methods to those used in developing the first: questions were developed by the team, validated by a panel of experts, piloted with a group of subjects, and revised by the team in light of comments. It differs from the first in that subjects are asked to choose between two paragraphs each illustrating critical response for the bulk of the questions (8 to 21) and to choose from among four 1-sentence descriptions of five others (22-26). Administration of the instrument required approximately 25 minutes including the video clip of Lady Macbeth's "Raven" speech. Subjects were not told the critical stances each response illustrated. Contains an informed consent form, instructions for the test, and the test itself. Appended is the list of critical stances illustrated by each response. (NKA) ED478185 An Instrument To Measure Teachers' and Students' Critical Preferences in Interpreting "Macbeth": Text Based through Critical Theory and Post-Modern Hegemonies. 2003-07-00 17 N/A 2004 2016-11-21

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Yes Educational Research Elementary Secondary Education Evaluation Methods Mail Surveys Models Professional Development Program Evaluation Reading Teachers Teacher Certification Teacher Surveys Telephone Surveys Hall, Linda DeZell O'Neill, Kevin J. Hasbrouck, Jan E. Parker, Richard I. Reports - Evaluative Speeches/Meeting Papers Texas Education Agency Administrator Surveys English In 1999 the Texas Legislature provided for the creation of the Master Reading Teacher (MRT) Certificate to address several issues. MRTs primary duties are to: serve as reading teachers; consult with and mentor other teachers; and provide research-based information and training. In September 2001 the Texas Education Agency asked Dr. Jan Hasbrouck to conduct an evaluation of MRT training that occurred during the 2000-2001 academic year. There were five evaluation questions, but this paper discusses only two questions: To what extent have changes in service delivery due to MRT training had a positive effect on student standardized reading test scores (both for students directly taught by MRT program graduates and for students indirectly influenced by MRT program graduates); and From perceptions of both administrators and MRTs, what are the MRT program's greatest strengths and weaknesses? The paper states that the evaluation consisted of four activities: (1) statewide mail survey of all MRTs currently receiving the state stipend for MRTs serving on "high-need" campuses; (2) mail survey of the administrators of MRTs drawing a state stipend; (3) telephone follow-up survey of selected MRTs and administrators; and (4) Texas Assessment of Academic Skills (TAAS, the criterion referenced tests required of Texas public school students from the third-tenth grade) data collection by selected administrators. According to the paper, evaluators gained the impression of a moderately strong beginning of the MRT program, but a beginning that fell short of its potential. With better networking and improved guidelines on program implementation, the prediction is for stronger programs. (NKA) ED478186 Promise for the Future: An Evaluation of the Texas Master Reading Teacher Program. 2003-04-21 14 N/A 2004 2016-11-21

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Yes American Dream Course Descriptions Cultural Context Curriculum Development Higher Education Reader Response Seminars Thematic Approach United States Literature Siegel, Gerald Opinion Papers Speeches/Meeting Papers September 11 Terrorist Attacks 2001 English This paper describes how two "American Dream" courses were created--one was a senior seminar in Fall 2001 that developed after the tragic events of that September and the other, its offspring, was a Fall 2002 class in the American Novel, which was planned deliberately. The paper first looks at how 9/11 changed the senior seminar by reversing the instructor/author's original plans to stress history over theme, and second, how he was able to use what he learned from the unexpected changes in the seminar to give new direction to an existing American Novel course. It describes mainly the course ideas he retained from the modified seminar and how they produced last semester's class. Along the way, the paper offers some ideas about how to introduce the American Dream theme into existing classes, thus avoiding the administrative problems of creating a new course to investigate this theme which has gained added relevance from the events of recent months. A detailed syllabus is attached. (NKA) ED478187 Revisiting the American Dream in Fiction: Developing a Thematic Course. 2003-07-12 20 N/A 2004 2016-11-21

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Yes Action Research Elementary Secondary Education English Instruction Grade 8 Instructional Effectiveness Language Arts Poetry Popular Music Sex Differences Single Sex Classes Student Research Teacher Education Sherman, Thomas F. Lundquist, Margaret Collected Works - General Dissertations/Theses - Masters Theses Reports - Research High School Sophomores Winona State University MN English This action research compilation contains two research projects: "Increasing Student Appreciation of Poetry through the Use of Contemporary Music" by Paul G. Senjem and "Are Men and Women Created Equal? Gender in the Classroom" by Jennifer Joyce Plitzuweit. The researcher/author of the first paper states that his goal was to make exposure to poetry more pleasant for his 78 high school sophomore students by including contemporary music in the poetry unit plan. The paper explains that as part of a 3-week unit he set up a data collection process before and after the poetry unit; the data collection tool was a pre- and post-form. It states that after data collection responses were tabulated and converted into a mean, mode, and median. Includes data; contains 9 references. The researcher/author of the second paper divided her two eighth-grade classes by gender for three quarters of the school year (16 consistent female participants and 20 consistent male participants) to see if this would affect learning. According to the paper, she journaled about similarities and differences and documented grade increases and decreases. The paper's researcher/author feels that it was worth splitting the classes by gender and that the students were more successful academically. Contains a 6-item bibliography and attached data. (NKA) ED478188 Compilation of Action Research Papers in English Education. 2003-12-20 84 N/A 2004 2016-11-21

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No Classroom Environment Educational Research Elementary Secondary Education Equal Education Learning Learning Readiness Mathematics Curriculum Mathematics Instruction Student Motivation Fennema, Elizabeth, Ed. Romberg, Thomas A., Ed. Books Reports - Descriptive English This book synthesizes the implications of research done by the National Center for Research in Mathematical Sciences (NCRMS) by integrating two bodies of research: the study of teaching and the study of learning mathematics. This research was organized around content domains and/or continuing issues in education such as equity and assessment of learning, and was guided by two common goals: (1) defining the mathematics content of K-12 curriculum in light of the changing mathematical needs of citizens for the 21st century; and (2) identifying common components of classrooms that enable students to learn the redefined mathematics with understanding. To accomplish these goals, classrooms in which instruction facilitated the growth of understanding were established or studied. This volume reports and discusses findings that grew out of this research and is organized in three parts: (1) Setting the Stage; (2) Classrooms That Promote Learning; and (3) Developing Classrooms That Promote Understanding. Chapters include: (1) "Mathematics Worth Teaching, Mathematics Worth Understanding" (Thomas A. Romberg and James J. Kaput); (2) "Teaching and Learning Mathematics with Understanding" (Thomas P. Carpenter and Richard Lehrer); (3) "Equity as a Value-Added Dimension in Teaching for Understanding in School Mathematics" (Walter G. Secada and Patricia Williams Berman); (4) "Learning Basic Number Concepts and Skills as Problem Solving" (Thomas P. Carpenter, Elizabeth Fennema, Karen Fuson, James Hiebert, Piet Human, Hanlie Murray, Alwyn Olivier, and Diana Wearne); (5) "Building on Children's Intuitions to Develop Mathematical Understanding of Space" (Richard Lehrer, Cathy Jacobson, Vera Kemeny, and Dolores Strom); (6) "Promoting Learning in Middle-Grades Mathematics" (Judith Sowder and Randolph Philipp); (7) "Understanding of Statistics" (Susanne P. Lajoie); (8) "Teaching and Learning a New Algebra" (James J. Kaput); (9) "Assessment in Classrooms That Promote Understanding" (Mary C. Shafer and Thomas A. Romberg); and (10) "Creating Classrooms That Promote Understanding" (Elizabeth Fennema, Judith Sowder, and Thomas P. Carpenter). (SOE) ED478189 Mathematics Classrooms That Promote Understanding. 1999-00-00 ISBN-0-8058-3028-6 210 Lawrence Erlbaum Associates, Inc., Publishers, 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 22:05:14 RIEFEB2004 For selected chapters, see SE 068 158-161.

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Yes Body Language Graphs Kinesthetic Perception Mathematics Education Motion Movement Education Physics Science Education Secondary Education Spatial Ability Visualization Noble, Tracy Reports - Research Speeches/Meeting Papers Student Engagement TERC, Cambridge, MA. English This paper investigates one high school student's use of gestures in an interview context in which he worked on the problem of understanding graphical representations of motion. The goal of the investigation was to contribute a detailed analysis of the process of learning as it occurred over a short time period in order to contribute to the broader understanding of the role of the body in the development of new knowledge in mathematics. In particular, the paper addresses the following questions: (1) How might students make the link between powerful understanding of visual attributes of graphs and the bodily experiences of creating graphs of their own motions?; and (2) How can the dynamic nature of gestures help students understand the dynamic nature of graphs of motion? (SOE) ED478190 Gesture and the Mathematics of Motion. 2003-04-25 38 N/A 2004 2016-11-21

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Yes Data Analysis Graphs Mathematics Education Middle Schools Numeracy Secondary Education Standardized Tests Statistics Test Items Konold, Clifford Khalil, Khalimahtul Reports - Descriptive Speeches/Meeting Papers English This paper identifies and assesses key ideas in data analysis (or statistics) that should be at the focus of middle school mathematics instruction. Items that can be used to assess some of the complex objectives of data analysis are located. The search includes a collection of items released by the National Assessment of Educational Progress (NAEP) and various state exams. The nature of items being used on large-scale state assessments is described in detail. Views on what should be taught and some items that are designed to tap those ideas are presented. (SOE) ED478191 If U Can Graff These Numbers--2,15,6--Your Stat Literit. 2003-04-00 26 N/A 2004 8/19/2004 22:05:18 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April, 2003).

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Yes Higher Education Logical Thinking Mathematical Concepts Mathematical Logic Mathematics Instruction Mathematics Skills Probability Set Theory Dudar, Abdur-Rahim Dib Reports - Descriptive Speeches/Meeting Papers Boolean Algebra English This paper suggests that logic consists of a collection of propositions and operations of negation, conjunction, disjunction, implication, and equivalence. It points out that the operations on dispositions depend upon the truth-value of the propositions involved. This raises the questions, How do we know whether a proposition is true or false? and How do we construct a proposition? (SOE) ED478192 Logic for the English Teacher and Student. 2002-02-00 22 N/A 2004 2016-11-21

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No Classroom Environment Educational Research Elementary Secondary Education Learning Learning Readiness Mathematics Curriculum Mathematics Instruction Student Motivation Romberg, Thomas A. Kaput, James J. Reports - Descriptive English This chapter examines the scope of the mathematical content educators expect students to understand after they have participated in mathematics courses. It is organized under four headings: (1) Traditional School Mathematics, to clarify what the shift is away from; (2) Mathematics as Human Activity, to portray the direction the shift is toward; (3) Mathematics Worth Teaching; and (4) Speculations about School Mathematics in the Future. (SOE) ED478193 Mathematics Worth Teaching, Mathematics Worth Understanding. 1999-00-00 ISBN-0-8058-3028-6 16 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 22:05:23 RIEFEB2004 In: Fennema, Elizabeth, Ed. and Thomas A. Romberg, Ed., Mathematics Classrooms That Promote Understanding, Mahwah, NJ, Lawrence Erlbaum, 1999. p3-17. For entire book, see SE 068 002.

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No Alternative Assessment Educational Research Elementary Secondary Education Evaluation Learning Mathematics Curriculum Mathematics Instruction Shafer, Mary C. Romberg, Thomas A. Reports - Descriptive English This chapter covers assessment issues in classrooms and offers a possible assessment program. The purpose is three-fold: (1) to examine ways of documenting students' understanding using a domain-based approach to assessment; (2) to present examples of assessment items related to this approach; and (3) to discuss difficulties that have arisen as teachers have implemented such an approach to assessment. (SOE) ED478194 Assessment in Classrooms That Promote Understanding. 1999-00-00 ISBN-0-8058-3028-6 27 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 22:05:25 RIEFEB2004 In: Fennema, Elizabeth, Ed. and Thomas A. Romberg, Ed., Mathematics Classrooms That Promote Understanding, Mahwah, NJ, Lawrence Erlbaum, 1999. p159-84. For entire book, see SE 068 002.

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No Classroom Environment Educational Research Elementary Secondary Education Instructional Effectiveness Learning Mathematics Curriculum Mathematics Instruction Teacher Education Teacher Influence Fennema, Elizabeth Sowder, Judith Carpenter, Thomas P. Reports - Descriptive English This chapter builds on the idea that classrooms that promote understanding can and do exist. Elaborating upon this idea the question is raised, "In what ways can many more classrooms be developed so that all students have the opportunity to learn with understanding?" The construction of classrooms that promote understanding is dependent upon thoughtful, knowledgeable teachers who have participated in professional development programs that enable the development of their own understanding of mathematics, students' thinking about mathematics, and the interdependence of the two. (SOE) ED478195 Creating Classrooms That Promote Understanding. 1999-00-00 ISBN-0-8058-3028-6 16 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 22:05:28 RIEFEB2004 In: Fennema, Elizabeth, Ed. and Thomas A. Romberg, Ed., Mathematics Classrooms That Promote Understanding, Mahwah, NJ, Lawrence Erlbaum, 1999. p185-99. For entire book, see SE 068 002.

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Yes Data Analysis Educational Technology Research Methodology Scholarly Journals Oh, Jeong-Eun Reports - Research Speeches/Meeting Papers Missing Data English Missing data is an important issue that is discussed across many fields. In order to understand the issues caused by missing data, this paper reviews the types of missing data and problems caused by missing data. Also, to understand how missing data are handled in instructional technology research, articles published in "Educational Media International,""Educational Technology Research and Development," and "Performance Improvement Quarterly" for the last 5 years are reviewed. A total of 84 quantitative research articles were identified in the 3 journals. About 42% of the reviewed studies had incomplete data sets, and in most of them, information about data completeness was clearly presented through comparisons of usable data points with the intended sample size. Overall, it was found that the awareness of missing data issues was low among the researchers in the field of instructional technology. Findings are discussed in terms of missing data mechanisms, and recommendations are presented. An appendix shows missing data methods in the three journals in table form. (Contains 19 references.) (Author/SLD) ED478196 Handling Missing Data in Research Studies of Instructional Technology. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Age Differences Cognitive Processes Data Collection Models Older Adults Recall (Psychology) Witta, E. Lea Sivo, Stephen A. Reports - Research Speeches/Meeting Papers Latent Growth English Cognition in the elderly has been widely investigated, but there has been some disagreement concerning this phenomenon fostered in part by differences in instruments used, in data collection methods, and in analytic methods used. This study used Immediate and Delayed Recall data collected by the Health and Retirement Survey housed at the University of Michigan. After excluding respondents not available for all 5 time periods over the span of 1992 through 2000, there was a final sample of 7,169. A latent growth curve model was used to estimate the mean and variability of scores over a 6-year time span. Results indicate there was a statistically significant decline in both immediate and delayed recall. However, there was substantial variability in both the change of scores and the starting values. (Contains 4 figures and 14 references.) (Author/SLD) ED478197 Latent Growth Modeling of Cognition in the Elderly. 2003-04-00 19 N/A 2004 2016-11-21

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Yes Age Differences Cognitive Processes Cognitive Tests Dementia Measurement Techniques Older Adults Psychometrics Reliability Validity Witta, E. Lea Sivo, Stephen A. Reports - Research Speeches/Meeting Papers English Herzog and Wallace (A. Herzog and R. Wallace, 1997) discussed a measure designed to assess the cognitive functioning of older adults who participated in the study formerly known as the Asset and Health Dynamics among the Oldest Old (AHEAD). The measure derived from four well-known tests of cognitive functioning, but improves on them by combining elements of each emphasizing those aspects most relevant to the cognitive changes in the gerontological population. This measure promises to allow researchers to identify cognitive changes that may lead to dementia more effectively. While this measure has been used to assess large numbers of people, it has not been scrutinized empirically as an evaluative tool to assess the internal and external structural validity evidence of the scores produced. To understand this underlying factor structure of the instrument better, longitudinal congeneric, tau-equivalent, and parallel models were fit using five waves of the Health and Retirement study data (previously the AHEAD study) obtained from the University of Michigan. There were 2,681 male respondents and 3,841 females. The final three survey years provided surprisingly consistent models of the cognitive indicators. The first two survey years did not. Results indicate that the three measures used as indicators of cognition (immediate recall, delayed recall, and reverse 7s) are neither tau-equivalent nor parallel. Immediate and delayed recall, however, are equivalent measures of cognition when the word list contains 10 words, but are not parallel. (Contains 2 figures, 3 tables, and 9 references.) (Author/SLD) ED478198 Measuring Cognitive Function: An Empirical Investigation of the Psychometric Properties of a Cognitive Measure. 2002-11-00 20 N/A 2004 8/19/2004 22:05:36 RIEFEB2004 Paper presented at the Annual Meeting of the American Evaluation Association (Washington, DC, November 2002).

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Yes Academic Achievement Educational Assessment Norm Referenced Tests State Programs State Standards Test Results Testing Programs Fenton, Ray Reports - Research Speeches/Meeting Papers Alaska Alaska Statewide Assessment Program TerraNova Multiple Assessments Alaska TerraNova Multiple Assessments English This overview of the Alaska system for test development, scoring, and reporting explored differences and similarities between norm-referenced and standards-based tests. The current Alaska testing program is based on legislation passed in 1997 and 1998, and is designed to meet the requirements of the federal No Child Left Behind Legislation. In 2002-2003, the Alaska benchmark Tests, given in grades 3, 6, and 8, are standards-based, while the Terra Nova Cat 6 tests, given in grades 4, 5, 7, and 9, have normative reporting. The Alaska High School Graduation Qualifying Examination also uses standards-based reporting. Participation is also required in the National Assessment of Educational Progress testing. The overall system was designed to be a hybrid of standardized and norm referenced tests. Available data do not allow a determination of the extent to which norm-referenced and performance-referenced tests in Alaska perform in the same way, but a quick look suggests that there is substantial similarity between the norm-referenced and standards-based tests. The items come from the same item pools and are highly similar for both tests. However, the differences in the percentages reaching cut scores on the various tests and the association of cut scores with performance expressed in terms of national norms raises some very real questions about the tests in terms of what should be expected of both students and tests. The discussion of what constitutes a valid measure of performance relative to standards and growth expectations has to be explored as part of an ongoing effort to find fairness. (SLD) ED478199 How Have State Level Standards-Based Tests Related to Norm-Referenced Tests in Alaska?. 2003-04-00 12 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Program Implementation School Districts Spelling Spelling Instruction State Standards Test Construction Fenton, Ray Stofflet, Fred Straugh, Tom Reports - Descriptive Speeches/Meeting Papers Alaska Alaska English This paper reports the creation, implementation, and discontinuation of a standards based spelling assessment program in Anchorage, Alaska. The program was initiated by the Anchorage school board as part of establishing district-wide performance goals for students in 1998-1999. Spelling was singled out for attention because of national discussions about spelling standards. After some discussion, the school board mandate was translated into the development of grade level lists of words that all students were expected to know and a set of related spelling tests. Test forms were developed that generally had split-half test reliabilities of 0.6 to 0.8, with fairly stable correlations with the district's standardized tests. The state of Alaska began to move toward a high stakes standards-based system, and arguments for the integration of spelling tests and writing tests were given new force by the impending implementation of the state tests. The Anchorage school board then made the high frequency word lists and the Anchorage spelling tests optional, and spelling goals were set aside in favor of goals that were more specific to increased performances on the Alaska state assessments. The Anchorage system was successful, but it was overcome by events. This paper shows that a standards-based system with assessment built in can improve student spelling performance over a short period of time. (Contains 12 references.) (SLD) ED478200 The Rise and Fall of a Standards Based Spelling Assessment: Did Spelling Improve or Is it Just Another Case of Teaching to the Test? 2003-04-21 9 N/A 2004 2016-11-21

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Yes Academic Achievement Attendance Dropout Prevention Enrollment High Risk Students High School Students High Schools Nontraditional Education Nontraditional Students Program Effectiveness Program Evaluation Test Results Mitchell, Stephanie Waiwaiole, Gayle Reports - Evaluative Portland School District OR Portland Public Schools, OR. Research and Evaluation Dept. English An evaluation was conducted of educational opportunities offered by in-district alternative education option programs for at-risk students who have dropped out or are at risk of school failure in the Portland Public Schools, Oregon. This interim report describes the evaluation plan, purpose, and methodology, and highlights enrollment, attendance, and achievement data gathered on the in-district alternative programs during fall and winter 2002. Nine high school programs were evaluated using data from a variety of sources. Profiles were prepared for each program to give a status report on program attendance, achievement, and behavioral objectives in the middle of the 2002-2003 school year. Findings show that by and large, the alternative programs are effectively and efficiently serving the special educational needs of a select group of high school students. Without these programs, the district would probably face an even greater dropout rate in the comprehensive high schools. In the second half of the 2002-2003 school year, the evaluators will gather posttest academic achievement and behavioral survey data and will gather attendance and retention information. Baseline achievement test results will be compared to those of spring 2003. Results of this evaluation should help guide the direction of further high school reform initiatives in the Portland Public Schools. (Contains 1 figure, 10 tables, and 9 references.) (SLD) ED478201 Interim Evaluation of In-District Alternative Education High School Programs. 2003-02-00 24 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Classroom Techniques Elementary Education Elementary School Teachers Prediction Teacher Effectiveness Test Results Dossett, Dena Munoz, Marco A. Reports - Research Speeches/Meeting Papers Jefferson County Public Schools KY Value Added English School classroom evaluation methods using student achievement results are currently a significant topic of investigation in the educational accountability arena. The objective of this study was to identify effective and ineffective elementary school classrooms based on student and teacher characteristics. In this conceptualization, teacher's effectiveness in reading and mathematics was associated with exceptional measured performance above or below that which would be expected from students across the district. The analyses were conducted on 416 third grade classrooms (year 1) and 391 third grade classrooms (year 2) from 87 elementary schools in the Jefferson County Public Schools in Louisville, Kentucky. In all there were 276 teachers in each year and 6,692 students the first year and 6,522 the second year. The findings of the multiple regressions indicate that previous test score was the strongest predictor of student achievement. Student characteristics and teacher characteristics also significantly contributed to the explained variance of the regression model, yet not at the same magnitude as previous test scores. Future research efforts include the study of best practices of high performing teachers identified by the findings of the residual analysis. (Contains 3 tables and 50 references.) (Author/SLD) ED478202 Classroom Accountability: A Value-Added Methodology. 2003-04-00 34 N/A 2004 2016-11-21

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Yes Causal Models College Entrance Examinations Program Effectiveness Regression (Statistics) Selection Statistical Bias Statistical Inference Test Coaching Briggs, Derek. C. Reports - Descriptive Speeches/Meeting Papers Heckman (J J) English In the social sciences, evaluating the effectiveness of a program or intervention often leads researchers to draw causal inferences from observational research designs. Bias in estimated causal effects becomes an obvious problem in such settings. This paper presents the Heckman Model as an approach sometimes applied to observational data for the purpose of estimating an unbiased causal effect. The paper shows how the Heckman model can be viewed as an extension of the linear regression model, and discusses in some detail the assumptions necessary before either approach can be used to make causal inferences. Linear regression and the Heckman Model can make different assumptions about the relationship between two equations in an underlying behavioral model: a response schedule and a selection function. Under linear regression the two equations are assumed to be independent; under the Heckman Model, the two equations are allowed to be correlated. The Heckman Model is particularly sensitive to the choice of variables included in the selection function. This is demonstrated empirically in the context of estimating the effect of commercial coaching programs on the Scholastic Assessment Test (SAT) performance of high school students. Coaching effects are estimated for both sections of the SAT using data from the National Education Longitudinal Study of 1988. Small changes in the selection function are shown to have a big impact on estimated coaching effects under the Heckman Model. (Contains 2 tables, 8 figures, and 42 references.) (Author/SLD) ED478203 Causal Inference and the Heckman Model. 2003-04-00 57 N/A 2004 2016-11-21

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Yes Case Studies Elementary Secondary Education Fellowships Graduate Students Graduate Study Mathematics Teachers Program Effectiveness Program Evaluation Qualitative Research Science Teachers Mitchell, Julia Levine, Roger Gonzalez, Raquel Bitter, Catherine Webb, Norman White, Paul Reports - Evaluative Speeches/Meeting Papers National Science Foundation English The GK-12 program of the National Science Foundation is an innovative program for enriching the value of graduate and advanced undergraduate students' education while simultaneously enriching science and mathematics teaching at the K-12 level. GK-12 is a fellowship program that offers graduate students and advanced undergraduates the opportunity to serve as resources for K-12 teachers of science and mathematics. An evaluation was conducted to provide information about GK-12. One component of the evaluation was the qualitative analysis of case studies from 12 purposively selected sites, and the other was a quantitative analysis of survey data from all project sites. Findings show that the areas most often cited as strongest program areas were: (1) content knowledge gains for teachers; (2) positive role models for students; (3) improved school-university relationship; and (4) improved communication and instructional skills of Fellows. The two areas most often cited as "less strong" were: (1) clarification of the Fellows' and teachers' roles; and (2) summer training. The most often cited implication for the GK-12 Program as a whole was sustainability. Overall, the program appears to be meeting its goals. To provide better information, surveys are being conducted of all Fellows, about 1,000 cooperating teachers, about 1,000 graduate students not receiving GK-12 support, and school district staff in participating school districts. (SLD) ED478204 Evaluation of the National Science Foundation Graduate Teaching Fellows in K-12 Education (GK-12) Program. 2003-04-00 National Science Foundation, Arlington, VA. 19 N/A 2004 2016-11-21

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Yes College Students Cooperative Learning Educational Psychology Higher Education Scoring Rubrics Student Projects Team Training Meyerson, Peter Adams, W. Sam Reports - Evaluative Speeches/Meeting Papers English Over the past six semesters, researchers developed a project-based learning experience for an introductory Educational Psychology course. Each semester, one or two aspects of the project were varied. In the most recent semester, 44 students in 2 sections of the course worked on the project in groups. In both sections, students were provided with a grading rubric which they used to grade one another. In addition, in one of the two sections, students were taught a specific framework for how to work together as teams. Overall results suggest that the addition of the team building framework had only a moderate positive effect. However, the grading rubric had a significant positive effect on learning and engagement for both groups. An appendix contains the project description. (Author/SLD) ED478205 Designing a Project-Based Learning Experience for an Introductory Educational Psychology Course: A Quasi-Experiment. 2003-04-00 15 N/A 2004 8/19/2004 22:05:57 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Adults Foreign Countries Item Bias Language Tests Listening Comprehension Tests Second Language Learning Sex Differences Lin, Jie Wu, Fenglan Reports - Research Speeches/Meeting Papers Item Bundles SIBTEST (Computer Program) China DIMTEST (Computer Program) English Proficiency Test China English Proficiency Test English Understanding and accounting for gender performance differences on high stakes examinations has become a particular concern for educational researchers to ensure test fairness for all examinees. In the context of second/foreign language proficiency testing, research suggests that males and females do not react differently at the item level. However, as R. Nandakumar (1993) suggested, items with small but systematic differential item functioning (DIF) may very often go statistically unnoticed, but when combined, they may be detected at the bundle level. Thus a study of differential bundle functioning (DBF) becomes necessary in order to understand more fully the influence of gender on test performance, especially when important, although perhaps subtle, secondary dimensions associated with different testlets have been found in the Test of English as a Foreign Language. In this study of the English Proficiency Test in China, the computer program SIBTEST was used for DIF/DBF analyses and DIMTEST for dimensionality testing. Subjects were 3,160 males and 1,299 females. The results indicate that although the English Proficiency Test did not demonstrate much gender DIF, the SIBTEST and DIMTEST analyses identified and confirmed the presence of the bundle of listening comprehension obviously favoring females and the bundles of grammar and vocabulary and close favoring males slightly. (Contains 3 tables, 2 figures, and 24 references.) (Author/SLD) ED478206 Differential Performance by Gender in Foreign Language Testing. 2004-03-00 18 N/A 2004 2016-11-21

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Yes Administrator Attitudes Case Studies Dropout Programs Elementary Education Elementary School Students Elementary School Teachers High Risk Students Learning Theories Parent Attitudes Program Effectiveness Self Esteem Teacher Attitudes Statler, Judy K. Petersen, George J. Reports - Research Speeches/Meeting Papers English Synthesizing research on effective at-risk/dropout prevention programs and the learning theory articulated in the American Psychological Association (APA) Learner-Centered Principles, this study examined the essential components present in an exemplary at-risk/dropout prevention program for kindergarten through sixth grade students. The perceptions of district-level and building-level administrators, at-risk coordinators, at-risk teachers, regular classroom teachers, and parents of at-risk students were investigated regarding the programs ability to reduce at-risk behaviors. In all, 25 people were interviewed. Findings of this qualitative case study suggest three major themes that were essential to the effectiveness of the at-risk program: (1) shared assumptions about mission; (2) student-centered focus; and (3) commitment to creation of a nurturing environment. The findings further suggest that 11 subthemes supported the major themes. Analysis of the findings revealed that features within each of the three broad areas clearly reflected the four domains of the APA learner-centered principles, although not every subtheme incorporated the concepts of all four domains. Participants indicated that their program effectively reduced three major at-risk behaviors through improved attendance, academics, and self-esteem. Parents described impressive changes in improved self-esteem, but other respondents identified changes in all three areas. (Contains 2 tables and 53 references.) (Author/SLD) ED478207 Learning Theory and Its Application to At-Risk Programs for Elementary School Children. 2003-04-00 36 N/A 2004 8/19/2004 22:06:03 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Accountability Cohort Analysis Elementary Secondary Education Individual Differences Models Student Educational Objectives Hauser, Carl Reports - Research Speeches/Meeting Papers Academic Growth Measurement English This study was undertaken to evaluate models that could be used to set single-year individual student academic growth targets. Multiple terms of individual student reading and mathematics test results were analyzed to predict each student's final status score in each subject. Test records from more than 5,300 students in 3 cohorts were used; 2 cohorts of roughly 670 to 750 students and 1 cohort of roughly 4,000 students. The two smaller cohorts were from the same school districts; the larger one was from the 2002 Northwest Evaluation Association norming study and represented nine school districts. Three terms of spring data were used to predict scores in a fourth spring term for the two smaller cohorts. For the larger cohort, four terms of fall data and four terms of spring data were used to predict scores in a fifth spring term. Also, the four terms of spring data were used independently to predict scores in the fifth spring term. The 12 models used to make predictions varied in data treatment, nature of the last score, and estimate of rate of growth used. Five of the models emerged as yielding the most parsimonious set of predictions. The most parsimonious model predicted student status slightly less than 50% of the time. These results suggest that all the models are less accurate than would be liked, but this does not preclude the possibility that some of the models or their components may be useful under certain conditions. (SLD) ED478208 So, What D'ya Expect? Pursuing Reasonable Individual Student Growth Targets To Improve Accountability Systems. 2003-04-00 26 N/A 2004 2016-11-21

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No College Students Focus Groups Higher Education Item Response Theory Personnel Evaluation Resident Assistants Student Attitudes Surveys Mills, Christine M. Reports - Research Speeches/Meeting Papers Rasch Model Acquiescence English This study addressed the construction and application of an instrument to measure students' perceptions of their resident assistant's ability to complete specified job skills. Survey items were written from identified training objectives necessary for effective, intentional interactions with students. The instrument has been constructed following the principles of the Rasch Model for psychometric measurement. As such, the instrument operationally defines a continuum of items with varying degrees of students' acquiescence. The level of acquiescence refers to how easy or difficult it is for students to agree or strongly agree with the items. In addition, student focus group data (seven focus groups) characterizing various levels of the variable continuum were collected. Responses were received from 182 undergraduates. There is empirical evidence from the study that a continuum of student acquiescence does exist. There is also preliminary qualitative evidence that the placement of resident assistants along the variable continuum is accurate. The instrument from this study along with student focus group data will assist resident assistants in achieving a greater level of success in their jobs. Three appendixes contain survey items and supplemental data. (Contains 6 figures and 25 references.) (Author/SLD) ED478209 Applying the Rasch Model to Staff Evaluations: A Longitudinal Perspective. 2003-04-00 40 N/A 2004 2016-11-21

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No Activism Adult Education Educational Improvement Educational Research Parent Participation Parents Research Methodology Researchers Summer Programs Johnson, Mary Munoz, Valerie Street, Emma Reports - Descriptive English This paper describes a program in which parents learned about becoming educational researchers and developed research skills they could use for school improvement. Parent-U-Turn is a parent organization in Lynwood, California and surrounding communities that has worked with researchers from the University of California at Los Angeles (UCLA) to procure and gather information about quality schooling. In a summer program, members of Parent-U-Turn studied the history of education and the workings of the social reproduction cycle at UCLA. They also learned research and information gathering techniques that they subsequently applied in focus groups in their communities and in data collection that included interviews with teachers in their children's schools. The parent participation enhanced by taking part in Parent-U-Turn's summer program will be translated into improved education in the schools. (SLD) ED478210 Building Parents as Researchers. 2003-04-22 12 N/A 2004 8/19/2004 22:06:11 RIEFEB2004 Contributions from Parent-U-Turn.

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No Doctoral Dissertations Drama Females Fine Arts Inquiry Performance Reggio Emilia Approach Research Methodology Hodde, Stephanie L. Reports - Descriptive Speeches/Meeting Papers English This paper maps methodological attempts the researcher made during dissertation fieldwork to marry arts-based inquiry and literacy research. The dissertation focused on the symbolic illiteracies and aesthetic learning practices of middle school girls in an urban arts program, Dramagirls. Two specific arts-based methods, Reggio-Emilia-based visual documentation and performance ethnography, were used in the research approach, data collection, and analysis. The ontological and epistemological intersections of the dissertation are described, and how they encouraged a performance and visual orientation during fieldwork and analysis is outlined. The theoretical background and creative process are detailed for the two central prongs of the orientation: (1) a dialogic, performance-oriented research approach; and (2) a visual aesthetic for reconstructing a socio-symbolic analysis of Dramagirls discourse. The paper also discusses who, by constructing documentation collages and an ethnographic performance, the researcher was able to play and to process the "role" as researcher within the theatrical culture and solve the qualitative research problem of honoring and translating highly embodies aesthetic learning practices within traditional forms of print-based research. The paper also briefly highlights how the pursuit of these methods illuminated certain qualities in the data that would not have easily registered if reconstructed as print-based findings. (Contains 14 figures and 55 references.) (Author/SLD) ED478211 Performing and Documenting an Educational Expedition: Using Performance and Reggio Emilia-Based Documentation Panels as Research Practices. 2003-04-00 34 N/A 2004 8/19/2004 22:06:13 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Academic Achievement Achievement Gains Elementary Secondary Education High Stakes Tests State Programs Testing Programs Validity Doran, Harold C. Reports - Research Speeches/Meeting Papers Arizona Consequential Evaluation Arizona English The primary purpose of this investigation was to determine whether the positive consequences associated with high stakes test use and interpretation in Arizona were shared among all grade levels in the elementary school, not just the tested grades. In addition, a curriculum alignment variable was examined to observe its association with curricular and instructional change. The research design was quasi-experimental in nature using the posttest-only design with nonequivalent groups. The Arizona testing program tests were only administered in grades 3 and 5 at the elementary level. The nontested grades served as the comparison group, and the unit of analysis was the teacher. Kindergarten and grade 6 were excluded from the analysis as not all schools had both grades. The research sample was all teachers in grades 1 through 5 in a school district in Tucson, Arizona, representing about 15,000 students in all. Teachers answered a questionnaire about the testing program and curriculum. Findings provide evidence that the positive curricular consequences were not being shared equally between tested and nontested grades. Teachers in grades 1 and 2 reported significantly fewer changes in their academic curriculum than did teachers at grades 3, 4, and 5. Results provide sufficient evidence to question the consequential validity of the testing program in raising the quality of education. (SLD) ED478212 Evaluating the Consequential Aspect of Validity on the Arizona Instrument To Measure Standards. 2001-03-00 10 N/A 2004 2016-11-21

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Yes Career Counseling Computers Counseling Counseling Techniques Counselor Supervision Ethics Internet Professional Development School Counseling Walz, Garry R., Ed. Kirkman, Chris, Ed. Books Information Analyses Online Counseling ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English This collection of resources focuses on several specific aspects of cybercounseling and its many ramifications. Some chapters are original articles written especially for this publication, while others were initially ERIC documents or articles in the ERIC/CASS Virtual Library. The sources were selected for their ability to present information on the topic of cybercounseling and to be of use to a wide range of counselors experimenting with or using cybercounseling. Chapters include: (1) "Building Virtual Communities in School Counseling" (R.A. Sabella and B. Halverson); (2)"Distance Career Counseling: A Technology-Assisted Model for Delivering Career Counseling Services" (Y. Djadali and J.F. Malone); (3) "Counseling over the Internet: Benefits and Challenges in the Use of New Technologies" (R.J. Sussman); (4) "E-Therapy: Practical, Ethical, and Legal Issues" (M. Manhal-Baugus); (5) "Skills for Online Counseling: Maximum Impact at Minimum Bandwidth" (K. Collie, D. Mitchell, and L. Murphy); (6) "The Internet, the Hidden Web, and Useful Web Resources: ERIC, ERIC/CASS, and The Virtual Library" (C. Kirkman, D.A. Frady, and G. R. Walz); (7) "Technology and the Continuing Education of Professional Counselors" (P.S. Leary); (8) "Cybercounsleing and Empowerment: Bridging the Digital Divide" (C.C. Lee); (9) "Life in a Dot.Com World: Preparing Counselors to Work with Technology" (J. Lewis, D. Coursol, L. Khan, and A. Wilson); (10) "How School Counselors Could Benefit from E-Government Solutions: The Case of Paperwork" (R.A. Sabella); (11) "Career Guidance Services at Michigan Virtual University: Linking Careers and Education through Virtual Tools--A Lifespan Career Development Model" (P.M. Stemmer, Jr., B. Montgomery, and J.P. Moore); (12) "Expanding Professions Globally: The United States as a Marketplace for Global Credentialing and Cyberapplications" (T.W. Clawson); (13) "Evaluation Software in Counseling" (R.A. Sabella); (14) "Cybersupervision: Conducting Supervision on the Information Superhighway" (D. Coursol); (16) "Women's Internet Behavior: Providing Psychotherapy Offline and Online for Cyber-infidelity" (M.M. Maheu); (17) "E-Counseling: The Willingness to Participate" (L.M.H. Harun and R.H. Hamzah); (18) "International Consultation, Professional Development and the Internet: School Psychology Practice and the Future" (G.L. Macklem, R. Kalinsky, and K. Corcoran); and (19) "How People Learn (and What Technology Might Have to Do with It)" (M.P. Driscoll). (GCP) ED478213 CyberBytes: Highlighting Compelling Uses of Technology in Counseling. 2004-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-102-2 Counselors Practitioners 147 ERIC/CASS, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Computer Uses in Education Counseling Techniques Educational Cooperation School Counseling Sabella, Russell A. Halverson, Bill Information Analyses Online Counseling Virtual Communities English Current trends and issues in education, and especially in school counseling, indicate the importance of collaborating for student success. With the proliferation of computer and networking technologies at their fingertips, school counselors can effectively forge greater collaborations among various stakeholders by creating virtual communities--electronically supported "meeting places." This article highlights how school counselors can benefit from virtual communities, how to recognize virtual communities, and the advantages and disadvantages of virtual communities. (Contains 18 references.) (GCP) ED478214 Building Virtual Communities in School Counseling. 2004-00-00 Counselors Practitioners 7 N/A 2004 2016-11-21

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Yes Career Counseling Counseling Techniques Counselor Training Delivery Systems Distance Education Ethics Models Partnerships in Education Program Effectiveness Technology Uses in Education Djadali, Yas Malone, James F. Information Analyses Online Counseling English The purpose of the present article is to demonstrate the need for distance career counseling services, and to present an evolving counseling model that combines the best practices of face-to-face career counseling with technology. The article begins by tracing the historical development of distance career counseling models, and then illustrates several rationales for applications of technology to career counseling models. Ensuing discussion includes an examination of the following topics: client expectations and education regarding both face-to-face and distance career counseling services; the integration of technology with career counseling; counselor recruitment, training, and supervision; ethical issues and credentialing; assessments, web resources and written communication; appraisal of client satisfaction and program effectiveness; identification and handling of difficult situations; and the establishment of mutually beneficial partnerships among career services, business, and technology professionals. (Contains 37 references.) (Author) ED478215 Distance Career Counseling: A Technology-Assisted Model for Delivering Career Counseling Services. 2004-00-00 Counselors Practitioners 12 N/A 2004 2016-11-21

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Yes Computer Mediated Communication Counseling Techniques Counselor Certification Counselors Delivery Systems Ethics Internet Legislation Sussman, R. J. Opinion Papers Online Counseling English Counseling on the Internet is alive and, in the opinion of some, well. The question is do counselors and other behavioral health professional want to take an active role in shaping this new avenue of the discipline, or can they afford to adopt a "wait and see" attitude? Professional counselors do have a duty to protect the public from the chicanery of unqualified Internet "therapists" while still allowing the consumer to exercise choice. This paper examines three areas of current concern: the tension between the advantages and disadvantages of counseling online; the modalities currently utilized to deliver counseling online; and some of the issues surrounding the need for regulation of online counseling. (Author) ED478216 Counseling over the Internet: Benefits and Challenges in the Use of New Technologies. 2004-00-00 Counselors Practitioners 5 N/A 2004 2016-11-21

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Yes Counselors Information Needs Information Retrieval Internet Online Searching Search Strategies Kirkman, Chris Frady, Allen Walz, Garry R. Information Analyses English Counselors and educators face a constant struggle to keep abreast of the vast amounts of new information available, assessing this information, and continuing to gather even more information. Individual's information searching strategies often take considerable time and cause considerable frustration in getting the results wanted. While increasing importance is placed on the quality of documents found on the Internet, learning better search strategies, knowing "hidden" databases, and using reputable sites as portals can increase the success of Internet searchers on the Web. This article provides counselors and educators with suggestions for searching the Internet, including the ERIC system and ERIC database, the ERIC/CASS Virtual Library, the International Career Development Library, and the Cybercounseling and Cyberlearning Web Site. (Contains 15 references.) (GCP) ED478217 The Internet, The Hidden Web, and Useful Web Resources: ERIC, ERIC/CASS, & The Virtual Library. 2004-00-00 Counselors Practitioners 9 N/A 2004 8/19/2004 22:06:31 RIEFEB2004 In: CyberBytes: Highlighting Compelling Uses of Technology in Counseling; see CG 032 440.

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Yes Access to Information Federal Government Government Publications Information Technology Internet Partnerships in Education School Counseling School Counselors Technological Advancement Sabella, Russell A. Reports - Descriptive English The U.S. government has tackled many problems which have plagued its effectiveness and efficiency to serve its citizens with technology solutions. Electronic government, or e-Government, is the expression used to describe how the U.S. government attempts to increase productivity and reduce costs by using Internet-based technology. More specifically, e-Government tries to enhance the citizen's access to government information and services, and attempts to provide new ways to increase citizen participation in the democratic process. If government also made available to schools some of the technology solutions used for themselves, valuable benefits to school counselors would result. This article briefly describes one e-Government initiative and the potentially positive impact on school counseling if it were implemented in schools. (Author) ED478218 How School Counselors Could Benefit from E-Government Solutions: The Case of Paperwork. 2004-00-00 Counselors Practitioners 6 N/A 2004 8/19/2004 22:06:34 RIEFEB2004 In: CyberBytes: Highlighting Compelling Uses of Technology in Counseling; see CG 032 440.

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Yes Career Development Career Guidance Delivery Systems Higher Education Online Systems Program Descriptions World Wide Web Stemmer, Paul M., Jr. Montgomery, Bruce Moore, J. P. Reports - Descriptive Online Counseling English The cornerstone of online career guidance systems rests with their degrees of durability, functionality, usability, and applicability over time and across a broad array of career options and scenarios. Students, counselors, employers, employees, and other prospective users must ascertain and experience value and performance from the sites and ancillary services relevant to their own specific career and personal/professional goals and desires. This article highlights how Michigan Virtual University, committed to workforce development using the World Wide Web, has begun to assemble career systems that meet many of these criteria. (GCP) ED478219 Career Guidance Services at Michigan Virtual University: Linking Careers and Education through Virtual Tools--A Lifespan Career Development Model. 2004-00-00 Counselors Practitioners 9 N/A 2004 2016-11-21

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Yes Computer Software Computer Software Selection Counseling Counseling Techniques Sabella, Russell A. Guides - Non-Classroom Online Counseling English Counselors today are presented with a number of differing applications software. This article intends to advance the counselor's knowledge and considerations of the various aspects of application software. Included is a discussion of the software applications typically of help to counselors in (a) managing their work (computer managed counseling); (b) assisting in their work (computer assisted counseling); or (c) actually doing their work (cybercounseling). Highlighted are tips for researching prospective programs. (GCP) ED478220 Evaluation Software in Counseling. 2004-00-00 Counselors Practitioners 8 N/A 2004 2016-11-21

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Yes Computer Mediated Communication Counselor Supervision Counselor Training Distance Education Instructional Effectiveness Internship Programs Practicum Supervision Coursol, Diane Reports - Descriptive Online Counseling Video Teleconferencing English The internship experience is an integral part of the graduate program for counselor education students. The APA Code of Ethics and Standards of Practice and the ACPA code of ethics require that students receive regular supervision from site and faculty supervisors during the practicum and internship experiences. However, when student counselors are at distant locations the provision of adequate supervision is a challenge. In such instances student counselors and supervisors attempt to maintain contact through such mediums as the telephone and more recently, e-mail. The purpose of this article is to introduce a new form of distance supervision, cybersupervision. Cybersupervision utilizes Internet videoconferencing to facilitate the counselor supervision process. This article describes the concept of cybersupervision, details technological requirements and discusses advantages and limitations of this form of supervision. (Author) ED478221 Cybersupervision: Conducting Supervision on the Information Superhighway. 2004-00-00 Counselors Practitioners 5 N/A 2004 2016-11-21

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Yes Counseling Counseling Techniques Delivery Systems Ethics History Internet Professional Development Telecommunications Attridge, William C. Information Analyses Online Counseling English In the counseling profession, the use of the Internet is a novel phenomenon and one that is continuing to attract and demand counselors' attention. There are those who advocate on its behalf, while others scrutinize it with disapproval. It is argued that the counseling profession has both a duty and an ethical obligation to meet the needs and demands of the society they serve. Counselors are obligated to continually challenge their beliefs and acknowledge ever-changing social requirements through professional education, advanced academic instruction and empirical study. This article provides an overview of the Internet and early telecommunications. Internet counseling is discussed, with its advantages, technical limitations, ethical and legal considerations, and current practices and future implications highlighted. (Contains 54 references.) (GCP) ED478222 Current Practices & Future Implications for Internet Counseling. 2004-00-00 Counselors Practitioners 19 N/A 2004 2016-11-21

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Yes Advocacy Change Strategies Children Community Programs Family Work Relationship Fathers Financial Support Intervention Organizations (Groups) Parent Child Relationship Parent Responsibility Program Descriptions Public Policy Drummond, Melody Reich, Kathy Reports - Descriptive Public Awareness Family Policy Social Policy Action Network, Washington, DC. English Asserting that community foundations have a crucial part to play in supporting the role of fathers in families through research use and support, public policy influence, and program development, this publication is an outgrowth of a fatherhood institute in which representatives from 24 community foundations examined promising ideas for promoting responsible fatherhood. The report outlines six major strategies that community foundations are using to promote responsible fatherhood: (1) getting the word out that fathers matter; (2) acting as a convener and community resource; (3) teaching and supporting responsible parenting; (4) helping fathers overcome barriers to work and at work; (5) finding funding sources for fatherhood programs; and (6) working for public policy reform. For each strategy, the report describes the role of the Coalition of Community Foundations for Youth (CCFY), offers examples of how programs nationwide have used the strategy effectively, and lists suggestions for community foundation activities. Also included in the report is a list of CCFY Fathers Matters grantees and contact information, a fact sheet on the economic and social importance of fathers, a description of funding possibilities for fatherhood programs, and descriptions of the work of 19 national fatherhood organizations (KB) ED478223 Fathers Matter 2001: What Community Foundations Can Do. 2001-00-00 Ford Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. 38 Coalition of Community Foundations for Youth, 15639 Leavenworth Road, Basehor, KS 66007-9768. Tel: 800-292-6149 (Toll Free); Tel: 913-713-6111; Fax: 913-724-9944; e-mail: ccfy@ccfy.org; Web site: http://www.ccfy.org. For full text: http://www.ccfy.org/toolbox/ccfy_fathers_matter.pdf. N/A 2004 2016-11-21

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No Action Research Foreign Countries Multilingual Materials Preschool Children Preschool Curriculum Preschool Education Professional Development Program Descriptions Reggio Emilia Approach Student Projects Teacher Student Relationship Teaching Methods Ho, Rose Reports - Research Multilingual/Bilingual Materials Hong Kong Project Approach (Katz and Chard) Hong Kong Salvation Army Child Care Services (Hong Kong). Chinese English The primary objective of the action research chronicled (in English and Chinese) in this book was to shift the teaching method used by preschool teachers in Hong Kong from a teacher-directed mode by training them to use the Project Approach. The secondary objective was to measure children's achievement while using the Project Approach, focusing on their language ability, social development, and self-initiated learning. Teacher supervisors received training on the Project Approach, including training in brainstorming, questioning techniques, drama and learning, and emergent curriculum. Participating in the action research were 12 children from 3 experimental centers. Data were collected by videotaping classroom activities and reviewing teachers' journals, children's portfolios, and project books. Findings suggest that children became more capable in language ability, self-initiated learning, social and cooperative skills, comprehension, and expression as they carried out their own project work. Two new projects are detailed in this new edition: "Knowing Our CommunityYaumatei"; and "The Ram," in conjunction with 2003,the Chinese Year of the Ram. (Contains 23 references.) (HTH) ED478224 Project Approach: Teaching. Second Edition. 2003-06-00 ISBN-962-7628-98-0 Practitioners Teachers 80 Child Care Resource Centre, % 5/F Child Care Services, Salvation Army HQ, 11 Wing Sing Lane, Yaumatei, Kowloon, Hong Kong $20). Tel: 852-2332-4531; Fax: 852-2783-0363; e-mail: ccrc@netvigator.com; Web site: http://ccs.salvation.org.hk. N/A 2004 2016-11-21

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No Behavior Change Behavior Patterns Behavior Problems Charts Child Behavior Child Rearing Children Discipline Parent Child Relationship Parent Materials Parenting Skills Parenting Styles Positive Reinforcement Praise Rewards Shiller, Viriginia M. Schneider, Meg F. Books Guides - Non-Classroom Progress Charts American Psychological Association, Washington, DC. English Finding ways to encourage preschoolers and elementary school children to behave well without resorting to scolding, threats, or bribery is a challenge for parents. This book advocates the positive parenting technique of rewards as the key to good behavior and shows parents how to use a variety of child-friendly sticker charts and other tools to help children improve their behavior. Chapters in Part 1 describe the use of reward plans to influence children's behavior, present a 5-step plan for developing and implementing reward plans, and offer suggestions for dealing with difficulties in implementing reward plans. Chapters in Part 2 present sample reward plans that treat seven of the most common challenges parents must help their children face: getting along with others, staying on schedule, overcoming sleep problems, establishing hassle-free hygiene, getting along with siblings, doing chores, and reducing homework blues. Each chapter describes the problem behavior and shows how a parent assembles a reward plan to fit the child's age and personality, talks with the child about the problem, describes the plan's details, explains the chart and reward chosen to use, and describes the plans outcomes. Each chapter also includes two additional reward plans for similar problems within the behavior category and a list of additional challenges for which a similar plan might work. Part 3 describes how different types of charts are used, including basic progress charts, picture charts for younger children, and imaginative tracking charts for older children. Included in a special pull-out section are the charts and other materials, such as certificates, medals, prize coupons, and contracts. (KB) ED478225 Rewards for Kids! Ready-to-Use Charts and Activities for Positive Parenting. 2003-00-00 ISBN-1-59147-006-4 Parents 131 American Psychological Association, Book Order Department, P.O. Box 92984, Washington, DC 20090-2984 ($19). Tel: 800-374-2721 (Toll Free); Tel: 202-336-5510; Fax: 202-336-5502; Web site: http://www.apa.org. N/A 2004 2016-11-21

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No Family Programs Family Support Infants Low Income Groups Program Effectiveness Program Evaluation Public Policy Toddlers Reports - Evaluative Head Start Program Performance Standards Reauthorization Legislation Early Head Start Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English Congress created Early Head Start in 1995 to support healthy prenatal outcomes and enhance intellectual, social, and emotional development of infants and toddlers to promote later success in school and in life. This policy brief summarizes findings of the Congressionally mandated National Evaluation of Early Head Start and offers policy recommendations for the program. The brief first outlines policy recommendations, including maintaining per child spending while serving more families, and protecting the National Head Start Program Performance Standards and Early Head Start's comprehensive approach to serving children and families. Next, the brief highlights findings from the National Evaluationa rigorous, large-scale, random-assignment evaluation that concluded that Early Head Start is making a positive difference in areas associated with children's success in school, family self-sufficiency, and parental support of child development. Findings include the following: (1) Early Head Start children had more-positive interactions with parents and were more attentive to objects during play; (2) Early Head Start programs had a substantial impact on African American families and a favorable pattern of impact on Hispanic and White families; (3) Early Head Start had a favorable impact on child-father interactions; and (4) Early Head Start participation resulted in fewer subsequent births. The brief concludes by reiterating the mission of Early Head Start, noting that key to the program's success is its emphasis on the implementation of the Head Start Program Performance Standards, and noting that while Early Head Start serves over 63,000 low-income families in 708 community-based programs, only 3 percent of all eligible children are served. (Contains 11 footnotes.) (HTH) ED478226 The National Evaluation of Early Head Start: Early Head Start Works. Policy Brief. 2003-02-00 6 Zero to Three, P.O. Box 960, Herndon, VA 20172. Tel: 800-899-4301 (Toll Free); Fax: 703-661-1501; Web site: http://www.zerotothree.org. For full text: http://www.zerotothree.org/policy. N/A 2004 2016-11-21

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Yes Adolescents At Risk Persons Child Development Childhood Attitudes Children Coping Emotional Experience Family Programs Focus Groups Foreign Countries Participatory Research Program Design Program Development Qualitative Research Resilience (Personality) Socialization Values War Well Being de Berry, Jo Fazili, Anahita Farhad, Said Nasiry, Fariba Hashemi, Sami Hakimi, Mariam Reports - Descriptive Reports - Research Traumas Afghanistan Program Characteristics Psychosocial Adaptation Afghanistan Save the Children, Westport, CT. English Noting that helping war-affected children cope with the impact of conflict is a vital part of the post-war recovery of an entire society, this report details a qualitative study that used a series of focus group discussions with 7- to 18-year-olds and their families and participatory activities with children in Kabul, Afghanistan to gather information to guide the development of support programs for war-affected children. Three main topics were explored: (1) well-being goals for Afghan children; (2) threats children face in achieving well-being; and (3) childrens coping resources. Findings revealed that Afghan families consider emotional and social development to be important, but also physical survival, and they believe that children require positive and supportive contexts and relationships to achieve well-being. Damaging threats for Kabul's children were identified as economic, environmental, political, personal, and relational, with negative consequences on children's social development, their morality, their behavior, and their opportunities. Families raise their children to cope with difficulties, and childrens personal attitudes and social relations affect their ability to cope. Some short-term coping mechanisms such as hiding the truth, overprotection, use of physical punishment, and taking revenge were identified by children as having negative repercussions in the long term. The report asserts that the research findings confirm the suitability of a psychosocial framework over a trauma-oriented approach for planning sustainable support to most Afghan children. Detailed suggestions are offered for providing such support, and policy guidelines are recommended. The report also describes two follow-up pilot projects helping children to identify and take action on a concern. The report's appendices differentiate the trauma approach and the psychosocial approach to supporting war-affected children, and outline the negative feelings, causes, and coping mechanisms identified by research participants. (KB) ED478227 The Children of Kabul: Discussions with Afghan Families. 2003-06-00 88 For full text: http://www.savethechildren.org/pdf_publications/ChildrenofKabul.pdf. N/A 2004 2016-11-21

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Yes At Risk Persons Childhood Needs Family Needs Family Programs Family Support Health Promotion Infants Low Income Groups Mental Health Mental Health Programs Prevention Professional Development Program Descriptions Standards Toddlers Reports - Descriptive Early Head Start Head Start Program Performance Standards Migrant Head Start Programs Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English Each year, Early Head Start (EHS) and migrant and seasonal Head Start grantees are invited to share their experiences in providing high-quality services for expectant parents and families with infants and toddlers. This report highlights how 10 Early Head Start and Migrant and Seasonal Head Start grantees respond to mental health needs of infants, toddlers, and their families. The opening section of the report discusses the meaning of infant mental health and what is involved in responding to mental health needs of very young children and their families. The report explores the Head Start Program Performance Standards related to mental health services and describes a continuum of mental health services from promotion to prevention to treatment, with program highlights illustrating the types of services provided. The closing section considers staff training and supervision as well as the management systems necessary to provide effective services, and includes program descriptions illustrating how a variety of approaches are necessary for a comprehensive professional development plan. The report concludes by pointing out that because of the comprehensive nature of the EHS program, staff have a unique opportunity to provide intensive, ongoing mental health support to families and that with professional mental health consultation and community collaboration, EHS programs have the tools to fully respond to the mental health needs of infants, toddlers, and families. The report's appendices include a survey for the EHS community regarding mental health approaches, a summary of Head Start Program Performance Standards related to mental health, and a list of 28 resources for mental health services. (KB) ED478228 Early Head Start Program Strategies: Responding to the Mental Health Needs of Infants, Toddlers and Families. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administrators Policymakers Practitioners 35 Zero to Three, P.O. Box 960, Herndon, VA 20172. Tel: 800-899-4301 (Toll Free); Fax: 703-661-1501; Web site: http://www.zerotothree.org. For full text: http://www.ehsnrc.org/pdffiles/mpsmentalhealth.pdf. N/A 2004 2016-11-21

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No Child Behavior Child Rearing Children Developmental Stages Elementary Education Extraversion Introversion Family Environment Family Role Individual Needs Learning Modalities Parent Child Relationship Parenting Skills Personality Traits Budd, Linda S. Books Guides - Non-Classroom Alertness Active Alert Children English Bright, controlling, fearful, and highly energetic, active alert children are frequently misdiagnosed as hyperactive or learning disabled. This book offers guidance for the special challenge of parenting the active alert infant, child, and adolescent. Part 1 of the book profiles the active alert child and examines 11 traits that characterize active alert children. Part 2 discusses parenting the active alert child and offers advice on understanding the child, using parenting strategies that fit both the child's and parents' needs, and adapting different family systems to the active alert child. Part 3 highlights special events and daily activities that are potentially troublesome to the active alert child and discusses learning styles as they relate to active alert children. Part 4 examines active alert individuals as adolescents, as adults, and as parents. This part also answers frequently asked questions about active alert children, and offers some new insights on active alert individuals. The book's appendix presents a list of resources and suggested readings that contains 58 titles for adults and 17 titles for children. (KB) ED478229 Living with the Active Alert Child: Groundbreaking Strategies for Parents. Third Edition. 2003-00-00 ISBN-1-884734-77-4 Parents 288 Parenting Press, Inc., P.O. Box 75267, Seattle, WA 98175-0267 ($14.95). Tel: 800-992-6657 (Toll Free); Tel: 206-364-2900; Fax: 206-364-0702; e-mail: office@ParentingPress.com; Web site: http://www.ParentingPress.com. N/A 2004 2016-11-21

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Yes Culturally Relevant Education Dropout Prevention Early Childhood Education Emergent Literacy Family Environment Family Literacy Family School Relationship High Risk Students Intergenerational Programs Literacy Literacy Education Parent School Relationship Parents as Teachers Primary Education Self Evaluation (Groups) Stegelin, Dolores A. Reports - Descriptive Daily Routines Family Activities Literacy Assessment National Dropout Prevention Center, Clemson, SC. English As part of a series exploring effective strategies for school improvement and dropout prevention, this monograph focuses on early childhood education and reading/writing programs, and compiles strategies to help families engage in meaningful literacy activities. The monograph describes and defines family literacy, provides a research basis for family literacy programs, and offers strategies for family literacy. Following an introduction outlining reasons for the phenomenal growth in family literacy programs and elaborating on the overlap between literacy, family literacy, and emergent literacy, the monograph presents examples of literacy activities in home and institutional settings to illustrate the individual nature of family literacy. The monograph's rationale and research basis for family literacy activities focuses on families' influence on children's literacy, factors promoting family literacy, reading and writing materials in the home, daily routines supporting literacy, regular writing routines, and environmental print in the home. Assessment strategies are delineated to assist families in determining if they are involved in authentic family literacy activities. The monograph next describes characteristics of homes that support family literacy and emphasizes that parents of all ethnic backgrounds, education levels, and socioeconomic status can be successful in creating effective literacy environments. Suggestions for reading to children from infancy through primary school age are included. The benefits of intergenerational and culturally diverse literacy programs are also detailed. Finally, the monograph notes that when teachers bond with parents in their classrooms, opportunities for family literacy events unfold and offers strategies for building parent-school literacy connections at the early childhood and elementary levels. A list of family literacy resources is included for teachers and parents. A family literacy assessment tool is appended. (Contains 22 references.) (KB) ED478230 Family Literacy Strategies: First Steps to Academic Success. 2003-00-00 Practitioners Teachers 47 National Dropout Prevention Center/Network, College of Health, Education, and Human Development, Clemson University, 209 Martin Street, Clemson, SC 29631-1555. Tel: 864-656-2599; Fax: 864-656-0136; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org. N/A 2004 2016-11-21

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No Adolescents At Risk Persons Behavior Problems Children Elementary School Students Emotional Disturbances Emotional Problems Family Characteristics Family Environment Incidence Mental Disorders Mental Health National Surveys Parents Symptoms (Individual Disorders) Telephone Surveys Well Being Brandon, Richard Reports - Research Washington Washington Washington Univ., Seattle. Human Services Policy Center. English Highlighting the link between the emotional well-being of children and adolescents and their parents' mental health, this policy brief reports key findings for Washington state from the National Survey of American Families, a national telephone survey of representative samples of American families in 13 states, including Washington. Analyses focused on aspects of the family environment that were associated with a child experiencing symptoms of severe emotional and behavioral problems and that were associated with parental symptoms of poor mental health and high levels of aggravation. Findings revealed that elementary school children whose parents experienced symptoms of poor mental health or high parental aggravation were almost five times as likely to have severe emotional and behavioral problems as children whose parents reported better mental health or only moderate aggravation. Parents who had a child with severe emotional and behavioral problems had about a five-fold risk of reporting their own mental health challenges. Other family characteristics associated with poor parental mental health included economic hardship, single parents not living with a partner, parental unemployment, and having at least one teenager in the home. Other family characteristics associated with high parental aggravation included low parental education, economic hardship, single parents not living with a partner, and leaving a child under 13 years without adult supervision. Policy implications relate to improving mental health service delivery, improving community services, and improving payment/insurance systems. (KB) ED478231 Family Matters: Mental Health of Children and Parents. Policy Brief. 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers 8 Washington Kids Count, Human Services Policy Center, Evans School of Public Affairs, University of Washington, Box 353055, Seattle, WA 98195-3055. Tel: 206-685-3135; Fax: 206-616-5769; e-mail: hspcnews@u.washington.edu; Web site: http://www.hspc.org/wkc. N/A 2004 2016-11-21

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Yes Academic Achievement Data Analysis Elementary School Students Elementary Secondary Education Individual Development Individual Differences Longitudinal Studies Mathematical Models Research Methodology Secondary School Students Thorpe, Pamela K. Information Analyses Reports - Descriptive Ecological Perspective Growth Curve Analysis Intraindividual Variability English Many educational questions of research interest focus on individual differences in attitudes and behaviors related to academic achievement, changes in such attitudes and behaviors over time, and the types of academic environments that facilitate or prevent development of achievement attitudes and behaviors at school. This paper, the first in a 3-part series on modeling academic development, emphasizes the importance of studying intraindividual development and interindividual differences in intraindividual development. The paper presents a multilevel ecological model as a heuristic for exploring these types of educational questions and describes the use of various data analysis models for examining intraindividual academic growth patterns and interindividual differences in those patterns. It differentiates an incremental view and a process view of quantitative change and examines methods for analyzing longitudinal data related to student achievement. The paper concludes by noting that problems with measuring and analyzing change in academic achievement are derived from an inaccurate conceptualization of change. It is argued that research on academic development is challenging because an examination of student growth involves nested structures of repeated observations within individuals who in turn are nested within school settings. Hierarchical linear models are presented as an approach that can consider each student as a group, allowing repeated measures within each subject. Further, the paper shows that a growth curve approach in hierarchical linear models makes it possible to study intraindividual change and to examine which characteristics may be associated with interindividual differences in intraindividual change. (Contains 41 references.) (KB) ED478232 Modeling Children's Academic Development at School--Part I: Contrasting Quantitative Approaches to the Analysis of Change. 2003-06-00 Researchers 27 N/A 2004 2016-11-21

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Yes Action Research Elementary Education Elementary School Students Listening Comprehension Listening Habits Listening Skills Program Effectiveness Skill Development Student Attitudes Student Improvement Teacher Attitudes Owca, Sally Pawlak, Emmie Pronobis, Melanie Dissertations/Theses - Masters Theses Reports - Evaluative English This action research project implemented and evaluated a program for improving listening skills in order to improve academic achievement. The targeted population consisted of sixth- and eighth-grade students of three upper/middle class communities located near a large Midwestern city. The problem of poor listening skills was observed when students did not follow written or oral directions, especially in the case of homework assignments, cooperative learning activities, and during science and life skills labs. Analysis of probable causes revealed that when students were supposed to be listening, they were often daydreaming about other topics, distracted by other activities, impatient with the speaker, faking that they were listening, or were close-minded about what they were hearing. All of these situations caused the listener to be ineffective. A review of solution strategies resulted in the selection of an intervention that consisted of direct teaching of listening skills that were practiced before directions were given, such as: wait for quiet, no fidgeting, and focus by using eye contact. After 10 weeks, results of the program were assessed by means of a student survey of listening skills and teacher data collection of the number of times directions needed to be repeated for students. The listening skills survey results did not reflect students' perceptions of improved listening skills. However, teacher data collection did show a decrease in the number of times a teacher had to repeat directions. While students did not see an improvement within themselves, the data showed otherwise. The results seem to indicate that when students are quiet, not fidgeting, and focused, they receive directions more effectively, causing a reduction in the number of times those directions need to be repeated by teachers. (The listening skills survey and data collection sheet are appended. Contains 45 references.) (Author/HTH) ED478233 Improving Student Academic Success through the Promotion of Listening Skills. 2003-05-00 60 N/A 2004 8/19/2004 22:07:17 RIEFEB2004 Master of Arts Action Research Project, Saint Xavier University and Pearson Skylight Field-Based Master's Program.

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No Caregiver Attitudes Caregiver Child Relationship Caregiver Training Child Caregivers Family Child Care Family Work Relationship Parent Caregiver Relationship Public Policy Social Attitudes Tuominen, Mary C. Books Opinion Papers Reports - Descriptive Subsidized Child Care Services English Drawing on in-depth interviews with 20 family child care providers of diverse race, ethnicity, immigrant status, and social class, this book explores the social, political, and economic forces and processes that draw women into the work of family child care. The articles dispel not only myths about why women choose to be family child care providers and what it means to them, but also expose how our social attitudes about care and our public child care policies shortchange these providers, most of whom are working mothers themselves with their own tenuous hold on self-sufficiency. The chapters are as follows: (1) "'Some People Don't Consider It Work': Investigating the Work of Family Child Care"; (2) "'I Know How It Feels To Give Your Kids to Somebody Else': Synthesizing the Family and the Market in the Work of Family Child Care"; (3) "'You're Just a Housewife': Contesting Stereotypes about Motherhood, Marriage, and Family Child Care"; (4) "'When You Have Your Family, You Need Your Money': Employment Opportunities and the Meaning of Family Child Care Work"; (5) "'It's Word of Mouth': Social Networks, Local Markets, and the Provision of State-Subsidized Family Child Care"; (6) "'That's Where I Saw the Need': Family Child Care as Community Care Work"; and (7) "'I Had To Educate the World That This Is My Work': Redefining and Revaluing Family Child Care Work." (Includes notes organized by chapter, and contains a 229-item bibliography.) (HTH) ED478234 We Are Not Babysitters: Family Child Care Providers Redefine Work and Care. 2003-00-00 ISBN-0-8135-3283-3 206 Rutgers University Press, 100 Joyce Kilmer Avenue, Piscataway, NJ 08854-8099 ($22). Tel: 800-446-9323 (Toll Free); Tel: 732-445-7762; Fax: 888-471-9014 (Toll Free); Fax: 732-445-7039; e-mail: bksales@rci.rutgers.edu; Web site: http://rutgerspress.rutgers.edu. N/A 2004 2016-11-21

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Yes Competence Elementary Education Elementary School Students Foreign Countries Grade 4 Grade 5 Learning Processes Self Concept Sex Differences Student Attitudes Student Motivation Yeung, Alexander Seeshing Reports - Research Speeches/Meeting Papers Hong Kong Hong Kong English The recent educational reform in Hong Kong has emphasized students' learning to learn. To facilitate the ability of learning to learn, students need to: trust their own capabilities; like academic work; be intrinsically motivated such that they are task and effort oriented; be ready to broaden their knowledge and skills by reading and exploring; be flexible in their learning behavior; and be able to work independently. This study investigated these abilities among students in fourth and fifth grades in Hong Kong, to examine potential gender and grade level differences in these constructs. A sample of 59 boys and 64 girls in grade 4 and 96 boys and 97 girls in grade 5 from 20 schools responded to a surveyed. The survey asked them about self-concepts of competence and affect, task and effort orientations in school motivation, willingness to broaden knowledge and skills, and flexibility and independence in learning. Principal component analysis established the seven factors. Analysis of variance found that although boys and girls did not differ in their self-concept of competence, girls excelled in 5 of the other 6 variables. There was a gender x grade interaction effect for broadening knowledge, indicating that whereas 5th grade girls were more willing that 4th grade girls to broaden their knowledge through reading, 5th grade boys were less willing that 4th grade boys to do so. Advocates of education reform need to seriously consider gender differences when formulating policies in relation to promoting learning to learn in schools. (Scales in the study and their reliability are appended. Contains 44 references.) (Author/HTH) ED478235 Gender Differences in Learning To Learn: Self-Concepts, Motivation and Learning Inclinations of Hong Kong Grades 4 and 5 Students. 2003-02-07 17 N/A 2004 2016-11-21

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Yes Accountability Classroom Techniques Educational Change Educational Finance Educational Improvement Educational Objectives Elementary Secondary Education Federal Legislation Financial Support Parent Participation Parent Student Relationship Reading Instruction School District Autonomy Student Improvement Student Needs Teacher Improvement Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 Office of Public Affairs (ED), Washington, DC. English The No Child Left Behind Act (NCLB) is President George W. Bush's education reform law passed by Republicans and Democrats in Congress. This guide for parents summarizes the main provisions of the law, answers common questions, and provides information on where to find additional resources. The first part of the guide provides an introduction and overview of the NCLB, what it means for parents and children, why the goals of the Act are important to America, and how the Act helps all stakeholders--parents, teachers, school and state administrators, governors, and community leaders. The remaining part of the guide answers common questions about NCLB as it affects accountability, testing, reading, teaching methods proven to work, teacher quality, school safety, school choice and supplemental educational services, and charter schools. The guide's four appendices list additional resources, titles of the Elementary and Secondary Education Act of 1965 as reauthorized by the NCLB Act, key sections of Title I--Improving the Academic Achievement of Disadvantaged, Pertaining to Parent Involvement, and 6 references. (HTH) ED478236 No Child Left Behind: A Parents Guide. 2003-06-00 Parents 42 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://ed.gov/pubs/edpubs.html. For full text: http://www.nclb.gov/next. N/A 2004 2016-11-21

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No Beginning Reading Classroom Environment Classroom Techniques Concept Formation Diversity (Student) Early Experience Emergent Literacy High Risk Students Kindergarten Literacy Literacy Education Phonics Preschool Children Preschool Curriculum Preschool Education Prior Learning Program Design Student Evaluation McGee, Lea M. Richgels, Donald J. Books Guides - Non-Classroom Print Awareness English Certain literacy knowledge acquired prior to the initiation of beginning reading instruction is necessary for early reading success. Unfortunately, children from low- income families and who are likely to attend schools with low reading performance are less likely to have acquired such knowledge. Taking professionals and students step-by-step through conceptualizing, planning, and implementing an effective early literacy program, this book focuses on preventing reading difficulties and promoting success in at-risk 3- to 5-year-olds. The book draws on extensive research and the authors many years of influential work in real classrooms. Ideas for tailoring instruction to the needs of culturally and linguistically diverse learners are accompanied by clear assessment guidelines. A comprehensive framework is delineated for helping young children construct meaning from different kinds of texts, develop key oral language skills, and learn concepts about print and the alphabet. The book also provides practical, how-to suggestions for setting up literacy activities and arranging the classroom environment, and offers vivid depictions of preschool and kindergarten classrooms in action. The books appendices provide additional useful resources: reproducible sheets for conducting literacy assessments and a primer on phonics for teachers. (Contains 205 references.) (HTH) ED478237 Designing Early Literacy Programs: Strategies for At-Risk Preschool and Kindergarten Children. 2003-00-00 ISBN-1-57230-890-7 Administrators Practitioners Teachers 225 Guilford Publications, 72 Spring Street, New York, NY 10012 ($28; Catalog No. 0890). Tel: 800-365-7006 (Toll Free); Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Accountability Classroom Techniques Educational Change Educational Finance Educational Improvement Educational Objectives Elementary Secondary Education Federal Legislation Financial Support Reading Instruction School District Autonomy Student Improvement Student Needs Teacher Improvement Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 Department of Education, Washington, DC. English Spanish The No Child Left Behind Act (NCLB) is President George W. Bush's education reform law passed by Republicans and Democrats in Congress. This flier, in both English and Spanish, details 10 facts concerning NCLB to inform parents as to the goals of the Act and how they will affect their child's school. The flier highlights how the Act: (1) gives schools more money; (2) holds schools accountable for results; (3) gives states and cities more control and more flexibility to use resources where they are needed most; (4) gives parents report cards so they can see which schools are succeeding and why; (5) focuses on teaching methods that have been proven to work; (6) provides funding to help teachers learn to be better teachers; (7) spends more than one billion dollars to help children learn to read; (8) may allow parents to transfer their child to a better public school if the state says the child's current school needs to improve; (9) may also provide a child with free tutoring if the state says the child's school needs to improve and the child is eligible; and (10) requires schools to test children every year in grades 3 through 8 in reading and math, and at least once in high school, to help the child, parents, and teachers know how well the child is learning and when he or she needs extra help. (HTH) ED478238 Ten Facts Every Parent Should Know about the No Child Left Behind Act = Diez datos que cada padre debe saber sobre La Ley. Que Ningun Nino Se Quede Atras. 2003-06-00 Parents 12 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html; Web site: http://www.NoChildLeftBehind.gov. N/A 2004 2016-11-21

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No American Indians Child Care Child Caregivers Cultural Awareness Cultural Pluralism Cultural Relevance Infants Mental Health Mexican Americans Models Toddlers Fenichel, Emily, Ed. Collected Works - Serials Cultural Sensitivity Latinos ISSN-0736-8038 Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English "Zero to Three" is a single-focus bulletin of the National Center for Infants, Toddlers, and Families providing insight from multiple disciplines on the development of infants, toddlers, and their families. This issue focuses on the goals, expectations, and conflict in the relationship between culture and child caregiving and other care services. The articles are: (1) "Caregiver Goals and Societal Expectations" (Casper, Cooper, Finn and Stott); (2) "From Rocks to Diamonds: Mining the Riches of Diversity for Our Children" (Barrera); (3) "Listening to the Voices of Families: Thoughts, Hopes, and Fears in a Latino Community" (Stott and Halpern); (4) "Making New Choices Possible: Understanding Differences in Infant Feeding Practices between Latina Mothers and Anglo Health Care Providers" (Clark); (5) "A Relational and Sociocultural Approach in Services to a Mexican Family across Three Generations" (Rios Munoz); (6) "Talk to Your Baby: Honoring Diversity while Practicing from an Evidence Base" (Van Horn and Segal); (7) "Joining American Indian Systems of Care: The Complexities of Culturally Appropriate Practice" (Mayo-Willis and Hornstein); (8) "Cultural Models for Early Caregiving" (Finn); (9) "Barriers to Achieving Change: Dynamics of Social and Economic Differences in an Early Head Start Program" (Hallock); (10) "When Cultures Clash in Court: Expanding Understanding and Building on Hope" (Lederman); and (11) "Creating a Public Early Childhood Education System for a Pluralistic Parent Constituency: The Challenge of First 5 LA" (Cooper). Two additional articles describe an infant mental health evaluation process, and changes brought about by a new director at a child care center. Regular departments of the bulletin list Zero to Three publications, videotapes, and on-line resources, and announcements about Zero to Three staff. (HTH) ED478239 Culture and Caregiving: Goals, Expectations, & Conflict. Bulletin of ZERO TO THREE: National Center for Infants, Toddlers, and Families, 2003. v23 n5 May 2003 2003-05-00 73 Zero to Three: National Center for Infants, Toddlers, and Families, 2000 M Street, NW, Suite 200, Washington, DC 20036-3307. Tel: 800-899-4301 (Toll Free); Tel: 202-638-1144; Fax: 202-638-0851; Web site: http://www.zerotothree.org. N/A 2004 2016-11-21

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No Academic Achievement Adolescent Development After School Programs Child Development Childhood Needs Educational Quality Program Effectiveness School Age Child Care Well Being Hall, Georgia Yohalem, Nicole Tolman, Joel Wilson, Alicia Reports - Evaluative Program Characteristics Wellesley Coll., MA. National Inst. on Out-of-School Time. Forum for Youth Investment, Takoma Park, MD. English This report by the National Institute on Out-of- School Time (NIOST) in association with The Forum for Youth (FYI) investigates how after-school programs in Boston can most effectively promote positive youth development as a support to academic achievement. The positive youth development approach addresses the broader developmental needs of youth, in contrast to deficit-based models which focus solely on youth problems. The report explores how, by using this approach, quality after-school programs can incorporate the supports and opportunities necessary for young people to succeed both developmentally and academically. The report outlines key ways quality after-school programs can help to overcome critical barriers to learning and support academic achievement and the well-being of children and youth. The report: (1) provides a review of learning theories; (2) explains the features and rationale of the positive youth development approach; (3) provides local and national examples of programs utilizing positive youth development strategies to support youth development and academic achievement; (4) articulates the particular challenges facing Boston in its efforts to build the capacity of after-school programs to promote positive youth development; and (5) offers both short- and long-term recommendations regarding local actions and policy activities. (Focus groups questions are appended. Contains 84 references and 2 Web resources.) (Author/HTH) ED478240 How Afterschool Programs Can Most Effectively Promote Positive Youth Development as a Support to Academic Achievement: A Report Commissioned by the Boston After-School for All Partnership. Revised Version. 2003-07-00 96 National Institute on Out-of-School Time, Wellesley College, 106 Central Street, Wellesley, MA 02481-8203. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.niost.org. For full text: http://www.niost.org/WCW3.pdf. N/A 2004 2016-11-21

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Yes Child Care Child Care Effects Childhood Needs Economic Factors Financial Support Foreign Countries Government Role Public Opinion Young Children Cleveland, Gordon Krashinsky, Michael Information Analyses Child Care Needs Program Characteristics Subsidized Child Care Services Universal Preschool Canada Canada Toronto Univ. (Ontario). Childcare Resource and Research Unit. English Governments in Canada and a significant number of Canadian citizens have not committed to public funding for child care services. A series of myths that reflect these concerns is frequently heard in public debate, myths that are repeated so often they have acquired a semblance of credibility. This report isolates eight such myths and subjects them and associated research to critical scrutiny, combining research evidence and logic to provide a readable critique to these frequently heard arguments against publicly funded early childhood care and education. The 8 myths addressed are as follows: (1) "Children need full-time maternal care when they are young"; (2) "Child care will harm children"; (3) "Families should pay for their own children"; (4) "Parents always know best"; (5)"Discrimination against stay-at-home moms"; (6) "Mothers would rather stay at home"; (7) "Child care erodes family values"; and (8) "It costs too much." Each chapter briefly characterizes the nature of the myth being addressed. There follows a point-by-point 10- to 15-page critique of the case, with evidence from both research and economic theory. Each chapter concludes with a brief, point-form summary of the main arguments. The final chapter offers concluding remarks, noting that Canada is heading toward a change in federal leadership and expressing the hope that addressing the need for comprehensive, high quality child care programs will once more emerge on the national agenda. (Contains 81 references.) (HTH) ED478241 Fact and Fantasy: Eight Myths about Early Childhood Education and Care. 2003-03-00 ISBN-1-896051-25-1 74 Childcare Resource and Research Unit, University of Toronto, 455 Spadina Avenue, Room 305, Toronto, Ontario, Canada M5S 2G8. Tel: 416-978-6895; Fax: 416-971-2139; e-mail: crru@chass.utoronto.ca; Web site: http://www.childcarecanada.org. For full text: http://www.childcarecanada.org/pubs/other/FF/FactandFantasy.pdf. N/A 2004 2016-11-21

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Yes Community Characteristics Crime Delinquency One Parent Family Population Trends Rural Urban Differences Rural Youth Small Towns Social Environment Violence Osgood, D. Wayne Chambers, Jeff M. Collected Works - Serials Reports - Research Georgia Nebraska South Carolina Florida Florida Georgia Nebraska South Carolina Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. English Social disorganization is the primary theory by which criminologists account for crime rates. Current versions of social disorganization theory assume that strong networks of social relationship prevent crime and delinquency. A community's capacity to develop and maintain strong systems of social relationship is influenced by residential instability, ethnic diversity, family disruption, economic status, population size or density, and proximity to urban areas. A study examined whether the relationships between community characteristics and rates of crime and delinquency are the same in urban and nonurban settings. Data from Uniform Crime Reports were used to measure delinquency rates in 264 nonmetropolitan counties in Florida, Georgia, Nebraska, and South Carolina. Findings indicate that the principles of social disorganization theory can be applied to rural communities. In the counties studied, per capita rates of juvenile arrest for violent offenses were significantly and consistently associated with residential instability, ethnic diversity, and family disruption. Family disruption appeared to be a critical element of nonmetro social disorganization. No association was found between poverty and delinquency or between proximity to urban areas and delinquency. For counties with more than 4,000 juveniles, population size made little difference in the rate of juvenile violence. Findings were consistent across the set of violent offenses. (TD) ED478242 Community Correlates of Rural Youth Violence. Juvenile Justice Bulletin May 2003 2003-05-00 22 For full text: http://www.ncjrs.org/html/ojjdp/193591/contents.html. N/A 2004 2016-11-21

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Yes Educational Environment Educational Equity (Finance) Educational Facilities Improvement Educational Finance Elementary Secondary Education Energy Conservation Physical Environment Position Papers Public Policy Rural Schools School Buildings School Community Relationship School Maintenance School Safety Lawrence, Barbara Kent Information Analyses Opinion Papers Rural School and Community Trust, Washington, DC. English Deferring maintenance in small rural schools creates poor conditions that can affect the health and safety of everyone who uses the facility, damage the morale of students and teachers, impair their ability to teach and learn, and threaten the facility itself. Numerous recommendations for policy changes that affect maintenance are presented. A percentage of the replacement cost of the facility should be spent on maintenance. This should be required at the state and district level. Energy conservation and the use of safe materials should be promoted. State policies that require a minimum number of students per building, disqualify renovation projects based on arbitrary formulae of cost ratio to new construction, and promote sprawl should be eliminated. State and local building codes and regulations should be updated to reflect local needs and modern construction practices. Ongoing education for custodians and maintenance workers should be implemented along with a data bank of relevant information. School board members, educators, architects, contractors, and other decision makers should receive education in school maintenance. Regular inspections of school facilities should be required. Students and community members should be encouraged to participate in maintenance and repair projects. Renovation and conversion of existing facilities should be promoted, and feasibility studies of the cost of new construction, renovation, and lease or purchase of existing facilities should be required and discussed in open community forums. State and the federal government should be required to fund maintenance, particularly in poor districts. (Contains 46 references) (TD) ED478243 Save a Penny, Lose a School: The Real Cost of Deferred Maintenance. Policy Brief Series on Rural Education. 2003-06-00 24 For full text: http://www.ruraledu.org/docs/penny.htm. N/A 2004 8/19/2004 22:07:41 RIEFEB2004

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Yes Cultural Context Cultural Influences Educational Attitudes Educational Strategies Elementary Secondary Education Mathematics Education Relevance (Education) Research Needs Role of Education Rural Education Bush, William S. Information Analyses Opinion Papers Appalachia (Central) Appalachian Culture Ohio Univ., Athens. Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics. English This paper reviews the literature on mathematics education, rural education, and the effects of culture on mathematics teaching and learning with regard to the role of mathematics and mathematics education in central Appalachia. Studies of cultural differences between different countries, racial/ethnic groups, and genders suggest five general cultural factors affecting mathematics performance and dispositions: societal influences; parent attitudes, values, and beliefs; teacher attitudes, values, and beliefs; student perceptions and beliefs; and language. However, almost no studies have been conducted on the effects of rural culture on mathematics education, largely because rural culture is not clearly defined. Research on student performance, teacher quality, postsecondary problems, and the influence of Appalachian culture on education in general reveals some patterns but completely fails to address the specific cultural effects of Appalachia on the teaching and learning of mathematics. Funded in 2001 by the National Science Foundation, the Appalachian Collaborative Center for Learning, Assessment, and Instruction in Mathematics (ACCLAIM) aims to cultivate indigenous leadership capacity for the improvement of school mathematics in rural places. ACCLAIM's strategies include implementing a research agenda that examines the effects of Appalachian culture on mathematics teaching and learning, promoting teaching methods that connect mathematics to students' culture and interests, and establishing cadres of leaders in mathematics education to support teachers. (Contains 70 references) (SV) ED478244 Bridging the Gap between Culture and Mathematics: The Appalachian Perspective. Occasional Paper. 2003-06-00 National Science Foundation, Arlington, VA. 26 For full text: http://kant.citl.ohiou.edu/ACCLAIM/rc/rc_sub/pub/4_occr/WSB_OP2.pdf. N/A 2004 2016-11-21

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No Active Learning Career Education Citizenship Educational Practices Elementary Secondary Education Experiential Learning Outdoor Education Rural Education Rural Schools School Community Relationship Story Telling Student Projects Teacher Education Teaching Methods Writing Instruction Writing Teachers Brooke, Robert E., Ed. Books Reports - Descriptive Nebraska Sense of Place Nebraska National Writing Project, Berkeley, CA. English Written for writing teachers by writing teachers, this book celebrates local knowledge and the engagement of teachers and students with their communities through writing. Ten members of the Nebraska Writing Project invite readers into their rural classrooms and communities to explore the rich writing and active citizenship that emerge when writing teachers embrace place-consciousness as a principle. Following the introduction, "Place-Conscious Education, Rural Schools, and the Nebraska Writing Project's Rural Voices, Country Schools Team" (Robert E. Brooke), the chapters are: (1) "Inviting Children into Community: Growing Readers and Writers in Elementary School" (Sandy Bangert, Robert E. Brooke); (2) "A Geography of Stories: Helping Secondary Students Come to Voice through Readings, People, and Place" (Phip Ross); (3) "A Sense of Place" (Sharon Bishop); (4) "'Common Threads': A Writing Curriculum Centered in Our Place" (Bev Wilhelm); (5) "Being an Adult in Rural America: Projects Connecting High School Students with Community Members" (Judith K. Schafer); (6) "What To Preserve in Rising City?: A Community Confronts the Economics of School Change" (Amy Hottovy); (7) "Career Education: Creating Personal and Civic Futures through Career Discernment" (Robyn A. Dalton); and (8) "Developing School/Community Connections: The Nebraska Writing Project's Rural Institute Program" (Carol MacDaniels, Robert E. Brooke). An afterword is "Mentoring: Learning about Place-Conscious Teaching" (Marian Matthews). (Contains 111 references and an index) (SV) ED478245 Rural Voices: Place-Conscious Education and the Teaching of Writing. The Practitioner Inquiry Series. 2003-00-00 ISBN-0-8077-4365-8 Practitioners Teachers 214 Teachers College Press, P.O. Box 30, Williston, VT 05495, Tel: 800-575-6566 (Toll Free); Web site: http://www.teacherscollegepress.com (cloth: ISBN-0-8077-4366-6, $48.00; paper: ISBN-0-8077-4365-8, $21.95; plus $4.50 shipping). N/A 2004 2016-11-21

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Yes Achievement Gains Educational Practices Elementary Secondary Education Gifted Disabled History Instruction Learning Disabilities Minority Groups United States History Writing Instruction Sherman, Lee, Ed. Boss, Suzie, Ed. Weeks, Denise Jarrett, Ed. Collected Works - Serials Lewis and Clark Expedition United States (Northwest) Northwest Regional Educational Lab., Portland, OR. English This document contains the four issues of Northwest Education published during the 2002-03 school year. Issue themes are: (1) "Closing the Gap: How Northwest Schools Are Raising Minority Achievement"; (2) "Focus on Writing"; (3) "The Hidden Disability: When Bright Children Struggle To Learn"; and (4) "Discoveries in Learning: Lessons from Lewis & Clark." Typically, each issue consists of a lead article that reviews current research or provides an overview of matters related to the theme, followed by articles describing model programs and practices or profiling relevant experiences in schools of the Northwest--Washington, Oregon, Idaho, Montana, and Alaska. Issues also contain information on related resources, book reviews, letters from readers, and practitioner commentary. (SV) ED478246 Northwest Education, 2002-2003. Northwest Education v8 n1-4 Fall-Sum 2002-2003 2003-00-00 Department of Education, Washington, DC. 198 For full text: http://www.nwrel.org/nwedu. N/A 2004 2016-11-21

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Yes Academic Achievement Comparative Analysis Educational Assessment Elementary Secondary Education Grade 3 Mathematics Parochial Schools Performance Private Education Private Schools Public Education Public Schools Reading School Effectiveness Scores Test Results Tests Geller, Christopher R. Sjoquist, David L. Walker, Mary Beth Reports - Research High School Sophomores Georgia Georgia Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper is a report of a study that investigated whether increased private-school competition results in enhanced performance of public schools. Data for the study came from a pooled data set from Georgia Department of Education documents and directories, which included socioeconomic data on students and test scores from Georgia school systems between 1980 and 1990 for 3rd-grade and 10th-grade reading and math tests. The data allowed researchers to address directly the problem of endogeneity. Following an introduction, the report presents a framework of how private competition can affect public-school performance and investigates the conditions for a beneficial competitive effect. The next section explains the empirical models and details the data used in the analysis. The next section presents the empirical results. The empirical results do not lend support to the hypothesis that private-school competition improves public-school performance, as measured by student-exam results. Supplementing the text are five tables that detail test scores and socioeconomic data. (Contains 23 references.) (WFA) ED478247 The Effect of Private School Competition on Public School Performance. Occasional Paper. 2001-02-00 32 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/816_OP15.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Educational Assessment Educational Environment Educational Resources Elementary Secondary Education Instructional Leadership Low Achievement Outcomes of Education Performance Public Schools Sanctions School Effectiveness School Policy School Restructuring School Role Standards Lashway, Larry ERIC Publications ERIC Digests in Full Text ERIC Digests No Child Left Behind Act 2001 No Child Left Behind Act 2001 ERIC Clearinghouse on Educational Management, Eugene, OR. English Turning around a low-performing school is a complex process in which cause-effect relationships are difficult to isolate. But recent interest in helping low-performing schools--spurred on by the reforms mandated by the No Child Left Behind Act--has generated some useful research and thoughtful analysis. This digest explores some of the key insights from that literature. The digest first discusses how low-performing schools are defined: recently by failure to achieve state-mandated accountability targets, particularly test scores. Next it discusses why schools perform poorly, focusing on three prominent matters: demographics, insufficient resources, and ineffective school practices. The next section of the digest discuses sanctions and their effects on low-performing schools. This is followed by discussion of how external assistance, from the state or district, can help low-performing schools, noting three promising practices: (1) providing technical assistance; (2) aligning policies and practices with academic goals; and (3) allocating resources to support achievement. Finally the Digest discusses the principal's role in turning around a school's overall performance. (Contains 12 references.) (WFA) ED478248 The Mandate To Help Low-Performing Schools. ERIC Digest. 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/publications/digests/digest169.html. N/A 2004 2016-11-21

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No Cost Effectiveness Decision Making Educational Administration Educational Policy Educational Technology Elementary Secondary Education Equal Education Instructional Effectiveness Policy Analysis Policy Formation Teacher Distribution Teacher Education Teacher Salaries Womens Education Mingat, Alain Tan, Jee-Peng Books Guides - Non-Classroom Non-Print Media World Bank, Washington, DC. International Bank for Reconstruction and Development, Washington, DC. English This manual contains a set of tools to assist policymakers in analyzing and revamping educational policy. Its main focus is on some economic and financial aspects of education and selected features in the arrangements for service delivery. Originally offered as a series of training workshops for World Bank staff to work with clients in the education sector in low-income countries, the book is also appropriate for education specialists in developed countries. The modules in the book are a self-contained set, complete with answer sheets to the exercises collected on a CD-ROM. Chapter 1, "Introduction," offers an overview and background. The titles of the remaining chapters reflect the topics of the manual: (2) "Diagnosing Structural Weaknesses in EducationImplications for Project Selection"; (3) "Analyzing Costs in Education"; (4) "Conducting Cost-Effectiveness Analysis in Education"; (5) "Managing Teacher Deployment and Classroom Processes"; (6) "Assessing Policy Options for Teacher Training and Pay"; (7) "Analyzing Equity in Education"; (8) "Addressing Policy Issues in Girls' Schooling"; (9) "Performing Economic Analysis of Educational Technology"; and (10) "Conducting Comparative Policy Analysis in Education." Appended are instructions for performing regression analyses and using Excel. The manual also contains many tables, charts, graphs, and worksheets. (WFA) ED478249 Tools for Education Policy Analysis [with CD-ROM]. 2003-00-00 ISBN-0-8213-5183-4 Policymakers 316 The World Bank, 1818 H Street, N.W., Washington, DC 20433 ($35). Tel: 202-473-1000; Fax: 202-477-6391; Web site: http://www.worldbank.org. N/A 2004 8/19/2004 22:07:58 RIEFEB2004 Written with Shobhana Sosale. CD-ROM not available from ERIC.

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Yes Administrator Attitudes Elementary Secondary Education Human Resources Inservice Teacher Education Instructional Leadership Principals Professional Development Professional Education Teacher Administrator Relationship Teacher Education Teacher Educators Teacher Effectiveness Teacher Qualifications Teaching Experience Transformative Learning Drago-Severson, Eleanor Pinto, Kristina C. Reports - Research Speeches/Meeting Papers English This report describes a study of the human-resource challenges of principals in facilitating teachers' transformational learning, and their creative strategies for overcoming such challenges. The purpose of the study was to examine how a diverse sample of school leaders made sense of teacher learning and to examine their efforts to support the growth of their faculty. The study, which took place between 1999 and 2001, addressed three theoretical and practical questions: (1) How do school leaders support teachers' transformational learning in their schools? (2) How do different types of human resources influence how school leaders can support teachers' transformational learning? and (3) What challenges do leaders face in efforts to support teacher learning, and how do they respond to them? Data for the study were collected from mission statements, self-study evaluations, memos, and interviews from 25 principals of public, independent, and Catholic schools. The study found that the most common challenges principals faced in supporting teacher learning were time, the dynamics of change, the need to broaden teachers' perspectives, and the need for a process orientation. Strategies varied and were influenced by school size and mission, faculty perspectives, and the principals' own priorities. (WFA) ED478250 School Leadership in Support of Teachers' Transformational Learning: Drawing from the Well of Human Resources. 2003-02-00 Spencer Foundation, Chicago, IL. 47 N/A 2004 8/19/2004 22:08:01 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Accountability Cost Effectiveness Disadvantaged Schools Educational Finance Educational Research Educational Resources Elementary Secondary Education High Achievement Human Resources Instructional Effectiveness Instructional Leadership Performance Public Schools Resource Allocation School Effectiveness School Organization Time Management Loeb, Hilary Information Analyses Effective Schools Movement English This paper discusses the work of the Education Trust and other teams of researchers and school leaders. If focuses on one symposium on and five research studies of high-performing, high-poverty schools. The six studies provided information about best practices in school leadership, organization, and instruction. Building on scholarship from the Effective Schools Movement, the studies supported the notion that schools can be accountable for student achievement. The studies all addressed school arrangements in terms of time and human resources and, to a more limited degree, the role of finance in school performance. This paper presents the attributes of high-performing, high-poverty schools with a specific focus on how schools allocated money, time, and human resources. To this end, it summarizes the methodology and questions presented in the six studies. It then discusses the factors that researchers attributed to the schools. It concludes with the author's preliminary position on this line of inquiry and emerging questions about resource allocation in high-performing, high-poverty schools. (Contains 14 references.) (Author/WFA) ED478251 Resource Allocation in Six Discussions of High-Performing, High-Poverty Schools. 2003-00-00 20 N/A 2004 2016-11-21

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Yes Academic Achievement Comparative Analysis Education Work Relationship Educational Attainment Educational Finance Educational Indicators Educational Research Educational Strategies Elementary Secondary Education Enrollment Financial Support Foreign Countries Higher Education Preschool Education Primary Education Public Education Public Schools Statistical Studies Student Behavior Teacher Salaries Teacher Student Ratio Sherman, Joel D. Honegger, Steven D. McGivern, Jennifer L. Books Numerical/Quantitative Data Reports - Research Canada Russia France United Kingdom Germany United States Italy Japan Canada France Germany Italy Japan Russia United Kingdom United States National Center for Education Statistics (ED), Washington, DC. English This report presents a set of education indicators that describes how the United States education system compares with those of the other G-8 countries: Canada, France, Germany, Italy, Japan, the Russian Federation, and the United Kingdom. The data were collected from three main sources: the Organisation for Economic Cooperation and Development's National Education Systems project; assessments conducted by the International Association for the Evaluation of Educational Achievement; and the Program for International Student Assessment. The indicators are organized into five major sections: (1) "Demographic and Socioeconomic Context of Education"; (2) "Preprimary and Primary Education"; (3) "Secondary Education"; (4) "Higher Education"; and (5) "Education and the Labor Force." In total, the report presents 31 indicators, among which are the following: educational attainment of the population; access to primary education; human resources in primary education; public school teachers' salaries; achievement of secondary-school students; expenditures for primary and secondary education; access to higher education; science and mathematics degrees; and labor market outcome of education. The report includes numerous graphs, charts, and tables; key findings for each indicator; a section that highlights key findings; a glossary; and a description and classification of G-8 countries' education systems. (WFA) ED478252 Comparative Indicators of Education in the United States and Other G-8 Countries: 2002. 2003-05-00 108 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: ERN3552P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003026.pdf. N/A 2004 2016-11-21 ED482960

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Yes Administrative Principles Administrator Characteristics Administrator Education Administrators Behavioral Sciences Educational Administration Educational Research Elementary Secondary Education Faculty Publishing Instructional Leadership Journal Articles Management Development Organizational Theories Periodicals School Administration Social Sciences Lunenburg, Fred C. Opinion Papers Speeches/Meeting Papers English This essay addresses changes in perspectives, research, theories, and practices in educational administration. The first part discusses theories and studies of educational administration, taking the position that educational administration is an applied science. That is, most theories in the social sciences, like educational administration, require a process of refinement through revision and extension. This section discusses the development of thought in and research on educational administration, highlighting the differences between four major developments in administrative thought: (1) classical-organizational theory; (2) the human-relations model; (3) the behavioral-science approach; and (4) the post-behavioral-science era. The second part of the paper examines the paradigm shifts in educational administration through the lens of two academic publications, "Educational Leadership Review" and "National Council of Professors of Educational Administration Yearbook." This section examines the goals, styles, editorial philosophy, and editorial requirements of these publications, and the topics of recent editions to show the shifts in approaches to educational administration. Included is a table presenting an overview of the four major developments in administrative thought, and a list of topics in eight issues of "Educational Leadership Review" for 2002 and 2003. (Contain 14 references.) (WFA) ED478253 Paradigm Shifts in Educational Administration: A View from the Editor's Desk of "Educational Leadership Review" and "NCPEA Yearbook". 2003-04-22 18 N/A 2004 8/19/2004 22:08:09 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Administrator Education Administrator Qualifications Administrators College Curriculum Course Content Educational Research Educational Researchers Graduate Study Higher Education Instructional Design Instructional Development Instructional Leadership Management Development Professional Education Research Methodology Research Skills Researchers Scholarship Ranis, Sheri H. Reports - Research Tests/Questionnaires Research Training English What needs to be presented to practitioners, particularly school leaders in training, for them to become educated consumers of education research? This paper attempts to sort through the issues and evaluate some of the instructional alternatives available to education administration faculty and curriculum designers. Taking into account a political and intellectual context that features tenacious and persistent debate over identifying quality research, this paper employs a three-pronged approach to analyzing the problem of introducing research literacy to educational leaders. First, placed in the context of course construction, a consideration of recent commentary on how best to introduce practitioners to education research provides an overview of debates among faculty in schools of education. Second, a content analysis of three popular textbooks on educational research methods allows for observations about the quality and applicability of instructional resources available to methods teachers. The paper also incorporates data collected from surveys of teachers and administrators in two graduate educational administration programs for future educational leaders located at a prominent research-oriented school of education. The survey instrument is appended.) (Contains 6 tables and 16 references.) (Author) ED478254 Needing To Know: Education Leadership Preparation and Research Literacy. 2003-00-00 23 N/A 2004 2016-11-21

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Yes Administrator Attitudes Administrator Behavior Administrator Characteristics Administrators Codes of Ethics Decision Making Decision Making Skills Ethics Evaluative Thinking Instructional Leadership Integrity Leadership Qualities Leadership Styles Moral Values Principals Role Models Secondary Education Klinker, JoAnn Franklin Hackmann, Donald G. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Ethical Communication English High school principals confront ethical dilemmas daily. This report describes a study that examined how MetLife/NASSP secondary principals of the year made ethical decisions conforming to three dispositions from Standard 5 of the ISLLC standards and whether they could identify processes used to reach those decisions through Rest's Four Component Model of Moral Behavior. Using a descriptive design with a mixed methodological approach of survey research and interviews of selected respondents, 63 state principals of the year were surveyed regarding selected dispositions. Quantitative results indicated that the majority of respondents made ethical decisions regarding the three dispositions tested, but analysis as to the justifications used for those decisions was inclusive. Qualitative analysis of selected respondents indicated that Rest's four components are essential justification for making ethical decisions. Four themes emerged from the qualitative study: (1) courage; (2) a philosophy of the common good; (3) gut feelings; and (4) difficulty in defining ethics. The survey instrument is appended. (Contains 54 references.) (Author) ED478255 An Analysis of Principals' Ethical Decision Making Using Rest's Four Component Model of Moral Behavior. 2003-04-00 37 N/A 2004 2016-11-21

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Yes Administrator Attitudes Administrator Education Administrator Qualifications Administrators Beginning Principals Elementary Education Foreign Countries Instructional Leadership Management Development Occupational Information Primary Education Principals School Administration School Supervision Teacher Administrator Relationship Vandenberghe, Roland Reports - Research Speeches/Meeting Papers Belgium Belgium English To understand the realities and complexities faced by beginning primary school principals, a group of researchers from Belgium, Canada, England, the Netherlands, and the United States launched a collaborative study in 2000. This report describes the Belgium arm of the study. The study set out to answer the following: What are similarities and differences in the work of school principals in different countries? What encourages and discourages people from aspiring to the principalship? How do new principals perceive and deal with external influences? How do new principals adjust to their role? How does the culture of the school evolve with the arrival of the new principal? The sample for the Belgium study consisted of 174 principals. Data were gathered from an initial questionnaire and followup interviews. The main findings included the following: Some 80 percent of the principals perceived the job as an opportunity to build a valuable career. Being trusted and accepted by teachers and parents was the most positive experience for the principals. On the other side of the coin, principals often experienced a noncollaborative school climate and turbulent policy environment, making it difficult to resolve conflicts. Appended are data about the principals and their schools. (Contains 21 references.)(WFA) ED478256 Beginning Primary School Principals in Belgium: How They Deal with External Influences and Develop Professionally. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Characteristics Administrator Education Administrator Role Administrators Central Office Administrators Educational Administration Elementary Secondary Education Leadership Leadership Styles Public Education Supervision Supervisor Qualifications Supervisory Methods Ovando, Martha N. Huckestein, Ma. Luisa S. Reports - Research Speeches/Meeting Papers Texas Texas English This report describes a study of the perceptions of central-office supervisors. The purpose of the study was to determine the perceptions of central-office supervisors regarding emerging supervisory practices within a decentralized context. The study further sought to determine the role central-office supervisors perform in exemplary school districts, as well as the contribution they make to enhance student academic success, as determined by standardized measures within a decentralized environment. Data for the study were gathered through a specifically designed questionnaire based on 12 dimensions of supervisory practices developed from previous research. The sample for this study consisted of 59 supervisors in exemplary Texas school districts. The data were analyzed and synthesized using a content-analysis approach. Findings indicated a high level of agreement regarding the dimensions of emerging supervisory practices as reflected in current practice. Additionally, four roles emerged from the participants' responses: curriculum planner, facilitator, staff developer, and resource provider. The data also revealed that central-office supervisors contribute to student success by engaging in a wide range of actions aimed at assisting schools and teachers. The report concludes that emerging supervisory practices indeed are reflected in a decentralized context. (Contains 35 references.) (WFA) ED478257 Perceptions of the Role of the Central Office Supervisor in Exemplary Texas School Districts. 2003-04-24 29 N/A 2004 2016-11-21

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Yes Accountability Administrator Responsibility Administrator Role Change Agents Educational Administration Educational Improvement Instructional Improvement Instructional Leadership Principals Science Education Science Teachers Secondary Education Secondary School Science State Standards Teacher Administrator Relationship Chance, Patti L. Anderson, Robert B. Reports - Research Speeches/Meeting Papers Nevada Nevada English In 1997, the Nevada Legislature enacted the Nevada Education Reform Act to implement standards-based reform in all academic subjects in Nevada's schools. The act required that both teachers and principals be engaged in the process. This report describes a study of secondary principals' and secondary science teachers' perceptions of the impact that the new science standards have had on six areas: (1) instruction; (2) curriculum; (3) assessment; (4) accountability; (5) professional development; and (6) supervision. Attention was focused on the instructional leadership activities of principals and what they did to ensure implementation of Nevada science standards. Data were collected through a questionnaire (analyzed using descriptive statistics and t tests) and telephone interviews (analyzed qualitatively through domain analysis). The sample consisted of 159 science teachers and 56 administrators. The results showed that perceptions of administrators and science teachers on the impact of Nevada science standards differed significantly in all six areas related to instructional leadership. Principals tended to view standards as having greater impact on curriculum and instructional practices than teachers did. Teachers and principals generally perceived that teachers, more than principals, are accountable for student achievement. Also includes a summary of questionnaire results in tabular form. (Contains 31 references.) (WFA) ED478258 The Principal's Role in Standards-Based Reform: Linking Accountability to Instructional Improvement. 2003-04-00 41 N/A 2004 2016-11-21

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Yes Academic Standards Accountability Adolescents Citizenship Education Disadvantaged Youth Educational Change Educational Improvement Educational Trends Elementary Secondary Education Futures (of Society) High Risk Students Secondary School Students Service Learning Student Behavior Student Needs Student Volunteers Student Welfare Youth Youth Employment Youth Opportunities Youth Problems Lewis, Anne, Ed. Collected Works - General Opinion Papers Speeches/Meeting Papers American Youth Policy Forum, Washington, DC. English This volume contains 14 essays and commentaries on youth development penned by educators, policymakers, and leaders of youth development organizations. The papers, written to commemorate 10 years of American Youth Policy Forum's service, were originally presented at a forum in Washington, D.C., in January 2003. Following are the papers: "Genesis and Retrospective" (Samuel Halperin); "High School Reform: Common Standards, Flexible Pathways" (Robert B. Schwartz); "Choices Within a Strong Academic Framework" (Gene Bottoms); "The Fading Promise of Standards-Based Reform" (Warren Simmons); "Another Argument for Higher Academic Expectations" (John F. Jennings); "New Pathways to Civic Renewal" (Alan Casey and Michael Brown); "First: Grow Service-Learning" (James Kielsmeier); "Service as a Strategy for Youth Development" (Shirley Sagawa); "Flip the Script: Self-Sufficiency and Fulfillment for All" (Dorothy Stoneman); "Opportunities to Build Supporting Structures" (Karen Hein); "Making Sure There Are No Cracks" (Andrew B. Hahn); "Building One System for Youth Development and Opportunity" (Hilary Pennington); "Dismantling the Schools-to-Prison Pipeline" (Christine Sturgis); and "Putting the Will Behind the Vision" (Wendy D. Puriefoy). (WFA) ED478259 Shaping the Future of American Youth: Youth Policy in the 21st Century. 2003-00-00 William T. Grant Foundation, New York, NY. Carnegie Corp. of New York, NY. Ford Foundation, New York, NY. Ford Motor Co., Dearborn, MI. Bill and Melinda Gates Foundation. General Electric Foundation, Ossining, NY. George Gund Foundation, Cleveland, OH. Kellogg Foundation, Battle Creek, MI. KnowledgeWorks Foundation, Cincinnati, OH. McKnight Foundation, Minneapolis, MN. Surdna Foundation, Inc., New York, NY. Charles Stewart Mott Foundation, Flint, MI. ISBN-1-887031-78-2 92 American Youth Policy Forum, 1836 Jefferson Place N.W., Washington, DC 20036 ($8). Tel: 202-775-9731; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org. For full text: http://www.aypf.org/publications/shaping_future_youth.pdf. N/A 2004 2020-10-07

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Yes Academic Achievement Administrator Education Administrator Effectiveness Education Courses Faculty Development Higher Education Inservice Education Management Development Professional Development Reflective Teaching Self Evaluation (Individuals) Staff Development Teacher Education Teacher Effectiveness Teacher Improvement Good, Jennifer M. Miller, Vikki Gassenheimer, Cathy Reports - Evaluative Speeches/Meeting Papers English This report describes a program for administrator and lead teacher professional development based on revised standards of the National Staff Development Council. The program acted as a catalyst for improving professional development practices at school sites. The report also presents a preliminary evaluation of the process, which involved self-assessment conversations. The study was conducted at 16 school sites, selected to represent a variety of demographics. Following is a summary of evaluation findings based on interviews with participants 2 to 4 months after the conversations: (1) Participants recognized a need to focus on professional development standards emphasizing data-driven and research-based practices; (2) the self-assessment conversations were perceived by participants as valuable, particularly because of their impact on thinking and planning regarding professional development; (3) the conversation process could be improved by providing more preparation, explaining the framework of the conversation, clarifying and simplifying the language of the self-assessment rubric, and providing follow-up activities; and (4) the conversations appear to have had a positive impact on certain areas within the affective domain. The report also includes suggestions for follow-up activities and recommendations to assess the actual effects of the conversations on professional development practices and student achievement. (WFA) ED478260 Overhauling Professional Development: Self-Assessment Conversations To Initiate Reform. 2003-04-00 25 N/A 2004 8/19/2004 22:08:28 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Comparative Analysis County School Districts Dropout Rate Educational Assessment Elementary Secondary Education Parochial Schools Performance Private Education Private Schools Public Education Public Schools School Choice School District Autonomy School Effectiveness Scores Test Results Tests Howard, Eric S. Information Analyses Speeches/Meeting Papers North Carolina North Carolina English This report describes a study conducted to determine if there were any applicable effects from private-school competition on public-school student achievement in North Carolina. The study examined multiple student outcomes, including elementary and secondary student achievement results, student dropout rates, and high school student achievement results analyzed by ethnicity. The data were aggregated at three levels (district, county, and unified county) to account for educational market particulars and competition between school districts in those areas where additional public-school choice was available. The study found no indication of significant private-school competition effects for North Carolina public-school outcomes. Following an introduction, the report provides a brief review of previous research. The next section discusses the role of competition and provides two possible mechanisms through which private-school competition might influence public-school behavior. Subsequent sections highlight the basic empirical issues involved in empirical estimations of private-school competition on public-school outcomes; explain the particular methodology and model used in the study; discuss the data; analyze the results; and discuss the implications of the findings as well as the limitation of the study for the larger body of research. (Contains 121 references.) (WFA) ED478261 Does Private School Competition Affect Public School Achievement? An Analysis of North Carolina Data. 2003-04-22 50 N/A 2004 2016-11-21

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No Education Majors Educational Change Elementary Secondary Education Mathematics Education Professional Development Research Design Science Education Kelly, Anthony E., Ed. Lesh, Richard A., Ed. Books Reports - Descriptive English This book attempts to clarify the nature of principles that govern the effective use of merging new research designs in mathematics and science education. A primary goal is to describe several of the most important types of research design that have been pioneered recently by mathematics and science educators, have distinctive characteristics when they are used in projects that focus on mathematics and science education, and have proven to be especially productive for investigating the kinds of complex, interacting, and adapting systems that underlie the development of mathematics or science students and teachers or for the development, dissemination, and implementation of innovative programs of mathematics or science instruction. A second goal is to begin discussions regarding the nature of appropriate and productive criteria for assessing the quality of research proposals, projects, or publications that are based on the preceding kinds of research designs. The final objective is to describe such guidelines in formats that will be used to educate students and others who are novices to the fields of mathematics or science education research. Chapters include: (1) "Purposes and Assumptions of This Book" (Richard Lesh, Barbara Lovitts, and Anthony E. Kelly); (2) "Trends and Shifts in Research Methods" (Anthony E. Kelly and Richard Lesh); (3) "Research Agendas: Identifying Priority Problems and Developing Useful Theoretical Perspectives" (Richard Lesh and Barbara Lovitts); (4) "The Impact of Standards-Based Reform on Methods of Research in Schools" (Thomas A. Romberg and Angelo Collins); (5) "Improving Research and Systemic Reform toward Equity and Quality" (Jere Confrey); (6) "Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education" (Richard Lesh and David Clarke); (7) "Progress in Research: The Interplay among Theory, Research Questions, and Measurement Techniques" (Jose P. Mestre); (8) "The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project" (Hugh F. Cline and Ellen B. Mandinach); (9) "Multitiered Teaching Experiments" (Richard Lesh and Anthony Kelly); (10) "Transformative Teaching Experiments through Conjecture-Driven Research Design" (Jere Confrey and Andrea Lachance); (11) "Teaching Experiment Methodology: Underlying Principles and Essential Elements" (Leslie P. Steffe and Patrick W. Thompson); (12) "Conducting Teaching Experiments in Collaboration with Teachers" (Paul Cobb); (13) "Research on the Development of Mathematics Teachers: The Teacher Development Experiment" (Martin A. Simon); (14) "Working on the Inside: Using OneOs Own Practice as a Site for Studying Teaching and Learning" (Deborah Loewenberg Ball); (15) "Paradigms for Teacher- Centered Classroom-Based Research" (Helen M. Doerr and Patricia P. Tinto); (16) "Action Research as a Research Methodology for the Study of the Teaching and Learning of Science" (Allan Feldman and Jim Minstrell); (17) "Integrating a Naturalistic Paradigm into Research on Mathematics and Science Cognition and Learning" (Judit N. Moschkovich and Mary E. Brenner); (18) "Interpretive Research in Science Education" (Kenneth Tobin); (19) "A Scientific Perspective on Structured, Task-Based Interviews in Mathematics Education Research" (Gerald A. Goldin); (20) "Analysis of Clinical Interviews: Foundations and Model Viability" (John Clement); (21) "Principles for Developing Thought--Revealing Activities for Students and Teachers" (Richard Lesh, Mark Hoover, Bonnie Hole, Anthony Kelly, and Thomas Post); (22) "Videorecording as Theory" (Rogers Hall); (23) "Iterative Refinement Cycles for Videotape Analyses of Conceptual Change" (Richard Lesh and Richard Lehrer); (24) "Choosing and Using Video Equipment for Data Collection" (Jeremy Roschelle); (25) "Mathematics Curriculum Development as a Scientific Endeavor" (Michael T. Battista and Douglas H. Clements); (26) "Designing Effective Software" (Douglas H. Clements and Michael T. Battista); (27) "Technology Design as Educational Research: Interweaving Imagination, Inquiry, and Impact" (Jeremy Roschelle and Nicholas Jackiw); (28) "The Role of Historical Studies in Mathematics and Science Educational Research" (David Dennis); (29) "Subgroup Differences on the GRE Quantitative Test Based on the Underlying Cognitive Processes and Knowledge" (Kikumi K. Tatsuoka and Gwyneth M. Boodoo); (30) "Cautions and Considerations: Thoughts on the Implementation and Evaluation of Innovation in Science Education" (S. Marie A. Cooper); (31) "Assessing Learning as Emergent Phenomena: Moving Constructivist Statistics Beyond the Bell Curve" (Walter M. Stroup and Uriel Wilensky); and (32) "When Using the Mean Is Meaningless: Examples from Probability Theory and Cardiology" (Larry Liebovitch, Angelo Todorov, Mark Wood, and Kenneth Ellenbogen). (KHR) ED478262 Handbook of Research Design in Mathematics and Science Education. 2000-00-00 ISBN-0-8058-3281-5 971 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 8/19/2004 22:08:33 RIEFEB2004 For individual chapters, see SE 068 142-57.

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Yes Agency Cooperation Community Resources Cooperative Programs Disabilities Education Work Relationship High Schools School Community Relationship Shared Resources and Services Transitional Programs Crane, Kelli Skinner, Becky Guides - Non-Classroom Minnesota Asset Mapping Minnesota National Center on Secondary Education and Transition, Minneapolis, MN. English This paper is a guide to mapping community resources as a way of identifying assets and resources that can be used to aid students with disabilities as they transition from school to adulthood. Discussion of the principles of community resource mapping (relationship-driven and across programmatic and geographic boundaries) is followed by a description of the mapping process, which starts with establishing a shared vision, definitions, priorities, and desired results. Benefits of mapping are then specified, including gaining in depth information about an agency, identifying transition needs of youth with disabilities, and developing policy recommendations across agencies. Finally, examples of mapping missions are described, including a local level effort to connect community services to youth with disabilities in Lexington, Kentucky, and a state level effort to improve the career and workforce development of youth in Minnesota. A table details specific mapping activities under four broad steps: (1) pre-mapping/assessment; (2) mapping; (3) implementing your map for strategic results; and (4) evaluation/mid-course corrections. A resource guide includes contacts in Minnesota and Kentucky and relevant organizational or print resources. (DB) ED478263 Community Resource Mapping: A Strategy for Promoting Successful Transition for Youth with Disabilities. Information Brief. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. 8 National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org. For full text: http://www.ncset.org. N/A 2004 2016-11-21

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Yes Agency Cooperation Disabilities Institutes (Training Programs) Leadership Training Parent Education Technical Assistance Robison, Richard Reports - Descriptive Interagency Coordinating Council Federation for Children with Special Needs, Boston, MA. English This final report describes accomplishments and activities of a federally funded project to meet the leadership support needs of parents of children with disabilities serving on statewide interagency coordinating councils. The project was based on a leadership support model based on input from parent leaders in 25 states which focuses on the following key areas: reciprocal (cultural/ethnic) outreach; the notion of leadership and how it applies to a constituent representative; strategies for understanding complex organizational systems; gathering data; recognition of one's own approach to conflict management; and using personal experiences to amplify policy issues. The project also developed a process for conceptualizing and designing leadership training on the state and local levels. The project provided intensive leadership support to 79 representatives from 14 states through the following activities: (1) three national Leadership Institutes; (2) technical assistance to states participating in the Institutes; and (3) ongoing technical assistance to all states engaged in leadership development activities including a national newsletter, a series of topical teleconference calls, a resource database, an Internet-based listserv, and a project Web site. An attached table summarizes project activities in the 14 states. (DB) ED478264 National Interagency Coordinating Council (ICC) Parent Leadership Support Project, April 1, 2001 to September 30, 2002. Final Report. 2002-00-00 Special Education Programs (ED/OSERS), Washington, DC. 15 N/A 2004 2016-11-21

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Yes Curriculum Development Disabilities Elementary Secondary Education Inservice Teacher Education Program Evaluation Program Implementation School Districts Self Determination Special Education Teachers Teaching Models Workshops Field, Sharon Hoffman, Alan Non-Print Media Reports - Descriptive Wayne State Univ., Detroit, MI. Coll. of Education. English This final report describes accomplishments and activities of a 3-year federally supported project to train and support special education teachers to implement the "Steps to Self-Determination" model and curriculum. Initial training workshops with a total of 18 participating school districts (from Illinois, Massachusetts, Michigan, and Utah) were followed by technical assistance to local districts as teachers implemented the curriculum. Dissemination efforts provided information about the model to more than 1,000 districts. Specific activities and achievements are specified for each of the project's five goals. Fourteen appendices comprise the bulk of the report. Among these are sample brochures and newsletters, a list of participating schools, a sample progress report and curriculum log, a summary of training evaluation, a sample mentoring form, Web page information, a sample technical assistance log, a summary of technical assistance evaluation, an individual site report, an interview protocol, the "Steps to Self-Determination Idea Book," the "Self-Determination Quality Indicators Assessment Instrument" and reprints of articles by project personnel. A 17-minute training videotape is also provided. (DB) ED478265 Promoting Self-Determination in Transition Planning: Implementing the "Steps to Self-Determination" Curriculum, October 1, 1998-September 30, 2001. Final Report. 2001-09-30 Special Education Programs (ED/OSERS), Washington, DC. 145 N/A 2004 8/19/2004 22:08:41 RIEFEB2004 H324R980026 Accompanying videotape is not available from ERIC.

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No Behavior Change Behavior Problems Case Studies Classroom Environment Classroom Techniques Curriculum Development Elementary Secondary Education Program Implementation School Culture Teacher Student Relationship Teaching Methods Hall, Philip S. Hall, Nancy D. Books Guides - Classroom - Teacher Association for Supervision and Curriculum Development, Alexandria, VA. English This guide to teaching children with oppositional and defiant behaviors presents key concepts and techniques illustrated by stories based on actual classroom cases. The guide is based on the principle that the teacher's own behavior can positively influence the student's reactions and offers practical advice on what approaches work and do not work. It is intended to teach readers how to: identify risk factors that can trigger antisocial behavior; engineer the classroom environment, routines, and tasks to increase success; interact in ways that promote positive behavior; temporarily remove a disruptive child from the classroom while preserving the child's dignity; work with the child's parents to find the appropriate special education services; guide parents toward effective training programs; and develop a school culture with the values and beliefs to nurture oppositional students. Throughout the book key concepts are highlighted. A glossary is also provided. (Contains 160 references.) (DB) ED478266 Educating Oppositional and Defiant Children. 2003-00-00 ISBN-0-87120-761-3 Practitioners Teachers 216 Association for Supervision and Curriculum Development, 1703 North Beauregard St., Alexandria, VA 22311-1714 (ASCD Product No. 103053, $21.95 ASCD members; $25.95 nonmembers). Tel: 800-933-2723 (Toll Free); Tel: 703-578-9600; Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 8/19/2004 22:08:43 RIEFEB2004

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No Asperger Syndrome Behavior Change Child Rearing Definitions Elementary Secondary Education Emotional Adjustment Family Problems Interpersonal Competence Student Characteristics Student Evaluation Teaching Methods Myles, Brenda Smith Simpson, Richard L. Books Guides - Non-Classroom English This book is a guide for parents and teachers to Asperger syndrome, a condition in which individuals have significant social and language peculiarities while simultaneously showing normal development and function in some areas of their lives. Chapter 1 provides an overview of Asperger syndrome, including definitions and characteristics. Chapter 2 focuses on educational assessment and planning for students with Asperger syndrome. Chapter 3 addresses basic academic support measures and chapter 4 focuses on behavior management methods appropriate for children and youth with Asperger syndrome. Chapter 5 offers information and suggestions for social skills instruction and enhancement. Finally, chapter 6 explores the impact of Asperger syndrome on families. This final chapter was authored by several parents. (Contains approximately 125 references.) (DB) ED478267 Asperger Syndrome: A Guide for Educators and Parents. Second Edition. 2003-00-00 ISBN-0-89079-898-2 Parents Practitioners 215 PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897 (Order No. 9624, $30). Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site: http://www.proedinc.com. N/A 2004 8/19/2004 22:08:45 RIEFEB2004 For the first edition, see ED 419 362.

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Yes Bilingual Students Evaluation Methods Gifted Hispanic Americans Interpersonal Communication Interpreters Role Playing Secondary School Students Spanish Speaking Student Characteristics Talent Valdes, Guadalupe Reports - Research National Research Center on the Gifted and Talented, Storrs, CT. English This monograph reports on research carried out with 25 young Latino interpreters (high school students) who participated in a simulated interpretation task, part of a larger project that examined gifts and talents not generally identified, fostered in instruction, or positively evaluated in formal education. These bilingual adolescents had been selected from among their siblings to serve as interpreters for their families. The study first attempted to develop an instrument to identify the tacit knowledge of young interpreters, then went on to develop a role play situation to allow the observation of actual interpreting performance. The simulation involved a situation in which a mother, whose daughter had been accused of stealing, had been asked to meet with the principal. The script deliberately included a number of face threatening acts that tested students abilities to broker a tense and emotional exchange. Analysis revealed that the youngsters were able to demonstrate their ability to carry out the very complex task of interpreting under particularly stressful conditions. The study concluded that young interpreters exhibit at least some of the characteristics generally measured in prospective professional interpreters such as memory, analytical ability, speed of comprehension and production, and stress tolerance. (Contains approximately 280 references.) (DB) ED478268 Understanding the Special Giftedness of Young Interpreters. Research Monograph Series. 2002-12-00 Institute of Education Sciences (ED), Washington, DC. 206 National Research Center on the Gifted and Talented, University of Connecticut, 2131 Hillside Rd., Unit 3007, Storrs, CT 06269-3007. Tel: 860-486-4676; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu/nrcgt. N/A 2004 8/19/2004 22:08:48 RIEFEB2004 R206R000001

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Yes Academic Achievement Accountability Black Students Elementary Education High Stakes Tests Low Achievement Low Income Groups Minority Groups Socioeconomic Status Student Evaluation Urban Schools Diamond, John B. Spillane, James P. Reports - Research Northwestern Univ., Evanston, IL. Inst. for Policy Research. English In this paper, the authors use data from interviews and observations in four urban elementary schools, two high and two low performing, to examine how schools respond to high stakes accountability policies. The authors argue that school responses to high stakes accountability depend on school context. In low performing schools, responses focus narrowly on complying with policy demands, focusing on improving the performance of certain students, within benchmark grades, and in certain subject areas. In contrast, higher performing schools emphasize enhancing the performance of all students regardless of grade level and across all subject areas. Given the concentration of poor students and students of color in the lowest performing schools, the authors conclude that issues of educational equity need to be given careful consideration in the implementation of high stakes accountability policies. (Contains 103 references.) (SM) ED478269 High Stakes Accountability in Urban Elementary Schools: Challenging or Reproducing Inequality? Institute for Policy Research Working Paper. 2002-00-00 National Science Foundation, Arlington, VA. Spencer Foundation, Chicago, IL. Administrators Policymakers Practitioners 55 Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL 60208-4100. Tel: 847-491-3395; Fax: 847-491-9916; e-mail: ipr@northwestern.edu; Web site: http://www.northwestern.edu/IPR. N/A 2004 8/19/2004 22:08:50 RIEFEB2004 REC-9873583; 2000000039 Work on this paper was supported by the Distributed Leadeship Project.

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Yes Child Support Child Welfare Fathers Low Income Groups One Parent Family Parent Responsibility Welfare Recipients Legler, Paul Reports - Evaluative Child Support Enforcement Personal Responsibility and Work Opp Recon Act Child Support Enforcement Personal Responsibility and Work Opportunities Reconciliation Act Policy Studies Inc., Denver, CO. English The child support reform provisions within the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (PRWORA) have been markedly successful in improving child support enforcement efforts. Child support is an important part of the mix of supports necessary to assist welfare recipients to make the transition to work and self-sufficiency. Now, post-PRWORA, there is a greater focus on the low income fathers who are expected to pay child support. This report examines the treatment of low income fathers in the child support system in the United States and how the system could be improved. It suggests that the time of establishment of the child support order and shortly thereafter is the key time for the child support agency to establish a more positive relationship with low income fathers. Improving this "up front" process could increase both financial and emotional support for children. The report analyzes default order practices, examines best state practices, and reviews and analyzes selected international practices. It includes recommendations for child support programs, state legislative action, and federal action. The analysis concludes that three changes to the child support system are of particular importance: reducing the proportion of orders entered by default, setting realistic child support orders at the outset, and making adjustments to orders to reflect changes in circumstances. (Contains 16 references.) (SM) ED478270 Low-Income Fathers and Child Support: Starting Off on the Right Track. Final Report. 2003-01-30 Annie E. Casey Foundation, Baltimore, MD. 61 Policy Studies Inc., 999 18th Street, Suite 1000, Denver, CO 80202. Tel: 303-863-0900; e-mail: Pleger@policy-studies.com. N/A 2004 2016-11-21

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Yes Adult Education Elementary Secondary Education Family Literacy Federal Legislation High Risk Students Higher Education Homeless People Runaways Youth Programs Levin-Epstein, Jodie, Ed. Greenberg, Mark H., Ed. Collected Works - General Reports - Descriptive Adult Education Amendments 1988 Student Disengagement Congress Student Engagement Higher Education Act 1980 Workforce Investment Act 1998 Individuals with Disabilities Education Act Runaway and Homeless Youth Act 1974 Higher Education Act 1980 Individuals with Disabilities Education Act Workforce Investment Act 1998 Center for Law and Social Policy, Washington, DC. English This report discusses six programs being considered by the 108th Congress for reauthorization, focusing on policies designed to assist disconnected and at-risk youth. The review seeks to identify how the programs do or do not consider at-risk or disconnected youth ad how such programs might be improved. After an introduction by Alan Houseman, six papers include: "The Adult Education and Family Literacy Act and Disconnected Youth" (Cynthia G. Brown and Andy Hartman); "The Higher Education Act and Disconnected Youth" (Thomas R. Wolanin); "The Individuals with Disabilities Education Act and Disconnected Youth" (Cynthia G Brown and Jennifer Mezey); "The Runaway and Homeless Youth Act and Disconnected Youth" (Bob Reeg); "The Temporary Assistance for Needy Families Program and Disconnected Youth" (Jodie Levin-Epstein); and "The Workforce Investment Act and Disconnected Youth" (Nisha Patel and Steve Savner). (Contains 37 endnotes.) (SM) ED478271 Leave No Youth Behind: Opportunities for Congress To Reach Disconnected Youth. 2003-07-00 William and Flora Hewlett Foundation, Palo Alto, CA. 111 Center for Law and Social Policy, 1015 15th Street, N.W., Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. N/A 2004 2016-11-21

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Yes Classification Racial Differences Racial Discrimination Research Needs Scientific Research Social Science Research Socioeconomic Status Opinion Papers American Sociological Association Social Justice American Sociological Association, Washington, DC. English This statement describes the basis for the American Sociological Association's (ASA) position regarding scientific research on race, illustrating the importance of such data to further scientific investigation and inform public policy. Race is a complex, sensitive, and controversial topic in scientific discourse and public policy. The controversy addresses such issues as causes and consequences of racial inequality, whether or not to continue using racial classification to assess the role and consequences of race, and conditions under which racial classification promotes racial division. Some scholarly and civic leaders have proposed that the government stop collecting data on race, asserting that the concept of race has no validity in their fields. However, significant social science research documents the role of race in primary social institutions and environments (criminal justice, education, health, job markets, and neighborhoods). Research illustrates how racial hierarchies are embedded in daily life. Growth among some racial and ethnic groups and diversification of the nation's racial and ethnic composition underscore the need for expanded research on these groups' health and socioeconomic status. Sociologists have long examined how race is used to place people in categories. The ASA asserts that measuring differential experiences, treatment, and outcomes across racial categories is necessary to track disparities and inform policymakers to achieve greater social justice. (Contains 44 references.) (SM) ED478272 Statement of the American Sociological Association on the Importance of Collecting Data and Doing Social Scientific Research on Race. 2003-00-00 16 American Sociological Association, 1307 New York Avenue, N.W., Suite 700, Washington, DC 20005-4701. Tel: 202-383-9005; e-mail: research@asanet.org; Web site: http://www.asanet.org. N/A 2004 2016-11-21

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Yes Adolescents Attitude Measures Drug Abuse Drug Education Mass Media Effects Parent Child Relationship Parenting Skills Parents Program Effectiveness Hornik, Robert Maklan, David Cadell, Diane Prado, Amalia Barmada, Carlin Jacobsohn, Lela Orwin, Robert Sridharan, Sanjeev Zador, Paul Southwell, Brian Zanutto, Elaine Baskin, Robert Chu, Adam Morin, Carol Taylor, Kristie Steele, Diane Reports - Evaluative Public Awareness Westat, Inc., Rockville, MD. English The National Youth Anti-Drug Media Campaign was intended to reduce and prevent drug use among youth by addressing them directly, as well as indirectly by encouraging parents and other adults to take actions known to affect youth drug use. Intervention components included television, radio, other advertising, and public relations efforts (such as community outreach and institutional partnerships). This report includes data from the National Survey of Parents and Youth, which represents U.S. youth, living at home, and their parents. Youth and parent questionnaires measured exposure to messages of the Media Campaign and other anti-drug messages. The youth survey examined beliefs, attitudes, intentions, and behaviors regarding drugs and other factors known to relate to drug use or likely to make youth more or less susceptible to Media Campaign messages. The parent questionnaire measured beliefs, attitudes, intentions, and behaviors regarding interactions with their children. Overall, most parents and youth recalled Campaign anti-drug messages. The Campaign resulted in favorable changes in four out of five parent belief and behavior outcome measures, including talking about drugs with, and monitoring of, children. There was no evidence of indirect effects on youth behavior as a result of parent Campaign exposure. There was little evidence of direct favorable Campaign effects on youth. (Contains 11 figures.) (SM) ED478273 Evaluation of the National Youth Anti-Drug Campaign: Fourth Semi-Annual Report of Findings. Executive Summary. 2003-06-03 National Inst. on Drug Abuse (DHHS/PHS), Rockville, MD. 29 For full text: http://www.drugabuse.gov/despr/westat/ N/A 2004 2016-11-21

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Yes Bullying Conflict Resolution Cultural Pluralism Decision Making Educational Environment Elementary Secondary Education Emotional Development Emotional Response Family Life Friendship Interpersonal Communication Parent Responsibility Problem Solving School Safety Sex Bias Sexual Harassment Suicide Teacher Responsibility Violence Nadeau, Debra Fuchs LaRue, Candace Mayer Allen, Jennifer Cohen, Jonathan Hyman, Lauren Guides - Non-Classroom Anger Management Gangs Social Justice English This guide describes a series of ways to translate research findings and general ideas on youth violence into day-to-day teaching and learning in homes and schools. Five sections include: (1) "Teaching and Learning Core Social Emotional Competencies" (e.g., what educators, counselors, and parents can do, and promoting core social and emotional competencies such as connecting with oneself and others, communicative capacities, impulse control/anger management, problem solving, decision making, cooperative capacities, forming and maintaining friendships, recognizing and appreciating diversity and differences, and altruistic capacities); (2) "Creating a Safe, Caring and Responsive Environment at Home and in School" (e.g., what schools and parents can do, key components of a comprehensive school-wide plan, characteristics of a safe and responsive school environment, strategies that promote collaboration, and community activities that enhance the environment for children); (3) "Implementing Change in School Climate"; (4) "Addressing Areas of Concern" (bullying, hate and harassment, sexual harassment, gender issues, relationship violence, gangs, and suicide). Includes a resource list of web sites and publications. (SM) ED478274 Respect: Interpersonal Violence Prevention Resource Guide, "Stopping Youth Violence before It Begins." 2002-00-00 109 New York State Center for School Safety, 175 Route 32 North, New Paltz, NY 12561. Tel: 845-255-8989; Fax: 845-255-3836; Web site: http://www.mhric.org/scss. N/A 2004 2016-11-21

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Yes Academic Achievement Asian American Students Black Students Diversity (Student) Hispanic American Students Multiracial Persons Parenting Styles Racial Differences Racial Identification Secondary Education Socioeconomic Status White Students Herman, Melissa R. Reports - Research Achievement Gap Northwestern Univ., Evanston, IL. Inst. for Policy Research. English This paper describes the achievement patterns of a sample of 1,492 multiracial high school students and examines how their achievement fits into existing theoretical models that explain monoracial differences in achievement. These theoretical models include status attainment, parenting style, oppositional culture, and educational attitudes. The results replicate previous findings about the racial hierarchy of academic achievement among monoracial youth and demonstrate the similarity of the hierarchy within biracial groups: part-black and part-Latino youth fare poorly while part-White and part-Asian youth achieve the most. Furthermore, multiracial students who self-identify as black or Latino achieve less in school than those who identify as White or Asian. However, unlike previous findings, this paper shows that racial identity and experiences of racism are not strong factors in explaining the achievement of multiracial or monoracial students. Instead, the school achievement of multiracial students is related to some mix of the variables present in explanations for each monoracial group. (Contains 52 references.) (SM) ED478275 The Black-White-Other Test Score Gap: Academic Achievement among Mixed Race Adolescents. Institute for Policy Research Working Paper. 2002-00-00 41 Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL 60208-4100. Tel: 847-491-3395; Fax: 847-491-9916; e-mail: ipr@northwestern.edu; Web site: http://www.northwestern.edu/IPR. N/A 2004 2016-11-21

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No After School Programs Community Involvement Elementary Secondary Education Extended School Day Financial Support Governance Local Government Partnerships in Education Program Evaluation Public Schools School Community Relationship Urban Schools Hall, Georgia Harvey, Brooke Reports - Descriptive New York (New York) Seattle Public Schools WA Boston Public Schools MA Denver Public Schools CO Los Angeles County Schools CA New York (New York) Wellesley Coll., MA. National Inst. on Out-of-School Time. English This paper highlights the experiences of several citywide after school initiatives from the Cross-Cities Network, describing activities and strategies that contributed to building operational and sustainable citywide delivery of out-of-school time programs. The paper presents evidence of success and notes lessons learned, identifying key elements for building high quality citywide initiatives and exploring the processes taken to get there. The eight initiatives profiled were chosen because they represent diverse approaches to organizing citywide after school initiatives. Each program has a different history and differs widely on structure, governance, mission, goals, strategies, scope of service, roles, functions, and funding. Information about each initiative was obtained through network meetings, site visits, surveys, phone calls, interviews, and publications. The initiatives are: Denver Public Schools, Department of Community Education, Denver, Colorado; the After- School Corporation, San Diego, California; San Diego "6 to 6," San Diego, CA; Boston 2:00-6:00 After-School Initiative, Boston, Massachusetts; St. Louis Public Schools, Community Education Initiative, St. Louis, Missouri; San Francisco Beacon Centers, San Francisco, California; Beyond the Bell, Los Angeles, California; and Project Lift-Off, Seattle, Washington. Three appendices present an overview of the Cross-Cities Network, elements for building Citywide Afterschool Initiatives, and data table of Cross-Cities Network Initiatives. (SM) ED478276 Building and Sustaining Citywide Afterschool Initiatives: Experiences of the Cross-Cities Network Citywide Afterschool Initiatives. 2002-11-00 59 National Institute on Out-of-School Time, Center for Research on Women, Wellesley College, 106 Central Street, Wellesley, MA 02481-8203. Tel: 781-283-2547. For full text: http://www.niost.org/publications.html. N/A 2004 2016-11-21

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Yes Access to Education Court Litigation Desegregation Litigation Diversity (Student) Elementary Education Equal Education Racial Balance Racial Factors State Aid State Legislation Transfer Students Legal/Legislative/Regulatory Materials English In this litigation, parents of elementary school students in Lynn, Massachusetts, challenge their city's school assignment plan, the Lynn Plan, because it takes race into account in permitting children to transfer from their neighborhood schools to other schools within the district. Since implementation of the Lynn Plan entitles the Lynn Public Schools to certain additional aid from the Commonwealth of Massachusetts under the state's Racial Imbalance Act, the plaintiffs also challenge the state law on its face and as applied in this case. Both the Lynn Plan and the state laws under which it was enacted, they say, violate the Constitutions of the United States and Massachusetts, as well as various federal civil rights statutes. They petition the Court to invalidate the Lynn Plan and enjoin the defendants from employing racial classifications in student assignments and in the distribution of state aid. The Court dismisses the plaintiffs' claims and enters judgment in favor of the defendants. It concludes that nothing in the constitutional or statutory law of the United States or the Commonwealth of Massachusetts mandates dismantling of the Lynn Plan and thus undermining defendants' efforts to run a thriving, multiracial, and successful school system. (SM) ED478277 United States District Court for the District of Massachusetts: Samantha J. Comfort, on Behalf of Her Minor Child and Friend, Elizabeth Neumyer, et al., Plaintiffs, v. Lynn School Committee, et al., Defendants, and, Commonwealth of Massachusetts, Defendant-Intervenor. Todd Bollen, et al., Plaintiffs, v. Lynn School Committee, et al., Defendants. 2003-06-06 177 N/A 2004 8/19/2004 22:09:14 RIEFEB2004 Produced by U.S. District Court, District of Massachusetts.

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Yes Blacks Child Welfare Employment Level Mothers One Parent Family Poverty Socioeconomic Status Welfare Reform Pardue, Melissa G. Reports - Descriptive Temporary Assistance for Needy Families Temporary Assistance for Needy Families Heritage Foundation, Washington, DC. English This report asserts that welfare reform has been very successful in reducing child poverty. For a quarter-century prior to reform, black child poverty and poverty among single mothers remained virtually constant. Six years after reform, poverty among both groups dropped rapidly, reaching the lowest levels in U.S. history. Welfare rolls have plummeted, employment of single mothers has increased dramatically, and child hunger has declined substantially. In all recessions since the beginning of the war on poverty in the mid-1960s, child poverty has increased sharply, but in the 2001 recession, child poverty did not rise at all. Black children are perhaps the ones enjoying the most success from welfare reform, with 1.2 million black children released from poverty since 1996. While many black children still live in poverty, hundreds of thousands are better off than they were 6 years ago. For every black child whose economic condition has worsened in the past 6 years, six black children have risen out of poverty. The status of black children in extreme poverty varies depending on the measure of income used in the analysis. The report concludes that Congress must strengthen work requirements in the reauthorization of welfare reform by challenging and engaging America's most vulnerable families still in poverty so they can realize their full potential. (Contains 9 footnotes.) (SM) ED478278 Sharp Reduction in Black Child Poverty Due to Welfare Reform. The Heritage Foundation Backgrounder. 2003-06-12 8 Heritage Foundation, 214 Massachusetts Avenue, N.E., Washington, DC 20002-4999. Tel: 202-546-4400; Web site: http://www.heritage.org. N/A 2004 2016-11-21

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Yes Affirmative Action College Admission Diversity (Student) Equal Education Federal Legislation Higher Education Minority Groups Policy Formation Selective Admission Reports - Descriptive Grutter et al v Bollinger et al Supreme Court University of Michigan Bakke v Regents of University of California Gratz et al v Bollinger et al Bakke v Regents of University of California Gratz et al v Bollinger et al Grutter et al v Bollinger et al Harvard Civil Rights Project, Cambridge, MA. English On June 23, 2003, the United States Supreme Court upheld the constitutionality of race-conscious admissions policies designed to promote diversity in higher education. The Grutter versus Bollinger decision upheld the University of Michigan Law School race-conscious admissions policy as constitutional. However, in Gratz versus Bollinger, it held that the University's current undergraduate admissions policy was not narrowly tailored to advance an interest in diversity because it was not sufficiently flexible and did not provide enough individualized consideration of applicants to the University. This paper analyzes the University of Michigan cases and discusses their impact on higher education policymaking and on the constitutional assessment of affirmative action programs. Part one examines the U.S. Supreme Court's opinions in the Grutter and Gratz cases and discusses the constitutional boundaries for race-conscious admissions policies established by the Court. Part two examines the appropriate use of race in higher education admissions policies, as well as race-conscious financial aid, recruitment, and support programs. Part three examines the potential impact of the decisions on areas outside of higher education, including K-12 education and employment. (SM) ED478279 Reaffirming Diversity: A Legal Analysis of the University of Michigan Affirmative Action Cases. A Joint Statement of Constitutional Law Scholars. 2003-07-00 31 The Civil Rights Project, Harvard University, 125 Mt. Auburn Street, 3rd Floor, Cambridge, MA. Tel: 617-496-6367; Fax: 617-495-5210; e-mail: crp@harvard.edu; Web site: http://www.civilrightsproject.harvard.edu/. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Economically Disadvantaged Educational Policy Educational Quality Elementary Secondary Education Equal Education Federal Legislation Special Needs Students Guides - Non-Classroom No Child Left Behind Act 2001 Progress Monitoring No Child Left Behind Act 2001 Education Trust, Washington, DC. English This guide summarizes the accountability requirements of Title I of the No Child Left Behind Act (NCLB), presenting a five-step process to help states decide whether schools are making adequate yearly progress (AYP): states determine what all students should know and be able to do; states calculate the starting point for AYP; states set specific targets to measure whether all groups of students are making AYP in language arts and math; states measure the performance of students, schools, and school districts; and states are required to take steps to help students in schools that do not make AYP. The next section examines what AYP does not mean for states, schools, and students, addressing such myths as: states or schools that do not make AYP will be penalized by losing federal funding; the federal government will determine whether or not local schools are succeeding; AYP penalizes states with high standards and creates incentives for states to lower their standards; an unreasonably large number of successful schools will be identified as needing improvement; schools that educate the most severely disabled students will be penalized under AYP formulas; and AYP means that schools must improve test scores every single year to avoid being labeled as needing improvement. (SM) ED478280 The ABCs of "AYP": Raising Achievement for All Students. 2003-04-00 9 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Census Figures Educational Attainment Employment Level Family Characteristics Family Income Geographic Distribution Graduation Hispanic Americans Mexican Americans Population Trends Poverty Residential Patterns Secondary Education Socioeconomic Status Urban Areas Wages Ramirez, Roberto R. de la Cruz, G. Patricia Numerical/Quantitative Data Reports - Research Census 2000 Current Population Survey Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report describes the Hispanic population in the United States in 2002 using data collected by the U.S. Census Bureau in the Annual Demographic Supplement to the March 2002 Current Population Survey. Results indicate that more than one in eight people in the United States are of Hispanic origin. Hispanics are more geographically concentrated than non-Hispanic Whites, and they are more likely to live inside central cities of metropolitan areas. Hispanics are more likely than non-Hispanic Whites to be under age 18. Two in five Hispanics are foreign born. Hispanics live in family households that tend to be larger than those of non-Hispanic Whites. More than two in five Hispanics age 25 and older have not graduated from high school. Educational attainment varies among Hispanics. Hispanics are much more likely than non-Hispanic Whites to be unemployed. Hispanics and non-Hispanic Whites have different occupational distributions. Hispanic workers earn less than non-Hispanic white workers. Hispanics are more likely than non-Hispanic Whites to live in poverty. (SM) ED478281 The Hispanic Population in the United States: March 2002. Population Characteristics. Current Population Reports. 2003-06-00 9 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-763-4636; e-mail: pop@census.gov. For full text: http://www.census.gov/population/www/socdemo/hispanic.html. N/A 2004 2016-11-21

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Yes Citizenship Educational Attainment Elementary Secondary Education Employment Level Family Status Foreign Countries Geographic Distribution Graduation Immigrants Population Trends Poverty Urban Areas Wages Schmidley, Dianne Numerical/Quantitative Data Reports - Research Foreign Born Mexico Census 2000 Central America Current Population Survey Mexico Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report describes the foreign-born population of the United States in 2002, using data from the U.S. Census Bureau's Current Population Survey. Overall, more than one-third of the foreign-born population is from Mexico or another Central American country. The foreign-born are more likely to live in the west, while natives are more likely to live in the south. The foreign-born are more likely than the native population to live in central cities of metropolitan areas. They are more likely than natives to be age 18-64 years. More than one in three foreign-born are naturalized citizens. The foreign-born live in family households that are larger than those of natives. Two out of three of the foreign-born have graduated from high school. Educational attainment varies by region of birth among the foreign-born. The foreign-born are more likely than natives to be unemployed. They earn less and are more likely to live in poverty than natives. (SM) ED478282 The Foreign-Born Population in the United States: March 2002. Population Characteristics. Current Population Reports. 2003-02-00 9 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-763-4636; e-mail: pop@census.gov. For full text: http://www.census.gov/population/www/socdemo/foreign.html. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Child Welfare Economic Factors Elementary Secondary Education Employed Parents Employment Patterns Family Life Parent Child Relationship Parent Education Welfare Recipients Welfare Reform Pareja, Amber Stitziel, Lewis, Dan A. Reports - Research Personal Responsibility and Work Opp Recon Act Temporary Assistance for Needy Families Personal Responsibility and Work Opportunities Reconciliation Act Temporary Assistance for Needy Families Northwestern Univ., Evanston, IL. Inst. for Policy Research. English The 1996 welfare reform act forced many poor parents into the labor market, with little understanding of how the parents' workforce participation would affect family life in general and their children in particular. In this paper, researchers examine the relationship between parental workforce participation, welfare receipt, and children's academic outcomes for a random sample of welfare mothers and their children. The findings show that children whose parents transitioned from not working in Wave 1 to working in Wave 2 were significantly more likely to be achieving academically--receiving As and Bs--at Wave 2. Parental employment at Wave 2 was not found to be a positive factor in all cases, however. Researchers found that children whose parents were employed in both waves were significantly less likely to receive As and Bs at Wave 2 than were children whose parents transitioned from not working to working. Researchers also found that receiving welfare during Wave 2 had a positive relationship with receiving As and Bs at Wave 2, which suggests that welfare payments may be a protective factor for families. The researchers argue that parental employment may be beneficial for children's academic achievement, particularly if families are able to continue receiving welfare benefits. (Contains 23 references.) (SM) ED478283 The Impact of Welfare Reform on Academic Outcomes: Does Parental Work Boost Grades? Institute for Policy Research Working Paper. 2002-11-00 26 Institute for Policy Research, Northwestern University, 2040 Sheridan Road, Evanston, IL 60208-4100. Tel: 847-491-3395; Fax: 847-491-9916; e-mail: ipr@northwestern.edu; Web site: http://www.northwestern.edu/IPR. N/A 2004 2016-11-21

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Yes Accountability Criticism Disabilities Educational Finance Educational Vouchers Elementary Secondary Education Government Role Politics of Education Private Education Privatization Public Education Public Opinion School Choice Jacob, Matt Opinion Papers Religious Right English This paper asserts that government responsibilities in education and the strong connection of Americans with their public schools are being tested, as a network of Religious Right groups, free-market economists, ultraconservative columnists, and others use vouchers as a vehicle to achieve their ultimate goal of privatizing education. Their long-term goal is to make all schooling an activity supplied by private sources. The movement believes that targeted voucher plans give them a foot in the door toward achieving this goal. The paper discusses the deeper agenda; the incremental achievement of privatization; roots of the voucher movement; other privatization strategies; spinning the voucher message; what privatization would mean; the education market; those left behind by privatization; and the unreceptive public. The paper explains that many pro-privatization groups offer two messages (one for committed followers and another for the broader public). It notes that many private schools are unlikely to accommodate significant numbers of additional students in a privatized system, cautioning that vouchers can lead to hastily created "fly-by-night" private schools unable to provide quality education. An appendix lists elective officials, right-wing leaders, and other prominent individuals who have signed the Alliance for the Separation of School and State's anti-public school proclamation or publicly offered support to the Alliance. (Contains 178 endnotes.) (SM) ED478284 The Voucher Veneer: The Deeper Agenda To Privatize Public Education. Special Report. 2003-07-00 36 People for the American Way Foundation, 2000 M Street, N.W., Suite 400, Washington, DC 20036. Tel: 202-467-4999; Tel: 800-326-7329 (Toll Free); e-mail: pfaw@pfaw.org; Web site: http://www.pfaw.org. N/A 2004 2016-11-21

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Yes Applied Linguistics Business Education Business English Communication Skills Communicative Competence (Languages) Conversational Language Courses Economics Education Educational Research Elementary Secondary Education Faculty Advisers Higher Education Language Proficiency Language Usage Second Language Learning Johnson, David Cassels, Ed. Hult, Francis M., Ed. Books Collected Works - Serials Conversation Language Contact Pennsylvania Univ., Philadelphia. Graduate School of Education. English This collection of articles includes the following: "Second Language Acquisition Research and Applied Linguistics" (Teresa Pica); "'Communicative Lingerings': An Exploratory Study of the Experience of 'Foreign' Communicative Features in the Interactions of American Expatriates after Reentry" (Laura Sicola); "Acquiring Business English in a Quasi-Natural Business Environment: A Method of Teaching Business English to Students of Business and Economics" (Oleg Tarnopolsky and Svitlana Kozhushko); "Closing the Advising Session" (Mihyon Jeon); and "Languages in Education Dissertations." (SM) ED478285 Working Papers in Educational Linguistics, 2003. Working Papers in Educational Linguistics v18 n2 2003 2003-00-00 120 Language in Education Division, Graduate School of Education, University of Pennsylvania, 3700 Walnut Street, Philadelphia, PA 19104-6216. E-mail: wpel@gse.upenn.edu; Web site: http://www.gse.upenn.edu/wpel. N/A 2004 2016-11-21

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Yes Applied Linguistics Cognitive Processes Interlanguage Language Research Language Universals Morphemes Second Language Learning Verbs Word Order Pica, Teresa Journal Articles Reports - Descriptive Questions English This paper provides an overview of second language acquisition (SLA) research over the past several decades and highlights the ways in which it has retained its original applied and linguistic interests and enhanced them by addressing questions about acquisition processes. After discussing disciplinary contexts (SLA research and applied linguistics and SLA research and language acquisition studies), the paper focuses on traditions, trends, concerns, and controversies. It reviews research on the linguistic sequences of interlanguage development (morpheme accuracy order, verbal and phrasal negatives question formation, relativization, and word order) and research on SLA processes (language universals; linguistic universals; cognitive theories; cognitive processes, input, and interaction; and cognitive processes and evidence). The paper illustrates that SLA research has become increasingly bi-directional and multi-faceted in its applications, suggesting that these many applications to and from the study of SLA reflect the robustness and vitality of the field. (Contains 90 references.) (SM) ED478286 Second Language Acquisition: Research and Applied Linguistics. Working Papers in Educational Linguistics v18 n2 p1-26 2003 2003-00-00 26 N/A 2004 2016-11-21

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Yes Acculturation Communication Skills Cultural Differences Ethnography Foreign Countries Interpersonal Communication Interviews Language Usage Second Language Learning Sicola, Laura Journal Articles Reports - Research Repatriation Language Contact English This study identified ways that experiences living abroad affected Americans' communicative behavior upon repatriation. Participants were seven adult re-entrants who had lived abroad for at least 1 year and had recently returned to the United States. Five were English teachers, and three had worked in other areas of social service and development. Six were European Americans, and one was Arab American. Language proficiency ranged from being fluent in two or three language varieties and conversant in others, to being minimally functional in the host country's language but only truly comfortable in standard American English. Data from ethnographic interviews provided information on three common areas in which communicative behaviors and perceptions learned abroad continued to manifest themselves after re-entry: linguistic/paralinguistic lingerings (uttering a phrase in the host country's language without realizing it); expectations for interaction: interactional lingerings (common recognitions regarding changes in interpersonal behavior that appeared connected to issues of physical and social distance); and perceptive lingerings (feeling overwhelmed back home in certain environments). The paper provides examples of these areas, noting reasons for their occurrence (emotional state, level of acculturation achieved abroad, appreciation for the host country and culture, and sequencing of experiences). (SM) ED478287 "Communicative Lingerings": An Exploratory Study of the Emergence of "Foreign" Communicative Features in the Interactions of American Expatriates after Reentry. Working Papers in Educational Linguistics v18 n2 p27-53 2003 2003-00-00 28 N/A 2004 2016-11-21

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Yes Business Education Business English Economics Education English (Second Language) Higher Education Second Language Instruction Second Language Learning Simulation Teaching Methods Tarnopolsky, Oleg Kozhushko, Svitlana Journal Articles Reports - Descriptive English This article discusses a method of organizing Business English studies for students who learn it as a foreign language at schools of business and universities outside English-speaking countries. These students typically lack both previous practical experience in business and opportunities to watch business being done in English or to participate themselves in real-life business communication in English. That puts additional obstacles in the way of language acquisition. The suggested method is based on creating a quasi-natural business environment in the classroom where students acquire Business English through continuous simulation. A pilot study indicates that this approach may improve on existing methods. Four appendixes present the following: examples of tasks used in the course of Business English for organizing continuous simulation in the classroom; examples of project tasks used in the course; samples of materials for listening and reading tasks; and a questionnaire for students' evaluation of the coursebook and methods used. (Contains 18 references.) (Author/SM) ED478288 Acquiring Business English in a Quasi-Natural Business Environment: A Method of Teaching Business English to Students of Business and Economics. Working Papers in Educational Linguistics v18 n2 p55-88 2003 2003-00-00 36 N/A 2004 8/19/2004 22:09:45 RIEFEB2004 In: Working Papers in Educational Linguistics, 2003; see FL 027 736.

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Yes Communicative Competence (Languages) Conversational Language Courses English (Second Language) Faculty Advisers Higher Education Language Proficiency Second Language Learning Jeon, Mihyon Journal Articles Reports - Research Conversation English This study investigates closing patterns for an institutional conversation in an ELP (English Language Program) at a university in the United States, noting the relationship between the closing patterns of the participants and their level of proficiency in English. By indicating that ESL learners, especially beginners, face difficulty in closing conversations successfully, this study draws attention to a need to provide appropriate instruction on closings. This study also demonstrates that as ESL students' proficiency level increases, their conversational closings become less marked. Finally, it suggests what to teach ESL learners to help them in performing unmarked closings in advising sessions. Instruction on the four subsections of this type of closing would be useful for ESL students. Information about marked and unmarked closings would help them to terminate conversations felicitously. (Contains 12 references.) (Author/SM) ED478289 Closing the Advising Session. Working Papers in Educational Linguistics v18 n2 p89-106 2003 2003-00-00 20 N/A 2004 2016-11-21

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Yes Academic Achievement Bilingual Education Programs Elementary Education English (Second Language) High Risk Students Limited English Speaking Literacy Longitudinal Studies Second Language Learning Spanish Two Way Immersion Programs Lopez, Maria G. Tashakkori, Abbas Reports - Research Speeches/Meeting Papers Achievement Gap English This study investigated the effect of a bilingual education program on the achievement gap in language development between at-risk kindergarten students with minimal English proficiency and students who were proficient English speakers. Limited English Proficient (LEP) students were included in an Extended Foreign Language (EFL) program designed to develop and maintain students' language and literacy skills in two languages: English and Spanish. Participating students were identified as at-risk because they performed at significantly lower levels than students in the comparison group. Participants received instruction in English 70 percent of the time and Spanish 30 percent of the time. These students' academic performance was compared to that of a group of LEP and non-LEP students who attended the same school but did not participate in the EFL program. Progress was tracked for 2 years. Data from students' pretest-posttest scores indicated that at-risk students participating in the EFL program made adequate academic progress during the 2 years of the study. By the end of the second year, there were no statistically significant differences between the at-risk and the comparison groups in any of the seven indicators of verbal and academic development or in the standardized achievement test Scholastic Reading Inventory. (Contains 15 references.) (SM) ED478290 Utilizing Two-Way Bilingual Education for Reducing the Achievement Lag of LEP Students in Primary Grades: A Longitudinal Study. 2003-04-22 9 N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Learning Strategies Limited English Speaking Second Language Instruction Teaching Methods Reed, Bracken Railsback, Jennifer Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 Northwest Regional Educational Lab., Portland, OR. English This booklet presents practical, research-based principles and instructional strategies that mainstream teachers can use to meet the needs of linguistically diverse students who are English Language Learners (ELLs), focusing on the following: "In Context: English Language Learners and No Child Left Behind"; "The Implications of No Child Left Behind for the Mainstream Teacher"; "Instructional Methods and Program Models for Serving English Language Learners: An Overview for the Mainstream Teacher"; "Overview of Second Language Acquisition Theory"; "General Principles for Teaching ELL Students" (a sampling of teaching strategies, examples of instructional strategies linked to appropriate language acquisition stages, and ten things the mainstream teacher can do today to improve instruction for ELL students); and "Conclusion." The booklet profiles several Northwest schools where teachers are working to improve the achievement of their ELL students. Schools with higher and lower percentages of ELL students, and schools in both rural and urban areas, are profiled to show how strategies are used in different contexts. An appendix presents forthcoming research on ELLs. A list of relevant resources is included. (Contains 56 references.) (SM) ED478291 Strategies and Resources for Mainstream Teachers of English Language Learners. By Request Series. 2003-05-00 Department of Education, Washington, DC. Practitioners Teachers 84 Northwest Regional Educational Laboratory, 101 Southwest Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-9720; Web site: http://www.nwrel.org/request. N/A 2004 2016-11-21

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Yes Bilingual Students Chinese Chinese Americans Elementary Secondary Education Language Proficiency Learning Motivation Listening Skills Reading Skills Reading Writing Relationship Second Language Instruction Student Motivation Whole Language Approach Writing Skills Su, Ya-Chen Reports - Research English In recent years, the rate of Chinese immigrants to the United States has been increasing. Chinese parents desire that their Chinese-American children learn Chinese as a second language. The purpose of this study is to examine the effects on four American-born Chinese children when the researcher, as an instructor, employed whole language instruction with predictable materials in teaching Chinese as a second language. The teaching tenets and strategies were based on the principles of the whole language approach: child-centered curriculum; the integrity of listening, reading, writing, and speaking; a whole-to-part process; and the interaction of language activities both socially and personally. Three types of data were collected: (1) classroom observation by means of the observer's field notes and after-class notes of children's behaviors; (2) interviews with the children; and (3) content analysis of children's written work during the study period. Results show that predictable materials and a whole language approach can be effective in teaching bilingual children to read, write, speak, and listen in their second language, Chinese. (Contains 29 references.) (Author/SM) ED478292 How the Whole Language Approach Using Predictable Strategies Motivates Bilingual Children Learning To Read and Write Chinese as a Second Language. 2003-05-00 51 N/A 2004 8/19/2004 22:09:57 RIEFEB2004

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No Colleges Diversity (Student) Enrollment Management Enrollment Trends Futures (of Society) Higher Education Strategic Planning Universities Williams, Thomas Collected Works - Serials Reports - Descriptive Association of Governing Boards of Universities and Colleges, Washington, DC. English This issue explores enrollment strategies colleges and universities will need to serve students in the future. Resources are scarce, and the expectations of the public are changing. Students in the near future will be more numerous, more diverse, and possibly less prepared than any preceding generation. Institutions of higher education will need to accommodate accelerating change. Leaders of higher education institutions will prepare for new enrollment if they: (1) exert the full leadership authority vested in the board and chief executive; (2) anticipate changing market forces; (3) revisit the institution's mission; and (4) align the institution behind its goals. Along with changing enrollment, institutions will need to increase student persistence. It will be necessary both to find and to keep underserved students. Colleges and universities that are successful in the future will alter their capacity to meet demand, invest in distance education and developmental and remedial programs, form strategic partnerships, and develop new funding strategies. Several program descriptions in sidebars describe adjustments institutions are making to meet new enrollment needs. (SLD) ED478293 Enrollment Strategies To Serve Tomorrow's Students. Priorities n21 Spr 2003 2003-00-00 18 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A 2004 8/19/2004 22:09:59 RIEFEB2004 Published three times per year. Theme issue. For issue number 20 (Fall 2002), see ED 467 769.

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No College Students Community Colleges Enrollment Projections Enrollment Trends Full Time Students Graduate Students Higher Education Part Time Students Public Colleges Tables (Data) Keller, Michael J. Numerical/Quantitative Data Reports - Descriptive Maryland Maryland Maryland State Higher Education Commission, Annapolis. English This document presents enrollment projections for the public colleges and universities in Maryland through 2012. There are headcount projections for each higher education institution, with breakdowns by full- and part-time undergraduates, and, as applicable, full- and part-time graduate/professional students. Full-time equivalent (FTE) and full-time day equivalent (FTDE) projections were calculated, and projections were also developed for state-eligible FTE noncredit continuing education enrollments at the community colleges. Total headcount enrollment at Maryland public higher education institutions is expected to increase by 24%, or more than 59,000 students, in 2012. This is 4,000 students more than the forecast for the 2002-2011 period the previous year, and it reflects a more optimistic view of growth expected at the community colleges. Total enrollments in the next 10 years are expected to grow 18% at the community colleges and 29% at the 4-year campuses. FTE and FTDE enrollments at the community colleges are expected to increase by 19%, and FTE and FTDE figures are projected to increase by 20% and 11% respectively at the public 4-year institutions. Of the anticipated additional students by 2012, 77% will be undergraduates, but only 38% will be full-time undergraduates. (SLD) ED478294 Enrollment Projections, 2003-2012: Maryland Public Colleges and Universities. 2003-06-00 28 For full text: http://www.mhec.state.md.us/publications/research/ AnnualReports/EnrollmentProjects2003-2012.pdf. N/A 2004 2016-11-21

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Yes Activism Administrator Effectiveness Administrators College Administration College Students Communication (Thought Transfer) Higher Education Student Attitudes Ropers-Huilman, Becky Carwile, Laura Barnett, Kathy Reports - Research English The perceptions of student activists about college administrators were studied. For purposes of the study, which was part of a larger exploration of student activism, activists were defined as college students who were both involved in and committed to social change. Also studied was the type of relationship student activists would like to have with university officials. Interviews were conducted with 24 student activists at 1 university. Data strongly support the idea that student activists perceive administrators as antagonists. Student activists often interpreted the opposition they experienced in their relations with administrators as representative of administrators' desire to disempower students through ignoring them or keeping crucial information from them. A few activists did recount positive experiences during which they through administrators had been supportive, and most of this support came in the form of availability for communication and access to institutional resources. Data also suggest that many students did have challenging the system as a primary purpose, but wished instead to participate fully in a society governed by the democratic principles in which they believed. Administrators could use the lessons suggested by the student activists in this study to engage with students who take social change seriously. (Contains 23 references.) (SLD) ED478295 Working the System: Student Activists' Characterizations of and Desired Communication with Higher Education Administrators. 2003-00-00 39 N/A 2004 8/19/2004 22:10:05 RIEFEB2004

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Yes Activism Change Strategies College Students Higher Education School Culture Student Attitudes Student Participation Ropers-Huilman, Becky Carwile, Laura Lee, Crystal Barnett, Kathy Reports - Research Speeches/Meeting Papers English This study focused on how student activists' perceptions of institutional culture affect the nature and extent of their behaviors. Student activism was defined as more than just organizational involvement; instead, it implied involvement in and commitment to social change or social justice. Interviews were conducted with 26 student activists at a large public university. Student activists perceived the university to be operating within a political framework in a number of instances. Their perceptions of campus culture affected the ways they chose to participate. Students who viewed the campus culture as political were apt to attempt to form coalitions to "force" change. Those who saw the campus culture as bureaucratic were likely to seek formal positions to become a part of change. Students who saw the campus culture as primarily collegial trusted others to engage in dialogue, and those who say the culture as rational attempted to present reasonable arguments for change. Students' perceptions of campus culture depended on individual situations and individual arbiters of the culture. In this research, students seemed to believe that the most powerful arbiters were administrators. (Contains 25 references.) (SLD) ED478296 Student Activists in Higher Education: Exploring the Relationships between Perceptions of Culture and Change Strategies. 2003-04-22 17 N/A 2004 8/19/2004 22:10:08 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Citizenship Education College Role Educational History Higher Education Liberal Arts Secondary Education Rothblatt, Sheldon Opinion Papers Reports - Descriptive Association of American Colleges and Universities, Washington, DC. English This monograph deals with the dominant characteristics of liberal education as a number of historical typologies, models, or categories, and attempts, from time to time, to distinguish the claims made by defenders from reality. The typologies, chosen because of their frequent occurrence in discussions of liberal education, are: character formation, leadership, breadth, personality development, critical thinking, and general education. The discussion begins with an exploration of secondary education as a determinant of how liberal education is conceived and taught at higher levels. The monograph identifies strands of liberal education that have vanished, and it makes the case that the historical change from a university mission centered on the dissemination of knowledge to its transformation has created difficulties for inherited conceptions of liberal education. In fact, formal education may not be the only means of achieving some of the traditional ends of liberal education. Liberal education may need to be moved toward realizable objectives. Three large topics need to be considered: (1) the role of secondary education in furthering the ends of liberal education; (2) a review of the principal objectives of liberal education as historically defined; and (3) the reconsideration of what should be taught as liberal education and how it should be taught. Appendixes discuss new technologies and list participants in an international discussion of liberal education. (Contains 23 endnotes and 36 references.) (SLD) ED478297 The Living Arts: Comparative and Historical Reflections on Liberal Education. The Academy in Transition. 2003-00-00 ISBN-8-911696-93-8 86 Association of American Colleges & Universities, 1818 R Street NW, Washington, DC 20009 ($8, members; $10, nonmembers). Tel: 202-387-3760; e-mail: pub_desk@aacu.nw.dc.us. N/A 2004 8/19/2004 22:10:11 RIEFEB2004

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Yes College Students Debt (Financial) Higher Education Private Financial Support Student Financial Aid Student Loan Programs Wegmann, Catherine A. Cunningham, Alisa F. Merisotis, Jamie P. Numerical/Quantitative Data Reports - Research Institute for Higher Education Policy, Washington, DC. English Private loans also known as private-label loans or alternative loans, have long been part of the student financial aid equation, but are receiving new attention in recent years. Understanding who gets private loans and their reasons for borrowing these loans is critical for policymaking, but little research has been done. This report explores the private loan market, the practices of financial aid offices, and the perceptions of students and parents about private loans. The report explores these issues from various perspectives, drawing on nationally representative data from a variety of sources, including the National Postsecondary Student Aid Study (NPSAS), the Survey of Undergraduate Financial Aid Policies, Practices, and Procedures, data from the College Board and the"Greentree Gazette," and a survey of administrators. Different sources of research data led to the same inescapable conclusion: the use of private loans is a growing part of college financing. Estimates from various sources suggest that total private loan volume is now at least $5 billion to $6 billion per year. The total volume of private loans has now surpassed the amounts awarded annually under the Federal Student Educational Opportunity Grant, Federal Work-Study, and the Perkins Loan Program combined. Nevertheless, private loans still comprise only a small portion, about 10%, of total student loan volume. Overall, only 4% of undergraduates, 3% of graduate students, and 16% of professional students borrowed private loans in 1999-2000. Private loans appear to be facilitating student college choice, although there are a few specific groups of students for which private loans may be contributing to unmanageable loan burdens. Four appendixes contain the framework for the focus group discussions, the Web-based survey form, a description of survey respondents, and detailed tables form the NPSAS. (Contains 17 figures and 28 references.) (SLD) ED478298 Private Loans and Choice in Financing Higher Education. 2003-07-00 Education Resources Inst., Boston, MA. 117 N/A 2004 8/19/2004 22:10:15 RIEFEB2004 Project partners include: Institute for Higher Education Policy; National Association of Student Financial Aid Administrators (NASFAA); and The Education Resources Institute (TERI).

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Yes College Administration College Faculty Educational Finance Enrollment Trends Higher Education Private Colleges Public Colleges Student Characteristics Student Financial Aid Tables (Data) Tuition Marks, Joseph L. Books Numerical/Quantitative Data Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English This edition of the "Fact Book" continues a tradition that began in 1956. Comparative data and trends for colleges and universities in the states that are members of the Southern Regional Education Board are presented in a national context. The "Fact Book" contains detailed national, regional, and state data on: educational attainment and demographics; economic indicators; elementary and secondary enrollments; high school graduates; employment and unemployment; government revenues and expenditures; college-going rates; retention rates and enrollments by age, sex, racial and ethnic group, and full-time or part-time status; undergraduate, graduate, and professional-level enrollments; graduation and progression rates and degrees granted; tuition and fees; financial aid to students; characteristics and salaries of faculty and administrators; public funding for higher education; and college and university revenues and expenditures. These data can help answer questions about the effectiveness of state, local, and institutional policies. (Contains 87 tables.) (SLD) ED478299 Fact Book on Higher Education, 2003. 2003-06-00 247 Southern Regional Education Board, 592 10th street N.W., Atlanta, GA 30318. Tel: 404-875-9211; Fax: 404-872-1477; Web site: http://www.sreb.org. N/A 2004 8/19/2004 22:10:19 RIEFEB2004 For the 2000-2001 edition, see ED 454 782.

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Yes College Faculty Fringe Benefits Higher Education Job Satisfaction National Surveys Teacher Characteristics Teacher Salaries Anderson, Eugene L. Reports - Research American Council on Education, Washington, DC. Center for Policy Analysis. English This report analyzes the most complete data available on all types of higher education faculty. It examines the growth in part-time faculty and full-time nontenure track faculty using data from various sources, including national surveys by the National Center for Education Statistics. In this monograph, those faculty outside the traditional full-time tenure track are referred to as nontraditional faculty. The report also discusses the characteristics of nontraditional faculty. Results of the analysis suggest that in 1998 nontraditional faculty consisted mainly of higher education professionals with master's degrees. They were younger than traditional faculty and were likely to be female. Despite other income sources, the total income of nontraditional faculty was considerably lower than that of traditional faculty. Nontraditional faculty also received significantly less in nonmonetary compensation, such as health benefits and support for academic travel. Despite differences in pay and benefits, nontraditional and traditional faculty indicated similar levels of overall job satisfaction. Data indicate that nontraditional faculty, who now make up the majority in academe, can earn lower salaries and receive fewer benefits than their traditional colleagues, but they are almost as productive. (Contains 6 tables, 7 figures, and 10 references.) (SLD) ED478300 The New Professoriate: Characteristics, Contributions, and Compensation. 2002-00-00 30 ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item #309480: $15, plus $6.95 shipping and handling). Tel: 301-632-6757; Fax: 301-843-0159. For full text: http://www.acenet.edu/bookstore. N/A 2004 8/19/2004 22:10:22 RIEFEB2004

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No Computer Uses in Education Material Development Research Projects Secondary Education Teacher Developed Materials Web Based Instruction World Wide Web McCorkle, Sandra K. Books Guides - Classroom - Teacher Non-Print Media Web Page Design Microsoft FrontPage Microsoft Word English This book provides the classroom teacher or librarian with templates and instructions for creating Web pages for use with middle school or high school students. The pages can then be used for doing research projects or other types of projects that familiarize students with the power, flexibility, and usefulness of the Web. Part I, Technology in the Classroom, includes Chapters 1 through 9, covering the benefits of creating Project Web Pages for the classroom and practical projects for various subjects. Part II, Creating Your Own Project Web Page, comprises Chapters 10 and 11, which include step-by-step instructions for creating Project Web Pages, including working with text, graphics, and tables and creating active Internet links. Instructions are included for Microsoft FrontPage and Microsoft Word. A CD-ROM included with the book contains a template for each project and handout discussed in the book for Microsoft FrontPage (HTML files) and a template for each project and handout discussed for Microsoft Word. Contains an index. (MES) ED478301 Web Pages for Your Classroom: The Easy Way! 2003-00-00 ISBN-1-59158-009-9 Media Staff Practitioners Teachers 178 Libraries Unlimited, P.O. Box 6926, Portsmouth, NH 03802-6926 ($27.50 plus shipping); Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.lu.com/. N/A 2004 2016-11-21

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No Computer Software Selection Courseware Educational Technology Elementary Secondary Education Internet Standards Student Needs Technology Uses in Education Ivers, Karen S. Books Guides - Classroom - Teacher Technology Implementation English This book is designed to assist new and practicing teachers with implementing technology into the curriculum. It focuses on the pedagogical issues of technology--using technology as an instructional and management tool and to meet students' needs. Chapter 1 examines technology standards for teachers, how to learn more about computers, and where to find technology support at schools. Chapter 2 introduces teachers to a variety of productivity tools and resources designed to assist them with classroom management and creating instructional activities; it provides links to Internet resources, including lesson plans, online discussion groups, and professional organizations. Chapters 3 addresses how teachers can use technology to meet the needs of all students, including English language learners, gifted learners, students with physical challenges, and students with learning disabilities. Chapter 4 examines technology standards for students, as well as computer policies and issues. Chapter 5 helps teachers categorize the different types of software and make wise instructional choices; recommended software titles are listed. Chapter 6 describes Internet resources and activities for students, as well as guidelines on how teachers can use these resources. Chapter 7 offers strategies for effectively managing and assessing the use of technology in the classroom and provides examples of assessment techniques, grouping strategies, classroom computer schedules, and lesson ideas. Includes a glossary and an index. (Most chapters contain references.) (MES) ED478302 A Teacher's Guide to Using Technology in the Classroom. 2003-00-00 ISBN-1-59158-074-9 Practitioners Teachers 152 Libraries Unlimited, P.O. Box 6926, Portsmouth, NH 03802-6926 ($25 plus shipping). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.lu.com/. N/A 2004 2016-11-21

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Yes Information Technology Library Planning Library Services Professional Development Public Libraries Technology Planning Telecommunications Guides - Non-Classroom New Hampshire New Hampshire New Hampshire State Library, Concord. English This document provides a guide for writing a library technology plan. Three elements to consider are summarized: vision, mission, goals and objectives; establishing a committee; and services drive technology acquisition. Required components of an approved technology plan are listed, and a technology plan outline is presented that describes the following elements: (1) library introduction; (2) identifying and assessing trends; (3) establishing clear goals and a realistic strategy; (4) professional development strategy; (5) inventory/assessment; (6) sufficient budget and implementation process; (7) evaluation process; and (8) summary and appendices. Appendices include a framework for a simple plan for libraries that do not have a library network or online catalog and sample plans from three New Hampshire public libraries. (MES) ED478303 Writing a Library Technology Plan: Assistance for New Hampshire Libraries. 2002-00-00 Media Staff Practitioners 53 For full text: http://www.state.nh.us/nhsl/egir/techplanguide.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Confidentiality Federal Legislation Intellectual Freedom Internet Librarians Library Administration Library Collection Development Library Policy Library Services Policy Formation Public Libraries Trustees Kotch, Marianne Guides - Non-Classroom Library Bill of Rights Vermont Electronic Resources Vermont Vermont State Dept. of Libraries, Montpelier. English This document provides guidelines on policymaking for public librarians and public library trustees in Vermont. Topics covered include: (1) the importance of policies in bringing order, logic, stability, and continuity to a library's operation; (2) the roles of trustees and librarians in adopting carrying out policies; (3) reasons why policies should be written and the process of writing them; (4) policies as a reflection of the library's philosophical underpinnings; (5) "do's" for writing policies; (6) what to cover in five general areas, i.e., service philosophy, general operation of the library, collection development, personnel, and public access to electronic resources; (7) problems that might still arise in libraries with policies; (8) the confidentiality of library records; and (9) intellectual freedom. Appendices include: the Library Bill of Rights; an interpretation of the Library Bill of Rights regarding access to electronic information, services, and networks; the "Freedom to Read" statement; guidelines from the Vermont State Library on compliance with the Neighborhood Children's Internet Protection Act; guidelines for trustees' by-laws; a list of publications and Web sites for further reading; a sample form for challenging library materials; and sample policies from four libraries. (MES) ED478304 Policymaking for Vermont Public Librarians and Trustees. 2002-06-00 Institute of Museum and Library Services, Washington, DC. Media Staff Policymakers Practitioners 92 N/A 2004 2016-11-21

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Yes Exhibits Library Collection Development Library Collections Library Materials Library Services National Libraries United States History Lamolinara, Guy, Ed. Dalrymple, Helen, Ed. Collected Works - Serials ISSN-0041-7904 Library of Congress, Washington, DC. English These 10 issues, representing one calendar year, including two double issues (2002) of "The Library of Congress Information Bulletin," contain information on Library of Congress new collections and program developments, lectures and readings, financial support and materials donations, budget, honors and awards, World Wide Web sites and digital collections, new publications, exhibits, and preservation. Cover stories include: (1) "American Women: Guide to Women's History Resources Published"; (2) "The Year in Review"; (3) "'Suffering Under a Great Injustice': Adams' Photos Document Japanese Internment"; (4) "Presenting a Stage for a Nation: Exhibition Portrays Genius of Roger L. Stevens"; (5) "Swann Gallery Exhibition Features 'American Beauties'"; (6) "Veterans Hear the Call: Folklife Center Sponsors History Project"; (7) "Courting Disaster: Building a Collection to Chronicle 9/11 and Its Aftermath"; (8) "Collecting a Career: The Katherine Dunham Legacy Project"; (9) "2002 National Book Festival: Second Annual Event Celebrates the Power of Words"; and (10) "The Civil War and American Memory: Examining the Many Facets of the Conflict." (AEF) ED478305 The Library of Congress Information Bulletin, 2002. Library of Congress Information Bulletin v61 n1-12 Jan-Dec 2002 2002-00-00 318 For full text: http://www.loc.gov/loc/lcib/. N/A 2004 2020-10-07

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No Access to Information Computer Mediated Communication Distance Education Educational Resources Higher Education Information Literacy Information Retrieval Information Services Information Sources User Needs (Information) Iyer, Hemalata, Ed. Books Collected Works - General Information Analyses Support Services Academic Support Services English This volume centers broadly on information support services for distance education. The articles in this book can be categorized into two areas: access to information resources for distance learners, and studies of distance learning programs. Contents include: "The Challenges and Benefits of Asynchronous Learning Networks" (Daphne Jorgensen); "What Distance Learners Should Know about Information Retrieval on the World Wide Web" (Margaret R. Garnsey); "Yahoo! Do You Google? Virtual Reference Overview" (Nancy Cannon); "The Growing and Changing Role of Consortia in Providing Direct and Indirect Support for Distance Higher Education" (Jane M. Subramanian); "Instructional Services for Distance Education" (Robin Kinder); "Virtual Teaching: Library Instruction via the Web" (Carol Anne Germain and Gregory Bobish); "Information Literacy at Ulster County Community College: Going the Distance" (Robin Walsh); "Implications of Culture in Distance Education" (Cecilia Salvatore); and "Assessing Outcomes with Nursing Research Assignments and Citation Analysis of Student Bibliographies" (Holly Heller-Ross). Includes an index. (AEF) ED478306 Distance Learning: Information Access and Services for Virtual Users. 2002-00-00 ISBN-0-7890-2053-X 151 Haworth Information Press, 10 Alice St., Binghamton, NY 13904-1580 (hardback: ISBN-0-7890-2052-1, $49.95; softback: ISBN-0-7890-2053-X, $39.95). Tel: 800-429-6784 (Toll Free); Tel: 607-722-5857; Fax: 800-895-0582 (Toll Free); Fax: 607-771-0012; e-mail: orders@haworthpress.com; Web site: http://www.haworthpress.com/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Curriculum Development Distance Education Educational Development Educational Technology Elementary Secondary Education Instructional Design Instructional Development Learning Activities Teaching Methods Technology Integration Yates, Jan M. Books Guides - Classroom - Teacher English This handbook can help PreK-12 educators make the transition from technology-based learning modalities and integrate elements of distance learning into their curriculum. With emphasis on Internet-based delivery formats, the book presents the latest research and proven techniques for creating effective distance learning opportunities that enhance student achievement. Contents include: "An Introduction to the Use of Interactive Distance Learning Technologies"; "Background of Interactive Distance Learning Technologies"; "Models of Interactive Distance Learning Activities"; "Interactive Distance Learning Settings"; "Interactive Distance Learning Technology Applications; "Support for Interactive Distance Learning Activities"; and "Evaluation of Interactive Distance Learning Activities." The selected resources and vendor information listed in this book are not intended to be exhaustive. Includes an afterword and an index. (AEF) ED478307 Interactive Distance Learning in PreK-12 Settings: A Handbook of Possibilities. 2003-00-00 ISBN-1-56308-820-7 Practitioners Teachers 279 Libraries Unlimited, P.O. Box 6926, Portsmouth, NH 03802-6926 ($27.50, plus shipping). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.lu.com/. N/A 2004 8/19/2004 22:10:45 RIEFEB2004

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No Electronic Libraries Legislation Library Development Library Personnel Library Planning Library Services Research Libraries Scholarly Communication Bhalla, Nicole, Ed. Barrett, Jaia, Ed. Wetzel, Karen A., Ed. Collected Works - Proceedings Digital Information Services Association of Research Libraries Digital Preservation Digital Collections Digital Technology Digital Communications Digital Data ISSN-1075-0886 Association of Research Libraries, Washington, DC. English The 133rd meeting of the Association of Research Libraries (ARL) focused on strategies for confronting critical challenges associated with the digital era and for fostering understanding from university leaders and supporters regarding the resources needed to perform successfully in this print plus digital environment. Program Session I, "Fundraising for the Digital Library," was introduced by ARL President James G. Neal. The Chief Executive's perspective on university fundraising was commented on by C. D. Mote, Jr., President of the University of Maryland, College Park. Dwight Burlingame, Associate Executive Director, Indiana University Center on Philanthropy, followed with remarks on successful strategies for raising funds to support infrastructure and collections of electronic resources. Elaine Sloan introduced the second session "The Impact of Journal Mergers: A Preliminary Report". "The Impact of Publisher Mergers on Journal Prices: A Preliminary Report" by Mark J. McCabe, formerly an economist with the Department of Justice, reported the preliminary findings of his ongoing study on the competitive impact of publishing mergers on the market for academic journals. The Federal Relations luncheon program "The Digital Millennium: What Does It All Mean?", sponsored by the Information Policies Committee, was a presentation by Arnold P. Lutzker, Lutzker and Lutzker LLP, on recent copyright legislation and current intellectual property issues. Session three "Staffing for the Digital Era" was introduced by Paul Kobulnicky, Chair, ARL Research Library Leadership and Management Committee, followed by Challenges in Recruiting for a Chief Information Officer by Jerry H. Baker, Partner, Baker, Parker, and Associates; "Recruiting and Retaining Staff with Technology Skills" by Mary G. Opperman, Vice President for Human Resources, Cornell University; and "Recruiting for Diversity in Research Libraries" by Jorge R. Schement, Professor of Communications and Information Policy, Pennsylvania State University. The program concluded with "Transforming Scholarly Communication" provosts' panel of experts addressed how to attract and retain staff who have the technical skills needed in the digital environment. Introduction by James G. Neal, ARL President; "Moving with Dispatch to Resolve the Scholarly Communication Crisis: From Here to NEAR" by David Shulenburger, Provost, University of Kansas; and "Achieving Maximal Value from Digital Technologies in Scholarly Communication" by Charles E. Phelps, Provost, University of Rochester. Appendixes include minutes of the Association Business Meeting; the Report on Association Activities, March 1998-September 1998; and an attendance list. (AEF) ED478308 Confronting the Challenges of the Digital Era. Proceedings of the Membership Meeting of the Association of Research Libraries (133rd, Washington, DC, October 14-16, 1998). 2002-00-00 106 Association of Research Libraries, 21 Dupont Circle, Washington, DC 20036 (members: $45 per year, $25 per issue; nonmembers: $70 per year, $35 per issue). Tel: 202-296-2296; Fax: 202-872-0884; e-mail: pubs@arl.org; Web site: http://www.arl.org/arl/pproceedings/index.html/. N/A 2004 2016-11-21

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Yes Childrens Libraries Creative Activities Films Library Services Outreach Programs Public Libraries Reading Motivation Reading Programs Recreational Reading Guides - Non-Classroom Arizona Arizona Arizona State Dept. of Library, Archives and Public Records, Phoenix. Arizona Humanities Council, Phoenix. English This document is the manual for the Arizona Reading Program (ARP) 2003 entitled "Lights, Camera, Read!" This theme spotlights books that were made into movies, and allows readers to appreciate favorite novels and stories that have progressed to the movie screen. The manual consists of eight sections. The Introduction includes welcome letters from the State Librarian, Arizona Humanities Council Director, and Arizona Reads Coordinator; a list of past themes of the program, beginning with 1974; biography of the 2003 artist; and ARP evaluation form. The next section, "Getting Started," includes information and materials for planning and scheduling; publicity and promotion; registration; reading logs; awards and incentives; incentive companies; and incentive coupons. Section three,"Specific Groups," presents general guidelines, titles, Web sites, and other information for serving young adults, multicultural youth, and visually impaired and other specific needs patrons. The next section, "Resources," includes general titles and Web sites; theme-based resources; a presentation resource form; and ARP funding application. Instructions for making decorations and crafts are provided in the next two sections. Sections seven and eight include activities for pre-school, school-age, and young-adult patrons, and clip art. (AEF) ED478309 Lights, Camera, Read! Arizona Reading Program Manual. 2003-00-00 Institute of Museum and Library Services, Washington, DC. 200 Arizona State Library, Archives and Public Records, 1700 West Washington, Suite 200, Phoenix, AZ 85007. Tel: 602-542-4035; Fax: 602-542-4972; e-mail: services@lib.az.us; Web site: http://www.lib.az.us/. N/A 2004 2016-11-21

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No Academic Libraries Distance Education Higher Education Library Administration Library Administrators Library Development Library Planning Library Policy Library Services Program Improvement Garten, Edward D., Ed. Williams, Delmus E., Ed. Books Collected Works - General ISSN-0732-0671 English This volume of the "Advances in Library Administration and Organization" offers 11 perspectives to practitioners trying to make sense of the issues that must daily be confronted by library administrators in an environment of ongoing change. This 20th volume includes: "Choice, Responsibility and Work: Rhetoric in a University Library Reorganization" (Gail E. Bader, William Graves III, James M. Nyce); "The Evolving Role of Chief Information Officers in Higher Education" (Jose-Marie Griffiths); "Information Ethics, A Philosophical Approach" (Mary Jane Rootes); "Learner-Centered Library Service at a Distance" (Donna K. Meyer); "Library Services for Overlapping Distance Learning Programs of Two Higher Education Systems in Washington State" (Harvey R. Gover); "The Attributes of Information as an Asset" (Charles Oppenheim, Joan Stenson, Richard M.S. Wilson); "Management Education for Library and Information Science" (John M. Budd); "An Examination of Psychological Characteristics and Environmental Influences of Female College Students Who Choose Traditional versus Nontraditional Academic Majors" (Bambi N. Burgard); "E-Metrics: Measures for Electronic Resources" (Rush Miller, Sherrie Schmidt); "Managing Service Quality with the Balanced Scorecard" (Roswitha Poll); and "Performance Measures of Quality for Academic Libraries Implementing Continuous Improvement Projects: A Delphi Study" (John B. Harer). Includes a subject index. (AEF) ED478310 Advances in Library Administration and Organization. Volume 20. 2003-00-00 ISBN-0-7623-1010-3 303 JAI, Elsevier Science, Ltd., Customer Service Department, 11830 Westline Industrial Dr., St. Louis, MO 63146 ($90). Tel: 800-545-2522 (Toll Free); Fax: 800-535-9935 (Toll Free); Web site: http://www.elsevier.com/. N/A 2004 8/19/2004 22:10:53 RIEFEB2004

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No Educational Change Educational Trends Elementary Secondary Education Mathematics Education Research Design Science Education Kelly, Anthony E. Lesh, Richard Books Reports - Descriptive English This chapter overviews trends and shifts in research methods in mathematics and science education. It summarizes shifts in some basic assumptions about the role of research in mathematics and science education, background factors that support the proclivities of the researchers represented in the book, foreground factors that the researchers in the book share, and evidence of the research methods they advocate. (KHR) ED478311 Trends and Shifts in Research Methods. 2000-00-00 11 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:10:56 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p35-44.

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No Curriculum Development Educational Change Educational Principles Elementary Secondary Education Mathematics Education Research Design Science Education Standards Romberg, Thomas A. Collins, Angelo Books Reports - Descriptive National Council of Teachers of Mathematics English This chapter presents the shift in perspectives about schooling embodied in the National Council of Teachers of Mathematics' (NCTM) Standards-based reform movement, describes the impact of these shifts on the types of questions that need to be answered, and defines the ways in which scholarly evidence needs to be developed. Issues of concern include the need for reform in the content, teaching, and learning of school mathematics and science; the explicit and implicit questions about the impact of reform on the teaching and learning of mathematics and science in American schools; and the degree to which the questions being raised about changes in schooling practices demand particular scholarly methods of collecting reliable and consistent evidence so that school mathematics and science in the United States have the potential to be world class. (KHR) ED478312 The Impact of Standards-based Reform on Methods of Research in Schools. 2000-00-00 14 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 2016-11-21

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No Curriculum Development Educational Change Educational Principles Educational Quality Elementary Secondary Education Mathematics Education Research Design Science Education Standards Confrey, Jere Books Reports - Descriptive National Council of Teachers of Mathematics English This chapter presents some ways to reorganize science and mathematics education guided by a wisely chosen, strategic, and secure research base. Needs for systemic reform, educational equity and quality as complementary goals, and urgent and strategic investment in research are discussed. Targets for new research and development are also identified including vignettes on learning core ideas, reforming the gatekeeper courses, reform at secondary and postsecondary levels, new curricula and implementation strategies, school restructuring, assessment pools, and effective models for teachers' professional growth. Finally, territories for research on systemic reform are suggested which include technology education, statistical data management, and agriscience; interdisciplinary inquiry; discourse analysis and networking; new technologies; and methodologies. (KHR) ED478313 Improving Research and Systemic Reform toward Equity and Quality. 2000-00-00 21 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. N/A 2004 2016-11-21

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No Alternative Assessment Curriculum Development Educational Change Educational Objectives Elementary Secondary Education Evaluation Science Education Standardized Tests Lesh, Richard Clarke, David Books Reports - Descriptive English This chapter discusses alternatives beyond traditional standardized tests or curriculum standards consisting of naive checklists of low-level facts and skills to operationally define educational goals in ways that provide direction for both instruction and accountability. Suggestions are drawn from physical and social sciences as well as from common experiences in business, engineering, and other areas where science is applied. (KHR) ED478314 Formulating Operational Definitions of Desired Outcomes of Instruction in Mathematics and Science Education. 2000-00-00 38 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:03 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p113-49.

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No Curriculum Development Educational Change Educational Technology Elementary Secondary Education Mathematics Education Research Design Research Methodology Science Education Cline, Hugh F. Mandinach, Ellen B. Books Reports - Descriptive English This chapter describes the corruption of research design and explains why and how a computer-based curriculum innovation project was transformed from a quasi-experimental design to a comparative case study. The first section introduces the Systems Thinking and Curriculum Innovation Network (STACI) that examined the impact of technology on teaching and learning activities and illustrates how the comparative case study methodology was developed, expanded, and adapted both to facilitate an educational innovation and to document its ontogenesis. The second part focuses on methodological issues including the need for longitudinal design, multiple methods, multiple levels of analysis, and system analysis. (KHR) ED478315 The Corruption of a Research Design: A Case Study of a Curriculum Innovation Project. 2000-00-00 22 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:05 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p169-89.

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No Curriculum Development Educational Change Educational Environment Elementary Secondary Education Mathematics Instruction Research and Development Research Design Theory Practice Relationship Confrey, Jere Lachance, Andrea Books Reports - Descriptive English This chapter describes a research design model that utilizes both theory and common, core classroom conditions in order to create and investigate new instructional strategies. Transformative and conjecture-driven teaching experiments are introduced which were developed to change and reform current teaching practice. It is suggested that such a design holds much promise for instituting significant positive changes by establishing a better connection between research and practice. (KHR) ED478316 Transformative Teaching Experiments through Conjecture-Driven Research Design. 2000-00-00 36 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:07 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p231-65.

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No Curriculum Development Educational Change Educational Cooperation Educational Environment Elementary Secondary Education Mathematics Education Preservice Teachers Research Design Research Methodology Teacher Collaboration Cobb, Paul Books Reports - Descriptive English This chapter focuses on a particular type of classroom teaching experiment that is conducted in collaboration with a practicing teacher. The first section discusses the theoretical orientation that underpins this methodology and outlines the types of problems that are addressed in the course of a classroom teaching experiment. The three central aspects of this methodology in the context of developmental research include instructional design and planning, the ongoing analysis of classroom events, and the retrospective analysis of all the data sources generated in the course of a teaching experiment. Against this background attention is given to specific methodological issues, among them generalizability, trustworthiness, and commensurability. Finally, the process of establishing collaborative relationships with teachers is reviewed and the chapter concludes by discussing problems for which other methodologies might be more appropriate. (KHR) ED478317 Conducting Teaching Experiments in Collaboration with Teachers. 2000-00-00 28 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:09 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p307-33.

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No Discourse Analysis Educational Change Elementary Secondary Education Inquiry Mathematics Education Mathematics Instruction Participatory Research Research Design Research Methodology Teacher Researchers Ball, Deborah Loewenberg Books Reports - Descriptive English This chapter examines benefits and pitfalls inherent in studying teaching and learning from the inside where the teacher is also the principal investigator of the research. The first section describes a first-person account of a trajectory using inquiry as a means of practice and using practice as a medium for research. Then, three cases of researcher-teachers' work are examined. All three focus on mathematics teaching and learning but differ in question, design, and what is afforded by the first-person perspective. It concludes with issues crucial to the ongoing development of this approach to the study of teaching and learning from the inside. (KHR) ED478318 Working on the Inside: Using One's Own Practice as a Site for Studying Teaching and Learning. 2000-00-00 ISBN-0-8058-3281-5 39 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:11 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p365-402.

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No Action Research Educational Change Mathematics Education Participatory Research Research Design Research Methodology Secondary Education Teacher Researchers Doerr, Helen M. Tinto, Patricia P. Books Reports - Descriptive English This chapter elaborates on some guidelines for and methodological variations of action research approaches to the study and creation of change in mathematics education. Focus is on the interplay between evolving research on and change in mathematics practice that occurred in schools and classrooms of experienced high school mathematics teachers. It begins with a discussion of two issues: the role and relationship of the teacher and the researcher, and the nature of the knowledge that is generated by practitioner research and how it is made public. Through examination of these two issues, two of the dilemmas posed by the action research paradigm are explored and some guiding principles for the design of action research projects and the specific methodological approaches taken in three particular studies are described. Offers a critical perspective on any action research project. (KHR) ED478319 Paradigms for Teacher-Centered, Classroom-Based Research. 2000-00-00 26 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:13 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p403-27.

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No Action Research Educational Change Elementary Secondary Education Participatory Research Physics Research Design Research Methodology Science Education Teacher Researchers Feldman, Allan Minstrell, Jim Books Reports - Descriptive English This chapter addresses issues of action research from three perspectives. In the first section, what it means to engage in action research as a methodology for investigating teaching and learning in science education is overviewed and various conceptions of action research are explicitly made. The second perspective is that of an individual engaged in action research in the classroom to improve teaching, students' learning, and advance knowledge of the teaching and learning of physics. The third perspective is that of a facilitator of action research done by others. By providing views from these three perspectives, the concerns and issues of action research are addressed and helps readers develop their own understanding of what action research is and can be so that it can be used as a methodology for the study of teaching and learning in science. (KHR) ED478320 Action Research as a Research Methodology for the Study of the Teaching and Learning of Science. 2000-00-00 28 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:15 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p429-55.

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No Educational Change Elementary Secondary Education Foreign Countries Qualitative Research Research Design Research Methodology Science Education Tobin, Kenneth Books Reports - Research Australia Australia English This chapter presents the following discussions on the issues of interpretive research: (1) finding quality criteria that pertain to the quality of interpretive research; (2) determining authenticity criteria for interpretive research; and (3) and providing an example of the procedures employed and the outcomes of an intensive interpretive study undertaken by McRobbie and Tobin in an Australian high school. (KHR) ED478321 Interpretive Research in Science Education. 2000-00-00 31 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 2016-11-21

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No Data Collection Educational Change Elementary Secondary Education Qualitative Research Research Design Research Methodology Science Education Videotape Recordings Hall, Rogers Books Reports - Descriptive English This chapter discusses difficulties encountered in research on teaching and learning mathematics to illustrate a set of core problems with appropriate uses of video as data. Problems include: (1) processes of collecting video data and making selections from it are usually deleted from research accounts; (2) production values that are preserved in technical arrangements for collecting video become a permanent part of the data one is recording; and (3) video databases may be public resources by virtue of accepted arrangements for scholarly review and research sponsorship yet it cannot be fully anticipated the public use of database materials. Several local suggestions for overcoming some of these problems are presented. (KHR) ED478322 Videorecording as Theory. 2000-00-00 19 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:20 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p647-64.

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No Curriculum Development Educational Change Elementary Secondary Education Mathematics Education Research Design Research Methodology Scientific Research Battista, Michael T. Clements, Douglas H. Books Reports - Descriptive English This chapter discusses the way that mathematics curricula are developed in the United States. It suggests that curriculum development in mathematics education makes little progress because it fails to adhere to scientific methodology. Weaknesses in the current development process, how such development can become scientific, how curriculum development should be related to research on learning and teaching, and some possible criticism of taking a scientific approach are discussed. (KHR) ED478323 Mathematics Curriculum Development as a Scientific Endeavor. 2000-00-00 25 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:22 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p737-60.

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No Curriculum Development Educational Research Elementary Secondary Education Mathematics History Research Design Research Methodology Science Education Dennis, David Books Reports - Descriptive English This chapter discusses three different approaches for the use of the history of mathematics and science in educational research. These approaches require increasing levels of scholarly engagement with historical materials and offer correspondingly increased levels of insight. Each of the three techniques includes brief examples of historical material and their possible implications for curricular reform. (KHR) ED478324 The Role of Historical Studies in Mathematics and Science Educational Research. 2000-00-00 16 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:24 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p799-813.

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No Curriculum Development Educational Research Ethnomathematics Evaluation Higher Education Mathematics Education Numeracy Racial Differences Research Design Research Methodology Sex Differences Tatsuoka, Kikumi K. Boodoo, Gwyneth M. Books Reports - Research English This chapter describes a study adopting the findings from an investigation of the cognitive processing and knowledge requirements of individuals taking the Graduate Record Examination Quantitative (GRE-Q) Test. The study investigates subgroup differences such as major field of study, gender, and racial-ethnic backgrounds of students taking the test. (KHR) ED478325 Subgroup Differences on the GRE Quantitative Test Based on the Underlying Cognitive Processes and Knowledge. 2000-00-00 38 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:26 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p821-57.

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No Curriculum Development Educational Research Elementary Secondary Education Mathematics Education Research Design Research Methodology Statistics Liebovitch, Larry S. Todorov, Angelo T. Wood, Mark A. Ellenbogen, Kenneth A. Books Reports - Research English This chapter describes how the mean of fractal processes does not exist and is not a meaningful measure of some data. It discusses how important it is to stay open to the possibility that sometimes analytic techniques fail to satisfy some assumptions on which the mean is based. (KHR) ED478326 When Using the Mean is Meaningless: Examples from Probability Theory and Cardiology. 2000-00-00 15 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430. Web site: http://www.erlbaum.com. N/A 2004 8/19/2004 22:11:28 RIEFEB2004 In: Kelly, Anthony E. and Richard Lesh, Handbook of Research Design in Mathematics and Science Education, Mahwah, NJ, Lawrence Erlbaum, 1999. p913-26.

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Yes Adjustment (to Environment) Cooperative Planning Economic Factors Educational Administration Educational Cooperation Educational Finance Educational Policy Foreign Countries Government Role Labor Market Nongovernmental Organizations Partnerships in Education Policy Formation Postsecondary Education Private Sector Public Policy Public Sector Secondary Education Stakeholders Vocational Education Opinion Papers Speeches/Meeting Papers Competitiveness International Labour Office, Geneva (Switzerland). English Historically, the roles of the public and private sectors in VET have been characterized by the following broad stages: (1) unstructured and unregulated VET; (2) supply-driven, state dominated VET; and (3) market-driven VET. More recently, the combined forces of globalization, technological change, and liberalization of markets have forced governments to seek the collaboration of private-sector stakeholders in administering and delivering VET. The question is how to reform state-driven VET systems to deliver such training in response to the new requirements created by multifaceted, rapidly changing labor markets. The scope and effectiveness of the state's role in VET is central to, and inextricably linked with, the role of other institutions within the nongovernmental or private sector. Core tasks in the field of VET that are specific to government are as follows: laying the foundations for an overall national VET policy and system; mobilizing investment in VET and searching for incentives; and protecting the public from exploitative practices and ensuring equal access to VET opportunities. Contributions of the private sector may include the following: providing relevant, up-to-date information on labor market requirements; participating in the institutional framework for policy design and training delivery; co-financing VET; designing the content of VET; and evaluating and providing feedback on the VET system's overall performance. (Contains 14 references.) (MN) ED478327 The Changing Role of Government and Other Stakeholders in Vocational Education and Training. 1999-00-00 Policymakers 15 For full text: http://www.unevoc.unesco.org/congress/pdf/ref-ilo-e.pdf or http://www.unesco.org/education/educprog/tve/nseoul/docse/rcrolgv e.html. N/A 2004 2016-11-21

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Yes Acceleration (Education) Adult Educators Adult Learning Adult Programs Computer Uses in Education Educational Practices Educational Trends Experiential Learning External Degree Programs Graduate Students Higher Education Interdisciplinary Approach Literacy Education Nontraditional Education Nontraditional Students Postsecondary Education Professional Development Student Characteristics Theological Education Theory Practice Relationship Collected Works - Proceedings South Africa Texas South Africa Texas Adult Higher Education Alliance. English These proceedings included the following papers: "The Language of Interdisciplinary Programs or 'What Do You Mean By That?'" (Ezzell, Turner); "When Mothers Become Students: Impact on Children and the Family System" (Burns, Gabrick); "Multi-Discipline Theorizing Meets the Blackboard: The Evolving Discourse Community" (Currey); "Streaming Media: Focus on the Learner" (Meacham); "Changing Student Faces: Adult Learners from Sponsored Workplace Programs" (Oaks); "Preparing Immigrant Adults for Post-secondary Education Through On-line Courses: Their IT (Information Technology) Access" (Diaz); "The Role of Conscious Reflection in Experiential Learning" (Coulter); "Building Online Learning Communities" (Resta et al); "Born to be Wired" (Stewart et al.); "The Digital Divide: Adult Learners in Cyberspace" (Flowers, Woodruff); "The Changing Face of Theological Education for Adult Learners" (Hoy); "The Eye of Contemplation: Integrating Spiritual Empiricism with Adult Teaching/Learning" (Trott, Paige); "The Trouble with Systematic Racism" (Coffman et al.); "Service Learning in Adult Accelerated Programs" (Mitchell); "Online Adult Learning and Emotional Intelligence: Oxymorons?" (Hill, Rivera); "Inside the Circle of a Distance Learning Community" (Terry); "Teaching the Oppressor to be Silent: Conflicts in the 'Democratic' Classroom" (Cale, Huber); "Redefining Diversity Through Technology: Preparing Global Citizens and Building Inclusive Communities" (Caesar, MacCalla); "Online Conferencing as a Tool for Graduate Learning" (Payne et al.); "The Adult Learner in Academic Midlife: Persistence, Support and Integration in a Distance Learning Doctoral Education Program" (Stein, Glazer); "The Effect of Learning Styles on Success in Online Education" (Rothenberger, Long); "Adult Women Graduate Students: Imposters in the Academy" (Studdard); "The Changing Face of Adult Learning: A South African Perspective" (Thomas, Wessels); "Are We Being Transformed? High Achieving 'Imposters' Building Collegiality in an Upper-Division Seminar on Adult Education" (Lauderdale, Lantard); "A Conceptual Framework for Examining Factors which Influence Adult Learners' Use and Learning of Internet Technologies" (Chao); "The Texas Adult Education Credential Model" (Falk); "Standardizing Texas Adult Educator Professional Development: Adult Education New Teacher Project" (Jones); "The Good Fight: Nineteenth Century American External Degree Programs" (Pittman); "Faculty as Adult Learners: A Case Study of a System of Professional Development and Evaluation for Adjunct Faculty" (Turner, McCauley); "Factors Influencing Non-participation of African-American Male Inmates in Correctional Educational Programs" (Thornton). Most articles include references, some extensive. (MO) ED478328 The Changing Face of Adult Learning. Adult Higher Education Alliance/ACE Conference Proceedings (Austin, TX, October 10-13, 2001). 2001-10-00 193 For full text: http://www.ahea.org/01proceedings.htm. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Educators Adult Learning Adult Literacy Adult Students Annotated Bibliographies Competency Based Education Curriculum Evaluation Educational History Educational Practices English (Second Language) Family Literacy Government Role Higher Education Literacy Education Numeracy State of the Art Reviews Student Evaluation Teacher Certification Teacher Competencies Comings, John, Ed. Garner, Barbara, Ed. Smith, Cristine, Ed. Books Information Analyses Workforce Investment Act 1998 From the Margins to the Mainstream Literacy Assessment Professionalization Workforce Investment Act 1998 National Center for the Study of Adult Learning and Literacy, Boston, MA. English This review contains current information on research, policy, and practice in adult literacy and learning for individuals and organizations focused on adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. "The Year 2000 In Review" (Lennox L. McLendon) describes the effects on ABE of the first full year of funding for the Workforce Investment Act and the publication of "From the Margins to the Mainstream". "The Rise of the Adult Education and Literacy System in the United States: 1600-2000" (Thomas G. Sticht) describes the federal government's involvement in adult literacy from Colonial America to the present. "Adults with Learning Disabilities: A Review of the Literature" (Mary Ann Corley, Juliana M. Taymans) assesses current practices and makes suggestions to improve services. "Literacy Assessment in Adult Basic Education" (John Kruidenier) describes why and how ABE programs assess literacy and suggests how the process might be improved. "The Inclusion of Numeracy in Adult Basic Education" (Dave Tout, Mary Jane Schmitt) describes trends, best practices, and research in adult and K-12 numeracy education in the United States and several other countries. "Professionalization and Certification for Teachers in Adult Basic Education" (John P. Sabatini, Lynda Ginsburg, Mary Russell) provides case studies of ABE teacher certification and recommends further research in the area. "Current Areas of Interest in Family Literacy" (Vivian L. Gadsden) focuses on up-to-date issues such as parent-child literacy, emergent literacy, and means of assessment and evaluation. "Resources on Family Literacy" (Vivian L. Gadsden) is an annotated bibliography. Chapters include substantial references and 11 tables/ figures. (MO) [Full text of individual chapters are available in ERIC, ED508719-ED508725, under auspices of the copublisher, Office of Educational Research and Improvement.] ED478329 Annual Review of Adult Learning and Literacy. Volume 3. The Jossey-Bass Higher and Adult Education Series. 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-7879-6062-4 Practitioners 341 Customer Care Center - Consumer Accounts, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($37). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com/WileyCDA/. N/A 2004 2016-11-21

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Yes Benchmarking Cost Effectiveness Dislocated Workers Employment Experience Employment Level Employment Opportunities Employment Patterns Employment Services Job Placement Program Effectiveness Quasiexperimental Design Reentry Workers Referral Research Methodology Research Problems Research Utilization Sampling Surveys Unemployment Unemployment Insurance Jacobson, Louis Petta, Ian Reports - Evaluative Speeches/Meeting Papers Job Service Job Training Partnership Act 1982 Oregon Washington Oregon Washington Job Training Partnership Act 1982 Westat, Inc., Rockville, MD. English The utility of a quasi-experimental evaluation design for estimating benefits derived from a program to match job-seekers to openings listed by employers was examined in three studies of Job Service referrals and placements in Washington and Oregon. Data examined included a mail survey of a sample of 587 Washington residents referred to job openings in the first half of 1998 and records of 328,815 spells of unemployment experienced by unemployment insurance (UI) claimants in 1987-1995. The effectiveness of job service placement services and referral services were estimated using program cost-benefit ratios, duration of joblessness, success in obtaining interviews, and successful job placement for job-seekers with strong and spotty work records. An expert panel examining the methodology concluded that: 1) survey results were imperfect because of the possibility that some job-seekers who failed to secure interviews were screened out by employers; 2) the sample was small and may not have been representative; 3) improving the survey and using telephone follow-up should overcome the problems; and 4) the design holds promise for obtaining credible estimates of the value of being placed that also can be used as benchmarks in assess the bias in non-experimental estimators. (Contains 11 tables.) (MN/CG) ED478330 Measuring the Effect of Job Service Referrals and Placements in Washington and Oregon. 2001-06-00 32 For full text: http://wdr.doleta.gov/conference/pdf/jacobson.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Child Care Child Caregivers Child Rearing Developed Nations Developing Nations Early Childhood Education Economic Impact Employed Women Employment Patterns Family Work Relationship Government Role Mothers Needs Assessment Public Policy Salary Wage Differentials Wages Womens Education Young Children Information Analyses Opinion Papers Africa Asia Caribbean Latin America Pacific Islands Africa Asia United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English Most female workers in developing countries do not have wage jobs. However, the preponderance of female workers in non-wage jobs is not consistent across all developing countries. It is highly likely that the proportion of non-wage female workers in developing countries is greater than is suggested by the statistics. Consequently, mothers in the developing world cannot be assumed to be freely available to serve as full-time child caretakers, and the demand for early childhood care and education and family benefits and services (ECCE-FBS) among working mothers in developing countries is huge. These facts have the following implications for ECCE-FBS policy in developing countries: (1) family support measures such as parental leave are unlikely to be available in developing countries in the near future; (2) given a relatively high per-child cost, institutional services for children under the age of 3 are also out of reach in most developing countries; (3) mothers in disadvantaged countries are not easily available to attend classes; and (4) investment in the education of girls and women will have a synergistic effect on the development of ECCE-FBS. Encouraging women, through good education, to participate more actively in the formal labor market is not only a sound economic strategy but also a strategy for ECCE-FBS. (MN) ED478331 Women, Work and Early Childhood: The Nexus in Developed and Developing Countries. 2002-06-00 Policymakers 6 For full text (part 1): http://www.unesco.org/education/educprog/ecf/pdf/brief4en.pdf. For full text (part 2): http://www.unesco.org/education/educprog/ecf/pdf/brief5en.pdf. N/A 2004 2016-11-21

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Yes Access to Education Comparative Education Crime Developed Nations Educational Attainment Educational Research Equal Education Foreign Countries Literature Reviews Models Multivariate Analysis Outcomes of Education Research Methodology Role of Education Skill Development Social Capital Social Integration Social Science Research Sociology Green, Andy Preston, John Sabates, Ricardo Reports - Research International Adult Literacy Survey International Adult Literacy Survey London Univ. (England). Centre for Research on the Wider Benefits of Learning. English The effects of education on social cohesion at the societal level were examined. First, a theoretical analysis and critique of models in the existing international and comparative literature on education, social capital, and social cohesion was conducted. The analysis resulted in development of a new hypothetical model relating skills distribution to social cohesion. Cross-national, quantitative research techniques were used to test the model on aggregated data for 15 countries from the World Values Survey, International Adult Literacy Survey, and Interpol crime statistics. The analysis established that societal cohesion is different, although related, to the community-level cohesion typically investigated in social capital research. The new "distributional" model therefore hypothesized a relation between education and societal cohesion based on distribution of educational outcomes rather than average levels of education. The analysis based on the new model established that Germany, Portugal, and the United States have the lowest scores on social cohesion, and the Netherlands, Denmark, and Norway have the highest. Measures of inequality in educational outcomes were higher in English-speaking countries and in some northern continental and Nordic countries. The analysis confirmed the hypothetical relationship between educational equality and societal cohesion. (Eight figures/tables are included. The bibliography lists 93 references. An explanation of the country indicators' derivation is appended.) (MN) ED478332 Education, Equity and Social Cohesion: A Distributional Model. Wider Benefits of Learning Research Report. 2003-03-00 ISBN-1-898453-38-1 Policymakers 49 The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (5 British pounds). For full text: ftp://cls.ioe.ac.uk/pub/Wbl/Acrobat/ResRep7.pdf. N/A 2004 2016-11-21

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No Access to Education Colleges Computer Mediated Communication Educational Administration Educational Practices Educational Principles Educational Technology Elementary Secondary Education High Schools Information Technology Online Courses Postsecondary Education Private Schools Public Schools Student Attitudes Teacher Attitudes Teacher Student Relationship Technology Uses in Education Universities World Wide Web Maeroff, Gene I. Books Information Analyses Electronic Learning English The principles and practice of online learning in schools and classrooms were examined. The data sources used for the study were as follows: face-to-face and telephone interviews; several field visits; a review of the literature; online visits to courses, chat rooms, and threaded discussions; and e-mail exchanges. The future of online learning at for-profit, and not-for-profit institutions was found to be taking shape along the following lines: (1) virtual schools and colleges that exist wholly online and operate without campuses; (2) brick-and-mortar educational institutions where the number of courses delivered entirely online is growing but most courses are delivered in face-to-face classes; and (3) brick-and-mortar educational institutions where few courses are entirely online but increasing numbers of campus-based courses include World Wide Web-based features. The following issues related to online learning in all three types of institutions were considered: delivery systems; the nature of interaction; facilitating conversation; adapting to the new; responsibility for learning; the business of online education; focusing e-learning on careers; the legitimacy of online learning; controlling the learning process; redefining the educational institution; online courses across the gamut; and educational purposes in the Cyber Era. The analysis established that although online courses greatly improve access to education, they are not suited for all learners and all learning situations. (Contains 122 references.) (MN) ED478333 A Classroom of One: How Online Learning Is Changing Our Schools and Colleges. 2003-00-00 ISBN-1-4039-6085-2 306 Palgrave Macmillan, Customer Service & Ordering Information, 175 Fifth Avenue New York, NY 10010 ($26.95). Tel: 800-221-7945 (Ext. #270) (Toll Free); Fax: 212-777-6359; Web site: http://www.palgrave-usa.com/. N/A 2004 2016-11-21

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No Art Education Case Studies Community Support Cross Cultural Studies Developed Nations Education Work Relationship Educational Environment Educational Practices Employment Potential Empowerment Experiential Learning Foreign Countries Individual Development Informal Education Outcomes of Education Relevance (Education) Skill Development Transitional Programs Youth Problems Youth Programs Miles, Steven, Pohl, Axel Stauber, Barbara Walther, Andreas Banha, Rui Manuel Bargiela Gomes, Maria Do Carmo Books Reports - Research Identity Formation Portugal (Lisbon) Contextualized Instruction Youth Culture England (Liverpool) Europe Portugal (Lisbon) United Kingdom (Liverpool) English The roles of cultural practice and informal learning in young people's transitions to work and adulthood were explored in case studies of performing arts programs in Mannheim, Germany; Liverpool, England; and Lisbon, Portugal. Expert interviews, participant observation, and documentary analysis were conducted to explore how the pedagogical model adopted by each program actually worked and what made each program attractive to participants and effective in easing young people's transition from school to work. All three programs offered an educational setting where learning is likely to be closely related to several aspects of identity work. First, the courses provided young people with a secure biographical space where they could develop self-confidence and self-consciousness. Second, the projects managed to bridge the gap between social and symbolic aspects of youth lifestyles and the perception of youth prevailing in education and training institutions. Third, the projects featured a set of properties that are essential to successfully stipulate informal learning. Those properties included reciprocal relationships between trainers and participants, openness to experiential activities, and a combination of activities performed for their own sake with activities aiming at future goals. The case studies documented the enormous potential of informal learning in helping youth develop the generic skills needed for their adult lives and work. (Contains 134 references.) (MN) ED478334 Communities of Youth: Cultural Practice and Informal Learning. 2002-00-00 ISBN-0-7546-1976-1 142 Ashgate Publishing Company, Suite 420, 101 Cherry Street, Burlington, VT 05401-4405 ($64.95). Tel: 802-865-7641; Fax: 802-865-7847; e-mail: info@ashgate.com; Web site: http://www.ashgate.com/. N/A 2004 2016-11-21

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No Adult Education Adult Learning Competition Economic Change Economic Development Foreign Countries Human Capital Industrialization International Trade Job Skills Labor Force Development Lifelong Learning National Programs Postsecondary Education Skill Development Skilled Workers Technological Advancement Technology Education Technology Transfer Training Methods Lall, Sanjaya Books Information Analyses Reports - Research Economic Competitiveness Kenya Tanzania Germany Latin America Thailand India Malaysia Africa Indonesia Multinational Corporations Asia Japan Philippines Africa Asia Germany India Indonesia Japan Kenya Malaysia Philippines Tanzania Thailand English This document examines competitiveness in the developing world. Chapters 1 through 3, which are largely conceptual, examine the following topics: the concept of competitiveness and why it is important; market-stimulating technology policies in developing countries, and the relationship between import liberalization and industrial performance. Chapter 4 discusses developing countries' recent performance in the area of manufactured exports, provides a comprehensive mapping of their competitiveness in technological terms, and identifies deficiencies in received trade theory in explaining the diversity and dynamism of exports by developing countries. Chapter 5 explores the skill needs of competitiveness and provides several useful indices of skill creation throughout the world. Chapter 6 presents a survey of the impact of multinational corporations on technology transfer to developing countries and export competitiveness in developing countries. Chapter 7 reviews the recent literature on technological capabilities and traces how Asia's newly industrializing economies have accumulated technological capabilities. Chapters 8 through 11 present case studies of the following countries and issues: (1) India's manufactured exports; (2) competitiveness challenges in Malaysia, Thailand, and the Philippines; (3) technology policies in Indonesia; and (4) transfer and development of technology in Kenya and Tanzania. One hundred twenty-nine tables/figures/boxes are included. All chapters include substantial bibliographies. (Author/MN) ED478335 Competitiveness, Technology and Skills. 2001-00-00 ISBN-1-84064-586-5 Policymakers 509 Edward Elgar Publishing Inc., 2 Winter Sport Lane, PO Box 574, Williston, VT 05495-0080 ($120). Tel: 800-390-3149 (Toll Free); Fax: 802-864-7626; e-mail: eep.orders@AIDCVT.com; Web site: http://www.e-elgar.co.uk/. N/A 2004 2016-11-21

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No Adult Education Adult Learning Behavioral Objectives Career Development Corporate Education Delivery Systems Education Work Relationship Educational Environment Educational Technology Employer Employee Relationship Industrial Training Instructional Design Labor Force Development Organizational Development Postsecondary Education Technology Uses in Education Training Methods Training Objectives Transfer of Training Work Environment Noe, Raymond A. Books Guides - Classroom - Learner Electronic Learning English This book presents the main principles of strategic training, which is an approach to employee training and development that supports the employing organization's business goals and strategy. The book is intended for use in undergraduate and master's-level training courses in a variety of disciplines. The following are among the topics covered: (1) the principles of employee training and development and factors influencing it; (2) strategic training; (3) needs assessment; (4) learning theories and program design; (5) transfer of training; (6) training evaluation; (7) traditional training methods (simulation; presentation methods; hands-on methods; group-building methods); (8) e-learning and use of technology in training (multimedia training; computer-based training; intelligent tutoring systems; distance learning; technologies for training support; technologies for training administration); (9) employee development (formal education; assessment; job experiences; interpersonal relationships); (10) special issues in training and employee development (cross-cultural preparation; managing workforce diversity; school-to-work transition; training's role in welfare-to-work programs; joint union-management programs); (11) careers and career management; (12) special challenges in career management (socialization and orientation; dual-career paths; plateauing; skill obsolescence; balancing work and life); and (13) the future of training and development. Each chapter contains some or all of the following elements: behavioral objectives; in-text examples drawn from companies in all industries; discussion questions; key terms and concepts; and application assignments. (MN) ED478336 Employee Training and Development. Second Edition. 2002-00-00 ISBN-0-07-243661-1 Students 483 McGraw-Hill Companies, PO Box 182605, Columbus, OH 43218-2605 ($65.63). Tel: 800-262-4729 (Toll Free); Fax: 614-759-3644; e-mail: customer.service@mcgraw-hill.com; Web site: http://www.mhhe.com/. N/A 2004 2016-11-21

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No Adult Education Adult Educators Adult Students Continuing Education Education Work Relationship Educational Demand Educational Objectives Educational Principles Educational Trends Foreign Countries Lifelong Learning Online Courses Partnerships in Education Postsecondary Education Role of Education School Business Relationship School Community Relationship Student Attitudes Student Characteristics Teacher Attitudes Cribbin, John, Ed. Kennedy, Peter, Ed. Books Opinion Papers Electronic Learning Hong Kong Learning Society China Malaysia Competitiveness United Kingdom China Hong Kong Malaysia United Kingdom English This document consists of 32 papers presenting Hong Kong practitioners' perspectives on lifelong learning. The following papers are included: "Lifelong Learning" (Albert Tuijnman); "Growth and Development of Lifelong Learning in Hong Kong " (John Cribbin); "Competition and Collaboration" (John Cribbin); "A Profile of Hong Kong Adult Learners" (Shir-ming Shen, Wai-choi Lee, Fung-ting Chan); "Learning Cultures and Learning Styles" (Peter Kennedy); "Learners in Hong Kong, Malaysia, and the UK" (Katharine Venter); "Continuing Education in Hong Kong" (Peter Kennedy); "HKU SPACE (The University of Hong Kong School of Professional and Continuing Education)" (Enoch Young); "Quality Assurance in Lifelong Learning" (John Cribbin); "Gender Learning" (Jesucita Sodusta); "Recreation and Sports Management" (Elizabeth Dendle); "Continuing Professional Development for Teachers of English" (Peter Kennedy); "Continuing Education in Translation" (Tommy Koon-ki Ho); "Librarianship" (Fung-ting Chan); "Professionalism and Programme Partnerships in Housing Management" (Tsz-man Kwong); "Continuing Legal Education in Hong Kong" (Michael Fisher); "Reading Literature in Hong Kong" (Peter Kennedy); "Changing Modes of Professionalism in Performing Arts Education in Hong Kong" (Peter Kennedy); "Valuing Art Education" (Renee Pik-lin Chan); "Music Education in Hong Kong" (Sam Chung-fai Kan); "Lifelong Learning in Biomedical and Life Sciences" (Wilson Wai-shing Ng); "Nursing Professionals" (Moses Yui-kwong Tse, Gemma Kam-chu Wong); "Chinese Professional Education" (Benjamin Tak-yuen Chan, Sarah Siu-chun Hui); "Lifelong Learning and Business Education in Hong Kong" (Jennifer Glok-hong Ng, Flora Kit-ching Chan); "Access Opportunities in Accountancy" (David Lam, John Cribbin); "Higher Education and the Learning Society" (Peter Jarvis); "Towards the Convergence of Higher and Continuing Education (for Lifelong Learning) in Hong Kong" (Peter Kennedy); "The Hong Kong Vocational Training System at the Crossroads" (David Ashton); "Lifelong Learning in the Context of Organizational Competitiveness" (Arwen Raddon, Johnny Sung); "Net Gains?" (Peter Kennedy); "Intellectual Property Rights and the Legal Challenges of e-Learning" (Gabriela Kennedy); and "Crossing Borders" (John Cribbin). Many papers include substantial bibliographies. (MN) ED478337 Lifelong Learning in Action: Hong Kong Practitioners' Perspectives. 2002-00-00 ISBN-962-209-577-1 Administrators Teachers Practitioners 465 Hong Kong University Press, 14/F Hing Wai Centre, 7 Tin Wan Praya Road, Aberdeen, Hong Kong, China (ISBN-962-209-577-1 (cloth) $49.50; ISBN- 962-209-578-X (paper) $29.50). Tel: 852-2550-2703; Fax: 852-2875-0734; e-mail: upweb@hkucc.hku.hk; Web site: http://www.hkupress.org. N/A 2004 2016-11-21

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No Adult Education Adult Educators Adult Learning Adult Students Classroom Techniques Constructivism (Learning) Educational Environment Educational Objectives Educational Research Experiential Learning Group Instruction Informal Education Learner Controlled Instruction Learning Theories Lifelong Learning Postsecondary Education Student Educational Objectives Teacher Student Relationship Teaching Methods Theory Practice Relationship Rogers, Alan Books Guides - Non-Classroom English The question of how adult educators can make their teaching of adults more effective is explored in the context of recent work on adult lifelong learning. The following are among the topics discussed: (1) modes of adult education and the shift in focus from adult education to lifelong learning; (2) the contract between adult student and adult educator; (3) working definitions; (4) findings of lifespan studies regarding the general characteristics of adult learners and their implications for teachers of adults; (5) the nature of learning (learning and change; learner-based, context-based, knowledge-based, and process-based theories; diversity of ways of learning); (6) moving from learning to teaching (natural learning; learning episodes; acquisition and formalized learning; the uniqueness of adult learning; building on learning; is adult teaching different?); (7) goals and objectives (aims, goals, and objectives; setting goals; the value and limitations of behavioral objectives; widening goals); (8) the adult learning group (the importance of groups in adult learning programs; group structures; groups in adult education); (9) the changing roles of adult educators (group roles; resistance to change); (10) teaching (curriculum; content and methods); (11) blocks to learning (identifying the problem; pre-existing knowledge; self-perception factors); (12) evaluation (the need for evaluation; who evaluates?; evaluate what?; evaluation methods); and (13) different forms and levels of participation (active involvement; increasing control; presence). (Forty-one figures are included. The bibliography lists 205 references.) (MN) ED478338 Teaching Adults. Third Edition. 2002-00-00 ISBN-0-335-21099-6 Teachers Practitioners 296 Open University Press, McGraw-Hill House, Shoppenhangers Road, Maidenhead, Berkshire, SL6 2QL, U.K. (17.99 British pounds). N/A 2004 8/19/2004 22:12:03 RIEFEB2004

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No Adult Basic Education Adult Literacy Adult Programs Adult Students Comparative Analysis Computer Literacy Computer Uses in Education Computers Courseware Foreign Countries Integrated Learning Systems Literacy Education Media Selection Pretests Posttests Reading Achievement Self Esteem Skill Development Student Attitudes Millar, Diane Information Analyses Reports - Evaluative Canada Canada National Literacy Secretariat, Ottawa (Ontario). French English The pros and cons of integrated learning systems (ILS) and stand-alone software for adult literacy instruction were examined in a comparative analysis that focused on their use in adult literacy programs in Canada. The comparison focused on the following variables: achievement gains in reading; changes in students' attitudes toward computers; changes in students' self-esteem; and the basic computer skills acquired by students. The four variables were assessed through a battery of qualitative and quantitative pretest and posttest instruments. A questionnaire was also administered to a sample of literacy teachers. The study established that using any computer software with adult students offers the following advantages: (1) students acquire basic computer skills; (2) computers give students privacy if they want it; (3) computers are considered prestigious for programs and attract more students; and (4) computers provide fast feedback for each student. However, some software packages may not be appropriate for adult students, and effective integration of software packages into a program's curriculum may be difficult. ILS were no more effective than stand-alone software in terms of any of the four variables studied, they did not provide student records, and they were much more expensive than stand-alone packages. (The full report's table of contents and the addresses of Canada's literacy resource centers are appended.) (MN) ED478339 Executive Summary of The Use of Educational Software in Adult Literacy Programs: A Comparison of Integrated Learning Systems and Stand-Alone Software=Resume du Rapport Intitule: L'Utilisation de Didacticiels dans les Programmes d'Alphabetisation des Adultes: Une Comparaison Entre les Systemes Integres d'Apprentissage et les Logiciels Autonomes. 1996-07-00 Practitioners Administrators 45 For full text (English): http://www.nald.ca/FULLTEXT/edsoft/cover.htm. N/A 2004 2016-11-21

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Yes Agricultural Education CD ROMs Computer Uses in Education Guidelines Instructional Materials Learning Activities Multimedia Materials Ornamental Horticulture Ornamental Horticulture Occupations Plant Growth Plant Identification Plants (Botany) Secondary Education Vocational Education Still, Steven Guides - Classroom - Teacher Non-Print Media Ohio State Univ., Columbus. Agricultural Education Curriculum Materials Service. English This document, which is one in a series of curriculum materials that has been developed for use in Ohio agricultural education programs, contains 338 black-and-white photographs of a set of color slides and an accompanying script that, together, are intended as an aid in the study and identification of 150 different commercially important herbaceous ornamentals. Most of the plants presented are perennials. The photographs and accompanying script are intended to use with students who are preparing for jobs involving selling and/or growing and maintaining herbaceous ornamentals. The slides and script are intended to prepare students to identify the plants, help customers select plants for specific situations, and provide customers with cultural tips. In general, two slides are used to illustrate each plant. One slide shows the plant's habitat, and the other is a close-up of its flower or foliage. Plants are groups by start of the flowers' blooming season and treated alphabetically within each group by scientific name. The following information is included for each plant: scientific name (genus and species); family name; phonetic spelling of the scientific name; habitat; common name; and description. Also included are suggestions for using the slides with students and five additional activities related to identification of the ornamental plants presented. (MN) ED478340 Herbaceous Ornamental Plants. Slide Script. 2002-00-00 Teachers Practitioners 68 Ohio Agricultural Education Curriculum Materials Service, 1114 Chambers Road, Columbus, Ohio 43212-1702 (catalog # 2046S, $75). Tel: 614-292-4848; Fax: 800-292-4919 (Toll Free); e-mail: cms@osu.edu; Web site: http://www.ohcms.org N/A 2004 8/19/2004 22:12:10 RIEFEB2004 Materials printed from a CD-ROM that also includes color slides. CD-ROM not available from ERIC.

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Yes Annotated Bibliographies Career Development Career Education Career Guidance Career Ladders Career Planning Developmental Stages Education Work Relationship Employment Potential Employment Practices Family Work Relationship Flexible Working Hours Futures (of Society) Horizontal Organization Lifelong Learning Occupational Mobility Skill Development Teaching Models Vertical Organization Work Environment Brown, Bettina Lankard ERIC Publications ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The evolution of the workplace has required changes in the guidance and counseling practices of career education (CE). Basic elements of CE strategies for enhancing students' career awareness, exploration, and planning are still in place, but contemporary issues such as life-work balance, involuntary career transitions, and mentoring have led to new models that address trends in future careers. The traditional model of CE was designed for workplaces in which vertical movement within a single organization and career longevity were typical. It stressed a series of developmental stages, basic and academic learning, employability skill development, and lifelong learning. More current CE models are designed for workplaces characterized by interorganizational mobility, flexible work arrangements, teamwork, technology, and international relationships. Newer models include the following: (1) the "new careering," which advocates a theory of life as career; (2) the "integrated theory and practice" model, which stresses integration between school-, employer-, and residential-based models developed around lifelong learning needs; and (3) the "Intelligent Career" model, which stresses the importance of knowing how, why, and who when addressing ways to enhance career preparation. The new models are "boundaryless" in that career development can take place through lateral and horizontal, as well as vertical, movement. (An annotated bibliography listing 12 publications and 5 World Wide Web sites constitutes approximately 75% of this document.) (MO) ED478341 Career Education Models. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 8/19/2004 22:12:13 RIEFEB2004 ED-99-CO-0013

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Yes Cognitive Processes Cognitive Style Context Effect Cultural Context Educational Attitudes Human Capital Individual Development Learner Controlled Instruction Learning Motivation Lifelong Learning Nontraditional Students Orientation Portfolios (Background Materials) Social Capital Social Influences Student Educational Objectives Kerka, Sandra ERIC Publications Identity Formation Learning Patterns ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English "Learning autobiography,""learning career," and "learning trajectory" are related descriptors for the process of developing attitudes toward learning and the origins of interests, learning styles, and learning processes. The learning career is composed of events, activities, and interpretations that develop individual learning dispositions over time. Research by Bloomer and Hodkinson as well as the Stanford Learning Center project, has depicted the learning career as a structured and structuring series of choices and decisions that are part of a wider set of values and relationships. The learning portfolio is a way of documenting and reflecting on one's learning career. The learning trajectory has been conceptualized in a number of ways. De Weerdt et al. define it as the arc of a learning process that consists of orientation, elaboration, and integration. Gorard et al. define it as the aggregate of an individual's learning experiences across a life span, determined by social capital, contextual factors, and individual choices that reflect learner identity. The concepts of learning autobiography, learning career, and learning trajectory make clear the influence of sociocultural context and structure on individual learning characteristics. (An annotated bibliography listing 19 publications and 5 World Wide Web sites constitutes approximately 75% of this document.) (MO) ED478342 Learning Careers/Learning Trajectories. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Cabinetmaking Carpentry Employment Qualifications Finishing Foreign Countries Furniture Industry Hand Tools Job Analysis National Standards Occupational Information Postsecondary Education Safety Skilled Occupations Standard Setting Task Analysis Technology Education Tests Chinien, Chris Boutin, France Legal/Legislative/Regulatory Materials Interprovincial Red Seal Program (Canada) Power Tools Canada Canada English This document contains the analysis of the occupation of cabinetmaker, or joiner, that is accepted by the Canadian Council of Directors as the national standard for the occupation. The front matter preceding the analysis includes exploration of the development of the analysis, structure of the analysis, validation method, scope of the cabinetmaker occupation, occupational observations, and safety. The analysis covers six blocks plus the tasks and sub-tasks associated with each block. The blocks are: common occupational skills; machining; forming and laminating; veneers and laminates; assembly; and finishing and restoration. The section for each block describes the skills and knowledge that must be acquired to perform the tasks, any shifts or changes in technology, the components of the tasks, and the tools and equipment needed, and 18 tasks including builds prototypes, assembles cabinets, and restores woodwork. Appendix A is a list of tools and equipment, Appendix B is a glossary, Appendix C contains data from the validation of the analysis, and Appendix D is a pie chart depicting the average number of questions on an interprovincial exam for each block. (SLR) ED478343 Cabinetmaker. Occupational Analysis Series. 2000-00-00 68 For full text: http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Cabin etmaker_2000.pdf. Also available in French: http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Eben iste_2000.pdf. N/A 2004 2016-11-21

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Yes Career Education Curriculum Development Dropout Prevention Educational Change Educational Finance Educational Planning Educational Policy Employment Patterns Federal Aid Federal State Relationship Government Role Government School Relationship High Schools Outcomes of Education Position Papers Postsecondary Education Relevance (Education) Secondary Education Vocational Education Work Experience Programs Brand, Betsy Opinion Papers Career and Technical Education No Child Left Behind Act 2001 No Child Left Behind Act 2001 American Youth Policy Forum, Washington, DC. English Federal funding for career and technical education (CTE) should move from a state grant program to a competitive grant approach in order to disrupt an entitlement mentality and instead support the creation of high quality CTE programs with improved student outcomes. Funds should be used to develop and expand CTE programs to begin in 9th grade and continue to postsecondary education, with 5% to conduct or support research and demonstrations of new CTE curricula, 20% to states, and 75% allocated on a competitive basis to schools. In grades 9-10, the program would focus on academic foundations in the context of careers. In the upper grades, programs might include career-themed schools, career academies located in comprehensive high schools, technical schools with career clusters, and early or middle college high schools with a career theme. At the postsecondary level, the focus would be more occupational and technical. At the secondary level, progress would be measured by aligning with the No Child Left Behind Act and by reduced high school drop out rates, increased entry into postsecondary education, and attainment of technical or occupational competencies. (SLR) ED478344 Rigor and Relevance: A New Vision for Career and Technical Education. A White Paper. 2003-04-00 Carnegie Corp. of New York, NY. ISBN-1-88703-77-4 Policymakers 34 American Youth Policy Forum, Publications Department, 1836 Jefferson Place, NW, Washington, DC 20036 ($5). For full text: http://www.aypf.org/publications/aypf_rigor_0004v.3.pdf. N/A 2004 2016-11-21

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Yes Comparative Education Continuation Students Disadvantaged Dropout Prevention Dropout Programs Educational Administration Educational Environment Educational Innovation Educational Policy Elementary Secondary Education Foreign Countries Government Role High Risk Students Integrated Curriculum Job Training Nontraditional Education Nontraditional Students Special Needs Students Special Schools Vocational Education Collected Works - Proceedings Opinion Papers Reports - Descriptive Belgium Ireland Denmark Italy European Union Netherlands France Spain Austria Germany United Kingdom Austria Belgium Denmark European Union France Germany Ireland Italy Netherlands Spain United Kingdom ISSN-1562-6180 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This document contains the agenda and papers presented at the Agora IX meeting in Thessaloniki, Greece in June 2000 on alternative education and training processes. The papers are "Integration of Migrant Pupils in the Danish Education System" (Bang); "Support Services for Inclusive Education" (De Vroey); "Single Sex Schooling or Coeducation?" (Schrodt); "Serving the Needs of Gifted Individuals: The Optimal Match Model" (Monks); "The Common Culture Needed for the Democratic Transformation of Schools" (Rochex); "Danish Production Schools" (Ljung); "A Review of the Training Workshops and Craft Centres in Extremadura" (Lucas); "Combating Social and Economic Exclusion" (Brodigan); "The Irish Leaving Certificate Applied: Trojan Horse or Contrived Equilibrium?" (Gleeson); "Contribution of Mr. Manfred Schneider from the BBJ-Unternehmensgruppe" (Manfred Schneider); "Strategies to Combat Failure at School: A Comparison of Italian and European Experiences" (Montedoro); "Nightriders Tailoring Training to Young People's Lifestyles" (Lavelle); "Comprehensive Education or Removal of Pupils: The Dilemma Facing Education Systems in Responding to School Failure" (Casal); "The New Skills Approach The Roles of those Involved' (Rue); "The Relationship Between Centralised and Decentralised Learning in Vocational Training" (Vogel); "Company Role and Responsibility in Education and Training" (Suomalainen); and "The Role of Local Authorities in the Integration of Disadvantaged Young People in Germany" (Schlegel). The document contains a list of event participants. (SLR/CL) ED478345 Agora IX: Alternative Education and Training Processes (Thessaloniki, Greece, June 26-27, 2000). CEDEFOP Panorama Series. 2003-00-00 ISBN-92-896-0170-1 182 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece (#5137 EN, free). Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr. For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 5137_en.pdf. N/A 2004 2016-11-21

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No Case Studies Curriculum Development Educational Change Educational Environment Educational History Hidden Curriculum High Schools Organizational Communication Politics of Education Resistance to Change Role of Education Rural Education Rural Schools School Community Relationship School Culture Feldmann, Doug Books Historical Materials Reports - Research Indiana Indiana English This book begins by tracing the history of curriculum development and the subjugation of rural school districts to curriculum decisions made from afar and tailored to urban needs. Local and teacher interpretation of the formal curriculum gave rise to the enacted curriculum, or that which was actually taught in classrooms. But for rural schools, the most powerful aspect of curriculum is the hidden curriculum, which refers to the influence of community values and mores. In an effort to illustrate the mechanics of curriculum development in rural schools, a year-long study was conducted at Neosho High School in rural southern Indiana, which was considering a comprehensive reform of its curriculum. Data were gathered through questionnaires and interviews completed by 18 of the school's 19 teachers, document reviews, and observations. Low teacher salaries led to a high turnover rate of teachers and administrators, so that few felt confident in devoting much effort to producing a new curriculum. There was poor communication among teachers. The teachers generally perceived local school board members to be inflexible, unimaginative, and uneducated. While these factors may appear marginal to the concept of curriculum, they were interwoven into daily school life and unavoidably became part of the enacted curriculum. Five recommendations are based in the importance of encouraging and providing opportunities for curricular discussion among teachers and administrators. An appendix presents graduation requirements for Neosho High School. (Contains 149 references and an index) (TD) ED478346 Curriculum and the American Rural School. 2003-00-00 ISBN-0-7618-2558-4 204 University Press of America, Inc., 4501 Forbes Blvd., Suite 200, Lanham, MD 20706 ($35). Tel: 800-462-6420 (Toll Free). N/A 2004 2016-11-21

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Yes At Risk Persons Case Studies Disadvantaged Youth Educational Needs Interpersonal Competence Mexican Americans Migrant Workers Minority Group Children Persistence Poverty Racial Discrimination Resilience (Personality) Self Esteem Gonzales, Julia Reports - Research Chavez (Cesar) Protective Factors Risk Factors English Children from poor families exhibit more conduct disorders, chronic illnesses, school problems, hyperactivity, and emotional disorders than children who are not poor. Minority children that are poor face the additional disadvantage of marginalization. Research indicates that support and strong personal skills are needed for such children to be resilient and ultimately successful. Resiliency theory discusses three major variables: risk factors, which are stressful situations and chronic adversity that hinder children's successful development; protective factors, which are variables such as family support, a relationship with community or mentors, and a strong sense of self that outweigh risk factors; and resiliency, the attributes of which are social competence, problem-solving skills, autonomy, and a sense of purpose. A case study of Cesar Chavez provides an example of a resilient individual and provides children with a story that will help uncover ways to develop their resiliency. Cesar Chavez came from an impoverished family, was homeless as a child, lived in impoverished dilapidated neighborhoods, worked as a migrant farm worker, and was a member of a minority group (Mexican American). Protective factors in his life were his supportive relationship with his mother and grandmother, his connection to the church, and his overall positive self-concept. He grew up to become a leader and founder of the United Farm Workers Union. Resiliency theory is used to analyze the success of Cesar Chavez. Educators must learn to foster resiliency and academic success for students. (TD) ED478347 Cesar Chavez: A Case Study of a Resilient Child's Adaptation into Adulthood. 2003-00-00 8 N/A 2004 2016-11-21

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Yes Educational Environment Educational Research Mathematics Achievement Mathematics Education National Competency Tests Rural Education Rural Urban Differences Secondary Education Howley, Craig B. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This digest examines the best evidence available on mathematics achievement in rural schools and offers recommendations for further research. Findings on the mathematics achievement of secondary students are presented, based on analyses of the National Assessment of Educational Progress (NAEP) in 1996 and 2000, the Longitudinal Study of American Youth in 1987-89, the National Educational Longitudinal Survey of 1988, and the NAEP for 1992 and 1996. Nationally, no mathematics achievement gap was found between rural students and students in nonrural, suburban, or urban classifications. A rural-nonrural achievement gap was found in 40 percent of states--half the time it favored rural students. Conditions of schooling accounted for a large proportion of the variance associated with state-level achievement gaps. These findings refute charges of rural inferiority in relation to national averages. School and system characteristics are listed that might influence mathematics learning and that should be researched in the rural context. (SV) ED478348 Mathematics Achievement in Rural Schools. ERIC Digest. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. 3 For full text: http://www.ael.org/eric. N/A 2004 2016-11-21

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Yes Declining Enrollment Distance Education Educational Quality Elementary Secondary Education Enrollment Trends Financial Problems Population Trends Rural Areas Rural Population Rural Schools Teacher Salaries Schwartzbeck, Terri Duggan Numerical/Quantitative Data Reports - Research United States (Great Plains States) American Association of School Administrators, Arlington, VA. English Many rural areas have seen declining populations and school enrollments, which are expected to continue. Rural schools with declining enrollment face the threat of consolidation, loss of per-pupil funding, fewer instructional resources, teacher and administrator quality issues, and deteriorating school buildings. These problems are particularly severe in the Great Plains region, where many declining counties have very low population density and are considered "vacant" or "frontier" counties (fewer than two or fewer than six people per square mile, respectively). The number of frontier counties in the region has been steadily increasing since 1940. Attracting quality teachers and administrators can be a challenge in districts with declining enrollment, and this issue will only increase in urgency as No Child Left Behind is implemented. Rural states with declining enrollments have lower-than-average teacher salaries and higher percentages of teachers teaching out of their field. In addition, teachers and other staff are often overburdened in small rural districts. Lower teacher salaries are related to funding difficulties, which also impact the condition of facilities. Districts attempting to survive while ensuring quality education for their students have turned to such solutions as creative budget cuts, cooperative agreements with other districts, the 4-day week, distance learning and technology, and use of regional service agencies. (Contains 14 maps, figures, and data tables) (SV) ED478349 Declining Counties, Declining School Enrollments. 2003-04-15 17 For full text: http://www.aasa.org/government_relations/rural/Declining_Counties.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Building Obsolescence Educational Research Elementary Secondary Education Public Schools Student Behavior Hines, Eric Wayne Dissertations/Theses - Doctoral Dissertations Building Evaluation English This study, involving selected Virginia urban high schools, examines the relationship between school facility condition and student achievement and behavior. The study determined student achievement by using the Test of Academic Proficiency for grade eleven during the 1992-93 school year; student behavior was determined by the ratio of the number of expulsions, suspensions, and violence/substance abuse incidents to the numbers of students in each school. The study's findings show that student achievement scores and disciplinary incidents are higher in schools that have better building conditions. Science achievement scores also are higher in schools that have better science laboratory conditions. Finally, the varying of climate control, locker, and graffiti conditions are factors in improving student achievement scores. Appendices contain statistics on student population and demographics, a copy of the survey used to assess a facility's physical status, documents pertaining to the study sample, and research questionnaires. (Contains 44 references.) (GR) ED478350 Building Condition and Student Achievement and Behavior. 1996-07-00 154 N/A 2004 2016-11-21

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Yes Child Health Conservation (Environment) Educational Facilities Design Educational Facilities Planning Public Schools School Buildings Sustainable Development Guides - Non-Classroom California Collaborative for High Performance Schools, CA. English The goal of this manual is to create a new generation of high performance school facilities in California. The focus is on public schools and levels K-12, althoughmany of the design principals apply to private schools and higher education facilities as well. High performance schools are healthy, comfortable, energy efficient, resource efficient, water efficient, safe, secure, adaptable, and easy to operate and maintain. Theyhelp school districts achieve higher test scores, retain quality teachers and staff, reduce operating cost, increase average daily attendance (ADA), and reduce liability, while at the same time being friendly to the environment. The manual is split into three volumes. Volume I addresses the needs of school districts, including superintendents, parents, teachers, school board members, administrators, and those persons in the school district that are responsible for facilities. These may include the assistantsuperintendent for facilities (in large districts), buildings and grounds committees, energy managers, and newconstruction project managers. Volume I describes why high performance schools are important, what components are involved in their design, and how to navigate the design and construction process to ensure that they are built. Volume II contains design guidelines for high performanceschools. These are tailored for California climates and are written for the architects and engineers who are responsible for designing schools as well as the project managers who work with the design teams. Volume II is organized by design disciplines and addresses specific design strategies for high performance schools. Volume III is the Collaborative for High Performance Schools (CHPS) Criteria. These criteria are a flexible yardstick that precisely defines a high performance school so that it may qualify for supplemental funding, priority processing, and perhaps bonus points in the state funding procedure. School districts can also include the criteria in their educational specifications to assure that new facilities qualify as high performance. (EV) ED478351 Best Practices Manual, 2002 Edition. 2002-00-00 715 For full text: http://www.chps.net/manual/index.htm. N/A 2004 2020-11-03

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Yes Educational Facilities Design Mobile Classrooms Relocatable Facilities Roman, Michael Robert, Laurie Reynolds, Pamela Ulrey, Bill Crawford, Doug Shield, Tom Soenksen, Steven Collected Works - General Modular Systems English "Commercial Modular Construction Magazine" regularly contains articles where the use of modular schools and classrooms is highlighted. This document contains a selection of those articles, including: (1) "Relocatable Classrooms Come of Age" (Michael Roman); (2) "Systems Building" (Laurie Robert); (3) "Realizing Modular's Merits" (Michael Roman); (4) "Toward Cooler, Quieter, Energy-Efficient Portable Classrooms" (Pamela Reynolds); (5) "Modular Construction Delivers NJ Pre-School" (Bill Ulrey); (6) "School District Saves $200,000 with Permanent Modular Construction" (Doug Crawford); (7) "Access Analysis for Two-Story Classrooms" (Tom Shield); and (8) "Replacement Modular Buildings" (Steven Soenksen). (EV) ED478352 Modular Building Institute. 2003 Educational Showcase. 2003-00-00 27 For full text: http://www.mbinet.org/web/magazine/showcase.html. N/A 2004 2016-11-21

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Yes Energy Management National Surveys Public Schools School Surveys Smith, Timothy Porch, Rebecca Farris, Elizabeth Fowler, William Reports - Research Energy Consumption National Center for Education Statistics (ED), Washington, DC. English This report provides national estimates on energy needs and expenditures of U.S. public school districts. The survey provides estimates of Fiscal Year (FY) 2000 energy expenditures, FY 2001 energy budgets and expenditures, and FY 2002 energy budgets; methods used to cover energy budget shortfalls in FY 2001; and possible reasons for those shortfalls. The survey also explored the cost-saving measures that school districts took in FY 2000, FY 2001, and FY 2002. Finally, the survey examined the extent to which the chief financial officer of the school district (or other district respondent) perceived the school district succeeded in reducing energy usage and cost per unit. The nationally representative sample of approximately 1,000 regular school districts was selected from the 19992000 Common Core of Data Local Education Agency Universe file. (EV) ED478353 Effects of Energy Needs and Expenditures on U.S. Public Schools. Statistical Analysis Report. 2003-05-00 75 For full text: http://nces.ed.gov/pubs2003/2003018.pdf. N/A 2004 2016-11-21 ED508774

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Yes Class Organization Educational Resources Mental Health Programs School Organization School Schedules School Support Student Personnel Services Time Factors (Learning) Reports - Descriptive California Univ., Los Angeles. Center for Mental Health in Schools. English Schools have a yearly rhythm--changing with the cycle and demands of the school calendar. There is the Season of Hope as the school year starts; then comes homework discontent, conferences of concern, grading and testing crises, newspaper attacks, worries about burnout, and the search for renewal. In keeping with all this, the material compiled here offers some ideas and aids that can be used to enhance support for students, their families, and the staff at school each month. There are also references and information on linking to other resources for more in-depth follow up. All school stakeholders, and especially student support staff, can play a major role in addressing cyclical school concerns. By doing so, it is hoped to increase the likelihood that schools will be better places for all who spend so much of their lives there. (Author) ED478354 Improving Teaching and Learning Supports by Addressing the Rhythm of a Year. A Resource Aid. 2003-08-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Practitioners Support Staff 67 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/rhythms.pdf. N/A 2004 8/19/2004 22:12:55 RIEFEB2004 U93-MC-00175

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Yes Intervention Mental Health Prevention Program Development Program Implementation School Support Social Support Groups Special Needs Students Student Development Student Personnel Services Transitional Programs Information Analyses Reports - Descriptive California Univ., Los Angeles. Center for Mental Health in Schools. English This Introductory Packet provides readings and related activities on support for transitions to address barriers to student learning covering both research and best practices. It explores why transitions are dangerous opportunities that can disrupt or promote development. Key transitions and related intervention strategies are presented for starting school; daily transitions including before and after school as well as recess and lunch; year transitions such as beginning a new school year; moving to a new school/new country; transitions for special needs students; and transitions from high school. Planning and implementing programs that support transitions for students, family, and staff provide an opportunity for school support staff to take a leadership role. This encompasses program development and raising awareness about the benefits of coordinating programs for prevention and interventions designed to address transition problems. The importance of support staff, families and students planning for transitions is accompanied by suggestions and models. Resources include references, organizations, websites, and Center materials related to transitions. (Contains 14 references.) (GCP) ED478355 Transitions: Turning Risks into Opportunities for Student Support. An Introductory Packet. 2003-06-00 Bureau of Community Health Services (DHHS/HSA), Washington, DC. Office for Maternal and Child Health. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Practitioners Support Staff 103 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/transitions/transitions.pdf. N/A 2004 8/19/2004 22:12:58 RIEFEB2004 U93-MC-00175

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Yes Change Strategies Educational Change Program Descriptions Program Development Program Implementation Student Personnel Services Reports - Descriptive California Univ., Los Angeles. Center for Mental Health in Schools. English This document describes major examples of trailblazing and pioneering efforts that are playing a role in designing new directions for student support. The work is being carried out at school, district, state, and national levels. The endeavors are grouped into three categories: (1) places where broad-based systemic changes are underway, (2) places where some form of interesting innovation is or has been implemented, and (3) places developing strategic plans for broad-based systemic changes. In addition to comprehensive examples, other innovations are highlighted because they provide relevant demonstrations of facets of new directions and offer insights that warrant the attention of anyone who is ready to rethink student supports. (GCP) ED478356 Where's It Happening? New Directions for Student Support. A Center Report. 2003-07-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Practitioners Support Staff 41 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/wheresithappening/overview.pdf N/A 2004 8/19/2004 22:13:00 RIEFEB2004 U93-MC-00175

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Yes Prevention Program Descriptions Public Health Suicide Youth Guides - Non-Classroom California Univ., Los Angeles. Center for Mental Health in Schools. English This presentation and training aid provides a brief overview and discussion of the nature and scope of youth suicide, what prevention programs try to do, a framework for a public health approach, guides to programs and more. This material can be used for both handouts and as overheads for use with presentations. (GCP) ED478357 Youth Suicide Prevention: Mental Health and Public Health Perspectives. A Presentation and Training Aid. 2003-06-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. 37 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/qf/suicide_qt/youthsuicidepreventionslidesscript.pdf N/A 2004 8/19/2004 22:13:03 RIEFEB2004 U93-MC-00175

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Yes Comprehensive Programs Educational Resources Outcomes of Education Program Development School Support Student Personnel Services Guides - Non-Classroom California Univ., Los Angeles. Center for Mental Health in Schools. English Schools increasingly are recognizing that leaving no student behind requires a comprehensive, multifaceted, and integrated system of learning supports. To establish such a system, initiatives to improve schools must evolve current student supports into a full-fledged component dedicated to addressing barriers to learning. This calls for new directions that end the marginalization and fragmentations of learning supports. This set of training modules is designed as an aid for training leaders and staff about the importance of and how to establish effective resource-oriented mechanisms to advance development of a comprehensive, multifaceted, and integrated learning supports (or enabling) component at every school. (GCP) ED478358 Developing Resource-Oriented Mechanisms To Enhance Learning Supports. 2003-07-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Practitioners Support Staff 126 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/contedu/developing_resource_oriented-mechanisms.pdf N/A 2004 8/19/2004 22:13:06 RIEFEB2004 U93-MC-00175

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Yes Educational Resources Intervention Outcomes of Education Partnerships in Education Program Development School Community Relationship Guides - Non-Classroom California Univ., Los Angeles. Center for Mental Health in Schools. English Across the country, groups of people who often haven't worked together previously are combining their talents and resources to improve outcomes for children and youth. They often form groups called collaboratives. This packet provides some guidance for what makes such collaborative efforts successful and what gets in the way. It is designed as an introduction to the nature and scope of working collaboratively at various levels of intervention. Specifically, the content focuses on clarifying that: collaboration is a process for carrying out delineated functions; accomplishing different functions often require different mechanisms or structures; data can help enhance collaboration; and sustaining collaborative endeavors over time requires attending to systemic change. Also included in this packet are a set of resources to draw on in developing effective ways to work together to strengthen children and youth, families, schools, and communities. (Author) ED478359 Working Collaboratively: From School-Based Teams to School-Community-Higher Education Connections. An Introductory Packet. 2003-04-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Practitioners Support Staff 127 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/worktogether/worktogether.pdf. N/A 2004 8/19/2004 22:13:08 RIEFEB2004 U93-MC-00175

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Yes Comprehensive Guidance Delivery Systems Elementary Secondary Education Program Development Program Effectiveness Public Schools School Counseling School Counselors Student Development Guides - Non-Classroom Alaska Alaska Alaska State Dept. of Education and Early Development, Juneau. English Alaskan school counselors deal with diverse systems and conditions in order to deliver counseling services through the Alaska School Counseling Program. Wherever Alaskan counselors serve, the need for a comprehensive and sequential school counseling program remains the same. An effective school counseling program must enhance and support the Alaska Quality Schools Initiative. This document contains information the Alaskan counselor will need in order to establish programmatic strategies in order to help students meet or exceed the Alaska Performance and Content Standards. The Comprehensive Counseling Program for Alaska Public Schools is built on the belief that a school counseling program must: reach all students; be program-driven rather counselor-driven; provide accountability; supply a curriculum that addresses student needs; and eliminate non-counseling tasks assigned to the counselor. The Comprehensive Counseling Program for Alaska Public Schools was written in 1989. This document is the third revision of the original. It builds upon the experiences and successes of the Alaskan counselors who developed school counseling programs from the original document. A special effort has been made to address the unique problems that itinerant counselors experience in their attempts to establish comprehensive school counseling programs. Many suggestions for itinerants have been incorporated into each section and are marked accordingly. Three appendixes contain academic development activities, career development activities, and personal/social development activities. (GCP) ED478360 The Comprehensive Counseling Program for Alaska Public Schools. A Guide for Program Development K-12th Grade. 2001-06-00 Counselors Practitioners 122 Alaska Dept. of Education & Early Development, Division of Teaching and Learning Support, 801 W. Tenth, Suite 200, Juneau, AK 99801. For full text: http://www.eed.state.ak.us/publications/CounselingManual-final.pdf N/A 2004 2016-11-21

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Yes Academic Advising Career Guidance Education Work Relationship Educational Counseling Guidance Programs High Schools Noncollege Bound Students Postsecondary Education Program Effectiveness Program Evaluation School Counseling Bottoms, Gene Cobbs, Mary Reports - Research Southern Regional Education Board, Atlanta, GA. English The 1996 "High Schools That Work" Assessment report contains positive and negative findings about the effectiveness of the high school advisement process in guiding career-bound students into challenging academic programs that will equip them for work and postsecondary study. The assessment of reading, mathematics and science performance was given to 12th-graders completing four courses in a vocational concentration at the Southern Regional Education Board's "High Schools That Work" sites. The assessment revealed that simply getting students to develop a four-year plan does not guarantee higher achievement. An effective advisement process enrolls students in "advantaged" academic courses rather than sorting them into low-level classes. Students who complete rigorous academic courses score significantly higher in reading, mathematics and science than those who complete less-demanding courses. This research brief highlights findings of the assessment and provides suggestions for how schools and educators can improve the quality of guidance and advisement practices. (GCP) ED478362 Good News, Bad News and Actions for Helping Students Complete a Challenging Program of Study. Research Brief. 2003-00-00 6 Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief13.asp. N/A 2004 8/19/2004 22:13:16 RIEFEB2004

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Yes Alcohol Abuse Annual Reports At Risk Persons Crime Criminals Drug Abuse Illegal Drug Use Incidence Measures (Individuals) Research Methodology Tables (Data) Trend Analysis Numerical/Quantitative Data Reports - Research Drug Use Forecasting Study Department of Justice, Washington, DC. Office of Justice Programs. English This annual report reflects changes to the National Institute of Justice's Drug Use Forecasting program. After several years of development and testing, the restructured program was fully implemented in 2000 as Arrestee Drug Abuse Monitoring (ADAM). Probability-based sampling was adopted, the interview instrument (questionnaire) was enhanced to cover several new areas of drug use and related behavior, and the number of sites was increased. As in the past, it presents information about arrestees drug use, both overall and site-by-site. This year the report also features a series of chapters that examine in depth some of the new topics that are now a routine part of the questionnaire. As in the past, the report includes a summary table of data from each site, but this year the tables also show risk for drug and alcohol dependence, admissions to treatment, and drug market participation. Another series of essays documents the new ADAM method and explores possible new ways to apply it. For policymakers, there is a broad overview of drug use among the population at risk for crime. For practitioners in the justice system who deal day-to-day with drug use and related crime, ADAM offers information useful for planning control strategies. For researchers, the ADAM data offer myriad possibilities for investigating the drug-crime link. Overall findings from 2000 reveal that drug use continued to be common among adult male arrestees, as in previous years. The ADAM redesign strengthens the reliability of the findings and makes it possible to explore new areas of drug use and related behavior. (GCP) ED478363 Annual Report 2000: Arrestee Drug Abuse Monitoring. 2003-04-00 212 ADAM, National Institute of Justice, 810 Seventh Street, NW, Washington, D.C. 20531. Web site: http://www.adam-nij.net/index.asp. For full text: http://www.adam-nij.net/files/ar2000/193013.pdf. N/A 2004 2016-11-21

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Yes Behavior Modification Behavior Problems Classroom Environment Elementary School Students Modeling (Psychology) Self Evaluation (Individuals) Student Behavior Videotape Recordings Schwan, Gerald R. Holzworth, William A. Information Analyses Reports - Research English This investigation attempts to determine whether or not elementary school student's inappropriate classroom behavior can be altered through the use of a video self-modeling procedure (VSM). The frequency of inappropriate behavior was observed from videotapes and recorded for twenty six subjects, thirteen of whom were placed in a VSM group and thirteen in a no treatment-control group. Overall, inappropriate behavior decreased in the VSM group but not in the control group. (Contains 12 references and 3 tables.) (Author) ED478364 Effects of Video Self-Modeling on Inappropriate Behavior in Elementary School Students. 2003-07-00 26 N/A 2004 8/19/2004 22:13:23 RIEFEB2004

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Yes Drug Abuse Illegal Drug Use Research Collected Works - General Ecstasy (Drug) Methamphetamines National Inst. on Drug Abuse (DHHS/PHS), Bethesda, MD. English Included in this document are selections of topic-specific articles on club drug research reprinted from the National Institute on Drug Abuse's (NIDA) research newsletter, NIDA Notes. The collection features articles originally published from 1996 through 2002. Topics include the effects of ecstasy and methamphetamine on the brain and body, prenatal exposure to ecstasy, research aimed at reversing methamphetamine's neurotoxic effects, the epidemiology of club drug use, NIDA's initiatives to control the use of club drugs, and LDS, PCP, GHB, and ketamine. (GCP) ED478365 A Collection of NIDA Notes: Articles That Address Research on Club Drugs. 2003-07-00 68 For full text: http://165.112.78.61/NIDA_Notes/NN0060.html. N/A 2004 2016-11-23

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Yes Drug Abuse Drug Rehabilitation Illegal Drug Use Marijuana Prevention Research Collected Works - General National Inst. on Drug Abuse (DHHS/PHS), Bethesda, MD. English Included in this document are selections of topic-specific articles on marijuana research reprinted from the National Institute on Drug Abuse's (NIDA) research newsletter, NIDA Notes. The collection features articles originally published from 1995 through 2002. Topics include long-term cognitive impairments in heavy marijuana users, evidence that chronic marijuana users experience withdrawal upon quitting, the influence of genes and the environment on drug abuse vulnerability, the body's natural THC-like compounds, epidemiology, prevention, and treatment. (GCP) ED478366 A Collection of NIDA Notes: Articles That Address Research on Marijuana. 2003-07-00 64 For full text: http://165.112.78.61/NIDA_Notes/NN0058.html. N/A 2004 8/19/2004 22:13:29 RIEFEB2004

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Yes Age Basic Skills College Students Community Colleges Competency Based Education Educationally Disadvantaged English (Second Language) Evaluation Methods Job Training Mathematics Skills Placement Reading Skills Student Placement Testing Two Year Colleges Writing Skills Perin, Dolores Charron, Kerry Information Analyses Reports - Research Speeches/Meeting Papers Columbia Univ., New York, NY. Community Coll. Research Center. English This paper presents the findings of a qualitative, instrumental case study that examined students' academic preparedness, as well as assessment and placement policy in 15 community colleges in 6 states across the country. Although most community colleges mandate basic skills assessment for all entering freshmen, many do not require low-scoring students to attend developmental education classes. Consequently, students who test into remediation may still enroll in college-level classes. This could threaten those students' performance in degree programs. The sample used in the study consisted of 5 urban, 5 suburban, 1 mixed urban and suburban, and 4 rural community colleges in which enrollment ranged from 1,854 to 28,862, with minority participation ranging from 5% to 96%. Research questions were tailored for four different community college roles: administrator, faculty, counselor, and student. A total of 314 interviews were conducted. The main source of data was a set of 201 interview transcripts (64% of total). The findings connect age, and particularly limited English proficiency, with college preparedness. Some respondents suggested that the comprehension levels required of the placement tests were too low for college-level study. The study asks why remediation is not universally required as a prerequisite for registration. (Contains 5 tables and 25 references.) (NB) ED478367 Trends in Community College Assessment and Placement Approaches: Implications for Educational Policy. 2003-04-00 Alfred P. Sloan Foundation, New York, NY. 20 N/A 2004 8/19/2004 22:13:31 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Adult Education Community Colleges Community Development Community Education Economic Change Economic Development Economic Impact Economic Progress Rural Development Rural Education Rural Environment Two Year Colleges Reports - Descriptive Rural Community College Initiative MDC, Inc., Chapel Hill, NC. English MDC, Inc. is a private nonprofit whose mission is to expand opportunities, reduce poverty, and build inclusive communities in the South. The Rural Community College Initiative (RCCI) is a national project that supports community colleges in distressed rural areas in moving their people and communities toward prosperity. MDC and the Ford Foundation both worked to help RCCI move toward attainment of its goals. Nine demonstration community and tribal colleges joined the RCCI project in 1994, and 15 additional colleges joined RCCI in 1997. Each received implementation grants of $75,000 for the first 2 years, and smaller grants for 2 additional years. The colleges were able to leverage substantial support from foundations as well as state and federal government. RCCI community teams worked on small business development, workforce training, improving access to education, forging connections between the college and K-12 schools, developing distance education, improving developmental studies and academic support, and reaching out to draw more disadvantaged and minority students to the college. RCCI focused on developing solutions from within, as well as keeping development strategies local. The document includes an examination of barriers to implementation of RCCI, and a summary of how to move from vision to action. (Contains 10 references.) (NB) ED478368 Revitalizing Rural Communities: Lessons from the Rural Community College Initiative. 2003-00-00 Ford Foundation, New York, NY. 29 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Persistence Asian American Students Community Colleges School Holding Power Two Year Colleges Urban Schools Nishimoto, James K. Hagedorn, Linda Serra Reports - Research Speeches/Meeting Papers University of Southern California, Los Angeles. School of Education. English Attempts to address the dearth of research on Asian and Pacific-Islander community college students by exploring the predictors of persistence and retention, and the course taking patterns of Asian Pacific American students enrolled in urban community colleges. This correlational study utilized data collected for the Transfer and Retention of Urban Community College Students (TRUCCS). Beginning in the academic year 2000 and continuing the next three years, the TRUCCS project was designed to be a longitudinal study of the goals, success and academic patterns of 5,000 students attending nine urban Los Angeles Community Colleges. Of the 4,433 responding students, 16.6% of the students identified themselves in the category described as Asian-Pacific American. The research instrument was a 47-item questionnaire informed by theories of student retention, persistence, and success. The results of this study confirm that Asian Pacific Americans are different from other larger or more dominant ethnic groups and that there are significant differences between the various ethnic groups that comprise the Asian Pacific American group. These differences suggest that significant information about unique and identifiable ethnic groups is being lost when data is aggregated into larger ethnic groupings. Appended is summary information for each survey item. (Contains 33 references.) (RC) ED478369 Retention, Persistence, and Course Taking Patterns of Asian Pacific Americans Attending Urban Community Colleges. 2003-04-00 38 N/A 2004 8/19/2004 22:13:37 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Persistence Community Colleges Curriculum Demography English (Second Language) Enrollment Language Skills Limited English Speaking Second Language Learning Second Language Programs Two Year Colleges Numerical/Quantitative Data Reports - Research Tests/Questionnaires San Diego Community College District CA San Diego Community Coll. District, CA. Research and Planning. English The purpose of this study was to provide information regarding the impact of the new English for Speakers of Other Languages (ESOL) Program at the San Diego Community College District (SDCCD) in California. In fall 2000, the program increased from 5 to 8 courses and went from a 30-unit to a 35-unit program. Districtwide, ESOL Program enrollment decreased (down 361 from fall 1999 to spring 2001) after the implementation of the new program. The persistence rate from term to term remained about the same, while course completion rates decreased by 22.1% districtwide in the new Level 19. However, course completion rates for Levels 20, 30, and 40 increased with the program changes. The changes did not affect demographic distributions of ESOL students. Level 19 was impacted by the most program changes, therefore the report recommends further research focusing on this level. It is also recommended that more research be conducted to examine ESOL student success in subsequent academic courses after completing the ESOL Program. Because the majority of ESOL students indicated their educational goal was to transfer to a four-year institution, the study also recommends initiation of longitudinal research to track success after transfer. Research instrument appended. (Contains more than 100 tables.) (NB) ED478370 The Impact of the New ESOL Program. 2002-04-00 63 N/A 2004 2016-11-21

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No Academic Persistence College Students Community Colleges Educationally Disadvantaged Eligibility English Mathematics Minority Groups Nontraditional Students Prerequisites Prior Learning School Holding Power Two Year Colleges Numerical/Quantitative Data Reports - Research San Diego Community College District CA San Diego Community Coll. District, CA. Research and Planning. English This study by the San Diego Community College District (SDCCD), California, aims to determine the impact of prerequisite enforcement on retention and course completion rates in English and math courses among underrepresented students. The report analyzed a subset of the more than 300 prerequisite-enforced courses offered by the SDCCD. The course selection criteria included: (1) all English and math courses with 30 or more enrollments for at least one underrepresented ethnic group; and (2) courses in other subject areas that were identified in a previous study as having a statistically significant change in course success rates. Data from selected courses were broken down by ethnic group and examined for changes in course enrollments and success rates, term retention rates, and term-to-term persistence rates. Immediate and long-term effects were assessed, using data from fall 1996 through fall 2001. In terms of the impact of prerequisite enforcement, all of the ethnic groups with the exception of Filipinos showed a decrease in term-to-term persistence rates across all multi-year comparisons. Furthermore, a majority of these decreases were found to be statistically relevant. The decrease was determined to be inconclusive, however, as it could be the result of an increase in the number of students achieving their educational objective. (Contains 67 tables and 2 charts.) (NB) ED478371 A Report on the Impact of Prerequisite Enforcement on Underrepresented Students. 2002-07-00 105 N/A 2004 2016-11-21

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Yes Admission (School) Ancillary School Services College Students Community Colleges Counseling Curriculum Evaluation Instruction Orientation Satisfaction Student Attitudes Student Characteristics Student Evaluation Two Year Colleges Numerical/Quantitative Data Reports - Research San Diego Community College District CA San Diego Community Coll. District, CA. Research and Planning. English The San Diego Community College District (SDCCD), California, conducted a student satisfaction survey at three colleges during fall 2002. The survey instrument includes the following three parts: (1) Service Areas: students were asked to rate the levels of importance and satisfaction for 22 services; (2) Survey Themes: seventy-six statements were clustered into 14 survey themes; students were asked to rate their agreement with the items; (3) Situational and Background Questions: even questions regarding the number of hours students spent on campus or studying, parents' educational level, and number of semesters they were enrolled. Survey responses were collected from 9,014 students districtwide, with 80% of classes selected for study responding. Perceived levels of satisfaction were compared to perceived levels of importance for the 22 service areas in order to assess the relative gap in perceptions for the two measures. Parking services at all colleges was the area with the largest negative gaps between levels of importance and satisfaction. Other areas with large negative gaps were campus bookstore, counseling, cafeteria, and financial aid services. Areas with high importance and high satisfaction ratings included curriculum/instruction, admissions and registration, and the Learning Resources Center. Contains more than 50 tables, presenting statistics for individual colleges and district. Research instrument appended. (NB) ED478372 San Diego Community College District Student Satisfaction Survey, 2001. 2002-09-00 129 N/A 2004 2016-11-21

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Yes Ancillary School Services College Students Community Colleges Learning Strategies Literacy Education Metacognition Reading Comprehension Reading Instruction Reading Strategies Study Skills Two Year Colleges Caverly, David Information Analyses Opinion Papers Speeches/Meeting Papers English This paper reviews nine principles regarding the reading process, and six scaffolds for teaching students to read, and then suggests a specific developmental reading program for a learning center built upon this knowledge. It is generally accepted that four factors interact to form the reading/learning process: (1) Material; (2) Self; (3) Strategy; and (4) Task. These four factors are depicted in a tetrahedral model, with "self" at the apex. In Schema theory, the effect of a reader's background knowledge on reading comprehension is considered. Limited background knowledge can manifest in limited word recognition, limited vocabulary development, affective issues, and response to material factors of the text. The author argues that reading in a study situation is as much a strategic process as it is a comprehending process. Research indicates that successful readers have metacognition of the elements of the reading process, while unsuccessful readers do not. Mapping, note taking, and summarizing are effective ways of helping students develop metacognitive ability. This paper delineates the following scaffolds for use in a learning assistance center: (1) Assessment Scaffold; (2) Metacognitive Scaffold; (3) Instructional Scaffold; (4) Strategy Scaffold; (5) Writing Scaffold; and (6) Technology Scaffold. (Contains 4 figures and 105 references.) (NB) ED478373 Teaching Reading in a Learning Assistance Center. 1997-00-00 33 N/A 2004 8/19/2004 22:13:48 RIEFEB2004 In: Mioduski, Sylvia and Gwyn Enright (Ed.s) Proceedings of the 17th and 18th Annual Institutes for Learning Assistance Professionals: 1996 and 1997. Tucson, Arizona: University Learning Center, University of Arizona, 1997. pp. 27-42.

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No Basic Skills Basic Writing College Faculty College Students Community Colleges Language Skills Minimum Competencies Perception Readiness Reading Skills Study Skills Two Year Colleges Writing (Composition) Writing Skills Numerical/Quantitative Data Reports - Research San Diego Community College District CA San Diego Community Coll. District, CA. Research and Planning. English This study, conducted by the San Diego Community College District in fall 2002, aims to answer the following research questions regarding student preparedness for courses in writing, reading, study skills, and composition: (1) Is there a relationship between instructor perception of preparedness and student performance? (2) Is there a relationship between student perception of preparedness and performance? (3) Is there an agreement between instructor and student perception of preparedness? Instructor and student surveys were sent to instructors of 121 randomly selected courses during the fifth week of the fall 2002 semester. Instructors were given a list of students in their course and asked to rate their preparedness. Instructors from 89 (about 74%) of the 121 sections participated in the study. They distributed surveys to their students, asking them to rate their placement in the level of the course they were in and their expected grade. Instructors felt 79.3% of students were in the level class they should be in, while they felt 16.9% of students should be in a lower class. Eighty-seven (87.4%) percent of students felt they were in the class they should be in, and 8.3% felt they should be in a higher level course. Only 4.3% of students felt they should be in a lower level course. Most students expected a grade of A or B, but most did not receive those grades. The study found there to be virtually no correlation between the student and instructor perception of preparedness. (Contains 18 charts and 85 tables.) (NB) ED478374 English Consequential Validity Study, Fall 2002. 2003-03-31 62 N/A 2004 2016-11-21

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Yes Charter Schools Educational Change Educational Improvement Educational Technology Elementary Secondary Education Faculty Development Higher Education Liberal Arts Multicultural Education Preservice Teacher Education Program Development Schools of Education Teacher Improvement Jory, Brian, Ed. Collected Works - General Berry Coll., Mount Berry, GA. English This collection of papers describes the development of the Charter School of Education and Human Services at Berry College. Four articles serve as a case study in how one school of education proactively approached change in its teacher education program. Faculty in the school wrote scholarly manuscripts describing the transition to a charter school and exploring the implications of their work for improving the quality of teacher education elsewhere. The papers are: "Editor's Commentary: Transforming Teacher Education" (Brian Jory); "A Charter School of Education and Human Services" (Jacqueline M. McDowell); "Do I Want To Be a Teacher? Goals and Reflections of a New Orientation to Education Courses" (Mary C. Clement); "The Evangelist and the Conscientious Objector: Using Research in Consumer Behavior to Maximize the Effectiveness of Faculty Professional Development in Technology" (Lawrence Baines and D. Lynnwood Belvin); and "Multicultural Teacher Education in the Charter School of Education and Human Sciences: Turning Good Students Into Better Teachers" (Wade A. Carpenter and Steven Bell). (Papers contain references.) (SM) ED478375 Campbell Monograph Series on Education and Human Services, Volume 1. 2000-07-00 59 N/A 2004 2020-11-23

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Yes Child Development College School Cooperation Elementary Secondary Education Ethics Gender Issues Higher Education Integrated Curriculum Interdisciplinary Approach Partnerships in Education Preservice Teacher Education Professional Development Schools Sex Bias Sex Fairness Teacher Collaboration Jory, Brian, Ed. Collected Works - General Berry Coll., Mount Berry, GA. English Building on trends toward interdisciplinarity, this monograph features articles that explore educational and professional collaborations. After the editor's commentary, "The Art of Collaboration, The Science of Teaching" (Brian Jory), three essays include: "'Now I Trust You': Bridging the Ethical Dilemma in Professional Development School Relationships" (Samuel Hausfather and Elizabeth L. Strehle; "An Integrated Approach to Gender Equity in Schools" (Susan Logsdon Conradsen and Michelle Rosen Haney); and "Interdisciplinary Curriculum as Complementary Practice: A Philosophical Perspective" (Alvin H.F. Smith). A book review section reviews four books that focus on developmental problems experienced by preadolescents, adolescents, and young adults. (Papers contain references.) (SM) ED478376 Campbell Monograph Series on Education and Human Sciences, Volume 2. 2001-08-00 56 N/A 2004 8/19/2004 22:13:56 RIEFEB2004 Published annually. For Volume 1, see SP 039 555. For Volume 3, see ED 471 014.

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Yes Access to Computers Advanced Placement Programs College Preparation Curriculum Design Disadvantaged Educational Needs Educational Strategies High School Students High Schools Independent Study Instructional Design Internet Low Income Mentors Online Courses Rural Education Student Attitudes Student Experience Marcel, Kathleen W. Reports - Research Western Interstate Commission for Higher Education, Boulder, CO. English A study examined rural, low-income students' experiences with online advanced placement (AP) courses. Interviews were conducted with 30 students, their mentors, and school administrators at four rural high schools in two Western states; 25 students were low-income. Positive comments about the online experience mentioned interaction with other students, familiarity with computers and the Internet, ease of navigation, positive experience with vendor, student collaboration, and self-direction. Only a few of the 25 low-income students passed their online AP courses. Critical issues raised included extra time spent in online learning, pace of the course, learning strategies, course selection, lack of preparation, isolation, lack of incentives, problems with group work, access to course texts, mentor issues, instructor issues, attrition, and performance. This report concludes that online AP courses complicate the learning environment for rural and low-income students. For these students to succeed in online AP courses, they must be better prepared for these courses. Online AP courses should be designed to promote active learning, student interaction, and group interaction. Because online AP courses take at least one-third more time than traditional courses, students need access to computers outside of class, ideally at home. The roles of online instructors and mentors need to be better clarified and ways are needed to offer students content help when there are no local teachers with subject-matter expertise. Recommendations for further research are presented. Two appendices present interview questions and a 15-item annotated bibliography. (TD) ED478377 Online Advanced Placement Courses: Experiences of Rural and Low-Income High School Students. WCALO Special Studies. 2003-03-00 Department of Education, Washington, DC. 35 For full text: http://www.wiche.edu/Policy/WCALO/documents/MarcelOnline_000.pdf. N/A 2004 8/19/2004 22:13:59 RIEFEB2004

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Yes Academic Achievement Accountability Educational Assessment Educational Policy Educational Quality Elementary Secondary Education Federal Legislation Federal State Relationship Government School Relationship Professional Development Rural Schools School Choice School Districts Small Schools Student Evaluation Guides - Non-Classroom Legal/Legislative/Regulatory Materials No Child Left Behind Act 2001 Policy Implementation No Child Left Behind Act 2001 National Association of State Boards of Education, Alexandria, VA. American Association of School Administrators, Arlington, VA. English The 2002 reauthorization of the Elementary and Secondary Education Act, known as No Child Left Behind, significantly expands the role of the federal government in elementary and secondary education and has important implications for rural and small schools. This guide examines 15 areas of the legislation that will have the greatest impact on rural and small schools. A section on each area contains the language of the legislation, information on policy implications for states and districts, and descriptions of specific practices and concerns related to implementation in rural districts. Sections cover requirements for annual assessment, testing of limited-English-proficient students, adequate yearly progress, school choice provisions, supplemental services, qualifications of paraprofessionals, parental notification and involvement, fully qualified teachers, school and district report cards, private school provisions, professional development, the Rural Education Achievement Program, options under preparing/training teachers, enhancing education through the Technology Act of 2001, and transferability of federal funds between programs. A final section lists nine related resources. (SV) ED478378 No Child Left Behind: A Guide for Small and Rural Districts. 2002-00-00 68 For full text: http://www.aasa.org/government_relations/rural/NCLB_and_rural_schools.PDF. N/A 2004 2016-11-21

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Yes Computer Literacy Computer Uses in Education Educational Technology Elementary Education Elementary School Teachers Higher Education Preservice Teacher Education Student Teacher Attitudes Student Teachers Teaching Methods Hardy, Michael D. Reports - Research English This paper highlights the results of an investigation of preservice elementary teachers' perceptions of their ability and preparation to teach via technology. Results indicated that participants tended to perceive themselves as capable of teaching via technology. However, they had difficulty identifying specific technological resources for teaching. Further, participants tended to be less positive in their perceptions of both the extent to which their degree program prepared them to teach via technology and the extent to which their instructors modeled the effective use of technology. Accordingly, modifications to teacher education programs may be warranted and some suggested alterations are provided. (Contains 11 references.) (Author/SM) ED478379 "It Should Have Been Stressed in All Education Classes": Preparing Pre-Service Teachers To Teach with Technology. 2003-00-00 18 N/A 2004 8/19/2004 22:14:04 RIEFEB2004

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Yes Elementary Secondary Education Faculty Development Program Content Program Effectiveness Teacher Improvement Guskey, Thomas R. Reports - Research Speeches/Meeting Papers English In recent years, different researchers and research agencies, teacher associations, national education organizations, and the U.S. Department of Education have published lists of the characteristics of "effective professional development." This study analyzed 13 of the better known of these lists to determine if they were derived through similar procedures, based on similar frames of reference, and included the same elements or characteristics. Results showed that individual characteristics vary widely in their frequency of inclusion on the lists and that no characteristic is consistently named in all lists. In addition, research evidence supporting most of the identified characteristics is inconsistent and often contradictory. Implications for improving the quality and effectiveness of professional development are discussed. (Contains 56 references.) (Author/SM) ED478380 The Characteristics of Effective Professional Development: A Synthesis of Lists. 2003-04-00 26 N/A 2004 8/19/2004 22:14:06 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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No Career Development Elementary Education Music Education Music Teachers Bernard, Rhoda Reports - Research Speeches/Meeting Papers Identity Formation Professional Identity English This study investigated music teachers' identity, suggesting that the musician-teacher identity contains two layers--musician and teacher--which may be consonant or dissonant with one another. Participants were six elementary general music teachers who were also active musicians. Data came from individual interviews about respondents' careers and work, observations of classroom teaching, and post-observation interviews about moments when they had been observed bringing aspects of their musician-teacher identities into the classroom. Data analysis focused on two respondents, both of whom approached the professional activities of music making in the concert hall and music teaching in the elementary school classroom in very similar ways. Overall, these teachers, who were also active musicians, did not take up different roles in the music making and music teaching. These findings support the recent scholarly writings in the field of music teacher education which recognizes that music teachers are both musicians and teachers, and while there may be a tension between those two professional identities, engaging in music making and teaching activities was a way for them to forge rewarding and fulfilling musical careers. (Contains 48 references.) (SM) ED478381 Striking a Chord: Elementary General Music Teachers' Expressions of Their Identities as Musician-Teachers. 2003-04-00 26 N/A 2004 2016-11-21

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No Beginning Teachers Educational Quality Educational Research Elementary Secondary Education Faculty Development Information Dissemination Mentors Public Schools Teacher Certification Teacher Competencies Teacher Improvement Unions Urban Schools Reports - Descriptive American Federation of Teachers National Board for Professional Teaching Standards New York (New York) New York (New York) American Federation of Teachers, Washington, DC. English This report describes the work of the American Federation of Teachers (AFT), presenting profiles that describe major professional development opportunities to enhance teacher quality created by the AFT and its affiliates: the Educational Research and Dissemination Program (which links teachers to the research they need); the Beginning Teacher Induction and Mentoring Program (which provides beginning teachers with the help they need); and support programs for National Board Certification through the National Board for Professional Teaching Standards (which rewards teachers fairly for excellence). These efforts were made possible by union leadership. A fourth profile describes how union leadership is enabling a professional development design to turn an urban district into a standards-based, high-achieving system. (SM) ED478382 Professional Development: It's Union Work. Profiles of How AFT Unions Enhance Teacher Quality. 2000-09-00 16 American Federation of Teachers, 555 New Jersey Avenue, N.W., Washington, DC 20001-2079. Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/edissues/downloads/profdevelunionwrk.pdf. N/A 2004 2016-11-21

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Yes College School Cooperation Computer Uses in Education Curriculum Development Distance Education Educational Improvement Elementary Secondary Education Faculty Development Higher Education Online Courses Partnerships in Education Preservice Teacher Education Student Teachers Student Teaching Teacher Collaboration Urban Schools Lara, Margarita Malveaux, LeKesha R. Reports - Descriptive Speeches/Meeting Papers Texas Southern University English Texas Southern University (TSU) is one of five institutions of higher learning involved in a collaborative partnership to redesign its teacher preparation program. Newly revised curriculum reflects best teaching practices supported by the use of technology. The Greater Houston Partnership is a 5-year project involving the five institutions, six urban school districts, and the Houston Annenberg Challenge. TSU redesigned its teacher preparation program by creating professional development hybrid courses online. The conceptual framework for the redesigned program is centered on pedagogy: teaching and learning with technology as an integral thread. This article outlines the overall process in redesigning the teacher preparation program and shares a student's perspective of the effectiveness of online courses. Beginning teachers who complete this redesigned teacher preparation program at TSU will experience: a broad repertoire of teaching styles, based on models of teaching, relative to specific contextual teaching-learning episodes; specific expertise relative to their certification areas; skill in fostering teaching-learning with the expanded use of technology; ongoing assessments, evaluation, and program revisions; collaborative assessment techniques with diverse groups; involvement in action research; effective/affective collaboration with other colleagues for self-evaluation and curriculum design; and assessment of teacher preparation experiences to improve programs for EC-12 student learning. (SM) ED478383 Redesigning Teacher Preparation: A Collaborative Initiative for Quality Education. 2002-02-00 28 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Learning Strategies Memorization Rote Learning Serial Learning Teaching Methods Anderson, Stephen C. Reports - Descriptive Speeches/Meeting Papers Directions English This paper examines two methods to help teachers accomplish learning for all in the classroom: giving effective directions and peg memorization. The paper asserts that giving effective directions may be the most important skill that can be taught to aspiring teachers, and when teachers give effective directions, they give all students a greater chance to learn. Eight elements help in the process of effective directions: giving one direction at a time, being able to see the teacher, step checking, being clear and concise, making sure every part of the presentation says the same message, directionalizing, using a four-part sequence for mobilizing directions, and specifying the response. The peg system is a way to memorize and retain information from a list using interesting associations and movement. It is a mental filing system involving a series of pre-memorized concrete nouns that correspond with numbers. Each of the elements is assigned to a peg so it can be memorized. Students memorize a set of pegs or hooks that are used to attach the information to be memorized. The system requires making associations between two lists, the permanent pegs and the material to be memorized. When practiced, the pegs should involve some movement, because incorporating movement can strengthen learning. (SM) ED478384 Learning for All: Giving Effective Directions and the Peg System of Memorization. 2002-02-00 12 N/A 2004 2016-11-21

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Yes Creative Teaching Drama Elementary Secondary Education Ethnography Higher Education Preservice Teacher Education Scripts Terrorism Violence Lincoln, Yvonna Creative Works Speeches/Meeting Papers September 11 Terrorist Attacks 2001 English While the research literature on teaching as a form of scholarship has been growing, there has been a concomitant growth in understanding that teaching itself is a kind of performance--an interactive dramaturgical relationship between students and teachers with potential positive outcomes for student learning, motivation, discovery, and community. This performance script, which focuses on teaching in a world impacted by September 11th, is intended for use in any classroom or conversational setting where educators, professors, students, or teachers might gather. Readers stand around the room, close to the audience, and share space with them. (Contains 32 references.) (SM) ED478385 Performing 9/11: Teaching in a Terrorized World. A Performance Script. 2003-04-00 33 N/A 2004 2016-11-21

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Yes Access to Computers Computer Uses in Education Educational Technology Elementary Education Elementary School Teachers Higher Education Internet Middle Schools Preservice Teacher Education Teaching Methods Morris, Maxine Reports - Research Speeches/Meeting Papers English This study examined new teachers' use of technology in the classroom. Data were collected from 28 former elementary and middle school majors who were currently teaching in schools near the university they had attended. Teachers completed a survey instrument, and the researcher visited their classrooms. Very few of the teachers had easy access to technology. Limited computer lab time for students, absence of technology correlated to objectives and tests for the district, and lack of multiple, up-to-date computers in the classroom challenges most teachers' efforts to integrate technology into the curriculum in a systematic, viable way. While participants reported using traditional technology such as overhead projectors, videos, and laser discs as part of their instructional delivery systems, most felt that the Internet was a more motivating and captivating mode to use with students for a variety of learning activities. Teachers were eager to expand their repertoire of techniques and expressed great interest in finding out what was working for other teachers. (Contains 32 references.) (SM) ED478386 How New Teachers Use Technology in the Classroom. 2002-08-05 19 N/A 2004 8/19/2004 22:14:21 RIEFEB2004 Paper presented at the Annual Summer Conference of the Association of Teacher Educators (Williamsburg, VA, August 3-7, 2002).

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No Academic Achievement Academic Standards Educational Change Educational Quality Elementary Secondary Education Feedback Performance Based Assessment Planning Public Schools Jamentz, Kate Reports - Descriptive Reform Efforts American Federation of Teachers, Washington, DC. English This booklet focuses on the impact of standards based reform in the public school classroom. It explains that the recent standards movement was born of the realization that, despite the fact that public schools open their doors to everyone, what students experience there varies greatly. It also notes that in a system that expects only some students to achieve at high levels, it is easy to predict who those students will be. Over and over, it has been shown that poor students and students of color have been systematically denied educational opportunities available to their middle class, white peers. The booklet explains: Goals of Standards-Based Reform; Key Differences between Standards-Based and Traditional Instructional Planning; Planning Backwards from Demonstrations of Achievement; Teaching While Thinking about the End; the Demands of Standards-Based Instruction; Judging Performance and Giving Feedback; Planning and "Re-Teaching"; and the Need for Schools to Change to Support Student and Teacher Learning. (SM) ED478387 The Instructional Demands of Standards-Based Reform. 2003-05-00 16 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001. Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/edissues/downloads/InstructionalDemands.pdf. N/A 2004 2016-11-21

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Yes Behavior Standards Court Litigation Elementary Secondary Education Legal Responsibility Life Style Moral Values State Legislation Teacher Behavior Weldon, Jeffery A. Reports - Descriptive Speeches/Meeting Papers Moral Behavior English This paper explores how states have addressed the issue of judging teachers' off-duty behavior through statute and what the courts have said about this issue. The statutory schemes of the 50 states and the courts' analysis of the same indicate that educators are held to a higher standard of behavior than people in other professions. Teachers play a unique role in U.S. culture and society. They cannot practice their profession in public without a state license, and consequently, their behavior in and out of school is examined closely and often harshly. Teachers stand "in loco parentis," and children learn important values and morals from them. What may be an excusable indiscretion for others may be an intolerable error of judgment for educators. This paper elaborates on several grounds for action against an educator's license relating to off-duty behavior, focusing on actions by several states: immorality, immoral conduct, and lacking good moral character; conduct involving moral turpitude; unfitness to teach; conduct unbecoming of the profession; and conviction of enumerated crimes. The final section explains that in order to revoke a teaching certificate, the state board of education must show a nexus between the teacher's conduct and duties. (SM) ED478388 "But, It Was on My Own Time!" Professional Consequences of Off-Duty Behavior. 2003-06-00 14 N/A 2004 2016-11-21

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Yes Cultural Pluralism Culturally Relevant Education Elementary Secondary Education Higher Education Minority Groups Multicultural Education Preservice Teacher Education State Standards Student Teacher Evaluation Teacher Certification Vavrus, Michael Reports - Descriptive Speeches/Meeting Papers State Policy Washington Washington English This paper describes one aspect of a project that resulted in a required, common teacher candidate pedagogy assessment instrument for use by all teacher preparation programs in Washington State. It examines multicultural components embedded in the conceptual framework and instrument and the process leading to this product. It also describes a multicultural pedagogical assessment of teacher candidates as part of a case of high stakes, statewide collaboration. In this study, the Washington Association of the Colleges for Teacher Education interfaced with legislative actions and with the state's Office of the Superintendent of Public Instruction. The study examined aspects of individual and institutional support for and resistance to incorporation of a transformative multicultural perspective into the statewide pedagogy assessment instrument, noting specific transformative multicultural performance expectations that could be incorporated into the instrument. Examples of transformative multicultural and democratic perspectives that appear in the pedagogy assessment document are included, focusing on: transformative academic knowledge, culturally responsive teaching, low-status/historically marginalized students, and inclusive democratic learning communities. Though there has been resistance to multicultural perspectives, a significant number of Washington teacher educators have welcomed the opportunity to expand their multicultural knowledge base in an effort to help their teacher candidates close the achievement gap. (Contains 30 references.) (SM) ED478389 Incorporating a Transformative Multicultural Perspective into a State's Policy for Teacher Candidate Pedagogy Performance. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Classroom Techniques Faculty Development Learning Strategies Secondary Education Teacher Improvement Teacher Student Relationship Teaching Conditions Scribner, Jay Paredes Reports - Research Speeches/Meeting Papers Student Engagement English This study explores the nature of teacher learning within the broader context of increasing state-level accountability, applying Levi-Strauss' bricolage metaphor to teachers' workplace learning. Based on the assumption that "problems of practice" serve as catalysts for learning, it addresses how teachers define and solve problems in their work (i.e., what resources and strategies are employed and why). The study examines data from three high schools that participated in an exploration of teacher workplace learning. Data were collected over 2 years from teacher interviews, observations, and focus groups. The relationship between teacher work context and challenges was evident at each school. As the context varied, so too did problems encountered, though problems differed more in degree than type. Two aspects of the teacher-student relationship shaped teachers' work context: the challenge of engaging students with the content regardless of students' interests and backgrounds and balancing student engagement and student control. The manner in which teaches addressed challenges suggested that in many ways they did work as bricoleurs. Most challenges were dealt with in the moment, requiring reflection-in-action. Teachers were multifaceted learners and problems solvers, often drawing from multiple learning experiences to resolve challenges. Teachers engaged in learning activities that helped them theoretically frame the challenges they faced. (Contains 11 references.) (SM) ED478390 Do-It-Yourselfers or Engineers? Bricolage as a Metaphor for Teacher Work and Learning. 2003-04-00 15 N/A 2004 2016-11-21

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Yes Collegiality Cooperative Planning Elementary Secondary Education Instructional Leadership Lesson Plans Teacher Collaboration Teamwork Perry, Rebecca Lewis, Catherine Reports - Descriptive Speeches/Meeting Papers California Japan California Japan English This report describes how lesson study is being implemented in one Northern California school district, drawing on research conducted in the district over 3 years via interviews with project leaders and participants; videotapes/audiotapes of the lesson study work (e.g., planning, research lessons, and lesson colloquia); workshops designed to build lesson study; and various artifacts (lesson plans, student work, schedules, and agendas). Over the 3 years, the number of participating teachers has increased from 28 to 78. The report describes three major categories of adaptations (toward a more balanced lesson study cycle, toward a greater focus on student learning and development, and toward explicit building of collaboration and shared leadership). Although lesson study is often described as a specific set of practices, (e.g., planning, teaching, observing, and revising a lesson), these practices do not guarantee that the lesson study will offer opportunities for teachers to learn. The report suggests three components that may be essential for lesson study to contribute to instructional improvement: a balanced, coherent lesson study cycle; access to content and pedagogical knowledge; and personal/collegial qualities that support learning. A lesson plan template is appended. (Contains 11 references.) (SM) ED478391 Teacher-Initiated Lesson Study in a Northern California District. 2003-04-00 National Science Foundation, Arlington, VA. 26 N/A 2004 2016-11-21

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Yes Family History History Instruction Interviews Life Events Qualitative Research Secondary School Teachers United States History Coughlin, Mimi Reports - Research Speeches/Meeting Papers Narrative Inquiry Teacher Beliefs Study Grounded Theory Life History Method English A qualitative study explored the influences of life and family histories on high school teachers' beliefs about U.S. history. Drawing on data gathered through surveys and in-depth interviews, this paper argues that personal knowledge acts as a lens through which teachers see and project subject matter in U.S. history. Inquiring into life history influences on teachers' understandings and beliefs about history builds on an emergent strand of research about the influence of family history, race, gender, and nationality on students' understandings of history. The paper states that to explore the influences of family history and life experiences on teacher beliefs about U.S. history, the study drew on strategies used in grounded theory, life history, and narrative inquiry. It notes that 62 teachers from 33 Rhode Island schools returned completed surveys, and numerical analyses were used to identify emergent themes in the close-ended responses. The conclusion is that attention to the role personal knowledge plays in the construction of historical understandings and interpretations implies a rejection of attempts to depersonalize and standardize history teaching and learning and may point toward opportunities for meaningful and authentic engagement with the past in history classrooms. (Contains 55 references.) (BT) ED478392 Life History Influence on Teaching United States History. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Case Studies Cultural Context History Intermediate Grades Middle Schools Social Studies Polman, Joseph L. Reports - Research Speeches/Meeting Papers Identity Formation Interpretive Research Theoretical Orientation English History learning involves more than the mastery of cognitive skills and problem solving, because history learning always takes place within socio-cultural environments, and the material is charged with values and identity issues. This paper presents a theoretical perspective for understanding and designing history learning environments outside of school, and demonstrates its usefulness through two case studies from after-school history clubs. The location and design of learning environments for history is non-trivial. The paper reflects that situating such learning environments on the borders of school presents substantial opportunities as well as some important risks. In one case, a youth's identity as a participant in the after-school club positively influences his school identity and his future learning; while in the other case, a youth's identity and norms of the school influence his participation in the club and in many ways negatively influence his opportunities for learning. (Contains 23 references and 3 figures.) (BT) ED478393 Historical Learning and Identity Development on the Borders of School. 2001-04-00 22 N/A 2004 2016-11-21

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Yes Activism Diversity (Student) Educational Research Foreign Countries High Schools Interviews School Activities Student Participation Teacher Education Lund, Darren E. Reports - Research Speeches/Meeting Papers Alberta Social Justice Student Engagement Canada English Young activists share their experiences with the current climate of hostility toward school diversity initiatives, and toward young people in general. This paper outlines a problematic lack of engagement of student activists in informing teacher education for social justice, particularly related to their undervalued role as active participants in ongoing coalitions. The paper offers excerpts from in-depth interviews with seven student participants in western Canadian schools which reveal new understandings about the potential of school-based activists to counter stereotypical portrayals of young people, to resist a conservative social and political climate, and to inform academic efforts around educational research and teacher education. (Contains 36 references and 2 notes.) (Author/BT) ED478394 Facing the Challenges: Student Antiracist Activists Counter Backlash and Stereotyping. 2003-04-00 16 N/A 2004 2016-11-21

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No Black Attitudes College Faculty Cultural Context Developing Nations Females Foreign Countries Gender Issues Interviews Racial Factors Social Class Teacher Surveys Gregory, Sheila T. Reports - Research Speeches/Meeting Papers Faculty Attitudes University of the West Indies Afro Caribbeans Caribbean English Women in the Caribbean share many different commonalities, but their experiences vary by culture and the socioeconomic development and infrastructure of the country in which they reside. The 44 women who participated in a study were all full-time faculty from the University of the West Indies, Mona, St. Augustine, and Cave Hill campuses located in Jamaica, Trinidad, and Barbados. According to "Women in the Caribbean Project," Caribbean women rank high in status overall, when compared to other developed and underdeveloped nations. This paper examines the cultural constructs of race, gender, and class, and their application in Caribbean society in an effort to articulate a framework for understanding the current positionalities of Caribbean faculty women. The paper discusses the status of Caribbean faculty women. It focuses on hearing the truths of these women, paying particular attention to issues that emerged which document collective experiences, explain the intersecting of race, gender, and class, reconceptualize the role and challenges of Caribbean women in the home or academia, and illuminate paths not yet taken. The paper presents a hybrid framework that is grounded in elements of black feminist theory, but rests upon Caribbean culture as articulated by Caribbean scholars based on Caribbean history, tradition, and structure. (Contains 37 references and 4 notes.) (BT) ED478395 The Cultural Constructs of Race, Gender, and Class: A Study of How Afro Caribbean and Indo Caribbean Women Academics Negotiate Their Careers. 2003-04-00 City Univ. of New York, NY. University of the West Indies, Mona (Jamaica). 29 N/A 2004 2016-11-21

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Yes Historic Sites Industrialization Primary Sources Secondary Education Social Studies Student Educational Objectives United States History Koman, Rita G. Guides - Classroom - Teacher Interdependence National Register of Historic Places National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. English By 1860 much of the beauty of St. Anthony Falls in Minneapolis (Minnesota) had been destroyed, as mills on both sides of the river used the power of the falls to turn millions of bushels of wheat into flour. Steel rails linked bonanza farms hundreds of miles to the west to the mills. The mills, the farms, and the railroads depended on each other for success. This efficient combination dominated flour production in the United States for more than half a century. This lesson is based on National Register of Historic Places registration files and documents supplied by the Minnesota and North Dakota historical societies. The lesson could be used in relevant U.S. history, social studies, and geography courses or in courses in economic history. It is divided into eight sections: (1)"About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Railroads in Minnesota and North and South Dakota, 1890); (5) "Determining the Facts: Readings" (Waterpower and Flour Milling; Bonanza Farms of North Dakota; Saint Paul, Minneapolis, and Manitoba Railway); (6) "Visual Evidence: Images" (West Side Milling District, 1890 and early 1920s; Pillsbury Mill Complex; Wheat Harvesting on a Bonanza Farm, 1891; Bagg Bonanza Farm, 19302 and 1985); (7) "Putting It All Together: Activities" (Web of Interdependence; Reactions of Interdependence; Change over Time in the Community); and (8) "Supplementary Resources." (BT) ED478396 Wheat Fields, Flour Mills, and Railroads: A Web of Interdependence. Teaching with Historic Places. 2003-00-00 Practitioners Teachers 37 Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street, NW, Suite NC400, Washington, DC 20240. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/106wheat/106wheat.htm. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Course Descriptions Geography Instruction Higher Education Meteorology Teaching Methods Trapasso, L. Michael Conner, Glen Stallins, Keith Reports - Descriptive Western Kentucky University Course Development English Beginning with Western Kentucky University's (Bowling Green) fall 1999 semester, exercises required for the geography and meteorology course used computers for learning. This course enrolls about 250 students per year, most of whom choose it to fulfill a general education requirement. Of the 185 geography majors, it is required for those who choose the Meteorology-Climatology track. Prior to the use of computers, exercises required for the course were done using a locally written exercise manual. For the last few years, this manual has not existed and all the exercises are completed using computers with locally conceived, designed, written, and programmed exercises. Each exercise includes presentation of current and topical weather information, and real time meteorological data. An acquired program called, Test Pilot, performs the grading, record keeping, and immediate feedback to the students. All exercises are completed in the Meteorology Lab Room during scheduled times and under the supervision of Meteorology Lab instructors. The development/implementation of the computer exercises was fraught with problems. Time demands for this phase were unexpectedly and demandingly high. The subsequent years involved revisions, corrections, and reassessments. The exercises are now considered a normal and expected part of the course. This paper describes the course's evolution. It describes the learned techniques and procedures used in developing, implementing, and assessing this method of teaching meteorology. This application may be useful for those courses with enrollments too great for traditional laboratory exercises. The paper notes that these methods can be replicated for other physical geography courses. (Author/BT) ED478397 Computer Exercises in Meteorology. 2003-00-00 Practitioners Teachers 10 N/A 2004 2016-11-21

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Yes Cultural Context Curriculum Enrichment Foreign Countries Humanities Secondary Education World Geography World History McCarthy, Justin McCarthy, Carolyn Books Guides - Classroom - Teacher Ottoman Empire Turkey American Forum for Global Education, New York, NY. English Teaching about Turkey is currently a priority in world and global history courses. There has been a re-examination of this region, a re-emphasis on the contribution of the peoples of the area to history, and a re-evaluation of the role of the Turks not only in Turkish history but also in Central Asia, Western China, Eastern Europe, and Russia. The Turks cannot be relegated to the perimeter of history, particularly in the current political climate. The material in this guide is developed with a humanities perspective. The guide is divided into two main parts: (1) history and related social disciplines; and (2) art and literature. Each part contains lessons that include a lesson plan with instructor notes, key concepts for the material, vocabulary terms, and suggestions for strategies for teaching and for projects, homework readings, and worksheets to photocopy as handouts for students. Some lessons in the guide also include maps and full-page graphics for copying and distributing to students. Additional material is contained in the appendices. (BT) ED478398 Who Are the Turks? A Manual for Teachers. 2003-00-00 ISBN-0-944675-71-9 Practitioners Teachers 266 American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. Tel: 212-624-1300; Fax: 212-624-1412; e-mail: info@globaled; Web site: http://www.globaled.org/. N/A 2004 2020-08-14

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Yes Academic Standards Benchmarking Citizenship Education Economics Elementary Secondary Education Geography History Political Science Public Schools Social Studies State Standards Student Educational Objectives Student Evaluation Guides - Non-Classroom Kansas Kansas State Board of Education, Topeka. English This document defines what Kansas students should know and be able to accomplish in civics--government, economics, geography, and history. The document focuses on knowledge and skills related to the human experience and is intended as a framework for curriculum, instruction, assessment, and teacher preparation. In democratic societies, a working knowledge of these disciplines is essential to effective citizenship. The document is organized by disciplines with each discipline embodying a distinctive mode of thought. Every effort has been made to respect and reinforce the integrity of these disciplines. Standards (a general statement of what a student should know and be able to accomplish in academic subjects), benchmarks (a specific statement of what a student should know at a specific time), and indicators (a specific statement of knowledge and skills, which a student demonstrates to meet a benchmark), which are rich in content, are presented by grade level as well as discipline. The benchmarks for this document are defined for grades 2, 4, 6, 8, and 11. Appendices are: (1) "Glossary"; (2) "Geographic Locations to Know"; (3) "Geographic Locations to Know for the Assessment with Modifications"; (4) "World History Content Outlines"; (5) "Interdisciplinary Approach Ideas"; (6) "Do You Know the Requirements"; and (7) "Resources." (BT) ED478399 Kansas Modified Assessment Indicators for Civics-Government, Economics, Geography and History. 2002-07-00 96 Kansas State Board of Education, 120 SE 10th Avenue, Topeka, KS 66612-1182. Tel: 785-296-3201; Fax: 785-296-7933; Web site: http://www.ksbe.state.ks.us/Welcome.html. For full text: http://www.kansped.org/ksde/assmts/1assmts.pdf. N/A 2004 2020-11-23

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Yes Art Activities Community Resources Cultural Context Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher Native Americans Rain Rainbows United States (Southwest) Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478400 After the Rain: Rainbows. 2001-00-00 Practitioners Teachers 102 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/rainbows/rainbows.pdf. N/A 2004 2016-11-21

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Yes Art Activities Community Resources Cultural Context Drought Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher Native Americans Rain United States (Southwest) Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478401 After the Rain: Dryspell. 2001-00-00 Practitioners Teachers 68 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/rainbows/rainbows.pdf. N/A 2004 2016-11-21

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Yes Art Activities Community Resources Cultural Context Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher United States (Southwest) Native Americans Rain Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478402 After the Rain: Using the Rain. 2001-00-00 Practitioners Teachers 53 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/using_the_rain/usingtherain.pdf. N/A 2004 2016-11-21

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Yes Art Activities Community Resources Cultural Context Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher Clouds Native Americans Rain United States (Southwest) Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478403 After the Rain: Clouds. 2001-00-00 Practitioners Teachers 81 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/clouds/clouds.pdf. N/A 2004 2016-11-21

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Yes Art Activities Community Resources Cultural Context Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher Native Americans Rain United States (Southwest) Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478404 After the Rain: Rain. 2001-00-00 Practitioners Teachers 77 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/rain/rain.pdf. N/A 2004 2016-11-21

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Yes Animals Art Activities Community Resources Cultural Context Educational Facilities Integrated Curriculum Interdisciplinary Approach Language Arts Mathematics Museums Primary Education Primary Sources Sciences Skill Development Student Educational Objectives Thematic Approach Old Elk, Arlene Stoklas, Jackie Guides - Classroom - Teacher United States (Southwest) Native Americans Rain Heard Museum, Phoenix, AZ. English The Heard Museum (Phoenix, Arizona) has developed and updated an integrated curriculum for use in grades K-3. The goals for this curriculum are to: (1) share museum resources with schools; (2) promote cross-cultural understanding through a focus on rain, a universal requirement for life; (3) help students understand that Native Americans are contemporary people maintaining identity and values in the modern world; (4) develop an awareness of the varied expressions of rain in the art, literature, and customs of the native people of the greater southwest; and (5) use culturally specific materials as a vehicle for developing essential skills, especially as they relate to the Arizona Student Assessment Program. The curriculum may be used in any order. This unit contains: (1) art prints of artifacts in the Heard Museum collection related to rain; (2) specific cultural information and materials relating to a particular Native American tribe or nation featured through the art prints this cultural information is the basis for some of the lessons in mathematics, science, and language skills; (3) mathematics lessons with a special emphasis on measuring and comparing; (4) science lessons, usually hands-on or observational units; (5) language skills, including reading, listening comprehension, writing, vocabulary, and poetry skills; and (6) art projects. (BT) ED478405 After the Rain: Animals. 2001-00-00 Practitioners Teachers 64 Heard Museum, 2301 North Central Avenue, Phoenix, AZ 85004-1323. Tel: 602-252-8344; e-mail: education@heard.org. For full text: http://www.heard.org/rain/animals/animals.pdf. N/A 2004 2016-11-21

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Yes Comparative Analysis Cross Cultural Studies Cultural Context Cultural Differences Ethnic Stereotypes Foreign Countries Indigenous Populations Muir, Sharon Pray Reports - Research Speeches/Meeting Papers Australia Native Americans Similarities Australia English Aboriginal Australians represent 1.5% of Australia's population, nearly double the percentage of native people in the U.S. population. While indigenous peoples throughout the world share common similarities, particularly contemporary issues and their spiritual regard for nature, many aspects of their lifestyles are different, such as governance, education, religion, and regard for gender. This paper describes the five most prominent categories of similarities among aboriginal Australians and Native Americans (categories are based quantitatively only on data available for Australia, as no way to quantify works about Native American culture was found). The term stereotype is defined broadly as referring to distortions, omissions, and other indignities as perceived by either group. The paper describes four circumstances where notable differences between the treatment of Native Americans and Aboriginal Australians were detected. (Contains 25 references, 6 literature references, and 11 notes.) (BT) ED478406 Native Americans and Aboriginal Australian Stereotypes. 2000-11-00 12 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Black Students Educational Quality Elementary Secondary Education Institutional Characteristics Suburban Schools Test Results Urban to Suburban Migration Kain, John F. O'Brien, Daniel M. Reports - Research Speeches/Meeting Papers Texas Achievement Gap Texas English Suburban schools are generally of higher quality than the inner city schools that continue to serve a disproportionate share of black children. This study provided significant evidence that school quality, measured by the mean test scores for individual grades/campuses, has a large impact on the achievement of individual students. The analysis used data from the Texas Schools Microdata Panel, a panel database with more than two million students attending Texas public schools between 1990 and 1997. This result was obtained using two kinds of econometric models. In the first, school quality is included as a right side variable in value-added equations in which prior test scores and other socio-economic and program variables are used as control variables in ordinary least squares regressions. In the second, achievement gains are used as the dependent variable in individual fixed effects regressions for children who change schools. In these equations, changes in school quality and other time variant variables are included as right side explanatory variables. The estimates presented in this paper indicate that enabling the average black student to attend schools of average suburban quality rather than average inner city quality would eliminate between 12% and 30% of the current black-white achievement gap. An appendix contains additional data tables. (Contains 18 tables and 16 references.) (Author/SLD) ED478407 Black Suburbanization in Texas Metropolitan Areas and Its Impact on Student Achievement. 2000-03-09 Spencer Foundation, Chicago, IL. Smith Richardson Foundation, Inc., Greensboro, NC. 50 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Quality Elementary Secondary Education Higher Education Knowledge Base for Teaching Pedagogical Content Knowledge Preservice Teacher Education Teacher Certification Teacher Competencies Teacher Effectiveness Teaching Experience Teaching Skills Goldhaber, Dan Anthony, Emily ERIC Publications ERIC Digests in Full Text ERIC Digests Out of Field Teacher Assignment ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest examines research on indicators of teacher quality. While research on the value of a teacher's advanced degree is mixed, all studies suggest that teachers with degrees in subjects different from the subjects they teach have little impact on students. There is no strong consensus about the value of pedagogical preparation for teachers, but findings suggest that teachers with advanced degrees in specific subjects can have an impact on student learning in those subjects in certain settings. There is not a strong enough research base from which to draw definitive conclusions about the value of state regulation of the teacher labor market. Findings vary widely regarding the relationship between years of teaching experience and student outcomes. However, it appears that the magnitude of the experience effect, should it exist, is not terribly large. Some studies indicate that teachers who attend more selective undergraduate colleges are more effective in the classroom. The literature on teachers' academic proficiency indicates that measures of teacher academic proficiency represent one of the best predictors of teacher quality. (Contains 16 references.) (SM) ED478408 Indicators of Teacher Quality. ERIC Digest. 2003-07-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 212-678-3433 or 800-601-4848 (Toll-Free); Fax: 212-678-4012; e-mail: eric-cue@columbia.edu; Web site: http://www.eric-web.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Adolescents Career Development Drama Leadership Training Supplementary Education Talent Development Theater Arts Youth Programs Gordon, Edmund W. Bowman, Carol Bonilla Mejia, Brenda X. Reports - Evaluative Talent Development Framework Youth Development Model Columbia Univ., New York, NY. Inst. for Urban and Minority Education. English This evaluation describes two supplementary education interventions: the All Stars Talent Show Network (ASTSN) and the Joseph A. Forgione Development School for Youth (DSY). The ASTSN is a 19-year-old program that provides youth age 5-25 with opportunities to produce and participate in talent shows, thus creating stages where youth can successfully present themselves and contribute to their own development. The DSY is a career and leadership training program founded in 1997. Evaluation of the programs focused on 11 criteria drawn from the literature about the merits of supplementary education programs. Results indicate that ASTSN is functioning at a high level of efficiency and effectiveness at community building, involving young people and their families in purposeful activity, encouraging self-confidence, and enhancing competence in self-presentation. DSY is functioning at an excellent level of efficiency and effectiveness in recruiting and engaging a diverse population of young people in a sustained effort at personal development through continuing guided performances in alien environments. (Contains 30 references.) (SM) ED478409 Changing the Script for Youth Development: An Evaluation of the All Stars Talent Show Network and the Joseph A. Forgione Development School for Youth. 2003-06-00 124 Institute for Urban and Minority Education, Teachers College, Columbia University, Box 75, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3780; Web site: http://iume.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Black Students Charter Schools Elementary Secondary Education Enrollment Hispanic American Students Nontraditional Education Public Schools Racial Composition Racial Segregation School Choice School Segregation State Legislation White Students Frankenberg, Erica Lee, Chungmei Reports - Research Harvard Civil Rights Project, Cambridge, MA. English This study examined whether charter schools, in states where they now enroll at least 5,000 students, are more or less segregated than their public school counterparts, also noting racial/ethnic guidelines in the current state charter legislation. Data from the National Center for Education Statistics 2000-01 Common Core of Data were collected on the 16 states with charter school populations greater than 5,000. Results indicated that charter schools in most of the states enrolled disproportionately high percentages of minority students, resulting in students of all races being more likely to attend schools that on average, had a higher percentage of minority students. However, white charter school students were still less likely than other racial groups to be in heavily minority schools. About 70 percent of all black charter school students attended intensely segregated minority schools, compared with 34 percent of black public school students. Because of the disproportionately high enrollment of minorities in charter schools, white charter school students went to school, on average, with more nonwhite than white students in traditional public schools. The pattern for Latino segregation was mixed. Overall, Latino charter school students were less segregated than their black counterparts. In general, findings indicate that, though many states have laws that require compliance with school desegregation orders or mandate specific racial/ethnic balance in charter schools, there is little serious effort to ensure racial balance. (Contains 13 tables and 51 references.) (SM) ED478410 Charter Schools and Race: A Lost Opportunity for Integrated Education. 2003-07-00 56 The Civil Rights Project, Harvard University, 125 Mt. Auburn Street, 3rd Floor, Cambridge, MA. Tel: 617-496-6367; Fax: 617-495-5210; e-mail: crp@harvard.edu; Web site: http://www.civilrightsproject.harvard.edu. N/A 2004 8/19/2004 22:15:28 RIEFEB2004 Foreword by Gary Orfield.

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Yes Court Litigation Disadvantaged Youth Educational Equity (Finance) Educational Legislation Educational Quality Elementary Secondary Education Equal Education Minority Group Children Urban Schools Legal/Legislative/Regulatory Materials Reports - Descriptive New York (New York) New York (New York) Campaign for Fiscal Equity, Inc., New York, NY. English In the 1990s, the Campaign for Fiscal Equity, Inc. (CFE), filed a lawsuit against New York State on behalf of New York City students, charging that the state unconstitutionally underfunded city schools. In 2003, the Court of Appeals held that the state funding system must be reformed to ensure that every school in New York City has sufficient resources to provide students with the opportunity for a meaningful high school education. This decision built on a 1995 Court of Appeals decision that held that the New York State constitution requires that the state offer all children the opportunity for a "sound basic education." The Court of Appeals specifically rejected attempts by the state to blame the city for the proven inadequacy of the schools. In 2001, the court determined that the current state school funding system was unconstitutional. However, in 2002, an Appellate Court held that the state constitution only guarantees that schools provide the opportunity to learn at an eighth or ninth grade level and that the current funding system was adequate to meet this standard. CFE appealed, and this decision was overturned, sending the matter back to the trial court to oversee procedures to ensure that New York City students actually receive the opportunity for a sound basic education. (SM) ED478411 Campaign for Fiscal Equity, Inc., et al., Appellants, v. The State of New York, et al., Respondents, No. 74 [Court of Appeals Decision]. 2003-06-26 100 Campaign for Fiscal Equity, Inc., 6 East 43rd Street, New York, NY 10017. Tel: 212-867-8455; Fax: 212-867-8460, Web site: http://www.cfequity.org. N/A 2004 2016-11-21

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Yes Access to Computers Computer Uses in Education Dropout Prevention Dropout Research Enrollment Trends High School Students Internet Secondary Education Fairlie, Robert W. Reports - Research Home Computers Joint Center for Poverty Research, IL. English Approximately 9 out of 10 high school students who have access to a home computer use that computer to complete school assignments. Using the Computer and Internet Use Supplements to the 2001 Current Population Survey, this study explores whether access to home computers increases the likelihood of school enrollment among teenagers who have not graduated from high school. A comparison of school enrollment rates reveals that 95.2 percent of children who have home computers are enrolled in school, whereas only 85.4 percent of children who do not have home computers are enrolled in school. Results find a difference of roughly 7.7 percentage points in school enrollment rates after estimating a bivariate probit model for the joint probability of school enrollment and owning a home computer. Use of computers and the Internet by the child's mother and father are used as instrumental variables. These variables should affect computer ownership, but not school enrollment (after controlling for family income, parental education, and parental occupation). The estimates are not sensitive to alternative combinations of instruments and different samples. The results provide evidence that home computers increase the likelihood of staying in school. (Contains 34 references.) (Author/SM) ED478412 The Effects of Home Computers on School Enrollment. JCPR Working Paper. 2003-06-00 32 University of Chicago, Joint Center for Poverty Research, 1155 E. 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; Web site: http://wwww.jcpr.org. N/A 2004 2016-11-21

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Yes Blacks Child Support Court Litigation Economic Factors Educational Attainment Employment Level Hispanic Americans Labor Market Males Racial Differences Unemployment Wages Young Adults Richer, Elise Frank, Abbey Greenberg, Mark Savner, Steve Turetsky, Vicki Reports - Research Income Disparities Economic Trends Center for Law and Social Policy, Washington, DC. English During the 1990s, employment rates rose significantly for less-educated women but not less-educated men. This paper examines the situation of men age 18-24 who either lack a high school diploma or have no education beyond high school and are not institutionalized. It uses Current Population Survey employment figures to compare employment and earnings at the peaks of three business cycles: 1979, 1989, and 1999. It also examines employment-to-population ratios. It notes the average hourly wages of less-educated young men in these peak years and examines the population by ethnic group (non-Hispanic white, non-Hispanic black, and Hispanic). Less-educated young men fail to achieve outcomes attained in the past, with trends worsening. Even at the peak of the three business cycles, about one-fifth of all less-educated young men were unemployed, and by 1999, 22 percent were unemployed. Wages for less-educated young men declined between 1979-89, then remained flat. African American men fared significantly worse than the other groups. Various environmental and societal factors contribute to this phenomenon, including shifts in job availability for low-educated people, changes in overall occupational structure, movement of jobs out of inner cities, and high incarceration rates. Public policy responses and alternatives are presented. (SM) ED478413 Boom Times a Bust: Declining Employment among Less-Educated Young Men. 2003-07-00 Charles Stewart Mott Foundation, Flint, MI. Moriah Fund, Washington, DC. Public Welfare Foundation, Washington, DC. 22 Center for Law and Social Policy, 1015 15th Street, N.W., Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. N/A 2004 2016-11-21

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Yes Access to Education Admission Criteria Affirmative Action Civil Rights College Admission Court Litigation Disadvantaged Diversity (Student) Equal Protection Higher Education Law Schools Minority Groups Quotas Racial Factors Selective Admission Legal/Legislative/Regulatory Materials University of Michigan Bakke v Regents of University of California Fourteenth Amendment Article IV Grutter et al v Bollinger et al Supreme Court Bakke v Regents of University of California Fourteenth Amendment Grutter et al v Bollinger et al United States Supreme Court, Washington, DC. English This legal document presents the decision of the U.S. Supreme Court in the affirmative action case brought against the University of Michigan's Law School. On June 23, 2003, the Court held in Grutter v. Bollinger et al. that diversity is a compelling interest in higher education and that race is one of a number of factors that can be taken into account to achieve the educational benefits of a diverse student body. The Court found that the educational benefits of diversity are real and had been substantiated by the university and its amici in supporting briefs. It also found that the individualized, whole-file review used in the University of Michigan Law School's admissions process is narrowly tailored to achieve the educational benefits of diversity. The Court held that the Law School's goal of attaining a critical mass of underrepresented minority students does not transform its program into a quota and that its flexible admissions policy does not unduly harm members of any racial group, because all applicants have the opportunity to demonstrate how they would contribute to the diversity of the entering class. The Court also held that race-conscious admissions policies must be limited in time and that universities should consider sunset provisions and periodic reviews for such programs. It concluded with an expectation that, 25 years from now, such programs will no longer be necessary. (SM) ED478414 The Supreme Court of the United States Syllabus: Grutter v. Bollinger et al. Certiorari to the United States Court of Appeals for the Sixth Circuit. Argued April 1, 2003-Decided June 23, 2003. October Term, 2002. (Slip Opinion.) 2003-06-23 96 N/A 2004 2016-11-21

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Yes Access to Education Admission Criteria Affirmative Action Civil Rights College Admission Court Litigation Diversity (Student) Equal Protection Higher Education Minority Groups Quotas Racial Factors Selective Admission Legal/Legislative/Regulatory Materials University of Michigan Bakke v Regents of University of California Fourteenth Amendment Article IV Gratz et al v Bollinger et al Supreme Court Bakke v Regents of University of California Fourteenth Amendment Gratz et al v Bollinger et al United States Supreme Court, Washington, DC. English This legal document presents the decision of the U.S. Supreme Court in the case brought against the University of Michigan's use of racial preferences in undergraduate admissions. In Gratz et al. v. Bollinger et al., the Court held that while race is one of a number of factors that can be considered in undergraduate admissions, the automatic distribution of 20 points to students from underrepresented minority groups is not narrowly tailored. It reiterated its holding from the 2003 Grutter v. Bollinger et al. decision that diversity is a compelling state interest that can justify the consideration of race as a factor in university admissions. The Court emphasized the importance of individualized review to assess all of the qualities each applicant might contribute to the diversity of the entering class. It ruled that the admissions process of the College of Literature, Science, and Arts did not meet this standard insofar as 20 (out of 150 possible) points were automatically awarded to all applicants from underrepresented minority groups, without further consideration of their other individual attributes. Finally, the Court upheld that "the fact that the implementation of a program capable of providing individualized consideration might present administrative challenges does not render constitutional an otherwise problematic system." This case was remanded to the federal district court for further proceedings consistent with this opinion. (SM) ED478415 Supreme Court of the United States Syllabus: Gratz et al. v. Bollinger et al. Certiorari to the United States Court of Appeals for the Sixth Circuit. Argued April 1, 2003-Decided June 23, 2003. October Term, 2002. (Slip Opinion.) 2003-06-23 69 N/A 2004 2016-11-21

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Yes Charter Schools Educational Administration Educational Finance Elementary Secondary Education Governance Nontraditional Education Parent Participation Partnerships in Education Teacher Employment Teacher Salaries Urban Schools Ascher, Carol Echazarreta, Juan Jacobowitz, Robin McBride, Yolanda Troy, Tammi Reports - Evaluative Infrastructure New York Univ., NY. Inst. for Education and Social Policy. English In this final report of a 3-year evaluation, researchers explored the developing infrastructure in New York City charter schools and identified areas in which school stakeholders--private partners, boards of trustees, school leaders, parents, and teachers--needed support to help charter schools succeed. The study was based on monthly visits to eight charter schools in metropolitan New York City. Of the eight schools, two have for-profit institutional partners and four have nonprofit institutional partners; two are not partnered. Six were start-up charter schools and two were traditional schools that converted to charter status. In the schools that had partners, these partners provided many of the supports offered by school districts to traditional public schools. The schools with nonprofit partners did not have formal agreements in the first year, but in the second year, two partners began to itemize services they provided within the school budget. The charter schools that were startup schools were entitled to waive collective bargaining agreements, but the charter schools had to create their own policies to clarify and normalize teachers working conditions. Operators of charter schools also had to make important financing and management decisions within the pressures of a 5-year performance-based charter. It was essential that school stakeholders have the knowledge and supports to make informed decisions on behalf of their schools. The range of capacity in these sample charter schools suggests that institutional partners, boards of trustees, and charter school leaders need technical assistance in developing the governance and administrative infrastructure associated with new school development and organizational change. (Contains 15 references.) (SLD) ED478416 Governance and Administrative Infrastructure in New York City Charter Schools. Going Charter Year Three Findings. Charter School Research Project. 2003-05-00 Annie E. Casey Foundation, Baltimore, MD. Rockefeller Foundation, New York, NY. 36 New York University, Institute for Education and Social Policy, 726 Broadway, 5th Floor, New York, NY 10003, Tel:212-998-5880; Fax: 212- 9954564; Web site: http://www.nyu.edu/iesp. N/A 2004 2016-11-21

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No Academic Standards Case Studies Educational Change Elementary Education Elementary Schools Low Income Poverty Barnes, Carol A. Books Reports - Research Reform Efforts English This book draws on observations and interviews over a two-year period to show the capacity of one elementary school to understand and implement state-mandated reforms. The chapters are: (1) "Mission Elementary: An Introduction"; (2) "High Standards, Competing Priorities, and Complexity at Mission Elementary"; (3) "Managing Competing Commitments in Second-Grade Classrooms"; (4) "Conflict and Change in Third-Grade Classrooms"; (5) "Clarity, Complexity, and Collaboration: The Technical and Social Tensions of Transforming Policy into Practice"; (6) "Managing Trade-Offs: A Closer Look at Gains and Losses"; and (7) "The Fate of Education Reform: Problems and Possibilities." An appendix discusses "Research Procedures and the Data." (Contains 136 references and an index.) (SLD) ED478417 Standards Reform in High-Poverty Schools: Managing Conflict and Building Capacity. The Series on School Reform. 2002-09-02 Office of Educational Research and Improvement (ED), Washington, DC. Carnegie Corp. of New York, NY. Pew Charitable Trusts, Philadelphia, PA. Consortium for Policy Research in Education. ISBN-0-8077-4263-5 176 Teachers College Press, Customer Service, P.O. Box 20, Williston, VT 05495-0020 (hardback: ISBN-0-8077-4263-5, $48; clothbound, ISBN-0-8077-4262-7, $22.95). Tel: 800-575-6566 (Toll Free); Fax: 802-864-7626; e-mail: tcpress@tc.columbia.edu; Web site: http://www.teacherscollegepress.com. N/A 2004 2016-11-21

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Yes Academic Standards Achievement Gains Elementary Education Elementary School Students Instructional Effectiveness Middle Schools Social Promotion Summer Programs Supplementary Education Test Results Urban Schools Roderick, Melissa Engel, Mimi Nagaoka, Jenny Reports - Evaluative Chicago Public Schools IL Consortium on Chicago School Research, IL. English In the 1996-1997 school year, the Chicago Public Schools (CPS), Illinois, began a national trend when it included a required summer program, Summer Bridge, as a central component of its efforts to end social promotion. More than 21,000 students in grades 3, 6, and 8, the promotional gate grades, have attended Summer Bridge each year, making it one of the largest and most sustained summer programs in the United States. A rigorous and careful evaluation as conducted of the Summer Bridge Program using a diverse data set that included the analysis of the achievement of all Summer Bridge participants, surveys and interviews of participating teachers and students, and in-depth classroom observations in 12 schools. Third and sixth graders received 90 hours of instruction each summer; eight graders attend 4 hours a day for 7 weeks for 140 hours. Students are taught by regular CPS teachers in small classes, usually at their own schools. CPS requires students who score below a given test score on the Iowa Test of Basic Skills to attend Summer Bridge. Among the important findings of the evaluation is that Summer Bridge has been effective in the short term in producing test score gains, especially for sixth and eight graders. The gains produced were relatively uniform across demographic and achievement groups. Students were extremely positive about their experiences in Summer Bridge. Whether teachers knew their students before Summer Bridge was an important predictor of test score increases and teacher practice. Higher achieving schools ran more effective Summer Bridge programs, and students whose teachers spent more time individualizing the curriculum and working with students outside of class had greater learning gains than those in other classrooms. Findings show that summer programs may be a useful intervention for students who are behind, but they are not a substitute effective instruction during the school year. The report includes commentaries by Geoffrey D. Borman, Jeffrey C. Valentine, Harris M. Cooper, John Poortz, and William H. Clune. Eleven appendices contain supplemental information. (Contains 59 figures, 53 endnotes, and 54 references.) (SLD) ED478418 Ending Social Promotion: Results from Summer Bridge. Charting Reform in Chicago Series. 2003-02-00 Spencer Foundation, Chicago, IL. Joyce Foundation, Chicago, IL. Lloyd A. Fry Foundation, Chicago, IL. ISBN-0-9726035-1-4 156 Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010. For full text: http://www.consortium-chicago.org. N/A 2004 2016-11-21

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Yes Adult Education Education Work Relationship Educational Change Educational History Educational Needs Employer Employee Relationship Employment Practices Employment Qualifications Foreign Countries Industrial Training Labor Education Learning Processes Needs Assessment Postsecondary Education Relevance (Education) Skill Development Supervisors Supervisory Training Training Methods Unions Sommer, Finn M. Olesen, Henning Salling Andersen, Anders Siig Reports - Research Speeches/Meeting Papers Denmark Shop Stewards Denmark English In Denmark, the institution of shop steward was established in 1900. Until World War II, shop stewards' main functions were to recruit new trade union members and check whether labor agreements were being observed. After World War II, Denmark's shop stewards began having to deal with increasingly complicated and "technical" questions. The training of shop stewards became a matter of mutual interest for employers and trade unions. In the early 1970s, an education and training fund was established to support systematizing shop steward training. Over time, shop stewards were expected to perform many new tasks that required technical skills and know-how far exceeding those developed in existing forms of shop steward education and training. The following are just some of the qualifications that shop stewards must develop and for which systematized training and education is required: understanding collective bargaining and other agreements; recognizing conflict and coincidence of interests and using that knowledge in negotiations; reading selectively, processing information, and communicating clearly; formulating short- and long-term interests and motivating colleagues to address them; organizing meetings and activities; placing specific events and conditions in broader social and historical contexts; and analyzing the political content in specific questions. (MN) ED478419 Organisational Legionnaires or Life Artists. The Shop Steward: Past and Future. 1996-00-00 11 Roskilde University Press, Postbox 260, 4000 Roskilde, Denmark (Papers not sold individually, for complete volume: ISBN-87-7349-309-0, ISSN-1395-6833, $10). E-mail: kac@ruc.dk. N/A 2004 2016-11-21

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Yes Adult Learning Adult Students Communication Skills Critical Thinking Education Work Relationship Educational Research Employer Attitudes Leadership Learning Strategies Nontraditional Education Nontraditional Students Portfolios (Background Materials) Prior Learning Self Evaluation (Individuals) Skill Development Teaching Methods Undergraduate Study Brown, Judith O. McCrink, Carmen Maybee, Richard Reports - Research Speeches/Meeting Papers Tests/Questionnaires Self Reflection Organizational Skills English A study researched the impact of the portfolio development process as an instructional strategy that promotes increased critical thinking, organization, communication, and self-reflection abilities. The inquiry began with a case study of eight adult learners representative of the student population of a nontraditional undergraduate program with a portfolio component. Of 1,227 students, 348 responded to a 24-question survey using a 4-part Likert-type scale to assess students' portfolio experiences. Findings indicated, after developing a portfolio, adult students expressed a change in their understanding of their abilities and of themselves; gained learning competencies in enhancement of communication and organizational skills, a deeper reflective process, and greater understanding of how they accomplished what they did in their personal and professional lives; and better understood the role of work in their lives. Students valued the constructs of leadership/personal learning and of work-related learning, their respective survey items, and the learning obtained from engaging in the portfolio process. Findings indicated the portfolio's potential as an instructional tool to identify prior learning and engender increased competencies in many areas, including skills in organization, writing, critical thinking, and self-reflection. (Appendixes include 32 references, survey, and survey results.) (YLB) ED478420 What Employers Want: How Portfolio Development Fosters Leadership and Critical Thinking in the Workplace. 2003-04-21 41 N/A 2004 2016-11-21

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Yes Career Choice Education Work Relationship Educational Planning Educational Policy Foreign Countries High School Students High Schools Job Training Labor Market Occupational Aspiration Parent Influence Peer Influence Relevance (Education) Secondary Education Secondary School Curriculum Student Attitudes Student Educational Objectives Transitional Programs Vocational Education Youth Employment Wiseman, Alexander W. Alromi, Naif H. Information Analyses Speeches/Meeting Papers Saudi Arabia Saudi Arabia English Using questionnaire data collected in 2000 from 524 senior general high school students in Riyadh, Saudi Arabia, researchers explored the gap between national development goals and student educational interests. They analyzed the relationship between available curriculum and student perceptions of the curriculum's ability to prepare them for the awaiting labor market. Some of the findings are as follows: only 22.6% of students agreed that the general high school curriculum prepared them to work in the labor market, whereas 70.7% agreed that students should have some training before graduation to help them succeed; up to 82% of students did not feel that their high schools provided information about post-high school opportunities; and most students relied upon sources of information other than their high schools to find out about post-high school opportunities. Findings suggest that the vocational curriculum geared towards relieving unemployment in Saudi Arabia does not meet student needs and expectations of their place in the labor market. The dominant factor in the Saudi Arabian context for school to work transition is the significant influences of parents and friends regarding students' post-high school career choices. (Includes 52 references, 7 tables, and 1 figure.) (Author/MO) ED478421 The Institutional Context of School to Work Transition in Saudi Arabia. 2003-03-00 36 N/A 2004 2016-11-21

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Yes Achievement Gains Equated Scores High School Students High Schools Item Response Theory Test Items Michaelides, Michalis P. Reports - Research Speeches/Meeting Papers Delta Plot Method English The delta-plot method is used to identify which common items in a common item nonequivalent groups design for test equating show large changes in their p-values across administrations. Outliers in that plot denote differential item behavior and are candidates for exclusion from the common item pool. This study investigated whether keeping or discarding those outliers has an effect on equating transformations and equated aggregates of the score distributions. Two consecutive assignments from four statewide programs were analyzed, with the item response theory (IRT) mean/sigma method used for equating the year 2 to the Year 1 tests. Samples ranged from 7,128 to 17,737 high school students. Effects are more pronounced on the average gains from one year to the next than on individual scores and slightly more so when a three-parameter logistic versus a one-parameter logistic model is used for test calibration. (Contains 1 figure, 7 tables, and 11 references.) (Author/SLD) ED478422 Sensitivity of IRT Equating to the Behavior of Test Equating Items. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Educational Change Educational Policy Evaluation Methods Interviews Measures (Individuals) Program Evaluation Surveys Urban Education McCourt, Bridget, Comp. Baber, M. Yvette, Comp. Reports - Descriptive Tests/Questionnaires Reform Efforts National Science Foundation English This monograph contains the instruments designed or modified by the research staff of the Urban Systemic Initiative (USI) during the course of the evaluation research grant from the National Science Foundation (NSF). Because the project was designed to determine the impact of USI reform in four cities and to test the NSF Six-Driver model for reform, it was necessary to create instruments that would elicit information to meet both research goals. The document is organized into three sections corresponding to the three studies that constitute the scope and focus of the research. There are three studies (the Math and Science Attainment Study, the Study of the Enacted Curriculum, and the Policy Study), but the Policy Study is made up of multiple studies related to policy. All of the instruments in this collection were designed to measure aspects of the NSFs six project drivers or to support the collection of data related to the drivers (e.g., cover letters for studies). Instruments, which include observation protocols, surveys, interview protocols, and focus group guides, are grouped into: (1) informed consent letters and documents; (2) statements about confidentiality and protection of participants; (3) the Mathematics/Science Attainment Study; (4) the Study of the Enacted Curriculum; and (5) the various aspects of the Policy Study. (Contains 10 references.) (SLD) ED478423 Instrumentation: Assessing the Impact of the National Science Foundation's Urban Systemic Initiative. Research Monograph. 2001-03-00 National Science Foundation, Arlington, VA. 60 N/A 2004 2016-11-21

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Yes Achievement Gains Disabilities Elementary School Students Intermediate Grades Mathematics Tests Test Results Testing Accommodations Validity Weston, Timothy J. Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This study examined the impact of oral presentation of a mathematics test on the performance of disabled and nondisabled students. Sixty-five learning disabled and 54 nondisabled fourth graders took two matched forms of a mathematics assessment based on National Assessment of Educational Progress (NAEP) items. Order of presentation for the accommodation and form by accommodation condition were counter balanced. Both learning disabled and nondisabled students improved their performance under the accommodated conditions, although learning disabled students had greater gains. The presence of an effect for the regular classroom students suggests the possibility that irrelevant variance in the nonaccommodated scores is overcome by the use of the accommodation for both groups of students. One appendix contains instruments used in the study and the protocol for accommodation, and the other contains additional data tables and figures. (Contains 3 tables, 4 figures, and 14 references.) (SLD) ED478424 The Validity of Oral Accommodation in Testing: NAEP Validity Studies. Working Paper Series. 2003-04-00 National Assessment of Educational Progress, Princeton, NJ. 40 Available only online: http://nces.ed.gov/pubsearch/. N/A 2004 2016-11-21

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Yes Agenda Setting Data Analysis Elementary Secondary Education National Surveys Research Needs Sampling Validity Stancavage, Frances B. Reports - Evaluative National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English The National Assessment of Educational Progress (NAEP) Validity Studies Panel undertook a systematic analysis to consider the domain of validity threats to NAEP and to identify the most urgent research priorities. A framework of six broad categories was developed: (1) the constructs measured within each of NAEP's subject domains; (2) the manner in which these constructs are measured; (3) the representation of the population; (4) the analyses of data; (5) the reporting and use of NAEP results; and (6) the assessment of trends. Panel subcommittees prepared papers laying out the critical validity issues in each area. These papers, which are presented in chapters 2 through 7 of this report, are: (1) "Validity Issues Representing Populations" (Donald H. McLaughlin, Peter Behuniak, and James R. Chromy) (Chapter 4); (2) "Issues and Recommendations on NAEP Data Analysis" (R. Darrell Bock, Albert Beaton, and Gerald DeMauro) (Chapter 5); (3) "Validity and Utility Issues in NAEP Reporting and Data Releases" (Frances B. Stancavage and Ina V. S. Mullins) (Chapter 6); and (4) "Estimating Trends from NAEP Scores: Rationale and Research Directions" (David Grissmer, Albert E. Beaton, and Larry Hedges) (Chapter 7). The panel reviewed these papers and set priorities in each area by a consensus process. Sixteen suggested studies or areas of study were identified. Four stood out as essential, nine others were considered "highly needed," and three were found to be less important. The panel indicated unanimously that studies are essential to evaluate the validity aspects of NAEPs new role under the No Child Left Behind Act. The appendix to chapter 4 is attached. (Contains 6 figures and 26 tables.) (SLD) ED478425 An Agenda for NAEP Validity Research: NAEP Validity Studies. Working Paper Series. 2003-04-00 National Assessment of Educational Progress, Princeton, NJ. 110 Available only online: http://nces.ed.gov/pubsearch/. N/A 2004 2016-11-21

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Yes Constructed Response Elementary Secondary Education Multiple Choice Tests National Surveys Performance Based Assessment Test Items Validity Pearson, P. David Garavaglia, Diane R. Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This paper first provides a summary and overview of what is already known and what is needed to learn about item types for future assessments by the National Assessment of Educational Progress (NAEP). In essence, the question addressed is whether constructed response items provide more information about what students are capable of doing than that provided by multiple choice items alone. If so, what types of skills are tapped by the constructed response items that are not measured by multiple choice items. A fresh examination of the relationship between multiple choice and constructed response items is needed. The paper proposes a set of studies that would provide needed information about the value added of performance items in mixed format assessments such as the NAEP. (Contains 26 references.) (SLD) ED478426 Improving the Information Value of Performance Items in Large Scale Assessments: NAEP Validity Studies. Working Paper Series. 2003-04-00 National Assessment of Educational Progress, Princeton, NJ. 27 ED Pubs, P. O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). N/A 2004 2016-11-21

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Yes Data Analysis Elementary Secondary Education National Surveys Test Construction Test Use Validity Mullis, Ina V. S. Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This paper addresses three key topics related to making state National Assessment of Educational Progress (NAEP) assessments more efficient: (1) reducing the burden for the states; (2) stabilizing the assessment schedule; and (3) facilitating and promoting the use of state NAEP data. The paper recommends promoting the use of state NAEP data for the continued success of the NAEP program. It suggests that this could involve devoting greater attention to how best to link state assessment and NAEP results, developing more timely and user-friendly reports and working with states and other organizations to address the needs of different NAEP audiences more effectively. The paper also suggests spending proportionately less of the state NAEP resources on data collection and more on disseminating information about the many uses of the program. (Contains 3 tables and 10 references.) (SLD) ED478427 Optimizing State NAEP: Issues and Possible Improvements: NAEP Validity Studies. Working Paper Series. 2003-04-00 National Assessment of Educational Progress, Princeton, NJ. 26 Web site: http://nces.ed.gov/pubsearch/. N/A 2004 2016-11-21

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Yes Alternative Assessment Disabilities Elementary Secondary Education Special Education State Programs Student Evaluation Testing Programs Guides - Non-Classroom Virginia Virginia Virginia State Dept. of Education, Richmond. English The Individuals with Disabilities Education Act requires state programs to adopt standards for all children, including those with disabilities, in state and district-wide assessments with the provision of appropriate and necessary accommodations. For students who cannot participate in state and district-wide assessments, the law requires that state education agencies develop and implement guidelines for their participation in an alternate form of assessment by July 1, 2000. This document is the implementation manual for the Virginia Alternate Assessment Program, designed to evaluate the performance of students who have traditionally been exempted from state assessment programs. Assessment is through a Collection of Evidence that may include observations, work samples, data charts, performance event results, and other assessments. The Implementation Manual contains these sections: (1) "Introduction"; (2) "Selecting the Student"; (3) "Performance Dimensions"; and (4) "Components of the Collection of Evidence." Eleven appendixes discuss linkages to the state's Standards of Learning and supplemental information about assessment procedures. (SLD) ED478428 Virginia Alternative Assessment Program: Implementation Manual (Revised 2002). 2002-09-00 Administrators Practitioners Teachers 79 N/A 2004 2016-11-21

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Yes Diagnostic Tests Educational Diagnosis Educational Planning Eligibility Screening Tests Special Education Student Evaluation Guides - Non-Classroom Alabama Individualized Learning Plans Alabama Alabama State Dept. of Education, Montgomery. English This document is a guide to student assessment for special education services, eligibility determination, and program planning for Alabama students. To present an accurate and fair picture of the individual assessed requires more than one test score or observation. This document, which is formatted for easy desk reference for daily use by the evaluator and others, addresses each area for each specific disability assessed. There is a brief summary of the purpose for using a particular instrument, and then most of the available instruments are listed in a table format. The following information is given: name of test; publisher, with contact information in Appendix B; areas tested, usually listing the domains; norm- or criterion-reference indicator; ages for which appropriate; type of scores; and comments, usually from the publishers manual or assessment tests. Following a chart of Alabama special education required evaluations for eligibility, instrument descriptions are grouped in these categories: (1) adaptive behavior; (2) attention deficit disorder/attention deficit hyperactivity disorder; (3) autism; (4) behavior; (5) developmental delay; (6) general achievement; (7) gifted; (8) intelligence, including nonverbal intelligence; (9) mathematics; (10) observation; (11) reading; (12) speech and language; and (13) vision screening. Appendixes contain information to enhance the ability to choose the best instruments for the student. (SLD) ED478429 Assessment for Special Education Services, Eligibility Determination Program Planning. 2001-04-00 127 N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Portfolio Assessment Reliability Scaling Scoring State Programs Test Construction Test Content Testing Programs Validity Reports - Descriptive Kentucky Kentucky Education Reform Act 1990 Kentucky State Dept. of Education, Frankfort. English In 1998, the Kentucky legislature made adjustments to the assessment and accountability system established by the Kentucky Education Reform Act of 1990 to create a new system, the Commonwealth Accountability and Testing System (CATS). The Kentucky Core Content Tests (KCCT) are a component of CATS. KCCT assessments are given in grades 4, 5, 7, 8, 10, 11, and 12 in reading, mathematics, science, social studies, writing, arts and humanities, and practical living/vocational studies. Content areas are not assessed every year; a schedule shows the years tested. Norm-referenced assessments are given in grades 3, 6, and 9. In 1999 and 2000, the state was in transition between the old and new testing systems, resulting in an interim accountability cycle. The purpose of this technical report is to provide information about the technical characteristics of the 2000 Interim Accountability Cycle of the CATS. A secondary purpose is to track the changes that have occurred to the system during the time span covered by the report. The empirical reliability and validity of the assessments are reported explicitly in this document. Chapters of the Technical Report are: (1) Introduction; (2) Test Specifications; (3) Test Development Process; (4) Item Analysis; (5) Test Administration; (6) Scoring; (7) Scaling, Linking, and Producing Scale Scores; (8) Standard Setting; (9) Writing Portfolio Assessment: Scoring and Student Performance; (10) Alternate Portfolio Assessment; (11) Reliability and Student Classifications; (12) Reporting to Schools and Districts; (13) Interim Accountability; and (14) Validity. Seven appendixes provide information about scale score tables, academic expectations, and test reports. (SLD) ED478430 Kentucky Core Content Tests 2000 Technical Report. Based on the Analysis of Data from the 1999-2000 School Year. 2002-01-00 467 N/A 2004 2020-11-23

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Yes Adult Basic Education Adult Learning Adult Literacy Adult Programs Adult Students Educational Benefits Educational Planning Educational Policy Educational Practices Educational Research Educational Technology Foreign Countries Futures (of Society) Knowledge Base for Teaching Learner Controlled Instruction Learning Problems Literacy Education Role of Education Strategic Planning Student Needs Multilingual/Bilingual Materials Information Analyses Canada Canada French English Studies and reports examining the problems associated with adult literacy and efforts to address those problems were reviewed to identify lessons for adult literacy programs in Canada and elsewhere. Low literacy levels were linked to above-average rates of personal and/or learning difficulties, low self-esteem, associated social problems, and below-normal incomes. Literacy problems also appeared to cost business/industry in terms of lost productivity, health and safety problems, training, and retraining. The main lessons identified were as follows: (1) although adult literacy programs benefit individuals and society, low levels of public interest and political support have prevented full realization of their benefits; (2) experience suggests how to design and deliver good adult literacy programs, but the conditions allowing that to happen do not always exist; (3) adult literacy programs aimed at specific target groups appear to have better results; (4) adults in need of upgrading face barriers that make entering or remaining in literacy programs difficult; (5) adult literacy learners should have a say in policies and programs addressing their needs; (6) learning technologies appear to provide significant advantages when used in adult literacy programs; and (7) more systematic evaluation of adult literacy policies, programs, and practices is needed to increase accountability and improve the field's knowledge base. (Contains 33 references.) (MN) ED478431 Adult Literacy: Policies, Programs and Practices. Lessons Learned. Final Report = Alphabetisation des adultes: politiques, programmes et pratiques. Etude bilan. Rapport final. 2001-12-00 Administrators Policymakers Practitioners 81 Human Resources Development Canada, Enquiries Centre, 140 Promenade du Portage Phase IV, Level 0, Hull, Quebec K1A 0J9, Canada (free). Tel: 888-440-4080; Fax: 819-953-5550; Web site: http://www11.hrdc-drhc.gc.ca/pls/edd/hrdc.main. For full text: http://www11.hrdc-drhc.gc.ca/edd-pdf/alppp.pdf. N/A 2004 2016-11-21

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Yes Adult Education Economically Disadvantaged Employment Opportunities Employment Potential Employment Programs Federal Government Federal Legislation Job Skills Job Training Labor Force Development Low Income Groups Outcomes of Education Postsecondary Education Program Effectiveness Public Policy Research Utilization Role of Education Salary Wage Differentials Welfare Recipients Welfare Services Smith, Whitney Wittner, Jenny Spence, Robin Van Kleunen, Andy Information Analyses Opinion Papers Welfare to Work Programs English The federal policy shift from skills training and toward work first strategies has come about, in part, from a misconception that "training does not work." A more comprehensive look at existing research reveals the documented effectiveness of skills training. A growing number of studies have shown skills training can increase earnings; improve access to employer-paid benefits; and increase steady work. In addition, a closer reading of the often-referenced major evaluations reveals they documented effective outcomes for training, but those results have been overlooked. The evaluations have identified numerous programs in which pre-employment training significantly improved employment outcomes for low-income adults. Such results have often been missed or misinterpreted because occupational training was not distinguished from other types of education; the most successful programs made substantial use of training, but that fact was overshadowed by their additional emphasis on employment; and the evaluations did not focus on individual effective practices. To create more effective welfare and workforce development policies, policymakers should acknowledge outcome studies other than government-sponsored national evaluations; sponsor national evaluations focusing specifically on occupational skills training; consult or sponsor new "effective practice" studies focusing on individual model programs; and talk to local experts from the field. (Appendixes include descriptions of studies featured in the paper and 39 endnotes.) (YLB) ED478432 Skills Training Works: Examining the Evidence. 2002-09-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers 34 For full text: http://www.womenemployed.org/publications/skills_training_works_r eport.pdf. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Adult Education Demand Occupations Economic Change Economic Impact Education Work Relationship Employment Level Employment Patterns Employment Qualifications Futures (of Society) Industrial Structure Job Skills Job Training Labor Economics Labor Market Policy Formation Postsecondary Education Public Policy Technological Advancement Work Environment Information Analyses European Union Scenarios European Union English The possible impact of technological and structural change on employment in the European Union (EU) over the next 20 years was examined through an exploration of the following alternative policy-driven scenarios: (1) business as usual; (2) concentrated technology policy (increases in innovation and research and development [R&D] efforts are concentrated on advanced technology); (3) diversified technology policy (increases in innovation and R&D efforts are allocated to sectors currently demonstrating strong performance); and (4) uniform technology policy (innovation and R&D spending are increased uniformly throughout the economy). The study demonstrated that technological progress is a necessary though insufficient condition for the EU to achieve high economic growth and higher employment levels. Rather than threatening employment at the EU level, the increased productivity resulting from technological progress appeared to be a driver for increased competitiveness and overall economic growth. Other conclusions emerging from the study were as follows: (1) technological change will increase the demand for highly skilled workers; (2) emerging technologies will both respond to changes in work organization and further raise requirements for flexibility in work organization; and (3) technology policy strategies aimed at accelerating technological progress should lead to positive results and further economic and employment growth. (Twenty tables/figures are included. An overview of the study methodology and a bibliography listing 29 references are appended.) (MN) ED478433 Impact of Technological and Structural Change on Employment. Prospective Analysis 2020. Synthesis Report. Report to the Committee on Employment and Social Affairs of the European Parliament. Technical Report Series. 2001-12-00 Policymakers 54 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20131en.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Educators Adult Literacy Adult Programs Basic Skills Educational Quality Educational Research Literacy Education National Standards Program Development Program Effectiveness Program Evaluation Program Implementation Program Improvement State Programs Teacher Attitudes Teaching Methods Spangenberg, Gail Watson, Sarah Opinion Papers Equipped for the Future Council for Advancement of Adult Literacy, New York, NY. English This report presents results from interviews with a sampling of experienced Equipped for the Future (EFF) users. Chapter I provides background and context for this initiative. Chapter II provides facts and figures from the field and presents questions posed and interviewees' views. The questions are as follows: (1) Why did you or your organization decided to use EFF?; (2) How have you used EFF in your program and at what stage of implementation are you?; (3) What results do you get from use of EFF?; (4) Are you better off using EFF than other approaches, and can you explain why?; (5)What data do you collect and how is it used?; (6) Do you get EFF technical support when needed and from whom?; (7) What kind of staff training have you required to apply EFF?; (8) How could EFF be more widely used in your state or program to expand outreach, improve learning quality, provide instructional services that adults really need, and assess effectiveness?; (9) How important is EFF to your future, and what if it disappeared?; and (10) Is there sufficient awareness at the state and national level of what EFF has to offer, and what would you suggest to improve awareness? Chapter III concludes that the majority of users are enthusiastic about EFF; most see it as vital to current and future programming and for the systemwide reform they believe is needed; and when asked to imagine a future without EFF, most describe serious, even disastrous, setbacks to efforts to improve quality of literacy services and program accountability. Twenty readings are suggested. (YLB) ED478434 Equipped for the Future: Tools & Standards for Building & Assessing Quality Adult Literacy Programs. 2003-05-00 Policymakers Administrators Practitioners 38 For full text: http://www.caalusa.org/efftoolsstandards.pdf N/A 2004 2016-11-21

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Yes Adult Education Aging (Individuals) Divorce Employed Women Females Financial Needs Financial Problems Homemakers Income Labor Force Nonparticipants Money Management Older Adults Older Workers Poverty Preretirement Education Public Policy Quality of Life Retirement Retirement Benefits Salary Wage Differentials Estrine, Judith Guides - Non-Classroom Information Analyses Financial Planning Social Security Social Security English This brochure presents the facts about the financial situation of older women. It explains the vital role of Social Security (SS) for women and offers suggestions to improve their financial outlook. A true/false checklist tests knowledge about women growing older and remaining financially secure. These reasons for poorer older women are outlined: women spend much of their lives out of the workforce and in retirement rely on husbands' SS benefits; women outlive their husbands; women are not guaranteed they will receive husbands' pensions; and divorce can change women's retirement prospects. Discussion shifts to why working women have less retirement income than men, including that there is no retirement benefit for work done at home; women's discontinuity of employment; disparities in pension; and outliving a pension. Focus then falls on SS, including the rationale for its place as the cornerstone of retirement income for women; how it protects families; how to determine one's SS benefit; and whether SS should be privatized. Issues that older women throughout the world face are discussed, including less opportunity to work and the low labor force participation of older women. Suggestions are listed for what women should do to plan carefully for retirement and for what societies can do to prepare women to age productively. (YLB) ED478435 Unjust Desserts: Financial Realities of Older Women. 2003-00-00 21 For full text: http://www.ilcusa.org/_lib/pdf/unjustdesserts.pdf. N/A 2004 2016-11-21

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Yes Adult Learning Adult Students Citizen Participation Community Cooperation Consciousness Raising Developed Nations Empowerment Experiential Learning Family Violence Females Foreign Countries Group Activities Group Dynamics Leadership Training Learning Strategies Racial Discrimination Social Change Student Centered Curriculum Teaching Guides Womens Education Mojab, Shahrzad Wall, Naomi Binder McDonald, Susan Guides - Non-Classroom Canada Marginalized Groups Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English This guide is designed as a community-based resource for women who are interested in developing leadership skills in group facilitation, community building, and community action. It provides an integrated feminist anti-oppression learning framework that links social justice issues and the questions of race, gender, class, and all other forms of marginalization to the question of how women learn. The guide includes six workshops that emphasize the connections between learning and action that allow women to develop their consciousness of the actions required to bring about necessary change in their lives as women. Introductory materials discuss the research that lead to this guide and suggestions for conducting the workshops, including useful tools for building group processes. Each session outline consists of some or all of these components: check-in, debriefing, informational materials, warm-up exercise, exercises, and closure. Sessions are (1) women's experiences are the basis of learning; (2) facilitating group processes; (3) learning strategies (4) gender bias in the law; (5) funding; and (6) outreach and organizing. (YLB) ED478436 Collaborative Learning for Change. NALL Working Paper. 2002-02-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 21 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/51ShahzadMoj ah.pdf. N/A 2004 2016-11-21

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Yes Adult Students Advanced Placement College Credits Developed Nations Educational Experience Experiential Learning Foreign Countries Independent Study Informal Education Nontraditional Education Nontraditional Students Portfolios (Background Materials) Prior Learning Recognition (Achievement) Student Educational Objectives Student Motivation Universities Thomas, Alan Collins, Monica Plett, Lynette Reports - Research Prior Learning Assessment Canada Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English A study extended studies on use of prior learning assessment and recognition (PLAR) by concentrating on learners/students outside of the college system and exploring student experience with all dimensions of the use of PLAR. Fourteen university students were interviewed. Findings indicated respondents had re-entered formal education by novel means based on an individual assessment of what they knew, and had learned, outside the system of formal education, rather than solely on what they had learned within it; most encountered PLAR by accident; PLAR became the primary basis on which they continued in their educational quest, a welcome add-on that eased and enriched their educational experience, or a minor addition; they used all available PLAR devices, though a larger proportion used portfolios than in earlier research, and all respondents were self-directed students in addition to self-directed learners. (Appendixes include 11 references, interview protocol, summary of interviewee responses, and demographic information.) (YLB) ED478437 Dimensions of the Experience of Prior Learning Assessment & Recognition. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 46 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/52AlanThomas .pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Educators Conflict Resolution Cooperative Learning Cooperative Planning Decision Making Developed Nations Discussion (Teaching Technique) Foreign Countries Graduate Study Group Dynamics Leaders Organizational Communication Problem Solving Reflective Teaching Team Training Teamwork Theory Practice Relationship Time on Task Transformative Learning Laiken, Marilyn E. Reports - Research Canada High Performance Work Organizations Reflective Thinking Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English At the Ontario Institute for Studies in Education of the University of Ontario, a course entitled Developing and Leading High Performing Teams: Theory and Practice is experimenting with a design that surfaces the action/reflection paradox for the purpose of learning how to manage this polarity. Whether the product is defined as services or goods, the general tendency is to view time spent on specific task completion as the only legitimate form of work. In the workplace, an opportunity for reflection on a lived experience increases productive capacity and individual knowledge and skill and results in personal and, sometimes, organizational learning that is transformative. The paradoxical outcome for an organization is a case of slowing down in order to speed up. The course teaches the skills required to engage in reflection during 7 full-day sessions over 13 weeks. In the mornings, theory is introduced experientially and covers the following: phases of team development; team goal-setting, problem-solving, decision-making, communication and conflict management; managing difference; and dealing with intractable problems as polarities. In the afternoons, an almost two-hour meeting of class groups as working teams is followed by a team debrief--a structured reflective opportunity to examine the team's behavior and provide feedback. Stages in learning to engage in quality conversations are lack of awareness; awareness without action; ability to act on awareness, with effort; and ability to hold the polarities and maintain the communication. (Contains 23 references) (YLB) ED478438 Managing the Action/Reflection Polarity Through Dialogue: A Path to Transformative Learning. NALL Working Paper. 2002-01-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 17 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/53MarilynLai ken.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adults Continuing Education Educational Background Educational Research Foreign Countries Home Economics Independent Study Informal Education Job Skills Learning Activities Lifelong Learning National Surveys Participation Postsecondary Education Recreational Activities Student Educational Objectives Vocational Education Volunteer Training Volunteers Livingstone, David Reports - Research Speeches/Meeting Papers Canada Canadians Barriers to Participation Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English A survey of 1,500 Canadian adults looked at the full range of adults' learning activities, including informal learning related to employment, community volunteer work, household work, and other general interest. Findings indicated those in the labor force, or expecting to be in soon, participated in informal learning related to current or prospective future employment such as the following: informal learning projects to keep up with new general job or career knowledge, informal employment-related computer learning, and learning new job tasks, problem-solving and communication skills, occupational safety and health, and new technologies. Those involved in community volunteer work participated in related informal learning on interpersonal, communication, and organizational or managerial skills, and social issues. Those involved in household work participated in related informal learning on home renovations and gardening, home cooking, and home maintenance. Most people participated in informal learning related to their general interests, such as health and well being, environmental issues, finances, hobby skills, social skills, public issues, computers, and sports and recreation. Participation in all forms of schooling and continuing education increased dramatically over the past two generations; educational attainment of the active labor force increased accordingly. Major barriers to course participation were inconvenient times or places; no time; family responsibilities; and expense. (YLB) ED478439 Mapping the Iceberg. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 10 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/54DavidLivin gstone.pdf. N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Adult Education Adults Developed Nations Disease Control Empowerment Females Foreign Countries Health Behavior Health Education Health Promotion Peer Teaching Physical Health Public Health Safe Sex Safety Education Sex Education Sexuality Sexually Transmitted Diseases Womens Education Meaghan, Diane Reports - Research Sex Knowledge Canada New Zealand Prostitution Canada New Zealand Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English A study interviewed 37 Canadian sex workers in 4 cities to determine how they acquire a working knowledge of safer sex practices and what that knowledge constituted. Findings indicated the vast majority exhibited high levels of knowledge and efficacy regarding safer sex practices; sex workers took the initiative to obtain information and engage in safer sex practices; and peer group educators advanced educational messages in their community. Staffed by current or former sex workers, the New Zealand Prostitutes Collective (NZPC) was established as a government-endorsed organization using state funding, infrastructure, and support services for sex workers, clients, and the public. The Canadian government might profit from lessons learned from the successful NZPC to recruit sex workers as peer educators and should consider the possibility of developing a prostitute-centered pedagogy of safer sex practices that affirms the right of women to control the conditions of work and recognizes the skills and knowledge of that work. Providing sex workers with an opportunity to have input into public policy and design and delivery of prevention programs would be a useful way to transmit their skills and knowledge to other sectors of the community. Such knowledge could provide sexual self-determination that might result in greater knowledge, resistance, agency, and empowerment in other aspects of women's lives. (Contains 87 references and 30 endnotes.) (YLB) ED478440 Stigma to Sage: Learning and Teaching Safer Sex Practices Among Canadian Sex Trade Workers. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 28 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/55DianeMeagh an.pdf. N/A 2004 2016-11-21

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Yes Dislocated Workers Education Work Relationship Educational Attitudes Educational Needs English (Second Language) Foreign Countries Immigrants Industrial Training Informal Education Labor Education Labor Market Needle Trades Needs Assessment Non English Speaking Outcomes of Education Political Socialization Semiskilled Occupations Student Attitudes Teleworking Womens Education Ng, Roxana Reports - Research Speeches/Meeting Papers Asians Canada Contextualized Instruction Cottage Industry Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English Unlike many recent immigrants who entered Canada as highly trained professionals in their countries of origin, most of Canada's immigrant garment workers are working-class women with little education. The Apparel Textile Action Committee (ATAC) and Homeworker's Association (HWA) are among the bodies that were established to assist immigrant garment workers in Canada who lost their jobs to industrial restructuring and became home workers. The experiences of both bodies has made it clear that the training available to these women does not meet their needs as immigrants with a limited command of English. A study of the informal learning outcomes of HWA's members yielded the following findings: (1) most immigrant garment workers have little expectation that taking classes will lead to better jobs and higher pay; (2) although most immigrant garment workers do not expect that English-as-a-second language (ESL) classes will make them fluent in English, their ESL classes serve important social and educational purposes by giving participants a place to develop a sense of sociability with other workers and learn strategies for negotiating their lives as non-English speaking immigrants and their rights as workers; and (3) although classes are obvious places to look for informal learning, the HWA's executive meetings provide environments for explicit "political learning." (MN) ED478441 Training for Whom? For What? Reflection on the Lack of Training Opportunities for Immigrant Garment Workers. NALL Working Paper. 2002-00-00 Social Sciences and Humanities Research Council of Canada, Ottawa (Ontario). 11 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/6Roxana %20Ng .pdf. N/A 2004 2016-11-21

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Yes Activism Adult Education Adult Learning Bisexuality Community Action Community Education Cultural Differences Educational Research Foreign Countries Health Education Homophobia Homosexuality Learning Processes Lesbianism Postsecondary Education Sexual Orientation Social Change Social Influences Social Networks Socialization Hill, Bob, Ed. Collected Works - Proceedings Canada United States China Japan Knowledge Development Kosovo Canada China Japan Kosovo United States English This document contains eight papers from a conference on fugitive forms of social knowledge that was sponsored by the Adult Education Research Conference (AERC) Lesbian, Gay, Bisexual, Transgender, Queer, and Allies Caucus. The welcome address, "Working Memory at AERC: A Queer Welcome...and a Retrospective" (Bob Hill), explores the emergence and development of research with and by lesbian, bisexual, transgender, and Queer learners in the context of the AERC. The authors and titles of the seven conference papers are as follows: "Sobears: Finding Space, Seeking Community" (John Egan); "Gay and Lesbian Issues in Chinese Social Context" (Robert Lee); "How Lesbians Learn to Negotiate the Heterosexism of Corporate America" (Julie Gedro); "Building a Queer Cultural Change Network in Alberta through Community and University Initiatives" (Andre P. Grace, Kristopher Wells); "So You Know about the Queers: What Campus Environment Studies Say about Queer Knowledge Production" (N.Y. Gulley); "Changing from the Inside Out: Transformative Learning and the Development of GLBT (gay, lesbian, bisexual, and transgendered) Sexual Identities among Adults" (Kathleen P. King); and "In Solidarity: Using Community Health Education to Build Queer Peace in Kosovo and Japan" (Robert C. Mizzi). The Hill, Lee, Gedro, Gulley, and King papers contain substantial bibliographies. (MN) ED478442 Queer Histories: Exploring Fugitive Forms of Social Knowledge. 2003-06-05 73 For full text: http://www.arches.uga.edu/~bobhill/AERCQUEERSPACE/PreConf2003%20. pdf. N/A 2004 2016-11-21

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No Adult Education Case Studies Curriculum Development Distance Education Educational Objectives Educational Quality Evaluation Methods Foreign Countries Independent Study Instructional Development Instructional Materials Lifelong Learning Multimedia Instruction Open Education Postsecondary Education Program Evaluation Quality Control Student Needs Systems Approach Technology Uses in Education Melton, Reginald F. Books Guides - Non-Classroom Student Support Services United Kingdom United Kingdom English This book presents a blueprint for using a quality assurance-based approach to planning and developing open and distance learning (ODL) courses in the United Kingdom. The following are among the specific topics discussed: (1) typical aims of ODL (opening access to education; responding to student needs; designing self-study materials; student support; cost-effectiveness; the quality of materials and systems); (2) characteristics of ODL (enrolling in courses; broad characteristics of courses; parameters requiring refinement); (3) designing self-study materials (frameworks for study sessions and courses; making use of existing materials); (4) using media in ODL (scenarios illustrating media usage; traditional media; high-technology media; media selection); (5) student support systems (scenarios illustrating different types of student support; student support systems; selection of student support systems); (6) translating visions of what students need into reality; ensuring the quality of ultimate products; supporting creative thinking and meaningful exchange of views; (7) developing a course framework; materials, systems, and assessment strategies to be developed; (8) developing and using course outlines, core content for unit study guides, and self-study materials; (9) collecting data for quality assurance and quality control; and (10) the required level of institutional support. A wide range of tried-and-tested examples and case studies are presented throughout the book. Fifty-four figures are included. The bibliography lists 68 references. (MN) ED478443 Planning and Developing Open and Distance Learning : A Quality Assurance Approach. Radiological Studies in Distance Education. 2002-00-00 ISBN-0-415-25481-7 Teachers Practitioners 223 Radiological, 11 New Fetter Lane, London EC4P 4EE (ISBN-0-415-25480-9 (cloth) $90; ISBN-0-415-25481-7 (paper) $28.95). Web site: http://www.routledgefalmer.com/. N/A 2004 2016-11-21

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No Academic Advising Academic Persistence Academic Standards Access to Education Adjustment (to Environment) Adult Education Audiovisual Aids Case Studies Distance Education Educational Environment Educational Practices Educational Technology Foreign Countries Online Courses Open Education Postsecondary Education Student Personnel Services Student School Relationship Teacher Student Relationship Technology Uses in Education Simpson, Ormond Books Guides - Non-Classroom United Kingdom Electronic Learning Student Support Services United Kingdom English This document is designed to assist practitioners in the United Kingdom and elsewhere who are involved in recruiting and teaching students in open and distance learning (ODL) or e-learning environments. The following are among the specific topics discussed: (1) models and definitions; (2) background to student support; (3) nonacademic student support and advising; (4) academic support (tuition activities, styles, and practice); (5) delivering student support at a distance (student support in writing, over the phone, and through audiovisual media); (6) face-to-face academic, nonacademic, one-to-one, and group student support; (7) delivering student support by computer (e-learning, Internet support, computers in student support); (8) computer conferencing in academic and nonacademic support; (9) media for student support (students' and institutions' media choices); (10) student support outside the institution (interest in and sources of outside support); (11) learning skills development and student support; (12) support for different students; (13) student support for access, acquisition, retention, and retrieval; (14) theories of student support; (15) structures and quality in student support (structures for ODL organizations, appraising quality, setting quality standards, quality assurance); (16) staff development and appraisal for support; and (17) the future of student support in ODL. Numerous case studies, examples, and materials for use in ODL are included throughout the book. Thirty-three tables/figures are included. The bibliography lists 72 references. (MN) ED478444 Supporting Students in Online, Open and Distance Learning. Second Edition. Open and Distance Learning Series. 2002-00-00 ISBN-0-7494-3740-5 Practitioners Teachers 226 Kogan Page, 120 Pentonville Road, London N1 9JN, England ($29.95). Web site: http://www.kogan-page.co.uk. N/A 2004 2016-11-21

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Yes Education Work Relationship Educational Change Educational Objectives Educational Policy Educational Quality Foreign Countries Government School Relationship Local Issues National Programs Position Papers Postsecondary Education Quality Control School Business Relationship School Community Relationship School District Autonomy Stakeholders Student Certification Systems Approach Transfer of Training Vocational Education Hughes, Maria, Ed. Opinion Papers National Vocational Qualifications (England) United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English In response to an initial soundings paper issued by the United Kingdom's Qualifications and Curriculum Authority, the Learning and Skills Development Agency (LSDA) presented its views on ways of enhancing the United Kingdom's existing vocational qualifications system. Selected points of the position that LSDA presented are as follows: (1) the time has come for radical rethinking of the system for designing and regulating vocational qualifications; (2) the terminology associated with qualifications and awards must be clarified; (3) local authoring and local generation of qualifications within a nationally agreed upon framework for quality assurance is needed; (4) the vocational qualification system should aim to secure qualifications that would be fit for purpose, demonstrate vocational learning and skills, have credibility with users, support development of an educated and skilled workforce, and (when appropriate) provide licenses to practice; (5) a wide range of parties must have opportunities to participate in securing a relevant and comprehensive system of vocational qualifications; (6) suitable learning opportunities for 14- to 19-year-olds are needed; (7) for many adults in the workplace, units will be more accessible than whole qualifications; (8) regulating more devolved systems of quality assurance to allow local flexibility and responsiveness should be a key focus; and (9) the funding system should support development of a credit framework. (Contains 16 endnotes. An introduction to the series is appended.) (MN) ED478445 A Basis for Skills Coherence and Quality or Relevance and Flexibility in Vocational Qualifications? Part of an LSDA Collection. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-879-3 Policymakers 20 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref No: 1486 5of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_5of6. N/A 2004 2016-11-21

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Yes Business Education College Programs Colleges Community Colleges Continuing Education Education Work Relationship Educational Objectives Entry Workers Foreign Countries Institutional Mission Job Skills Job Training Labor Force Development Partnerships in Education Pilot Projects Postsecondary Education Program Development School Business Relationship Small Businesses Technical Institutes Hughes, Maria Stanton, Geoff Reports - Descriptive Tests/Questionnaires England (Sussex) United Kingdom (England) Learning and Skills Development Agency, London (England). English As part of its ongoing efforts to improve further education (FE) in the United Kingdom, the Learning and Skills Development Agency (LSDA) developed a model for FE colleges that see their core purpose as meeting the needs of business and industry as distinct form colleges with a mission to serve the needs of the community or prepare young people for higher education. LSDA then worked with the Learning and Skills Council (LSC) in Sussex, England, to jointly develop the concept of a college for business. The following distinctive dimensions of activity were identified as important within the college for business: (1) acting as a gateway to the workplace; (2) adaptation and updating; (3) problem solving and innovation; (4) support networks for small and medium-sized enterprises (SMEs); and (5) an underpinning mission and infrastructure to support implementation of the model. Tests of the model at three pilot colleges in Sussex confirmed the effectiveness of the "college for business" model, the value of using an audit instrument developed by LSDA to audit current provision and services, and the importance of each of the dimensions within the model. After the pilot tests, the Sussex LSC continued efforts to transform their network, adding four additional colleges to the initiative. (The audit tool and an introduction to the series are appended. Nineteen endnotes are included.) (MN) ED478446 A Basis for Skills Developing the "College for Business" in Sussex: Part of an LSDA Collection. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-876-9 50 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1486 2of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_2of6. N/A 2004 2016-11-21

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Yes Colleges Economic Development Educational Research Foreign Countries Innovation National Surveys Participation Partnerships in Education Postsecondary Education Program Effectiveness Research and Development Research Projects School Business Relationship Small Businesses Technical Assistance Technological Advancement Universities Vocational Education Hughes, Maria Stanton, Geoff Reports - Research Great Britain United Kingdom (Great Britain) Learning and Skills Development Agency, London (England). English The incidence and nature of research and development (R&D)-related services provided for employers by English and Welsh colleges were examined. Data were collected through the following activities: (1) an initial survey that was returned by 96 colleges in England and 11 in Wales; (2) telephone interviews with those colleges that were currently providing applied R&D-related services; (3) site visits to selected colleges and companies; and (4) circulation of a "work in progress" report to all colleges with a request for additional examples. Of the 107 colleges that returned questionnaires, 50 were currently providing applied R&D services and an additional 17 colleges had definite plans to develop such services. Of the remaining colleges, 36% generally agreed that such activities could be relevant to the college mission. Key reasons for engaging in applied R&D included the commercial nature of the activity as a service to business and source of income for the college and the benefits that college staff members receive from participating in professional and research-related activities. The R&D services being provided assumed a wide range of forms including the following: research driven by developmental needs; advice and consultancy; audits and evaluations; demonstration projects; specific services; brokerage, support for product development; network creation and support; and support for business incubation. (Contains eight endnotes. The series introduction is appended.) (MN) ED478447 Further Supporting Business Research-Related Support for Company Innovation and Development: Part of an LSDA Collection. A Basis for Skills. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-875-0 19 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1486 3of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_3of6. N/A 2004 2016-11-21

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Yes Adult Learning Communication Skills Definitions Education Work Relationship Educational Needs Employer Attitudes Employment Level Employment Potential Employment Qualifications Entry Workers Foreign Countries Information Technology Interpersonal Competence Job Skills Problem Solving Student Certification Teamwork Training Vocational Adjustment Vocational Education Smeaton, Barry Hughes, Maria Reports - Research National Vocational Qualifications (England) United Kingdom France Generalizable Skills Germany France Germany United Kingdom Learning and Skills Development Agency, London (England). English The question of whether the term "intermediate skills" has a distinctive meaning across business and industry in the United Kingdom and in its major competitors was examined. The study focused on the following sectors: housing construction; broadcasting; the care sector; the exercise, health, and fitness sector; and engineering (high tech as well as fabrication and welding). Structured interviews were conducted with members of the following groups: employers; education and training providers; sector skills council members; members of professional associations; and members of the Centres of Vocational Excellence network. The definition of intermediate skills was not uniform across business and industry. However, a mix of new and traditional skills appeared to be needed by people in jobs located between operative and professional levels. Intermediate skills appeared related to a grouping of skills, knowledge, and attributes required to perform satisfactorily in intermediate-level jobs that must be defined by individual employment sectors. The blanket use of terms such as "intermediate skills" appeared to be of limited value in the formulation of education and training policy. Greater clarity in what constitutes a "qualification" and what employers can expect in terms of new recruits' skills, knowledge, and experience and what they themselves need to provide in terms of induction and further specific training appeared warranted. (The interview responses and series introduction are appended. Forty-five endnotes are included.) (MN) ED478448 Investigating Intermediate Skills: Part of an LSDA Collection. A Basis for Skills. 2003-00-00 Department for Education and Skills, London (England). Learning and Skills Council, Coventry (England). ISBN-1-85338-878-5 59 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1486 4of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_4of6. N/A 2004 2016-11-21

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Yes Cooperative Planning Delivery Systems Economic Development Education Work Relationship Educational Quality Employment Qualifications Foreign Countries Job Skills Partnerships in Education Postsecondary Education Program Content Research and Development Centers Research Projects Role of Education School Business Relationship Strategic Planning Student Certification Student Evaluation Teaching Methods Vocational Education Macleod, Deirdre Information Analyses Learning and Skills Development Agency, London (England). English The main publications of the United Kingdom's Learning and Skills Development Agency (LSDA) on vocational skills and economic development issues since 1997 were reviewed. The primary purpose of the review was to identify key messages and useful sources of further reading on a range of skills and economic development topics. The materials presented in the review were organized under the following topics: (1) the contribution of further education to economic development; (2) developing the strategic policy framework; (3) meeting employer needs; (4) meeting employee needs; (5) the content of vocational learning programs; (6) assessment and qualifications; (7) teaching and learning issues; (8) delivery of vocational learning; (9) quality improvement; (10) the provider-employer interface in partnerships; and (11) the role of other organizations in partnerships. Each of the aforesaid sections contains the following elements: (1) a brief overview of LSDA's work on the topic, explaining the purpose and types of publications that exist and identifying the key publications; (2) a summary of key messages emerging from LSDA's work; (3) a survey of the issues raised in the work; (4) identification of developmental approaches, strategies, and sources of practical advice by LSDA; and (5) sources of additional related material. (Contains 43 references. An introduction to the series is appended.) (MN) ED478449 Reviewing LSDA Support for Skills: Part of an LSDA Collection. A Basis for Skills. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-877-7 74 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1486 6of6, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_6of6. N/A 2004 8/19/2004 22:17:04 RIEFEB2004 For other volumes in the A Basis for Skills pack, see CE 085 156-159. For the full text of the pack (ISBN-1-85338-866-1), including the Introduction: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1486_1of6.

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Yes Articulation (Education) College Credits Colleges Cooperative Planning Education Work Relationship Educational Certificates Educational Policy Educational Practices Educational Trends Employment Qualifications Glossaries National Surveys Policy Formation Postsecondary Education Recognition (Achievement) Student Certification Systems Approach Transfer Policy Units of Study Universities Tait, Tony Information Analyses Opinion Papers England United Kingdom Work Based Learning United Kingdom United Kingdom (England) Learning and Skills Development Agency, London (England). English In January 2003, a national working group was established to review past and current credit developments in England and recommend ways of taking learning credit developments forward in the future. The Learning Skill and Development Agency's case for credit was said to rest on the objectives of recognizing achievement and motivating learners and making the National Qualifications Framework more transparent and flexible. Possible uses of credit by further education, employers, policymakers, national programs, higher education, online learning providers, and the community and voluntary sector were identified. The credit framework developed within further education over the past decade was explained in detail. The following common features of credit systems across the United Kingdom were identified: (1) a multilevel framework with level descriptors from entry level to higher education/professional qualifications; (2) credit based on achievement of units of assessment and learning outcomes; (3) rejection of a "one size fits all" approach; (4) use of notational learning time to establish the credit value of units and qualifications; and (5) recognition that the framework enables but does not by itself establish credit accumulation, credit transfer, and other credit-based systems. The working group called for a common approach to credit operating across the United Kingdom and encompassing post-16 and higher education, including work-based learning. (A glossary and 17-item bibliography are included.) (MN) ED478450 Credit Systems for Learning and Skills: Current Developments. LSDA Reports. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-859-9 Policymakers 19 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1466, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1466.pdf. N/A 2004 2016-11-21

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No Administrator Guides Adult Education Adult Educators Case Studies Community Education Contract Training Data Analysis Data Collection Educational Needs Educational Practices Foreign Countries Learning Activities Models Needs Assessment Postsecondary Education Program Administration Recruitment Reflective Teaching Staff Development Teacher Improvement Ewens, David Guides - Non-Classroom Best Practices United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). Learning and Skills Development Agency, London (England). English This document is intended to assist individuals responsible for managing staff development in adult and community learning (ACL) in the United Kingdom. The guide presents step-by-step advice for designing and implementing an approach based on the belief that staff development should do the following things: (1) relate holistically to the organization's mission statement, strategic plan, self-assessment process, and quality improvement development plan; (2) reflect aims and values; (3) fit seamlessly into the planning cycle; (4) involve everyone in the organization on a top-down and bottom-up basis; (5) respond to local and national initiatives and targets; (6) react to short-term and long-term need and be proactive; (7) address organizational and individual requirements; and (8) when services are contracted out, fully involve partners in every aspect of the process. The following are among the other topics discussed: (1) standards and a qualifications framework encompassing ACL; (2) the internal policy and planning context of staff development; (3) identification of staff development needs; (4) designing staff development programs; (5) implementing staff development (modes of delivery; coaching; mentoring; accreditation); (6) evaluating training effectiveness; and (7) approaches to managing successful staff development. Eight figures, 13 activities, and 16 case studies of current and emerging good practice are included. The bibliography lists 25 references and 5 useful World Wide Web sites. (MN) ED478451 Managing Staff Development in Adult and Community Learning: Reflection to Practice. 2003-00-00 Department for Education and Skills, London (England). ISBN-1-85338-871-8 Administrators Practitioners 80 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1323, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/PDF/1323.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Correctional Education Correctional Institutions Correctional Rehabilitation Criminals Data Collection Employment Potential High School Equivalency Programs Multivariate Analysis Outcomes of Education Parole Officers Participant Characteristics Prisoners Recidivism Role of Education Statistical Bias Surveys Vocational Rehabilitation Steurer, Stephen J. Smith, Linda G. Opinion Papers Minnesota Ohio Bivariate Matching Impact Studies Maryland Maryland Minnesota Ohio Correctional Education Association. English This study compared correctional education participants and non-participants in Maryland, Minnesota, and Ohio to assess the impact of correctional education on recidivism and post-release employment of inmates. The study attempted to address criticism of previous studies by using a treatment and comparison group, using statistical controls, addressing possible self-selection bias, using more than one measure of recidivism, and using a longer time period. These two study groups were chosen: offenders who had participated in correctional education, and those who had not. Sociodemographic characteristics of the groups were examined, including age, marital status, education level, and literacy competency. Data was collected from inmate self-report pre-release surveys, institutional/educational records, parole officer surveys, criminal history data, and employment and wage data. Hypotheses were developed that education will result in the following: reduced re-arrest, re-conviction, and re-incarceration, in recidivists committing less serious offences, in greater post-release compliance with parole conditions and pro-social activities, and in higher employment and wages. Correctional education participants in Minnesota and Ohio had statistically significant lower rates of re-arrest, re-conviction, and re-incarceration than non-participants. (Rates were also lower, but not statistically significant, in Maryland.) Overall, participants and non-participants were in compliance with parole. Participants and non-participants were generally employed, at rates that were not statistically different. Participants earned statistically higher wages than non-participants. Several recommendations were made, including increased funding for education and research and improved data collection measures and management. (Contains 29 references.) (SLR) ED478452 Education Reduces Crime: Three-State Recidivism Study. Executive Summary. 2003-02-00 Community 25 For full text: http://www.ceanational.org/documents/EdReducesCrime.pdf. N/A 2004 2016-11-21

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Yes Articulation (Education) Basic Skills Competency Based Education Education Work Relationship Employment Qualifications High Schools Job Skills Legal Assistants Legal Education (Professions) Minimum Competencies Office Management Office Occupations Education Paraprofessional Personnel Postsecondary Education Secondary Education State Standards Statewide Planning Tech Prep Ray, Gayl M. Wilson, Nick Mangini, Rick Guides - Non-Classroom Ohio Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. Ohio Board of Regents, Columbus. English This document, which lists core business and legal office management competencies identified by representatives from education and business and industry throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment in the legal environment as legal professionals. The introductory section includes an overview of the technical competency profile (TCP) process for determining competencies, a description of college tech prep and the Ohio program standards for it, and a list of sample legal office management occupations. The core business competencies are listed in the following categories: career development in business; professional effectiveness; business economics; business communications; accounting; computation; business law; technology; international business; management; marketing; and entrepreneurship. The legal office management competencies are listed by the following categories: professional development and networking; communication skills; legal office procedures; office financial functions; legal office ethics; legal concepts; office management procedures; financial operations management; human resources management; and marketing. The competencies are organized by instructional units and the legal office management competencies include suggestions as to when students should be introduced to or proficient at them. Appendices include a list of review panel members, a college tech prep pathway template, and a list of professional associations and certifications. (MO) ED478453 Ohio Legal Office Managment. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Practitioners Teachers 104 For full text: http://www.ohtpcs.org/cp/legmgt.asp. N/A 2004 2016-11-21

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No Adolescents Career Development Cognitive Style Employer Employee Relationship Employment Experience Employment Level Employment Potential Employment Qualifications Entry Workers Foreign Countries High Schools Job Skills Job Training Labor Force Development Postsecondary Education Recruitment Secondary Education Staff Meetings Teaching Models Youth Employment Smith, Erica Comyn, Paul Reports - Research Business Community Relationship Performance Management Systems Australia Australia National Centre for Vocational Education Research, Leabrook (Australia). English This research study attempts to determine how teenage workers develop their employability skills in their first formal jobs. Case studies were carried out in 12 Australian enterprises of varying sizes and drawn from different industry areas. In each case study the following staff were interviewed: senior managers and/or human resources management staff, site managers, supervisors working with novice workers, novice workers, and co-workers of novice workers. The research sought to identify the following: (1) why some organizations recruit novice workers and how they view them; (2) what processes are in place to train novice workers in employability skills; (3) how novice workers learn about employability skills through employment; and (4) some good models of employability skill training and how these can be used by employers who do not work well with novice employees. Findings include that organizations recruit novice workers because of low cost, youthful enthusiasm, and organizational obligations to communities and industry; they use processes such as buddy systems, mentoring, staff meetings, and rotation of tasks to develop employability skills; and they use comprehensive training systems, regular team meetings, performance management approach, third-party approach, buddying or mentoring systems, and supportive environment models of employability skill training. (Includes 74 references, 11 tables, and 2 appendixes.) (MO) ED478454 The Development of Employability Skills in Novice Workers. 2003-00-00 ISBN-1-74096-165-X 145 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 992; $49.50 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr2005.pdf. N/A 2004 2016-11-21

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No Adult Education Adult Learning Adult Students Cognitive Style Educational Needs Educational Opportunities Educational Theories Foreign Countries Independent Study Learning Motivation Learning Processes Learning Strategies Lifelong Learning Postsecondary Education Self Motivation Student Characteristics Student Motivation Teaching Methods Collected Works - General Information Analyses Language Australia, Melbourne (Victoria). Adult Education Resource and Information Service. English Adults may seek out learning at different times in their lives, for different reasons, and for vastly different purposes. Some of the reasons are to achieve pre-determined goals; to fill education gaps; to explore options and make choices; to develop personally; to perform a job or role better; or to enhance employment prospects. Learning itself is not always about gaining skills and knowledge, but can be described as changes in knowledge, understanding, skills, attitudes, and behaviors. These three conditions must be present for learning in adults to occur: raw data and experiences; time and freedom from threat; and sufficient prior meaning or perspectives to handle new information. "Learning to learn" describes a process in which a learner's independence and autonomy in learning increases over time. Learning to learn strategies help adult learners to improve generic skills; undertake self-directed learning; select and use resources effectively; engage in critical and reflective practice; communicate and collaborate with greater confidence; and organize their learning. There are four different types of adult learners: active, reflective, theorizing, and experiential. The role of voluntary participation in creating motivation for learning is important. (Conditions of learning for adults and implications for teaching are summarized. Includes 12 references.) (MO) ED478455 Adult Learning. ARIS Information Sheet. 2003-03-00 Adult, Community, and Further Education Board, Melbourne (Australia). 4 Language Australia, GPO Box 372F Melbourne, Victoria 3001, Australia. Tel: 03 9612 2600; Fax: 03 9612 2601; e-mail: aris@languageaustralia.com.au; Web site: http://aris.com.au/. N/A 2004 8/19/2004 22:17:21 RIEFEB2004 Adapted from Burns, R. "The Adult Learner at Work" (1995).

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Yes Educational Research Experimenter Characteristics Interviews Performance Factors Qualitative Research Research Methodology Secondary Education Service Learning Student Attitudes Linhart, Terence D. Reports - Evaluative Speeches/Meeting Papers English This paper discusses the power that qualitative researchers can hold in how participants perceive, structure, and interpret experiences, particularly through interviews. Examples from a pilot study illustrate how the author influenced participants' views, interpretations, and constructions of the text of the interviews. This paper also presents a research approach that emerged out of a second study in which the interviewer attempted to negotiate influence on how participants reported what was significant. The strategy of giving each participant a microcassette recorder and a disposable camera to depict the essence of their experiences produced a greater understanding of the curricular nature of short-term, cross-cultural service projects than the traditional research methods of the first study. (Contains 67 references.) (Author/RS) ED478456 How I See It: Negotiating Researcher Power on the Structures of Experience. 2003-04-25 30 N/A 2004 8/19/2004 22:17:23 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Constructed Response Gender Issues Grade 5 Intermediate Grades Multiple Choice Tests Program Evaluation Reading Comprehension Reading Tests Validity Lubliner, Shira Smetana, Linda Reports - Research Speeches/Meeting Papers English This study examined format differences in the measurement of fifth grade students' reading comprehension achievement. Children were given a multiple-choice reading comprehension test, followed 4 weeks later by a constructed response test on 2 of the same text passages. Results indicated that little comprehension of text content was transferred from the multiple-choice to the constructed response test. Significant gender differences were detected in overall test performance and consistency across test formats. Results raise concerns regarding the validity of multiple-choice tests in the measurement of children's reading comprehension proficiency. (Contains 26 references, 4 tables, and 2 figures.) (Author/RS) ED478457 Recognition or Recall: What Reading Comprehension Tests Really Measure. 2003-04-22 11 N/A 2004 8/19/2004 22:17:24 RIEFEB2004 Paper presented at the Annual Meeting of the American Educational Research Association (84th, Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement English Instruction Grade 8 Instructional Effectiveness Middle Schools Reading Comprehension Reading Materials Teaching Methods Brown, Barbara Ann Reports - Research Literature Circles English The purpose of this study was to determine the effectiveness of using Literature Circles to improve reading comprehension skills of eighth-grade students in a middle school located in middle Georgia. A quasi-experiment was used with a random assignment to the experimental or control group. One reading class received traditional drill and classroom practice, while the other group was placed in literature circles according to the novel they chose to read. Both groups were pre-tested and post-tested. Both groups were equal at the time of the pretest. During this first experiment, the results were mixed. Significant gains were made by the experimental group. Then the groups swapped instructional methods for the next reading unit. This second experiment yielded opposite results. The group that was initially introduced to Literature Circles did better on the pre-test for experiment 2, as well as on the post-test, even though this time they received traditional instruction. Both groups were heterogeneous for high, medium, and low reading abilities. The results of this research support the use of both literature circles and traditional drill and practice to improve reading comprehension skills. (Author/RS) ED478458 Literature Circles in Action in the Middle School Classroom. 2002-00-00 16 N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/44975 ED511825

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Yes Colonial History (United States) Lesson Plans Newspapers Political Attitudes Secondary Education Student Research Teaching Methods Thinking Skills United States Literature Guides - Classroom - Teacher Standards for the English Language Arts English The history and literature program described in this lesson plan uses research on broadsides to help students experience news as the American colonists heard it. Broadsides were notices written on disposable, single sheets of paper printed on one side only, intended to have an immediate impact on readers. During three 45-minute classes, students will: list important events leading to the American Revolution in chronological order; and discuss the connections between broadsides and the American Revolution. Suggested activities; lesson extensions; standards alignment; a list of related websites; a selected list of broadsides; a broadsides analysis worksheet; and an American Revolution timeline are included. (PM) ED478459 Colonial Broadsides and the American Revolution. [Lesson Plan]. 2002-06-17 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 16 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes African Literature Class Activities Curriculum Enrichment High Schools Learning Activities Lesson Plans Literary Criticism Novels Reader Response Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Standards for the English Language Arts English Chinua Achebe is one of Africa's best-known and most influential contemporary writers. His first novel, "Things Fall Apart," is a narrative about the European colonization of Africa told from the viewpoint of the colonized people. Published in 1958, the novel recounts the life of the warrior and village hero Okonkwo and describes the arrival of white missionaries to his Igbo village and their impact on African life and society at the end of the 19th century. Through his writing, Achebe counters images of African societies and peoples as they are represented within the Western literary tradition and reclaims his own and his peoples' history. This lesson introduces high school students to Achebe's first novel and to his views on the role of the writer in his/her society. It can be used alone or in conjunction with the related lesson "Chinua Achebe 'Things Fall Apart': Oral and Literary Strategies." The lesson: provides an introduction; cites subject areas, time required, and skills developed; poses guiding questions; gives learning objectives; informs teachers about preparing to teach the lesson; presents three suggested activities (Mapping the Changing Face of Africa through History; Telling One's Own Story; and Revising History through Writing); and additional activities for extending the lesson; lists selected Websites and print resources; and addresses standards alignment. (NKA) ED478460 Chinua Achebe's "Things Fall Apart": Teaching through the Novel. [Lesson Plan]. 2002-05-23 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 12 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes African Literature Class Activities Curriculum Enrichment Foreign Countries High Schools Learning Activities Lesson Plans Literary Criticism Novels Reader Response Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Historical Background Nigeria Standards for the English Language Arts Nigeria English Chinua Achebe is one of Africa's best-known contemporary writers. His first novel, "Things Fall Apart," deals with the clash of cultures and the violent transitions in life and values brought about by the onset of British colonialism in Nigeria at the end of the 19th century. Published in 1958, just before Nigerian independence, the novel recounts the life of the village hero Okonkwo and describes the arrival of white missionaries in Nigeria and its impact on traditional Igbo society during the late 1800s. After situating the novel in its historical and literary context, this lesson seeks to have high school students identify the text's linguistic and literary techniques and analyze the relationship of oral elements to the meanings and messages of the novel. The lesson introduces students to Achebe's first novel and to strategies of close reading and textual analysis. It can be used alone or in conjunction with the related lesson "Chinua Achebe's 'Things Fall Apart': Teaching through the Novel." The lesson: provides an introduction; cites subject areas, time required, and skill development; poses guiding questions; gives learning objectives; presents three lessons (Historical Context: Pre-Colonial Igbo Society and Nigeria under British Rule; Literary Context: Taking Back the Narrative of the So-Called "Dark Continent"; and Linguistic and Literary Strategies in "Things Fall Apart"); suggests additional activities for extending the lesson; lists selected Websites; and addresses standards alignment. Contains Igbo vocabulary and oral elements logs. (NKA) ED478461 Chinua Achebe's "Things Fall Apart": Oral and Literary Strategies. [Lesson Plan]. 2002-05-23 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 14 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Action Research Computer Uses in Education Grade 5 Hypermedia Instructional Effectiveness Intermediate Grades Student Motivation Writing Assignments Writing Attitudes Writing Improvement Writing Instruction Writing Research France, Coreen Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program to increase intermediate students' interest in writing through the integration of technology. The targeted population consisted of fifth grade students at a medium sized elementary school in the suburb of a large midwestern city. The problem was the low level of student interest in classroom writing activities. The problem became evident through behaviors displayed by students as well as a lack of motivation exhibited by students while working on writing activities. Analysis of data collected for this research revealed that students displayed a lack of interest in writing as well as a lack of confidence in their writing abilities. The students did not show an interest in writing activities that were typically assigned to them. Some possible causes that were explored were the mundane writing activities assigned to students, the complexity of the writing process, increased pressure on teachers to raise writing scores, and the overall lack of student motivation. A review of solution strategies suggested by knowledgeable researchers resulted in the selection of three main interventions: creation of a computerized classroom newsletter, development of children's stories using HyperStudio, use of technology for various writing activities. The named solution strategies were used throughout the intervention within the targeted fifth grade. The researcher used a pre- and post-intervention survey, teacher observation records, and student interviews to record information during the intervention. Post intervention data indicated an increase in student interest in writing using technology as well as an increase in confidence as a writer, desire to share written work, and desire to improve quality of writing. Students in the targeted group also improved their technology skills and their willingness to have their work edited by a peer. The researcher found the intervention to be a success for the targeted group of students. Appendixes contain student, parent, and teacher questionnaires; fifth-grade student pre- and post-intervention questionnaires; a checklist for observing student behaviors during writing activities; and student interview questions. (Contains 32 references, 3 tables, and 3 figures.) (Author/RS) ED478462 Improving Student Interest in Writing through the Integration of Technology. 2003-05-00 55 N/A 2004 8/19/2004 22:17:34 RIEFEB2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Classroom Environment Cooperative Learning Elementary Education Instructional Effectiveness Middle Schools Reading Comprehension Reading Improvement Vocabulary Development Caposey, Tracey Heider, Barbara Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program for improving reading comprehension through cooperative learning. The targeted population consisted of elementary and middle school students in growing middle class communities, located in northern Illinois. The problems of reading comprehension in content areas were documented through teacher observation and student test scores. Analysis of probable cause data revealed that students showed a needed improvement in reading comprehension related to retention of vocabulary. Faculty reported student difficulties in transfer of reading skills to content area subjects. This may have been due to a lack of vocabulary mastery. Reviews of instructional strategies demonstrated a need for improving teaching techniques. A review of solution strategies suggested by knowledgeable others, in addition to an analysis of the problem setting, demonstrated a need for the selection of an appropriate intervention: a cooperative learning technique designed to improve reading comprehension skills while mastering vocabulary. The intervention was implemented for a period of 10 weeks. During that time teachers repeatedly observed a cooperative atmosphere in their classrooms. Post-intervention data indicated improvement in mastery of vocabulary skills and reading comprehension using the cooperative learning method of teaching. Educators, students, and parents were pleased with the success of the intervention. Appendixes contain permission forms, parent and student surveys, a sample pre-test, an observation checklist, a sample post-test, and post-intervention parent and student surveys. (Contains 38 references, 2 tables, and 3 figures.) (Author/RS) ED478463 Improving Reading Comprehension through Cooperative Learning. 2003-05-00 56 N/A 2004 8/19/2004 22:17:36 RIEFEB2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Cues Primary Education Professional Development Program Implementation Qualitative Research Reading Achievement Reading Processes Reading Research Reading Strategies Statistical Analysis Teacher Role DeFord, Diane Morgan, Denise N. Saylor-Crowder, Karin Pae, Tae-il Johnson, Robert Stephens, Diane Donnelly, Amy Hamel, Erin Reports - Research Strategic Reading Reading Behavior National Council of Teachers of English, Urbana, IL. South Carolina State Dept. of Education, Columbia. South Carolina Univ., Columbia. English It has been documented that in children's learning to read, it is the teacher, not the method, that makes a difference. The South Carolina Reading Initiative (SCRI) invested in teachers' knowledge as the most effective way to impact children's reading achievement. This paper presents the findings after the first year of an intensive professional development program based on this principle. The paper states that in an overview of the literature on the development of the reading process, two emphases were consistently discussed: helping teachers observe and address cues used during reading and teaching, and helping teachers observe and teach for strategies. It explains that quantitative and qualitative data were collected and analysis of data was conducted in three stages: factor analysis, correlations among variables, and differences in cues and strategies used by SCRI and non-SCRI students. The paper finds that the data provide insights into the nature of reading strategies and the impact of the first year of professional development in the SCRI on students' developing strategies. It notes that factor analysis showed there was merit in studying the construct of "strategic-ness" in reading, with strategies or behaviors like reading with attention given to syntactic or grammatical phrases, looking for spelling patterns within words to aid in problem solving--the other two clusters of reading behaviors or strategies that cohered with the "strategic-ness" factor were monitoring and rereading. It also found children of SCRI teachers had significantly higher scores on all strategies evaluated at the end of the year, and for first graders, they were significantly more strategic at the end of first grade. (Contains 24 references, 6 tables, and 1 figure.) (NKA) ED478464 Changes in Children's Cue and Strategy Use during Reading: Findings from the First Year of Professional Development in the South Carolina Reading Initiative. Technical Report. 2003-02-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 19 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/SCRI/SCRI%20Findings.pdf. N/A 2004 2016-11-21

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Yes Educational Objectives Elementary Education Knowledge Base for Teaching Literacy Professional Development Program Descriptions Reading Instruction Teacher Role Theory Practice Relationship Reports - Descriptive Consultant Role National Council of Teachers of English, Urbana, IL. English The National Council of Teachers of English's (NCTE) Reading Initiative is a professional development process that engages teachers in a study of the theory, knowledge base, and practice of teaching reading. This work is accomplished: through long-term professional development; with the support and resources provided by an expert NCTE literacy consultant; with the support and participation of a principal or key administrator; and through affiliation with a national literacy organization and access to its professional resources. The NCTE Reading Initiative, which offers educators an intensive program based on effective classroom practice informed by research, is designed to give teachers the competence and confidence needed to teach all students to read successfully. This program overview is divided into the following sections: History; Acknowledgments; How to Use the Curriculum Experience and Role of the Consultant; Overview of the Reading Initiative; Consultant Resources; Why a National Reading Initiative?; Reading Initiative Strands; Time Frame (Year One; Years Two and Three); Meetings Schedule; Participants' Responsibilities; Elements of an Inquiry Process; and Reading Initiative Process and Experiences. An appendix contains a list of knowledge-base statements. (Contains 50 references.) (NKA) ED478465 NCTE Reading Initiative Overview. 2000-00-00 Practitioners Teachers 39 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/overview-new.PDF. N/A 2004 2016-11-21

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Yes Audits (Verification) Inspection School Buildings School Safety State Standards DeMary, Jo Lynne Owens, Marsha Ramnarain, A. K. Vijay Guides - Non-Classroom Safety Audits Virginia Virginia Virginia State Dept. of Education, Richmond. English The 1997 Virginia General Assembly passed legislation directing school boards to require all schools to conduct safety audits. This audit is designed to assess the safety conditions in each public school to: (1) identify and, if necessary, develop solutions for physical safety concerns, including building security issues; and (2) identify and evaluate any patterns of student safety concerns occurring on school property or at school-sponsored events.The legislation also directed the superintendent of public instruction to develop a list of items to be reviewed and evaluated in the school safety audits. As a result, the Department of Education developed this school safety audit protocol to be used as a guide for the audit. The guide addresses components of the audit process, the audit protocol, the audit procedure, audit forms (buildings and grounds, development and enforcement of policies, data collection, prevention and intervention programs, staff development, student involvement, parent and community involvement, role of law enforcement, crisis management plan, standards for security personnel, Americans with Disabilities Act, and emergency response plan), and audit interviews. (EV) ED478466 School Safety Audit Protocol. 2000-06-00 75 Virginia Dept. of Education, School Safety Resource Center, P.O. Box 2120, Richmond, VA 23218. Tel: 804-225-2928. For full text: www.pen.k12.va.us/go/VDOE/Instruction/schoolsafety/safetyaudit.pdf. N/A 2004 2016-11-21

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Yes Asthma Child Health Educational Facilities Improvement Environmental Influences Hazardous Materials Indoor Air Pollution Physical Environment Program Descriptions School Buildings Guides - Non-Classroom Environmental Protection Agency, Washington, DC. Office of Radiation and Indoor Air. English The U.S. Environmental Protection Agency (EPA) developed the Indoor Air Quality Tools for Schools (IAQ TfS) Program to help schools prevent, identify, and resolve their IAQ problems. This publication describes the program and its advantages, explaining that through simple, low-cost measures, schools can: reduce IAQ-related health risks and triggers for asthma, identify sources of mold, improve comfort and performance levels, avoid costly repairs, avoid negative publicity and loss of parent and community trust, and avoid liability problems. The publication offers an overview of IAQ issues, offers examples of successful school efforts, and presents action items. (Contains 25 references.) (EV) ED478467 Indoor Air Quality Tools for Schools Program: Benefits of Improving Air Quality in the School Environment. 2002-10-00 18 IAQ INFO Clearinghouse. Tel: 800-438-4318 (Toll Free); Fax: 703-356-5386; e-mail: iaqinfo@aol.com. For full text: http://www.epa.gov/iaq/schools/images/tfsprogram_brochure.pdf. N/A 2004 2020-11-03

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Yes Adult Child Relationship Childhood Attitudes Childhood Needs Discipline Elementary Education Elementary School Students Outdoor Activities Participant Observation Personal Narratives Physical Development Playground Activities Power Structure Recess Breaks School Role Social Development Teacher Role Values Education O'Brien, Leigh M. Opinion Papers Speeches/Meeting Papers Play Learning English Based on the experiences of a participant observer (weekly playground volunteer) over the course of one school year, this paper recounts the experiences of first through third graders during recess and discusses the importance of outdoor play for providing children an opportunity to speak and act unfettered by adult expectations, thereby promoting a peer culture defining itself in opposition to official school structures. The narrative, viewed as a means of bearing witness to perceived or experienced injustices, follows a diary format and discusses issues related to children's outdoor play, including the types of games children play and their social interactions, concerns about control and liability masquerading as concerns for children's safety, the need to develop environmental values, the meaning of teachers' absence during recess, and restrictions on rough and tumble play. Responses during interviews with a convenience sample of children revealed that the children loved the openness and social dimension of playground activities but did not like being teased or restricted. Children's attempts to resist being disciplined and being controlled are interpreted not as an attempt to escape from oppression, but rather as ways to provide opportunities to remake one self. Benefits of recess for children's sense of agency, self expression, and problem solving are described. The paper emphasizes the need to provide high-quality recess experiences and the role of societal values in creating a restrictive play environment, thereby placing the question of recess within the larger context of questions regarding the purpose of education and the role of adults in children's education. (Contains 32 references.) (KB) ED478468 The Rewards and Restrictions of Recess: Reflections on Being a Playground Volunteer. 2003-04-00 Administrators Practitioners Teachers 15 N/A 2004 2016-11-21

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Yes Access to Education Advocacy Change Strategies Delivery Systems Early Childhood Education Educational Finance Educational Quality Federal Legislation Government Role Organizations (Groups) Position Papers Preschool Curriculum Preschool Education School Readiness State Legislation Unions Opinion Papers Reports - Descriptive American Federation of Teachers Project Head Start Universal Preschool American Federation of Teachers, Washington, DC. English This document details the position of the American Federation of Teachers (AFT) regarding universal access to early childhood education as represented in a resolution of the AFT convention in 2003. The document points out that the lack of access to high-quality preschool programs is a major problem affecting nearly every working family, and as the numbers of working parents increase, is likely to become more acute. Highlighted from the 19-part resolution are the assertions that the AFT and its affiliates should: (1) call on the nation to make a commitment to high-quality early childhood education (ECE) programs; (2) urge that high-quality ECE programs be accessible on an equitable basis, focus on school readiness, provide comprehensive support services, include resources and support for high levels of training, certification, professional development, and compensation, be linked to the K-12 system, and be coordinated at the federal, state, and local levels; (3) call on Congress and the president to fully fund Head Start; (4) urge policymakers to use school- and community-based programs to create a universal system of high-quality early childhood learning and care; (5) urge legislators to fund a voluntary, universal ECE program through cost sharing; (6) call on states to develop a sliding-scale fee system for ECE programs; (7) lobby state legislatures to increase their financial commitment to high-quality universal ECE; (8) call on states to provide full-time, full-day kindergarten; and (9) encourage states to develop and implement ECE standards and curricula in collaboration with recognized best practices for children under age five and in articulation with K-12 standards. Also presented in the document, in question-answer format, are the rationale for the AFT's support for universal access to ECE and for Head Start, and the features of high-quality ECE programs. Concerns about school readiness, program access, and program quality are discussed. The document concludes with a bibliography of 11 references and a list of organizations providing advocacy or research resources. (KB) ED478469 Where We Stand: Early Childhood Education. 2003-06-00 25 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, NW, Washington, DC 20001 (Item No. 39-0245). Tel: 202-879-4400; Web site: http://www.aft.org. N/A 2004 2016-11-21

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Yes High Risk Students Kindergarten Outcomes of Education Partnerships in Education Preschool Children Preschool Education Program Effectiveness Program Evaluation State Programs Reports - Evaluative Colorado Colorado Colorado State Dept. of Education, Denver. English The Colorado Preschool Program (CPP) serves at-risk preschool children in community programs, including Head Start programs, private for-profit programs, non-profit programs, and programs within public schools. This 2002 report to the Colorado General Assembly provides information on the effectiveness of major early childhood education programs, such as the High/Scope Perry Preschool Project and the Abecedarian Project; the effectiveness of the CPP; and the data to be collected by districts receiving the CPP funded full-day kindergarten slots. Findings from the Colorado Student Assessment Program (CSAP) indicate that although the average child enrolled in CPP has 3.7 risk factors, they scored as well as or better than the state average. In addition to the CSAP, districts using a wide variety of additional measures to determine the effectiveness of CPP report that CPP participants make over the expected year's growth in language development and that most were functioning at or above grade level in kindergarten. Parents of a participating child believe their child has benefited, believe the child has the needed skills to succeed in school, and feel comfortable participating in their child's education. Statements from parents illustrate their satisfaction with the program and the gains their children have made in the CPP. Although formal data are not yet available, during monitoring visits, districts with CPP funded full-day kindergarten programs reported that children participating in the full-day programs are developing skills at a much faster rate than those in the traditional half day programs. (KB) ED478470 Colorado Preschool Program. 2002 Report. A Report to the Colorado General Assembly. 2002-01-00 Policymakers 10 School Finance Unit, Colorado Department of Education, 201 E. Colfax Ave., Room 408, Denver, CO 80203. Tel: 303-866-6783; e-mail: bowers_l@cde.state.co.us. N/A 2004 2016-11-21

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Yes Access to Education Child Care Community Coordination Community Planning Community Programs Delivery Systems Educational Planning Preschool Children Preschool Education Public Relations Public Support State Programs Landsverk, Ruth Anne Reports - Descriptive Universal Preschool Wisconsin Access to Services Project Head Start Public Awareness Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English The Wisconsin Forces for Four-Year-Olds Project promotes the community approach to offering universal access to quality care and learning services for Wisconsin 4-year-olds. Based on the view that quality early education opportunities have life-long benefits for children and the communities in which they live, this public awareness packet summarizes how the community approach to serving all 4-year-olds can be implemented and is designed to be used by communities to create their own public awareness plans. The packet describes the purpose of the project, outlines a rationale for serving 4-year-olds, and delineates benefits of the community approach for children, families, schools, child care, and Head Start. The packet also describes the community approach and offers suggestions for initiating the effort, including inviting key stakeholders, gauging public sentiment, and setting realistic timelines. Strategies for non-public school partners are delineated and include taking the initiative with school boards, building on existing relationships, and connecting with teachers. Suggestions for improving collaboration among planning committee members include focusing on the vision and building trust through frank communication and joint decision making. The packet then describes possible program options for 4-year-olds, including programs at community sites with a licensed prekindergarten or school district teacher and at-home educational support. Issues to be addressed by community planning groups relate to transportation, personnel, program standards, and site-specific situations. The packet emphasizes the importance of engaging the media as partners and shares practices to encourage positive media relations. Finally, eight research or policy reports dealing with the effectiveness of early education are summarized for community use in their public awareness campaigns. Sample community materials complete the packet. (KB) ED478471 Creating a Community Approach to Serving Four-Year-Old Children in Wisconsin. Public Awareness Packet. 2003-02-00 Community 28 Wisconsin Department of Public Instruction, 125 S. Webster Street, P.O. Box 7841, Madison, WI 53707-7841. Tel: 800-441-4563 (Toll Free); Fax: 608-266-2529; Web site: http://www.dpi.state.wi.us. For full text: http://www.dpi.state.wi.us/dpi/dlcl/bbfcsp/pdf/eccreata.pdf. N/A 2004 2016-11-21

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Yes At Risk Persons Early Intervention Elementary School Students Employed Parents Federal Programs Followup Studies Mothers Outcomes of Education Parent Participation Parent Student Relationship Parents as Teachers Program Effectiveness Program Evaluation Anderson, Beckie Reports - Evaluative Colorado Even Start Colorado Colorado State Dept. of Education, Denver. English Even Start family literacy programs are integrated adult education, early childhood education, and parent support components intended to break the intergenerational cycle of poverty and low literacy. In Spring of 2002, a follow-up study of one Even Start project was conducted to assess the long-term effects of Even Start programming for families. Trinidad State Junior College Even Start, in operation for 9 years, was selected because it is the oldest continually operating Even Start program in Colorado. The 15 participating families averaged 138 hours of program participation and had been out of the program for an average of 3.5 years. Current teachers provided information on about 15 Even Start children and 15 randomly selected classmates. Findings indicated that 11 of the 12 Even Start mothers who enrolled in the program to earn a GED certificate had accomplished this goal. Sixty percent of the mothers had enrolled in an education or training program after passing the GED exam or improving their English skills. All the Even Start children were reading at or above grade level, compared to only 61 percent of comparison children reading at or above grade level. Teachers more frequently described Even Start parents than comparison parents as being involved in their childrens education. Sixty-seven percent of Even Start parents received public assistance, and 7 percent were employed while enrolled in the Even Start program, in comparison to only 40 percent public assistance receipt and 60 percent employment at followup. All but one family on public assistance at followup were receiving reduced amounts of financial support. (Appended are copies of the participant interview and the family stability matrix with tabulated data and a compilation of teachers' responses.) (KB) ED478472 Colorado Even Start Follow-Up Study: Trinidad State Junior College. 2003-02-00 23 Colorado Even Start, Colorado Department of Education, 201 E. Colfax Avenue, Denver, CO 80203. Tel: 303-866-6725; Fax: 303-866-6940; Web site: http://www.cde.state.co.us. For full text: http://www.cde.state.co.us/cdecare/evenstart.htm. N/A 2004 2016-11-21

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Yes Access to Education Child Care Community Coordination Community Programs Delivery Systems Educational Innovation Focus Groups Preschool Children Preschool Education Program Descriptions Questionnaires State Programs Rodgers-Rhyme, Anne Wright, Arlene Reports - Descriptive Barriers to Change Universal Preschool Barriers to Implementation Barriers to Innovation Project Head Start Access to Services Public Private Partnership Programs Wisconsin State Dept. of Public Instruction, Madison. English The Wisconsin Forces for Four-Year-Olds Project promotes a collaborative community approach to offering universal access to four-year-old kindergarten services for Wisconsin 4-year-olds. Presented in three major sections, this report offers an overview of a community approach to serving 4-year-olds, summarizes experiences in seven communities around the state with existing four-year-old kindergarten collaboratives, and discusses the benefits and challenges of community approaches. Information is based on questionnaires and focus group sessions conducted in Eau Claire, La Crosse, Portage, Madison, Milwaukee, Montello, and Wausau as community planning partners reflected on their successes, challenges, and advice they would give to other communities. Study participants identified lessons learned related to start-up, collaboration among partners, public awareness and community support, planning and decision making, delivery models, staffing patterns, program standards and curriculum, and shared resources. The report concludes by asserting that the most important lesson learned is that if a community starts with a group of interested citizens able to build consensus around common beliefs and vision, their passion infuses a can-do attitude that can make the vision possible. The report's three appendices contain a bibliography of eight references and five related websites, list contacts for existing Wisconsin community approaches, and present sample documents from Wisconsin community approaches. (KB) ED478473 Community Approaches to Serving Four-Year-Old Children in Wisconsin: Lessons Learned from Wisconsin Communities. 2003-02-00 77 Wisconsin Department of Public Instruction, 125 S. Webster Street, P.O. Box 7841, Madison, WI 53707-7841. Tel: 800-441-4563 (Toll Free); Fax: 608-266-2529; Web site: http://www.dpi.state.wi.us. For full text: http://www.dpi.state.wi.us/dpi/dlcl/bbfcsp/pdf/eccommap.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Adolescents Births to Single Women Child Abuse Child Health Child Neglect Children Early Childhood Education Educational Indicators Elementary Secondary Education Employed Parents Ethnicity Family Characteristics Family Literacy Health Insurance Higher Education Immigrants Infant Mortality Limited English Speaking Mortality Rate National Surveys Out of School Youth Poverty Prenatal Care Preschool Education Race Social Indicators Socioeconomic Status Substance Abuse Tables (Data) Victims of Crime Violence Well Being Youth Employment Benson, Carole, Ed. Numerical/Quantitative Data Reports - Descriptive Indicators United States United States Federal Interagency Forum on Child and Family Statistics, Washington, DC. Westat, Inc., Rockville, MD. English This report is the seventh to present nation-wide data on the well-being of U.S. children. The statistical portrait is based on indicators of child well-being and on contextual measures describing the changing population and family context. Part 1 of the report, "Population and Family Characteristics," presents data that illustrate the changes that have taken place during the past few decades in nine measures depicting the context of children's lives, including children as a proportion of the population, racial and ethnic composition, and family structure and children's living arrangements. Part 2 of the report, "Indicators of Children's Well-Being," presents data on 25 key indicators in the areas of economic security, including secure parental employment, and access to health care; health, including a new "overweight" indicator; behavior and social environment, including substance abuse, and youth as victims or perpetrators of violent crimes; and education, including families reading to young children and high school academic course taking. For each background measure in part 1 and indicator in part 2, three components are presented: statements about why the measure or indicator is important, figures showing important facts about trends or population groups, and highlights with information on the current status, recent trends, and important differences by population groups noted. This year's report reveals significant progress in several dimensions of well-being: adolescents are more likely to take honors courses, children overall are less likely to die in infancy or in adolescence, young women have continued the downward trend of giving birth in adolescence, and after a decade-long decline, the share of children with married parents has remained unchanged since 1996. Less progress has been realized in the economic security of children. The poverty rate remains stable, the percentage of children with a parent employed full-time declined slightly, and the percentage of households with children that encountered housing problems maintained the same rate since 1995. A special section of the report details changes in the lives of American children from 1990-2000 for selected measures of population and family characteristics, economic security, and education. The report's appendices include detailed data tables and data source descriptions. (HTH) ED478474 America's Children: Key National Indicators of Well-Being, 2003. 2003-07-00 157 Health Resources and Services Administration Information Center, 2070 Chain Bridge Road, Suite 450, Vienna, VA 22182 (Single copies). Tel: 800-Ask-HRSA (Toll Free); e-mail: ask@hrsa.gov; Web site: http://childstats.gov. For full text: http://childstats.gov/ac2003/pdf/ac2003.pdf. N/A 2004 2016-11-21

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No Caseworkers Child Welfare Children Higher Education Labor Force Development Partnerships in Education Professional Development Professional Training Social Workers Welfare Agencies Briar-Lawson, Katharine, Ed. Zlotnik, Joan Levy, Ed. Books Collected Works - General Professionalization English Few fields of service command as much public attention as child welfare. Workforce development is often a less visible yet critical response to service delivery crises and efforts to improve child and family outcomes. In the late 1980s, a campaign was undertaken to rebuild public child welfare systems with trained social workers. The subsequent workforce development in child welfare has compelled creative leadership among social work educators and their partnering public child welfare agencies. These partnerships have led to experimental and innovative changes in practice, in curricula, and in expanding partnerships. This special collection of articles captures some of the milestone work in workforce development. The articles depict some of the challenges as well as dimensions of these workforce development initiatives. Following an introduction (Katharine Briar-Lawson and Joan Levy Zlotnik), the articles are: (1) The Use of Title IV-E Training Funds for Social Work Education; An Historical Perspective" (Joan Levy Zlotnik); (2) "Use of Title IV-E Funding in BSW [Bachelor of Social Work] programs (Lois Pierce); (3) "Do Collaborations with Schools of Social Work Make a Difference for the Field of Child Welfare?: Practice, Retention and Curriculum" (Maria Scannapieco and Kelli Connell-Corrick); (4) "Preparing Students for Public Child Welfare: Evaluation Issues and Strategies" (Nancy Feyl Chavkin and J. Karen Brown); (5) "Finding and Keeping Child Welfare Workers: Effective Use of Training and Professional Development" (Stephen R. Fox, Viola P. Miller, and Anita P. Barbee); (6) "Preparing for Child Welfare Practice: Themes, a Cognitive-Affective Model, and Implications from a Qualitative Study" (Daniel Coleman and Sherrill Clark); (7) "Preparing Social Work Students for Interdisciplinary Practice: Learnings from a Curriculum Development Project" (Bart Grossman and Kathleen McCormick); (8) "Moving toward Collaboration: Using Funding Streams to Advance Partnerships in Child Welfare Practice" (Richard Phillips, Patty Gregory, and Mardell Nelson); (9) "The California Collaboration: A Competency-Based Child Welfare Curriculum Project for Master's Social Workers" (Sherrill Clark); (10) "Design Teams as Learning Systems for Complex Systems Change: Evaluation Data and Implications for Higher Education" (Hal A. Lawson, Dawn Anderson-Butcher, Nancy Petersen, and Carenlee Barkdull); (12) "Vital Involvement: A Key to Grounding Child Welfare Practice in HBSE Theory" (Helen Q. Kivnick, Marcie D. Jefferys, and Patricia J. Heier); and (13) "Current Challenges and Future Directions for Collaborative Child Welfare Educational Programs" (Christina Risley-Curtiss). (Chapters each contain references.) (HTH) ED478475 Charting the Impacts of University-Child Welfare Collaboration. 2003-00-00 ISBN-0-7890-2035-1 240 The Haworth Social Work Practice Press, An Imprint of the Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580 ($29.95). Tel: 800-429-6784 (Toll Free); Tel: 607-722-5857; Fax: 800-895-0582 (Toll Free); e-mail: orders@HaworthPress.com; Web site: http://www.HaworthPress.com. N/A 2004 2016-11-21

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Yes Adolescents Birth Weight Births to Single Women Child Abuse Child Health Child Neglect Children Counties Educational Indicators Juvenile Justice Lunch Programs Mortality Rate Municipalities One Parent Family Poverty Prenatal Care Preschool Education Social Indicators Tables (Data) Trend Analysis Violence Well Being Osuch, Donna S. Horan, James P. Numerical/Quantitative Data Reports - Descriptive Connecticut Indicators Child Mortality Connecticut Connecticut Association for Human Services, Hartford. English This Kids Count Data book details trends in the well-being of Connecticut's children. The statistical portrait is based on 23 indicators in the areas of demographics, security, health, education, and safety. This year's new format presents the data at the county and town levels, covering 169 municipalities and 8 counties. The data book begins with an essay, "The Tale of Two Connecticuts," spotlighting inequities among the state's children and families, followed by an index of Connecticut towns and a map of towns and counties. The data are then presented for the 23 indicators: (1) children living in poverty; (2) children living in neighborhoods with 20 percent or more below poverty level; (3) youths not in school or working; (4) children speaking a language other than English at home; (5) children living with one or more parents; (6) race of children under age 18; (7) children under age 18 of Hispanic ethnicity; (8) demographic data by county and town; (9) Connecticut population; (10) children receiving Temporary Family Assistance (TFA); (11) eligibility for free or reduced price school meals; (12) births to teen mothers; (13) low birth weight births; (14) infant mortality; (15) late or no prenatal care; (16) preschool experience; (17) meeting Connecticut Mastery Test (CMT) Goal; (18) meeting Connecticut Academic Performance Test (CAPT) Goal; (19) annual high school dropout rate; (20) child care subsidies (infant/toddler, preschool, school-age); (21) substantiated allegations of child abuse/neglect; (22) child deaths; and (23) preventable teen deaths. (HTH) ED478476 A Tale of Two Connecticuts: 2002-2003 Kids Count Data Book. 2003-05-00 Annie E. Casey Foundation, Baltimore, MD. ISBN-1-885144-14-8 101 Connecticut Association for Human Services, 110 Bartholomew Avenue, Suite 4030, Hartford, CT 06106. Tel: 860-951-2212; Fax: 860-951-6511; e-mail: info@cahs.org; Web site: http://www.cahs.org. For full text: http://www.cahs.org/publications/CAH PDF FINAL.pdf. N/A 2004 2016-11-21

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No Caregiver Child Relationship Caregiver Training Child Health Children Classroom Environment Cognitive Development Concept Formation Creativity Developmental Stages Emotional Development Humor Models Play Teacher Education Teacher Student Relationship Klein, Amelia J., Ed. Books Collected Works - General English Designed as a resource and as a guide for professionals who work with children and their families, this book explores the cathartic effect of humor on children, and looks at humor as an infusion of energy that promotes healthy growth, development, and adjustment in children of all ages. The chapters are as follows: (1) "Introduction: A Global Perspective of Humor" (Amelia J. Klein); (2) "Humor, Play, and Child Development" (Doris Bergen); (3) "Humor in Clinical Therapy with Children" (Laurie Kilgore); (4) "Gravity and Levity--Pain and Play: The Child and the Clown in the Pediatric Health Care Setting" (Shobhana Schwekbe and Camilla Gryski); (5) "Laughing on Camera: Humor in Videos Produced by Children" (Michael R. Mosher); (6) "No Laughing! Playing with Humor in the Classroom" (Amelia Struthers); (7) "Humor, Health, and Healing at Children's Respite Care, Inc.: A Day-Care Program for Children with Chronic and Life-Threatening Illnesses" (Mary Ellen Rivera); and (8) "A Course on Children's Humor: A Model for Training Practitioners" (Amelia J. Klein). Each chapter contains reference notes. (HTH) ED478477 Humor in Children's Lives: A Guidebook for Practitioners. 2003-00-00 ISBN-0-89789-892-3 139 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($64.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2314; Web site: http://www.greenwood.com; Web site: http://www.heinemann.com. N/A 2004 8/19/2004 22:18:06 RIEMAR2004

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No Childhood Attitudes Computers Electronic Mail Family Environment Family (Sociological Unit) Foreign Countries Influences Internet Mass Media Effects Media Research Parent Attitudes Parent Influence Parent Role Sex Differences Social Change Television World Wide Web Turow, Joseph, Ed. Kavanaugh, Andrea L., Ed. Books Collected Works - General Information Analyses United States Canada Europe Historical Background Canada United States English The use of the Internet in homes rivals the advent of the telephone, radio, or television in social significance. This book compiles findings from communication theorists and social scientists concerning the effects of the Internet on the lives of the family unit and its members. The book examines historical precedents of parental concern over "new" media such as television. The book then looks at specific issues surrounding parental oversight of Internet use, and at the effects of the Web on both domestic life and entire neighborhoods. The articles are as follows: (1) "Family Boundaries, Commercialism, and the Internet: A Framework for Research" (Joseph Turow); (2) "Disintermediating the Parents: What Else Is New?" (Elihu Katz); (3) "Historical Trends in Research on Children and the Media: 1900-1960" (Ellen Wartella and Byron Reeves); (4) "The Impact of the Internet on Children: Lessons from Television" (Daniel R. Anderson and Marie K. Evans); (5) "Television and the Internet" (Ellen Seiter); (6) "Data on Family and the Internet: What Do We Know and How Do We Know It?" (Maria Papadakis); (7) "A Family Systems Approach to Examining the Role of the Internet in the Home" (Amy B. Jordan); (8) "The Internet and the Family: The Views of Parents and Youngsters" (Joseph Turow and Lilach Nir); (9) "Mediated Childhoods: A Comparative Approach to Young People's Changing Media Environment in Europe" (Sonia Livingstone); (10) "Outlook and Insight: Young Danes' Uses of the Internet--Navigating Global Seas and Local Waters" (Gitte Stald); (11) "Sex and the Internet: Issues, Concerns and Implications" (Mark Griffiths); (12) "The Internet's Implications for Home Architecture" (Steven Izenour); (13) "Breaking Up Is Hard To Do: Family Perspectives on the Future of the Home PC" (David Frohlick, Susan Dray, and Amy Silverman); (14) "Women, Guilt, and Home Computers" (Catherine Burke); (15) "'Nobody Lives Only Cyberspace': Gendered Subjectivities and Domestic Use of the Internet" (Lisa-Jane McGerty); (16) "Internet Paradox Revisited" (Robert Kraut and Others); (17) "Virtuality and Its Discontents: Searching for Community in Cyberspace" (Sherry Turkle); (18) "Three for Society: Households and Media in the Creation of Twenty-First Century Communities" (Jorge Reina Schement); (19) "When Everyone's Wired: Use of the Internet in Networked Communities" (Andrea L. Kavanaugh); (20) "Families and the Web: Community Building at Work" (Lodis Rhodes); (21) "Examining Community in the Digital Neighborhood: Early Results from Canada's Wired Suburb" (Keith N. Hampton and Barry Wellman). (Each article contains references.) (HTH) ED478478 The Wired Homestead: An MIT Press Sourcebook on the Internet and the Family. 2003-00-00 ISBN-0-262-70094-8 502 MIT Press, % Triliteral, 100 Maple Ridge Drive, Cumberland, RI 02864 ($39.95). Tel: 800-405-1619 (Toll Free); Tel: 401-658-4226; Fax: 800-406-9145 (Toll Free); Fax: 401-531-2810; e-mail: mitpress-orders@mit.edu; Web site: http://mitpress.mit.edu. N/A 2004 2016-11-21

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Yes Assertiveness Child Rearing Laws Mothers One Parent Family Parent Child Relationship Program Descriptions Relaxation Training Resource Materials Self Concept Sexuality Skill Development Martin-Major, Marilyn Vrana, Margaret Whitehouse, John Bianchi, Mary Ann Spath, Barry Williams, Marian Bones, David Morar, Betty Newbert, David Guides - Non-Classroom Reports - Descriptive Women's Educational Equity Act Program (ED), Washington, DC. Spanish Funded under the Women's Educational Equity Act, the Assertiveness Training Program for Single Mothers was offered to mothers with children enrolled in the Omaha Head Start and Parent-Child Center Programs. The 16-week long program, providing a total of 40 hours of training, covered a wide range of topics in addition to the initial workshops on assertiveness. Human sexuality, parenting skills, relaxation techniques, positive thinking, and community resources (e.g., law, housing, credit) were among the topics discussed. The original goals of the training were that participants would (1) gain a positive self-image, (2) recognize the alternatives available to them, (3) be able to express their needs and feelings to others, (4) take advantage of resources at their disposal, (5) implement in their own homes positive actions that would influence their children, and (6) acquire problem-solving skills that would enable them to make decisions and accept responsibility for their choices. This resulting resource guide, in Spanish, was designed with other single mothers in mind and includes input from parents participating in the training program. Contents of the guide are organized under six topic headings: Being Assertive, Relaxing, Parenting, Being Positive, Sexuality, and Law/Your Rights. Each of the six brief articles provides suggestions, recommendations, and basic concepts, and is accompanied by photographs of mothers participating in the training and with their children. (HTH) ED478479 Guia de Recursos para la Madre Sola. (Resource Guide for the Single Mother). 1992-00-00 Parents 50 WEEA Publishing Center, Education Development Center, Inc., 55 Chapel Street, Newton, MA 02160. Tel: 617-969-2356. N/A 2004 8/19/2004 22:18:10 RIEMAR2004 For English version, see ED 216 785.

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Yes Breastfeeding Childhood Needs Infant Care Infants Mothers Multilingual Materials Nutrition Parent Child Relationship Guides - Non-Classroom Multilingual/Bilingual Materials Infant Feeding Academy for Educational Development, Washington, DC. English French Portuguese Spanish This document compiles several fact sheets, in multiple languages, for mothers and parent educators providing information and answering questions concerning breastfeeding infants. The fact sheets are published in English, French, and Spanish, and cover the following topics: (1) "Recommended Practices To Improve Infant Nutrition during the First Six Months"; (2) "Breastmilk: A Critical Source of Vitamin A for Infants and Young Children" (also in Portuguese); (3)"Guidelines for Appropriate Complementary Feeding of Breastfed Children 6-24 Months of Age"; (4) "Breastfeeding and HIV/AIDS"; (5) "Mother-to-Mother Support for Breastfeeding"; (6) "Lactational Amenorrhea Method (LAM)"; (7) "Frequently Asked Questions on: Breastfeeding and Maternal Nutrition"; and (8) "Exclusive Breastfeeding: The Only Water Source Young Infants Need" (also in Portuguese). (HTH) ED478480 Facts for Feeding Series. 2002-00-00 Academy for Educational Development, Washington, DC. United States Agency for International Development. Community Parents 140 LINKAGES, Academy for Educational Development, 1825 Connecticut Ave., NW, Washington, DC 20009. Tel: 202-884-8000; Fax: 202-884-8977; e-mail: linkages@aed.org; Web site: http://linkagesproject.org. For full text: http://www.linkagesproject.org/publications/index.php. N/A 2004 2016-11-21

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Yes Feminist Criticism Listening Models Personal Narratives Research Methodology Theories Cruz, Christina Reports - Descriptive Speeches/Meeting Papers English This paper discusses the mixing of theories that make up the theoretical framework the researcher uses to apply the systematic method of narrative analysis called the Listening Guide (L. Brown and others, 1991). The Listening Guide, a voice-centered relational method was developed to uncover how girls and women talk about themselves through their relationships while considering research themes. The paper discusses the multitude of discursive theories and practices that guide the researchers current research on female coaches as she explores the coaches sense of themselves as seen through the narratives of their coaching relationship. The Listening Guide asks the researchers to encounter the participants narrative several times, each time listening for different voices, each of which tells a different narrative of the relationships. The Listening Guide is based on many theories, but to the researcher, it is most effective and useful when grounded in the discursive theory of feminism. As a voice-centered methodology the Listening Guide allows the researcher to hear the voices of women, and feminist theory guides the listening to empower the research. (Contains 6 notes and 41 references.) (SLD) ED478481 Mixing Theories: Interpreting and Using a Relational, Voice-Centered Methodology. 2003-04-00 18 N/A 2004 8/19/2004 22:18:14 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Alternative Assessment Disabilities Scores Special Education State Programs Teachers Test Results Testing Programs Validity Towles, Elizabeth A. Garrett, Brent Burdette, Paula Burdge, Mike Reports - Research English In conjunction with the Individuals with Disabilities Education Act of 1997 (IDEA), the No Child Left Behind Act of 2002 (NCLB) calls for specific enhancements to existing assessment and accountability systems within definite timelines. The NCLB Act also stresses the use of reliable and valid data for decision making. The purpose of this study was to examine the consequential validity of the alternate assessment system in one Midwestern state. Three hundred and four teachers completed a survey designed to measure their perceptions of the alternate assessments influence on instruction and to see where future training might need to focus in order to improve instruction and alternate assessment results. Findings indicate the alternate assessment influenced instruction to a greater degree than Individualized Education Plan development. A longitudinal analysis of the scoring distribution for alternate assessment results from the 1997-2002 school years was also conducted. Findings and implications are discussed. An appendix contains the teacher survey. (Contains 2 figures and 39 references.) (SLD) ED478482 What Are the Consequences? Validation of Large-Scale Alternate Assessment Systems and Their Influence on Instruction. 2003-00-00 21 N/A 2004 8/19/2004 22:18:16 RIEMAR2004

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Yes Computer Assisted Instruction Formative Evaluation Genetics High School Students High Schools Performance Based Assessment Research Methodology Hickey, Daniel T. Kruger, Ann Cale Frederick, Laura D. Schafer, Nancy Jo Zuiker, Steven Reports - Research Speeches/Meeting Papers English The GenScope Assessment Project is studying assessment in the context of a month-long computer-supported learning environment for introductory genetics. Across three annual iterations with multiple teachers, project researchers manipulated the materials, incentives, and contexts in which students were invited to use formative feedback on challenging classroom performance assessments. The consequences of these manipulations on engagement and learning were systematically examined from behavioral/empiricist, cognitive/rationalist, and situative/sociohistoric perspectives. This "comparative approach" was intended to provide new insights into unresolved issues over extrinsic rewards and accountability-oriented reforms.It turned out that the comparative approach also provided a powerful framework for refining and improving theories about classroom assessment. Essentially researchers "tuned" the classroom assessment environment to maximize gains on carefully aligned external performance assessments. Successive improvements led to correspondingly larger gains on an external achievement test that was more aligned with conventional genetics instruction. This study shows that design-based research around classroom assessment can help meet the wider educational goals of researchers within the increasingly narrow policies of reformers. Five appendixes contain examples of feedback and rubrics. (Contains 10 figures and 80 references.) (SLD) ED478483 Design Experimentation with Multiple Perspectives: The GenScope Assessment Project. 2003-04-00 National Science Foundation, Arlington, VA. 37 N/A 2004 8/19/2004 22:18:18 RIEMAR2004 REC-0196225 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Computer Assisted Instruction Discussion Groups Literacy Middle School Students Middle Schools Student Motivation Grisham, Dana L. Wolsey, T. DeVere Reports - Research Speeches/Meeting Papers English This study explored the relationship between literacy learning and technology. A teacher-researcher and a university researcher collaborated on a yearlong study of three intact eighth-grade classes at a middle school in Southern California. Examined were the effect of electronic discussion groups on students' motivation to read and literacy responses and the effect of the ease of software use (First Class (copyright)) on student responses. Data suggest that students in the sample found responding on the computer motivating initially. As the online discussions began, there were many instances of emoticons and changes in font and color, but as the year went on students became more engaged in the discussions themselves, and novelty elements declines. Some students preferred the more traditional instructional sequences, but overall, it appeared that the asynchronous nature of online discussions prompted students to think more deeply about their responses to the literature and other students. Student responses reflected qualitative differences in favor of electronic writing, but did not demonstrate that electronic writing improved students' overall writing achievement. (Contains 11 references.) (SLD) ED478484 Exploring Electronic Discussions with Middle School Students. 2003-04-00 8 N/A 2004 8/19/2004 22:18:20 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Achievement Gains Disadvantaged Youth Educational Improvement Elementary Secondary Education High Achievement Urban Schools McGee, Glenn W. Reports - Research Speeches/Meeting Papers Chicago Public Schools IL English The Achievement Gap is the single most critical issue in Illinois education. This study graphically illustrates the difference in academic performance between low-income children and their peers, between minority children and their classmates, and between those schools that serve a majority of children from low-income families and those that serve a more advantaged population. Using a framework of a decade of research from sociologists, educators and economists, the paper develops hypotheses for studying the Golden Spike schools, 59 schools in 44 school districts that have an established record of closing the Achievement Gap. The quantitative and qualitative analyses indicate that the Golden Spike schools have distinct commonalities in leadership, literacy, personnel, community engagement, and other characteristics. The study closes with policy recommendations and critical considerations for state level policy makers that will make possible the replication of successful programs, practices, and services of the Golden Spike schools. (Contains 1 map, 15 figures, and 44 references.) (Author/SLD) ED478485 Closing Illinois' Achievement GAP: Lessons from the "Golden Spike" High Poverty High Performing Schools. 2003-04-00 88 N/A 2004 2016-11-21

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Yes Cultural Relevance Culture Fair Tests Educational Assessment Language Measurement Techniques Standardized Tests Test Use Hilliard, Asa G., III Amankwatia, Baffour, II Opinion Papers Speeches/Meeting Papers English In the past there were no substantial challenges to the idea that standardized, mass produced assessment would be universally beneficial. Culture was ignored or minimized as a factor in creating testing routines or in interpreting testing and assessment data. In recent years, challenges to this idea have arisen, but the primary pressure for the consideration of cultural context in mental measurement has come through the courts rather than through the academy or the testing profession. The more linguists study the semantic and practical meaning conveyed by language, the less comfortable they become about the possibility of accurate measurement of tests that use language as a medium. It is beginning to be believed by many that the most critical measurement points, at least as far as language is concerned, are the ones least susceptible to quantification. Psychologists do not appear to be responding to these issues, as the acceptance of the reality of diversity will undermine the possibility for standardized, mass produced, universally applicable measurement instruments. It must be recognized that cultural pluralism is a reality, and not rhetoric. Cultural salience seems to be a taboo topic in testing, but it is one that cannot be ignored. Courageous psychologists must decide whether the profession will consider taboo topics and whether it will embrace beneficial professional practice. (Contains 41 references.) (SLD) ED478486 Assessment Equity in a Multicultural Society: Assessment and Instructional Validity in a Culturally Plural World. 2003-04-00 19 N/A 2004 8/19/2004 22:18:24 RIEMAR2004 Paper presented at the Annual Meeting of the National Council on Measurement in Education (Chicago, IL, April 22-24, 2003).

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Yes Certification Evaluation Evaluators Literature Reviews National Organizations Russon, Craig Information Analyses Reports - Descriptive English This paper reviews some of the literature related to evaluator certification programs and expresses a concern over the unilateral implementation of such a program by an evaluation organization like the American Evaluation Association. Such a move could lower the economic incentives that evaluators from developing countries would have to join their own regional or national evaluation organizations. This could delegitimize all of the other regional and national evaluations around the world and ultimately fragment the profession. The solution offered is for regional and national evaluation organizations to work together through the future International Organization for Cooperation in Evaluation to implement a certification or credentialing program collectively. (Author/SLD) ED478487 Conditional Case for Certification of Evaluators. 2003-11-00 13 N/A 2004 8/19/2004 22:18:26 RIEMAR2004

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Yes Higher Education Population Trends Student Characteristics Young Adults Denham, Thomas J. adbow, Nancy Dissertations/Theses - Doctoral Dissertations Information Analyses Generation X Generation Y English Generation X, or "Xers," refers to those born in the United States between 1960 and 1980 and Generation Y, also known as "Millennials," refers to those born between 1980 and 2000. An examination of these two generations is important to educators as the new generation of Millennials begins to access higher education. A large and growing body of literature about the characteristics of these two generations was reviewed. There is a natural human tendency to label a group of people to try to make sense of their behaviors, but there is a danger of stereotyping with this technique. However, the literature suggests that core traits of "Xers" include being emotionally repressed, using friends as surrogate family, valuing diversity, thinking globally, being independent, tecno-literate, libertarian, and pragmatic. Millennials are more collective, a generation that has been bred for success. Millennials are more likely to value their elders, more likely to be socially responsible and more likely to value religion. Both groups are heavy consumers of education, who are appreciative of diversity, technologically savvy, and practical. Further examination will be necessary to determine the performance of Millennials in the workplace. Also important would be an in-depth study of the quarter-life crisis phenomenon. (Contains 17 references.) (SLD) ED478488 Literature Review: Factors Affecting the Development of Generation X and Millennials. Societal Factors Affecting Education. 2002-12-00 17 N/A 2004 2016-11-21

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Yes Administrators Art Expression Educational Change Emotional Response Freehand Drawing Organizational Change Researchers Teachers Kearney, Kerri S. Hyle, Adrienne E. Reports - Descriptive Speeches/Meeting Papers English This paper outlines the use of participant-produced drawings as part of a larger study that examined the emotional impact of change on individuals in an educational institution (Kearney, 2002; Kearney and Hyle, 2003). Participants were four teachers and five staff or administrators at a branch campus of a technology training school. Both the participants' and the researcher's perspectives on the drawing methodology used in this study provide the foundation for findings that drawings: (1) create a path toward emotions; (2) lead to a more succinct representation or participant experiences; (3) require additional verbal interpretation by the participant for accuracy; (4) are an unpredictable tool for encouraging participation in research; (5) combat researcher biases when left unstructured; (6) are affected by the amount of researcher-imposed structure in the scope of how they could be interpreted; and (7) help create the triangulation of study data. (Contains 10 figures and 14 references.) (Author/SLD) ED478489 Drawing Out Emotions: Participant/Researcher Revelations. 2003-04-00 36 N/A 2004 8/19/2004 22:18:30 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Students Elementary School Students Higher Education Memory Primary Education Problem Solving Recall (Psychology) Recognition (Psychology) Word Problems (Mathematics) Kinne, Lenore J. Dissertations/Theses - Doctoral Dissertations Reports - Research English Second graders (n=60) and adults (n=60 college students) solved word problems containing relevant information, irrelevant numeric information, and nonrelevant linguistic information. Recall and recognition tasks, along with cued and uncued word stem completion were used to test subjects' memory for relevant versus nonrelevant information. Recall and recognition data show that children inhibit irrelevant information less efficiently than adults do. Word stem data, however, show no such differences. Word problems were numeric irrelevant information were more difficult for children than relevant or linguistic problems, but there were no such differences for adults. Posing the question as the first sentence of the problem did not affect memory or solution accuracy for children, but degraded performance for adults. Memory for nonrelevant information was not related to solution accuracy. An appendix contains sample problems. (Contains 1 table and 39 references.) (SLD) ED478490 Differential Memory for Relevant and Irrelevant Information in Arithmetic Word Problems. 2003-04-00 30 N/A 2004 8/19/2004 22:18:32 RIEMAR2004 Paper written in partial fulfillment of the requirements for the doctoral degree in Educational Psychology at the University of Minnesota, Minneapolis.

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Yes College Entrance Examinations Grade Point Average Grades (Scholastic) Grading High School Students High Schools Item Response Theory Prediction Rating Scales Scaling Bassiri, Dina Schulz, E. Matthew Reports - Research ACT Assessment Rasch Model ACT Assessment American Coll. Testing Program, Iowa City, IA. English This study examined the usefulness of applying the Rasch rating scale model (D. Andrich, 1978) to high school grade data. ACT assessment test scores (English, Mathematics, Reading, and Science) were used as "common items" to adjust for different grading standards in individual high school courses both within and across schools. This scaling approach yielded an ACT Assessment-adjusted high school grade point average (AA-HSGPA) that was comparable across schools, cohorts, and among students within the same school and cohort who take different courses. The AA-HSGPA was constructed for all ACT-tested students (N=36,652) in 50 selected high schools. First-year college grades at a large public university were available for approximately 1,500 of these students. AA-HSGPA was a better predictor of first-year college grade point average (GPA) than the regular high school grade point average (HSGPA). As expected, the regression of CGPA on HSGPA for high schools grouped by difficulty with regard to grading policy (easy or hard) differed, but the regressions of CGPA on AA-HSGPA and the ACT Composite score (ACTA) did not. The best model for predicting CGPA included both the ACT Composite score and AA-HSGPA. (Contains 4 tables, 5 figures, and 22 references.) (Author/SLD) ED478491 Constructing a Universal Scale of High School Course Difficulty. ACT Research Report Series. 2003-06-00 34 ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168. N/A 2004 2016-11-21

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Yes Academic Achievement Block Scheduling College Entrance Examinations High School Students High Schools School Schedules Scores Test Results Harmston, Matt T. Pliska, Ann-Maureen Ziomek, Robert L. Hackman, Donald G. Reports - Research English This study investigated trends in the mean ACT Assessment scores of 450 public high schools in Illinois and Iowa, according to how they scheduled classes. The schools continuously employed either a traditional eight-period daily schedule, 4 x 4 semester schedule, or an eight-block alternating day block schedule. Seven years of data were available for the blocked schools, representing 2 years preimplementation through 4 years postimplementation. The eight-period schools demonstrated a slight upward trend in mean ACT scores over time, regardless of content area. The eight-block schools demonstrated some variability in mean ACT scores, but increased little over time. After reaching a peak at or near the year of implementation, the 4 x 4 semester block schools demonstrated a generally declining trend in mean ACT scores across tests. With the exception of Reading, mean ACT scores rebounded somewhat at the fourth year postimplementation for the 4 x 4 semester block schools. (Contains 7 figures and 37 references.) (Author/SLD) ED478492 The Relationship between Schedule Type and ACT Assessment Scores: A Longitudinal Study. 2003-06-00 37 N/A 2004 8/19/2004 22:18:36 RIEMAR2004 ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168.

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Yes Ability Academic Achievement Cross Cultural Studies Elementary Secondary Education International Studies Mathematics Measurement Techniques Motivation Sciences Scores Boe, Erling E. May, Henry, Boruch, Robert F. Reports - Research Third International Mathematics and Science Stud Task Persistence Trends in International Mathematics and Science Study Pennsylvania Univ., Philadelphia. Center for Research and Evaluation in Social Policy. English The Third International Mathematics and Science Study (TIMSS) contains no direct measures of student ability and motivation. Researchers created a new variable, Student Task Persistence (STP), that is an index of student engagement in providing answers to TIMSS questions on the background questionnaire. The purpose of this research was to investigate the possibility that cross-national differences in mathematics and science achievement can be partly explained by STP. Data came from the TIMSS Student Questionnaire and the TIMSS achievement tests that were administered to national probability samples at grades 3, 4, 7, 8, and the final year of secondary school. Multilevel analyses were undertaken to study the relationships between STP and achievement at student, classroom, and national levels. Evidence suggests that the STP variable is important for two reasons. First, it represents the only available indicator of student ability and motivation to perform the tasks required by TIMSS Second, it is one of the strongest predictors of national differences in mathematics and science achievement. At the eighth grade level, at least, national mean STP scores accounted for well over half of the variation in national mean mathematics and science achievement scores, thereby leaving less than half the national-level variation in achievement to be accounted for by other factors such as student knowledge of mathematics and science content. Two appendixes contain survey questions to be asked after the Student Background Questionnaire and the achievement tests. (Contains 5 tables and 16 references.) (SLD) ED478493 Student Task Persistence in the Third International Mathematics and Science Study: A Major Source of Acheievement Differences at the National, Classroom, and Student Levels. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Office of Reform Assistance and Dissemination. National Science Foundation, Arlington, VA. Directorate for Education and Human Resources. 34 N/A 2004 2016-11-21

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Yes High Schools Instructional Leadership Professional Development Secondary School Teachers Selway, Linda Ganser Reports - Descriptive Speeches/Meeting Papers Book Clubs English This paper describes the formation and operation of a professional book club for teachers. The Book Club was designed as a tool for professional development for teachers at a high school with approximately 3,000 students in Chicago, Illinois. The student body is diverse, with whites representing a slight majority. Twenty-seven teachers signed up for the Book Club, which met after school four times in the school year. Facilitating the Book Club helped the teacher/leader with her own professional development and helped her put her place in the school community into perspective. The informal leadership experience validated things the teacher knew intuitively without previous reflection. (Contains 35 references.) (SLD) ED478494 Leading a Professional Book Club: Staff Development To Build Understanding and Grapple with Difficult Issues. 2003-04-00 30 N/A 2004 2016-11-23

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Yes Achievement Gains Educational Improvement Educational Practices Elementary Secondary Education Instructional Effectiveness Interviews School Districts Surveys Reports - Evaluative Edina Public Schools MN No Child Left Behind Act 2001 No Child Left Behind Act 2001 English To determine what the school district needed to do to meet the requirements of the No Child Left Behind Act and to continue to provide the best programs for students, the Edina Public Schools, Minnesota, conducted a comparative study of improvement of student achievement. The study was based on surveys and interviews, analyses of survey data, and group discussion about a number of key areas related to elementary and secondary education. The study was conducted in metropolitan school districts in the Edina area and in three other school districts selected because of the improved overall school achievement on the Minnesota Comprehensive Assessments (MCA). In addition to survey data, data on 5-year MCA scores, average improvement rates using the linear regression analyses, district demographics, teacher characteristics, and the percentage of first year teachers were collected from the state databases. After reviewing all the data, the study committee identified these strategies for effective practice: (1) provide intensive and explicit instruction to students in reading and mathematics; (2) develop clear achievement goals; (3) align districtwide curriculum, instruction, and assessments; (4) provide additional and progressively intensive intervention programs for low-achieving students; (5) expand training and support to teachers in the use of assessment data; (6) develop concrete accountability systems; and (7) provide an appropriate amount of preparation for the MCA tests. (Contains 11 tables.) (SLD) ED478495 Benchmarking to the Best: A Comparative Study of School District Improvement of Student Achievement. 2003-02-00 28 N/A 2004 2016-11-21

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Yes Cooperating Teachers Field Experience Programs Preservice Teacher Education Preservice Teachers Student Teachers Teacher Evaluation Smoot, Sharene L. Reports - Research Speeches/Meeting Papers English This study collected feedback from the preservice teacher participants in a field-based teacher education program at Georgia College and State University. Respondents answered questions about the qualities of their host teachers and the environments of their host schools in the local community. In the 1999-200 school year, the ongoing study received 322 evaluations. Eighty-six percent of preservice teachers rated the teaching effectiveness of their host teachers as "good" or "excellent" in 1999-2000. As is usually the case, about 70% say they would recommend the host teacher. Preservice teachers confirmed the expectation that school support for special education and collaborative practices among host teachers was low. In 1999-2000, researchers were pleased with the functionality of the assessment instrument and the uses to which they could put the data. An appendix contains an update for the study presenting data from the 2001-2002 school year. In that year, there were 215 field placement evaluations from the fall semester and 102 from the spring semester. Ratings were generally about the same as in the previous year, although ratings of collaborative involvement of host teachers were on the rise, at 59% in 2001-2002, compared to 38% in 2000-2001. (Contains 15 tables and 16 figures.) (SLD) ED478496 Evaluating Field-Based Placements for Preservice Teachers: Measuring the Mentoring Qualities of the Host Teachers, Student Satisfaction with Placement, and Gathering Program Evaluation Data for N.C.A.T.E. Reaccreditation. 2003-07-00 31 N/A 2004 8/19/2004 22:18:44 RIEMAR2004 Paper presented at the Annual Conference of the Teacher Education Division of the Council for Exceptional Children (Las Vegas, NV, November 6-9, 2000).

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Yes Focus Groups Professional Development Program Effectiveness Program Evaluation Teacher Attitudes Urban Education Kersiant, Gladis Borman, Kathryn Boydston, Theodore Sadler, Troy Reports - Research Speeches/Meeting Papers English The perceptions of teachers who have participated in professional development experiences provided by the Urban Systemic Initiative in four sites (Miami, Florida; Chicago, Illinois; El Pas, Texas; Memphis, Tennessee) were studied. Focus groups were conducted at each of the 47 schools across the 4 sites. Focus groups usually consisted of the five teacher participants at each site, but in some cases administrators and other teachers participated. Teachers discussed their views regarding content knowledge, pedagogy, and applicability of information garnered from professional development experiences. The responses were typically positive. However, many teachers reported that the content of the sessions was not directly applicable in their settings. Teachers also asserted that they would benefit from more site-based experiences. (Contains 27 references.) (SLD) ED478497 Teachers' Perceptions of Their USI Professional Development Experiences. 2001-04-00 National Science Foundation, Arlington, VA. 19 N/A 2004 8/19/2004 22:18:46 RIEMAR2004 NSF9784246 Paper presented at the Systemic Initiative Conference of Key Indicators, Evaluation, Accountability, and Evaluative Studies of Urban School Districts (Tampa, FL, April 2001).

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Yes Educational Improvement Elementary Secondary Education Mathematics Achievement Path Analysis Program Effectiveness Program Evaluation School Culture Structural Equation Models Urban Education Borman, Kathryn Boydston, Theodore Kang, Ellen Katzenmeyer, William G. Kersiant, Gladis Lee, Reginald Mehta, Nikhil Moriarty, Karen O. Reports - Evaluative Speeches/Meeting Papers National Science Foundation English This paper describes the data sources and method used in conducting a 3-year evaluation of the Urban Systemic Initiative (USI) of the National Science Foundation in four cities. The paper also provides a discussion of two approaches to analyzing the evaluation results: structural equation modeling (SEM) and a complementary analysis of the standardized means of mathematics achievement across the years. The results of these analyses are examined as they address the question of the factors or indicators that increase student achievement and close the achievement gap more effectively. Results of SEM and Path analyses support the addition of a seventh driver, school culture, to the National Science Foundation six-drive model. Analysis of mathematics achievement of the schools in the study indicates the achievement gap has been reduced. In addition, analyses using comparison sites that are not part of the USI show that compared to relatively affluent, predominantly white schools, USI schools have made great progress in closing the cap. (Contains 3 tables, 5 figures, and 27 references.) (Author/SLD) ED478498 Assessing the Impact of the National Science Foundation's Urban Systematic Initiative on Student Achievement: Closing the Gap in Four USI Sites. 2002-04-00 National Science Foundation, Arlington, VA. 34 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Parent Participation Parent Role Parent School Relationship Partnerships in Education Special Education Standards Teacher Education Kochhar-Bryant, Carol A. Reports - Research English Recent federal legislation has strengthened the role of parents in the education of their children, in school decision making, and in teacher preparation. The purpose of this study was to determine: (1) whether teacher preparation standards are aligned with current legislation related to parent partnerships; (2) if they address the direct involvement of parents in decision making within schools and teacher preparation programs; and (3) how the standards can be improved to strengthen the relationships among parents, teachers, and teacher education. Standards developed by national organizations were reviewed by three independent reviewers for each standard. Results show that of the eight sets of standards reviewed, two that affect special education teacher preparation contained the greatest number of standards related to parent partnerships. Other standards were global and provided little guidance to help users translate them into specific teacher actions and results. Few standards addressed dispositions, and fewer addressed direct participation of parents in school decision making. Several priority areas for teacher preparation were under-represented in all of the standards. Recommendations include: (1) align standards with current statutory requirements; (2) reduce ambiguity and provide operational definitions to guide teachers and teacher educators; (3) increase attention to dispositions; (4) emphasize parents' role in decision making processes within the school; and (5) establish minimum requirements for teacher education programs. (Contains 4 tables and 58 references.) (Author/SLD) ED478499 The Quality of National Standards for Preparing Teachers for Partnerships with Families? Briefing Paper. 2002-10-31 Special Education Programs (ED/OSERS), Washington, DC. 39 N/A 2004 8/19/2004 22:18:49 RIEMAR2004 Briefing paper of the Building Teacher Preparation Capacity through Partnerships with Families: Improving Teacher Quality project.

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Yes Data Collection Educational Change Elementary Secondary Education Instructional Leadership Teacher Attitudes Scott, Dominic Ivory, Gary Rodriguez, Mariela Reports - Research Reform Efforts English Evaluators of a statewide systemic school reform effort used Likert-type survey items to assess teachers satisfaction with the reform effort. They also asked teachers to respond to an open-ended item on the conversations about teaching and learning in which they had engaged in the previous 18 months. Thirty-three schools responded, for a total of 430 usable teacher questionnaires. Though response rates were low, qualitative analysis revealed that the teachers had conversed about the same topics the school reform effort had promoted. Discussing evaluation findings led the leadership of the school reform effort to new understandings of the kind of evaluation data why needed to continue to monitor their efforts. (Contains 6 tables and 12 references.) (Author/SLD) ED478500 What Kind of Data Are Needed To Evaluate a Statewide Systematic Education Reform? 2003-00-00 21 N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Alabama National Assessment of Educational Progress Achievement Gap Alabama National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Alabama's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Alabama is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Alabama's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On Alabama's reading test, white students scored significantly higher than African Americans and Latinos. Between 1992-98, Alabama 4th graders gained four points on the NAEP reading assessment. Between 1990-2000, 8th graders gained nine points on the NAEP 8th grade math assessment. Alabama's African American-white achievement gap fell 15th among states on the 1998 NAEP grade 4 reading assessment. Alabama had the sixth largest African American-white achievement gap on the 2000 NAEP grade 8 math assessment. Significantly larger numbers of white students participated and succeeded in Advanced Placement and graduated from high school than did minority group students. Almost one-quarter of Alabama's secondary classes in core subjects were taught by teachers lacking either a major or minor in that field. Alabama secondary school students took high-level courses at significantly lower rates than did students in the top states. Districts with the highest child poverty rates and highest minority enrollments received fewer state and local dollars per student than districts with the lowest poverty and fewer minorities. (SM) ED478501 Education Watch: Alabama. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Alaska Natives American Indian Students Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills State Aid State Standards Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Alaska National Assessment of Educational Progress Alaska National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents key educational statistics for Alaska's elementary school through college students. The report presents state-level data on Alaska's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 Alaska Benchmarks test show that 75 percent of all 3rd graders were proficient or advanced in reading. On Alaska's reading test, 86 percent of white 3rd graders, and 50 percent of Alaskan Native 3rd graders, performed at proficient or advanced levels. On Alaska's 2002 Benchmark test, 40 percent of all 8th graders were proficient or advanced in mathematics. On Alaska's math test, 50 percent of white 8th graders, and 20 percent of Alaskan Native 9th graders, scored at proficient or advanced levels. Alaska did not participate in the 1998 or 2000 National Assessment of Educational Progress 4th and 8th grade assessments. Minority group students enrolled in two- and four-year colleges and took advanced placement tests at drastically lower levels than did white students. Alabama high school students enrolled in postsecondary education at half the rate of students nationwide. Nearly 3 in 10 of Alaska's secondary classes were taught by teachers lacking either a major or minor in that field. Alaska districts with the highest child poverty rates had $1,058.28 more state and local dollars to spend per student than did districts with the lowest level of poverty. Districts with higher minority enrollment had fewer state and local dollars per student to spend. (SM) ED478502 Education Watch: Alaska. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills State Standards Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Arizona National Assessment of Educational Progress Arizona National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Arizona's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Arizona is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Arizona's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 Arizona Instrument to Measure Standards (AIMS) show that 58 percent of all 5th graders were meeting or exceeding state reading standards. On the 1998 NAEP 4th grade reading assessment, 53 percent of 4th graders scored at the basic level, while 22 percent performed at proficient or above. The gap between white and Latino 4th graders in reading widened by 12 points. Results from the 2002 AIMS showed that 20 percent of all 8th graders were meeting or exceeding state mathematics standards. Between 1990-2000, 8th graders gained 11 points on the NAEP 8th grade math assessment, and the gap between whites and Latinos on the 8th grade math assessment widened by 3 points. Among the states, Arizona had the sixth largest Latino-White achievement gap on the 1998 NAEP grade 4 reading assessment and the eighth largest on the 2000 NAEP grade 8 math assessment. White students attended college and took Advanced Placement exams at significantly higher rates than minority students. Over one-third of Arizona's secondary classes were taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, had fewer state and local dollars to spend per student than districts with the lowest poverty and minority enrollment rates. (SM) ED478503 Education Watch: Arizona. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Achievement Gap Arkansas Arkansas National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Arkansas's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Arkansas is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Arkansas's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On the 2001-2002 Arkansas reading test, 57 percent of all 4th graders were proficient or above in reading; 1998 NAEP results showed 23 percent of all 4th graders in Arkansas at the proficient level. 1998 NAEP results show 29 percent of white 4th graders were reading at or above the proficient level, compared to 7 percent of African American 4th graders. In 2001, 20 percent of all 8th graders in Arkansas were proficient or better in mathematics, while 2000 NAEP results for 8th grade mathematics showed only 14 percent of Arkansas students at the proficient level. 2000 NAEP results show 19 percent of Arkansas white 8th graders scored at the proficient level or better in math, compared to 2 percent of African American 8th graders. Arkansas's African American-white 4th grade reading achievement gap was 21st among states in 1998. Along with six other sates, Arkansas had the sixth largest African American-white achievement gap on the 2000 NAEP grade 8 mathematics assessment. African American students represent 23 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Nearly 40 percent of Arkansas high school students enroll in college, compared to 54 percent nationwide. One in five Arkansas secondary classes is taught by teachers lacking a major or minor in the field. In Arkansas, districts with the highest child poverty rates have fewer state and local dollars to spend per student than districts with the lowest poverty. (SM) ED478504 Education Watch: Arkansas. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap California National Assessment of Educational Progress California National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares California's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how California is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on California's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 California Standards Test indicate 36 percent of all 4th graders were proficient or above in reading, while on the 1998 NAEP only 20 percent of 4th graders performed at the proficient level. Significantly more white than Hispanic 4th graders were proficient or above in reading. In the 2001 California Standards Test, 29 percent of all 7th graders were proficient or above in mathematics, while only 18 percent of 8th graders were proficient or above on the 2000 NAEP assessment. Significantly more white than Hispanic 7th graders were proficient or above in math. California's had the fourth largest Latino-white 4th grade reading achievement gap nationwide in 1998 and the eighth largest 8th grade mathematics gap in 2000. Latino students represent 40 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. About 34 percent of California high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a significantly higher rate than other students. Nearly one in four California secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478505 Education Watch: California. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Colorado National Assessment of Educational Progress Achievement Gap Colorado National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Colorado's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Colorado is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Colorado's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 Colorado reading test showed 61 percent of all 4th graders were proficient or above in reading; 1998 NAEP results showed 34 percent of 4th graders at the proficient level or above. Significantly more white than Latino 4th graders were proficient or above in reading. In 2002, 39 percent of all 8th graders were proficient or advanced in mathematics. Significantly more white than Latino 8th graders were proficient or above in math. Colorado did not participate in the 2000 NAEP 8th grade mathematics assessment. Colorado's Latino-white 4th grade reading achievement gap was 16th among the states in 1998. Latino students represent 20 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. Nearly 40 percent of Colorado high school students enroll in college, compared to 54 percent nationwide. One in five Colorado secondary classes is taught by teachers lacking a major or minor in the field. Latino students are underrepresented in gifted and talented classes. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478506 Education Watch: Colorado. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indian Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Connecticut National Assessment of Educational Progress Connecticut National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Connecticut's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Connecticut is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Connecticut's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, half of all 4th graders were proficient or above in reading. Significantly more white than black 4th graders were proficient or above. In 2001, 55 percent of all 8th graders met the state goal in mathematics. Significantly more white than black 8th graders met this goal. In 1998, Connecticut's African American 4th graders performed better in reading than African American 4th graders in all other states, though Connecticut had the sixth largest African American-white 4th grade reading achievement gap. Connecticut had the largest African American-white 8th grade math achievement gap in 2000. African Americans are underrepresented in Advanced Placement (AP) exam taking. Asian Americans have extremely high rates of AP test taking. Nearly 50 percent of Connecticut high school students enroll in college, compared to 54 percent nationwide. Native Americans graduate from the state college at a significantly lower rate than students from other groups. Over a quarter of Connecticut's secondary classes are taught by teachers lacking a major or minor in the field. African American students are underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478507 Education Watch: Connecticut. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Delaware National Assessment of Educational Progress Delaware National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Delaware's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Delaware is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Delaware's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 78 percent of all 5th graders met or surpassed the state standard for reading, while only 25 percent of 4th graders performed at the proficient level on the 1998 NAEP for reading. Significantly more white than black 5th graders met or surpassed state standards. In 2002, 48 percent of all 8th graders met or surpassed the state standards for mathematics. Significantly more white than black 8th graders met these standards. Delaware did not participate in the 2000 NAEP 8th grade mathematics assessment. Delaware had the third smallest African American-white 4th grade reading achievement gap in 1998. African American students represent 30 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. Over 40 percent of Delaware high school students enroll in college, compared to 54 percent nationwide. Over one third of Delaware's secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education and underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have more state and local dollars to spend per student than districts with lower poverty and minority enrollment rates. (SM) ED478508 Education Watch: Delaware. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Achievement Gap District of Columbia District of Columbia National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares District of Columbia's (DC) reading and mathematics performance on the most recent administrations of the District's assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how District of Columbia is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on DC's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On the 1998 NAEP, 28 percent of all 4th graders performed at the basic level, while 10 percent were proficient or above in reading. Significantly more white than black and Latino 4th graders were proficient or above in reading. On the 2000 NAEP, 23 percent of all 8th graders performed at the basic level, and 6 percent were proficient or above in mathematics. DC had the largest African American-white 4th grade reading achievement gap nationwide in 1998. DC's African American 8th graders performed lowest among participating states on the 2000 NAEP math assessment. African American students represent 86 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American, Latino, and White students have considerably higher rates of AP test taking. Only about half of DC's 8th graders graduate high school 4 years later. Nearly one in five DC secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education. (SM) ED478509 Education Watch: District of Columbia. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Florida National Assessment of Educational Progress Florida National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Florida's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Florida is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Florida's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 55 percent of all 4th graders were proficient or above in reading on the state's assessment, while only 23 percent of 4th graders performed at the proficient level on the 1998 NAEP assessment. Significantly more white than black 4th graders were proficient or above in reading in 1998. In 2002, 53 percent of all 8th graders were proficient or above in mathematics. Florida did not participate in the 2000 NAEP 8th grade mathematics assessment. Florida' African American-white 4th grade reading achievement gap was 17th among the states in 1998. African American students represent 25 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. About 28 percent of Florida's high school students enroll in college, compared to 54 percent nationwide. Nearly three in ten Florida secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education and underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478510 Education Watch: Florida. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Georgia National Assessment of Educational Progress Achievement Gap Georgia National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Georgia's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Georgia is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Georgia's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 74 percent of all 4th graders met or exceeded state reading standards, while 24 percent of 4th graders performed at the proficient level on the 1998 NAEP assessment. Significantly more white than black 4th graders were proficient or above in reading. In 2001, 58 percent of all 8th graders met or exceeded state standards for mathematics, while 19 percent of 8th graders performed at the proficient level on the 2000 NAEP assessment. Significantly more white than black 8th graders were proficient or above in math. The African American-white 4th grade reading achievement gap and mathematics gap fell 21st and 15th, respectively, among the states. African American students represent 38 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. Asian American students have an extremely high rate of AP test taking. Just over 30 percent of Georgia's high school students enroll in college, compared to 54 percent nationwide. Nearly one third of Georgia's secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education and underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have more state and local dollars to spend per student than districts with lower poverty rates and lower minority enrollments. (SM) ED478511 Education Watch: Georgia. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Hawaii National Assessment of Educational Progress Hawaii National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Hawaii's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Hawaii is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on Hawaii's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 43 percent of all 5th graders met or exceeded state reading standards, while 17 percent of 4th graders performed at the proficient level on the 1998 NAEP assessment. In 1998, significantly more white than Latino 4th graders were proficient or above in reading. In 2002, 20 percent of all 8th graders met or exceeded state standards for mathematics. Significantly more white than Latino 8th graders were proficient or above in math. Hawaii's poor/nonpoor achievement gap was close to the median among states for 4th grade. Low-income 4th graders in Hawaii were among the lowest performing on the 1998 NAEP grade 4 reading assessment compared to low-income 4th graders nationwide. Hawaii's poor/nonpoor achievement gap was smallest in NAEP math. Hawaii's 8th graders performed below low-income students in most other states on the 2000 NAEP math assessment. Asian American and white students take Advanced Placement (AP) at a much higher rate than African American students. About 37 percent of Hawaii's high school students enroll in college, compared to 54 percent nationwide. Nearly one third of Hawaii's secondary classes are taught by teachers lacking a major or minor in the field. Students from all ethnic groups are represented relatively equally in special education and gifted education. (SM) ED478512 Education Watch: Hawaii. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Boards of Education City Government Educational Change Elementary Secondary Education Governance Government School Relationship School Districts Urban Schools Villegas, Malia Reports - Descriptive Reform Efforts WestEd, San Francisco, CA. English This brief describes the challenges facing urban school boards, reviews the governance alternatives being tried in various cities, and highlights some related considerations. The challenges school boards face vary, but some themes are common across urban areas: (1) an ill-defined role can impair effectiveness; (2) competing political interests can hinder a boards impact; (3) board selection processes can limit a boards representational nature; and (4) boards are constrained by the information they receive. A number of board reform efforts have emerged in districts across the United States. The first, role reform, more clearly defines the line between policy and operational decision making, and clarifies expectations for staff to diminish micromanagement. Electoral reform changes the way in which school board members are elected. Mayoral control is another reform approach that places more responsibility in the hands of the mayor as external actor for school district decisions. By itself, strong, positive leadership on the local school board is seldom enough to overcome the systemic problems that plague many large urban school districts. However, the critical role of the school board is undeniable, and worth continued examination. (Contains 33 endnotes and 22 references.) (SLD) ED478513 Leading in Difficult Times: Are Urban School Boards Up to the Task? Policy Trends. 2003-00-00 Department of Education, Washington, DC. 9 WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 415-565-3000; Tel: 877-493-7833 (Toll Free); Fax: 415-565-3012; Web site: http://www.WestEd.org. N/A 2004 2016-11-21

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No Academic Achievement Cultural Awareness Disadvantaged Youth Elementary Secondary Education Foreign Countries Immigrants Learning Multicultural Education Self Concept Student Motivation Teacher Education Teaching Methods Salili, Farideh, Ed. Hoosain, Rumjahn, Ed. Books Collected Works - General Reports - Descriptive Stigma English This book, third in a series, is designed to present educators with current research and emerging issues in teaching, learning, and motivation in a multicultural context. The introduction contains: (1) "Recent Developments in Multicultural Education: Issues and Ideas" (Farideh Salili and Rumjahn Hoosain). Part 2, "Theoretical and Methodological Perspectives: Issues and Applications in Multicultural Education," contains: (2) "How Do Students from Different Cultures Motivate Themselves for Academic Learning?" (Monique Boekaerts); (3) "A Process-Oriented Approach to Culture: Theoretical and Methodological Issues in the Study of Culture and Motivation" (Akane Zusho and Paul R. Pintrich); (4) "Culture, Attribution Process, and Conflict in Multicultural Educational Settings" (Hector Betancourt and Gangaw Zaw); (5) "A Motivation Intervention for At-Risk Youth" (Sandra Graham, April Z. Taylor, and Colette Dolland); (6) "Cross-Cultural Validation of Self-Concept Measures and Theoretical Models in the Chinese Context" (Chit-Kwong Kong, Kit-Tai Hau, and Herbert W. Marsh); and (7) "Does Knowledge Exist If Nobody Knows about It? Exploring Eastern and Western Ontologies of Knowledge" (Marta Fulop and Ference Marton). Part 3, "Multicultural Perspectives on Teaching and Teacher Education," contains: (8) "Program Differences in Values Teaching in Teacher Education Programs: Canada, Mexico, and the United States" (Ratna Ghosh and Norma Tarrow); (9) "Multiculturalism in New South Wales Australia: A Retrospective and Prospective View" (Valentina McInerney and Dennis McInerney); (10) "Teaching in Higher Education: International Initiatives Promoting Quality and Value" (Alenoush Saroyan and Marian Jazvac); and (11) "Teacher Thinking and Practice from a Chinese Cultural Perspective: Lessons for East and West" (David Watkins). Part 4, "Success and Failures in Multicultural Settings," contains: (12) "Educational Achievement in a Multicultural Context: Diverse Democracies with Shared Family Values" (Oliver C. S. Tzeng); (13) "The Making of School Success and Failure: The Case of the New Immigrant Students from Mainland China" (Benjamin K. P. Leung); (14) "What Does Labeling Do to Stereotyping? Beyond Prototypes and Cognitive Economy" (Takashi Yamauchi and Kevin D. McGuire); and (15) "Managing Stigma: Disidentification from the Academic Domain among Members of Stigmatized Groups" (Colette van Laar and Belle Derks). Each chapter contains references, and the book contains an index. (SLD) ED478514 Teaching, Learning, and Motivation in a Multicultural Context. Research in Multicultural Education and International Perspectives. 2003-00-00 ISBN-1-931576-94-7 413 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830 (paperback: ISBN-1-931576-94-7, $29.95; clothbound: ISBN-1-931576-95-5, $63.25). Tel: 203-661-7602. Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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Yes Action Research Grade 1 Instructional Effectiveness Multiple Intelligences Parent Participation Primary Education Reading Improvement Reading Skills Vocabulary Development Burman, Tiffany N. Evans, Deborah C. Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes an action research project designed to improve reading skills of first grade students. The targeted population consisted of two elementary classrooms located in a small, rural Mid-Western town. The problem of difficulty memorizing reading vocabulary words was documented through parent and student surveys and a document analysis including classroom assessments and reading checklists. Analysis of probable cause data revealed that the majority of students exhibited non-mastery of reading vocabulary words. Library visitation and vocabulary word reading practice were areas of concern as indicated by parental surveys. Library visitation was also an area of concern as indicated by student surveys. Analysis of the literature review revealed phonics, whole language, Four-Blocks, multiple intelligences, and increased parental support as possible solutions. The researchers focused on the solutions of increasing parental support and the use of multiple intelligences in the classroom. Post intervention data showed an increase in reading skills. With the implementation of multiple intelligences and increased parental involvement, students demonstrated a substantial gain in mastery of reading vocabulary words. Appendixes contain parent and student surveys; a document analysis report sample, and multiple intelligences activities. Copyrighted selections included are: "Activities to Support the Tacit Use of the Intelligences"; "Activities to Support the Strategic Use of the Intelligences"; "Activities to Support the Aware Use of the Intelligences"; and"Activities to Support the Reflective Use of the Intelligences" (from "Seven Pathways of Learning" Tucson, Arizona: Zephyr Press, 1994). (Contains 45 references, 4 tables, and 3 figures.) (Author/RS) ED478515 Improving Reading Skills through Multiple Intelligences and Increased Parental Involvement. 2003-05-00 68 N/A 2004 8/19/2004 22:19:19 RIEMAR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program. Appendix D contains 9 pages of copyrighted material that are not available from ERIC.

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Yes Classroom Techniques Curriculum Development Early Childhood Education Emergent Literacy Inquiry Knowledge Base for Teaching Models Professional Development Teacher Role Serebrin, Wayne Long, Susi Egawa, Kathy Guides - Non-Classroom Critical Literacy Reflective Practice National Council of Teachers of English, Urbana, IL. English The focus of this inquiry study is young children's learning, and specifically, their use of literacy from their preschool years through age eight. The inquiry study is designed to function simultaneously on two levels: the first level (figure 1) invites study group members to think about themselves as learners, teachers, and scholars. At the outset of the study, the whole group considers the conditions necessary to support all members in collegial, professional conversations throughout the full year inquiry. With colleagues and interested others (the children in the classroom, other members of the school community, parents) each member will be engaged in six interconnected inquiry cycles (figure 2). Through professional conversations, readings, demonstrations, writing, viewing, and representing, study group members will be building upon their current early literacy knowledge base. At all times, members will be urged to critically reflect on their present beliefs and practices and to strive to bring them into alignment. Because, ultimately the purpose of this inquiry is to make a difference in the literacy learning of young children, there will be many opportunities to experiment with--or "try on"--new teaching and learning strategies with young learners, within a supportive learning context. Finally, the inquiry study invites members to explore "critical literacy"--the opportunity to use language in powerful ways to get things done in the world--and to decide what this literacy concept means for members personally and as a member of a professional and school community. An extensive list of professional reading references are appended. (NKA) ED478516 An Inquiry Study of Early Literacy. NCTE Reading Initiative. 2002-00-00 Practitioners Teachers 41 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Elementary Education Inquiry Literacy Portfolios (Background Materials) Professional Development School Involvement Teacher Improvement Burke, Carolyn Crafton, Linda Egawa, Kathy Harste, Jerome Martens, Prisca Smith, Karen Guides - Non-Classroom Reflective Practice Study Groups National Council of Teachers of English, Urbana, IL. English The National Council of Teachers of English (NCTE) Reading Initiative and this Inquiry Study: "Exploring Visions of Literacy" invites study groups to embark on a professional journey no individual can fully predict. Through considering the visions of several leading literacy educators (B. Cambourne, M.A.K. Halliday, J. Harste, S. Harwayne) as well as the vision of another Reading Initiative study group, the study group members are invited to step back and carefully contemplate, "What is literacy? What kind of literate beings do we want to create?" Participants will consider the value of their own learning history and examine the beliefs about reading and writing that shape their classroom practice. Participants will read the work of teachers and researchers asking questions similar to their own and will document all this learning in a personal literacy portfolio. Reading experiences that each group lives together can translate directly into teaching plans for tomorrow. Every participant will emerge from this study with new ideas, new tools, new questions, and a new lens through which to view literacy learning--the path each participant creates may seem familiar to others, but it will be an individual path. Lists 17 professional reading and video resources. (NKA) ED478517 Exploring Visions of Literacy Learning. NCTE Reading Initiative. 2002-00-00 Practitioners Teachers 11 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Classroom Techniques Elementary Education Inquiry Professional Development Reading Programs Student Needs Donnelly, Amy Egawa, Kathy Files, Janet Mills, Heidi Stephens, Diane Guides - Non-Classroom Reading Workshops National Council of Teachers of English, Urbana, IL. English In this Inquiry Study, participants will learn about or refine their understanding of the components of a quality reading program, or what some teachers organize as Reading Workshop. Participants begin by living as readers themselves and then explore how to create supportive contexts for the learners in their classrooms. The use of a variety of assessment tools prepares participants for planning instruction that is relevant for individual readers. Implications and strategies for classroom structures and practice are considered throughout the inquiry study which begins with a list of language and learning concepts and focusing questions. Lists 26 professional reading selections. (NKA) ED478518 An Inquiry Study into Understanding and Supporting Readers. NCTE Reading Initiative. 2002-04-00 Teachers Practitioners 18 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Content Area Reading Elementary Education Inquiry Professional Development Reading Processes Reading Strategies Martens, Prisca Pritchard, T. Gail Guides - Non-Classroom Reflective Practice Expository Text National Council of Teachers of English, Urbana, IL. English In this Inquiry Study, participants will explore the process of reading expository texts--the strategies participant/teachers use to make sense of them, and how expository texts are similar to and different from narrative and other types of texts. Participants will then examine aspects of expository texts, such as text structures, vocabulary, and building background knowledge, and discuss how these influence readers. To support the inquiry, numerous strategies and opportunities to "live through" a content study are provided. Lists 14 professional reading selections. Also lists suggested books, suggested articles/chapters, and suggested resource titles. (NKA) ED478519 An Inquiry into Reading Content: Making Sense with Expository Texts. NCTE Reading Initiative. 2000-12-00 Practitioners Teachers 12 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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No Beginning Reading Emergent Literacy Guidelines High Risk Students Learning Activities Primary Education Reading Programs Reading Teachers Tutorial Programs Tutors Volunteer Training Volunteers Johnston, Francine R. Invernizzi, Marcia Juel, Connie Books Guides - Non-Classroom Tutor Role English Volunteer tutors can make a difference in the reading skills and the lives of young children. This comprehensive tutorial manual has been developed from the Book Buddies Program of Charlottesville, Virginia, the first large-scale model to mobilize hundreds of community volunteers in an alternative of one-on-one intervention for children at risk for reading failure. A complete how-to resource for both tutors and trainers, the book provides guidelines for setting up a successful tutorial program in the early grades and presents a field-tested lesson format for individualized instruction in reading, writing, and phonics. It describes clearly how to conduct reading activities and exercises with students illustrating each chapter with real-life examples and line drawings. Appendixes feature reproducible assessment and lesson planning forms, alphabet forms, alphabet cards and charts, recommendations and sources for children's books and other materials, and a 26-item glossary. (NKA) ED478520 Book Buddies: Guidelines for Volunteer Tutors of Emergent and Early Readers. 1998-04-00 ISBN-1-57230-347-6 182 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0347: $23). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Case Studies Classroom Techniques Cognitive Style Elementary Education Evaluation Methods Reading Difficulties Reading Instruction Reading Research Reading Strategies Balajthy, Ernest Lipa-Wade, Sally Books Guides - Classroom - Teacher Reports - Evaluative Reader Theories Reading Behavior English This book focuses on three distinct types of struggling readers that teachers will instantly recognize from their own classrooms--the "Catch-On Reader," the "Catch-Up Reader," and the "Stalled Reader." The book provides detailed case studies which bring to life the specific problems these students are likely to face and illustrate research-based instructional strategies that can help get learning back on track. It also illuminates the causes and consequences of literacy difficulties, giving K-6 teachers a better understanding of how to meet the needs of each child. A comprehensive index provides dozens of informal assessment devices, ready to photocopy and use. Other user-friendly features include annotated bibliographies of key research, descriptions of commercial materials and curricula designed for each type of learner, and information on technology resources. Contains an extensive list of references. (NKA) ED478521 Struggling Readers: Assessment and Instruction in Grades K-6. Solving Problems in the Teaching of Literacy. 2003-04-00 ISBN-1-57230-852-4 Practitioners Teachers 296 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0852: $32). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Elementary Secondary Education Instructional Effectiveness Literacy Reading Reading Difficulties Reading Instruction Reading Processes Reading Research Word Recognition Stanovich, Keith E. Books Collected Works - General Reports - Research Phonological Processing English The last 25 years have seen tremendous advances in the study of the reading process and reading acquisition. The growing body of knowledge on the reading process and reading acquisition has applications to such important problems as the prevention of reading difficulties and the identification of effective instructional practices. This book summarizes the gains that have been made in key areas of reading research and provides authoritative insights on current controversies and debates. Each of the book's seven parts (21 chapters altogether) begins with an introductory chapter presenting up-to-date findings on the topic at hand, followed by one or more "classic papers" from the author's research program. Significant issues covered include phonological processes and context effects in reading, the "reading wars" and how they should be resolved, the meaning of the term "dyslexia," and the cognitive effects and benefits of reading. Contains a bibliography of publications on reading by the author and a bibliography of his related publications in other areas. Also contains an extensive reference list. (NKA) ED478522 Progress in Understanding Reading: Scientific Foundations and New Frontiers. 2000-04-00 ISBN-1-57230-565-7 548 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0565: $38). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Beginning Reading Emergent Literacy Primary Education Reading Instruction Tutorial Programs Tutoring Volunteers Invernizzi, Marcia Juel, Connie Guides - Non-Classroom Non-Print Media Emergent Reading Levels Tutor Role English The "Book Buddies" manual and "Emergent Reader" training videos provide comprehensive and easy-to-implement guidelines for setting up and running a successful tutorial program in the early grades. Portraying the "Book Buddies" model in practice, this 51-minute videotape entitled "Emergent Reader--Day One" demonstrates initial tutorial sessions with first-grader Ashley, who is eased enjoyably into reading despite her lack of knowledge of the alphabet and limited understanding of word boundaries. The video shows how a home-made book, cards with the names of family members, a range of enjoyable reading activities, and lots of positive reinforcement begin to build Ashley's word bank and phonics knowledge and elicit her interest in the tasks at hand. Commentary from the video's presenters identifies and describes each component of the Emergent Reader Lesson Plan outlined in the "Book Buddies" manual and provides pointers on methods and materials for this stage of the tutorial process. The video is designed to boost the skills and confidence level of reading professionals, tutorial program coordinators, and volunteer tutors. (NKA) ED478523 Emergent Reader--Day One: A Demonstration of Book Buddies in Action. [Videotape]. 1998-00-00 ISBN-1-57230-362-X Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0362: $40). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Beginning Reading Emergent Literacy Primary Education Reading Instruction Reading Programs Tutorial Programs Tutoring Volunteers Invernizzi, Marcia Juel, Connie Guides - Non-Classroom Non-Print Media Emergent Reading Levels Tutor Role English The "Book Buddies" manual and "Emergent Reader" training videos provide comprehensive and easy-to-implement guidelines for setting up and running a successful tutorial program in the early grades. Portraying the "Book Buddies" model in practice, this 44-minute videotape, entitled "Emergent Reader--Mid-Year" demonstrates the mid-year work of tutoring volunteer Linda and her first-grade tutee, Tanisha, who have been meeting regularly since the beginning of school. In the video, Tanisha has gained limited fluency in reading, with knowledge of letters and beginning letter sounds, and the pair now works on expanding Tanisha's word bank, creating a personal dictionary, mastering consonant blends and digraphs, and other goals. Commentary from the presenters in the video identifies and describes each component of the Emergent Reader Lesson Plan outlined in the "Book Buddies" manual and provides pointers on methods and materials for this stage of the tutorial process. The video is designed to boost the skills and confidence level of reading professionals, tutorial program coordinators, and volunteer tutors. (NKA) ED478524 Emergent Reader--Mid-Year: A Demonstration of Book Buddies in Action. [Videotape]. 1998-00-00 ISBN-1-57230-363-8 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0363: $40). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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Yes Accountability Educational Administration Educational Vouchers Elementary Secondary Education Government School Relationship Legal Responsibility Private School Aid Privatization School Choice State Regulation Kemerer, Frank R. Reports - Research Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper examines accountability in public and private schools. It discusses the considerable authority the state has to regulate all schools, whether public or private, and focuses on how state constitutions constrain the states' ability to delegate to private actors the responsibility and funding for public education without accompanying accountability measures. Best labeled "unconstitutional delegation law," this doctrine is evident in the first charter-school litigation to reach a state supreme court. Legal decisions on privatization in corrections, in the federal Section 8 public-housing vouchers programs, and in contracting out special-education services have affected the autonomy of private organizations. The paper describes the repercussions of these actions and explores their effects on accountability in three states: Arizona, Massachusetts, and Michigan. It finds that only Arizona approaches a pure market-approach to accountability. The last part of the paper reviews accountability issues in publicly funded voucher programs. The challenge for states is to navigate between too little accountability, which raises unconstitutional delegation concerns, and too much oversight, which draws attention to unreasonable regulations. In the absence of judicial precedent and empirical research, private entities cannot assume that they will be able to operate publicly funded programs without surrendering some of their autonomy. (RJM) ED478525 Legal Issues Involving Educational Privatization and Accountability. Occasional Paper. 2000-08-00 56 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/400_OP06.pdf. N/A 2004 8/19/2004 22:19:35 RIEMAR2004

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Yes Accountability Court Litigation Educational Administration Educational Vouchers Elementary Secondary Education Government School Relationship Legal Responsibility Private Schools School Choice State Regulation Kemerer, Frank R. Reports - Research Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper discusses the legal implications of "Zelman v. Simmons-Harris," the Supreme Court ruling on education vouchers. The ruling opens the way for vouchers, as concerns the federal judiciary, but the decision did not abrogate many states' restrictive provisions regarding publicly funded voucher and tax-benefit programs. Nor did the decision prevent a state from imposing reasonable regulations on participating private schools. Some constitutional provisions in a number of states present a formidable bar to providing public funds for private-school attendance. Strong public-school interest groups can be expected to throw up roadblocks. Even where such programs emerge, there will be efforts to ensure comprehensive accountability measures for the expenditure of public money. These measures will frighten off many private schools that pride themselves on their independence from government. Furthermore, considerable uncertainty will remain regarding how vouchers will fare under state constitutional law in many states. A table that classifies states' constitutional orientation toward voucher programs is provided. Regardless of the outcome in the states, the Supreme Court's "Zelman" decision surely will stimulate new interest in school choice, vouchers, and tax credits in legislative arenas across the country. (RJM) ED478526 The U.S. Supreme Court's Decision in the Cleveland Voucher Case: Where to from Here? Occasional Paper. 2002-07-00 25 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/538_OCCP51.pdf. N/A 2004 8/19/2004 22:19:37 RIEMAR2004

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No Assistant Principals Central Office Administrators Compensation (Remuneration) Contract Salaries Costs Elementary Secondary Education Librarians National Surveys Paraprofessional School Personnel Principals Public Schools Salaries School Counselors School Nurses School Personnel Superintendents Teacher Aides Teacher Salaries Teachers Wages Williams, Alicia R. Protheroe, Nancy Parks, Michael C. Guides - Non-Classroom Numerical/Quantitative Data Custodians Educational Research Service, Arlington, VA. English This annual survey presents salary and wage data on 23 professional and 10 support positions in the following categories: central office administrators, school building-level personnel, classroom teachers, auxiliary professional personnel, and support personnel. The positions selected represent the full scope of public-school employment. The data were collected from 687 public school systems in fall 2001 for the 2001-02 school year. The data in this report are presented in tabular form and organized into three major sections: (1) changes in salaries scheduled and paid from 1991-92 to 2001-02; (2) salaries and wages paid professional and support staffs in 2001-02; and (3) scheduled salaries for professional personnel for 2001-02. Explanatory notes and noteworthy findings are presented at the beginning of each section. Also included are year-to-year, 5-year, and 10-year information on trends in public-school salaries and wages, with comparisons with the consumer price indices for each period. Appended are details on how the data were collected; summary tables; summary figures; a glossary of terms; additional resources; and a worksheet for compiling local school system composite-indicator-of-change data and comparative composite-indicator-of-change data. (WFA) ED478527 Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2001-02. A Reference Tool for School Administrators [and] Education Leaders. National Survey of Salaries and Wages in Public Schools. 29th Edition. 2002-00-00 ISBN-0-9705540-7-9 Administrators Practitioners 100 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0464: nonsubscriber, $150; comprehensive subscriber, $75; individual subscriber, $112.50). Tel: 703-23-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Change Agents Change Strategies Educational Assessment Educational Change Educational Improvement Educational Quality Educational Theories Elementary Secondary Education Instructional Effectiveness Instructional Leadership Outcomes of Education Professional Development Teacher Effectiveness Kimmelman, Paul L. Kroeze, David J. Books Guides - Non-Classroom Human Genome Project English In providing its program for education reform, this book uses, as an analogy, the genetic model taken from the Human Genome project. In the first part, "Theoretical Underpinnings," the book explains why a genetic model can be used to improve school systems; describes the critical components of a world-class school system; and details the genetic model, showing how DNA-gene strands, chromosomes, and organisms can be used to conceptualize the fundamental principles, research-based practices, and core areas that form a world-class school district. In the second part, "Implementing the Genetic Model," the book discusses two categories of "chromosomes": (1) the capacity-building chromosomes: leadership, change, and professional development, and (2) the teaching-learning process chromosomes: curriculum, instructional practices, and assessment. The book also contains a number of tables and figures illustrating concepts, models, and action plans; a set of activities that includes worksheets for building a genetic model for educational improvement; a subject index; and a list of 45 references. (References also appear in some of the chapters and appendices.) Appended are 10 guest essays; a framework for professional development; and a process to identify the philosophy and rationale for why curriculum is structured the way it is. (WFA) ED478528 Achieving World-Class Schools: Mastering School Improvement Using a Genetic Model. 2002-00-00 ISBN-1-929024-45-2 329 Christopher-Gordon Publishers, Inc., 1502 Providence Highway, Suite 12, Norwood, MA 02062 (Order No. 2015, $44.95). Tel: 781-762-5577; Tel: 800-934-8322 (Toll Free); e-mail: cgpublish@christopher-gordon.com; Web site: http://www.christopher-gordon.com. N/A 2004 2016-11-21

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No College Students Educational Administration Educational Research Educational Researchers Foreign Countries Graduate Study Guides Higher Education Instructional Leadership Reference Materials Research Design Research Methodology Research Skills Research Tools Scholarship Coleman, Marianne, Ed. Briggs, Ann R. J., Ed. Books Collected Works - General Guides - Classroom - Learner England United Kingdom (England) English This guide was written for graduate students and is intended to provide a grounding in research methods, particularly research in education, and to be a useful ongoing reference source. Each chapter was written by a professor, senior lecturer, or research specialist from a university in England. Part A, "The Concept of Research," contains the following chapters: "What Do We Mean by Educational Research" (Marlene Morrison); "Cross-Cultural Differences in Interpreting and Doing Research" (Clive Dimmock); "Exploring the Existing Body of Research" (Roy Kirk); "Authenticity--Reliability, Validity and Triangulation" (Tony Bush); "Ethics of Research in Education" (Hugh Busher). Part B, "Approaches to Research," contains the following chapters: "Surveys and Sampling" (Ken Fogelman);"Case Study Research" (Michael Bassey); "Action Research" (Pamela Lomax). Part C, "Research Tools," contains the following chapters: "Interviewing" (Ted Wragg); "Questionnaires" (Judith Bell); "Observation as a Research Tool" (Janet Moyles); "Analysing Narratives and Documents" (Martin Cortazzi); "Using Diaries in Research" (Marlene Morrison). Part D, "Analysing and Presenting Data," contains the following chapters: "Analysing Quantitative Data" (Anthony Pell and Ken Fogelman); "The Analysis of Qualitative Data" (Rob Watling); "Academic Writing: Process and Presentation" (Ann R. J. Briggs). Each chapter includes references. The book contains many tables and figures, a subject index, and an index of authors. (WFA) ED478529 Research Methods in Educational Leadership and Management. Educational Management Research and Practice. 2002-00-00 ISBN-0-7619-7185-8 Researchers Students 312 Paul Chapman Publishing, A SAGE Publications Company, 6 Bonhill Street, London EC2A 4PU England (hardbound: ISBN-0-7619-7184-X, $82.95; paperbound: ISBN-0-7619-7185-8, $32.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 800-583-2665 (Toll Free); Web site: http://www.sagepub.com. N/A 2004 2016-11-21

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No Academic Achievement Accountability Change Agents Change Strategies Disadvantaged Schools Diversity (Student) Educational Change Educational Environment Educational Improvement Elementary Secondary Education High Risk Students Instructional Improvement Instructional Leadership Partnerships in Education School Effectiveness Standards Student Educational Objectives Barr, Robert D. Parrett, William H. Books Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This volume provides a collection of research that documents the effectiveness of 50 strategies for improving student learning and schoolwide performance. Much of the research, and resulting strategies cited here, was prompted by No Child Left Behind. The 50 strategies address the following topics: basic education; best pedagogical practices; brain-compatible learning; caring and understanding; collaboration; communities of support; diversity; gender; administrative leadership; student leadership; parents, families, and communities; poverty; reading; respect and social and emotional growth; safety and violence; school environment; classroom environment; schoolwide improvement; and standards and assessments. The book is divided into three parts: (1) "Accepting the Challenge to Teach All Students"; (2) "50 Proven Strategies for Schools and Classrooms"; and (3) "Summoning the Will and Determination to Leave No Child Behind." Each of the 15 chapters contains many tables, figures, sidebar material, worksheets, checklists, action steps, and a list of suggested readings. Additionally, the book contains an outline of No Child Left Behind, a visual index of the 50 strategies, a subject index, and a bibliography containing 262 references. (WFA) ED478530 Saving Our Students, Saving Our Schools: 50 Proven Strategies for Revitalizing At-Risk Students and Low-Performing Schools. 2003-00-00 ISBN-1-57517-851-6 474 SkyLight Professional Development, 1900 East Lake Avenue, Glenview, IL 60025 ($32.95). Tel: 847-657-7450; Tel: 800-348-4474 (Toll Free); Fax: 847-486-3183; e-mail: info@pearsonpd.com; Web site: http://www.skylightedu.com. N/A 2004 2016-11-21

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Yes Educational Administration Educational Environment Elementary Secondary Education Guides Prevention School Safety School Security Violence McDaniel, Joanne Guides - Non-Classroom North Carolina State Dept. of Juvenile Justice and Delinquency Prevention, Raleigh. English This paper describes strategies for establishing and maintaining safe schools. A "safe school" is one with physical features, layout, and policies that are designed to minimize the disruptions and intrusions that interfere with the school's mission. Above all, safe schools enjoy a climate that is free of fear. To establish safety, orderliness, and caring, school officials must take several steps. First, they should form a committee that consists of stakeholders from all perspectives, a move that will enhance understanding and agreement about what needs to be done. The committee should then set in motion the process of needs assessment with reference to current levels of safety, orderliness, and caring. Attention should focus on the school's physical features, layout, policies, and procedures that are in place to handle daily activities, as well as problems that may arise. A school's climate is often assessed in terms of students', teachers', school staffs', and parents' perception of how safe the school is. Do students, for example, feel safe? One way to assess school safety is to consider the three "Ps" of safe schools: place, people, and purpose. Paying special attention to each of these components can help a school establish and maintain safety, orderliness, and caring. (RJM) ED478531 How To Establish and Maintain Safe, Orderly, and Caring Schools. 2000-00-00 6 Center for the Prevention of School Violence, 1803 Mail Service Center, Raleigh, NC 27699-1803. Tel: 919-733-3388; Tel: 800-299-6054 (Toll Free); Fax: 919-715-1208; Web site: http://www.cpsv.org. For full text: http://www.juvjus.state.nc.us/cpsv/Acrobatfiles/SOC_1pager.pdf. N/A 2004 2020-11-23

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No Administrative Principles Decision Making Educational Administration Educational Practices Elementary Secondary Education Instructional Leadership School Supervision Superintendents Wertz, Dan C. Guides - Non-Classroom Career Resilience Phi Delta Kappa Educational Foundation, Bloomington, IN. English This report is based on interviews of 18 school superintendents who demonstrate the quality know as resilience. The 14 men and 4 women averaged 17 years as superintendent, serving 3 rural, 13 suburban, and 2 urban school districts. It was found that resilient superintendents deal with challenges in positive ways. They do not dwell on the negative features, such as personnel issues, political acrimony, difficult board members, and irrational demands from constituents. Successful superintendents found parts of their jobs elevating: they liked making a difference, helping others succeed, influencing positive change, and learning from new ideas. These superintendents had learned to develop the intuitive skills that allowed them to read a situation, put the parts together, and direct the action needed. They did not try to solve problems unilaterally; rather, they collected data from many sources, knowing that, as individuals, they never will have the assets needed to develop and implement alternative strategies to problems. They work toward the positive, keeping the goal in sight, realizing that they will need to make a decision. They delegate responsibility, let go once they delegate, and know how to act on urgent issues. They build collaborative relationships, and they maintain a balanced life, deciding what is important, and are unafraid to say "no." (RJM) ED478532 Resilient Superintendents. Fastback 509. 2003-00-00 ISBN-0-87367-891-5 52 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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No Computer Software Course Content Courseware Curriculum Development Elementary Secondary Education Instructional Materials Integrated Learning Systems Potter, Kenyon D. Guides - Non-Classroom Phi Delta Kappa Educational Foundation, Bloomington, IN. English This pamphlet discusses open courseware, exploring its origin and educational potential. "Courseware" includes educational software and electronic course materials. "Open courseware" describes courseware that gives users a significant degree of openness (or accessibility) to these course materials. The courseware provides a technological and legal framework to deliver course materials to teachers and students on demand, holding the potential to overcome economic, temporal and geographic obstacles. This document reviews general strategies and methods for integrating open courseware into the curriculum and examines this courseware's permitted uses and education potential. Unlike other electronic education materials, open courseware is distributed without charge and is disseminated electronically, rather than through printed media, to keep costs down. The document discusses the original source material used in open courseware and cautions that open courseware is copyrighted and is not therefore in the public domain. It describes the typical components of this courseware, as well as the various formats in which it is found. Since each teacher is unique, open courseware serves a valuable role by being adapted into a curriculum in varying degrees of completeness and complexity. Three case studies that demonstrate the use of open courseware are provided. (RJM) ED478533 Using Open Courseware in Curriculum Development. Fastback 508. 2003-00-00 ISBN-0-87367-890-7 45 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:47 RIEMAR2004

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No Democratic Values Educational Benefits Elementary Secondary Education Public Education Public Schools Success Kowal, Joan Thomas, M. Donald Opinion Papers Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document describes how public education has been a tremendous success for millions of children. It outlines the crucial role played by public education and how, in many cases, public schools are the only place where children receive care, sustenance, safety, and the opportunity to learn. The grand American tradition of public education began with Jefferson's ideal of an aristocracy based on talent and not on inherited wealth and privilege. Ever since its inception, this grand tradition of public education has undergone significant changes. It has been a crucial part of the immigrant experience, allowing the children of first-generation Americans to achieve a level of success that would not have been possible in their native countries. Indeed, education has produced a level of social mobility that is unmatched in most countries. It is public education that helps create a shared culture that is essential in any democracy. Public education also nurtures the financial health of any society and leads to the betterment of those who take full advantage of education's offerings. But education has come under full attack in the last 20 years, and although public education faces many challenges, its detractors fail to appreciate its many strengths and how it has shaped our culture. (Contains 10 references.) (RJM) ED478534 What's Right with Public Education. Fastback 501. 2002-00-00 ISBN-0-87367-883-4 38 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:48 RIEMAR2004

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No Classroom Techniques Educational Improvement Educational Philosophy Educational Principles Middle Schools Secondary Education Dougherty, John W. Guides - Non-Classroom Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document explores how teachers can connect the instructional and interpersonal approaches embedded in middle-school philosophy to effective classroom management. It describes the current mismatch between middle-school philosophy and practice and how the creation of middle-school grades introduced a volatile mismatch between a school's organization and the intellectual and emotional needs of young adolescents. Traditional methods of dealing with classroom misbehavior, left over from the eras of K-8 schools and junior highs, and the goals and philosophy of the middle school have not been fully reconciled. To correct this, schools need to create small communities. They also should teach a core academic program that helps students become critical thinkers, should foster students' health and fitness, and should re-engage families in education. Schools can move toward a positive classroom climate by making rules and consequences clear to everyone, by arranging classrooms so that they can be easily managed, by showing respect for students, by involving parents in all facets of their children's education, and by making team rules that establish parameters for student conduct. Finally, the school principal should establish an atmosphere of prevention and should work with teachers to manage behavior in order to avoid removing students from the classroom. (Contains 33 references.) (RJM) ED478535 Classroom Management and the Middle School Philosophy. Fastback 500. 2002-00-00 ISBN-0-87367-882-6 46 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:49 RIEMAR2004

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No Educational Administration Educational Methods Elementary Secondary Education Guides Organizational Development Teamwork Smialek, Mary Ann Guides - Non-Classroom Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document describes the many benefits that arise when educators work together as a team to solve problems and share decisions. Although not a quick fix for problems in education, a team-oriented culture helps people feel better about themselves and their efforts, encouraging staff at various levels in the school district to work together for continuous improvement. This pamphlet discusses guidelines for implementing cross-functional teams in education, identifying the characteristics of teams that participate in problem solving. It offers seven steps to team success: team training; time; a true, balanced representation of groups; follow through on team recommendations; respect and trust; communication; and recognition. All these steps were derived from surveys and interviews of successful teams. It also describes the Team Empowerment Model in Education (TEME), which incorporates three basic support networks: team-support partnerships, internal district-support partnerships, and external client-support partnerships. Ten steps to starting a new team are described, as are strategies for facilitating team processes. Once a team is formed, it can employ the Quality Empowerment Survey for Teams, which can help it stay on track and can ensure that it remains a productive force. (Contains 14 references.) (RJM) ED478536 Inside Teams in Education. Fastback 496. 2002-00-00 ISBN-0-87367-696-3 42 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:50 RIEMAR2004

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No Educational Improvement Elementary Secondary Education Guides Parent Participation Parent School Relationship Parent Teacher Conferences Parent Teacher Cooperation School Policy Georgiady, Nicholas P. Romano, Louis G. Guides - Non-Classroom Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document suggests some guidelines for conducting an effective parent-teacher conference. Many schools now host "arena type" conferences, in which the teachers assemble in the gymnasium and parents seek them out. This type of setting offers no privacy and places pressure on parents and teachers to keep discussions short. Ideally, teachers and parents need to meet one on one in a private setting. In preparation for the conference, teachers should organize a file containing samples of the student's work, should review anecdotal records of observations, and should evaluate recent test results, among other things. Parents also must prepare by coming ready to ask questions. During the conference, every effort must be made to keep it comfortable, to keep it positive, to listen to the parents, and to follow up afterward. For example, after the meeting the teacher should evaluate the session and make sure that he and the parent are clear about how the student's education is progressing. It is also important to anticipate parents' questions; some sample questions, along with suggested answers, are provided for all grade levels. Teachers will have to deal with different types of parents, including those who are timid, egotistical, angry, critical, worried, and reluctant. (RJM) ED478537 Positive Parent-Teacher Conferences. Fastback 491. 2002-00-00 ISBN-0-87367-691-2 38 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:52 RIEMAR2004

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No Class Size Educational Policy Educational Strategies Elementary Secondary Education Literature Reviews Summative Evaluation Teacher Student Ratio Fleming, Thomas Toutant, Tara Raptis, Helen Reports - Research Phi Delta Kappa Educational Foundation, Bloomington, IN. English This document summarizes the major studies published on class size and composition for the period 1900-96. It begins by examining the various indices that catalogue research on class size and also looks at those that provide abstracts of published articles, monographs, and government documents. These indices were used to compile a select bibliography with special emphasis on the period 1975-95, which seems to be representative of research as a whole. A content analysis of these documents, along with an ethnographic assessment, yield insights on the principal features of the research, as well as patterns. The study found that questions about class size and composition have been explored since the early 1900s, a time when urban classrooms often accommodated 60 students and one-room rural schools were commonplace. Over the decades the debate over class-size effects has continued, with several positions becoming evident. Some researchers believe that class size neither enhances nor diminishes academic achievement, whereas others have found that relationships do exist between class size and student outcomes. Much of the research focuses on student achievement, with few studies addressing student and teacher attitudes. Unfortunately, less than half of the research on class size and composition is methodologically sound and statistically valid. (Contains 55 references.) (RJM) ED478538 Class Size and Effects: A Review. Fastback 497. 2002-00-00 ISBN-0-87367-691-2 38 Phi Delta Kappa International, 408 N. Union St., P.O. Box 789, Bloomington, IN 47402-0789 ($3, single copy members; $4, single copy nonmembers). Tel: 812-339-1156; Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: information@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 8/19/2004 22:19:53 RIEMAR2004

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No Academic Achievement Academic Failure Black Dialects Black Students Black Teachers Cultural Differences Elementary Secondary Education Ethnicity Language of Instruction Language Usage Literacy Education Multilingualism Power Structure Sociolinguistics Student Evaluation Teacher Knowledge Urban Schools Women Faculty Delpit, Lisa, Ed. Dowdy, Joanne Kilgour, Ed. Books Collected Works - General English This book explores the many Englishes that are spoken in the classroom and the layers of politics, power, and identity that those different forms carry. There are 12 papers in three parts. Part 1, "Language and Identity," includes: "Ovuh Dyuh" (Joanne Kilgour Dowdy); and "Ebonics: A Case History" (Ernie Smith). Part 2, "Languages in the Classroom," includes: (3) "No Kinda Sense" (Lisa Delpit); (4) "Trilingualism" (Judith Baker); (5) "Some Basic Sociolinguistic Concepts" (Michael Stubbs); (6) "Language, Culture, and the Assessment of African American Children" (Asa G. Hilliard, III); (7) "I Ain't Writin' Nuttin': Permissions to Fail and Demands to Succeed in Urban Classrooms" (Gloria J. Ladson-Billings); and (8) "'...As Soon as She Opened Her Mouth!': Issues of Language, Literacy, and Power" (Victoria Purcell-Gates). Part 3, "Teacher knowledge," includes: (9) "Topsy-Turvies: Teacher Talk and Student Talk" (Herbert Kohl); (10) "Toward a National Public Policy on Language" (Geneva Smitherman); (11) "The Clash of 'Common Senses': Two African American Women Become Teachers" (Shuaib Meacham); and (12) "'We Don't Talk Right. You Ask Him'" (Joan Wynne). An appendix presents the Linguistic Society of America Resolution on the Oakland "Ebonics" issue. (Papers contain references.) (SM) ED478539 The Skin That We Speak: Thoughts on Language and Culture in the Classroom. 2002-00-00 ISBN-1-56584-544-7 239 New Press, 38 Greene Street, 4th floor, New York, NY 10013 (hardcover: ISBN-1-56584-544-7, $24.95; paperback: ISBN-1-56584-820-9, $16.95). Tel: 800-233-4830 (Toll Free); Fax: 212-629-8617; Web site: http://www.thenewpress.com/. N/A 2004 8/19/2004 22:19:54 RIEMAR2004

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Idaho National Assessment of Educational Progress Idaho National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Idaho's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Idaho is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Idaho's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Data from 2002 show a mean performance at the 60th percentile for 4th grade students on the state's reading test; Idaho did not participate in the 1998 NAEP 4th grade reading assessment. On Idaho's 8th grade mathematics test, students also performed at the 60th percentile; on the 2000 NAEP 8th grade mathematics assessment, 27 percent of students performed at the proficient level or above. Whites scored significantly higher than African Americans and Latinos in both 4th grade reading and 8th grade mathematics. Idaho had the eighth largest Latino-white achievement gap in 9th grade math in 2000, and Latino 8th graders performed at the bottom third among states in NAEP math. Latinos represent 10 percent of the public K-12 enrollment, but a considerably smaller percentage take Advanced Placement (AP) exams. About 37 percent of Idaho's high school students enroll in college, compared to 54 percent nationwide. About one quarter of Idaho's secondary school classes are taught by teachers lacking a major or minor in the field. Latino students are underrepresented in gifted education programs. Idaho districts with the highest child poverty rates have fewer state and local dollars to spend per student than districts with the lowest poverty rates. (SM) ED478540 Education Watch: Idaho. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Achievement Gap Illinois Illinois National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Illinois's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Illinois is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Illinois's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 59 percent of all 5th graders met or exceeded state reading standards. Illinois did not participate in the 1998 NAEP 4th grade reading assessment. Significantly more white than black 5th graders met or exceeded state reading standards. In 2002, 53 percent of all 8th graders met or exceeded state standards for mathematics. On the 2000 NAEP 8th grade mathematics assessment, 68 percent of Illinois students performed at the basic level, while 27 percent performed at the proficient level or above. Significantly more white than black 8th graders met or exceeded state mathematics standards. The African American-white 8th grade mathematics gap fell 13th among the states in 2000, with African American students performing in the top quarter among states in NAEP math. African American and Latino students are underrepresented in Advanced Placement (AP) exams. Asian American students have extremely high rates of AP test taking. About 48 percent of Illinois high school students enroll in college, compared to 54 percent nationwide. One in five Illinois secondary classes are taught by teachers lacking a major or minor in the field. African American students and Latino students are underrepresented in gifted education programs. Districts with higher child poverty rates and higher minority enrollments have fewer state and local dollars to spend per student than districts with lower poverty rates and lower minority enrollments. (SM) ED478541 Education Watch: Illinois. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Indiana National Assessment of Educational Progress Indiana National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Indiana's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Indiana is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on Indiana's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Data from 2001 show that 66 percent of all Indiana 3rd graders were above the state standard in English/Language Arts, with significantly more white than African American 3rd graders performing at or above the state English language arts standard. Indiana did not participate in the 1998 NAEP 4th grade reading assessment. The 2001 data show that 66 percent of all Indiana 8th graders were above the state mathematics standard, with white students far outperforming African American students. On the 2000 NAEP 8th grade mathematics assessment, 76 percent of Indiana 8th graders scored at the basic level or above, while 31 percent performed at or above the proficient level. Indiana had the fifth smallest African American-white achievement gap on the 2000 NAEP grade 8 math assessment. African American students are underrepresented in Advanced Placement (AP) exam taking, while Asian American students take AP exams in extremely high numbers. About 43 percent of Indiana's high school students enroll in college, compared to 54 percent nationwide. One in eight Indiana secondary classes are taught by teachers lacking a major or minor in the field. African American students are overrepresented in special education and underrepresented in gifted education. Districts with higher child poverty rates have fewer state and local dollars to spend per student than districts with lower poverty rates, while districts with higher minority enrollments have more dollars to spend than districts with lower minority enrollments. (SM) ED478542 Education Watch: Indiana. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Iowa National Assessment of Educational Progress Achievement Gap Iowa National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Iowa's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Iowa is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001-2002, 69 percent of all 4th graders were proficient or above in reading on the Iowa Test of Basic Skills. Significantly more white than black 4th graders were proficient or above in reading. On the 1998 NAEP 4th grade reading assessment, 35 percent of Iowa students performed at or above the proficient level. In 2001-2002, 73 percent of all 8th graders were proficient or above in mathematics. Significantly more white than black 8th graders were proficient or above in math. Iowa did not participate in the NAEP 8th grade mathematics assessment. Iowa's African American-white 4th grade reading achievement gap was the 8th largest among the states in 1998. African American and Latino students are underrepresented in taking Advanced Placement exams, while Asian Americans have a high rate of AP test taking. About 53 percent of Iowa high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a significantly lower rate than students from other groups. Nearly one in seven Iowa secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478543 Education Watch: Iowa. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Kansas National Assessment of Educational Progress Kansas National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Kansas's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Kansas is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 Kansas reading assessment show that 40 percent of all 5th graders were proficient or above in reading, while on the 1998 NAEP 4th grade reading assessment, 34 percent of students performed at or above the proficient level. Significantly more white than Latino 5th graders were proficient or above in reading. In 2002, 35 percent of all 7th graders were proficient or above on the Kansas mathematics assessment, while on the 2000 NAEP 8th grade mathematics assessment, 34 percent of students performed at or above the proficient level. Significantly more white than Latino 7th graders were proficient or above in math. Kansas had the seventh smallest Latino-white 4th grade reading achievement gap in 1998, and the state ranked 14th among all states on the 2000 NAEP grade 8 math assessment. Latino students are very underrepresented in Advanced Placement (AP) test taking, while Asian American students have an extremely high rate of AP test taking. About 45 percent of Kansas high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. About one in five Kansas secondary classes are taught by teachers lacking a major or minor in the field. African American and Latino students are underrepresented in gifted education. Districts with the highest child poverty rates and highest minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478544 Education Watch: Kansas. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Kentucky National Assessment of Educational Progress Kentucky National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Kentucky's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Kentucky is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 60 percent of all 4th graders were proficient or above in reading on the state's assessment, while 29 percent performed at or above the proficient level on the 1998 NAEP 4th grade reading assessment. Significantly more white than African American 4th graders were proficient or above in reading. In 2002, 26 percent of all 8th graders were proficient or above in mathematics on the state assessment, while 21 percent performed at that level on the 2000 NAEP 8th grade mathematics assessment. Significantly more white than African American 8th graders were proficient or above in math. Kentucky had the sixth smallest African American-white 4th grade reading achievement gap in 1998 and the 3rd smallest gap among all states on the 2000 NAEP grade 8 math assessment. African American students are underrepresented in Advanced Placement test taking, while Asian American students take them at high rates. About 37 percent of Kentucky high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. Almost one-third of Kentucky secondary classes are taught by teachers lacking a major or minor in the field. African American students are underrepresented in gifted education programs. Districts with the highest child poverty rates and highest minority enrollments have the most state and local dollars to spend per student. (SM) ED478545 Education Watch: Kentucky. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Achievement Gap Louisiana Louisiana National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Louisiana's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Louisiana is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 19 percent of all 4th graders were proficient or above in reading on the state assessment and on the 1998 NAEP assessment. Significantly more white than African American 4th graders were proficient or above in reading. In 2002, 4 percent of all 8th graders were proficient or above in mathematics on the state assessment, while 12 percent of Louisiana 8th graders performed at the proficient level on the 2000 NAEP assessment. More whites than African Americans proficient or above in math. Louisiana had the fourth largest African American-white 4th grade reading achievement gap in 1998 and the sixth largest African American-white achievement gap on the 2000 8th grade math assessment. African American students are underrepresented in Advanced Placement test taking, while Asian American and white students take them at high rates. About 35 percent of Louisiana high school students enroll in college, compared to 54 percent nationwide. About two in five of Louisiana's secondary classes are taught by teachers lacking a major or minor in the field. African Americans are underrepresented in gifted education and overrepresented in special education. Districts with the highest child poverty rates and highest minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478546 Education Watch: Louisiana. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Maine National Assessment of Educational Progress Maine National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Maine's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Maine is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In the 2002, 49 percent of all 4th graders met or exceeded state reading standards, while 36 percent performed at or above the proficient level on the 1998 NAEP reading assessment. Significantly more white than Latino 4th graders read at the proficient or above level in 1998. In 2002, 21 percent of all 8th graders met or exceeded state standards for mathematics, while 32 percent performed at or above the proficient level on the 2000 NAEP assessment. Maine has the smallest poor/nonpoor achievement gap in NAEP reading and mathematics nationwide. African American, Asian, Latino, and white students participate in Advanced Placement exams at proportional rates. About 43 percent of Maine high school students enroll in college, compared to 54 percent nationwide. Three in ten Maine secondary classes are taught by teachers lacking a major or minor in the field. Participation in gifted and talented programs and special education is relatively proportional across ethnic groups. Districts with higher child poverty rates and higher minority enrollments have fewer state and local dollars to spend per student than districts with lower poverty rates and lower minority enrollments. (SM) ED478547 Education Watch: Maine. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Maryland National Assessment of Educational Progress Achievement Gap Maryland National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Maryland's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Maryland is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In the 2002 state assessment, 42 percent of all 5th graders were satisfactory or above in reading, while 61 percent of 4th graders performed at the basic level or higher and 29 percent at the proficient level or higher on the 1998 NAEP assessment. Significantly more white than black 5th graders were proficient or above in reading. In the 2002 state assessment, 35 percent of all 8th graders were satisfactory or above in mathematics, while 29 percent performed at or above the proficient level on the 2000 NAEP mathematics assessment. Significantly more white than black 8th graders were proficient or above in math. Maryland (along with three other states) had the eighth largest African American-white 4th grade reading achievement gap in 1998. Maryland had the third largest African American-white achievement gap on the 2000 NAEP grade 8 math assessment. African Americans are underrepresented in Advanced Placement (AP) exam taking, while Asian Americans have an extremely high AP test taking rates. Over 40 percent of Maryland high school students enroll in college, compared to 54 percent nationwide. Over one in five Maryland secondary classes are taught by teachers lacking a major or minor in the field. African Americans are underrepresented in gifted education, while Asian Americans enroll in gifted education programs at higher rates. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED478548 Education Watch: Maryland. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Massachusetts National Assessment of Educational Progress Massachusetts National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Massachusetts's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Massachusetts is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Data from the 2002 state assessment show that 54 percent of all 4th graders were proficient or above in English/Language Arts, with significantly more white than Latino 4th graders performing at this level. On the 1998 NAEP 4th grade reading assessment, 37 percent of Massachusetts students performed at or above the proficient level. The 2002 state assessment data show that 34 percent of all 8th graders were proficient or above in mathematics, with white students far outperforming Latino students. 2000 NAEP mathematics assessment results show that 32 percent of 8th graders were at or above the proficient level. Massachusetts' Latino-white 4th grade reading achievement gap and 8th grade mathematics gap fell 25th and 22nd among the states in 1998 and 2000, respectively. African Americans and Latinos are underrepresented in Advanced Placement (AP) exam taking, while Asian American students take AP exams in extremely high numbers. About 54 percent of Massachusetts' high school students enroll in college, equal to the national rate. One in five Massachusetts secondary classes are taught by teachers lacking a major or minor in the field. African Americans and Latinos are somewhat overrepresented in special education and underrepresented in gifted education. Districts with higher child poverty rates and higher minority enrollments have the most state and local dollars to spend per student. (SM) ED478549 Education Watch: Massachusetts. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Michigan National Assessment of Educational Progress Michigan National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Michigan's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Michigan is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 57 percent of all 4th graders met the moderate or satisfactory state standard in reading, with whites significantly outperforming African Americans. On the 1998 NAEP 4th grade reading assessment, 63 percent of Michigan students performed at the basic level, while 28 percent were at or above the proficient level. In 2002, 54 percent of all 8th graders met or exceeded the state standards in mathematics, with whites significantly outperforming African Americans. On the 2000 NAEP 8th grade mathematics assessment, 69 percent of Michigan students performed at the basic level, while 29 percent were at or above the proficient level. Michigan had the eighth largest African American-white 4th grade reading achievement gap nationwide in 1998 and the second largest African American-white 8th grade mathematics achievement gap in 2000. African Americans are significantly underrepresented in Advanced Placement examination taking and in gifted and talented programs. About 42 percent of Michigan's high school students enroll in college, compared to 54 percent nationwide. One in five Michigan secondary classes are taught by teachers lacking either a major or minor in the field. Districts with higher child poverty rates have fewer state and local dollars to spend per student, while districts with higher minority enrollments have more state and local dollars to spend per student. (SM) ED478550 Education Watch: Michigan. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Achievement Gap Minnesota Minnesota National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Minnesota's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Minnesota is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 64 percent of all 5th graders performed at the basic level or above in reading on the state assessment. On the 1998 NAEP 4th grade reading assessment, 69 percent of Minnesota students performed at the basic level, while 36 percent performed at or above the proficiency level. Significantly more whites than blacks were proficient or above in reading. In 2002, 74 percent of all 8th graders passed the state mathematics assessment.On the 2000 NAEP 8th grade mathematics assessment, 40 percent of Minnesota students were at or above the proficient level. Significantly more white than black 8th graders passed the state standards test. Minnesota had the fourth largest African American-white NAEP 4th grade reading achievement gap in 1998 and the seventh largest Latino-white 8th grade NAEP mathematics achievement gap in 2000. African American students are underrepresented in Advanced Placement (AP) exam taking, underrepresented in gifted and talented programs, and overrepresented in special education. Over 40 percent of Minnesota high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a significantly higher rate than students from other groups. About 1 in 14 Minnesota secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have more state and local dollars to spend per student than those with lower poverty rates and lower minority enrollments. (SM) ED478551 Education Watch: Minnesota. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Mississippi National Assessment of Educational Progress Mississippi National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Mississippi's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Mississippi is doing in narrowing the academic achievement gap between African American, Latino, or low-income students and their white, middle class peers, the report presents NAEP data by race, ethnicity, and family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 84 percent of all 4th graders were proficient or above in reading on the state assessment, while 18 percent were proficient or above on the 1998 NAEP reading assessment. Significantly more whites than blacks were at this level. In 2002, 46 percent of all 8th graders were proficient or above on the state mathematics assessment, while 8 percent of Mississippi 8th graders were proficient or above on the 2000 NAEP mathematics assessment. Significantly more whites than blacks performed at this level. Mississippi had the sixth smallest African American-white 4th grade reading achievement gap nationwide on the 1998 NAEP assessment and the eighth smallest 8th grade mathematics achievement gap in 2000. African American students are underrepresented in Advanced Placement (AP) exam taking, overrepresented in special education, and underrepresented in gifted programs. About 34 percent of Mississippi's high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. Three in ten Mississippi secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates have fewer state and local dollars to spend per student, while districts with higher minority enrollments have more state and local dollars to spend per student. (SM) ED478552 Education Watch: Mississippi. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Disabilities Education Work Relationship High Schools Individualized Education Programs Personal Autonomy Research Utilization Self Advocacy Self Determination Student Participation Transitional Programs Bremer, Christine D. Kachgal, Mera Schoeller, Mera Guides - Non-Classroom Information Analyses National Center on Secondary Education and Transition, Minneapolis, MN. English This brief report applies research on self-determination to suggestions for helping students with disabilities make a successful transition from school to adult life. First, it defines the concept of self-determination and considers how self-determination is learned. It summarizes research supporting the view that self-determination in high school is related to positive transition outcomes. Student involvement in his/her individualized education program process is encouraged and sources of self-determination curricula are noted. Principles of promoting self-determination in youth with disabilities are listed and include: (1) promote choice making; (2) encourage exploration of possibilities; (3) promote reasonable risk taking; (4) encourage problem solving; (5) promote self advocacy; (6) facilitate development of self-esteem; (7) develop goal setting and planning skills; and (8) help youth understand their disabilities. References include curricula and Web sites. (Contains 27 references.) (DB) ED478553 Self-Determination: Supporting Successful Transition. Research to Practice Brief. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. Administrators Parents Practitioners Teachers 8 National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu; Web site: http://www.ncset.org. For full text: http://www.ncset.org/publications/researchtopractice/NCSETResearchBrief_2.1.pdf. N/A 2004 8/19/2004 22:20:19 RIEMAR2004 H326J000005 Volume 2, Issue 1.

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No Ability Academic Achievement Achievement Tests Adaptive Behavior (of Disabled) Cognitive Tests Curriculum Based Assessment Disabilities Early Childhood Education Educational Assessment Elementary Secondary Education Evaluation Methods Informal Assessment Intelligence Tests Models Student Evaluation Taylor, Ronald L. Books Guides - Non-Classroom Information Analyses English This text on the assessment of students with disabilities is divided into six major parts. Part 1, "Introduction to Assessment, Issues and Concerns," discusses the historical, philosophical, legal, practical and ethical bases of assessment and proposes an assessment model. Part 2, "Informal Procedures: Basic Tools for Teachers," includes chapters on observational assessment, criterion-referenced testing and curriculum-based assessment, and portfolio assessment and other alternative procedures. Part 3, "Assessment of Abilities," addresses the assessment of intelligence, adaptive behavior, behavior and emotional states, and oral language. Part 4, "Assessment of Achievement," considers assessment of general achievement, reading, mathematics, and written expression. Part 5, "Special Assessment Considerations," includes chapters on comprehensive assessment systems, early childhood assessment, and vocational/transitional assessment. The last part, "Examples: Putting It All Together," offers two detailed case studies. Appendices provide definitions and assessment profiles for selected categories, a functional behavioral assessment form and lists of instruments for measuring processing skills, instruments for measuring traumatic brain injury, and cognitive measures for special populations. (Contains more than 1,200 references.) (DB) ED478554 Assessment of Exceptional Students: Educational and Psychological Procedures. Sixth Edition. 2003-00-00 ISBN-0-205-35107-7 Practitioners 575 Allyn & Bacon, 75 Arlington St., Suite 300, Boston, MA 02116 ($86). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. N/A 2004 8/19/2004 22:20:21 RIEMAR2004 For the fifth edition, see ED 436 064.

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Yes Accountability Compliance (Legal) Disabilities Educational Policy Elementary Secondary Education Program Effectiveness School Choice Special Education Student Costs Student Rights Sailor, Wayne Stowe, Matt Reports - Evaluative Individuals with Disabilities Education Act Individuals with Disabilities Education Act National Council on Disability, Washington, DC. English This policy paper provides a rationale for assessing the issue of school vouchers with emphasis on students with disabilities. It provides the following major findings: (1) rights under the Individuals with Disabilities Education Act (IDEA) generally do not extend to participants in voucher programs; (2) evaluative studies of school choice and voucher options have shown mixed results and special education has usually been ignored; (3) vouchers usually only cover a portion of special education costs above the cost of private school tuition; (4) principles of school choice and voucher programs may not be consistent with IDEA principles such as accountability for results; (5) types of structure, policies, and procedures of voucher programs profoundly affect student rights; and (6) choice provisions offered general education students must also be extended to special education students. This paper offers some guiding questions for policy makers and education leaders. It concludes that they have a major challenge to ensure that any development of school vouchers is based on the direct input of parents, positive results for students with disabilities, sound empirical research of its effectiveness as a policy option, and is in accordance with applicable federal (and state) law and civil rights legislation. (Contains 98 references.) (DB) ED478555 School Vouchers and Students with Disabilities. Policy Paper. 2003-00-00 Policymakers 57 National Council on Disability, 1331 F St., N.W., Suite 1020, Washington, DC 20004. Tel: 202-272-2004; Tel: 202-272-2074 (TTY); Fax: 202-171-2022; Web site: http://www.ncd.gov. For full text: http://www.ncd.gov/newsroom/publications/pdf/vouchers.pdf. N/A 2004 2016-11-21

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Yes Adolescents Children Delinquency Disabilities Elementary Secondary Education Federal Legislation Incidence Intervention Juvenile Justice Policy Formation Prevention Program Effectiveness Public Policy Research and Development Theory Practice Relationship Trend Analysis Mears, Daniel P. Aron, Laudan Bernstein, Jenny Information Analyses Reports - Evaluative National Council on Disability, Washington, DC. English This report summarizes the state of knowledge about children and youth with disabilities at risk of delinquency or already involved with the juvenile justice system. It reviews the existing research as well as perspectives of service providers, administrators, policy makers, and advocates. Following an executive summary and introductory chapter, chapters address the following topics: (1) background; (2) data and methodology; (3) current laws and philosophical framework; (4) disability, delinquency, and juvenile justice; (5) risk and protective factors associated with juvenile delinquency; (6) program and policy trends; (7) promising practices and criteria/measures of effectiveness; (8) implementation of disability law and programs (barriers and facilitators); and (9) recommendations. Recommendations urge identifying a range of strategies to promote compliance with federal disability law for at-risk children and youth; increasing funding and/or resources to schools and the juvenile justice system; designating a single federal agency whose sole focus is the needs of youth with disabilities entering the juvenile justice system; conducting research on the true prevalence of youth with disabilities across all stages of the juvenile justice system; and conducting an assessment to determine what programs and policies are most effective in schools, communities, and the juvenile justice system. Five appendices provide additional detail and list resources. (Contains approximately 200 references.) (DB) ED478556 Addressing the Needs of Youth with Disabilities in the Juvenile Justice System: The Current Status of Evidence-Based Research. 2003-05-01 Policymakers 220 National Council on Disability, 1331 F St., N.W., Suite 1020, Washington, DC 20004. Tel: 202-272-2004; Tel: 202-272-2074 (TTY); Fax: 202-171-2022; Web site: http://www.ncd.gov. For full text: http://www.ncd.gov/newsroom/publications/pdf/juvenile.pdf. N/A 2004 8/19/2004 22:20:25 RIEMAR2004 Assistance provided by Ruth M. White.

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Yes Academic Standards Assistive Technology Distance Education Elementary Secondary Education Inservice Teacher Education Integrated Curriculum Mild Disabilities Program Effectiveness Regular and Special Education Relationship Special Education Teachers Workshops Puckett, Kathleen S. Reports - Descriptive Speeches/Meeting Papers English This paper discusses the development of an assistive technology (AT) toolkit for special education teachers to use in integrating assistive technology with general curriculum standards for students with high incidence (mild) disabilities. Participants were 31 K-8 special education teacher-volunteers recruited from schools representing urban, rural, and suburban school settings in two states. Teachers participated in four weeks of asynchronous on-line training and discussion on assistive technology and general curriculum standards and attended a 25-hour workshop on the following assistive technology applications: word prediction, voice input, speech output, concept mapping, multimedia, and alternative keyboards. Teachers received an AT toolkit for classroom use and developed lesson plans that integrated language arts and math general curriculum standards with technology. Evaluation indicated: (1) improvement in teacher knowledge, confidence, and willingness to use assistive technology in lesson plans addressing state curriculum standards; (2) the need for hands-on training and support in implementing assistive technology; and (3) the necessity of ready access to necessary software and equipment for instructional purposes. (Contains 13 references.) (DB) ED478557 Integrating Assistive Technology with Curriculum Standards. 2002-11-06 Tennessee Higher Education Commission, Nashville. 23 N/A 2004 8/19/2004 22:20:27 RIEMAR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (29th, Chattanooga, TN, November 6-8, 2002).

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Yes Disabilities Educational Change Educational Finance Educational Policy Elementary Secondary Education Private Schools Scholarships School Choice Special Education State Programs Salisbury, David F. Opinion Papers Reports - Descriptive Florida Florida Cato Inst., Washington, DC. English This paper describes Florida's school choice program, instituted in 2000, for students with disabilities. It reports that, during 2000-01, the McKay Scholarship Program for Students with Disabilities provided scholarships to more than 1,000 students who chose to attend private schools rather than remain in their neighborhood public schools. It notes that currently more than 8,000 special education students in Florida attend 464 private schools throughout the state. It finds that private schools have proven their willingness to accept McKay scholarship students and that 89% of McKay students reenrolled in their scholarship schools, demonstrating that most parents are satisfied with their chosen private school. Separate sections of the report address how the McKay Scholarship Program works; scholarship recipients; participating private schools; benefits for students; and effect on public schools. A section on criticisms of the McKay program considers issues of accountability, inclusion, and regulation of private schools. Other sections consider parents' rights and the Individuals with Disabilities Education Act (IDEA), the McKay program and federal special education policy, and the future of special education. The paper concludes that the McKay program should be expanded and that Congress should deregulate IDEA to allow more school choice for children in special education programs. (Contains 57 references.) (DB) ED478558 Lessons from Florida: School Choice Gives Increased Opportunities to Children with Special Needs. Cato Institute Briefing Papers. 2003-03-20 Policymakers 17 Cato Institute, 1000 Massachusetts Ave., N.W., Washington, DC 20001 ($2). Tel: 202-842-0200; Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. For full text: http://www.cato.org/pubs/briefs/bp81.pdf. N/A 2004 2016-11-21

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Yes Ancillary School Services Cancer Cerebral Palsy Delivery Systems Educational Methods Elementary Secondary Education Inclusive Schools Multiple Disabilities Occupational Therapy Physical Disabilities Pupil Personnel Services Related Services (Special Education) Special Health Problems Kulik, Barbara J., Ed. Collected Works - Serials Reports - Descriptive Council for Exceptional Children, Arlington, VA. Div. for Physical and Health Disabilities. English Two issues of this journal on education and related services for students with physical disabilities contain the following major articles or reviews: "Environmental Effects on Education" (Harold F. Perla); "Using Touch Math for Students with Physical Impairments To Teach and Enhance Beginning Math Skills" (Adrienne L. Duris); "Traumatic Brain Injury: A Five State Study of Special and General Education Preparation Experiences" (J. Keith Chapman); "Teaching Individuals with Physical, Health, or Multiple Disabilities, Fourth Edition: Review" (Mary Polancih); "Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers (2nd Edition): Review" (Kathryn D. Peckham-Hardin); "The Physician's Guide To Caring for Children with Disabilities and Chronic Conditions: Review" (Fabian Gorodzinsky); "Someone Was Watching Over?" (Harold F. Perla); "Self-Regulatory Strategy Use of Children with Cancer in an Alternative Education Setting" (Andrea Crossland); "Service Delivery Practices and Educational Outcomes of the Related Service of Occupational Therapy" (Karin J. Barnes); "Educational and Psychosocial Implications Affecting Childhood Cancer Survivors: What Educators Need To Know" (Cathleen G. Spinelli); and "A Case Study of Three Professionals with Cerebral Palsy: Factors in Common" (S. John Obringer and Kenneth M. Coffey). (Individual articles contain references.) (DB) ED478559 Physical Disabilities: Education and Related Services, Fall 2002-Spring 2003. Physical Disabilities: Education and Related Services v21 n1-2 Fall 2002-Spr 2003 2003-00-00 137 Boyd Printing Co., 49 Sheridan Ave., Albany, NY 12210 ($35 per year, individuals; $75 per year, institutions; $6 per back issue). Tel: 800-877-2693, ext. 118 (Toll Free); e-mail: qcorp@compuserve.com. T 2004 8/19/2004 22:20:31 RIEMAR2004 Published biannually. For the Fall 2001-Spring 2002 issues (Volume 20), see ED 465 246.

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No Ability Identification Curriculum Development Elementary Secondary Education Gifted Instructional Design Professional Development Program Administration Program Development Program Evaluation School Counseling Special Education Standards Student Development Talent Landrum, Mary S., Ed. Callahan, Carolyn M., Ed. Shaklee, Beverly D., Ed. Collected Works - General Guides - Classroom - Teacher English This book is a guide to the standards for programs designed for gifted and talented students developed by the National Association for Gifted Students in 1998. The guide is intended to provide practical help to practitioners by including annotations that supply a rationale and further explanations for each standard. A standard statement, description, rationale, lists of benefits and potential barriers to implementation, and examples of meeting the standard at the minimum and exemplary levels are given for each standard. Individual chapters are: (1) "Program Design" (Beverly D. Shaklee); (2) "Program Administration and Management" (Mary S. Landrum and others); (3) "Socio-Emotional Guidance and Counseling" (Helen L. Nevitt); (4) "Student Identification" (Susan J. Hansford and others); (5) "Curriculum and Instruction" (Kimberley Chandler); (6) "Professional Development" (Mary S. Landrum); and (7) "Program Evaluation" (Carolyn M. Callahan). An appendix contains the Pre-K-Grade 12 Gifted Program Standards. (Contains 66 references.) (DB) ED478560 Aiming for Excellence: Gifted Program Standards. Annotations to the NAGC Pre-K-Grade 12 Gifted Program Standards. 2000-00-00 ISBN-1-882664-72-8 Practitioners Teachers 110 Prufrock Press, Inc., P.O. Box 8813, Waco, TX 76714-8813 ($29.95). Tel: 800-998-2208 (Toll Free); Tel: 254-756-3337; Fax: 800-240-0333 (Toll Free); Web site: http://www.prufrock.com. N/A 2004 8/19/2004 22:20:32 RIEMAR2004 "A Service Publication of the National Association for Gifted Children."

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Yes Disabilities Educational Policy Elementary Secondary Education Employment Patterns Labor Market Personnel Policy Special Education Teachers Teacher Shortage Teacher Supply and Demand Trend Analysis Muller, Eve Markowitz, Joy Information Analyses National Association of State Directors of Special Education, Alexandria, VA. English This paper summarizes key findings from three 2002 documents on availability of special education professionals: "The Supply and Demand of Special Education Teachers: The Nature of the Chronic Shortage of Special Education Teachers" (J. McLeskey and others); "Special Education Teacher Retention and Attrition" (B. Billingsley); and "The Proliferation of Alternative Routes to Certification in Special Education: A Critical Review of the Literature" (M. Rosenberg and P. Sindelar). The paper addresses the following topics: magnitude of the special education teacher shortage; factors influencing demand; factors influencing supply; reasons for low teacher supply; attrition and retention; filling teacher vacancies and reducing demand; and future research directions. Three policy recommendations for state and local education agencies emerged from analysis of these documents: (1) focus on strategies for supporting new special education teachers (e.g., mentoring, administrative support) in addition to recruitment strategies; (2) examine teacher roles, responsibilities and caseloads to ensure that educators have adequate time to focus on student and family needs; and (3) collaborate with institutions of higher education in developing and implementing alternative certification programs. (Contains 44 references.) (DB) ED478561 Supply and Demand of Special Education Professionals. Synthesis Brief. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. 14 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 8/19/2004 22:20:34 RIEMAR2004 H326F000001 Produced by Project FORUM at NASDE.

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Yes Data Collection Databases Disabilities Educational Legislation Educational Policy Elementary Secondary Education Federal Regulation Information Retrieval Special Education State Regulation State Standards Ahearn, Eileen Jackson, Terry Reports - Descriptive State Policy National Association of State Directors of Special Education, Alexandria, VA. English This paper describes the National State Policy Database (NSPD), a full-text searchable database of state and federal education regulations for special education. It summarizes the history of the NSPD and reports on a survey of state directors or their designees as to their use of the database and their suggestions for its future expansion. The history of NSPD is recounted from its origins in 1990 through its development and availability on the Internet since 1998. It notes that the NSPD currently contains the special regulations for 49 states and the Department of Defense schools, as well as the 1997 federal regulations for the Individuals with Disabilities Education Act. Survey interviews with 36 state directors and staff found that 25 states were using the NSPD, that 22 of these indicated no problems with its use, and that commonly reported uses included providing a perspective on what other states are doing; helping with policy development and revision; and allowing examination of specific policy issues in depth. Interviewees also suggested additions to the NSPD and offered suggestions for updating the NSPD. Nonusers of the database indicated this is because they were not aware of it, the database does not fit their needs, or they have difficulty accessing information. (DB) ED478562 The National State Policy Database. Quick Turn Around (QTA). 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. Policymakers 6 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 2016-11-21

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Yes Curriculum Design Design Requirements Disabilities Elementary Secondary Education Instructional Materials Professional Development State Programs Technical Assistance Muller, Eve Tschantz, Jennifer Reports - Descriptive Kentucky New York Ohio California California Kentucky New York Ohio National Association of State Directors of Special Education, Alexandria, VA. English This paper summarizes information from interviews with four states regarding their Universal Design for Learning (UDL) initiatives, i.e., state or regional level efforts to promote the principles and practices of UDL via professional development or the production and/or dissemination of universally designed instructional materials. Discussion of the origins of UDL notes the term's use to describe learning technologies that provide access to the curriculum for students both with and without disabilities. The paper then describes the individual features of UDL efforts in four states, noting also strategies and barriers mentioned by state representatives interviewed. It reports that Kentucky has the most comprehensive and long-standing UDL initiative. This has three goals: integration of UDL concepts and technology across all schools; increased access to digitized text and curriculum; and development of a Web-based state assessment. New York's program emphasizes developing providers of technical assistance in UDL to districts and schools, disseminating information on UDL, and adding UDL to the teacher preservice curriculum. California's program stresses conversion of curricular materials into digital formats and dissemination of UDL information. Ohio's program stresses building organizational capacity, introducing UDL concepts in professional development, and a pilot project providing six school-level teams with training and support. (DB) ED478563 Universal Design for Learning: Four State Initiatives. Quick Turn Around (QTA). 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. Policymakers 17 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 2016-11-21

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Yes Disabilities Disability Identification Elementary Secondary Education Evaluation Methods Intervention Self Management Sensory Integration Student Characteristics Theories DiMatties, Marie E. Sammons, Jennifer H. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This brief paper summarizes what is known about sensory integration and sensory integration dysfunction (DSI). It outlines evaluation of DSI, treatment approaches, and implications for parents and teachers, including compensatory strategies for minimizing the impact of DSI on a child's life. Review of origins of sensory integration theory in the work of A. Jean Ayres more than 20 years ago is followed by consideration of characteristics of sensory integration dysfunction, defined as the "inability to modulate, discriminate, coordinate or organize sensation adaptively." It then addresses methods for identifying DSI including skilled observation of the child, parent/caregiver sensory questionnaires or checklists, and standardized tests of general development and motor functioning. Interventions based on sensory integration theory are explained and include therapist consultation, a sensory diet of specific sensory activities, a comprehensive approach to treating sensory defensiveness, and the "How Does Your Engine Run?" program, a step-by-step method that teaches children simple changes to their daily routine to help them self-regulate. The paper concludes that collaboration among the therapist, teacher, and parent is most effective. (Contains 10 references.) (DB) ED478564 Understanding Sensory Integration. ERIC Digest. 2003-05-00 Special Education Programs (ED/OSERS), Washington, DC. Parents Practitioners 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free). For full text: http://www.ericcec.org. N/A 2004 2016-11-21

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No Cognitive Processes Data Collection Elementary Secondary Education Grammar Higher Education Incidental Learning Intentional Learning Interlanguage Language Processing Language Research Memory Native Speakers Second Language Learning Socialization Doughty, Catherine J., Ed. Long, Michael H., Ed. Books Collected Works - General Language Contact Universal Grammar Authentic Learning English This handbook provides an integrated discussion of key issues in second language acquisition (SLA). The 24 chapters include the following: (1) "The Scope of Inquiry and the Goals of SLA" (Catherine J. Doughty and Michael H. Long); (2) "On the Nature of Interlanguage Representation: Universal Grammar in the Second Language" (Lydia White); (3) "The Radical Middle: Nativism without Universal Grammar" (William O'Grady); (4) "Constructions, Chunking, and Connectionism: The Emergence of Second Language Structure" (Nick C. Ellis); (5) "Cognitive Processes in Second Language Learners and Bilinguals: The Development of Lexical and Conceptual Representations" (Judith F. Kroll and Gretchen Sunderman); (6) "Near-Nativeness" (Antonella Sorace); (7) "Language Socialization in SLA" (Karen Ann Watson-Gegeo and Sarah Nielsen); (8) "Social Context" (Jeff Siegel); (9) "Input and Interaction" (Susan M. Gass); (10) "Instructed SLA: Constraints, Compensation, and Enhancement" (Catherine J. Doughty); (11) "Implicit and Explicit Learning" (Robert DeKeyser); (12) "Incidental and Intentional Learning" (Jan H. Hulstijn); (13) "Automaticity and Second Languages" (Normal Segalowitz); (14) "Variation" (Suzanne Romaine); (15) "Cross-Linguistic Influence" (Terence Odlin); (16) "Stabilization and Fossilization in Interlanguage Development" (Michael H. Long); (17) "Maturational Constraints in SLA" (Kennety Hyltenstam and Niclas Abrahamsson); (18) "Individual Differences in Second Language Learning" (Zoltan Dornyei and Peter Skehan); (19) "Attention and Memory During SLA" (Peter Robinson); (20)"Language Processing Capacity" (Manfred Pienemann); (21) "Defining and Measuring SLA" (John Norris and Lourdes Ortega); (22) "Data Collection in SLA Research" (Craig Chaudron); (23) "SLA Theory: Construction and Assessment" (Kevin R. Gregg); and (23) "SLA and Cognitive Science" (Michael H. Long and Catherine J. Doughty). (Papers contain references.) (SM) ED478565 The Handbook of Second Language Acquisition. Blackwell Handbooks in Linguistics. 2003-00-00 ISBN-0-631-21754-1 898 Blackwell Publishing, 350 Main Street, Malden, MA 02148 ($149.95). Tel: 800-216-2522 (Toll Free); Web site: http://www.blackwellpublishing.com. N/A 2004 2016-11-21

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Yes Anxiety College Students Cultural Awareness Elementary Secondary Education English (Second Language) Foreign Countries High School Students Higher Education Interlanguage Interpersonal Communication Language Proficiency Language Teachers Research Second Language Instruction Second Language Learning Student Attitudes Student Motivation Robinson, Peter, Ed. Sawyer, Mark, Ed. Ross, Steven, Ed. Collected Works - General Japan Japan Japan Association for Language Teaching, Tokyo. English This collection of papers includes the following: "Second Language Acquisition Research in Japan: Theoretical Issues" (Peter Robinson, Mark Sawyer, and Steven Ross); (2) "Focus on Form: Implicit and Explicit Form Focused Instruction Incorporated into a Communicative Task" (Hitoshi Muranoi); (3) "A Task that Works for Negotiation of Meaning" (Terefumi Fubata); (4) "Noticing Output and its Effects on Learner Production" (David Aline); (5) "Implicit and Explicit Instruction of L2 Complex Request Forms" (Satomi Takahashi); (6) "Literacy as an Anchor for the Spoken Language: Evidence from Adult Attriters of L2 Japanese" (Lyne Hansen and Jesse Newbold); (7) "Relationships among Attitudes, Motivation, Anxiety and English Language Proficiency in Japanese College Students" (Amy Yamashiro and John McLaughlin); (8) "Investigating the Role of Aptitude in an EFL Course in Japan" (James Sick and Kay Irie); (9) "The Role of the Language Teacher: Cross Cultural Perspectives" (Stephen M. Ryan and Veronica Makarova); and (10) "Japanese Secondary Students Attaining Oral Proficiency: Interviews with More and Less Proficient Individuals" (Jacqueline Beebe). (Papers contain references.) (SM) ED478566 Second Language Acquisition Research in Japan. JALT Applied Materials. 2001-00-00 ISBN-4-901352-00-9 180 Japan Association for Language Teaching, JALT Central Office Urban Edge Building, 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, Japan. E-mail: jalt@gol.com; Web site: http://www.jalt.org. N/A 2004 2016-11-21

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Yes Action Research Audiotape Recordings Bilingual Students Childrens Literature Computer Uses in Education Critical Thinking Cultural Differences Discussion Groups Educational Change Elementary Secondary Education English (Second Language) Ethnography Films Foreign Countries Gender Issues Global Approach Higher Education Imagination Immersion Programs Internet Interpersonal Communication Language Fluency Language Proficiency Learning Strategies Middle School Students Phonics Pronunciation Qualitative Research Reading Programs Second Language Learning Sociolinguistics Story Telling Student Motivation Teacher Role Teaching Methods Textbooks Videotape Recordings Writing Skills Long, Robert, Ed. van Troyer, Gene, Ed. Lane, Keith, Ed. Swanson, Malcom, Ed. Collected Works - Proceedings Conversation Hong Kong Japan Korea Collaborative Research Student Engagement Hong Kong Japan South Korea Japan Association for Language Teaching, Tokyo. English These conference proceedings address the following six topics: (1) "Change and the Future" (e.g., English language education in Japan, sociolinguistics in Hong Kong, and Esperanto); (2) "Children and Language Education" (e.g. a short-term language immersion case study, virtual classrooms for bilingual students, and the role of phonics in achieving literacy); (3) "Curriculum Concerns" (e.g., attending to ESL concerns in content-based instruction, expectations and imagination in foreign language literacy, and the global issues language classroom); (4) "Interactions" (e.g., exploring teachers' collaborative action research, action research in an academic skills course, and increasing autonomy with recorded conversations); (5) "Across Cultures" (e.g., intercultural dimensions of the foreign language classroom, a curriculum for student ethnography, and techniques in the culture-based classroom); and (6) "The Practical Teacher" (e.g., trends in pronunciation teaching in Japan, evaluation and assessment of videomovie tasks, and using conversation circles in small conversation classes to raise student investment). (Papers contain references.) (SM) ED478567 On JALT 2000--Towards the New Millennium. Proceedings of the JALT Annual International Conference on Language Teaching & Learning and Educational Materials Expo (26th, Shizuoka City, Japan, November 2-5, 2000). 2000-11-00 296 Japan Association for Language Teaching, JALT Central Office Urban Edge Building, 5th Floor, 1-37-9 Taito, Taito-ku, Tokyo 110-0016, Japan. E-mail: jalt@gol.com; Web site: http://www.jalt.org. N/A 2004 2016-11-21

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No Adoption Bilingual Students Children Cultural Influences Deafness Down Syndrome Dyslexia Elementary Secondary Education Family Environment Inner Speech (Subvocal) Mathematics Education Multilingualism Multiple Intelligences Music Second Language Instruction Second Language Learning Speech Communication Tokuhama-Espinosa, Tracey, Ed. Books Collected Works - General Human Sounds English This collection of 21 essays focuses on people who experience the world with multiple languages: (1) "Myths about Multilingualism" (Tracey Tokuhama-Espinosa); (2) "Teaching Languages using the Multiple Intelligences and the Senses" (Tracey Tokuhama-Espinosa); (3) "The Role of the Sense of Smell in Language Learning" (Sara Ackerman Aoyana); (4) "Multiliteracy Skills" (Tracey Tokuhama-Espinosa); (5) "Two-Way Immersion Programs in the United States" (Jennifer Rengel); (6) "The Relationship between Musical Ability and Foreign Languages: Communication via Sounds and via Words" (Tracey Tokuhama-Espinosa); (7) "Language, Math, and Thought: Vygotsky's Concept of Inner Speech" (Tracey Tokuhama-Espinosa); (8) "Multilingual Mathematics" (Marie Petraitis); (9) "In the Beginning was the Word: Language and the Womb" (Andrea Bader-Rusch); (10) "First Choice Option: From Birth" (Tracey Tokuhama-Espinosa); (11) "Bilingualism from Birth" (Manuela Gonzalez-Bueno); (12) "Trilingualism: A Study of Children Growing Up with Three Languages" (Suzanne Barron-Hauwaert); (13) "What, You Speak Only One Language!? A Trilingual Family's Story" (Nicola Kupelikinc); (14) "Third Culture Kids: A Special Case for Foreign Language Learning" (Tracey Tokuhama-Espinosa); (15) "The Yellow Streetcar: Shaping a Polyphonic Identity" (Christina Allemann-Ghionda); (16) "Linguistic Hegemony: Is There a Superior Language?" (Tracey Tokuhama-Espinosa); (17) "Foreign Adoption and Bilingualism" (Nicola Kupeliklinc); (18) "Bringing Up Bilingual Children in Scarce Language Environments: How the Internet Can Help Us" (Maria Johnson); (19) "Multilingualism and Cosmopolitanism" (Konrad Gunesch); (20) "A Voice within a Voice: Federman Translating/Translating Federman" (Raymond Federman); and (21) "Challenges to Normal Bilingualism: Down's Syndrome, Deafness, and Dyslexia" (Tracey Tokuhama-Espinosa). (Papers contain references.) (SM) ED478569 The Multilingual Mind: Issues Discussed by, for, and about People Living with Many Languages. 2003-00-00 ISBN-0-89789-919-9 313 Heinemann, P.O. Box 6926, Portsmouth, NH 03802-6926 ($24.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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Yes Computer Uses in Education Educational Technology Higher Education Language Proficiency Second Language Learning Teaching Methods Translation Sabieh, Christine Reports - Descriptive Speeches/Meeting Papers English This paper asserts that in a world that has accomplished globalization by engulfing itself in the world of technology, the world of translation must not be too quick to join the bandwagon. Providing translators or students of translation with computerized translation tools is not the link to what makes the individual an effective translator. Language mastery, the researcher believes, remains paramount. The purpose of this paper is twofold. It is to show that technology does indeed play a role in completing a triangular relation and that is why the computer becomes a powerful partner essential in the making of the effective translator. Through the analytical derivation of awareness, attitude, behavior, assessment, and satisfaction, the researcher concludes that technology is able to offer an environment that makes available qualitative and quantitative exploration as a means to attain language mastery. Examples of translations in Arabic and English that highlight problems faced by students of translation are appended. (Contains 54 references.) (Author/SM) ED478570 Placing Technology at the Vertex of the Triangle When Making an Effective Translator. 2002-05-19 14 N/A 2004 8/19/2004 22:20:52 RIEMAR2004 Paper presented at the International Conference on the Challenges of Translation and Interpretation in the Third Millennium (Zouk Mosbeh, Lebanon, May 17-19, 2002).

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Yes Academic Achievement Consciousness Raising Cultural Pluralism Curriculum Development Diversity (Student) Educational Environment Elementary Secondary Education Foreign Countries Multicultural Education Teaching Methods Sabieh, Christine Reports - Descriptive Speeches/Meeting Papers Lebanon Lebanon English This paper asserts that the realities of the U.S. system of education as it stands today depict the very essence of the nation's democracy in a pluralistic setting. The paper describes how the United States has addressed a multiethnic population by creating multicultural education. As an ideology, the U.S. system supports globalization yet preserves individual identities, allowing students to understand diversity while developing shared values and common tradition. It provides the medium to help all students find a place for themselves within the whole as they construct a vision of pluralism to live by. It is in this realm that such a framework can be adopted by Lebanon, since Lebanon's new national curriculum promotes cultural awareness and global communication. The paper suggests that four major changes must occur in order to create a pluralistic curriculum: change in teaching methods, change in the school environment, change in the curriculum content, and knowledge of how learning takes place to ensure academic achievement for all diverse students. (Contains 35 references.) (SM) ED478571 American Chunky Blue Cheese Salad: A Look at Multicultural Education. 2002-09-21 11 N/A 2004 2016-11-21

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Yes College Students Heritage Education Higher Education Hispanic American Students Language Proficiency Native Speakers Spanish Student Attitudes Pino, Barbara Gonzalez Reports - Research Speeches/Meeting Papers Tests/Questionnaires English From 1998-2001, students in Spanish classes at the University of Texas San Antonio competed surveys regarding how they defined their language skills and how they felt about special courses. A total of 642 students, of whom 482 were Hispanic, completed surveys. Overall, 70 percent of the students thought that if heritage courses were offered, they should be optional. All of the students felt it was important for students to be able to benefit from what they already knew to make an A or to improve their grade point average. Only 42 percent thought heritage courses should even be offered (not required). Nearly all of the students thought that one course sequence was sufficient. Seventy percent of the Hispanic students called themselves true beginners, even though more than half of them heard or spoke Spanish at home or in the community. About 80 percent would not register for heritage classes, and 30 percent thought heritage classes would be too demanding. About 60 percent requested study of cross-cultural communication, and 90 percent requested that study of the Hispanic cultural heritage of the southwest be included in their Spanish courses. The language profile questionnaire is appended. (Contains 34 references.) (SM) ED478572 Spanish for Heritage Speakers: An Issue of Definition and a Question of Preferences and Beliefs. 2001-00-00 22 N/A 2004 8/19/2004 22:20:55 RIEMAR2004 In: The National Association of African American Studies, National Association of Hispanic & Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2001 Monograph Series. Proceedings (Houston, TX, February 12-17, 2001).

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Yes Aboriginal Australians Academic Discourse Australian Aboriginal Languages Computer Assisted Instruction Intercultural Communication Multimedia Materials Participatory Research Qualitative Research Research Methodology Research Projects Auld, Glenn Opinion Papers Reports - Descriptive Critical Literacy Touch Terminals English This paper justifies the presentation of a Ph.D. thesis about computer-assisted Ndjebbana on a digital video disc (DVD). Ndjebbana is a language spoken by 200 Kunibidji, the indigenous landowners of Maningrida on the north coast of Arnhem Land, Australia. Simple digital talking books about the community were created in Ndjebbana and then presented on touch-screen computers located in Kunibidji houses. Kunibidji social practice and discourse around the computer were recorded on digital video, and the traces of what the screen displayed were recorded on the computer and later synchronized with the video. Using DVD technology, the Ndjebbana talking books and the digital video can be integrated into a scholarly text for academics and an Ndjebbana-narrated report for the Kunibidji, which can be combined to present a thesis. From a theoretical perspective, a thesis on a DVD can be located in the center of critical literacy, a critical theory of technology, and critical research methodologies. There are also logistical, semiotic, and ideological reasons for presenting a thesis about computer-assisted Ndjebbana on DVD. Such a presentation will link the tools and data of the research with academic discourse and will also support the empowerment of the Kunibidji by making them more informed about the research process. (Contains 52 references) (Author/SV) ED478573 Why Should I Present a Thesis on Computer Assisted Ndjebbana on DVD? 2002-00-00 17 N/A 2004 2016-11-21

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Yes Academic Achievement Black Education Disproportionate Representation Diversity (Student) Educational Equity (Finance) Educational Quality Elementary Secondary Education Equal Education Minority Groups Poverty Racial Differences Rural Population Rural Schools Small Schools Socioeconomic Influences Williams, Doris Terry Opinion Papers National Clearinghouse for Comprehensive School Reform, Washington, DC. English Twenty percent of the children enrolled in rural and small-town schools are non-Caucasian, children of color. As in nonrural schools, rural schools have yet to close the achievement gap across various racial and economic subgroups of this diverse population. Overall, rural students perform as well as or better than their nonrural peers on standardized achievement tests. However, the gap between White and non-White student performance levels is persistent, widening in the 1990s. Socioeconomic status is the strongest correlate of standardized test scores, and rural poverty rates are highest in areas with large concentrations of people of color--the deep South, Southwest, and American Indian reservations. Examples demonstrate correlations between academic performance and both parental educational attainment and student eligibility for free and reduced-priced lunch. Small schools have been shown to mitigate the influence of poverty on academic achievement, but in many places, small community schools also may be linked to school segregation. Equity issues affecting the achievement gap include overrepresentation of minority-group students in school suspensions and expulsions, nonacademic "tracks," and special education; their underrepresentation in gifted programs and advanced courses; inequitable funding of poor rural schools serving children of color; and the poorer teacher quality in such schools. Three examples depict rural districts where place-based, culturally relevant curricula have raised academic achievement by connecting schools to their Latino, Native, or African American communities. (Contains 20 references) (SV) ED478574 Closing the Achievement Gap: Rural Schools. CSR Connection. 2003-00-00 Office of Elementary and Secondary Education (ED), Washington, DC. 14 For full text: http://www.goodschools.gwu.edu/pubs/annual/csrconsp03.pdf. N/A 2004 8/19/2004 22:20:59 RIEMAR2004 ED-99-CO-0137

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Yes Adolescents Conflict Resolution Experiential Learning Foreign Countries Intergroup Relations International Programs Leadership Training Nonprofit Organizations Nonschool Educational Programs Peace Play Program Descriptions Program Evaluation Young Children Leafman, Joan Reports - Evaluative Speeches/Meeting Papers Cooperative Play Facilitative Leadership Tolerance English Play for Peace (PFP) is an international initiative bringing together children, youth, and organizations from communities in conflict, using cooperative play to create compassion and peace between cultures that have a history of conflict. A 2-year study examined PFP's history and methodology and conducted a program assessment. Data were gathered via document reviews and telephone and internet interviews with program representatives and youth facilitators at sites in Guatemala, India, the Middle East, and South Africa. Since its formation in 1995, 30,000 children in seven regions around the globe have participated in PFP initiatives. Ten community organizations with histories of conflict have joined together, and 550 youth facilitators have been trained. PFP representatives engage leaders from major area institutions, especially those in conflict, in educational experiences including cooperative play. Animosities lessen as bridges of trust develop. Once these leaders understand the power of play, they recruit and help train members of local community organizations. Organizational participants become adult coordinators and recruit teenagers into the process. Youth leaders learn to facilitate cooperative play encounters and identify young children aged 6-10 to participate. Activities encourage laughter, compassion, and personal connection at a time when, developmentally, the young children are forming a sense of self, awareness of others, and basic ideas about interactions with people they perceive as different. Brief assessment results are given in areas of needs assessment, program design, data collection, consultative reporting, publication and presentation materials, and future research needs. (TD) ED478575 Voices of Peace: A Chronology of the Play for Peace Methodology--An Experiential Community Development Training Model. 2003-04-00 15 N/A 2004 2016-11-21

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Yes Academic Aspiration College Preparation Disadvantaged Youth Educational Attitudes Grade 7 Grade 9 Middle School Students Parent Aspiration Parent Attitudes Program Attitudes Rural Education Secondary Education Student Attitudes Student Surveys Finch, Nicole L. Cowley, Kimberly S. Numerical/Quantitative Data Reports - Research Tests/Questionnaires Academic Self Concept AEL, Inc., Charleston, WV. English Project GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded program focused on encouraging disadvantaged youth to have high expectations, stay in school, and take academically rigorous courses to prepare them for college. A 5-year GEAR UP grant in rural southern West Virginia funds academic and support services for seventh-grade students and their parents and follows those students for 4 years. This report summarizes findings from two sets of surveys administered in fall 2002: a baseline survey of incoming seventh-graders and their parents, and a follow-up survey of ninth-graders. Usable responses were received from 1,371 seventh-graders (68 percent return rate), 979 mothers, 660 fathers, and 1,301 ninth-graders (85 percent return rate). Overall, seventh-grade students had positive views of their academic abilities and efforts, and their parents' perceptions were similarly positive. Student and parent aspirations were high for students' postsecondary education. Students viewed parents and teachers as their best sources of information about college, but only a third of parents felt knowledgeable on the subject. Most ninth-grade students were satisfied with GEAR UP. Students' postsecondary plans had been influenced by program activities, particularly college campus visits. This group showed a 10 percent gain since seventh grade in their knowledge of college requirements and a 12 percent increase in having discussed academic requirements with family or school staff. However, only a third had held such conversations with school staff. Recommendations are offered for program improvement. Appendix presents survey questionnaires. (Contains 19 references and 33 data tables and figures) (SV) ED478576 West Virginia Department of Education GEAR UP Project: Year 3 Baseline Seventh-Grade Survey and Ninth-Grade Follow-Up Survey (2002-2003). Gaining Early Awareness and Readiness for Undergraduate Programs. 2003-05-00 Department of Education, Washington, DC. West Virginia State Dept. of Education, Charleston. 73 N/A 2004 2016-11-21

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Yes Academic Aspiration College Preparation Disadvantaged Youth Educational Attitudes Grade 10 Grade 7 Middle School Students Parent Aspiration Parent Attitudes Program Attitudes Rural Education Secondary Education Student Attitudes Student Surveys Finch, Nicole L. Cowley, Kimberly S. Numerical/Quantitative Data Reports - Research Tests/Questionnaires West Virginia Academic Self Concept West Virginia AEL, Inc., Charleston, WV. English Project GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) is a federally funded program focused on encouraging disadvantaged youth to have high expectations, stay in school, and take academically rigorous courses to prepare them for college. A GEAR UP grant in rural north-central West Virginia funds academic and support services for seventh-grade students and their parents and follows those students for 4 years. This report summarizes findings from two sets of surveys administered in fall 2002: a baseline survey of incoming seventh-graders and their parents, and a follow-up survey of 10th-graders. Usable responses were received from 2,311 seventh-graders (85 percent return rate), 1,895 mothers, 1,236 fathers, and 1,812 10th-graders (63 percent return rate). Overall, seventh-grade students had positive views of their academic abilities and efforts, and their parents' perceptions were similarly positive. Student and parent aspirations were high for students' postsecondary education. Students viewed parents and teachers as their best sources of information about college, but only a third of parents felt knowledgeable on the subject. Most 10th-grade students were satisfied with GEAR UP. Students' postsecondary plans had been influenced by program activities, particularly college visits. This group had become more aware of college requirements since seventh grade, and about half had discussed academic requirements with family or school staff, compared to less than a fourth when in seventh grade. Recommendations are offered for program improvement. Appendix presents survey questionnaires. (Contains 19 references and 28 data tables and figures) (SV) ED478577 Fairmont State College GEAR UP Project: Year 4 Baseline Seventh-Grade Survey and Tenth-Grade Follow-Up Survey (2002-2003). Gaining Early Awareness and Readiness for Undergraduate Programs. 2003-04-00 Department of Education, Washington, DC. Fairmont State Coll., WV. 66 N/A 2004 2016-11-21

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Yes Access to Education Community Characteristics Delivery Systems Family Literacy Program Development Rural Areas Rural Education Staff Development Collected Works - Serials Guides - Non-Classroom Barriers to Participation Even Start RMC Research Corp., Portsmouth, NH. English Rural and urban family literacy programs share similar challenges in helping families work through obstacles to participation, such as transportation and childcare. However, the scope and nature of these challenges and the program management strategies to deal with them differ in rural and urban settings. Some of the most creative solutions to rural challenges grow out of rural strengths, particularly community ties (social capital) and a strong sense of place. In April 2002 Even Start state coordinators met to learn about characteristics of rural systems and their implications for family literacy services and to exchange ideas for effective delivery strategies. Forum participants were introduced to the "Rural Prism," a tool to aid rural development efforts by focusing on eight inherent rural characteristics: isolation, low population density, mobility disadvantages, scarcity of financial resources, lack of expertise and human resources, personal familiarity, resistance to change, and lack of ancillary services. Each characteristic has implications for service delivery and corresponding service options to address those implications. Participants used the tool to brainstorm ways to improve program services and support. Their ideas are presented in the following categories: expanding partnerships, collaborations, and community involvement; creating different service delivery models; enhancing staff training and support; providing incentives for both staff and participants; and maximizing the use and effectiveness of old and new technology. An appendix provides a chart to be used during staff discussion and planning of program improvements. (SV) ED478578 Family Literacy Service Design and Delivery in Rural Areas. Statewide Initiative News v1 n3 Win 2002 2002-00-00 Department of Education, Washington, DC. 17 For full text: http://statewide-initiative.rmcres.com/documents/pdf/SFLIvol1no3.pdf. N/A 2004 2016-11-21

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Yes American Indian Education American Indians Community Development Cultural Maintenance Indigenous Knowledge Leadership Nonformal Education Self Determination Social Values Spirituality Well Being Barreiro, Jose, Ed. Johnson, Tim, Ed. Collected Works - Proceedings Collected Works - Serials Intergenerational Transmission ISSN-1092-3527 First Nations Development Inst., Fredericksburg, VA. English In November 2001, elders, youth, educators, culture bearers, and community members came together to speak from within their own experiences about the critical issues and challenges facing Native people in the 21st century and to envision the positive thinking required for future generations. This proceedings documents 34 oral presentations and serves as the text for a curriculum package distributed to Native high schools and tribal colleges. The forum and resulting community education are intended to support Native communities' self-determination and nation-building within the context of indigenous intelligence. Participants gave personal and often spiritual testimonies to future generations that conveyed stories of growth and development, assessment of Indian world realities today, and experience-based advice in the areas of education and socialization, land and economy, governance and leadership, health and reproduction, and psycho-spiritual. The presenters were Dagmar Thorpe, Jim Dumont, Darrell Kipp, Janine Jemison, Renee Gurneau, Ryan King, Migizi Pensineau, John Mitchell, Jim Enote, Ferrell Secakuku, Sherry Salway Black, Clayton Brascoupe, Tom Cook, Ella Mulford, Shawn Mulford, John Mohawk, Wilma Mankiller, Charlie Soap, Keller George, Tonya Gonnella Frichner, Maehkiwkesec El-Issa Washinawatok, Katsi Cook, Birgil Kills Straight, Debra Harry, Angaangag Lyberth, Debra LaFountaine, Richard Montague, Sherri Mitchell, Tom Porter, Janice Longboat, Pemina Yellow Bird, Michael Arredondo, and Teresa Lynch. (SV) ED478579 American Indian Millennium: Renewing Our Way of Life for Future Generations. Proceedings (Ithaca, New York, November 29-December 2, 2001). Native Americas v19 n3-4 Fall/Win 2002 2002-00-00 139 First Nations Development Institute, The Stores Bldg., 11917 Main St., Fredericksburg, VA 22408 ($12). Tel: 540-371-5615. N/A 2004 2016-11-21

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Yes Adult Vocational Education Child Welfare Comparative Analysis Educational Needs High School Equivalency Programs Job Training Outcomes of Education Policy Formation Poverty Poverty Programs Program Evaluation Promotion (Occupational) Public Policy Role of Education Social Support Groups Welfare Agencies Welfare Recipients Welfare Reform Welfare Services Working Poor Gueron, Judith M. Hamilton, Gayle Opinion Papers Greater Avenues for Independence Welfare to Work Programs National Evaluation of Welfare to Work Strategies Project Independence Saturation Work Initiative Model Temporary Assistance for Needy Families Temporary Assistance for Needy Families Brookings Institution, Washington, DC. English States have used variants of these three approaches to structure the welfare to-work component of welfare reform for single mothers: (1) put education or training first; (2) place job searching first; and (3) create a flexible program that allows staff and participants choice in the initial and subsequent activities. Research on these program strategies 1985 to 1999 is unusually reliable because of the following: (1) it covers a variety of programs and almost 100,000 single parents (sufficient to reliably assess program effects); (2) it follows people for 5 years (long enough to determine whether an up-front investment in education pays off); (3) it is a real world measurement of what the three strategies produce; and (4) it uses random assignment (the most powerful research design). All three strategies increased single parents' work and reduced welfare receipt compared to what would have happened in the absence of the programs but did not increase people's income or have many or consistently positive or negative effects on children, except adolescents. Best results came from the flexible programs. Findings show there is no evidence to support a rigid education-or-training first policy; there is a clear role for skills-enhancing activities in welfare reform; the solution to low earnings is not in the training programs used in the past but should instead include training that fosters career advancement, integrates basic education and skills training, and engages local employers; support services should be provided; and, while well-designed welfare-to-work programs can increase earnings and reduce dependency, there are limits to the approach. (SLR) ED478580 The Role of Education and Training in Welfare Reform. Welfare Reform and Beyond. Policy Brief. 2002-04-00 Policymakers 10 For full text: http://www.brook.edu/dybdocroot/wrb/publications/pb/pb20.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Block Grants Child Welfare Employment Programs Employment Services Federal Programs Federal State Relationship Financial Support Inflation (Economics) Low Income Policy Formation Postsecondary Education Program Budgeting Public Support State Federal Aid Welfare Recipients Welfare Reform Welfare Services Working Poor Weaver, R. Kent Opinion Papers Aid to Families with Dependent Children Reauthorization Legislation Temporary Assistance for Needy Families Aid to Families with Dependent Children Temporary Assistance for Needy Families Brookings Institution, Washington, DC. English The 1996 welfare reform legislation replaced the Aid to Families with Dependent Children (AFDC) program with a new Temporary Assistance for Needy Families (TANF) block grant. This new program has a fixed funding level that is not altered by inflation or economic cycles or caseload size. Individual states' shares are based on the amount they received under AFDC in the mid-1990s. States are required to spend 75 percent of the amount they spent from state funds in 1994. These six major issues will be discussed during the debate on reauthorization in 2002: (1) How much money should the federal government spend on TANF? (2) Should an inflation adjustment be built in? (3) Should the current state allocations be revised or continue to give more funds per low-income child to wealthier states? (4) Should more money be granted during economic recessions? (5) Should the "maintenance of effort" requirement that states spend at least 75 percent of what was spent in 1994 be revised? (6) Should TANF performance bonuses and bonuses for low levels of illegitimate births be revised or dropped? (Each issue is discussed in the document. There are 2 references.) (SLR) ED478581 The Structure of the TANF Block Grant. Welfare Reform and Beyond. Policy Brief. 2002-04-00 Policymakers 10 For full text: http://www.brook.edu/dybdocroot/wrb/publications/pb/pb22.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Building Trades Competency Based Education Construction Materials Developed Nations Foreign Countries Job Analysis Job Skills Masonry National Standards Objectives Occupational Information Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Validity Cap, Orest Cap, Ihor Semenovych, Viktor Legal/Legislative/Regulatory Materials Interprovincial Red Seal Program (Canada) Canada Canada English This analysis covers tasks performed by a bricklayer, an occupational title some provinces and territories of Canada have also identified as bricklayer-mason, brick and stone mason, and mason. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into these categories: (1) blocks, the largest divisions in the analysis that reflect distinct operations relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and which, in combination, fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The six blocks, which include 24 tasks, are work-related activities; masonry wall and column system; chimneys, fireplaces, masonry heaters, and refractory materials; construction/layout of masonry arches; restoration; and ornamental masonry. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478582 Bricklayer. Occupational Analyses Series. 2000-00-00 80 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Brick layer_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Briq ueteur_macon_2000.pdf. N/A 2004 2016-11-21

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Yes Agricultural Engineering Agricultural Machinery Agricultural Machinery Occupations Apprenticeships Competency Based Education Developed Nations Diesel Engines Foreign Countries Hydraulics Job Analysis Job Skills Mechanics (Process) National Standards Occupational Information Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Ross, Douglas Legal/Legislative/Regulatory Materials Canada Interprovincial Red Seal Program (Canada) Canada English This analysis covers tasks performed by a farm equipment mechanic, an occupational title some provinces and territories of Canada have also identified as agricultural machinery technician, agricultural mechanic, and farm equipment service technician. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into these categories: (1) blocks, the largest divisions in the analysis that reflect distinct operations relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and which, in combination, fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 8 blocks, which include 46 tasks are the following: skills; engines and engine systems; drive train systems; hydraulic systems; electrical and electrical systems; steering and braking systems; structural components and accessories; and crop equipment. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478583 Farm Equipment Mechanic. Occupational Analyses Series. 2000-00-00 151 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Farm_ Equipment_Mechanic_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Meca nicien_de_machinerie_agricole_2000.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Automation Competency Based Education Computers Electronic Control Electronic Equipment Foreign Countries Instrumentation Instrumentation Technicians Job Analysis Job Skills National Standards Occupational Information Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technical Education Technological Advancement Trade and Industrial Education Dean, Ann Zagorac, Mike Bumbaka, Nick Legal/Legislative/Regulatory Materials Canada Interprovincial Red Seal Program (Canada) Canada English This analysis covers tasks performed by an industrial instrument mechanic, an occupational title some provinces and territories of Canada have also identified as industrial instrumentation and instrument mechanic. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into these categories: (1) blocks, the largest divisions in the analysis that reflect distinct operations relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and which, in combination, fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 8 blocks, which include 24 tasks, are occupational skills; new installations and efficient operation; field-mounted equipment; instrumentation and calibration; signal transmission; panel-mounted equipment; hydraulics and pneumatics; and distributed control and programmable logic controllers. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478584 Industrial Instrument Mechanic. Occupational Analyses Series. 2000-00-00 241 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Indus trial_Instrument_Mechanic_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Meca nicien_dinstruments_industriels_2000.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Climate Control Competency Based Education Construction Materials Construction (Process) Developed Nations Energy Conservation Energy Management Foreign Countries Job Analysis Job Skills National Standards Occupational Information Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technological Advancement Thermal Insulation Trade and Industrial Education McRory, Aline Ally, Mohamed Legal/Legislative/Regulatory Materials Canada English This analysis covers tasks performed by an insulator, an occupational title some provinces and territories of Canada have also identified as heat and frost insulator. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis that reflect a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 6 blocks, including 31 tasks, are occupational skills; industrial application; commercial application; asbestos abatement; spraying insulation materials; and fire stopping and smoke seals. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478585 Insulator (Heat and Frost). Occupational Analyses Series. 2000-00-00 101 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Insul ator_Heat_and_Frost_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Calo rifugeur_chaleur_et_froid_2000.pdf. N/A 2004 2020-11-23

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Yes Apprenticeships Building Systems Building Trades Construction (Process) Developed Nations Flooring Foreign Countries Industrial Arts Job Analysis Job Skills National Standards Objectives Occupational Information Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Woodworking Chapman, Mike Chapman, Carol MacLean, Margaret Legal/Legislative/Regulatory Materials Interprovincial Red Seal Program (Canada) Canada Drywall Construction Canada English This analysis covers tasks performed by a lather, an occupational title some provinces and territories of Canada have also identified as drywall and acoustical mechanic; interior systems installer; and interior systems mechanic. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest division in the analysis that reflects a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 4 blocks, which include 13 tasks, are occupation skills; framing; interior systems; and exterior systems. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478586 Lather (Interior Systems Mechanic). Occupational Analyses Series. 2002-00-00 55 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Lathe r_2002.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Latt eur_2002.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Building Trades Competency Based Education Developed Nations Finishing Foreign Countries Interior Design Job Analysis Job Skills National Standards Objectives Occupational Information Painting (Industrial Arts) Postsecondary Education Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Chapman, Mike MacCallum, Marilyn Maddocks, Christopher Legal/Legislative/Regulatory Materials Canada Interprovincial Red Seal Program (Canada) Canada English This analysis covers tasks performed by a painter and decorator, an occupational title some provinces and territories of Canada have also identified as painter and painter and decorator--commercial and residential. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis thaht reflects a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 6 blocks, including 15 tasks, are occupational skills; surface preparation; paints and coatings; wall coverings; wood finishing; and speciality finishes. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478587 Painter and Decorator. Occupational Analyses Series. 2000-00-00 65 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Paint er_and_Decorator_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Pein tre_et_decorateur_2000.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Competency Based Education Developed Nations Foreign Countries Job Analysis Job Skills Mechanics (Process) Motor Vehicles National Standards Objectives Occupational Information Postsecondary Education Repair Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Dean, Ann Embree, Rick Legal/Legislative/Regulatory Materials Recreational Vehicles Canada Interprovincial Red Seal Program (Canada) Canada English This analysis covers tasks performed by a recreation vehicle mechanic, an occupational title some provinces and territories of Canada have also identified as recreation vehicle technician and recreation vehicle service technician. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis that reflects a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination with the others make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 8 blocks, including 23 tasks, are fundamental occupational skills; plumbing systems; electrical; liquid propane gas; appliances; interior components and exterior shell; towing and chassis components; and accessories. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478588 Recreation Vehicle Mechanic. Occupational Analyses Series. 2000-00-00 125 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Recre ation_Vehicle_Mechanic_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Tech nicien_de_vehicules_recreatifs_2000.pdf. N/A 2004 2016-11-21

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Yes Educational Finance Fees Financial Policy Higher Education Policy Formation Student Financial Aid Tuition Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. English At its October 2002 meeting, the Texas Higher Education Coordinating Board discussed the effects of recent trends in higher education financing on the state's ability to achieve the goals of the state's higher education plan, "Closing the Gaps." This paper, prepared as a "next step" agenda item at the January 2003 Board meeting, provides the basis for a possible policy recommendation to the Texas Legislature regarding the appropriate balance among appropriations to institutions, financial aid, and charges to students. The recommendations are based on the key principles of flexibility, adequacy of funding, and adequacy of financial aid. It is suggested that as long as the average charge to students is not raised or lowered significantly, institutions should have flexibility in setting charges to students. Increased charges that might result from tuition flexibility should result in a net increase in revenue to institutions, and it must be recognized that the state's system of higher education must continue to be affordable for the citizens of Texas. (Contains 15 references.) (SLD) ED478589 Financing Higher Education: The Appropriate Balance among Appropriations, Tuition and Fees, and Financial Aid To Achieve the Goals of "Closing the Gaps." 2003-03-00 29 N/A 2004 2016-11-21

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Yes Academic Achievement Cost Effectiveness Cost Estimates Higher Education Instructional Student Costs Investment State Colleges State Programs Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Research, Campus Planning and Finance. English In October 2002, the Texas Higher Education Coordinating Board adopted a preliminary analysis of the costs and benefits of reaching the first two goals of "Closing the Gaps by 2015," the state's higher education plan. Refinements to the analysis, which adjusted for inflation and made other changes, were presented in January 2003, and the updated report was approved in March 2003. Changes, taken together, increased the previous cost estimate for "Closing the Gaps," which included only marginal growth using fiscal year 2000 data for 300,000 students, from $6.3 billion to $8.4 billion. An additional $4.8 billion was associated with normal growth, bringing the total cost associated with general revenue appropriations to institutions, financial aid, and tuition and fees to $13.2 billion through 2015. An alternative analysis was also developed to provide the potential costs associated with continuing past enrollment trends, those expected if "Closing the Gaps" is not implemented. The analysis indicates that there is a net positive return associated with obtaining education beyond high school. This investment in human capital, by both the state and the student, is projected to cost an estimated $6.9 billion in new construction costs for public universities and community colleges and also to account for the cost of normal growth in enrollment and for "Closing the Gaps" growth. However, the discounted return on the investment for both normal growth and growth associated with "Closing the Gaps," with the multiplier effect included, is calculated at $325 billion. Subtracting opportunity costs produces a net benefit of $274 billion. Overall, the investment produced more than a 13-fold return and an additional $2.8 billion in discounted general revenue. (SLD) ED478590 Cost/Benefit Analysis of "Closing the Gaps." Final Report. 2003-03-07 10 For full text: http://www.thecb.state.tx.us. N/A 2004 2016-11-21

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Yes Administrators Budgeting Economic Factors Financial Support Futures (of Society) Higher Education Public Colleges Retrenchment Reports - Evaluative Virginia State Council of Higher Education, Richmond. English This study examined the potential consequences of reductions in the fiscal support of 4-year public colleges and universities in general and in Virginia in particular from the perspective of academic officers. In 2002, a qualitative case study was initiated in conjunction with the chief academic officers of Virginia's 15 4-year public colleges and universities. The data from interviews, correspondence, and surveys were used to assess the institutional perspective relative to the 2002 General Assembly appropriation reductions and the October 2002 budget cuts. Because the timing of the diminished funding did not correspond with academic planning cycles and other factors, comparative quantitative data reflecting the budget impact will not be available until, at the earliest, the end of academic year 2003-2004. However, early data collection suggests the concerns of academic officers expressed in this study were well founded. Academic officers anticipated that students would experience significant direct and indirect costs associated with Virginia's fiscal crisis, especially reductions in academic support services and larger classes. Fewer faculty available for advising and reductions in services such as library hours were also expected. Institutions were apprehensive about the influence of economic uncertainly and reductions in research support on their ability to retain professors, since faculty evaluations are heavily reliant on research productivity. Academic officers indicated that the public 4-year institutions vary widely in their ability to sustain operations through the current economic crisis. Observations from this study present compelling evidence of potential damage to Virginia's higher education system. Disadvantaged students in particular will be adversely affected by budget cuts. (Contains 3 tables and 50 references.) (SLD) ED478591 Budget Choices, Policy Decisions: Challenges Facing Virginia's Four-Year Colleges and Universities in the Midst of a Budget Crisis. A SCHEV White Paper. 2003-06-00 34 N/A 2004 8/19/2004 22:21:33 RIEMAR2004

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Yes Enrollment Projections Enrollment Trends Financial Support Higher Education Public Colleges Massa, Todd Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English When the State Council of Higher Education for Virginia (SCHEV) released its 2000-2010 projections of student demand for Virginia higher education, many were stunned at the projection of as many as 38,000 new students looking for access to higher education, but policy makers formulated, and state voters passed, a general obligation bond package to help meet this demand. SCHEV later contracted with analysts to validate the original enrollment model and produce a new forecast. This report contains the revised projections. The results are no less stunning than the original; there are indeed more students seeking a place in Virginia higher education. The original model underperformed for two reasons. It did not take into account the business cycle and the relative economic boom of 1999-2000, and it relied heavily on the retention/progression data for a single year, which proved to be the lowest in years. The updates forecast now projects 60,879 additional students for the period 2000-2010. Nearly 35% of those students have already been enrolled as of fall 2002. Overall, there is a growing gap in the 4-year sector between supply and demand, and in the 2-year sector, the problem may be much more severe. The report makes suggestions to solve the enrollment gaps, but to fund the expected growth between 2003 and 2010 would cost an estimated $125 million annually. It is not likely that the formula-driven funding needs will be met, but several institutions have identified innovative approaches to handle growth. Appended is a 30-page report prepared by Chmura Economics & Analytics for the State Council of Higher Education for Virginia entitled "Validation to Demand Results for SCHEV Report 'Systemwide Needs Assessment for Virginia Higher Education: 2001' and Revised Demand Forecast." (Contains 22 figures.) (SLD) ED478592 Revised Enrollment Demand Projections through 2010 and Potential Gaps in Higher Education Services. 2003-07-16 45 For full text: http://www.schev.edu/Reportstats/EnrollmentProjections_2003.pdf. N/A 2004 2016-11-21

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Yes College Students Enrollment Higher Education Interstate Programs Tuition Reports - Descriptive Reciprocity Washington State Higher Education Coordinating Board, Olympia. English Washington state law requires the Higher Education Coordinating Board (HECB) to prepare a report every 2 years on Washington reciprocity agreements with Idaho, Oregon, and the Canadian province of British Columbia. Reciprocity agreements allow some residents of Washington to attend college in another state or province at reduced tuition rates, with similar arrangements for students coming from those areas to Washington institutions. By statute, the HECB may negotiate yearly reciprocity agreements with other state-level higher education agencies in the two states and one province. Institutions administer the agreements and have discretion on whether to participate and in the number of out-of-state students who will participate. This report reviews the current status of reciprocity with British Columbia, Idaho, and Oregon. Over the last several years, the specificity of the reciprocity agreements has evolved toward less restrictive exchange arrangements between states. Idaho has continued to sign formal reciprocity agreements, but British Columbia and Oregon have discontinued formal reciprocity. However, other avenues exist for student exchanges between Oregon and Washington, as well as some other states. (SLD) ED478593 Reciprocity Agreements and Other Student Exchange Options, 2003. 2003-01-00 13 N/A 2004 2016-11-21

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Yes Community Colleges Comparative Analysis Costs Enrollment Expenditure per Student Full Time Equivalency Graduate Study Higher Education Operating Expenses Public Colleges State Universities Numerical/Quantitative Data Reports - Research Washington Washington State Community College System University of Washington Washington Washington State Higher Education Coordinating Board, Olympia. English Produced every 4 years by the Washington Higher Education Coordinating Board, the "Education Cost Study" provides detailed instructional cost information for the state's public 2-year and 4-year institutions. The cost analysis is based on expenditures drawn from two sources: state appropriations and tuition revenue. By using data gathered from each institution, the study summarizes the cost of instruction at 6 4-year schools and 34 community or technical colleges in Washington. For the 4-year schools, instructional costs are provided by level of instruction (undergraduate and graduate) and by discipline. At 2-year schools, instructional costs are provided by type of instruction (academic, precollege, and vocational), and by subject area cluster. Direct costs include salaries and benefits of instructional faculty and staff, personnel who support the faculty directly, and supplies and equipment. Indirect costs include admissions, registration, student services not financed by the students' services and activities fees, and a proportional share of libraries, administration, and facilities and maintenance. Data suggest that the average cost of instruction per full-time-equivalent student at the 4-year undergraduate level was $8,346 in 2001-2002. For graduate students, the average cost of instruction was $20,934 in the same year. At the 2-year institutions, the average cost per student was $4,840 in 2001-2002. Data is presented in table form for each 4-year institution and the community and technical colleges together. An appendix contains a glossary, discipline titles and Classification of Instructional Program codes and course listings by subject area. (Contains 2 graphs and 20 tables.) (SLD) ED478594 Education Cost Study, 2001-02: Higher Education Expenditures for Instruction (State Support Plus Tuition). 2003-04-00 154 N/A 2004 2016-11-21

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Yes Academic Deans Career Development Educational Administration Higher Education Institutional Administration Professional Development Socialization Damico, Sandra Gmelch, Walter H. Hopkins, Dee Mitchell, Judy Nichols Reports - Research Speeches/Meeting Papers Rites of Passage English This case study of academic deans was undertaken to investigate the organizational socialization process of deans and draw practical implications for institutions and academic leaders. Four researchers conducted in-depth interviews of 24 deans at different stages ("seasons") of the deanship using an open-ended interview guide developed for the study. Findings show that the initial stages of the deans' careers followed the anthropological model known as rite of passage across three universal stages of separation, transition, and integration. The rites of passage model, while not denying the fundamental psychological insights shared by deans, incorporated a more macro, sociological perspective, and underscored "sense-making" from the dean's social and ceremonial events. The latter stages, beyond deans' rites of passage, followed a pattern similar to that of corporate executives through: (1) taking hold; (2) immersion; (3) reshaping; and (4) consolidation and refinement. The socialization processes of deans more closely resembled those of other academic leaders than those of teachers. (Contains 1 table, 3 figures, and 79 references.) (SLD) ED478595 Seasons of a Dean's Life: Passages of the Profession. 2003-00-00 22 N/A 2004 2016-11-21

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Yes Academic Failure College Students High Risk Students Higher Education Program Effectiveness Program Evaluation Risk Management Pfleging, Elizabeth Dissertations/Theses Reports - Evaluative Student Support Services Warning Academic Alert System English At Columbia College, a 2-year college in California, an Early Alert program was implemented in the middle 1980s to alert students at risk of academic failure to potential problems. With the exception of a few years in the 1990s, the program has been conducted each semester. In the fourth week of the semester, instructors are asked to identify students experiencing academic difficulties, and these students are then sent a form letter of notification and recommendations for action. The effectiveness of the Early Alert program was evaluated using a sample of 38 classes taught by 25 instructors in 16 different subject areas. Of the 370 students responding, only 14 indicated that they had received an Early Alert letter. Findings show that the Early Alert program is effective in identifying at-risk students in that the students who were warned were indeed at-risk, but the alerted students did not use academic support services at a rate that differed significantly from that of other students. The program is an effective first step, but appears to fall short of its intended goal of motivating students to seek support services. An appendix contains the survey. (Contains 9 tables and 17 references.) (SLD) ED478596 An Evaluation of the Early Alert Program at Columbia College. 2002-05-00 34 N/A 2004 2016-11-21

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No Black Colleges Black Teachers College Faculty Higher Education School Culture Teacher Recruitment Teacher Responsibility Teacher Role Teacher Salaries Gregory, Sheila T. Reports - Descriptive Speeches/Meeting Papers English This paper provides insights into the historical and contemporary status of black faculty at Historically Black Colleges and Universities (HBCUs), to revisit the traditional and more current roles and responsibilities of HBCU faculty, and to introduce new knowledge about HBCU faculty negotiate culture and manage to cope professionally and personally with growing challenges and fewer resources. Historically, education has served as a vehicle for many blacks to escape poverty and prepare future generations for leadership in the community and society. Higher education in the United States is at a critical juncture today. Fewer African Americans are choosing academic careers, and a large number of those who do are not being retained, promoted, or tenured. Black faculty women are achieving tenure at a much slower rate than every before, leaving them professionally vulnerable. The primary barrier to black faculty retention and advancement that is cited most often in the research is the extraordinary time demands placed on them because of their relatively small numbers. Black faculty members also report the absence of institutional support systems as a hindering factor. To improve the status of black HBCU faculty, it is necessary to address that issue at the department level. Departments and deans can provide support for faculty members in various cost-effective ways. Research has shown that most black faculty at HBCUs received undergraduate training at black colleges or universities. The current role of HBCU institutions is to nurture this seed and provide an environment in which it will bloom. (Contains 32 references.) (SLD) ED478597 Negotiating Culture: Faculty Roles and Responsibilities in HBCUs. 2003-04-00 16 N/A 2004 8/19/2004 22:21:45 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Excerpts from chapter published in "An HBCU Reader: Exploring the Historical, Political and Economic Realities of African American Higher Education Institutions" (2004).

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Yes Citation Analysis Citations (References) Doctoral Dissertations Graduate Students Graduate Study Scholarly Journals Beile, Penny M. Boote, David N. Killingsworth, Elizabeth K. Reports - Research Speeches/Meeting Papers English This study had two purposes: to examine the expertise of doctoral students in their use of the scholarly literature and to investigate the use of citation analysis as a tool for collection development. Analysis of 1,842 coded citations gleaned from 30 education dissertations awarded in 2000 from 3 institutions in the United States revealed that journal articles, at 45%, were cited most frequently, followed by monographs (33.9%) and "other" (18.3%), with magazines and Web sites contributing less than 2% each of the total material types cited. The study examined 858 journal and magazine citations, which were found in 239 unique titles. A relatively small number of journals contained a high percentage of the references found in the dissertations analyzed. Based on a design by D. Kohl and L. Wilson (1986), dissertation citations were also scored for scholarliness, currency, and appropriateness of format, and scores on the three criteria were averaged to arrive at a quality rating. Results of interinstitutional comparisons revealed a significant amount of variation and were considered in conjunction with institutional characteristics and published criteria for quality bibliographies. The data suggest that the assumption of doctoral student expertise in their use of the scholarly literature may be overstated and should be examined in relation to their preparation for professional status. For purposes of developing a library's research collection, a core list of titles, generated on the basis of multiple, rather than single, institutional analysis is indicated. (Contains 8 figures, 11 tables, and 28 references.) (Author/SLD) ED478598 Characteristics of Education Doctoral Dissertation References: An Inter-Institutional Analysis of Review of Literature Citations. 2003-04-00 25 N/A 2004 8/19/2004 22:21:47 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Administration Cooperation Governance Group Structure Higher Education Instructional Leadership Teamwork Trust (Psychology) Dee, Jay R. Dole, Susan Phair, Charles Shay, Pat Reports - Research Speeches/Meeting Papers Structuration Theory English Traditions of shared governance and the complexity of problems faced by colleges and universities suggest the need for effective collective action. This study examined leadership teams in two sites: a new 2-year public institution formed by merger and a new 4-year private institution. Research hypotheses were developed from the perspective of structuration theory. Structuration theory attempts to explain how structures emerge through group interaction. Findings suggest that higher education leaders can take several steps to improve prospects for the development of trust and collaboration in their administrative teams: (1) articulate behavioral norms that endorse systemic thinking; (2) develop and support cross-functional planning groups; (3) make clear that team behaviors are supposed to further institutional goals, not advocate for departmental- or self-interest; and (4) provide frequent opportunities for interpersonal interaction among team members, especially during early stages of team development. (Contains 32 references.) (Author/SLD) ED478599 Trust and Collaboration in "Zero-History" Administrative Teams. 2002-04-01 22 N/A 2004 2016-11-21

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Yes Diversity (Institutional) Diversity (Student) Economically Disadvantaged Law Schools Law Students Minority Groups Public Colleges School Holding Power State Colleges Student Recruitment Reports - Evaluative Tests/Questionnaires Texas Texas Texas State Higher Education Coordinating Board, Austin. English This report, an addendum to "Projecting the Need for Legal Education in Texas," adopted by the Texas Higher Education Coordinating Board in 2002, assesses different strategies to enhance the number of students from under-represented groups in Texas public law schools. The report is based on two literature reviews and a survey of efforts to increase the number of minority group students at the state's four public law schools. Findings of both the reviews and the survey show that Texas public law schools use retention and recruitment programs that are similar to those of other states' law schools. Texas institutions use a variety of programs to recruit and retain students from under-represented groups, but spend more resources on recruitment. Texas is also moving to programs that focus on retaining low-performing students, not classified by any specific under-represented group. In spite of a large number of programs, the student enrollment from under-represented groups is still small, proportionately, compared to their representation in the general population. The basis of a solution could be in better academic preparation for all students. The literature review indicates that academic assistance programs in law schools cannot adequately address general educational deficiencies of incoming law students. Some consideration should be given to a joint admissions law school program similar to the program that exists to increase the number of economically disadvantaged students enrolling in and graduating from Texas medical schools. Three appendixes contain the survey and supplemental information about recruitment and retention programs. (Contains 2 tables and 44 references.) (SLD) ED478600 A Report on Recruiting and Retaining Under-Represented Students in Texas Public Law Schools: Addendum to "Projecting the Need for Legal Education in Texas, October 2002." 2003-01-00 23 For full text: http://www.thecb.state.tx.us/UHR/ProfSchools.htm. N/A 2004 2016-11-21

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No Economic Factors Educational Policy Fees Higher Education Policy Formation State Colleges State Universities Student Financial Aid Tuition Rasmussen, Christopher J. Reports - Research Tests/Questionnaires State Higher Education Executive Officers Association. English This report, fifth in a series of updates by State Higher Education Executive Officers (SHEEO), is a comprehensive assessment of state policies related to public college and university tuition, fees, and financial aid. It also includes expanded information on the various goals and objectives of state-level student financial assistance policies, a report on the impact of state legislative term limits on higher education policy, and a new section on state policy responses to the federal educational tax credits introduced in 1997. The survey on which this report is based was distributed to state higher education finance officers in late June 2002 and was completed by 46 SHEEO agencies in 44 states. Significant variation was found among the states in the basic philosophy that guides decision making regarding tuition levels in public higher education, but a majority of states espouse a philosophy of low tuition to make education as affordable as possible. Agencies listed a number of factors used in setting resident tuition, with state general fund appropriations ranking first among factors, followed by prior year's tuition. The overall policy related to student fees also varied, as did the ranking of influences on financial aid policy. Promoting broad access to higher education ranked first among these influences. Responses made it clear that the issue of affordable access to higher education is of increasing concern to both state policy makers and citizens. SHEEO members provided a number of examples of efforts to address affordability concerns. The development of value-based long-term philosophies and effective strategies for maintaining affordable access to public higher education is imperative as the United States moves further into the 21st century. Two appendixes contain a list of survey respondents and the survey instrument. (SLD) ED478601 State Tuition, Fees, and Financial Assistance Policies, 2002-03. 2003-06-00 37 State Higher Education Executive Officers, 700 Broadway, Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3685; Web site: http://www.sheeo.org/publicat.htm. N/A 2004 8/19/2004 22:21:53 RIEMAR2004

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No Accountability Budgeting Economic Factors Higher Education Retrenchment Role of Education Strategic Planning Surveys Coulter, Tricia Reports - Research Tests/Questionnaires State Higher Education Executive Officers Association. English The State Higher Education Executive Officers Association (SHEEO) periodically surveys its members about the most important higher education issues of the day. In January 2002, the most recent version of the survey was sent to the chief executive officers of statewide coordinating and governing boards in 49 states, the District of Columbia and Puerto Rico. The first section asked officers to rate the importance of each of 26 issues in his or her state. The second section consisted of open-ended questions about agency priorities, roles, and structures and the challenges faced. Responses were received from 50 individuals representing 48 agencies in 46 states. These responses show that SHEEO agencies are faced with some daunting challenges. They take seriously their responsibility to provide a quality education for a student population increasing in number and diversity. This expanding population requires more and different types of services, such as remedial education and financial aid. However, state higher education agencies are faced with times of fiscal challenge, cutbacks, and retrenchment. Instead of decreasing their activities or efforts, they are expanding their focus. SHEEO agencies report being increasingly involved with K-12 state departments of education and in strategic and economic planning for the state in an effort to make more salient the importance of higher education for the financial well-being of a state. SHEEO also recognizes the importance of accountability in higher education. They cite the need for more extensive data systems that would allow them to track students through their entire educational career and into the work force. Responses show that SHEEO agencies are responding to the challenges they face in ways that provide the opportunity for innovation and to make a real difference in higher education across the United States. Two appendixes contain the survey instrument and survey results. (SLD) ED478602 Issue Priorities and Trends in State Higher Education. 2003-05-00 21 State Higher Education Executive Officers, 700 Broadway, Suite 1200, Denver, CO 80203-3460. Tel: 303-299-3685; Web site: http://www.sheeo.org/publicat.htm. N/A 2004 8/19/2004 22:21:55 RIEMAR2004 For the 2000 version of this report, see ED 443 365.

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No College Freshmen Diversity (Student) Educational Trends First Year Seminars Higher Education Program Design Program Effectiveness School Orientation Student College Relationship Transfer Students Transitional Programs Ward-Roof, Jeanine A., Ed. Hatch, Cathie, Ed. Collected Works - General Reports - Descriptive Freshman Orientation National Orientation Directors Association. South Carolina Univ., Columbia. National Resource Center for the First-Year Experience and Students in Transition. English This monograph contains 15 papers on aspects of college and university student and family orientation programs. Following a prologue, "Reflections on the Future of Orientation," by M. Lee Upcraft, the papers are: (1) "Today's Students and Their Impact on Orientation and First-Year Programs" (Tony W. Cawthon and Michael Miller); (2) "Theoretical Perspectives on Orientation" (Michael Dannells and Maureen E. Wilson); (3) "20 Years of Trends and Issues in Orientation Programs" (Gerry Strumpf, Greg Sharer, and Matthew Wawrzynski); (4) "Components of a Comprehensive Orientation Program" (Rebecca F. Smith and Richard K. Brackin); (5) "Orientation as a Catalyst: Effective Retention through Academic and Social Integration" (updated by Jim Zakely); (6) "Organization and Administration of Orientation Programs" (Jimmy N. Abraham, Bryan G. Nesbit, and Jeanine A. Ward-Roof); (7) "Methods for Orienting Diverse Populations" (Bonita C. Jacobs and Brian S. Bowman); (8) "Orienting Transfer Students" (Jeanine A. Ward-Roof, Patricia A. Kashner, and Valerie M. Hodge); (9) "Orienting Nontraditional Students to College: Creating Opportunities, Supporting Success" (Cathie Hatch); (10) "The Connecting Point: Orientation at Community Colleges" (Les Cook, Betty R. Cully, and Deneece Huftalin); (11) "The Role of Family Influence on Student Success" (Diane M. Austin); (12) "The First-Year Seminar: Continuing Support for New Student Transitions" (Mary Stuart Hunter, Tracy L. Skipper, and Carrie W. Linder); (13) "10 Years Later: The Web Phenomenon and New Student Orientation" (Gary L. Kramer); (14) "Evaluating and Assessing Orientation Programs" (Richard H. Mullendore, Gary Biller, and Ralph Busby); and (15) "Reflections on the Future of Orientation" (John N. Gardner and Dave A. Hansen). An appendix contains "The Role of Student Orientation Programs and Services CAS Standards Contextural Statement" (Council for the Advancement of Standards in Higher Education). Each chapter contains references. (SLD) ED478603 Designing Successful Transitions: A Guide for Orienting Students to College. 2nd Edition. The First-Year Experience Monograph Series. 2003-00-00 ISBN-1-889271-41-1 Administrators Practitioners Teachers 214 National Resource Center for The First-Year Experience and Students in Transition, University of South Carolina, 1629 Pendleton Street, Columbia, SC 29208 ($35). Tel: 803-777-6029; Fax: 803-777-4699. N/A 2004 2016-11-21

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Yes Alarm Systems Apprenticeships Competency Based Education Developed Nations Fire Protection Foreign Countries Job Analysis Job Skills National Standards Objectives Occupational Information Plumbing Postsecondary Education Prevention Secondary Education Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Chinien, Chris Boutin, France Legal/Legislative/Regulatory Materials Sprinkler Systems Canada Interprovincial Red Seal Program (Canada) Canada English This analysis covers tasks performed by a sprinkler system installer, an occupational title some provinces and territories of Canada have also identified as pipefitter--fire protection mechanic specialty; sprinkler and fire protection installer; sprinkler and fire protection systems installer; and sprinkler fitter. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) blocks, the largest divisions in the analysis that reflect a distinct operation relevant to the occupation; (2) tasks, the distinct activities, that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 5 blocks, which include 17 tasks, are common occupational skills; water supply installation; piping installation; installation of detection, protection, and control systems; and inspection, maintenance, and repairs. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478604 Sprinkler System Installer. Occupational Analyses Series. 2003-00-00 70 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Sprin kler_2003.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/MEC_ protection_incendie_2003.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Auto Mechanics Competency Based Education Diesel Engines Foreign Countries Job Analysis Job Skills Motor Vehicles National Standards Objectives Occupational Information Postsecondary Education Power Technology Secondary Education Service Vehicles Skilled Occupations Task Analysis Technological Advancement Trade and Industrial Education Transportation McRory, Aline Ally, Mohamed Legal/Legislative/Regulatory Materials Brakes (Automotive) Canada Interprovincial Red Seal Program (Canada) Steering (Automotive) Canada English This analysis covers tasks performed by a truck and transport mechanic, an occupational title some provinces and territories of Canada have also identified as commercial transport vehicle mechanic; transport truck mechanic; truck and coach technician; and truck and transport service technician. A guide to analysis discusses development, structure, and validation method; scope of the occupation; trends; and safety. To facilitate understanding the nature of the occupation, work performed is divided into the following categories: (1) block, the largest divisions in the analysis that reflect a distinct operation relevant to the occupation; (2) tasks, the distinct activities that in combination make up the logical and necessary steps the worker is required to perform to complete a specific assignment in a block; and (3) sub-tasks, the smallest divisions into which it is practical to subdivide any work activity and that in combination fully describe all duties constituting a task. Other components of a task are trends, related components, tools and equipment, and supporting knowledge and abilities. Each sub-task is accompanied by results of a validation by all provinces/territories. The 8 blocks, which include 35 tasks, are occupational skills; chasis and frames; air systems, brakes, and steering; electrical and electronic systems; cab and body; engine and supporting systems; drive train; and accessories. Appendixes include a list of tools and equipment; glossary; blocks and tasks weighting; and task profile chart. (YLB) ED478605 Truck and Transport Mechanic. Occupational Analyses Series. 2000-00-00 118 For full text (English): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/english/pdf/Truck _and_Transport_Mechanic_2000.pdf. For full text (French): http://www.hrdc-drhc.gc.ca/hrib/hrp-prh/redseal/francais/pdf/Meca nicien_de_camions_et_transport_2000.pdf. N/A 2004 2016-11-21

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Yes Cooperative Planning Educational Environment Educational Indicators Educational Planning Educational Policy Educational Practices Educational Strategies Formative Evaluation Instructional Development Outcomes of Education Postsecondary Education Program Development Program Guides Research Utilization Secondary Education Stakeholders Systems Approach Theory Practice Relationship Vocational Education Copa, George H. Wolff, Susan J. Guides - Non-Classroom Reports - Research Career and Technical Education National Research Center for Career and Technical Education, St. Paul, MN. English Developed from a review of research, policies, exemplary practices, and leading thinking, this guide addresses educational program design questions. The document is divided into two parts, Part One contains the recommended design features of career and technical education, including these 12 operational design features: learning context; audience; signature; expectations; processes; organization; partnerships; staff; environment; measures and indicators; celebrations; and financing. Part Two describes the design process for improving career and technical education. These fifteen steps are described: determine purpose and scope; determine the process; select committees; select a facilitator and obtain technical assistance; plan communications; hold the first meeting; conduct interviews, surveys and site visits; review recommendations; select and/or adapt design features; assess programs for gaps; prioritize gaps for action; develop a plan to close the gaps; submit the plan; disband the design group; and monitor the implementation of the plan. Appendix I contains the process document for developing the presented recommendations. Appendix II lists the design group members. Appendix III describes the process for developing professional judgment ratings. Appendix IV contains the tables of recommended operational design features in terms of progressiveness and extent of current application, relevance to education levels, and uniqueness. (SLR) ED478606 New Designs for Career and Technical Education at the Secondary and Postsecondary Levels: Design Guide for Policy and Practice. 2002-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Administrators Policymakers Practitioners 88 NDCCTE Product Sales Office, Ohio State University, 1900 Kenny Road, Columbus, OH 43210-1090 (Order code: RR3004, $13.50). Tel: 800-678-6011, ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Fax: 614-292-1260; e-mail: ndccte@osu.edu. For full text: https://www.nccte.org/publications/secure/index.asp#NewDesig ns. N/A 2004 2016-11-21

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Yes Agricultural Education Agricultural Engineering Agricultural Occupations Agricultural Skills Agronomy Animal Husbandry Articulation (Education) Associate Degrees Benchmarking Business Education Career Planning College Preparation Competency Based Education Environmental Education Performance Factors Postsecondary Education Secondary Education State Standards Tech Prep Vocational Education Ray, Gayl M. Kershaw, Isaac Mokma, Arnie Guides - Non-Classroom Career and Technical Education Ohio Ohio Ohio Board of Regents, Columbus. Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. English This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in agricultural business and production systems. Following an introduction, the Ohio College Tech Prep standards and program, and relevant definitions are described. Next are the technical competency profiles for these areas: animal science, plant science, business operations, engineering, and environmental science. Each contains a standard statement; benchmarks for foundation programs, secondary workplace development programs, and postsecondary programs; the subject topics with indicators (competencies). Appendixes A and B list the members of the review panels. Appendix C contains a blank template that can be used to prepare a college preparation pathway with spaces to list classes and prerequisites. Appendix D is a list of careers with job descriptions in agricultural and environmental systems. Appendix E contains a map showing the Ohio Tech Prep Consortia. (SLR) ED478607 Ohio Agricultural Business and Production Systems. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Practitioners Administrators Teachers 62 For full text: http://www.ohtpcs.org/cp/agribus.asp. N/A 2004 2016-11-21

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Yes Administrator Education Articulation (Education) Associate Degrees Benchmarking Business Administration Business Education Career Development College Preparation Competency Based Education Educational Certificates Entrepreneurship Managerial Occupations Office Occupations Performance Factors Postsecondary Education Professional Development Secondary Education State Standards Tech Prep Vocational Education Ray, Gayl M. Wilson, Nick Mangini, Rick Guides - Non-Classroom Career and Technical Education Knowledge Management Ohio Business Law Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. Ohio Board of Regents, Columbus. English This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in business management. Ohio College Tech Prep Program standards are described, and a key to profile codes is provided. Sample occupations in this career area, such as management trainee, product manager, and advertising executive, are listed. A table lists year 2003 business core competencies and business management competencies by instructional unit and educational level. Next are core business competencies and business management competencies, all of which appear by instructional unit. Each competency is accompanied by key indicators. The core instructional units are: career development for business, professional effectiveness, business economics, business communications, accounting, computation, business law, technology, international business, management, marketing, entrepreneurship. The business management units are: professional development and networking, professional effectiveness, general administrative functions, management, entrepreneurship, operations management, human resources management, quality assurance, process/project management, financial management, business law and legal issues, risk management, international business, intelligence management, data mining, and knowledge management. Four appendices contain a list of review panel members; a blank template that can be used to prepare a college preparation pathway, with spaces to list classes and prerequisites; professional associations, certifications and licensure in the field; and a map showing the Ohio Tech Prep Consortia. (SLR) ED478608 Ohio Business Management. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Administrators Teachers Practitioners 138 For full text: http://www.ohtpcs.org/cp/busmgt.asp. N/A 2004 2016-11-21

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Yes Accounting Associate Degrees Banking Business Education Career Development College Preparation Competency Based Education Economics Education Finance Occupations Insurance Occupations Investment Office Occupations Performance Factors Postsecondary Education Real Estate Occupations Risk Management Secondary Education State Standards Tech Prep Vocational Education Ray, Gayl M. Wilson, Nick Mangini, Rick Guides - Non-Classroom Career and Technical Education Ohio Ohio Ohio Board of Regents, Columbus. Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. English This document describes the essential competencies from secondary through post-secondary associate degree programs for a career in financial services and risk management. Ohio College Tech Prep Program standards are described, and a key to profile codes is provided. Sample occupations in this career area, such as financial accountant, loan counselor, economist, and underwriter, are listed. A table lists year 2003 business core competencies and financial services and risk management competencies by instructional unit and educational level. Next are core business competencies and financial services and risk management competencies, all of which appear by instructional unit. Each competency is accompanied by key indicators. The core instructional units are: career development for business, professional effectiveness, business economics, business communications, accounting, computation, business law, technology, international business, management, marketing, entrepreneurship. The business management units are: professional development and networking, accounting, accounting specialities, accounting research and technology, banking systems, finance, financial management, money and the market, investments, financial planning, real estate, risk management, and insurance. Four appendices contain a list of review panel members; a blank template that can be used to prepare a college preparation pathway, with spaces to list classes and prerequisites; professional associations, certifications and licensure in the field; and a map showing the Ohio Tech Prep Consortia. (SLR) ED478609 Ohio Financial Services and Risk Management. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Practitioners Administrators Teachers 137 For full text: http://www.ohtpcs.org/cp/finsrv.asp. N/A 2004 2016-11-21

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Yes Computer Uses in Education Educational Change Educational Planning Educational Technology Elementary Secondary Education Higher Education Long Range Planning State Action State Programs Technology Planning Reports - Evaluative Texas Texas Texas Education Agency, Austin. English This document reports on the Long-Range Plan for Technology, 1996-2010 for the state of Texas. At the beginning of the report is the "Vision of Technology in Education, 2002." The first section of the report addresses the need to update the long-range plan in the following areas: state legislation; federal legislation; developments in technology; business and industry expectations; climate of Texas schools; higher education; community needs; and lessons learned since 1988. The second section presents an update to the plan, containing requests to the Texas Legislature, actions, and recommendations in four areas: (1) teaching and learning; (2) educator preparation and development; (3) administration and support services; and (4) infrastructure for technology. The third section reports on the current status of the plan in the same four areas. The fourth section summarizes the related services and activities of each of the state's 20 Education Service Centers. The "Texas STaR Chart: A Tool for Planning and Assessing School Technology and Readiness Aligned with the Long-Range Plan for Technology, 1996-2010" is appended. Contains a glossary. (MES) ED478610 2002 Update to the Long-Range Plan for Technology, 1996-2010. A Report to the 78th Texas Legislature from the Texas Education Agency. 2002-12-00 152 Publications Office, Texas Education Agency, P.O. Box 13817, Austin, TX 78711-3817 ($10). For full text: http://www.tea.state.tx.us/technology/. N/A 2004 2016-11-21

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No Adolescents Case Studies Critical Thinking Documentaries Literacy Mass Media Models Secondary Education Social Change Urban Youth Videotape Recordings Goodman, Steven Books Reports - Evaluative New York (New York) Video Production New York (New York) English This book explores the power of using media education to help urban teenagers develop their critical thinking and literacy skills. Drawing on 20 years of experience working with inner-city youth at the Educational Video Center (EVC) in New York City, the author looks at both the problems and possibilities of this model of media education. Highlights include: the changes schools and after-school programs need to make in order to create media education that empowers students to change their world; the intersection of literacy and culture as youth learn to analyze information from a variety of sources, including television, newspapers, books, films, school, church, and lives outside of school; case studies of students and teachers engaged in making video documentaries at EVC and in an alternative high school; the practical day-to-day challenges faced by professional developers and teachers working to change the way education is practiced in their classes and schools; the profound "disconnect" that results when teachers and curriculum fail to recognize the social and cultural contexts in which urban students live; and the critical thinking and technical video arts skills students develop as they learn to collaboratively conduct interviews, research, shoot, log, and edit their documentaries. (Contains 64 references.) (MES) ED478611 Teaching Youth Media: A Critical Guide to Literacy, Video Production, & Social Change. The Series on School Reform. 2003-00-00 ISBN-0-8077-4288-0 127 Teachers College Press, Columbia University, 1234 Amsterdam Ave., New York, NY 10027 (paperback: ISBN-0-8077-4288-0, $18.95; hardcover: ISBN-0-8077-4289-9, $42). Tel: 800-575-6566 (Toll Free); Web site: http://www.tcpress.com/index.html/. N/A 2004 2016-11-21

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Yes Academic Libraries Anxiety Correlation Graduate Students Higher Education Library Services Library Skills Minority Groups Reading Ability Users (Information) Vocabulary Development Jiao, Qun G. Onwuegbuzie, Anthony J. Reports - Research Speeches/Meeting Papers African Americans Library Anxiety English This study examined the relationship between reading comprehension and reading vocabulary and five dimensions of library anxiety (i.e., barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers). Participants were 45 African-American graduate students from various disciplines who were administered the Library Anxiety Scale and the Nelson-Denny Reading Test. A canonical correlation analysis revealed that reading comprehension and reading vocabulary were related statistically significant to barriers with staff, comfort with the library, and knowledge of the library. Results indicate that for African-America female graduate students, reading ability may play an important role in the library context. Moreover, the fact that reading comprehension and reading vocabulary scores predict anxiety stemming from knowledge of the library in the opposite direction to the anxiety induced by affective barriers and comfort with the library suggests that poor reading ability can serve both as a risk factor and a protective factor with respect to library anxiety. (Contains 60 references.) (Author/MES) ED478612 The Relationship between Library Anxiety and Reading Ability. 2002-11-06 29 N/A 2004 2016-11-21

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Yes Academic Libraries Anxiety Graduate Students Higher Education Library Services Library Skills Models Predictor Variables Self Concept Users (Information) Jiao, Qun G. Onwuegbuzie, Anthony J. Reports - Research Speeches/Meeting Papers Library Anxiety English This study presents a test of the Anxiety-Expectation Mediation (AEM) model of library anxiety. The AEM model contains variables that are directly or indirectly related to information search performance, as measured by students' scores on their research proposals. This model posits that library anxiety and self-perception serve as factors that mediate the relationship between performance in writing a research proposal and other cognitive, personality, and demographic variables. The model was tested using 225 graduate students enrolled in several sections of an introductory-level course at a mid-southern university. Structural equation modeling techniques supported the AEM model. In particular, library anxiety and research achievement were reciprocally related. Furthermore, library anxiety mediated the relationship between research performance and the following variables: age, grade point average, learning style, academic procrastination, and self-perception. The path analysis also revealed a direct positive path from self-perception to research performance. In addition, self-perception moderated the relationship between research achievement and academic procrastination, perfectionism, and hope. The AEM model of library anxiety suggests that Wine's (1980) Cognitive-Attentional-Interference theory, Onwuegbuzie, Jian, and Bostick's (2002) Information Literacy Process model of library anxiety, and Bandura's (1977) self-efficacy theory can be applied to the library context. Findings are discussed within the framework of current social-psychological models of educational achievement. (Contains 94 references.) (Author/MES) ED478613 Anxiety-Expectation Mediation Model of Library Anxiety. 2002-11-07 51 N/A 2004 2016-11-21

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Yes Academic Achievement Computer Literacy Courseware Educational Technology Elementary Secondary Education Standardized Tests Tables (Data) Teacher Surveys Technology Uses in Education Ravitz, Jason Mergendoller, John Numerical/Quantitative Data Reports - Evaluative Access to Technology Idaho Idaho Beryl Buck Inst. for Education, Novato, CA. English This report interprets data about student and teacher technology use to portray what is happening in Idaho classrooms and to provide guidance for future funding decisions. It brings together several data sets, including a statewide Idaho School Technology Inventory, standardized tests of student achievement, and a teacher survey that has been used in national studies of teacher pedagogy and technology use. Part 1 discusses school data, including basic differences by size and grade, computer use and student achievement, and 1999-2000 change in overall school achievement. Part 2 addresses teacher technology use by grade and subject, including teacher technology access, teacher software capability and professional computer use, software use with students, objectives for software use with students, and teachers' perceptions of student achievement and technology use. Part 3 covers teacher technology use and student achievement, including teachers' computer use and schoolwide test scores for math and language arts, as well as subject-specific software use and schoolwide test scores. Part 4 examines student computer use and software capability. Part 5 looks at student software capability and schoolwide test scores, and Part 6 discusses within-school student software capability and achievement. Appendices include a list of data sources and variables and several supplementary data tables. (MES) ED478614 Technology Use and Achievement in Idaho Schools: A State Wide Study of Schools, Teachers and Students. Final Evaluation Report. 2002-02-11 J.A. and Kathryn Albertson Foundation, Inc., Boise, ID. 52 Buck Institute for Education, 18 Commercial Blvd., Novato, CA 94949. Tel: 415-883-0122; Fax: 415-883-0260; e-mail: info@bie.org; Web site: http://www.bie.org/. N/A 2004 2016-11-21

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Yes Computer Literacy Constructivism (Learning) Educational Technology Elementary Secondary Education Faculty Development Questionnaires Teacher Attitudes Teacher Surveys Teacher Workshops Technology Uses in Education Training Ravitz, Jason Mergendoller, John Numerical/Quantitative Data Reports - Evaluative Tests/Questionnaires Idaho Idaho Beryl Buck Inst. for Education, Novato, CA. English Teaching with Technology (TWT) is a multi-year development program for Idaho teachers, funded and developed by the J.A. and Kathryn Alberston Foundation. TWT is a complement to the Opportunity 1 initiative that made educational technology available to Idaho schools. TWT provides intensive summer training workshops and offers support to teachers during the school year. TWT seeks to: increase teachers' knowledge and skills for working with new technology; and increase teachers' constructivist beliefs about teaching and learning. This report describes TWT's impact on teachers over the course of one academic year. Teachers' responses to a survey administered at three different times (i.e., prior to TWT summer workshops, immediately after the workshops, and ten months after the workshops) were examined. It was concluded that TWT had an impact on a large proportion of participating teachers--teachers reported substantial changes in their technology skills and in their beliefs about good teaching. It was also found that teachers participating in TWT very substantially increased their ability to use computer technology and somewhat shifted their conceptions of good teaching toward constructivism. Appended are: Teaching with Technology Survey, Wave 3; Who Participated in TWT and the Study?; Helpfulness of TWT Technology Fellows and Attitude Changes, by Wave 1 Pedagogical Beliefs and Technology Skills; Training Requests by Grade Level Taught, Changes from Wave 1 to Wave 3; Overall Changes in Constructivist Beliefs, Between Waves, Paired T-test Results; and Overall Changes in Technology Skills, Between Waves, Paired T-test Results. (Contains 10 endnotes, 6 references, and 6 tables.) (MES) ED478615 Teaching with Technology: A Statewide Professional Development Program. Evaluation Report. 2002-10-11 J.A. and Kathryn Albertson Foundation, Inc., Boise, ID. 30 Buck Institute for Education, 18 Commercial Blvd., Novato, CA 94949. Tel: 415-883-0122; Fax: 415-883-0260; e-mail: info@bie.org; Web site: http://www.bie.org/. N/A 2004 2016-11-21

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Yes Cultural Awareness Cultural Differences Foreign Students Higher Education Interaction Interpersonal Communication Interpersonal Relationship Learning Strategies Plagiarism School Orientation Student Evaluation Teacher Student Relationship Teaching Styles Tucker, Donald L. Reports - Research Tests/Questionnaires Asian Students Koreans Writing Style English This study addressed two specific questions regarding Korean students at American colleges and universities. One is a question of accommodation, and the other is a question of orientation: to what extent do we need to change our classroom format and teaching methodology (and types of assignments) to accommodate students from different cultures and countries; and how can we best orient foreign students and assist them in making the transition into the American way of learning? Personal background explaining the author's interest in this issue is provided. Differences in cultural orientation, specifically how differing cultural values determine the form and style of communication, interpersonal behavior and interaction, and ways of learning are examined. Reflections on two specific issues involving essay-writing and scholarly research that confront the American teacher unfamiliar with Asian culture and learning are included, i.e., writing styles and definitions of plagiarism. Four tables contrast American and Korean writing style, classroom interaction and behavior, content of tests and papers, and view of scholarship. Suggestions are offered related to accommodation, orientation, and strategies for assessment. Three simple approaches are recommended--awareness of cultural differences, teacher modeling, and use of several types of interaction activities. Nine interview questions are appended. (Contains 40 references.) (MES) ED478616 Understanding Learning Styles and Study Strategies of Korean Students in American Colleges and Universities: A Research Study with Recommendations for Faculty and Academic Advisors. 2003-03-00 Counselors Practitioners 18 N/A 2004 2016-11-21

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No Annotated Bibliographies Career Development Employment Interviews Internet Internship Programs Job Search Methods Library Collection Development Library Collections Library Role Library Services Occupational Information Public Libraries Resource Materials Resumes (Personal) Special Libraries White, Gary W., Ed. Books Collected Works - Proceedings Cover Letters American Library Association, Chicago, IL. Reference and User Services Association. English This book highlights techniques that can be implemented to build library collections on jobs and careers. The authors explore demographic and economic changes that influence the job market and the future of the workforce. They also examine how resources have shifted from books to collections incorporating Web pages, CD-ROMs, and audiovisual materials. The following papers are included: (1) "Help Wanted: Job & Career Information for the New Millennium: Economic Overview and the Role of Special Libraries" (Timothy A. Dixon); (2) "Career Collections in the Age of Internet Job Hunting" (Roberta Astroff and Mary R. Strow); (3) "Career Collections in Public Libraries: San Francisco Public Library's Job & Career Information Center" (Edgar McCray); (4) "Career Exploration Resources" (Ryan Womack); (5) "Employment Vacancies" (Glenn McGuigan); (6) "Cover Letters, Resumes, and Interviewing" (Diane Zabel); (7) "Wages and Salaries" (James E. Nalen); and (8) "Internships" (Matthew Wayman). Many of the papers contain annotated lists of resources. (MES) ED478617 Help Wanted: Job & Career Information Resources. RUSA Occasional Papers. 2003-00-00 ISBN-0-8389-8222-0 74 American Library Association, P.O. Box 932501, Atlanta, GA 31193-2501 ($22.50, members; $25, nonmembers). Tel: 866-746-7252 (Toll Free); Fax: 770-442-9742; Web site: http://www.ala.org. N/A 2004 2016-11-21

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Yes Case Method (Teaching Technique) Cultural Awareness Elementary Secondary Education Graduate Students Graduate Study Higher Education Online Courses Personality Preservice Teacher Education Racial Factors Student Teacher Attitudes Student Teachers Teacher Characteristics Eberly, Jody L. Rand, Muriel K. Reports - Research English This study utilized teaching cases as an assessment tool in measuring student teachers' dispositions, collecting data from online courses. It examined student behaviors during online analyses of a case study that revealed culturally sensitive dispositions, noting whether there were factors in those analyses that could be identified and used to infer disposition. Graduate students from five online courses were asked to read a teaching case, "White Faces Don't Want to be My Friend" (Rand & Shelton-Colangelo, 2003) and then participate in a discussion held in a synchronous online chat room. The teaching case is about an elementary student health teacher who has difficulty managing her classes, primarily because of one challenging student, and who is confronted with a racial issue. Analysis of data from the chats identified four bi-polar categories: recognizes race as an issue in the case/believes race is not an issue; solutions target individual child/solutions target larger classroom context; sees curriculum as solution to problem/sees solution as beyond curriculum; and teacher as advocate/teacher as helpless. Though many students did not identify issues as being racially-oriented, many of their solutions did indeed target race. (Contains 38 references.) (SM) ED478618 Identifying and Describing Perceptual Factors Used for Inferring Teacher Candidate Dispositions from Online Case-Based Discussions. 2003-00-00 13 N/A 2004 8/19/2004 22:22:29 RIEMAR2004

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Yes Curriculum Development Elementary Secondary Education Interdisciplinary Approach Public Schools State Standards Teacher Collaboration Henning, Mary Beth Reports - Research Speeches/Meeting Papers Curriculum Specialists Curriculum Leaders English This historical case study explores the 34-year history of interdisciplinary curriculum development in one public school district. Interviews with nine veteran teachers and three administrators suggest that the role of curriculum specialists and the drive for accountability and consistency are the key influences on the curriculum development process. The data related to the changing role of the district's curriculum specialists supports Schwab's (1973; 1983) vision for curriculum professors and curriculum leaders. Teachers and administrators appreciate curriculum leaders who are collaborative, innovative, and able to apply local and international ideas to curriculum development. Hargreaves, Earl, Moore, & Manning's (2001) interpretive lenses suggest that cultural, political, and post-modern perspectives illuminate this curriculum history. The school district has developed a culture of collaboration, struggles with the way state standards are presented, and suffers from the common post-modern concern with lack of time. An appendix presents a veteran curriculum developers' interview protocol. (Contains 24 references.) (Author/SM) ED478619 From "Creative Juice" to "Pioneer on an Iceberg": Teachers' and Administrators' Perspectives on Their 34-Year Old Interdisciplinary Curriculum. 2003-04-22 34 N/A 2004 2016-11-21

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Yes Educational Environment Hispanic American Students Public Schools Puerto Ricans School Counselors Secondary Education Student Attitudes Teacher Student Relationship Urban Schools Davila, Erica R. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Chicago Public Schools IL English This paper explores Puerto Rican high school students' experiences in the Chicago Public Schools (CPS). Data were collected via individual and group interviews with Puerto Rican students, focusing on the relationships, or lack thereof, among participants and their teachers and counselors and the relevance and/or interest, or lack thereof, of curriculum structure and content. The first section examines the literature on Puerto Rican students' experience in U.S. schools, the historical context of Puerto Ricans in Chicago, and demographics of the CPS. The second section describes the theory and methods used to frame and analyze the data. The third section explores students' voices and notes scholarly research that helps to frame their experiences within a critique of teacher preparation and curriculum that disadvantages students of color. Overall, students in general education high schools had more negative encounters with teachers and curriculum than did students in magnet and college prep schools. Curriculum content and structure were perceived as problematic for students in general education and vocational schools. Students in all types of schools had concerns with the lack of counselors. Students recurrently resisted negative encounters with teachers and curriculum. Appended are: Interview Lengths; Interview Questions; List of Participants; and School Data. (Contains 25 references.) (SM) ED478620 What about the Teachers and the Classes? Puerto Rican Students in Chicago Share Their Experience. 2003-04-22 30 N/A 2004 2016-11-21

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Yes Beginning Teachers Change Strategies Classroom Techniques Elementary Secondary Education Family Influence Prior Learning School Culture Student Attitudes Teacher Attitudes Teacher Influence Teacher Student Relationship Flores, Maria Assuncao Reports - Research Speeches/Meeting Papers Teacher Change English This paper reports on findings from a research project aimed at examining teachers' change over time (the first 2 years of teaching) through their own perceptions, the perceptions of their students, and analyses of the school culture in which they work. Overall, a general pattern was found: most teachers developed according to a narrow, individual and classroom-oriented perspective, which was accompanied by a shift from a more inductive and student-centered approach to teaching towards a more traditional one. However, it was found that four teachers did develop and change in positive ways over time. Personal biography, namely prior experiences as students and student teachers, the influence of former teachers and relatives, and images of self-as-learner associated with perceptions of school culture and leadership, explaining both similarities and differences amongst teachers. Implications of the findings for understanding the (trans)formation of teacher identity, teacher socialization, and the role of schools in the continuing professional development of teachers are discussed. (Contains 58 references.) (Author/SM) ED478621 Mapping Teacher Change: A Two-Year Empirical Study. 2003-04-00 30 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Reflective Teaching Teacher Attitudes Teacher Competencies Teacher Influence Teacher Knowledge Teaching Skills McCombs, Barbara L. Reports - Research Speeches/Meeting Papers Learner Centered Instruction Reflective Thinking English This paper focuses on the development and validation of survey tools that help teachers engage in a guided reflection process. The guided reflection process assists teachers at all levels, kindergarten through college, to reflect on (1) their own beliefs and practices; (2) how these practices are perceived by their students; and (3) the impact of both teacher and student learner-centered variables on student motivation and achievement. Building on the "Learner-Centered Psychological Principles" (APA, 1993, 1997), the Assessment of Learner-Centered Practices (ALCP) surveys (McCombs, 1999) have been validated with more than 5,000 K-20 teachers and their more than 25,000 students. Implications of the ALCP survey and guided reflection tools for providing a research-validated source of information on not only teacher dispositions (beliefs and knowledge), but also instructional skills and practices that meet new educational requirements for teacher accountability and quality are briefly described. The presentation concludes with a discussion of how the ALCP reflection tools can be used at various educational system levels to promote a positive cycle of shared responsibility for teacher development and learning. (Contains 36 references.) (Author/SM) ED478622 Defining Tools for Teacher Reflection: The Assessment of Learner-Centered Practices (ALCP). 2003-04-00 30 N/A 2004 2016-11-21

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Yes Beginning Teacher Induction College School Cooperation Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Mentors Partnerships in Education Preservice Teacher Education Teacher Associations Canniff, Julie G. Shank, Melody J. Reports - Descriptive Speeches/Meeting Papers Portland Public Schools ME English The Portland Public Schools, Maine, a small, diverse urban district, partnered with the Portland Education Association and the University of Southern Maine's College of Education and Human Development to pilot Strengthening and Sustaining Teachers (SST), part of a national effort to link preservice teacher education in a continuum with veteran professional development. Planners developed a beginning teacher induction program at one elementary and one high school. Over time, more schools have become involved. Researchers evaluated the Portland SST, presenting findings through three case studies that examined: processes required to build a truly shared partnership between the college, school district, and teacher's association; history and current condition of the university's teacher certification program; and the two schools' design and implementation processes. Results revealed that different phases of the continuum were not linked during the first 2 years. The induction program did not build on all of the structures underlying the university's teacher education programs. With the exception of mentor training, SST and the district's existing certification mentoring program were not solidly linked. Building administrators' voices were diminished in induction program design and implementation, which created problems for new teachers primarily around scheduling. Nonetheless, the project continues to build new relationships and stronger partnerships as participants become more committed to embedding teacher development into collaborative school and district cultures. (Contains 23 references.) (SM) ED478623 If You Do What You Always Did, You Get What You Always Got: Portland SST Transforming School Cultures through a Seamless Continuum of Teacher Professional Development. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Beginning Teachers Culturally Relevant Education Diversity (Student) Educational Environment English (Second Language) Low Income Groups Rural Schools Secondary Education Canniff, Julie G. Reports - Research Speeches/Meeting Papers Learning Communities English This study examined the experiences of a cohort of seven beginning high school teachers, all of whom were in their first year of teaching in schools where low performing students were at the greatest risk and where a culture of professional learning communities was rare. Teachers were struggling with what it meant to be a culturally responsive teacher through participation in a cohort or network that allowed them to stretch the boundaries of what they had done before. Only one teacher participated in professional cohorts in the school, so they reconstituted the cohort from their preservice program as a network. Teachers worked with rural, low-income students and/or English as a Second Language students. Each teacher was committed to culturally responsive practices that set high standards for their students and challenged the school culture, which did not provide them support or validation as new teachers. Data were collected via focus group interviews. Results affirmed the value of a certification program that made explicit the informal theories that teacher interns brought with them into a teaching career, transforming those beliefs and assumptions into informed theories. Professional learning communities helped new teachers with unconventional approaches that actually reached their students (Contains 37 references.) (SM) ED478624 Taking It to the Bone: The Cohort as Context for Novice Teachers Validating Culturally Responsive Beliefs and Practices. 2003-04-25 29 N/A 2004 2016-11-21

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Yes Career Choice Elementary Secondary Education Higher Education Preservice Teacher Education Prior Learning Student Experience Student Teacher Attitudes Student Teachers Teacher Role Greene, H. Carol Magliaro, Susan G. Reports - Research Reflective Thinking English This research examined the images of teaching that students early in their teacher certification program had about teaching and teacher roles. These images portrayed students' expectations of teaching and teachers and aspirations for their future careers. A group of 33 student teachers from a foundational course in educational psychology participated in reflective activities throughout the semester. They designed a creative representation of teaching or of themselves as teachers, focusing on what they had learned about educational psychology and what they had come to understand about teaching over the course of the semester. The representations were grouped into one of four domains of images of teaching: representations of private personal experiences in school or childhood; representations of personal struggles in choosing to teach; representations of good teaching; and representations of passion for content specialty. The creative representations of teaching varied in style, type, and depth. Collages and poems were the creation type most frequently represented, followed by artwork of various forms. Students discussed their goals as part and parcel of the experiences they had in school themselves. Although some experiences were much more deeply rooted in a personal and emotional nature, all of the students based their images of teaching on their own personal experiences as students. (Contains 24 references.) (SM) ED478625 Images of Teaching. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Educational Environment Elementary Education Grade 3 Higher Education Inclusive Schools Learning Centers (Classroom) Mainstreaming Preservice Teacher Education Special Education Student Teachers Teaching Methods Johnson, Celia E. Templeton, Rosalyn A. Thomas, Joann Diamond, Linda Miller, Lana Triplett, Louise Reports - Research Speeches/Meeting Papers English As classrooms change and become more student-centered, it is essential to provide preservice teachers with opportunities that enhance their learning of different strategies. One strategy commonly seen in student-centered classrooms is the use of learning centers. This study began when three primary teachers (two third grade teachers and one special education teacher) and their principal expressed interest in collaborating with a university teacher education professor. The purpose of the study was to assess the quality of learning centers designed by preservice teachers and student learning in those centers through the use of survey information from third grade students. Forty-six third grade students and nine preservice teachers participated in the study. Special education services in the school followed an inclusion model, with students placed in the regular classroom with their same age peers. Preservice teacher reflections and the third graders' responses on surveys designed to provide feedback on nine learning centers were used as the data source analyzed for this study. Implications are that studies of this nature can be extended to further expand the knowledge of collaborative and mentoring programs, gain perspective on how children view their own learning, develop self-assessment and reflection skills, and support motivation of learners at all levels. (Author/SM) ED478626 Preservice Teachers Design "Cool"&"Awesome" Learning Environments. 2003-04-00 22 N/A 2004 8/19/2004 22:22:45 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Action Research College Faculty College Instruction College Role Community Colleges Faculty Development Outcomes of Education Teacher Role Two Year Colleges Bedard, Arlana Dee Dissertations/Theses - Doctoral Dissertations Information Analyses Tests/Questionnaires English This collaborative action research project investigated community college teaching, institutional efforts in support of teaching, and effective teacher development practices. Central to this investigation were the perceptions and practices of teachers who produce high student outcomes, interventions that the institutions can provide to support teachers, and the establishment of effective teacher development measures to bring about real change in the teaching practices of newly appointed community college teachers. The research project was guided by three questions: (1) What are the characteristics and teaching practices of faculty that lead to high student outcomes; (2) How do community colleges effectively support the efforts of faculty who are successful in producing high student outcomes, and (3) how can this knowledge be incorporated into an effective program of teacher development in support of newly appointed community college teachers. The author examined the perceptions of faculty members with high student outcomes to identify effective institutional processes of supporting teaching efforts. Data collection included interviews, questionnaires, observations, and document analysis. The research findings were used to generate a model for the examination and continuous improvement of the effort to support first-year community college teachers. Appended are sample questionnaires, student data, and interview protocols. (Contains 96 references.) (RC) ED478627 Community College Teaching: Institutional Support for High Student Outcomes. 2002-00-00 269 N/A 2004 8/19/2004 22:22:47 RIEMAR2004 Ed.D Dissertation, University of California, Los Angeles.

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No Articulation (Education) Community Colleges Enrollment Management Gender Issues Graduation Rate Minority Groups Outcomes of Education School Holding Power Transfer Rates (College) Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Maryland Maryland Maryland State Higher Education Commission, Annapolis. English Of the 11,770 new full-time freshman matriculating at Maryland community colleges in fall 1998, 22.9% transferred to a Maryland public four-year college, 8.2% graduated and did not transfer, and 10.5% were still enrolled in a Maryland community college four years later. The combined four-year transfer and community college graduation rate of 31.1% for the 1998 cohort was the lowest rate since 1978. In this same cohort, women had a transfer rate of 32%, while men had a transfer rate of 29%. This gap, however, was the narrowest since the 1990 cohort. In contrast to the performance of all students, the four-year graduation and transfer rate for African Americans in the 1998 cohort rose by nearly one point in the last year, to 18.5%. Although the graduation rate of African Americans remains well below that of whites and Asians, the gap between African Americans and whites was the narrowest (18.4%) since the 1994 cohort. This report presents statewide totals for retention, graduation, and transfer for all students, as well as presenting data by gender, ethnicity, campus, and cohort year for the years from 1990 to 2000. (Contains 39 tables and 2 figures.) (NB) ED478628 Retention, Graduation and Transfer Rates at Maryland Community Colleges. 2003-05-00 47 N/A 2004 2016-11-21

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Yes Allied Health Occupations Articulation (Education) College Faculty Community Colleges Educational Facilities Enrollment Job Placement Nursing Outcomes of Education Two Year Colleges Numerical/Quantitative Data Reports - Research American Association of Community Colleges, Washington, DC. English This document, presented in the form of PowerPoint print outs, indicates a total of 420 (nearly 60%) associate degree nursing (ADN) programs responded to a survey conducted by the American Association of Community Colleges' (AACC) Nursing and Allied Health Initiative (NAHI) for 2003. The sample is representative based on urbanicity and region. Colleges with larger overall enrollments and colleges with more ADN degrees awarded did, however, appear to be slightly more likely to respond to the survey. Survey respondents reported a 16% increase in the number of new students admitted to ADN programs between fall 2001 and 2002, with increases seen in all regions and urbanicity settings. Nonetheless, respondents also argue that nursing school enrollments are stunted due to lack of qualified faculty; clinical, classroom, and lab space; and preceptors. Urban community colleges were less likely to report lack of clinical space as a barrier to adding more students than colleges located outside of urban areas. Colleges in mid-sized cities and large city suburban colleges were least likely to report finding quality faculty as a barrier to adding more students. Analysis also suggested regional differences for lack of preceptors. In addition, RN to BSN articulation appears to be most problematic in the Southeast, with nearly 25% of colleges in the Southeast reporting no articulation, compared to 13% in all colleges. (NB) ED478629 AACC Nursing Survey. 2003-00-00 24 For full text: http://www.aacc.nche.edu/Content/NavigationMenu/HotIssues/ Nursing/Final_Results.pdf. N/A 2004 8/19/2004 22:22:51 RIEMAR2004

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Yes Alcohol Abuse College Students Community Colleges Drug Abuse Early Intervention Health Behavior Prevention Risk Management Substance Abuse Two Year College Students Two Year Colleges Violence Reports - Descriptive Education Development Center, Inc., Cambridge, MA. English This document describes a January 2002 roundtable held with the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Prevention and community college representatives. The nation's 1,166 public and private community colleges enroll approximately 10.4 million students, or 44% of all U.S. undergraduates. The aim of the roundtable was to explore new ways to combat student substance abuse and violence on community college campuses. Attendees reviewed the prevention needs of community colleges, major challenges they face, current resources, and key stakeholders who contribute to campus-based prevention efforts. Research on alcohol and other drug (AOD) use among community college students is limited, although studies do show that in general community college students drink less heavily than do students at four-year institutions. This is undoubtedly influenced by the fact that community college students tend to be older, often work, and often have children or live with their parents; as well as the fact that community colleges usually do not have fraternities, dorms, or large intercollegiate athletics programs. However, community college students report using tobacco, cocaine, and amphetamines at higher rates than students at four-year institutions do. Community colleges tend to have fewer staff and monetary resources devoted to prevention than four-year institutions. Offers information about best practices and concerns for further exploration. (NB) ED478630 Engaging the Nation's Community Colleges as Prevention Partners. A Brief Report from the Roundtable on Community College Health and Safety: Preventing Substance Abuse and Violence (Washington, DC, January 25, 2002). 2002-01-25 Higher Education Center for Alcohol and Other Drug Prevention, Newton, MA. Office of Elementary and Secondary Education (ED), Washington, DC. Safe and Drug Free Schools Program. American Association of Community Colleges, Washington, DC. 18 N/A 2004 8/19/2004 22:22:53 RIEMAR2004 ED-99-CO-0094

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Yes Access to Education College Admission Community Colleges Educational Finance Equal Education Excellence in Education Financial Support Nondiscriminatory Education Open Enrollment Policy Rural Schools Small Colleges State Federal Aid Tuition Two Year Colleges Katsinas, Stephen G. Alexander, King F. Opp, Ronald D. Information Analyses Reports - Descriptive MDC, Inc., Chapel Hill, NC. English This document argues that for the 1.8 million students attending the 731 rural community colleges in the United States, the community college is often the only option for higher education. However, both access and excellence for rural students are being negatively impacted by recent federal and state policy that has decreased funding to community colleges. In real dollars per student, state funding has declined since 1980, while tuition has risen to compensate for reduced state funding. Federal and state financial aid have not made up the difference for low-income students, which has resulted in reduced access. When colleges increase their tuition fees in order to match the $1,500 Hope Scholarship tax credit, low-income students working their way through community college suffer the most. The Pell Grant system favors low- to moderate-income students who attend higher-cost colleges because they are linked to tuition costs, with relatively few dollars going to community colleges. Many states promote a high tuition/high aid model, and the average student loan indebtedness has soared as a result. Additionally, rural community colleges, especially those with enrollments below 2,500, have higher expenditures per full-time student. Recommends a reexamination of funding models and argues that low tuition is the best form of financial aid. Also recommends that financial aid policies reflect the real costs of attending college, including childcare and transportation. (Contains 30 endnotes.) (NB) ED478631 Preserving Access with Excellence: Financing for Rural Community Colleges. Policy Paper. 2003-00-00 22 For full text: http://www.mdcinc.org/rcci/preserving_access.pdf. N/A 2004 8/19/2004 22:22:54 RIEMAR2004 Produced by the Rural Community College Initiative (RCCI).

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Yes Academic Standards Articulation (Education) Business Administration Competency Based Education Core Curriculum Economic Change Educational Certificates Educational Objectives Employment Qualifications Job Skills Marketing Marketing Education Postsecondary Education Professional Development Sales Occupations Secondary Education State Curriculum Guides State Standards Statewide Planning Tech Prep Ray, Gayl M. Wilson, Nick Mangini, Rick Guides - Non-Classroom Customer Services Knowledge Management Marketing Research Ohio Business Law Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. Ohio Board of Regents, Columbus. English This document provides a framework for a broad-based secondary and postsecondary curriculum to prepare students for employment in marketing management and research (MMR). The first part of the technical competency profile (TCP) contains the following items: an explanation of the purpose and scope of Ohio's TCPs; college tech prep program standards; an overview of the scope and purpose of tech prep; a key to the profile codes; lists of the skills and sample occupations in the MMR field; a MMR overview chart; and a list of the MMR instructional units. The remainder of the TCP details the competencies and key indicators addressed in the Ohio MMR program's 21 units, which cover the following topics: professional development and networking; professional effectiveness; marketing basics; marketing and business management; marketing planning; marketing information management; project management; marketing research; pricing; promotion; product and service management; branding; selling; distribution and logistics; customer relationship management; finance; marketing and the new economy; business law and ethics affecting marketing; technology for marketing; writing for marketing; and knowledge management. The following items are appended: a list of review panel members; the college tech prep pathway template; a list of professional associations and certificates; and a map of Ohio tech prep consortia. (MN) ED478632 Ohio Marketing Management and Research. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Administrators Teachers Practitioners 116 For full text: http://www.ohtpcs.org/cp/mktmgt.asp. N/A 2004 2016-11-21

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Yes Academic Standards Allied Health Occupations Education Career Development Competence Competency Based Education Definitions Employment Qualifications Information Management Job Skills Managerial Occupations Money Management Office Management Office Occupations Education Postsecondary Education Professional Development Secondary Education State Curriculum Guides State Standards Statewide Planning Tech Prep Ray, Gayl M. Wilson, Nick Mangini, Rick Guides - Non-Classroom Ohio Ohio Ohio Board of Regents, Columbus. Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio State Dept. of Education, Columbus. English This document provides a framework for a broad-based secondary and postsecondary curriculum to prepare students for employment in medical office management. The first part of the technical competency profile (TCP) contains the following items: an explanation of the purpose and scope of Ohio's TCPs; college tech prep program standards; an overview of the scope and purpose of tech prep; a key to the profile codes; lists of the skills used in field of medical office management and sample occupations in the field; a business core and medical office management overview chart; lists of the core and medical office management instructional units; and lists of the business core competencies taught in each instructional unit. The remainder of the TCP details the competencies and key indicators addressed in the 14 instructional units of Ohio's medical office management program, which cover the following topics: professional development and networking; communication skills; front office management; financial functions of the front office; insurance claims management; medical office ethics; mid-level office management; human resources management; marketing; information systems management; risk management; organizational management; and clinical operations management. The following items are appended: a list of review panel members; the college tech prep pathway template; a list of professional associations and certificates; and a map of Ohio tech prep consortia. (MN) ED478633 Ohio Medical Office Management. Technical Competency Profile (TCP). 2003-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Practitioners Administrators Teachers 117 For full text: http://www.ohtpcs.org/cp/medmgt.asp. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Adult Students Classroom Techniques Definitions Educational Practices Educational Principles Experiential Learning Foreign Countries Guidelines Health Education Industrial Training Instructional Development Learning Motivation Learning Processes Occupational Safety and Health Outcomes of Education Safety Education Student Characteristics Training Methods O Fathaigh, Mairtin Opinion Papers Speeches/Meeting Papers Contextualized Instruction Ireland Situated Learning Work Based Learning Ireland English This document, which was developed for presentation at a seminar on adult learning and safety, examines approaches to occupational safety and health (OSH) learning/training in the workplace. Section 1 examines selected factors affecting adults' learning in workplace OSH programs. The principal dimensions along which individual adult learners will differ from one another and the different learning processes in which individual adults may engage are listed. Section 2 describes three novel patterns/approaches to OSH learning in the workplace--action learning, situated learning, and incidental learning--and identifies characteristics shared by them. Section 3 presents an overview of thrusts and levels of the following types of OSH learning/training programs: fundamental programs; recognition programs; problem-solving programs; and empowerment programs. Section 4 explores the following critical aspects of OSH learning/training in the workplace: assessing needs; establishing learning/training objectives; specifying learning/training content and media; accounting for individual differences; specifying learning conditions; evaluating training (evaluating trainees' reaction to the training, their knowledge gain, their behavior change, and the training program's tangible results for the organization); and revising the training. The training development model underpinning the United States Occupational Safety and Health Administration's voluntary training guidelines is detailed. Section 5 summarizes key lessons/conclusions of the seminar presentation. The bibliography lists 17 references. (MN) ED478634 Adult Learning in Health and Safety: Some Issues and Approaches. 2002-06-00 Practitioners Teachers 25 N/A 2004 2016-11-21

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Yes Access to Education Adult Education Colleges Community Involvement Community Organizations Community Programs Disadvantaged Empowerment Enrollment Influences Foreign Countries Neighborhood Improvement Nonformal Education Partnerships in Education Postsecondary Education Program Development Recruitment School Community Relationship Universities Vocational Education Working Class O Fathaigh, Mairtin Staunton, Denis Opinion Papers Reports - Descriptive Ireland English The role of nonformal university adult education (UAE) in revitalizing vocational education and training (VET) in marginalized neighborhoods in Ireland was examined. First, an examination of the barriers affecting participation in VET in marginalized neighborhoods identified the following barriers: situational barriers arising from individual life situations; institutional barriers, including the physical inaccessibility of education and restrictive rules and regulations; and dispositional barriers related to learners' own attitudes and self-perceptions. Next, empowering (as opposed to dependency- creating) strategies and practices for encouraging greater participation in VET were identified. The research culminated in development of a model for facilitating access within community groups that would encourage greater participation in VET by residents of marginalized neighborhoods. The six stages of the model are as follows: (1) targeting; (2) contact and communication; (3) consultation and negotiation; (4) program development; (5) program implementation; and (6) progression. Evidence of the effectiveness of the partnership model's effectiveness is the successful partnership between the Centre for Adult and Continuing Education at the National University of Ireland and a large number of community-based groups to empower poor and working-class residents of marginalized neighborhoods to embark on a "progressive ladder of learning" culminating in various certificates, diplomas, and degrees. (Contains nine references.)(MN) ED478635 Resources Not Courses: The Role of Non-Formal Community Based Networks in Breathing Life Into Vocational Education and Training in Marginalized Neighborhoods. 1999-00-00 Policymakers 11 N/A 2004 2020-11-23

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No Adjustment (to Environment) Adult Education Adult Learning Case Studies Classroom Environment Classroom Techniques College Programs Colleges Cost Effectiveness Educational Environment Educational Objectives Educational Practices Educational Research Evaluation Methods Higher Education Learning Processes Program Effectiveness Program Evaluation Technology Uses in Education Theory Practice Relationship Keeton, Morris T. Sheckley, Barry G. Griggs, Joan Krejci Books Guides - Non-Classroom English This document uses the findings of educational research and actual case studies to provide guidance on enhancing the learning of adults in higher education while reducing program costs in the context of increasing demands for demonstration of student learning outcomes and decreases in college and university resources. The novelty of the book is said to lie not in the principles outlined but rather in its focus on seeing all of the elements of effective facilitation of learning and understanding how they interact and how they can be tried in different settings in the search for improvement in the amount, depth, and complexity of learning. The following are among the specific topics discussed: (1) research-based principles of achieving efficiency in learning; (2) getting clear and staying clear on what to learn and how; (3) using deliberate practice and constructive feedback; (4) balancing challenge and support for learning; (5) broadening the experience base and reflecting actively upon it; (6) using genuine problems to arouse motivation and enhance learning; (7) developing learners' effectiveness as learners; (8) establishing a climate that enhances learning; (9) capitalizing on emerging technologies; and (10) supporting instruction with more efficient administration. Most chapters contain substantial bibliographies. An inventory of the cited cases of efficient practices is appended. (MN) ED478636 Effectiveness and Efficiency in Higher Education for Adults: A Guide for Fostering Learning. 2002-00-00 Council for Adult and Experiential Learning, Philadelphia, PA. ISBN-0-7872-9254-0 Practitioners Administrators Teachers 162 Kendall/Hunt Publishing Company, 4050 Westmark Drive, P.O. Box 1840, Dubuque, IA 52004-1840 ($34.95). Tel: 800-338-8290 (Toll Free); Fax: 800-772-9165 (Toll Free); e-mail: orders@kendallhunt.com; Web site: http://www.kendallhunt.com. N/A 2004 8/19/2004 22:23:03 RIEMAR2004

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No Adult Development Adult Education Adult Learning Cultural Context Cultural Relevance Culturally Relevant Education Educational Objectives Educational Philosophy Higher Education Holistic Approach Integrated Curriculum Learning Processes Middle Aged Adults Relevance (Education) Spiritual Development Spirituality Teacher Student Relationship Teaching Methods Theory Practice Relationship Transformative Learning Tisdell, Elizabeth J. Books Opinion Papers Identity Formation Life Transitions English This book discusses how spiritual development is informed by culture, how spirituality assists in meaning making, and how understanding the relationship between culture and spirituality can help adult educators make their students' educational experiences more transformative and culturally relevant. Particular attention is paid to spirituality's potential role in teaching for cultural relevance with multicultural populations in higher and adult education. The following are among the topics discussed: (1) the relationship between culture, spirituality, and adult learning; (2) defining spirituality in a culturally relevant educational context; (3) spirituality, religion, and culture in lived experience; (4) themes and variations of spiritual experience; (5) spiritual development as a process of moving forward and spiraling back; (6) gender, culture, and spiritual identity in midlife integration; (7) the role of spiritual experience in developing a positive cultural identity; (8) searching for wholeness, crossing culture, white identity, and spiritual development; (9) approaching transformative teaching through teaching grounded in spirituality and cultural relevance; (10) the philosophical underpinnings of an evolving theory of a spiritually grounded, culturally relevant pedagogy; (11) stories from the field of adult education that illustrate the roles of spirituality and culture in adult higher education classrooms; and (12) the possibilities and challenges of spiritually grounded, culturally relevant teaching. The bibliography lists 204 references. (MN) ED478637 Exploring Spirituality and Culture in Adult and Higher Education. The Jossey-Bass Higher and Adult Education Series. 2003-02-00 ISBN-0-7879-5723-2 Practitioners Teachers 294 Jossey-Bass, Customer Care Center - Consumer Accounts, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($30). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com/cda/home. Also available as an ebook (ISBN-7879-7124-3). N/A 2004 2016-11-21

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No Adult Development Adult Education Adult Educators Adult Learning Annotated Bibliographies Educational Objectives Educational Philosophy Educational Research Integrated Curriculum Labor Force Development Models Religious Education Spiritual Development Spirituality Teacher Role Teacher Student Relationship Trainers Training Training Methods Work Environment English, Leona M. Fenwick, Tara J. Parsons, Jim Books Guides - Non-Classroom Antigonish Movement Chautauquas Highlander Folk School TN English This book explores how spirituality intersects with the lives of adult educators and trainers. The following are among the topics discussed: (1) spirituality's role within the context of adult education and training and defining spirituality (the original spiritual purpose of adult education, as illustrated in the history of the Chautauqua, Antigonish, Highlander, and Mondragon movements, and the need for adult education and training to recover their early concerns for holistic, spiritually informed, and socially responsible practice); (2) current research and theory in spirituality as it relates to adult education and training (tools for exploring similarities and differences in the most prominent areas of spiritual writing; current issues arising in ethics for various professions); (3) the need for adult educators and trainers to foster their own spirituality as a basis for integrating spirituality into their practice through the use of journals, reflective reading, artwork, soul friends, and body movement; (4) spirituality in the work of educators and trainers and the tensions and dilemmas of promoting spirituality as part of andragogy/pedagogy; (5) spirituality in the workplace; and (6) adult educators and trainers as leaders of change. Starting points for further discussion are included throughout the book. An annotated bibliography of 8 resources for spirituality and a bibliography listing 248 references are presented. (MN) ED478638 Spirituality of Adult Education and Training. Professional Practices in Adult Education and Human Resource Development Series. 2003-00-00 ISBN-1-57524-180-3 Practitioners Teachers 181 Krieger Publishing, P.O. Box 9542, Melbourne, Florida U.S.A. 32902-9542 ($29.50). Tel: 321-724-9542; Fax: 321-951-3671; e-mail: info@krieger-publishing.com; Web site: http://www.krieger-publishing.com/index.htm. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Comparative Education Cooperative Planning Delivery Systems Economic Climate Economic Development Educational Change Educational Environment Educational Planning Educational Policy Educational Trends Futures (of Society) International Cooperation Labor Market National Programs Policy Formation Social Environment Strategic Planning Technological Advancement Vocational Education van Wieringen, Fons Sellin, Burkart Schmidt, Ghislaine Reports - Research ISSN-1608-7089 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English Five research institutes covering five European Union (EU) member states and five Central and Eastern European countries participated in a scenario project designed to improve understanding of vocational education and training (VET) systems in their economic-technological, employment-labor, and training-knowledge environments. The participating research institutes used a six-step iterative procedure to construct scenarios for VET in their respective countries. The scenarios were written using 17 descriptors in 9 categories covering the following contexts/dimensions of VET: (1) economic (restructuring, growth, competition, privatization); (2) social-labor (flexibility/mobility, work/training patterns, inequalities, organization of labor); and (3) training dimension (general skills, in-company training, willingness to invest, lifelong learning). To enhance the scenarios' compatibility, the countries were asked to quantify the descriptors using a 5-point scale. The project generated 27 scenarios that were clustered into 4 groups. Specific country policy strategies were also developed and clustered. The following strategies were deemed particularly relevant to the EU: transparency; flexible providers; modern worker; more training within firms; financially responsible individual; protection; forecasting; and monitoring. (The following items are appended: overviews of "national" scenarios and strategies; descriptions of the scenario/strategy methods; overarching scenarios on VET systems' convergence or divergence in Europe; and lists of 9 country reports and 38 references.) (MN) ED478639 Future Education: Learning the Future. Scenarios and Strategies in Europe. CEDEFOP Reference Series. 2003-00-00 ISBN-92-896-0200-7 266 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (#3026 EN, 25 Euro). Tel: 800-274-4447 (Toll Free); e-mail: query@bernan.com; Web site: http://www.bernan.com. N/A 2004 2020-07-23

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Yes Access to Education Dropout Prevention Education Work Relationship Educational Policy Employment Projections Employment Statistics Equal Education Equal Opportunities (Jobs) Foreign Countries Job Skills Labor Market Labor Needs Lifelong Learning Outcomes of Education Policy Formation Postsecondary Education Role of Education Tables (Data) Unskilled Occupations Vocational Education Bainbridge, Steve Murray, Julie Harrison, Tim Ward, Terry Information Analyses European Union European Union European Centre for the Development of Vocational Training, Thessaloniki (Greece). English An overall policy agenda about vocational education and training in Europe and its links with general education and lifelong learning has been developed to bring together other policy agendas to serve one strategic goal. Education and training are key, with a number of benchmarks set to adapt education and provide better quality of employment. Targets were set for 2010 employment rates and analysis was performed on the labor market, showing a link between level of education and job prospects. To achieve the goals, European Union (EU) member states must encourage young people to stay in education, create equal opportunities for access to education and training, reduce early retirement, and integrate disadvantaged groups into the workforce. Reduction in skills gaps is a goal to meet employment targets as jobs shift away from physical to intellectual labor. Reform of vocational education and training has begun with EU member states being at various stages of reform. Reform needs to be speeded up, participation of key sectors of the workforce in education and training needs to be encouraged, and potential labor shortages in low skill jobs should be monitored. (Contains multiple data tables and 16 references.) (SLR) ED478640 Learning for Employment: Second Report on Vocational Education and Training Policy in Europe. Executive Summary. 2003-00-00 ISBN-92-896-0143-4 27 CEDEFOP, P.O. Box 22427, Thessaloniki, GR-55102 Greece (#4027 EN, free). Tel: 30 31 49 01 11, Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/. For full text: http://www2.trainingvillage.gr/etv/publication/download/pano rama/ 4027_en.pdf. N/A 2004 2016-11-21

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No Administrator Attitudes Educational Attitudes Educational Quality Employment Potential Focus Groups Foreign Countries Interviews Job Skills Learning Processes National Surveys Performance Factors Postsecondary Education Questionnaires Relevance (Education) Student Attitudes Student Surveys Teacher Attitudes Teacher Surveys Vocational Education Vocational Education Teachers Callan, Victor J. Reports - Research Australia Generic Skills TAFE (Australia) Australia National Centre for Vocational Education Research, Leabrook (Australia). English Researchers examined the attitudes that Australian vocational education and training students and teachers hold about generic skills. Data were collected through interviews with 25 technical and further education (TAFE) senior managers and teachers from 4 states, 3 focus groups with a total of 25 TAFE students in Queensland, and surveys of teachers and students in 9 TAFE institutions that resulted in 105 responses from teachers and 755 responses from students. Although most of the teachers believed that they had explained the importance of generic skills to their students, 80% believed that their students were more focused on learning skills directly related to their future job/industry. The teachers and students generally agreed on which generic skills industry considers important, which generic skills are taught well, and which are taught poorly. According to the teachers interviewed and surveyed, the following strategies could improve focus on generic skills: (1) separate training modules for teaching generic skills; (2) better promotion of generic skills' importance; (3) development of teachers with higher levels of knowledge and experience in teaching generic skills; (4) more explicit profiling of generic skills within training packages; and (5) improvements in how generic skills are explained and assessed. (The bibliography lists 30 references. The teacher and student interview schedules and questionnaires and 17 tables are appended.) (MN) ED478641 Generic Skills: Understanding Vocational Education and Training Teacher and Student Attitudes. 2003-06-00 ISBN-1-74096-146-3 57 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 986; $25.30 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr1010.pdf. N/A 2004 2016-11-21

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Yes Accountability Articulation (Education) Career Guidance Competency Based Education Education Work Relationship Educational Objectives Educational Policy Elementary Secondary Education Evaluation Criteria Job Skills Job Training Lifelong Learning Partnerships in Education Relevance (Education) School Community Relationship State Curriculum Guides State Standards Technological Literacy Vocational Education Work Experience Programs Guides - Non-Classroom Education for Employment WI Legislated Learning Wisconsin Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English This guide is intended to provide local school districts with the tools necessary to respond to the revised Education for Employment Standard (Standard m). The revision (effective July 1, 2004) was made to align the standard more closely with vocational and technical activities. The purpose of an Education for Employment program is to prepare elementary and secondary pupils for future employment; to ensure technological literacy; to promote lifelong learning, good citizenship, and cooperation among business, industry, labor, postsecondary schools, and public schools; and to establish a role for public schools in the economic development of Wisconsin. The seven building blocks for the program are: (1) coordination and partnerships with businesses and other organizations; (2) development of skills for the future; (3) career guidance implemented through the Wisconsin Developmental Guidance Model; (4) school-supervised work experience in both actual and simulated work settings; (5) knowledge of the world economy and labor markets; (6) programs that are current and contemporary; and (7) district accountability for the success or failure of the standards. The guide suggests steps for implementation and provides a model plan, a program assessment chart, a state accountability checklist, and a questions and answers section. (Includes 23 references.) (MO) ED478642 Education for Employment: Implementation and Resource Guide. Bulletin. 2003-03-00 ISBN-1-57337-109-2 Administrators Practitioners 45 Publication Sales, WI Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179 ($18). Tel: 800-243-8782 (Toll Free); Tel: 608-266-2188; Fax: 608-267-9110; e-mail: pubsales@dpi.state.wi.us; Web site: http://www.dpi.state.wi.us/index.html. N/A 2004 2016-11-21

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Yes Child Welfare Employment Programs Federal Legislation Federal State Relationship Futures (of Society) Incentives Labor Force Development Policy Formation Poverty Program Development Program Implementation Public Agencies Public Policy State Action Statewide Planning Welfare Recipients Welfare Reform Welfare Services Working Poor Greenberger, Debbie Anselmi, Robert Guides - Non-Classroom Welfare to Work Programs Earned Income Tax Credit Support Systems Earned Income Tax Credit Manpower Demonstration Research Corp., New York, NY. English This guide explains how to design and implement financial work supports in order to improve family and child well-being. The information provided draws heavily from the study of these three programs that increased employment and earnings while improving employment stability, boosting income, and reducing poverty: Minnesota Family Investment Program, Canada's Self-Sufficiency Project, and Milwaukee's New Hope Project. An introduction covers why financial supports for work have been attempted and explains the organization of the guide. The remaining chapters are in these three sections: (1) The Promise of Making Work Pay (overview of work supports, three innovative programs, research findings); (2) Designing Financial Supports for Work (whether and how to target supports, providing supports inside or outside the welfare system, program cost and other budget issues, linking supports with other policies and services); and (3) Implementing Financial Supports for Work (promoting access to existing work support, overcoming barriers to participation, marketing and explaining work support, verifying employment and developing a payment system, staff training and interagency collaboration). Appendices include an estimated cost of refundable state earned income tax credits table, a state earned income disregard policies table, and projected costs and effects of various earnings disregards. There are a list of programs, organizations, and contact information; 29 references; a list of recent publications on MDRC projects; 13 boxes; and 3 tables. (MO) ED478643 Making Work Pay: How To Design and Implement Financial Work Supports To Improve Family and Child Well-Being and Reduce Poverty. How-To Guide: Technical Assistance for States and Localities. 2003-04-00 Ford Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. Charles Stewart Mott Foundation, Flint, MI. Robert Wood Johnson Foundation, Princeton, NJ. 79 Manpower Demonstration Research Corporation, 16 East 34 Street, New York, New York 10016 ($10). Tel: 212-532-3200; Web site: http://www.mdrc.org. For full text: http://www.mdrc.org/publications/342/full.pdf. N/A 2004 2016-11-21

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Yes Career Guidance Career Information Systems Community Benefits Economic Impact Educational Policy Evaluation Methods Foreign Countries Guidance Objectives Guidance Programs Literature Reviews Longitudinal Studies Outcomes of Education Program Effectiveness Program Evaluation Research Needs Research Utilization School Effectiveness Theory Practice Relationship Maguire, Malcolm Killeen, John Information Analyses Opinion Papers European Union European Union National Inst. for Careers Education and Counselling, Cambridge (England). English Outcomes of guidance can be assessed at these three levels: individual, where they are immediate; organizational, where they are intermediate; or societal, where they are ultimate. They may result in learning outcomes, school effectiveness, economic benefits, or social benefits. Various designs of outcome evaluation are described and recommendations are made as to which design is appropriate based upon the objectives of policy and the type of evidence available. A review of literature finds that convincing evidence of positive outcomes of career guidance has been difficult to quantify. Future research must be more longitudinal in order to identify long-term, deep-seated effects and that the three key players in the establishment of criteria for measurement of outcomes policy makers, practitioners, and researchers must engage in dialogue and agree on common approaches. (As part of a study of guidance systems in European Union member states, this paper considers different approaches to measurement of outcomes from career information and guidance service delivery, provides exemplars of different approaches, summarizes reviews of evidence using these approaches, and outlines policy priorities for the collection of evidence in the future and for effective sharing and dissemination of such evidence. It includes 86 references and 1 chart.) (MO) ED478644 Outcomes from Career Information and Guidance Services. 2003-01-00 Organisation for Economic Cooperation and Development, Paris (France). European Commission, Brussels (Belgium). Policymakers Practitioners Researchers 26 For full text: http://www.oecd.org/dataoecd/26/53/2495163.pdf. N/A 2004 2016-11-21

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Yes Access to Education Career Choice Career Guidance Constructivism (Learning) Decision Making Decision Making Skills Education Work Relationship Educational Innovation Educational Planning Futures (of Society) Guidance Objectives Information Needs Labor Force Development Lifelong Learning Marketing of Education Occupational Information School Counselors Service Learning Technological Literacy Vocational Maturity Grubb, W. Norton Opinion Papers Learning Communities Work Based Learning English Individuals in liberal societies have to construct their own conceptions of who they are and what career(s) they should prepare for as opposed to being told by families, schools, or communities. The trends toward providing more and more career information is a valuable component of an overall policy to prepare individuals to make decisions for themselves. But it is an incomplete policy and especially may leave behind precisely those individuals who most need to become more sophisticated decision-makers. Instead, a constructivist conception of career guidance and career information is necessary, one that facilitates individuals constructing their own identities, their careers, and the role they want education and work to play relative to their other possible interests in life. Some constructivist practices include the National School Counselor Training Initiative; the "exploratories" of high schools following the model of education through occupations, work-based learning, or service learning; the creation of learning communities in community colleges or parent groups; the family advocacy system; embedding counseling in the curriculum and distributing the counseling function among a number of professionals, including teachers. So there is no lack of constructivist ideas and practices but they have not become common. (The paper includes a description of the Puente Program, created to help Latino students complete high schools and become eligible for California public colleges and universities. There are 47 references.) (MO) ED478645 Who Am I: The Inadequacy of Career Information in the Information Age. 2002-08-00 Organisation for Economic Cooperation and Development, Paris (France). European Commission, Brussels (Belgium). Policymakers 30 For full text: http://www.oecd.org/dataoecd/32/35/1954678.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Dropouts Adult Learning Adult Students Aural Learning Classroom Environment Cognitive Style Dropout Prevention Learning Modalities Learning Strategies School Holding Power Teaching Methods Murray, Monica D. Dissertations/Theses - Masters Theses Reports - Research General Educational Development Tests New York (New York) New York (New York) General Educational Development Tests English An action research study attempted to identify the learning style prevalent among 7 male and 3 female adult learners in an Adult Basic Education (ABE) program in New York City and the attributes of a classroom environment that promote the retention of adult learners. These four learning style modalities were considered: concrete experience, abstract conceptualization, active experimental, and reflective observational. Results of data collected from adult learners enrolled in an ABE (GED) program found that the reflective observational style was the dominant and preferred style, and thus preferred detailed structure and organization, listening or auditory learning, and reading as methods of learning. In addition, ABE learners were satisfied with classroom environments that offer encouragement, sensitivity, respect, clear and organized delivery of instructional content, clarity, demonstrated fairness, and teachers who are accessible outside of the classroom. The findings suggest that if both the learning style and classroom environment are in accord with their preferences, then ABE learners will be more likely to complete classes. The researcher cites evidence that ABE learners probably find it difficult to learn new knowledge and skills if they are not presented in a visual form such as pictures and symbols. (Appendices include student consent form, learning style inventory, and student evaluation of instruction form. Includes 25 references, 1 table, and 3 figures.) (MO) ED478646 Learning Style Modalities and Attributes of an Effective Classroom Environment: An Analysis of Adult Learners in an Adult Basic Education Classroom. 2002-00-00 44 N/A 2004 2016-11-21

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Yes Developmental Stages Ethnography Foreign Countries Group Membership Longitudinal Studies Peer Influence Peer Relationship Play Preschool Children Sex Differences Sexual Identity Socialization Working Class Liang, Chung-Hui Reports - Research Speeches/Meeting Papers Taiwan Teasing Cross Sex Friendship Cross Sex Interaction Cross Sex Peers Taiwan English Noting that ethnographic records point to gender as an important theme in young children's daily lives, this study examined how Taiwanese children experienced the issue of gender in their play and outside of play in their preschool life. Research methods for this ethnographic study incorporated extensive video recording of naturally occurring daily preschool activities over three successive Spring semesters. Participating were 16 children attending a private preschool serving a working-class community in rural Taiwan. Findings were examined separately for official play time, nonofficial play time, and classroom time. Findings indicated that during official play time, some boys occasionally policed themselves from playing with girls, yet at other times engaged in play with girls. During pretend play sequences in the official play time, children pretended to be boyfriends and girlfriends and acted out situations of teasing. Gender boundaries to interaction were less obvious during non-official play times than during official play times. During classroom time, boys and girls interacted frequently with one another and did not seem concerned about gender segregation most of the time. Cross-gender friendships were common, but cross-gender friends did not make their friendship salient during official play time or during classroom group activities when choices were known to other children. Cross-gender friendships were under pressure of being accused of being romantic relationships, especially during the L year (equivalent to kindergarten in the U.S.) and more often among boys than among girls. Children talked about their current and future male-female relationships in their daily life, with talk becoming more serious in the L year and including topics such as dating and marriage. Children displayed a complex understanding about male-female relationships in different kinds of play time and inside and outside of play, with their interaction patterns linked to two cultural membership categories: a group member and a gendered person. (Contains 14 references.) (KB) ED478647 Male/Female Relationship Inside and Outside of Play in a Working-Class Taiwanese Preschool. 2003-04-24 25 N/A 2004 2016-11-21

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No Academic Achievement At Risk Persons Comparative Analysis Economically Disadvantaged Educationally Disadvantaged Emergent Literacy Literacy Education Longitudinal Studies Outcomes of Education Preschool Education Program Development Program Effectiveness Program Evaluation Program Implementation School Readiness Smith, Eric J. Pellin, Barbara J. Agruso, Susan A. Reports - Evaluative North Carolina North Carolina Educational Research Service, Arlington, VA. English This monograph describes the development, implementation, and outcomes of the full-day, literacy-focused Bright Beginnings program for disadvantaged preschoolers in the Charlotte-Mecklenburg Schools (CMS) in North Carolina. Key components of Bright Beginnings are a child-centered curriculum with strong language development and literacy emphasis, parent/family involvement and partnerships, community support and collaboration, professional development, and ongoing research and evaluation. The monograph describes several aspects of the program--development, curriculum design, classroom instruction, student composition, learning assessment, staff certification and training, parent participation, program funding, community partnerships, and volunteer support--and documents program effects on the learning of successive cohorts from 1998 through 2001. Results of the individually-administered Kindergarten Entry Profile (KEP) were compared for three groups in each cohort: Bright Beginnings prekindergarten participants, a comparison group of educationally needy children, and all other students. Among the major findings from the program's first 5 years is that Bright Beginnings participants were much better prepared each year than the Comparison Group and slightly better prepared than the All Other Students group. Longitudinal studies of Cohort 1 students revealed that by the end of Grade 2, Bright Beginnings participants consistently performed better on literacy and mathematics assessments than Comparison Group students, and had lower grade retention rates. When the number of Cohort 1 students who had been retained in grades K-2 were factored into the assessment data as being below third-grade level, findings revealed that, by the end of Grade 3, percentages of Bright Beginnings participants scoring at or above grade level were considerably higher than percentages for the Comparison Group in reading and mathematics. General patterns of relative performance for Bright Beginnings participants and their peers in successive cohorts were substantially similar to that in Cohort 1. (Contains 18 references.) (KB) ED478648 Bright Beginnings: An Effective Literacy-Focused PreK Program for Educationally Disadvantaged Four-Year-Old Children. 2003-00-00 1-931762-15-5 Administrators Policymakers Practitioners 110 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Comprehensive Subscriber Price, $15; Individual Subscriber Price, $22.50; Base Price, $30; Order No. PRR-0539). Tel: 800-791-9308 (Toll Free); Tel: 703-243-2100; Fax: 800-791-9309 (Toll Free); Fax: 703-243-1985; email: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/28385 ED505572

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Yes Annotated Bibliographies Books Childrens Literature Citizenship Education Classroom Techniques Discipline Elementary Secondary Education Parent Participation Parent School Relationship Partnerships in Education School Community Relationship Service Learning State Standards Values Education Landsverk, Ruth Anne Guides - Non-Classroom Reports - Descriptive Wisconsin Character Development Family Community Relationship Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English In recognition that character and knowledge are critical to shaping the whole child, the state of Wisconsin has made a commitment to developing partnerships to ensure that home and school build upon their mutual efforts with children and youth. This guide offers practical, useful strategies, tools, and examples of "what works" for uniting Wisconsin students, teachers, and parents around common goals presented by classroom management, Standards of the Heart, and youth service learning. The guide's introduction describes the work of the partnership action team, comprised of 8 to 10 persons (parents representing families attending the school, teachers from different grade levels, support staff, administrators, community members, and students) who use partnerships to strengthen family participation in classroom management or citizenship efforts. Part 1 of the guide focuses on classroom management and student discipline, and includes information on the connection between classroom management and teaching, the role of school counselors and psychologists, students' role and motivation, and the importance of good nutrition in classroom management. This part also compiles parents', teachers', and principals' ideas for classroom management and student discipline. Part 2 describes ways in which schools and parents can promote Standards of the Heart, the term describing the efforts and programs in school to foster positive character development, and offers tips for encouraging and recognizing family volunteers. This part also includes a 37-item annotated bibliography of children's literature appropriate for teaching character from prekindergarten through high school. Part 3 addresses youth service learning and describes how parents can be involved in youth service learning, delineates questions to assess the quality of service learning projects, and suggests ways to add meaning to learning projects. (KB) ED478649 Families, Schools, Communities Learning Together: Connecting Familites to the Classroom. 2003-00-00 50 Families in Education Program, Wisconsin Department of Public Instruction, 125 South Webster Street, P.O. Box 7841, Madison, WI 53707-7841. Tel: 800-441-4563 (Toll Free); Tel: 608-266-9757. N/A 2004 2016-11-21

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Yes Access to Health Care Child Care Early Childhood Education Family Programs Partnerships in Education Program Descriptions Program Effectiveness Technical Assistance Trend Analysis Young Children Reports - Descriptive Affordability Availability (Programs and Services) Public Private Partnership Programs Smart Start NC North Carolina Partnership for Children, Raleigh. English Smart Start, a public-private initiative celebrating 10 years of operation, invests in high quality early care and education services for all children, birth to age five, and their families in North Carolina. The initiative funds programs to improve the quality, affordability, and availability of child care as well as children's health and family support efforts that address the needs of each communitys young children and their families. This report highlights Smart Starts accomplishments over the past 10 years. The report notes that the number of children receiving higher quality child care has increased from 20 percent in 1993 to nearly 70 percent in 2003, with much of that progress due to Smart Start's focus on improving the quality of care. Eighty-two percent of child care teachers have some college education. Other results of the Smart Start initiative include improved access to children's health services and increased assistance to working families for child care costs. The report next highlights findings from over 30 research reports evaluating Smart Start conducted over the past 10 years. Comments from state leaders and program participants are cited to illustrate the support Smart Start has received in the state. Also included in the report is a timeline delineating important events for the initiative over the past 10 years and a list of major contributors. The role of Smart Start's National Technical Assistance Center is then described, and information is provided on the progress made by states currently participating in the center's intensive technical assistance program. The report concludes with Smart Start's vision for the future of North Carolina. (KB) ED478650 Smart Start: Celebrating 10 Years, 1993-2003. 2003-06-00 16 North Carolina Partnership for Children, 1100 Wake Forest Road, Suite 300, Raleigh, NC 27604. Tel: 919-821-7999; Fax: 919-821-8050; Web site: http://www.ncsmartstart.org. For full text: http://www.ncsmartstart.org/Information/10yearreport.pdf. N/A 2004 2016-11-21

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Yes Change Strategies Child Advocacy Child Health Childrens Rights Foreign Countries Nongovernmental Organizations Program Development Young Children Reports - Descriptive Africa UNESCO United Nations Africa United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English This monograph summarizes the issues discussed at an international workshop convened to identify strategies, lines of action, and innovative approaches to respond to the needs of young children faced by the African HIV/AIDS pandemic. The monograph provides background information on the HIV/AIDS pandemic; describes current initiatives and results of case studies; and discusses the interaction of culture, HIV/AIDS, and childrens rights. The workshop brought together representatives of early childhood development nongovernmental organizations (NGO), institutions, and United Nations organizations working in Africa. Participants reflected on child rights advocacy strategies in the context of HIV/AIDS and addressed the integrated approach calling for collaboration between numerous statutory bodies and voluntary organizations. Also examined at the workshop were revised case studies methodology, an outline for a Young Child and HIV/AIDS website, and an Action Plan proposal. Key questions addressed during the workshop related to: (1) obstacles in providing appropriate services for HIV/AIDS affected or infected young children; (2) cultural or religious causes of discrimination against these children; (3) cultural resources for combating discrimination; (4) the role of policy in ensuring the adequacy of programming; (5) principles to be observed in developing programs; (6) frameworks for protecting children rights; (7) strategies for developing partnerships among NGOs and government; and (8) the type of training required for sustainability. Recommendations relate to policy, advocacy, partnerships and collaboration, program planning and implementation, training, sustainability, communication, funding, and action plan development. The monograph's appendix lists participants and questions used to prepare the workshop. (Contains 29 references.) (KB) ED478651 Protecting the Rights of Young Children Affected and Infected by HIV/AIDS in Africa: Updating Strategies and Reinforcing Existing Networks. Action Research in Family and Early Childhood Monograph. 2003-06-00 40 Early Childhood and Family Education Section, ED/BAS/ECF/UNESCO, 7 Place de Fontenoy, 75352 Paris 07 SP, France. Tel: 33-01-45-68-08-12; Fax: 33-01-45-68-56-27; Web site: http://www.unesco.org/education/educprog/ecf/index.htm. N/A 2004 2016-11-21

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Yes Child Care Data Data Collection Databases Early Childhood Education Foreign Countries Outcomes of Education Public Policy Research Needs Research Problems Tables (Data) Cleveland, Gordon Colley, Susan Friendly, Martha Lero, Donna S. Shillington, Richard Reports - Descriptive Indicators Canada Data Quality Canada Toronto Univ. (Ontario). Childcare Resource and Research Unit. English Based on the premise that Canada needs to collect, collate, analyze, and disseminate reliable data on early childhood education and care (ECEC) programs that are comparable across provinces/territories and that good data are fundamental for informing policy, research, and service delivery, the National Data Project was funded in 2000-2001 to produce a strategy for the development of reliable, comparable ECEC data in Canada. Following an executive summary, the report is presented in five sections. Section 1 describes current ECEC practices, and federal/provincial initiatives and offers a thumbnail sketch of the state of Canada's ECEC data. Section 2 analyzes the purposes and requirements for which ECEC data should be collected, organized, analyzed, and used. This part also discusses the value of indicators and the use of data to support a program of research. Section 3 outlines and describes current and past data collection in Canada and presents some international data approaches to ECEC data that may be useful in Canada. Section 4 outlines what types of provincial/territorial administrative, program, and monitoring data on ECEC services are currently collected, and examines the strengths and weakness of these data for answering various questions and for producing indicators of progress. Section 5 focuses on conclusions and presents six recommendations: (1) develop new data collection vehicles; (2) improve utilization and design of existing data collection vehicles; (3) improve provincial/territorial administrative data; (4) develop a Canadian policy and program database; (5) establish a program of ECEC research; and (6) coordinate data collection and organization. The report's nine appendices include the survey instruments; tabulated data on child care technology, enrollment, service duration, family child care, and funding; and information on locating data sources. (Contains 51 references.) (KB) ED478652 The State of Data on Early Childhood Education and Care in Canada: National Data Project. Final Report. 2003-00-00 ISBN-1-896051-26-X Policymakers Researchers 101 Childcare Resource and Research Unit, Centre for Urban and Community Studies, University of Toronto, 455 Spadina Avenue, Ste. 305, Toronto, Ontario M5S 2G8, Canada. Tel: 416-978-6895; Fax: 416-971-2139; e-mail: crru@chass.utoronto.ca; Web site: http://www.childcarecanada.org. For full text: http://www.childcarecanada.org/pubs/other/data/state_data.pdf. N/A 2004 2016-11-21

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No Academic Achievement Affective Behavior Attachment Behavior Behavior Change Behavior Problems Case Studies Classroom Environment Elementary School Students Empathy Interpersonal Competence Low Income Student Behavior Student Improvement Student Motivation Student Needs Teacher Student Relationship Theories Trust (Psychology) Watson, Marilyn Ecken, Laura Books Guides - Non-Classroom Reports - Descriptive Caring Security of Attachment English Most teachers today are faced with increasing pressure to teach to higher academic standards. This focus on academic achievement has led many teachers, against their better judgment, to reduce their attention to students' social and ethical growth and to building relationships with and among their students. The result of a collaboration between an educational psychologist and a classroom teacher, this book draws on their in-depth case study in an inner-city classroom to demonstrate the power and importance of caring, trusting relationships for fostering not only children's social and ethical development, but their academic growth as well. The book applies attachment theory to the school setting, showing how this perspective can help teachers build collaborative, trusting relationships, even with their most challenging students. The book explores strategies for helping children develop the emotional skills needed to live harmonious and productive lives, the social and communication skills to be a friend and work collaboratively with classmates, the self confidence and curiosity to invest wholeheartedly in learning, and the empathy and personal and moral understanding to be caring and responsible young people. Following an introduction providing an overview of the classroom studied and the challenges therein, the chapters in the first part of the book examine building trust: building the teacher-student relationship, teaching children how to be friends, and building the classroom community. Chapters in the second part address managing the classroom within the framework of trust: meeting students' needs for competence and autonomy, managing mistakes and misbehavior, and addressing competition in the classroom. Chapters in the third section explore helping students find their "real selves" once trust has been established, and lessons from the case study on finding the conditions for success. Each chapter concludes with a summary of key points. Two appendices include an essay on the application of attachment theory to education, and an annotated list of resources related to building community and fostering caring classroom relationships. (Contains 127 references.) (HTH) ED478653 Learning To Trust: Transforming Difficult Elementary Classrooms through Developmental Discipline. 2003-00-00 ISBN-0-7879-6650-9 318 Jossey-Bass, A Wiley Company, Customer Care Center - Consumer Accounts, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($29). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com. N/A 2004 2016-11-21

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Yes Adolescents Change Strategies Child Health Children Enrollment Management Financial Support Health Insurance Outreach Programs Program Development Public Policy School Policy State Legislation State Programs Harper, Michelle Reports - Descriptive Healthy Start Program CA Proposition 10 (California 1998) School Based Services California School Lunch Program Childrens Health Insurance Program State Policy California Childrens Health Insurance Program Proposition 10 (California 1998) Consumers Union, San Francisco, CA. West Coast Regional Office. English Despite expansions in children's health insurance programs, rates of uninsurance in California continue to be high. Noting that absenteeism due to poor health is associated with school failure and asserting that schools offer an established framework on which to build a coordinated approach to enrolling children in health insurance programs, this report identifies four sets of California initiatives on which policymakers and schools could build school-based programs. The initiatives discussed are built on an existing platform, provide access to the target population, have the capability to offer comprehensive services, present opportunities for sustainability, and have the potential to include a tracking and evaluation mechanism. Section 1 of the report provides a rationale for school-based approaches to children health insurance program enrollment and describes current California efforts. Section 2 presents guidelines for building school-based health insurance programs. Section 3 describes several sources of funding that program planners may wish to pursue. Section 4 describes initiatives on which policymakers or schools could build school-based health insurance outreach, enrollment, utilization, and retention programs: (1) Healthy Start; (2) Proposition 10--First 5 California; (3) National School Lunch Program; and (4) the use of health coordinators. Throughout the report, examples are provided to illustrate how health insurance programs may be implemented in schools. Because some of the options may require legislative, policy, or procedural changes, Section 5 offers recommendations for schools and for policymakers to maximize the effectiveness of children's health insurance efforts in California. (Contains 46 endnotes.) (KB) ED478654 Building for a Healthy Future: Sustaining School-Based Enrollment in Health Insurance Programs. 2003-05-00 David and Lucile Packard Foundation, Los Altos, CA. California Wellness Foundation. Administrators Policymakers Practitioners 57 Consumers Union West Coast Regional Office, 1535 Mission Street, San Francisco, CA 94103. Tel: 415-431-6747; Fax: 415-431-0906; Web site: http://www.healthykidsproject.org. For full text: http://www.healthykidsproject.org/pdf/CUHealthyFutures.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accidents Adolescent Behavior Adolescents Adult Child Relationship Attendance Child Abuse Child Health Child Neglect Child Safety Crime Delinquency Drinking Dropout Rate Educational Environment Educational Indicators Emotional Development Employment Exercise Extracurricular Activities Family Environment Family Violence Grade Repetition Graduation Rate Illegal Drug Use Injuries Parent Background Parent Child Relationship Peer Relationship Poverty School Attitudes Self Efficacy Sexuality Social Development Social Indicators Spirituality Student Volunteers Trend Analysis Truancy Violence Voting Well Being Canny, Priscilla F. Cooke, Michelle Beaulieu Numerical/Quantitative Data Reports - Descriptive Connecticut Student Engagement Indicators Parent Control Protective Factors Student Community Relationship Connecticut English This report presents an overview of the most current data on the overall well-being of Connecticut's youth, offered to promote a shared sense of accountability in the state, to guide current funding and programmatic decisions, and to set a baseline against which to measure the impact of those decisions. This statistical portrait is based on widely accepted measures of youth well being, incorporating both risk and protective factors, antisocial and prosocial behaviors, and survey and archival indicators in the following areas: (1) educational achievement and cognitive attainment, including educational attainment, grade retention, attendance, and enjoyment of school; (2) health and safety, including sexual behavior, delinquency, accidents and injuries, and suicide and attempted suicide; (3) social and emotional development, including volunteerism, parental monitoring, closeness to mother/father, antisocial peers, prosocial peers, spirituality, and self-efficacy; (4) self-sufficiency, including age-appropriate employment; (5) family environment, including poverty, child abuse and neglect, and domestic violence; and (6) community/school environment, including caring school climate, and availability of illicit substances. Following descriptions of the methodology and a presentation of state-wide findings, the bulk of the report is devoted to presenting data on youth outcomes and discussing trends in well being. The report concludes that the data depict two distinct pictures of Connecticut youth: one in which youth are faring as well as and sometimes better than their counterparts nationwide; the other in which a significant portion of Connecticut youth are living in poverty, with few assets and exposed to important social risks. The lack of complete and reliable data on Connecticut youth is discussed as a challenge to policymakers, funders, and program directors. The report's two appendices describe the survey methods used and the various data sources, and present expert models of positive youth development outcomes. (KB) ED478655 The State of Connecticut's Youth, 2003: Data, Outcomes and Indicators. 2003-00-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. Policymakers Practitioners 52 Connecticut Voices for Children, 33 Whitney Avenue, New Haven, CT 06510. Tel: 203-498-4240; Fax: 203-498-4242; e-mail: voices@ctkidslink.org; Web site: http://www.ctkidslink.org. For full text: http://info.med.yale.edu/chldstdy/CTvoices/Kidslink/Kidslink2/reports/PDFs/youthpaper_0813_final.pdf. N/A 2004 2016-11-23

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Yes Child Care Children Cohabitation Comparative Analysis Cross Cultural Studies Developed Nations Divorce Family (Sociological Unit) Family Work Relationship Foreign Countries Fringe Benefits Leaves of Absence Marriage Poverty Public Policy Henneck, Rachel Reports - Descriptive Italy Family Leave Japan Family Policy Parental Leave France United States Germany France Germany Italy Japan United States English Within the last 50 years, the work-family-household arrangements upon which social policy systems in industrial nations were formulated have disappeared. This briefing paper examines how social policies of the United States, Japan, Germany, Italy, and France have responded. The paper is presented in two major sections. The first section describes family policies in each country concerning parental leave, child benefits/family allowances, child care, marriage/cohabitation, and divorce. The second section discusses the mixed effects of maternity leave on womens employment, the lack of a relationship between fertility and maternity leave and fertility and cash benefits, and factors that complicate the relationship between countries' social spending and child poverty. Job-protected maternity leave is described as the most basic entitlement reflecting public acknowledgment of the economic necessity of working motherhood. Analyses suggest that fertility rates do not seem responsive to cash benefits or other policies, such as extended maternity leave, that function as wages for motherhood. In countries where child care provisions are not widely available, lengthy paid leaves have the effect of bringing women into the home for long periods of time. The most important role of cash benefits is to reduce child poverty, as illustrated by patterns in the U.S., France, and Germany. The paper concludes by asserting that Western European nations family policy can be divided into two types, one in which the social welfare system provides a comprehensive array of universal family benefits and services, and the other in which benefits are nonuniversal and accompanied by higher child poverty rates. The United States fits neither of the European patterns and is characterized by several contradictions contributing to the lack of political support for families. (Contains 98 references.) (KB) ED478656 Family Policy in the US, Japan, Germany, Italy and France: Parental Leave, Child Benefits/Family Allowances, Child Care, Marriage/Cohabitation, and Divorce. A Briefing Paper Prepared by the Council on Contemporary Families. 2003-05-00 Policymakers 50 N/A 2004 2016-11-21

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Yes Access to Education Change Strategies Educational Finance Educational Quality Outcomes of Education Preschool Children Preschool Curriculum Preschool Education Public Policy School Readiness Opinion Papers Reports - Descriptive American Federation of Teachers Universal Preschool Barriers to Change Barriers to Innovation Best Practices Affordability Program Characteristics American Federation of Teachers, Washington, DC. English Arguing that limited access to high-quality preschools is a major problem affecting nearly every working family, and as the numbers of working parents increase, is likely to become more acute, this policy brief offers the context and research supporting the American Federation of Teachers' recent call for universal early childhood education (ECE). The brief focuses on challenges in achieving this program, includes signs of progress, describes features of high-quality programs, and offers recommendations. The brief cites research demonstrating that high-quality ECE helps bridge the achievement gap, reduces dropout rates and delinquency, and increases economic productivity and social stability. Challenges in achieving universal preschool are the lack of school readiness, lack of access and quality, and lack of qualified and well-compensated staff. Signs of progress toward the goal of universal preschool include increasing numbers of state preschool programs and the development of the Department of Defense model preschool program. The brief notes that high-quality universal preschool is more widely available in other industrialized countries than in the United States. Best practices are described relating to staff qualifications and remuneration, teacher-child ratio and class size, curriculum, and comprehensive services. The brief concludes with eight recommendations for achieving high quality universal preschool: (1) coordinate federal, state, and local funds, resources, and programs; (2) guarantee free public preschool for all poor and at-risk children; (3) make public preschool more affordable; (4) guarantee universal full-day kindergarten; (5) implement a rigorous licensing and accreditation system; (6) develop and promote high standards for training, formal education, professional development, and compensation; (7) incorporate school readiness into ECE standards and establish linkages to the K-12 system; and (8) provide children with comprehensive services. (Contains 31 references.) (KB) ED478657 Early Childhod Education: Building A Strong Foundation for the Future. Educational Issues Policy Brief. 2002-07-00 Policymakers 10 American Federation of Teachers, 555 New Jersey Avenue, NW, Washington, DC 20001-2079. N/A 2004 2016-11-21

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No Change Strategies Child Advocacy Child Care Child Care Effects Child Rearing Childhood Needs Employed Parents Family Needs Family Work Relationship Feminism Government Role Low Income Parent Child Relationship Public Policy Social Attitudes Social Change Robertson, Brian C. Books Opinion Papers Reports - Descriptive Historical Background Subsidized Child Care Services English Over the last generation, parents have felt more and more intimidated by child care "experts" and have increasingly surrendered their role as the primary educators of their children. On the premise that theories of development, often colored by ideological positions on the family and its function in society, should take a back seat to the instinctive understanding parents have of what rearing children requires, this book examines the impact of America's culture of work on the family and children. The book notes that the real conflict of day care is not between liberals and conservatives or between working mothers and stay-at-home mothers, but between all parents and the burgeoning day care establishment; the book details how this establishment works to expand its power and silence its critics. Chapters in the book examine: (1) the impact of "absentee" parenting, and the role of media and feminism in the shift toward a culture of day care; (2) the battle among researchers into the detrimental effects of day care; (3) the apparent success of day care advocates in keeping the decades long accumulation of research from the public; (4) why government and corporate policies favor commercial child care--the option most parents wish to avoid; (5) the myth that low- and middle-income parents require center-based care while the wealthy can afford to stay home with their children; (6) how center-based care affects children's personality and social character by disrupting natural family bonds, noting that the debate over day care will not address the fundamental needs of families as long as it revolves around the so-called "needs of the economy"; and (7) how parents can take back parenting, examining necessary shifts in public policy and the government's role. (Contains extensive reference notes organized by chapter.) (HTH) ED478658 Day Care Deception: What the Child Care Establishment Isn't Telling Us. 2003-00-00 ISBN-1-893554-67-8 Parents Policymakers 230 Encounter Books, 665 Third Street, Suite 330, San Francisco, CA 94107-1951 ($25.95). Tel: 800-786-3839 (Toll Free); Fax: 415-538-1461; e-mail: sales@encounterbooks.com; Web site: http://www.encounterbooks.com. N/A 2004 2016-11-21

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No Breastfeeding Caregiver Child Relationship Child Abuse Child Care Child Caregivers Child Development Child Health Child Neglect Diseases Educational Environment Emotional Experience Guidelines Infant Care Infants Interpersonal Communication Parent Caregiver Relationship Preschool Education Recordkeeping Safety Separation Anxiety Socialization Teacher Role Toddlers Toilet Training Gonzalez-Mena, Janet Guides - Non-Classroom Diapering Program for Infant Toddler Caregivers CA California State Dept. of Education, Sacramento. Div. of Child Development. WestEd, San Francisco, CA. English Intended for use in conjunction with videos illustrating key concepts and caregiving techniques, this guide focuses on how the daily routines of caring for infants and toddlers can become opportunities for promoting the child's learning and development and for deepening the relationship between child and caregiver. Special attention is given to such topics as parents' concerns, the need for consistency between home and child care, and cultural diversity in child care programs. This second edition offers expanded information on issues of cultural sensitivity and conforms with current exemplary child care helath and safety practices. The guide is divided into sections on separate caregiving routines, with practical advice on how to conduct them. Sections concern: (1) greetings and departures; (2) feeding; (3) diapering and toileting; (4) dressing and bathing; (5) sleeping and naptime; (6) preparing, ordering, and maintaining the environment; (7) health and safety; (8) recordkeeping; and (9) special issues with children and families. Each section includes lists of points for caregivers to consider and suggested resources. Related materials, including an infant diet/meal lan, medication release form, and desired results developmental profile, are appended.(HTH) ED478659 Infant/Toddler Caregiving: A Guide to Routines. Second Edition. 2002-00-00 ISBN-0-8011-1510-8 Practitioners Teachers 178 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($12.50, plus shipping and handling charges). Tel: 800-995-4099 (Toll Free); Tel: 916-445-1260; Fax: 916-323-0823. N/A 2004 2016-11-21

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Yes Children Consumer Economics Expenditures Family Characteristics Family Income Family (Sociological Unit) Financial Needs Lino, Mark Numerical/Quantitative Data Reports - Research Child Care Costs Cost of Living Department of Agriculture, Washington, DC. Center for Nutrition Policy and Promotion. English Since 1960, the U.S. Department of Agriculture has provided estimates of expenditures on children from birth through age 17. This technical report presents the most recent estimates for husband-wife and single-parent families, using data from the 1990-92 Consumer Expenditure Survey, updated to 1998 dollars using the Consumer Price Index. Data and methods used in calculating annual child-rearing expenses are detailed. Estimates are provided for major components of the budget by age of child, family income, and region of residence. For the overall United States, child-rearing expense estimates ranged between $8,240 and $9,340 for a child in a two-child, married-couple family in the middle income group. Adjustment factors for number of children in the household are provided. The report notes that findings should be of use in developing state child support guidelines and foster care payments as well as in family educational programs. (Author/HTH) ED478660 Expenditures on Children by Families: 1998 Annual Report. 1999-03-00 Community Policymakers 29 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/crc98.PDF. N/A 2004 2016-11-21

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Yes Children Consumer Economics Expenditures Family Characteristics Family Income Family (Sociological Unit) Financial Needs Lino, Mark Numerical/Quantitative Data Reports - Research Child Care Costs Cost of Living Department of Agriculture, Washington, DC. Center for Nutrition Policy and Promotion. English Since 1960, the U.S. Department of Agriculture has provided estimates of expenditures on children from birth through age 17. This technical report presents the most recent estimates for husband-wife and single-parent families, using data from the 1990-92 Consumer Expenditure Survey, updated to 1999 dollars using the Consumer Price Index. Data and methods used in calculating annual child-rearing expenses are detailed. Estimates are provided for major components of the budget by age of child, family income, and region of residence. For the overall United States, child-rearing expense estimates ranged between $8,450 and $9,530 for a child in a two-child, married-couple family in the middle income group. Adjustment factors for number of children in the household are provided. The report notes that findings should be of use in developing state child support guidelines and foster care payments as well as in family educational programs. (Author/HTH) ED478661 Expenditures on Children by Families: 1999 Annual Report. 2000-03-00 Community Policymakers 34 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Crc/crc1999.PDF. N/A 2004 2016-11-21

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Yes Children Consumer Economics Expenditures Family Characteristics Family Income Family (Sociological Unit) Financial Needs Lino, Mark Numerical/Quantitative Data Reports - Research Cost of Living Child Care Costs Department of Agriculture, Washington, DC. Center for Nutrition Policy and Promotion. English Since 1960, the U.S. Department of Agriculture has provided estimates of expenditures on children from birth through age 17. This technical report presents the most recent estimates for husband-wife and single-parent families, using data from the 1990-92 Consumer Expenditure Survey, updated to 2000 dollars using the Consumer Price Index. Data and methods used in calculating annual child-rearing expenses are detailed. Estimates are provided for major components of the budget by age of child, family income, and region of residence. For the overall United States, child-rearing expense estimates ranged between $8,740 and $9,860 for a child in a two-child, married-couple family in the middle income group. Adjustment factors for number of children in the household are provided. The report notes that findings should be of use in developing state child support guidelines and foster care payments as well as in family educational programs. (Author/HTH) ED478662 Expenditures on Children by Families: 2000 Annual Report. 2001-05-00 Community Policymakers 36 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Crc/Crc2000.pdf. N/A 2004 2016-11-21

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Yes Children Consumer Economics Expenditures Family Characteristics Family Income Family (Sociological Unit) Financial Needs Lino, Mark Numerical/Quantitative Data Reports - Research Child Care Costs Cost of Living Department of Agriculture, Washington, DC. Center for Nutrition Policy and Promotion. English Since 1960, the U.S. Department of Agriculture has provided estimates of expenditures on children from birth through age 17. This technical report presents the most recent estimates for husband-wife and single-parent families, using data from the 1990-92 Consumer Expenditure Survey, updated to 2001 dollars using the Consumer Price Index. Data and methods used in calculating annual child-rearing expenses are detailed. Estimates are provided for major components of the budget by age of child, family income, and region of residence. For the overall United States, child-rearing expense estimates ranged between $9,030 and $10,140 for a child in a two-child, married-couple family in the middle income group. Adjustment factors for number of children in the household are provided. The report notes that findings should be of use in developing state child support guidelines and foster care payments as well as in family educational programs. (Author/HTH) ED478663 Expenditures on Children by Families: 2001 Annual Report. 2002-05-00 Community Policymakers 35 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Crc/Crc2001.pdf. N/A 2004 2016-11-21

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Yes Children Consumer Economics Expenditures Family Characteristics Family Income Family (Sociological Unit) Financial Needs Lino, Mark Numerical/Quantitative Data Reports - Research Child Care Costs Cost of Living Department of Agriculture, Washington, DC. Center for Nutrition Policy and Promotion. English Since 1960, the U.S. Department of Agriculture has provided estimates of expenditures on children from birth through age 17. This technical report presents the most recent estimates for husband-wife and single-parent families, using data from the 1990-92 Consumer Expenditure Survey, updated to 2002 dollars using the Consumer Price Index. Data and methods used in calculating annual child-rearing expenses are detailed. Estimates are provided for major components of the budget by age of child, family income, and region of residence. For the overall United States, child-rearing expense estimates ranged between $9,230 and $10,300 for a child in a two-child, married-couple family in the middle income group. Adjustment factors for number of children in the household are provided. The report notes that findings should be of use in developing state child support guidelines and foster care payments as well as in family educational programs. (Author/HTH) ED478664 Expenditures on Children by Families: 2002 Annual Report. 2003-05-00 34 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Crc/crc2002.pdf. N/A 2004 2016-11-21

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Yes Adolescents At Risk Persons Child Health Children Federal Programs Government Role Health Promotion Nutrition Nutrition Instruction Obesity Physical Activity Level Physical Fitness Prevention Public Policy Collected Works - Proceedings Department of Agriculture Food Assistance Programs Nutrition Education Program Nutrition Services Food, Nutrition, and Consumer Services (USDA), Washington, DC. Center for Nutrition Policy and Promotion. English This report documents the proceedings of a 1998 symposium on the causes and prevention of childhood obesity sponsored by the U.S. Department of Agriculture (USDA) Center for Nutrition Policy and Promotion to focus attention on the growing problem of childhood obesity in the United States and the link between nutrition and health. Following opening remarks by the USDA Under Secretary for Food, Nutrition, and Consumer Services and by the Surgeon General, the symposium was organized in two sections, punctuated by remarks of the Secretary of Agriculture. The scientific presentations focused on findings regarding causes of childhood obesity and prevention strategies: (1) "Childhood Obesity: The Contribution of Diet and Inactivity" (William Dietz); (2) "Obesity and Health Risk in Children" (Michael Goran); (3) "Factors Influencing Food Intake Implications for Childhood Obesity" (Leann Birch); (4) "Strategies for the Primary Prevention of Obesity in PreSchool-Age Children" (Christine Williams); and (5) "Preventing Obesity in School-Age Children and Adolescents" (Thomas Robinson). Presentations focusing on public policy and recommendations were as follows: (1) "The Role of Government Programs in Reducing Childhood Obesity" (Donna O'Hare); (2) "Child Nutrition Programs: Prevention through Education" (Connie Evers); (3) "Choosing a Policy Strategy: The Carrot or the Stick?" (Barbara Moore); (4) "Moving Children into the Next Century: The Federal Perspective" (B. Don Franks and Christine Spain); and (5) "The Role of USDA's Food Assistance Programs in the Fight Against Childhood Obesity" (Laura Sims). Question-answer sessions followed both the scientific papers and the policy papers, and are transcribed. Closing remarks by the USDA Under Secretary for Food, Nutrition, and Consumer Services report that the USDA will ask the presenters to arrive at three to five strategies that could be accomplished within the next year. (KB) ED478665 Childhood Obesity: Causes and Prevention. Symposium Proceedings (Washington, DC, October 27, 1998). 1998-10-27 122 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Seminars/obesity.PDF. N/A 2004 2016-11-21

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Yes Academic Achievement Attendance Brain Breakfast Programs Child Development Children Cognitive Development Elementary Secondary Education Learning Nutrition Program Descriptions Public Policy Student Behavior Collected Works - Proceedings School Breakfast Program Department of Agriculture Food, Nutrition, and Consumer Services (USDA), Washington, DC. Center for Nutrition Policy and Promotion. English Noting that many schools do not participate in the U.S. Department of Agriculture's School Breakfast Program despite evidence that poor nutrition affects children's school attendance and performance, this document presents the proceedings of a 1999 symposium on links between breakfast and school performance and the implications for public policy. The report includes opening remarks by the United States Department of Agriculture (USDA) Under Secretary for Food, Nutrition, and Consumer Services, the USDA Deputy Secretary of Agriculture, a U.S. senator from South Dakota, and the Acting Assistant Secretary from the Office of Elementary and Secondary Education of the Department of Education. The remainder of the report contains the presentations from the symposium. The scientific presentations are as follows: (1) "School Breakfast Program and Persistent Hunger in Children" (Ronald Kleinman); (2) "School Feeding and Educational Outcomes" (Ernesto Pollitt); (3) "The Effects of Breakfast on Children's Cognition, School Achievement, and Classroom Behavior" (Sally Grantham-McGregor); (4) "Effects of Sugar on Learning and the Brain" (Paul Gold); and (5) "Infancy to Adolescence: Long-Term Effects of Nutrition on Growth" (Roscoe Dykman). The following presentations with policy implications and recommendations are then compiled: (1) "The School Breakfast Program" (Lynn Woolsey); (2) "Minnesota Takes the 'Fast Break to Learning'" (Mary Begalle); (3) "Breakfast at School: What We've Learned and Where We Go from Here" (Lynn Parker). Question-answer sessions followed both the scientific presentations and policy presentations and are transcribed. Closing remarks by the Under Secretary for Food, Nutrition, and Consumer Services noted that if breakfast programs are considered health-related programs and part of the educational day, they are more likely to survive in the new millennium. (KB) ED478666 Breakfast and Learning in Children. Symposium Proceedings (Washington, DC, April 22, 1999). 1999-09-00 98 Center for Nutrition Policy and Promotion, 3101 Park Center, Room 1034, Alexandria, VA 22302-1594. Tel: 703-305-7600; Fax: 703-305-3400; e-mail: info@cnpp.usda.gov; Web site: http://www.usda.gov/cnpp. For full text: http://www.usda.gov/cnpp/Seminars/Behavior/breakfast.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Adolescents Alaska Natives Asian Americans Blacks Child Abuse Child Neglect Child Welfare Children Demography Dropout Rate Early Parenthood Elementary Secondary Education Juvenile Justice Mortality Rate One Parent Family Poverty Social Indicators Substance Abuse Tables (Data) Trend Analysis Violence Well Being Whites Youth Problems Leask, Linda, Ed. Numerical/Quantitative Data Reports - Descriptive Alaska Arrests Indicators Alaska Alaska Univ., Anchorage. Inst. of Social and Economic Research. English This Kids Count Data Book examines statewide trends in the well-being of Alaska's children. The statistical portrait is based on key indicators in six areas: (1) infancy, including prenatal care, low birth weight, and infant mortality; (2) economic well-being, including child poverty, children with no parent working full-time, children in single parent homes, teen births, child care, and health care coverage; (3) education, including dropout rates, teens not in school and not working, and school achievement; (4) child safety, including child death rate, teen violent death rate, child abuse and neglect, and child injuries; and (5) juvenile crime, including arrests for violent crimes. Following an introduction describing the uniqueness of Alaska and summarizing the report's findings, the report details the indicators in the areas mentioned above. Among the findings, the report indicates that Alaska's population has increased, but its birth rate has declined. Alaska fared better than the national average for babies born with low birth weight, infant mortality rate, and percentage of teens who drop out of school. Alaska was at or near the national average for percentage of children living in poverty, percentage of single-parent families, births to teens, and child death rate. Alaska fared worse than the national average for percentage of children with no parent working full-time, teen violent death rate, and percentage of teens not in school and not working. The report concludes with suggested family resources and information on the indicator data sources. (HTH) ED478667 Kids Count Alaska Data Book, 2002. 2002-00-00 Annie E. Casey Foundation, Baltimore, MD. 56 University of Alaska-Anchorage, Institute of Social and Economic Research, 3211 Providence Drive, Anchorage, AK 99508. Tel: 907-786-7710; Fax: 907-786-7739; Web site: http://www.kidscount.alaska.edu. For full text: http://www.kidscount.alaska.edu/2002db.htm. N/A 2004 2016-11-21

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Yes Change Strategies Counties Federal Government Government Role Human Capital Local Government Policy Formation Poverty Areas Public Policy Rural Areas Rural Development Small Towns State Government Technological Advancement Freshwater, David Scorsone, Eric Information Analyses Opinion Papers Speeches/Meeting Papers Local Control Intergovernmental Relations English The United States does not have a coherent national rural policy. The federal government has focused on a sector-based policy that has only indirect impact on rural America. State governments have failed to move beyond their traditional focus areas of education, corrections, Medicaid, and other state services. The diversity of rural America makes it difficult for states or the federal government to create and manage coherent rural development policies. At the same time, much of rural America suffers from economic and social disparities relative to the rest of the nation and has become increasingly dependent on federal and state transfer payment programs. The old rural policies have become irrelevant in the face of the new rural environment, with its increasing ethnic and cultural diversity, the decreased importance of farming, and global economic pressures that increase the need for investments in human capital and technology. A new rural development policy must accept that the change process is incremental and should be based on a broad coalition of support. Local governments are well positioned to address the needs of rural America, but have been hampered in the past due to state restrictions on revenue-raising capacity and expenditure limitations. The large number of local governments and overlapping jurisdictions implies that rural city-county partnerships must be the foundation of national rural development policy. Federal and state governments must rethink their role in rural development policy. Instead of creating and managing large government programs, they can provide support through block grants, fiscal and regulatory flexibility, and technical assistance. (Contains 41 references) (Author/TD) ED478668 The Search for an Effective Rural Policy: An Endless Quest or an Achievable Goal. 2002-09-19 21 N/A 2004 2016-11-21

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Yes Access to Education Activism Black Education Community Action Community Organizations Corporal Punishment Educational Change Elementary Secondary Education Empowerment Equal Education Leadership Training Politics of Education Racial Discrimination Rural Schools School Segregation Lambright, Nsombi Opinion Papers Reports - Descriptive African Americans Social Justice English Racism is still the central problem in Mississippi. The White community resists participation by African Americans in every aspect of political, economic, educational, and cultural life. Education is the key to breaking the system, and it is no secret that the state's school boards, legislators, and corporations want to keep Black children and other children of color undereducated. Mississippi maintains a dual, segregated education system: Whites attend private academies, and Blacks attend public schools. Educational problems facing Mississippi Blacks include high-stakes testing with no accountability for teachers or schools, corporal punishment, and criminalization of students. Empowerment of the African American community is essential. The Mississippi Education Working Group (MEWG) is a coalition of grassroots community organizations working in their local school districts to improve educational opportunities for African Americans. MEWG trains grassroots organizations to impact education policy in their local school districts and pools the resources of the local organizations to impact education policy at the state level. Profiles of six community organizations in the rural, impoverished Mississippi Delta region present community demographics, history, current work, accomplishments, and future goals. Common elements of these groups are their engagement in an ongoing meeting, training, and debriefing process; the active participation of young people through an intergenerational model of work; and their policy and legal work through MEWG. More resources for legal assistance are needed. Although most groups have large memberships, the bulk of the work falls on a dedicated few. Other existing groups that have the potential to engage in real organizing work are identified. (TD) ED478669 Community Organizing for School Reform in the Mississippi Delta. 2001-08-00 28 For full text: http://www.nyu.edu/iesp/publications/cip/mapping/Mississippi_Delta_Report.PDF. N/A 2004 2016-11-21

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Yes Class Size Disadvantaged Schools Educational Equity (Finance) Educational Policy English (Second Language) Foreign Countries Funding Formulas School Libraries School Maintenance School Personnel School Size School Surveys Secondary Education Secondary Schools Special Education State Aid Student Transportation Teacher Student Ratio Reports - Research Ontario Canada English People for Education has tracked the effects of funding and policy changes on Ontario's secondary schools since 2000. In 2002-03, 168 public and Catholic secondary schools were surveyed province-wide. Findings indicate that high school has become a harsher environment for students as schools have become larger and student-to-staff ratios have increased. Teachers and guidance counsellors were responsible for more students than in 2000-01. The number of schools reporting regularly scheduled access to psychologists and social workers had decreased, and waiting lists for special education assessment had grown. The numbers of English-as-a-second-language teachers and programs were declining while immigration was increasing. Ontario's funding formula favors larger schools and assumes that the distribution of school sizes will average out within a school board. However, many rural and northern boards with higher numbers of small schools lack the enrollment base to ensure adequate staffing. Forty-three percent of schools surveyed did not have enough students to receive funding for a librarian. The majority of schools didn't have enough textbooks. There had been little change in access to computers in schools. Most schools charged lab and material, activity, and/or athletic fees. Only the most urgently required work was being done on school buildings, and repairs and maintenance were being deferred. Higher fees were making the use of public spaces in secondary schools unaffordable for many groups. Most rural schools in northern and eastern Ontario had some students on buses for more than 2 hours each day. Four recent studies validate the concerns raised by this tracking report. Eleven policy recommendations are presented. Four appendices present a portion of the education act, number of responses per survey question, number of schools responding per board, and class size information. (Contains 40 endnotes) (TD) ED478670 The 2003 Secondary School Tracking Report. Diminishing Support in a Harsher Environment. 2003-03-00 72 For full text: http://www.peopleforeducation.com/tracking/summrpts/second/03/full.PDF. N/A 2004 2016-11-21

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Yes Attendance Community Characteristics Disadvantaged Schools Educational Needs Elementary Secondary Education Enrollment Human Services Immigrants Limited English Speaking Mexican American Education Mexicans Migrant Education Migrant Youth Poverty Areas Rural Schools School Districts School Surveys Student Needs Teacher Recruitment Teacher Shortage Harrison, Tenley S. Lee-Bayha, June Sloat, Ed Reports - Research Speeches/Meeting Papers Arizona California Mexico United States Border New Mexico Texas Arizona California New Mexico Texas WestEd, Los Alamitos, CA. English School boards associations in California, Arizona, New Mexico, and Texas commissioned this report about K-12 education along La Frontera, the United States/Mexico border, to identify common issues and target policymaking and assistance efforts. Data were obtained from a research review and interviews and surveys of superintendents and school board presidents from 206 school districts within 100 miles of the border. Findings indicate that La Frontera is a historically impoverished region with a high population growth rate that outpaces infrastructure development. The region is primarily bicultural and bilingual, consisting largely of Latinos and Whites, with many limited-English speakers. Many districts struggle to recruit and retain qualified teachers, especially near the border. Most districts experience significant fluctuations in student enrollment and attendance that make it difficult to predict revenue streams and plan budgets, predict staffing needs, and maintain continuity in instruction. Mexican students who cross the border daily to attend school force district leaders to choose between enforcing residency rules or educating all children who show up. La Frontera districts typically deliver services such as health and dental care, life and study skills classes, English classes, and classes for parents on the American educational system. Implications for policy and future research are discussed. An appendix presents maps of district-level student achievement data for each of the four states. (Contains 48 references) (TD) ED478671 La Frontera: Study of School Districts along the United States/Mexico Border. 2003-04-00 43 N/A 2004 2016-11-21

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Yes Academic Achievement Classroom Environment Educational Practices Educational Quality Elementary Secondary Education Professional Development Racial Differences Relevance (Education) Social Class Socioeconomic Status Teacher Effectiveness Teacher Expectations of Students Teaching Styles Time Management Meehan, Merrill L. Cowley, Kimberly S. Schumacher, Debbie Hauser, Brenda Croom, Nona D. M. Reports - Evaluative Speeches/Meeting Papers Achievement Gap Kentucky Kentucky AEL, Inc., Charleston, WV. English This study examined differences at the classroom level between Kentucky schools with minimum versus large gaps in academic achievement between particular groups of students. Data were gathered via observations of 213 classrooms at 18 elementary, middle, and high schools. Although all the schools were identified as high-performing in terms of overall academic index scores, nine had minimum achievement gaps and nine had large gaps between socioeconomic or racial groups. Classroom time was used more efficiently and effectively in minimum-gap schools. Teachers in large-gap schools spent more time on administrative routines in their classrooms. Teachers in minimum-gap schools provided more minutes of instruction, more time for student-led activities, and a more appropriate pace. Textbooks and multi-racial materials were used more in minimum-gap schools. The climate in minimum-gap school classrooms was more cheerful, inviting, open, and risk-free, and had less distracting external noises and interruptions. Teachers in minimum-gap schools communicated high expectations to their students, conducted formal or informal assessments of their students, and also provided immediate and corrective feedback to students. The quality of instruction was higher in minimum-gap school classrooms, both overall and for many subscale items. Rural and small-town schools comprised seven of the nine minimum-gap schools and two of the nine large-gap schools. (Contains 29 references) (TD) ED478672 Classroom Environment, Instructional Resources, and Teaching Differences in High-Performing Kentucky Schools with Achievement Gaps. 2003-07-00 Institute of Education Sciences (ED), Washington, DC. Kentucky State Dept. of Education, Frankfort. 33 N/A 2004 2016-11-21

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Yes Academic Achievement After School Programs High Risk Students Individualized Instruction Parent Attitudes Program Effectiveness Program Evaluation Socioeconomic Status Student Attitudes Student Motivation Summer Programs Supplementary Education Teacher Attitudes Teacher Student Ratio Meehan, Merrill L. Cowley, Kimberly S. Schumacher, Debbie Hauser, Brenda Reports - Evaluative Speeches/Meeting Papers Kentucky Student Initiated Activities Kentucky AEL, Inc., Charleston, WV. English The Extended School Services (ESS) program was established in 1990 as part of the Kentucky Education Reform Act. The program extends the school day, week, or year for students at risk of academic failure, providing them with additional instructional time to help them meet academic goals. An evaluation of ESS in 2001 utilized statewide surveys and site visits to 18 elementary, middle, and high schools. Findings indicated that ESS participation was fairly equal across schools, but varied at individual schools. Fewer females participated at the middle and secondary levels. Program participants were characterized by lower socioeconomic status. Generally, students were referred to ESS because of poor academic performance. Students' goals were heavily influenced by their teachers, yet they adopted the goals as their own. ESS classrooms engaged in student-led activities. Students received individualized instruction as needed and had the opportunity to have concepts not mastered retaught to them. All stakeholders agreed that the program helped students increase their academic achievement. Parents and students reported improved study skills and increased motivation to learn. Major program strengths included early targeting of students, dedicated staff, student transportation, collaboration between teachers and coordinators, flexible scheduling, low teacher-student ratios, and individualized instruction. Improvements could be made in areas of student transportation, staff development, expanded services in terms of hours and/or subjects, and a reduction of the student-teacher ratio, all of which require increased funding. Twelve recommendations are discussed. (TD) ED478673 Evaluation of Kentucky's Extended School Services Program. 2003-07-00 Institute of Education Sciences (ED), Washington, DC. Kentucky State Dept. of Education, Frankfort. 44 N/A 2004 2016-11-21

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Yes Access to Education Community Colleges Community Involvement Extension Agents Higher Education Land Grant Universities Leadership Training Low Income Mentors Partnerships in Education Rural Development Rural Education Technical Assistance Tribally Controlled Education Reports - Descriptive Rural Community College Initiative Capacity Building Southern Rural Development Center, Mississippi State. English In 2002, the Rural Community College Initiative (RCCI) began a new phase, with the goal of developing a team of community college and tribal college faculty, extension educators, and civic leaders to address the long-term needs of rural America. An advisory council was established to select the RCCI pilot states and colleges, monitor the effectiveness of RCCI activities, and establish trust between community/tribal colleges and land grant universities. Fourteen teams of community and tribal colleges in six states were chosen for inclusion in the RCCI program. Nineteen extension educators were selected to coach RCCI teams in their areas. Teams benefited from the extension educators' network of contacts, technical assistance, and support. An institute was held to familiarize new members with the program and to present strategies for achieving equitable economic development, expanded educational access, and broadened engagement of citizens in local issues. A research team of land grant faculty was established to monitor RCCI progress. A series of training programs and a website are being developed to assist team members, and funds were allocated to the teams for securing technical assistance. An electronic newsletter was prepared to alert the teams to grant opportunities. A new professional organization, the Rural Community College Alliance, was formed to reduce rural isolation and share effective solutions to rural problems. The new group held its first conference in October, 2002. (TD) ED478674 Building New Partnerships in Support of America's Rural Communities. RCCI Year One Report. 2003-07-00 Ford Foundation, New York, NY. 9 For full text: http://srdc.msstate.edu/rcci/03annualrpt.pdf. N/A 2004 2016-11-21

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Yes Family Involvement Juvenile Justice Mental Health Outcomes of Treatment Substance Abuse Youth Osher, Trina Hunt, Pat Guides - Non-Classroom English Every day, youth with mental health, substance use and co-occurring disorders come in contact with the juvenile justice system. The reasons for this contact are varied. Sometimes youth come in contact with the system as the result of behavior that draws the police and culminates in an arrest. Other times, the youth is referred by school officials who are convinced the childs behavior or truancy patterns reflect a need for intervention by the justice system. Sometimes, a parent or guardian turns to the juvenile justice system because they believe the youth is out-of-control and have been advised that the legal authorities can help them get needed services and support their efforts to supervise their child. Regardless of the manner by which the child is referred to the system, involving families in all stages of the system is critical to ensuring positive outcomes for justice-involved youth with mental health issues. To facilitate their involvement, families need information, training and support at all stages of their childs experience with the juvenile justice system. This brief provides information on the benefits of family participation, and specific techniques for involving families at each stage of the juvenile justice system. (GCP) ED478675 Involving Families of Youth Who Are in Contact with the Juvenile Justice System. 2002-12-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. 8 National Center for Mental Health and Juvenile Justice, Policy Research Associates, 345 Delaware Ave., Delmar, NY 12054. For full text: http://www.ncmhjj.com/pdfs/publications/Family.pdf. N/A 2004 8/19/2004 22:24:17 RIEMAR2004 Produced by the National Center for mental Health and Juvenile Justice.

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Yes Delivery Systems Financial Support Juvenile Justice Mental Health Outcomes of Treatment Substance Abuse Youth Kamradt, Bruce Guides - Non-Classroom English Every year more than one million youth under the age of 18 in the United States come in contact with some aspect of the juvenile justice system. Of these children, it is estimated that up to 80 percent have diagnosable mental health disorders, and many also have co-occurring substance use disorders, making their diagnosis and treatment needs even more challenging. Yet, despite their obvious need for services, many of these children go without treatment, both in the community and during incarceration. One of the major barriers to accessing the critical treatment services required is lack of access to adequate funding. These funding issues are related to under-funded program initiatives, stringent eligibility criteria for certain programs, and confusion over whether the mental health, child welfare or juvenile justice systems are, or should be, responsible for payments. Regardless of the reasons for funding problems, research shows that economics play a decisive role in whether or not a youth gets timely and significant mental health support. This paper examines options for funding mental health services to youth in contact with the juvenile justice system, and profiles some specific initiatives. This document is designed to offer program administrators information on how to leverage funds to provide services to youth with mental health problems who are in contact with the juvenile justice system. (GCP) ED478676 Funding Mental Health Services for Youth in the Juvenile Justice System: Challenges and Opportunities. 2002-12-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. 8 National Center for Mental Health and Juvenile Justice, Policy Research Associates, 345 Delaware Ave., Delmar, NY 12054. For full text: http://www.ncmhjj.com/pdfs/publications. N/A 2004 8/19/2004 22:24:18 RIEMAR2004 Produced by the National Center for Mental Health and Juvenile Justice.

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Yes Clinical Diagnosis Identification Juvenile Justice Mental Disorders Mental Health Outcomes of Treatment Screening Tests Substance Abuse Youth Grisso, Thomas Underwood, Lee Guides - Non-Classroom Information Analyses English On any given day, over 100,000 youth are held in custody in juvenile justice facilities across the country, either awaiting trial in detention centers or having been placed in residential facilities after being convicted of delinquencies. A growing body of research suggests that most of these youth meet criteria for at least one mental disorder, and that at least one out of every five have what is considered to be a serious mental disorder often coupled with a co-occurring substance use disorder. Essential to responding to a youth's mental, emotional, and substance use problem is the identification of their problem. Detecting potential mental health and substance use disorders among youth requires reliable and valid screening and assessment instruments, and information on how best to implement the available instruments. This Research and Program Brief is designed to provide clinicians and other professionals working with youth in the juvenile justice system with information about the most effective instruments to use to screen and assess for mental health and substance use disorders among youth at various points in the juvenile justice system. (Contains 10 references.) (GCP) ED478677 Screening and Assessing Mental Health and Substance Use Disorders among Youth in the Juvenile Justice System. 2003-01-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. 8 National Center for Mental Health and Juvenile Justice, Policy Research Associates, 345 Delaware Ave., Delmar, NY 12054. For full text: http://www.ncmhjj.com/pdfs/publications/Screening_And_Assessing_MHSUD.pdf. N/A 2004 8/19/2004 22:24:20 RIEMAR2004 Produced by the National Center for Mental Health and Juvenile Justice.

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Yes Child Welfare Children Juvenile Justice Mental Health Mental Health Programs Placement Predictor Variables School Responsibility Special Education Legal/Legislative/Regulatory Materials Reports - Evaluative Individuals with Disabilities Education Act Voluntary Participation Individuals with Disabilities Education Act General Accounting Office, Washington, DC. English Recent reports have documented how some parents choose to place their children in the child welfare or juvenile justice systems in order to obtain the mental health services that their children need. Senators Susan Collins and Joseph Lieberman of the Senate Committee on Governmental Affairs asked the General Accounting Office (GAO) to testify on: (1) the number and characteristics of children voluntarily placed in the child welfare and juvenile justice systems to receive mental health services, (2) the factors that influence such placements, and (3) promising state and local practices that may reduce the need for child welfare and juvenile justice placements. This testimony is based on the April 2003 report on the results of a study addressing these same objectives. For that report, the GAO surveyed state child welfare directors in all states and the District of Columbia and juvenile justice officials in 33 counties in the 17 states with the largest populations of children under age 18. Results of these surveys reveal that some parents, a variety of state and local officials, mental health service providers, caseworkers, and judges misunderstood the role and responsibilities of schools in implementing IDEA. For example, some parents and professionals misunderstood that IDEA gives all eligible children, including children with a mental illness, the right to a free appropriate education and parents did not know that they could appeal a schools decision about providing special education services. (Contains 14 references.) (GCP) ED478678 Child Welfare and Juvenile Justice: Several Factors Influence the Placement of Children Solely To Obtain Mental Health Services. 2003-07-00 36 For full text: http://www.gao.gov/highlights/d03865thigh.pdf N/A 2004 2016-11-21

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Yes Counseling Techniques Delivery Systems Drug Addiction Drug Rehabilitation Outcomes of Treatment Pharmacology Program Development Program Effectiveness Substance Abuse Guides - Non-Classroom Methadone Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English The need to support the success of individuals in methadone-assisted recovery, and the recent availability of new pharmacologic treatment options for opioid dependence, calls for an information tool that underscores the evidence-based benefits of medication assisted treatment for opioid dependence. The U.S. Department of Health and Human Services' Substance Abuse and Mental Health Services Administration (SAMHSA), produced this education kit in collaboration with a host of opioid dependence treatment professional, service providers, and individuals in recovery from opioid dependence. This tool addresses key questions related to new and existing opioid dependency medications and the new roles for opioid dependence service delivery systems. The materials included here can be used by local alcohol and drug treatment providers to broaden the knowledge base about methadone and other medication-related options for the treatment of opioid dependence. This education kit also includes information on how to best approach and sustain an ongoing dialogue with key community stakeholders about the establishment, expansion, or sustainability of community-based treatment programs that use medication-supported treatment options. Most importantly, this kit contains key suggestions as to how to develop a coordinated community education effort aimed at reducing the stigma associated with opioid dependence and its service delivery systems. (Author) ED478679 Medication Assisted Treatment for the 21st Century: Community Education Kit. 2003-00-00 32 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345. Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD). For full text: http://www.samhsa.gov. N/A 2004 2016-11-21

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No Adolescents At Risk Persons Behavior Problems Children Counseling Depression (Psychology) Dropouts Early Parenthood Eating Disorders Family Relationship Homeless People Homosexuality Juvenile Gangs Prevention Resilience (Personality) School Safety Self Esteem Stress Variables Suicide Violence Youth Capuzzi, David, Ed. Gross, Douglas R., Ed. Books Manic Depression American Counseling Association, Alexandria, VA. English The fourth revision of this text offers both tested prevention strategies for work with diverse at-risk populations and counseling techniques that address the complexities of destructive behavior from individual, family, school, and community perspectives. Drawing on the wisdom of 24 experts, this book provides concrete advice for creating and maintaining environments in which children and adolescents can flourish. Chapters include: (1) "Defining Youth at Risk" (D. R. Gross and D. Capuzzi); (2) "Prevention: An Overview" (D. Capuzzi and D. R. Gross); (3) "Resilience" Individual, Family, School, and Community Perspectives" (R. E. Lewis); (4) "The Impact of Dysfunctional Family Dynamics on Children and Adolescents" (V. E. Appleton and C. Dykeman); (5) "'Who Cares What I Think': Problems of Low Self-Esteem" (S. S. Meggert); (6) "Preventing and Treating Depression and Bipolar Disorders in Children and Adolescents" (B. T. McWhirter and J.J. Burrow-Sanchez; (7) "Stress and Trauma: Coping in Today's Society" (R. D. Miars); (8) "The Secret and All-Consuming Obsessions: Eating Disorders" (K. Wright); (9) "Children Having Children: Teenage Pregnancy and Parenthood" (M. Haley and A. Sherwood-Hawes); (10) "A Future in Jeopardy: Adolescents and AIDS" (L. A Gray, D. A. Champeau, and R. M. House); (11) "'I Don't Want to Live': The Adolescent at Risk for Suicidal Behavior" (D. Capuzzi and D. R. Gross); (12) "'I Am Somebody': Gang Membership" (S. C. Burnham); (13) "Counseling Queer Youth: Preventing Another Matthew Shepard Story" (F. J. Gutierrez); (14) "Death in the Classroom: Violence in Schools" (A. Finn); (15) "'I Can't Live Without It': Adolescent Substance Abuse" (C. J. Gagliardi, A. M. Gloria, S. E. R. Kurpius, and C. Lambert); (16) "Nowhere to Turn: Homeless Youth" (M. Stormont); (17) "'This Isn't the Place for Me': School Dropout" (M. A. Hermann). Each chapter contains extensive references. (GCP) ED478680 Youth at Risk: A Prevention Resource for Counselors, Teachers, and Parents. Fourth Edition. 2004-00-00 ISBN-1-55620-230-X Parents Teachers Practitioners 468 American Counseling Association, 5999 Stevenson Ave., Alexandria, VA 22304-3300 (order #72806, $56.95). Tel: 800-347-6647 (Toll Free). Web site: http://www.counseling.org. N/A 2004 2016-11-21

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Yes Adolescents Behavior Modification Cognitive Restructuring Counseling Effectiveness Counseling Techniques Drug Rehabilitation Family Support Intervention Marijuana Motivation Outcomes of Treatment Substance Abuse Theory Practice Relationship Hamilton, Nancy L. Brantley, Laura Bunch Tims, Frank M. Angelovich, Nancy McDougall, Barbara Guides - Non-Classroom Information Analyses Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English Substance-abusing adolescents experiencing inadequate family structure and functioning will be at a serious disadvantage with regard to recovery. The family support network (FSN) intervention seeks to extend the focus of treatment beyond the world of the adolescent by engaging the family, a major system in his or her life. Designed to increase parental support of a child's recovery, the FSN approach seeks to engage families in the treatment process, improve parents' competence in supporting their child's recovery, and shift therapy from time-limited formal treatment to a support group for parents. The FSN process is a family intervention designed to be used in conjunction with any standard adolescent treatment approach. The procedures presented in this manual combine motivational enhancement and cognitive behavioral therapies as one possible treatment overlay for the adolescent. The motivational enhancement therapy (MET) and cognitive behavioral therapy (CBT) approaches used in the Cannabis Youth Treatment (CYT) study are presented in "Motivational Enhancement Therapy and Cognitive Behavioral Therapy for Adolescent Cannabis Users: 5 Sessions, Cannabis Youth Treatment Series, Volume 1" and "The Motivational Enhancement Therapy and Cognitive Behavioral Therapy Supplement: 7 Sessions of Cognitive Behavioral Therapy for Adolescent Cannabis Users, Cannabis Youth Treatment Series, Volume 2." Thus, while an adolescent is receiving a special MET/CBT program for adolescents, the family is involved in the FSN intervention. This manual guides counselors and therapists, so they can consistently conduct effective case management. The appendixes include quality assurance materials and a detailed account of the CYT study. (Contains 29 references.) (GCP) ED478683 Family Support Network for Adolescent Cannabis Users, Cannabis Youth Treatment (CYT) Series, Volume 3. 2001-00-00 148 For full text: http://www.kap.samhsa.gov/products/manuals/cyt/. N/A 2004 8/19/2004 22:24:32 RIEMAR2004 TI11317; 270-99-7072 For Volume 1, see CG 032 480; for Volume 2, see CG 032 481.

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Yes Adolescents Behavior Modification Cognitive Restructuring Community Involvement Community Role Counseling Effectiveness Counseling Techniques Drug Rehabilitation Family Support Intervention Marijuana Motivation Outcomes of Treatment Reinforcement Substance Abuse Theory Practice Relationship Godley, Susan Harrington Meyers, Robert J. Smith, Jane Ellen Karvinen, Tracy Titus, Janet C. Godley, Mark D. Dent, George Passetti, Lora Kelberg, Pamela Guides - Non-Classroom Information Analyses Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English This publication was written for therapists and their supervisors who may want to implement the adolescent community reinforcement approach intervention, which was one of the five interventions tested by the Center for Substance Abuse Treatment's (CSAT's) Cannabis Youth Treatment (CYT) Project. The CYT Project provided funding to support a study that tested the effectiveness of five interventions designed to reduce or eliminate marijuana use and associated problems in adolescents. Although information is still emerging about adolescent treatment effectiveness, there is considerable tension between efforts to develop short, cost-effective treatments and findings that 50 percent or more of adolescents relapse to marijuana or alcohol use within the first 3 months after discharge. There are, however, several promising options for improving treatment effectiveness that focus on motivational enhancement, relapse prevention, problem solving, coping strategies, case management, family support, family therapy, and working with adolescent' to change their environments. This manual guides therapists and their supervisors in using the adolescent community reinforcement approach (ACRA) intervention with adolescents and their caregivers. The guide provides examples of exchanges between therapists and adolescents to illustrate how therapists help adolescents find or enhance reinforcers to abstinence, use community resources to support change, and develop family support. An appendix includes a detailed account of the CYT study. (Contains 51 references.) (GCP) ED478684 The Adolescent Community Reinforcement Approach for Adolescent Cannabis Users, Cannabis Youth Treatment (CYT) Series, Volume 4. 2001-00-00 252 For full text: http://www.kap.samhsa.gov/products/manuals/cyt/. N/A 2004 8/19/2004 22:24:36 RIEMAR2004 TI11321; 270-99-7072 For Volume 1, see CG 032 480; for Volume 2, see CG 032 481; for Volume 3, see CG 032 482.

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Yes Adolescents Behavior Modification Cognitive Restructuring Counseling Effectiveness Counseling Techniques Drug Rehabilitation Family Counseling Family Relationship Intervention Marijuana Models Outcomes of Treatment Reinforcement Substance Abuse Theory Practice Relationship Liddle, Howard A. Guides - Non-Classroom Information Analyses Reports - Descriptive Family Therapy Multidimensional Models Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English The purpose of the Substance Abuse and Mental Health Services Administration's Center for Substance Abuse Treatment's (CSAT's) Cannabis Youth Treatment (CYT) Project Cooperative Agreement was to test the relative effectiveness and cost-effectiveness of a variety of interventions designed to eliminate marijuana use and associated problems in adolescents and to provide validated models of these interventions to the treatment field. The target population was adolescents with cannabis use disorders of abuse or dependence, as defined by the American Psychiatric Association (1994), who were assessed as appropriate for treatment in outpatient settings. This manual guides therapists and their supervisors in using the multidimensional family therapy intervention with adolescents and their caregivers. Multidimensional family therapy is the multisystemic family-focused treatment described in this manual for experienced family therapists that includes 12 weeks of in-clinic and telephone sessions working with individual adolescents and their families. MDFT targets the psychosocial functioning of individual family members, the family members' relationships, and influential social systems outside the family. The approach strives for consistency and a coherent and logical connection among its theory, principles of intervention, and intervention strategies and methods. The intervention methods derive from target population characteristics, and they are guided by research-based knowledge about dysfunctional and normal adolescent and family development. Interventions work within the multiple ecologies of adolescent development, and they target the processes known to produce and/or maintain drug taking and related problem behaviors. Appendixes include key terms and abbreviations, administrative issues in implementing MDFT, a summary of the MDFT research program, and a detailed account of the CYT study. (Contains 265 references.) (GCP) ED478685 Multidimensional Family Therapy for Adolescent Cannabis Users, Cannabis Youth Treatment (CYT) Series, Volume 5. 2002-00-00 245 For full text: http://www.kap.samhsa.gov/products/manuals/cyt/. N/A 2004 2016-11-21

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Yes Academic Achievement Comprehensive School Reform Counselor Role Course Selection (Students) Educational Counseling Educational Objectives Expectation Guidance Programs Middle Schools Outcomes of Education School Effectiveness Teacher Role Dunham, Catherine Frome, Pamela Information Analyses Reports - Research Southern Regional Education Board, Atlanta, GA. Research Triangle Inst., Research Triangle Park, NC. Center for Research in Education. English The Southern Regional Education Board (SREB) is currently implementing two comprehensive school reform initiatives, Making Middle Grades Work (MMGW) and Making Schools Work (MSW). The purpose of both initiatives is to raise student achievement, and they both rest on the belief that all students can complete a rigorous program of studies at middle grades and high school levels that will improve their postsecondary educational and career opportunities. MSW and MMGW involve a framework of key practices for schools to use to accelerate student achievement. Among these key practices is the need for schools to provide effective guidance and advisement for all students with the intent that teachers, principals, and parents will communicate high expectations for all students. This paper covers two components of guidance and advisement: the communication of high expectations through goal setting and planning, and encouragement from school staff to do well in school. The purpose of this paper is to explore the relationship between the actions of school staff, such as encouragement and guidance, and the academic choices that students make. This paper studies two practices that school staff can follow to influence the academic choices that students make: (1) the extent to which guidance counselors and teachers provide assistance to students in planning their high school program and (2) the extent to which guidance counselors and teachers encourage students regarding their academic achievement. Two appendixes present study data. (Contains 46 references, 6 tables, and 2 figures.) (GCP) ED478686 Guidance and Advisement: Influences on Students' Motivation and Course-Taking Choices. 2003-00-00 33 For full text: http://www.sreb.org/programs/MiddleGrades/publications/reports/Guidance_Research_Brief_4-30-021.pdf. N/A 2004 8/19/2004 22:24:42 RIEMAR2004

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Yes Adolescents Delinquency Females Intervention Juvenile Justice Mental Disorders Veysey, Bonita Information Analyses Reports - Descriptive English Over the past decade, the number of girls involved with the juvenile justice system has increased substantially. Available research suggests that large numbers of these girls have serious mental health problems often associated with histories of sexual and/or physical abuse or neglect. Delinquent girls with serious mental health problems pose a significant challenge to the juvenile justice system because of the complex set of problems they present and, if their needs go unmet, their poor prognoses. Without appropriate gender- and trauma-specific treatment, these girls are likely to experience high rates of criminality, substance abuse, early pregnancy, and continued interpersonal violence. Assertive interventions are necessary to break the intergenerational cycles of violence, crime, trauma, and addiction. This brief provides an overview of the topic and suggestions for addressing the mental health needs of girls in the juvenile justice system. (Contains 25 references.) (GCP) ED478687 Adolescent Girls with Mental Health Disorders Involved with the Juvenile Justice System. 2003-07-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. 8 National Center for Mental Health and Juvenile Justice, Policy Research Associates, 345 Delaware Ave., Delmar, NY 12054. For full text: http://www.ncmhjj.com/pdfs/Adol_girls.pdf. N/A 2004 8/19/2004 22:24:43 RIEMAR2004 Produced by the National Center for Mental Health and Juvenile Justice.

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Yes Adolescents Illegal Drug Use Incidence Inhalants Lysergic Acid Diethylamide Marijuana Prevention Secondary Education Student Attitudes Substance Abuse Numerical/Quantitative Data Reports - Research English The Partnership Attitude Tracking Study (PATS) is Partnership for a Drug Free America's (PDFA) unique contribution to the field of substance abuse prevention. An annual study that tracks the attitudes consumers have about illegal drugs, this research examines what PDFA's target audiences think and feel about various drugs. After a decade of rising adolescent drug use, the results of the PDFA's annual survey of students in grades 7 through 12 provide a reason to be optimistic about the future. Anti-drug attitudes are strengthening and drug use among teens is declining. PATS found that significantly more teens in 2002 than in 2001 felt there is a "great risk" in trying Ecstasy once or twice and also in using the drug regularly. In 2002 there was an improvement in teens' attitudes and use of marijuana. While overall perceived risk in trial and regular use of marijuana did not change, teens were more likely in 2002 than in 2001 to see specific risks in marijuana use. The study also found the continuation of a decline in past year and past month inhalant abuse. There were significant declines in adolescent use of LSD (2002 versus 2001) and methamphetamine (2002 versus 1998). One-fifth of teens reported abuse of prescription painkillers and about one in ten reported abuse of Ritalin or Adderall without a doctor's prescription. The study also found that compared to 2001 there was a significant increase in media as sources of information about the risks of drugs. (GCP) ED478688 Partnership Attitude Tracking Study, Teens 2002. 2002-00-00 23 Partnership For A Drug-Free America, 405 Lexington Avenue, Suite 1601, New York, NY, 10174. Tel.: 212-922-1560; Fax: 212-922-1570. For full text: http://www.drugfreeamerica.org/Acrobat/PATS_2002.pdf. N/A 2004 2020-08-21

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Yes Counseling Counselor Educators Counselor Training Medical Services Research Teaching Methods Theory Practice Relationship Bartley, Amy E. Biles, Kathy E. Low, Lori L. Nakazawa-Hewitt, M. Windish, Bonnie L. Information Analyses Evidence Based Practice English For the past decade, the practice of evidence based research (EBR) in treatment decisions has been a standard in the medical field, and is quickly becoming a standard of practice in other human service fields. Counselor educators are faced with the necessity to begin to implement EBR into their teaching and scholarship, but have limited knowledge and resources with which to begin this integration. Using Reynolds' (2000) steps for integrating EBR with counseling, a five-step plan that counselor educators can use in their integration of EBR into their education practices is presented. (Contains 10 references.) (Author) ED478689 Evidence Based Research: Implications for Counselor Educators. 2003-07-00 Practitioners Counselors 9 N/A 2004 2016-11-23

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Yes Comprehensive Guidance Counselor Role Educational Change Educational Trends Guidance Programs Public Schools Student Needs Opinion Papers Association for Career and Technical Education, Alexandria, VA. English Current economic, industrial, occupational, and social changes in the U.S. are having substantial impact on the academic and career and technical education programs in our public schools. As a result, students and their parents, need assistance in navigating the school system and accessing information so they can make informed decisions about school courses and programs that meet students' individual needs. A significant key to addressing such issues is the implementation of a comprehensive guidance program that serves all students. It is imperative that education leaders and policy makers identify and establish both clear goals and a common language for guidance programs that are designed to help students and their parents effectively deal with these changes as they relate to students' education and preparation for the future. The Association for Career and Technical Education (ACTE) Guidance Task Force has developed this paper to examine new thinking on the role of the guidance profession in a shifting education system and how the guidance profession has an continues to change to meet the needs and expectations of students in the 21st century. (GCP) ED478690 The Role of the Guidance Profession in a Shifting Education System. 2003-00-00 5 For full text: http://www.acteonline.org/policy/legislative_resources/guidance_taskforce.cfm?renderforprint=1 N/A 2004 8/19/2004 22:24:48 RIEMAR2004

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Yes Adolescents Alcohol Abuse Drug Abuse Peer Groups Peer Relationship Peer Teaching Prevention Program Effectiveness Reports - Evaluative Wisconsin Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English During adolescence, peers emerge as the most significant social network, supplanting former strong ties to parents, teachers, and other adults. As adolescents seek to define their identities, they increasingly turn to and spend time with their peers. Peer-based prevention programs are designed to capitalize on these peer relationships by building on them and utilizing peer influence for positive ends. Of particular importance to educators, peer educators can also reinforce learning through continued contact with student peers and are very often better able to access hard-to-reach groups of students. The purpose of the Wisconsin Peer Program Evaluation Study was to identify the extent to which peer-led programs (1) can prevent or reduce important health-related problems based on previous research, (2) identify key characteristics of such effective peer programs, (3) describe and identify the extent to which these characteristics are present in Wisconsin school-based peer programs, and (4) describe the benefits of such peer programs in Wisconsin Schools. (GCP) ED478691 Youth to Youth: An Evaluation of State AODA Funded Peer Programs in Wisconsin, 2001-02. Field Study Report. 2002-00-00 38 Wisconsin Dept. of Public Instruction, 125 S. Webster St., PO Box 7841, Madison, WI 53707. Tel.: 608-267-9354. For full text: http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/ytyfield.pdf. N/A 2004 2016-11-21

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Yes Achievement Tests Intelligence Tests Racial Differences School Psychology Scores Sex Differences Special Education Test Use Emens, Rebecca Sapp, Gary L. Dorsey, Jeannene Kohler, Maxie Information Analyses Reports - Research Diagnostic Achievement Battery Wechsler Individual Achievement Test Wechsler Intelligence Scale for Children III Wechsler Individual Achievement Test Wechsler Intelligence Scale for Children English Scores on the Wechsler Individual Achievement Test (WIAT), the Diagnostic Achievement Battery (DAB-2) and the Wechsler Intelligence Scale for Children (WISC-III), were compared for 58 students assessed for placement in exceptional education. Primary questions concerned (a) the relationships among WIAT, DAB-2, and WISC-III scores, (b) similarities and differences between the WIAT and the DAB-2 scores, and (c) comparison of all scores by race and gender. Comparisons of WISC-III full scale IQs and respective WIAT and DAB-2 Total Achievement Scores fell in the predicted range. Mean comparisons of similar scales on the WIAT and DAB-2 indicated that all WIAT scales yielded higher scores, and that the WIAT Total Achievement score was significantly higher than its DAB-2 counterpart. Mean comparisons of WISC-III IQs, WIAT, and DAB-2 scores, respectively, by race and gender found no significant differences on the WISC-III, two differences by gender on the WIAT, and one difference by race on the DAB-2. These results question the comparability of the WIAT and the DAB-2 and suggest that for these groups, race and gender were relatively unimportant in classifying exceptional students. Even though no significant differences were obtained between racial groups, African-American students were portrayed as being more at risk for academic failure. It is important then, that school psychologists be sensitive to the characteristics of local populations and avoid stereotypical preconceptions regarding expected performance on achievement and ability measures. (Contains 13 references and 4 tables.) (GCP) ED478692 Comparison of WIAT, DAB-2, and WISC-III Scores of Students Assessed for Exceptional Class Placement. 2000-03-00 Practitioners Counselors 19 N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Family Influence National Surveys Parent Attitudes Parent Role Predictor Variables Prevention Stress Variables Substance Abuse Numerical/Quantitative Data Reports - Research Tests/Questionnaires Boredom Risk Factors Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. English For eight years, the National Center on Addiction and Substance Abuse (CASA) has been engaged in the undertaking of surveying attitudes of teens and those who most influence them--parents, teachers and school principals. While other surveys seek to measure the extent of substance abuse in the population, the CASA back to school survey probes substance-abuse risk and identifies factors that increase or diminish the likelihood that teens will abuse tobacco, alcohol or illegal drugs. The objectives are to develop the most effective means of helping teens avoid substance abuse and to help parents by uncovering markers that affect the risk that their teens may abuse substances. This year CASA surveyed 1,987 teens ages 12 to 17 (1,044 boys, 943 girls) and 504 parents, 403 of whom were parents of the teens we interviewed. For the first time, this year the CASA survey sought to measure the impact of stress, boredom and spending money on the risk of teen substance abuse. The troubling finding: high stress, frequent boredom and too much spending money pose a triple threat to American teens, greatly increasing the likelihood that they will smoke, drink, get drunk and use illegal drugs. Five appendixes contain the survey methodology, screening questions, and survey data. (GCP) ED478693 National Survey of American Attitudes on Substance Abuse VIII: Teens and Parents. 2003-08-00 65 National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., New York, NY 10017-6706. Tel: 212-841-5200; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. For full text: http://www.casacolumbia.org/usr_doc/2003_Teen_Survey.pdf. N/A 2004 2016-11-21

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Yes Educational Facilities Educational Policy Elementary Secondary Education Investment Policy Formation Technological Advancement Collected Works - Proceedings Infrastructure Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building. English This document summarizes themes developed and conclusions from the International Workshop on Educational Infrastructure. The opening topic was "Delivering Education and Training in the Knowledge Society." It was clear to participants that educational infrastructure must go hand-in-hand with reengineering processes to adjust to the needs of the social environment. Four working groups explored the issues, considering human resources, new technologies, and the requirements that educational facilities meet the needs of future students. The second theme, "Monitoring and Evaluation of Public Policies for Educational Infrastructure," considered the criteria for investment and education development policies, the role of central government in decentralized education policies, and alternative sources for financing the rehabilitation, major maintenance, or refurbishing of existing buildings or facilities. Three working groups discussed these issues, and general agreement was reached that major investment is required in the majority of schools in most participating countries to restore optimal functionality and security, that infrastructure issues cannot be regarded in isolation, and that it is necessary to establish networks of cooperation and exchange of information and experience. The third theme, "Promoting and Disseminating Good Practice in the Planning and Management of Educational Facilities," focused on strategic capital investment and described the experience of Nordic countries in the construction of school buildings and a program to improve school facilities in Bolivia. Four working groups explored these issues further. (SLD) ED478695 International Workshop on Educational Infrastructure: Conclusions (Summary of Proceedings, Guadalajara, Jalisco, Mexico, February 24-27, 2002). 2002-02-00 32 N/A 2004 2016-11-21

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Yes Capital Outlay (for Fixed Assets) Case Studies Delivery Systems Educational Facilities Design Educational Facilities Planning Foreign Countries Needs Assessment Strategic Planning Crump, Kelvin Reports - Evaluative Speeches/Meeting Papers English This paper presents a case study of the process of capital investment strategic planning at the Gold Coast Institute of Technical and Further Education (TAFE), Queensland, Australia. Capital investment strategic planning is a means of contributing to success by providing strategies to ensure that assets are managed efficiently, effectively, and economically in the provision of quality economic services. At the Gold Coast Institute of TAFE the Capital Investment Strategic Plan has been carried out in accordance with Queensland Government Treasury Guidelines. There are six major components of the Institute's Capital Investment Strategic Plan: (1) an executive summary to describe the status of the institute; (2) current institute outputs; (3) asset needs for service delivery; (4) gap analysis; (5) type and nature of assets; and (6) strategy. Completing each of these components presents a clear picture of the assets and needs of the Institute. Although the built assets of the Institute are relatively young and in good condition, some upgrades are identified. The strategic plan includes the establishment of business partnerships and links with the community and industry. Maintenance needs are identified as well. By the end of the financial year 2002-2003, all 16 TAFE Institutes in Queensland will have Capital Investment Strategic Plans. (SLD) ED478696 Promoting and Disseminating Good Practice in the Planning and Management of Educational Facilities: Capital Investment Strategic Planning - A Case Study, Gold Coast Institute of TAFE, Queensland, Australia. 2002-02-00 36 For full text: http://www.oecd.org/pdf/M00032000/M000332090.pdf. N/A 2004 8/19/2004 22:25:01 RIEMAR2004 Paper presented at the International Seminar on Educational Infrastructure (Guadalajara, Jalisco, Mexico, February 24-27, 2002).

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Yes Construction Management Educational Facilities Educational Facilities Planning Foreign Countries Policy Formation Principals Secondary Education Louis, Francois Reports - Descriptive Speeches/Meeting Papers France France Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building. English The French experience of the last few decades provides some lessons for policymakers seeking to meet the needs for facilities at various educational levels. Two conclusions stand out: the lasting nature and impact of educational infrastructure; and (2) policy formation stands to gain from foreseeing as fully and clearly as possible the probable impact of any decisions made. Educational facilities are long-term infrastructure and the decisions to build them at a given site, in specific local conditions, will set in motion a whole set of practical and financial considerations. In France in recent years, the Ministry of National Education has been introducing a system of advance appointment of secondary school principals aimed at providing better support to local governments building new lower or upper secondary schools. Principals participate in the technical supervision of construction and do groundwork for the formation of the schools so that the architectural qualities of the facilities can be used to the optimal extent. The system does not answer all problems but it does allow architects to take into account the specific characteristics of the schools being built. (SLD) ED478697 Development and Evaluation of Public Policies Aimed at Meeting Needs for Educational Facilities: Thoughts on the French Experience. 2002-02-00 4 For full text: http://www.oecd.org/pdf/M00032000/M000332092.pdf. N/A 2004 2016-11-21

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Yes Capital Outlay (for Fixed Assets) Educational Administration Educational Facilities Evaluation Methods Foreign Countries Investment Wilkinson, Richard Reports - Descriptive Speeches/Meeting Papers England United Kingdom (England) Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building. English This paper provides an overview of how the Department for Education and Skills (the Ministry of Education of the United Kingdom) is managing, monitoring, and evaluating investment in school accommodation in England. School infrastructure in the United Kingdom is going through a period of significant change as the government seeks dramatic improvements in educational standards. This has meant a five fold increase in capital investment in school buildings from 0.7 billion pounds a year in 1996-1997 to more than 3.5 billion pounds in 2003-004. It has required improving local processes for making investment decisions, which has required surveys of all schools, developing clear priorities, and improving appraisal expertise at local government and school levels. It has also required providing schools with their own capital budgets. It has been necessary to develop a better understanding of the impact on educational standards of capital investment in school infrastructure and to reassess the expectations for quality and purpose of accommodation that schools provide. It has been necessary to look for improvements to procurement and management of investment, particularly in making greater use of private sector capital to fund initial investment and private sector expertise in designing and managing buildings. (SLD) ED478698 Monitoring and Evaluation of Public Policies for Educational Infrastructure. 2002-02-00 8 For full text: http://www.oecd.org/pdf/M00032000/M000332109.pdf. N/A 2004 2016-11-21

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Yes Construction Management Educational Facilities Educational Facilities Design Educational Facilities Planning Foreign Countries Networks Kirkeby, Inge Mette Reports - Descriptive Speeches/Meeting Papers Nordic Countries Organisation for Economic Cooperation and Development, Paris (France). Programme on Educational Building. English This paper describes the Nordic "School of Tomorrow" network of educational buildings. It is commonly agreed among the Nordic countries that no one optimal school exists, but that there are many suitable architectural answers. The Network, established in 2000, meets once a year to exchange and discuss knowledge, experience, and ideas concerning school buildings and to collect knowledge in special fields. Members are Denmark, The Faroe Islands, Finland, Greenland, Iceland, Norway, Sweden, and Aland. The Network has made a list of urgent research topics related to educational facilities, and is planning ways to promote and support research in educational facilities issues. As an example of how one Nordic country is trying to increase knowledge about good schools, the paper describes the Danish initiative "Rum Form Funktion," which is an alliance among the Ministry of Education, Danish National Research and Education Buildings, and Danish Building and Urban Research. One of the initiative's projects has been supporting architectural competitions for school design. (SLD) ED478699 The School of Tomorrow - Nordic Network of Educational Buildings. 2002-02-00 5 For full text: http://www.oecd.org/pdf/M00032000/M00032111.pdf. N/A 2004 2016-11-21

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Yes Access to Health Care At Risk Persons Attendance Attention Deficit Disorders Child Health Children Dental Health Drug Use Family Structure Health Conditions Health Insurance Health Needs Injuries Learning Disabilities National Surveys One Parent Family Racial Differences Sex Differences Statistical Surveys Tables (Data) Blackwell, Debra L. Tonthat, Luong Numerical/Quantitative Data Reports - Descriptive National Health Interview Survey Risk Factors Ethnic Differences Health Status National Health Interview Survey National Center for Health Statistics (DHHS/PHS), Hyattsville, MD. English This report presents statistics from the 1999 National Health Interview Survey (NHIS) on selected health measures for children under 18 years of age, classified by sex, age, race/ethnicity, family structure, parent education, family income, poverty status, health insurance coverage, place of residence, region, and current health status. The NHIS is an annual multistage probability sample survey conducted by interviewers of the Census Bureau and is representative of the civilian noninstitutionalized population of the United States. Information about one randomly selected child per family is collected in face-to-face interviews with an adult respondent familiar with the child's health. The topics covered are asthma, allergies, learning disability, attention deficit disorder, use of medication, respondent-assessed health status, school-loss days, usual place of medical care, time since last contact with a health care professional, selected health care risk factors, and time since last dental contact. Selected highlighted findings revealed that in 1999 most U.S. children under age 18 enjoyed excellent or very good health. Twelve percent of children had no health insurance coverage, with 6 percent having no usual place of medical care. Eleven percent had been diagnosed with asthma. An estimated 7 percent of children had a learning disability, and an estimated 6 percent had Attention Deficit Disorder. Nine percent of children in single-mother families had made two or more visits to an emergency room in the past year, compared with only 4 percent of children in two-parent families. The report's two appendices provide technical information on the methods used and hypothesis testing, and definitions of relevant terms. (Contains 30 references.) (Author/KB) ED478700 Summary Health Statistics for U.S. Children: National Health Interview Survey, 1999. 2003-07-00 59 Data Dissemination Branch, National Center for Health Statistics, Centers for Disease Control and Prevention, 3311 Toledo Road, Room 5412, Hyattsville, MD 20782. Tel: 301-458-4636; e-mail: nchsquery@cdc.gov; Web site: http://www.cdc.gov/nchs. N/A 2004 2016-11-21

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No Change Strategies Delivery Systems Early Childhood Education Educational Improvement Educational Planning Educational Quality Interviews Partnerships in Education Program Evaluation Public Policy Statewide Planning Strategic Planning Surveys Young Children Reports - Descriptive Conceptual Frameworks National Association of State Boards of Education, Alexandria, VA. English The Early Childhood Education Network was created as a result of a year-long collaborative project between the National Association of State Boards of Education (NASBE) and the Policymaker Partnership to help states create an infrastructure to support the delivery of quality services to children and their families. The boards of education in six participating states (Kansas, Louisiana, Illinois, Massachusetts, Ohio, Wyoming) received seed grants to assist with the design and implementation of strategic, results-oriented action steps to enhance the coherence and quality of early childhood education in the state. This report describes the research, policy issues, and the conceptual framework that served as the basis for how NASBE led states through strategic interventions to address critical issues in early childhood education. Specific steps are outlined to help states achieve targeted objectives. The report highlights the accomplishments of each Network state and the primary findings based on surveys and interviews of policymakers and agency staff. It is noted that states moved quickly to establish effective partnerships among policymakers, service coordinators, practitioners, and families. States accomplished their goals and put into place plans for continued expansion and implementation of activities to coordinate and improve the quality of their early childhood education systems. The report concludes with a discussion of the implications for enhancing and expanding the multi-step process of developing cohesive early childhood education policies and programs in states across the country. (Contains 27 endnotes.) (KB) ED478701 Creating a Unified, Comprehensive System of Early Childhood Education. 2003-00-00 Policymakers 27 National Association of State Boards of Education, 277 South Washington Street, Suite 100, Alexandria, VA 22314. Tel: 703-684-4000; Fax: 703-836-2313; Web site: http://www.nasbe.org. N/A 2004 2016-11-21

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Yes At Risk Persons Compensatory Education Cooperation Early Childhood Education Federal Legislation Federal Programs Low Income Groups Preschool Education Program Descriptions Program Effectiveness Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Descriptive Project Head Start Reauthorization Legislation Senate Testimony Barriers to Change General Accounting Office, Washington, DC. English Noting that the federal government spends more on Head Start than on any other early childhood education and care program, this report was requested by the Senate Committee on Health, Education, Labor, and Pensions to describe how Head Start fits into the array of early childhood education and care programs available to low-income children and their families and to discuss what is known about the program's effectiveness. The report notes that Head Start, created in 1965, is the largest funded program among an array of six major federal early childhood education and care programs, most of which did not exist until years later. Additional federal programs were added to help meet families' demands for services due to changes in women's employment, family structure, and public assistance. Program legislation requires some of these programs to coordinate the delivery and education and care services. The report identifies barriers, such as differing program eligibility requirements, that make it difficult to blend services across different programs. The report also notes that although extensive research provides important information about Head Start and its participants' skills, no recent, definitive, national-level research exists concerning Head Start's effectiveness as it pertains to the lives of the children and families it serves. In the last Head Start reauthorization, Congress mandated an effectiveness study and specified that it be completed in 2003. The report describes the design of a study being conducted by the Department of Health and Human Services to provide more definitive information on Head Start's effectiveness in preparing young children for school to be completed in 2006; however, no preliminary results are currently available. (KB) ED478702 Education and Care: Head Start Key among Array of Early Childhood Programs, but National Research on Effectiveness Not Completed. Testimony before the Committee on Health, Education, Labor, and Pensions, U. S. Senate. 2003-07-22 14 U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-2537; Fax: 202-512-6061; Web site://www.gao.gov/cgi-bin/ordtab.pl. For full text: http://www.gao.gov/atext/d03840t.txt. N/A 2004 2016-11-21

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Yes Change Strategies Child Welfare Children Federal Legislation Federal State Relationship Government Role Performance Based Assessment Program Evaluation Public Policy Courtney, Mark Needell, Barbara Wulczyn, Fred Opinion Papers Outcome Based Performance Measures Joint Center for Poverty Research, IL. English Scandal has once again brought attention to the nation's child welfare system. In response to the news that Florida's child welfare bureaucracy could not account for hundreds of children supposedly in its care (2002), investigative journalists have found evidence of similar problems in other states. Ironically, the news that some states cannot even locate children comes at a time when the federal government is in the midst of trying, for the first time, to hold states accountable for achieving quantifiable outcomes for children involved with the child welfare system. These outcomes focus on the safety, permanency and stability of living arrangements, and well-being of children. The juxtaposition of high hopes for improving state accountability for foster children and the continuing legacy of poor performance by child welfare bureaucracies calls for a sober assessment of current federal efforts to help states improve outcomes. This paper critiques the national standards used in the new Child and Family Service Reviews being conducted by the federal government and suggest new directions. First, a historical perspective is provided on current federal policy and a description of the new performance measurement system. The paper then points out the conceptual limitations of the current national standards and uses empirical evidence to illustrate some of these limitations. The paper concludes with recommendations for new standards and additional efforts that will be necessary to ensure that state performance can improve. (Contains 23 references.) (Author/HTH) ED478703 National Standards in the Child and Family Services Reviews: Time To Improve on a Good Idea. JCPR Working Paper. 2003-07-24 Annie E. Casey Foundation, Baltimore, MD. Policymakers 27 Joint Center for Poverty Research, University of Chicago, 1155 East 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; Web site: http://www.jcpr.org. For full text: http://www.jcpr.org/wpfiles/needell.pdf. N/A 2004 2016-11-21

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Yes Agency Cooperation At Risk Persons Caseworkers Change Strategies Child Abuse Child Welfare Cooperation Public Policy Stakeholders Daro, Deborah Opinion Papers Reports - Descriptive Child Protective Services Joint Center for Poverty Research, IL. English Over the past 30 years, the political response to child maltreatment and its prevention has experienced periods of frantic activity, often followed by long periods of benign neglect. To an extent, this pattern reflects deep differences among child welfare advocates, researchers and practitioners on how best to proceed. While most everyone agrees that "it shouldnt hurt to be a child," how to prevent this hurt and at what cost is less clear. Significant tensions exist between the relative importance of treatment versus prevention and the appropriate role for public child welfare in protecting children and supporting families at risk. Efforts to resolve these tensions often involve child welfare agency directors and prevention advocates as combatants rather than allies. The absence of an effective partnership between all those involved in formal and informal child protection not only diminishes the potential impact of each response system but also leaves many children, particularly those in resource-poor communities, with few viable alternatives to mandatory child protection. This paper seeks to better understand the factors that have contributed to the absence of more integrated policy development and the opportunities that might exist for better future collaboration. Following a brief historical overview, the paper explores the logic, empirical evidence, and limitations for three strategic paths being promoted to construct a more inclusive vision for child welfare agencies. Specifically, the paper examines differential strategies for responding to child abuse reports, out-basing child welfare workers in community agencies, and establishing community partnerships for broadening responsibility for child protection. The paper concludes with a discussion of the additional research, practice, and policy questions that need to be addressed to more appropriately position the child welfare system within the paradigm of community child protection. (Contains 66 references.) (Author/HTH) ED478704 Before Substantiation: The Role for Child Welfare Agencies in Preventing Maltreatment. JCPR Working Paper. 2003-07-24 Policymakers 25 Joint Center for Poverty Research, University of Chicago, 1155 East 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; Web site: http://www.jcpr.org. For full text: http://www.jcpr.org/conferences/child_welfare/daro.pdf. N/A 2004 2016-11-21

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Yes Budgeting Change Strategies Child Welfare Cost Effectiveness Evaluation Criteria Expenditures Feasibility Studies Federal State Relationship Financial Policy Financial Support State Agencies Geen, Rob Reports - Evaluative Joint Center for Poverty Research, IL. English In state fiscal year (SFY) 2000, states expended at least $20 billion on child welfare services, 20 percent more than in SFY 1998. This increase occurred despite the fact that the number of children reported as abused and neglected and the number of children in foster care declined. This suggests that not only are child welfare agencies spending more money than they have in the past, they are spending more money per-child. Yet criticism of the performance of our nation's child welfare system has continued unabated. Many researchers and policy makers have argued that the existing structure of federal child welfare financing limits the ability of states to develop and implement innovative programs, services, and administrative reforms to address performance weaknesses. Over the past decade, a number of federal fiscal reform proposals have been introduced in Congress or floated around on Capitol Hill. Most recently, President Bush's FY 2004 budget proposed legislation that would offer states an alternative financing system that would provide for greater flexibility. This paper summarizes what is known about states' financing of child welfare services. The paper identifies commonly cited problems with the federal child welfare financing structure, describes and assesses recently proposed solutions, and questions how financing data can be used in assessments of state performance. (Contains 22 references.)(Author) ED478705 Improving Child Welfare Agency Performance through Fiscal Reforms: An Assessment of Recent Proposals. JCPR Working Paper. 2003-07-24 Policymakers 28 Joint Center for Poverty Research, University of Chicago, 1155 East 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; Web site: http://www.jcpr.org. For full text: http://www.jcpr.org/conferences/child_welfare/geen-revised.pdf. N/A 2004 8/19/2004 22:25:17 RIEMAR2004 Paper presented at the Child Welfare Services Research and Its Policy Implications Conference (Washington, DC, March 20-21, 2003).

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Yes Child Welfare Family Financial Resources Family Needs Family (Sociological Unit) Foster Children Program Effectiveness Program Evaluation Welfare Reform Wells, Kathleen Guo, Shenyang Shafran, Robert D. Pearlmutter, Susan Reports - Evaluative Personal Responsibility and Work Opp Recon Act Placement (Foster Care) Welfare to Work Programs Personal Responsibility and Work Opportunities Reconciliation Act Joint Center for Poverty Research, IL. English At the time the Personal Responsibility and Work Opportunity Reconciliation Act of 1996 (P. L. 104-193) was being debated, some child welfare advocates raised the concern that its effect on families at high risk of involvement in the child welfare system or on families already involved in the child welfare system would be negative. As the debate regarding the re-authorization of this act continues, an assessment needs to be made as to whether the original concern was well-founded. In Ohio, both the public child welfare and the public welfare programs are administered at the county level. A program of research was developed to examine one public child welfare system under conditions of welfare reform in one county, Cuyahoga County, in this state. The program is comprised of four inter-related but separate components: the Policy Study, the Caseload Study, the Cohort Study, and the Interview Study. These consist, in turn, of: an examination of the implementation of welfare reform in the county; an assessment of whether child welfare caseloads increased under conditions of welfare reform; an assessment of how changes in county child welfare caseloads were expressed at the individual level; and a study of the work and welfare experiences, as well as resources and needs, of biological mothers of children in foster care. The research program is non-experimental and, as a result, it cannot be used to show definitively that welfare reform causes any findings that were obtained. It is, by way of contrast, an in-depth case study, that relies on multiple methods, of the child welfare system in one urban county under conditions of welfare reform. This paper summarizes some important findings from this research program to date, in order to make the case that child welfare families have deteriorated under conditions of welfare reform. The number of children referred to foster care in the post-welfare reform period was, on average, higher each month than in in the pre-welfare reform period. In addition, a higher proportion of foster children remained in care 18 months post-placement, after welfare reform than before. Although the higher a child's mother's post-placement income, the faster her child returns home both before and after welfare reform, this effect is greater after welfare reform than before. Finally, although there are no comparable dates for both pre- and post-welfare reform samples of mothers, slightly more than half the mothers with children in foster care after reform were living in "extreme poverty," and many mothers of children in foster care have significant obstacles to employment. (Contains 46 references. (Author/HTH) ED478706 Deterioration of Child Welfare Families under Conditions of Welfare Reform. JCPR Working Paper. 2003-07-24 Annie E. Casey Foundation, Baltimore, MD. George Gund Foundation, Cleveland, OH. Cleveland Foundation, OH. Ohio State Dept. of Mental Health, Columbus. Policymakers 34 Joint Center for Poverty Research, University of Chicago, 1155 E. 60th Street, Chicago, IL 60637. Tel: 773-702-0472; Fax: 773-702-0926; Web site: http://www.jcpr.org. For full text: http://www.jcpr.org/wpfiles/wells.pdf. N/A 2004 2016-11-21

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No Black Students College Faculty College Students Community Colleges Culturally Relevant Education Diversity (Student) Early Childhood Education Females Higher Education Hispanic American Students Nontraditional Students Personal Narratives Professional Development Professors Student Attitudes Teacher Attitudes Teacher Education Programs Teacher Role Teacher Student Relationship Teaching (Occupation) Bernheimer, Susan Books Opinion Papers Reports - Research African Americans English With minimal guidance and counseling from the community college system, nontraditional students attempt to engage with the educational community as they struggle to escape the poverty that has defined their own lives. Noting that college instructors are challenged to work effectively with a new generation of nontraditional students that includes growing numbers of immigrants, single parents, and returning homemakers struggling to find their way in large and unfamiliar institutions, this book draws upon interviews with 16 Latina and African American women living in poverty to examine the perspective of these women aspiring to become teachers of young children; the book also examines the personal journey of one instructor in a community college early childhood teacher preparation program. The women's stories reveal insights about learning and inclusion and the pivotal role of the classroom teacher at all levels of education. In addition to the interview findings, the book incorporates findings from other research, student narratives, classroom vignettes, and information on instructional strategies to urge educators to better integrate students' lives and voices into the curriculum. Each chapter contains endnotes. (Contains a 48-item bibliography.) (KB) ED478707 New Possibilities for Early Childhood Education. Stories from Our Nontraditional Students. 2003-00-00 ISBN-0-8204-5296-3 Administrators Practitioners Teachers 119 Peter Lang Customer Service, 275 Seventh Avenue, New York, NY 10001 ($22.95; pludd $3 shipping and handling for first book). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Fax: 212-647-7707; Web site: http://www.peterlang.com. N/A 2004 2016-11-21

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Yes Educational Research Elementary School Students Family Environment Influences Learning Processes Models Peer Influence Peer Relationship School Organization Secondary School Students Teaching Methods Wilkinson, Ian A. G. Hattie, John A. Parr, Judy M. Townsend, Michael A. R. Fung, Irene Ussher, Charlotte Thrupp, Martin Lauder, Hugh Robinson, Tony Information Analyses English This report presents a literature review and conceptual model summarizing the influence of peer effects on learning outcomes. The report describes the approach to the review and provides a theoretical account of the environments, mechanisms, and processes that mediate learning among peers. It then summarizes the literature on compositional effects at each level of school organization--groups, class, and school--and suggests how these effects might implicate peers by making connections to the theoretical account of peer-mediated learning. Next, the report makes linkages across different levels of inquiry in order to develop a conceptual model of peer influences on learning. A multi-layer model is proposed, with effects propagating from school-level influences to class-level influences to group-level influences to ambient and configured environments for learning among peers. It is proposed that the bulk of the effects are indirect; hence, peer effects "look" smaller the further one moves away from the instructional coalface because they are mediate by intervening layers. It is noted that there may also be reciprocal effects whereby peers influence teachers and school organization and management, although the magnitude of these effects is undetermined. In concert with the three layers of influence, it is argued that family resources have greater effects at uppers layers and smaller effects at the lower layers; conversely, curriculum and teaching resources have greater effects at lower layers and smaller effects at upper layers. Home and school supports for learning carry the lion's share of the weight in predicting student learning outcomes, whereas peer effects, as currently constituted, carry much less weight. Finally, the report describes four instructional approaches that utilize peer resources to maximize learning. These models demonstrate additional ways of capitalizing on peer effects beyond altering student composition. (Contains 637 references.) (Author/HTH) ED478708 Influence of Peer Effects on Learning Outcomes: A Review of the Literature. 2000-06-00 Ministry of Education, Wellington (New Zealand). 182 Auckland UniServices Limited, %The University of Auckland, Private Bag 92019, Auckland 1, New Zealand. Tel: 64-9-373-7522; Fax: 64-9-373-7412; e-mail: uniservices@auckland.ac.nz; Web site: http://www.uniservices.auckland.ac.nz. N/A 2004 8/19/2004 22:25:23 RIEMAR2004 Produced by Auckland UniServices Limited.

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Yes Benchmarking Classroom Techniques Early Childhood Education Educational Quality Emergent Literacy Evaluation Criteria Intervention Preschool Curriculum Prevention Reading Readiness School Readiness Guides - Non-Classroom Mississippi Mississippi Mississippi State Dept. of Education, Jackson. English Recognition of the significance of early years has heightened interest and support for early childhood programs. Prevention steps designed to reduce the number of children who arrive at school with inadequate literacy-related knowledge would considerably reduce the number of children with reading difficulties. While there is great potential for producing positive and lasting effects on children, this potential will not be achieved unless all programs meet the highest standards of quality. The Mississippi Pre-Kindergarten Curriculum is designed to direct schools in establishing and administering developmentally appropriate pre-kindergarten programs that meet these standards. This document was designed as an optional resource guide for use by Mississippi school districts providing pre-kindergarten programs across the state. The framework contains three prevention/intervention components: (1) benchmarks (what children should know and be able to do); (2) assessments (informal and observational assessments to determine if benchmarks are being met); and (3) instructional prevention/intervention strategies (specific intervention tasks that will assist a child in meeting a benchmark). These benchmarks, assessments, and instructional prevention/intervention strategies are designed to ensure that children enter kindergarten with the conceptual understandings necessary to be successful learners. (Contains a list of 33 resources, 7 software titles for scientific investigation, and appropriate educational materials. (HTH) ED478709 Mississippi Pre-Kindergarten Curriculum: Including Benchmarks, Informal Assessments, and Suggested Teaching Strategies. 2001-00-00 Administrators Practitioners Teachers 68 Mississippi Department of Education, P.O. Box 771, 359 North West Street, Jackson, MS 39205. Tel: 601-359-3515; Fax: 601-359-3033; Web site: http://www.mde.k12.ms.us. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Attitude Change Career Choice Comparative Analysis Computer Literacy Family Life Family Relationship High School Students High Schools National Surveys Parent Child Relationship School Attitudes Social Attitudes Student Attitudes Student Motivation Tables (Data) Telephone Surveys Well Being Youth Problems Hart, Peter D. Numerical/Quantitative Data Reports - Research Iraq Iraq Horatio Alger Association of Distinguished Americans, Inc., Alexandria, VA. English This report details findings of the eighth annual (2003-2004) national survey of the attitudes and plans of American adolescents. Participating in the telephone survey was a nationally representative sample of 1,003 students aged 13 to 18, in ninth through twelfth grade. The report summarizes findings "at a glance" and discusses findings under the following broad headings: (1) "Schools Little Better, but Students Are"; (2) "Students Show Optimism, Action"; (3) "Students Are Tech, Media Savvy"; and (4) "Social Pressures Are Still Strong"; and (5) "Families Remain at the Forefront of Students' Lives". Among the key findings, the report notes that the grade high school students give their school rose only slightly to a C+; students rate their school higher, however, for individual elements of their education, and report receiving higher grades on their own report cards. Refusing to let negative events dishearten their world perspective, fully three-quarters of students say that their outlook for the future is hopeful and optimistic. While students are more likely to turn to televisions or computers to learn about world events than to traditional news sources or other people, they express more skepticism about media messages. Students continue to deal well not only with grand-scale world events, but also with the pressures they face in their immediate spheres, including financial and grade pressures. For the most part, students report having remarkably positive relationships with their family. In terms of planning their futures and choosing careers, however, students say that their greatest influence is their own experience. Nearly nine in ten students say that attending college is either critical or very important to being successful in life. Students nearly unanimously believe that personal satisfaction and personal relationships define success. The report includes data tables. (HTH) ED478710 The State of Our Nation's Youth, 2003-2004. 2003-00-00 88 Horatio Alger Association of Distinguished Americans, Inc., 99 Canal Center Plaza, Alexandria, VA 22314. Tel: 703-684-9444; Fax: 703-548-3822; Web site: http://www.horatioalger.org. N/A 2004 2016-11-21

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Yes Arithmetic Concept Formation Elementary Secondary Education Fractions Mathematics Instruction Teaching Methods Meagher, Michael Guides - Classroom - Teacher ERIC Digests in Full Text Reports - Descriptive ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest overviews recent research on teaching and learning fractions and provides suggestions for practice, help in locating resources having direct application in the classroom, and sources for further reading in the literature. Students' conceptions of fractions or rational numbers, common mistakes teachers make, and new teaching approaches are discussed. Resources from the World Wide Web and the ERIC database on fractions are also included. (KHR) ED478711 Teaching Fractions: New Methods, New Resources. ERIC Digest. 2002-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080,. Tel: 800- 276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Ecology Elementary Secondary Education Environmental Education Instructional Materials Science Curriculum Standards World Wide Web Haury, David L. ERIC Publications ERIC Digests in Full Text ERIC Digests National Science Education Standards ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Ecosystems are available to educators as interactive units and as such the National Science Education Standards (NSES) and the Excellence in Environmental Education: Guidelines for Learning (EEE) put considerable emphasis on ecosystems. This ERIC Digest describes the NSES and EEE guidelines for grades 5-8 and 9-12 to provide a basic ecosystem framework and includes information on instructional materials, activities, and World Wide Web resources. (YDS) ED478712 Teaching about Ecosystems. ERIC Digest. 2002-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-23

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Yes Educational Quality Elementary Secondary Education Labor Supply Labor Turnover Mathematics Instruction Mathematics Teachers Professional Development Teacher Education Programs Teacher Persistence Milbourne, Linda A. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest discusses the shortage of qualified teachers in mathematics classrooms and analyzes programs to enlarge the pool of mathematics teachers. (KHR) ED478713 Finding Mathematics Teachers. ERIC Digest. 2002-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Inquiry Observation Science Instruction Science Process Skills Haury, David L. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Observation is an extremely important aspect of science investigations and is one of the process skills that is a focal point in science education. This ERIC Digest describes the importance of process skills, specifically observation, for student learning and discusses implications for teaching and research. (Contains 18 references.) (YDS) ED478714 Fundamental Skills in Science: Observation. ERIC Digest. 2002-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462; Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Design Elementary Secondary Education Experiential Learning Hands on Science Inquiry Interdisciplinary Approach Science Instruction Teaching Methods Haury, David L. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Learning science through design offers students the opportunity to engage in real-life problems from an interdisciplinary perspective. This ERIC Digest explains the power of "design" as a teaching tool, what it brings to teaching, and what learning through design entails. (YDS) ED478715 Learning Science through Design. ERIC Digest. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462; Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Biology Biotechnology Cytology Elementary Secondary Education Genetics Health Misconceptions Science Education Haury, David L. ERIC Publications ERIC Digests in Full Text ERIC Digests National Science Education Standards ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Modern technology in life and health sciences brings a new understanding to the study of cells and as a result, the National Science Education Standards emphasize understanding of science and technology. This ERIC Digest describes the central role of cell biology (cytology) in understanding these areas and explains conceptual difficulties and instructional approaches to cells and diseases. Information on resources in the ERIC database and a list of Internet resources on cells and their structure, particularly stem cells, is included. (Contains 18 references.) (YDS) ED478716 Teaching about the Life and Health of Cells. ERIC Digest. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462; Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Biology Chemistry Earth Science Elementary Secondary Education Interdisciplinary Approach Physical Sciences Science Instruction Systems Approach Lee, Hyongyong ERIC Publications ERIC Digests in Full Text Earth Systems Education ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English The systems approach provides a framework for integrating different scientific disciplines. This approach is used often in Earth Systems Education. This ERIC Digest describes the systems theory and its influence on science education. (Contains 16 references.) (YDS) ED478717 Systems Theory and the Earth Systems Approach in Science Education. ERIC Digest. 2002-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Educational Change Educational Research Elementary Secondary Education Science Education Standards Anderson, Ronald D. Helms, Jenifer V. ERIC Publications ERIC Digests in Full Text National Science Education Standards ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest points out gaps in the educational reform process that educational researchers experience. An overview of known and unknown facts of reform with the vision of the National Science Education is presented. Characteristics of needed research are also explained. (YDS) ED478718 Open Questions in Science Education. ERIC Digest. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Achievement Curriculum Development Elementary Secondary Education Equal Education Gender Issues Mathematics Education Professional Development Sex Differences Britton, Edward Raizen, Senta Kaser, Joyce Porter, Andrew ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest presents highlights and recommendations from a working forum (Britton, Raizen, Kaser, and Porter, 2000) in which participants considered diversity and equity issues in mathematics and science education with special emphasis on research directions for the future. An overview of needed research, gender issues in mathematics, and the achievement gap in measures of quantitative reasoning are discussed. (KHR) ED478719 Open Questions in Mathematics Education. ERIC Digest. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free); Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: www.ericse.org. N/A 2004 2016-11-21

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Yes Access to Education Change Agents Childrens Rights Community Development Community Programs Disadvantaged Youth Experiential Learning Foreign Countries Indigenous Populations Intergenerational Programs Leadership Training Program Descriptions Rural Youth Social Responsibility Urban Youth Youth Leaders Youth Programs Irby, Merita, Ed. Books Reports - Descriptive Latin America Social Justice Youth Community Service Forum for Youth Investment, Takoma Park, MD. English The International Learning Group on Youth and Community Development (ILG) was formed to examine the convergence of youth development and community development. In 1999, ILG commissioned a set of papers from young people involved in national efforts to engage youth in the political processes of their countries and brought ILG members together for a week to learn from programs and leaders in five Latin American partners--Venezuela, Ecuador, Mexico, Uruguay, and Paraguay. After 3 days of site visits in the five countries, ILG members and their host teams attended a conference to share lessons learned from the site visits and to share experiences from ILG members' own work. Section 1 provides an overview of the centrality of young people's participation to the health and development of communities and discusses links between youth development and community development. Section 2 presents essays by young people and program descriptions. In a neighborhood above Caracas, Venezuela, young people are the leaders in creating educational opportunities for children and youth. In Oaxaca, Mexico, teenagers and young adults are replenishing stocks of quail that had been part of the traditional livelihood of their Indigenous community. In Ecuador, young people of Cefocine helped rebuild a community ravaged by floods. In Paraguay, young activists halted a threat to democracy in their country. In Uruguay, young people are struggling to find input into broader community change. Section 3 presents lessons learned by ILG members during the Latin American experience and its impact on their youth engagement projects. An appendix presents information about ILG members. (TD) ED478720 Lessons Learned, Lessons Shared: Reflections from the International Learning Group on Youth and Community Development. Community & Youth Development Series, Volume 5. 2001-09-00 Ford Foundation, New York, NY. ISBN-1-931902-05-4 129 For full text: http//www.forumforyouthinvestment.org/cydserieslessons.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Educational Environment Educational Practices Elementary Education Program Effectiveness Program Evaluation Rural Urban Differences Teacher Attitudes Teacher Surveys Teaching Methods Sterbinsky, Allan Ross, Steven Redfield, Doris Reports - Evaluative Speeches/Meeting Papers Comprehensive School Reform Demonstration Program Low Performing Schools No Child Left Behind Act 2001 No Child Left Behind Act 2001 English For schools to spend Title I funds on comprehensive school reform (CSR) programs under the No Child Left Behind Act, there must be empirical evidence of significant improvement in the academic achievement of CSR students. Unfortunately, there is a dearth of convincing evidence that CSR programs have a positive impact on student achievement. Over a 2-year period, the effectiveness of five CSR models was assessed in 24 low-performing elementary schools in Kentucky, Tennessee, Virginia, and West Virginia. CSR models implemented at the schools included Success for All, Different Ways of Knowing, Balanced Early Literacy Initiative (a locally developed model), Direct Instruction, and Core Knowledge. Twelve CSR schools were matched with 12 control schools. Data were collected from teacher surveys, systematic classroom observations, and individually administered reading tests. Results indicate that CSR teachers used more direct instruction and performance assessment than did teachers at control schools, and urban CSR schools used significantly more ability groups, cooperative learning, and work centers than did rural CSR schools. Control schools used more independent seatwork than did CSR schools. Teachers at CSR schools were significantly more positive about school leadership, support, capacity, pedagogy, and outcomes than were those from control schools. Students at CSR schools outperformed those at control schools on two reading achievement tests. Rural schools had higher reading achievement scores than urban schools, consistent with the significantly higher use of sustained reading in rural schools. (TD) ED478721 Comprehensive School Reform: A Multi-Site Replicated Experiment. 2003-04-21 10 N/A 2004 2016-11-21

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Yes Bureaucracy Change Strategies Educational Change Educational Policy Elementary Secondary Education House Plan Institutional Environment Models Organizational Climate Power Structure Principals Resistance to Change School Based Management School Restructuring School Size Small Schools Urban Schools Opinion Papers Reports - Descriptive District School Relationship AEL, Inc., Charleston, WV. English Research shows that small schools and schools within schools can yield positive outcomes for students and improved satisfaction and effectiveness among school staff. Small schools can be less costly than larger ones if judged by expenditure per graduate instead of cost per pupil enrolled. Examination of the policy environments of urban schools in six cities that have experimented with small schools and schools within schools reconfirms an often-made observation: successful, enduring change and reform in schools requires change and reform at the system level. Suggestions for improving policy environments of small urban schools and schools within schools include standardizing policies that accommodate and support small schools and schools within schools, installing actively supportive leaders and structures, and negotiating with unions to ensure that staffing decisions benefit the goals and structure of the school. Schools should receive assistance in identifying and applying research to support restructuring efforts. New demands for school accountability should be met in proactive ways. The role of principals should be rethought to allow for shared governance in schools within schools. Opportunities for professional development and collaboration should be provided. Efforts to downsize schools in New York City, Philadelphia, Boston, Chicago, Kauai (Hawaii), and Portland (Oregon) illustrate six different approaches to downsizing schools. (TD) ED478722 Easing the Policy Environments of Small Schools and Schools-within-Schools: Lessons from Six Cities. Policy Brief. 2003-06-00 Institute of Education Sciences (ED), Washington, DC. 13 AEL, PO Box 1348, Charlestion, WV 25325-1248. For full text: http://www.ael.org/page.htm?&index=678&pd=1. N/A 2004 2016-11-21

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Yes American Indian Education College School Cooperation Culturally Relevant Education Curriculum Based Assessment Educational Resources Elementary Education Elementary School Mathematics Higher Education Mathematics Activities Mathematics Instruction Performance Based Assessment State Standards Teacher Education Guides - Classroom - Teacher English A project sought to improve mathematics instruction at the Winnebago Public School (WPS) on the Winnebago Indian Reservation (Nebraska) and to provide purposeful interactions between preservice teachers from Wayne State College and Native American children. WPS educators, grades K-6, improved their mathematics instructional ability by attending in-service sessions presented by consultants in the field of Native American education, curriculum-based evaluation, and authentic assessment; comparing their teaching styles with the learning styles of the WPS students; and creating the WPS instructional mathematics manual for Caucasian teachers of Native American children. The manual is organized by grade (K-6). The activities presented are interactive, use manipulatives, and relate to Native culture. In accord with cultural values, contests and competitions are used sparingly. Each activity is accompanied by the relevant Nebraska standards and authentic assessment procedures. WPS students' mathematics scores showed a definite gain during the course of the project. Six appendices present the RIDD Strategy for strategic thinking, the Burger method of teaching word problem solving, references and resources, an in-service program on curriculum-based assessment, steps for teaching mathematics to Native Americans, and teaching word problem solving at the primary level. (TD) ED478723 Project NAME: Native American Mathematics Education. Recommended Lesson Activities with Authentic Assessments. 2001-00-00 Nebraska Coordinating Commission for Postsecondary Education, Lincoln. Practitioners Teachers 176 N/A 2004 8/19/2004 22:25:51 RIEMAR2004 S281B990027 Produced by Wayne State College and Winnebago Public School.

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Yes Administrator Attitudes Behavior Problems Discipline Educational Practices High Risk Students Nontraditional Education Rural Urban Differences School Surveys Secondary Education Secondary School Curriculum Student Characteristics Teacher Attitudes Teacher Qualifications Hosley, Nathaniel S. Reports - Research Adjudicated Youth Pennsylvania Pennsylvania Center for Rural Pennsylvania, Harrisburg. English A study of the status of alternative education (AE) in Pennsylvania surveyed 220 administrators and 234 teachers and counselors in AE settings. Results indicate that discipline programming was common to most programs, probably because Pennsylvania's AE legislation specifically states that AE programs are "designed to modify disruptive behavior." Rural programs reported more emphasis on discipline than did urban programs. The large majority of programs had teacher student ratios of 1:12 or fewer students. Career counseling and curricula had only modest priority. Full-time assignment of a program administrator was rare. The 5,540 AE students served in 2000-01 were predominantly White males, and student population had steadily increased in the past 5 years. Ninety-three percent of AE efforts targeted students in grades 7-12. Rural programs had more students with disabilities than did urban programs, perhaps excessively so. Forty-three percent of AE teachers had no or inadequate preservice training. More than one-third of AE teachers had fewer curriculum resources than did regular classroom teachers, and nearly 55 percent indicated that students in AE were excluded from parts of the curriculum that were available to regular education students. This raises questions of the right to equal education. Family involvement was only on an "as-needed" basis. Urban respondents viewed their programs as more effective in improving academic performance than did their rural counterparts and also reported having the same or more curriculum resources as regular classrooms than did rural respondents. Five policy recommendations are presented. (TD) ED478724 Survey and Analysis of Alternative Education Programs. 2003-07-00 23 Center for Rural Pennsylvania, 200 North Third St., Suite 600, Harrisburg, PA 17101. Tel: 717-787-9555; e-mail: info@ruralpa.org. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Change Strategies College Preparation Education Work Relationship Educational Change Educational Strategies Improvement Programs Professional Development Program Descriptions Rural Education Rural Schools School Effectiveness Secondary Education Secondary School Curriculum Teacher Expectations of Students Transitional Programs Reports - Descriptive Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English The Southern Regional Education Board's (SREB) Making Schools Work (MSW) initiative works with clusters of high schools and their feeder middle grades to raise student achievement in rural areas. MSW is based on the belief that all students can complete an "advantaged" curriculum, although some students may require more time, individualized instruction, encouragement, and direction. In working with rural high schools, SREB has identified specific problems, such as low expectations and lack of resources, that often prevent rural schools and communities from raising student achievement. Clusters of rural high schools and their feeder middle grades are working with SREB to set higher standards, improve instruction, align the curriculum, develop an extra-help system, and connect schools and homes. MSW also focuses on transition in an effort to reduce the number of students who enter ninth grade unprepared for high school. This document provides information on major goals; key practices and key conditions for accelerating student achievement; the MSW-recommended curriculum for students in the middle grades and high school; indicators for moving from middle grades to high school and from high school to postsecondary education or the workplace; the MSW program for transition between eighth and ninth grades and between 12th grade and postsecondary activities; and ways to plan for success and measure progress. The benefits of MSW are listed, followed by an outline of the responsibilities of SREB and the states and school districts participating in MSW. (TD) ED478725 Making Schools Work: Raising Student Achievement in Rural Middle Grades and High Schools. 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 16 For full text: http://www.sreb.org/programs/msw/publications/MSWBrochure.pdf. N/A 2004 2016-11-21

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Yes Curriculum Development Curriculum Research Educational History Public Schools Relevance (Education) Sciences Social Sciences Woyshner, Christine Reports - Evaluative Speeches/Meeting Papers Womens Organizations Progressive Era English The history of the early 20th century public school curriculum has established a narrative that investigates the transition from an emphasis on the liberal arts to a more functional, or useful, curriculum. This history details the influence of the developing social sciences and scientific thinking in debates among various interest groups to replace the humanities with tracks of learning that would prepare workers for an industrial society. Research has emphasized the authority of leading professional men who held administrative positions in school districts, universities, and learned societies. The voices of others, however, have been largely ignored in these historical accounts, in particular the role of women's voluntary organizations and why they supported the move toward relevance in the school curriculum. This paper, following the lead of Herbert Kliebard, uses the term "curriculum" to mean more than a list of prescribed courses, to include a broader function of schools as a reflection of certain values held by teachers, parents, administrators, and others. The paper argues that women volunteers played a pivotal role in shaping the school curriculum by interpreting and popularizing the writings of leading male educationists and social scientists. It examines the influence of the National Congress of Mothers (NCM) now the Parent Teacher Association (PTA) as a major national leader among women's associations of the Progressive Era that orchestrated national voluntary efforts to reform the school curriculum. (Contains 86 notes.) (BT) ED478726 Mothering and Moralism during the Progressive Era: How Women's Associations Reinterpreted Science To Shape the School Curriculum. 2003-04-00 33 N/A 2004 2016-11-21

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Yes Discourse Analysis Discourse Communities Elementary Secondary Education Ethnography Foreign Countries Literacy Oral Language Religious Education Palomares-Valera, Manuel Cano, Ana Poveda, David Reports - Research Speeches/Meeting Papers Computer Assisted Writing Gypsies Roma Spain Spain English This paper analyzes the connections between the oral genres displayed by Gitano (also known as Gypsies or Romani) children and adults during religious instruction classes of an Evangelist Church and the writings produced by Gitano children in a computer after-school program of the same community. Subjects were Gitano children (n=30), ages 5-13 years old, residing in a small city in Spain. Results are discussed in two strands of assumptions related to gypsy culture and theoretical insights into the study of literacy and discourse. On one side, previous portraits of Gitano culture as exclusively oral need to be revised in line with a more social and situated perspective on literacy. On the other side, results serve to critically examine dominant explanations regarding the educational failure of Gitano children, an argument that highlights the importance of engaging intra-textual linguistic analysis with discussions of the social and institutional orders. (Contains 61 references, 2 tables, 6 examples, and 8 notes.) (Author/BT) ED478727 Religious Genres, Entextualization, and Literacy in Gitano Children. 2003-04-00 44 N/A 2004 2016-11-21

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Yes Civil Liberties Conflict Resolution Environmental Education International Education Peace Theories Harris, Ian M. Opinion Papers Speeches/Meeting Papers Development Education Peace Education Theoretical Orientation English During the 20th century, there was a growth in social concern about horrific forms of violence, like ecocide, genocide, modern warfare, ethnic hatred, racism, sexual abuse, domestic violence, and a corresponding growth in the field of peace education where educators from early child care to adult use their professional skills to warn fellow citizens about imminent dangers and advise them about paths to peace. Peace education has five main postulates: (1) it explains the roots of violence; (2) it teaches alternatives to violence; (3) it adjusts to cover different forms of violence; (4) peace is a process that varies according to context; and (5) conflict is omnipresent. This paper traces the evolution of peace education theory from its roots in religious traditions of love, compassion, charity, and tolerance to modern theories based on reducing the threats of interpersonal and environmental violence. This brief review of some main contributors to peace education theory gives rise to five general areas where peace education is introduced in the 21st century: (1) human rights education, (2) environmental education, (3) international education, (4) conflict resolution education, and (5) development education. (Contains 72 references and 1 chart.) (Author/BT) ED478728 Peace Education Theory. 2002-04-00 40 N/A 2004 2016-11-21

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Yes Elementary School Teachers Elementary Secondary Education History Instruction Professional Development Secondary School Teachers Social Studies United States History Diem, Richard Field, Sherry Hernandez, Arthur Reports - Evaluative Speeches/Meeting Papers Implementation Analysis Project Design Evaluation Reports History Teachers English The call for more effective teaching in history classrooms reflects lessons learned from more than a decade of educational reform efforts that occurred throughout the late 1980s and 1990s. The belief today is that teachers need to have a strong background in content knowledge and concurrent skills to convey an expanding information base to a diverse student population in increasingly challenging classrooms. To address these ongoing instructional issues, and to improve student learning outcomes in U.S. history, a comprehensive three year professional development plan for elementary, middle, and high school U.S. history teachers was designed by a large urban school district in the southwestern United States. Implemented in spring 2002, the goals of this effort center on improving the conceptual understanding and presentation of information by U.S. history teachers. It also sought to positively impact the academic achievement and historical understanding of students in grades 5, 8, and 11, where the required social studies curriculum content is U.S. history. Through implementing the goals, this project seeks to deal with the issues of studying history and understanding the practice of historical investigation. To attain its stated goals the project employs professional development strategies to deepen teachers' understanding of U.S. history, to improve the quality of their instructional delivery, to integrate technology into instruction, and to engage students into a more active study of U.S. history. This paper reports on the project design, implementation strategies, and assessment results after its initial year of operation. (Contains 13 references.) (BT) ED478729 A First Stage Analysis of a Professional Development Program for Elementary, Middle School, and Secondary United States History Teachers. 2003-04-00 10 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Simulation Elementary Education Historical Interpretation History Instruction Hypermedia Social Studies Task Analysis Thinking Skills Polman, Joseph L. Reports - Research Speeches/Meeting Papers Underground Railroad English This paper aligns with educators and historians who argue that certain aspects of expert historical thinking are excellent tools for democratic citizenship. The paper focuses on specifically contextualized understanding of the past, as opposed to presentist attitudes, which assume the past is just like the present. It presents a framework for analyzing contextualized historical thinking about events in terms of consideration of location, the perspectives of participants, placement within the flow of time, an understanding of the cultural tools and norms of the period, and the overall climate of opinion. Based on these elements, as well as other hallmarks of educational tasks in history, the paper sketches a task analysis, based on cognitive and sociocultural approaches to mind, of a number of activity structures commonly used in history instruction and some newer computer-based activities. It relates the task analysis to an empirical study from an intervention and study of children creating a hypermedia simulation of travel on the Underground Railroad. Appended are Web page screens created by participants and source materials used. (Contains 26 references, 1 table, and 2 figures.) (Author/BT) ED478730 Re-Creating the Past: Building Historical Simulations with Hypermedia To Learn History. 2002-04-00 23 N/A 2004 2016-11-21

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Yes Citizenship Education Democracy Discipline Educational Policy Educational Practices Educational Research Foreign Countries School Effectiveness School Role Bickmore, Kathy Reports - Research Speeches/Meeting Papers Conflict Management Social Exclusion Canada Conceptual Frameworks Canada English Knowledge and values for good citizenship are communicated through explicit subject-area curriculum, such as social studies, health, and language arts, and through the implicit models and practices embedded in a school's system of human rights protections and discipline practices. This paper presents the conceptual framework, and a few very early and partial results, of a three year research project that investigates policies and programs (implicit and explicit curriculum) that are designed to facilitate the development of safe and/or inclusive schools. The paper explains that the study's focus is on school districts' patterns of practice discipline procedures (regulations and sanctions) and learning expectations (teaching guidelines, resources, and staff support) regarding conflict, violence, human rights, and diversity. It states that the context of the study focuses on a few large Canadian urban school districts with diverse student populations. The paper discusses the methods of several large Canadian cities in handling discipline problems and describes divergent patterns of citizenship education practices. (Contains 95 references.) (BT) ED478731 Discipline for Democracy? Neutrality and Justice in Schools' Management of Conflict and Social Exclusion. 2003-04-00 26 N/A 2004 2016-11-21

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Yes Childrens Literature Comics (Publications) Elementary Education Foreign Countries Illustrations Japanese Culture Picture Books Popular Culture Reader Response Ho, Laina Reports - Evaluative Japan Japan English This paper examines the influence of Japanese comic illustrations on children's books in countries in East Asia. It has become increasingly obvious that recent children's books in countries like Hong Kong, Taiwan, Singapore, as well as China and Malaysia/Indonesia contain illustrations with some features of the Japanese comic illustrations. This influence is primarily due to Japanese popular culture that pervades not only in comics and the media but also in fashion and pop culture especially among the young in East Asia. This study shows that although Japanese comic illustration has played a role in children's book illustrations, the influence is more obvious in commercially produced books compared to those that tell traditional folk tales, mythology, and legends. These picture books from all countries in East Asia continue to use serious artwork that is ethnically authentic. However, in mass-produced easy readers there is invariably some imitation of Japanese comic illustrations. A small survey of Singapore children shows that young readers are familiar with Japanese pop culture and show positive reading response to books with Japanese comic illustrations. Includes one chart and 21 references. An appendix contains a list of children's picture books from the People's Republic of China, Taiwan and Hong Kong, Malaysia and Indonesia, and Singapore. (Author/RS) ED478732 Japanese Comic Illustrations and Children's Picture/Illustrated Books of East Asia. 2001-04-00 17 N/A 2004 2016-11-21

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No English Curriculum Foreign Countries Literary Devices Literary Genres New Journalism Postsecondary Education Secondary Education Writing Attitudes Writing (Composition) Skrebels, Paul Opinion Papers Speeches/Meeting Papers Hunt (Leigh) White (E B) Australia Australia English The net effect of the early experiences of writing "compositions" which involved either describing the circumstances of a student's life or recounting the kinds of events encapsulated in that proverbially hack title, "What I Did on My Summer Vacation," has been a tendency for older teachers to devalue nonfiction as an object of serious and sustained literary study. The focus of this paper, however, is not on student-centered writing "per se," nor on the value (educational, therapeutic, or otherwise) of involving students in such writing. Rather, the paper wishes to make a case, based on current cultural directions and on historical precedent, for "creative nonfiction" (which has become a favored term embracing the personal essay mode) having a place alongside the more established"literary" forms--novels, poems, plays--within the English curriculum. At the same time, it wishes to suggest that the inclusion of creative nonfiction as a site of literary study can revitalize the discipline itself by expanding understanding of that elusive category "Literature," and thus opening up further possibilities for work within that field. According to the paper, creative nonfiction has become a major growth area in late 20th/early 21st century writing, as witnessed by the proliferation of outlets in print and online for informed personal opinion pieces. It traces the genre's pedigree and considers what some scholars have written about the genre. It also discusses the work of several early writers of creative nonfiction, including Leigh Hunt and E.B. White. (Contains 13 notes and 24 references.) (NKA) ED478733 Creative Nonfiction in the Classroom: Extending the Boundaries of Literary Study. 2003-07-05 18 N/A 2004 2016-11-21

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Yes Collegiality Comparative Analysis Cooperative Planning Educational Cooperation Educational Environment Educational Improvement Elementary Secondary Education Foreign Countries Institutional Cooperation Partnerships in Education Shared Resources and Services Teacher Collaboration Team Teaching Teamwork Hipp, Kristine Kiefer Stoll, Louise Bolam, Ray Wallace, Mike McMahon, Agnes Thomas, Sally Huffman, Jane Bumpers Reports - Research Speeches/Meeting Papers England Learning Communities United Kingdom (England) English This paper briefly describes two projects--one in the United States, one in England--that studied professional learning communities (PLCs). Part I of the paper describes the two projects. The American project is called the Creating Communities of Continuous Inquiry and Improvement project. The purpose of this study was to document and examine evidence of efforts taking place in American schools actively engaged in creating PLCs. The English project, Creating and Sustaining Effective Professional Learning Communities, set out to identify and provide practical examples of the following: characteristics of effective PLCs in different kinds of schools; key factors inside and outside schools that seem to help or hinder the development of PLCs; and innovative practices for ongoing professional learning and development. Part II of the paper discusses the commonalities of the two projects. Part III discusses emerging research issues stemming from the projects from the both the American and English perspectives. Appended are a heuristic model of a professional learning community, an assessment instrument, a description of research protocol, a matrix of a PLC organizer, and a list of PLC dimensions and critical attributes. (WFA) ED478734 An International Perspective on the Development of Learning Communities. 2003-04-00 34 N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Qualifications Adolescent Development Change Agents Educational Change Educational Environment Educational Improvement Instructional Leadership Junior High Schools Middle Schools Outcomes of Education School Organization Teacher Qualifications Mizell, Hayes Reports - Evaluative Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This speech addresses reform in the middle grades. The ideas were prompted by mandates of the No Child Left Behind Act. The speaker focused on eight fundamental questions, suggesting that the questions should have less to do with the techniques of implementation than with provoking discussion about a school system's or school's values, priorities, and practices. The questions are as follows: (1) Who will be the primary beneficiary of the reform? (2) What should be the results of all students' education in the middle grades? (3) What are the most effective ways to organize schools to help students achieve the results we are seeking? (4) What must we do to ensure that all students learn deeply and value their ability to demonstrate what they know? (5) How will we advance the affective development of young adolescents as a strategy to support their academic development? (6) What knowledge and skills must our teachers and administrators have and apply to help all students achieve the results we are seeking? (7) What will we give up to enable all students to achieve the results we are seeking? and (8) Who will lead middle-grades reform? (WFA) ED478735 Guiding Questions for Middle Grades Reform. 2003-01-16 Policymakers 22 N/A 2004 2016-11-21

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Yes Compliance (Legal) Educational Change Educational Improvement Educational Legislation Educational Policy Educational Principles Elementary Secondary Education Government School Relationship Politics of Education Standards Teacher Improvement Mizell, Hayes Opinion Papers Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This speech addresses the No Child Left Behind Act (NCLB) and educators' and policymakers' reactions to it. The talk focuses on three ways people are responding to the Act. Some, according to the speaker, consider the law to be malevolent and a conspiracy by the Bush Administration to start handing education over to private corporations. This camp suggests that NCLB seeks to undermine education because it does not provide adequate funding to support all the changes the act requires. Others respond to NCLB by worrying about compliance. State departments of education staff, central-office staff of local school districts, and local administrators are spending a lot of time, according to the speaker, trying to figure out exactly what the law means and how to implement it. The third way people are responding to NCLB is largely hypothetical as of yet. The speaker suggests that educators should seize NCLB as an opportunity for creativity, not in implementing the law, but in using it to improve teacher quality and to enable all students to become academically proficient. (WFA) ED478736 NCLB: Conspiracy, Compliance, or Creativity? 2003-04-25 Administrators Practitioners Teachers 15 N/A 2004 2016-11-21

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Yes Administrator Education Administrator Effectiveness Instructional Leadership Junior High Schools Leadership Responsibility Leadership Training Management Development Middle Schools Principals School Administration School Effectiveness School Supervision Secondary Education Self Efficacy Self Motivation Teacher Administrator Relationship Lucas, Stephen Earl Reports - Research Speeches/Meeting Papers English This paper shares preliminary findings from a study of the development of leadership self-efficacy in the principals of a statewide middle-school network in the Midwest. The study was conceptualized to be carried out in three phases. As this paper was being written, the data collection for the first two phases had been completed, and preliminary analyses were being conducted. This paper is a work in progress that reflects some thinking out loud by the researcher as the study continues. The paper reports some of the preliminary findings and discusses how the findings may shape both the final phase of the study and future inquiry into the nature of principal leadership self-efficacy and the implementation of key reforms in middle-level schools. The study is examining the educational preparation, career path, and professional development of the principals; the leadership self-efficacy of the principals in relation to the major components of effective middle-level schools; the processes by which principals develop leadership self-efficacy specifically related to components of effective middle-level schools; and the process by which middle-school principal leadership self-efficacy engenders implementation of middle-level design components in the network's schools. (Author) ED478737 The Development and Impact of Principal Leadership Self-Efficacy in Middle Level Schools: Beginning an Inquiry. 2003-04-22 22 N/A 2004 8/19/2004 22:26:15 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Change Agents Change Strategies Educational Change Educational Environment Educational Improvement Educational Planning Educational Strategies Elementary Secondary Education Foreign Countries Instructional Leadership Leadership Styles School Effectiveness School Organization Strategic Planning Davies, Brent Reports - Research Speeches/Meeting Papers Strategy Training England Strategic Thinking United Kingdom (England) English The central need in education is to recognize that many of the gains in pupil achievement, as measured in test scores, may not be sustainable if educators continue to be fixated on short-term outcomes and plans. This paper addresses the key concerns of how educators sustain and develop schools through the deployment of effective planning strategies. It establishes a model for researching the characteristics of the strategically focused school and presents a conceptual framework to examine how school leaders can move away from a planning framework that emphasize only short-term target-setting and to an effective strategic approach. It examines early evidence from research on what dimensions are critical in establishing a strategically focused school within a medium-term time frame. It concludes by outlining possible characteristic of strategically focused schools. The paper is the first part of a research project in the United Kingdom focusing on strategy and strategic leadership in schools. While indicators from the research will be used to illuminate the framework of the conceptual model, the full results will be the subject of later papers. (Contains 34 references.) (Author) ED478738 Rethinking Strategy and Strategic Leadership in Schools: Developing the Strategically Focused School. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Administrator Behavior Administrator Education Administrator Qualifications Assistant Principals Beginning Principals Career Awareness Elementary Secondary Education Family Work Relationship Higher Education Instructional Leadership Management Development Principals Teacher Administrator Relationship Women Administrators Womens Education Work Life Expectancy Williamson, Ronald Hudson, Martha Reports - Research Speeches/Meeting Papers North Carolina North Carolina English This report describes a study of the factors that contributed to decisions by women to abandon their careers as school leaders. The purpose of the study was to extend analysis of socialization factors, particularly when they persuade school leaders to reconsider their careers in education. The study followed 25 women who completed the masters of school administration program at a state university in North Carolina. The study tracked them as they entered the program, throughout the program, upon graduation, and 4 years following graduation as they became assistant principals and principals. As a group, they worked in all levels of the K-12 educational system, in schools of all sizes, and in a variety of settings. Demographic information and career paths of the participants are presented in tables. Data for the study were gathered from participant interviews, short surveys, reflective journals, and focus-group discussions. Data were analyzed using a grounded-theory approach. The study found a number of reasons why the participants chose not to continue their careers as school leaders. The reasons are organized within the broad categories of school and community contexts, personal perspectives, time demands, and the interface of work and family. (Contains 67 references.) (WFA) ED478739 Walking Away: New Women School Leaders Leaving the Career Track. 2003-04-22 37 N/A 2004 2016-11-21

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Yes Change Classroom Techniques Course Evaluation Curriculum Evaluation Educational Change Instructional Effectiveness Mathematics Curriculum Mathematics Instruction Mathematics Teachers Secondary Education Teacher Administrator Relationship Teacher Attitudes Teacher Empowerment Teacher Knowledge Teacher Morale Orrill, Chandra H. Anthony, Holly G. Reports - Descriptive Speeches/Meeting Papers English This paper reports on a study of the implementation of a new mathematics curriculum and its effect on the teachers implementing it. The study focused on understanding the barriers teachers faced with implementing new curriculum that relies on a different theoretical base than the teachers had previously experienced. Participants in the study were six middle-school teachers and six high-school teachers in a small rural district. Data for the study were gathered from direct observation of the teachers in the classroom and from interviews completed at the beginning of the teachers' second semester using the new curriculum. The study identified the following barriers to the teachers' successful implementation of the new curriculum: (1) concern over the teachers' vision about their roles and beliefs about what their job as a math teacher should be; (2) an assumed student success rate built in by curriculum designers; (3) parents' reactions to their children's test scores; (4) a lack of materials needed to enact the new curriculum; (5) a lack of teacher's technical skills and content knowledge; and (6) factors inherent in the newness of any change. (Contains 26 references.) (WFA) ED478740 Implementing Reform Curriculum: A Case of Who's in Charge. 2003-04-00 17 N/A 2004 8/19/2004 22:26:21 RIEMAR2004 Support provided by University of Georgia's Office of the Vice President of Research. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Administrator Characteristics Administrator Effectiveness Administrators Disadvantaged Schools Elementary Secondary Education Instructional Leadership Leaders Leadership Leadership Qualities Leadership Styles Principals Public Schools Women Administrators Gregory, Sheila T. Reports - Research Speeches/Meeting Papers Detroit Public Schools MI English This report describes a study in progress of principals' perceptions of leadership styles and characteristic in creating success in three high-poverty Detroit public schools. The data sources of the study were based on three effective, seasoned principals. All the principals are African American women and had at least 10 years of tenure at their current respective public schools. Each principal had been individually identified as an exemplary administrator through districtwide, regional, or national awards. Through the use of surveys, semistructured interviews, observations, and shadowing, the study viewed effective-schools research as the conceptual model undergirding the measurement of principal leadership. The principals and three teachers from each of the three schools completed an initial background survey. Each principal and teacher was also given an individual semiformal recorded face-to-face interview before and after the researcher's observations. Every attempt was made to observe each principal at varying times and days through the school week. Also, sufficient time was provided for principals to reflect on their leadership styles and behaviors and how they empower their teachers to become more effective. A qualitative thematic process was utilized to both organize and categorize the interview responses to identify and isolate common themes. (Author) ED478741 Leadership Styles and Characteristics of Effective Principals in High-Poverty Public Schools. 2003-04-23 14 N/A 2004 2016-11-21

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Yes Costs Economics of Education Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditure per Student Expenditures Federal Aid Financial Support Instructional Student Costs School District Spending School District Wealth School Support State Aid Jones, Enid Beverly Reports - Descriptive Speeches/Meeting Papers North Carolina North Carolina English This brief report describes funding structures for public schools in North Carolina. It is divided into three sections: state, local, and federal. Following are some highlights from the report. Overall, the state provides 70 percent of school funding, with most of the money designated for professional salaries. The state average per pupil expenditure at the time the report was prepared was $6,284. The lowest contribution made by a county at the time the report was prepared was $83; the highest was $3,684. The range for total per pupil expenditures on the local level at the time the report was prepared was $5,129 to $11,367. In 1999, 49 percent of federal funds were used for special populations, low-income children, the state's fund to meet the national education goals; 32 percent was used for food programs; and 19 percent for such things as teacher professional development, job-training programs, and class-size reduction. The report includes 3 graphs and 11 print and Web sources. (WFA) ED478742 Public School Funding in North Carolina. 2003-04-00 10 N/A 2004 2016-11-21

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Yes Class Activities Classroom Design Classroom Environment Classroom Techniques Cooperative Learning Curriculum Development Educational Improvement Educational Strategies Elementary Secondary Education Independent Study Instructional Development Learning Activities Learning Strategies Student Attitudes Teaching Methods Schwartz, Fran Silin, Jonathan Reports - Research Speeches/Meeting Papers English This paper argues that progressive pedagogy is a viable alternative to more limited basic skill approaches to school reform. Drawing on qualitative and quantitative data collected during the fourth year of a 7-year multi-site school reform initiative in a besieged urban district, the paper documents ways in which teachers have dramatically altered the physical and social organization of their classroom, used an enhanced repertoire of instructional strategies, and redirected students to solve their own social and intellectual problems. In turn, children have become self-reliant. They work collaboratively with one another and make choices about the pacing of their learning. Yet teachers seldom draw on children's immediate interests and extra-classroom lives to construct curriculum. What emerges is a hybrid curriculum in which new social structures support traditional learning objectives. The paper concludes that in struggling districts it may be easier to shift classroom culture than to change curriculum content. (Contains 65 references.) (Author) ED478743 Alysha's Day: Progressive Pedagogy as School Reform. 2003-04-00 98 N/A 2004 8/19/2004 22:26:27 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Change Agents Change Strategies Educational Change Educational Improvement Elementary Secondary Education Informal Leadership Instructional Leadership Leaders Leadership Qualities Leadership Responsibility Teacher Empowerment Teacher Influence Teacher Leadership Teacher Participation Coggins, Celine Toomey Stoddard, Pamela Cutler, Elisabeth Reports - Research Speeches/Meeting Papers Capacity Building English This report presents the results of a study that examined the role and activities of reform coaches. Positions for reform coaches have been developed in a number of schools and districts in the San Francisco Bay Area through the Bay Area School Reform Collaborative (BASRC). The study examined the reform coach role, the functions it provides to the system, and its potential as a capacity-building strategy. Three sets of questions guided the study. (1) What does the role of the reform coach look like? What functions do reform coaches perform? (2) How do they negotiate their role in the system? (3) In what areas are coaches experiencing success in capacity building? In what areas are they experiencing the greatest challenges? Data for the study were collected from case studies of a sample of reform coaches in the BASRC network and from surveys of the larger population of coaches working in BASRC schools and districts. Findings suggest that reform coaches carry out important functions in the process of improving teachers and learning in schools by building leadership capacity for instructional improvement, knowledge management, and boundary spanning, and by directly coaching teachers and building capacity for instructional support. (Contains 34 references.) (WFA) ED478744 Improving Instructional Capacity through School-Based Reform Coaches. 2003-04-00 60 N/A 2004 2016-11-21

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Yes African Languages Ethnicity Foreign Countries Language Attitudes Language Maintenance Language Minorities Sociolinguistics Uncommonly Taught Languages Bekker, Ian Reports - Descriptive Speeches/Meeting Papers South Africa South Africa English The aim of this paper is to emphasize, as stressed by St. Clair (1982), the importance of sociohistorical data in any attempt to determine language attitudes, ethnolinguistic identity, and the ecological status of a minority language. This importance is illustrated within the context of research on language attitudes toward isiXhosa, a Nguni language spoken in the Eastern Cape province of South Africa. The paper shows that conceptions of isiXhosa identity and ethnicity are often simplistic in nature and do not accurately represent the complexities inherent in the society and history of the isiXhosa-speaking peoples. The implications of this state of affairs for language attitude research are illustrated by showing how the results of an example of such research, which does not take the mentioned complexities into account, remain difficult to interpret. (Contains 20 references.) (Author/SM) ED478745 Language Attitudes and Ethnolinguistic Identity in South Africa: A Critical Review. 2003-00-00 7 N/A 2004 2016-11-21

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Yes Cultural Awareness Elementary Secondary Education English (Second Language) Faculty Development Foreign Countries Higher Education Inservice Teacher Education Language Proficiency Language Teachers Preservice Teacher Education Second Language Instruction Teacher Collaboration Team Teaching Kachi, Reiko Choon-hwa, Lee Reports - Research Speeches/Meeting Papers Japan Japan English This study investigated the types of preservice training received by Japanese Teachers of English (JTEs) and assistant language teachers (ALTs) before participating in team teaching (TT), also assessing how they described their experiences with TT, the kinds of knowledge and experiences they believed should be included in teacher education, suggestions for improving TT, and problems with TT. Data collection involved interviews with two JETs and three ALTs. Two of the respondents were Japanese, and three were American. Data analysis indicated that the JTEs had no training for TT, but all of the ALTs had received some hands-on training for TT (e.g., information on Japanese culture). All respondents believed that the success of TT depended on the teachers with whom they worked, the school, and the district. Lack of time for TT preparation and lack of English proficiency were significant obstacles for JTEs, who also mentioned problems with ALTs' uncooperative attitudes. JTEs felt that teachers needed better English proficiency, while ALTs recommended more practical and specific knowledge about the situation in Japan. Participants' suggestions to improve TT ranged from daily-based concerns to team teachers' classroom roles. Respondents unanimously reported lacking channels to access upper educational administrators. The questionnaire is appended. (Contains 14 references.) (SM) ED478746 A Tandem of Native and Non-Native Teachers: Voices from Japanese and American Teachers in the EFL Classroom in Japan. 2001-05-00 23 N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Higher Education Second Language Instruction Teaching Methods Gabrielatos, Costas Reports - Descriptive Eclectic Teaching Eclecticism Principles Approach English This article reflects the ongoing development of a principled and flexible methodological framework for English language teaching (ELT) that is free from traditional or dogmatic constraints, flexible enough to take into account new ideas and insights, and critical of current trends and the claims of authorities and experts. It begins by examining common attitudes toward ELT methods, noting that although theorists and researchers have abandoned the search for a single perfect teaching method, there are still language schools that use only one specific method. The paper goes on to examine attitudes toward methodology selection, focusing on several attitudes that are not likely to result in principled teaching (e.g., just using the coursebook and other published materials, using the most popular methodology, using the most modern methodology, using the methodology advocated by experts, applying proven theories and conclusive research findings, and using an eclectic methodology). The paper asserts that principled teaching requires the following: (1) awareness of different views on the nature and use of the target language as well as language learning, (2) awareness of one's own beliefs and theories, and (3) the ability to observe critically, recognize patterns, and draw conclusions. (Contains 46 references.) (SM) ED478747 Shopping at the ELT Supermarket: Principled Decisions and Practices. 2002-00-00 15 N/A 2004 2016-11-21

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Yes Art Education Curriculum Development Elementary Secondary Education Fine Arts Formative Evaluation Partnerships in Education Public Schools Research Design Beck, Jill Appel, Morgan Reports - Research Speeches/Meeting Papers Network Based Approach University of California Irvine English Sound, research-based educational reform principles suggest that public schools need arts education as a regular component of a comprehensive curriculum that will lead to student success, and that Universities can and should apply their vast stores of expertise and personnel on behalf of K-12 improvements in teacher support and child learning. This objective can be accomplished by university-school partnerships using a multifaceted, user-friendly curriculum design based on research and effective practice. A study examined the iterative processes and outcomes of curricular development and project planning for ArtsBridge America, a unique arts education partnership among research universities (n=14) in five states and public schools (267), many of which are underserved, underfunded, and underperforming, according to state and national criteria. The study documents the changes to the planning process based on the results of a comprehensive needs assessment undertaken by researchers at the Claire Trevor School of the Arts at the University of California Irvine, the founding campus of the ArtsBridge. This paper presents in detail the revised and field-tested constructivist project planning design that emerged from the study. Appended are traditional ArtsBridge planning documents and re-designed ArtsBridge planning documents. (Contains 59 references and 1 figure.) (BT) ED478748 Designing for the Future: Curriculum Planning for a National Network of Arts Education Partnerships. 2003-04-07 34 N/A 2004 2016-11-21

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Yes Beliefs Course Evaluation Course Objectives History Interviews Methods Courses Naturalistic Observation Participant Observation Preservice Teachers Qualitative Research Social Studies Teacher Education Thinking Skills Mayer, Robert H. Reports - Research Speeches/Meeting Papers Historical Methods Thematic Analysis English If students are to think historically, then teachers must think historically. One place where future history teachers might gain such cognitive practice is in history courses designed to focus on the ideas and methods of historians. A study focused on teaching future history teachers how to think about history. A course, "Philosophy and Methods of Historical Inquiry," (taught by a historian) was chosen as the site for examining the problem. The study examined the impact of the course on the historical thinking of three preservice teachers enrolled in the course and their view of how they will teach history in their future classrooms. A naturalistic methodology captured descriptions regarding student beliefs as they evolved during the semester and the relationship of those beliefs with the classroom experience. Data were gathered through interviews, participant observation of the class, and document analysis. Four themes evolved from the interviews and reflected commonalities across the talk of the preservice teachers. The themes capture the three teachers' thoughts about history before the course and changes in their thinking that took place during the course. By psychologizing historical writing, the three teachers were able to reconstruct their view of teaching. Findings reinforce the need for strong links among education departments and departments engaged in conveying the discipline. Attached are teacher interviews. (Contains 23 references.) (BT) ED478749 Learning To Think Historically: The Impact of a Philosophy and Methods of History Course on Three Preservice Teachers. 2003-04-00 47 N/A 2004 2016-11-21

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Yes Differences Educational Change Educational History Elementary Secondary Education Ethnicity Gender Issues Race Social Studies Crocco, Margaret Smith Opinion Papers Reports - Descriptive Speeches/Meeting Papers Historical Research English This paper addresses the question of how diversity has been dealt with in the 20th century since the formal inauguration of social studies as part of the U.S. public school curriculum. Given space constraints, the many historical reasons for change in the treatment of diversity is outlined in the paper in broad terms. Likewise, the larger subject of diversity within the social studies curriculum is limited to three dimensions: (1) race; (2) ethnicity; and (3) gender. The paper points out that defining difference in these categories is a strategy designed to focus on several concerns pertinent to the field today. However, this approach could also be employed in looking at other facets of difference in social studies curriculum, such as religion or class. It notes that the social studies emerged during the period 1890-1920, during which nativist and racist reactions to the challenges of emancipated slaves, alien newcomers, and unsettled gender relations were all deeply implicated in refashioning the educational enterprise. The paper attempts to articulate how the social studies curriculum has responded to the press of cultural, racial, and gender differences since the birth of the field. It also invites other researchers to test the hypotheses offered in future considerations of this subject. (Contains 72 notes.) (BT) ED478750 Dealing with Difference in the Social Studies: A Historical Perspective. 2003-04-24 28 N/A 2004 2016-11-21

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Yes Art Teachers Higher Education Interviews Qualitative Research Responses Spirituality Teacher Influence Teacher Surveys Teaching Styles Campbell, Laurel H. Reports - Research Speeches/Meeting Papers Spiritual Experiences English A study was designed to explore spiritual teachers of art and to illuminate the characteristics they share. A spiritual artist/teacher is defined as one who exhibits a deep involvement with aesthetic experiences which are personal, sustained, and purposeful. This research focused on data from in-depth interviews with higher education art professors with diverse spiritual beliefs that reflect the participants' intent, inspirations, and efforts expended in the creation and teaching of art. The portraits revealed three significant conclusions: (1) there were common elements in the participants' artistic development due to a growing awareness that led to a unity; (2) there was a connection between aesthetic and spiritual experiences within each participant revealed in his or her mode of working; and (3) the artist/teachers manifested their spirituality in teaching art in their own distinct ways, such as through extraordinary caring for their students and creating opportunities for students to consider questions about their own spirituality. (Contains 28 references.) (Author/BT) ED478751 The Spiritual Lives of Artist/Teachers. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Activism Case Studies Faculty Organizations Feminism Feminist Criticism Higher Education Qualitative Research Women Faculty Hart, Jeni Reports - Research Speeches/Meeting Papers Networking University of Arizona University of Nebraska Lincoln English Little of the scholarship that focuses on the professional lives of women faculty addresses how faculty women mobilize or how and with whom they create networks to work in academe. Women now make up more than 50% of the undergraduate student population, and just over 40% of Ph.D. recipients are women. Many campuses house women's centers and other resources for women. There has also been an increase in the numbers of feminist organizations throughout the academy. A study examined organizations that are feminist and activist primarily from a feminist perspective, since power within the academy is primarily patriarchal. The literature review focused on the mechanisms women faculty have pursued to transform higher education. Specifically, the study explored the scholarship on the networks women faculty create and on the activist strategies in which they engage. It used a comparative case study design to intensively investigate, over the course of a semester, two feminist faculty organizations at two public research universities: the Association for Women Faculty (AWF) at the University of Arizona and the Faculty Women's Caucus (FWC) at the University of Nebraska (Lincoln). Findings suggest there is no one model to describe academic feminism and that activist women faculty in campus-based grassroots feminist organizations construct their lives in multiple ways. Based upon the data, the AWF has been labeled a professional organization of feminists, while the FWC is labeled a feminist organization of professionals. (Contains 34 references.) (BT) ED478752 Mobilization among Women Academics: The Interplay between Feminism and the Profession. 2003-04-24 39 N/A 2004 2016-11-21

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No Accountability Classroom Techniques Elementary Secondary Education History Instruction Learning Processes Cockbill, Thomas Reports - Evaluative Speeches/Meeting Papers Ecological Validity Conceptual Analysis Cultural Psychology English This paper is a conceptual analysis that examines some of the main features of cultural psychology and its attendant methodological requirement of ecological validity as they apply to student learning of history. The paper abstracts an ideal type of ecological validity from several versions of the requirement in the literature and applies it to three recent prescriptions for the learning of history. It makes an effort to evaluate the successes of those applications from the standpoint of ecological validity, with particular reference to standardized tests such as the National Assessment of Educational Progress (NAEP), pedagogical approaches to history, and a number of theories about how students best learn history. The paper concludes with tentative implications for the theme of accountability in educational research based on conclusions reached about the worth of ecological validity as a methodological requirement. (Contains 33 references.) (Author/BT) ED478753 Cultural Psychology and the Learning of History: The Problem of Ecological Validity. 2003-04-00 34 N/A 2004 2016-11-21

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Yes After School Education College School Cooperation Community Development Extracurricular Activities Higher Education Inquiry Learning Activities Local History Middle Schools Partnerships in Education Social Studies Student Development Student Projects Polman, Joseph L. Reports - Descriptive Speeches/Meeting Papers Historical Research English Every year, K-12 students throughout the U.S. learn about their local community's historical roots and development, economy, weather, climate, and geology. With the increasing prevalence of inquiry-based approaches to teaching and learning in history and science, new possibilities arise for authentic, situated learning activities. One such possibility is linking children's inquiry projects with ongoing community efforts at historic preservation and community development. This paper discusses one example project, and the multiple aspects of development at work within it. The paper relates how the author organized and led a series of after school club activities with 13- and 14-year-old youth, university students, and other educators, including an after school coordinator from a nearby middle school. The paper explains that, loosely following the model used by Fifth Dimension after school clubs, the clubs were tied to university courses in this case: a graduate education course, "Technology-Supported Inquiry Learning" and, in the second year, an undergraduate senior archaeology field seminar. The paper focuses on conceptualizing and tracing the simultaneous, parallel, and linked development of individuals and several communities of practice, including the group of youth and adults involved in this historical inquiry project, the university students participating in related courses, and a group of citizens involved in community development. Appended are highlights of two slide shows. (Contains 36 references and 2 tables.) (BT) ED478754 Inquiry into Local History as a Means To Foster Multiple Levels of Development. 2002-04-00 20 N/A 2004 2016-11-21

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Yes Academic Standards Art Education Educational Change Educational Cooperation Educational Policy Elementary Secondary Education Fine Arts Postsecondary Education State Standards Burns, Maureen Reports - Descriptive Speeches/Meeting Papers University of California Irvine California Mandatory Programs Research in Education California English A national arts research agenda is presently substantiating claims about positive academic and social effects. As a result, states such as California responded with legislative activity that included the arts in mandates for educational reform. This was followed by the development of state content standards in dance, music, theater, and the visual arts to stimulate comprehensive, sequential arts programs in California's K-12 public schools. Yet these policy breakthroughs for arts education and the rhetorical promise of reform have not ensured compliance nor do they correspond to the reality of schooling. This paper describes the balance between this disconnection and provides a historical perspective on public policy and arts education research, and implementation at the local school level. The paper states that in California an emphasis on high stakes testing, including a high school exit examination that has exacerbated the problem and moved the arts to the curricular periphery in K-12 schools. It notes that, to complicate matters, the two large state systems for postsecondary schooling have adopted requirements of one year of visual or performing arts study for entrance eligibility. The Department of Education at the University of California Irvine, is working to build a community of learners to address these problems. The Arts Core research project, providing professional development for teachers, and the ArtsBridge program, building instructional partnerships among artists and K-12 teachers, are two examples of collaborative efforts aimed at successfully integrating the arts into the K-12 curriculum. (Contains 30 references.) (Author/BT) ED478755 Connecting Arts Education Policy and Research to Classroom Teaching. 2003-04-00 23 N/A 2004 2016-11-21

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Yes Foreign Countries Personal Narratives Perspective Taking Terrorism Violence World Affairs Christodoulou, Niki Opinion Papers Speeches/Meeting Papers Cyprus Personal Experiences Saudi Arabia United States Cyprus Saudi Arabia United States English This paper employs an autobiographical method using biographical elements from narrated experiences from Cyprus, Saudi Arabia, and the United States, where she has come to study. The paper offers perspectives on the September 11, 2001 tragedy and other acts of terrorism, violence, and mass destruction. It describes how the author's Cyprus experience was revived through the U.S. experience on the 11th of September, and through familiarity with the status quo that exists in Islamic countries, based on the Islamic law, giving a different perspective on issues of violence. Postmodernism directs people toward giving answers to this and other questions using multiple lenses, and respecting multiple meanings and perspectives. The paper briefly states a thesis regarding the controversial issue of whether violence should be discussed at schools. The intent of the paper is not to criticize or judge, but rather to respond to all those who think they know more, who view things from one perspective, who say that others do not care. The paper is addressed to people who have experienced the tragedy of September 11th, as well as other tragedies as a result of violence and terrorism. It is also addresses educators who are concerned with issues of violent behavior in the world. (Author/BT) ED478756 Saudi Arabia, Cyprus, America and the World: September 11th from Another Perspective. 2003-04-00 19 N/A 2004 2016-11-21

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Yes Educational Objectives Foreign Countries Higher Education Politics Terrorism Violence World Affairs Christodoulou, Niki Opinion Papers Speeches/Meeting Papers Cyprus Personal Experiences Power Relations Saudi Arabia United States Cyprus Saudi Arabia United States English This paper's purpose is to illustrate, through the author's personal experiences, that violent actions occur in the world that affect people, countries, and relations in multiple levels and numerous ways. Using autobiographical inquiry, the author narrates how she experienced violence in three different countries in which she has lived. In Cyprus, her home country, she experienced what it means to be a refugee, and what it means to live in an occupied country. In Saudi Arabia, she experienced what it means to be oppressed, and what it means not to be respected as a human being due to gender, religion, culture, and traditions. In the United States, she experienced the consequences of terrorism, destruction, imperialism, and its aftermath. The paper explores issues of power, violence, and "otherness." It focuses on the devastation, destruction, pain, and sadness any activity of terrorism causes. It tries to show that with war, people cannot achieve freedom, and that with power, or with activities that aim in displaying power, people cannot save the world, nor make it a better place. The paper states that the U.S. involvement in the politics of other countries occurs in a way that serves mainly its own purposes. The paper seeks to show, through narrating the author's story, that there are consequences for what the United States does in other countries, offering the example of Cyprus. It also intends to show that education should be the means in making a difference, not power or violence. (Author/BT) ED478757 Politics, Violence, and Education: Other People's Countries. 2003-04-00 10 N/A 2004 2016-11-21

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Yes Case Studies Elementary Education Field Studies Mentors Mundell, Leah Reports - Research Speeches/Meeting Papers Volunteerism English In 1999, Philadelphia (Pennsylvania) school superintendent David Hornbeck introduced educators and religious leaders to his requirement that each public school in the city develop a relationship with a faith partner, a religious institution that could share facilities and resources with the school. Hornbeck saw religious institutions and schools as possibly the only two stable institutions remaining in the inner city. He felt that these two should work together to meet the needs of their primary constituents--children. Hornbeck's comprehensive school reform plan included two strategies for public engagement in education: (1) the linking of schools with community-based organizations, and (2) the development of a campaign to bring 10,000 volunteers into the public schools. The faith partnership initiative helped to fulfill both of these requirements for reform. Susan Brin Hyatt, in her work on tenant management, shows how neoliberal principles are manifested in the U.S. emphasis on volunteerism and service at a moment when the state is increasingly relinquishing responsibility for the public welfare. This paper provides an ethnographic account of the type of volunteer effort that Hyatt might critique, examining the motivations and hesitations that characterize volunteer experiences. The paper presents an account of the agency of volunteers in resisting and engaging with the regime of volunteerism in a neoliberal state. It draws on fieldwork with a faith-based mentoring program (one of the most successful in the district, with over 40 volunteers participating each year) at an elementary school in south Philadelphia. (Contains 17 references and 5 notes.) (BT) ED478758 Faith Partnerships and Public Schools in Philadelphia: Rewards and Perils. 2003-04-00 27 N/A 2004 2016-11-21

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Yes Context Effect Cooperative Learning Cross Age Teaching Elementary Secondary Education Peer Teaching Reciprocal Teaching Student Behavior Student Characteristics Tutoring Puchner, Laurel D. Reports - Descriptive Speeches/Meeting Papers English This paper synthesizes what is known from previous research about the effects of children teaching other children in different K-12 contexts, emphasizing the academic and affective impact of such activity on the child doing the teaching. The study reviews peer teaching, integrating research findings about different types of peer teaching into one analysis. It assesses the extent to which the development of teaching abilities is good general education for students and identifies areas related to the topic that are insufficiently researched. Data are presented on (1) the effectiveness of standard peer teaching approaches: cross-age and same-age peer tutoring, cooperative learning, reciprocal peer tutoring, and reciprocal teaching; (2) conditions affecting peer teaching outcomes: contextual features (e.g., group rewards, individual accountability, and the composition of the cooperative learning group or peer tutoring dyad); student characteristics and behaviors (e.g., children who provide detailed and complex explanations to other children learn the most in peer tutoring and cooperative learning contexts); and (3) what it is about teaching others that leads to learning (e.g., the cognitive effects of explaining to others and arguing with others). (Contains 56 references.) (SM) ED478759 Children Teaching for Learning: What Happens When Children Teach Others in the Classroom? 2003-04-00 16 N/A 2004 8/19/2004 22:26:56 RIEMAR2004 Support provided by the Hoenny Center for Research and Development in Teaching. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Doctoral Programs Elementary Secondary Education Higher Education Postsecondary Education as a Field of Study Preservice Teacher Education Specialist in Education Degrees Teacher Educator Education Teacher Educators Harris, Mary M. Reports - Research Speeches/Meeting Papers Texas Texas English In 2001, 11 Texas universities offering doctoral programs in education completed surveys about the focus of their programs on preparing teacher educators. Overall, three stated that their degrees in educational leadership were designed primarily to prepare school leaders, but might prepare teacher educators. The rest cited as teacher education doctorates their Ph.D. and/or Ed.D. degrees in various fields. The institutions addressed 13 topics in their doctoral programs (e.g., curriculum theory, research in teaching, and theories/strategies of instruction and classroom management). Regarding additional experiences to prepare doctoral candidates as teacher educators, one cited the doctoral dissertation, two cited graduate assistant assignments in preservice education, and one indicated that either field research or an internship was required for the Ed.D. degree. A second survey, designed to learn more about knowledge and experience desired by the "market" for teacher educators, was completed by 49 teacher education entities that offered programs approved by the State Board for Educator Certification that were not doctoral institutions. Results indicated that although graduates of most Texas doctoral programs in education might, at some time, be employed as teacher educators, only a small set of doctoral institutions have a terminal degree program specifically to prepare teacher educators. A number of factors in Texas teacher education policy discourage program quality. (SM) ED478760 Preparing the Teacher Educators of the Future. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Foreign Countries High School Students Interpersonal Communication Public Schools Secondary Education Student Attitudes Teacher Characteristics Teacher Competencies Teacher Effectiveness Teacher Student Relationship Teaching Skills Koutsoulis, Michalis Reports - Research Speeches/Meeting Papers Cyprus Cyprus English This study examined the teacher characteristics that students considered important in defining teacher effectiveness, focusing on human characteristics, communication skills, and teaching and production characteristics. Students from 25 high schools in Cyprus completed the Classroom Culture Description Questionnaire. Overall, students listed 94 different characteristics of effective teachers. The most commonly listed human characteristic was the ability to show understanding, followed by teacher friendliness. The most frequently noted communication characteristic was the ability to communicate effectively with students and to handle teacher-student relations. This was followed by effective classroom management. Regarding teaching ability, most students wanted lessons to be interesting and motivating. Students at different achievement levels understood teacher effectiveness differently. Students with the lowest achievement focused more on human characteristics and teaching skills and less on communication skills. High achievers wanted their teachers to be knowledgeable and clever and to not spend time on comments about students' behavior. (Contains 11 references.) (SM) ED478761 The Characteristics of the Effective Teacher in Cyprus Public High School: The Students' Perspective. 2003-04-00 11 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Modeling (Psychology) Preservice Teacher Education Role Models Teacher Educators Loughran, John Berry, Amanda Reports - Descriptive Speeches/Meeting Papers Behavior Modeling English This paper explains one university's approach to explicit modeling of practice. It briefly outlines the university's conception of episteme and phronesis, then explores the university's views of explicit modeling, which is seen as operating concurrently at two levels. At one level, it is about teacher educators "doing" in their practice what they expect their students to do in their teaching. This means they must model the use of engaging and innovative teaching practices, rather than deliver information about such practice through traditional approaches. At another level, there is a need to offer student teachers access to the pedagogical reasoning, feelings, thoughts, and actions that accompany practice across a range of teaching and learning experiences. Teacher educators make such access available in a variety of ways, through think-alouds, journaling, discussions during and after class with groups and individuals, and questioning, probing, and inquiry created through pedagogic interventions during teaching and debriefing of shared teaching and learning experiences. Four areas articulated through the university's experiences include: professional critique offers ways of seeing into experience; seeing different types of teaching decisions in action helps highlight the problematic nature of teaching; genuinely searching for differences between actions and intent; and valuing collaboration and co-teaching. (Contains 23 references.) (SM) ED478762 Modelling by Teacher Educators. 2003-04-00 18 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Education Elementary School Mathematics Homework Mathematics Education Parent Responsibility Pedagogical Content Knowledge Scores Standardized Tests Teaching Methods Bailey, Lora B. Reports - Descriptive English The purpose of this research is to provide elementary mathematics teachers strategies that will enhance their knowledge of standards-based mathematics content and pedagogy and to increase parents' and homework help-line employees' knowledge of standards-based mathematics concepts. Teacher participation in standards-based mathematics activities is intended to promote greater access to developmentally effective mathematics instruction for underachieving students. Parent and homework help-line training is intended to provide support to students as they attempt to complete standards-based homework assignments. The project work is intended to impact students' mathematics standardized test scores, mathematics classroom grades, teachers' mathematical content knowledge, and parental support. (Contains 29 references.) (Author/SM) ED478763 Standards-Based Mathematics Training To Improve Teacher's Content Knowledge and Enhance Parental Support for Student Learning. 2003-00-00 14 N/A 2004 8/19/2004 22:27:03 RIEMAR2004

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Yes Elementary Secondary Education Higher Education Preservice Teacher Education Service Learning Student Participation Student Teachers Shastri, Anuradhaa Reports - Research Speeches/Meeting Papers English This study examined the impact of service learning on preservice teachers, integrating service learning into an undergraduate Educational Psychology course. The study focused on the impact of service learning in the areas of preservice teachers' personal, professional, academic, and career functioning. The student teachers were placed at a local elementary school that had a high poverty index. Participants were required to engage in service learning for a minimum of 20 hours in activities such as assisting the classroom teacher with organizing and conducting classroom activities, going on field trips, tutoring, and serving as reading buddies. They were also required to turn in a triple-entry journal, a reflective paper, and written free responses. Analysis of the ungraded written free responses indicated that student teachers enjoyed the project and learned strategies for tutoring. They appreciated the opportunity to watch, listen, and learn, and they had their eyes opened to the experiences of impoverished students. Students felt that the service learning reinforced their desire to teach. (SM) ED478764 Preservice Teachers' Responses to a Service-Learning Experience. 2003-04-00 9 N/A 2004 8/19/2004 22:27:04 RIEMAR2004 Support provided by a Faculty Development Grant and Individual Development Award of the Campus Professional Development and Quality of Working Life, SUNY, Oneonta, 2002-2003. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Abstract Reasoning Cognitive Style Content Area Reading Creative Thinking Deduction Elementary Secondary Education Induction Student Educational Objectives Student Needs Thinking Skills Ediger, Marlow Guides - Non-Classroom Opinion Papers Reading Thinking Relationship English The reading teacher needs to be well versed in the teaching of reading, which includes different patterns of thinking in each student. A skilled reader develops patterns of thinking pertaining to content read. Identified patterns of thinking need to be analyzed and incorporated as objectives for student attainment in reading. This paper discusses reading to achieve factual content, analyzing subject matter, creative thinking, deductive thinking, inductive thinking, and reasoning or logical thinking. (Contains 10 references.) (NKA) ED478765 Patterns of Thinking in Reading. 2003-05-29 10 N/A 2004 2016-11-21

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Yes Abstract Reasoning Elementary Secondary Education Reading Comprehension Skill Development Symbols (Mathematics) Ediger, Marlow Guides - Non-Classroom Opinion Papers Meaningfulness Reading Across the Curriculum Symbols (Cartography) English Generally, reading is perceived as consisting of identifying words and increasing comprehension skills, but there are a plethora of additional symbols which students need to read and comprehend meaningfully. This paper first discusses reading across the curriculum, emphasizing abstract words, and then considers symbols peculiar to diverse academic disciplines. The paper discusses reading map and globe symbols, reading symbols in mathematics, and reading symbols in science. (NKA) ED478766 Meaning in Reading Symbols across the Curriculum. 2003-06-03 7 N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Mathematics Skills Numeracy State Standards Student Educational Objectives Student Evaluation Testing Ediger, Marlow Guides - Non-Classroom Opinion Papers Mandated Tests National Council of Teachers of Mathematics English At the present time, state mandated testing is solely in mathematics and reading, so it behooves schools to provide the best mathematics curriculum. Adults who are deficient in numeracy face difficulties in the societal arena. Objectives in mathematics need to be carefully selected by the teacher. Three categories of objectives should be stressed: knowledge, skills, and attitudes. This paper discusses the following four sources of objectives for student achievement: those in the manual section of a carefully chosen basal textbook; those which a state mandates for learner achievement; those cited by the National Council of Teachers of Mathematics (NCTM, 1989); and those defined by the learners themselves. The paper suggests various ways to involve students in determining the mathematics curriculum. It discusses key ideas which students need to achieve in a developmental mathematics curriculum, as well as key ideas for teachers to use in teaching. The paper also suggests the use of teaching aids, which have been made by teachers for their use. It lists five ways for teachers to assess student progress in mathematics. (NKA) ED478767 Reading, Mathematics, and the Pupil. 2003-06-10 10 N/A 2004 2016-11-21

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Yes Higher Education Mass Media Media Literacy Models Outcomes of Education Relevance (Education) Secondary Education McMahon, Barrie Opinion Papers Reports - Research Speeches/Meeting Papers Media Appraisal Rigor (Evaluation) English Today's barrage of the "immediate content constructed as spectacle" seems to leave little space in the media to consider what lies behind the events--the contexts and causes. The global society rushes headlong into courses of action, either opposing the world's super power or supporting it, without the opportunity by means of the mass media, to consider, reflect, question, and appraise the likely consequences of people's actions. Perhaps those who come from the smaller nations feel even more despondent about their plight and the media's seeming incapacity to engage them in the debates. As America becomes increasingly belligerent in asserting its world dominance, the smaller nations scramble for some sort of security. This paper discusses media education in a global society. The paper advocates quality monitoring of the educational outcomes, which means that quality monitoring instruments must be developed. The final test of relevance and rigor is whether the student in a media education program can graduate with a critical framework that can be applied to media events of the future. Proposed in the paper is an instrument intended to do this. It can be used with students of any age, but in this illustration, young adults are the group being addressed. The paper first discusses everyday classroom practice and then proceeds from classroom practice to critical framework. It next outlines the "Learning, Monitoring, and Assessment Model," developed in Perth, Western Australia. It also discusses assessing a media task. (NKA) ED478768 Relevance and Rigour in Media Education. 2003-06-28 27 N/A 2004 2016-11-21

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Yes Academic Achievement Action Research Advance Organizers Family Characteristics Graphic Organizers Phonemic Awareness Primary Education Prior Learning Reading Comprehension Reading Improvement Reading Strategies Self Evaluation (Individuals) Vocabulary Skills Langford, Patricia A. Rizzo, Sandra K. Roth, Jean M. Dissertations/Theses Reports - Research Tests/Questionnaires English This study was an action research project designed to improve students' reading comprehension. Students in the targeted kindergarten, second, and third grade classes exhibited a lack of reading comprehension, which interfered with their academic achievement. Data was collected by student and parent surveys, observations, and document analysis. Among factors influencing students' reading comprehension were an inability to access prior knowledge, limited vocabulary, lack of phonemic awareness, and family characteristics. According to the literature, advance organizers enabled students to remember important information, and shared knowledge and social interaction aided in students' ability to construct knowledge. For this reason, the implementation of reading strategies that focuses on advance organizers and self-assessment were selected as intervention strategies. Various graphic organizers, an observation checklist, and a document analysis were incorporated into the daily curriculum in the targeted classrooms. Post-intervention data indicated an improvement in accessing prior knowledge, organizing ideas, and strengthening connections to understanding. Appendixes contain a parent survey; a student survey; an observation checklist; and a document analysis. (Contains 29 references, 3 tables, and 5 figures.) (Author/PM) ED478769 Improving Student Comprehension in Content Areas through the Use of Reading Strategies. 2003-05-00 59 N/A 2004 8/19/2004 22:27:14 RIEMAR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Administrator Attitudes Administrator Effectiveness Educational Research Elementary Education Interviews Listening Skills Principals Teacher Attitudes Teacher Surveys Tate, Jeannine S. Reports - Research Speeches/Meeting Papers Sense Making Approach Teacher Principal Relationship Educational Leadership English A study was conducted to explore the ways effective elementary school principals use their listening skills in conversations with their teachers to better understand them, make decisions, and make sense of the day-to-day operations of their schools. Additionally, teachers' perceptions of their effective principals' listening skills were investigated to better understand the impact that those listening skills have on teachers and their work. Subjects interviewed were six elementary school principals with reputations for excellence. Qualitative and quantitative research methods were used to explore the sense-making strategies of school leaders. Full-time teachers who worked for the principals for a year or more completed written Likert-style surveys about their listening skills. Results fell into five major themes: perceptions of listening styles; listening to build trust and relationships; keeping up with what was going on in the building; listening to make decisions; and the need of teachers to be listened to by their principals. The principals in the study expressed intense frustration at the fact that there simply were not enough hours in the day to do everything they needed to do. Elementary school principals face extraordinary pressure from their schools' stakeholders to be successful. Effective principals will lead more effective schools, and the benefits will be passed on to students. (NKA) ED478770 School Leaders and the Strategic Impact of Listening. 2003-07-18 17 N/A 2004 2016-11-21

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Yes Class Organization Classroom Environment Classroom Observation Techniques Classroom Research Classroom Techniques Middle Schools Reflective Teaching Self Evaluation (Individuals) Student Attitudes Teacher Attitudes Teacher Researchers Teacher Student Relationship Teaching Conditions Teaching Methods Dinsmore, Terri Sue Reports - Research Tests/Questionnaires English This paper is a report of a middle-school teacher's study of classroom management. The teacher/researcher was interested in how some of the techniques in the Kovalik Integrated Thematic Instruction model of training would influence the teacher/researcher's classroom management; the effects of direct instruction within a community circle; the effects of plants, lighting, and music on student behavior; and the significance of teacher preparation on classroom management. Data were collected from surveys of the teacher/researcher's students, classroom observations, and self-observations and journal entries. The study revealed that the amount of teacher preparation, presentation method used, and aspects of classroom environment all influenced classroom management to some degree. Teacher preparation was strongly linked to off-task student behavior. Students were more on-task when direct instruction was given in a community circle. The classroom environment, mainly soft lighting and music, created an inviting and comfortable atmosphere promoting on-task behavior. From the study the teacher/researcher created an action plan. Included in the paper are a literature review; a number of tables and graphs illustrating important points; and appendices that include the survey instrument, a seating chart for classroom observation, and a journal entry form. (WFA) ED478771 Classroom Management. 2003-06-20 30 N/A 2004 8/19/2004 22:27:17 RIEMAR2004

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Yes Educational Administration Educational Improvement Educational Quality Educational Research Elementary Secondary Education Faculty Development Inservice Teacher Education Professional Development Professional Training Staff Development Teacher Improvement Achilles, C. M. Opinion Papers Speeches/Meeting Papers Tests/Questionnaires Capacity Building English This essay discusses professional development as a capacity-building strategy. It raises questions about various approaches to capacity building, including the emphasis on professional development. It states that despite self-reports and surveys, scant, if any, replicable empirical evidence relates professional development to changes in teacher behavior and improved student outcomes. The paper calls for educators to critique the assumptions and assertions behind the call for professional development and offers some available scientifically based research approaches to education improvement. The paper goes on to support more scientifically based research in education and presents a new model for professional development based on scientifically based research. Included are: a sample of studies that support professional development, but fail to find empirical evidence of teacher change or student improvement and appendices that contain: a glossary of terms, a checklist for staff development, a survey instrument used to collect data on research-based information that improves student outcomes, and a six-level phase model to help policymakers and practitioners sort the issues in educational research; and 30 references. (WFA) ED478772 Education Administration (EdAd) and Capacity for School Improvement: Restructuring Public Education. 2003-04-00 26 N/A 2004 2016-11-21

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Yes College Faculty College Students Higher Education Peer Influence Peer Relationship Student Development Student Participation Teacher Student Relationship Moran, E. Thomas Gonyea, Thomas Reports - Research Effort English This study examined the extent to which each of four factors contributes to students' estimates of their development in college. These factors are: (1) student/faculty interaction; (3) student involvement; (3) quality of a student's effort; and (4) peer interaction. A mail survey was completed by 484 students. The instrument used was the College Student Experience Questionnaire (C. Pace, 1983), a measure of the quality and level of college student involvement in a range of campus activities. Academically related peer interaction was found to make a greater contribution to students' estimates of gains than did the other three factors. Peer interaction had a strong predictive capacity for student outcomes, surpassing, by a considerable extent, the other factors. (Contains 2 tables and 69 references.) (SLD) ED478773 The Influence of Academically-Focused Peer Interaction on College Students' Development. 2003-00-00 24 N/A 2004 2016-11-21

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No Colleges Geographic Location Higher Education Institutional Characteristics School Location Urban Areas Ridley, Dennis R. Reports - Research Place Identity Virginia Wesleyan College English How can physical location be used as a clue to defining the identity of a college or university? This paper presents the experience of one college, Virginia Wesleyan College, exploring two issues related to this question that arose from its special circumstances of physical location with respect to surrounding municipalities. Virginia Wesleyan straddles the border between two large cities, Norfolk and Virginia Beach in the South Hampton Roads region of extreme southeast Virginia. Two issues were investigated. The first was whether Virginia Wesleyan is unique in its location's attributes. A careful and disciplined inquiry comparing the locations of 20 eligible candidate-city pairs suggests that the College is in rare, if not unique, circumstances in that respect. The second issue was whether findings could provide clues in the quest to clarify the identity of the college. It is anticipated that exploration of these issues will be the basis of a general reflection on College identity. An appendix contains details of the campus map/border situation at the College. (SLD) ED478774 Physical Location as a Clue to College Identity: A Case Study. 2003-00-00 15 N/A 2004 2016-11-21

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Yes Colleges Foreign Countries Higher Education International Cooperation Program Implementation Edelson, Paul Jay Reports - Descriptive Speeches/Meeting Papers English This paper provides an overview of the challenges that impede success in collaboration among U.S. institutions of higher education and foreign institutions. There are problems in many areas, including administrative aspects, regulatory environment, the fiscal situation, and cultural and political factors. In crafting a response strategy, some things are highlighted, including: (1) developing staff expertise; (2) structural preparedness; (3) addressing the economic inequality between nations; and (4) expanding commitments to globalization. Programs that work well are based on prior experience with the type of program envisioned and fall within the normal and regular range of activities of the institution. Decision-making responsibilities are apportioned correctly, and there are incentives for motivation. Time is allowed to address the logistics, and the program is simple enough to be explained. Both parties have an exit strategy. The program requires "consumers" in that it addresses a need. Incremental improvements are planned for, and there is trust among participants. In planning international collaboration between institutions of higher education, a prior awareness of possible areas of difficulty can alert participants to possible problems. (SLD) ED478775 International Collaboration in Higher Education: An Overview of Critical Issues. 2003-06-00 13 N/A 2004 8/19/2004 22:27:24 RIEMAR2004 Paper presented at the Virtual Educa Conference (Miami, FL, June 18-20, 2003).

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No College Faculty Computer Assisted Instruction Distance Education Higher Education Program Implementation Teaching Methods Davis, Beverly J. Reports - Descriptive English Recently, the "Chronicle of Higher Education" shared the results of a survey on distance learning that showed that attitudes toward distance learning were more favorable among those faculty members who had taught distance learning courses. Among the 72% of faculty members who had tried distance classes there was a general apprehension about faculty time commitment and increased workloads encouraged by higher education institutions. In the educational world, "Technoism" is the word used to describe the condemnation, guilt, and shame one feels when questioning the educational benefits of technology and education. Whether faculty members will be able to make educated choices or whether the future of distance education will be guided by Technoism remains to be determined. This paper offers recommendations to college faculty for the effective and appropriate use of distance learning. These include: (1) do not sacrifice substance for style; (2) try to have face-to-face meetings at least once or allow for some type of video-conferencing or real-time communication between student and teacher; (3) do not sacrifice teaching philosophy because of Technoism; and (4) do not use technology for the sake of technology without evaluating its usefulness. (Contains 11 references.) (SLD) ED478776 Distance Learning: Educated Choices or Educational Technoism? 2003-00-00 8 N/A 2004 8/19/2004 22:27:25 RIEMAR2004

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Yes Allied Health Occupations Allied Health Personnel Distance Education Educational Environment Graduate Students Graduate Study Internet Student Attitudes Sellers, Rebecca G. Wright, Kenneth E. Wright, Vivian H. Reports - Research Off Campus Students English The purpose of this study was to compare and contrast perceptions and attitudes of graduate students enrolled in an allied health program who access the same course material from a distance via the Internet with those students who may also access course material via the Internet, but who also have the opportunity to attend traditional on-campus class meetings. Two groups were defined based on residential status. The interactions of residential status and other independent variables affected some attitudes toward learning environments. Students who were under 25 years of age disagreed that an online learning environment gave them the ability to take a more active role in learning. Students with higher grade point averages were least satisfied with electronic access to library materials. Students who waited at least 4 years before returning to school were least satisfied with accessing resources through the Internet. This study provides a snapshot of a particular student population at a particular moment and offers implications for educators interested in offering and developing online graduate programs. (Contains 9 tables and 17 references.) (Author/SLD) ED478777 Attitudes and Perceptions of On- and Off-Campus Students of an Internet-Based Graduate Allied Health Program. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Graduate Students Graduate Study Satisfaction Supervisor Supervisee Relationship Supervisors Drysdale, M. T. B. Reports - Research Speeches/Meeting Papers Dyads English The purpose of this study was to examine satisfaction with the supervisory relationship, satisfaction with graduate education, reasons why both students and supervisors decide to work together, positive role modeling, and the decision to pursue an academic career. Other variables examined in the study included: gender, age, department/faculty, and student time to completion. Surveys were completed by 121 graduate students and 43 of their supervisors, resulting in 43 student/supervisor dyads. Supervisors reported greater satisfaction with the supervisory relationship than did students. Student satisfaction with the adviser was positively correlated with their satisfaction with graduate education. Point-biserial correlations and Pearson correlations revealed a significant positive relationship between overall satisfaction with the supervisory relationship and positive supervisor role modeling. However, the analyses failed to find significant correlations between the decision to pursue an academic career and overall satisfaction with the supervisory relationship and the decision to pursue an academic career and role modeling. A series of paired samples t-tests revealed significant differences between why students and supervisors decided to work together. Students selected "personality" as the most important reason for working with their supervisors, but supervisors selected "common research interest." (Contains 11 tables and 27 references.) (Author/SLD) ED478778 Dyad Interdependence: An Examination of the Student/Supervisor Relationship in Graduate Education. 2003-06-00 30 N/A 2004 2016-11-21

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Yes Community Colleges Educational Administration Educational Finance Educational Planning Finance Reform Financial Support Fund Raising Resource Allocation School Funds State Aid Two Year Colleges Birmingham, Kathryn M. Dissertations/Theses - Doctoral Dissertations Information Analyses Tests/Questionnaires English This study argues that community college funding and resource development must become a long-term core function of the institution due to changes in the source of revenue for community colleges. The research problem was: (1) to identify and describe how organizational structure and management activities have changed in four community colleges in response to the change in proportional funding of college operations by the state government; and (2) to develop and test a theoretical framework. The sources of data for the study were semi-structured interviews with 33 administrators, as well as on-site observations and review of institutional documents. The community colleges were in Florida, New York, North Carolina, and Texas. The four institutions studied were placed at a stage along the Integrated Income Acquisition and Management (IIAM) Continuum. Following the methodology of the comparative case study, modifications to the IIAM Continuum are indicated by the comparative analysis. The document recommends eight factors for implementing and sustaining the integration of income acquisition and management systems. The study found that four of the factors were present at all four institutions. The overriding obstacle for all four institutions was the lack of centralized strategic planning. Research instruments appended. (Contains 140 references.) (NB) ED478779 Toward an Integrated System of Income Acquisition and Management: Four Community College Responses. 2002-00-00 233 N/A 2004 8/19/2004 22:27:31 RIEMAR2004 Ph.D Dissertation, University of Florida.

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Yes Community Colleges Computer Uses in Education Discussion Groups Distance Education Internet Nontraditional Education Online Courses Poetry Two Year Colleges Virtual Classrooms Web Based Instruction de Vasconcelos, Maria Opinion Papers English The author describes her experiences teaching a computer-enhanced Modern Poetry course. The author argues that using computers enhances the concept of the classroom as learning community. It was the author's experience that students' postings on the discussion board created an atmosphere that encouraged student involvement, as opposed to the traditional environment in which the instructor maintains an authoritative control over the classroom. The author also suggests that students use Web sites to enhance their learning, rather than as a source for plagiarism, as some educators fear. The computers facilitated group work, allowing for less instructor feedback, and more from peers, which in turn helped students to be more accountable for their work. In addition, through postings, the weaker students can learn to imitate stronger verbal skills, and can learn more appropriate ways to present their own work and critique that of others. The paper suggests that the instructor needs to be clear about the desired outcomes of the course, the guidelines for participation, and thoughts and questions to generate during discussion. In addition, there should be a balance between the facilitator and the participants' interactions. The learning community brought together by computer-enhanced instruction changes the attitudes of both students and instructors. (NB) ED478780 Let Me Share a Secret with You! Teaching with Computers. 2002-00-00 9 N/A 2004 8/19/2004 22:27:33 RIEMAR2004

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Yes Community Colleges Distance Education Internet Nontraditional Education Online Courses Physics Two Year Colleges Virtual Classrooms Virtual Universities Web Based Instruction Adams, Neil D. Opinion Papers Reports - Descriptive Kentucky Kentucky English This paper describes the Introductory Physics I and II courses taught by the author via the Kentucky Community and Technical College System's Kentucky Virtual University (KYVU). Students can register for a KYVU course either online or at their local college. Because many of the students are not highly computer literate, and they may be working on older machines, the courses do not require the latest software options. The author found some students had difficulty obtaining textbooks, and thus suggests that they order the books from his college's bookstore. The textbook used includes a CD. The class schedule includes a start-up week, which allows students the time to examine the materials and get a feel for the Web site, and to allow for late registrants. Exams are conducted online, and are unproctored. Homework is e-mailed to the instructor. The course includes a discussion feature that allows students to correspond in asynchronous time, and a chat feature that allows synchronous discussion. Because of the scattered geographic locations of students, the author chose activities that could be performed using inexpensive equipment that is readily available to students. The author surveyed students who took the course in spring 2002. The return rate was 30%. More than 78% of those students rated the class as excellent, and the successful completion rate for all sessions was 63%. (NB) ED478781 Teaching Introductory Physics Online. 2003-01-07 13 N/A 2004 2016-11-21

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Yes Academic Ability Achievement Athletes Athletics Community Colleges School Holding Power Two Year Colleges Hobneck, Cheryl Mudge, Linda Turchi, Mary Dissertations/Theses Reports - Research Tests/Questionnaires English This study examined a program to improve the academic success and retention of student athletes at a target community college in central Illinois. The problem of academic success and retention was identified through use of document analysis, surveys, and interviews. Analysis of probable cause data revealed that varied perceptions of student athletes exist within the academic and athletic communities. Student athletes view themselves as being as successful academically as they are athletically. However, faculty perceive student athletes as primarily concerned with athletics, and that they lack academic skills needed to succeed. A review of solution strategies suggested in the literature, combined with an analysis of the problem setting, resulted in the selection of three interventions: (1) completion of educational development plans, (2) enrollment in a life skills course, and (3) examination of progress reports. Post intervention data indicated that most athletes were responsible students. The combination of a life skills class and the diligent use of progress reports aided in the academic growth of athletes. Appended are notes from a forum on student athletes, the faculty and student athlete surveys, and a blank copy of an educational development plan for athletes. (Contains 46 references.) (RC) ED478782 Improving Student Athlete Academic Success and Retention. 2003-05-00 79 N/A 2004 8/19/2004 22:27:37 RIEMAR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Community Colleges Identification (Psychology) Race Racial Identification Self Concept Student Attitudes Two Year Colleges Whites Ellis, Pilar Helene Reports - Research Cerritos College CA English This study explored white students' level of racial/ethnic identity development and whether pre-college characteristics and patterns of participation in curricular and co-curricular activities influenced identity development. This research focused on white students who attended a predominately Hispanic community college. Racial/ethnic identity development theory served as a framework for understanding student development. One hundred fifty students returned a mail survey that included Phinney's Multi-group Ethnic Identity Measure and demographic questionnaire. Quantitative and qualitative findings revealed that a majority had not explored their racial/ethnic identity. Participants' age, gender, socioeconomic status, high school racial composition, or participation in curricular or co-curricular activities influenced development. Implications of the research are also discussed. The author concludes that students in this study showed low awareness and concern for racial/ethnic differences and were ignorant of the implications of their whiteness. Therefore, the ability to reach its mission to prepare students to become informed citizens and leaders is questionable. Recommendations for the host institution included examining faculty and administrative cultures, assessing campus climate, and creating avenues to promote racial/ethnic identity development. Recommendations for student affairs and suggestions for further research are provided. Appended are copies of the cover letter, consent forms and questionnaire. (Contains 73 references.) (RC) ED478783 White Racial Identity Development at a Two-Year Institute. 2002-05-00 117 N/A 2004 2016-11-21

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Yes Adjunct Faculty Classroom Research Community Colleges Educational Assessment Faculty Development Formative Evaluation Instructional Improvement Learning Self Evaluation (Individuals) Two Year Colleges Tuby, Heidi S. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires Palm Beach Community College FL Valencia Community College FL Broward Community College FL English Investigates the use of Classroom Assessment Techniques (CATs) by adjunct faculty at three Florida community colleges. A qualitative methodology, with a phenomenological approach, helped to describe the meaning that the experience of using CATs had for adjunct professors. Interviews with eighteen participants were the primary means of data collection, supplemented by researcher field notes, demographic profile sheets and analysis of actual CATs. The data synthesized three levels of meaningful encounters, revealing the barriers that inhibited adjunct faculty use of CATs and how those obstacles were overcome, as well as facilitators that promoted use of CATs. A critical finding was that the CATs did not motivate adjunct faculty to move from "private" investigation of student learning to "public dialogue." The following conclusions were reached: (a) community college adjunct faculty use CATs to expand their own learning, often by designing probing questions in response to immediate classroom concerns; (b) deprivatizing adjunct faculty teaching is met with resistance; (c) CATs strengthen learning colleges as communication tools between instructors and individual students, but are not used to their fullest advantage to generate public dialogue on student learning. Institutional research forms, consent forms, and the interview instruments are appended. (Contains 127 references.) (RC) ED478784 Using Classroom Assessment Techniques: The Experiences of Adjunct Faculty at a Vanguard Learning College and Two Non-Vanguard Community Colleges. 2003-08-00 310 N/A 2004 2016-11-21

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No Caregiver Training Child Development Child Safety Child Welfare Discipline Family Needs Family Relationship Foster Care Foster Children Foster Family Learning Modules Parent Child Relationship Parenting Styles Self Evaluation (Individuals) Well Being Cunningham, Laurie Mathews, Joanne Budlong, Michael Brown-Manning, Robyn Moore, Jane Satterfield, Mattie Watson, Janet Zuskin, Ron Guides - Classroom - Learner Action Plans Kinship Foster Care Permanency Planning (Foster Care) Child Welfare League of America, Inc., Washington, DC. English This workbook for kinship care providers is designed to be used with a comprehensive 6-module, 9-session curriculum, providing caregivers with 27 hours of information and support related to kinship care. Sessions are designed to facilitate interaction and the sharing of experiences and support among participants. Meetings utilize a task-based strengths-oriented approach to learning whereby participant each develop a comprehensive individualized action plan for accessing needed resources and meeting identified family needs. The carebook is organized in 10 parts, the first 9 corresponding to the meeting topics: (1) introduction: a tradition of caring, introducing participants to the program and to one another and including an individualized assessment; (2) understanding the child welfare system; (3) supporting healthy development and managing loss; (4) identifying and meeting special needs for children who have been separated from their parents and might have experienced trauma and loss; (5) providing guidance and discipline; (6) maintaining family connections; (7) connecting children to safe, nurturing, lifelong relationships; (8) the kinship experience: family change; (9) finding and using resources to meet the caregivers' and children's needs; and (10) tips for promoting safety, permanence, and well-being. For each module, the following information is provided: (1) goals and objectives for participants; (2) meeting agenda; and (3) self-assessment forms, action plan forms, and other materials used in the meetings. The workbook concludes with a list of resources for kinship caregivers and a 27-item annotated bibliography. (KB) ED478785 A Tradition of Caring: Information Resources, and Support for Kinship Families. Carebook. 2003-00-00 ISBN-0878680-848-X Community Students 261 Child Welfare League of America, Inc., Publications Ordering Department, P.O. Box 2019, Annapolis Junction, MD 20797-0118 ($199.95). Tel: 800-407-6273 (Toll Free); e-mail: cwla@pmds.com; Web site: http://www.cwla.org. N/A 2004 2016-11-21

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No Caregiver Training Child Development Child Welfare Curriculum Guides Family Needs Foster Care Foster Children Foster Family Guides Leaders Guides Learning Modules Parent Child Relationship Cunningham, Laurie Mathews, Joanne Budlong, Michael Brown-Manning, Robyn Moore, Jane Satterfield, Mattie Watson, Janet Zuskin, Ron Guides - Non-Classroom Action Plans Kinship Foster Care Child Welfare League of America, Inc., Washington, DC. English This facilitator's guide serves as a framework for a comprehensive 6-module, 9-session curriculum, providing kinship caregivers with 27 hours of information and support related to kinship care. Sessions are designed to facilitate interaction and the sharing of experiences and support among participants. Meetings utilize a task-based, strengths-oriented approach to learning whereby participants each develop a comprehensive individualized action plan for accessing needed resources and meeting identified family needs. The facilitator's guide is organized in 5 parts. Part 1 describes the program and the desired outcomes, including how to connect the parent meetings with the kinship family assessment. Part 2 provides information to help facilitators prepare for the meetings, including qualifications and competencies of facilitators, roles and responsibilities of facilitators, and establishing a positive environment. Part 3 provides information on using the guide and the accompanying audiovisual materials. Part 4, the bulk of the guide, provides the following information for each of 9 meetings: (1) meeting agenda; (2) list of resources, transparencies, and materials; (3) meeting goals and objectives; and (4) instructions for meeting activities. Topics addressed in the meetings are: (1) introduction: a tradition of caring, introducing participants to the program and to one another and providing an opportunity for completing an individualized assessment; (2) understanding the child welfare system; (3) supporting healthy development and managing loss; (4) identifying and meeting special needs for children who have been separated from their parents and might have experienced trauma and loss; (5) providing guidance and discipline; (6) maintaining family connections; (7) connecting children to safe, nurturing, lifelong relationships; (8) the kinship experience: family change, providing strategies for dealing with changes that occur in the family as a result of kinship care; and (9) finding and using resources to meet the caregivers and children's needs. (KB) ED478786 A Tradition of Caring: Information Resources, and Support for Kinship Families. Facilitator's Guide [with CD-ROM]. 2003-00-00 ISBN-0878680-848-X Community 301 Child Welfare League of America, Inc., Publications Ordering Department, P.O. Box 2019, Annapolis, MD 20797-0118 ($199.95). Tel: 800-407-6273 (Toll Free); e-mail: cwla@pmds.com; Web site: http://www.cwla.org. N/A 2004 2016-11-21

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No Child Development Child Welfare Childhood Needs Family Characteristics Family Needs Foster Care Foster Children Foster Family Guides Parent Child Relationship Self Evaluation (Individuals) Guides - Non-Classroom Genograms Kinship Foster Care Child Welfare League of America, Inc., Washington, DC. English This guide was developed to help child welfare professionals design an effective strength-base process for working mutually with kinship families to assess their ability and willingness to provide care for a relative child in their home. The guide, designed for use with an accompanying curriculum, is organized into four parts. Part 1 introduces the guide and describes its use. Part 2 provides an overview of kinship care, its history, and the philosophy of kinship care services in child welfare. This part also discusses the role of assessment in working with kinship families; presents a rationale for using mutuality in kinship assessments; provides information regarding challenges in conducting assessments with kinship families; and offers recommendations for building relationships and providing support to families during assessment. Part 3 describes the process of mutual assessment, including combining family assessment and training, conducting initial meetings, and continuing the assessment in relation to desired outcomes related to: (1) understanding the child welfare service system; (2) supporting healthy development and managing loss; (3) identifying and meeting special needs; (4) providing guidance and discipline; (5) maintaining family connections; (6) connecting children to safe, nurturing, lifelong relationships; and (7) adapting to family change; and (8)getting help finding and using resources. Part 4 delineates the tools and resources from the accompanying curriculum that can be utilized in the kinship assessment process. (KB) ED478787 A Tradition of Caring: A Guide for Assessing Families for Kinship Care. Assessment Guide. 2003-00-00 ISBN-0878680-848-X Community 39 Child Welfare League of America, Inc., Publications Ordering Department, P.O. Box 2019, Annapolis Junction, MD 20797-0118 ($49.95). Tel: 800-407-6273; e-mail: cwla@pmds.com; Web site: http://www.cwla.org. N/A 2004 2016-11-21

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Yes Adolescent Development Adolescents Adoption Agency Cooperation Change Strategies Child Welfare Childhood Needs Delivery Systems Family Needs Force Field Analysis Foster Care Foster Children Foster Family Independent Living Interprofessional Relationship State Agencies Charles, Kristi Nelson, Jennifer Reports - Descriptive Barriers to Change Think Tanks Barriers to Implementation Family Reunification Out of Home Care Adoption and Safe Families Act 1997 Permanency Planning (Foster Care) Adoption and Safe Families Act 1997 English As part of their efforts to help the child welfare system develop integrated strategies, approaches, and policies that assist agencies as they recruit and prepare foster families, adoptive families, and staff to meet the needs of adolescents in foster care, the National Resource Center for Youth Development engaged in a year-long study of child welfare policy that included a review of federally funded adolescent adoption demonstration projects and sponsorship of a think tank to address the issues associated with the Adoption and Safe Families Act in relationship to adolescents. This three-part monograph provides information on issues and possibilities related to permanency for adolescents, implications of permanency on independent living services, and barriers to adolescent permanency. Part 1 provides an overview of the permanency issues for older youth in care, including a discussion of adolescent needs and barriers to adolescent adoption or permanent placements. Part 2 presents findings and outcomes of the Adolescents and Permanency Think Tank which brought together state independent living coordinators, state foster care workers, state adoption workers, and youth to work in small groups to identify specific strategies related to relationships with caring peers and adults, youth-driven change, youth-defined family connections, organization and workforce enhancement, and adoption as an option. Part 3 offers eight recommendations for achieving permanency for adolescents as a national agenda and challenge to states to focus on adolescents' specific needs. The report's four appendices list Think Tank partcipants and summarize group discussions and force field analysis results. (Contains 22 references.) (KB) ED478788 Permanency Planning: Creating Life Long Connections. What Does It Mean for Adolescents? 2000-04-00 Policymakers 36 University of Oklahoma, College of Continuing Education, National Resource Center for Youth Development, 4502 E/ 41st Street. Building 4W, Tulsa, OK 74135-2512. Tel: 918-660-3700; Fax: 918-660-3737; Web site: http://www.nrcys.ou.edu. For full text: http://www.nrcys.ou.edu/PDFs/Mono.pdf. N/A 2004 2016-11-21

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Yes Compensatory Education Data Analysis Data Collection Delivery Systems Early Intervention Experiments Field Tests Low Income Groups Measurement Techniques Measures (Individuals) Outcomes of Education Preschool Education Program Effectiveness Program Evaluation Research Design Sampling School Readiness Puma, Michael Bell, Stephen Shapiro, Gary Broene, Pam Cook, Ronna Friedman, Janet Heid, Camilla Reports - Evaluative Reports - Research Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. English Along with the rapid expansion over the past decade of Head Start, a program providing comprehensive early childhood development services to low-income children, their families, and their communities, has come the demand for rigorous research to demonstrate program effectiveness. This report describes the proposed design of a national study of the impact of Head Start on children, mandated through the 1998 reauthorization of Head Start. The study will entail the selection of a sample of Head Start applicants who will be randomly assigned to either a treatment or a control group. A field test is proposed to run parallel with initial site recruitment to inform later design modifications or refinements. The focus of the study will be the impact of federal Head Start on children, how program effects vary along a variety of dimensions, and the contribution of the Head Start service model to child outcomes compared to those of less intensive services. Other information included in the report are details of the research goals and objectives; the selection of study samples of grantees/delegate agencies and children; participant recruitment procedures; random assignment procedures; definition and collection of outcome measures related to children, families, programs, and context; and data analysis plans regarding treatment impact, non-response bias, and community-wide effects. The report's four appendices describe the sample cluster stratification, describe ways to analyze program impacts without placing a 2-year exclusion on controls, discuss data sources for Head Start programs in "saturation" communities, and contain the impact research-related amendment to the Head Start Act 1998. (KB) ED478789 Building Futures: The Head Start Impact Study. Research Design Plan. 2001-03-31 Policymakers 105 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-683-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/hs/research_plan_4-251.pdf. N/A 2004 2020-07-14

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Yes Case Studies Client Characteristics (Human Services) Diversity (Student) Family Characteristics Family Involvement Grandparents Raising Grandchildren Interviews Parent Participation Parents Preschool Children Preschool Education Preschool Teachers Program Descriptions O'Brien, Robert W. D'Elio, Mary Ann Vaden-Kiernan, Michael Magee, Candice Younoszai, Tina Keane, Michael J. Connell, David C. Hailey, Linda Reports - Descriptive Head Start Family and Child Experiences Survey Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration for Children and Families (DHHS), Washington, DC. English Recognizing that families have played an essential role in the Head Start philosophy since the program's inception, the Head Start Family and Child Experiences Survey (FACES) is an effort to develop a descriptive profile of families participating in the Head Start program and services, as well as to develop, test, and refine Program Performance Measures for Head Start. The findings in this technical report focus on descriptions of the characteristics and experiences of children and families served by Head Start grantees and information about programs and staff. Participating in FACES were staff and families in 40 programs randomly selected from the 1,734 programs operating during 1995-1996. The report is organized into six sections: (1) introduction to the study; (2) information about families and children drawn from interviews with Head Start parents; (3) information about staff and program activities drawn from interviews with Head Start staff; (4) findings from case studies of 120 Head Start families selected from the larger sample; (5) findings of the community agency substudy drawn from interviews with community agency administrators; and (6) discussion of study findings drawn across the entire array of data sources. Across the variety of data sources, the findings lead to the following conclusions: (1) Head Start families are diverse; (2) Head Start families are like other families; (3) Head Start families face multiple challenges and possess strengths to address these challenges; (4) Head Start families are active with their children as well as with Head Start; (5) parent involvement with children is important; (6) families benefit from program involvement; and (7) families were very satisfied with Head Start. (Contains 51 references.) (KB) ED478790 A Descriptive Study of Head Start Families: FACES Technical Report I. 2002-01-00 Administrators Policymakers Practitioners 470 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-638-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/faces/technical_report/technical_report.pdf. N/A 2004 2020-11-28

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Yes Comparative Analysis Creativity Early Childhood Education Educational Attitudes Educational Environment Elementary Secondary Education Family Characteristics Followup Studies Individual Development Late Adolescents Lifelong Learning Longitudinal Studies Montessori Method Montessori Schools Outcomes of Education Personality Development Self Control Student Attitudes Student Characteristics Young Adults Glenn, Christopher M. Reports - Evaluative English Premised on the view that students with more years of Montessori education (MEY) would possess to a higher degree those qualities emphasized in the Montessori environment and that Montessori students would be as successful as students more traditionally educated, this report presents the final assessment for the Longitudinal Assessment Study, initiated in 1986 to assess the effects of a Montessori education into adulthood. All participants attended the Franciscan Montessori Early School in Portland, Oregon and ranged in age from 16 to 27 years at the time of this assessment. Over a period of 18 years, 6 assessment cycles were conducted approximately once every 3 years, the first 4 focusing on quantitative information from surveys and personality and achievement tests, and the later 2 focusing on qualitative information from surveys using open-ended questions. For the later two assessments, the sample was split into three groups varying in the years of Montessori education: (1) few MEY (3-5 years); (2) some MEY (6-9 years); and (3) many MEY (10-16 years). The report describes the history and previous findings and discusses the impact of participant dropout. Findings are presented for demographics (including academic attainment, academic aspiration, living situation, and career goals) and attitudes and behaviors (judgment of parents' decision to send them to a Montessori school, approach to education, and "Montessori-like" personality or behavior). The report concludes by noting that even when sample bias was taken into account, a Montessori education was a key positive factor in the participants' academic, personal, and social development and is an important factor in their current identity. Some aspects of a Montessori education were related to short-term problems. The report suggests that families come to a Montessori education with a Montessori-like life philosophy emphasizing independence, lifelong learning, cooperation over competition, understanding over memorization, and self-direction and understanding. Several participants reported that the Montessori-combined academic and social approach was important in learning how to learn beyond high school and college. (Ten appendices include the Cycle 6 survey, verbatim open-ended participant comments, and data summaries.) (KB) ED478792 The Longitudinal Assessment Study (LAS): Eighteen Year Follow-Up. Final Report. 2003-00-00 Franciscan Montessori Earth School, Portland, OR. 68 N/A 2004 8/19/2004 22:27:57 RIEMAR2004

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Yes Access to Health Care Adolescents Child Health Childhood Needs Children Community Programs Enrollment Federal Programs Health Insurance Health Needs Immigrants Marketing Program Descriptions Program Design Special Health Problems State Programs Behrman, Richard E., Ed. Collected Works - Serials Historical Background Medicaid Children of Immigrants Childrens Health Insurance Program Health Status Childrens Health Insurance Program ISSN-1054-8289 David and Lucile Packard Foundation, Los Altos, CA. English This issue of "The Future of Children" focuses on efforts to provide publicly funded health insurance to low-income children in the United States through Medicaid and the State Children's Health Insurance Program (SCHIP). The articles summarize current knowledge and research about which children are uninsured and why, discuss ways to improve access to health care for special populations, explore aspects of designing and marketing public health insurance programs for children, and describe innovative strategies states have used to simplify enrollment and renewal procedures to help boost coverage. Following a statement of purpose for the volume, the articles are: (1) "Health Insurance for Children: Analysis and Recommendations" (Eugene M. Lewit, Courtney Bennett, and Richard E. Behrman); (2) "Historical Overview of Children's Health Care Coverage" (Cindy Mann, Diane Rowland, and Rachel Garfield); (3) "Which Children Are Still Uninsured and Why (John Holahan, Lisa Dubay, and Genevieve M. Kenney); (4) "Enrolling Eligible Children and Keeping Them Enrolled" (Donna Cohen Ross and Ian T. Hill); (5) "Gaps in Coverage for Children in Immigrant Families" (Gabrielle Lessard and Leighton Ku); (6) "The Unique Health Care Needs of Adolescents" (Claire D. Brindis, Madlyn C. Morreale, and Abigail English); (7) "Care of Children with Special Health Care Needs" (Peter G. Szilagyi); (8) "Reducing Health Disparities among Children" (Dana C. Hughes and Sandy Ng); (9) "How Public Health Insurance Programs for Children Work" (Kirsten Wysen, Cynthia Pernice, and Trish Riley); (10)"Promoting Public Health Insurance Programs for Children" (Michael J. Perry); 11) "Balancing Efficiency and Equity in the Design of Coverage Expansions for Children" (Linda J. Blumberg); (12) "Premium Assistance" (Richard E. Curtis and Edward Neuschler); (13) "Express Lane Eligibility" (Dawn Horner, Wendy Lazarus, and Beth Morrow); (14) "Presumptive Eligibility" (Rachel Klein); and (15) "Universal Health Care for Children: Two Local Initiatives" (Liane A. Wong). All articles contain endnotes. The issue concludes with a glossary of selected terms and acronyms, and a 23-item bibliography. (KB) ED478793 Health Insurance for Children. The Future for Children. Future of Children v13 n1 Spr 2003 2003-00-00 Policymakers 254 The Future of Children Distribution Center, P.O. Box 8, Williamsport, PA 17703-9911. Fax: 570-322-2063; e-mail: circulation@futureofchildren.org; Web site: http://www.futureofchildren.org. T 2004 2016-11-21

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Yes Air Pollution Asthma Cancer Child Health Children Environmental Influences Environmental Standards Hazardous Materials Incidence Indoor Air Pollution Lead Poisoning Measurement Techniques Measures (Individuals) Physical Environment Poverty Racial Differences Tables (Data) Trend Analysis Water Pollution Well Being Woodruff, Tracey J. Axelrad, Daniel A. Kyle, Amy D. Reports - Descriptive Respiratory Diseases Child Mortality Food Safety Nitrates Environmental Protection Agency, Washington, DC. Office of Children's Health Protection. English Noting that children may be affected by environmental contaminants quite differently from the way adults are affected, this report is the first on trends in measures reflecting environmental factors that may affect the health and well-being of children in the United States. For most measures presented, data between 1990 and 1999 were provided by federal agencies and include all children under age 18. Following a summary list of measures and presentation of key findings, the report is organized into three main sections. Section 1 presents measures showing the percentage of children exposed to critical concentrations of contaminants in outdoor air, indoor air, water, food, and soil. Section 2 presents measures of children's blood lead concentrations. Section 3 presents trends in asthma, chronic bronchitis, and childhood cancers. The report's final section discusses future directions in data collection, including ways in which existing measures could be improved, alternative data sources, and measures for possible inclusion in future reports. Major findings highlighted in the report include declines during the 1990s in the percentage of children living in areas where one or more criteria air pollutants exceeded national standards, and declines in the percentage of children in areas where drinking water standards for contaminants were exceeded. Also noted are declines in the percentage of homes of children under 7 years with a regular smoker, and decreases in the percent of foods showing detectable pesticide residues. Drops in average blood lead concentrations were attributed largely to the elimination of leaded gasoline. The prevalence of asthma and of childhood cancer increased during the last 15 to 20 years. The report's three appendices include data tables, data source descriptions, and a list of national health objectives relevant to the topic of the report. (Contains 53 references.) (KB) ED478794 America's Children and the Environment: A First View of Available Measures. 2000-12-00 Policymakers 85 U.S. EPA, National Service Center for Environmental Publications, P.O. Box 42419, Cincinnati, OH 45242. Tel: 800-490-9198 (Toll Free); Tel: 513-489-8190; Fax: 513-489-8695; e-mail: ncepimal@one.net; Web site: http://www.epa.gov. For full text: http://www.epa.gov/ipbpages/archive/v.0/26.htm. N/A 2004 2016-11-21

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Yes At Risk Persons Change Strategies Client Characteristics (Human Services) Delivery Systems Early Intervention Home Programs Infants Models Preschool Education Profiles Program Descriptions Program Evaluation Program Implementation Program Improvement Toddlers Kisker, Ellen Eliason Love, John M. Raikes, Helen Boller, Kimberly Paulsell, Diane Rosenberg, Linda Coolahan, Kathleen Berlin, Lisa J. Reports - Descriptive Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration for Children, Youth, and Families (DHHS), Washington, DC. Office of Research and Evaluation. Mathematica Policy Research, Princeton, NJ. English Early Head Start (EHS) is a comprehensive, two-generation program providing intensive services from before birth to age 3 to promote improved outcomes in children's development, family development, staff development, and community development. The second of a 3-volume series designed to share the experiences of the 17 EHS programs participating in the Early Head Start National Research and Evaluation Project, this report describes the Early Head Start program and its national evaluation, and presents in-depth profiles of each of the participating research programs. Information for the profiles was obtained through two rounds of site visits conducted in Fall 1996 and Fall 1997. The programs participating in the national evaluation represent diversity in location, rural-urban setting, client population, and service delivery approach. There are 4 center-based programs, 8 home-based programs, and 5 mixed-approach programs profiled in this report. The profiles describe each programs' enrollment, recruitment procedures, the context in which the program operates, the services offered in each program area (child development, family development, community building), continuous program improvement efforts, and local research studies. Contact information for the program directors and local researchers is also provided. The profiles are grouped according to program approach as of Fall 1997 and presented in alphabetical order by state within each group. (KB) ED478795 Leading the Way: Characteristics and Early Experiences of Selected Early Head Start Programs. Volume II: Program Profiles. 1999-12-00 241 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-683-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/ehs/ehs_reports.html. N/A 2004 2020-11-23

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No Attitude Change Children Childrens Literature Cultural Context Cultural Influences Ethnicity Family (Sociological Unit) Females Films Literature Males Mothers Play Racial Bias Sex Bias Sexuality Social Attitudes Social Change Social Class Social History Levander, Caroline F., Ed. Singley, Carol J., Ed. Books Collected Works - General African Americans Childhood Experiences Harlem Renaissance Historical Background United States United States English There has been increased critical interest in the child as a rich and varied site of cultural inscription. Scholars from a wide range of disciplines have turned their attention to the child in order to interrogate how it comes to represent, and often codify, the prevailing ideologies of a given culture or historical period. Noting that narratives of U. S. national identity are persistently configured in the language of childhood and family, this collection of essays addresses matters of race, gender, sexuality, class, and kinship to chart the ways that representations of the child structure historical periods and ideas. The essays investigate childhood from diverse methodological perspectives and approaches, and draw heavily on various disciplines, making clear that literary representations of children and childhood are not isolated aesthetic artifacts but cultural productions that in turn affect the social climates around them. Following an introduction, the essays are as follows: (1) "Child's Play" (Gillian Brown); (2) "Playing at Class" (Karen Sanchez-Eppler); (3) "The Miniaturizing of Girlhood: Nineteenth-Century Playtime and Gendered Theories of Development" (Melanie Dawson); (4) "Of Babies, Beasts, and Bondage: Slavery and the Question of Citizenship in Antebellum American Children's Literature" (Lesley Ginsberg); (5) "Betsy and the Canon" (Kelly Hager), on the role of literature in the "Betsy and Tacy" series of children's books; (6) "Traumatic Realism and the Wounded Child" (Jane F. Thraikill); (7) "Constructing the Psychoanalytic Child: Freud's 'From the History of an Infantile Neurosis'" (Michelle A. Masse); (8) "Black Babies, White Hysteria: The Dark Child in African-American Literature of the Harlem Renaissance" (Laura Dawkins); (9) "Lewis Hine's Family Romance" (Richard S. Lowry); (10) "On Boyhood and Public Swimming: Sidney Kingsley's 'Dead End' and Representations of Underclass Street Kids in American Cultural Production" (Jeffrey Turner); (11) "The Pedagogy of the Popular Front: 'Progressive Parenting' for a New Generation, 1918-1945" (Julia Mickenberg); (12) "'Please Let Me Come Home': Homesickness and Family Ties at Early-Twentieth-Century Summer Camps" (Leslie Paris); (13) "Transformative Terrains: Korean Adoptees and the Social Constructions of an American Childhood" (Catherine Ceniza Choy and Gregory Paul Choy); and (14)"Reel Origins: Multiculturalism, History, and the American Children's Movie" (Manuel M. Martin-Rodriguez). Each essay contains notes. (HTH) ED478796 The American Child: A Cultural Studies Reader. 2003-00-00 ISBN-0-8135-3223-X 318 Rutgers University Press, 100 Joyce Kilmer Avenue, Piscataway, NJ 08854-8099 ($24). Tel: 732-445-7762; Fax: 732-445-7039; Web site: http://www.rutgerspress.rutgers.edu. N/A 2004 2016-11-21

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Yes Annual Reports Child Advocacy Child Welfare Childhood Needs Developed Nations Developing Nations Foreign Countries Grants International Organizations Nongovernmental Organizations Nonprofit Organizations Private Agencies Program Descriptions Young Children Reports - Descriptive Bernard van Leer Foundation (Netherlands) Bernard Van Leer Foundation, The Hague (Netherlands). English This annual report for 2002 describes the year's activities, achievements, and financial status of the Bernard van Leer Foundation, a private foundation based in The Netherlands operating internationally to improve opportunities for young children from birth to age 7 living in circumstances of social and economic disadvantage. Following the introduction by the chair of the board of trustees and a report from the executive director, the annual report describes the foundation's dissemination activities. Sections detail the Caribbean Support Initiative, outcomes of tracer studies of foundation initiatives, foundation projects with indigenous peoples, and the Young Children and HIV/AIDS Initiative. The report then reviews its interests in 2002; describes events, achievements, and awards; lists countries in which the foundation made earmarkings in 2000-2002; provides the 2002 financial report; and details the major grants approved by the foundation during 2002. The report concludes with a description of the foundation, its mandate, a description of the types of grants awarded, and a list of trustees and staff. (HTH) ED478797 Bernard van Leer Foundation Annual Report, 2002. 2002-00-00 59 Bernard van Leer Foundation, Eisenhowerlaan 156, P.O. Box 82334, 2508EH, The Hague, The Netherlands. Tel: 31(0)70-331-22-00; Fax: 31(0)70-350-23-73; e-mail: registry@bvleerf.nl; Web site: http://www.bernardvanleer.org. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Accrediting Agencies Colleges Higher Education Institutional Evaluation Guides - Non-Classroom Reports - Descriptive North Central Association of Colleges and Schools North Central Association of Colleges and Schools, Chicago, IL. Commission on Institutions of Higher Education. English This booklet provides information about the accreditation of higher education institutions by the Commission on Institutions of Higher Education of the North Central Association of Colleges and Schools. It also identifies and responds to frequently asked questions about accreditation and lists resources available from the Commission. The North Central Association of Colleges and Schools is a not-for-profit voluntary membership organization of elementary, secondary, and postsecondary institutions committed to the improvement of education through evaluation and accreditation. This booklet describes general institutional requirements in regard to mission, authorization, governance, faculty, educational program, finances, and public information. It also discusses criteria for accreditation and describes the candidacy program, seeking affiliation, and appeals procedures if accreditation is denied. Frequently asked questions are listed. (SLD) ED478798 Accreditation of Higher Education Institutions: An Overview. 1999-00-00 27 North Central Association of Colleges and Schools, Commission on Institutions of Higher Education, 30 North LaSalle Street, Suite 2400, Chicago, IL 60602-2504 ($1.50). Tel: 312-263-0456, ext. 119; Web site: http://www.ncacihe.org. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Accrediting Agencies Higher Education Institutional Characteristics Standards Guides - Non-Classroom Middle States Association of Colleges and Schools Commission on Higher Education, Philadelphia, PA. Middle States Association of Colleges and Schools. English This brochure explains the process of higher education accreditation and describes the role of various institutions in accreditation. Organizations that accredit entire institutions are called institutional accrediting organizations; those that evaluate free-standing professional or occupational schools or are limited to specific programs within an institution of higher education are called specialized accrediting organizations. The Middle States Association of Colleges and Schools is one of six regional accrediting organizations in the United States, each responsible for a specific geographic area. These regional accrediting associations accredit entire institutions, rather than specific programs. The work of the Middle States Association of Colleges and Schools is described through a series of commonly asked questions with answers. These question and answer discussions cover such things as standards an institution must meet to be accredited and accreditation procedures, with descriptions of appeal processes should accreditation be denied or lost. Contact information is given for other regional accrediting associations. (SLD) ED478799 What Is Accreditation? Fifth Edition. 1999-00-00 27 N/A 2004 2016-11-21

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Yes Higher Education Intellectual Disciplines Interdisciplinary Approach Learning Scholarship Teaching Methods Huber, Mary Taylor, Ed. Morreale, Sherwyn P., Ed. Books Collected Works - General Reports - Descriptive American Association for Higher Education, Washington, DC. Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA. English In response to an orienting essay about the scholarship of teaching and learning, scholars from 10 disciplines describe the evolution of a discourse about teaching and learning, the ways in which their discipline's style of discourse influences inquiry into teaching and learning, and the nature and role of intellectual exchange across disciplines around such inquiry. The introduction is "Situating the Scholarship of Teaching and Learning: A Cross-Disciplinary Conversation" by Mary Taylor Huber and Sherwyn P. Morreale. The essays are: (1) "Disciplinary Styles in the Scholarship of Teaching: Reflections on The Carnegie Academy for the Scholarship of Teaching and Learning" [Orienting Essay] (Mary Taylor Huber); (2) "History Lessons: Historians and the Scholarship of Teaching and Learning" (Lendol Calder, William W. Cutler, III; and T. Mills Kelly); (3) "English Studies in the Scholarship of Teaching" (Mariolina Rizzi Salvatori and Patricia Donahue); (4) "Navigating the Interdisciplinary Archipelago: The Scholarship of Interdisciplinary Teaching and Learning" (Deborah Vess with Sherry Linkon); (5) "The Scholarship of Teaching and Learning in Communication Studies, and Communication Scholarship in the Process of Teaching and Learning" (Sherwyn P. Morreale, James L. Applegate, Donald H. Wulff, and Jo Sprague); (6) "The Scholarship of Teaching and Learning in the Management Sciences: Disciplinary Style and Content" (Diana Bilimoria and Cynthia Fulkami); (7) "The Culture of Teaching in Sociology" (Carla B. Howery); (8) "Disciplinary Styles in the Scholarship of Teaching and Learning: A View from Psychology" (Susan G. Nummedal, Janette B. Benson, and Stephen L. Chew); (9) "Bridging the Divide: Research versus Practice in Current Mathematics Teaching and Learning" (Thomas Banchoff and Anita Salem); (10) "Is the Scholarship of Teaching and Learning New to Chemistry?" (Brian P. Coppola and Dennis C. Jacobs); and (11) "The Scholarship of Teaching and Learning in Engineering" (Phillip C. Wankat, Richard M. Felder, Karl A. Smith, and Frank S. Oreovicz). Each chapter contains references. (SLD) ED478800 Disciplinary Styles in the Scholarship of Teaching and Learning: Exploring Common Ground. 2002-00-00 ISBN-1-56377-052-0 251 AAHE Publications Orders, P.O. Box 1932, Merrifield, VA 22116-1932 ($24.50, members; $29.50, nonmembers). Tel: 301-645-6051; Fax: 301-843-9692; Web site: http://www.aahe.org/pubs. N/A 2004 8/19/2004 22:28:13 RIEMAR2004 Produced with the cooperation of the National Communication Association.

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Yes Academic Achievement Charter Schools Educational Assessment Elementary Secondary Education Nontraditional Education Nontraditional Students Performance Public Education Public Schools School Effectiveness Scores Student Evaluation Test Results Tests Bettinger, Eric Reports - Research Michigan Michigan Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper is a report on a study of the effect of charter schools on both students attending them and students in neighboring public schools in Michigan. Using school-level data from Michigan's standardized testing program, the study compared changes in tests scores between charter and public school students. The data included annual math and reading tests for 4th- and 7th-graders, science and writing tests for 5th- and 8th-graders, and a high school proficiency exam for 11th-graders. The paper begins by evaluating the effects of Michigan charter schools on students attending them. The results suggest that charter schools did not have strong effects on the academic achievement of students attending them. The paper then looks at the effects of Michigan charter schools on neighboring public schools. The study used exogenous variation created by Michigan's charter law to identify the effects. The results suggest that charter schools have had little or no effect on test scores in neighboring public schools. (Contains 9 tables of analyzed data and 19 references.) (Author/WFA) ED478801 The Effect of Charter Schools on Charter Students and Public Schools. Occasional Paper. 1999-11-00 National Science Foundation, Arlington, VA. John D. and Catherine T. MacArthur Foundation, Chicago, IL. 37 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/182_OP04.pdf. N/A 2004 2016-11-21 ED479289

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Yes Budgets Court Litigation Economic Factors Educational Finance Elementary Secondary Education Retrenchment State Legislation State Programs Gaines, Gale F. Reports - Descriptive Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English This document provides a summary of legislative actions and issues in the member states of the Southern Regional Education Board (SREB). The economic slowdown continued to dominate legislative deliberations of state budgets, with midyear cuts the norm rather than the exception. It is expected that 2002-2003 will be another tight year, with shortfalls expected in many states. Budgets were leaner than they were in the early 1990s, and states used various methods to balance their budgets. Some states freed up funds by reducing employer contributions to retirement systems. Unlike the early 1990s, legislators are reluctant to raise taxes and want to try to manage spending within existing resources as much as possible. Recent tax actions will raise revenues in a few states, but tuition increases are occurring in most states. Tuition increases mean more revenue for colleges and universities, but a greater financial burden for families and the necessity for more need-based financial aid. Salary increases for teachers and faculty are down, and few new initiatives are being funded. (SLD) ED478802 The 2002 Legislative Briefing. 2002-11-00 14 Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. N/A 2004 2016-11-21

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Yes College Applicants College Choice Enrollment Influences Foreign Countries Higher Education Low Income Groups Minority Groups Student Attitudes Student Characteristics Surveys Reports - Research Canada Ontario Canada Council of Ontario Universities, Toronto. English The Council of Ontario Universities (COU) and its member institutions participated in the 2002 University Applicant Survey to gain a better understanding of prospective university students. The survey investigated various facets of the 2002 applicant pool, ranging from its demographic composition, academic achievements and educational intentions, to factors influencing university selection and recruitment communication and Internet use patterns. The survey involved 20,000 participants from the total population of approximately 100,000 applicants to Ontario universities for admission in 2002. For the first time in 2002, questions designed to address education equity were included. Almost 1% of 2002 respondents were Aboriginal (indigenous Canadians), 3% were disabled, and 33% were members of a visible minority group. These findings were similar to those of the preceding year. Applicants had decided at an average age of 13.5 years to attend university, and the highest proportion of respondents (26.4%) were from households with an annual income from $50,000 Canadian to $89,999. Overall, the top five factors influencing university selection were: (1) academic reputation; (2) safe environment; (3) graduates getting high quality jobs; (4) graduates getting into top professional and graduate schools; and (5) emphasis on teaching. The majority of applicants thought that the frequency of communication between the university and the applicant was about right. Findings also show that access to the Internet continued to increase for these applicants, with 95% now having access at home. (SLD) ED478803 University Applicant Survey, 2002. 2003-02-00 6 N/A 2004 2016-11-21

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Yes College Faculty Higher Education Research MacFarland, Thomas W. Reports - Evaluative Tests/Questionnaires Human Subject Protection Institutional Review Boards Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English Recognizing the need for a formal process on oversight and protection of human subjects in the research process, Nova Southeastern University established an Institutional Review Board Task Force in May 1996. The Institutional Review Board (IRB) was evaluated in this study by those with operational knowledge of its activities: committee members and principal investigators who have engaged with the IRB in the last few years. An iterative process was used to develop the survey instrument, which was sent to 149 committee members and principal investigators. Responses were received from 20 participants (13.4%), and there is concern about how representative the respondents are of the population as a whole. Overall, survey respondents were quite positive in their judgment of the University's IRB. Nearly 96% of statements about the IRB in the survey received a modal rating of 4 ("agree") or 5 ("Strongly Agree"). The only statement to receive a modal rating of three was about feedback from the center representative. Participants were especially positive on their level of satisfaction with service and support provided by staff in the University's Office of Grants and Contracts. The findings serve as an additional demonstration to external constituencies of the University's commitment to the continuous nature of internal assessments that address the spirit of the institutional effectiveness process. The survey is attached. (SLD) ED478804 Faculty and Students at Nova Southeastern University Judge the Institutional Review Board (IRB) for Research with Human Subjects: Fall Term 2001. 2001-11-00 26 N/A 2004 2016-11-21

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Yes Awards College Faculty Financial Support Grants Higher Education Incentives Recognition (Achievement) Teacher Surveys MacFarland, Thomas W. Reports - Research Tests/Questionnaires Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English Nova Southeastern University has put into place a President's Faculty Scholarship Award Program, which was designed to bring recognition and funding to the University's full-time faculty as they attempt to secure resources in support of research activity. The program was evaluated as viewed by the University's fall term 2001 full-time faculty. Surveys were distributed to all 563 full-time faculty, and responses were returned by 46 faculty members, a response rate of 8.2%. The low response rate means that there is concern that the responding sample may not be representative of the population. Approximately 25% of the respondents had previously submitted a proposal for competition in the President's Faculty Scholarship Award Program, and about the same percentage had submitted proposals to external funding agencies or organizations within the past year. Responses were generally favorable, and 75% of the statements received a modal rating of "strongly agree" or "agree." Only two statements received a modal rating of less than 3. Responses show that respondents want recognition for their research activities, and that the program is one avenue for such recognition. (SLD) ED478805 Faculty at Nova Southeastern University Judge the President's Faculty Scholarship Awards: Fall Term 2001. 2001-12-00 21 N/A 2004 2016-11-21

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Yes College Attendance College Students Distance Education Geographic Distribution Geographic Location Higher Education Multicampus Colleges MacFarland, Thomas W. Numerical/Quantitative Data Reports - Research Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English This report contains a comprehensive summary of place of class attendance statistics for Nova Southeastern University for calendar year 2000. This summary provides both collapsed and breakout statistics that offer more detail than can be included in the University's annual Fact Book. In 2000, 81% of Nova Southeastern students attended class in Florida, with 70% attending class in the tricounty south Florida area. Of these, 59% were in Broward County, location of the University's main campus. Eleven percent of all calendar year 2000 students attended class in other Florida counties. Nineteen percent attended class in non-Florida locations, including 11% in other states, 4% in international locations, and 4% at unidentified place of class. (SLD) ED478806 Place of Class Attendance of Nova Southeastern University Students during Calendar Year 2000. 2001-07-00 28 N/A 2004 2016-11-21

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Yes Educational Finance Educational Planning Financial Support Higher Education Private Colleges Program Descriptions Reports - Descriptive Council of Independent Colleges Council of Independent Colleges, Washington, DC. English This report describes the activities of the Council of Independent Colleges (CIC) in 2001-2002. In that year, the CIC focused on implementing new programs, services, and initiatives based on the challenges identified in the previous year during the intensive strategic planning effort. Highlights for the year include: (1) new assistance to institutional leaders; (2) a first-ever post-President's Institute workshop on comprehensive fundraising campaigns; (3) a new series of regional workshops to explore the challenges of department leadership in small and mid-sized institutions; (4) a partnership with the Golder Lehrman Institute of American History to offer CIC members a seminar on slavery studies; (5) a cooperative initiative with the Foundation for Independent Higher Education to establish multi-institutional faculty development; (6) a workshop as part of an initiative to strengthen the contributions of libraries to teaching and learning; and (7) a grant from the Getty Grant Program to support a survey of historic architecture and design on the campuses of independent colleges and universities. In 2001-2002, membership reached a new high of 494 institutional members, 45 affiliate members, and 8 international members. (SLD) ED478807 Addressing Strategic Challenges. Annual Report, 2001-2002. 2002-00-00 37 For full text: http://www.cic.org/about/annualreport/annualreport0102.pdf. N/A 2004 2016-11-21

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No Educational Practices Educational Research Ethics Learning Scholarship Teaching Methods Hutchings, Pat, Ed. Collected Works - General Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Menlo Park, CA. English This collection contains seven case studies about ethical issues faced by scholars of teaching and learning, each with commentary from individuals who bring different perspectives to bear on the issues. This case-plus-commentaries format enacts a central theme of the volume, which is that there is no single right way to resolve the ethical dilemmas that arise when investigating classroom practice. The cases are: (1) "The Ethics of Comparison: A Statistician Wrestles with the Orthodoxy of a Control Group" (John P. Holcomb, with commentary by Roberto L. Corrada, Joan B. Garfield, and Caroline Hodges Powell); (2) "Using Student Work as Evidence" (David Takacs, with commentary by Amy Driscoll, Kevin Miller, and Cynthia Scheinberg); (3) "Refining Questions and Renegotiating Consent" (Suzanne Burgoyne, with commentary by Richard Gal, Peter J. Markjle, and Helen A. Neville); (4) "Balancing Pedagogic Needs with the Needs of a Classroom Experiment" (Charles McDowell, with commentary by Peter Alexander, Heather E. Bullock, and Eileen M. Tanner); (5) "Too Close for Comfort and/or Validity" (Tomas Galguera, with commentary by Camille Calica, David M. Donahue, and Judith Haymore Sandholtz); (6) "From Private to Public Classrooms: 'Inadequate' Student Texts in the Scholarship of Teaching and Learning" (James E. Seitz, with commentary by Christie Raney, Mariolina Rizzi Salvatore); and (7) "Giving Public Students' Work: The Movie" (Sherry Linkon, with commentary by Randy Bass, Thomas Hatch, and John Stern). A discussion of "Questions To Shape Practice" makes up the eighth chapter. An annotated bibliography of 52 items is attached, titled "Research Ethics and the Scholarship of Teaching and Learning" by James Bequette and Chris Bjork. (SLD) ED478808 Ethics of Inquiry: Issues in the Scholarship of Teaching and Learning. 2002-00-00 ISBN-0-931050-70-7 102 Carnegie Publications, The Carnegie Foundation for the Advancement of Teaching, 555 Middlefield Road, Menlo Park, CA 94025 ($27). Tel: 650-566-5128; Fax: 650-326-0278; Web site: http://www.carnegiefoundation.org. N/A 2004 8/19/2004 22:28:26 RIEMAR2004

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Yes Access to Education College Graduates Educational Attainment Graduation Rate Higher Education Minority Groups School Holding Power Scurry, Jamie E. Reports - Descriptive English This essay explores the importance of college access and completion for all students. Two decades ago a ticket to the middle class could be purchased with a high school diploma, but now that ticket requires a college degree. When it comes to college attendance and graduation, statistics show that students of color and low-income students lag behind their white counterparts. Predictive studies suggest that students of color are the fastest growing segment of the population. Given this, it is incumbent on policymakers and academic leaders to figure out how to continue to improve access, while broadening their focus to include efforts aimed at increasing attainment rates for all students. This paper reviews the current demographic and educational environment and describes who is going to college and who graduates. It reviews some of the obstacles facing admission access and attendance and discusses the role of financial aid in promoting access and retention. The role of remediation in increasing retention and graduation is considered, and some policy suggestions are made for remediation programs. Four appendixes describe examples of programs for retention and remediation. (Contains 3 tables, 3 figures, and 199 endnotes.) (SLD) ED478809 Access and Achievement Building Block: Making the Case for All To Achieve. 2003-03-00 49 For full text: http://www.futuresproject.org/publications/AAnewformat1.pdf. N/A 2004 8/19/2004 22:28:28 RIEMAR2004 Prepared for the Futures Project: Policy for Higher Education in a Changing World, A. Alfred Taubman Center for Public Policy and American Institutions, Brown University.

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Yes Administrator Attitudes Administrator Role College Presidents Community Colleges Competence Emotional Response Leadership School Size Surveys Values Sharples, Russell H. Dissertations/Theses - Doctoral Dissertations English This study investigated the relationship between certain institutional characteristics and perceptions of North Carolina community college presidents about the importance of leadership roles, values and emotions, and skills. Those characteristics were the size of the institution, the growth rate of the institution, and the geographic setting of the institution. The perceptions of three groups of presidents were studied. One group consisted of presidents of large community colleges and presidents of small community colleges. The second group consisted of the presidents of high enrollment growth colleges and the presidents of low enrollment growth colleges. The final group comprised presidents of urban community colleges and rural community colleges. Fifty-one of the 58 presidents selected participated, a rate of 87.93%. The participants completed the Leadership Competence Assessment Instrument, responding to 30 specific leadership competencies by estimating the energy they expended for each and their effectiveness in addressing that competency. Overall, there were no differences in the perceptions of presidents of large and small community colleges, presidents of high enrollment growth and low enrollment growth community colleges, and presidents of urban and rural community colleges about the leadership roles, values and emotions, and skills that are most important. Significant differences were detected in some individual competencies, suggesting that size, enrollment growth, and geographic location may have an influence on the perceptions of presidents. Additional research is necessary to clarify these findings. Seven appendixes contain supplemental information and cover letters and forms used in the study. (Contains 29 tables and 129 references.) (SLD) ED478810 The Importance of Leadership Competencies: Perceptions of North Carolina Community College Presidents. 2002-02-00 192 N/A 2004 8/19/2004 22:28:30 RIEMAR2004 Doctoral Dissertation, North Carolina State University.

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Yes Communication (Thought Transfer) Distance Education Higher Education Teaching Methods Web Based Instruction World Wide Web Hudson, Larry Walther, Kim Reports - Descriptive Speeches/Meeting Papers University of Central Florida English By far the greatest impact from technology on higher education has been made by the World Wide Web. The Web has become ubiquitous and skill in using it is now assumed in higher education. This document offers examples of the impact of the Web at the University of Central Florida, Orlando, a campus that is considered to be a leader in using the Web. Examples are given of Web impact with reference to: (1) communication; (2) access by new audiences; (3) institutional infrastructure; (4) faculty training and development; (5) curriculum revision and development; (6) student support; (7) learner centered teaching; (8) changes in teaching style; (9) administrative support; and (10) research opportunities. Several references and an example from the University of Central Florida are given for each of the areas. (SLD) ED478811 Impact of the Web on Higher Education: A Case Study Approach Offered for Discussion. 2002-00-00 13 N/A 2004 2016-11-21

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Yes Educational History Extension Education Higher Education Land Grant Universities Research Status Teaching Methods Roberts, T. Grady Reports - Descriptive English This discussion of the current state of the land grant university first looks at the past to see the origins of land grant universities and their original purposes. Then, each of the three components of land grant institutions is explored: teaching, research, and extension. At present, the quality of teaching at land grant universities is of some concern, although the quality and variety of degree options is high. Whether land grant universities are meeting the original intention of providing an education for the common man is an interesting question; this function may be met today by community colleges. Land grant universities have excelled in research and continue to do so. The case may be made that the extension services have had unparalleled success in achieving the original purpose of diffusing practical information to the people of the state. However, the future of extension is uncertain. Land grant universities face interesting dilemmas about teaching and challenges in setting research agendas. Extension is the area most likely to face difficult issues in the future, especially in light of the decreasing population directly involved in agricultural production. (Contains 12 references.) (SLD) ED478812 The Current State of the Land Grant University System. 2003-05-00 11 N/A 2004 8/19/2004 22:28:34 RIEMAR2004

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Yes Access to Education Alumni Educational Attainment Employment Patterns Telephone Surveys Eaton, Shevawn Reports - Research Chance Program Northern Illinois University Northern Illinois Univ., De Kalb. English In summer 2002, a telephone survey was conducted to learn about Northern Illinois University (NIU) alumni who had been admitted through the CHANCE program at some point in its 34-year history. The completed survey included responses from more than 500 alumni representing students admitted from 1968 through 2001. The alumni were overwhelmingly positive in their answers. Nearly all said that the program offered an opportunity to go to college that they did not feel they had before. Respondents found attending NIU to be a very positive experience and thought that the university provided them with a quality educational experience in a diverse environment. The vast majority (94%) said they would and had recommended CHANCE to others. The majority of these alumni work in Business and Education, but there is a wide range of employment and responsibility among the participants. Findings show that the CHANCE program has been an outstanding success in the eyes of the participants. Seven appendixes contain data tables. (Contains 11 tables and 3 figures.) (SLD) ED478813 A Chance To Succeed: The CHANCE Program Alumni Survey. Participants from 1968 through 2002. 2002-00-00 32 N/A 2004 2016-11-21

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Yes Academic Persistence Administrators College Graduates College Students Disadvantaged Youth Government Role Graduation Graduation Rate Higher Education Public Agencies Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Research General Accounting Office Department of Education General Accounting Office, Washington, DC. English Because of concerns that not enough students who start college are completing a bachelor's degree, and in response to a Congressional request, the General Accounting Office (GAO) examined the extent to which students who enroll in a 4-year college complete a bachelor's degree and the factors that affect completion. The study also investigated what states and 4-year colleges and universities are doing to foster bachelor's degree completion and what the U.S. Department of Education is doing to foster degree completion. Data were drawn from a variety of sources, including the U.S. Department of Education's Beginning Postsecondary Students survey and a survey conducted by the GAO of state higher education executive officer agencies from all 50 states, the District of Columbia, and Puerto Rico. Interviews were also conducted with state officials and administrators at 11 public colleges and universities. Findings show that more than half of students who enrolled in a 4-year college completed a bachelor's degree within 6 years. Students were less likely to complete the degree if neither parent had a degree, if they were black, if they worked 20 or more hours per week, or if they transferred to another college. Students from disadvantaged backgrounds were no less likely to complete the degree, but they were less likely to enroll in the first place. States are beginning to hold colleges accountable for retaining and graduating their students, and the Department of Education has been discussing this with the higher education community. States are publishing retention and graduation rates for their colleges, and the Department of Education believes that providing such information can help students make informed decisions. In its Strategic Plan, the Department of Education has identified goals to reduce gaps in college completion and increase overall completion. The GAO recommends that the Secretary of Education consider multiple measures that would help account for other goals of higher education and differences among colleges and then take steps to identify and disseminate information about promising practices in the areas of retention and graduation. Five appendixes provide supplemental data and comments from the Department of Education. (SLD) ED478814 College Completion: Additional Efforts Could Help Education with Its Completion Goals. Report to Congressional Requesters. 2003-05-00 55 U.S. General Accounting Office, 441 G. Street NW, Room LM, Washington, DC 20548 (first copy free; each additional copy, $2). Tel: 202-512-6000; Fax: 202-512-2537; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Administrators Agriculture Colleges Competition Financial Support Grants Higher Education Minority Groups Research Nazzaro, Robin M. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office General Accounting Office, Washington, DC. English The largest grant program of the U.S. Department of Agriculture (USDA) is the National Research Initiative (NRI). The General Accounting Office (GAO) was asked by Congress to examine the success of minority-serving institutions in competing for NRI research grants and to identify factors that could improve their success in competing for these grants. Also studied were actions USDA has taken to improve the quantity and quality of grant proposals these institutions submit. GAO interviewed senior administrators at 43 minority-serving institutions that had either applied for an NRI grant between fiscal years 1997 and 2001 or received more than $100,000 from USDA for research, 3 land grant universities, and cognizant USDA officials. GAO found that in 2001, minority-serving institutions competed more successfully for NRI funding than in previous years. Thirty percent of their proposals were awarded, as compared with 13% in fiscal year 2000 and 7% in fiscal year 1997. However, because minority-serving institutions submitted only 46 proposals, they received less than 2% of the NRI funding in fiscal year 2001. Administrators at many minority-serving institutions said they submitted few proposals because their institutions' resources were too limited to allow them to compete with major land grant universities. GAO found that USDA has several initiatives designed to help universities improve the quantity and quality of grant proposals, but these efforts have not substantially benefited many of the minority-serving institutions responding to the study. GAO makes several recommendations to improve USDA outreach. Six appendixes contain supplemental information and study data, along with comments from the USDA. (Contains 10 tables.) (SLD) ED478815 Agricultural Research: USDA's Outreach to Minority-Serving Institutions Could Improve Grant Competition. Report to Congressional Requesters. 2003-05-00 40 U.S. General Accounting Office, 441 G. Street NW, Room LM, Washington, DC 20548 (first copy free; each additional copy, $2). Tel: 202-512-6000; Fax: 202-512-2537; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Academic Achievement College Faculty Enrollment Higher Education Institutional Characteristics Professional Education Program Descriptions Student Characteristics Gaylord, Thomas Maffei, Diane Rogers, Greg Sponseller, Eric Books Numerical/Quantitative Data Reports - Descriptive University of Akron OH Akron Univ., OH. English This fact book provides comprehensive information about the University of Akron, Ohio. It is intended to be a reference for answering frequently asked questions about the institution. With an enrollment of more than 24,300, the University of Akron is among the 75 largest public universities in the United States. Approximately 800 full-time faculty members teach undergraduates and graduates from 42 states and 84 foreign countries. Information is provided in these categories: (1) "Historical and General Information"; (2) "Academic & Program Information"; (3) "Student Information"; (4) "Faculty & Staff Information"; (5) "Budget & Financial Information"; (6) "Research & Information Services"; and (7) "Facilities Information." A glossary and list of abbreviations are attached. (Contains 159 figures.) (SLD) ED478816 The University of Akron Fact Book, 2003. 2003-04-00 339 For full text: http://www3.uakron.edu/iplan/factbook2003/factbook2003_complete.pdf. N/A 2004 2016-11-21

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Yes Concept Formation Concept Teaching Educational Theories Elementary Secondary Education Higher Education Preservice Teacher Education Theory Practice Relationship Smagorinsky, Peter Cook, Leslie Susan Johnson, Tara Star Information Analyses Reports - Descriptive Vygotsky (Lev S) National Research Center on English Learning and Achievement, Albany, NY. English Teacher education is often viewed as too theoretical and not sufficiently concerned with the realities of classroom practice. From this perspective, theory and practice are cast as distinct realms whose only connection comes when theory influences practice. This paper argues that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts, in which abstract principles are interwoven with worldly experience. Vygotsky distinguishes two types of concepts: spontaneous and scientific. Spontaneous concepts are learned through cultural practice and, because they are tied to learning in specific contexts, allow for limited generalization to new situations; scientific concepts are learned through formal instruction and, because they are grounded in general principles, can more readily be applied to new situations. Vygotsky argues that while spontaneous concepts may be developed without formal instruction, scientific concepts require interplay with spontaneous concepts; hence the problematic nature of the theory-practice dichotomy. He further identifies two types of generalization that approximate concepts yet do not achieve their theoretical unity: complexes, in which some members of the set may be unified with others but all are not unified according to the same principle; and pseudoconcepts, in which members of the set appear unified but include internal inconsistencies. The paper argues that teacher educators should strive to teach concepts, though the overall structure of teacher education programs makes it more likely that their students will learn complexes or pseudoconcepts. The paper illustrates these problems with examples from case studies of teachers making the transition from their teacher education programs to their first jobs. (Contains 90 references.) (Author/SM) ED478817 The Twisting Path of Concept Development in Learning To Teach. Report Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 45 National Research Center on English Learning and Achievement, University at Albany, State University of New York, 1400 Washington Avenue, Albany, NY 12222. Tel: 518-442-5026; Web site: http://www.cela.albany.edu/. N/A 2004 2016-11-21

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Yes Administrator Role College Presidents Educational Change Educational Quality Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Competencies Teaching Skills Coffin, Charles Reports - Descriptive American Council on Education, Washington, DC. English In 1999, the American Council on Education (ACE) published "To Touch the Future: Transforming the Way Teachers Are Taught," which laid a framework for college leaders engaged in reforming how their institutions educated future teachers. It examined the inadequate quality of K-12 schooling, fundamental responsibility of colleges to prepare schoolteachers, and need for decisive action by college presidents to achieve excellence in education. Research findings included: students' success depended primarily on teacher effectiveness; strong, effective teachers shared many common characteristics; and teachers were inadequately prepared to understand and apply technology. The report offered a 10-step action agenda for college presidents (e.g., take the lead in moving teacher education to the center of the institution's agenda, and strengthen inter-institutional transfer and recruitment). Since the report, the ACE has focused on raising awareness of and overcoming shortcomings in teacher education. After 2 years, the ACE concluded that action and change were most likely to occur when driven by committed, high level campus and system leaders who emphasized reform, and even under the guidance of effective leadership, but especially in its absence, the prospect of change faced pervasive inertia. The report and followup campaign resulted in many positive outcomes (e.g., the issue of teacher preparation was raised to a salient level among key stakeholders, and some states organized meetings to address relevant issues). (SM) ED478818 Touching the Future: Final Report. 2002-00-00 15 ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item no. 309402). Tel: 301-632-6757 Fax: 301-843-0159; Web site: http://www.acenet.edu/bookstore. For full text: http://www.acenet.edu/bookstore/pdf/2002_touch_the_future.pdf. N/A 2004 2020-10-07

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Yes College School Cooperation Collegiality Educational Change Educational Objectives Music Education Partnerships in Education Professional Development Schools Program Descriptions Teacher Education Urban Education Frierson-Campbell, Carol Reports - Descriptive Speeches/Meeting Papers William Paterson University NJ Anchored Instruction New Jersey New Jersey English Anchoring, a term rooted in the seafaring world, is a useful metaphor for contemplating the role of music in schooling, and particularly for thinking about the implications of including music in the professional development school (PDS) reform movement. In 1999, the College of Education at William Paterson University (Wayne, New Jersey) joined two other New Jersey universities to form the New Jersey State Teacher Quality Enhancement Consortium. It was created to implement a five year federal quality teacher enhancement grant awarded to a number of university coalitions to support efforts to develop PDS partnerships between colleges of education and high-needs, culturally diverse urban schools in regions served by the consortiums. William Paterson's College of Education (COE) initially chose five schools from three city school districts in New Jersey as preliminary sites. The grant required that arts and science faculty at the university and public school level should be involved in the partnership, so PDS site coordinators were installed and other faculty were recruited. This paper discusses the development of the program in various locations, using boating metaphors in explanatory questions. The paper outlines four goals that guide the New Jersey Consortium. It provides a ship's log for the first and second years of the program. The paper notes that the data gathered in a formal needs assessment and through informal data collection throughout the partnership suggest four anchors with great potential for connecting the combined educational visions of music educators and PDS planners: (1) building level collegiality; (2) discipline-specific collegiality; (3) interdisciplinary training; and (4) connection to preservice education. It further suggests that planners of PDS networks for music teachers make a connection with the music education association in their state. (Contains 18 references.) (BT) ED478819 Sound Ways of Learning: Anchoring Music Education to the PDS P-16 Reform Movement. 2003-03-28 21 N/A 2004 2016-11-21

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No Comparative Education Democracy Educational Change Educational History Females Foreign Countries Higher Education Japanese Culture Womens Education World War II Moroishi, Yasumi Martin, Don T. Reports - Descriptive Speeches/Meeting Papers Historical Research Japan Japanese History United States Occupation of Japan Japan English This paper aims to show the significance of the educational reforms of women's higher education during the U.S. occupation of post-World War II Japan. To help fill the gap of research on women's higher education in Japan, focus is on an historical analysis of women's higher education reform policies. Since educational reforms are not one-dimensional, the paper analyzes the educational reform policies of women's higher education through the use of an assortment of historical materials. It examines the installment of the single-track system and its influence on women's higher education through primary and secondary sources. It calls for further research to shed more light on the reality of the postwar educational reforms in women's higher education while comparing them to the prewar system that was immersed in a rigid cultural setting. (Contains 26 references and 5 notes.) (BT) ED478820 Democratic Reforms and Women's Higher Education during the U.S. Occupation of Japan, 1945-1952. 2002-11-00 15 N/A 2004 2016-11-21

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Yes Career Development Females Interviews Learner Controlled Instruction Learning Motivation Lifelong Learning Qualitative Research Surveys Henderson, Mary E. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Social Learning Theory English This qualitative study focused primarily on career women, managing learning, and the application of lifelong learning concepts. The main purpose of the study was to discover how lifelong learning concepts may have been instrumental in influencing the vision, attitude, and goals of the 20 career women included in this inquiry (two women were interviewed in person, while 18 women completed a survey). Further, learner-managed learning, motivational theories, and reading reviews have been included in the study to establish a framework from which to identify the lifelong learner. This study identified the importance of promoting lifelong learning in society. Sample survey is attached. (Contains 18 references and 1 table.) (Author/BT) ED478821 Career Women: Managing Learning and Overcoming Obstacles through Lifelong Learning Concepts. 2003-04-23 19 N/A 2004 2016-11-21

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Yes Citizen Participation Higher Education Program Implementation School Community Relationship Secondary Education Service Learning Social Studies Student Participation Northon, Cherie Reports - Descriptive Alaska Community Centered Learning Geographic Information Systems University of Alaska Anchorage Alaska English Teaching secondary students the basics of Geographic Information Systems (GIS) results in a variety of benefits. Conventional secondary educational programs are enhanced, and high school students are provided an opportunity to experience a rapidly expanding field as they plan for college and their professional future. For such projects, stipends from mini-grants provided university faculty with extra time to revamp existing courses, create new courses, or set up research and service opportunities for university students. When this education is associated with a "community-based learning" university program, there are additional advantages. Community-based learning (CBL) combines traditional classroom instruction with community service to enhance student learning and civic participation. Thus, not only do the secondary school students gain valuable skills and mentoring, but engaged university students do as well. This paper discusses the successes that emerged, the issues that surfaced, and the lessons that were learned during the testing period of this program in the Department of Geomatics at the University of Alaska Anchorage. Includes photographs and maps. (Contains 10 notes and 5 references.) (Author/BT) ED478822 Integrating Geographic Information Systems (GIS) into Secondary Education: A Community-Based Learning Experience. 2003-00-00 15 N/A 2004 2016-11-21

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Yes Analysis of Covariance Citizenship Education Civics Comparative Analysis Comparative Education Educational Research Foreign Countries Interviews Middle Schools Pretests Posttests Program Effectiveness Program Implementation Social Studies Student Participation Teacher Attitudes Liou, Show-Mann Reports - Research Speeches/Meeting Papers Knowledge Acquisition Taiwan Taiwan English "We the People... Project Citizen" is a civic education program for Taiwanese middle school students that promotes informed and responsible participation in local government. A study evaluated the effects of the program on the civic skills and dispositions of adolescent students, explored factors associated with its effectiveness, and document teacher perceptions of "Project Citizen." The research employed a non-random, pretest-posttest comparison group, quasi-experimental design. Subjects were Taiwanese high school teachers (n=12), each with two classes of students, one experimental and one comparison. During the fall 2001 semester, the experimental students received instruction in "Project Citizen" as an adjunct to the traditional instruction of civics or "Three Principles of the People." The comparison students received traditional, discipline-based instruction that focused on the hierarchical model of knowledge acquisition. Hierarchical analysis of covariance (ANCOVA) of the posttest, using pretest as the covariate, indicated that students participating in "Project Citizen" significantly outperformed students in the comparison group in civic skills, political interest, and commitment to rights and responsibilities of citizenship. Factors significantly associated with the effect of "Project Citizen" on the civic skills and dispositions of Taiwanese adolescents included classroom climate and exposure to news of various resources. Qualitative analyses of teacher interviews revealed that all participating teachers responded positively to "Project Citizen" and showed interest in implementing it again in their classes. Results also revealed that time constraints, student abilities, and pressure from college entrance examinations posed significant challenges to implementation. (Contains 1 figure, 8 tables, 3 notes, and 85 references.) (Author/BT) ED478823 The Effect of "We the People... Project Citizen" on the Civic Skills and Dispositions of Taiwanese Adolescent Students. 2003-04-21 37 N/A 2004 2016-11-21

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Yes Curriculum Development Elementary Secondary Education Evaluation Methods Leadership Qualities Leadership Responsibility Problem Solving Reading Instruction Student Motivation Ediger, Marlow Guides - Non-Classroom Opinion Papers English Leadership can improve reading curriculum in numerous ways. Teachers and supervisors show leadership in the way they decide how to teach and maintain students' attention; structure lessons; motivate students; give individualized attention; assess students; and solve problems. Reading supervisors provide leadership to students as well as teachers, helping teachers with teaching techniques and pacing. In addition, leadership is necessary in bringing about change in reading curriculum. Teachers must be knowledgeable about different methods, such as individualized instruction and guided reading, and they must know when each method is best employed. (PM) ED478824 Establishing Leadership in the Reading Curriculum. 2002-06-10 8 N/A 2004 8/19/2004 22:28:56 RIEMAR2004

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Yes Decision Making Educational Objectives Elementary Secondary Education Evaluation Methods Reading Instruction Reading Materials State Standards Teacher Role Ediger, Marlow Guides - Non-Classroom Opinion Papers English Decision-making in reading instruction can be made by the classroom teacher or through scripted materials, such as teacher manuals. Teachers have undergone schooling and certification, and thus are qualified to make decisions concerning objectives of the curriculum, learning opportunities for students, and assessment methods. Programmed reading materials can provide teachers with ideas for decision-making. Individualized instruction lacks a textbook, and thus library books make good reading materials for this instruction. Other unscripted means of teaching reading are the experience chart approach and enlarged books for shared reading. The discussion of teaching styles raises a number of other issues, such as state-mandated objectives and testing; outside school learning activities; learning styles theory; and philosophies of education. (PM) ED478825 Reading Instruction: Decision Making by the Teacher. 2002-06-00 10 N/A 2004 8/19/2004 22:28:58 RIEMAR2004

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Yes Basal Reading Elementary Education Individualized Reading Language Experience Approach Large Type Materials Programmed Instructional Materials Teaching Guides Ediger, Marlow Guides - Non-Classroom Opinion Papers English Students are often provided with background information before reading an assigned selection. This background information functions differently in the following reading variations: individualized reading; basal reading; big book approaches; programmed reading, the language experience approach; and predictable books. Students often pick subjects they are interested in, or know about, when choosing a book for individualized reading. Accompanying manuals provide basal readers with information, while teachers can discuss illustrations in big books. Programmed reading provides information in small increments as the reading progresses. The language experience approach contains no accompanying material, since it is geared towards beginning readers. Stories with predictable endings provide students with a feeling of success. (PM) ED478826 Developing Pupil Background Information for Reading. 2003-06-17 9 N/A 2004 8/19/2004 22:29:00 RIEMAR2004

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Yes Curriculum Development Elementary Education Individualized Instruction Problem Solving Reading Comprehension Reading Instruction Science Experiments Science Instruction Ediger, Marlow Guides - Non-Classroom Opinion Papers English While a science teacher needs to be thoroughly grounded in science content and methodology, the science teacher also needs to be a reading teacher. Science experiments and demonstrations need to be integrated with reading in the science curriculum. Reading in science helps students with comprehension, the development of concepts and generalizations, and problem solving. Successful science teaching also includes: discovery learning; experiments and demonstrations; portfolios, journals, and tests; and individualized instruction. The content of science instruction should be significant to the students; related to society; challenging; and constantly assessed. (PM) ED478827 Assessing Reading in the Science Curriculum. 2003-06-20 8 N/A 2004 8/19/2004 22:29:02 RIEMAR2004

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Yes Action Research Grade 6 Instructional Effectiveness Intermediate Grades Literacy Phonics Reading Improvement Reading Instruction Reading Material Selection Word Recognition Writing Instruction Mackh, Sarah J. Dissertations/Theses Reports - Research Balanced Reading Instruction Four Blocks Approach English The students of the targeted sixth grade class exhibited low standardized test scores in reading. Despite many efforts, this problem reached a crisis point in the fall of 2001, when the school as a whole placed at the bottom of the district on the state standards test, which was taken by this group of students in the spring of their fifth-grade year. In addition to these state test scores, evidence for the problem included other standardized test scores, Accelerated Reader Star Test results, and attitude surveys conducted by the classroom teacher. A review of the literature revealed that the probable cause for these declining test scores might lie in the methods of instruction that had been used with these children over their previous five years in school. There has been a great deal of debate between instructional methods with repeated pendulum swings between phonics instruction and whole language, both of which leave some children with deficits in their learning. All children do not learn in the same way; yet school districts have persisted in looking for a one-size-fits-all approach to instruction that has inevitably failed to meet expectations. Solutions to this problem pointed in the direction of a balanced approach to literacy instruction. This methodology explicitly teaches the skills inherent in phonics, while preserving the high interest and motivation found in whole language. In the best scenarios, four approaches to learning are combined in a balanced way: teacher directed reading instruction, self-selected reading, word skills instruction, and writing. The intervention in the classroom incorporated these four ways of teaching students to be literate as part of a school-wide adoption of the Four Blocks of Literacy model of instruction. It focused more narrowly on the potential benefit of weekly reading conferences and the opportunities these afforded for individualizing the student's reading instruction and improving the student's motivation through guiding and supporting the choice of quality reading material. The intervention recorded improvement in students' reading levels, along with other insights into reading instruction. Appendixes contain a student survey instrument, a self-selected reading conference record, quotes from Louisa May Alcott's "Little Men," data and survey results, a 6-item annotated bibliography of novels used in the project, permission letters, a cloze test based on chapter 1 of "Harry Potter and the Prisoner of Azkaban," and results of the cloze test. (Contains 52 references and 11 tables of data.) (Author/RS) ED478828 Improving Student Literacy. 2003-05-00 116 N/A 2004 2016-11-21

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Yes Action Research Instructional Effectiveness Parent Participation Primary Education Reading Aloud to Others Reading Improvement Reading Instruction Reading Strategies Commare, Colleen C. Sedlack, Sarah E. Dissertations/Theses Reports - Research Tests/Questionnaires English The purpose of this study was designed to increase the reading abilities of students in the targeted first and third grade classes in two elementary schools located in the Midwest. The study involved an action research project highlighting the overall growth of the students' academic achievement through increased reading growth. The study was conducted from September through December 2002 and included 94 participants (47 students and 47 parents), all residents of a small suburban neighborhood. Among factors influencing students' low reading abilities are: the absence of strategies (Chard, 2000), low parental involvement (Anderson, 2000), low motivation and self-esteem (McCray, Vaughn, Neal, 2001), high student-teacher ratio (Elliot, Arthurs, Williams, 2000), and time restraints (Vaughn 2001). According to Chard (2000) students who are suffering from a lack of reading strategies may not be engaged in independent or one on one reading time viewed as essential in meeting their needs. Davies (1999) also related students' reading abilities to low test scores and self-esteem. To document students' progress in reading, the following methods of assessment were used: a behavioral checklist, anecdotal records, and surveys of parents and students. Checklists involved analyzing students' reading strategies for possible improvement. Similarly, running records of students' knowledge of words, letter-sound patterns, and comprehension was maintained using anecdotal notes of student behavior. Lastly, two surveys were used to: understand how students feel about reading and measure the frequency of in-home parental support. Post intervention data indicated that there was a marked improvement throughout the study. The series of learning activities that addressed comprehension strategies appeared to help the students feel more confident when answering questions about their reading. The students were able to find unknown words and to use the strategies they learned to find pronunciation and meaning of the unknown words. The extended and interactive read-aloud times increased the students' confidence about answering comprehension questions. The Listen, Sketch, and Write (LSW) and role-playing helped in the achievement of raising the students' reading abilities. Increasing the Language Arts time to 90 minutes from 60 minutes was a positive solution strategy. The results of all these interventions showed a remarkable increase of the students' reading levels and abilities. Appendixes contain parent and student surveys, a reading strategy checklist, and a blank running record form. (Contains 30 references, 5 tables, and 2 figures.) (Author/RS) ED478829 Increasing Reading Ability among First and Third Grade Students. 2003-05-00 50 N/A 2004 8/19/2004 22:29:06 RIEMAR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Elective Courses Grade 7 Grade 8 Instructional Effectiveness Middle Schools Reading Achievement Reading Attitudes Reading Difficulties Reading Improvement Reading Instruction Reading Strategies Kornfeld, Tammy Wilks Reports - Research Tests/Questionnaires English In the fall of 2001, a local middle school decided to implement a new elective course. This course was designed to assist struggling middle school readers in acquiring the reading proficiency that would be required to succeed in higher level course work. Students remained in their regular English classes, but devoted the elective period that their peers spent playing steel pans or learning perspective drawing to improving their reading skills. The central focus of the class was to teach students the strategies proficient readers use and provide a supportive environment for the practice and development of those strategies. Classroom teachers and the school's administrators recommended the students for this course; test scores and classroom performance were the dominant criterion. This study examined the effect of an elective course in reading strategies on students reading comprehension as measured through the state-sponsored test. Seventeen seventh and eighth grade students participated in the study. For eighth grade participants, reading comprehension test scores given at the end of seventh grade and at the end of eighth grade were analyzed using t-test. For seventh grade participants, reading comprehension test scores given at the end of sixth grade and at the end of seventh grade were analyzed using t-test. Results indicated that, on average, the reading comprehension percentile scores of the student participants improved 14.3 percentile stanines more than the students at the site who did not participate in the Reading Strategies course. Additionally, two students from the initial group were interviewed and asked questions pertaining to their perceptions of the impact of the reading strategies elective course on their current reading practices. Results indicated that student participants remember and apply a number of the strategies learned in their high school classes. Importantly, students report that they "often" approach their academic reading assignments with confidence. An appendix contains student interview questions. (Contains 10 references and 9 tables of data.) (Author/RS) ED478830 Impact of a Middle School Reading Strategies Elective on Reading Comprehension Test Scores and Reading Confidence. 2003-05-00 50 N/A 2004 8/19/2004 22:29:08 RIEMAR2004

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Yes Current Events Economics Elections Elementary Education Environmental Education Local History Locational Skills (Social Studies) Parent Role Social Studies Ediger, Marlow Guides - Non-Classroom Opinion Papers English There are numerous ways in which parents can assist students in social studies. Parents can read aloud library books that deal with social studies; older peers can also read aloud, providing practice to the older student as well. Parents can relate current events to a nearby globe, locating places mentioned in newscasts. In addition, parents and students can visit historical places of interest in the community. Parents can also show students the importance of economics in daily life, the environment, and community activities, such as the election process. Students can take part in hands-on activities as well, creating models of businesses on city blocks, volcanoes, furniture from a specific time period, or maps. Social studies work at home can inspire students' interest and work in school. (PM) ED478831 Helping Your Child in Reading in the Social Studies. 2003-07-28 10 N/A 2004 8/19/2004 22:29:09 RIEMAR2004

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Yes College Admission College Applicants College Entrance Examinations College Freshmen Higher Education Prediction Test Use Validity Armstrong, William B. Carty, Heidi M. Reports - Research Speeches/Meeting Papers Scholastic Assessment Tests English The University of California is engaged in the elimination of the Scholastic Assessment Test I (SAT-I) Verbal and Mathematics tests as a requirement for freshman admission. Opponents of the SAT-I argue that the tests do not measure the outcomes of the high school curriculum and hence do not reflect student learning in secondary school. Proponents counter that while the SAT-I tests are imperfect predictors, they perform a useful role in selecting applicants who have a strong likelihood of college success. This paper discusses the policy background of this debate and compares criterion-related validity evidence for the SAT-I and SAT-II tests. The study used data from applicant and enrolled student records at a large, highly selective research university for approximately 18,000 first-time freshmen. The findings suggest that although the SAT-II tests show stronger criterion-related validity than the SAT-I tests, the differences are modest. It is also found that the predictive validity of the SAT-I mathematics test improves for students from lower income levels and socioeconomic backgrounds. In addition, data from the third achievement or subject test of the SAT-II indicate a low correlation of scores in this test with freshman year grade point average (GPA) and high school GPA. This suggests that the third achievement test may be less of a curricular measure, or of less value, in accounting for variance in first-year performance. (Contains 7 tables and 11 references.) (Author/SLD) ED478832 Reconsidering the SAT-I for College Admissions: Analysis of Alternate Predictors of College Success. 2003-04-00 28 N/A 2004 2016-11-21

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Yes College Faculty College Programs Educational Attitudes Educational Environment Employer Employee Relationship Faculty College Relationship Foreign Countries Job Satisfaction Organizational Climate Organizational Culture Participative Decision Making Postsecondary Education Teacher Attitudes Teacher Effectiveness Teacher Surveys Work Environment Owen, Jane Davies, Peter Reports - Research United Kingdom United Kingdom Centre for Economic & Social Inclusion, London (England). Learning and Skills Development Agency, London (England). Association of Colleges, London (England). English A 2002 staff satisfaction survey was administered to 100 sixth form colleges, general further education colleges, and beacon and specialist colleges in England. A questionnaire containing 38 positive statements concerning 6 broad areas one's own role; the staff of the college; style of senior management; communication; customers, including learners, employers, and community groups; and college was rated with a 5-point scale by nearly 13,000 respondents. Results suggested that intrinsic job satisfaction is primarily influenced by factors directly related to the education and care of learners rather than to matters concerning college management, systems and structures that were the focus of the survey. However, these two broad areas of staff perception seemed to determine the overall balance of respondents' opinions: (1) whether or not they were valued by their employers and felt secure in their positions, and (2) how effectively they were communicated with, consulted and involved in the decision-making process. Where staff indicated satisfaction with these areas, they usually took a positive view of other aspects of their job and their college, and where they indicated dissatisfaction with them, they did not. (Contains 2 appendices, 19 figures, and 4 references.) (MO) ED478833 Listening to Staff, 2002. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-839-4 55 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1448, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1448. N/A 2004 2016-11-21

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Yes Academic Persistence College Graduates Graduation Rate Higher Education Structural Equation Models Transfer Students Gao, Hong Hughes, William W. O'Rear, Michael R. Fendley, William R., Jr. Reports - Research Speeches/Meeting Papers English Studies have provided conflicting findings on who is more likely to graduate or to persist in higher education. This study examined differences between native students and transfer students in terms of graduation and retention rates, sought to discover factors that impact students' persistence in higher education, such as a student's first-term grade point average (GPA), overall average GPA, age, gender, race, and residency (in-state versus out-of-state). The study aimed to develop a systematic and comprehensive model to determine the extent to which these factors interact and influence graduation and retention rates. All undergraduate degree-seeking students enrolled at an institution for the first time in fall 1994 were selected for the study. Of this group, 2,545 were first-time freshmen, and 1,194 were transfers. Findings agree with those from other studies that first-term academic performance is crucial for both native and transfer students in terms of their graduation and persistence. It also indicates that transfer credit hours do make a difference in graduation and retention rates. Transfer students who transferred less than 32 credit hours are less likely to graduate than native students, while transfer students with 32 or more credit hours transferred graduate at a significantly higher rate within 4 years than do native students. Structural equation models also indicate that transfer credit hours have a strong effect on transfer student graduation and retention rates. In agreement with other studies, this study finds that student ethnicity, sex, and age had no effect on student graduation or retention rates, but student academic performance did. (Contains 6 tables, 4 figures, and 17 references.) (SLD) ED478834 Developing Structural Equation Models To Determine Factors Contributing to Student Graduation and Retention: Are There Differences for Native Students and Transfers? 2002-06-03 18 N/A 2004 8/19/2004 22:29:15 RIEMAR2004 Paper presented at the Annual Research Forum of the Association for Institutional Research (43rd, Toronto, Ontario, Canada, June 2-5, 2002).

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Yes College Students Foreign Students Higher Education International Educational Exchange Needs Assessment Student Attitudes Student Needs Student Surveys Haydon, Lisa Reports - Research Tests/Questionnaires Dominican College of San Rafael CA English This study surveyed the academic needs of international students at Dominican University of California and compared the reported needs of these students with those of the larger population of international students. Of the 55 surveys distributed, 38 were returned. Survey results show that a large percentage of international students attending Dominican University of California were able to understand class lectures and written materials and could finish their work in a timely manner. More challenging to international students were writing essays and speaking in the classroom. A large percentage of students reported that they did not use campus resources at the university fully. Language proficiency was positively related to cultural adaptation, social integration, and academic progress. Social integration and cultural adaptation directly and positively correlated to academic success. The difficulties reported by international students at Dominican University were similar to those reported by international students at colleges and universities throughout the United States. It can thus be assumed that the components of successful international programs used at other institutions of higher learning will be applicable and useful at Dominican. From this data, a staff development module will be developed. The survey is attached. (Contains 29 references.) (SLD) ED478835 Meeting the Needs of International Students at Dominican University of California. 2003-05-00 67 N/A 2004 2016-11-21

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Yes College Faculty College Students Higher Education Learning Research Research Methodology Research Papers (Students) Student Participation Regeth, Rebecca A. Reports - Descriptive Speeches/Meeting Papers English This paper discusses the many benefits of student research in college. The process of conducting research provides students the opportunity to learn about the research process, and going through the research process allows students to gain organizational and networking skills. Student research gives faculty members the opportunity to pursue their discipline while honing their teaching skills. Research experience, presentations, and publications by students are valued by employers and graduate schools. A side effect is that the student becomes a better consumer of research. An added benefit may be the opportunity to attend conferences and the learning possible in a conference situation. (Contains 13 references.) (SLD) ED478836 Student Involvement in Research: Benefits for Students and Faculty. 2001-11-09 8 N/A 2004 8/19/2004 22:29:18 RIEMAR2004 Paper presented at the Southwestern Conference on Teaching Psychology (Houston, TX, November 9-10, 2001).

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Yes Business Education Case Studies College Students Foreign Countries Higher Education Satisfaction Student Attitudes Student Surveys Perianez, R. Villar, L. Robinson, B. Reports - Research Spain (Seville) Spain English A quality assurance case study was conducted at the School of Business Studies of the University of Seville, Spain. This study explored the degree of satisfaction expressed by students, investigating the teaching performance of each university lecturer, subject program design, characteristics of the teaching center, issues related to the University, profile of the student, and the importance attached by students to each component of the teaching service. A total of 23,585 questionnaires were completed, with each module considered a separate questionnaire. These responses represented 1,560 students. Findings indicate that the instrument demonstrated validity in measuring different levels of student satisfaction. Findings also indicate that the clarity of the lecturers' explanations and the extent to which they are able to lighten these and make them accessible to students are the most significant determinants of overall student satisfaction. (Contains 2 tables and 20 references.) (Author/SLD) ED478837 Student Satisfaction in the University: A Case Study from Spain. 2002-00-00 13 N/A 2004 2016-11-21

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Yes Citizenship Education Civics College Faculty Course Content Democratic Values Higher Education Seminars Anderson, Jodi L. Levis-Fitzgerald, Marc R. Rhoads, Robert A. Reports - Evaluative Speeches/Meeting Papers English This study explored democratic learning environments at one research university. The focus was on the qualitative outcomes of a study of one-unit reading and discussion seminars created in response to the events of September 11, 2001. Faculty members created 49 seminars, each of which limited enrollment to 15 students. The findings suggest that such seminars have the potential to enhance undergraduate learning in a way that promotes outcomes consistent with the development of skills and dispositions relevant to civic competence. (Contains 56 references.) (Author/SLD) ED478838 Democratic Classroom and Global Citizenship: The Contribution of One-Unit Seminars. 2003-04-00 34 N/A 2004 8/19/2004 22:29:22 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Causal Models College Students Depression (Psychology) Drinking Higher Education Path Analysis Prediction Self Esteem Fenzel, L. Mickey Patel, Shreya Reports - Research Speeches/Meeting Papers English This study tested a causal model of the prediction of the rate of occurrence of social and academic problems that results from college students' drinking. The model posited two pathways, one examining self-worth perceptions and symptoms of depression as mediators and one examining binge-drinking frequency as a mediator. Predictors included: hassles associated with college life, having an active spiritual life, receiving support form peers, and having a warm and accepting relationship with parents. Structural equation modeling analyses show a good fit of the data, collected from 686 undergraduate students at a religious-affiliated university, to the model. Findings are discusses with respect to prevention and intervention approaches that might address the mediating and predictor factors investigated. (Contains 2 figures, 2 tables, and 14 references.) (Author/SLD) ED478839 Path Model of the Processes Influencing Drinking-Related Problems among College Students. 2002-04-00 14 N/A 2004 8/19/2004 22:29:24 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Attitudes Behavior Patterns College Graduates Graduate Surveys Higher Education Service Learning Student Participation Volunteers Fenzel, L. Mickey Peyrot, Mark Speck, Sandra Gugerty, Catherine Reports - Research Speeches/Meeting Papers English Although several studies have documented the benefits to undergraduate college students of participating in service-learning and general community service, little research has examined the effects of such service participation on the service-related attitudes and behaviors of alumni. In this study, 481 alumni of a religious-affiliated liberal arts college participated in a phone survey that examined their past and present behaviors related to service and their current service-related attitudes. Results show that participation in both general community service and service-learning as undergraduates positively predicted alumni attitudes toward social and personal responsibility, as well as alumni involvement in postcollege community service and in service-related careers. In addition, service-learning participation exerted an effect over and above that accounted for by community service participation, although effect sizes were relatively small. Additional research is needed to examine the aspects of service-learning and general community services experiences, and other factors related to college life, that contribute to young adults' service-related attitudes and behaviors. (Author/SLD) ED478840 Distinguishing Attitudinal and Behavioral Differences among College Alumni Who Participated in Service-Learning and Volunteer Service. 2003-04-00 15 N/A 2004 8/19/2004 22:29:25 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Beginning Reading Government Role Homework Parent Participation Parent Role Primary Education Program Descriptions Reading Instruction Reading Programs Reading Strategies Guides - Non-Classroom Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Department of Education, Washington, DC. English The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding the importance of reading and the role of parental involvement in helping children learn to read. It discusses the best time to start reading to children and effective reading strategies. The reading guide also provides identifications of a good early reading program, homework tips, a list of the five essential components of reading, and a description of the No Child Left Behind program. (PM) ED478841 A Guide to Reading Tips for Parents. 2003-00-00 Parents 24 For full text: http://www.ed.gov/offices/OIIA/pfie/reading_parents/reading_parents.pdf. N/A 2004 2016-11-21

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Yes Beginning Reading Government Role Homework Parent Participation Parent Role Primary Education Program Descriptions Reading Instruction Reading Programs Reading Strategies Guides - Non-Classroom Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Department of Education, Washington, DC. Spanish The No Child Left Behind program changes the federal role in education by asking America's schools to describe their success in terms of what each student accomplishes. The information in this reading guide, presented in Spanish, was developed by the United States Department of Education to assist parents, caregivers, and teachers in understanding the importance of reading and the role of parental involvement in helping children learn to read. It discusses the best time to start reading to children and effective reading strategies. The reading guide also provides identifications of a good early reading program, homework tips, a list of the five essential components of reading, and a description of the No Child Left Behind program. (PM) ED478842 Una Guia de Consejos Practicos Sobre la Lectura para los Padres (A Guide to Reading Tips for Parents). 2003-00-00 Parents 28 For full text: http://www.ed.gov/offices/OIIA/pfie/reading_parents_esp/reading_parents_esp.pdf. N/A 2004 2016-11-21

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Yes Black Culture Class Activities Curriculum Enrichment Fiction Folk Culture High Schools Learning Activities Lesson Plans Literary Criticism Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Hurston (Zora Neale) Standards for the English Language Arts English Zora Neale Hurston's work is lively, lyrical, funny, and poignant, but this consummate literary craftsperson was also a first-rate ethnographer, conducting field work for Franz Boas and for the Works Progress Administration (WPA). "Their Eyes Were Watching God," often acclaimed as Hurston's masterpiece, is perhaps the richest beneficiary of her work as a folklorist: its evocation of "picking in the jook joint, playing the dozens, and petitioning root doctors" offers a compelling synthesis of ethnological reality and lively characterization and setting. This lesson plan for grades 9-12 focuses on the way Hurston incorporates, adapts, transforms, and comments on black folklife in "Their Eyes Were Watching God." The lesson plan offers an introduction; cites subject areas, time required, and skills developed; poses a guiding question; lists learning objectives; provides strategies to teach the lesson; suggests diverse classroom activities; presents additional activities to extend the lesson; lists selected Websites; and addresses standards alignment. Folklore terminology and sample worksheets are attached. (NKA) ED478843 Folklore in Zora Neale Hurston's "Their Eyes Were Watching God." [Lesson Plan]. 2002-07-09 MCI WorldCom, Arlington, VA. Council of the Great City Schools, Washington, DC. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 16 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Fables Fiction Global Approach Intermediate Grades Learning Activities Lesson Plans Literature Appreciation Oral Tradition Reader Response Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Tricksters (Folk Culture) Oral Literature Standards for the English Language Arts English Fables and trickster stories are short narratives that use animal characters with human features to convey folk wisdom and to help people understand human nature and human behavior. These stories were originally passed down through oral tradition and were eventually written down. These lesson plans are intended for students in grades 3-5 and introduce them to folk tales through a literary approach that emphasizes genre categories and definitions. With these lessons, students will become familiar with fables and trickster tales from different cultural traditions and will see how stories change when transferred orally between generations and cultures. They will learn how both fables and trickster tales use various animals in different ways to portray human strengths and weaknesses to pass down wisdom from one generation to the next. The general lesson plan: provides an introduction; cites subject areas, time required, and skills developed; gives learning objectives; poses guiding questions; presents material about teaching the lesson; outlines suggested activities for four lessons (Telling Stories-Writing Stories; Fables and Tales from Different Cultures; Sly as a Fox: Busy as a Bee; The Moral of the Story; and Extending the Lesson); lists selected Websites; and addresses standards alignment. (NKA) ED478844 Fables and Trickster Tales around the World. [Lesson Plan]. 2002-05-21 Council of the Great City Schools, Washington, DC. National Endowment for the Humanities (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Practitioners Teachers 12 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Intermediate Grades Learning Activities Lesson Plans Literature Appreciation Poetry Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Lear (Edward) Limericks Poetic Forms Standards for the English Language Arts English British poet Edward Lear (1812-1888) is widely recognized as the father of the limerick form of poetry and is well known for his nonsense poems. In the first lesson for grades 3-5, which focuses on Lear's nonsense poem "The Owl and the Pussy Cat," students learn about nonsense poetry as well as the various poetic techniques and devices that poets use to help their readers create a mental picture while reading or hearing poems. In the second lesson, "Edward Lear, Limericks, and Nonsense: There Once Was...," students learn the form of the limerick poem, practice finding the meter and rhyme schemes in various Lear limericks, and write their own limericks. These lesson plans: provide an introduction; cite subject areas, time required, and skills developed; pose guiding questions; give learning objectives; inform teachers about preparing to teach the lesson; outline suggested activities; list selected Websites; and address standards alignment. (NKA) ED478845 Edward Lear, Limericks, and Nonsense: A Little Nonsense. [Lesson Plan]. 2002-06-28 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 10 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Ancient History Class Activities Curriculum Enrichment Indigenous Populations Intermediate Grades Latin American Culture Learning Activities Lesson Plans Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Communication Channels Inca (Tribe) Message Transmission Standards for the English Language Arts English This lesson shows how the Inca communicated across the vast stretches of their mountain realm, the largest empire of the pre-industrial world. The lesson explains how couriers carried messages along mountain-ridge roads, up and down stone steps, and over chasm-spanning footbridges. It states that couriers could pass a message from Quito (Ecuador) to Cuzco (Peru) in 10 days, about the same time as it takes today's postal service to deliver a letter between these two cities. The lesson plan: provides an introduction; cites subject areas, time required, and skills developed; poses a guiding question; informs teachers about preparing to teach the lesson; offers four suggested classroom activities and an activity to extend the lesson; lists selected Websites; and addresses standards alignment. (NKA) ED478846 Couriers in the Inca Empire: Getting Your Message Across. [Lesson Plan]. 2002-07-26 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Practitioners Teachers 7 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Class Activities Colonial History (United States) Curriculum Enrichment Learning Activities Lesson Plans Middle Schools Playwriting Revolutionary War (United States) Skill Development Standards Student Developed Materials Student Educational Objectives Guides - Classroom - Teacher Document Analysis Standards for the English Language Arts Broadsides English "Broadsides" are notices written on disposable, single sheets of paper printed on one side only, intended to have an immediate impact on readers. Broadsides had an impact in colonial America--they delivered the latest news and much more: government proclamations, public service announcements, opinion papers, advertisements, and entertainment updates. Broadsides addressed virtually every aspect of the American Revolution, and they provide a wide range of suitable classroom topics. In this lesson, students in grades 6-8 will use the resources of the Library of Congress' Printed Ephemera Collection to experience the news as the colonists heard it. The lesson plan: provides an introduction; cites subject areas, time required, and skills developed; poses a guiding question; gives learning objectives; informs teachers about preparing to teach the lesson; presents four suggested activities--the fourth activity is to put together a class play about events leading up to the American Revolution; offers additional activities for extending the lesson; lists selected Websites; and addresses standards alignment. Contains a broadsides analysis worksheet. (NKA) ED478847 Colonial Broadsides: A Student-Created Play. [Lesson Plan]. 2002-06-17 MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Council of the Great City Schools, Washington, DC. Practitioners Teachers 9 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Case Studies Inquiry Miscue Analysis Naturalistic Observation Primary Education Professional Development Reading Instruction Reading Research Student Needs Burke, Carolyn Crafton, Linda Egawa, Kathy Long, Susi Martens, Prisca Mills, Heidi Smith, Karen Stephens, Diane Guides - Non-Classroom Reports - Descriptive Kidwatching National Council of Teachers of English, Urbana, IL. English The final result of this inquiry study will be the compilation of a Literacy Portfolio on a targeted reader. The data included within the portfolio will come from strategies and tools teachers were introduced to in Year One of the Reading Initiative and for which teachers gathered data both on themselves and on younger learners. The study revisits the concepts of miscue analysis, kidwatching, close observation, and what some educators call "case study." The overarching concept of Literacy Portfolio is used to pull all of these together. Teachers will be challenged to extend their knowledge and use of assessment tools, to suspend judgment about what the behaviors they observe might mean, and to carefully plan for future instruction--a process known as "assessment as inquiry." Finally, each teacher will organize all this information in a thoughtful and useful way. Lists 24 professional resources selections. (NKA) ED478848 Literacy Portfolios: Looking Closely at Individual Learners. NCTE Reading Initiative. 2001-04-00 Practitioners Teachers 14 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Inquiry Primary Education Professional Development Teacher Role Vasquez, Vivian Egawa, Kathy Guides - Non-Classroom Reports - Descriptive Text Factors Critical Literacy Reflective Practice National Council of Teachers of English, Urbana, IL. English In this inquiry study, teachers will explore the concept of "critical literacy" and its implications for classrooms. Each study group will reread cultural texts--media, print, commercial--to consider how teachers, as well as the younger learners they teach, are "positioned." This new awareness provides the opportunity for teachers to be more informed and proactive as they participate in a world where various ideologies and social relations are constantly in play, including the contexts in which teachers themselves teach. Each group will leave the study with new ideas, new tools, new questions, and a new lens through which to view teacher practice. Lists 20 professional reading selections. (NKA) ED478849 Critical Literacy: Putting a Critical Edge on Your Curriculum. NCTE Reading Initiative. 2002-06-00 Practitioners Teachers 11 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Classroom Techniques English Inquiry Language Usage Language Variation Primary Education Professional Development Whitmore, Kathryn F. Martinez-Roldan, Carmen Guides - Non-Classroom Reports - Descriptive Reflective Practice National Council of Teachers of English, Urbana, IL. English In this inquiry study, teachers will explore the concept of English Language Learning and its implications for classrooms. Individually and in small groups, teachers will have opportunities to read, talk, and reflect about current issues regarding linguistic diversity in classrooms and schools, including bilingual/multilingual, ESL, and language variation contexts. Teachers will carefully examine their beliefs about language difference and revalue language as a resource. At the conclusion of the study, each teacher will have asked questions, gathered new materials, acquired new strategies, and developed action plans to guide his/her teaching practice with linguistically diverse students. Lists 22 professional reading resources selections. (NKA) ED478850 English Language Learning: Revaluing Language as Resource. NCTE Reading Initiative. 2002-00-00 Practitioners Teachers 17 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Classroom Techniques Inquiry Primary Education Professional Development Teacher Researchers Egawa, Kathy Burke, Carolyn Guides - Non-Classroom Reports - Descriptive Theoretical Orientation Reflective Practice Teaching Research National Council of Teachers of English, Urbana, IL. English In this introductory inquiry study, teachers will explore why the National Council of Teachers of English (NCTE) Reading Initiative is developed from the theoretical position of "teaching as inquiry." Teachers will live through several learning projects, identify important issues in practitioners' teaching lives, and read the work of teacher researchers. Each group will leave the study with new ideas, new tools, new questions, and a new lens through which to view their practice. Lists 9 professional reading selections. (NKA) ED478851 Inquiry into Inquiry: Exploring Educational Practice. NCTE Reading Initiative. 2000-06-00 Practitioners Teachers 11 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-23

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No Classroom Research Classroom Techniques Elementary Education Inquiry Literacy Professional Development Writing Workshops Donnelly, Amy Files, Janet Mills, Heidi Stephens, Diane Guides - Non-Classroom Reports - Descriptive Reading Workshops Reflective Practice National Council of Teachers of English, Urbana, IL. English In this inquiry study, teachers will learn about or refine their understanding of the components of Reading and Writing Workshop. They will begin by living as writers themselves and then explore how to create supportive contexts for the learners in their classrooms. Video footage from a number of classrooms will serve as a series of possibilities as each teacher reconsiders his/her own teaching. A wealth of strategies is included to weave into each teacher's literacy curriculum. Lists 17 professional reading resources selections. (NKA) ED478852 Inquiry Study into Understanding and Supporting Writers. NCTE Reading Initiative. 2000-04-00 Practitioners Teachers 12 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Adolescents Classroom Techniques Inquiry Professional Development Reading Fluency Reading Programs Secondary Education Shanklin, Nancy L. Guides - Non-Classroom Reports - Descriptive Reflective Practice Study Groups National Council of Teachers of English, Urbana, IL. English In this inquiry study, teachers will explore ways to encourage the development of adolescent readers as their learning expands to include more difficult and varied content. Teachers will examine the strategies used by proficient readers and conduct inquiries into how these strategies may best be taught to adolescents. Teachers will consider how the new learning from their study group might be shared with others and a more cohesive reading program developed for middle and/or high schools. Lists 5 professional reading articles for initiating engagements. (NKA) ED478853 An Inquiry Study into Adolescent Literacy: Encouraging the Development of Adolescent Readers. NCTE Reading Initiative. 2002-04-00 Practitioners Teachers 12 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Adolescents Classroom Techniques Inquiry Professional Development Secondary Education Teacher Role Writing (Composition) Writing Improvement Writing Processes Shanklin, Nancy L. Guides - Non-Classroom Reports - Descriptive Reflective Practice National Council of Teachers of English, Urbana, IL. English In this inquiry study, teachers will learn about the writing process and ways to improve virtually all facets of students' writing. Teachers will carefully examine their own beliefs about writing and the value of their own written literacy that can be modeled for students. Teachers will build professional communities in which they will interact collegially to explore their own writing, adolescents' writing, and ways to increase the link between student learning and the quality of their instruction. Each group will leave this inquiry study with new ideas, new tools, new questions, and a new lens through which to view their teaching practices around adolescents' writing at the classroom, school, and district levels. Lists 47 professional reading selections. (NKA) ED478854 An Inquiry Study on Adolescent Literacy: Encouraging the Development of Adolescent Writers. NCTE Reading Initiative. 2002-00-00 Practitioners Teachers 22 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. For full text: http://www.ncte.org/readinit/curriculum/inqstudies.shtml. N/A 2004 2016-11-21

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Yes Academic Achievement Action Research Grade 5 Instructional Effectiveness Intermediate Grades Parent Role Self Efficacy Student Educational Objectives Student Motivation Writing Ability Writing Instruction Bogolin, Lynn Harris, Lisa Norris, Lisa Dissertations/Theses Reports - Research Tests/Questionnaires English This research shows that students often lack the ability to set appropriate goals for their learning. The students in this study did not take ownership in their education, and expected teachers to make decisions for them. The students in the study were fifth grade students in middle class communities in the Midwest. Analysis of probable cause data revealed that students were unable to foresee their future, and therefore do not construct long-term goals. Children who did attempt to set academic goals for themselves were unable to do so realistically. Because students were not involved in keeping track of their progress, they had a misconstrued perception of their writing ability. A review of solution strategies revealed that by setting their own goals in writing, students were more likely to be motivated and take ownership in their learning. When tracking progress, students were more goal-oriented and had the ability to see their writing progress and create further goals. Students who continued to see success of their writing goals had a higher level of self-efficacy. The results of this research revealed an increase in student writing ability. Appendixes contain a staff goal-setting survey with results; a student goal-setting survey with results; a persuasive/expository paper rubric; a narrative paper rubric; a parent goal-setting survey with results; expository and narrative writing prompts; a student goal chart; a parent post goal-setting survey with results; a student post goal-setting survey with results; and a letter to parents. (Contains 21 figures and 35 references.) (Author/RS) ED478855 Improving Student Writing through the Use of Goal Setting. 2003-05-00 114 N/A 2004 8/19/2004 22:29:53 RIEMAR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Classroom Techniques Early Intervention Instructional Effectiveness Literacy Primary Education Reading Difficulties Reading Improvement Reading Research Student Development Schmitt, Maribeth Cassidy, Ed. Collected Works - Serials California Meaning Construction Reading Recovery Projects California English This scholarly journal, an official publication of the Reading Recovery Council of North America, was established to provide an interdisciplinary forum on issues related to the acquisition of language, literacy development, and instructional theory and practice. Articles in Volume 5, Number 1 are: "Affinities and Contradictions: The Dynamics of Social or Acquisition Learning" (Don Holdaway); "Is Early Literacy Intervention Effective for English Language Learners? Evidence from Reading Recovery" (Jane Ashdown and Ognjen Simic); and "Re-Conceptualizing a Change Model: Implementation of the Early Literacy Research Project" (Janet Scull and Neville J. Johnson). Articles in Volume 5, Number 2 are: "Children's Achievement and Personal and Social Development in a First-Year Reading Recovery Program with Teachers in Training" (Lorene C. Quay; Donald C. Steele; Clifford I. Johnson; William Hortman); "Inventing Literate Identities: The Influence of Texts and Contexts" (Prisca Martens and Susan Adamson); and "Teacher Leadership: A Key Factor in Reading Recovery's Success" (Jean F. Bussell). (NKA) ED478856 Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 2000-2001. Literacy Teaching and Learning: An International Journal of Early Reading and Writing v5 n1-2 2000-2001 2001-00-00 149 Reading Recovery Council of North America, 1929 Kenny Rd., #100, Columbus, OH 43210. Tel: 614-292-1795; Fax: 614-292-4404; Web site: http://www.readingrecovery.org. T 2004 2017-07-09 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/20625

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Yes Case Studies Classroom Techniques Deafness Early Intervention Instructional Effectiveness Literacy Picture Books Primary Education Reading Difficulties Reading Improvement Reading Motivation Reading Research Collected Works - Serials Reading Recovery Projects California California English This scholarly journal, an official publication of the Reading Recovery Council of North America, was established to provide an interdisciplinary forum on issues related to the acquisition of language, literacy development, and instructional theory and practice. Articles in Volume 6, Number 1 are: "Documenting and Developing Literacy in Deaf Children" (Barbara Gioia; Peter Johnston; Laura Giovanelli Cooper); "Picturebooks as Aesthetic Objects" (Lawrence R. Sipe); and "Achieving Motivation: Guiding Edward's Journey to Literacy" (Susan King Fullerton). Articles in Volume 6, Number 2 are: "Learning and Teaching at an At-Risk School" (Diane Barone); and "Making a Case for Prevention in Education" (Billie J. Askew; Elizabeth Kaye; Dianne F. Frasier; Mohsen Mobasher; Nancy Anderson; Yvonne G. Rodriguez). (NKA) ED478857 Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 2001-2002. Literacy Teaching and Learning: An International Journal of Early Reading and Writing v6 n1-2 2001-2002 2002-00-00 148 Reading Recovery Council of North America, 1929 Kenny Rd., #100, Columbus, OH 43210. Tel: 614-292-1795; Fax: 614-292-4404; Web site: http://www.readingrecovery.org. T 2004 2016-11-21

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Yes Beginning Reading Case Studies Classroom Techniques Instructional Effectiveness Literacy Metacognition Phonemic Awareness Primary Education Reading Improvement Reading Research Tutoring Collected Works - Serials California Reading Recovery Projects California English This scholarly journal, an official publication of the Reading Recovery Council of North America, provides an interdisciplinary forum on issues related to the acquisition of language, literacy development, and instructional theory and practice. Articles in Volume 7, Numbers 1 and 2 (comprising volume 7) are: "The Why? What? When? And How? of Tutoring: The Development of Helping and Tutoring Skills in Children" (David Wood); "You Go to b ab t rod the 16 levo [You Got to Be Able to Read the 16 Level]: Derek's Literacy Learning Story in First Grade" (Maria Luiza Dantas); "Metacognitive Strategy Knowledge: Comparison of Former Reading Recovery Children and Their Current Classmates" (Maribeth Cassidy Schmitt); "Envisioning Story: The Eye Movements of Beginning Readers" (Peter Duckett); and "Phonemic Awareness: Clarifying What We Know" (Marilyn L. Chapman). (NKA) ED478858 Literacy Teaching and Learning: An International Journal of Early Reading and Writing, 2003. Literacy Teaching and Learning: An International Journal of Early Reading and Writing v7 n1-2 2003 2003-00-00 114 Reading Recovery Council of North America, 1929 Kenny Rd., #100, Columbus, OH 43210. Tel: 614-292-1795; Fax: 614-292-4404; Web site: http://www.readingrecovery.org. T 2004 2016-11-21

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Yes Adolescent Literature Black History Blacks Childrens Literature Civil Rights Educational Objectives Elementary Secondary Education Oral Tradition Jans-Thomas, Susie Opinion Papers Speeches/Meeting Papers Timelines African Americans King (Martin Luther Jr) English Teaching school-aged children about the struggle for civil rights in the United States is a curricular objective. Schools have established traditions for teaching the life of Martin Luther King, Jr., and for celebrating Black History Month through the month of February. Using literature written for children is one tool that can be used to increase student understanding of the issues surrounding the U.S. civil rights movement. To effectively understand the times and places in history, it is necessary for historians and history buffs to use a timeline maintain a logical order of events. The history of African Americans has been carried on in an oral tradition using a timeline to assure accurate transcendence of information. This paper looks at titles and types of books for children about black subjects and black history that can be used in the classroom to develop student awareness of the issues surrounding civil rights. The paper states that the power of the written word helps the reader to identify ways to act on their values, understand the feelings of minority groups, examine their personal treatment of others, and explore a portion of history that was steeped with injustice. (Contains 13 references.) (BT) ED478859 Journey from Oppression: Using Literature To Teach Civil Rights. 2002-02-00 26 N/A 2004 2016-11-21

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Yes Adult Learning Christianity Foreign Countries Interfaith Relations Islam Judaism Likert Scales Multicultural Education Questionnaires Religious Cultural Groups School Community Relationship Student Attitudes Student Surveys Study Abroad Sanders, Kathryn A. Morgan, Marilon Reports - Research Speeches/Meeting Papers Israel Israel English In 1998, the Tulsa (Oklahoma) Metropolitan Ministry's Task Force on Religious Understanding, in partnership with the National Conference for Community and Justice, the Jewish Federation of Tulsa, and three local universities, began planning an interfaith study abroad experience in Israel for adult learners within the Christian, Jewish, and Muslim faith traditions. The planning committee envisioned an experience that would provide opportunities for exploration of the social, cultural, and religious symbols associated with the three faith traditions. The narrative of adult transformative learning became central to the study as a result of observing participants (n=45) in pre-trip meetings and during the actual study abroad trip. Group members participated in five mandatory pre-departure study sessions designed to educate members about the spiritual traditions and religious beliefs of the three faiths, as well as the political issues tied to these faith traditions. While in Israel, additional study sessions were conducted by spiritual leaders of the Islamic, Jewish, and Christian faiths. The group was administered three Likert scales in a pre-trip-post-trip format. Findings revealed that interfaith trialogue is an effective means of bringing about religious understanding. The narrative dimension of the trip was the most insightful because each person's faith tradition was challenged during the experience. The dialogue with others and the trialogue among the group members was not a linear process, but rather an incremental process of transformative learning. An opinion questionnaire is attached. (Contains 31 references.) (BT) ED478860 Developing an Interfaith Trialogue: Creating Multi-Cultural Study Abroad Experiences That Enhance a Community's Understanding and Awareness of the Christian, Jewish, and Muslim Faith Traditions through the Narrative Dimensions of Transformative Learning. 2002-02-00 27 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Geographic Concepts Geography Geography Instruction Social Studies Student Educational Objectives Vender, JoAnn C. Guides - Non-Classroom American Geographical Society, New York, NY. Association of American Geographers, Washington, DC. National Council for Geographic Education. National Geographic Society, Washington, DC. English This booklet offers a succinct and comprehensive structure for making geography an integral part of student experience across the grade levels. Emphasis is placed on the knowledge and understanding of geography principles. The scope and sequence presented in the booklet shows that, as a result of national standards, geographic education is moving and shifting in new ways. The booklet lays out a grade-by-grade scope and sequence of the basic geography concepts presented in, "Geography for Life: National Geography Standards" (1994), which emphasize what students should know and understand about geography, rather than what they should be able to accomplish with such knowledge and understanding. The booklet is divided into 10 sections: (1) "Foreword" (Richard G. Boehm); (2)"Introduction" (JoAnn Vender); (3) "Using the K-12 Scope and Sequence in Geography: Some Suggestions and Caveats" (James Marran); (4) "Essential Elements and the National Geography Standards"; (5) "K-12 Scope and Sequence in Geography Essential Element 1: The World in Spatial Terms" (Standards 1-3); (6) "Essential Element 2: Places and Regions" (Standards 4-6); (7) "Essential Element 3: Physical Systems" (Standards 7-8); (8) "Essential Element 4: Human Systems" (Standards 9-13); (9) "Essential Element 5: Environment and Society" (Standards 14-16); and (10) "Essential Element 6: The Uses of Geography" (Standards 17-18). (BT) ED478861 Teaching to the Standards: A K-12 Scope and Sequence in Geography. 2003-00-00 45 The National Council for Geographic Education, 206-A Martin Hall, Jacksonville State University, Jacksonville, AL 36265-1602 ($10). Tel: 256-782-5293; Fax: 256-782-5180; Web site: http://www.ncge.org. N/A 2004 2020-08-08

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Yes Curriculum Enrichment High Schools Lesson Plans Middle Schools Primary Sources Social Studies Student Research United States History World War II Guides - Classroom - Teacher Pearl Harbor Timelines Hawaii Hawaii Department of the Navy, Washington, DC. English This lesson plan can help teachers and students understand what happened on December 7, 1941, beginning with the first U.S. treaty with Japan in 1854 through the attacks in 1941. Students use primary sources to synthesize information and draw conclusions about the role of the U.S. Navy in foreign policy and to understand how people in 1941 reacted to the bombing of Pearl Harbor (Hawaii). The lesson plan is designed for upper middle and high school students and consists of four sections: (1) "Permanent Friends: The Treaty of Kanagawa" (Treaty of Kanagawa; Teacher Information Sheet; Student Work Sheet; Fact Sheet: Commodore Matthew Perry); (2) "This Is Not a Drill" (Newspaper Publishing Teacher Information Sheet; A Moment in Time Photographs in Action (three)); and (Recalling Pearl Harbor: Oral Histories and Survivor Accounts (seven); Timeline and Action Reports (three)); (3) "The Aftermath" (Teacher Information Sheet; five Photographs; Action Report: USS Ward; Damage Reports: Ships; Fact Sheet Pearl Harbor); and (4) "A Date Which Will Live in Infamy" (President Franklin D. Roosevelt's Pearl Harbor Speech; Student Worksheet). (BT) ED478862 The Date That Lives in Infamy: Pearl Harbor Lesson Plans. 2001-11-00 Practitioners Teachers 75 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Diplomatic History Intermediate Grades Middle Schools Military Organizations Social Studies Student Research United States History Guides - Classroom - Teacher Exploration Naval History Department of the Navy, Washington, DC. English "To the Ends of the Earth and Beyond" is a curriculum-based program focusing on the role of the U.S. Navy in exploration and diplomacy throughout U.S. history. For students to have a successful experience teachers are encouraged to use as many of the activities in this packet as possible. The packet is divided into four sections: (1) "Navigation"; (2) "To the Ends of the Poles"; (3) "Commodore Perry and Japan"; and (4) "Undersea Exploration." It contains activities that develop skills in writing, reading, researching, critical thinking, and creative expression, while providing a historical look at important naval accomplishments. It is appropriate for students in grades 4-8. Contains an answer key. (BT) ED478863 To the Ends of the Earth and Beyond. 2002-11-13 Practitioners Teachers 59 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Intermediate Grades Lesson Plans Middle Schools Military Organizations Resource Materials Science Instruction Scientific and Technical Information Social Studies Student Research Guides - Classroom - Teacher Submarines Naval History Department of the Navy, Washington, DC. English This resource guide for science and social studies classes explores the world of U.S. Navy submarines and other submersibles. The guide consists of background information on the history and development of submarines and a list of cross-curricular activities to challenge, educate, and entertain students. Students learn the inherent challenges that complicate travel and survival undersea through activities that teach about submarine design and operation within an historical context. Each activity is intended to expand student understanding of the history, science, and technology of submarines. The guide packet is intended for students in grades 5-8. Contains a 22-item bibliography for teachers. (BT) ED478864 Dive! Dive! An Introduction to the History and Technology of Submarines. 2001-07-02 Practitioners Teachers 32 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/. N/A 2004 2016-11-21

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Yes Academic Standards Maritime Education Primary Education Social Studies Student Educational Objectives Vocabulary Guides - Classroom - Teacher Department of the Navy, Washington, DC. English This lesson contains materials for the U.S. Navy Museum's "Ships to the Sea" program. The program is appropriate for students in grades 2-4 and was designed in accordance with local and national social studies standards. The materials introduce students to the world of ship technology and naval terminology. The lesson is presented in five sections: (1) "Lesson Plan"; (2) "Ships to Sea Introduction"; (3) "Ship Descriptions and Drawings"; (4) "Nautical Vocabulary List"; and (5) "Activity Pages". Contains an answer sheet. (BT) ED478865 Ships to the Sea. 2001-07-02 Practitioners Teachers 21 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/branches/teach/ships/ships1.htm. N/A 2004 2020-12-04

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Yes Alphabets Intermediate Grades Military Organizations Spelling Standards Guides - Classroom - Teacher Naval History Department of the Navy, Washington, DC. English The U.S. Navy and other services use the same 26-letter alphabet that people use every day, but they substitute a word for each letter. You might pronounce the letter "a" when spelling the word a-n-t. A sailor uses words in place of each letter, making a-n-t into "alpha-november-tango." This system prevents mix-ups between similar sounding letters such as "m" and "n," and "b" and "v." This clarifies a message over a static-filled telephone line. The Navy also uses flags to symbolize letters. These signal flags are flown on the open deck of a vessel. Flags allow ships to communicate with other vessels without picking up a radio or sending an e-mail. This lesson is divided into five sections: (1) "Navy ABCs"; (2) "Military Alphabet and Signal Flags"; (3) "Spelling Worksheet"; (4)"Flag Worksheet"; and (5) "History of Phonetic Alphabet and Signal Flags". (BT) ED478866 Navy ABCs. 2001-07-10 Practitioners Teachers 11 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/branches/org8-8.htm. N/A 2004 2016-11-21

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Yes Primary Education Social Studies Standards Student Educational Objectives Guides - Classroom - Teacher Naval History Hats Department of the Navy, Washington, DC. English The materials in this lesson plan introduces students to the U.S. Navy by exploring the hats officers and enlisted personnel wear to work. The lesson is appropriate for students in grades 1-3 and was designed in accordance with local and national social studies standards. The lesson plan cites educational objectives and lists materials provided. It is divided into four sections: (1) "Lesson Plan"; (2) "Hats Off Introduction"; (3) "Hat Descriptions and Drawings" (from the earliest days of the U.S. Navy); and (4) "Hats Off Activity Sheet". (BT) ED478867 Hats Off. 2001-06-29 Practitioners Teachers 14 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/branches/org8-8.htm. N/A 2004 2016-11-21

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Yes Intermediate Grades Middle Schools Military Organizations Poetry Social Studies Student Educational Objectives Guides - Classroom - Teacher Naval History Posters Recruitment Materials Department of the Navy, Washington, DC. English At the turn of the 19th century, the United States was a rapidly growing nation. When the United States acquired territories in the Caribbean and the Pacific Ocean, the job of maintaining open sea lanes fell to the U.S. Navy. To maintain a strong and well-trained force, the Navy needed to attract personnel to work onboard their ships. It used poster art to advertise as an easy way to reach a large number of people. This lesson plan asks students to interpret a poem and recruiting poster that offers them insight into the life of turn-of-the-century sailors when they first joined the Navy and how their lives at sea differed from life ashore. The lesson contains seven sections: (1) "Lesson Plan"; (2) "Student Introduction Page"; (3) "The Great White Fleet"; (4) "Poem--The Rookie Player"; (5) "Recruiting Poster"; (6) "Student Worksheet"; and (7) "Teacher Answer Sheet". (BT) ED478868 Sailor's Life at Sea (and a Little Poetry). 2001-01-00 Practitioners Teachers 15 Naval Historical Center, Washington Navy Yard, 805 Kidder Breese Street SE, Washington Navy Yard, DC 20374-5060. Tel: 202-433-4882; Fax: 202-433-8200. For full text: http://www.history.navy.mil/branches/org8-8.htm. N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Graduation Requirements History Instruction State Standards Student Evaluation Surveys Teacher Certification Brown, Sarah Drake Patrick, John J. Reports - Research History Teachers Organization of American Historians American Historical Association English The major goal of a study sponsored by the Organization of American Historians and the American Historical Association was to provide information about the state of history education in each of the United States, to be used constructively to appraise and improve school-based history education. This report addresses teacher certification in history; content standards in history for teachers; content standards in history for students; high school graduation and exit requirements in history; assessments in history; and resources and organizations that are available for history teachers at the state level. The report states that the researchers gathered most of their findings from state department of education Web sites and the Web sites of governing boards in the states. It explains that to confirm the accuracy of the data, the researchers wrote summary reports for each state and sent draft copies of these reports to social studies and history education specialists in the 50 states and the District of Columbia. It notes that representatives of 42 states responded; eight states and the District of Columbia did not respond to the survey. Three appendices contain: 12 data tables; a sample state profile (Indiana); and a list of respondents to the survey by state. (BT) ED478869 History Education in the United States: A Survey of Teacher Certification and State-Based Standards and Assessments for Teachers and Students. 2003-06-28 Organization of American Historians, Bloomington, IN. American Historical Association, Washington, DC. 76 N/A 2004 2016-11-21

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No Academic Aspiration Attitude Change Context Effect Education Work Relationship Educational Attitudes Educational Policy Educational Research Enrollment Influences Family Influence Family School Relationship Futures (of Society) Learning Motivation Lifelong Learning Policy Formation Public Policy School Community Relationship Social Science Research Socioeconomic Influences Strategic Planning Student Motivation Smith, Jim Spurling, Andrea Information Analyses Learning Society United Kingdom United Kingdom Campaign for Learning, London (England). National Inst. of Adult Continuing Education, Leicester (England). English This book, which synthesizes research from psychology, sociology, and economics in Great Britain and elsewhere, maps the factors influencing motivation and introduces a long-term motivation strategy to help develop a lifelong learning society for the United Kingdom (UK). Eight chapters cover these topics: motivation to learn; different faces of learning motivation; motivation for learning activity; motivation for learning strategy; developing learning motivation in the family; the family's wider influence on motivation; environments; and policy implications. A postscript offers an action agenda that includes 57 recommendations for improving motivation for lifelong learning across the spheres of workplace, family, and community. Twenty-six tables/figures and 250 references are included. (The fundamental assertions emerging from the synthesis are as follows: (1) the levels of learning motivation displayed by individuals reflect their social and economic experience in general and their family experience in particular; (2) despite this experience, every healthy person can, in principle, rise to high levels of motivation to learn; and (3) at every point in society, practical steps can be taken to significantly improve learning motivation. It is suggested that the U K improve motivation for lifelong learning by drawing on the motivational efficiency in the market; the supply side of the equation; a specific skills agenda; a social learning agenda; and redistribution of public funds in the field of learning.) (MN) ED478870 Understanding Motivation for Lifelong Learning. 2001-03-00 ISBN-1-903107-00-8 139 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom (14.95 British pounds). Web site: http://www.niace.org.uk or Southgate Publishers, The Square, Sandford, North Crediton, Devon EX17 4LW, United Kingdom (14.95 British pounds). N/A 2004 2016-11-21

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Yes Career Choice Education Work Relationship Educational Attitudes Family Influence Father Attitudes Fathers Foreign Countries Middle Class Mother Attitudes Occupational Aspiration Outcomes of Education Parent Role Postsecondary Education Questionnaires Role of Education Sex Role Social Attitudes Tables (Data) Work Attitudes Work Life Expectancy Goodwin, John Reports - Research Tests/Questionnaires Ireland (Dublin) Demographics Ireland (Dublin) English The influences that home, family, and education have on Irish men's experiences of working life are explored based on interviews and questionnaire research carried out in North Dublin during 1997 and 1998. A two-stage research design was adopted. The first stage involved a short attitudinal-type questionnaire given to men at a sporting club. The questionnaire contained biographical and attitudinal questions on work, home, politics, class, and education. One hundred fifty-six questionnaires out of 250 were returned. The second stage was an in-depth interview with 10 men, which consisted of more formal questions about the respondent's present occupation and/or current educational participation. The findings suggest the following: (1) men retain notions that men should be the heads of households, that outside work is more important for men, and domestic work is more important for women; (2) the men's fathers had a significant influence on their attitudes toward work; (3) the majority of the men agreed that education was important for success, but nearly half felt that success is based on whom one knows and most felt that school and education did not prepare them for work. (Contains 45 references and four appendixes, including survey questions.) (SLR) ED478871 Dad Was a Terrible Hard Worker: The Influence of Family and School on Dublin's Men's Working Lives--Preliminary Findings. CLMS Working Paper. 2000-04-00 25 For full text: http://www.clms.le.ac.uk/publications/wkpapers/work_paperNo30.pdf . N/A 2004 2016-11-21

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Yes Education Work Relationship Employer Employee Relationship Entry Workers Expectation Family Role Family Work Relationship Field Interviews Foreign Countries Job Satisfaction National Surveys Noncollege Bound Students Qualitative Research School Attitudes Secondary Education Social History Student Attitudes Vocational Adjustment Work Attitudes Work Life Expectancy Youth Employment Goodwin, John O'Connor, Henrietta Historical Materials Reports - Research Allowances (Pocket Money) Life Transitions 1960s English Researchers analyzed 500 never-before-analyzed interviews from a study conducted by Norbert Elias and other researchers at University of Leicester in 1962, which was one of the first studies of the transition from school to work. The Elias study explored how young people in England experienced work and adjusted their lives to the work role. All of the interviews analyzed were from males, most of whom were aged 15 and in their first jobs. About 100 were from males 16 or older, and 12 of the interviewees were in at least their fourth job. The data suggest that the workers' pre-work home and school experiences were important in their expectations and experiences of work. For the majority, school was largely negative and most wanted to leave, despite having low and negative expectations of work. Earning money was a key dimension of work, although the extent to which the young workers realized their desires to earn and spend money depended a great deal on the household allocation of resources. The data suggest that young people in the 1960s had concerns similar to present day youths' about the school to work transition. (The paper also reviews two other 1960s studies of school to work transition and contains 36 references.) (SLR) ED478872 "I Couldn't Wait for the Day": Young Workers' Reflections on Education during the Transition to Work in the 1960s. CLMS Working Paper. 2001-00-00 Economic and Social Research Council, Lancaster (England). 22 For full text: http://www.clms.le.ac.uk/publications/wkpapers/Workin_Paper33.pdf . N/A 2004 2016-11-21

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Yes Data Interpretation Education Work Relationship Entry Workers Family Role Family Work Relationship Field Interviews Foreign Countries Job Satisfaction Money Management Noncollege Bound Students Qualitative Research Research Problems Role Theory School Attitudes Secondary Education Social Science Research Sociology Vocational Adjustment Work Life Expectancy Youth Employment Goodwin, John O'Connor, Henrietta Historical Materials Reports - Research Life Transitions Role Shock 1960s Allowances (Pocket Money) English A study performed in 1962 by Norbert Elias on the adjustment of young people to the transition from school to work had five areas of inquiry; adjustment to relationships with older workers and supervisors; adjustment to job problems; adjustment to role as workers; adjustment to role as money-earner in home relations; and adjustment to role as money-earner in leisure time. The study was an interview-based survey of nearly 900 young adults. The original study concluded that there is a "shock" experience during the transition from school to work young people have difficulties adjusting to the new role and in their relationships with older workers, their family and their income. However, a current look at the original interviews and background materials and concludes that while shock is experienced, it was not to the degree predicted. The origins of the shock conclusion are unclear, there may be differences between the experiences of working class and middle class youth, and it may not be shock that emerges from the difference between the expectations of work and the actual experience of work. (SLR) ED478873 Forty Years On: Norbert Elias and the Young Worker Project. CLMS Working Paper. 2002-00-00 Economic and Social Research Council, Lancaster (England). 26 For full text: http://www.clms.le.ac.uk/publications/wkpapers/Workin_Paper35.pdf . N/A 2004 2016-11-21

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Yes Adult Education Career Guidance Career Planning Continuing Education Education Work Relationship Foreign Countries Human Capital Informal Education Job Training Labor Force Development Leisure Time Lifelong Learning Nonformal Education Off the Job Training Professional Development Retraining Role of Education Social Life Vocational Education Work Environment Guggenheim, Eric Fries, Ed. Collected Works - Proceedings European Union United Kingdom Folk High Schools France Austria Italy Denmark Spain Austria Denmark European Union France Italy Spain United Kingdom ISSN-1562-6180 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This document contains the agenda and papers on work and training presented at the Agora VII meeting in Thessaloniki, Greece in October, 1999. The Foreword describes each session with a list of the topics and papers, along with a brief introduction to the topics. The three sessions are: Work and Training in Society in the 21st Century; Working Time and Training Time Inside and Outside the Enterprise Management of People and Skills; and Working Time and Training Time in the Course of Life. The papers are "To What Extent is Work Also Training?" (Johan van Rens); "Learning: Where, When, and How?" (Eric Fries Guggenheim); "The Place of Work and Education in Contemporary Society" (Juan Jose Castillo); "Crisis in the Traditions for Admission to Training"(Jorgen Mork); "The OECD's Thematic Review on Adult Learning. The Themes Under Review" (Patrick Werquin); "The Contexts of Training" (Saul Meghnagi); "Training in the Context of Reduced Working Hours" (Jacques Trautmann); "The Future of the Relationship Between Working Time and Learning Time" (Klaus Schedler); "Working Time, Education Time and Social Capital" (Tom Schuller); "Synthesis of the Work" (Andre Kirchberger). The document also contains a list of event participants and a bibliography. (SLR) ED478874 Agora VII: Working Time, Training Time (Thessaloniki, Greece, October 7-8, 1999). CEDEFOP Panorama Series. 2003-00-00 ISBN-92-896-0213-9 102 CEDEFOP, P.O. Box 22427, Thessaloniki, GR-55102 Greece (#5138 EN, free). Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/. For full text: http://www2.trainingvillage.gr/etv/publication/download/pano rama/ 5138_en.pdf. N/A 2004 2016-11-21

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No Administrator Evaluation Administrator Qualifications Administrators Competence Delphi Technique Job Performance Leadership Learning Motivation Long Range Planning Management Development Mission Statements Motivation Techniques Organizational Culture Performance Factors Performance Technology Personnel Selection Policy Formation Voluntary Agencies Volunteers Boyd, Barry L. Reports - Research Speeches/Meeting Papers Volunteer Management English Using the Delphi technique, a nationwide panel of experts identified 33 competencies that volunteer administrators (VAs) will need during the next decade and categorized them into these five constructs: organizational leadership; systems leadership; organizational culture; personal skills; and management skills. Twelve barriers to acquiring the competencies and 20 methods for motivating VAs and removing barriers were also identified. The following recommendations for organizations utilizing volunteers to achieve their missions were also made: (1) they should seek employees for volunteer management positions with the necessary competencies in volunteer administration; (2) they should make the acquisition of these competencies a part of the employee's performance expectations; (3) they should redirect resources to assist VAs in acquiring the competencies; and (4) they should examine their organizational culture to determine if the barriers identified in this study are preventing employees from acquiring the needed competencies in volunteer administration. (The document includes 3 tables and 19 references.) (MO) ED478875 Competencies for Leaders of Volunteers During the Next Decade: A National Delphi Study. 2003-07-00 Practitioners Administrators 12 For full text: http://www.aces.uiuc.edu/~ALE/2003/boyd.pdf. N/A 2004 2016-11-21

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No Adult Learning Adult Students Adult Vocational Education Annual Reports Articulation (Education) Education Work Relationship Educational Attainment Educational Demand Educational Supply Educational Trends Employment Level Employment Patterns Enrollment Trends Foreign Countries National Surveys Outcomes of Education Postsecondary Education Sex Differences Student Certification Tables (Data) Numerical/Quantitative Data National Training Packages (Australia) New Apprenticeships (Australia) TAFE (Australia) Australia Australian Qualifications Framework Australia National Centre for Vocational Education Research, Leabrook (Australia). English The public vocational education and training (VET) system in Australia encompasses formal learning activities intended to develop knowledge and skills that are relevant in the workplace for those past the age of compulsory schooling, but excludes bachelor and post-graduate courses and learning for leisure, recreation or personal enrichment. Some of the highlights for 2002 include that more than 1 in 10 Australians over 15 years studied in the public VET system; the number of students enrolled in the system rose by 0.3% to 1.69 million; annual hours grew by more than the number of students; growth occurred in the number of students studying at technical and further education and other government providers and in the number of students enrolled in nationally recognized qualifications under the Australian Qualifications Framework (AQF); and training activity associated with national training packages continues to increase. Key factors affecting VET activity during 2002 include the following: (1) a continued increase in the promotion of VET-in-schools as a pathway from schools to post-school activities; (2) a continued growth in the apprenticeship system since the introduction in 1988 of New Apprenticeships; and (3) a major impact on programs delivered by the ongoing replacement of national courses and modules by national training package qualifications and units of competency. (Contains "at a glance" sections on students, providers, states and territories, courses; a historical perspective; and 11 tables, each with key points. (MO) ED478876 Students and Courses 2002: At a Glance. Australian Vocational Education and Training Statistics. 2003-00-00 ISBN-1-74096-173-0 13 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 999; free). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/statistics/vet/ann02/glance02/glance02.pd f. N/A 2004 2016-11-21

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Yes Comparative Education Education Work Relationship Educational Indicators Educational Practices Educational Trends Employment Patterns Employment Practices Employment Projections Enrollment Trends Foreign Countries Job Training Labor Force Development Labor Market Outcomes of Education Postsecondary Education Professional Continuing Education Secondary Education Tables (Data) Unemployment Vocational Education Mossoux, Anne France, Ed. Information Analyses Numerical/Quantitative Data Europe (East Central) European Union European Union European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This brochure identifies key figures on vocational education and training (VET) and VET-related topics in Europe using harmonized data from Eurostat. Throughout, figures of candidate countries are compared to those of European Union (EU) member states. Background information on the education and training systems is as follows: increasing numbers of young people study beyond upper secondary education and the educational level of the population as a whole is rising; the rise in education level attained is general; unemployment rates tend to be lower for people with higher qualifications; and the number of students enrolled in tertiary education has more than doubled in the past 25 years. In general, a larger proportion of students enroll in the vocational stream than in general upper secondary education, more males than females are in the vocational stream, the majority of participants in VET programs attend education/training establishments, and most participants are between the ages of 15 and 19. As for continuing vocational education and training (CVT), enterprises from EU countries provided more CVT than candidate countries, percentages of enterprises offering CVT increase as the size of enterprises increase, approximately 40% or less of employees take part in training in enterprises, and European enterprises invest between 0.5% and 3.6% of labor costs in CVT courses. (Contains 15 figures, methodological notes, and 5 references.) (MO) ED478877 Key Figures on Vocational Education and Training. 2003-00-00 ISBN-92-896-0218-X 29 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/(#4024 EN, free). For full text: http://www2.trainingvillage.gr/etv/bookshop/list.asp. N/A 2004 2016-11-21

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Yes Business Administration Education Capital Economic Development Elementary Secondary Education Entrepreneurship Government Role Higher Education Knowledge Base for Teaching Labor Force Development Outcomes of Education Postsecondary Education Research and Development School Business Relationship Science Education Skill Development Statewide Planning Tables (Data) Technological Advancement Technology Technology Transfer Reports - Descriptive Oregon Oregon English The Oregon Council for Knowledge and Economic Development (OCKED), a collaborative effort among Oregon's higher education institutions, economic development department, and the private sector, is charged with developing strategies to enhance Oregon's economic competitiveness in a knowledge-based, global economy. This report describes the council's efforts and recommendations in three areas: research and technology transfer; capital and business formation; and workforce development. The document contains an executive summary, the council report, four appendixes, and a glossary. The council report contains: (1) the objectives of the study; (2) the OCKED mission; (3) a table showing how Oregon ranks in research and development, capital, business formation, workforce, and higher education measures; (4) goals, outcomes, and recommendations for the three areas; (5) and a list of the council members, advisors and consultants. Appendix A contains the research and technology transfer committee report, Appendix B contains the capital and business formation committee report, Appendix C contains the workforce development committee report, and Appendix D contains the economic development metrics. The document also contains a glossary of economic development metrics. (SLR) ED478878 Renewing Oregon's Economy: Growing Jobs and Industries through Innovation. A Report from the Oregon Council for Knowledge and Economic Development. 2003-00-00 73 For full text: http://www.ous.edu/cpa/OCKED/OCKEDfinal2002report.pdf. N/A 2004 2016-11-21

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Yes Developing Nations Economic Development Educational Administration Educational Change Foreign Countries International Cooperation Job Training Labor Force Development Labor Market Linking Agents Postsecondary Education Program Design Program Development Secondary Education Technical Assistance Vocational Education Reports - Descriptive European Union Mongolia ISSN-1682-2021 European Training Foundation, Turin (Italy). English This document describes the proposed 2003 activities of the European Training Foundation (ETF) to support vocational education and training reform in non-European Union (EU) countries in the context of the EU's external relations program. The activities listed cover these four main groups of countries across three continents: the Mediterranean partners; the countries of the Western Balkans; the New Independent States and Mongolia, and the future member states of the European Union. Activities appear under the following major headings: (1) support to EU programs and dissemination of EU policies; (2) provision and analysis of information and data in support of the Commission and partner countries; and (3) development activities. (With the expertise and assistance of the ETF, each of the partner countries must address critical issues of quality and the transfer of qualifications and skills between sectors and countries as a precondition for lifelong learning and increased mobility. Because of the differences between the four groups of countries, the ETF does not offer standard products or services, but provides a "tailor-made" approach to each region and partner country.) The document also includes information about the Tempus program, activity-based budgeting, and an annex describing joint work between the ETF and the European Centre for the Development of Vocational Training (CEDEFOP), with special reference to candidate countries. (MO) ED478879 ETF Work Programme, 2003. 2002-00-00 ISBN-92-9157-305-1 44 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/7880393B9309AE17C1256D130 0514B39/$FILE/Work Programme-En.pdf. N/A 2004 2020-11-23

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Yes Annual Reports Data Collection Economic Change Educational Change Educational Planning Educational Research Financial Support Foreign Countries International Cooperation International Organizations Organizational Objectives Partnerships in Education Policy Formation Postsecondary Education Program Evaluation Research Projects Secondary Education Social Change Technical Assistance Vocational Education Reports - Descriptive European Training Foundation European Union Mediterranean Region Balkans Mongolia Europe (East Central) European Union Mongolia European Training Foundation, Turin (Italy). English As part of its mandate to help the European Commission (EC) define, provide, monitor, and evaluate support to vocational education and training (VET) in regions outside the European Union (EU), the European Training Foundation (ETF) provided assistance to the following areas in 2002: Central and Eastern Europe; the New Independent States and Mongolia; the Western Balkans; and the Mediterranean region. One of ETF's main areas of activity was helping the EC maximize the relevance of its support to its partner countries by collecting, compiling, analyzing, and distributing information on labor market characteristics and on education and training in the partner countries. In 2002, ETF continued to decrease its involvement in projects' financial management while increasing its involvement in project monitoring. Other examples of ETF activities in 2002 were as follows: (1) helping the partner countries fight unemployment through development of responsive and innovative VET systems; (2) translating good VET practice in the EU into other cultures; (3) strengthening investment in social capital; (4) helping partner countries implement social and economic reform through the Tempus Programme; (4) monitoring the course of VET reforms in the partner countries; and (5) strengthening the EU's international partnerships. (Facts and figures concerning the ETF are appended.) (MN) ED478880 Highlights: The ETF in 2002. 2003-00-00 ISBN-92-9157-328-0 37 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/264D878B9EE7CD2DC1256CFE0 054B206/$FILE/Highlights EN.pdf. N/A 2004 2016-11-21

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Yes Cooperative Planning Educational Change Educational Cooperation Educational Improvement Educational Needs Educational Objectives Educational Planning Educational Policy Educational Trends Elementary Secondary Education International Cooperation Lifelong Learning Needs Assessment Partnerships in Education Policy Formation Postsecondary Education Seminars State of the Art Reviews Training Vocational Education Collected Works - Proceedings Information Analyses Mongolia Russia Europe Mongolia Russia European Training Foundation, Turin (Italy). English To help the New Independent States and Mongolia address central issues related to lifelong learning, the European Training Foundation organized a project on lifelong learning that involved the following countries: Armenia; Belarus; Georgia; Kazakhstan; Kyrgyzstan; Mongolia; the Russian Federation; Ukraine; and Uzbekistan. The project's principal component was a seminar on the conceptual aspects of lifelong learning and the current state of its development in the European Union and New Independent States. Each country prepared a national report outlining its current lifelong learning activities and policies. The European Commission contributed a memorandum on lifelong learning that defined lifelong learning as "all purposeful learning activity undertaken on an ongoing basis with the aim of improving knowledge, skills, and competence" and identified the following priorities for action: (1) value learning; (2) information, guidance, and counseling; (3) investing time and money in learning; (4) bringing together learners and learning opportunities; (5) basic skills; and (6) innovative pedagogy. Two broad recommendations directed toward the New Independent States emerged from the conference. The first was to raise awareness of the importance, components, and principles of lifelong learning. The second was to develop a more systematic approach to establishing lifelong learning policies and the legal framework underpinning them. (A table detailing the basic skills identified in the country reports is appended.) (MN) ED478881 The Challenges of Lifelong Learning: Report of a Seminar Involving the New Independent States and Mongolia, February 2002. Report. 2002-02-00 39 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/E6C30F8C115D8854C1256C710 04C7F9C/$FILE/LLL-NISMO.pdf. Also available in Russian: http://www.etf.eu.int/WebSite.nsf/Pages/132C4F673FA8AF5BC1256CFE0 0301839/$FILE/LLL-NISMO-RU.pdf. N/A 2004 2016-11-21

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Yes Cooperative Planning Corporate Education Corporations Educational Finance Educational Improvement Educational Needs Foreign Countries Free Enterprise System Industrial Training Instructional Design Labor Force Development Management Development Models Needs Assessment Partnerships in Education Postsecondary Education Program Design Program Implementation School Business Relationship Transitional Programs Guides - Non-Classroom Europe (East Central) European Union European Union European Training Foundation, Turin (Italy). English This document presents a management tool kit on training needs assessment and program design for countries in transition to a market economy. Chapter 1 describes the tool's development within the framework of the project called Strengthening of Partnership between Management Training Institutions and Companies, Ukraine-Kazakhstan-Kyrgyzstan. Chapters 2 through 7 discuss the following topics: (1) the management development framework's underlying principles and content, the different actors in management development, and the challenges faced by companies in transition economies; (2) the core processes of management development needs assessment (training needs assessment methodology; sources of information and analytical methodology; and interview methodology); (3) methods of defining and prioritizing training needs; (4) methods of designing, budgeting, and assessing training programs; (5) sample training programs for human resources management in a hypothetical company; and (6) the overall process of training planning, including selecting training providers and evaluating training impact. Eighteen figures are included. Appendixes constituting approximately 50% of the document contain the following items: (1) principles of success in project design and management; (2) the basis for assessing corporate operations in the New Independent States; and (3) an analytical framework for evaluating training and nontraining needs within companies in the New Independent States. Lists of acronyms, terms, 23 training publications and resources, and contacts are also included. (MN) ED478882 A Management Tool Kit on Training Needs Assessment and Programme Design: An Integrated Resource for Management Development in Transition Countries. Companion. 2002-09-00 ISBN-92-9157-320-5 147 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/D342EAFD294C5A9AC1256C670 05A29DC/$FILE/Management_tool_kit_EN.pdf. Also available in Russian: http://www.etf.eu.int/WebSite.nsf/Pages/9C39E06B132EBC61C1256C670 05A6979/$FILE/Management_tool_kit_RU.pdf. N/A 2004 2016-11-21

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Yes Adolescents At Risk Persons Children Educational Needs Educational Policy Elementary Secondary Education Females Foreign Countries Government School Relationship Labor Force Development Labor Market Literacy Education Needs Assessment Postsecondary Education Public Policy Role of Education Rural Education Social Integration Social Isolation Vocational Education Haxhiymeri, Edlira Shala, Zef Muca, Mirela Reports - Descriptive Marginalized Groups Public Works Albania Albania European Training Foundation, Turin (Italy). English The main causes of social exclusion in Albania were studied along with ways in which vocational education and training could help combat it. The study identified target groups, analyzed existing policies and the role of education and training for target groups, and pilot tested projects to support the identified groups. The following policy changes were deemed necessary: (1) help the socially excluded gain social inclusion by improving their conditions; (2) use education and training to prevent social exclusion; (3) prepare social policies to protect people from and prevent social exclusion; (4) improve existing policies on social exclusion; and (5) plan concrete measures to combat social exclusion. A strategy consisting of analytical and operational components was recommended for achieving these policy changes. The analytical component called for creating social capital for a cohesive society, formulating a strategic route, and identifying the components of strategic action. The operational component demanded included the following items: (1) an action plan pinpointing aims based on differences and peculiarities of each of Albania's areas; (2) preparation and implementation of short-term projects for socially excluded groups; and (3) preparation and implementation of mid-term projects expanding previous projects to combat social exclusion. (A list of courses offered by VTC in Albania is appended. The bibliography lists 10 references.) (MN) ED478883 Vocational Education and Training Against Social Exclusion: Albania. Country Report. 2002-00-00 49 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/22EB4A46D251D889C1256C6A0 058DD47/$FILE/AL_ETF01_SocExc.pdf. N/A 2004 2016-11-21

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Yes Curriculum Development Delivery Systems Education Work Relationship Educational Change Educational Finance Educational Needs Educational Policy Educational Research Employment Potential Federal Legislation Foreign Countries Labor Force Development Partnerships in Education Policy Formation Postsecondary Education School Business Relationship Secondary Education Teacher Education Vocational Education Vocational Education Teachers Jabucar, Abdulah Gakovic, Aleksandra Hadrovic, Armin Prohaska, Donald Dokic, Gordana Vlasic, Marija Markotic, Mario Mandic, Milena Merlo, Mira Praso, Murat Jovic, Nebojsa Leto, Ramiz Sarajcic, Sahrudin Mulac, Salih Vlasic, Silvio Numic, Suada Licina, Svetozar Gakovic, Vojislav Reports - Descriptive Bosnia and Herzegovina Bosnia and Herzegovina English The state of the vocational education and training (VET) system in Bosnia and Herzegovina was reviewed to identify needed changes in policy and practice. The analysis focused on the following topics: (1) existing socioeconomic conditions; (2) existing labor market policies and employment patterns, unemployment, and employability; (3) modernization of VET as lifelong learning; (4) management training; (5) VET teachers, trainers, managers, and administrators; (6) research on VET; (7) international cooperation in modernizing training; and (8) the role of the National Observatory. The analysis resulted in 23 recommendations for improving the secondary VET system and 21 recommendations for increasing employability in the labor market. Selected VET-related recommendations were as follows: (1) involve employers in creating and implementing VET reform; (2) improve links between strategic and practical implementation in schools and other training centers; (3) increase the circle of relevant partners by including the labor market and the institutes and universities that produce future teachers and politicians; (4) give schools more authority to enhance continuing learning; (5) provide more means of equipping employed teachers with relevant and updated skills, knowledge, and attitudes; (6) allocate sufficient means and time for evaluation and supervision in the introduction of modular curricula; and (7) use the best schools as regional centers for adult training. (MN) ED478884 Report on the Vocational Education and Training in Bosnia and Herzegovina. National Observatory Country Report. 2001-00-00 European Training Foundation, Turin (Italy). 62 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/B19962D3B1C7D863C1256D0A0 03453C9/$FILE/BA_ETF01_NatRep.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Comparative Education Continuing Education Educational Administration Educational Change Educational Demand Educational Environment Educational Finance Educational Legislation Educational Needs Educational Policy Federal Legislation Foreign Countries International Cooperation Partnerships in Education Postsecondary Education Secondary Education Teacher Education Vocational Education Vocational Education Teachers Farla, Ton Reports - Research Mongolia Russia Informal Economy Mongolia Russia European Training Foundation, Turin (Italy). English The state of vocational education and training (VET) in the following countries was examined: Armenia; Azerbaijan, Belarus, Georgia, Kazakhstan, Kyrgyzstan, Moldova, Mongolia, the Russian Federation, Turkmenistan, Ukraine, and Uzbekistan. The study focused on the following topics: social and economic developments since 1990; VET systems' development since 1990; and governance and management of VET. Key findings and conclusions were as follows: (1) the large role of the shadow economy in all the countries under consideration has resulted in a poor tax base and a poor record of collecting taxes that have in turn made it difficult, if not impossible, to increase the level of funding for public services, including VET; (2) the VET systems of the New Independent States and Mongolia require considerable upgrading and modernization if they are to be brought into line with converging international standards; (3) all reform attempts must be preceded by a balanced budget for VET, and attempts to legitimize the shadow economy should include appropriate training provision; and (4) major issues that must be decided include the role of lifelong learning, responsibility for funding VET, and the point in the reconstruction cycle when investment in fundamental research can be afforded. (The following items are appended: information on donor cooperation; diagrams and key data of the study countries' VET systems; and four data tables.) (MN) ED478885 Transnational Analysis of Vocational Education and Training in the New Independent States and Mongolia. Report. 2000-00-00 83 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/F817A1CDC049A5FBC1256B9E0 033902C/$FILE/TACIS-Transnational-analysis-of-VET.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Continuing Education Curriculum Economic Change Education Work Relationship Educational Administration Educational Environment Educational Finance Educational Legislation Educational Policy Educational Research Employment Patterns Employment Qualifications Foreign Countries Labor Market Postsecondary Education Secondary Education Teacher Education Vocational Education Vocational Education Teachers Glonti, Kote Ejibadze, A. Nanobashvili, K. Mickaia, L. Natsvlishvili, E. Imedashvili, M. Mikeladze, A. Reports - Descriptive Georgia Republic Informal Economy Georgia Republic English The state of vocational education and training (VET) in the Georgia Republic in 1999-2000 was examined. The study focused on the following topics: (1) the socioeconomic context of VET; (2) Georgia's labor market (the current labor market situation, employment, unemployment); (3) management of VET (legislation and policy, responsible bodies, financing of VET); (4) Georgia's VET system (initial training, continuing education and training of managers, training of teachers and masters); and (5) skills and standards (skill demands and standards, curricula, research). Selected findings were as follows: (1) Georgia has encountered many political and socioeconomic difficulties during its transition to a market economy, including problems related to or stemming from privatization, foreign trade, the informal economy and corruption, tight monetary policy, aging of the population, and migration; (2) Georgia is plagued with a poorly organized labor market, high unemployment levels, low income levels, and a training system that remains rigidly organized and does not meet the needs of Georgia's new economy; (3) Georgia's severe economic problems have resulted in significant under-funding of all education, including VET, leaving vocational schools struggling to survive; (4) like Georgia's centrally planned economy, its VET system was unprepared for transition to a market economy; and (5) no research on VET has been conducted in Georgia. (Contains 12 tables.) (MN) ED478886 National Observatory Report on Vocational Education and Training in Georgia. 2002-00-00 European Training Foundation, Turin (Italy). 42 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/D835AAABC426DCA3C1256CF60 0604200/$FILE/Str-Georgia-en.pdf. Also available in Russian: http://www.etf.eu.int/WebSite.nsf/Pages/384A6D11BA4A72F1C1256D720 0526234/$FILE/GEOR_NAT_VET_02_RU.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Continuing Education Delivery Systems Education Work Relationship Educational Administration Educational Demand Educational Environment Educational Legislation Educational Research Employment Patterns Employment Qualifications Foreign Countries Labor Market Postsecondary Education Secondary Education Teacher Education Trainers Training Vocational Education Vocational Education Teachers Reports - Descriptive Moldova Moldova English The state of vocational education and training (VET) in Moldova was examined. The study focused on the following topics: Moldova's socioeconomic conditions; Moldova's labor market; governance of VET; Moldova's VET system; and anticipation of skill needs and standards. Selected findings were as follows: (1) the educational share of state expenditures has decreased marginally, and average wages in the education sector were comparatively low; (2) training is important for small business development because Moldova has no entrepreneurial tradition or experience; (3) because of the trend toward increased emigration for temporary employment, many areas have experienced a constant demand for VET for jobs in construction, health care, or housekeeping, despite the lack of a local demand for workers in those occupations; (4) Moldova's VET system, which includes schools of trade and versatile vocational education schools, which differ in terms of their orientation and quality, and private and public continuing VET providers, needs better coordination; and (5) Moldova has had little experience in anticipating skill needs and developing training standards, and international assistance is needed in both areas. (The following items are appended: an overview of donor activities in VET; a list of acronyms and abbreviations and glossary; addresses of major organizations; and lists of 10 references and in-depth studies and recent VET-related legislation.) (MN) ED478887 National Observatory Report on Vocational Education and Training in Moldova. 2002-00-00 European Training Foundation, Turin (Italy). 40 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/3EC2EB8DCDC03EFCC1256C780 03163CF/$FILE/Str-Moldova-En.pdf. Also available in Russian: http://www.etf.eu.int/WebSite.nsf/Pages/5EF05CDAE7F126A9C1256C780 0317D83/$FILE/Moldova-RU.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Continuing Education Delivery Systems Education Work Relationship Educational Administration Educational Change Educational Environment Educational Legislation Educational Policy Educational Research Employment Qualifications Foreign Countries Labor Market Postsecondary Education Secondary Education Teacher Education Trainers Training Vocational Education Vocational Education Teachers Shcherbak, O. I. Tomashenko, V. Berizko, M. Golik, L. Yanevich, L. Nichkalo, N. Simak, A. Zaytseva, O. Reports - Descriptive Ukraine Ukraine English The state of vocational education and training (VET) in Ukraine was examined. The study focused on the following topics: Ukraine's socioeconomic conditions; Ukraine's labor market; general VET policy and legislation; and Ukraine's VET system. Selected findings were as follows: (1) although Ukraine's socioeconomic situation continues to be unstable, encouraging signs are emerging; (2) crises in Ukraine's economy and social and public life have slowed the pace and character of reforms in Ukraine's entire educational system, especially in its VET system. The following actions have been deemed critical: (1) improve the network of VET institutions; (2) open new types of training institutions, integrate practitioners, and formulate new standards; (3) develop new curricula and train/retrain teaching staff; (4) introduce new vocational training for teachers and public materials related to today's occupations; (5) issue up-to-date course material and make modern educational and production technologies part of the practical teaching process; (6) strengthen ties between teaching institutions, employers, and other social partners; and (7) improve pay and social protection for individuals working in education. (The following items are appended: an diagram of Ukraine's education system; a table detailing the Ukraine National Education System; a discussion of bilateral and multilateral collaboration in VET; and a list of main organizations. The bibliography lists 35 references.) (MN) ED478888 National Observatory Report on Vocational Education and Training in Ukraine. 2002-00-00 European Training Foundation, Turin (Italy). 39 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/9D0E0DDC895C848AC1256C780 031A069/$FILE/Str-Ukraine-En.pdf. Also available in Russian: http://www.etf.eu.int/WebSite.nsf/Pages/65CCA518A53BA016C1256C780 02F4627/$FILE/Str-Ukraine-ru.pdf. N/A 2004 2016-11-21

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Yes Adult Development Adult Learning Comparative Analysis Constructivism (Learning) Education Work Relationship Foreign Countries High School Students Learning Processes Learning Theories Mathematical Logic Mathematics Instruction Mathematics Skills Postsecondary Education Relevance (Education) Rural Areas Secondary Education Skill Development Social Environment Theory Practice Relationship Transfer of Training Beach, King Opinion Papers Speeches/Meeting Papers Nepal United States Identity Formation Knowledge Utilization Nepal United States English There is dissonance between the lives of adult students in rural Nepal in a subsistence-level agrarian community and their participation in school. The concept of "transfer" has several shortcomings from the standpoint of understanding relations between mathematical reasoning in the classroom and in the workplace. It is more helpful to use the concept of consequential transition when describing how learners apply classroom knowledge of mathematics to workplace situations. Consequential transition involves reconstruction rather than replication of knowledge and also entails a conscious change in identity and changes to the relationship between the individual and his or her social context. Attempts to get mathematical reasoning to generalize by making the learning of mathematics in classrooms more like math at work or by teaching core concepts "in the abstract" are misguided and not particularly effective. Thinking about differences between school and work as presenting opportunities for mathematical learning and development is more productive than is viewing them as boundaries to be overcome or transferred across. Learning mathematics in classrooms engages adult learner identities quite differently than it engages younger students' identities. (The author discusses the concept of consequential transition in the following scenarios: students and shopkeepers in rural Nepal; the computerization of traditional industrial machining; and high school students at work in the fast-food industry. The document contains 7 references.) (MN) ED478889 Transitions between School and Work: Some New Understandings and Questions about Adult Mathematics. 2001-00-00 6 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Vocational Education Culture Fair Tests Curriculum Development Foreign Countries Mathematics Anxiety Mathematics Curriculum Mathematics Instruction Mathematics Skills Mathematics Tests Numeracy Problem Solving Second Language Instruction Student Placement Test Anxiety Test Construction Test Selection Testing Thinking Skills Word Problems (Mathematics) van Groenestijn, Mieke Opinion Papers Speeches/Meeting Papers Categorical Data Netherlands Placement Tests Netherlands English Criteria for placement tests on math skills of adult basic education (ABE) students are needed to develop tests that are not too "school-like" because the ABE students are often blocked by math anxiety due to past negative school experiences, students may encounter language problems that affect their math skills, simple math problems do not measure practical problem-solving skills, and a placement test having only right and wrong answers does not provide insight into mathematical procedures of adults. These are the criteria: (1) adult students should be enabled to show the best they can; (2) language in a placement test should not hamper the student from doing the math test; (3) adults, in particular second language learners, should have a chance to apply their own mathematical procedures and the algorithms they are accustomed to; and (4) the test should yield qualitative information about adults' mathematical skills in order to enable teachers and program developers to set up adequate and well-tuned programs for ABE students. (Contains two illustrative sample problems and example student solutions.)(SLR) ED478890 Assessment of Math Skills in ABE: A Challenge. 2001-00-00 7 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Vocational Education Articulation (Education) Course Content Curriculum Development Curriculum Problems Foreign Countries Learning Modules Mathematics Curriculum Mathematics Education Mathematics Instruction Mathematics Tests Numeracy Outcomes of Education Pilot Projects Postsecondary Education Questionnaires Technical Education Technical Institutes Technical Mathematics Testing Maguire, Terry O'Donoghue, John Reports - Descriptive Speeches/Meeting Papers Ireland Ireland English The newly constituted further education sector in Ireland was developed by the National Council for Vocational Awards. The mathematics for this sector was introduced as Mathematical Methods Level 2 on a pilot basis. The standard module's level proved to be too high, based on high failure rates. A review of the mathematics provision initiated these two approaches to deal with the problem: a short term strategy to modify the existing test procedure and a long term strategy to develop a new module as part of a proposed three-level mathematics framework. Practitioners were surveyed for the review process and the demographics of the test takers were examined. This survey showed that the revised module should have a vocational thrust, there was too much or inappropriate assessment previously, and the standard should change delivery in the classroom. A workshop was held to review the draft modules and a pilot study was performed on the revised drafts. Additional revisions were made based on pilot results. The new modules were an improvement, had new material for all learners, and had assignments that learners liked. The vocational approach was interesting to learners, and some concerns about one module still lingered. (Contains 6 references.)(SLR) ED478891 Developing a National Framework for Adults' Mathematics Education in Ireland: A Pilot Study. 2001-00-00 7 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Adult Basic Education Basic Skills Concept Teaching Context Effect Educational Needs Educational Objectives Foreign Countries High School Equivalency Programs Information Skills Information Utilization Mathematics Instruction Mathematics Skills Numeracy Outcomes of Education Portfolio Assessment Social Environment Student Evaluation Thinking Skills Smith, Donald Opinion Papers Speeches/Meeting Papers General Educational Development Tests Practical Knowledge Australia Certificates of General Educ Adults (Australia) Contextualized Instruction Australia General Educational Development Tests English In the context of math education, students should achieve transferable understanding and skills that allow students to use math flexibly (such as understanding a percentage in a newspaper article), functional performance (such as being able to take medicine or use public transportation), and social knowledge (concepts necessary to interpret and make sense of the world). Social knowledge is based on mathematical concepts and important to know, regardless of whether the math is understood. Recognizing the importance of social knowledge has consequences for numeracy frameworks, teaching practices and student assessment. Measuring the learner's achievement can be done by testing or by performance of holistic tasks often presented in a portfolio of student work. Both the General Educational Development (GED) certificate in the United States and the Australian Certificate of General Education for Adults (CGEA) are used as measures of knowledge, but the GED and other certifications can distort good numeracy instruction. In numeracy education, the teacher has a responsibility to pass on the most significant mathematical social understanding of the world through real world examples. (Contains a chart, an example mathematical exercise, 3 teaching web sites and 13 references.) (SLR) ED478892 Adult Numeracy Teaching--An Australian Focus on Social Contexts. 2001-00-00 7 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Students Attitude Change Case Studies Cognitive Development Cognitive Structures Educational Attitudes Epistemology Learning Processes Mathematical Aptitude Mathematics Anxiety Models Numeracy Peer Teaching Problem Solving Science Education Student Role Teacher Role Teacher Student Relationship Womens Education Brew, Christine R. Opinion Papers Speeches/Meeting Papers Cognitive Frameworks Cognitive Models English Epistemological perspectives are the ways students interpret or make meaning of their educational experience. Research has stressed the need to develop strategies to counter traditional mathematics pedagogy and epistemology because they have alienated many girls and women. An integrated framework of two cognitive developmental models describe these ways that women have of viewing reality: (1) Silence produces a sense of feeling dumb; (2) Absolute Knowledge replicates the knowledge of authorities; (3) Subjective Knowers have a need for personal understanding; (4) Transitional Knowers accept multiple perspectives; (5) Independent Knowers value diverse methods; (6) Procedural Knowers use systematic analysis; and (7) Contextual and Constructed Knowers have an authentic voice. Each one of these relates to a particular role of the teacher and peers. Interviews with adult full-time women's-only technical and further education mathematics students were conducted after three weeks and at the end of the class and show how different experiences of peers and the teacher in the same class are viewed through an epistemological lens. One student came into the class with a Silent perspective, but by the end of class was a Subjective Knower. The second student was an Absolute Knower but left the class having shifted towards being a Transitional Knower. (Contains 19 references.)(SLR) ED478893 Tracking Ways of Coming to Know with the Shifting Role of Teachers and Peers: An Adult Mathematics Classroom. 2001-00-00 8 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Education Adult Learning Adult Students Classroom Techniques Cognitive Style High School Equivalency Programs Individualized Instruction Intelligence Differences Learning Theories Mathematics Instruction Metacognition Multiple Intelligences Reflective Teaching Self Efficacy Self Evaluation (Individuals) Teacher Researchers Theory Practice Relationship Costanzo, Meg Ryback Information Analyses Speeches/Meeting Papers Self Reflection English In the Adult Multiple Intelligences (AMI) study, 10 teachers of adults from the northeastern region of the United States explored for 18 months the ways that multiple intelligences (MI) theory could support instruction and assessment in various adult learning contexts. The results of this research were published in a book by Julie Viens called MI Grows Up. Two themes identified in the book, MI reflections and MI-inspired instruction, relate specifically to math instruction for adult learners. MI reflections focuses on ways to teach about MI theory and how to use it as a tool for student self-reflection and self-understanding. By creating AMI profiles for adult learners in an adult secondary education class, the researcher had success helping the learners identify the intelligences of problems or questions and suggesting how best to approach them using their own intelligences. MI-inspired instruction encourages teachers to analyze their own instructional practice and provide students with a range of learning opportunities based on student strengths and interests. By creating open-ended assignments which took into account the multiple intelligences of groups of students, the researcher was able to teach math skills in a variety of ways that provided authentic learning experiences to adult students. (Contains 4 references.) (MO) ED478894 Adult Multiple Intelligences and Math. 2001-00-00 6 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Education Work Relationship Educational Objectives Educational Principles Epistemology Intellectual Disciplines Interdisciplinary Approach Mathematics Education Mathematics Instruction Numeracy Role of Education Student Empowerment Theory Practice Relationship Wedege, Tine Opinion Papers Speeches/Meeting Papers English The new research and practice area of "adults and mathematics" is situated within the didactics of mathematics as it is structured and delimited by the concrete forms of practice and knowledge currently regarded as mathematics teaching, learning, and knowing. "Adults Learning Mathematics" (ALM) is a community of practice and research within the didactics of mathematics in which adults' learning and numeracy are central and where the reason to teach mathematics is empowerment for social and working life. Epistemological reconnaissances have resulted in these five conclusions on ALM: (1) The ALM community of practice and research is accepted as a domain within the didactics of mathematics; (2) the learner is the focus of the ALM studies, and her/his "numeracy" is understood as mathematics knowledge; (3) didactic questions are integrated with general adult education questions in ALM and the studies are interdisciplinary; (4) the duality between the objective and subjective perspective is implicit, or explicit, in all ALM problematics; and (5) the general aim of ALM practice and research is "empowerment" of adults learning math. Interdisciplinary studies involving mathematics, sociology, and pedagogy are necessary to bridge mathematics and adult education. (Contains 3 figures and 11 references.) (MO) ED478895 Epistemological Questions about Research and Practice in ALM. 2001-00-00 8 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 8/19/2004 22:31:14 RIEMAR2004 In: Schmitt, M. J. and K. Safford-Ramus (Comps.) (2001). Adults Learning Mathematics-7: A Conversation Between Researchers and Practitioners. Proceedings of ALM-7, the International Conference of Adults Learning Mathematics (7th, Medford, MA, July 6-8, 2000) p. 109-115. The conference was hosted by the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University in conjunction with the Tufts University Department of Education and the NCTM-affiliated Adult Numeracy Network.

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Yes Adult Education Adult Learning Adult Students Cognitive Style Community Colleges Educational Attitudes High School Equivalency Programs Mathematics Instruction Mathematics Teachers Postsecondary Education Relevance (Education) Student Attitudes Student Attrition Student Educational Objectives Student Surveys Teacher Attitudes Teacher Student Relationship Teacher Surveys Diamond, Judith Reports - Research Speeches/Meeting Papers General Educational Development Tests General Educational Development Tests English A researcher surveyed 161 students in adult education math classes at four community colleges in Illinois and 13 adult education math teachers. Both groups were asked to complete the survey from the viewpoint of a student. The respondents were asked what should math classes teach; what kind of problems they most enjoy working on in class; whether they prefer working on their own in a good workbook with teacher help, working with a partner or small group, or working as a whole class; whether they think it is more productive to do workbook word problems, seek solutions to math problems in students' lives, or practice addition, subtraction, multiplication, and division; would they rather listen to the teacher's explanation, practice by solving games and puzzles, watch an example being done, use rulers and other tools to help them "see" the math, or work problems in pairs and small groups; and why they were learning math. Students but not teachers were strongly unanimous on most choices, including that they thought math classes should teach rules for solving problems, would most enjoy working on the practice problems on the General Educational Development test, prefer working as a whole class, and want to find solutions to real math problems. (The author contrasts student preferences with teaching standards and suggests that respecting student preferences would keep more students in class. Contains 7 references.) (MO) ED478896 Math Is in the Eye of the Beholder. 2001-00-00 9 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Education Citizen Participation Citizenship Education Citizenship Responsibility Democratic Values Educational Needs Educational Responsibility Foreign Countries Interpersonal Competence Mathematics Instruction Numeracy Participative Decision Making Political Influences Self Efficacy Theory Practice Relationship Benn, Roseanne Information Analyses Speeches/Meeting Papers United Kingdom United Kingdom English This paper defines active citizenship as a fundamental aim of democratic society that enables all citizens to participate as fully as possible in cultural, economic, political, and social life. Adult education is recommended as a forum for promoting active citizenship and, since participatory democracy is learned through practice, should be an experience in participatory democracy. The author argues that adult classes in any curriculum in this case mathematics should have as an explicit objective the acquisition of knowledge and skills that contribute to active citizenship. Examples of pertinent numeracy skills include understanding financial calculations for school governors; interpreting tax proposals; and obtaining and analyzing information for community groups. The author suggests that having the following attributes promotes active citizenship: (1) the ability to negotiate and cooperate with others, deal with difference and conflict, listen constructively, obtain information, and voice opinions and ideas; (2) the confidence to be proactive, have independent opinions, act independently, take responsibility, and assume one's voice will be heard and taken into account; and (3) know how society is structured, how local and national government works, the basic ideas of political parties and political philosophies/ideologies. The document contains 17 references. (MO) ED478897 All for One and One for All: Citizenship and Maths Education. 2001-00-00 6 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Learning Arithmetic Case Studies Cognitive Style Computation Context Effect Cultural Context Foreign Countries Holistic Approach Learning Strategies Mathematics Anxiety Mathematics Skills Nonformal Education Numeracy Self Concept Self Report Serial Learning Colwell, Dhamma Reports - Research Speeches/Meeting Papers United Kingdom Identity Formation United Kingdom English This paper describes a case study in which one woman in a focus group of 11 women recounted her use of numerical and mathematical tools in her personal and work life. According to the researcher, the subject's experiences engendered strong feelings and revealed that aspects of her self-identity were bound up with her use of tools and feelings about them. In addition, the interplay between socio-cultural factors and the subject's mode of thinking shaped the strategies she chose to address problems that arose. She was competent at using calculators, computers, and maps and at programming video recorders. But she panicked when she had to mentally calculate prices, take money, and give change. The researcher distinguishes between serialist and holistic thinking to explain these differences. When the subject was able to see numerical and mathematical problems holistically she was able to grasp them, but when a serial operation such as making change was required, she had difficulties. The subject's self-identity was both influenced and formed by the situations she was in and it is the interplay between her thinking and the culture that produces her differing facilities with numerical and mathematical tools. (Includes 8 references.) (MO) ED478898 The Role of Mathematical Tools in Addressing Problems in Everyday Life: The Interplay between Socio-Cultural Factors and the Individual's Feelings and Ways of Thinking. 2001-00-00 5 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Education Adult Learning Doctoral Dissertations Educational Research Experimenter Characteristics Financial Support Graduate Study High School Equivalency Programs Instructional Improvement Literature Reviews Mathematics Anxiety Mathematics Instruction Postsecondary Education Research Design Research Methodology Researchers Trend Analysis Undergraduate Study Safford-Ramus, Katherine Information Analyses Speeches/Meeting Papers North America North America English The content, scope, and methodology of dissertations on adult mathematics education in North American were examined. The study database consisted of the abstracts of 113 dissertations written between 1980 and 2000. The topics covered in the individual dissertations were as follows: assessment/frameworks/standards (14); contexts (3); instructional approaches (31); parents (2); research into practice (36); teacher knowledge (4); theory (2); understandings (6); and workplace/vocational (7). Fifty-one percent of the dissertations examined adult mathematics education at undergraduate institutions, 19% examined ABE-level mathematics instruction, and 12% examined mathematics instruction in high school equivalency programs. Fifty-eight percent of the dissertation abstracts reviewed for the study identified tests as the vehicle used to conduct the study, whereas 42% used questionnaires or surveys, 23% relied heavily on interviews, 10% relied on analysis of student records, and 9% relied on observations. The most popular major topics examined were as follows: prediction of success; methods that may contribute to success; and math anxiety that may inhibit success if not neutralized or at least decreased. Only two dissertation abstracts indicated standards and the reform movement as their focus, and only three mentioned the theme of mathematics as problem solving. (The bibliography lists three references. A list of mathematics education-related dissertations by theme is appended.) (MN) ED478899 A Review and Summary of Research on Adult Mathematics Education in North America (1980-2000). 2001-00-00 7 Peppercorn Press, P.O. Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). Tel: 877-574-1634 (Toll Free). N/A 2004 2016-11-21

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Yes Calculus Higher Education Problem Solving Teacher Attitudes Teacher Role Kuo, Vince H. Heller, Kenneth Heller, Patricia Henderson, Charles Yerushalmi, Edit Reports - Descriptive Speeches/Meeting Papers English This paper presents an initial hypothesis of instructors' beliefs about their role in helping students learn to solve problems in an introductory calculus-based physics course. Instructors see their teaching role as primarily providing resources and making suggestions, with little mentioning of how they influence the students to use the resources or follow the suggestions. (Author) ED478900 Teaching Students Problem Solving in Introductory Physics--Forming an Initial Hypothesis of Instructors' Beliefs. 2002-08-00 5 For full text: http://groups.physics.umn.edu/physed/Talks/Kuo%20PERC02.pdf. N/A 2004 8/19/2004 22:31:23 RIEMAR2004 In: Proceedings of the Physics Education Research Conference (Boise, ID, August, 2002).

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Yes Calculus Higher Education Mathematical Concepts Mathematics Instruction Motivation Secondary Education Vasquez-Martinez, Claudio-Rafael Guides - Classroom - Teacher English The development of the derivative because of being part of calculus in permanent dialectic, demands on one part an analytical, deductive study and on another an application of rochrematic methods, sources of resources, within calculus of derivative which allows to dialectically confront knowledge in its different phases and to test the results. For the purposes of this study, the motivation of the derivative in calculus, the characteristics of motivation, correlation between theory and practice, the concrete and abstract, creativity, and the systematization in the teaching of derivative in calculus, are presented. (Author) ED478901 A Methodology in the Teaching Process of the Derivative and Its Motivation. 2002-10-16 Practitioners Teachers 41 N/A 2004 8/19/2004 22:31:25 RIEMAR2004

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Yes Educational Technology Elementary Secondary Education Instructional Effectiveness Program Evaluation Teacher Characteristics Teaching Methods Martin, Wendy Ba, Harouna Diaz, Odalys Reports - Descriptive Education Development Center, New York, NY. Center for Children and Technology. English The core activity of the first year's in-depth study of the JASON Project impact on student learning centered on school site visits. The Center for Children and Technology (CCT) and JASON staff developed a set of criteria to select a diverse group of participating schools. One of the most important dimensions was based on the JASON Foundation for Education's (JFE) interest in learning how their program works for all kinds of students. Because the JASON Project has been under way for a number of years and already supports a large, committed community of educators, the program worked with JASON schools with various degree of implementation experience with the JASON curriculum and that serve different populations of students. With the help of JFE staff, 30 schools were identified which were then pared down to the final eight selected to participate in the study. These eight schools reflect the diverse learning contexts in which JASON is being implemented on such characteristics as student background and ability and teachers' experience in using JASON. Furthermore, the participants in this study come from eight schools around the country: in Arkansas, Texas, Michigan, Pennsylvania, Ohio, California, New York, and Wisconsin. There were a total of 20 visits to school sites. At each site, two CCT researchers conducted classroom observation, interviews with teachers and principals, and a student inquiry test. They also collected data using a school profile questionnaire, a teacher survey, and a student survey. The stories form the schools participating in the JASON Project are organized into two main sections: (1) a summary of the common themes across all school sites; and (2) a report on each school. The first section focuses on JASON's impact on teachers and students. The second section shows how JASON is being implemented in different school settings as well as taught in four different classrooms. (Author/MVL) ED478902 Stories from the Schools Participating in the JASON Project. 2001-09-00 49 Education Development Center, Inc., Center for Children and Technology, 96 Morton Street, New York, NY 10014. Tel: 212-807-4200. N/A 2004 8/19/2004 22:31:27 RIEMAR2004

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Yes Elementary Secondary Education Environmental Influences Hazardous Materials Integrated Activities Interdisciplinary Approach Safety Education Science Education Guides - Classroom - Teacher Environmental Protection Agency, Washington, DC. English The Federal Superfund Program investigates and cleans up hazardous waste sites throughout the United States. Part of this program is devoted to informing the public and involving people in the process of cleaning up hazardous waste sites from beginning to end. The Haz-Ed program was developed to assist the Environmental Protection Agency's (EPA) efforts. Haz-Ed assists educators in teaching 7-12th grade students about hazardous waste, environmental issues surrounding site cleanup, and the federal government's Superfund Program. Haz-Ed can be used as part of a larger curriculum, as special stand-alone activities, or on an occasional basis to teach students about hazardous waste issues. Haz-Ed is a compilation of interdisciplinary activities that focus on the often complicated and sometimes controversial scientific, technical, and policy issues related to hazardous waste sites and Superfund. It is designed to help students develop skills in critical thinking, problem solving, and decision-making. It also increases environmental awareness and encourages an environmental ethic in students. The guide includes six warm-up exercises and 13 activities. (Author/SOE) ED478903 HAZ-ED Classroom Activities for Understanding Hazardous Waste. 2002-00-00 Teachers Practitioners 239 N/A 2004 8/19/2004 22:31:30 RIEMAR2004

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No Biology Critical Thinking Science Instruction Secondary Education Writing Across the Curriculum Grimberg, Bruna Irene Hand, Brian M. Reports - Research Speeches/Meeting Papers Science Writing English This study focuses on the impact of scientific writing resulting from an inquiry-based instructional approach on students' critical thinking. Students are encouraged in being actively involved in the process of science, by using the Science Writing Heuristic (SWH; Hand and Keys, 1999). The SWH consists of a framework to guide students' science activities as well as a support to prompt students' reasoning about data while writing. Further, the SWH provides teachers with a template of suggested strategies to enhance learning from laboratory activities. As a whole, the SWH seeks to provide authentic meaning- making opportunities for learners. (Author) ED478904 The Impact of a Scientific Writing Approach in High School Students' Learning. 2003-03-00 13 N/A 2004 2016-11-23

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Yes Elementary Secondary Education Extracurricular Activities Science Fairs Science Instruction Science Projects Scientific Methodology Student Attitudes Yasar, Senay Baker, Dale Reports - Research Speeches/Meeting Papers English Current research shows that the number of science fairs and science fair participants is increasing. However, other than the growth of participant numbers, there is very little research investigating the benefits of these science fairs and assessing whether science fair projects are worth the time, effort, and money spent on them. The purpose of this study was to explore the impact of science fairs on students' understanding of scientific method and attitudes towards science. Seventh grade students were selected from four schools, which spanned a wide socioeconomic range and varied in whether or not students participated in a science fair. Two questionnaires were developed for this study, one to measure the understanding of scientific method and the other to measure attitudes toward science. A pretest posttest control design was used. Four hundred three students (201 females and 202 males) took the pretest, and four hundred fifty-six students (214 females and males) took the posttest. The experimental group was chosen from schools where participation in the science fair was obligatory. The control group was chosen from schools that didn't hold a science fair. Pretests were given at the beginning of the science class and posttests were given after the science fair. T-tests were used for data analyses of the pretest and posttest results. The results were not statistically significant when the scientific method scores and attitude toward science scores were compared between control and experimental groups. Gender was found to be significant. In the pretest, girls exhibited higher scientific method scores than boys. The pretest scientific method scores dropped for both genders in the posttest. However, this drop was similar between genders. In contrast, males who participated in the science fair had higher attitude toward science test scores before the science fair, yet attitude scores were nearly equal for both genders after the science fair. (Author) ED478905 The Impact of Involvement in a Science Fair on Seventh Grade Students. 2003-03-00 12 N/A 2004 8/19/2004 22:31:34 RIEMAR2004 Some print too small to photograph well. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 23-26, 2003).

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Yes Chemistry Computer Uses in Education Internet Laboratory Safety Postsecondary Education Science Instruction Science Laboratories Secondary Education Stuart, Ralph Reports - Descriptive English One of the major challenges facing people committed to Teaching Safety in High Schools, Colleges, and Universities is keeping up with both the wide range of relevant technical information about potential hazards (ranging from fire protection to chemical hazards to biological issues) and the ever-changing world of safety regulations and standards. It is unlikely that a single individual can keep abreast of this aspect of the science curriculum without access to a library of safety information and a well-developed network of peers with similar interests. Fortunately, the development of the Internet provides a cheap and convenient way of developing and maintaining these resources. This paper will discuss how the Internet can be used as a safety information resource, with a focus on laboratory safety resources. (Author) ED478906 Support from Afar: Using Chemical Safety Information on the Internet. 2002-00-00 12 N/A 2004 8/19/2004 22:31:36 RIEMAR2004 Paper presented at the Problem Solving in Chemistry Online Conference (June 9-24, 2002).

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Yes Academic Achievement Data Educational Change Educational Improvement Elementary Secondary Education Enrichment Activities Institutional Cooperation Mathematics Education Partnerships in Education Program Evaluation Science Education Urban Areas Kim, Jason J. Crasco, Linda M. Leavitt, David J. Reports - Evaluative Reports - Research ACT, Inc., Iowa City, IA. English This fact book evaluates Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) based on the Tabulated Indicators for Systemic Changes (TISC-2002). The CPMSA is a National Science Foundation (NSF) program designed to improve the mathematics and science education of urban students in medium-sized cities. Twenty-seven cities received competitively awarded, 5-year cooperative agreements to improve their educational infrastructure and student achievement by focusing on partnerships with colleges and universities and community organizations to design and implement both student and teacher enrichment activities. The primary goal of CPMSA is to increase the number of students enrolling in and successfully completing precollege courses which will prepare them to pursue undergraduate programs in science, engineering, and mathematics. TISC is an electronic data collection instrument designed to collect, compile, and report CPMSA annual progress based on common key indicator data. TISC consists of two parts: T-1 for quantitative and T-2 for qualitative data. Data from the baseline year (year prior to program implementation) up to SY 2000-01 was collected from 26 active CPMSA sites, Core Data Elements, Educational Testing Service, The College Board, and ACT, Inc. The qualitative data was also compiled/extracted from individual annual reports and other documents collected from sites during the project period. Quantitative Indicators include student demographics, mathematics and science gate-keeping course enrollment and completion, graduation rates, SEM proficiency rate, assessment test results, AP, SAT-I, ACT test results, teacher certification, and professional development participation. Qualitative data was collected for policies relevant to equal access to a high-quality mathematics and science education, curriculum and instruction, assessment, teacher qualifications, professional development leadership and partnership, and accountability. Results of the analysis are presented in three volumes: (1) Volume I: Cohort 1993, 1994, 1995; (2) Volume II: Cohort 1996; and (3) Volume III: Cohort 1997, Cohort 1998 School Districts. (Author/SOE) ED478907 Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) Fact Book, 2002. Volume I. 2003-05-00 National Science Foundation, Arlington, VA. ISBN-0-9702968-5-1 513 Systemic Research, Inc., 150 Kerry Place, 2nd Floor, Norwood, MA 02062. Tel: 781-278-0300; Fax: 781-278-0707. N/A 2004 8/19/2004 22:31:41 RIEMAR2004 REC-0080724 Produced in conjunction with the College Board, Educational Testing Service and Systemic Research, Inc.

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Yes Academic Achievement Educational Improvement Elementary Secondary Education Mathematics Education Partnerships in Education Program Evaluation Science Education Standards Technology Education Urban Areas Kim, Jason J. Crasco, Linda M. Leavitt, David J. Karantonis, Ana Reports - Evaluative Reports - Research ACT, Inc., Iowa City, IA. English In 1994, the National Science Foundation (NSF) launched the Urban Systemic Initiative (USI) program, applying lessons learned from the Initial State Systemic Initiative (SSI) program to the problems of inner city school systems. The USI program was offered to cities with the largest number of K-12 students living in poverty. Five cohorts of cities signed cooperative agreements with NSF for a five-year concerted system-wide effort to promote standards-based reform in mathematics, science, and technology (MST). The NSF investment was meant to be a catalyst for large-scale educational change affecting standards, curriculum, assessment, professional development, partnerships, and convergence of intellectual and fiscal resources with constant attention to improving student achievement. Over the course of the systemic initiative programs, NSF developed a theoretical structure for systemic reform that is based on six "drivers", including four process drivers and two student outcome drivers as well as a number of cross-cutting issues such as equity, quality, scaling up, coordination, and organization. Systemic Research, Inc. received a three-year grant to explore the impact of the NSF's USI program on student achievement and the learning infrastructure in urban school districts by examining relationships among the process drivers (factor or independent variables), and outcome drivers (system output or dependent variables). The intent was to establish an inferential causal structure that allows reasonable attribution of impacts to program elements. As an instrument for systemic analysis, Key Indicator Data System (KIDS) was used. Results of the study allow broader dissemination of successful systemic initiative models based on a reverse engineering approach. Results of the analysis are organized into three volumes: (1) Volume I: Cohort 93; (2) Volume II: Cohort 94; and (3) Volume III: Cohort 95, 97, and 99 School Districts. (Author/SOE) ED478908 Urban School Key Indicators of Science and Mathematics Education: 2001. Volume 1. 2002-03-00 National Science Foundation, Arlington, VA. ISBN-0-9702968-2-7 443 Systemic Research, Inc., 150 Kerry Place, 2nd Floor, Norwood, MA 02062. Tel: 781-278-0300; Fax: 781-278-0707. For full text: http://www.systemic.com/publication.cfm. N/A 2004 8/19/2004 22:31:45 RIEMAR2004 REC-9874322 Produced in conjunction with College Board, Educational Testing Service, and Systemic Research, Inc.

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Yes Adolescent Attitudes Attitude Change Behavior Change Cooperative Learning Educational Resources Elementary Secondary Education Health Education Peer Teaching Books Reports - Descriptive United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. English This package is one of a series of repackaged products aimed at alerting UNESCO users to a wealth of highly valuable educational resources that exist in the field of adolescent reproductive and sexual health. This document focuses on what research says is the impact of peer education in promoting necessary changes among adolescents in attitudes and behavior with regard to reproductive and sexual health. There is an increasing effort in countries in the region and elsewhere to employ a peer approach in their adolescent programs and activities to facilitate delivery of the message and acceptance. From these initiatives, experiences in the use of the peer approach have grown which has in turn generated a number of materials that document key strategies and lessons learned. This book synthesizes these experiences and shares lessons learned as well as offering guidelines to enable policymakers and program implementers to learn from others and possibly adopt/adapt those strategies that will have the greatest potential to succeed in their own setting. (Author/SOE) ED478909 Peer Approach in Adolescent Reproductive Health Education: Some Lessons Learned. 2003-00-00 76 UNESCO Asia and the Pacific Regional Bureau for Education, P.O. Box 967, Prakanong Post Office, Bangkok, 10110, Thailand. Web site: http://www.unescobkk.org/ips/rechpec/main.htm. N/A 2004 8/19/2004 22:31:47 RIEMAR2004

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Yes Higher Education Integrated Curriculum Mathematics Education Program Evaluation Science Education Student Teacher Evaluation Student Teachers Teacher Education Teacher Improvement Technology Education Ongel, Sevinc Capa, Yesim Vellom, R. Paul Reports - Research Speeches/Meeting Papers English A study was designed to investigate the effectiveness of a preservice teacher evaluation scheme used in the field experience component of the M.Ed. program in Mathematics, Science, and Technology Education at the Ohio State University. Subjects were student teachers (n=34), mentor teachers (n=34) and university-based supervisors (n=6). Student teachers' performances were assessed independently by student teacher, mentor, and supervisor, at two intervals (midterm and final three-way conferences). Data were collected in the form of Intern Evaluation Worksheets, as well as observations of supervisor meetings. Data from the worksheets were analyzed using 2-way ANOVA. Results indicated significant differences in evaluation scores among evaluation groups in the midterm conference, as well as between the two evaluation periods. Findings aid in better understanding the dynamics taking place during the three way conference evaluations, as well as form a basis for transition to new ways of teacher performance assessment. (Author) ED478910 A Study of the Effectiveness of a Preservice Teacher Education Scheme. 2002-00-00 9 N/A 2004 8/19/2004 22:31:49 RIEMAR2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, 2002).

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No DNA Educational Technology Secondary Education Self Efficacy Student Attitudes Workshops Sonmez, Duygu Simcox, Amanda Reports - Research English The purpose of this study was investigate the effects of a DNA Fingerprinting Workshop on 10th grade students' self efficacy and attitudes toward science. The content of the workshop based on high school science curriculum and includes multimedia instruction, laboratory experiment and participation of undergraduate students as mentors. N=93 students from 4 different schools participated in the three day DNA Fingerprinting workshop. Students' self efficacy and attitudes toward science were measured with a 15-item Likert scale instrument designed for the study. Analysis indicated that females tend to be less confident compared to male students before the workshop. This gender gap closed down after the workshop and we did not identify any difference between genders in students' self-efficacy and attitudes toward science based on post test scores. (Author) ED478911 Investigating the Effects of a DNA Fingerprinting Workshop on 10th Grade Students' Self Efficacy and Attitudes toward Science. 2003-03-00 10 N/A 2004 8/19/2004 22:31:51 RIEMAR2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March 22-26, 2003).

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Yes Elementary Education Groundwater Middle Schools Natural Resources Science Activities Water Quality Guides - Classroom - Teacher Environmental Protection Agency, Washington, DC. New England Interstate Water Pollution Control Commission. English Water conservation and usage is an important concept in science. This document, geared specifically to New England, provides many activities for protecting and discussing ground water situations. Sample activities for grades K-6 include: (1) All the Water in the World; (2) The Case of the Disappearing Water; (3) Deep Subjects--Wells and Ground Water; (4) Excuse Me, Is This the Way to the Drainpipe?; and (5) The Case of the Mysterious Renters. Sample activities for grades 7-12 include: (6) Getting Up to Speed: The Water Cycle and Water Conservation; (7) All the Water in the World; (8) How Much Water Do You Use?; (9) Getting Up to Speed: New England's Ground Water Resources; (10) Predicting Ground Water Flow; (11) The Great Water Hook-Up; (12) Getting Up to Speed: Ground Water Contamination; (13) "A Civil Action"; (14) When You Were My Age, What Was This Place Like?; (15) Getting Up to Speed: Protecting Ground Water; and (16) Develop a Wellhead Protection Program. (MVL) ED478912 Magnificent Ground Water Connection. [Sample Activities]. 2002-00-00 Practitioners Teachers 111 For full text: http://www.epa.gov/region01/students/teacher/groundw.html. N/A 2004 8/19/2004 22:31:53 RIEMAR2004

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No Developing Nations Educational Change Educational Technology Elementary Secondary Education Foreign Countries Higher Education Technology Education Savage, Mike, Ed. Naidoo, Prem, Ed. Books Reports - Descriptive Africa Africa Commonwealth Secretariat, London (England). English Science and technology, and science and technology education, play an important role in the development of a country's economy, environment, social relations, and other sectors. African countries recognize this role and many have committed considerable resources to the development of science and technology and their educational systems. In African countries, science and technology education stresses the memorizing of facts rather than problem solving, and concentrates on the teaching and learning of acultural and irrelevant science and technology. African countries must, therefore, recognize the need to promote, develop, and sustain a relevant science and technology culture, which includes problem solving and indigenous aspects, in order to narrow the gap between them and industrialized countries. This book contains case studies concerning the popularization of science and technology education in Africa. Chapters include: (1) "Issues and Realities" (Prem Naidoo and Mike Savage); (2) "The Contribution of Science and Technology" (Prem Naidoo and Mike Savage); (3) "Choosing Good Science in a Developing Country" (Robert Adams); (4) "University Science and Technology Education and Economic Development" (Emmanuel Fabiano, Keto Mshigeni, and Osmund Mwandemele); (5) "Small-Scale Industries in the Popularization of Science and Technology in Ghana" (Jesse Amuah); (6) "The Suame Magazine" (Henry Brown-Acquaye); (7) "Indigenous Knowledge Systems and Their Economic Potential in South Africa" (Otsile Ntsoane); (8) "Promoting Co-Operation in Science and Technology in the SADC Region" (Michael Kahn); (9) "Regional Co- Operation for Capacity Building in Science and Technology" (J.G.M. Massaquoi and Mike Savage); (10) "Improving Girls' Participation and Performance in Science, Mathematics and Technology-Based Education" (Jane Mulemwa); (11) "Using the Mass Media to Promote Science and Technology" (Mike Savage); (12) "Malawi and Zanzibar: Exemplars of Inquiry Science in School and the Community" (Mike Savage); (13) "Non- Formal and Formal Approaches to Science and Technology Education in Malawi" (Matthew Chilambo); (14) "Popularizing Science and Technology: The Case of Swaziland" (Bongile Putsoa); (15) "The Contribution of Applied Science to the Popularization of Science and Technology: A Ghanaian Case" (Jophus Anamuah-Mensah); (16) "Promoting the Public Understanding of Science and Technology: The South African Case" (Botlhale Tema, Kebogile Dilotsotlhe, and Jaap Kuiper); (17) "Indigenous Technology as a Basis for Science, Mathematics and Technology Education at the Junior Secondary School Level: A Sierra Leonean Case Study" (Sonia Spencer); (18) "Using Television to Promote Science and Technology" (Marian Addy); (19) "A Synthesis" (Prem Naidoo); and (20) "Towards a Theory of Change: A Postscript for Policy-Makers" (Mike Savage). (MVL) ED478913 Popularisation of Science and Technology Education: Some Case Studies from Africa. 2002-00-00 ISBN-0-85092-742-0 270 Commonwealth Secretariat, Marlborough House, Pall Mall, London SW1Y 5HX. Web site: http://www.thecommonwealth.org. N/A 2004 2016-11-21

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Yes Failure Instructional Effectiveness Low Achievement Science Instruction Science Interests Secondary Education Student Motivation Underachievement Abdullah, Safiyyah Reports - Descriptive English There are numerous reasons why students fail in science. These include lack of interest, truancy, failure to do homework, lack of organizational skills, lack of test taking skills, do not study or lack study skills, cannot comprehend the text, cannot make connections between what they learn in school and the real world, and teaching quality. This report was written with the failing high school science student in mind. How can their journey through science be made more meaningful, enjoyable, and successful? (MVL) ED478914 Helping Students Succeed in Science. 2003-02-13 33 N/A 2004 8/19/2004 22:31:57 RIEMAR2004

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Yes Community Education Mathematics Activities Middle Schools Secondary Education Standards Student Interests Student Motivation McAllister, Deborah A. Mealer, Adrian Moyer, Peggy S. McDonald, Shirley A. Peoples, John B. Guides - Classroom - Teacher English This collection of community mathematics modules, or "math trail", is appropriate for middle grades and high school students (grades 5-12). Collectively, the modules pay attention to all 10 of the National Council of Teachers of Mathematics (NCTM) standards which include five content standards (Number and Operations, Algebra, Geometry, Measurement, Data Analysis, and Probability), and five process standards (Problem Solving, Reasoning and Proof, Communication, Connections, and Representation). Activities include: (1) "The Carousel at Coolidge Park"; (2) "Utilizing Government Regulation Measurements to Demonstrate Algebraic Application"; (3) "A Local Paper Manufacturer's Wood Yard"; (4) "Algebra Is Everywhere-Engel Stadium"; (5) "Bridges of Chattanooga"; (6) "Buckner-Rush Funeral Home-Dying to Do Math"; (7) "Challenger Center-Our Mission to Mars"; (8) "Chattanooga Ducks"; (9) "Chattanooga Riverwalk"; (10) "Coolidge Park"; (11) "Ducks Unlimited Conservation Benefit at Mary McGuire's Restaurant"; (12) "Fall Creek Falls State Resort Park"; (13) "Family Vacation in Chattanooga"; (14) "Fun Facts at Finley Stadium"; (15) "Geometry Is Everywhere! Especially at the Chattanooga Zoo!"; (16) "Hamilton County High Schools' Chattanooga Road Rally"; (17) "Hunter Museum of American Art"; (18) "Lookout Mountain Incline Railway-Into the Clouds"; (19) "McDonald's Math"; (20) "Miniature Golf in Chattanooga-Sir Goony's Family Fun Center"; (21) "Riverbend Festival"; (22) "Sequoyah Nuclear Plant and Training Center"; (23) "Soddy Daisy High School Football Stadium"; (24) "Swimming and Bicycling At Booker T. Washington State Park"; (25) "Tennessee Aquarium (2001)"; (26) "Tennessee Aquarium (2002)"; (27)"The McKenzie Arena"; and (28) "Towing and Recovery Museum". (MVL) ED478915 Chattanooga Math Trail: Community Mathematics Modules, Volume 1. 2003-00-00 Practitioners Teachers 181 N/A 2004 8/19/2004 22:32:00 RIEMAR2004 Supported by Tennesee University.

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Yes Engineering Education Engineers Females Higher Education Science Instruction Sex Differences Sex Discrimination Women Scientists Bentley, Jerome T. Adamson, Rebecca Information Analyses Reports - Research National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. Mathtech, Inc., Princeton, NJ. English The literature on women in science and engineering is extensive and addresses such issues as early education, decision to study and pursue careers in science, and how women fair in their jobs. This review used the literature on the careers of women scientists and engineers employed in academia to examine how women in these disciplines fare compared with their male counterparts. The women represented in this review have mostly completed their formal educations and have made the decision to pursue academic careers in science and engineering. Taken as a whole, the body of literature reviewed provides evidence that women in academic careers are disadvantaged compared with men in similar careers. Women faculty earn less, are promoted less frequently to senior academic ranks, and publish less frequently than their male counterparts. (Author/MVL) ED478916 Gender Differences in the Careers of Academic Scientists and Engineers: A Literature Review. Special Report. 2003-06-00 Westat, Inc., Rockville, MD. 29 National Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230. For full text: http://www.nsf.gov/sbe/srs/nsf03322/pdf/nsf03322.pdf. N/A 2004 8/19/2004 22:32:02 RIEMAR2004

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Yes Curriculum Design Lifelong Learning Mathematics Instruction Secondary Education Linn, Marcia C. Kessel, Cathy Slotta, James D. Reports - Research North Central Regional Educational Lab., Naperville, IL. English This report offers guidance for those shaping policy and designing high school mathematics courses that prepare students to be lifelong users of mathematical ideas. We have reviewed programs designed to improve high school students' understanding of mathematics by incorporating instructional technology effectively into the curriculum. Using criteria backed by research on learning and instruction, we have selected exemplary programs from among those reviewed. We emphasize the teaching of mathematics as a process of inquiry in which students learn to solve complex problems and critique mathematical arguments. We look for uses of computer and communications technology that help students become lifelong mathematics learners who are prepared to meet all sorts of challenges from computing their income taxes to interpreting data on global warming to assessing the risk of a medical procedure. We discuss: (1) Contemporary views of teaching and learning mathematics; (2) Promising uses of technology in learning and instruction; (3) Evolving uses of technology in mathematics; (4) Criteria for selecting exemplary instructional programs; (5) Reviews of programs that meet our mandatory requirements, organized by category; (6) Recommendations of exemplary programs; and (7) next steps. (Author) ED478917 Teaching and Learning High School Mathematics through Inquiry: Program Reviews and Recommendations. 2000-10-31 Office of Educational Research and Improvement (ED), Washington, DC. 19 NCREL, 1120 E. Diehl Road, Suite 200, Naperville, IL 60563-1486. Tel: 630-649-6594; Fax: 630-649-6700; Web site: http://www.ncrel.org. N/A 2004 2020-11-23

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Yes Curriculum Design Elementary Education Lifelong Learning Mathematics Instruction Middle Schools Science Education Linn, Marcia C. Kessel, Cathy Lee, Kristen Levenson, Janet Spitulnik, Michelle Slotta, James D. Reports - Research North Central Regional Educational Lab., Naperville, IL. English This report offers guidance for those shaping policy and designing elementary and middle school science and mathematics courses that prepare students to be lifelong users of scientific and mathematical ideas. We have reviewed programs designed to improve elementary and middle school students' understanding of science and mathematics by incorporating instructional technology effectively into the curriculum. Using criteria backed by research on learning and instruction, we have selected exemplary programs from among those reviewed. We emphasize the teaching of science and mathematics as a process of inquiry in which students learn to solve complex problems and critique scientific and mathematical arguments. We look for uses of computer and communications technology that help students become lifelong science and mathematics learners who are prepared to meet all sorts of challenges from computing their income taxes to interpreting data on global warming to assessing the risk of a medical procedure. We discuss: (1) Contemporary views of teaching and learning mathematics; (2) Promising uses of technology in learning and instruction; (3) Evolving uses of technology in science and mathematics; (4) Criteria for selecting exemplary instructional programs; (5) Reviews of programs that meet our mandatory requirements, organized by category; (6) Recommendations of exemplary programs; and (7) next steps. (Author) ED478918 Teaching and Learning K-8 Mathematics and Science through Inquiry: Program Reviews and Recommendations. 2000-10-31 Office of Educational Research and Improvement (ED), Washington, DC. 26 NCREL, 1120 E. Diehl Road, Suite 200, Naperville, IL 60563-1486. Tel: 630-649-6594; Fax: 630-649-6700; Web site: http://www.ncrel.org. N/A 2004 2020-11-03

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Yes Elementary Education Grade 2 Grade 4 Integrated Activities Mathematics Achievement Mathematics Instruction Music Student Motivation Bryant-Jones, Marian Shimmins, Kymberley J. Vega, Jill D. Dissertations/Theses - Masters Theses Reports - Research English This report describes a program for increasing math achievement through the use of musical interventions including repeated exposure to Mozart classical music and School House Rock, and introduction to teacher-made songs that introduce mathematical concepts in the music classroom. The students of the targeted second and fourth grade classes exhibited low levels of achievement according to local and national standards. Evidence for the existence of the problem included teacher- made pre-tests, parent questionnaires, and student questionnaires. Probable causes for low levels of student mathematical achievement were identified through a review of the literature and analysis of the setting and can be divided into student, home, school, teacher, and district influences. The following probable causes were cited: disabilities, classroom climate, motivation, problem behaviors, lack of homework support due to lack of math competency, home-based factors, lack of professional training and frequent staff turnover, and low contact time in the arts due to funding problems. The solution strategy involved a review of current educational literature with analysis of problem setting, resulting in exposure to music of Mozart, School House Rock, and teacher-made songs that prepared and motivated students while implementing mathematical concepts. Post intervention data indicated a significant increase in students' mathematics achievement in the targeted skills for both second and fourth grades, including students with disabilities. Motivation and classroom climate were also noted. (Author) ED478919 Increasing Math Achievement through Use of Music. 2003-05-00 82 N/A 2004 8/19/2004 22:32:07 RIEMAR2004 Master of Arts, St. Xavier Univ., Skylight Professional Development.

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Yes Accountability Charter Schools Educational Assessment Educational Policy Elementary Secondary Education Nontraditional Education Performance Public Education Public Schools Sanctions School Effectiveness Standards Anderson, Lee Finnigan, Kara Price, Tiffany Adelman, Nancy Cotton, Lynyonne Donnelly, Mary Beth Reports - Research Speeches/Meeting Papers Chartering Process SRI International, Menlo Park, CA. English This paper presents national 2000-01 data from charter schools and charter-school authorizers in the United States regarding the various stages of the accountability process: the charter application stage, the monitoring stage, and the sanctions stage. The larger accountability context of public schools and its impact on charter schools are also discussed. The paper concludes with a discussion of the continuing mismatch between the theory and the reality of charter-school accountability. The authors maintain that the original vision of charter-school-level goal-setting is being eclipsed by state assessment mandates and other accountability requirements. Furthermore, charter-school accountability relationships continue to emphasize traditional inputs at most stages of the accountability process, especially during the implementation of sanctions against schools. Hence, the original theory of charter-school accountability is compromised by the continuing emphasis on inputs, on one hand, and by externally defined and imposed outcomes measures on the other. (Author) ED478920 Multiple Perspectives on Charter School Accountability: Research Findings from Charter Schools and Charter School Authorizers. 2003-04-00 22 N/A 2004 2016-11-21

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Yes Cooperative Planning Creative Thinking Critical Thinking Decision Making Educational Principles Elementary Secondary Education Foreign Countries Instructional Leadership Leadership Responsibility Problem Solving School Based Management Thinking Skills Decker, Elaine Gregg, Debbie McDermid, Maureen Opinion Papers Reports - Descriptive Speeches/Meeting Papers Canada Canada English This paper discusses critical thinking and ways education leaders can apply it to problems in educational settings. It forwards a model of critical thinking, called TC2, designed by The Critical Thinking Consortium, a group of scholars, teachers, and educational leaders in British Columbia, Canada. The model addresses four interrelated components that influence the making up of one's mind: (1) the critical community: a supportive environment for thinking; (2) the tools for thought: intellectual resources, including background knowledge, criteria for judgment, critical-thinking vocabulary, thinking skills, and habits of mind; (3) the critical challenge: the thinking task; and (4) assessing the tools: adjudicating the quality of thinking. The paper examines the dilemmas of leadership and presents ways to apply the TC2 model through a case study of the opening of a new school and the leadership of its vice principal. (WFA) ED478921 Critically Thoughtful Leadership. 2003-04-24 21 N/A 2004 2016-11-21

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Yes Academic Achievement Back to Basics Educational Assessment Educational Development Educational Environment Educational Improvement Educational Planning Educational Trends Elementary Secondary Education Evaluation Futures (of Society) Knowledge Level Learning Performance Public Schools School Community Relationship Standards Christensen, Douglas D. Opinion Papers Reports - Evaluative Nebraska Nebraska Nebraska State Dept. of Education, Lincoln. English This series of three brief articles, written by the Nebraska commissioner of education, addresses schools for the future. It proceeds with two assumptions: (1) all students can learn and can learn at much higher levels than they are now doing; and (2) schools should be ready and able to teach all kids. The first article addresses, generally, the kind of schools the American school system needs but does not have. The second article, written from a Nebraskan perspective and framed in a Nebraskan context, discusses why a new generation of schools is needed and why these schools are needed as soon as possible. The third article discusses models and strategies for making needed changes. The three articles are framed around seven major operating principles that describe schools for the future, principles around which these schools should be organized. The principles are: (1) child- and family-centered; (2) learning- and learner-centered; (3) strong focus on the basics plus; (4) integrated/connected to community-based support services; (5) developmentally organized; (6) organized around learning families and teaching teams; and (7) achievement certified by demonstration. (WFA) ED478922 Schools for Our Future. [Part One and] Part Two: Why Do We Need Them? [and] Part Three: How Do We Get Them? 1996-00-00 17 Nebraska Department of Education, 301 Centennial Mall South, Lincoln, NE 68509. Tel: 402-471-2295. For full text, Part 1: http://www.nde.state.ne.us/COMMISH/febart1.html. For full text, Part 2: http://www.nde.state.ne.us/COMMISH/febart2.html. For full text, Part 3: http://www.nde.state.ne.us/COMMISH/artlce3.html. N/A 2004 2016-11-21

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Yes Autism Emotional Disturbances Field Experience Programs Graduate Study Higher Education Internship Programs Preservice Teacher Education Special Education Teachers Summer Programs Undergraduate Study McCuller, Glen Reports - Descriptive Stephen F Austin State University TX Stephen F. Austin State Univ., Nacogdoches, TX. English This final report describes activities and accomplishments of a 3-year federally supported personnel preparation program at Stephen F. Austin University (Texas) to train graduate-level personnel to serve children and youth with serious emotional disturbance and autism (SED/A). The program was designed to recruit, train, and seek employment in Texas and Louisiana for teachers of students with SED/A. The program emphasized field experiences, research-based coursework and pedagogy, and recruitment of students from traditionally underrepresented populations. It also conducted a summer program on a local school campus for children with behavior disorders and autism, with the graduate students serving as interns. The project successfully recruited and graduated 72 students: 28 with a Master's Degree, 3 with a SED/A endorsement, and 41 undergraduates with coursework completed toward the SED/A endorsement. Twenty-three percent of the students were from minority backgrounds. The summer program served 38-43 children, ages 6-14, with academic and behavioral difficulties each summer. The report provides details of tasks associated with each of the project's six objectives. (DB) ED478923 Preparing Personnel To Work with Children with Serious Emotional Disturbance and Autism, 9/01/99-12/31/02. Final Report. 2002-12-31 Special Education Programs (ED/OSERS), Washington, DC. 14 N/A 2004 2016-11-21

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Yes Disabilities Graduate Study Masters Degrees Minority Group Teachers Multicultural Education Paraprofessional School Personnel Special Education Teachers Substitute Teachers Teacher Certification Teacher Education Urban Education Evans, Susan Reports - Descriptive University of San Francisco CA San Francisco State Univ., CA. English This final report describes activities and accomplishments of a 5-year project at the University of San Francisco (California) to recruit and train minority and bilingual paraeducators (instructional assistants and teacher aides) and noncertified substitute teachers to receive a special education (mild-moderate) credential and master's degree with an emphasis in urban, multicultural special education. The 2-year internship program used field-based training, instruction by urban education specialists, an integrated curriculum, intensive collaboration with local school districts, case-based instruction, continuous supervision, and authentic assessment of outcomes. Training emphasized direct application of theory into practice. The project's achieved objectives were: (1) recruitment of 40 paraeducators and substitutes from diverse and underrepresented groups; (2) provision of financial assistance for project candidates; (3) implementation of an urban, multicultural special education emphasis in training credential candidates; and (4) information dissemination about an alternative paraeducator-to-teacher model for preparing special educators to serve culturally and linguistically diverse children with disabilities. (DB) ED478924 Alternative Routes to Teaching (ART): Qualifying Minority and Bilingual Paraeducators and Noncertified Substitutes for Urban, Multicultural Special Education Classrooms, 9/01/97-12/31/02. Final Report. 2002-12-31 Special Education Programs (ED/OSERS), Washington, DC. 10 N/A 2004 2016-11-21

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Yes Disabilities Disproportionate Representation Doctoral Programs Graduate Study Higher Education Minority Group Teachers Multicultural Education Special Education Teachers Teacher Educator Education Urban Education Evans, Susan Reports - Descriptive San Francisco State University CA San Francisco State Univ., CA. English This final report describes activities and achievements of a 5-year project by San Francisco State University (California) to prepare doctoral candidates for careers in college teaching with an emphasis in urban, multicultural special education. The project was also intended to offer an alternative route to doctoral preparation for mid-career special educators, particularly those from groups underrepresented in educational leadership positions. The project identified and supported master's degree students, with a priority on minority and bilingual candidates. The project used supervised training in higher education, multidisciplinary instruction provided by general and special education faculty, an integrated cross-disciplinary curriculum, and extensive preparation in research skills. The following project goals were met: (1) recruitment of 9-12 doctoral candidates and 10 pre-doctoral candidates from underrepresented groups; (2) provision of financial assistance for doctoral and pre-doctoral candidates; (3) implementation of an integrated doctoral program in college teaching and research with an emphasis in urban, multicultural special education; (4) implementation of a leadership training model that uses doctoral students to teach and supervise interns in a credential/master's degree program; and (5) dissemination of information on an alternative model for recruiting and preparing doctoral candidates to serve urban, multicultural special education children and their families. (DB) ED478925 Preparing Urban Leaders for Special Education (PULSE): An Integrated Doctoral Program in Research and College Teaching for Urban and Multicultural Special Education Settings, 6/01/97-12/31/02. Final Report. 2002-12-31 Special Education Programs (ED/OSERS), Washington, DC. 11 N/A 2004 2016-11-21

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Yes At Risk Persons Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Evaluation Methods Family Attitudes Interdisciplinary Approach Language Role Minority Groups Motor Development Standards Therapists Therapy Baghwanji, Yash Santos, Rosa Milagros Fowler, Susan A. Information Analyses Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report examines the validity of motor intervention practices that have been described as "quality" practices and the extent to which they are appropriate for all families and children. Misunderstandings and conflicts in the areas of motor skills evaluation and intervention can occur between those providing services and those receiving services if values and beliefs about children and the social and behavioral codes are not addressed by the service providers. A review of the motor development literature reveals a need to revise current practices to be more reflective and responsive to families' differing values, traditions, and perceptions regarding young children's motor development. Existing quality indicators that address core assumptions and professional roles have support in the literature. However, there is a need to consider how a number of variables impact and challenge current thinking about young children's motor development. Examples of these variables include the child's temperament, the child's form of disability, the caregiver's expectations for the child, and the physical features and setting in which the child lives. Finally, the authors suggest revisions to selected current practice indicators considering cultural and linguistic differences. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478926 Culturally & Linguistically Sensitive Practices in Motor Skills Intervention for Young Children. Technical Report. 2000-04-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 46 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:21 RIEMAR2004 H024560006

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No At Risk Persons Cultural Awareness Cultural Influences Disabilities Disability Identification Diversity (Student) Early Childhood Education Early Identification Early Intervention Educational Diagnosis Language Role Minority Groups Student Evaluation McLean, Mary Guides - Non-Classroom Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report discusses assessment procedures for young children who are culturally and linguistically diverse and describes three practices that the authors feel should be added to the currently recommended DEC practices. In the first place, professionals should gather information prior to assessment to determine whether a child should be referred for assessment for special education or whether a child's patterns of development and behavior can be explained by language or cultural differences. Second, appropriate procedures should be followed to determine which language should be used in assessing the child and to understand the impact of second language acquisition on the child's development and performance in the early childhood setting. Third, appropriate assessment strategies should be tailored to the individual child and family when culturally appropriate and nonbiased instruments cannot be identified. Formal testing when required should be done by a professional who is knowledgeable about the child's cultural group and preferably by one who speaks the same language or dialect that is the child's primary language. The assistance of an interpreter, translator or a cultural guide should be sought if professionals do not speak the child's first language. Tests should be examined for cultural bias and modified by a person from the cultural group; modified tests may be used as a descriptive measure, to supplement direct observation. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478927 Conducting Child Assessments. Technical Report. 2000-09-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 49 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:22 RIEMAR2004 H024560006

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Yes At Risk Persons Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Higher Education Inservice Education Language Role Minority Groups Personnel Program Development Staff Development Standards Hains, Ann H. Lynch, Eleanor W. Winton, Pamela J. Information Analyses Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This paper discusses the preparation of a diverse early childhood workforce, including the child care community, Head Start, and paraprofessionals who serve families through community-based programs that should reflect the background, race, and ethnicity of the children and families served (NAEYC, 1996), as well as the many fields that are part of the early childhood and early intervention systems (individuals from the 12 key disciplines (audiology, family therapy, nursing, nutrition, medicine, occupational therapy, orientation and mobility, physical therapy, psychology, social work, special education, speech and language pathology)) who deliver services. This paper suggests that these early interventionists do not reflect the cultural and linguistic diversity of the population they serve (Christensen, 1992). For example, professional organizations such as the Division for Early Childhood (DEC), the American Occupational Therapy Association (AOTA), and the American Speech and Hearing Association (ASHA) show that their members are primarily white and female (DEC, 1997a; AOTA, 1996; ASHA, 1995a, 1995b). This paper (1) describes the current status of cultural and linguistic diversity in the early intervention workforce; (2) discusses the issues of preparing a diverse workforce from an individual, program, and systems level; and (3) recommends practices and strategies. It includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478928 Moving towards Cross-Cultural Competence in Lifelong Personnel Development: A Review of the Literature. Technical Report. 2000-10-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 88 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:24 RIEMAR2004 H024560006

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Yes At Risk Persons Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Family Involvement Interdisciplinary Approach Language Role Minority Groups Preschool Education Transitional Programs Bruns, Deborah A. Fowler, Susan A. Reference Materials - Bibliographies Reports - Research Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report discusses the transition from early intervention services (EI) to preschool services (ECSE), which presents many challenges to children, families, service providers, and programs. The needs and preferences of families from culturally and linguistically diverse groups pose additional challenges. The report reviews the DEC Recommended Practices and NAEYC guidelines, which offer criteria to evaluate currently used transition practices in EI/ECSE and early childhood education (ECE). Within this context, the preparation, implementation and follow-up, and evaluation of transition practices for children, families, and service providers and programs is considered. Conclusions are offered regarding current transition practices and their congruence with recommended practices. Finally, five factors, the 5C's (community context, collaboration, communication, family concerns, and continuity), are presented as additional principles to guide the development and utilization of transition practices for families from culturally and linguistically diverse groups. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478929 Transition Is More Than a Change in Services: The Need for a Multicultural Perspective. Technical Report. 2001-02-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 71 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:27 RIEMAR2004 H024560006

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No Cognitive Development Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Language Acquisition Language Role Limited English Speaking Minority Groups Predictor Variables Preschool Education Second Language Learning Teaching Methods Verbal Communication Quinones-Eatman, Janet Information Analyses Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This technical report presents concrete ways of meeting recommended practice by providing an overview of principles and practices in the area of second language acquisition. It discusses some of the major theories in the area of second language acquisition, as well as the developmental process of first and second language acquisition in the preschool child. This report also considers how the acquisition of a second language can be influenced by multiple variables, especially the presence of a disability. The final section provides strategies for communication support for second language learners with or without disabilities in the preschool classroom when instruction in the native language is not available. It includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478930 Preschool Second Language Acquisition: What We Know and How We Can Effectively Communicate with Young Second Language Learners. Technical Report. 2001-02-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 65 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:28 RIEMAR2004 H024560006

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Yes At Risk Persons Attitudes toward Disabilities Cultural Awareness Cultural Influences Deafness Disabilities Diversity Early Childhood Education Early Intervention Family Attitudes Language Role Minority Groups Parents with Disabilities Singleton, Jenny L. Tittle, Matthew D. Guides - Non-Classroom Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English The recognition within the past few decades of the American Deaf Community as an indigenous cultural and linguistic minority group has altered the previous view of deaf individuals by the "hearing world" as being handicapped or disabled. The primary goals of this technical report are: (1) to compare a cultural view of deafness to the traditional, pathological view of deafness; (2) to provide a brief description of the Deaf Community, their language, and culture; (3) to describe communication patterns and parenting issues in families with deaf parents and hearing children; (4) to examine the role of the hearing child in a deaf family and how that experience affects their functioning in the hearing world; and (5) to discuss important considerations and resources for providers who work with hearing children and their deaf parents. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478931 A Guide for Professionals Serving Hearing Children with Deaf Parents. Technical Report. 2001-02-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 61 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:30 RIEMAR2004 H024560006

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Yes Child Development Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Identification Early Intervention Educational Practices Family Involvement Family Programs Incidence Infants Language Role Literature Reviews Minority Groups Preschool Education Special Education Standards Toddlers Visual Impairments Chen, Deborah Information Analyses Reference Materials - Bibliographies Reports - Evaluative Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report identifies key issues for providing early childhood special education services to young children who are visually impaired and for working with families of culturally and linguistically diverse backgrounds. First, it discusses the incidence of visual impairment and associated disabilities among young children, the process of early identification, and various definitions related to visual impairment. Second, it reviews relevant literature of the effects of visual impairment and associated disabilities on early development. Third, it outlines current intervention practices in relationship to the Division of Early Childhood Recommended Practices (1993). Fourth, it presents implications for serving infants, toddlers, and preschoolers with visual impairments, those with associated disabilities, and their families. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478932 Visual Impairment in Young Children: A Review of the Literature with Implications for Working with Families of Diverse Cultural and Linguistic Backgrounds. Technical Report. 2001-05-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 77 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:32 RIEMAR2004 H024560006

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No Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Identification Early Intervention Educational Practices Infants Language Role Limited English Speaking Minority Groups Preschool Education Special Education Toddlers Pavri, Shireen Fowler, Susan A. Guides - Non-Classroom Reference Materials - Bibliographies Reports - Evaluative Child Find Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English A critical component in the provision of services to young children (birth through age 5) is an effective system for identifying and referring children and their families, who may be eligible for early intervention or special education.This report provides a synthesis of current practice in establishing "child find" services in local communities. Few research studies have been conducted to evaluate the impact and successful referral of eligible children through the service system. Rather, most articles to date have documented the procedures local communities, schools or clinics have used to encourage families to participate in a screening program. The challenges specific to increasing the participation of families whose first language is not English are addressed, as well as recommendations for creating greater awareness of services in the community for young children with disabilities. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478933 Child Find, Screening, and Tracking: Serving Culturally and Linguistically Diverse Children and Families. Technical Report. 2001-05-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 65 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 2016-11-21

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No Attitudes toward Disabilities Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Educational Background Evaluation Methods Family Characteristics Family Needs Family Programs Intercultural Communication Interviews Language Role Limited English Speaking Minority Groups Observation Socioeconomic Status Banks, Ronald A. Reports - Research Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report provides an overview of the family information gathering process in early intervention. Family information gathering is an important element in the provision of early intervention services to families with children from birth to age 3 who have disabilities or who are at risk for developmental delays. A family's socioeconomic status, overall education level, and cultural, linguistic, and ethnic background, which contribute greatly to the home environment, affect both family goals and views of services, as well as their participation in the family information gathering process. This report discusses family information gathering as an ongoing and interactive process by which professionals gather information to determine family priorities for goals and services (their resources, priorities, and concerns). A brief overview of four family information gathering philosophies is presented, followed by an examination of the strategies most typically employed (i.e., family interviews, the use of tools and instruments, and direct observation). Issues specific to cultural and linguistic diversity, as they relate to family information gathering, are integrated throughout this report, which includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478934 Sensitivity to Cultural and Linguistic Diversity in Early Intervention Family Information Gathering. Technical Report. 2001-05-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 60 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:35 RIEMAR2004 H024560006

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No Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Evaluation Methods Family Needs Family Programs Language Role Literature Reviews Minority Groups Standards Santos, Rosa M. Chun, Zhang Information Analyses Reference Materials - Bibliographies Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English The purpose of this paper is to review the existing literature on family support services for families with young children with disabilities. Within the last two decades, the focus of early intervention has begun shifting from child-centered to family-centered practice with an emphasis on providing comprehensive family support in the delivery of quality early intervention services. Essential to this provision is understanding the variations across and within families, which may differ on various aspects including culture, language, socioeconomic status, religion, structure, size, and geographical location (Turnbull & Turnbull, 1997). This paper examines the challenge for service providers to identify family support services that are tailored to the needs, preferences, and priorities of each family and the extent to which current practices, particularly the DEC recommended practices, for family support services reflect an awareness and understanding of culturally and linguistically diverse families. The paper is divided into five main sections: (1) criteria used to search and select the literature reviewed in this paper; (2) definitions and types of family support; (3) a review of the literature as it relates to the five recommend practices on family support presented in the Odom and McLean (1996) text; (4) limitations of the studies reviewed; and (5) guiding principles service providers should consider as they recommend and implement family support services. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478935 An Individualized Perspective of Family Support Services: A Review of the Literature. Technical Report. 2001-07-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 74 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:32:36 RIEMAR2004 H024560006

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No Attitudes toward Disabilities Cultural Awareness Cultural Influences Delivery Systems Disabilities Diversity Early Childhood Education Early Intervention Family Characteristics Family Involvement Family Programs Helping Relationship Infants Intercultural Communication Language Role Minority Groups Parent Attitudes Toddlers Chen, Deborah McLean, Mary Corso, Rob Bruns, Deborah Reference Materials - Bibliographies Reports - Research Service Utilization Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English In this report, shifts underway in early intervention (EI) from a professional-centered to a more family-centered model of service delivery are documented. The demographic changes in the past decade of young children and families receiving EI services (e.g., teen parents, children with more complex developmental and medical needs), in addition to prominent changes in the numbers of families immigrating from culturally and linguistically diverse backgrounds, are discussed as a critical determinant of establishing a helping relationship with families of young children with disabilities. (Chen, 1997). In EI, as in other fields, the literature generally supports the hypothesis that ethnicity is a major determinant of service under-utilization. This report first discusses attributes that support the development of helping relationships between families and professionals. Then, characteristics of families are reviewed that are known to affect a family's choice to utilize services. In the final section, suggestions are provided for promoting effective helping relationships and increased service utilization of families from diverse cultural and linguistic backgrounds. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED478936 Working Together in Early Intervention: Cultural Considerations in Helping Relationships and Service Utilization. Technical Report. 2001-07-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 60 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 2016-11-21

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Yes Academic Achievement Cross Sectional Studies Elementary Secondary Education Foreign Countries Higher Education Metalinguistics Persuasive Discourse Reading Instruction Reading Materials Reading Skills Self Concept Socioeconomic Status Spelling Student Attitudes Teacher Education Teaching Methods Visual Perception Writing Instruction Writing Skills Collected Works - Serials ISSN-0325-8637 International Reading Association, Newark, DE. Spanish Articles in this volume include the following titles (translated from the Spanish): "Who Is in Charge of Teaching Reading and Writing at the University? Tutorials, Exam Preparation, and Class Synthesis in the Humanities" (Paula Carlino); "False Conceptions of the Linguistic Abilities, Values, and the Culture of Girls and Boys from Poor Families" (Mabel Condemarin); "Teaching Reading and Writing as an Act of Awareness Building" (Margarita Drago); "The Computer as a Resource for Learning Reading and Writing--YUYITO: A Support Program for Learning Reading and Writing Skills" (Silvina Romero); "In-Service Training of Teachers: The Cornerstone of Institutional Dynamics" (Sara Elisa Oviedo); "What Are We Thinking of When Training Mediators Who 'Know How to Select' Reading Material for Children?" (Cecilia Sehringer and Brenda Griotti); "Linguistic Knowledge and Metalinguistic Reflections: The Role of Conceptualization with Regard to Syllabus Structures in Teaching Reading and Writing" (Raul Hachen); "Text Interpretations by Children: A Challenge for and a Key to Teaching" (Violeta Romo de Munoz); "Evaluation of Attitudes toward Reading in University Students" (Maria Carolina Kussama Pellegrini and Fermino Fernandes Sisto); "Self-Concept and Academic Achievement: A Study with Primary School Teachers and Students" (Veronica Villarroel Henriquez); "Reading for Understanding and Learning in School" (Patricia S. Ratto); "The Slow Process of Writing. A Cross-Sectional Project: Learning to See through the Eyes of Joan Miro" (Alicia Dieguez Bredle); "The Autonomy of the Reader: A Didactic Analysis" (Delia Lerner); "How to Read an Image: The Development of Visual Abilities and Reading through Illustrated Books" (Evelyn Arizpe and Morag Styles); "The Issue of Reading in the Training and Continued Education of Teachers: Comments on Two Experiments" (Maria Eugenia Dubois); "Learning Strategies, Reading Comprehension, and Academic Achievement" (Maria Cristina Rinaudo and Antonio Gonzalez Fernandez); "Metacognitive Reflections on One's Individual Performance" (Nilda Perez Taboada); "The Reading and Writing Skills of Teachers: A Case Study with College Literature and History Teachers" (Guadalupe Lopez Bonilla and Mara Rodriguez Linares); "Electronic Text: The Disappearance of the Printed Word or the Emergence of a New Literary Force?" (Norelkys Espinoza and Oscar Alberto Morales); "Dialogue and Confrontation in Producing Written Texts" (Mabel Pipkin); "A Didactic Sequence for Teaching Written Argumentation in 8th and 9th Grade" (Mariela Rubio and Valeria Arias); and "Spelling: One of the Problems in Writing" (Mirta Torres). Each of the four issues includes a section on child and youth literature, an overview of books and magazines, a news bulletin, and a forum on upcoming events. (AS) ED478937 Lectura y Vida: Revista Latinoamericana de Lectura, 2002 (Reading and Life: Latin American Reading Magazine, 2002). Lectura y Vida: Revista Latinoamericana de Lectura v23 n1-4 Mar-Dec 2002 2002-12-00 Practitioners 275 Redaccion de Lectura y Vida, Lavalle 2116, 8 B, C1051ABH Buenos Aires, Argentina. Fax: 5411-4951-7508; e-mail: lecturayvida@ira.org.ar; Web site: http://www.lecturayvida.org.ar; Web site: http://www.reading.org/publications/lyv/. N/A 2004 8/19/2004 22:32:42 RIEMAR2004 Published quarterly. For Volume 22, see ED 473 622.

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No Autobiographies Biculturalism Context Effect Cultural Awareness Cultural Influences Cultural Relevance Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Interpersonal Communication Literature Preservice Teacher Education Reflective Teaching Byram, Michael, Ed. Grundy, Peter, Ed. Books Collected Works - General Europe Germany India Germany India English This collection of papers examines how the contexts in which language teaching occurs impact the aims and methods of language teaching. Ten papers focus on the following: "Introduction: Context and Culture in Language Teaching and Learning" (Mike Byram and Peter Grundy); "From Practice to Theory and Back Again" (Claire Kramsch); "Carrying a Baby in the Back: Teaching with an Awareness of the Cultural Construction of Language" (Randal Holme); "Autobiographical Contexts of Mono-Cultural and Bi-Cultural Students and their Significance in Foreign Language Literature Courses" (Christiane Facke); "Learning Culture by Communicating: Native-Non-Native Speaker Telephone Interactions" (Gisele Holtzer); "Exporting Methodologies: The Reflective Approach in Teacher Training" (Ana Halbach);"'We Would Have to Invent the Language We Are Supposed to Teach': The Issue of English as Lingua Franca in Language Education in Germany" (Helene Decke-Cornill); "Teaching India in the EFL-Classroom: A Cultural or Intercultural Approach?" (Reinhold Wandel); "European Communicative Integration: The Function of Foreign Language Teaching for the Development of a European Public Sphere" (Stephan Breidbach); and "Context, Culture and Construction: Research Implications of Theory Formation in Foreign Language Methodology" (Michael Wendt). (Papers contain references.) (SM) ED478938 Context and Culture in Language Teaching and Learning. Languages for Intercultural Communication and Education. 2003-00-00 ISBN-1-85359-657-4 110 Multilingual Matters, UTP, 2250 Military Road, Tonawanda, NY 14150 ($39.95). Web site: http://www.multilingual-matters.com. N/A 2004 2016-11-21

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No Armenian Foreign Countries Language Maintenance Persian Romanian Sociolinguistics Turkish Ukrainian Uncommonly Taught Languages Fouse, Gary C. Books Reports - Descriptive Azerbaijan Kazakhstan Tajikistan Uzbekistan Belarus Kyrgyzstan Turkmen Estonia Language Contact Turkmenistan Georgia Latvia Ukraine Armenia Kazakh Moldova USSR (Volga Ural Region) Armenia Azerbaijan Belarus Estonia Georgia Kazakhstan Kyrgyzstan Latvia Moldova Tajikistan Turkmenistan Ukraine USSR Uzbekistan English This book deals with the language of 14 non-Russian republics, examining how their speakers struggle to maintain those languages as an integral part of their cultures. There are 19 chapters in five parts. After (1) "On Language," part 1, "The Western Borderlands," includes: (2) "Ukraine: The Little Russians"; (3) "Belarus: The White Russians"; and (4) "Moldova: The Soviet Union's Romance Language." Part 2, "The Baltic States," includes: (5) "Estonia: A Touch of Scandinavia"; (6) "Latvia: Between Germany and Russia"; and (7) "Lithuania: The Spinning Wheel." Part 3, "The Caucasus," includes: (8) "Azerbaijan: Between Turkey and Iran"; (9) "Armenia: Ancient People, Ancient Language"; and (10) "Georgia: The Birthplace to Rustaveli and Stalin." Part 4, "Central Asia," includes: (11)"Uzbekistan: The Cultural Leaders of Central Asia?"; (12) "Kazakhstan: The Nomadic Herders"; (13) "Kyrgyzstan: The Forty Tribes"; (14) "Turkmenistan: 'I am Turk'"; and (15) "Tajikistan: The Persian-Speaking People of Central Asia." Part 5, "Other Nationalities," includes: (16) "The Crimean Tatars: A People Charged with Collective Treason"; (17) "The Volga Tatars: The Cultural Leaders of Russia's Moslems"; (18) "The Jews: Nationality without a Republic"; and (19) "Reflections." Statistical charts and alphabets are appended. (Contains approximately 190 bibliographic references.) (SM) ED478939 The Languages of the Former Soviet Republics: Their History and Development. 2000-00-00 ISBN-0-7618-1607-0 464 Rowman & Littlefield Publishing Group, 15200 NBN Way, Blue Ridge Summit, PA 17214-0191 ($65). Tel: 800-462-6420 (Toll Free). N/A 2004 2016-11-21

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Yes Administrator Attitudes Annotated Bibliographies College Faculty Colleges Curriculum Delivery Systems Educational Finance Educational Policy Educational Research Educational Trends Faculty College Relationship Financial Support Followup Studies Foreign Countries Lifelong Learning Literature Reviews Part Time Faculty Postsecondary Education Public Policy Teacher Attitudes McDonald, Lucas N. Taubman, D. Reports - Research Impact Studies United Kingdom United Kingdom London Univ. (England). Inst. of Education. English The impact of changes in Further Education Funding Council (FEFC) funding on the further education (FE) colleges across the United Kingdom was examined in a survey of a sample of 14 FE colleges, including 11 that had participated in a previous survey. Managers and practitioners at each college were interviewed to determine the current FEFC funding methodology's impact on the FE curriculum. Selected findings were as follows: (1) the sample colleges were still in a transitional state, moving from learning about FEFC funding to learning to live with it; (2) as in the previous survey, colleges still found the FEFC data requirements onerous; (3) all levels of staff commented on the impact of increasing workloads on conditions of service; (4) nearly all respondents expressed concern about the growing use of part-time staff and the resultant collegial and planning difficulties; (5) the number of taught hours received by full-time students appeared to have bottomed out around an average of 15-18 hours weekly, including tutorial time; and (6) the changing role of teachers in the context of the growth of resource-based learning was stressed by many in the sample. The following items are appended: a summary of previous research; an overview of recent policy and funding changes; and an annotated bibliography listing 11 references. (MN) ED478940 Learning To Live with It: The Impact of FEFC Funding, Further Evidence from Fourteen Colleges. 1999-11-00 Policymakers 41 For full text: http://www.natfhe.org.uk/down/letoliwi.pdf. N/A 2004 2016-11-21

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Yes Access to Education College Faculty Colleges Curriculum Educational Administration Educational Change Educational Finance Educational Policy Employment Qualifications Foreign Countries Job Training Labor Force Development Lifelong Learning Policy Formation Postsecondary Education Regional Planning School Districts Skill Development Teacher Attitudes Transitional Programs Opinion Papers United Kingdom English The National Association of Teachers in Further and Higher Education (NATFHE), which represents 65,000 academic staff working in further and higher education (FHE) institutions across the United Kingdom, reviewed the current state of post-16 education and training in the United Kingdom and submitted its views on how the system should be improved. NATFHE's submission focused on a new framework encompassing structures at every level of government. Key recommendations for action that were included in the submission are as follows: (1) give coherence to post-16 education and training by developing a whole new framework built on accountability and entitlement to lifelong learning; (2) underpin the framework by the principle of subsiduarity that planning, regulation, accountability, funding, and delivery should occur at the point nearest the learner and nearest delivery; (3) make local communities the cornerstones of the new framework, with local lifelong learning panels and plans; (4) move speedily to pass legislation to embed a statutory framework for entitlement to learning, including individual rights to paid educational leave; (5) conduct an independent review of pay and conditions for FE staff to reverse the current chaos in employment matters; and (6) ensure that the new framework provides mechanisms at every level for the views of staff and their representatives. (MN) ED478941 A New Shape for Post-16 Education and Training. Submission to the Department for Education and Employment Review of Local and National Arrangements for Lifelong Learning, Skills and Workforce Development: Outcome of the TEC Review. 1999-05-00 Policymakers 25 For full text: http://www.natfhe.org.uk/down/shape.pdf. N/A 2004 2020-11-23

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No Annotated Bibliographies Career Development Change Strategies Data Collection Employment Patterns Employment Practices Equal Opportunities (Jobs) Global Approach Health Occupations International Organizations Job Performance Labor Force Development Literature Reviews Models National Organizations Needs Assessment Organizational Effectiveness Salary Wage Differentials Sex Fairness Trend Analysis Standing, Hilary Baume, Elaine Information Analyses Speeches/Meeting Papers International Surveys United Kingdom United Kingdom World Health Organization, Geneva (Switzerland). English The issues of equity, equal opportunities, gender, and organization performance in the health care sector worldwide was examined. Information was gathered from the available literature and from individuals in 17 countries. The analysis highlighted the facts that employment equity debates and policies refer largely to high-income countries and that, even in those countries, there is more rhetorical commitment than evidence of successful outcomes. Evaluations have been mainly post hoc, and many initiatives have not been evaluated at all. The most noticeable trend seemed to be away from reliance on targeting by numbers and toward more comprehensive approaches across a range of interorganizational and intraorganizational interventions and over an employee's whole career. Seven crucial knowledge gaps between current practice and the evidence were identified. (The bibliography lists 39 references. The following items are appended: a discussion of issues in managing an equal opportunities policy in devolved settings; national equalities indicators for the United Kingdom National Health Service (UK NHS); a new career framework for nurses, midwives, and health visitors for the UK NHS; information on male and female nurses' remuneration and the percentages of women in different categories of health service jobs; a 14-item annotated bibliography; an annotated list of 7 useful tools; and a list of individuals and organizations contacted.) (MN) ED478942 Equity, Equal Opportunities, Gender and Organization Performance. 2001-00-00 37 For full text: http://www.who.int/health-services-delivery/human/workforce/paper s/Equity.pdf. N/A 2004 2016-11-21

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No Computer Oriented Programs Context Effect Delivery Systems Economic Change Health Services Human Resources Labor Force Development Labor Market Literature Reviews Models Organizational Development Research Utilization Simulation State of the Art Reviews Strategic Planning Systems Approach Theory Practice Relationship O'Brien-Pallas, Linda Birch, Stephen Baumann, Andrea Murphy, Gail Tomblin Information Analyses Reports - Evaluative Speeches/Meeting Papers Conceptual Frameworks Scenarios World Health Organization, Geneva (Switzerland). English The feasibility of integrated health human resources planning (IHHRP) was examined. The analysis focused on the following topics: ways of integrating labor market indicators into service planning; whether planning is sufficiently responsive and flexible to retain relevance and validity in rapidly changing health systems; different models and methodological approaches to IHHRP; and using computer-based scenario modeling to support assessment of current and future planning options. The context and themes of public sector, political, social, and macroeconomic changes were considered, and empirical evidence was examined when available. Key conclusions were as follows: (1) few empirical applications of the conceptual frameworks of IHHRP have been developed in the past 10-15 years; (2) integrated and discipline-specific empirical applications are in place but do not build upon conceptual and analytic advances; (3) discipline-specific studies still dominate the literature; (4) labor market indicators, if collected, play an important role in planning for the workforce; (5) many applications do not show a link to outcomes; (6) modest financial investments to build upon conceptual and analytic advances and data requirements may result in large payoffs that greatly exceed investments; and (7) the opportunity costs of not moving forward and relying on old methods must be considered. (The bibliography lists 46 references. A 22-item annotated bibliography is appended.) (MN) ED478943 Integrating Workforce Planning, Human Resources, and Service Planning. 2001-00-00 33 For full text: http://www.who.int/health-services-delivery/human/workforce/paper s/Integrating_workforce.pdf. N/A 2004 2016-11-21

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No Economic Research Employment Practices Employment Qualifications Foreign Countries Health Facilities Health Occupations Health Personnel Health Services Job Skills Labor Force Literature Reviews Medical Care Evaluation Nurses Organizational Effectiveness Physicians Program Effectiveness Research Needs Research Problems State of the Art Reviews Buchan, James Dal Poz, Mario R. Information Analyses Journal Articles Latin America United States Caribbean United States World Health Organization, Geneva (Switzerland). English The reasons a skill mix among health workers is important to health care systems were examined. The analysis was based on a review of studies conducted primarily in the United States. "Skill mix" was defined as the mix of posts, grades, or occupations in an organization and the combinations of activities or skills needed for each job within the organization. The literature reviewed included the following types of publications: reviews; meta-analyses; large-scale data surveys; single-site examinations of roles and mix in nursing and other nonmedical health professions; single-site examinations of role overlap between doctors and other health professionals; and studies on the introduction of new types of workers. Significant limitations to the current evidence on skill mix in the health workforce were discovered. Many published studies on the topic were merely descriptive accounts, and the usefulness of many of the studies that moved beyond mere descriptions was constrained by methodological weaknesses, lack of appropriate evaluations of quality/outcome and cost, and/or use of small samples. Despite these limitations, the evidence suggests that increased use of less qualified (cheaper) nursing staff will not be effective in all situations, although greater use of assistants has improved organizational efficiency in some areas. (French and Spanish abstracts are included. The bibliography lists 41 references.) (MN) ED478944 Skill Mix in the Health Care Workforce: Reviewing the Evidence. Bulletin of the World Health Organization v80 n7 p575-580 July 2002 2002-07-00 8 For full text: http://www.who.int/docstore/bulletin/pdf/2002/bul-7-E-2002/80(7)5 75-580.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Definitions Educational History Educational Philosophy Evaluation Criteria Evaluation Methods Guidelines Program Administration Program Evaluation Program Improvement Records (Forms) State Standards Statewide Planning Technology Education Trade and Industrial Education Lutz, Ronald J. Guides - Non-Classroom Michigan Michigan English This document presents Michigan's standards in industrial technology education and details assessment procedures that will enable Michigan industrial technology teachers to analyze, upgrade, and justify their current programs. The introductory section contains the following materials: a discussion of supportive organizations; an overview of development of the Michigan standards and assessment of industrial education; a list of educators in the 1998-1999 summer seminar group; background information on industrial technology education; a statement of the philosophy of industrial technology education; instructions for assessing an industrial technology program; an assessment data report form; and an assessment summary form. The remainder of the document presents the Michigan standards for industrial technology programs, which cover the following areas: (1) philosophy (development, utilization, reviewing and revising); (2) instructional program (content areas, goals, objectives, content); (3) instructional strategies (planning, implementing, methods, evaluation); (4) safety and health (program, physical environment, records); (5) student populations served (student needs, student diversity); (6) support systems (human resources, physical resources, financial resources); (7) administration and supervision (staffing, planning and organization, budgeting, directing and monitoring, data collecting and reporting, communicating); (8) instructional staff (legal/regulatory qualifications, professional/educational responsibilities, personal qualities); and (9) public relations (target populations, media). (MN) ED478945 Guidelines for Assessing Michigan Standards in Industrial Technology Education. 2000-01-00 Administrators Practitioners 38 N/A 2004 2016-11-21

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Yes Adult Education Apprenticeships Educational Environment Employer Employee Relationship Experiential Learning Informal Education Information Management Knowledge Level Management Systems On the Job Training Organizational Culture Organizational Development Vocational Education Work Environment Imel, Susan ERIC Publications Organizational Learning Tacit Knowledge Knowledge Management ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Tacit knowledge, the knowledge that workers possess but do not articulate, is associated with terms such as "skill,""know-how,""working knowledge," and "expertise" that are used to describe knowledge about and ability to perform work. Learning that takes place through apprenticeships draws heavily on tacit knowledge, and it has been connected with informal and organizational learning. Gourlay (2002) identifies two issues associated with tacit knowledge: first, whether tacit knowledge is an individual trait or a trait that can be shared by both individuals and groups and, second, whether tacit knowledge can be made explicit. If it is to be used in knowledge management systems, tacit knowledge needs be made explicit. McInerney (2002) suggests that instead of extracting knowledge from within employees to create new explicit knowledge artifacts, organizations should focus on creating a "knowledge culture" that encourages learning and the creation and sharing of knowledge. Tacit knowledge is an important element in work and workplace learning but one that needs to be examined closely in terms of how it is incorporated into organizational practices. (A 22-item annotated bibliography constitutes approximately 75 percent of the document.) (YLB) ED478946 Tacit Knowledge. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adult Education Age Differences Attitude Change Demonstration Programs Educational Benefits Employment Potential Human Capital Intergenerational Programs Mixed Age Grouping Older Adults Self Esteem Social Capital Social Development Social Networks Socialization Kerka, Sandra ERIC Publications ERIC Digests in Full Text ERIC Digests Intergenerational Learning ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The concept of social capital refers to the resources of networks, norms or shared values, and trust to which individuals have access as community members. A reason to consider intergenerational learning in the context of social capital is awareness of unequal access to positive social capital and the risk that social exclusion and disadvantage will result in negative social capital. Although not usually tied explicitly to a social capital framework, a frequent rationale for intergenerational programming is its effectiveness in reducing stereotypes of young and old and improving mutual understanding and trust. Attitudinal changes are a worthy goal, yet some suggest making them the primary justification and outcome of programs trivializes intergenerational interaction and ignores the larger social purpose--the learning inherent in effective intergenerational activities. Outcomes of intergenerational learning are that youth learn employability skills and the value of service, develop self-esteem, and build their stock of social capital for future life and work; elders benefit from social and mental stimulation, the opportunity to support the youth, and reduction of stereotypes about aging and dementia. Other projects demonstrate links between human capital and social capital; creation of new social networks among teachers, elders, and children; measurable impact of older adult tutors on students' reading performance, attitudes about reading, self confidence, and motivation to read. (Contains 12 references.) (YLB) ED478947 Intergenerational Learning and Social Capital. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Access to Information Adult Basic Education Adult Literacy Basic Skills Computer Mediated Communication Consumer Education Cultural Differences Educational Benefits Health Behavior Health Education Health Materials Information Dissemination Information Needs Information Utilization Internet Literacy Education Medical Services Patient Education Physician Patient Relationship Systems Development Kerka, Sandra ERIC Publications ERIC Digests in Full Text Health Attitudes Health Information ERIC Digests ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Research documenting links between levels of education and health outcomes suggests people with higher educational attainment may have a health advantage. Health literacy issues that go beyond basic skills include health information communication; literacy and health as cultural and social practices; a relationship among health information, literacy, and behavior; and impact of the Internet on use of health information. First, the medical literature emphasizes simplification of health materials. Physicians should use language the general public readily understands. Second, health literacy depends on context, and individuals' cultural world views and social practices must be taken into account in determining their level of health literacy. Third, these factors in addition to health knowledge and health literacy affect adoption of health behavior: perception of risk, self-efficacy beliefs, physical environment, and perceived costs and benefits. Fourth, Internet users tend to have higher literacy levels and better access to the vast amounts of health information available online that can empower consumers to participate actively in their health care and challenge the decisions of health care and insurance providers. Components of an effective health literacy system are an information dissemination system with readable, culturally sensitive materials; coordinated health literacy learning system; measurement and assessment system; formal and informal health advice system; and professional health provider learning system. (Contains 20 references.) (YLB) ED478948 Health Literacy beyond Basic Skills. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adult Basic Education Adults Basic Skills Continuation Students Dropout Programs Dropouts Educational Change Educational Trends Enrollment Influences Enrollment Trends Federal Aid High School Equivalency Programs Intergenerational Programs Literacy Education Organizational Change Program Development State Programs Teaching Methods Youth Youth Programs Imel, Susan ERIC Publications ERIC Digests in Full Text ERIC Digests General Educational Development Tests General Educational Development Tests ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The increase in the number of youth under age 18 enrolling in federally funded adult basic and literacy education programs is a trend that is putting increasing pressures on programs designed to serve an adult population. Documenting the extent of the trend is difficult due to the way in which federal statistics on age of program participants have been compiled and variations in state policies. These multiple factors contribute to the increase: the educational reform movement that increases high school graduation requirements but is often not supported by services needed for youth at risk of dropping out; the Adult Education and Family Literacy Act, whose definition of "adult" opens the door for programs in some states to be viable alternatives for youth; and alternative programs that do not meet high school dropout needs. Challenges and questions facing programs include serving youth and adults in the same classes and the appropriateness of instructional materials and teaching methods. Two federally funded adult education programs that are working with youth and have research components offer insight on their impact on young participants. FutureWorks provides an example of how one program can initiate change, and the Metropolitan Alliance for Adult Learning has published information that demonstrates how changes can be incorporated throughout a system. (Contains 13 references.) (YLB) ED478949 Youth in Adult Basic and Literacy Education Programs. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Adult Education Adults Affirmative Action Assistive Technology Disabilities Disability Discrimination Employment Patterns Employment Practices Equal Opportunities (Jobs) Federal Legislation Job Applicants Job Search Methods Labor Legislation Personnel Policy Personnel Selection Physical Mobility Salary Wage Differentials Self Disclosure (Individuals) Wonacott, Michael E. ERIC Publications ERIC Digests in Full Text ERIC Digests Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English With its definitions of individuals' and employers' rights and obligations, the Americans with Disabilities Act (ADA) is a mandate and a statement of our moral and ethical values as a culture. Persons with disabilities and employers must apply ADA's "triple standard" of reasonable accommodations for performing essential job functions without undue hardship to find individuals that match jobs and jobs that match individuals. Ten years after ADA's passage, workers with disabilities are older, work fewer hours, and are more likely to be single and less likely to have a college degree. They are still disproportionately represented in low-growth, low-wage occupations. Under ADA, the individual has the right to choose when or whether to disclose his or her disability or related information, but employers cannot be expected to provide reasonable accommodation for an undisclosed disability. Job seekers are advised to script and rehearse disclosure, minimizing medical terms, omitting medical treatment history, and describing the disability briefly with stress on strengths and willingness to improve and ability to perform with or without accommodations. Reasonable accommodations range from simple to complex and cheap to expensive; information on them is available from many sources, including websites. Strengthened mechanisms are needed to help workers with disabilities and employers find appropriate matches between jobs and skills. (Contains 14 references.) (YLB) ED478950 Employment of People with Disabilities. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Attitude Change Citizen Participation Depression (Psychology) Educational Research Exercise Foreign Countries Health Health Behavior Health Education Health Promotion Life Satisfaction Outcomes of Education Physical Health Sex Differences Social Attitudes Social Capital Social Integration Well Being Feinstein, Leon Hammond, Cathie Woods, Laura Preston, John Bynner, John Reports - Research Great Britain United Kingdom (Great Britain) London Univ. (England). Centre for Research on the Wider Benefits of Learning. English Researchers investigated effects of adult learning (AL) on a range of measures of health and social capital and cohesion. Data from the National Child Development Study relating to almost 10,000 adults born in Britain in 1958 were used, with focus on changes in their lives between age 33 in 1991 and 42 in 2000. Findings indicated AL played an important role in contributing to small shifts in attitudes and behaviors that occur during mid- adulthood; AL participation contributed to positive and substantial changes in health behaviors and small improvements in well-being; it did not protect against onset or progression of depression; positive effects were found in relation to two of three measures of health practices (giving up smoking and taking more exercise); effects of taking leisure courses on adoption of health practices were particularly pervasive; participation in AL may involve an element of risk to life satisfaction and psychological health; strong evidence indicated AL contributed to changes in attitudes and behaviors that promote social capital and, possibly, social cohesion; taking academic accredited courses played a particularly important role in development of attitudes promoting social capital and social cohesion; and participation in leisure courses raised race tolerance and was integral to the growth of civic participation. (Appendixes include 62 references and 33 pages of tables and figures.) (YLB) ED478951 The Contribution of Adult Learning to Health and Social Capital. Wider Benefits of Learning Research Report. 2003-05-00 Department for Education and Skills, London (England). ISBN-1-898453-39-X 129 The Centre for Research on the Wider Benefits of Learning, Institute of Education, 20 Bedford Way, London WC1H 0AL (7.50 British pounds). For full text: ftp://cls.ioe.ac.uk/pub/Wbl/Acrobat/ResRep8.pdf. N/A 2004 2016-11-21

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No Adult Education Alienation Art Art Education Citizenship Cultural Activities Cultural Education Cultural Enrichment Culture Developed Nations Economically Disadvantaged Foreign Countries Lifelong Learning Outcomes of Education Participation Poverty Quality of Life Role of Education Social Integration Social Isolation Thompson, Jane Reports - Descriptive Great Britain Learning Society United Kingdom (Great Britain) National Inst. of Adult Continuing Education, Leicester (England). English This publication examines the contribution that arts and culture have to make, in ways that more formal education and social policy approaches struggle to achieve. It also explores the relationship between arts, culture, and lifelong learning, especially in overcoming social exclusion. It assumes that earning a living ought not to be calculated simply in terms of utilitarian skills or private profit and that there is more to life than paid labor. It assumes that the full entitlements of citizenship in a democratic society ought to enhance the quality of people's lives and engage with their imagination and creativity, as well as make space for active participation in civil society. In light of these assumptions, the book looks at what is meant by art and culture and how the provision of lifelong learning through the arts is contributing to the creation of a learning society. It identifies some concerns that inform United Kingdom government policies in relation to social exclusion and looks at the recommendations being made to address them. It considers which of these should be supported and where changes are necessary. As inspiration, it includes some illustrations of the many activities and achievements in arts and cultural education that make a positive difference in people's lives. (Contains 93 footnotes) (YLB) ED478952 Bread and Roses: Arts, Culture and Lifelong Learning. 2002-00-00 ISBN-1-86201-134-6 121 National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom, Web site: http://www.niace.org.uk (6.95 British pounds). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Dropouts Adult Education Adult Literacy Affective Behavior Art Education Cultural Activities Cultural Education Cultural Enrichment Economically Disadvantaged Females Foreign Countries Graduates Lifelong Learning Outcomes of Education Poverty Role of Education Self Efficacy Social Integration Womens Education Durgunoglu, Aydin Y. Reports - Research Speeches/Meeting Papers Turkey (Istanbul) Great Britain Turkey (Istanbul) United Kingdom (Great Britain) National Inst. of Adult Continuing Education, Leicester (England). English To investigate affective dimensions of adult literacy development more systematically, researchers conducted a qualitative comparative analysis of four women participating in an adult literacy program in Istanbul, Turkey. The contrastive study chose two participants who completed the course; each was matched with a participant who had dropped out. They were matched in terms of their spelling, letter identification, and word recognition levels at the beginning of the course. As much as possible, they were matched in terms of age and number of children. Responses to a lengthy, semi-structured interview before courses started were compared to detect differences in how they approached adult literacy classes. All reported they had not attended any school because their elders thought it was inappropriate or not useful, but all learned the letters on their own, indicating similar levels of cognitive ability. The four participants had very similar spelling, letter recognition, and word recognition scores at the beginning. The two completing participants had high levels of motivation and self-confidence as compared with the two noncompleters. The researchers say the cases illustrated that affective variables such as motivation and self efficacy are important in whether participants will complete or drop out of an adult literacy class, even when their beginning literacy levels and cognitive skills are comparable. (YLB) ED478953 Affective Dimensions of Adult Literacy Development. 2003-04-00 Spencer Foundation, Chicago, IL. ISBN-1-86201-134-6 5 National Institute of Adult Continuing Education,Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk (6.95 British pounds). N/A 2004 2016-11-21

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Yes Adult Education Attitude Measures Basic Skills Developed Nations Educational Attitudes Educational Benefits Educational Finance Educational Needs Foreign Countries Informal Education Learning Motivation Lifelong Learning Majority Attitudes Public Opinion Questionnaires Student Motivation Numerical/Quantitative Data Reports - Research Europe Greece Greece European Centre for the Development of Vocational Training, Thessaloniki (Greece). English A questionnaire asked citizens their views on lifelong learning, including participation in, experiences of, and motivations for learning. Findings indicated 9 in 10 European citizens think lifelong learning is important to some extent; lifelong learning is important for social and economic reasons; the majority think lifelong learning is for people of all ages; traditional basic skills, then social skills, are most important; people think they need a broader range of skills in working than in personal life; they are aware of a skills gap; the majority think they learn best in informal settings; where they learn depends on personal and social situations; the majority took part in education or training in the past year or would like to; many take up learning on their own initiative; social and personal reasons outweighed work-related motives; and lack of time is an important obstacle, but individualized and flexible learning options could be effective incentives. By comparison, Greek respondents stood out in these ways: they are most likely to think lifelong learning is not important; they are most likely to see it as serving a wide range of objectives and as a compensatory measure for those who did poorly at school; they rate all kinds of knowledge and skills as very useful; they see themselves as much less proficient in using computers, Internet, and scientific/technological tools; and most had not been involved in education/training in the past year or are not interested. (YLB) ED478954 Lifelong Learning: Citizens' Views. 2003-00-00 ISBN-92-896-0151-5 31 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/ (#4025 EN, free). For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 4025_en.pdf. N/A 2004 2016-11-21

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Yes College Faculty Delphi Technique Educational Assessment Educational Innovation Educational Quality Educational Research Educational Technology Field Experience Programs Higher Education Information Technology Professional Development State Standards Teacher Education Programs Teacher Educators Technology Integration Vocational Education Vocational Education Teachers Bruening, Thomas H. Scanlon, Dennis C. Hoover, Tracy S. Hodes, Carol Shao, Xiaorong Dhital, Purandhar Zolotov, Alexandre Harmon, Hobart Reports - Research Pennsylvania State University Program Characteristics University of Georgia Career and Technical Education University of Minnesota Ohio State University Virginia Polytechnic Inst and State Univ National Research Center for Career and Technical Education, St. Paul, MN. English A study determined critical attributes of the nation's exemplary, leading, or innovative (ELI) career-technical education teacher preparation programs. National experts identified 13 critical attributes of an ELI teacher preparation program. Researchers conducted site visits to 5 institutions--University of Georgia, University of Minnesota, The Ohio State University, The Pennsylvania State University, Virginia Polytechnic Institute and State University and used critical attributes as bases for structured interview protocols. The ELI institutions were often among those mentioned as the "most wired colleges". Institutional policies regarding computer support played a critical role in technology integration; faculty's willingness to adopt technology was an important factor. Students and faculty mentioned the rigor of field experiences and their important role in professional development. Teacher preparation and classroom practice were connected, and coursework had a congruent, well-planned sequence. Faculty members were active, high profile local and national researchers and authors. Exemplary faculty had a holistic view of students. Faculty shared a vision and purpose for their programs. Academic standards were integrated into methods courses; students were familiar with their state standards before they entered the classroom. Programs were responsive to standards of professional organizations. (Appendixes include 35 references, Delphi technique methodology, and attributes of ELI programs.) (YLB) ED478955 Attributes and Characteristics of Exemplary, Leading, and Innovative Career and Technical Education Teacher Preparation Programs. 2002-12-00 Office of Vocational and Adult Education (ED), Washington, DC. 96 NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090 (Order code: RR3005, $15). Tel: 800-678-6011 ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258 or 614-292-1260; e-mail: ndccte@osu.edu. For full text:https://www.nccte.org/publications/infosynthesis/r&dreport/A ttrib_Char-Bruening.pdf. N/A 2004 2016-11-21

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No Adult Education Case Studies Comparative Analysis Education Work Relationship Educational Research Employee Attitudes Employer Attitudes Industrial Training Interviews Job Performance Job Training Labor Force Development Low Income Groups Outcomes of Education Questionnaires Telephone Surveys Training Methods Unskilled Workers Work Environment Working Poor Ahlstrand, Amanda L. Bassi, Laurie J. McMurrer, Daniel P. Reports - Research Impact Studies Work Based Learning American Society for Training and Development, Alexandria, VA. English The training being provided to low-wage workers, factors affecting the availability and effectiveness of such training, and training outcomes were examined. The major research activities were as follows: (1) identification of 192 employers that invested most heavily in training for low-wage workers; (2) telephone interviews with 40 of the 192 employers; and (3) site visits to, and case studies of, 8 of the 40 employers. The main factors motivating above-average commitment to training for lower-wage workers were as follows: believing that it is "the right thing to do": understanding the positive impact of such training on business goals and needs; and wanting to appease external forces (including the government and clients). Barriers to training for lower-wage workers included the confined nature of lower-wage jobs, lack of evidence of the effectiveness of such training, conflicts between downsizing and training, and high turnover among lower-wage workers. Leadership commitment and creation of an environment flexible enough to promote widespread use of training appeared to be the most effective strategies for overcoming those barriers. Policymakers were urged to increase efforts to demonstrate the potential payoff of training for lower-wage workers and develop targeted policy interventions and incentives. (Nine tables are included. Information about the telephone survey and on-site interviews is appended. The bibliography lists 21 references.) (MN) ED478956 Workplace Education for Low-Wage Workers. 2003-00-00 Ford Foundation, New York, NY. Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. ISBN-0-88099-265-4 Policymakers Teachers Practitioners 178 W.E. Upjohn Institute for Employment Research, 300 South Westnedge Avenue, Kalamazoo, MI 49007 (ISBN-0-88099-266-2 (cloth) $40; ISBN-0-88099-265-4 (paper) $18). Tel: 616-343-4330; Fax: 616-343-7310; e-mail: publications@we.upjohninst.org; Web site: http://www.upjohninst.org. N/A 2004 2016-11-21

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Yes Career Development Cooperative Learning Educational Theories Group Activities Group Dynamics Group Experience Innovation Interpersonal Competence Labor Force Development Models Organizational Culture Organizational Development Organizational Effectiveness Organizational Objectives Postsecondary Education Social Development Systems Approach Theory Practice Relationship Hughes, Jason Opinion Papers Learning Organizations Mental Models Collaborative Learning Organizational Learning Human Resource Specialists Team Learning Human Resources Professionals English The learning organization is one that has a strategy of continuous organizational change, exploring and facilitating a link between the development of the organization and the personal development of the employee. These five disciplines lead the innovation of learning organizations: systems thinking (meaning the whole is more than the sum of the parts); personal mastery or proficiency; mental models or ways of seeing and understanding; building shared visions; and team learning. One limit to the learning organization concept is the assumption that organizations have an existence in and of themselves beyond the level of individuals and can 'learn'. The implications for human resources development encompass the entire scope of the field. A more useful conceptualization is that of organizational learning, in which people learn from each other in a mutually beneficial manner. This assumes that under the right conditions people are able to learn more effectively in groups. Individual learning and organizational learning are different levels of an ongoing process involving knowledge sharing, building, adapting, and development as part of a group. (SLR) ED478957 The Learning Organisation Part I. The Learning Organisation: What Is It? Does It Constitute a Useful Set of Ideas for the Human Resource Development Practitioner? CLMS Working Paper. 2000-12-00 15 For full text: http://www.clms.le.ac.uk/publications/wkpapers/work_paperNo29.pdf . N/A 2004 2016-11-21

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Yes Administrative Organization Affective Behavior Cooperative Learning Diversity (Institutional) Emotional Intelligence Emotional Response Empathy Group Dynamics Interpersonal Communication Interpersonal Relationship Organizational Climate Personality Measures Postsecondary Education Prosocial Behavior Psychological Patterns Self Evaluation (Groups) Social Cognition Work Environment Hughes, Jason Opinion Papers Learning Organizations Self Awareness Senge (Peter) Collaborative Learning English Emotional intelligence (EI) can be a diagnostic tool and a set of guiding principals to address the learning organization's concern of overcoming the barriers to collective learning. EI can be defined as "how well you handle yourself." It refers to "emotional literacy" and a person's capacity to manage emotions and use them as a resource. This is done by knowing one's emotions; managing emotions; motivating oneself; recognizing emotions in others; and handling relationships. The learning organization has emotional underpinnings in that it directly addresses the barriers to such things as collective learning and shared visions. EI has the potential to be a diagnostic tool to assess the 'emotional climate' of the broader organization and the development of specific persons within the organization. There is debate as to whether EI can be measured. Issues with the use of EI as a diagnostic tool include the tendency to take the individual as the unit of analysis, thus ignoring social factors and collective dynamics. EI addresses real workplace issues, it has the potential to guide the management of workplace relationships, remove barriers to collaboration, and manage workplace diversity. (Contains 10 references.) (SLR) ED478958 The Learning Organisation Part II. "Getting Emotional": The Learning Organisation and Emotional Intelligence. CLMS Working Paper. 2000-12-00 17 For full text: http://www.clms.le.ac.uk/publications/wkpapers/work_paperNo31.pdf N/A 2004 2016-11-21

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Yes Access to Education Adult Basic Education Adult Literacy Adult Students Articulation (Education) Cultural Differences Cultural Pluralism Educational Attitudes Educational Improvement Educational Needs Foreign Countries Literacy Education National Surveys Outcomes of Education Policy Formation Student Attitudes Student Characteristics Student Needs Teacher Student Relationship Tutoring Reports - Research Scotland Student Support Services United Kingdom (Scotland) Scottish Executive Education Dept., Edinburgh. English The views of Scottish adult literacy learners regarding existing adult literacy education and ways of improving it were examined. Input was sought through 31 focus groups that were held in five Scottish regions and involved a total of 193 adult literacy learners. Selected findings of the study were as follows: (1) although individual negotiation of course content between a literacy learner and tutor is occurring, consultation on program planning or evaluation appears occasional at best and is more often nonexistent; (2) learners and nonparticipants alike experienced difficulties in accessing learning opportunities; (3) better recognition of the diversity of learners' needs, interests, and desires is needed; (4) support for learners from tutors and peers is critical; and (5) literacy learners' aspirations for progression to other learning or employment are strikingly different from those of learners in other programs. The focus group participants expressed a desire for the following things: (1) more learning opportunities and a greater variety; (2) good-quality, adult-friendly facilities in which to learn; (3) support services, especially child care, to encourage participation in literacy programs; (4) financial assistance with costs and fees; and (5) a national effort to change the culture of learning. The adult literacy learners generally had little confidence that their views will be listened to. (MN) ED478959 Listening to Learners: Consultation with Learners about Adult Literacy Education in Scotland. 2001-00-00 Policymakers 38 For full text: http://www.scotland.gov.uk/library3/lifelong/alltl.pdf. N/A 2004 2016-11-21

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Yes Adult Programs Colleges Community Colleges Disadvantaged Education Work Relationship Educational Finance Educational Legislation Federal Legislation Government School Relationship Job Training Labor Force Development Low Income Groups Policy Formation Postsecondary Education Program Effectiveness Public Policy School Business Relationship Skill Development Student Financial Aid Two Year Colleges Fleischer, Wendy Information Analyses Higher Education Act 1980 Pell Grant Program Reauthorization Legislation Higher Education Act 1980 Pell Grant Program English The Annie E. Casey Foundation's Jobs Initiative is a six-city workforce initiative aimed at helping disadvantaged adults earn their way out of poverty. Between 1995 and 2002, the initiative enrolled more than 17,000 adults and placed 8,090 people in jobs. Most Jobs Initiative participants were working 18 months after enrollment in the program, and 93% had employer-provided health insurance. The Job Initiative's success offers the following lessons: (1) effective programs combine a variety of skill-building activities, including educational activities; (2) credentials matter; and (3) workforce intermediaries can facilitate success for low-income workers in community colleges. Specific implications of the Jobs Initiative for those policymakers who will be involved in the 2004 reauthorization of the Higher Education Act (HEA) are as follows: (1) tailor financial aid for education to working adults with children (modify the Pell grant program and create a new HEA title X to provide financial aid tailored to working parents); (2) make the Lifetime Learning Tax Credit refundable for people who earn too little to claim the credit's full value; (3) provide incentives to colleges to develop innovative skills programs tailored to working adults; (4) encourage partnerships between workforce intermediaries and community colleges; and (5) increase employer incentives to support skill building for low-wage employees. (Contains 9 references.) (MN) ED478960 Education Policy and the AECF Jobs Initiative. Jobs Initiative Policy Brief. 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers 11 For full text: http://www.aecf.org/initiatives/jobsinitiative/ji_policy_brief_05 03.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Adult Reading Programs Cost Effectiveness Curriculum Development Decoding (Reading) Educational Resources Foreign Countries Government Role Instructional Improvement Instructional Materials Literacy Education Outcomes of Education Questionnaires Reading Comprehension Reading Motivation Reading Strategies Reading Tests Research Utilization Teacher Knowledge Abadzi, Helen Books Reports - Research China Mexico Cognitive Sciences Nigeria Egypt Pakistan Bangladesh India World Conference on Education for All Brazil Indonesia Bangladesh Brazil China Egypt India Indonesia Mexico Nigeria Pakistan World Bank, Washington, DC. English Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR) ED478961 Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development. 2003-00-00 Swiss Agency for Development and Cooperation, Berne. ISBN-0-8213-5493-0 Practitioners Administrators Teachers 119 The World Bank, P.O. Box 960, Herndon, VA 20172-0960 (ISBN: 0-8213-5493-0 (paper) $22; ISBN: 0-8213-5494-9 (pdf) $11). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/. N/A 2004 2016-11-21

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No Adjustment (to Environment) Case Studies Economic Change Employed Women Employment Patterns Employment Problems Empowerment Family Work Relationship Fathers Low Income Groups Mothers Policy Formation Poverty Public Policy Salary Wage Differentials Welfare Recipients Welfare Reform Work Attitudes Work Environment Working Poor Munger, Frank, Ed. Books Reports - Research Welfare to Work Programs English This document contains 15 papers on poverty, low-wage work, and survival in the global economy, with emphasis on the following topics: identity and the meaning of work; making decisions about work, family, and welfare; and paths toward change. The following papers are included: "Identity as a Weapon in the Moral Politics of Work and Poverty" (Frank Munger); "In Exile on Main Street" (Carol Stack); "Lives on the Line: Low-Wage Work in the Teleservice Economy" (Ruth Buchanan); "Deconstructing Labor Demand in Today's Advanced Economies: Implications for Low-Wage Employment" (Saskia Sassen); "Understanding the Unemployment Experience of Low-Wage Workers: Implications for Ethnographic Research" (Philip Harvey); "Looking for Stories of Inner-City Politics: From the Personal to the Global" (Carl H. Nightingale); "Taking Care of Business: The Economic Survival Strategies of Low-Income, Noncustodial Fathers" (Kathryn Edin, Laura Lein, Timothy Nelson); "Custodial Mothers, Welfare Reform, and the New Homelessness: A Case Study of Homeless Families in Three Lowell Shelters" (Aixa N. Cintron-Velez); "Informal Support Networks and the Maintenance of Low-Wage Jobs" (Julia R. Henly); "The Low-Wage Labor Market and Welfare Reform" (Sanders Korenman); "Care at Work" (Lucie White); "Who Counts? The Case for Participatory Research" (Frances Ansley); "Quiescence: The Scylla and Charybdis of Empowerment" (Joel F. Handler); "Taking Dialogue Seriously" (Michael Frisch); and "Democratizing Poverty" (Frank Munger). Most papers include substantial bibliographies. (MN) ED478962 Laboring Below the Line: The New Ethnography of Poverty, Low-Wage Work, and Survival in the Global Economy. 2002-00-00 ISBN-0-87154-617-5 319 Russell Sage Foundation Publications Office, 112 East 64 Street, New York, NY 10021-7383 ($42.50). Tel: 800-524-6401(Toll Free); Fax: 212-371-4761; Web site: http://www.russellsage.org/. N/A 2004 2016-11-21

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Yes Architects Architectural Character Architectural Education Architecture Building Trades Construction Industry Cooperative Planning Demand Occupations Emerging Occupations Employment Qualifications Foreign Countries Job Training Labor Force Development Labor Needs Postsecondary Education Professional Occupations School Business Relationship Skilled Occupations Student Certification Trade and Industrial Education Kalck, Paul Pillemont, Jacques Journal Articles Opinion Papers France Historical Preservation France ISSN-1156-2366 Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France). English From preservation of historical monuments to repair of existing buildings, architectural heritage seems to be a market with a future for France's building industry. The public's enthusiasm, along with greater appreciation of the "value" of cultural goods and their integration into a framework of economic development offer a favorable context for rapid expansion of the architectural heritage market. Despite this fact, architectural heritage has yet to become the focus of strategies permitting elaboration of a real supply policy. The designation "heritage architect" currently covers the following professional groups: (1) "head architects for historical monuments" (the elite body of architects entrusted with rehabilitation of France's historical monuments); (2) architects working solely in private agencies; and (3) civil servants with project management responsibilities limited to the historical monuments' upkeep. These different players are too dispersed to formulate an economic response to the increasing demand for their services. Exchanges among the three groups about historical approaches must be encouraged, the competencies needed for the field must be better identified, and the training needed to develop the specialized skills required for historical preservation must be developed and provided. Companies and training bodies have important roles to play in building and structuring the architectural heritage market and in providing the training required to develop a qualified workforce. (MN) ED478963 The Architectural Heritage: A Market Under Construction. Training & Employment n47 p 1-4 Apr-Jun 2002 2002-00-00 5 For full text: http://www.cereq.fr/cereq/trai47.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Learning Adult Literacy Career Development Education Work Relationship Educational Needs Educational Objectives Educational Policy Educational Practices Educational Research Educational Technology Experiential Learning Family School Relationship Foreign Countries Lifelong Learning Literacy Education Participatory Research Postsecondary Education Vocational Education Mojab, Shahrzad, Ed. McQueen, William, Ed. Collected Works - Proceedings Japan Malaysia Australia United States Bangladesh Canada Australia Bangladesh Canada Japan Malaysia United States English This document contains the texts of 57 papers, 10 roundtables, and 7 symposia from a Canadian conference on adult education and public policy. The following are among the papers included: "Childhood, Schooling Family and Community" (Margarida Aguiar); "Voices Inside" (Irene C. Baird); "Beyond Personal Agency" (Rose Barg); "Participatory Research, Education and Rural Farmers" (Bijoy P. Barua); "La Valorisation et la Reconnaissance des Apprentissages Professionels Informels du Point du Vue de l'Autoformation" (Olivier Bataille); "Why Distance Education?" (Patricia Beatty-Guenter); "The Body's Tale" (Valerie-Lee Chapman); "Adult Education and the Production of Knowledge for Politics" (Janet Conway); "Lifelong Learning or Re-Training for Life" (Jane Cruikshank); "Policy, Accountability, and Practice in Adult Literacy Work" (Richard Darville); "Vocation in Adult Education" (Jane Dawson); "Computer-Mediated Instruction" (John M. Dirkx, Edward W. Taylor); "If You Knew Now What We Didn't Know Then" (Catherine C. Dunlop); "Career Development and Advancement Patterns of Aboriginal Executives in the Canada Federal Public Service" (Rocky J. Dwyer); "Changing Policy from the Inside-out" (Karen Edge, Marilyn Laiken); "Examining Practice, Understanding Experience" (John Egan); "Gypsy Scholars" (Tara Fenwick); "The Limits of 'Informal Learning'" (Rachel Gorman); "Lifelong Learning" (Andre P. Grace); "The Experiences and Practice of Adult Educators in Addressing Spirituality within the Workplace" (Janet Groen); "Global, Local and Individual Learning Environments" (Charmaine Ing); "Informing Policy: (Cheryl Jeffs); "Women's Ways of Protesting" (Dorothy A. Lander); "Learning in a Trade Union" (Susanne Kopsen, Staffan Larsson); "Exploring Teaching Roles and Responsibilities in Adult Literacy Education" (Karen M. Magro); "Learning and the Law" (Susan E. McDonald); "The Role of the Outsider in Creating Education Policy" (Katherine McManus); "Constructing Resistance" (Kiran Mirchandani, Bonnie Slade); "Policy and Learning Program for the Malaysian Elderly" (Mazanah Muhamad, Mazalan Kamis); "Teaching Choice" (Michael Newman); "Creating Access" (Ruth Price); "Responding to '911'" (Timothy Pyrch); "The Original Raging Grannies" (Carole Roy); "An Alternative Consciousness" (Stephanie Rutherford); "Learning in the Union Local" (Peter H. Sawchuk); "The Relationship between Espoused and Enacted Beliefs about Teaching Adults" (Edward W. Taylor, John M. Dirkx); and "Understanding the Zone of Proximal Development in Adult Literacy Learning" (Maurice Taylor, Judy King, Christine Pinsent-Johnson). Many papers include substantial bibliographies. (MN) ED478964 Adult Education and the Contested Terrain of Public Policy. Proceedings of the Annual Conference of the Canadian Association for the Study of Adult Education (21st, Toronto, Ontario May 30-31 and June 1, 2002). = L'Education des Adultes et le Domaine Controverse des Affaires Publiques. Actes Annuel de L'Association Canadienne pour L'Etude de L'Education des Adultes (21eme, Toronto, Ontario, 30-31 Mai et 1 Juin, 2002). 2002-06-00 444 CASAE/ACEEA Secretariat, Universite Concordia, 1455 de Maisonneuve Ouest, LB-579, Montreal, Quebec H3G 1M8, Canada ($30 Canadian). E-mail: paulbou@van2.concordia.ca. For full text: http://www.oise.utoronto.ca/CASAE/cnf2002/cnf2002.html. N/A 2004 2016-11-23

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Yes Art Education Creativity Cultural Education Culture Education Work Relationship Educational Benefits Educational Policy Educational Research Elementary Secondary Education Foreign Countries Humanities Labor Force Development Literature Reviews Needs Assessment Policy Formation Public Policy Relevance (Education) Role of Education Salary Wage Differentials Social Capital Galligan, Ann M. Opinion Papers United Kingdom United States United Kingdom United States English Education in the arts and humanities has always been important to the United States' arts and culture and to its competitiveness in a global economy. Providing all students with a complete education in the arts and humanities can help them cope with, and master, the fast-paced technological advances, forces of globalization, and major demographic and societal shifts that characterize today's world. In the United States and elsewhere, growth of arts, cultural, and intellectual property sectors is outpacing that of the economy as a whole. Other nations are forging education and workforce policies based on this fact. Research has provided evidence that K-12 arts education can help the United States achieve the following national objectives: (1) achieve school standards; (2) reach all learners; and (3) help youth develop positively. Education policy and action in general--and arts education policy and programs in particular--require the commitment and engagement of a multiplicity of stakeholders at the federal, state, and local levels. The United States needs a comprehensive strategy linking education--including education in the arts and humanities--with workforce development as the principal cornerstone for strengthening the country's social capital and developing the skills needed for U.S. workers to remain competitive in the 21st century. (Forty-six endnotes are included. The bibliography lists 22 references.) (MN) ED478965 Creativity, Culture, Education, and the Workforce. Art, Culture & the National Agenda Issue Paper. 2001-12-00 Rockefeller Foundation, New York, NY. David and Lucile Packard Foundation, Los Altos, CA. Open Society Inst., New York, NY. Ford Foundation, New York, NY. Robert Sterling Clark Foundation, Inc., New York, NY. Policymakers 37 For full text: http://www.culturalpolicy.org/pdf/education.pdf. N/A 2004 2016-11-21

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Yes Action Research Attitude Change Catholic Schools Citizenship Education Curriculum Development Educational Environment Educational Philosophy Graduation Requirements Hidden Curriculum High Schools Integrated Curriculum School Community Relationship School Culture Service Learning Single Sex Schools Student Attitudes Student Reaction Student School Relationship Student Volunteers Womens Education Gonsiorek, Maria T. Dissertations/Theses - Masters Theses Reports - Research English This action research study examines student reactions to a sixty-hour community service graduate requirement at an all-girl, Catholic high school; identifies reasons for the apathy and disdain with which students view the requirement; and suggests creating a service learning environment that will increase students' investment and interest in participating in service projects by making curricular connections to the community service. The perceptions and attitudes of 80 tenth grade students towards the community service requirement were gauged through conversations, a review of journal reflections, and surveys. Results suggested that students felt that the requirement was an imposition that had little to do with their classes or high school career. In order to challenge this position, the researcher introduced service learning into the classroom by scheduling weekly discussions of community hopes and concerns and encouraging students to interact with the community. Service learning is intended to challenge and change status quo rather than reinforce inequalities in place through disconnected service projects, and it allowed students to chose projects, such as neighborhood cleanups, that related to both their curriculum and their community. This resulted in an enthusiasm that appeared to bring more understanding of the need for a service graduation requirement. (Includes 3 appendices, 4 charts, 9 tables, and 30 references.) (MO) ED478966 The Curriculuar Connection to Service Learning. 2003-05-00 53 N/A 2004 8/19/2004 22:33:42 RIEMAR2004 An action research project submitted to the Graduate Faculty of the School of Education in partial fulfillment of the requirements for the degree of Master or Arts in Teaching and Leadership, Saint Xavier University & SkyLight, Field-Based Master's Program, Chicago, IL.

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Yes Automation Career Information Systems Change Strategies Demand Occupations Government Employees Human Capital Human Resources Job Analysis Needs Assessment Occupational Information Organizational Culture Organizational Development Organizational Objectives Personnel Evaluation Personnel Needs Personnel Selection Policy Formation Public Agencies Recruitment Systems Analysis Reports - Evaluative Job Classification Office of Personnel Management General Accounting Office, Washington, DC. English Current federal hiring problems result in processes that do not meet the needs of (1) agencies in achieving their missions, (2) managers in filling positions, and (3) applicants for a timely, efficient, transparent, and merit-based process. Federal human resources directors from the 24 major federal departments and agencies found time-to-hire a problem, with the estimated time to fill a competitive service position taking from 3 to more than 6 months. The Office of Personnel Management (OPM) has identified the following key problems with federal hiring processes: defining jobs and determining appropriate pay is complicated by classification processes and standards; unclear job announcements are confusing and serve as poor recruiting tools; a key assessment tool is ineffective; manual processes are time consuming; and the "rule of three" limits the choice of applicants. OPM's efforts to resolve these problems will be most effective when they transform agency hiring practices from process focused to mission focused. As part of its overall hiring initiative, the General Accounting Office recommends that OPM study how to improve, streamline, and reform the classification process; continue to assist agencies in making job announcements and Web postings more user friendly and effective; assist agencies in automating their hiring; and develop and help agencies develop improved hiring assessment tools. (Includes 6 appendices, 2 figures, and 3 tables.) (MO) ED478967 Human Capital: Opportunities To Improve Executive Agencies' Hiring Processes. Report to Congressional Requesters. 2003-05-00 58 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015. Web site: http://www.gao.gov (first copy free; additional copies $2.00 each; 100 or more: 25% discount). For full text: http://www.gao.gov/new.items/d03450.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Learning Adult Literacy Adult Reading Programs Community Action Consciousness Raising Educational Policy Institutional Advancement Lifelong Learning Literacy Education Marketing of Education Partnerships in Education Program Development Program Implementation Publicity Guides - Non-Classroom International Literacy Day English This tool kit suggests various International Literacy Day activities to raise awareness of the issues of adult literacy and language learning, to connect local literacy programs with national programs, and to help achieve the National Literacy Summit goal by 2010. The kit is intended for individuals, programs, and organizations that want to call attention to their own efforts to promote adult literacy, language, and lifelong learning by celebrating International Literacy Day on September 8 of each year. Some of the suggested activities are as follows: initiate a local, regional, or statewide meeting to develop an action plan; take your case to candidates running for office and office holders such as governors and mayors; hold a press conference, student event, or issue a news release; create a celebration packet of materials to share with other programs. Samples of suggested activities made by organizations, plans made for the 2001 International Literacy Day, cover letters, literacy proclamations, press releases, guidelines for feature stories, and tips for writing media releases are provided. A model packet and a resource list are included. (MO) ED478968 International Literacy Day Tool Kit. 2002-00-00 National Inst. for Literacy, Washington, DC. 44 For full text: http://www.natcoalitionliteracy.org. N/A 2004 2016-11-21

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Yes Adult Education Adult Educators Adult Learning Cognitive Processes Cognitive Style Context Effect Educational Environment Learning Theories Political Power Power Structure Social Control Theory Practice Relationship Hansman, Catherine A. Wilson, Arthur L. Opinion Papers Speeches/Meeting Papers Situated Learning Cognitive Apprenticeships English Although adult education as a field has shown interest in theories of situated cognition, it has misappropriated some of its central concepts. Proponents of situated cognition posit that learning is not something that happens in independent isolation, or just inside the head, but instead is shaped by the context, culture, and tools of the learning situation. Adult educators have misunderstood situated cognition in the following ways: (1) they have continued to privilege a model of individual mental cognition; (2) because of that privileging, the context of learning remains in the background it is a stage on which learning is enacted but not influenced or affected in any substantive way; (3) a political analysis of how learning communities replicate hegemonic culture rather than foster ownership of knowledge by participants is missing; and (4) the issues of who has the power in learning situations and how power relationships affect learning are not usually addressed. To take advantage of the knowledge, skills, and abilities of those who historically and traditionally have not been counted as "experts," adult educators and adult education theorists must go beyond simply integrating a "situated component" to learning activities or adding situated ideas to studies of adult learning. (Includes 23 references.) (MO) ED478969 Situating Cognition: Knowledge and Power in Context. 2002-05-00 7 Adult and Community College Education, Box 7801, North Carolina State University, Raleigh, NC 27695-7801 ($30). For full text: http://www.ncsu.edu/ced/acce/aerc/start.pdf. N/A 2004 2016-11-21

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Yes Adult Farmer Education Adult Vocational Education Behavior Change Change Agents Community Development Community Leaders Data Analysis Data Collection Evaluation Research Field Interviews Leadership Training Policy Formation Qualitative Research Research Problems Rural Development Self Evaluation (Individuals) Statistical Analysis Kelsey, Kathleen D. Pennington, Penny Wall, Leah Reports - Research Speeches/Meeting Papers Impact Evaluation English This research study sought to determine the impact of an agricultural leadership program on rural community development beyond self-report survey data typically collected for program evaluation. Two hundred-ninety graduates of a program that taught leadership skills to impact policy at local, state, and national levels to adults aged 25-45 who were involved in agriculture or agribusiness were evaluated using both a quantitative mail survey and qualitative methods(face-to-face interviews). The purpose of the study was to learn: (1) whether the program produced community development leaders; (2) whether participants took an active role in improving their communities after completing the program; and (3) whether there was a difference in findings based on the type of data collected. Results suggested that the program was an awareness program only and was marginally successful in integrating rural community development into the program. It was concluded that participants were not acting as change agents, and the program was not developing leaders to meet community needs. The participants were taking minimal leadership roles in improving their communities. In spite of quantitative findings of change in knowledge, skills, and behavior, qualitative findings did not reveal important changes, bringing into question the data collection methods when in-depth interviews trump survey results. (Includes 26 reference.) (MO) ED478970 Leadership Education Research: Do Methods Matter? 2003-07-00 13 For full text: http://www.aces.uiuc.edu/~ALE/2003/kelsey.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Basic Skills Comparative Analysis Competency Based Education Conventional Instruction Curriculum Development Curriculum Evaluation Educational Objectives Mathematical Applications Mathematics Curriculum Mathematics Skills Numeracy Outcomes of Education Relevance (Education) Teacher Knowledge Teacher Workshops Teaching Methods Teaching Styles Ciancone, Tom Tout, Dave Reports - Descriptive Speeches/Meeting Papers Function Based Curriculum Ontario Outcome Based Performance Measures Applied Mathematics Australia Australia Canada English Participants in a teacher workshop compared these two approaches to learning outcomes in adult numeracy: (1) teaching mathematical skills and (2) using and applying mathematics from real life. The first approach was illustrated by an Ontario, Canada, program based on traditional school math, whose outcomes are skill-based and are the following: perform basic operations with numbers, use measurements, solve geometric problems, manage data and probability, and use patterning and algebra. The second approach was illustrated by an Australian program that uses social purpose and meaningful context of mathematics and whose outcomes are organized in these four categories: (1) numeracy for practical purposes; (2) numeracy for interpreting society; (3) numeracy for personal organization and (4) numeracy for knowledge. The attendees participated in developing teaching ideas, using the learning outcomes, and a final discussion. The participants agreed that the Ontario outcomes are based on math and the Australia outcomes on context. Teachers who preferred traditional math curriculum preferred the Ontario program, while more holistic approach teachers preferred the Australia program. Teachers who are not math trained might find the Australia program easier to work with. If a balance between function and skill development is sought, the Australian program may better represent the aims and ideals of adult basic education. (SLR) ED478971 Learning Outcomes: Skills or Function? 2001-00-00 6 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Elementary Secondary Education National Surveys Reports Test Results Validity Jaeger, Richard M. Reports - Descriptive National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This paper explores the ways results of National Assessment of Educational Progress (NAEP) data might be communicated to a variety of audiences, each with differing needs for information, interest in its findings, and sophistication in interpreting the results. The paper describes market-basket reporting as a feasible alternative to traditional NAEP reporting. Such reports would include samples of items and exercises with their scoring rubrics. The second section of the paper makes the case that in order to up-hold the strict standards of data quality, NAEP reports must format and display results to make them more accessible while discouraging readers from drawing overly broad interpretations of the data. A final section describes a detailed program of research on reporting and dissemination of NAEP findings based on these dimensions: (1) the research questions to be asked; (2) the audiences to whom the questions should be addressed; and (3) the strategies through which the questions should be pursued. The paper suggests that the highest priority be given to research on reporting through public media, followed by making NAEP reporting more understandable and useful to school curriculum and instruction personnel, reporting to the public, and further research with state education personnel. (Contains 9 tables and 57 references.) (Author/SLD) ED478972 Reporting the Results of the National Assessment of Educational Progress. NAEP Validity Study. Working Paper Series. 2003-04-00 Spencer Foundation, Chicago, IL. 51 Available only online at: http://nces.ed.gov/pubsearch/. N/A 2004 2020-11-03

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Yes Elementary Secondary Education Interviews Junior High School Students Junior High Schools Responses Test Items Validity Jakwerth, Pamela M. Stancavage, Frances B. Reports - Research National Assessment of Educational Progress Omitted Responses National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This study explored potential reasons behind student omission of responses to assessment questions. Understanding why students fail to answer certain questions may help inform the proper treatment of missing data during the estimation of item parameters and achievement distributions. The study was exploratory, small in scope, and qualitative in nature. The general approach was to visit schools in which the 1998 eighth-grade National Assessment of Educational Progress (NAEP) assessments in reading and civics were being conducted and interview samples of students about their test taking behaviors and their reasons for not answering particular questions following the assessment sessions. Interviews also attempted to determine whether the students could have answered the questions they left blank correctly. Eighty-four students were originally interviewed for this investigation, and 19 of these had omitted no questions. In previous studies, response rates appeared to vary with student characteristics, but it was not possible to draw statistically meaningful conclusions about the demographic characteristics to students likely to omit questions based on the makeup of the sample. (SLD) ED478973 An Investigation of Why Students Do Not Respond to Questions. NAEP Validity Studies. Working Paper Series. 2003-04-00 27 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>. N/A 2004 2016-11-21

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Yes Computer Simulation Equated Scores Error of Measurement Item Response Theory National Surveys Validity Hedges, Larry V. Vevea, Jack L. Reports - Research Linking Metrics National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English A computer simulation study was conducted to investigate the amount of uncertainty added to National Assessment of Educational Progress estimates by equating error under three different equating methods and while varying a number of factors that might affect accuracy of equating. Data from past NAEP administrations were used to guide the simulations, and error due to equating was estimated empirically. Factors investigated were number of items in the scale, proportion of items in the scale taken by each student, proportion of items in each administration that are common, proportion of each item "type" in each scale, proportion of each item type among common items used for equating, scale linking strategy, and change in ability from wave 1 to wave 2. Common item scale linking performed very well, even under circumstances that were far from ideal. Findings suggest that the merits of less biased measurements may outweigh the problems caused by slight adjustments to previously reported scores. It is recommended that long-term trend lines be periodically reanalyzed using methods such as multiple-group item response theory that can minimize such biases. (Contains 29 tables, 42 figures, and 9 references.) (SLD) ED478974 A Study of Equating in NAEP. NAEP Validity Studies. Working Paper Series. 2003-04-00 92 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>. N/A 2004 2016-11-21

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Yes Adaptive Testing Computer Assisted Testing Elementary Secondary Education Field Tests Large Scale Assessment National Surveys Research Design State Programs Test Construction Testing Programs Validity Bock, R. Darrell Zimowski, Michele F. Reports - Descriptive Two Stage Testing National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This paper discusses the rationale for enhancing the current National Assessment of Educational Progress (NAEP) design by adding a capacity for adaptive testing. Items are tailored to the achievement level of the student in adaptive testing. The report describes a 1993 Ohio field trail of two-stage assessment carried out by the National Opinion Research Center. The report summarizes the instrument design, procedures, and results of the field trial. It is concluded that implementation of adaptive testing procedures, two-stage testing in particular, has the potential to increase the usability and validity of NAEP results. Adaptive testing would permit adequately reliable scores to be reported to individual students and their parents, increasing their personal stake in performing well. Improvement in data quality would also speed data processing and permit delivery of assessment result in a timely manner. An appendix discusses the design and analysis of two-stage instruments for the NAEP and State NAEP. (Contains 12 figures, 4 tables, and 19 references.) (SLD) ED478975 Feasibility Studies of Two-Stage Testing in Large Scale Educational Assessment: Implications for NAEP. NAEP Validity Studies. Working Paper Series. 2003-04-00 58 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>. N/A 2004 2016-11-21

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Yes Computer Use Elementary Secondary Education Mathematics Achievement National Surveys Reading Achievement Validity Writing Achievement Hedges, Larry V. Konstantopoulis, Spyros Thoreson, Amy Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This study used evidence from the 1996 National Assessment of Educational Progress (NAEP) in mathematics and the 1998 NAEP main assessments in reading and writing to examine patterns of computer use and academic achievement in each of these three academic domains. It is concluded that the design of the NAEP data collection precludes using such data to make even tentative conclusions about the relationship of achievement and computer use. Further study is recommended, including a multisite experiment to determine how teachers and students are using computers and the impact of computers on achievement. Three appendixes contain the exact text of questions about computer use from the 1996 and 1998 NAEP assessments. (Contains 23 tables and 77 references.) (SLD) ED478976 Computer Use and Its Relation to Academic Achievement in Mathematics, Reading and Writing. NAEP Validity Studies. Working Paper Series. 2003-04-00 63 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Web site: <http://nces.ed.gov/pubsearch/>. N/A 2004 2016-11-21

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Yes Educational Technology Electronic Text Elementary Secondary Education National Surveys Technology Integration Test Construction Validity Duran, Richard P. Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This report emphasizes the need for the National Assessment of Educational Progress (NAEP) to integrate the use of technology into its assessment procedures. It reviews major options and suggests priorities to guide the integration. The paper identifies three short-term goals for this development: (1) a linear computer-administered assessment in a target subject area such as mathematics should be implemented; (2) a computer-administered writing assessment should be developed and implemented; and (3) the introduction and evaluation of technology-based test accommodations for handicapped students and English-language learners should be continued. The paper suggests that the NAEP consider redesign as an integrated electronic information system that would involve all aspects of the assessment process including assessment delivery, scoring and interpretation, development of assessment frameworks, specifications of population and samples, collection of data, and preparation and dissemination of results. (Contains 43 references.) (SLD) ED478977 Implications of Electronic Technology for the NAEP Assessment. NAEP Validity Studies. Working Paper Series. 2003-04-00 36 Available only online at:http://nces.ed.gov/pubsearch/. N/A 2004 2016-11-21

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Yes Elementary Secondary Education National Surveys Sample Size Sampling State Programs Statistical Analysis Test Construction Testing Programs Validity Chromy, James R. Reports - Research National Assessment of Educational Progress Trial State Assessment (NAEP) National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This study addressed statistical techniques that might ameliorate some of the sampling problems currently facing states with small populations participating in State National Assessment of Educational Progress (NAEP) assessments. The study explored how the application of finite population correction factors to the between-school component of variance could be used to modify sample sizes required of states that currently qualify for the exemptions from State NAEP minimum sample requirements. It also examined ways to preserve the infinite population assumptions for hypothesis testing related to comparisons between domain means. For this exploration, researchers developed hypothetical school and student population structures and hypothetical variance component distributions. For each variance component distribution, they determined the effective sample size resulting from the minimum state NAEP sample size requirements when the infinite population assumptions are a good approximation to reality. Results lend support to alternate sample size specifications both in states with few schools and in states with many small schools. The paper notes that permitting states to use design options other than the current State NAEP requirement could reduce costs related to test administration, scoring, and data processing. (Contains 10 tables.) (SLD) ED478978 The Effects of Finite Sampling on State Assessment Sample Requirements. NAEP Validity Studies. Working Paper Series. 2003-04-00 26 Available only online at:http://nces.ed.gov/pubsearch/. N/A 2004 2016-11-21

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Yes Accountability Case Studies Civil Rights Educational Policy Elementary Secondary Education Federal Legislation Political Influences Politics of Education State Programs State Standards Kim, Jimmy Reports - Research Speeches/Meeting Papers Georgia No Child Left Behind Act 2001 Virginia Georgia Virginia No Child Left Behind Act 2001 English This study had two broad goals: to discuss state politics and accountability policies in Virginia and Georgia before the No Child Left Behind (NCLB) Act and to analyze the civil rights implications of NCLB's accountability requirements for future policy decisions. Part 1 describes previous policies and governance arrangements and how these factors affect state capacity to meet NCLB's accountability requirements. This description is based on state policy documents, newspaper articles, and interviews with state officials to provide a short narrative history of Virginia and Georgia efforts to construct an accountability system in the 1990s. Part 2 analyzes the implications of NCLBs accountability requirements for state policy decisions, especially with respect to establishing adequate yearly progress (AYP) starting points and improvement goals. In response to NCLB. Both states adopted the 12-year timeline for having all students become proficient on the state assessment. As a result, both Virginia and Georgia set initial pass rates and AYP targets for bringing all students to the proficient level. The study used achievement results from state tests and the National Assessment of Educational Progress (NAEP) to compare proficient levels on state assessments in Virginia and Georgia with the NAEP performance standards in grade 8 mathematics. Findings show that proficient performance on both state tests corresponds to the "basic" level of performance on the NAEP for all major subgroups. Although it may be reasonable for states to improve the percentage of students meeting the NAEP basic level on an annual basis, the report highlights several assumptions that would have to be met in order to reach these goals. The study also discusses the civil rights implications of the racial subgroup rules, which may disadvantage racially diverse schools unfairly. The initial response of these two states suggests that the implementation of NCLB prescriptive accountability requirements will depend on the cohesiveness of state accountability policies before the enactment of NCLB and coordinated policy making between the State Board of Education, the Sate Education Agency, and state political leaders. (Contains 4 tables, 5 figures, and 32 references.) (SLD) ED478979 The Initial Response to the Accountability Requirements in the No Child Left Behind Act: A Case Study of Virginia and Georgia. 2003-04-21 44 N/A 2004 2016-11-21

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Yes Educational Trends Elementary Secondary Education Enrollment Public Schools School Districts School Statistics Teacher Student Ratio Urban Schools McGraw Hoffman, Lee Reports - Descriptive Common Core of Data Program National Center for Education Statistics (ED), Washington, DC. English This report summarizes information about public elementary and secondary schools and local education agencies in the United States during the 2001-2002 school year. The information is provided by state education agencies through the Common Core of Data survey system. States reported 94,112 public elementary and secondary schools in the 2001-2002 school year, an increase of more than 11% from the totals for fall 1991. Most of these (985) were regular schools, but others focused on special education, vocational/technical education, or alternative programs. About 85% of local education agencies were those typically thought of as "school districts," operated by a local school board. About 8% were supervisory unions or regional education service agencies, and around 7% were operated directly by a state or federal government agency or some other entity. In the 2001-220 school year, the public schools provided instruction to 47.7 million students. Five states enrolled more than two million students in their schools, but, at the other end of the spectrum, the District of Columbia and Wyoming reported fewer than 100,000 students. Schools came in all combinations of grades, and primary schools tended to be smaller than middle schools or high schools. However, student-teacher ratios were higher in the elementary schools, with a median of 16.0 students per teacher. The majority of schools (57%) were in large of midsize cities or accompanying urban fringe areas. These schools accounted for more than two-thirds of all public school students. The report also contains some information on other school characteristics. An appendix contains supplemental tables. (Contains 19 tables.)(SLD) ED478980 Overview of Public Elementary and Secondary Schools and Districts: School Year 2001-02. 2003-05-00 54 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21 ED485377 ED484755 ED489087 ED547108

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Yes College Students Foreign Countries Higher Education Methods Courses Qualitative Research Research Methodology Student Attitudes Murtonen, Mari Reports - Research Speeches/Meeting Papers Finland United States Finland United States English This study aimed to determine whether different orientations toward qualitative and quantitative methods can be found among students. Data were collected during 3 years from different research methodology course students. There were 195 Finnish students and 122 U.S. students who answered a questionnaire about the appreciation of research methods and readiness to use them and the feeling of difficulty in quantitative methods studies. Findings show a dichotomy in some students' views of qualitative and quantitative methods. In both countries there was a group that was very negative toward quantitative methods and highly positive about qualitative methods. There was also a group in both countries that preferred quantitative methods over qualitative methods. Differences occurred both in appreciation of methods and in willingness to use them. Students appear to "choose a side" in favor of one approach or the other. (SLD) ED478981 University Students' Orientation to Qualitative and Quantitative Research Methods. 2003-04-21 8 N/A 2004 2016-11-21

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Yes Control Groups Educational Research Evaluation Methods Experimental Groups Intervention Program Evaluation Myers, David Dynarski, Mark Reports - Descriptive Randomized Experiments Institute of Education Sciences (ED), Washington, DC. English This booklet contains questions and answers about random assignment in program evaluation and intervention research. The main purpose of program evaluation research in education is to determine whether programs help the students they are designed to serve and whether new ideas for education programs still under development are worthy of extension to a wider selection of schools and settings. Researchers use random assignment in impact studies to form two statistically equivalent groups of participants in the most objective way possible. Random assignment procedures vary according to the program being tested. The main advantage of using random assignment is a "one-difference-only" feature to help determine whether changes are the result of the intervention or program. Other approaches can be used to study the effects of a new program, but random assignment is the best approach for discerning whether or not a new school policy or program has an effect over and above the effect of the standard policy or program and how big that effect might be. (SLD) ED478982 Random Assignment in Program Evaluation and Intervention Research: Questions and Answers. 2003-06-00 10 N/A 2004 2016-11-21

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Yes Agency Role Educational Research Educational Researchers Elementary Secondary Education Higher Education Institutional Mission Research Utilization Whitehurst, Grover J. Reports - Descriptive Speeches/Meeting Papers Institute of Education Sciences (ED), Washington, DC. English This paper explains the mission of the Institute of Education Sciences and outlines the activities the Institute is undertaking. It also shares the reflections of the Director of the Institute of Education Sciences on the fit, and sometimes misfit, between the current activities of the education research community and the needs of practitioners and policy makers. The statutory mission of the Institute of Education Sciences is to provide decision makers and the general public with information on: (1) the condition and progress of education in the United States; (2) practices that improve academic achievement and access to education opportunities; and (3) the effectiveness of Federal and other education programs. These three functions are the responsibility of the organizational units of the Institute of Education Sciences: the National Center for Education Statistics, the National Center for Education Research, and the National Center for Education Evaluation and Regional Assistance. Both the statutory mission of the Institute and its conceptual model point it toward applied research. Consequently, the primary focus of the Institute of Education Sciences is on work that has a high consideration of usepractical, applied work that is relevant to practitioners and policy makers. The preponderance of issues identified as high priority areas that the Institute is addressing relate to questions of effectiveness. Such questions are addressed most rigorously with randomized field trials, considered the only sure method for determining the effectiveness of education programs and practices. Although randomized trials are the gold standard for determining what works, they are not appropriate for all questions, and can be enhanced with results from other methods. A look at recent education research has indicated that randomized trials represent only about 6% of the research reported in American Association of Educational Research journals, although they predominate in the "Journal of Educational Psychology." These findings show a mismatch between what education decision makers want from research and what the education research community is providing. The Institute of Education Sciences is working to correct this mismatch through its focus on what works in education. (SLD) ED478983 The Institute of Education Sciences: New Wine, New Bottles. 2003-00-00 14 N/A 2004 8/19/2004 22:34:16 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Accountability Achievement Gains Disadvantaged Youth Graduation Rate Outcomes of Education Scores State Programs Student Promotion Test Results Testing Programs Carnoy, Martin Loeb, Susanna Smith, Tiffany L. Reports - Research Speeches/Meeting Papers National Assessment of Educational Progress Texas Assessment of Academic Skills National Assessment of Educational Progress Texas Assessment of Academic Skills Center for Policy Research in Education. English Texas has apparently achieved great success in closing the gap between advantaged and disadvantaged students, at least in the lower grades. Texas students in all grades have made substantial gains on the Texas Assessment of Academic Skills (TAAS). The effect of TAAS-type accountability on student performance in the higher grades is important, since it is not sensible to claim that student outcomes are improving if the criteria for measuring academic achievement, the TAAS scores, do not lead to outcomes that count in life. This study reviewed the positive and negative claims for the Texas accountability system and examines, to the extent the data allow, the impact that TAAS has had on student educational attainment. Trends over time in statewide measures of test scores, progression through high school, high school completion, and college plans of high school seniors were analyzed. Then high school data were analyzed to estimate whether rising test scores are consistent with rising dropout rates. There has been increased retention in grade 9, but this trend began well before the implementation of the TAAS. Data show that Texas students have made real gains on the National Assessment of Educational Progress, which would appear to validate the claims that rising pass rates on the TAAS indicate real learning gains. However, other important indicators of educational success, namely high school progression and graduation rates, rose only slightly in the 1990s and then only in the most recent years. Rising TAAS score on the 10th grade test have had only a small impact on educational outcomes that count. Data do not support the claim that the documented increased retention in 9th grade is directly attributable to the new 10th grade TAAS examination. (Contains 9 figures, 6 tables, 9 endnotes, and 17 references.) (SLD) ED478984 Do Higher State Test Scores in Texas Make for Better High School Outcomes? Research Report. 2001-11-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 30 N/A 2004 2016-11-21

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Yes Ability Adaptive Testing Computer Assisted Testing Maximum Likelihood Statistics Selection Simulation Test Construction Test Items Weissman, Alexander Reports - Research Speeches/Meeting Papers English This study investigated the efficiency of item selection in a computerized adaptive test (CAT), where efficiency was defined in terms of the accumulated test information at an examinee's true ability level. A simulation methodology compared the efficiency of 2 item selection procedures with 5 ability estimation procedures for CATs of 5, 10, 15, and 25 items in length. The two item selection procedures included maximum Fisher information (FI) and maximum Fisher interval information (FII) item selection. The five ability estimation procedures included maximum likelihood, modal a posteriori (MAP), golden section search (GSS), and two procedures proposed in this study. These were ML/Alt and MAP/Alt, adjusted ML or MAP estimates according to a specific decision rule based on hypothesis testing. For the conventional item selection procedure (FI) and ability estimation procedures (ML and MAP), the best performance was observed for FI with MAP at middle ability levels, with efficiency attaining or exceeding 90% even for the shortest test length. In contrast, large gaps in efficiency were observed for FI with MAP at extreme ability levels, and for FI with ML across al ability levels. Utilizing FII item selection with ML and MAP narrowed the gaps in efficiency at the lowest ability levels for 5- and 10-item tests. The greatest increase in test efficiency was observed when the alternative ability estimation procedures (ML/Alt, MAP/Alt, and GSS) were used. The gains in efficiency were most pronounced for shorter tests, but were noticeable even for longer tests. Overall, it appears that the ability estimation procedure impacts the efficiency of item selection to a large extent than the item selection procedure. (Author/SLD) ED478985 Assessing the Efficiency of Item Selection in Computerized Adaptive Testing. 2003-04-00 27 N/A 2004 8/19/2004 22:34:21 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Data Collection Educational Change Equal Education Program Effectiveness Program Evaluation Urban Education Kim, Jason J. Crasco, Linda M. Reports - Evaluative Speeches/Meeting Papers National Science Foundation Reform Efforts English Under the sponsorship of the National Science Foundation, 22 urban school districts have been involved in a long-term educational reform through the Urban Systemic Initiative (USI) program since 1994. This paper presents a brief summary of findings regarding best policies and practices in the educational reform effort focusing on student achievement in mathematics and science. The USI has been based on six educational reform drivers: four process drivers and two student outcome drivers. The evaluative study team collected quantitative and qualitative data from 22 USI sites using the Key Indicator Data Collection System, a district-level data collection instrument based on a cross-site longitudinal evaluative framework. The data collection effort was supplemented by interviews, document reviews, and site visits. The evaluation confirmed positive linkages between the USI policy implementation rubrics and student outcomes. The six reform drivers provided a visionary direction for systemwide educational reform for most USI sites. The four process drivers worked dynamically together to improve the two outcome driversstudent achievement and gap eliminationthat are the overarching goals of the systemic initiatives. A graphical representation shows the links among rubrics and outcomes as a "schoolhouse" in which the foundation is the Belief System. (SLD) ED478986 Best Policies and Practices in Urban Educational Reform: A Summary of Empirical Analysis Focusing on Student Achievements and Equity. 2003-04-00 9 N/A 2004 2016-11-21

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Yes Background Biographies Child Development Child Psychology Children Educational Theories Individual Characteristics Learning Life Events Psychological Patterns Pass, Susan Reports - Descriptive Speeches/Meeting Papers Vygotsky (Lev S) Piaget (Jean) English This paper compares the early life, background, and education of Jean Piaget and Lev Vygotsky. It makes the case that an adaptation of the curve developed by C. Quigley can be used to trace the motivations of both Piaget and Vygotsky in creating their respective theories. The analysis also reveals the adversity that each man faced. Although they lived in countries with very different governments and histories, the political and military aspects of their nations had an impact on both men as they created their pedagogies. Both were influenced by prevailing science attitudes. Had they not lived in countries with flexible science attitudes, neither would have been a pedagogue. Piaget would have been a natural scientist; Vygotsky, a teacher. Flexibility at the university level led each to see that psychology required further investigation. The social factor had the greatest influence on both men. Without the influence of their hometowns, parents, siblings, friends, mentors, and teachers, neither would have created a pedagogy. Early in their lives, both men rejected organized religion in favor of philosophy, but neither rejected the heart of his faith. In the final analysis, however, it was education that gave each the means by which he could relieve inner psychological tensions through the development of his theories. To overcome angst, they had to expand their intellects. (Contains 192 references.) (SLD) ED478987 A Biographic Comparison Tracing the Origin of Their Ideas of Jean Piaget and Lev Vygotsky. 2003-04-00 64 N/A 2004 2016-11-21

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Yes Biographies Child Development Child Psychology Classroom Techniques Educational Theories Life Events Psychologists Psychology Pass, Susan Reports - Descriptive Speeches/Meeting Papers Piaget (Jean) Vygotsky (Lev S) English This paper focuses on similarities in the lives of Jean Piaget and Lev Vygotsky to enlighten study of their pedagogies and to provide some information for current classroom techniques. Neither man had a great deal to say about his early life, although Piaget published an autobiography. A number of primary sources were used to construct the timeline that shows similarities in the lives of these two theorists. The environments in which they grew up and lived impelled them to bring to their research efforts a personal background that gave birth to their research and influenced its scope and perspective. The timeline traces the course of both men's lives from birth to death, marking the publication of many of their pedagogical works. (Contains 15 references.) (SLD) ED478988 A Biographic Comparison Tracing the Similarities in the Lives of Jean Piaget and Lev Vygotsky. 2003-04-00 15 N/A 2004 2016-11-21

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No Educational Assessment Elementary School Teachers Intermediate Grades State Programs State Standards Student Evaluation Teacher Made Tests Test Construction Testing Programs Textbook Content Janson, David C. Dissertations/Theses - Doctoral Dissertations Reports - Research Ohio Sixth Grade Proficiency Test Ohio Ohio Fourth Grade Proficiency Test Ohio English This descriptive study compared the assessment practices of 10 elementary school teachers over a 11 weeks to those of Ohio's fourth and sixth grade science Proficiency Tests. Findings show that the assessment practices of these teachers were not aligned with Ohios proficiency test. The tests used in participants' classrooms contained a disproportionate number of items characterized as low-level in terms of their cognitive function. Classroom test items generally fell into three categories: true/false, completion, and matching. The remaining items were predominantly low-level multiple-choice items requiring simple recall of information. The teachers in this study showed heavy reliance on the packaged assessments that accompanied their adopted textbook series with little use of teacher-designed instruments. This finding differs from findings of previous researchers who reported that most teacher assessments were done with teacher-made tests. The lack of alignment between classroom tests and Ohio's Proficiency Test is a concern because previous researchers and the teachers in this study believe that aligning classroom tests with high-stakes assessment improves student performance. Other research shows teachers teach what they test suggesting that the curriculum would be better aligned with state expectations if tests were more in line with the proficiency tests. The study found that textbooks and their assessment packages are not aligned to most state standards and that teachers need help in developing better assessments. Results suggest directions school administrators might take to facilitate inservice training for current teachers and could be helpful to textbook publishers and educators on adoption committees. (Contains 5 figures and 98 references.) (SLD) ED478989 Assessment Practices of Third and Fifth Grade Science Teachers: A Comparison to the Style/Format, Process, and Content of Ohio's Proficiency Tests. 2002-05-22 123 N/A 2004 2016-11-21

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Yes Achievement Need Adult Education Computer Assisted Instruction Constructivism (Learning) Education Work Relationship Educational Environment Educational Research Educational Technology Foreign Countries Individualized Instruction Learner Controlled Instruction Online Courses Organizational Culture Organizational Development Professional Recognition Relevance (Education) Student Motivation Technology Integration Web Based Instruction Work Environment Stephenson, John Information Analyses Reports - Research Speeches/Meeting Papers Electronic Learning United Kingdom Work Based Learning United Kingdom English Following an abstract and introduction, this document reviews five research projects on the learning experiences of workers. The first two concern the environment required for successful learning in the workplace, and the last three address implementation of e-learning programs. (The findings from the first two studies revealed 24 conditions that must be met for successful learning in the workplace, including linking learning to improved performance, valuing collaborations in learning, and management awareness of the need for learning. Conditions for successful e-learning revealed by the last three studies included the relevance of training to the current job, user ownership and control of the process, a culture of support by the training provider and employer, and personal recognition for learning achieved.) A wider context is next provided through reference to another literature review and other writings. Characteristics of successful approaches to online work-based learning are presented, as well as four features required to produce those characteristics (intelligent and intuitive tools, and extensive database of materials, imaginative design, and a shared commitment). Three successful programs are described. A conclusion states that online work-based learning will succeed where it is personalized, managed by the user, relevant to the user's work, supported by the employer, linked to just-in-time material, and fully supported within a healthy learning environment. There are 55 references and two appendixes. (SLR) ED478990 A Review of Research and Practice in E-Learning in the Work-Place and Proposals for Its Effective Use. 2003-04-00 22 N/A 2004 2016-11-21

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Yes Academic Aptitude Comparative Analysis Dropout Prevention Dropout Programs Dropout Research Dropouts Educational Status Comparison Ethnic Groups Graduate Surveys High Risk Students High School Equivalency Programs High School Graduates High Schools Life Satisfaction Longitudinal Studies Outcomes of Education Racial Differences Reentry Students Salary Wage Differentials Tables (Data) Chan, Chi-Keung Kato, Kentaro Davenport, Ernest C., Jr. Guven, Kamil Reports - Research Speeches/Meeting Papers National Education Longitudinal Study 1988 Ethnic Differences English This study used data for a representative sample of 8th graders from the National Educational Longitudinal Study of 1988. The intent was to (1) compare student's dropout status with variables such as demographics, academic and economic factors, limited English proficiency status, and other risk factors of dropping out, (2) distinguish factors associated with four different levels of dropout status (returned to high school, received GED, continued postsecondary studies without high school degree, no further schooling), (3) examine the relationship between subsequent education decisions of dropouts and postsecondary school attainment, and (4) contrast the economic and life satisfaction outcomes of different types of dropouts. Socioeconomic status, academic aspirations and achievement, and family parent interactions were found to be the best determining factors between one-time dropouts who finished education and those who did not. A weak correlation was found between ethnicity and return to high school versus receipt of a GED. Students who completely quit school were found to be unlikely to receive postsecondary education. There were no significant differences in life satisfaction between former dropouts who received a diploma and those who received a GED, but there were significant differences between those who completed their education and those who did not. (Contains five data tables and 26 references.) (SLR) ED478991 Analysis of Subsequent Educational Decisions of High School Dropouts and Their Life Outcomes. 2003-04-00 31 N/A 2004 2016-11-21

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Yes Allied Health Occupations Education Case Studies Clinical Experience Critical Thinking Ethical Instruction Ethics Higher Education Learning Processes Patients Peer Evaluation Physical Therapists Physical Therapy Pretests Posttests Self Efficacy Self Evaluation (Individuals) Simulation Surveys Teaching Methods Transformative Learning Jensen, Gail M. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Professional Ethics Structured Learning English The effect of clinical simulations on student learning in the teaching of ethics in a physical therapy curriculum was examined in a study of the experiences of 54 physical therapy students enrolled in a course in ethics in physical therapy practice. During the three-semester-hour course, the students participated in two clinical simulations that were referred to as standardized patient interactions. The first focused on the ethical dilemma of honoring patient autonomy when it may be in direct tension with promoting beneficence or good for the patient, and the second focused on the issue of physical locus of authority. The study data sources were as follows: the two videotaped SP interactions; two post-standardized patient interaction debriefing/self-reflection instruments; student peer and self-assessments; pretest/posttest scores on a self-efficacy survey tool; and ethics committee case consultation reports. Based on the structured debriefing sessions and videotaped standardized patient interactions, the study's author concluded that the standardized patient interactions provided the students with a more realistic, authentic experience that mirrors clinical reality and enhances the clinical credibility of ethics. As structured learning experiences, the standardized patient interactions gave students opportunities to grapple with uncertainty in the context of performance. (The bibliography lists 18 references. A self-efficacy precourse/postcourse survey tool is appended.) (MN) ED478992 Exploration of Critical Self-Reflection in the Teaching of Ethics: The Case of Physical Therapy. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Academic Achievement Behavior Problems Comprehensive School Reform Educational Change Elementary Secondary Education Emotional Problems Intervention Learning Problems Outcomes of Education School Counseling School Organization Student Needs Reports - Descriptive Student Support Services California Univ., Los Angeles. Center for Mental Health in Schools. English Schools and communities increasingly are being called on to meet the needs of all youngsters-- including those experiencing learning, behavior, and emotional problems. Meeting the challenge is difficult. Efforts to do so are handicapped by the way in which student support interventions currently are conceived, organized, and implemented. Over the many years that school reform has focused on improving instruction, little attention has been paid to rethinking student supports. Because of this, many factors that interfere with student performance and progress are not addressed effectively. In response to widespread interest for mounting a nationwide initiative to stimulate new directions for student supports, a national Summit was convened on October 28, 2002. The discussion centered around four fundamental problems that must be addressed in order to move forward: (1) policy, (2) intervention frameworks, (3) infrastructure, and (4) systemic change. The report from the summit begins with a concept paper entitled: "New Directions for Student Support" and then highlights key points discussed at the meeting. Among the major points covered: (1) current policy and practice should be viewed through the lens of how schools address barriers to learning and teaching; (2) all support activity can be embedded in comprehensive, integrated frameworks; (3) student supports can be reframed as a comprehensive, multifaceted, and cohesive component to address barriers to learning; and (4) new directions means restructuring, transforming, and enhancing school-owned and community resources. (GCP) ED478993 Summit on New Directions for Student Support. Center Report. 2002-11-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Support Staff Practitioners 70 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/summit2002/summit02rept.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Comprehensive School Reform Educational Change Educational Policy Elementary Secondary Education Intervention Outcomes of Education Program Development School Counseling School Organization Student Needs Reports - Descriptive Student Support Services California Univ., Los Angeles. Center for Mental Health in Schools. English This document was prepared as a focusing tool related to national, regional, and state Summits for Student Support Administrators as they explore ideas for Moving Forward in New Directions. Contained are a concept paper entitled: "New Directions for Student Support" and a set of related resource aids. The concept paper focuses on: the need for enhancing how schools address barriers to student learning; the ways in which current student support are fragmented and marginalized; and rethinking student and teacher supports in terms of (a) the need for a policy shift, (b) guidelines for a student support component, and (c) reframing how schools address barriers to learning. Then, the paper offers some suggestions in response to the question: where do we go from here? Specifically, it is suggested that policy action is needed to guide and facilitate the development of a potent component to address barriers to learning (and support the promotion of healthy development) at every school. Moreover, it is stressed that the policy should specify that such an enabling (or learning support) component is to be pursued as a primary and essential facet of school improvement and in ways that complement, overlap, and fully integrate with the instructional component. Finally, a set of guidelines to accompany the policy are outlined. A resource aid is provided related to each recommendation to enhance understanding of the points discussed and to assist those who are pursuing new directions. (GCP) ED478994 Rethinking Student Support To Enable Students To Learn and Schools To Teach. Center Concept Paper & Accompanying Resource Aids. 2002-10-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Support Staff Practitioners 140 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/studentsupport/studentsupport.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Comprehensive School Reform Educational Change Educational Cooperation Elementary Secondary Education Intervention Outcomes of Education Program Development Program Implementation School Community Programs School Community Relationship School Counseling Student Needs Guides - Non-Classroom Reports - Descriptive Student Support Services Sustainability California Univ., Los Angeles. Center for Mental Health in Schools. English Too many good programs initiated as specially funded projects, pilots, and demonstrations tend to be lost when the period of special funding ends. This guide/toolkit is designed as a resource aid for those in schools and communities who are concerned about sustaining valuable initiatives and innovations. Optimally, sustainability should be a focus from day one of a project's implementation. With most projects, pilots, and demonstrations, however, the pressure of just becoming operational often means that sustainability is not a major focus until well into the work and close to the end of the temporary funding. This document has been developed with this reality in mind. The focus is on sustaining valued functions and collaborations. The material is oriented to the idea that the essence of sustainability is making systemic changes. In particular, the emphasis is on changes that lead to the integration of new developments for enhancing outcomes for children, youth, and communities into the fabric of existing support programs and services. One aspect of this involves "braiding" resources derived from various sources (e.g., projects, ongoing funding streams). Another aspect involves framing the intervention vision in terms of developing, over time, a comprehensive, multifaceted, and integrated approach that is strong and enduring. This document reflects lessons learned from the existing research base and from many years in the field. It has benefited greatly from the contributions of numerous professionals involved with the federal Safe Schools/Healthy Students initiative. It has been designed with the recognition that users will want and need to make adaptations to fit their specific circumstances and contexts. (Author) ED478995 Sustaining School-Community Partnerships To Enhance Outcomes for Children and Youth. A Guidebook and Tool Kit. 2003-00-00 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Mental Health Services. Support Staff Practitioners 152 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/sustaining.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Comprehensive School Reform Educational Change Educational Cooperation Elementary Secondary Education Family Involvement Intervention Outcomes of Education Program Development Program Implementation School Community Relationship School Counseling Student Needs Student Problems Reports - Descriptive Student Support Services California Univ., Los Angeles. Center for Mental Health in Schools. English When it comes to student support, widespread agreement exists for moving in new directions. It is easy to agree that change is needed. It is harder to agree on what the changes should look like. And, it is even harder to get from here to there. The intent of this paper is to focus the discussion about new directions for student support by presenting a big picture overview of what's wrong with the way schools address student problems, offering frameworks for rethinking current policy and practice and for moving in new directions, and detailing specific practices for making schools more effective. Along the way, the authors stress how schools, families, and communities must collaborate to get there from here. Their approach involves both analysis and commentary; offering conceptualizations, examples, and opinions. Five appendixes contain resources on why students have problems, surveying how schools address barriers to learning, helping vs. socialization, active learning, and mental health in schools. (GCP) ED478996 New Directions for Student Support: Some Fundamentals. 2003-00-00 Support Staff Practitioners 261 Center for Mental Health in Schools, Box 951563, Los Angeles, CA 90095-1563. Tel: 310-825-3634; Fax: 310-206-8716; e-mail: smhp@ucla.edu; Web site: http://smhp.psych.ucla.edu. For full text: http://smhp.psych.ucla.edu/pdfdocs/newdirections/newdirections.pdf. N/A 2004 2016-11-21

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No Childrens Art Childrens Writing Elementary Secondary Education Lesson Plans Resilience (Personality) Terrorism Backon, Lois Galinsky, Ellen Brownfield, Erin Sakai, Kelly Guides - Classroom - Teacher Hope September 11 Terrorist Attacks 2001 Families and Work Inst., New York, NY. English This book provides tools for educators to help children respond to traumatic events with resiliency and hope. Created as an extension of the "9/11 As History" initiative, the book provides an overview of 16 unique lesson plans created for children from pre-kindergarten through the 12th grade. It also contains selections from the writings of children who responded to an invitation to share their thoughts and feelings about September 11. These selections reflect the full range of views and thoughts expressed, and are presented as young people wrote them. (GCP) ED478997 9/11: Looking Back, Moving Forward with 16 Lesson Plans To Help Children Cope and Contribute in Times of Crisis. 2003-07-00 Teachers Practitioners 69 Families and Work Institute, 267 Fifth Ave., 2nd Floor, New York, NY 10016. Web site: www.911AsHistory.org. For full text of lesson plans: http://www.familiesandwork.org/911ah/911LBMF.html. N/A 2004 2016-11-23

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Yes Federal Legislation Hearings Prevention Smoking State Government Youth Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on the Judiciary. English The purpose of this hearing before the Subcommittee on Courts, the Internet, and Intellectual Property was to consider H.R. 1839, the "Youth Smoking Prevention and State Revenue Enforcement Act." The bill would authorize State attorneys to bring a civil action seeking injunctive relief in an appropriate U.S. district court for violations of the Jenkins Act. Opening statements were given by Representative Lamar Smith, Representative Martin T. Meehan, and Representative Mark Green. Additional testimony was presented by: (1) Paul L. Jones, Director, Homeland Security and Justice; (2) Henry "Hank" O. Armour, Chairman, National Association of Convenience Stores; (3) Matthew Myers, President, National Center for Tobacco-Free Kids; and (5) Patrick Fleenor, Chief Economist. Appendixes contain material submitted for the hearing record. (GCP) ED478998 Youth Smoking Prevention and State Revenue Enforcement Act, Hearing before the Subcommittee on Courts, The Internet, and Intellectural Property of the House of Representatives, Committee on the Judiciary on H.R. 1839. 108th Congress, First Session. 2003-05-00 128 Superintendent of Documents, U.S. Government Printing Office, Congressional Sales Office, Mail Stop: SSOP, Washington, DC 20402-0001. Tel: 202-512-1800; Fax: 202-512-2250. For full text: http://www.house.gov/judiciary. N/A 2004 2020-12-01

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Yes Children Delinquency Early Intervention Incidence Juvenile Justice Prevention Program Development Program Effectiveness Wasserman, Gail A. Keenan, Kate Tremblay, Richard E. Coie, John D. Herrenkohl, Todd I. Loeber, Rolf Petechuck, David Information Analyses Reports - Descriptive Risk Factors Protective Factors Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. English Sparked by high-profile cases involving children who commit violent crimes, public concerns regarding child delinquents have escalated. Compared with juveniles who first become involved in delinquency in their teens, child delinquents (offenders younger than age 13) face a much greater risk of becoming serious, violent, and chronic juvenile offenders. The Office of Juvenile Justice and Delinquency Prevention (OJJDP) formed the Study Group on Very Young Offenders to examine the prevalence and frequency of offending by children younger than 13. This Study Group identified particular risk and protective factors that are crucial to developing effective early intervention and protection programs for very young offenders. This bulletin focuses on four types of risk and protective factors: individual, family, peer, and school and community. (Contains 95 references.) (GCP) ED478999 Risk and Protective Factors of Child Delinquency. OJJDP Child Delinquency Bulletin Series. 2003-04-00 18 OJJDP, 810 Seventh Street, NW, Washington, DC 20531. Tel.: 202-307-5911; Fax: 202-307-2093; e-mail: Askjj@ncjrs.org; Web site: http://ojjdp.ncjrs.org/. For full text: http://www.ncjrs.org/html/ojjdp/193409/contents.html. N/A 2004 2016-11-21

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Yes Client Attitudes (Human Services) Client Characteristics (Human Services) Eating Disorders Life Events Males Social Isolation Ahonen, Pirkko S. Information Analyses Reports - Research Speeches/Meeting Papers Shame English The purpose of this study was to examine, describe, and explain experiences of men with eating disorders and to gain understanding of the relevant life issues, perceptions, and attitudes. What are some of the contributing factors and experiences of men who suffer from eating disorders despite the widely held assumption that eating disorders are "feminine disorders," and more importantly, what is it like to be a man with an eating disorder. The results of the study revealed that although the personalities of the men interviewed were different, as were their families of origin, their socio-economic status, their careers, and their sexual orientation, still many common elements emerged. This suggests that a variety of origins and factors contribute to men's eating disorders. Eating disorders in men take many forms, but the review of literature and the interviews with men suggest that common components of isolation, shame, and angst with regard to food are prevalent in the experiences of all men suffering from these disorders. Medical and mental health professionals need to be attuned to the variety of forms that eating disorders can present. An appendix contains the study interview questions. (Contains 18 references.) (GCP) ED479000 Men's Experience with Eating Disorders: Uncommon Lives? A Look at the Experiences of Men with Eating Disorders. 2003-04-00 28 N/A 2004 2016-11-21

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No Adolescent Behavior Adolescents Contraception Dating (Social) Early Parenthood Interpersonal Relationship Sexuality Sexually Transmitted Diseases Ryan, Suzanne Manlove, Jennifer Franzetta, Kerry Information Analyses Reports - Descriptive National Longitudinal Study of Adolescent Health Risk Factors National Longitudinal Study of Adolescent Health Child Trends, Inc., Washington, DC. English Understanding characteristics of teens' sexual relationships may help us to better understand how to reduce teens' risk of early unintended pregnancy and sexually transmitted diseases (STDs), as well as the psychological and emotional problems that may be associated with teenage romantic relationships and sexual activity. Using data from the National Longitudinal Study of Adolescent Health, this brief presents information that is relationship-specific because sexual experiences may be unique within different relationships. To increase the understanding of differences in sexual experiences among teens, the brief also examines relationship experiences, partner characteristics, and contraceptive use patterns separately by gender, race and ethnicity, age at first sex, and relationship type. These analyses have produced some important, and often troubling, findings. On the positive side, most teens consider their first sexual relationships to be more than casual flings: they view these relationships as romantic in nature. In addition, the majority of teens discuss contraception with their partner before they first have sex. On the negative side, an alarming proportion of teens experience some type of physical or verbal abuse within their first sexual relationships, they initiate sex very early in these relationships, and some teens never use contraception. An implication of the research presented in this brief is that parents, educators, and service providers who have a greater knowledge of adolescent relationship dynamics may be in a better position to help teenagers make more responsible decisions about sex and avoid many of the risks associated with it. (Contains 25 references and 9 figures.) (GCP) ED479001 First Time: Characteristics of Teens' First Sexual Relationships. Child Trends Research Brief. 2003-08-00 10 Child Trends, 4301 Connecticut Ave NW, Suite 350, Washington, DC 20008. Tel: 202-572-6000; Fax: 202-362-5533; Web site: www.childtrends.org. For full text: http://www.childtrends.org/PDF/FirstTimeRB.pdf. N/A 2004 2016-11-21

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Yes Construction Costs Educational Facilities Elementary Secondary Education Public Schools School Construction State Aid State Programs Reports - Research MGT of America, Inc., Tallahassee, FL. English This report summarizes data collected from all responding departments with school construction facilities budget responsibility in 49 of the 50 sates (Wyoming excluded). Each of the 49 states was asked to participate in the update of the survey, which was last compiled in 1999. Data are presented in two formats. The first is broken into categories describing the background of school construction issues, school funding programs, key policy questions, and a list of states with legal challenges to school construction programs, both current and resolved. The second is a collection of data for each individual state. In this section there is information on these issues: administering agency; current appropriate; dedicated revenue; funding sources; local matching requirement and related funding source; eligibility criteria; priority factors; specific criteria; and recent or pending legal actions and outcomes. The report includes data from 45 states, 36 of which are currently operating state funded school construction programs. Nine states do not currently have such programs. Six states have established a new agency to oversee school construction in the state, and 10 states have established formulas for determining the amount of state funding each school district receives. Four states require the governor and the state legislature to approve all school construction projects before state funding is made available, and 11 states subsidize, reimburse, or match local funding for construction projects. (SLD) ED479002 Update of School Construction Assistance Programs Survey for Wyoming State Legislature. 2001-08-23 85 N/A 2004 8/19/2004 22:34:54 RIEMAR2004 For the original report, see ED 469 958. Supported by Wyoming State Legislature.

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Missouri National Assessment of Educational Progress Achievement Gap Missouri National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Missouri's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Missouri is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2002 state assessment showed that 35 percent of all 3rd graders were proficient or above in reading. On the 1998 NAEP 4th grade reading assessment, 29 percent of students performed at or above the proficient level. Significantly more white than black 4th graders were proficient or above in reading. In 2002, 14 percent of all 8th graders were proficient or above in mathematics on the state assessment, with significantly more white than black 8th graders proficient or above in math. The 2000 NAEP 8th grade assessment showed 22 percent of Missouri students at the proficient level or above. Missouri's African American-white 4th grade reading achievement gap was 23rd among the states in 1998, while the 8th grade math achievement gap was the sixth largest in 2000. African Americans are underrepresented in Advanced Placement (AP) exam taking and in gifted and talented programs, while Asian Americans have a high rate of AP test taking and enrollment in gifted and talented programs. Nearly 40 percent of Missouri's high school students enroll in college, compared to 54 percent nationwide. About one quarter of Missouri secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates have the fewest state and local dollars to spend per student, while districts with higher minority enrollments have more state and local dollars to spend per student. (SM) ED479003 Education Watch: Missouri. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap Montana National Assessment of Educational Progress Montana National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Montana's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Montana is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 68 percent of all 4th graders performed at the proficient level or above on the state's reading assessment; 80 percent of Whites and 65 percent of Latinos performed at this level. On the 1998 NAEP 4th grade assessment, 37 percent of Montana students were at the proficient level or above. On the 2002 state mathematics assessment, 76 percent of all 8th graders were proficient or above, with 73 percent of Whites and 53 percent of Latinos performing at this level. The 2000 NAEP showed 37 percent of Montana 8th graders at the proficient level or better. Low-income 4th graders in Montana performed second among states on the 1998 NAEP reading assessment. Montana's low-income 8th graders performed better than low-income 8th graders in any other state on the 2002 NAEP math assessment. Native American students are underrepresented in Advanced Placement (AP) exam taking and in gifted and talented programs, and they are overrepresented in special education. About 46 percent of Montana high school students enroll in college, compared to 54 percent nationwide. Nearly one in five Montana secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479004 Education Watch: Montana. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Nebraska Nebraska National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Nebraska's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Nebraska is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2000-2001, 74 percent of all 4th graders were proficient in reading. Nebraska did not participate in the 1998 NAEP 4th grade assessment. In 2000-2001, 72 percent of all 8th graders were proficient in mathematics. Results on the 2000 NAEP 8th grade mathematics assessment show 34 percent of white students and 11 percent of Latino students scoring at the proficient level or above. Nebraska's Latino-White 8th math achievement gap was 22nd among the states in 2000. African Americans and Latinos are underrepresented in Advanced Placement exam taking. About 52 percent of Nebraska high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. Approximately one in seven Nebraska secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates and with the highest minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479005 Education Watch: Nebraska. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Nevada National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents key educational statistics for Nevada's elementary school through college students, using data from the National Assessment of Educational Progress (NAEP). To indicate how Nevada is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 1998, 53 percent of 4th graders performed at the basic level or above on the NAEP reading assessment, with 21 percent at proficient or above. Significantly more white than Latino 4th graders were performed well on this assessment, with 27 percent of white and 12 percent of Latino 4th graders proficient or above in reading. In 2001, 59 percent of 8th graders performed at the basic level or above in mathematics, with 20 percent proficient or above. Significantly more white than Latino 8th graders were proficient or above. Nevada had the sixth smallest Latino-white 4th grade reading achievement gap in 1998. The Latino-white 8th grade math achievement gap was 14th among the states in 2000. Latinos and African Americans take Advanced Placement exams at disproportionately low rates, while Asian American and Whites take them at high rates. Latinos and African Americans are underrepresented in gifted and talented programs and over-represented in special education. About 26 percent of Nevada's high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a higher rate than students from other groups. About three in ten Nevada secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the fewest state and local dollars to spend per student. (SM) ED479006 Education Watch: Nevada. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2020-11-03

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress New Hampshire New Hampshire National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares New Hampshire's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how New Hampshire is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 41 percent of all 3rd graders were proficient or above on the state's English Language Arts assessment. Significantly more white than Latino 3rd graders were proficient or above. ON the 1998 NAEP 4th grade reading assessment, 38 percent of New Hampshire 4th graders were proficient or above. In 2002, 28 percent of all 8th graders were proficient or above on the state's mathematics assessment. Significantly more white than Latino 8th graders were proficient or above. New Hampshire did not participate in the 2000 NAEP 8th grade mathematics assessment. New Hampshire had the 9th smallest poor/non-poor 4th grade reading achievement gap in 1998. Between 1992 and 1998, the gap on the 4th grade NAEP reading assessment widened by 12 points. About 40 percent of New Hampshire high school students enroll in college, compared to 54 percent nationwide. Native American students graduate from the state college at lower rates than students from other groups, while African American students graduate at high rates. About one in five New Hampshire secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and districts with the highest minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479007 Education Watch: New Hampshire. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress New Jersey Achievement Gap New Jersey National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents key educational statistics for New Jersey's elementary school through college students using data from the National Assessment of Educational Progress (NAEP). The report presents state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 79 percent of all 4th graders were proficient or above in Language Arts/Literacy. Significantly more white than black 4th graders were proficient or above, with 88 percent of white and 55 percent of African American 4th graders performing at this level. In 2001, 62 percent of all 8th graders were proficient or above in mathematics. Significantly more white than black 8th graders were proficient or above. New Jersey did not participate in either the 1998 4th grade reading or the 2000 8th grade mathematics NAEP assessments. African American students are underrepresented in Advanced Placement (AP) exam taking and in gifted and talented programs. Asian American students have a high rate of AP test taking. New Jersey high school students enroll in college at a rate of 54 percent, which is the same as the nationwide rate of 54 percent. About one in six New Jersey secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates and the highest minority enrollments have more state and local dollars to spend per student than districts with lower child poverty rates and with lower minority enrollments. (SM) ED479008 Education Watch: New Jersey. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress New Mexico New Mexico National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares New Mexico's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how New Mexico is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On New Mexico's 2002 reading test, white 4th graders scored at the 65th percentile, while African American 4th graders scored at 48th percentile and Latino 4th graders scored at the 47th percentile. On the 1998 NAEP reading assessment, 52 percent of all 4th graders were basic or above in reading, with 22 percent proficient or above. On New Mexico's 8th grade mathematics assessment, white students scored at the 64th percentile while African American and Latino 8th graders scored at the 41st percentile. On the 2000 NAEP mathematics assessment, 49 percent of all 8th graders were basic or above in mathematics, with 13 percent proficient or above. In 1998, New Mexico had the ninth smallest Latino-White achievement gap on the NAEP 4th grade reading assessment. New Mexico's Latino-white 8th grade math achievement gap falls 14th among states on the 2000 NAEP assessment. Latinos are underrepresented in Advanced Placement exam taking and in enrollment in gifted and talented programs. About 37 percent of New Mexico high school students enroll in college, compared to 54 percent nationwide. Over one-third of New Mexico's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have fewer state and local dollars to spend per student. (SM) ED479009 Education Watch: New Mexico. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress New York New York National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares New York's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how New York is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the state's 2000 reading assessment showed that 59 percent of 4th graders performed at level 3 or above. Whites performed significantly better than African Americans, with 72 percent of white 4th graders at level 3 compared to 37 percent of African American 4th graders. In 1998, 62 percent of all 4th graders performed at the basic level or above on the NAEP reading assessment, with 29 percent at proficient or above. On the 2000 NAEP mathematics assessment, 68 percent of all 8th graders performed at the basic level or above in mathematics, with 26 percent at proficient or above. Significantly more white than black 8th graders had high scores. New York had the 8th largest African American-white 4th grade achievement gap on the 1998 NAEP reading assessment. New York's African American-white 8th grade mathematics achievement gap falls 11th among the states on the 2000 NAEP assessment. African Americans and Latinos were underrepresented in Advanced Placement (AP) test taking, while Asian Americans took them at high rates. About 43 percent of New York's high school students enroll in college, compared to 54 percent nationwide. Latinos and African Americans graduate from the state college at the lowest rates. Nearly one in five New York secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479010 Education Watch: New York. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data North Carolina Achievement Gap National Assessment of Educational Progress North Carolina National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares North Carolina's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how North Carolina is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001-2002, 77 percent of all 4th graders were at or above Level III in reading. Significantly more white than black 4th graders were at or above Level III. On the 1998 NAEP 4th grade reading assessment, 62 percent of students performed at the basic level or above, while 28 percent performed at the proficient level or above. In 2001-2002, 82 percent of all 8th graders were at or above Level III in mathematics. Significantly more white than black 8th graders were at Level III or above. Results from the 2000 NAEP 8th grade mathematics assessment show that 70 percent of students were at or above the basic level, while 30 percent were proficient or above. North Carolina had the 10th smallest African American-white 4th grade reading achievement gap in 1998. In 2000, the African American-white 8th grade mathematics achievement gap was 18th among the states. African American students are underrepresented in Advanced Placement (AP) test taking and in gifted and talented programs. Asian American students have a high rate of AP test taking. Nearly 40 percent of North Carolina's high school students enroll in college, compared to 54 percent nationwide. Native Americans graduate from the state college at a lower rate than students from other groups. Nearly one in five secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479011 Education Watch: North Carolina. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress North Dakota North Dakota National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares North Dakota's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how North Dakota is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2000-2001, 34 percent of all 4th graders were proficient or above on the state's reading assessment. North Dakota did not participate in the 1998 NAEP 4th grade reading assessment. Also in 2000-2001, 48 percent of all 8th graders were proficient or above on the state's mathematics assessment. From 1990-2000, the gap in North Dakota between white and Native American students on the NAEP 8th grade math assessment narrowed by 14 points. North Dakota had the second smallest poor/non-poor achievement gap in NAEP 8th grade math in 2000. Native American students are underrepresented in Advanced Placement (AP) exam taking, while Asian American students take then at a high rate. Nearly 60 percent of North Dakota's high school students enroll in college, compared to 54 percent nationwide. Native American students graduate from the state college at a much lower rate than students from other groups. Nearly one in six North Dakota secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479012 Education Watch: North Dakota. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Ohio Achievement Gap Ohio National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Ohio's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Ohio is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 56 percent of all 4th graders performed at the passing level on the state reading assessment, with significantly more white than black 4th graders at the passing level. Ohio did not participate in the 1998 NAEP 4th grade reading assessment. In 2001, 73 percent of all 8th graders performed at or above the passing level in mathematics. Significantly more white than black 8th graders performed at that level. On the 2000 NAEP 8th grade mathematics assessment, 76 percent of 8th graders performed at the basic level, while 31 percent were proficient or above. Ohio's African American-white 8th grade mathematics achievement gap was 11th among the states on the 2000 NAEP assessment. African Americans are underrepresented in Advanced Placement (AP) exam taking and in gifted and talented program enrollment. Asian Americans take AP exams at high rates. About 40 percent of Ohio's high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a higher rate than students from other groups. About three in ten Ohio secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the fewest state and local dollars to spend per student, while districts with the highest minority enrollment rates have the most state and local dollars to spend per student. (SM) ED479013 Education Watch: Ohio. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Equal Education Grade 4 Grade 8 Graduation Hispanic American Students Low Income Groups Mathematics Skills Minority Group Children Postsecondary Education Poverty Racial Differences Reading Skills Special Needs Students State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Oklahoma Oklahoma National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Oklahoma's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Oklahoma is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 74 percent of all 5th graders were satisfactory or above in reading on the state's assessment. On the 1998 NAEP 4th grade reading assessment, 66 percent of Oklahoma students performed at the basic level, while 30 percent were proficient or above. Significantly more white than black 4th graders were proficient or above in reading. In 2001, 71 percent of all 8th graders were satisfactory or above in mathematics on the state's assessment, with significantly more white than black 8th graders at that level. On the 2000 NAEP mathematics assessment, 65 percent of Oklahoma student were at the basic level or above, while 19 percent performed at the proficient level or above. Oklahoma's African American-white 4th grade reading achievement gap was 23rd among the states on the 1998 NAEP assessment. In 2000, Oklahoma had the 7th smallest African American-white achievement gap in 8th grade mathematics. African Americans and Native Americans are underrepresented in Advanced Placement exam taking, while Asian Americans take them at high rates. About 37 percent of Oklahoma's high school students enroll in college, compared to 54 percent nationwide. Asian American students graduate from the state college at a higher rate than students from other groups. Over one-quarter of Oklahoma's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the most state and local dollars to spend per student, while districts with the highest minority enrollments have the fewest dollars. (SM) ED479014 Education Watch: Oklahoma. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 12 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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No Advocacy Policy Formation Position Papers Professional Associations Social Work Social Workers Standards Theory Practice Relationship Books Guides - Non-Classroom National Association of Social Workers Social Policy National Association of Social Workers, Washington, DC. English The fifth edition of this book presents the results of the social work profession's most systematic approach to policy development. Since its inception in 1955, the National Association of Social Workers (NASW) has incorporated policy statements into its governance process. NASW's Delegate Assembly meets at regular intervals to set broad parameters for the association's program, to determine bylaws issues, and to agree on policy statements that will be used to guide NASW's advocacy efforts in social policy. This edition of "Social Work Speaks" includes all the new and revised policies approved by the 1999 NASW Delegate Assembly, as well as those approved by previous assemblies. This edition contains 57 statements, 22 approved by the 1999 Delegate Assembly and 35 approved by previous assemblies. They are offered in alphabetical order, with a compilation of topic areas that lists policy statements in 17 topic areas. Policy statement topic areas include: adolescents, aging, child welfare, community, discrimination and equity issues, education, employment, ethnicity and race, families and children, family planning, gender issues, health, macro issues, political action, social work professional statements, substance abuse, and violence. This book may be used as a text or as supplementary reading for overview, introductory, or macro courses in social policy. The book may also serve as an adjunct to a wide range of specialty courses, as so many of the policy statements address specific fields of practice. (GCP) ED479015 Social Work Speaks: National Association of Social Workers Policy Statements, 2000-2003. 5th Edition. 2000-00-00 ISBN-0-87101-318-5 Practitioners 358 NASW, 750 First St., NE, Suite 700, Washington, DC 20002-4241 ($42.99). Tel: 800-638-8799 (Toll Free); Web site: http://www.socialworkers.org. N/A 2004 2016-11-21

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No Behavior Problems Child Behavior Children Cognitive Processes Elementary Secondary Education Interpersonal Competence Problem Solving Program Descriptions Social Development Social Work Social Workers Fraser, Mark W. Nash, James K. Galinsky, Maeda J. Darwin, Kathleen M. Books Guides - Non-Classroom National Association of Social Workers National Association of Social Workers, Washington, DC. English This book is the first volume of the National Association of Social Workers (NASW) Practice Resources Series. It offers a cognitive problem-solving approach to the urgent need for children to acquire competence in meeting the demands of childhood within social, school, and family parameters. Designed for children from kindergarten through middle school, this book is especially appropriate for children whose behavior is impulsive, oppositional, or aggressive. Because a great deal of children's behavior is tied to problem solving, the authors give practitioners a program to help children solve instrumental and relational issues in differing social settings. Using a wealth of examples, role plays, games, and activities, this volume guides children in formulating goals for better social intervention. (Contains 60 references.) (GCP) ED479016 Making Choices: Social Problem-Solving Skills for Children. 2000-00-00 Z. Smith Reynolds Foundation, Inc., Winston-Salem, NC. North Carolina State Dept. of Human Resources, Raleigh. Div. of Mental Health, Developmental Disabilities, and Substance Abuse Services. ISBN-0-87101-323-1 Practitioners 198 NASW, 750 First St., NE, Suite 700, Washington, DC 20002-4241 ($33.99). Tel: 800-638-8799 (Toll Free); Web site: http://www.socialworkers.org. N/A 2004 2016-11-21

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No Civil Liberties Counselor Training Cultural Awareness Graduate Study Higher Education Social Work Social Workers Textbooks Theory Practice Relationship Mattaini, Mark A., Ed. Lowery, Christine T., Ed. Meyer, Carol H., Ed. Books Guides - Classroom - Learner Social Justice Professional Ethics National Association of Social Workers, Washington, DC. English As social work enters its second century, dynamic developments in practice and theory, the richness offered by multiple cultures and groups, and changing political and economic climates are potent forces driving advances in social work knowledge and practice. In the context of this professional evolution, this textbook wrestles with and builds on these exciting strides forward while maintaining the central emphasis on social justice, the sharing of power in practice, and human rights. In this third edition, the authors have collected teachings from some of the profession's most experienced practitioners to prepare graduate students to take on the challenges of the 21st century. Chapters include: (1) "The Ecosystems Perspective: Implications for Practice" (M. A. Mattaini and C. H. Meyer); (2) "Social Justice and International Human Rights" (C. T. Lowery); (3) "Professional Values and Ethics" (B. G. McGowan and M. Mattison); (4) "Diversity, Ethnic Competence, and Social Justice" (C. T. Lowery); (5) "Knowledge for Practice" (M. A. Mattaini); (6) "Monitoring Social Work Practice" (M. A. Mattaini); (7) "Practice with Individuals" (M. A. Mattaini); (8) "Social Work with Families" (C. T. Lowery); (9) "Practice with Groups" (R. H. Magen); (10) "Practice with Communities" (S. P. Kemp and E. Scanlon); (11) "Practice with Organizations" (M. Hanson); (12) "Generalist Practice: People and Programs" (M. A. Mattaini); (13) "Fields of Practice" (S. B. Kamerman); and (14) "The Profession in Historical Context" (J. R. Cates). Appendixes contain the NASW Code of Ethics, Universal Declaration of Human Rights, and Sample Classroom Exercises. Each chapter contains extensive references. (GCP) ED479017 Foundations of Social Work Practice: A Graduate Text. 2002-00-00 ISBN-0-87101-349-5 Students 432 NASW, 750 First St., NE, Suite 700, Washington, DC 20002-4241 ($49.99). Tel: 800-638-8799 (Toll Free); Web site: http://www.naswpress.org. N/A 2004 2016-11-21

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No Cross Cultural Studies Cultural Context Educational Environment Foreign Countries School Social Workers Social Work Huxtable, Marion, Ed. Blyth, Eric, Ed. Books Ghana Malta Argentina Hong Kong United Kingdom Canada Hungary Finland Japan Germany Korea Argentina Canada Finland Germany Ghana Hong Kong Hungary Japan Malta South Korea United Kingdom National Association of Social Workers, Washington, DC. English This book, with sequentially arranged chapters, allow practitioners, educators, and students to follow the expansion of school social work practice around the world. Leaders in the field from 12 countries provide eye-opening perspectives and interventions, selected for their range and application. Additionally, the book looks ahead to policy and practice issues for the future direction of the profession. The book makes a compelling statement about contemporary school social work--the critical need for the international professional community to learn from one another so that all children can reach their full potential through education. It exemplifies the value of collaboration in developing the literature of the profession and raises issues for social work educators about including international themes in social work education. Chapters include: (1) "School Social Work in the United Kingdom: A Key Role in Social Inclusion" (E. Blyth and H. Cooper); (2) "School Social Work in the United States: A Holistic Approach" (D. M. H. Jozefowicz, P. Allen-Meares, M. A. Piro-Lupinacci, and R. Fisher); (3) "School Social Work in Canada: Historical Themes and Current Challenges" (J. Loughborough, W. Shera, and J. Wilhelm); (4) "School Social Work in Finland and Other Nordic Countries: Cooperative Professionalism in Schools" (G. Andersson, T. Poso, E. Vaisanen, and A. Wallin); (5) "School Social Work in Ghana: A Hope for the Future" (M. Sossou and T. Daniels); (6) "School Social Work in Argentina: The Challenge of State Reform" (G. Tonon); (7) "School Social Work in Germany: Help for Youth in a Changing Society" (W. Wulfers); (8) "School Social Work in Hong Kong: Constraints and Challenges for the Special Administrative Region" (S. Chiu and V. Wong); (9) "School Social Work in Malta: Empowering Children for Citizenship" (G. Pace); (10) "School Social Work in Hungary and Other Countries in Central and Eastern Europe: Supporting Children in a Period of Societal Transformation" (I. Hare); (11) "School Social Work in Korea: Current Status and Future Directions" (K. W. Kim); and (12) "School Social Work in Japan: A Partner for Education in the 21st Century" (E. Yamashita). Each chapter contains extensive references. (GCP) ED479018 School Social Work Worldwide. 2002-00-00 ISBN-0-87101-348-7 Students Practitioners 259 NASW, 750 First St., NE, Suite 700, Washington, DC 20002-4241 ($44.99). Tel: 800-638-8799 (Toll Free); Web site: http://www.naswpress.org. N/A 2004 2016-11-21

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No Behavior Modification Children Counseling Techniques Cultural Differences Intervention Predictor Variables Prevention Program Descriptions School Counseling School Safety School Social Workers Social Environment Social Isolation Social Work Stress Variables Violence Mattaini, Mark A. Books Rage Risk Factors English Recent school shootings are only one symptom of a greater problem--a toxic social environment that breeds isolation and rage among children. This book looks at the wide range of risk factors and indicators for violence and translates the findings into an effective prevention and intervention system. The Peace Power strategy is based on four core principles--Recognize Contributions and Successes, Act with Respect, Share Power to Build Community, and Make Peace. By design, these inexpensive and simple techniques have a strong behavioral science support. Simultaneously, the Peace Power system takes a practical approach that respects the divergent cultures and values in our society. This method recognizes that, while the coercive and threatening aspects of modern life expose children and families to dramatically increased stresses, we can find peaceful solutions to strengthen our communities. (Contains 199 references.) (GCP) ED479019 Peace Power for Adolescents: Strategies for a Culture of Nonviolence. 2001-00-00 ISBN-0-87101-329-0 Practitioners Counselors 257 NASW, 750 First St., NE, Suite 700, Washington, DC 20002-4241 ($39.99). Tel: 800-638-8799 (Toll Free); Web site: http://www.naswpress.org. N/A 2004 2016-11-21

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No Bereavement Death Grief Mothers Parent Child Relationship Bongiorno, Patti Lynn Reports - Descriptive Books September 11 Terrorist Attacks 2001 English This book is dedicated to a mother who perished in the World Trade Center on September 11 and written for the children she left behind. The book was published to comfort those who have lost a mother, telling a story of love and loss. (GCP) ED479020 Where Does a Mom's Love Go? 2001-00-00 ISBN-0-9715819-0-8 Community 32 Nonetheless Press, 20332 W. 98th St., Lenexa, KS 66220-2650 ($20). Tel: 877-250-2665 (Toll Free); Tel: 913-254-7266; Fax: 913-393-3245; Web site: http://nonethelesspress.com/. N/A 2004 2016-11-21

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No Bereavement Death Fathers Grief Parent Child Relationship Bongiorno, Patti Lynn Reports - Descriptive Books September 11 Terrorist Attacks 2001 English This book is the third book of series and is dedicated to the children who lost fathers on September 11. It is a story of the bond between a father and his child--the love, the laughter, the loss, and finally, the learning to live without that very special person. (GCP) ED479021 My Dad's Footsteps. 2002-00-00 ISBN-0-9715819-8-3 Community 36 Nonetheless Press, 20332 W. 98th St., Lenexa, KS 66220-2650 ($20). Tel: 877-250-2665 (Toll Free); Tel: 913-254-7266; Fax: 913-393-3245; Web site: http://nonethelesspress.com/. N/A 2004 2016-11-21

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Yes Adolescents Correlation Family Life Family Relationship Substance Abuse Surveys Numerical/Quantitative Data Reports - Research Risk Factors Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. English For eight years, the National Center on Addiction and Substance Abuse (CASA) has been engaged in surveying the attitudes of teens and those who most influence them--parents, teachers and school principals. While other surveys seek to measure the extent of substance abuse in the population, the CASA survey probes substance-abuse risk and identifies factors that increase or diminish the likelihood that teens will abuse tobacco, alcohol or illegal drugs. The annual CASA survey has consistently shown a correlation between frequent family dinners and reduced risk that a teen will smoke, drink or use illegal drugs. As a result, this year CASA sought to examine the relationship of family dinners to specific characteristics that increase or diminish the likelihood that a teen will smoke, drink or use illegal drugs. Appendixes include the methodology for CASA's 2003 survey and the CASA strategy for assessing the substance abuse risk of a teenager. (GCP) ED479022 The Importance of Family Dinners. 2003-09-00 11 National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., New York, NY 10017-6706. Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. For full text: http://www.casacolumbia.org/usr_doc/family_dinners.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Early Intervention High Risk Students Models Partnerships in Education Prevention Program Effectiveness Program Evaluation School Community Programs Violence Neace, William P. Munoz, Marco A. Olson-Allen, Susan Weber, John Johnson, Knowlton Information Analyses Reports - Evaluative English This paper presents a family of studies associated with a large-scale evaluation conducted to assess the impact of research-based models and promising strategies on non-cognitive and cognitive school indicators. In a partnership between community-based organizations and a large urban public school district, project SHIELD provided services to at-risk students. The theory of educational accountability and violence prevention framed this research project. Data from the selected programs revealed that effects of project SHIELD were generally small, but favorable on attendance, tardiness, and disciplinary measures; however, none of the interventions had an impact on academic performance as measured using GPA. Higher dosage of interventions were generally associated with more positive effects on non-cognitive measures. Implications for practice and future research are discussed. An appendix contains 5 data tables. (Contains 31 references.) (Author) ED479023 Pushing the Boundaries of Education: Evaluating the Impact of Research-Based Social Service Programs with Educational Performance Indicators. 2003-00-00 48 N/A 2004 8/19/2004 22:35:31 RIEMAR2004

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Yes College Students Employed Parents Mothers Parent Child Relationship Predictor Variables Student Attitudes Fronheiser, April DiBlasi, Francis Paul Brogan, Maureen Kosakowski, Jill Hess, Auden Alleger, Lindsay Sosnowski, Jane Sternberg, Tamar Chambliss, Catherine Information Analyses Reports - Research Risk Factors English This study investigated college students' perceptions of the specific costs and benefits to children associated with maternal employment outside the home. Respondents were grouped on the basis of their own mothers' maternal employment status. Attitudes about psychological, academic, behavioral, and environmental risks associated with maternal employment were examined separately. A sample of 112 college students completed the Beliefs About the Consequences of Maternal Employment for Children scale. Results revealed that a history of maternal part-time employment was associated with students perceiving maternal employment as entailing fewer costs and greater benefits to children that either fulltime employment or nonemployment. (Contains 113 references.) (GCP) ED479024 College Students' Views of the Specific Costs and Benefits Associated with Maternal Employment. 2003-00-00 29 N/A 2004 2016-11-21

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Yes Dual Career Family Employed Parents Mothers Parent Attitudes Parent Child Relationship Predictor Variables DiBlasi, Francis Paul Fronheiser, April Baker, Kathleen Fontanez, Mary Fulmer, Kim Ryckebusch, Jenna Ellis, Trisha Miller, Heather Carey, Brandi Gorton, Laura Chambliss, Catherine Information Analyses Reports - Research Risk Factors English This investigation explored parents' attitudes about the risks and benefits associated with maternal employment. The responses of husbands and wives from single paycheck versus dual paycheck families were compared. Participants in this study were 109 mothers and 96 fathers given a survey assessing their views on maternal employment. This study found that the participants' attitudes about maternal employment were generally congruent with their chosen lifestyles. It is unknown whether this is because the participants' beliefs shaped their family choices, or if living a certain lifestyle shaped participants' attitudes on these matters. (Contains 137 references.) (GCP) ED479025 Married Parents' Perceptions of the Specific Costs and Benefits Associated with Maternal Employment. 2003-00-00 23 N/A 2004 2016-11-23

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No Computer Software Distance Education Educational Television Foreign Countries Higher Education Internet Teleconferencing Video Equipment Videotape Recordings Stilborne, Linda MacGibbon, Peter Guides - Non-Classroom Reports - Descriptive Video Technology Video Teleconferencing Canada Carleton University ON Streaming Video Canada Commonwealth of Learning, Vancouver (British Columbia). English This document provides a start-up guide to video and videoconferencing in distance education. The first section provides and introduction to video technologies for distance education, including advantages and disadvantages. The second section covers traditional videoconferencing, including equipment and costs, videoconferencing tips, room and camera set-up, presenter strategies, and encouraging interactivity. The third section addresses desktop videoconferencing over the Internet, including equipment and costs and Internet conferencing software. The fourth section looks at video broadcast, focusing on the broadcasting of courses over the local cable television network at Carleton University (Ontario). The fifth section describes video streaming, including producing streaming video, tips for effective video streaming, and video CD. (Contains 24 references.) (MES) ED479026 Video/Videoconferencing in Support of Distance Education. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery. 2001-00-00 7 The Commonwealth of Learning, Suite 600, 1285 W. Broadway, Vancouver, BC V6H 3X8 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org/. For full text: http://www.col.org/Knowledge/pdf/KS_videoconferencing.pdf/. N/A 2004 2016-11-21

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Yes Distance Education Educational Technology Technology Uses in Education Training Latchem, Colin Reports - Evaluative Technological Infrastructure Commonwealth of Learning, Vancouver (British Columbia). English This document is a start-up guide to the use of telecentres in support of distance education. The first section provides an introduction to the topic, including a brief history of telecentres. The second section discusses services offered by telecentres, locating and accommodating telecentres, and recruiting and training managers and staff. The third section looks at technology and infrastructure, including providing training on technology, creating educational awareness, and assisting with enrollments. The fourth section summarizes ways that telecentres can support the following aspects of distance learning: course outlines; teaching material; independent and guided study material; interactive lectures and seminars; assignment writing; tutorials and peer learning; private study; library and database searches; practical work and research; and laboratory work. The fifth section examines funding telecentre programs and services, including ways that telecentres can generate income. The sixth section considers learner follow-up, including measuring success. The conclusion lists criteria that will ensure that a telecentres will succeed in providing distance learning support. Contains a list of 19 titles for further reading and 15 related Web sites. (MES) ED479027 Using Telecentres in Support of Distance Education. Knowledge Series: A Topical, Start-Up Guide to Distance Education Practice and Delivery. 2001-00-00 7 The Commonwealth of Learning, Suite 600, 1285 W. Broadway, Vancouver, BC V6H 3X8 Canada. Tel: 604-775-8200; Fax: 604-775-8210; e-mail: info@col.org; Web site: http://www.col.org/. For full text: http://www.col.org/Knowledge/pdf/KS_telecentres.pdf/. N/A 2004 2016-11-21

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Yes Models Preservation Scholarly Communication Scholarly Writing Scholarship World Wide Web Smith, Abby Reports - Descriptive Digital Preservation Technological Change Council on Library and Information Resources, Washington, DC. English This report explores the following types of emerging scholarship: (1) experimental--designed to develop and model a methodology for generating recorded information about a historical event or an academic discipline that might otherwise go undocumented; (2) open-ended--generates digital objects that are intended to be added to over time; (3) interactive--gathers content through dynamic interactions among the participants; (4) software-intensive--stipulates that the tools for using the data are as important to preserve as is the content; (5) multimedia--creates information in a variety of genres and texts, time lines, images, audio, video, and file formats; and (6) unpublished--designed to be used and disseminated through the Web, yet not destined to be published formally or submitted for peer review. Examples of new-model scholarship are presented. Enterprise-based and community-based models for preservation of digital content are described. Two related papers are appended: "Organizational Models for Digital Archiving" (Dale Flecker); and "Digital Preservation in the United States: Survey of Current Research, Practice, and Common Understandings" (Daniel Greenstein and Abby Smith). Contains a list of nine references and 15 Web site addresses. (MES) ED479028 New-Model Scholarship: How Will It Survive? Optimizing Collections and Services for Scholarly Use. 2003-03-00 ISBN-1-887334-99-8 57 CLIR Publication Orders, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036-2124 ($15). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/pubs/. For full text: http://www.clir.org/pubs/reports/pub114/pub114.pdf/. N/A 2004 2016-11-21

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Yes College Faculty Distance Education Educational Administration Educational Technology Higher Education Information Services Information Technology Newsletters Technological Advancement Technology Uses in Education Warger, Thomas, Ed. Collected Works - Serials Technology Role ISSN-0883-1327 EDUTECH International, Bloomfield, CT. English This document consists of 12 issues, an entire volume year, of "The EDUTECH Report." The newsletter's purpose is to alert faculty and administrators to issues in educational technology. Each issue contains two feature articles, a page of news briefs, and a question and answer column. Most issues also contain brief quotations on education technology topics. The following cover articles appeared from April 2002-March 2003: "The Pros and Cons of IT Grants"; "The Open-Source Movement"; "Assessing IT Investment"; "Winning the Faculty"; "If Information Technology Reports to You"; "Hot Issues 2002: The High and the Low"; "The Campus Gray Market in Information Technology"; "Reducing Costs"; "All Those Systems"; Learning from SEVIS [Student and Exchange Visitor Information System]";"Information as Product and Property"; and "Campus Partnerships for IT." (MES) ED479029 The EDUTECH Report, 2002-2003. EDUTECH Report v18 n1-12 Apr 2002-Mar 2003 2003-00-00 96 EDUTECH International, 120 Mountain Ave., Bloomfield, CT 06002-1634 (one year subscription: $77, EDUCAUSE members; $97, nonmembers). Tel: 860-242-3356; Web site: http://www.edutech-int.com N/A 2004 2016-11-21

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Yes Educational Planning Educational Technology Elementary Secondary Education Higher Education Statewide Planning Teacher Education Technology Integration Technology Planning Technology Uses in Education Telecommunications World Wide Web Reports - Evaluative Texas Technology Implementation Texas Texas Education Agency, Austin. English This progress report documents accomplishments and activities for September 2000 through August 2002 related to the State of Texas Master Plan for Educational Technology 2000-2003. The first section presents background, goals, and recommendations as adopted by the Education Technology Coordinating Council (ETCC) in December 1999. The second section describes implementation strategies for the 11 recommendations. The third section discusses the agencies and initiatives involved with planning and implementing educational technology in Texas. A glossary is included. The appendices include: the Texas Education Agency Rider, ETCC mission and charter statement, ETCC membership roster, ETCC agency Web site addresses, Master Technology Teacher Standards, TIF Discovery Grant summaries, and the "2002-2003 Texas STaR Chart: A Tool for Planning and Assessing School Technology and Readiness Aligned with the Long-Range Plan for Technology, 1996-2010." (MES) ED479031 Progress Report on the State of Texas Master Plan for Educational Technology, 2000-2003. 2002-12-00 116 Texas Education Agency, Publications Distribution, P.O. Box 13817, Austin, TX 78711-3817 ($11). Tel: 512-463-9734; Fax: 512-463-9090; e-mail: etac@tea.state.tx.us; Web site: http://www.tea.state.tx.us/. For full text: http://www.tea.state.tx.us/technology/lrpt/lrpt_etcc.html/. N/A 2004 2016-11-21

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Yes Case Studies Disabilities Educational Administration Educational Practices Educational Research Elementary Secondary Education Higher Education Mathematics Education Newsletters Professional Development Research and Development Centers Testing Accommodations Baker, Paul, Ed. Collected Works - Serials National Science Foundation Wisconsin Center for Education Research ISSN-1073-1822 Wisconsin Center for Education Research, Madison. English This document contains 4 issues (spring 2002-winter 2002-2003) of "WCER Highlights," a publication of the Wisconsin Center for Education Research (WCER). Topics covered by the articles include: new tools for educational data management; the practice of science; the FAST (Families and Schools Together) program; South African students meet U.S. peers; testing accommodations; better teacher evaluation practices; services provided by Comprehensive Regional Assistance Centers; educational equity for deaf and hearing students; 30 years of mathematics education research; measuring effects of systemic initiatives; new NSF (Nation Science Foundation) research centers at WCER; a home-grown professional development program succeeds; measuring the content of instruction; "academic enablers" and student success; putting case study results into context; and developing algebraic reasoning in the elementary school. (MES) ED479032 WCER Highlights, 2002-2003. WCER Highlights v14 n1-4 Spr 2002-Win 2002-2003 2003-00-00 34 Wisconsin Center for Education Research, School of Education, University of Wisconsin-Madison, 1025 West Johnson Street, Suite 785, Madison, WI 53706. Tel: 608-263-4200; Tel: 888-862-7763 (Toll Free); Fax: 608-263-6448; e-mail: uw-wcer@education.wisc.edu; Web site: http://www.wcer.wisc.edu/. For full text: http://www.wcer.wisc.edu/publications/WCER_Highlights/. N/A 2004 2016-11-21

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Yes College Role Community Colleges Comparative Education Educational Innovation Educational Planning Foreign Countries Models Program Implementation Two Year Colleges Castro, Claudio de Moura Bernasconi, Andres Verdisco, Aimee Reports - Evaluative Latin America North America North America Inter-American Development Bank, Washington, DC. English This paper explores the potential the North American community college model holds for Latin America as a means of responding to the expansion of secondary education in this region. The authors propose learning from, not imitating, experiences found in North America and Europe and discuss how these lessons may be of used to inform Latin American educational policy. The paper begins with a brief introduction to the origins of the community college in the United States and highlights a few of the defining characteristics of the community college model: accessibility, accountability, social mobility, and economic benefits for students. The second section of this paper provides a brief introduction to postsecondary education in Latin America and then discusses how insights gleaned from an analysis of the North American community college model might be useful in shaping Latin American educational policy and institutions. The authors conclude that the North American model of community colleges holds very real potential to inspire Latin America to create a similar system tailored to meet the unique demands and needs of the region. Appended is a summary of key descriptive statistics for American community colleges. (Contains 22 references.) (RC) ED479033 Community Colleges: Is There a Lesson in Them for Latin America? Sustainable Development Department Technical Papers Series. 2001-10-00 27 Publications, Education Unit, Inter-American Development Bank, 1300 New York Avenue, N.W., Washington, DC 20577. Tel: 202-623-2087; Fax: 202-623-1558; e-mail: sds/edu@iadb.org; Web site: http://www.iadb.org/sds/edu. N/A 2004 2016-11-21

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Yes Community Colleges Distance Education Operations Research Strategic Planning Two Year Colleges Reports - Descriptive Houston Community College System TX Houston Community Coll. System, TX. Office of Institutional Research. English Outlines an operating plan for the Houston Community College System Distance Education Department. The report begins with a brief historical overview of the department and introduces the mission and members of 1999 Task Force on Distance Education and the 2001 Distance Education Faculty Curriculum Committee. The authors also highlight significant departmental accomplishments that have occurred since the 1999 Task Force met (e.g., increased enrollment, significant growth in the number of courses offered, establishment of a Distance Education Advisory Committee). Following a review of the Department's mission and definition of distance education, the report outlines the department's strategic goals, relating each one to "Building a Learning College, Houston Community College System Strategic Plan for 2000-2003." The next section of the operating plan summarizes the department's distance education products (e.g., academic credit courses leading to a degree), customer base, and delivery methods. The remainder of the report outlines the department's organizational structure, faculty and student evaluation processes, and course development procedures. Appended are specific distance education guidelines for department chairs. (RC) ED479034 Operating Plan for Distance Education at Houston Community College System. 2002-03-06 30 For full text: http://distance.hccs.edu/DE_oper_plan.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Educational Indicators Institutional Evaluation Institutional Mission Nontraditional Students Outcomes of Education Program Effectiveness Student Characteristics Success Two Year College Students Two Year Colleges Reports - Descriptive Connecticut Connecticut Connecticut Community-Technical Coll., Hartford. Board of Trustees. English This paper presents information regarding the five critical success factors for institutional effectiveness identified by the Connecticut Community-Technical Colleges. These factors are: (1) career education; (2) general study; (3) transfer; (4) community service; and (5) student support services. The Performance Measures Review Team also points out the importance of two additional factors: access and affordability, and efficient use of resources. The review team will eventually identify several measures to assess effectiveness in each of the seven critical success factors identified. The document presents six institutional goals and defines the indicators for each goal, as well as offering a clarification of the goal, rationale for inclusion, basis for assessing performance, and data sources. Goals include enhancing student learning and promoting academic excellence. The clarification for this goal asks the question: Why do students attend community college? Rationale for inclusion argues that first-time, full-time enrollment accounts for only about 10% of headcount each fall. Community college students are typically more ethnically diverse, older, work full- or part-time, have families, and enter college with a variety of personal goals that may not include graduation. (NB) ED479035 Demonstrating Institutional Effectiveness in the Connecticut Community-Technical College System (Initial Recommendations--DHE Performance Measures). 2002-00-00 18 N/A 2004 2016-11-21

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Yes Community Colleges Institutional Environment Nontraditional Students Outcomes of Education Satisfaction Social Experience Student Attitudes Student Characteristics Student Reaction Two Year College Students Two Year Colleges Ness, Erik C. Reports - Research Speeches/Meeting Papers Tennessee Tennessee English This study tests four hypotheses based on the extant literature: (1) African Americans, women, students who work more than 20 hours per week, and students older than 22 will have higher levels of satisfaction at community colleges than at universities; (2) Social and cultural experience will have a larger impact on satisfaction at universities than at community colleges; (3) The self-image of university students will explain more of the variance in satisfaction than the self-image of community college students; and (4) Community college students' experience in the major field of study will explain more of the variance in satisfaction than university students' experience in their major field of study. This study examines two different student satisfaction surveys from community colleges and universities in Tennessee, one a student survey and the other an alumni survey. The author found that community colleges scored better than universities across all questions regarding student satisfaction. Additionally, in both surveys, community colleges scored higher on academic, social, cultural, and overall experience. This result is due, perhaps, to the differences between the institutional missions at community colleges and universities. Ultimately, the author argues that future research directly comparing universities and community colleges would lead to a better understanding of the student experience at both types of institutions. (Contains 23 references, 7 tables, and 6 figures.) (NB) ED479036 The Determinants of Satisfaction with Educational Experience: Why Community College Students Are More Satisfied. 2003-05-19 49 N/A 2004 2016-11-21

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Yes College Presidents Community Colleges Compensation (Remuneration) Fringe Benefits Salaries Two Year Colleges Yong, Channing Reports - Descriptive California State Postsecondary Education Comm California Community Colleges, Sacramento. Office of the Chancellor. English This document presents data collected by the California Postsecondary Education Commission for inclusion in their annual report on Executive Compensation in California's Public Higher Education. The information in this report was developed from surveys sent in April 2002 to chancellors and presidents within the California Community Colleges. It displays 3 years' worth of data for chief executive officers of the California Community Colleges and for the Chancellor's Office executive staff. Total compensations of these chief executives includes their annual base salaries plus educational stipends (for possession of a doctoral degree) and stipends for performing dual roles or additional duties. In addition to this compensation, information was also collected about additional benefits and allowances received by the chief executives. Because of the differences in organizational structure that characterize the California Community Colleges (i.e., multi-college districts administered by presidents, multi-college districts administered by chancellors, and single colleges in single-college districts), the information is presented separately for these three groups. The survey includes 72 community college districts and 108 community colleges. For each organizational arrangement, the report includes information on the highest and lowest individual compensations as well as the district's average. Includes 5 tables that present summary and comparative compensation data. (RC) ED479037 Executive Compensation in the California Community Colleges, 2001-2002. 2003-06-00 15 For full text: http://www.cccco.edu/divisions/tris/rp/reports.htm. N/A 2004 2016-11-21

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Yes Community Colleges High School Graduates High Schools Outcomes of Education School Holding Power Two Year Colleges Vocational High Schools Numerical/Quantitative Data Reports - Research Community Technical Colleges of Connecticut Connecticut Community-Technical Coll., Hartford. Board of Trustees. English This paper describes the background characteristics, experiences and outcomes of Connecticut vocational-technical high school graduates that attend Connecticut Community Colleges and, where appropriate, compares them with graduates of Connecticut public comprehensive high schools. The sample for this study includes students who graduated from Connecticut vocational-technical high schools in the spring of 1999, 2000, and 2001 and attended community college in the fall semester of the same year. The comparison group includes peer equivalents from the comprehensive high schools. Using this definition, vocational-technical high school graduate enrollment has increased by 34% over the last three years. Comprehensive high school graduate enrollment has increased by 21% over the same time period. The proportion of men and women included in both groups is statistically similar (roughly 50% each). The vocational-technical high school graduates attending the community colleges include a larger percentage of minority students than the comprehensive high school graduates. Overall, part-time students from both groups tend to be older than the full-time students. For the vocational-technical high school group, there has been a steady increase in full-time community college enrollment since 1999. The data suggest that high school type is not related to future academic performance at the Connecticut Community Colleges. (RC) ED479038 Vocational-Technical High School Graduates That Attend Connecticut Community Colleges: Who Are They? Are They Successful? 2002-00-00 12 N/A 2004 2016-11-21

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Yes Community Community Colleges Economic Impact Economics of Education Employment Level Income Job Training Outcomes of Education Partnerships in Education School Community Programs School Community Relationship Technology Two Year Colleges Numerical/Quantitative Data Reports - Research Bellevue Community College WA Bellevue Community Coll., WA. English This document presents data pertaining to the impact of Bellevue Community College (BCC), Washington, on the surrounding community. The study examines both short- and long-term impacts of BCC on the larger community. Short-term impacts include the revenue and expenditures for which BCC is responsible, which for 2001-02 totaled $86,431,309. During that academic year, BCC received over $4 million in funded grants, 99% of which came from outside the BCC service area. The report breaks down expenditure estimates into three categories: college, employee, and student expenditures. Long-term impacts on the community include an educated populace and a return on investment (ROI) in the community college. The report calculates the ROI for BCC by multiplying the 292,231 earned credits the 15,794 students in the 2000-01 academic year received by $117 per credit return on investment, which, adjusting the figure for other factors, leads to an ROI of almost $21 million. BCC student earnings average an increase of $13,000 per year after professional/technical training. Also examines lifetime earnings potential, worker productivity, community services, health, voting participation, incarceration, and other areas affected by education and training. (Contains 38 tables and 14 figures.) (NB) ED479039 Bellevue Community College Community Impact Report, Fall 2002. 2002-00-00 101 For full text: http://www.bcc.ctc.edu/instresearch/reports/2001/Community_Impact_2002.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Educational Indicators Evaluation Institutional Evaluation Institutional Research Outcomes of Education Performance Performance Factors Satisfaction School Effectiveness School Holding Power Transfer Rates (College) Two Year Colleges Hodge, Valerie Numerical/Quantitative Data Reports - Descriptive Bellevue Community College WA Bellevue Community Coll., WA. English Bellevue Community College (BCC), Washington, produces a yearly analysis of the College's performance in key indicators, including information from the previous year and 2 years previous to that for comparison reasons. The 13 performance indicators for BCC are: (1) program/degree completion; (2) transfer student success; (3) student retention; (4) progress from developmental to college-level programs; (5) employer satisfaction and career progress of students; (6) efficiency of college operations; (7) effectiveness of college operations; (8) diversity; (9) ESL progress; (10) continuing education; (11) student satisfaction; (12) employee satisfaction; and (13) teaching excellence. This report includes, for each indicator, a description of the goals and current status of the indicator. For example, the goal for level of attainment at transfer is that 50% of transfer students will have attained the Associate's degree prior to transfer. Current status indicates that 78% of students who entered school during the 1997-98 school year with the intent to transfer had earned their degree or certificate by the 2000-01 school year. For the goal of student retention, BCC aims to meet or exceed the state system average. Current status indicates that half of all students who entered BCC in fall 1999 had made substantial progress toward their degree goals. This is above the system average for the first time. Includes an extensive number of tables and figures. (Contains 34 footnotes.) (NB) ED479040 Bellevue Community College Institutional Performance Indicators, [Fall] 2002. Fourth Report. 2002-03-00 44 For full text: http://www.bcc.ctc.edu/instresearch/reports/2001/Indicators_Rprt_01.pdf. N/A 2004 2016-11-21

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Yes College Programs Community Colleges Curriculum Economic Development Job Training Labor Economics Labor Force Labor Force Development Labor Market Labor Supply Two Year Colleges Vocational Education Harmon, Robert MacAllum, Keith Information Analyses Reports - Research Westat, Inc., Rockville, MD. Academy for Educational Development, Washington, DC. English This paper discusses the mission of the market-responsive community college. These colleges include mid- and high-level workforce training in their curriculum. Some of the characteristics of a market-responsive community college detailed here include: (1) allocating resources to develop training programs; (2) reaching out to businesses and other organizations; (3) responding rapidly to changes in local economic conditions and training needs; (4) recruiting faculty from among local experts in the field; and (5) partnering with other local educational institutions to deliver comprehensive training. Over 200 publications were reviewed for this report, and the 25 articles that contained the most relevant information, including descriptions of labor-market responsive behavior, were selected. The four methodologies used in preparing the articles that were selected were: (1) statistical analysis; (2) less formal data analysis; (3) literature reviews; and (4) anecdotal evidence. The conclusions of this review will be used as hypotheses to be thoroughly tested in the next phase of this initiative. A reading of the literature found that outsourced training expenditures for U.S. companies nearly doubled, from $9.9 billion to $19.3 billion annually, between 1994 and 2000. Includes brief outlines of specific community college programs and 25 annotated references to literature analyzed for the study. (NB) ED479041 Documented Characteristics of Labor Market-Responsive Community Colleges and a Review of Supporting Literature. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. 26 N/A 2004 8/19/2004 22:36:10 RIEMAR2004

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Yes Economic Factors Educational Change Elementary Secondary Education Futures (of Society) Geographic Regions Public Education Reports - Descriptive New England Federal Reserve Bank of Boston, MA. English The New England economy faces even more challenges and uncertainties than the nation as a whole. The Federal Reserve Bank of Boston and its staff have been involved in the challenges facing public education in New England for many years. Last summer, the Bank's 47th annual economic conference focused on some of these challenges, exploring educational change in the 21st century in this country and around the world. This annual report focuses on education in the New England region, tackling the nature of reforms taking place and assessing progress. The report is divided into nine sections: (1) "Letter from the President"; (2) "Restructuring Public Education"; (3) "2002 Bank Highlights"; (4) "Bank in the Community"; (5) "Board of Directors"; (6) "Senior Officers"; (7) "Advisory Councils"; (8) "Financial Statements"; and (9) "Officers by Department." (BT) ED479042 Education Reform in New England. Federal Reserve Bank of Boston Annual Report, 2002. 2002-00-00 65 Publications, Public and Community Affairs Department, Federal Reserve Bank of Boston, P.O. Box 2076, Boston, MA 02106-2076. Tel: 617-973-3000; e-mail: boston.library@bos.frb.org; Web site: http://www.bos.frb.org/. For full text: http://www.bos.frb.org/genpubs/ar/ar2002/ar2002.pdf. N/A 2004 2016-11-21

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No Change Strategies Childhood Needs Developing Nations Disadvantaged Economic Factors Educational Strategies Elementary Secondary Education Foreign Countries Primary Education Caillods, Francoise Opinion Papers Speeches/Meeting Papers Development Education Global Issues Latin America United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English In Latin America, the number of poor increased in the 1980s by some 60 million people. It was estimated that one out of five Latin Americans lived in extreme poverty. The globalization of economies that took place in the 1990s does not seem to have brought a rapid solution to the problem since much of the growth observed takes place without substantial creation of employment. There is a general consensus that education and training can do a great deal to break the cycle of marginalization, exclusion, and poverty present in developing nations. Yet many education systems, far from contributing to reducing inequalities and facilitating social integration, continue to exclude large numbers of children and to generate through their systems of selection a deep-seated social differentiation and long-lasting exclusion. This paper about educational strategies for disadvantaged groups discusses the following: why is there a rising interest in poverty alleviation?; education and poverty alleviation; who are the disadvantaged?; the variety of programmes for disadvantaged groups: which one to support first?; motivating children and youth: to vocationalize or not?; the key to successful management: partnership and decentralization; and the challenge of going to scale. (Contains 12 references.) (BT) ED479043 Education Strategies for Disadvantaged Groups: Some Basic Issues. IIEP Contributions. 1998-00-00 28 International Institute for Educational Planning, UNESCO, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0011/001142/114204e.pdf. N/A 2004 2016-11-21

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Yes Foreign Countries International Relations Peace Terrorism War Sineshaw, Tilahun Opinion Papers Speeches/Meeting Papers Global Issues McLaren (Peter) Personal Experiences Ethiopia Freire (Paulo) Ethiopia English The questions of whether international terrorism could be controlled only through waging war, what institutions could be enlisted in the service of creating sustainable global peace, and could there be viable measures taken to undercut potential sources of global terror are questions posed in this paper. It does not offer complete answers to these questions, but it seeks to draw people's attention to a direction leading to proper reflection. The paper discusses the social ideas of Peter L. McLaren, Lev Vygotsky, and Paulo Freire. It provides readers with a brief summary of a localized and personal narrative of the author's experiences in Ethiopia in the 1970s and 1980s. It suggests that it is hard to accept the proposition that war alone would serve as the instrument of creating peace, particularly under circumstances of fighting global terror. The paper discusses the New Global Forum (NGF), a forum that utilizes new pedagogical approaches to global peace. It states that one institution that needs to be reinvented in the contemporary world is the school, both traditional and modern. Implicit in this suggestion is a call for a different kind of school that encourages diversity and creativity and not mere conformity. The paper concludes by providing a brief outline of the NGF, including some of the characteristics that it should embody. (BT) ED479044 Education, Schooling, and the Prospects of Global Peace. 2002-02-00 16 N/A 2004 2016-11-21

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No American Indians Elementary Education Geography Higher Education Learning Activities Middle Schools Painting (Visual Arts) Social Studies Songs State History United States History War West, Leo R., Ed. Collected Works - Serials Guides - Non-Classroom French and Indian War Pennsylvania Pennsylvania Pennsylvania Council for the Social Studies, Philadelphia. English This theme issue of the "Social Studies Journal" focuses on the worldwide conflict known in the United States as the French and Indian War (1754-1763). The volume is dedicated to examining the conflict in Pennsylvania. Western Pennsylvania became a battle-scarred landscape as the British and French, with their Native American allies, struggled for control of the continent. The issue features eight articles: (1) "Armstrong's Expedition against the Lenni-Lenape at Kittanning During the French and Indian War" (Mark Mraz); (2) "How Can I Live in Bethlehem All My Life and Never Hear of the French and Indian War?" (Lisa Smitreski Draper); (3) "Bringing History to Life through Art and Drama" (Robert Millward); (4) "Songs of the French and Indian War" (Mariana Whitmer); (5) "Queen Aliquippa and the Start of the French and Indian War" (William Switala); (6) "Reading List for Students" (Kathleen Werner, Comp.); (7) "Jumonville, Fort Necessity" (Jane Clark); and (8) "Fort Ligonier" (Martin West). (BT) ED479045 Social Studies Journal, 2003. Social Studies Journal v32 Spr 2003 2003-00-00 Practitioners Teachers 56 T 2004 2016-11-21

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Yes Elementary Secondary Education Foreign Countries Higher Education Intercultural Communication Partnerships in Education Personal Narratives Watkins, Patricia Opinion Papers Speeches/Meeting Papers China New York Visiting Scholars China New York English China Incarnate Word (CIW) is a joint venture of University of the Incarnate Word (San Antonio, Texas), and South China Normal University (Guangzhou, China). Courses are taught in English by U.S. professors, and a University of the Incarnate Word degree is earned. Two of the main goals of China Incarnate Word are: (1) to create an environment in which the finest aspects of Chinese and United States cultures are respected and communicated; and (2) to provide multicultural opportunities to enable students to learn about various cultures in the contemporary world. This paper describes how eloquently the sadness and empathy was unspoken on the streets of Guangzhou (formerly Canton) the day the New York twin towers fell, defining cross-cultural communication. The paper notes that the author serves as Vice President for Academic Affairs at China Incarnate Word Education Center and that was settling U.S. instructors (n=17) into the campus, who had arrived just one week before the U.S. terrorist attacks. It relates the personal experiences of the author and colleagues as they interacted with the Chinese in the community about the September 2001 U.S. terrorist attacks. (BT) ED479046 An American University in China: Teaching through the Crisis. 2002-02-00 10 N/A 2004 2016-11-21

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Yes Heritage Education Historic Sites Intermediate Grades Language Arts Social Studies State History State Standards Student Educational Objectives Guides - Classroom - Teacher Site Visits Timelines English This teacher's resource packet includes a number of items designed to support teachers in the classroom before and after visiting Mervyn's Moving Mission. The packet includes eight sections: (1) welcome letter in English and Spanish; (2) summary timeline of California mission events in English and Spanish; (3) objectives and curriculum links; (4) transparencies (architectural plan of mission; girl's cradleboard; mano and metate; dalmatic vestment; conserved polychrome wood statue; historic photograph of mission Santa Clara de Asis); (5) pre-visit lesson: Cahuilla rock art; (6) class activities; (7) activity book; and (8) bibliography and resources. (BT) ED479047 Mervyn's Moving Mission. 2001-00-00 Practitioners Teachers 21 Autry Museum of Western Heritage, 4700 Western Heritage Way, Los Angeles, CA 90027-1462. Tel: 323-667-2000; Fax: 323-660-5721; Web site: http://www.autry-museum.org/. N/A 2004 2016-11-21

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Yes Academic Standards Benchmarking Elementary Secondary Education Instructional Materials Public Schools Social Studies Specifications State Standards Student Educational Objectives Guides - Non-Classroom Florida Florida Florida State Dept. of Education, Tallahassee. English An effective social studies program provides coordinated, systematic study, drawing upon such disciplines as economics, geography, history, law, philosophy, political science, psychology, religion, and sociology. It prepares students to be personally and socially aware, promotes multiple perspectives, encourages intellectual curiosity, promotes critical thinking skills, charges students to assume responsibility for positive change and civic action, and challenges them to imagine and create a better world. This document delineates in detail the Florida specifications for consideration of submissions for instructional materials in social studies. The document notes that submissions must include correlations to the appropriate sunshine state standards and benchmarks. It states that Florida accepts for consideration social studies materials configured into three categories: (1) grades K-5 (social studies series); (2) grades 6-8 (Middle/Junior High (M/J) social studies; M/J civics; M/J geography: Asia, Oceania, Africa; M/J geography: Europe and the Americas; M/J world geography; M/J world geography advanced; M/J U.S. history; M/J U.S. history advanced; M/J world history; M/J world cultures; M/J Florida: challenges and choices; social studies: 6-8); (3) grades 9-12 (law studies; comprehensive law studies; psychology I; psychology II; advanced placement psychology; U.S. history; U.S. history honors; advanced placement U.S. history; economics; economics honors; U.S. government; U.S. government honors; sociology; world history; world history honors; and world cultural geography). (BT) ED479048 Florida's Instructional Materials Specifications. K-12 Social Studies, 2004-2005 Adoption. 2002-06-00 333 Florida Department of Education, Office of the Commissioner, Turlington Building, Suite 1514, 325 West Gaines Street, Tallahassee, FL 32399. Tel: 850-245-0505; Fax: 850-245-9667; e-mail: Commissioner@fldoe.org; Web site: http://www.fldoe.org/. For full text: http://www.firn.edu/doe/instmat/pdf/social_studies.pdf. N/A 2004 2016-11-21

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No Career Choice Educational Change Educational History Educational Policy Elementary Secondary Education Foreign Countries Graduate Study Higher Education Inservice Teacher Education Politics of Education Preservice Teacher Education Public Education Special Education Teacher Certification Teacher Competencies Teacher Educators Teaching Conditions Teaching (Occupation) Moon, Bob, Ed. Vlasceanu, Lazar, Ed. Barrows, Leland Conley, Ed. Books Collected Works - General Reports - Research England Ireland Yugoslavia Finland Italy Austria France Netherlands Canada Germany Poland Croatia Hungary Romania Austria Canada Croatia Finland France Germany Hungary Ireland Italy Netherlands Poland Romania United Kingdom (England) Yugoslavia United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. English These 15 papers include: (1) "Current Models and New Developments in Teacher Education in Austria" (Michael Schratz and Paul Josef Resinger); (2) "Teacher Education in Canada: Renewing Scholarly, Pedagogical, and Organizational Practices" (Therese LaFerriere, Nancy Sheehan, and Tom Russell); (3) "Current Models and New Developments in Croatian Teacher Education" (Vlasat Vizek-Vidovic and Vesna Vlahovic-Stetic); (4) "Teacher Education in England: Current Models and New Developments" (Bob Moon); (5) "Teacher Education in Finland: Current Models and New Developments" (Pertti Kansanen); (6) "Teacher Education in France: Evolution or Revolution?" (Michele Deane); (7) "Teacher Education in Germany: Current State and New Perspectives" (Ewald Terhart); (8) "Changing Approaches to Teacher Training in Hungary" (Peter Debreczeni); (9) "Teacher Education in Ireland" (Ciaran Sugrue); (10) "Teacher Education in Italy: New Trends" (Marco Enrico Todeschini); (11) "Teacher Education in the Netherlands: Changing Gears" (Marco Snoek and Douwe Wielenga); (12) "Teacher Education in Poland" (Ireneusz Bialecki); (13) "Teacher Education Reform in Romania: A Stage of Transition" (Dan Potolea and Lucian Ciolan); (14) "Institutional Approaches within Higher Education to Reform Teacher Education in Yugoslavia" (Gordana Zindovic-Vukadinovic); and (15) "A Retrospective View of the National Case Studies on Institutional Approaches to Teacher Education" (Bob Moon). (Papers contain references.) (SM) ED479049 Institutional Approaches to Teacher Education within Higher Education in Europe: Current Models and New Developments. Studies on Higher Education. 2003-01-01 ISBN-92-9069-173-X 339 UNESCO-CEPES, Strada Stirbei-Voda nr. 39, RO-70732 Bucharest, Romania ($15). Fax: 40-1-3123567; Web site: http://www.un.ro/unesco_cepes.html. N/A 2004 2016-11-21

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No Academic Discourse Context Effect Early Childhood Education Preschool Teachers Marsh, Monica Miller Books Guides - Non-Classroom Identity Formation Professional Identity ISSN-1086-7155 English Rather than conceptualizing teacher thinking as an individual enterprise, this book conceives of teacher thought as a social venue. Using qualitative methods and the theories of Valentin Volosinov and Mikhail Bakhtin on their respective concepts of ideology and language, two case studies examine how the identities of two first year early childhood teachers are fashioned discursively, as they move through the contexts of their teacher education programs, the elementary schools in which they teach, and personal aspects of their lives. Research findings illustrate how these first year teachers pieced together their identities by appropriating fragments of discourses that circumscribed the various contexts through which they moved. These particular discourses positioned them in relation to their students and families and shaped their pedagogy in ways that created opportunities as well as constraints for the social identities of the children in their care. The book illustrates how the concept of discourse can be used with and by early childhood educators to help them develop an awareness of the relational nature of identity formation. (Contains 116 references.) (Author/SM) ED479050 The Social Fashioning of Teacher Identities. Rethinking Childhood. 2003-00-00 ISBN-0-8204-5559-8 172 Peter Lang Publishing, Inc., 275 Seventh Avenue, New York, NY 10001 ($29.95). Tel: 212-647-7700; Fax: 212-647-7707; Web site: http://www.peterlangusa.com. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Alternative Teacher Certification Educational Research Elementary Secondary Education Field Experience Programs Higher Education Outcomes of Education Pedagogical Content Knowledge Preservice Teacher Education Selective Admission Teacher Effectiveness Teacher Persistence Allen, Michael Reports - Research Subject Content Knowledge Education Commission of the States, Denver, CO. English This paper summarizes the findings of a 2003 report, on effective strategies for educating and training U.S. teachers. The full report details the findings and policy implications, offering summaries of all 92 research studies reviewed, discussing the use of research in policy decisions, and making recommendations for improving teacher preparation research specifically and education research in general. The report examined: (1) the extent to which subject knowledge contributes to teacher effectiveness; (2) the extent to which pedagogical coursework contributes to teacher effectiveness; (3) the extent to which high quality field experience prior to certification contributes to teacher effectiveness; (4) alternative route programs that graduate high percentages of effective new teachers with average or above average rates of teacher retention; (5) teacher preparation strategies that are likely to increase new teacher effectiveness in hard-to-staff and low-performing schools; (6) whether setting more stringent teacher preparation program entrance requirements, or conducting more selective screening program candidates, can ensure that prospective teachers will be more effective; (7) whether accreditation of teacher preparation programs contributes significantly to the likelihood that graduates will be effective and remain in the classroom; and (8) whether institutional warranties for new teachers contribute to the likelihood that recent graduates will be effective. (SM) ED479051 Eight Questions on Teacher Preparation: What Does the Research Say? A Summary of the Findings. 2003-00-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 13 Education Commission of the States, 700 Broadway, Suite 1200, Denver, CO 80203-33460 ($20). Tel: 303-299-3600; Fax: 303-296-8332; e-mail: ecs@ecs.org; Web site: http://www.ecs.org. For full text: http://www.ecs.org/ecsmain.asp?page=/html/educationIssues/teachingquality/tpreport/index.asp. N/A 2004 2016-11-21

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No Activism Consciousness Raising Cultural Awareness Elementary Education Equal Education Graduate Study Higher Education Multicultural Education Preservice Teacher Education Social Change Regenspan, Barbara Books Reports - Descriptive Social Justice Dewey (John) English In this book, a social justice-focused elementary teacher educator narrates her own experience with the rationale for selected lessons from critical literacy, equity-oriented multiculturalism, and pedagogical practice courses. She examines the parallel practice implications of her own curriculum with graduate students for the work her students will do with children. After an introduction, "Parallel Practices: Social Justice-Focused Teacher Education and the Elementary Classroom," five chapters include: (1) "The Author Re-evaluates Her Earliest Elementary Teaching Model in the Service of Prizing the Stuff of John Dewey's 'Human Life': How a Conception of 'Wholeness of Labor' Might Generate Parallel Practices for Elementary Curriculum and Teacher Education Work"; (2) "Using Classic Social Reconstructionist Text in Elementary Teacher Education Study: Study Guides and Lesson Plans to Move Prospective Elementary Educators Beyond Laissez-Faire Discussion toward a Commitment to Social Justice"; (3) "A Day in the Life of Social Reconstructionist Arts-Based Teaching on a Multi-age Elementary Team: Parallel Practices for the Elementary School Classroom"; (4) "Using Multicultural Literacy Assignments to Inspire Social Action as Curriculum: Salman Rushdie's 'Haroun and the Sea of Stories' Illuminates My (A Teacher Educator's) Community's Development Crisis"; and (5) "EDUC 594: Social Action as Curriculum: From 'Animal Dreams' to the Museum of Social Advocacy as Art." (Contains 60 references.) (SM) ED479052 Parallel Practices: Social Justice-Focused Teacher Education and the Elementary School Classroom. Counterpoints. 2002-00-00 ISBN-0-8204-5593-8 184 Peter Lang Publishing, Inc., 275 Seventh Avenue, New York, NY 10001 ($29.95). Tel: 212-647-7700; Fax: 212-647-7707; Web site: http://www.peterlangusa.com. N/A 2004 2016-11-21

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No Academic Achievement Accountability Educational Assessment Educational Change Elementary Education Standards Barth, Patte Mitchell, Ruth Books Reports - Descriptive English This book explores how standards are bringing about changes in elementary schools and conveys what standards-based education in elementary schools looks and feels like. Chapter 1 tells the story of Andrew as an emblem of the common fate of children in an educational system that did not know its purpose. Chapter 2 sketches the history and development of standards. The third chapter lays out standards in literacy, mathematics, history/social studies, and science, though not as a compendium, but as an introduction to their content and use. Chapter 4 describes why American education is not meeting these standards now. Chapter 5 confronts the question of how to achieve the standards. Chapter 6 discusses issues presented by technology in school and at home, for students and for teachers. Chapter 7 tackles issues that loom over standards-based education and threaten the reform it brings--accountability and assessment. Chapter 8 offers recommendations to administrators, parents, university faculties, and state and local elected officials, who can make a difference in this nation's quality of education. Appendix A describes how to recognize a good elementary school. Appendix B presents the language of standards. Appendix C presents standards for the arts and world languages. Appendix D contains standards documents. (Contains 69 references.) (RT) ED479053 Smart Start II: Why Standards Matter. 2001-00-00 ISBN-1-55591-850-6 200 Fulcrum Publishing, 16100 Table Mountain Parkway, Suite 300, Golden, CO 80403 ($25.95). Tel: 303-277-1623; Tel: 800-992-2908 (Toll Free); e-mail: fulcrum@fulcrum-books.com; Web site: http://www.fulcrum-resources.com. N/A 2004 8/19/2004 22:36:34 RIEMAR2004 Illustrations by Jon Chester.

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Yes Academic Achievement Accountability After School Programs Educational Attainment Educational Change Educational Improvement Educational Policy Educational Principles Elementary Secondary Education Equal Education Instructional Leadership Principals Public Schools School Choice Standards Student Diversity Student Improvement Pierce, Milli, Ed. Stapleton, Deborah L., Ed. Books Collected Works - General English The essays in this volume examine the future of public schooling in the United States and what it will mean to be a leader in public schools. It focuses on the issues most likely to have an impact on American society within the next 20 years. The essays are as follows: "Introduction" (Milli Pierce, Deborah L. Stapleton); "The Limits of Change" (Richard F. Elmore); "The Six Principles of Effective Accountability" (Douglas B. Reeves); "The Challenge of a Changing Nation" (Marcelo M. Suarez-Orozco); "Does More Choice Mean Less Equity?" (Chester E. Finn, Jr.); "Closing the Achievement Gap" (Belinda Williams); "Using Afterschool Programs to Raise Achievement" (Gil G. Noam); and "Learning to Challenge Assumptions" (Richard Rothstein). Some essays are followed by responses by other authors. All essays are followed by suggested discussion questions. (WFA) ED479054 The 21st-Century Principal: Current Issues in Leadership and Policy. 2003-00-00 ISBN-1-891792-06-7 108 Harvard Education Press, 8 Story Street, 1st Floor, Cambridge, MA 02138 ($19.95). Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/hep.html. N/A 2004 8/19/2004 22:36:38 RIEMAR2004

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No Accountability Administrator Qualifications Administrator Responsibility Educational Administration Elementary Secondary Education Instructional Leadership Principals Professional Development Reading Programs School Organization School Supervision Teacher Administrator Relationship Teacher Education Teacher Effectiveness Hoy, Wayne, Ed. Miskel, Cecil, Ed. Books Collected Works - General Reports - Research English This collection of research reports is intended to advance the understanding of schools through empirical study and theoretical analysis. The reports are as follows: "The Punctuated Equilibrium of National Reading Policy: Literacy's Changing Images and Venues" (Celia Sims and Cecil Miskel); "Productive Campus Leadership Responses to Accountability: Principals as Policy Mediators" (Linda Skrla); "Sources and Consequences of Organic Management in Elementary and Secondary Schools" (Robert J. Miller and Brian Rowan); "Principals Respond to the School Environment with Fluidity, Alignment, Vigilance, and Fear" (Janice R. Fauske and Bob L. Johnson, Jr.); "A River Runs Through It: Tacit Knowledge in Educational Administration" (Nancy S. Nestor-Baker); "Fostering Organizational Citizenship in Schools: Transformational Leadership and Trust" (Megan Tschanen-Moran); "The Conceptualization and Measurement of Faculty Trust in Schools: The Omnibus T-Scale" (Wayne K. Hoy and Megan Tschanen-Moran); and "Investing in Teacher Quality: A Framework for Estimating the Cost of Teacher Professional Development" (Jennifer King Rice). (WFA) ED479055 Studies in Leading and Organizing Schools. A Volume in Research and Theory in Educational Administration. 2003-00-00 ISBN-1-931576-98-X 248 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (hardbound: ISBN-1-931576-99-8, $65.25; paperbound: ISBN-1-931576-98-X, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 2016-07-07 ED557977

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Yes Classroom Environment Evaluation Methods Group Activities Lesson Plans Middle Schools National Standards Reading Instruction Student Motivation Gardner, Traci Guides - Classroom - Teacher Book Clubs International Reading Association National Council of Teachers of English National Council of Teachers of English, Urbana, IL. MarcoPolo Education Foundation. International Reading Association, Newark, DE. English The reading program described in this lesson plan outlines a "just for fun" book club that was a student-organized, student-driven reading experience that built community in the classroom and encouraged students to read independently, taking responsibility for their literacy learning. During 5 to 15 minute lessons every other day, students will: establish community rules for group formation and interaction; choose what to read and establish their own schedule for reading and discussing books, thus taking responsibility for their own literacy learning; and read for the sheer joy of it, learning to value one another as readers and learners. The instructional plan, lists of web and conventional resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A favorite books file is attached. (PM) ED479056 Book Clubs: Reading for Fun. 2002-12-06 Students Practitioners Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Biographies Cooperative Learning Evaluation Methods Lesson Plans Middle Schools National Standards Reading Instruction Student Research Egawa, Kathryn Guides - Classroom - Teacher National Council of Teachers of English International Reading Association MarcoPolo Education Foundation. International Reading Association, Newark, DE. National Council of Teachers of English, Urbana, IL. English The reading program described in this lesson plan supports students' exploration of multiple sources to create a timeline about the life of a person of their choosing and requires students to work together and to research and resolve potentially conflicting pieces of information about the life they research. During three 40-minute lessons, students will: negotiate with peers to select persons of interest for their study; use a variety of information resources to synthesize, create, and communicate what they have learned on a timeline; negotiate with peers to select key events; and research further to resolve conflicting information. The instructional plan, lists of web and conventional resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A biography selection and rationale worksheet is attached. (PM) ED479057 Biographies: Creating Timelines of a Life. 2003-05-15 Practitioners Teachers Students 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes American Indian History Critical Reading Evaluation Methods Junior High Schools Language Usage Lesson Plans National Standards Revolutionary War (United States) Speech Communication Stereotypes Gardner, Traci Guides - Classroom - Teacher International Reading Association National Council of Teachers of English Rhetorical Strategies National Council of Teachers of English, Urbana, IL. MarcoPolo Education Foundation. International Reading Association, Newark, DE. English The reading program described in this lesson plan extends the study of Patrick Henry's "Give Me Liberty or Give Me Death" speech to demonstrate the ways Native Americans also resisted oppression through rhetoric. During five 50-minute lessons, students will: develop an awareness of both Native and non-Native movements to resist oppression and domination by external forces between 1775 and 1820; develop an understanding of the similarities and differences between individuals and their rhetoric of resistance in America during the later eighteenth and early nineteenth centuries; develop an understanding of the impact of popular stereotypes on perceptions of history; develop an appreciation for the ways the speeches of these Native orators contradict the stereotypes of early Native Americans as "savage" and "uncivilized"; and practice applying a formal strategy for analyzing and evaluating oral communication using occasion, audience, purpose, response, and a variety of rhetorical or literary devices. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A language of resistance analysis worksheet and a presentation rubric are attached. (PM) ED479058 Battling for Liberty: Tecumseh's and Patrick Henry's Language of Resistance. 2002-12-11 Students Practitioners Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Alaska Natives Discussion (Teaching Technique) Elementary Education Evaluation Methods Expository Writing Internet Lesson Plans National Standards Personal Narratives Reading Instruction Cook, Marilyn Guides - Classroom - Teacher National Council of Teachers of English International Reading Association MarcoPolo Education Foundation. International Reading Association, Newark, DE. National Council of Teachers of English, Urbana, IL. English The reading program described in this lesson plan uses traditional stories of the Native peoples (narrative text) to introduce students to the study of animals in Alaska (expository text). During three 45-minute lessons, students will: complete a KWLQ (Know; Want to Know; Learn; Question) chart; listen and respond to a story (narrative text) by participating in a class discussion; access a website about the animal in the story to gather facts (expository text); write a report; and compare and contrast narrative and expository text. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (PM) ED479059 Alaska Native Stories: Using Narrative to Introduce Expository Text. 2003-04-14 Practitioners Teachers Students 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Evaluation Methods Junior High Schools Lesson Plans National Standards Protocol Analysis Reading Comprehension Reading Instruction Self Evaluation (Individuals) Thinking Skills Henry, Laurie Guides - Classroom - Teacher International Reading Association National Council of Teachers of English MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The reading comprehension program described in this lesson introduces the components of think-alouds and text interactions, and helps students to develop the ability to use think-alouds to aid in reading comprehension tasks. During two 45-minute lessons, students will: explore the use of the think-aloud strategy; vocalize interactions with texts; discuss connections between texts and previously acquired knowledge; use various types of responses to interact with texts; and assess personal level of comprehension. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A think aloud interactive and a think-aloud rubric are attached. (PM) ED479060 Building Reading Comprehension through Think-Alouds. 2003-06-02 Students Practitioners Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Advertising Class Activities Learning Activities Lesson Plans Mass Media Role Media Literacy Middle Schools National Standards Student Educational Objectives Units of Study Henry, Laurie Guides - Classroom - Teacher International Reading Association National Council of Teachers of English Advertisements Critical Inquiry National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. MarcoPolo Education Foundation. English Studying the influence of mass media on people's lives allows students to view advertising in a new light. This lesson provides students with the opportunity to look at mass media in a critical way--students become aware of the tremendous amount of advertising that they are exposed to on a daily basis. In the lesson, by looking at advertising critically, students begin to understand how the media oppresses certain groups, convinces people to purchase certain products, and influences culture. The lesson is intended for students in grades 6-8 and should take four 45-minute class periods. The lesson plan presents an overview; lists "Theory to Practice" resources and other resources; cites student objectives; gives a 3-step instructional plan; provides diverse activities for the 4-day lesson; suggests activities for extensions and for student assessment/reflections; and addresses National Council of Teachers of English/International Reading Association (NCTE/IRA) standards. Attached is a 10-question form for advertisement dissection and analysis. (NKA) ED479061 Critical Media Literacy: Commercial Advertising. 2002-03-06 Practitioners Teachers Students 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Learning Activities Lesson Plans Middle Eastern Studies Non Western Civilization Primary Education Skill Development Standards Student Educational Objectives Guides - Classroom - Teacher Tomb Art Egyptian Art Hieroglyphics Standards for the English Language Arts English This lesson introduces students to the writing, art, and religious beliefs of ancient Egypt through hieroglyphs, one of the oldest writing systems in the world, and through tomb paintings. Hieroglyphs consist of pictures of familiar objects that represent sounds and were used in ancient Egypt from about 3100 BC to 400 CE. In the first part of the lesson, the class creates a pictorial alphabet of its own and then learns and uses the symbols of the Egyptian hieroglyphic alphabet. In the second part of the lesson, students identify and represent in their own drawings figures from the Book of the Dead, a funereal text written on papyrus and carved on the walls of tombs to help guide the deceased through the afterlife. The lesson: provides an introduction; poses guiding questions; cites subject areas, time required, and skills developed; outlines in detail the two suggested activities for classroom implementation (Decipher the Hieroglyphs; and Make an Egyptian Painting); suggests additional activities for extending the lesson; lists selected Websites; and addresses standards alignment. (NKA) ED479062 Egyptian Symbols and Figures. Hieroglyphs [and] Scroll Paintings. [Lesson Plan]. 2002-05-21 Council of the Great City Schools, Washington, DC. National Endowment for the Humanities (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Practitioners Teachers 12 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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No Elementary Education Guidelines Individualized Instruction Learning Activities Middle Schools Reading Comprehension Reading Strategies Skill Development Student Evaluation Blachowicz, Camille Ogle, Donna Books Guides - Classroom - Teacher Lifelong Readers Purpose (Reading) Reading Uses English This book provides practical, research-based guidelines for reading comprehension instruction in grades K-9. The book integrates current research findings with real-life observations of diverse students in action, identifying the strategies that successful readers use to comprehend many different types of materials. It offers recommendations for organizing the classroom effectively and planning instruction to broaden each student's repertoire of comprehension strategies. In the book, concrete, classroom-tested approaches are described to help students engage with fiction and nonfiction texts, develop their vocabulary, build study and test-taking skills, and become motivated, lifelong readers. The book includes sample activities, worksheets, and assessment tools. Each chapter begins with an overview and resource locator to facilitate reference. (Contains 157 references.) (NKA) ED479063 Reading Comprehension: Strategies for Independent Learners. 2001-02-00 ISBN-1-57230-595-9 Practitioners Teachers 285 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0595, $29). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21 ED502398

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No Classroom Techniques Elementary Secondary Education Reading Comprehension Reading Difficulties Reading Fluency Reading Instruction Reading Processes Reading Skills Reading Strategies Student Needs Vocabulary Development Word Recognition Duffy, Gerald G. Books Guides - Classroom - Teacher Explicit Instruction Concept Acquisition English Exemplary teacher research has established that explicit teaching plays a vital role in the K-12 classroom, with particular benefits for struggling readers. This book is a practical resource for explaining reading to students who do not learn easily. The book identifies 22 major skills and strategies associated with vocabulary development, comprehension, word recognition, and fluency. It illustrates ways to explain each skill or strategy with concrete examples, which teachers can use as starting points for developing lessons tailored to the needs, strengths, and interests of their own students. The book also shows how to move from the teacher's explanation to the student's independent use of new concepts, how to embed explicit teaching within a core of engaging literacy experiences. It contains explanations that work in broad sociocultural contexts, based on the author/educator's International-Reading-Association-sponsored survey of 57 classes in 9 cities, as well as classroom scenarios and examples which add to the book's utility and realism. Appended is a list of 12 additional practical teaching resources. (NKA) ED479064 Explaining Reading: A Resource for Teaching Concepts, Skills, and Strategies. Solving Problems in the Teaching of Literacy. 2003-04-00 ISBN-1-57230-877-X Practitioners Teachers 242 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0877, $24). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Case Studies Developed Nations Developing Nations Literacy Scholarship Synthesis Collins, James Blot, Richard K. Books Opinion Papers Identity Formation Power Subjectivity Text Factors English This book surveys both classical and current (mainly anthropological) literature in the field of literacy studies, combined with critical discussion of particular cases. The book explores questions of power, cultural form, and historical process as they are raised by and developed in studies of literacy, and draws on the history of literacy, critical education studies, and the anthropology of literacy to develop a new synthesis. It argues that neither the generalizing, universalist claims of the "consequences of literacy" thesis, nor the contextualizing, situated studies of the "New Literacy" offer satisfactory approaches to the phenomenon of literacy. Through analysis of two domains--that of literacies and power and that of literacies and subjectivity--the book reveals historical processes associated with literacy practices while also challenging received assumptions about literacy, intellectual development, and social progress. Following a Foreword (Brian V. Street), chapters in the book are: (1) Introduction: Texts, Power, and Identity; (2) The Literacy Thesis: Vexed Questions of Rationality, Development, and Self; (3) Situated Approaches to the Literacy Debate; (4) Literacies and Power in Modern Nation States: Euro-American Lessons; (5) Literacies and Identity Formation: American Cases; (6) Literacy, Power, and Identity: Colonial Legacies and Indigenous Transformations; and (7) Conclusion: Literacy Lessons--Beginnings, Ends, and Implications. Each chapter includes notes. Also contains approximately 500 references. (NKA) ED479065 Literacy and Literacies: Texts, Power, and Identity. Studies in the Social and Cultural Foundations of Language. 2003-05-00 ISBN-0-521-59661-0 217 Cambridge University Press, Midland Ave, Port Chester, NY 10573-4930 ($22). Tel: 800-872-7423 (Toll Free); Fax: 914-937-4712; Web site: http://www.cambridge.org. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Educational Innovation Educational Technology Elementary Secondary Education Foreign Countries Outcomes of Education School Orientation Corby, Patricia Reports - Descriptive Speeches/Meeting Papers Orienting Information Transitional Activities English Like most high schools, St. Mary's District High, Tasmania, Australia, has a regular annual orientation day for students in transition from Grade 6 to Grade 7. In 2000, an online element was introduced (by the author) to supplement this process for students moving to Grade 7 in 2001. Elementary classrooms are traditionally child-centered environments with one main teacher focus, while secondary schools are often more timetable-driven environments with numerous subjects, different areas, and different teachers. In August 2000, 45 Grade 6 students attended an Orientation Day at St. Mary's--their parents were also invited. For the first time, they saw a demonstration of the online innovation, the "Virtual Bridge." The idea was for the parents to feel comfortable about this use of technology, and to understand how it was password-protected and that it was a secure and supportive environment for their children to work in. This paper describes the online project and how it functions. The paper notes that, besides the pure communication aspect of the project, there were also strong student learning outcomes underpinning the project. It concludes that the project promoted self-directed learning and self motivation and suggests that the project is highly transferable. (NKA) ED479066 The Virtual Bridge. 2003-02-16 7 N/A 2004 2016-11-21

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Yes Action Research Classroom Environment Instructional Effectiveness Learning Problems Primary Education Reading Comprehension Reading Fluency Reading Improvement Reading Strategies Teaching Methods Eber, Fran Miller, Sara Dissertations/Theses Reports - Research Tests/Questionnaires Repeated Readings English This action research project describes a program for improving reading fluency in order to increase reading rate and raise comprehension. The targeted population consisted of second and third graders in a middle class community, located in a suburb of a large metropolitan area. The problems of lack of reading fluency and low comprehension were documented through standardized testing and teacher observation. Analysis of probable cause data revealed numerous underlying causes for the number of students struggling to read fluently. The causes could be classified in three categories: outside of school influences; individual learning deficits; and school setting deficits. A review of the curriculum revealed good instruction of reading strategies; however, the time spent reading and the repetition of vocabulary was questionable. A review of solutions suggested by the literature, combined with teacher observation, led to the decision to use repeated readings as the chosen intervention. In addition, the amount of daily reading time was increased. The results of the action research project were favorable, suggesting that repeated readings may have influenced the improved comprehension and fluency scores. Appendixes contain a guardian permission form; several pre-tests and related materials; a reading survey; and instructions for measuring fluency. (Contains 50 references, 6 figures, 9 tables.) (Author/PM) ED479067 Improving Primary Students' Reading Fluency. 2003-05-00 72 N/A 2004 2016-11-21

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Yes Curriculum Development Curriculum Evaluation Elementary Secondary Education Instructional Effectiveness Mass Media Media Literacy Kubey, Robert Serafin, Gina Marcello Reports - Evaluative Maryland Maryland English The Assignment: Media Literacy curriculum is a 6-module media literacy curriculum developed by Renee Hobbs of Babson College and her staff in collaboration with the Discovery Channel. There are three versions of Assignment: Media Literacy, one for elementary school students, one for middle school students, and one for high school students. Close evaluation of the curriculum, watching teacher training and its use by teachers piloting the curriculum in Maryland, and assessing both student and teacher response leads to the conclusion that the curriculum is very well designed, user friendly, and well supported by teacher guidance materials. Importantly, the curriculum has been designed to closely align with and succeeds in supporting many of the Maryland State Content Standards for language and visual arts; social studies, and health, as well as theater and music. The curriculum offers a good mix of reading, writing, listening, viewing, and production activities for students at each of the three levels. From both the teachers' and students' reports, before and after delivery of the curriculum, it has been concluded that the curriculum was very well received and effective in both changing attitudes and in increasing media knowledge. Limitations of the efficacy of the curriculum are largely related to issues such as limited teacher training in media literacy and the fact that some teachers did not roll out the entire curriculum. Appendixes contain information on general demographics, changes in media use from fall to spring, differences by school and teacher emphasis, a methodological note, and a discussion of a hard finding to explain. (NKA) ED479068 Final Evaluation of Assignment: Media Literacy. A Report to the Discovery Channel. 2001-11-13 25 For full text: http://www.msde.state.md.us/assignment_media_lit/docs/Rutgers%20Evaluation.doc. N/A 2004 2016-11-21

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Yes Action Research Audience Awareness Editing Instructional Effectiveness Intermediate Grades Peer Evaluation Teaching Methods Word Processing Writing Improvement Writing Instruction Mullen, Michael P. Reports - Evaluative English This study explores ways of helping fifth grade students edit their work appropriately for their grade level. The use of Daily Oral Language, grammar worksheets, or the reliance on the teacher to edit were eliminated. Instead, more direction for students was provided through the use of checklists, peer editing, and word processing on a computer. The students were also told to focus on writing for an authentic audience. At the conclusion of this 6-week action research, students were more successful in their editing. The new editing strategies greatly improved the accuracy of the students' editing. Includes a timeline; a nine-item bibliography; and eight references. Several self-editing and peer-editing worksheets are appended. (Author/PM) ED479069 Excellence in Elementary Editing. 2003-00-00 20 N/A 2004 8/19/2004 22:37:15 RIEMAR2004

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Yes Administrator Characteristics Administrator Education Administrator Qualifications Administrator Role Administrator Selection Administrators Certification Educational Administration Educational Improvement Elementary Secondary Education Instructional Leadership Leadership Qualities Leadership Training Principals Recruitment Superintendents Meyer, Lawrence Feistritzer, Emily Books Collected Works - General Guides - Non-Classroom Thomas B. Fordham Foundation, Washington, DC. English This volume was created around the premise that America's schools face a crisis in leadership. For America to have the great schools it needs, schools and their school systems must have great leaders. After a foreword by Chester E. Finn, Jr. and an introduction by Eli Broad, the book is divided into three parts. The first part presents a manifesto for changing the way educational leaders are recruited, trained, managed, and supported. The manifesto encourages the following: (1) Reduce conventional certification requirements for public-school principals and superintendents; (2) recruit candidates for school leadership from outside as well as inside the education field; (3) school districts should play a major role in shaping the training of their school leaders; (4) principals and superintendents should be well compensated; (5) superintendents and principals need sweeping authority over the personnel and operations for which they are responsible; and (6) principals and superintendents who fail to produce the needed results after a reasonable period should not be retained. The second part of the book, written by Lawrence Meyer, presents profiles of six effective and successful administrators--three superintendents and three principals. The third part of the book, written by Emily Feistritzer, presents a state-by-state summary of state practices for certification of public-school administrators. (Contains 33 endnotes and 2 tables.) (WFA) ED479070 Better Leaders for America's Schools: A Manifesto. With Profiles of Education Leaders and a Summary of State Certification Practices. 2003-05-00 75 The Thomas B. Fordham Foundation, 1627 K Street, N.W., Suite 600, Washington, DC 20006. Tel: 202-223-5452; Tel: 888-823-7474 (Toll Free); Fax: 202-223-9226; e-mail: backtalk@edexcellence.net; Web site: http://www.edexcellence.net/index.html. For full text: http://www.edexcellence.net/manifesto/manifesto.pdf. N/A 2004 8/19/2004 22:37:17 RIEMAR2004 Support provided by the Broad Foundation (Los Angeles, CA).

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Yes Academic Achievement Accountability Administrator Characteristics Administrator Effectiveness Administrator Role Administrators Educational Administration Educational Improvement Elementary Secondary Education Instructional Leadership Leaders Guides Leadership Qualities Principals Strategic Planning Superintendents Teacher Administrator Relationship Time Management Reeves, Douglas B. Books Guides - Non-Classroom Tests/Questionnaires English This guide is intended to be a practical primer to help education leaders meet the daily challenges of school leadership. It shows how to include leadership in an integrated system of educational accountability, teaching, and curriculum for student achievement; how to do away with ineffective, obsolete, and unnecessary practices; and how to develop the skills to evaluate, coach, and groom new leaders. The book concentrates on five important areas for senior leaders and policymakers: (1) how to create change even if there is initially no consensus in favor of change; (2) how to create a leadership profile, using the Leadership and Learning matrix, that allows leaders to analyze decisions and focus energies; (3) how to manage time; (4) how to create a new accountability system that goes beyond the traditional dependence on tests scores; and (5) how to identify the next generation of educational leaders and to begin the mentoring process. The book contains some two dozen figures, graphs, and charts to illustrate important points; a subject index; and appendices that contain worksheets, matrices, checklists, and forms for day-to-day management. (WFA) ED479071 The Daily Disciplines of Leadership: How To Improve Student Achievement, Staff Motivation, and Personal Organization. The Jossey-Bass Education Series. 2002-10-00 ISBN-0-7879-6403-4 Administrators Policymakers Practitioners 249 Jossey-Bass, a Wiley imprint, 989 Market Street, San Francisco, CA 94103-1741 ($27). Tel: 800-956-7739 (Toll Free); Fax: 317-572-4002; Web site: http://www.josseybass.com. N/A 2004 8/19/2004 22:37:21 RIEMAR2004

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Yes Access to Education Business Educational Demand Educational Opportunities Educational Supply Elementary Secondary Education Enrollment Faculty Recruitment Foreign Countries Marketing of Education Private Education Private Sector Student Recruitment Tutoring Aurini, Janice Information Analyses Reports - Evaluative Ontario Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English Based on interviews with private-tutoring-business entrepreneurs, this paper provides a qualitative analysis of some organizational and ideological transformations in the teacher profession with the advent of market professionals within the private-education sector. No longer simply a means to generate additional income, the private-tutoring industry today promises full-time business opportunities and careers for well-educated investors from a variety of educational and occupational backgrounds. Initial research suggests that the enormous popularity of these businesses rests on the organizational and environmental fit between their services and increased consumer demands for individualized education. The goals of the paper are twofold. First, the paper examines the effects of market professionalism on the education sector based on a 2-year pilot study of private-tutoring businesses in Ontario, Canada. Second, the paper examines how market professionals reconcile shifting social purposes (social betterment vs. profit) with broader culture ideals. The increased popularity of these businesses signals not only the diffusion of market professional services but also parents' increased reliance upon professionals located outside the public-education sector. (Contains 68 references.) (Author) ED479072 Market Professionals in the Private Tutoring Industry: Balancing Profitability with the Humanistic Face of Schooling. 2003-05-00 33 The Research Network on New Approaches to Lifelong Learning, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 252 Bloor Street W, #12-256, Toronto, ON, M5S 1V6, Canada. Tel: 416-923-6641, ext. 2392; Fax: 416-926-4751; e-mail: csew@oise.utoronto.ca; Web site: http://www.nall.ca. For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/new/Aurini.pdf. N/A 2004 2016-11-21

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Yes Access to Education Business Educational Demand Educational Opportunities Educational Supply Elementary Secondary Education Family School Relationship Foreign Countries Nontraditional Education Private Education Private Sector School Choice Tutoring Davies, Scott Reports - Research Canada Canada Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English This paper describes a study that examined the demand for tutoring within a context of heightened credential competition and a growing private-education sector consisting of private schools, charter schools, homeschoolers, and a burgeoning entrepreneurial education industry. The number of private-tutoring businesses is rapidly growing in Canada, even though the Canadian educational system lacks the characteristics that normally fuel the demand for such businesses. Which kinds of parents hire and desire private tutors, and how is the demand linked to other educational preferences? Using data from a national survey, the study found that parents who desire affordable tutoring do not differ greatly from other parents in their demographic or political ideology. However, tutoring parents are less satisfied with public education, are more involved in their children's schools, and are greatly more desiring of private schooling and other educational alternatives. The paper concludes that for many parents, private tutoring represents a school choice by default, and is an affordable educational option in lieu of the ability to pay for private schools. (Contains 16 references.) (Author) ED479073 School Choice by Default? Understanding the Growing Demand for Private Tutoring in Canada. NALL Working Paper. 2002-00-00 17 The Research Network on New Approaches to Lifelong Learning, Ontario Institute for Studies in Education of the University of Toronto (OISE/UT), 252 Bloor Street W, #12-256, Toronto, ON, M5S 1V6, Canada. Tel: 416-923-6641, ext. 2392; Fax: 416-926-4751; e-mail: csew@oise.utoronto.ca; Web site: http://www.nall.ca. For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/65ScottDavies.pdf. N/A 2004 2016-11-21

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Yes Administrator Effectiveness Administrators Beginning Principals Burnout Educational Environment Elementary Secondary Education Instructional Leadership Job Satisfaction Leaders Leadership Qualities Organizational Climate Principals School Administration Socialization Teacher Administrator Relationship Lashway, Larry ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Educational Management, Eugene, OR. English Beginning principals are often overwhelmed by their job. Traditionally, they have been left to fend for themselves. For this reason, schools and districts have been implementing formal induction programs to help the principals during their first year on the job. This digest examines the challenges faced by new administrators and the steps that districts can take to provide a smooth entry into the principalship. It also describes characteristics of good induction programs. New administrators experience many stresses as they adjust to their new position. Among the most stressful are supervising personnel and adjusting to the social climate and culture of the organization. Good induction programs help by providing mentors who in turn provide instructional, administrative, and emotional support. Other suggestions for effective induction programs include the following: help the newcomer stay focused on the big picture; provide a variety of strategies beyond one-on-one mentoring; and help the newcomer adjust to the culture of the district through visits and conferences. The digest concludes by providing some general and specific external resources for supporting district induction programs. (WFA) ED479074 Inducting School Leaders. ERIC Digest. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/publications/digests/digest170.html. N/A 2004 2016-11-21

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Yes Accountability Charter Schools Educational Facilities Educational Finance Elementary Secondary Education Instructional Leadership Marketing of Education Parent School Relationship Partnerships in Education Personnel Needs Private Schools Public Schools School Administration School Community Relationship School Construction School District Reorganization School Expansion School Personnel School Policy Student Recruitment Traditional Schools Lake, Robin Winger, Abigail Petty, Jeff Guides - Non-Classroom Washington Univ., Seattle. Center on Reinventing Public Education. English This guide provides an overview of the school development process. It is intended for anyone starting a new school, whether it be a public, private, or charter school, but focuses on starting a school within the traditional school-district structure. Section 1, "Getting Started," discusses identifying the basis of legal authority; building a leadership team; defining the mission and objectives of the school; gauging the market; and dealing with the local school district and political structure. Section 2, "Creating a Plan," offers guidance on establishing educational credibility; establishing accountability and academic standards; determining financial feasibility; recruiting students; funding and paying for the building; understanding the regulatory environment; and creating policies and procedures. Section 3, "Opening Your School and Beyond," addresses hiring staff and maintaining cohesion; working with parents; developing governance and board relations; managing liability, insurance, and risk; and navigating the central office and resolving disputes. An appendix contains a list of online resources organized into three parts: education program design; school facilities operations; and charter-school resources. (WFA) ED479075 The New Schools Handbook: Strategic Advice for Successful School Start-Up in Partnership with School District Officials, Staff and Community Members. 2002-05-00 Annie E. Casey Foundation, Baltimore, MD. Teachers Administrators Practitioners 97 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/report_handbookweb.pdf. N/A 2004 8/19/2004 22:37:35 RIEMAR2004 Support also provided by the Atlantic Philanthropies.

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Yes Access to Education Budgets Compensation (Remuneration) Costs Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditures Financial Needs Operating Expenses Resource Allocation School District Wealth School Funds School Support Teacher Salaries Roza, Marguerite Reports - Research Washington Univ., Seattle. Center on Reinventing Public Education. English This document presents the first results of a series of studies on within-district spending patterns. It provides an overview of some early analysis of variations in spending among schools within three unnamed school districts. The study was conducted with the hope of motivating district leaders and school activists to investigate their own spending patterns, make spending more equitable, and focus money more effectively on instructional improvement. The results of the study are presented in succinct briefing-chart form, which includes graphs and charts. Notes are included in the margins. The document concludes with the following recommendations: (1) Districts should monitor variations in funding levels among schools in their districts; (2) districts should commit to a student-based budget that allocates resources based on students, not schools; (3) moving more resources to the school budgets will eliminate unknown inequities; (4) districts can use funding decisions as part of their district strategy, directing resources consistently across the district; and (5) districts should uncover variations in teacher quality throughout the district and investigate new policies for compensating teachers and budgeting their salaries so as to have a more equitable distribution of teacher talent. (WFA) ED479076 A New Look at Inequities in School Funding: A Presentation on the Resource Variations within Districts. 2002-05-00 Brown Univ., Providence, RI. Annenberg Inst. for School Reform. Annie E. Casey Foundation, Baltimore, MD. Policymakers 30 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/report_schoolfundingweb.pdf. N/A 2004 8/19/2004 22:37:37 RIEMAR2004 Written with Karen Hawley Miles. Support also provided by Atlantic Philanthropies.

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Yes Aggression Bullying Crime Prevention Crisis Intervention Crisis Management Discipline Policy Educational Environment Elementary Secondary Education Emergency Programs Intervention Police School Relationship School Safety School Security Student Behavior Student Welfare Teacher Welfare Violence Zero Tolerance Policy Skiba, Russell Boone, Kimberly Fontanini, Angela Wu, Tony Strussell, Allison Peterson, Reece Guides - Non-Classroom Indiana Univ., Bloomington. Education Policy Center. English This paper discusses ways that educators can develop a variety of school-based programs that can significantly reduce the threat of serious violence and disruptions. An effective technology of school safety, it states, begins with knowledge and understanding. The purpose of the paper is to outline the current state of knowledge about school-violence prevention. It looks at how data about school violence can contribute to an understanding of how violence might be prevented, and what types of strategies for violence prevention have been most effective and how they can be implemented. The paper proposes a comprehensive model of school-violence prevention having three components: (1) creation of a safe and responsive school climate; (2) early identification and early intervention for students at risk for violence; and (3) effective responses to school disruptions or crises. The paper concludes with a discussion of zero-tolerance policies, stating there is little or no evidence that such strategies have improved student behavior or made schools safer. Instead, the paper offers a new model of school discipline based on early intervention. (Contains 20 references and 3 tables.) (WFA) ED479077 Preventing School Violence: A Practical Guide to Comprehensive Planning. 2000-00-00 36 Safe and Responsive Schools Project, Indiana Education Policy Center, 174 Smith Research Center, 2805 E. 10th St., Bloomington, IN 47408. Tel: 812-855-6888; Fax: 812-855-0420; e-mail: safeschl@indiana.edu; Web site: http://www.indiana.edu/~iepc/. For full text: http://www.indiana.edu/%7Esafeschl/psv.pdf. N/A 2004 8/19/2004 22:37:40 RIEMAR2004 Developed and published by the Safe and Responsive Schools Project.

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Yes Cooperative Planning Educational Environment Educational Planning Elementary Education Elementary Schools Enrollment Extended School Year Instructional Leadership School Administration School Community Relationship School Organization School Schedules School Size Strategic Planning Year Round Schools Badal, Alen Opinion Papers Speeches/Meeting Papers English Elementary schools are continuously growing in student population. The increase in student population requires innovative management practices aimed at uniting and furthering progress within school sites. While the increase in student enrollment coupled with growth in staff can be challenging, possibilities of seamless transitions of practice can yield fruitful outcomes in the management of multitrack year-round elementary sites. This paper exhibits practical management strategies suitable for elementary-site administrative teams. The purpose of this paper is to discuss management practices of value to year-round elementary school administrators and researchers. The viewpoints in this paper focus on administration and highlight the following: (1) administrative functions; (2) supervisory team and functions; (3) leadership team (teachers); (4) the external community; and (5) strategic planning. (Author) ED479078 Management Strategies for Multi-Track, Year-Round Elementary Schools. 2002-02-00 Administrators Practitioners Researchers 18 N/A 2004 8/19/2004 22:37:44 RIEMAR2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes Academic Achievement Achievement Cooperation Educational Environment Elementary Secondary Education High Achievement Institutional Environment Learning Learning Strategies Organizational Climate Performance School Culture Shared Resources and Services Standards Success Walsh, Jackie A. Sattes, Beth D. Corallo, Christopher McDonald, Deborah Opinion Papers Reports - Descriptive Learning Communities AEL, Inc., Charleston, WV. English A high-performance learning culture is one in which each individual member is expected to perform to high standards. Based on review of the literature and research this short concept paper for trainers presents a conceptual framework for creating high-perform learning communities. The framework embodies five components: (1) vision; (2) mission; (3) core beliefs concerned with ability and achievement, efficacy and efforts, and power and control; (4) strategic structures, which include the physical environment, rules, procedures, policies, and relationships; and (5) distributed accountability, or collective responsibility, for learning. The paper asserts that the components of this framework are dynamic and interactive and that the framework organizes the elements to facilitate school leaders' understanding of the interconnectedness of the components. The framework also serves to guide and support strategic interventions intended to strengthen school culture. Additionally, the framework is meant to be an action-oriented blueprint for use by leaders who want to create a culture that supports learning. The paper contains a graphic representation of the framework and nine references. (WFA) ED479079 Creating a High-Performance Learning Culture: A Conceptual Framework. 2003-00-00 Administrators Practitioners Teachers 9 AEL, P.O. Box 1348, Charleston, WV 25325-1348. Tel: 304-347-0400; Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: aelinfo@ael.org; Web site: http://www.ael.org. N/A 2004 2016-11-21

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Yes Community Colleges Educational Attainment Graduation Rate Nontraditional Students Outcomes of Education Time Factors (Learning) Time to Degree Transfer Rates (College) Two Year College Students Two Year Colleges Reports - Research Tests/Questionnaires Connecticut Connecticut Connecticut Community-Technical Coll., Hartford. Board of Trustees. English This study aims to examine the concept of "time to degree" in relation to community college students. Because many community college students take longer than 2 to 3 years to complete the equivalent of a 2-year Associate Degree, and because many community college students have no intention of graduating with a degree or certificate, graduation rates measured at 150% time are not necessarily appropriate benchmarks for measuring success rates. Many students, because of their work and family obligations, stop in and out of college for some time before completing their educational goals. The Connecticut Community College System's Entering Student Survey indicates that during the fall 2002 semester, 75% of students were working, and 71% were earning less than $25,000 a year. Seventy-seven percent were interested in learning skills to enhance their career, 50% were interested in earning an Associate Degree, and 35% were interested in transferring. Of the 16,174 people identified as entering students, 3,535 (22%) responded to the survey. The findings of the study are based on the 98% of respondents who were matched to their demographic data. The author finds that the implications of the study cluster around three categories: (1) graduation rates; (2) technology and scheduling; and (3) advisement and enrollment management. Research instrument appended. (Contains 13 tables.) (NB) ED479080 Connecticut Community Colleges Entering Student Survey, Fall 2002. 2003-00-00 22 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Financial Support Low Achievement Teacher Certification Teacher Persistence Teacher Recruitment Urban Schools Neuhaus, Rudolf Numerical/Quantitative Data Reports - Research California California Los Angeles Unified School District, CA. Program Evaluation and Research Branch. English California created the Teaching as a Priority (TAP) Program to increase the proportion of fully certified teachers in low performing schools. TAP funding to attract and retain fully certified teachers in these schools was to be disbursed through the schools at the individual level (e.g., signing bonuses) and school level (e.g., funds for additional literacy/math coach services). This study examined the familiarity of teachers currently employed in the low performing schools with TAP incentives, also asking them to rank the effects that TAP incentives would have on their continuing to teach at their current schools. Similar questions were presented to teachers who had moved from lower to higher performing schools and teachers who had resigned from low performing school. A sample of principals also completed interviews on their experiences implementing TAP. Teachers in the low performing schools had little familiarity with the TAP incentives, and they did not rank the impact of TAP incentives on their likelihood to remain at the low performing schools very highly. These results may have been due, at least in part, to the delayed implementation of the TAP program, which was also reflected in principal interviews. Appended are: (1) Current Teachers at API 1-5 Schools--Demographic Variables by Group (Population and Respondents); (2) Teachers Who Transferred from API 1-5 Schools to API 6-10 Schools--Demographic Variables by Group (Non-Participants and Respondents); (3) Teachers Who Resigned from API 1-5 Schools--Demographic Variables by Group (Non-Participants and Respondents); (4) Principal Interviews--Demographic Variables by Group (Non-Participants and Respondents); and (5) Nonparametric Tests of Significance among Groups. (Contains 70 tables and 9 figures.) (SM) ED479081 A Preliminary Report on the Effects of the TAP Program on the Attraction and Retention of Fully Credentialed Teachers in API 1-5 Schools. Planning, Assessment, and Research Division Publication. 2003-03-00 99 For full text: http://www.lausd.k12.ca.us/lausd/offices/perb/files/reports/Tapp%20report%203-3-03%20--%20no%20board%20memo.pdf. N/A 2004 2016-11-21

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No Administrator Role Classroom Observation Techniques Clinical Supervision (of Teachers) Elementary Secondary Education Faculty Development Interpersonal Communication Mentors Principals Psychological Patterns Teacher Administrator Relationship Teacher Improvement Teaching Experience Teaching Styles Pajak, Edward Books Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English This book describes a system for fostering effective teacher development. It is designed to assist principals and mentors in helping teachers broaden their instructional repertoire and developing a stronger professional identity. The book includes: descriptions and examples of the four basic styles of teaching; tips for matching administrator communication style with teacher style, tools for effectively observing classroom practice, and ideas for helping teachers build on their strengths while exploring different ways of teaching. Seven chapters focus on: (1) "Understanding the Clinical Cycle"; (2) "The Clinical Cycle and Psychological Functions"; (3) "Experiences of Teaching"; (4) "Language, Dialects, and the Clinical Cycle"; (5) Communicating Successfully with All Teachers"; (6) "Speaking the Languages and Dialects"; and (7) "Developing an Integrated Style. Two appendixes present the Clinical Dialect Preference Survey and Communicating with Teachers worksheets. (Contains 70 references.) (SM) ED479082 Honoring Diverse Teaching Styles: A Guide for Supervisors. 2003-00-00 ISBN-0-87120-776-1 Practitioners Teachers Administrators 130 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (ASCD product no. 103012: members, $18.95; nonmembers, $22.95). Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 8/19/2004 22:37:54 RIEMAR2004

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No Computer Literacy Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education Information Technology Mentors Preservice Teacher Education Student Teachers Teacher Knowledge Teaching Methods Zhao, Yong, Ed. Books Collected Works - General Electronic Portfolios English This collection of papers includes: "Introduction" (Yong Zhao); (1) "What Teachers Need to Know about Technology? Framing the Question" (Yong Zhao); (2) "From Luddites to Designers: Portraits of Teachers and Technology in Political Documents" (Paul Conway and Yong Zhao); (3) "Educational Technology Standards for Teachers: Issues of Interpretation, Incorporation, and Assessment" (Yong Zhao, Cindy Kendall, and Sophia H. Tan); (4) "Technology as Media: A Learner-Centered Perspective" (James A. Levin and Bertram C. Bruce); (5) "Fluency with Information Technology: The Computer Science Perspective" (Mark Urban-Lurain); (6) "Technology-Supported Portfolio Processes Designed to Promote Learning in a Teacher Preparation Program" (Cheryl L. Rosaen and Tom Bird); (7) "Not 'What' but 'How': Becoming Design-Wise about Educational Technology" (Punyashloke Mishra and Matthew J. Koehler); and (8) "Teacher Knowledge of Educational Technology: A Case Study of Student/Mentor Teacher Pairs" (Jon Margerum-Leys and Ronald W. Marx). (Papers contain references.) (SM) ED479083 What Should Teachers Know about Technology? Perspectives and Practices. Research Methods for Educational Technology Series. 2003-00-00 ISBN-1-59311-036-7 182 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830 ($31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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No Academic Achievement Elementary Education Elementary School Teachers Lesson Plans Literacy Education Student Motivation Teacher Competencies Teacher Effectiveness Teacher Responsibility Teacher Role Teacher Student Relationship Teaching Methods Teaching Skills Block, Cathy Collins Mangieri, John N. Books Guides - Classroom - Teacher English This book presents instructional techniques and behaviors that result in the most significant achievement gains for preK-5 students, guiding teachers in assessing their strengths and building their skills within six key domains of literacy instruction directly linked to student success. The book is based on a macroanalysis of preK-5 reading instruction in 647 localities. It offers: characteristics of exemplary teachers at each grade level; self-assessment exercises to help teachers determine their strengths and weaknesses; sample lesson plans, learning activities, and resources for diverse learners; skills-building exercises for use with individuals or groups of students; and an explanation of the study, its findings, and how it was conducted. The 11 chapters focus on: (1) "Do You Want to Become an Exemplary Literacy Teacher?" (2) "Memorable Teachers: Their Legacy"; (3) "National Exemplary Literacy Teacher Assessment"; (4) "Who Am I Being as a Teacher?" (5) "Dominant Teaching Roles, Responsibilities, and Talents"; (6) "Motivation"; (7) "Reteaching"; (8) "Relating to Students"; (9) "Classroom Qualities"; (10) "Lesson Characteristics"; and (11) "The Choice." Three appendixes contain: rationale for the study, the Qualities of Exemplary Teaching Behaviors data collection form, and a continuum of indicators of teaching effectiveness. (Contains 90 references.) (SM) ED479084 Exemplary Literacy Teachers: Promoting Success for All Children in Grades K-5. Solving Problems in the Teaching of Literacy. 2003-00-00 ISBN-1-57230-891-5 Practitioners Teachers 170 Guilford Publications, Inc., Department 5T, 72 Spring Street, New York, NY 10012 ($22). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/19/2004 22:37:58 RIEMAR2004

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Yes Cultural Influences Educational Environment Elementary Secondary Education Higher Education Language Teachers Process Approach (Writing) Process Education Second Language Instruction Teaching Methods Mantero, Miguel Reports - Descriptive Product Approach (Writing) English According to contemporary thought and foundational research, this paper presents various elements of the foreign language teaching profession and language learning environment in the United States as either product-driven or process-based. It is argued that a process-based approach to language teaching and learning benefits not only second language acquisition, but the foreign language professional as a whole. Also, the preparedness of instructors of college level foreign language courses is discussed, noting the role of culture and the notion of linguistic currency (Bourdieau, 1991). A conclusion regarding how to approach foreign language education and learning is reached by presenting Carse's (1986) philosophical constructs of finite and infinite games and their role in education. (Contains 39 references.) (Author/SM) ED479085 An Infinite Game in a Finite Setting: Visualizing Foreign Language Teaching and Learning in America. 2003-02-00 16 N/A 2004 2016-11-21

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Yes African Languages English Error Analysis (Language) Foreign Countries French Interference (Language) Language Usage Multilingualism Second Language Learning Secondary Education Structural Analysis (Linguistics) Uncommonly Taught Languages Aito, Emmanuel Reports - Research Speeches/Meeting Papers Nigeria Nigeria English This study investigated the languages that interfered with Nigerian secondary school students' learning of French, focusing on the Esan-West and Esan Central local government areas of Edo State. It also examined error types identified in students' scripts, error types caused by the most interfering language, error types occurring most frequently, error levels in the schools, and class levels, at which students committed the highest number of errors. Students in schools where French was still offered completed surveys to determine their mother tongues and other languages spoken, then wrote two essays in French. Analysis of students' errors highlighted two broad categories: lexical errors and structural errors. Results indicated that all of the students wrote and spoke English, the official language of instruction in Nigeria, and 81.3 percent of the students claimed to write and speak Esan. Errors in their writing were traced to English, which was the most interfering language. Errors of meaninglessness and clumsy expressions were the most frequent error types, followed by errors of conjugation scoring. Esan did not interfere with students' learning of French. (Contains 66 references.) (SM) ED479086 National and Official Languages in Nigeria: Reflections on Linguistic Interference and the Impact of Language Policy and Politics on Minority Languages. 2002-00-00 22 N/A 2004 2016-11-21

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Yes Bilingualism Children Code Switching (Language) Language Proficiency Linguistic Borrowing Transfer of Training Francis, Norbert Reports - Descriptive Speeches/Meeting Papers Language Contact English This paper discusses research on bilingualism, describing how language development proceeds under exceptional circumstances (for example, when processing must be shifted to another modality, and in abnormal development of one kind or another). It examines exceptional bilingualism, focusing on research on deafness (e.g., hearing children of deaf parents, the polyglot savant Christopher, and sign language genesis among previously isolated deaf children in Nicaragua). Next, it discusses early differentiation in childhood bilingualism, highlighting evidence accumulating against the hypothesis that a single unitary language system extends for a prolonged period of time prior to the separation of languages. The third section discusses codeswitching and linguistic borrowing, noting that findings point to an early convergence with adult codeswitching norms during the preschool years. The fourth section critiques a "wholistic" model. The paper proposes a model of modular bilingual competence based on an extension of Jackendoff's (1998) Tripartite Parallel Architecture (TPA). Following the TPA model, the bilingual version is intended to make for a close match with a model of bilingual proficiency--how the linguistic components and their interfaces are deployed in actual language use and how the processing of L1 and L2 fits into a broader mental organization that accounts for meaningful comprehension and expression. (Contains 53 references.) (SM) ED479087 Cross-Linguistic Influence, Transfer and Other Kinds of Language Interaction: Evidence for Modularity from the Study of Bilingualism. 2003-00-00 14 N/A 2004 2016-11-21

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Yes College Role Community Colleges Educational History Two Year Colleges Simpson, Michael W. Information Analyses Reports - Descriptive Oklahoma Oklahoma English The focus of this study is to examine the early reports and studies concerning the development of two-year colleges in Oklahoma. The basic inquiry is the examination of the reports of the Oklahoma State Superintendent of Instruction and the Oklahoma State Regents for Higher Education as well as dissertations or theses produced by University of Oklahoma students. The author's goal is to obtain a better understanding of the development of two-year colleges and also to understand the relevance of several contemporary educational issues for Oklahoma's two-year colleges (i.e., retention, transfer, role and purpose, students, faculty, accreditation, curriculum, and articulation). Particular attention is given to the establishment and development of municipal junior colleges. In the conclusion, the author asserts that Oklahoma's public junior colleges developed along two paths. State-supported junior colleges arose from the expansion of the state supported preparatory schools and the six agriculture schools. Local school districts established what was mistakenly referred to as municipal junior colleges. The first schools established for either path were formally recognized as junior colleges in 1920. (Contains 37 references.) (RC) ED479088 The Development of Oklahoma's Public Two-Year Colleges: An Enigma and a Battleground. 2003-00-00 25 N/A 2004 2016-11-21

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Yes Administration Board of Education Role Boards of Education Community Colleges Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Two Year Colleges Donahue, John Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires Illinois Illinois English Three Illinois community college chairs were selected to participate in this study, which examined the challenges faced by community college board chairs. In Illinois, the chair is an elected official, who has been selected by her or his fellow trustees to fulfill a statutory obligation and to serve the college in a leadership position. The author employed a qualitative study and multiple-case study design, using interviews, observations, document analysis, field notes, and a reflective journal. The leadership qualities of the chair have not been studied as extensively as those of the president. This document suggests that this study is needed for the following reasons: (1) community colleges are responsible for the education of over 50% of students enrolled in higher education courses; (2) there will be a significant number of first-time presidents in the near future due to current presidents' reaching retirement age; and (3) the development of effective leadership from the chair is an area of concern. This study asks two questions: What elements constitute the perspective of community college board chairs on their leadership roles? What variables influence this perspective? The themes that emerged from the data as elements that constituted the chairs' perspective on their leadership role were facilitation, communication, information, participation, expectation, and collaboration. Research instruments appended. (Contains 139 references.) (NB) ED479089 A Case Study of Select Illinois Community College Board Chair Perspectives on Their Leadership Role. 2003-01-00 252 N/A 2004 2016-11-21

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Yes Community Colleges Educational Planning Educational Strategies Institutional Administration Institutional Mission Strategic Planning Technology Technology Planning Two Year Colleges Reports - Descriptive Raritan Valley Community College NJ English This Strategic Plan for Raritan Valley Community College (RVCC), New Jersey, identifies 13 strategic goals divided into the following categories: Quality and Excellence, Community Partnerships, Civic Engagement and Service, and Student Success. RVCC serves Somerset and Hunterdon Counties in Central New Jersey. The combined 2000 population of both counties was 419,479, a 20% increase over 1990. There has been a significant increase in the numbers of Hispanic (96% growth) and Asian (154% growth) immigrants to the region. The population growth, however, far exceeds the growth in enrollment at RVCC, which increased by only 3%. Somerset County is the second wealthiest county in the U.S., and Hunterdon is the fourth. But there are pockets of poverty within the region. A high percentage of new jobs in the area will require an associate's degree. A workforce survey designed to address the skill needs of employees found the top five highest demand skill sets to be: (1) language skills; (2) interpersonal skills; (3) customer relations; (4) computer software applications; and (5) management/supervisory skills. Employers are actually, however, spending money for training in the following areas: (1) computer software application; (2) management/supervisory skills; (3) problem solving; (4) interpersonal skills; and (5) customer relations. Document includes future objectives and technology plan for RVCC. (NB) ED479090 Raritan Valley Community College Strategic Plan: It's Our Time. 2002-11-05 115 N/A 2004 2016-11-21

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Yes Basic Skills College Faculty College Instruction Community Colleges English Faculty Development Mathematics Outcomes of Education Professional Development School Holding Power Success Two Year College Students Two Year Colleges Simpson, Robert Gerald Dissertations/Theses - Doctoral Dissertations Information Analyses Tests/Questionnaires English This dissertation examines the following questions: (1) What are the characteristics and teaching practices of faculty that lead to higher student outcomes? (2) How do community colleges effectively support the efforts of faculty, who are successful in producing high student outcomes? (3) How can this knowledge be incorporated into an effective program of teacher development in support of newly appointed community college teachers? The author utilizes Action Research (Stringer, 1999), a dynamic systems improvement process that incorporates the real life experiences and perspectives of participants as critical components of the improvement effort. 1995 data from the Chancellor's Office for the California Community Colleges confirms that only 6% of enrolled students earned degrees or certificates. The author argues that the overwhelming majority of students aim to transfer to a four-year institution, and that the community college is not serving their needs. In the fall of 1995, student success rate for all disciplines was 66.7%. System-wide efforts aimed at improving success rates have had little impact. Evidence suggests that teaching is not sufficiently supported. This dissertation argues that the current teacher evaluation process does not provide a useful forum for self-reflection and change. This study relies on quantitative and qualitative data, and includes results of interviews with 24 teachers and 24 administrators. Research instruments appended. (Contains 95 references.) (NB) ED479091 Community College Teacher Development: Focusing upon New Teachers to Improve Student Outcomes. 2002-00-00 258 N/A 2004 8/19/2004 22:38:15 RIEMAR2004 Dissertation submitted to the University of California, Los Angeles, for Ed.D. in Education.

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Yes Access to Education Colonialism Comparative Education Developing Nations Educational History Educational Objectives Elementary Secondary Education Females Foreign Countries Higher Education Primary Education Mungai, Anne M. Opinion Papers Speeches/Meeting Papers Kenya Personal Experiences Kenya English This paper recounts the personal and educational experiences of a Kenyan woman now living in the United States. The paper relates her misfortune of failing the primary school national examination, which meant that she would not be admitted to a government high school. It discusses education during the British colonial period in Kenya and traces her passage through a Catholic boarding school with 300 students from all walks of life. The paper describes the woman's life in the United States where she attended graduate school. The education system in Kenya is described, giving the historical background of the traditional Kenyan system, and noting the beginning of modern western education in Kenya. It also considers the education of females in Kenya. After Kenyan independence, education was seen as a vehicle to train more human resources to enhance economic development; distribute national income; bring national unity; and ameliorate national disparities. The paper states that Kenya defines the objectives of education as follows. Education must:(1) serve to foster national unity; (2) serve the needs of national development; (3) foster, develop, and communicate the rich and varied cultures of Kenya; (4) prepare and equip the youth of Kenya with expertise to play an effective role in the life of the nation; (5) promote social justice and morality by instilling right attitudes; and (6) foster positive attitudes towards other nations. It concludes by discussing primary (elementary) education in Kenya. (BT) ED479092 The Quest for Education in Post Colonial Kenya: My Personal Experiences. 2002-03-00 14 N/A 2004 2016-11-21

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No Elementary Education Hazardous Materials Laboratory Safety School Safety Guides - General National Science Teachers Association, Arlington, VA. English This guide gives elementary school teachers suggestions for providing a safe environment for their students and covers general safety concerns in the science classroom. Information is printed in a flip chart format for easy reference. Safety areas covered include: (1) In Case of Accident; (2) Eye Protection; (3) Plants in the Classroom; (4) First Aid; (5) Animals in the Classroom; (6) Field Trips; (7) Fire Prevention and Control; (8) Storage and Labeling; (9) Safe Use of Equipment and Materials; and (10) Safety Checklist. (MVL) ED479093 Safety in the Elementary Science Classroom. 2003-00-00 ISBN-0-87355-224-5 25 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:38:20 RIEMAR2004 Colors may not photograph well.

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Yes Comparative Education Developing Nations Educational Objectives Educational Research Elementary Education Females Foreign Countries Womens Education Brush, Lorelei Heyman, Cory Provasnik, Stephen Fanning, Marina Lent, Drew De Wilde, Johan Leal, Angela Saher, Najat Yamouri Robles, Ana Maria Mendoza, Johanna Reports - Descriptive Speeches/Meeting Papers Guatemala Peru Systemic Change Agency for International Development Conceptual Frameworks Guatemala Peru English In 1996, the United States Agency for International Development (USAID) began the Girls' Education Activity (GEA). GEA's goal has been to assist host country governments and private sector and nongovernmental entities in formulating, institutionalizing, and implementing country initiatives for girls' education. These initiatives have been designed to ensure substantially increased educational opportunities for girls at the primary school level. This paper provides an overview of the GEA, presenting the general background of the contracts with the host countries and describing the multi-sectoral approach of the GEA. The paper presents information from a study based on five years of accumulated knowledge about girls' education in GEA countries, previously presented in monthly, quarterly, and annual reports to USAID; project designs and descriptions; and a "Start-Up Handbook for Girls' Education Activities." It states that the analytic study was based on these documents, supplemented by in-country interviews conducted over several trips by U.S.-based project staff between January and July 2001. It notes that between 50 and 75 respondents were interviewed in each country. The paper provides a conceptual framework for analyzing change (CFAC) and addresses systemic change for girls' education in GEA countries. It discusses systemic change for girls' education in Guatemala and in Peru and considers factors that effected systemic change in GEA countries. It also discusses some political contexts, linkages, and in-country control. (BT) ED479094 Overview of the Girls' Education Activity. 2002-03-00 22 N/A 2004 2016-11-21

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Yes Access to Education Case Studies Developing Nations Foreign Countries Globalization Refugees Social Problems Social Science Research Moro, Leben Nelson Reports - Research Speeches/Meeting Papers Sudan United Nations High Commissioner for Refugees Egypt Social Policy Egypt Sudan English Sudanese refugees in Egypt, who settled primarily in Cairo, encounter serious problems, both legal and economic, in accessing education. Refugees are legally barred from work and from sending their children to government schools and, hence, live in a precarious state. Often, such refugees perceive resettlement in a third country as the only remedy to their predicaments as long as war and massive human rights violations in their country continue. The poor state of the economy has seriously undermined the ability of the Egyptian state to provide social services to its burgeoning population and has negatively influenced its policies and stance towards refugees. This paper critically examines the situation of education for Sudanese refugees forced to operate in the informal economy due to legal and economic reasons. The paper argues that negative consequences of globalization, particularly the rise in numbers of poor people, further marginalized the position of Sudanese refugees in Cairo as the government became less accommodating to foreigners. It argues that more external funding is needed to ameliorate the dismal conditions of refugees and lessen the burden they exert on the host environment. It critiques the United Nations High Commissioner for Refugees urban policy that invariably enforces cuts of assistance to refugees in Cairo, while their economic status remains precarious. The paper focuses on grassroots activities with Sudanese communities in Cairo. It is divided into four parts: (1) the introduction defines the main issues to be discussed; (2) gives an account of the status of the Sudanese in Egypt; (3) examines the issue of educational access to Egyptian schools; and (4) concludes the paper. (Contains 16 notes and 35 references.) (BT) ED479095 Refugee Education in a Changing Global Climate: The Case of Sudanese in Egypt. 2002-03-00 22 N/A 2004 2016-11-21

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Yes Business Administration Education Cultural Awareness Group Dynamics Leadership Leadership Styles Models Choi, Jin Young Reports - Descriptive Hierarchical Models International Business Sergiovanni (Thomas J) English "Winston" is a pseudonym for an international business institute representing a dozen different cultures, which the institute strives to respect equally. Students studying at the institute spend two months of a 24-month program studying abroad. To facilitate the international portion of the program, each country where students are located has an assigned country director. This paper introduces the Web Inclusion leadership model that helps to develop the country directors' leadership styles. Great care was taken to select a leadership and group dynamic model with as little cultural bias as possible. The Web Inclusion was chosen because its characteristics appeal to human nature and would receive little resistance from specific cultures. It expands the leadership concept through Thomas J. Sergiovanni's Leadership Force Hierarchy, which includes technical, human, educational, symbolic, and cultural aspects. It redefines, however, the emphases of Sergiovanni's leadership force by putting more significance on the human force. The three main foci of the paper are: (1) highlighting good leadership examples in the country directors' practice and analyzing them in the context of appropriate academic literature; (2) critically looking at the structure of the "Winston Institute"; and (3) discussing issues that are related to cross-cultural leadership. Appended are descriptions of country director's job and work task, code of ethics, and preliminary site plans for the summer immersion program. (Contains 17 references.) (BT) ED479096 The Cross-Cultural Leadership Model for the Winston Institute. 2003-05-00 42 N/A 2004 2016-11-21

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Yes Art Education Art Expression Art Teachers Creative Thinking Higher Education Inquiry Student Needs Teacher Role Technological Advancement Technology Integration Sabieh, Christine Opinion Papers Speeches/Meeting Papers English Technology preserves the Worlds of Art, spreads heritages, and unites people across the globe, time, and diversities. Through inquiry, technology enables individuals to explore inherent values of art and cultural identity in a quest to interpret, understand, and create their own expressions of the world. Art educators realize that technology must become part of their lives to help prepare students to survive in a technological world. Technology preserves, yet limits art creation and expression. The fear is that creative expression will be erased. Creativity is controlled by man's ability to program, to pre-think, to capture the abstract meaning of his art in the hope that human complexity is assimilated into choices for individual expression. Art educators must make students aware that technology aids them to inquire and use software, but it does not allow them to free themselves from boundaries of captivity within their own thoughts. This paper shows that technology imprisons free expression and that art educators play a big role in challenging the influence of technology. The paper concludes that art educators, the central reform agents, need to become responsible in shaping students to remain liberators of creative expression using technology to preserve identities of the time. (Contains 45 references.) (Author/BT) ED479097 The Age of Technology: Friend or Foe to the Expression of Art? 2002-08-00 14 N/A 2004 8/19/2004 22:38:30 RIEMAR2004 Paper presented at the InSea World Congress (New York, NY, August 19-26, 2002).

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Yes Classroom Environment Classroom Techniques Elementary Education Grade 3 Grade 4 Instructional Effectiveness Music Music Activities Program Design Jackson, Mary F. Joyce, Donna M. Reports - Descriptive English Several studies have demonstrated that music has many uses in today's classroom. In addition to a positive classroom environment, stronger curriculum content, and effective teaching strategies, research indicates that music is also an effective management strategy. A musical program was designed for third and fourth grade teachers to achieve classroom management. Music reduces stress, improves behavior, enhances learning, and provides an appreciation for various cultures. A well-managed classroom celebrates learning and facilitates a rapport between teacher and students. Contains 10 references. (Author/BT) ED479098 The Role of Music in Classroom Management. 2003-00-00 11 N/A 2004 8/19/2004 22:38:32 RIEMAR2004

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Yes Citizenship Education Democracy Developing Nations Educational Benefits Foreign Countries Geographic Regions Social Development Abdi, Ali A. Information Analyses Opinion Papers Speeches/Meeting Papers Historical Background Marginalized Groups English The case of Africa, in terms of development and democratic prospects, encounters a number of stubborn hurdles, and are increasingly more difficult to overcome. This paper, while agreeing with a number of leading Africanists, who are calling for the efficient repair of Africa's political systems, without which other components of the national and continental enterprises may not function effectively, calls for the establishment of citizenship education programs that must strengthen Africa's partially fledgling, but in many cases faltering new democracies. The paper cautions about accepting liberal democracy at face value and sees the possibility of selectively Africanizing democracy so that it fits the needs, as well as the expectations, of the African public. It opines that the problems of democratization and development would not be overcome without the African public acquiring at least a basic understanding of the positive contributions that open and democratic systems could make to their socio-economic advancements. The paper also recognizes that even if democracy may not always effectively respond to the needs of the people, its critical appreciation, via viable programs of citizenship, will, in the long run, produce better results for Africa's marginalized hundreds of millions of people. (Contains 55 references.) (Author/BT) ED479099 Issues of Development, Democratic Prospects, and Citizenship Education: Theoretical Perspectives on Sub-Saharan Africa. 2003-03-00 20 N/A 2004 2016-11-21

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Yes Activism Educational Innovation Faculty Development Higher Education Calderwood, Patricia Opinion Papers Speeches/Meeting Papers Faculty Service Professional Community Social Justice English In a response to a call for educators to work for social justice, this paper introduces an argument for developing a novel community of practice: a trans-profession community for social justice. The paper explores some features of community, profession, and social justice work that suggest basic elements of such a professional community, including possible areas of resistance to a core orientation toward social justice within professional activity. It addresses professional education's place within this framework, including suggestions for how to support educators to enter into professional community for social justice. It finds that, together with professionals from other fields, educators can contribute and use their specialized knowledge, practices, networks, and other resources to work for social justice alongside their students, patients, and clients. (Contains 50 references, 2 figures, and 1 table.) (Author/BT) ED479100 Toward a Professional Community for Social Justice. 2002-07-00 32 N/A 2004 2016-11-21

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Yes Accountability College School Cooperation Cooperating Teachers Elementary Secondary Education Faculty Development Higher Education Internship Programs Mentors Partnerships in Education Preservice Teacher Education Student Teacher Supervisors Supervision Oja, Sharon Nodie Reports - Descriptive Speeches/Meeting Papers University of New Hampshire English This paper describes structures that share accountability for creating and managing collaborative supervision partnerships operating in a cadre of almost 25 elementary and secondary schools that work with University of New Hampshire teaching candidates for year-long internships. Six interns are placed with six cooperating teachers at each partnership school. Schools and the university commit to the effort by providing support and supervision. A university teacher education committee monitors the process of collaborative supervision partnerships, particularly through its field experience subcommittee. Participants are involved in regularly scheduled meetings for inquiry and support. Cooperating teachers take seminars on collaborative supervision. Another course is offered on adult developmental perspectives in mentoring. A third course, which focuses on the analysis of teaching, allows individuals to investigate their own classroom teaching practices using action research. Lessons learned from this partnership include the fact that participants involved in collaborative supervision partnerships value both school and university knowledge, that participants work with others rather than on them, and that work in such partnerships is interrelated with professional development. (Contains 11 references.) (SM) ED479101 Shared Accountability in Creating and Managing Collaborative Supervision Partnerships. 2002-02-00 12 N/A 2004 2016-11-21

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Yes Higher Education Middle Schools Motor Development Physical Education Secondary Education Angel, Kenny Sutton, Nancy Opinion Papers Speeches/Meeting Papers English This paper describes six Ultimate Flag Games which offer a change from traditional games and sports that are usually geared toward athletically inclined students. These new games, aimed at middle school through college students, allow for success from the least-skilled through the most athletically talented students. Players are ability grouped and points are amassed throughout the games, with the defense having the opportunity to score as well as the offense. Each participant wears a flag belt. Any player who has possession of the ball may have his/her flag belt pulled by the defense. Thus, the defense wins points as well as possession of the ball. Flag belt violations are the same throughout the six games. Only the ball carrier may have his/her flag belt pulled. Players must wear a flag belt to participate. Players may not drop or purposely or throw the ball to avoid a flag belt pull. The defense may not dive or leave their feet to pull another player's flag belt. Depending on the game, certain areas or situations prohibit players from pulling the ball carrier's flag belt. A flag belt pulled more than 2 seconds after the ball is released is a late flag belt pull. The six games are: modified team handball, advanced kickball, hoops, sharpshooters, razzle dazzle, and ultimate football. (SM) ED479102 The Ultimate Flag Games. 2003-04-00 Practitioners Teachers 6 N/A 2004 8/19/2004 22:38:41 RIEMAR2004 Paper presented at the Annual Meeting of the AAHPERD (Philadelphia, PA, April 1-5, 2003).

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Yes Administrator Role Elementary Secondary Education Instructional Leadership Leadership Responsibility Power Structure Principals Psychosomatic Disorders School Administration Ackerman, Richard H. Maslin-Ostrowski, Pat Reports - Research Speeches/Meeting Papers Psychosocial Factors English This study examined how self-described "wounded school leaders" were being wounded by leadership itself. It grew out of three earlier studies that investigated the leadership crisis in U.S. schools, focusing on the similarities between the stories leaders were telling about crises in practice and those of individuals confronting medical illness. Data came from interviews with 65 superintendents, principals, and heads of independent schools who had experienced significant crises in their own leadership practice. Overall, leaders believed wounding took many forms, ranging from disappointments, problems, or disorienting dilemmas to full-blown crises. The wounding experience was driven by a fundamental underlying proposition: a leader is impelled into a state of dissonance to which he or she adapts. Byproducts of leadership work included vulnerability, fear, isolation, power, and fear of powerlessness. An important learnable moment for leaders often occurred during a wounding crisis and times of discord. Many school leaders became "other centered," carrying the weight of other people's worries, problems, and desires, then developing their own wounds precisely because they often believed they had to hide their fears and vulnerabilities from others. Leaders often believed they had to be helpers and fixers, as well as independent and strong, which thwarted them from listening to their own needs. (Contains 77 references.) (SM) ED479103 Seeking a Cure for Leadership in Our Lifetime. 2002-00-00 30 N/A 2004 2016-11-21

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No Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Family Programs Intercultural Communication Interpreters Language Role Limited English Speaking Literature Reviews Minority Groups Special Education Ohtake, Yoshi Fowler, Susan A. Santos, Rosa M. Reference Materials - Bibliographies Reports - Research Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English The purpose of this report is to review the existing literature on the use of interpreters, and to make recommendations that will promote effective communication among family members, professionals, and untrained interpreters during IEP/IFSP meetings and family conferences. Effective communication between professionals and families is crucial in understanding the beliefs, thoughts, and feelings of the family, and in building mutual trust and respect. When families are non-English speaking, or have significantly limited English proficiency, one method of improving communication is the use of interpreters. No institutions currently provide formal training programs for persons who want to be qualified as interpreters in the education field. As a result, teacher aides, secretaries, and school custodians have been drafted as interpreters, simply because they speak the language used by the family. Professionals need to know effective strategies for working with persons who are untrained as interpreters and have little knowledge about terms and concepts of special education. Five themes are examined in this report: (1) the complexity of the interpretation process; (2) enhancing accurate interpretation; (3) interpreter styles; (4) the psychosocial aspects of the interpretation process; and (5) determining when interpreters are not needed. Includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED479104 Working with Interpreters To Plan Early Childhood Services with Limited-English-Proficient Families. Technical Report. 2001-06-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 41 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:38:45 RIEMAR2004 H024560006

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Yes At Risk Persons Attitudes toward Disabilities Child Development Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Family Attitudes Family Programs Infants Language Role Minority Groups Parent Child Relationship Parenting Styles Toddlers McCollum, Jeanette A. Yates, Tweety J. Reference Materials - Bibliographies Reports - Research Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English This report provides a theoretical framework for understanding different approaches to interaction intervention and uses this framework as background for considering how various cultural factors might influence families' (and providers') views of these approaches. Most research in interaction intervention has been conducted without explicit attention to cultural diversity in the samples. Current knowledge is based largely on Caucasian samples of western European derivation, particularly from the United States. Developmental studies often have confounded diversity in culture with other sources of diversity, such as ethnicity, socioeconomic status, and educational level. Differences between groups that may represent different cultural origins have often been interpreted as deficits in the non-Caucasian samples. Another interpretation of these differences is that culture may influence families' perceptions of many aspects of interaction intervention including the need for intervention, characteristics of good interactions, appropriateness of interaction as a focus for intervention, and acceptable approaches to providing intervention. Different approaches used in parent-infant interaction intervention between parents and their birth to 3-year-old children with disabilities are described, along with implications for working with individuals from culturally and linguistically diverse backgrounds. The report includes extensive references, an annotated bibliography, and a list of available resources from the CLAS Web site. (Author/SG) ED479105 Cross-Cultural Perspectives on Approaches to Parent-Infant Interaction Intervention. Technical Report. 2001-08-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 67 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:38:47 RIEMAR2004 H024560006

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No Attitudes toward Disabilities Cultural Awareness Cultural Influences Disabilities Diversity Early Childhood Education Early Intervention Family Characteristics Family Involvement Infants Intercultural Communication Language Role Minority Groups Parent Attitudes Parenting Styles Toddlers Garcia, Georgia Earnest Watkins, Ruth Eatman, Janet Bennett, Tess Zhang, Chun Tarnow, Laura Hojnar McCollum, Jeanette Yates, Tweety Ostrosky, Micki Halle, James Collected Works - General Reports - Research Illinois Univ., Urbana. Early Childhood Research Inst. on Culturally and Linguistically Appropriate Services. English From 1996-2001, the Early Childhood Research Institute on Culturally and Linguistically Appropriate Services (CLAS) has worked to support practitioners in increasing their understanding and awareness of the impact of culture and language on their interactions with children and families. This report presents four articles outlining some of the key concepts and underpinnings of the CLAS Institute. Section 1, "Cultural Definitions and Issues" (Georgia Earnest Garcia), provides a working definition of culture and identifies some cultural issues that have influenced the work of the CLAS Institute. Section 2, "An Introduction to Cross-Cultural Communication (Ruth Watkins and Janet Eatman), provides an overview to the issues of cross-cultural communication. In Section 3, "Multicultural Views of Disability" (Tess Bennett, Chun Zhang, and Laura Hojnar Tarnow), a discussion is provided about beliefs on disability, beliefs about health and healing, and expectations of the child's social roles. Finally, Section 4, "Cross-Cultural Conceptions of Child-Rearing: Implications for Reviewing/Evaluating Intervention Practices" (Jeanette McCollum, Tweety Yates, Micki Ostrosky, and James Halle), presents some conclusions highlighting the relationships between cultural context and parenting. Extensive references and information about the CLAS Institute are included. (Author/SG) ED479106 Cross-Cultural Considerations in Early Childhood Special Education. Technical Report. 2001-08-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 75 CLAS Early Childhood Research Institute, 61 Children's Research Center, 51 Gerty Dr., Champaign, IL 61820 ($7.50). Tel: 800-583-4135 (Toll Free). For full text: http://clas.uiuc.edu/publications.html. N/A 2004 8/19/2004 22:38:48 RIEMAR2004 H024560006

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Yes Adult Education Cultural Differences Disabilities Elementary Secondary Education Grants Information Dissemination Information Services Marketing Program Effectiveness Rehabilitation Success Reports - Descriptive National Institute on Disability Rehab Research Southwest Educational Development Lab., Austin, TX. National Center for the Dissemination of Disability Research. English This booklet contains accounts of 41 successes realized by organizations receiving grants from the National Institute of Disability and Rehabilitation Research (NIDDR) as examples of how NIDRR has experienced success in the following areas: (1) overcoming an identified dissemination "barrier"; (2) reaching new target audiences with needed information; (3) addressing linguistic, cultural, and cognitive diversity among audiences; (4) applying new social marketing techniques that work; (5) achieving a unique impact through a specific dissemination activity; and (6) obtaining individual benefits through utilization of disseminated information. The booklet also includes staff and grantee recognitions and a "Who's in the News" section focusing on media attention reported by grantees in 2002. Each success "story" is told in a brief summary including the name and location of the organization and contact information. (DB) ED479107 Success Stories, 2002: Making a Difference One Story at a Time. 2003-00-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. Community 66 National Center for the Dissemination of Disability Research, Southwest Educational Development Laboratory, 211 East Seventh St., Suite 400, Austin, TX 78701-3281. Tel: 800-266-1832 (Toll Free); Fax: 512-476-2286; e-mail: ncddr@sedl.org; Web site: http://www.ncddr.org. For full text: http://www.ncddr.org/du/success2002/SS2002.pdf. N/A 2004 2016-11-21

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No Augmentative and Alternative Communication Autism Behavior Disorders Cultural Influences Educational Principles Elementary Secondary Education Emotional Disturbances Evaluation Methods Hearing Impairments Language Acquisition Language Impairments Language Tests Learning Disabilities Mental Retardation Models Multiple Disabilities Teaching Methods Visual Impairments Kuder, S. Jay Books Guides - Non-Classroom Information Analyses English This text on teaching students with language disabilities is divided into three parts. Part 1 presents the components of speech, language and communication and describes language development. Part 2 describes the language abilities of students with a variety of disabilities. Part 3 provides suggestions for assessment and intervention and discusses cultural factors and language. Individual chapters have the following titles: (1) "Language and Language Disorders;" (2) "The Elements of Language;" (3) "Language Acquisition: Bases and Models;" (4) "The Development of Language;" (5) "Language and Students with Learning Disabilities;" (6) "Language and Students with Mental Retardation;" (7) "Language and Students with Autism Spectrum Disorders;" (8) "Language and Students with Sensory Disabilities;" (9) "Language and Students with Emotional and Behavioral Difficulties;" (10) "Assessing Language and Communication;" (11) "Enhancing Language and Communication;" (12) "Augmentative and Alternative Communication;" and (13) "Language and Culture." Each chapter also contains review questions, suggested activities, resources for extended study, and a glossary. (Individual chapters contain references.) (DB) ED479108 Teaching Students with Language and Communication Disabilities. Second Edition. 2003-00-00 ISBN-0-205-34330-9 Practitioners Students Teachers 352 Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 ($64). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. N/A 2004 2016-07-07 ED508343

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No American Sign Language Communication Skills Deafness Educational Methods Elementary Secondary Education English Evaluation Methods Grammar Hearing Impairments Interpersonal Communication Language Acquisition Language Tests Partial Hearing Teaching Models Theory Practice Relationship Easterbrooks, Susan R. Baker, Sharon Books Guides - Non-Classroom Information Analyses English This text on teaching language to students with hearing impairments stresses the use of multiple language learning pathways to meet the individual needs of students. The introductory chapter looks at language issues in the context of history, instruction, technology, culture, and the law. Chapter 2, on language acquisition, discusses the nature of language, theories of language development, stages of language development, the critical period for first language acquisition, and the influence of bilingualism on deaf education. Chapter 3 explains the Multiple Pathways to Language Learning model in the context of the heterogeneity of the hearing impaired population. Chapter 4 discusses language assessment, reasons for assessment, types of tests and test scores, assessment issues, formal and informal language measures, and choosing a battery of tests and other evaluation procedures. Chapter 5 focuses on applying theory in practice including pragmatic intent in language learning; language learning principles; language instructional approaches, practices, and techniques; individual needs; and planning language instruction. Chapter 6 discusses conversation, especially answering and asking questions, the Johnson Conversational Model, and question forms in both English and American Sign Language (ASL). The final chapter provides a detailed comparison of English and ASL grammar. Chapters contain questions for critical thinking. (Contains approximately 400 references.) (DB) ED479109 Language Learning in Children Who Are Deaf and Hard of Hearing: Multiple Pathways. 2002-00-00 310 Allyn & Bacon, 75 Arlington Street, Suite 300, Boston, MA 02116 ($59). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. N/A 2004 8/19/2004 22:38:54 RIEMAR2004

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Yes Case Studies Computer Assisted Instruction Disabilities Inclusive Schools Individualized Instruction Inservice Teacher Education Instructional Effectiveness Primary Education Regular and Special Education Relationship Team Teaching Workshops Writing Improvement Writing Instruction Writing Laboratories Nelson, Nickola W. Bahr, Christine M. Van Meter, Adelia Reports - Descriptive Western Michigan University Western Michigan Univ., Kalamazoo. Coll. of Education. English This final report describes activities and accomplishments of the Writing Lab Outreach Project (WLOP), a federally supported 3-year collaborative effort of Western Michigan University and the Kalamazoo (Michigan) Public Schools to prepare teams of general and special educators and speech-language pathologists to implement the writing lab approach in inclusive educational settings (grades 1-3). The writing lab approach combines writing process instruction, computer supports, and collaborative, inclusive, individualized service delivery to improve the spoken and written language skills of students with and without disabilities. The WLOP provided professional development experiences for 35 interdisciplinary development team members, 33 outreach team members, 65 intensive workshop participants, and approximately 2,000 workshop participants. Evaluation data from story probes written by 400 students (including 52 with special education needs) found significant increases in story scores, written language fluency, numbers and types of conjunctions, and lexical diversity, as well as decreases in grammatical errors, cohesion problems, and percentage of spelling errors. Research also identified variables that most distinguished typical from disordered performance including total words produced in stories, numbers and types of conjunctions, number of different words, and percentage of spelling errors. Appendices list dissemination activities and detail software features, and provide survey results and a case study. (Contains 16 references.) (Author/DB) ED479110 Writing Lab Outreach Project, September 1, 1998-August 31, 2002. Outreach Projects for Children with Disabilities. Final Performance Report. 2002-12-31 Special Education Programs (ED/OSERS), Washington, DC. 71 N/A 2004 2016-11-21

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Yes Change Agents Disabilities Elementary Education Inclusive Schools Inservice Teacher Education Middle Schools Models Program Effectiveness Research Utilization Staff Development Technical Assistance Theory Practice Relationship Hamilton, James L. Shanley, Judy Dailey, Don McInerney, Maurice Guides - Non-Classroom American Institutes for Research, Washington, DC. English This final report describes activities and accomplishments of the Elementary and Middle Schools Technical Assistance Center, which developed and evaluated a technical assistance model using a linking agent approach in which a school district professional or team was trained and supported to implement a change process cycle to effect improved services and outcomes for students with disabilities. The Center compared three model variations: providing salary and expense support for linking agents as well as face to face training and support; providing a $1,000 honorarium for linking agents, face-to-face training, and Center assistance; or providing no monetary support for linking agents, who were trained and supported at a distance through electronic means. Evaluation of the three strategies resulted in the following conclusions: (1) a national technical assistance center can effectively help school districts build ongoing capacity to solve problems; (2) scaling up technical assistance is an interpersonal process; (3) effecting scaling up of technical assistance will utilize technology; (4) less costly forms of technical assistance can be effective; (5) technical assistance users largely drive technical assistance costs; (6) local motivation and capacity are essential elements in school change and improvement; and (7) technical assistance can support the implementation of research-based practices that improve student outcomes. Appendices provide detail on school district samples, instruments used, and student outcome data, and list presentations and products. (DB) ED479111 Providing Technical Assistance to Local School Districts: Lessons Learned. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. 55 For full text: http://www.emstac.org/home.htm. N/A 2004 8/19/2004 22:38:59 RIEMAR2004 HS97016001 Prepared by the Elementary and Middle Schools Technical Assistance Center (EMSTAC).

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Yes Agency Cooperation Community Action Community Programs Cooperative Programs Disabilities Grants Parent Associations Parent Education Parent Participation Program Effectiveness Workshops Peterson, Mary Ellen Reports - Descriptive California California English This final report summarizes a six-year project, the Northern California Coalition, which sought to provide information and training to families within their communities and to increase the capacity of community-based parent groups. The coalition was a collaboration of three parent-directed agencies serving families of children with disabilities and resulted in services in 28 Northern California counties. The project actively involved parents in developing and conducting workshops, designing materials, and providing technical assistance to other parents and parent support groups. Parents served by the project came to understand their rights and protections under the Individuals with Disabilities Education Act; to better understand the nature of disabilities; the need for accommodations; and the role that special education plays in achieving educational goals. Parents also acquired skills needed for effective participation in educational planning for their children. A chart lists project goals, outcomes for 2001-02, total requirements under the grant, and the actual 6-year total. Also listed are other successes (including unexpected successes) such as a significant increase in services to previously unserved or underserved groups. Objectives not met successfully included the trainer of trainers program and lack of parent interest in training on conflict resolution. (DB) ED479112 Northern California Parent Network. Final Report. 2002-00-00 Special Education Programs (ED/OSERS), Washington, DC. 8 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Disability Identification Educational Principles Elementary Secondary Education Individualized Education Programs Instructional Design Intervention Learning Disabilities Outcomes of Education Parent Participation Program Development Program Evaluation Self Advocacy Student Evaluation Teacher Collaboration Transitional Programs Tungland, Marilyn, Ed. Guides - Non-Classroom Alberta Canada Alberta Learning, Edmonton. Special Education Branch. English This guide provides information to assist in developing and monitoring programming for students with learning disabilities. It focuses on key components of programming based on research and best practices. Expected outcomes of implementing the suggested strategies are described for each key component. The guide stresses that these key components of programming are not discrete but must work together to be effective. A section is given to each of the nine programming components and includes an explanation, barriers to the components implementation, ways to facilitate the component, expected outcomes and results, and connections to other Alberta (Canada) learning resources. Key components are: (1) collaboration; (2) meaningful parent involvement; (3) identification and assessment; (4) ongoing assessment; (5) Individualized Program Plans; (6) transition planning; (7) self-advocacy; (8) accommodations; and (9) instruction. The following three sections apply the key components to early school years, upper elementary school years, and junior high/senior high school covering the domains of metacognition, information processing and communication, social development, and academic development. Nineteen appendices provide specific tools including worksheets, checklists, tips for parents, an observation guide, lists of accommodations, and teaching rubrics. (Contains approximately 90 references.) (DB) ED479113 Unlocking Potential: Key Components of Programming for Students with Learning Disabilities. 2002-00-00 ISBN-0-7785-2546-5 Practitioners 118 Alberta Learning, Special Programs Branch, 44 Capital Blvd., 10044-108 St., Edmonton, AB T5J 5E6 Canada. Tel: 780-422-6326; Fax: 780-422-2039; Web site: http://www.learning.gov.ab.ca. N/A 2004 2016-11-21

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Yes Access to Education Accountability Boards of Education Disabilities Disability Identification Due Process Educational Assessment Elementary Secondary Education Inclusive Schools Individualized Education Programs Parent Rights Program Development Special Education Special Needs Students State Standards Student Placement Student Rights Wosnack, Niki Guides - Non-Classroom School Act 1988 (Alberta) Alberta Learning, Edmonton. Special Education Branch. English The Alberta Standards for Special Education are effective in September 2003 and require school boards to effectively identify and deliver programs for students with special needs in grades 1-12. Emphasis is on consistent and enhanced educational practice within the Canadian province so that students with special needs will receive appropriate programming and services irrespective of their location within the province. The standards are organized into the following four areas: (1) access--standards that address identification, referral, assessment, specialized assessment, right of access to records, and coordinated services; (2) appropriateness--professional standards, individualized program planning, program implementation and evaluation, parent involvement in decision making, and placement; (3) accountability--reporting (school board policy and procedures), reporting to parents, program monitoring and evaluation, and participation in provincial assessments; and (4) appeals. The document ends with a glossary, the text of relevant sections of the School Act, and policy statements regarding educational placement of students with special needs and special education. (DB) ED479114 Standards for Special Education. 2002-00-00 ISBN-0-7785-2530-9 Administrators Policymakers Practitioners 26 Alberta Learning, Special Programs Branch, 44 Capital Blvd., 10044-108 St., Edmonton, AB T5J 5E6 Canada. Tel: 780-422-6326; Fax: 780-422-2039; Web site: http://www.learning.gov.ab.ca. N/A 2004 2016-11-21

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Yes Access to Education Accountability Boards of Education Disabilities Disability Identification Due Process Educational Assessment Elementary Secondary Education Inclusive Schools Individualized Education Programs Parent Rights Program Development Special Education Special Needs Students State Standards Student Placement Student Rights Guides - Non-Classroom Alberta Canada Alberta Learning, Edmonton. Direction de l'education francaise. French This document, in French, presents the Alberta Standards for Special Education, which are effective in September 2003 and require school boards to effectively identify and deliver programs for students with special needs in grades 1-12. Emphasis is on consistent and enhanced educational practice within the Canadian province so that students with special needs will receive appropriate programming and services irrespective of their location within the province. The standards are organized into the following four areas: (1) access--standards address identification, referral, assessment, specialized assessment, right of access to records, and coordinated services; (2) appropriateness--professional standards, individualized program planning, program implementation and evaluation, parent involvement in decision making, and placement; (3) accountability--reporting (school board policy and procedures), reporting to parents, program monitoring and evaluation, and participation in provincial assessments; and (4) appeals. The document ends with a glossary, the text of relevant sections of the School Act, and policy statements regarding educational placement of students with special needs and special education. (DB) ED479115 Les normes en matiere d'adaptation scolaire (Standards for Special Education). 2003-00-00 ISBN-0-7785-2562-7 Administrators Policymakers Practitioners 30 Alberta Learning, Special Programs Branch, 44 Capital Blvd., 10044-108 St., Edmonton, AB T5J 5E6 Canada. Tel: 780-422-6326; Fax: 780-422-2039; Web site: http://www.learning.gov.ab.ca. N/A 2004 2016-11-21

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Yes Adults Agencies Agency Cooperation Community Relations Decision Making Disabilities Financial Policy Governing Boards Independent Living Inservice Education Leadership Legal Responsibility Personnel Policy Planning Hughey, Anne-Marie Newdom, Fred Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy Heinsohn, Dawn Petty, Richard Guides - Classroom - Learner Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a 3-day national conference on strengthening board leadership in agencies concerned with independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, and organizational information on Independent Living Research Utilization and the National Council on Independent Living. The bulk of the document is comprised of the manual titled, "Exercising Community Leadership: A Resource and Training Manual for Consumer Controlled Non-profit Boards of Directors Serving People with Disabilities." Following an introduction, this manual contains sections on: (1) the mission of centers for independent living; (2) legal responsibilities of board members; (3) board organization; (4) planning; (5) personnel responsibilities; (6) financial responsibilities of the board; (7) community relations; and (8) group process and decision making. Six appendices provide a sample board member biography, a sample board of directors policy and procedures, sample employee and agency policies and procedures manual, board position descriptions, a list of assessment and training instruments, and sample fiscal policies and procedures. Also provided are some group exercises and board scenarios and materials for a PowerPoint presentation. (DB) ED479116 Strengthening IL Board Leadership: A National Conference (Buffalo, New York, September 9-11, 2002). Participant's Manual. 2002-09-09 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 265 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Web site: http://www.ncil.org. For full text: http://www.ilru.org/ilnet/ilnetbks.html. N/A 2004 8/19/2004 22:39:12 RIEMAR2004 H132B99002 Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Adults Advocacy Agency Cooperation Disabilities Independent Living Inservice Education Leadership State Legislation Systems Approach Rowley, Corey Townes, Courtland, III Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy George, Carri Petty, Richard Heinsohn, Dawn Guides - Classroom - Learner Massachusetts New York Utah Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a national teleconference on coalition building for systems advocacy in agencies concerned with independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, and organizational information on Independent Living Research Utilization and the National Council on Independent Living. The first section is titled "The Legislative Coalition for People with Disabilities (LCPD): Leadership Training--2002-2003" and contains a leadership roster, a meeting schedule, blank forms, the LCPD bylaws, and general information about LCPD. The next section, "Learn How To Be a 10-Minute Advocate," provides such advocacy tools and resources as four steps to becoming involved in the legislative advocacy process; 19 golden rules of advocacy; and guidelines for calling, testifying, visiting, or writing policymakers. The third section is titled: "Legislative Coalition for People with Disabilities." It includes samples of a committee chair job description, a committee chair contact checklist, a list of committee responsibilities during the legislative session, and 2002 fact sheets. The following section contains the legislative advocacy training program developed by the Boston (Massachusetts) Center for Independent Living. The final section presents an example of a successful coalition in New York State. Attached are the teleconference participants' list and evaluation forms. (DB) ED479117 Coalition Building for Systems Advocacy: A National Teleconference (August 21, 2002). Participant's Manual. 2002-08-21 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 136 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Web site: http://www.ncil.org. For full text: http://www.ilru.org/ilnet/ilnetbks.html. N/A 2004 2020-11-23

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Yes Action Research Classroom Environment Elementary Education Grade 1 Grade 5 Instructional Effectiveness Journal Writing Learning Disabilities Portfolios (Background Materials) Student Attitudes Student Motivation Teaching Methods Writing Improvement Writing Skills Anderson, Debra Mallo, Alison Nee, Kari Wear, Margaret Dissertations/Theses Reports - Research Tests/Questionnaires English The proposed study was designed to improve the writing skills of students in the targeted first and fifth grade classrooms in one elementary school located in a Midwestern suburb. The study was designed as an action research project and was conducted by four researchers during the months of September through December 2002 with 118 participants (40 first graders, 60 fifth graders and 18 faculty). Among factors influencing students' writing skills are attitude and motivation (Kear, Coffman, McKenna & Ambriosio, 2000); environmental factors (Essex, 1996; Taylor & Adelman, 1999; Townsend & Fu, 1997; Wildavsky, 1999); instruction (Nickel, 2001; Wolf & White, 2000) and learning disabilities (MacArthur, Schwartz, Graham, Molly & Harris, 1996; Thomas, 1996; Wong, Butler, Ficzere & Kuperis, 1997). According to Schaefer (2001) journal writing is the first step in preparing students for successful writing experiences. Manning (2000) stated that the use of portfolios provide students an opportunity to take ownership and pride in their work. For this reason journal writing and portfolios were selected as intervention strategies for the proposed study. To document the progress of students' writing skills, the following methods of assessment were used: a survey, observations and a document analysis. A survey was administered to teachers in order to provide insight on possible problems related to students' writing performance. Observations involved a behavior checklist designed to assist researchers with analyzing students' writing skills. A document analysis involved a review of students' journals designed to assist researchers with documenting students' progress on class writing assignments. Post-intervention data indicated an increase in the quality and quantity of the students' writing. Attitudes towards writing also changed through the course of the intervention, both in positive and negative ways. Appendixes contain a teacher survey; observation checklists; a journal writing rubric; and a document analysis log. (Contains 4 figures, 20 tables, and 39 references.) (Author/PM) ED479118 Improving Writing Skills in the Elementary Classroom. 2003-05-00 64 N/A 2004 10/11/2004 22:38:01 RIEMAR2004 Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Academic Achievement Grade 1 Instructional Effectiveness Literature Reviews Primary Education Reading Comprehension Reading Instruction Self Esteem Speech Skills Teacher Attitudes Teaching Methods Galloway-Bell, Sandra Information Analyses Reports - Evaluative Reading Groups English This literature review and study examines information on the effectiveness of leveled reading groups in first grade students with respect to oral proficiency and reading comprehension. It explores whether there is evidence that leveled reading groups increase or decrease student achievement, as well as whether there is evidence that leveled reading groups are harmful to students. The review also discusses what advantages and disadvantages teachers see in the use of leveled reading groups and how some schools decide whether to place students in leveled groups. Four elementary school teachers were interviewed with identical questions while two other elementary teachers and a reading specialist held informal recorded conversations. Consistent with the literature review, analysis suggests that students' academic achievement, confidence, and self-esteem increase with the use of leveled reading groups. Research also shows that it is not harmful to students, as has been previously reported in the research, and that it actually increases self esteem. Research also shows that there are more advantages than disadvantages regarding leveled reading groups. There are also very specific reasons stated in the research as to why some schools choose to, or not to, place students in leveled groups, mainly based on the diversity or lack of diversity in the school population. (Contains 16 references.) (Author/PM) ED479119 A Review of the Literature: The Effectiveness of Leveled Reading Groups in Improving Oral Proficiency and Comprehension to First Grade Students. 2003-05-00 25 N/A 2004 2016-11-21

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Yes Brain English Curriculum English Instruction Higher Education Interpersonal Communication Literature Models Postmodernism Student Needs Technological Advancement Arnold, Roslyn Information Analyses Opinion Papers Speeches/Meeting Papers Reflective Thinking Empathic Learning English This paper puts forward an argument for re-thinking the nature and function of English and English Education, especially the teaching of literature, and proposes a model of empathic intelligence, which helps to formulate how much re-shaping might occur. The paper states that English literacy educators have relied for far too long on a hybrid theory of English Education pedagogy, borrowing from allied disciplines, such as literary criticism, philosophy, psychology, sociology, linguistics, and other disciplines. For the paper, the focus is on enabling feelings such as enthusiasm, joy, awe, excitement, and at times, dread, to be managed, shaped, and transformed through reflective thought, through talk with others, and through various embodied, symbolic experiences. According to the paper, it is timely to reconsider priorities in the light of postmodernism and technological advances and to reaffirm what is fundamentally the core business of English teaching in contemporary contexts. The paper does not represent a call for a return to old orthodoxies, but a call to consider the worlds of current students and to attempt to hypothesize what skills, abilities, and attitudes they need to function effectively in a global, increasingly dynamic world. It argues for a call to re-energize the teaching of literature and multi-literacies by mobilizing a particular dynamic between thinking and feeling. (Contains 147 references.) (NKA) ED479120 English Teaching in the 21st Century: Empathic Intelligence and Brain-Based Research. 2003-07-00 23 N/A 2004 2016-11-21

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Yes Citizenship Educational Objectives Family Influence Family Role Group Dynamics Human Relations Individual Development Parents as Teachers Social Integration Young Children Ediger, Marlow Guides - Non-Classroom Opinion Papers Moral Orientation English Social development stresses the importance of working together with others in life. The home setting can emphasize social development and its objectives of instruction. How should parents assist the child in quality social development in which good human relations exist? First and foremost, parents should serve as models to children for good human relations. Also, when oral communication takes place, the content discussed should go to all in the group, not the few--it is good practice to have ideas circulate among the group or family members. Respect for others in the home setting is also important. The "feeling dimension" needs to be involved in group work, and being involved in a group may not be adequate unless a person feels rewarded for contributions made. New concepts and vocabulary terms will and should arise in home conversation and discussions, and creative thinking should be emphasized within the discussion. In fact, critical thought should be stressed, and brainstorming may be stressed. This paper also discusses attitudinal development toward others, how to evaluate the quality of human relations in the home setting, citizenship development in the young child, and morality and the child. (NKA) ED479121 Reading, Social Development, and the Child. 2003-08-12 9 N/A 2004 2016-11-21

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Yes Elementary Education Language Patterns Linguistics Teaching Methods Thinking Skills Vocabulary Development Nilsen, Alleen Nilsen, Don Guides - Classroom - Teacher Speeches/Meeting Papers English A source-based approach to teaching vocabulary means starting with basic concepts that have been in human languages since their beginnings and then working with lexical and metaphorical extensions of these basic words. The purpose is not so much to teach children history, as it is to find groups of words. When words are taught in related groups, the meanings reinforce each other and children gain insights into language as a system. Fundamental principles of the source-based approach include the following: words have multiple meanings; right answers are better than wrong answers; teachers should move from the known to the unknown; thinking skills are more important than memorization skills; language is a social phenomenon; and teachers need to recognize the difference between coincidental puns and metaphorical extensions. Includes three suggested readings and a sample chart from a lesson. (PM) ED479122 Changing Words in a Changing World: A Source-Based and Process Approach to Teaching Vocabulary. 2003-05-04 7 N/A 2004 10/11/2004 22:38:02 RIEMAR2004 Paper presented at the Annual Meeting of the International Reading Association (48th, Orlando, FL, May 4-8, 2003).

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Yes Critical Thinking Elementary Education Phonemic Awareness Reading Comprehension Teaching Methods Visualization Vocabulary Development Lapin, Gloria Reports - Descriptive Speeches/Meeting Papers National Reading Panel English Noting the National Reading Panel's suggestions on assessing and improving children's phonemic awareness, this paper discusses how reading can be improved through think-alouds and visualizations. Comprehension strategies that teachers can model during think-alouds are: activating prior knowledge; building vocabulary; determining importance; questioning and clarifying; inferring; and synthesizing. Proficient readers create images in their minds as they read, and teachers can guide young readers to do the same. To help students visualize as they read, a teacher can start with simple sentences and ask students questions that help create images. Guiding students with detailed questions that lead to open-ended answers helps them create a visual interpretation of the sentence. This activity not only encourages students to create imagery, but also encourages them to think about questioning and become question askers themselves. (PM) ED479123 Get That Brain Reading. 2003-05-05 6 N/A 2004 2016-11-21

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No Adolescents Educational Environment High Schools Literacy Reading Consultants Reading Strategies Teacher Education Darwin, Marlene J. Reports - Descriptive Speeches/Meeting Papers English High school reading specialists possess specialized knowledge and have the potential to positively affect adolescent literacy growth. Research on the role of the high school reading specialist can create a better understanding of depth and breadth of that role and provide a comprehensive portrayal of the role. This outline lists literacy problems facing schools and the ways in which reading specialists can address these problems. It explains the importance of reading specialists and provides a review of literature on the subject. The outline also details the results of a study determining the role and influence of the reading specialist. It describes the role of the reading specialist inside the classroom, outside the classroom, and in helping teachers. (PM) ED479124 Delving into the Role of the High School Reading Specialist. 2003-05-06 7 N/A 2004 8/19/2004 22:39:24 RIEMAR2004 Paper presented at the Annual Meeting of the International Reading Association (48th, Orlando, FL, May 4-8, 2003).

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No Curriculum Development Department Heads Educational Change English Departments Foreign Countries Instructional Effectiveness Interpersonal Relationship Leadership Effectiveness Professional Isolation Secondary Education Wright, Noeline Dissertations/Theses Reports - Evaluative New Zealand New Zealand English This research is a narrative analysis based on an investigation into the professional lives of heads of English Departments (HODs) in three New Zealand secondary schools. The main data collection methods of interviews and observations used in this study fall within an interpretive paradigm. While HODs play a pivotal role in secondary schools, their inability to engage in not only effective curriculum and pedagogical leadership, but also effective classroom teaching is seriously constrained. These constraints have occurred partly as a result of the accumulating effects of over a decade of continual educational reforms, which have occurred without changes in staffing rations to accommodate intensified workloads. The consequences of the reforms on the work of these HODs have been largely ignored, and as a result, teaching and learning have been compromised. Emotions and relationships, coupled with the effects of time constraints and complexity, are highlighted as major concerns and significant hindrances to the three HODs' work. In order to demonstrate the impact of such effects, a fictionalized story exposes some of the human costs to HODs' professional lives. Essentially, the circumstances in which the three participant English HODs work may be symptomatic of an educational crisis that requires urgent attention, particularly in relation to the amount of time available for HODs to carry out their leadership roles. Contains a figure, 8 notes, and 185 references. Appendixes contain an interview outline; an introductory letter; an informed consent letter and a letter for the return of transcripts; a summary of HOD observations; an analysis of advertised vacancies; and an open letter to the management team of a high school. (Author/PM) ED479125 Stories from the Inside: A Narrative Analysis Investigating the Professional Lives of Three New Zealand Secondary School Heads of English Departments. 2002-00-00 186 N/A 2004 2016-11-21

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Yes Case Studies Critical Thinking Curriculum Development Educational Objectives Elementary Education Foreign Countries Literacy Program Effectiveness Student Characteristics Cormack, Phil Reports - Evaluative Speeches/Meeting Papers Critical Literacy Australia Australia English Recent curriculum policies in Australia have been developed according to a thesis that a child is a flexible and plastic figure able to be almost infinitely responsive to changes. One of the central dispositions required of young people in coping with such change is the development of critical literacy--an ability to manage, analyze, and use knowledge and texts in ways that are seen to contribute to an ethical future. This placement of child and literacy at the center of curriculum policy teleologies that manage the uncertainties promised by new times is a process that has a long history. A genealogical review that considers the way that the child has been able to represent social futurity in curriculum reforms raises critical questions that can be applied to present curriculum work. A case study describes the way that a new kind of older child subject position was developed within the English subjects in the first decade of the 20th century. (Contains 2 figures and 21 references.) (PM) ED479126 English/Literacy and Anxiety about the Future: A Case-Study from the Turn of the 20th Century. 2003-07-08 18 N/A 2004 2016-11-21

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No Action Research Classroom Research Critical Pedagogy Critical Reading English Instruction Interpretive Skills Literary Criticism Metacognition Qualitative Research Secondary Education Teacher Researchers World Literature Schade, Lisa J. Reports - Evaluative Speeches/Meeting Papers Literary Theory Meaning Construction Reflective Practice English When one high school English teacher became engaged in active research, she reflected on her practice and learned to have faith in her students as learners and in herself as a teacher, and to ground her teaching practice consciously in theory. Her investigation centered on the question of whether teaching literary theory in the high school English classroom would serve as an effective intervention, further developing students' engaged reading of text, their interpretive strategies, and metacognitive awareness of the reading and interpretive process. The project sought to discover if knowing about theory would help students become more effective readers and interpreters of text and to measure student receptivity to and application of several theoretical approaches to literature. The project was implemented in a World Literature English classroom with an academically diverse and multi-age grouping, employing a qualitative, empirical approach to the research question. Data were gathered in several genres: narratives of classroom inquiries and presentations, illustrative transcripts of student discussion and interviews, student-generated artifacts of written pieces and artistic renderings, and research vignettes highlighting key points and ideas. Findings suggest that the research hypothesis was accurate. It is logical and appropriate to emphasize the interaction of literary and reading theory in the secondary English classroom to form a comprehensive and powerful literacy pedagogy. Learning various theoretical approaches gave students who had not been successful in previous literature or arts classes an advantage because their reading was scaffolded by theory, setting a purpose and structure for their construction of meaning. (NKA) ED479127 Envisioning the Critical Classroom: Critical Pedagogy and Secondary English Education. 2003-07-06 11 N/A 2004 2016-11-21

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Yes Classroom Techniques Context Clues Elementary Secondary Education English (Second Language) Reading Comprehension Reading Strategies Vocabulary Development Vocabulary Skills Word Recognition Teal, Tiffany Opinion Papers Prereading Activities Feature Analysis English Vocabulary knowledge provides a source of prior knowledge and word meaning that can be used to enhance reading comprehension. It is important that teachers be aware and knowledgeable of the many strategies available to enhance vocabulary growth, and also how to teach these strategies to students. These strategies can range from the use of context cues to feature analysis maps. In this pamphlet, teachers will find strategies and activities that can be used to increase student vocabulary growth. The pamphlet first reviews the research on vocabulary learning and then presents "pre-reading" strategies/vocabulary, including graphic organizer and word mapping. It next presents "during reading" strategies/vocabulary, such as keeping a vocabulary journal, followed by "after reading" strategies/vocabulary, such as doing crossword puzzles and morphemic analysis. It also cites specific strategies to help English-as-a-second-language students, including cooperative learning. The pamphlet suggests home activities for vocabulary development, including activities for the beginning reader and the intermediate reader. Lists 23 relevant technology Web site addresses. (Contains 34 references.) (NKA) ED479128 Strategies to Enhance Vocabulary Development. 2003-02-13 26 N/A 2004 2016-11-21

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Yes Civil Engineering Engineers Mathematics Activities Mathematics Skills Research Methodology Technical Mathematics Gainsburg, Julie Reports - Research Speeches/Meeting Papers Concrete Operations Reflective Abstraction English The everyday mathematics processes of structural engineers were studied and analyzed in terms of abstraction. A main purpose of the study was to explore the degree to which the notion of a gap between school and everyday mathematics holds when the scope of practices considered "everyday" is extended. J. Lave (1988) promoted a methodology that treats person-in-activity as an integral whole. Laves approach was used as the researcher conducted 70 hours of ethnographic observation of structural engineers in two firms as they went about their usual work. The four tasks observed involved multiple engineers of varying experience. Findings show that structural engineers practice in a world of quantities, units, procedures, and concepts, some of which exhibit concrete qualities, some of which appear more abstract, and some of which defy placement in either camp. Engineering expertise appears two-pronged, involving an increased amount of personal, concrete meaning associated with particular quantities and concepts, and at the same time, greater facility with abstract methods and theory. Findings support classroom methods that encourage students to construct their own meanings of mathematical concepts and quantities, and suggest that constructivism may describe the knowledge acquisition of adults no longer in classroom situations. (Contains 7 figures and 25 references.) (SLD) ED479129 Abstraction and Concreteness in the Everyday Mathematics of Structural Engineers. 2003-00-00 28 N/A 2004 2016-11-21

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Yes Academic Deans Followup Studies Higher Education Response Rates (Questionnaires) Responses Surveys World Wide Web Montez, Joni Reports - Research Speeches/Meeting Papers Nonresponders Nonresponse Bias English Responses to a followup request for survey completion provided information about reasons for nonresponse by the target audience. Few studies of nonresponse have relied on reasons given by those who did not choose to respond; although not intentionally gathered, the data provide insights into nonresponse. An electronic mail survey was sent to 452 college deans, and 232 eventually responded. In all, there were four reminders, two by postcard and two by e-mail. Fifty-five deans replied to the e-mail followups and offered various reasons for not completing the survey. These replies were analyzed and grouped into five categories. Some simply refused participation, usually in a courteous and succinct way. The second category contained responses related to investing time to participate, and the third category included responses from persons who no longer served as deans and thus declined to respond. The fourth group declined to complete the survey because they only answer surveys prepared as part of the business of national organizations or surveys not found at Web sites. The final group declined to answer because they thought the survey was poorly designed or did not capture germane issues of leadership. Although it is not clear that these repliers were representative of the nonresponders overall, their e-mail comments provide some insight into nonresponse to Web surveys. (Contains 24 references.) (SLD) ED479130 Web Surveys as a Source of Nonresponse Explication. 2003-04-24 19 N/A 2004 2016-11-21

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Yes Academic Achievement College Students Delay of Gratification Goal Orientation Higher Education Student Educational Objectives Bembenutty, Hefer Karabenick, Stuart A. Reports - Descriptive Speeches/Meeting Papers Self Regulated Learning English This paper reviews the association between delay of gratification and future time perspective, which can be incorporated within the theoretical perspective of self-regulation of learning. It proposes that delay of gratification in academic contexts along with facilitative beliefs about the future increase the likelihood of completing academic tasks. Discussed are (1) classic and current theoretical views of delay of gratification; (2) future time perspective and its association with delay of gratification; and (3) evidence for the association between delay of gratification and future time perspective that enhances the understanding of academic success from a self-regulated learning approach. Suggestions for further research and implications for instruction are also discussed. (Contains 58 references.) (Author/SLD) ED479131 Academic Delay of Gratification, Future Goals, and Self-Regulated Learning. 2003-04-00 30 N/A 2004 2016-11-21

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Yes Acculturation African Culture College Students Cultural Differences Higher Education Immigrants Student Attitudes Offoh, Chidimma Reports - Research African Americans Africans English This study, part of a larger investigation of African immigrants to the United States, focused on the issues of the African immigrants racial and ethnic identity in relation to African American counterparts and the struggle against Americanization for some of these immigrant students. Also studied were African immigrants perceptions of themselves in the realm of education. Participants were a small sample of black African college students, who were voluntary immigrants. Personal interviews were conducted, and each participant completed a 20-question Likert-type scale. Many participants drew a clear distinction between themselves and African Americans, some because of attitudes of their parents. Immigrants generally believed there is a lack of unification among African Americans. Many immigrants expressed feelings of frustration and alienation because of a perceived lack of interest in African culture on the part of African Americans. Immigrants also often expressed disappointment at not being acknowledged as African by the African American community, but only being seen as "black." Many immigrants perceived that whites were more welcoming, showing more interest in African cultures than did African Americans. Interview reports provide many insights into the viewpoints of African immigrants. (Contains 16 references.) (SLD) ED479132 African Immigrants in Higher Education: Racial and Ethnic Identity Development, Maintenance, and Support. 2003-06-09 38 N/A 2004 2016-11-21

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Yes Academic Standards College Students Higher Education Instructional Materials Integrity Pilot Projects Plagiarism Fricker, Beth Ann Armstrong, William Carty, Heidi Reports - Evaluative University of California San Diego English To promote academic integrity among students, a committee of faculty and administrators at the University of California, San Diego, developed a tutorial or instructional module designed to educate users about what constitutes academic integrity and how to recognize practices that may be indicative of plagiarism or academic dishonesty. The tutorial used a series of examples of activities and behaviors that illustrated possible violations of academic honesty. Students were given a quiz at the end of each module in the tutorial. A pilot of the tutorial was given to 35 students in the spring 2003 quarter. Overall, participants appeared satisfied with the tutorial program and its format. The majority of the participants rated the quality of the program as excellent or good. However, 91.4% of the participants states that they learned "little" or "some" from the tutorial, and only 25.7% agreed that new information was presented to them. Followup with participating students should establish the reasons for this discrepancy. Students were also asked to provide suggestions to improve the tutorial, and these will be considered in the design of a revised version. Findings suggest that with a few modifications, the tutorial can be used to encourage academic integrity at the university. (Contains 9 figures and 10 references.) (SLD) ED479133 The Proposed UCSD Academic Integrity Tutorial Pilot Project: A Formative Evaluation. 2003-06-00 14 N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Graphic Organizers Higher Education Literacy Education Memorization Reading Comprehension Reading Strategies Second Language Learning Jenks, Christopher J. Reports - Descriptive Venn Diagrams English This paper discusses the importance of teaching English language learners (ELLs) three reading strategies to help facilitate a productive literacy environment, suggesting that students must be taught specific reading strategies in which purpose, comprehension, and memorization are facilitated. The first section presents a pre-reading strategy, focusing on a K-W-L (know-want to know-learned) worksheet, which graphically assists ELLs in understanding specific information in a variety of content areas. The second section offers a during-reading strategy that utilizes word clusters (graphic organizers in which categorizations are used to promote vocabulary building). The third section describes a post-reading strategy involving Venn diagrams (two interconnected circles for comparing or contrasting two words or concepts). Each section introduces the concept and describes the procedure and purpose. These strategies can be adjusted to varying degrees of reading proficiency. (SM) ED479134 Teaching Reading Strategies to English Language Learners. 2002-12-00 13 N/A 2004 2016-11-21

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No Bilingualism Creoles Dialects Diglossia Elementary Secondary Education Ethnography Foreign Countries Gender Issues Global Approach Language Minorities Language Planning Language Proficiency Language Usage Literacy Education Minority Group Children Multilingualism Oral Language Personal Narratives Pidgins Pragmatics Pronouns Public Opinion Sex Discrimination Social Class Sociolinguistics Story Telling Student Diversity Paulston, Christina Bratt, Ed. Tucker, G. Richard, Ed. Books Collected Works - General Europe Language Policy Politeness English This collection of papers includes the following: (1) "A Brief History of American Sociolinguistics 1949-1989" (Roger W. Shuy); (2) "Reflections on the Origins of Sociolinguistics in Europe" (Louis-Jean Calvet); (3) "Models of the Interaction of Language and Social Life" (Dell Hymes); (4) "I Came to Sing: Negotiating Identities and Places in the Tuscan 'Contrasto': (Valentina Pagliai); (5) "Narrative Analysis: Oral Versions of Personal Experience" (William Labov and Joshua Waletzky); (6) "'Narrative Analysis' Thirty Years Later" (Emanuel A. Schegloff); (7) "Narrative Structure: Some Contrasts between Maori and Pakeha Story-telling" (Janet Holmes); (8) "Contextualization Conventions" (John J. Gumperz); (9) "The Pronouns of Power and Solidarity" (Roger Brown and Albert Gilman); (10) "Complimenting: A Positive Politeness Strategy" (Janet Holmes); (11) "Selections from 'Language and Woman's Place'" (Robin Lakoff); (12) "The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender Dominance" (Deborah Tannen); (13) "Some Sociolinguistic Principles" (William Labov); (14) "On the Construction of Vernacular Dialect Norms" (Walt Wolfram); (15) "The Linguistic Individual in an American Public-Opinion Survey" (Barbara Johnstone); (16) "Trade Jargons and Creole Dialects as Marginal Languages" (John E. Reinecke); (17) "A Social Psychology of Bilingualism" (Wallace E. Lambert); (18) "BICS and CALP: Origins and Rationale for the Distinction" (Jim Cummins); (19) "Linguistic Diversity, Schooling, and Social Class: Rethinking Our Conception of Language Proficiency in Language Minority Education" (Jeff MacSwan and Kellie Rolstad); (20) "Diglossia" (Charles Ferguson); (21) "Bilingualism With and Without Diglossia; Diglossia With and Without Bilingualism" (Joshua A. Fishman); (22) "Toward the Systematic Study of Diglossia" (Alan Hudson); (23) "Empirical Explorations of Two Popular Assumptions: Inter-Polity Perspective on the Relationship between Linguistic Heterogeneity, Civil Strife, and Per Capita Gross National Product" (Joshua A. Fishman); (24) "Linguistic Minorities and Language Policies" (Christina Bratt Paulston); (25) "Dialect, Language, Nation" (Einar Haugen); (26) "Language Planning Goals: A Classification" (Moshe Nahir); and (27) "Literacy and Language Planning" (Nancy H. Hornberger). (Papers contain references.) (SM) ED479135 Sociolinguistics: The Essential Readings. Linguistics: The Essential Readings. 2003-00-00 ISBN-0-631-22717-2 520 Blackwell Publishing, 350 Main Street, Malden, MA 02148-5018 (hardback: ISBN-0-631-22716-4, $74.95; paperback: ISBN-0-631-22717-2, $39.95). Web site: http://www.blackwellpublishing.com. N/A 2004 2016-11-21

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No Bilingual Education Bilingual Students Bilingualism Cultural Awareness Curriculum Development Elementary Secondary Education English (Second Language) Faculty Development Language Proficiency Literacy Education Oral Language Parent Participation Program Development Second Language Instruction Second Language Learning Student Evaluation Teacher Effectiveness Teacher Participation Teaching Methods Writing Skills Calderon, Margarita Espino Minaya-Rowe, Liliana Books Guides - Classroom - Teacher Guides - Non-Classroom English This book provides school administrators, teachers, and parents with the basic knowledge necessary for planning and implementing effective two-way bilingual programs. It offers essential elements to help students gain literacy in two languages, increase cross-cultural understanding, and meet high levels of achievement in all core academic areas. There are 11 chapter in three parts. Part 1, "Starting a Two-Way Bilingual Program," includes (1) "Moving Toward Two-Way Bilingual Programs," (2) "Planning and Designing a Two-Way Bilingual Program," (3) "Comprehensive Curriculum Models for a Two-Way Program," and (4) "Case Study: The Alicia R. Chacon International School." Part 2, "Implementing Effective Instruction," includes (5) "Instructional Techniques and Activities for Second-Language Learners," (6) "Literacy in Two Languages: The Importance of Research-Based Instructional Models," (7) "Using Writing to Promote Reading and Oral Language Development," and (8) "Assessing Second-Language Learners." Part 3, "Involving Teachers and Parents," includes (9) "Staff Development and Teacher Learning Communities," (10) "Reaching Out to Parents," and (11) "Evaluation, Research, and Conclusions." Resources for two-way bilingual programs and a list of acronyms are included. (Contains approximately 230 references.) (SM) ED479136 Designing and Implementing Two-Way Bilingual Programs: A Step-by-Step Guide for Administrators, Teachers, and Parents. 2003-00-00 ISBN-0-7619-4566-0 Administrators Parents Practitioners Teachers 261 Corwin Press Inc., Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($39.95). Tel: 805-499-0271; Fax: 805-499-0871; e-mail: info@sagepub.com; Web site: http://www.sagepub.com. N/A 2004 8/19/2004 22:39:41 RIEMAR2004

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Yes Cultural Influences Ethnicity Higher Education Indigenous Populations Knowledge Level Minority Groups Oral Language Dei, George J. Sefa Reports - Research Orality Ontario Inst. for Studies in Education, Toronto. New Approaches to Lifelong Learning. English This paper is an invitation to critically engage in the discussion of "indigenous knowledges" and the implication for academic decolonization. Among the issues raised are questions of the definition and operationalization of indigenous knowledges and the challenges of pursuing such knowledge in the western academy. The paper draws attention to some of the nuance, contradictions, and contestations in affirming the place of indigenous knowledges in the academy. It is pointed out that indigenous knowledges do not "sit in pristine fashion" outside of the effects of other knowledges. In particular, the paper brings new and complex readings to the term "indigenous," maintaining that different bodies of knowledge continually influence each other to show the dynamism of all knowledge systems. It is argued that when located in the Euro-American educational contexts, "indigenous knowledges" can be fundamentally an experientially-based, non-universal, holistic, and relational knowledge of "resistance." In the discussion, the paper interrogates the notions of tradition, authenticity, orality, and the assertion of indigenous identity as crucial to the educational and political project of affirming indigenous knowledges. (Contains 65 references.) (Author/SM) ED479137 Rethinking the Role of Indigenous Knowledges in the Academy. NALL Working Paper. 2002-00-00 25 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/58GeorgeDei.pdf. N/A 2004 2016-11-21

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Yes Administrators Bilingual Education Bilingual Teachers Elementary Secondary Education English (Second Language) Evaluation Methods Language Teachers Teacher Competencies Teacher Evaluation White, Mary E. Reports - Descriptive Speeches/Meeting Papers Texas Texas English This paper examines evaluation processes used to assess bilingual educators' teaching performance when monolingual administrators conduct the review, highlighting the importance of bilingual teachers in bilingual education programs. The four basic types of bilingual instruction include the following: English immersion, English as a Second Language (ESL), transitional bilingual education, and two-way bilingual education. Prior to teaching, bilingual teachers must pass a professional development exam, a bilingual comprehensive exam related to the grade taught, and the Texas Oral Proficiency Test. Although research indicates that capable teachers are the essential link between public aspirations for high quality schooling and student achievement, little has been done to prepare monolingual administrators to equitably evaluate these intensely trained bilingual teachers. Alternative evaluations are allowing teachers to take on a more active role in the evaluation process via portfolios, professional conversations, and student achievement. Data from an informal survey of bilingual Texas teachers indicates that the current evaluative tool does not adequately assess teaching abilities in Spanish. Teachers feel that monolingual administrators evaluating ESL programs obtain a limited view of the lesson overall. Suggestions include the following: use bilingual administrators for evaluations, add a bilingual component to the existing evaluation tool, and place bilingual administrators in schools with over 35 percent Hispanic students. A bilingual teacher evaluation form is included. (Contains 11 references.) (SM) ED479138 Evaluating the Bilingual Teacher: A Monolingual Administrator's Challenge. 2002-00-00 21 N/A 2004 2016-11-21

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Yes Academic Achievement Disabilities Education Work Relationship Employer Attitudes Employer Employee Relationship High Schools Individualized Education Programs Interpersonal Competence Job Skills Parent Attitudes Teacher Attitudes Transitional Programs Vocational Education Work Environment Mitchell, Donna Gerver, Karen Smith, Denise Reports - Research English This study explored how key shareholders (student, parents, educators, and employers) can merge Individualized Education Program (IEP) goals with employers' expectations to improve the chance of successful transitioning from student to employee. A survey was conducted of 26 parents, teachers-of-service (TOS), teachers-of-record (TOR), transition coordinators, and participating employers in a local community job program, to tap into local philosophy and priorities of job skills necessary for successful employment. Survey information was then used to investigate what employers need in entry-level employees and how IEPs can be utilized by shareholders to prepare young people with special needs to meet employers' expectations. Employers said honesty, positive attitude, and being a team member were the most important job skills, while parents believed that asking for help, attendance, honesty, positive attitude, and self-confidence were very important. Educators, however, rated attendance as the number one skill necessary for successful employment followed by punctuality. Findings from the survey also indicate parents and employers place a higher priority on basic academic skills, more so than high school educators. For job supports, all participants thought employer support to be important to entry-level employee success. Appendices include survey materials. (Contains 28 references.) (CR) ED479139 Building Job Keepers. 2002-06-21 30 N/A 2004 10/11/2004 22:38:02 RIEMAR2004

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Yes Community Involvement Community Resources Health Health Promotion Problem Solving Wolff, Tom Reports - Descriptive Speeches/Meeting Papers World Health Organization English More and more communities are rallying together to solve their own problems. These broad-based initiatives are illustrations of the international healthy communities movement. The healthy communities movement emerged from the World Health Organization in 1986 and has quickly spread across the globe. A cornerstone of the movement is the Ottawa Charter for Health Promotion that describes the prerequisites for health as: peace, shelter, education, food, income, a stable ecosystem, sustainable resources, social justice, and equity. To produce a healthy community in addition to redefining the way people look at health, new mechanisms of community problem solving must be reviewed. This paper describes and discusses the healthy communities movement. The paper outlines 10 commonly agreed upon core elements of healthy community efforts. It notes that research on the impact of healthy community initiatives is just emerging and cites several studies. (Contains 15 references.) (BT) ED479140 Healthy Communities: Building Communities from the Ground Up. 2001-08-00 12 N/A 2004 2016-11-21

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Yes Built Environment Foreign Countries High Schools Municipalities Secondary Education Social Studies Student Educational Objectives World History Stanik, Joseph T. Guides - Classroom - Teacher Opinion Papers Middle Ages Classical Period Iraq (Baghdad) Iraq English Intended for students in grades 10-11, this lesson plan outlines a world history lesson that focuses on Baghdad in the Classical Era (AD 762-1258). The lesson plan states a purpose; cites educational objectives; delineates step-by-step procedures for classroom implementation; suggests various exercises (such as brainstorming, map activity, guided practice, and independent practice); and contains an eight item bibliography. Contains work sheets for the activities and five readings from selected articles. (BT) ED479141 Lesson Plan: Baghdad in the Classical Era (A.D. 762-1258). 2002-00-00 Practitioners Teachers 13 N/A 2004 2016-11-21

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Yes Black Education Blacks Developing Nations Educational History Educational Policy Educational Practices Foreign Countries Geographic Regions Industrial Education International Education Models Relevance (Education) Yamada, Shoko Reports - Research Speeches/Meeting Papers Africa Educational Transfer Phelps Stokes Foundation of New York Africa English In 1920, the Phelps-Stokes Fund, based in New York, sent a commission to investigate educational conditions in West, South, and Equatorial Africa. After the first Phelps-Stokes Commission, two additional commissions were sent from the United States to investigate African educational practices and conditions until the mid-1940s. These efforts to transfer U.S. educational experience, backed by U.S. philanthropic organizations in the United States, were driven by a feeling of moral responsibility as veteran promoters of Black education and financial power. Why were U.S. philanthropic organizations so interested in African education and why did Europeans, particularly the British, look to the United States for guidance? This paper considers these questions in the context of American racial politics and how this was perceived in the international arena. Related is the fact that the U.S. has minimal political and economic relations with Africa, creating the perception that it could act as a neutral referee. The image of the U.S. specialists carries strong symbolic meaning, and often counted for more than the actual substantial value of any U.S. model. The paper explores this point by showing some of the common characteristics of the main actors involved. (Contains 42 notes and 20 references.) (BT) ED479142 Politics of Educational Transfer: Different Meanings of the American Black Industrial Education Model in the Discourse of "Education for Africans." 2002-03-00 26 N/A 2004 2016-11-21

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Yes Citizenship Responsibility Classroom Research Constructivism (Learning) Cross Cultural Studies Family (Sociological Unit) Focus Groups Foreign Countries Grade 1 Primary Education Social Studies Cole, Bronwyn McGuire, Margit Reports - Research Speeches/Meeting Papers Tests/Questionnaires English This paper presents the background procedure and outcomes of a study of two Year 1 classrooms, one in Seattle, Washington, and the other in Sydney, Australia, that engaged in the constructivist learning experiences of a social studies unit, "Families in Their Neighborhoods" (McGuire, 1997). The unit employed the "Storypath" planning and teaching strategy. Each classroom teacher implemented the unit to enable children to construct understandings about families, including their diversity of structures, heritages, and designations of roles and responsibilities. The experiences implemented and explored in this unit were: (1)developing understandings of the ways in which families live within and (2) citizenship responsibilities for constructing neighborhoods or communities. This paper presents analyses of student interview data, work samples, and classroom displays to describe the nature and level of understandings constructed by the students in each of the research sites. Some cross-cultural comparisons are drawn. Implications of using the Storypath strategy as both a powerful constructivist tool for enhancing students' understandings and citizenship responsibilities are made. Appended are observation notes and focus group interview questions. (Contains 5 tables, 3 figures, 8 notes, and 23 references.) (Author/BT) ED479143 Young Children's Construction of Understanding about Families and Citizenship using Storypath. 2002-11-00 19 N/A 2004 10/11/2004 22:38:03 RIEMAR2004 Paper presented at the Annual Meeting of the National Council for the Social Studies (Phoenix, AZ, November 20-22, 2002).

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Yes Geographic Regions Geography Instruction Global Approach Secondary Education Social Studies Textbook Content Textbooks World Geography Boehn, Dieter L. Opinion Papers Speeches/Meeting Papers English One of the demands imposed on geography instruction is to inform about the world, but there is some disagreement on how this is to be achieved. Criticism is most frequently directed at the regional geography approach of subdividing the world into culture regions. This paper addresses the question of whether global subdivision by culture regions can still legitimately be used in geography instruction. The paper considers culture regions as a regional subdivision on the sub-continental scale, as portrayed in regional geography textbook. It addresses criticism of subdivision by culture regions, both concrete criticism and fundamental criticism. It discusses culture regions as a reality, outlining several possible systems of subdivision. The paper also discusses requirements imposed on subdivision of the world by culture regions and provides examples of subdividing the world by culture regions. It finds that the diversity of possibilities makes it clear to the student that culture regions is an artificial concept that enables people to structure the world in only a few large regions, which is advantageous to achieving the mandatory level of intercultural understanding. (BT) ED479144 Culture Regions in Geography Education. 2003-03-06 7 N/A 2004 10/11/2004 22:38:03 RIEMAR2004 Paper presented at the Congress of the Association of American Geographers (99th, New Orleans, LA, March 5-8, 2003).

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Yes Educational Research Elementary Education Foreign Countries Olympic Games School Role Student Diversity Gill, Judith Howard, Sue Reports - Research Speeches/Meeting Papers National Identity Australia Australia English This paper approaches the issue of national identity in terms of a felt recognition of belonging and a desire to identify with a place, such as Australia. Drawing on the Sydney Olympic Opening Ceremony's representations of national identity, the paper argues that a new sense of the legitimacy of diverse nationalisms and ethnicities of origin and destination is replacing the traditional, hegemonic version of what it means to be Australian. The paper notes that, traditionally, the school played a large part in the formation of national identity through various practices designed to induce a sense of national pride and loyalty. It describes conducting a study with urban primary school children of diverse backgrounds (n=80) and exploring the affective dimensions of what it currently means to belong and to feel a sense of affiliation towards Australia. It states that the study found that children who participated expressed a sense of national belonging and pride different from and similar to traditional expressions of national allegiance and their enthusiasm for exploring these issues was palpable. The paper concludes by suggesting that schools do continue to play a role in nation building, not by returning to the practices of the past, but by making space for young people to explore and negotiate their own complex responses to the concept of national identity. (Contains a 16 references.) (BT) ED479145 Somewhere to Call Home? Schooling and a Sense of Place and Belonging in an Increasingly Globalised World. 2001-00-00 15 N/A 2004 2016-11-21

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Yes Ancient History Curriculum Development Economics Elementary Secondary Education Foreign Countries Greek Civilization Literature Reviews Social Studies Lucey, Thomas A. Information Analyses Speeches/Meeting Papers Economic Concepts Jesus Christ English Through this review of literature, the economic attitudes and patterns in ancient Egypt are interpreted. The paper also explains the economic ideas of the ancient Greek philosophers and of Jesus of Nazareth. It observes that societal deterioration, prompted by economic-focused pursuits and different societal interpretations, may occur based on economic status. The need to consider these differences in curricula development is recognized and recommendations for their improvement is provided. (Contains 44 references.) (Author/BT) ED479146 Of the Egyptians, Ancient Greeks, Jesus, and Teaching Personal Economics in Grades K-12. 2003-03-29 22 N/A 2004 2016-11-23

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Yes Blacks Cultural Context Females Gender Issues Nursing Education Racial Factors Racial Relations Social Class Zimmerman, Lynn W. McQueen, Laura Guy, Gwendolyn Opinion Papers Speeches/Meeting Papers Narrative Inquiry English Although gender, race, and class are often perceived as three separate issues, the intersection of gender, race, and class holds true, whether the researcher is trying to analyze the elements of a group's identity or trying to analyze the social structures that create this identity. A symposium was organized around three separate narrative research projects, which illustrate how gender, race, and class are interconnected in the lives of the women interviewed. This paper delineates the three projects: (1) Lynn Zimmerman's project examined issues of identity and community in white southern culture and community through the narratives of white and black middle class southern women; (2) Laura McQueen examined the role of community and connection in nursing education through the narratives of white and black nursing educators; and (3) Gwendolyn Guy conducted research which focused on issues of class in the black community by analyzing the narratives of upper middle class black women, who are members of an elite service/friendship club. The paper notes that each of these projects illustrates the importance of providing a new way of understanding and connecting to one another through education. (BT) ED479147 Connecting Women's Voices: A Symposium on the Intersection of Gender, Race, and Class. 2003-04-00 12 N/A 2004 2016-11-21

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Yes Biographies Educational Research Females Feminism Gender Issues Higher Education Life Events Self Concept Self Disclosure (Individuals) Weiner, Gaby Reports - Evaluative Speeches/Meeting Papers Historical Research Martineau (Harriet) Victorian Period Foucault (Michel) English This paper explores the difficulty of claims to truth in the analysis of the life of the Victorian feminist, reformer, educationist, and celebrity, Harriet Martineau (1802-76). She was widely known as a truthful person. For example, her contemporary, the poet Elizabeth Barrett Browning, wrote in 1845 that "her love of the truth is proverbial among her friends, and even among such are averse from her present views." It is argued, however, that predating the ideas of the French philosopher Michel Foucault by a century or more, Martineau recognized an essential element of truth production--that truth is linked in a circular relation with systems of power which produce and sustain it, and to effects of power which it induces and which extend it (Foucault, 1980). Her strategies for placing boundaries around the truths that could be spoken about her, provide an example of how regimes of truth are created and how social eminence may be grasped and sustained. Martineau recognized that control of communication was crucial to the advancement of her truth. The paper contributes to debates regarding the value of auto/biographical approaches in educational and historical research, in particular in relation to women. (Contains 30 references.) (Author/BT) ED479148 The Truth and Harriet Martineau: Interpreting a Life. 2003-04-00 13 N/A 2004 2016-11-21

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Yes Banking Critical Thinking Economic Factors Educational Environment Educational Needs Foreign Countries Social Problems Balon-Rotheram, Auston Opinion Papers Speeches/Meeting Papers Corporatism Global Issues International Monetary Fund Australia World Bank Caring Australia English Trends, such as a massive increase in globalization, neo-liberalization, and economic rationalization, have been supported and directed by major governments and major financial institutions, such as the World Bank and the International Monetary Fund (IMF). The pact between the World Bank and the IMF has created an economic juggernaut that is having an increasingly severe impact on world natural environments, education, social, and health-care systems. The influence of globalization and its effects within Australia have been well documented for several decades. This paper discusses how corporate-driven global economic policy, as directed by corporate instruments, in particular the IMF and the World Bank, is creating and maintaining overwhelming downward pressure on all world economies. The paper states that the brutalization of society and its consequences are examined as part of the discussion, leading to a discussion into the role of educators in engendering caring for others and self, through critical reflection, as a means to promote a healthier and more caring society. It focuses on Australia, contending that "Australia's complicity and duplicity with the IMF is both saddening and regrettable." The paper argues the case for students to learn reflective practice, or at least the processes involved, to be afforded an opportunity to be superior caring and contributing members of society. It states that continual positive questioning of self, values, and motives through critical thinking and journals in particular, can lead to increased understanding of the interconnected nature of society and other cultures. (Contains 31 references.) (BT) ED479149 Corporatisation, Global Banking Impact on the Australian Education System: Reflecting on Care. 2003-04-00 17 N/A 2004 2016-11-21

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Yes College Graduates Debt (Financial) Higher Education Loan Repayment Student Financial Aid Student Loan Programs Guides - Non-Classroom Student Loan Consolidation Program Office of Federal Student Aid (ED), Washington, DC. English This booklet describes the Direct Consolidation Loan program students can use to combine one or more student loans into a new loan. Things to consider before seeking a consolidation loan are outlined. Direct consolidation loans offer a number of advantages; they are free, result in one lender and one monthly payment, and offer flexible repayment options with the possibility of a lower interest rate. Eligibility requirements are described, and a list of eligible loan types and those that are not eligible is provided. (SLD) ED479150 Student Loans Driving You Crazy? A Borrower's Guide to Direct Consolidation Loans. 2003-00-00 9 N/A 2004 2016-11-21

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Yes College Students Diversity (Faculty) Educational Administration Ethnicity Higher Education Racial Differences Student Diversity Teaching Methods Torres, Vasti Howard-Hamilton, Mary F. Cooper, Diane L. Books Information Analyses ERIC Publications ISSN-0884-0040 ERIC Clearinghouse on Higher Education, Washington, DC. Association for the Study of Higher Education. George Washington Univ., Washington, DC. Graduate School of Education and Human Development. English The idea for this monograph came from discussions among graduate faculty about how to deal with the issues of race, ethnicity, and other controversial issues in the classroom and around campus. The number of racially and ethnically diverse students on U.S. college campuses has increased dramatically, and the most significant aspect is the diversity within these groups. The expansion and complexity of these groups necessitates a review of the current theories written for adolescent and college student populations. Reexamining foundational identity theories and exploring theories that address racial identity development can provide faculty and administrators with the ability to respond appropriately to students. It must also be recognized that demographic shifts are occurring within faculty and administrative ranks. Interactions in the classroom are changing as students who have not previously communicated with members of other racial and ethnic groups encounter faculty of diverse backgrounds. The monograph focuses on educating faculty and administrators about the developmental issues faced by students of different racial, ethnic, or social groups as they attempt to define themselves during the college years. An appendix contains a case study of defining academic diversity. (Contains 182 references.) (SLD) ED479151 Identity Development of Diverse Populations: Implications for Teaching and Administration in Higher Education. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-7879-6351-8 141 Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 ($24 plus shipping; $108 per year). Tel: 888-378-2537 (Toll Free); Fax: 888-481-2665 (Toll Free); Web site: http://www.josseybass.com. N/A 2004 10/11/2004 22:38:03 RIEMAR2004 ED-99-00-0036 Published six times per year.

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No College Faculty Communication (Thought Transfer) Higher Education Humor Teaching Methods Berk, Ronald A. Books Guides - Non-Classroom English This book is a guide to humor that can break down the communication barriers between professors and students, who can be so different that they can seem to come from different planets. The chapters are: (1) "Why Use Humor?"; (2) "Anatomy of Humor"; (3) "Types and Forms of Humor"; (4) "Sources of Humorous Material"; (5) "Delivering Humor Effectively"; (6) "Using Humor in the Classroom"; (7) "Using Humor in Professional Presentations"; and (8) "Using Humor in Publications and Communications." (Contains 119 references.) (SLD) ED479152 Professors Are from Mars[R], Students Are from Snickers[R]: How To Write and Deliver Humor in the Classroom and in Professional Presentations. 2003-00-00 ISBN-1-57922-070-3 185 Stylus Publishing, LLC, 22841 Quicksilver Drive, Dulles, VA 20166 ($24.95). Tel: 800-232-0223 (Toll Free); Web site: http://www.Styluspub.com. N/A 2004 8/19/2004 22:40:06 RIEMAR2004

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Yes College Administration College Faculty Enrollment Trends Higher Education Student Financial Aid Tuition Marks, Joseph L. Numerical/Quantitative Data Reports - Descriptive Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English This booklet is the condensed version of the annual "Fact Book" of the Southern Regional Education Board (SREB). The aim of the SREB is to track progress in closing achievement gaps, preparing students for the next levels, and aligning schools and colleges into a productive, accountable system. Information in the "Fact Book" sheds light on progress toward or movement away form these goals in the states that are SREB members. The 2003 "Fact Book" shows that SREB states have made remarkable gains in the last 55 years in educational offerings, educational attainment, and societal progress. However, these facts show that SREB states have not reached their final destinations. A few SREB states lead on some national indicators, and many have made notable progress, but SREB states tank near the bottom on too many national measures. Data in the "Fact Book" are presented in these categories: (1) "Population and Economy"; (2) "Enrollment"; (3) "Degrees"; (4) "Tuition and Student Financial Aid"; (5) "Faculty and Administrators"; (6) "Revenues and Expenditures"; and (7) "SREB-State Data Exchange Agencies." (Contains 34 figures.) (SLD) ED479153 Fact Book on Higher Education, 2003. Condensed Edition. 2003-06-00 66 Southern Regional Education Board, Publications Office, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. N/A 2004 2016-11-21

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Yes Expenditures Higher Education Institutional Characteristics Instructional Student Costs Intellectual Disciplines Productivity Surveys Middaugh, Michael F. Graham, Rosalinda Shahid, Abdus Numerical/Quantitative Data Reports - Research University of Delaware National Center for Education Statistics (ED), Washington, DC. English This third report in a congressionally mandated study focuses solely on the issue of direct instructional expenditures and the factors associated with the comparative magnitude of these expenditures are 4-year colleges and universities in the United States. The data source is multiple cycles of the Delaware Study of Instructional Costs and Productivity (Delaware Study). Begun in 1992 at the University of Delaware, the study has grown into a national data-sharing consortium that embraces more than 300 4-year colleges and universities. Data from 1998, 2000, and 2001 were collected using an established survey instrument. The key finding from the analysis of multiple years of data is that most of the variance in instructional cost across institutions, as measured by direct expense per student per student credit hour taught, is associated with the disciplinary mix within an institution. A secondary factor affecting cost is institutional mission as related to Carnegie institutional classification, but this accounts for less of the cost differential between institutions than the disciplinary mix factor. Findings underscore that the disciplines that compose a college or university's curriculum, not the Carnegie designation, are associated with most of the dispersion of costs among institutions. It is evident from this study that the factors that are associated with instructional costs are very different from the factors associated with tuition prices. Five appendixes describe the Delaware study and its instruments and present supplemental data tables. (Contains 23 tables, 3 figures, and 15 references.) (SLD) ED479154 A Study of Higher Education Instructional Expenditures: The Delaware Study of Instructional Costs and Productivity. Research and Development Report. 2003-06-00 106 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21

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Yes College Faculty College Students Dropout Rate Educational Attainment Enrollment High School Graduates Higher Education Minority Groups Statistical Data Tables (Data) Numerical/Quantitative Data Reports - Descriptive Southern Regional Education Board Maryland Maryland Southern Regional Education Board, Atlanta, GA. English This collection of graphs presents data from the Southern Regional Education Board (SREB) about higher education in Maryland in 2003. In 2003, Maryland's population increased by 555,660, or 11.3%, and 8.4% of the entire state population was 18 to 24 years old, ranking 45th in the United States. Almost 103,500 students will graduate from high school in the SREB member states in 2011 than in 2001, and in Maryland, 12% more graduates are projected by 2011. In 2003, 46.6% of Maryland's public school students were minorities, ninth highest in the United States. College enrollment in Maryland grew by 2.8% in 2003, with minorities accounting for much of the enrollment growth, and white enrollment actually declining by 10.9%. Maryland ranked 29th among states for dropout rate. While 56.5% of recent high school graduates in Maryland went to college, minority groups continued to be underrepresented. Data are presented about educational attainment in the United States, the SREB states, and Maryland, and information is provided about tuition and fees, student financial aid, and per-student funding in Maryland institutions of higher education. (Contains 24 graphs.) (SLD) ED479155 Maryland Featured Facts from the "SREB Fact Book on Higher Education." 2003-06-00 36 Southern Regional Education Board, Publications Office, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. N/A 2004 2016-11-21

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Yes College Attendance College Housing College Students Higher Education Paying for College Student Costs Student Financial Aid Tuition Numerical/Quantitative Data Reports - Descriptive Florida Florida Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English College students must pay for educational expenses and living costs. Educational expenses account for 18 to 25% of the cost of college attendance. The cost of attending college, as calculated by each institution, is used to determine a student's financial need and eligibility for financial aid. The cost of attendance varies among institutions, with some of this variance due to the methods used to calculate living costs. Regional differences also contribute to differences in costs. Since 1994-1995, the cost of attendance for Florida students has increased 5 to 10% after adjusting for inflation. This increase results from higher tuition and fees and from higher room and board costs. Florida's cost of attendance is higher than the national average for state universities, but Florida ranks below the national average in tuition and fees. Florida also ranks below the national average in tuition and fees at community colleges. An appendix discusses the definition of the total cost of attendance. (Contains 16 tables.) (SLD) ED479156 College Attendance Costs Vary and Result from Higher Tuition, Room, and Board. OPPAGA Information Brief. 2003-06-00 17 OPPAGA Report Production, Claude Peer Building, Room 312, 111 W. Madison Street, Tallahassee, FL 32399-1475. Tel: 800-531-2477 (Toll Free); Tel: 850-488-0021; Fax: 850-487-3804; Web site: http://www.oppaga.state.fl.us/. N/A 2004 2016-11-21

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Yes College Attendance Colleges Enrollment Foreign Students Graduate Students Graduate Study Higher Education Physics Neuschatz, Michael Mulvey, Patrick J. Reports - Research Visas American Inst. of Physics, College Park, MD. Statistical Research Center. English Concerned about the impact on physics programs, the American Institute of Physics conducted a small targeted survey in 2003 covering all physics graduate programs across the United States. Responses were received from 72% of all such departments, including 75% of the 185 programs that granted doctorates in physics and 64% of the programs' that offered master's degrees in physics as their highest degree. Data show that after decades of steady increases to a peak of 55% of the physics students in the United States in 2000-2001, the population of foreign students entering graduate physics programs has declined noticeably in the past 2 years. In the past year, two-thirds of PhD-granting institutions and almost half of the master's programs report that they have accepted students who were not able to attend because of visa difficulties. About 20% of admitted foreign students were at least initially prevented from attending in the fall of 2002. The highest ranked programs were least affected, but smaller departments experienced substantial impacts. Chinese students were the group most commonly denied entrance. Even in percentage terms, Chinese, along with students from the Middle East, felt the most impact. Many departments reported major effects on course enrollments and their ability to fill openings for resident advisors and teaching assistants. Most departments are maintaining current admissions policies for now, and only a few report changes in their stance on accepting students from abroad. (SLD) ED479157 Physics Students from Abroad in the Post-9/11 Era. AIP Report. 2003-07-00 14 For full text: http://www.aip.org/statistics/trends/reports/international.pdf. N/A 2004 2016-11-21

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Yes Bisexuality College Students Diversity (Faculty) Higher Education Homosexuality Outreach Programs Sexual Harassment Sexual Orientation Sexuality Student Diversity Sears, James T. Reports - Evaluative Pennsylvania State University English In a 5-day campus visit, a consultant explored the leadership role the College of Education can play in helping the Pennsylvania State University embrace sexual diversity, enhance curricular offerings, promote research and scholarship, and provide outreach services to various constituencies through various media. The visit included interviews with more than 20 faculty, students, administrators, alumni, and staff members and the review of campus documents. To date there have been no outreach efforts to lesbian, gay, bisexual, and transgender (LGBT) students by the College of Education, although there have been limited efforts by faculty and staff working individually. There is a limited availability of university courses with focus on or integration of LGBT issues, with uneven support for graduate research and little communication among faculty members about LGBT scholarship. Local school district administrators expressed the need for outreach about LGBT issues from the College of Education. Community agencies show that there is significant scope for partnership efforts, and the site visit showed that there are external funding services available for an agenda of outreach and research on LGBT youth and educational issues. The report includes a series of recommendations to achieve such an agenda. Seven appendixes provide supplemental information including a statement of principles about multiracial-multigender education from the state of Pennsylvania. (Contains 34 endnotes.) (SLD) ED479158 Organizing Sexualities Work at PSU. Forensic Study Visit (November 11-15, 2002). 2002-12-16 Pennsylvania State Univ., University Park. Coll. of Education. 53 N/A 2004 2016-11-21

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Yes Administrator Attitudes College Faculty Colleges Educational Trends Higher Education Needs Assessment Self Evaluation (Groups) Surveys Teacher Attitudes Reports - Research USA Group Noel-Levitz, Iowa City, IA. English This report describes the seventh annual National Institutional Priorities Study conducted to determine the perceptions of faculty, administration, and staff regarding areas of highest importance and areas of greatest and least agreement on meeting student expectations. Also identified were the greatest performance gaps between levels of performance and levels of agreement. The survey uses the Institutional Priorities Survey (ISP) to gather information. The 2003 report contains data from 248 colleges and universities. The personnel populations by institution type include: 10,528 from 4-year public institutions; 12,412 from 4-year private institutions; and 14,027 from 2-year community, junior, and technical colleges. Mean scores for importance, agreement, and the performance gap are given for 13 (4-year institutions) or 12 (other institutions) scales of the instrument. A matrix is presented that can be used to arrange institutional improvement actions by highest priority. Strengths and challenges to the institution are summarized by institution type, and trends in importance, agreement, and performance gaps are also summarized across the most recent 5 years of data. (SLD) ED479159 National Institutional Priorities Report, 2003. 2003-06-00 15 N/A 2004 10/11/2004 22:38:04 RIEMAR2004 For the 2002 report, see ED 467 335.

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Yes College Students Educational Experience Satisfaction Student Attitudes Student Surveys Reports - Research USA Group Noel-Levitz, Iowa City, IA. English This report presents the results of the 10th annual National Student Satisfaction Study conducted to determine the level of importance that students place on areas of their student experience and how satisfied students are that institutions are meeting their expectations. The study uses the Student Satisfaction Inventory (SSI) to identify student concerns that are truly affecting student success. The 2003 report contains data from 796 colleges and universities that used the SSI between fall 2000 and spring 2003. The student populations by institution type are: 107,810 from 4-year public institutions; 240,704 from 4-year private institutions; 237,133 from 2-year community, junior, and technical colleges; and 38,328 from career and private schools. The SSI consists of more than 70 items covering the full range of college experiences. Inventory items from the 12 or 13 (4-year schools) scales are presented with three scores for each item: an importance score, a satisfaction score, and a performance gap score. Four tables summarize the importance, satisfaction, and performance gap findings for the SSI scales by institution type. Strengths and challenges are then summarized in narrative form for each institution type. Five-year trend information is presented in table form for each type of institution studied. (SLD) ED479160 National Student Satisfaction Report, 2003. 2003-06-00 16 N/A 2004 10/11/2004 22:38:04 RIEMAR2004 For the 2002 report, see ED 467 336.

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Yes Academic Advising Adult Students College Students Educational Environment Higher Education Instructional Effectiveness Needs Assessment Satisfaction Student Attitudes Student Financial Aid Student Surveys Reports - Research USA Group Noel-Levitz, Iowa City, IA. English This report presents the results of the fourth annual National Adult Student Priorities Study (ASPS) conducted to determine the areas of highest importance to students 25 years and older, the areas of greatest and least satisfaction to these college students, and the greatest performance gaps between levels of importance and levels of satisfaction. The ASPS Report contains data from 103 colleges and universities, and the adult student population in the national sample includes 35,576 students. The ASPS consists of 50 items, each of which is expressed as a statement of expectation. The scales are: (1) Academic Advising Effectiveness; (2) Academic Services; (3) Admissions and Financial Aid Effectiveness; (4) Campus Climate; (5) Instructional Effectiveness; (6) Registration Effectiveness; (7) Safety and Security; and (8) Service Excellence. A performance gap score is calculated by subtracting the satisfaction score from the importance score. A large performance gap score indicates the institution is not meeting the expectation. A table presents mean findings from the ASPS for all institutions in the survey. The use of the ASPS is discussed. (SLD) ED479161 National Adult Student Priorities Report, 2003. 2003-06-00 7 N/A 2004 10/11/2004 22:38:04 RIEMAR2004 For the 2002 report, see ED 467 334.

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Yes Annual Reports Educational Vouchers Elementary Secondary Education Private Schools Public Schools Racial Differences Scholarship School Choice Tutorial Programs Urban Schools Urban Youth Metcalf, Kim K. West, Stephen D. Legan, Natalie Paul, Kelli Boone, William J. Reports - Evaluative Indiana Univ., Bloomington. Indiana Center for Evaluation. English This is the second annual report of a study examining the operation and impact of the Cleveland Scholarship and Tutoring Program (CSTP). The longitudinal project is investigating a wide range of issues associated with the operation and impact of the publicly funded voucher program. For the current project year, the evaluation focused on the characteristics of participating students, teachers, and classrooms at the private schools students attend and the public schools, and the academic achievement or program participants. This report is based on data collection and analysis from autumn 1998 through April 2001 and focuses on a cohort that began schooling as first graders in the 1998-1999 academic year. These children include scholarship students (voucher recipients), applicant/nonrecipients, and nonapplicants. Of secondary interest are scholarship winners/nonusers and former scholarship students who returned to the public schools. A greater proportion of scholarship students are Caucasian and fewer are African American than public school students, but the proportion of Hispanic and multiracial scholarship students is nearly twice that of public school students. The vast majority of teachers at public and private schools are fully certified, although the proportion is slightly greater in the public schools. Class sizes were larger in private schools, and larger classes were associated with higher academic achievement. There were no consistent, significant differences in achievement between scholarship and public school students by the end of third grade, and this finding held true across all of the available achievement measures. Students who leave the program and enroll in the public schools achieve at the lowest level of any other group. The findings reinforce that policies and procedures for disseminating scholarships have important implications for the program and participating families. Three appendixes contain information about analytic techniques. (Contains 62 tables and 32 figures.) (SLD) ED479162 Evaluation of the Cleveland Scholarship and Tutoring Program, 1998-2001. Summary Report [and] Technical Report. 2002-10-00 216 N/A 2004 10/11/2004 22:38:04 RIEMAR2004 Executive summary is included. For the summary report through 2000, see UD 034 881.

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Yes Audience Awareness Audiovisual Instruction Educational Radio Mass Media Use Media Research Programming (Broadcast) Militello, Matthew Reports - Evaluative Speeches/Meeting Papers Media History English While its educational goals were yet to be defined, the aims of the radio in the early 1920s included the social goal of cultural pluralism; the economic goal of profiteering; the military goal of communicating, training, and surveillance; and, the political goal of propaganda and morale building. In the end, like previous technological advances, the purpose of educational radio was concealed by the prominent role of the radio's usefulness as a tool of efficiency and entertainment. That is, the utility of an innovation for its consumers ultimately determines its survival. This paper seeks to uncover the actual uses of educational radio from its inception to the mid 1940s. The paper traces the development of radio, particularly educational radio, through the history of its initial decades. It focuses on the story of WKAR, the third oldest radio station in the state of Michigan. The paper tells the story in four parts: (1) the creation of WKAR in the 1920s; (2) WKAR during the golden age of radio in the 1930s; (3) the beginning of the end of educational radio in the 1940s; and (4) WKAR today. It concludes that the introduction and use of the radio in education and in society as a whole had a deep yet short impact. Appended are charts and information about programming on educational radio stations. (Contains 19 notes and 43 references.) (BT) ED479163 Muck Farming, Song Birds and Man, and Kisimi: A Curricular Case Study of the Claims of Educational Radio and Its Actualized Use in the Classroom, WKAR 1922-1945. 2003-04-00 43 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Psychology Educational Research Epistemology Higher Education Likert Scales Student Attitudes Kardash, CarolAnne M. Sinatra, Gale M. Reports - Research Speeches/Meeting Papers Constructs English Current views in educational psychology suggest that learning involves the awareness of and regulation of knowledge, beliefs, and goals. This suggests that two constructs, (1) epistemological beliefs (beliefs about knowledge) and (2) cognitive dispositions (such as willingness to consider alternative points of view) are likely candidates for influencing learning in general and course achievement in particular. Recently, a number of studies have shown that epistemological beliefs and cognitive dispositions show similar patterns of relationships to other constructs. A study examined how student beliefs about knowledge and learning relate to their cognitive dispositions (such as enjoyment of effortful thinking) and to investigate how these constructs affect college course achievement. Participants (n=182), college students enrolled in required courses in educational psychology at an urban university in the western United States, had their epistemological beliefs measured using a 36-item Likert Scale inventory called the Epistemological Beliefs Survey developed by P. Wood and CarolAnne Kardash (2002). Student dispositions were measured with an inventory consisting of 66 items based on the work of Keith Stanovich and his colleagues and developed by a variety of researchers. Students were tested in groups and received identical packets, including the two inventories and demographic questions. As expected, scores on the dispositional scales were significantly correlated with scores on the epistemological beliefs scales. Results indicated considerable overlap among the constructs measured by epistemological belief and cognitive disposition scales. (Contains 1 table and 18 references.) (BT) ED479164 Epistemological Beliefs and Dispositions: Are We Measuring the Same Construct? 2003-04-00 10 N/A 2004 2016-11-21

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Yes Attitude Measures Comparative Analysis Group Membership Higher Education Motivation Predictor Variables Questionnaires Regression (Statistics) Beasley, Amy Rowell, Kevin Reports - Research Speeches/Meeting Papers Tests/Questionnaires Atheism Religious Fundamentalism Students as Subjects English A study examined differences in motivations between fundamental Christians and atheists on the Reiss Profile of Fundamental Goals and Motivational Sensitivities. Only five of the 15 areas measured by the Reiss Profile were used in the study. The hypothesis was that (within these areas: (1) independence, (2) power, (3) vengeance, (4) status, and (5) honor) the fundamental Christian group would show a greater desire for that of honor and a lower desire for independence, power, vengeance, and status. Participants (n=64: 45 fundamental Christian, 19 atheist), university students, were assessed on the Reiss Profile to examine the degree of desires and motivations of the two groups. A demographic questionnaire was given along with the Reiss Profile, to ensure that the study group included candidates belonging to either category. A logistic regression analysis was used to predict membership from the five subscales that were selected as predictors. The subscale honor was the greatest predictor of group membership, specifically those in the religious group scored significantly higher on honor than did the atheists. Results failed to indicate independence as a strong predictor of group membership. The other subscales did not show any statistical differences. The demographic questionnaire is appended. (Contains 11 references and 4 tables.) (Author/BT) ED479165 Differences in Motivations between Fundamental Christians and Atheists on the Reiss Profile of Fundamental Goals and Motivational Sensitivities. 2003-02-00 18 N/A 2004 2016-11-21

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Yes Citizenship Comparative Education Delphi Technique Democracy Educational Environment Educational Research Elementary Education Ethical Instruction Foreign Countries National Curriculum Public Schools School Culture Veugelers, W. Kat, E. De Reports - Research Speeches/Meeting Papers Identity Formation Netherlands Netherlands English In primary and secondary education in the Netherlands, 30% of the schools are public, and 70% are private. Both private and public schools are state funded and must follow the national curriculum. Within this context, schools can develop their own identities and teaching methods. With regard to the identity of public education in the Netherlands, three formal legal characteristics are generally mentioned. These characteristics, anchored in the constitution and educational law and shared by all public schools, are: (1) a public school is managed by the government; (2) public education is open to all; and (3) public education is actively diverse. Students develop their identity in relation to their environment. A research project used the Delphi method, by analogy with earlier research into the pedagogical task of education. In three rounds, through written questionnaires, group discussions, and panel discussions, the desired and actual implementation of the pedagogical identity of public education was explored at two pilot schools. Data were collected among students (n=147), parents (n=58), and teachers (n=11). Critical democratic citizenship refers to active participation by all, considerable social concern, and a careful analysis of different views and perspectives. This research shows that these elementary schools make a good start in this respect, but the interaction between individual and group should be less of one adapting to the group norm, mostly set by the teacher, and a more dynamic interaction in which everyone can participate. Critical democratic citizenship demands a strong involvement with others, a concern that is based on an emotionally perceived sense of togetherness. (Contains 32 references and 4 tables.) (BT) ED479166 Moral and Democratic Education in Public Primary Schools. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Catholic Schools Church Related Colleges College Students Educational Objectives Ethics Homophobia Models Program Evaluation Sexual Orientation Getz, Cheryl Kirkley, Evelyn A. Reports - Evaluative Speeches/Meeting Papers Cultural Competence University of San Diego CA English The Rainbow Visibility Project has the primary goal of raising awareness to sexual orientation as a diversity issue at the University of San Diego (USD) (California), a Roman Catholic liberal arts university. It was designed to be consistent with other efforts supporting the cultural competence at the university, whose mission statement explicitly advocates the "recognition of the dignity of each individual." However, gay and lesbian students, staff, and faculty expressed incongruity between the university's stated mission and goals and their experiences of invisibility and, when visible, harassment. The Rainbow Educator Program (REP) was one of five components of the project, the only component continued after 2001 and funded by the university. The goals of the REP are to: (1) nurture effective and comfortable interactions among members of the USD community on topics related to sexual orientation and other diversity issues; (2) provide accurate, up-to-date, information on sexual orientation; (3) dispel homophobic stereotypes; and (4) address issues impacting the lesbian, gay, bisexual, and transgendered community on campus. To accomplish these goals the Rainbow Educators (REs), a small group (between 12 and 18) of graduate and undergraduate students, staff, faculty, administrators, and alumni/ae, engage the campus community on sexual orientation and other diversity issues through a variety of educational avenues. This paper describes a model for sexual orientation education at a religiously affiliated university that respects the religious character and mission of the university and also promotes an atmosphere of respect for sexual orientation. The paper hypothesizes that the REP is an essential component of creating an ethical school and argues that the REP has had a transformative impact on the campus climate at USD. It offers suggestions on how the REP can be adapted for other religiously-affiliated institutions. (Contains 36 references.) (BT) ED479167 Queering the Ethical School: A Model for Sexual Orientation Education at a Religiously-Affiliated Institution. 2003-04-00 26 N/A 2004 2016-11-21

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Yes College Students Educational Objectives Higher Education Interviews Program Effectiveness Sexual Orientation Getz, Cheryl Kirkley, Evelyn A. Reports - Research Speeches/Meeting Papers Identity Formation Identity Models Conceptual Frameworks Dialogic Communication Exploratory Studies English The "Rainbow Visibility Project" was funded by an Irvine Foundation (California) grant with the primary goal of raising awareness of the gay, lesbian, and bisexual culture at a Roman Catholic university. The "Rainbow Educator Project" was one of five components of the grant the Rainbow Educators (REs), who collaborate as a team of faculty, staff, and students, who receive training and education on issues of sexual orientation, and engage the university community through a variety of educational avenues. An exploratory study investigated the experiences of the RE team members (n=20), who worked with the program from 1999-2001 and were trained to engage the community in dialogue concerning sexual orientation issues. All participants were asked a series of open-ended questions designed to explore their experiences as Rainbow Educators. Only two models explore the identity of heterosexual allies working to end oppression in the gay, lesbian, and bisexual community. The model used by the REs aligned more closely with the Susan Gelberg and Joseph Chojnacki and Rita Hardiman and Bailey Jackson models. Using these models along with scholarship in the areas of college student development, and multiculturalism and diversity in higher education, a new model is proposed for understanding heterosexual ally identity development that operates in concert with the development of gay, lesbian, and bisexual advocate identity development. In this model, processes or phases are described, which occurred with the study's heterosexual and gay/lesbian participants. The model has five phases, which are: (1) entry; (2) fear of the unknown; (3) acknowledgment of privilege; (4) engagement; and (5) conscious self-identification as allies/advocates. This paper is organized around each phase in the model; described and juxtaposed with a stage or stages from previous models; and provides data to support each phase. It concludes with a discussion and recommendations for future study. (Contains 30 references.) (BT) ED479168 Identity Development Models: One Size Fits All? Heterosexual Identity Development and the Search for "Allies" in Higher Education. 2003-04-00 28 N/A 2004 2016-11-21

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Yes Attitude Change Expectation Models Social Change Youth Nichols, Sharon L. Good, Thomas L. Reports - Descriptive Speeches/Meeting Papers Youth Culture English Youth did not create the circumstances in which they live, but adults often ignore mediating circumstances and blame and bash youth, instead of providing help and guidance. This is evident in policies and attitudes toward youth that are punitive and harsh in nature. Many adults see youth as a culture to be feared or devalued because the media characteristically present youth negatively, particularly in news stories. The educational terrain is no exception to this trend; the urgency to increase student achievement has persisted. Current students, however, face unprecedented circumstances in a high accountability, high-stakes testing environment, where labeling schools as failing on the front page of newspapers has become common practice. Youth should be viewed as a critical resource. This paper outlines eight factors that illustrate some of the many things about youth to celebrate and eight things that adults should be doing for youth. Drawing upon work by Mary McCaslin and Eleanor DiMarino-Linnen, the paper argues that one powerful way to think about affecting social change in attitudes toward youth, which ultimately would affect how youth are treated, is based on a small wins approach. It defines this approach as the acceptance of small successes in pursuit of larger, more complicated ones. (Contains 41 references, 1 figure, 2 tables, and 7 notes.) (BT) ED479169 Inadequate Societal Expectations for American Youth: Numerous but Acutely Contradictory. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Elementary Secondary Education History Instruction Interviews Personal Narratives Teacher Response Teacher Surveys United States History Coughlin, Mimi Reports - Research Speeches/Meeting Papers Life History Method Narrative Inquiry Teacher Beliefs Study Grounded Theory English A study explored the underlying narratives, public and personal, that shape subject matter in U.S. history. It drew on strategies used in grounded theory, life history, and narrative inquiry. It specifically sought stories that history teachers teach students about what in the past matters and why. Teachers (n=62) from 32 schools were surveyed in a small northeastern state about personal histories, purposes, and priorities for teaching U.S. history. In-depth phenomenological interviews were conducted with a purposeful sample of participants (n=10). The first section of this paper outlines the epistemological, cultural, and political debates that have surrounded historical scholarship and history education during the past three decades and the competing narratives about U.S. history that they have produced. The paper's second section explores the influence of personal narratives on the U.S. history curriculum that teachers construct in their classrooms. The paper notes that examining teaching and learning history as a dynamic space, where knowledge is constructed within a context of conflicting public and compelling personal narratives, allows these curricular influences to be fruitfully explored. (Contains 51 references.) (BT) ED479170 Teaching History: Personal and Public Narratives. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Citizenship Education Critical Pedagogy Ethical Instruction Humanistic Education Moral Development Social Development Values Veugelers, Wiel Opinion Papers Speeches/Meeting Papers Social Conventions English The current interest in values and social conventions stems mainly from an uneasy feeling about people whose behavior fails to live up to the social conventions that are upheld in society. Many people are calling for values and social conventions to be reasserted and education is expected to make an important contribution to this process. Education should pay attention to its pedagogical task. This paper attempts to demonstrate that there are many different ways of thinking about values and social conventions and about the associated task of education, rather than emphasizing the enforcement of social conventions. The paper prefers to see more attention given to the development of values and the development of social conventions. The paper explains values and social conventions and the changes in how people think about them with respect to education in particular, and also discusses social developments. It presents a humanistic perspective on education and outlines the contours of a pedagogical approach that stresses the development of values and social conventions. (Contains 66 references.) (BT) ED479171 Moral Education from a Humanistic Perspective. 2003-04-00 18 N/A 2004 2016-11-21

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Yes Citizenship Cultural Context Educational Change Educational Environment Educational Policy Educational Practices Foreign Countries Networks Secondary Education Veugelers, Wiel Zijlstra, Henk Reports - Descriptive Speeches/Meeting Papers Netherlands Network Based Approach Netherlands English In modern Western society, traditional structures and organizations from the first modernity, with its hierarchical models and well-structured and distinct components, are currently confronted by the individualization trends of the second modernity. This need for new structures is particularly apparent in present-day education. Education, in the second modernity, is still regarded as a vital agency for identity construction and a significant component of a national cultural policy. For restructuring upper secondary education in the Netherlands, this paper addresses bringing schools together in networks. Schools then learn from each other, analyze each other's practices, and develop various joint initiatives. The paper presents the author/educators' experiences and analyzes critical elements in creating and sustaining networks. It shows the correspondence among the political, the cultural, and the educational in contemporary Western societies, in particular the Netherlands. The paper discusses managing educational change, citing the changing secondary education in the Netherlands as the educational context in which the new network started and created a practice of change. It describes the network and outlines the functions of the network. The paper explains the organization and practice of the network, noting that currently 20 secondary schools have participated in the network. It discusses evaluation of the network, the network in its educational environment, developments in the network, and rules used in directing the network. (Contains 55 references.) (BT) ED479172 Networks of Schools and Constructing Citizenship in Secondary Education. 2003-04-00 17 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Interviews Lesbianism Qualitative Research Social Change Teacher Attitudes Melillo, Sandra M. Reports - Research Speeches/Meeting Papers Florida Homosexual Teachers Teacher Awareness Florida English The purpose of a phenomenological study was to understand what impact heteronormativity has on a lesbian teacher's perception of her instructional style, content, and context of curriculum taught. Through taped interviews with nine lesbian educators teaching in the K-12 programs in Florida's Dade, Broward, and Miami-Dade counties, this study examined the personal experiences of lesbian teachers. The framework for the study included theories related to historical, sociocultural, and psychosocial development; while the methodology included a qualitative design using primary elements of a phenomenological study. The themes characterized the coming-out process of a lesbian, which directly paralleled the personal development and influenced the professional development of the lesbian educator: (1) self-acknowledgment; (2) self-identification; (3) coming-out to other lesbians by overcoming fear and establishing relationships; and (4) coming-out to others. The results of this study showed that the acceptance of being a lesbian, shared with the acknowledgment, rather than compliance or defiance, of cultural hegemony allows the lesbian educator to develop a curriculum and a classroom climate that fosters understanding, and generates social change among colleagues, parents, and students, one person at a time. (Contains 15 references, 1 table, and 3 figures.) (Author/BT) ED479173 Heteronormativity and Teaching: A Phenomenological Study of Lesbian Teachers. 2003-04-00 22 N/A 2004 2016-11-21

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Yes Catholic Schools Classroom Research Futures (of Society) Hermeneutics High Schools Multicultural Education Naturalistic Observation Phenomenology Religious Education Secondary Education Student Needs Kremer, Mary Reports - Research Speeches/Meeting Papers Twenty First Century English Although multicultural education is misunderstood by many and feared by some, it has been embraced by educators throughout the world as a necessary approach to preparing the next generation for the complexities of the 21st century. A study explored the work of three Catholic secondary religion teachers, who use multicultural strategies in their classrooms. Data come from classroom observations in metropolitan schools in the United States, interviews, and personal reflections using Max Van Manen's hermeneutic phenomenological methodology. The study concludes that when teachers understand and embrace multicultural principles student benefits increase, particularly in terms of self efficacy and a desire to participate in creating a more just society. It is estimated that by 2020 half of the students in schools will be nonwhite schools. Education must respond to students of color as a matter of justice and for the sake of maintaining a strong workforce into the next century. (Contains 20 references.) (Author/BT) ED479174 Religious Education for the Disenfranchised: Fusing Multicultural Strategies into Catholic High School Religion Classes. 2003-04-00 16 N/A 2004 2016-11-21

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Yes Archaeology Art Case Studies Foreign Countries Lifelong Learning Material Culture Petrology Postsecondary Education Primary Sources Ouzman, Sven Opinion Papers Speeches/Meeting Papers Petroglyphs Rock Art Site Visits South Africa South Africa English The re-invigoration of storytelling in academic and public spheres allows rock art to offer opportunities to various publics, of which archaeologists are part. But how exactly this process of archaeology as lifelong learning is to proceed is not always clear, particularly in the United States. Until the last half decade of the twentieth century, rock art as an archaeological research field within U.S. archaeology has had something of a Cinderella status. Perhaps the difficulty in age-determining the imagery has been an impediment. Perhaps the difficulty of excavating rock art has also hindered rock art's academic acceptance. Fortunately, this academic apartheid is waning and rock art is contributing strongly, primarily in terms of theory. Whatever the position of rock art research in the academic context, rock art has always figured prominently in the public imagination. This paper discusses rock art as a contested resource, presents a case study from South Africa, considers rock art and identity, and discusses rock art sites as nodes for tourism. (Contains 25 references and 8 figures.) (BT) ED479175 Rock Art and Radiance: Archaeology in the Public Domain as Life-Long Learning. 2003-00-00 11 N/A 2004 2016-11-21

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Yes Cartography Diagrams Geographic Concepts Geography Higher Education Illustrations Layout (Publications) Maps Secondary Education Hill, Miriam Helen Guides - Classroom - Teacher Opinion Papers Speeches/Meeting Papers Choropleth Maps Geographic Information Systems Microsoft PowerPoint English Introductory courses in Geographic Information Systems and cartography cover the fundamentals of map design. Students are given guidelines for producing a good map, but visual demonstrations are much more impressive. ArcView was used to produce illustrations of bad mapping practices and placed in a Microsoft PowerPoint presentation to demonstrate poor cartographic design. This booklet consists of a choropleth map showing the total number of registered automobiles, 33 variations of this map, and descriptions of common map layout and design errors. (BT) ED479176 Destroying the Art of Cartography: Teaching Illustrations Using ArcView. 2003-03-00 Practitioners Teachers 75 N/A 2004 2016-11-21

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Yes Citizenship Education Comparative Education Extracurricular Activities Models School Activities Secondary Education Social Studies Student Development Student Participation Wiseman, Alexander W. Reports - Research Speeches/Meeting Papers National Policy Youth Participation Contextualization Cross National Studies English This paper investigates the cross-national institutionalization of formal civics-oriented school curricula and programs and considers how national educational systems contextualize and institutionalize these curricula and programs. In particular, the paper asks if, in nations where civically oriented opportunities are institutionalized as formal school programs, are students then more civically knowledgeable. It also asks if local school contexts associate with the availability of formal extracurricular civics-oriented programs and curricula. The results of the analysis suggest that formal civic education does not occur solely as a part of the official curriculum. There are many extracurricular programs that instill or encourage civic education and participation as well. The paper suggests that through further careful and rigorous secondary analyses, the International Education Association's Civic Education Study may reveal clues as to whether the shift in institutional control and legitimacy is empirically validated. (Contains 74 references, 2 notes, 3 figures, and 4 tables.) (Author/BT) ED479177 Youth Civic Development and Schooling as a National Project: The Cross-National Context of Formal Civics-Oriented Education. 2003-03-00 39 N/A 2004 2016-11-21

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Yes American Indian Education Bus Transportation Canada Natives Educational Equity (Finance) Educational Needs Elementary Secondary Education Enrollment Foreign Countries Funding Formulas Geographic Isolation Rural Schools School Funds School Personnel School Size Small Schools Special Education Reports - Evaluative French Language Schools Ontario (North) Canada English Ontario's funding formula fails to recognize the unique needs of northern school boards, which cover immense geographic areas, have many small schools, and enroll a high proportion of Aboriginal students. This report examines school size, enrollment, and staffing in northern Ontario schools, drawing on 2002-03 tracking reports of provincial schools. Northern Ontario elementary schools averaged 221 students, compared to 373 in the rest of the province, while northern secondary schools averaged 481 students, compared to 1,007 elsewhere in the province. Since 2000, 43 northern schools have closed, all of them small schools. Under funding formula requirements, fewer than one quarter of northern schools had sufficient students to qualify for a full-time principal or a full-time teacher-librarian. Only 54 percent of secondary schools qualified for a full-time guidance counselor. Northern schools often lacked specialist teachers and special education personnel. Also unrecognized by the funding formula were the need to pay higher salaries to attract teachers to northern areas; the huge geographic areas covered by French-language school boards, which serve 17 percent of the northern population; the special needs of Aboriginal students; and the high cost of student transportation. Recommendations are offered for revising the funding formula. (SV) ED479178 Report on Ontario's Northern Schools. 2003-04-00 18 For full text: http://www.peopleforeducation.com/tracking/regional/northnrpt.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Bilingual Education Case Studies Disadvantaged Youth Educational Environment Educational Practices Effective Schools Research Elementary Education Elementary Schools English (Second Language) High Risk Students Hispanic American Students Institutional Characteristics Limited English Speaking Mexican American Education School Effectiveness Reports - Research Texas Texas Education Agency, Austin. English A study by the Texas Education Agency examined the variables contributing to the academic success of economically disadvantaged and language minority students. Data were collected from seven high-achieving elementary schools with high poverty rates and high percentages of limited English proficient (LEP) students via teacher questionnaires; interviews with teachers, administrators, and parents; classroom observations; and an analysis of LEP students' performance on the Texas Assessment of Academic Skills (TAAS). Findings indicate that these effective schools had clear missions, high expectations for success, principals that were instructional leaders, frequent monitoring of student progress, an emphasis on instructional focus and time on task, a safe environment, and good relations with parents. Each of the school's principals had a master's degree and extensive training and certification in bilingual education and English as a second language (ESL). All teachers of LEP students were bilingual or ESL certified. Both Spanish and English were used for direct instruction and were given equal prestige. Teachers collaborated on developing integrated curricula. Phonics lessons were reinforced through technology, and manipulatives were used extensively in teaching math and science. There was a strong focus on integrating test skills practice into curriculum delivery. Teachers were supported with staff development. After-school tutoring and enrichment were present at all seven schools. Case studies of the seven study sites are presented, followed by detailed data on student performance. Seven appendices present study scope, design, and methodology; enrollment and teacher statistics; staff characteristics; composite study results; student performance analysis; study questionnaire; and evaluation form. (Contains 62 references) (TD) ED479179 The Texas Successful Schools Study: Quality Education for Limited English Proficient Students. 2000-08-00 203 N/A 2004 2020-07-16

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Yes Administrator Guides Bilingual Education Educational Assessment Educational Practices Elementary Education English (Second Language) Evaluation Methods Language of Instruction Limited English Speaking Program Design Spanish Special Education Guides - Non-Classroom Texas Texas Texas Education Agency, Austin. English The Texas Successful Schools Study profiled the contributions of programs, policies, and school personnel to the academic success of limited English proficient (LEP) students in seven successful elementary schools. This guide shares study information with school administrators to assist them in designing, implementing, and enhancing programs for LEP students. Chapter 2 briefly describes the study questionnaires and gives exercises and examples for administrators to use in assessing, planning, and implementing programs for LEP students. Teachers in the successful schools relied on teacher-made informal inventories, portfolios, benchmark testing, and end-of-unit tests to monitor student success in acquiring literacy in both languages. Chapter 3 profiles a summary of timelines used in the seven successful schools, as well as a description of the test instruments used in the assessment practices noted by the research team. Chapter 4 profiles the instructional frameworks used in each of the seven successful schools and the time consideration given to both languages, as well as the treatment of LEP students' affective, linguistic, and cognitive needs. Chapter 5 describes how study findings may be adapted or replicated in ESL and Title I programs to enhance programs and service delivery for either LEP or non-LEP students in schools not required to offer bilingual education. Six appendices present research questions, study directory, instructional models, other effective practices, a directory of education service center contact persons, and a guide evaluation form. (TD) ED479180 Educator User Guide for Adminstrators and Educational Personnel. A Supplement to the Texas Successful Schools Study: Quality Education for Limited English Proficient Students. 2001-01-00 Practitioners 50 N/A 2004 2016-11-21

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Yes Employment Patterns Entrepreneurship Farmers Incentives Income Population Trends Poverty Public Policy Regional Characteristics Regional Cooperation Rural Areas Rural Development Rural Population Rural Urban Differences Technical Assistance Bailey, Jon M. Preston, Kim Opinion Papers Reports - Research Capacity Building United States (Great Plains States) Center for Rural Affairs, Walthill, NE. English In the six-state region of Iowa, Kansas, Minnesota, Nebraska, North Dakota, and South Dakota, 182 counties have been identified as having an agriculturally based economy. Characteristics of these counties have been identified using data from the U.S. Census and the U.S. Bureau of Economic Analysis. Agriculturally based counties have lost population, whereas the region overall has gained population. Poverty is greater and more widespread in agriculturally based counties than in metropolitan counties. Residents of agriculturally based counties have significantly lower income and earnings compared to metropolitan counties and have a significant dependence on unearned income. Agriculturally based counties are extraordinarily entrepreneurial in character. A number of policy recommendations are made. States' development policies for rural and agriculturally based communities should be based on cooperation instead of competition. There should be increased support for family-scale farming and ranching that provides food directly to consumers. Federal and state initiatives should cultivate a new generation of farmers through incentives that provide access to agricultural assets. States should support programs that provide lending capital and technical assistance to microenterprises and small businesses. Conservation and community development programs should be integrated. Incentives to private investment in agriculturally based communities should be provided. Federal rural development policy should be regionally based rather than nationally based. Economic development of agriculturally based communities must be accompanied by the building of human and organizational resources. Poverty, income, and job growth are profiled for farm and nonfarm counties in each of the six states. (TD) ED479181 Swept Away: Chronic Hardship and Fresh Promise on the Rural Great Plains. A Socio-Economic Study of the Rural Great Plains. 2003-06-00 51 Center for Rural Affairs, P.O. Box 406, Walthill, NE 68067. Tel: 402-846-5428 ($10). For full text: http//www.cfra.org/pdf/Swept_Away.pdf. N/A 2004 2016-11-21

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Yes Building Conversion Building Innovation Change Strategies Educational Change Educational Finance Elementary Secondary Education House Plan Partnerships in Education School Buildings School Community Relationship School Restructuring Shared Resources and Services Small Schools Urban Schools Lawrence, Barbara Kent ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English The ancient Athenian "agora" functioned as a marketplace for ideas and commerce and offered an ideal place for teaching and learning. This digest suggests adapting such a model to modern needs and describes successful small schools that have done so while reducing costs. Research shows that small schools offer many advantages for learning and for supporting communities. Physical structures should promote good educational programs. Schools need to be flexible, promote personalization of learning, be adaptable to population shifts, provide opportunities for community engagement, and be efficient. Several successful and innovative small urban schools have created places that are the modern equivalent of the agora, places where students and adults can interact with the community, share resources, and learn from each other. Strategies used by communities to keep their schools small and local include sharing facilities with other schools, reconfiguring large high schools, sharing with an education partner, sharing with a noneducation partner, sharing with the community, leasing space in the community, using the small facility in new ways, leasing the whole facility, and capitalizing on the facility. (Contains 18 references) (TD) ED479182 Back to the Agora: Workable Solutions for Small Urban School Facilities. ERIC Digest. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 4 For full text: http://www.ael.org/eric. N/A 2004 2016-11-21

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Yes Effective Schools Research Elementary Education Limited English Speaking Questionnaires Research Design Research Methodology School Effectiveness Guides - Non-Classroom Tests/Questionnaires High Performing Schools Texas Texas Texas Education Agency, Austin. English The Texas Successful Schools Study examined the educational practices, school characteristics, and educator characteristics that contributed to the success of seven high-performing elementary schools with high proportions of limited-English-proficient (LEP) and economically disadvantaged students. This technical manual further elaborates the information acquired through the study and the research methods used, for the benefit of educators in other school districts. Following an overview of the origin and scope of the study, its design and methodology are detailed, including descriptions of the qualitative and quantitative methods used, research questions, data sources, study cohorts and comparison groups, and methods of ensuring validity and reliability. Study findings are summarized, and ongoing evaluation is described. Appendices present study questionnaires and interview questions, formulas for descriptive statistics, bar and line graphic presentations, benefits and characteristics of the Multiple Operations Descriptive Longitudinal (MODL) design, research questions and data sources, validities and reliabilities of study instruments, and the study evaluation questionnaire. (Contains 81 references) (SV) ED479183 Technical Manual for the Texas Successful Schools Study: Quality Education for Limited English Proficient Students. 2001-05-00 Practitioners 85 N/A 2004 2016-11-21

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Yes Bilingual Education Class Size Collective Bargaining Educational Finance Educational Improvement Educational Trends Elementary Secondary Education Gifted Privatization School Administration School Construction Student Evaluation Guides - Non-Classroom Washington Washington English The chapters in this book address a range of issues of interest to school directors, teachers, and parents and are intended to promote discussion about educational alternatives. A basic premise is that in the not-too-distant future, education will be provided where and when students and their parents can best access it, with educational venues and calendars changing. Chapters offer analysis and recommendations and focus on education in Washington state. Chapters are: (1) "School Financing Fundamentals"; (2) "Bilingual Education"; (3) "Educating Highly Capable Students"; (4) "Learning Assistance Program"; (5) "Student Assessment"; (6) "Privatization & Contracting Out"; (7) "Collective Bargaining"; (8) "Class Size"; (9) "School Construction"; (10) "Value Added Assessment"; and (11)"Distance Learning." (EV) ED479184 School Directors' Handbook. 2001-11-00 160 N/A 2004 2016-11-21

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Yes Campus Planning Campuses Community Colleges Economic Impact Economics of Education Educational Complexes Educational Policy Planning Public Policy State Legislation Strategic Planning Two Year Colleges Guides - Non-Classroom California California California State Postsecondary Education Commission, Sacramento. English The California Postsecondary Commission must approve sites for new institutions or branches of public postsecondary educational institutions in the state of California. After a brief summary, this document presents revisions to the Commission's 1990 Guidelines for Review of Proposed Campuses and Off-Campus Centers. The 1990 guidelines called for a three-stage review concept: (1) statewide plan; (2) preliminary review; and (3) final review. The revised guidelines call for clarification of some requirements and procedures, including the following: (1) requirements for the statewide plan and letter of intent warrant greater clarification, particularly regarding the need for inter-system cooperation; (2) the 1990 guidelines assumed that a single set of procedures could be applied to all three public systems, while in practice there are major functional differences between the systems; and (3) over the years, the distinctions among terms such as college, center, and institution have become unclear and must be defined. This document offers detailed revisions to the guidelines that include (1) the systemwide long-range plan; (2) the letter of intent to expand; (3) the Commission's response to the letter of intent; (4) development of the needs study; and (5) commission action. The new guidelines also offer 10 criteria for evaluating proposals, including need, location, funding, and serving the disadvantaged. Appended are: (1) Guidelines for Review of Proposed Campuses and Off-Campus Centers (1990 Edition); and (2) Guide for Community College Districts Projection of Enrollment and Annual Average Weekly Contact Hours for New Colleges and Educational Centers. (NB) ED479185 Guidelines for Review of Proposed University Campuses, Community Colleges, and Educational Centers. A Revision of the Commission's 1990 "Guidelines for Review of Proposed Campuses and Off-Campus Centers." Commission Report. 1992-08-00 34 For full text: http://www.cpec.ca.gov/CompleteReports/1992Reports/92-18.pdf. N/A 2004 2016-11-21

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Yes Budgets Change Strategies Child Care Child Care Quality Early Childhood Education Educational Quality Financial Support Parent Child Relationship Parent Education Parenting Skills Program Improvement Public Policy School Readiness State Programs Tax Credits Well Being Boyer, Margaret Opinion Papers Reports - Descriptive Parental Leave Action Plans Project Head Start Caregiver Qualifications Subsidized Child Care Services Indicators Minnesota Minnesota Alliance of Early Childhood Professionals, Minneapolis, MN. English This document presents an action plan developed by the Minnesota Early Care and Education Finance Commission during two years of study and deliberation to finance a state early care and education system that supports families and is focused on school readiness. Recommendations are presented in three categories: (1) more time and tools for better parenting; (2) higher quality, more affordable child care; and (3) improvement of the early care and education system's ability to prepare children for kindergarten. In each category are proposed increases in new annual funding proposals for a total of $480.7 million. Recommended expenditures include funding for parent education, refundable tax credits for families with children under 5 years, voluntary parental leave programs, child care assistance, development of a child care quality indicators rating system to assist parents in making choices, child caregiver training and retraining, loans to improve and expand quality spaces for early childhood programs, increasing the quality of early childhood programs to a school readiness level, and increase Head Start funding. Part 1 of the report presents the Commission's goals and values for Minnesota's children. Part 2 discusses the importance of early care and education. Part 3 acknowledges the new economic, cultural, and social contexts which shape young children's lives. Part 4 presents a parent-driven strategy to enhance quality through employer and state efforts. Part 5 details strategies to work toward an effective state-wide early childhood care and education system. Part 6 offers strategies for building public support for the plan. A summary list of the 25 recommendations and a list of the Commission members complete the report. (KB) ED479186 The Action Plan for Early Care and Education in Minnesota: Early Care and Education Finance Commission Final Report. 2000-11-00 Administrators Policymakers Practitioners 37 Alliance of Early Childhood Professionals, 2438 18th Avenue S., Minneapolis, MN 55404. Tel: 612-721-4246; Fax: 612-721-0435; e-mail: allecp@aol.com; Web site: http://www.earlychildpro.org. N/A 2004 2016-11-21

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Yes Behavior Problems Child Care Child Care Effects Child Care Quality Crime Prevention Educational Quality Models Outcomes of Education Preschool Children Preschool Education Public Policy State Programs Opinion Papers Reports - Descriptive Quality of Care Availability (Programs and Services) Pennsylvania Pennsylvania English Noting that at-risk children who attend high quality early childhood care and pre-kindergarten programs are less likely to commit delinquent or criminal behaviors than children denied access to such programs, this report presents information on the effectiveness of such programs for preventing crime and argues that Pennsylvania can prevent crime and save taxpayer money by investing in high quality early childhood education and care programs. Following an executive summary, the report is organized into four major sections. Section 1 presents evidence on the effectiveness of model programs, such as the High/Scope Peer Preschool Program and the Syracuse University Family Development Program, and public programs such as Pittsburgh's Early Childhood Initiative, for reducing the incidence of delinquency and crime or for reducing the incidence of behavior problems. Section 2 argues that although high quality programs with strong parent involvement components are critical to reducing antisocial behavior, delinquency, and adult crime, about 80 percent of care in Pennsylvania was assessed as minimal or adequate. Pennsylvania programs such as Keystone Starts are highlighted as initiatives to improve the quality of care in the state. Section 3 notes that families' financial burden for child care is substantial and identifies the types of pre-kindergarten and child care programs available in Pennsylvania. Section 4 argues that Pennsylvania can prevent crime and save taxpayers' money by investing in high-quality early childhood education programs. The report concludes by urging state government to commit to a plan to assure for all Pennsylvania families affordable access to voluntary quality pre-kindergarten programs. (Contains 56 endnotes.) (KB) ED479187 Pennsylvania's Pre-Kindergarten Crisis: A Crime Prevention Tragedy. 2003-00-00 Howard Heinz Endowment, Pittsburgh, PA. William Penn Foundation, Philadelphia, PA. Grable Foundation, Pittsburgh, PA. Policymakers 25 Fight Crime: Invest in Kids Pennsylvania, 20 North Market Square, Suite 400, Harrisburg, PA 17101. Tel: 717-233-1520; Fax: 717-724-0536. For full text; http://www.fightcrime.org. N/A 2004 2016-11-21

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Yes Change Strategies Child Care Disadvantaged Early Childhood Education Educational Policy Equal Education Neuman, Michelle J. Peer Shanny Reports - Descriptive France Program Characteristics United States France United States French-American Foundation, New York, NY. English France and the United States share a belief in equal educational opportunity for all children. Despite efforts by both nations, equal educational opportunity has remained a elusive ideal, especially for students from lower socioeconomic backgrounds, and even more so in the United States, where studies have shown that poor children typically enter kindergarten a full year-and-a-half behind their better-off classmates in language ability. Over the past 20 years, France has developed some impressive strategies to support young children in poor and immigrant neighborhoods. Recognizing that the French strategy cannot and should not be imported wholesale, this report explores what the United States might still learn from the French approach, and what elements of this approach might be modified to help the United States achieve the goal of giving all children a more equal start. The report first identifies and discusses the following key attributes of France's approach to early care and education for disadvantaged children: (1) voluntary, free preschool available for all children; (2) education policy that "gives more to those who have less"; (3) additional resources that flow in a non-stigmatizing, inclusive manner to "priority education zones"; (4) emphasis on very young children; (5) integration of children from immigrant backgrounds through immersion in French language and culture; and (6) comprehensive support for children's and families' needs. The report then proposes the following steps that U.S. policymakers can take to improve early care and education, especially for disadvantaged: (1) develop a system of early care and education for all children; (2) target additional resources in low-income communities to help narrow the achievement gap; (3) focus more on social and educational needs of children from immigrant and non-English speaking backgrounds; and (4) coordinate universal preschool with health and human services. The report concludes by reiterating that a universal, comprehensive approach is the best way to ensure that children from low-income and immigrant backgrounds receive the quality early learning experiences they need. (Author/HTH) ED479188 Equal from the Start: Promoting Educational Opportunity for All Preschool Children - Learning from the French Experience. A Welcome for Every Child Series. 2002-00-00 ISBN-0-9625424-1-5 77 French-American Foundation, 509 Madison Avenue, Suite 310, New York, NY 10022 ($10). Tel: 212-829-8800; Fax: 212-829-8810; e-mail: info@frenchamerican.org; Web site: http://www.frenchamerican.org. For full text: http://www.frenchamerican.org/pubs/Equalfromthestart.pdf. N/A 2004 2016-11-21

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Yes Air Pollution Child Health Children Congenital Impairments Elementary Schools Environmental Influences Environmental Standards Family Income Hazardous Materials Incidence Measurement Techniques Measures (Individuals) Mental Retardation Physical Environment Poverty Racial Differences Tables (Data) Trend Analysis Water Pollution Well Being Woodruff, Tracey J. Axelrad, Daniel A. Kyle, Amy D. Nweke, Onyemaechi Miller, Gregory G. Numerical/Quantitative Data Reports - Descriptive Ethnic Differences Respiratory Diseases Food Safety Health Hazards Methylmercury Poisoning Child Mortality Nitrates Environmental Protection Agency, Washington, DC. Office of Children's Health Protection. English Noting that children may be affected by environmental contaminants in ways quite different from the way adults are affected, this report is the second on trends in measures reflecting environmental factors that may affect the U.S. children's health and well-being. A list of measures and key findings begins the report, followed by five main sections. Several measures throughout the report are analyzed by children's race/ethnicity and family income. Section 1 presents measures showing incidence of exposure to critical concentrations of contaminants in outdoor air, indoor air, water, food, and soil. Section 2 presents measures of lead, mercury, and cotinine (marker of environmental tobacco smoke exposure) measured in the bodies of children and women. Section 3 presents trends in asthma, other severe respiratory illnesses, childhood cancers, and neurodevelopmental disorders such as attention deficit/ hyperactivity disorder and mental retardation. Section 4 concerns the emerging issues of mercury in fish and attention deficit/hyperactivity disorder. Section 5 presents data specific to California and Minnesota. The final section of the report discusses improvements in the measures and data sources and new measures for inclusion in future reports. Major findings presented in the report include declines throughout the 1990s in the percentage of days with unhealthy air quality, median blood lead levels for children under 5, and median blood levels of cotinine; and overall increases in the percentage of children with asthma. The frequency of new childhood cancer cases has been stable since 1990. Recent data indicate that .6 percent of children are diagnosed with mental retardation and 6.7 percent of children are diagnosed with attention deficit/ hyperactivity disorder. State data revealed that 32 percent of California public elementary schools have deterioration of lead-based paint, and 47 percent of Minnesota schools sprayed pesticides in classrooms. A glossary of terms completes the report. Four appendices include data tables and a list of environmental health objectives in the Energy Protection Agency's strategic plan. Each report section contains references. (KB) ED479189 America's Children and the Environment: Measures of Contaminants, Body Burdens, and Illnesses. Second Edition. 2003-02-00 167 U.S. EPA, National Service Center for Environmental Publications, P.O. Box 42419, Cincinnati, OH 45242-2419. Tel: 800-490-9198 (Toll Free); Tel: 513-489-8190; Fax: 513-489-8695; e-mail: ncepimal@one.net; Web site: http://www.epa.gov. For full text: http://www.epa.gov/ipbpages/archive/v.6/239.htm. N/A 2004 2016-11-21

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No Bereavement Children Coping Crisis Management Death Definitions Divorce Emotional Response Family Relationship Grief Parent Child Relationship Parent Materials Parent Responsibility Parent Role Pets Refugees Relocation Siblings Significant Others Parker, Judith A. Guides - Non-Classroom Loss Marital Separation Separation (Psychology) Australian Early Childhood Association, Inc., Watson. English Although a world of uncertainty and continual change is difficult to explain to children, by exploring and discussing the process of grief, parents can begin to understand the significance and necessity of the grief process and help their children to cope with difficult events. This booklet offers parents advice on how to talk with children about difficult events, including the death of a family member, significant adult, or a pet; moving from home or to a different school; marital separation and divorce; and issues faced by displaced and refugee children. The booklet differentiates loss, grief, and bereavement, and describes possible immediate and later reactions to loss, emphasizing that extreme loss is a family crisis and that young children may not understand that a loss is final. Parents are encouraged to use clear language explaining the loss event and cultural practices around it to avoid confusion, fear, or guilt in the child. The importance of expressing feelings and talking about the loss at home is emphasized. The booklet describes the predictable and normal reactions to a loss through death for children from birth to 12 years as well as the stages of parent and child change following a marital separation. Throughout the booklet, various observations and stories illustrate ways to help children cope with loss. The booklet emphasizes that at times of crisis, it is essential that parents be aware that grief is normal, provide consistency of relationships at home, be sensitive to moods within the family, be prepared for crisis, be patient with the grief process, and confident in their abilities to provide a loving, secure environment for their children. The booklet concludes with a list of contacts in Australia for additional assistance for parents, and a list of books for children. (Contains a 10-item bibliography.) (KB) ED479190 Helping Children in Times of Need: Grief, Loss, Separation & Divorce. A Handbook for Parents Assisting Children through Grief and Loss. 2003-00-00 ISBN-1-875890-62-9 Parents 33 Early Childhood Australia, Inc., P.O. Box 105, Watson, ACT 2602, Australia. Tel: (02)-6241-6900; Fax: (02)-6241-5547; e-mail: publishing@aeca.org.au; Web site: http://www.aeca.org.au. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Oregon Achievement Gap Oregon National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Oregon's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Oregon is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2000, 73 percent of all 5th graders met or exceeded reading/literature state standards, with significantly more white than Latino students meeting or exceeding standards. On the 1998 NAEP 4th grade assessment, 61 percent of students performed at the basic level, while 28 percent were proficient or better. In 2000, 56 percent of all 8th graders met or exceeded state standards in mathematics, with significantly more white than Latino students meeting or exceeding standards. On the 2000 NAEP mathematics assessment, 72 percent of 8th graders performed at the basic level or better, while 32 percent were proficient or above. Oregon's Latino-white 4th grade reading achievement gap fell 23rd among the states in 1998. In 2000, Oregon had the 10th smallest Latino-white 8th grade math achievement gap nationwide. Latinos are underrepresented in Advanced Placement exam taking and in enrollment in gifted and talented programs. About 32 percent of Oregon high school students enroll in college, compared to 54 percent nationwide. Over one-quarter of Oregon's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have the most state and local dollars to spend per student. (SM) ED479191 Education Watch: Oregon. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes At Risk Persons Child Care Child Caregivers Early Intervention Empowerment Family Involvement Focus Groups Interviews Parent Child Relationship Parent Empowerment Parent Participation Parenting Skills Parents Program Effectiveness Program Evaluation Program Implementation Social Support Groups Roberts, Lynn Reports - Evaluative Community Empowerment New York (New York) New York (New York) English This report describes how the Parent Services Project (PSP) is being implemented in the communities of Bushwick and Washington Heights/Inwood in New York City, focusing on the progress made and the challenges encountered in the first 18 months of the program's implementation. Information for the report was obtained through on-site observations as well as informal conversations, interviews, and focus groups conducted with parents and child care staff involved in the two sites. The following key themes generated by the data are highlighted: (1) staff and parents embraced the PSP philosophy of family engagement and community empowerment; (2) PSP activities were determined by the parents themselves, including deciding how program funds were to be spent; (3) PSP benefited parents by increasing social support, by providing opportunities to improve their parenting skills, by increasing access to community services, and by addressing language barriers that affect participation in centers and community life; (4) PSP staff sought to engage fathers and desired more male involvement in the program; (5) staff were committed to building coalitions while recognizing that doing so was a tremendous challenge and a slow process; (6) parents wanted more computer training and job preparation services from the program; and (7) barriers to PSP implementation included coordination of activities across sites, the timeliness of resource dissemination, and organizational turf issues. The report also details program evaluation for which staff indicated they would like information, including changes in parenting styles, impact on children, changes in the community, how well the coalitions work, and impact on fathers. The report concludes with a discussion of the logistical issues in conducting the evaluation. The interview and focus group questions are appended. (KB) ED479192 A Developmental Evaluation of the Parent Services Project in Two New York Communities: Bushwick and Washington Heights. 2000-10-15 20 N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Development Educational Objectives Elementary Education Evaluation Methods Reading Instruction Teaching Methods Ediger, Marlow Guides - Non-Classroom Opinion Papers English Noting that it is vital to pay careful attention to designing the reading curriculum, this document outlines the following issues: objectives in reading curriculum; learning activities; methods of teaching; assessment of student achievement; supervision in the reading curriculum; and philosophy of evaluation. Questions which arise pertaining to objectives include the following: (1) should objectives be stated in terms of performance goals or general objectives; (2) should there be a balance among knowledge, skills, and objectives; and (3) who should sequence the objectives. Learning activities can be formal and direct or can include student choice and interaction. Methods of teaching used must meet personal needs of pupils. A critical task of the classroom teacher is to be a good evaluator. In addition, a reading supervisor should work continually to help classroom teachers update their teaching skills. (PM) ED479193 An Outline of Issues/Design in the Reading Curriculum. 2003-03-11 7 N/A 2004 10/11/2004 22:38:06 RIEMAR2004

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Yes Content Area Reading Educational Objectives Elementary Education Oral Reading Reading Aloud to Others Reading Comprehension Reading Improvement Social Studies Teacher Aides Ediger, Marlow Guides - Non-Classroom Opinion Papers English Reading aloud can help students who have problems comprehending social studies subject matter. Teachers, parents, and volunteers can all serve as effective oral readers. Teachers and principals should list goals for volunteers to achieve when reading aloud. In addition, to vary the oral reading approach, students can take turns reading aloud. Different kinds of comprehension questions may be raised during a read-aloud, which include critical thinking, creative reading, and analysis. Volunteers can become more effective teachers through inservice education and by considering psychologies of learning. While classroom teachers face multiple responsibilities in their classroom, aide service provides students a chance to develop improved reading skills. (PM) ED479194 Assisting Teachers in Teaching in Reading Instruction. 2003-03-30 6 N/A 2004 10/11/2004 22:38:06 RIEMAR2004

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Yes Grade 3 Oral Reading Primary Education Reading Comprehension Reading Fluency Hammer, Kimberly Borchardt Reports - Research Repeated Readings English The effect oral reading fluency has on comprehension is still being ascertained. This project examines the role of fluency and the effect it has on analysis skills. The purpose of this study is to show that fluency affects overall reading comprehension. Literature supports the view that fluent reading frees up capacity for the comprehension of text. This study utilizes both a quantitative and qualitative approach in analyzing oral reading fluency in young children. Thirteen third-grade Title 1 students from an elementary school located north of San Francisco were assessed using the Qualitative Reading Inventory II. Students read a passage orally to assess for fluency and prosody; the passage was timed and miscues were noted. This was followed by eight text implicit-explicit questions. Students were given a second passage to read; however, with the second passage the students were permitted to practice reading it three times prior to their assessment. All students showed an increase in the number of words read correctly per minute from the pretest to the posttest, as well as in the area of prosody. Six of the students showed an increase in their comprehension scores, while three showed no increase, and three students indicated a decrease in their comprehension scores. While the repeated reading of text does lead to an increase in the number of words read correctly per minute and an increase in student's accuracy, there were too many variables that influenced the results to show a significant correlation between oral reading fluency and comprehension. Further research is needed with a variety of age groups over an extended period of time. An appendix presents a description of the four levels of the National Assessment of Educational Progress' Oral Reading Fluency Scale. (Contains 14 references and a table of data.) (Author/RS) ED479195 The Effect of Oral Reading Fluency on Analysis Skills. 2003-05-00 26 N/A 2004 2016-11-21

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Yes Case Studies Curriculum Development Ethnography High Stakes Tests Longitudinal Studies Middle Schools Reading Instruction Urban Schools Lien, Nancy Reports - Evaluative Speeches/Meeting Papers Critical Literacy English This paper addresses issues of teacher negotiation and development of a critical literacy curriculum through reporting data from a 3-year ethnographic case study of an urban middle school in the United States. The researcher and a reading teacher met one hour each week to co-develop a critical literacy curriculum. The research findings reveal the possibilities to actualize democratic and liberation education under the pressure of meeting the constantly changing state-level and national proficiency standards in urban schools with limited resources. The study suggests that educational researchers who advocate for progressive education and the school teachers who strive to implement the progressive ideals must join together in a pluralistic community of workers for democracy. The researcher concludes that the field of curriculum studies should be relocated to local school sites in order to understand the transformative goals of educational scholarship. (Contains 47 references.) (Author/RS) ED479196 Urban Classrooms as Sites of Reading the World: Negotiating Critical Literacy in a Test-Driven Era. 2003-04-00 57 N/A 2004 2016-11-21

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Yes Childrens Writing Lesson Plans Primary Education Reading Comprehension Story Telling Student Publications Technical Writing Writing Improvement Writing Processes Ludy, Lynda R. Guides - Classroom - Teacher Opinion Papers Speeches/Meeting Papers Story Writing Writing Motivation English This paper focuses on the writing process and young children, suggesting prewriting activities and discussing writing, revising, and publishing in the classroom. The paper also enumerates what children like, such as interesting topics, self-selection, listening to stories, reading their writing to peers or younger children, and special formats for final copy. The paper provides two lesson plans: Using KWL for Writing a Report, and Using Oral Telling of Stories to Prepare for Writing a Story. Each lesson plan states lesson goal; cites materials needed; suggests a step-by-step procedure for classroom implementation; notes time required for completion; and discusses evaluation. (NKA) ED479197 Building Better Writing through Understanding Text: A Connection for Success. 2003-05-06 8 N/A 2004 2016-11-21

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No Class Activities Cooperative Learning Creative Activities Intermediate Grades Learning Activities Middle Schools Reading Instruction Reading Skills Scoring Rubrics Secondary Education Darwin, Marlene J. Guides - Classroom - Teacher Speeches/Meeting Papers Reluctant Readers Activity Oriented Classrooms English Most of the activities presented in this packet are appropriate for students in grade 4 through high school. To make the activity more challenging and to meet the needs of older students, the teacher may wish to add detail and written work to complement the assignment's creative aspects. These activities are adapted easily to content areas, and in reluctant readers, these creative responses seem to spark an interest in books. The activities also provide opportunities for whole group, small group, paired, and individual work. It is suggested that either the teacher model the project for the class or the class collaboratively create a model--laying a firm foundation for the activity and providing sufficient background helps the students become interested in the assignment. A name is made up for each activity to create a point of reference for the students as the class revisits the activities throughout the school year. The rubrics for each activity are created collaboratively--each class may create a different rubric. The teacher provides the umbrella structure and the students submit their ideas for the details in the rubric. Activities such as these help students to work, to read, and to share books within a framework, but also allow students to have opportunities for choice, voice, control, and time to read and to enjoy books. The eight activities outlined here have the following names: Character Hand Prints, Vocabulary Squares, Positive/Negative Graphs, Book Talks, Jigsaw Conversations, Literary Letters, Book Advertisements, and Informal Table Talks. (NKA) ED479198 Time Out for Reading: "A Potpourri of Creative Response Activities for Middle and Secondary Students". 2003-05-04 15 N/A 2004 2016-11-21

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Yes Case Studies Child Caregivers Child Rearing Child Role Childhood Attitudes Children Comparative Analysis Family Life Family Relationship Family Structure Focus Groups Interpersonal Relationship Parent Child Relationship Significant Others Stepfamily Surveys Brannen, Julia Heptinstall, Ellen Bhopal, Kalwant Reports - Research Parent Control London Univ. (England). English Noting that care of children has not often been investigated from the perspective of the child, this study examined children's views on "care." Participating in the survey study were 941 children, ages 10 to 12 years, (592 in their first year of secondary school and 349 in their last year of primary school). Participants were drawn from 12 state schools in 2 South London local authorities. A case study sample of 63 children was selected from the survey sample, drawn equally from three family types: mother-only, mother and stepfather, and two-parent households. A separate sample of foster children was also included. The survey and case study samples were disproportionately working class families. The main findings of the research indicated that children thought they should be the care priority for their parents. Love and care were considered more important to children than family structure. Children believed that mothers and fathers should be equally involved in and responsible for child care. Children disliked family change such as separation and divorce, but were pragmatic and even optimistic about settling into new family structures/routines. Some children maintained affectionate relationships and regular contact with nonresident parents. Stepparents had to earn respect and affection as new parent figures, but gained points for making the birth parent happy. Siblings were the most significant people in children's lives after parents, followed by grandparents, blood-related uncles and aunts, friends, and some professionals, of which "helpful teachers" were most frequently nominated. Children believed childhood should be a protected and free time. (KB) ED479199 Care and Family Life in Later Childhood. 2000-00-00 28 Thomas Coram Research Unit, Institute of Education, University of London, 27/28 Woburn Square, London, WC1H 0AA, United Kingdom. Tel: +44-(0)20-7612-6957; Fax: +44-(0)20-7612-6927; Web site: http://www.K1.ioe.ac.uk/tcru. For full text: http://www.K1.ioe.ac.uk/tcru/pdfs/careandfamilylife.pdf. N/A 2004 2016-11-21

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No Adolescents College Curriculum College Instruction Curriculum Design Curriculum Development Curriculum Evaluation Diversity Family Life Family Relationship Family (Sociological Unit) Higher Education Instructional Effectiveness Marriage Models Parent Child Relationship Portfolio Assessment Professional Development Service Learning Student Evaluation Teacher Improvement Gentry, Deborah, Ed. Collected Works - Serials Family Science Single Persons ISSN-1535-0762 English This document comprises the archival print edition of the first volume of a quarterly electronic journal providing a forum for information on leading-edge teaching innovations and research findings in the field of family science. The foci of the journal are the family science curriculum, instruction issues, evaluation and assessment, and professional development. Articles in this volume are: (1) "Teaching Undergraduate Family Diversity Courses" (Rosenblatt); (2) "Diversity in Families: Exploration in Effective Pedagogy" (Conway-Turner, Kim, Sherif, and Woolfolk); (3) "Southeast Asian Immigrant Parenting Practices and Perceptions of Parent-Adolescent Conflicts" (Xiong, Detzner, Rettig); (4) "The Use of Portfolios in Family Science" (Gross, Bass, and Franken); (5) "Sleeping Single in a Family Bed: Themes and Issues on Singlehood from National Council on Family Relations Roundtable Discussion Groups" (Nelson, Wright, and Vaughn); (6) "Real World Roles: Problem-Based Learning in Undergraduate Family Studies Courses" (Sandifer-Stech and Gerhardt); (7) "Bringing Bereavement Education into the Family Life Education Classroom" (Maxymiv and Blankemeyer); (8) "Interaction of People and Pets in the Family Setting: A Life Course Perspective" (Schvaneveldt, Young, Schvaneveldt, and Kivett); (9) "Grandparents Raising Grandchildren: Guidelines for Family Life Educators and Other Family Professionals" (Dolbin and Targ); (10) "The Internet and Graduate Student Recruiting in Family Science: The Good, the Bad, and the Ugly Department Websites" (Hans); (11) "The Promise of Service Learning for Family Science" (Eby); (12) "From the Top Down and from the Bottom Up: Integrating Academic Service-Learning into University, Department, and Family Studies Curriculum" (Christiansen, Amby, and Bowers); (13) "Service Learning in Faith-Based Programs for Children and Youth from Low-Income Urban Families" (Cunningham); (14) "Community-Based Service-Learning in the Family Sciences" (Ritblatt and Obegi); (15) "Integrating Intergenerational Service-Learning into the Family Science Curriculum" (Hamon and Way); (16) "Service-Learning at Dementia Care Programs" (Jarrott); (17) "Classroom and Community: Experiential Education in Family Studies and Gerontology" (Karasik and Berke); (18) "Home-Based Intervention: A Collaborative Model for Service-Learning among Early Childhood Educators and Marriage and Family Therapists" (Fees, Nelson, O'Conner, Sheehe, and McIntyre); (19) "Challenges in Evaluation: Assessing Processes and Outcomes in Human Service Programs" (Bailey and Richards); and (20) "Marshalling Students to Action: The Community, Education, and Policy Partnership" (Stanberry and Blackwell). Included in each issue are book reviews and discussions of particular instructional techniques. (KB) ED479200 Journal of Teaching in Marriage and Family: Innovations in Family Science Education. Archival Print Edition, 2001. Journal of Teaching in Marriage and Family: Innovations in Family Science Education, Archival Print Edition, 2001. v1 n1-4 2001 2002-00-00 Community Practitioners Students Teachers 103 Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580 ($48). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582 (Toll Free); Web site: http://www.haworthpress.com. N/A 2004 2016-11-21

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Yes Adolescents Adoption After School Programs At Risk Persons Child Abuse Child Care Child Neglect Children Crime Prevention Delinquency Prevention Early Childhood Education Family Programs Foster Care Identification Parent Education Planning Public Policy Violence Youth Programs Opinion Papers Pennsylvania Child Protection Pennsylvania English Based on findings that high-quality early care and education, youth development programs for after-school and summer hours, child abuse and neglect prevention, and intervention programs can help to prevent violence crime, this document presents a violence prevention plan for the schools and youth of Pennsylvania. Four actions are proposed to reduce school and youth violence: (1) assure all children access in the earliest years to quality early care and education programs proven to reduce crime; (2) assure all school-age children and teens access to after-school, weekend, and summer youth development programs to shut down the "prime time for juvenile crime"; (3) help schools identify troubled and disruptive children at an early age, and provide children and their parents with the counseling and training that can help kids get back on track; and (4) prevent child abuse and neglect by offering high-risk parents in-home parenting-coaching and making sure that child protection, foster care, and adoption services have policies and sufficient well-trained staff to protect and heal abused and neglected children. The report concludes by urging the Commonwealths public officials to invest in the components of the four-part plan to reduce crime and violence. (KB) ED479201 From Pennsylvania's Front Line against Crime: A School and Youth Violence Prevention Plan. 2002-04-00 Policymakers 6 Fight Crime: Invest in Kids Pennsylvania, 20 N. Market Square, Suite 400, Harrisburg, PA 17101. Tel: 717-233-1520; Fax: 717-724-0536; Web site: http://www.fightcrime.org. N/A 2004 2016-11-21

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Yes Academic Discourse English Departments Essays Higher Education Personal Narratives Student Attitudes Teacher Attitudes Writing Instruction Julier, Laura Reports - Descriptive Speeches/Meeting Papers English An essay, often called a personal essay, familiar essay, lyric essay, the disjunctive or spiral essay, is a piece of writing which takes its form in the shifts and turns of a particular mind at work. The essay is a piece of writing which pays attention to and sometimes plays with form; often uses images and figures that are familiar with poetry; and sometimes breaks the rules traditionally upheld by school writing. The essay generally behaves more like fiction and poetry than any academic writing, and has at its center an "I" which speaks of itself. Essays have been marginalized in both English and literature departments as well as in creative writing programs. As a result, the essay is one of the best ways to think about breaking the boundaries between academic and creative. In composition studies today, students perceive it is risky to speak about themselves. However, there are many instances in which a personal viewpoint is required, and numerous examples exist of significant works of scholarship in which the personal is foregrounded. (PM) ED479202 Re-Theorizing the Role of Creative Writing in Composition Studies: Cautionary Notes towards Re-Thinking the Essay in the Teaching of Writing. 2003-03-20 11 N/A 2004 10/11/2004 22:38:06 RIEMAR2004 Paper presented at the Annual Meeting of the Conference on College Composition and Communication (54th, New York, NY, March 19-22, 2003).

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Yes Action Research Instructional Effectiveness Middle Schools Phonemic Awareness Primary Education Reading Achievement Reading Attitudes Reading Improvement Reading Instruction Reading Material Selection Reading Skills Baumgartner, Traci Lipowski, Mary Beth Rush, Christy Dissertations/Theses Reports - Research Tests/Questionnaires English This study describes a program designed to improve reading achievement. The targeted population consisted of primary and middle school students in two communities in northern Illinois. Both communities were suburbs of a major metropolitan area and the status of family incomes ranged from low to middle levels. Evidence for the existence of the problem included San Diego Quick Assessment, Nonsense Word Test, a reading strategy checklist, and a student survey. Analysis of probable cause data revealed that students lacked basic phonemic awareness and comprehension skills. Many students had difficulty choosing appropriate books and were not interested in reading. One of the causes of low interest could be the limited access to a variety of reading materials. Unsuccessful attempts in previous years caused some students to avoid the task of reading. These earlier struggles may have resulted from inadequate time to practice reading at their own level. A review of solution strategies suggested by the professional literature, combined with an analysis of the setting of the problem, resulted in the selection of differentiated instructional strategies to improve reading achievement. Strategies included flexible grouping, student choice on a variety of tasks, increased self-selected reading time, and access to a variety of reading materials. Based on the presentation and analysis of the data on student reading achievement and attitudes towards reading, the targeted students showed improvement. There was a rise in the instructional reading levels of students in all three targeted classrooms. The number of comprehension strategies used by students increased. Students demonstrated greater mastery of phonemic and decoding skills after the implementation process was complete. Student attitudes towards reading improved along with student perceptions about their own reading abilities. Appendixes contain a reading strategies form, a reading strategies checklist, and a reading survey. (Contains 25 references and 6 tables of data.) (Author/RS) ED479203 Increasing Reading Achievement of Primary and Middle School Students through Differentiated Instruction. 2003-05-00 44 N/A 2004 10/11/2004 22:38:06 RIEMAR2004 Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Grade 5 Instructional Effectiveness Intermediate Grades Multiple Intelligences Portfolios (Background Materials) Reading Achievement Reading Attitudes Reading Improvement Student Motivation Reidel, Jennifer Tomaszewski, Tracey Weaver, Darla Dissertations/Theses Reports - Research English Three teacher researchers conducted research to help motivate, encourage, and raise achievement of all students involved in the study. There were three fifth-grade classes involved of approximately 30 students per class, ages 10-11. The elementary school involved is located in Bolingbrook, Illinois: Wood View Elementary. The researchers conducted student and parent surveys to develop data about general perceptions toward reading. A diagnostic reading test examined where students are in three areas of reading: phonics, comprehension, and vocabulary. This same test was administered as the final posttest at the end of the study. An observation checklist, filled out by the researchers, was done bi-weekly to establish trends and patterns in classroom behaviors that go on during this study. A multiple intelligence bulletin board and reading enter was established to provide students with choice in classroom activities. The activities were changed bi-weekly as the skill and strategy focus changed in the reading curriculum. A portfolio system was put into place in the second month of the study. The information gathered by the students was assembled into a portfolio according to the checklist and rubric was designed and explained by the teacher researchers. This was an ongoing project that did not have final evaluation until the end of the study. The benefits to the students varied. The hopes were to focus on the strengths of all types of learners by using multiple intelligence strategies, and enhance weaknesses for self-discovery. Also, there was an increase in reading comprehension and skill mastery that built a stronger, more confidant, and motivated reader. The activities and specific skill reinforcement intertwined content with student choice. Based on the presentation and analysis of the data, students showed a marked improvement in reading comprehension, motivation, and student engagement. It is recommended that facilitators/teachers who want to undertake this type of intervention be aware of the commitment it takes to carry out this plan of action. Commitment involves having all necessary materials, creating multiple intelligence activities that coincide with the reading curriculum content, and allotting time for successful completion of such activities by the students. Appendixes contain a list of project expectations, parent survey, plot graph, portfolio evaluation rubric, and a project completion schedule. (Contains 22 references and 6 tables of data.) (Author/RS) ED479204 Improving Student Academic Reading Achievement through the Use of Multiple Intelligence Teaching Strategies. 2003-05-00 94 N/A 2004 10/11/2004 22:38:06 RIEMAR2004 Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Academic Achievement Elementary Education Interviews Mass Media Use Middle Schools Student Attitudes Student Surveys Ballard, Katherine D. Reports - Research Speeches/Meeting Papers Exploratory Studies Indiana Media Habits Ohio Indiana Ohio English An exploratory study examined children's self reports of media habits and academic performance. Chosen by a sample of convenience, 20 children between the ages of 8 and 14 years old (all residents of Indiana or Ohio) expressed that increased time with media takes away time spent studying. Many view media as a distraction to completing homework, even though their total media exposure time exceeds time spent studying. A majority of students reported attaining grades of B or higher in school. Students may be limiting their time with media while studying in order to complete their homework. Total time spent with media may not be a predictor of academic success. Interview protocol is appended. (Author/NKA) ED479205 Media Habits and Academic Performance: Elementary and Middle School Students' Perceptions. 2003-06-29 19 N/A 2004 2016-11-21

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Yes Academic Standards Core Curriculum Discourse Analysis Elementary Secondary Education Literacy Student Diversity Huang, Jingzi Mullinix, Bonnie B. Reports - Research Speeches/Meeting Papers Language Across the Curriculum Linguistic Pluralism Textual Analysis English This paper utilizes a sociocultual perspective to argue that content literacy development and subject content learning are inseparable and that it is every classroom teacher's responsibility to support all students' academic language/literacy (LL) development needed for the learning of relevant content. Through an analysis of the New Jersey Core Curriculum Content (NJCCC) Standards (1996, 2002), the paper calls for increased attention to the integration of academic LL development and subject area content learning in all subject areas. Focus in the paper is on the Standards' implications for teachers working with linguistically diverse learners at both curriculum and instructional levels. Key questions guiding the study reported in the paper include: (1) What terms in the current NJCCC Standards serve to indicate the expectation for academic LL skills within each content area? (2) How may these terms be categorized into a framework that may provide directions for systematic integration of academic LL skills development and subject content learning at the curriculum level? and (3) What are the implications of this analysis for classroom teachers working with linguistically diverse students at the instructional level for effective content teaching? Findings indicate that overall there are LL skills requirements associated with all the major knowledge structures and in every selected content area. Appended are a list of 70 verb phrases identified as those indicating potential demands in the NJCCC and three examples from three content areas to demonstrate how progress indicators for the same current topic may be organized into Mohan's Knowledge Framework. (Contains 3 figures and 39 references.)(Author/NKA) ED479206 Content Literacy and Language Development across the Curriculum: What Do Core Curriculum Content Standards Have to Say? 2002-12-05 24 N/A 2004 2016-11-21

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Yes Early Childhood Education Early Intervention Emergent Literacy Linguistics Smith, Eastern A. Guides - Classroom - Teacher Opinion Papers Words Constructs Sounding (Language) English This pamphlet is designed as a construct to be used as a tool for early intervention and/or teaching. This construct may be used with young students, adults, or anyone who might need help with letter identification, sounding of letters, and creating basic word units. Out of the basic components of linguistics (phonology, morphology, semantics, and syntax), it is the phonological component (classification and articulation) that this construct places most emphasis upon. The construct is designed in a very simple way so that it may be used by any student or adult who is lacking the basic literacy skills (with very little direction). The pamphlet is divided into the following sections: The Plan; What Is Being Taught?; How to Use Construct; Word and Letter Illustrations; and What Do Other Say? (Contains 25 references.) (NKA) ED479207 An Easy Way To Practice & Learn: Letter Identification, Sounds of Letters, & Basic Word Units. 2003-07-28 Practitioners Teachers 9 N/A 2004 2016-11-21

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Yes Academic Failure Cognitive Style Content Area Reading Critical Reading Learning Activities Metacognition Middle Schools Prior Learning Reading Strategies Social Studies Study Skills Vocabulary Development Dobbs, Olivett Guides - Non-Classroom Opinion Papers Content Area Teaching Postreading Activities Previewing (Reading) Social Studies Teachers English Content area reading instruction includes two elements: the information presented in subject matter text, and the plan that teachers use to help students understand the content. According to research and interviews with social studies teachers, there is a high failure rate in the social studies content area because children have problems understanding text material, poor study skills, and lack of motivation. Strategies can help teachers participate in as well as facilitate students' learning. Teachers should become familiar with learning styles of students, since knowing how students learn can help the content area teacher plan instruction to help student improve their comprehension and learning. This paper provides a social studies lesson outline. It first outlines four strategies for activating prior knowledge: DRTA (Directed Reading/Thinking Activity); KWL (What I Know, Want to Learn, Learn); Anticipation Guide; and Problematic Situations. It next outlines strategies for vocabulary development: Semantic Mapping; Context Clues; and Sentence Completion. It then outlines how to preview the text for organization, offering examples of Chronological Sequence; Comparison and Contrast; Generalization Principal; and Process Cause Effect. The paper also outlines activities that focus on metacomprehension strategies, including Making Predictions; Confirming or Revising; Proposition/Support; Reciprocal Teaching; Summarizing; Questioning; Clarifying; Note Taking; and Think Alouds. It concludes by suggesting post-reading activities: Semantic Mapping; Support Outline; Search Strategy; Concept Question Chain; Learning Logs; Writing to Learn; Discussion Webs; and Summarizing. (Contains 25 references.) (NKA) ED479208 Using Reading Strategies To Reduce the Failure Rate in the Content Area. Subject: Social Studies. Grade Level: 6-7-8. 2003-02-13 Practitioners Teachers 41 N/A 2004 2016-11-21

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Yes Academic Achievement Advanced Placement Black Students Educational Attainment Educational Finance Elementary Secondary Education Enrollment Trends Graduation Hispanic American Students Low Income Groups Minority Groups Postsecondary Education Poverty Racial Differences Special Needs Students State Aid State Standards White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Pennsylvania Pennsylvania National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents state-level data on Pennsylvania's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 57 percent of all 5th graders were proficient or above in reading, with significantly more white than black 4th graders at this level. In the same year, 52 percent of all 8th graders were proficient or above in mathematics, with significantly more white than black 8th graders proficient or above. Pennsylvania did not participate in either the 4th grade reading or 8th grade mathematics National Assessment of Educational Progress. African American students are underrepresented in Advanced Placement (AP) test taking and in enrollment in gifted and talented programs. About 47 percent of Pennsylvania high school students enroll in college, compared to 54 percent nationwide. White students graduate from the state college at a significantly higher rate than students from other groups, followed by Asian Americans. Over one in five Pennsylvania secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates, and those with higher minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479209 Education Watch: Pennsylvania. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 Education Trust, Inc. Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Rhode Island Achievement Gap National Assessment of Educational Progress Rhode Island National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Rhode Island's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Rhode Island is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Between 1992-1998, scores on the NAEP 4th grade reading assessment increased by 1 point. In 1998, 38 percent of white 4th graders were reading at the proficient or above level, compared to 8 percent of Latinos. Between 1990-2000, scores on the NAEP 8th grade mathematics assessment increased by 13 points. In 2000, 29 percent of white 8th graders performed at the proficient or above level in mathematics, compared to 4 percent of Latinos. In 1998, Rhode Island had the second largest Latino-white 4th grade reading achievement gap nationwide. In 2000, the state had the sixth largest Latino-white 8th grade mathematics achievement gap. Latino students are underrepresented in Advanced Placement test taking and in gifted and talented program enrollment. About 47 percent of Rhode Island high school students enroll in college, compared to 54 percent nationwide. Native American students graduate from the state college at a significantly lower rate than students from other groups. About one in five Rhode Island secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479210 Education Watch: Rhode Island. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Equal Education Grade 4 Grade 8 Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Aid State Standards Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress South Carolina South Carolina National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares South Carolina's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how South Carolina is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 38 percent of all 4th graders were proficient or above in reading on the state assessment, while 22 percent of 4th graders were proficient or above on the 1998 NAEP reading assessment. Significantly more white than black 4th graders were proficient or above. In 2001, 18 percent of all 8th graders were proficient or above in mathematics on the state assessment. On the 2000 NAEP 8th grade mathematics assessment, 18 percent of South Carolina 8th graders were proficient or above. Significantly more white than African American 8th graders were proficient or above. South Carolina had the 8th smallest African American-white 4th grade reading achievement gap nationwide in 1998 and the 8th smallest African American-white 8th grade mathematics achievement gap in 2000. African American students are underrepresented in Advanced Placement (AP) test taking and in gifted and talented program enrollment. About 33 percent of South Carolina's high school students enroll in college, compared to 54 percent nationwide. Over one in five South Carolina secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates, and those with higher minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479211 Education Watch: South Carolina. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Equal Education Grade 4 Grade 8 Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress South Dakota Achievement Gap South Dakota National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents state-level data on South Dakota's K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. South Dakota's 2002 Stanford 9 results show an average national percentile rank of 65 for 4th grade reading and an average national percentile rank of 69 for 8th grade mathematics. South Dakota did not participate in either the 4th grade reading or 8th grade mathematics National Assessment of Educational Progress. Native American students are underrepresented in Advanced Placement test taking, while white students take them at high rates. Native Americans are also underrepresented in gifted and talented programs and over-represented in special education. About 48 percent of South Dakota's high school students enroll in college, compared to 54 percent nationwide. Native American students graduate from the state college at a significantly lower rate than students from other groups. Over one in five South Dakota secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have the most state and local dollars to spend per student. (SM) ED479212 Education Watch: South Dakota. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Tennessee Tennessee National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Tennessee's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Tennessee is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On the 1998 NAEP reading assessment, 58 percent of 4th graders performed at the basic level or above, with 25 percent at the proficient level. White 4th graders significantly outscored black and Latino 4th graders in reading. ON the 2000 NAEP assessment, 53 percent of 8th graders performed at the basic level or above in mathematics, with 17 percent at the proficient level. White 8th graders significantly outscored black and Latino 8th graders. Tennessee had the 10th smallest African American-white 4th grade reading achievement gap statewide in 1998. Tennessee's African American-white 8th grade mathematics achievement gap was 15th among the states on the 2000 NAEP. African Americans are underrepresented in Advanced Placement (AP) exam taking, while Asian Americans have a high rate of AP exam taking. About 33 percent of Tennessee high school students enroll in college, compared to 54 percent nationwide. Native Americans graduate from the state college at a lower rate than students from other groups. Over one-third of Tennessee's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have more state and local dollars to spend per student than districts with the lowest poverty rates. (SM) ED479213 Education Watch: Tennessee. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Texas Texas National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Texas's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Texas is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 93 percent of all 4th graders performed at the passing level on the state reading assessment. On the 1998 NAEP reading assessment, 63 percent of 4th graders performed at the basic level, while 29 percent performed at proficient or above. In 2002, 93 percent of all 8th graders performed at the passing level on the state mathematics assessment. On the 2000 NAEP 8th grade mathematics assessment, 68 percent of Texas students performed at the basic level or better, while 24 percent performed at proficient or above. Texas's Latino-white 4th grade reading achievement gap was 20th among the states on the 1998 NAEP, while the Latino-white 8th grade mathematics achievement gap was the fifth smallest nationwide on the 2000 NAEP. African Americans and Latinos are underrepresented in Advanced Placement (AP) exam taking, while Asian Americans have a high rate of AP test taking. Over 30 percent of Texas high school students enroll in college, compared to 54 percent nationwide. About three in ten Texas secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479214 Education Watch: Texas. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Utah Achievement Gap National Assessment of Educational Progress Utah National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Utah's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Utah is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 48 percent of 4th graders had achieved mastery on the state reading assessment, with significantly more white than Latino 4th graders achieving mastery. On the 1998 4th grade NAEP reading assessment, 62 percent of students performed at the basic level, while 28 percent were proficient or above. Also in 2001, 19 percent of 7th graders achieved mastery in mathematics on the state assessment, with significantly more whites than Latinos achieving mastery in mathematics. On the 2000 NAEP mathematics 8th grade assessment, 26 percent performed at the proficient level or better. Utah had the 9th largest Latino-white 4th grade reading achievement gap in 1998, and its Latino-white 8th grade math achievement gap was 22nd among the states in 2000. Latinos are underrepresented in Advanced Placement test taking. About 34 percent of Utah's high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. Nearly one in five Utah secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the most state and local dollars to spend per student while those with the highest minority enrollments have the fewest dollars. (SM) ED479215 Education Watch: Utah. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Vermont Vermont National Assessment of Educational Progress Education Trust, Washington, DC. English This document presents key educational statistics for Vermont's elementary school through college students, using data from the National Assessment of Educational Progress (NAEP) and other sources. To indicate how Vermont is doing in narrowing the academic achievement gap between poor and non-poor students, the report presents NAEP data by family income. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 80 percent of 4th graders achieved at the state standard or above in reading. Vermont did not participate in the 1998 NAEP 4th grade reading assessment. In 2002, 69 percent of Vermont 8th graders met state standards on the state's mathematics assessment. On the 2000 NAEP 8th grade mathematics assessment, 32 percent of 8th graders were proficient or above. Vermont's poor/non-poor 8th grade mathematics achievement gap fell 13th among the states in 2000. Asian American students have a high rate of Advanced Placement test taking. About 40 percent of Vermont's high school students enroll in college, compared to 54 percent nationwide. Native American students graduate from the state college at a significantly lower rate than students from other groups. Nearly one quarter of Vermont's secondary classes are taught by teachers lacking a major or minor in the field. African American students are disproportionately represented in special education. Districts with the highest child poverty rates have the fewest state and local dollars to spend per student, while districts with the highest minority enrollments have most dollars to spend. (SM) ED479216 Education Watch: Vermont. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Aid State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data National Assessment of Educational Progress Virginia Achievement Gap Virginia National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Virginia's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Virginia is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2002, 78 percent of 5th graders passed the state's English assessment. On the 1998 NAEP reading assessment, 64 percent of 4th graders were at the basic level or above in reading, with 30 percent proficient or above. More white than African American 4th graders met state reading standards. In 2002, 71 percent of 8th graders passed the state's mathematics assessment. On the 2000 NAEP assessment, 68 percent of 8th graders performed at the basic level or above in mathematics, with 26 percent at proficient or above. More white than African American 8th graders met state mathematics standards. Virginia had the fourth smallest African American-white 4th grade reading achievement gap on the 1998 NAEP. Virginia's African American-white 8th grade mathematics achievement gap fell 13th among the states in 2000. African Americans are underrepresented in Advanced Placement exam taking, as well as in gifted and talented program enrollment, while Asian Americans take the exams at high rates. Over 40 percent of Virginia's high school students enroll in college, compared to 54 percent nationwide. Nearly three in ten Virginia secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479217 Education Watch: Virginia. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Washington Washington National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Washington's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Washington is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001-2002, 66 percent of 4th graders met state standards in reading, with significantly more white than black 4th graders meeting state standards. On the 1998 NAEP, 63 percent of 4th graders performed at the basic level or better, while 29 percent were proficient or above. In 2001-2002, 30 percent of 7th graders met state standards in mathematics, with significantly more white than black 7th graders meeting the standards. Washington did not participate in the the 2000 NAEP 8th grade mathematics assessment. Washington's Latino-white 4th grade reading achievement gap fell 13th among the states on the 1998 NAEP. African Americans and Latinos are underrepresented in Advanced Placement (AP) exam taking, while Asian Americans take them at high rates. About 37 percent of Washington's high school students enroll in college, compared to 54 percent nationwide. Over one-quarter of Washington's secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates, and those with the highest minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479218 Education Watch: Washington. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress West Virginia West Virginia National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares West Virginia's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how West Virginia is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. On the 1998 NAEP assessment, 62 percent of 4th graders performed at basic or above in reading, with 29 percent at proficient or above. White 4th graders significantly outperformed African American 4th graders. On the 2000 NAEP, 62 percent of 8th graders performed at basic or above in math, with 18 percent at proficient or above. Again, whites significantly outperformed African Americans. West Virginia had the 10th smallest African American-white 4th grade reading achievement gap in 1998 and the 2nd smallest African American-white 8th grade math achievement gap in 2000. African Americans are underrepresented in Advanced Placement test taking, while Asian Americans take them at high rates. About 40 percent of West Virginia's high school students enroll in college, compared to 54 percent nationwide. Approximately three in ten West Virginia secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates have the fewest state and local dollars to spend per student. Districts with the highest minority enrollments have the most dollars to spend. (SM) ED479219 Education Watch: West Virginia. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Wisconsin Achievement Gap National Assessment of Educational Progress Wisconsin National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Wisconsin's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Wisconsin is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. Results from the 2000-2001 state assessment show that 82 percent of 4th graders were proficient or better in reading. On the 1998 NAEP, 72 percent of 4th graders were basic or above in reading, with 34 percent proficient or above. White 4th graders outperformed African American 4th graders. On the state's 2001-2002 mathematics assessment, 45 percent of 8th graders were proficient or above, with whites significantly outperforming African Americans. Wisconsin did not participate in the 2000 NAEP 8th grade mathematics assessment. Wisconsin had the third largest African American-white 4th grade reading achievement gap among the states in 1998. African Americans are significantly underrepresented in Advanced Placement exam taking and in gifted and talented program enrollment. About 44 percent of Wisconsin high school students enroll in college, compared to 54 percent nationwide. African Americans graduate from the state college at lower rates than students from other groups. About one in seven Wisconsin secondary classes are taught by teachers lacking a major or minor in the field. Districts with higher child poverty rates and higher minority enrollments have the fewest state and local dollars to spend per student. (SM) ED479220 Education Watch: Wisconsin. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 e Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Academic Achievement American Indians Asian American Students Black Students Educational Attainment Educational Finance Elementary Secondary Education Grade 4 Grade 8 Graduation Hispanic American Students Mathematics Skills Minority Group Children Postsecondary Education Racial Differences Reading Skills State Standards Student Placement Teacher Competencies White Students Numerical/Quantitative Data Achievement Gap National Assessment of Educational Progress Wyoming Wyoming National Assessment of Educational Progress Education Trust, Washington, DC. English This report compares Wyoming's reading and mathematics performance on the most recent administrations of the state assessment with performance on the National Assessment of Educational Progress (NAEP). To indicate how Wyoming is doing in narrowing the academic achievement gap between African American and Latino students and their white, middle class peers, the report presents NAEP data by race/ethnicity. The report presents other state-level data on K-college education, including demographic distribution across each educational level, participation and success in Advanced Placement, percentage of students taking high-level courses, school funding gaps, and high school and college graduation rates. In 2001, 44 percent of 4th graders were proficient or above in reading on the state assessment. On the 1998 NAEP 4th grade reading assessment, 65 percent of students performed at the proficient level, while 30 percent were proficient or better. More white than Latino 4th graders were proficient or above. In 2001, 33 percent of 8th graders were proficient or above in mathematics on the state assessment. On the 2000 NAEP 8th grade mathematics assessment, 25 percent of Wyoming students performed at the proficient level or above, with significantly more whites than Latinos proficient or above. Wyoming had the smallest Latino-white 4th grade reading achievement gap in 1998 and the 10th smallest Latino-white 8th grade math achievement gap in 2000. About 42 percent of Wyoming's high school students enroll in college, compared to 54 percent nationwide. African American students graduate from the state college at a lower rate than students from other groups. Nearly one in five Wyoming secondary classes are taught by teachers lacking a major or minor in the field. Districts with the highest child poverty rates and those with the highest minority enrollments, have the fewest state and local dollars to spend per student. (SM) ED479221 Education Watch: Wyoming. Key Education Facts and Figures. Achievement, Attainment and Opportunity. From Elementary School through College. 2003-00-00 11 The Education Trust, 1725 K Street, NW, Suite 200, Washington, DC 20006. Tel: 202-293-1217; Fax: 202-293-2605; Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Adult Education Attitudes Community Colleges Curriculum Design Enrichment Older Adults Scheduling Student Characteristics Student Interests Time Factors (Learning) Two Year College Students Two Year Colleges Darden, Mary Landon Cloud, Robert C. Illich, Paul Reports - Research Speeches/Meeting Papers Tests/Questionnaires McLennan Community College TX English This study for McLennan Community College (MCC), Texas, examines the issue of meeting the educational needs of the senior population of McLennan County. MCC aims to develop a Senior College. The Senior College would design classes specially for those age 55 and older, would make the classes affordable through use of expert volunteer instructors, and would make courses relevant to the students era and stage of life. Classes would also meet primarily in the daytime, and scheduling locations and times would focus on senior population requests. Because people are living longer, and more than 33 million people in the U.S. are age 65 and over, MCC believes development of a Senior College at MCC and other colleges is appropriate to the community college mission of meeting the educational demands of the entire community. A one-page questionnaire was administered to members of the Retired Senior Volunteer Program, in order to determine specific preferences in course topics and meeting days and times. Courses that received the most interest included travel, fitness, and computers. Most respondents preferred classes to meet once a week, in the mornings or afternoons. It was decided to have more focus groups to further specify some findings. Contains research instrument. (NB) ED479222 What Senior Citizens Want from the Community College. 2003-04-00 34 N/A 2004 2016-11-21

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Yes College Presidents Community Colleges Educational Environment Leaders Leadership Qualities Leadership Responsibility Two Year Colleges Bradford, Peggy F. J. Dissertations/Theses - Doctoral Dissertations Information Analyses Reports - Research Illinois Illinois English Illinois community college presidents perceptions of leadership for creating or maintaining learning colleges and the influence gender may have on their perceptions are the major focus of this dissertation. The authors assert that little data exist as to how community college presidents view learning-centered practices of learning institutions and more specifically their institutional goal of becoming a learning college. This research attempts to identify the perceptions of Illinois community college presidents regarding leadership for creating or maintaining a learning college. Data collection was carried out using a survey instrument adapted from the Inventory of Learning-Centered Practices (1998). The survey consisted of 54 items divided into two parts: profile information and presidential perceptions of learning-centered practices. The population for this study was composed of all Illinois presidents of two-year public community colleges, a total of 48 presidents (10 were women). Thirty-two presidents participated in the study (9 females). The document concludes with a summary of the data analysis procedures utilized in the study along with a discussion of significant findings, implications, and recommendations for future research. Appended are copies of the letter of permission, follow-up letter, and consent forms. (Contains 83 references.) (RC) ED479223 Illinois Community College Presidents' Perceptions of Leadership for Creating or Maintaining Learning Colleges. 2000-05-05 148 N/A 2004 2016-11-21

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Yes Affirmative Action College Faculty Community Colleges Cultural Pluralism Diversity Diversity (Faculty) Educational Policy Faculty Integration Faculty Recruitment Minority Group Teachers Participation Racial Relations Teacher Characteristics Two Year Colleges Johnston, George Henry Dissertations/Theses - Doctoral Dissertations Reports - Research Tests/Questionnaires English Community colleges are faced with the need to hire not only more new faculty, but also a more diverse faculty. Although community colleges have a disproportionately large number of minority students, the numbers of minority faculty are low. Because state and federal affirmative action programs are under increasing attack, community college administrators are somewhat limited in their ability to influence policy and procedural changes regarding this issue. The role of community college faculty involvement in the hiring process is not well documented. In order to answer the question of how community colleges can hire a more diverse faculty, the author guided the study with two subsidiary questions: (1) What are the policies and procedures for the hiring of full-time faculty? and (2) What strategies are being considered for hiring a more diverse full-time faculty in the future? Twenty participants who had observed various aspects of the current faculty selection process were selected and agreed to participate in in-depth interviews. Twenty-six faculty and staff were selected and agreed to participate in concept mapping research. The author found that a cornerstone of the affirmative action process seemed to be wider distribution of advertisements for available positions than had existed in the past at the college studied. Research instrument appended. (Contains 123 references, 8 tables, and 5 figures.) (NB) ED479224 Piecing Together the "Mosaic Called Diversity": One Community College's Experience with Hiring a More Diverse Faculty. 1997-00-00 242 N/A 2004 10/11/2004 22:38:08 RIEMAR2004 Submitted to the University of Illinois at Urbana-Champaign for Ph.D. in Education.

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Yes Developing Nations Economic Progress Financial Problems Foreign Countries Geographic Regions International Programs Zhou, Yiping, Ed. Collected Works - Serials Reports - Descriptive Chile Financial Systems International Finance Africa International Monetary Fund Asia Africa Asia Chile ISSN-0259-3882 United Nations Development Programme, New York, NY. English Considerable resources have been spent to rescue a few countries from crises caused by dramatic shifts in financial inflows and outflows. Measures should be sought to render the institutions and mechanisms of international financial transactions more transparent, accountable, and supportive of the delicate balance between short-term stability and long-term structural change. This issue takes a critical look at the existing financial architecture, highlighting some of its shortfalls, and proposing measures for the intricate task of designing a new financial architecture at global, regional, and national levels. This issue begins with a foreword from the editor, "From Emergency Bail-outs, to Sustainable Growth." The first section of this issue, Institutions and Practices, includes the following articles: "Towards a New International Financial Architecture" (United Nations Executive Committee on Economic and Social Affairs); "The International Monetary Fund: A Cure or a Curse?" (Devesh Kapur); and "Borrowers, Lenders and the Asian Financial Crisis: The 'Moral Hazard'" (Aziz Ali Mohammed). The next section, Regional Issues, contains: "Policy Instruments for the Return of Private Capital to Asian Countries" (Roberto F. De Ocampo); "Managing Foreign Capital Flows in Chile" (Martin Khor and Lean Ka-Min); and "Globalization of Finance and Development Prospects in Africa" (Nguyuru Lipumba). The final section, Windows on the South: Current Trends, Perspectives, and Events, includes: "New UNDP Administrator and Associate Administrator Named"; "Business and Investment Collaboration Being Mapped between Africa and Asia"; and "A Wind-Up Radio for the Poor." (BT) ED479225 Rethinking the International Financial System: Views from the South. Cooperation South n1 Jun 1999 1999-06-00 102 Special Unit for TCDC, United Nations Development Programme, One United Nations Plaza, New York, NY 10017. Tel: 212-906-5737; Fax: 212-906-6352; Web site: http://www.undp.org. For full text: http://tcdc.undp.org/tcdcweb/coop_south_journal/1999_jun/index.html. N/A 2004 2016-11-21

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No Educational Change Educational Environment Elementary Secondary Education Futures (of Society) Public Schools Student Needs Teacher Effectiveness Teacher Role Teaching Skills Temes, Peter S. Books Opinion Papers Teaching Perspectives Outstanding Teachers English This book sets out a straightforward prescription for the schools that centers on the value of the individual teacher and rejects the billion-dollar school reform industry. The book argues that enormous monies and millions of hours of effort have gone into reforming U.S. schools in the past 10 years, with little to show for it. It indicated that great teachers are the secret to making better schools. It identifies the qualities of great teaching, with stories from actual schools and with practical advice for parents, teachers, and students who want to support the best teachers. It also takes a serious look at what the schools must do to recruit and reward the best teachers in the coming era of teacher shortages. The book is divided into seven chapters: (1) "The State of Our Schools, and the Big Lie of School Reform"; (2) "Keeping It Real: Education and Dialogue"; (3) "Making It New: Education as Experiment"; (4) "Recruiting and Retaining the Right Teachers"; (5) "Why Lasting Change Always Comes from the Bottom Up and Inside Out"; (6) "How to Make Change--Some Do's and Don'ts for Teachers, Administrators, and Parents"; and (7) "Everyone's Work." Attached is a section on "Suggested Reading." (BT) ED479226 Against School Reform (and in Praise of Great Teaching): Getting beyond Endless Testing, Regimentation, and Reform in Our Schools. 2002-00-00 ISBN-1-56663-481-4 220 National Book Network Distribution Center, 15200 NBN Way, Blue Ridge, Summit, PA 17214 (paperback: ISBN-1-56663-527-6, $14.95; hardbound: ISBN-1-56663-481-4, $22.95). Tel: 717-794-3800; Fax: 717-794-3828; Web site: http://www.nbnbooks.com/. N/A 2004 2016-11-21

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No American Dream Elementary Secondary Education Immigrants Immigration Land Settlement Personal Narratives Primary Sources Reference Materials Resource Materials Social Studies United States History Wepman, Dennis Collected Works - General Historical Materials Reference Materials - General Chronology Emigration Historical Figures Historical Materials English It can be said that U.S. immigration started in 1607, when the first settlers joined the original colonists on the shores of the United States. Since then, people of every nation, ethnicity, and class have come to the United States, looking for freedom, prosperity, and stability. While originally immigrants flowed freely into the United States, over time many second- and third-generation U.S. people began to object to new arrivals competing for the same jobs and living quarters. This resentment influenced legislation on immigration and quotas, and created a hostile environment for people searching for the same dreams as those of the parents and grandparents of established immigrants. While the issue is complex, immigration has always been a major influence on the United States, and even today, the country continues to be the land of opportunity for people from around the world. This book provides hundreds of firsthand accounts of the period (from diary entries, letters, speeches, and newspaper articles) that illustrate how historical events appeared to those who lived through them. Among the eyewitness testimonies included are those of Powhatan, William Penn, Benjamin Franklin, Thomas Jefferson, Abraham Lincoln, Henry Cabot Lodge, Emma Lazarus, Franklin D. Roosevelt, Albert Einstein, and John F. Kennedy. In addition to firsthand accounts, each of the nine chapters provides an introductory essay and a chronology of events. The book also includes critical documents such as the Alien and Sedition Acts, the Chinese Exclusion Act, the Johnson-Reed Act, and the McCarran-Walter Act as well as capsule biographies of 95 key figures, a bibliography, an index, nine maps and graphs, and 95+ photographs. (BT) ED479227 Immigration: From the Founding of Virginia to the Closing of Ellis Island. An Eyewitness History. 2002-00-00 ISBN-0-8160-3999-2 430 Facts On File, Inc., 132 W. 31st Street, 17th Floor, New York, NY 10001 ($75). Tel: 800-322-8755 (Toll Free); Fax: 800-678-3633; e-mail: CustServ@factsonfile.com; Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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Yes Aviation Education Biographies Elementary Education Females Social Studies Teaching Methods United States History Guides - Classroom - Teacher Aviation Earhart (Amelia) Posters Civil Air Patrol, Maxwell AFB, AL. English The feats of individuals who have made history in the aerospace world are often misunderstood and soon ignored or forgotten after the first notoriety has been achieved. Amelia Earhart was selected as the subject for this learning packet because of her brilliant accomplishments on the world of flight, a persistent desire to determine what really did happen to her near the end of her famous flight, and because of the timeliness of the role of women in the U.S. today. The packet on Amelia Earhart provides information in narrative form, and students experience reinforcement of their knowledge as they compare the various task cards and study the accompanying posters. The packet includes art work and a booklet to assist the teacher. It includes a recommended teaching method and a short text that covers Amelia's life. Also, it contains a materials list, test and test key, student record sheet, student task cards (n=18), suggestions for evaluating student activities, an aerospace education achievement award, and sheets of reproducible art. (BT) ED479228 Amelia Earhart Learning Packet. 1997-00-00 Practitioners Teachers 47 National Headquarters Civil Air Patrol Aerospace Education Div., Building 714, 105 South Hansell Street, Maxwell AFB AL 36112. Tel: 334-953-7242; Fax: 334-265-6381; Web site: http://www.capnhq.gov/. N/A 2004 2016-11-21

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Yes Academic Standards Citizenship Education Classroom Techniques Economics Geography High Schools Primary Sources Public Schools Social Studies State Standards Student Educational Objectives United States History Collected Works - General Guides - Classroom - Teacher Louisiana Louisiana Louisiana State Dept. of Education, Baton Rouge. English This packet contains the Louisiana state standards-based lessons presented on the Louisiana Public Broadcasting (LPB) series "Reaching for Results: Teacher-to-Teacher." The lessons in the packet are for high school classroom teachers and include necessary handouts and references (the video is not required), as well as detailed procedures for teachers to follow for classroom implementation of the lessons. The 10 lessons are in the packet are: (1) Lesson (1) "Learning about the Declaration of Independence"; Lesson (2) "What Are the Qualifications to Be President?"; Lesson (3) "Multiple Mode Teaching Methods"; Lesson (4) "World War II"; Lesson (5) "Vietnam: A Divided Nation"; Lesson (6) "Having Fun with Primary Sources"; Lesson (7) "The Five Themes of Geography"; Lesson (8)"Opportunity Costs and Decisions"; Lesson (9) "Saving, Investing, and the Invisible Hand"; and Lesson (10) "What Is Credit?" (BT) ED479229 Social Studies. Teacher-to-Teacher Video Series for Secondary Educators. 2001-00-00 Practitioners Teachers 106 Louisiana Department of Education, P.O. Box 94064, Baton Rouge, LA 70804-9064. Tel: 225-342-3602; Fax: 225-342-0193; Web site: http://www.doe.state.la.us/lde/index.html. For full text: http://www.doe.state.la.us/lde/ssa/1522.html. N/A 2004 2016-11-21

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Yes Academic Standards Benchmarking Citizenship Education Civics Classroom Techniques Economics Geography Grade 4 Grade 8 History Intermediate Grades Middle Schools Social Studies State Standards Student Educational Objectives Student Evaluation Guides - Classroom - Teacher Louisiana Louisiana Louisiana State Dept. of Education, Baton Rouge. English These Louisiana state social studies model lessons, developed and written with the assumption that the lessons would be presented by teachers who are certified in the content areas, are designed to be student driven instruction, is inquiry- and performance-based, and assessment is meaningful and authentic. The lessons focus on understanding concepts, not on memorizing rules and procedures. Although activities, questions, and evaluation instruments are included in the plans, teachers are encouraged to individualize the lessons to best suit their teaching styles and the learning styles of their students. Each lesson includes: a heading that identifies the content area, strand, and grade level of the lesson; the benchmark(s) to be covered, specifically referenced by number; lay concepts with links to specific pages in the "Teachers' Guide to Statewide Assessment"; the duration of the lesson; purpose/introduction of the lesson; objectives of the lesson that are related to the given benchmark(s); prior knowledge or pre-requisites expected of the child; materials and/or resource needed for the lesson; teacher preparation notes on content or on lesson particulars; activities and specific procedure that make up the body of the lesson with clear step-by-step instructions and closure for each day's instruction; assessment lessons include, but are not limited to, 2-3 LEAP 21 style multiple-choice items and 1 LEAP 21 style constructed response item; and reference links to enrich and extend the lesson. The disciplines illustrated in the lessons for grades four and eight are civics, economics, geography, and U.S. history. (BT) ED479230 Model Lessons for Social Studies Grades 4 & 8. Reaching for Results. 2002-05-00 Practitioners Teachers 149 Louisiana Department of Education, P.O. Box 94064, Baton Rouge, LA 70804-9064. Tel: 225-342-4411; Fax: 225-342-0193; Web site: http://www.doe.state.la.us/lde/index.html. For full text: http://www.doe.state.la.us/lde/ssa/1285.html. N/A 2004 2016-11-21

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Yes Colonial History (United States) Geography Heritage Education Historic Sites Learning Activities Lesson Plans Primary Sources Revolutionary War (United States) Secondary Education Social Studies Student Educational Objectives Hunter, Kathleen Guides - Classroom - Teacher National Register of Historic Places National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. English During the summer of 1777 the British undertook an ambitious campaign to isolate New England from the rest of the colonies. For two months General John Burgoyne led his army down the Lake Champlain-Hudson River toward Albany (New York) with apparent ease, but he then found he needed provisions, wagons, cattle, and horses for his army. He sent an expeditionary force to the small town of Bennington, Vermont, where the British Army and its Canadian, Indian, and Loyalist supporters faced U.S. Patriots defending their newly proclaimed independence. The Patriots won, which contributed to the British defeat at Saratoga (New York) a little later and helped decide who would win the U.S. War of Independence. This lesson is based on the National Historic Landmark documentation file,"Bennington Battlefield" and other sources. The lesson can be used in U.S. history, social studies, and geography courses in units on the Revolutionary War. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps" (Northeast United States; British Campaign 1777); (5) "Determining the Facts: Readings" (British Forces; Americans; Battle of Bennington); (6) "Visual Evidence: Images" (Lt. Durnford's Map of the Site of the Battle of Bennington; British Position and the American Attack); (7) "Putting It All Together: Activities" (The People, the Cause, the Land, the Strategy; Historical Languages and Images; Moments of Heroism); and (8) "Supplementary Resources". (BT) ED479231 The Battle of Bennington: An American Victory. Teaching with Historic Places. 2003-00-00 Practitioners Teachers 131 Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street NW, Suite NC400, Washington, DC 20240. Tel: 202-208-6843. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/107bennington/107bennington.htm. N/A 2004 2016-11-21

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No Classroom Techniques Controversial Issues (Course Content) Cultural Context Curriculum Enrichment Middle Schools Primary Sources Public Schools Religion Religion Studies Religious Cultural Groups Secondary Education Social Studies Student Educational Objectives Teacher Developed Materials United States History Bishop, Toni Hill, Carol Reid, Robin Wilson, Angene Guides - Classroom - Teacher Document Analysis Kentucky Kentucky Kentucky State Dept. of Education, Frankfort. English These lesson plans were developed by teachers and designed to be helpful to social studies teachers in grades eight through 12, mostly in United States history or government. The lesson plans are organized in a logical order for a unit on religion. Each lesson contains educational objectives, academic expectations, context, materials needed, and detailed procedures for classroom implementation. Lesson plans are: (1) "Introduction to Religion in American Society and Government"; (2) "What Is the Proposed Context for Teaching Religion in Public Schools?"; (3) "Religious Freedom Cases"; (4) "Historical Document Analysis"; (5) "Creating a Historical Display Case"; (6) "Religion in Kentucky-Working with Primary Sources"; (7) "The Black Church in Kentucky"; (8) "Native American Religions"; (9) "Jewish Immigrant Experiences"; (10) "Catholic Immigrant Experiences"; (11) "Minority Religions in America"; and (12) "Religious Art Symbols". (BT) ED479232 The Role of Religion in America's History and Culture: Twelve Lesson Plans for Middle and Secondary Teachers. 2001-00-00 Practitioners Teachers 35 Kentucky State Department of Education, 500 Mero Street, Frankfort, KY 40601. Tel: 502-564-4770; Web site: http://www.kde.state.ky.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Heritage Education Intermediate Grades Middle Schools Parks Primary Sources Social Studies Student Educational Objectives United States History Lamberson, Wesley Lange, L. S. Sutter, Jason Sutter, Gail Guides - Classroom - Teacher Nebraska National Park Service (Dept. of Interior), Washington, DC. English This curriculum/activity guide is designed for use by teachers and other educators who live within trip distance of Homestead National Monument of America in Nebraska. However, some activities in the guide are designed for the classroom, and some are more effective if they are conducted outdoors; but many can be completed at school. The activity guide presents unique offerings of teacher resources available from Homestead National Monument of America. The guide activities, written for upper elementary grades, can be modified for other grade levels. The guide is organized into seven units, each relating a specific topic. Each activity in the unit provides background information, themes, educational objectives, reproducible pages, and materials sheets. "Unit 1--Homestead and the Park Service" introduces students to the National Park Service and the monument. "Unit 2--Homestead History" shows students what a person had to do to file a homestead claim and gain ownership. "Unit 3--Prairie Balance" describes the ecosystem of the prairie environment. "Unit 4--People on the Plains" introduces students to a wide variety of people who lived on the plains, starting with Native American Indians and those who came west to settle. "Unit 5--Prairie Life" helps students understand that free land had a cost for homesteaders and assists students in discovering how pioneers live on the prairie as a homesteader. "Unit 6--The Legacy" helps students draw conclusions for understanding the Homestead Act of 1862. "Unit 7--Resource Materials and Bibliography" lists possible resources for more knowledge. (BT) ED479233 Homesteading: The Free Land Idea. An Activity Guide for Teachers Grades 4 through 6. 2001-00-00 Practitioners Teachers 116 Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street NW, Suite NC400, Washington, DC 20240. Tel: 202-208-6843. For full text: http://www.nps.gov/home/pdf/activity_guide.pdf. N/A 2004 2020-10-07

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Yes Curriculum Enrichment Educational Games Geography Heritage Education Historic Sites Intermediate Grades Language Arts Middle Schools Primary Sources Rail Transportation Social Studies Student Educational Objectives United States History Guides - Classroom - Teacher Mormons Utah Utah National Park Service (Dept. of Interior), Washington, DC. English One reason the Mormons, who wanted to be left alone, migrated to the Utah territory was its isolation. But that changed in 1869, when the new transcontinental railroad came to Utah. The completion of the transcontinental railroad not only made it easier to transport people and goods across the country, it also put an end to the hard work of thousands of immigrant workers and U.S. citizens who constructed the railroad. Its completion was cause for much celebration, which is why the Golden Spike Ceremony took place. This teacher's packet contains 18 exercises: (1) "How the Transcontinental Railroad Affected Utah"; (2) "Worksheet"; (3) "Reenactment of the Golden Spike Ceremony"; (4) "Script for 4th through 6th Grade"; (5) "Script for 7th through 9th Grade"; (6) "The First Transcontinental Railroad"; (7) "History Page"; (8) "Word Search"; (9) "Word Search Answer Key"; (10) "Worksheet" (for older students); (11) "Worksheet" (for younger students); (12) "Locomotive Operations Page"; (13) "Locomotive Diagram and Worksheet"; (14) "Locomotive Diagram Answer Key"; (15) "Locomotive Crossword Puzzle"; (16 "Answer Key"; (17) "Fun Pages"; and (18) "Pages to Color". (BT) ED479234 Teacher's Packet to the Golden Spike National Historic Site. 2002-03-00 Practitioners Teachers 51 Golden Spike National Historic Site, P.O. Box 897, Brigham City, UT 84302. Tel: 435-471-2209; Web site: http://www.nps.gov/gosp/home.html. For full text: http://www.nps.gov/gosp/research/teacher_index.html. N/A 2004 2016-11-21

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Yes Academic Standards Citizenship Education Civics Elementary Secondary Education Evaluation Criteria Inquiry Social Studies State Standards Patrick, John J. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English A recent report, "Educating Democracy: State Standards to Ensure a Civic Core," was issued by the Albert Shanker Institute of the American Federation of Teachers. This report comparatively analyzes and evaluates the standards for the teaching and learning of civics which state-level departments of education in the United States have developed. This Digest addresses the following: (1) the purposes and rationale for this inquiry about state standards for civic education; (2) the criteria that guided the inquiry; (3) the findings of the inquiry; and (4) suggestions for improving civic education. (Contains 12 references.) (BT) ED479235 State Standards for Civic Education. ERIC Digest. 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Classroom Techniques Elementary Secondary Education Geography History Instruction Presidents of the United States Primary Sources Social Studies United States History Patrick, John J. ERIC Publications ERIC Digests in Full Text ERIC Digests Jefferson (Thomas) United States Constitution United States (West) United States Constitution ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English The year 2003 marks the bicentennial of the 1803 Treaty of France, by which the United States of America acquired the Louisiana Territory, an area of more than 828,000 square miles. Upon this acquisition, known as the Louisiana Purchase, the territory of the United States doubled. Historians consider the Louisiana Purchase to be a landmark event or turning point in U.S. history. This Digest discusses the following: (1) President Thomas Jefferson's decision to purchase the Louisiana Territory; (2) the significant consequences of this decision in U.S. history; and (3) methods of teaching about the Louisiana Purchase. (BT) ED479236 Teaching about the Louisiana Purchase. ERIC Digest. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Distance Education Educational Technology Higher Education Information Technology Instructional Design Instructional Development Online Courses Technology Integration Technology Uses in Education Web Based Instruction World Wide Web Collected Works - Proceedings Middle Tennessee State Univ., Murfreesboro. English This proceedings of the eight annual Mid-South Instructional Technology Conference: Teaching, Learning, & Technology contains the following selected presentations: "Design and Implementation of a Multimedia CD-ROM-Based Directed Study Preservice Teacher Education Course" (Timothy Morse); "Effective IT Integration in the Composition Classroom: Instructor and Student Perspectives" (Maria Clayton); "Enduring Principles of Teaching [Technical Disciplines] in the 21st Century" (Rob Byrd); "Enhancing Accessibility with Web Material and Courses" (Raj Desai, Ted Loso); "Enhancing a Face-to-Face Course with Online Lectures: Instructional and Pedagogical Issues" (Thomas Keefe); "Evaluating ELearning: A Front-End, Process and Post Hoc Approach" (Temba C. Bassoppo-Mayo); "Student Recommendations for Discussions Boards: Conclusions of Student Problems" (David Warner); "The Berry Informational Technology (B.I.T.S.) Student Work Program: An Effective Environment for Collaborative Learning, Leadership, Technological Training, and Certification" (Amy Cornelius and Paul Macaluso); "The Challenge of Teaching Educational Technology Courses Online" (Marge Maxwell); "The Use of Online Courseware in Foreign Language Instruction and Its Implication for Classroom Pedagogy" (Jun Da); "Using the Internet as an Instructional Tool: ESL Distance Learning" (Ruth Reynard); "Virtual University--A Higher Education Administration Simulation and Learning Tool" (James Penrod, Barbara Perry); "Designing and Developing Interactive Instructional Concepts" (Darla Runyon); "How To Develop Streaming Multimedia Lecture Presentations" (Thomas Keefe); "Making Your Blackboard Courses Talk!" (Tim M. Burcham); "My Beloved Blackboard: Teacher Empowerment for Students' Success" (Elizabeth Caplan-Carbin); "The Best of Two Worlds: Combining ITV and Web Quests to Strengthen Distance Learning" (Charmaine Mosby); "Developing a Cooperative Online Degree Programs--The Practical Mechanics" (Darla Runyon and Roger Von Holzen); "Institutional, Public and Individual Learning Dynamics of the Andy Holt Virtual Library" (Robert Peckham); "AML: A Beginner's Guide" (Robert Hallis); and "The Wrinkle in Your Research and Teaching: Copyright, DMCA, Guidelines, and Public Domain" (Susan Alexander and Diane Baird). (MES) ED479237 Teaching, Learning, & Technology: The Challenge Continues. Proceedings of the Annual Mid-South Instructional Technology Conference (8th, Murfreesboro, Tennessee, March 30-April 1, 2003). 2003-04-00 178 For full text: http://www.mtsu.edu/~itconf/proceed03/index.html/. N/A 2004 10/11/2004 22:38:09 RIEMAR2004 For selected papers, see IR 022 028-044. For the 2002 proceedings, see ED 464 634. Some figures contain illegible type.

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Yes CD ROMs Computer Uses in Education Courseware Higher Education Instructional Design Material Development Multimedia Instruction Multimedia Materials Preservice Teacher Education Morse, Timothy Reports - Descriptive Speeches/Meeting Papers Course Development English This paper discusses the development and implementation of a computer-based directed study preservice teacher education course. Specifically, it explains the procedures followed to create the ten multimedia CD-ROMs that comprise the course, and how preservice teachers use the CD-ROMs. Topics to be covered include (1) rationale for course creation; (2) instructional design model used; (3) how source material was obtained; (4) equipment used to obtain source material and create CD-ROMs; (5) course implementation and student feedback; and (6) lessons learned/future directions. (Author/MES) ED479238 Design and Implementation of a Multimedia CD-ROM-Based Directed Study Preservice Teacher Education Course. 2003-04-00 9 For full text: http://www.mtsu.edu/~itconf/proceed03/96.html/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Cooperative Learning Educational Technology Freshman Composition Group Activities Higher Education Peer Groups Questionnaires Student Attitudes Student Surveys Teacher Attitudes Teacher Integration Web Based Instruction Writing (Composition) Writing Instruction Clayton, Maria Speeches/Meeting Papers Tests/Questionnaires Middle Tennessee State University English This paper examines the integration of instructional technology (IT) in a Web-assisted, first-semester composition course at Middle Tennessee State University, particularly the use of interactivity tools for in-class and cross-class collaboration. Beyond the benefits of making course materials available 24-7 and linking students via email, IT allows teachers to develop assignments that capitalize on electronic small group activities promoting process-based composition instruction. Emerging best practices from the teacher and students perspectives revealed through surveys over three semesters are also presented. General rules for in-class and cross-class peer groups, as well as a copy of the student survey, are appended. (Author/MES) ED479239 Effective IT Integration in the Composition Classroom: Instructor and Student Perspectives. 2003-04-00 13 For full text: http://www.mtsu.edu/~itconf/proceed03/104.html. N/A 2004 2016-11-21

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Yes Appropriate Technology Educational Principles Educational Technology Higher Education Instruction Instructional Leadership Leadership Styles Student Motivation Teaching Styles Technology Uses in Education Byrd, Rob Reports - Evaluative Speeches/Meeting Papers English This paper reemphasizes the purpose of teaching, which is to help students learn how to learn. Attention is focused on two areas: leadership in the classroom and appropriate use of technology. The right leadership style will motivate students to give extra effort in the course. Specific examples are provided. Building on the concept of teacher leadership style, the concept of appropriate technologies is introduced, with specific examples of how to implement these concepts. (Contains 12 references.) (Author/MES) ED479240 Enduring Principles of Teaching (Technical Disciplines) in the 21st Century. 2003-04-00 10 For full text: http://www.mtsu.edu/~itconf/proceed03/94.html/. N/A 2004 10/11/2004 22:38:09 RIEMAR2004 In: Teaching, Learning, & Technology: The Challenge Continues. Proceedings of the Annual Mid-South Instructional Technology Conference (8th, Murfreesboro, Tennessee, March 30-April 1, 2003); see IR 022 027.

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Yes Active Learning Computer Mediated Communication Courseware Distance Education Educational Technology Higher Education Instructional Design Interaction Lecture Method Online Courses Student Attitudes Student Surveys Technology Uses in Education Web Based Instruction Keefe, Thomas Reports - Evaluative Speeches/Meeting Papers Face to Face Communication Streaming Video English Since 1999, and as part of an Ameritech grant, the author has systematically investigated use of streaming media to enhance face-to-face classes. Technology invites experimentation but raises questions about such things as student acceptance, student use, academic performance, and what to do with class time when lectures are put online. Students appear to easily master the technology, and today software is available to help the instructor with the task. The harder issues to deal with relate to instructional and pedagogical issues. For technology to be used to its full advantage, it should be used to create an active learning environment. Specific topics covered in the paper include: using courseware to put lectures online; students' confidence with use of courseware; an approach for using Internet-based educational technology to enhance teaching; communication theory and Internet-based instructional technology; a classification of educational media by type of interaction and timing of the message; and gaining face time by streaming lectures. (Contains 14 references.) (Author/MES) ED479241 Enhancing a Face-to-Face Course with Online Lectures: Instructional and Pedagogical Issues. 2003-04-00 11 For full text: http://www.mtsu.edu/~itconf/proceed03/109.html/. N/A 2004 2016-11-21

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Yes Comparative Analysis Computer Mediated Communication Computer Uses in Education Courseware Discussion (Teaching Technique) Educational Technology Higher Education Instructional Design Problem Solving Student Attitudes Web Based Instruction World Wide Web Warner, David Reports - Evaluative Speeches/Meeting Papers Face to Face Communication Reflective Thinking English This paper discusses comparisons of student comments and analysis of comments from a face-to-face course with Web-enhancements, a video-based, hybrid course with Web-enhancements and a Web-based course. In order to provide student problem-solving participants both individual and personal experiences (and attitudes) concerning the use of course discussion boards, an assignment was designed to teach students the fundamentals of discussion board use in combination with a course assignment. In all three course delivery formats (face-to-face, video-based/hybrid and Web-based), course materials and communication tools were provided, using the WebCT course management program. Results are summarized for each step in a five-step problem-solving process that is a variation of reflective thinking, including: defining the problem; analyzing the problem; determining criteria; generating solutions; and evaluating solutions. Suggestions are offered for maximizing student preparation, involvement, learning and satisfaction with a course discussion component. (MES) ED479242 Student Recommendations for Discussions Boards: Conclusions of Student Problems. 2003-04-00 14 For full text: http://www.mtsu.edu/~itconf/proceed03/142.html/. N/A 2004 2016-11-21

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Yes Apprenticeships Higher Education Information Science Education Information Technology School Holding Power Student Certification Training Cornelius, Amy Macaluso, Paul Reports - Evaluative Speeches/Meeting Papers Berry College GA English The Berry Informational Technology (B.I.T.S.) program at Berry College (Georgia) is an apprenticeship opportunity associated with student work. The program gives students the opportunity to seek technological training in areas, such as building computer systems, trouble-shooting, networking, Web development, and user and technical support. In addition, students work collaboratively and with faculty and staff in problem solving, attend workshops in management, supervision, and technology, as well as obtain certifications in various areas. Two measures of the program's success are its 90-95% student retention rate and that 24/25 returning students have passed the A+ certification exam. (Author/MES) ED479243 The Berry Informational Technology (B.I.T.S.) Student Work Program: An Effective Environment for Collaborative Learning, Leadership, Technological Training, and Certification. 2003-04-00 7 For full text: http://www.mtsu.edu/~itconf/proceed03/141.html/. N/A 2004 2016-11-21

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Yes Course Organization Educational Technology Higher Education Instructional Development Online Courses Questionnaires Student Surveys Technology Uses in Education Web Based Instruction Maxwell, Marge Reports - Descriptive Speeches/Meeting Papers Course Development Western Kentucky University English Based on the author's experiences teaching educational technology courses at Western Kentucky University, this paper presents time-saving ideas and survival tips for teaching online. The first section covers planning and organization, including development of a course CD that is mailed to all students at the beginning of the semester, online testing, demonstration, videos, the Student Online Learning Guide, student projects, and discussion boards. The second section addresses course management, including student feedback, folder organization, grades, e-mails, communication, color coding, and time savers and survival tips. A student feedback form is appended. (MES) ED479244 The Challenge of Teaching Educational Technology Courses Online. 2003-04-00 9 For full text: http://www.mtsu.edu/~itconf/proceed03/119.html/. N/A 2004 2016-11-21

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Yes Educational Technology English (Second Language) Foreign Countries Higher Education Instructional Design Learning Activities Online Systems Second Language Instruction Tables (Data) Technology Uses in Education Use Studies Web Based Instruction World Wide Web Da, Jun Reports - Evaluative Speeches/Meeting Papers China China English This presentation analyzes learners' online learning behavior based on statistics collected from an ESL (English as a Second Language) learning system and demonstrates the need and feasibility of focusing classroom instruction more on productive skills, such as speaking that cannot be handled satisfactorily by current technologies. The NHCE (New Horizon College English) online learning system, an EFL (English as a Foreign Language) course management and learning system developed for non-English major postsecondary students in China, is described. Topics covered include system design, pedagogical design, and EFL learning objects; three figures present the organization of online instruction at NHCE, student online learning activities, and instructional activities performed by course instructors. User online behavior is then addressed, including: visits, page views, and hits; visit duration; and most frequently viewed pages. (MES) ED479245 The Use of Online Courseware in Foreign Country Instruction and Its Implication for Classroom Pedagogy. 2003-04-00 10 For full text: http://www.mtsu.edu/~itconf/proceed03/146.html/. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Distance Education English (Second Language) Higher Education Instructional Design Learning Processes Process Education Second Language Instruction Second Language Learning Teacher Student Relationship Technology Uses in Education Web Based Instruction World Wide Web Reynard, Ruth Reports - Evaluative Speeches/Meeting Papers English This paper highlights the possibilities that Internet technology presents for the creation of an online, dynamic learning environment for language learners. Rather than simply use the Internet to deliver course content, the paper demonstrates the learning process can benefit from the interactive, self-directed, and self-authoring potential of the technology. The first section addresses problems with the use of the preset course delivery approach for language learning, which requires a process-based orientation. The second section discusses the importance of open negotiation between student and teacher to establish learning goals and application needs. The third section presents a process-based framework of instruction for language learning and academic achievement that includes various levels of communication, self-directed and self-selected language practice, and language production through speech practice and written form. The fourth section summarizes several suggested characteristics of dynamic and autonomous language learning for distance learners, including self-direction, interaction, instructor intervention, dialogue, and authentic language production. (Contains 17 references.) (MES) ED479246 Using the Internet as an Instructional Tool: ESL Distance Learning. 2003-04-00 9 For full text: http://www.mtsu.edu/~itconf/proceed03/99.html/. N/A 2004 10/11/2004 22:38:09 RIEMAR2004 In: Teaching, Learning, & Technology: The Challenge Continues. Proceedings of the Annual Mid-South Instructional Technology Conference (8th, Murfreesboro, Tennessee, March 30-April 1, 2003); see IR 022 027.

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Yes College Administration Computer Assisted Instruction Computer Simulation Courseware Higher Education Instructional Design Learner Controlled Instruction Student Attitudes Teacher Attitudes Virtual Universities Penrod, James Perry, Barbara Reports - Evaluative Speeches/Meeting Papers Learner Centered Instruction English This paper describes Virtual University (VU), a simulation of higher education administration that provides graduate students an instructional tool that offers an active learning environment, develops intrinsic motivation to learn, and serves as a practical, concrete learning experience. The first section describes VU, including features available to simulation participants and the areas of university management highlighted (i.e., resources allocation and finance, academic operations, faculty roles and responsibilities, enrollment management, sponsored research, and physical plant activities). The second section addresses how theory informs practice, including the principles of learner-centered teaching and how VU enables learner-centered teaching. The third section presents comments from faculty and students who have utilized VU. The fourth section offers recommendations for future developments. Several screenshots are appended. (Contains 10 references.) (MES) ED479247 Virtual University--A Higher Education Administration Simulation and Learning Tool. 2003-04-00 18 For full text: http://www.mtsu.edu/~itconf/proceed03/106.html/. N/A 2004 2016-11-21

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Yes Courseware Higher Education Instructional Development Material Development Multimedia Instruction Multimedia Materials Online Courses Teacher Developed Materials Web Based Instruction Keefe, Thomas Guides - Non-Classroom Reports - Descriptive Speeches/Meeting Papers English This paper show instructors how to develop their own streaming multimedia presentations that can be loaded onto a schools' server and played by students over the Internet. Topics covered include: the use of courseware to create an online course or to complement face-to-face instruction; features of Oncourse, Indiana Universitys proprietary version of courseware; advantages and disadvantages of Microsofts advanced streaming format (.asf); using Windows Sound Recorder to record lectures; compressing PowerPoint presentations; and using HTML formatted files. Sample screenshots are included. (MES) ED479248 How To Develop Streaming Multimedia Lecture Presentations. 2003-04-00 Practitioners Teachers 11 For full text: http://www.mtsu.edu/~itconf/proceed03/110.html/. N/A 2004 2020-11-23

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Yes Audiovisual Aids Computer Software Higher Education Online Courses Web Based Instruction Burcham, Tim M. Guides - Non-Classroom Speeches/Meeting Papers Video Production English This presentation shows how to deliver audio/video (AV) lectures to online students using relatively inexpensive AV software (i.e., Camtasia Studio) and the standard Blackboard interface. The first section describes two types of production programs: presentation media converters and screen capture utilities. The second section covers making an AV presentation with Camtasia Studio, focusing on Camtasia Recorder (a screencam that records videos as Audio Visual Interleaved (AVI) files, and Camtasia Producer) an editor that produces videos in Flash, Windows Media, RealMedia, QuickTime, and other formats. The third section presents tips for producing AV files using Camtasia Studio. Several screenshots are included. (MES) ED479249 Making Your Blackboard Courses Talk! 2003-04-00 11 For full text: http://www.mtsu.edu/~itconf/proceed03/129.html/. N/A 2004 2016-11-21

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Yes Access to Computers Accessibility (for Disabled) Courseware Higher Education Instructional Development Online Courses Second Language Instruction Teacher Empowerment Web Based Instruction World Wide Web Caplan-Carbin, Elizabeth Reports - Evaluative Speeches/Meeting Papers Organizational Skills English This paper describes a university German teacher's experience using the file transfer capabilities of the Blackboard Internet tool. The introduction highlights some of the features and advantages of Blackboard. The first section discusses teacher empowerment, noting that the Internet empowers the teacher by providing the wealth of the worlds knowledge, and Blackboard empowers the teacher by providing a portal through which to narrow the breadth of information. The second section addresses ways that Blackboard supports organization. The third section looks at how Blackboard addresses issues of accessibility. (MES) ED479250 My Beloved Blackboard: Teacher Empowerment for Students' Success. 2003-04-00 8 For full text: http://www.mtsu.edu/~itconf/proceed03/111.html/. N/A 2004 2016-11-23

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Yes Assignments College English Course Descriptions Distance Education Graduate Study Higher Education Instructional Development Interactive Video Local Color Writing United States Literature Web Based Instruction World Wide Web Mosby, Charmaine Reports - Descriptive Speeches/Meeting Papers Regionalism WebQuest Western Kentucky University Course Development English This presentation describes an English graduate seminar in Local Color and Regionalism in American Literature at Western Kentucky University that was set up as an experimental hybrid course, i.e., roughly 60% face-to-face and 40% Web course (Web quest format). The focus is on the four tasks that comprised the Web quest segment of the course: (1) a chart or list identifying the characteristics of local color and regionalism as defined by the individual student and based upon the materials studied in the course; (2) an annotated Web-liography of two or more writers in one school of local color or regionalism, or material ready for transfer to a Web page that might be used in the classroom to teach a single writer; (3) an analytical essay pointing out influences of local color and regionalism in a single work by a contemporary writer; and (4) a group project, consisting of development of a Web quest suitable for classroom use. The course syllabus and guidelines for task four are appended. (MES) ED479251 The Best of Two Worlds: Combining ITV and Web Quests To Strengthen Distance Learning. 2003-04-00 12 For full text: http://www.mtsu.edu/~itconf/proceed03/121.html/. N/A 2004 2016-11-21

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Yes Cooperative Programs Distance Education Higher Education Intercollegiate Cooperation Masters Programs Online Courses Program Development Teacher Education Teacher Education Programs Web Based Instruction Runyon, Darla Von Holzen, Roger Reports - Descriptive Speeches/Meeting Papers Southeast Missouri State University Lincoln University MO Northwest Missouri State University English Three Missouri state institutions (Lincoln University, Northwest Missouri State University, and Southeast Missouri State University) have joined forces to develop a cooperative online Masters in Education in Teaching and Learning: Elementary degree. This presentation focuses on the mechanics behind the development and delivery of this unique program. Additional topics covered include: shared courses, program marketing, financial considerations, common tuition policies, drop/add procedures, and the cooperative training of online faculty. (Author/MES) ED479252 Developing a Cooperative Online Degree Programs--The Practical Mechanics. 2003-04-00 7 For full text: http://www.mtsu.edu/~itconf/proceed03/114.html/. N/A 2004 2016-11-21

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Yes Academic Libraries Electronic Libraries Fine Arts Humanities Library Collections Library Development Library Services World Wide Web Peckham, Robert Reports - Descriptive Speeches/Meeting Papers University of Tennessee Martin English The Andy Holt Virtual Library, with a focus on the Humanities and Fine Arts, is free and open to the public, though designed to serve the learning communities within the College of Humanities and Fine Arts at the University of Tennessee-Martin (UT). It also plays a resource role in UT's New College and the Tennessee Governors School for the Humanities. This independent information source is linked to in key places to the Paul Meek Library on the UT campus. This presentation describes the development of the library and illustrates many of its links. (Contains a 21-item bibliography for digital and virtual libraries.) (Author/MES) ED479253 Institutional, Public and Individual Learning Dynamics of the Andy Holt Virtual Library. 2003-04-00 11 For full text: http://www.mtsu.edu/~itconf/proceed03/124.html/. N/A 2004 2016-11-23

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Yes Copyrights Fair Use (Copyrights) Federal Legislation Federal Regulation Higher Education International Law Reprography Alexander, Suann Baird, Diane Guides - Non-Classroom Reports - Descriptive Speeches/Meeting Papers World Intellectual Property Organization Berne Convention Digital Millennium Copyright Act 1998 Public Domain Digital Millennium Copyright Act 1998 English This paper presents an overview of copyright issues for research and teaching. The first section provides historical background from the origin of the concept of copyright in 1557 in Britain to the present. The second section looks at fair use, including parameters and guidelines for reproduction. The following sections discusses the Berne Convention, the WIPO (World Intellectual Property Organization) Copyright Treaty Act, the DMCA (Digital Millennium Copyright Act), the TEACH (Technology, Education, and Copyright Harmonization) Act, and the Sonny Bono Copyright Term Extension Act of 1998. The final section addresses public domain. (Contains 22 references.) (MES) ED479254 The Wrinkle in Your Research and Teaching: Copyright, DMCA, Guidelines, and Public Domain. 2003-04-00 10 For full text: http://www.mtsu.edu/~itconf/proceed03/98.html/. N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Higher Education Preservice Teacher Education Student Behavior Student Characteristics Student Teachers Teacher Characteristics Teacher Competencies Teacher Effectiveness Teaching Skills Mullin, Doug Reports - Descriptive English The joint Education Department of the College of Saint Benedict and Saint John's University, Minnesota, developed a behaviorally oriented framework for assessing teacher candidate dispositions. They created an instrument to use in a behavioral assessment of all applicants to the teacher education program. This assessment involved an interview with the director of student teaching or the department chair. The interview was designed to provide a formal, yet friendly, introduction to the administrators and personalize the admission process. Dispositions that the group identified as relevant included intrinsic motivation and passion for learning as well as being disposed toward: helping relationships with children/youth; commitment to social justice and appreciation of diversity; creativity, problem solving, and divergent thinking; engagement in and promotion of positive social interaction; communicating effectively; being prepared; recognizing, encouraging, and facilitating positive growth in others; reflection and self-improvement; and integrity and collaboration for student advocacy. The interviewer asks questions that invite students to reflect upon and discuss life experiences which dispose them toward practices of effective teaching. This assessment method has been effective in focusing candidates on the dispositions that will help them acquire the necessary knowledge and skills for becoming effective teachers and recognizing the need for dispositional change. (Contains 46 references.) (SM) ED479255 Developing a Framework for the Assessment of Teacher Candidate Dispositions. 2003-02-17 21 N/A 2004 10/11/2004 22:38:10 RIEMAR2004

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Yes Early Intervention Infants Preschool Education Program Descriptions Program Evaluation Program Implementation Standards Toddlers Paulsell, Diane Kisker, Ellen Eliason Love, John M. Raikes, Helen Boller, Kimberly Rosenberg, Linda Coolahan, Kathleen Berlin, Lisa J. Reports - Evaluative Mathematica Policy Research, Princeton, NJ. Administration for Children, Youth, and Families (DHHS), Washington, DC. Office of Research and Evaluation. Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. English Early Head Start (EHS) is a comprehensive program providing intensive services from before birth to age 3 to promote improved outcomes in child, family, staff, and community development. The third of a 3-volume series designed to share the experiences of the 17 EHS programs participating in the Early Head Start National Research and Evaluation Project, this report focuses on the extent to which the research programs were fully implemented as specified in the Revised Head Start Performance Standards. Chapter 1 of the report provides an overview of the Early Head Start program and the national evaluation, and describes the context in which the research programs have been implemented. Chapter 2 describes the methods and data used to assess the extent of early program implementation. Chapter 3 presents findings of the assessment of early implementation in early childhood development and health services, and preliminary data from observations of the community child care settings of Early Head Start children. Chapter 4 focuses on implementation of family and community partnerships. Chapter 5 details findings related to early implementation of program design and management. Chapter 6 summarizes findings and anticipates the next evaluation. Evaluation findings suggest that in Fall 1997, the research programs were at a very early stage of implementation, with many still putting some service and management systems in place, and all grappling with how to respond to families' changing service needs in the wake of welfare reform. Six programs had built upon previous experience serving families with young children to fully implement Early Head Start by Fall 1997. Eight programs had reached moderate implementation levels, and three were at low implementation levels. Challenges in implementation included completing home visits with most families and ensuring that community child care arrangements met the performance standards. Successes in implementing program requirements included offering individualized services and developing a strong staff development system. The report's two appendices contain the implementation checklists and rating scales. (Contains 11 references.) (KB) ED479256 Leading the Way: Characteristics and Early Experiences of Selected Early Head Start Programs. Volume III: Program Implementation. Early Head Start Research. 2000-12-00 118 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-683-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/faces/hs_pdf/ehsvol3.pdf. N/A 2004 2020-11-23

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No At Risk Persons Caregiver Child Relationship Caseworker Approach Child Abuse Child Neglect Children Crisis Intervention Early Intervention Family Programs Foster Family Home Programs Individualized Family Service Plans Intervention Models Parent Child Relationship Parenting Skills Parents Skill Development Peterson, Jane L. Kohrt, Paula E. Shadoin, Linda M. Authier, Karen J. Books Reports - Descriptive Family Preservation Services Family Strengths Boys Town NE Father Flanagan's Boys' Home, Boys Town, NE. English Family preservation programs have long been used to prevent foster placement of children by providing services to the entire family. This manual presents the model for the Boys Town Family Preservation Program and discusses the foundations of in-home treatment, including cultural and family differences, community resources and networking, family assessment, building relationships, and detecting abuse and neglect. The manual was designed to complement the training received by Boys Town consultants before they work with families, but may also be adapted by other agencies that work with families in crisis. The book is divided into three sections. Section 1 presents the foundational principles from which the Boys Town Family Preservation Program was developed, provides an overview of the program, and discusses important fundamentals such as cultural and family values, community resources, child abuse and neglect, assessment, and building relationships. Section 2 introduces the following specific intervention techniques and explains how they are best used: active listening, teaching, exploration, effective praise, metaphors, circular refocusing, criticism by suggestion, reframing, role playing, confrontation, mediation and contracting, crisis intervention, and perceiving opportunities to teach. Section 3 details the skill-based, competency-driven Boys Town Family Preservation Model that builds upon a familys strengths to bring about change. Included are outlines of specific steps for identifying and building on the familys strengths, a discussion of how to create individualized treatment plans, and a process called "phases" that helps the practitioner stay focused on treatment issues. Several examples and exercises are included to enhance understanding of the model. (Contains 73 references and a 13-item bibliography.) (KB) ED479257 Building Skills in High-Risk Families: Strategies for the Home-Based Practitioner. 1995-00-00 ISBN-0-938510-73-8 Community 265 Boys Town Press, 14100 Crawford Street, Boys Town, NE 68010 ($29.95). Tel: 800-282-6657 (Toll Free); Fax: 402-498-1310; e-mail: btpress@boystown.org; Web site: http://www.girlsandboystown.org. N/A 2004 2016-11-21

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No Access to Education Change Strategies Delivery Systems Developing Nations Donors Educational Change Educational Improvement Educational Objectives Educational Policy Equal Education Financial Support Low Income Groups Models Policy Analysis Primary Education Public Policy Simulation Young Children Bruns, Barbara Mingat, Alain Rakotomalala, Ramahatra Books Opinion Papers Reports - Research Basic Education World Bank, Washington, DC. English Achievement of the second of the Millennium Development Goals (MDG)--universal primary education by 2015--is crucial, as education is one of the most powerful instruments for reducing poverty and inequality and for laying the foundation for sustained economic growth, effective institutions, and sound governance. This study assesses whether universal primary education can be achieved by 2015, focusing on the largest low-income countries that are furthest from the goal and home to about 75 percent of the children out of school globally. By analyzing education policies and financing patterns in relatively high-performing countries, the study identifies a new policy and financing framework for fast global progress in primary education. A simulation model is presented to show how adoption of this framework could accelerate progress in low-income countries currently at-risk of not reaching the education MDG. The study emphasizes that worldwide attainment of universal primary education by 2015 will necessitate a stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort. Included are practical tools and guidance on the policies and strategies that can help low-income countries improve education system performance and on the corresponding actions by international donors that can improve the effectiveness of their support. Also included is a CD-ROM containing a hands-on version of the simulation model and the background data used. Four appendices present information on data analysis, simulation results, and financial commitments to basic education. (Contains 44 references.) (KB) ED479258 Achieving Universal Primary Education by 2015: A Chance for Every Child. 2003-00-00 ISBN-0-8213-5345-4 Policymakers 250 The World Bank, 1818 H Street, NW, Washington, DC 20433 ($22). Tel: 202-473-1000; e-mail: feedback@worldbank.org; Web site: http://www.worldbank.org. N/A 2004 2016-11-21

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Yes Child Health Children Comparative Analysis Counties Employed Parents Family Financial Resources Family Income Family Needs Family Size Family (Sociological Unit) Family Structure Public Policy State Standards Tables (Data) Taxes Well Being Huddleston, Rich Numerical/Quantitative Data Reports - Research Self Sufficiency Self Sufficient Living State Policy Arkansas State Taxes Poverty Line Arkansas Arkansas Advocates for Children and Families, Little Rock. English The Family Income Standard (FIS), developed in Arkansas as a more adequate measure of families' economic well-being than the widely-criticized Federal Poverty Level (FPL), is defined as the amount of money a working family must earn to meet its daily living needs without assistance from charities. This report details the effort to update and improve the FIS for the state, providing FIS estimates for 75 Arkansas counties and statewide. The FIS was calculated for six family types varying in the number of parents in the household, the number of children, and the number of employed parents in the household. Findings indicated that the FIS ranged from $21,668 annually for two parents (one employed) with one child to $35,658 for two parents (both employed) with two children. Because two-parents families with a stay-at-home parent do not pay for childcare and have lower transportation costs and a different tax burden, their FIS was considerably lower than parents who are both employed. The largest expenses for families depended on the number of children and whether both parents were employed. The FIS was found to be roughly twice the FPL and higher than prevailing federal minimum wages. County-level FIS differences resulted from differences in costs of four major FIS components: housing, childcare, taxes, and other basic necessities, such as personal care and household items. Delineated in the report are FIS data for each family type in each county and statewide. The report also discusses implications for tax policy, subsidized early care and education, health care, and workforce education. The report concludes by noting that Arkansas has an opportunity to develop state policies that help families achieve economic self-sufficiency and more adequately meet their basic needs. (KB) ED479259 The New and Improved Arkansas Family Income Standard: How Much Does It Really Cost To Raise a Family? 2003-08-00 Annie E. Casey Foundation, Baltimore, MD. Ford Foundation, New York, NY. Charles Stewart Mott Foundation, Flint, MI. Open Society Inst., New York, NY. Center on Budget and Policy Priorities, Washington, DC. Policymakers 13 Arkansas Advocates for Children & Families, 523 S. Louisiana Street, Suite 700, Little Rock, AR 72201. Tel: 501-371-9678; Fax: 501-371-9681; e-mail: aacf@aradvocates.org; Web site: http://www.aradvocates.org. N/A 2004 2016-11-21

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Yes Administrator Attitudes Administrators Child Care Child Care Centers Child Health Child Safety Consultants Cooperation Interpersonal Relationship Interviews Medical Consultants Nurses Program Effectiveness Program Evaluation Public Health School Nurses Eliot, Susan Reports - Evaluative Colorado Colorado Colorado Office of Resource and Referral Agencies, Inc., Englewood. English This report describes the impact of nurse consultant services to child care programs in Colorado on the children, parents, and staff of the centers they serve as part of the Healthy Child Care Colorado (HCCC) initiative. Study participants included 25 child care center directors and 24 nurse consultants, representing large and small centers in both urban and rural areas in the state. Qualitative data were collected through telephone interviews. Findings indicated that directors valued the consultants' services and appreciated the medical information, staff training, and health referrals they provided. Directors sought consultants with pediatric experience, who were personable, and compatible with staff. One-third of the consultants felt that some directors resented their presence, with some citing their fees as a possible cause of resentment, and others citing the legal requirement to engage a nurse consultant. Directors cited difficulties in defining job duties, setting expectations for nurse consultants, and in nurse availability. Despite challenges for each, directors and nurses agreed on three ingredients necessary for an ideal nurse-director relationship: open communication, mutual willingness and availability to participate in consultant process, and a good nurse-staff relationship. Nurses and directors also agreed upon seven impacts of consultants on center health and safety: (1) fewer child sick days; (2) fewer staff sick days; (3) better adherence to universal precautions; (4) higher immunization rates; (5) improved immunization recordkeeping; (6) more children screened and referred for additional services; and (7) staff and parents knowing when to keep a sick child home. Appended to the report are the interview questions and phone script. (KB) ED479260 Healthy Child Care Colorado, 2002: Outcome Evaluation. 2003-05-00 Colorado State Dept. of Human Services, Denver. Div. of Child Care. 20 Colorado Office of Resource and Referral Agencies, Inc., 7853 E. Arapahoe Court, Suite 3300, Englewood, CO 80112. Tel: 303-290-9088; Fax: 303-290-8005; e-mail: corra@corra.org; Web site: http://www.corra.org. N/A 2004 2016-11-21

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Yes Adolescents Antisocial Behavior Behavior Change Bullying Change Strategies Child Safety Children Crime Prevention Prevention Program Descriptions School Safety Victims of Crime Kass, David Evans, Phil Shah, Rita Reports - Descriptive Fight Crime: Invest in Kids, Washington, DC. English Asserting that prevention and intervention efforts to reduce bullying can serve to reduce later criminal behavior and save lives, this report identifies programs that have reduced bullying by as much as half and cut future arrests in half, and urges schools to invest in these programs. Chapter 1 of the report defines bullying and presents information on the incidence of bullying, noting about 30 percent of children are either bullies, victims of bullies, or both. Chapter 2 details the consequences of bullying--including depression, suicide, crime, and violence-- and argues that bullying is an early warning sign of criminal behavior. Chapter 3 describes one anti-bullying and two anti-aggression programs that strive to put youth onto a trajectory toward success in school, strong social ties, and productive lives and that have provided evidence of success from well-designed evaluations--the Olweus Bullying Prevention Program, Linking the Interests of Families and Teachers, and The Incredible Years program. Other promising programs are described, including the Aggressors, Victims, and Bystanders program and Operation Respect. This chapter also offers tips for developing new programs, including the active involvement of the principal and the adequate supervision of children and youth, especially in locations where most bullying incidents occur. The use of ineffective strategies is discouraged, such as peer mediation, zero tolerance policies, or advising victims to "stand up to bullies." Chapter 4 claims that the proven programs are relatively inexpensive to implement, given their results. The report concludes by urging schools to implement effective anti-bullying and anti-violence programs to prevent bullying and future violence. (Contains 56 endnotes.) (KB) ED479261 Bullying Prevention Is Crime Prevention. A Report by Fight Crime: Invest in Kids. 2003-00-00 Afterschool Alliance, Washington, DC. Chicago Community Trust, IL. Robert Sterling Clark Foundation, Inc., New York, NY. Freddie Mac Foundation, McLean, VA. Grable Foundation, Pittsburgh, PA. Administrators Practitioners 25 Fight Crime: Invest in Kids, 2000 P Street, NW, Suite 240, Washington, DC 20036. Tel: 202-776-0027; Fax: 202-776-0110; Web site: http://www.fightcrime.org. N/A 2004 10/11/2004 22:38:10 RIEMAR2004

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Yes Budgets Child Care Children Employed Parents Family Needs Financial Support Public Policy State Federal Aid State Programs Trend Analysis Welfare Reform Mezey, Jennifer Richie, Brooke Opinion Papers Reports - Descriptive State Policy Budget Deficits Subsidized Child Care Services Child Care Needs Temporary Assistance for Needy Families National Policy Reauthorization Legislation Temporary Assistance for Needy Families Center for Law and Social Policy, Washington, DC. English Since fiscal year (FY) 1997, states have used funds from the Temporary Assistance for Needy Families (TANF) block grant to supplement other funds in efforts to provide more child care assistance. This report provides an overview of the rules governing the use of TANF funds for child care. The report also describes how states used TANF funds to expand child care assistance between FY1996 and FY2000; explains how states spent TANF funds on child care in FY2002, in comparison to FY2001 and in the context of overall use of TANF in FY2002; and discusses why use of TANF for child care is likely to decline. The report then raises policy implications of these data for TANF reauthorization. The report concludes by pointing out that TANF is no longer a growing funding source for state child care programs. The use of TANF for child care was essentially unchanged between FY2001 and FY2002, and remains below the high of FY2000. Other uses for TANF have increased during this time period, although it is unclear if this represents a continuing trend. Indications are that by FY2003 or FY2004, the use of TANF for child care will likely decline due to state budget crises, dwindling or exhausted reserves, and TANF caseload dynamics. It is emphasized that this combination of factors will result in the loss of child care assistance for hundreds of thousands of low-income children, and that states will need more dedicated mandatory child care funding to prevent these cuts and meet any new TANF work requirements. (KB) ED479262 Welfare Dollars No Longer an Increasing Source of Child Care Funding: Use of Funds in FY 2002 Unchanged from FY 2001, Down from FY 2000. 2003-08-06 Policymakers 10 Center for Law and Social Policy, 1015 15th Street, NW, Suite 400, Washington, DC 20005. Tel: 202-906-8000; Web site: http://www.clasp.org. For full text: http://www.clasp.org/DMS/Documents/1060618205.42/2002_TANF_cc.pdf. N/A 2004 2016-11-21

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No Developmental Stages Elementary Education Physical Activities Physical Activity Level Physical Education Physical Fitness Skill Development Carpenter, Jeff Books Guides - Classroom - Teacher English This book presents activities to help elementary school teachers show their students that physical activity can be meaningful and fun. Focused on skill development and fitness rather than competition, these activities take a progressive, developmentally centered approach that will help teachers meet a range of individual needs so that every student can succeed. Activities can be mixed and matched to create a multitude of new lessons. An activity finder helps the user select specific activities to meet students' needs while helping ensure that students are meeting the NASPE standards for skill and fitness development. Six chapters include: (1) "Design for Success" (physical education is essential for all learners, outcomes for success, building the program, instructional considerations, and guidelines for safe participation); (2) "Introductory Activities: The First Phase of Activity"; (3) "Developmental Fitness Activities: A Focus on Fitness"; (4) "The Activity Core: A Developmental Focus on Learning" (skill development and motivators, planning toward success, and core activities); (5) "It's Time to Close: Motivators to Bring Them Back" (fun and challenging ending activities); and (6) "Celebrating Student Success" (cumulative activities). (SM) ED479263 Mix, Match, and Motivate: 107 Activities for Skills and Fitness. 2003-00-00 ISBN-0-7360-4604-6 Practitioners Teachers 159 Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076 ($19). Tel: 800-747-4457 (Toll Free); e-mail: humank@hkusa.com; Web site: http://www.HumanKinetics.com. N/A 2004 8/19/2004 22:43:49 RIEMAR2004

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No Black Students Educational Research Elementary Secondary Education Epistemology Equal Education Higher Education Hispanic American Students Metaphors Multicultural Education Preservice Teacher Education Racial Discrimination Racial Factors School Desegregation Student Diversity Teacher Effectiveness Urban Schools Lopez, Gerardo R., Ed. Parker, Laurence, Ed. Books Collected Works - General Critical Race Theory ISSN-1058-1634 English This book explores the link between critical race theory and qualitative research methodology, interrogating how race connects and conflicts with other areas of difference and is never entirely absent from the research process. After an introduction, "Critical Race Theory in Education: Theory, Praxis, and Recommendations" (Sylvia R. Lazos Vargas), eight chapters include: (1) "Research, Race, and an Epistemology of Emancipation" (Cynthia Tyson); (2) "Telling Tales Out of School: 'What's the Fate of a Black Story in a White World of White Stories'" (Melanie Carter); (3) "Fashioning Research Stories: The Metaphoric and Narrative Structure of Writing Research about Race" (Edward Buendia); (4) "Parent Involvement as Racialized Performance" (Gerardo R. Lopez); (5) "Multicultural Education in Teacher Training Programs and Its Implications on Preparedness for Effective Work in Urban Settings" (Jennifer Ng); (6) "On Whose Terms? The (In)visibility of the Latina/o Community at the University of Illinois at Urbana-Champaign" (Arisve Esquivel); (7) "Critical Race Theory and Its Implications for Methodology and Policy Analysis in Higher Education Desegregation" (Laurence Parker); and (8) "Race-Based Methodologies: Multicultural Methods or Epistemological Shifts?" (Wanda Pillow). The book ends with "Conclusion" (Gerardo R. Lopez and Laurence Parker). (Papers contain references.) (SM) ED479264 Interrogating Racism in Qualitative Research Methodology. Counterpoints. 2003-00-00 ISBN-0-8204-5532-6 225 Peter Lang Publishing, Inc., 275 Seventh Avenue, New York, NY 10001 ($29.95). Tel: 212-647-7700; Fax: 212-647-7707; Web site: http://www.peterlangusa.com. N/A 2004 2016-11-21

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No Accountability Cognitive Style Creative Teaching Early Childhood Education Educational Innovation Foreign Countries Higher Education Preschool Teachers Preservice Teacher Education Teacher Attitudes Teacher Characteristics Teacher Competencies Teacher Influence Teacher Knowledge Teaching Skills Saracho, Olivia N., Ed. Spodek, Bernard, Ed. Books Collected Works - General Japan Japan English These papers reflect the impact that early childhood teachers have on their students when they "stand in front of the classroom" and the effect their performance and characteristics have on children. After "Introduction: Factors that Impact Teacher Quality" (Olivia N. Saracho and Bernard Spodek), 11 papers include: (1) "The Preparation of Teachers for the Profession in Early Childhood Education" (Olivia N. Saracho and Bernard Spodek); (2) "The Possibilities and Challenges of 'Not Knowing': Early Childhood Teachers' Knowledge and Thinking in Uncertain Times" (Glenda Mac Naughton); (3) "The Importance of Teachers' Subjective Perceptions of Educational Innovations: The Case of Adaptive Teaching" (Rudolf van den Berg and Peter Sleegers); (4) "Transforming Pathways in Becoming an Early Childhood Teacher" (Joy Goodfellow and Jennifer Sumsion); (5) "Accountability in Early Childhood Care and Education" (Martha J. Buell and Donald L. Peters); (6) "Gender and Schoolwork in the United States 1850-1920" (Jackie M. Blount); (7) "Beliefs of Early Childhood Teachers" (Johanna Einarsdottir); (8) "Creativity and Teacher-Student Interactions" (Donna Tafuri and Olivia N. Saracho); (9) "Teachers' Cognitive Styles and Their Instructional Implications" (Olivia N. Saracho); (10) "Sensei: Early Childhood Education Teachers in Japan" (Susan D. Holloway and Yoko Yamamoto); and (11) "Improving Teacher Quality" (Olivia N. Saracho and Bernard Spodek). (Papers contain references.) (SM) ED479265 Studying Teachers in Early Childhood Settings. Contemporary Perspectives in Early Childhood Education. 2003-00-00 ISBN-1-931576-86-6 235 Information Age Publishing, P.O. Box 4967, Greenwich, CT 06831 (hardback: ISBN-1-931576-87-4, $65.25; paperback: ISBN-1-931576-86-6, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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No Career Development High School Seniors Mentors School Community Relationship Secondary Education Student Projects Guides - Classroom - Teacher Non-Print Media Southeastern Regional Vision for Education (SERVE), Tallahassee, FL. English Mentoring is an integral part of SERVE's Senior Project program. Mentors provide support and guidance to students as they complete the requirements of Senior Project by meeting with them to offer input on their research papers and assistance with the design and implementation of their projects. Approximately 100 schools in SERVE's 6-state region have implemented Senior Project. This 15-minute VHS videotape was developed in response to requests from Senior Project coordinators who needed training materials for their prospective mentors to explain the mentor's role, provide guidelines for what is expected of a Senior Project mentor, define the goals of mentoring, and establish mentoring dos and don'ts. Coordinators also wanted something that would give students an idea of what they should expect from a mentor. The video draws from the experiences of established Senior Project programs and the latest in the field of mentoring research. (SM) ED479266 Senior Project: Mentoring--The Art of Becoming. [Videotape]. 2003-06-00 Practitioners Teachers 0 SERVE Communications & Publications, 1203 Governor's Square Boulevard, Suite 400, Tallahassee, FL 32301. Tel: 800-352-6001 (Toll Free); Fax: 850-671-6085; Web site: http://www.serve.org. N/A 2004 8/19/2004 22:43:56 RIEMAR2004

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No Early Adolescents Early Childhood Education Educational Change Elementary Secondary Education Faculty Development Language Arts Mathematics Education National Standards Teacher Certification Teacher Collaboration Teacher Competencies Teaching Skills Steeves, Kathleen Anderson Browne, Barbara Cole Books Collected Works - General Guides - Classroom - Teacher National Board for Professional Teaching Standards English This book brings together the expertise of university faculty with that of National Board Certified teachers to offer a blueprint for preparing teachers to achieve National Board of Professional Teaching Standards (NBPTS) certification. The approach enlists the collaboration of university educators and professional staff development personnel. NBPTS certified teachers share portfolio samples and activities in four certification areas. The book outlines a seminar to introduce teachers to the NBPTS process. After the introduction, "Overview of NBPTS and Candidate Support Research" (Kathleen Anderson Steeves and Barbara Cole Browne), the book is divided into three parts. Part 1, "Pre-Candidacy," includes: "The Collaborative Model of Teacher Support" (Barbara Cole Browne and Kathleen Anderson Steeves); and "The Introductory Seminar" (Carol Horn, Carol Sultzman, and Betty Costello). Part 2, "Candidacy," includes: "Early Childhood/Generalist" (Nancy Areglado, Marlene Henriques, and Lisa Holm); "Early Adolescence/Generalist" (Richard Wormeli); "Early Adolescence/English Language Arts" (Faye Wagoner); and "Adolescence/Young Adulthood/Mathematics" (Constance Mosakowsky and Thomas Johnson). Part 3, "Post-Candidacy," includes: "Insights from National Board Certified Teachers" (Barbara Cole Browne); and "The NBPTS and Implications for Education Reform" (Kathleen Anderson Steeves). (SM) ED479267 Preparing Teachers for National Board Certification: A Facilitator's Guide. 2000-00-00 ISBN-1-57230-542-8 Practitioners Teachers 198 Guilford Publications, Inc., Department 5T, 72 Spring Street, New York, NY 10012. Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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Yes Art Education Curriculum Development Educational Technology Elementary Secondary Education Experiential Learning Interdisciplinary Approach Science Instruction Student Evaluation Student Motivation Technology Education Writing Instruction Books Guides - Non-Classroom Wisconsin State Dept. of Public Instruction, Madison. English This book offers strategies to help teachers and curriculum coordinators strengthen student interest through meaningful and purposeful learning. The 15 chapters are: (1) "Introduction: Planning a Connected Curriculum"; (2) "Children, School, and Community"; (3) "On Connections"; (4) "Making Connections: An Interdisciplinary Approach"; (5) "Making Meaning: What is it All About?"; (6) "How to Overcome Common Objections to Connected Teaching"; (7) "Making Connections through Technology"; (8) "Making Connections through the Arts"; (9) "Making Connections through Writing"; (10) "Making Connections across Science, Technology, and Society"; (11) "Making Connections through Curriculum Design and Assessment for Meaningful Instruction" (12) "Making Connections through Expeditionary Learning"; (13) "Making Connections through Assessment"; (14) "Marching to a Different Drummer?" and (15) "Practical Suggestions on Using This Guide." Each chapter attempts do describe why it is important to student learning, how the teacher can adapt it to the classroom, and how it redefines the teacher's role. Chapters contain best practice profiles. (Contains 65 references.) (SM) ED479268 Planning a Connected Curriculum. 2003-01-00 ISBN-1-57337-104-1 Administrators Practitioners Teachers 167 Publication Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179 (Stock no. 3092, $36). Tel: 608-266-2188; Tel: 800-243-8782 (Toll Free); Fax: 608-267-9110; Web site: http://www.dpi.state.wi.us/pubsales. N/A 2004 10/11/2004 22:38:10 RIEMAR2004

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Yes Community Action Community Involvement Data Analysis Data Collection Educational Quality Elementary Secondary Education Information Dissemination Leadership Qualities Leadership Training Teacher Competencies Teaching Skills Guides - Non-Classroom Reports - Descriptive Public Education Network, Washington, DC. English In 1999, Public Education Network received a 3-year grant as part of a set of projects to better link research and data to policy and practice change. The project was intended to build public knowledge and understanding of how to improve teaching through the collection, analysis, and dissemination of data on teachers and teaching. The project consisted of two phases of work in eight communities nationwide. The first phase involved creating a data framework. The second involved a public engagement effort to disseminate findings to the public. This action guide builds on the experiences at the eight sites. It is a tool for community groups that want to build public knowledge and understanding and take action to support quality teaching. The guide offers ways to engage communities in actions that will improve the quality of teaching in the public schools. It contains information to help community groups develop the leadership capacity, incentives, and opportunities needed for community change. The four chapters are: (1) "Designing a Teacher Quality Initiative"; (2) "Identifying, Collecting, and Analyzing Data"; (3) "Engaging the Community"; and (4) "Putting Things in Motion." A list of resources is included. (SM) ED479269 A Community Action Guide to Teacher Quality. 2003-05-00 Office of Educational Research and Improvement (ED), Washington, DC. Community 101 Public Education Network, 601 13th Street, N.W., Suite 900 North, Washington, DC 20005. Tel: 202-628-7460; Web site: http://www.PublicEducation.org. For full text: http://www.publiceducation.org/pdf/TQ/PEN_CommActionGuide.pdf. N/A 2004 10/11/2004 22:38:10 RIEMAR2004 R215U990014

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Yes Breastfeeding Developing Nations Early Intervention Females Foreign Countries Health Behavior Hospitals Infant Care Mass Media Peer Counseling Prenatal Care Program Effectiveness Public Policy Social Support Groups Green, Cynthia P. Information Analyses Brazil India Mexico Philippines Turkey Chile Indonesia Nicaragua Psychosocial Factors Ghana Jordan Norway Scotland Armenia Guatemala Kenya Panama South Africa Bangladesh Honduras Mali Peru Sweden Armenia Bangladesh Brazil Chile Ghana Guatemala Honduras India Indonesia Jordan Kenya Mali Mexico Nicaragua Norway Panama Peru Philippines South Africa Sweden Turkey United Kingdom (Scotland) Academy for Educational Development, Washington, DC. English This report summarizes research on interventions intended to improve four key breastfeeding behaviors: early initiation of breastfeeding, feeding of colostrum to newborns, exclusive breastfeeding for the first 0-6 months, and continued breastfeeding through the second year and beyond. It clarifies what is known about improving these practices in order to guide program planners and managers. Over 50 studies worldwide were identified that had an intervention designed to influence one of the four behaviors and reported data on one or more of those behaviors. Results indicated that only 1 of the 51 studies examined the impact of national policy changes, and few examined the impact of prenatal education in isolation from other interventions. Some results suggested that prenatal education, when combined with other interventions (e.g., training of health providers and access to outpatient breastfeeding support clinics) related to improved breastfeeding practices. Many studies documented the impact of changing hospital practices, noting that counseling and discharge packs supporting breastfeeding, and training of hospital staff in lactation management, dramatically impacted exclusive breastfeeding rates. Most studies suggested that peer counseling and social support positively impacted initiation of breastfeeding, giving of colostrum, and exclusive breastfeeding. Evidence regarding the impact of postpartum counseling and guidance by health workers was mixed. An appendix presents detailed tables on interventions to improve breastfeeding behaviors. (Contains 115 references.) (SM) ED479270 Improving Breastfeeding Behaviors: Evidence from Two Decades of Intervention Research. 1999-11-00 Agency for International Development (IDCA), Washington, DC. Office of Nutrition. 73 LINKAGES Project, Academy for Educational Development, 1825 Connecticut Avenue, N.W., Washington, DC 20009. Tel: 202-884-8000; Fax: 202-884-8977; e-mail: linkages@aed.org; Web site: http://www.linkagesproject.org. N/A 2004 2016-11-23

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Yes Classroom Techniques Computer Uses in Education Cooperative Learning Educational Technology Elementary Secondary Education Integrated Curriculum Planning Student Behavior Student Centered Curriculum Student Participation Student Projects Student Research Teacher Student Relationship Teaching Methods Writing Across the Curriculum Tanner, Brenda M. Bottoms, Gene Feagin, Caro Bearman, Amy Guides - Non-Classroom Socratic Method Student Engagement Southern Regional Education Board, Atlanta, GA. English This guide is designed to help teachers use various teacher-directed and student-centered strategies to increase students' involvement in and responsibility for their own learning, focusing on: "Introduction"; "Planning for Instruction" (e.g,. good instructional planning is aligned to course standards, students are actively engaged, teachers plan collaboratively, and administrators are supportive); "Striking a Balance"; "Teacher-Directed Instruction"; "Student-Centered Learning" (cooperative learning, project based learning, the Socratic method, independent research projects, reading and writing across the curriculum, content-specific strategies, and integrated learning); "Using Technology in the Classroom" (tips for using technology to engage student learning); and "Classroom Management" (e.g., establish concrete, explicit, and functional rules and procedures; monitor and reinforce the rules; anticipate possible interruptions or problems; and establish routines for transition periods). Suggestions are provided related to organization, speaking with students, listening to students, classroom misbehavior, instructional strategies, and getting students to work beyond normal limits. (SM) ED479271 Instructional Strategies: How Teachers Teach Matters. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Practitioners Teachers 44 Southern Regional Education Board, 592 10th Street, N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/site-guides/01V23_Instructional_Strategies.pdf. N/A 2004 2016-11-21

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No Attendance Classroom Techniques Computer Uses in Education Efficiency Electronic Mail Elementary Secondary Education Evaluation Methods Filing Internet Planning Portfolios (Background Materials) Resumes (Personal) Scheduling Self Management Substitute Teachers Teaching Conditions Time Factors (Learning) Time Management Volunteers Wachter, Joanne C. Carhart, Clare Books Guides - Classroom - Teacher Personal Digital Assistants Professionalism English This book presents suggestions to help teachers save time without diminishing educational quality. The list of tips focus on: working smarter; communicating effectively; managing materials; planning the week ahead; assessing students' work and keeping track of progress; learning to say no; handling printed mail; handling e-mail; using the Internet to save time; saving minutes; handling student absences; working with substitutes; working with volunteers; making the most of meetings; creating a filing system that saves time; using Personal Digital Assistants; avoiding and managing distractions; coping with the parts of the job one hates; keeping up with professional reading; treating oneself as a professional; resumes/portfolios; creating a pleasant work atmosphere; and discussing schoolwide commitments. A group of 63 reproducible forms is included (e.g., student information sheet, event invitation letter, notes to parents, shopping list, grade sheet, student pass, thinking sheet, story planner, nonfiction planner, parent volunteer form, and directions for book binding). (SM) ED479272 Time-Saving Tips for Teachers. Second Edition. 2003-06-00 ISBN-0-7619-3915-6 Practitioners Teachers 138 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-3915-6, $27.95; hardbound: ISBN-0-7619-3914-8, $61.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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No Brain Classroom Techniques Cognitive Style Computer Literacy Computer Uses in Education Cooperative Learning Critical Thinking Elementary Secondary Education Grouping (Instructional Purposes) Internet Leadership Multiple Intelligences Teacher Role Teaching Methods Mandel, Scott M. Books Guides - Classroom - Teacher English This book outlines how educators can design meaningful learning experiences that address standards and utilize cooperative learning, brain research, and the Internet to effectively develop a students' ability to thrive in the 21st century workplace. After an introduction that explains cooperative work groups, there are 13 chapters in four parts. Part 1, "The Way Students Accomplish Tasks," includes (1) "An Advanced, Modern Form of Cooperative Learning"; (2) "Group Formation"; (3) "Leadership"; (4) "Materials"; (5) "Teacher Role: Critical Thinking and Classroom Management"; and (6) "Assessment." Part two, "The Way Students Learn Effectively and Efficiently," includes (7) "Brain Research: The Multiple Intelligences"; (8) "Teacher Use of the Multiple Intelligences"; and (9)"Integrating the Multiple Intelligences into Cooperative Work Group Experiences." Part three, "The Internet as the Ultimate Educational Resource Center," includes (10) "The Concept, Reality, and Cost of Digital Literacy"; (11) "How to Locate Curricular Material on the Internet"; (12) "Integrating the Internet into Cooperative Work Group Experiences"; and (13) "Summary." Part four offers "Some Practical Examples of Teacher Unit Plans." Four resources offer an index of URLs, student Multiple Intelligence assessment, an example of an Internet acceptable use policy contract, and a cooperative work group lesson plan form. (Contains 58 references.) (SM) ED479273 Cooperative Work Groups: Preparing Students for the Real World. 2003-07-22 ISBN-0-7619-3877-X Practitioners Teachers 183 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-3877-X, $34.95; hardbound: ISBN-0-7619-3876-1, $74.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 22:44:10 RIEMAR2004

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Yes Adolescents Breastfeeding Child Development Dietetics Females Health Behavior Infant Care Nutrition Prenatal Care Guides - Non-Classroom Academy for Educational Development, Washington, DC. English The LINKAGES Project is intended to improve breastfeeding and related complementary feeding and maternal dietary practices. The project, in consultation with technical experts and program managers, identified a set of recommended feeding and dietary practices intended to break the cycle of poor health and nutrition that passes from generation to generation. This booklet presents the technical justification for the recommendations, focusing on: a summary of recommended feeding and dietary practices for infants age 0-6 months (e.g., initiate breastfeeding within about 1 hour of birth, establish good breastfeeding skills, and breastfeed exclusively); breastfed children age 6-24 months (continue frequent, on-demand breastfeeding to 24 months and beyond, introduce complementary food around age 6 months, increase food quantity as the child ages while maintaining frequent breastfeeding, practice active feeding, and practice good hygiene and proper food handling); and adolescent girls (age 10-19 years) and women of reproductive age (e.g., increase food intake as needed, diversify the diet to improve quality and micronutrient intake, use iodized salt, and allow adequate tie between the cessation of lactation and the next pregnancy to replace and build up energy and micronutrient reserves). (SM) ED479274 Recommended Feeding and Dietary Practices To Improve Infant and Maternal Nutrition. 1999-12-00 Agency for International Development (IDCA), Washington, DC. Office of Nutrition. 39 LINKAGES Project, Academy for Educational Development, 1825 Connecticut Avenue, N.W., Washington, DC 20009. Tel: 202-884-8000; Fax: 202-884-8977; e-mail: linkages@aed.org; Web site: http://www.linkagesproject.org. For full text: http://www.linkagesproject.org/media/publications/Technical%20Reports/recfeeding.pdf. N/A 2004 10/11/2004 22:38:10 RIEMAR2004 HRN-A-00-97-00007-00 Published by LINKAGES (Breastfeeding, Complementary Feeding, and Maternal Nutrition Program). Support provided by the USAID Bureau for Global Programs, Field Support and Research, Office of Health and Nutrition (G/PHN/HN).

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Yes Breastfeeding Child Development Dietetics Health Behavior Infant Care Motor Development Nutrition Reproduction (Biology) Naylor, Audrey J., Ed. Morrow, Ardythe L., Ed. Collected Works - General Guides - Non-Classroom Gastrointestinal System Immunology Lactation Academy for Educational Development, Washington, DC. English This review of the developmental readiness of normal, full-term infants to progress from exclusive breastfeeding to the introduction of complementary foods is the result of the international debate regarding the best age to introduce complementary foods into the diet of the breastfed human infant. After a list of definitions, four papers focus on: "Immune System Development in Relation to the Duration of Exclusive Breastfeeding" (Armond S. Goldman); "Gastrointestinal Development in Relation to the Duration of Exclusive Breastfeeding" (W. Allan Walker); "Infant Oral Motor Development in Relation to the Duration of Exclusive Breastfeeding" (Audrey J. Naylor, Sarah Danner, and Sandra Lang); and "Maternal Reproductive and Lactational Physiology in Relation to the Duration of Exclusive Breastfeeding" (Alan S. McNeilly). (SM) ED479275 Developmental Readiness of Normal Full Term Infants To Progress from Exclusive Breastfeeding to the Introduction of Complementary Foods: Reviews of the Relevant Literature Concerning Infant Immunologic, Gastrointestinal, Oral Motor and Maternal Reproductive and Lactational Development. 2001-04-00 Agency for International Development (IDCA), Washington, DC. Office of Nutrition. 40 LINKAGES Project, Academy for Educational Development, 1825 Connecticut Avenue, N.W., Washington, DC 20009. Tel: 202-884-8000; Fax: 202-884-8977; e-mail: linkages@aed.org; Web site: http://www.linkagesproject.org. For full text: http://www.pronutrition.org/files/Developmental%20Readiness.pdf. N/A 2004 2016-11-21

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Yes Creative Expression Early Childhood Education Foreign Countries Motor Development Preschool Children Program Effectiveness Psychomotor Skills Wang, Joanne Hui-Tzu Reports - Research Speeches/Meeting Papers Taiwan Taiwan English This study investigated the effects of a creative movement program on the motor creativity of Taiwanese preschool children, hypothesizing that there would be no significant different in motor creativity between children participating in the creative movement program and those participating in a control group. The intervention group completed a 6-week, 2-day per week, creative movement program which was based on Gilbert's (1992) conceptual approach lesson plan format. The control group participated in an unstructured free setting. Pretest and posttest data were collected using Torrance's Thinking Creatively in Action and Movement scale, which assessed changes in the children's motor creativity. Results indicated that the experimental group had significantly higher levels of motor creativity than did the control group, suggesting that the creative movement program was essential to the development of the total child. (Contains 14 references.) (SM) ED479276 The Effects of a Creative Movement Program on Motor Creativity of Children Ages Three to Five. 2003-04-00 8 N/A 2004 2016-11-21

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Yes Breastfeeding Child Development Developing Nations Dietetics Epidemiology Foreign Countries Health Behavior Infant Care Nutrition Public Health Preble, Elizabeth A. Piwoz, Ellen G. Information Analyses Academy for Educational Development, Washington, DC. English This paper is designed to inform program managers and others who are interested in learning more about human immunodeficiency virus (HIV) and infant feeding but who are not necessarily familiar with all of the technical issues in either of these fields. The paper reviews the major advances in the study of human immunodeficiency virus (HIV) and infant feeding and the policy responses to these findings; describes several design and interpretation issues to take into consideration when reading and comparing research studies on this issue; reports the findings of several studies and mathematical models which have been developed to guide program and policy recommendations on HIV and infant feeding; summarizes what existing studies do and do not reveal about this issue; and recommends areas requiring further research to facilitate adaptation and application of the UNAIDS/UNICEF/WHO guidelines on HIV and infant feeding. (Contains 78 references, 2 boxes, and 2 tables.) (SM) ED479277 HIV and Infant Feeding: A Chronology of Research and Policy Advances and Their Implications for Programs. 2000-04-00 Agency for International Development (IDCA), Washington, DC. Office of Nutrition. Agency for International Development (IDCA), Washington, DC. Bureau for Africa. 34 LINKAGES Project, Academy for Educational Development, 1825 Connecticut Avenue, N.W., Washington, DC 20009. Tel: 202-884-8000; Fax: 202-884-8977; e-mail: linkages@aed.org; Web site: http://www.linkagesproject.org. For full text: http://www.linkagesproject.org/media/publications/Technical%20Reports/HIVIF.pdf. N/A 2004 10/11/2004 22:38:11 RIEMAR2004 AOT-C-00-92-00178-00; HRN-A-00-97-00007-00 Published by LINKAGES (Breastfeeding, Complementary Feeding, and Maternal Nutrition Program) and by SARA (Support for Analysis and Research in Africa) Project. LINKAGES is supported by the USAID Bureau for Global Programs, Field Support and Research, Office of Health and Nutrition (G/PHN/HN). SARA is supported by the USAID's Bureau for Africa, Office of Sustainable Development.

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No Academic Achievement Accountability Adolescent Development Adolescents After School Education After School Programs Attendance Child Development Children Experiments Outcomes of Education Prevention Program Effectiveness Program Evaluation Quasiexperimental Design School Attitudes Youth Programs Little, Priscilla M. D. Harris, Erin Information Analyses Reports - Evaluative Outcome Oriented Evaluation Harvard Family Research Project, Cambridge, MA. English As the amount of resources allocated to out-of-school (OST) programming and policymakers' demands for research-based results increase, there is increasing interest in rigorous research designs to examine OST program outcomes. This issue of "Out-of-School Time Evaluation Snapshots" reviews 27 quasi-experimental and experimental OST evaluations and provides an overview of the impact of OST programs on an array of academic, prevention, and youth development outcomes. The evaluations reviewed represent a range of programs from small single-sites to city- and statewide programs operating multiple sites in multiple locations, to national programs such as the 21st Century Community Learning Centers. Findings from 25 evaluations assessing academic outcomes suggest that OST participation is linked to better attitudes toward school, higher educational aspirations, better school performance, higher school attendance, and less disciplinary action. The 12 evaluations assessing prevention outcomes found links to avoidance of drug/alcohol use, decreased delinquency/violent behavior, increased knowledge of safe sex, avoidance of sexual activity/pregnancy, and increased skills for coping with peer pressure. The 15 evaluations assessing positive youth development outcomes found links to decreased behavior problems, improved social and communication skills, increased community involvement and broadened world view, and increased self-confidence and self-esteem. The report concludes by noting that OST programs vary greatly in program quality and participation consistency, and that programs need to collect implementation data for program improvement as well as collect data to satisfy stakeholder accountability requirements. Appended is a brief description of all programs reviewed, a list of 32 evaluation report references, and a table of outcomes linked to OST program participation. (Contains an 11-item bibliography of other OST evaluation reviews.) (KB) ED479278 A Review of Out-of-School Time Program Quasi-Experimental and Experimental Evaluation Results. Out-of-School Time Evaluation Snapshot. 2003-07-00 Charles Stewart Mott Foundation, Flint, MI. Administrators Policymakers Practitioners 14 Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp@gse.harvard.edu; Web site: http://www.hfrp.org. For full text: http://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/snapshot1.pdf. N/A 2004 2016-11-21

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No Activities Adolescents After School Education After School Programs Children Documentation Educational Quality Enrichment Activities Program Descriptions Program Evaluation Program Implementation Program Improvement Youth Programs Bouffard, Suzanne Little, Priscilla M. D. Information Analyses Reports - Evaluative Program Characteristics Harvard Family Research Project, Cambridge, MA. English Noting that most evaluations of out-of-school (OST) programs have examined the programs as a whole without taking into account the specific activities offered, this issue of "Out-of-School Time Evaluation Snapshots" surveys the range of activities being implemented in OST settings across the country to better understand and promote effective OST programming. Data from 27 programs were obtained through a national database of profiles of OST program evaluations. Findings indicate that 23 program evaluations reported methods used to collect activity data, with observations conducted by researchers being the most frequent method. About 70 percent of programs offered multiple activities, with 75 percent of single-activity programs focused on academic enrichment. In multicomponent programs, students were often given a choice of activities whereas in single-activity programs, activities were more likely to be mandatory. While the majority of multicomponent programs offered some sort of academic enrichment, many offered arts, sports, and community service. Only a few programs reported the major challenges in implementing activities and identified poor time management, inadequate staff training, lack of resources, and the need to provide snacks. The report concludes by emphasizing that: (1) collecting activity implementation data is a critical first step in evaluation and program improvement for all OST programs; (2) programs need to understand their services to build organizational capacity for self-assessment and program modification; and (3) service documentation is a necessary precursor to determining which aspects of a program lead to positive youth outcomes. Appended is a list of the programs reviewed and a list of additional resources on evaluation OST activities. (KB) ED479279 A Review of Activity Implementation in Out-of-School Time Programs. Out-of-School Time Evaluation Snapshot. 2003-08-00 Charles Stewart Mott Foundation, Flint, MI. Administrators Practitioners 6 Harvard Family Research Project, Harvard Graduate School of Education, 3 Garden Street, Cambridge, MA 02138. Tel: 617-495-9108; Fax: 617-495-8594; e-mail: hfrp@gse.harvard.edu; Web site: http://www.hfrp.org. For full text: http://www.gse.harvard.edu/hfrp/content/projects/afterschool/resources/snapshot2.pdf. N/A 2004 2016-11-21

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Yes Kindergarten Outreach Programs Parent Teacher Cooperation Partnerships in Education Preschool Children School Community Relationship School Readiness Student Adjustment Teacher Student Relationship Kraft-Sayre, Marcia E. Pianta, Robert C. Reports - Descriptive Transitional Activities English This manual describes an approach to enhancing children's transitions into kindergarten. This approach, developed as a collaborative effort among researchers at the National Center for Early Development & Learning Kindergarten Transition Project at the University of Virginia and local school personnel, focuses on forming a network of social connections that support children and families during the transition to school. These connections include interactions between children and teachers, children and peers, and parents and teachers, as well as preschool teachers and kindergarten teachers. These social connections are important for supporting competencies in young children that can ensure their school success. A variety of transition strategies are offered that can be tailored to the individual needs of families and schools. These practices include assessment of family needs, fostering a connection between a preschool child and his or her prospective kindergarten teacher, preschool teacher contact with former students now in kindergarten, peer connections within the class and outside of school, and inter-school collaboration about programs and classroom practices. Key principles in formulating a community transition plan are then described, which form the core elements of transition practices that can be applied to individual children, families, and schools. These principles, which professionals can use in analyzing current or intended practices, are as follows: (1) foster relationships as resources; (2) promote continuity from preschool to kindergarten; (3) focus on family strengths; (4) tailor practices to individual needs; and (5) form collaborative relationships. (Contains 40 references.) (HTH) ED479280 Enhancing the Transition to Kindergarten: Linking Children, Families, & Schools. 2000-00-00 National Inst. on Early Childhood Development and Education (ED/OERI), Washington, DC. 29 National Center for Early Development & Learning, Kindergarten Transition Project, University of Virginia, P.O. Box 800784, Charlottesville, VA 22904-8784. Tel: 434-243-5483; Fax: 434-243-5480; Web site: http://www.ncedl.org. N/A 2004 2016-11-21

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Yes Developmentally Appropriate Practices Evaluation Criteria Evaluation Methods Informal Assessment Performance Based Assessment Portfolios (Background Materials) Preschool Children Preschool Education Screening Tests State Standards Student Evaluation Horton, Carol Bowman, Barbara T. Reports - Evaluative Erikson Inst. for Advanced Study in Child Development, Chicago, IL. English In Spring 2001, Erikson Institute conducted two surveys to provide practical information on the current state of expert opinion and public practice with regard to the assessment of prekindergarten children. The first survey questioned a select group of 25 national leaders in the early childhood field regarding the most important components of a child assessment system for 4-year-olds enrolled in Head Start or similar programs. The second study surveyed state-funded prekindergarten programs across the country regarding specific assessment practices mandated, recommended, or commonly used in their classroom. The national leader survey found strong agreement that the most important aspect of an assessment system is the link between curriculum and the assessment of child skills and knowledge. Weekly teacher meetings where assessment can be discussed and annual or semiannual program self-evaluations ranked next highest in importance. Parent involvement in the assessment process, annual developmental screening, and child portfolios were also considered to be particularly useful. Teacher checklists were seen as moderately important. Expert opinion was divided regarding the utility of anecdotal records, as well as the use of standardized achievement tests for program accountability. There was no support for using these tests to assess individual children. The state prekindergarten survey found that almost 70 percent of the 36 existing state-funded prekindergarten programs mandate, recommend, or commonly use developmentally appropriate informal assessment techniques. This represents a significant change from the mid-1990s, when only one state was developing guidelines or instruments based on these methods. Eight states mandate relatively elaborate assessment systems, which require the use of at least two informal assessment tools or require training in these techniques. Twelve states leave assessment decisions entirely to the local level. Seventy-five percent of the 24 states that do not leave assessment decisions to the local level report that they regularly use portfolios, checklists, and anecdotal records. Only 56 percent, however, report that curriculum and assessment are systematically linked. Even fewer (25 percent) report that parent involvement, teacher meetings, and program self-evaluation form a part of their assessment system. These findings suggest that while knowledge of developmentally appropriate assessment practices has significantly increased, there is still widespread lack of understanding that assessment must be understood as a comprehensive system, which is linked to the curriculum and supported by appropriate strategies and resources. (Author) ED479281 Child Assessment at the Preprimary Level: Expert Opinion and State Trends. Occasional Paper. 2002-00-00 30 Erikson Institute, 420 North Wabash Avenue, Chicago, IL 60611-5627. Tel: 312-755-2250; Fax: 312-755-0928; Web site: http://erikson.edu. For full text: http://erikson.edu/files/nonimages/horton-bowman.pdf. N/A 2004 10/11/2004 22:38:11 RIEMAR2004

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No Early Childhood Education Early Intervention Educational Quality Evaluation Criteria Evaluation Methods Family Programs Infants Mental Health Program Evaluation Program Improvement Self Evaluation (Groups) Toddlers Fenichel, Emily, Ed. Collected Works - Serials California Early Head Start Family Community Relationship Hawaii California Hawaii ISSN-0736-8038 Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English "Zero to Three" is a single-focus bulletin of the National Center for Infants, Toddlers, and Families providing insight from multiple disciplines on the development of infants, toddlers, and their families. Compiling articles from participants of the Leadership Development Initiative Class of 2001-2002, this issue focuses on evaluation of infant-family programs. The articles are as follows: (1) "Evaluating Programs that Serve Infants and Families: The Quest for Quality" (Virginia Buysse and Lisa Boyce); (2) "Evaluating Early Childhood Programs: Improving Quality and Informing Policy" (Walter S. Gilliam and Valerie Leiter); (3) "Enhancing the Quality of Relationships in Infant-Toddler Child Care: A Developmental Process" (Mimi A. Graham, Anne E. Hogan, Barbara A. White, and Christine A. Chiricos); (4) "Project Connect: Seeing the Forest and the Trees" (Gambi White-Tennant); (5) "Incorporating Principles of Family-Centered Practice in Early Intervention Program Evaluation" (Lauri S. Dinnebeil and Lynette M. Hale); (6) "Collaborative Program Evaluation: Hawaii's Experience with Early Intervention Services" (Taletha M. Derrington and Beppie J. Shapiro); (7) "Parents Keep Our Eyes on the Prize: Monitoring Early Intervention in Massachusetts" (Ron Benham, Patti Fougere, Faith Piaggi, and Katharine Thomas); (8) "California's Proposition 10 and Local Evaluation: A County-Level Report from the Field" (Marc R. Thibault, Pablo A. Stansbery, and Linda A. Wollesen); (9) "Every Child Counts: Creating a Community Holding Environment for Families with Young Children" (Deborah A. Bremond and Teddy Miller); (10) "Evaluating the Impact of Infant and Early Childhood Mental Health Training on Community Agencies" (Mary Claire Heffron); (11) "From Program Evaluation to Persuasive Reports" (Sandra Smith and Judith Brown Clark); and (12) "Evidence-Based Program Evaluation: A Guide for Agencies to Self-Assess Their Practices and Policies" (Diana Hammon Kellegrew, Susan O'Brien, and Elaine Groppenbacher). The issue includes an additional point-of-view article, "Early Head Start--An Investment in our Youngest Citizens" by U.S. Senator Tom Harkin. Regular departments of the bulletin list Zero to Three publications, videotapes, and on-line resources. (HTH) ED479282 Evaluating Infant-Family Programs. Journal of Zero to Three: National Center for Infants, Toddlers, and Families, 2003. v23 n6 Jul 2003-07-00 69 Zero to Three: National Center for Infants, Toddlers, and Families, 2000 M Street, NW, Suite 200, Washington, DC 20036-3307. Tel: 800-899-4301 (Toll Free); Tel: 202-638-1144; Fax: 202-638-0851; Web site: http://www.zerotothree.org. N/A 2004 2016-11-21

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No Administrator Guides Change Strategies Educational Change Educational Improvement Educational Innovation Elementary Secondary Education Fullan, Michael Books Guides - Non-Classroom English This book has been greatly revised and expanded to make it a definitive up-to-date reference for educational innovators involved in educational reform. Sixteen chapters incorporate new theoretical and empirical knowledge about change processes, provide powerful insights into the complexity of reform, and recommend inspiring and practical strategies for lasting improvement: (1) "A Brief History of Educational Change"; (2) "Sources of Educational Change"; (3) "The Meaning of Educational Change"; (4) "The Causes and Processes of Initiation"; (5) "Causes/Processes of Implementation and Continuation"; (6) "Planning, Doing, and Coping with Change"; (7) "The Teacher"; (8) "The Principal"; (9) "The Student"; (10) "The District Administrator"; (11) "The Consultant"; (12) "The Parent and the Community"; (13) "Governments"; (14) "Professional Preparation of Teachers"; (15) "Professional Development of Educators"; and (16) "The Future of Educational Change." This book was written for individuals at all levels of the educational system. All key players will find a chapter on their own roles, as well as chapters on other roles and agencies with whom they must interact. The author contends that the "knowledge base" of change is becoming more profound, and that it is absolutely indispensable to all those who deal with the relentless ubiquity of innovation and reform. (Contains 240 references.) (RT) ED479283 The New Meaning of Educational Change. Third Edition. 2001-00-00 ISBN-0-8077-4069-1 297 Teachers College Press, 1234 Amsterdam Avenue, New York, NY 10027 (hardbound: ISBN-0-8077-4070-5, $50; paperbound: ISBN-0-8077-4069-1, $24.95). Tel: 212-678-3929; Tel: 800-575-6566 (Toll Free); Fax: 212-678-4149; e-mail: tcpress@tc.columbia.edu; Web site: http://www.teacherscollegepress.com. N/A 2004 8/19/2004 22:44:35 RIEMAR2004 ED505962

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No Comparative Analysis Cross Cultural Studies Cultural Context Educational Anthropology Educational Policy Elementary Secondary Education Ethnography Foreign Countries Policy Analysis Sociocultural Patterns Sociology Sutton, Margaret, Ed. Levinson, Bradley A. U., Ed. Books Collected Works - General English Over the past 20 years, approaches to educational policy analysis have opened up to qualitative research methods and to sociocultural perspectives on schooling. This volume is a collection of studies that view educational policy from a variety of angles and at different levels of social life. It consists of 12 chapters: (1) "Are Pedagogical Ideals Embraced or Imposed? The Case of Reading Instruction in the Republic of Guinea" (Kathryn M. Anderson-Levitt and Ntal-I'Mbirwa Alimasi); (2) "Linking Research to Educational Policy and Practice: What Kind of Relationships in How (De)Centralized a Context?" (Donald K. Adams, Mark B. Ginsburg, Thomas Clayton, Martha E. Mantilla, Judy Sylvester, and Yidan Wang); (3) "Policy Research as Ethnographic Refusal: The Case of Women's Literacy in Nepal" (Margaret Sutton); (4) "Multicultural Curriculum and Academic Performance: African American Women Leaders Negotiating Urban School Accountability Policies" (Khaula Murtadha-Watts); (5) "Teachers' Perceptions of Their Participation in Policy Choices: The Bottom-Up Approach of the Nueva Escuela Unitaria in Guatemala" (Martha E. Mantilla); (6) "When Politics Becomes Pedagogy: Oppositional Discourse as Policy in Mexican Teachers' Struggles for Union Democracy" (Susan Street); (7) "Beyond Educational Policy: Bilingual Teachers and the Social Construction of Teaching 'Science' for Understanding" (Pamela Anne Quiroz); (8) "Health Education Policies and Poor Women in Brazil: Identifying Myths That Undermine Empowerment" (Isabela Cabral Felix de Sousa); (9) "The Impact of Life Histories on Local Policy: New Immigrant Education in the Rural Midwest" (Sandra L. Cade); (10) "'That School Gotta Recognize Our Policy!': The Appropriation of Educational Policy in an Australian Aboriginal Community" (R. G. Schwab); (11) "'We Are Mountain': Appalachian Educators' Responses to the Challenge of Systemic Reform" (Maureen Porter); and (12) "Myth Making and Moral Order in a Debate on Mathematics Education Policy" (Lisa Rosen). (RT) ED479284 Policy as Practice: Toward a Comparative Sociocultural Analysis of Educational Policy. Sociocultural Studies in Educational Policy Formation and Appropriation. 2001-00-00 ISBN-1-567-50517-1 329 Ablex Publishing, an Imprint of Greenwood Publishing Group, Inc., 88 Post Road West, Westport CT 06881 (hardbound: ISBN-1-56750-516-3, $86.95; paperbound: ISBN-1-56750-517-1, $31.95). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; e-mail: customer-service@greenwood.com; Web site: http://www.ablexbooks.com. N/A 2004 8/19/2004 22:44:37 RIEMAR2004

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No Access to Education Educational Demand Educational Finance Educational Opportunities Educational Policy Educational Supply Elementary Secondary Education Equal Education Foreign Countries General Education Global Approach World Views Colclough, Christopher Packer, Steve Ellis, Simon Van Ravens, Jan Barry, Ulrika Peppler Bella, Nicole Djioze, Valerie Mputu, Hilaire Aggio, Carlos Cifuentes-Montoya, Mariana Pinceau, Pascale Nsengimana, Delphine Information Analyses Reports - Evaluative Multilingual/Bilingual Materials UNESCO Global Issues United Nations Educational, Scientific, and Cultural Organization, Paris (France). English French In 2000 the World Education Forum, sponsored by UNESCO, met to assess and act on educational opportunities for children, youth, and adults around the world. The forum agreed on six goals for education considered to be essential, attainable, and affordable, given strong international commitment and resolve, and on a program called Education for All (EFA). This bound and illustrated report is a summary of the progress on the program 2 years after the forum. The data for the report come from UNESCO Institute for Statistics for the school year starting 1999 and from a wide range of other sources. Chapter 1 of the report reaffirms the importance of EFA. Chapter 2 updates current understanding of progress toward and prospects for achieving EFA goals. Chapter 3 examines the international response to the call for EFA action plans. Chapter 4 assesses the cost of achieving the EFA goals and the availability of the resources to secure them. Chapter 5 explores whether the international commitments made in 2000 and subsequently are being met and, if so, how. Chapter 6 discusses future opportunities and prospects of the goals and general goal of education for all. (WFA) ED479285 Education for All: Is the World on Track? Summary Report. EFA Global Monitoring Report, 2002 = Education pour Tous: Le Monde Est-Il sur la Bonne Voie? Resume du Rapport. Rapport Mondial de Suivi sur l'EPT, 2002. 2002-00-00 52 United Nations Educational, Scientific and Cultural Organization, 7 Place de Fortenoy, 75352 Paris 07, France. Tel: 33-1-45-68-21-28; Fax: 33-1-45-68-56-27; Web site: http://www.unesco.org/education/efa. For full text (English): http://www.unesco.org/education/efa/monitoring/ pdf /Monitoring_2002/Summary_report_2002.pdf. N/A 2004 2016-11-21

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Yes Adult Dropouts Dropout Attitudes Dropout Characteristics Dropout Rate Dropout Research Dropouts Graduation Rate High School Graduates High School Students High Schools Out of School Youth Public Schools Withdrawal (Education) Sum, Andrew Harrington, Paul Reports - Research Northeastern Univ., Boston, MA. Center for Labor Market Studies. English This report examines how successful America's high schools have been in raising high school graduation rates over the past decade and how severe the high school dropout problem actually is. It reviews existing empirical evidence on the school dropout problems of America's youth during the 1990s. It also presents evidence to support the view that some of the more widely cited official government measures of school dropout rates substantially underestimate the number of youth who drop out. The evidence on dropout rates, the report states, is quite mixed and controversial. Specifically, the report examines the following: (1) official and alternative estimates of school dropout rates; (2) dropout rates among young adults; (3) high school dropout rates based on data from the U.S. Department of Education and selected states; (4) annual high school dropout rates in large public school districts; (5) the differences in dropout rates between the behavior of men and women dropouts; and (6) estimates of high school graduation rates with the annual high school diploma data. The text is supplemented by 31 tables, 5 charts, 5 appendices, and 50 footnotes, many of which contain references. (WFA) ED479286 The Hidden Crisis in the High School Dropout Problems of Young Adults in the U.S.: Recent Trends in Overall School Dropout Rates and Gender Differences in Dropout Behavior. 2003-02-00 Business Roundtable, Washington, DC. 55 Center for Labor Market Studies, Northeastern University, 315 Holmes Hall, Boston, MA 02115. Tel: 617-373-2242; Fax: 617-373-3651; Web site: http://www.rilmitraining.org/clms/clms.htm. For full text: http://www.NUPR.NEU.edu/5-03/dropout.pdf. N/A 2004 10/11/2004 22:38:11 RIEMAR2004 Prepared with Charles Bartishevich, Neeta Fogg, Ishwar Khatiwada, Jacqui Motroni, Sheila Palma, Nathan Pond, Paulo Tobar, Mykhaylo Trub'skyy.

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No Administrator Attitudes Administrator Behavior Administrator Role Beginning Principals Board Administrator Relationship Educational Administration Educational Environment Elementary Secondary Education Foreign Countries Institutional Environment Instructional Leadership Organizational Climate Principals School Culture Teacher Administrator Relationship Wiseman, Alexander W. Reports - Research Speeches/Meeting Papers English This report describes a study of the effects of environmental complexity on managers of semipublic organizations, in particular, school principals. Although some previous empirical studies do estimate relationships between principals' management activities and individual elements of schools' immediate organizational contexts, researchers have yet to determine how principals adjust their activities in complex school contexts comprising many different and even conflicting elements. The results of the study show that in nation-specific analyses: (1) variation in principals' instructional management activity associates with variation in local and national stakeholders' influence on curriculum, variation in curricular and administrative centralization, and variation in school environmental complexity; and (2) centralization contextualizes the effect of local environmental complexity on principals' management activity. In cross-national analyses, however, there are few clear associations between principals' management activity and stakeholders' influence, centralization, or environmental complexity. (Contains 7 tables delineating analyses of the data and 34 references.) (Author) ED479287 The Expectation Paradox in Forty Nations: A Cross-National Analysis of How School Environments Influence What School Principals Do. 2003-04-00 63 N/A 2004 10/11/2004 22:38:11 RIEMAR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Administrator Education Administrator Qualifications Administrator Selection Educational Administration Elementary Secondary Education Higher Education Instructional Leadership Labor Turnover Management Development Principals Professional Development Public Policy Recruitment School Based Management State Action Guides - Non-Classroom Administrator Certification Administrator Supply and Demand No Child Left Behind Act 2001 No Child Left Behind Act 2001 National Conference of State Legislatures, Washington, DC. English The National Conference of State Legislatures convened a task force in 2001 to examine the role of state legislatures in addressing the shortage of qualified and interested candidates for positions in school leadership. This report contains the work of the task force over an 18-month period. The task force sorted data, research, and information about the school leadership dilemma; examined exemplary principals and exemplary schools; discussed policy options; and translated that information into key policy questions state legislatures can use as they formulate policy that focuses on school leadership issues. Issues discussed in the report are the candidate pool and recruitment of school leaders; administrator retention; administrator preparation and program accreditation; professional development; licensure and certification of administrators; governance structures and authority for practice; and school leadership and the No Child Left Behind Act. The report was designed to provide an overview of basic background information to offer some examples of how states have addressed particular issues and to raise some general questions for legislators to ask as they formulate policy regarding school leadership. (WFA) ED479288 The Role of School Leadership in Improving Student Achievement. 2002-00-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. ISBN-1-58024-260-X Policymakers 20 National Conference of State Legislatures, 444 North Capitol Street, N.W., Suite 515, Washington, DC 20001 (Item no. 3149, $15). Tel: 202-624-5400; Fax: 202-737-1069; Web site: http://www.ncsl.org. N/A 2004 2016-11-21

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Yes Budgeting Budgets Charter Schools Costs Economics of Education Educational Equity (Finance) Educational Finance Educational Vouchers Elementary Secondary Education Expenditures Financial Policy Government Publications Government Role Public Schools Teacher Qualifications Teacher Salaries Fowler, William J., Jr., Ed. Books Collected Works - Proceedings National Center for Education Statistics (ED), Washington, DC. English The papers collected for this volume were selected from the fiscal proceedings of the 2001 and 2002 conferences of the National Center for Education Statistics. They represent current research in public-school education finance. The papers are as follows: "What We Know and What We Need to Know About Vouchers and Charter Schools" (Brian P. Gill, Michael Timpane, Karen E. Ross, Dominic J. Brewer); "Getting the Biggest Bang for the Educational Buck: An Empirical Analysis of Public School Corporations as Budget-Maximizing Bureaus" (Anthony Rolle); "Occupational Choices and the Academic Proficiency of the Teacher Workforce" (Dan D. Goldhaber, Albert Yung-Hsu Liu); "Variation in the Rewards for a Teacher's Performance: An Application of Quantile Regressions" (Sherrilyn M. Billger);"National Evidence on Racial Disparities in School Finance Advocacy" (Ross Rubenstein); "Competing Perspectives on the Cost of Education" (Lori L. Taylor, Harrison Keller); "Financing an Adequate Education: A Case Study of New York" (William Duncombe, Anna Lukemeyer, John Yinger); "Bond Ratings and Bond Insurance: Market and Empirical Analysis for School Districts" (Mary H. Harris); "GASB [Governmental Accounting Standards Board] Update" (Randal Finden); and "High Performance of Minority Students in DoDEA Schools: Lessons for America's Public Schools" (Claire E. Smrekar, Debra E. Owens). (WFA) ED479289 Developments in School Finance, 2001-02. Fiscal Proceedings from the Annual State Data Conferences of July 2001 and July 2002. 2003-06-00 192 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003403.pdf. N/A 2004 2020-07-16

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Yes Breakfast Programs Child Health Dining Facilities Elementary Secondary Education Federal Aid Food Handling Facilities Food Service Food Standards Government Publications Government Role Lunch Programs Public Schools School Health Services School Safety Dyckman, Lawrence J. Legal/Legislative/Regulatory Materials Reports - Evaluative Food Poisoning Food Preparation General Accounting Office, Washington, DC. English This report details a study by the United States General Accounting Office (GAO) of food safety in public schools. The study examined: (1) the frequency and causes of reported food-borne illness outbreaks associated with the federal school-meal programs; and (2) the practices that federal, state, and local governments, as well as other food providers, find useful for safeguarding meals. The study found that 195, about 3 percent, of the total of 7,390 food-borne outbreaks reported nationwide between 1990 and 1999 occurred in schools. Specific national data on whether these outbreaks were related to the federal school-meal programs do not exist; however, a survey of state health officials provided information on 40 large outbreaks from improper food preparation and handling practices in school kitchens. The study also found that state, federal, and local governments, as well as other food providers, use a variety of practices to safeguard meals. GAO recommends that the Centers for Disease Control modify its food-borne-outbreak reporting mechanism to add federal school meals as an outbreak category. GAO also recommends the promotion of training and certification of food-service workers and the study of the advantages and disadvantages of donating precooked or irradiated foods. (WFA) ED479290 School Meal Programs: Few Instances of Foodborne Outbreaks Reported, but Opportunities Exist To Enhance Outbreak Data and Food Safety Practices. Report to Congressional Requesters. 2003-05-00 Policymakers 71 U.S. General Accounting Office, 441 G Street, N.W., Washington, DC 20548 (first copy, free; additional copies, $2 each). Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. For full text: http://www.gao.gov/new.items/d03530.pdf. N/A 2004 2016-11-21

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Yes Administrator Effectiveness Administrator Role Educational Environment Elementary Secondary Education Foreign Countries Instructional Improvement Instructional Leadership Leadership Responsibility Occupational Information Principals School Administration School Culture School Effectiveness Student Empowerment Student School Relationship Brown, Launcelot I. Reports - Research Speeches/Meeting Papers Trinidad and Tobago Trinidad and Tobago English This report describes a study that utilized the qualitative methodological approach of the focus group, followed by interviews, to gauge the perception of senior educational leaders in Trinidad and Tobago on issues pertaining to school effectiveness. Specifically, the study sought to ascertain from primary and secondary principals, school supervisors, college lecturers, and leaders in the teachers' union factors of critical importance to the effectiveness of the school and the role of the school leadership in influencing the level of effectiveness. Among the variables suggested as important correlates of school effectiveness were student empowerment and the identification of starting points, which extended the concept of regular assessment. Also, while acknowledging the challenges engendered by a centrally controlled hierarchical system that at times hindered the role of the principal, participants emphasized the importance of school leadership and the need for a collective vision as critical characteristics of the effective school. (Contains 34 references.) (Author) ED479291 Issues in School Leadership and School Effectiveness: A Focus on Trinidad and Tobago. 2002-03-00 26 N/A 2004 2016-11-21

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Yes Academic Standards Accountability Audits (Verification) Compliance (Legal) Elementary Secondary Education Federal Aid Federal Government Financial Audits Financial Policy Fraud Government Publications Government Role Program Effectiveness Public Sector Quality Control Legal/Legislative/Regulatory Materials Reports - Descriptive Department of Education Office of Inspector General (ED), Washington, DC. English This semiannual report to Congress by the Office of Inspector General (OIG), U.S. Department of Education, covers the actions of the OIG from October 1, 2002, through March 31, 2003. The report discusses four goals of the President's Management Agenda: (1) improved financial performance: includes information on financial statement audits, testimony on financial management, and financial integrity investigations; (2) budget and performance integration: includes information on compliance with IDEA funding requirements, migrant education, continued noncompliance by high-risk Pacific outlying-areas grantees, controls over equipment in the Virgin Islands, and investigations into fraud in elementary and secondary programs; (3) expanded electronic government: includes information on hacking investigations and an audit of the department's Critical Infrastructure Protection program; and (4) elimination of fraud and error in student-aid programs: includes information on investigations of fraud in student financial-assistance programs by school officials, consultants, and students. The report also discusses security efforts of the Department of Education and nonfederal financial audits of department programs. The report contains eight detailed tables on programs, activities, investigations, and other information. (WFA) ED479292 Semiannual Report to Congress, October 1, 2002-March 31, 2003. 2003-05-00 Policymakers 35 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID# EF 0037C). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/offices/OIG/semiann/sar46.pdf. N/A 2004 2016-11-21

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No Administrator Effectiveness Administrator Evaluation Administrator Guides Administrator Responsibility Beginning Principals Educational Administration Elementary Secondary Education Instructional Leadership Leadership Training Management Development Principals Professional Development State Standards Superintendents Books Guides - Non-Classroom California California WestEd, San Francisco, CA. English This publication discusses effective leadership by presenting descriptions of practices for educational leaders. It focuses on six standards, known as the California Professional Standards for Educational Leaders (CPSEL). The California standards, generated from national standards, have been updated and refined to reflect the continuing shift toward a standards-based practice and the growing student diversity in California schools. The publication defines the expectations behind the standards and identifies some of the research-based behaviors required of administrators in their efforts to yield positive student results. It provides a series of continuously more specific descriptions regarding the six standards and the behaviors of leaders in relation to the standards. Each standard is provided with its element and a description of practices presented in both narrative form and as part of a continuum. The format for each standard is the same. First, the standard is stated in the same language as the CPSEL. A brief overview follows. Next is a display of all the elements of the standard organized into a small set of clusters. The clusters provide a way of managing the numerous elements and highlight the key components within each standard. Included is a pullout sheet of the six standards. (WFA) ED479293 Moving Leadership Standards into Everyday Work: Descriptions of Practice. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. ISBN-0-914409-17-4 Administrators Practitioners 57 WestEd, 730 Harrison Street, San Francisco, CA 94107-1242 (Product no. DOP-03-01, $15). Tel: 415-565-3000; Tel: 877-493-7833 (Toll Free); Fax: 415-565-3012; e-mail: customerservice@WestEd.org; Web site: http://www.wested.org. N/A 2004 2016-11-21

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Yes Academic Standards Access to Education Adult Education Adult Literacy Economics of Education Educational Assessment Educational Attainment Educational Finance Educational Indicators Educational Quality Educational Research Elementary Secondary Education Higher Education Outcomes of Education Parent School Relationship Postsecondary Education School Statistics Statistical Surveys Teacher Qualifications Teacher Student Ratio Wirt, John Choy, Susan Provasnik, Stephen Rooney, Patrick Sen, Anindita Tobin, Richard Books Information Analyses Numerical/Quantitative Data National Center for Education Statistics (ED), Washington, DC. English This volume presents indicators of important developments and trends in American education in 2003. Recurrent themes underscored by the indicators include participation and persistence in education, student performance and other outcomes, the environment for learning, and societal support for education. In addition, this volume contains a special analysis of children's reading achievement and classroom experiences in kindergarten and first grade, with a focus on the school, classroom, and home factors associated with the likelihood of children becoming good readers. Each section in the volume begins with a summary that presents the key point in the indicators to follow. All indicators contain a discussion, a single graph or table on the main indicator page, and one or more supplemental tables. All use the most recent national data available from the National Center for Education Statistics or other sources serving the purpose of the indicators. The volume's many topics are divided into six sections: (1) "Participation in Education"; (2) "Learner Outcomes"; (3) "Student Effort and Educational Progress"; (4) "Context of Elementary and Secondary Education"; (5) "Context of Postsecondary Education"; and (6) "Societal Support for Learning." Appended are supplemental tables, supplemental notes, standard error tables, and a glossary. (WFA) ED479294 The Condition of Education, 2003. 2003-06-00 325 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: ERN3562P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003067.pdf. N/A 2004 10/11/2004 22:38:11 RIEMAR2004

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No Administrative Change Administrator Attitudes Administrator Characteristics Administrator Selection Aging in Academia Career Change Career Choice Career Development Elementary Secondary Education Instructional Leadership Occupational Information Occupational Mobility Organizational Change Principals School Administration Reports - Descriptive Administrator Supply and Demand RAND Education, Santa Monica, CA. English This research brief recaps a study of a perceived shortage of qualified individuals capable of filling educational administrator positions. There has been a perception that mass numbers of administrators are about to retire or are being lured into other careers, and that schools and districts are having difficulty finding qualified people to replace those who leave. The study reviewed and analyzed existing data and found little evidence of a nationwide crisis in the market for certified school administrators. The study revealed the following. The number of administrators is stable though the group is aging. There is little evidence that school administrators are being lured into other career fields. Principals are not fleeing schools serving disadvantaged students. Overall, individuals appear to have incentives to move into and through the administrative career path. The study also identified several key areas of concern: a significant portion of the administrative population nearing retirement, substantial variation in career incentives on the state and local levels, and barriers to entry that affect teachers' willingness to become school administrators. (WFA) ED479295 Are Schools Facing a Shortage of Qualified Administrators? RAND Research Brief. 2003-00-00 4 RAND Education, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 310-393-0411; Fax: 310-393-4818; Web site: http://www.rand.org. For full text: http://www.rand.org/publications/RB/RB8021/RB8021.pdf. N/A 2004 2016-11-21

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No Administrative Change Administrator Attitudes Administrator Characteristics Administrator Selection Aging in Academia Career Change Career Choice Career Development Elementary Secondary Education Instructional Leadership Occupational Information Occupational Mobility Organizational Change Principals School Administration Gates, Susan M. Ringel, Jeanne S. Santibanez, Lucrecia Ross, Karen E. Chung, Catherine H. Books Information Analyses Reports - Research Administrator Supply and Demand RAND Education, Santa Monica, CA. English This bound report describes a study of school administrators and their careers. The study examined the characteristics of school administrators; movement into, out of, and within the school administrative field; and incentives for movement into, out of, and between administrative positions. The study was not intended to be a complete analysis of the potential shortage of capable school administrators; it focused solely on supply. A related report (Roza et al., 2002) links supply and demand in an analysis of principal shortages. This report discusses previous research done on the subject and the study's analysis of data. The study found the following. The number of administrators is stable, though the group is aging. There is little evidence that school administrators are being lured into other career fields. Principals are not fleeing schools serving disadvantaged students. Overall, individuals appear to have incentives to move into and through the administrative career path. The study also identified three key policy implications: Public school systems should look for ways to respond to aging trends in the principalship; local-level data and analyses of the careers of administrators are needed; and policymakers should further examine the forms of entry into the school administration field. Appended are: (1) General Analysis of Schools and Staffing Survey; (2) Analyses of Schools and Staffing Survey Data on Principals' Earnings and Experience; (3) Analysis of Principals' Reports of School Problems; and (4) Using Current Population Survey Data to Examine School Administrators' Careers. (Contains 112 references, 35 tables, and 30 figures.) (WFA) ED479296 Who Is Leading Our Schools? An Overview of School Administrators and Their Careers. 2003-00-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. 0-8330-3353-0 169 RAND Education, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138 (Document no. MR-1679-EDU, $28.50). Tel: 310-393-0411; Fax: 310-393-4818; Web site: http://www.rand.org. For full text: http://www.rand.org/publications/MR/MR1679/. N/A 2004 2016-11-21 ED530569

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No Accountability Administrator Role Change Agents Change Strategies Educational Change Educational Environment Educational Improvement Educational Practices Educational Research Elementary Secondary Education Knowledge Level Partnerships in Education Teacher Behavior Teacher Participation Theory Practice Relationship Craig, Cheryl J. Books Reports - Evaluative English This book explores the embodied narrative knowledge that educators hold and express in context and call forth in situations. It is about teachers and principals living and telling and reliving and retelling stories intuitively developed around metaphors borrowed from classical literature, music, drama, mythology, and children's literature to unpack and make sense of their personal experiences in highly complex school milieus. It is also about the author's relationship with them and being in tune with the episodic sense they and the author make of their nuanced experiences. In the process, different aspects of school contexts become excavated, as different dimensions of educators' knowledge become known. Both are held open to scrutiny and made available for discussion. The narrative research in this book involves four schools in three geographically contiguous school districts. One common quality spans all four: the social narrative history of education in the United States as it manifests itself in a particular city in the mid-South. Another shared horizon that sits in the backdrop of this work is the existing school reform literature. Even though this volume primarily is a narrative exploration of teachers' knowledge, it unavoidably spills over into the topic of school reform. (Author) ED479297 Narrative Inquiries of School Reform: Storied Lives, Storied Landscapes, Storied Metaphors. Research in Curriculum and Instruction. 2003-00-00 ISBN-1-59311-016-2 226 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (hardbound: ISBN-1-59311-017-0, $65.25; paperbound: ISBN-1-59311-016-2, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 8/19/2004 22:45:02 RIEMAR2004

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No Chinese Cultural Awareness Culturally Relevant Education Curriculum Development Elementary Education French German Introductory Courses Japanese Language Teachers Latin Lesson Plans Middle Schools National Standards Second Language Instruction Second Language Learning Spanish Redmond, Mary Lynn, Ed. Lorenz, Eileen, Ed. Guides - Classroom - Teacher National Standards for Foreign Language Learning National Network for Early Language Learning. English This book provides resources for foreign language teachers, supervisors, and others involved in developing and implementing a curriculum. It is the outcome of a 1997 institute, "National Standards for Foreign Language Learning: Curriculum Reform for K-8 Foreign Language Education." The model shows how the national standards can be used as guiding principles for language, content, and culture in the elementary and middle grades. Lessons are provided by K-8 teachers for the following languages: Spanish (e.g., clothing for the seasons, endangered species, and bargaining in a Mexican market); French (e.g., going places, man-made flight and flight in nature, and weather around the world); German (a fairy tale, "The Thick, Fat Pancake"); Latin (Pompeii as part of the geography of Italy and Rome as part of the geography of Italy); Chinese ("1, 2, 3, Let's Play Jianzi" and the Chinese seven-piece puzzle); and Japanese (sumo wrestling). All of the lessons are designed to be taught at the beginning level of foreign language learning. Activities are classroom-based. Some are accompanied by blackline masters for photocopying. (SM) ED479298 Teacher to Teacher: Model Lessons for K-8 Foreign Language. 1999-00-00 Wake Forest Univ., Winston Salem, NC. ISBN-0-8442-2850-8 Practitioners Teachers 151 SRA/McGraw-Hill, 220 East Danieldale Road, Desoto, TX 75155-2490 ($17.97). Tel: 888-772-4543 (Toll Free); Fax: 972-228-1982; Web site: http://www.cal.org/projects/nnell.html. N/A 2004 2016-11-21

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Yes Collegiality Faculty Development Higher Education Inservice Teacher Education Language Teachers Professional Development Second Language Instruction Teacher Collaboration Teacher Qualifications Uncommonly Taught Languages Johnston, Bill Janus, Louis Reports - Research Heritage Language Minnesota Univ., Minneapolis. Center for Advanced Research on Language Acquisition. English This report provides baseline data on professional development and training needs for teachers of less commonly taught languages (LCTLs). Surveys administered to LCTL teachers working in higher education addressed a range of issues relating to the following: the teaching context; the teacher's professional background and qualifications; the teacher's current job situation; and perceived professional development needs. Overall, enrollment levels in LCTL classes varied considerably. Class sizes tended to be small. The highest reported enrollment in advanced classes was in Italian. Many students were heritage speakers of the languages. Often, students had specific research interests in their language. A growing trend in some LCTLs with large heritage groups was to offer courses tailored to that group, segregating rank beginners from those with at least some exposure. A common complaint among teachers was that LCTL materials were outdated. However, for many languages, new materials had been published in the 1990s. Most teachers worked full time, held tenured or tenure-track positions, and had a Ph.D. degree. Relatively few had extensive preparation specifically in pedagogy. Five professional development needs noted were advocacy for teachers, information about professional issues, opportunities for collaboration, information about technology use, and e-mail list-servs. (Contains 10 references.) (SM) ED479299 Teacher Professional Development for the Less Commonly Taught Languages. 2003-04-00 22 For full text: http://www.carla.umn.edu/lctl/publications/survey/surveyReport.pdf. N/A 2004 2016-11-21

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No Elementary Secondary Education Enrollment Higher Education Marketing Second Language Instruction Second Language Programs Eaton, Sarah Elaine Guides - Non-Classroom Marketing Strategies English This book provides 101 ideas and strategies to empower overall marketing efforts: (1) "Put On Your Thinking Cap" (e.g., define the problem before marketing it, set reasonable goals, and create a niche); (2) "Secrets to Boost Your Marketing Power" (e.g., emphasize the benefits, check out the competition, and sell oneself in as many languages as possible); (3) "Marketing Materials: Tools and Tips to Do the Job Better" (e.g., make a brochure, get mentioned in other brochures, and make it easy to phone for information); (4) "Going Beyond the Basics to Increase Enrollment" (e.g, offer volume discounts and guarantees and give away tuition); (5) "Specialty Tips for Programs at Large Institutions" (e.g., make sure the Web site is easy to find, partner with other educational programs, and get the program mentioned in the calendar); (6) "The Power of People: A Human Touch to Increase Enrollment and Polish Your Image" (e.g., build loyalty with host families, establish win-win relationships, and follow exceptional service standards); (7) "Continue Marketing While Your Students are Enrolled" (e.g., meet students at the airport, partner with local businesses, and create happy memories); and (8) "How to Keep Marketing Once Your Program is Finished" (e.g., create an alumni network, review successes and failures, and plan ahead for next year). (SM) ED479300 101 Ways To Market Your Language Program: A Practical Guide for Language Schools and Programs. 2002-00-00 ISBN-0-7795-0036-9 Administrators Practitioners 134 Eaton International Consulting Inc., P.O. Box 21148, 665-8 Street, S.W., Calgary, Alberta T2P 4H5, Canada ($22.95). Web site: http://www.eatonintl.com. N/A 2004 2016-11-21

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No Elementary Secondary Education Higher Education Interdisciplinary Approach Interlanguage Interpersonal Communication Language Research Linguistic Input Linguistic Theory Monolingualism Multilingualism Second Language Learning Sociolinguistics Block, David Books English This book is about the prospect of a social turn in the field of second language acquisition (SLA), in particular, that part of SLA that is devoted to the input-interaction-output (IIO) model. The book is intended to critically examine some of the basic notions and assumptions that underpin this model and to suggest a more interdisciplinary and socially informed approach to SLA research. The book asserts that the IIO approach does not take sociolinguistic considerations into account, suggesting that a more interdisciplinary and socially informed approach to SLA research is in order. It draws on recent work in sociolinguistics and SLA research influenced by sociolinguistic and sociohistorical approaches to language and language learning, demonstrating a need to broaden the horizons of SLA. Following a short history of SLA, the book examines the field by focusing on the meaning of each word in SLA (second, language, and acquisition). It rigorously examines the IIO model, demonstrating how it might positively benefit by utilizing a more socially informed and interdisciplinary manner. Finally, the book offers some thoughts on the future direction of SLA research. (Contains approximately 400 references.) (SM) ED479301 The Social Turn in Second Language Acquisition. 2003-03-00 ISBN-0-87840-144-X 165 Georgetown University Press, 3240 Prospect Street, N.W., Washington, DC 20007 ($26.95). Tel: 202-687-5889; Fax: 202-687-6340; Web site: http://www.press.georgetown.edu. N/A 2004 8/19/2004 22:45:10 RIEMAR2004

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Yes Cultural Pluralism Ethnic Bias Ethnic Discrimination Ethnicity Foreign Countries Intergroup Relations Language Minorities Minority Groups Multilingualism Lepretre, Marc Reports - Descriptive Russia Russia English This paper asserts that fostering pacific cohabitation, harmonious multiculturalism, and sustainable development are the main challenges facing the regions of Russia today. It notes the importance of involving Russian linguistic and cultural minorities in the formulation, adoption, application, and evaluation of protection policies, as well as policies fostering their rights at international, national, and local levels. Effective participation of these communities can result in better management of the area's human, social, and economic resources as well better control of local government actions in order to guarantee equal rights and non-discrimination for all. The paper suggests that efforts to promote autochthonous languages and strengthening civil societies should strive to increase the relationships between democracy and national identity, promote tolerance, set up educational systems that disseminate messages of pacific cohabitation and mutual understanding, and implement policies that stimulate local development. The paper focuses on Kalmykia to exemplify the processes that promote autochthonous languages and prevent interethnic conflict, looking at the following: interethnic tensions in the Russian Federation in the post-Soviet era; awakening of national groups in Russia and linguistic legislation; history, language, and identity in Kalmykia; and the challenges of multilingualism in the Russian Federation. (Contains 35 references.) (SM) ED479302 The Promotion of Minority Languages in Russian Federation and the Prevention of Interethnic Conflicts: The Case of Kalmykia. [Mercator] Working Papers. 2001-00-00 31 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. For full text: http://www.ciemen.org/mercator/pdf/wp1-def-ang.PDF. N/A 2004 2016-11-21

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Yes Civil Rights Elementary Secondary Education Foreign Countries Language of Instruction Language Usage Minority Groups Public Policy Regional Dialects Sociolinguistics Bakker, Peter Rooker, Marcia Reports - Descriptive European Union Gypsies Roma European Union ISSN-1133-3928 English This paper examines the political status of Romani. the language of the Gypsies/Roma, in the European Union (EU). Even though some groups do not call themselves "Roma," all Romani speaking groups use the name "Romanes" for their language and "Romani/Romano/Romane" for everything related to their group. All groups use the same language, and all languages can be subdivided into dialects. Three aspects make Romani dialects more diverse than other EU dialects: absence of centuries long influence from a standard language or prestige dialect; influence from a variety of local languages; and a great number of communities of Romani speakers (with speakers not all in contact with each other). This paper highlights the following: (1) "Introduction"; (2) "The Roma"; (3) "Roma and International Organizations"; (4) "The Romani Language: Demographic and Sociolinguistic Data"; (5) "The Status of Romani in International Institutions"; (6) "Romani and European Charter for Regional or Minority Languages (non-territorial languages and implementation); (7) "The Framework Convention on the Protection of National Minorities"; (8) "Article 27 of the Un-Covenant on Civil and Political Rights"; (9) "Country-by-Country Survey of Romani in EU Countries" (individual countries, Romani in education, and publications in and about Romani); and (10) "Conclusions: The Future of Romani." (Contains 47 references.) (SM) ED479303 The Political Status of the Romani Language in Europe. Mercator Working Papers. 2001-00-00 European Union, Brussels (Belgium). 37 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. For full text: http://www.ciemen.org/mercator/pdf/wp3-def-ang.PDF. N/A 2004 2016-11-21

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No Foreign Countries Language Minorities Multilingualism Public Policy Russian Slavic Languages Sociolinguistics Uncommonly Taught Languages Vieytez, Eduardo J. Ruiz Reports - Descriptive Multilingual/Bilingual Materials Russia Europe Language Policy Russia ISSN-1133-3928 Catalan English This paper describes the linguistic plurality of the Russian Federation, assessing the impact that the hypothetical ratification of the European Charter of Regional and Minority Languages could have on it. Four sections focus on the following: (1) "Introduction"; (2) "Part 1--The Linguistic Plurality of the Russian Federation": the linguistic geography of Russia; the languages of Russia in history (the Indo-European family, the Altaic family, and Caucasian family, the Uralic-Yukaghir family, and the Paleo-Asiatic languages); linguistic policy and history; and the present day linguistic situation; (3) "Part II--Law and Languages in the Russian Federation": constitutional structure after independence; the normative policy of linguistic protection (contents of the linguistic regulations and conditions for the application of linguistic regulations); and future perspectives: Russia and the European Charter (the European Charter of regional and minority languages, consequences for Russia of the ratification of the Charter, and proposal for the application of the Charter to the languages of Russia); and (4) "Sources and References." An appendix contains languages of the Russian Federation. Attached is the Catalan language version of this document. (Contains 30 bibliographic references.) (SM) ED479304 Minority Languages of the Russian Federation: Perspectives for a Ratification of the European Charter of Regional and Minority Languages. Mercator Working Papers = Las lenguas minoritarias de la Federacion Rusa Perspectivas para una ratificacion de la Carta Europea de las Lenguas Regionales y Minoritarias. Mercator Documentos de trabajo. 2002-00-00 European Union, Brussels (Belgium). 172 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Biodiversity Ecology Elementary Education Environmental Education Habitats Science Activities Science Instruction Water Pollution Water Resources Clement, Janet Sigford, Ann Drummond, Robert Novy, Nancy Guides - Classroom - Teacher Environmental Awareness English Activities in this packet were developed in reference to research conducted at the U.S. Environmental Protection Agency's Mid-Continent Ecology Division in Duluth, Minnesota (MED-D). The research helps us better understand the effects of pollutants on freshwater systems such as lakes, rivers, and streams and determines how we can best keep these systems healthy. These activities are designed primarily for students in grades 4-6. They address a spectrum of freshwater research efforts ranging from the methods used in collecting samples to ecosystem-level studies. An important aspect of these activities is the involvement of students and the ease of use by teachers. Each activity can be used as a stand-alone activity or presented as part of a sequence. It is hoped that these activities will give students a greater understanding and appreciation of freshwater systems as plant and animal habitats. The package includes 16 activities organized under four topics: (1) Water Facts and Usage; (2) Ecosystems; (3) Water Pollution; and (4) Collecting, Sampling, and Keeping Aquatic Organisms. (Author/SOE) ED479305 World of Fresh Water: A Resource for Studying Issues of Freshwater Research. 1997-06-00 Practitioners Teachers 68 U.S. Environmental Protection Agency, Office of Research and Development, National Health and Environmental Effects Research Laboratory, Mid-Continent Ecology Division-Duluth, 6201 Congdon Blvd., Duluth, MN 55804. N/A 2004 2016-11-21

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No Chemistry Concept Formation Concept Teaching Freehand Drawing Higher Education Molecular Structure Problem Solving Science Instruction Nakhleh, Mary B. Guides - Classroom - Teacher Opinion Papers English One of the more interesting areas of problem solving in chemistry attempts to answer the question, "What do students understand about the molecular level of chemistry?" This question is also implicit in the more traditional area of mathematical problem solving but in this paper, more focus is placed on devising ways to help students develop a sound conceptual understanding of chemistry which includes molecular-level representations. It is suggested that having students express their understanding of the molecular level in drawings accompanied by written explanations is a powerful way of helping students shift their focus from the macroscopic (bulk property) level of matter to thinking about the nature of the invisible molecular world. This shift of focus seems to require a difficult transition in student thinking and the drawings seem to help students begin to make that transition. These drawings are also useful tools for the professor or TA (teaching assistant) to assess their students' understanding of molecular-level concepts. When drawing understanding of the molecular level, a great deal about what is known what is unknown about the molecular nature of chemistry is revealed. Therefore, these drawings can be useful in checking students' developing understanding (formative assessment) and determining students' level of understanding on an exam (summative assessment). This paper presents some of the ways in which molecular-level representations can be incorporated into a chemistry course. Based on the experiences, it is suggested that students view these representations in a variety of ways. Many students find them interesting and challenging. Others are incensed that chemistry does not simply consist of numerical problems. Still others think that a window has been opened to the molecular world for them. (Author/SOE) ED479306 Some Thoughts about Molecular-Level Representations in Conceptual Problem Solving. 2002-00-00 Practitioners Teachers 9 Web site: http://www.chem.vt.edu/confchem/2002/b/nakhleh.htm. N/A 2004 8/19/2004 22:45:19 RIEMAR2004 Paper presented at the Problem Solving in Chemistry Online Conference (June 9-24, 2002).

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No Concept Formation Concept Teaching Early Childhood Education Family Involvement Individual Development Mathematical Aptitude Mathematics Instruction Mathematics Teachers Printmaking Symbolic Learning Worthington, Maulfry Carruthers, Elizabeth Books Reports - Descriptive English This book presents the findings of 12 years of research. The data gathered and analyzed from almost 700 samples of children's' graphics show how powerful patterns of cognition (schema) in the early years of development gradually evolves into recognizable forms of writing and mathematics. The goal was to chart the progress of children's thinking through their markmaking from ages 3-8. Evolving coordinations are vividly illustrated by children's own graphics and speech representations. In each case, specific and appropriate references from the literature are given. Chapters include: (1) "Who Takes Notice of Children's Own Written Mathematics?"; (2) "Making Marks, Making Meaning"; (3) "Mathematical Schemas"; (4) "Early Writing, Early Mathematics"; (5) "Bridging the Gap between Home and School Mathematics"; (6) "Making Sense of Children's Mathematical Marks"; (7) "Understanding Children's Developing Calculations"; (8) "Environments That Support Children's Mathematical Graphics"; (9) "Case Studies from Early Childhood Settings"; (10) "Developing Children's Written Methods"; (11) "Involving Parents and Families"; and (12) "Children, Teachers and Possibilities". (Author/SOE) ED479307 Children's Mathematics: Making Marks, Making Meaning. 2003-04-00 ISBN-0-7619-4070-7 256 Sage Publications, Inc., 2455 Teller Road, Thousand Oaks, CA 91320. N/A 2004 8/19/2004 22:45:21 RIEMAR2004

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Yes Cooperative Learning Educational Strategies Group Activities Higher Education Inquiry Preservice Teachers Science Instruction Teacher Education Erdal, Sevinc O. Ongel, Kurtulus Reports - Descriptive Turkey Turkey English In light of improving standards in education, some countries are going through major changes in their education systems. At the core of these movements lies the paradigm of changes in education. In the last two decades, constructivism became increasingly popular as a referent for professional actions in education. Under this constructivist worldview, teaching methods such as cooperative learning and inquiry in science instruction moved toward the front lines. The purpose of this paper is two fold. The first is to explain the theoretical bases for cooperative learning and inquiry learning through review of the literature in teaching and teacher education. The second is to explain the design of an integration of cooperative and inquiry learning in an instructional methods course for pre-service science teachers, specifically in Turkey. (SOE) ED479308 Promoting Learner-Centered Instruction through the Use of Cooperative and Inquiry Learning Strategies. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Faculty Publishing Higher Education Information Technology Periodicals Publications Scholarly Communication Science Education World Wide Web Writing for Publication Friedlander, Amy Bessette, Randi S. Information Analyses Reports - Descriptive National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. English The purpose of this study is to consider the literature that looks at the implications of information technology for scholarly journals which have historically been a linchpin of communication among scholars in which research results are released, discussed, vetted, and disseminated among faculty, students, and scholars. With the expansion of the Internet/World Wide Web, great attention has been focused on traditional publication processes, changes to business models, implications for intellectual property rights, and modes of communication. This study consequently examined recent literature on information technology and scholarly journal publication to characterize the impact of the Internet/World Wide Web on the nature, function, and status of scholarly journal publishing in the last decade. The study focused primarily on the peer-reviewed journal article since this marks the entry of information into the formal domain because the peer- reviewed journal article is, and has been, for at least two decades, the most extensive mode found in the published literature and represents the greatest amount of resources. This study is not a discussion of the whole process of scientific communication but instead an examination of a subset of that process: scientific journal publishing and how it may have been affected by the new information technologies. This effort covers, as noted, juried periodical articles with a lesser reliance on chapters in anthologies and monographs as well as conference proceedings, dissertations, and reports from the "grey literature" together with limited consultation with experts. Attention has been focused on the period since 1994, the point at which the expansion of the Internet and proliferation of communication technologies appears to have intensified discussion of the future of scholarly publication, particularly in the sciences. The research conducted by King, McDonald, and Roderer in their 1980 seminal study of the production, use, and economics of science journals in the United States, together with work published in 2000 by Tenopir and King, provides the starting point of this study. To build on and supplement these important investigations, a web-based literature search was undertaken. Some of the databases consulted include The Association for Computing Machinery (ACM) Digital Library, Online Computer Library Center (OCLC), and Socio File. (Author/SOE) ED479309 The Implications of Information Technology for Scientific Journal Publishing: A Literature Review. Special Report. 2003-06-00 89 National Science Foundation, Div. of Science Resources Statistics, 4201 Wilson Blvd., Suite 965, Arlington, VA 22230. Tel: 703- 292-8774; Fax: 703-292-9092; e-mail: srsweb@nsf.gov. N/A 2004 10/11/2004 22:38:12 RIEMAR2004

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No Ecology Environmental Influences Inquiry Science Activities Science Curriculum Science Instruction Secondary Education Student Research Water Treatment Trautmann, Nancy M. Krasny, Marianne E. Carlsen, William S. Cunningham, Christine M. Canning, Harry Carroll, Patricia Johnson, Mark Khandar, Alpa Olynciw, Elaina Kottler, Bennett Penningroth, Stephen Welman, Adam Guides - Classroom - Learner National Science Teachers Association, Arlington, VA. English This student guide is part of the Environmental Inquiry (EI) curriculum series developed at Cornell University to enable high school students to conduct authentic environmental science research. The goals of EI are for students to: (1) develop research skills; (2) use their newly acquired skills to conduct research projects of their own design, focusing on topics relevant to their local communities; (3) participate in communities of peer student scientists; and (4) enhance their understanding of scientific content and process. EI students experience the research process through which scientific understandings are formed and continually revised. Topics covered in this series include: (1) "Natural Forces of Decay and Renewal"; (2) "Harnessing Natural Decay"; (3) "Bioremediation: Using Microbes to Clean Up Contaminated Sites"; (4) "Identifying Decomposers"; (5) "Chemical Effects of Biodegration"; (6) "Composting and Landfilling"; (7) "Bioremediation"; (8) "Protocol Planning and Review Forms"; (9) "Ideas for Biodegradation Research"; (10) "Forms for Interactive Research"; (11) "Wastewater Treatment Design Challenge"; and (12) "Forms for Wastewater Treatment Design Challenge". (MVL) ED479310 Decay and Renewal. Student Edition. Cornell Scientific Inquiry Series. 2003-00-00 ISBN-0-87355-212-1 Students 146 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:27 RIEMAR2004 For Teacher Edition, see SE 068 285.

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No Ecology Environmental Influences Inquiry Science Activities Science Curriculum Science Instruction Secondary Education Student Research Water Treatment Trautmann, Nancy M. Krasny, Marianne E. Carlsen, William S. Cunningham, Christine M. Canning, Harry Carroll, Patricia Johnson, Mark Khandar, Alpa Olynciw, Elaina Kottler, Bennett Penningroth, Stephen Welman, Adam Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English This teacher guide is part of the Environmental Inquiry (EI) curriculum series developed at Cornell University to enable high school students to conduct authentic environmental science research. The goals of EI are for students to: (1) develop research skills; (2) use their newly acquired skills to conduct research projects of their own design, focusing on topics relevant to their local communities; (3) participate in communities of peer student scientists; and (4) enhance their understanding of scientific content and process. EI students experience the research process through which scientific understandings are formed and continually revised. Topics covered in this series include: (1) "Natural Forces of Decay and Renewal"; (2) "Harnessing Natural Decay"; (3) "Bioremediation: Using Microbes to Clean Up Contaminated Sites"; (4) "Identifying Decomposers"; (5) "Chemical Effects of Biodegration"; (6) "Composting and Landfilling"; (7) "Bioremediation"; (8) "Protocol Planning and Review Forms"; (9) "Ideas for Biodegradation Research"; (10) "Forms for Interactive Research"; (11) "Wastewater Treatment Design Challenge"; and (12) "Forms for Wastewater Treatment Design Challenge". (MVL) ED479311 Decay and Renewal. Teacher Edition. 2003-00-00 ISBN-0-87355-212-1 Practitioners Teachers 207 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:29 RIEMAR2004 Includes the full Student Edition. For Student Edition, see SE 068 285.

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No Hazardous Materials Laboratory Safety Middle Schools School Safety Science Activities Science Education Kwan, Terry Texley, Juliana Books Guides - Classroom - Teacher Reports - Descriptive National Science Teachers Association, Arlington, VA. English This book for middle school science teachers is the second in a series of three safety books intended to offer positive options as they raise awareness of potential hazards in the science classroom. The book is written in narrative style and discusses safety concepts in the context of commonplace situations in real classrooms. Topics covered include: (1) basic rules for a safer science classroom; (2) promoting safety for every student; (3) equipping the lab for safety; (4) essentials of safe storage; (5) handling living organisms; (6) safer teaching in chemistry; (7) adventures in earth and space science; (8) physical science ideas; (9) field trips; (10) a potpourri of safety tips; and (11) ultimate teacher responsibility for classroom situations. (MVL) ED479312 Inquiring Safely: A Guide for Middle School Teachers. 2003-00-00 ISBN-0-87355-201-6 Practitioners Teachers 181 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:31 RIEMAR2004

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No Elementary Secondary Education Evaluation Methods Evaluation Problems Science Instruction Atkin, J. Myron, Ed. Coffey, Janet E., Ed. Books Reports - Descriptive National Science Teachers Association, Arlington, VA. English The assessment that occurs each day in the science classroom is often overlooked amidst calls for accountability in education and renewed debates about external testing. Research points to the positive influence that improved, ongoing classroom assessment can have on learning. Documents that offer visions for science education such as the National Science Education Standards and materials associated with Project 2061 strongly echo that sentiment. This book provides essays on the theories behind the latest assessment techniques and theories. Chapters include: (1) "The Importance of Everyday Assessment" (Paul Black); (2) "Learning through Assessment: Assessment for Learning in the Science Classroom" (Anne Davies); (3) "Examining Students' Work" (Cary I. Sneider); (4) "Assessment of Inquiry" (Richard A. Duschl); (5) "Using Questioning to Assess and Foster Student Thinking" (Jim Minstrell and Emily van Zee); (6) "Involving Students in Assessment" (Janet E. Coffey); (7) "Reporting Progress to Parents and Others: Beyond Grades" (Mark Wilson and Kathleen Scalise); (8) "Working with Teachers in Assessment-Related Professional Development" (Mistilina Sato); (9) "Reconsidering Large-Scale Assessment to Heighten Its Relevance to Learning" (Lorrie A. Shepard); and (10) "Reflections on Assessment" (F. James Rutherford). (MVL) ED479313 Everyday Assessment in the Science Classroom. 2003-00-00 ISBN-0-87355-217-2 173 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:33 RIEMAR2004

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No Beginning Teachers Instructional Effectiveness Middle Schools Science Teachers Teacher Competencies Teaching Methods Teaching Skills Swango, C. Jill Steward, Sally Boles Books Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English This book was written especially for first year teachers of grades 6-8, but even veteran teachers can benefit from its multitude of ideas, examples, and tips for teaching science the way middle school students learn best. Topics include the basics of cooperative learning and assessment, discovering effective ways to help students strengthen writing skills, and learning the importance of modeling for early adolescents. Chapters include: (1) "Why Did We Write This Book?"; (2) "The First Day"; (3) "Best Practices"; (4) "Lab Set-Up and Safety"; (5) "Cooperative Learning and Assessment"; (6) "Writing for Science"; (7) "Adapting Labs and Troubleshooting"; (8) "Modeling and Demonstrations"; (9) "Metrics and Measurement"; (10) "Classroom Management"; (11) "Using Your Community Resources"; (12) "Teaming"; (13) "Substitute Teachers"; and (14) "The End?" (MVL) ED479314 Help! I'm Teaching Middle School Science. 2003-00-00 ISBN-0-87355-225-3 Practitioners Teachers 136 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:35 RIEMAR2004

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No Knowledge Base for Teaching Light Misconceptions Physics Science Activities Science Education Robertson, William C. Books Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English This book is designed to help teachers bolster their content knowledge by focusing on specific science concepts regarding the topic of light. The book covers three scientific models of light and discusses the observations that can be explained by each model. Chapters include: (1) "LightN-The Early Years"; (2) "Colorful Waves"; (3) "Focus, People, Focus"; (4) "Not-So-Cheap Sunglasses"; (5) "When Light Waves Collide"; (6) "All about Eyeballs"; and (7) "Fire the Photon Torpedoes, Mr. Sulu!" (MVL) ED479315 Light. Stop Faking It! Finally Understanding Science So You Can Teach It. 2003-00-00 ISBN-0-87355-21561 Practitioners Teachers 114 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/19/2004 22:45:37 RIEMAR2004

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Yes Adult Education Computer Mediated Communication Cross Cultural Training Developed Nations Educational Planning Foreign Countries Information Technology International Cooperation International Educational Exchange International Programs Occupational Mobility Online Courses Overseas Employment Partnerships in Education Postsecondary Education Telecommunications Vocational Education Work Experience Programs World Wide Web Valjus, Sonja Reports - Research Electronic Learning Finland Finland English An e-mail survey and interviews collected data on use of information and communications technology (ICT) in Finnish Leonardo da Vinci mobility projects from 2000-02. Findings showed that the most common ICT tools used were e-mail, digital tools, and the World Wide Web; ICT was used during all project phases; the most common problems concerned functioning, availability, or compatibility of equipment, and data protection issues; and big differences were found between material and human resources between partners regarding ICT use, presenting a great challenge to international ICT use. Case studies were conducted of nine exemplary mobility projects where ICT use was versatile and innovative. A model of types of virtual mobility was developed. These four types of virtual mobility were identified: increase organization's ICT expertise; support and develop realization of mobility projects; internationalize at home through virtual means of communication; and continue virtual cooperation. These five guidelines for successful ICT use in mobility projects were produced: start with needs, goals, and strategies of the mobility project and organization; identify resources of partner organizations; justify choice of ICT equipment; ensure beneficiaries have necessary skills and knowledge; and partner relations are important. (A tool to help in planning ICT use is appended.) (YLB) ED479316 Virtual Mobility in Reality: A Study of the Use of ICT in Finnish Leonardo da Vinci Mobility Projects. 2002-00-00 Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. 12 For full text: http://europa.eu.int/comm/education/programmes/leonardo/new/leona rdo2/studies/mobility.pdf. N/A 2004 2016-11-21

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Yes Acceleration (Education) Adult Education Adult Learning Adult Students Case Studies Educational Research Helping Relationship Higher Education Interviews Learning Strategies Peer Relationship Qualitative Research Socialization Stress Management Student Attitudes Student Educational Objectives Student Motivation Student Reaction Success Teacher Student Relationship Kasworm, Carol Reports - Research Speeches/Meeting Papers Identity Formation Situated Learning English A qualitative case study explored the adult learner experience of pursuing an applied management degree in an accelerated degree completion program at a liberal arts institution. These three areas of research informed this study: intensity and time involvement of course learning; collegiate-based, time-compressed, intensive course formats; and accelerated degree programs. Purposeful sampling was used to select 20 participants; data were collected onsite through taped interviews. Findings indicated that students in this accelerated adult degree program characterized their learning through these four key elements that influenced their experience: a supportive world of structure and components of the program; the quasi-family relationships with fellow students; the beliefs of a specific student identity for effective learning and successful completion; and paradoxical students' beliefs about their engagement in successful learning. The students identified these elements of the program that were proactive in keeping them in the program and pushing toward degree completion: handling the pressure of accelerated learning in an accelerated life; viewing themselves in relation to their social world; and understanding their sense of learning. (Contains 19 references.) (YLB) ED479317 A Case Study of Adult Learner Experiences of an Accelerated Degree Program. 2001-04-00 27 N/A 2004 2016-11-21

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Yes Access to Information Career Counseling Career Guidance Career Information Systems Computer Mediated Communication Computer Oriented Programs Counselor Attitudes Counselor Client Relationship Delivery Systems Educational Technology Electronic Mail Foreign Countries Information Technology Internet Occupational Surveys Professional Development Evangelista, Leonardo Reports - Research Online Counseling Computer Assisted Career Guidance Europe Impact Studies English An ongoing online survey is being conducted about how the Internet has changed career guidance for European career advisors and its impact in the following areas: (1) overall professional practice; (2) service to clients; (3) clients' development process and job searches; and (4) the services of individual organizations, including the delivery of those services. Of the 51 responses from career advisors between January 2002 and March 2003, 60% believe the Internet has had a high impact on their activities; 65% believe it has had a high to medium impact on their services to clients; 63% believe it has had a high to medium impact on the development and/or job searches of their clients; and 31% believe it has had a medium impact on the services offered by their organizations. Some of the ways in which the Internet has changed career guidance are as follows: it has increased the rapidity and amount of information available to practitioners; it had made colleagues and clients easier to contact; it can be used as a tool for professional development and training; and it can allow clients to search the web for what they need themselves. Respondents are quoted in English, Italian, and Portuguese. (MO) ED479318 How is the Internet Changing Careers Guidance? First Results of a Survey Amongst European Career Advisors. 2003-05-10 Counselors Practitioners 13 For full text: http://www.guidanceforum.net/pages/res_general/surveyresults.pdf. N/A 2004 2016-11-21

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No Correctional Rehabilitation Criminals Mental Disorders Mental Health Policy Formation Position Papers Opinion Papers Diversion (Judicial) National Mental Health Association, Alexandria, VA. English This position statement by the National Mental Health Association (NMHA) addresses the diversion of persons from the criminal justice system of all persons accused of crimes for whom voluntary mental health treatment is a reasonable alternative to the use of criminal sanctions. It states that the NMHA supports the long-term goal of a culturally competent community-based mental health system focused on consumer empowerment and quality of life, building on the strengths of persons affected by serious mental illness and aiming at their recovery in a manner that integrates them into the community. The statement includes sections on the rationale for this policy, types of jail diversion programs, and the implementation of effective diversion strategies. (Contains 12 references.) (GCP) ED479319 In Support of Maximum Diversion of Persons with Serious Mental Illness from the Criminal Sustice System. 2003-03-09 9 National Mental Health Association, 2001 N. Beauregard Street, 12th Floor, Alexandria, VA 22311. Tel: 800-969-6642 (Toll Free); Tel: 703-684-7722; Fax: 703-684-5968; Web site: http://www.nmha.org/. For full text: http://www.nmha.org/position/diversion.cfm. N/A 2004 2016-11-21

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Yes Cost Effectiveness Counseling Effectiveness Counseling Techniques Group Experience Group Therapy Individual Needs Individualized Programs Outcomes of Treatment Chambliss, Catherine Oxman, Elaine Reports - Descriptive Reports - Research English The group therapy context provides unparalleled opportunities for cost effective learning. However, within group meetings, therapists must strive to tailor psychological services to address the particular needs of individual patients. Creative means of customizing patients experiences within group are needed in order to address consumer needs appropriately, while simultaneously curbing costs. Staffing limitations mandate flexible use of group methods and enthusiastic adaptation of treatment methods originally developed for individual therapy delivery. Several strategies for customizing treatment within a cost-effective group context will be presented. (Author) ED479320 Customizing Group Therapy. 2003-00-00 Practitioners Counselors 16 N/A 2004 8/19/2004 22:45:49 RIEAPR2004 Based on a workshop presented at the June 2003 Pennsylvania Psychological Association Meeting.

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Yes Compensatory Education Data Collection Federal Legislation Federal Programs Longitudinal Studies Outcomes of Education Preschool Children Preschool Education Program Effectiveness Program Evaluation Reports - Evaluative Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. English This mandated report to Congress describes the background and purposes of a national study of Head Start impact, the progress of the study, current activities to conduct a field test and prepare for the main study, and the projected timeline for study completion. The report notes that in 2000, a contract was awarded to determine on a national basis--and using rigorous methods--how Head Start affects the school readiness of participating children as compared to nonenrolled children and to determine the conditions under which Head Start works best and for which children. The designated Head Start Impact Study is a longitudinal study involving 5,000 to 6,000 first-time enrolled 3- and 4-year-olds across approximately 75 nationally representative grantee/delegate agencies. Children will be randomly assigned to either a Head Start or a control group. A field test, initiated in 2001, runs parallel with the site recruitment for the main study to gain information on various measures and procedures. The sampling plan excludes children in Early Head Start, Migrant Head Start programs, and programs operated by Tribal organizations, as well as extremely new programs, programs severely out of compliance with program performance standards, and programs in "saturated" communities. Included in this report are descriptions of the sampling plan, field test, main study site recruitment plans, data collection plans, local study staff roles, the use of parental notification and written informed consent, and a timetable for the Head Start Impact Study. The report concludes by pointing out that Health and Human Services is pleased with the progress of study activities to date and remains committed to ensuring that the study remains on schedule and addresses the full set of legislative requirements. (KB) ED479321 National Head Start Impact Research: Report to Congress. 2002-06-00 15 Head Start Information and Publication Center, Order Fulfillment Department, P.O. Box 26417, Alexandria, VA 22313-0417. Tel: 703-683-2878; Fax: 703-683-5769; e-mail: puborder@headstartinfo.org; Web site: http://www.headstartinfo.org. For full text: http://www.acf.hhs.gov/programs/core/ongoing_research/hs/impact_reports.html. N/A 2004 2020-10-07

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Yes Case Studies Developmental Continuity Educational Practices Grade 8 Grouping (Instructional Purposes) Looping (Teachers) Middle School Students Middle School Teachers Middle Schools Parent Attitudes Student Adjustment Student Attitudes Teacher Attitudes Teacher Student Relationship Teaching Methods Kerr, Deborah Lynn Dissertations/Theses - Doctoral Dissertations Reports - Research English Looping, or multi-year teaching, is the pedagogical practice of allowing students and teachers to remain together for 2 or more years. This 2-year case study investigated looping practices and perceptions of looping among eighth-grade middle school students, teachers, and parents. Data from two middle schools were collected in the second year of looping through interviews with 12 students, 4 teachers, and 11 parents; surveys of 214 students, 9 teachers, and 75 parents; and videotapes of looping classrooms. Findings revealed that 80 percent of participants reported positive results from looping related to ease of transition into eighth grade, enhanced sense of knowing about the students' needs, better accountability, more sustained peer and teacher-student relationships, more effective curriculum planning, and enhanced parent involvement. Twenty percent of students and parents preferred having different teachers every year. Students believed they should have a choice about looping. (Ten appendices include interview and survey questions and a compilation of student survey responses. Contains 183 references.) (Author/KB) ED479322 "In the Loop" Responses about Looping at the Middle School Level as Seen through Different Lenses. 2002-04-00 233 N/A 2004 8/19/2004 22:45:55 RIEAPR2004 Doctor of Education, National-Louis University.

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Yes Attitude Change Camping Experiential Learning Land Use Natural Resources Outdoor Education Privacy Wilderness Simon, Mark Reports - Research Speeches/Meeting Papers Environmental Ethic Resource Management Solitude Wilderness Act 1964 English The 1964 Wilderness Act was legislated to protect and maintain a portion of the nation's remaining wild areas as they were during pre-settlement times. In part, the intent was to provide the opportunity for primitive forms of recreation in surroundings where wilderness can be experienced on its own terms. However, overuse and related resource degradation have resulted in the loss of the primeval character of many wilderness areas, decreasing the opportunity for solitude. Solitude is specifically mentioned in the Wilderness Act as a critical component of wilderness. A study explored the effects of wilderness experience programs (WEP) on feelings of purism, privacy, and tolerated encounters. Pre- and posttests were administered to 42 college students who participated in a short-term WEP (about 5 days) and 64 participants in a long-term WEP (10-plus days). Pretest data did not show a relationship between participant concern for solitude and the number of encounters participants would tolerate and still consider their trip a wilderness experience. However, posttest data indicated that following a field experience, participant concern for solitude was significantly related to unwillingness to tolerate encounters with others in the wilderness. These results suggest that WEPs emphasizing wilderness education may effectively influence course participants to become a more educated wildland user constituency and to support use limits and other resource protection measures. (TD) ED479323 The Influence of Selected Wilderness Experience Programs in Changing Participant Attitudes toward Wilderness Purism, Privacy, and Tolerated Encounters (a Pilot Study). 2003-01-00 11 N/A 2004 2016-11-21

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Yes Decision Making Educational Philosophy Group Behavior Leadership Qualities Leadership Training Outdoor Education Outdoor Leadership Planning Risk Management Safety Teaching Methods Tests Wagstaff, Mark Guides - Classroom - Teacher Speeches/Meeting Papers Wilderness Education Association English Paul Petzoldt, co-founder of the Wilderness Education Association (WEA), helped mold the profession of outdoor leadership as we know it today. After his death in 1999, numerous field journals, old speeches, and personal correspondence were salvaged in order to refresh, clarify, and preserve Petzoldt's philosophy and teaching methods. The information was presented in the form of a trivia quiz at the 2003 National WEA Conference. The quiz is presented here in its entirety. The 31 questions present key phrases and concepts that Petzoldt used when he trained outdoor leaders. For ease of interpretation, questions/concepts were placed under the topics of backcountry travel, decision making and judgment, environmental ethics, expedition behavior, general outdoor philosophy, safety, teaching methods, leadership, and certification. Readers of this quiz should keep in mind that the phrases and concepts were transformed into entertaining lessons through Petzoldt's charismatic ability to tell stories and engage learners. Anyone in the business of training outdoor leaders is encouraged to draw from the Petzoldt trivia quiz to teach these essential concepts. (TD) ED479324 The Paul Petzoldt Trivia Quiz: His Philosophy and Teaching Methods. 2003-01-00 Teachers Practitioners 9 N/A 2004 2016-11-21

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Yes Group Dynamics Higher Education Leadership Styles Leadership Training Measures (Individuals) Outdoor Leadership Self Evaluation (Individuals) Phipps, Maurice L. Phipps, Cynthia A. Reports - Descriptive Speeches/Meeting Papers Tests/Questionnaires Situational Leadership English The Expedition Leader Style Analysis (ELSA) is an inventory designed to measure leadership style adaptability and effectiveness in terms of the situational leadership model. Situational leadership arose from the Experiential Leadership Education model, which is used in business and management, by replacing management jargon and phrases with outdoor terminology. The key to the leader style selection in situational leadership is to assess the maturity or readiness of the followers, then choose a corresponding style from "telling,""selling,""participating," or "delegating." Situational leadership integrates both task and relationship components and corresponds well with group development theory, which makes it ideal for use with expeditions. The ELSA instrument, which is presented in its entirety, consists of 12 situations, each having 4 alternative decisions, representing the 4 different leadership styles used in situational leadership theory, telling, selling, participating, and delegating. The respondent is directed to select the most appropriate response for the four alternative choices. This selection results in scores in each of the different styles. The ELSA inventory enables students to see which of their leadership styles need practice and which need to be used less. In a training session, inventory results are good starting points for discussion about how to make the decision or what style to use by targeting the readiness of the group. The ELSA is valuable in educating outdoor leaders and can also be used to show changes in dominant and supporting styles after some practice. (TD) ED479325 Using the Expedition Leader Style Analysis. 2003-01-00 11 N/A 2004 2016-11-21

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No Child Development Child Health Drought Failure to Thrive Food Foreign Countries Infants Nutrition Poverty Preschool Children Rural Population Yamano, Takashi Alderman, Harold Christiaensen, Luc Reports - Research Ethiopia International Aid Ethiopia World Bank, Washington, DC. English Children that grow slowly experience poorer psychomotor development and tend to have delayed school enrollment and lower scores on cognitive tests. Rural households in developing countries often are unable to protect their consumption against temporary income shocks, such as droughts. Such income shocks have been shown to have negative effects on child growth. A common intervention to alleviate these effects is international food aid, but there has been limited research on the effect of food aid on child growth. Over the past decades, Ethiopia has experienced several droughts, but has also received massive amounts of food aid. Controlling for program placement, analysis of nationally representative household surveys from 1995-96 found that children aged 6-24 months experienced about 0.9 centimeter less growth over a 6-month period in communities where half the crop area was damaged, compared to those without crop damage. Food aid had a substantial effect on growth in this age group. Moreover, the total amount of food aid appeared to be sufficient to protect children against crop damage, an encouraging sign that food aid can act as an effective insurance mechanism, although its cost effectiveness needs further investigation. (Contains 34 references) (Author/SV) ED479326 Child Growth, Shocks, and Food Aid in Rural Ethiopia. World Bank Policy Research Working Paper. 2003-08-00 32 For full text: http://econ.worldbank.org/view.php?topic=12&type=5&id=29390. N/A 2004 2016-11-21

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No American Indian Culture Community Relations Cultural Maintenance Culture Conflict Epistemology Ethnography Experiential Learning Foreign Countries Indigenous Knowledge Indigenous Populations Learning Modalities Learning Processes Nonformal Education Social Environment World Views Stobart, Henry, Ed. Howard, Rosaleen, Ed. Books Collected Works - General Chile Ecuador Intergenerational Transmission Peru Bolivia Rituals Bolivia Chile Ecuador Peru English This book presents research into the ways in which Indigenous peoples of the Andes create, transmit, maintain, and transform their knowledge, and the related processes of teaching and learning. Most chapters are based on papers delivered at a round-table conference at the University of Cambridge (England) in 1996 and include contributions from researchers in anthropology, sociology, cultural studies, and linguistics in Ecuador, Peru, Bolivia, and northern Chile. Sections focus on multiple media in the creation and transmission of knowledge (social and linguistic contexts of knowledge, weaving, color perception, and music); knowledge and power (within the community and across cultures); and conflicting paradigms of knowledge (school-community relations, health knowledge, and agricultural knowledge). Following an introduction by Rosaleen Howard, Francoise Barbira-Freedman, and Henry Stobart, the chapters are: (1) "'Yachay': The 'Tragedia del fin de Atahuallpa' as Evidence of the Colonisation of Knowledge in the Andes" (Rosaleen Howard); (2) "Transmission of Knowledge through Textiles: Weaving and Learning How To Live" (Lindsey Crickmay); (3) "Coloured Knowledges: Colour Perception and the Dissemination of Knowledge in Isluga, Northern Chile" (Penny Dransart); (4) "Interlocking Realms: Knowing Music and Musical Knowing in the Bolivian Andes" (Henry Stobart); (5) "Coming to Power: Knowledge, Learning and Historic Pathways to Authority in a Bolivian Community" (Astvaldur Astvaldsson); (6) "Juggling Knowledge, Juggling Power: The Role of the Professional Indigenous Activist in San Pablo, Ecuador" (Janet Lloyd); (7) "Why Nazario Is Leaving School: Community Perspectives on Formal Schooling in Rural Bolivia" (Pedro Plaza Martinez); (8) "Local Knowledge in Health: The Case of Andean Midwifery" (Barbara Bradby); and (9) "Learning and Re-Learning How To Plant: The Impact of New Crops on the Spread and Control of New Agricultural Knowledge in the Ecuadorian Andes" (Nicole Bourque). (Contains references in each chapter and an index) (SV) ED479327 Knowledge and Learning in the Andes: Ethnographic Perspectives. Liverpool Latin American Studies, New Series 3. 2002-00-00 ISBN-0-85323-518-X 224 In the U.S.: International Specialized Book Services, 920 N.E. 58th Ave., Suite 100, Portland, OR 97213 ($18.95). Tel: 800-944-6190 (Toll Free); Web site: http://www.isbs.com. N/A 2004 2016-11-21

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Yes Active Learning Addition Basic Skills Grade 1 Mathematics Instruction Primary Education Teacher Researchers Fife, Britiney Michelle Dissertations/Theses - Masters Theses Reports - Research English One of the most important concepts in the first grade math curriculum is learning addition facts. In schools today, teachers use many different methods to teach addition and subtraction concepts and the memorization of basic facts. A new movement in education advocates using movement to aid in rote memory of facts. In this project the researcher compared the traditional flash cards with a movement activity to discover if active learning had any impact on the memorization of addition facts. During a six-week period, the researcher worked with 16 students in one first grade class. Using a random table of numbers, the researcher placed the students in two groups. The researcher used a repeated measure study. For this reason, no pre-test was used. The controlled treatment consisted of the children sitting at their desk while the researcher showed flash cards of 30 addition facts. The students would repeat the math fact seen on the card. The experimental treatment consisted of the children standing in a specific area and bouncing a hand sized rubber ball while repeating the 30 facts. After each treatment, the researcher tested the students. The results of the controlled tests and experimental tests were compared. To test the student's recall of the addition facts, a Mad Minute test was used. This was a company-made test, designed to assess student's instant recall of addition facts. The 30 facts tested on Mad Minute Test A13 were the same facts used in both the control and experimental methods. After analyzing the test results, the researcher concluded that the active method of learning had no significant effect on the memorization of addition facts. Therefore, the researcher retained the null hypothesis that there is no significant difference between the use of the traditional method and the use of an active method on students' ability to memorize addition facts, as measured by the Mad Minute test at the .05 level of significance. However, the researcher noticed the enthusiasm of children when participating in the experimental method and the unenthusiastic responses to the controlled method. The researcher suggested that more research should be done in this area to obtain definitive results on the subject of active learning of math facts in the classroom. (Author) ED479328 A Study of First Grade Children and Their Recall Memory When Using Active Learning in Mathematics. 2003-07-00 38 N/A 2004 8/19/2004 22:46:12 RIEAPR2004 Master of Arts, Johnson Bible College.

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Yes Grade 8 Interdisciplinary Approach Mathematics Education Middle Schools Multiple Intelligences Science Projects Scientific Concepts Cutshall, Lisa Christine Dissertations/Theses - Masters Theses Reports - Research English This research was conducted in an eastern Tennessee 8th grade science classroom with 99 students participating. The action research project attempted to examine an adolescent science student's integration of science concepts within a project-based setting using the multiple intelligence theory. In an effort to address the national science standards, in particular the "science for all" equity principle, a project-based assignment was designed that incorporated each student's natural or innate multiple intelligence. At the conclusion of each project-base unit, students were given an opportunity to express their integration of project material in one of eight ways based on an intelligence menu. The focus of this research as to study how middle school students integrate conceptual information in the area of science, and its relationship to unique diversity and multiple intelligence. The project-based approach allowed students to learn in personally diverse modalities using a linear or nonlinear fashion based on personal choice. A student's natural multiple intelligence, based on results from a Multiple Intelligence Developmental Assessment Scale (MIDAS) test, did not show evidence of better integration skills. However, upon analysis of results, significantly more students chose the spatial intelligence to represent integration. (Author) ED479329 The Effects of Student Multiple Intelligence Preference on Integration of Earth Science Concepts and Knowledge within a Middle Grades Science Classroom. 2003-07-00 47 N/A 2004 8/19/2004 22:46:15 RIEAPR2004 Master of Arts, Johnson Bible College.

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Yes Addition Elementary Education Grade 4 Mathematics Education Mental Computation Problem Solving O'Nan, Mindy Dissertations/Theses - Masters Theses Reports - Research English A teacher in a large suburban elementary school in East Tennessee found that her fourth grade students had poor number sense and relied almost solely upon algorithmic procedure to solve math problems. Therefore, mental math was difficult for these students, so the daily number talks method was employed to strengthen number sense. However, no research could be found to validate the efficacy of daily number talks. The purpose of this study was to determine if daily number talks would increase the number of methods a student could produce to solve a given mental math problem or the number of addition problems a child could correctly answer in two minutes, and if there was any relationship between the two. A two-fold pretest was individually administered to a class of twenty-two fourth graders. Students were first shown a two-digit addition problem and asked to solve it. Next, the researcher asked each child to explain how he/she solved the problem, and this was recorded as one strategy. The researcher then asked, "Can you think of another way to solve this problem?" and recorded each additional strategy until no more could be produced. Next, the student was given a set of flash cards containing two-digit addition problems, and the researcher recorded how many problems each child could correctly answer in two minutes. After the pretests were administered, there treatment period began. Before the math lesson each day, the teacher put a two-digit addition problem on the board. Students were given time to mentally compute the answers and then the children shared their strategies with the class. The treatment took about ten minutes each day over a period of six weeks. At the conclusion of the six-week treatment period, a posttest identical to the pre-test was given. A paired t-test was conducted on the data collected from the pretests and posttest. Statistically significant gains were found in both the number of strategies a child could produce and the number of problem a child could answer correctly. Tests were then performed to determine the correlation coefficient between the number of strategies a child could produce and the number of problems he could correctly answer in two minutes during both the pretest and the posttest. These tests produced no statistically significant difference. This research concluded that daily number talks effectively increase both the number of strategies available to a child and the speed with which that child can mentally calculate two-digit addition problems. However, the study concluded that there was no correlation between the number of strategies a student knew and the number of problems he could correctly answer on a timed test. (Author) ED479330 Daily Number Talks and the Development of Computational Strategies in Fourth Graders. 2003-07-00 42 N/A 2004 8/19/2004 22:46:17 RIEAPR2004 Master of Arts, Johnson Bible College.

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Yes Goodness of Fit Junior High School Students Junior High Schools Language Proficiency Language Tests Structural Equation Models Perkhounkova, Yelena Koehly, Laura M. Dunbar, Stephen B. Reports - Research Speeches/Meeting Papers Categorical Data Dimensionality (Tests) Iowa Tests of Basic Skills Latent Variables Iowa Tests of Basic Skills English This study was conducted to investigate the dimensionality of language tests by means of latent variable models for categorical data. It differs from previous studies by conducting the analysis at the level of the original items using the structural modeling approach of B. Muthen (1984) for dichotomous and ordered polytomous variables. In this approach, a multivariate regression model describes the relationship between a set of outcome variables, whether continuous, dichotomous, or ordered categorical, and a set of latent predictor variables. Data were test scores of the national sample of seventh and eighth graders who participated in the joint administration of Form 1 of Thinking about Language, a constructed response supplement to the Iowa Tests of Basic Skills (ITBS, and Form M of the ITBS and test scores of the national sample of seventh and eighth graders who participated in the ITBS fall 1992 national standardization of two ITBS forms. Fitting latent variable models to categorical data provides a direct means of assessing the extent to which conditional dependencies might exist among items with particular characteristics. The slightly better fit of the five latent variable model with one higher-order latent variable with paths to each first-order latent variable to all language tests in this study indicates the existence of some such dependencies unless latent variable models with content-specific dimensions are considered. This study advances the understanding of the dimensionality structures of different types of language tests and provides insights into using latent variable models for categorical data in the assessment of dimensionality. (Contains 4 tables and 15 references.) (SLD) ED479331 Modeling the Dimensions of Language Achievement with Categorical Data Methods. 2000-04-00 131 N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Grade Span Configuration Instructional Program Divisions State Programs Testing Programs Transfer Students Urban Schools Wren, Stephanie D. Reports - Research Transition Time Michigan Educational Assessment Program English The effect of grade span configuration (grouping of grades in schools) and school-to-school transition on student achievement was investigated. The Michigan Education Assessment Program test was used to collect data on the passing rate of students in 232 schools in a large urban inner city school district in the midwest. The results indicate that grade span configuration and school-to-school transition had significant positive and negative effects on student achievement respectively. The paper discusses implications for school districts. (Author) ED479332 The Effect of Grade Span Configuration and School-to-School Transition on Student Achievement. 2003-00-00 18 N/A 2004 2016-11-21

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Yes Block Scheduling Educational Change Followup Studies Secondary School Teachers Secondary Schools Teacher Attitudes Time Blocks Corley, Edward L. Reports - Research Speeches/Meeting Papers English This is a followup study of teacher perceptions regarding block scheduling. The original study was done in 1996 at a small city high school in a predominantly rural county in Ohio. At that time, lack of communication was found to be the central theme in the resistance that emerged. This paper is based on data from written responses to open-ended surveys sent to teachers who were there prior to the changeover and teachers new to the district in the past 3 years. It explores teacher attitudes near the end of the third year of implementation of block scheduling to see if teacher attitudes towards block scheduling changed. Findings show that while resistance had lessened, those who resisted strongly before are still resisting. Responses were received from 14 veteran and 2 new teachers. Most staff members show acceptance of the change, but are aware that certain issues, notably dealing with concerns for at-risk students, music, and foreign languages, have not been addressed. The lack of inservice support has resulted in many teachers still not changing the way they teach, which leads to a sense of disengagement among some segments of the student population, primarily those students at risk and those not college prep. Three appendixes contain the survey form and supplemental instruments. (Contains 1 figure and 13 references.) (SLD) ED479333 Block Scheduling: Three Years Later. 2001-10-00 31 N/A 2004 8/19/2004 22:46:26 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 26, 2001).

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Yes Item Bias Item Response Theory Simulation Test Items Luppescu, Stuart Reports - Research Speeches/Meeting Papers Hierarchical Linear Modeling Item Bias Detection Rasch Model Root Mean Square (Statistics) English This study compared the ability of hierarchical linear modeling (HLM) to detect differential item functioning (DIF) to standard DIF detection methods, such as Rasch difficulty difference. The big advantages to using HLM for DIF detection are that the person abilities so produced are adjusted for any DIF in the items, and the DIF can then be modeled as a function of other predictors at a lower level in the same analysis. Data were simulated, and 180 data sets were produced to compare DIF detection approaches. In most cases, the amount of root mean square error (rmse) for Rasch and HLM is similar, but consistent points of difference occur when the number of people is small and the proportion of people in the focal group is low. In that case, the HLM rmse is larger, and when the number of people is large, the size of the DIF is small, and the proportion of people in the focal group is small, the HLM rmse is smaller. The paper discusses reasons HLM can produce better estimates than conventional methods in some circumstances. (SLD) ED479334 DIF Detection in HLM. 2002-04-08 15 N/A 2004 2016-11-21

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Yes Academic Achievement Cultural Differences Culture Fair Tests Elementary Secondary Education High Stakes Tests Student Evaluation Test Use DeVillier, Paul Wayne Opinion Papers English This discussion of high stakes tests explores criticisms commonly made of the use of these tests and suggests some additional reasons educators and the public should not rely on high stakes tests as the single source of data about student achievement. The United States has no national educational policy on standards of knowledge. Each state is left to develop an individual curriculum, yet at the same time each state has to be accountable and show positive results to politicians at state and national levels to keep revenue flowing. National goals and standards have been proposed, but revenue has not come forth to make these goals a reality. It is easy to think that the numbers produced by standardized tests can answer accountability questions, but there are many reasons standardized tests should not be the single basis for educational decisions. This paper suggests four reasons beyond the commonly mentioned why high-stakes tests should not be used for a single purpose: (1) high-stakes tests reduce a childs rich and complex life to a collection of scores, percentiles, and grades; (2) such tests judge children without providing suggestions for improvement; (3) answers on high-stakes tests are final, without opportunities for revision; and (4) high-stakes tests discriminate against some students because of cultural backgrounds and individual learning styles. (Contains 37 endnotes.) (SLD) ED479335 High-Stakes Testing--Florida Comprehensive Assessment Test: A True Measure of Acquired Skills or a Political Ruse? 2003-06-15 14 N/A 2004 8/19/2004 22:46:31 RIEAPR2004

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No Alternative Assessment Bilingual Education Educational Assessment Elementary Secondary Education English (Second Language) Language Tests Limited English Speaking Minority Group Children Second Language Learning Student Evaluation Testing Urban Schools Antunez, Beth Reports - Descriptive Council of Great City Schools Council of the Great City Schools, Washington, DC. English This document attempts to clarify the issues surrounding the assessment of English language learners (ELLs) for school board members, administrators, teachers, parents, and community members in school districts that are members of the Council of the Great City Schools. These school districts enroll more than 30% of all ELLs in the United States. The report is the result of meetings of the bilingual education directors of the Council and the organization's Task Force on Bilingual Immigrant and Refugee Education. The document serves as a reference to the provisions of the federal No Child Left Behind Act that pertain to the assessment of ELLs. It provides profiles of available English language proficiency assessments, and provides information on native language assessment and accommodations available for ELLs taking the academic achievement tests in English. The report also summarizes current concerns about the validity and reliability of current ELL assessments. Recommendations are made for test developers, teachers, researchers, policymakers, state education agencies, and local education agencies. An appendix describes the Council of the Great City Schools. (Contains 3 tables and 10 references.) (SLD) ED479336 Assessing English Language Learners in the Great City Schools. 2003-03-00 23 Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org. N/A 2004 2016-11-21

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Yes Asian American Students Cultural Differences Educational Experience Elementary Secondary Education Ethnic Groups Personal Narratives Mehra, Beloo Reports - Research Speeches/Meeting Papers Identity Formation Identity (Psychological) Indian Americans English This paper presents a collection of narratives of ways in which cultural identities of Asian American parents and children interact with their experiences in U.S. schools. This qualitative study was designed to understand the complexities of the ways in which the unique cultural identities of Asian Indian children and their parents interact with school environments. Parents in four Indian American families in a Midwestern university town consented to participate, for a total of eight elementary school students. Semistructured and open-ended interviews were conducted with parents, children, and school personnel. The narrative approach allowed the emic voice of research participants to take center stage as the etic interpretation of the researcher is given. These first-person accounts show views of individual and collective identities in the public context of the school. Such accounts can be used in curriculum examination of race, ethnicity, and culture and can strengthen resistance against essentialist and reductionist portraits of ethnic groups. (Contains 23 references.) (SLD) ED479337 Recognizing, Respecting, and Representing: Three R's of Asian Indian Cultural Identity in American Schools. 2003-04-00 33 N/A 2004 2016-11-21

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No Access to Education Case Studies Continuing Education Delivery Systems Education Work Relationship Educational Environment Educational Practices Educational Principles Elementary Secondary Education Foreign Countries Learning Motivation Learning Processes Lifelong Learning Outcomes of Education Postsecondary Education Role of Education School Business Relationship School Community Relationship Social Change Teacher Student Relationship Longworth, Norman Books Opinion Papers Learning Society Impact Studies English This book presents key concepts in lifelong learning and case studies illustrating the impact of lifelong learning on schools throughout the world. The following are among the topics discussed in the book's 22 chapters: (1) the principle that learning is for the people; (2) educational decision making; (3) learning ownership and motivation; (4) lifelong learning tools and techniques; (5) the community as a resource for learning; (6) improving access to learning; (7) supporting people and learning throughout life; (8) assessing a lifelong learning world and taking failure out of the system; (9) skills, values, attitudes, and knowledge in the curriculum; (10) active citizenship and celebration of the learning condition; (11) partnerships and processes in creating learning environments; (12) activating and revitalizing learning by involving learners; (13) progressing from the age of education and training to a lifelong learning future; (14) the role of schools in lifelong learning; (15) school strategies and business plans; (16) continuous improvement in schools; (17) skills-based curricula; (18) the social curriculum; and (19) teachers, technology, and tools. Forty tables/figures are included. Profiles of the City-rings and the Palace project, which is designed to create active links between cities and regions globally, and the World Initiative on Lifelong Learning are appended. The bibliography lists 134 references. (MN) ED479338 Lifelong Learning in Action: Transforming Education in the 21st Century. 2003-00-00 ISBN-0-7494-4013-9 Administrators Practitioners Policymakers Teachers 194 Stylus Publishing, LLC, PO Box 605, Herndon, VA 20172-0605 ($29.95). Tel: 703-661-1581; Tel: 800-232-0223 (Toll Free); Fax: 703-661-1501; e-mail: Styluspub@aol.com; Web site: http://www.styluspub.com/index.html. N/A 2004 2016-11-21

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Yes Access to Education Articulation (Education) Change Strategies Cooperative Planning Economic Development Educational Development Educational Improvement Educational Objectives Educational Policy Educational Quality Foreign Countries Institutional Cooperation Job Training Lifelong Learning Policy Formation Postsecondary Education Strategic Planning Transfer of Training Transfer Programs Vocational Education Legal/Legislative/Regulatory Materials European Union European Union Commission of the European Communities, Brussels (Belgium). English This report describes policy cooperation in the Education and Training Area in the European Union (EU) in response to the Lisbon strategy and provides a comprehensive plan to respond to the challenges of the knowledge society, globalization, and the enlargement of the EU. It focuses on these three objectives: (1) improving the quality and effectiveness of education and training systems in the EU; (2) facilitating the access of all to education and training systems; and (3) opening up education and training systems to the wider world. (The following goals should be achieved in education and training by 2010: (1) Europe will be recognized as a world-wide reference for the quality and relevance of its systems and institutions; (2) systems in Europe will be compatible enough to allow citizens to move between them and to take advantage of their diversity; (3) holders of qualifications, knowledge, and skills acquired anywhere in the EU will be able to get them effectively validated throughout the Union for the purpose of career and further learning; (4) Europeans of all ages will have access to lifelong learning; and (5) Europe will be open to cooperation for mutual benefits with all other regions and should be the most-favored destination of students, scholars, and researchers from other world regions.) Includes a timetable to start follow-up work for objectives, a model to be used in the follow-up of quantitative indicators, and illustrative statistical data. (MO) ED479339 Detailed Work Programme on the Follow-Up of the Objectives of Education and Training Systems in Europe. 2002-03-00 Administrators Practitioners Policymakers 49 For full text: http://europa.eu.int/comm/education/doc/official/keydoc/2002/prog obj_en.pdf N/A 2004 2016-11-21

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Yes Adult Education Annotated Bibliographies Career Education Educational Resources Information Retrieval Information Seeking Information Sources Internet Libraries Listservs Resource Centers Search Engines Search Strategies Statistical Data User Needs (Information) Vocational Education Wagner, Judith O. ERIC Publications Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Finding statistics and materials on adult, career, and career-technical education can be a complex and time consuming task, so this brief includes a variety of resources designed to help searchers find information and also suggests specific actions searchers may take, including the following: (1) talking with colleagues about their search successes and failures; (2) participating in discussion groups; and (3) using Google to search with Boolean operators and proper use of quotation marks. An annotated bibliography listing 50 World Wide Web sites organized into categories adult education, adult literacy, career education, career and technical education, training, curriculum developers, publishers/distributors, resource centers/organizations, statistics, and journals constitutes approximately 80% of this document. Some of the recommended websites include links to full-text sites that include proceedings, teaching guides, newsletters, journals, lesson plans, directories, and glossaries. (MO) ED479340 Locating Statistics and Resources in Adult, Career, and Career-Technical Education. Practice Application Brief. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Academic Standards Articulation (Education) Career Information Systems Curriculum Development Demand Occupations Economic Climate Emerging Occupations Employment Opportunities Employment Patterns Employment Projections Information Dissemination Information Utilization Integrated Curriculum Labor Force Development Labor Market Occupational Information Policy Formation Postsecondary Education Supply and Demand Vocational Education Brown, Bettina Lankard ERIC Publications Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The use of up-to-date labor market information (LMI) provided by a variety of state, federal, and local agencies and organizations can help program planners and policy makers design effective career and technical education (CTE) programs to prepare students for occupations and careers in demand. LMI includes information about labor market conditions, employment trends, earnings in occupations, skill requirements, and education and training resources that offers insights about economic trends that have implications for employment. CTE program planners can use such LMI to ensure that they accomplish the following: develop occupational standards that reflect changing socioeconomic demands; ensure that CTE programs contain current and relevant workplace information; and facilitate individual career decision making. Four ways that program planners can use LMI to coordinate services, be cost effective, meet quality requirements, and show evidence of success are as follows: link academic and occupational skills standards to career development; use multiple sources of LMI; refer students to high-quality information resources; and link career information with assessment tools. (A bibliography listing 4 publications and 8 Word Wide Web sites constitutes approximately 20% of this document.) (MO) ED479341 Connecting CTE to Labor Market Information. Practice Application Brief. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adult Learning Adults Career Change Career Choice Career Development Career Guidance Career Planning Careers Education Work Relationship Employment Potential Futures (of Society) Labor Force Development Lifelong Learning Midlife Transitions Occupational Mobility Theory Practice Relationship Vocational Adjustment Vocational Maturity Kerka, Sandra ERIC Publications ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Although evidence for the existence of multiple careers is limited, the literature of career development, training, and human resource development has predicted that individuals will have many careers as well as jobs across the lifespan, and small-scale studies and trend analysis suggest that individuals may need to plan and prepare for different work roles, responsibilities, and opportunities throughout life. Moves to different career fields may be voluntary or involuntary, and the freedom to make multiple career choices and changes is subject to constraints. The Intelligent Career is a holistic model that views career as a dynamic process that involves these three ways of knowing: (1) knowing-why motivations, interests, values, aptitudes, and the personal meanings ascribed to work experience over time; (2) knowing-how the repertoire of an individuals' skills and expertise; and (3) knowing-whom relationships and networks of personal and work-related support. The evolutionary psychology model, which views career development as an adaptive challenge, also focuses upon selection, or the external forces that govern career opportunities. Among the lists of career management skills required to be prepared for multiple careers are these C.P. Williams identified from research on women in career transition: (1) inner resilience confidence, self-reliance, planfulness, initiative; (2) career enhancement knowledge, skills, interpersonal competence, flexibility, savvy; (3) quality of life balance, coping, self-care; and (4) the big picture awareness of opportunities, creativity, leadership. (A bibliography listing 12 publications and 3 World Wide Web sties constitutes approximately 20% of this document.) (MO) ED479342 Preparing for Multiple Careers. Practice Application Brief. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 8/19/2004 22:46:51 RIEAPR2004 ED-99-CO-0013

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Yes Curriculum Evaluation Ethical Instruction Evaluation Methods Higher Education Instructional Effectiveness Outcomes of Education Program Effectiveness Student Evaluation Chambliss, Catherine Information Analyses Tests/Questionnaires English In recent years, institutions of higher education have come under increasing pressure to integrate the formal teaching of ethics in their already unwieldy curricula. Evaluating a departments success in providing students with an appropriate introduction to ethical issues is important. Feedback about institutional effectiveness can help instructors work to improve their practices. Reviewing student portfolios consumes enormous time and energy, and in some educational contexts, it may be desirable to develop alternative assessment mechanisms which are more efficient. When departments are expected to track outcomes for large numbers of majors, for instance, it may be useful to have a standardized tool which can be administered en masse. Such instruments would be used to measure program effectiveness, rather than individual student outcomes. This paper presents such a survey instrument, for use with graduating psychology majors, which provides an index of whether students recognize the provision of coverage of various content related to ethics. (Contains 10 references.) (GCP) ED479343 Assessing the Teaching of Ethics in Psychology: A Sample Survey Instrument. 2003-00-00 11 N/A 2004 8/19/2004 22:46:53 RIEAPR2004

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Yes Conflict Resolution Counseling Techniques Educational Environment Empathy Intervention Perspective Taking Prosocial Behavior Kahn, Wallace J. Lawhorne, Catherine V. Information Analyses Reports - Descriptive English Empathy is a critical factor in maintaining peace, respect and civility in our schools. The experience of reciprocal affect and accurate perspective taking comprise the components of empathy and stimulate the motivation to ameliorate the condition of another. The cognitive, physiological and social development of empathy is described with consideration to factors impairing empathic development and expression. Remedial, preventative and promotional interventions that enhance empathy and prosocial behavior are described emphasizing their synergistic features. (Contains 88 references.) (Author) ED479344 Empathy: The Critical Factor in Conflict-Resolution and a Culture of Civility. 2003-08-00 31 N/A 2004 8/19/2004 22:46:56 RIEAPR2004

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Yes Cognitive Processes College Students Context Effect Correlation Educational Environment Foreign Countries High School Students Self Concept Self Esteem Social Psychology Yeung, Alexander Seeshing Information Analyses Reports - Research Speeches/Meeting Papers Academic Self Concept China Hong Kong China Hong Kong English Researchers have assumed that global self-esteem (often labeled as general self-concept), being a general aggregate of perceptions of the self, is content free. Recent research has, however, shown that responses to self-esteem survey items are influenced by the context in which the respondents are asked to make their responses--a chameleon effect. In 2 confirmatory factor analytic studies in an academic context, the relations between self-esteem responses that are more general and those that are more easily associated cognitively with academic work were examined together with school self-concept. Study 1 with high school students in China found that students did not differentiate between the hypothetical academic and nonacademic self-esteem constructs, and the correlation between self-esteem and school self-concept was high. Study 2 with college students found that students differentiated between academic and nonacademic self-esteem whereas academic self-esteem correlated more highly with school self-concept than did nonacademic self-esteem. Whereas self-esteem responses by high school students may be based highly on interpretations of the self-esteem items in terms of experiences in the school setting, responses to more general, context free items by more matured students with diverse life experiences may be less academic than those items that are more readily related to the academic context. (Contains 44 references and 3 tables.) (Author) ED479345 Global Self-Esteem: Cognitive Interpretation in an Academic Setting. 2003-07-00 15 Paper presented at the International Conference on Cognitive Science of the Australian Society for Cognitive Science (Sydney, July 2003). N/A 2004 2016-11-21

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Yes Behavior Problems Cognitive Ability Delinquency Educational Change Grade Repetition Intelligence Quotient Males Student Characteristics Sapp, Gary L. Abbott, Gypsy A. Information Analyses Reports - Research English School-related characteristics of 256 male juveniles under the jurisdiction of a Family Court system were examined by perusing court records and conducting individual interviews with the juveniles. Results indicated that most juveniles last attended eighth grade, more than 81% had failed at least once, and more than half had fought frequently at school. Assessment of cognitive ability using WISC-III and WAIS-R tests indicated that their Full Scales IQs fell in the Borderline to Low Average range, with less than 25% scoring in the average range. The significance of school-related characteristics is discussed and implications for school reform are articulated. (Contains 13 references and 5 tables.) (Author) ED479346 School-Related Characteristics of Male Juveniles. 2003-09-00 14 N/A 2004 8/19/2004 22:47:01 RIEAPR2004

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Yes Bond Issues Credit (Finance) Educational Facilities Educational Finance Elementary Secondary Education School Districts State Legislation State Programs Guides - General Missouri Missouri English In 1995, the Missouri Legislature adopted Senate Bill 301, which directs the Health and Educational Facilities Authority of the State of Missouri to assist school districts in the issuance of general obligation bonds. The law charges the Authority with developing guidelines for and administering two voluntary methods relating to the issuance of general obligation bonds by Missouri school districts (the Program). The Program should provide credit enhancement and help achieve the lowest possible borrowing costs and other favorable borrowing terms for Missouri school districts in need of educational facilities. This report presents: program considerations (basic program requirements and program credit considerations); certain considerations only as to pool financings; and certain considerations only as to conventional bond financings. The law requires that the Authority review the cost effectiveness of the Program and report to the Missouri General Assembly on the Program with recommendations as to the legislation by August 15 of each year. Four attachments include: the application for involvement in the Authority Program regarding the issuance of school district bonds; a direct deposit agreement; an operations procedures memorandum; and a termination of direct deposit agreement. (SM) ED479347 Guidelines for Program for the Issuance of General Obligation Bonds by Missouri School Districts. 2002-07-12 27 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Environmental Standards Pesticides Pests Physical Environment Physical Health Public Schools School Safety Guides - Non-Classroom Integrated Pest Management English This guide describes options for the Granville schools when dealing with pests. It is based on Integrated Pest Management (IPM), a philosophy that employs safe and practical pest control methods. The guide can be used to incorporate IPM philosophy into the school systems. The first section provides the environmental context for an interest in pesticide reduction, focusing on the risk pesticides pose to children's health. The next section assesses the current conditions at Granville schools (frequently encountered pest problems, methods used to combat them, and inspection of schools for possible behaviors and structural conditions leading to the problems). The next section suggests ways that IPM can be used, not just as a pest management tool, but also as an educational supplement. It discusses how IPM can be used in the classroom as a resource for learning. It goes on to provide a guide to IPM methods of pest management. It is tailored to address the specific pests of concern in the Granville schools. The final section proposes a policy statement for the Granville schools regarding pest management, and it provides a list of complementary sources of additional information for maintenance staff, teachers, parents, and students. (SM) ED479348 Bug Off: A Guide for Integrated Pest Management in Granville Schools. 2001-00-00 52 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Environmental Standards Pesticides Pests Physical Environment Public Schools School Safety Reports - Research Ohio Integrated Pest Management Ohio English In 2001, the Environmental Studies Senior Capstone Seminar class at Denison University helped the state of Ohio work to prevent harmful pesticide use in schools. In cooperation with Ohio State University's Integrated Pest Management (IPM) in Schools Program, Denison conducted a statewide survey of school districts to determine current pest management strategies. The 42-item survey asked about school location, fiscal data, and demographics; general practices regarding pest management; pests encountered; and specific practices. The survey was mailed to 595 of Ohio's 607 public school districts, and 213 useable surveys were returned. Results indicated that the per pupil expenditure on pest management ranged from $0.08-$22.73. Most districts spent less than $3 per student per year. Most schools sprayed pesticides at least monthly, relied on the advice of professionals, and provided few warnings when pesticides were applied. Schools were relatively careless about the times they applied pesticides. Few schools used preventive measures for pest control. Some very toxic chemicals were used for nuisance pests. Only about half of the respondents felt their pest management efforts were effective, despite intense use of pesticides and involvement of professionals. Satisfaction with pest control methods was higher among schools utilizing elements of IPM. The survey and survey responses are appended. (Contains 15 references.) (SM) ED479349 The Ohio Schools Pest Management Survey: A Final Report. 2001-00-00 57 N/A 2004 2016-11-21

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Yes Action Research Administrator Attitudes Case Studies Educational Change Educational Innovation Elementary Education Focus Groups Interviews Mixed Age Grouping Parent Attitudes Program Descriptions Qualitative Research School Schedules State Programs Teacher Attitudes Year Round Schools Morris, Roger N. Reports - Evaluative Document Analysis Virginia Virginia English Noting that the growing popularity of year-round schools (extended calendar without increasing the number of school days) has coincided with an increase in school accountability, this report provides a descriptive case study on one year-round school located within a large elementary school district in central Virginia. An optional year-round school for grades K through 5 was implemented with multiage grouping during the 2001-2002 school year. This study examined the perspectives of parents, students, teachers, and administrators on the year-round school. Data collection methods included historical document analysis, open-ended interviews with stakeholders, and focus group discussion. Seven parents and three administrators were interviewed, and four teachers participated in a focus group discussion. Findings revealed that participants were positive about the year-round school and suggested changes that included revising intersessions, changing the multiage grouping component, and improving communication between the school and parents. Participants focused on continuity of education as a major reason for participating in the year-round school. The impact of the multiage grouping was identified by administrators and parents as being as important as the year-round calendar. (Contains 44 references.) (KB) ED479350 A Case Study on the Perspectives of an Optional K-5 Year-Round/Multi-Age Program in Virginia. 2002-08-00 Policymakers 17 N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Education Family School Relationship Outreach Programs Parent Participation Parent Student Relationship Program Descriptions Program Implementation Boileau, Penny L. Reports - Descriptive English Discovering the value of after-school programs to school improvement initiatives and student achievement, one school district implemented a parent involvement component. Goals identified for the program were: to provide opportunities for parents and school staff to work as partners, and to share information about parent involvement and assets to increase student positive behavior and academic achievement. The "Family Night Out" program began with the kindergarten classes. Families were invited to participate at the school their child attended. Each classroom of kindergarten families met in separate sessions with the teacher, guidance counselor, and principal. A family meal was provided, as was child care for siblings. Parents met after the meal to learn about and share information on ways to build assets with their children, in their homes, and in school. The kindergartners met with an instructor and engaged in activities similar to the parent sessions so family members could discuss session topics at home. Six "nights" were held for each kindergarten class, with topics ranging from rules/consequences, safety, and positive and negative influences, to gifts parents give their children that do not cost money, and family celebrations. The cost of the "Family Night Out" program was covered by grant monies. Since the program's inception in 1995, grade levels have been added each year, and the program currently reaches K-8 students and their families. In evaluation comments, parents stated they were very pleased with the program overall and were glad they had a chance to participate. (HTH) ED479351 Family Night Out: An After School Program. 2003-08-00 7 N/A 2004 8/19/2004 22:47:14 RIEAPR2004

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Yes Budgeting Mental Health Mental Health Programs Policy Formation Program Evaluation Retrenchment State Agencies State Programs Reports - Descriptive Medicaid National Mental Health Association, Alexandria, VA. English As states confront budget shortfalls, investment in mental health services faces the chopping block. Almost every state has instituted cost containment strategies in its Medicaid programs and state policymakers have begun to cut services for people with mental health treatment needs. The first part of this report presents research on state cuts to mental health funding and state Medicaid agency reports on mental health spending. Part two of the assessment allowed policymakers, advocates, and the media to evaluate state choices around mental health policy. In particular, this section evaluates whether state policymakers have taken the opportunity to reduce discrimination against people with mental health problems and promote access to community-based mental health services and newer, more effective medications. Part three identifies additional key issues advocates, consumers, family members, and other stakeholders can use to guide strategy sessions with policymakers about mental health services in their states and discussions with other mental health stakeholders and the media. (GCP) ED479352 Can't Make the Grade: NMHA State Mental Health Assessment Project. 2003-01-00 Policymakers Community Practitioners 32 National Mental Health Association, 2001 N. Beauregard Street, 12th Floor, Alexandria, VA 22311. Tel: 800-969-6642 (Toll Free); Tel: 703-684-7722; Fax: 703-684-5968; Web site: http://www.nmha.org/. For full text: http://www.nmha.org/cantmakethegrade/report.pdf. N/A 2004 2016-11-21

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Yes Attribution Theory Counseling Theories Feedback Motivation Performance Theory Practice Relationship Schunk, Dale H. Information Analyses ERIC Publications ERIC Digests in Full Text ERIC Digests Effort ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Much motivational research has examined the role of attributions of perceived causes of outcomes. Attributions are important because theory and research show that attributions have differential effects on motivation. There are many different attributions; for example, ability, effort, task ease/difficulty, luck, strategy use, help from others, environmental conditions. Of all attributions, none has been studied more than effort. Effort is a commonly used attribution and also highly valued by parents, teachers, counselors, coaches, and employers. This article addresses the effects of effort attributional feedback on motivation and performance. Effort attributional feedback is oral or written feedback by others that links performance outcomes with effort. By understanding the role of effort attributional feedback, parents and practitioners will be able to work with students and clients to help them develop beliefs that facilitate motivation and performance. (Contains 13 references.) (Author) ED479353 Try Harder? Motivational Effects of Effort Attributional Feedback. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Parents Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6170. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu. For full text: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Counseling Techniques Ethnic Stereotypes Multiracial Persons Public Schools Racial Factors School Counseling School Counselors Student Needs Harris, Henry L. Information Analyses ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Multiracial individuals represent an expanding population of Americas diverse society. Results from Census 2000 showed that of the total 281.4 million people in the United States, 6.8 million of the population indicated their background consisted of more than just one race. Nearly 3 million of respondents within the two or more races population were under the age of 18, and it is safe to assume that many are students in the public school system. This digest provides school counselors with basic information necessary to gain a better understanding of students from multiracial backgrounds. It also will address stereotypes commonly associated with multiracial students, their unique needs, and how school counselors can better respond to this growing population. (Contains 13 references.) (GCP) ED479354 Multiracial Students: What School Counselors Need To Know. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6170. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu. For full text: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Academic Failure Administrator Role Counseling Techniques Counselor Role Emotional Response Outcomes of Education Teacher Role Test Anxiety Testing Underachievement Harris, Henry L. Coy, Doris R. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English One of the most threatening events that causes anxiety in students today is testing. When students develop an extreme fear of performing poorly on an examination, they experience test anxiety. Test anxiety is a major factor contributing to a variety of negative outcomes including psychological distress, academic underachievement, academic failure, and insecurity. Many students have the cognitive ability to do well on exams but may not do so because of high levels of test anxiety. Because of the societal emphasis placed on testing, this could potentially limit their educational and vocational opportunities. This digest highlights characteristics of test anxiety and provides suggestions for administrators, teachers, and school counselors to help students overcome test anxiety. (GCP) ED479355 Helping Students Cope with Test Anxiety. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6170. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu. For full text: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Consultants Early Intervention Feedback Foreign Countries Mental Health Models Prevention Program Effectiveness Program Implementation Resource Materials Reports - Evaluative Australia Australia English This report provides a description of a national consultation that was undertaken in 2001-2002 to provide feedback on two companion national policy documents: "National Action Plan for Promotion, Prevention and Early Intervention for Mental Health 2000" and "Promotion, Prevention and Early Intervention for Mental Health: A Monograph," and to examine progress in promotion, prevention and early intervention (PPEI) for mental health. The report describes both the consultation model utilized and the feedback generated by the consultation. There was overall support for the PPEI documents, and the structure and content of Action Plan 2000 was reported to be user-friendly and accessible. Although less accessible to the majority of people, Monograph 2000 was a valuable background and reference document. The documents were currently being implemented widely in a variety of contexts, including child and adolescent services, life promotion, health promotion, government policy, and suicide prevention service planning. Despite the overwhelmingly positive feedback regarding Action Plan 2000 and Monograph 2000, there was a clear need for information to be presented in other formats that were accessible to a wider audience. The consultation strategy was effective in achieving the following outcomes: raised awareness; generated useful feedback on the documents; enhanced ownership at the local level; strengthened existing networks and partnerships and thereby enhancing capacity for implementation; and identified key issues for implementation. (GCP) ED479356 Promotion, Prevention and Early Intervention for Mental Health: National Consultation. 2003-00-00 ISBN-0-9577915-8-5 51 Auseinet, C/- CAMHS, Flinders Medical Centre, Bedford Park, South Australia, 5042 (ISBN-0-9577915-8-5). E-mail: auseinet@flinders.edu.au; Web site: http://www.auseinet.com. N/A 2004 2016-11-21

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No Academic Achievement Aptitude Character Education Counseling Techniques Counselor Role Cultural Pluralism Daily Living Skills Educational Environment Emotional Intelligence Improvement Programs Models School Counseling School Counselors School Safety Student Development Student Empowerment Terrorism Violence Radd, Tommie R. Books Guides - Non-Classroom English This book is a guide for teachers, counselors, administrators, and other helping professionals. The focus of the book is to provide an innovative approach to education that develops students' spirit, purpose, and potential. The author shows educators how to: create inviting schools that foster maximum student success; turn classrooms into life labs in which students learn and apply critical life skills; address urgent issues such as school achievement and school violence with strategies that work; and put this plan to work in preparing students to meet the challenges of the 21st century. This is accomplished by discussing: 24 concerns facing students and education today, including academic achievement, multicultural understanding, school improvement, school-to-career, safe schools, drug-free schools, character education, emotional intelligence, and challenges for the global community such as terrorism and other trauma; essential elements to consider to address these concerns; models based on the essential elements; and visual formulas and discussion of solutions for the 24 concerns based on the models. (GCP) ED479357 Teaching and Counseling for Today's World, Pre-K-12 and Beyond. 2003-00-00 ISBN-1-878317-48-2 Practitioners 211 Grow with Guidance, 10808 Larimore Ave., Omaha, NE 68164 (ISBN-1-878317-48-2, $14.95). Web site: http://www.allsucceed.com/. N/A 2004 8/19/2004 22:47:29 RIEAPR2004

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Yes Critical Thinking Educational Strategies Experiential Learning Journal Writing Student Development Teacher Student Relationship Writing Assignments Writing Skills Dyment, Janet E. O'Connell, Timothy S. ERIC Publications ERIC Digests in Full Text ERIC Digests Reflective Thinking ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This digest explores the literature related to journal writing from various disciplines, including psychology, language studies, outdoor education, and experiential education. Although journal writing has been around since ancient times, it was not until the early 1960s that it flourished as a learning tool. Instructors from a wide range of disciplines use journal writing in various contexts. Outdoor educators use journal writing to assist students in deepening their observations about their surroundings, and experiential educators use it to facilitate reflection. Journal writing helps students construct their own knowledge and develop creativity, writing skills, critical thinking, and observation skills. Problems with journal writing include: overuse, students writing to please the teacher, purely descriptive writing, and socially inappropriate uses of journals. Recommendations for educators who want to use journals focus on offering feedback and workshops to improve journal writing skills, recognizing students' varying interests in and perceptions of journal writing, setting aside semi-structured time for journal writing, modeling good journal writing behavior, exploring multiple ways of evaluating journals, establishing a trusting relationship between journal writer and reader, and coordinating journal writing assignments with other instructors. (Contains 19 references) (TD) ED479358 Journal Writing in Experiential Education: Possibilities, Problems, and Recommendations. ERIC Digest. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 4 N/A 2004 2016-11-21

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No Decision Making Elementary Secondary Education Group Experience Guidance Programs Perspective Taking Problem Solving School Counseling School Counselors Self Concept Self Control Radd, Tommie R. Guides - Non-Classroom English These guidebooks present classroom and small group activities for Pre-K-12 and beyond. Volume I includes over 250 activities and activity sheets (where appropriate) in the strand areas of Self and Decision Making/Problem Solving. Volume II includes over 250 activities and activity sheets (where appropriate) in the strand areas of Other Awareness, Self-Control, and Group Cooperation. Both volumes are designed for use in areas of the school educational and counseling programs and may be supplements for developmental guidance and counseling programs. (GCP) ED479359 Classroom and Small Group Activities for Teachers, Counselors, and Other Helping Professionals Pre-K-12 and Beyond, Volumes 1 and 2. 2003-00-00 ISBN-1-878317-458 Practitioners 659 Grow with Guidance, 10808 Larimore Ave., Omaha, NE 68164 (Volume 1: ISBN-1-878317-45-8; Volume 2: ISBN-1-878317-46-6, $54 for both volumes). Web site: http://www.allsucceed.com/. N/A 2004 8/19/2004 22:47:34 RIEAPR2004

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Yes Citizen Participation Community Involvement Community Support Mass Media Role Outcomes of Treatment Public Health Public Service Rehabilitation Counseling Substance Abuse Guides - Non-Classroom Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. English The Recovery Month observance highlights the societal benefits of substance abuse treatment, lauds the contributions of treatment providers, and promotes the message that recovery from substance abuse in all its forms is possible. The observance also encourages citizens to take action to help expand and improve the availability of effective substance abuse treatment for those in need. Each year a new theme, or emphasis is selected for the observance. This year's theme, "Join the Voices for Recovery: Celebrating Health," is intended to focus national attention on the problem of co-occurring and co-existing disorders that further complicate treatment and recovery. Parents and families, schools and the education community, health and wellness professionals, health insurers, justice and child welfare systems, community-based and service organizations, and employers can used the enclosed materials to help spread the word that treatment is effective and recovery is possible. This kit contains information on the many benefits of treatment including less crime, more productive schools and workplaces, and savings to the health care system. In addition, this kit includes information and resources that can be used to reach out to local media. Additional resources include a directory of federal agencies and resources, and a single state agency directory. (GCP) ED479360 Join the Voices for Recovery: Celebrating Health: National Alcohol & Drug Addiction Recovery Month. 2003-09-00 132 For full text: http://www.recoverymonth.gov/. N/A 2004 2020-11-23

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Yes Administrator Attitudes Elementary Secondary Education Politics of Education Principals Racial Composition Rural Schools School District Size School Districts Superintendents Teacher Selection Traditionalism Values Little, Paula S. Miller, Stephen K. Reports - Research Speeches/Meeting Papers Kentucky Rural Culture Kentucky English A study examined the extent to which demographic factors predict rural values in Kentucky public school district hiring officials. Among the demographic factors considered were school district metropolitan classification, school district size, community racial composition, decision makers' position in the organizational hierarchy, and decision makers' background. Rural values were identified as community centrism, traditionalism, primary group preferences, and social conservatism. Surveys were conducted with 214 Kentucky school district superintendents and principals, of whom 77 percent were from nonmetropolitan districts, 64 percent were from small districts, and 75 percent were from racially homogeneous communities. Findings indicate that in each case, individuals who were in rural areas, had rural backgrounds, were from small, racially homogeneous school districts, and held a superintendency were more likely to possess rural values than their demographic counterparts. Moreover, individuals who fit each of the rural profiles were more likely to harbor rural values than individuals who fit only some of the categories. In fact, it seems that the combination of the variables, as much as any singular factor, contributed to the values formation. Implications are discussed for the person-organization fit model of influences on teacher hiring decisions. (Contains 56 references) (TD) ED479361 School District Personnel Selection Practices: Exploring the Effects of Demographic Factors on Rural Values within a Person-Organization Fit Model. 2003-04-00 42 N/A 2004 2016-11-21

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Yes College Attendance College Preparation College School Cooperation Community Colleges Disadvantaged Educational Attainment Educational Needs Elementary Secondary Education Family Involvement Higher Education Hispanic American Students Partnerships in Education Underachievement Segura, Denise A. Reports - Descriptive Speeches/Meeting Papers Latinos English This paper provides an overview of demographic and educational attainment data on Latinos in Ventura County, California, and describes an ongoing initiative to increase Latino college attendance through improved K-12 preparation and family involvement. In both its urban and rural areas, Ventura County harbors large Latino populations who are predominantly Spanish-speaking and poor and who have low rates of high school graduation and college attendance. The county's community colleges provide a "second chance" for students to gain access to California's 4-year university systems. Data are presented on the educational "pipeline" schools in the service areas of Ventura College and Oxnard College, including overall and Latino enrollment, percentage of students receiving free or reduced-price lunch, percentage limited-English-speaking, student enrollment in advanced math and science courses, graduation rates, percentage of graduates eligible to enter California universities, and transfers from community colleges to universities. The program "ENLACE y Avance" aims to improve Latino achievement in selected areas of the county by strengthening several foundations of academic success. Strategies include: intensive outreach efforts to enhance family involvement and parent empowerment, with the aim of drawing on the strengths of Latino family structure and social capital. At the same time, educators, parents, and community activists are working to coordinate existing educational best practices for the benefit of underachieving Latino students. (SV) ED479362 Latinos and Education in Ventura County. 2002-04-00 Kellogg Foundation, Battle Creek, MI. 21 N/A 2004 2016-11-21

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No Higher Education Interdisciplinary Approach Professional Development Science Instruction Secondary School Teachers Summer Programs Teacher Education Teacher Improvement Technology Hatton, Mary E. Abegg, Gerald Reports - Research Speeches/Meeting Papers English This study documents the type of support and professional growth science teachers gained as they implemented technologies from summer institutes. Teachers and staff maintained communication after the program through a telecommunications network. This study involved 91 high school science teachers from across the country who participated in an NSF funded science program. A two week institute introduced content about "patterns in nature," an interdisciplinary approach to science, with an emphasis on various technologies: computer simulations, data collection and analysis software, alternative assessment programs (Audet, et al., 1996); and understanding the role of telecommunications in the teaching of science. Teachers interacted with program staff and fellow participants prior to and following the workshop through a commercial telecommunications network. Teachers most frequently initiated topics relating to technology. Observations from teacher dialogue indicated that teachers required individual staff support through email, but also engaged in sharing technology resources and classroom experiences with colleagues and staff, and reflected about their teaching in public areas of the network. This telecommunications network created a professional context comparable to collegial environments and other current models of professional development. (Author) ED479363 Telecommunications as a Context for Supporting Science Teachers Implementing Technology in the Classroom. 1999-03-29 20 N/A 2004 8/19/2004 22:47:45 RIEAPR2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March 29, 1999).

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No Elementary Education Inquiry Learning Processes Science Instruction Science Process Skills Skill Development Teaching Methods Hatton, Mary Guides - Classroom - Teacher Opinion Papers English In order for students to experience science as scientists do, they must learn the skills of inquiry. This paper examines inquiry as a way of learning science and presents strategies to promote inquiry in teaching science. A model of progression of inquiry skills from grades K-2 to 3-5 is presented and the skills are aligned with the Massachusetts Science and Technology Frameworks. Several strategies, including mystery boxes, discrepant events, and use of the learning cycle to promote inquiry based on personal experiences, are discussed. (Author/SOE) ED479364 Weaving Inquiry into Your Science Curriculum. 2000-11-08 Practitioners Teachers 24 N/A 2004 8/19/2004 22:47:47 RIEAPR2004

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Yes Educational Change Educational Policy Elementary Secondary Education Federal Legislation Literature Reviews School Choice School Districts Kim, Jimmy Sunderman, Gail L. Reports - Research Speeches/Meeting Papers Buffalo Public Schools NY DeKalb School District GA No Child Left Behind Act 2001 Richmond Public Schools VA No Child Left Behind Act 2001 English This paper focuses on the first-year implementation of the choice provisions of the No Child Left Behind (NCLB) Act in Buffalo, New York, DeKalb County, Georgia, and Richmond, Virginia. After an analysis of the assumptions underlying school choice and the relevant research literature, the study addressed four research questions motivated by NCLBs choice policies, including: (1) how schools were identified for improvement; (2) how districts designed their choice policies; (3) the kinds of implementation challenges districts faced in complying with federal requirements; and (4) whether districts are giving students in improvement schools opportunities to transfer to higher-performing schools. Data from a variety of sources, including school district documents, were used to investigate these questions. Findings suggest that the quality of school choice options will depend on the policies enacted by district policymakers. The implications of these findings are discussed in relation to the design of choice policies at the school district level, and some suggestions are provided for further research. (Contains 2 tables, 5 figures, and 25 references.) (SLD) ED479365 Findings from the First Phase of School Choice Implementation in Three Districts: Buffalo, New York, Richmond, Virginia, DeKalb County, Georgia. 2003-00-00 26 N/A 2004 2016-11-21

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Yes Educational Change Educational Improvement Elementary Secondary Education Federal Government Federal State Relationship Government Role State Government Sunderman, Gail L. Information Analyses Speeches/Meeting Papers Reform Efforts No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This paper focuses on the status of federal-state relationships during the first year of implementing the No Child Left Behind Act (NCLB). It begins with a discussion of the literature on federal-state relations and the role of the federal government in that system. It then compares NCLB to its predecessor, pointing out where the two laws diverge and how they differ in enforcement mechanisms. In the third section, the paper explores the Bush administrations concept of federalism and the factors that are guiding its decisions in education. The fourth section analyzes how federal and state policies interact, focusing on how they conflict or reinforce each other. The paper concludes with a discussion of the implications for the future of NCLB and suggestions for future research. The NCLB has required many changes that states may not be prepared to implement. States may not have the assessments they need or the data management systems in place to handle the data requirements. To implement the changes required by the NCLB will require political support from state and local officials, coordination and cooperation across all levels of government, local buy-in, and professional and technical expertise to interpret, administer, and manage the new programs and data systems. However, the political support and professional expertise needed to carry out these requirements varies widely across the states. (Contains 4 tables and 34 references.) (SLD) ED479366 Implementing a Major Educational Reform. No Child Left Behind and Federal-State Relationships: First Impressions. 2003-04-21 27 N/A 2004 2016-11-21

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Yes College Students Electronic Mail Higher Education Nonparametric Statistics Research Methodology Teaching Methods Anderson, Jonathan W. Diddams, Margaret Reports - Research Speeches/Meeting Papers Instrumental Values English Nonparametric statistics are often difficult to teach in introduction to statistics courses because of the lack of real-world examples. This study demonstrated how teachers can use differences in the rankings and ratings of undergraduate and graduate values to discuss: (1) ipsative and normative scaling; (2) uses of the Mann-Whitney U-test; and (3) the importance of statistical significance, protected t-tests, and effect sizes. Participants were 32 junior and senior undergraduates in a research methodology course and 29 first and second year doctoral students in an introduction to statistics course. They received an e-mail workbook that contained 20 instrumental values and were asked to rate them using a 5-point Likert-type scale. They also rated the importance of the values in their own lives and then returned the completed spreadsheets to the professor, who prepared the data for students to use in class to analyze the results of normative and ipsative data. Students were exposed to ordinal, ipsative scaling and the theoretical reasoning for its appropriateness. Students also saw how a combined data file is assembled. (Contains 1 table and 10 references.) (SLD) ED479367 Teaching Nonparametric Statistics Using Student Instrumental Values. 2003-08-00 10 N/A 2004 2016-11-21

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Yes Action Research College Faculty Educational Innovation Higher Education Mathematics Teachers Science Teachers Scoring Rubrics Teacher Educators Raudenheimer, Carol Dianne Reports - Research Speeches/Meeting Papers English This study examined approaches to action research held by science, education, and mathematics faculty and how they convert ideas to action research proposals and plan to gather and analyze their research data. The study also described some of the research outcomes of successful action research projects. Rubrics were used on a diverse set of products and processes involved in the action research project by faculty teams at 53 universities. These teams were participating in NASA Opportunities for Visionary Academics (NOVA), a project aimed at improving science education at U.S. universities. The development of the rubric allowed quantification of approaches across research proposals. Further documentary analysis was conducted on course change proposals by developing a matrix that noted: (1) the conception of action research articulated; (2) research questions or research focus; (3) research design; (4) proposed data collection methods; (5) proposed data sources; (6) proposed instrumentation; and (7) proposed data analysis. Final outcome reports and conference presentations of 16 action research projects were also analyzed. Data obtained from site visits to 20 of the institutions were used to triangulate the findings. It was found that action research projects have produced a wealth of information about successful innovation in undergraduate courses, although many faculty are still novices in the implementation of action research projects. The majority used quantitative approaches over quality designs. The outcome of these action research efforts has shown significant gains in student learning, as well as in faculty professional development, although the latter was less of a focus in the cases analyzed. Observational data undertaken during site evaluation visits support the idea that faculty shifted their practices away from traditional didactic lessons, and that action research facilitated this process. An appendix contains a sample scoring rubric. (Contains 37 references.) (SLD) ED479368 Faculty Conceptions and Practices of Action Research in the NOVA Program. 2003-04-00 National Aeronautics and Space Administration, Washington, DC. 20 N/A 2004 8/19/2004 22:47:57 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Students Computer Literacy Higher Education Student Evaluation Test Construction Cardell, Cheryl D. Nickel, Patricia M. Reports - Descriptive Speeches/Meeting Papers English This paper describes the approach of the University of Texas at Arlington (UTA) to ensuring that all students have basic competence in computer use. It describes the development and implementation of the UTA computer proficiency examination. UTA students currently have two options. They may take the computer proficiency course designated in their major department or they may take the UTA Computer Proficiency Examination. The test is a performance-based, or authentic, assessment that is a modified combination of product-oriented and portfolio assessment. Rather than measuring a students ability to memorize keystrokes and pulldown menus, it is a measure of a students ability to use the tools available in order to perform meaningful, real-life tasks, although in a proctored environment that makes it an abbreviated version of a portfolio. The five test components are: word processing, spreadsheets, Internet research and evaluation, e-mail, and online library use. A student who fails a component may take it again 6 weeks later. A small student survey (n=22) has indicated that students generally felt prepared for the test and found that it tested content they expected. (SLD) ED479369 Computer Proficiency Testing in Higher Education: Impetus and Implementation. 2003-04-00 18 N/A 2004 8/19/2004 22:48:00 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Elementary School Students Elementary Secondary Education Inclusive Schools Mainstreaming Mild Disabilities Peer Acceptance Secondary School Students Smoot, Sharene L. Reports - Research Sociometric Status English This study examined whether mainstreamed students with mild intellectual disabilities (MID) were socially accepted by general education peers. The setting was a rural area in central Georgia. The participants were 61 mainstreamed students with MID and their 286 general education peers. Preservice special education teachers were trained to use nominal sociometry to measure peer acceptance. The data were aggregated for statistical analysis. The findings were statistically significant. Only 43% of the students with MID were named at least once while 85% of general education students were chosen. There were no statistically significant differences by gender or educational level. These data can provide a baseline for school systems desiring to determine the social outcomes of inclusion programs in rural elementary, middle, or secondary schools. Inclusion programs that increase the amount of time that students with MID spend in general education with appropriate supported should have better outcomes when measured in a similar manner. (Contains 2 figures, 1 table, and 19 references.) (SLD) ED479370 An Outcome Measure for the Social Goals of Inclusion. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Educational Quality Elementary Secondary Education Institutional Evaluation School Effectiveness Systems Development Carlson, Dale Reports - Descriptive Speeches/Meeting Papers English This paper is meant to help designers of educational accountability systems think more critically about the questions they want to ask schools and the kinds of analyses that best answer these questions. There are two essential questions in school evaluation: how good is this school, and is it getting better? Each of these questions then can be subdivided into achievement level status and achievement level change. These four questions can be examined in a two-by-two matrix that results in quadrants with questions: (1) what is the achievement level of students in this school (quadrant A, question 1a); (2) is the achievement level of this school improving (quadrant B, question 2a); (3) is this an effective school (quadrant c, question 1b); and (4) is this school becoming more effective (quadrant d, question 2b). Developers of accountability systems must consider the implications of these questions for their systems. (Contains 4 exhibits and 19 references.) (SLD) ED479371 Four Methods of Judging School Quality and Progress. 2003-04-00 14 N/A 2004 8/19/2004 22:48:05 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Partially based on work supported by the National Center for Research on Evaluation, Standards, and Student Testing.

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Yes Ability Academic Achievement Art High School Students High Schools Sex Differences Spatial Ability Test Results Testing Problems Visual Perception Gurny, Helen Graham Dissertations/Theses - Masters Theses Reports - Research Mental Rotation Tests Vandenberg Mental Rotations Test Mental Rotation Vandenberg Mental Rotations Test English This study tested whether mental rotation performance of 186 high school students (80 males and 106 females) in grades 9 through 12 in art and nonart classes on Vandenbergs Mental Rotations test (S. Vandenberg and Kuse, 1978) was affected by gender, visual-spatial activities, strategies used while performing the test, and the ease of test taking. The major findings were: (1) males outperformed females; (2) students scored higher if they participated in visual-spatial activities in their past; (3) specific strategies yielded higher test scores, such as the mental rotation of the whole figure, and not just a section of the figure; and (4) as the Mental Rotations Test scores improved, the perceived ease of taking the test increased. No significant relationships were found between test scores and art ability, body movement strategy, visual-spatial activities performed in the present, or reported best academic subject. An appendix describes the pilot study. (Contains 11 tables and 131 references.) (Author/SLD) ED479372 High School Students' Performance on Vandenberg's Mental Rotations Test: Art Ability, Gender, Activities, Academic Performance, Strategies, and Ease of Taking the Test. 2003-05-00 135 N/A 2004 2016-11-21

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Yes Affective Behavior Affective Measures College Students Cooperative Learning Facial Expressions Foreign Countries Higher Education Nonverbal Communication Training Klinzing, Hans Gerhard Reports - Research Speeches/Meeting Papers Accuracy Germany Germany English A program was developed for the improvement of social competence in general among professionals with the improvement of the accuracy of decoding emotions from facial expressions as the specific focus. It was integrated as a laboratory experience into traditional lectures at two German universities where studies were conducted to assess the effectiveness of the program, evaluate the program through participant responses, test the relative effectiveness of individual work and cooperative learning conditions, and study gender effects. Subjects were 49 education students at a university where the lecture was a requirement and 31 students at a university where the program lecture was elective. The lecture included theoretical background knowledge about nonverbal aspects of communication, training based on training modules for expressions of affects and blends of expressions, practice decoding emotions from facial expressions in photographs, and discussion after the posttest. The posttests, administered 1 week after training, were based on 54 portraits of women and men. Results show considerable and statistically significant improvements in the accuracy of both intuitive and analytic judgments in decoding affects from facial expressions as a result of the training. Analytic ability appeared to be enhanced by cooperative learning conditions, and no significant gender effects were observed. (Contains 78 references.) (SLD) ED479373 Improving Accuracy of Decoding Emotions from Facial Expressions by Cooperative Learning Techniques, Two Experimental Studies. 2003-04-00 30 N/A 2004 2016-11-21

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Yes Elementary Education Environmental Education Family School Relationship Museums Parent Participation Science Instruction Science Process Skills Student Motivation Ediger, Marlow Guides - Non-Classroom Opinion Papers English Parents can help students learn science in a variety of ways. Taking advantage of children's natural curiosity, parents can take short walks with their child to notice interesting things in the environment. Parents can also help students perform science experiments at home that are related to school science experiments. In addition, parents can encourage children in observing science, such as discussing tornadoes or different types of trees. A trip to a museum and video tapes on science topics can also encourage an interest in science. Even family pets can become a source of science discussion. Parents need to take advantage of every possible opportunity for their child to understand science. (PM) ED479374 Helping Your Child in Reading in Science. 2003-08-06 10 N/A 2004 8/19/2004 22:48:13 RIEAPR2004

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Yes Action Research Elementary Education Instructional Effectiveness Language Arts Listening Skills Reading Aloud to Others Reading Comprehension Reading Improvement Reading Instruction Reading Motivation Rural Schools Gehring, Tina McGuire, Kathleen Parr, Kirsten A. Wiles, David Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program for increasing students' language arts skills by incorporating modeling and grade appropriate comprehension activities. The targeted population consisted of Kindergarten, 4th, and 6th grade students in a rural middle class community located in central Illinois. The problems with language arts skills were documented through motivational student surveys, comprehension assessment tools, and teacher checklists for literacy development. Literature review of solutions name reading strategies and instructional methods as ways to create solutions to the existing problems. Researchers focused on teaching students about reading logs, structural analysis, listening activities, predictions, context clues, comparisons, main ideas, using background knowledge and sequencing events. The researchers also included the use of guest readers, weekly visits to the library, and daily oral reading to motivate student interest in reading. The researchers collected data from students to reveal that this was an existing problem at the research sites. Students were given a Motivational Interest Survey and a Checklist for Assessing Literacy Development at the onset of the research in order to reveal how students felt about their language arts abilities. Students kept a reading log and completed weekly comprehension activities to show their progress and growth throughout the intervention period. At the end of the research project, students were given the motivational survey and assessed on their growth by the Motivational Interest Survey and a Checklist for Assessing Literacy Development. The post intervention data indicated an increase in student motivation to read and grade appropriate comprehension skills. Appendixes contain survey instruments, checklists, a comprehension assessment rubric, and a reading log rubric. (Contains 27 references and 27 figures of data.) (Author/RS) ED479375 Improving Language Arts Skills through the Use of Modeling and Grade Appropriate Comprehension Activities. 2003-05-00 78 N/A 2004 8/19/2004 22:48:15 RIEAPR2004 Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Active Learning Classroom Techniques Content Area Reading Elementary Secondary Education Instructional Effectiveness Learning Strategies Professional Development Reading Comprehension Reading Strategies Reading Writing Relationship Forget, Mark Lyle, Nancy Spear, Maria Reinhart-Clark, Kim Opinion Papers Speeches/Meeting Papers Instructional Models English Generally speaking, reading is not taught beyond the third grade in most school systems. If a student has not mastered reading comprehension skills by the fourth grade, chances are that she/he will struggle with learning in grades four through twelve. Many middle school and high school students lack the ability to use communication skills effectively for the purpose of learning. This paper discusses "MAX" (Motivation, Acquisition, and eXtension) teaching with reading and writing: a rationale and a method. Before discussing MAX teaching, the paper presents an "anticipation guide," a type of worksheet which quizzes teachers on how students learn most effectively. It then discusses "embedded curriculum," in which learning skills are taught in conjunction with course content. The paper states that the essential goal of teachers who use the MAX teaching framework is to level the playing field by raising the bar for all students, which involves creating a classroom environment that provides instruction in building skills to enable improved performance, while at the same time engaging all students in active learning from textbooks and other forms of textual matter. It explains each of the steps of MAX teaching and considers how frequently teachers should use MAX. The paper concludes by outlining how to prepare teachers to use MAX. (Contains 15 references.) (NKA) ED479376 Getting All Teachers To Use Reading/Writing To Help Students Learn Subject Matter. 2003-05-00 15 N/A 2004 2016-11-21

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Yes Classroom Environment Classroom Techniques Learning Activities Literacy Phonological Awareness Primary Education Reading Diagnosis Reading Difficulties Reading Strategies Pruitt, Tomika Opinion Papers English After asking what the best strategies are to teach a child to read, this booklet recommends, as a first step, finding out why the student is experiencing difficulty, and as the next step, elaborating a program for correcting the reading problem. The pamphlet discusses phonological awareness (the knowledge of letter sounds), and then suggests several before-reading activities, several during reading activities, and some after reading comprehension activities. Lists 21 resources, 3 Web site addresses, and 5 personal interviews. (NKA) ED479377 Suggested Classroom Practices To Help Students Who Are Reading Below Grade Level. 2003-02-00 Practitioners Teachers 10 N/A 2004 8/19/2004 22:48:21 RIEAPR2004

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Yes Action Research Instructional Effectiveness Kindergarten Picture Books Reading Aloud to Others Reading Instruction Fountain, Cassidy Rae Dissertations/Theses Reports - Research Big Books English The focus of this action research project was to find an effective method of reading instruction that lends itself to reading comprehension in kindergarten students. The methods that were used in this study were the picture walk, read aloud, and read along. These methods were chosen because they differed in their approach by the teacher. The names of the methods tested during this study describe how each was used. The picture walk allowed the students to read the book by looking at the pictures. They did not hear the words or read the text on the pages. The story came strictly from their ideas. During the read along times, big books were used so that the students could read the words for themselves as well as see the pictures. Hearing the words while reading the words allowed the students to see which letter combinations made which words and sounds. The read aloud method kept the students in their seats while the instructor read from one book. This book was small enough that the children could not see the words; they were limited to only hearing the story. Each method was used six times. At the conclusion of each story, the students were individually asked five comprehension questions. Their scores were recorded and each student received a total score of 0-30 for each method of instruction. These scores were used to compare the different methods. The results showed that the picture walk was not an efficient method of instruction. However, in comparison, the read aloud and read along methods were beneficial. Appendixes contain an outline of methods of instruction; a list of comprehension questions for each of the 18 books used; and permission letters. (Contains 37 references and 3 tables of data.) (Author/RS) ED479378 A Comparison of Kindergarten Students Who Have Been Exposed to Reading Instruction Using Read Aloud, Real Along, and Picture Walk Methods. 2003-07-00 40 N/A 2004 2016-11-21

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Yes College Attendance Early Childhood Education Education Educational Facilities High Risk Students Public Opinion State Surveys Reports - Research Ohio Ohio KnowledgeWorks Foundation, Cincinnati, OH. English This telephone survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Main findings were: (1) education is important, but its true value is not fully understood; (2) Ohioans appreciate the benefits of early childhood education and preparation for school; (3) individualized attention in the formative years is important; (4) the public perceives an educational crisis in Ohio; (5) some populations at risk may go unnoticed; and (6) Ohioans overestimate the number of adults who have completed a college degree. Detailed findings are presented in the areas of the value of education, special populations, early childhood education, the formative years, school facilities, higher education and access to college, and demographics. (EV) ED479380 Ohio's Education Matters: 2000-2001 Poll. 2001-00-00 41 Full text: http://www.kwfdn.org/2002_poll/index.php. N/A 2004 2016-11-21

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Yes College Attendance Early Childhood Education Education Educational Finance Public Opinion Public Schools School Community Relationship State Aid State Surveys Reports - Research Ohio Ohio KnowledgeWorks Foundation, Cincinnati, OH. English This survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Key findings included: (1) public schools get a grade of C+; (2) Ohioans underestimate the extent of the challenge facing urban school districts; (3) they favor testing in math and reading every year in grades 3-8; (4) Ohioans believe in more school-community cooperation; (5) they overestimate the cost of a public college or university by about $6,000 per year; (6) respondents recognize the importance of literacy in early childhood; (7) more than half think school funding has stayed the same or decreased, although it has increased; and (8) only about half knew the state supreme court was deciding a case that could find Ohio's system of school funding to be unconstitutional. Detailed findings are presented in the areas of the state of schools, schools as centers of community, college access and higher education, early childhood education, funding education in Ohio, and DeRolph versus the State of Ohio. (EV) ED479381 Ohio's Education Matters: 2001-2002 Poll. 2002-00-00 44 For full text: http://www.kwfdn.org/2002_poll/index.php. N/A 2004 2016-11-21

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Yes College Attendance Education Educational Facilities Elementary Secondary Education Higher Education Public Opinion Public Schools School Size State Aid State Surveys Urban Schools Reports - Research Ohio Ohio KnowledgeWorks Foundation, Cincinnati, OH. English This survey of Ohio adults was intended to gauge attitudes on a range of educational issues. Key findings include: (1) Ohioans are optimistic about the future; (2) they favor limiting school enrollment to 400 or less; (3) respondents believe that in addition to rebuilding the physical structure of Ohio's schools, there is a need to rebuild the social structure surrounding schools and children; (4) Ohioans continue to greatly overestimate the cost of 1 year's tuition at a public 4-year college or university by almost 2 times the actual cost; (5) respondents believe the top priority for Ohio's education spending is grades K-12; and (6) urban residents particularly favor smaller school size. Detailed findings are presented in the areas of the state of the schools, school improvement, school facilities, college and career access, funding education in Ohio, and urban district comparisons. (EV) ED479382 Ohio's Education Matters: KnowledgeWorks Foundation 2002-2003 Poll. 2003-00-00 54 For full text: http://www.kwfdn.org/2002_poll/index.php N/A 2004 2016-11-21

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Yes Educational Facilities Improvement Facility Case Studies Found Spaces School Buildings School Construction Spector, Stephen ERIC Publications National Clearinghouse for Educational Facilities, Washington, DC. English This publication focuses on four school adaptive reuse projects--in Phoenix, Arizona; Wake County, North Carolina; Pomona, California; and Trenton, New Jersey. Together, the projects illustrate the many benefits of adaptive reuse and show that mainstream school districts can meet the regulatory and political challenges necessary to make such projects succeed, providing new schools when and where they are needed and transforming unused buildings into spaces that serve the diverse needs of students, parents, educators, and communities. While geographically and demographically distinct, the four projects share certain similarities: an immediate need to provide more school space existed; long construction lead times and state-mandated minimum site sizes were not available; non-educational buildings existed within the school district that could be transformed affordably; and the school district and the community possessed people who could recognize adaptive reuse opportunities and follow through with a project that called for innovation, good management, and political savvy. (Contains 18 references.) (EV) ED479383 Creating Schools and Strengthening Communities through Adaptive Reuse. 2003-08-00 14 National Clearinghouse for Educational Facilities, 1090 Vermont Ave., N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (Toll Free); Tel: 202-289-7800; Web site: http://www.edfacilities.org/pubs. N/A 2004 8/19/2004 22:48:37 RIEAPR2004

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Yes Classroom Environment College Students Females Higher Education Intellectual Disciplines Sex Discrimination Allan, Elizabeth J. Madden, Mary Reports - Research Speeches/Meeting Papers English The question of whether or not a "chilly" classroom environment exists for female college students was studied in selected disciplines at a university. Also explored was whether the research approach, survey or focus groups, revealed different things about the question. The study was conducted with undergraduate women students in six different disciplinary areas at a land grant university. Responses were received from 396 female students to a Web-administered questionnaire (41% response rate) and 6 focus groups, with a total of 20 participants, were conducted. Analyses of survey data do not unequivocally indicate the presence or absence of the chilly classroom climate, although survey responses suggest that this occurs in some disciplines. Focus group responses do suggest that behaviors characteristic of chilly classroom climates occur across disciplinary groups, and even disciplines with a female majority were not free of chilly classroom behaviors. Findings support the contention that research methods are important in assessing classroom climates. (Contains 25 references.) (SLD) ED479384 Chilly Classrooms for Female Undergraduate Students at a Research University: A Question of Method? 2003-04-00 33 N/A 2004 8/19/2004 22:48:39 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Acculturation Cultural Differences English (Second Language) Foreign Students Graduate Students Graduate Study Language Proficiency Student Adjustment Student Attitudes Yeh, Hui-Chin Yang, Shih-Hsien Reports - Research Speeches/Meeting Papers Asians English The experiences of Asian graduate students in the United States were explored to find out their reasons for coming to study at a particular university and to determine ways to improve their early experiences at U.S. institutions. Interviews were conducted with 12 graduate students in the universitys School of Education. Seven of the 12 had chosen the university because the School of Education was highly regarded, and 5 students mentioned that the school was affordable. Six students chose to come in part because the university was in a small town, which seemed safer and possibly more welcoming. Participants expressed many disappointments in their initial experiences and interactions with Americans and many difficulties in adapting to the U.S. environment. These suggest the need for better supporting structures, especially when students arrive. The issue of cultural difference was always important for these students, and the differences between Eastern and Western cultures was especially evident in respect to class participation. The crucial barrier was English language proficiency, and students felt difficulty in expressing themselves in English even though they had scored well on the Test of English as a Foreign Language. Students were in strong agreement that prospective students should be well-grounded in English language skills. Their biggest concerns were about their ability to write and speak in English and their ability to read material in English rapidly. Implications for the development of programs to help foreign students adapt to the U.S. educational environment are discussed. (SLD) ED479385 Listen to Their Voices: Expectations and Experiences of Asian Graduate Students. 2003-00-00 29 N/A 2004 2016-11-21

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Yes College Students Community Colleges High School Students High Schools Internship Programs Scientific Methodology Skill Development Work Study Programs Ryken, Amy E. Reports - Evaluative Speeches/Meeting Papers English This case study focused on a biotechnology education and training program that includes 2 years of science coursework at the high school level, a year of science coursework at the community college level, paid summer laboratory internships for the high school students, and a year-round co-op job for the college students. The study was conducted in an effort to highlight how diverse environments provide students with access to different types of skill development opportunities and to identify how the knowledge and skills gained in the out-of-school environment take on new value and meaning when connected with the school experiences. Data came from the analysis of the files of 61 focal students and interviews with 22 students, 3 high school teachers, 3 community college instructors, and 4 co-op supervisors. Findings show that the diverse environments give students access to a critical set of skill development opportunities through all three components: work, high school, and college. Students link their experiences across four dimensions of scientific practice: scientific tools, teamwork, organizing data, and time management. The skills they garner become resources, and the resources support their progression on a science educational and career pathway. (SLD) ED479386 Scientific Skill Building: Linking High School, College and Work. 2003-04-23 32 N/A 2004 8/19/2004 22:48:44 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Students Fear of Success Higher Education Nontraditional Occupations Sex Stereotypes Student Attitudes Engle, Jennifer Reports - Research Speeches/Meeting Papers Horner (Matina) English This study updated and extended the classic "fear of success" study conducted by Matina Horner more than 30 years ago. Horner (1970) asked college students to respond to a scenario in which "Anne" or "John" is at the top of her/his medical school class. Based on the negative responses of students to "Anne," Horner concluded that women have a motive to avoid success, or a "fear of success" such that they anticipate negative consequences for their participation or success in male domains. Other research also found that students respond negatively to men who succeed in a traditionally "male" domain. This study replicated Horners protocol to examine stereotypes about the success of women and men in traditional and nontraditional fields: medicine, nursing, and engineering. The researcher also developed an original protocol to examine stereotypes about occupational options and choices available to women and men, which asked students to respond to Anne or Johns decision to change majors in these fields. Because of recent research findings by Yoder and Schleicher (1996), it was not expected that student responses would contain stereotypes about the success or ability of women or men in gender typed occupations, not were such stereotypes found. Participants were 14 female and 117 male college students in general education courses. It was found, however, that students responses contained or identified stereotypes about the options and choices available to women and men in gender-typed occupations, as indicated by their responses on the protocol developed for this study. Students were particularly concerned with the barriers to women and the obstacles they have to overcome, psychological and social, to succeed in nontraditional fields and the pressures faced by men, social and economic, to choose and succeed in traditionally male fields. (Contains 4 tables and 19 references.) (Author/SLD) ED479387 "Fear of Success" Revisited: A Replication of Matina Horner's Study 30 Years Later. 2003-00-00 20 N/A 2004 2016-11-21

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Yes College Students Cultural Differences Cultural Influences English (Second Language) Foreign Countries Higher Education Second Language Learning Spanish Student Attitudes Student Motivation Test Bias Benjamin, Jane Chen, Yih-Lan E. Reports - Research Speeches/Meeting Papers Motivational Orientation Taiwan Taiwan English This study examined the underlying factor structure of the Motivation Orientation Scale (MOS), determining its degree of consistency across two distinct cultures and identifying variables affecting students' motivation in learning a second language. The study investigated how intention theory with its three motivation orientations, and Gardner's instrumental-integrative model, could cross different cultures in the area of second language learning. Participants were 584 college freshmen from three Taiwanese universities and students enrolled in Spanish classes at a rural Pennsylvania university. Taiwanese students completed the MOS for English as a Foreign Language (EFL), while U.S. students completed the MOS for Spanish as a Second Language (SSL). Results indicated that Taiwanese students had different motivation for learning EFL than did U.S. students learning SSL. The results suggest that the MOS should be revised in order to better fit respondents' cultural backgrounds. The MOS is appended. (Contains 23 references.) (SM) ED479388 A Cross-Cultural Study of the Motivation of Students Learning a Second Language. 2003-04-22 13 N/A 2004 2016-11-21

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Yes Check Lists Elementary Secondary Education English (Second Language) Higher Education Process Approach (Writing) Second Language Learning Self Evaluation (Individuals) Writing Instruction Writing Processes Writing Skills Writing Strategies Jenks, Christopher J. Guides - Classroom - Teacher Opinion Papers English This checklist is designed to help develop writing strategies for English language learners (ELLs), focusing on a variety of linguistic strategies inherent in the writing process. It provides them with a graphical representation of the cognitive process involved in complex writing, promoting self-assessment strategies and integrating oral activities, graphic organizers, literacy tasks, writing workshops, and publishing goals into a self-assessment tool. The writing process is categorized in a five-stage sequential pattern (prewriting, drafting, revising, editing, and publishing). The process writing checklist acknowledges the importance of activating background knowledge through exploratory activities native to the prewriting state. The drafting, revising, and editing phases of process writing integrate the procedural and structural knowledge critical to successful writing. The composition tasks associated with the publishing stage unite the content, procedural, and structural knowledge central to developing authentic and effective writing assessment activities. Self-assessment methodologies empower ELLs with the confidence and skills necessary for literacy development. (SM) ED479389 Process Writing Checklist. 2003-06-00 Practitioners Students Teachers 9 N/A 2004 8/19/2004 22:48:52 RIEAPR2004

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Yes Bilingual Students Constructivism (Learning) Culturally Relevant Education Dropout Rate High Risk Students High School Students Hispanic American Students Learning Processes Limited English Speaking Low Income Groups Secondary Education Teaching Methods Thinking Skills Thomason, Juliann Elizabeth Dissertations/Theses Reports - Research English This report describes a program for improving bilingual students' learning and thinking skills using the constructivist theory. It targeted bilingual high school students in a middle class, suburban Illinois high school. Students' learning and thinking behaviors were documented using methods that showed when and how they employed new learning and thinking skills. Analysis of probable cause data chronicled an extensive history of academic frustration for language minority students. Behaviors contributing to their educational difficulties and high dropout rates included low socioeconomic status, lack of English language proficiency, little previous exposure to formal education, segregated education programs, and parents with low levels of education. Reviews of curricula studies and instructional planning strategies revealed a lack of appropriate instruction and intervention methods and diminishing numbers of teachers suitably trained to meet students' needs. A review of research-based solution strategies, combined with analysis of the problem setting, resulted in the development of a two-strand intervention strategy: one to heighten students' awareness of their current learning and thinking behaviors and one to teach them new learning and thinking skills during authentic learning situations. Post-intervention data indicated increased student awareness of learning and thinking skills when placed in an authentic learning situation, although students' content assessments did not reflect dramatic growth. (Contains 43 references.) (SM) ED479390 Improving Bilingual Student Learning and Thinking Skills through the Use of the Constructivist Theory. 2003-05-00 93 N/A 2004 8/19/2004 22:48:55 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Bands (Music) Classroom Techniques Educational Research Grade 5 Intermediate Grades Intervention Multiple Intelligences Music Education Music Teachers Performance Based Assessment Student Evaluation Bell, Adam Bell, Mary Dissertations/Theses Reports - Research Tests/Questionnaires Illinois Illinois English A study was designed to assist elementary music teachers to create and/or improve methods of assessment for fifth-grade beginning band students. It was conducted from August to December 2002 and included 13 volunteer participants from a rapidly growing student population at an Illinois elementary school. As part of the research process, surveys, reflection logs, and anecdotal records were used to document the extent of the problem and the possible influence of the intervention. Both at the state and national levels, music teachers have increased their focus on assessing student performance, because of the current emphasis on standards. Developing assessment methods can be a challenge for music teachers, so new assessment methods that enabled teachers to use multiple intelligences and authentic procedures were explored. According to A. C. Brualdi (1998) and many other professionals in the field, teachers can integrate performance-based assessments into the instructional process to provide additional learning experiences for the students. Considering this, the researchers implemented two solution strategies: (1) incorporating the multiple intelligences perspective into classroom instruction (student portfolios, student section leaders, composition project, and use of videotapes); and (2) including a formal grading system with authentic assessments. While most solution strategies were successful in monitoring student achievement, some methods succumbed to the obstacles of time constraints, class size, and various levels of student experience. Appendixes contain: parent and student surveys, teacher reflection, two log forms, anecdotal records, composition rubric, performance critique sheet, teacher checklist, and grade report. (Contains 2 figures, 2 tables, and 28 references.) (Author/BT) ED479391 Developing Authentic Assessment Methods from a Multiple Intelligences Perspective. 2003-05-00 51 N/A 2004 2016-11-21

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Yes Case Studies Classroom Research Creative Writing Higher Education Humanities Instruction Instructional Innovation Learning Motivation Research Projects Student Research Student Surveys McGlinn, James E. McGlinn, Jeanne M. Reports - Evaluative Holocaust WebQuest English To study student motivation and performance on a research project in a college-level humanities class, students were given a choice of three assignments. They could choose a traditional research paper on art, a creative narrative modeled after the popular novel "Girl with a Pearl Earring," (Tracy Chevalier), or a WebQuest on the Holocaust. Most students chose either the creative narrative or the WebQuest. Their papers were of a higher quality than those of the students who chose the traditional research paper, based on preset criteria. A survey of student responses to the assignments indicated that the students who chose the alternative assignments had a higher sense of satisfaction with their work than those who chose the traditional paper. Appended is information for undertaking each of the three projects. (Author/BT) ED479392 Motivating Learning in a Humanities Class through Innovative Research Assignments: A Case Study. 2003-00-00 19 N/A 2004 2016-11-21

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No Acculturation Ethnic Groups Ethnicity Individual Development Literature Reviews Racial Identification Research Methodology Chun, Lydia Sunkyung Dissertations/Theses Information Analyses Research Suggestions Social Identity Theoretical Orientation English Despite the fact that many researchers acknowledge the significance of ethnic identity to a person's psychological functioning, few empirical studies have focused on factors that may influence the process of ethnic identity development. An examination of the empirical literature on such factors can yield valuable information to help guide clinicians, students, educators, and parents. This research paper addresses methodological considerations inherent in studies of ethnic identity, as well as different theoretical concepts of ethnic identity. A review of the literature on factors that may influence the development of ethnic identity is presented. The paper offers clinical implications and suggestions for future research on ethnic identity. (Contains 44 references and 1 figure.) (Author/BT) ED479393 Factors That Impact Ethnic Identity Development: A Review of the Relevant Literature. 2003-05-00 78 N/A 2004 2016-11-21

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Yes Action Research Art Activities Art Products Catholic Schools Creativity Females Grade 11 Grade 12 Problem Solving Program Implementation School Culture Secondary Education Single Sex Schools Thinking Skills Harper, Ruth Dissertations/Theses Reports - Descriptive Art Students Creativity Project English An action research project was designed to enhance the creativity and thinking skills of students in a studio art class at the secondary level. The project was conducted between September and December 2002 at a Catholic high school near an urban center. Data were collected using observations, surveys, and document analysis. The targeted population consisted of junior and senior high school students in a Catholic educational community committed to providing a quality liberal arts secondary education for young women. Evidence for existence of a problem included assessment of products created by students, observations of student conversations, their responses to suggestions and questions posed in class, and a review of student self reports of their progress related to problem solving. Students school wide were more vested in maintaining the status quo as opposed to experimenting creatively. The solution strategy selected for the project was focused on building student skills to enhance practical and unique ways for developing problem-solving strategies in the production of work. Through implementation of the new skill-building techniques, the problem context of motivational facets of art production, procrastination, lack of preparation, low self confidence, and the rigidity and negative impact of the school infrastructure were addressed. Based upon presentation and analysis of data designed for enhancing creativity and thinking skills, the students showed a minimal improvement in the development of problem solving skills. Eighteen appendixes contain study-related materials, such as consent forms, a student survey, questions, an observation form, an analysis form, an assessment form, and a growth checklist for creativity. (Contains 4 tables, 8 figures, and 33 references.) (Author/BT) ED479394 Enhancing Creativity and Thinking Skills in Studio Art at the Secondary Level. 2003-05-00 76 N/A 2004 2016-11-21

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No Higher Education Individual Development Literature Reviews Memory Psychology Spirituality Theories Bustrum, Joy M. Dissertations/Theses Information Analyses Childhood Recollection Psychological Assessment English This doctoral research seeks to demonstrate the clinical utility of early memories by reviewing the current literature and providing a rationale for extending this research into the spiritual arena by highlighting the lack of available projective spiritual measures. Specific areas covered include an overview of early memory theory, technique and rating systems, as well as information pertaining to the ability of early memories to distinguish between types and levels of pathology, to be used as a measure of therapeutic change, to provide developmental information, and to assess health and normal personality variation. Research demonstrating the development of new projective probes is discussed. Information about the questionable reliability and validity of objective, self-report measures is presented, and the rising interest in spiritual issues is noted, both of which are used as a rationale for the development of the Early Spiritual Memory Test. Appendices include: "Comprehensive Early Memories Scoring System" and "Adelphii Early Memory Index (AEMI)." (Contains 59 references.) (Author/BT) ED479395 Review of the Literature Regarding Early Memories and Their Emerging Use in Projective Spiritual Assessment. 2003-05-00 95 N/A 2004 2016-11-21

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Yes Action Research Classroom Techniques Graphic Organizers Integrated Activities Interdisciplinary Approach Intervention Models Secondary Education Spanish Teacher Surveys Visual Arts Carroll, Paula Staus, Sue Dissertations/Theses Reports - Descriptive Tests/Questionnaires Transferable Skills English A research project involved a program for increasing student transfer of knowledge and skills across content areas. The problem of knowledge and skill transfer across content areas was determined through anecdotal records, researcher observation, and a survey of teachers in interdisciplinary programs. Analysis of probable cause data revealed that the problem of knowledge transfer across content areas existed because of a lack of student motivation, failure of students to recognize relevance in the curriculum, lack of time for teachers to develop interdisciplinary programs, and lack of teacher and student training in knowledge transfer skills. A review of solution strategies suggested in the literature resulted in the selection of three interventions: (1) interdisciplinary projects; (2) direct teaching for knowledge transfer; and (3) direct instruction in the use of graphic organizers. Post-intervention data indicated four emerging themes: (1) teachers need to be instructed on the requirements of true interdisciplinary programs; (2) use of graphic organizers improves knowledge transfer across content areas; (3) interdisciplinary projects improve knowledge transfer across content areas; and (4) evidence of transfer is rare unless solicited by a teacher or required as part of an interdisciplinary project. Appendices include: survey for the humanities faculty, student questionnaire, integrated art III and Spanish I forms A and B, and portfolio review. (Contains 4 figures and 34 references.) (Author/BT) ED479396 An Integrated Model of the Visual Arts and Spanish Disciplines To Create a Global Perspective at the Secondary Level. 2003-05-00 37 N/A 2004 2016-11-21

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Yes Ethnicity Ethnography Feminist Criticism Gender Issues High Schools Resistance (Psychology) Social Science Research Student Participation Student School Relationship Beaty, Lara Margaret Reports - Research Speeches/Meeting Papers Power Video Production English Power frames student-school relations and could be viewed as problematic for student participation. Seeking research methods that reveal the development of student-school relations furthers the understanding of everyday expressions of power and leads to reforms that would improve social relations within and beyond school walls. A project focused on the participation of students in high school video production classes to explore the shifting nature of power as the camera becomes a tool for achieving new forms of participation. The degree to which power and the styles of using, submitting, or avoiding power are revealed in an analysis of how cameras are used. Three schools with video production programs from southern California participated. Ethnographic methods, including weekly observation throughout the targeted courses and interviews with students were used to gather information. Three courses from each of the three schools were observed. Volunteers (n=26) provided video from 15 projects; 18 of the volunteers participated in short interviews, and nine of them narrated some or all of their videos. Work on the rich data generated is in its beginning stages. Overt participation in school video production demonstrates differences among schools and among groups of students based on ethnicity and gender; but to fully understand these differences a microscopic analysis is needed to distinguish how actual events come together to create the distinguishable patterns. A microanalysis begins the journey to discover the intricacies of school contexts that create differences in students. (BT) ED479397 Power, Resistance, and Invisibility in High School Video Production: An Exploration of Participation Styles across Genders, Ethnicities, and Schools. 2003-03-00 18 N/A 2004 2016-11-21

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Yes Case Studies Change Agents Change Strategies Educational Change Educational Policy Preschool Education Program Descriptions Resistance to Change State Programs Gallagher, James J. Clayton, Jenna R. Heinemeier, Sarah E. Reports - Research Ohio Barriers to Change Barriers to Implementation California California Ohio National Center for Early Development & Learning, Chapel Hill, NC. English Among the major educational policy shifts in recent years has been the establishment of state-funded prekindergarten programs. This study extends an earlier one of the development of prekindergarten policy in five states by focusing on policy development in two additional states, California and Ohio. Potential informants in each state who were familiar with the prekindergarten program development and implementation were identified and asked to participate in a telephone interview designed to discover what the key facilitators and barriers were that affected the prekindergarten policy in their state. Documents related to the policy development and implementation were also collected and made a part of the review. Eight interviews were conducted in Ohio and nine in California. Interviews were taped and transcribed; facilitators and barriers were coded into categories. Following a report summary, the report presents the following information for each state: (1) policy and program development; (2) current policy and program status; (3) tabulation of facilitators and barriers; (4) consensus view of major facilitators and barriers; and (5) summary of individual state findings. Commonalities among the seven states included collaboration among existing programs, the integration of other services to produce a full-day program, the lack of infrastructure, and lukewarm public support. Differences among the states related to financing, state size, child diversity, implementation schedule, and distractions such as economic downturns. The report concludes with a discussion of information for state decisionmakers, highlighting issues related to personnel preparation and the status of a support infrastructure to conduct a quality program. (KB) ED479398 Education for Four-Year-Olds: State Initiatives. Supplement to Technical Report #2. (California & Ohio). 2001-09-25 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 24 FPG Publications Office, Frank Porter Graham Child Development Center, Univeristy of North Carolina-Chapel Hill, CB# 8185, Chapel Hill, NC 27599-8185. Tel: 919-966-4221; e-mail: publications@mail.fpg.unc.edu; Web site: http://www.ncedl.org. N/A 2004 2016-11-21

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Yes Change Strategies Child Care Child Care Quality Child Caregivers Childhood Needs Early Childhood Education Educational Quality Emotional Development Interpersonal Relationship Mental Health Objectives Program Descriptions Resilience (Personality) Self Esteem State Programs Statewide Planning Trust (Psychology) Well Being Young Children Reports - Descriptive Delaware Parent Needs Quality of Care Delaware Delaware State Dept. of Education, Dover. English On the premise that access to services addressing children's emotional well-being is essential to improving the quality of care received, this paper presents a framework or plan of action to ensure that those services are accessible in Delaware and meet the needs of all children, their parents, and the child care community that serves them. Emotional wellness is defined as the ability to trust, thrive, relate to others, and have a sense of well-being, personal worth, and resilience. The framework to promote emotional wellness is intended for agencies, employers, service providers, early care and education programs and councils, and others to guide individual and collaborative action supporting the emotional well-being of young children and their families. The paper outlines 6 major goals and 82 strategies and implementation tasks to support children and families. The goals relate to: (1) prevention, early intervention, and treatment; (2) educational opportunities; (3) public will; (4) governance; (5) financing; and (6) results. The paper notes that while Delaware policymakers believe all children deserve emotional support, it is imperative that special interventions are available for children exposed to separation, trauma, and life stressors. The report further states that successful action will occur when the state creates the caring needed to garner public-private resources collaboratively to support the whole child within his or her family. Included is a glossary of important terms and a list of the members of the framework planning committee. (KB) ED479399 Partnering To Promote Emotional Wellness in Young Children: Delaware's Framework for Action, 2003. 2003-00-00 12 Delaware Department of Education, P.O. Box 1402, Townsend Building, Dover, DE 19903-1402. Tel: 302-739-4288; Fax: 302-739-4654; Web site: http://www.doe.state.de.us. For full text: http://www.doe.state.de.us/early_childhood/Emotional/emotional.htm. N/A 2004 2016-11-21

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No Adolescents After School Education After School Programs Federal Legislation Financial Support Secondary Education Reports - Descriptive Workforce Investment Act 1998 Workforce Investment Boards Reauthorization Legislation Workforce Investment Act 1998 Finance Project, Washington, DC. English The Workforce Investment Act (WIA) of 1998 redesigned federal job-training programs to create a more comprehensive and accessible public workforce program. This strategy brief explains the Workforce Investment Act (WIA), outlines strategies for leveraging WIA funds, and provides examples of out-of-school time (OST) programs benefiting from WIA support. The report notes that at state and local levels, Workforce Investment Boards create the administrative infrastructure for the WIA, advising governors on developing a statewide workforce system plan. When the U.S. Department of Labor approves the plan, it releases funds to state Workforce Investment Boards, which then distribute funds to more than 600 local Boards. Most OST programs obtain WIA funds through Youth Formula grants, Youth Opportunity grants, or set-aside funds. Local Boards must use a competitive process to distribute funds to service providers. The report highlights ten required services that guide funding decisions: academic enhancement skills, alternative secondary school services, summer employment opportunities, work experience and internships, occupational skills training, leadership development opportunities, support services, adult mentoring, follow-up services for one year following participation, and comprehensive guidance and counseling. OST programs are eligible for WIA youth funds if they serve or hire youth who are between ages 14 and 21, are low-income, and have one of 6 identified employment barriers. The report notes that OST programs can improve funding chances by establishing programs for hard-to-serve older youth, partnering with other organizations that provide some of the 10 required services, collecting data on WIA youth performance measures, and aligning the program mission with WIA goals. Accessing WIA funds is especially recommended to expand academic programming, for community service and leadership development, and for hiring and training staff. (KB) ED479400 Using the Workforce Investment Act To Support Out-of-School Time Initiatives: Tools for Out-of-School Time and Community School Initiatives. Strategy Brief. 2003-09-00 Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Charles Stewart Mott Foundation, Flint, MI. 12 The Finance Project, 1401 New York Avenue, NW, Suite 800, Washington, DC 20005. Tel: 202-587-1000; Fax: 202-628-4205; Web site: http://www.financeproject.org. For full text: http://www.financeprojectinfo.org/publications/wia.pdf. N/A 2004 2016-11-21

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Yes Children Lunch Programs National Programs Nutrition Program Descriptions Reports - Descriptive Food and Nutrition Service School Lunch Program Food Assistance Programs Vegetables Commodity Distribution Program Food Stamp Program Women Infants Children Supplemental Food Program Department of Agriculture Fruits Department of Defense Nutrition Services Food and Nutrition Service (USDA), Alexandria, VA. Office of Analysis and Evaluation. English Noting that fruit and vegetable consumption is an important component of a balanced diet consistent with the "Dietary Guidelines for Americans" and the Food Guide Pyramid, this report fulfills a request from the Appropriations Committee Directives to analyze current levels of fresh produce in Department of Agriculture (USDA) nutritional programs, including school lunch programs. The report examines the USDA commodity purchasing process and the agencies involved in these purchases, and describes the nutrition assistance programs administered by the Food and Nutrition Service providing food or benefits supporting fruit/vegetable consumption. The report also estimates current levels of produce in nutrition assistance programs, as well as the percentage of the dollar value of donated commodities that are fresh. It is noted that 15 to 20 percent of commodity fruits and vegetables were provided to schools as fresh produce, supplementing local school purchases. The final section of the report examines barriers to increasing fresh produce purchases through the conventional USDA commodity donation program and its efforts to increase fresh produce availability through the Department of Defense (DoD). The report asserts that the current USDA distribution method works best for nonperishables and bulk volumes rather than fresh produce. Although the DoD Fresh Produce Program provides an effective mechanism for delivering smaller quantities of fresh produce to schools and Indian reservations, the program does not support the mission of surplus removal, and DoD fresh produce is not available in all parts of the nation. The report concludes by suggesting that encouraging school districts to increase purchases of fresh produce from local distributors may be just as effective as increasing purchases from the DoD. (KB) ED479401 Availability of Fresh Produce in Nutrition Assistance Programs. 2002-05-00 10 USDA Food and Nutrition Service, 3101 Park Center Drive, Room 926, Alexandria, VA 22302. E-mail: OANEWEB@fns.usda.gov; Web Site: http://www.fns.usda.gov/oane. For full text: http://www.fns.usda.gov/oane/MENU/Published/CNP/FILES/FreshProduce.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Aspiration Child Development Children Economic Factors Elementary Secondary Education Extracurricular Activities Family Environment Family Income Family Life Family Structure Fathers Longitudinal Studies National Surveys Parent Attitudes Parent Child Relationship Poverty Social Indicators Tables (Data) Well Being Lugaila, Terry A. Numerical/Quantitative Data Reports - Descriptive Indicators Family Activities Family Rules Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report is the second based on data from the Survey of Income and Program Participation (SIPP) providing a portrait of the well-being of children and their daily activities. The report highlights a variety of indicators that portray children's experiences at home and at school, and includes findings about parents' feelings toward their children and a comparison of children from one- and two-parent families. The statistics are based on data collected in the child well-being module of the 1996 SIPP panel, administered from December 1999 through March 2000 to 10,445 designated parents and their 19,411 children. Indicators examined in this report relate to: (1) daily interactions (children never living away from home, mealtimes shared, daily interaction with fathers, praising/talking to child, reading interaction, family television rules, and family outings); (2) extracurricular activity participation (clubs, sports, and lessons); (3) academic achievement (academically on-track, gifted class enrollment, changing schools, grade repetition, suspension); (4) educational expectations for children; and (5) parents' feelings toward their children (such as child taking up more time than expected and parent anger with child). Among the major findings are that relative to children living with a single parent, children living with married parents tended to have more daily interaction with their parents, experienced more television viewing restrictions, were read to more often, were more likely to participate in extracurricular activities, and progressed more steadily in school. Parents' educational attainment was positively related to reading to children, television rules, child extracurricular activity participation, gifted class enrollment, and expected child educational attainment; educational attainment was negatively related to grade repetition and suspension. Parents' feelings toward their children related to parent age, marital status, poverty status, number of children, and race/ethnicity. (KB) ED479402 A Child's Day: 2000 (Selected Indicators of Child Well-Being). Household Economic Studies. Currect Population Reports. 2003-08-00 21 Customer Services Center, Marketing Services Office, U.S. Census Bureau, Washington, DC 20233-0801. Tel: 301-457-4100; Fax: 301-457-4714; Web site: http://www.census.gov. N/A 2004 2016-11-21

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No Change Strategies Children Economic Factors Employed Parents Family Work Relationship Health Insurance Low Income Groups Minimum Wage Poverty Public Policy Tax Credits Welfare Recipients Welfare Services Cauthen, Nancy K. Lu, Hsien-Hen Reports - Descriptive Subsidized Child Care Services Childrens Health Insurance Program Earned Income Tax Credit Poverty Line Self Sufficiency Childrens Health Insurance Program Earned Income Tax Credit Columbia Univ., New York, NY. National Center for Children in Poverty. English Families with incomes between the official poverty level and the minimum economic security level face many of the same material hardships and financial pressures that officially poor families face, partly because as their income grows, they lose eligibility for public benefits. This report focuses on the role that public policies play in supporting low-wage employment. The report examines how both improvements in the economy and public policies supporting low-wage employment such as the earned income tax credit, public health insurance coverage, and subsidized child care, contributed to declines in child poverty levels during the 1990s. The role of welfare reform in the context of a strong economy is described as an important contributor to the increased percentage of low-income children in families relying on earnings but not public assistance. The report maintains that low-wage work, by itself, is insufficient to move families from poverty to economic self-sufficiency, even within a positive economic climate. The economic downturn, rising unemployment, and cuts in public work supports are cited as factors compounding the challenges faced by low-income families. The report concludes with suggestions for how policymakers can help low-income families make financial progress, including expanding the federal earned income tax credit, decreasing payroll taxes for low-wage earners, raising the minimum wage, providing working parents with health insurance, expanding child care subsidies, and strengthening unemployment insurance for low-wage workers. (Contains 28 endnotes.) (KB) ED479403 Employment Alone is Not Enought for America's Low-Income Children and Families. Living at the Edge Research Brief. 2003-08-00 12 National Center for Children in Poverty, Columbia University, Mailman School of Public Health, 215 West 125th Street, Third Floor, New York, NY 10027-4426. Tel: 646-284-9600; Fax: 646-284-9623; Web site: http://www.nccp.org. For full text: http://www.nccp.org/media/lat03a-text.pdf. N/A 2004 2016-11-21

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No Change Strategies Comparative Analysis Employed Parents Family Work Relationship Health Insurance Hunger Kindergarten Children Low Income Groups Poverty Public Policy Welfare Recipients Gershoff, Elizabeth Reports - Descriptive Indicators Childrens Health Insurance Program Poverty Line Early Childhood Longitudinal Survey Food Assistance Programs Food Stamp Program Childrens Health Insurance Program Early Childhood Longitudinal Survey Columbia Univ., New York, NY. National Center for Children in Poverty. English This report describes the degree and nature of hardship among low-income and poor working and nonworking families in a nationally representative sample of kindergartners--the Early Childhood Longitudinal Study (Kindergarten Cohort). Five hardship indicators were examined: (1) lack of child health insurance; (2) child has not seen doctor at least once in previous year; (3) child has not seen dentist at least once in previous year; (4) family residential instability; and (5) insufficient food in previous year. Findings indicated that at least 1 in 8 families with incomes between 100 and 200 percent of the federal poverty level (FPL) could not obtain child health insurance, had not taken their child to a dentist in the past year, and had moved at least three times in their child's life. Children in families with incomes below FPL were more likely to have health insurance if neither parent was working than if one or more parents were employed full-time. The inability to obtain sufficient food and child health insurance was constant among families with incomes 100 to 200 percent of FPL, regardless of parental work status. Only when incomes were above 200 percent of FPL were parents who were working full-time better able to provide for their children than parents working less than full-time and receiving assistance. The report concludes with a discussion of policy implications and recommendations for expanding federally-funded food assistance programs, eliminating disincentives and redoubling efforts to enroll children in public health insurance programs, and providing working parents with access to health insurance and food stamps to offset costs of working. (Contains 15 endnotes.) (KB) ED479404 Low Income and Hardship among America's Kindergarteners. Living at the Edge Research Brief. 2003-09-00 9 National Center for Children in Poverty, Columbia University, Mailman School of Public Health, 215 West 125th Street, Third Floor, New York, NY 10027-4426. Tel: 646-284-9600; Fax: 646-284-9623; Web site: http://www.nccp.org. For full text: http://www.nccp.org/media/lat03c-text.pdf. N/A 2004 2016-11-21

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Yes Children Comparative Analysis Elementary Schools Elementary Secondary Education Geographic Location High Schools Institutional Characteristics Lunch Programs Mail Surveys Middle Schools Nutrition Public Schools Rural Schools Suburban Schools Telephone Surveys Urban Schools Hirschman, Jay Schmidt, Stefanie McKinney, Patricia Frost, Alberta Reports - Descriptive School Lunch Program Food and Nutrition Service (USDA), Alexandria, VA. Office of Analysis and Evaluation. English Noting that children's average daily intake of fruits and vegetables is well below recommended minimums, this report responds to a request from the Appropriations Committee Directives, Fiscal Year 2002 to compare fruits/vegetable availability in schools with and without salad bars. The comparison was made using data from the School Nutrition Dietary Assessment Study collected during the 1998-99 school year. Information was collected from School Food Authorities by telephone and from cafeteria managers in sample schools using a mail survey. Section 1 of the report describes salad bar availability and analyzes trends during the 1990s. Section 2 describes what fruits/vegetables are contained in salad bars. Section 3 compares the variety of fruits/vegetables in schools with and without salad bars. Section 4 describes characteristics of schools with and without salad bars. Section 5 notes data limitations, and Section 6 presents discussion and conclusions. The key findings are as follows: (1) salad bars are available at least once weekly in 21 percent of public schools, are most common in high schools, least common in elementary schools, and more common in more affluent schools than in less affluent schools; (2) a wide range of vegetables/fruits are available in salad bars; (3) schools with salad bars offer a wider variety of fruits/vegetables than other schools; and (4) salad bars are more common in rural and suburban schools than in urban schools. The report notes that determining the qualities of fruits/vegetables served or consumed would require additional data and cautions that differences associated with salad bars were not necessarily caused by schools adding salad bars. It is further noted that schools do not, on average, meet nutrition standards for fat, saturated fat, and sodium. The report's three appendices provide supplementary data tables, an exploratory comparison of food and nutrient characteristics of meals in schools with and without salad bars, and a discussion of the study's methodology. (KB) ED479405 School Lunch Salad Bars: Nutrition Assistance Program Report Series. Special Nutrition Programs. 2002-04-00 42 USDA Food and Nutrition Service, 3101 Park Center Drive, Room 926, Alexandria, VA 22302. E-mail: OANEWEB@fns.usda.gov; Web site: http://www.fns.usda.gov/oane. For full text: http://www.fns.usda.gov/oane/MENU/Published/CNP/FILES/saladbar.pdf. N/A 2004 2016-11-21

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Yes Child Abuse Child Neglect Children Family Environment Family Problems Foreign Countries Models Parent Child Relationship Responsibility Socioeconomic Status Zlokovic, Jasminka Information Analyses Risk Factors Slovenia Family Community Relationship Slovenia English Noting that negligence and maltreatment of children is a phenomenon that hinders child development and causes damage to society, this paper deals with segments of parent-child relationships within the complex context of children and youth in a society of risks. The paper reviews recent studies pointing to the importance of certain sociological, psychological, medical, and educational facts as well as economic conditions posing risk. Particularly highlighted is a study conducted with pupils attending elementary schools in Rijeka, Slovenia, that reveals the complexity of the problem, which is magnified by parents' lack of control of children as one form of child negligence. The paper derives from the studies reviewed a model or hierarchy of problems constituting risk of negligence which tend to accumulate, including: inadequate relationships of parents toward children, punishment in families, children's fear of parents, children's fear of school, poor performance in school, younger parents, and addictions in the family. The model also spells out additional risk factors posed by a society indifferent to family risks, and ameliorating factors in a society providing help, protection, and better advancement. (Contains 11 references.) (HTH) ED479406 Risky Families and Neglected Children. A Personal and Social Problem. 2002-00-00 ISBN-961-6101-10-2 6 N/A 2004 2016-11-21

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Yes Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. English To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479407 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. N/A 2004 2016-11-21

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No Academic Achievement Arabic Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Arabic To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Arabic-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479408 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Arabic) 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Chinese Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Chinese To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Chinese-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479409 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Chinese) 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Gujarati Parent Participation Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Guarijio To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Gujarati-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479410 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Gujarati). 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Korean Parent Participation Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Korean To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Korean-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479411 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Korean). 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Russian Secondary School Curriculum State Standards Student Improvement Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Russian To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Russian-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479412 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Russian). 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum Spanish State Standards Student Improvement Guides - Non-Classroom Multilingual/Bilingual Materials Maryland Maryland Maryland State Dept. of Education, Baltimore. Spanish To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Spanish-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479413 Una guia para los padres sobre lo mas importante: el logro academico plan de educacion de Maryland desde preescolar hasta el 12 grado, 2002-2003. (A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003). 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum State Standards Student Improvement Vietnamese Guides - Non-Classroom Multilingual/Bilingual Materials Maryland Maryland Maryland State Dept. of Education, Baltimore. Vietnamese To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Vietnamese-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479414 Huong Dan Cho Phu Huynh Ve Thanh Qua La Viec Quan Trong Nhat: Ke hoach giao duc cua Maryland cho cac lop chuan bi hoc mau giao den lop 12, 2002-2003. (A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003). 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Academic Achievement Change Strategies Educational Change Educational Improvement Educational Objectives Elementary School Curriculum Elementary Secondary Education Parent Participation Secondary School Curriculum State Standards Student Improvement Urdu Guides - Non-Classroom Maryland Maryland Maryland State Dept. of Education, Baltimore. Ukrainian To raise the achievement of every student in the state, Maryland implemented "Achievement Matters Most," a new plan for public elementary and secondary schools that sets goals in the areas of achievement, teaching, testing, safety, and family involvement in schools. This Urdu-language guide for parents outlines the goals and characteristics of the initiative, and how progress will be assessed. The guide first highlights five simple but challenging goals for Maryland public education: (1) achievement will improve for each student; (2) curriculum, instruction, and testing will be better aligned and understandable; (3) all educators will have the skills to improve student achievement; (4) all schools will be safe, drug-free, and conducive to learning; and (5) parents and legal guardians will be involved in education. Next, the guide outlines several ways the state encourages high expectations and helps schools to improve, including a new voluntary, state curriculum; grades given to schools based on how well they teach; school improvement teams for each school; financial rewards and public recognition for schools making strong improvements; and a state family involvement policy. The state-wide curriculum is then detailed, including how it will differ from the Maryland Content Standards. Next, the state's two testing programs are highlighted, one for elementary and one for high school; sample questions from both tests are included, as is information on assessment of students with special needs and/or limited English proficiency. In the area of the state's family involvement policy, the guide outlines signs that families and educators are communicating and working together in a particular school: schools and families communicate regularly; parents play a role in helping students learn; parents are welcome in the school, and their help is appreciated; and parents are included in making decisions that affect their children. Finally, the guide offers suggestions for parents to encourage their child's achievement, such as setting high expectations, talking with the child's teacher(s) regularly, dedicating 15 minutes daily to talking with the child, helping with homework, and meeting with high school counselors to talk about post-high school opportunities. (HTH) ED479415 A Parent's Guide to Achievement Matters Most: Maryland's Plan for PreK-12 Education, 2002-2003. (Urdu) 2003-00-00 Parents 18 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 888-246-0016 (Toll Free); Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/translations.htm. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Uses in Education Distance Education Educational Media Educational Resources Educational Technology Elementary Secondary Education Higher Education Instructional Design Instructional Innovation Instructional Materials Learning Activities Material Development Professional Development Technology Integration Driscoll, Margaret, Ed. Reeves, Thomas C., Ed. Collected Works - Proceedings Technology Role Association for the Advancement of Computing in Education, Norfolk, VA. English The 7th annual E-Learn world conference on e-learning in corporate, government, healthcare, and higher education organized by the Association for the Advancement of Computing in Education (AACE) includes more than 600 papers. Papers from this proceedings come from contributors representing more than 50 countries, sharing their perspectives and experiences with electronic learning in elementary, secondary, and postsecondary education. Topics include: military training; course Web site creation; instructional design; new trends in health care and medicine; information and knowledge dissemination; knowledge management; learning repositories; instructional innovation and activities design; cognitive style; virtual communities; issues in e-government; success in distance education; computer system design; the Internet-connected classroom; teachers' and facilitators' roles; computer software development; professional development; distance education quality; usability tests and use studies; ethical issues; standards; student evaluation; collaboration; evaluation frameworks; theory and practice; instructional strategies; teleconferencing; search strategies; virtual reality; instructional effectiveness; instructional material design; computer simulation; gender equity; digital libraries; instruction for individuals with disabilities; technology integration; multimedia materials; and information skills development. (AEF) ED479416 E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002). 2002-10-00 ISBN-1-880094-46-0 2850 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Credentials Distance Education Educational Development Military Personnel Online Systems Professional Training Program Development Teacher Education Training Methods Dunlap, Nancy Cassity Reports - Descriptive Speeches/Meeting Papers Retired Persons English The South Carolina T3 (Troops-to-Teachers) Coalition Alternative Route to Teacher Certification (ARC) Coalition postbaccalaureate program is designed to provide requisite training and credentialing for retiring military personnel to become teachers, in the schools most in need. This program offers an opportunity to prepare for a teaching career while working in a current job. Incorporating a unique blend of online instruction and hands-on practical experiences, the program is accessible around the clock and around the world. Participants may begin training within 2 years of retirement, and, through special Proviso by the state legislature, they will be classified as resident students at the four partner universities. The curriculum, grounded in a documentable knowledge base, reflects what a new, second-career professional needs to know and be able to do to become a successful teacher. Featuring a robust curriculum, a powerful e-learning delivery mode, a strong research/evaluation component, a year-long paid internship, and 2 years of follow-up with skilled mentor teachers, this program has the capacity for ameliorating the teacher shortage in South Carolina and elsewhere. (Author/AEF) ED479417 "Be All That You Can Be"--Again: South Carolina Troops-to-Teachers Coalition Alternative Route to Teacher Certification ("T3 ARC"). 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Course Content Course Organization Higher Education Instructional Design Instructional Development Instructional Materials Learner Controlled Instruction Material Development Programming Languages World Wide Web Heines, Jesse M. Reports - Evaluative Speeches/Meeting Papers XML Microsoft FrontPage Web Site Design English This paper deals with techniques for reducing the amount of work that needs to be redone each semester when one prepares an existing course Web site for a new class. The key concept is algorithmic generation of common page elements while still allowing full control over page content via WYSIWYG tools like Microsoft FrontPage and Macromedia Dreamweaver. The paper explores both client- and server-side techniques and discusses their advantages and disadvantages. The most advanced techniques are those that encode control information in XML rather than HTML or JavaScript and apply that information on the server side using XSL and JavaServer Pages. The paper also touches on course organization techniques that might involve students in the creation and maintenance of course Web sites, thereby fostering more student-centered learning. (Contains 11 references.) (Author) ED479418 Creating and Maintaining Data-Driven Course Web Sites. 2002-10-00 10 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Constructivism (Learning) Distance Education Instructional Design Instructional Development Instructional Innovation Learning Activities Online Systems Teaching Methods World Wide Web Herrington, Jan Reports - Research Speeches/Meeting Papers Authentic Learning Authentic Materials English Influenced by constructivist philosophy and advances in technology, there is increasing interest in authentic activities as a basis for learning in both face-to-face and Web-based courses. Whereas traditionally, activities have primarily served as vehicles for practice of skills or processes, a more radical approach is to build a whole course of study around authentic activities and tasks. This paper presents the case that the value of authentic activity is not constrained to learning in real-life locations and practice, but can be analyzed for the critical characteristics that help to enhance learning in online contexts. It continues with a description of the theory, research, and development initiatives that provide the foundations for this approach. Finally, guidelines for the design of complex authentic activities for online learning and examples are presented, together with the implications of this approach for teachers, students, and designers. (Contains 43 references.) (Author) ED479419 Designing Authentic Activities in Web-Based Courses. 2002-10-00 Australian Research Council. 11 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Distance Education Educational Development Educational Objectives Educational Resources Foreign Countries Instructional Materials Material Development Metadata Online Systems McGreal, Rory Anderson, T. Friesen, N. Sosteric, M. Hewitt, Ken Ring, Janelle MacLeod, Douglas Richards, Griff Hatala, Marek Calvert, Tom Chiasson, Margot Roberts, Toni Carey, Tom Harrigan, Kevin Paquette, Gilbert Downes, Stephen Reports - Descriptive Speeches/Meeting Papers Canada Canada English As more and more institutions and companies in Canada develop online learning content, the importance of learning objects and the metadata used to describe them becomes clear. EduSource has brought together Canada's leading experts, researchers and practitioners in the field of e-learning for the purpose of defining and testing a world-class infrastructure for learning object repositories (LOR) and to produce a Repository in a Box prototype that will include metadata guidelines, software tools, hardware specifications, best practices and methods for generating communities of use that would allow any organization to build and connect its own repositories. (Author) ED479420 EduSource: A Pan-Canadian Learning Object Repository. 2002-10-00 10 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Development Computer System Design Courseware Distance Education Pharmaceutical Education Pharmacists Pharmacology Professional Development Professional Training Vesper, James L. Reports - Descriptive Speeches/Meeting Papers English Regulatory agencies around the world require that those involved in producing pharmaceutical products be adequately trained. E-learning can accomplish this, providing consistent delivery and learner assessment. However, there are some unique expectations that regulators and the pharmaceutical industry have of e-learning solutions. These include approved electronic records and signatures that have reliability and integrity, system and application validation, and assessment of learning. While these expectations are a challenge to e-learning courseware producers, they contribute to the production of high quality, robust courseware. (Author) ED479421 Challenges in Providing e-Learning Solutions in the Regulated Pharmaceutical Industry. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:13 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain eligible type.

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No Computer Software Copyrights Electronic Publishing Information Dissemination Information Industry Information Policy Information Sources Information Technology Intellectual Property Internet Laws Ownership Publishing Industry Young, Bob Reports - Descriptive Speeches/Meeting Papers Open Source (Software) English A series of changes in intellectual property law over the last 30 years has made it more difficult for researchers, scientists, authors, and artists to cooperate and collaborate on critically important projects. At the same time, the advance of communications technologies, specifically the Internet, promises to foster an explosion in creativity, cooperation, and collaboration never before thought possible. This paper considers how new tools and strategies will enable content owners, whether authors or publishers, to control their works and retain the benefits provided. At the same time, users of these works are enabled to derive maximum value from pre-existing art and knowledge by building on these advances. (Author/AEF) ED479422 The Open Source Movement, Publishing, and the Dissemination of Knowledge. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Literacy Course Content Distance Education Inservice Teacher Education Instructional Design Instructional Effectiveness Online Systems Problems Technology Education Abbitt, Jason T. Klett, Mitchell D. Graves, Scott M. Reports - Research Speeches/Meeting Papers English This study sought to analyze the technical problems encountered by students in a technology training course for educators. The results of the study then informed the redesign of the course for its next offering. The study collected data by both qualitative and quantitative means with the overall purpose of determining in which course modules the students encountered the most technical problems. Further data collected from the survey following the course indicated that occurrence of technical problems did not negatively impact the students' rating of the value of each module or the perceptions of the value of the course. (Contains 10 references.) (Author) ED479423 Redesigning a Course Using an Analysis of Technical Problems Encountered in an Online Technology Training Course. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:16 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Access to Education Computer Assisted Instruction Course Content Distance Education Foreign Countries Higher Education Instructional Design Instructional Development Pilot Projects Technology Education Abel, Marie-Helene Lenne, Dominique Cisse, Omar Reports - Descriptive Speeches/Meeting Papers France Knowledge Management Ontology France English E-learning leads to changes in the way courses are conceived. Diffused through the Web, course content cannot be the pure transcription of a "classical" course. The students need to personalize it and to access it when they need it (just-in-time). The MEMORAe project aims at applying knowledge management techniques to improve the structure of the content and its access in e-learning solutions. The authors propose to build an ontology-based learning organizational memory and to give the users direct access to this memory by using knowledge books. The pilot application was a course on algorithms and programming attended by beginner students in a technological university in France. (Contains 15 references.) (Author/AEF) ED479424 E-Learning and Knowledge Management: The MEMORAe Project. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Uses in Education Distance Education Educational Technology Foreign Countries Forestry Higher Education Home Economics Education Learning Activities Pilot Projects Teacher Education Teaching Methods Alamaki, Harri Seppala, Pauliina Reports - Descriptive Speeches/Meeting Papers Digital Technology Wireless Technology Digital Imagery English This article describes a mobile learning project, where mobile devices are used for educational activities. The article defines the word "mobility" from the educational point of view. The authors present experiences recorded while using mobile technology in teacher training and among students of forest resource. Two pilots were carried out at the Department of Home Economics and Craft Science and the Department of Forest Resource Management of the University of Helsinki. The idea of the pilot in home economics teacher training was that supervising teachers and trainee students should discuss and share their ideas about teaching methods and other topics through mobile devices and also using SMS-messaging and digital pictures as part of the supervision process. The use of digital pictures, which were delivered via the mobile device, was surprisingly successful. The students of forest resources used mobile technology to deliver textual and pictorial material from forests. The goal of these innovative pilot projects is to create flexible teaching solutions that will enable users of all kinds of devices to access information, and to support learning in a variety of ways. (Contains 11 references.) (Author) ED479425 Experimenting with Mobile Learning in a University Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Course Content Distance Education Educational Principles Instructional Design Instructional Materials Learning Strategies Metadata Open Education Teaching Models Allert, Heidrun Dhraief, Hadhami Kunze, Tobias Nejdl, Wolfgang Richter, Christoph Reports - Research Speeches/Meeting Papers English This paper presents and discusses the evolution of a metadata-based course portal, the Open Learning Repository (OLR). Different instructional models and learning principles are integrated in order to meet different learning and teaching strategies: different metadata models (domain model, instructional model, cooperative and structural model) are designed and mapped. A scenario-based evaluation of a former version of OLR revealed that the use which was intended by designers and teachers can differ from actual use by learners. In the current version, not only are different instructional principles and theories implemented, but also help-files which address the learners' reflection of their own learning strategies. In the design process, different learning theories as well as the organizational framework serve as relevant context which is addressed by scenarios written by all stakeholders. Scenarios serve as medium for communication between instructional designers, computer scientists, and teaching staff. (Contains 16 references.) (Author) ED479426 Instructional Models and Scenarios for an Open Learning Repository--Instructional Design and Metadata. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:23 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain illegible type.

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No Cognitive Processes Cognitive Style Higher Education Instructional Effectiveness Learner Controlled Instruction Learning Strategies Medical Education Medical Schools Medical Students Multimedia Materials Multiple Intelligences Teaching Methods AlRawahi, Zahra Reports - Research Speeches/Meeting Papers English While a number of systems have been developed based on cognitive styles, and a significant body of research has been carried out about learning with multiple representations, little is known about the effectiveness of systems based on multiple intelligences (MI). To address this, a prototype was built based on Gardner's theory of MI and experiments were performed to study the effectiveness of the system on medical students' learning. The results showed that medical students accomplish deeper understanding of a topic when it is taught in a way that matches their cognitive styles. Moreover, the results indicated that providing students with a rich environment in which they can learn a topic via their chosen modality seems not to be as an effective teaching method as automatically adapting the material. (Author) ED479427 Cognitive Styles and Medical Students' Learning. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:25 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Distance Education Educational Technology Foreign Countries Information Services Online Systems Nunes, Miguel Baptista McPherson, Maggie Whiteside, Amy Reports - Research Speeches/Meeting Papers United Kingdom Electronic Democracy Electronic Government Information Society United Kingdom English This paper focuses on aspects of e-government with emphasis on how local authorities are coping with the transition into the Information Society. E-government is reviewed in the flight of such topics as a social inclusion, security and e-democracy. The challenge has been set in the United Kingdom for local authorities to deliver 100% of services capable of electronic delivery by 2005, with 25% to be delivered by 2002. The research was carried out with the support of a local authority council in South Yorkshire. It included a survey of members of Northern Authorities Benchmarking IT (NABit) to ascertain views on various aspects of e-government. The results were analyzed to provide a more valid representation of local authorities attempts to reach the 2005 target. The findings challenge some of the views portrayed in the literature review and show low confidence in achieving government targets. E-learning emerged as a key factor to prevent social exclusion and guarantee e-democracy. (Contains 16 references.) (Author) ED479428 Social Inclusion, Security and E-Democracy Issues in E-Government: The Role of E-Learning. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Simulation Educational Technology Higher Education Instructional Effectiveness Instructional Material Evaluation Instructional Materials Medical Education Medical Students Multimedia Materials AlRawahi, Zahra AlShidhani, Saleh Reports - Research Speeches/Meeting Papers English A usable instructional system is defined as a system that enables learners to accomplish learning goals or tasks in an effective and efficient way. This paper investigates the usability of the Virtual Hospital Round (VHR) prototype, and explores medical students' and professionals' attitudes toward the VHR system. Results of the evaluation of the prototype indicated that students and medical professionals liked and valued the program as a useful and enjoyable learning tool. The interface was mostly easy to use. The prototype stimulated learning and clinical reasoning. (Author) ED479429 The Usability of the Virtual Hospital Round. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:29 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Comparative Analysis Computer Assisted Instruction Conventional Instruction Data Analysis Distance Education Higher Education Instructional Effectiveness Masters Programs Nontraditional Education Program Effectiveness Student Reaction Barber, William D. Clark, Heather M. McIntyre, M. Elaine Reports - Evaluative Speeches/Meeting Papers Appalachian State University NC English Appalachian State University (ASU) is a participating institution in the North Carolina Consortium for Distance Education in Communication Sciences and Disorders (CSD). This Consortium initiated a successful distance education masters program in 1997. The distance education program at ASU is actually a hybrid program, providing the opportunity for comparison of performances in on-campus versus distance courses by individual students. In addition, comparisons of distance students and students enrolled in the traditional on-campus program are possible in summer courses in which both types of students enroll. Results of a distance student opinion survey are examined, followed by discussion of comparative performance in summer courses on campus, distance course performance, and success of the program. Eight indicators of success are presented, including low attrition rate, indicators of student satisfaction, and data showing equal to superior performances of distance students in competition with traditional on-campus students. (AEF) ED479430 Verifying Success in Distance Education. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Authoring Aids (Programming) Computer Assisted Instruction Computer Software Development Computer System Design Distance Education Educational Resources Higher Education Mathematics Education Multimedia Materials Undergraduate Study Baudry, Andreas Bungenstock, Michael Mertsching, Barbel Reports - Research Speeches/Meeting Papers English This paper introduces an architecture for an e-learning system with an embedded authoring system. Based on the metaphor of a construction kit, this approach offers a general solution for specific content creation and publication. The learning resources are IMS "Content Packages" with a special structure to separate content and presentation. These packages are called "Template Content Objects" (TCO). They contain a template coded in XML and additional files for multimedia learning objects. TCOs are similar to the SCORM "Sharable Content Objects" (SCO) and can be simply translated to them. The authoring system consists of different authoring tools that handle TCOs. Every task in the process of learning object creation is done by experts which were modeled with the help of roles. The architecture is a result of the math-kit, a Web based e-learning system that provides instructors and students with multimedia support for central topics in undergraduate mathematics. (Contains 17 references.) (Author) ED479431 Architecture of an E-Learning System with Embedded Authoring Support. 2002-10-00 Federal Ministry of Education, Science, Research, and Technology, Bonn (Germany). 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:35 RIEAPR2004 08NM084 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Networks Corporations Distance Education Educational Technology Foreign Countries Internet Online Systems Telecommunications Beam, Mary Reports - Descriptive Speeches/Meeting Papers Ontario Canada English The Education Network of Ontario (ENO) is a telecommunications corporation creating an access and applications network for and by Ontario's 130,000-member education community. When educators register with ENO, they receive full industry-standard Internet and Intranet services in English and French. ENO/REO works from school or home. Statistics such as 100,000 teacher members, over 23,000 logins a day, 250,000,000 minutes a month of online time, and over 100,000 mail or news messages per day are commonplace. Self-nominating teachers lead projects that deal with content creation, classroom projects and technology exploration. Results are as varied as a database of parent letters to go with report cards, solutions to keep small children exercised and content in ultra-cold winter months, an Internet radio station and investigation of video and voice technologies as well as pedagogical practices to support professional development. ENO trains teachers who now understand the need for, and use of, a sophisticated variety of applications and content to support and motivate students in the online environment. The result of this support is a classroom project model that is firmly based in curriculum but created in a way that the students and teachers use access to the Internet and other technologies to enhance learning of subject matter and processes, and not the technology itself. The ENO project model is supported by an automated application so teachers need not become involved in Web functions and software operations themselves. They do not need to understand Web site creation or even negotiate Web hosting with their school or District School Board. In this way, they work from the outset with the skills and experience they already have and they add knowledge of online processes and course management only as they need them in practice. Many project leaders graduate from this initial template to major Web site creation. Because ENO is its own Internet and Intranet Service Provider, it has enabled teachers to create and use a continuously evolving "bootstrap" model to support diverse, creative activities--projects, group work, lessons and student-to-student exchanges at every level of instruction. (Author) ED479432 Education Network of Ontario: Content/Curriculum Models for the Internet-Connected Classroom. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Technology Foreign Countries Higher Education Instructional Design Internet Online Systems Teacher Role World Wide Web Biedebach, Anke Bomsdorf, Birgit Schlageter, Gunter Reports - Research Speeches/Meeting Papers University of Hagen (Germany) English At the university of Hagen a lot of experience exists in performing Web-based teaching and in implementing tools supporting e-learning. To share this knowledge, (inexperienced) instructors more and more ask for tool-based assistance in designing and administrating e-learning courses. Considering experience from other universities, it becomes obvious that there is in general a lack of a broad system support of tasks to be fulfilled while performing e-learning. This paper proposes an adaptable course assistant that provides the required tool support. It helps in selecting and utilizing Internet and Web technology, respectively. The knowledge of how to run a virtual course is modeled by means of course templates, which may be adopted to special needs. Before introducing the assistant, the changing role of instructors in distance education is discussed, as well as the impact on the requirements of tool support with respect to designing and administrating a course. (Contains 13 references.) (Author) ED479433 The Changing Role of Instructors in Distance Education: Impact on Tool Support. 2002-10-00 Federal Ministry of Education, Science, Research, and Technology, Bonn (Germany). 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Development Engineering Education Federal Programs Foreign Countries Higher Education Partnerships in Education Program Development Virtual Universities Granow, Rolf Bischoff, Michael Reports - Descriptive Speeches/Meeting Papers Germany Germany English In 1997, the German Federal Ministry of Education and Research started an initiative to promote e-learning in Germany by installing an extensive research program. The Virtual University of Applied Sciences in Engineering, Computer Science and Economic Engineering is the most prominent and best-funded of the more than 100 projects in the field funded by the German Federal Ministry of Education and Projects. Officially begun in 1999, its origins go back to 1997 when the faculties at Luebeck University of Applied Sciences set up a working group on online education. In October 2001, the study program of Computer Sciences started in seven joint universities of applied sciences with six courses. Twelve universities of applied sciences, two universities, federal employees association, unions, and business of seven federal states are involved in the development of the two complex online study courses Computer Sciences and Economic Engineering. This paper discusses the objectives and project tasks; the Virtual Campus Association of Universities of Applied Sciences; course material and course tutoring; the learning management system; computer supported collaborative learning; and running the online study program. (Contains 16 references.) AEF) ED479434 Virtual University of Applied Sciences--German Flagship Project in the Field of E-Learning in Higher Education. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Uses in Education Educational Development Educational Philosophy Educational Technology Educational Theories Instructional Design Instructional Innovation Learner Controlled Instruction Lifelong Learning Teaching Methods Teaching Models Boora, Raj Reports - Descriptive Speeches/Meeting Papers Paideia English To travel is one of the greatest ways to learn about the world. It is the "getting there" that provides the learning experience, not so much as the destination itself. Education is also a journey, one that should last a lifetime, but for many students today, it is one that lasts only as long as they are in the classroom. In such short trips, many students do not see themselves going anywhere. The new paideia offers a means to allow students to once again find their way. Blending the successful elements of active learning and constructivism, the new paideia uses communication, empathy and community to overcome the issues that currently plague the educational system. Online and offline, the new paideia may be the solution to the problem of what is missing in education today. It brings to the classroom a learner community that uses leisure and technology to integrate course material into the lives of students. (Contains 19 references.) (Author/AEF) ED479435 The New Paideia. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Curriculum Design Curriculum Development Educational Development Educational Media Educational Technology Educational Theories Higher Education Learner Controlled Instruction Technology Integration Botturi, Luca Reports - Research Speeches/Meeting Papers Knowledge English The shift to new paradigms in education pushed by new media has initiated a critical rethinking in the conversation about and practice of teaching and learning. This paper proposes a new description of curriculum design based on a traditional conceptual knowledge framework. The goal is to make a theoretical contribution for interpreting the development of educational technologies and integrating them into Western teaching and practice. Discussion includes knowledge as a relationship; basic properties of knowledge; and learning as the activity of establishing a knowledge relationship and new media as powerful tools. An undergraduate course is described, "The Institutional and the Society," in which digital media support was to provide "live" portraits describing the goals and activities of different institutions (for example, Amnesty International), to be matched with the theoretical approach offered during lectures. Discussion then moves to user-centered design in adaptive hypermedia systems; learning as being in dialog; and the role of teaching. (Contains 24 references.) (AEF) ED479436 Knowledge as Relationship and E-Learning. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Courseware Distance Education Educational Media Educational Technology Instructional Materials Learning Activities Brusilovsky, Peter Nijhavan, Hemanta Reports - Research Speeches/Meeting Papers Adaptive Instructional Methods Adaptive Instructional Models Adaptive Instructional Systems English This paper suggests that a way to the new generation of powerful E-learning systems starts on the crossroads of two emerging fields: courseware re-use and adaptive educational systems. The paper presents the KnowledgeTree, a framework for adaptive E-learning based on distributed re-usable learning activities currently under development. The goal of KnowledgeTree is to bridge the gap between the information power of modern educational material repositories and the just-in-time delivery and personalization power of intelligent tutoring systems (ITS) and adaptive hypermedia (AH) technologies. (Contains 27 references.) (Author) ED479437 A Framework for Adaptive E-Learning Based on Distributed Re-Usable Learning Activities. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Development Educational Environment Institutional Environment Institutional Mission Instructional Innovation Internet Organizational Change Organizational Climate Self Efficacy Burnett, Dale Skamp, Keith Ellis, Allan Reports - Research Speeches/Meeting Papers English This report describes a research project designed to investigate the relationship between perceived organizational culture and the current general level of Internet self-efficacy as well as with two sub-categories of expertise: use of course management shell software and Web authoring software. The perceived organizational dimension of "employee focus" was positively correlated with the three technology measures whereas the perceived organizational dimension of "results focus" was negatively correlated with these three measures. Although the findings are mitigated due to the small sample size, they do correspond with a general perception within academic institutions that staff are more likely to be innovative when there is support for their efforts than when there is simply pressure to produce. Overall, the findings of this research project suggest that organizations moving online need to be cognizant of the effect of different organizational climates on their staff and should take this into account when planning their change management strategies. (Contains 12 references.) (Author) ED479438 Perceived Organizational Climate and Internet Self-Efficacy: Identifying the Best Climate To Promote E-Learning. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:48 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Academic Standards Distance Education Educational Assessment Educational Development Educational Practices Educational Quality Educational Resources Foreign Countries Instructional Effectiveness Cavanaugh, Cathy Reports - Descriptive Speeches/Meeting Papers United Kingdom United States United Kingdom United States English The development and implementation of effective distance education happens in an iterative cycle. The three stages are: (1) procurement and preparation of the resources necessary to meet the distance education goals; (2) delivery of instruction using the best practices from education, business and research; and (3) analysis of the results of distance education to gauge achievement of the goals. Each stage of the Resources--Practices--Results (RPR) cycle continually revisits lessons learned in the other stages and builds upon the successes realized in the other stages. This paper explores the match among the established success factors incorporated into the RPR cycle and six sets of distance education standards published by higher education boards and councils in the United Kingdom and in the United States at national and regional levels. There is variation in the degree to which the standards address the RPR success factors. (Contains 15 references.) (Author) ED479439 Distance Education Quality: The Resources--Practices--Results Cycle and the Standards. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Cooperative Learning Educational Facilities Educational Technology Group Instruction Higher Education Instructional Design Interaction Learning Strategies Cavenagh, Robert W. Reports - Evaluative Speeches/Meeting Papers Collaborative Learning English Learners working on collaborative assignments in a face-to-face environment while using computers must engage in social as well as intellectual tasks. Indeed, at the residential undergraduate level, the development of interactive skills is often one of the more important aspects of their collaboration. Many existing facilities support such interaction badly, if at all. This author has undertaken a continuing investigation of persons-computer-facility interaction and has developed a series of learning facilities that appear to strengthen the quality of learner interaction by increasing time on tasks. This report demonstrates the process of creating groupwork oriented class and study spaces, the challenges and variables encountered, and the first pedagogical results of this work-in-progress. It also explores pedagogical issues and strategies for instructors using such arrangements. (Author) ED479440 Thinking Outside the Circle: The Design of Face-to-Face Collaborative Learning Facilities. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No College Students Educational Environment Online Systems Peer Influence Student Evaluation Student Participation Virtual Classrooms Web Based Instruction Chang, Chi-Cheng Reports - Evaluative Speeches/Meeting Papers English The knowledge distributed Web-based learning community (KnowDisLC) based on knowledge sharing for college students has been constructed, implemented and evaluated. The system helps students form a virtual learning community through Web-based learning, which they can use to facilitate learning and growth. Ultimately they would like to accomplish the goals of knowledge sharing, resource sharing, information exchange, experience interchange, and emotion communication. Both a point accumulation mechanism and a Web-based learning record have been the features of the KnowDisLC system, which prove to stimulate student involvement by allowing them to know about the performance and involvement of themselves and their peers. Most students agree that the community could help them learn more and faster, and most students also confirm that the overall operation and implementation of the system is generally good. (Author) ED479441 A Case and Implications of Implementing and Evaluating an Online Virtual Learning Community Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:54 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain illegible type.

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No Computer Assisted Instruction Computer Interfaces Computer System Design Educational Technology Instructional Design Instructional Effectiveness Instructional Materials Multimedia Materials Use Studies User Satisfaction (Information) Chang, Yaowen Reports - Research Speeches/Meeting Papers English This study evaluates the usability of the proposed MOA (mouse-over-abstract) interfaces that could be implemented in Web-based or stand-alone applications. The MOA designs provide users with an abstract that serves as context cues about the information presented in the linked page. The context cues are available in visual and/or audio formats. Evaluation of the MOA usability focuses on its affordances in efficiency, effectiveness, and user satisfaction. The proposed study aims to examine the influence of the MOA interfaces and presentation modality on program usability. The study also aims to evaluate the relationships among the three aspects of usability. Findings of the proposed study have implications in bridging the gap between research and practice. While results serve as empirically tested guidelines for interface designs applicable for computer-based learning programs, the application of study results also set examples for usable educational research. (Contains 31 references.) (Author) ED479442 Assessing the Usability of MOA Interface Designs. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:56 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Case Studies Cheating Computer Assisted Instruction Distance Education Educational Assessment Educational Practices Educational Technology Ethics Instructional Design Stakeholders Teaching Methods Chozos, Polyneikis Lytras, Miltos Pouloudi, Nancy Reports - Research Speeches/Meeting Papers English The application of emerging digital technologies such as e-mail, the World Wide Web and the Internet in the educational setting has received wide acceptance all over the world. Both corporate and academic agendas have recognized the potential advantages of e-learning; however, as a new field, e-learning courses comes with important issues that have yet to be tackled. Issues either pre-existing in the academic context, or stemming from the intertwinement of new technologies with the delivery and assimilation of education, minimize the effectiveness of e-learning implementations and therefore decrease the value of perception of this practice. Such an issue is academic integrity and ethics. This paper identifies ethical issues that concern the stakeholders involved, and stresses the need for their consideration when implementing an e-learning course. (Contains 21 references.) (Author) ED479443 Ethical Issues in E-Learning: Insights from the Application of Stakeholder Analysis in Three E-Learning Cases. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:50:58 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Constructivism (Learning) Educational Practices Educational Technology Instructional Development Internet Science Education Science Instruction Teaching Methods World Wide Web Combs, Leon L. Reports - Descriptive Speeches/Meeting Papers English This paper examines how educators can use technology to guide the constructivist approach to science education, and discusses techniques explicitly applicable for today's Web format. The paper begins by addressing the following pertinent questions for education in this new era: What is Education? Where is the classroom? Where are the students? What do we teach? and How do we teach? Discussion then focuses on the Web course, and advantages the Web offers for expanding educational methodologies. (AEF) ED479444 Science Education in the Web Era. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:00 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Academic Standards Cognitive Style Computer Assisted Instruction Distance Education Educational Technology Instructional Design Instructional Materials Learner Controlled Instruction Material Development Conlan, Owen Dagger, Declan Wade, Vincent Reports - Research Speeches/Meeting Papers Adaptive Instructional Methods Adaptive Instructional Systems Adaptive Learning Environments Model English E-Learning systems that produce personalized course offerings for the learner are often expensive, both from a time and financial perspective, to develop and maintain. Learning content personalized to a learners' cognitive preferences has been shown to produce more effective learning, however many approaches to realizing this form of personalization involve considerable re-authoring of existing learning material. To reduce the implementation overhead on the content author and course designer it is imperative to facilitate the maximum reuse of learning resources. This paper investigates a standards-based approach to delivering personalized learning content to learners using World Wide Web technologies. Detailed is an implementation of a personalized e-Learning service, called the OPen Adaptive Learning Environment (OPAL), which is based on delivering content personalized to the learner's cognitive and presentation learning preferences using aggregation models based on ADL SCORM (ADL) (Advanced Distributed Learning Sharable Content Object Reference Model). (Contains 15 references.) (Author) ED479445 Towards a Standards-Based Approach to E-Learning Personalization Using Reusable Learning Objects. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer System Design Conventional Instruction Distance Education Educational Technology Foreign Countries Higher Education Instructional Materials Learner Controlled Instruction Nontraditional Education Self Evaluation (Individuals) Student Evaluation Contreras-Castillo, Juan Block, Arthur Edwards Reports - Descriptive Speeches/Meeting Papers Mexico Mexico English This paper describes a Web-based question-answering system called E-teacher that can be used in both traditional and distance learning courses to review academic contents. E-teacher is a self-editing template-based system that consists of a set of PHP scripts that generate the HTML code dynamically, or "on the fly." The entire E-teacher is managed through an ACCESS database located on a Web server and data are stored and recovered upon request. E-teacher was developed to help students review course content and reinforce the knowledge gained during traditional or distance learning courses. E-teacher will be piloted in English courses offered at the Facultad de Telematica of the Universidad de Colima (Mexico). (Author) ED479446 A New Tool for Managing Students' Self-Evaluations in Traditional and Distance Education Courses. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Authoring Aids (Programming) Computer Interfaces Computer Software Development Computer System Design Cooperative Programs Educational Technology Instructional Materials Material Development Programmed Instructional Materials Programming Standards Cristea, Alexandra Okamoto, Toshio Kayama, Mizue Reports - Research Speeches/Meeting Papers Collaborative Research English This paper reports on considerations about the common basic functions and components for building a collaborative authoring environment. The paper aims to specify and systematize the technological issues towards the future standardization of such environments, based on the authors' previous research experiences. Standardization includes many difficult aspects, however, it will extend and widen the field of applications possible within the collaborative and cooperative authoring paradigm, and will enable the usage of the fruits of years of research and individual implementations of the concept of collaborative, but mostly, cooperative authoring. This paper tries to set a systematic basis for a common collaborative authoring platform. (Contains 18 references.) (Author) ED479447 Considerations for Building a Common Platform for Cooperative and Collaborative Authoring Environments. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Cognitive Style Computer Assisted Instruction Computer Mediated Communication Design Preferences Distance Education Educational Media Educational Research Educational Technology Foreign Countries Individualized Instruction Information Dissemination Learner Controlled Instruction Media Adaptation Open Education Cristea, Alexandra De Bra, Paul Reports - Descriptive Speeches/Meeting Papers Adaptive Instructional Systems Europe Adaptive Capacity Open Learning Adaptive Instructional Methods Adaptive Instructional Models English In the Information Society of the new millennium, the use of Information and Communication Technology (ICT) is becoming essential for the rapid dissemination of information. In this context, Open and Distance Learning (ODL) will have a growing role in effectively training people to have active roles in society. However, modern learners have a variety of backgrounds, with respect to knowledge, social environment, preferences, and other areas. The main goal of the project described in this paper is to create the basis of a European platform of standards for user modeling-based adaptability and adaptation, towards individualization of the learning process. This paper reports on the birth of a new European project, ambitiously aiming at going one step further than plain user modeling (UM), by creating a common structure for the ODL systems' adaptive response to specific user needs, thereby creating a basis for modern European Education. The main goal of this paper is to highlight the importance of the standardization of the adaptive and adaptable techniques to the research community at large, and therefore find more external support for our efforts. The paper presents some first background research to establish a starting point for this project. (Contains 34 references.) (Author) ED479448 ODL Education Environments Based on Adaptivity and Adaptability. 2002-10-00 European Community, Brussels (Belgium). 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Development Computer System Design Design Preferences Distance Education Educational Technology Learner Controlled Instruction World Wide Web De Bra, Paul Aerts, Ad Smits, David Stash, Natalia Reports - Evaluative Speeches/Meeting Papers Adaptation Concept Adaptive Instructional Systems English AHA! is a simple Web-based adaptive hypermedia system. Because of this simplicity it has been studied and experimented with in several research groups. This paper identifies shortcomings in AHA! and presents AHA! version 2.0 which tries to overcome the known problems with AHA! while maintaining its biggest asset: simplicity. The paper illustrates how different user modeling and adaptation aspects can be expressed in the new AHA! system, features that would be difficult in the old system, and impossible in most other systems. Discussion highlights include: introduction and background on the development of the AHA! system; the domain model/ adaptation model in AHA! version 2.0; user model in AHA! version 2.0; document (page) formats; examples of AHA! applications; and future work. (Contains 13 references.) (Author/AEF) ED479449 AHA! Version 2.0: More Adaptation Flexibility for Authors. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Comparative Analysis Computer Mediated Communication Cooperative Programs Group Activities Group Discussion Group Experience Training Work Environment Dehler, Christina Reports - Research Speeches/Meeting Papers Group Attitudes Task Environments English Groupwork carried out via computer mediated communication (CMC) is now a fact of life in the the workplace. This study investigates the effects of group membership and task experience on asynchronous computer-mediated groupwork. Groups acquiring task experience as groups during weeks one and two performed better on the final task at week three compared to groups in other treatment conditions. On measures of group process and group member reactions, participants acquiring group and task experience spent less time on the group task and expressed more satisfaction with, and confidence in, the final task solution. Implications for the workplace are that practice of computer mediated group tasks in stable groups is advisable. Training and work environments that expose work groups to computer-mediated tasks and provide opportunity and time to work on complex problems, would improve group performance. Subsequent training would focus on facilitating the transfer of skills and knowledge to new contexts. (Contains 24 references.) (Author) ED479450 Group and Task Experience: Implications for Computer-Mediated Groupwork in the Workplace. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Aviation Education Business Education Computer Assisted Instruction Courseware Distance Education Educational Technology Foreign Countries Higher Education Instructional Effectiveness Masters Programs Multimedia Materials Program Development Program Evaluation Dicks, Dennis Reports - Evaluative Speeches/Meeting Papers Aviation Concordia University PQ English The John Molson School of Business at Concordia University in Montreal has been addressing the need for new skills in aviation management for almost a decade through its International Aviation MBA, in partnership with the International Air Transport Association (IATA). The School set out in early 1999 to create a version of the program which could be largely delivered at a distance, anywhere in the world. This paper evaluates the technical and pedagogical decisions that formed the program, successfully launched in 2000, now graduating its first cohort and welcoming its third. On the technical side, after evaluating a number of commercial templates and courseware purveyors, the authors chose to develop a custom-made approach with a local provider, "Hypermedia-Builder." On the pedagogical side, drawing upon extensive experience in multimedia production, they have provided intensive support for faculty members, on both technical and pedagogical issues, as they develop and deliver their courses. Feedback from students and other data indicate that these efforts enabled the program to achieve its academic goals. The experience suggests a need for innovative approaches to the problem of evaluating technology-supported instruction. (Author) ED479451 Evaluation of a High-End Distance Delivery MBA Program. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Case Studies Computer Assisted Instruction Computer Mediated Communication Computer Simulation Cooperative Learning Decision Making Group Discussion Instructional Design Learning Activities Medical Education Online Systems Role Playing World Wide Web Doiron, J. A. Gilles Isaac, John R. Reports - Research Speeches/Meeting Papers English In the face of panic and life-threatening situations in a hospital emergency room (ER), doctors must rely on well-defined procedures to assess the situation and respond appropriately. Because decisions to act must not only be timely, but also ingrained and swift, practice and experience in a wide range of situations is essential. This paper outlines the analysis, design and prototype development phases of a Web-based role-play scenario in which the students of surgery can add to their repertoire of experience in ER medicine. Examples of existing online case study and role-play activities for clinical and ER training were studied. The instructional design decisions took into consideration the desirable attributes of these examples, but more importantly, addressed their shortcomings. The prototype features an interface that enables the student to make many decisions at one time while proceeding to stabilize and diagnose the patient. After completing the procedure, the student's report is posted to an online discussion site for peer analysis and critique. The development of a future prototype is also discussed. (Author) ED479452 Developing Online Emergency Room Case Study Role Play for Medical Students. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:19 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer System Design Cooperative Learning Database Design Educational Assessment Educational Technology Evaluation Methods Higher Education Instructional Effectiveness Student Reaction User Needs (Information) Dron, Jon Boyne, Chris Mitchell, Richard Reports - Research Speeches/Meeting Papers Filters English This paper describes the use of the CoFIND (Collaborative Filter in N Dimensions) system to evaluate two assessment styles. CoFIND is a resource database that organizes itself around its users' needs. Learners enter resources, categorize, then rate them using "qualities," aspects of resources which learners find worthwhile, the n dimensions of CoFIND. Categories and qualities are created by CoFIND's users, so the system sculpts itself to a group's expressed needs. This paper contrasts two uses of CoFIND where students added and rated their own Web-based assignments. The first of these provided useful material to help the students with further learning goals, while the second let them use skills they had acquired in a concrete setting. The use of qualities in each instance was very different, reflecting the students' different needs in each case. Based on the results, suggestions are made for how virtual ecologies of self-organizing groups of learners might be encouraged to thrive and grow. (Contains 19 references.) (Author) ED479453 Evaluating Assessment Using N-Dimensional Filtering. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Evaluation Computer System Design Corporations Design Preferences Distance Education Evaluation Criteria Evaluation Methods Higher Education Instructional Design Instructional Material Evaluation Online Systems Training Eseryel, Deniz Reports - Descriptive Speeches/Meeting Papers English This paper presents a comprehensive evaluation framework for a variety of organizations that wish to find the perfect fit between the needs of the organization and the online solutions they adopt. The framework described in this paper is an outcome of a collaborative effort between the department of Instructional Design, Development and Evaluation (IDD&E) of Syracuse University and one of the leading companies in the Northeast that provides training and development for large and mid-size corporations. A brief overview of the e-Learning project is provided, followed by a discussion of the different dimensions of the proposed evaluation framework. The paper concludes with a description of the utilization of evaluation framework and discussion of future directions. (Author/AEF) ED479454 A Framework for Evaluation & Selection of E-Learning Solutions. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:22 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Support provided by the College Center of the Finger Lakes (CCFL).

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No Computer Mediated Communication Cooperative Learning Distance Education Electronic Mail Group Discussion Higher Education Instructional Effectiveness Online Systems Problem Solving Teacher Education Ferry, Brian Kiggins, Julie Hoban, Garry Lockyer, Lori Reports - Research Speeches/Meeting Papers English This study investigated the use of various forms of computer-mediated communication (CMC) to support the formation of a knowledge-building community (KBC) in teacher education. A KBC involves students working in small and large groups to solve "real world" problems, and in the process develop skills of negotiation, communication, and collaboration. Emphasis is placed on authentic problems that are linked to a school context. The findings showed that students preferred to use forums available to all participants. Also, they used the forums in ways that were not anticipated by the authors. Many students made use of other modes of CMC such as e-mail and synchronous forums downloaded from the Web. Many of the skills used in mediating face-to-face discussion could be transferred to the online situation. (Contains 21 references.) (Author) ED479455 Supporting E-Knowledge-Building in Teacher Education: The Use of Computer-Mediated Communication. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:24 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Educational Technology Elementary Secondary Education Instructional Design Instructional Materials Learning Activities Material Development Middle Schools Program Development Science Activities Science Education Science Instruction Foti, Sebastian Ledbetter, Ric Taylor, Fred Al-Kazemi, Ebraheem Reports - Evaluative Speeches/Meeting Papers English This paper introduces and reports upon lessons learned during the development phase of the Lord Kelvin Middle School Science Program. For the past two years, a set of tools to help middle school students learn science in a way that uses the full power of today's technology has been under development. Lord Kelvin is a robust collection of science activities, organized in modules, that incorporates probeware, sophisticated simulations, multimedia support for instruction, multiple assessment components, and comprehensive reporting tools. The activities bridge the gap between traditional and high tech science. The project, funded by the National Institute of Health, joins the talents of a high tech engineering firm with experienced instructional designers to produce a unique learning experience for middle school students. (Author) ED479456 The Lord Kelvin Project: Middle School Science for the 21st Century. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:26 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Course Content Design Preferences Designers Distance Education Instructional Design Instructional Development Instructional Materials Internet World Wide Web Frizell, Sherri S. Hubscher, Roland Reports - Descriptive Speeches/Meeting Papers Instructional Theory English Designing instructionally sound Web courses is a difficult task for instructors who lack experience in interaction and Web-based instructional design. Learning theories and instructional strategies can provide course designers with principles and design guidelines associated with effective instruction that can be utilized in the design of Web-based instruction (WBI). However, it can be difficult, especially for novice course designers, to operationalize these theories and apply them to the design and development of specific Web courses. Effective design methods for WBI that focus on student learning are needed. Design patterns have emerged as a means to capture design knowledge and present design solutions to designers. Design patterns can be used to effectively support novice designers of Web-based courses. This paper discusses how design patterns that capture pedagogical principles and good design strategies can be used to support educators in designing instructionally sound Web-based courses. A design framework for WBI is presented and the resulting pattern language is introduced. (Contains 28 references.) (Author) ED479457 Aligning Theory and Web-Based Instructional Design Practice with Design Patterns. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Courseware Curriculum Development Distance Education Educational Resources Educational Technology Instructional Design Instructional Materials Material Development Teaching Models Fuji, Takashi Tanigawa, Takeshi Reports - Research Speeches/Meeting Papers English This paper describes a domain-specific repository based on the methodology for e-learning systems development. The methodology, which is based on information engineering and object-oriented technology, is used to support navigation for courseware development, designing the curriculum of e-learning components, and e-learning resources management. A repository-based approach is key to the support of e-learning development and reuse of e-learning resources such as application frameworks and components. Through the structure of the repository such as meta-model/model/object-base and by use of object-oriented modeling, it is constructed for reuse by systems and models for their target system. Subject matter experts can develop their courseware by reusing models and object bases for their e-learning. By using Common Object Request Broker (CORBA) architecture, the authors developed the distributed e-learning systems development environment. (Contains 13 references.) (Author) ED479458 The Methodology for Reuse of E-Learning Resources. 2002-10-00 Japan Society for the Promotion of Science. 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:30 RIEAPR2004 C-2-13680246 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figure contains overlapping type.

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No Cognitive Processes Cognitive Style Computer Assisted Instruction Computer Interfaces Computer System Design Hypermedia Modeling (Psychology) Users (Information) Halima, Habieb Mammar Reports - Research Speeches/Meeting Papers Adaptive Instructional Systems XML Adaptive Instructional Methods Adaptive Instructional Models English An adaptation technique of multimodal interfaces based on a cognitive modeling of users is presented in this paper. The adaptation process tries to select a combination of modalities that best fits the cognitive profile of each user. This profile contains indicators of cognitive abilities and styles. This paper focuses on output modalities and applies the adaptation technique on hypermedia documents. The system presented is implemented using the XML and ASP technologies. The paper describes the supervised cognitive training program called HAPPYneuron[TM], examines the cognitive styles, describes the two main components of the output profile, and illustrates the adaptation process and the document structure. (Author/AEF) ED479459 Cognitive User Profile and Its Involvement into Adaptive Interface. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Higher Education Individualized Instruction Instructional Design Teaching Models Virtual Universities Garofalakis, John Sirmakessis, Spiros Sakkopoulos, Evangelos Tsakalidis, Athanasios Reports - Research Speeches/Meeting Papers Virtual Curriculum Adaptive Instructional Methods Adaptive Instructional Models Adaptive Instructional Systems English This paper describes the design of an adaptive user model and its implementation in an advanced Web-based Virtual University environment that encompasses combined and synchronized adaptation between educational material and well-known communication facilities. The Virtual University environment has been implemented to support a postgraduate course. It aims to cover the fundamental needs of a student, providing a wide range of automatically renewable educational material on any subject chosen under the umbrella of a powerful set of supportive tools homogenized with the user's topic of interest. An overview of the Virtual University framework is given, followed by a description of the user profile model. Discussion then moves to curriculum and course adaptation and intelligent filtering in communication data. (Contains 24 references.) (AEF) ED479460 Adaptive User Model for Web-Based Learning Environment. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Simulation Computer System Design Instructional Design Multimedia Instruction Multimedia Materials Professional Development Three Dimensional Aids Training Virtual Reality Giardina, Max Reports - Research Speeches/Meeting Papers English This paper examines the implementation of 3D simulation through the development of the Avenor Virtual Trainer and how situated learning and fidelity of model representation become the basis for more effective Interactive Multimedia Training Situations. The discussion will focus of some principles concerned with situated training, simulation, interaction and immersion, which will help to set a background about the defining attributes of new virtual training systems. Through the Avenor project, the focus is on the instructional aspects of the technology and its importance in achieving a learning environment that challenges and supports effective training. (Contains 15 references.) (Author) ED479461 The Avenor Virtual Trainer Project--A 3D Interactive Training Module on Energy Control Procedures: Development and First Validation Results. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:37 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Animation Computer Assisted Instruction Computer Simulation Computer System Design Educational Technology Instructional Materials Programmed Instructional Materials Teacher Role Teaching Models Video Games Gilbert, Juan E. Reports - Research Speeches/Meeting Papers English The acceptance of animation technologies is increasing. Video games, such as Sony PlayStation (SONY, 2002), have become part of the culture for young people from kindergarten through undergraduate school. Animation technologies have been implemented into educational systems in the form of animated pedagogical agents (Johnson, 2000). The research described in this paper aims to take advantage of this widespread acceptance of animation technologies by introducing animated pedagogical agents as teachers in an adaptive instruction environment called Adam. Discussion includes the system's architecture, instruction creation, and instruction delivery. (Author/AEF) ED479462 Playing Teacher. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:40 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain illegible type.

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No Computer Assisted Instruction Computer Software Development Distance Education Educational Technology Foreign Countries Instructional Design Nontraditional Education Secondary Education Teaching Methods Giroux, Sylvain Moulin, Claude Sanna, Raffaella Pintus, Antonio Reports - Research Speeches/Meeting Papers Italy Italy English The term "mobile lessons" is coined for lessons held outside of "artificial" environments, such as classrooms. During these lessons, all actors are mobile and must move to do the required tasks. Themes tackled in such lessons may be as varied as geography, history, ecology, and linguistics. The use of mobile lessons is not a new teaching strategy, but new mobile devices may render it more efficient and more attractive. The aim is to place students in conditions germane to the ones in which experts work. The authors implemented in Java a software for creating and using mobile lessons and for monitoring students on the field. Contents and questions are in XML. Using this software, teachers of a high school in Sardinia (Italy) developed and experimented with a mobile lesson on the archaeological site of Nora. Under the light of this experiment, a wireless, distributed and more sophisticated version of the software is under development. (Contains 13 references.) (Author) ED479463 Mobile Lessons: Lessons Based on Geo-Referenced Information. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Cooperative Programs Curriculum Development Democracy Educational Resources Foreign Countries Higher Education Hypermedia Instructional Materials Material Development Multimedia Materials Partnerships in Education Social Sciences World Wide Web Goldfarb, Ilia Reports - Descriptive Speeches/Meeting Papers Russia University of New Brunswick (Canada) Russia English The Spirit of Democracy Project was initiated in 2000 by the University of New Brunswick (Canada) Faculty of Education in partnership with the Russian Association for Civic Education, and was made possible through financial contribution from the Canadian International Development Agency. The focus of the Project is the development of online citizenship education curriculum resources for use by teachers in Russia and Canada. The Canadian and Russian project teams are developing materials for similar topics based on local content. Researchers, on both sides, create learning opportunities using situations and springboards. The situations present democratic issues and concepts, for example, the value of loyalty, or the meaning of privacy. An important role in the Project is assigned to visual materials and creative use of hypermedia. The Project led to close collaboration between Russian and Canadian social sciences researchers, teachers and students. (Contains 10 references.) (Author) ED479464 Using the Web To Teach Democracy. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer System Design Ethics Information Retrieval Intelligent Tutoring Systems Laboratory Experiments Multimedia Materials Natural Language Processing Research Tools Training Graesser, Arthur C. Hu, Xiangen Person, Natalie Jackson, Tanner Toth, Joe Reports - Evaluative Speeches/Meeting Papers Research Ethics English The Human Use Regulatory Affairs Advisor (HURAA) is a Web-based facility that provides help and training on the ethical use of human subjects in research, based on documents and regulations in United States Federal agencies. HURAA has a number of standard features of conventional Web facilities and computer-based training, such as hypertext, multimedia, help modules, glossaries, archives, links to other sites, and page-turning didactic instruction. HURAA also has more intelligent features: an animated conversational agent that serves as a navigational guide for the Web facility; lessons with case-based and explanation-based reasoning; document retrieval through natural language queries; and a context-sensitive Frequently Asked Questions, called "Point & Query." This paper describes the major modules and features of HURAA and evaluates the performance of document retrieval through natural language questions. (Contains 21 references.) (Author) ED479465 Modules and Information Retrieval Facilities of the Human Use Regulatory Affairs Advisor (HURAA). 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Cognitive Style Comparative Analysis Computer Assisted Instruction Computer System Design Concept Mapping Educational Technology Hypermedia Instructional Design Instructional Effectiveness Instructional Materials Material Development Graff, Martin Reports - Research Speeches/Meeting Papers English From an instructional perspective, it is conceivable that employing an appropriate hypertext architecture should have the advantage of facilitating learning by representing logically the interrelationships between different units of information contained within the hypertext. Furthermore, there would, however, appear to be a sound theoretical rationale for suggesting that the degree to which hypertext based instructional systems facilitate learning will be contingent on an individual's cognitive style. This study investigates the effects of hypertext architecture and cognitive style on learning. Fifty-three participants were assigned to one of three hypertext architectures corresponding to linear, hierarchical and relational structures. Cognitive style was assessed using the Cognitive Styles Index (Allinson and Hayes, 1991). The findings revealed an interaction between cognitive style and hypertext architecture on the recall performance of participants. However, when learning was assessed at a deeper level, no significant effects were observed. Further analysis revealed that concept maps of the hypertext architecture differed between participants in each hypertext condition. The results are discussed in terms of a consideration of individual differences in cognitive style in the design of hypertext instructional systems. (Contains 15 references.) (Author) ED479466 Learning from Hypertext and the Analyst-Intuition Dimension of Cognitive Style. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:49 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Administrator Role Computer Assisted Instruction Computer Literacy Distance Education Educational Administration Educational Technology Information Skills Instructional Development Instructional Materials Material Development Online Systems Professional Development Secondary Education Teacher Role Technology Integration Graham, Robert J. Daniels, Terry H. Reports - Descriptive Speeches/Meeting Papers English A problem facing many supervisors and administrators in K-12 and higher education is how to effectively integrate technology into the instructional proram. Professional development plays a key role in providing training and support required to develop the instructional technology (IT) skills necessary to have a positive effect on instruction. This paper explores the role of supervisors and administrators as instructional leaders in their schools in the formation and support of programs aimed at the integration of instructional technology. An online professional development course for supervisors was developed by the principle of a large urban high school in the northeast, using Blackboard as the vehicle for the course's implementation. The goal of the course was to provide turnkey training for the 10 assistant principals at the school. In addition to providing some essential IT skills for the supervisors and administrators, the online course aimed to begin to cultivate a community of learners within the school. (Contains 16 references.) (Author) ED479467 Developing an Online Professional Development Program Using Instructional Technology for Supervisors and Administrators. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:51:51 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Quality Instructional Design Instructional Effectiveness Program Effectiveness Program Evaluation Student Reaction Teacher Attitudes Teaching Methods Teleconferencing Greene, Melanie W. Zimmerman, Sara Olin Tashner, John H. Pacifici, Linda Reports - Research Speeches/Meeting Papers Video Teleconferencing English The purpose of this project was to investigate the perceptions of instructors and students with regard to delivering effective instruction in synchronous learning environments. The specific research goals were to attain an evaluation of the quality of distance education courses, to determine the effectiveness of the delivery medium, and to examine instructors' and learners' perceptions of the instructional strategies implemented in courses delivered through the medium of real-time audio-video teleconferencing via the North Carolina Information Highway. (Contains 10 references.) (Author) ED479468 An Analysis of Instructional Strategies Used in Synchronous Learning Environments. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Agriculture Educational Policy Educational Quality Elementary Education Employment Enrollment Foreign Countries Human Services Policy Formation Poverty Poverty Programs Public Policy Rural Development Rural Economics Rural Education Rural Population Valdes, Alberto Mistiaen, Johan A. Books Numerical/Quantitative Data Reports - Evaluative Brazil Brazil ISSN-0253-2123 World Bank, Washington, DC. English This report constitutes a step toward designing an integrated strategy for rural poverty reduction in Brazil. The report contains an updated and detailed profile of the rural poor in the northeast and southeast regions of Brazil; identifies key components of rural poverty in those regions; and proposes a five-pronged strategic framework in which to couch a set of integrated poverty-reduction strategies. The framework envisions five exit paths from poverty: agricultural intensification of the small-farm sector, a more dynamic commercial agricultural sector, stimulation of rural non-farm employment, migration of youth to urban areas, and safety net provisions for those "trapped" in poverty. Contributing to this framework are in-depth thematic studies of the small-farm sector, rural labor markets, rural land markets, rural non-farm employment, rural education, and rural pensions. The analysis of rural education focuses on grades 1-4, which contain 85 percent of rural enrollment, and presents detailed data for the 1990s on enrollment, grade promotion, scores on national standardized tests, teacher qualifications, schools' physical infrastructure, and access to computers and a library. Regional and rural-urban differences are highlighted. The main educational funding programs of the national Ministry of Education are described, as well as recent reforms that have shifted most education funding from pork-barrel politics to more equitable, formula-driven allocation methods. (Contains many data tables) (SV) ED479469 Rural Poverty Alleviation in Brazil: Toward an Integrated Strategy. World Bank Country Study. 2003-00-00 ISBN-0-8213-5206-7 275 World Bank, P.O. Box 960, Herndon, VA 20172-0960 ($35). Tel: 800-645-7247 (Toll Free); e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/catalog/product?context=drilldown&item%5fid=1594247. N/A 2004 2016-11-21

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Yes Adventure Education Group Dynamics Outdoor Education Outdoor Leadership Professional Training Teaching Methods Teaching Styles Wilderness Brawdy, Paul, Ed. Luo, Ping, Ed. Collected Works - Proceedings Wilderness Education Association, Bloomington, IN. English This proceedings of the 2003 Wilderness Education Association (WEA) conference contains 10 papers and presentation summaries on outdoor leadership, wilderness programs, and related training. Following a brief history of WEA, the entries are: (1) "Adventure Education and Rock 'n Roll: Sustaining the Revolution in Post-Communist Romania" (Dawn M. Buckley, Francois Guilleux, Terry Shirk, Dana Bates, Brandi Bates); (2) "Who Causes More Impact? A Comparison of the User Group Behaviors of Hikers and Mountain Bikers" (Ben Yandeau); (3) Film Presentation: "The Next Industrial Revolution--William McDonough, Michael Braungart, and the Birth of the Sustainable Economy" (Jim Garrett); (4) "The Influence of Selected Wilderness Experience Programs in Changing Participant Attitudes toward Wilderness Purism, Privacy, and Tolerated Encounters (a Pilot Study)" (Mark Simon); (5) "Next Steps in the Certification Movement" (Bruce Martin); (6) "The Paul Petzoldt Trivia Quiz: His Philosophy and Teaching Methods" (Mark Wagstaff); (7) "'When Judgment Is Crucial'--Outward Bound USA's Instructor Judgment Training Curriculum" (Jim Garrett); (8) "Learning Styles: How Do They Affect Us as Outdoor Leaders?" (Marni Goldenberg); (9) "Using the Expedition Leader Style Analysis" (Maurice L. Phipps, Cynthia A. Phipps); and (10) "Walking the Tightrope: Leadership Is a Balancing Act" (Brad Moskowitz). (SV) ED479470 Celebrating the Past--Creating Our Future. Wilderness Education Association National Conference on Outdoor Leadership Proceedings (Paul Smith, New York, January 23-25, 2003). 2003-01-00 61 N/A 2004 8/19/2004 22:51:59 RIEAPR2004 For selected individual papers, see RC 024 157-159.

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Yes Academic Achievement Educational Assessment Educational Status Comparison Elementary Education Grade 4 Grade 8 National Surveys Reading Achievement Reading Tests School Districts Test Results Urban Schools Lutkus, Anthony D. Weiner, Arlene W. Daane, Mary C. Jin, Ying Numerical/Quantitative Data Reports - Research Chicago Public Schools IL Test Trials District of Columbia Public Schools Houston Independent School District TX Los Angeles Unified School District CA Atlanta Public Schools GA National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English In 2001 Congress appropriated funds for a trial district-level assessment, and the National Assessment Governing Board passed a resolution approving the selection of five large urban school districts for participation in the Trial Urban District Assessment, a special project within the National Assessment of Educational Progress (NAEP). This report presents, for the first time, district-level results for NAEP reading assessments in these school districts: Atlanta City, Georgia; Chicago, Illinois; Houston Independent School District, Texas; Los Angeles Unified School District, California; and New York City Public Schools, New York. Results are also included for the District of Columbia. The reading assessments were conducted at grades 4 and 8. Reported results are based on representative samples of students for the nation and the participating districts, although New York City data are not reported for grade 8 because eighth-grade participation did not meet the statistical participation criteria. Average scale scores for fourth graders ranged from 191 in the District of Columbia and Los Angeles to 206 in Houston and New York City, and the average score for public school students in the entire country was higher than the average score in each of the districts. The average score for central city public schools was higher than the average in each of these urban districts. Average scale scores for eighth graders ranged from 236 in Atlanta to 249 in Chicago, and again national averages were higher. In terms of reading achievement levels, students in the study districts generally performed worse than those in public schools nationwide and in central city public schools. The report also provides information about subgroups of students identified by various background and contextual characteristics, including race/ethnicity, gender, and elegibility for free or reduced-price school lunch. Three appendices contain information about study procedures and analytic techniques. (SLD) ED479471 The Nation's Report Card: Reading 2002, Trial Urban District Assessment. 2003-07-00 93 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free). Fax: 301-470-1244. Web site: http://www.edpubs.org. For full text: http://www.nces.ed.gov/pubsearch. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Assessment Educational Status Comparison Elementary Education Grade 4 Grade 8 National Surveys School Districts Test Results Urban Schools Writing Achievement Writing (Composition) Writing Tests Lutkus, Anthony D. Weiner, Arlene W. Daane, Mary C. Jin, Ying Jerry, Laura Kokolis, Gerry Reports - Research Los Angeles Unified School District CA Atlanta Public Schools GA National Assessment of Educational Progress Chicago Public Schools IL Test Trials District of Columbia Public Schools Houston Independent School District TX National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. Educational Testing Service, Princeton, NJ. English In 2001 Congress appropriated funds for a trial district-level assessment and the National Assessment Governing Board passed a resolution approving the selection of five large urban school districts for participation in the Trial Urban District Assessment, a special project within the National Assessment of Educational Progress (NAEP). This report presents, for the first time, district-level results for NAEP writing assessments in these school districts: Atlanta City, Georgia; Chicago, Illinois; Houston Independent School District, Texas; Los Angeles Unified School District, California; and New York City Public Schools. Results are also included for the District of Columbia. The writing assessments were administered in grades 4 and 8 to representative samples of students. Results for New York City for grade 8 are not reported because they did not meet statistical standards for representation. Average scores for fourth graders in public schools ranged from 135 in the District of Columbia to 153 in New York City and the nation. Average scores for eighth graders ranged from 128 in the District of Columbia and Los Angeles to 138 in Houston. In each of these districts, the average score was lower than the average score for eighth graders in the nation. At grade 4, the percentages of students performing at or above "Proficient" ranged from 11% in the District of Columbia to 27% in New York City. The percentage of students performing at or above "Proficient" was higher for the nation than for any of the five urban districts reported, and higher for central cities than for all the urban districts except Houston, for which no significant difference was detected. Results are also given for student subgroups by gender, race/ethnicity, eligibility for free/reduced price lunch, and parents' highest level of education. Three appendixes provide information about study procedures and methods of analysis. (SLD) ED479472 The Nations Report Card: Writing 2002, Trial Urban District Assessment. 2003-07-00 80 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free). Fax: 301-470-1244. Web site: http://www.edpubs.org. For full text: http://www.nces.ed.gov/pubsearch. N/A 2004 2016-11-21

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No Bilingual Education Educational Assessment English (Second Language) Enrollment Limited English Speaking Minority Group Children National Surveys School Districts Second Language Learning Second Language Programs Urban Schools Antunez, Beth Numerical/Quantitative Data Reports - Research Council of Great City Schools Council of the Great City Schools, Washington, DC. English The Council of the Great City Schools conducted a survey to study the numbers and characteristics of English language learners (ELLs) in member school districts. Bilingual education directors in the organization's 58 cities were asked to use data for the 2001-2002 school year to provide information about ELLs in their districts. Responses were received from 36 member districts (62%). Survey findings show that U.S. urban schools enrolled approximately 1,211,000 English language learners, about 31% of all ELLs in the country. Ten districts had ELL enrollments over 25,000, and six districts had ELL enrollments over 50,000. Spanish was the native language of 86.3% of the ELLs in these districts, followed by Hmong at 2.9%. Thirty-five school districts had net increases in the number of ELLs between 1998-1999 and 2000-2001, and 10 districts had net decreases. Nationwide, the percentage of ELLs is increasing. The most frequently offered program for these students in responding districts was Sheltered English as a Second Language (ESL), and pullout or self-contained ESL was the second most common option. Sixty-eight percent of districts offered dual language programs; most of these were offered only for Spanish-speaking students. ELLs are being assessed in the responding school districts, and 34 districts specified the instruments they are using. The most common accommodations include additional time to complete the examinations and the use of bilingual dictionaries or glossaries. (SLD) ED479473 English Language Learners in the Great City Schools: Survey Results on Students, Languages and Programs. 2003-03-00 21 Council of the Great City Schools, 1301 Pennsylvania Avenue, NW, Suite 702, Washington, DC 20004 ($20). Tel: 202-393-2427; Fax: 202-393-2400; Web site: http://www.cgcs.org. N/A 2004 2016-11-21

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Yes Access to Education Black Students Economically Disadvantaged Elementary Secondary Education Equal Education Teacher Certification Teacher Competencies Teacher Education Teacher Qualifications Urban Schools Urban Teaching Harris, Debbi Ray, Lisa Reports - Research Michigan No Child Left Behind Act 2001 Michigan State Univ., East Lansing. Education Policy Center. English Data from the National Center for Education Statistics are used to look at Michigan's progress in meeting the challenge of the No Child Left Behind Act of 2001 (NCLB) that teachers be "highly qualified." The data also allow the study of whether all students in Michigan have access to the highly qualified teachers required by the NCLB. Data show that Michigan has a high quality teaching force, but that high quality teachers are not equally available in all schools. In fact, Michigan will fail to meet the NCLB teacher requirements unless steps are taken to increase the number of highly qualified teachers in the state's least advantaged schools. The vast majority of Michigan teachers are certified, with 96.8% possessing one of four types of certificates teachers need to be considered highly qualified. Only 3.2% of Michigans teachers are uncertified or teaching on emergency waivers. Such teachers are slightly more likely to work in secondary schools. Teachers in urban schools are less likely to be highly qualified in their main teaching assignment than their counterparts in suburban and rural areas. About three times as many urban school teachers do not meet the NCLB certification requirements for their main assignment when compared to suburban or rural teachers. The likelihood that a teacher will be highly qualified decreases dramatically as the percentage of students eligible for free and reduced-price lunch increases, and students in schools with high eligibility are more than three times as likely to be taught by teachers who are not certified in their main teaching assignment as students in schools with lower free and reduced-price lunch eligibility. Data also show that African American students are less likely to have access to highly qualified teachers than their white counterparts. Some policy suggestions to improve the access of disadvantaged children to highly qualified teachers are outlined, including improving working conditions for teachers and making alternative routes to certification available. (SLD) ED479474 No School Left Behind? The Distribution of Teacher Quality in Michigans Public Schools. Policy Report. 2003-04-00 7 The Education Policy Center at Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; Web site: http://www.epc.msu.edu. N/A 2004 2020-10-07

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Yes Charter Schools Diversity (Faculty) Elementary School Teachers Elementary Secondary Education Nontraditional Education Public School Teachers Secondary School Teachers Teacher Certification Teacher Characteristics Teacher Competencies Teacher Qualifications Teacher Salaries Harris, Debbi Plank, David N. Reports - Research Michigan Michigan Michigan State Univ., East Lansing. Education Policy Center. English Data from the National Center for Educational Statistics (NCES) for the 1999-2000 school year were examined to determine the similarities and differences between Michigan's charter and traditional school teachers. Data reveal that charter school teachers are much less likely to have appropriate certification than their counterparts in traditional public schools. The NCES data suggest that charter school teachers are less qualified in other important ways as well. Charter school teachers are more likely to have graduated from less competitive or noncompetitive undergraduate institutions than traditional school teachers. Data also show that more than 56% of traditional public school teachers have master's degrees, compared with 21.8% of charter school teachers. This is mainly a function of experience; a large majority of charter school teachers have less than 5 years experience and are less likely to have earned a master's degree. There are very few traditional school teachers in Michigan who are not certified in their main teaching assignment, but more than one-quarter of charter school teachers are not certified in their main assignments. More than one-third of secondary level teachers in charter schools are teaching "out of field." The average charter school teacher earns less than the average teacher in a traditional public school, even when salaries are adjusted to reflect differing experience levels. Charterschools are having more success than traditional schools in meeting the challenge of finding teachers who reflect the increasingly diverse demographics of their students. It is concluded that students in charter schools are generally taught by less qualified teachers than students in traditional public schools. (SLD) ED479475 Who's Teaching in Michigan's Traditional and Charter Public Schools. Policy Report. 2003-05-00 5 The Education Policy Center at Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; Web site: http://www.epc.msu.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Charter Schools Educational Policy Educational Status Comparison Elementary Secondary Education Governance High Risk Students Nontraditional Education School Effectiveness State Legislation State Programs Smith, Nelson Reports - Evaluative California California Progressive Policy Inst., Washington, DC. English Data from a variety of sources were used to examine the status of charter schools in California. Home to 415 charter schools enrolling 157,000 students, about 2.4% of all public school students in the state, California is at the forefront of the charter school movement, with the number of charter schools increasing rapidly. The average overall performance of charter schools remains lower than that of conventional public schools, but three recent studies demonstrated striking progress as measured by analyses of the California Academic Performance Index. Charter schools are doing a better job than other public schools at improving academic performance of at-risk students, and the academic performance gap between traditional schools and charter schools is closing. These outcomes have been attained despite serious financing inequities, suggesting that charter schools may actually be more productive than many traditional public schools. There is also evidence that charter schools are accomplishing important nonacademic goals that include high parent satisfaction and high student retention. Charter schools in California continue to face obstacles, and the state needs to take some steps to ensure that the state "catches the wave" of charter-led innovation and improvement. The state legislature should end the near monopoly of districts on charter authorizing and oversight, and the supply of charter schools should be expanded. Educational leaders should create more effective means of sharing successes and innovations, and laws and regulations should be more carefully targeted so as not to inhibit creation of new charters. Charter districts should be created with large numbers of schools operating on performance contracts served by a central office serving as portfolio manager rather than owner/operator. (Contains 95 endnotes.) (SLD) ED479476 Catching the Wave: Lessons from California's Charter Schools. 2003-07-09 37 Progressive Policy Institute, 600 Pennsylvania Avenue, SE, Suite 400, Washington, DC 20003. Tel: 202-457-0001; Fax: 202-544-5014; Web site: http://www.ppionline.org. N/A 2004 2016-11-21

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Yes Academic Failure Educational Environment Elementary Secondary Education Family Characteristics High Achievement High Risk Students Resilience (Personality) Student Characteristics Waxman, Hersch C. Gray, Jon P. Padron, Yolanda N. Information Analyses Center for Research on Education, Diversity and Excellence, Santa Cruz, CA. English One area of research that has important implications for improving the education of students at risk of academic failure is concerned with resilient students, or those students who succeed in school despite the presence of adverse conditions. In education, conceptual and empirical work on resilience has gained recognition as a framework for examining why some students are successful in school, while others from the same socially and economically disadvantaged backgrounds and communities are not. Such a framework could be useful in helping educators design more effective educational interventions that take into account alterable factors that distinguish resilient students from nonresilient students. The purpose of this report is to explain how a focus on educational resilience might lead to improvements in the education of students at risk of academic failure. Issues related to the definition of resilience are discussed, and several resilience studies that have helped to develop the field are reviewed. Recent studies in the area of educational resilience are examined, specifically those that focus on the differences between resilient and nonresilient students, their family environment, and their perceptions of the classroom and school environment. The final section of the report discusses implications for educational practice and research. (Contains 61 references.) (SLD) ED479477 Review of Research on Educational Resilience. Research Report. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 29 Dissemination Coordinator, CREDE, Center for Applied Linguistics, 4646 40th street NW, Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; Web site: http://www.cal.org/crede/pubs. N/A 2004 8/19/2004 22:52:15 RIEAPR2004 R306A60001-96

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Yes Administrator Attitudes Economically Disadvantaged Interviews Literacy Primary Education Professional Development Program Effectiveness Program Evaluation Student Evaluation Teacher Attitudes Urban Schools Lockwood, Dana Donis-Keller, Christine Hanlon, Ellie Wang, Lihua Weinstein, Meryle Reports - Evaluative New York Univ., NY. Inst. for Education and Social Policy. English In 2001, the Institute for Education and Social Policy was awarded a grant to evaluate the Cornerstone K-3 national literacy initiative. The evaluation for September 2001 through November 2002 focused on all four Phase I districts (Cleveland, Ohio; Jackson, Mississippi; Talladega, Alabama; Trenton, New Jersey) and two Phase II districts (Bridgeport, Connecticut and Greenwood, Mississippi). At the end of this first evaluation year, researchers had conducted 78 interviews (20 comparison school personnel, 11 Cornerstone staff, and 47 Cornerstone site members) in 6 sites. Integral to the Cornerstone model is the role of coaches, usually two at each school, who are responsible for most of the professional development and information dissemination work. Interview respondents agreed that Cornerstone is having a strong effect on coaches. Principals in the program have demonstrated support for the initiative by meeting with coaches and the "critical friends" who serve as outside coaches of the coaches. District strategy managers carried out a range of roles in Cornerstone districts in addition to their Cornerstone responsibilities. In general, participants were pleased with the professional development offered as part of Cornerstone, and school personnel felt that the level of hands-on support provided by Cornerstone is both unique and necessary. The Cornerstone asset mapping process was considered useful by coaches and most teachers. Also evaluated highly were the book study, demonstration lessons, and meetings Cornerstone supported. Coaches found the Cornerstone assessments to be useful tools for student evaluation. Findings show the potential for expansion of the Cornerstone program. Most participants thought that Cornerstone was helping their schools move in the right direction, although there was recognition that measurable change frequently takes time. Survey responses of 201 teachers were in general agreement with the interview responses. Student achievement results were encouraging, although most students in Cornerstone schools have not yet been exposed to Cornerstone teaching. Four appendices contain study instruments and a discussion of program and comparison schools. (Contains 12 tables and 17 figures.) (SLD) ED479478 First Year Evaluation Report for the Cornerstone Literacy Initiative. 2003-01-00 88 New York University, Institute for Education and Social Policy, 726 Broadway, 5th Floor, New York, NY 10003. Tel: 212-998-5880; Fax: 212-995-4564; Web site: http://www.nyu.edu/iesp. N/A 2004 8/19/2004 22:52:18 RIEAPR2004 Research conducted by Patrice Iatarola, Deinya Phenix, and Dorothy Siegel.

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Yes Elementary Secondary Education Equal Opportunities (Jobs) Job Application Males Racial Discrimination School Administration Superintendents Jackson, Jerry Shakeshaft, Charol Reports - Research Speeches/Meeting Papers Black Administrators New York New York English This research examined the pool of African descent candidates for superintendencies, focusing on superintendent openings and the superintendent pool in New York. The inquiry involved 3 studies conducted over the course of 2 years. The first study documented the representation of African American candidates in the superintendent applicant pool pipeline, surveying search consultants and presidents of boards of education. The second study examined, from the perspective of male applicants, who was applying for superintendent positions and the kinds of districts to which they applied. The third study explored the job-seeking experiences of African American and white candidates for superintendent positions through individual and focus group interviews. Data analysis indicates that African descent candidates are still underrepresented in the superintendency, are still required to have better credentials, and are still typed as appropriate for minority districts only. Search consultants rarely move African descent candidates forward after the first interview. Although there are many candidates of African descent in the superintendent pool, they are not being fully utilized. (Contains 28 references.) (SM) ED479479 The Pool of African American Candidates for the Superintendency. 2003-04-22 21 N/A 2004 2016-11-21

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Yes Higher Education Lesson Plans Middle School Students Middle Schools Planning Preservice Teacher Education Student Diversity Student Teachers Fleming, Louise Conn Baker, Pamela Hudson Reports - Research Differentiation English This study examined the role of lesson plan design in helping teacher candidates meet the diverse needs of middle school students. Participants were student teachers who had been taught to use differentiated lesson planning. The study investigated whether they were differentiating in their planning, assessment, and instruction in the student teaching setting. Participants provided copies of three lesson plans from their preservice class (which directly required differentiation) and three lesson plans from the current student teaching setting. They were also observed twice, and they completed a survey on what differentiation was, whether they differentiated as student teachers and felt prepared to differentiate, and what they thought of the required lesson plan format. Results showed continuing problems with the expectations of cooperating teachers relative to those of the university instructional team. There was minimal awareness that student needs and actual assessment data were the driving forces of instruction. When evidence of differentiation was seen, it was primarily in the product area. There was some evidence of it in the process area, but none in the content area. While student teachers thought they employed differentiation in the classroom, they were more typically offering simple task accommodations. However, each had latched onto some specific aspect of differentiation without internalizing the whole picture. (Contains 10 references.) (SM) ED479480 Differentiating in the Classroom: A Study of Student Teachers. 2002-00-00 26 N/A 2004 2016-11-21

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No Educational Change Elementary Secondary Education Faculty Development Inservice Teacher Education Mathematics Education Mathematics Teachers Teacher Improvement Enyart, Susan E. Reports - Research Speeches/Meeting Papers English Results are presented from an exploratory study considering a comparison of NSF-funded professional development programs for inservice teachers related to mathematics education reforms of the 60s and the 90s. The research involved: identification of differences and commonalities existing between professional development programs for inservice mathematics teachers in these two eras; determination of how these programs are related to the comparable yet evolving forces, issues, and expectations related to the reforms and professional development; and ascertainment of implications for making future policy decisions concerning professional development funding. Projects from the 60s and 90s were found to differ in nearly every aspect of organization, content, and results. In each era, programs for professional development were found to directly reflect changing forces, issues, and expectations associated with mathematics education and professional development of the time. (Contains 35 references.) (Author/SM) ED479481 Inservice: The Key To Reform? 1999-10-00 23 N/A 2004 8/19/2004 22:52:26 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Chicago, IL, October 13-16, 1999).

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Yes Classroom Techniques Discipline Elementary Secondary Education Higher Education Intervention Preservice Teacher Education Progressive Education Student Teacher Attitudes Teaching Methods Witcher, Ann E. Onwuegbuzie, Anthony J. Collins, Kathleen M. T. Minor, Lynn C. James, Terry L. Reports - Research Speeches/Meeting Papers English The purpose of this study was to examine the link between preservice teachers' educational beliefs and their discipline orientation. Participants were 134 preservice teachers enrolled at a large university in a southeastern state. A discriminant analysis revealed a statistically significant relationship between discipline orientation and educational beliefs. The effect size was moderate. The standardized coefficients and structure coefficients indicated that teacher candidates who were the most interventionist also tended to be the most transmissive. Similarly, teacher candidates with the most non-interventionist orientation tended to be the most progressive. Implications are discussed. (Contains 38 references.) (Author/SM) ED479482 The Relationship between Teacher Candidates' Beliefs about Education and Discipline Orientation. 2002-11-06 23 N/A 2004 8/19/2004 22:52:28 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (29th, Chattanooga, TN, November 6-8, 2002).

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Yes Instructional Leadership Middle School Teachers Middle Schools Teacher Competencies Teacher Role Teaching Conditions Petzko, Vicki Nord Reports - Research Speeches/Meeting Papers English This research reports on the characteristics of middle level teachers, their work environment, their professional and academic preparation, their leadership roles, and their competency levels as perceived by their principals. The research design was constructed as the third of three "decade studies" which focused on middle level schools and were sponsored by the National Association of Secondary School Principals. The previous studies were in 1982 and 1991. Trend data are addressed. Consistent with previous studies, middle level schools were defined in the 2000 study as those serving young adolescents in any combination of grades five through nine. Principals of all middle level schools in the United States were invited to participate in the online survey. Over 1,400 principals completed the questionnaire. Survey questions addressed four major areas relative to middle level schools: context and environment, leaders and leadership structures, curriculum, and school improvement practices. This paper extracts the data specific to teachers from each of those major areas. Implications are discussed and recommendations made with reference to the recruitment of future middle level teachers, the needed expansion of their knowledge base regarding the specific developmental needs of early adolescents, the development of skills required to be effective as members of a grade level team, the knowledge required to develop interdisciplinary curriculum, and their training as teacher leaders. (Contains 34 references.) (Author/SM) ED479483 Teachers in Middle Level Schools: Implications and Recommendations from a National Study. 2002-11-06 24 N/A 2004 8/19/2004 22:52:30 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (29th, November 6-8, 2002)

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Yes Career Choice Elementary Education Elementary School Teachers Job Satisfaction Social Influences Teacher Attitudes Teacher Persistence Teaching Conditions Marston, Susan H. Courtney, Victoria B. Reports - Research Speeches/Meeting Papers Tests/Questionnaires English The purpose of this research is to determine the level of career satisfaction of elementary teachers who have been teaching for 15 or more years and to identify the forces that have kept them in the classroom and the teaching profession. Both quantitative and qualitative data collected in school districts in northern California and eastern Pennsylvania inform this study. The data suggest that many factors motivate teachers to remain in the classroom. The findings are grouped according to three broad areas: professional satisfaction, practical motivators, and social factors. Teachers also express some concerns about the profession and choosing it again. The concerns stem from increased demands, inadequate preparation and support, and low monetary compensation. Overall, this study has important implications for the profession and proposes recommendations for change to better support teachers and their students. The survey is appended. (Contains 17 references.) (Author/SM) ED479484 The Voices of Experienced Elementary School Teachers: Their Insights about the Profession. 2002-04-03 21 N/A 2004 8/19/2004 22:52:33 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).

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Yes Grade 9 High School Students High Schools Instructional Effectiveness Literary Genres Questionnaires Reading Habits Reading Materials Recreational Reading Student Attitudes Student Motivation Sustained Silent Reading Kirby, Mary C. Reports - Research Tests/Questionnaires English Sustained Silent Reading (SSR) has been around in various forms for over 40 years. While this subject has received much study in elementary schools, the influence of SSR on typical, non-at-risk high school students' reading habits appears to be lacking. The purpose of this study is to examine the effect of SSR on ninth grade students' recreational reading habits. A questionnaire was developed to address how this practice affected the students' recreational reading habits over a two-month period. This questionnaire was administered both at the beginning and end of the two-month period, and determined change in students' perceptions of SSR on their recreational reading habits. Students responded by noting that SSR introduced them to genres that they may not have otherwise read. Students felt they did increase the number of books they read throughout the time of the study. Participants in the study overwhelmingly stated that they were glad they participated in SSR each week. Students in both the pre- and post-questionnaires indicated that they read for the majority of the time allotted for SSR. Appendixes contain the student questionnaire and silent reading packet. (Contains 4 figures and 13 references.) (Author/PM) ED479485 The Effects of Weekly, Sustained Silent Reading Time on Recreational Reading Habits and Attitudes in a 9th Grade English Class. 2003-05-00 58 N/A 2004 8/19/2004 22:52:35 RIEAPR2004 Appendix B, a sustained silent reading pamphlet, is not available from ERIC.

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Yes Educational Environment Educational Objectives Elementary Secondary Education Evaluation Methods Multimedia Instruction Student Motivation Teaching Methods Ediger, Marlow Guides - Non-Classroom Opinion Papers Reports - Descriptive English Multi-media instruction needs to be adapted to assist students in achieving objectives of instruction. Multi-media approaches need to stress quality sequence, and also need to provide a meaningful context for student learning. The developers of multi-media class resources should provide for diverse styles of learning and need to develop materials which motivate students. Multi-media instruction can be developed for group or individual instruction. Theories in the psychology of learning also help teachers implement multi-media materials well. Student achievement with multi-media materials may be evaluated in numerous ways. (PM) ED479486 Problems in Multi-Media Use in the Reading Curriculum. 2003-08-17 9 N/A 2004 8/19/2004 22:52:37 RIEAPR2004

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Yes Characterization Childrens Literature Literary Criticism Literary Devices Novels Reader Response Reading Interests Reading Material Selection Recreational Reading Evans, Allen D. Opinion Papers Speeches/Meeting Papers Harry Potter Series Books Archetypes English The "Harry Potter" series has become a phenomenal success with children. "Harry Potter" books in print worldwide is in excess of 116 million, and they have been translated into 47 languages. What might account for this huge popularity? While the characters and events are certainly engaging, funny, original, and creative, they also illuminate another dimension of interpretation that may explain their appeal and popularity: that of the archetype. This paper explores the concept of the archetype as viewed through the characters in J.K. Rowling's "Harry Potter" stories. The paper discusses definitions and examples of archetypes. Finally, it offers selected comments, noting that Harry is an evolving archetype, essentially still a work-in-progress, and that as such, readers across the globe can only speculate as to the eventual outcome. (Contains 2 table and 15 references.) (NKA) ED479487 Discovering the Archetypes of "Harry Potter." 2003-03-10 27 N/A 2004 2016-11-21

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Yes Authors Curriculum Enrichment Elementary Secondary Education School Activities Writing for Publication Clark, Margaret Opinion Papers Speeches/Meeting Papers Professional Writing Visiting Authors Writing Conferences English An author's school visits can be, to a degree, part of an author's workplace depending on how many visits an author undertakes during a year. From the perspective of an author, the visits need to be fulfilling in terms of feeling valued and respected. From the school's point of view, it would appear that the visit is deemed a success if the author enthuses the students to read, explains the set text, expounds on where he/she gets ideas, or assists with the students' creative writing. This paper offers "inside information" about what authors think and how they assess a successful visit. The paper provides key research questions, subsidiary questions, ideas about selecting the authors, and examples of four authors' narratives about their "dream schools" and their "nightmare schools." (NKA) ED479488 Authors in Schools: Some Perspectives. 2003-07-00 15 N/A 2004 2016-11-21

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Yes Beginning Reading Classroom Techniques Foreign Countries Learning Strategies Literacy Phonics Teaching Skills Training Davies, Alan Opinion Papers Speeches/Meeting Papers United Kingdom United Kingdom English At a literacy conference in December 1998, British Prime Minister Tony Blair defined phonics as "the skilled process of teaching children how the 44 sounds in the English language are represented by a letter or group of letters." But 4 years down the track, several recent reports from both national and international bodies continue to draw attention to the fact that many primary school teachers in England are not confident in teaching the 44 phonemes ("sounds") of spoken English and the graphemes ("letter or group of letters") of written English. This paper discusses the "Periodic Table of Phonics" (the THRASS Graphemechart), which was written and designed by the author in consultation with the Australian educator Denyse Ritchie. The paper notes that thousands of written evaluations from hundreds of courses worldwide can be viewed by visiting the TRAINING section in any of the main THRASS websites. It comments on many other papers and discussions about teaching phonics and reading. The paper gives 10 reasons why all teachers of English should be trained to use the THRASS resources, especially the "THRASS Periodic Table of Phonics." It challenges the National Literacy Strategy (NLS) to prove that their materials can be used to teach 25 five-year-olds to read, stating that the author will do the same using the THRASS materials and resources. The paper contends that the NLS has failed to provide primary teachers in England with the knowledge and skills to teach phonics with confidence and efficiency. (Contains 19 references.) (NKA) ED479489 Why All Teachers of English Should Be Trained To Use the THRASS "Periodic Table of Phonics." 2003-03-17 8 For full text: http://www.standards.dfes.gov.uk/pdf/literacy/adavies_phonics.pdf. N/A 2004 2016-11-21

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Yes Black Dialects Black Students College Faculty College Students Community Colleges English Postsecondary Education Student Attitudes Teacher Attitudes Writing Instruction Mohamed, Theresa Reports - Research Speeches/Meeting Papers English This study examined students' and teachers' attitudes toward using black dialect (BD) in a community college writing program. White educators completed a Language Aptitude Survey and followup interviews. African American students completed interviews. Teachers held Standard English (SE) in high regard and did not agree with using Ebonics in English classrooms. Their attitudes toward ebonics were positive in many areas (e.g., they did not consider it an inferior language and felt it should be considered an influential part of U.S. culture). They tended to agree that children who spoke Ebonics were able to express ideas as well as children who spoke SE and that Ebonics did not have a faulty grammar system. Although teachers disagreed that the scholastic level of a school would fail if teachers allowed Ebonics to be spoken, they generally felt that teachers should not allow black students to use Ebonics in class. Teachers made some statements that could possibly hinder student learning (e.g., it is a student's choice to accept SE or not, and thus to fail or not). Students tended to find English class frustrating because it felt like "learning another language". They believed they were being real when using BD. All students discussed feeling alienated during their education and few had learned much about African American history in school. (Contains 23 references.) (SM) ED479490 An Exploration of Students' and Teachers' Attitudes toward Ebonics in a Community College Writing Program. 2002-02-00 41 N/A 2004 8/19/2004 22:52:49 RIEAPR2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes College Faculty Educational Innovation Higher Education Incentives Research Utilization Technology Transfer Powers, Joshua B. Reports - Research Speeches/Meeting Papers Commercial Applications English In recent years, considerable attention has been directed toward higher educations role as a driver of economic reform. Yet, surprisingly little is known about the processes and mechanisms by which academic innovations are successfully commercialized. The specific question is, what factors explain why some licensed innovations become bona fide products for societal benefits and other languish or fail? Based on case studies of successful transfers of university-developed technologies, this study offers insights on a set of issues surrounding the faculty inventor, technology transfer office, and licensing firm relationship that contribute to the knowledge of the technology transfer phenomenon. Case one focused on the discovery and commercialization of an innovative means of delivering pain medication to cancer patients. Case two explored the development and licensing of a tartar control product for pets and other animals. Case three focused on the development of an Internet-based video conferencing tool at a Northeastern university. Case four investigated the experience of faculty on opposite coasts with related research streams in neuroscience that ultimately partnered to develop a software aid for language skill development in children with learning skill difficulties. Three themes emerged from these studies: (1) the centrality of faculty involvement through all phases of development; (2) the importance of alignment of incentive structures with institutional and faculty culture; and (3) the importance of an environment of mutual trust and openness. (Contains 36 references.) (SLD) ED479491 Academic Innovation in the Commercial Domain: Case Studies of Successful Transfers of University-Developed Technologies. 2003-04-00 33 N/A 2004 2016-11-21

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Yes Budgeting Economic Factors Financial Support Foreign Countries Government Role Higher Education Private Sector Resource Allocation Retrenchment Tuition Work Study Programs Aderinto, J. A. Reports - Descriptive Nigeria Nigeria English Higher education in Nigeria, until recently, has been one of the economic sectors that was accorded top priority funding. In the last few years, however, government support has been reduced. Data show that higher education in Nigeria has progressively suffered cuts in the allocation of funds. The roles of public finance (government) and that of alternate revenue sources must be examined. It is considered that it is the responsibility of government as a principal operator of higher education to fund the system fully and adequately, but society at large has to be educated to see the need to be involved in the funding and management of higher education in Nigeria. Some potential alternate sources of financial support are discussed. These are: (1) private enterprise; (2) community participation; (3) payment by the individual recipient of educational services; (4) an individual higher education tax; (5) a stabilization fund established by the government; (6) work study programs; (7) contributions by voluntary agencies and philanthropic individuals; (8) external revenue sources; (9) alumni association funds; (10) consultancy service revenues; and (11) commercial ventures. (Contains 14 references.) (Author/SLD) ED479492 Management of Higher Education in a Period of Economic Recession: Alternate Revenue Resourcing for Higher Education in Nigeria. 2003-00-00 19 N/A 2004 2016-11-21

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Yes College Students Foreign Countries Geographic Location Higher Education Research Methodology Socioeconomic Status Student Characteristics Sinclair, Genevieve Doughney, James Palermo, Josephine Reports - Research Speeches/Meeting Papers Victoria University of Technology (Australia) English After a review of relevant literature on socioeconomic status (SES) and the ways in which is used for higher education institutional research and policy, a detailed data analysis of Victoria University (VU), Australia student data was undertaken. Between 10,000 and 15,000 domestic student addresses were geocoded to Australian Bureau of Statistics collection district level. A survey of individual students reenrolling in 2001 that included Western Department of Employment, Training, and Youth Affairs (DETYA), Australia parental occupation and education data (n=approximately 1,000) was also analyzed. The most important findings were: (1) the debate for practical reasons tends to focus on area versus individual measures, but SES is a richer and more complex subject and must be acknowledged as such; (2) it is apparent that VUs student catchment is on average of lower SES than the Melbourne average, using various area measures of SES, including the DETYA-Martin indicators; (3) there is only a very small difference between average area SES measures at the collection district and the postcode (postal area code) level. In practical terms this means that the postcode method is adequate, as well as being cheaper and more efficiently obtained, for analyses at an aggregated (or average) level; and (4) individual surveys of students do not prima facie add to the quality of aggregated institution level SES results delivered by area analyses. This again suggests that the postcode method is best for practical reasons. (Contains 1 chart, 10 tables, and 55 references.) (Author/SLD) ED479493 Equity Indicators: Measures of Socio-Economic Status at Victoria University. 2002-00-00 22 N/A 2004 2016-11-21

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Yes Case Studies Educational Facilities Improvement Energy Conservation Energy Management School Buildings Reports - Research Oregon Oregon English This document presents case studies of three schools or districts in Oregon that have implemented steps to promote energy efficiency. Steps taken by the schools include daylighting, energy audits, special energy loans, new ventilation design, and sustainable building practices. The facilities described are Ash Creek Intermediate School in Monmouth, North Santiam School District, and Dalles Middle School in Dalles. (EV) ED479495 Energy-Efficient Schools: Three Case Studies from Oregon. 2003-00-00 Department of Energy, Washington, DC. 17 For full text: http://www.energy.state.or.us/school/schlhm.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Concept Formation Higher Education Mathematics Instruction Preservice Teacher Education Preservice Teachers Teacher Education Programs Teaching Experience Nolan, Kathleen Dwyer, Sonya Corbin Reports - Research Goal Theory English In a recent study at the University of Regina, preservice teachers were asked questions about their internship experiences of teaching mathematics. One question in the study focused on asking preservice teachers to recall their most meaningful experiences in the mathematics classroom during their internship, to which many responded with stories of how their students all of a sudden just "got" a concept and how this could even be visually detected. It is interesting to note the comparisons between their responses to this question about meaningful experiences and their responses to other questions concerning their images of math as a subject, their attitudes toward math, and their perceptions of what it means to know (in) math. Factors other than ability influence students' approaches to challenges, their persistence (or withdrawal) when facing difficulties, and how they use cognitive skills. This paper explores goal theory and achievement motivation as a perspective for examining the issue of what it means to know (in) math. The question of the role of the teacher in how students focus their efforts in mathematics classrooms, or in setting the classroom climate, is also of significance to this discussion. This paper presents implications for the changing needs of teacher education programs, including the contexts of mathematics education courses as well as critical issues in curriculum development and implementation in general. (Author) ED479496 "All of a Sudden They Got It": Understanding Preservice Teachers' Perceptions of What It Means To Know (in) Math. 2002-07-00 7 N/A 2004 2016-11-21

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Yes Educational Improvement Group Instruction Higher Education Physics Science Instruction Summer Programs Novemsky, Lisa Reports - Descriptive Speeches/Meeting Papers English Many students have not succeeded in traditional science education. Second teaching is a new pedagogical construct - a model of small group activity designed to follow initia1 instruction, or first teaching - developed after watching successful small groups at work. Following Vygotsky's ideas, second teaching works to facilitate individual learning processes in a diversity of students who find a new academic domain foreign. In the process of second teaching, the collective wisdom of a small group acts as a mentor to individual learners. Many non- traditional students do well in a learning environment where second teaching is fostered. (Author) ED479497 Second Teaching: A Study of Small Group Physics Learning. 2003-08-07 9 N/A 2004 8/19/2004 22:53:06 RIEAPR2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Philadelphia, PA, March, 2003).

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No Biology Creationism Elementary Secondary Education Evolution Religion Science Curriculum Science Education History Science History Science Instruction Moore, Randy Books Reports - Descriptive National Association of Biology Teachers, Reston, VA. English This book describes major events in the history of the creationism/evolution controversy in the United States. While writing these chapters, the author visited key places and museums (e.g., the Scopes Trial Museum, Arlington National Cemetery), interviewed important participants in court cases (e.g., Susan Epperson, Don Aguillard), and studied several sources of information (e.g., Susan Epperson's personal papers, archives at Bryan College). Chapters include: (1) "Assuming That Truth is Desirable Banning Evolution from the Classroom"; (2) "With Flaming Banners and Beating Drum The Aftermath of the Scopes Trial"; (3) "I Suppose the Time Has Come The Ban on Teaching Evolution Reaches the U.S. Supreme Court";(4) "If We're Going To Teach Evolution The Aftermath of Epperson v. Arkansas"; (5) "We Can Settle It Once and for AllEThe McLean Decision Destroys the Credibility of "Creation Science""; (6) "It Seems Only Clear Demanding "Balanced Treatment""; (7) "He Who Troubles His Own House The Lingering Impact of Inherit the Wind"; and (8) "Causes That Stir the World The Lingering Threat. Appendices also included. (SOE) ED479498 In the Light of Evolution: Science Education on Trial. 2000-00-00 ISBN-0-941212-27-0 127 National Association of Biology Teachers, 12030 Sunrise Valley Drive, Suite 110, Reston, VA 20191. Tel: 703-264-9696; Fax: 703-264-7778; e-mail: nabter@aol.com. N/A 2004 8/19/2004 22:53:09 RIEAPR2004

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Yes Educational Technology Higher Education Inservice Teacher Education Instructional Effectiveness Mathematics Instruction Mathematics Teachers Teacher Education Teacher Workshops Technological Literacy Owens, Douglas T. Demana, Franklin Abrahamson, A. Louis Meagher, Michael Herman, Marlena Reports - Descriptive Reports - Research English This project was designed to investigate the potential of classroom communication systems (CCSs) for facilitating effective teaching and creating effective learning environments. The study was specifically designed to examine the extent to which teachers use CCSs in their classrooms to facilitate environments which are learner-centered, knowledge-centered, assessment-centered, and community-centered and whether such a result might be possible after only a typical brief teacher inservice summer training program. The specific CCSs used for this study were prototypes of the TI-Navigator, the teacher's computer, and the internet. Selected mathematics and science teachers were trained in effective pedagogical techniques for using the technology and integrating it into their classrooms. Thirty-four teachers attended a week long-workshop at the Ohio State University in August 2001. Ten teachers used the techniques in their classrooms during spring semester in 2002. Toward the end of the semester, researchers associated with this project visited these classrooms as part of a comprehensive assessment effort that included surveys of all students and teachers, select student focus groups, and teacher interviews. It was observed that the use of CCSs in classrooms by teachers tended to facilitate educational environments which were learner-, knowledge-, assessment-, and community-centered. (SOE) ED479499 Developing Pedagogy for Wireless Calculator Networks--and Researching Teacher Professional Development. Final Report. Part 2--Technical Report and Research Description to the National Science Foundation. 2002-11-05 National Science Foundation, Arlington, VA. 129 N/A 2004 8/19/2004 22:53:12 RIEAPR2004 ESI-01-23391 Produced by Better Education Inc. and Ohio State University.

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Yes Academic Achievement Criterion Referenced Tests Elementary Education State Programs Test Coaching Test Reviews Testing Programs Guides - Non-Classroom Nevada Nevada Nevada State Dept. of Education, Carson City. English The Nevada Criterion Referenced Tests (CRT) mandated by legislation are designed to provide a means of measuring student academic achievement and proficiency in the Nevada State Content and Performance Standards. This review guide is intended to be used by teachers and administrators as a tool to complement current efforts at preparing students for the state proficiency examinations or remedial efforts based in part on student test performance. The guide contains a sampling of representative items for the CRT, but it does not constitute a practice test and was not designed to provide drill activities. This document contains an introduction to the CRT reading assessments for grades 3 and 5 with sample test items and an introduction to the mathematics assessments for the same grades with representative test items. (SLD) ED479500 Nevada Criterion Referenced Tests, Grades 3 and 5 Review Guide. 2003-00-00 Administrators Practitioners Teachers 131 N/A 2004 2016-11-21

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Yes Data Analysis Elementary Secondary Education Reports Surveys Urban Schools User Needs (Information) Users (Information) Guides - Non-Classroom Data Files Chicago Public Schools IL Consortium on Chicago School Research, IL. English In spring 1999 the Consortium on Chicago School Research conducted surveys of students in grades 6, 7, 8, 9, and 10 and all teachers and principals in the Chicago Public Schools. In all, 54,660 elementary school students, 18,187 high school students, 7,905 elementary school teachers, 2,009 high school teachers, and 315 principals completed the surveys. The results have been used to provide individual school reports. The purpose of this manual is to provide some basic background into the development, distribution, and collection of the surveys, and more detailed information about the creation of the constructs and other variables reported in the individual school reports. The public use data set contains student and teacher data and school-level aggregates. Any information that could be used to identify individual students or teachers has been removed. The manual contains discussions of developing the surveys and data collection procedures. Reports based on the data are described, and both teacher measures and student measures are outlined. An appendix, not included in the Web version of the manual, contains the coded surveys. (SLD) ED479501 Public Use Data Set User's Manual. 2000-00-00 97 N/A 2004 2016-11-21

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Yes Achievement Tests Comparative Analysis Elementary Secondary Education Mathematics Tests Reading Tests State Programs State Standards Test Content Test Format Test Use Testing Programs Urban Schools Easton, John Q. Correa, Macarena Luppescu, Stuart Park, Hye-Sook Ponisciak, Stephen Rosenkranz, Todd Sporte, Susan Reports - Evaluative Chicago Public Schools IL Illinois Iowa Tests of Basic Skills Illinois Iowa Tests of Basic Skills Consortium on Chicago School Research, IL. English For several decades, the Iowa Tests of Basic Skills (ITBS) held the preeminent role in measuring student and school performance in the Chicago Public Schools (CPS), Illinois. In the context of the No Child Left Behind act and new calls for accountability, the CPS has decided to include results from the Illinois Standard Achievement Test (ISAT) in is new system for measuring student performance. The ISAT has been used in Illinois since 1999, but has been overshadowed in Chicago by the ITBS. This data brief compares and contrasts that two tests to bring some needed attention to the ISAT and to assist discussions about the next generation of assessments that must be put into place by the 2005-2006 school year. These tests were created to serve different but not mutually exclusive purposes. The ISAT was developed to measure the extent to which students in Illinois public schools have met the Illinois Learning Standards, which are specific state-defined goals. The ITBS is designed to compare students to a nationally representative group on widely acknowledged basic skills. The brief also compares how these tests are administered, how many questions they contain, and how the questions differ. More complex issues, such as scoring and scaling, are also discussed. Overall, the ISAT "looks and feels" more demanding than the ITBS, in that in both reading and mathematics it is longer and contains more items and extended response items. There is some empirical evidence about correlations between the two tests, and these correlations suggest that students who perform well on one reading test will perform well on the other. The same holds true to a somewhat greater degree for mathematics. Trends for the two sets of tests run mostly parallel. (Contains 4 tables, 9 figures, 41 endnotes, and 12 references.) (SLD) ED479502 How Do They Compare? ITBS and ISAT Reading and Mathematics in the Chicago Public Schools, 1999 to 2002. Research Data Brief. 2003-00-00 31 For full text: http://www.consortium-chicago.org. N/A 2004 2016-11-21

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Yes Elementary School Students Elementary Secondary Education Parent Participation Questionnaires Secondary School Students State Programs Student Attitudes Student Characteristics Student Surveys Testing Programs Reports - Research Delaware Student Testing Program Delaware Delaware Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English With the administration of the 2002 Delaware Student Testing Program (DSTP), a questionnaire was given to students in grades 3, 5, 8, and 10 about Opportunity to Learn, Reading, Writing, and Mathematics, and to all students in grades 4, 6, 8, and 11 about Opportunity to Learn, Science, and Social Studies. Students responses to the questions were analyzed by grade, gender, race, and proficiency level of a given test. This report contains findings from those analyses for grades 3,5, 8, 10, and 11. Findings, which are reported in detail for each grade and subject area, provide useful information and additional validity evidence for the connections between teaching and learning. Findings show that students in lower grades are more likely to talk about that they learned in school, and high-achieving students are most likely to report that they do talk about what they are learning. The majority of the students in all grades reported that their parents encouraged them to do their best in school. Students reported spending time on homework, with the amount increasing with age, and high-achieving students were more likely to spend more time on homework. About half the students in grades 3, 5, and 8 reported watching television 2 or more hours each day, but the percentage declined to 36% at grade 11. About 80% of students acrossgrades reported having a computer at home, and more than 90% had access to a computer at school. Findings provide other information about students and their school and home experiences. Appendixes contain five detailed data tables. (SLD) ED479503 Delaware Student Testing Program: Report of Student Questionnaire Survey, 2002 DSTP Administration for Grades 3, 5, 8, 10, and 11 in Reading, Writing, Mathematics, Science, and Social Studies. 2003-01-00 104 N/A 2004 2016-11-21

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No Academic Achievement Elementary Education Elementary School Students Raw Scores Science Tests Social Studies State Programs Test Results Testing Programs Reports - Descriptive Delaware Student Testing Program Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English This report contains summaries of the results from the third administration of the fourth and sixth grade science and social studies portions of the Delaware Student Testing Program (DSTP). These results are part of a long-term effort to gather data on the educational progress of Delaware students and to use the data to inform decisions about instruction. Data are reported as Standards-Based Scores (SBSs) and Performance Levels (PLs). The SBSs measure student progress toward Delaware standards in each content areas. The SBSs in Science and Social Studies come from items developed in Delaware. PLs tell how students are performing relative to the state's content standards. Delaware has five performance levels. Like the writing portion of the DSTP, there are no national percentile rankings for the science and social studies tests because these were developed by Delaware educators and are not administered nationally. To determine how well educators are meeting the needs of all learners, the DSTP data are disaggregated by gender, race/ethnicity, free/reduced price meal eligibility, and Title I, disability, English proficiency, and migrant status. This gives a picture of how various subpopulations are performing in relation to the majority. Data are provided for student participation in the tests, with information on exemptions and testing accommodations. Five appendixes contain district and school results, disaggregated results tables, and tables of participation by schools and districts. (SLD) ED479504 Delaware Student Testing Program: State Summary Report Science and Social Studies Fall 2002 Administration, Grades 4 and 6. 2003-02-00 140 N/A 2004 2016-11-21

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Yes Elementary School Students Intermediate Grades Questionnaires Science Tests Social Studies State Programs Student Attitudes Student Surveys Test Results Testing Programs Reports - Descriptive Delaware Delaware Student Testing Program Delaware Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English With the administration of the 2002 Delaware Student Testing Program (DSTP), a questionnaire was given to students in grades 3, 5, 8, and 10 about Opportunity to Learn, Reading, Writing, and Mathematics, and to all students in grades 4, 6, 8, and 11 about Opportunity to Learn, Science, and Social Studies. Students responses to the questions were analyzed by grade, gender, race, and proficiency level of a given test. This report contains information from student responses at grades 4 and 6 about Opportunity to Learn, Science, and Social Studies. Student responses were analyzed by grade, gender, race, and proficiency level of a given test. Responses are reported in conjunction with those from grades 3, 5, 8, and 10. Results show that more students in lower grades talked about what they had learned in school with someone at home every day or almost every day than their peers in higher grades. Data also suggest that more high-achieving students across the grades discuss their studies at home frequently. The majority of the students in all grades reported that their parents encouraged them to do their best in school. Students reported spending time on homework, with the amount increasing with age, and high-achieving students were more likely to spend more time on homework. About half the students in grades 3, 5, and 8 reported watching television 2 or more hours each day, but the percentage declined to 36% at grade 11. About 80% of students across grades reported having a computer at home, and more than 90% had access to a computer at school. Findings provide other information about students and their school and home experiences. (SLD) ED479505 Delaware Student Testing Program: Supplement Report of Student Questionnaire Survey, 2002 DSTP Administration for Grades 4 and 6 Science and Social Studies. 2003-02-00 42 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Parents Scores State Programs Test Construction Test Results Test Use Testing Programs Guides - Non-Classroom Delaware Delaware Student Testing Program Delaware Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English This guide is intended to help parents understand the Delaware Student Testing Program (DSTP) and the reports it generates. The DSTP tests are administered to provide an accurate measure of how well students are doing relative to Delaware's rigorous content standards. DSTP tests are administered in reading, writing, mathematics, science, and social studies at various grades. An introduction describes the five types of reports available from the DSTP for administrators and registered teachers: (1) individual student score reports; (2) school score reports; (3) district score reports; (4) state score reports; and (5) selected group score reports. Parents of students in grades 2 through 10 receive two printed reports, an individual student report for English Language Arts and one for mathematics. Parents of students in grades 4, 6, 8, and 11 receive a science and social studies individual report, and parents of students in kindergarten and grade 1 receive the "Work Sampling Individual Report." Several types of summary reports, including those for schools and school districts, are available to the general public, and specific types of reports are available for teachers and administrators. Section 2 discusses the English Language Arts Report, and sections 3 and 4 discuss the mathematics and science and social studies reports respectively. Section 5 discusses the kindergarten and grade 1 work sampling report. Section 6 discusses the Diploma Index, which determines the type of diploma a student receives at high school graduation. Section 7 contains suggestions on how to help students do better in school. An appendix contains eight sample reports. (SLD) ED479506 Delaware Student Testing Program: A Score Results Guide for Parents. 2003-03-00 Parents 48 For full text: http://www.doe.state.de.us/aab. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Scores State Programs Teachers Test Construction Test Items Test Results Testing Programs Guides - Non-Classroom Delaware Delaware Student Testing Program Delaware Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English This guide contains materials to help Delaware educators understand and use reports from the Delaware Student Testing Program (DSTP). The DSTP tests are tied to the Delaware content standards that define the knowledge and skills required for students to progress beyond high school. In spring 2003, the DSTP reading, writing, and mathematics tests were administered, with the science and social studies tests given in grades 8 and 11 in the spring and in grades 4 and 6 in October. Section 1 of this guide is an introduction to the DSTP, and it also discusses the various types of report generated by the testing program. Sections 2, 3, and 4 discuss the English Language Arts, mathematics, and science and social studies tests respectively. Section 5 describes the Diploma Index, which determines the type of diploma a Delaware high school graduate will receive. An appendix contains 10 sample reports. (SLD) ED479507 Delaware Student Testing Program: A Score Results Guide for Educators. 2003-03-00 Administrators Practitioners Teachers 68 For full text: http://www.doe.state.de.us/aab. N/A 2004 2016-11-21

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Yes Academic Achievement College Preparation Core Curriculum Course Selection (Students) High School Students High Schools Bottoms, Gene Feagin, Caro Reports - Research Southern Regional Education Board, Atlanta, GA. English In 2000 and again in 2001, the Southern Regional Education Board (SREB) conducted an audit of course-taking patterns by a total of 4,244 graduating seniors from 51 rural high schools in 12 states. Each school provided data on a random sample of 100 seniors, including special needs students unless they required accommodation for participation in state standardized tests. At least 90 students in each 100 of the sample must have completed the High Schools That Work achievement tests in reading, mathematics, and science and the student survey, or the school was dropped from the study. The baseline assessment data from both years provide evidence that the one change in school practices that can have the greatest impact on student achievement is to have every student complete a challenging academic core and either an academic or career/technical concentration. This change is effective regardless of students' racial and socioeconomic backgrounds. The 13 rural high schools with the greatest proportion of students completing the recommended academic core had significantly more students with mean achievement scores at the proficient or higher levels and significantly fewer students at the below basic level in reading, mathematics, and science as measured by the National Assessment of Educational Progress. (SLD) ED479508 Improving Achievement is About Focus and Completing the Right Courses. Research Brief. 2003-00-00 Department of Education, Washington, DC. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Edna McConnell Clark Foundation, New York, NY. 16 N/A 2004 8/19/2004 22:53:36 RIEAPR2004 Additional support from Goldman Sachs Foundation.

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Yes Academic Achievement Asian American Students Black Students College Entrance Examinations Grade Point Average Hispanic American Students Law Schools Law Students Minority Groups Prediction Test Results Anthony, Lisa C. Liu, Mei Reports - Research Law School Admission Test Law School Admission Test Law School Admission Council, Newtown, PA. English This study was designed to address questions of differential prediction of law school grades for various racial/ethnic minority subgroups. Differential prediction was evaluated by comparing the predicted and actual law school first-year grade point averages (FYAs) for various racial/ethnic subgroups within individual law schools based on regression equations commonly used in the admission process. The sample was drawn from the 1996, 1997, and 1998 entering law school classes, using data from the Law School Admission Council sponsored Correlation Studies. Data from 167 law schools, each of which enrolled 10 or more first-year students who identified themselves as Asian American, Black, or Latino were analyzed and reported. Statistical regression analyses were carried out to predict FYA using Law School Admission Test (LSAT) alone, undergraduate grade point average (UGPA) alone, and the best predictive linear combination of these two variables. Analyses were carried out separately for each school, resulting in three regression lines for each law school. Analyses were also carried out for the combined group of students in the study. Results indicate that the equation combining LSAT score and UGPA to predict FYA results in more accurate prediction than an equation using either LSAT score or UGPA in isolation. FYA tended to be overpredicted on average very slightly by this equation for all three of the minority groups, with the most overprediction for Black students and the least for Asian American students. The use of UGPA alone to predict FYA consistently resulted I the greatest average overprediction of FYA. These results do not support the concern that LSAT score or the traditional combination of LSAT score and UGPA may result in unfair admission decisions for the minority subgroups studied here. (Contains 4 tables, 6 figures, and 13 references.) (Author/SLD) ED479509 Analysis of Differential Prediction of Law School Performance by Racial/Ethnic Subgroups Based on the 1996-1998 Entering Law School Classes. LSAC Research Report Series. 2003-04-00 19 N/A 2004 2016-11-21

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Yes College Faculty Law Schools Law Students Legal Education (Professions) Skills Surveys Luebke, Stephen W. Swygert, Kimberly A. McLeod, Lori D. Dalessandro, Susan P. Roussos, Louis A. Reports - Research Law School Admission Test Law School Admission Test Law School Admission Council, Newtown, PA. English The Law School Admission Council (LSAC) Skills Analysis Survey identifies the skills that are important for success in law school. This information provides validity evidence for the current Law School Admission Test (LSAT) and guides the development of new test items and test specifications. The key question of the survey is "what academic tasks are fundamental to success in law school courses?" The survey asked law school faculty and students to rate the importance of 57 law school tasks in 14 skill-related categories as "highly,""moderately," or "somewhat" important or not important/not applicable for traditional first-year courses or upper division courses. There were 3,525 respondents from 41 law schools, of whom 457 were faculty members. Results show that students and faculty generally judged the most important tasks in most of the law school courses to involve Reading, Analyzing Cases or Legal Problems, Reasoning, Constructing Arguments, Problem Solving, Time Management, Listening, and Writing. Faculty judged Normative Thinking Tasks to have a similar degree of importance, but students ranked them somewhat lower. Reasoning tasks were not judged as important for success in most law school courses, although they were judged to be important for some courses. An appendix contains the survey. (Contains 15 figures and 3 references.) (SLD) ED479510 Final Report: LSAC Skills Analysis. Law School Task Survey. LSAC Research Report Series. 2003-05-00 57 N/A 2004 2016-11-21

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No Elementary Secondary Education Environmental Education Environmental Influences Higher Education Reports - Descriptive Speeches/Meeting Papers ISSN-1373-9689 French This document reports the work of inter-university research taken in Montreal in November, 2000 of research on the evaluation of education relative to the environment. Papers include: (1) "Quelle evaluation pour quelle education relative l'environnement?" (Georgia Liarakou and Eugenie Flogaitis); (2) "Quand evaluer c'est apprendre ensemble: Une experience d'evaluation dans l'action" (Marta Anadon, Lucie Sauve, Maritza Torres Carrasco, and Alain Boutet); (3) "L'evaluation comme vecteur pour la formation en education relative l'environnement" (Maryse Clary); (4) "Utilisation pragmatique de cartes mentales comme outil d'evaluation en education relative l'environnement" (Emmanuel Legrand); (5) "Indicateurs de qualite pour l'education relative l'environnement: Une strategie evaluative possible?" (Michelle Mayer); (6) "Le partenariat au service de l'evaluation de projets d'education relative l 'environnement" (Sylvie-Anne Piette, Emmanuel Legrand Claude Croizier, Louis Goffin, Marianne von Frenckell, Catherine Philipet, and Jean-Marc Wattecamps); (7) "Clarification--Reflexion- Regulation des valeurs" (Neus Sanmarti and Rosa Maria Tarin); (8) "Lire pour s'enrichir...Faut-il lire ce qu'ecrivent les chercheurs en education relative l'environnement?" (Yannick Bruxelle); (9) "L'evaluation en education relative l'environnement: Une dynamique en marche" (Franoise Boissou); (10) "Evaluer la mise en forme du lien eco- logique" (Dominique Cottereau); (11) "La representation: Point focal de l'apprentissage" (Lucie Sauve and Louis Machabee); (12) "L'approche systemique: Une methode d'apprentissage et un outil d'evaluation en education relative l'environnement" (Polyxeni Ragou and Catherine Souchon); and (13) "Evaluation de l'incorporation de la dimension environnementale dans la politique educative du Bresil" (Paulo Speller). (MVL/Author) ED479511 Education Relative a l'Environnement: Regards, Recherches, Reflexions. Volume 2. 2000-00-00 ISBN-2-87252-001-5 229 Universite du Quebec a Montreal, Faculte des Sciences de l'Education, CP.8888, Succ. Centre-ville, Montreal, Quebec, Canada H3C 3P8. Tel: 514-987-4608; e-mail: ere-uqam@er.uqam.ca. N/A 2004 8/19/2004 22:53:44 RIEAPR2004 Produced by the Universite du Quebec a Montreal, Fondation Universitaire Luxembourgeoise. For volumes 1-4, see SE 068 264-265 and SE 068 308.

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No Elementary Secondary Education Environmental Education Environmental Influences Higher Education Reports - Descriptive Speeches/Meeting Papers ISSN-1373-9689 French This document reports the work of an inter-university colloquium in Montreal in November, 1997 on research on the evaluation of education relative to the environment. Papers include: (1) "Un "patrimoine" de recherche en construction" (Lucie Sauve); (2) "Pour une recherche en education relative l'environnement "centree sur l'objet partage"" (Louis Goffin); (3) "Apport de la theorie des representations sociales l'education relative l'environnement--Conditions pour un design de recherche" (Catherine Garnier and Lucie Sauve) (4) "De la necessite d'une analyse conceptuelle en education relative l'environnement-- Reflexions sur le language de la durabilite" (Bob Jickling); (5) "L'education relative l'environnement en Colombie: Un processus construit dans une perspective" (Maritza Torres Carrasco); (6) "Enjeux de la recherche en formation des mitres en education relative l'environnement dans un cadre europeen" (Maryse Clary); (7) "Une certaine recherche en education relative l'environnement: A la poursuite d'une utiopie" (Christian Souchon); (8) "Le partenariat pour la formation des formateurs l'ecocitoyennete--Exploration d'une problematique" (Yannick Bruxelle, Jean Burger, and Francis Thube); (9) "Les relations entre education et formation en environnement: Un champ de recherche" (Claude Croizer and Louis Goffin); (10) "La recherche en education environnementale--Interrogations au Sahel" (Moussa Batchily Ba); (11) "Pertinence de l'education relative l'environnement et voies de recherche en Afrique, reflexions issues d'une etude en Guinee" (Liliane Dionne); (12) "Croyances et perceptions de l'environnement chez les populations riveraines du parc Haut Niger en guinee" (Marcel Sow); (13) "Esquisse de types de recherche dans le domaine de l'education relative l'environnement" (Elizabeth Rooney and Marie Larochelle); (14) "Rapport au savoir et education relative l'environnement" (Jacques Desautels); (15) "Enseignements scientifique, technologie et education relative l'environnement" (Lorraine Savoie-Zajc); (16) "Le chanon manquant: La comprehension de la relation personne--groupe social--environnement" (Diane Pruneau, Omer Chouinard, and Helne Gravel); (17) "La eeflexiviten education environnementale: L'emergence d'une nouvelle orientation?" (Louise Guilbert and Benot Gravel); (18) "La communaute d'apprentissage en education relative l'environnement: Une nouvelle strategie dans un processus de changements educationnels" (Isabel Orellana); (19) "La recherche en education aux valeurs environnementales" (Alain Roy); and (20) "L'education environnementale en milieu educatif non formel-Y-a-t-il plus que l'acquisition de nouvelles connaissances pour le public?" (Lise Roy and Louise Guilbert). (MVL/Author) ED479512 Education Relative a l'Environnement: Regards, Recherches, Reflexions. Volume 1. 1999-00-00 262 Universite du Quebec a Montreal, Faculte des Sciences de l'Education, CP.8888, Succ. Centre-ville, Montreal, Quebec, Canada H3C 3P8. Tel: 514-987-4608; e-mail: ere-uqam@er.uqam.ca. N/A 2004 8/19/2004 22:53:47 RIEAPR2004 Produced by the Universite du Quebec a Montreal, Fondation Universitaire Luxembourgeoise.

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No Community Involvement Elementary Secondary Education Environmental Education Environmental Influences Higher Education Reports - Descriptive Speeches/Meeting Papers ISSN-1373-9689 French This volume presents the work of a colloquium on the theme "Education a l'environnement: Mouveaux publics, mouveax partenaires" that took place May 3-4, 2000 in Poitiers. Papers include: (1) "Pourquoi rechercher de nouvezus publics pour l'education relative a l'environnement?" (Louis Goffin); (2) "Le partenariat en education relative a l'environnement: Pertinence et defis" (Lucie Sauve); (3) "Peut-on parler de partenariat apprenant en education a l'environnement?" (Yannick Bruxelle); (4) "Quel partenariat avec l'expert? Reflexions sur l'aide, l'approche participative et l'education a l'environnement dans le Tiers Monde" (Jean-Etienne Bidou); (5) "La sensibilisation du personnel dans le cadre de la mise en place dOun systeme de management environnemental: Une porte d'entree pour l'education relative a l'environnement dans l'entreprise?" (Marie-Claire Domasik-Bilocq, Nathalie Semal, and Marianne von Frenckell); (6) "Le partenariat ecole-musee en education relative a le'environnement: Analyse et perspectives" (Cecile Fortin-Debart); (7) "Identite et association en education relative a l'environnement" (Edgar Gonzalez Gaudiano); (8) "Approche negociee de formation d'equipes educatives: Des conditions de reussite" (Yannick Bruxelle and Dominique Ellinger); (9) "La pedagogie de l'environnement pour lutter contre les conduites a risques" (David Kumurdjian); (10) "Education a l'environnement en milieu scolaire et partenariat avec les collectivites territoriales-Une experience en Auvergne" (Christophe Andreux); (11) "Une exploration des relations partenariales entre l'ecole et l'entreprise pour une education relative a l'environnement" (Helena Roulet); (12) "Le partenariat avec le secteur economique, tendances et perspectives en Allemagne" (Katharina D. Giesel and Julia Mann); (13) "Sensibiliser les forestiers au paysage: Ebranler les certitudes, construire ensemble de nouveaux savoirs" (Philippe Deuffic); (14) "L'intervenant en education relative a l'environnement, un partenaire a privilegier" (Armel Boutard); (15) "Le Centre de decouverte d'Aubeterre sur Dronne-Questionnements autour d'une "aventure partenariale" relative a la creation d'un centre de'education a l'environnement" (Jacques Tapin); (16) "Un Partenariat en education a lOenvironnement au service de lOinsertion des jeunesN- L'experience de La Ciotat" (Maryse Clary); (17) "Le partenariat et l'approache systemique de l'ingenierie de formation, comme enjeu strategique et coherent pour formation, comme enjeu strategique et coherent pour developper l'education relative a l'environnement- L'experience et la methodologie de SFFERE, Bourgogne" (Brigitte Sabard); and (18) "L'education et la formation professionnelle relative a l'environnement: L'esquisse d'une strategie communautaire partenariale" (Nathalie Herve-Fournereau). (MVL/Author) ED479513 Education Relative a l'Environnement: Regards, Recherches, Reflexions. Volume 3. 2002-00-00 ISBN-2-913284-05-1 278 Universite du Quebec a Montreal, Faculte des Sciences de l'Education, CP.8888, Succ. Centre-ville, Montreal, Quebec, Canada H3C 3P8. Tel: 514-987-4608; e-mail: ere-uqam@er.uqam.ca. N/A 2004 8/19/2004 22:53:50 RIEAPR2004 Produced by the Universite du Quebec a Montreal, Fondation Universitaire Luxembourgeoise. For volumes 1-4, see SE 068 263-264 and SE 068 308.

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No Algebra Elementary Education Mathematics Activities Mathematics Instruction Numeracy Kopp, Jaine Bergman, Lincoln Books Guides - Classroom - Teacher California Univ., Berkeley. Lawrence Hall of Science. English This teacher guide helps build a solid foundation in algebra for students in grades 3-5 in which students gain essential understanding of properties of numbers, variables, functions, equations, and formulas. Throughout the problem solving activities, students use computational skills and gain a deeper understanding of the number system. Students use journals for their work and also to create an algebra tool kit. The activities are broken into sessions which include: (1) "Professor Arbegla's Function Machine"; (2) "Decoding Functions"; (3) "What Goes In Comes Out (Letter #1)"; (4) "Oh, No, Not Again! (Letter #2)"; (5) "A New Math Machine"; (6) "What's the Magic in the Morph?"; (7) "Professor LaBarge's Scale"; (8) "More Balancing Acts"; (9) "The Professor's Multiplication Discovery"; (10) "Revisiting the Distributive Property"; (11) "Algebra in the Real World"; (12) "The Many Shapes of 36 Square Feet"; and (12) "More Variables". Also included are assessment suggestions and resources and literature connections. (MVL) ED479514 Algebraic Reasoning: Professor Arbegla Introduces Variables and Functions. GEMS Teacher's Guide for Grades 3-5. 2003-00-00 ISBN-0-924886-70-6 Practitioners Teachers 153 GEMS, Lawrence Hall of Science #5200, Berkeley, CA 94720-5200. Tel: 510-642-7771; e-mail: gems@uclink.berkeley.edu. N/A 2004 8/19/2004 22:53:51 RIEAPR2004 Illustrations by Lisa Klofkorn.

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Yes High Schools Junior High Schools Middle Schools Science Activities Science Instruction Secondary Education Space Exploration Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English As a part of its educational effort, the National Aeronautics and Space Administration (NASA) Education and Public Outreach group at Sonoma State University (SSU) has put together a series of activities based on the science of one of NASA's exciting space missions, the Gamma-ray Large Area Space Telescope (GLAST). GLAST is a NASA satellite planned for launch in 2006 that detects gamma rays, the highest energy light in the electromagnetic spectrum. This guide provides three hands-on activities to help students understand how the universe is studied and explored through the use of GLAST. Activities include: (1) Building Perspectives with Active Galaxies; (2) Zooming In on Active Galaxies; and (3) Light Travel Time and the Size of Active Galaxies. A glossary, science and mathematics standards correlations, and resources are provided. (MVL) ED479515 Active Galaxies Educational Unit: An Educator's Guide with Activities in Science and Mathematics. 2003-00-00 Practitioners Teachers 38 Web site: http://glast.sonoma.edu. N/A 2004 8/19/2004 22:53:54 RIEAPR2004

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Yes Higher Education Science Activities Science Equipment Science Instruction Secondary Education Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English Microgravity-the absence or reduction of some of the effects of gravity-is an important attribute of free-fall. In microgravity (often incorrectly called zero-g), water no longer flows "downhill" and neither do smoke or steam bubbles rise. This changes a number of chemical and physical activities. Experiments in combustion, fluid behavior, materials formation, cell science, and even fundamental physics formed an important part of the research conducted aboard the Space Shuttle in the 1980s and '90s. This educational brief for grades 9-12 provides assembly instructions for constructing a mini drop tower. The drop tower holds demonstration payloads such as a postage scale, a birthday candle, and an oil-drop toy. (MVL) ED479516 Wireless Drop Tower for Microgravity Demonstrations. Educational Brief. 2003-00-00 Practitioners Teachers 23 Web site: http://ehb2.gsfc.nasa.gov/edcats/educational_brief. N/A 2004 8/19/2004 22:53:56 RIEAPR2004

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Yes Aerospace Education Elementary Education Junior High Schools Middle Schools Science Activities Science Instruction Guides - Classroom - Teacher English This educator guide for grades K-4 and 5-8 presents the basic science of aeronautics by emphasizing hands-on involvement, prediction, data collections and interpretation, teamwork, and problem solving. Activities include: (1) Finding the Center of Gravity Using Rulers; (2) Finding the Center of Gravity Using Plumb Lines; (3) Changing the Center of Gravity Using Moment Arms; (4) Jet Propulsion; (5) Vectoring; (6) Center of Gravity, Pitch, Yaw; and (7) Fuel Efficiency. (MVL) ED479517 Exploring the Extreme: High Performance Learning Activities in Mathematics, Science and Technology. 2003-00-00 Practitioners Teachers 87 Web site: http://spacelink.nasa.gov/products. N/A 2004 8/19/2004 22:54:00 RIEAPR2004 Produced by the National Aeronautics and Space Administration, Dryden Flight Research Center.

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Yes Aerospace Education Physics Science Activities Science Interests Secondary Education Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educator guide provides background information on Wilbur and Orville Wright and activities on aeronautics that provide templates for building the 1900, 1901, and 1902 Gliders and the 1903 Flyer. Activities include: (1) Early Aviation; (2) Your First Interview; (3) Your First Report; (4) Build a Model of the 1900 Glider; (5) Questions on the 1900 Glider; (6) What Would You Design?; (7) Build a Model of the 1901 Glider; (8) Forces on the 1901 Glider; (9) Questions on the 1901 Glider; (10) Wrong Ideas; (11) The Wrights' Wind Tunnel; (12) Operate the Wrights' Tunnel; (13) Build a Model of the 1902 Glider; (14) Compare the 1900, 1901, and 1902 Gliders; (15) Prices Then and Now; (16) Build a Model of the 1903 Flyer; (17) Balancing Forces; (18) Center of Gravity; (19) How Far Did They Fly?; (20) How To Launch the Flyer; (21) Write a Press Release; (22) Design a Mission Patch; and (23) Be an Inventor. (MVL) ED479518 Learning To Fly: The Wright Brothers' Adventure. 2003-00-00 Practitioners Teachers 118 Web site: http://spacelink.nasa.gov/products. N/A 2004 8/19/2004 22:54:04 RIEAPR2004

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Yes Aerospace Education Science Activities Science Equipment Science Experiments Science Instruction Secondary Education Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. Education Dept. English The Space Shuttle and International Space Station provide a unique microgravity environment for research that is a critical part of the National Aeronautics and Space Administration's (NASA) mission to improve the quality of life on Earth and enable the health and safety of space explorers for long duration missions beyond our solar system. This guide assists in the building of a science glovebox. The glovebox is a piece of hardware that provides a sealed laboratory setting and provides an opening through which the operator can reach into protective gloves built into the box and conduct scientific experiments. The guide contains background information, the purpose of microgravity research, using a glovebox on the International Space Station, constructing a classroom glovebox, and activities that can be used with the completed glovebox. (MVL) ED479519 Science in a Box: An Educator Guide with NASA Glovebox Activities in Science, Math, and Technology. 2003-00-00 Practitioners Teachers 125 Web site: http://spacelink.nasa.gov/products. N/A 2004 8/19/2004 22:54:07 RIEAPR2004

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No Culture Elementary Secondary Education Environmental Education Environmental Influences Higher Education Reports - Descriptive Speeches/Meeting Papers ISSN-1373-9689 French This document takes a critical look at the relationship between environment, culture, and development from the perspective of education relative to the environment. Papers include: (1) "Education a l'environnement ou acculturation?" (Jean-Etienne Bidou); (2) "Environnement et developpement: La culture de la filiere ONU" (Lucie Sauve, Tom Berryman, and Renee Brunelle); (3) "Education pour l'ecodeveloppement au Bresil: Promesses et incertitudes" (Paulo Freire Vieira); (4) "Communautes, enjeux environnementaux et recherche en education relative a l'environnement" (Ian Robottom); (5) "L'education au developpement urbain: Quelle education pour quels developpements?" (Diane Pruneau and Gisele Desjardins); (6) "Le Programme d'action environnementale Eco-quartier de Montreal: Quel(s) environnement(s) et quelle(s) culture(s) pour quel(s) developpement(s) en contexte d'education communautaire?" (Carine Villemagne); (7) "Concepts et pratiques d'amenagement en espace rural: Une analyse des programmes francais de formation des techniciens en gestion et protection de la nature" (Marie-Helene Bouillier-Oudot); (8) "Explorer, comprendre et agir ensemble: Une recherche collaborative avec les Innus du Labrador" (Helene Godmaire, Lucie Sauve, and Jacinthe Boileau); (9) "Developpement touristique et education relative a l'environnement: Conflits de representations autour du projet de valorisation museographique d'un territoire" (Olivier Rousseau and Yves Girault); (10) "Les emergences en recherche-action: Serendipite ou choc de culture?" (Emmanuel Legrand); (11)"L'eco-ontogenese: Les relations a l'environnement dans le developpement humain-d'autres rapports au monde pour d'autres developpements" (Tom Berryman); (12) "L'economie du savoir" (Simon Lajeunesse); (13) "Environnement, culture, developpement et education relative a l'environnement: Regards croises" (Marie-Claire Domasik- Bilocq and Marianne von Frenckell); (14) "Temps agricoles: Une autre culture du temps" (Anne Moneyron); (15) "Obstacles et sources a lOemergence dOun moment ecoformateur" (Eric Beaudout); (16) "L'ethnopedagogie: Un nouveau regard sur le developpement en education relative a l'environnement" (Thierry Pardo); (17) "L'experience du reseau ENSI de l'OCDE-L'ecole comme modele de communaute apprenante" (Michela Mayer); (18) "L'education a l'environnement au parc du Mont- Royal: Ou l'histoire offre un regard different sur l'environnement" (Eric Richard); (19) "Pratiques culturelles et conservation de la biodiversite en Guinee" (Marcel Sow); (20) "Influence des moyens de communication et dOinformation sur l'education a l'environnement en Afrique sud-saharienne: Le cas du Cameroun" (Urbain Njatang); (21) "Les processus multipartites de collaboration en environnement de la Foret modele de Fundy: Un contexte d'education relative a l'environnement" (Omer Chouinard and Johanne Perron); (22) "Unir les rives de la Mediterranee sous l'angle de l'education a l'environnement dans la perspective d'un mond viable pour tous" (Maryse Clary); (23) "Breve analyse des liens cultures environnements developpements dans une perspective d'education relative a l'environnement" (Carmen Ramos and Christian Souchon); and (24) "Au-dela du developpement durable, une educaiton a la competence ethique dans la diversite et la complexite des cultures" (Milagros Chavez). (MVL/Author) ED479520 Education Relative a l'Environnement: Regards, Recherches, Reflexions. Volume 4. 2003-00-00 ISBN-2-89276-271-5 368 Universite du Quebec a Montreal, Faculte des Sciences de l'Education, CP.8888, Succ. Centre-ville, Montreal, Quebec, Canada H3C 3P8. Tel: 514-987-4608; e-mail: ere-uqam@er.uqam.ca. N/A 2004 8/19/2004 22:54:11 RIEAPR2004 Produced by the Universite du Quebec a Montreal, Fondation Universitaire Luxembourgeoise. For volumes 1-3, see SE 068 263-265.

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No Accreditation (Institutions) Community Colleges Institutional Evaluation Participant Satisfaction School Surveys Student Surveys Two Year Colleges Zhai, Lijuan Journal Articles Reports - Research San Diego Community College District CA English As part of the ongoing effort to provide and maintain quality educational programs and services for students, the San Diego Community College District conducted a comprehensive student satisfaction survey during fall 2001. This article provides a brief summary of this survey research including instrumentation, data collection, data analysis, results and recommendations for conducting study satisfaction surveys. Development of the student satisfaction survey instrument was based on the matriculation components, the district's previous accreditation survey, and accreditation standards. In addition to conducting a field test to examine the survey for wording, clarity, ease of use, and appropriateness, the authors also conducted an on-campus pilot test in spring 2001. The full administration of the survey took place in fall 2001 using a random sample of classes. Survey responses were collected from 80% of classes selected and a total of 9,024 responses were obtained district wide. Correlational analyses, t-tests and one-way ANOVA tests were performed. Results showed that students with high satisfaction with the campus climate theme were also satisfied with curriculum and instruction, physical facilities, academic development, and personal development themes. African Americans and Hispanics generally expressed higher satisfaction, while whites reported lower satisfaction with their college experience. (RC) ED479521 Developing and Conducting a Student Satisfaction Survey. iJournal n4 Mar 2003 2003-03-00 7 For full text: http://www.ijournal.us/home.htm. N/A 2004 2016-11-21

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Yes Basic Skills Community Colleges Educational Policy Financial Support Instruction Integrated Curriculum Mathematics Skills Outcomes of Education Reading Skills Skill Development Two Year College Students Two Year Colleges Writing Skills Reports - Research Tests/Questionnaires Academic Senate for California Community Colleges, Sacramento. English In its fall 2002 session, the Academic Senate for California Community Colleges passed a resolution seeking support for policies that will improve instruction and student support services for underprepared students. This document aims to provide a basis for improving basic skills instruction and services by providing a survey of the current literature that discusses the most effective practices in basic skills found throughout the nation and practices in the California community colleges that model these effective practices. The literature discussed herein is organized according to Boylan (2002) into these four categories: (1) Programs Structures; (2) Instructional Interventions and Academic Support Services; (3) Faculty and Staff Development; and (4) Program Evaluation. The document lists the recommendations made by the Academic Senate, including the following: (1) local senates should lead their faculty and administration to view basic skills instruction as central to the community college mission; (2) they should study the basic skills programs in their colleges and support basic skills instructors and program leaders; and (3) they should lead the college to take a more global approach to the instruction of basic skills students so that faculty from all areas participate in an across-the-curriculum approach to basic skills learners. Research instrument attached. (Contains 33 references.) (NB) ED479522 A Survey of Effective Practices in Basic Skills. 2002-00-00 California Community Colleges, Sacramento. Board of Governors. 38 For full text: http://www.academicsenate.cc.ca.us/Publications/Papers/ Downloads/PDFs/BasicSkillsEffective.pdf. N/A 2004 8/19/2004 22:54:15 RIEAPR2004 "Adopted Spring 2003."

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Yes Academic Degrees Associate Degrees Certification Cohort Analysis Community Colleges Demography Educational Certificates Profiles Two Year College Students Two Year Colleges Reports - Descriptive San Diego Community College District CA San Diego Community Coll. District, CA. Research and Planning. English This report provides a descriptive analysis of the degree and certificate programs in the San Diego Community College District (SDCCD). In 2002, nearly 4,000 associate degrees were awarded by the three community colleges in the district. The associate degree program has a 60-unit requirement and includes both the associate in arts and the associate in science degrees. The associate in arts degree is awarded in the social sciences, humanities, the arts, and similar disciplines. The associate in science degree is awarded in engineering, physical and biological sciences, and occupational curricula. The document is divided into two parts, the first focusing on awards and the second on award recipients. For awards, descriptive analyses were conducted in these three areas: (1) Total awards; (2) Awards by major; and (3) Awards by ethnicity. Descriptive analyses for recipient profiles include: (1) Recipient demographics; (2) Single and multiple award recipients; (3) Previous award status; and (4) Average number of completed units and semesters. The total number of degrees and certificates awarded districtwide in 2002 was 3,705. Forty-two percent of all degrees awarded were associate in arts degrees, 22% were associate in science degrees, and 36% were certificates. (Contains 13 tables and 9 charts.) (NB) ED479523 San Diego Community College District Degree and Certificate Report, 2002 Awards. 2003-04-28 24 N/A 2004 2016-11-21

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Yes Citizenship Education Citizenship Responsibility Community Colleges Community Services Learning Strategies Service Learning Social Cognition Student Participation Two Year College Students Two Year Colleges Guides - Non-Classroom Reference Materials - Bibliographies Campus Compact National Center for Community Colleges, Mesa, AZ. English This document from Campus Compact aims to present information regarding the newest and best resources for service learning. In addition, the document excerpts, from various sources, definitions of service learning and program characteristics of effective service learning. Definitions of service learning include the following: A teaching method which combines community service with academic instruction as it focuses on critical, reflective thinking and civic responsibility. Service-learning programs involve students in organized community service that addresses local needs, while developing their academic skills, sense of civic responsibility, and commitment to the community. Program characteristics include the following: (1) Placement quality, which refers to the establishment of community connections that will provide productive learning situations for students, as well as genuine resources useful to the community; (2) Students' ability to link what they are doing outside of classroom with what they are learning in the classroom; (3) Students' ability to reflect, which is associated with increased knowledge and learning abilities; and (4) Community voice, which is a predictor of tolerance, cultural appreciation, reward in service, better understanding of community, and identifying with community partners. The document lists print and Web-based resources. The resources listed include 9 Campus Compact publications, 23 print publications from other sources, and 11 Web sites. (NB) ED479524 Essential Service-Learning Resources Guide. 2002-00-00 18 For full text: http://www.compact.org/faculty/SL-brochure.pdf. N/A 2004 8/19/2004 22:54:19 RIEAPR2004

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Yes Community Colleges Enrollment Enrollment Trends Institutional Characteristics School Statistics Student Characteristics Tables (Data) Two Year Colleges Reports - Descriptive State Center Community College District CA State Center Community Coll. District, Fresno, CA. English The State Center Community College District (SCCCD) 2002-2003 Fact Book presents institutional data on the following topics: (1) student and enrollment trends; (2) planning and decision making; and (3) service area demographics. The Student and Enrollment Chapter profiles the student body and contains demographic data self-reported on the admission application. With respect to enrollment trends, district enrollment drops from fall to spring terms, though the percentage of "continuing students" is higher in spring terms. In comparing fall 2001 to fall 1999, enrollment increased at all sites. Of students enrolled at SCCCD, 28% report a desire to attain a Bachelor's degree. Of these students, an average 80% plans to first earn an Associate's degree. The Fact Book also reports data on the ethnic diversity of SCCCD students. The majority of the student body is comprised of Hispanic and White/non-Hispanic students at 70%. The data indicate these trends have remained consistent over the seven-term period. Finally, the majority of SCCCD students attend school part-time at an average 65%. The data included in the planning and decision-making chapter of the book contains information used by the District and college administration to make informed decisions in areas such as personnel and program planning. (RC) ED479525 Fact Book, 2002-2003: A Compilation of Information for and about State Center Community College District. 2002-09-00 64 N/A 2004 2016-11-21

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Yes Access to Education Administrator Evaluation Affirmative Action Community Colleges Educational Counseling Educational Opportunities Higher Education Policy Formation Strategic Planning Teacher Qualifications Transfer Programs Transfer Students Two Year Colleges Adams, Julie, Ed. Collected Works - Serials California Master Plan for Higher Education Minimum Faculty Qualifications Academic Senate for California Community College Academic Senate for California Community Colleges, Sacramento. English Senate Rostrum, the Academic Senate for California Community Colleges Newsletter, discusses issues pertaining to California community colleges and the formation of statewide policies on academic and professional matters. The April 2001 issue discusses: (1) California's Master Plan; (2) defining a "high quality education"; (3) faculty evaluation of administrators; (4) occupational education subcommittees of local academic senates; (5) observations of alternative academic calendars (quarter vs. semester system); (6) the fall 2000 Plenary Session of the Academic Senate; (7) possible revisions of the Disciplines List which sets the minimum qualifications for the faculty of California community colleges; (8) faculty dialogues through IMPAC (Intersegmental Major Preparation Articulated Curriculum); and (9) the National Student Clearinghouse which provides student transfer data. The October 2001 issue discusses: (1) equal opportunity in California's public postsecondary education; (2) relations between the Academic Senate and local academic senates; (3) a report from the Curriculum Committee; (4) the upcoming formal review of the Disciplines List; (5) a report from the Affirmation Action/Cultural Diversity Committee; (6) the transfer mission; (7) a report from the Basic Skills Committee; (8) issues in occupational education; (9) the formation of a consultation task force for student counseling; (10) a report from the Technology Committee; and (11) the Academic Senate's Web site. (JS) ED479526 Senate Rostrum: Academic Senate for California Community Colleges Newsletter, 2001. Senate Rostrum Apr-Oct 2001 2001-00-00 50 For full text: http://www.academicsenate.cc.ca.us/Publications/Ros.htm. N/A 2004 2016-11-21

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Yes Accountability Community Colleges Comprehensive School Reform Economic Impact Educational Change Educational Finance Federal Aid Job Training Two Year College Students Two Year Colleges Vocational Education Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Office of Vocational and Adult Education (ED), Washington, DC. English This document from the U.S. Department of Education describes the role of the No Child Left Behind Act in the community college. The U.S Department of Education's 2002-2007 Strategic Plan includes a major goal focused on enhancing the quality of and access to postsecondary and adult education. Recognizing the importance and the potential of community colleges in supporting the economic vitality of communities and their inhabitants, the federal government provides both direct and indirect support. In FY 2002, the U.S. Department of Education is providing more than $4.5 billion to community or technical colleges through direct funding, grants, and financial assistance, as well as $1.5 billion in federal loan programs. More than 5.4 million students in the U.S., or nearly half of all undergraduates, are enrolled in credit-bearing courses at 1,600 community and technical colleges. Nearly half of the nation's minority undergraduate students attend community or technical colleges. The document describes departments within the U.S. Department of Education that support community colleges, including: (1) Office of Vocational and Adult Education (OVAE); (2) Office of Postsecondary Education (OPE); and (3) Office of Student Financial Assistance Programs (OSFAP). The document also offers a listing of U.S. Department of Education and other departments' funding programs for community colleges. (NB) ED479527 Preparing America's Future: Community Colleges in the Era of No Child Left Behind. 2003-00-00 19 For full text (MS Word): http://www.ed.gov/about/offices/list/ovae/pi/cclo/index.html. N/A 2004 2016-11-21

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Yes Admission Criteria Community Colleges Compensatory Education Cooperative Programs Dual Enrollment Enrollment Institutional Cooperation Remedial Instruction Two Year Colleges Numerical/Quantitative Data Reports - Research San Diego State University CA San Diego Community Coll. District, CA. Research and Planning. English This document describes results of a study of the Dual Admission Programs for San Diego State University (SDSU) during fall 2002. The program is designed for first-time freshmen in the SDSU regional service area who meet the following conditions: (1) Meet the California State University (CSU) admission requirements; (2) Do not meet SDSU's selective criteria; and (3) Require remediation determined by English and Math assessment. Under the provisions of the program, students receive dual admission to SDSU and a local community college, and they must complete their remedial requirements at the community college within 1 year (including summer) prior to enrolling at SDSU. The demographic variables utilized in the study included gender, ethnicity, age, income level, first generation college student status, and full-time/part-time attendance. Academic performance indicators included units attempted, units completed, successful course completion rates, and term GPA. Of 105 dual admission students enrolled at three community colleges, 56 successfully completed their remedial requirements during the first semester and were eligible to enroll at SDSU the following semester. Only 33 of those students did so, however. Twenty-three students opted to remain at the community college for reasons ranging from monetary considerations to change in education plans. (JS) ED479528 San Diego State University (SDSU) Dual Admission Program: First Semester Assessment of Students Enrolled at SDCCD--Fall 2002. 2002-02-20 10 For full text: http://www.sdccd.net/research/IRP_reports/Dual_Admit_Report_PDF_Final.pdf. N/A 2004 2016-11-21

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Yes Elementary Education Learning Disabilities Phonics Reading Difficulties Reading Instruction Reading Skills Socioeconomic Background Student Motivation Urban Youth Wrench, Marva Reports - Evaluative Speeches/Meeting Papers National Assessment of Educational Progress National Reading Panel National Assessment of Educational Progress English In 1994, the National Assessment of Educational Progress (NAEP) discovered that reading difficulties permeate all segments of the school-aged population. As a result, Congress asked the director of the National Institute of Child and Human Development (NICHD) and the former Secretary of Education to assemble a panel on reading. This National Reading Panel (NRP) proposed that systematic synthetic phonics instruction was effective in improving reading skills for children with learning disabilities and children from low socioeconomic backgrounds. This paper discusses the findings of the NAEP, the NICHD, and the NRP; synthesizes research in reference to synthetic phonics, analytic phonics and systematic and embedded phonics instruction; and discusses study findings which support the usage of systematic synthetic phonics instruction as a means of improving reading skills of urban learners. The systematic synthetic phonics instruction is successful with struggling urban readers because the explicitness of the system does not penalize students for skills they have learned at home. (Contains 12 references.) (PM) ED479529 Systematic Synthetic Phonics Instruction: Are There Particular Advantages for Urban Learners? 2002-02-11 21 N/A 2004 2016-11-21

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Yes Educational History Educational Practices Futures (of Society) Instructional Materials Reading Instruction Reading Processes Reading Research Reading Skills Teaching Methods Pearson, P. David Information Analyses Reports - Research Reading Theories Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. English This paper discusses reading instruction in the 20th century. The paper begins with a tour of the historical pathways that have led people, at the century's end, to the "rocky and highly contested terrain educators currently occupy in reading pedagogy." After the author/educator unfolds his version of a map of that terrain in the paper, he speculates about pedagogical journeys that lie ahead in a new century and a new millennium. Although the focus is reading pedagogy, the paper seeks to connect the pedagogy to the broader scholarly ideas of each period. According to the paper, developments in reading pedagogy over the last century suggest that it is most useful to divide the century into thirds, roughly 1900-1935, 1935-1970, and 1970-2000. The paper states that, as a guide in constructing a map of past and present, a legend is needed, a common set of criteria for examining ideas and practices in each period--several candidates suggest themselves, such as the dominant materials used by teachers in each period and the dominant pedagogical practices. It also suggests other important points of comparison, such as the role of the teacher and the learner in the process of learning to read, which lie beneath the instructional surface and require deeper inferences, greater interpretation, and more unpacking for observation and analysis. The paper contends that, for each set of practices, the most difficult task will be to understand the underlying assumptions about the "nature of reading and learning to read" that motivate dominant practices in each period. (Contains 1 table and 128 notes.) (NKA) ED479530 Reading in the Twentieth Century. 2000-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 46 CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text: http://www.ciera.org/library/archive/2001-08/0108pdp.pdf. N/A 2004 2016-11-21

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Yes Educational Change Educational Objectives Elementary Secondary Education Inquiry Models Professional Development School Restructuring Richardson, Virginia Guides - Non-Classroom Opinion Papers Reports - Descriptive Research Integration Teacher Change Tocqueville (Alexis de) Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. English It is intriguing and frustrating that while research evidence on characteristics of effective staff development programs has existed for some time, these features are not commonly in practice. Most of the staff development conducted with K-12 teachers corresponds with the short-term transmission model, with no concern for what is already going on in a particular classroom, school, or district, little opportunity for participants to become involved in the conversation, and no follow-up. This paper lists some of the research-based characteristics of professional development (Table 1) that are known and might lead to reform: (1) Schoolwide; (2) Long-term with follow-up; (3) Process should encourage collegiality; (4) Agreement on goals/vision; (5) Supportive administration; (6) Adequate funds for materials, outside speakers, substitute teachers; (7) Buy-in from participants; (8) Outside facilitator/staff developer; and (9) Should acknowledge participants' existing beliefs/practices. The paper notes Alexis De Toqueville's descriptions of a sort of character that relates to living in a democracy--that of individualism or independence, stating that there are times when a collective sense of goals and instructional approaches are called for. It finds that the need for some sense of community activity with common goals is apparent to those in education today. The paper discusses teacher change, suggesting that teachers change all the time. It then provides a framework based on examination of the school organizational and teacher change research literature (Table 2). It states that professional development is a complex enterprise--full of ethical, structural, and cultural dilemmas and that foundational sources such as Toqueville's work can help educators think about the nature of the society within which they are working to achieve significant and worthwhile school change through professional development. (Contains 4 notes and 17 references.) (NKA) ED479531 Alexis De Toqueville and the Dilemmas of Professional Development. 2000-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 13 CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text: http://www.ciera.org/library/archive/2001-12/200112vr.pdf. N/A 2004 2016-11-21

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Yes Elementary Education Emergent Literacy Grade 1 Intervention Program Descriptions Reading Instruction School Community Programs Tutoring Urban Education Volunteers Meier, Joanne Harnett, Susanne Reports - Descriptive Retired Persons Retired Senior Volunteer Program America Reads Challenge New York (South Bronx) New York (New York) Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. English Over 1,000 colleges and universities have joined the America Reads initiative and have placed Federal Work-Study students in high-needs schools, the majority in urban settings. Few outside the reading field recognize the complexities associated with instruction for emergent readers, particularly for students who arrive at school with few literacy skills. Among other things, tutors must understand the importance of alphabet knowledge, letter-sound correspondences, and the development of a concept of word. Indeed, the training and continual supervision of tutors is one factor that must be considered in a successful intervention effort. Book Buddies is a community volunteer one-on-one tutoring program that uses a triad of individuals to work toward a child's reading success. The triad consists of the child, the volunteer tutor, and the reading coordinator. Tutors follow a structured sequence of activities using the Book Buddies 4-part lesson plan that consists of the following basic elements: (1) rereading familiar story books; (2) word study; (3) writing; and (4) reading a new book. This paper describes a Book Buddies program in an elementary school in the South Bronx, NY (the poorest Congressional District in the nation), in which members from the Retired Senior Volunteer Project were recruited and trained to tutor first-grade children. The paper concludes that Book Buddies in the Bronx was an intervention project in which the children who received 40 Book Buddies lessons statistically significantly surpassed the students in the control group on measures of accurate word reading in context, letter identification, and word reading in isolation. (Contains 12 references.) (NKA) ED479532 Considering the Context for Intervention: One Urban Effort. 2001-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 8 CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text: http://www.ciera.org/library/archive/2001-03/200103mh.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Preschool Education Reading Achievement Reading Readiness School Readiness State Standards Neuman, Susan B. Roskos, Kathleen Vukelich, Carol Clements, Douglas Opinion Papers Reports - Research Good Start Grow Smart Project Head Start Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. English Currently, an increasing number of states support school readiness programs, recognizing that high quality early childhood education positively affects all children's success in school and the quality of their future. Recent federal initiatives, including Good Start Grow Smart, the revised guidance for the Child Care and Development Fund (CCDF) state plans, and the reauthorization of Head Start, call upon states to enhance these efforts, by developing or rigorously reviewing their prekindergarten guidelines or standards in literacy, language, and mathematics to be in alignment with state K-12 standards. This report/policy brief examines the quality of state prekindergarten standards in language, literacy, and mathematics. Recognizing that states are at various stages of development, the analysis in the report was designed to highlight quality standards, and to provide feedback to states in the process of establishing, reviewing, or strengthening prekindergarten standards. In this policy brief, methods and analytic tools for examining quality are described. (NKA) ED479533 The State of State Prekindergarten Standards in 2003. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 7 CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text: http://www.ciera.org/library/archive/2003-01/stateprek.pdf. N/A 2004 2016-11-21

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No Data Analysis Discourse Analysis English Ethnography Higher Education Language Research Language Usage Oral Language Sociolinguistics Workbooks Written Language Lillis, Theresa McKinney, Carolyn Books Guides - Classroom - Learner Multimodal Methods Context Dependence Open Univ., Milton Keynes (England). English This workbook for students provides an accessible introduction to a range of ways of analyzing language in context. The workbook can be used in a number of ways, for example, as a student reference text to briefly review a particular kind of language analysis or as a course textbook to introduce students to a variety of approaches to language data analysis. It is: practical, offering a "hands-on" approach to data analysis; authentic--the 24 data examples analyzed and discussed are drawn from published work by experts in specific fields of language analysis; academically rigorous--the data selected is from important research projects in the field of language study; and wide-ranging analytical methods are drawn from sociolinguistics, sociocultural approaches, ethnography, multimodal approaches, and discourse analysis. Contexts exemplified are drawn from education, the media, informal communication, new technologies, child youth and adult settings. Data examples are included from a range of national contexts including the United Kingdom, the United States, Australia, South Africa, Hong Kong, Japan, and Pakistan. The workbook includes a general introduction, followed by four main parts: Part 1 looks at approaches to spoken interaction; Part 2 examines approaches to written texts; Part 3 explores multimodal approaches; and Part 4 looks at ethnographic approaches. (Contains 156 references.) (NKA) ED479534 Analysing Language in Context: A Student Workbook. 2003-05-00 ISBN-1-85856-287-2 Students 195 Stylus Publishing, P.O. Box 605, Herndon, VA 20172-0605 ($29.95). Tel: 800-232-0223 (Toll Free); Tel: 703-996-1039; Fax: 703-661-1547; Web site: http://styluspub.com; e-mail: Styluspub@aol.com. N/A 2004 2016-11-21

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No Childrens Writing Foreign Countries Intermediate Grades Middle Schools Spelling Spelling Instruction Student Evaluation Vocabulary Development Word Lists Word Study Skills Writing Instruction Croft, Cedric Guides - Classroom - Teacher Reports - Research New Zealand Spelling and Writing Patterns Spelling Patterns Words New Zealand New Zealand Council for Educational Research, Wellington. English This booklet is the Teacher's Manual for "Spell-Write" (Revised), a text to aid students in New Zealand in writing, spelling, and word study programs. "Spell-Write" (Revised) will be used predominantly in Years 4-7 classrooms. The overriding principle which has been retained in this revised edition is that of "flexibility." The aim was to produce a text that could function effectively in a variety of classroom spelling and word study programs, without being tied to any particular one. For the revision, words no longer commonly used in elementary school writing were removed from the Alphabetical Section, and new words in common use were added. An introduction discusses briefly the alphabetical spelling lists (3400 words), the background to the development of "Spell-Write," and its structure. The sections which follow are: Considering Spelling; Classroom Spelling Programmes; and Assessing Spelling and Evaluating Progress. Appended are a selective list of spelling tests (5 items) and a list of some useful books (8 items). (Contains 38 references.) (NKA) ED479535 Teachers Manual: Spell-Write. Revised Edition. 2003-00-00 ISBN-1-877293-26-1 Practitioners Teachers 59 New Zealand Council for Educational Research, P.O. Box 3237, Wellington 6000, New Zealand. Fax: (04) 384-7933; Web site: http://www.nzcer.org.nz. N/A 2004 2016-11-21

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No College Role Educational Change Educational Policy Educational Trends Foreign Countries Futures (of Society) Higher Education Books Numerical/Quantitative Data Reports - Research Colombia Reform Efforts Colombia ISSN-0253-2123 World Bank, Washington, DC. English A great challenge facing Colombia is how to become an active member of the new global information and knowledge society. The changes required for this transition mean that the role of tertiary education must also shift to add to the traditional tasks of the transmission of knowledge and providing basic research the roles of training adaptable workers and supporting the continuing expansion of knowledge. A diversified system would include good quality technical and short cycle programs as well as postgraduate programs of high standard. This sector study suggests potential strategies and recommendations that would advance tertiary education in Colombia. The first chapter, "The Current Status of the Tertiary Education Systems in Colombia," describes the current system and its users, governance, and linkages with technology. The second chapter, "Economic Issues and Perspectives," provides an economic perspective on tertiary education in Colombia and examines the functioning of the market for tertiary education. This chapter identifies two main obstacles to expansions; rationed number of available places and stifled demand in private higher education. The final chapter, "Strategies and Recommendations for Tertiary Education in Colombia," contains the strategies and policy recommendations that support the government's policy by focusing on: (1) ensuring clear and progressive governance; (2) inducing and assuring quality; (3) promoting strategic levels of education and fields of study; and (4) providing finance for equitable and expanded access. Seven annexes discuss specific issues related to the future of higher education. (Contains 57 figures, 45 tables, 10 boxes, and 201 references.) (SLD) ED479536 Tertiary Education in Colombia: Paving the Way for Reform. A World Bank Country Study. 2003-00-00 ISBN-0-8213-5466-3 218 World Bank Publications, P.O. Box 960, Herndon, VA 20172-0960 ($30 plus $8 shipping). Tel: 800-645-7247 (Toll Free); e-mail: books@worldbank.org; Web site: http://publications.worldbank.org. N/A 2004 2016-11-21

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Yes Autobiographies Case Studies Graduate Students Graduate Study Inservice Teacher Education Professional Development Self Disclosure (Individuals) Self Evaluation (Individuals) Christodoulou, Niki Reports - Research English The purpose of this study was to describe a group of graduate students who attended a self-education class and interpret their reactions using autobiographical case study methods and the researcher's subjective lens. The graduate course in self-education was designed to study self-education as a phenomenon of interest and to enable participants to explore dimensions of themselves not yet explored. About half of the 17 graduate students were professional educators. Self-education is conceptualized in this study in terms of three traditions: intellectual traditionalism, social behaviorism, and experientialism. The study describes the course, the group, the professor, the sources, and the readings that each participant separately and all participants in combination put together. Artistic sources were used to talk about and further self-education and personal development. The paper discusses the implications of self-education courses for teacher inservice education and other professional development. (Contains 39 references.) (SLD) ED479537 The Study of Self-Education as a Graduate Course and as an Illustration of What an In-Service Education Should Be: An Autobiographical Case Study and Other Possibilities. 2003-04-00 26 N/A 2004 8/19/2004 22:54:47 RIEAPR2004

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Yes College Preparation Educational Trends Higher Education Paying for College Student Costs Student Financial Aid Tuition Reports - Evaluative Affordability Illinois Illinois Illinois State Board of Higher Education, Springfield. English Various recent trends within Illinois higher education have raised concerns that the goals of "The Illinois Commitment," the state's higher education plan, may be at risk. In response to these concerns, a Committee on Affordability was established in August 2002 to conduct a comprehensive and objective analysis of these trends to assess the changes that have taken place in the affordability of Illinois higher education and the effects of those changes. The Committee developed 20 recommendations, which are detailed in this report. The recommendations build on the 3 broad goals suggested by the 1994 Committee To Study Affordability: (1) enhancing academic preparation and performance; (2) assisting needy students; and (3) keeping college costs affordable. Implementation of the 20 recommendations related to these 3 goals will be dependent on the relative priorities set for each by the Illinois Board of Higher Education and other agencies. In many cases, implementation will be dependent on the availability of fiscal resources. The report includes an outline of the action steps and entities needed to implement each recommendation, an assessment of whether the recommendation can be accomplished in the short term or the long term, and a very broad estimate of the costs associated with each recommendation. (Contains 15 figures.) (SLD) ED479538 Final Report and Recommendations of the Committee on Affordability. 2003-08-12 59 For full text: http://www.ibhe.state.il.us/Board/Agendas/2003/August/Item%209%20Report.pdf. N/A 2004 2016-11-21

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Yes Budgeting Case Studies Disabilities Educational Finance Educational Legislation Elementary Secondary Education Federal Aid Federal Legislation Federal Programs Financial Support Gifted Special Education Reports - Evaluative Individuals with Disabilities Educ Act Amend 1997 Council for Exceptional Children Individuals with Disabilities Education Act Amendments 1997 Council for Exceptional Children, Arlington, VA. English This report explains federal programs for children with exceptionalities and reviews federal financial support for special education and gifted programs. It analyzes Individuals with Disabilities Education Act (IDEA) programs with information on 2003 appropriations, authorizing provision, purpose, who receives funding, kinds of activities supported, recent funding history, and funding considerations. Programs covered include: state and local grant programs, preschool grants, early intervention programs, and support programs (state program improvement grants, administrative provisions, research and innovation, personnel preparation, studies and evaluations, technical assistance and information dissemination, technology development and media. Similar information is provided for gifted and talented grants. The report includes stories about children with exceptionalities who benefit from early intervention, preschool, special education, gifted programming, and support programs to convey the necessity of continued funding for fiscal year 2004 and subsequent years. Also included in the information given on each program is the Council for Exceptional Children's (CEC's) recommendation on 2004 program funding levels. CEC calls on Congress and the administration to increase federal spending for programs for children with exceptionalities over the next 6 years and to move funding for the Individuals with Disabilities Education Act (IDEA) out of the discretionary budget and into mandatory spending. (CR) ED479539 Federal Outlook for Exceptional Children: Budget Considerations and CEC Recommendations, Fiscal Year 2004. 2003-03-00 ISBN-0-86586-981-2 Policymakers 128 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 (CEC members $16.95; non-members $22.95). Tel: 703-620-3660; Fax: 703-264-1637; Web site: http://www.cec.sped.org. N/A 2004 2016-11-21

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Yes Educational Finance Educational Policy Grants Health Occupations Higher Education Needs Assessment Program Implementation Program Improvement Reports - Evaluative Illinois Illinois Illinois State Board of Higher Education, Springfield. English The Illinois Board of Higher Education appointed a committee to review health professions education programs in Illinois and directed the committee to assess the educational needs in the health professions and the extent to which Illinois higher education is supplying qualified professionals to meet those needs. The committee also reviewed enrollment and graduation trends and tuition and cost factors over the last 10 years. Also studied were the Health Services Education Grants Act (HSEGA) program and current Illinois Board of Higher Education policies concerning the health professions. The Committee To Review Health Professions Education Programs held two meetings, conducted a public hearing, and solicited additional input from the higher education community. Findings suggest that overall the policies in place are adequate and should be maintained. The priorities and guidelines, however, require adjustment to reflect current statewide needs in the health professions. Adjustments to these policies will necessitate changes to the programs currently supported under the HSEGA grant program to ensure that state resources are targeted to the areas of highest need. The Committee also recommends new grant categories to address emerging needs for doctoral programs in nursing and physical therapy. The Committee also calls for an annual expenditure report from recipients of HSEGA grants to supplement those accountability measures currently in place. Specific recommendations are made for increasing capacity in some programs and decreasing it in others. (SLD) ED479540 Policies and Priorities for Health-Related Programs: Report and Recommendations of the Committee To Review Health Professions Education Programs. 2003-08-12 28 N/A 2004 2016-11-21

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Yes Disadvantaged Youth Elementary Education Elementary School Students Ethnicity Longitudinal Studies Mathematics Achievement Minority Groups Reading Achievement State Programs Student Records Testing Programs Fouts, Jeffrey T. Reports - Research Washington Washington Assessment of Student Learning Washington Washington Assessment of Student Learning Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center. English This study used Washington state school district identification numbers to follow the progress of 14,860 fourth graders (in 1998) and 12,827 seventh graders (in 1998) for 3 years. The inauguration of the Washington Assessment of Student Learning (WASL) made it possible to track individual student academic performance and examine the consequences of early academic success. Through the use of creative flow analysis the study demonstrated the 3-year WASL results for students who initially scored at each of the four levels of the test. This resulted in the dramatic finding that only 3.1% of students who scored at Level 1 reading in grade 4 were able to meet the standard (Level 3 or 4) by seventh grade. This trend is confirmed for reading and mathematics for both the 4th to 7th grade cohorts and the 7th to 10th grade cohorts. The study also examined the impact of student background factors other than individual ability that might partially explain these findings. Ethnicity appears to be one such influence, although differences among ethnic categories may be at least partially due to differences in family income and other variables. Analysis also suggest that for every 100 students who score at level 1 in reading in grade 4 and proceed through the current educational system, approximately 34% will meet the reading standard at 10th grade. The report also contains recommendations that might guide remediation efforts, including a call to examine the nature of learning expected between fourth and seventh grades compared to that between the upper grades. (SLD) ED479541 The Power of Early Success: A Longitudinal Study of Student Performance on the Washington Assessment of Student Learning, 1998-2001. Research Report. 2002-04-00 28 For full text: http://www.spu.edu/orgs/research/WSRC%20MatchingStudyFinal%20Draft.pdf. N/A 2004 2016-11-21

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No Business Administration Business Education Computer Mediated Communication Computer Uses in Education Cooperative Learning Corporate Education Corporations Distance Education Educational Technology Higher Education Instructional Improvement Technology Integration Training Hamlin, Michael D. Griffy-Brown, Charla Reports - Descriptive Speeches/Meeting Papers English As the largest provider of MBA talent in the Western United States, the Graziadio School of Business and Management (Malibu, California) had a need to create a technology infrastructure to support students and staff distributed in seven educational centers throughout California. This paper describes the process by which the School came to recognize the potential for portal technology to foster communication, improve the quality of service, and enhance the learning and administrative environment. It also describes how the authors adapted and deployed real-world corporate portal technology to enhance executive and management education through e-learning. The School's process for adapting portal technology for e-learning and knowledge management to create a collaborative learning and working environment has implications and should be of interest to those in higher education and corporate/management training. (Author) ED479542 Adapting Corporate Portal Technology for Management E-Learning. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:54:57 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain very small type.

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No Computer Assisted Instruction Computer Networks Distance Education Information Networks Nontraditional Education Postsecondary Education Teaching Methods Harris, John Cundall, Peter Reports - Descriptive Speeches/Meeting Papers Asynchronous Learning Networks Distributed Computing Distributive Programs Technology Implementation English Learning networks are a proven way to deliver massively scalable blended learning solutions that have been successfully implemented in a variety of commercial situations. For learning challenges that involve educating hundreds of thousands of distributed learners across thousands of organizations, learning networks can enable the delivery of up-to-the-minute learning content in a blended learning environment for a fraction of the cost of traditional methods. While the challenges of large-scale learning vary depending on the context and subject matter, a variety of common best practices from various implementations of learning networks can be applied to many situations. Any organization seeking a cost effective, scalable, geographically dispersed blended learning solution should consider the learning network approach. (Author) ED479543 Learning Networks: A Proven Approach for Delivering Massively Scalable Blended Learning Solutions. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Corporate Education Corporations Distance Education Nontraditional Education Nontraditional Students On the Job Training Postsecondary Education Professional Development Teaching Methods Training Hasebrook, Joachim P. Rudolph, Dirk W. Information Analyses Speeches/Meeting Papers English Education is already a big business. E-learning, by making it easy to import information and skills to anyone, anywhere, anytime, and for any purpose will grow the education market. The big winners will be those vendors that identify and serve emerging and sometimes hidden markets. The biggest growth segments unleashed by e-learning are education for non-traditional students and the use of educational methods in related areas such as public relations, sales, and investor relations. E-learning permits dramatic expansion of the education market. While distance learning is the best-known example, the authors suggest that providing continuing education for busy professionals is a much bigger opportunity. E-learning is primarily about superior solutions for self-study and online courses. These solutions, however, can be readily adapted to sales and public/investor relations. In both cases, the object is to get information across to the recipient. While the education industry correctly emphasizes the learner, that does not mean there is no longer a need for teachers. Teaching and persuading have many things in common and can share many of the same advanced tools. Corporate training and personal career development are segments ripe for explosive growth. Businesses need to impart both general skills and company-specific information to their employees. They need solutions that are highly reliable, consistent, and available in order to bring new employees quickly up to speed. Increasingly, corporations are realizing that the Internet and extranets can be used to train customers and business partners, as well as persuade investors, consultants, industry analysts, and potential customers. (Author) ED479544 International E-Learning Business: Opportunities & Strategies. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:54:59 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Access to Information Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Distance Education Educational Resources Educational Technology Higher Education Instructional Development Online Systems Hedestig, Ulf Kaptelinin, Victor Orre, Carl Johan Reports - Research Speeches/Meeting Papers English This paper deals with the use of personal technologies in decentralized university education. Decentralized education, delivered to off-campus students located in the same geographical area, is a hybrid genre combining features of both on-campus and distance education. The paper reports two studies. The first study focused on communication patterns among students in a regular decentralized education setting. It was shown that: there are obstacles preventing the students from developing communities of practice, and some of the obstacles are likely to be eliminated with personal technologies helping the students to get access to various resources and to communicate with each other. The second study included providing a student group with a set of PDAs and analyzing the impact of the technology on students' learning and communication patterns. The prospects for using personal technologies in decentralized education are discussed. (Contains 26 references.) (Author) ED479545 Supporting Decentralized Education with Personal Technologies. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:01 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Support provided by the Swedish Agency for Distance Education (DISTUM) and The Bank of Sweden Tercentenary Foundation.

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No Animation Audiovisual Aids Comparative Analysis Computer Graphics Computer Interfaces Design Preferences Interactive Television Multimedia Materials Screen Design (Computers) Use Studies Hedman, Anders Lenman, Soren Reports - Research Speeches/Meeting Papers English This paper compares and discusses the results from two user studies of interactive television (ITV) with a total of 50 subjects. The interfaces of two different ITV information services were studied: one with a place-like interface rich in graphics, animation and audio, and the other a simple interface with text and still images. In the first study, which evaluated the place-like interface, problems occurred with the mappings of the DTV-remote buttons and with the basic multimedia-interaction techniques used in interface. In the second study it was found that factors of concrete and conceptual nearness, with respect to the TV show, should be taken into account when evaluating the ITV service. (Author) ED479546 A Media Rich Interface vs. a Simple Interface for Interactive Television. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:02 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Educational Technology Electronic Classrooms Instructional Innovation Nontraditional Education Online Systems Teaching Methods Training Virtual Classrooms World Wide Web Helic, Denis Maurer, Hermann Scerbakov, Nick Reports - Descriptive Speeches/Meeting Papers English Current training strategies implemented in online Web-based training (WBT) sessions are rather simple strategies. They lack a number of typical classroom training strategies, such as: composite training strategies, the possibility to customize and adapt training strategy, and collaborative training strategies. This paper presents a novel WBT tool called Virtual Classrooms, which was implemented to support such aspects. The intention was to mirror at least a small part of the typical classroom experience into online training sessions in a WBT environment. Virtual Classrooms are implemented as part of the modern WBT system called WBT-Master. (Contains 14 references.) (Author) ED479547 Implementing Complex Web-Based Training Strategies with Virtual Classrooms. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:03 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No College Faculty Computer Attitudes Computer Literacy Computer Use Higher Education Internet Risk Scholarly Communication Teacher Attitudes Use Studies Henry, Paul David Reports - Research Speeches/Meeting Papers English This quantitative survey of university faculty tested a theory of status-related risk by examining the affect of three organizational statuses on the use of this educational innovation. It also explored how use is mediated by assessment of risks to their professional perquisites. Academic field and computer-based specialty statuses were moderately correlated with Internet use. Computer-based specialty as an indicator of prior knowledge and experience was also correlated to use while controlling for assessment of risk. There was some overall support for a status-risk theory in the relationships between use and both status and risk assessment. Overall, this study shows that faculty attribute Internet use with a generally positive impact on scholarly work, especially as it contributes to a greater scholarly exchange of ideas. (Author) ED479548 How University Faculty Assess Scholarly Use of the Internet. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:05 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Programs Debate Educational Technology Group Discussion Higher Education Instructional Materials Notetaking Scaffolding (Teaching Technique) Seminars Teleconferencing Hietala, Pentti Koivunen, Kimmo Reports - Evaluative Speeches/Meeting Papers English Carrying out argumentative discussion online has become rather common in higher education. This task is traditionally supported by asynchronous collaboration tools, but this paper suggests that also synchronous supports could be useful. This paper focuses on scaffolding the knowledge construction: the work of two student moderators jointly moderating a theme as part of a seminar type university level course. As a new scaffold, the paper describes a collaborative note-taking tool as an extension to a standard conferencing system. This new tool can be utilized either asynchronously or "semi-synchronously." An empirical evaluation of the first implementation of this tool is reported. There were almost 60 students on three courses who had an opportunity to use the tool. The evaluation shows that the students were not used to working together this way, although they recognized the benefits of joint moderating. Explanations are offered for these results and further plans in this area are discussed. (Author) ED479549 Asynchronous Conferencing with a Twist of Synchronicity: In Search for Tools for Collaborative Moderation in Online Discussions. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:06 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Group Discussion Human Relations Personality Personality Traits Self Evaluation (Groups) Self Evaluation (Individuals) World Wide Web Hishina, Masateru Okada, Roberto Ogasawara, Tomoya Reports - Research Speeches/Meeting Papers English Many concepts, methods, and technologies regarding computer support in collaborative environments have been proposed. It is important to take into account human relations in collaborative learning environments, where personality plays a central role. However, it is not easy to build human relations in Web-based education (WBE), because there are some problems in computer-mediated communication. To overcome such problems, this paper proposes the concept of personality information for awareness (PIA), which represents information for self-awareness/analysis, self-disclosure, person awareness/analysis and person perception. The authors are designing a PIA-based system, called PIAGET (Personality Information for Awareness applied to Group learning in Web-based Education/Training Support system), which supports human relations building for collaborative learning in WBE. This paper focuses on sub-systems for self-awareness/analysis, consisting of functions, such as the YG test module and the Grouping Formation module. (Author) ED479550 A Fundamental Study for Grouping Formation Module Based on Personality Information. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:08 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Authoring Aids (Programming) Database Design Ethics Information Policy Information Technology Intelligent Tutoring Systems Material Development Research Methodology Training Hu, Xiangen Mathews, Eric Graesser, Arthur C. Susarla, Suresh Reports - Descriptive Speeches/Meeting Papers Research Ethics English The development of authoring tools for intelligent systems is an important step for creating, maintaining, and structuring content in a quick and easy manner. It has the benefit of allowing for a rapid change to new domains or topics for tutoring. The development of such tools requires functional control, access protection, ease of learning, and ease of use. This paper introduces the authoring tool created for the Human Use Regulatory Affairs Advisor (HURAA). HURAA is a Web-based help facility that provides training on the ethical use of human subjects in research, in addition to serving as an information retrieval system on ethical research policies. EBOOK.EXE is a general purpose database organization tool with special features that can be used for organizing curriculum scripts for intelligent tutoring systems. (Contains 13 references.) (Author) ED479551 EBOOK.EXE: A Desktop Authoring Tool for HURAA. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Business Education Computer Assisted Instruction Computer Mediated Communication Conventional Instruction Distance Education Graduate Study Higher Education Instructional Effectiveness Masters Programs Nontraditional Education Online Systems Student Attitudes Student Reaction Hudson, Shirley A. Kim, Young H. Reports - Research Speeches/Meeting Papers Student Satisfaction English The purpose of this study was to investigate the level of perception and satisfaction of students in online distance learning graduate courses for daytime Regular MBA (Regular) and evening Weekend Professional MBA (Weekend) programs. Distance learning delivery methods have changed over the years, but not perceptions. This study attempted to identify if there are any significant differences in Regular and Weekend students' assessments of demographics, personal preferences and habits, technological proficiency and evaluations (course, online course structure, instructors) in their online course experience. This research has shown that online audio chat and text chat have a positive effect on students' learning. The data also showed that moving from traditional to online had no undesirable outcome on students. Working with students to understand the benefits, dangers and limitations helps them adjust to online course environments. (Contains 10 references.) (Author) ED479552 MBA Students' Satisfaction with Technology Changes from Traditional to Online Courses. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Classification Computer System Design Indexing Information Retrieval Information Systems Online Searching Search Engines Search Strategies World Wide Web Jansen, Bernard J. Reports - Research Speeches/Meeting Papers Query Processing Digital Imagery Query Formulations English End user searching on the Web has become the primary method of locating images for many people. This study investigates the nature of Web image queries by attempting to map them to known image classification schemes. In this study, approximately 100,000 image queries from a major Web search engine were collected in 1997, 1999, and 2001. A stratified sample of the queries was classified using three previously published image classification schemes. The results indicated that the features and attributes of Web image queries differ relative to image queries utilized in other information retrieval systems and user populations. Give the growing ubiquitous nature of the Web, the implications for the design of information retrieval systems and repositories are discussed. (Contains 17 references.) (Author) ED479553 A Preliminary Mapping of Web Queries Using Existing Image Query Schemes. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Cognitive Processes Computer System Design Design Preferences Information Retrieval Information Seeking Online Searching Online Systems Search Strategies User Needs (Information) Jansen, Bernard J. Reports - Research Speeches/Meeting Papers Query Formulations English This research begins to refine a cognitive model of interactive information seeking for use in the design of information retrieval (IR) systems. The research reported in this paper critically examines several interactive information seeking and retrieval models that have emerged over the last two decades. Building primarily on the stratified model, interactions are identified at the surface stratum that can be utilized to design information retrieval systems that infer intentions at other strata, thereby better assisting users during the search process. This paper presents (1) the development technique utilized to modify and (2) the existing IR system that monitors these interactions and recommends search tactics to the user. The result is an increase in the performance of an IR system, as measured by precision. (Contains 28 references.) (Author) ED479554 Towards Implementing a Cognitive Model of Searching. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Comparative Analysis Information Retrieval Information Services Online Searching Search Engines Search Strategies User Needs (Information) World Wide Web Jansen, Bernard J. Reports - Research Speeches/Meeting Papers Query Formulations Query Processing English Studies show that the majority of Web searchers enter extremely simple queries, so a reasonable system design approach would be to build search engines to compensate for this user characteristic. One hundred representative queries were selected from the transaction log of a major Web search service. These 100 queries were then modified using the complex search operators supported by five major search engines. Overall, 1900 queries were submitted to five Web search engines, returning 18,256 documents. The results obtained using the complex queries from each search engine were compared to the results obtained by the original 100 simple queries from that search engine. In general, increasing the complexity of the queries had moderate effect on the results, with an average 66% exact match between results from the simple and complex queries. Implications on the effectiveness of current Web search services, for future search engine design and for future research are discussed. (Contains 23 references.) (Author) ED479555 Using Advanced Search Operators on Web Search Engines. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Cooperative Programs Distance Education Guidelines Higher Education Problems Student Projects Teamwork Jansson, Eva Ybarra, Carolyn Reports - Descriptive Speeches/Meeting Papers English Teams working in distributed projects go through the same stages and encounter the same problems as typical face-to-face teams. The main difference when the environment is moved to a distributed setting is that some problems become more complex, other problems become less noticeable, and some new obstacles occur. One of the main problems with distributed work is getting to know each other and building trust, but there are other, more practical issues that also need to be dealt with when people are working together at a distance. This paper presents a set of guidelines developed from research with various distributed project based courses. Guidelines include: synchronize the teams; choose technology that works; choose the right technology for the right activity; discuss norms and rules for behavior and communication; discuss and carefully plan any face-to-face visits; have team building and social activities; and think proactively. The conclusion is that students are not conscious of the difficulties of distributed communication and collaboration, and they need guidance in resolving and avoiding common problems. (Author/AEF) ED479556 Facing the Unknown: Distributed Project Team Guidelines. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:16 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Information Seeking Online Searching Search Strategies Use Studies User Needs (Information) User Satisfaction (Information) Users (Information) Web Sites World Wide Web Jensen, Jens F. Reports - Research Speeches/Meeting Papers Pattern Analysis English As the Web is expanding, the Web traffic is changing, and so are the users. To get an adequate understanding of the Web as a medium, it is of paramount importance to know the users and the dominant usage patterns. The purpose of this paper is to map important aspects of Web usage patterns, Web traffic and Web search behavior. Issues dealt with are, among other things, time spent per month, number of sessions per month, time spent during surfing session, page viewed per session and per month, duration of page viewed, number of unique sites visited, concentration of and the recent developments in Web traffic, given sites' shares of total page views, and significant aspects of Web users' search behavior (for example, frequency, time spent searching, kind of information searched for, most popular search terms, and satisfaction). (Contains 16 references.) (Author) ED479557 New Trends in Web Usage Patterns and Web Traffic. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Animation Artificial Intelligence Computer Assisted Instruction Cooperative Learning Distance Education Educational Development Educational Technology Teacher Role Virtual Classrooms Virtual Reality Jiman, Juhanita Reports - Descriptive Speeches/Meeting Papers Virtual Curriculum English This paper discusses the use of Virtual Reality (VR) in e-learning environments where an intelligent three-dimensional (3D) virtual person plays the role of an instructor. With the existence of this virtual instructor, it is hoped that the teaching and learning in the e-environment will be more effective and productive. This virtual 3D animated character can actually be programmed to have a natural human touch to help bridge the gap between a machine and a student. A virtual instructor that has an almost true-to-life look and feel of a human being will make the students feel more comfortable and confident to learn. (Contains 15 references.) (Author/AEF) ED479558 Virtual Reality: The Future of Animated Virtual Instructor, the Technology and Its Emergence to a Productive E-Learning Environment. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-23

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No Computer Assisted Instruction Distance Education Educational Principles Instructional Design Instructional Development Learner Controlled Instruction Learning Theories Online Systems Teaching Methods Teaching Models Johnson, Scott D. Aragon, Steven R. Reports - Descriptive Speeches/Meeting Papers English The rapid growth of Web-based instruction has raised many questions about the quality of online courses. It appears that many online courses are simply modeled after traditional forms of instruction instead of incorporating a design that takes advantage of the unique capabilities of Web-based learning environments. This paper describes a research and development effort that evolved during the creation of an HRD graduate program (HRE Online) that was taught entirely online. It presents a conceptual framework that can guide the development of online courses. The authors contend that powerful online learning environments need to contain a combination of these principles: address individual differences; motivate the student; avoid information overload; create a real-life context; encourage social interaction; provide hands-on activities; and encourage student reflection. Specific examples of instructional strategies that fit the framework are described in detail. (Contains 23 references.) (Author/AEF) ED479559 An Instructional Strategy Framework for Online Learning Environments. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:20 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Credentials Educational Development Educational Finance Educational Technology Elementary Secondary Education Grants Higher Education Program Development Teacher Education Technology Integration Klinger, Katie Duckett, Jane Medrano, Maria Crow, Nedra Stowers, Gwen Reports - Evaluative Speeches/Meeting Papers English Through the vehicle of the PT3 grant program, ECO TECH LINK has built a strong consortium to support technology circles of government, education and business in order to raise student achievement scores, shorten the time it takes to earn a teaching credential, and enhance the quality of teacher credential courses. The ECO TECH LINK grant enables targeted teacher candidates, including women, minorities, military and high tech professionals, to earn a preliminary teaching credential using a combination of online, face-to-face, video and extended field experience. Math and science curricula with environmental themes are the "real world" framework for online courses providing anytime and anyplace access. This paper describes the need, design, structure, progress and evaluation of the PT3 grant during the first year of implementation. (Author) ED479560 ECO TECH LINK: PT3 Grant Builds Technology Circles in the K-18 Community. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:21 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Software Cooperative Programs Educational Resources Educational Technology Electronic Libraries Evaluation Methods Instructional Materials Material Development Metadata Standards Kyriakopoulou, Antonia Kalamboukis, Theodore Reports - Evaluative Speeches/Meeting Papers English An educational digital environment that will provide appropriate methods and techniques for the support and enhancement of the educational and learning process is a valuable tool for both educators and learners. In the context of such a mission, the educational tool SL-EDGE (Student Library-Educational DiGital Environment) has been developed. The application employs, amongst others, a standardized metadata structure and collaborative filtering techniques in order to provide a set of educational services oriented towards users' needs for the discovery and reuse of educational resources for a reliable, efficient and effective assessment and also for communication, distribution and exchange of ideas and opinions. To this effect, it consists of two main modules: an educational digital library and an assessment tool for teachers and students. All the functions implemented are fully Web-based and the application deploys technologies, such as Java, JavaServer Pages and JavaBeans, transforming it to a powerful and robust educational tool. (Contains 30 references.) (Author) ED479561 The Instructional Instrument SL-EDGE Student Library-Educational DiGital Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:22 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Computer Software Development Courseware Distance Education Educational Technology Higher Education Material Development Nontraditional Education Programming Lauer, Tobias Ottmann, Thomas Reports - Descriptive Speeches/Meeting Papers Electronic Presentations Multi Image Presentations Presentations English Experience has shown that the production of rich-media content for Web-based courses tends to be extremely cost- and time-consuming. One way for campus-based universities to reduce authoring costs is to automate the production process by using suitable tools for capturing live lectures. This paper describes different technical approaches to presentation recording. Recording systems can be evaluated with respect to a number of criteria, such as recordable input formats, automatic structuring of captured contents, synchronous replay of graphical annotations, and many more. This paper presents a list of these criteria and gives an overview of several existing software tools. It also addresses features, which are not supported by the currently available systems, but which are important for a widespread acceptance of presentation recording, such as more comfortable system-user interaction or a both powerful and efficient representation of electronically captured handwriting. (Contains 16 references.) (Author) ED479562 Means and Methods in Automatic Courseware Production: Experience and Technical Challenges. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Corporate Education Foreign Countries Instructional Design Instructional Materials Material Development Professional Development Professional Training Training Leleu-Merviel, Sylvie Vieville, Nicolas Labour, Michel Reports - Descriptive Speeches/Meeting Papers DVD Technology France Interactive Videodisks France English Faced with a rapidly changing society, the need to develop versatile instructional materials to update the professional skills of experienced practitioners has become a major necessity. This paper outlines the framework of how the project called "Je peux vous aider? (Can I help you?)" was developed. It concerns the training of all the sales teams of a major chain store in France. A premium was put on helping professionals in the field to be more aware of their verbal and non-verbal behaviors. To do this, a series of hybrid pedagogic techniques was used, which included traditional lectures, role plays, a self study video, a DVD video and e-learning. This involved making the content matter as attractive and varied as possible so that learners can acquire knowledge easily in their own way. It is in using a type of instructional design like the "Scenistic Approach" that one can ensure the appropriateness of both the pedagogic scenario and its content. (Author) ED479563 Professional Skills Training for Social and Behavioral Competence: A Corporate Case Study in Using a Fictional Video Script for Interactive "Learning by Viewing." 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Educational Resources Educational Technology Elementary Secondary Education Instructional Materials Learning Activities Student Developed Materials Student Projects Web Sites World Wide Web Lennon, J. Warburton, R. Reports - Evaluative Speeches/Meeting Papers Web Page Design English This paper examines two key issues in Web learning interaction and personalization and discusses how a simple drag-and-drop application enables users to create and modify Web pages in ways that increase interactive learning experiences and make the best use of their individual differences. Discussion includes: catering for differing modalities in a Web-based environment; key features of the simple drag-and-drop Web page editor; user testing with teachers and students; and two examples of children's pages. (Contains 16 references.) (AEF) ED479564 A Drag and Drop Editor for Interaction and Personalization of Web Pages. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Business Computer Mediated Communication Computer System Design Cooperative Learning Distance Education Hypermedia Information Technology Multimedia Materials Negotiation Agreements Online Systems Lennon, J. Liu, H. Maurer, H. Reports - Descriptive Speeches/Meeting Papers Negotiation Processes English The authors developed a Web-based negotiation system that is closely modeled on real-world transactions. This paper illustrates the generality of the system by discussing two disparate applications of the system: one taken from business and the other from collaborative e-learning. The application generates, in real time, transparency-controlled networks of virtual connections between users. This paper first looks at the general features of such a system before applying them to employment negotiations in the business context. It then describes how the same system can be used in an e-learning environment for matching team leaders/mentors/tutors with groups of students. The effectiveness of this system is based on three factors: a good knowledge management system; user-determined levels of privacy; and iterative, computer-supported interactions between users. (Contains 11 references.) (Author/AEF) ED479565 HWONS: A Hyperwave Online Negotiation System. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Cognitive Processes Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Distance Education Evaluation Methods Measurement Techniques Metacognition Student Evaluation Teaching Models Leung, Kit H. Reports - Descriptive Speeches/Meeting Papers Digital Technology English Diagnostic Cognitive Assessment (DCA) is an alternative dynamic assessment. It aims at measuring cognitive processes for effective learning support and coaching. DCA is embedded in a digital coaching system (DCS) as an executive director. It contains three sub-models: Expert Knowledge Model, Inference Model, and Student Model. While the Expert Knowledge Model emulates human tutoring by modeling the expert tutor's knowledge, probabilistic inferences of knowledge acquisitions are derived from the Inference Models that are driven by Psychometrics and Bayesian Networks. By observing the students' performances, the Inference Models examine and interpret how learners learn as they trace, track, and record learning activities. The Student Model delivers customized diagnostic analysis to learners, guidance to DCS's Scaffolding function to map the learner's knowledge structure and schema, immediate dynamic diagnosis to Real Time Evaluation of DCS, and aids to collaborative learning in the E-Learning Community. (Contains 27 references.) (Author) ED479566 Diagnostic Cognitive Assessment and E-Learning. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Games Computer Interfaces Computer Mediated Communication Computer Simulation Computer System Design Educational Technology Instructional Material Evaluation Online Systems Three Dimensional Aids Liestol, Gunnar Reports - Evaluative Speeches/Meeting Papers English This paper reports on a project where three-dimensional (3D) online gaming environments were exploited for the purpose of academic communication and learning. 3D gaming environments are media and meaning rich and can provide inexpensive solutions for educational purposes. The experiment with teaching and discussions in this setting, however, proved that media complexity is not a sufficient condition for successful online learning environments. This paper discusses the background and the two presuppositions of the project; selecting a suitable 3D online environment; the communication format/genre; the interface; the session, which was conducted as a "traditional" academic lecture; and results. (AEF) ED479567 The 3D LAOKOON--Visual and Verbal in 3D Online Learning Environments. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:30 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figures contain illegible type.

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Development Educational Theories Instructional Design Instructional Development Learning Strategies Learning Theories Teaching Models Technology Integration Kuan, Eric Lim Tze Weber, Ian Reports - Research Speeches/Meeting Papers English This paper provides a holistic approach to viewing the e-learning phenomenon from a theoretical perspective. It constructs a framework for e-learning development by drawing upon the literature for learning models. knowledge management and utilization of technology for electronic education. In so doing, it conceptualizes the continuous and progressive phases of infrastructure, infostructure and knowledge-structure integration to leverage information and communication technologies (ICTs) more efficiently and effectively for the delivery of a holistic learning experience. By applying this developmental model, the e-learning practitioner possesses an evaluative tool to enable an upward spiral process of continuous feedback and improvements to the e-learning architecture and contribute more strategically to the development of a total learning experience. For the learner, the model generates strategic value from knowledge creating and sharing activities. (Contains 44 references.) (Author) ED479568 E-Learning: In Search of a Total Learning Experience (TLE). 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:32 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Chinese Computer Assisted Instruction Computer Mediated Communication Educational Technology Instructional Design Instructional Materials Language Arts Material Development Skill Development Technology Education Technology Integration Training Lin, Janet Mei-Chuen Wu, Cheng-Chih Chen, Hsiu-Yen Reports - Research Speeches/Meeting Papers English The purpose of this research is to tailor the design of information and communications technology (ICT) training material to the needs of Chinese language arts teachers such that the training they receive will be conducive to effective integration of ICT into instruction. Eighteen experienced teachers participated in a Delphi-like survey that comprised a series of four questionnaires. They were asked to describe the professional tasks they routinely performed. Their responses were compiled into a list of 90 task items. Each item was then associated with one or more hardware/software tools that teachers need to learn to perform that task more productively. A restructuring process reduced the total number of items to 67. There will be one training unit developed for each of the 67 items, with each covering certain hardware and software features. Six training units were developed in the tryout phase with the help from five teachers. These units are characterized by their subject-specific contents. (Author) ED479569 Designing ICT Training Material for Chinese Language Arts Teachers. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:33 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Case Studies Computer Assisted Instruction Distance Education Educational Principles Educational Technology Instructional Design Instructional Development Learning Strategies Role Playing Simulation Teaching Methods Linser, Roni Ip, Albert Reports - Evaluative Speeches/Meeting Papers English Current e-learning models have been criticized by constructivists for providing content without a learning social context and have argued that such learning contexts need to be designed into e-learning programs. This paper takes issue with this approach, suggesting that it unnecessarily imports into e-learning assumptions and strategies from the traditional classroom/lecturing environments. This paper explores some general pedagogical principles and outlines a pedagogy that takes the next step in redefining the social space of learning enabling educators to leverage the capabilities of the new communicative media as well as enhance and expand current models of e-learning beyond traditional models. This pedagogy is then demonstrated in a number of case studies where learning is achieved using role play simulations (RPS). It is suggested that RPS enable diverse learning objectives, from diverse subject domains, and thus constitute a useful pedagogical model of good e-learning. (Author) ED479570 Beyond the Current E-Learning Paradigm: Applications of Role Play Simulations (RPS)--Case Studies. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:36 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Comparative Analysis Computer Mediated Communication Distance Education Higher Education Instructional Design Instructional Effectiveness Instructional Improvement Online Systems Pilot Projects Student Reaction Llanes, J. R. Reports - Research Speeches/Meeting Papers English The development of computer-mediated asynchronous platforms for the delivery of online coursework brings college professors new questions about the features these platforms offer and the degree to which each feature is significant to the achievement of students. Are all features designed in the same way across platforms? Are there some features that are more reliable, easier to operate and more attractive to students who use them? Which of the features can be connected with objective measures of achievement? Is the type of use given to the feature by an instructor a significant element of the feature? This paper relates a pilot study of three courses offered online using three different platforms and in three different campuses in order to explore the range of features in use and their link to student satisfaction and achievement. It also contrasts student outcomes with three onsite courses offered by the same professors. The long-term purpose of this study is to learn about hypothetically significant features that can then be improved. (Author) ED479571 Significant Features of Asynchronous Learning: Summary of a Pilot Study. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:37 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Active Learning Computer Assisted Instruction Cooperative Learning Distance Education Educational Development Instructional Effectiveness Learner Controlled Instruction Nontraditional Education Teacher Role Teachers Hootstein, Ed Reports - Descriptive Speeches/Meeting Papers English The teacher-centered model that has dominated instruction for centuries is slowly giving way to a learner-centered conception with instructors in roles of facilitators, or "guides on the side." Active learning and collaboration increasingly characterize learning environments. E-learning is unable to promote learning on its own. Its use does not preclude facilitators' responsibilities for structuring learning experiences. The effectiveness and success of e-learning programs depend on facilitators' roles in delivering and managing instruction. E-learning facilitators take on four roles to meet the necessary conditions of effectiveness, because they "wear four pairs of shoes." These are: (1) instructors, (2) social directors, (3) managers, and (4) technical assistants. The framework discussed in this paper provides a means of describing tasks and responsibilities of e-learning facilitators. (Contains 30 references.) (Author) ED479572 Wearing Four Pairs of Shoes: The Roles of E-Learning Facilitators. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:39 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Cooperative Learning Elementary Secondary Education Learning Strategies Learning Theories Mathematics Achievement Mathematics Instruction Mathematics Skills Problem Solving Student Evaluation Teamwork Hsu, Ti Wang, Hsiu Fei Reports - Research Speeches/Meeting Papers English It is well known that math phobia is a common problem among young school children. It becomes a challenge to educational practitioners and academic researchers to figure out ways to overcome the problem. Collaborative team learning has been proposed as one of the alternatives. This study was part of a large and ongoing research project designed to help students learn math in a collaborative fashion using a Web-based intelligent system in a virtual reality environment and then to study their learning behaviors. The purpose of this part was to develop an instrument to measure the learning behavior of Taiwan's eighth graders in their learning of the "Pythagorean Theorem." A principal component analysis with the Oblimin procedure was utilized to analyze the 44-item Internet collaborative learning behavior scale (ICLBS). The preliminary results revealed that a model with five-factors deriving from 39 items was the best model. (Contains 26 references.) (Author) ED479573 Development of an Internet Collaborative Learning Behavior Scale--Preliminary Results. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:40 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Academic Achievement Computer Assisted Instruction Distance Education Educational Technology Electronic Classrooms Evaluation Criteria Instructional Design Instructional Development Instructional Effectiveness Instructional Improvement Multimedia Materials Student Reaction Luczaj, Jerome Eric Han, Chia Y. Reports - Descriptive Speeches/Meeting Papers English Multimedia classroom technology provides a unique opportunity to augment the classroom experience. Coordinating instructional streams with student feedback and assessment will enable instructors to know when and if their intended message was communicated to their students. A system where both instructional and presentational aspects of a lecture can be evaluated promptly will permit instructors and students to react quickly when there is a gap between intent and understanding, improving instruction. Presented in this paper is a multimedia, e-classroom framework where information can be gathered to measure student, faculty and organizational achievement and to assist in improvement. Specifically, this paper focuses on using this e-classroom framework to improve instruction. (Contains 18 references.) (Author) ED479574 Improving Teacher Effectiveness in E-Classrooms. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:41 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

New

No Computer Assisted Instruction Distance Education Educational Development Educational Environment Instructional Development Knowledge Representation Learning Strategies Metadata Semantics Lytras, Miltiadis D. Reports - Research Speeches/Meeting Papers Knowledge Management English The research described in this paper is concentrated on the demand for high quality interchangeable knowledge objects capable of supporting dynamic learning initiatives. The general metadata models (Dublin Core, IMS, LOM, SCORM) for knowledge objects enrichment are reviewed and a critique is provided in order to claim the importance of the justification of an "interchangeable knowledge objects standard" for learning purposes. The overall objective is the justification of a dynamic learning environment capable of supporting the value diffusion. Discussion includes the reusability of learning content and metadata; reusability of learning content and knowledge management convergence; and multidimensional dynamic learning proposed metadata schema. (Contains 21 references.) (Author/AEF) ED479575 Semantics for E-Learning: An Advanced Knowledge Management Oriented Metadata Schema for Learning Purposes. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Deafness Distance Education Educational Technology Hearing Impairments Special Needs Students Mallory, James R. MacKenzie, Douglas Reports - Research Speeches/Meeting Papers Desktop Video Video Telecommunications Video Teleconferencing English This paper focuses on the authors' experiences with interactive, synchronous Internet video conferencing using Microsoft's NetMeeting software with deaf and hard-of-hearing students in two different settings. One setting involved teaching and tutoring computer programming to remote deaf and hard-of-hearing students in a remote situation using synchronous Desktop Video Conferencing (DVC) using Logitech cameras mounted on the computer of each participant. A second setting involved the use of NetMeeting by deaf and hard-of-hearing students enrolled in an Internet Communication course. Students in this course were introduced to the various communication tools contained within NetMeeting and provided with experiential lab activities designed to simulate the work environment and facilitate communication with hearing colleagues. In addition, online office hours were offered to provide additional experience with NetMeeting and promote access from remote locations. (Author) ED479576 Synchronous, Remote, Internet Conferencing with Unique Populations in Various Settings. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Discussion (Teaching Technique) Foreign Countries Group Discussion Higher Education Student Reaction Marriott, Philip Hiscock, Jane Reports - Research Speeches/Meeting Papers Voice Response Systems University of South Australia Voice Based Learning System English This paper reports on a two-year exploratory study to determine the viability of voice-based threaded discussions forums as a means of stimulating discussion and understanding of weekly readings as part of a large undergraduate communications course. From March to June 2001, 600 students participating in a large introduction to communication course at the University of South Australia were required to post a summary of their readings each week to a threaded online voice/text forum. The course was delivered face-to-face with considerable online support. Wimba Voice Board software was used to facilitate the forums. It was found that most students preferred to make text, rather than voice postings. The factors contributing to this preference are examined and discussed and recommendations for further research are made. (Contains 12 references.) (Author/AEF) ED479577 Voice vs. Text-Based Discussion Forums: An Implementation of Wimba Voice Boards. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Development Courseware Educational Technology English (Second Language) Instructional Design Instructional Development Instructional Materials Material Development Matsuno, Ryoji Tsutsumi, Yutaka Gilbert, Richard Reports - Evaluative Speeches/Meeting Papers Component Theory English The aim of this project is to build software development environments for teachers, enabling them to produce their own educational applications for their classrooms as easily as they might produce educational materials using a word processor. As one means of realizing this goal, the authors proposed a componentware methodology, and developed 15 components and three application programs for English as a Foreign Language (ESL), and presented the results (at ED-MEDIA 2002). They have continued researching componentware methodologies, and have created a wide variety of new components, categorizing these components into two main groups: basic components and high-level components. Basic components allow teachers to develop complicated CALL applications with a few simple programming statements. High-level components are, for example, independent applications not requiring any additional coding tasks. This paper discusses: the background of the project; advantages of componentware methodology; past results; basic components and high-level components; example applications made using these components; and related issues. (Author) ED479578 Developing Componentware for Education: A Programming Approach Providing Teachers More Creative Control of Course Design. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Development Educational Policy Educational Practices Foreign Countries Higher Education Instructional Design Instructional Development Learning Strategies Teaching Methods McClelland, Robert J. Reports - Research Speeches/Meeting Papers Liverpool John Moores University (England) English Liverpool John Moores University (JMU) is one of the largest universities in the United Kingdom. It is a multi-faculty institution with in excess of 20,000 students. Its first learning strategy, in 1995, sought to identify and make explicit the University's commitment to learning development and to integrate this in the context of other University policies and strategies. The underpinning principles of the strategy were derived from the University's mission statement, with detailed targets for implementation, responsibilities for action and costings. In the years 1995-1999, institutional and local structures and processes were developed to support implementation, with a particular strength at the local level being the introduction of Learning and Teaching Coordinators (LTCs) in each of the University's Schools. This case study examines institutional Learning and Teaching Strategy and decision-making which impacts on the promotion of information and communications technology for learning in Liverpool JMU. (Author/AEF) ED479579 Developing an Organisational E-Learning Strategy. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Cooperation Cooperative Learning Group Discussion Higher Education Instructional Effectiveness Learning Activities Online Systems Skill Development Undergraduate Study McEwen, Laura April Sclater, Jennifer Reports - Research Speeches/Meeting Papers English This study examined the relationship between the quality of intra-group online collaboration among groups of undergraduate learners on the quality of products produced. The quality of online collaboration was assessed by the instructor and Teaching Assistant with the computer supported collaborative learning (CSCL) process assessment tool. The evolution of quality of intra-group online collaboration was examined over time, as was the quality of group products for the first and third online activity. Findings suggest that the quality of collaboration significantly impacted the quality of products produced by a group. The results of this study underline the need to provide support for the development of learners' online collaborative skills prior to the introduction of learning activities where grades are contingent upon effective collaboration. The strategy of self and peer assessment practices is introduced as a potential means of fostering the development of important collaborative skills essential to learners' successful negotiation of this novel learning arrangement. (Contains 29 references.) (Author) ED479580 Evidence of the Need To Support the Development of On-Line Collaborative Skills: An Action Research Study. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:49 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Constructivism (Learning) Cooperative Learning Distance Education Group Discussion Higher Education Instructional Effectiveness Online Systems Student Participation McSporran, Mae Young, Stuart Reports - Research Speeches/Meeting Papers Learning Communities English It is important to build a community of learners so that cooperative learning takes place. This is more difficult to accomplish online, where the lecturer has to overcome the natural reticence of students to post in shared class spaces. This paper suggests contructive methods of ensuring the success of an online course. These include: (1) reinforcing and recycling course content in a variety of integrated media and (2) encouraging students to become leaders and help their classmates. The paper reports the results (from 1999-2001) from three undergraduate and two postgraduate computing courses that each have a significant proportion of the course taught online. These courses are studied by students with a wide range of ages, ethnic backgrounds, life and work experiences. Widely ranging student participation rates are reported in a variety of online discussions and course exercises. Contributing factors to successes and problems are also discussed. (Contains 14 references.) (Author) ED479581 Community Building: Facilitating Successful Online Courses. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Resources Educational Technology Electronic Classrooms Instructional Materials Professional Development Workshops Mehringer, Susan Reports - Descriptive Speeches/Meeting Papers Video Technology Video Telecommunications English The Cornell Theory Center (CTC) began offering asynchronous distance learning over the Web in 1995, with its first offering of the Virtual Workshop. The Virtual Workshop is a Web-based set of modules used to provide distance education in high-performance computing. One technique that is currently being incorporated is the use of video clips. CTC is currently working with two types of clips. The first type is screen and audio capture for tool demonstration. The second is using a film clip of a speaker in conjunction with other Web-based materials. This paper describes the video clips, why they are used, how they are incorporated into existing online materials, design issues, and evaluation plans. (Author/AEF) ED479582 Enhancing Web-Based Materials with Video Clips. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Mediated Communication Cooperative Learning Distance Education Educational Assessment Informal Assessment Online Systems Peer Evaluation Self Evaluation (Groups) Self Evaluation (Individuals) Student Evaluation Teamwork Menchaca, Marylu Resta, Paul Awalt, Carolyn Reports - Research Speeches/Meeting Papers English A challenge in online collaborative learning teams is assuring that all members of the virtual learning team are actively engaged and contributing to the work of the team. One strategy to hold individual members of a learning team accountable for their contributions is through the use of peer and self evaluations. This paper provides a summary of an analysis of peer and self evaluations as part of an ongoing study of the use of peer and self assessment in online collaborative learning environments. The subjects of the study were on-campus and off-campus students, who were enrolled in a Web-based graduate course in collaborative learning. Based on a factor analysis of repeated self and peer evaluations, two factors were identified. This study focuses on developing a deeper understanding of the two factors. The nesting of the self and peer evaluations and the dependency of the repeated measures data guided the use of a hierarchical mixed effects linear model with the two factor scores as the dependent variable and self or peer, team, assessment time, gender and campus presence as the predictors. Among the findings are that students change their evaluations of themselves and peers over time, showing more differences as time goes on. Gender differences are also noted in their scores. Off-campus men were found to decrease their task performance and their contribution to the positive social interaction with time. (Contains 25 references.) (Author) ED479583 Self and Peer Assessment in an Online Collaborative Learning Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:55:53 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Software Development Cooperative Learning Distance Education Educational Environment Electronic Classrooms Higher Education Instructional Materials Interaction Material Development Michailidou, Anna Economides, Anastasios A. Reports - Descriptive Speeches/Meeting Papers Electronic Commerce English Virtual Learning Environments (VLEs) that support collaboration are one of the new technologies that have attracted great interest. VLEs are learning management software systems composed of computer-mediated communication software and online methods of delivering course material. This paper presents ELearn, a collaborative VLE for teaching e-commerce that has been developed using Active Worlds. A virtual school was constructed using an environment that integrates the appearance of the virtual world, the Web pages that are connected with specific objects in the world, and the capability of synchronous chat among the users. Collaboration and interaction were two of the most significant matters taken under consideration, due to their important role in the educational procedure. An evaluation of the environment is also included, with regard to specific criteria that were developed for evaluating VLEs. (Contains 20 references.) (Author) ED479584 Elearn: A Collaborative Educational Virtual Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Development Computer Uses in Education Cooperative Learning Courseware Educational Technology Higher Education Instructional Materials Material Development Programming Monthienvichienchai, Rachada Sasse, M. Angela Reports - Research Speeches/Meeting Papers Vicarious Participation Digital Video Interactive English This paper investigates how computer support for vicarious learning can be implemented by taking a principled approach to selecting and combining different media to capture educational dialogues. The main goal is to create vicarious learning materials of appropriate pedagogic content and production quality, and at the same time minimize the financial cost and effort to produce such materials. This paper proposes that multimedia and television production principles can be harnessed for this purpose. The paper reports results of two case studies on collaborative learning of television production in communication arts and diagrams construction in computer science and analyzes the problems encountered in the production and use of the vicarious learning materials created. The paper concludes that, if vicarious learning is to be implemented, the problems that "educationalists" face in creating appropriate materials need urgent attention. (Contains 19 references.) (Author) ED479585 Computer Support for Vicarious Learning. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Course Content Courseware Distance Education Educational Technology Instructional Design Instructional Development Instructional Materials World Wide Web Mudur, S. P. Gharpure, Prachi Rajan, Parvati Reports - Descriptive Speeches/Meeting Papers Digital Technology English It is well established that Web-based courseware must not restrict itself to the mere delivery of instructional material, but must be grounded in some sound model of instruction and learning. This paper discusses one such model, based on the best of instructional design principles and tries to overcome two of the most serious problems that are being faced in the process of introducing interactive Web-based learning, namely disorientation and cognitive overload. Whereas the emphasis in a lot of recent work has been on digital technology reuse, the emphasis is on core aspects of the content development process. The principal contribution is an intuitively clear iconic notation that can be used to templatize and thus simplify the task of educational content development. The paper briefly describes the evolution of this model, the experimental effort to evaluate this model and the courseware development process that was adopted. (Contains 13 references.) (Author) ED479586 A Model Driven Process for Web-Based Instructional Content Development. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Electronic Classrooms Higher Education Instructional Development Nontraditional Education Teaching Methods Muhlhauser, Max Trompler, Christoph Reports - Descriptive Speeches/Meeting Papers Digital Technology Learning Communities English In the transition from traditional teaching and learning to eLearning, the authors advocate avoiding disruptive approaches. The authors claim that many virtual university and corporate university efforts worldwide try to showcase big leaps forward, yet lack sustainability, suffer from in-vitro conditions, and leave behind the big mass of teachers. The Digital Lecture Halls (DLH) project accommodates traditional teaching and learning styles, making them digitally available for computer assistance. It also reaches out to a large variety of computer-assisted methods and to accompanying new organizational and business models. Apart from this non-disruptive approach, DLH also focuses on large venues. In contrast to known electronic classroom efforts that are limited to about 25 local participants, audiences without size limits are supported in DLH. The first implementations support 150 and 1000 participants. The paper describes the general DLH approach and architecture as well as details of the learners-in-the-loop components. (Contains 11 references.) (Author) ED479587 Digital Lecture Halls Keep Teachers in the Mood and Learners in the Loop. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Educational Technology Foreign Countries Higher Education Instructional Design Instructional Development Instructional Effectiveness Internet Program Evaluation Technology Integration World Wide Web Nachmias, Rafi Ram, Judith Segev, Limor Mioduser, David Reports - Evaluative Speeches/Meeting Papers Tel Aviv University (Israel) English The use of the Internet as an instructional tool in higher education is rapidly increasing. However, alongside the enthusiasm and creativity that generally accompany this process, essential questions regarding the learning quality and effectiveness of online courses emerge too. In order to answer these questions, a comprehensive research program is currently examining Virtual TAU--a campus-wide project aimed at integrating the Internet into the instruction of Tel-Aviv University's academic courses. This paper describes the research framework for the study of Virtual TAU, along with preliminary findings of the various studies at three levels: the macro level takes the instructional perspective on the diffusion process of the Internet within instruction on the campus; the mezzo level focuses on the character of teaching and learning processes emerging in Web-supported courses; and the micro level looks at the actual usage of the Web in the teaching and learning of specific courses. (Contains 20 references.) (Author) ED479588 A Campus-Wide Project of Web-Based Academic Instruction: Research Framework and Preliminary Results. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Cooperative Learning Cooperative Programs Distance Education Foreign Countries Higher Education Instructional Design Program Development Program Implementation Okamoto, Toshio Kayama, Mizue Inoue, Hisayoshi Matsui, Tatsunori Seki, Kazuya Reports - Evaluative Speeches/Meeting Papers Video on Demand Video Technology Video Telecommunications English This paper presents a Web-based distance education system that contains synchronous (live) video lectures, asynchronous learning materials with video-on-demand (VOD) archive data, and question and answer functions through digital reporting between a lecturer and students. It is intended to provide a collaborative workplace to encourage interactions among a lecturer/learners. This environment enables learners to exchange their knowledge and their ways of thinking, furthermore, to refine/build the knowledge acquired via lectures. One of the main purposes in the research is to build a flexible eLearning environment by embedding self/collaborative support functions for the digitized live lectures in order to reinforce much more meaningful knowledge and skills. The paper proposes an innovative educational method of a cooperative link between a university and an industry for higher education. The Industry and University cooperation program is a project of the Japanese Ministry of Education (Mombusho). The target objective of this program is the harmonization of university level educational research, society practice and practical business. The University of Electro-Communications has been appointed by Mombusho to fulfill some specific parts of this program. This paper reports experiences with the introduction of this program, about the framework, settings, actual implementation; and first results. It analyzes these results and the problems encountered, and constructive solutions are offered. (Contains 10 references.) (Author) ED479589 Hybrid E-Learning System for a Cooperative Linkage between University and Industry. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Instructional Design Instructional Effectiveness Program Evaluation Scaffolding (Teaching Technique) Teaching Methods World Wide Web Pahl, Claus Reports - Evaluative Speeches/Meeting Papers Interactive Computer Systems Interactive Teaching Interactive Communication English Scaffolding refers to a temporary support framework used during construction. Applied to teaching and learning it describes measures to support a learner to become confident and self-reliant in a subject. In a Web environment scaffolding features need to replace the instructor. This paper discusses an approach to Web-based scaffolding based on the cognitive apprenticeship and activity theories. It suggests a set of four scaffold types that have made the scaffolding-supported virtual interactive tutorial successful. A novel evaluation approach for virtual tutorials is presented that is embedded into an iterative, evolutionary instructional design. (Contains 11 references.) (Author) ED479590 An Evaluation of Scaffolding for Virtual Interactive Tutorials. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Databases Distance Education Educational Technology Instructional Design Instructional Effectiveness Program Evaluation Teaching Methods World Wide Web Pahl, Claus Donnellan, Dave Reports - Descriptive Speeches/Meeting Papers Data Mining English Instructional design for Web-based teaching and learning environments causes problems for two reasons. First, virtual forms of teaching and learning result in little or no direct contact between instructor and learner, making the evaluation of course effectiveness difficult. Second, the Web as a relatively new teaching and learning medium still requires more research into learning processes with this technology. The paper proposes data mining--techniques to discover and extract knowledge from a database--as a tool to support the analysis of student learning processes and the evaluation of the effectiveness and usability of Web-based courses. The paper presents and illustrates different data mining techniques for the evaluation of Web-based teaching and learning systems. (Author) ED479591 Data Mining Technology for the Evaluation of Web-Based Teaching and Learning Systems. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Instructional Development Learning Processes Learning Strategies Learning Theories Organizational Development Organizational Effectiveness Organizations (Groups) Program Development Supply and Demand Palumbo, David B. Killian, Ted Reports - Evaluative Speeches/Meeting Papers English This paper provides a view of learner relationship management that looks to examine the potential for learning systems across an organizational value chain by addressing the potential for learning solutions beyond the Human Resources function in an organization. It identifies a return on investment strategy to align the goals of the organization with the goals of the learners. It also looks to leverage lessons learned from other technology-based initiatives, namely customer relationship management (CRM) systems and supply chain management systems, both of which also attempt to add value throughout the value chain. (Author) ED479592 Learner Relationship Management: Impacting the Top and Bottom Line. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:05 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Cognitive Processes Computer Assisted Instruction Distance Education Educational Environment Educational Technology Metacognition Student Characteristics Teaching Models Paquette, Gilbert Brisebois, Anne Ruelland, Diane Reports - Research Speeches/Meeting Papers Adaptive Instructional Systems Distributed Cognition Adaptive Instructional Methods English Adaptive assistance in distributed learning environments (DLEs) provides new and exciting possibilities through the full exploitation of data captured from the interaction of the different actors with information processing, collaboration, and self-management tools. This paper presents a process to build adaptive assistance in a DLE. A DLE is rich enough to anchor a diversified user model, including the user's competency achievements, the user's affective reactions to the activities and resources, the user's collaboration patterns within a group and the user's metacognitive activity. Together with a model of the group and of the environment, these three models contribute to a diagnosis and a selective display of information intended for human or computerized assistance agents. (Contains 17 references.) (Author) ED479593 Combining Cognitive, Affective, Social and Metacognitive Learner Attributes for Assistance in Distributed Learning Environments. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Educational Development Educational Needs Elementary Secondary Education Equal Education Females Program Development Science Education Technology Education Cereijo, Maria Victoria Perez Tyler-Wood, Tandra Young, Jon Reports - Descriptive Speeches/Meeting Papers Gender Balancing (Curriculum) Gender Gap University of North Texas English The 21st century will require educational changes to meet the demands of industry. Workers in the 21st century must come equipped with a repertoire of both science and technology skills. Currently, many employers are concerned about where they will find highly trained and capable employees for the new century. Therefore, it has become increasingly important to provide female students with an opportunity to explore careers in both science and technology. To meet the demands of a technology driven society, all capable students and workers should be given an opportunity to maximize their potential. This paper reviews the current state of gender equity in science and technology, and provides information on a program that addresses the gender equity issues. The goal of the BUGS (Bringing Up Girls in Science) project in the Department of Technology and Cognition at the University of North Texas is to provide educational experiences in an outdoor learning lab and technology exposure for girls in grades four and five that will increase girls' interest, participation, self-concept, knowledge, and achievement in the environmental sciences and in technology. (Contains 20 references.) (Author/AEF) ED479594 Minimizing the Gender Equity Gap in Science and Technology. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Higher Education Nontraditional Education Online Systems Student Attitudes Student Reaction Student Surveys Teaching Methods Cereijo, Maria Victora Perez Tyler-Wood, Tandra Young, Jon Reports - Research Speeches/Meeting Papers English This study identified student reasons for participating in synchronous Web-based learning environments. Students were interviewed after completing a series of surveys designed to elicit their perceptions of the strengths and weaknesses of the delivery methodology. Responses indicated that both convenience and learning enhancement were considered advantages, while disadvantages included isolation and technology quality. (Author) ED479595 Student Perceptions of Online Synchronous Courses. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:09 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figure contains illegible type.

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No Animation Computer Assisted Instruction Computer Simulation Computer System Design Educational Technology Instructional Effectiveness Intelligent Tutoring Systems Programmed Tutoring Tutoring Tutors Person, Natalie Erkel, Mary Graesser, Arthur C. Reports - Research Speeches/Meeting Papers English In this study, the Bystander Turing Test (BTT) paradigm is used to determine whether participants rate particular dialog moves in tutoring transcripts to be generated by a computer tutor, AutoTutor, or by a skilled human tutor. Currently, AutoTutor initiates a conversation with the learner by posing a question or presenting a problem for the learner to solve. Students learn about computer literacy or physics by engaging in a conversation with an animated agent that remains on the monitor throughout the tutoring session. AutuTutor scaffolds the conversation with a series of dialog moves that are frequently used by effective human tutors. Results indicate that participants are unable to differentiate computer-generated moves from those generated by skilled human tutors. Participants did, however, view some dialog move categories to be more pedagogically effective than others regardless of whether the dialog move was generated by AutoTutor or by a skilled human tutor. (Contains 17 references.) (Author) ED479596 AutoTutor Passes the Bystander Turing Test. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:10 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Testing Computer Software Development Computer System Design Data Collection Educational Technology Educational Testing Homework Individual Testing Instructional Effectiveness Intelligent Tutoring Systems Student Evaluation Tutoring Tutors Pritchard, David E. Morote, Elsa-Sofia Reports - Evaluative Speeches/Meeting Papers English This paper demonstrates that an electronic tutoring program can collect data that enables a far more reliable assessment of students' skills than a standard examination. Socratic electronic homework tutor, CyberTutor can integrate effectively instruction and assessment. CyberTutor assessment has about 62 times less variance due to random test error than a three-hour final examination, and 53 times less variance than 12 weekly tests. This improvement results from the combination of three factors. First, the typical student interacts with CyberTutor 16 times longer than the three-hour final exam and 10 times more than 12 weekly tests together, diminishing the effect of lucky guesses and careless errors. Secondly, by considering requests for hints, solutions, and, importantly, the number of wrong answers and the time the student takes to complete each part of the problem, CyberTutor can make a better determination of the student's skill on a problem. Lastly, if a problem is too difficult for the student as presented, CyberTutor's hints and responses to wrong answers systematically adapt the difficulty of the problem to the student's skill level. (Contains 10 references.) (Author/AEF) ED479597 Reliable Assessment with CyberTutor, a Web-Based Homework Tutor. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:12 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Cognitive Processes Communication (Thought Transfer) Computer Mediated Communication Distance Education Educational Research Instructional Design Man Machine Systems Online Systems Ravenscroft, Andrew Information Analyses Speeches/Meeting Papers Learning Communities Learning Through Discussion Social Construction English A number of projects over the past decade, in a range of educational contexts, have sought to link forms and patterns of communicative interaction to improvements in knowledge, conceptual understanding and reasoning skills. These initiatives have produced dialog models, methodologies for developing these in ways that lead to the design of dialogical e-learning systems and empirical evaluations that have implicated the role of context in effective educational interaction. The nature and characteristics of online communities have emerged as critical factors in designing educational discourse that exploits developed models and implemented systems. This paper reviews a selection of work on dialogical approaches to learning, dialog design, system design and learning communities before discussing the possibility of an integrated model for e-learning discourse, which accepts that learning is, ostensibly, a social process. (Contains 30 references.) (Author) ED479598 Communities, Communication and Cognitive Change: Social Processes and Designing Engaging E-Learning Discourse. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Educational Development Educational Research Educational Resources Educational Technology Instructional Materials Metadata Online Systems World Wide Web Redeker, Giselher Reports - Research Speeches/Meeting Papers Knowledge Bases Didactic Teaching Didactic Training English The main focus of current discussions within the standardization process of learning technology is on economical opportunities and technical aspects of learning objects. There has been little discussion about the instructional or didactical issues. The purpose of this paper is to conceptualize a taxonomy of learning objects for the facilitation of reusable instructional navigation patterns. Discussion includes the vision--a marketplace of knowledge and education; the current situation with the Web and the role of metadata; standardization initiatives; a hierarchy of learning objects; different types of knowledge units and the types of knowledge in the receptive knowledge units (orientation, explanation, action, and source knowledge); and generic navigational structures based upon the hierarchy concept and didactical typification to support learning processes. (AEF) ED479599 Learning Objects--Instructional Metadata and Sequencing. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Alternative Assessment Computer Assisted Instruction Distance Education Educational Development Educational Technology Evaluation Criteria Evaluation Methods Evaluation Needs Evaluation Utilization Instructional Improvement Program Development Reeves, Thomas C. Aggen, William D. Information Analyses Speeches/Meeting Papers English Setting unresolved technical issues aside, there are three other changes that are needed before e-learning realizes its fullest potential. First, the basic mental model of what e-learning is must be expanded. Second, the quality of assessment within e-learning products must be improved. Third, there must be rigorous evaluation of e-learning initiatives. This paper first discusses the different mental models of e-learning, depending on the person's relationship to it. It then focuses on new directions in e-learning assessment and describes an example of alternative assessment in e-learning, specifically the innovative assessment approaches found in the e-learning courseware developed by LearnWright of Rockville, Maryland. Finally, discussion moves to ways advancements in assessment strategies lead to better evaluation of e-learning. (AEF) ED479600 Enhancing E-Learning Assessment and Evaluation Strategies. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:15 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Course Content Distance Education Educational Technology Instructional Design Instructional Development Instructional Materials Online Systems Postsecondary Education Professional Development Technology Integration Rincon, Lilian Parker, Drew Reports - Descriptive Speeches/Meeting Papers English Online learning is coming of age in both postsecondary education and industry. The courses now offered online range from kinesiology to mathematics to complete M.B.A. programs. The growing popularity of online education has created a need to reduce costs without diminishing the value of the edification. In response to this need, an instructional technology concept commonly referred to as the "learning object" was created. This paper explores the learning objects concept, their value to an online education, as well as an applied outlook into the use of learning objects in an online environment. The paper concludes with a discussion on how learning objects can be integrated into a specific example of an online course. (Contains 16 references.) (Author) ED479601 Object Oriented Learning Objects in Online Education: A Framework and Example. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:17 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Corporate Education Distance Education Evaluation Criteria Evaluation Methods Improvement Programs Professional Development Program Effectiveness Training Ring, Geoff Reeves, Thomas C. Reports - Research Speeches/Meeting Papers Impact Evaluation English This paper describes key issues in conducting impact evaluations of corporate eLearning and reports the results of a study that evaluated the impact (including return on investment) of an eLearning implementation by a large telecommunications company. The program was designed to "multi-skill" over 1,000 Customer Service Officers (CSOs) using custom-designed eLearning courses that provided coaching as an integral element. The two critical business objectives of this initiative were to save training costs and to reduce training time. More were realized. The following factors that must be considered when designing an impact evaluation for corporate eLearning are described: evaluation decisions, issues and questions; elapsed time; sample; instruments and techniques; data collection; interpretation of results; secondary benefits; data for the future; and who conducts the evaluation. (Author/AEF) ED479602 Impact Evaluations of Corporate E-Learning. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Access to Information Electronic Libraries Information Retrieval Information Services Information Sources Internet User Needs (Information) World Wide Web Rocha, Catarina Xexeo, Geraldo da Rocha, Ana Regina C. Reports - Descriptive Speeches/Meeting Papers Digital Technology English With the increasing availability of information on Internet information providers, like search engines, digital libraries and online databases, it becomes more important to have personalized systems that help users to find relevant information. One type of personalization that is growing in use is recommender systems. This paper presents MyLibrary, a Web personalized digital library that provides personalized services and a recommender system (RecDoc) to support the user task of finding useful information. MyLibrary offers an environment where users can store read documents in a user profile, can rate and comment these stored documents, can visualize the documents percentage rate in a chart representation, and share information with other library users. With the information stored in the user profiles, MyLibrary offers a recommender systems, RecDoc, that indicates documents based in already read documents by the user (content-based) or based in the collaboration with other users (collaborative filtering). (Contains 13 references.) (Author) ED479603 MyLibrary: A Web Personalized Digital Library. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Artificial Intelligence Computer Assisted Instruction Computer Interfaces Computer Mediated Communication Computer System Design Cooperative Learning Distance Education Educational Environment Educational Technology Instructional Materials Rochefort, Stephen Reports - Descriptive Speeches/Meeting Papers English Education delivery systems have evolved from content delivery mechanisms to collaborative environments. The next step in this evolution is to provide greater support for asynchronous learners, those that progress through course material with little or no support from the instructional team. The integration of Web technologies with artificial intelligence techniques and multi-agent environments provides an architecture that supports the development of asynchronous-based systems. Autonomous agents are capable of providing ease of use and guidance through the introduction of natural language interfaces, knowledge processing, inferential reasoning, and interactive wizards. This paper describes an architecture for Internet-based education delivery systems that provide asynchronous learner support and facilitated interactions. This architecture makes use of a distributed and mobile, multi-agent system, using artificial intelligence techniques. (Author) ED479604 An Agent Architecture for Asynchronous Learning. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:21 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Software Development Cooperative Learning Distance Education Educational Technology Instructional Materials Notetaking Web Sites World Wide Web Ronchetti, Marco Rizzi, Matteo Reports - Descriptive Speeches/Meeting Papers English The idea of annotating Web pages is not a new one: early proposals date back to 1994. A tool providing the ability to add notes to a Web page, and to share the notes with other users seems to be particularly well suited to an e-learning environment. Although several tools already provide such possibility, they are not widely popular. This paper examines the reasons for this fact and proposes a novel architectural approach that is particularly well-suited to e-learning. Also presented is a tool that implements the proposed architecture. (Contains 14 references.) (Author/AEF) ED479605 Why Web Pages Annotation Tools Are Not Killer Applications? A New Approach to an Old Problem. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:22 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Academic Standards Computer Assisted Instruction Distance Education Educational Development Guidelines Higher Education Instructional Design Instructional Development Instructional Effectiveness Training Bohl, Oliver Schellhase, Jorg Winand, Udo Reports - Descriptive Speeches/Meeting Papers English Guidelines represent an important instrument in the development of Web-based Training (WBT). They help to create reliable, portable, and interoperable standardized WBTs of high-quality. The development of guidelines can be considered as a key success factor regarding the effectiveness of WBTs. The effects of guidelines can be both favorable and restrictive. Guidelines that are too rigid and strict could have counterproductive effects. This article discusses the potential and restrictions of WBT guidelines, supplies a description framework for WBTs and illustrates its realization on the basis of a case example. It can thus be of assistance in the project-specific development of guidelines. (Author/AEF) ED479606 A Conceptual Framework for the Development of WBT-Guidelines. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:24 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Academic Standards Aviation Education Computer Assisted Instruction Distance Education Instructional Development Teaching Methods World Wide Web Bohl, Oliver Schellhase, Jorg Winand, Udo Reports - Evaluative Speeches/Meeting Papers Achievement Standards Advanced Learning Systems Aviation Accreditation Standards English Learning technology standards are increasingly gaining importance in the field of Web-based teaching. At present, two standards dominating the market are taking shape. These are the AICC (Aviation Industry Computer Based Training Committee) standard of the AICC organization and the SCORM (Sharable Content Object Reference Model) standard of the ADL (Advanced Distributed Learning) initiative. At present, only the AICC standard can be certified; however, in the near future, the SCORM standard will be certifiable as well. Based on the AICC and LOM (Learning Object Metadata) metadata standards, the SCORM standard stands the chance to become the standard dominating the market. A number of restrictions are involved with the standards, however. This paper examines general deficiencies of the standards mentioned, as well as the problems resulting from their applications to learning management systems. (Author) ED479607 A Critical Discussion of Standards for Web-Based Learning. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Graphics Computer Mediated Communication Course Content Distance Education Educational Technology Instructional Effectiveness Instructional Materials Science Education Student Reaction Undergraduate Study Visual Aids Shortridge, Ann M. Emmert, Jason L. Reports - Evaluative Speeches/Meeting Papers English Today, although much debate surrounds the effectiveness of including graphics in Web-based distance education courses, most course authors agree that such courses should productively engage students so that quality of learning actually occurs. But what is productive engagement in a world of electronic communication and text? This paper offers a possible answer to this question by providing evidence that the use of graphics can enhance online teaching. The evidence includes a description of: the use of four different visualization types and techniques as instructional tools; the positive perceptions of 22 undergraduate students toward the use of these types and techniques; and the beneficial impact of their use on learning outcomes in an online undergraduate science course. (Contains 12 references.) (Author) ED479608 Anatomy of a Web-Based Course: How Visualization Types & Techniques Can Impact Student Engagement and Learning Outcomes. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:26 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Classroom Communication Communication (Thought Transfer) Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Technology Experiential Learning Feedback Instructional Effectiveness Interaction Learner Controlled Instruction Student Reaction Teaching Methods Singh, Mukhbir Reports - Evaluative Speeches/Meeting Papers Blackboard Instructional Planner Technology Role English The purpose of this paper is to analyze feedback given by students of a communication theory class, which uses an integrated approach to help students learn the concepts of communication theory. This analysis seeks to determine how this integrated approach helps students understand communication theory, if at all it does help them. The paper draws upon the scholarship of teaching and learning to analyze the emergent situation in the classroom. The students make active use of Blackboard--and e-learning tool to facilitate interaction among themselves as well as the instructors. The paper focuses on the impact of such technologies to supplement pedagogical techniques in making them more constructive and effective. (Contains 11 references.) (Author) ED479609 Elearning Translates to Experiential Learning in a Communication Theory Class. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Chinese Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Distance Education Finnish Foreign Countries Human Resources Organizational Development Professional Development Training Work Environment Slotte, Virpi Tynjala, Paivi Reports - Research Speeches/Meeting Papers English This study focuses on the prerequisites for successful communication and collaborative learning in a large multinational company experienced by human resource development (HRD) practitioners, who participated in a cross-cultural e-learning course. The participants were Finnish and Chinese employees, who used an asynchronous Web-based tool to study adult education in a virtual university course. The Web discussions of the one-year university course were used as material for this study. The discussions were anlaysed by the phenomenographic method. On the basis of the analysis three main themes concerning communication and collaboration at work could be identified: (1) prerequisites for collaborative activities; (2) cultural differences; and (3) the role of management. This paper discusses the implications of these aspects for the development of e-learning solutions for professional and organizational development. (Contains 14 references.) (Author) ED479610 Communication and Collaborative Learning at Work: Views Expressed in a Cross-Cultural E-Learning Course. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:29 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Cooperative Learning Distance Education Evaluation Criteria Evaluation Methods Feedback Instructional Design Online Systems Participation Questionnaires Workshops Smith, John D. Coenders, Marc J. J. Reports - Evaluative Speeches/Meeting Papers Legitimate Peripheral Participation English Design of feedback in an online workshop is considered from the perspective of legitimate peripheral participation. A tool for gathering and reporting feedback in an online workshop was developed and tested in the context of ongoing practice. Social and software design issues are considered together. Discussion includes: feedback and online learning from different learning perspectives; description of the case and method; design issues--the software and the social system; the design process; implementation; feedback produced; outcomes and observations; and conclusions and lessons learned. (Contains 14 references.) (Author/AEF) ED479611 E-Feedback to Reflect Legitimate Peripheral Participation: Towards a Redefinition of Feedback in Online Learning Environments. 2002-10-00 10 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Access to Education Access to Information Computer Assisted Instruction Computer Oriented Programs Disabilities Educational Resources Educational Technology Information Sources Instructional Development Online Systems Programming Special Needs Students User Needs (Information) Sparks, Nathan M. Information Analyses Speeches/Meeting Papers English This article examines the current state of available programming and content delivered via the Internet for individuals with severe disabilities. An examination of current research points to a lack of free programming and content devoted to the educational needs of these students. Currently available resources for individuals with more significant disabilities are limited by many factors, including costs for training and materials, lack of accessible Web sites for individuals with significant disabilities, relevant programming and information, lack of free programs, understanding the interrelationship between student learning needs and instructional delivery systems, and the ability for developers to address the programming needs of this small population of end-users. Programming for this population should focus on functional academic support, daily living skills instruction, job exploration, and online recreational opportunities. Access to programming should provide multiple points for end-users and provide content in varied formats to suit individual needs. It seems the challenge of using the Internet for instruction of students with severe disabilities may require educators to examine a new paradigm of instructional delivery. (Contains 15 references.) (Author) ED479612 Exploring Opportunities for Online Instruction for Individuals with Severe Disabilities. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:32 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Aviation Education Aviation Vocabulary Communication (Thought Transfer) Computer Oriented Programs Distance Education English (Second Language) International Communication Language Universals Language Variation Languages for Special Purposes Strother, Judith B. Reports - Evaluative Speeches/Meeting Papers English This paper presents a case study of a Web-based English language training program in the field of Aviation. Virtual Languages, Inc., (VL) of Boca Raton, Florida, develops and delivers distance learning courses that teach English as a Second Language (ESL) within an English for Specific Purposes (ESP) framework. This allows learners to improve their proficiency in English while developing the field-specific language they need in order to perform their jobs. The two main ESP areas of VL courses are Business English and Aviation English, the latter of which is the focus of this paper. (Contains 13 references.) (AEF) ED479613 Localization vs. Internationalization: E-Learning Programs for the Aviation Industry. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:33 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Educational Technology Information Dissemination Instructional Innovation Professional Development Web Sites World Wide Web Stuckey, Bronwyn Buehring, Anna Fraser, Sally Reports - Research Speeches/Meeting Papers Learning Communities Technology Implementation English New tools, whether developed organizationally, commercially, or within a domain may represent innovation in the workplace and can be part of larger scale reform and change. The focus of this research is on exploring the roster of issues arising as the theory of communities of practice is applied to specific cases of online professional development of teachers and medical practitioners. This paper is a bounded history of two research projects and their advancement to date. The tools "Prodigy," a computerized decision support system and "StageStruck," a performing arts knowledge construction tool are both recognized in their fields as being innovative in both their use of technology and for their potential to improve the practice within the domain. This paper explores the rationale for developing a Web-based communication and resource area to support a community of practitioners in their implementation of these technological innovations. The dialogue explores the demographics, design, and development issues faced by community managers charged with promotion and support of these innovative products. (Contains 23 references.) (Author) ED479614 Communities of Practice and On-Line Support for Dissemination and Implementation of Innovation. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Development Courseware Distance Education Educational Resources Educational Technology Information Networks Instructional Materials Lifelong Learning World Wide Web Schmitz, Christoph Staab, Steffen Studer, Rudi Stumme, Gerd Tane, Julien Reports - Descriptive Speeches/Meeting Papers English Topics in education are changing with an ever faster pace. Especially in the field of lifeling learning, the aspects that need to be taught by information providers must keep up to date with emerging topics. The Courseware watchdog is a comprehensive module that allows users to focus on existing subfields of a discipline, but thereby be aware of important drifts and tendencies in the field. It is part of the PADLR (Personalized Access to Distributed Learning Repositories) framework that builds upon a peer-to-peer approach for supporting personalized access to learning. The Courseware Watchdog aims at finding and visualizing relevant educational material on the Web and in the peer-to-peer network according to the user's needs, and detecting trends and changes within the field of interest. This paper discusses the information sources of the Courseware Watchdog--the focused crawler and the Edutella peer-to-peer network--and the treatment and interaction with the courseware collected, in the following components: subjective clustering, intelligent browsing, and the ontology evolution. (Contains 19 references.) (Author/AEF) ED479615 Accessing Distributed Learning Repositories through a Couseware Watchdog. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:37 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Cooperation Junior High Schools Learning Processes Peer Teaching Student Development Student Motivation Universities Web Based Instruction Sugiyama, Takeshi Kakehi, Naoyuki Kura, Tsuneko Takahashi Tokiichiro Reports - Descriptive Speeches/Meeting Papers English A Web-based electronic portfolio, CoCoFolio, was developed for enriching students' learning by collaboration. CoCoFolio consists of two collaboration tools: a multi-layer drawing tool, CoCoBoard, and a small bulletin board, Discussion Board, for each student's submission. These tools support a series of expression activities: expression, sharing, peer review, coaching, and reflection. CoCoFolio was implemented in two applications, in a university and in a junior high school, and it was found to improve students' motivation, increase students' knowledge through peer collaboration, and improve their learning process. (Author) ED479616 CoCoFolio: A Web-Based Electronic Portfolio for Enriching Students' Learning by Collaboration. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:38 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093. Figure covers text.

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No Computer Assisted Instruction Computer Attitudes Distance Education Educational Technology Foreign Countries Higher Education Instructional Materials Online Systems Student Attitudes Student Reaction Sulcic, Viktorija Lesjak, Dusan Reports - Research Speeches/Meeting Papers Slovenia Slovenia English Online distance education is being introduced at the Faculty of Economics and Business, University of Maribor (Slovenia) for an e-business course within which an experience about students' acceptability of online distance education was conducted. In spring 2001, an experiment with online materials (in place of regular lectures) for an e-business course was conducted in which two groups of 20 students participated. This paper discusses students' characteristics and their information technology attitude; opinions about use of online materials; quality of online materials; evaluation of gained knowledge; and readiness for distance education. (Contains 17 references.) (AEF) ED479617 Students' Readiness for On-Line Distance Education in Slovenia. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Research Educational Technology Instructional Effectiveness Job Training Organizational Development Professional Development Technological Advancement Szabo, Michael Flesher, Ken Information Analyses Speeches/Meeting Papers English Learning Management Systems (LMS) represent a rapidly expanding domain of e-learning touted to bring great efficiencies and effectiveness to organizations through growth and training of employees. Their presence is made possible by recent gains in instructional technology of power, speed, and accessibility, enhanced by the demise of the limitations of microcomputers of the 1980s. There is little current LMS research to support the marketing claims made by system vendors, with respect to either organizational or individual change and effectiveness. LMSs, in fact, have a rich history in theory and practice, derived from numerous projects and studies completed during the days before microcomputers, in the time of mainframes, which devoured vast sums of money and programming expertise. This paper examines key elements of the seminal history of computer-managed instruction (CMI), including developmental writings, theoretical underpinnings, and applications in various fields. (Contains 16 references.) (Author/AEF) ED479618 CMI Theory and Practice: Historical Roots of Learning Management Systems. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:41 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Science Education Computer System Design Cooperative Learning Experiential Learning Higher Education Information Technology Instructional Effectiveness Student Developed Materials Student Projects Teamwork Tappert, Charles C. Reports - Descriptive Speeches/Meeting Papers Pace University NY English In the academic year 2001-2002, Pace University (New York) Computer Science and Information Systems (CSIS) students developed real-world Web and pervasive computing systems for actual customers. This paper describes the general use of team projects in CSIS at Pace University, the real-world projects from this academic year, the benefits of including real-world projects in the curriculum, and their cost in terms of the instructor load and the project development infrastructure. The benefits of the method of structuring and conducting the real-world projects were found to far outweigh the cost of providing them. The projects provide valuable systems for the customers, allow the students to develop technical and value skills, foster interdisciplinary collaboration, encourage student involvement in the university and local communities, support student and faculty research, enhance relationships between the university and local technology companies, and increase national recognition of the university. (Contains 23 references.) (Author) ED479619 Students Develop Real-World Web and Pervasive Computing Systems. 2002-10-00 10 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Educational Development Educational Finance Educational Resources Educational Technology Elementary Secondary Education Federal Aid Federal Programs Instructional Effectiveness Program Evaluation Resource Allocation Terrell, Elaine Reports - Evaluative Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English The recent reauthorization of the Elementary and Secondary Education Act of 1965 (EASA), also known as the No Child Left Behind Act of 2001 (NCLB), provided broad changes encompassing many areas of public education in the United States. Accountability, expansion of school choice, increased focus on reading skills, and greater flexibility for state and local authorities are central pieces of the Act. Another area where emphasis and funding have increased significantly with the current reauthorization is educational technology. The most recent reauthorization has appropriated $1,000,000,000 for technology in education under the Enhancing Education Through Technology Act of 2001. Of the federal allocation, $15,000,000 has been committed to a long-term evaluation of technology and its effect on teaching and learning. Technology has come to play a central role in teaching and learning over the past 15 years, and during this period, educators and other researchers have evaluated many aspects of teaching and learning with technology. This paper addresses two questions: (1) What criticisms and obstacles may have impeded past research? (2) What are the implications of these obstacles for the study proposed under the NCLB Act of 2001? (AEF) ED479620 The Effectiveness of Educational Technology: Will the "Enhancing Education through Technology Act of 2001" Really Expand Our Knowledge of Teaching and Learning with Technology? 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Access to Education Adult Education Computer Assisted Instruction Computer Mediated Communication Distance Education Health Education Instructional Effectiveness Interaction Postsecondary Education Professional Development Student Reaction Townsend, Elizabeth Curran-Smith, Janet Reports - Research Speeches/Meeting Papers Interactive Systems English This paper describes a study of students' perceptions of the impact of accessibility and interactivity on successful distance education in the Health Professions. The study utilized both quantitative and qualitative data to determine how students perceived issues of accessibility and interactivity affecting their success in distance courses. The research found that both accessibility and interactivity are crucial to students' success in and satisfaction with distance education courses. In fact, issues of accessibility and interactivity are interconnected to such an extent that they can work together to either support or detract from students' success. Students, instructors, staff, departments, and the university administration must work together as a team to create the most readily accessible and interactive distance education possible. (Contains 37 references.) (Author) ED479621 Accessible Adult Learning in the Health Professions: Interactive Uses of Distance Technology. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Cooperative Programs Curriculum Development Distance Education Educational Change Educational Development Educational Technology Foreign Countries Higher Education Instructional Design Trevitt, Chris Reports - Evaluative Speeches/Meeting Papers Australian National University English This paper reviews the experiences of a collaborative approach to the intense educational development involved in the transition to a successful technology-facilitated off-campus study program. Drawing on a history of many years of collaboration between the Australian National University (ANU) educational development center (CEDAM) and the Legal Workshop (LW) group in the Faculty of Law, the project spanned a 12-month academic year development period in 2001. The study program is a Graduate Diploma in Legal Practice (GDLP), taken by more than 150 students per year from all over Australia as well as overseas, many of whom are employed in a wide range of work environments. There are some 15 separate courses of study. The institutional context is highly research intensive and gives emphasis to an on-campus education. Recently, however, the University has begun actively exploring distributed and flexible approaches in niche settings, which permit it to better meet changing national and student needs. This paper highlights some of the lessons learned from the experience of undertaking one particular program level change, and in supporting academic and other staff during the transition to a technology-facilitated curriculum. (Author) ED479622 Coaching the Transition to E-Learning: Re-Thinking Instructional Design. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Animation Computer Assisted Instruction Computer Simulation Corporate Education Distance Education Industrial Training Industry Lifelong Learning On the Job Training Professional Development Virtual Reality World Wide Web Vassileva, Tania Astinov, Ilario Bojkov, Dimitar Tchoumatchenko, Vassiliy Scholten, Ulrich Furnadziev, Ivan Reports - Descriptive Speeches/Meeting Papers Interactive Systems English Today, faced with the problems of global competition, increasing costs, and complex production engineering, a company can only be successfully managed if the employees are motivated and highly qualified. To cope with this demand the new educational scheme for cost-effective retraining, lifelong learning and distance education at the workplace should be introduced. This paper describes the developed Web-based Intelligent Training System used in the Bosch WebTr@iner product range. It details how Java simulation, virtual reality modeling, and animation can be used in a complementary approach to teaching complex industrial processes and systems in cost-effective, rapid and interesting way on the global scale. (Author) ED479623 Advanced Interactive Web Technologies in Industry Training. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Development Evaluation Criteria Evaluation Methods Higher Education Instructional Design Instructional Effectiveness Online Systems Program Development Program Effectiveness Program Evaluation Belfer, Karen Wakkary, Ron Reports - Descriptive Speeches/Meeting Papers English The aim of this paper is to demonstrate how an evaluation framework was developed and implemented in order to support goals of an e-learning university. The paper discusses the aim of assessment to support institution-wide e-learning goals, the benefits and challenges of this approach to assessing the development of content for e-learning, a description of the evaluation framework and the assessment tool GUIDE (Guided Instructional Design Evaluation), and the results based on implementation for the development of graduate and undergraduate programs. (Author) ED479624 An Evaluation Framework for the Development Process of an Online Curriculum. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:48 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Content Analysis Distance Education Instructional Effectiveness Learner Controlled Instruction Learning Strategies Online Systems Scaffolding (Teaching Technique) Student Participation Student Reaction Teacher Role World Wide Web Wang, Chien-hsing Reports - Research Speeches/Meeting Papers English This study investigated issues related to the project-based learning (PBL) approach using Web technology. Action research methodology was employed for the investigation. Data included online discussions, an online questionnaire, and the transcripts of face-to-face instruction. Content analysis was used for data analysis. The findings showed that students required more scaffolds to become active learners and assume their learning responsibility. Their abilities of searching information, using technology, and keyboarding also influenced their learning and participation. In addition, a powerful, stable, learner-centered system was needed to implement project-based learning effectively. Finally, the instructor's skills in dealing with emotional issues are important to successful online learning. (Contains 24 references.) (Author) ED479625 Lessons from an Action Research on Project-Based Learning in a Web-Based Learning Environment. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:49 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer System Design Course Content Distance Education Individualized Instruction Instructional Design Intelligent Tutoring Systems Learner Controlled Instruction Online Systems World Wide Web Wang, Hongxue Holt, Pete Reports - Descriptive Speeches/Meeting Papers English This paper deals with the design of an integrated system for Web-based distance education (ISWBDE). At the highest level, this system can be dissected into two sub-systems: an integrated course authoring system (ICAS) and an integrated course delivery system (ICDS). The ICAS is designed to help with, or automate the creation and management of curriculum, learning objects, and courses, whereas the ICDS is designed to generate personalized courses for individual students, to provide an integrated online learning environment on students' computers, an integrated tutoring environment for tutors and an integrated coordinating environment for course coordinators. The focus of this paper is on the design of the whole system, rather than the implementation. (Contains 16 references.) (Author) ED479626 The Design of an Integrated System for Web-Based Distance Education. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:50 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Distance Education Dropout Attitudes Dropout Prevention Dropout Research Enrollment Influences Foreign Countries Higher Education Potential Dropouts Student Attitudes Student Participation Undergraduate Students Wang, Sheng-mei Reports - Research Speeches/Meeting Papers National Open University (Taiwan) English The purpose of this descriptive study was to identify factors related to dropout/retention for distance education students in order to identify variables that might promote participation through completion. The major focus of the study was to document the distance education students' learning progress and to identify variables that relate to their decisions for dropping out or staying in the program. The participants in the study were undergraduate students, who originally enrolled in the distance education undergraduate program at the National Open University of Taiwan. The instrument used in this research was a mailed questionnaire for investigating the factors of dropout or retention for distance education students. The key factors that related to dropout or retention decisions for undergraduate distance education students for this study are: demographic variables, goal commitment, social integration, and academic integration. (Contains 30 references.) (Author) ED479627 The Study of Learning Progress for Distance Education Students in Taiwan. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Educational Environment Individualized Instruction Instructional Design Instructional Development Learner Controlled Instruction Learning Activities Models World Wide Web Watanabe, Toyohide Reports - Research Speeches/Meeting Papers Activity Based Curriculum Learning Communities English In educational environments, it is desirable to support the mechanism by which people can participate in interesting communities without any trouble and also to promote successful learning activities. Now that Web-based environments have been successively organized under a virtualized communication network or a logical interaction space, the architectural framework must be investigated. This paper addresses an architectural framework for handling knowledge in education from a viewpoint of personal activity. The objective is to design the support environment for personal activity in education, based on the seamless transition mechanism among individual educational environments. A three-layers model is introduced for educational support architecture. The three layers are educational environment, support system, and person role, from top to bottom. The lower layer is organized so as to contain the functional features in the upper layer, as basic and composite facilities for the construction. (Author) ED479628 A Framework for Managing Personal Knowledge Activity in Education. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Case Studies Computer Assisted Instruction Distance Education Educational Environment Educational Theories Foreign Countries Instructional Design Instructional Effectiveness Internet Multicultural Education Teaching Methods Weber, Peter J. Reports - Research Speeches/Meeting Papers Europe English This paper deals with a survey on three case studies of various arrangements for intercultural learning via the Internet in Europe. On the one hand, the empirical research is based on theoretical reflections about intercultural competence needed in a multicultural society, and on the other hand, it is grounded in the pedagogical discussion of media competence. The main goal of the research is to determine the sustainability of Internet-based learning arrangements and a virtual mobility for campus-based students. (Contains 14 references.) (Author) ED479629 Transcultural Learning in Internet-Based Learning Environments--European Methods and Experiences. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Distance Education Educational Research Educational Technology Higher Education Instructional Design Instructional Effectiveness Instructional Materials Learning Activities World Wide Web Kailas, Sumant Wijekumar, Kay Reports - Descriptive Speeches/Meeting Papers English The focus of this paper is Web-based learning environments and the tools that can support learning. The paper suggests that tools affect learning, and examines how this information should influence the Web-based learning environment. The paper begins with a theoretical foundation of tool effects on people, followed by a summary of research on the effect of computer tools in education. The tools of Web-based learning are then described, followed by two examples (in a graduate and an undergraduate course) of effective use of tools in Web-based learning environments. Implications for designers of Web-based learning environments are presented. (Contains 24 references.) (AEF) ED479630 Tools of the Web-Based Learning Trade. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:56:55 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Course Content Distance Education Foreign Countries Higher Education Instructional Design Instructional Effectiveness Instructional Materials Learning Strategies Teaching Models World Wide Web Weitl, Franz Sub, Christian Kammerl, Rudolf Freitag, Burkhard Reports - Research Speeches/Meeting Papers Germany Germany English Education can profit significantly from hypermedia and e-technologies. However, in the authors' experience, the majority of students having the choice of learning on the computer or from a printed script or book prefer the latter when it comes to "challenging" formal domains. For online learning material to be successful, its structure and presentation have to reflect the characteristics of hypermedia and the Web. This paper presents a model of the didactical structure of online learning content based on methods of instructional design. The model specifically addresses two major problems of the Web medium for learning: loss of overview due to low information density of the medium and short attention spans due to "fast fatigue" of perception. The model serves as a framework which guides the author in structuring even abstract and complex content such that it can be efficiently learned on the Web. The model is the basis of how 12 German universities structure their content in the joint project WWR (Wissenswerkstatt Rechensysteme (Knowledge Factory for Computing Systems)), which aims at providing a pool of 150 XML-based online learning modules in technical computer science. (Contains 23 references.) (Author) ED479631 Presenting Complex e-Learning Content on the Web: A Didactical Reference Model. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Corporate Education Distance Education Educational Technology Information Management Instructional Design Job Training Postsecondary Education Professional Development Woelk, Darrell Agarwal, Shailesh Reports - Evaluative Speeches/Meeting Papers Knowledge Management English E-Learning technology today is used primarily to handcraft training courses about carefully selected topics for delivery to employees registered for those courses. This paper investigates the integration of e-learning and knowledge management technology to improve the capture, organization and delivery of both traditional training courses and large amounts of corporate knowledge. First, a model is proposed for the phases of knowledge management. That model is then enhanced with concepts and technology from e-learning. The model is then used to illustrate four real world scenarios that add increasing amounts of knowledge management to an e-learning environment. Analysis of these four scenarios will help provide better understanding of the practical relationship between knowledge management and e-learning. (Author/AEF) ED479632 Integration of E-Learning and Knowledge Management. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Course Content Courseware Educational Technology Higher Education Programming Languages Web Sites World Wide Web Wollowski, Michael Reports - Descriptive Speeches/Meeting Papers XML Web Site Design English XML, the extensible markup language, is a quickly evolving technology that presents a viable alternative to courseware products and promises to ease the burden of Web authors, who edit their course pages directly. XML uses tags to label kinds of contents, rather than format information. The use of XML enables faculty to focus on providing contents, leaving the task of rendering contents to experts, who provide a single stylesheet used for formatting purposes. This stylesheet has to be edited once, saving time and effort and ensuring consistent appearance of course pages that reference it. However, the major benefit of XML is the ability to provide pinpoint search engines. Additionally, Web-based editors can be provided to make editing pages easier. (Author) ED479633 XML Based Course Websites. 2002-10-00 7 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Corporate Education Distance Education Nontraditional Education Organizational Climate Organizational Development Organizational Effectiveness Organizational Objectives Postsecondary Education Professional Development Small Businesses Wood, Dan Watson, Jason Reports - Evaluative Speeches/Meeting Papers English In today's cut-throat economic climate, companies have to look more than ever for new ways of operating efficiently. When a company looks for ways of reducing its fixed expenditure it is inevitable that long-term investments, such as the budget allocated for training, will come under scrutiny first. As companies become leaner, and budgets become tighter, the money allocated for training becomes tighter. At the same time there is pressure to maintain a well trained workforce and good ongoing training programs are essential to the recruitment of well qualified staff. As a consequence, trainers and managers of companies are looking increasingly towards employing e-learning to fulfill the need for alternatives to more traditional methods of instruction. However, despite the unprecedented success of e-learning technology within big business, the take-up within small to medium sized enterprises (SMEs) has been somewhat less meteoric. This paper explores the factors inhibiting the utilization of e-learning technology by SMEs, and the innovations the e-learning industry has implemented to overcome them. Particular focus is given to the issues surrounding payment for online learning content. Conclusions include recommendations for future e-learning developments aimed at SMEs. (Contains 17 references.) (Author) ED479634 Factors Limiting the Proliferation of E-Learning within Small to Medium Sized Enterprises. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:57:00 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Interfaces Computer System Design Design Preferences Distance Education Foreign Countries Higher Education Instructional Design Learning Theories Online Systems Use Studies Zaharias, Panagiotis Vassilopoulou, Konstantina Poulymenakou, Angeliki Reports - Research Speeches/Meeting Papers Greece Greece English While electronic learning environments provide exciting possibilities for supporting learners, the design of the user interface is as yet little understood. The purpose of this paper is to investigate the importance of specific usability attributes for online learning courses. A review of related papers on usability methods and learning theories is presented. The results of a usability study evaluating the use of a virtual learning environment providing distance learning for postgraduate studies in three Greek universities using WebCT, a well-known e-learning delivery platform, are presented. The review and the results of the study point towards specific usability attributes that need to be considered while designing usable learner-centered interfaces. (Contains 19 references.) (Author) ED479635 On-Line Learning Courses: A Review and Usability Attributes. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Access to Information Hypermedia Internet Multimedia Materials Technological Advancement User Needs (Information) World Wide Web Zaparyniuk, Nicholas Code, Jillianne Reports - Descriptive Speeches/Meeting Papers Streaming Video English With the Internet taking a dominant role in corporate training, education, retail, and customer based product exploration, authors of Web-based information need to ensure that the media they deliver is accessible to the widest possible audience. Whether users have a visual, auditory, physical, or developmental disability, accessible multimedia can enhance and promote the message delivery through the chosen medium. This paper outlines some of the multimedia technologies currently available on the Web and the means to make them more accessible. It discusses Web audio and video captioning in Realmedia, Windows media, and QuickTime; Macromedia Flash, one of the fastest growing Web media formats; PowerPoint for the Web and four techniques that can be used to render PowerPoint information accessible to those with disabilities; Scalable Vector Graphics (SVG), an XML based language that allows images, text and vector graphics to be programmed directly into the Web interface; and Portable Document Format (PDF), which has become a standard protocol for the distribution of electronic documents via the Web. (Contains 20 references.) (AEF) ED479636 Accessible Multimedia for the Web. 2002-10-00 6 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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No Assignments Computer Assisted Instruction Computer Mediated Communication Distance Education Higher Education Instructional Design Instructional Development Teacher Attitudes Teaching Methods Teaching Styles Colaric, Susan M. Jones, Plummer Alston, Jr. Kester, Diane D. Steinweg, Sue Reports - Descriptive Speeches/Meeting Papers English It is clear that more courses are being offered online each year. With the increase in the number of courses offered, the number of faculty teaching at a distance will also be increasing. Many researchers are discussing concerns that faculty have about online courses, such as incentives, training, technical support, workload, and intellectual property. Yet an additional area of concern may be holding many faculty back. The thought of transferring their teaching style to an online environment may be impossible for some faculty to imagine. The panel discussion in this paper involves four faculty members who currently teach online in various subjects. Each presents information on his/her teaching style, both classroom based and online, and discusses any differences in assignments and assessment. (Author) ED479637 Portraying Yourself Online: A Discussion of Teaching Styles in Online Courses. 2002-10-00 9 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 8/19/2004 22:57:03 RIEAPR2004 In: E-Learn 2002 World Conference on E-Learning in Corporate, Government, Healthcare, & Higher Education. Proceedings (7th, Montreal, Quebec, Canada, October 15-19, 2002); see IR 022 093.

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No Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Development Educational Environment Educational Needs Foreign Countries Higher Education Instructional Design Program Evaluation Frank, Christine Kassanke, Stephan Suhl, Leena Reports - Descriptive Speeches/Meeting Papers Germany Germany English This paper addresses the importance of assessing and realizing students' needs and expectations while developing a virtual learning environment (VLE). The project Virtual OR/MS is funded by the Federal Ministry of Education and Research of the German Government. It involves seven German partners from six universities. The goal of the project supports the four trends as judged by Longworth to be essential in managing the challenges of the 21st century: increased use of educational tools and techniques; greater use of national and international networks; development of co-operative and two-way partnerships; and development of learning organizations and individual empowerment. The evaluation methods, their results, and the conclusions made for the development of the VLE are the focus of this paper. (Contains 16 references.) (AEF) ED479638 Meeting Students' Expectations and Realizing Pedagogical Goals within the Development of a Virtual Learning Environment. 2002-10-00 8 Association for the Advancement of Computing in Education (AACE), P.O. Box 3728, Norfolk, VA 23514. Tel: 757-623-7588; e-mail: info@aace.org; Web site: http://www.aace.org/DL/. N/A 2004 2016-11-21

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Yes Classroom Techniques Discipline Elementary Secondary Education Student Behavior Teacher Expectations of Students Teacher Student Relationship Logan, Janice G. Guides - Non-Classroom English This paper explains that an in effective classroom discipline program, students are taught self-discipline, students know what the classroom standards are, and teachers' standards for behavior fit the occasion and environment. It offers eight steps for teachers having problems with an entire class (e.g., look at oneself, talk to the department head, call students' homes, never "lose it," and give important jobs to unruly students). The paper focuses on: classroom procedures (e.g., roll call, absentees, and bathroom trips); meeting students' needs (techniques with a personal approach, with a more structured approach, and assertive discipline); being "on the ball" (e.g., letting students know what is expected of them at all times, providing nonverbal reinforcements, and accentuating the positive); second chance discipline programs; discipline programs of random consequences; and 10 techniques for better classroom discipline (focusing, direct instruction, monitoring, modeling, nonverbal cuing, environmental control, low-profile intervention, assertive I-messages, humanistic I-messages, and positive discipline). (Contains 27 references.) (SM) ED479639 Classroom Management: Techniques, Policies, Procedures, and Programs to Ensure that Discipline "Rules" in Your Classroom. 2003-02-00 24 N/A 2004 8/19/2004 22:57:07 RIEAPR2004

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Yes Beginning Teacher Induction Beginning Teachers Elementary Secondary Education Mentors Program Effectiveness Public Education Teacher Persistence Marshak, John Klotz, Jack Reports - Descriptive Speeches/Meeting Papers English There is an exceedingly high rate of loss of beginning teachers in the field of public education. Out of the estimated 3.1 million teaching in the United States, 11 percent, or 341,000, quit after their first year of teaching. The data also have revealed that after 2 years, another 651,000 quit and at the 5-year mark, another 1,209,000 teachers leave the profession. Taken individually, the data may not gain the attention they deserve; however, when aggregated, the numbers become staggering. This paper explores the interrelatedness of mentoring and induction programs; presents the four dominant components of a quality induction program; suggests that mentoring is not a stand-alone experience, but rather an integral component of any induction program; strongly advocates a model based upon a multiple-year concept; proposes nine varied, yet intertwined, educational themes that should be part of such programs; and concludes with a series of strategies for not only amassing data to justify the existence of such programs, but also to assess their quality. (Author/SM) ED479640 To Mentor or to Induct: That Is the Question. 2002-11-00 10 N/A 2004 8/19/2004 22:57:08 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 6-9, 2002).

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Yes Educational Policy Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Low Achievement Preservice Teacher Education Teacher Alienation Teaching Conditions Urban Schools Kesson, Kathleen Reports - Descriptive English This paper focuses on how teachers in city schools are experiencing the labor process. It summarizes the concept of alienation, beginning with Hegel's metaphysical teleology, which was overturned by Feuerback and found its historical materialist expression in Marx's theory of alienated labor. The paper then revisits some of the work of critical education scholars who have applied versions of the theory of alienated labor to the work of teachers. It sets aspects of the theory alongside the responses of teachers interviewed in a preliminary study on how educators working in low performing schools experience the labor process, how they understand the larger political/economic issues, how they express critique, and how they resist alienation. The paper asserts that there is a contradiction apparent in policies supposedly designed to promote social equity for all students, which have as their consequence the production of alienated labor for teachers. In contrast to this, the paper highlights a model of teacher preparation and professional development that supports the development and exercise of quality professional judgments, suggesting that this is the most promising route to lasting and genuine teacher control over their own labor and meaningful and sustained improvement. (Contains 32 references.) (SM) ED479641 Alienated Labor and the Quality of Teachers' Lives: How Teachers in Low-Performing Schools Experience Their Work. 2003-00-00 28 N/A 2004 8/19/2004 22:57:10 RIEAPR2004

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Yes Elementary Secondary Education Faculty Development Formative Evaluation Program Development Program Effectiveness Program Evaluation Student Centered Curriculum Teacher Leadership Urban Schools Marks, Susan Unok Maniates, Helen Reports - Descriptive English This article describes the stages of a formative evaluation process for a professional development project. It was designed to support teachers in urban schools as they implement student-centered practices. The four stages of the evaluation that can serve as a road map for this type of collaboration are: (1) the program vision and anticipated changes in practice; (2) identification of teacher leaders and their responses to the professional development program; (3) the impact on teachers and students; and (4) the changes made to the professional development program. The article concludes that: the early development of an observation tool can help to focus staff development programs; adequate time should be provided for examining the impact on the the participants' students; the collection of data should provide answers to the questions of "for whom" and "under what conditions" the staff program works; and formative collaboration between program developers and an outside educator will serve to get the program on track early and keep the project on track. (SM/SEP) ED479642 Formative Evaluation of Professional Development: How Will We Know Success? 2003-00-00 13 N/A 2004 8/19/2004 22:57:12 RIEAPR2004

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Yes Case Method (Teaching Technique) Case Studies Early Childhood Education Family School Relationship Graduate Study Higher Education Parent Teacher Cooperation Preservice Teacher Education Student Role Teacher Role Teacher Student Relationship Teaching Methods Transformative Learning Gilbert, Jaesook L. Reports - Research Speeches/Meeting Papers English This study describes how one university instructor incorporated case method instruction (CMI) into a graduate course to help her students grasp the concept of family centeredness and working with all families as partners. Two major hurdles she faced were the accepted traditional teacher roles and traditional passive student roles in the classroom. She was so embedded in the traditional teacher role and the status quo of teacher-student relationships that she could not envision new teacher and student roles and co-learner relationships occurring in her classroom. She found that her old teaching principles and habits persisted and she wanted to keep some semblance of control as the instructor. She also realized how CMI was helping her grow as a teacher by challenging her to change her ways and what came easy for her. She was concerned over the discontinuity between what was taught in preservice education and what occurred in the real world. When she implemented CMI and reviewed videotapes of her CMI session, she was amazed to see the level of student engagement and how quickly so much time had been used. She felt transformed after her CMI session and believed her students were transformed in their ability to see others' perspectives and their readiness to deal with the unpredictable, complicated lives of students and their families. (Contains 23 references.) (SM) ED479643 Transformative Learning Process of One Teacher. 2003-04-23 15 N/A 2004 8/19/2004 22:57:14 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Classroom Techniques Counseling Elementary Secondary Education Higher Education Preservice Teacher Education Student Behavior Student Teachers Teacher Responsibility Pirtle, Trace N. Perez, Patricia Reports - Descriptive English This paper describes a three-part project designed collaboratively by a university professor and a public school teacher to increase teaching interns' knowledge, awareness, and skill in conceptualizing and intervening with challenging students and better prepare them for persisting in the classroom. Participants were 64 undergraduate students. The first session focused on how basic "survival" counseling skills could help them be more effective teachers, reinforcing the notion that teachers are the first line of defense in identifying and intervening with students who bring a variety of psychological and emotional baggage to school. The second session began by asking participants how they applied information from the first session in their classrooms, then worked to help participants understand that challenging students are discouraged and in need of encouragement. It also taught the rational-emotive behavior therapy model, expanded on the conceptual framework of reality therapy, and included a group activity in which participants were asked to "think outside the box" about their roles as teachers. The final session focused on components of the program that had been attempted in the field and the perceived results. Participants overwhelmingly considered the program successful. (Contains 13 references.) (SM) ED479644 Survival Counseling Skills for New Teachers. 2003-07-00 14 N/A 2004 8/19/2004 22:57:16 RIEAPR2004

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Yes Beginning Reading Classroom Techniques Early Childhood Education Instructional Effectiveness Interdisciplinary Approach Learning Activities Lesson Plans Multiple Intelligences Music Activities Phonemic Awareness Picture Books Reading Instruction Reading Readiness Songs Routier, Wanda J. Guides - Classroom - Teacher Opinion Papers Speeches/Meeting Papers Print Awareness Reading Behavior English This paper provides information about the beginnings of literacy in young children and the skills they need for reading readiness. The paper also describes what is meant by a "quality early literacy instruction" and reading skill development in early childhood settings. It outlines early reading behaviors, including phonemic awareness, concept of books, knowledge of print, awareness of letter/sound correlation and punctuation, and oral reading. It discusses fluency and high frequency words and provides the Dolch Word List of the 100 most frequent words in the English language. The paper next addresses reading comprehension and vocabulary instruction and then discusses music and children, music and the brain (as an important part of multiple intelligences theory), and "The Mozart Effect," contending that the Mozart Effect consciously implemented can have an effect on a child's life. It delineates the teaching strategy of reading using picture books of songs and offers a Read-Me-a-Song Lesson Plan Form and a sample lesson form illustrating interdisciplinary activities and lesson extensions. Lists 79 Songs as Story Books and 8 Songs as Story Books cassette tapes. Also lists 30 relevant Web sites and 14 references. (NKA) ED479645 Read Me a Song: Teaching Reading Using Picture Book Songs. 2003-05-05 Practitioners Teachers 19 N/A 2004 2016-11-21

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Yes Beginning Reading Instructional Effectiveness Literature Reviews Meta Analysis Phoneme Grapheme Correspondence Phonics Primary Education Ehri, Linnea C. Information Analyses Reports - Evaluative Speeches/Meeting Papers National Reading Panel English Instruction for beginning readers is thought to be needed on several fronts, including phonemic awareness, phonics, fluency, reading comprehension, and vocabulary. The National Reading Panel reviewed the findings of many experiments to determine whether there was sufficient scientific evidence to indicate the effectiveness of these forms of instruction in helping students learn to read. This paper reviews one part of their report, that involving the evidence of systematic phonics instruction. The paper states that because the writing system in English is more complex and variable than in some languages, it is harder to learn, making systematic phonics instruction even more important to teach, because children will have difficulty figuring out the system on their own. It points out that a primary goal of phonics instruction is to teach students to read words in or out of text. It explains that phonics is a method of instruction that teaches students correspondence between graphemes in written language and phonemes in spoken language and how to use these correspondences to read and spell words. It notes that phonics instruction is systematic when the major grapheme-phoneme correspondences are taught and they are covered in a clearly defined sequence. According to the paper, the phonics review sought to determine whether there is experimental evidence showing that systematic phonics instruction helps children learn to read more effectively than unsystematic phonics instruction or instruction teaching little or no phonics and whether phonics instruction is more effective under some circumstances than others and for some students more than others. The paper discusses the 38 studies were reviewed in the meta analysis. Appended is a list of the 38 studies. (Contains 2 tables and 41 references.) (NKA) ED479646 Systematic Phonics Instruction: Findings of the National Reading Panel. 2003-03-17 38 For full text: http://www.standards.dfes.gov.uk/pdf/literacy/lehri_phonics.pdf. N/A 2004 2016-11-21

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Yes British National Curriculum Literacy National Standards Phonics Primary Education Reading Comprehension Reading Instruction Reading Research Research Needs Test Score Decline Stuart, Morag Opinion Papers Speeches/Meeting Papers United Kingdom National Literacy Strategy (England) United Kingdom English The author endorses the approach to teaching phonics set out in recent documents (e.g. Progression in Phonics) that extend and supersede the approach set out earlier in the National Literacy Strategy (NLS) Framework for Teaching. Proposed are minor, evidence-driven amendments to this approach. The assumption that failure to achieve continuing steady improvement in reading standards by the end of Key Stage 2 is due solely, or largely, to problems in word recognition that stem from inadequate phonics teaching is questioned. The author suggests that SATs (Standard Assessment Tests) do not provide the kind of data that would permit this interpretation, as they inevitably confound word recognition with text comprehension. The same confound is evident in the "searchlights" model of reading presented to teachers. Elucidated are its consequences with respect to ideology and teacher knowledge about reading. Suggested is a simpler model that avoids confounding issues. The simpler model also redirects attention away from considering reading comprehension in isolation from language comprehension. That single language comprehension system underlies oral and written comprehension is argued. The author then considers the treatment of reading comprehension in the NLS Framework for Teaching, showing how much of it could better be described as teaching literary criticism, rather than facilitating reading comprehension. The author also describes some of the processes shown by research studies to be important to comprehension, and how little these are reflected in the NLS Framework for Teaching. There are suggestions as to the direction movement should take if the teaching of comprehension is to be improved. In conclusion, the author outlines areas in which further research is needed if continuing improvements in teaching and learning are to be achieved. This includes collecting the kinds of data needed to ensure a correct analysis of the causes of the recent decline in progress towards better reading standards. (Contains 33 references.) (Author/RS) ED479647 Fine Tuning the National Literacy Strategy to Ensure Continuing Progress in Improving Standards of Reading in the UK: Some Suggestions for Change. 2003-03-17 21 For full text: http://www.standards.dfes.gov.uk/pdf/literacy/mstuart_phonics.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Citizenship Education Democracy Elementary Secondary Education Higher Education Models Speech Curriculum Speech Instruction State Standards Teacher Education Palmer, David L. Opinion Papers Speeches/Meeting Papers English This paper addresses the question: how might those engaged in the mission of training secondary Speech-education teachers create a "pedagogy of authentic civic action" in light of current standards legislation that functions more to perpetuate a liberal republic than it does to vivify (and articulate) an authentic democracy? The arena of K-12 education in the U.S. (including Speech education) is in the midst of an extensive standardization movement. State standards increasingly cast both the practices of secondary Speech-education and the training of Speech teachers. Relevant here is that Speech-education standards lack any mention of democracy or civic participation, a decision that, in essence, impedes teachers from engaging these projects. In contrast, it is noteworthy that the formal genesis of democracy and education theory is directly coupled to the birth of rhetoric (or Speech). Concurrently, Civics standards employ the language of rhetoric, yet ignore its discipline and its pedagogy. The work argues that current standards, while valuable in many ways, limit the vision of civics and democracy to the extent that they embrace a set of sterilized Speech standards. The piece calls for a revised set of rhetoric-based benchmarks designed to invigorate an authentic democracy model of education. A contrast between existing standards and an alternative civics-as-rhetoric curriculum is outlined. Finally, an initial theory of a "pedagogy of strong democracy" based in the study and practices of Speech (or rhetoric) is proposed. (Contains 20 references.) (Author/RS) ED479648 Teaching the "Pedagogy of Civic Action": Toward a Rhetorical Democratic Pedagogy. 2002-11-00 16 N/A 2004 8/19/2004 22:57:23 RIEAPR2004 Paper presented at the Annual Meeting of the National Communication Association (88th, New Orleans, LA, November 21-24, 2002).

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Yes Arabic College Students English (Second Language) Error Patterns Higher Education Interlanguage Nouns Phrase Structure Second Language Learning Syntax Uncommonly Taught Languages Zughoul, Muhammad Raji Reports - Research English This study examined the interlanguage syntax of Arabic speaking learners of English in the area of the noun phrase, focusing on the closed system elements that can occur before or after the noun head, the noun head and pronouns in line with Quirk and Greenbaum's (1977) treatment of the noun phrase. Participants were 25 Arabic speaking English language learners from seven Arab countries attending an intensive English program at the University of Texas Austin. The first 500 words of each student's oral production were analyzed, and a typology of errors based on a pilot project was established. Results indicated that noun phrase errors were second to verb phrase errors, forming 32.8 percent of the total number of errors in the sample. The most frequent noun phrase errors were in the use of articles, particularly the omission of the indefinite article in obligatory contexts, the use of "the" redundantly, omission of the article "the," and redundant use of the articles "a" and "an." Ordinals were used interchangeably, and quantifiers were confused as to their use with count/noncount nouns. Arab learners from different dialect backgrounds had different problems. Errors made by Arab learners of English were very similar to errors made by learners from other language backgrounds. (Contains 47 references.) (SM) ED479649 Interlanguage Syntax of Arabic-Speaking Learners of English: The Noun Phrase. 2002-00-00 23 N/A 2004 8/19/2004 22:57:25 RIEAPR2004

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Yes Arabic English (Second Language) Error Patterns Foreign Countries Higher Education Idioms Language Proficiency Second Language Learning Semantics Translation Uncommonly Taught Languages Zughoul, Muhammad Raji Abdul-Fattah, Hussein S. Reports - Research Jordan Lexical Collocation Jordan English This study examined learners' productive competence in collocations and idioms by means of their performance on two interdependent tasks. Participants were two groups of English as a Foreign Language undergraduate and graduate students from the English department at Jordan's Yarmouk University. The two tasks included the following: a multiple choice task of 16 randomly selected Arabic idioms and collocations of the verb "kasura" (broke), which was designed to reveal learners' ability to recognize the correct collocants from among four distractors, and a translation task of the same idiomatic expressions and collocations intended to explore learners' proficiency in this linguistic area. Data analysis indicated that the overall performance of students in the target idiomatic expressions and collocations was far from satisfactory considering that they were high level English majors. Only half of the students' attempts on the objective recognition task were correct, and only 16.61 percent of students total attempts with the translation task were correct. Participants used 11 distinct communication strategies when rendering into English the collocations and idiomatic expressions (e.g., avoidance, false collocation, overgeneralization, derivativeness, verbosity, and idiomacity). (Contains 46 references.) (SM) ED479650 Collocational Competence of Arabic Speaking Learners of English: A Study in Lexical Semantics. 2001-00-00 19 N/A 2004 2016-11-21

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Yes English (Second Language) Foreign Countries Higher Education Language Usage Nurses Nursing Education Second Language Instruction Second Language Learning Zughoul, Muhammad Raji El-Badarin, Muhammad Mustafa, Zahra Reports - Research Tests/Questionnaires Jordan Jordan English This study examined the use of English in nursing education, training, and practice in Jordan. Participants were 152 nurses working in different hospitals, all of whom were native Arabic speakers. The nurses completed a six-part questionnaire that examined their age, sex, place of work, qualifications, years of experience, attitudes toward English, motivations to learn English, evaluation of English language instruction at school, perceptions of their own English abilities, and reactions to the use of English on and off the job. Results indicated that respondents considered English necessary for professional success. Nurses believed that the three main reasons to learn English were better job opportunities, further training, and updating their medical knowledge. They felt that English language instruction at school was very useful to them in their profession. They considered themselves better in reading than writing, listening comprehension, and speaking. Most of the nurses claimed they needed English on the job for understanding professional lectures and discussing medical cases with colleagues. Respondents mainly used English off the job to communicate with foreigners and follow television and radio programs. These nurses tended to have exaggerated beliefs about their abilities in English. The survey is appended. (SM) ED479651 English in Medicine: The Case of English for the Nursing Profession. 2003-00-00 15 N/A 2004 2016-11-21

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Yes Grammar Morphology (Languages) Semantics Swahili Syntax Uncommonly Taught Languages Verbs Salone, S. B. Reports - Descriptive Speeches/Meeting Papers Semantic Mapping Passive Voice English This semantic analysis assumes the overall framework of an extended standard theory of grammar, focusing on the lexicon and making a case for semantic mapping. It assumes Chomsky's (1986) theory that the projection of a verb and its arguments into syntax is determined by its lexical specifications. It further accepts the arguments of Williams (1981), Jackendoff (1983, 1990), Pustejovsky (1988, 1995), and Van Hout (1996) that a generative capability of the lexicon is a useful and highly valued strategy that makes significant generalizations about natural languages. Salone (2000) showed that an event-semantic analysis could contribute to the understanding of syntax and semantics of verbal affixes in Bantu languages. This work highlighted the efficacy of introducing semantic rules of verb-frame alternation and semantic typeshifting in order to maximize the generative capacity of the lexicon, thereby allowing the productivity of these affixes to be apparent. It focused on the semantic relationship between the basic and derived forms of the causative and prepositional or applied forms in Kiswahili. It concludes that regardless of the syntactic framework used, the syntactic processes needed for passive will have to coexist with semantic processes: event-semantic argument interpretation, adjustments to the foci on the verb, typeshifting of events, where needed. (Contains 32 references.) (SM) ED479652 Event Semantics, Typeshifting and Passive in Swahili. 2003-00-00 10 N/A 2004 2016-11-21

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Yes Computation Educational Finance Extension Agents Extension Education Higher Education Leadership Training Program Effectiveness State Programs State Universities Rohs, F. Richard Reports - Evaluative Speeches/Meeting Papers Georgia Georgia English This study investigated the return on investment (ROI) of the Southern extension Leadership Development (SELD) Program as implemented at the University of Georgia. The SELD program builds around the skills individuals and groups in cooperative extension work need to be effective in the future. The centerpiece of SELD is the Managerial Assessment of Proficiency (MAP), the assessment portion of which is a video-driven, competency-based, computer-scored simulation of 200 items that assesses the participants proficiency in 12 competencies. Two basic calculations are required to compute ROI: the benefit/cost ratio and the second ROI. Calculating ROI is not easily done, but with the access to personnel records possible in this evaluation, the analysis was made somewhat easier. Data were available for 185 Cooperative Extension Agents. Findings suggest that for every $1 invested, $3.86 in benefits were returned, and for each $1 invested in the program, there is a return of $2.86 in net benefits. Good record keeping makes the calculation of ROI much easier. (SLD) ED479653 Leadership Development: Return of Investment. Calculating the Monetary Value of the Managerial Assessment of Proficiency Program for the Georgia Extension System. 2003-07-18 10 N/A 2004 2016-11-21

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Yes Attitudes College Faculty College Outcomes Assessment College Students Course Content First Year Seminars Higher Education Peer Counseling Program Improvement Thinking Skills Brown, Daniel Reports - Research Freshman Success Courses Eastern New Mexico University Freshman Orientation English To determine the different perspectives of faculty members and peer learning facilitators (students) at Eastern New Mexico University about the development of an improved freshman seminar designed to increase retention, a survey was conducted. The instrument required that participants rate the importance of 52 goals to the desired outcomes associated with the freshman seminar. Eighty percent of faculty teaching a freshman seminar class returned the survey, and 90% of peer learning facilitators also completed the survey. Faculty and peer learning facilitators did not differ significantly in their perception of the need for either higher order thinking skills or Liberal Arts and Academic Values as content areas. The greatest divergence for the two groups was for work and career preparation, with students significantly more interested in the need to embed work and career preparation within the freshman seminar. Findings suggest that faculty are more invested in the traditionalist view of higher education, while students perceive college as an investment toward future earnings in a specific career. The survey also revealed shared and relatively weak faculty and peer learning facilitator attitudes toward the role of Liberal Arts and Academic Values within the existing freshman seminar. Results also indicate that awareness of the powerful role of the General Education curriculum and the Universitys liberal arts education mission must be raised. (SLD) ED479654 A Comparison of Teaching Goals and Objectives Identified by Faculty and Peer Learning Facilitators within a Transition Seminar for New College Students. 2003-00-00 12 N/A 2004 2016-11-21

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Yes Academic Discourse Adult Programs Adult Students College Faculty Dialogs (Language) Discourse Analysis Higher Education Nontraditional Education Nontraditional Students Teaching Methods Peters, John M. Alderton, Stephen L. Reports - Research Tests/Questionnaires English This study was undertaken in response to the need for research on alternative teaching and learning approaches in higher education. It focused on the experiences of 14 adult learners in a nontraditional classroom environment, as perceived by the learners themselves and by outside observers. The study also focused on a particular mode of classroom discourse, itself a promising new form of teaching and learning. It is about dialogue, a way that students and teachers can think together. Ethnographic and phenomenological techniques and outside observer ratings (from four graduate students) were used to collect and analyze data. Themes derived from interview results, field notes, and frequency counts based on observers ratings described participants experiences with dialogue in a course designed to help participants experience with three types of teaching and learning, and outside observers rated participants use of selected types of questions. The results are consistent with studies in the area of dialogue and collaborative learning. Themes that stood out for special discussion included: (1) the role of strong interpersonal relationships in creating and sustaining dialogue; (2) the critical factor of time to learn, practice, and develop dialogue skills; (3) differences in how dialogue is understood; and (4) the relationship of the dialogue process to three types of learning and teaching. Six appendixes contain study questions and definitions. (Contains 21 references.) (Author/SLD) ED479655 Studying Dialogue as a Mode of Discourse in a Course on Dialogue. 2003-00-00 22 N/A 2004 8/19/2004 22:57:35 RIEAPR2004

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Yes College Faculty Cultural Awareness Diversity (Faculty) Diversity (Institutional) Educational Environment Higher Education Multicultural Education Professional Development Student Diversity Allan, Elizabeth J. Reports - Research Speeches/Meeting Papers Privilege English This study explored some of the complexities of diversity and multicultural education initiatives in a predominantly white arena. The specific focus is on the concept of silence as it relates to a multi-year diversity-across-the-curriculum faculty development initiative in the Educational Leadership graduate programs at the University of Maine. The seven faculty members involved in this initiative were all white, and the undergraduate student body at the University is 95% white. The Diversity across the Curriculum initiative involved nearly 2 years of focused reading and dialogue about diversity and multiculturalism with the intent to develop course syllabi and classroom practices that were more fully inclusive. "Silence" in this context refers to the failure to acknowledge or articulate advantages of identity privilege. The study of this initiative shows that working to bring voices to the silences of white privilege in predominantly white educational environments presents particular challenges. It is hoped that facing these challenges will make faculty members less comfortable and more willing to confront issues related to diversity and equality. (Contains 11 references.) (SLD) ED479656 Bringing Voice to the Silences of Privilege: Strategies for Faculty Development and Curricular Change. 2003-04-00 13 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Higher Education Preservice Teacher Education Student Evaluation Student Teachers Teacher Knowledge Teaching Skills Supon, Viola Reports - Descriptive English This paper states that a major challenge in preparing future educators is preparing them to teach their specific content areas while recognizing how curriculum, instruction, and assessment are aligned with the state standards. Some recommendations for accomplishing these ends are to have teachers in training: (1) recognize that the content standards, as developed by states in most major subject areas, describe what K-12 students should be able to accomplish; (2) communicate the importance of standards (which can be learned by examining model school districts and reading state standards); (3) experience ways to apply the standards; (4) become confident in the usage of standards (by participating in group discussions and required projects); and (5) recognize how to evaluate student progress in a standards-based approach (understanding the connections of curriculum, instruction, and assessment while incorporating standards). (Contains 17 references.) (SM) ED479657 Preparing Preservice Teachers To Use Educational Standards. 2001-00-00 10 N/A 2004 8/19/2004 22:57:38 RIEAPR2004

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Yes Catholic Educators Catholic Schools Elementary Secondary Education Teaching (Occupation) Religious Education Role of Education Teacher Role Cook, Timothy J. Hudson, William J. Reports - Research Speeches/Meeting Papers English This paper assesses religion teaching as a profession in light of selected characteristics that scholars agree are common to all professions. Evidence was drawn primarily from church documents and survey data from "The Next Generation: A Study of Catholic High School Religion Teachers." The findings indicate that religion teaching meets two of the seven selected characteristics and fails to meet five. The main conclusion drawn is that steps must be taken to professionalize religion teaching. To that end, recommendations are made for a professional association for religion teachers, credentialing standards, and a certification/licensing scheme. In the future, the degree to which religion teaching advances as a profession will greatly influence student learning, religion teacher credibility, recruitment and retention of religion teachers, and ultimately the religious mission of Catholic high schools in the United States. (Contains 42 references.) (Author/SM) ED479658 Professionalization of Catholic High School Religion Teachers. 2003-04-00 20 N/A 2004 8/19/2004 22:57:40 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Adult Basic Education Adult Literacy Adult Reading Programs Basic Skills Curriculum Development Curriculum Evaluation Educationally Disadvantaged English (Second Language) Foreign Countries Literacy Education Mathematics Curriculum Mathematics Skills National Programs National Standards Numeracy Outcomes of Education Relevance (Education) Research Opportunities Student Certification Teacher Competencies Information Analyses United Kingdom United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English Skills For Life, since 2001 the United Kingdom's national adult basic skills strategy, aims to improve literacy, numeracy, or English for speakers of other languages (ESOL) skills among people over the age of 16. Basic skills programs may be full- or part-time and are delivered in colleges, community venues, neighborhood learning centers, adult education centers, or the workplace. Local councils are responsible for the planning, funding, and delivery of services. Skills For Life targets groups in society that are prone to social exclusion and for whom low basic skills are a barrier to employment. The strategy has targets of improving the literacy and numeracy skills of 750,000 adults by 2004 and 1.5 million by 2007. Skills For Life has published national standards for literacy and numeracy and curriculum documents for literacy, numeracy, and ESOL. A national qualifications and assessment framework for literacy, numeracy and ESOL has been established as well as national tests. Research has begun in basic skills teaching and learning and effective approaches to teaching workplace skills. A national qualifications framework for teacher training and professional development is being developed. The National Institute of Adult Continuing Education's (NIACE) role is to advocate on behalf of adults who are under-represented in all forms of adult learning. (Contains a list of NIACE's projects, contacts, and a list of resources and websites.) (SLR) ED479659 Basic Skills. NIACE Briefing Sheet. 2003-06-00 7 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk. For full text: http://www.niace.org.uk/information/Briefingsheets/44 Basic-skills.htm. N/A 2004 2016-11-21

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Yes Access to Education Adult Basic Education Basic Skills Developed Nations Employer Attitudes Employer Employee Relationship Experiential Learning Foreign Countries Human Capital Informal Education Labor Force Development Lifelong Learning Nonformal Education Policy Formation Prior Learning Public Policy Role of Education Skill Development Teacher Role Vocational Education Opinion Papers European Communities Commission Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. Commission of the European Communities, Brussels (Belgium). Directorate-General for Employment and Social Affairs. English This document provides European social partners' responses to the Commission's memorandum on lifelong learning. Part 1, Opinion of the European Center of Enterprises, makes comments and proposals related to the memorandum's six key messages, which are new basic skills for all; more investment in human resources; innovation in teaching and learning; valuing learning; rethinking guidance and counseling; and bringing learning closer to home. Part 2, a resolution adopted by the European Trade Union Confederation, addresses lifelong learning for all and a challenge for Europe; structural conditions required; access; increased investment in human resources; time for training; recognition of results of formal, nonformal, and informal learning; work and training organization; new partnership concept; role of education and vocational training systems--skills for each person; innovation in teaching and training methods--role of teachers and trainers; bringing learning closer to home; and social partners' specific role. Part 3, position paper of the European Association of Craft, Small, and Medium-Sized Enterprises, discusses challenges enterprises face, including dependency on employee skills, shortage of skilled labor, and lifelong learning as a shared responsibility; stresses that education and training are member states' responsibility, the entire workforce must have the opportunity for continuous training, regional organizations have a role, use of new methods must be promoted, and the individual is responsible for his/her skill development; and comments on the key messages. Part 4, Union of Industrial and Employers' Confederations of Europe's position paper, provides detailed comments on the key messages through responses to related questions. (YLB) ED479660 Feedback from European Social Partners as Part of the Consultation on the Commission's Memorandum on Lifelong Learning. Supporting Document to the Communication from the Commission Making a European Area of Lifelong Learning a Reality. 2001-11-00 Policymakers 38 For full text: http://europa.eu.int/comm/education/policies/lll/life/commun icati on/social_partners_en.pdf. For full text in French and German: http://europa.eu.int/comm/education/policies/lll/life/index DULen.html N/A 2004 2016-11-21

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Yes Access to Education Accountability Adult Basic Education Basic Skills Educational Indicators Educational Innovation Foreign Countries Guidance Human Capital Human Resources Labor Force Development Labor Needs Lifelong Learning Policy Formation Resource Centers Role of Education Skill Development Teacher Role Theory Practice Relationship Vocational Education Opinion Papers European Communities Commission Learning Organizations Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. Commission of the European Communities, Brussels (Belgium). Directorate-General for Employment and Social Affairs. English This document provides information relevant to the commission's communication on "Making a European Area of Lifelong Learning a Reality." Section 2 presents a selection of illustrative examples of lifelong learning in practice throughout Europe, grouped under these same priority areas used in the communication itself: valuing learning; information, guidance, and counseling; investing time and money in learning; bringing together learners and learning opportunities; basic skills; and innovative pedagogy. The examples show how various actors implement lifelong learning and explain what the priorities for action mean in concrete terms. Section 3 addresses (in greater detail than in the communication) these two important tools for delivering lifelong learning: learning organizations and local learning centers. Section 4 provides further information on the development of indicators that can be used for monitoring the implementation of lifelong learning throughout Europe. Monitoring indicators to be developed for each priority area are proposed and discussed. Appendixes include 8 references and 18 endnotes. (YLB) ED479661 Commission Staff Working Document: Lifelong Learning Practice and Indicators. Supporting Document to the Communication from the Commission Making a European Area of Lifelong Learning a Reality. 2001-11-28 Policymakers 28 For full text: http://europa.eu.int/comm/education/policies/lll/life/commun icati on/staff_en.pdf. For full text in French, German and Spanish: http://europa.eu.int/comm/education/policies/lll/life/index DULen.html. N/A 2004 2016-11-21

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Yes Access to Education Adult Basic Education Adult Learning Articulation (Education) Basic Skills Educational Administration Foreign Countries Human Resources International Organizations Labor Force Development Labor Needs Lifelong Learning Nongovernmental Organizations Partnerships in Education Policy Formation Role of Education Skill Development Social Networks Teacher Role Vocational Education Opinion Papers European Communities Commission Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. Commission of the European Communities, Brussels (Belgium). Directorate-General for Employment and Social Affairs. English This document presents a Consultation Platform formed by seven major networks to maximize impact of nongovernmental organizations (NGOs) and civil society organizations on development of the Communication on Lifelong Learning. Section 2 is a summary of platform conclusions structured according to these six key messages in the Memorandum on Lifelong Learning: new basic skills for all; more investment in human resources; innovation in teaching and learning; valuing learning; rethinking guidance and counseling; and bringing learning closer to home. These three additional conclusions are set forth: followup and monitoring, research and dissemination, and partnerships and the role of NGOs and civil society. Section 3 provides the responses and proposals of these networks: Corporate Social Responsibility Europe; The European Association for the Education of Adults; The European Forum of Vocational Education and Training; The European University Association; The European Vocational Training Association; and Solidar/The Platform of European Social NGOs. Section 4 presents the key recommendations from the six workshops based on the key messages. Section 5 presents a description of activities and contact information for the Consultation Platform networks. (YLB) ED479662 Summary and Analysis of the Feedback from Civil Society as Part of the Consultation on the Commission's Memorandum on Lifelong Learning. Supporting Document to the Communication from the Commission Making a European Area of Lifelong Learning a Reality. 2001-11-00 Policymakers 44 For full text: http://europa.eu.int/comm/education/policies/lll/life/commun icati on/ngo_en.pdf. For full text in French and German: http://europa.eu.int/comm/education/policies/lll/life/index DULen.html. N/A 2004 2016-11-21

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No Access to Education Admission Criteria Curriculum Development Educational Certificates Foreign Countries Individual Development Job Training Literacy Education Personnel Selection Postsecondary Education Program Descriptions Program Development Secondary Education Student Certification Student Interests Student Motivation Student Personnel Services Student Recruitment Vocational Education Youth Programs Haynes, Ann Journal Articles Reports - Descriptive Language Australia, Melbourne (Victoria). Adult Education Resource and Information Service. English To address the findings of the Kirby Review (that early school leaving is motivated by a desire for work and lack of interest in school), a new qualification, the Victorian Certificate of Applied Learning (VCAL) was introduced on a trial basis in 2002. The Northern Metropolitan Institute of TAFE (NMIT) Youth Unit offers programs at three northern Melbourne campuses to provide youth access to post-compulsory education and training. Two of NMIT's Youth Unit programs Young Adult Migrant Education Course (YAMEC) and Alternative Year 10 program transferred easily to VCAL requirements. Student selection interviews assessed whether a Youth Unit program would meet student needs. Followup interviews to monitor personal responses and course reflections occurred at least once a term. New staff were recruited who had qualities and strategies to deal with difficult behaviors; a relaxed, understanding attitude to working with youth; and a variety of teaching experiences and skills and literacy and numeracy expertise. Each group had a core teacher. Classes operated with a maximum of 15 students. Students with personal and behavioral issues were referred to and then monitored by a counselor. Program content included modules from Certificates I and II in vocational education and training; literacy education; and personal development. The Work Placement Officer attached to YAMEC helped students find work. Looking to the future, Youth Unit VCAL programs continued in 2003; NMIT conducted themed VCALS to provide vocational pathways for students interested in the areas of hospitality, engineering or building and construction; and the trial demonstrated a need to engage youth in courses with a strong vocational focus. (YLB) ED479663 Beyond 'Kirby': Spotlight on the Youth Unit at Northern Metropolitan Institute of TAFE (NMIT). ARIS Resources Bulletin v14 n1 p1-4 Mar 2003 2003-03-00 Adult, Community, and Further Education Board, Melbourne (Australia). 6 Language Australia, GPO Box 372F Melbourne, Victoria 3001, Australia. Tel: 03 9612 2600; Fax: 03 9612 2601; e-mail: aris@languageaustralia.com.au; Web site: http://aris.com.au/. N/A 2004 8/19/2004 22:57:48 RIEAPR2004 For the Kirby Review, see http://www.det.vic.gov.au/det/postcomp/pdf/KirbyReport.pdf.

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Yes Adult Education Dislocated Workers Education Work Relationship Educational Certificates Employment Potential Entry Workers Job Skills Job Training Labor Force Development Learning Activities Limited English Speaking Literacy Education Occupational Information Partnerships in Education Retraining State Programs Student Certification Transitional Programs Vocational Education Work Experience Collected Works - Serials Reports - Descriptive New Jersey New Jersey National Inst. for Literacy, Washington, DC. English This issue comprises seven articles that share ways Equipped for the Future's (EFF's) partners are using EFF to help adults build the skills they need to be successful in the workforce. "Building and Certifying Work Readiness" discusses the Work Readiness Credential being developed that will define, measure, and certify that individuals have mastered the knowledge, skills, and abilities they need to succeed in entry level work in the 21st century. "Who Will Be First Hired and Last Fired" focuses on how EFF ensures that the people referred to job openings are equipped with the skills, knowledge, and abilities needed in the 21st century workplace. "New Jersey Uses EFF to Structure Its Workforce Development System" describes how New Jersey is using EFF to craft a common vision and common set of results for the state's workforce development system. "Combining Work and Education" shows how EFF is helping Canton City Schools, Ohio, prepare mothers on welfare to make the transition to the workforce for the first time. "From Role Map to Standards to Performance Assessment" describes the worker role map. "Linking to Private Sector Partners: EFF and Retail Sales" reports how business organizations like the National Retail Federation use EFF to prepare prospective retail workers to meet customer service standards developed by the Sales and Service Voluntary Partnership. "EFF Effectively Links Education and Training" discusses the program at Anamarc Educational Institute in El Paso, Texas, to prepare dislocated garment workers whose first language is Spanish to build the skills they need to find new jobs in the growing health care sector. (YLB) ED479664 EFF Voice, Spring 2003. EFF Voice v3 n1 Spr 2003 2003-00-00 18 For full text: http://www.nifl.gov. N/A 2004 2016-11-21

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No Adult Vocational Education Educational Administration Educational Cooperation Foreign Countries Instructional Leadership Intervention Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Styles Postsecondary Education Role Theory Tables (Data) Vocational Directors Vocational Schools Vocational Training Centers Falk, Ian Smith, Tony Reports - Research Generic Skills Microanalysis Australia Role Evaluation Educational Leadership Role Shift Facilitative Leadership Situational Analysis Australia National Centre for Vocational Education Research, Leabrook (Australia). English A study looked at knowledge and theory on vocational education and training (VET) leadership in a range of diverse sites in Australia. Twelve chosen sites fell into these three broad groups: technical and further education, other public providers, and private providers. Researchers gathered documents, survey responses, and individual and group interview responses. The data were analyzed by thematic, tabulation, situational analysis and detailed micro-analysis methods. These five research questions were addressed: what changes have occurred in the roles and responsibilities of VET managers over the last 10 years; what factors have brought about these changes; what are the current VET leadership roles and responsibilities; what are the drivers on VET managers; and how might VET leadership roles and responsibilities change in the next five years. The study found the following: (1) VET leadership depends on how leaders process ongoing change; (2) VET leadership is the process of enabling interaction between internal, external, and individual domains of activity; (3) characteristics of leadership were different at the four stages of solving a problem (trigger stage, initiating leadership stage, developmental leadership stage, and sustainability stage); (4) effective leadership is not accidental or by default; and (5) generic skills such as interpersonal skills, risk-taking, team-building, analytical, and decision-making skills apply to all stages. (Contains the results of detailed analyses, an extensive bibliography, and methodology description.) (SLR) ED479665 Leadership in Vocational Education and Training: Leadership By Design, Not By Default. 2003-06-00 ISBN-1-74096-133-1 62 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 985; $25.30 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr0018.pdf. N/A 2004 2016-11-21

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Yes Benchmarking Cost Effectiveness Curriculum Evaluation Evaluation Methods Federal Programs Labor Turnover Needs Assessment On the Job Training Organizational Development Organizational Effectiveness Organizational Objectives Outcomes of Education Personnel Evaluation Planning Postsecondary Education Self Evaluation (Groups) Staff Development Strategic Planning Training Methods Training Objectives Guides - Non-Classroom Best Practices Gap Analysis Office of Personnel Management, Washington, DC. English A four-step approach to implementing a training program and measuring results for government agencies was developed in response to an executive order to federal agencies to provide effective training and performance measures in their annual budgets. Step one is the analysis of established goals to identify training requirements. Suggested activities include analysis of the agency's strategic and performance goals; identification of competencies needed to meet goals; and analysis of gaps in the workforce. Step two is the development of training strategies to achieve goals. Suggested activities include generation of alternative training strategies for competency gaps; assessment of costs and benefits; and building a business case for the selected approach. Step three is the integration of training into the agency's strategic plan. Suggested activities include writing training goals; identification of performance measures; and development of an action plan. Step four is the evaluation of the training goal accomplishments. Suggested activities include assessment of training goal achievement; determination of the cost of training; establishment of the worth of training; cost/benefit analysis; assessment of results. (Contains tips for the implementation of the suggested activities, a list of suggested resources, extensive tables and charts, and a glossary) (SLR) ED479666 A Guide to Strategically Planning Training and Measuring Results. 2000-07-00 Practitioners Administrators 53 For full text: http://tri.army.mil/LC/LCB/Bp/BPT/website/spguide.pdf. N/A 2004 2016-11-21

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Yes Civil Defense Emergency Programs Emergency Shelters Fallout Shelters Federal Programs Floods Hurricanes Natural Disasters Postsecondary Education Radiation Safety Education School Safety Stress Management Terrorism Tornadoes Water Treatment Guides - Non-Classroom Chemical Weapons Emergency Response Services Disaster Planning Biological Warfare Emergencies Building Evacuation Emergency Evacuations Chemical Warfare Emergency Preparedness Office of Personnel Management, Washington, DC. English This document outlines what families can do before, during, and after an emergency. The first section covers preparations that can be made before an emergency occurs and includes the creation of a family emergency plan and an "emergency go kit," which can save time if one has to evacuate or go without heat, electricity, or water for a long time. Issues that can be important such as prescription medicines, pets, assisting neighbors, and knowing the plans of local school systems, are described. The second section covers information important after an emergency has occurred, such as how to prepare your home to be a shelter, what to do in the event of a power outage, how to obtain clean water, and how to evacuate your home. The final sections describe ways to handle various kinds of emergencies, including natural disasters; biological threats; chemical threats and; nuclear explosions and radiological contamination. The guide concludes with information on recovering from an emergency. The document contains a list of sources, key telephone numbers, and additional resources. (SLR) ED479667 A Federal Employee's Family Preparedness Guide. 2003-00-00 Community 15 For full text: http://www.opm.gov/emergency/PDF/NationalFamilyGuide.pdf N/A 2004 2016-11-21

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Yes Economic Change Economic Climate Economic Factors Educational Theories Employer Employee Relationship Employment Potential Employment Practices Foreign Countries Global Approach Human Capital International Cooperation Labor Force Development Lifelong Learning Partnerships in Education Policy Formation Postsecondary Education Public Policy Regional Cooperation Structural Unemployment Supply and Demand Greenwood, Ian Stuart, Mark Information Analyses European Union Business Partnerships Fordism Coalitions Learning Organizations Economic Theory Post Fordism European Monetary Union UNESCO European Union English This review develops a more systematic understanding of the contemporary significance of learning in Europe by considering the complex connections between the processes of economic restructuring, lifelong learning and partnerships. A brief introduction describes the contested terrain surrounding concepts such as lifelong learning, human capital, globalization and employability and the wide-ranging scope of the material reviewed. Chapter one discusses the nature and consequences of restructuring and covers economic restructuring and globalization, conceptualizing change, Fordism (the simultaneous growth of productivity and consumption), Post-Fordism, and specific issues relating to Europe. Chapter two covers lifelong learning in Europe, including terminology and meaning, the learning society and learning organizations, and national and European dimensions of lifelong learning. It also asks whether learning is individual or social. Chapter three discusses partnership and whether it is a process for change, including issues relating to social partnership, the European Union and Monetary Union and partnership at the workplace. Chapter four synthesizes the topics of restructuring, partnership, and learning, and covers restructuring and human resources management, and employability and partnership. The document contains an extensive bibliography. (SLR) ED479668 Restructuring, Partnership and the Learning Agenda: A Review. 2002-03-00 European Commission, Brussels (Belgium). ISBN-1-900840-19-7 Policymakers 72 For full text: http://www.leeds.ac.uk/learning-in-partnership/files/english /publication3.pdf N/A 2004 2016-11-21

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Yes Administrator Attitudes Adoption (Ideas) Adult Literacy Diffusion (Communication) Educational Practices Educational Research Educational Researchers English (Second Language) Literacy Education Mail Surveys Research Needs Research Utilization Resource Materials Teacher Attitudes Theory Practice Relationship Use Studies St. Clair, Ralf Chen, Chia-Yin Taylor, Lyndsay Opinion Papers Texas Texas Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning. English Staff members of a state literary resource center surveyed their practitioner clients to determine how they viewed research and the kinds of uses they made of it. Mail surveys were sent to all of the 404 adult education and English as a second language program directors in the state, and followup telephone interviews were conducted with 16 of the 143 respondents. Sixty-six percent of respondents were involved in instruction, while 34% were involved in administration; 37% had training in research while 49% were interested in further research and education in adult literacy; and research consumption among them was frequent but not particularly extensive. Some of the results are as follows: 66% of respondents indicated that they had changed a practice as a result of research-based information; practitioners assessed the value of research by source credibility, relevance and applicability, similarity of setting, quality of research design, and whether the reader agreed with the conclusions; more experienced practitioners read more research and more fully integrated it into their practice; there was no significant correlation between practitioners' levels of education, ethnicities, or genders and their relationship to research; and when practitioners view research as useful and relevant they are more likely to have recently made a change based on it. (Includes 9 references.) (MO) ED479669 How Adult Literacy Practitioners Use Research. Occasional Research Paper. 2003-02-00 Researchers Practitioners 15 For full text: http://www-tcall.tamu.edu/orp/orp2.htm. N/A 2004 2016-11-21

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Yes Adoption (Ideas) Colleges Economic Impact Educational Innovation Foreign Countries Partnerships in Education Policy Formation Regional Cooperation Regional Programs School Business Relationship Social Capital Social Integration Vocational Education Vocational Schools Vocational Training Centers Guggenheim, Eric Fries, Ed. Collected Works - Proceedings Europe European Union Learning Regions European Union ISSN-1562-6180 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This conference program describes "education and training agencies taking a leading role in promoting innovation on a regional basis" as the focus of the Agora and puts forward the following three key issues to be debated during it: (1) the concept of the learning region itself and a critique of its strengths and weaknesses; (2) education and training agencies, including universities, as facilitators of innovation on a regional basis; and (3) education and training agencies supporting economic and social cohesion in building the social economy. Papers presented at the Agora are as follows: "Regional Development Networks in Europe" (Stahl); "Advantages and Drawbacks of the 'Learning Region' Approach" (Richard); "Constructing Learning Regions: Contributions from Social Research" (Gustavsen); "Local Partnerships in Ireland" (Crooks); "ICT Supported Innovation in Regional Training Systems" (Dondi); "South-East Europe and the Learning Region" (Baumgartl); "Bulgarian Context and Emerging Initiatives" (Pantaleev); "Developing a Local Response to the Needs of Vocational Training" (Courbebaisse); "The European Social Economy from a Welfare Regime Perspective and the Linkage to New Social Partnerships and Learning Regions" (Westphalen); "Learn While Working, Work While Learning" (Grucker); "Learning Region as an Alternative for Enhancing the Economic and Social Dimension in Tourist Areas. Some Reflections" (Mols Mols); "Summary of Discussions: Promoting the Learning Region Education and Training Agencies Taking a Leading Role in Promoting Innovation on a Regional Basis" (Nyhan). Includes an agenda and a list of participants. Most articles include references. (MO) ED479670 Agora XI: The Learning Region (Thessaloniki, Greece, March 15-16, 2001). CEDEFOP Panorama Series. 2003-00-00 ISBN-92-896-0221-X 166 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/ (# 5140 EN, free). For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 5140_en.pdf. N/A 2004 2016-11-21

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Yes Access to Computers Canada Natives Community Action Community Development Computer Literacy Computer Mediated Communication Computer Uses in Education Cultural Exchange Economic Development Elementary Secondary Education Employment Opportunities Employment Potential Foreign Countries Human Capital Human Resources Information Technology Labor Needs Minority Groups Postsecondary Education Skill Development Greenall, David Loizides, Stelios Reports - Research Canada Digital Divide Information Infrastructure Canada ISSN-0827-1070 Conference Board of Canada, Ottawa (Ontario). English Aboriginal educators and economic development practitioners in Canada are developing and implementing initiatives to promote the achievement of "digital opportunities" so that Aboriginal communities can both develop and be in a position to take advantage of economic opportunities without falling deeper into the "digital divide." Asynchronous and synchronous technologies assist Aboriginal peoples in addressing these four objectives: (1) to create employment and economic development opportunities; (2) to promote the acquisition of knowledge and development of essential skills and attitudes in order for individuals to become self-sufficient, valued and contributing members of their knowledge community; (3) to preserve language and culture and to exchange with other cultures; and (4) to enable Aboriginal people to participate in the knowledge and information technology economy. Despite barriers such as limited financial resources, insufficient human and technological resources, insufficient technological infrastructures, geographic isolation, and limited control over education and training programming and delivery, common success factors among Aboriginal peoples are as follows: (1) healthy communities supported by creative, consistent, and visionary leadership; (2) solid technology strategies and enabling infrastructures; (3) strong human resources and technical capabilities; (4) technology skills as foundation skills; and (5) strategies that bridge traditions with training. (Includes 5 exhibits; 48 references; and an appendix with the results of several case studies.) (MO) ED479671 Aboriginal Digital Opportunities: Addressing Aboriginal Learning Needs through the Use of Learning Technologies. 328-01 Detailed Findings. 2001-00-00 Human Resources Development Canada, Hull (Quebec). Office of Learning Technologies. ISBN-0-88763-513-X 56 For full text: http://www.conferenceboard.ca/aboriginal/ALT/doc/328-01ADO-DF01.p df. N/A 2004 2016-11-21

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Yes Articulation (Education) Associate Degrees Auto Mechanics Competency Based Education Computer Literacy Education Work Relationship Electrical Systems Employment Potential Employment Qualifications Engines Job Skills Minimum Competencies Postsecondary Education Secondary Education State Standards Statewide Planning Tech Prep Technical Occupations Technology Education Vocational Education Guides - Non-Classroom Industry Based Skill Standards National Institute Automotive Service Excellence Ohio Brakes (Automotive) Steering (Automotive) Career and Technical Education Transmissions (Automotive) Ohio Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. Ohio State Univ., Columbus. Tech Prep Curriculum Services. English This document, which lists the technical automotive technologies competencies identified by representatives from business, industry, and labor as well as technical educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as automotive service technicians. (Automotive service technicians are individuals who apply technical knowledge and skills to diagnose, repair, service, and maintain all types of automotive vehicles.) The technical competencies are listed in the following categories: (1) preparation in all of the eight National Institute for Automotive Service Excellence (ASE) skill areas suspension and steering, brakes, electrical/electronic systems, engine performance, engine repair, heating and air conditioning, automatic transmission and transaxle, and manual drive train and axles for certification by ASE testing; (2) basic computer skills; and (3) ability to work collaboratively with others. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Includes a list of technical competency profile (TCP) panel members and an automotive TCP matrix. (MO) ED479672 Automotive Technologies. State Competency Profile. 2001-00-00 Teachers Practitioners 137 For full text: http://www.ohtpcs.org/cp/automotive.asp. N/A 2004 2016-11-21

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Yes Action Research Adults Agencies Disabilities Independent Living Needs Assessment Participatory Research Program Development Rehabilitation Nary, Dot White, Glen Jones, Darrell Lynn Buppapong, Raweewan Petty, Richard Heinsohn, Dawn Langbehn, Kristy Collected Works - Proceedings Guides - Classroom - Learner Consumer Participation Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English This manual contains training materials on full participation in independent living for a national conference for personnel in agencies concerned with independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, and organizational information on Independent Living Research Utilization and the National Council on Independent Living. The first section provides an overview of the Research and Training Center on Full Participation in Independent Living, which is currently planning nine research and 13 training projects. One of these projects is described in the following section titled: "Independent Living and the New Paradigm of Disability: Building Knowledge, Consensus, and Action." Next is a paper,"Consumers as Collaborators in Research and Action" (by Glen White and others) that describes a model of participatory action research involving collaboration between researchers and a "consumer empowered team." Next is an overview and brief history of the "citizens' concerns report" method for citizens with disabilities. The following section is a reprint of a paper titled: "The Concerns Report: Involving Consumers in Planning for Rehabilitation and Independent Living Services" (by Stephen Fawcett and others). The manual ends with a community concerns report participation survey. Attached are the teleconference list of participants and evaluation forms. (Some sections contain references.) (DB) ED479673 Full Participation in Independent Living: What Does It Mean? A National Teleconference (September 25, 2002). Participant's Manual. 2002-09-25 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 99 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Web site: http://www.ncil.org. For full text: http://www.ilru.org/ilnet/ilnetbks.html. N/A 2004 2016-11-21

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Yes Disabilities Elementary Secondary Education Faculty Workload Special Education Teachers Surveys Teacher Attitudes Carlson, Elaine Chen, Liwan Schroll, Karen Klein, Sheri Reports - Evaluative Paperwork Westat, Inc., Rockville, MD. English This report presents findings from the Paperwork Substudy of the Study of Personnel Needs in Special Education (SPeNSE), which explores issues of teacher quality. In the Paperwork Substudy, researchers surveyed a subsample of special education teachers (n=972) who completed the original SPeNSE interview to collect more detailed information about administrative duties and paperwork such as time spent, variations in time spent, and perceived usefulness of the paperwork. Findings indicated teachers spent an average of 5 hours a week on paperwork, a number that varied by region. The study examined how variations in time spent on paperwork related to job design, IEP (individualized education program) variables, access to technology, and assistance with paperwork. Some conclusions were: (1) teachers spend less time writing IEPs if they select from pre-developed lists of annual goals and update only those portions that require changes; and (2) teachers with limited access to computer equipment are 5 times as likely as those with excellent access to report insufficient time to complete administrative duties and paperwork. Although teachers generally reported specific paperwork as useful, 88% indicated that administrative duties and paperwork generally interfered with their job of teaching to a moderate or great extent. Five possible policy recommendations are offered. Supporting data tables for each survey question are appended. (DB) ED479674 SPeNSE: Study of Personnel Needs in Special Education. Final Report of the Paperwork Substudy. 2002-03-24 Special Education Programs (ED/OSERS), Washington, DC. 33 For full text: http://www.spense.org/Results.html. N/A 2004 2016-11-21

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Yes Disabilities Inservice Education Paraprofessional School Personnel Postsecondary Education Preservice Teacher Education Special Education Teachers State Standards Teacher Certification Sindelar, Paul T. Corbett, Nancy L. Reports - Descriptive Florida Univ., Gainesville. English This final report describes activities and achievements of a 3-year personnel preparation project of the University of Florida and the Northeast Florida Education Consortium. The project recruited, trained, and offered a bachelor's degree in special education to 12 paraprofessional teacher assistants. An additional 21 teachers without special education certification completed courses toward certification through the program. Participants received courses at no cost and received a stipend to supplement their income during the summer. The clinical component of the program was offered during the school year in the settings where the teacher assistants worked. A graduate satisfaction survey indicated that graduates felt confident in demonstrating Florida's Accomplished Practices. Consideration of the program's impact stresses the University of Florida's continuing commitment to offer courses toward certification for paraprofessionals. Dissemination activities including presentations and publications are listed. Attached is a copy of the University of Florida's College of Education quarterly publication featuring this project. (DB) ED479675 The Northeast Florida Educational Consortium/University of Florida (NEFEC/UF) Collaborative Teacher Education Program. Final Grant Performance Report. 2002-12-30 Special Education Programs (ED/OSERS), Washington, DC. 33 N/A 2004 2020-11-23

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Yes Assistive Technology Disabilities Education Educational Legislation Elementary Secondary Education Employment Federal Legislation Health Services Independent Living Information Technology Needs Assessment Postsecondary Education State Programs Telecommunications Reports - Evaluative RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA. English This paper summarizes accomplishments of state assistive technology (AT) projects for people with disabilities during 1999-2001. An introductory section reviews the growth and scope of assistive technology projects. This section is followed by one on the effect of state AT projects on the lives of individuals with disabilities and the increasing need for assistive technology. The following two sections provide an overview of capacity building and a discussion of the future needs for AT for individuals with disabilities. Specific accomplishments of state AT projects are then briefly summarized. These summaries are organized under the following categories: (1) employment; (2) community living; (3) telecommunications and information technology; (4) education; and (5) health care. Summaries include the project name, the state, and a brief description of project accomplishments. The paper concludes that state AT projects have created a broad base of programs and enjoy widespread support among many constituencies for their successful, ongoing work. Attached is a list of 56 state Assistive Technology Act grantees with full contact information. (DB) ED479676 Accomplishments of State Assistive Technology Projects, 1999-2001: Providing Assistive Technology for Employment, Community Living, Telecommunications, Education, and Health Care. 2001-12-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 30 Association for the Advancement of Rehabilitation Technology (RESNA), 1700 N. Moore St., Suite 1540, Arlington, VA 22209-1903. Tel: 703-524-6686; Fax: 703-524-6630; Web site: http://www.resna.org. For full text: http://www.resna.org/taproject/library/accomplish/accomp2000.pdf. N/A 2004 2020-12-05

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Yes Assistive Technology Disabilities Education Educational Legislation Elementary Secondary Education Employment Federal Legislation Health Services Independent Living Information Technology Needs Assessment Postsecondary Education State Programs Telecommunications Reports - Evaluative RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA. English This paper reports on progress and outcomes of state assistive technology (AT) projects for people with disabilities during 2000-2001. Data are based on the annual reports submitted by 34 state AT projects. Introductory material describes the Assistive Technology Act of 1998, which provided financial assistance to states working to maintain and strengthen a permanent comprehensive statewide program of technology-related assistance for individuals with disabilities. The first section summarizes progress under the following consumer benchmarks: learning about assistive technology (AT); receiving AT technical training and advice; identifying funding assistance; attending demonstrations of AT devices and services; and assessing, acquiring, or borrowing AT devices. Progress is also reported for the following state AT benchmarks: leveraging funds and providing cost savings to states; improving efficiency by coordinating interagency and interstate activities; providing technical assistance and information to policymakers; and providing satisfactory services to consumers. The paper concludes that state AT projects are meeting AT Act goals, achieving measurable results, and enabling consumers to access and benefit from AT devices and services. It notes that, as the general population ages, more people will need AT services. (DB) ED479677 Reports on Progress and Outcomes: A Report on the State Assistive Technology Act Projects, 2000-2001. 2003-03-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 12 Association for the Advancement of Rehabilitation Technology (RESNA), 1700 N. Moore St., Suite 1540, Arlington, VA 22209-1903. Tel: 703-524-6686; Fax: 703-524-6630; Web site: http://www.resna.org. For full text: http://www.resna.org/taproject/library/Policy_Final.pdf. N/A 2004 2020-11-23

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Yes Academic Accommodations (Disabilities) Adults Art Activities Assistive Technology Augmentative and Alternative Communication Autism Case Studies Computer Uses in Education Disabilities Educational Legislation Elementary Secondary Education Evaluation Methods Federal Legislation Mobility Aids Occupational Therapy Outcomes of Treatment Physical Disabilities Postsecondary Education Public Policy Rehabilitation Programs Simpson, Richard, Ed. Books Collected Works - Proceedings Reports - Research ISSN-0883-4741 RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA. English These proceedings of the 2002 annual RESNA (Association for the Advancement of Rehabilitation Technology) conference include more than 200 presentations on all facets of assistive technology, including concurrent sessions, scientific platform sessions, interactive poster presentations, computer demonstrations, and the research symposium. The scientific papers included in the book address recent scientific research, practical designs, and case studies. Scientific content is grouped into the following eight categories: (1) technology for special populations, which includes "Robot Use and Cognitive Development in Children with Cerebral Palsy" (Petrina Duff and others), "Student Mentoring for the Design of Assistive Technology Devices" (Debra D. Wright and others), and "Assistive Technology Outcomes and Students with Mild Disabilities" (Dave L. Edyburn); (2) augmentative and alternative communication, which includes "A Language Activity Monitor for Digitized Speech AAC Systems To Support Evidence-Based Clinical Practice and Outcomes Measurement" (Marvin Indermuhle and others) and "The Learning Experiences of AAC Users: Results of an Internet-Based Focus Group Discussion" (Tracy Rackensperger and others); (3) computer access and use, which includes "Assessment of Computer Task Performance with Paediatrics and Low Vision" (Claude Vincent and others); (4) environmental accommodations; (5) functional control and assistance; (6) service delivery and public policy; (7) research and functional outcomes; and (8) seating and mobility, which includes "Educating Students of Occupational Therapy about Wheelchair Use: Comparison between Standard Curriculum and Skill-Acquisition Protocols" (Anna L. Coolen and others). The book includes papers from the student design competition and the student scientific paper competition, including "Development and Evaluation of a Thoracic Pressure Chair for a Student with Autism" (Andrew E. Anderson and others). (Papers include references.) (CR) ED479678 Technology & Disability: Research, Design, Practice, and Policy. Proceedings of the RESNA International Conference (25th, Minneapolis, Minnesota, June 27-July 1, 2002). 2002-00-00 ISBN-0-932101-44-5 412 Association for the Advancement of Rehabilitation Technology (RESNA), 1700 N. Moore St., Suite 1540, Arlington, VA 22209-1903. Tel: 703-524-6686; Fax: 703-524-6630; Web site: http://www.resna.org. N/A 2004 2020-07-23

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Yes Adults Assistive Technology Computers Disabilities Educational Technology Elementary Secondary Education Federal Aid Federal Programs Financial Needs Financial Services Financial Support Loan Repayment Mobility Aids Participant Characteristics Program Design Program Effectiveness State Federal Aid Reports - Descriptive RESNA: Association for the Advancement of Rehabilitation Technology, Arlington, VA. English This report analyzes the first year of the Federal Alternative Financing Program (AFP), a program designed to help individuals with disabilities who need to purchase assistive technology (AT) find a way to pay for the equipment. The program receives funding under Title III of the Assistive Technology Act of 1998 and provides low-cost financing for AT devices and services for adults and children with disabilities. In October 2000, six states (Kansas, Maryland, Missouri, Pennsylvania, Utah, and Virginia) began offering AFP loans to individuals with disabilities through $3.8 million in federal grants. This federal money was matched dollar for dollar by the states. The states that received funding used different loan models, including revolving loan programs, loan guarantee programs, and interest buy-down models. Information on the individual loan applications was reported by five states. Analysis of this first year data (n= 312) indicates the majority of those requesting loans for AT were the consumers themselves, while the remaining 26.4% were representatives of the persons who were seeking loans to purchase AT. Overall, 45.8% of loan requests were for transportation or vehicle modifications and 35.6% were for computer equipment or computer access. (CR) ED479679 Analysis of the First Year of Operation of the Federal Alternative Financing Program for Individuals with Disabilities: Providing Low Cost Loans for the Purchase of Assistive Technology. 2002-11-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 13 Association for the Advancement of Rehabilitation Technology (RESNA), 1700 N. Moore St., Suite 1540, Arlington, VA 22209-1903. Tel: 703-524-6686; Fax: 703-524-6630; Web site: http://www.resna.org. For full text: http://www.resna.org/AFTAP/library/AFPreport.pdf. N/A 2004 2020-10-07

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Yes Adapted Physical Education Disabilities Distance Education Doctoral Programs Elementary Secondary Education Higher Education Intercollegiate Cooperation Leadership Training Preservice Teacher Education Program Design Program Effectiveness Teleconferencing Telecourses McCubbin, Jeffrey A. Reports - Descriptive Oregon State University University of Utah Oregon State Univ., Corvallis. English This final report discusses the activities and outcomes of a federally funded project designed to prepare leadership personnel in the area of adapted physical education. An element unique to the project was the successful collaborative effort of personnel and resources from the University of Utah and Oregon State University used in the preparation of doctoral level students. Technological advancement in distance education enabled two major research universities to link students and faculty to improve the quality of the learning experiences for students. Course work, field experiences, and scholarly research efforts were implemented to ensure graduates played a significant role in improving the quality of physical education offered to the students with disabilities. Each university has been successful in identifying qualified students and providing direction and guidance in their doctoral programs. Bi-weekly distance education seminars and satellite broadcast of classes has allowed students to broaden their understanding of adapted physical education. The program has successfully graduated 10 students and two have completed all requirements but the dissertation. Additional students have entered the program and will be completing the requirements for the degree using funding from outside sources. Charts indicate the status of the 18 students and a management plan for the project. (CR) ED479680 Preparation of Leadership Personnel in Adapted Physical Education. Final Report. 2002-06-30 Special Education Programs (ED/OSERS), Washington, DC. 10 N/A 2004 2016-11-21

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Yes American Indians Assistive Technology Costs Disabilities Early Childhood Education Elementary Secondary Education Family Programs Federal Aid Financial Services Financial Support Navajo (Nation) Program Design Program Effectiveness Norton, Katie Jebb Reports - Descriptive New Mexico State Dept. of Education, Santa Fe. English This final report discusses the activities and outcomes of the Navajo Assistive Bank of Loanable Equipment (Navajo-ABLE), a federally funded program designed to provide assistive technology (AT) devices, services, technical information, funding information, and training for Navajo children and youth with disabilities. The program was operated and managed under the New Mexico Technology Assistance Program. Findings from the project indicated it achieved the following accomplishments: (1) provided services to 373 students over the life of the Navajo-ABLE grant, well exceeding the 225 students estimated in the original grant proposal; (2) approval by the Navajo Nation Trust Fund of $100,000 in funding for the Navajo Assistive Technology Resource Center for 2002-04 to expand on the current AT loan bank services provided by the Navajo-ABLE consortium; (3) establishment of an AT coordinator position at Navajo OSERS; (4) establishment of cooperative agreements with five Navajo Nation Agencies who are participants in an AT loan bank consortium; (5) establishment of a comprehensive device inventory database at the Navajo-ABLE consortium loan banks; and (6) the convening of Rez-TECH 2002, an AT conference put on by the Navajo-ABLE consortium in April 2002 with more than 200 participants. A Navajo-ABLE program replication manual is attached. (CR) ED479681 Navajo-ABLE: Replication Model Navajo Assistive Technology Loan Program. Final Program Evaluation. 2002-06-30 Special Education Programs (ED/OSERS), Washington, DC. 126 N/A 2004 8/19/2004 22:58:29 RIEAPR2004 H324R980079

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No Dyslexia Elementary Secondary Education Etiology Individualized Education Programs Language Acquisition Language Impairments Literacy Phonological Awareness Phonology Reading Difficulties Reading Instruction Speech Impairments Spelling Writing Ability Goldsworthy, Candace L. Books Guides - Non-Classroom Information Analyses English This handbook proposes that early speech and language problems may contribute to reading problems. The relationship between oral language problems and written language problems is presented, followed by tools and models of assessment and treatment. In chapter 1, results of follow-up studies of children with early speech and language problems are summarized to underscore the need for early identification and follow-up. In chapter 2, Lock's theory of neurolinguistic development and Frith's 3-stage and Challe's 6-stage theories of reading acquisition are juxtaposed with a 4-stage model of reading, writing, and spelling development. Chapter 3 discusses the many facets of phonology and describes three types of developmental reading disabilities: specific reading disability; generalized reading problem; and hyperlexia. Chapter 4 focuses on assessment and uses Adams' model of reading acquisition to help organize the many areas in need of examination in language-based reading problems. Treatment methods for developmental reading disabilities are presented in chapters 5 and 6. Instructional goals, methods, and suggested materials are presented for the phonological processor in chapter 5 and for the orthographic, meaning, and context processors in chapter 6. Chapter 7 considers curriculum-based individualized education program goals to support literacy. Appended are: Informal Measures to Use in Assessment; Summary of Goals Suggested in This Book; Phonological Awareness Training Program; Books to Use in Phonological Awareness Training; and Sources for Teaching Materials (includes references and index). (Contains over 300 references.) (CR) ED479682 Developmental Reading Disabilities: A Language Based Treatment Approach. Clinical Competence Series. Second Edition. 2003-00-00 ISBN-0-7693-0100-2 320 Delmar Learning, a division of Thomson Learning, Inc., Executive Woods, 5 Maxwell Dr., Clifton Park, NY 12065 ($70.95). Tel: 800-998-7498 (Toll Free); Fax: 518-881-1266; Web site: http://www.delmarlearning.com. N/A 2004 8/19/2004 22:58:30 RIEAPR2004

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Yes American Indians Disabilities Educationally Disadvantaged Elementary Education Higher Education Inclusive Schools Minority Group Children Minority Group Teachers Navajo Paraprofessional School Personnel Preservice Teacher Education Program Design Rural Schools Student Diversity Teacher Certification Teacher Education Programs Prater, Greg Medina, Catherine Reports - Descriptive Northern Arizona University Northern Arizona Univ., Flagstaff. Center for Excellence in Education. English This final report describes completion of the RAISE (Reaching American Indian Special/Elementary Educators) program and how the goals and objectives presented in the original proposal were met from September 1, 1998, through June 30, 2002. The project was designed to prepare Navajo and non-Navajo students to earn dual certification in special education and elementary education, teach in impoverished rural and remote areas, and work in inclusive school models with culturally and linguistically diverse populations. The report provides: (1) a brief review of the project goals and objectives; (2) a summary of the completion of the project activities, September 1, 1998, through June 30, 2002; and (3) a final budget report. The project resulted in seven students, including two Navajo paraprofessionals, being recruited and admitted to the Teacher Education Project in the Center for Excellence in Education at Northern Arizona University. All 7 students have successfully completed the 3-semester cycle of course work, a total of 46 competency-based courses. An additional seven students are completing their final semester of required elementary education courses. (CR) ED479683 Reaching American Indian Special/Elementary Educators (RAISE). Grant Final Report. 2002-12-31 Special Education Programs (ED/OSERS), Washington, DC. 9 N/A 2004 2016-11-21

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Yes American Indians Compliance (Legal) Conflict Resolution Disabilities Documentation Elementary Secondary Education Federal Indian Relationship Federal Legislation Investigations Legal Responsibility Parent Grievances Parent Rights Parent School Relationship Problem Solving Records (Forms) Special Education Guides - Non-Classroom Complaints Individuals with Disabilities Education Act Individuals with Disabilities Education Act Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Indian Education Programs. Utah State Univ., Logan. Mountain Plains Regional Resource Center. English This document provides information on the procedures for the investigation and resolution of special education complaints for schools or agencies under supervision of the Bureau of Indian Affairs, Office of Indian Education Programs (OIEP). Regulations are explained for the following areas: (1) public notification of student rights under federal special education laws and regulations, compliance issues, and complaint procedures; (2) complaint timelines and validation of the complaint; (3) the Early Assistance Program for quick resolution of problems; (4) investigation of complaints, including collection of information and review of information; (5) compliance determination, including issuance of findings and corrective actions; (7) complaint resolution; (8) corrective actions and technical assistance; and (9) enforcement by OIEP. A step-by-step summary of the complaint process under OIEP is provided that lists each procedure for lodging and resolving a complaint. Appendices include federal regulations under the Individuals with Disabilities Education Act for complaint investigation, a complaint investigation filing form, a sample letter of complaint acknowledgment, and a sample letter and notification that the written complaint does not meet legal requirements, components of a complaint investigation report, a sample complain investigation letter and school corrective action plan, and answers to frequently asked questions pertaining to complaints. (CR) ED479684 Procedures for the Investigation and Resolution of Special Education Complaints under the Individuals with Disabilities Education Act (IDEA). 2002-08-00 33 Mountain Plains Regional Resource Center, Utah State University, 1780 North Research Parkway, Suite 112, Logan, UT 84341. Tel: 435-752-0238; Fax: 435-753-9750. For full text: http://www.usu.edu/mprrc/infoserv/pubs/procinvresolvecomplaints.pdf. N/A 2004 2016-11-21

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Yes Access to Education Appropriate Technology Assistive Technology Computer Uses in Education Disabilities Educational Technology Elementary Secondary Education Evaluation Methods Information Technology Needs Assessment Regular and Special Education Relationship Teacher Education Technology Integration Technology Uses in Education Vocational Education Jackson, Valery L. Information Analyses English This paper explores the apparent "digital divide" in information, communication, and/or assistive technology availability that exists between special needs students and their mainstream counterparts. A literature review indicates that although great advances have been made in public schools during the last decade in acquiring computers and Internet access for the general student, the same cannot be said for participants in special education programs. It is asserted that many special education teachers are not provided with the training to enable them to teach advanced technology and/or assistive technology skills to their students. The issue of technology and transition for students with disabilities is addressed, and several examples of how specific assistive technology benefits students with disabilities are provided. The Matching Person and Technology (MPT) assessment is discussed as one way to ensure the learner is fitted with the appropriate assistive technology. ELITE (Everyone Learning with Information Technology) schools are suggested as a possible way to reconceptualize the appropriate use of technology with students with special needs because they attempt to connect the learner to the real world though a suitable academic curriculum along with job placement and training. Characteristics of ELITE schools are described. (Contains 16 references.) (Author/CR) ED479685 Technology and Special Education: Bridging the Most Recent Digital Divide. 2003-00-00 26 N/A 2004 8/19/2004 22:58:35 RIEAPR2004

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No Curriculum Design Disabilities Elementary Secondary Education Gifted Inclusive Schools Lesson Plans Needs Assessment Program Implementation Student Evaluation Student Needs Teaching Methods Moll, Anne M. Books Guides - Non-Classroom Curriculum Differentiation English This book explores the cortical issues related to differentiation of instruction for students with disabilities in inclusive classrooms. Included in the book is a step-by-step decision making process for developing, implementing, and assessing instruction that is differentiated for the levels of learners presented in any teaching situation. The differentiating process includes the following seven steps: (1) focus on the foundation for differentiation, including content requirements, student influences, instructional components, and assessment techniques; (2) analyze the curriculum using 14 essential curricular questions; (3) analyze student needs by answering 14 essential student questions; (4) bridge the gaps between the two sets of questions to determine where instruction will meet the student's needs and where gaps exist; (5) design the instruction by applying information to the components of an effective instructional lesson; (6) outline the actions and responsibilities for implementing a differentiated lesson; and (7) plan, implement, assess, and refine the differentiated lesson. The book provides specific questions and forms for each step of the process. Chapters also include work areas for evaluating comprehension and case studies. The book closes with black line masters and appendices that include a sample lesson plan. A resource list is also included. (Contains 21 references.) (CR) ED479686 Differentiated Instruction Guide for Inclusive Teaching. 2003-00-00 ISBN-188-794364-1 160 National Professional Resources, Inc., 25 South Regent Street, Port Chester, NY 10573 ($29.95). Tel: 800-453-7461 (Toll Free); Fax: 914-937-9327; e-mail: info@nprinc.com; Web site: http://www.nprinc.com. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Educational Equipment Educational Technology Elementary Secondary Education Interactive Video Internet Learning Activities Student Projects Maring, Gerald H. Schmid, Jason A. Roark, Jeremy Guides - Non-Classroom Video Technology Video Telecommunications Video Teleconferencing Washington State Univ., Pullman. Coll. of Education. English This document describes the origins of cybermentoring and focuses on projects with elementary and secondary schools throughout the state of Washington. It discusses use of telephone communication, email, web design, and low-end videoconferencing technologies in initial cyberprojects, and recent cyberprojects that have begun to make use of high-end videoconferencing systems and associated cutting-edge technologies in order to increase student and teacher satisfaction as well as to augment the quality of interaction and authenticity of the mentor-student relationships that are forged. Research and development projects conducted during the 2000-2001 and 2001-2002 academic years by researchers and preservice teachers at Washington State University used high-end videoconferencing systems and brought together University faculty and students with K-12 students and teachers at remote sites. The following projects are briefly highlighted: Grade 4 science mentoring; Grade 9 reading immersion; and Grade 9 earth science curriculum planning. Projects in 2003 included: Grade 9 reading immersion; Grades 6, 7 and 8 reading comprehension and fluency; high school math mentoring; and Grade 9 English as a Second Language (ESL) tutoring. Brief descriptions are provided of systems and products manufactured by the following companies: Polycom Inc., Tandberg Corporation, Sony, VTEL. Optional components are then discussed, followed by technical and general considerations. (AEF) ED479687 An Educator's Guide to High-End Videoconferencing. 2003-00-00 Department of Education, Washington, DC. Practitioners Teachers 17 For full text: http://education.wsu.edu/literacy/Media/highend.pdf. N/A 2004 2016-11-21

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Yes Census Figures Community Colleges Community Size Environmental Scanning Population Groups Tables (Data) Two Year Colleges Nixon, Cora Numerical/Quantitative Data Reports - Descriptive Census 2000 Bellevue Community College WA Bellevue Community Coll., WA. English The Bellevue Community College (BCC) Service Area 2000 Data Book includes the following demographic information on the BCC Service Area: total population; race and ethnicity descriptive statistics; Hispanic and Latino population demographics; age and gender distributions; household data; and the service area zip codes, areas, and school districts. Following the introductory section are separate chapters on each of the following Washington counties, cities, or towns: King county, Seattle-Bellevue-Everett, Bellevue city, Beaux Arts; Clyde Hill, Eastgate, Issaquah City, Mercer Island City, Medina City, North Bend City, Sammamish City, Snoqualmie City, Snoqualmie Pass, Skykomish Town, Yarrow Point Town, and Hunts Point Town. This information was drawn from the 2000 U.S. Census and contains data for demographic, social, economic, and housing characteristics. (RC) ED479688 Bellevue Community College Service Area Census 2000 Data Book. 2002-10-00 120 For full text: http://www.bcc.ctc.edu/instresearch/reports/2001/ BCCSA Census00 data Sf1.pdf. N/A 2004 2016-11-21

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No College Presidents Community Colleges Instructional Leadership Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Styles Leadership Training Two Year Colleges Ramirez, Jennifer, Ed. Collected Works - Serials Opinion Papers Reports - Descriptive ISSN-1086-1149 Chair Academy, Mesa, AZ. English Volume 9.1.1 [v9 n1 Winter 2002, Commemorative Anniversary issue] of "Academic Leadership" includes the following articles: (1) "Growing our Own Leaders" by Gary Filan; (2) "Facilitating Change: Leadership's Major Challenge" by Paul Elsner and Larry Christiansen; (3) "Servant Leadership: Robert K. Greenleaf's Legacy and the Community College" by Sandford C. Shugart; (4) "21st Century Leadership Paradigm-Defining the Elements of Community College Leadership" by Peter Burnham; (5) "Designing a Learning College for the 21st Century" by Diane K. Troyer; (6) "The Complexity of Changing Roles" by Kaye Walter and Marilyn Rhinehart; (7) "Need for International Education in Community Colleges" by Steve Quinlan; (8) "Meeting the Needs of the Changing Community College Demographics" by Marie Sheehan; and (9) "Community College Leadership in a World of Uncertainty" by George A. Baker, III. Volume 9.1.2 [v9 n2 Winter 2002] of this journal includes: (1) "Beyond the Campus: Local and Global Partnerships that Work" by Andrew Rezin and Robert Queen; (2) "Curriculum Odyssey (CO2020)" by Lonny Kaneko; and (3) "Internet Use in Community and Technical College Libraries" by Nancy Kalikow Maxwell. Volume 9.1.3 [v9 n3 Spring/Summer 2002] contains: (1) "Leadership Style in the College Now Program" by Rachelle Goldsmith; (2) "Helping Faculty Refine Roles" by Kevin Pennington; (3) "Leadership through Storytelling" by Lane A Glenn; and (4) "Accountability and Truth: the Challenge for Academic Leaders" by Jim Barmby. Volume 9.2 [v9 n4 Fall 2002] of this journal includes: (1) "A Conversation with Yossi Ghinsberg" by Al Seagren; (2) "Toward the Composition of Academic Leadership: a Case for Leadership" by Stephen Horvath; (3) "Leadership: A Personal Journey" by Karen Morelli; (4) "Turning the Tables: Learning/Leading" by Charyl Link; and (4) "How to Build Success into Assessment Teams" by Kristin Anderson. (RC) ED479689 Academic Leadership--Journal for Community and Technical College Leaders, 2002. Academic Leadership v9 n1-4 Win-Fall 2002 2002-00-00 154 The Chair Academy, 145 N.. Centennial Way, Mesa, AZ 85201 (annual subscription rate, $60). Web site: http://www.mc.maricopa.edu/other/chair/. N/A 2004 8/19/2004 22:58:42 RIEAPR2004 Published three times per year. Volume 9 includes an extra "Commemorative Anniversary" issue.

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Yes College Administration College Presidents Community Colleges Leadership Leadership Qualities Leadership Training Two Year Colleges Myran, Gunder Baker, George A., III Simone, Beverly Zeiss, Tony Books Collected Works - General Guides - Non-Classroom American Association of Community Colleges, Washington, DC. English This book on community college executive leadership strategies includes the following chapters: (1) "Leadership Strategies: An Overview" by Gunder Myran; (2) "Achieving Transformational Change" by George A. Baker, III; (3) "Strategic Elements of Organizational Design" by Gunder Myran; (4) "Strategic Dimensions of Policy Development" by Gunder Myran; (5) "Student Development" by Beverly Simone; (6) "Curriculum Development and Instructional Delivery" by Tony Zeiss; (7) "Community, Economic, and Workforce Development" by Tony Zeiss; (8) "Staff Development" by Beverly Simone; (9) "Resource Capacity Development" by Gunder Myran; (10) "Crisis and Conflict Management" by Beverly Simone and George A. Baker, III; (11) "First-Year Strategies for New Presidents" by Tony Zeiss. This book is intended as a handbook on leadership practices for use by community college presidents, executive teams, governing boards, administrators, and faculty leaders, as well as graduate students interested in careers in community college leadership. This book will be helpful to community college leaders at any stage of their careers, but it is intended especially for new presidents and executives. This book's unique feature is the focus on execution of core institutional strategies. The book outlines ways leaders can align areas of execution to the mission, vision, and core strategies of the college. References are included at the end of individual chapters. (RC) ED479690 Leadership Strategies for Community College Executives. 2003-00-00 ISBN-0-87117-347-6 Administrators Practitioners 142 Community College Press, a division of the American Association of Community Colleges, One Dupont Circle NW, Ste. 410, Washington, DC 20036 ($30 members; $38 nonmembers). Web site: http://www.aacc.nche.edu. N/A 2004 8/19/2004 22:58:43 RIEAPR2004

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Yes Foreign Policy Higher Education International Relations Literature Reviews National Security Political Power Power Structure United States History World Affairs World History De Villier, Paul Wayne Information Analyses Global Issues English For U.S. neo-idealists, the 1990s represented a moment to be seized, a time in which the strategies of conflict and confrontation of the Cold War period could be replaced by strategies designed to enhance cooperation among the nation-states. In 2001, the George W. Bush administration found itself in the position of continuing the same Bill Clinton era search for a strategic framework around which to organize U.S. foreign policy. Evidence of these policies can be found in four strategic decisions made by the George W. Bush administration shortly after coming to office: (1) withdrawing from the Kyoto Protocol; (2) desiring to extract the U.S. from the Balkans issue; (3) ending direct negotiations with North Korea; and (4) continuing the 20+ years efforts of the U.S. to broker a deal for peace in the Middle East. Pursuit of a national ballistic missile defense system, opposed in the international community, reinforced the unilateralist policies. The carnage on September 11, 2001, significantly changed the Bush administration's foreign policy and agenda, as the world's only true superpower now had to deal with attacks on its homeland. This literature review on global U.S. relationships seeks to solidify an answer to the question "What do international relations scholars perceive as the role of the United States as a lone superpower in a quasi-unipolar political system?" The review opts to answer the question by examining internal forces and external influences that determine the role of a single superpower through an examination of U.S. foreign policy over the previous 15 years. It singles out the 1999 "The Lonely Superpower" (Samuel Huntington) as the most important article. Lists 18 references. (BT) ED479691 A Single Superpower in a Quasi-Unipolar Political System: Who Defines the Role of the United States? 2003-04-11 25 N/A 2004 2016-11-21

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Yes Evaluation Methods Literacy Middle Schools Program Evaluation Public Schools Reading Comprehension Reading Programs Self Evaluation (Individuals) Thorpe, Pamela K. Reports - Evaluative Escher (M C) English A program evaluation (of Scholastic's Read 180 program) was recently submitted to administrators at the public middle school where the author/educator teaches. The evaluation was written in a reflective state regarding the nature of evaluations and her role in the construction of this particular evaluation. It recalls the M. C. Escher lithograph, "Drawing Hands," which portrays hands drawing themselves, thereby conveying the message that self and self-reference are indivisible and coequal. The evaluation of an intervention program, with names of schools removed, is presented in this paper. The thoughts regarding the potential bias affecting the evaluation, and the competencies required to produce the evaluation are presented. She notes that she felt like a character in a book, albeit a shadowy character, reading her own story in the midst of this evaluation. (Author/BT) ED479692 Escher's Intersecting Worlds: Evaluation as a Reflection of the Evaluator, The Evaluator Being Reflected in the Evaluation. 2003-00-00 12 N/A 2004 2016-11-21

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Yes Democracy Economics Elementary Education Geography Social Studies Student Needs Teacher Role United States History De Villier, Paul Wayne Opinion Papers Bennett (William J) English Although many pressures have been brought to bear in the social studies curriculum over the past 70 years, the leaders of the country's society have maintained the middle ground. They have ensured that educators remain somewhat conservative in their approach to the social sciences, ensuring that the history of the culture be continually passed on to future generations. Currently, events in small developing countries are having a domino effect which include the developed countries. This paper discusses the role of the social studies today, stating that in some mythical place, in some mythical town in the United States, there lies a Chest of Treasures, which contains all the recorded history of the American colonies and states and their cultures through the present day. The paper asks how a child learns which of the words in the chest truly belong to him/her and will light the torch of freedom. It notes that teachers may use their positions in classrooms to severely slant and damage impressionable first through fifth graders. It contends that it is time to move on from this mythical place and this mythical Chest of Treasures to present-day United States. The paper discusses the Patriot Act of 2001, considering it a suspension of the Bill of Rights. It concludes by discussing William Bennett's "The Educated Child: A Parents Guide from Preschool through Eighth Grade," stating that it provides many useful and solid suggestions for the teaching of history, geography, and economics. (BT) ED479693 Social Studies at the Beginning of the New Millennium: Teach Democratic Ideals, Geography, and History or Is that Objective Outdated? 2002-11-09 12 N/A 2004 2016-11-21

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Yes Federal Government Government (Administrative Body) Political Issues Presidents of the United States Social Studies United States History De Villier, Paul Wayne Historical Materials Opinion Papers Founding Fathers of the United States Blackstone (William) Historical Background Constitutional Conventions Locke (John) European Influences Paine (Thomas) Executive Branch United States Constitution United States Constitution English The scope of the American Presidency and the office's powers can change from one Chief Executive to the next. The Chief Executive is the Head of State, has Executive Powers and Privileges, is the Chief Negotiator in Treaties, the Commander-in-Chief of the Armed Forces, and leader of his political party. This paper considers European and U.S. influences on the creation of the Executive Branch of the United States government, particularly the contributions of John Locke, Montesquieu, and Sir William Blackstone. The paper discusses the political ideas of these European thinkers, and of the U.S. thinkers John Adams and Thomas Paine, and how they influenced the Constitutional Convention of 1787 in Philadelphia, Pennsylvania. It describes the executive proposals at the convention. On one side were those who favored an executive who would primarily be an agent of the legislature (their executive would be weak and composed of a group of officials acting as the legislature directed), while an opposite group saw the Chief Executive as a single person, chosen by some method other than by the legislature, with stronger powers vested in the office by the constitution. It notes that this second view would ensure separation of powers and place beyond the whims and dictates of legislative interferences. The paper explains that, as a result of deliberations, it was decided that a single executive acting energetically for the demands of the nation using forthright decisions, quickness of actions and secrecy, guarding the national interest, would be best. Includes 46 notes. (BT) ED479694 The Evolution of the Executive During the Constitutional Convention of 1787. 2002-12-22 16 N/A 2004 2016-11-21

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Yes Cultural Context Educational Objectives Educational Philosophy Higher Education Military Science Military Training Officer Personnel Forest, James J. F. Reports - Evaluative Speeches/Meeting Papers Army Military Academy (West Point) NY English The main focus of this paper is to illustrate how West Point (New York) equips future U.S. Army officers with an appreciation and understanding of cultural knowledge. A unique, multidisciplinary goal-based approach to curricular design and assessment of students, as well as the academic program, is described, focusing on the structure, process, and content of student experiences that contribute to the achievement of the cultural perspectives goal. The paper reviews what the institution's assessment data are telling them about student achievement of this goal and how they use this evidence to improve the academic quality of the curriculum. The paper draws informative lessons from the experience, particularly in terms of models and processes that may prove helpful for other colleges and universities throughout the United States that are striving to ensure their undergraduates acquire a robust cultural perspective. (Contains 4 figures, 2 tables, and 11 references.) (Author/BT) ED479695 Teaching Cultural Perspectives to Future Army Officers at West Point. 2003-08-00 22 N/A 2004 2016-11-21

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Yes Advocacy Citizen Participation Course Descriptions Course Evaluation Higher Education Questionnaires Service Learning Social Action Student Reaction Student Surveys United States Government (Course) Freyss, Siegrun Fox Reports - Research Speeches/Meeting Papers Tests/Questionnaires California State University Los Angeles Political Action English This paper describes an uncommon approach to service learning. The students in a class at California State University Los Angeles are placed with experts of the political advocacy process, not with charitable nonprofits. Making use of a variety of organizations located in the greater Los Angeles region, the course offers students the opportunity to volunteer either (1) in the regional office of an interest group, (2) at the Department of Neighborhood Empowerment of the City of Los Angeles, or (3) in constituency service at the district office of an elected official. To demonstrate points of access to the political system to disaffected young people, the service-learning component is integrated in one section of the basic U.S. and state government course, a general education requirement for all college graduates in the state of California. The students' favorable ratings of the course when it was first offered in fall 2001 and in winter 2003 confirm the appropriateness of the approach. Service learning is supposed to encourage lifelong civic engagement. The results of a questionnaire given to students at the end of the quarter show overwhelming success in that respect. Of 24 students, 91.6% liked the course and would recommend it, or highly recommend it to others. Also, 79.2% were likely, or very likely, to do volunteer work in the future for the organization where they completed their service learning project, and 91.7% were likely, or very likely, to do volunteer work in the future for another organization. Includes 15 tables. Contains 15 references. Appended are a course syllabus and the survey questionnaire. (Author/BT) ED479696 Learning Political Engagement from the Experts: Advocacy Groups, Neighborhood Councils, and Constituency Service. 2003-08-00 30 N/A 2004 2016-11-21

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Yes Citizenship Education Experiential Learning Higher Education Interviews Models Political Science Practicums Qualitative Research Student Experience Student Participation Hildreth, R. W. Reports - Research Speeches/Meeting Papers Political Action Thick Description Method University of Minnesota Interpretive Research English For faculty members who incorporate experiential or service learning pedagogies into their courses, student experiences in the field can be difficult, emotionally charged, and full of unexpected outcomes. This paper presents the findings from a qualitative study of student lived experiences in the political science course "Democracy and Education" (an upper level political theory course at the University of Minnesota (Minneapolis) and practicum "Coaching Public Achievement." The paper has two distinct goals: (1) to describe the course and practicum as a potential model for instructors who wish to incorporate similar pedagogies and practical experiences into their courses; and (2) to better understand the nature of student experiences, what these experiences mean, how they learn through experience, and whether this course fosters political engagement. It explains that, based on narratives from in-depth interviews and student journals, the interpretive study aims at what Clifford Geertz calls thick description. The study seeks to document learning and personal change through critical analysis of detailed narratives. The paper concludes with a discussion of the findings--narrative descriptions of student experiences highlight the profound learning that occurred through the course. It offers a broad working definition of political engagement, encompassing an individual's involvement in formal and informal activities with others intended to influence or address public problems. Includes six notes. Contains 29 references (BT) ED479697 The "Lived Experience" of Political Engagement. 2003-08-00 36 N/A 2004 2016-11-21

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Yes Classroom Techniques College Faculty Creative Teaching Higher Education Introductory Courses Mythology Physical Sciences Political Science Scientific Methodology Social Sciences Hill, Kim Quaile Opinion Papers Speeches/Meeting Papers English This paper explicates a notable difficulty faced by political science instructors who teach introductory courses in the scientific method to undergraduates or who, in substantive courses, wish to introduce their students to the scientific study of politics. The paper states that this difficulty arises because the majority of college students, like the majority of the lay public, accepts a number of myths about the political sciences. These myths cloud their understanding of social science and that social phenomena can be studied scientifically. The paper defines and discusses the character of five such myths, explaining the negative contrast with the social sciences that accompanies each one. It offers evidence from the physical sciences to explain how these myths incorrectly characterize scientific practice and results in those disciplines. It discusses teaching strategies by which political scientists can overcome these myths. The paper concludes that teachers must employ as much creativity in their teaching to dispel these myths as they bring to substantive research. Contains a 40-item bibliography. (Author/BT) ED479698 Myths about the Physical Sciences and Their Implications for Teaching Political Science. 2003-08-00 26 N/A 2004 8/19/2004 22:58:57 RIEAPR2004 Paper presented at the Annual Meeting of the American Political Science Association (99th, Philadelphia, PA, August 28-31, 2003).

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Yes Citizenship Education Classroom Environment Educational Environment Family Life Higher Education Political Science Speech Communication Lehr, Valerie Opinion Papers Speeches/Meeting Papers English Exploration of a number of essays published recently in "Political Science and Perspectives on Politics" makes clear that a number of political scientists consider the question of how they are helping students to become engaged and responsible students is a central goal. The task of working with students in class to help them develop the motivation and skills necessary for engaged citizenship seems a somewhat peripheral professional goal. This paper suggests that political science teachers need to be concerned with creating classroom environments that ask students to articulate and defend their perspectives in dialogue with their peers or the authors whose work is assigned in class. The educator/author of the paper states that her work with oral communication in her government classes has grown out of collaboration and work with scholars in the fields of rhetoric and speech communication. The paper discusses the development of a course on the communication environment and pedagogy and a course on the politics of family. The goals, assignments, and other efforts resulted in a course called "The Politics of Family in America." It offers considerations of the courses and addresses goals for the future. Includes 28 notes. (BT) ED479699 Deliberative Discourse in the Political Science Classroom. 2003-08-00 13 N/A 2004 8/19/2004 22:59:00 RIEAPR2004 Paper presented at the Annual Meeting of the American Political Science Association (99th, Philadelphia, PA, August 28-31, 2003).

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Yes Course Descriptions Higher Education Interdisciplinary Approach Political Science Research Methodology School Community Relationship Small Group Instruction Team Teaching Linantud, John Reports - Evaluative Speeches/Meeting Papers Arizona State University Course Development English This paper addresses nontraditional methods and issues involved in presenting a productive undergraduate political science course that provides the knowledge, skills, and abilities to aid good citizenship and a variety of career choices. This educators incorporated team teaching, cross training, original research, and small group work, and invited local organizations to supply investigative topics to the class. Despite problems associated with these issues, methods teachers should consider carefully adopting several of the features of this course. Cross training would require teachers to explore techniques associated more with comparative politics and international relations, and both cross training and original research would necessitate a class separate from statistics. Team teaching and small group work may also be unavoidable. As long as the rules and expectations are recognized and enforced among all participants, team teaching, small group work, and even community outreach can succeed. Appended are instructor evaluations, course syllabi, and additional information. (Author/BT) ED479700 Team-Teaching an Interactive and Community-Based Methods Course: A Case Study. 2003-08-00 22 N/A 2004 2016-11-21

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Yes Course Descriptions Curriculum Development Educational Objectives Higher Education Political Science World Wide Web Posler, Brian D. Reports - Descriptive Speeches/Meeting Papers Millikin University IL Online Counseling English Millikin University in Illinois has about 2400 students and is committed to providing small, seminar-style, learning opportunities in every course. Millikin's Political Science Department has earned recognition institutionally and nationally for its work. In the summer of 2001, the department decided to revamp the curriculum and made a conscious decision to move away from the traditional subfield-based curriculum and embrace an objectives-based curriculum. One concern with the new objectives-based curriculum was that it would entail more intensive academic advising. How could the students and their faculty advisors learn the system and keep track of their progress? The answer was a simple, useful tool to help assess whether the students were meeting departmental objectives, a Web-based plan of study. This paper describes the Web-based plan of study and outlines its advantages. The paper also delineates the objectives of the department, lists core courses, and provides sample course descriptions. It explains that students create their own Web-based inventory of objectives to help them assess their progress in each critical area and that the program is also helpful in assisting the department assess its ongoing programs. (Author/BT) ED479701 The Web-Based Plan of Study: Advising Technology with the Personal Touch. 2003-08-00 23 N/A 2004 2016-11-21

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Yes Citizen Participation Citizenship College Students Higher Education Mail Surveys Political Attitudes Simulation Reitano, Richard Reports - Descriptive Speeches/Meeting Papers Tests/Questionnaires Model United Nations Program United Nations English This paper explores political engagement in an increasingly difficult and troubled world by focusing on how U.S. college students participate in the largest simulation of the United Nations (UN) organization in the United States. The purpose of the paper is to explore what is done in the National Model UN (NMUN) program, its impact on the lives and careers of the participants, and its long-term effects on their involvement in civil society. It also shares the results of an informed survey recently conducted with 15 former model UN participants. Includes 16 notes. Contains 17 references and the survey. (BT) ED479702 Model UN and Political Engagement. 2003-08-00 18 N/A 2004 2016-11-23

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Yes Course Descriptions Educational Benefits Higher Education Models Political Science Politics Student Journals Writing Assignments Barrios, Sharon Weber, Lori M. Reports - Descriptive Speeches/Meeting Papers English To allow student writing to reach a broader audience, in 1999 political science educators and students at California State University Chico (CSUC) began a student journal in which exemplary student writing on political themes could be published. The resulting journal, "Studium: The California State University, Chico Student Journal of Politics," provides a variety of benefits to students. This paper addresses the benefits of writing assignments and how a student journal can enhance these benefits. The paper describes the structure and design of a course that produces a student journal. It states that now, in its fourth year, "Studium" has formally become a new course offering in the Department of Political Science at CSUC and its staff and budget have also grown. (BT) ED479703 Recognizing Exemplary Student Writing: A Model for a Student Journal of Politics. 2003-08-00 10 N/A 2004 2020-11-23

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Yes Assignments Comparative Analysis Higher Education Information Literacy Methods Courses Political Science Research Methodology Student Educational Objectives Undergraduate Students Marfleet, B. Gregory Dille, Brian J. Reports - Research Speeches/Meeting Papers Association of College and Research Libraries English This paper observes that the "Information Literacy Competency Standards for Higher Education" generated by the Association of College and Research Libraries (ACRL) (2000) provides a reasonable set of pedagogical goals to guide the construction and implementation of the undergraduate methods course. The paper argues that the particular context of the undergraduate methods course, with its emphasis on developing analytical and data management skills, as well as exposure to concepts such as validity, reliability, measurement, and bias should be particularly fertile ground for the targeted enhancement of ACRL targeted competencies. The paper outlines five information literacy standards described in the ACRL paper and notes specifically how they relate to designing student assignments and research projects. It reports on a limited natural experiment conducted using two sections of a methods course and two sections of a non-methods political science course for comparison, noting that for one course in each of these paired sections, the assignments and some course content were varied to reflect the information literacy standards. The paper presents student scores on a standardized information literacy questionnaire. It states that findings indicated that information-literacy-oriented courses can improve student performance on standardized competency tests. This improvement, however, was equally present in both methods and non-methods courses. Includes five tables. Appended are sample assignments. Cites 16 works. (Author/BT) ED479704 Information Literacy and the Undergraduate Methods Curriculum. 2003-08-00 19 N/A 2004 2016-11-21

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Yes Adult Child Relationship Adults Childhood Interests Childhood Needs Children Childrens Rights Cultural Context Females Individual Development Perspective Taking Theories Ben Porath, Sigal R. Information Analyses Opinion Papers Speeches/Meeting Papers Vulnerability Intergenerational Continuity English Legal and political theorists strive at expanding the scope of children's rights to cover further areas of their lives and choices. This paper suggests that this effort is misguided, and that the protection of children requires instituting adults' obligations, rather than broadening children's rights. Contrary to the common theoretical and societal tendency to focus on just and efficient ways of turning children into specific types of adults (most commonly citizens), the paper defends a view of children and childhood as deserving equal respect to adults based on regarding childhood not as an impediment, but rather as the first of many steps that make up human life. It presents the argument for just relations between the two social groups, adults and children relying on philosophical, psychological, and educational theories. The paper shows the contextuality of the conception of childhood and describes some of the basic elements of the contemporary Western conception of childhood. It defends the view of human life as a continuum in which all periods should receive equal respect against the prevalent view that regards adulthood as the standard according to which other phases of human life are weighed. It elaborates on the standardized view of society and compares children to women and foreigners to elaborate on the claim that groups outside the social norm are regularly misconceptualized and rendered insecure. The paper suggests that regarding childhood as an equal part of human life, and acknowledging its vulnerability, should lead to instituting adults' obligations to protect children as a basic component of just relations between adults and children. The conclusion indicates the advantages of preserving a variety of perspectives within society by respecting differences among its members. Contains 58 references. (BT) ED479705 Autonomy and Vulnerability: On Just Relations between Adults and Children. 2003-08-00 25 N/A 2004 2016-11-21

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Yes Area Studies Elementary Education Foreign Countries Language Arts Lesson Plans School Culture Social Studies Student Educational Objectives Teacher Developed Materials Fitzhugh, William P. Guides - Classroom - Teacher Opinion Papers Daily Activities Daily Events Germany National Social Studies Standards Germany English This lesson plan, focusing on an elementary school day in Germany, is intended for use at the elementary level (grades 2-5) and requires two 30-minute class periods for implementation. The lesson plan states objectives, addresses applicable National Council for the Social Studies (NCSS) standards, lists materials required, presents a rationale, provides a three step procedure for classroom implementation, suggests evaluation activities, and provides resource sheets. It contains materials dealing with culture and with people, places, and environments. (BT) ED479706 An Elementary School Day in Germany. 2003-00-00 Practitioners Teachers 15 N/A 2004 2016-11-21

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Yes Area Studies Classroom Techniques Elementary Education Foreign Countries Geography Social Studies Student Educational Objectives Teacher Developed Materials Thematic Approach Fitzhugh, William P. Guides - Classroom - Teacher Opinion Papers Germany National Geography Standards National Social Studies Standards Germany English This social studies unit about discovering Germany is intended for use with elementary students. The unit states objectives; discusses strategies and evaluation; lists materials needed; addresses national social studies and geography standards; and cites the contents. It introduces the five fundamental themes of geography: (1) location, (2) place, (3) movement, (4) environment, and (5) region. Diverse activities are suggested for elaboration of the five themes. Includes 10 resource sheets. Lists activities using mental mapping, graphic organizers, and a Venn diagram. (BT) ED479707 Discovering Germany: A Social Studies Unit for Elementary Students Using the Five Fundamental Themes of Geography. 2003-00-00 Practitioners Teachers 20 N/A 2004 2016-11-21

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Yes Comparative Analysis Cultural Context Cultural Differences Curriculum Enrichment Foreign Countries Geography Intermediate Grades Questionnaires Social Studies Student Educational Objectives Teacher Developed Materials Fitzhugh, William P. Guides - Classroom - Teacher Opinion Papers National Social Studies Standards United States Comparison Process Germany Germany United States English This unit of study, intended for intermediate grade students, focuses on comparing students from different cultures: Germany and the United States. The unit addresses National Social Studies Standards (NCSS) standards; presents an introduction, such as purpose/rationale; cites a recommended grade level; states objectives; provides a time allotment; lists resources needed; delineates procedures; discusses assessment; and suggests extension/enrichment activities. Appended is a student questionnaire (in English and in German), a data display of answers to the questionnaire, and notes for teachers to accompany questionnaire results. (BT) ED479708 Kids in Germany: Comparing Students from Different Cultures. 2003-00-00 Practitioners Teachers 11 N/A 2004 2016-11-23

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Yes Archives Citizenship Responsibility Civil Liberties Law Related Education Libraries Primary Sources Resource Centers Secondary Education Social Studies Student Research Thematic Approach Goen, Wendi, Comp. Devine, Laurie, Comp. Guides - Classroom - Teacher Arizona National History Day Site Visits Arizona Arizona State Dept. of Library, Archives and Public Records, Phoenix. English Arizona's archives, libraries, and museums contain a wealth of source material that can be applied to local, regional, and national topics pertaining to the 2003 National History Day theme, rights and responsibilities. Repositories from around the state share ideas and resources that are available to National History Day students. So that students' first archival research experience can be a positive one, the booklet seeks to make them aware of the following: research must be done on-site; most archival repositories require researchers to use a pencil when taking notes; students need to develop specific research questions; students need to credit the institution that owns the items; and students need to call repositories to make appointments. The booklet is divided into 20 sections: (1) "Introduction"; (2) "Using the Internet to Conduct Research"; (3) "Vocabulary"; (4) "Rights and Responsibilities Theme Statement"; (5) "Preparing Your National History Day Entry"; (6) "Special Considerations for Competition Categories"; (7) "Contacts"; (8) "Translations, Awards"; (9) "Suggested Topics"; (10) "Arizona Historical Society, Southern Arizona Division"; (11) "Arizona State Archives"; (12) "Department of Archives and Manuscripts, Hayden Library, Arizona State University"; (13) "Mesa Room, Mesa Public Library"; (14) "Mesa Southwest Museum"; (15) "National Archives and Records Administration, Pacific Region"; (16) "Special Collections and Archives, Cline Library, Northern Arizona University"; (17) "SRP Research Archives and SRP Heritage"; (18) "Sharlot Hall Museum"; (19) "Tempe Historical Museum"; and (20) "Proposed Student Timeline". (BT) ED479709 National History Day in Arizona 2003 Theme Supplement: Rights and Responsibilities. 2003-00-00 Practitioners Teachers 45 Arizona State Library, Archives and Public Records, History and Archives Division, 1700 W. Washington, 3rd Floor, Phoenix, AZ 85007. Tel: 602-542-4159; Fax: 602-542-4402; e-mail: archive@lib.az.us; Web site: http://www.dlapr.lib.az.us/. For full text: http://nhd.lib.az.us/2003themebkedit.pdf. N/A 2004 2016-11-21

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Yes Art Education Community Resources Curriculum Enrichment Educational Facilities Exhibits Intermediate Grades Language Arts Learning Activities Middle Schools Museums Social Studies State History Guides - Classroom - Teacher Kentucky Kentucky Kentucky Historical Society, Frankfort. English The Kentucky History Center (Frankfort), a 20,000-square-foot museum facility, is a walk through time, complete with the sights, sounds, and smells of the past. The museum's eight chronological areas feature artifacts, images, and life-size environments that evoke places in time. A ready-made reference area in the center of the exhibit provides a place to delve deeper into exhibit topics. This guide is intended to help teachers prepare their intermediate and middle-level students for visiting the museum and to make authentic connections to Kentucky Department of Education curriculum documents. Contents of the guide include: a diagram of the exhibit; a listing of exhibit links to social studies, arts, language arts content, and processes in the "Program of Studies for Kentucky Schools"; touring guides that explain the orientation program and suggest ideas for motivating students in the galleries; ideas for developing writing assignments based on the museum; exhibit guides that describe the chronological areas and list details to explore; and resource lists that suggest adult and children's books that can be used for follow-up activities. (BT) ED479710 A Kentucky Journey. Teacher's Guide. 2002-00-00 Practitioners Teachers 42 Kentucky Historical Society, 100 West Broadway, Frankfort, KY 40601. Tel: 502-564-1792; e-mail: KHS@mail.state.ky.us; Web site: http://history.ky.gov. N/A 2004 2016-11-21

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Yes Art Education Community Resources Curriculum Enrichment Educational Facilities Exhibits Intermediate Grades Land Use Language Arts Middle Schools Museums Social Studies State History Guides - Classroom - Teacher Kentucky Kentucky Kentucky Historical Society, Frankfort. English This guide to the core exhibit of the Kentucky History Center (Frankfort) focuses on the relationship between Kentuckians and the land. The guide extracts text from the exhibit's eight chronological areas and lists environments, displays, and other exhibit features to help students understand the ways people have settled, farmed, mined, and otherwise interacted with the land for the state's 12,000-year history. Although parts of the exhibit include more material than others, interaction with the land is a persistent theme. It is divided into three sections: (1) "Introduction"; (2) "Diagram of 'A Kentucky Journey'"; and (3) "Exhibit Guides" (Area B: First Kentuckians; Area C: Kentucky Frontier; Area D: Antebellum Age; Area E: War and Aftermath; Area F: Continuity and Change; Area G: A New Century; Area H: Depression and War; Area I: Many Sides of Kentucky). (BT) ED479711 A Kentucky Journey--The Land and the People. Teacher's Guide. 2002-00-00 Practitioners Teachers 21 Kentucky Historical Society, 100 West Broadway, Frankfort, KY 40601. Tel: 502-564-1792; e-mail: KHS@mail.state.ky.us; Web site: http://history.ky.gov. N/A 2004 2016-11-21

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Yes Art Education Black History Blacks Community Resources Curriculum Enrichment Educational Facilities Exhibits Intermediate Grades Language Arts Middle Schools Museums Social Studies State History Guides - Classroom - Teacher Kentucky Kentucky Kentucky Historical Society, Frankfort. English This guide to the core exhibit of the Kentucky History Center (Frankfort) focuses on African American history in the commonwealth of Kentucky. The guide extracts text from seven of the exhibit's chronological areas and lists environments, displays, and other exhibit features to help students understand some of the events that shaped the African American experience in Kentucky. It is not a comprehensive history of African American life in the commonwealth but rather a guide to the African American content in an exhibit that covers 12,000 years of Kentucky economic, social, and cultural history. The guide is divided into three sections: (1) "Introduction"; (2) "Diagram of 'A Kentucky Journey'"; and (3) "Exhibit Guides" (Area C: Kentucky Frontier; Area D: Antebellum Age; Area E: War and Aftermath; Area F: Continuity and Change; Area G: A New Century; Area H: Depression and War; Area I: Many Sides of Kentucky). (BT) ED479712 A Kentucky Journey--African American Heritage. Teacher's Guide. 2002-00-00 Practitioners Teachers 20 Kentucky Historical Society, 100 West Broadway, Frankfort, KY 40601. Tel: 502-564-1792; e-mail: KHS@mail.state.ky.us; Web site: http://history.ky.gov. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Citizenship Responsibility Elementary Secondary Education Public Schools Social Science Research Social Studies Student Participation Rebell, Michael A. Wardenski, Joseph J. Widiss, Deborah A. Swan, Betsey Reports - Descriptive Community Forums League of Women Voters New York New York League of Women Voters of New York State, Albany. Campaign for Fiscal Equity, Inc., New York, NY. English In late 2002 and early 2003, Campaign for Fiscal Equity (CFE), working with the League of Women Voters of New York State, initiated a series of eight community public engagement forums held in Albany, Brentwood, Elmira, Rochester, Watertown, Manhattan, and Queens (New York). The public's response, discussed in this report, confirmed judicial findings and extensive social science research indicating that public schools must develop in students the high level of skills necessary for effective citizenship; yet many schools, largely as a result of inadequate funding, are currently failing to provide these skills. The report summarizes the historical goals of the public school system; the social science research on student attitudes toward and preparation for voting; jury service and other responsibilities they face; and the thoughts and ideas generated by students, teachers, parents, and other New Yorkers in improving the schools to meet these important democratic aims. It is divided into five parts: (1) "Introduction"; (2) "The Judicial Perspective"; (3) "The Social Science Research Perspective"; (4) "The Perspective of New York Students and the Public;" and (5) "Conclusion." The report is intended to raise public awareness of civic issues, offer an example of true civic engagement in practice, and to start a statewide dialogue on how adequate school funding and resources, together with other reforms, can help schools do a better job in preparing New York students to be the citizens and leaders of tomorrow. (Contains 63 notes.) (BT) ED479713 Today's Students, Tomorrow's Citizens: Preparing Students for Civic Engagement. 2003-00-00 43 For full text: http://www.cfequity.org/civengreport.pdf. N/A 2004 2016-11-21

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Yes Classroom Research Classroom Techniques Grade 4 Intermediate Grades Music Music Activities Music Education Pretests Posttests Teacher Developed Materials Transfer of Training Sharp, Lanette Reports - Descriptive Speeches/Meeting Papers Utah Utah English Developed specifically for classroom teachers with a limited background in music, oral music lessons are designed to be taught in short, daily instruction segments to help students gain the most from music and transfer that knowledge to other parts of the curriculum. The lessons, a master degree project, were developed to support the Utah music core curriculum, and were created in a flexible format for teachers to use. They were taught within a 15 to 20 minute time frame each day for 30 days. A study was conducted in a rural (mixed with suburban) Utah elementary school in which a heterogeneous class of fourth-grade students (n=26) were taught the daily oral music lessons at the beginning of each day in a sequential manner. During each lesson a music element was reviewed and a new element was taught, building upon the skills taught the day before. A pretest of basic music elements/skills was given to all fourth graders, those who had received the oral lessons and those who received the regular music program. After the lessons were taught, a posttest was given to the students to determine if any growth took place. Group A (oral lessons) attained a 17% growth in knowledge of basic music skills, while Groups B and C ranged from 1% to 4% growth. Based on the findings and results of the tests and student and parental comments, the teacher-developed music lessons continue to be taught in the fourth grade. (Contains 18 references.) (BT) ED479714 Classrooms and Curriculum Come Alive with Music: A Sequential Approach of Teaching Music to Elementary Students Using Daily Oral Music Lessons. 2003-03-00 9 N/A 2004 2016-11-21

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No Civil Liberties Developing Nations Differences Economics Education Government Role Health Care Costs Health Needs Gauri, Varun Reports - Evaluative Service Delivery Areas Social Policy World Bank, Washington, DC. English This paper analyzes contemporary rights-based and economic approaches to health care and education in developing countries. The paper assesses the foundations and uses of social rights in development; outlines an economic approach to improving health and education service provision; and highlights differences, similarities, and the hard questions that the economic critique poses for rights. It argues that the policy consequences of rights overlap considerably with a modern economic approach. It points out that the rights and the economic approach are skeptical, that electoral politics and defacto market rules by themselves provide sufficient accountability for the effective and equitable provision of health and education services, and that further intra-sectoral reforms in governance, particularly those that strengthen the hand of service recipients, are needed. The paper states that there remain differences between the two approaches whether procedures for service delivery are ends in themselves, the degree of disaggregation at which outcomes should be assessed, the consequences of long-term deprivation, metrics used for making tradeoffs, and the behavioral distortions that result from subsidies are all areas where the approaches diverge. It notes that even here, however, the differences are not irreconcilable, and advocates of the approaches need not regard each other as antagonists. (Contains 47 references and 6 notes.) (Author/BT) ED479715 Social Rights and Economics: Claims to Health Care and Education in Developing Countries. Policy Research Working Paper. 2003-03-20 23 World Bank, 1818 H Street, NW, Washington, DC 20433. Tel: 202-473-1000; Fax: 202-477-6391; Web site: http://www.worldbank.org/. For full text: http://econ.worldbank.org/files/24988_wps3006.pdf. N/A 2004 2016-11-21

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Yes English (Second Language) Foreign Countries Language Proficiency Learning Strategies Second Language Instruction Second Language Learning Teaching Methods Griffiths, Carol Reports - Research Speeches/Meeting Papers English This study researched the relationship between patterns of language learning strategy used by speakers of other languages and language proficiency. Participants were 348 students of English aged 14-64 years from 21 countries enrolled in a private language school in Auckland, New Zealand. Proficiency levels varied from elementary to advanced. Students completed the Oxford Placement Test and an oral interview to assess their ability to communicate effectively and fluently and to understand and answer questions with appropriate vocabulary and accurate grammar. Some students completed a written task. After placement, students completed regular tests in subsequent weeks based on work covered in class, then were promoted as appropriate. The instrument used to measure frequency of language learning strategy was the self-scoring Strategy Inventory for Language Learning for speakers of other languages. Data were collected as part of the regular classroom routine. Results highlighted a statistically significant relationship between frequency of language learning strategy use and proficiency. The average frequency of strategy use across all students was 3.2. Twelve strategies were used frequently across all students, and advanced students used another 15 frequently. European students were more proficient than other students and reported using language learning strategies more frequently. (Contains 17 references.) (SM) ED479716 Using Reading as a Strategy for Teaching and Learning Language. 2002-11-00 11 N/A 2004 8/19/2004 22:59:31 RIEAPR2004 Paper presented at the International Conference on First and Second Language Literacy Strategies (College Park, MD, November 1-2, 2002).

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Yes Child Development Elementary Secondary Education Ethics Health Promotion Physical Education Physical Fitness Playgrounds Public Health Recreational Activities Ellis, Gary D. Opinion Papers Speeches/Meeting Papers English This paper focuses on how between 1965 and the present, the field of recreation has and has not accomplished the goals of author and educator J. B. Nash's in regard to recreation, physical education, and health, focusing on public recreation sponsored by city governments, county governments, and special tax districts. The paper looks at Nash's beliefs about: playgrounds; daily experiences as they relate to personal development, character development, and creativity; ethics; and physical fitness. It concludes that the country has made good progress with respect to understanding experiences, developing ethical positions, and promoting fitness, noting that an enduring commitment is needed to sustain the progress. However, it asserts that it is necessary to revisit the issue of what a playground ought to be, since Nash's vision of playgrounds provides much greater opportunity to build individuals and communities than more contemporary perspectives. (Contains 12 references.) (SM) ED479717 Wrestling J. B. Nash. 2003-04-05 15 N/A 2004 8/19/2004 22:59:33 RIEAPR2004 J.B. Nash Lecture given at the Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (Philadelphia, PA, April 1-5, 2003).

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Yes Academic Achievement Academic Standards Accountability Curriculum Elementary Secondary Education Leadership Responsibility Professional Development Public Education Special Needs Students Strategic Planning Student Evaluation Student Needs Knapp, Michael S. Copland, Michael A. Ford, Brynnen Markholt, Anneke McLaughlin, Milbrey W. Milliken, Michael Talbert, Joan E. Reference Materials - General Reports - Descriptive Center for the Study of Teaching and Policy, Seattle, WA. English The ideas presented in the sourcebook, and in a summarized companion volume, "Leading for Learning: Reflective Tools for School and District Leaders," support leaders' efforts to improve student learning in schools and districts. The ideas constitute a framework for enabling powerful, equitable learning for all students, outlining five areas of leadership action and several pathways for advancing student and professional learning while building a system that connects and sustains these efforts. Part 1, "Leading for Learning: Essential Ideas and Tasks," reviews the central ideas laid out in the companion volume and offers additional mini-examples. It further explains and offers a more complete set of source references for these ideas. Part 2, "Leading for Learning in School and District Contexts," presents extended examples of framework ideas in action at the school and district levels. The examples trace the evolution of leadership strategies aimed at learning improvement. Part 3, "Using Reflective Tools to Support Leading for Learning," presents an image of the reflective tools currently in use within schools, districts, and leadership preparation programs. An appendix describes 23 pathways to learning. (Contains 111 references.) (SM) ED479718 Leading for Learning Sourcebook: Concepts and Examples. 2003-02-00 Office of Educational Research and Improvement (ED), Washington, DC. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. 109 Center for the Study of Teaching and Policy, University of Washington, Box 353600, Seattle, WA 98195-3600. Web site: http://www.ctpweb.org. For full text: http://depts.washington.edu/ctpmail/PDFs/LforLSourcebook-02-03.pdf. N/A 2004 8/19/2004 22:59:36 RIEAPR2004 R308B970003

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Yes Academic Achievement Elementary Education Elementary School Teachers Participative Decision Making Teacher Collaboration Teacher Effectiveness Teamwork Ross, John A. Hogaboam-Gray, Anne Gray, Peter Reports - Research Speeches/Meeting Papers English Collective teacher efficacy refers to teacher perceptions that they constitute an effective instructional team, capable of bringing about learning in students. Previous research demonstrates that a school staff with a strong sense of collective efficacy is likely to generate high student achievement. This study of 2,170 teachers in 141 elementary schools used structural equation modeling to examine the antecedents of collective teacher efficacy. The study found that prior student achievement in grade 6 mathematics predicted collective teacher efficacy, as predicted by social cognition theory. The study also found that school processes that promoted teacher ownership in school directions (shared school goals, school-wide decision making, fit of plan with school needs, and empowering principal leadership) exerted an even stronger influence on collective teacher efficacy than prior student achievement. School cohesions and support contributed to collective teacher efficacy but only in domains in which the school had control over its direction. (Contains 66 references.) (Author/SM) ED479719 The Contribution of Prior Student Achievement and School Processes to Collective Teacher Efficacy in Elementary Schools. 2003-04-00 34 N/A 2004 8/19/2004 22:59:37 RIEAPR2004 Support provided by the Imperial Oil Foundation. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Accountability Art Education Cultural Awareness Educational Improvement Educational Research Elementary Secondary Education Excellence in Education Financial Support Grants Higher Education Interdisciplinary Approach Knowledge Base for Teaching Pedagogical Content Knowledge Preservice Teacher Education Science Departments Teaching Skills Reports - Descriptive Carnegie Corp. of New York, NY. English Carnegie Corporation of New York and other funders are undertaking a reform initiative, "Teachers for a New Era," to stimulate construction of excellent teacher education programs at selected colleges and universities. Success will require radical change in allocation of resources, academic organization, criteria for evaluating participating faculty, internal accountability measures, and relationships with practicing schools. The initiative is organized by three design principles. First, teacher education programs should be guided by respect for evidence, including attention to student learning gains accomplished under the tutelage of teachers who are program graduates. Second, arts and sciences faculty should be fully engaged in the education of prospective teachers, especially in the areas of subject matter understanding and general and liberal education. Finally, education should be understood as an academically taught clinical practice profession, requiring close cooperation between colleges of education and actual practicing schools; master teachers as clinical faculty in the college of education; and residencies for beginning teachers during a 2-year induction period. Participation in the initiative will be by invitation. A national advisory panel will advise the funders on institutions to be selected. Institutions that agree will receive up to $5 million for 5 years, to be matched by equal funds by the institution. At least six awards will be made. (Contains 12 references.) (SM) ED479720 Teachers for a New Era: A National Initiative To Improve the Quality of Teaching. 2001-00-00 25 Carnegie Corporation of New York, 437 Madison Avenue, New York, NY 10022. Tel: 212-371-3200; Web site: http://www.carnegie.org. N/A 2004 8/19/2004 22:59:39 RIEAPR2004

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No Academic Standards Beginning Teachers College Admission Educational Quality Elementary Secondary Education Faculty Development Higher Education Knowledge Base for Teaching Merit Pay Pedagogical Content Knowledge Peer Evaluation Preservice Teacher Education Teacher Associations Teacher Competencies Teacher Qualifications Teacher Salaries Teacher Selection Teaching Skills Tenure Unions Reports - Descriptive American Federation of Teachers American Federation of Teachers, Washington, DC. English The first section of this booklet discusses the union role in assuring teacher quality, focusing on the teacher development continuum (preservice preparation, entry level standards, induction programs and the granting of tenure, standards for granting tenure, and continuing professional development) and the union role in assuring quality teaching (preservice programs, hiring practices, peer assistance and peer reviews, and tenure and quality). The second section examines teacher education and teacher quality, discussing findings of the K-16 Teacher Education Task Force, entry requirements to teacher education, knowledge of academic discipline, content of pedagogical coursework, preservice student teaching, exit criteria, and beginning teacher induction programs. The third section looks at professional compensation for teachers, focusing on the traditional salary scale, failed merit pay schemes, and requirements for professional compensation. The fourth section discusses union sponsored professional development. Each section offers American Federation of Teachers (AFT) recommendations. The final section presents answers to such questions as why AFT is concerned about teacher quality, which policies or programs would help improve teacher preparation, and how peer assistance and review can help AFT members. (SM) ED479721 Where We Stand: Teacher Quality. 2003-06-00 57 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001 (Item no. 39-0230, $3). Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/edissues/downloads/TQres.pdf. N/A 2004 2016-11-21

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Yes Career Choice Elementary Secondary Education Higher Education Preservice Teacher Education Scholarships Student Financial Aid Teacher Attitudes Teacher Persistence Albert, Lindsay A. Numerical/Quantitative Data Reports - Research Maryland Maryland Maryland State Higher Education Commission, Annapolis. English This study examined the impact of three Maryland teacher scholarships (Maryland Teacher Scholarship Program, Sharon Christa McAuliffe Memorial Teacher Education Tuition Assistance Program, and Distinguished Scholar Program-Teacher Education Scholarship) in persuading students to enter and remain in the teaching profession. It analyzed the decisions of students who applied for, and received, at least one of the three scholarships. Surveys of 2,015 students indicated that while the scholarships did not appear to have had great impact on their career decisions, an overwhelming majority of the currently employed teachers who had benefited from these financial aid programs indicated that they intended to continue teaching in Maryland after fulfilling their service obligation. The goal of the three scholarship programs to recruit teachers, particularly in critical shortage areas, to Maryland schools was being achieved. A large number of students who declined or gave up their award or decided to forego the service obligation once they received the award indicated that they could have been persuaded not to abandon the award. Nine tables comprise the bulk of the document. An appendix describes the three scholarship programs. (SM) ED479722 Survey of the Recipients of Maryland Teacher Scholarships. 2003-03-00 31 Maryland Higher Education Commission, 839 Bestgate Road, Suite 400, Annapolis, MD 21401-3013. For full text: http://www.mhec.state.md.us/publications/research/ 2003Studies/SurveyoftheRecipientsofMarylandTeacherScholarshipsMarch%2003.pdf. N/A 2004 2016-11-21

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No Academic Standards Accountability Elementary Secondary Education Evaluation Methods Student Evaluation Reports - Descriptive American Federation of Teachers, Washington, DC. English This publication presents the American Federation of Teachers' (AFT') convention resolution on standards-based assessment and accountability. It reaffirms the AFT's commitment to high standards for all students and to the development of a standards-based system of education. It recommends that to be successful, it is necessary to create a system with high standards, a rigorous curriculum, professional development, adequate resources, an assessment system aligned to the standards and curriculum, intervention for students at risk, and rewards and consequences for achievement. A question and answer section discusses such issues as: Why not just say "no" to testing?; Why is the AFT calling for a mid-course correction for standards-based reform?; Whose responsibility is it to develop and implement the various standards-based elements called for by the AFT?; and Will the steps called for by the AFT diminish professional autonomy? Suggestions are presented for standards-based accountability (e.g., tests are relatively inexpensive, how standards are formulated and measured makes a difference, and gains in scores do not necessarily signal true improvements) and for policymakers (e.g., set high but attainable standards; develop standards, then assessments; and set long- and short-term school goals for all schools to reach). (SM) ED479723 Where We Stand: Standards-Based Assessment and Accountability. 2003-06-00 33 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001 (Item no. 39-0246, $3). Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/edissues/downloads/StandAssessRes.pdf. N/A 2004 8/19/2004 22:59:43 RIEAPR2004 Prepared by the Educational Issues Department.

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No Academic Achievement Academic Standards Curriculum Development Educational Quality Elementary Secondary Education State Standards Reports - Descriptive American Federation of Teachers, Washington, DC. English This booklet asserts that if states are to achieve the goal of educating all students to higher levels of learning, they must develop comprehensive and coherent standards-based education systems. The American Federation of Teachers' guidelines are: (1) standards must focus on academics; (2) standards must be grade by grade or clustered for selected grade spans in elementary, middle, and high school; (3) standards must be clear and specific enough to lead to a common core curriculum; (4) standards must include particular content in each of the four content areas: English, math, science, and social studies; (5) standards must attend to both content and skills; (6) standards must be manageable, given time restraints; (7) standards must not dictate how material should be taught; (8) standards must be rigorous and "world class"; and (9) standards must be written clearly enough for all stakeholders to understand. (SM) ED479724 Setting Strong Standards. 2003-06-00 17 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001 (Item no. 39-0175, $2). Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/edissues/downloads/settingstrong.pdf. N/A 2004 8/19/2004 22:59:45 RIEAPR2004

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Yes Accounting Agricultural Education Agricultural Occupations Agriculture Associate Degrees Competency Based Education Education Work Relationship Employment Qualifications Horticulture Job Skills Minimum Competencies Ornamental Horticulture Ornamental Horticulture Occupations Postsecondary Education Secondary Education State Standards Statewide Planning Tech Prep Technical Occupations Vocational Education Guides - Non-Classroom Career and Technical Education Environmental Ethics Ohio Ohio Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. Ohio State Univ., Columbus. Tech Prep Curriculum Services. English This document, which lists the horticultural-agricultural technologies competencies identified by representatives from business, industry, and labor as well as educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as Landscape Designer/Manager Landscape Technicians; Golf Course Maintenance Technicians; Lawn Care Specialist/Technicians; Tree Maintenance Technician/Arborists; Nursery Technicians; Floral Designers; Agricultural Custom Applicators; Agricultural Crop Consultants; and Greenhouse Technician/Managers. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to, reinforced, and proficient at them. The included Technical Competency Profile (TCP) matrix includes a list of 29 technical competencies that are required or recommended for the different types of employment listed above. Some of the common competencies are as follows: plant science; workplace safety; basic accounting; daily management tasks; supervision; sales and marketing; horticulture fundamentals; horticultural plant health care; equipment maintenance; soil science and management; and environmental science and ethics. Includes a list of TCP panel members. (MO) ED479725 Horticulture-Agriculture Technologies. State Competency Profile. 1998-12-07 Teachers Practitioners 286 For full text: http://www.ohtpcs.org/cp/horticulture.asp. N/A 2004 2016-11-21

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Yes Associate Degrees Biochemistry Bioethics Biomedicine Biotechnology Competency Based Education Employment Qualifications Environmental Education Job Skills Laboratory Technology Microbiology Minimum Competencies Molecular Biology Postsecondary Education Secondary Education State Standards Statewide Planning Tech Prep Technical Occupations Vocational Education Miller, Lavonna Bowermeister, Bob Boudreau, Joyce Guides - Non-Classroom Ohio Career and Technical Education Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. English This document, which lists the biotechnology competencies identified by representatives from biotechnology businesses and industries as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment as technicians in the biomedical, environmental, pharmaceutical, and other biotechnology related industries, such as bioinformatics. The technical competencies are listed in the following categories: demonstrate scientific method; conducting experiments; laboratory safety and maintenance; instrument analysis; chemical materials handling and sampling; physical properties measurement; biohazard storage, handling, and disposal; basic microbiology; biochemical technology; molecular biology technology; cell culturing; protein bioseparation methods; fermentation technology; microbiology for biotechnology; bioethics; water and wastewater treatment operations; environmental science; environmental assessments; introduction to industry; technical writing and documentation; computer applications for biotechnology; and a bioinformatics strand for database administration, data warehousing, and statistics. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO) ED479726 Ohio Biotechnology Competency Profile. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Teachers Practitioners 120 For full text: http://www.ohtpcs.org/cp/Biotechnology.asp. N/A 2004 2016-11-21

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Yes Apprenticeships Associate Degrees Building Trades Competency Based Education Construction Management Construction Materials Construction (Process) Education Work Relationship Employment Qualifications Job Skills Minimum Competencies Occupational Clusters Postsecondary Education Secondary Education Skilled Occupations State Standards Statewide Planning Tech Prep Technical Occupations Vocational Education Miller, Lavonna Bowermeister, Bob Guides - Non-Classroom Building Codes Career and Technical Education Ohio Surveying (Construction) Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. English This document, which lists construction technologies competencies as identified by representatives from government agencies and labor organizations as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing both college tech prep programs and apprenticeship training/education programs that will prepare students from secondary through post-secondary associate degree programs for employment in these three occupational cluster areas: apprenticeship, design-build, and construction management. Each of the cluster areas contain essential competencies common to each of the occupations within the cluster and competencies specific to an occupation. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Sample topics include management; codes; materials; construction processes; estimating; skills development; civil surveying and communication. Appendices include a list of technical competency profile (TCP) panel members and a pathway template. (MO) ED479727 Ohio Construction Technologies Competency Profile. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Teachers Practitioners 90 For full text: http://www.ohtpcs.org/cp/construction.asp. N/A 2004 2016-11-21

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Yes Associate Degrees Competency Based Education Employment Potential Employment Qualifications Engineering Engineering Education Engineering Technicians Engineering Technology Job Skills Labor Market Minimum Competencies Occupational Safety and Health Postsecondary Education Problem Solving Secondary Education State Standards Statewide Planning Tech Prep Technical Occupations Vocational Education Miller, Lavonna Draeger, Meg Bowermeister, Bob Wancho, Richard Guides - Non-Classroom Career and Technical Education Ohio Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. English This document, which lists engineering technologies competencies as identified by representatives from business and industry as well as secondary and post-secondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through post-secondary associate degree programs for employment in three occupational cluster areas: design, process, and product/service. Each of the cluster areas contains essential competencies common to all occupations within them including engineering technology in society; creativity and inventive thinking; technical problem solving; design for engineering technology; managing engineering technology information; teamwork and project management; ethics in engineering technology; design documentation; data collection and analysis; workplace safety and environmental issues; quality; materials; electrical systems; and mechanical systems as well as those common to each of the occupations within the cluster and competencies specific to an occupation. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to and proficient at them. Appendices include a list of resources, a pathway template, a list of technical competency profile panel members, and an illustration of the job market, which consists of information about relevant jobs advertised in the"Dayton Daily News" during the spring and summer of 2002. (MO) ED479728 Ohio Engineering Technologies Competency Profile. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Teachers Practitioners 99 For full text: http://www.ohtpcs.org/cp/engineering.asp. N/A 2004 2016-11-21

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No Classification Educational Games Elementary Education Fractions Graphs Mathematics Activities Mathematics Instruction Measurement Number Concepts Jarboe, Tracy Sadler, Stefani Books Guides - Classroom - Teacher English This book suggests creative, classroom-tested mathematics activities to teach number recognition and counting, number formation, sorting and classification, measuring (including time and date), shapes, graphing, estimating, ordinal positions, money, patterning, tallying, and fractions. Activities are presented in the forms of games, crafts, songs, and practice sheets. (MVL) ED479729 It's As Easy As 123: Patterns and Activities for a Creative, Balanced Math Program. 2003-00-00 ISBN-1-884548-54-7 Practitioners Teachers 201 Crystal Springs Books, 75 Jaffrey Road, P.O. Box 500, Peterborough, NH 06458. Tel: 800-321-0401 (Toll Free); Web site: http://www.crystalsprings.com or http://www.sde.com. N/A 2004 8/19/2004 22:59:55 RIEAPR2004

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No Academic Achievement Elementary Secondary Education Evaluation Science Curriculum Science Instruction Science Process Skills Sciences Scientific Concepts Scientific Literacy Scientific Principles State Standards Bruton, Sheila, Ed. Ong, Faye, Ed. Geeting, Greg, Ed. Legal/Legislative/Regulatory Materials Reference Materials - Vocabularies/Classifications California California California State Board of Education, Sacramento. English This document represents the content of science education in California and includes the essential skills and knowledge students will need to be scientifically literate citizens in the 21st century. The standards include grade-level specific content for kindergarten through grade 8. A significant feature is the focus on earth science in the 6th grade, life science in the 7th grade, and physical science in the 8th grade. The standards for grades 9-12 are divided into four content strands: physics; chemistry; biology/life sciences; and earth sciences. The Investigation and Experimentation strand describes a progressive set of expectations for each grade from kindergarten through grade 8, and one set of investigation and experimentation standards for grades 9-12. (Author/SOE) ED479730 Science Content Standards for California Public Schools: Kindergarten through Grade Twelve. 2000-00-00 ISBN-0-8011-1496-9 62 California Dept. of Education, 721 Capitol Mall, P.O. Box 944272, Sacramento, CA 94244-2720. N/A 2004 2016-11-21

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Yes Educational Facilities Educational Finance Elementary Secondary Education Neighborhoods Public Policy Public Schools School Community Relationship Urban Schools Chung, Connie Reports - Descriptive English This paper explores the use of public schools as tools for community and economic development. As major place-based infrastructure and an integral part of the community fabric, public schools can have a profound impact on the social, economic, and physical character of a neighborhood.Addressing public schools, therefore, is a good point of entry for community-based developers to place their work in a comprehensive community-development context. The paper examines ways in which community-based developers can learn from, as well as contribute to, current community-based efforts, particularly in disinvested urban areas, to reinforce the link between public schools and neighborhoods. Furthermore, the paper considers the policy implications of including public schools in comprehensive development strategies, and asserts that reinforcing the link between public schools and neighborhoods is not only good education policy, but also good community-development policy and practice. An appendix presents contact information for organizations participating in school and community linkages. (Author/SM) ED479731 Using Public Schools as Community-Development Tools: Strategies for Community-Based Developers. 2002-10-00 Harvard Univ., Cambridge, MA. Joint Center for Housing Studies. 54 Joint Center for Housing Studies, Harvard University, 1033 Massachusetts Avenue, Cambridge, MA 02128. Tel: 617-495-7908; Web site: http://www.jchs.harvard.edu. N/A 2004 8/19/2004 22:59:58 RIEAPR2004 Produced by Neighborhood Reinvestment Corporation.

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Yes Architectural Character Educational Facilities Design Educational Policy Elementary Secondary Education Public Policy Public Schools School Buildings School Community Relationship Small Schools Universal Design for Learning Urban Schools Robbins, Mark Moelis, Cindy S. Clarke, Pamela H. Hendrickson, Jamie Nowaczewski, Jeanne L. Haar, Sharon Books Reports - Descriptive Joyce Foundation, Chicago, IL. National Endowment for the Arts (NFAH), Washington, DC. English This volume documents the work that resulted from the Chicago Public Schools Design Competition, explaining research and policies underlying the competition's criteria. The volume has three parts. Book 1, "The Chicago Experience," written by the competition's organizers, describes the competition's process and explains how it allowed community members, educational experts, and architects to collaborate in the design of schools that will foster the education of students, support quality teaching, and increase community involvement. It also chronicles the changing trends in public school architecture in Chicago. Book 2, "New School Designs," offers plans and ideas for schools designed for the 21st century. The competition's two winning designs and those of the finalists are extensively documented in drawings and renderings. Book 3, "Policies and Principles," explores policies that provided the impetus for the Chicago competition. It discusses the advantages of smaller learning environments; the benefits to students, teachers, and communities of universal design; application of sustainable design to the creation of public schools; and the importance of cost feasibility when building on a public budget. The section ends with a complete list of the winning, finalist, and notable architectural firms involved in the competition and a list of professional resources for creating new schools. (SM) ED479732 Architecture for Education: New School Designs from the Chicago Competition. 2003-00-00 ISBN-1-56466-101-6 141 Distributed Art Publishers, Inc., 155 Sixth Avenue, Second Floor, New York, NY 10013 ($24.95). Tel: 212-627-1999; Fax: 212-627-9434; Web site: http://www.bpichicago.org. N/A 2004 8/19/2004 23:00:01 RIEAPR2004 Produced along with the Richard H. Driehaus Foundation, the Reva and David Logan Foundation, and the Graham Foundation for Advanced Studies in the Fine Arts. Supported by Business and Professional People for the Public Interest.

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Yes Air Pollution Ecology Educational Environment Elementary Secondary Education Energy Conservation Environmental Influences Environmental Standards Food Service Grounds Keepers Pests Pollution Purchasing Sanitation School Buildings School Construction School Policy Solid Wastes Water Quality Guides - Non-Classroom Mercury (Metal) Molds (Biology) Illinois Illinois Illinois Environmental Protection Agency, Springfield. English This checklist offers tips and resources to help schools identify opportunities to "green" their buildings and operations, focusing on common-sense improvements that schools can make in their daily operations to minimize or stop potential health and environmental problems before they start. The first section discusses the benefits of a green school program. The second section highlights management strategies. The list of environmental strategies includes: energy use; solid waste generation; indoor air quality; hazardous materials; mercury use; pest management; mold growth; water consumption; laboratory waste; building construction/renovation; purchasing; groundskeeping; and food service. Each section presents a list of strategies, a "Did you know?" box, and referrals for obtaining further information. (SM) ED479733 Green School Checklist: Environmental Actions for Schools To Consider. 2003-01-00 Administrators Practitioners 25 Illinois Environmental Protection Agency, Office of Pollution Prevention, 1021 North Grand Avenue, East, P.O. Box 19276, Springfield, IL 62794-9276. Tel: 217-782-8700. N/A 2004 2016-11-21

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Yes Classroom Design Educational Environment Educational Facilities Design Elementary Secondary Education School Buildings School Space Space Utilization Structural Elements (Construction) Toilet Facilities Hall, Michael E. Fanning, Ronald H. Numerical/Quantitative Data Speeches/Meeting Papers English This paper provides architects and educational planners with data on the necessary space requirements for restrooms, mechanical rooms, custodial spaces, food service, construction enclosure space, and circulation and corridor space, as well as an ongoing indication of necessary building area per student. It offers itemized data to illustrate variations and similarities in elementary schools, junior high/middle schools, K-12 schools, and high schools. Data were extracted from the final construction drawings of 158 educational facilities designed and constructed over the last 12 years. The paper presents general facility data and itemization of facility research data. Results show that programming percentages for the various categories can vary dramatically, depending on building systems utilized, type of building enclosure, and efficiency of the design. Based on the facilities examined, 32-38 percent should be added to net programmed areas for construction and circulation, depending on the type of building being developed. Net programmed areas should include the necessary restroom, custodial, mechanical/electrical, and food service requirements. (SM) ED479734 Programming Circulation Factors in K-12 Facilities. 2002-10-21 33 N/A 2004 8/19/2004 23:00:06 RIEAPR2004 Paper presented at the CEFPI conference (Phoenix, AX, October 21, 2002).

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Yes Economic Impact Educational Facilities Planning Educational Finance Elementary Secondary Education Labor Economics Public Schools School Buildings School Construction Wages Rexhausen, Jeff Reports - Descriptive English The construction proposed in the Cincinnati Public Schools' Facilities Master Plan will have a significant impact on the greater Cincinnati, Ohio, economy. Highlights include: (1) the Facilities Master Plan of the Cincinnati Public Schools envisions a 10-year program with $985 million in construction spending. The funding of this program includes $211 million from the State of Ohio, which increases the purchasing power of the $774 million local funding commitment; (2) the Facilities Master Plan will generate a total of $2.35 billion in economic impact, including $718 million in local household wages and salaries, meaning an average annual impact of the Facilities Master Plan for the next 10 years of $232 million, and household earnings totaling $71 million and 2,339 jobs will be generated for area residents each year; (3) the return of $718 million in wages and salaries for $774 million in local dollars is important, meaning that every $100 in local funding ultimately returns $93 in wages and salaries to the pockets of local workers; (4) business activity will especially be stimulated in the construction, business services, real estate, and retail sectors; and (5) economic benefits may result from improvements in educational quality, quality of life, and physical conditions of neighborhoods, but are not measured here. (Author/SM) ED479735 The Economic Impact of Implementing the Cincinnati Public Schools' Facilities Master Plan on Greater Cincinnati. 2003-04-00 16 Economics Center for Education and Research, University of Cincinnati, One Edwards Center, Suite 3130, P.O. Box 210223, Cincinnati, OH 45221-0223. Web site: http://www.EconomicsCenter.org. N/A 2004 8/19/2004 23:00:09 RIEAPR2004 Produced by Cincinnati University, Economics Center for Education & Research.

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Yes Blacks Educational Environment Elementary Education Environmental Influences Hispanic Americans Indoor Air Pollution Limited English Speaking Low Income Groups Pesticides Racial Differences Smoking Reports - Research Heavy Metals Minnesota Univ., Minneapolis. School of Public Health. English The School Health Initiative: Environment, Learning, and Disease (SHIELD) study examined children's exposure to complex mixtures of environmental agents (i.e., volatile organic chemicals, environmental tobacco smoke, allergens, bioaerosols, metals, and pesticides). Environmental, personal, and biological data were collected on ethnically and linguistically diverse children in grades 2-5 from two Minneapolis, Minnesota, elementary schools. The enrollment rate for English-speaking, predominantly African American families was 42 percent, compared to 71 percent for non-English-speaking families (predominantly Somali and Hispanic). Most SHIELD households were low income, and 44 percent had no occupant with a high school degree or equivalent. These preliminary results indicated that there were ethnic/racial differences in exposure to environmental tobacco smoke in two economically disadvantaged neighborhoods. African American children tended to have the highest exposure, and Hispanic and Somali children had the lowest exposure. Both the baseline questionnaire and time-activity log did a reasonably good job of predicting urine total cotinine levels. Measured urine total cotinine levels were relatively good predictors of urinary NNAL+ NNAL-Gluc. Temperature, relative humidity, carbon dioxide, and carbon monoxide levels were comparable inside an older and newer elementary school. Differences were noted on several of the measures by race or language group. (SM) ED479736 School-Based Study of Complex Environmental Exposures and Related Health Effects in Children: Part A - Exposure. Final Report and Executive Summary. 2003-04-09 Environmental Protection Agency, Washington, DC. 11 N/A 2004 2016-11-21

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Yes Classroom Design Educational Facilities Design Educational Facilities Planning Elementary Secondary Education Facility Guidelines Public Schools School Buildings Space Utilization Guides - Non-Classroom North Carolina North Carolina State Board of Education, Raleigh. English This publication is intended to assist local boards of education, superintendents, and staff in the organization and development of educational specifications. It was written because most educators have little knowledge about the purpose, process, organization, or contents of the finished product (educational specifications). It provides a conceptual background and suggested organizational framework for the content of the completed document. Part 1 offers a conceptual and operating primer on what educational specifications are, why they are developed, how they are organized, and who should be involved and in what way (professional staff, parents, students, auxiliary services personnel, design professionals, and educational consultants). Part 2 offers more specific information on the organization and content of the educational specifications document, including an introduction and background, general design considerations, and educational activities and user requirements. It includes a skeleton for the specifications that will permit a high degree of flexibility for adaptation to the variations of local situations, while at the same time providing sufficient guidance for the educator who does not know where to start. Two appendixes present possible elementary and secondary school subcommittee organizations and planning data. (SM) ED479737 The Development of Educational Specifications. 2002-11-00 38 Public Schools of North Carolina, State Board of Education, Department of Public Instruction, Division of School Support-School Planning, 6322 Mail Service Center, Raleigh, NC 27699-6322. Web site: http://www.schoolclearinghouse.org. N/A 2004 2020-11-23

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Yes Accessibility (for Disabled) Architectural Character Athletic Fields Educational Facilities Design Elementary Secondary Education Public Schools Structural Elements (Construction) Guides - Non-Classroom North Carolina North Carolina State Board of Education, Raleigh. English Plans for permanent bleachers (consisting of five or more rows of seats) purchased and installed for use on K-12 athletic/play fields must be reviewed by the North Carolina Department of Public Instruction's (NCDPI) School Planning Section of the School Support Division. Bleachers may be purchased by local school boards as part of a regular new school, addition or renovation project, or stand-alone bleacher project, designed by a North Carolina licensed architect and/or engineer and submitted to School Planning for review in the normal process. They may also be purchased through the North Carolina Division of Purchase and Contract. School Planning is always required to review the plans. Structural designs for pre-engineered structures or systems used for school projects are often incomplete when bid documents are completed. Conditional certificates of review that allow mobilization and site preparation to begin prior to completion of final structural designs can be issued following review of bid documents. Project reviews are completed and certificates of review issued upon certification to School Planning that foundations and other structural systems have been designed or reviewed and approved by North Carolina registered structural engineers. This report presents NCDPI planning section recommendations, codes and design standards, NC Accessibility Code Volume I-C, and National Fire Protection Association requirements. (SM) ED479738 Outdoor Bleachers. 2003-08-00 11 Public Schools of North Carolina, State Board of Education, Department of Public Instruction, Division of School Support-School Planning, 6322 Mail Service Center, Raleigh, NC 27699-6322. Web site: http://www.schoolclearinghouse.org. N/A 2004 2020-11-03

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Yes Classroom Design Educational Facilities Planning Elementary Secondary Education Interior Space Public Schools School Buildings Space Utilization Worksheets Guides - General North Carolina North Carolina State Board of Education, Raleigh. English This collection of worksheets includes typical space profiles for North Carolina's preK-12 schools, offering: number of students, core capacity, special education, media center, food service, physical education, academic and arts education classrooms, resource rooms, other teaching stations, administration, auditorium/theater, service/marketing education, vocational education laboratories, and miscellaneous. There are also elementary, middle, and high school capacity worksheets and a school capacity summary sheet. (SM) ED479739 Space Profiles and Capacity Worksheets for Schools. Elementary Schools, Middle Schools, High Schools. 2000-00-00 16 Public Schools of North Carolina, State Board of Education, Department of Public Instruction, Division of School Support-School Planning, 6322 Mail Service Center, Raleigh, NC 27699-6322. Web site: http://www.schoolclearinghouse.org. N/A 2004 2020-11-03

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Yes American Indian Education Computer Software Evaluation Data Processing Database Management Systems Educational Facilities Elementary Secondary Education Feedback Management Information Systems Reports - Evaluative Bureau of Indian Affairs Schools Data Quality General Accounting Office, Washington, DC. English A General Accounting Office (GAO) study evaluated the Bureau of Indian Affairs' (BIA) new facilities management information system (FMIS). Specifically, the study examined whether the new FMIS addresses the old system's weaknesses and meets BIA's management needs, whether BIA has finished validating the accuracy of data transferred from the old system, and the effectiveness of quality control measures to ensure the accuracy of new data entered into the system from individual schools. Document reviews; interviews with contractors, BIA staff, and school facility management staff; and site visits to eight schools in three states indicated that FMIS has the capability to meet BIA's needs if data are entered correctly and promptly. BIA's contractor has been correcting data that were transferred to FMIS from the previous system, but issues such as software compatibility problems between the contractor's system and FMIS have delayed entry of some data for more than 1 year. BIA officials say that these problems are being addressed and that the delay has not affected their ability to prioritize or fund repair and construction projects at BIA schools. GAO's review of the data indicated that most newly identified deficiencies need not be addressed for 2-5 years, and that no instances were observed in which data problems resulted in unsafe learning environments. Most measures for controlling the quality of new data entry were not working well. Nearly half of proposed data entries were inaccurate and incomplete. Recommendations are presented. (TD) ED479740 Bureau of Indian Affairs Schools: New Facilities Management Information System Promising, but Improved Data Accuracy Needed. 2003-07-00 Policymakers 41 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-03-692. N/A 2004 2016-11-21

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Yes Educational Finance Engineering Financial Support Postsecondary Education Research and Development Research Projects Science Instruction Sciences Scientific Research Machen, M. Marge Shackelford, Brandon Guides - Non-Classroom Reports - Descriptive National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. English Data from the Academic Research and Development (R&D) Survey and other surveys were used to analyze patterns of R&D activity in the United States. For the purpose of this analysis, the most recent data update from the report "National Patterns of R&D Resources" adjusts university and college R&D performance to net out R&D expenditures reported as passed through to educational sub-recipients beginning with 1998. Data were obtained from 609 universities and colleges that grant graduate degrees in the sciences or engineering and expend at least $150,000 in research in the surveyed fiscal year. (Author/SOE) ED479741 Academic R&D Spending Maintains Growth from All Major Sources in FY 2001. Info Brief. 2003-08-00 8 National Science Foundation, Div. of Science Resources Statistics, 4201 Wilson Blvd., Suite 965, Arlington, VA 22230. Tel: 301-947-2722; e-mail: paperpubs@nsf.gov; Web site: http://www.nsf.gov/sbe/srs/. N/A 2004 8/19/2004 23:00:20 RIEAPR2004

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No Biology Chemistry Elementary Secondary Education Laboratory Safety Physics School Safety Science Instruction Science Laboratories Science Teachers Bruton, Sheila, Ed Andrews, Bill, Ed. Hammond, David, Ed. Guides - Classroom - Teacher California California California State Dept. of Education, Sacramento. English This handbook was prepared to help science teachers, administrators, and other school staff members understand and avoid situations in which accidents might occur in the science laboratory, on field trips, or during outdoor education experiences. Suggestions contained in this publication are generally agreed upon and recommended for consideration by all California science teachers. Because this publication was prepared for statewide distribution, not all of the recommended policies are appropriate for adoption in all school districts. Ideas may be adapted to meet the needs of teachers and students in each district. This publication is designed for use by laboratory instructors and therefore provides minimal information directed towards students, parents, and administrators about necessary safety procedures in the science laboratory. Some materials such as parental consent forms and sample student safety contracts have been included in the appendices to help teachers communicate with other audiences. Topics include: (1) "First Aid"; (2) "General Laboratory Safety Precautions"; (3) "Safety in the Biology Laboratory"; (4) "Safety in the Chemistry Laboratory"; (5) "Safety in the Physics Laboratory"; and (6) "Safety Practices". (Author/SOE) ED479742 Science Safety Handbook for California Public Schools, 1999 Edition. 1999-00-00 ISBN-0-8011-1445-4 Practitioners Teachers 192 California Dept. of Education, 721 Capitol Mall, P.O. Box 944272, Sacramento, CA 94244-2720. N/A 2004 2016-11-21

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Yes Decision Making Elementary Secondary Education Inquiry Science Instruction Scientific Principles State Standards Guides - Non-Classroom North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. English The ability to become a scientifically literate citizen rests on the foundation students build from elementary, middle, and high school science experiences. The North Carolina Science Standard Course of Study (SCS) provides the concepts and theories all students should understand. Strands unify the goals and objectives and reflect a science as inquiry approach to doing and teaching science. The Strands (Nature of Science, Science as Inquiry, Science and Technology, and Science in Personal and Social Perspectives) are designed to connect and give meaning to the goals and objectives of the North Carolina Science Strand Course of Study. It is the intent of this document to offer insights into the ideas that encompass the Nature of Science. These ideas are fundamental to the applications of science to the real world. Understanding the Nature of Science enables scientific decision making which is necessary for our democracy to survive. Being an informed citizen requires conceptual understanding of the knowledge and skills elaborated upon in this Nature of Science document. (Author) ED479743 Understanding the Nature of Science. 2003-00-00 6 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Achievement Gains Educational Change Educational Environment Educational Improvement Educational Policy Elementary Secondary Education Evaluation Criteria Evaluation Utilization Instructional Leadership Outcomes of Education Parent School Relationship Partnerships in Education Professional Development School Community Relationship School Effectiveness Student Improvement Guides - Non-Classroom Wisconsin Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English The second edition of this guide, as did the first, describes a set of characteristics that define the Wisconsin framework for a successful school, one in which all students meet high academic and behavioral standards. It is intended to be used by practitioners to assess their own performance, guide improvement plans, and solicit feedback from families and community members. Chapter 1 describes the seven characteristics that compose a successful school. They are, briefly: (1) vision; (2) leadership; (3) high academic standards; (4) standards of the heart; (5) family, school, and community partnerships; (6) professional development; and (7) evidence of success. Chapter 2 provides eight surveys to help school teams begin thinking about their accomplishments and the future in each of the seven elements. Chapter 3 provides a brief overview of a process for using the data generated by self-assessment and other sources to create or sustain a successful school. It poses questions for school-community teams to use to plan improvements or to prioritize efforts that show promise. Appended are selected resources, common elements of reform, the Wisconsin equity framework, and an implementation report designed to be completed and sent to the Wisconsin Department of Public Instruction. (WFA) ED479744 Characteristics of Successful Schools. Second Edition. 2000-08-00 Administrators Practitioners Teachers 48 Wisconsin Department of Public Instruction, 125 S. Webster St., P.O. Box 7841, Madison, WI 53707-7841. Tel: 608-266-3390; Tel: 800-441-4563 (Toll Free); Web site: http://www.dpi.state.wi.us/. For full text: http://www.dpi.state.wi.us/dpi/dlsea/sit/cssindex.html. N/A 2004 2016-11-21

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No Arabic Dialects Diglossia Language Classification Literature Sociolinguistics Translation Uncommonly Taught Languages Zughoul, Muhammad Raji El-Badarien, Mohammed Nasser Reports - Descriptive English Sociolinguistic research on varieties of language and language variation, along with the necessity for meeting "equivalence" in terms of the appropriateness of the variety to the context have been well recognized in the formulation of a translation theory. However, the treatment of variation has always been restricted to dialect and has not encompassed the notion of diglossia. This paper stresses the need for research on the delineation of equivalence in diglossic languages, especially in literary translation where there is a continuous shift from one variety to another depending on the portrayal of characters and their interaction. Taking the classic definition of diglossia by Ferguson and the ensuing development of that definition, this paper raises some fundamental questions regarding the translation of language varieties in a diglossic situation, focusing on Arabic/English/Arabic translation. Examples are drawn from three main areas where there is a significant need: movies, literature, and liturgical literature. Major translation problems involved in the notion of appropriateness of the variety the situation are outlined, with suggestions offered for treating problems in the framework of a translation theory. Contains 27 references.) (SM) ED479745 Diglossia in Literary Translation: Accommodation into Translation Theory. 2003-00-00 19 N/A 2004 8/19/2004 23:00:28 RIEAPR2004

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Yes English (Second Language) Foreign Countries Graduate Students Grammar Higher Education Language Proficiency Second Language Learning Translation Muhammad, Raji Zughoul Abdul-Fattah, Hussein S. Reports - Research Lexical Collocation Jordan Jordan English Arab learners of English encounter a serious problem with collocational sequences. The present study purports to determine the extent to which university English language majors can use English collocations properly. A two-form translation test of 16 Arabic collocations was administered to both graduate and undergraduate students of English. The first form included the English translation in a multiple-choice format, whereas the other was given as a free translation task. The findings confirmed the hypothesis that Arab learners of English at all levels face difficulty with English collocations. Moreover, the study aimed at characterizing communicative strategies implemented by the subjects in their attempts to convey the English meaning. Twelve such strategies have been identified, exemplified, and described. The findings have substantiated the role of the native language in foreign language production as well as the need for explicit instructional focus on collocation in school and community. (Author/SM) ED479746 Collocational Strategies of Arab Learners of English: A Study in Lexical Semantics. 2003-00-00 18 N/A 2004 2016-11-21

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Yes Arabic English (Second Language) Foreign Countries Higher Education Language of Instruction Language Role Language Usage Uncommonly Taught Languages Zughoul, Muhammad Raji Reports - Descriptive Speeches/Meeting Papers Jordan Jordan English This paper examines the English language from an international perspective, highlighting its role, attainments, power, use, and cultural influence. It begins by discussing the use of English versus the use of Arabic as a language of higher education in Jordan, delineating conflicts between the two languages and defining both in terms of their advocacy and advocants. The second part presents challenges faced by language planners, educational planners, administrators, and decision makers at the highest legislative level in language planning on a country-wide basis. The third part reports findings on "innovative accommodation," or how a blend of English and Arabic is actually used in the university lecture hall by faculty members who were trained in English speaking countries to teach technical jargon to students lacking proficiency in English. The paper concludes with implications and recommendations. (Contains 33 references.) (SM) ED479747 The Language of Higher Education in Jordon: Conflicts, Challenges and Innovative Accommodation. 1999-00-00 19 N/A 2004 2016-11-21

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Yes Educational Games English (Second Language) Foreign Countries Grammar Junior High Schools Learning Activities Pronunciation Second Language Instruction Student Motivation Vocabulary Development Atake, Kazuko Guides - Classroom - Teacher Opinion Papers English This paper discuses how to integrate games into junior high school English classes in Japan. The first section, "The Present Situation," explains both external and internal influences on the current situation of English education in Japanese junior high schools, proposing solutions and introducing the advantages of using games to teach English as a Second Language. The second section, "Definition and Categories of Games," focuses on games in the areas of vocabulary development, grammar, pronunciation, and a combination of the above (which ask students to use their knowledge about several language skills). The third section, "Criteria for Games," explains how teachers should select and use games (how to integrate games into class material, how to succeed using games, and how often to use games). The fourth section, "Practice," makes suggestions for ways that teachers can adapt games to fit into their existing class materials. (Contains 16 references.) (SM) ED479748 Using Games To Teach English in Japanese Junior High School. 2003-00-00 Practitioners Teachers 29 N/A 2004 8/19/2004 23:00:34 RIEAPR2004

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Yes Elementary Secondary Education English (Second Language) Language Proficiency Limited English Speaking Minority Group Children Program Effectiveness Program Evaluation Reading Skills Urban Areas Urban Schools Writing Skills Munoz, Marco A. Reports - Research English School districts are reporting large increases in English language learners in their student populations. In some instances, English language learners are the fastest growing student population. This paper explores the impact of an urban school district English-as-a-Second-Language (ESL) program on language minority students for a period of 2 school years in the areas of reading and writing. The findings showed that there was yearly progress in English language proficiency in reading and writing scores. The gains reached statistically significant levels using both chi-squares and dependent-sample t-tests. Data indicated that the program was successfully meeting the needs of the language minority students of the local educational agency under study. (Contains 30 references.) (Author/SM) ED479749 Program Evaluation of Educational Services to Limited English Proficient Students in an Urban School District. 2003-00-00 25 N/A 2004 8/19/2004 23:00:35 RIEAPR2004

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Yes Chinese English (Second Language) Foreign Countries Graduate Students Higher Education Language Proficiency Memorization Recall (Psychology) Second Language Learning Short Term Memory Vocabulary Development Wang, Li-Yuch Reports - Research Chunking Taiwan Taiwan English Two studies assessed the impact of short-term memory on English as a Second Language learning. The first involved 20 graduate students at a Taiwanese university, who were randomly divided into treatment and control groups. It investigated differences in the performance of phrase recollection when the information was chunked versus unchunked. Results showed that the capacity of short-term memory could be enhanced by providing chunked information, suggesting a relationship between the capacity of short-term memory and language learning. The second study assessed the implications of the first study, investigating whether there would be a significant difference in students' recall in a word-related group, in which students were provided with an article whose vocabulary was related to a specific category, and a word-unrelated group, in which students were provided an article in which the vocabulary presented did not focus on a certain category. Results indicated that the difference between the word-related and word-unrelated groups was significant. The more words students recalled in class, the more words they could memorize after class. Overall, the research found that there was a strong relationship between short-term memory and language learning. (Contains 21 references.) (SM) ED479750 The Role of Short-Term Memory on Language Learning. 2003-00-00 14 N/A 2004 2016-11-21

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Yes Benchmarking Departments Educational Improvement Higher Education Quality Control Chambliss, Catherine Reports - Descriptive Continuous Improvement Quality Assurance English The Continuous Quality Improvement (CQI) approach has provided many corporations with a tool for adapting to ongoing shifts in demands and resources, and it can offer academic settings similar assistance. CQI offers a mechanism for building a collaborative process that can help departments define their unique strengths and cultivate a distinctive niche. The CQI process begins by identifying specifically what consumers want from an academic organization. The approach assumes that departments will continue to confront an array of student needs and preferences. By orienting all employees to view program improvement as a vital part of their jobs, the CQI approach operates proactively. CQI makes heavy use of benchmarking. This involves determining optimal performance in any specific area and detailing how that level of performance can best be achieved. Action plans are developed. Ongoing monitoring is central. Consideration of the specific consequences of program improvement initiatives is also key to CQI. Statistical process control is used to discern actual changes and distinguish these from random fluctuations. The paper also describes the use of CQI at Ursinus College, Pennsylvania, where the focus was on student achievement. An appendix contains a sample outcomes assessment that summarizes student research achievement from 1980 to 2002. (SLD) ED479751 Making Departments Distinctive: The Continuous Quality Improvement (CQI) Mindset. 2003-00-00 12 N/A 2004 2016-11-21

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Yes Cost Containment Economic Factors Higher Education Inflation (Economics) Student Costs Tuition Boehner, John A. McKeon, Howard P. Opinion Papers Reports - Descriptive English The U.S. higher education system is on crisis. Decades of uncontrolled cost increases are pushing the dream of a college education out of reach of needy students. The crisis requires a dramatic solution. This report does not provide solution to the cost crisis nor suggest easy answers to improve the affordability of postsecondary education, but it does explore the college cost crisis, its origins and continued causes, and it begins a dialogue that seeks to find real solutions to the crisis of college cost in the United States. Tuition increases are outpacing the rate of inflation, increases in family income, and increases in financial aid. These cost increases are pricing students and families out of the college market. Tuition increases have outpaced inflation year after year. U.S. citizens, losing patience with higher education Sticker shock, believe that institutions of higher education are not accountable enough to the consumers of higher education. They believe that wasteful spending by college and university management is the number one reason for skyrocketing college costs. The amount of information available to consumers about tuition increases is inadequate, inhibiting the ability of consumers to comparison shop and hold institutions accountable for tuition hikes. While significant tuition increases are the norm, they are not unavoidable. Some colleges have managed to hold tuition increases to a manageable level, or even to reduce tuition. This provides concrete examples that college costs do not have to increase at such a rapid pace. (SLD) ED479752 The College Cost Crisis: A Congressional Analysis of College Costs and Implications for America's Higher Education System. 2003-00-00 23 N/A 2004 8/19/2004 23:00:41 RIEAPR2004

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Yes College Students Grade Point Average Higher Education Knowledge Level Self Report Herman, William E. Reports - Research Speeches/Meeting Papers English This study asked college students to report their current institutional grade point average (GPA) and grant permission for the researcher to examine the official records with the understanding that some had questioned the accuracy of such self-reported GPA. The relationship between self-report and actual GPA was moderately powerful, but considerable unexplained variance also existed (69%). Unexplained variance in actual GPA prediction was approximately cut in half when transfer status and number of credit hours taken were considered and cases with a current institutional GPA of zero were removed. Researchers who wish to use current GPA as a variable are highly encourages to obtain accurate GPA from the official records and to explore how transfer status might influence such data collection. (Author/SLD) ED479753 College Student Awareness of Current G.P.A. 2003-08-07 9 N/A 2004 8/19/2004 23:00:43 RIEAPR2004 Paper presented at the Annual Meeting of the American Psychological Association (Toronto, Ontario, Canada, August 7-10, 2003).

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Yes Behavioral Science Research College Freshmen Comparative Analysis Computer Science Females Gender Issues Higher Education Males Questionnaires Sex Differences Sex Stereotypes Student Attitudes Beyer, Sylvia Chavez, Michelle Rynes, Kristina Reports - Research Speeches/Meeting Papers Confidence Gender Gap Students as Subjects English A study examined gender and student group differences in stereotypes and confidence for first-year and more advanced computer science (CS) students. In the spring of 2001, 18-page questionnaires were distributed to first-year students (n=30: 21 females, 9 males) and students enrolled in an introductory CS course (n=32: 11 females, 21 males) designed for students considering majoring in CS. Findings showed no gender difference in computer confidence for first-year students, but females in CS had significantly lower confidence than did males. (Contains 27 references.) (Author/BT) ED479754 Gender Differences in Attitudes toward and Confidence in Computer Science. 2002-05-00 National Science Foundation, Arlington, VA. 6 N/A 2004 2016-11-23

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Yes Art Behavioral Science Research Chemistry English Females Gender Issues Higher Education Males Self Evaluation (Individuals) Sex Differences Beyer, Sylvia Riesselmann, Monica Warren, Tiffany Reports - Research Speeches/Meeting Papers Confidence Students as Subjects English A study assessed gender differences in confidence for three academic areas of varying gender-type. The study used questions about chemistry (masculine), English (feminine), and art (neutral). Participants were general psychology students (n=361: 229 females, 132 males) who received course credit for their participation. Findings revealed that females underestimated their performance more than did males on chemistry and English questions. (Contains 49 references, 3 notes, and 1 table.) (Author/BT) ED479755 Gender Differences in the Accuracy of Self-Evaluations on Chemistry, English, and Art Questions. 2002-06-00 8 N/A 2004 2016-11-23

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Yes Accountability Achievement Tests Educational Policy Educational Vouchers Elementary Secondary Education Multivariate Analysis Public Opinion Public Schools Dotterweich, Lisa McNeal, Ramona Reports - Research Speeches/Meeting Papers Elementary Secondary Education Act Mandated Tests No Child Left Behind Act 2001 Opinion Polls Preference Data Elementary and Secondary Education Act No Child Left Behind Act 2001 English Less than a year after his inauguration, U.S. President George W. Bush secured passage of the No Child Left Behind Act, the cornerstone legislation of his administration. It was signed into law on January 8, 2002 and cost taxpayers $26.5 billion, the largest dollar increase ever in federal aid. No Child Left Behind is a revised version of the Elementary and Secondary Education Act. It represents the central federal law in pre-collegiate education and mandates requirements in almost every public school in the United States. Public opinion of pre-collegiate public education in the U.S. has not been well documented by researchers, perhaps because conventional wisdom holds that public opinion has little impact on public education policy. This paper examines whether conventional wisdom represents an urban myth or a fair assessment of the relationship between public opinion and educational policy. The paper focuses on the impact of public preferences on the passage of the No Child Left Behind Act. It begins with an overview of public opinion theories and briefly examines the historical public opinion of U.S. public schools. The paper discusses the historical opinion of the U.S. public about school vouchers and, to a lesser extent, about mandated student achievement testing. It presents an overview of the provisions included in the No Child Left Behind Act. The paper concludes with an analysis of public opinion and major components of the act. Using the January 2001 CBS News Monthly Poll and multivariate analysis, it examines the relationship among demographic, attitudinal, and environmental factors and support for three provisions of the act: (1) school vouchers, (2) mandatory testing, and (3) basing federal education funds on mandatory testing results. (Contains 29 references, 1 figure, and 1 table.) (Author/BT) ED479757 The No Child Left Behind Act and Public Preferences. 2003-08-00 27 N/A 2004 2016-11-21

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Yes Educational Policy Government Role Literature Reviews National Standards Political Attitudes Public Policy Public Schools Kosar, Kevin R. Information Analyses Speeches/Meeting Papers America 2000 Elementary Secondary Education Act Goals 2000 No Child Left Behind Act 2001 Elementary and Secondary Education Act Goals 2000 No Child Left Behind Act 2001 English During the past 12 years there was a sudden and unexpected consensus held by U.S. Congressmen and Presidents that students in U.S. public schools were learning less than they should. Moreover, the conservatives and liberals agreed that the proper policy response to this public problem was to raise education standards. Recent years brought five major federal policy initiatives to raise education standards: (1) America 2000, (2) Goals 2000, (3) the 1994 Reauthorization of the Elementary and Secondary Education Act (ESEA), (4) Voluntary National Tests (VNT's), and the (5) No Child Left Behind Act of 2002 (NCLB). For all the effort, the policies have failed. America 2000 and VNT's did not pass Congress, and Goals 2000, the 1994 ESEA, and NCLB have had negligible effects on standards. This paper hypothesizes that national politicians do not object to standards per se, but a deep-rooted political division has confounded efforts to create effective national standards policy. The paper states that: (1) the traditions of local control of schooling limited the politically feasible extents of raising educational standards through federal policy; and (2) liberals believe that academic underachievement is largely a function of school funding. It draws on a larger study that utilized primary source documents, including transcripts of congressional hearings on education bills and floor debates, the presidential platforms of the major parties, and interviews with policymakers. It supplements these with secondary sources, such as newspapers, the Congressional Quarterly, and the National Journal. (Contains 74 notes.) (Author/BT) ED479758 Higher Standards: We'd Love to But . . . 2003-08-00 21 N/A 2004 2016-11-21

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Yes Academic Standards Bilingual Education Bilingual Education Programs Civil Rights Democracy Elementary Secondary Education Political Issues Social Science Research State Standards Citrin, Jack Kiley, Jocelyn Pearson, Kathryn Reports - Research Speeches/Meeting Papers California Proposition 227 (California 1998) Colorado Direct Legislation Issue Salience Arizona Massachusetts Arizona California Colorado Massachusetts Proposition 227 (California 1998) English The entrenched nature of affirmative action, immigration, and bilingual education programs shows that ethnic minorities as well as powerful economic interests can benefit from client politics (H. D. Graham, 2002). In recent years, ballot initiatives have pierced the cocoon of legislative support for these policies and overturned them in California and several other states, leading scholars to debate whether direct democracy is a threat to minority rights. This paper is a study of four recent initiatives seeking to eliminate well-protected bilingual education programs. The paper notes that California businessman Ron Unz spearheaded this movement, succeeding in California, Arizona, and Massachusetts, and failing in Colorado. It sets out to outline the genesis, conduct, and outcome of the recent initiative campaigns to drastically reform bilingual education. It considers the pattern of elite support and opposition; the campaign themes; and the pattern of mass support and opposition, based on evidence from both aggregate-level and survey data. The paper argues that although bilingual education is a matter of limited salience to the majority of (white) voters, the widely held, if latent, belief that speaking English is an important attribute of U.S. national identity and, as such, important for assimilating immigrants, provided the supporters of the Unz initiatives with an important initial electoral advantage. (Contains 44 references, 13 notes, and 7 tables.) (BT) ED479759 Direct Democracy Takes on Bilingual Education: Framing the Debate in Four State Initiatives. 2003-08-00 27 N/A 2004 2016-11-21

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Yes Action Research Classroom Techniques Comparative Analysis Conventional Instruction Drama Grade 3 Instructional Effectiveness Literacy Multiple Intelligences Primary Education Public Schools Scores Social Studies Fernsler, Hannah Marie Dissertations/Theses Reports - Descriptive Drama in Education T Test English Drama can be influential when combined with some subjects in the classroom. Social studies can be hard for students because it asks students to learn abstract subjects. It was felt that students would gain more understanding of the discipline of social studies if they interacted with the content. When students take an active role in learning, they usually internalize the material. A study sought to see whether test scores might improve when they used dramatic supplements in addition to traditional instruction. Participants, 30 third graders in an eastern Tennessee public school, completed the study designed to determine whether students who received drama in place of traditional social studies instruction would achieve higher test scores than students who only received traditional social studies instruction. The school's principal divided the third grade students into classes before the beginning of the school year. They were divided into classes equally by ability level. Two classes participated: Group A, the experimental group, received 6 weeks of social studies instruction, using drama as the primary medium; while Group B, the control group, received 6 weeks of traditional social studies instruction. After 6 weeks, both classes took the same social studies test, and a t-test compared the data of each group. The null hypothesis was rejected. There was a significant difference between the social studies test scores of students who study the discipline with a dramatic supplement and those who study the discipline in the traditional manner. Appended are a letter from Knox County Schools, a letter to parents, and a copy of script. (Contains 1 table and 23 references.) (Author/BT) ED479760 A Comparison between the Test Scores of Third Grade Children Who Receive Drama in Place of Traditional Social Studies Instruction and Third Grade Children Who Receive Traditional Social Studies Instruction. 2003-07-00 40 N/A 2004 2016-11-21

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Yes Behavioral Sciences Constructivism (Learning) Curriculum Development Educational History Educational Philosophy Literature Reviews Science Curriculum Teaching Methods Casas, Martha Information Analyses Reports - Evaluative Twentieth Century 1960s Science Writing Social Efficiency English The history of U.S. pedagogy involves episodes in which psychology and education have shared a common goal, specifically, to understand how children learn. Although the marriage between psychology and education has not always been a smooth one, in general, the effects produced by this union on education have been beneficial to children. Most instructional methods currently implemented in classrooms are predicated on constructivism because it has been proven successful in helping students learn more effectively. Although constructivism is currently popular in education, behavioral science was once touted as a medium for improving the quality of education in the United States by the scientific curriculum writers. This paper examines why the scientific curriculum writers of the early 20th century and later the President's Science Advisory Committee of 1962 (PSAC) championed the use of behavioral science in U.S. education. Before an analysis of these questions, the paper conducts a review of the historical background describing the entry of behaviorism into the pedagogical arena during the early 20th century. (Contains 46 notes.) (BT) ED479761 Cries for Social Efficiency in the Pedagogical Arenas of the Early Twentieth Century and the Early 1960s. 2003-00-00 28 N/A 2004 2016-11-21

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Yes College Athletics Dance Gender Issues Higher Education Womens Athletics Hennefer, April Sowder, Kristina Pemberton, Cynthia Lee A. Easterly, Debra M. Reports - Research Cheerleading English During the 2001-02 academic year, Idaho State University engaged a nationwide study to investigate the prevalence of dance and cheerleading programs among National Collegiate Athletic Association (NCAA) D-I schools. The goal of the study was to build a case for Office for Civil Rights (OCR) and NCAA sport recognition and designation. The study participants included presidents, athletic directors, senior women administrators, and dance/cheerleading coaches from eligible NCAA D-I colleges/universities (sample size 312 schools). Two hundred and seventeen schools responded (34 presidents, 86 athletic directors, 89 senior women administrators, and 80 dance/cheer coaches). Findings revealed that the overwhelming majority of the schools surveyed currently had and were funding competitive dance/cheerleading teams; believed that they had adequate dance/cheer practice and competition facilities on their campuses; felt there were recruitable dance/cheer athletes in their region; and believed that there was potential local, regional, and national dance/cheer competition, beyond support for other sports. Respondents viewed both dance and cheerleading as being characterized by many to most of the defining elements of sport and were at least somewhat supportive of pursuing NCAA emerging sport designation and OCR sport recognition. (Author/SM) ED479762 Dance and Cheerleading as Competitive Sports: Making a Case for OCR Sport Recognition & NCAA Emerging Sport Designation. 2003-08-00 19 N/A 2004 2016-11-21

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Yes College School Cooperation Cooperating Teachers Focus Groups Higher Education Partnerships in Education Preservice Teacher Education Secondary Education Student Teacher Attitudes Student Teachers Student Teaching Teacher Student Relationship DeWeese, David, L. Reports - Research Speeches/Meeting Papers Southern Illinois University Edwardsville English The Secondary Education program at Southern Illinois University Edwardsville (SIUE) completed its second year of partnerships with local public secondary schools. During the 2003-04 school year, SIUE partnered with two schools. Prior to the second year of the partnerships, data regarding student perceptions of their experiences during the pre-student teaching and student teaching semesters were collected via anecdotal conversations conducted throughout the year. Focus groups conducted with each cohort and with students from non-partnership placements examined student teachers' perceptions of their experiences during each phase as well as alignment of expectations and experiences for each phase; relationships and communication with cooperating teachers, the School of Education, and advisors in the Office of Clinical Experience and Certification Advisement; and preparedness for each phase of the pre-student and student teaching experience. Overall, virtually all of the partnership students felt their yearlong experience was beneficial. The quality of support partnership and nonpartnership student teachers received from their cooperating teachers varied considerably. Partnership students liked the quality of the seminars conducted throughout the year by university coordinators, but wanted more time to learn about classroom management and lesson planning before beginning their student teaching. (SM) ED479763 "You've Got To Learn the Territory": An Initial Assessment of a Partnership Model for Successful Student Teaching. 2003-08-00 17 N/A 2004 2016-11-21

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Yes Accountability Beginning Teachers Elementary Secondary Education Faculty Development Mentors Program Evaluation Teacher Collaboration Teacher Improvement Teacher Persistence Moir, Ellen Reports - Descriptive Speeches/Meeting Papers National Commission on Teaching & America's Future, New York, NY. English Experience shows that mentoring has a positive effect on new teachers' professional lives. Quality induction programs promote greater teacher retention, breaking the cycle of attrition, which saves money for school districts and ensures that teacher shortages do not dictate hiring policy. These benefits are felt most in school districts with socioeconomically, culturally, and linguistically diverse students. Mentors often find themselves revitalized by the experience of passing their knowledge on to a new generation of teachers. Mentoring helps transform the teaching profession from one of isolation and high turnover to one of collaboration, continuity, and community. Not all good teachers make good mentors, and mentor selection must be done carefully. Mentoring requires the ability to work with adults, collaborate, and articulate a set of teaching skills. Mentor training programs should encourage reflection and run throughout the year. Successful induction programs recognize that mentoring is an energy-consuming job, requiring preparation and professional development time. Quality induction systems require adequate financial support and operate best when mentors and teachers collaborate on the same goals and share accountability. New teachers must learn to collaborate within the professional community and among peers. The basis of the mentor-novice interaction is a formative assessment process. Research is being conducted and analyzed to determine the impact of induction on teacher retention. (Contains 10 references.) (SM) ED479764 Launching the Next Generation of Teachers through Quality Induction. 2003-07-00 16 For full text (MS Word): http://www.nctaf.org/whatsnew/index.html. N/A 2004 8/19/2004 23:01:02 RIEAPR2004 Paper presented at the State Partners Symposium of the National Commission on Teaching & America's Future (Denver, CO, July 12-14, 2003).

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Yes Administrator Role Faculty Development Middle School Teachers Middle Schools Principals Teacher Administrator Relationship Teacher Characteristics Teacher Leadership Ruppert, Nancy Bell Reports - Descriptive North Carolina North Carolina English This report presents information from North Carolina middle school principals and teacher leaders on the characteristics of effective middle school teachers. Principals indicated that knowledge, organization, and passion were the top middle school teacher characteristics. The report suggests that there are three types of teacher leaders: those who are organized, those who are productive, and those who are creative. Principals felt that organized teacher leaders have few personal needs, have good relationships with their administrators, are dependable and conscientious, do a great job, and are well respected by their colleagues. All of the principals were able to identify specific teachers in their schools who were leaders and who had the strengths of organization, productivity, and creativity. Respondents agreed with research findings that teacher leaders need encouragement, trust, and to be listened to. Middle school research suggests that exemplary middle schools are led by strong leaders, and those leaders display such characteristics as vision, autonomy, inspiration, and evaluation. (Contains 19 references.) (SM) ED479765 Ways To Support Teachers in High Performing Middle Schools. 2003-07-00 13 N/A 2004 2016-11-21

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Yes College Students Community Colleges Elementary Secondary Education Higher Education Preservice Teacher Education Student Attitudes Transfer Students Barbour, Judith A. Cortez, Andrea T. Barbour, Frederic L. Reports - Research Speeches/Meeting Papers English This study identified factors that impeded the smooth transition of transfer students into their final 2 years of teacher education, contrasting their experiences with that of native students. Researchers developed a moderator's guide and conducted six 90-minute focus groups at two state universities with native and community college transfer students. They mailed a survey to native and transfer juniors and seniors in Illinois state college preservice teacher education programs. Results indicated that overall, transfer students had a better college experience during their first 2 years, and native students had a better college experience during their last 2 years. A significant number of transfer students encountered difficulty with having taken proper prerequisites at the community college and with getting credits accepted by four-year colleges. Experiences after transfer indicated students were disappointed with class size, faculty availability, classroom condition, friendly atmosphere, costs, privacy and living arrangements, mobility, and obtaining employment and child care. Recommendations include encouraging students to make early decisions on major and four-year schools, providing more and better advising, providing students with information on changes in requirements, required tests, and activities, and developing child care options. (SM) ED479766 Factors That Favor and Inhibit Transition of Community College Transfers to Four-Year Teacher Education Programs. 2003-08-00 Illinois State Board of Higher Education, Springfield. 94 N/A 2004 8/19/2004 23:01:06 RIEAPR2004 Paper presented at the Annual Meeting of the Association for Teacher Educators (Santa Fe, NM, August 9-13, 2003).

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Yes Cooperative Planning Elementary Secondary Education Faculty Development Graduate Study Inservice Teacher Education Mathematics Teachers Teacher Collaboration Teacher Researchers Kaplan, Rochelle Goldberg Alon, Sandra Boltzer, Kathleen Reports - Descriptive Speeches/Meeting Papers English This paper describes how one graduate student in a master's degree program for mathematics teachers moved from a state of confusion and anxiety to confidence in herself as a teacher researcher via a three-way collaboration among the teacher, her university professor, and her school supervisor. The second semester of her year-long Research in Education course was spent researching, analyzing, and interpreting data for her research project. The success of her project and her transformation to a classroom researcher was due to several factors within this collaboration. First, in the beginning, she was the "middle person" trying alone to negotiate a deal enabling her to satisfy course requirements and fulfill her responsibility as a teacher. Things became easier when she, the professor, and the supervisor communicated directly to clarify what she needed to do and how she could work this into her real work day, thus connecting the academic to the practical in a concrete way. Second, through the collaboration, she gained enough confidence to examine her own teaching and make it the object of her investigation, rather than simply the method of her formal research. Finally, they all learned that to disagree, then come to consensus, was critical to developing research ideas for the classroom. (SM) ED479767 Developing Teachers as Researchers: A Collaborative Approach. 2003-04-23 19 N/A 2004 8/19/2004 23:01:08 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Elementary Education Higher Education Instructional Leadership Mentors Metaphors Preservice Teacher Education Reflective Teaching Science Instruction Student Teachers Teacher Collaboration Sillman, Kathleen Dana, Thomas M. Miller, Matthew Reports - Research Speeches/Meeting Papers English This study examined a fifth year teacher, who had participated in an original project assessing the effectiveness of metaphor within collaborative reflection to help prospective teachers define, explain, and challenge their beliefs about learning and teaching science. Results found that using metaphor as a tool for reflection helped the teacher articulate beliefs and put them into practice during student teaching. The study investigated, after 5 years, the extent to which he continued using an inquiry stance, metaphor remained part of his personal reflection, and other changes impacted his learning to teach. Results indicated that he had found a reflection tool in metaphor, and the inquiry stance to go with it, to help him systematically study classroom problems and possibilities. He continued collaborative reflection within learning communities of new colleagues, who shared similar philosophies of teaching and learning and with a peer and roommate, who shared the context of first year teacher. He also continued using metaphor as a tool to maintain a student-centered focus. After several years, some critical events led to his becoming a teacher leader (e.g., supporting a new principal whom he knew, and developing a math innovation). He began using metaphor to a greater extent within the classroom to help students learn new ideas by connecting to familiar circumstances. (SM) ED479768 Fifth Year Teacher: From Mentored to Mentoring! 2003-10-00 14 N/A 2004 8/19/2004 23:01:09 RIEAPR2004 Paper presented at the Annual Meeting of the Pennsylvania Association of Colleges and Teacher Educators (32nd, Grantville, PA, October 29-31, 2003).

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Yes Advisory Committees Annual Reports Change Agents Compliance (Legal) Disabilities Educational Planning Elementary Secondary Education Federal Legislation Master Plans Meetings Special Education State Agencies Statewide Planning Strategic Planning Copenhaver, John Guides - Non-Classroom Individuals with Disabilities Education Act Individuals with Disabilities Education Act Utah State Univ., Logan. Mountain Plains Regional Resource Center. English The purpose of this document is to provide an orientation and overview for new state special education advisory panel members regarding their role and functions. This information is a compilation of material and best practices from state special education advisory panels throughout the United States. The manual is intended to assist members of state special education advisory panels in the development and implementation of effective and efficient advisory panels. The first part of the manual provides an overview of the function of the state special education advisory panel under the Individuals with Disabilities Education Act. Information is included pertaining to panel procedures, functions, membership, the role of state special education director, diverse representation requirements, panel by-laws and operating procedures, annual planning meetings, setting priorities, consensus building, representing a stakeholder group, advisory panels as change agents, meetings, public comments, advisory panel involvement with the Office of Special Education Programs, and annual reports. The second part of the manual provides a resource guide that addresses federal regulations, acronyms, membership, by-laws and procedures, setting priorities, agendas, meeting preparation, panel meetings/committees, annual reports, regional resource centers, and training. A brochure on state special education advisory panels for the public or "Public Information Guide" is also included. (CR) ED479769 State Special Education Advisory Panels under the Individuals with Disabilities Education Act (IDEA). Public Information Guide [and] An Overview for State Special Education Advisory Panel Members [and] Resource Guide. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. 77 Mountain Plains Regional Resource Center, Utah State University, 1780 North Research Parkway, Suite 112, Logan, UT 84341. Tel: 435-752-0238; Fax: 435-753-9750. N/A 2004 2016-11-21

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Yes Action Research Classroom Techniques Elementary Secondary Education English Curriculum English Departments English Instruction English Teachers Higher Education Instructional Innovation Literacy Professional Development Kiernan, Henry, Ed. Collected Works - Serials Reports - Descriptive Technology Implementation Educational Leadership National Council of Teachers of English ISSN-0738-1409 National Council of Teachers of English, Urbana, IL. English This 22nd volume of the "English Leadership Quarterly" contains articles on topics of interest to those in positions of leadership in departments (elementary, secondary, or college) where English is taught. Each issue highlights a different theme. Articles in Volume 22 Number 1 are: "Collaboration: Making a Difference" (Stephanie Quate); "Using Faculty Study Groups to Implement Innovations" (Barbara King-Shaver); "Goals and Issues: A Framework for Implementing Technology" (Jonathan Bush); and "A Student-Centered vs. Teacher-Centered Approach in the Secondary Classroom" (Ronald T. Sion). Articles in Volume 22 Number 2 are: "What New English Teachers Need to Know" (Marshall A. George); "Assessing Teacher Performance with a Portfolio Rubric" (Bonita L. Wilcox and Lawrence A. Tomei);"You're the Leader: What Are You Going to Do about It?" (Barbara K. Thompson); and "Innovations with Staying Power: Creating a Climate for Change" (Rebecca Bowers Sipe). Articles in Volume 22 Number 3 are: "Fostering Literacy: Connecting Families with Schools" (Nancy L. Hadaway); "Looking at Literacy in Urban Families: Surveying the Scene" (Sylvia M. Vardell); "Taking the Initiative: Dallas Teachers as Parent Mentors in the Literacy Development of Children" (Diana L. Wisell); and "Building Home and School Literacy Partnerships: A Principal's Perspective" (John E. Jacobson). Articles in Volume 22 Number 4 are: "Thoughts Worth Thinking About: Reflections, Connections, Projections" (Jeffrey N. Golub); "Guiding Minds on a Global Journey: A Principled Approach to Professional Development" (Susan W. Golder and Peter C. Grande); "Engaging Students to Learn: A Reflection on IBM's Learning Village" (Frank S. Mandera, Jr.); and "Truth or Consequences: Evaluating High School Online NetCourses" (Liz Pape). (NKA) ED479770 English Leadership Quarterly, 1999-2000. English Leadership Quarterly v22 n1-4 Aug 1999-Apr 2000 2000-04-00 66 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. For full text: http://www.ncte.org/elq/index.shtml. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Educational Resources Elementary Secondary Education English Instruction Instructional Effectiveness Instructional Innovation Language Arts Learning Activities Media Literacy Multicultural Education Teacher Developed Materials Writing Instruction Collected Works - Serials Reports - Descriptive ISSN-1526-5641 National Council of Teachers of English, Urbana, IL. English This 18th volume of "Classroom Notes Plus" contains descriptions of original, unpublished teaching practices, or adapted ideas. Under the Ideas from the Classroom section, the August 2000 issue contains the following materials: "The Thought Pot" (Andrew R. West); "Seeing Is Reading: 'The Hollow Men'" (James Penha); "Language Lessons for Critical Thinking" (Joe Taylor); "Exploring Gender Assumptions in Language" (Terry Martin); "Ten Things You Should Know About..." (Sherri S. Hall); and "Classroom Consumers Report" (Stacy Doolin). Under the Focus on the Harlem Renaissance section is: "Be-Bop-Bo-Duh: Writing Jazz Poetry" (Aurelai Lucia Henriquez). Under the Teacher Talk section are: "Exploring the Harlem Renaissance"; "Do You Ask High School Students to Read Aloud?"; and "Emergency Measures for Ugly Classrooms." Under the Traci's Lists of Ten section is: "Ten Prewriting Exercises for Personal Narratives" (Traci Gardner). Under the Classroom Solutions are: "Clothesline Display"; "Tabloid Vocabulary"; and "Stage Fright." Under the Focus on Literary Terms section is: "Figurative Language." Contains Web resources and notes. Under the Ideas from the Classroom section, the October 2000 issue contains the following materials: "The Granddaughter Project" (Kay Hinkebein); "Putting Rock and Roll into Writing" (Cecelia A. Murphy); "Getting the Move On: Revision in the Computer Lab" (Jim Lonergan and Donna-Marie Stupple); "Writing Checklist: An Easy Way to Review Grammar" (Pamela J. Orth); and "Their Day to 'Howl': Ginsberg Brings Out the Poetic Best in Middle School Students" (Alfree Enciso). Under the Teacher Talk section are: "How Do You Help Students Recognize Style and Voice?"; and "Suggestions for Working with Students with Disabilities." Under the Classroom Solutions section are: "Custodians and Keys"; and "Late-Work Tickets." Under the Focus on Multicultural Education section is: "Deepening the Meaning of Heritage Months." Under the Traci's Lists of Ten section is: "Ten Ways to Play with Literature" (Traci Gardner). Contains Web resources and notes. Under the Ideas from the Classroom section, the January 2001 issue contains the following materials: "Blithering Titles" (Sue Torsberg); "Combating Stage Fright" (Linda S. Beath); "Literacy Club" (Tory Babcock); "Practicing Practical Reading" (Frances B. Carter); "Family Stories" (Rose Reissman); "Not Just for Elementary Students" (Tracy Felan); and "A Teacher Shares the Meaning of Martin Luther King Jr. Day with Her Students" (Jessyca Pearson Yucas). Under the Focus on Multicultural Education section is: "How We Are White" (Gary Howard). Under the Focus on Teaching about the Holocaust section are: "Always Remember, Never Forget"; "Silent Warm-Up" (Robin Wolcott); "Correspondence in a Concentration Camp" (Don Leibold); "A Hiding Place" (Victoria Lewis); and "Confronting Prejudice and Genocide: Using Symbols and Stories in Holocaust Education" (Nancy D. Kersell). Under the Teacher Talk section are: "Clarifying Goals for Teaching the Holocaust"; "Suggestions for Nonfiction Related to the Holocaust"; "Alternatives for Students Who Are Not Allowed to Watch 'Schindler's List'"; and "Staying Refreshed." Under the Classroom Solutions section is: "Showing Who We Are through a Class Quilt." Contains Web resources and notes. Under the Ideas from the Classroom section in the April 2001 issue are the following materials: "Finding Stories in Paintings" (Doris Brewton); "Language as Visual Aid: Using the Classroom Walls Differently" (Chad A. Donohue); "Connecting Songs and Stories" (Terri Fisher-Reed); "Imitating the British Romantic Poets" (Michael T. Duni); "Paste-Pot Poetry" (Mary Ann Yedinak); and "Dead Poet Interviews" (Colette Marie Bennett). Under the Focus on Multicultural Education section is: "A Moral Choice." Under the Focus on Media Literacy section are: "What Is Media Literacy?" (Andrew Garrison); "Turning the Camera on the Class" (Alice Cross); "Center for Media Literacy"; "Barry's Bulletin--A Resource for Media Educators"; "Web Sites on Media Literacy and Advertising"; and "Online Resources on Media Literacy." Under the Teacher Talks section are: "The Love Song of J. Alfred Prufrock"; "How Do You Stay Refreshed?"; Webfolios; and "Teaching Film and Media." Under the Traci's Lists of Ten" section is: "Ten Television Analysis Writing Projects" (Traci Gardner). Under the Web Resources section are""April Is Poetry Month"; "Student Web Publishing Resources"; and "Using the Web for High School Student Writers." Under the Previews section are: "After Viewing: Reflections on Responding to Films in the Classroom" (Bill Martin); and "Viewing the Films: Not 'Whether of Not,' but 'How'?" (William McCauley). Under Classroom Solutions is: "A Grading Tip." Contains notes and an index for the 2000-2001 year. (NKA) ED479771 Classroom Notes Plus: A Quarterly of Teaching Ideas, 2000-2001. Classroom Notes Plus v18 n1-4 Aug 2000-Apr 2001 2001-04-00 126 National Council of Teachers of English, Notes Plus, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. For full text: http://www.ncte.org/notesplus/archives/. N/A 2004 2020-07-16

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Yes Class Activities Colonial History (United States) Curriculum Enrichment Family Life Intermediate Grades Learning Activities Lesson Plans Primary Sources Skill Development Standards Student Educational Objectives Student Research Writing Assignments Guides - Classroom - Teacher Eighteenth Century Historical Fiction Massachusetts Standards for the English Language Arts Delaware Delaware Massachusetts English In this lesson, students will explore daily life in the 13 original British colonies and its influences in the late 1700s for two families in different colonies--Delaware and Massachusetts. The lesson asks students to become historical detectives and learn to gather information from artifacts and make inferences about the lives and time they represent--they will then use what they have learned to write historical fiction in the form of letters between fictitious cousins in Massachusetts and Delaware. The lesson: provides an introduction; cites grade level, time required, subject areas, and skills developed; poses guiding questions; gives learning objectives; offers suggestions on preparing to teach this lesson; outlines suggested activities (1. Defining the British Colonies; 2. Investigating Life in Early America; 3. Dear Cousin); suggests ways to extend the lesson; lists selected Web sites; and addresses standards alignment. (NKA) ED479772 American Colonial Life in the Late 1700s: Distant Cousins. [Lesson Plan]. 2002-07-16 Council of the Great City Schools, Washington, DC. National Endowment for the Humanities (NFAH), Washington, DC. MCI WorldCom, Arlington, VA. Teachers Practitioners 10 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Intermediate Grades Inventions Learning Activities Lesson Plans Skill Development Standards Student Educational Objectives Technological Advancement United States History Guides - Classroom - Teacher Standards for the English Language Arts Edison (Thomas) English The purpose of this lesson is to familiarize students with life and technology around 1900 so that they can better understand how Thomas Edison and his many inventions influenced both. Without some understanding of Edison's time, it is unclear just how significant an impact Edison had on the world, both then and now. While the incandescent light bulb and the phonograph may be familiar, other of Edison's inventions, such as the kinescope, are so strange in name and appearance that students might not make the connection between that machine and today's motion picture industry. The lesson: provides an introduction; poses guiding questions; cites subject areas, time required, and skills developed; gives learning objectives; discusses preparing to teach this lesson; outlines suggested activities (1. Understanding and Identifying Technology Today; 2. Technology in 1900; 3. Thomas Edison's Life and Inventions; 4. Edison in Your Home); suggests activities for extending the lesson; lists selected Web sites; and addresses standards alignment. Attached are a personal technology survey sheet and a technology chart. (NKA) ED479773 Thomas Edison's Inventions in the 1900s and Today: From "New" to You! [Lesson Plan]. 2002-07-05 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Teachers Practitioners 10 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Class Activities Curriculum Enrichment Learning Activities Lesson Plans Primary Education Skill Development Standards Student Educational Objectives United States History Guides - Classroom - Teacher Standards for the English Language Arts Etiquette Flag Day National Symbols Pledge of Allegiance English In this unit, students learn what a symbol is, and how this particular symbol--the American flag--is an important part of people's everyday lives. Learning the history of the flag will help instill in students respect for this national symbol and help them learn appropriate etiquette regarding the flag. Students will learn that other symbols of this country, such as the President and certain holidays, like Flag Day, are important as well. Students can also contribute symbols from their familial, ethnic, and national cultures to show the diversity of American society and its links to other parts of the world. The lesson: provides an introduction; cites subject areas, time required, and skills developed; gives learning objectives; poses guiding questions; discusses preparing to teach this lesson; presents suggested activities (Lesson 1. The American Flag: A Symbol of Our Country; Lesson 2. The History of the American Flag and Flag Day; Lesson 3. The Pledge of Allegiance); suggests activities for extending the lesson; lists selected Web sites; and addresses standards alignment. (NKA) ED479774 Stars and Stripes Forever: Flag Facts for Flag Day. [Lesson Plan]. 2002-00-00 Council of the Great City Schools, Washington, DC. MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Teachers Practitioners 10 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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Yes Blacks Civil Rights Class Activities Curriculum Enrichment High Schools Learning Activities Lesson Plans Skill Development Standards Student Educational Objectives Student Research United States History Guides - Classroom - Teacher Standards for the English Language Arts African Americans King (Martin Luther Jr) Nonviolence Social Movements English Martin Luther King, Jr. framed the goals and strategies of the Civil Rights Movement for a national audience, and with his message of nonviolent protest, he inspired ordinary African Americans to demand equal rights as American citizens. This lesson focuses on the individual men and women who embraced King's message and advanced the Civil Rights Movement on a local level. By researching these people and the now-historic places where they brought about change, students will discover how the simple act of sitting at a lunch counter in North Carolina could be considered revolutionary, and how, combined with countless other acts of nonviolent protest across the nation, it could lead to major legislation in the area of civil rights for African Americans. The lesson: provides an introduction; cites subject areas, time required, and skills developed; gives learning objectives; poses a guiding question; outlines in detail three suggested activities; suggests other activities for extending the lesson; lists selected Web sites; and addresses standards alignment. Attached is a sheet entitled "We Shall Overcome: Historic Places of the Civil Right Movement." (NKA) ED479775 Ordinary People, Ordinary Places: The Civil Rights Movement. [Lesson Plan]. 2002-00-00 MCI WorldCom, Arlington, VA. National Endowment for the Humanities (NFAH), Washington, DC. Council of the Great City Schools, Washington, DC. Teachers Practitioners 8 For full text: http://edsitement.neh.gov/lesson_index.asp. N/A 2004 2016-11-21

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No Beginning Writing Classroom Techniques Early Childhood Education Emergent Literacy Kindergarten Reading Writing Relationship Writing Processes Writing Skills Writing Workshops Dierking, Connie Campbell Jones, Sherra Ann Books Guides - Classroom - Teacher Minilessons Print Awareness English When writer's workshop is introduced to the kindergarten classroom, students often do not have the basic skills they need to participate in the process. Teachers should not let that prevent them from introducing writing instruction to their young students. This book shows teachers that all the skills they need to teach their young writers can be taught using the mini-lesson method. The book states that any skill can be taught more effectively--from quietly gathering for writer's workshop, to returning journals to their proper places, to the orientation of writing on the page--using mini-lessons. The book contains 59 mini-lessons, organized by the function they serve in the kindergarten classroom: operational mini-lessons focus on managing processes, materials, and classroom spaces; foundational mini-lessons cover the content of student writing; print awareness mini-lessons deal with the mechanics of writing, and directly address the connection between reading and writing; and craft mini-lessons address the skills kindergartners need to add description, elaboration, and detail to their writing. Contains an extensive literature list and a 19-item bibliography. (NKA) ED479776 Growing Up Writing: Mini-Lessons for Emergent and Beginning Writers. 2003-00-00 ISBN-0-929895-71-1 Teachers Practitioners 132 Maupin House Publishing, Inc., P.O. Box 90148, Gainesville, FL 32607-0148 (Item no. MH106, $19.95). Tel: 800-524-0634 (Toll Free); Web site: http://www.maupinhouse.com; e-mail: info@maupinhouse.com. N/A 2004 2016-11-21

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Yes Cultural Awareness Educational Research Elementary Secondary Education Learning Activities Literacy Participant Observation Teacher Participation Florio-Ruane, Susan Raphael, Taffy E. Reports - Research Center for the Improvement of Early Reading Achievement, Ann Arbor, MI. English Isolated from other professionals, teachers and their practice are embedded within a hierarchical system in which the day-to-day activities are governed by external forces: administrative mandates, parental request, and currently, legislative directives. One issue facing teachers today and about which their voices are infrequently heard is that of culture, and the growing diversity of the pupil population of the United States. This diversity stands in contrast to a notable lack of apparent diversity in the teaching force. This paper is about teacher study groups as activity settings where teachers might break free of that isolation and engage in powerful learning about culture and literacy. The paper reports on research conducted from 1995 through 1997 on two study group contexts for teacher learning--one focused on exploring culture, literacy, and autobiography through a master's course, and a subsequent voluntary book club called the Literary Circle, which continued for two years. The paper states that the study of the activity settings and participants' conversations in the course and the book club led to the theorizing about the meaning of "sustain" and "sustainable" when referring to teacher development in study groups. It first describes the research into the two study groups, as well as the underlying rationale for the thematic focus and value placed on conversations within the study group. It then shifts focus to a discussion of sustainability in light of the groups' described activities and subsequent initiatives. (Contains 27 references.) (NKA) ED479777 Reading Lives: Creating and Sustaining Learning about Culture and Literacy Education in Teacher Study Groups. 2000-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 18 CIERA/University of Michigan, 610 E. University Ave., 1600 SEB, Ann Arbor, MI 48109-1259. Tel: 734-647-6940; Fax: 734-763-1229. For full text: http://www.ciera.org/library/archive/2000-08/art-online-00-08.html. N/A 2004 8/19/2004 23:01:26 RIEAPR2004 R305R70004

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Yes College School Cooperation Drama Elementary Secondary Education Higher Education Inservice Teacher Education Literacy Models Outcomes of Education Professional Development Program Descriptions Program Evaluation Resource Teachers Appleby, Ellen, Comp. Reports - Evaluative Griffith University (Australia) Griffith Univ., Nathan, Queensland (Australia). English Griffith University's (Australia) "Flying Drama School" visited Belmont State School in 2000, which inspired several teachers to want to learn more about drama education. One teacher at the school at that time approached a professor from Griffith University to design a professional development program in drama education: "Pretending to Literacy--Learning Literacy through Drama," to be funded through the Quality Teacher Program. The proposal was based on the Brisbane South Region Drama In-service Initiative. This evaluation report of this program is divided into the following sections: Summary of Evaluation Report--Main Points and Findings; Findings of the Evaluation (Introduction; Synopsis of the Project Proposal; Evaluation of Tier One; Participating Teachers' Drama Experience and Expectations of the Project; Introductory Session; Drama Training Model of Professional Development; Training Strategies Used by Each of the Drama Master Teachers; Teachers' Understandings and Perceptions of Drama as an Innovative Way into Literacy; Teachers Talking about Learning to Teach Drama; Achievements of Teachers to Date--to May 2002; Discussion of Emergent Issues; Recommendations; and Conclusion). (Contains 152 notes and 12 references.) (NKA) ED479778 Pretending to Literacy--Learning Literacy through Drama. Evaluation Report. 2002-07-00 26 For full text (MS Word): http://www.gu.edu.au/centre/atr/opt7/drama_lit_summary.doc. N/A 2004 2016-11-21

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Yes Change Agents Change Strategies Community Involvement Educational Improvement Elementary Secondary Education Partnerships in Education Philanthropic Foundations Private Financial Support School Business Relationship School Community Programs School Community Relationship School District Autonomy Urban Schools Kronley, Robert A. Handley, Claire Guides - Non-Classroom Reports - Research Capacity Building Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This report describes a study of the dynamic between selected reform support organizations (RSOs) and the school districts they have partnered with to promote educational reform. The report is directed toward the needs and interests of district leaders and was designed to help them understand district/RSO relationships so they can make informed decisions about collaborating with external organizations. The study examined why districts choose to partner with an RSO, the nature of the engagement, expectations, interim results, key factors in the development of a relationship that promotes change, and elements of the interaction that lead to sustainable improvement. A total of 24 organizations were profiled (profiles are available at http://www.schoolcommunities.org/portfolio). Five of those organizations are reviewed in this report. The report begins with a discussion of the nature of relationships between RSOs and districts, followed by brief profiles of the collaborative effort between the district and RSO. The findings are then discussed and are followed by a set of practical questions to ask about partnerships with external organizations. The report concludes with some brief suggestions about possible lines of further inquiry. (Contains a list of 37 references and resources.) (WFA) ED479779 Reforming Relationships: School Districts, External Organizations, and Systemic Change. 2003-04-00 Rockefeller Foundation, New York, NY. Carnegie Corp. of New York, NY. Ford Foundation, New York, NY. Policymakers Practitioners Researchers 74 School Communities That Work, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Annenberg Institute for School Reform, Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax 401-863-1290; Web site: http://www.schoolcommunities.org. For full text: http://www.schoolcommunities.org/images/RR.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Access to Education Adult Education Economics of Education Educational Administration Educational Finance Elementary Secondary Education Federal Programs Federal Regulation Government Publications Government Role Government School Relationship Politics of Education Postsecondary Education Public Education Public Policy School Security Strategic Planning Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Office of the Deputy Secretary (ED), Washington, DC. English This document contains the second year of the U.S. Department of Education's 2002-07 Strategic Plan. The plan outlines the strategies and actions the department will undertake to meet its goals, and it defines the measures and targets the department will use to determine success of the plan. Detailed are the six goals, along with their objectives, of the plan. The six goals are as follows: (1) create a culture of achievement; (2) improve student achievement; (3) develop safe schools and strong character; (4) transform education into an evidence-based field; (5) enhance the quality of and access to postsecondary and adult education; and (6) establish management excellence throughout the Department of Education. Also included are details on interim adjustments to the 2002-07 Strategic Plan; a glossary of abbreviations and acronyms; a brief bibliography; and the following appendices: "Budget-to-Objective Crosswalk"; "Action Step Crosswalk: 2003-2004"; "Information Quality Guidelines"; and "Overview of New Directions for Program Evaluation." (WFA) ED479780 U.S. Department of Education Annual Plan, Fiscal Year 2004. 2003-03-31 148 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/pubs/annualplan2004/plan2004.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Educational Practices Equal Education Evaluation Research Grade 8 Instructional Leadership Junior High Schools Leadership Responsibility Middle School Students Middle School Teachers Middle Schools Parent Student Relationship School Effectiveness Student Improvement Teacher Student Relationship Cooney, Sondra Guides - Non-Classroom Reports - Research Southern Regional Education Board, Atlanta, GA. English In spring 2000, the Southern Regional Education Board, through its Middle Grades Assessment, gathered information from 5,000 eighth-graders and 1,800 middle-grades teachers in 60 schools in 14 states. This brief report describes what that information revealed: a significant difference between the achievement scores of the highest performing 25 percent of students and the lowest performing 25 percent of students. These gaps were true for both white and African American students, and they existed in all three subjects assessed: reading, mathematics, and science. Smaller gaps also existed between white and African American students in both the highest performing and the lowest performing 25 percent of students. The report discusses possible reasons for these gaps based on an analysis of responses to questions from teachers and students about their schools and classrooms. The report also discusses other gaps that affect student learning and achievement: the varying quality of leadership, parents' and teachers' expectations of students, academic guidance, and teaching practices. The report concludes with recommendations on what schools, districts, and states can do to close these gaps in the middle grades. (WFA) ED479781 Closing Gaps in the Middle Grades. 2001-09-00 Department of Education, Washington, DC. Edna McConnell Clark Foundation, New York, NY. Administrators Practitioners Teachers 14 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/MiddleGrades/ publications/reports/Closing_Gaps_Middle.pdf. N/A 2004 8/19/2004 23:01:34 RIEAPR2004 ERD-99-CSO Published for Making Schools Work and Making Middle Grades Matter by the Southern Regional Education Board.

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Yes Academic Achievement Change Agents Coordinators Core Curriculum Educational Environment Educational Improvement Educational Practices Grade 8 Middle School Students Middle School Teachers Middle Schools Required Courses Cooney, Sondra Moore, Barbara Guides - Non-Classroom Tests/Questionnaires Site Monitoring Teams Site Visits Southern Regional Education Board, Atlanta, GA. English The goal of the Southern Regional Education Board's (SREB) Making Middle Grades Work initiative is to increase the percentage of eighth-graders who perform at the proficient level in core academic subjects and who leave eighth grade ready for college-prep work in high school. This document contains a comprehensive improvement framework to aid in SREB's effort. The framework discusses the importance of a core curriculum, high expectation of students, classroom practices that engage students, teacher cooperation, parental support, strong leadership, qualified teachers, and the use of technology in instruction. The framework also contains five essential conditions that must exist for a school to increase student achievement: (1) commitment; (2) planning for continuous improvement; (3) curriculum that includes a set of performance standards; (4) support for professional development; and (5) teacher preparation. The remainder of the document is given over to explanations of and forms used for technical assistance visits from SREB consultants. The purpose of the technical assistance visit is to help school leaders and teachers identify changes needed to improve student achievement in the middle grades and to implement the comprehensive improvement framework. (WFA) ED479782 Making Middle Grades Work: Technical Assistance Guide for Site Coordinators. 2002-07-00 Edna McConnell Clark Foundation, New York, NY. Administrators Practitioners Teachers 21 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/MiddleGrades/publications/ reports/MMGWSiteCoordGuide.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Change Agents College Preparation Education Work Relationship Educational Assessment Educational Change Educational Improvement Educational Practices High School Students High Schools Partnerships in Education School Effectiveness Student Evaluation Student Improvement Bottoms, Gene Guides - Non-Classroom High Schools That Work Southern Regional Education Board, Atlanta, GA. English This document describes the High Schools That Work (HSTW) program. HSTW, created by the Southern Regional Education Board, presents a school-reform design that encompasses goals, key practices, and key conditions for setting higher standards and accelerating learning. The HSTW model integrates college-preparatory studies with quality career/technical studies to help high school students prepare for college or the workplace. The HSTW services are tailored to each school's unique needs and are offered on a contractual basis. This document contains a framework designed by HSTW for challenged schools with high percentages of students performing below acceptable standards. The framework contains the following points: key practices for improving student achievement; a recommended curriculum; key conditions for accelerating student achievement; and guidelines for helping students to progress from middle grades to high school, to benefit from a meaningful senior year in high school, and to move from grade 12 to college or the workplace. The remainder of the document contains information on the HSTW program and the responsibilities of schools engaged in the program. (WFA) ED479783 Closing the Achievement Gap: A "High Schools That Work" Design for Challenged Schools. 2003-00-00 Carnegie Corp. of New York, NY. Charles Stewart Mott Foundation, Flint, MI. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Administrators Practitioners Teachers 14 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/pubs/Achievement_Gap.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Change Agents College Preparation Counseling Effectiveness Education Work Relationship Educational Assessment Educational Change Educational Improvement Educational Practices High School Students High Schools Partnerships in Education School Effectiveness Student Evaluation Student Improvement Bradby, Denise Dykman, Ann Reports - Research High Schools That Work Southern Regional Education Board, Atlanta, GA. MPR Associates, Berkeley, CA. National Center for Research in Vocational Education, Berkeley, CA. English This research brief describes the findings of a study to determine which of the High Schools That Work (HSTW) practices appear to be most effective in raising student achievement. The study explored the effects of six clusters of practices: (1) curriculum standards; (2) academic and career/technical integration; (3) teacher practices; (4) instructional goals; (5) guidance counseling of students; and (6) work-based learning. The analysis incorporated data from test scores and surveys from the 1996 and 1998 HSTW assessments of 424 schools involved in the program. Following are some of the key findings. The career-oriented high school graduates gained in achievement as more of them committed to a solid academic core, even after controlling for socioeconomic and racial variables. On average, schools raised the proportion of students completing the recommended mathematics curriculum by 16 points and the science curriculum by 17 points. Aggregating student scores and other information at the school level, on average, there was a gain in achievement of 13 points in math, 9 points in science, and 4 points in reading. Work-based learning, measured by internship participation and the use of outside experts to review student work, appeared to have a negative effect on achievement, especially in mathematics. (WFA) ED479784 Effects of "High Schools That Work" Practices on Student Achievement. Research Brief. 2003-00-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Edna McConnell Clark Foundation, New York, NY. Department of Education, Washington, DC. 6 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/ briefs/Effects_of_HSTW_Practices.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement College Preparation Core Curriculum Enrollment Influences Grade 8 Grade 9 High School Students High Schools Middle School Students Middle Schools Scores Student Educational Objectives Student Promotion Transitional Programs Cooney, Sondra Bottoms, Gene Reports - Research Southern Regional Education Board, Atlanta, GA. English This research brief describes a study of the readiness for high school of eighth-graders who participated in the Southern Regional Education Board's (SREB) Middle Grades Assessment in spring 2000. The assessment included testing in reading, math, and science, and surveys of students and teachers. Following the 2000-01 school year, SREB gathered course-assignment and performance data on about 3,100 students--about 60 percent of the original sample--who had completed the ninth grade. Following are some of the key findings. Many students who expected to go to college were not taking the necessary courses in high school. Enrollment in more demanding courses did not result in more failures. Studying algebra or pre-algebra in the middle grades led to enrollment in higher level math courses in high school and did not increase failure rates. Teachers matter enormously; students in the middle grades who had teachers as advisors were more likely to have had educational goals and plans for high school. The report concludes with recommendations for leaders in middle schools and high schools to help students succeed in college-preparatory classes, and for states and districts to improve the transition from middle grades to high school. (WFA) ED479785 Middle Grades to High School: Mending a Weak Link. Research Brief. 2003-00-00 Department of Education, Washington, DC. Edna McConnell Clark Foundation, New York, NY. 14 Southern Regional Education Board, 592 10th St. N.W., Atlanta, GA 30318. Tel: 404-875-9211; Web site: http://www.sreb.org. For full text: http://www.sreb.org/programs/hstw/publications/briefs/Middle_Grades_To_HS.pdf. N/A 2004 8/19/2004 23:01:40 RIEAPR2004 Support also provided by The Goldman Sachs Foundation (New York, NY).

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No Administrator Guides Beginning Principals Educational Improvement Elementary Secondary Education Instructional Leadership Leadership Responsibility Leadership Training Management Development Parent Participation Principals Professional Development School Administration School Supervision Student Leadership Teacher Administrator Relationship Teacher Attitudes Teacher Motivation Lambert, Linda Books Guides - Non-Classroom Tests/Questionnaires Capacity Building Association for Supervision and Curriculum Development, Alexandria, VA. English This book is intended to enable educators to more fully implement the concept of leadership capacity in schools and districts. It begins by outlining the five major prerequisites for high leadership capacity: (1) skillful participation in the work of leadership; (2) inquiry-based use of data to inform decisions and practices; (3) broad involvement and collective responsibility for student learning; (4) reflective practice that leads to innovation; and (5) high or steadily improving student achievement. The chapters, titled as follows, describe the content: (1) "Deepening the Concept"; (2) "Major Participation Patterns"; (3) "The Professional Development of Leaders"; (4) "Teachers as Leaders: The Heart of the High Leadership Capacity School"; (5) "The Changing Role of the Principal"; (6) "Student Learning and Leading"; (7) "Parents as Leaders"; (8) "Time for Leadership"; (9) "District Leadership"; and (10) "Sustaining Leadership Capacity." Each chapter is accompanied by guidelines, tools, questions, and activities. The appendices contain additional activities, policies, a continuum, and a rubric and surveys administrators and teachers can use to assess their leadership skills. (WFA) ED479786 Leadership Capacity for Lasting School Improvement. 2003-00-00 ISBN-0-87120-778-8 Administrators Practitioners Teachers 140 Association for Supervision and Curriculum Development (ASCD), 1703 N. Beauregard Street, Alexandria, VA 22311 (Stock No. 102283: $18.95, members; $22.95, nonmembers). Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 2016-11-21

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No Administrator Effectiveness Administrator Guides Beginning Principals Collegiality Elementary Secondary Education Instructional Leadership Leadership Responsibility Management Development Mentors Principals Professional Development Role Models School Administration School Supervision Teacher Administrator Relationship Lindley, Frederick A. Books Guides - Non-Classroom Tests/Questionnaires English Intended for the beginning principal and the principal's mentor, this book explores the duties in the principal's first year on the job from the viewpoint of both the principal and the mentor. It emphasizes organization during the first-year principalship; tasks to be accomplished each month; leading versus managing and how both can benefit the school; communication and working with people; and defining the mentoring relationship. The book is organized into four parts. Part I, "Defining the Job," focuses on the importance of developing a conceptual model of the principalship. This part includes information about the ISLLC Standards, which are used as a conceptual module of the principalship. Part II, "Doing the Job," provides a chronological listing of tasks that principals encounter during the course of the school year. The chronological perspective presents a traditional 9-month school year. Part III, "Deciphering the Job," presents a list of generalized conclusions and lessons learned with broad-based application to the challenges of being a school leader. Part IV, "Mentoring the Mentor," addresses issues that first-time principal mentors need to consider. The book contains many useful checklists, sample forms, rubrics, and activities. (WFA) ED479787 The Portable Mentor: A Resource Guide for Entry-Year Principals and Mentors. 2003-04-00 ISBN-0-7619-3839-7 Administrators Practitioners 211 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-3838-9, $74.95; paperbound: ISBN-0-7619-3839-7, $34.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 23:01:43 RIEAPR2004 Foreword by John C. Daresh.

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No Administrator Attitudes Administrator Effectiveness Administrator Guides Business Skills Elementary Secondary Education Instructional Leadership Leadership Responsibility Leadership Training Management Development Professional Development School Administration School Business Relationship School Supervision Ramsey, Robert D. Books Guides - Non-Classroom English Drawing from the experiences of successful businesses and business leaders, this book offers a different look at school leadership. It is intended to be a hands-on guide for school officials by offering perspectives on what it takes to be an effective leader in today's schools. Its concepts and recommendations represent a combination of the best thinking from successful schools with ideas taken directly from successful businesses and other public and private organizations. Its 26 sections, which correspond to the letters of the alphabet, discuss a great many aspects of school leadership, including personnel management, personal integrity, attitude, tolerance, the politics of education, interpersonal communication, creating and sharing a vision, and fostering organizational culture. Included are four appendices, called "Resources," that serve as further information: (1) "A New Vocabulary for School Leaders"; (2) "What Business Leaders Say About Leadership That School Leaders Need to Hear"; (3) "Business Books You Might Want to Read to Become a Better School Leader"; and (4) "Borrowing from Business--Bright Ideas You Can Use in Your School Starting Tomorrow Morning." (WFA) ED479788 School Leadership from A to Z: Practical Lessons from Successful Schools and Businesses. 2003-07-00 ISBN-0-7619-3833-8 Administrators Practitioners 204 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-3832-X, $65.95; paperbound: ISBN-0-7619-3833-8, $29.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 23:01:44 RIEAPR2004

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No Administrator Characteristics Administrator Effectiveness Administrator Guides Beginning Principals Education Courses Elementary Secondary Education Higher Education Instructional Leadership Leadership Responsibility Management Development Principals Professional Development School Administration School Supervision McEwan, Elaine K. Books Guides - Non-Classroom English This book, intended to be a hands-on guide and training tool, contains basic principles for new principals. Following an introduction, each of the book's 10 chapters focuses on one of the essential components of personal effectiveness. A highly effective principal is: (1) a communicator; (2) an educator; (3) an envisioner; (4) a facilitator; (5) a change master; (6) a culture builder; (7) an activator; (8) a producer; (9) a character builder; and (10) a contributor. Each chapter contains vignettes describing highly effective principals, true stories of principals on each of the 10 traits; a set of behaviors and habits, or benchmarks, for each of the traits; ideas, reflections, and advice regarding each of the traits in the words of more than 30 highly effective principals; and thoughts, epigrams, and aphorisms from a wide variety of noted thinkers, theorists, and philosophers regarding the 10 traits. Also included is a checklist of the nearly 100 benchmarks that define the 10 traits and a facilitator's guide for those who may want to use the book in professional development workshops or education courses. (WFA) ED479789 Ten Traits of Highly Effective Principals: From Good to Great Performance. 2003-06-00 ISBN-7619-4619-5 Administrators Practitioners Teachers 278 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-4618-7, $74.95; paperbound: ISBN-0-7619-4619-5, $34.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 23:01:45 RIEAPR2004 Cover title reads "10 Traits of Highly Effective Principals: From Good to Great Performance."

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No Cooperation Education Work Relationship Elementary Secondary Education Essays Interpersonal Communication Interpersonal Relationship Organizational Climate Peer Relationship Quality of Working Life Teamwork Work Attitudes Work Environment Barth, Roland S. Books Opinion Papers Relationship Enhancement English This collection of essays and personal reflections stems from the author's experiences as an educator and sailor. He attempts to draw parallels between the schoolhouse and the sailboat to glean lessons on how to perform in the workplace. Through anecdotes and sketches, the author furnishes two sets of "rules" on how to be a good team member, how to be an effective leader, and how to contribute to an enlightened and empowered work culture. The first set, called "cruising rules," are the norms of personal behavior required for individuals to stay on speaking, even friendly, terms while confined together for an indefinite period in close quarters at sea. They include such aphorisms as "Any story worth telling is worth telling often"; "Be careful who you get into a boat with"; and"Too many captains spoil the brine." The second set, called "working rules," are the norms of personal and professional behavior required for individuals in the workplace to stay on friendly terms and, in addition, produce a distinguished product. They include such maxims as "Our strengths may become our weaknesses"; "There is no reward for punishment"; and "Underpromise and overdeliver." (WFA) ED479790 Lessons Learned: Shaping Relationships and the Culture of the Workplace. 2003-06-00 ISBN-7619-3843-5 138 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-3842-7, $55.95; paperbound: ISBN-0-7619-3842-7, $24.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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No Academic Achievement Access to Education Accountability Administrator Characteristics Charter Schools Educational Finance Educational Research Elementary Secondary Education Governance Institutional Autonomy Nontraditional Education Outcomes of Education Public Schools Regular and Special Education Relationship School Administration School Culture Student Characteristics Teacher Characteristics Zimmer, Ron Buddin, Richard Chau, Derrick Gill, Brian Guarino, Cassandra Hamilton, Laura Krop, Cathy McCaffrey, Dan Sandler, Melinda Brewer, Dominic Books Reports - Research Tests/Questionnaires California California RAND Education, Santa Monica, CA. English This book contains a report of a study commissioned by the California Legislature to examine charter schools in the state. The study considered the following four questions: (1) What population of students attends charter schools? (2) Is student achievement higher in charter schools than in conventional public schools? (3) What oversight and support do the chartering authorities provide? and (4) How do charter schools differ from conventional public schools in terms of their operation, including finances, academic environment, and staffing? Data for the study were gathered from surveys of principals in all charter schools, from a demographically matched subset of conventional public schools, from a survey of chartering authorities, from case studies at nine charter schools and all but one other chartering authority, and from a number of databases. The study found that charter schools are not homogeneous; they vary along a number of dimensions. There is no single charter-school effect. These differences affect accessibility, achievement, operation, and governance. The report includes a number of recommendations for policymakers. Appended are the research methods and instruments used in the study, a table of academic outcomes at charter schools, and a discussion of charter and conventional public-school comparison methods. (Contains 36 figures and 54 tables.) (WFA) ED479791 Charter School Operations and Performance: Evidence from California. 2003-00-00 California State Legislative Analyst's Office, Sacramento. 307 RAND Education, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 310-393-0411; Fax: 310-393-4818; Web site: http://www.rand.org. For full text: http://www.rand.org/publications/MR/MR1700/. N/A 2004 2016-11-21

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Yes Administrator Characteristics Administrator Evaluation Educational Research Elementary Secondary Education Government Publications Instructional Leadership Parochial Schools Private Education Private Schools School Administration School Culture School Demography School Size Student Characteristics Teacher Administrator Relationship Teacher Characteristics Teacher Empowerment Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. English This booklet contains a summary of a study of private schools. The study examined private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools. Data were collected in 1999 and 2000 from an integrated set of survey instruments that collected information on a wide range of topics from students, teachers, and principals. The study examined characteristics of schools, staff, and students; school location and level; school size; demographic characteristics of students; teachers' influence on school policies; teachers' ratings of school climate and management; and principals and school leadership. The findings are presented in narrative and tabular forms. Following are some of the major findings. Private schools, overall, have fewer students and less diverse student populations than public schools. Catholic schools tend to be larger and have greater diversity in enrollment than other types of private schools. Principals at the three types of schools had different top priorities for their schools, but at least 60 percent in each type included academic excellence. Teachers in private schools reported that they had wide latitude in deciding how and what to teach, as well as fairly strong influence on many school policies. (WFA) ED479792 A Brief Profile of America's Private Schools. 2003-06-00 21 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. N/A 2004 8/19/2004 23:01:50 RIEAPR2004 Project Officer, Barbara Holton.

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Yes Alternative Assessment Educational Practices Elementary Education Elementary School Teachers Knowledge Level Literacy Education Student Evaluation Teacher Surveys Culbertson, Linda Doutt Yan, Wenfan Reports - Research Speeches/Meeting Papers English This study investigated primary grade literacy teachers' knowledge of and practices in alternative assessment by examining the relationship between each and by identifying factors which influence each. Data collection consisted of a survey of 73 elementary schools within one Intermediate Unit in Pennsylvania. Both quantitative and qualitative measures were analyzed to answer proposed research questions. Primary grade literacy teachers (n=482) were asked to respond to questions relating to their school and professional attributes, the professional development opportunities afforded them, and their knowledge or and practices in alternative assessment. Survey findings from 159 respondents show that small class size, district-sponsored training, and sufficient time for planning, implementation, collaboration, and reflecting contributed overall to teachers' knowledge of and practices in alternative assessment. Teacher knowledge of alternative assessment was also enhanced by administrator support, the availability of resources, the amount of scholarly reading done by teachers, and nondistrict-sponsored training. Teacher practices in alternative assessment were shown to increase when administrator support, sufficient resources, scholarly reading, and the professional freedom to choose assessment techniques increased. Based on these results, several recommendations for educators are made to prompt more effective assessment in primary grade classrooms. (Contains 5 tables and 28 references.) (Author/SLD) ED479793 Alternative Assessment: Primary Grade Literacy Teachers' Knowledge and Practices. 2003-04-00 24 N/A 2004 8/19/2004 23:01:51 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). For another paper about this study, see TM 035 040.

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Yes Alternative Assessment Educational Practices Elementary Education Elementary School Teachers Knowledge Level Student Evaluation Teacher Attitudes Teacher Surveys Culbertson, Linda Doutt Wenfan, Yan Reports - Research Speeches/Meeting Papers English This study investigated primary grade literacy teachers' attitudes toward and practices in alternative assessment by examining the relationship between each and by identifying factors which influence each. Data collection consisted of a survey of 73 elementary schools within one Intermediate Unit in Pennsylvania. Both quantitative and qualitative measures were analyzed to answer proposed research questions. Primary grade literacy teachers (n=482) were asked to respond to questions relating to their school and professional attributes, the professional development opportunities afforded them, and their knowledge or and practices in alternative assessment. Survey findings from 159 respondents show that small class size, district-sponsored training, and sufficient time for planning, implementation, collaboration, and reflection contributed overall to teachers knowledge of and practices in alternative assessment. Teachers attitudes toward alternative assessment were also influenced by the professional freedom to choose assessment techniques. Teacher practices in alternative assessment were shown to increase when administrator support, sufficient resources, scholarly reading, and the professional freedom to choose assessment techniques increased. Based on these results, several recommendations for educators are made to prompt more effective assessment in primary grade classrooms. (Contains 5 tables and 28 references.) (Author/SLD) ED479794 Alternative Assessment: Primary Grade Literacy Teachers' Attitudes and Practices. 2003-04-00 26 N/A 2004 8/19/2004 23:01:53 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). For another paper about this study, see TM 035 039.

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Yes Beliefs Black Students Cultural Context Elementary School Teachers Elementary Secondary Education Low Achievement Secondary School Teachers Teacher Attitudes Teacher Surveys Urban Schools Urban Youth Love, Angela Reports - Research Speeches/Meeting Papers English Teachers' beliefs related to teaching practices, knowledge, and social relations in and beyond the classroom were studied in urban schools serving African American children primarily. Two hundred forty-four teachers from six schools completed surveys about their beliefs. Of these teachers, 94% taught grades kindergarten through five, and 10% taught grades six through eight. Five factors emerged from the survey. Factor 1, "culturally congruent," contains 14 items that described beliefs regarding the importance of cultural and racial identity of the students in guiding the curriculum. Factor 2, "professional commitment," consisted of four items describing teachers' professional commitment to urban education. Factor 3, "self-determined," described teachers' self-directed, rather than student-directed, planning, and factor 4, "failure to connect," described the inability to connect with students. Factor 5, "poor learner support," described teachers' strategies for helping low achieving students. (SLD) ED479795 The Measurement of Teachers' Beliefs as Cultural Context for Successful Learning of African American Children. 2003-04-00 10 N/A 2004 8/19/2004 23:01:54 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Computers Employee Attitudes Employer Attitudes Employment Practices Foreign Countries Foreign Workers Graduate Students Immigrants Information Technology Job Satisfaction Labor Turnover Occupational Mobility Racial Discrimination Recruitment Technical Occupations Temporary Employment Work Attitudes Work Environment Rao, Badrinath Reports - Research Tests/Questionnaires Human Resources Professionals Ontario (Ottawa) Asians Computer Occupations Canada (Ottawa) Canadian Policy Research Networks Inc., Ottawa (Ontario). English The recruitment and retention of Asian computer professionals by Canadian high-tech companies was examined by interviewing 8 Canadian-born information technology (IT) workers, 47 Asian-born IT workers, and 8 human resource (HR) professionals employed by high-tech companies in Ottawa. Of the 47 Asians, 33 stated that they did not know much about Canada before coming to Canada, and 41 did not experience any difficulties getting visas for themselves. Although the Canadian and non-Canadian IT workers had similar perceptions regarding workplace-related issues, 12 of the Asia workers complained of subtle discrimination at work. Twenty-nine Asian workers reported considering moving to the United States versus only two Canadian workers. All eight HR professionals spoke highly of the Asian IT professionals and their technical competence, although several expressed concerns about Asian workers' ability to communicate. Many Asian workers appeared to have misconceptions about tax rates, living costs, and employment opportunities in Canada and the United States. It was concluded that the Canadian government could help improve recruitment and retention of Asian IT workers in Canada by enabling them to bring their educated relatives from their homelands and by facilitating closer interaction and partnerships between educational institutions and the high-tech sector. (The bibliography lists 17 references. The interview guide and questionnaire are appended.) (MN) ED479796 Economic Migrants in a Global Labour Market: A Report on the Recruitment and Retention of Asian Computer Professionals by Canadian High Tech Firms. CPRN Discussion Paper. 2001-07-00 Human Resources Development Canada, Ottawa (Ontario). 60 For full text: http://www.cprn.org/en/doc.cfm?doc=51. N/A 2004 2016-11-21

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Yes Achievement Tests Elementary Secondary Education Standardized Tests Test Use Testing Problems Rhoades, Kathleen Madaus, George Reports - Evaluative Errors Testing Effects National Board on Educational Testing and Public Policy, Chestnut Hill, MA. English The nature and extent of human error in educational testing over the past 25 years were studied. In contrast to the random measurement error expected in all tests, the presence of human error is unexpected and brings unknown, often harmful, consequences for students and their schools. Using data from a variety of sources, researchers found 103 errors that occurred in the past 25 years. The incidence of such errors has risen dramatically since 1998. Errors were categorized as "active" (those arising from individual mistakes) and "latent" (those arising form poor managerial decisions). Active causes are attributed to most errors, but latent causes were found for 24 of the errors, with 2 cases, both in the United Kingdom, confirmed. Latent error has been characterized as more problematic, since its existence is then connected to the production of active error. The existence of latent error has only been confirmed in the United Kingdom, but confirmation requires a systemic review of the sort that is not often done. Human error has been most likely to affect public school students in grades 4 through 12, and it is estimated that well over 1.5 million students and 4,000 schools have been affected. Most errors are not detected by testing contractors and personnel; they are generally found at local school districts, state departments of education, and those intimately involved with the testing. To reduce the incidence and impact of errors, the use of multiple measures is recommended, and the use of monitoring procedures that minimize error is also suggested. Four appendixes list errors not detected by contractors, errors detected by contractors, errors in school rankings, and gray areas. (Contains 31 endnotes, and 314 references.) (SLD) ED479797 Errors in Standardized Tests: A Systemic Problem. 2003-03-00 Ford Foundation, New York, NY. 76 N/A 2004 2016-11-21

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No Alternative Assessment Educational Assessment Elementary Education Elementary School Teachers Instruction Standards Karges-Bone, Linda Books Guides - Non-Classroom Authentic Materials English This booklet contains helpful hints and teaching tips to enable the teacher in grades 3 through 6 to move toward new instructional and assessment standards across the curriculum. Following an introduction, the chapters are: (1) "What Is Productive Instruction?"; (2) "Preparing for Productive Instruction"; (3) "Planning Productive Instruction"; (4) "What Is Authentic Assessment?"; (5) "Preparing for Authentic Assessment"; and (6) "Planning Authentic Assessment." Also included are a theme planning matrix, a record keeping chart, a peer coaching contract sample, and a glossary. (SLD) ED479798 Productive Instruction & Authentic Assessment, Grades 3-6. Effective Strategies To Improve Classroom Teaching and Testing. 2000-00-00 ISBN-1-57310-241-5 128 Teaching & Learning Company, 1204 Buchanan St., P.O. Box 10, Carthage, IL 62321-0010 ($12.95). Web site: http://www.teachinglearning.com. N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Higher Education Planning Preservice Teacher Education Student Evaluation Student Teachers Work Sample Tests Keese, Nancy Brown, Tammie Reports - Descriptive Speeches/Meeting Papers Tests/Questionnaires Middle Tennessee State University English This paper presents findings of surveys completed by student teachers on their ability to prepare a teacher work sample, discussing potential program improvements arising from survey responses related to planning, assessment, and student learning, which are components of a teacher work sample, also sharing student teachers' perceptions of their preparation in using assessment to document impact on student learning. Student teachers designed units of instruction (teacher work samples), then identified and sequenced learning goals for a classroom of students which reflected state standards for learning; aligned instruction and assessment with learning goals to be accomplished; monitored the progress of each student toward those goals; adapted instruction to accommodate each student's needs; and meaningfully summarized and reported each child's progress. These work samples provided an organizing framework for evaluation, assessment, and reflection of a unit of instruction. Student teachers were specifically asked about decisions regarding teaching content and pedagogy, improvement of teaching methods, and uses of assessment data. The pre- and post-surveys and survey data are attached. (Contains 16 references.) (SM) ED479799 Student Teacher Input and Teacher Work Sample as Part of a Teacher Education Unit Accountability System. 2003-08-00 18 N/A 2004 2016-11-21

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Yes Administrative Change Administrator Attitudes Administrator Behavior Administrator Characteristics Administrator Qualifications Administrator Responsibility Educational Administration Elementary Secondary Education Instructional Leadership Managerial Occupations Occupational Information Superintendents Sharp, William L. Malone, Bobby G. Walter, James K. Reports - Research Speeches/Meeting Papers English This report describes a study that examined the superintendency in American public schools. It begins with an overview of the current state of the superintendency, focusing on the pressures of the job, the high turnover rate among superintendents, and the lack of qualified candidates to fill openings. The report continues with a brief review of the literature, noting that the literature is not clear concerning job satisfaction and motivational features of the superintendency. The report concludes with the results of a survey of a selected sample of superintendents in Illinois (46), Indiana (20), and Texas (53). The superintendents were asked what motivated them to become a superintendent. They were given 13 statements as possible reasons for their motivation to become a superintendent. Of the 13 statements, the one most chosen (by 95 percent of those surveyed) was "I thought I could make a difference." The least chosen statement (by 12.8 percent) was "I had paid my dues." Regarding job satisfaction, 41.2 percent of the superintendents surveyed said that their job satisfaction was "very high"; 1.6 percent rated their job satisfaction as "low" or "very low." (Contains 21 references.) (WFA) ED479800 What Motivates Someone To Become a Superintendent? 2002-10-18 17 N/A 2004 8/19/2004 23:02:03 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 16-19, 2002).

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Yes Behavior Standards Discipline Policy Dress Codes Educational Environment Elementary Secondary Education School Culture School Policy School Security School Uniforms Student Behavior Student Rights Student School Relationship Sommers, Norman L. Reports - Research Speeches/Meeting Papers English This report presents the results of a study to determine the effects of student dress on behavior while at school. The study took place at 5 high schools, 4 junior high schools, and 10 elementary schools during the 2000-01 school year. The total enrollment of the schools was 8,194. The study involved two or three sets consisting of three days each. One day was a dress-up day; one, a dress-down day; and one, a regular day. On each of these days, the principals recorded the number of discipline cases sent to the disciplinary office. To determine the effect of student dress on behavior, the study compared the number of discipline cases dealt with. There were 766 discipline cases in the total study. On recorded days of regular school dress, there were 233 cases; on dress-up days, there were 211 cases, a decrease of 9 percent; on dress-down days, there were 322 cases, an increase of 38 percent in discipline problems. The study concludes that the type of school dress does, in fact, have an effect on school discipline. Students tend to act the way they dress. (WFA) ED479801 The Effects of Dress on School Discipline. 2001-10-00 15 N/A 2004 8/19/2004 23:02:05 RIEAPR2004 Paper presented at the Annual Conference of the Mid-Western Educational Research Association (Chicago, IL, October 24-27, 2001).

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Yes Academic Achievement Contract Salaries Economics of Education Educational Finance Elementary Secondary Education Incentives Occupational Information Secondary School Teachers Teacher Effectiveness Teacher Employment Teacher Employment Benefits Teacher Placement Teacher Qualifications Teacher Salaries Van Keuren, James Wilson, Harold Reports - Research Speeches/Meeting Papers Tests/Questionnaires English Little in the current literature reflects the views of those affected by the various proposals being advanced to improve the quality of teachers and teaching. This paper reports on a study that attempted to learn the reactions of teachers to some of the financial-incentive proposals being made to improve the quality of teachers and teaching. A focus group of eight classroom teachers from a suburban high school was convened to discuss some of the issues growing out of proposals to revise teacher compensation packages in order to redirect the dollars to improve student achievement. The focus group members responded to a series of questions (included in an appendix) related to financial incentives and salary-schedule issues. Some of the main ideas from the meeting are as follows: (1) No one individual inside or outside the school is responsible for student achievement; (2) the differing nature of student needs makes measuring student achievement difficult; (3) training and experience are well accepted as basic factors in salary schedules; and (4) there is no common agreement as to what effective teaching is. A followup interview with two teachers was also conducted. (The questions are included in an appendix.) (WFA) ED479802 Teachers' Views on Salary Schedules. 2002-10-18 18 N/A 2004 8/19/2004 23:02:07 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 16-19, 2002).

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Yes Academic Achievement Contract Salaries Economics of Education Educational Finance Educational Improvement Elementary Secondary Education Incentives Merit Pay Occupational Information Teacher Competencies Teacher Effectiveness Teacher Employment Teacher Employment Benefits Teacher Qualifications Teacher Salaries Wilson, Harold Van Keuren, James Opinion Papers Speeches/Meeting Papers Colorado Colorado English This paper discusses the concept of performance-based pay, or merit pay, for teachers as a way to encourage better teaching. It begins with a general discussion of the issue of performance-based pay, which on the surface seems simple, but in practice is very complex. It continues with a discussion of whether the achievement to be assessed is based on the teachers knowledge and skills or on the academic achievement of students. It explains that some of the plans being developed focus on teacher competency while others are based on student achievement. Then follows a discussion of whether additional pay based on student achievement is an incentive or a disincentive based on the nature of the incentives. The paper concludes with a call to move quickly and realistically to deal with the complexities of state or local school district performance-based compensation plans. Included are a table describing a performance-pay plan used in Douglas, Colorado, and 10 references. (WFA) ED479803 Current Use of State and Local Salary Schedules To Achieve Statewide Educational Goals. 2001-10-25 15 N/A 2004 2016-11-21

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No Blacks Culturally Relevant Education Elementary Secondary Education Ethnocentrism Intergroup Relations Minority Groups Multicultural Education Racial Attitudes Racial Bias Racial Discrimination Racial Relations Whites Allen, Ricky Lee Howard, Natasha Opinion Papers Speeches/Meeting Papers White Supremacy Brown v Board of Education Brown v Board of Education English Despite many heroic victories, the Civil Rights Movement has failed to significantly transform the underlying structure of White domination [according to this didactic essay on multiculturalism and racism]. It can also be said that the multicultural movement, which was an extension of the Civil Rights Movement, has failed to transform the deep structure of White supremacy. The authors believe that if multicultural education is to live up to its promise, we must continue to interrogate the ways in which it, too, reinvents and reproduces Whiteness. We need a more direct pedagogical approach to the problem of White supremacy, which means transforming those Whites who are willing to unlearn their White ideologies and become solidary [sic] with people of color and focusing more on a race-radical education for people of color that works for solidarity across non-White groups. We hope this paper will stir multicultural educators and scholars to intervene in the role that multiculturalism plays in White supremacy. However, we believe this intervention cannot occur if we do not first begin to understand how the hidden curriculum of multiculturalism favors those already privileged. (Author) ED479804 The Promise of Multiculturalism and the Permanence of Racism. 2003-04-22 29 N/A 2004 2016-11-21

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Yes Administrator Characteristics Administrator Education Administrator Qualifications Assistant Principals Beginning Principals Educational Improvement Instructional Leadership Management Development Middle Schools Occupational Information Principals Recruitment Petzko, Vicki N. Information Analyses Speeches/Meeting Papers English This research reports the personal characteristics of middle-level principals, their professional and academic preparation, the nature of their jobs, their future plans, and their recommendations for the development of future middle-level principals. Implications for current middle-level principals are noted as are recommendations for the recruitment, development, and continuous training of future principals of middle-level schools. Consistent with previous studies, middle-level schools were defined in the study as those serving young adolescents in any combination of grades 5 through 9. Principals of all middle-level schools in the United States were invited to participate in the online survey. More than 1,400 principals completed the questionnaire. Survey questions addressed four major areas relative to middle-level schools: (1) their context and environment; (2) the leaders and leadership structures; (3) curriculum; and (4) school improvement practices. The focus in this paper is on the leaders and leadership of middle-level schools. Results present characteristics of middle-level principals, their academic preparation, prior experiences and professional preparation, the challenges of their work, and their future plans. In addition, specific information is presented on how they spend their time and their perceptions of roadblocks to successful school reform. (Author) ED479805 Recommendations and Implications Emerging from a National Study of Middle Level Leadership. 2002-11-08 22 N/A 2004 8/19/2004 23:02:13 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (31st, Chattanooga, TN, November 6-9, 2002).

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Yes Decentralization Educational Environment Instructional Effectiveness Instructional Improvement Occupational Information School Based Management School Culture School Organization School Policy Secondary Education Self Efficacy Teacher Attitudes Teacher Effectiveness Teacher Evaluation Teacher Qualifications Teaching Experience Newkirk, Catherine Elaine Parker Klotz, Jack Reports - Research Speeches/Meeting Papers Tests/Questionnaires English This paper reports on a study to determine if teacher self-efficacy in site-based managed schools differed from teacher self-efficacy in schools that were not site-based managed. The study also examined whether there was a relationship between self-efficacy in site-based managed schools and schools that were not site-based managed in regards to age, gender, years of teaching experience, years at present school, grade-level assignment, and education degree of teachers. Participants in the study were about 100 teachers from two secondary site-based managed schools and about 100 teachers from two secondary schools that were not site-based managed in South Mississippi. Data were collected from a researcher-designed instrument (included in the report). Analysis of the data showed that teachers in site-based managed schools had a higher level of teacher self-efficacy than teachers in the other schools. Analysis also showed that there was a significant difference in self-efficacy among teachers in site-based managed schools and teachers in the other schools relative to their influence on the variables of curriculum, school resources, and disciplinary procedures. There was not a significant difference in self-efficacy among teachers relative to their influence on the variable of instruction. (Contains 46 references.) (WFA) ED479806 Teacher Self-Efficacy and Site-Based Management as a Decentralization Strategy. 2002-11-00 51 N/A 2004 8/19/2004 23:02:15 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (31st, Chattanooga, TN, November 6-9, 2002).

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No Administrator Attitudes Administrator Behavior Administrator Role Disabilities Educational Methods Educational Resources Educational Technology Elementary Secondary Education Higher Education Regular and Special Education Relationship Special Needs Students Student Needs Technological Literacy Banjerdsakul, Natee Lindsey, Jimmy D. Reports - Research Speeches/Meeting Papers English The purpose of this study was to investigate building administrators knowledge, disposition, and performance competencies for technology integration for students with mild/moderate (M/M) disabilities. A total of 106 administrators participated in the study, completing a four-section questionnaire. One-way between-subjects designs were used, and the factors were professional and school characteristics, technology integrations, practice activities, and special-education experience. The dependent variables were the subjects assessment of their technology-integration knowledge, disposition, and performance competencies. SPSS 7.5 descriptive, parametric, and nonparametric modules were used to analyze the data. Results indicated that subjects agreed that the 10 knowledge, 10 disposition, and 10 performance competencies were essential for promoting technology integration for students with M/M disabilities. Results also suggested that school type and number of students with M/M disabilities affected the administrators knowledge and performance competencies. Additionally, subjects recommended that professional development, software, technology budget, collaboration, and community involvement are the major areas that need to be addressed if schools are to promote technology integration for students with M/M disabilities. (Author) ED479807 Building Administrators' Knowledge, Disposition, and Performance Competencies for Technology Integration for Students with Mild/Moderate Disabilities. 2002-11-06 22 N/A 2004 8/19/2004 23:02:17 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (31st, Chattanooga, TN, November 6-9, 2002).

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Yes Contract Salaries Educational Improvement Elementary Secondary Education Incentives Instructional Improvement Merit Pay National Standards Occupational Information Personnel Policy Teacher Certification Teacher Characteristics Teacher Employment Teacher Evaluation Teacher Salaries Teaching (Occupation) Lieberman, Joyce M. Information Analyses Speeches/Meeting Papers National Board for Professional Teaching Standards English The purpose of this paper is four-fold. Following a brief review of recent policy recommendations, two failed attempts to restructure teacher compensation, merit pay, and career ladders are reviewed. Second, research-based recommendations for new approaches to restructuring teacher compensation are synthesized. Next, based on one of these recommendations, actions being taken by an increasing number of states and districts to financially reward teachers who have become certified by the National Board of Professional Teaching Standards (NBPTS) are delineated and analyzed in terms of their advantages and disadvantages for reinventing teacher-compensation systems. Finally, policy implications are offered. The paper concludes that aligning teacher pay with NBPTS certification is a feasible alternative to reward highly accomplished teachers. Data provided by NBPTS in 2001 indicated an increase in the number of nationally certified teachers in states and districts where financial incentives are available. Policymakers can use certification as a tool to further reform and strengthen the teaching profession. However, national board certification is still too new and the number of nationally certified teachers too small to conclusively determine if it is improving teaching and learning. (Author/WFA) ED479808 The Future of Teacher Compensation: Linking Salary to National Board Certification. 2002-10-00 23 N/A 2004 2016-11-21

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Yes Black Culture Blacks Creoles Cultural Awareness Cultural Differences Gullah Interviews Language Maintenance Language Variation Regional Dialects Research Methodology Jarrett, Charles W. Lucas, David M. Reports - Research Speeches/Meeting Papers English Principles of rural sociology and interpersonal communication provide the foundation for a study of "Gullah" culture. The Gullahs are a group of African Americans living along the southwestern U.S. coastal territory. Gullah culture began to evolve with the enslavement of African people in the Sea Islands off the coasts of South Carolina, Georgia, and northern Florida. Unlike enslaved Africans on the mainland, the more isolated Gullahs were able to transform their language and cultural traditions into a unique African American heritage. With the construction of bridges from mainland areas to the islands, scholars developed a perceived fear that Gullah language and culture might begin to disappear, with younger generations of Gullahs losing their cultural identity. Rapid Rural Appraisal, an effective method of assessing the needs of rural populations, was applied to examine the current priorities of Gullah people with respect to preservation of their language and culture. This provided researchers with a systematic structure for interviewing Gullah people and recording structured observations in the field. Qualitative data were collected during a 35-day field experience in the Sea Islands of South Carolina. Results show the resilience of the Gullah people and culture, based on a deep, abiding faith in God, (Contains 55 references.) (SM) ED479809 Rapid Rural Appraisal: A Study of Gullah Culture. 2002-02-11 50 N/A 2004 8/19/2004 23:02:20 RIEAPR2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes Elementary Secondary Education English (Second Language) Foreign Countries Globalization Higher Education Second Language Instruction Zughoul, Muhammad Raji Reports - Descriptive Arab States World English English This paper attempts to define globalization based on the literature highlighting its major facets. By discussing the spread of English and motives for this kind of spread, the paper outlines some of the impacts the language of globalization has had on different societies/cultures and the kind of reactions this language has generated among different cultures. It contends that the spread of English as the language of globalization cannot be fully understood without realization of the hegemonic and imperialistic nature of English. It also shows that English is unilateral in vision and forms a real threat to other languages and cultures. However, it claims that despite the hegemonic and imperialistic nature of English, it is still badly needed in the Arab world for the purposes of communicating with the world, education, acquiring technology, and development at large. To teach English as a language of globalization, it is necessary to change older, more traditional methods of language instruction. It is important to solidify teaching of the native language, empower learners to have more self-confidence through learning English, teach the language as a foreign, rather than second language, and make changes in the curriculum in response to the needs of the learner and society. Shifts of emphasis have to be made in the teaching of language skills, specifically those within reading and writing. (Contains 65 references.) (SM) ED479810 Globalization and EFL/ESL Pedagogy in the Arab World. 2003-00-00 38 N/A 2004 2016-11-21

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Yes Critical Pedagogy Critical Reading Elementary Secondary Education English (Second Language) Higher Education Language Processing Language Proficiency Metalinguistics Preservice Teacher Education Reader Text Relationship Spanish Translation Zinkgraf, Magdalena Reports - Research English Critical language awareness refers to how conscious people are of the ideologies hidden in the language. A study was carried out to determine whether such a critical perspective towards text could be developed in an English-as-a-Foreign-Language (EFL) context. This paper evaluates the results of the application of methods of critical discourse analysis to a context where the "analysts" are non-native speakers of English, who seem to take for granted the true validity of messages conveyed through discourse in the press. University learners' reflections on the implementation of methodology point to some drawbacks, but also provide evidence of the positive effect the experience had, since most participants evinced a growing level of critical language awareness as well as a different attitude regarding texts from the British press. The results of the study also support the belief that these EFL learners need to be equipped with the necessary tools to take a critical stance toward the ideologies possibly hidden in discourse because of their status as future teachers and translators of English. Their professions demand an objective view of the language and a questioning attitude about what they teach and translate in the foreign language. (Contains 15 references.) (Author/SM) ED479811 Assessing the Development of Critical Language Awareness in a Foreign Language Environment. 2003-00-00 20 N/A 2004 8/19/2004 23:02:24 RIEAPR2004

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Yes Computer Uses in Education Curriculum Development French Higher Education Second Language Instruction World Wide Web Paine, Pamela F. Reports - Descriptive Hybrid Courses Web Site Design Auburn University AL English This article outlines an approach to creating a Web-supported, hybrid, first year language course using WebCT software. Beginning with a statement of the pedagogical rationale for the project and an explanation of what is meant by a hybrid course, the article traces steps in the course development process. A brief summary of the suite of course design tools made available by WebCT software is then followed by suggestions for hardware and other support material needed in order to successfully implement a Web-enhanced course. Following some ideas for organizing course content and materials, the article shifts to a discussion of general principles of Web site design and then focuses on an overview of a successful working model for first year French language courses at Auburn University, Alabama. It concludes by offering a number of resources for additional help and support for instructors who may wish to create similar hybrid language courses at other institutions. (SM) ED479812 An Outline for Designing a Hybrid First Year Language Course with WebCT. 2003-00-00 23 N/A 2004 2016-11-21

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Yes Community Cooperation Curriculum Development Disabilities Educational Methods Educational Practices Elementary Secondary Education Empowerment Inclusive Schools Partnerships in Education Qualitative Research Peterson, J. Michael Feen, Holly Tamor, Lynne Silagy, Melissa Gibson, Rich Beloin, Kim DeHart, Paula Reports - Descriptive Michigan Wisconsin Michigan Wisconsin Wayne State Univ., Detroit, MI. Coll. of Education. English This final report describes activities and accomplishments of the Whole Schooling Research Project, a collaborative, qualitative study of inclusive education and its relationship with exemplary teaching and schooling practices in 16 schools in Michigan and Wisconsin from 1998 through 2002. The study focused on the application of five principles of whole schooling which are to: (1) empower citizens in a democracy; (2)include all children; (3) engage in authentic multi-level teaching; (4) build community and support learning; and (5) partner with families and the community. It examined the relationship among effective and successful inclusion, effective curriculum and instructional practices, building of community and support, school improvement and restructuring efforts, and increased learning of children with and without disabilities. Individual sections of the report provide information on the study's methodology, a summary of the Michigan's team's findings, and school stories from the Michigan team. The largest section provides findings concerning each of the five principles of whole schooling. Appended are a list of advisory committee members and the whole school tool kit which provides information on key elements of building a whole school, the whole schooling renewal process, the whole schooling assessment scale, and whole schooling guidelines. (DB) ED479813 Whole Schooling: A Study of Schools Linking Inclusive Education & School Reform in Urban & Rural Communities Research Project. Final Report. Learning Well Together: Lessons about Connecting Inclusive Education to Whole School Improvement. 2001-09-30 Special Education Programs (ED/OSERS), Washington, DC. 288 For full text: http://www.coe.wayne.edu/CommunityBuilding/WSR AToc.html. N/A 2004 2016-11-21

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Yes Academic Standards Accessibility (for Disabled) Curriculum Development Disabilities Educational Change Elementary Secondary Education Regular and Special Education Relationship Student Participation Universal Design for Learning Collected Works - Proceedings Opinion Papers National Center on Secondary Education and Transition, Minneapolis, MN. English This document provides the proceedings of a July 2002, one-day capacity building institute on access and participation of students with disabilities in the general K-12 curriculum. Introductory material provides background information on the institute, the relevance of Universal Design for Learning (UDL) to increased curriculum access, an overview of the institute's organization, and descriptions of the five partner organizations to the two sponsoring organizations. The proceedings section includes summaries of the following presentations: "National Policy Background" (Lou Danielson); "Standards-Based Reform and Students with Disabilities: Creating True Access to the General Education Curriculum" (Margaret McLaughlin); "State Policies that Impact Access to the General Curriculum" (Martha Minow); "The Impact of Standards-Based Reform" (a panel discussion); "Classroom Practice To Improve Access and Participation in the General Curriculum" (Tracey Hall); and "Access by Design, not Afterthought: Advances in Universal Design for Learning" (David Rose). Three appendices include biographies of key speakers, a report on the Comprehensive Planning Process for the IDEA Part D National Program, and a record of the Expert Strategy Panel on Students with Disabilities' Access to, Participation in, and Progress in the General Education Curriculum." (DB) ED479814 Proceedings of the Capacity Building Institute on Access, Participation, and Progress in the General K-12 Curriculum (Arlington, Virginia, July 10, 2002). 2002-07-00 Special Education Programs (ED/OSERS), Washington, DC. 56 For full text: http://www.ncset.org/institutes/proceedings/2002_07_2.pdf. N/A 2004 8/19/2004 23:02:31 RIEAPR2004 H326J000005 Also prepared by the National Center on Accessing the General Curriculum (NCAC).

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No Access to Education Cues Curriculum Disabilities Elementary Secondary Education Inclusive Schools Learning Strategies Pictorial Stimuli Positive Reinforcement Self Evaluation (Individuals) Self Management Teaching Methods Agran, Martin King-Sears, Margaret E. Wehmeyer, Michael L. Copeland, Susan R. Books Guides - Non-Classroom English This book describes a set of instructional methods called student-directed learning strategies, which combine effective instructional strategies to promote student learning in inclusive environments with a means to promote and enhance active student involvement in learning. The first chapter identifies student-directed learning strategies and discusses the advantages of student-directed learning. The following chapters provide specific, detailed, and step-by-step information about implementing student-directed learning strategies. Chapter 2 provides an overview of the use of antecedent cue regulation and picture cue procedures to give students with disabilities the additional cues they might need to initiate desired behavior. Chapter 3 describes basic steps in teaching self-instruction skills that enable students verbally to direct their own behavior. Chapter 4 discusses self-monitoring to enable students to track their progress toward desired goals and outcomes. Chapter 5 examines self-evaluation and self-reinforcement strategies. Chapter 6 provides a brief recap of the strategies described and identifies how they can promote learning, when and how to combine strategies, and the role of these strategies in promoting access to the general curriculum. Chapters include student "snapshots" to illustrate the need for student-directed learning strategies. Appendices include blank forms and a list of resources on student-directed learning strategies. (Contains 78 references.) (CR) ED479815 Student-Directed Learning. Teachers' Guides to Inclusive Practices. 2003-00-00 ISBN-1-55766-621-0 160 Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($25). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 23:02:33 RIEAPR2004

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Yes Change Agents Community Services Delivery Systems Disabilities Family Involvement Integrated Services Parent Empowerment Parent Participation Parent Role Parent School Relationship Parent Teacher Cooperation Participative Decision Making Secondary Education Transitional Programs Wandry, Donna, Ed. Pleet, Amy, Ed. Books Collected Works - General Guides - Non-Classroom Council for Exceptional Children, Arlington, VA. English This book provides practitioners working with young adults with disabilities practical strategies for building expanded partnerships with parents during the transition years. It relies on three beliefs: parents need to be fully informed partners; practitioners need to empower parents to become partners; and parents can become accountable for actions upon and within the system. Chapters address the roles parents can and should play during the transition years, both in school and in adult service agencies. Chapters include: (1) "Introduction to the Role of Parents in Secondary Transition" (Amy M. Pleet and Donna Wandry); (2) "Defining the Family: Changing Demographics" (Vicki A. McGinley); (3) "Parents as Collaborators: Building Partnerships with School-Based and Community-Based Providers" (Sharon H. deFur); (4) "Parents as Evaluators and Decision-Makers" (Kris Schoeller and Ellie Emanuel); (5) "Parents as Trainers, Role Models, and Mentors" (Sharon M. Kolb); (6) "Parents as Instructors" (David F. Bateman and others); (7) "Parents as Systems Change Agents during Transition" (Mary E. Morningstar and Josie Torrez); and (8) "Next Steps" (Donna Wandry and others). The chapters develop, within each role, a vision of effective parent activities, success indicators, the challenges faced by parents, and practitioner strategies to empower parents. (Chapters include references.) (CR) ED479816 A Practitioner's Guide to Involving Families in Secondary Transition. 2003-00-00 ISBN-0-86586-971-5 Practitioners 109 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 (CEC members, $20.95; nonmembers, $29.95). Tel: 703-620-3660; Fax: 703-264-1637; Web site: http://www.cec.sped.org. N/A 2004 8/19/2004 23:02:35 RIEAPR2004

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Yes Ability Identification Educational Legislation Gifted Incidence School Districts State Legislation State Standards Statistical Data Reports - Descriptive Ohio Ohio Ohio State Legislative Office of Education Oversight, Columbus. English This report provides statistics on numbers of students in Ohio identified as gifted; examines the effect of a 1999 state law standardizing the identification of gifted students; identifies factors that influence the proportion of students that districts identify as gifted; compares the identification of gifted students in Ohio with other states; and raises the issue of how gifted services are defined and funded. Findings indicate that not all districts have implemented the standardized identification process and that factors contributing to variations among school districts in the percentage of students identified include district socio-economic status, screening vs. referral practices, teacher training, and district progress in implementing identification standards. Comparison with other states finds that Ohio is one of 32 states mandating the identification of gifted students and is one of only 4 of these states that do not mandate services. Eleven appendices provide additional information on gifted funding in Ohio, methods of this study, criteria for gifted identification before and after the statewide standards, and additional findings on gifted identification in other states. Appendices also include an identification flow chart, the executive summary of a report providing recommendations concerning gifted education in Ohio, and a list of assessments approved for screening and identification by areas of giftedness. (Contains 39 references.) (DB) ED479817 Identification of Gifted Students in Ohio. 2003-04-00 94 Legislative Office of Education Oversight, 77 South High St., 15th Floor, Columbus, OH 43266-0927. Tel: 614-752-9686; Fax: 614-752-3058; Web site: http://www.loeo.state.oh.us. For full text: http://www.loeo.state.oh.us/reports/PreEleSecPDF/Gifted_Web.pdf. N/A 2004 2016-11-21

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Yes Accountability Accounting Administrative Policy Adults Agencies Audits (Verification) Disabilities Financial Policy Governing Boards Independent Living Money Management Recordkeeping Heveron, John F., Jr. Shible, Frank Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy George, Carri Petty, Richard Heinsohn, Dawn Collected Works - Proceedings Guides - Classroom - Learner Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a national conference on sound financial management for agencies concerned with promoting independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, and organizational information on Independent Living Research Utilization and the National Council on Independent Living. A list of the conference's learning objectives is followed by a section on internal procedures and processes including board and committee roles and responsibilities, financial role, the board's responsibility/authority in finances, board and staff relations, internal controls, and policy manuals and other documentation. The next section is a sample of a local independent living organization account policies manual with sections addressing general policies, policies associated with revenues and cash receipts, policies associated with expenditures and disbursements, policies pertaining to specific asset and liability accounts, policies associated with financial and tax reporting, and financial management policies. The following section presents bookkeeping basics for the not-for-profit bookkeeper and is followed by a section on external processes including independent audits, government audits, the single audit report, and responsibility of the auditor and the organization. Sample policy documents are appended. (DB) ED479818 Sound Financial Management: A National Conference (Dallas, Texas, August 26-28, 2002). Participant's Manual. 2002-00-00 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 142 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232; Fax: 713-520-5785; e-mail: ilru@ilru.org; Web site: http://www.ilru.org. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Fax: 703-525-3409; e-mail: ncil@ncil.org; Web site: http://www.ncil.org. N/A 2004 8/19/2004 23:02:39 RIEAPR2004 H13B99002 Cover title reads "$ound Financial Management." Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Administrative Principles Adults Agencies Case Studies Disabilities Donors Fund Raising Independent Living Organizational Development Professional Training Male, Richard Schulz, Lee Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy George, Carri Petty, Richard Heinsohn, Dawn Collected Works - Proceedings Guides - Classroom - Learner Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a national conference on mobilizing resources and fund raising in agencies concerned with promoting independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, organizational information on Independent Living Research Utilization and the National Council on Independent Living, and a list of the conference's learning objectives. The next section focuses on elements of a fund-raising plan and explains the various sections of such a plan such as the case statement to present to donors, organizational development, funding history, funding opportunities, funding strategy, and how to structure the fund raising strategy. The bulk of the document consists of the visuals for a PowerPoint presentation titled "Mobilizing Resources for Independent Living Centers". These materials address the following aspects: funding trends across America; raising money from national organizations; advantages and disadvantages of funding; tips on raising money; writing winning proposals; strategic marketing; corporate sponsorships and partnerships; the corporate partnership approach to the corporation; religious funding; individuals and donors; board and organizational development; keys to leadership; and putting it all together. A sample corporate sponsorship presentation package is followed by a case study. (DB) ED479819 Mobilizing Resources for Independent Living: A National Conference (New Orleans, Louisiana, August 5-7, 2002). Participant's Manual. 2002-08-00 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 141 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232; Fax: 713-520-5785; e-mail: ilru@ilru.org; Web site: http://www.ilru.org. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Fax: 703-525-3409; e-mail: ncil@ncil.org; Web site: http://www.ncil.org. N/A 2004 8/19/2004 23:02:41 RIEAPR2004 H132B99002 Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Administrative Principles Advertising Advocacy Agencies Disabilities Independent Living Mass Media Newspapers Organizational Development Professional Training Public Relations Burnett, Jennifer Kemp, Janine Bertram Williams, Brad Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy Petty, Richard Heinsohn, Dawn Collected Works - Proceedings Guides - Classroom - Learner Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a national conference on cultivating media relations in agencies concerned with independent living for people with disabilities. Preliminary materials include the conference agenda, background information about the trainers, organizational information on Independent Living Research Utilization and the National Council on Independent Living, and conference learning objectives. The first section contains handouts including a media checklist, tips for getting coverage, basics of writing a press release, the press release layout (on agency letterhead), and guidelines for writing an op-ed piece. The bulk of the document consists of a reprint titled "ImPRESSive: Media Tip Sheets for Advocates." Sections of this publication address the following: building and maintaining relationships with reporters; creating working media lists; on the record and off the record (controlling the story); how to shift focus on a story; tips for interviews (newspaper); tips for interviews (radio); tips for interviews (television); and getting your message into national stories. The manual provides examples of newspaper articles written by various disability advocacy agencies and a detailed example of press coverage of a disability issue in one community. Visuals for a PowerPoint presentation complete the manual. (DB) ED479820 Making News: How the IL Movement Cultivates Media Relationships--A National Conference (Oklahoma City, Oklahoma, October 16-18, 2002). Participant's Manual. 2002-10-00 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 147 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232; Fax: 713-520-5785; e-mail: ilru@ilru.org; Web site: http://www.ilru.org. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Fax: 703-525-3409; e-mail: ncil@ncil.org; Web site: http://www.ncil.org. N/A 2004 8/19/2004 23:02:43 RIEAPR2004 H132B99002 Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Adults Agencies Civil Liberties Disabilities History Independent Living Models Philosophy Professional Training Trend Analysis Sain, Julia Jones, Darrell Lynn Buppapong, Raweewan Langbehn, Kristy George, Carri Petty, Richard Heinsohn, Dawn Collected Works - Proceedings Guides - Classroom - Learner Reports - Descriptive Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English The participant's manual contains training materials for a national teleconference on the history and philosophy of the independent living movement for agency personnel. Preliminary materials include the conference agenda, background information about the trainers, and organizational information on Independent Living Research Utilization and the National Council on Independent Living. The first section discusses a paradigm shift and includes a chart contrasting the paradigm based on the medical model, rehabilitation, community assistance, charity paradigm with the paradigm based on independent living, disability rights, disability culture, and disability pride. Information on the Department of Education's Office of Special Education and Rehabilitative Services (OSERS), especially the Independent Living Branch, is followed by a section titled "History of Independent Living" by Gina McDonald and Mike Oxford. Next is the text of "Freedom of Movement: Independent Living History and Philosophy" by Steven E. Brown. Topics covered include the independent living philosophy, the case of Franklin Delano Roosevelt, the New York League of the Physically Handicapped, World War II Veterans, a case study emphasizing freedom of movement, accessibility at the University of Illinois, polio and Ed Roberts, Section 504 and vocational rehabilitation, the 1970s, independence in the 1980s and 1990s, and independent living in 2000. An appendix lists dates in independent living history. (Contains 30 references.) (DB) ED479821 IL 201: History & Philosophy of the Independent Living Movement--A National Teleconference (August 8, 2002). Participant's Manual. 2002-08-08 Rehabilitation Services Administration (ED), Washington, DC. Administrators Practitioners Students 92 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232; Fax: 713-520-5785; e-mail: ilru@ilru.org; Web site: http://www.ilru.org. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Fax: 703-525-3409; e-mail: ncil@ncil.org; Web site: http://www.ncil.org. N/A 2004 8/19/2004 23:02:45 RIEAPR2004 H132B99002 Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Adults Curriculum Design Developmental Disabilities Elementary Secondary Education Learning Activities Parent Education Parents as Teachers Private Schools Program Evaluation Resident Camp Programs Residential Programs Special Schools Summer Programs Kahn, Bernard Guides - Non-Classroom Reports - Evaluative Tests/Questionnaires English This document presents an evaluation report and parent handbook of for a federally supported 6-week residential summer program for children and adults with developmental disabilities developed by the Hebrew Academy for Special Children (Brooklyn, New York). It also includes the program's parent handbook. Evaluation focused on three groups of camp participants (students, teacher assistants/counselors, and teachers) and assessed three main indicators of success: (1) student progress as observed and recorded by parents and counselors; (2) development of teacher assistant/counselor skills as evaluated by self-ratings and partner teachers; and (3) growth in teachers' skills as rated by program administrators. Overall program effectiveness and family stress reduction were also examined. Positive evaluation findings were reported for all three indicators. The program model was also supported by a review of the literature. Appendices include a literature review and lists of evaluation instruments and staff development topics. The parent manual has sections that address making classroom lessons and play a part of daily interaction and conversation; having fun (what children learn from toys and play); adapting toys to help children play; special projects for leisure time, weekends, and vacations; and classroom activities that work outside the classroom to help the child. (DB) ED479822 The Hebrew Academy for Special Children's Summer Program: An Evaluation Report. An Innovative Program To Enhance the Academic and Social Outcomes of Developmentally Disabled Individuals. 2002-08-00 Special Education Programs (ED/OSERS), Washington, DC. Administrators Parents Practitioners 144 N/A 2004 8/19/2004 23:02:47 RIEAPR2004 H324E018001 Prepared by Dunham Educational Research & Evaluation (DERE) (Fort Lee, NJ) and submitted to the Hebrew Academy for Special Children, Inc. (Brooklyn, NY).

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Yes Adult Education Career Education Community Colleges Computer Oriented Programs Curriculum Based Assessment Developmental Disabilities Education Work Relationship Inservice Education Management Information Systems Models Postsecondary Education Transitional Programs Vocational Evaluation Vocational Rehabilitation Young Adults Rickard, Patricia L. Reports - Descriptive Comprehensive Adult Student Assessment System, San Diego, CA. English This final report describes activities and accomplishments of a 3-year federally supported project that provided 326 students, ages 18-21, with developmental disabilities employment training through five community colleges and three K-12 system adult education systems. Program sites were in California, Iowa, Ohio, and North Carolina. The program utilized the POWER (Providing Options for the Workplace, Education, and Rehabilitation) model. This model has three major components: (1) a standardized performance-based assessment instrument that determines the level of support needed; (2) a computerized data management system for reporting accountability data for individual and program certification; and (3) curriculum and training modules that link assessment with instruction. Evaluation indicated that although model implementation varied across the sites, students were prepared in employment skills for career development, workplace basics/community integration, and use of natural supports. The program also led to workplace-related curriculum reform in the participating community college programs. The project provided training for site coordinators through workshops and technical assistance involving an Internet forum, e-mails, teleconferences, and site visits. Among 17 appendices are POWER marketing materials, sample POWER quarterly articles, POWER curriculum samples, sample POWER management system reports, sample training agendas, POWER evaluation surveys, a competency list, and an instructional materials guide. (DB) ED479823 POWER: Providing Options for the Workplace, Education and Rehabilitation. Final Report. 2002-03-29 Special Education Programs (ED/OSERS), Washington, DC. 155 N/A 2004 2020-11-03

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Yes Classification Cluster Grouping Community Colleges Institutional Characteristics Peer Institutions Two Year Colleges McCormick, Alexander C., Ed. Cox, Rebecca D., Ed. Collected Works - Serials ERIC Publications Carnegie Classification ISSN-0194-3081 ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This summer 2003 issue of New Directions for Community Colleges advances the conversation among researchers and practitioners about possible approaches to classifying two-year colleges. The 10 chapters include the following: (1) "Classifying Two-Year Colleges: Purposes, Possibilities and Pitfalls" (Alexander C. McCormick and Rebecca D. Cox); (2) "Two-Year College Classifications Based on Institutional Control, Geography, Governance, and Size" (Stephen G. Katsinas); (3) "A Curriculum-Based Classification System for Community Colleges" (Gwyer Schuyler); (4) "College Size as the Major Discriminator" (Arthur M. Cohen); (5) "Using IPEDS to Develop a Classification System for Two-Year Postsecondary Institutions" (Jamie P. Merisotis and Jessica M. Shedd); (6) "On Markets and Other Matters: A Price Model for Public Two-Year Colleges (Susan M. Shaman and Robert Zemsky); (7) "The Perspective of the American Association of Community Colleges" (Kent A. Phillippe and George R. Boggs); (8) "A Practitioner's Perspective" (Alfredo G. de los Santos, Jr.); (9) "A Researcher's Perspective" (Thomas R. Bailey); and (10) "Classification in Practice: Applying Five Proposed Classification Models to a Sample of Two-Year Colleges" (Rebecca D. Cox and Alexander C. McCormick). (RC) ED479824 Classification Systems for Two-Year Colleges. New Directions for Community Colleges. The Jossey-Bass Higher and Adult Education Series. New Directions for Community Colleges n122 Sum 2003 2003-00-00 National Library of Education (ED/OERI), Washington, DC. ISBN-0-7879-7171-5 130 Jossey-Bass, 989 Market Street, San Francisco, CA 94103 (annual subscription rate: $70, individuals; $149 institutions). Web site: http://www.josseybass.com. T 2004 2016-11-21

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Yes Classification Cognitive Processes Community Colleges Learning Learning Processes Outcomes of Education Student Centered Curriculum Student Characteristics Two Year College Students Two Year Colleges Luan, Jing Reports - Research Speeches/Meeting Papers English This study aims to address learning outcomes from the perspective of learners. The research questions asked were: (1) What learner concentric ideas can be used to indicate the outcomes of learning? (2) How would the new learning outcome index be used to generate typologies? (3) What are the inner relationships of the typologies? and (4) How can the typologies be applied? The author argues that typology is fundamental to science, yet it is seriously underused and under-researched in social science. Only a handful of authors have worked on the subject, which has created an insurmountable gap between what has been done and what needs to happen. The study examined first-time college students enrolled in spring 1996 at a suburban college on the West coast with enrollment of 15,000 per semester. The study tracked the students for 6 years for their enrollment behavior, graduation status, and transfer status. The study theorizes that what may be important to the learner may not be important to the institution. The author argues that the "big three" (gender, age, race) are not good predictors of typologies, and that learners' behaviors as reflected by the OIndex are a better way of describing learner outcomes. (Contains 11 references.) (NB) ED479825 Developing Learner Concentric Learning Outcome Typologies Using Clustering and Decision Trees of Data Mining. 2003-05-00 16 N/A 2004 8/19/2004 23:02:54 RIEAPR2004 Paper presented at the Annual Forum of the Association for Institutional Research (43rd, Tampa, FL, May 18-21, 2003).

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Yes Citizenship Education Community Colleges Community Services Experiential Learning School Community Relationship Service Learning Student Attitudes Student Participation Two Year Colleges Haines, Dana Lee Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires English The fourfold purpose of this study was to determine if student attitudes toward community service, student attitudes toward civic involvement, student attitudes about life skills, and student attitudes toward civic engagement and service learning differed based on enrollment in a course with a service learning component or enrollment in a course without that component. The context of the study was an English 102 course in the spring semester of 2002 at Mesa Community College in Mesa, Arizona. One selected section of the course had a service learning requirement and one selected section did not. Fifteen students in the service learning section, and 20 students in the non-service learning section participated in the study. The study used two instruments: (1) the Academic Course Evaluation Questionnaire; and (2) a Student Life Skills Self Evaluation. Results of the study indicate that there was a significant difference between the groups related to students' involvement in community service during the semester and prior to the semester studied. Students who did not enroll in the class with the service learning component had participated in more prior community service and also were more likely to have voted in the last election. Research instruments appended. (Contains 122 references and 20 tables.) (NB) ED479826 A Study of Community College Student Attitudes Related to Service Learning. 2002-00-00 121 N/A 2004 8/19/2004 23:02:56 RIEAPR2004 Ed.D. Dissertation, Baylor University.

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Yes Academic Aspiration Academic Degrees Associate Degrees Community Colleges Educational Certificates Student Educational Objectives Transfer Rates (College) Transfer Students Two Year College Students Two Year Colleges Hoachlander, Gary Sikora, Anna C. Horn, Laura Numerical/Quantitative Data Reports - Research National Education Longitudinal Study 1988 National Postsecondary Student Aid Study Beginning Postsecondary Students Long Study National Center for Education Statistics Beginning Postsecondary Students Longitudinal Study National Center for Education Statistics (ED), Washington, DC. MPR Associates, Berkeley, CA. English This document profiles the goals, preparation, and outcomes of community college students using three data sources: the 1999-2000 National Postsecondary Student Aid Study, the 1996/01 Beginning Postsecondary Students Longitudinal Study, and the National Educational Longitudinal Study of 1988, Fourth Follow-up. This study addresses the following research questions: (1) What percentage of students enrolled in community colleges seek to complete a formal credential? (2) How do different types of community college students differ in their intentions to complete a formal credential? (3) Among those intending to complete a certificate or degree or transfer to a four-year institution, what percentage actually do so, and how do rates of completion vary among different types of students? (4) Among students intending to complete a formal credential, what is the relationship between rates of completion and different levels of postsecondary preparedness? and (5) When students are asked about the impact of their postsecondary education on various aspects of their labor market participation, how do the responses of students who completed a formal credential differ from those of students who left without a certificate or degree? Appended are a glossary of terms and a section with technical notes and information on the study's methodology. (RC) ED479827 Community College Students: Goals, Academic Preparation, and Outcomes. Postsecondary Education Descriptive Analysis Reports. 2003-06-00 88 For full text: http://nces.ed.gov/pubs2003/2003164.pdf. N/A 2004 2016-11-21

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No Accountability College Faculty Community Colleges Community Needs Community Role Competency Based Education Consortia Cooperative Programs Educational Finance Institutional Mission Mentors School Community Programs Service Learning Two Year Colleges Hopkins, Ruth A. Prins, Esther Collected Works - General Reports - Research Cornell University NY State Univ. of New York, Ithaca. School of Industrial and Labor Relations at Cornell Univ. English This document contains a series of 2001 research briefs, Catalyst: Inquiry for Change (Volume 1), that is part of a research project supported by the Institute for Community College Development at Cornell University, New York. The Institute's research projects are stakeholder driven for the purpose of researching areas of the most interest to community colleges and their peer institutions in terms of social, economic, and policy considerations for bringing about change. The Catalyst offers Institute research project summaries. The Catalyst will be disseminated to community college presidents, senior administrators in institutional research, student development, business, academic affairs, and faculty. The first in the series of research briefs produced in 2001 (Volume 1, Number 1) is titled: "Performance Based Funding: What Indicators Do U.S. Community College Systems Use?" (Ruth A. Hopkins). The second brief in the series (Volume 1, Number 2) is titled: "The Relationship Between Institutional Mission, Service, and Service-Learning at Community Colleges in New York State" (Esther Prins). The next brief (Volume 1, Number 3) is titled: "Decision-Making for Partnership Engagement by SUNY Community College Presidents" (Esther Prins). The last brief in the series (Volume 1, Number 4) is titled "Connecting the Classroom to the Community: Community College Professors' Experiences in Service Learning" (Esther Prins). (NB) ED479828 Catalyst: Inquiry for Change, 2001. 2001-03-00 24 For full text of each research brief: http://www.iccd.cornell.edu/DisplayAPage.cfm?MenuID=121. N/A 2004 2016-11-21

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Yes Access to Education Community Colleges Economic Development Poverty Poverty Areas Rural Areas Rural Development Rural Education Rural Environment Two Year Colleges Eller, Ron Jensen, Jane McEldowney Robbins, Rebecca L. Russell, Jack Salant, Priscilla Torres, Vasti Viterito, Arthur Reports - Research Rural Community College Initiative American Association of Community Colleges, Washington, DC. English The Rural Community College Initiative (RCCI), supported by the Ford Foundation, sought to energize distressed rural communities and the local colleges that serve them. Through a structured process of guided intervention, 24 colleges and their communities learned how to build new partnerships, adapt new ideas to local needs, and implement collaborative college/community projects. This publication documents the RCCI program and process in four parts: (1) Background, which presents the origins of RCCI and the conceptual framework and study design; (2) The Initiative and its Context, which details the program as it was applied in individual colleges and communities; (3) Findings from the Assessment, which assesses whether or not RCCI achieved its main goals; and (4) Conclusion, which summarizes the program findings. The findings of the study indicate that RCCI succeeded in providing a framework for these communities to move forward, although there was not enough time for RCCI to strongly affect policy changes that address power imbalances in the community. RCCI did take small steps in the confidence-building process that would lead to more engaged institutions and more substantive changes in emerging leaders. (Contains 21 references, 11 tables, and 14 figures.) (NB) ED479829 Opportunities in Place: National Assessment of the Rural Community College Initiative. 2003-00-00 Ford Foundation, New York, NY. ISBN-0-87117-360-3 109 Community College Press, One Dupont Circle NW, Ste. 410, Washington, DC 20036. Fax: 202-223-9390. For full text: http://www.aacc.nche.edu/Content/NavigationMenu/ ResourceCenter/Projects_Partnerships/Current/ RuralCommunityCollegeInitiative/RCCI_Book.pdf. N/A 2004 2016-11-21

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Yes Agency Cooperation Delivery Systems Human Services Integrated Services Program Design Reports - Descriptive Washington Washington Washington State Dept. of Social and Health Services, Olympia. Office of Research and Data Analysis. English The Washington State Department of Social and Health Services (DSHS) was created as an umbrella agency, to bring together state human service programs, so that people could get comprehensive assistance with many, often interrelated needs. Efforts were made to co-locate various service program offices to make access to various services easier. Later specialization of staff and separate funding and accountability requirements resulted in separate, often uncoordinated service plans for the same client, implemented by various case managers. Against this "maze of eligibility," DSHS leaders counter-posed the image of "No Wrong Door"-- a vision of human services in which clients get fully coordinated, comprehensive services no matter where or how they enter the system. The long-term design included not only better coordination and service integration among different program staff within DSHS, but also teamwork with natural supports and with community partners. This report presents the key elements of that long-term design and new No Wrong Door startup programs. Four appendixes include the complete No Wrong Door model, a coordinated services charter, and presentation slides. (GCP) ED479830 Early Achievements in Service Integration: What We Can Learn from No Wrong Door Startups. 2003-08-00 110 Washington State Department of Social and Health Services, Research and Data Analysis Division, Olympia, Washington 98504-5204. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Correlation Marijuana Predictor Variables Smoking Substance Abuse Reports - Research Risk Factors Columbia Univ., New York, NY. National Center on Addiction and Substance Abuse. English While other surveys seek to measure the extent of substance abuse in the population, the "CASA National Survey of American Attitudes on Substance Abuse VIII: Teens and Parents" probes substance-abuse risk and identifies factors that increase or diminish the likelihood that teens will abuse tobacco, alcohol or illegal drugs. This year, CASA asked a series of questions to examine statistical associations between teen cigarette smoking and teen marijuana use. The troubling findings include: teens who smoke cigarettes are 14 times likelier than those who do not to try marijuana; teens who have tried marijuana and are current cigarette smokers are 60 percent likelier to be repeat marijuana users; teens who are current cigarette smokers are six times likelier than those who have never smoked cigarettes to report that they can buy marijuana in an hour or less; fifty-five percent of teens who are current cigarette smokers report more than half their friends use marijuana; among teens who are repeat marijuana users, 60 percent tried cigarettes first; seventy-seven percent of teens believe that a teen who smokes cigarettes is more likely to use marijuana. Two appendixes contain survey methodology and data. (GCP) ED479831 Report on Teen Cigarette Smoking and Marijuana Use. 2003-09-00 28 National Center on Addiction and Substance Abuse at Columbia University, 633 Third Ave., New York, NY 10017-6706. Tel: 212-841-5255; Fax: 212-956-8020; Web site: http://www.casacolumbia.org. For full text: http://www.casacolumbia.org/usr_doc/teen_cigarette_smoking_and-marijuana_use.pdf. N/A 2004 2016-11-21

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Yes Athletes Athletics Empowerment Females Leadership Middle School Students Middle Schools Self Esteem Hart, Lawrence Gary, Juneau Mahan Duhamel, Christie Creney Homefield, Kimberly ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English For the middle school-aged female athlete, self-esteem, empowerment, and self-confidence are often bolstered through participation in interscholastic competitive sports. These traits are also traits of leadership. This digest discusses how many contributing factors and people mold the student athlete into a leader but the process must be intentional and must start in middle school to support girls in achieving their full leadership potential. School personnel are advised to maintain athletic programs for girls and coaches are advised to instill intentional leadership skills in female athletes. (Contains 14 references.) (GCP) ED479832 Building Leadership Skills in Middle School Girls through Interscholastic Athletics. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6170. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu. For full text: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Alcohol Abuse Drug Abuse Drug Rehabilitation Incidence Mental Health National Surveys Prevention Smoking Substance Abuse Tables (Data) Trend Analysis Numerical/Quantitative Data Reports - Descriptive Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English This report presents the first information from the 2002 National Survey on Drug Use and Health (NSDUH), an annual survey of the civilian, noninstitutionalized population of the United States aged 12 years old or older. Prior to 2002, the survey was called the National Household Survey on Drug Abuse (NHSDA). This brief Overview report provides a concise summary of the main results from the 2002 NSDUH. A more complete presentation of the initial results of the survey is given in the full report, "Results from the 2002 National Survey on Drug Use and Health: National Findings." Both reports present the results in separate chapters that discuss the national findings on eight topics: use of illicit drugs; use of alcohol; use of tobacco products; trends in lifetime use of substances; trends in initiation of substance use; prevention-related issues; substance dependence, abuse, and treatment; and mental health. A final chapter summarizes the results and discusses key findings in relation to other research and survey results. Measures related to mental health problems also are included. A discussion of the changes in survey methodology, some of the reasons for these changes, and their impact on survey estimates is also outlined. This Overview report includes two tables showing the prevalence of substance use by age in an appendix. (GCP) ED479834 Overview of Findings from the 2002 National Survey on Drug Use and Health. 2003-00-00 51 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD) (Toll Free). For full text: http://www.samhsa.gov. For full text: http://www.samhsa.gov/oas/nhsda/2k2nsduh/Overview/2k2Overview.htm#toc. N/A 2004 8/19/2004 23:03:11 RIEAPR2004 For full report, see CG 032 541.

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Yes Alcoholism Drug Addiction Employment Health Needs Health Programs Policy Analysis Social Discrimination Welfare Services Reports - Descriptive Join Together, Boston, MA. English People with alcohol or other drug disease face public and private policies that restrict their access to appropriate health care, employment, and public benefits, discouraging them from seeking treatment, robbing them of hope for recovery, and costing society millions of dollars. Join Together, a project of Boston University School of Public Health, formed a national policy panel in the spring of 2002 to address this discrimination. The panelists developed the two principles and ten recommendations contained in this report, relying principally upon the written and oral testimony which they received. Join Together was assisted in this effort by the American Bar Association's Standing Committee on Substance Abuse, which facilitated the panel's initial hearing at the ABA's Annual Meeting in August 2002. Includes a list of resources and selected readings. (GCP) ED479835 Ending Discrimination against People with Alcohol and Drug Problems. 2003-09-00 Policymakers Practitioners 35 For full text: http://www.jointogether.org/sa/files/pdf/discrimination.pdf. N/A 2004 8/19/2004 23:03:13 RIEAPR2004

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Yes Delivery Systems Mental Health Mental Health Programs Needs Assessment Policy Formation Program Descriptions Information Analyses Reports - Descriptive English In February 2001, President George W. Bush announced his New Freedom Initiative to promote increased access to educational and employment opportunities for people with disabilities. In his charge to the Commission, the President directed its members to study the problems and gaps in the mental health system and make concrete recommendations for immediate improvements that the Federal government, State governments, local agencies, as well as public and private health care providers, can implement. The Commission's findings confirm that there are unmet needs and that many barriers impede care for people with mental illnesses. After its yearlong study, the Commission concludes that traditional reform measures are not enough to meet the expectations of consumers and families. The Commission identified the following six goals as the foundation for transforming mental health care in America: Americans should understand that mental health is essential to overall health; mental health care should be consumer and family driven; disparities in mental health services should be eliminated early; mental health screening, assessment, and referral to services should be common practice; excellent mental health care should be delivered and research should be accelerated; and technology should be used to access mental health care and information. This report discusses each goal in depth, showcasing model programs to illustrate the goal in practice and providing specific recommendations needed to transform the mental health system in America. (Contains 183 references.) (GCP) ED479836 Achieving the Promise: Transforming Mental Health Care in America. Final Report. 2003-07-00 113 For full text: http://www.mentalhealthcommission.gov/reports/FinalReport/downloads/downloads.html. N/A 2004 8/19/2004 23:03:15 RIEAPR2004 Produced by the President's New Freedom Commission on Mental Health.

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No Apartheid Educational Change Educational Policy Foreign Countries Higher Education Political Influences Program Development Quality Control Social Change Strydom, A. H. Holtzhausen, Somarie Books Reports - Research Quality Assurance United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This case study evaluated the development, partial implementation, and review of an institutional and operational approach to quality management that was developed, during a decade of radical political change, at the University of the Orange Free State, resulting in the rapid transformation of higher education institutions in South African. Phase 1 of the Institutional Quality Management (IQM) initiative was based on self-evaluation (1989-1992) and a turbulent period of political change (1993-1995) that resulted in inertia in the IQM. Phase 2 marked the resumption of efforts (1996-1999) to respond to national policies and global pressures. The reaction of the University of the Orange Free State to such pressures and policies is described, and the new quality management system is outlined. Before the abolition of apartheid, universities were relatively unaffected by government pressure, and quality management was based mainly on self-evaluation. Since 1996, quality management has been geared more toward accountability than quality improvement. Four appendixes contain supplemental information and questionnaires used in the case study. (Contains 6 figures and 36 references.) (SLD) ED479837 Transformation and Institutional Quality Management within a South African University: A Case Study of the University of the Orange Free State. Improving the Managerial Effectiveness of Higher Education Institutions. 2001-00-00 163 International Institute for Education Planning, 7-9 rue Eugene Delacroix, 75116 Paris, France. Tel: 33(1)45-03-77-00; Fax: 33(1)40-72-83-66; Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Decentralization Economic Factors Educational Finance Financial Support Foreign Countries Government Role Higher Education International Education Resource Allocation Varghese, N. V. Reports - Research Speeches/Meeting Papers United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The economic crisis and the resulting financial squeeze of the 1980s led to reduced public funding support to education. The changing political view that continuation of public subsidies will reduce growth potentials of economies favored a market-friendly approach to development of education. The rate-of-return analysis gave currency to an argument that there was under-investment in primary education, and it provided a rationale to divert resources from higher to primary levels of education. The introduction of structural adjustment programs justified further reduction in public subsidies to higher education in many countries. The reform measures adopted by governments and institutions to overcome financial constraints included efficiency enhancing and cost-saving interventions, diversification or cost-sharing measures, income-generating activities, and privatization policies. The paper closely scrutinizes institutional capacity to initiate and sustain income-generating activities in the long run. The paper makes the case that, in the ultimate analysis, entrepreneurial universities become a desirable arrangement when the income generated by them far exceeds what could have otherwise been available from the public sources. The expectation is that recent initiatives to mobilize resources by the universities will lead to a better balance in sharing resources between public and private sources, and the sector will receive increased support from both public and private sources of funding. (Contains 21 references.) (Author/SLD) ED479838 The Limits to Diversification of Sources of Funding in Higher Education. IIEP Contributions. 2001-00-00 26 International Institute for Education Planning, 7-9 rue Eugene Delacroix, 75116 Paris, France. Tel: 33(1)45-03-77-00; Fax: 33(1)40-72-83-66; Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:03:20 RIEAPR2004 Paper presented at the General Conference of the Institute of Management in Higher Education (Paris, France, September 11-13, 2000).

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No Accreditation (Institutions) Accrediting Agencies Case Studies Foreign Countries Governance Higher Education Quality Control Stella, Antony Books Reports - Research India Quality Assurance India United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English Many countries have initiated quality assurance mechanisms for higher education, and more are in the process of developing quality assurance strategies. The experience of India, detailed in this case study, can provide valuable lessons for other countries. The accreditation experience of India may seem to be just 8 years old, but it must be considered in the context of quality controls that India already had for higher education, many of which were inherited from the British legacy of higher education. Inspections and audits by state governments, the affiliating function of universities (in the case of colleges), performance appraisal by the University Grants Commission, and review by funding agencies all contributed to higher education quality, as did inspection and certification by professional bodies. In India, the national context includes limited resources for improvement in higher education. The balancing of the national context and international expectations provides a valuable lesson for countries contemplating quality assurance strategies. This report also describes the unit of assessment, the reporting strategy, institutional response, benefits of accreditation, and the impact on the higher education system. Chapters are: (1) "The Structure and Governance of Indian Higher Education"; (2) "Emerging Trends in Indian Higher Education"; (3) "The Breakthrough in Quality Assurance"; (4) "The Instrument and Methodology"; (5) "Setting Priorities"; (6) "Problems and Challenges"; (7) "Towards Solutions"; (8) "The Accreditation Experience of ABC College"; (9) "The Impact"; (10) "Learning from Experience"; and (11) "Future Perspectives for Quality Assessment." Seven appendixes contain additional information about self-study and accreditation processes. (Contains 19 references.) (SLD) ED479839 External Quality Assurance in Indian Higher Education: Case Study of the National Assessment and Accreditation Council (NAAC). New Trends in Higher Education. 2002-00-00 306 International Institute for Education Planning, 7-9 rue Eugene Delacroix, 75116 Paris, France. Tel: 33(1)45-03-77-00; Fax: 33(1)40-72-83-66; Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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Yes Educational Change Foreign Countries Higher Education Systems Development Technical Education Technology Education Books Reports - Evaluative Finland Reform Efforts Finland Organisation for Economic Cooperation and Development, Paris (France). English In the early 1990s, the Finnish government embarked on a strategy to remold Finland into a knowledge society. A key element in this strategy was to raise the knowledge and skill levels of the population by doubling higher education enrollments by the end of the century. Recognizing that it would be neither affordable nor desirable to double traditional university enrollments, the government created a new sector of higher education with a different content, degree structure, and governance, the polytechnics ("Ammattikorkeakolut"). Findings from this study, conducted by a team of experts using a variety of data sources, suggest that the strategy is likely to be successful. The polytechnic sector is highly regarded and currently enrolls three-fifths of students entering higher education. The examiners raise some issues related to fees and examine the strategies for internationalization of higher education. Issues of governance and accountability are explored, and some suggestions are offered to strengthen the new system. (Contains 28 tables, 27 figures, and 38 references.) (SLD) ED479840 Polytechnic Education in Finland. Reviews of National Policies for Education. 2003-00-00 ISBN-92-64-19939-X 222 Organisation for Economic Cooperation and Development, 2, rue Andre-Pascal, 75775 Paris, Cedex 16, France. Web site: http://www.SourceOECD.org. N/A 2004 2016-11-21

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Yes Educational Finance Federal Aid Federal Government Financial Support Foreign Countries Government Role Higher Education Investment Research Reports - Descriptive Canada Capacity Building Ontario Canada English This volume illustrates how Canadian federal investment is advancing key measures of success in building research capacity at Ontario universities. Program descriptions illustrate federal investment in university-based research at 18 institutions of higher education in Ontario. A look at these programs shows that government-funded research is developing Canada's knowledge workforce and supporting the training of students who will transfer their skills and knowledge to the private sector. Government-funded research is expanding technological opportunities for firms to develop new products and processes, and it supports the creation of dynamic clusters of firms and knowledge flows essential to effective innovation. (SLD) ED479841 A Sampling of Success Stories of Federal Investment in University Research. 2003-03-00 79 For full text: http://www.cou.on.ca/publications/briefs_reports/ online_pubs/Success_Stories_March_2003.pdf. N/A 2004 2016-11-21

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No Curiosity Educational Planning Individualized Instruction Instructional Design Learning Strategies Lesson Plans Student Attitudes Student Motivation Teaching Methods Arnone, Marilyn P. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Information and Technology, Syracuse, NY. English Curiosity is a heightened state of interest resulting in exploration, and its importance in motivating scholarship cannot be ignored. It is also a critical component of creativity, and fostering curiosity and creativity in today's learners is a challenge faced by educators and instructional designers alike. Following a background on the definition of curiosity, this digest presents these instructional design strategies for fostering curiosity: (1) curiosity as a hook: use curiosity as a primary motivator at the beginning of a lesson by starting, for example, with a thought-provoking question or surprising statement; (2) conceptual conflict: introduce a conceptual conflict when possible and learners will feel compelled to explore the conflict until it is resolved; (3) an atmosphere for questions: create an atmosphere where students feel comfortable about raising questions and where they can test their own hypotheses through discussion and brainstorming; (4) time: allow adequate time for exploration of a topic; (5) choices: give students the opportunity for choosing topics within a subject area; (6) curiosity-arousing elements: introduce one or more of the following elements into a lesson to arouse curiosity:incongruity, contradictions, novelty, surprise, complexity, uncertainty; (7) the right amount of stimulation: be aware of the degree of stimulation that is being entered into the learning situation and remember, there are individual differences when it comes to curiosity; (8) exploration: encourage students to learn through active exploration; (9) rewards: allow the exploration and discovery to be its own reward; (10) modeling: model curiosity, ask questions, engage in specific exploration to resolve a question posed, and demonstrate enthusiasm. (Contains 14 references.) (AEF) ED479842 Using Instructional Design Strategies To Foster Curiosity. ERIC Digest. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Educational Objectives Educational Technology Instructional Effectiveness Technology Integration Barnett, Harvey ERIC Publications ERIC Digests in Full Text ERIC Digests Technology Role ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This digest reviews some significant research on technology use in the classroom that examines how investment in technology will pay off in terms of student learning, and it indicates the conditions under which technology is most likely to have a positive impact on student learning. First presented are two longitudinal studies on how students learn from computers. It then discusses studies examining the effects of learning with computers, when technology is used as a tool rather than a tutor. Whether students learn from computers or with computers, the research cited indicates the following conditions under which computer technology is most likely to have a positive impact on learning.access; integration; broad-based reform; the long term; professional development; teaching style; balance; and vision. (Contains 13 references.) (AEF) ED479843 Investing in Technology: The Payoff in Student Learning. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. N/A 2004 2016-11-21

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Yes Improvement Programs Library Administration Library Development Library Planning Public Libraries Parry, Norm ERIC Publications ERIC Digests in Full Text Library Operations Library Procedures Life Cycles ERIC Digests Library Growth ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This digest explores the life cycle of public libraries, presenting a "life stages" model and highlighting characteristics of each stage. It provides specific advice on what can be done in each stage to energize the library with "stage-appropriate" action. The characteristics that mark the Birth/Infant stage include: driving enthusiasm and effort of an individual or a few individuals; little or no cash support; very limited space; all volunteer effort; absence of structured supervision, management or control; and lack of formal government recognition, charter, or tax-exempt status. The Growth stage is marked by the following characteristics: a governing body of trustees or board members; a mission statement; charter and legal requirements of non-profit status; volunteer effort that is led by a volunteer coordinator or a paraprofessional; funding raised by special events and contributions; increased donations and some purchases of materials; some bibliographic control and implementation of a materials circulation system; relocation of library to larger low cost or donated space. The key features of the Maturity stage are the hiring of paid staff and sharing of resources with other libraries; with the right management, a mature library may be both efficient and effective through vigorous middle age and beyond, if it can change and adapt to changing community expectations. Characteristics in the Decline stage include the following: operations dominated by rules and routines, rather than customer service; unmotivated, burned-out staff; reduced public support and donations; election or appointment of "one issue" trustees; negative publicity; retirement or resignation of key staff; personnel problems; a library facility that is in disrepair; declining circulation, attendance and volunteerism; reduced hours or service. (AEF) ED479844 Stimulating Growth and Renewal of Public Libraries: The Natural Life Cycle as Framework. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. N/A 2004 2016-11-21

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Yes Built Environment Grade 4 Grade 5 Interdisciplinary Approach Intermediate Grades Landscaping Photographs Physical Environment Physical Geography Social Studies Visual Acuity Stearns, Liza Syverson, Diane Guides - Classroom - Teacher National Park Service (Dept. of Interior), Washington, DC. English These materials constitute part of an active, interdisciplinary, place-based curriculum that introduces fourth and fifth grade students to the concept of landscape and heightens awareness of the relationship between landscape and people. This photo packet contains nine color photos of the Boston-area landscapes that students use with "Picture This!," a cooperative learning activity to heighten visual acuity and home investigative skills. (BT) ED479845 Landscape Explorers. Photo Prints. 1997-03-00 Practitioners Teachers 13 Frederick Law Olmstead National Historic Site, 99 Warren Street, Brookline, MA 02445. Tel: 617-566-1689, ext. 204; Fax: 617-232-4073; e-mail: FRLA_Superintendent@nps.gov; Web site: http://www.nps.gov/frla/. N/A 2004 8/19/2004 23:03:33 RIEAPR2004 "Landscape Explorers: Uncovering the Power of Place" was developed by the National Park Service--Olmsted National Historic Site, and the Arnold Arboretum of Harvard University, with funding from the National Endowment of the Arts and the National Park Foundation Parks as Classrooms education program. Color photographic images may not reproduce adequately.

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No Behavioral Sciences Citizenship Education Democracy Economics Elementary Secondary Education Political Science Social Studies Sociology White, Charles S., Ed. Collected Works - General Opinion Papers Social Science Education Consortium, Inc., Boulder, CO. English The agenda for the Social Science Education Consortium conference at Woods Hole (Massachusetts) was designed to continue a tradition of examining scholarship relative to the social sciences in K-12 education. The content focus for this volume, is political science, economics, and sociology. Following a "Foreword" (Matthew T. Downey; Joseph P. Stoltman), there are eight articles: (1) "A Dream Deferred: Shall We Reinvent the 'New Social Studies'" (Peter B. Dow); (2) "Politics Is Not a Dirty Word: Helping Students to Appreciate Democracy" (John R. Hibbing); (3) "Trends in Political Science as They Relate to Pre-College Curriculum and Teaching" (Richard G. Niemi); (4) "Fresh Ideas from Economics" (Donald R. Wentworth; Norris Peterson); (5) "Economics Instruction in U.S. High Schools: 1980-2000" (William B. Walstad); (6) "Beyond Content: Deep-Structure Objectives for Sociology and Social Science Curricula" (Keith A. Roberts); (7) "Professional Associations and Educational Advocacy: The Behavioral Sciences in U.S. Schools" (Ruth O. Selig); and (8) "Bridging the Gap: Political Science, Economics, Behavioral Sciences in K-12 Education" (Sharryl Davis). (BT) ED479846 Sea Changes in Social Science Education: Woods Hole 2000. The Social Science Education Consortium Conference Series. 2001-00-00 National Science Foundation, Arlington, VA. ISBN-0-89994-408-6 198 Social Science Education Consortium, P.O. Box 21270, Boulder, CO 80308-4270. Tel: 303-492-8154; Fax: 303-449-3925; e-mail: ssec@ssecinc.org; Web site: http://www.ssecinc.org/. N/A 2004 8/19/2004 23:03:36 RIEAPR2004 9912394 For Volume 1, the companion volume, see ED 442 703.

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Yes Citizenship Education Cultural Differences Curriculum Development Daily Living Skills Foreign Countries Intercultural Communication Regional Cooperation Byron, Isabel, Ed. Rozemeijer, Saskia, Ed. Collected Works - Proceedings UNESCO Caribbean Development Education International Bureau of Education, Geneva (Switzerland). English A sub-regional seminar based on the theme, "Curriculum Development for Learning to Live Together" (Havana, Cuba, May 15-18, 2001), brought together 20 member states of the United Nations Educational, Scientific, and Cultural Organization's Caribbean Network of Educational Innovation for Development: Antigua and Barbuda, Anguilla, Aruba, Bahamas, Barbados, Belize, British Virgin Islands, Cuba, Dominica, Dominican Republic, Grenada, Guyana, Haiti, Jamaica, Netherlands Antilles, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, Suriname, and Trinidad and Tobago. This final report begins with a Foreword (Cecilia Braslavsky) and contains five parts: (1) "Curriculum Development for Learning to Live Together" (two articles); (2) "Citizenship Education: Learning at School and in Society" (three articles); (3) "Social Exclusion and Violence: Education for Social Cohesion" (three articles); (4) "Shared Values and Cultural Diversity: What to Learn and How" (three articles); and (5) "Final Outcomes and Proposals for Action Conclusions of the Workshops and Debates" (one article). Includes three annexes: (1) "Educational Diagnosis" (Margarita Silvestre Oramas); (2) "Quality and Equity in Education: Present Challenges and Perspectives in Modern Societies" (Hector Valdes Veloz); and (3) "List of Participants". (BT) ED479847 Curriculum Development for Learning To Live Together: The Caribbean Sub-Region. The Final Report of the Sub-Regional Seminar (Havana, Cuba, May 15-18, 2001). 2002-00-00 Organizacion de Estados Iberoamericanos para la Educacion, la Ciencia y la Cultura, Madrid (Spain). Caribbean Network for Educational Innovation in Development (CARNEID) (Barbados). Ministry of Education, Havana (Cuba). 73 International Bureau of Education, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.ibe.unesco.org. For full text: http://www.ibe.unesco.org/Regional/CaribbeanSurvey/CaribbeanPdf/havanne.pdf. N/A 2004 2016-11-21

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No Activism Biographies Elementary Secondary Education Leadership Reference Materials Social Action Social Change Social Studies United States History Hamilton, Neil A. Reference Materials - Vocabularies/Classifications Biodata Reform Efforts English This book recounts the efforts of a diverse and representative group of the most significant, prominent, controversial, and interesting U.S. men and women to have attempted to change society from colonial times to the present. The book offers a broad view of reform and reformers, with 285+ entries on individuals who challenged, if not always successfully, the established social norms of their day. It finds that abolitionists, socialists, communists, temperance crusaders, women's suffragists, peace advocates, civil rights workers, labor organizers, and other social reformers and activists have shaped society for the generations that followed them. Profiles in the book are arranged alphabetically, beginning with Jane Addams and concluding with Roy Wilkins. The book contains an introduction, a general bibliography, two subject indexes that list entries by area of activity and year of birth, a comprehensive index, and 55+ photographs depicting these remarkable, diverse individuals. (BT) ED479849 American Social Leaders and Activists. American Biographies. 2002-00-00 ISBN-0-8160-4535-6 447 Facts on File, Inc., 132 West 31st Street, 17th Floor, New York, NY 10001 ($65). Tel: 800-322-8755, ext. 228 (Toll Free); Fax: 800-678-3633 (Toll Free); e-mail: CustServ@factsonfile.com; Web site: http://factsonfile.com/. N/A 2004 2016-11-21

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No Art Activities Art Education Art Products Elementary Education Handicrafts Intermediate Grades Middle Schools Student Projects Merrill, Yvonne Y. Guides - Classroom - Teacher Artifacts Folk Art Historical Background Vikings Woodland Indians (Anthropological Label) English This is the first book in a series that features folk art and everyday crafts for each century in the history of the United States. The book covers the period from 1598-1697. Based on museum and private collection artifacts, the book's objects are interpreted in paper and other accessible materials creating quality art projects for the camp, elementary school classroom, and home schooling. Activities in the book can be adapted for elementary and middle school ages. The book contains projects about Vikings (n=12), activities (n=35) about the New England Woodland Indians, and colonial ideas (n=24), each introduced with illustrated historical information and background stories. The descriptive drawings encourage student success in creating the projects. (BT) ED479850 Art Activities about Vikings, Woodland Indians and Early Colonists. Hands-On America. 2001-00-00 ISBN-0-9643177-6-1 Practitioners Teachers 92 KITS Publishing, 2359 E. Bryan Avenue, Salt Lake City, UT 84108 ($23). Tel: 801-582-2517; Fax: 801-582-2540; e-mail: info@hands-on.com; Web site: http://www.hands-on.com. N/A 2004 2016-11-21

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No Art Activities Art Education Art Products Elementary Education Foreign Countries Geographic Regions Handicrafts Intermediate Grades Middle Schools Student Projects Merrill, Yvonne Y. Guides - Classroom - Teacher African Art Artifacts English This book explores the art heritage of Sub-Saharan Africa with projects (n=40) and activities (n=15) featuring African animals. Artifacts from museums and private collections have inspired the activity choices in the book, and an effort has been made to present fresh and new ideas, not always found in most activity books on diversity. As with all "Hands-on" books, genuine objects have been adapted to inexpensive materials. The descriptive drawings encourage successful creation of the projects. Before presenting the activities, the book provides an introduction to African art and to West Africa as well as featured sites on an African map (n=20). (BT) ED479851 Art Activities for All Ages. Hands-On Africa. 2000-00-00 ISBN-0-9643177-7-X Practitioners Teachers 88 KITS Publishing, 2359 E. Bryan Avenue, Salt Lake City, UT 84108 ($23). Tel: 801-582-2517; Fax: 801-582-2540; e-mail: info@hands-on.com; Web site: http://www.hands-on.com. N/A 2004 2016-11-21

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No Art Activities Art Education Art Products Elementary Education Foreign Countries Handicrafts Intermediate Grades Islam Middle Schools Student Projects Visual Arts Merrill, Yvonne Y. Guides - Classroom - Teacher Islamic Art Mesopotamian Art Artifacts Egyptian Art Historical Background English This book features objects of the Mesopotamian, the Egyptian, and Islamic cultures. In exploring important contributions in ancient art, the book presents visuals that are interpretations of authentic artifacts, usually in museum collections, or illustrations from archaeological publications and articles. Historical items (n=55+) have been adapted to paper and other readily available materials. The book provides easy instructions and drawings to assist the user in creating quality projects and gaining knowledge about the culture from background text. Activities in the book have been tested in elementary and middle school classrooms and can be used in museum programs, classrooms, and at home. The book contains projects about Mesopotamia (n=11), Egypt (n=31), and Islam (n=13). Each introduces the subjects with illustrated historical information. Background stories and topical storybooks accompany each project in the book. There are four small maps and one full-page map that introduce sites (n=20) of historical chronology. Each activity in the book is presented with a full-color photograph, to aid adults and young people in creating a successful process-oriented product. (BT) ED479852 Art Activities about Mesopotamia, Egypt and Islam. Hands-On Ancient People. 2002-00-00 ISBN-0-9643177-8-8 Practitioners Teachers 87 KITS Publishing, 2359 E. Bryan Avenue, Salt Lake City, UT 84108 ($23). Tel: 801-582-2517; Fax: 801-582-2540; e-mail: info@hands-on.com; Web site: http://www.hands-on.com. N/A 2004 2016-11-21

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No Beginning Reading Beginning Writing Classroom Techniques Early Childhood Education Language Arts Literacy Professional Development Reading Instruction Teacher Education Osborn, Jean, Ed. Lehr, Fran, Ed. Books Collected Works - General Opinion Papers English This book addresses the crucial and controversial questions that face today's reading scholars, educators, and professionals. Contributors to the book offer their insights and expertise on such issues as the phonics/whole language debate, the state of reading comprehension instruction, the validity of and need for standards and assessment, effective methods of teacher preparation, and family literacy. Following an Introduction: "Reflections on Literacy Education" (Richard C. Anderson), articles under Part 1: Learning to Read, are: (1) "Understanding Beginning Reading: A Journey through Teaching and Research" (Isabel L. Beck); (2) "Family Cultures and Literacy Learning" (Vivian L. Gadsden); (3) "Growing Successful Readers: Homes, Communities, and Schools" (Victoria Purcell-Gates); (4) "The Three-Cueing System" (Marilyn Jager Adams); and (5) "The Prevention of Reading Failure: Teach Reading and Writing" (Janet S. Gaffney). Articles under Part 2: Purposes for Reading and Talking about Books are: (6) "Comprehension Strategies Instruction" (Michael Pressley); (7) "Balanced Instruction and the Role of Classroom Discourse" (Taffy E. Raphael); and (8) "Intellectually Stimulating Story Discussions" (Richard C. Anderson; Clark Chinn; Martha Waggoner; Kim Nguyen). Under Part 3: Writing and Learning to Write are these articles: (9) "Some Things We Know about Learning to Write" (Sarah Warshauer Freedman); and (10) "Young Writers: The People and Purposes That Influence Their Literacy" (Jane Hansen). Under Part 4: Standards and Assessment are these articles: (11) "Reading Assessment and Learning to Read" (Peter Afflerbach); (12) "Standards and Assessments: Tools for Crafting Effective Instruction?" (P. David Pearson); and (13) "Performance Assessment in Reading: Implications for Teacher Education" (James V. Hoffman; Jo Worthy; Nancy L. Roser; William Rutherford). Under Part 5: Teaching and Teacher Education are these articles: (14) "Professional Development in the Instruction of Reading" (Virginia Richardson); and (15) "The Rhetoric of All, the Reality of Some, and the Unmistakable Smell of Mortality" (Edward J. Kameenui). Appended is "A Principled Statement about Beginning Reading." (NKA) ED479853 Literacy for All: Issues in Teaching and Learning. 1998-00-00 ISBN-1-57230-349-2 362 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0349, $30). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/19/2004 23:03:46 RIEAPR2004 Introduction by Richard C. Anderson.

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No Civil War (United States) Class Activities Instructional Materials Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Student Research United States Literature Johnson, Claudia Durst Books Guides - Classroom - Learner Casebooks Crane (Stephen) Red Badge of Courage English The appeal of the novel "The Red Badge of Courage" is both historical and universal. It is historical in its Civil War setting and universal in its relating of the experiences of a young man who is thrust into a situation he does not understand and cannot cope with. This collection of historical documents, collateral readings, and commentary will promote interdisciplinary study of the novel and enrich the reader's understanding of its themes and historical context. A wide variety of more than 40 primary documents and firsthand accounts brings to life the Civil War experiences of leaders and soldiers of the Union and the Confederacy, especially in the Battle of Chancellorsville, which is the setting for the novel. Each section of the casebook contains study questions, topics for research papers and class discussions, and lists of further reading. A selection of photos and maps complete the casebook. The casebook is divided into the following sections: Introduction; A Literary Analysis: Initiation or Irony?; The Civil War Setting of the Novel; Desertion in "The Red Badge of Courage"; The Battlefield and Its Effects; The Soldier's Life in Camp; and "The Red Badge of Courage" as an Antiwar Novel. (NKA) ED479854 Understanding "The Red Badge of Courage": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01039-0 Students 224 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities Foreign Countries Instructional Materials Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Student Research United States Literature Valenti, Patricia Dunlavy Books Guides - Classroom - Learner Casebooks Cuba Hemingway (Ernest) Old Man and the Sea Cuba English "The Old Man and the Sea" remains one of Ernest Hemingway's most beloved works. This casebook helps readers interpret and appreciate the thematic concerns of the novel, as well as the contextual issues it explores. Topic chapters provide information on Cuba, including its natural geography, sociopolitical history, and the ethnic background of its people. A wide variety of primary documents, such as interviews and articles, along with charts and illustrations, establish a framework for interdisciplinary study. The casebook also contains contemporary issues, suggestions for oral and written exploration of the novel, and suggested further reading. It is divided into the following sections: Introduction; A Literary Analysis of "The Old Man and the Sea"; The Cuban Environment: Geography and Climate and the Living Organisms They Support; Cuban Historical, Political, and Economic Background; Cuban Culture: An Ethnic Background; Sports; and "The Old Man and the Sea": Contemporary Issues. (NKA) ED479855 Understanding "The Old Man and the Sea": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01049-8 Students 216 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Anti Semitism Class Activities Classics (Literature) Drama Instructional Materials Learning Activities Literary Criticism Primary Sources Reader Response Secondary Education Student Research Halio, Jay L. Books Guides - Classroom - Learner Macbeth Shakespeare (William) Casebooks English "The Merchant of Venice," even in its own time, was considered William Shakespeare's most controversial play. Now, one of the most popular read and performed works, the play raises even more important issues for today, particularly anti-Semitism and the treatment of Jews. The analysis of the play in this casebook helps students interpret Shakespeare's plot and interwoven subplots, the sources that helped shape the play and the characters, and the thematic issues relating to justice, mercy, and the myriad bonds of human relationships. The casebook also considers contemporary applications, with essays and editorials on current hate groups in the United States, the treatment of women, and male bonding. It is divided into the following sections: Preface; Introduction; Literary and Dramatic Analysis; Venice and Her Treatment of Jews; Attitudes toward Jews; Classical and Renaissance Concepts of Male Friendship; Elizabethan Marriage; Usury, Interest, and the Rise of Capitalism; and Contemporary Applications and Interpretation. Each topic section contains ideas for classroom discussions, research papers, and further suggested readings to help students get the most out of their study of "The Merchant of Venice." (NKA) ED479856 Understanding "The Merchant of Venice": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01038-2 Students 200 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities Cultural Context Instructional Materials Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Student Research United States Literature Gross, Dalton Gross, MaryJean Books Guides - Classroom - Learner 1920s Casebooks Fitzgerald (F Scott) Great Gatsby English Today, more than 70 years after its publication, the novel "The Great Gatsby" seems as fresh and pertinent to American life as it did in the 1920s. The social, cultural, and historical milieu of the 1920s reflected in its pages is not so very different from that of today. This interdisciplinary collection of commentary and collateral materials will enrich the reader's understanding of those times and their influence on F. Scott Fitzgerald's novel. This casebook includes a wide variety of primary documents that capture the flavor of the era and its notorious and flamboyant players, such as newspaper stories, first-person accounts, and congressional testimony from the scandals of the 1920s. The casebook is divided into the following sections: Introduction; The Magic of "The Great Gatsby"; A Literary Analysis: What Makes "The Great Gatsby" Great?; "The Great Gatsby" and F. Scott Fitzgerald: Intertwining Life and Work; Why Be Honest? The Scandals of the 1920s; The Woman Questions: Changes during the 1920s; Why Not Be Rich? Money in the 1920s; and "The Great Gatsby" Then and Now. Each section of the casebook contains study questions, topics for research papers and class discussion, and lists of further reading for examining the themes and issues raised by the novel. (NKA) ED479857 Understanding "The Great Gatsby" Online: A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-31 ISBN-0-313-32502-2 Students 192 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities Instructional Materials Learning Activities Literary Criticism Migrant Workers Novels Primary Sources Reader Response Secondary Education Student Research United States Literature Johnson, Claudia Durst Books Guides - Classroom - Learner Casebooks Depression (Economic 1929) Steinbeck (John) English When the novel "The Grapes of Wrath" was published in 1939, it had an explosive effect on the public, calling attention to the problems of migrant farm workers during the Great Depression. This casebook provides primary materials on the period and the plight of the migrant worker that bring to life the problems John Steinbeck immortalized in his novel. Included are interviews with eyewitnesses to the Dust Bowl, diaries and autobiographies of migrant farm workers in the 1930s, newspaper articles and editorials of the period, and other unique materials, many of which have never appeared in print. All the materials in the casebook can be used in literature, American history, and interdisciplinary classes to enrich the study of this novel and its time. The casebook is divided into the following chapters: Introduction; Suffering and Sacrifice: A Literary Analysis of "The Grapes of Wrath"; Money and the Great Depression; Farming in the Great Depression; Migrant Farm Workers; Unions in the Fields; Law and Lawlessness in the Joads' World; and After "The Grapes of Wrath": Cesar Chavez and the Farm Workers at the Close of the Twentieth Century. Each chapter is followed by study questions, topics for research papers and class discussion, and suggestions for further reading. (NKA) ED479858 Understanding "The Grapes of Wrath": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01040-4 Students 296 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Censorship Class Activities Cultural Context Instructional Materials Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Student Research United States Literature Pinsker, Sanford Pinsker, Ann Books Guides - Classroom - Learner Catcher in the Rye Salinger (J D) Casebooks English The social, cultural, and historical documents and commentary in this casebook illuminate the reading of "The Catcher in the Rye," a novel that has become an important rite of passage for many young adults. In addition to a literary analysis, the casebook acquaints students with the larger world in which Holden Caulfield, the protagonist, moves: Hollywood films, Broadway plays, and jazz musicians. It also presents a detailed account of the censorship challenges to the novel, and provides primary documents on child development and psychology that illuminate Holden's contradictory behavior. Chapters in the casebook are: Introduction; Literary Analysis; Censorship of "The Catcher in the Rye"; America's Post-War Culture; Preparatory Schools; Holden Caulfield at the Movies; and Holden Caulfield on the Analyst's Couch. Each chapter concludes with topic ideas for written and oral discussion based on the materials presented in the chapter--the casebook is designed for student research and for interdisciplinary teaching of the novel. (NKA) ED479859 Understanding "The Catcher in the Rye": A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-31 ISBN-0-313-32511-1 Students 200 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities Classics (Literature) Cultural Context Drama English Literature Instructional Materials Learning Activities Literary Criticism Primary Sources Reader Response Secondary Education Student Projects Derrick, Thomas Books Guides - Classroom - Learner Shakespeare (William) Casebooks Historical Background Julius Caesar English This casebook of materials about William Shakespeare's "Julius Caesar" will enrich students' understanding of the historical context of the play and encourage interpretations of its cultural meaning. Shakespeare's "Julius Caesar" reflects perennial cultural concerns about order and freedom, particularly as they clash in the figures of Caesar and Brutus. This casebook features a wide variety of materials, from a modernized text of Plutarch's lives of Caesar and Brutus set on facing pages for easy comparison, to historical and contemporary parodies, to a "rap" version of the play. Chapters in the casebook are: Introduction; Interpreting "Julius Caesar"; Caesar in the Elizabethan Theater; Elizabethan Legacies; "Julius Caesar" and the Lincoln Assassination; Teaching "Julius Caesar"; and "Julius Caesar" and Popular Culture. Study questions, project ideas, and bibliographies provide additional sources for examining the cultural and historical context of the play. (NKA) ED479860 Understanding Shakespeare's "Julius Caesar" Online: A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-31 ISBN-0-313-32508-1 Students 256 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Autobiographies Black Literature Class Activities Instructional Materials Learning Activities Literary Criticism Primary Sources Racial Discrimination Reader Response Secondary Education United States Literature Felgar, Robert Books Guides - Classroom - Learner Casebooks Historical Background Wright (Richard) English In "Black Boy," Richard Wright triumphs over an ugly, racist world by fashioning an inspiring, powerful, beautiful, and fictionalized autobiography. To help students understand and appreciate his story in the cultural, political, racial, social, and literary contexts of its time, this casebook provides primary historical documents, collateral readings, and commentary. The selection of unique documents is designed to place in sharp relief the issue of pervasive racism in American society. The casebook is divided into the following chapters: Introduction; Literary Analysis: Themes and Structures of "Black Boy"; The Autobiographical Tradition; From Ben Franklin, the "Autobiography"; From Frederick Douglass, "Narrative of the Life of Frederick Douglas"; From Booker T. Washington, "Up from Slavery"; From W.E.B. Du Bois, "The Souls of Black Folk"; The American Dream of Success; Thomas Jefferson, the Declaration of Independence; The 13th, 14th, and 15th Amendments; Crevecoeur, "What Is an American?"; From George Randolph Chester, Get-Rich-Quick Wallingford; The Dream Deferred; From the Black Code, Jim Crow, and the 1890 Mississippi Constitution; From "Up from Slavery"; From "The Souls of Black Folk"; Interview with Clyde Cox, Who Grew Up in Mississippi in the 1930s and 1940s; Race and Racism, Then and Now; From Joseph Alexander Tillinghast, "The Negro in Africa and America" (1902); From Ray Stannard Baker, "A Study of Mob Justice, South and North (1905); From William Graham Sumner, "Folkways" (1906); From Jean Finot, "Race Prejudice" (1906); Alfred Holt Stone, "Is Race Friction between Blacks and Whites in the U.S. Growing and Inevitable?" (1907-08); Theodore Bilbo, Remarks before the U.S. Senate about "Black Boy" (1945); Jonathan Tilove, "Scars of Slavery" (1994); and William C. Singleton III, "White? Black? Multi? Bi?" (1996). Each chapter concludes with study questions, ideas for written and oral examination, and suggested readings to aid students in examining the issues raised by Wright's autobiography. (NKA) ED479861 Understanding Richard Wright's "Black Boy": A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-31 ISBN-0-313-32509-X Students 184 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities Classics (Literature) Drama English Literature Instructional Materials Learning Activities Literary Criticism Primary Sources Reader Response Secondary Education Nostbakken, Faith Books Guides - Classroom - Learner Historical Background Othello Shakespeare (William) Casebooks English Although "Othello" has been one of William Shakespeare's most popular plays, its performance history has been marked with risk and tension because of the play's focus on racial prejudice, gender conflict, and sexuality. The controversies surrounding conflicting attitudes toward race and religion, love and marriage, and war and the military in Shakespeare's time are reflected in the tragic plot and thematic ambiguities of "Othello." This interdisciplinary casebook is designed to help students and their teachers explore the historical and modern issues related to the play. By combining primary documents with commentary, the casebook considers many theatrical, cultural, social, and political concerns at the core of "Othello." The casebook's primary documents include excerpts from Renaissance travel journals, Elizabethan marriage and military conduct books, dramatic criticism and actors' journals, and recent newspaper articles and editorials relating to the trials of O.J. Simpson and the Unabomber. Chapters in the casebook are: Preface; Introduction; Dramatic Analysis; Historical Context: Race and Religion; Historical Context: Love and Marriage; Historical Context: War and the Military; Performance and Interpretation; and Contemporary Applications. Numerous suggestions for written assignments, oral discussion, and further readings offer additional practical and creative ideas for examining the diverse topics of "Othello." (NKA) ED479862 Understanding "Othello": A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-31 ISBN-0-313-32504-9 Students 256 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Class Activities English Literature Instructional Materials Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Olsen, Kirstin Books Guides - Classroom - Learner Lord of the Flies Casebooks Golding (William) English A seemingly simple tale of schoolboys marooned on an island, the novel "Lord of the Flies" is an enigmatic and provocative piece of literature. This casebook probes the many layers of meaning in the novel, examining its literary, philosophical, historical, scientific, and religious significance. The casebook integrates analysis and primary documents, with excerpts from materials as diverse as the Bible, the writings of Darwin, and war crimes interviews, to explore the nature of human aggression and evil. The interdisciplinary approach of the casebook helps students situate the lessons of "Lord of the Flies" in diverse contexts. The casebook is divided into the following chapters: Introduction; Literary Analysis; the Ignoble Savage; Education; The Adventure Story; Religion; Biology, Evolution and "Lord of the Flies"; and War and Postwar. It will spark students to consider connections between William Golding's masterpiece and broader concepts of civilization, altruism, political leadership responsibilities, and the history of western imperialism. Ideas for class discussions and research topics, along with carefully chosen further reading suggestions, enhance the casebook as a teaching tool. (NKA) ED479863 Understanding "Lord of the Flies": A Student Casebook to Issues, Sources, and Historical Documents. 2002-05-30 ISBN-0-313-32506-5 Students 232 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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Yes Action Research Cooperative Learning Elementary Education Instructional Effectiveness Learning Motivation Learning Processes Multiple Intelligences Self Motivation Student Motivation Teacher Behavior Cluck, Margaret Hess, Diane Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a plan for using the multiple intelligences to increase student motivation. The target population consisted of a sixth grade reading class in a rural setting, and second, fourth, and fifth grade students in a pullout ESL (English-as-a-Second-Language) program in an urban setting. The lack of motivation became evident as observed in incomplete assignments, low test scores, and disinterest in subject matter. A review of the literature indicated motivation to learn is a problem nationwide. Students need to be self-motivated since extrinsic rewards may be counter-productive. Traditional teaching methods often do not target individual student learning styles. A review of the solution strategies by knowledgeable others suggested that an emphasis on changing teaching styles can improve motivation. These styles included using cooperative learning and implementing multiple intelligences in the curriculum. De-emphasizing extrinsic rewards such as grades, verbal praise and tangible rewards may foster a natural curiosity for learning. As a result of implementing multiple intelligences and cooperative learning groups, students showed an increased motivation in class work. Use of multiple intelligences improved assignment completion, class participation, and engagement of learners. All students benefited from choosing how they learn. Post intervention data suggest providing student choice. Appendixes contain student motivation and multiple intelligence survey instruments, a cooperative learning behavior checklist, and a homework checklist. (Contains 28 references and 2 tables of data.) (Author/RS) ED479864 Improving Student Motivation through the Use of the Multiple Intelligences. 2003-05-00 44 N/A 2004 8/19/2004 23:04:02 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Beginning Reading Grade 1 Instructional Effectiveness Language Rhythm Nursery Rhymes Primary Education Reading Improvement Reading Instruction Reading Skills Rogers, Nancy Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program for improving reading skills of first graders. The targeted population consisted of a blue-collar community located in western Illinois. Many of the families had a language barrier. The problem of below grade level readers was documented through assessments and teacher observations. An examination of causes revealed that the first grade students did not know the letters of the alphabet and the corresponding sounds. Faculty reported students with little or no reading skills. After reviewing professional literature, a decision was made to focus on rhythm and rhyme to increase reading skills. Nursery rhymes in particular were used. Each week a new nursery rhyme was presented to increase the students' awareness of letters and sounds. One day the children sang and chanted the rhyme. The students acted out the rhyme on the next day. Pictures also were drawn by the students to show the main idea of the rhyme. Another day the students found rhyming words in the rhyme. The final day of the week was a review of all the activities. The results of the post intervention indicated that the use of nursery rhymes improved the students' knowledge of letters and letter sounds. The students also gained confidence in their reading ability. The students improved their one to one matching. More work can be done to improve the children's knowledge of letters and sounds. The children's beginning letter of their names can be highlighted and discussed. Alphabet book and books with playful words can also be used to increase letter and sound recognition. The most important strategy would be to use the children's own names to learn the letters and sounds. The reading survey is attached. (Contains 24 references and 2 figures of data.) (Author/RS) ED479865 Improving Students' Literacy through the Use of Rhythm and Rhyme. 2003-05-00 30 N/A 2004 8/19/2004 23:04:04 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Grade 1 Grade 2 Grade 7 Instructional Effectiveness Mathematics Achievement Middle Schools Parent Participation Portfolio Assessment Portfolios (Background Materials) Primary Education Writing Achievement Koelper, Melissa Messerges, Maria Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes the implementation of portfolio assessment in order for students and parents to become more aware of students' academic growth in writing for first/second grade students and math for seventh grade students. The targeted population consisted of elementary and middle school students in two middle class communities, located in the northwest suburbs of a major metropolitan city. The problem of the students and parents not being aware of students' academic growth were documented through parent, teacher, and student surveys, a student questionnaire, and anecdotal records of students' attitudes. Analysis of probable cause review of literature revealed that students, parents, and teachers reported a lack of understanding and awareness of students' academic growth. Professional literature revealed probable causes for the lack of the awareness of students' growth were a lack of communication between the school and home, use of traditional assessments, and the reliance of standardized tests. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem, resulted in the selection of implementing portfolio assessment as a means of intervention. Results indicated that parents, teachers, and students became more aware of academic growth in writing and mathematics. Appendixes contain survey instruments, student questions, and forms to record students' goals and reflections on writing and math. (Contains 32 references, 3 tables, and 11 figures.) (Author/RS) ED479866 The Power of the Portfolio. 2003-05-00 56 N/A 2004 8/19/2004 23:04:06 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Art Education Grade 3 Instructional Effectiveness Reading Aloud to Others Reading Comprehension Reading Fluency Reading Improvement Thinking Skills Visual Arts Vocabulary Development Writing Improvement Nickell, Brian K. Dissertations/Theses Reports - Research English Students in the targeted school exhibited a decline in reading scores between second and fourth grade. Due to poor reading levels for 2 consecutive years the state put the school on a probationary list with in its district. Evidence for the existence of the problem included documented low reading test scores, below proficiency assessment records, and poor performance on the Iowa Tests of Basic Skills (ITBS). The district assigned the school to a reading grant for a 3-year period. During this 3-year period teachers received staff development training to improve reading strategies taught in the classroom and create consistency across grade levels. The grant also introduced better assessment data gathering tools and methods. Reading, writing, using rubrics was also part of staff development. Probable causes for below proficiency reading scores and assessment were teaching strategies and the stories being read were more complex at the third and fourth grade level. Data were collected and assessed by "unfamiliar methods." There was not a strong vein of grade level to grade level reading strategies for proficient success. Students received 70 minutes of visual art instruction from an art specialist for 18 weeks of a 36 week year. After identifying the three reading areas to improve upon, oral fluency, written accuracy, and reading comprehension, the interventions chosen to be incorporated during visual art class were: higher order thinking skills, vocabulary word wall, draw and tell strategy, read-a-loud strategy, think-a-loud strategy, and illustrating books, stories, and posters. In the regular education classroom it was decided to add an art content station to the 2-hour reading block. Post-intervention data indicated an improvement in oral fluency, written accuracy, and reading comprehension within the experimental group compared to the pre-test assessments and the control groups post data results. The behavior and social skills of the students also improved based on anecdotal records and observational checklists. (Contains 31 references and 10 tables of data.) (Author/RS) ED479867 Improving Oral Fluency, Written Accuracy, and Reading Comprehension in the 3rd Grade Using Visual Art Content. 2003-05-00 47 N/A 2004 8/19/2004 23:04:08 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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No Bilingual Education Bilingual Students Cultural Context Cultural Influences Culturally Relevant Education Curriculum Development Diversity (Student) Early Childhood Education Educational Practices Educational Research Elementary Secondary Education Higher Education Literacy Multicultural Education Reading Instruction Teacher Education Willis, Arlette Ingram, Ed. Garcia, Georgia Earnest, Ed. Barrera, Rosalinda B., Ed. Harris, Violet J., Ed. Books Collected Works - General Reports - Research Biliteracy English This book addresses the lack of research and scholarly discussion on multicultural literacies. A common theme across chapters is the ways in which elements of difference--race, ethnicity, gender, class, and language--create tensions that influence students' literacy experiences and achievements. Sections explore the relationships among culture, language, literacy, and identity; describe the development and implementation of curricula, assessments, and materials for diverse students (rural Appalachian children, Navajos, Asian Canadian immigrants, and Spanish-speaking students); and focus on teacher education issues. Following an introduction, "Giving Voice to Multicultural Literacy Research and Practice" (Georgia Earnest Garcia), the chapters are: (1) "Finding Esmerelda's Shoes: A Case Study of a Young Bilingual Child's Responses to Literature" (Eurydice Bouchereau Bauer); (2) "Examining Children's Biliteracy in the Classroom" (Joel Dworin); (3) "Headwoman's Blues: Small Group Reading and the Interactions of Culture, Gender, and Ability" (Shuaib J. Meacham); (4) "Fostering Collaboration between Home and School through Curriculum Development: Perspectives of Three Appalachian Children" (Rosary Lalik, LaNette Dellinger, Richard Druggish); (5) "Telling the People's Stories: Literacy Practices and Processes in a Navajo Community School" (Teresa L. McCarty, Galena Sells Dick); (6) "Multicultural Views of Literacy Learning and Teaching" (Lee Gunderson, Jim Anderson); (7) "Spanish in Latino Picture Storybooks in English: Its Use and Textual Effects" (Rosalinda B. Barrera, Ruth E. Quiroa, Rebeca Valdivia); (8) "From the Mountain to the Mesa: Scaffolding Preservice Teachers' Knowledge about the Cultural Contexts of Literacy" (Sally M. Oran); (9) "English as a Second Language, Literacy Development in Mainstream Classrooms: Application of a Model for Effective Practice" (Diane M. Truscott, Susan Watts-Taffe); (10) "Assessing and Assisting Performance of Diverse Learners: A View of Responsive Teaching in Action" (Robert Rueda, Erminda Garcia); (11) "The Implementation of a Multicultural Literacy Program in Fourth- and Fifth-Grade Classrooms" (Margaret A. Moore-Hart, Barbara J. Diamond, John R. Knapp); and (12) "Pitfalls and Potential: Multicultural Literature and Teacher Study Groups" (Frances A. Levin, Michael W. Smith, Dorothy S. Strickland). (Contains references in each chapter and an index) (SV) ED479868 Multicultural Issues in Literacy Research and Practice. 2003-00-00 ISBN-0-8058-3241-6 311 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262. Tel: 800-926-6579 (Toll Free); Web site: http://www.erlbaum.com (cloth: ISBN-0-8058-3240-9, $69.95 plus $6.95 shipping; paper: ISBN-0-8058-3241-6, $29.95 plus $5.95 shipping). N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Reports Scores State Programs Test Results Test Use Testing Programs Guides - Non-Classroom Kentucky Kentucky State Dept. of Education, Frankfort. English This document provides detailed information on how to interpret and use the results provided by the Kentucky Core Content Test (KCCT), Writing Portfolio, Norm-referenced Test, and other components of the Commonwealth Accountability Testing System (CATS) administered during the 2001-2002 school year. As required by statute, these reports are received by school districts on or before September 15 each year. Individual pages of the Kentucky Performance Report and three separate student level reports are explained in detail. This interpretive guide contains detailed information about the four performance levels that are the heart and soul of the CATS: Novice, Apprentice, Proficient, and Distinguished. How these performance levels were developed is explained. The accommodations and modifications made to individual tests in the assessment system are described, and each of the tests is also described. Scoring and scaling are also reviewed for each of the tests that make up the CATS. One appendix outlines the cut points for the performance levels, and the second appendix contains a glossary for the CATS. The third appendix is a series of questions commonly asked about the CATS, with answers. (SLD) ED479869 CATS 2002 Interpretive Guide Detailed Information about How To Use Your Score Reports (Version 1.02). 2003-01-03 98 N/A 2004 2020-12-04

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Yes Inservice Teacher Education Instructional Effectiveness Professional Development Reading Instruction Teacher Attitudes Teacher Workshops Teaching Methods Ediger, Marlow Guides - Non-Classroom Opinion Papers English Reading teachers need to have ample opportunities to experience professional growth. Teachers first need to experience excellent role models in reading instruction. Modeling new curriculum provides teachers opportunities to observe, reflect upon, and ask questions about proposed methods. Literature on new programs should also be passed out to teachers so they can study the principles and philosophy. Study groups and workshops for teachers can also facilitate improved reading instruction. Instruction improves when teachers trust each other and share teaching ideas with each other. Conferences between teachers and supervisors and effective orientation of new teachers also help improve reading instruction techniques. (PM) ED479870 Inservice Development of Reading Teachers. 2003-08-21 9 N/A 2004 8/19/2004 23:04:12 RIEAPR2004

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Yes Community Organizations Cultural Awareness Educational Objectives Elementary Education Story Telling Theater Arts Tragedy Taylor, Philip Reports - Descriptive Speeches/Meeting Papers English Applied theatre teaches community members to teach others, and helps communities process issues which directly impact them. It can also raise awareness of issues, pose alternatives, heal, challenge contemporary discourses, and voice the views of the silent or marginal. The arts become an important experience as people attempt to deal with tragic events, such as September 11th. In applied theatre work, artists generate scenarios and create opportunities for the community to respond to their pain through the theatre work. The community theatre is an applied theatre where individuals connect with and support one another, and where opportunities are provided for groups to voice who they are and what they aspire to become. The applied theatre becomes a medium through which the storytellers can step into the perspectives of others and gain entry points to different worldviews. (PM) ED479871 The Applied Theatre. 2003-02-00 18 For full text: http://theatre.asu.edu/symposium/Taylor.doc. N/A 2004 8/19/2004 23:04:14 RIEAPR2004 Paper presented at the Arizona State University Department of Theatre Symposium: What is "Cinderella" Hiding? Theatre/Ideology/Young People (Tempe, AZ, February 20-22, 2003).

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No Accountability Administrator Effectiveness Educational Cooperation Educational Environment Educational Improvement Elementary Secondary Education Instructional Leadership Leadership Responsibility Leadership Training Organizational Climate Organizational Effectiveness Parent School Relationship Participative Decision Making Partnerships in Education School Administration School Community Relationship School Culture Strategic Planning Marazza, Lawrence L. Books Guides - Non-Classroom English This book explores the necessity for building strong relationships among administrators, teachers, parents, and the community by applying what the book calls the five essentials of organizational excellence. The five essentials are planning strategically; benchmarking for excellence; leading collaboratively; engaging the community; and governing by standards. The books central message is that leading schools to excellence involves more than just the principal; every member of the community must be involved to make a difference in a schools success. Chapter titles reflect the books contents: (1) The Missing Essential Connections to Educational Excellence; (2) The Power of Thinking and Planning Strategically; (3) Benchmark for Excellence Using the Sterling System; (4) Lead Collaboratively for Combined Wisdom; (5) Engage the Public in a Productive and Proactive Manner; (6) Govern by Standards Developed with the Stakeholders; (7) Empower Integrated Management Systems with Five Essential Skills; (8) Integrate the Five Essentials; (9) Chaos, Essentials, and Learning Organizations; and (10) Conclusion. Each chapter includes a summary of key points. The book also contains many useful charts, graphs, tables, and rubrics. (WFA) ED479872 The 5 Essentials of Organizational Excellence: Maximizing Schoolwide Student Achievement and Performance. 2003-00-00 ISBN-0-7619-3955-5 185 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-3954-7, $57.95; paperbound: ISBN-0-7619-3955-5, $25.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/19/2004 23:04:15 RIEAPR2004

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No Collegiality Educational Cooperation Elementary Secondary Education Faculty Development Inservice Teacher Education Instructional Improvement Instructional Leadership Mentors Professional Development School Administration Teacher Effectiveness Teacher Evaluation Teacher Improvement Teamwork Roberts, Sylvia M. Pruitt, Eunice Z. Books Guides - Non-Classroom Learning Communities English This book presents strategies for providing learning and professional development opportunities for teachers that lead to the building of community in schools. The purpose of the book is to provide educational leaders with the knowledge and skills they need to work effectively with teachers, parents, administrators, students, and the community at large. Chapter 1 provides an overview of the learning community. Chapter 2 focuses on leadership, applying Lamberts model of constructivist leadership to the development of a learning community. Chapter 3 examines principles, standards, and strategies for professional development. Chapter 4 explores working in groups. Chapter 5 discusses the study group as a strategy for building a learning community. Chapter 6 presents information on using classroom observation to provide learning opportunities for teachers. Chapter 7 discusses other collaborative ways to improve instruction in learning communities. Chapter 8 examines professional portfolios as a learning opportunity. Chapter 9 discusses ways to sustain the learning community. Each chapter opens with a preview and a set of key questions that focus on the knowledge, strategies, and leadership behaviors addressed in the chapter. Most chapters close with activities for use in study groups or school leadership teams. (WFA) ED479873 Schools as Professional Learning Communities: Collaborative Activities and Strategies for Professional Development. 2003-00-00 ISBN-0-7619-4582-2 226 Corwin Press Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (hardbound: ISBN-0-7619-4581-4, $69.95; paperbound: ISBN-0-7619-4582-2, $32.95). Tel: 805-499-9774; Tel: 800-818-7243 (Toll Free); Fax: 805-499-0871; Fax: 800-583-2665 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Class Organization Class Size Classroom Environment Classroom Research Instructional Effectiveness Primary Education Small Classes Student Behavior Teacher Behavior Teacher Effectiveness Teacher Student Ratio Teacher Student Relationship Krieger, Jean D. Reports - Research Speeches/Meeting Papers English This report describes a study designed to discover the nature of teacher-student interactions in regular-size classes with 25 or more students and small-size classes with fewer than 18 students. Eleven public-school primary classrooms were observed, and the interactions between the teachers and students were studied. Verbal and nonverbal interactions were recorded and categorized using emergent and "a priori" categories to discover similarities and inconsistencies when comparing regular and small-size classes. Teachers in the small-size classes spent more time on task-related interactions than did teachers in regular-size classes. Teachers in regular-size classes spent more time on institutional interactions. The emergent categories of positive attention and examples, negative attention, acknowledgment, directive, and procedural were documented. When all interactions were compared, teachers in small classes were observed during more separate directive interaction events than were teachers in regular-size classes, and they were devoting more time to interactions that were task-related and less time to negative behaviors than were the regular-size classroom teachers. The regular-size class teachers spent more time on interactions not related to learning objectives. Students and teachers benefit from reflective practice involving productive, nurturing interactions and thus may, in part, explain higher achievement in small classes. (Author) ED479874 Teacher/Student Interactions in Public Elementary Schools When Class Size is a Factor. 2002-11-07 21 N/A 2004 8/19/2004 23:04:18 RIEAPR2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Chattanooga, TN, November 6-9, 2002).

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Yes Community Colleges Faculty Journal Articles Scholarly Journals Scholarly Writing Two Year Colleges Townsend, Barbara K. Bragg, Debra Kinnick, Mary Reports - Research English To determine how community colleges are portrayed in academic journals, three core higher education journals and three community college journals were examined during the publication years 1990-2000. Information was sought about authorship, institutional affiliation, topics, research methods, and scope of empirical articles. Results indicated that while the two sets of journals varied in their portrayal, there were also some similarities. Readers of community college journals would receive a fuller, more detailed portrait of the community college than would readers of general higher education journals, but both set of journals conveyed an incomplete picture of the colleges complexity, including its multiple missions. When the data are viewed collectively, several findings emerge. First of all, certain commonalities existed across all six journals. Male authors dominated (59%), as did authors from four-year colleges and universities (54% as compared to 41% at community colleges). These percentages mask the range of percentages of male and community college authors. Only one female voice spoke about community colleges in the "Journal of Higher Education", while almost 50% of the authors in "Journal of Applied Research in Community Colleges" were female. (Contains 16 references.) (RC) ED479875 Viewing Peer-Reviewed Literature about the Community College: Portrayal of a Sector in Higher Education Journals. 2001-00-00 43 N/A 2004 8/19/2004 23:04:19 RIEAPR2004

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Yes College Freshmen College Students Community Colleges Educational Counseling Orientation Outcomes of Education School Holding Power Two Year College Students Two Year Colleges Robles, Stacey Y. Dissertations/Theses - Doctoral Dissertations Reports - Research Tests/Questionnaires English The purpose of this study was to investigate the influence of a freshman orientation course on the academic performance and retention of new community college students. The study was designed to obtain both qualitative and quantitative data. A survey was distributed to students who attended Coral College (a pseudonym), California, from the fall of 1996 through the fall of 1999, completed Guidance 10, and scored no higher than a level one or level two on two out of three of the assessment tests. Survey data was used to frame interview questions for the qualitative part of the study. Twelve students who completed Guidance 10 and returned a survey were interviewed. The survey consisted of fourteen questions, chosen to determine the effectiveness of Guidance 10. The three research questions the author posed were: (1) What are the influences of a freshman orientation course on the academic performance of new community college students? (2) What are the influences of a freshman orientation course on the retention of new community college students? and (3) What is the relationship between the objectives of the course and student outcomes such as GPA and retention? The author found that the course did not impact GPA, but did influence retention. Research instrument appended. (Contains 67 references.) (NB) ED479876 The Influence of a Freshman Orientation Course on the Academic Performance and Retention of New Community College Students. 2002-00-00 155 N/A 2004 2016-10-19 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/83869 ED563392

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No Case Studies Classroom Techniques Elementary Education Instructional Effectiveness Spelling Spelling Instruction Cramer, Ronald L. Books Guides - Classroom - Teacher Integrated Skill Development Spelling Growth English Spelling instruction is one part of a larger set of responsibilities that good teachers face. Spelling is important in the context of reading and writing. Helping teachers integrate the teaching of reading, writing, and spelling, this book elucidates the strategic role of systematic spelling instruction within the context of the broader language arts curriculum. With an emphasis on practical classroom issues, the book: delineates effective instructional strategies and their conceptual underpinnings; describes criteria for selecting spelling words; presents case studies illustrating the stages of spelling growth and the assessment of achievement; and addresses frequently asked pedagogical questions. The book is divided into the following chapters: (1) The Beginnings of Spelling; (2) The Beginnings of Writing; (3) Invented Spelling; (4) Connections: Reading, Writing, and Spelling; (5) Systematic Spelling Instruction; (6) Assessing Spelling Growth and Achievement; and (7) Questions Teachers Ask about Spelling. (NKA) ED479877 The Spelling Connection: Integrating Reading, Writing, and Spelling Instruction. 1998-04-00 ISBN-1-57230-329-8 Teachers Practitioners 236 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0329, $28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Academic Achievement Case Studies Classroom Techniques Elementary Education Emergent Literacy Evaluation Methods Reading Comprehension Reading Fluency Reading Instruction Reading Skills Spelling Student Evaluation Student Needs Word Recognition McKenna, Michael C. Stahl, Steven A. Books Guides - Classroom - Teacher Strategic Knowledge English Combining essential background knowledge with hands-on tools, this practical resource and textbook provides a detailed road map for conducting multidimensional reading assessment. The book presents effective ways to evaluate K-6 students' spelling, word recognition, fluency, comprehension, strategic knowledge, and more. Intended for preservice and inservice teachers and reading specialists, the book contains case examples which can help educators learn to tailor assessment to the needs of each child and use results strategically to inform instruction. Chapters in the book are: (1) Introduction to Reading Assessment; (2) General Concepts of Assessment; (3) Informal Reading Inventories and Other Measures of Oral Reading; (4) Fluency; (5) Emergent Literacy; (6) Word Recognition and Spelling; (7) Comprehension; (8) Strategic Knowledge; (9) Affective Factors; and (10) Preparing a Reading Clinic Report. Special features of this accessible large format book include numerous figures, tables, and sample assessment instruments, many with permission to photocopy. Case studies are appended. Contains extensive references. (NKA) ED479878 Assessment for Reading Instruction. 2003-09-00 ISBN-1-57230-867-2 Teachers Practitioners 287 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0867, $28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Class Activities Grade 7 Learning Activities Lesson Plans Middle Schools State Standards Student Educational Objectives Student Evaluation Teacher Developed Materials Technology Integration Vocabulary Development Vocabulary Skills Writing Improvement Writing Instruction Christopher, Tonja' Guides - Classroom - Teacher Opinion Papers Georgia Georgia English Students can learn a number of words in any given day from television, parents, through reading, and through classroom activities. The activity in this lesson plan focuses on students expanding their written vocabulary to make writing passages more vivid and pleasurable to read. The lesson provides an opportunity for individual and group work, all while incorporating Georgia state standards pulled from the 7th grade level. Standards cover: expanding vocabulary, using descriptive words, and incorporating technology into writing. It cites these Georgia state standards; gives objectives, materials required, and prerequisite skills required; delineates an eight-step lesson sequence; and provides student assessment activities as well as self/lesson assessment questions. Closing thoughts are offered. (NKA) ED479879 Lesson Plan #3: Comprehension and Vocabulary. 2003-08-26 Teachers Practitioners 6 N/A 2004 2016-11-21

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Yes College Graduates Doctoral Degrees Employment Experience Employment Patterns Fellowships Higher Education Physics Postdoctoral Education Salaries Mulvey, Patrick J. Henly, Megan Langer, Casey Reports - Research American Inst. of Physics, New York, NY. Education and Employment Statistics Div. English Data in this report were collected from physics PhDs in the classes of 2000 and 2001, a time when the U.S. economy reached a peak and then entered a downturn. Data were collected from 72% of the class of 2001, a year in which there were 1,214 physics PhDs conferred. The unemployment rate for these classes remained low, at 3%. The proportion of new PhDs securing a postdoctorate fellowship has risen slightly in the past few years, so that they outnumber those accepting permanent positions, 49% to 47%. Starting salaries for the classes of 2000 and 2001 were very strong. University-based postdocs had a starting salary of $38,000, up 9% form the class of 1998, and the median starting salary for individuals accepting potentially permanent industrial employment was $75,000. (SLD) ED479880 Initial Employment Report: Physics PhD Recipients of 2000 & 2001. 2003-00-00 8 N/A 2004 8/19/2004 23:04:28 RIEAPR2004

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Yes Development Educational History Higher Education Institutional Characteristics Institutional Role Internet Organizational Development Outreach Programs Partnerships in Education Regional Schools Scholarship Virtual Universities Howard-Vital, Michelle Edmundson, James Thompson, Hunter Reports - Descriptive University of North Carolina Wilmington English Over a 10-year period, the leadership at the University of North Carolina at Wilmington was instrumental in transforming a local university into a regional university that continues to evolve as a university that is engaged with diverse and various constituencies. Focusing on the role of the chancellor in spearheading the Universitys transition from merely articulating an outreach mission to more widespread practice of regional engagement, this paper recounts this evolution. Three engagement activities are detailed as examples of partnerships with specific constituencies in the region and internationally. These are: (1) the Global Virtual University, part of a Digital Communities Project with Japanese partners; (2) the Southeastern Public Interest Network of North Carolina, which provides an interactive Internet portal to offer services and information to more than 450 nonprofit organizations; and (3) the Executive Development Center, a state-of-the-art center for education and training. (Author/SLD) ED479881 From Outreach to Engagement to Scholarship: An Evolution. 2003-00-00 23 N/A 2004 2016-11-21

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Yes Change College Faculty Constructivism (Learning) Cooperation Distance Education Higher Education Online Courses Teaching Methods VanSickle, Jennifer Reports - Descriptive English This paper discusses the changes in instruction needed to make the transition to teaching an online course. It discusses both traditional and alternative teaching methods a first-time online instructor might choose to use. The advantages and disadvantages of online courses are explored through a review of the literature, and ways in which online instruction differs from traditional instruction are discussed with reference to course guidelines, student interaction, the role of the instructor, and the process of evaluation. Some alternative approaches that may be useful in online teaching are asynchronous (time independent) text-based discussion, collaboration, problem-based learning, and approaches based on the constructivist paradigm. (Contains 41 references.) (SLD) ED479882 Making the Transition to Teaching Online: Strategies and Methods for the First-Time, Online Instructor. 2003-05-00 31 N/A 2004 8/19/2004 23:04:31 RIEAPR2004

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No Art Education Classroom Techniques Creative Activities Creative Expression Drama Elementary Secondary Education Fine Arts Interdisciplinary Approach Language Arts Music Music Education Visual Arts McDonald, Nan Fisher, Douglas Guides - Classroom - Teacher Opinion Papers Involvement in Learning English This book shows that children innately learn a great deal about the arts. The book argues that involvement and immersion are the ways in which children feel welcome to write, move, create, draw, and otherwise express ideas about art and music. It offers teaching suggestions to classroom teachers and non-specialists so classroom reading activities can be extended into group discussions, cooperative learning arts projects, and creative performances. Included are extensive resource lists for further integrated arts teaching in the classroom. Chapters in the book are: (1) "Why Should I Have Arts in My Classroom? Which Arts?"; (2) "What Is Arts Integration"; (3)"How Can the Arts Be Infused into Reading and Language Arts Instruction in My Classroom?"; (4) "How Can Poetry Be Made Exciting for My Students?"; (5) "But What about the Other Subjects (Mathematics, Science, and Social Studies)"; (6) "How Do We Teach about Artists and Their Craft?"; (7) "But, I Really Don't Sing, Draw, Paint, Act, or Dance and There's Just No Time, Space, Supplies, Budget, Support, Interest..."; (8) "This Won't Work with My Class..."; (9) "How Can I Assess Student Learning within Integrated Arts Lessons?"; and (10) "What Happens When They Go Home?" Contains an extensive bibliography. (BT) ED479883 Developing Arts-Loving Readers: Top Ten Questions Teachers Are Asking about Integrated Arts Education. 2002-00-00 ISBN-0-8108-4309-9 Practitioners Teachers 196 Scarecrow Press Inc., 4501 Forbes Blvd, Lanham, MD 20706 ($24.50). Tel: 800-462-6420 (Toll Free); Web site: http://www.scarecrowpress.com/. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Democracy Foreign Countries Peace Political Attitudes Political Issues Public Education Role of Education War Ben Porath, Sigal R. Opinion Papers Speeches/Meeting Papers Israel Israel English This paper explores the normative role of civic education in responding to war, and in preparing society for the possibility of peace. The paper describes changes in the conceptualization of citizenship in times of conflict. It notes that during wartime, democratic societies tend to transform their notion of citizenship to a militaristic one that is termed here belligerent citizenship. the paper examines the role of public education in response to these social challenges. It makes the case for an educational response to belligerent democracy from various perspectives, situated within the contemporary theoretical discussion of patriotic education. Based on Amy Gutmann's democratic education theory, the paper maintains that the foremost role of public education is to foster basic democratic principles, such as equal opportunity and liberty. It points out that in wartime, the education system has to fulfill this role through opposing the mainstream conception of citizenship, employing radical, critical ways of interpreting and realizing these aims. Includes 45 notes. (BT) ED479884 Radicalizing Democratic Education: Unity and Dissent in Wartime. 2003-08-00 23 N/A 2004 2016-11-21

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Yes Boards of Education Case Studies Culture Conflict Educational Policy Local Issues Political Issues Public Schools Social Science Research Values Matthewson, Donald J. Castillo, Jeff Caldwell, Christina Reports - Evaluative Speeches/Meeting Papers Issue Salience Orange Unified School District CA Recall Elections English This paper argues that political conflict over educational policy at the local level is cultural in its origins and represents a deep division in U.S. society about the values that should be taught in the public schools. The research reported in the paper focused on a single case study of a recall election in the Orange Unified School District (California) that occurred in June 2001. The paper states that the recall was successful in removing a conservative majority from the Board of Trustees. It explains that the conservatives had originally captured a majority in 1993 and set the policy agenda in the district for eight years. The research shows how a successful coalition to remove the Board was mobilized and how the election outcome resulted in a change in educational policy. The paper compares the single case study to other recall elections in Orange and San Diego counties. The research shows that much of the conflict was about the very legitimacy of public education. Includes one figure and six notes. (Author/BT) ED479885 Cultural Conflict and School Board Recall Elections. 2003-08-00 43 N/A 2004 2016-11-21

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Yes Conservatism Controversial Issues (Course Content) Elementary Secondary Education Liberalism Political Issues Public Policy Religious Factors Sex Education Social Change D'Onofrio, Eve Opinion Papers Speeches/Meeting Papers Policy Issues Theoretical Orientation Consensus English From a political standpoint, the battle over sexuality education is not simply a dispute over the most effective means to promote the sexual and reproductive health of youth; but rather, a clash over the shape and direction of society itself. (McKay, 1999). This paper explores the theoretical underpinnings of the debate over the content and scope of formal sex education in schools in liberal democratic society, with a particular focus on the United States. The debate often pits parents with deeply held religious convictions and fairly conservative understandings of human sexuality against more secular-minded citizens, who are often resentful of what they perceive as an attempt by the former to erase the boundary between church and state. The paper argues that this policy debate is a manifestation of a deeper conflict between adherents to two comprehensive moral doctrines: (1) Millian individualist liberalism; and (2) natural law. It contends that, while there are serious and important differences between these two doctrines, their shared appreciation for individual liberty, autonomy, and equality makes feasible a kind of overlapping consensus about the value of sex education and the manner in which children and adolescents ought to be educated about sex. Although this consensus is likely not unanimous, it demonstrates that by drawing on two distinct and sometimes competing political moral traditions, a controversial public policy may in principle warrant wider support, and benefit from diverse ideological viewpoints. (Contains 97 notes.) (BT) ED479886 Sex Education, Liberalism, and Natural Law: Toward an Overlapping Consensus. 2003-08-00 41 N/A 2004 2016-11-21

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Yes Academic Achievement Blacks Educational Policy Educational Research Educational Vouchers Elementary Secondary Education Inner City Institutional Characteristics Municipalities Private School Aid Private Schools Student Improvement Wolf, Patrick J. Reports - Research Speeches/Meeting Papers District of Columbia District of Columbia English Recently, a number of evaluations of private school voucher programs in the United States have reported achievement gains for voucher users, especially African Americans. These studies tend to be structured as Randomized Field Trials (RFTs), where participants are assigned to treatment (offered a voucher) and control (not offered a voucher) groups by lottery. A major advantage of RFTs is that the randomization process controls for a number of factors, measurable and unmeasurable, that otherwise might confound the assessment of voucher effects. A major shortcoming of RFTs is that they tend to be black-box evaluations that inform policy analysts little about why or how a policy intervention yields benefits downstream. Data are used from the second year RFT of the District of Columbia privately funded voucher program, supplemented by information obtained from the schools that participating students attended, to identify what school features or practices might be boosting the achievement of voucher students. This preliminary analysis suggests that especially dedicated teachers, a higher proportion of white and higher-income students, and more demanding homework assignments may be the characteristics of private schools that increase the academic achievement of inner-city school voucher users. Additional analyses are recommended before firm conclusions are drawn regarding what happens inside the black box of school voucher experiments. Appended are variables used in the analysis. (Contains 7 tables and 25 references.) (Author/BT) ED479887 Looking inside the Black Box: What School Factors Explain Voucher Gains in Washington, D.C.? 2003-08-00 27 N/A 2004 2016-11-21

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Yes Accountability Charter Schools Educational Change Elementary Secondary Education State Legislation Witte, John F. Shober, Arnold F. Manna, Paul Reports - Research Speeches/Meeting Papers State Characteristics Variables Legal Research English This paper analyzes charter school state laws in terms of two general dimensions: (1) the flexibility, freedom, and support extended in the law; and (2) the degree of public accountability required of charter schools. The paper proposes a much more complex set of analyses of those laws than have been accomplished to date. After analyzing the empirical properties of the subscales, it briefly compares them to the widely used Center for Education Reform scale. It estimates which state characteristics appear to best predict flexibility and accountability. The paper examines the relationship between variance in laws, other independent variables and the number of charter schools established in a state. It finds that flexibility in laws along multiple dimensions is also highly correlated with high levels of required public accountability. It finds, however, a number of interesting relationships between the number of charters existing in states and the nature of their laws, as well as other demographic and political factors. Appended is sample item coding. (Contains 24 references, 18 notes, 7 tables, and 3 figures.) (Author/BT) ED479888 Analyzing State Charter School Laws and Their Influence on the Formation of Charter Schools in the United States. 2003-08-00 29 N/A 2004 2016-11-21

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Yes Democracy Developing Nations Education Educational Research Elementary Education Financial Support Foreign Countries Game Theory Geographic Regions Models Public Policy Public Support Regression (Statistics) School Support Stasavage, David Reports - Research Africa Africa English While it is widely recognized that electoral competition can have a major influence on public spending decisions, there has been little effort to consider whether the move to multiparty elections in African countries in recent years has led to a redistribution of public expenditures among social groups. This is a question relevant for debates about African politics and for broader discussions about the effect of democratic institutions on policy outcomes. A hypothesis is developed, illustrated with a simple game-theoretic model, which suggests that the need to obtain an electoral majority may have prompted African governments to devote greater resources to primary schools. The proposition is tested using panel data on electoral competition and education spending in 35 African countries. Results show that democratization has indeed been associated with greater spending on primary education, and that government subject to electoral competition has shifted resources towards primary schools, away from other items in the education budget. These findings are robust to controls for unobserved country effects, and they are also supported by evidence from recent country cases. (Contains 40 references, 31 notes, 2 figures, and 5 tables.) (Author/BT) ED479889 Democracy and Education Spending: Has Africa's Move to Multiparty Elections Made a Difference for Policy? 2003-05-00 43 N/A 2004 2016-11-21

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Yes Citizen Participation Citizenship Education Communism Cooperation Democracy Educational Trends Hamot, Gregory E. ERIC Publications ERIC Digests in Full Text ERIC Digests Europe (Central) Europe (East) Conceptual Frameworks Europe ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English Developments during the decade and a half following the fall of communism in Central and Eastern Europe indicate broad advancement in civic education for democracy. This digest notes the rising trend in civic education competency in Central and Eastern Europe, describes an increasingly accepted and used framework for civic education, and illustrates this broad advancement through three significant trends in collaborative projects that contribute to civic education in Central and Eastern Europe. Lists 2 Internet resources and 11 references. (BT) ED479890 Civic Education Trends in Post-Communist Countries of Central and Eastern Europe. ERIC Digest. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Curriculum Development Elementary Education History History Instruction Instructional Materials Hoge, John D. ERIC Publications ERIC Digests in Full Text ERIC Digests Research Integration ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English A substantial amount of research and curriculum development completed over the past 2 decades can be used to improve the teaching of U.S. history to young children. This digest discusses: (1) insights from recent research; (2) insights from recent curriculum development; and (3) connections of research to curriculum development. The digest provides a list of Web sites (n=4) which may be used to enhance elementary teachers' history for citizenship lessons. (Contains 12 references.) (BT) ED479891 Teaching History for Citizenship in the Elementary School. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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No Active Learning Civics Economics Elementary Secondary Education Geography History History Instruction Inquiry National Standards Perspective Taking Social Studies State Standards Student Projects Selwyn, Douglas Maher, Jan Books Guides - Classroom - Teacher Student Engagement English This guidebook proposes a different way of teaching history: start from today and keep asking questions. The guidebook's theory is that as students investigate possible answers, they make connections across miles and centuries. It contends that, along the way, they experience that essential insight of the social studies point of view has everything to do with how an individual perceives the world. To this end, each chapter of the seven chapters explores a particular kind of project that is centered on student concerns, but connected to core curriculum content and concepts in U.S. history, geography, civics, and economics. Projects include timelines, collages, photo documentaries, and other topics. While students delve into issues of personal relevance, they also master the content and skills mandated in state and national standards. They can learn about history, and about themselves. (BT) ED479892 History in the Present Tense: Engaging Students through Inquiry and Action. 2003-00-00 ISBN-0-325-00570-2 Practitioners Teachers 182 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($17.55). Tel: 603-431-7894; Web site: http://www.heinemann.com/. N/A 2004 2016-11-21

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Yes College School Cooperation Early Childhood Education Elementary Secondary Education Higher Education Partnerships in Education Preservice Teacher Education Professional Development Schools Student Teachers Student Teaching Teacher Collaboration Canty, June Harriman, Nancy Berkeley, Terry Reports - Descriptive Gonzaga University WA Towson University MD University of Southern Maine English This paper provides information about creating Professional Development Schools (PDSs) linked with university teacher preparation programs. It focuses on PDS programs in three regions of the United States at very diverse institutions, noting what has been learned from their experiences. All of the PDS partnerships in Towson University, Maryland's College of Education are reciprocal and based on mutual respect between partners. In 2000, a unique partnership began when Towson University Department of Early Childhood Education faculty and faculty from the Infant-Primary Special Education Department started discussions among themselves (and then with Baltimore County Public School personnel) about planning a joint PDS effort to enrich the professional preparation of teacher candidates in their respective areas. The Western Maine Site is one of five partnership sites for the Extended Teacher Education Program at the University of Southern Maine. The site accepted its first cohort of interns in 1993. This program emphasizes education as community service. Gonzaga University, Washington's, School of Education offers certification in general and special education at the undergraduate and graduate levels. Its PDS partnerships with the local schools have been rocky because of faculty turnover, which served to derail the PDS relationships. However, once the university developed relationships with the new faculty, the collaborations became effective again. (SM) ED479893 Joining Together To Prepare Teachers: Developing Professional Development Schools. 2003-00-00 5 N/A 2004 2016-11-21

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No Academic Achievement Academic Standards American Indian Education Computer Uses in Education Cultural Awareness Diversity (Faculty) Diversity (Student) Educational Change Educational Research Elementary Secondary Education Faculty Development Foreign Countries Higher Education Information Technology Minority Group Children Minority Group Teachers Preservice Teacher Education School Counselors Teacher Competencies Teacher Educators McInerney, Dennis M., Ed. Van Etten, Shawn, Ed. Books Collected Works - General Israel Learning Communities Norway Self Regulated Learning Achievement Gap Self Regulation Israel Norway English This collection of papers describes exemplary programs in teacher education that attempt to address issues of diversity and the achievement gap between different groups of students. After "Introduction: Teacher Preparation for Diverse Settings," (Dennis M. McInerney and Shawn Van Etten), the 10 papers are: (1) "Can Teacher Education Close the Achievement Gap?" (Martin Haberman); (2) "Practice Matters: Reflections on the Importance of Teacher Educators' Practice" (Jennifer A. Whitcomb); (3) "Standards in American Indian/Alaskan Native Education: Preparing Native and Non-Native Teachers for Variable Contexts" (Denis Viri); (4) "Partnership and Partnership Change in Teacher Education" (Elwyn Thomas); (5) "Hopi Teachers for Hopi Schools: Collaborating to Seed Educational Change" (Carolyne J. White, Diane Nuvayouma, and Harvey Paymella); (6) "Making Teaching Cultures Visible: The Value of Comparative Research" (Kathryn M. Anderson-Levitt); (7) "Training Jewish and Arab School Counselors in Israel: Exploring a Professional Identity in a Conflicted Society" (Hanoch Flum and Avi Kaplan); (8) "Shaping a Glad Tomorrow: Mandatory Indigenous Studies Teacher Education Courses as an International Educational Priority!" (Rhonda G. Craven); (9) "Self-Regulated Learning and the Use of Information and Communications Technology in Norwegian Teacher Education" (Ivar Braten, Helge I. Stromso, and Bodil S. Olaussen); and (10) "Teacher Development through Communities of Learning" (Richard Walker). (Papers contain references.) (SM) ED479894 Sociocultural Influences and Teacher Education Programs. Research on Sociocultural Influences on Motivation and Learning. 2003-00-00 ISBN-1-59311-050-2 263 Information Age Publishing, P.O. Box 4967, Greenwich, CT 06831 (hardback: ISBN-1-59311-051-0, $73.25; paperback: ISBN-59311-050-2, $34.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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Yes Foreign Countries Language Maintenance Language Minorities Language Usage Official Languages Uncommonly Taught Languages Pujolras, Agusti Pou Reports - Descriptive Catalan Language Policy Spain (Catalonia) Spain ISSN-1133-3928 English This paper describes the potential of linguistic rights concepts, particularly those within the Act on Linguistic Policy, focusing on the normalization of Catalan in Spain. It suggests ways in which the law can be useful in increasing the use of Catalan. After an introduction, the paper presents the legal framework within which the linguistic normalization of Catalan is being developed, highlighting procedural and substantive limitations to normalization and discussing competence limitations resulting from the sharing of competencies between the state and the autonomous authorities. The next section examines basic principles that act as the grounds for linguistic law in Catalonia, looking at official languages (including examples of situations that have been dealt with in the courts), linguistic rights, and the concept of "own language," which obliges the central state authorities and institutions in Catalonia to respect it, use it as a general rule, and promote its public use at all levels. The final section describes the appraisement of the knowledge of Catalan among personnel working for the Justice Administration. (SM) ED479895 Linguistic Legislation and Normalization Process: The Catalan Case in Spain. Mercator Working Papers. 2002-00-00 European Union, Brussels (Belgium). 22 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Foreign Countries Immigrants Irish Language Maintenance Language Minorities Language Usage Official Languages Scots Gaelic Uncommonly Taught Languages Welsh Dunbar, Robert Reports - Descriptive Language Policy United Kingdom United Kingdom ISSN-1133-3928 English This paper describes the impact of the ratification of the European Charter for Regional or Minority Languages in the United Kingdom, examining the history and current demographic and social position of the various languages to which the Charter applies. The first section, "Linguistic Minorities in the United Kingdom: Historical Development and Present Demographic Position," describes the history and notes that the languages of migrants are not covered by the Charter. The second section, "Existing Measures of Support for Linguistic Minorities in the United Kingdom," focuses on Welsh, Scottish Gaelic, Irish, Scots, Ulster-Scots, and Cornish. The third section discusses"Application of the Charter to British Regional or Minority Languages." The final section, "Conclusions," suggests that the United Kingdom's ratification of the Charter may create a very useful dynamic and significant step forward for regional or minority language communities. (SM) ED479896 The Ratification by the United Kingdom of the European Charter for Regional or Minority Languages. Mercator Working Papers. 2003-00-00 European Union, Brussels (Belgium). 51 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Foreign Countries Language Maintenance Language Minorities Official Languages Turkish Uncommonly Taught Languages Virtanen, Ozlem Eraydin Reports - Descriptive Language Policy Turkey Turkey ISSN-1133-3928 English This paper focuses on Turkish language policy. Seven sections look at the following: (1) "Historical Background to Turkish Language Policy," (between the 10th and 20th centuries, the status of the Turkish language did not increase in line with the political and military power of the Turkish State, and as Turkey became more multilingual and multi-ethnic, the main language was pushed into the colloquial domain); (2) "The Role of Language Policy in Turkish Nation-Building and Modernisation"; (3) "Turkish Language Policy towards Non-Official Languages and Linguistic Groups Up to the Millennium"; (4) "Demographic Data on Languages in Turkey"; (5) "Critical Analysis of Turkish Language Policy"; (6) "Recent Language Laws"; and (7) "Conclusion" (changes in the status and corpus of the language were made in a very short space of time, and within the general framework of Turkish language policy, the recent reforms have constituted significant steps). (SM) ED479897 Recent Changes in Turkey's Language Legislation. Mercator Working Papers. 2003-00-00 European Union, Brussels (Belgium). 49 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Computer Uses in Education Elementary Education Elementary School Students English (Second Language) Prior Learning Reading Improvement Reading Instruction Reading Skills Student Participation Teaching Methods Vocabulary Development Gaudio, Vince Dissertations/Theses Reports - Descriptive English This report describes a program for improving the reading skills of English-as-a-Second-Language (ESL) students. The targeted population consists of 19 ESL students, ranging in age from 7-10 years, in a western suburb of a large metropolitan city in Illinois. The problem of poor reading ability was documented through low reading scores on the STAR Computer Adaptive Reading Test and through minimal classroom participation documented in a classroom participation checklist. Analysis of probable cause revealed that several factors impeded students' reading progress. Nonexistent, or inconsistent, education in native language; limited life experiences; lack of prior knowledge; and poor vocabulary all contributed to the slow acquisition of reading skills. These factors produced low self-confidence in students. A review of solution strategies, combined with an analysis of the problem setting, resulted in the selection of an intensive vocabulary-building program. This vocabulary-building program included the use of small group vocabulary instruction, computerized vocabulary programs, vocabulary software, vocabulary based games, and mini vocabulary dictionaries. Post-intervention data indicated an increase in the students' reading ability and an increase in classroom participation. (Contains 40 references and 7 tables.) (Author/SM) ED479899 Improving Reading Skills in ESL Students through an Intensive Vocabulary Building Program. 2003-05-00 44 N/A 2004 8/19/2004 23:05:04 RIEAPR2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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No Elementary Secondary Education Higher Education Idioms Portuguese Second Language Learning Sociolinguistics Standard Spoken Usage Uncommonly Taught Languages Chamberlain, Bobby J., Ed. Harmon, Ronald M., Ed. Books Reference Materials - Vocabularies/Classifications Brazil Brazil English This dictionary is intended to bridge the gap between the basic, generally simple language learned in the classroom and the preponderance of nonformal and idiomatic language used in Brazilian society on all levels and in contemporary Brazilian literature. It is the product of 15 years of systematic research involving interviews and conversations with a variety of informants from 17 of Brazil's 24 states. The main body of the dictionary contains over 7,500 Brazilian expressions, indicates their frequency of usage, defines them in English, and illustrates how they are used, generally with a model sentence. In the English index, the main-body entries are grouped and listed again under general, colloquial English headings. (Contains 51 references.) (SM) ED479900 A Dictionary of Informal Brazilian Portuguese with English Index. 2003-06-00 ISBN-0-87840-344-2 722 Georgetown University Press, 3240 Prospect Street, N.W., Washington, DC 20007 ($37.50). Tel: 202-687-5889; Fax: 202-687-6340; Web site: http://www.press.georgetown.edu. N/A 2004 2016-11-21

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No Alzheimers Disease Applied Linguistics Bilingualism Black Colleges Black Students Code Switching (Language) Courts Ethnicity Foreign Countries French High Risk Students Indigenous Populations Language Attitudes Legal Responsibility Music Official Languages Urban Areas Makoni, Sinfree, Ed. Meinhof, Ulrike H., Ed. Books Collected Works - General Identity Formation Nigeria Madagascar Politeness Malagasy Republic South Africa Malawi Africa Morbidity Africa Madagascar Malawi Nigeria South Africa ISSN-1461-0213 Association Internationale de Linguistique Appliquee, Stuttgart (West Germany). English This collection of articles includes: "Introducing Applied Linguistics in Africa" (Sinfree Makoni and Ulrike H. Meinhof); "Language Ideology and Politics: A Critical Appraisal of French as Second Official Language in Nigeria" (Tope Omoniyi); "The Democratisation of Indigenous Languages: The Case of Malawi" (Themba Moyo); "Classroom Code-Switching in Post-Colonial Contexts: Functions, Attitudes and Policies" (Gibson Ferguson); "A Pilot Study of Supplemental Instruction for At-Risk Students at an Historically Black University (HBU) in South Africa" (Constance Zulu); "Using Historical Data to Explain Language Attitudes: A South African Case Study" (Ian Bekker); "Discourse, Culture, and the Law: The Analysis of Crosstalk in the South African Bilingual Courtroom" (Pulie Thetela);"Language and the Law: Who Has the Upper Hand?" (Vivian de Klerk); "Dysphemisms in the Language of Nigeria's President Olusegun Obasanjo" (Yisa Kehunde Yusuf); "Managing 'Face' in Urban Public Transport: Polite Request Strategies in Commuter Omnibus Discourse in Harare" (Pedzisai Mashiri); "Popular Malagasy Music and the Construction of Cultural Identities" (Zafimahaleo Rasolofondraosolo and Ulrike H. Meinhof); "'I Want to Be Like a Human Again': Morbidity and Retained Ability in an Alzheimer Sufferer" (Stanley G. M. Ridge, Sinfree Makoni, and Elaine Ridge); and "Doug Young: A Profile" (Rochelle Kapp). (Papers contain references.) (SM) ED479901 Africa and Applied Linguistics. AILA Review 2003-00-00 176 John Benjamins North America, P.O. Box 27519, Philadelphia, PA 19118-0519 ($84). Tel: 800-562-5666 (Toll Free); Tel: 215-836-1200; Fax: 215-836-1204; e-mail: service@benjamins.com; Web site: http://www.benjamins.com/jbp. T 2004 2016-11-21

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Yes Acculturation Adult Education Cultural Differences Cultural Influences Culture Contact English (Second Language) Hispanic Americans Language Attitudes Language Proficiency Literacy Second Language Learning Buttaro, Lucia Reports - Research Speeches/Meeting Papers English This study identified the second language acquisition, culture shock, and language stress of adult Latinas in New York as related to language, culture, and education. Participants were eight adult Latinas, for whom Spanish was the first language, who had come to the United States 10-15 years previously and developed some functioning English as a Second Language (ESL) skills. They were enrolled in an ESL program for adults. Researchers administered surveys and interviews and examined the women's essays and records. Results indicated that women's attitudes made a difference in their language proficiency. Being in an ESL classroom influenced their linguistic, cultural, and educational experiences. Respondents indicated that their native culture and traditions had profoundly impacted their study habits. All of the women cared about English performance and mastery of English language skills. Program involvement was key to women's expectations versus the reality of success. Actions the women took to learn English included going to the library to get books, watching television, listening to tapes, reading newspapers, speaking with Americans, and imitating teachers' pronunciation. Respondents felt isolated when they first immigrated, and deterrents to learning English included being in mixed level classes, fear of speaking, fear of ridicule, and lack of child care. (Contains 51 references.) (SM) ED479902 Second Language Acquisition, Culture Shock and Language Stress of Adult Latina Students in New York. 2002-02-00 28 N/A 2004 8/19/2004 23:05:09 RIEAPR2004 In: An Imperfect World: Resonance from the Nation's Violence. 2002 Monograph Series, Proceedings of the Annual Meeting of the National Association of African American Studies, the National Association of Hispanic and Latino Studies, the National Association of Native American Studies, and the International Association of Asian Studies (Houston, TX, February 11-16, 2002).

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Yes Academic Standards Alternative Teacher Certification Beginning Teachers College Admission Faculty Development Foreign Countries Grade 8 Inservice Teacher Education Mathematics Instruction Mathematics Teachers Middle Schools Outcomes of Education Preservice Teacher Education Science Instruction Science Teachers Secondary School Mathematics Teacher Competencies Teacher Qualifications Teacher Salaries Teacher Selection Wang, Aubrey H. Coleman, Ashaki B. Coley, Richard J. Phelps, Richard P. Reports - Descriptive Hong Kong Third International Mathematics and Science Study Japan Korea Australia Netherlands England Singapore Australia Hong Kong Japan Netherlands Singapore South Korea United Kingdom (England) Trends in International Mathematics and Science Study Educational Testing Service, Princeton, NJ. Policy Information Center. English This report analyzes teacher education and development policies in countries that participated in the Repeat of the Third International Mathematics and Science Study at the Eighth Grade and scored as well as or higher than the United States, also providing information on the systems of Australia, England, Hong Kong, Japan, Korea, the Netherlands, and Singapore. A teacher education and development model guided data collection and analysis. Based on this model, the report is structured around: control and governance; standards for entrance into and exit from teacher education programs; characteristics of education programs for eighth grade mathematics and science teachers; certification requirements; availability of advanced certification; alternative teacher certification programs; hiring and compensation; and inservice and professional development requirements. The report examines output of these systems in terms of teacher qualifications and teachers' confidence to teach mathematics and science. Results suggest that the United States faces great challenges in meeting the No Child Left Behind Act's requirements. Countries vary with respect to where along the teacher training pipeline they impose pressure points. There is a strong relationship between the number of pressure points with stakes attached and the number of high stakes filters used. Although some principles are successful in other countries, they are not necessarily transferable to the United States. Two appendixes present country demographic profiles and classification rubrics. (SM) ED479903 Preparing Teachers around the World. Policy Information Report. 2003-05-00 47 Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($15). Tel: 609-734-5694; e-mail: pic@ets.org. For full text: http://www.ets.org/research/pic/prepteach.pdf. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Financial Support Higher Education Preservice Teacher Education State Government State Standards Teacher Certification Teacher Competencies Teacher Qualifications Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Evaluative No Child Left Behind Act 2001 No Child Left Behind Act 2001 General Accounting Office, Washington, DC. English In 2001, Congress passed the No Child Left Behind Act, requiring all core subject area teachers to be highly qualified by 2005-06 and provided funding to help states and districts meet the requirement. This report examines the number of teachers who met the highly qualified teacher criteria during 2002-03, conditions hindering states' and districts' ability to meet the requirements, and activities on which states and districts planned to spend Title II funds. Data came from surveys of 37 states and District of Columbia. Many states were uncertain about their numbers of highly qualified teachers. They did not have complete or consistent criteria to determine the number of highly qualified teachers, their data systems did not track federal criteria, and some state officials hesitated to report teachers who were not highly qualified. States and districts reported many conditions hindering compliance (e.g., teacher salaries and teacher shortages). School districts reported similar hindrances. States felt they needed more information from education and education plans to work on some issues. They planned to spend most Title II funds on professional development activities, while districts planned to spend it on recruitment and retention activities. Appendixes include: scope and methodology; activities on which states can spend Title II, Part A funds; activities on which districts can spend Title II, Part A funds; U.S. Department of Education comments. (Contains 11 figures and 5 tables.)(SM) ED479904 No Child Left Behind Act: More Information Would Help States Determine Which Teachers Are Highly Qualified. Report to Congressional Requesters. 2003-07-00 50 United States General Accounting Office, 441 G Street, N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov/. For full text: http://www.gao.gov/new.items/d03631.pdf. N/A 2004 2016-11-21

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Yes College School Cooperation Elementary Secondary Education Higher Education Independent Study Learning Strategies Metacognition Partnerships in Education Preservice Teacher Education Self Evaluation (Individuals) Self Management Student Motivation Thinking Skills Paris, Scott G. Winograd, Peter Reports - Descriptive Self Regulated Learning Self Regulation English This paper asserts that successful teachers must be reflective and analytical about their own beliefs and practices and acquire deep understanding of cognitive and motivational principles of learning and teaching. It examines how teachers can model and promote self-regulated learning for students. Self-regulated learning is characterized by awareness of thinking, use of strategies, and situated motivation. Teachers must experience, construct, and discuss these features in order to understand how to nurture the same development among students. This paper reviews 12 principles of self-regulated learning in four categories. Within each category, it discusses how teachers can analyze their learning styles, evaluate their own understanding, and model cognitive monitoring. Within the category of self-management, the paper examines how teachers can promote mastery goal orientations, time and resource management, and use "failure" constructively. It discusses how to teach self-regulation using direct instruction, metacognitive discussions, modeling, and self-assessment of progress. These principles are described as ways to help students gain a sense of their personal educational histories and shape their identities as successful participants in a community of learners. The paper highlights a successful partnership between a university, a community, and teachers that enacted these principles of self-regulated learning in authentic contexts of teaching and learning, noting issues confronting teacher education programs in implementing more demanding and contextualized instructional practices. (Contains 41 references.) (SM) ED479905 The Role of Self-Regulated Learning in Contextual Teaching: Principals and Practices for Teacher Preparation. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 24 For full text: http://www.ciera.org/library/archive/2001-04/0104prwn.pdf. N/A 2004 2016-11-21

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Yes Civil Liberties Educational Finance Elementary Secondary Education Equal Education Federal Legislation Females Sex Discrimination Womens Athletics Reports - Descriptive Title IX Education Amendments 1972 Higher Education Act Title IX Education Amendments 1972 Higher Education Act Title IX Title IX Education Amendments 1972 National Coalition for Women and Girls in Education. English In 2002, the U.S. Department of Education established the Commission on Opportunity in Athletics to collect information, analyze issues, and obtain public input related to improving the application of current standards for measuring equal opportunity for boys and girls to participate in athletics under Title IX. The National Coalition of Woman and Girls in Education believes that: no changes to the Title IX standards are necessary; what is needed to ensure equal opportunity is vigorous federal enforcement of Title IX and its implementing policies; and a pull-back on the nation's commitment to civil rights should not be precipitated by institutional financial decisions to emphasize selected sports programs, reduce the size of men's sports programs, or otherwise determine appropriate athletic program size and expense. This report demonstrates that: female athletes are still not receiving equal treatment or opportunities to participate; Title IX has been wrongly blamed for cuts to some men's sports teams at some institutions; and women are just as interested in athletics as men. Eight responses to questions from the Commission are presented. The report examines: Title IX and its impact on athletic opportunities; trends of discontinuation of men's and women's teams, financial issues facing schools (and solutions), and other issues raised by the Commission. (Contains 27 references.) (SM) ED479906 Title IX Athletics Policies: Issues and Data for Education Decision Makers. Report. 2002-08-00 67 National Coalition for Women and Girls in Education, American Association of University Women, 1111 Sixteenth Street, N.W., Washington, DC 20036. Tel: 202-785-7777; Fax: 202-466-7618; Web site: http://www.ncwge.org. For full text: http://www.aahperd.org/nagws/pdf_files/TitleIXCoalitionReportFinal.pdf. N/A 2004 2016-11-21

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No Adolescent Development Child Health Chronic Illness Disabilities Early Adolescents Family Needs Inclusive Schools Middle Schools School Health Services School Policy Secondary Education Self Esteem Huffman, Dolores M. Fontaine, Karen Lee Price, Bernadette K. Books Guides - Classroom - Teacher Reference Materials - Vocabularies/Classifications Health Policy Stigma English This guide provides a resource for middle and high school teachers, teacher aides, administrators, and educators, covering health problems that affect students in grades 6-12. The handbook alphabetically lists the most current health concerns for this age group. Part 1, "Health Issues in the Classroom," includes (1) "Health, Illness, and Disability during Adolescence" (Leslie Rittenmeyer and Dolores Huffman); (2) "Family and Community Issues" (Karen Lee Fontaine); and "Stigma and Self-Esteem" (Joy Whitman). Part 2, "Health Problems A-Z," is an alphabetical reference guide to 150 health problems that affect adolescents. Part 3, "Health Policies and Procedures," focuses on 11 areas (hand washing, bleeding, care of cases, care of tracheostomy, tube feedings, medical emergencies, pets in the classroom, testicular self-exam, skin cancer prevention, immunizations, and EpiPen. (Contains 63 references.) (SM) ED479907 Health Problems in the Classroom 6-12: An A-Z Reference Guide for Educators. 2003-07-00 ISBN-0-7619-4564-4 Practitioners Teachers 472 Corwin Press, Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperbound: ISBN-0-7619-4564-4, $44.95; hardbound: ISBN-0-7619-4563-6, $79.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Access to Health Care Chronic Illness Communicable Diseases Death Employed Women Females Health Behavior Health Services Immigrants Older Adults Population Trends Poverty Pregnancy Prenatal Care Public Health Racial Differences Rural Areas Substance Abuse Urban Areas Guides - Non-Classroom Medicare Maternal Health Medicaid Health Resources and Services Administration (DHHS/PHS), Rockville, MD. Bureau of Maternal and Child Health and Resources Development. English This book provides a collection of current and historical data on some of the most pressing health challenges facing women, their families, and their communities. It is intended to be a concise reference for policymakers and program managers at the federal, state, and local levels. The book brings together the latest available data from various agencies within the federal government. Three chapters focus on: (1) "Population Characteristics" (U.S. population, U.S. female population by race, women and education, women in health professions schools, women in the labor force, women and federal programs, participation, and women and poverty); (2) "Health Status" (health behaviors, health indicators, maternal health, and special populations); and (3) "Health Services Utilization" (usual source of care, health insurance, Medicare and Medicaid, preventive care, Title X family planning services, Title V abstinence education, programs, HIV testing, medication use, dental care, hospitalizations, mental health care utilization, home health and hospice care, and health care expenditures). (SM) ED479908 Women's Health USA, 2003. 2003-00-00 Practitioners Administrators Policymakers 83 HRSA Information Center, Circle Solutions, Inc., 2710 Prosperity Avenue, Suite 200, Fairfax, VA 22031 Tel: 703-902-1243; Tel: 888-ASK-HRSA (Toll Free); Web site: http://www.hrsa.gov/womenshealth. For full text: http://www.hsrnet.com/pubs/whusa03/WHUSA03-color.pdf. N/A 2004 2016-11-21

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No Beginning Teachers Classroom Techniques Collegiality Discipline Elementary Secondary Education Evaluation Methods Faculty Development Interpersonal Relationship Lesson Plans Parent Teacher Cooperation Planning Stress Management Student Behavior Student Evaluation Student Motivation Teacher Collaboration Teacher Improvement Teaching Methods Time Management Jonson, Kathleen Feeney Books Guides - Classroom - Teacher Student Engagement English This book provides advice intended to empower new teachers with the tools necessary to feel prepared, confident, and comfortable and to succeed, maintain enthusiasm, and remain committed to teaching. Among the numerous strategies and survival skills it promotes are time and stress management, effective organization, quality lesson plans, and professional development. Nine chapters focus on: (1) "You are Not Alone" (e.g., fitting in and establishing relationships); (2) "Organizing Your Classroom and Yourself" (e.g, setting up the classroom and finding time and balance in one's personal and professional life); (3) "Learner-Friendly Classroom Management" (e.g., routines and increasing efficiency with classroom monitors); (4) "Preparing Lesson Plans and Units that Engage Students" (e.g., basic instructional approaches and time on task); (5) "Preventing Discipline Problems" (e.g., motivating students and increasing positive interactions); (6) "Assessing Student Learning and Performance" (e.g., classroom assessment programs and tips for assessing learning); (7) "Developing Partnerships with Parents" (e.g., parent conferences and back-to-school night); (8) "Frequently Asked Questions (and Answers!)" (e.g., entire class misbehaving and student apathy); and (9) "Your Own Professional Development" (e.g., reflecting on practice and teaching portfolios). (Contains 39 references.) (SM) ED479909 The New Elementary Teacher's Handbook: Flourishing in Your First Year. Second Edition. 2002-00-00 ISBN-0-7619-7873-9 Practitioners Teachers 251 Corwin Press, Inc., a Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardback: ISBN-0-7619-7872-0, $74.95; paperback: ISBN-0-7619-7873-9, $34.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Communication Skills Cultural Awareness Culturally Relevant Education Elementary Secondary Education Hawaiian Holistic Approach Language Maintenance Language Proficiency Lifelong Learning Kawai'ae'a, Keiki Guides - Non-Classroom Hawaii Learning Communities Hawaii English This guidebook examines strategies, roles, and accountability measures necessary to embrace, share, and support the learning community in totality. The 16 guidelines offer strategies for each of five groups: learners, educators, schools/institutions, families, and communities. The guidelines include: incorporate cultural traditions, language, history, and values in meaningful holistic processes to nourish the emotional, physical, mental/intellectual, social, and spiritual wellbeing of the learning community; maintain practices that perpetuate Hawaiian heritage, traditions, and language to nurture one's life spirit and perpetuate the success of the whole learning community; instill a desire for lifelong exploration of learning, teaching, leading, and reflecting to pursue standards of quality and excellence; engage in Hawaiian language opportunities to increase language proficiency and effective communication skills in a variety of contexts and learning situations; support lifelong love for Hawaiian language, culture, history, and values to perpetuate the unique cultural heritage of Hawaii; and cultivate a strong sense of status to one's past, present, and future to enhance meaningful purpose and to bring about joy and fulfillment for one's self and family as well as local and global communities. Guidelines are in English and Hawaiian. (Contains 23 references.) (SM) ED479910 Na Honua Mauli Ola: Hawaii Guidelines for Culturally Healthy and Responsive Learning Environments. 2002-03-00 85 Ka Haka 'Ula o Ke'elikolani , University of Hawaii at Hilo, 200 West Kawili Street, Hilo, HI 96720-4091. Tel: 808-974-7339; Fax: 808-974-7686; e-mail: hale_kuamoo@leoki.uhh.hawaii.edu; Web site: http://www.olelo.hawaii.edu. For full text: http://www.olelo.hawaii.edu/pub/charle/NHMO.pdf. N/A 2004 2016-11-21

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Yes Beginning Teachers Evaluation Methods Faculty Development Foreign Countries Mentors Performance Based Assessment Teacher Certification Teacher Competencies Teacher Evaluation Teaching Skills Martin, Kaye M. Wilson, Vicki A. Reports - Descriptive Speeches/Meeting Papers Ohio Japan Japan Ohio English This article examines how novice teachers in Japan and in the United States, specifically in the state of Ohio, are assessed, evaluated, and supported as they enter the teaching profession. Comparison of practices and tools which characterize the two countries' approaches toward assessment and mentoring reveals that important differences exist in both the competencies assessed for entry into the teaching profession and the induction experiences of new teachers. An emphasis on performance assessment in Ohio is based on the expectation that teachers will demonstrate disciplinary competence and pedagogical skills prior to being granted professional licensure. In contrast, the emphasis on mentoring and professional development during the induction year in Japan reflects a belief that learning to teach takes place gradually within a professional community. (Contains 11 references.) (Author/SM) ED479911 Measuring What Matters: Assessing Novice Teachers in Ohio in Japan. 2002-10-00 25 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Educational Cooperation Higher Education Pilot Projects Resource Materials Technology Integration Writing Across the Curriculum Anstendig, Linda Richie, Eugene Guides - Non-Classroom Computer Assisted Writing National Endowment for the Humanities Pace University NY English At Pace University there is a growing concern about the need for reinforcing writing across the disciplines, and about the need for integrating technology into teaching. At Pace a program has been designed in which professors and students working together will be able to take advantage of all that the university has to offer in technology, channeling their efforts to make a significant impact on curriculum while helping to maintain learning balances. In a National Endowment for the Humanities-funded Writing and Technology Assistants program, Pace will train a core of students to assist professors who wish to use computers to integrate technology and writing into their courses. This booklet, a resource for Pace's professors and students is also funded by NEH. The booklet is divided into the following sections: (1) Writing and Technology Assistants Program (Background; Description of NEH Pilot Program); (2) Principles of Writing across the Curriculum (What Is WAC?; Definition; Principles; Writing Assistants and Other WAC Models); (3) WAC Strategies and Techniques (Writing Activities; Revision and Feedback Techniques; Evaluation of Writing); (4) Technology across the Curriculum (Pace Computer Classrooms; Writing Technologies); (5) Specific Strategies and Models of Assignments for Writing with Technology; (6) Roles and Responsibilities of Student Assistants; (7) Assessment; (8) Resources (n=8); (9) Works Cited (n=12); and (10) Feedback Form. (NKA) ED479912 Guide to Writing and Technology across the Curriculum: A Resource for Professors and Student Assistants. 2003-00-00 National Endowment for the Humanities (NFAH), Washington, DC. Teachers Practitioners 82 For full text: http://webpage.pace.edu/erichie/wacguide/. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Hypermedia Instructional Effectiveness Multimedia Materials Reader Text Relationship Technology Uses in Education Visual Literacy Writing Instruction Writing Processes Guides - Non-Classroom North Central Regional Educational Lab., Oak Brook, IL. English Noting that the realities of globalization are changing what as well as how and when students learn, this publication focuses on the bridge to higher academic achievement in writing through the use of technology. The information in the booklet is a foundation for improving teaching and learning of writing in the context of the Digital Age. Although a major purpose of writing instruction has been to teach students to communicate with text, the purpose is becoming increasingly expansive in terms of what constitutes text. The notion of text is coming to mean communication with a suite of tools and media, including written work, hypertext, graphics, and multimedia. This report is organized as follows: section one describes the complexity of the writing process; section two describes what leading researchers have found to be the best practices in effective writing; section three describes how the written media should be redefined to leverage the writer's visual intelligence; section four describes how conventional writing is affected by technology; section five presents examples of technology solutions in writing; and section six discusses future trends in the use of technology in writing instruction. (Contains 5 figures and 65 references.) (PM) ED479913 What Works--Enhancing the Process of Writing through Technology: Integrating Research and Best Practice. enGauge Resources. 2003-00-00 60 NCREL, 1900 Spring Rd., Ste. 300, Oak Brook, IL 60523-1480. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/engauge/resource/techno/whatworks/. N/A 2004 8/19/2004 23:05:30 RIEAPR2004 Some figures may not reproduce well.

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Yes Action Research Grade 5 Instructional Effectiveness Intermediate Grades Multiple Intelligences Reading Achievement Reading Improvement Reading Materials Reading Skills Uhlir, Pamela Dissertations/Theses Reports - Research English This report describes an action research project improving student academic reading achievement. The targeted population consisted of fifth grade students in a growing suburb of a major midwestern metropolitan area. The evidence for existence of the problem included student surveys, assessments, teacher observations and checklists. Analysis of probable cause data revealed some students were not motivated to meet or exceed expectations in reading comprehension on classroom assessments, district tests, and state evaluations. The lack of students' skills to read strategically and for better comprehension was observed by the teacher. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection of two major categories of intervention: multiple intelligences strategies, and guided practice of reading skills. Post-intervention data indicated an increase on reading skill tests, improved motivation to read, increased on-task behavior, and improved cooperative learning skills used with multiple intelligences strategies. (Contains 22 references and 3 tables of data.) (Author/RS) ED479914 Improving Student Academic Reading Achievement through the Use of Multiple Intelligence Teaching Strategies. 2003-05-00 36 N/A 2004 8/19/2004 23:05:32 RIEAPR2004 Master of Arts Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Grade 1 Grade 3 Literacy Primary Education Reading Improvement Reading Instruction Reading Skills Teacher Behavior Urban Schools Johnson, Jennifer L. Dunbar, Cherie C. Roach, Shannon L. Dissertations/Theses Reports - Research Four Blocks Approach Balanced Literacy English This action research project described a program for improving reading skills in the identified primary classrooms. The targeted population consisted of students in first and third grades. The third grade classrooms were located in a low socioeconomic area within an urban community of Illinois. The first grade classroom was located in a higher socioeconomic area within the same community. The problem of ineffective reading skills was documented through data compiled by the teacher-researchers through the use of the Developmental Reading Assessment. Analysis of probable cause data revealed that students lack literacy experiences at home and a lack of motivation, which directly relates to students feelings and attitudes towards reading. Additional probable causes included poor fluency, a lack of reading strategies, and a deficit in phonological processing. A need for a literacy-rich classroom environment with a framework that encompasses essential reading components for student success was revealed. A review of various solution strategies suggested by those knowledgeable in the field of education, combined with an analysis of the targeted settings, resulted in the selection of a four-block reading intervention. The intervention consisted of: (1) the teacher explained, demonstrated, and supported reading strategies with the students; (2) the teacher reinforced reading and spelling patterns through instructional activities; (3) students self-selected and responded to literature experiences; (4) the teacher described, modeled, and supported writing activities with the students. The balanced, comprehensive approach helped children become more skilled in all areas in literacy, as well as increase levels of motivation and confidence. Post intervention data indicate improvements in reading skills. By immersing the students in a literacy-rich environment, reading abilities were enhanced. Appendixes contain word lists, student reading conference questions, a researchers' weekly journal form, a permission letter, and six learning activities. (Contains 32 references and 15 figures.) (Author/RS) ED479915 Improving Reading Achievement through the Use of a Balanced Literacy Program. 2003-05-00 89 N/A 2004 2016-11-21

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Yes Adolescent Literature Animation Authors Biographies Cartoons Childrens Literature Elementary Secondary Education Readability Writing for Publication Abbey, Cherie D., Ed. Books Reference Materials - General Reports - Descriptive Biodata Historical Novels English This special subject volume, "Biography Today Author Series," Volume 12, was designed to appeal to young readers in a format they can enjoy reading and readily understand. Each volume contains alphabetically arranged sketches; each entry provides at least one photograph of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each of the entries ends with a list of easily accessible sources designed to lead the student to further reading on the individual and a current address. Obituary entries are also included, written to provide a perspective on the individual's career. Each special volume includes a Cumulative Index (and information on how to use it), a Places of Birth Index, and a Birthday Index. The following profiles are contained in Volume 12: An Na (1972- ); Claude Brown--Retrospective (1937-2002); Meg Cabot (1967- ); Virginia Hamilton--Retrospective (1936-2002); Chuck Jones--Retrospective (1912-2002); Robert Lipsyte (1938- ); Lillian Morrison (1917- ); Linda Sue Park (1960- ); Pam Munoz Ryan (1951- ); and Lemony Snicket (Daniel Handler) (1970- ). (NKA) ED479916 Biography Today: Profiles of People of Interest to Young Readers. Author Series, Volume 12. 2002-00-00 ISBN-0-7808-0610-7 224 Omnigraphics, Inc., 615 Griswold St, Detroit, MI 48226 ($39). Tel: 800-234-1340 (Toll Free); Tel: 313-461-1340; Fax: 313-461-1383; e-mail: omnied@ameritech.com; Web site: http://www.biographytoday.com. N/A 2004 2016-11-21

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No Annotated Bibliographies Childhood Needs Childrens Rights Elementary Education Inner City Literacy Middle Schools Reading Instruction Reading Skills Student Needs Urban Education Writing Instruction Writing Skills Mason, Pamela A., Ed. Schumm, Jeanne Shay, Ed. Books Collected Works - General Reference Materials - Bibliographies International Reading Association International Reading Association, Newark, DE. English This collection of research-based articles is framed around the International Reading Association's 10 "literacy rights" of every child, outlining what children need to become competent readers and writers. Under Right 1--Children have a right to appropriate early reading instruction based on their individual needs--are the following articles: "Introduction" (Dolores B. Malcolm); "Good Reading Instruction Is More Important Than Who Provides the Instruction or Where It Takes Place" (Wanda B. Hedrick and Alice B. Pearish); "Talking the Walk" (Marjorie Faulstich Orellana and Arcelia Hernandez); and "Early Literacy for Inner-City Children:" (David B. Yaden, Jr. and others). Under Right 2--Children have a right to reading instruction that builds both the skills and the desire to read increasingly complex materials--are these articles: "Introduction" (Patricia Ruggiano Schmidt); "A Comparison of Innercity Children's Interpretations of Reading and Writing Instruction in the Early Grades in Skill-Based and Whole Language Classrooms" (Karin L. Dahl and Penny A. Freppon); and "Breaking Down Barriers That Disenfranchise African American Adolescent Readers in Low-Level Tracks" (Alfred W. Tatum). Under Right 3--Children have a right to well-prepared teachers who keep their skills up to date through effective professional development--are these articles: "Introduction" (William T. Hammond); "Cultural Attitudes toward Reading" (Mary Lee Field and Jo Ann Aebersold); and "Know Thyself and Understand Others" (Patricia Ruggiano Schmidt). Under Right 4--Children have a right to access a wide variety of books and other reading material in classroom, school, and community libraries--are these articles: "Introduction" (Barbara J. Diamond); "3.6 Minutes per Day" (Nell K. Duke); and "African American Children's Literature That Helps Students Find Themselves" (Bena R. Hefflin and Mary Alice Barksdale-Ladd). Under Right 5--Children have a right to reading assessment that identifies their st ED479917 Promising Practices for Urban Reading Instruction. 2003-00-00 ISBN-0-87207-518-4 569 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order no. 518-553, $39.95). Web site: http://www.reading.org. N/A 2004 2016-11-21

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Yes Classroom Techniques College Students Higher Education Sex Differences Student Behavior Student Participation Teacher Expectations of Students Teacher Student Relationship Teaching Methods Larkin, Judith E. Pines, Harvey A. Information Analyses Reports - Research Speeches/Meeting Papers Avoidance Behavior English Most teachers believe that students' active involvement in the classroom promotes learning. To this end, they engage in a variety of behaviors designed to produce participation, one of the most common of which is "calling on students" in class. A recent survey revealed, however, that 56% of a college student sample either disliked or strongly disliked this teacher behavior, and only 12% liked it. The consistency and magnitude of these negative reactions to making public a student's performance led us to investigate whether the practice of calling on students in class might lead students to engage in behavior designed to avoid the apparently negative social consequences of this action. The present study was thus designed to assess the frequency of avoidance behaviors and compare male and female responses to being called on in class. Results reveal that the common practice of calling on students resulted in a clear and unmistakable pattern of avoidance behavior as reported by both male and female students. Women were more likely to engage in the behaviors than men--possibly because they are more attuned to the potentially negative social consequences of looking foolish in public. Yet, the gender difference was less striking than the fact that so many students appeared to be seeking ways to avoid a psychologically unpleasant situation. (Contains 13 references and 2 tables.) (GCP) ED479918 When Teachers Call on Students: Avoidance Behavior in the Classroom. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Counselor Supervision Counselor Training Instructional Effectiveness Supervisor Supervisee Relationship Supervisory Methods Worthen, Vaughn E. Isakson, Richard L. Information Analyses Speeches/Meeting Papers English It has been stated that the supervisory relationship is as central to effective supervision as the therapy relationship is to effective therapeutic outcomes. Thus, being able to understand the elements of effective supervisory relationships, monitoring those relationships, and intervening as needed would be critical in effective supervision. This roundtable presentation discussed creating, assessing, and facilitating the supervisory relationship and presented supervisory relationship data from 2002-2003. Contains a copy of the "Supervision Outcomes Survey." (Contains 17 references and 7 tables.) (GCP) ED479919 Enhancing Supervisory Relationships. 2003-08-00 18 N/A 2004 8/19/2004 23:05:45 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Classroom Techniques Counselor Training Educational Cooperation Educational Environment Higher Education Teaching Methods Miller, Geri Elliott, Ellen Finch, Jennifer Kirkley, Dale Litten, DeLillian Nunn, David Brown, Jacky Lassiter, Pam Speeches/Meeting Papers English At the 2002 American Counseling Association Conference, eight individuals presented their experiences in classroom collaboration among four different settings (university classroom, university counseling wellness center, community college classroom, addiction counseling treatment center). Student activities, that were a part of the graduate classroom assignments, consisted of: administering a campus wide alcohol/drug use survey, presenting to a community college class, and conducting interviews at an addiction treatment center. The presentation panel was diverse in terms of: gender, degree type and level, amount of counseling experience (beginning to over twenty years), training level (bachelor's through doctoral), and professional roles (four students, one university professor, one university addiction counselor wellness coordinator, one community college teacher, and one addiction treatment counselor director). (Author) ED479920 Training Addiction Counselors: Collaborating through Diversity. 2002-03-00 9 N/A 2004 8/19/2004 23:05:47 RIEAPR2004 Paper presented at the American Counseling Association Conference (New Orleans, LA, March 22-26, 2002).

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Yes Community Resources Counseling Evaluation Methods Family Violence Intervention Standards Miller, Thomas W. Veltkamp, Lane J. Information Analyses Speeches/Meeting Papers English Health care providers recognize the importance of standards of care and standardized models of evaluation and intervention on cases of domestic violence. Examined are algorithms and care pathways being utilized to assure consistency in the evaluation and interventions offered where the spectrum symptoms of domestic violence are identified in the course of counseling. A review of the literature on the use of treatment guidelines is offered, as are treatment and legal considerations and community resources available to the counselor. (Contains 16 references and 2 tables.) (Author) ED479921 Algorithms and Care Pathways for Assessment and Counseling for Domestic Violence. 2003-08-00 Practitioners Counselors 25 N/A 2004 8/19/2004 23:05:48 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Attitude Measures Focus Groups Higher Education Rating Scales Reliability Statistical Distributions Undergraduate Students Validity Stapleton, Laura M. Edmonds, Meaghan Reports - Research English An exploratory reliability and validity study was conducted of a relatively new response scale developed in the marketing field. Unlike many Likert-type scales, the "unbounded write-in" scale is claimed to produce distributions that more closely approximate normal distributions. This type of scale has been used in large-scale marketing studies. This experimental study sought to determine whether the scale demonstrates item test-retest reliability and whether respondents use the range of the scale in similar ways. (whether two respondents who reported the same level really felt the same way, and whether they used the same point on the scale). Participants were 220 undergraduates who responded to 10 attitudinal items taken from the 1998 General Social Survey and presented as unbounded write-in scales. Results from the study are mixed. Findings suggest that the unbounded write-in scale may offer a reliable alternative to the Likert-type scale, although the claimed advantages of its distributional qualities were not seen in this study. Focus group comments, however, suggest that the scale might not reflect similar attitudes across individuals. Further study appears warranted. Three questionnaire versions are attached. (Contains 3 figures, 4 tables, and 19 references.) (SLD) ED479922 An Exploration of the Validity of the Unbounded Write-In Scale. 2003-00-00 23 N/A 2004 8/19/2004 23:05:50 RIEAPR2004

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Yes Ability Estimation (Mathematics) Item Response Theory Robustness (Statistics) Simulation Sadesky, Greg S. Reports - Research Invariance Item Parameters English In this study, the robustness of item parameter estimates with respect to the underlying distribution of abilities was explored. Using simulated datasets, item parameters were derived from a large sample representing the population versus samples representing a subset of ability and subsequently compared for possible mismatch. Comparisons were made under these conditions: (1) increasing differences between ability of examinees in the pilot sample and those of the population; and (2) the size of the pilot sample. All datasets were generated using DIFSUM, a computer program that permits the creation of dichotomous test data according to prespecified characteristics. In general, the study shows that item parameter estimates derived from a sample contain more errors when ability differences exist between the sample and its population. Fewer errors result when the size of the sample is increased. This finding highlights some limitations of the item invariance property claimed by item response theorists. Some of the limitations of the study are also discussed. (SLD) ED479923 Exploring Boundary Conditions on the Invariance Property of Item Parameter Estimates of Item Response Models. 2003-00-00 16 N/A 2004 2016-11-21

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Yes Portfolio Assessment Portfolios (Background Materials) Preservice Teachers Scoring Teacher Education Teacher Evaluation Mushi, Selina L. P. Guides - Non-Classroom English This document is a scoring guide that presents the Teacher-candidates' Overall Program Portfolio Scoring: Systematic, Comprehensive and Hierarchical Evaluative Measures of Excellence (TOPPS SCHEME) approach to scoring teacher candidates' program portfolios. The guide facilitates systematic, comprehensive, and hierarchical means of measuring and evaluating the overall performance excellence (knowledge, skills, and dispositions) of teacher candidates. The guide gives different elements of the portfolio different weights. Intra-rater and inter-rater reliability indices are used to indicate scorer agreement, and at least 95% scorer agreement is suggested. The scheme contains charts to evaluate portfolio elements, with summary computation and score interpretation pages to be completed when the rest of the scoring pages are finished. (SLD) ED479924 Teacher-Candidates' Overall Program Portfolio Scoring: Systematic, Comprehensive and Hierarchical Evaluative Measures of Excellence (TOPPS SCHEME). 2003-00-00 12 N/A 2004 8/19/2004 23:05:54 RIEAPR2004

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Yes Profiles Sample Size Structural Equation Models Kim, Se-Kang Reports - Research Speeches/Meeting Papers Bootstrap Methods Replication English The effect of bootstrapping was studied by examining whether major profile patterns were replicated when sample sizes were reduced. Profile patterns estimated from the original sample (n=645) of the Wechsler Preschool and Primary Scale of IntelligenceThird Edition (WPPSI-III) Standardization Data were considered major profiles. For bootstrapping, the original sample was reduced to n=50, n=25, and n=20. From each reduced sample, profile patterns were extracted and compared to the major profile patterns. Then, the bootstrapping technique was applied to the reduced sample, and the bootstrap correlation matrix was estimated. Using the correlation matrix, profile patterns were estimated, and they were compared to the major profile patterns. To measure correspondence between the major profiles, correlation coefficients were computed. The profile patterns obtained from reduced samples without bootstrapping were poorly matched with the major profiles, whereas the profile patterns from bootstrapped samples were well matched with the major profile patterns. The bootstrapping substantially contributed to replicating major profiles when sample sizes were severely reduced. (SLD) ED479925 Replication of Major Profile Patterns in Structural Equation Modeling: Effect of Bootstrapping in a Small Sample. 2002-04-00 29 N/A 2004 2016-11-21

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Yes Academic Achievement After School Programs Black Students Elementary Education Extended School Day Poverty Program Effectiveness Recreational Activities Remedial Programs Urban Schools Farmer-Hinton, Raquel L. Reports - Evaluative Speeches/Meeting Papers Chicago Public Schools IL English This study examined the impact of the Lighthouse program, a school-based, after-school remediation program in the Chicago Public Schools, on student academic achievement. The Lighthouse program included an extra hour of instructional time and an hour of recreational time. Between the two activities, students received a healthy late afternoon meal. Study data came from 2001 surveys of principals, teachers, and students at 491 elementary schools and from student test scores. Results indicated that between 2000 and 2001, Lighthouse students made 1-month gains in reading and math over non-Lighthouse students. Lighthouse students in predominantly African American schools were performing better in reading than their counterparts in schools that were not predominantly African American. Lighthouse students in high-poverty schools were doing much better than their counterparts in schools without high poverty percentages. Lighthouse students in high-poverty schools were least likely to be taught by their regular school day teachers, whereas, in predominantly minority schools, Lighthouse students were likely to have the same teacher from the regular school day. Predominantly African American and low-normed schools were more likely to extend the school day and/or serve more students. (Contains 29 references.) (SM) ED479926 When Time Matters: Examining the Impact and Distribution of Extra Instructional Time. 2002-02-11 35 N/A 2004 2016-11-21

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No Academic Achievement Acculturation American Indians Blacks Crime Cultural Pluralism Demography Economic Factors Elementary Secondary Education Ethnicity Higher Education Hispanic Americans Immigration Marriage Minority Group Children Public Policy Racial Differences Racial Discrimination Residential Patterns Selective Admission Thernstrom, Abigail, Ed. Thernstrom, Stephan, Ed. Books Collected Works - General Achievement Gap Stigma English This collection of papers includes: "The Demography of Racial and Ethnic Groups" (Stephan Thernstrom); "Immigration and Group Relations" (Reed Ueda); "What Americans Think about Race and Ethnicity" (Everett C. Ladd); "Wresting with Stigma" (Shelby Steele); "Residential Segregation Trends" (William A.V. Clark); "African American Marriage Patterns" (Douglas J. Besharov and Andrew West); "Crime" (James Q. Wilson); "Health and Medical Care" (Sally Satel); "Supporting Black Churches" (John Dilulio, Jr.); "Discriminations, Economics, and Culture" (Thomas Sowell); "Half Full or Half Empty? The Changing Economic Status of African Americans, 1967-1996" (Finis Welch); "Discrimination in Public Contracting" (George R. La Noue); "Desegregation and Resegregation in the Public Schools" (David J. Armor and Christine H. Rossell); "The Racial Gap in Academic Achievement" (Abigail Thernstrom); "Schools that Work for Minority Students" (Clint Bolick); "Preferential Admissions in Higher Education" (Martin Trow); "Racial and Ethnic Classifications in American Law" (Eugene Volokh); "Illusions of Antidiscrimination Law" (Nelson Lund); "Race, Ethnicity, and Politics in American History" (Michael Barone); "The Politics of Racial Preferences" (David Brady); "From Protest to Politics: Still an Issue for Black Leadership" (Tamar Jacoby); "The New Politics of Hispanic Assimilation" (Linda Chavez); "In Defense of Indian Rights" (William J. Lawrence); "The Battle for Color-Blind Public Policy" (C. Robert Zelnick); "One Nation, Indivisible" (Ward Connerly). (Papers contain endontes.) (SM) ED479927 Beyond the Color Line: New Perspectives on Race and Ethnicity in America. 2002-00-00 ISBN-0-8179-9872-2 449 Hoover Institution Press, Stanford University, Stanford, CA 94305-6010 ($19.95). Tel: 650-723-1754; Tel: 877-466-8374 (Toll Free); Fax: 650-723-1687; Web site: http://www.hoover.org. N/A 2004 2016-11-21

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No Academic Achievement Acquired Immunodeficiency Syndrome Adolescents Afrocentrism Blacks Disabilities Elementary Secondary Education Help Seeking Income Parent Child Relationship Public Housing Public Policy Quality of Life Racial Differences Severe Disabilities Social Support Groups Social Work Vocational Rehabilitation Wages Welfare Reform Miller, Sheila D., Ed. Books Collected Works - General Hemodialysis Medicaid Protective Factors Religiosity Arthritis Risk Taking Behavior English This book addresses physical, mental, and learning disabilities experienced across age, gender, and ethnic groups by the black race in the United States. After an introduction by Sheila D. Miller, the papers are: "A Study to Assess Patient Satisfaction of Transitioning from Medicaid to Managed Care by Sickle Cell Patients in Hampton Roads, Virginia" (Judy Anderson and Sheila D. Miller); "Help-Seeking and Risk-Taking Behavior among Black Street Youth: Implications for HIV/AIDS Prevention and Social Policy" (Cudore L. Snell); "Arthritis and the Role of the Physician in Nonmalignant Pain and Disability" (Carlton E. Miller); "The Context of Religiosity, Social Support and Health Locus of Control: Implications for the Health-Related Quality of Life of African-American Hemodialysis Patients" (Claudie J. Thomas); "Motivated but Fearful: Welfare Reform, Disability, and Race" (Sandra Emmonds Crewe); "Predicting Weekly Earnings for Consumers with Severe Disabilities: Implications for Welfare Reform and Vocational Rehabilitation" (Ted M. Daniels and Elijah Mickel); "Foster Care Children with Disabilities" (Jacqueline Marie Smith); "Public Housing Accommodations for Individuals with Disabilities" (Samuel B. Little); "Addressing Students' Social and Emotional Needs: the Role of Mental Health Teams in Schools" (Norris M. Haynes); "Parent-Adolescent Interaction: Influence on the Academic Achievement of African American Adolescent Males" (Sherin A. Shearin); "The State of Mental Health Services for Children and Adolescents: An Examination of Programs, Practices, and Policies" (Annie Woodley Brown); "100% Access, Zero Health Disparities, and GIS: An Improved Methodology for Designating Health Professions Shortage Areas" (Paul D. Juarez, Paul L. Robinson, and Patricia Matthews-Juarez); "A Study of the Influence of Protective Factors as a Resource to African American Males in Traditional Batterers' Interventions" (Norma Gray Jones); "African Centered Family Healing: An Alternative Paradigm" (Elijah Mickel); "A Model Program for African American Children in the Foster Care System" (Aminifu R. Harvey, Georgette K. Loughney, and Janae Moore); "Missed Opportunity and Unlimited Possibilities: Teaching Disability Content in Schools of Social Work" (Ruby M. Gourdine and Tiffany Saunders). (Papers contain references.) (SM) ED479928 Disability and the Black Community. 2002-00-00 ISBN-0-7890-2077-7 256 Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1580 ($24.95). Tel: 607-722-5857; Tel: 800-895-0582 (Toll Free); e-mail: orders@HaworthPress.com; Web site: http://www.HaworthPressinc.com. N/A 2004 2016-11-21

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No Academic Achievement Child Development Child Welfare Early Childhood Education Early Parenthood Elementary Secondary Education Foreign Countries Neighborhoods One Parent Family Poverty Public Policy Social Services Socioeconomic Status Welfare Reform Young Children Sawhill, Isabel V., Ed. Books Collected Works - General United Kingdom United Kingdom English This collection of papers asserts that the life prospects of children at the bottom of the socioeconomic ladder can be improved substantially, and the growing gap between them and more privileged children reduced, by making appropriate investments now. After an introduction by Isabel V. Sawhill, the nine papers are: (2) "Promoting the Healthy Development of Young Children" (Greg J. Duncan and Katherine Magnuson); (3) "When Work Alone is not Enough" (Robert Haverman); (4) "Preventing Early Childbearing" (Andrea Kane and Isabel V. Sawhill); (5) "Strengthening Fragile Families" (Irwin Garfinkel and Sara McLanahan); (6) "Family Policy and Academic Achievement" (David J. Armor); (7) "Providing Universal Preschool for Four-Year-Olds" (Barbara Wolfe and Scott Scrivner); (8) "Improving Neighborhoods for Poor Children" (Jens Ludwig); and (9) "The Blair Government and Child Poverty: An Extra One Percent for Children in the United Kingdom" (John Hills). (Papers contain references.) (SM) ED479929 One Percent for the Kids: New Policies, Brighter Futures for America's Children. 2003-00-00 Alcoa Foundation, Pittsburgh, PA. Foundation for Child Development, New York, NY. 204 Brookings Institution Press, 1775 Massachusetts Avenue, N.W., Washington, DC 20036 ($18.95). Web site: http://www.brookings.edu. N/A 2004 2016-11-21

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Yes Administrator Guides Educational Environment Elementary Secondary Education School Administration School Culture Peterson, Kent D. Deal, Terrence E. Books Guides - Non-Classroom English This guide is designed to help educational leaders reflect on their actions, intentions, and understanding to hone leadership skills as they work to improve their students' learning environment. It provides activities to develop cultural leadership, and deepens and makes concrete the concept of school culture by connecting it to school and student success. Three key processes for shaping cultural ways and traditions underlie the chapters. Leaders must: (1) read the culture; (2) assess the culture; and (3) reinforce or transform the culture. Each chapter begins with a discussion of the features of culture and roles of symbolic leaders. These discussions are often followed by a set of examples to illustrate the ideas. Next, the book provides specific activities that individuals or a team of teachers or other group can use. Some are specifically designed as group activities, with suggestions for how to organize the session. Others are meant to stimulate reflection; they are often posed as questions for the reader. Almost all the activities can be used with groups, in which case the questions can become topics for dialogue or group brainstorming. Ideas of interest are interspersed that provide the reader with additional issues to consider or use with staff. (Contains 12 references.) (RT) ED479930 The Shaping School Culture Fieldbook. The Jossey-Bass Education Series. 2002-00-00 ISBN-0-7879-5680-5 Practitioners 146 Customer Care Center, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($29). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: consumers@wiley.com; Web site: http://www.josseybass.com/. N/A 2004 8/19/2004 23:06:04 RIEAPR2004

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Yes Academic Achievement Black Students Economics of Education Educational Finance Educational Vouchers Elementary Education Private School Aid Private Schools School Choice Scores Student Financial Aid Test Results Tests Peterson, Paul E. Howell, William G. Reports - Research New York (New York) New York (New York) English This report presents a fresh analysis of data from an earlier study (Brookings 2002) on the test scores of African American students in a small, targeted voucher program. This new analysis was undertaken in response to an unpublished paper by Krueger and Zhu (Princeton University) disputing some of the findings of the original study. In 1997 some 1,200 New York City public school students in grades K-4 received vouchers worth up to $1,400 annually to help pay the cost of private school through a program operated by the School Choice Scholarships Foundation. The vouchers were initially guaranteed for 3 years. Because vouchers were awarded randomly, the program was studied as a randomized field trial. Results of the original study showed students who were retested after 1, 2, and 3 years scored higher, on average, than their peers in public schools on the combined reading and math portions of the Iowa Tests of Basic Skills. The new analysis of the program yielded results consistent with the initial findings: Attendance at a private school had significantly positive effects on African American students' test scores but had no effects, positive or negative, on those of Hispanics or other ethnic groups. (Contains 52 endnotes and 4 tables.) (WFA) ED479931 Efficiency, Bias, and Classification Schemes: Estimating Private-School Impacts on Test Scores in the New York City Voucher Experiment. 2003-06-00 39 For full text: http://www.ksg.harvard.edu/pepg/pdf/Estimating%20Impact%20of%20Test%20Scores%2006.12.03.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Educational Environment Educational Policy Educational Practices Educational Principles Elementary Secondary Education Outcomes of Education School Effectiveness School Organization Teacher Education Teacher Expectations of Students Teacher Student Relationship Teaching (Occupation) Theory Practice Relationship Urban Education Plaut, Susan, Ed. Sharkey, Nancy S., Ed. Books Collected Works - General English This collection of articles focuses on connections between education policy and teaching and learning practice. The articles place special emphasis on teaching in urban settings and on improving teacher-student interactions in the classroom. The articles--organized around three major themes: (1) race, culture, power, and language; (2) teacher expectations and school effectiveness; and (3) school accountability and teacher control--are as follows: "The Silenced Dialogue: Power and Pedagogy in Educating Other People's Children" (Lisa D. Delpit); "Because You Like Us: The Language of Control" (Cynthia Ballenger); "Apprenticing Adolescent Readers to Academic Literacy" (Cynthia L. Greenleaf, Ruth Schoenback, Christine Cziko, and Faye L Mueller); "Blind Vision: Unlearning Racism in Teacher Education" (Marilyn Cochran-Smith); "Student Social Class and Teacher Expectations: The Self-Fulfilling Prophecy in Ghetto Education" (Ray C. Rist); "Lesson from Students on Creating a Chance to Dream" (Sonia Nieto); "Promoting the Success of Latino Language-Minority Students: An Exploratory Study of Six High Schools" (Tamara Lucas, Rosemary C. Henze, and Ruben Donato); "A Charter to Educate or a Mandate to Train: Conflicts between Theory and Practice" (Johanna Elena Hadden); "Organizational Control in Secondary Schools" (Richard M. Ingersoll); and "Getting to Scale with Good Educational Practice" (Richard F. Elmore). (WFA) ED479932 Education Policy and Practice: Bridging the Divide. Harvard Educational Review Reprint Series. 2003-00-00 ISBN-1-916690-40-7 310 Harvard Education Press, 8 Story Street, 1st Floor, Cambridge, MA 02138 ($19.95). Tel: 617-495-3432; Fax: 617-496-3584; e-mail: hepg@harvard.edu; Web site: http://www.gse.harvard.edu/hepg/hep.html. N/A 2004 8/19/2004 23:06:09 RIEAPR2004

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Yes Accountability Administrative Principles Administrator Characteristics Administrator Responsibility Administrator Role Educational Improvement Elementary Secondary Education Instructional Leadership Leadership Styles Principals School Administration Teacher Administrator Relationship Lashway, Larry ERIC Publications Reports - Descriptive ERIC Clearinghouse on Educational Management, Eugene, OR. English This information analysis discusses the changing role of the principal in light of the growth of standards-based accountability during the decade of the 1990s and into the 21st century. The paper begins with an overview of the expectations of school leaders and the changes in school leadership. This is followed by definitions of school leadership that include professional standards, core practices that seem consistent with the standards, the various roles the principal plays, and some of the common challenges the principal faces in meeting expectations. The next section discusses the dominance of instructional leadership over the past several decades; many educators believe that student learning should be at the center of the principal's role. The remainder of the paper addresses the role of the principal in light of the current reform movement. Topics include the principal as leader in implementing school reform; leadership styles, particularly distributed, or collaborative, leadership; and the principal as moral leader and role model for the school community. (Contains 13 Web sources and 35 references.) (WFA) ED479933 Role of the School Leader. Trends and Issues. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 14 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric.uoregon.edu/trends_issues/rolelead/index.html. N/A 2004 8/19/2004 23:06:10 RIEAPR2004

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No Career Education Disadvantaged Youth Educational Legislation Elementary Secondary Education Enrollment Influences Foreign Countries Government Role High Risk Students Intervention Nonformal Education Nongovernmental Organizations Nontraditional Education Population Trends Private Agencies Public Education School Holding Power Student Behavior Student Characteristics Student School Relationship Vocational Education Irwanto, Pak Hendriati, Agustina Hestyanti, Yohana Ratrin Books Reports - Descriptive Indonesia Indonesia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English In 1994, the government of Indonesia began to provide universal education for at least 9 years' duration. Enrollment rates of children aged 7 to 12 years rose to about 90 percent. Nevertheless, there is ample evidence that many children may not be able to participate fully in schools because of work or other reasons. This book presents an outline of a study of educational programs for disadvantaged youth managed and delivered by government institutions and by private organizations. The report includes an overview of each of the programs run by the Indonesian government and examples of best practices from private organizations. The report also discusses such issues as certification, linkages, and national legislation, and the challenges these issues pose. Following an introduction (Section 1), the report contains five additional sections: (2) "Characteristics of the Young Disadvantaged in Indonesia"; (3) "The Impacts of the Current Crisis on Education"; (4) "Strategies for the Young Disadvantaged: The Roles Played by Different Stakeholders"; (5) "Trends and Challenges in Providing Alternative Education for the Young Disadvantaged"; and (6) "Concluding Remarks: Reconstructing Alternative Education." (Contains 32 references, 20 tables, and 4 boxes.) (WFA) ED479934 Alternative Education for Disadvantaged Youth in Indonesia. Strategies of Education and Training for Disadvantaged Groups. 2001-00-00 125 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Central Office Administrators Disadvantaged Schools Educational Environment Educational Improvement Elementary Secondary Education Foreign Countries Government Role Government School Relationship Public Education Public Schools School Accounting School Administration School Culture School Organization School Personnel School Statistics School Supervision School Surveys De Grauwe, Anton Books Information Analyses Namibia Support Services Tanzania Zimbabwe Botswana Botswana Namibia Tanzania Zimbabwe United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English Through narration and with the aid of 27 tables and 11 figures, this book reports on the school supervision system in four African countries. (The research is part of a larger series of studies sponsored by UNESCO and the International Institute for Educational Planning.) The countries studied were Botswana, Namibia, Tanzania, and Zimbabwe. The study examined the role played by individual supervisors and supervision services provided by national education departments and regional authorities. Depending on the country, data for the study were gathered from interviews with national and regional administrators, various types of inspectors and consultants, principals, and teachers. The samples illustrate the daily operation and the circumstance within which supervisors actually work. The report is organized into four parts: (1) "General Overview of Supervision and Support Structures"; (2) "Management of Supervision and Support Services"; (3) "The Actual Operation of Supervision and Support Services"; and (4) "Overall Assessment." Two major conclusions of the study are that reform is feasible with minimal additional financing and that supervision services should concentrate on the needs of individual disadvantaged schools. This publication forms the first volume of the study. Volume 2 presents the four national diagnoses undertaken as part of the study. (WFA) ED479935 School Supervision in Four African Countries. Volume I: Challenges and Reforms. Trends in School Supervision. 2001-00-00 ISBN-92-803-1207-3 152 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Budgeting Budgets Costs Economics of Education Educational Finance Elementary Secondary Education Expenditures Financial Needs Financial Policy Foreign Countries Government Role Instructional Student Costs Operating Expenses Private School Aid Public Education Resource Allocation Student Financial Aid Student Loan Programs Can, Nguyen Ba Long, Vu Van Tam, Phan Thanh Sinh, Nguyen Thi Books Reports - Descriptive Vietnam Vietnam United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English Vietnam started market reforms earlier than other countries in Southeast Asia and is used as a role model by the Asian Development Bank. Nevertheless, complicated bureaucracy and regional differences hinder improvements in financial management in education. The budgeting process, in particular, is cumbersome. This book presents a report of a detailed description of the challenges for educational finance and budgeting in Vietnam. Section I, "Budget Procedures," addresses the general framework of procedures; budgetary procedures and time frames; responsibilities of government agencies; preparation of the budget; and the budget approval process. Section II, "Implementation of the Budget," discusses distribution of the budget; allocation of the state budget and flows of money; implementation of the budget; and budgetary diversification, which includes payment of learners, mobilization of the business and industrial sectors, enlargement of private schools, international assistance, student loans, and designs of national target programs. Included in appendices are a discussion of the education sector in Vietnam in the process of economic transition, and budgetary education procedures, supplemented by tables and charts. (WFA) ED479936 Educational Financing and Budgeting in Viet Nam. Financial Management of Education Systems. 2001-00-00 136 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001261/126143e.pdf. N/A 2004 2016-11-21

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No Budgeting Budgets Costs Economics of Education Educational Finance Elementary Secondary Education Expenditures Financial Needs Financial Policy Foreign Countries Government Role Higher Education Instructional Student Costs Operating Expenses Public Education Resource Allocation Pheng, Duy Sovonn, Hang Soly, Yos Books Reports - Evaluative Cambodia Cambodia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book contains a detailed description of the challenges faced by educational finance and budgeting in Cambodia. Until recently, educational financing took the form of emergency budgets and was limited to government planning for teacher salaries and costs of examinations. There has been a general lack of coordination between provinces and the central government in education finance and budgeting. The report is organized into five sections: (1) "Introduction" includes general background information on Cambodia and its education system; (2) "Financial Issues in Cambodian Education" addresses macroeconomic and broad issues, budget issues, internal finance issues, patterns and trends in education spending, and disbursement performance for education from 1996 to 1999; (3)"Procedures of Budget Preparation in Cambodia" discusses the general framework of procedures for budget preparation; (4) "Procedures of Budget Implementation" describes the general procedures for budget implementation; and (5) "Recommendation" contains 10 specific recommendations for improving the education budgeting process. Also included in the report are 10 appendices that generally supplement the text with graphs, charts, tables, and outlines of procedures. (WFA) ED479937 Educational Financing and Budgeting in Cambodia. Financial Management of Education Systems. 2001-11-00 112 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Budgeting Budgets Costs Economics of Education Educational Finance Elementary Secondary Education Expenditures Financial Needs Financial Policy Foreign Countries Government Role Higher Education Instructional Student Costs Operating Expenses Preschool Education Private Colleges Private School Aid Public Education Resource Allocation Teacher Salaries Kousherbaev, Krymbek Aryn, Erlan Ereshaev, Bauyirjan Kuchukowa, Nurilya Satova, Raushan Usenova, Gauhar Magenova, Kulyanda Rahinjanova, Nagjan Sultanova, Bahyita Books Reports - Evaluative Kazakhstan Kazakhstan United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book provides an indepth description and analysis of financial management and budgetary procedures for education in Kazakhstan, one of the centrally planned economies of the former Soviet Union. The case of Kazakhstan is characterized by its radical and bold policies to improve educational financing and budgeting during the 1990s. Chapter 1, "General Characteristics of the Education System Budget of the Republic of Kazakhstan," provides background and an analysis of the budget system at the time the report was prepared. Chapter 2, "Reformation of the Budgetary Process in the Republic of Kazakhstan," discusses the order of preparation, consideration, and approval of the republic's budget; funding of educational staff; and organization of an effective legal basis for the education system. Chapter 3, "Strategy of Reforming the Education System and Its Financing," addresses reforms of the education system at the beginning of the 21st century and new criteria for financial financing. Appended are 9 charts and 30 tables that illustrate a wide variety of topics, including enrollment figures, student and school demographics, expenditures, and teacher and administrator salaries. (WFA) ED479938 Educational Financing and Budgeting in Kazakhstan. Financial Management of Education Systems. 2001-05-00 163 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Budgeting Budgets Costs Curriculum Economics of Education Educational Finance Educational Vouchers Elementary Secondary Education Expenditures Financial Needs Financial Policy Foreign Countries Government Role Higher Education Instructional Student Costs Operating Expenses Preschool Education Public Education Resource Allocation Tuition Nanzaddorj, Buluut Books Reports - Evaluative Mongolia Mongolia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book provides an indepth description and analysis of financial management and budgetary procedures for education in Mongolia. Chapter titles describe the content of the book: (1) "General Information"; (2) "Description of the Education System"; (3) "Macroeconomic Review"; (4) "Educational Financing and Budgeting in Mongolia"; (5) "General Principles of Budget Adoption"; (6) "Time-Frame for Budget Preparation"; (7) "Principles of Budgetary Educational Planning"; (8) "Planning Norms for Estimating the Education Budget"; (9) "Educational Credits"; (10) "Other Educational Expenditures"; (11) "Expenditure on Education for One Child of a Civil Servant"; (12) "Process of Budget Implementation"; (13) "Education Budget for 2000"; and (14) "Behavior of Actors," which discusses the role of the ministers of education and finance. Appended are 20 tables and 2 charts that illustrate a wide variety of topics, including enrollment figures, variable costs per student in various educational settings, and general curriculum of Mongolian schools. (WFA) ED479939 Educational Financing and Budgeting in Mongolia. Financial Management of Education Systems. 2001-00-00 125 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Career Education Compensatory Education Disadvantaged Environment Disadvantaged Youth Educational Policy Educationally Disadvantaged Elementary Secondary Education Foreign Countries High Risk Students Lower Class Students Nongovernmental Organizations Public Education Remedial Programs Socioeconomic Influences Supplementary Education Vocational Education Piromruen, Smarnjit Keoyote, Sen Books Information Analyses Thailand Thailand United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book looks at the current spectrum of programs dealing with education for disadvantaged youth in Thailand. In spite of a lack of literature on the subject, it presents a diversity of information collected from various public and private organizations. The first chapter brings into focus the negative effects of the recent economic crisis, which has aggravated the problems of disadvantaged youth in Thailand. Chapter 2 analyzes the different types of programs aimed at assisting this group and divides these programs into six categories: compensatory programs, basic education programs, vocational training programs, integrated basic/vocational programs, programs for children in especially difficult circumstances, and other types. On this basis, policy and strategy-related recommendations are set out in chapter 3, with a view to accommodating them to the present framework of structural and substantive reforms of the educational system of the country. The book concludes by highlighting the need for a clear-cut coordination of, and linkages between, the various players involved and their respective roles: the development of curricula and activities by the central authorities; a more active involvement of local authorities and communities; and assistance from the private sector both in service and in kind. (Contains 23 tables, 3 graphs, and 28 references.) (Author) ED479940 Education and Training Strategies for Disadvantaged Groups in Thailand. Strategies of Education and Training for Disadvantaged Groups. 2001-00-00 106 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Central Office Administrators Disadvantaged Schools Educational Environment Educational Improvement Elementary Secondary Education Foreign Countries Government Role Government School Relationship Public Education Public Schools School Accounting School Administration School Culture School Organization School Personnel School Statistics School Supervision School Surveys De Grauwe, A., Ed. Books Collected Works - General Reports - Evaluative Namibia Support Services Tanzania Zimbabwe Botswana Botswana Namibia Tanzania Zimbabwe United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This publication forms the second volume of a report on a study of the school supervision system in four African countries. (The research is part of a larger series of studies sponsored by UNESCO and the International Institute for Educational Planning.) The countries studied were Botswana, Namibia, Tanzania, and Zimbabwe. The study examined the role played by individual supervisors and supervision services provided by national education departments and regional authorities. Volume 2 presents the four national diagnoses undertaken as part of the study. Specifically, this volume presents for each of the four countries: (1) a general overview of supervision and support structures; (2) basic facts and critical issues regarding the management of supervision services; (3) a case study of daily operation of supervision and support services in a selected district; and (4) an overall assessment of supervision and support services. The basic information is supplemented by numerous tables, charts, and lists. (WFA) ED479941 School Supervision in Four African Countries. Volume II: National Diagnoses--Botswana, Namibia, Tanzania, Zimbabwe. Trends in School Supervision. 2001-00-00 ISBN-92-803-1207-3 298 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Access to Education Disadvantaged Schools Educational Demand Educational Equity (Finance) Educational Opportunities Educational Policy Educationally Disadvantaged Elementary Secondary Education Equal Education Foreign Countries Mathematics Achievement National Standards Nondiscriminatory Education Outcome Based Education Partnerships in Education Public Schools Reading Achievement School Based Management Henry, Miriam Books Reports - Evaluative Australia Australia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book presents an overview of the different policy approaches to educational disadvantage and equity within the Australian public school system. It highlights two general trends: the shift toward school-based management and funding approaches increasingly directed toward reading and mathematics achievement. More specifically, the book: (1) provides an overview of current approaches to equity in Australian public schools in the context of Australia's federal structure; (2) discusses differing policy approaches, the underlying assumptions for such approaches, and reasons for changing approaches; and (3) offers two examples of good practices for addressing educational disadvantage and comments on how principles deriving from such practices may be integrated into broader policy and system frameworks. The book draws on research conducted in 1998 involving interviews with key national policymakers and five selected education authorities, together with an analysis of relevant documents from these authorities. It concludes that the most successful programs to foster equity steer away from extremes. The most important factor is involvement. Successful programs involve the community, teachers, and schools as active partners in reform and engage students intellectually and socially in the learning process. (WFA) ED479942 Policy Approaches to Educational Disadvantage and Equity in Australian Schooling. Strategies of Education and Training for Disadvantaged Groups. 2001-00-00 79 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Access to Education Disadvantaged Environment Disadvantaged Schools Disadvantaged Youth Dropout Rate Economically Disadvantaged Educational Finance Enrollment Rate Equal Education Foreign Countries High Risk Students Nongovernmental Organizations Primary Education Public Schools School Administration Socioeconomic Influences Urban Education Juneja, Nalini Books Reports - Evaluative United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book discusses primary education of the poor in the city of Mumbai, India. It focuses on the city of Mumbai itself and the poor who live in it, answering questions such as What makes the city the way it is? What does it mean to be poor in Mumbai? and How does the poverty of the poor in Mumbai affect their chances of receiving a basic education? The book examines the different implications for public authorities in relation to their role in providing primary education, as well as their relations with the various other players--private and public--working with the poor. The book begins with an examination of the interplay among poverty, education, and the city. It then reviews the roles of the two major entities working for the attainment of universal education: the Municipal Corporation, which includes the department of education, and nongovernmental organizations. The book concludes by highlighting some of the areas where change is clearly needed and by making suggestions on how to bring about these changes. The text is supplemented by many tables, graphs, charts, and summaries of important points. (WFA) ED479943 Primary Education for All in the City of Mumbai, India: The Challenge Set by Local Actors. School Mapping and Local-Level Planning. 2001-00-00 162 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:06:36 RIEAPR2004

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No Access to Education Economically Disadvantaged Economics of Education Educational Equity (Finance) Educational Finance Educational Opportunities Elementary Secondary Education Equal Education Family Financial Resources Family Involvement Foreign Countries Parent Participation Public Schools Resource Allocation Student Costs Student Financial Aid Tuition Lerotholi, Liteboho Maqalika Books Reports - Evaluative Lesotho Lesotho United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This publication addresses tuition and other fees practiced in education as a means of cost sharing in Lesotho (a small, underdeveloped African nation). The case of Lesotho is an extreme example of household and community financing of education, both at the primary and secondary level, with parents paying for the bulk of their children's schooling. The study reported here looked into the issues raised by such a situation, such as equity and access, as well as management and ownership considerations. The study found that household and community financing tends to lead to a widening of the gap between the rich and the poor, yet it does not imply that the families and communities who invest in education take a greater interest in their schools than would otherwise be the case. The Ministry of Education, although under-resourced, still has an important role to play, particularly in setting standards, rationalizing tuition fees, and introducing special measures for those unable to pay fees. The report stresses the need for a judicious allocation of the scarce public funds available and suggests strategies to maximize the positive aspects of the current system while minimizing the negative ones. Appended are: numerous tables and charts and interview questions. (Contains 24 references and 8 tables.) (Author) ED479944 Tuition Fees in Primary and Secondary Education in Lesotho: The Levels and Implications for Access, Equity, and Efficiency. Financial Management of Education Systems. 2001-00-00 108 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Educational Assessment Educational Environment Educational Improvement Educational Planning Educational Quality Educational Research Effective Schools Research Elementary Secondary Education Foreign Countries Outcomes of Education Program Effectiveness School Choice School Effectiveness School Organization Scheerens, Jaap Books Guides - Non-Classroom Information Analyses United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This monograph reviews various strands of research on school effectiveness in developed and developing countries. It addresses a central theme of educational planning: how deliberate actions by policymakers, school administrators, teachers, and parents can help in the attainment of educational goals. Chapter 1, "Conceptualization: Perspectives on School Effectiveness," defines the concept of school effectiveness. The definitions implied in empirical school-effectiveness research are compared with economic and organizational definitions. Chapter 2, "Research: A Review of the Evidence from Developed and Developing Countries," reviews the various strands of educational-effectiveness research, with special attention to studies carried out in developing countries. Chapter 3, "Theory: School Effectiveness and Perspectives on Planning," relates the research evidence to more established social-scientific theory to discover the underlying mechanisms of what makes schooling effective. Chapter 4, "Application: Use of the School-Effectiveness Knowledge Base for Monitoring and Evaluation Procedures," examines the use of the identified effectiveness-enhancing factors as a model for school improvement. Implications for educational planners are summarized in a brief final chapter. The report concludes that research findings should be applied, in particular, to monitoring and evaluation practice. Also contains examples of national educational indicator systems and school self-evaluations, along with 140 references. (WFA) ED479945 Improving School Effectiveness. Fundamentals of Educational Planning. 2000-00-00 ISBN-92-803-1204-9 141 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:06:40 RIEAPR2004 Financial assistance provided by the Swedish International Development Co-operation Agency (SIDA).

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Yes Allied Health Occupations Education Associate Degrees College Curriculum Demand Occupations Educational Certificates Entry Workers Labor Force Development Labor Needs Literature Reviews Program Development Radiologic Technologists Radiology Student Certification Two Year Colleges Collins, Dale E. Information Analyses Opinion Papers Alaska University of Alaska Anchorage Alaska English A literature review was conducted to establish criteria for the development and establishment of an associate degree program in radiologic technology in Alaska, where traditional education programs had been slow to respond to the current personnel shortage. The information was obtained from a variety of state, regional, and national organizations dating back about 10 years. Twenty-three sources were identified, based on relevance and applicability of recommendations. Several recommendations for length and content of career entry education were considered. Health professions core education, ways to meet the growing shortage of personnel resources, and establishment of foundational education for career advancement were all addressed. The resulting program was an associate of applied science degree in radiologic technology developed by the University of Alaska-Anchorage and delivered over 5 semesters (20 months) using 3 prerequisite courses and 62 credits hours of degree course work (47 professional credits, 15 general degree credits). Successful completion would meet eligibility guidelines for American Registry of Radiologic Technologists certification. (YLB) ED479946 Recommendations for Radiologic Technology Workforce Development. 2003-00-00 29 N/A 2004 2017-03-16

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Yes Administrators Career Development Confidentiality Conflict Discipline Educational Cooperation Ethics High Schools Legal Responsibility Middle Schools Role Perception School Counselors Teacher Certification Williamson, Ronald D. Broughton, Elizabeth Hobson, Suzanne Information Analyses Reports - Research Speeches/Meeting Papers English This study stems from and builds upon an earlier project that involved aspiring school counselors and school leaders in a cross-discipline project to learn about the differing roles, legal, philosophical and ethical expectations for each group, and approaches to collaboration. During this earlier project, a series of seminars was held to engage these two groups in working collaboratively to identify problems of practice issues they expected to face as they began their new career. The current study was designed to investigate the degree of similarity and difference in the perspectives of middle and high school counselors and school leaders in one Midwestern state with regard to the major points of conflict identified in the study. This study also sought to identify strategies employed by school leaders and school counselors to minimize points of conflict and maximize collaboration. The study found significant differences between school counselors and school administrators on several of the educational issues, including collaboration and conflict, confidentiality, discipline, career development, and teacher certification for school counselors. (Contains 18 references and 5 tables.) (GCP) ED479947 Shaping the Future: Collaborative Opportunities for School Administrators and School Counselors. 2003-08-07 Administrators Practitioners Counselors 15 N/A 2004 8/19/2004 23:06:44 RIEAPR2004 Paper presented that the Annual Conference of the National Council of Professors of Educational Administration, (57th, Sedona, AZ, August 5-8, 2003).

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Yes Aspiration Creativity Evaluative Thinking High Schools Higher Education Hostility Intelligence Smoking Social Bias Student Characteristics Teacher Attitudes Teacher Expectations of Students Outten, Rebecca Rowles, Peggy Chambliss, Catherine Information Analyses Reports - Research Conscientiousness Faculty Attitudes Nonsmokers English The present study assessed high school and college faculty members perceptions of students who smoke and students who do not smoke. Respondents included 37 college faculty members and 35 high school faculty members. Respondents completed a one-page survey consisting of items pertaining to current and previous personal smoking habits, motivations for smoking and not smoking, and perceptions of smokers and nonsmokers. Participants were asked to describe their impression of an average student in these two categories along the following dimensions: intelligence, hostility, judgment, artistic creativity, independence, conscientiousness, and ambition. Within subject t-test analyses conducted on the responses from high school and college faculty members revealed that smokers were rated more negatively on all of the personality dimensions assessed, except for artistic creativity. (Contains 22 references and 2 tables.) (GCP) ED479948 Faculty Members' Attitudes toward Students Who Smoke: The Last Permitted Type of Discrimination. 2003-00-00 13 N/A 2004 2016-11-21

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No Academic Achievement Antisocial Behavior Classification Context Effect Emotional Problems Family Relationship Illegal Drug Use Males Mental Health Peer Groups Wekerle, Chris Skilling, Tracey Adlaf, Edward Paglia, Angela Leung, Eman Reports - Research Student Engagement English This document contains presentation slides from a study on antisocial male youth. The study sought to identify an antisocial taxon, and to demonstrate that taxon membership would possess external validity and predict antisocial behavior correlates (low school achievement, poor family relations, and internalizing problems). The results revealed 9 taxometric indicators, based on DSM-IV Conduct Disorder indicators. The results are discussed in terms of contextual correlates, school engagement, individual achievement, peer groups, non-medical drug use, and mental health. (GCP) ED479949 Antisocial Male Youth: Considering Patterns of Vulnerability and Problem Behavior. 2003-08-00 21 CAMH, Queen Street Site, 1001 Queen St. West, Toronto, Ontario, M6J 1H4 Canada. Web site: http://camh.net/. N/A 2004 2016-11-21

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No Caregiver Child Relationship Caregiver Training Child Care Early Intervention Helping Relationship Home Visits Infants Interpersonal Relationship Job Training Occupational Therapy Professional Development Supervisor Supervisee Relationship Supervisory Training Toddlers Videotape Recordings Zbar, Lisa, Producer Non-Print Media Reports - Descriptive Parent Provider Relationship Training Materials Vignettes Early Head Start Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English Observing and reflecting upon actual interactions between professionals and families in a variety of settings can be a valuable tool in training professionals, who work with young children and their families. This 65-minute videotape presents five 10-minute segments of interactions between professionals and families: (1) occupational therapists home visit with a child with special needs; (2) morning drop-off at a child care center; (3) supervision; (4) home visit with a Spanish-speaking family (in Spanish); and (5) an Early Head Start home visit. While the vignettes portray varied services, the overarching focus is on the relationship between the provider and the family. Following each vignette are on-screen discussion questions to help staff hone observation skills and connect observations to their own work, a discussion among Zero to Three colleagues focusing on the practice issues raised, and additional on-screen questions to spark dialogue among viewers. A booklet accompanying the videotapes describes the video components, provides suggestions for using the videotape in professional development, and reproduces the reflection and discussion questions for each vignette. (KB) ED479950 Learning through Observation: 5 Video Vignettes To Spark Reflection and Discussion. 2003-00-00 ISBN-0-943657-62-8 Community Practitioners Teachers 12 Zero to Three, P.O. Box 960. Herndon, VA 20172 ($64.95, #V101-WEB). Tel: 800-899-4301 (Toll Free); Fax: 703-661-1501; e-mail: orders@zerotothree.org; Web site: http://www.zerotothree.org. N/A 2004 2016-11-21

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No Child Rearing Coping Disadvantaged Environment Economically Disadvantaged Family Needs Family Support Foreign Countries Neighborhoods Parent Attitudes Poverty Public Policy Social Support Groups Ghate, Deborah Hazel, Neal Books Reports - Research Risk Factors Family Community Relationship Great Britain United Kingdom (Great Britain) English With a unique focus on the effects of poverty on parenting in Britain, this book explores what professionals and policy makers can do to support families living in poverty. The book details findings and conclusions of a large national study of parents living in poverty conducted by the Policy Research Bureau between 1997 and 1999. The study involved face-to-face survey interviews with over 1,700 parents or main carers of children up to 16 years of age and in-depth qualitative follow-up interviews with a subsample of 40 parents. The study examined community-level poverty and its relationships to family and individual problems, such as low-income, poor mental health and child behavioral difficulties, as well as the wider help parents receive, through both formal support services and informal networks of family and friends. The first part of the book provides an introduction and background to the study, followed by the study methodology and demographic characteristics of the sample. The second part examines stress factors found at the individual, family, and community and neighborhood levels. The third part examines social supports to parents in poor environments, at the informal, semiformal and formal levels, as well as deficits in support found in poor neighborhoods. The fourth part of the book looks at parents' coping strategies, identifying why certain risk factors appear more prejudicial to coping than others, and the extent to which social support enhances parents' ability to cope. Part 5 concludes the book with a summary of the study's key findings in relation to patterns of need and support, what parents really want from support services, and implications and recommendations for policy and practice. (Contains 185 references.) (HTH) ED479951 Parenting in Poor Environments: Stress, Support, and Coping. 2002-00-00 ISBN-1-84310-069-X 315 Taylor & Francis/Routeledge, 10650 Toebben Drive, Independence, KY 41051 ($28.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: post@jkp.com; Web site: http://www.jkp.com. N/A 2004 2016-11-21

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Yes Alaska Natives American Indian Education American Indians Bilingual Education Cultural Education Culturally Relevant Education Hawaiians Higher Education Indigenous Personnel Native Language Instruction Preservice Teacher Education Student Teacher Attitudes Teacher Education Programs Tribally Controlled Education Trujillo, Octaviana V. Figueira, Anna Viri, Denis Manuelito, Kathryn Reports - Research Speeches/Meeting Papers English The first year of an ongoing 3-year study focused on the attitudes of Native American preservice teachers toward the inclusion of language and culture in schooling, how teacher preparation programs impact these attitudes, and components of teacher education programs that meet the needs of Native students. Data were gathered via surveys of 232 American Indian, Alaska Native, and Native Hawaiian preservice teachers enrolled in 27 teacher preparation programs in 12 states; interviews with program directors; and document analysis. Fifteen of the programs were based at tribal colleges. Preliminary results indicate that the vast majority of the sample felt that Native language and culture should be included, in some manner, in the schooling of Native students. However, only a very small percentage of respondents felt professionally prepared for this undertaking as they approached their induction year as teachers. Slightly more than half of the teacher education programs focused specifically on methodology and pedagogy to facilitate the integration of Native culture, and less than half provided training in techniques for teaching Native languages, English as a second language, or bilingual education. Data from this first phase of the project will guide participant selection for case studies to be undertaken in the second phase, which will examine factors in teaching environments that support or thwart teacher efforts to situate learning within the local context. (Contains 30 references) (TD) ED479952 Native Educators Interface with Culture and Language in Schooling. 2003-04-00 Office of Indian Education (ED), Washington, DC. Office of Educational Research and Improvement (ED), Washington, DC. 19 N/A 2004 8/19/2004 23:06:53 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No American Indian Education American Indian Languages Biculturalism Bilingual Education Cultural Awareness Educational Change Educational Needs Educational Policy Foreign Countries Hegemony Indigenous Populations Luykx, Aurolyn Opinion Papers Speeches/Meeting Papers Bolivia Ecuador Language Policy Peru Bolivia Ecuador Peru English In recent years, several Andean nations have implemented reforms addressing the educational and social marginalization of Indigenous populations. Bilingual-intercultural education plays a prominent role in these reforms, and national bureaucracies have arisen around the goals of linguistic standardization and development of Indigenous language curriculum materials. Language policies have focused mainly on adapting Indigenous languages to forms and functions associated with non-Indigenous institutions, like the school. There is scant attention to Indigenous language styles and genres, or to what these reveal about cultural diversity. Language policies based on a conception of language as code, rather than as cultural practice, leave intact most social and cultural mechanisms by which minority-language speakers are denied access to social resources. The political emphasis on symbolic gestures that leave traditional linguistic hierarchies untouched, and on the use of Indigenous languages to uncritically acculturate students into non-Indigenous regimes of knowledge, fail to address most of the real barriers to Indigenous people's political empowerment. If bilingual-intercultural education is to become a reality in the Andes, educators must work the hyphen between "bilingual" and "intercultural" in a much more serious way, examining how cultural domination operates in the realm of language and devising, together with Indigenous actors, policies that address that domination, in the school and elsewhere. (Author/SV) ED479953 Language as Cultural Practice: Engaging Minority Language Use within Intercultural Education. 2003-03-00 12 N/A 2004 2016-11-21

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Yes Adult Basic Education Cost Effectiveness Foreign Countries Individual Development Input Output Analysis Longitudinal Studies Outcomes of Education Program Effectiveness Rural Urban Differences Social Indicators Socioeconomic Status Well Being Womens Education Hua, Haiyan Burchfield, Shirley Reports - Evaluative Speeches/Meeting Papers Bolivia Bolivia English A large-scale longitudinal study in Bolivia examined the relationship between adult women's basic education and their social and economic well-being and development. A random sample of 1,600 participants and 600 nonparticipants, aged 15-45, was tracked for 3 years (the final sample included 717 participants and 224 controls). The four adult education programs studied were provided by nongovernmental organizations and did not deliver traditional literacy training, but rather socially and economically focused training, targeted at such areas as health, technical skills, and microenterprise development. Women's social and economic well-being was measured comprehensively, including women's knowledge, attitudes, and behavior with respect to income-earning activities, their own literacy and education, their children's education, health, legal rights, decision making, community participation, and indicators of home socioeconomic status (SES). A key finding was that the integrated basic education programs had a significant effect on women's lives, even after controlling for individual characteristics, initial SES, education level, rural-urban location, and unknown factors. The largest improvements were made by rural women and women with the lowest initial levels of education and SES. Program factors affecting outcomes included program length and content and use of female facilitators. The programs were judged to be cost effective, with an estimated average cost of $17 per hour to train 20 women (the typical village class size). (SV) ED479954 The Effect of Integrated Basic Education Programs on Women's Social and Economic Well-Being in Bolivia. 2003-03-00 Agency for International Development (IDCA), Washington, DC. 23 N/A 2004 2016-11-21

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Yes Academic Achievement College Students Ethnicity Family Influence Foreign Countries Indigenous Populations Minority Groups Overachievement Rural Youth Self Actualization Self Concept Student Attitudes Lee, MaryJo Benton Reports - Research Speeches/Meeting Papers Identity Formation English Like other Indigenous populations worldwide, China's ethnic minorities have faced considerable obstacles to acquiring education. At higher levels of education, minority students have far lower enrollment rates and far higher dropout rates than Han majority students. This is particularly true at the point of college admittance, since only 2 percent of all Chinese college-age youth can be enrolled in universities. Nevertheless, some ethnic minority students beat the odds and win college admittance. Primarily rural Yunnan Province has the highest proportion of minority population of any province. Interviews with 32 ethnic minority students who attended Yunnan Normal University focused on how these students constructed identities that led to educational success. In addition, observations were carried out in minority villages, schools, and households to learn about identity construction by minority students. Findings focused on how families helped students succeed in school, students' perceptions of family help and their obligations to repay such help, how students were defined by their family and village, importance of role models and significant others, and how teachers and peers helped students construct achievement-oriented selves. Also discussed are the school system in Yunnan Province; difficulties in recruiting, training, and retaining teachers; financial support for minority education in China; and issues related to the national examination system. Lessons that can be applied to minority education in the United States are pointed out. (Contains 46 references) (SV) ED479955 How Successful Ethnic Minority Students Construct Identities: Observations from Yunnan Province, PRC. 2003-03-00 36 N/A 2004 2016-11-21

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Yes American Indian Education Bilingual Education Culturally Relevant Education Educational Change Educational Strategies Foreign Countries Maya (People) Native Language Instruction Parent Participation Preschool Education Primary Education Rural Education Second Language Instruction Ramirez de Arellano, Julio D. Reports - Descriptive Speeches/Meeting Papers English Since 1999, Access to Intercultural Bilingual Education (AIBE) has endeavored to improve the quality of education in the rural department of El Quiche, Guatemala, where most people speak a Mayan language as their first language. AIBE focuses on education at the preschool and primary levels, with emphases on parent participation, bilingual methods, and Mayan cultural content. This paper describes seven educational strategies that have proven effective in the project. It has become evident, through project experience, that the best results are achieved when these strategies are used together to modify the educational environment in the classroom. The strategies are: (1) educating children within the framework of Mayan culture, worldview, and history, including nonformal activities with family and community; (2) involving parents in their children's education in the classroom, at home, as participants in school management, and via political advocacy; (3) using the child's first language, explicit teaching of that language, and related teacher training; (4) teacher training in participatory education techniques, which facilitate development of critical consciousness; (5) producing and using culturally and socially appropriate materials; (6) systematically teaching Spanish as a second language; and (7) teaching and using Mayan mathematics. (SV) ED479956 Kemow Eta' manik ("Weaving Our Learning"): A Methodological Proposal To Increase Quality of Education in Rural Areas of El Quiche, Guatemala. 2003-03-00 Agency for International Development (IDCA), Washington, DC. 9 N/A 2004 8/19/2004 23:07:00 RIEAPR2004 Paper presented at the Annual Meeting of the Comparative and International Education Society (CIES) (New Orleans, LA, March 2003).

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Yes Community Education Foreign Countries Indigenous Personnel Nongovernmental Organizations On the Job Training Rural Education Rural Women Teacher Education Teacher Supervision Womens Education Haiplik, Brenda Reports - Descriptive Speeches/Meeting Papers Bangladesh Bangladesh English BRAC (formerly Bangladesh Rural Advancement Committee), the largest Indigenous nongovernmental organization in the world, has a unique teacher training program in rural Bangladesh. Almost all BRAC teacher-trainees are rural women, who must have completed at least 9 years of schooling. Trainees spend only 12 days in initial basic teacher training before commencing their teaching duties in a first-grade, multi-age classroom. With monthly refresher courses and continuous close supervision by BRAC education program field staff, these paraprofessionals deliver a primary education that has been found to equal or surpass the education provided by the formal government-funded primary system. In 1999, the program operated more than 35,000 schools in over one quarter of Bangladeshi villages, serving the poorest rural children untouched by the formal system. This paper describes program elements in detail, compares them to features of the government system, and suggests possible reasons for BRAC's success. The elements described include: teacher characteristics and selection, initial basic training, school orientation for new teachers, monthly refresher training, "batch" teachers (local teachers who help facilitate monthly training sessions), workshops and ongoing training, organization of BRAC classrooms, "program organizers" (frontline teacher support staff), and senior support staff (managerial and pedagogical). Compared to government teachers, BRAC teachers have less formal education, but their training offers much more practical exposure and they are better supervised. (SV) ED479957 BRAC's Non-Formal Primary Education (NFPE) Teacher Training Program. Panel Paper (Summary). 2003-03-00 11 N/A 2004 2016-11-21

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Yes Computer Software Ethnomathematics Mathematics Instruction Middle School Students Middle School Teachers Middle Schools Plane Geometry Scores Magallanes, Adriana Moreno Dissertations/Theses - Masters Theses Reports - Research English In response to low achievement in mathematics at a middle school, an ethnomathematic approach was used to teach coordinate planes. Whether there were achievement differences between students taught by the culturally sensitive approach and those taught by a traditional method was studied. Data were collected from the coordinate planes unit examination for prealgebra students, and the mean scores of those in the experimental and comparison groups were compared. The significance of the statistical difference between the two groups provides evidence that the use of the ethnomathematics software in concert with traditional teaching practices can increase student success in learning about coordinate planes. Three appendixes contain supplemental information about student mathematics achievement. (Contains 1 table, 4 figures, and 15 references.) (SLD) ED479958 Comparison of Student Test Scores in a Coordinate Plane Unit Using Traditional Classroom Techniques Versus Traditional Techniques Coupled with an Ethnomathematics Software at Torch Middle School. 2003-06-00 35 N/A 2004 2020-11-30

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Yes Alternative Assessment Educational Assessment Elementary Education Elementary School Students Standardized Tests Student Evaluation Teaching Methods Engel, Monica Pulley, Ronda Rybinski, Amanda Dissertations/Theses - Practicum Papers Reports - Research Authentic Learning English A program was designed, as an action research project, to increase the retention of information through the use of alternative methods of instruction. The targeted population consisted of primary and intermediate students in a community in a suburb of Chicago, Illinois. There had been a decline in standardized test scores, the increasing pressure was being put on school districts to increase test scores, leading to a focus on test items for teachers, rather than general content knowledge. A review of solution strategies suggested in the professional literature and an analysis of the setting resulted in the selection of alternative assessments incorporating lessons built on cooperative learning and performance tasks supplemented by checklists, demonstrations, investigations, learning logs, and reflections. Evidence supported the finding that the use of authentic assessment activities helped enhance the retention process. Authentic assessment tools and activities created more independence and assisted the students in developing their own learning. The transfer of knowledge became evident as students worked within the curriculum area. Data show that the authentic assessments helped students do well on standardized tests, and that they are a powerful tool for lifelong learning. An appendix contains the teacher survey from the study. (Contains 3 figures and 24 references.) (SLD) ED479959 Authentic Assessment: It Really Works. 2003-05-00 57 N/A 2004 2016-11-21

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No Bisexuality Consciousness Raising Diversity (Student) Elementary Secondary Education Homophobia Homosexuality Mental Health Parent Responsibility Public Policy School Role School Safety Social Support Groups Verbal Abuse Baker, Jean M. Books Reports - Descriptive Identity Formation Stigma Transsexuals English This book examines the challenges facing gay, lesbian, bisexual, and transsexual youth, suggesting ways to bring about significant and positive differences in homes, schools, and communities. It presents the experiences of such children, in their own words, as they gradually discover they are different from most other children in their sexual orientation. Research for the book also includes interviews with gay adults about their childhoods and studies that document the experiences of gay children in their homes and schools. The 18 chapters focus on: (1) "Shame Can Shatter Their Dreams"; (2) "Myths and Fallacies"; (3) "Identity Development"; (4) "Coming Out"; (5) "Parents and Families Coming Out"; (6) "For All Parents"; (7) "What Happens to Gay Children at School?"; (8) "Students Tell Us How Schools Can Help"; (9) "How Individuals within the School System Can Help Gay Students"; (10) "Gay Youth Support Groups"; (11) "A School Climate Survey"; (12) "Transcending the Stigma"; (13) "Enlightened Mayor Seeks Acceptance for Gay Youth"; (14) "For Mental Health Professionals"; (15) "Legal and Social Policy Barriers and How They Affect Gay Children"; (16) "Transgender Identity"; (17) "Personal Stories of Transsexuals Growing Up"; and (18) "The Tipping Point." (Contains 24 references and an index.) (SM) ED479960 How Homophobia Hurts Children: Nurturing Diversity at Home, at School, and in the Community. 2002-00-00 ISBN-1-56023-164-5 224 Harrington Park Press, Haworth Press, Inc., 10 Alice Street, Binghamton, NY 13904-1590 ($24.95). Tel: 607-722-5857; e-mail: customer@haworthpress.com; Web site: http://www.haworthpress.com. N/A 2004 2016-11-21

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Yes English (Second Language) Ethnic Distribution Immigrants Immigration Language Usage Neighborhoods Population Trends Racial Differences Social Class Socioeconomic Status Statistical Data Suburbs Urban Areas Logan, John R. Numerical/Quantitative Data Reports - Research Census 1990 Census 2000 English This paper uses data from the 1990 and 2000 Census of Population and the Census 2000 Supplemental Survey to examine how U.S. cities are being reshaped by immigration. Overall, immigrants have a similar socioeconomic profile to that of persons of the same race/ethnicity born in the United States. Among African Americans, immigrants are doing better than natives. Among all groups, immigrants have a lower unemployment rate. Immigration is unevenly distributed nationwide. Just 13 metropolitan regions, including New York, New York; Los Angeles, California; Chicago, Illinois; and San Francisco, California house more than half of the foreign-born population. Immigrant growth in the suburbs far surpasses growth in central cities. Immigrants typically live in neighborhoods where about 30 percent of the residents are immigrants and an even higher share of neighbors speak a language other than English at home. There are only small differences in other characteristics of neighborhoods where immigrants live, compared to natives of the same racial or ethnic group. Appended is a list of metropolitan regions that have more than ten percent foreign-born residents. (SM) ED479961 America's Newcomers. 2003-06-18 17 Lewis Mumford Center for Comparative Urban and Regional Research, University at Albany, Business Administration B-10, Albany, NY 12222. Tel: 518-442-4656; Fax: 518-442-3380; e-mail: mumford@castle.albany.edu; Web site: http://www.albany.edu/mumford. N/A 2004 2016-11-21

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Yes Blacks Cubans Dominicans Ethnicity Hispanic Americans Mexican Americans Neighborhoods Population Trends Puerto Ricans Racial Differences Racial Identification Racial Segregation Residential Patterns Socioeconomic Status Whites Logan, John R. Numerical/Quantitative Data Reports - Research Census 2000 English This report assesses racial differences among Hispanic Americans. Since 1970, the U.S. Census has asked all Americans to identify their race and, separately, whether they are Hispanic. This means Hispanics can be of any race. Data come from the 1980, 1990, and 2000 Censuses and from pre-tabulated summary files from Census 2000. This report classifies Hispanics into three categories: Hispanic Hispanics, black Hispanics, and white Hispanics. Results find substantial differences among these Hispanic racial groups. Hispanic Hispanics are the fastest growing segment, and very likely they will soon be an absolute majority of Hispanic Americans. There are nearly 1 million black Hispanics. These people have a socioeconomic profile much more similar to non-Hispanic blacks than to other Hispanic groups, and their neighborhoods have nearly as many black as Hispanic residents. Many black Hispanic children have a non-Hispanic black mothers or fathers. A very small share of Mexican Americans identify as black. Still, there are nearly a quarter million black Mexicans in the United States. Dominicans and Puerto Ricans are most likely to identify as black, while Cubans mostly identify as white. A table showing the racial composition of the Hispanic population in the United States is appended.(Contains 8 tables.)(SM) ED479962 How Race Counts for Hispanic Americans. 2003-07-14 13 Lewis Mumford Center for Comparative Urban and Regional Research, University at Albany, Business Administration B-10, Albany, NY 12222. Tel: 518-442-4656; Fax: 518-442-3380; e-mail: mumford@castle.albany.edu; Web site: http://www.albany.edu/mumford. N/A 2004 2016-11-21

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Yes Accounting College Students Community Colleges Electronics Employment Qualifications Followup Studies Higher Education Information Science Job Skills Program Evaluation Student Surveys Vocational Education Vocational Followup Glyer-Culver, Betty Reports - Evaluative Automotive Services Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In fall 2000, the staff of Los Rios Community College District Office of Institutional Research collaborated with occupational education deans, academic area deans, and faculty to develop a series of program-specific followup surveys to be administered in spring 2001. These surveys were designed to determine how well courses met the employment and educational needs of former Los Rios students, both those who earned degrees or certificates and those who did not. Accounting, Automotive Technology, Computer Information Science, and Electronics were the four programs targeted in 2001. Responses were received from 687 of the 1,718 former students who were sent surveys. The report identifies courses that former students believed made them very prepared for employment, and courses that former students thought did not prepare them well for employment. Findings show that the majority of former students who were working in their field of study did earn degrees or certificates. However, in Automotive Technology, 47.1% of students who were working in the field had not earned a degree or certificate, perhaps an indicate of the high demand in this field. Surveys also provided some information about current and future educational plans of former students that is of interest to educational planners. (SLD) ED479963 Program Level Feedback from Former Occupational Education Students: Report 1 of 2, Summary Findings of Respondents District-Wide. Research Brief. 2002-02-00 6 N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Administrators College Administration Community Colleges Higher Education Responsibility School Personnel Staff Role Student Surveys Tests/Questionnaires Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English This document is a survey designed to assess the opinions of campus and district office employees in the Los Rios Community College District, California, about where the responsibility for different functions lies and how well the functions are being performed. Respondents are asked to identify the area performing each function, and then rate how well it works. Overall areas investigated are: (1) educational program activities; (2) student support activities; (3) governance and administration; (4) planning/research activities; (5) facilities planning activities; (6) building administration and grounds maintenance activities; (7) safety and security; (8) personnel activities; (9) management information/information technology (IT) systems activities; (10) fiscal activities; (11) grant/foundation management; (12) communication activitiesinternal and external affairs; and (13) other/miscellaneous activities. (SLD) ED479964 Mapping the District: An Accreditation Survey. 2002-05-00 6 N/A 2004 2016-11-21

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Yes Community Colleges Employment Qualifications Job Skills Licensing Examinations (Professions) Nursing Education Nursing Students Salaries Satisfaction Surveys Glyer, Culver-Betty Reports - Evaluative Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In fall 2001 staff of the Los Rios Community College District Office of Institutional Research collaborated with occupational deans, academic deans, and faculty to develop and administer a survey of former nursing (RN and LVN) students. The survey was designed to determine how well courses had met the needs of former nursing students who earned degrees and certificates. A total of 332 surveys were sent out; 147 were returned (response rate of 44.3%). More than half of respondents, 53.4% believed that their understanding of the nursing process as a result of their courses prepared them very well for employment. The five nursing skill areas in which students most often believed they were well prepared are listed, as are the five nursing skill areas in which they felt they were not prepared. Data also show the licensure and certification examinations students took after leaving the community colleges. Of the former nursing students who responded to the survey, 99.3% were currently working in health care, with 66.3% of those employed in the private sector. Salary and hourly wage information is provided, with a demographic profile of former students and a discussion of their educational plans and interests. (SLD) ED479965 A Survey of Former Nursing (RN and LVN) Students. Summary Findings of Respondents District-Wide. 2002-08-00 10 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes College Students Community Colleges Course Content Drafting Employment Qualifications Engineering Education Higher Education Job Skills Salaries Satisfaction Student Surveys Glyer-Culver, Betty Reports - Evaluative Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In fall 2001 staff of the Los Rios Community College District Office of Institutional Research collaborated with occupational deans, academic deans, and faculty to develop and administer a survey of former Drafting and Engineering Design Technology students. The survey was designed to determine how well courses had met the needs of former drafting and engineering design technology students who had earned degrees or certificates and those who had not. A total of 460 surveys were sent to former students, with 166 returned (response rate of 36.1%). Most of the respondents (66.9%) were graduates of American River College, and at each of the colleges, most of the respondents were nonreturning students, indicative of the student population in this program. Many are taking a few courses to learn new skills or upgrade old, rather than to seek a degree or certificate. Tables show the five drafting and engineering design technology courses that students believed had prepared them well for employment, and the five courses they believed had left them not well prepared. Of survey respondents, 49.3% were currently working in Drafting and Engineering Design Technology, and 82.1% of students who earned a degree were actually working in the field. Information is also provided about the salaries of former students and their demographic profile as a group. (SLD) ED479966 A Survey of Former Drafting & Engineering Design Technology Students. Summary Findings of Respondents District-Wide. 2002-10-00 6 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes College Students Community Colleges Course Content Early Childhood Education Employment Qualifications Higher Education Job Skills Salaries Satisfaction Student Surveys Glyer-Culver, Betty Reports - Evaluative Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In spring 2002 staff of the Los Rios Community College District Office of Institutional Research collaborated with occupational deans, academic deans, and faculty to develop and administer a survey of former Early Childhood Education (ECE) students. The survey was designed to determine how well courses had met the needs of former ECE students who earned degrees and certificates and those who did not. Of a total of 736 surveys sent out, only 294 were returned. Tables identify the nine ECE skill areas where the majority of students thought they were prepared and two areas in which they thought they had not been well prepared. More than half, 61.8% of respondents believed that their ability to work with others as part of a team had prepared them well for employment; this was the area with the highest rating. Data are provided on the number of respondents who applied for Californias Child Development Permit. Of the former ECE students who responded to the survey, 70.5% were currently working in the ECE field. Information is also provided about the demographic characteristics of former students and their average salaries. (SLD) ED479967 A Survey of Former Early Childhood Education (ECE) Students. Summary Findings of Respondents District-Wide. 2002-11-00 6 For full text://http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes College Environment Community Colleges Enrollment Geographic Location Higher Education Political Influences School Community Relationship School Demography Beachler, Judith A. Reports - Research Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English This is the fourth in a series of reports that provide a comprehensive look at the external environment impacting Los Rios Community College District (LRCCD), California. It summarizes the social, economic, and political changes at the state and national levels in general, and in the Sacramento-Yolo Consolidated Metropolitan Statistical Area served by the LRCCD. The report also projects total enrollment into the next millennium at the district level and for each of the LRCCD colleges: American River College, Cosumnes River College, and Sacramento City College. The report contains these sections: (1) "Demographic TrendsGeneral Population, Special Population Groups, School-Age Population and High School Graduates"; (2) "Economic TrendsEmployment by Industry/Occupation, Sector Growth, Indicators of Poverty"; (3) "Education Performance TrendsEducation Attainment and K-12 Performance, Including Standardized Tests, Dropout Rates, UC/CSU Eligibility"; (4) "Political Trends Impacting the District"; (5) "Projected Enrollment Trends for the District"; and (6) "Summary ObservationsExternal Scan 2002." The population of the area is projected to continue to grow by 17.5% to 1.90 million by 2010 and to 2.04 million by 2015. The communities form which the bulk of this growth is likely are identified. It is also likely that the district will see growing numbers of students who speak a language other than English at home. Data are also provided about the occupations that will increase to the greatest degree in the projected future. (Contains 60 charts.) (SLD) ED479968 External Scan 2002. Environmental Scan of the Greater Sacramento Area. 2002-12-00 55 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes College Students Community Colleges Computer Science Educational Objectives Higher Education Information Science Job Skills Job Training Satisfaction Student Surveys Tests/Questionnaires Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English This document is a survey designed to be completed by current students of Computer Information Science (CIS) in the Los Rios Community College District (LRCCD), which consists of three community colleges: American River College, Cosumnes River College, and Sacramento City College. The students are asked about their educational goals and how prepared they feel for employment as a result of courses taken in nine CIS areas and nine computer science skills areas. Students are asked about the technical information they have received at LRCCD, their employment goals, their current employment, and industry certificates they plan to complete. Students are also asked for demographic information. (SLD) ED479969 A Survey of Current Computer Information Science (CIS) Students. 2003-02-00 5 N/A 2004 2016-11-21

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Yes College Students Community Colleges Enrollment Enrollment Trends Higher Education Profiles School Demography Student Characteristics Glyer-Culver, Betty. Reports - Descriptive Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English This is the 13th in a series of student profiles for the Los Rios Community College District (LRCCD), California. These annual summaries provide the district and its colleges (American River College, Cosumnes River College, and Sacramento City College) with data on student demographics and enrollment trends. The fall 2002 student profile contains a brief analysis of the separate demographic data for the soon-to-be Folsom Lake College, which will include the El Dorado Center. The report contains student enrollment data and weekly student contact hours based on official fall First Census reports issues at the beginning of the fourth week of classes. Analysis of student demographic data is based on all students enrolled at that point. Data illustrate the overall growth of the LRCCD enrollment and some changing demographic trends. Enrollment has increased substantially each year from fall 1996 through fall 2001. Enrollment growth increased at 3.4% in fall 2002. Long-term demographic trends remained relatively constant in fall 2002, with the proportions by ethnicity and gender remaining relatively stable. The average age of LRCCD students in fall 2002 was 28.8 years, and there was a slight decline in the proportion of older students to 35.5%. High proportions of students enroll with the goal of transferring to a 4-year college. A higher proportion of students takes courses only during the day, while 29.3% take courses during day and night. (SLD) ED479970 Fall 2002 Student Profile. Based upon First Census Data. 2003-03-00 10 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes Administrators College Faculty Community Colleges Higher Education School Schedules Surveys Beachler, Judith Reports - Research Alternative School Calendars California Los Rios Community College District CA California Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English From December 2002 through February 2003, Los Rios Community College District (LRCCD), California, administrators invited key faculty members, classified staff, and administrators of California community colleges that have moved from an 18 week semester to a compressed 15- or 16-week semester to share their colleges' experiences through the change. All individuals were asked to respond to a Web-based survey that included questions about the effects of the compressed calendar on students and institutional management. The results of this study reflect the opinions of 15 classified staff members, 54 administrators, and 139 faculty members employed by 29 colleges that have implemented compressed calendars. Of 22 issues related to the effects of calendar change on students, 7 were identified as having a positive effect by one-fourth or more of the respondents. More than one third of faculty believe that students are more successful at completing their courses, fewer withdraw, and more have increased free time. Five of the 22 issues were identified as having a negative effect on students by more than one-quarter of the faculty respondents. One of these, quality of instruction, was also viewed as a positive impact. About 40% of faculty believe that the shorter semester adversely affects student anxiety. Staff and administrators identified 4 of 22 issues as having a positive impact, and only 1 issue was identified by staff and administrators as having a negative impact by more than one-quarter of respondents: time for extracurricular activities. Findings make it clear that there are both pros and cons in moving to a compressed calendar. There are many advantages for the institution, and the change appears to appeal to many students, although there are concerns about those who struggle. (SLD) ED479971 Results of the Alternative Calendar Survey: A Survey of Faculty, Classified Staff and Administrators at California Community Colleges That Have Moved from an 18-Week Semester to a Compressed Calendar. 2003-04-00 11 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes Business Administration Business Education College Students Community Colleges Course Content Job Skills Job Training Marketing Real Estate Satisfaction Surveys Glyer-Culver, Betty Reports - Evaluative Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In fall 2002 staff of the Los Rios Community College District (LRCCD) Office of Institutional Research collaborated with occupational deans, academic deans, and faculty to develop and administer a survey of former business students. The survey was designed to determine how well courses had met the needs of former business students in the areas of General Business, Management, Marketing, and Real Estate. A total of 755 surveys were sent to former students, with 186 returned, for a response rate of 24.6%. Higher proportions of respondents indicated their primary Business program as General Business with a transfer focus or General Business than other options. The report provides information on course areas in which the majority of students thought they had been well prepared, and content areas in which some students thought they had not been well prepared for employment. The report also shows business skills areas in which students did and did not think that they had been well-prepared. Information is provided about the salaries and hourly wages of former business students. Almost 25% of respondents indicated that they have no interest in further education at the time of the survey, a finding perhaps reflective of an older student population. About 29% of students indicated that distance education was the most convenient way for them to take classes. (SLD) ED479972 A Survey of Former Business Students (General Business, Management, Marketing, Real Estate). Summary Findings of Respondents District-Wide. 2003-04-00 12 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes College Students Community Colleges Course Content Employment Qualifications Higher Education Job Skills Office Management Office Occupations Education Officer Personnel Salaries Glyer, Culver, Betty Reports - Evaluative Los Rios Community College District CA Los Rios Community Coll. District, Sacramento, CA. Office of Institutional Research. English In fall 2002 staff of the Los Rios Community College District (LRCCD) Office of Institutional Research collaborated with occupational deans, academic deans, and faculty to develop and administer a survey of former students of Office Administration. The survey was designed to determine how well courses had met the needs of former Office Administration students. Of the 230 surveys sent to former students, 92 were returned, a response rate of 40%. The report provides a list of the course content areas in which respondents thought they had been well prepared for work and areas in which some students believed they had not been well prepared. Similar listings are provided for employment skill areas in which students believed they had been well prepared or, in some cases, not well prepared. Employment and salary information are given for survey respondents, and a demographic profile is provided. A substantial proportion of respondents were currently taking or interested in taking additional classes in the LRCCD. (SLD) ED479973 A Survey of Former Office Administration Students. Summary Findings of Respondents District-Wide. 2003-06-00 6 For full text: http://irweb.losrios.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Policy Elementary Secondary Education Foreign Countries International Education Literacy Outcomes of Education Performance Factors Sex Differences Test Results Reports - Descriptive Program for International Student Assessment Organisation for Economic Cooperation Development Program for International Student Assessment Organisation for Economic Cooperation and Development, Paris (France). English This report builds on the analyses reported in "Knowledge and Skills for Life" by examining results from all of the 43 countries that participated in the Programme for International Student Assessment (PISA) 2000. This report presents the distributions of performance in each country, not only average scores. In addition, it uses background information on students, their schools, and their education systems to examine a range of factors associated with levels of performance. By showing patterns of student proficiency in different countries along side information about the characteristics and experiences of students, PISA provides a tool to improve the understanding of what promotes success in education. Chapter 1 describes the PISA assessment measures and the broader context of educational policies. Chapters 2 and 3 describe student performance in each of the three PISA domains. Chapter 4 contains a profile of students at age 15, and chapter 5 examines gender differences in student performance in the three literacy domains. Chapter 6 situates student performance in the context of their backgrounds and the broader learning environment, and chapter 7 examines the conditions of learning environments and the human resources countries invest in education. Three annexes present additional information about the PISA assessments and data tables. (Contains 69 tables, 67 figures, and 63 references.) (SLD) ED479974 Literacy Skills for the World of Tomorrow. Further Results from PISA 2000. 2003-00-00 ISBN-92-64-10286-8 384 OECD Publications, 2, rue Andre-Pascal, 75775 Paris CEDEX 16, France. Web site: http://www.SourceOECD.org. N/A 2004 2016-11-21

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Yes Accountability Educational Assessment Educational Indicators Elementary Secondary Education Federal Legislation Report Cards Reports Fast, Ellen Forte Guides - Non-Classroom No Child Left Behind Act 2001 Council of Chief State School Officers, Washington, DC. English This guide was developed to serve as a resource for the staffs of state education agencies and local education agencies who are responsible for producing state, district, or school report cards of the type required under many state or district accountability systems as well as under the No Child Left Behind Act (NCLB). The guide is not intended to provide an academic discussion of the nature of indicators and indicator systems, but is meant to be a resource for agencies and to spur the thought of practitioners, as accountability reporting systems are tooled to meet the requirements of the NCLB. Chapter 1, "Identifying Reporting Needs," is designed to help state and local education staff think through the goals and requirements of the NCLB required reports. Chapter 2, "Designing Reports for the No Child Left Behind Act," includes a list of the NCLB reporting requirements and examples of potential assessment and Adequate Yearly Progress reports that meet these requirements. Chapter 3, "The Design Process," offers an overview of the design process itself, including general suggestions related to text, graphics, and alignment of report cards with other documents in state and local accountability systems. Three appendixes provide additional details about reports and resource information. (Contains 14 figures and 16 references.)(SLD) ED479975 A Guide to Effective Accountability Reporting: Designing Public Reports that Effectively Communicate Accountability, Assessment and Other Quantitative Education Indicators in an Easily Understood Format. 2002-12-00 Department of Education, Washington, DC. 60 Council of Chief State School Officers, Publications, One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431 ($10). Tel: 202-408-5505; Fax: 202-408-8072; Web site: http://www.csso.org/publications. N/A 2004 2020-11-03

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Yes Academic Achievement Elementary Secondary Education Federal Legislation Institutional Evaluation Program Evaluation Reliability Validity Marion, Scott White, Carole Carlson, Dale Erpenbach, William J. Rabinowitz, Stanley Sheinker, Jan Guides - Non-Classroom No Child Left Behind Act 2001 Council of Chief State School Officers, Washington, DC. English This paper and its "Executive Summary," separately published, are intended primarily for Chief State School Officers and their immediate staff members involved in statewide accountability policy development and implementation. The paper addresses certain key issues and contains a full exploration of the related technical aspects of validity and reliability in Adequate Yearly Progress (AYP) determinations by states responding to the requirements of the No Child Left Behind Act (NCLB). The paper also considers unique issues that arise in designing accountability systems under the NCLB and the critical variables that relate to decisions states must make in financing these systems. The key issues that must be considered are: (1) multiple, separate indicators that may be needed for NCLB and current state programs; (2) the definition of "proficient" for each purpose; (3) selecting assessments and other indicators; (4) starting points and goals; (5) the minimum number per student group for AYP determinations; (6) the inclusion of all students and schools; and (7) the need to use and advantages of multiple years of data. The passage of NCLB had marked a shift in federal educational policy from an emphasis on standards and assessment to an emphasis on accountability at school, district, and state levels so that all students reach, at a minimum, proficiency on the state's academic achievement standards and state academic assessments. This document is intended to help state educational leaders understand and work with the new accountability requirements. Four appendixes contain supplemental information, including an excerpt from the NCLB and a glossary. (Contains 5 tables, 9 figures, and 16 references.) (SLD) ED479976 Making Valid and Reliable Decisions in Determining Adequate Yearly Progress. A Paper in the Series: Implementing the State Accountability System Requirements under the No Child Left Behind Act of 2001. 2002-12-00 Department of Education, Washington, DC. ISBN-1-884037-80-1 110 Council of Chief State School Officers, Publications, One Massachusetts Avenue, NW, Suite 700, Washington, DC 20001-1431 ($20). Tel: 202-408-5505; Fax: 202-408-8072; Web site: http://www.csso.org/publications. N/A 2004 2020-11-03

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Yes Disabilities Early Childhood Education Early Intervention English (Second Language) Interdisciplinary Approach Limited English Speaking Minority Groups Preschool Education Preservice Teacher Education Program Evaluation Special Education Teachers Rothlein, Liz Hughes, Marie Tejero Reports - Descriptive Florida French (Haitian) Haiti Florida Haiti Miami Univ., Coral Gables, FL. School of Education. English This final report describes the activities and outcomes of a federally funded program designed to improve the quality of personnel preparation in the State of Florida and in the nation. The project supported students of Haitian background to participate in a master's degree program aimed at preparing highly skilled teachers of young children with disabilities, many of whom may come from homes where English is not the only language. While a portion of the coursework focused on infants and toddlers ages birth through 2, the major focus was to prepare personnel to work with children with disabilities ages 3 through 5. This interdisciplinary program consisted of specialized courses in early childhood special education (ECSE), specialized courses in teaching English to speakers of other languages (TESOL), and supervised practicums in schools and centers serving young children with disabilities (birth to five) and their families. Evaluation results describing the strengths and weaknesses of the program and recommendations for improvement are included. (SG) ED479977 Training Haitian Teachers for Early Childhood Special Education/Teaching English to Speakers of Other Languages Master's Degree. Final Report. 2003-04-30 Special Education Programs (ED/OSERS), Washington, DC. 41 N/A 2004 2016-11-21

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Yes Career Counseling Counselor Client Relationship Counselor Evaluation Disabilities Employment Counselors Employment Patterns Employment Services Federal Aid Federal Programs Higher Education Longitudinal Studies Participant Characteristics Participant Satisfaction Program Effectiveness Program Evaluation Secondary Education Severe Disabilities Supported Employment Transitional Programs Vocational Rehabilitation Hayward, Becky J. Tashjian, Michael D. Reports - Research Research Triangle Inst., Research Triangle Park, NC. English This report contains selected preliminary findings from the Longitudinal Study of the Vocational Rehabilitation (VR) Service Program. The study, initiated in fall 1992, will produce a series of interim reports that address key policy questions. This second interim report presents data collected from VR consumers and their VR case files in 37 local VR offices in 30 different states. Findings include: (1) 71% of VR consumers have acquired disabilities and 75% have severe disabilities; (2) 48% of consumers received some form of financial assistance during their VR experience; (3) three-fourths of consumers reported they had enough choice in the selection of their vocational goal; (4) three-fourths of consumers were satisfied with the frequency of personal and telephone interactions with their VR counselor; (5) approximately 60% of consumers believed that their services had met all or most of their needs; (6) 53% of consumers reported that VR matched or exceeded their expectations; (7) and 61% of those consumers who had left VR at the time of the interview reported that their services had helped them get a job, and 63% of consumers employed following VR services obtained the type of job they wanted as a result of VR services. (CR) ED479978 A Longitudinal Study of the Vocational Rehabilitation Service Program. Second Interim Report: Characteristics and Perspectives of VR Consumers. 1996-12-00 Special Education Programs (ED/OSERS), Washington, DC. Policymakers 63 For full text: http://ed.gov/offices/OSERS/RSA/Research/studies/index.html. N/A 2004 8/19/2004 23:07:41 RIEAPR2004 HR92-022-001 For related reports, see EC 309 765-766.

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Yes Career Counseling Counselor Client Relationship Counselor Evaluation Disabilities Employment Counselors Employment Patterns Employment Services Family Involvement Federal Aid Federal Programs Higher Education Longitudinal Studies Participant Characteristics Participant Satisfaction Program Effectiveness Secondary Education Severe Disabilities Supported Employment Transitional Programs Vocational Rehabilitation Tashjian, Michael D. Schmidt-Davis, Holly Reports - Research Research Triangle Inst., Research Triangle Park, NC. English This report contains findings from a descriptive study of the characteristics, services, and outcomes of consumers who achieved a supported employment (SE) outcome after exiting Vocational Rehabilitation (VR) services. Data were obtained through case file abstraction, consumer interviews, and an extended service provider interview of 259 SE consumers. Findings from the study include: (1) mental retardation was the primary disability for one-half of the all SE consumers; (2) educational institutions were the largest single source of referral; (3) SE consumers were almost three times more likely than other consumers to have received special education services and to be more significantly disabled; (4) individuals who exited VR into SE received an average of 8.3 services, approximately two fewer than averaged by other consumers with significant disabilities; (5) 49% of all the jobs that SE consumers obtained were in the service industry; (6) at least 70% of consumers with significant disabilities exiting VR services were very or mostly satisfied with their VR experience; (7) consumers identified job coaching, counseling, off-site monitoring, and job skill training as services most frequently received after exiting VR services; and (8) one year after exiting VR services, 84% of SE consumers were still working. (CR) ED479979 Vocational Rehabilitation Experiences among Individuals Who Achieved a Supported Employment Outcome: A Longitudinal Study of the Vocational Rehabilitation Service Program. Final Report. 2000-04-00 Rehabilitation Services Administration (ED), Washington, DC. Policymakers 58 For full text: http://www.ed.gov/offices/OSERS/RSA/Research/Studies/index.html. N/A 2004 8/19/2004 23:07:43 RIEAPR2004 HR92-022-001 For related reports, see EC 309 764 and EC 309 766.

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Yes Career Counseling Disabilities Employment Patterns Employment Services Federal Programs Higher Education Longitudinal Studies Participant Characteristics Program Effectiveness Program Evaluation Referral Salaries Secondary Education Severe Disabilities Supported Employment Transitional Programs Vocational Rehabilitation Hayward, Becky J. Reports - Research Research Triangle Inst., Research Triangle Park, NC. English This report contains selected preliminary findings from the Longitudinal Study of the Vocational Rehabilitation (VR) Service Program. The study, initiated in fall 1992, will produce a series of interim reports that address key policy questions. This third interim report presents data collected from VR consumers and their VR case files in 37 local VR offices in 30 different states. Findings indicate that in comparison with former consumers who obtained a noncompetitive employment outcome, persons whose outcome was a competitive job more often had disability classified as nonsevere. They were comparatively more often orthopedically or hearing impaired and less often had a vision impairment or mental retardation. Persons who achieved competitive employment were more often male, younger, and had substantially higher reading and mathematics achievement levels. In terms of services, persons who achieved a competitive outcome received slightly more services during VR and more often received educational training and guidance, counseling, and placement services. Persons who obtained a competitive job through VR services worked an average of 35 hours per week and earned $7.35 per hour. One year after completing VR services, a high proportion of consumers who had achieved a competitive job through VR were still working. (CR) ED479980 A Longitudinal Study of the Vocational Rehabilitation Service Program. Third Interim Report: Characteristics and Outcomes of Former VR Consumers with an Employment Outcome. 1998-08-00 Rehabilitation Services Administration (ED), Washington, DC. Policymakers 42 For full text: http://www.ed.gov/offices/OSERS/RSA/Research/studies/index.html. N/A 2004 8/19/2004 23:07:44 RIEAPR2004 HR92-022-001 For related reports, see EC 309 764 and EC 309 765.

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Yes Ability Identification American Indians Disproportionate Representation Ethnic Groups Evaluation Methods Gifted Disadvantaged Mexican Americans Middle Schools Minority Groups Multiple Intelligences Sex Differences Student Evaluation Sarouphim, Ketty M. Reports - Research Speeches/Meeting Papers Arizona Arizona English This study investigated the effectiveness of a performance-based assessment (DISCOVER (Discovering Intellectual Strengths and Capabilities through Observation while allowing for Varied Ethnic Responses)) in identifying gifted minority middle school students. Research questions focused on examining the alignment between DISCOVER and Gardner's theory of multiple intelligences (MI), as well as assessing gender and ethnic differences. Middle school students (n=395) were mostly Mexican American and Native American from lower socioeconomic backgrounds) in Arizona. Analysis showed low inter-rating correlations, indicating a good fit between DISCOVER and MI theory in that students identified as gifted in one intelligence were not necessarily identified as gifted in other intelligences. Multiple analysis of variance showed no significant interaction effect or main effect for ethnicity, although a main effect for gender was found. Univariate analysis showed that males outperformed females in the mathematics activity of DISCOVER. However, no overall gender or ethnic differences in identification were revealed. In total, 12.4% of the participants were identified as gifted, suggesting that using DISCOVER for identification purposes might help in diminishing the problem of minority underrepresentation in programs for the gifted. (Contains 27 references.) (Author/DB) ED479981 DISCOVER in Middle School: Identifying Gifted Minority Students. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Athletics Children Elementary Secondary Education Friendship Inclusive Schools Interpersonal Competence Mainstreaming Mental Retardation Peer Relationship Peer Teaching Self Evaluation (Individuals) Special Schools Saenz, Claudia Dissertations/Theses Information Analyses Social Skills Training English This review of the literature addresses key considerations in the friendships of children with intellectual disabilities and is organized into four areas of friendship: perceptions, sports, social skills training, and setting effects. The study found that children with disabilities view their social relationships with peers favorably, despite the limited quantity of such relationships. Additionally, children with disabilities have limited access to peers and have limited skills in establishing friendships. Results suggest that children with disabilities would benefit from more exposure to peers in all settings. Other findings include: students with intellectual disabilities in mainstreamed schools tended to have more friends than similar students in special schools; participation in sports improved the self-esteem and friendship activity for students with intellectual disabilities; children with disabilities have very little contact with peers outside of school; training in social skills increased the number of social interactions (mostly positive) for children with disabilities; and peer training in social skills is the most effective. (Contains 24 references.) (DB) ED479982 Friendships of Children with Disabilities. 2003-05-00 31 N/A 2004 2016-11-21

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Yes Behavior Problems Developmental Delays Disabilities Early Childhood Education Early Intervention Educational Environment Educational Legislation Elementary Secondary Education Federal Legislation Federal Programs Graduation Outcomes of Education Program Evaluation Special Education Special Education Teachers Speech Language Pathology Student Characteristics Student Placement Teacher Effectiveness Teacher Shortage Books Legal/Legislative/Regulatory Materials Reports - Descriptive Individuals with Disabilities Education Act Individuals with Disabilities Education Act Department of Education, Washington, DC. Westat, Inc., Rockville, MD. English The 24th annual report to Congress on the implementation of the Individuals with Disabilities Education Act (IDEA) is organized into four major sections. Section 1 is on context/environment and includes four modules that address special education teacher quality (from the Study of Personnel Needs in Teacher Education (SPeNSE)); costs of special education (from the Special Education Expenditure Project); low income children with disabilities (from the Early Childhood Longitudinal Study--kindergarten class of 1998-99); and use of the developmental delay classification for children ages 3 through 9. Section 2 provides information about student characteristics organized as follows: infants and toddlers; preschoolers; students ages 6 through 21; and individual and household characteristics of high school students with disabilities (from the National Longitudinal Transition Study 2). The four modules of Section 3 examine programs and services for students with disabilities and include quantity and quality of school-passed speech-language pathologists (based on data from SPeNSE); social adaptation and problem behaviors of elementary and middle school special education students (from the Special Education Elementary Longitudinal Study); educational environments (based on state-reported data on service settings), and state and local implementation and impact of IDEA (a view from the field). The final section's three modules report high school graduation rates among students with disabilities, data from the National Early Intervention Longitudinal Study on results experienced by children and families 1 year after beginning early intervention, and state improvement and monitoring. Extensive appendices provide data tables on child count, educational environments, personnel, program exiting, discipline, population and enrollment, state grant awards, and early intervention. (Individual sections contain references.) (DB) ED479983 To Assure the Free Appropriate Public Education of All Children with Disabilities (Individuals with Disabilities Education Act, Section 618). Twenty-Fourth Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2002. 2002-00-00 752 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OSERS/OSEP. N/A 2004 2016-11-21

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Yes Bilingualism Cultural Awareness Culturally Relevant Education Curriculum Elementary Secondary Education English (Second Language) Immigrants Inner City Limited English Speaking Literacy Education Poverty Reading Instruction Second Language Instruction Social Influences Teacher Expectations of Students Teacher Responsibility Urban Schools MacGillivray, Laurie Rueda, Robert Reports - Descriptive Differentiation Vygotsky (Lev S) Child Responsiveness English This paper examines what researchers have learned from teachers about high quality instruction for poor second language learners. It begins by describing the Vygotskian notion of responsivity. Next, it describes specific practices and guidelines, focusing on: differentiating instruction; understanding teachers' responsibility for knowing about students' lives; expecting the most and avoiding the deficit model; implementing curriculum that is meaningful to all students; recognizing knowledge of two languages and cultures; and being aware of default curriculum. The third section explains how to look beyond reading instruction, explaining that while differentiating instruction can improve the chances for all children to succeed, there are some larger societal issues that need to be part of the conversation (poverty, anti-immigrant and anti-bilingualism sentiments, lack of resources, and environmental hazards). The paper asserts that support networks of teachers and administrators are critical for rethinking curriculum and the role of teachers and administrators in larger community issues to best serve the needs of poor, inner city, second language learners. (SM) ED479984 Listening to Inner City Teachers of English Language Learners: Differentiating Literacy Instruction. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 8 N/A 2004 2016-11-21

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Yes Classroom Environment College Students Communication Apprehension Grading Higher Education Second Language Learning Student Attitudes Teacher Influence Teaching Methods von Worde, Renee Dissertations/Theses - Doctoral Dissertations English This research identified factors that may increase anxiety in a foreign language classroom and factors that may assist in reducing anxiety, described student manifestations of anxiety, and correlated final grade with anxiety level. The research was accomplished by means of in-depth phenomenological interviews, a foreign language anxiety questionnaire, FLCAS (Horwitz, Horwitz, and Cope, 1986), and final grade correlation from students in diverse foreign language classrooms. Foreign language anxiety has many sources. Some may be associated with the student, the teacher, the methodology, or instructional practice. Anxiety may also originate in low self-esteem, specious beliefs regarding the learning of language, negative experience associated with the foreign language or culture, or the general experience of language learning. Findings further clarified the role of anxiety in foreign language classroom contexts. The findings seemed to corroborate other studies in suggesting that anxiety can negatively affect the language learning experience in numerous ways and that reducing anxiety seems to increase language acquisition and learner motivation. Among the recommendations suggested is that awareness of the problem of foreign language anxiety should be enhanced and taken seriously by teachers and students alike to assist practitioners and learners in enriching the language learning experience. (Contains 82 references.) (Author/SM) ED479986 An Investigation of Students' Perspectives on Foreign Language Anxiety. 1998-00-00 180 N/A 2004 8/19/2004 23:08:02 RIEAPR2004 Ph.D. Dissertation, George Mason University.

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Yes Aphasia Bilingualism Code Switching (Language) Foreign Countries Kannada Language Usage Uncommonly Taught Languages Bhat, Sapna Chengappa, Shyamala Reports - Research Matrix Language India India English Patterns of code switching were studies from two aphasic and two neurologically normal Kannada-English bilinguals. Conversational analysis of the samples based on the Matrix Language Frame (MLF) model (Myers-Scotton, 1993) revealed consistent code switching between two languages by all the subjects. The aphasic subjects demonstrated a greater frequency of MLF constituents and mixing at the morphological level, but there were no differences in terms of the quality of the switches. Results suggest an increased dependence on both languages for communication following aphasia. This study provides some insights into the pattern of code switching between Kannada and English and also signals ways to structure assessment in bilingual aphasics accordingly. (Contains 23 references.) (Author/SM) ED479987 Code Switching in Normal and Aphasic Kannada-English Bilinguals. 2003-00-00 17 N/A 2004 2016-11-21

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Yes French Second Language Instruction Second Language Learning Secondary Education Story Telling Student Attitudes Student Evaluation Teaching Methods Skala, Carol Dissertations/Theses Reports - Research Tests/Questionnaires Total Physical Response English This action research project examined the impact of foreign language teaching techniques on the language acquisition and retention of 19 secondary level French I students, focusing on student perceptions of the effectiveness and ease of four teaching techniques: total physical response, total physical response storytelling, literature approach, and a traditional grammar text. Analysis of pre-intervention data revealed a high number of students performing poorly in first year language classes. Analysis of foreign language class enrollments revealed that many students did not continue on to higher levels of study. Probable causes for student performance and enrollment numbers included student expectations, learner preferences, foreign language teaching methods, and the classroom environment. Student frustration levels in acquiring and retaining foreign language skills were obtained using student self-report surveys. Additional data were obtained using analysis of students' performance on classroom assessments. Results indicated that using multiple teaching methods produced the least student frustration and optimum achievement. As the study progressed, students responded positively to various methods as techniques matched their learning styles or intelligences. Results suggest the importance of maximizing total physical response, engaging students in whole class activities, incorporating storytelling, and using student questions to introduce grammatical explanations. Appended are: Preliminary Reflections questionnaire; Student Self-Reflection questionnaire; and Student End Survey. (Contains 34 references.) (SM) ED479988 Optimizing Basic French Skills Utilizing Multiple Teaching Techniques. 2003-05-00 60 N/A 2004 2016-11-21

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Yes At Risk Persons Cost Effectiveness Early Intervention Experiments Followup Studies Longitudinal Studies Outcomes of Education Preschool Children Preschool Education Program Effectiveness Program Evaluation Public Policy Masse, Leonard N. Barnett, W. Steven Reports - Evaluative Carolina Abecedarian Project NC Social Policy English Although the benefits to academic achievement and cognitive development experienced by children participating in the Carolina Abecedarian Project have been well documented, there is little information available on the cost effectiveness of programs based on the Abecedarian preschool model. This study involved a benefit-cost analysis of the Abecedarian preschool program. Participating in the experimental study were 104 of the 112 at-risk children born 1972 and 1977, who were randomly assigned to either a preschool program or a control group; follow-up data were collected when the children were 21 years old. Treatment was comprised of a center-based preschool program emphasizing language development and provision of medical and nutritional services, with medical and nutritional services also provided to the control group. Outcomes were measured in terms of participant earnings, earnings of future generations, elementary and secondary education costs, smoking and health costs, maternal productivity and earnings, and receipt of welfare payments. Findings of the benefit-cost analysis revealed that the program "pays for itself" when all benefits and costs are included in the analysis. The rate of return to the Abecedarian project ranged from 3 to 7 percent, depending on the benefit considered. However, it is unlikely that results could be replicated perfectly in all settings and for all populations. (Contains 79 references.) (KB) ED479989 A Benefit Cost Analysis of the Abecedarian Early Childhood Intervention. 2002-00-00 Pew Charitable Trusts, Philadelphia, PA. 51 National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. N/A 2004 2016-11-21 ED531483

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Yes Child Care Child Care Quality Child Caregivers Early Childhood Education Educational Quality Preschool Teachers Professional Development State Programs Teacher Improvement Teacher Qualifications Ackerman, Debra J. Reports - Descriptive Caregiver Qualifications English A significant research base supports the positive benefits of quality early care and education (ECE) for later developmental and academic outcomes. Noting that many ECE settings are of mediocre quality and that quality of care is related to teacher/caregiver qualifications, this working paper examines states initiatives to improve the qualifications of ECE teachers. Information was gathered from published reports and websites of state and federal ECE initiatives. The following types of initiatives are described: (1) regulatory efforts to improve ECE teachers qualifications, including barriers to improving qualifications; (2) financial professional development efforts, including a description of the Early Childhood Educator Professional Development Program as part of the No Child Left Behind Act; (3) career lattices; (4) apprenticeship efforts funded through the federal Quality Child Care Initiative; and (5) other efforts, including state curricula for the CDA credential and varied state reimbursement rates depending on teachers educational qualifications. The paper concludes with a summary of specific practices that hold particular promise for helping to improve the credentials of ECE teachers, including fully financing ECE teacher education, overcoming language barriers to improving qualifications, helping nontraditional learners, improving articulation between community colleges and universities, and improving collaboration among institutions of higher education. (Contains 130 references.) (KB) ED479990 States' Efforts in Improving the Qualifications of Early Care and Education Teachers. NIEER Working Papers. 2003-01-27 Pew Charitable Trusts, Philadelphia, PA. 46 National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/research/Ackerman.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Benchmarking Developmentally Appropriate Practices Emergent Literacy Expectation Language Skills National Standards Preschool Curriculum Preschool Education State Standards Student Evaluation Burns, M. S. Midgette, K. Leong, D. Bodrova, E. Reports - Evaluative English This report is intended to inform policymakers, administrators, and teachers regarding the development of standards or benchmarks addressing language and literacy skills in prekindergarten programs. The report notes that although standards and benchmarks can bring clarity to what should be expected of young children, there are challenges in describing benchmarks in a way that is useful and helpful, rather than restricting and developmentally inappropriate. Two sets of standards/benchmarks were used as a model for comparison with state standards/benchmarks: the New Standards Listening and Speaking Standards, and A Framework for Early Literacy Instruction. The comparison revealed that the development of speaking and listening skills was not equally represented across states and that the language used in the standards/benchmarks reflected indecisiveness regarding which stage of development an ability should be captured. The report points out that although many states have made considerable progress in developing age-appropriate and clearly written benchmarks, the inadequate representation of language knowledge and listening/speaking skills in many states is an important omission. The findings highlight the importance of: (1) using a common language across standards/benchmarks; (2) being consistent with K-12 expectations while being developmentally appropriate; (3) being stated in terms of a specific knowledge or skill, rather than an activity; (4) being grounded in research; (5) being used with reflection, rather than followed blindly; and (6) using language that is clear and provides enough detail to help teachers understand how to organize the classroom and provide support for children's emerging knowledge and skills. (Contains 16 references.) (KB) ED479991 Prekindergarten Benchmarks for Language and Literacy: Progress Made and Challenges to Be Met. NIEER Working Papers. 2002-00-00 Pew Charitable Trusts, Philadelphia, PA. Policymakers Practitioners 20 National Institute for Early Education Research (NIEER), Rutgers, The State University of New Jersey, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/research/prekinderLLbechmarksburn s.pdf. N/A 2004 8/19/2004 23:08:11 RIEAPR2004

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Yes Case Studies Classroom Environment Cultural Influences Culture Conflict Foreign Countries Grade 9 High Schools Nonformal Education Resistance to Change Rural Schools Science Instruction Student Attitudes Teacher Student Relationship Teaching Methods World Views Najike, Samuel McRobbie, Campbell Lucas, Keith Reports - Research Speeches/Meeting Papers Papua New Guinea Papua New Guinea English This paper reports on the classroom learning environment and teaching practices in a Papua New Guinea ninth-grade science class and the conflict between the informal, traditional learning paradigm and new school approaches to science teaching. Observations and interviews with teachers and four students were supplemented with questionnaires and test results. Findings indicate that teaching and learning strategies were basically teacher-centered and involved low-level cognitive structures, such as rote learning. There was less emphasis on meaningful learning, and the long-term retention of science concepts was not an important consideration. It became obvious toward the end of the study that this model of teaching and learning had become part of the culture of teaching and learning science at this school. In rural Papua New Guinea's informal, traditional teaching model of story telling and apprenticeship, students listened and learned by imitating what they saw over a period of time. In this study, students seemed to display those same behaviors, which contrasted with the teacher's expectations. The teacher, a recent graduate, desired, but was unable to create, a learning environment in which meaningful learning was the most desired outcome. He expected students to ask questions and be responsible for their own learning by participating actively in student-centered activities. The students were reluctant to do so and may have seen such behavior as inappropriate and disrespectful toward the teacher's authority. To improve students' learning and understanding of science, new components of cultural sensitivity should be included in the pedagogy, aimed at facilitating a bridge or "border crossing' from the students' culturally oriented views to the canonical views in science and science pedagogy. (Contains 39 references) (TD) ED479992 Learning Science in a High School Learning Environment in Papua New Guinea. 2002-12-00 29 For full text: http://www.aare.edu.au/02pap/naj02039.htm. N/A 2004 2016-11-21

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Yes Accountability Administrative Problems Administrator Attitudes Economically Disadvantaged Elementary Secondary Education High Risk Students Low Income Rural Schools School Districts Student Mobility Transient Children Schafft, Kai A. Reports - Research Speeches/Meeting Papers New York (Upstate) New York English Patterns of low-income student mobility were examined in rural upstate New York, along with impacts on and responses by communities and schools. Analyses of state-level school district data were combined with surveys and interviews with school district administrators. The study focused on 136 persistently poor districts (consistently in the bottom third of upstate districts in school district wealth each year from 1991 to 1999) and on 141 economically advantaged districts (consistently in the top third). Results indicate that chronic student mobility, and particularly the mobility of low-income students, posed a serious, but under-documented problem for rural schools. The incidence and effects of student mobility were particularly pronounced in smaller, limited-resource districts. School district administrators reported that high-need, highly mobile students increased administrative costs, and the unpredictability of their movement vastly complicated planning and budgeting processes. In sum, the study suggests a large, high-need segment of the upstate New York population that is largely unrecognized, untargeted, and both socially and academically at risk. Implications for community vitality are discussed, as well as what this might mean in the context of current educational reform measures. (Contains 33 references) (Author/SV) ED479993 Low Income Student Transiency and Its Effects on Schools and School Districts in Upstate New York. 2003-04-00 34 N/A 2004 2016-11-21

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No Community Development Community Surveys Economic Impact Economically Disadvantaged Facility Improvement Foreign Countries Road Construction Rural Schools School Community Relationship Well Being Lokshin, Michael Yemtsov, Ruslan Reports - Research Georgia Republic Impact Studies Infrastructure Georgia Republic World Bank, Washington, DC. English Economic and political turmoil have led to a dramatic fall in living standards in the Republic of Georgia. Rural areas have been hit particularly hard, suffering from increasing marginalization; worsening access to roads, information, health care facilities and markets; and dilapidation of health and education establishments. In an effort to channel scarce public resources and international aid to their best uses, this paper evaluates the impact of various types of rural community infrastructure rehabilitation on household well-being, using household and community-level survey data. The sample included 144 school, road, and water rehabilitation projects carried out in 106 rural villages during 1998-2000. The empirical approach utilized the panel structure of the data to control for time-invariant unobservables at the community level by applying propensity-score-matched double difference comparison. Results indicate that improvements in school and road infrastructure produced significant welfare gains for the poor at the village and country levels. The impact of water rehabilitation projects was ambiguous. School rehabilitation projects produced the largest gains for the poor and positively affected attendance and enrollment rates. Methodologically, this analysis shows that ad hoc community surveys matched with ongoing nationally representative surveys can provide a feasible and low-cost impact evaluation tool. (Contains 40 references) (Author/SV) ED479994 Evaluating the Impact of Infrastructure Rehabilitation Projects on Household Welfare in Rural Georgia. Policy Research Working Paper. 2003-10-00 35 For full text: http://econ.worldbank.org/view.php?type=5&id=30439/. N/A 2004 2016-11-21

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No Adventure Education Experiential Learning Group Dynamics Group Therapy Individual Development Outdoor Activities Professional Development Psychotherapy Rehabilitation Theory Practice Relationship Therapeutic Environment Wilderness Richards, Kaye, Ed. Smith, Barbara, Ed. Books Collected Works - Proceedings Healing Adventure Therapy Facilitators English This proceedings presents a variety of international perspectives on the nature of adventure therapy and charts new insights into its historical, philosophical, theoretical, and practical realms. Following an editorial "Adventure and Therapy: 'Dancing in the Moonlight'" (Kaye Richards, Barbara Smith), the 21 papers are: (1) "Adventure Therapy: A Description" (Martin Ringer); (2) "Adventure Therapy: Past, Present and Future" (Lee Gillis, Simon Priest); (3) "What To Observe in a Group" (Claudio Neri); (4) "Experience-Adventure-Therapy: An Inquiry into Professional Identity" (Rudiger Gilsdorf); (5) "Making Research Contribute to the Practice of Facilitation: Developing Program Theory through Practitioner Research" (Johan Hovelynck); (6) "Journeys into the Wilderness: Building Research into Practice" (Mary-Faeth Chenery); (7) "The Double Diamond Model of Experiential Education as a Framework for Adventure Therapy" (Christian M. Itin); (8) "From Adventure to Therapy: Some Necessary Conditions To Enhance the Therapeutic Outcomes of Adventure Programming" (Luk Peeters); (9) "Enhancing Group Effectiveness through Creating and Maintaining a 'Reflective Space'" (Martin Ringer); (10) "Therapeutic Outdoor Programming: Theoretical Connections between Adventure and Therapy" (Alison Voight, Bryan McCormick, Alan Ewert); (11) "Adventure Therapy vs. Therapeutic Adventure: Critical Differences and Appropriate Training" (Christian M. Itin); (12) "Matching Process with Practice: Stage Based Change as a Framework for Adventure Therapy" (Ray Handley); (13) "Being Moved by Nature: Adventure Therapy and Spinal Cord Injury Rehabilitation" (Almut Beringer); (14) "The Unbearable Lightness of Being--Postmodernism and Wilderness-Based Therapeutic Intervention: Confrontation and Challenge" (Paul Stolz); (15) "The Outdoor Experience Program: Wilderness Journeys for Improved Relationships with Self, Others and Healthy Adventure" (Anita Pryor); (16) "Family Therapy with a Twist and a Shake and a Shout: Adventure Family Therapy in Practice" (Scott Bandoroff); (17) "Psychotherapy on the Steep-Wall: Adventure Therapy and the Psychiatric Treatment of Children and Adolescents" (Stefan Eisenbeis); (18) "The Use of Adventure Therapy in the Treatment of Adolescents Who Commit Sexual Offences" (Patrick Tidmarsh, Scott Kilby); (19) "Burnout in Adventure Therapy: Bush-Fire as a Catalyst for Change and Soul Work--An Australian Perspective" (Tonia Gray, Carol Birrell); (20) "Tribal Wisdom: Reflections on Adventure Therapy and Its Social Context" (Martin Ringer); and (21) "Announcement and Progress of the International Adventure Therapy Working Party" (Martin Ringer). (Contains references in most chapters) (SV) ED479995 Therapy within Adventure: Proceedings of the International Adventure Therapy Conference (2nd, Augsburg, Germany, March 20-24, 2000). 2003-00-00 ISBN-3-934214-89-4 299 ZIEL GmbH, Neuburger Str. 77, D-86167 Augsburg, Germany. Fax: +49-821-724455; e-mail: verlag@ziel.org ($29.00 Euros plus $3.00 Euros shipping). N/A 2004 2016-11-21

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Yes Fees Financial Aid Applicants Higher Education Paying for College Public Colleges State Programs Student Financial Aid Tuition Reports - Descriptive California California California State Postsecondary Education Commission, Sacramento. English This document presents questions and answers to some frequently asked questions concerning student fees and financial aid at California's public colleges and universities. The answers provide an overview of costs and aid at public institutions of higher education in California. In the 2003-2004 year, California residents enrolled as full-time undergraduates would pay about $5,530 on average in systemwide and campus-based fees, and $18 a credit to attend colleges in the state's community college system. The community colleges are the least expensive of any in the United States, and the costs for the 4-year institutions amount to about half of the average amount charged at public counterpart institutions in the rest of the country. Undergraduate students at the University of California appear to pay about 30% of the cost of education in the system; those at campuses of California State University pay about 26% of this cost within that system, and community college students pay about 10% of the cost of their education. The question-and-answer format also provides information about student financial aid, from amounts granted to how to apply for aid. Also discussed is how recent student fee increases will affect enrollment at the state's public colleges and universities. (SLD) ED479997 Frequently Asked Questions Concerning Student Fees and Financial Aid at California's Public Colleges and Universities. Information from the California Postsecondary Education Commission. 2003-00-00 5 For full text: http://www.cpec.ca.gov/CompleteReports/2003Reports/OP03-01.pdf. N/A 2004 2016-11-21

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Yes Adoption (Ideas) Adult Education Business Citizen Participation Community Action Community Development Creativity Developed Nations Economic Development Educational Development Educational Improvement Educational Research Entrepreneurship Environmental Influences Foreign Countries Innovation Labor Force Development Research and Development Strategic Planning Technology Transfer Collected Works - Proceedings Opinion Papers Multilingual/Bilingual Materials Canada Canada Conference Board of Canada, Ottawa (Ontario). French English This report provides a summary of the objectives, proceedings, and major outcomes of a summit meeting of over 500 leaders from across Canada convened to validate and prioritize strategic recommendations from an innovation and learning engagement process and to discuss key challenges to realization of Canada's vision to become one of the most innovative and skilled countries in the world. Introductory material includes summit background and context and an overview of the agenda. A summary of the sessions sets out the major challenges related to the summit's five themes, which are: improving research, development, and commercialization; enhancing the innovation environment; strengthening our learning culture; building an inclusive and skilled work force; and strengthening communities. The next section highlights feedback from the five breakout sessions, including details of the three or four priority recommendations participants selected in each one. Highlights and key points are presented of presentations and discussions of working sessions that identified key challenges to innovations and learning in these four areas: mobilizing communities; immigration; life sciences, biotechnology, and health innovation; and environment and clean energy. A final section discusses the next steps for Canada's innovation and learning agenda. Appendixes include official speeches, key points from presentations and discussions, and agreed-upon priorities for action. A French language version is provided. (YLB) ED479998 National Summit on Innovation and Learning=Sommet National sur L'Innovation et L'Apprentissage. Summary=Sommaire. 2003-00-00 ISBN-0-662-33293-8 302 Information Distribution Centre, Communications and Marketing Branch, Industry Canada, Room 268D, West Tower, 235 Queen Street, Ottawa ON K1A 0H5 Canada. Tel: 613-947-7466; Fax: 613-954-6436; e-mail: publications@ic.gc.ca or Enquiries Centre, Human Resources Development Canada, 140 Promenade du Portage, Phase IV, Level 0, Gatineau QC K1A 0J9 Canada. Fax: 819-953-7260; e-mail: pub@hrdc-drhc.gc.ca. Available in multiple formats. For full text: http://www.innovationstrategy.gc.ca/. N/A 2004 2016-11-21

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Yes Adoption (Ideas) Adult Education Attitudes Business Citizen Participation Community Action Community Development Creativity Developed Nations Economic Development Educational Development Educational Research Entrepreneurship Foreign Countries Innovation Job Skills Labor Force Development Public Opinion Research and Development Technology Transfer Collected Works - Proceedings Opinion Papers Multilingual/Bilingual Materials Canada Canada French English This publication captures the thoughts, suggestions, and concerns Canadians expressed through an engagement process on behalf of the Government of Canada to animate discussion on Canada's innovation and learning challenges. The chapters provide summaries of what different groups had to say in relation to these key challenge areas and themes set out in strategy papers: research and development and commercialization; learning and immigration systems; skills; taxation and regulation; and community innovative capacity. Chapters 2-9 summarize what was said by people in Canada's regions; young Canadians; aboriginal groups; business associations, labor and economic development organizations, and sector councils; industry sectors; small and medium-sized businesses; the academic community; and provincial and territorial governments. Chapter 10 highlights the major suggested actions and recommendations brought forth or endorsed through the endorsement process in these areas: strengthening the learning process; building an inclusive and skilled work force; enhancing the innovation environment; improving research, development, and commercialization; and strengthening communities. The appendix presents a summary of the major goals, targets, and milestones laid out in Achieving Excellence and Knowledge Matters. A French language version is provided. (YLB) ED479999 Canadians Speak on Innovation and Learning=Les Canadiens, L'Innovation et L'Apprentissage. 2003-00-00 ISBN-0-662-66955-X 199 Information Distribution Centre, Communications and Marketing Branch, Industry Canada, Room 268D, West Tower, 235 Queen Street, Ottawa ON K1A 0H5 Canada. Tel: 613-947-7466; Fax: 613-954-6436; e-mail: publications@ic.gc.ca or Enquiries Centre, Human Resources Development Canada, 140 Promenade du Portage, Phase IV, Level 0, Gatineau QC K1A 0J9 Canada. Fax: 819-953-7260; e-mail: pub@hrdc-drhc.gc.ca. Available in multiple formats. For full text: http://www.innovationstrategy.gc.ca/. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Adult Education Community Development Entrepreneurship Foreign Countries Information Needs Innovation Interdisciplinary Approach Labor Force Development Mentors Research and Development Role of Education Secondary Education Skill Development Young Adults Youth Youth Leaders Youth Opportunities Youth Programs Reports - Research Canada Youth Participation Canada English A study surveyed 241 high-achieving youth aged 15-25 regarding how innovation can be made sustainable among youth in Canada. Results were insightful and pointed to actionable steps for the Youth Action Council for Sustainable Innovation and the federal government. Findings indicated the following: youth can be more innovative if they have the right environment and the right tools; innovation has a broad range of meanings, and youth think about innovation in broad terms; young innovators/entrepreneurs believe that access to capital remains a barrier to innovation; youth believe there is a lack of information/databases on the subject of innovation; youth want more opportunities for mentorship and cooperative entrepreneurship programs in Canada; Canada's most innovative youth are highly mobile; the educational system suppresses innovation in youth; youth point to the need for multidisciplinary approaches to problem solving, innovation, and community building; a broad array of factors contributes to making someone innovative, many of which fall outside the boundaries of the core educational curriculum; youth regard an innovative person as strong in soft skills; youth feel strongly that development of human capital is the cornerstone of developing innovation skills; and focusing efforts on children is most likely to instill innovation skills that will last a lifetime. (Exhibits include methodology and focus group materials.) (YLB) ED480000 Youth Action Council on Sustainable Innovation (YACSI) Report: Making Innovation Sustainable Among Youth in Canada. 2002-10-07 25 For full text: http://www.innovationstrategy.gc.ca/cmb/innovation.nsf/SectorRepo rts/YACSI. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Literacy Comparative Analysis Eligibility Employment Services English (Second Language) Federal Aid Federal Legislation Federal Programs Job Training Limited English Speaking Literacy Education Out of School Youth Policy Formation Postsecondary Education Public Policy Second Language Instruction Student Financial Aid Patel, Nisha Strawn, Julie Greenberg, Mark Reports - Evaluative Opinion Papers Reauthorization Legislation Workforce Investment Act 1998 Workforce Investment Act 1998 Center for Law and Social Policy, Washington, DC. English This publication on reauthorization recommendations for the Workforce Investment Act of 1998 (WIA) comprises three documents. The first is a short summary of reauthorization recommendations for Title I and II. Title I recommendations are to eliminate sequential eligibility; promote greater access to training; improve adjustment of performance measures; require that performance measures take into account job quality and better capture earnings changes; address needs of those with limited English skills; encourage programs to combine adult education, English as a second language (ESL), and job training services; promote informed consumer choice by creating a process for fixing problems with the provider certification system; and clarify how WIA should take into account federal student aid received. Title II recommendations are to improve effectiveness of services by focusing funds on high quality programs; address needs of those with limited English skills; encourage programs to combine adult education, ESL, and job training services; and strengthen links to postsecondary education and job training. The second document, written by Nisha Patel and Julie Strawn, is a discussion of the rationale for each recommendation. The third document, written by Nisha Patel and Mark Greenberg, is a summary and side-by-side comparison of Title I provisions in current law and these WIA reauthorization proposals: eight-page plan released by the Bush Administration in February 2003 and the bill (H.R. 1261) passed on May 8, 2003. (YLB) ED480001 WIA Reauthorization Recommendations [and] Side-by-Side Comparison of Title I Provisions in Recent WIA Reauthorization Proposals (June 25, 2003 Update). 2003-00-00 Policymakers 38 For full text (Recommendations): http://www.clasp.org/DMS/Documents/1057258510.44/WIA_Recomm.pdf. For full text (Comparison): http://www.clasp.org/DMS/Documents/1056564883.68/WIA_sbs.pdf. N/A 2004 2016-11-21

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Yes Adult Education Apprenticeships Cooperative Programs Coordination Employer Attitudes Employer Employee Relationship Employment Potential Employment Services Entry Workers Job Skills Labor Force Development Labor Turnover Low Income Groups Mentors Nonprofessional Personnel Personnel Selection Promotion (Occupational) Reentry Workers Social Services Training Allowances Collected Works - Proceedings Opinion Papers Jobs for the Future, Boston, MA. English Seventeen small and mid-sized employers from Annie E. Casey Foundation Jobs Initiative sites addressed the challenges of recruiting, retaining, and promoting frontline workers. Employers shared collaboration experiences with Jobs Initiatives sites to develop effective, efficient strategies to prepare and support low-income residents. Firms relied on frontline employees to ensure they thrived; all required literacy and job readiness far beyond what frontline workforce generally possess. Employers reported low work attendance and recognized these causes of retention problems: transportation, day care, and the relationship between wages and eligibility for public benefits. Many employers experienced problems recruiting workers with higher levels of skill and would have advanced frontline workers, but many workers lacked skills. Tuition reimbursement remained unused due to upfront costs, child care, transportation, and study time. Solutions to improve retention were a workshop on positive attendance, mentor/buddy system for foreign workers, and collaboration with Jobs Initiative intermediaries to develop work-readiness components. With collaboration of Jobs Initiative intermediaries, firm-based programs addressed advancement through improvements in tuition reimbursement policies, release time, reverse referral, internal career ladders, and reinvigorated apprenticeship programs. The Keynote Address (Steve Gunderson) described a workforce crisis consisting of the serious and widening gap between skills employers need to compete in the global economy and skills of the workforce. (YLB) ED480002 The Employer's Voice: Frontline Workers and Workforce Development. 2003-00-00 9 For full text (requires registration): http://www.jff.org/jff/PDFDocuments/EmployersVoice.pdf. N/A 2004 8/19/2004 23:08:37 RIEAPR2004 Results of a conference of Annie E. Casey Foundation Jobs Initiative sites (Washington, DC, March 13-14, 2003).

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Yes Access to Education Adult Education Articulation (Education) Change Strategies Educational Administration Educational Attainment Educational Change Educational Cooperation Educational Finance Educational Opportunities Educational Policy Government Role Human Capital Job Training Policy Formation Postsecondary Education Resource Allocation Role of Education State Government Vocational Education Callan, Patrick M. Finney, Joni E. Opinion Papers National Center for Public Policy and Higher Education, CA. English This paper discusses the policy dimensions to increase the nation's educational capital by providing at least two years of education beyond high school for almost every young and working-age adult who is motivated and able to benefit. It focuses on creating multiple pathways resulting from collaborative efforts across educational sectors or redesigned structures. Section 1 describes the economic and social imperatives for significantly increasing higher education access and attainment in the population. Section 2 addresses public policy challenges to achieving this goal. Section 3 identifies the elements of the public policy infrastructure needed for large-scale educational reform, with particular attention to accountability systems and finance and governance changes. It suggests these three characteristics to make state-level accountability more effective: provide a diagnosis, monitor progress, and use information for improvement. Examples are provided of successful governance and decision making initiatives and of allocation and reallocation of resources. The final section makes observations on the political challenges that must be addressed to extend access to postsecondary education to all. (Contains 16 references.) (YLB) ED480003 Multiple Pathways and State Policy: Toward Education and Training Beyond High School. 2003-06-00 Jobs for the Future, Boston, MA. Policymakers 19 For full text (registration required): http://www.jff.org/jff/PDFDocuments/Multpathstate.pdf. N/A 2004 8/19/2004 23:08:39 RIEAPR2004 Commissioned for the project: Redesigning High Schools: The Unfinished Agenda in State Education Reform.

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Yes Academic Education Articulation (Education) Case Studies Community Colleges Curriculum Development Federal Aid Federal Programs Fused Curriculum High Schools Instructional Innovation Labor Force Development Organizational Change Postsecondary Education Retraining School Business Relationship Teacher Collaboration Technological Advancement Technology Education Two Year Colleges Vocational Education Bailey, Thomas R. Matsuzuka, Yukari Reports - Research Speeches/Meeting Papers Advanced Technological Education Program English A study examined the impact of the Advanced Technological Education (ATE) program on efforts in academic and vocational integration. A case study of 10 community colleges housing ATE-funded projects collected data through interviews with administrators, faculty, ATE program practitioners, and faculty and administrators at collaborating high schools and 4-year institutions. Findings indicated two major approaches (content integration and process integration) were involved in ATE curriculum development; collaborations among faculty members were important to program quality and scope of dissemination; participation of technology/occupational faculty members was pervasive in development and dissemination of ATE-funded curriculum and other ATE activities; general education faculty participated far less; interactions between ATE-funded programs and non-credit-oriented workforce development programs were prevalent and increasing; barriers were tensions between ATE and academic departments and organizational issues like work arrangements; rapidly changing advanced technologies, industry needs and fiscal and programmatic restrictions led ATE toward non-credit, workforce development programs; and articulations were potentially possible, although students would need to take significant amounts of additional courses that are not general education or "applied." (Contains 37 references) (YLB) ED480004 Integration of Vocational and Academic Curricula through the NSF Advanced Technological Education Program (ATE). 2003-04-00 44 N/A 2004 2016-11-21

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Yes Academic Education College Preparation Cooperative Education Course Selection (Students) Credits Decision Making Educational Trends Enrollment Influences High School Graduates Information Technology Longitudinal Studies School Statistics Secondary Education Student Educational Objectives Student Interests Technology Trend Analysis Vocational Education Work Experience Programs Levesque, Karen Hudson, Lisa Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. English This report analyzes vocational/technical (VT) course taking among public high school graduates between 1982-98. It focuses on trends in VT course taking, introductory technology and computer-related coursetaking, and how students combine VT and academic course taking. The report examined high school transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998. Findings indicated the average number of VT credits earned by graduates declined between 1982-90, with no subsequent statistically significant changes; program areas with declining course taking were materials production, business management, and mechanics and repair, and those with increasing course taking were computer technology and communications technology; students were less likely to concentrate in occupational education; differences were not significant in the percentage of 1982 and 1998 graduates taking work-based learning courses or the average number of credits earned; some evidence showed, in states that increased graduation requirements, students decreased VT course taking; 1998 graduates earned credits equivalent to about one full-year computer-related course; graduates increased the number and rigor of academic courses they took; and students became more likely to combine college preparatory and occupational coursework. The text and appendixes contain 113 tables and 67 figures, a glossary and technical notes and methodology. (YLB) ED480005 Trends in High School Vocational/Technical Coursetaking, 1982-1998. Statistical Analysis Report. 2003-06-00 277 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://nces.ed.gov/pubs2003/2003025.pdf. N/A 2004 8/19/2004 23:08:44 RIEAPR2004

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No Curriculum Development Education Work Relationship Educational Development Educational History Educational Philosophy Educational Trends Employed Women Ethnic Groups Federal Legislation Higher Education Labor Force Land Grant Universities Postsecondary Education Secondary Education Sex Fairness Special Needs Students Student Organizations Teacher Education Vocational Education Womens Education Gordon, Howard R. D. Books Historical Materials Career and Technical Education English This text examines historical trends affecting the evolution of vocational education (VE). It is designed especially for use in teacher education programs of VE and for undergraduate and graduate courses in history, philosophy, and foundations of VE. Chapter 1 introduces VE's early beginnings in America. Chapter 2 presents an overview of leaders influencing VE curriculum development. Chapter 3 describes the impact of land- grant institutions on professional growth of VE. Chapter 4 discusses selected factors that influenced VE development. Chapter 5 is organized around the legislative history of VE. Chapter 6 addresses historical work roles of women in VE, legislative breakthroughs affecting women, and problems associated with sex equity. Chapter 7 examines the historical relationship between ethnic groups and VE and participation of special needs populations in VE. Chapter 8 addresses vocational instructional programs and VE teachers. Chapter 9 provides an overview of vocational student organizations. Chapter 10 introduces the effectiveness of school-to-work. Chapter 11 describes the aging workforce. Chapter 12 focuses on the globalization of career and technical education. Each chapter concludes with a summary, discussion questions, and activities to enhance the learning experience and provide further opportunities for research, recommended educational video(s), and references. Appendixes include a glossary and index. (YLB) ED480006 The History and Growth of Vocational Education in America. Second Edition. 2003-00-00 ISBN-1-57766-260-1 302 Waveland Press, P.O. Box 400, Prospect Heights, IL 60070 ($29.95). Tel: 847-634-0081; Fax: 847-634-9501; e-mail: info@waveland.com; Web site: http://www.waveland.com. N/A 2004 2016-11-21

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No Adoption (Ideas) Adult Education Computer Mediated Communication Corporate Education Distance Education Educational Environment Helping Relationship Higher Education Independent Study Learning Motivation Learning Theories Online Courses Organizational Change Skill Development Student Role Teacher Role Teacher Student Relationship Teaching Methods Training Methods Universities Piskurich, George M., Ed. Books Guides - Non-Classroom Self Direction Synchronous Learning Electronic Learning English This book presents methods business organizations and educational institutions can use to prepare their learners to become successful e-learners. "Preparing e-Learners for Self- Directed Learning" (Long) discusses self-direction as a prerequisite to e-learning and gives a list of ways to help enhance learners' self-directedness. "Identifying Learners Who Are Ready for e-Learning and Supporting Their Success" (Guglielmino, Guglielmino) provides information on how to identify learners who are ready for e-learning and how to support them and discusses an instrument to determine learner readiness. "Utilizing Learning Guides to Maximize e-Learning at Motorola" (Durr) discusses his experiences in providing e-learning to thousands of employees. "Utilizing a Classroom Approach to Prepare Learners for e-Learning" (Piskurich, Piskurich) looks at a specific classroom mechanism for enhancing self-directness in e-learners. "Preparation for e-Learning" (Rabideau) provides a learning manager's insights on e-learning and the techniques he used to prepare his company and e-learners for a switch to e- learning. "Organizational Best Practices for Preparing e- Learners" (Moshinskie) reports on best practices for preparing the learner and the organization for a better e-learning experience. "Preparing and Supporting e-Learners" (Kurchner- Hawkins) gives insights into what happens to the organization when e-learning is initiated and provides a list of adopter characteristics critical to successful e-learners. "Roles of the Learner and the Instructor in e-Learning" (Siemens, Yurkiw) relates experiences in developing an e-learning initiative in a university setting. "The e-Learning Instructor" (Carr, Ponton) looks at the synchronous e-learning instructor's role in preparing and supporting the e-learner. "Preparing Your Learners for My e-Learning" (Redding) discusses preparing e-learners. "From the Learner's Perspective" is a compilation of quotes on e- learning from the e-learners. (YLB) ED480007 Preparing Learners for e-Learning. 2003-00-00 ISBN-0-7879-6396-8 Practitioners Teachers 180 Wiley Customer Care Center - Consumer Accounts, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($50). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.wiley.com/WileyCDA/. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Development Adult Education Adult Programs Adult Students Educational Attitudes Individual Development Mathematics Education Mothers Numeracy Parent Influence Parent Role Parent Student Relationship Reentry Students Self Concept Student Educational Objectives Student Role Teacher Role Theory Practice Relationship Womens Education Brew, Christine R. Reports - Research Speeches/Meeting Papers Australia Australia English In an attempt to understand the intellectual experiences of women returning to the education system to learn mathematics, data were collected from 11 women in 2 adult mathematics class in Australia who were early school leavers between the ages of 35 and 50 with between 1 and 4 children ranging in age from 2 to 17. Participants were interviewed after three weeks of class observation and at the end of the courses about their perceptions of mathematics; the role of the learner, teacher, peers, and assessment in their learning; as well as their reasons for returning to study; their previous school experience; and the influence of parents on their schooling. One of the motivating factors for returning to study mathematics for 7 of the 11 participants was to support their children academically, including wanting to be a good role model and wanting to break the cycle of learning difficulties. Findings suggest that having older children at home can encourage adult learners to verbalize their mathematical thinking; that when the home academic environment improves so do the benefits for children's mathematical achievements; and that women's intellectual growth may be intimately connected to being able to support their own children's development. (The document includes 2 case studies and discussion of them, as well as 15 references.) (MO) ED480008 Implications for Women and Children When Mothers Return To Study Mathematics. 2001-00-00 7 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 2016-11-21

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Yes Adult Education Adult Students Classroom Communication Constructivism (Learning) Context Effect Discussion Groups General Mathematics Mathematics Education Mathematics Teachers Mothers Parent Student Relationship Parents as Teachers Relevance (Education) Self Esteem Student Educational Objectives Student Role Teacher Role Teacher Student Relationship Teaching Methods Womens Education Civil, Marta Reports - Descriptive Speeches/Meeting Papers Dialogic Education Dialogics English Three Spanish-speaking mothers of middle-school children, a relative of one of the mothers, a school librarian, and the researcher met regularly to establish a collaborative, two-way dialogue which would encourage social and educational equality and that would take contributions into consideration according to the validity of reasoning rather than the positions of power held by the contributors. The group had met in the past to discuss literature, and with the switch to mathematics, the researcher was concerned that the participants would not relate to the material as well as they had to literature and that the roles of teacher and student would be more clearly demarcated leading to less collaboration. The workshop met every two to three weeks and one of the main questions that arose was whether the researcher should treat the participants primarily as adult learners or as mothers. Through dialogues on algebra and geometry that arose through the mothers teaching the researcher the paper cutting technique calld "papel picado,"a trust was established in which the researcher was able to share her expertise while the participants were able to teach her some of their own skills that involved mathematics. The new context of learning through dialogue led to greater confidence among the participants, which improved their math learning skills. (Contains 17 references.) (MO) ED480009 Parents as Learners and Teachers of Mathematics: Toward a Two-Way Dialogue. 2001-00-00 6 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 2016-11-21

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Yes Elementary Education Employed Parents Family Communication Family Environment Mathematics Activities Mathematics Education Mathematics Skills Parent Influence Parent Participation Parent Student Relationship Parenting Skills Parents as Teachers Relevance (Education) Teaching Methods Kliman, Marlene Mokros, Jan Parkes, Alana Reports - Descriptive Speeches/Meeting Papers English A set of parent-child math activities designed to help busy, working parents do math with their children as part of everyday situations such as cleaning up and making dinner included basic steps, variations, and information on working with children were developed for families with elementary grades children aged approximately 5 to 11 and distributed at a variety of workplaces to groups of parents who had differing occupations, education levels, ethnicity, and family structures. The activities had titles such as How Much is on the Floor?, How Much Longer?, What's Fair?, How Much Do We Save?, Wish List, and Number of the Day. Seven parents were interviewed 2-4 weeks after they had completed the activities with their children and the ways in which they used and adapted the activities did not appear to relate to their education, mathematical comfort and expertise, or job. The following results were noted: (1) parents used and repeated the activities that fit best with their family life; (2) parents' use of the written materials seemed related to family interaction styles; (3) parents differed in how they prepared for working with their children; (4) parents valued the concrete information on working with children, even though they didn't always use it; (5) parents occasionally added more real-life math skills to the activities; and (6) parents thought their children learned useful skills. (Contains 7 references.) (MO) ED480010 Putting Math Into Family Life: What's Possible for Working Parents? 2001-00-00 National Science Foundation, Arlington, VA. 6 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 8/19/2004 23:08:52 RIEAPR2004 ESI-9901289 In: Schmitt, M. J. and K. Safford-Ramus (Comps.) (2001). Adults Learning Mathematics-7: A Conversation Between Researchers and Practitioners. Proceedings of ALM-7, the International Conference of Adults Learning Mathematics (7th, Medford, MA, July 6-8, 2000) p. 178-182. The conference was hosted by the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University in conjunction with the Tufts University Department of Education and the NCTM-affiliated Adult Numeracy Network.

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Yes Adult Basic Education Adult Educators Adult Students Classroom Communication Classroom Techniques Discovery Learning Group Activities Group Dynamics Individual Activities Learning Activities Mathematics Education Peer Relationship Small Group Instruction Student Centered Curriculum Student Empowerment Student Role Symbols (Mathematics) Teacher Student Relationship Teaching Methods Theory Practice Relationship Marr, Beth Opinion Papers Speeches/Meeting Papers Paired Students English This paper recounts observations of differences in the interactions of adult students when they are engaged in traditional worksheet tasks in contrast to small group activities and summarizes recent research on the benefits of group work in adult mathematics learning. It offers a selection of group and pair activities designed to foster discussion, encourage visualization and estimation, and facilitate a sense of mathematical meaning beyond formulae and symbol manipulation. (The asymmetry of power and knowledge is less defined in group and pair tasks than in worksheet situations because in the latter situations interactions result in explanatory speech, while in the former they result in exploratory speech. In addition to collaborative structures changing the quality of student interactions, they also expand the range of interactive roles with students spontaneously taking on roles that both increase their means of actively contributing to discussions and signal their participation. In adult classes, educators often focus on the individual needs of students that can be met with traditional worksheet tasks, but small group activities fulfill social needs that can establish cultural touchstones and position students in roles of equality. By connecting sense and symbols, group and pair activities can encourage students to make meaningful connections that strengthen and broaden their understanding of mathematics.) The document includes 14 references. (MO) ED480011 Connecting Students, Sense and Symbols: A Workshop of Practical Activities from Personal Experience, and Informed by Research. 2001-00-00 5 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Development Educational Attitudes Educational Cooperation Foreign Countries Fused Curriculum Mathematics Curriculum Mathematics Education Mathematics Teachers National Curriculum Relevance (Education) Secondary Education Student Attitudes Student Evaluation Teacher Collaboration Teacher Effectiveness Team Teaching Tests Vocational Education Vocational Education Teachers Lindberg, Lisbeth Maerker, Leif Information Analyses Reports - Descriptive Speeches/Meeting Papers Sweden Sweden English Changes in mathematics instruction in vocational programs in Swedish upper secondary schools are intended to improve mathematics skills so students will perform better on national mathematics tests. Curriculum requires that all vocational students in Course A take 100 hours of mathematics instruction, but nearly 50% of them have been failing. Traditional mathematics instructors have been unable to link math concepts to vocational subjects to show students the relevance of mathematics skills, while vocational instructors who do not have mathematics backgrounds have been unable to teach compulsory mathematics satisfactorily. In the KAM Project, vocational and mathematics teachers worked together to integrate their expertise and develop mathematical models that were relevant and applicable to vocational students and that demonstrated the relevance of mathematics to their future careers. Results of a study in which one class was taught traditionally and another was taught with integrated methods suggest that the KAM Project will succeed in improving the success rate of vocational students on national mathematics tests. (Includes examples from a Swedish National Test Course A, 4 figures, and 5 references.) (MO) ED480012 The KAM-Project: Structure of the Swedish Upper Secondary School. An Example. 2001-00-00 Swedish National Agency for Education, Stockholm. 10 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Educators Adult Vocational Education Context Effect Curriculum Development Educational Cooperation Faculty Development Inservice Teacher Education Mathematics Education Prior Learning Reflective Teaching Teacher Collaboration Teacher Developed Materials Teacher Effectiveness Teaching Methods Teaching Models Team Teaching Theory Practice Relationship Llorente, Juan Carlos Porras, Marta Martinez, Rosa Reports - Descriptive Speeches/Meeting Papers English In a series of mathematics education workshops in which teachers from adult basic education and vocational education worked together to design teaching situations on particular contents in mathematics in order to make explicit and bring into reflection the teaching strategies used by each group. The workshops constituted a common space of interaction for jointly designing teaching situations and creating common discourses that narrowed the distance between normative curriculum and actual teaching or real curriculum. In order for adult educators to teach effectively they must fulfill the following conditions: (1) they must provide a context for the teaching; (2) the knowledge taught must constitute a solution adapted to the problem; (3) there must be didactic variables that lead to the development of logic in a fruitful way; and (4) they must take into account students' previous experience. (Two teaching situations from the reference situations of a hairdressing class and a cooking class are described and a discussion of proportionality, including how proportional situations are recognized and how they can be modeled effectively is included. The document includes an appendix containing problems from each of the teaching situations, 5 figures, and 12 references.) (MO) ED480013 Math In-Service Training for Adult Educators. 2001-00-00 9 Peppercorn Press, PO Box 693, Snow Camp, NC 27349 (Papers not sold individually, for complete volume: ISBN 1-928836-10-0, $25). N/A 2004 8/19/2004 23:08:57 RIEAPR2004 In: Schmitt, M. J. and K. Safford-Ramus (Comps.) (2001). Adults Learning Mathematics-7: A Conversation Between Researchers and Practitioners. Proceedings of ALM-7, the International Conference of Adults Learning Mathematics (7th, Medford, MA, July 6-8, 2000) p. 261-268. The conference was hosted by the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University in conjunction with the Tufts University Department of Education and the NCTM-affiliated Adult Numeracy Network.

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No Block Grants Educational Finance Financial Support Foreign Countries Higher Education Resource Allocation Guides - Non-Classroom England Higher Education Funding Council for England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This guide describes the principles that underlie allocations of grants to universities and colleges by the Higher Education Funding Council for England (HEFCE). Formulas are used to determine how most of the money is allocated between institutions. These take into account certain factors for each institution, including the number and type of students, the subjects taught, and the amount and quality of research undertaken there. After the amount of funding is determines, it is provided in the form of a "block grant" that institutions are free to spend according to their own priorities within broad guidelines. It is not expected that institutions will model their internal allocations on the HEFCE funding method. The Government operates a rolling 3-year process to set public expenditure across all departments. Each year the total funds are divided among teaching, research, and special funding, with the breakdown for 2003-2004 as shown: (1) 3,999 million pounds for teaching; (2) 1,042 million pounds for research; (3) 862 million pounds for special funding; and (4) 178 million pounds for rewarding and developing staff in higher education. An attachment contains funding examples. (SLD) ED480014 Funding Higher Education in England: How HEFCE Allocates Its Funds. Guide. 2003-06-00 Administrators Practitioners 29 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD, England. Tel: 0117-931-7035; Fax: 0117-931-7463; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes Agency Role College Students Foreign Countries Fraud Higher Education Program Effectiveness Program Evaluation Student Loan Programs Study Abroad Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative Department of Education General Accounting Office, Washington, DC. English Recent events have increased concerns about the potential for fraud in student loan programs related to loans for U.S. residents attending foreign schools. In 2002 the Office of Special Investigations of the General Accounting Office (GAO) created a fictitious foreign school that the Department of Education subsequently certified as eligible to participation in the student loan program. GAO investigators subsequently obtained approval for student loans totaling $55,000 on behalf of three fictitious students. This investigation and other data reveal that the Federal Family Education Loan Program (FFELP) is vulnerable to fraud, waste, and abuse in several ways. The GAO recommends that the Department of Education develop on-line training resources specifically designed for foreign school officials and that it undertake a risk assessment to determine how best to ensure accountability while considering costs, burden to schools and students, and access to foreign schools. Two appendixes describe characteristics of foreign schools participating in the FFELP and contain comments from the Department of Education. (SLD) ED480015 Student Loans and Foreign Schools: Assessing Risks Could Help Education Reduce Program Vulnerability. Report to Congressional Addressees. 2003-07-00 38 For full text: http://www.nchelp.org/elibraryII/Main/11-RepTest/11A-Reports/11A2-GAO/d03647.pdf. N/A 2004 2016-11-21

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Yes College Faculty College Students Educational Environment Educational Innovation Foreign Countries Higher Education Meta Analysis Social Environment Teaching Methods Villar, L. M. Barrera, J. M. Betancourt, F. Camunez, J. A. Casanueva, C. Correa, J. Garcia, E. Gomez, I. Hervas, C. Jimenez, M. Maldonado, M. D. de Manuel, E. Martinez, J. L. Medianero, J. M. Morales, J. A. Munoz, U. J. Navarro, J. Ortega, A. Perez, M. D. Perianez, R. Reports - Research Tests/Questionnaires Spain (Seville) Spain English This study explored whether university students' perceptions of the social environment are influenced by professors' classroom teaching innovations. Data from 559 university students in 13 innovative disciplines within 11 schools at the University of Seville, Spain, were used. First, factor analytic procedures with varimax rotation were used to generate a seven-factor solution that accounted for 59% of the variance. Second, using hierarchical linear modeling, it was found that the average student's perception of interest is also influenced by prior knowledge. Implications for further research on university teaching and innovation assessment are discussed. Two appendixes contain sample questionnaires. (SLD) ED480016 University Classroom Teaching Innovations: A Meta-Analysis Study. 2002-00-00 22 N/A 2004 2016-11-21

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Yes College Students Educational Innovation Foreign Countries Higher Education Student Evaluation of Teacher Performance Teaching Methods Villar, L. M. Aceval, J. Caro, F. Casanueva, C. Correa, J. Guttierez, S. Hervas, C. Maldonado, D. de Manuel, E. Munoz, J. Padilla, E. Perianez, R. Romero, C. Vazquez, A. Reports - Descriptive Tests/Questionnaires Spain (Seville) Spain English This study described and compared 12 classroom teaching innovations that were introduced at the University of Seville, Spain, during academic year 1999-2000. Students completed the Student Demographic Questionnaire (SDQ), and their perceptions of the classroom learning environment were assessed with the Evaluation of University Teaching Activities Questionnaire developed for this study and completed by 665 students. In addition, university classroom innovation practice was analyzed through teaching plans, observations, and semi-structured interviews with 84 students. Significant differences were found in several factors of student biography. Findings shed some light on the neglected theme of the teaching practice of university faculty. Research results and implications for improving university teaching innovation are discussed. Four appendixes contain the questionnaire and supplemental information. (SLD) ED480017 Evaluation of Classroom Teaching Innovations at the University of Seville. 2002-00-00 26 N/A 2004 2016-11-21

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No Access to Education Educational Finance Enrollment Futures (of Society) Higher Education Tenure Unions Non-Print Media National Education Association, Washington, DC. English This CD-ROM is an interactive, multimedia resource for faculty, staff, and students to use when thinking and planning for the future. It has information on student access, tenure, funding, quality indicators, the impact of technology, intellectual property rights, and the role of unions. The CD discusses trends in distance education and presents some scenarios for the future. Data on enrollment, employment, and the unions, and timelines on the history of higher education, the unions, and the National Education Association are included. (SLD) ED480018 The Future of Higher Education: The Best Way To Predict the Future Is To Create It. Second Edition. [CD-ROM]. 2003-00-00 Practitioners Students Support Staff Teachers 0 National Education Association, 1201 16th Street NW, Washington, DC 20036. Tel: 202-833-4000; Web site: http://www.nea.org/he/future/ordercd.html. N/A 2004 8/19/2004 23:09:07 RIEAPR2004

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No Adult Education Foreign Countries Income Low Income Groups Poverty Preschool Education Program Effectiveness Program Evaluation School Community Relationship Urban Programs Urban Universities Womens Education Kamath, M. Udipi, S. A. Varghese, M. A. Books Reports - Evaluative United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This study examined the role of the SNDT (formerly Shreemati Nathibai Damodar Thackersey) University in reducing poverty in the Gilbert Hill-Gamdevi Dongri area of Mumbai, India. The Gilbert Hill area accommodates around 1 million people, most of whom are migrants form other parts of India. The Department of Post-Graduate Studies and Research in Home Sciences of SNDT Women's University implemented a project focusing on adult education, preschool education, improving enrollment in elementary education, and income-generating activities. Program evaluation activities show that over the years the association of the University with the project has helped improve the lot of the poor in many ways. The project has opened opportunities for women to take on income-generating activities, increased access to education, and has helped widows apply for government funding for various types of activities. (SLD) ED480019 Attacking Urban Poverty: The Role of the SNDT Women's University, Mumbai, India--The "Gilbert Hill Programme". Strategies of Education and Training for Disadvantaged Groups. 2000-12-00 64 International Institute for Educational Planning/UNESCO, 7-9 rue Eugene-Delacroix, 75116 Paris, France ($10). Tel: 33(1) 45 03 77 00; Fax: 33 (1) 40 72 83 66; Web site: http://www.unesco.org/iiep; e-mail: information@iiep.unesco.org. For full text: http://www.unesco.org/iiep/english/pubs/recent/rec8.htm. N/A 2004 8/19/2004 23:09:09 RIEAPR2004

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No Access to Information Grants Information Technology Library Development Library Funding Library Personnel Library Planning Library Services Shared Library Resources State Libraries Statewide Planning Training Users (Information) Guides - Non-Classroom Reports - Descriptive Library Services and Technology Act 1996 Technological Infrastructure Utah Utah Library Services and Technology Act 1996 Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This Utah State Library Division Five Year Plan for the Library Services and Technology Act (LSTA) sets forth the principles, Division mission statement, needs, goals, evaluation plan, and programs for administering Utah's LSTA program from 2003-2007. Targets, programs and activities, and a schedule are presented for the following goals: (1) enable Utah's libraries to maintain an up-to-date and robust technology infrastructure; (2) meet the need of Utah's library staff and public library trustees for ongoing training; (3) support the acquisition, development, and use of Internet-based full text/full image electronic content for Utah libraries and their users; (4) develop and support resource-sharing programs to encourage and enable Utah's libraries to make their collections accessible to all Utah residents; (5) serve targeted populations in Utah that require customized assistance in accessing library and information services by assisting Utah's libraries to acquire special equipment, hardware and/or software, to build collections in customized formats or in languages other than English, or to offer customized training opportunities, in-house or outreach programs; and (6) support statewide planning, evaluation, and library development projects to enable the State Library Division and the Utah library community to effectively utilize LSTA funding to meet current and future challenges. It defines stakeholders and their roles and the communication and monitoring procedures that will assure the involvement of the library community and library users in the implementation of the LSTA program in Utah. (MES) ED480020 Utah State Library Division Library Services and Technology Act Five Year Plan, 2003-2007. 2002-07-00 32 For full text: http://library.utah.gov/lsta_5yrplan_03-07index.html/. N/A 2004 2016-11-21

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Yes Access to Information Grants Information Technology Library Development Library Funding Library Personnel Library Planning Library Services Program Evaluation Shared Library Resources State Libraries Statewide Planning Training Users (Information) Reports - Evaluative Technological Infrastructure Utah Library Services and Technology Act 1996 Utah Library Services and Technology Act 1996 Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This document presents the evaluation report for Utah's Library Services and Technology Act (LSTA) program for 1998-2002. Part I, "Executive Summary," describes the evaluation study process and summarizes recommendations related to goals in the following areas: (1) basic library technology; (2) enhanced library technology; (3) PIONEER: Utah's Online Library; (4) community electronic networks; (5) resource sharing and interlibrary cooperation/partnerships; (6) improved access to library services for the disabled and underserved; and (7) library planning, evaluation, and development. Part II, "Utah Libraries and LSTA," begins with a section that provides an update on Utah's libraries and describes changes in grant procedures, categories, and match requirements. The next section addresses progress in meeting Utah's library goals in the seven areas listed above with LSTA money; this section describes specific grant programs and presents evaluation findings and recommendations. Part III, "In-Depth LSTA Project Evaluations," offers evaluations of projects related to PIONEER: Utah's Online Library and Spanish language outreach. (MES) ED480021 Library Services and Technology Act: Five-Year Program Evaluation Report for the State of Utah, 1998-2002. 2002-00-00 33 For full text: http://library.utah.gov/LSTA5YrRptFinal.pdf/. N/A 2004 2016-11-21

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Yes Library Administration Library Expenditures Library Funding Library Materials Library Planning Library Services Library Statistics Public Libraries Tables (Data) Long, Sandi Numerical/Quantitative Data Reports - Descriptive Performance Measures for Public Libraries Utah Utah Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This annual report of Utah public library services presents data useful for local library planning. This information is presented in two sections: core performance measures and general tables. Statewide summary data and breakouts by the populations of the library jurisdictions are provided for the following core performance measures: (1) visits per capita; (2) circulation per capita; (3) turnover rate; (4) holdings per capita; (5) expenditures per capita; and (6) index of local financial effort. For each measure, the text gives a general description and identifies some of the factors affecting the measure. The general tables report basic library information on a library-by-library basis. Seven tables are given: Basic Library Information; Library Services; Library Resources; Online Access; Library Finances; Comparison of Operating Expenditures; and Jurisdictional Maintenance of Effort Comparison. With each table, additional measures are reported in consolidated charts, and some of the general tables provide trend data for selected library activities. (MES) ED480022 Utah Public Library Service, 2001: An Annual Report. 2002-05-00 47 For full text: http://library.utah.gov/Annual_Report_2001.PDF/. N/A 2004 2016-11-21

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Yes Library Development Library Expenditures Library Facilities Library Funding Library Materials Library Personnel Library Services Library Statistics Public Libraries Tables (Data) Trend Analysis Long, Sandi Numerical/Quantitative Data Reports - Descriptive Utah Utah Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This report is an evaluation of public library service in Utah from 1990 to 2000. The introduction summarizes findings; a map of public library jurisdictions is included. The report contains sections the following sections: (1) Utah's Population; (2) Circulation and Interlibrary Loan; (3) Holdings and Subscriptions; (4) Library Staff; (5) Income and Expenditures; (6) and New or Expanded Buildings. Each section contains a narrative highlighting trends and chart(s) of data for the 10-year period. (MES) ED480023 Utah Public Library Service: A Decade of Growth, 1990-2000. 2001-11-00 17 For full text: http://library.utah.gov/Decade_Of_Growth.pdf/. N/A 2004 2016-11-23

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Yes Access to Information Information Technology Library Administration Library Facilities Library Funding Library Materials Library Personnel Library Planning Library Policy Library Services Library Standards Models Public Libraries State Libraries State Standards Guides - Non-Classroom Reports - Descriptive Utah Utah Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This document presents standards for Utah public libraries. The benefits of standards for public libraries and for the state library are listed, and responsibilities, benefits, and characteristics of three types of public libraries (i.e., volunteer, transitional, and certified public libraries) are summarized. Specific standards in the following areas are provided: (1) Governance; (2) Funding; (3) Housing and Access; (4) Personnel; (5) Materials; (6) Services; (7) Technology; (8) Planning and Evaluation; (9) Policies; and (10) Reporting. Procedures for certifying new library jurisdictions are outlined, and other issues are addressed, including consolidated library jurisdictions, combined school/public libraries, library branches, and revoked certification. Appendices include a history of Utah public library standards and three planning methodologies. (Contains 13 references.) (MES) ED480024 Standards for Utah Public Libraries. 2003-01-00 16 For full text: http://library.utah.gov/plstandards.html/. N/A 2004 2016-11-21

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Yes Government Libraries Library Collection Development Library Collections Special Libraries State Government Reinwand, Louis, Comp. Reference Materials - Bibliographies State Governors Utah Utah Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This document begins with a statement of purpose for the Utah Governor's Mansion Library. Acknowledgments of individual contributors, institutional contributors, and the Governor's Mansion Foundation Library Committee members are acknowledged. An extensive bibliography lists the Library's holdings; entries are divided into sections for nonfiction, fiction, poetry, youth nonfiction, youth fiction, local and county history, and audiovisual. Future acquisitions are discussed. (MES) ED480025 Utah Governor's Mansion Library--Bibliography. 2000-00-00 54 For full text: http://library.utah.gov/utgovmanlib.html/. N/A 2004 2016-11-21

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Yes Attitude Change Behavior Change Educational Objectives Extension Education Focus Groups Gender Issues Interviews Mail Surveys Program Effectiveness Program Evaluation Qualitative Research Sex Differences Larson, Desi Burgess, Christine Fortune, Aileen Reports - Evaluative Tests/Questionnaires English This report tells the story of the inception and growth of the Gender Project of the University of Maine Cooperative Extension (UMCE) (Sanford, Maine) and shares the results of an evaluation study of program impacts on the lives of individuals, families, and communities over the past six years. Information in the report can guide the growth and expansion of educational programs and services statewide as funding sources are sought to support these new efforts. The report explains that in 2000/2001 the Gender Project presented workshops (n=35) for participants (n=550+) and that its vision is not to continue the battle of the sexes but to understand gender differences and explore how people can stay connected through those differences. The report is divided into 16 sections: (1)"Vignettes"; (2) "Introduction"; (3) "Background"; (4) "Literature Review"; (5) "Program Evaluation"; (6) "Design and Justification"; (7) "Data Analysis"; (8) "Reliability and Validity"; (9) "Findings"; (10) "Conceptual Learning"; (11) "Increased Awareness of Gender Socialization"; (12) "Integration and Behavior Change"; (13) "Personal and Institutional Barriers to Change"; (14) "Participant Recommendations"; (15) "Conclusions: References" (n=23); and (16) "Appendices" (five documents). (BT) ED480026 Raising Awareness and Changing Behaviors: An Evaluation of the Gender Project. 2002-02-00 33 N/A 2004 8/19/2004 23:09:21 RIEAPR2004 Prepared by the York County Office of the University of Maine Cooperative Extension.

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Yes American Indian Culture Archaeology Curriculum Enrichment Field Trips Heritage Education Intermediate Grades Material Culture Middle Schools Museums Primary Sources State Standards Student Educational Objectives Thematic Approach Craig, Suzan M. W. Guides - Classroom - Teacher Colorado Site Visits Anasazi (Anthropological Label) Artifacts Colorado English Colorado's residents are reminded of the land's past residents, the Northern San Juan Ancestral Puebloans. Their artifacts are encountered throughout the state. What can people learn from the Ancestral Puebloans about how to live on this landscape? The "Escalante Pueblo Curriculum" is designed to enhance a teacher's options for educational activities at the Anasazi Heritage Center (Dolores, Colorado). The curriculum's broad learning goals are to help students: appreciate why archaeology and site conservation are important; understand the processes archaeologists use to study and interpret past people and lifeways; and picture the day-to-day life of the Northern San Juan Ancestral Puebloans. The curriculum is divided into four parts: (1) "The Field Trip Core" (Museum Adventures; Family Life: Listening to How People Lived; Gallery Walk: Learning from the Main Gallery Exhibits; Ancient Neighbors: Touring Dominguez and Escalante Sites); (2) "In-Depth Thematic Sections" (Pueblo Culture--Experiencing the Lifeways of a People; Corn Is Life: A Weave of Religion, Economy, and Community; A Sense of Place: Perceiving the Landscape); (3) "The Nurturing Environment--Discovering Relationships between People and Nature" (Feathered Friends: Bird Watching and Views on Birds; Nature's Harvest: Investigating Plants and Their Uses); (4) "Archaeology in Action Doing and Thinking Archaeology Science" (Why Build on the Hill?: Inquiring about Escalante; Context and Clues: Analyzing Rooms with Artifacts; and Mapping and Measuring: Estimating Population through Site Area). Contains four appendices: standards information, a glossary, annotated bibliography and readings, and teacher evaluation form. (BT) ED480027 Escalante Pueblo Curriculum: An Educator's Guide to the Exhibits and Sites at the Anasazi Heritage Center. 2002-00-00 ISBN-1-878178-16-4 Practitioners Teachers 166 Bureau of Land Management, Anasazi Heritage Center, 27501 Highway 184, Dolores, CO 81323. Tel: 970-882-4811; Fax: 970-882-7035. For full text: http://www.co.blm.gov/ahc/epc.pdf. N/A 2004 2016-11-21

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No Elementary Education Freehand Drawing Geography Language Arts Mathematics Puzzles Social Studies United States History Guides - Classroom - Teacher Aviation English This teacher's guide contains information, lesson plans, and diverse student learning activities focusing on aviation. The guide is divided into seven sections: (1) "Drawing Activities" (Airmail Art; Eyewitness; Kite Power); (2) "Geography" (U.S. Airports); (3) "Information" (Aviation Alphabet; Glossary; Four Forces of Flight; What about Wind?; Kid's History of Flight; Educator's History of Flight); (4) "Language Arts" (Flying ABCs; Aviation Poetry; Something's Wrong; Aerial Jumble; Scrambled; Balloon Scramble); (5) "Lesson Plans" (In Aviation News; The Bubble Classroom; Airmail); (6) "Math" (Airport Math; Up, Up, and Away); and (7) "Puzzles" (Kite Word Search/Riddle; Balloon Maze; Hot Air Balloon Word Scramble/Crossword; Flying Match). (BT) ED480028 Aviation. Teacher Resources. 2001-00-00 Practitioners Teachers 44 San Diego Aerospace Museum, 2001 Pan American Plaza, Balboa Park, San Diego, CA 92101-1636. Tel: 619-234-8291; e-mail: education@sdasm.org; Web site: http://www.aerospacemuseum.org/. N/A 2004 2016-11-21

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No Aerospace Technology Elementary Education Freehand Drawing Geography History Language Arts Mathematics Social Studies Space Exploration Guides - Classroom - Teacher Space Stations Space Travel Spacecraft Newton (Isaac) English This teacher's guide contains information, lesson plans, and diverse student learning activities focusing on space flight. The guide is divided into seven sections: (1) "Drawing Activities" (Future Flight; Space Fun; Mission: Draw); (2) "Geography" (Space Places); (3) "History" (Space and Time); (4) "Information" (Space Transportation System; Educator's History of Space Flight); (5) "Language Arts" (Space Scramble; Shuttle Jumble); (6) "Lesson Plans" (Minds in Motion; Where Were You When...?); and (7) "Math" (Space Math; Message from the Moon). (BT) ED480029 Space Flight. Teacher Resources. 2001-00-00 Practitioners Teachers 22 San Diego Aerospace Museum, 2001 Pan American Plaza, Balboa Park, San Diego, CA 92101-1636. Tel: 619-234-8291; e-mail: education@sdasm.org; Web site: http://www.aerospacemuseum.org/. N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Elementary Secondary Education Faculty Development Inservice Teacher Education Knowledge Base for Teaching Program Development Teacher Competencies Teacher Improvement Teacher Knowledge Teaching Skills Reports - Descriptive American Federation of Teachers, Washington, DC. English The American Federation of Teachers has developed 11 guidelines for developing programs to prepare teachers to make complex decisions identify and solve problems, and connect theory, practice, and student outcomes: (1) professional development should deepen and broaden knowledge of content; (2) professional development should provide a strong foundation in the pedagogy of particular disciplines; (3) professional development should provide knowledge about the teaching and learning processes; (4) professional development should be rooted in and reflect the best available research; (5) the content of professional development should be aligned with the standards and curriculum teachers use; (6) professional development should contribute to measurable improvement in student achievement; (7) professional development should be intellectually engaging and address the complexity of teaching; (8) professional development should provide sufficient time, support, and resources to enable teachers to master new content and pedagogy and to integrate this knowledge and skill into their practice; (9) professional development should be designed by teachers in cooperation with experts in the field; (10) professional development should take a variety of forms, including some not typically considered; and (11) professional development should be job-embedded and site specific. (SM) ED480030 Principles for Professional Development: AFT's Guidelines for Creating Professional Development Programs That Make a Difference. 2002-05-00 16 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001. Tel: 202-879-4400; Web site: http://www.aft.org. N/A 2004 8/19/2004 23:09:27 RIEAPR2004

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No Adjunct Faculty College Faculty Equal Opportunities (Jobs) Higher Education Part Time Faculty Teacher Salaries Teacher Selection Unions Reports - Descriptive American Federation of Teachers, Washington, DC. English This publication asserts an urgent need to professionalize the manner in which part-time/adjunct college faculty are employed, compensated, and treated, both by their employers and their unions, laying out standards of good practice. Section 1, "Curbing the Exploitation of Part-Time/Adjunct Faculty in Employment," presents standards of compensation (e.g., part-time/adjunct faculty should be paid salaries proportionate to those paid full-time tenured faculty of the same qualifications for doing the same work); terms of employment (e.g., part-time/adjunct faculty should be hired initially with the same care and subjected to the same interview process as any other applicant to the department); and standards of professional responsibility and support (e.g., upon initial appointment, part-time/adjunct faculty should be oriented to the institution and the department, to the curriculum and support services, and to the department's expectations). Section 2, "Ensuring Full Rights for Part-Time/Adjunct Faculty Within Their Unions," offers eight principles (e.g., where full- and part-time/adjunct are in the same union on campus, part-time members should be actively encouraged to participate in all union affairs, and all campus faculty unions should take responsibility for initiating programs aimed at increasing understanding between full-time and part-time/adjunct faculty). (SM) ED480031 Standards of Good Practice in the Employment of Part-Time/Adjunct Faculty: A Blueprint for Raising Standards and Ensuring Financial and Professional Equity. 2002-07-00 25 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001 ($3). Tel: 202-879-4400; Web site: http://www.aft.org. For full text: http://www.aft.org/higher_ed/downloadable/Stand_Parttime.pdf. N/A 2004 8/19/2004 23:09:29 RIEAPR2004

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No Academic Standards Alternative Teacher Certification Elementary Secondary Education National Standards Portfolio Assessment Teacher Competencies Teacher Evaluation Guides - Non-Classroom National Board for Professional Teaching Standards American Federation of Teachers, Washington, DC. National Education Association, Washington, DC. English This guide describes the National Board for Professional Teaching Standards (NBPTS) certification process. There are eight chapters in three sections. Section 1, "Getting Ready," includes (1) "Introduction"; (2) "Materials and Strategies" (downloading materials, developing a schedule, survival strategies, and changes in the National Board assessment process); and (3) "The NBPTS Standards" (embodying the standards, creating a standards notebook, and providing evidence). Section 2, "Putting Your Portfolio Together," includes (4) "Following Directions" (format of the portfolio instructions, rules for submission, and portfolio-related terms); (5) "Preparing Written Commentaries" (description versus analysis versus reflection and portfolio scoring); (6) "Collecting Examples of Your Teaching Practice" (student work samples and videotape entries); and (7) "Documenting Accomplishments." Section 3, "The Assessment Center," includes (8) "Assessment Center Process" (e.g., assessment center appointment, regulations and procedures, preparing for the exercises, taking the computerized test, anxiety tips, commonly asked questions, and feedback information.) (SM) ED480032 A Candidate's Guide to National Board Certification, 2002-03. 2002-00-00 Practitioners Teachers 43 American Federation of Teachers, AFL-CIO, 555 New Jersey Avenue, N.W., Washington, DC 20001 ($5). Tel: 202-879-4400; Web site: http://www.aft.org. N/A 2004 2016-11-21

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Yes Academic Standards Case Studies Educational Change Educational Policy Elementary Secondary Education Learning Theories Poverty Sociocultural Patterns Teacher Attitudes Urban Schools Gallucci, Chrysan Reports - Research Reform Efforts Washington Washington Center for the Study of Teaching and Policy, Seattle, WA. English This paper evaluates the usefulness of a sociocultural approach for analyzing teachers' responses to the professional learning demands of standards-based reform policies. A policy-oriented case study of the practice of six elementary teachers who worked in two high-poverty schools in a demographically changing district in the state of Washington is summarized. Key findings of that study conclude that communities of teaching practice are sites for teacher learning and are mediators of teachers' responses to standards-based reform. Characteristics of the communities of practice, including their relative strength and openness (to learning), influence the degree to which teachers work out negotiated and thoughtful responses to policy demands. The present paper discusses the efficacy of Wenger's (1998) theory of learning for the study of policy to practice connections. An appendix contains research methodology. (Contains 58 references.) (Author/SM) ED480033 Theorizing about Teachers' Responses to Reform: The Role of Communities of Practice. An Occasional Paper. 2003-05-00 31 Center for the Study of Teaching and Policy, University of Washington, Box 353600, Seattle, WA 98195-3600. Tel: 206-221-4114; Fax: 206-616-6762; Web site: http://www.ctpweb.org. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Interdisciplinary Approach Teacher Collaboration Team Teaching Teamwork Spraker, Jean Information Analyses Northwest Regional Educational Lab., Portland, OR. English This publication examines research on an instructional practice called teacher teaming as conducted in K-12 schools. Teacher teaming involves grouping two or more teachers together with responsibility for a group of students for instructional purposes. The report describes the major literature about the relationship that exists between teacher teaming and K-12 student performance. Five chapters focus on: (1) "Introduction"; (2) "Teacher Teaming within the Context of School Change"; (3) "Teacher Teaming Types" (interdisciplinary, multidisciplinary, teacher collaboration, team teaching, and partnering); (4) "Teacher Teaming and Student Performance" (literature types, school-level literature, outcome measures reported, student performance findings, and summary of findings); (5)"Discussion of Findings and the State of the Literature" (the extent to which teacher teaming is related to student achievement, factors associated with effective teaming, and recommended further research). The study found 19 studies related to achievement and teaming. None of the studies was experimental. Only five studies were quasi-experimental. Of the quasi-experimental studies, one found a positive, significant relationship between teacher teaming and student achievement. Nine correlational or case studies found some positive relationships. (Contains approximately 240 bibliographic references/additional resources.) (SM) ED480034 Teacher Teaming in Relation to Student Performance: Findings from the Literature. 2003-06-00 Department of Education, Washington, DC. 111 Northwest Regional Educational Laboratory, 101 S.W. Main Street, Suite 500, Portland, OR 97204. Tel: 503-275-9500; Tel: 800-547-6339 (Toll Free); Fax: 503-275-0458; e-mail: info@nwrel.org; Web site: http://www.nwrel.org. N/A 2004 8/19/2004 23:09:34 RIEAPR2004 ED-01-CO-0013

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Yes Cognitive Style Communication Skills Elementary Secondary Education Information Technology Interpersonal Competence Learning Strategies Partnerships in Education Private Education Problem Solving Public Education Relevance (Education) School Business Relationship Reports - Descriptive Public Private Relationship English The Partnership for 21st Century Skills is a public-private organization of leaders and educators in business and education that works to close the gap between the knowledge and skills most students learn in school and the knowledge and skills they need in a typical 21st century community and workplace. The Partnership's work includes: synthesizing research, insights, and best practices about 21st century knowledge and skills into a powerful vision and sharing this information broadly; defining a framework and creating a common language for understanding and promoting 21st century skills; providing education leaders with tools, examples, and strategies for action; and building consensus in the public and private sectors about the nature and need for 21st century skills. This report examines the essential skills that people will need today and tomorrow. The six key elements of 21st century learning include emphasizing core subjects and learning skills, using 21st century tools to develop learning skills, teaching and learning 21st century content in a 21st century context, and using 21st century assessments that measure 21st century skills. Nine steps to build momentum include embracing a powerful vision of public education that includes 21st century skills, developing priorities for 21st century skills, and collaborating with outside partners. In addition to the report, a companion guide for getting started is also provided, the Partnership's "Milestones for Improving Learning and Education (MILE) Guide" for 21st century skills. (Contains 134 references.) (SM) ED480035 Learning for the 21st Century: A Report and MILE Guide for 21st Century Skills. 2002-00-00 Department of Education, Washington, DC. 45 Partnership for 21st Century Skills, 1341 G Street, N.W., Suite 1100, Washington, DC 20004. Tel: 202-393-2260; Web site: http://www.21stcenturyskills.org. N/A 2004 2016-11-21

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Yes Educational Assessment Educational Environment Educational Testing Elementary Secondary Education Evaluation Methods Instructional Effectiveness Standardized Tests Testing Problems Theory Practice Relationship Fremer, John Wall, Janet Information Analyses English This chapter outlines the purpose of testing and assessment, focusing on uses, and highlights some of the limitations of all forms of testing. The concept of testing is one of the major contributions of the field of psychology to society. Carefully developed tests, when used wisely, provide valuable information for decision makers in educational, employment, and clinical settings. It is because of their often-demonstrated utility that tests and other standardized assessments are so widely used in educational settings. In order to gain the potential benefits that tests offer, it is essential to be aware of their strengths and their limitations. In this chapter, the following key aspects of high-quality testing are reviewed: what is a test or assessment; what are the major uses of tests; what are the key benefits of systematic, high-quality testing; what are the frequent criticisms of testing; and how can we promote high-quality testing. (Contains 14 references.) (GCP) ED480036 Why Use Tests and Assessments? 2003-08-00 Practitioners 19 N/A 2004 8/19/2004 23:09:37 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Classification Context Effect Educational Assessment Evaluation Methods Test Use Testing Vansickle, Timothy Information Analyses English Describing the types and uses of tests may seem to be an easy task, but it is not as straightforward as it may first appear. Tests vary on many different characteristics, are used in many different ways, cross the typical assessment categories, and in some cases are so unique as to from a category unto themselves. This chapter explores many possible classification schemes and describes how tests may be used in several common settings. (Author) ED480037 Types and Uses of Tests. 2003-08-00 Practitioners 13 N/A 2004 8/19/2004 23:09:39 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Evaluation Methods Guidelines Student Evaluation Teacher Competencies Teacher Education Test Selection McDivitt, Patricia Jo Gibson, Donna Information Analyses English In 1990 the American Federation of Teachers (AFT), the National Council on Measurement in Education (NCME), and the National Education Association (NEA) published "Standards for Teacher Competence in Educational Assessment of Students." Standard 1 of this document states, "Teachers should be skilled in choosing assessment methods appropriate for instructional decisions." Teachers and all educators involved in the selection and use of tests follow several guidelines when seeking to gain this competence. These guidelines include understanding the purpose of the assessment and determining the quality of the assessment. This chapter reviews these guidelines and provides educators with important information to help them select appropriate tests. (Contains 24 references.) (Author) ED480038 Guidelines for Selecting Appropriate Tests. 2003-08-00 Practitioners 22 N/A 2004 8/19/2004 23:09:41 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Decision Making Educational Assessment Educational Testing Evaluation Methods Scores Test Interpretation Harris, Deborah J. Information Analyses English Tests and assessments are generally administered to gather data to aid in decision making, with at an individual student level or at an aggregated level. In order to incorporate assessment data in informed decision making, test users need to understand the test results. This chapter highlights the types of test scores and test score interpretations and, specifically, the information needed to interpret test results. (Contains 10 references.) (GCP) ED480039 Reporting and Interpreting Test Results. 2003-08-00 Practitioners 14 N/A 2004 8/19/2004 23:09:43 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Educational Testing Evaluation Methods Guidelines Scoring Test Construction Test Interpretation Schafer, William D. Information Analyses English Three groups of persons are involved in the testing enterprise: test producers, test users, and test takers. A wide literature is available to guide the first two groups, but only recently have measurement professionals considered the interests of test takers in any careful way. The content of this chapter is presented as a set of 26 recommendations. These are intended as positive statements or guidelines for test users to consider as they develop, administer, score, and interpret assessments. The 26 guidelines are grouped according to the four assessment functions: development, administration, scoring, and interpretation. (GCP) ED480040 Informing Test Takers. 2003-08-00 Practitioners 16 N/A 2004 8/19/2004 23:09:44 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Testing Elementary Secondary Education Evaluation Methods Scoring Student Evaluation Test Bias Test Interpretation Test Validity Helms, Janet E. Information Analyses English In the United States, standardized educational tests have been used for assessment purposes in grades K through 12 almost since the inception of the testing movement in the early 1900s. Because test-based assessment can have wide-ranging positive or negative effects on K-12 students, the test user must ensure that the tests used for assessment purposes are used fairly and yield valid scores for each student. Fair and valid use of educational testing is most problematic when the student being evaluated differs from the test developer's validation (i.e., norm) group on critical dimensions that might affect the student's responses and reactions to the testing situation or the test user's interpretations of the student's test results. This chapter discusses some of the issues related to fair and valid use of testing for assessment purposes when construct-irrelevant variance is a potential influence on the quality of students test performance. (GCP) ED480041 Fair and Valid Use of Educational Testing in Grades K-12. 2003-08-00 Practitioners 10 N/A 2004 8/19/2004 23:09:46 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Achievement Educational Assessment Educational Testing Evaluation Methods Item Bias Psychometrics Student Evaluation Test Bias Test Construction Testing Problems Ellis, Barbara B. Raju, Nambury S. Information Analyses English This chapter briefly describes some of the methods that test developers and psychometricians have devised to identify item and test bias and some of the challenges they still face. Although it may not be reasonable for classroom teachers to use these methods on a day-to-day basis in constructing tests, the authors argue that it is important for readers to know that these methods are widely used by researchers, professional test developers, and state agencies that develop standardized tests of student achievement. (Contains 12 references.) (GCP) ED480042 Test and Item Bias: What They Are, What They Aren't, and How To Detect Them. 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:09:48 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Cognitive Tests Ethnicity Measures (Individuals) Racial Differences Sex Differences Test Bias Vocational Evaluation Hartman, Nathan S. McDaniel, Michael A. Whetzel, Deborah L. Information Analyses English Gender, racial, and ethnic differences occur in vocational and cognitive ability assessments when the average scores of various groups are not equal. Results of such assessments indicate that not all groups are equally represented at all points of the assessment continuum. Many attempts to reduce or minimize existing group differences have been unsuccessful, and current research has failed to account fully for the sources of these differences. This chapter provides a summary of group differences on vocational assessments. The information is intended to provide a broad understanding of the core issues in the assessment process and provide accurate information concerning the magnitude of existing group differences. (Contains 37 references and a table.) (Author) ED480043 Racial and Ethnic Difference in Performance. 2003-08-00 Practitioners 19 N/A 2004 8/19/2004 23:09:50 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Cultural Influences Educational Assessment Educational Testing Evaluation Methods Test Bias Lundberg, David Kirk, Wyatt Information Analyses English Testing is one means of viewing differences among individuals. Culture is another means. When we mix testing and culture together, the results are fascinating and often confusing. Generally, we test individuals in an attempt either to serve them or reward them, and if we want to reward people, there is a strong desire and need to be fair. However, fairness is not easy to define or implement in the volatile arena of testing and culture. This chapter explores various recommended actions and strategies for pursuing fairness in the testing process. (Contains 10 references.) (GCP) ED480044 A Test User's Guide to Serving a Multicultural Community. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:09:52 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Bilingualism Educational Assessment Educational Testing English (Second Language) High Stakes Tests Limited English Speaking Test Construction Test Use Testing Problems Translation Goldsmith, Sharon M. Information Analyses English The need to conduct assessments in languages other than English is growing rapidly. In addition to the rising number of children who do not speak English as their language at home, the number of different languages spoken by children in public schools is also increasing rapidly. Shifting demographics strongly support the need to increase the number of assessments that are available in languages other than English. This chapter highlights several different reasons to provide test translations, including the increased emphasis on assessment, particularly large-scale, high-stakes assessments, in public schools. Also discussed are problems in test translation and alternatives to test translation. (Contains 20 references.) (GCP) ED480045 Lost in Translation: Issues in Translating Tests for Non-English Speaking, Limited English Proficient, and Bilingual Students. 2003-08-00 Practitioners 22 N/A 2004 8/19/2004 23:09:54 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Educational Testing English (Second Language) Limited English Speaking Population Trends Test Construction Test Use Testing Problems Geisinger, Kirk F. Information Analyses English Considerable testing occurs in the schools and in related educational settings. Schools are microcosms of society, and changes that affect society are also likely to affect the schools in similar ways. The composition of American society has been changing dramatically in recent years, and this particular change is one that has influenced schools considerably; its effect on testing is dramatic. This chapter describes some of the ways that testing needs to be considered in light of the population shifts that are occurring, beginning with a description of the extent of these changes, then a consideration of three areas of test use from the perspective of dealing with individuals whose native language is not English. (Contains 14 references.) (GCP) ED480046 Testing Students with Limited English Proficiency. 2003-08-00 Practitioners 13 N/A 2004 8/19/2004 23:09:56 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Standards Accountability Disabilities Educational Assessment State Programs Testing Programs Thurlow, Martha L. Thompson, Sandra J. Information Analyses English The inclusion of students with disabilities in state and district assessments rests on a fundamental belief: all children can learn. This belief centers on all children who receive educational services, even those whose teachers and therapists work with them at home or in the hospital. The purpose of this chapter is to clarify the rationale for holding schools accountable for the progress of every student toward challenging educational standards and to describe the assessment options for measuring this progress through state and district assessment systems. (Contains 16 references and 1 table.) (GCP) ED480047 Inclusion of Students with Disabilities in State and District Assessments. 2003-08-00 Practitioners 18 N/A 2004 8/19/2004 23:09:58 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Standards Accountability Disabilities Educational Assessment School Districts State Programs Testing Programs Elliott, Judy Information Analyses No Child Left Behind Act 2001 Individuals with Disabilities Education Act Individuals with Disabilities Education Act No Child Left Behind Act 2001 English Inclusive assessment and accountability for all students with disabilities has been a significant focus of educators for the past six years. Yet only 35 states reported 1999-2000 test results for students with disabilities on some of their state assessments. Although the areas of assessment and accountability are just one focus of IDEA 1997 and the recently passed No Child Left Behind Act, they still are an important foundation for providing equal access and opportunity to learn for all students, including students with disabilities. Most important, these areas provide the foundation on which improved curriculum and instruction can be built. This chapter looks briefly at some of the realities of the implementation of inclusive assessment and accountability from the school district perspective. (GCP) ED480048 Assessment of and Accountability for Students with Disabilities: Putting Theory into Practice. 2003-08-00 Practitioners 22 N/A 2004 2016-11-23

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Yes Behavior Problems Clinical Diagnosis Educational Environment Evaluation Methods Intervention Mental Health Screening Tests Youth Hansen, Jo-Ida C. Conlon, Amy L. Information Analyses English The current intervention trend for many of the mental health and behavioral problems faced by today's youth is an integrative approach that involves the community, families, and schools. Clinical assessment for serious mental health and behavioral problems can be an important component in the development of school-based screening programs. The most viable approach to assessment includes direct observation, self-report measures, behavior rating scales, interviews, and record reviews. In addition to their use in broadband assessment, self-report measures, behavior rating scales, and interviews can also be used in conjunction with narrowband assessment to provide more specific information to detect disorders. Clinical assessment frequently is used to evaluate young people for attention and concentration problems, eating disorders, suicidal ideation, schizophrenia, and post-traumatic stress disorder. Assessment techniques for each of these disorders are discussed in this chapter. (Contains 52 references.) (GCP) ED480049 Assessing Students with Serious Mental Health and Behavioral Problems: Clinical Assessment for Educators. 2003-08-00 Practitioners 17 N/A 2004 8/19/2004 23:10:01 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Clinical Diagnosis Counseling Educational Environment Evaluation Methods Mental Health Student Evaluation Testing Conlon, Amy L. Hansen, Jo-Ida C. Information Analyses English Assessment tools from the counseling arena can be useful in educational settings for developing effective instructional strategies and learning environments; identifying students who would benefit from referral to a mental health professional; and promoting student's growth and well-being by fostering self-awareness and identity development. In contrast to broadband instruments that provide information on a student's functioning in multiple domains, narrowband instruments provide more detailed information about a student's functioning within a particular domain or with respect to a specific problem. Combining broadband and narrowband approaches can be especially effective in offering both a general picture of a student's current level of functioning and specific information on any area in which a student appears to be having particular difficulty. This chapter provides examples of specific broadband and narrowband instruments that are commonly used in the context of counseling assessment. (Contains 52 references.) (GCP) ED480050 Broadband and Narrowband Measures of Mental and Behavioral Health: Counseling Assessment for Educators. 2003-08-00 Practitioners 20 N/A 2004 8/19/2004 23:10:03 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Environment Evaluation Methods Family Influence Intervention Mental Health School Counselors Student Evaluation Cashwell, Craig S. Watts, Randolph H., Jr. Information Analyses English This chapter provides an overview of the family assessment process for educators who work in school settings. Although school counselors and other school mental health professionals will most likely implement the formal assessment procedures outlined in this chapter, all school personnel need to consider family issues that may occasion academic, behavioral, and emotional problems among students. A thorough assessment of a student enables school-based professionals to develop appropriate remediation and intervention strategies. Assessment can help with the identification of a problem or problems, the generation of alternative ways to view the problems, and the process of deciding among interventions. (Contains 11 references.) (GCP) ED480051 Assessment of Family Issues: A Guide for Educators. 2003-08-00 Practitioners 15 N/A 2004 8/19/2004 23:10:07 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Alcohol Abuse Drug Abuse Evaluation Methods Measures (Individuals) Student Evaluation Juhnke, Gerald A. Hagedorn, William Bryce Information Analyses Risk Factors English This chapter describes the SUBSTANCE-Q, and atheoretical assessment scale designed for use as a clinical interview with students who potentially abuse alcohol and other drugs (AOD). The scale is founded upon a clustering effect of 10 literature-identified risk factors that commonly occur among AOD abusing students. Each high risk factor is indicated in the chapter with a brief summary suggesting the reason for its inclusion. (Contains 26 references and 3 tables.) (GCP) ED480052 SUBSTANCE-Q: A Practical Clinical Interview for Detecting Alcohol and Other Drug Abuse. 2003-08-00 Practitioners 14 N/A 2004 2016-11-21

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Yes Disabilities Educational Testing Predictor Variables Test Anxiety Testing Problems Goonan, Brian Information Analyses English This chapter outlines the concept of test anxiety and its impact on performance, manners in which to diagnose and provide accommodations for the disability, and many means by which to reduce the impact of test anxiety. Overall, it bears repeating that although the concept of test anxiety is relatively simple, understanding how it affects a given individual is complex and dependent on many factors. Despite its complexity, test anxiety is an important consideration as long as performance evaluations are valued as determinants for access to education, resources, and other opportunities. (Contains 33 references.) (GCP) ED480053 Overcoming Test Anxiety: Giving Students the Ability to Show What They Know. 2003-08-00 Practitioners 18 N/A 2004 8/19/2004 23:10:11 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Standards Accountability Early Childhood Education Educational Assessment Preschool Children Test Construction Test Use Guddemi, Marcy Priess Information Analyses English For several decades there has been a loud outcry from the early childhood education community that assessment, especially standardized assessment, is inappropriate during the early years. As we move through the first decade of the twenty-first century, there is a new public outcry for standards and accountability--even for preschool programs. Therefore, it is critical to understand that both formal and informal assessments, when developmentally appropriate in design and purpose, can be a good thing in the early years. This chapter examines ongoing perspectives from various national organizations on the essential role of assessment during the early years and defines an appropriate assessment system for this age group. (Contains 13 references.) (GCP) ED480054 Assessment for Children Ages 3 to 8 Years. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:13 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Achievement College Admission College Bound Students College Entrance Examinations Disabilities Educational Testing Higher Education Testing Accommodations Noble, Julie P. Camara, Wayne J. Information Analyses ACT Assessment Scholastic Assessment Tests ACT Assessment English College admissions tests provide a standardized and objective measure of student achievement and generalized skills. Unlike high school grades or rank, admission tests are a common measure for comparing students who have attended different high schools, completed different courses, received different grades in courses taught by different teachers, and had access to different opportunities and experiences both in and out of school. This chapter provides a general overview of the three undergraduate admissions tests--the ACT Assessment, SAT I, and SAT II. Various influences on admissions tests scores and testing accommodations for student with disabilities are also discussed. (Contains 25 references and 1 table.) (GCP) ED480055 Issues in College Admissions Testing. 2003-08-00 Practitioners 16 N/A 2004 2016-11-21

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Yes College Students Educational Assessment Educational Testing Remedial Instruction Student Evaluation Student Placement Noble, Julie P. Schiel, Jeff L. Sawyer, Richard L. Information Analyses English College course placement systems match students with instruction that is appropriate to their academic preparation and other characteristics. At a minimum, course placement involves assessing students' academic skills and providing them with instruction that is appropriate to their skills. Upon entry to college, students might encounter different types of course placement: remedial course placement; advanced, honors or accelerated course placement; credit by examination; or English as a second language placement. Remedial course placement is perhaps the most common type and affects a relatively large number of entering college students. Remedial course placement is the focus of this chapter. After brief discussions of the other three types of placement, the authors discuss the characteristics of remedial course placement systems, currently debated issues concerning remedial instruction, the types of measures, and technical issues. (Contains 33 references.) (GCP) ED480056 Assessment and College Course Placement: Matching Students with Appropriate Instruction. 2003-08-00 Practitioners 17 N/A 2004 8/19/2004 23:10:17 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Career Counseling Evaluation Methods Military Organizations Recruitment Testing Laurence, Janice H. Information Analyses English The military offers education, training, and employment to novices to the workforce, our nations youth. The military continues to be a trailblazer with regard to testing and human resource assessment. The author maintains that no compendium on career counseling would be complete without mentioning the military. This chapter provides a condensed snapshot of the Career Exploration Program and Department of Defenses commitment to career assessment for both military and civilian careers. (Contains 20 references and 1 table.) (GCP) ED480057 Test Consumers in the Military: Use of the Military Career Exploration Program in Schools. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:18 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Educational Change Educational Policy Government Role Political Influences Trend Analysis Kean, Michael H. Information Analyses English Although educational assessment has played a pivotal role in American education for well more then 50 years, it remained in the background of our nation's policy debated and was considered a technical, if not esoteric, field. This chapter explores what events and trends led to the transformation of educational assessment into nightly "table talk", the strong political dimension to educational assessment, and aspects of government educators and policymakers should bear in mind as they go about their work. (GCP) ED480058 Educational Assessment in a Reform Context. 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:10:20 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Achievement Tests Educational Assessment Educational Change Educational Testing Public Education Test Use Trend Analysis Behuniak, Peter Information Analyses English Two trends have converged during the past three decades to change the face of public school education in America. First, achievement testing has been greatly expanded in terms of both the quantity of tests available and the number of uses for the information collected from testing. Second, there has been a significant increase in the development of accountability systems for the purpose of fostering educational reform. This chapter discusses these developments in three sections. The first section describes some of the key influences and history behind these trends. The second section examines how the widespread adoption of accountability systems is affecting the types of achievement tests being created, the frequency of their use, and the purposes to which their results are applied. The third section focuses on a number of areas related to these trends that are of particular concern to educators. (Contains 16 references.) (GCP) ED480059 Education Assessment in an Era of Accountability. 2003-08-00 Practitioners 15 N/A 2004 8/19/2004 23:10:22 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Assessment Educational Testing Ethics Student Personnel Services Wickwire, Pat Nellor Information Analyses Professional Ethics English In the schools, the primary clients are the students. Other clients include parents, citizens, the community, and educators--all stakeholders in the processes and the products of schools. Professionals in administrative, instructional, and student services are committed to serving these internal and external clients by providing for offerings and outcomes to advance and enhance learning and the learning experience. To ensure effective planning, implementation, and evaluation of these provisions for clients, certain principles and guidelines for beliefs and behaviors are adopted. These principles and guidelines are identified as ethical standards and codes of conduct. This chapter examines professional ethics, specifically as they relate to educational assessment. (Contains 41 references.) (GCP) ED480060 Applications of Professional Ethics in Educational Assessment. 2003-08-00 Practitioners 16 N/A 2004 2016-11-23

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Yes Cheating Educational Testing Integrity Prevention Student Evaluation Test Interpretation Testing Problems Cizek, Gregory J. Information Analyses English Sound testing practices and the high-quality information that can result are helpful to those who have oversight, responsibility, or interest in American education. To the extent that tests provide high-quality information, they form the basis for making accurate judgments about individual students. It is equally true, however, that factors which attenuate the validity of tests or degrade the usefulness of the information they yield represent threats to sound decision making. This chapter addresses both student cheating and educator cheating, and recommended strategies for preventing cheating. (Contains 38 references and 1 table.) (GCP) ED480061 Educational Testing Integrity: Why Educators and Students Cheat and How To Prevent It. 2003-08-00 Practitioners 26 N/A 2004 8/19/2004 23:10:26 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Testing Ethics Study Guides Study Skills Test Coaching Test Results Test Wiseness Perlman, Carole L. Information Analyses Practice Tests English The increasing use of high-stakes tests has focused attention on test preparation activities. The term test preparation can apply to a number of different practices that vary on the degree to which they are defensible. Although some test preparation is legitimate, there are concerns that certain test preparation activities may have a negative impact on students' education by causing narrowing of the curriculum and overemphasis on test-taking skills and particular assessment formats. This chapter explores these topics and provides suggesting for promoting good test preparation practice. (Contains 19 references.) (GCP) ED480062 Practice Tests and Study Guides: Do They Help? Are They Ethical? What Is Ethical Test Preparation Practice? 2003-08-00 Practitioners 12 N/A 2004 2016-11-21

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Yes College Admission College Entrance Examinations Educational Testing High Stakes Tests Program Effectiveness Test Coaching Test Wiseness Rubenstein, Jeff Information Analyses English As testing has taken on a more significant role in the college admission process and, more recently, in K-12 education through the increasing popularity of high-stakes testing, so have the urgency of questions surrounding test preparation initiatives, through both private and educational ventures and school-sponsored preparation programs. This chapter reviews the debate concerning test preparation program effectiveness and presents components necessary to a good test preparation program. (GCP) ED480063 Test Preparation: What Makes It Effective? 2003-08-00 Practitioners 21 N/A 2004 8/19/2004 23:10:29 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Testing Psychological Testing Scoring Standards Test Use Testing Problems Camara, Wayne J. Information Analyses English Real and perceived misuses of educational tests, errors in test scoring and test use, and incidents of cheating on tests have been widely reported in local and national media. As educational tests take on additional importance for students, teachers, and schools, there is appropriate concern about the quality of assessments and the appropriate use of tests and test data. Given this situation, testing standards that represent professionals in educational measurement and psychology have increasing importance in evaluating test use today. The American Educational Research Association, the American Psychological Association, and the National Council for Measurement in Education completed their fourth collaboration in producing the "Standards for Educational and Psychological Testing" in 1999. This chapter provides an overview of the issues addressed in the current standards and their relevance to educators, as well as briefly describes the development of these standards and how they may be used today. (GCP) ED480064 Professional Testing Standards: What Educators Need To Know. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:31 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Assessment Educational Testing Learning Motivation Standards Test Construction Test Interpretation Training McDivitt, Patrica Jo Information Analyses English In today's educational setting, assessment results weigh heavily in determining what students should know and be able to do. In addition, because assessment scores are often tied to accountability systems that affect both teaching and learning, they influence what is taught in the classroom. The changes in the use of assessments underscore the need for educators to understand the role assessment plays in instruction and learning. Teachers, counselors, and assessment professional are challenged not only to understand the use of assessments and the interpretation of the results, but also to learn more about how assessments are developed. This chapter summarizes the importance of assessment training with an emphasis on the standards-based assessment development process as it relates to recent research in learning and motivation. (Contains 12 references.) (GCP) ED480065 Training Educators To Develop Good Educational Tests. 2003-08-00 Practitioners 17 N/A 2004 8/19/2004 23:10:33 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Competence Counselor Training Evaluation Methods Psychological Testing School Counselors Test Interpretation Test Use Elmore, Patricia B. Ekstrom, Ruth B. Information Analyses English This chapter reviews the findings of a joint committee of the American School Counselor Association and the Association for Assessment in Counseling in the development of a document describing the assessment and evaluation competencies school counselors need. Among the skills universally considered important were making decisions about which assessments to use, synthesizing results for use in treatment, and communicating and interpreting test results to parents and school personnel. (Contains 15 references and 2 tables.) (GCP) ED480066 Assessment Competencies for School Counselors. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:39 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Counselor Role Educational Environment Educational Testing Psychological Testing School Counselors Test Use Clawson, Thomas Warren Schweiger, Wendi K. Information Analyses English Many individuals working in education-related professions have a variety of needs for educational and psychological tests results regarding their students or clients. This chapter addresses school counselors' use of tests in educational settings and the right to test as a competency-based issue. Although the subject appears on the surface not to be controversial, a history of debate exists as to which professional should administer various tests. (Author) ED480067 Test User Qualifications: Who Can Use What Tests? 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:10:41 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Achievement Classroom Environment Educational Assessment Evaluation Methods Learning Strategies Well Being Arter, Judith A. Information Analyses English This chapter describes classroom assessment for learning, providing a concrete example and contrasting it with assessment of learning; reviews research demonstrating how enhancing educators' skills in the area of classroom assessment for learning improves student learning; describes what educators need to know and be able to do in order to effectively implement classroom assessment for learning; discusses the most productive way to gain these skills; and outlines the risks of not attending to classroom assessment. (Contains 25 references and 1 table.) (Author) ED480068 Assessment for Learning: Classroom Assessment To Improve Student Achievement and Well-Being. 2003-08-00 Practitioners 24 N/A 2004 8/19/2004 23:10:43 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Achievement Tests Educational Assessment Educational Testing Learning Processes Student Evaluation Test Use Krug, Samuel E. Information Analyses English Tests--typically cognitive achievement tests--are instruments for providing a more sensitive analysis of the learning sequence and of the instruction guiding it. In addition to an overall score, standardized tests provide a variety of subscores that help the teachers identify where a student might be encountering the greatest difficulties. The author argues that testing is not some sort of an optional add-on to education, but is an integral part of the learning process, part of the instruction-test-instruction feedback loop by which students demonstrate knowledge and skill acquisition. (GCP) ED480069 Maybe We Learned All We Really Needed To Know in Kindergarten: But How Could Anybody Be Sure until We Took the Test? 2003-08-00 Practitioners 13 N/A 2004 8/19/2004 23:10:45 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Ability Critical Thinking Educational Assessment Performance Based Assessment Problem Solving Scoring Rubrics Standards Test Construction Test Selection Perlman, Carole C. Information Analyses English Performance assessments can provide an effective means of measuring abilities that are difficult or impossible to measure with a multiple-choice test, such as ability to communicate, solve problems, and employ critical thinking skills. Performance assessments consist of a task and a set of scoring guidelines, or a rubric. Both performance tasks and rubrics must be chosen carefully. This chapter reviews the design of appropriate performance tasks and rubrics. It concludes that a good assessment task is aligned with the standards being measures, requires the student to exercise critical thinking skills, is fair, and is a worthwhile use of instructional time. A well-defined scoring rubric is essential for reliable measurement and to provide students with a clear vision of what constitutes excellent work. (GCP) ED480070 Performance Assessment: Designing Appropriate Performance Tasks and Scoring Rubrics. 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:10:47 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Competency Based Education Educational Assessment Elementary Secondary Education Evaluation Methods Grading Student Evaluation Carlson, Laurie A. Information Analyses English Developing meaningful and equitable grading practices is a daily challenge for K-12 educators and administrators. Grading practice serves several functions, including informing parents about their child's progress, informing potential employers, aiding in educational and career planning, and guiding administrative decisions such as graduation, promotion, and honors. This chapter covers five topics related to criterion-referenced grading practice: the imperative relationship between grading practice and learning objectives; the use of grading practice as a learning tool for students as well as an evaluative tool; validity in classroom grading practice, including the importance of using a variety of evaluative measure; creativity in classroom grading practice; and tough issues in the assessment and grading of cooperative learning activities and performances by students with special abilities. (Contains 22 references.) (GCP) ED480071 Beyond Assessment to Best Grading Practice: Practical Guidelines. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:48 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Assessment Educational Quality Evaluation Methods Outcomes of Education Program Evaluation Erford, Bradley T. Moore-Thomas, Cheryl Information Analyses English National concerns regarding quality education make program evaluation and outcomes assessment more important than ever. Traditionally, however, educators have failed to hold their programs and services accountable, or to provide evidence that selected activities were achieving intended results. The purpose of this chapter is to give educators the basic tools needed to design and conduct individualized, effective outcomes assessment and program evaluation that will aim to document and determine the worth of specific educational programs. (Contains 14 references.) (GCP) ED480072 Program Evaluation and Outcome Assessment Documenting the Worth of Educational Programs. 2003-08-00 Practitioners 10 N/A 2004 8/19/2004 23:10:50 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Consultants Educational Assessment Evaluation Methods Test Interpretation Test Results Gibson, Donna M. Information Analyses English Good assessment is key to providing effective intervention, and thoughtful interpretation of assessment results is an important part of the intervention. This chapter focuses on the consultant and service recipient in the test interpretation process, including ways to help all participants in this process. In addition, case examples illustrate the salient points of consultation designed to explain the full meaning of test results. (GCP) ED480073 Interpreting the Meaning of Test Results: The Consultant's Role. 2003-08-00 Practitioners 11 N/A 2004 8/19/2004 23:10:52 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Testing Parent Participation Parent School Relationship Test Wiseness Testing Erford, Bradley T. Moore-Thomas, Cheryl Information Analyses English Educational accountability demands that students take tests. Parents and guardians, being committed to their children's academic success, often ask teachers and other educators questions about tests and testing procedures. This chapter provides practical, straightforward responses to many of the questions parents and guardians ask about testing. (Contains 19 references and 2 tables.) (Author) ED480074 Testing FAQ: How to Answer Questions Parents Frequently Ask about Testing. 2003-08-00 Practitioners 23 N/A 2004 8/19/2004 23:10:54 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Assessment Educational Testing Outcomes of Education Stakeholders Test Results Roeber, Edward Information Analyses English Using test results to improve instruction is vital to improving the education system, but equally important is to report results to other stakeholders. These stakeholders include the students who took the test, their parents or guardians, other parents in the school or district, the local school board, and the public at large. Effective reporting is essential if the data have been and will be used to improve student learning. The purpose of this chapter is to describe some ways in which educators can report assessment results to various audiences so that they build public confidence and support, strengthen the parent's role in schooling, and help students learn about the challenging standards being assessed. (Contains 11 references.) (Author) ED480075 Steps in the Right Direction: Reporting Assessment Results to Students, Parents, School Board Members, and the Media. 2003-08-00 Practitioners 26 N/A 2004 8/19/2004 23:10:56 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Academic Achievement Career Counseling Evaluation Methods Measures (Individuals) Test Interpretation Harrington, Thomas F. Feller, Richard W. Information Analyses Career Assessment English Recognizing the strong relationship between academic achievement and career options, this chapter reviews the major career assessments, their unique purposes, some technical considerations, and the types of scores used. Ways are suggested to enhance interpretation of career assessments using high-speed computers, Internet storage capacity and accessibility, and the ability to provide vicarious experiences through multimedia. (Contains 20 references.) (Author) ED480076 Facilitating Career Development: Assessment and Interpretation Practices. 2003-08-00 Practitioners 15 N/A 2004 2016-11-23

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Yes Career Exploration Evaluation Methods Measures (Individuals) Vocational Interests Lewis, Phil Rivkin, David Information Analyses Reports - Descriptive Career Assessment English In May 2001 the Occupational Information Network (O*NET) released to the public several O*NET Career Exploration Tools designed to help clients learn information about themselves for use in focusing their career search. This chapter provides a practical overview of relevant information about the O*NET Career Exploration Tools, including a description of the O*NET project, why a new set of tools was needed, an overview of each tool, and a description of the support materials available for each instrument. (Contains 20 references.) (GCP) ED480077 Improving Work Life Decisions: O*NET Career Exploration Tools. 2003-08-00 Practitioners 18 N/A 2004 2016-11-21

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Yes Educational Environment Evaluation Methods Job Satisfaction Measures (Individuals) Psychological Testing Stress Variables Work Environment Hansen, Jo-Ida Sullivan, Brandon A. Information Analyses Teacher Stress English This chapter introduces teachers and other education professionals to the assessment of occupational stress. It begins with a brief discussion of what occupational stress is, and overview of the consequences of prolonged stress, and a review of the common causes of teacher stress. Next, it presents methods for reducing occupational stress through organizational and individual initiatives. Finally, it reviews psychological tests that can be used to assess types and sources of stress within schools. (Contains 22 references.) (GCP) ED480078 Assessment of Workplace Stress: Occupational Stress, Its Consequences, and Common Causes of Teacher Stress. 2003-08-00 Practitioners 14 N/A 2004 2016-11-21

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Yes Accountability Educational Assessment Educational Testing Elementary Secondary Education High Stakes Tests Public Education Test Construction Test Use Harris, William G. Information Analyses Test Publishers English As education policymakers have moved to reform K-12 public education, the roles of test publishers in assessment have expanded. In the last two decades these expanded roles have coincided with the movement of assessment to the center of education reform initiatives. The drive for improvement in public education has made the roles of test publishers even more demanding while presenting the publishers with new opportunities and challenges. This chapter reviews the multifaceted role of educational test publishers, as well as the demands place on standardized assessments and assessments used in high-stakes decisions. (Contains 34 references.) (GCP) ED480079 Current Issues in Educational Assessment: The Test Publisher's Role. 2003-08-00 Practitioners 26 N/A 2004 2016-11-23

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Yes Counseling Educational Assessment Educational Testing Futures (of Society) High Stakes Tests Technology Uses in Education Test Use Testing Accommodations Training Hansen, Jo-Ida Information Analyses English The purpose of this chapter is to capture what the future holds for assessment in education and counseling. The author reviews the impact of technology, high-stakes testing, and testing accommodations. Concludes that since the use of tests and assessment in educational institutions will continue to expand, enhanced training in the use of tests and assessments for educators, and the development of standards and guidelines, need to go hand in hand with the expanded use to promote ethical and responsible test use. (Contains 13 references.) (GCP) ED480080 Technology, Collaboration, and Better Practice: The Future of Assessment in Education and Counseling. 2003-08-00 Practitioners 10 N/A 2004 8/19/2004 23:11:05 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Accountability Educational Assessment Educational Testing Futures (of Society) School Districts Technology Uses in Education Elman, Linda Information Analyses English This chapter presents the author's perspective on the future of educational assessment in her school district. The author reviews issues including how much testing is reasonable (in terms of time and money), how to support more instructionally useful assessment, the impact of technology on assessment, and accountability. (GCP) ED480081 The Future of School Testing: A School District Perspective. 2003-08-00 Practitioners 10 N/A 2004 8/19/2004 23:11:07 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Counseling Educational Assessment Educational Testing Standards Student Evaluation Technology Uses in Education Wall, Janet E. Information Analyses English One role of counselors and educators is to use assessment in the service of students and clients by monitoring educational progress and ensuring that learning is taking place. Under the right conditions and with proper use, employing technology to foster assessment practices can introduce helpful and productive efficiencies into the educational process. The use of technology as a tool for testing and assessment is the predominant focus of this chapter. It is proposed that to make proper and maximal use of technology tools for assessment, educators will need to: understand the advantages and pitfalls of technology use, particularly as they relate to the use of assessment tools with clients and students; follow the assessment standards and policies of applicable professional associations; use the best practices suggested in this chapter; and stay updated in topics related to assessment and technology. (Contains 41 references.) (GCP) ED480082 Harnessing the Power of Technology: Testing and Assessment Applications. 2003-08-00 Practitioners 22 N/A 2004 8/19/2004 23:11:09 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Assistive Technology Computer Assisted Testing Educational Assessment Educational Testing Testing Accommodations Sereci, Stephen G. Information Analyses English Computers are revolutionizing almost every aspect of society and testing is no exception. Delivering tests on a computer often improves exam security, testing efficiency, and scoring, and it often allows for measurement of knowledge, skills, and abilities that cannot be measured using traditional assessment formats. One of the most widely cited benefits of computer-based testing is the ability to use the computer to tailor the test to specific characteristics of an examinee. This chapter provides a brief overview of this type of adaptive testing, focusing on the issues most relevant to teachers, counselors, and administrators. (Contains 19 references.) (GCP) ED480083 Computerized Adaptive Testing: An Introduction. 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:11:11 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Distance Education Educational Assessment Educational Quality Evaluation Methods Online Courses Web Based Instruction Ciavarelli, Anthony Information Analyses English A great deal has been written in the educational literature about the use of distance education, given the rapid expansion of the World Wide Web on the Internet. Web-based courses are now available or under development at many academic institutions and through corporate universities. Educators are concerned, however, about ensuring the quality of online courses, and many question whether online courses can maintain the same high standards of excellence as traditional classroom instruction. One way to ensure quality control over online instruction is to establish an ongoing instructional quality assessment process. This chapter discusses background information and several considerations for assessing the quality of online instruction. (Contains 47 references.) (GCP) ED480084 Assessing the Quality of Online Instruction: Integrating Instructional Quality and Web Usability Assessments. 2003-08-00 Practitioners 25 N/A 2004 8/19/2004 23:11:13 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Educational Improvement Needs Assessment Program Design Program Implementation Student Needs Moore-Thomas, Cheryl Erford, Bradley T. Information Analyses English The first step to meeting the fundamental aim of any educational institution is to understand clearly what the students need. Needs assessment is a tool educators can use to help meet this goal. Needs assessment data suggest the basis for plans, strategies, and practices that may ultimately lead to school improvement. This chapter reviews issues regarding the frequency of needs assessment and design issues in needs assessment. Concludes that efficient needs assessment requires careful consideration of a schoolwide assessment cycle, stakeholder involvement, assessment design, results, goals and objectives, and implementation and evaluation strategies. (Contains 10 references and 4 figures.) (GCP) ED480085 Needs Assessment: An Ongoing Process for School Improvement. 2003-08-00 Practitioners 12 N/A 2004 8/19/2004 23:11:15 RIEAPR2004 In: Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators; see CG 032 608.

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Yes Educational Assessment Evaluation Methods Predictive Measurement Testing Programs Trend Analysis Wise, Lauress L. Information Analyses National Assessment of Educational Progress National Assessment of Educational Progress English Since its inception in 1969, the National Assessment of Educational Progress (NAEP) has been the nation's leading indicator of what American students know and can do. The focus of this chapter is on how NAEP, as it exists today, may be useful to educators, in particular four aspects of NAEP that may be of wide interest and use. This chapter concludes with a discussion of planned or possible enhancements to NAEP that could further increase its usefulness to educators. (Contains 12 references and 2 tables.) (GCP) ED480086 The National Assessment of Educational Progress: What It Tells Educators. 2003-08-00 Practitioners 15 N/A 2004 2016-11-21

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Yes Block Scheduling Classroom Techniques Elementary Secondary Education English Curriculum English Departments English Instruction English (Second Language) English Teachers Higher Education Instructional Innovation Integrated Curriculum Mentors Professional Development Kiernan, Henry, Ed. Collected Works - Serials Reports - Descriptive National Council of Teachers of English Educational Leadership ISSN-0738-1409 National Council of Teachers of English, Urbana, IL. English This 23rd volume of "English Leadership Quarterly" contains articles on topics of interest to those in positions of leadership in departments (elementary, secondary, or college) where English is taught. Each issue focuses on a different theme. Articles in Volume 23 Number 1 are: "Block Scheduling and Student Achievement" (Elizabeth Howard); "Block Scheduling for ESL Classes" (Karen Grimwood); "Less Is Not More!" (Frances O'Connell); "Block Scheduling to Escape The Prison of Time'" (Holly Johnson); and "Realizing the Promise of Block Scheduling through Effective Staff Development" (Louann Reid). Articles in Volume 23 Number 2 are: "Using Personal Qualities of Student Teachers to Develop Effective Mentoring Relationships" (John R. Maitino); "Mentoring in a Professional Community: Voices from the Field" (Nancy Hennessy); "Mentoring through Journaling: An Adventure in Student Teaching" (Jason Pears and Jane Blystone); and "Mentoring" (Donald Shafer). Articles in Volume 23 Number 3 are: "The Economy of Curriculum Integration: Profit and Loss" (Deborah Dean; Susan Stone; Don Forney); "English: The Integrating Force" (Ronald T. Sion); "Interdisciplinary Experiences: Prospects and Pitfalls" (Rosanne Datillo Nelson); "Exercising the Challenges of Curricular Integration" (Adrian Rodgers); "Tales from the Front: Experiments with Interdisciplinary Instruction" (Laura Smith); and "Interdisciplinary Teaching: The War of the Titans?" (Michael A. Bancroft). Articles in Volume 23 Number 4 are: "Lifelong Learners: Why High School English Teachers Must First Be Scholars" (Pamela Snow and Kristin Leithiser); and "Questioning Traditional Learning: Does Computer-Based Technology Enhance Academic Performance?" (Becky L. Girard; Frank S. Mandera; Elizabeth J.C. Marchini). (NKA) ED480087 English Leadership Quarterly, 2000-2001. English Leadership Quarterly v23 n1-4 Aug 2000-Apr 2001 2001-04-00 66 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. N/A 2004 2016-11-21

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Yes Cultural Background Elementary Secondary Education Evaluation Methods Government School Relationship Literacy Poverty Reading Achievement Reading Instruction Special Needs Students Teacher Education Righeimer, Jennie M. Voss, Cathy Collected Works - Proceedings Opinion Papers Reports - Descriptive North Central Regional Educational Laboratory North Central Regional Educational Lab., Oak Brook, IL. English The Center for Literacy (part of the North Central Regional Educational Laboratory) established the Regional and National Network of Research and Professional Organizations, which examines current trends in literacy research on a national level. The first meeting of the Research Network was held in 2001, and featured a panel of expert researchers whose discussion centered around topics such as early literacy, middle and high school literacy, culturally and linguistically diverse populations, special-needs learners, assessment, pre-service training for improving classroom instruction, closing the achievement gap, and high-poverty, high-performing schools. Keynote speakers discussed the current status of education issues in Washington and how to move a high-poverty, low-performing school in an urban area into a high-performing school using research-based best practices. There also were cross-states collaboration sessions centered on linking research into practice. This document presents transcripts of panel discussions, the text of a luncheon address, and the results of an afternoon session involving the framework for cross-states study teams. Appendixes contain biographies of speakers and panelists; a cross-state collaboration study team research-to-practice form; and a research to practice guiding questions form. (Contains 42 references.) (RS) ED480088 Report of the Regional and National Literacy Network of Research and Professional Organizations (1st, Naperville, Illinois, November 15, 2001). 2001-11-15 Office of Educational Research and Improvement (ED), Washington, DC. 61 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/litweb/meet2001/index.html. N/A 2004 2016-11-21

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Yes Educational Objectives Elementary Secondary Education Literacy Reading Achievement Reading Instruction Reports Writing Instruction Righeimer, Jennie Collected Works - Proceedings Reports - Descriptive United States (Midwest) Network Based Approach North Central Regional Educational Laboratory Professional Meetings North Central Regional Educational Lab., Oak Brook, IL. English The North Central Regional Educational Laboratory (NCREL) is one of 10 regional educational labs funded by the U.S. Department of Education. Since 1984, NCREL has been providing research-based resources and assistance to educators, policymakers, and communities in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin. The primary purpose of NCREL's Center for Literacy is to improve the reading achievement of all students by providing assistance to diverse educational entities in defining and implementing research-based best practices in literacy. The Center for Literacy's scope of work proposes activities that include research, policy, and practice. These activities are designed to improve literacy and literacy instruction throughout NCREL's seven-state region. In connection with these activities, the Center for Literacy established a Regional Literacy Network (RLN) to facilitate information sharing and collaboration in addressing the literacy needs and critical issues across NCREL's region. The network comprises literacy teams that include representatives from state education agencies, universities, district and school administrators, curriculum specialists, and elementary and secondary educators. The second annual meeting of the RLN was held on April 25, 2002, at NCREL's facility in Naperville, Illinois. This report outlines the meeting and its activities. The report is divided into the following sections: Introduction (About NCREL; Center for Literacy; Regional Literacy Network); Morning Session (Welcome; Keynote Address: Bonnie B. Armbruster; No Child Left Behind Discussions; AACTE Reading Update; Literacy Product Review; Regional Literacy Network E-Mail List); Afternoon Session (Cross-States Collaborative Activities; Evaluation and Conclusion); and a reference. (NKA) ED480089 Working Together for Literacy Success: Report of the Regional Literacy Network Annual Meeting (2nd, Naperville, Illinois, April 25, 2002). 2002-04-25 Office of Educational Research and Improvement (ED), Washington, DC. 13 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/litweb/annual02/meet02.pdf. N/A 2004 2016-11-21

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Yes Content Area Reading Elementary Secondary Education Literacy Reading Achievement Reports Righeimer, Jennie Grant, Peggy Collected Works - Proceedings Reports - Research Professional Meetings Illinois Research Trends Michigan Network Based Approach North Central Regional Educational Laboratory Illinois Michigan North Central Regional Educational Lab., Oak Brook, IL. English The primary purpose of the North Central Regional Educational Laboratory (NCREL's) Center for Literacy is to improve the reading achievement of all students by providing assistance to schools, districts, education service agencies, and state education agencies in defining and implementing research-based best practices in literacy. The Center for Literacy established the Regional and National Network of Research and Professional Organizations (referred to as the Literacy Research Network) to examine current trends in literacy research on a national level. The topic of the Annual Meeting of the Literacy Research Network, held on November 6-7, 2002, in Naperville, Illinois, was secondary content-area reading. This report on the meeting is divided into the following sections: Introduction; Secondary Content-Area Reading; Elementary Reading Assessment; and Reference List (n=15). Papers in the report are: Keynote Address: "Adolescent Literacy Instruction: Insights and Strategies for Making It More Meaningful" (Donna E. Alvermann); "Using Digital Media with At-Risk Adolescents" (David G. O'Brien); "Using Multiple Texts to Teach Content" (Cynthia R. Hynd); "Research on Teacher Reflection: Promising Directions" (Thomas W. Bean); "Cultural Modeling: Bridging Students' Cultural Funds of Knowledge and Reading Comprehension in Response to Literature" (Carol D. Lee); "Illinois Snapshot of Early Literacy" (Roberta Buhle); "Michigan Literacy Progress Profile (Faith Stevens); "The Dynamic Indicators of Basic Early Literacy Skills" (Susan M. Smartt); and "An Overview of Classroom-Based Diagnostic Tools That Support the Connection of Assessment and Instruction" (Laurie Elish-Piper). Appendixes contain biographies of speakers, a reading list of Donna E. Alvermann, and selected references of David G. O'Brien. (NKA) ED480090 Report of the Literacy Research Network Annual Meeting (Naperville, Illinois, November 6-7, 2002). 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 35 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/litweb/meeting/lrnmtg02.pdf. N/A 2004 2016-11-21

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Yes Educational Quality Elementary Secondary Education Literacy Parent Teacher Cooperation Reading Research Collected Works - Serials Reports - Evaluative What Works No Child Left Behind Act 2001 North Central Regional Educational Laboratory Ohio Ohio No Child Left Behind Act 2001 North Central Regional Educational Lab., Oak Brook, IL. English This Spring 2003 issue of the "Learning Point," the North Central Regional Educational Lab's (NCREL) magazine, focuses on the theme "A Call for Evidence Responding to the New Emphasis on Scientifically Based Research." Articles and materials in the issue are: "Wake-Up Call: Facing the Challenge to Use Scientifically Based Research in Schools" (Sheryl Poggi), which notes that the No Child Left Behind Act references the use of scientifically based research over 100 times within the pages of the legislation; "Digging Out: How to Avoid Getting Buried under a Mountain of Research" (Danielle Carnahan and Michele Fitzpatrick); "The Communication Gap: Building Effective Parent-Teacher Partnerships" (Ann Kinder); NCREL News and Notes; "Faces of NCREL: Laine Strives for High Quality in Education" (Rebecca Phillips); "Schools on the Rise--Get REAL: Evidence-Based Change Yields Success in Ohio" (Mary Kathleen O'Kelly); "Partners for Success--Walking the Walk--The What Works Clearinghouse" (Chris Otto); and "Point of Reference--Perspectives from the NCREL Resource Center: Need Research? Ask Us" (Arlene Hough). (NKA) ED480091 A Call for Evidence: Responding to the New Emphasis on Scientifically Based Research. NCREL's Learning Point v5 n1 Spr 2003 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 34 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/info/nlp/index.html. N/A 2004 2016-11-21

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Yes Demonstration Programs Elementary Secondary Education Program Validation Public Schools Reading Achievement Reading Programs Reading Research Foertsch, Mary Reports - Research Tests/Questionnaires Illinois North Central Regional Educational Laboratory Illinois North Central Regional Educational Lab., Oak Brook, IL. English A study was conducted in response to a request from the Illinois State Board of Education to examine closely which reading programs work best for Illinois students and schools. In some Illinois schools, students exhibit consistently high levels of reading achievement--the teaching, learning, and other practices of these schools may point the way to improved reading instruction across the state. The study examined the characteristics of reading programs at schools where students have demonstrated consistently high achievement in reading in grades 1-12. For the study's purposes, "high-achieving" schools are defined as schools scoring in the top 5% of Illinois public schools on the Illinois Goals Assessment Program reading test as well as high performance on a second standardized measure of achievement. Data collection instruments were developed, sites were selected and visited, and data were synthesized, analyzed, and reported. Ten schools participated in the study--3 elementary, 4 middle school/junior high, and 3 high schools; total student population for schools participating was 8,567. Findings suggest there is no one best way to teach reading and that student engagement in learning is valued above curriculum plans and materials. Additionally, classroom teachers (and students) benefit greatly from strong leadership and administrative support as well as from being involved in planning school programs and resource allocations. A key finding was that exemplary programs provide students with many opportunities to read and write during the school day. Includes 11 tables. Appended are: final study list of sites and master list of sites; and data collection instruments. (Contains 11 tables and 44 references.) (NKA) ED480092 Exemplary Reading Programs in Illinois Public Schools. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 58 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/isbe/titlepg.htm. N/A 2004 2016-11-21

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Yes Elementary Education Middle Schools Public Schools Questionnaires Reading Achievement Reading Instruction Reading Programs Reading Research Research Methodology Foertsch, Mary Reports - Research Tests/Questionnaires North Central Regional Educational Laboratory North Central Regional Educational Lab., Oak Brook, IL. English This report documents the methodology and findings of a study of the characteristics of Illinois public school district 31's reading programs in kindergarten through grade 8. For the study's purposes, the term "reading program" includes integrated language arts and humanities instruction. The study was conducted in response to a request from District 31 to investigate why the reading test scores of students were lower than expected, and did not necessarily match teachers' perceptions of students' reading ability. Related to this issue is the extent to which there is alignment among reading assessments, the district's curriculum, and reading instruction. The North Central Regional Educational Lab (NCREL) proposed a study sufficiently wide in scope to develop and support recommendations regarding strengths and weaknesses in District 31's reading program. The report contains information on the background of the study, its design and methodology (development of data collection instruments, data collection, and synthesizing, analyzing, and reporting data), findings (synthesizes data gathered through site visits and analysis of the teacher questionnaire and interview as well as the artifacts collected), and conclusions and recommendations (interprets key findings, suggests areas where additional study is needed, and presents recommendations for District 31 schools). Appended are data collection instruments (focus group questions, individual teacher interviews, a teacher/staff questionnaire, and the observation protocol). (Contains 11 notes, 15 tables, 10 figures, and 100 references.) (NKA) ED480093 A Study of Reading Practices, Instruction, and Achievement in District 31 Schools. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 98 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/liread/title.htm. N/A 2004 2016-11-21

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Yes Career Counseling Career Development Counseling Techniques Cultural Differences Family Characteristics Parent Influence Predictor Variables Self Efficacy Sex Differences Sumari, Melati Information Analyses English This article discusses the application of self-efficacy beliefs on career development. This theory was introduced by Hackett and Betz (1981) and has received many extensive studies. There are many factors that may influence career self-efficacy such as gender, culture, parental, and family backgrounds. The methods of increasing career self-efficacy are also discussed. (Contains 34 references.) (Author) ED480094 Career Development and Self-Efficacy Belief. 2003-09-00 15 N/A 2004 8/19/2004 23:11:33 RIEAPR2004

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Yes Behavior Problems Child Rearing Counseling Effectiveness Family Counseling Parent Child Relationship Parent Role Parenting Skills Self Efficacy Youth MacPhee, David Miller-Heyl, Jan Speeches/Meeting Papers Parental Efficacy English Self-appraisals are thought to play an important role in a number of youth problem behaviors. Self-perceived competence in the parental role may be an important mediator of family interventions. The purpose of the study described was to determine whether parental self-efficacy is causally related to effective child rearing. To do so, the authors analyzed data from several large-sample trials of a family intervention that focused on improving parent and child self-appraisals, among other outcomes. In both trials, parent self-efficacy increased significantly. Both punishment and coercive interactions declined. The role of self-efficacy as a mediator was examined through regression analyses. Baseline self-efficacy was not a significant predictor of changes in child rearing, but the baseline child rearing measure was. Across both trials and all outcome measures, changes in self-efficacy accounted for significant variance in improved child rearing. Thus, the intervention resulted in improved self-efficacy, and such changes explained improved parenting skills. (GCP) ED480095 Parent Self-Efficacy Mediates the Impact of Family Intervention. 2003-08-00 7 N/A 2004 2016-11-21

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Yes Academic Achievement College Students Higher Education Learning Strategies Motivation Techniques Outcomes of Education Program Effectiveness School Holding Power Study Skills Teaching Methods Tuckman, Bruce W. Information Analyses Reports - Research Speeches/Meeting Papers English An educational psychology-based study skills program called Strategies for Achievement was developed to teach learning and motivation strategies to college students. It involved teaching student four major achievement strategies: take reasonable risk, take responsibility for outcomes, search the environment (for information), and use feedback. Each strategy was divided into tow substrategies, and used to teach students to overcome procrastination, build self-confidence and responsibility, manage their lives, learn from lecture and text, prepare for exams, and write papers. The training was provided as a course taught using a hybrid technology-based instructional model called Active Discovery and Participation thru Technology (ADAPT). Students who took the training course earned significantly higher grade point averages in comparison to a matched group, both the term they took the course (with and without course grade included) and the term after taking the course, and were more likely to return for their next year of college. (Contains 41 references.) (Author) ED480096 The "Strategies-for-Achievement" Approach for Teaching Study Skills. 2003-08-00 27 N/A 2004 8/19/2004 23:11:38 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Child Custody Child Rearing Fathers Motherless Family Program Descriptions Psychoeducational Methods Social Support Groups Hall, Stephen A. McConnell, Stephen C. Speeches/Meeting Papers English A program of group psychoeducation and support for single custodial fathers (SCFs) is proposed. Their population in the U.S. grew over 400% between 1970-2000 to over 2 million. The proposed program is unique with special emphasis on SCFs, featuring psychoeducational, supportive and affective components. Areas covered include: special challenges and rewards of single custodial fathering, effective communication, shaping childrens behavior, coping with new family arrangements, dealing with feelings, time management, developing a personal plan for future effective fathering, and support. Didactic and affective contents strengthen and broaden participants skills and emotional repertoires. Take-home work is assigned to broaden group experiences to home settings. A program questionnaire is proposed to assess success and suggest changes. (Author) ED480097 A Group Psychoeducational and Support Program for Single Custodial Fathers. 2003-08-00 9 N/A 2004 8/19/2004 23:11:40 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Computer Mediated Communication Content Analysis Educational Environment Electronic Mail Learning Processes Online Courses Hatcher, Sherry L. Information Analyses Speeches/Meeting Papers Metacommunication English Whereas in a traditional university classroom, important features of interpersonal relationships are most readily communicated by body language or tone of voice, in electronically-mediated teaching environments, absent such real time cues, even subtle metacommunications may take on added importance and power. Although a growing number of studies have examined explicit online communication, there is sparse literature relating to online metacommunication and its potential effect on the learning process. In the online environment, metacommunications may be conveyed by a correspondents choice of words, response time, choice of font size, use of computer icons, and, at a less conscious level, a variety of parapraxes. To date, measures used to analyze electronically medicated communications have been largely quantitative, such as tracking duration of communications and number of messages transmitted. In this paper the processes involved in using content analysis to identify and understand metacommunications are explored. Several hundred e-mail correspondences and a number of online graduate seminars were examined to exemplify the identification and analysis of metacommunicative processes. It is recommended that teachers and students reflect upon their metacommunications, so as to understand some of the subtle processes that can serve to maximize the quality of education in electronically mediated environments. (Contains 13 references.) (Author) ED480098 Reading between the Lines: Metacommunicative Aspects of Online Education. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Educational Environment Learning Disabilities Mental Health Middle School Students Peer Acceptance Peer Relationship Psychological Patterns Self Concept Social Support Groups Student Adjustment Hagborg, Winston J. Information Analyses Reports - Research Speeches/Meeting Papers English A sense of school belonging has been theorized to be crucial to a childs positive school adjustment and may contribute to their future mental health. The present study investigated the relationship between sources of social support as measured by Harters Social Support Scale for Children and Goodenows Psychological Sense of School Membership. The sample was composed of 52 middle school age students with learning disabilities and a matched sample of nondisabled classmates. Further analysis examined the relationship between belonging and background variables and self-perception. Possible group differences were described and the implications for school change offered. (Contains 15 references and 3 tables.) (Author) ED480099 Sources of School Belonging for Students with Learning Disabilities. 2003-08-00 12 N/A 2004 8/19/2004 23:11:43 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Academic Achievement Behavioral Sciences College Students Higher Education Mental Disorders Student Attitudes Student Experience Goodwin, Elizabeth A. Black, Ryan A. Sweeney, Patricia J. Dorfman, William I. Levant, Ronald F. Information Analyses Reports - Research Speeches/Meeting Papers English A survey was conducted to examine the attitudes of students toward working with individuals who suffer from serious and persistent mental illness (SPMI). Nine hundred and fifty-four students working toward a degree within the behavioral sciences were administered a demographic and experience questionnaire, as well as an experimenter designed attitude instrument. We believed that students with greater levels of education and increased professional contact with SPMI would result in less favorable attitudes or desire to work with this population. Contrary to previous research, findings from this study indicated that students with greater amounts of professional contact and increased training with SPMI, and higher levels of education, resulted in more positive opinions and a greater willingness to work with the population. (Contains 11 references and 2 tables.) (Author) ED480100 Students' Attitudes toward Working with Individuals Who Suffer from Serious and Persistent Mental Illness. 2003-08-00 19 N/A 2004 8/19/2004 23:11:45 RIEAPR2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Art Expression Art Therapy Children Content Analysis Herman, William E. Information Analyses Reports - Research Speeches/Meeting Papers Holocaust English This pilot study included a content analysis of the Wall of Remembrance (also known as the Childrens Tile Wall) on display at the United States Holocaust Memorial Museum (USHMM) in Washington, D.C. This artwork is composed of 3,324 six-inch square tiles depicting the impressions of children, adolescents and a few adults regarding the Holocaust. The following dominant visual images were found in this work of art: Jewish Star of David, Christian cross, Taoist yin-yang, Islamic crescent, Totemism totem pole, swastika, heart, flower, peace sign, rainbow, candle, butterfly, dove, and doll/teddy bear. The written messages included the following thematic categories: courage, anger, unfairness, pleas for help, love, remembrance, aggression, death, despair, spirituality, universality/equality, peace, hope, confidence, sadness, and freedom. The findings suggest that a full-scale exploration of this artwork is warranted in the future. The enormity and complexity of this artwork may make it difficult for the average viewer to quickly absorb these powerful messages about the Holocaust. (Contains 10 references.) (Author) ED480101 The Wall of Remembrance: Images and Themes of the Holocaust. 2003-08-07 17 N/A 2004 2016-11-21

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No Architecture Building Design Elementary Secondary Education Public Schools School Buildings School Construction Suburban Schools United States History Urban Schools Cole, Doris Books Reports - Descriptive Boston Public Schools MA English This book contains photographs and descriptions of the Boston Public Schools, Massachusetts, explaining that the Boston Public Schools include about 129 buildings that were constructed in the late 19th century and throughout the 20th century and noting that the first and oldest public school in the United States was founded in Boston in 1635. Eight chapters focus on: (1) "Exploring for Treasure"; (2) "Turning the Century"; (3) "Growing Up"; (4) "The Roaring Twenties"; (5) "A New Deal"; (6) "After the War"; (7) "Suburban Spread"; and (8) "Turning the Century--Again." A CD-ROM with over 100 images and descriptive captions of the architectural treasures of the Boston Public Schools, Massachusetts is included. (Contains 45 bibliographic references.) (SM) ED480102 School Treasures: Architecture of Historic Boston Schools. 2003-00-00 ISBN-1-883280-14-1 138 Font & Center Press, P.O. Box 95, Weston, MA 02493 ($24.95). Web site: http://www.fontandcenter.com. N/A 2004 2016-11-23

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No Campus Planning College Buildings College Housing College Libraries Cultural Centers Educational Facilities Design Higher Education Recreational Facilities Research Science Education Sustainable Development Neuman, David J. Kliment, Stephen A. Books Collected Works - General Guides - Non-Classroom Athletic Facilities Support Facilities English This book provides indepth information that is needed to initiate a variety of building projects on a diverse range of college and university campuses. Filled with project photographs, diagrams, floor plans, sections, and details, the book combines highly illustrative, specialized material from industry leaders with nuts-and-bolts design guidelines. The nine chapters focus on: (1) "Campus Planning" (David J. Neuman); (2) "The New University and Sustainability: Recent Case Studies" (David Nelson) (3) "Libraries/Learning Centers" (John Ruble); (4) "Academic Buildings and Professional Schools" (Graham S. Wyatt); (5) "Science Teaching and Research Facilities" (Michael C. Lauber); (6) "Housing" (Charles M. Davis); (7) "Athletics and Recreation Facilities" (Roy V. Viklund); (8) "Social and Support Facilities" (James Timberlake and Stephen Kieran); and (9) "Cultural Centers" (Jean Marie Gath and Debra Waters." (Contains approximately 150 bibliographic references.) (SM) ED480103 Building Type Basics for College and University Facilities. Building Type Basics. 2003-00-00 ISBN-0-471-43963-0 311 Wiley-Academy, a Division of John Wiley & Sons, Customer Care Center, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($70). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); Web site: http://www.wiley.com. N/A 2004 2016-11-21

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No Architectural Character Campus Planning Educational Environment Educational Facilities Design Educational Technology Elementary Secondary Education Higher Education Interior Design Yee, Roger, Ed. Books Reports - Descriptive English This book presents examples of the United States' most innovative new educational facilities for decision makers developing educational facilities of the future. It showcases some of the most recent and significant institutional projects from a number of the United States' top architecture and design firms. The architecture and interior design featured in the book illustrate how educational facilities create a value for their owners, making long-term investments in building products, interior furnishings, and technological infrastructure to establish enduring physical assets that optimize life cycle costs. The projects in this book are visual evidence of how designers and planners are meeting the challenge of constructing learning spaces with creativity and vision. Glossy color photos accompany each description. The book concludes with "Can Johnny Compute?" (Roger Yee), which discusses the need for a massive and very expensive overhaul needed to make U.S. schools competitive in the new millennium. (SM) ED480104 Educational Environments. 2002-00-00 ISBN-1-58471-06106 283 Visual Reference Publications, Inc., 302 Fifth Avenue, New York, NY 10001. Tel: 212-279-7000 ($58.95); Fax: 212-279-7014; e-mail: visualreference@visualreference.com; Web site: http://www.visualreference.com. N/A 2004 8/19/2004 23:11:51 RIEAPR2004

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No Architectural Character Campus Planning College Buildings Educational Environment Educational Facilities Design Flexible Facilities Higher Education Pearce, Martin Reports - Descriptive Books English This publication explores a diverse collection of new university buildings. Ranging from the design of vast new campuses, such as that by Wilford and Stirling at Temasek, Singapore, through to the relatively modest yet strategically important, such as the intervention by Allies and Morrison at Southampton, this book examines the new higher educational buildings that are at the forefront of architecture today. The collection of case studies provides an overview of a broad section of building for an ever-expanding higher education market. Organized around campus plans, specialist teaching and research buildings, and constructions that act as a focus to academic life, the examples are drawn from around the world. In several cases, different university buildings from the same architect are included to illustrate either the consistency of diversity of the approach the practice brings to specific design problems. Glossy photos and project information are included. (Contains 17 bibliographic references.) (SM) ED480105 University Builders. 2001-00-00 ISBN-0-471-98834-0 224 Wiley-Academy, a Division of John Wiley & Sons, Customer Care Center, 10475 Crosspoint Blvd., Indianapolis, IN 46256 ($100). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free). N/A 2004 8/19/2004 23:11:52 RIEAPR2004

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Yes Asthma Elementary Secondary Education Environmental Standards Higher Education Indoor Air Pollution Temperature Ventilation Water Quality Wiley, Robert Guides - Non-Classroom Lead (Metal) Molds (Biology) Radon Sewers Carbon Dioxide Ultraviolet Light English This paper presents 19 solutions to problems within the school environment: (1) ventilation (e.g., keep the thermostat fan on whenever the room is occupied); (2) filters (e.g., get rid of 20 percent cheap filters); (3) clean the ductwork; (4) avoid car and bus fumes by keeping vehicles 50 feet from the building; (5) sewer vents (vents must terminate at least 10 feet from a powered fresh air intake); (6) furnace exhaust pipes (if the furnace vent or other vent is closer than 10 feet from a powered fresh air intake, it must extend at least 3 feet above the intake); (7) floor and roof traps; (8) unvented science labs (which can send fumes into classrooms); (9) cosmetology odors (when there is no lab hood for ventilation); (10) CO2 testing (e.g., CO2 builds up when there are several persons in a room over several hours with inadequate ventilation); (11) asthma and respiratory ailments (e.g., carpeting should not be in schools, and ductwork needs regular cleaning); (12) UV lights (which kill most organisms in the air that pass through the ductwork); (13) cold temperatures (an adequate thermometer is important); (14) increased complaints about cold when proper ventilation blows air into the room; (15) asbestos testing; (16) radon testing; (17) lead paint testing; (18) water quality; and (19) mold. (SM) ED480106 My School Makes Me Sick: Cheap Solutions to Environmental Problems in Schools. 2003-00-00 Administrators Practitioners 5 N/A 2004 2016-11-21

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No Camping Disabilities Individual Development Interpersonal Competence Normalization (Disabilities) Resident Camp Programs Social Development Social Integration Brannan, Steve Arick, Joel Fullerton, Ann Reports - Research Speeches/Meeting Papers English Over a 3-year period, the National Inclusive Camp Practices (NICP) project examined camp practices and youth outcomes at 14 resident camps and outdoor schools that fully integrate youth with disabilities into their programs. These outdoor programs were predominantly 1 week long. Data on camp practices and on 742 participating youth with and without disabilities, aged 6-19, were collected through counselor and parent surveys and videotaped observations. Five validated measures of inclusive practices, outdoor skills, social interaction, and individual characteristics generated quantitative data. Across all study sites, the five highest-ranked types of support provided to youth with disabilities were encouragement/motivational support, modeling, allowing extra time, arranging for peer assistance, and providing physical assistance. Encouragement and modeling were also commonly used with youth without disabilities. Both groups of youth were found to grow in their outdoor skills and social development while attending the programs. Changes in social interaction patterns were the same for both groups, suggesting successful integration. Parent responses indicated that both groups of youth grew significantly in the areas of self-reliance and communication, and youth with disabilities also showed improved self-esteem. The results confirm long-standing beliefs that inclusion provides personal and social benefits to all participants, both with and without disabilities. (Contains 41 references) (SV) ED480107 Effective Practices and Participant Outcomes for Youth: Inclusive Camps and Outdoor Schools. 2002-01-00 18 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:11:55 RIEAPR2004 H023C970057 In: Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, IN, January 11-13, 2002); see RC 023 980. Supported by the Office of Special Education and Rehabilitation Services.

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No Camping Case Studies Counselor Attitudes Disabilities Individual Development Interpersonal Competence Normalization (Disabilities) Parent Attitudes Resident Camp Programs Self Esteem Social Development Social Integration Fullerton, Ann Brannan, Steve Arick, Joel Reports - Research Speeches/Meeting Papers Self Reliance English The National Inclusive Camp Practices (NICP) project was a national study of inclusive outdoor programs that examined outcomes for youth with and without disabilities. This paper reports qualitative findings that were gathered using case study methodology across 14 inclusive programs: 12 resident camp programs and 2 outdoor schools. At each site, six case study subjects were selected: three youth with disabilities and three youth without disabilities, matched by gender, age, and cabin. The subjects ranged in age from 6 to 19; 60 percent were male. Counselor and parent interviews for each subject examined growth in social interaction, communication, responsibility, self-reliance, self-esteem, recreational participation, skill achievement, self help, and respect for others. For youth with disabilities, 87 percent of their counselors and 80 percent of their parents reported positive growth in one or more areas of development. Youth without disabilities also experienced growth, with 84 percent of counselors and 65 percent of parents reporting growth in at least one area. Counselors most often described growth in both groups of children in the areas of social interaction and communication, while parents of both groups most often described growth in self-esteem and self-reliance. Children without disabilities also developed greater understanding and respect for others. (SV) ED480108 Qualitative Outcomes for Youth Who Participate in Inclusive Programs: A Multi-Case Analysis across 14 Camps and Outdoor Schools. 2002-01-00 13 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Adventure Education Attitudes Instructional Design Interests Models Participation Skill Development Summer Programs Gilbertson, Ken Ewert, Alan Reports - Research Speeches/Meeting Papers Risk Taking English First developed and tested in 1989, the Adventure Model suggests that as adventure participants become more skilled and specialized, they experience predictable changes in several participation behaviors. While previous studies supported the model, they were carried out with college students having similar skill and motivational characteristics. In the present study, a more diverse sample of 132 participants in a summer adventure program were surveyed. Participants, aged 18-60, rated their skill level as beginner, intermediate, advanced, or expert, and took part in rock climbing or kayaking/canoeing activities. The survey covered participants' attitudes, preferences, and self-reported behaviors relevant to the adventure activities. Results confirmed the model's predicted relationships among selected variables. Specifically, frequency of participation, skill rating, course level, equipment needed, risk sought, year of experience, and outdoor environment sought presented the combination of variables that was most effective in distinguishing among participants of different skill levels. There were no gender differences. Implications for course design are discussed. (SV) ED480109 The Adventure Model: A Replication Study To Determine if Different Adventure Skills Support the Model. 2002-01-00 9 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Adolescents Adventure Education Camping Experiential Learning Individual Development Outcomes of Education Program Attitudes Values Wilderness Goldenberg, Marni Klenosky, David McAvoy, Leo Holman, Tom Reports - Research Speeches/Meeting Papers Means Ends Analysis Outward Bound Program Characteristics English Means-end analysis was used to examine the linkages between elements of an Outward Bound course and the personal benefits and outcomes obtained or reinforced by course completion. A self-administered questionnaire was completed by 216 persons, who completed a course at the North Carolina Outward Bound School. Respondents were aged 14-66 (83 percent were 14-18) and had completed a course lasting 4-21 days (half completed a 21-day course). The questionnaire asked respondents about key outcomes of the course they completed, why a particular outcome was important to them, and why the response given was important. A series of responses linking a particular outcome to a personal value is called a ladder. A computer program--LadderMap--helped construct hierarchical value maps (HVMs), which provided a graphical summary of linkages between program attributes, consequences, and values. The HVM generated for the entire sample represented 62 percent of the associations among concepts in respondents' ladders. Primary attributes listed by participants included overall course, specific course components, interactions, rock climbing, expeditioning, and campcraft. Significant consequences were relationships with others, knowledge, and personal growth. Significant values were transference, self-awareness, self-confidence, and personal goals. The HVM strongly linked rock climbing with determination/perseverance and relationships/teamwork; personal growth with self-confidence; and overall course with nature appreciation, physical fitness, and interpersonal relationships. (Contains 23 references) (SV) ED480110 Using Means-End Theory To Understand the Outdoor Adventure Experience. 2002-01-00 10 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Adventure Education Competence Leadership Qualities Leadership Training Normalization (Disabilities) Outdoor Leadership Staff Development McAvoy, Leo Roehl, Jim Rynders, John Reports - Evaluative Speeches/Meeting Papers Training Effectiveness English Integrated adventure programs are those in which persons with and without disabilities participate together in planned adventure activities. A study sought to identify the leadership competencies necessary for leaders of integrated outdoor adventure programs and to measure the effectiveness of a staff training addressing one of these competencies. A list of integrated program leadership competencies was developed through a review of the literature, focus groups, and observation of leaders during a Wilderness Inquiry 5-day winter dogsled trip in northern Minnesota. A preliminary set of competencies was submitted to an expert panel, who revised and validated the competencies, resulting in a set of five primary competencies encompassing 38 secondary competencies. One of the primary competencies identified, the "ability to apply integration strategies to all levels of ability and in varied situations," was selected as the focus of a 9-day training for new staff at Wilderness Inquiry. During the training, integration strategies were taught using lecture, scenario, and modeling methods. A 3-day field component was included. A test consisting of eight problem scenarios a leader could expect to encounter on an integrated adventure trip was administered before and after training to a total of 59 new staff in two training sessions. In each session, participant scores improved significantly over the training period. (Contains 26 references) (SV) ED480111 Leader Integration Competencies and Staff Training in Adventure Programs. 2002-01-00 9 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Critical Thinking Decision Making Ethics Leadership Training Moral Values Outdoor Leadership Mitten, Denise Reports - Research Speeches/Meeting Papers Caring Moral Reasoning Social Justice English Outdoor leaders model their values, and their ethical frameworks and moral development help shape their influence on others. Outdoor leaders face many obstacles as they seek to define ethical standards, including the challenge of defining common ethics, lack of professional certifications, the limits of professional ethics, and issues of power and control. A study examined outdoor leaders' ethical frameworks and moral reasoning, as they related to caring and justice orientations and to the use of post-conventional moral arguments. Sixty outdoor leaders drawn from two national organizations completed two instruments: the Defining Issues Test and the Manning Instrument, which measures the use of justice or caring justifications in the face of a moral dilemma. Respondents had a mean age of 36 years and an average of 12 years experience as outdoor leaders; almost all had at least a college degree, and more than half had advanced degrees. The results show that when analyzing dilemmas, these outdoor leaders used critical thinking skills and post-conventional moral arguments, which view moral actions as contextual and societal norms as guidelines rather than laws. In their initial decisions about dilemmas, outdoor leaders made care-centered decisions more frequently than subjects in prior studies and were even more likely to choose care-centered decisions upon reflection. Findings are presented in terms of gender, parental status, social class at birth and now, and age. Implications for the training of outdoor leaders and for further research are discussed. (Contains 34 references) (SV) ED480112 An Analysis of Outdoor Leaders' Ethics: Guiding Decisions. 2002-01-00 21 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Effect Size Individual Development Meta Analysis Outcomes of Education Outdoor Education Program Effectiveness Program Evaluation Research Needs Neill, James T. Information Analyses Speeches/Meeting Papers English This paper compares and summarizes empirical research on the outcomes of outdoor education (OE) and related programs. Most frequently, OE outcomes have been researched using post-program surveys of staff and participant attitudes. Such reports are vulnerable to many potential distortions. A second major approach to examining OE effectiveness involves comparisons of pretests and posttests of participant self-perceptions. The validity of this approach depends on the quality of measures and methods, and the wide variety of measures and methods used makes comparisons across studies difficult. Since the 1980s, meta-analysis has provided a method for analyzing the results of different studies. To date, five meta-analytic reviews of OE and related outcome literature have been conducted; they agreed that OE programs had a small-moderate impact for typically measured outcomes, such as self-esteem, changes in behavior problems, and teamwork. The largest of the meta-analyses (96 studies) suggested that 65 percent of participants were better off for having participated in OE programs. Findings of the five meta-analyses are summarized for six broad categories of outcomes (leadership, self-concept, academic, personality, interpersonal, and adventuresome); for program effectiveness; for moderators of outcomes (program length, gender, age, participant type, organization, and quality of the study); and for comparisons of OE outcomes to those of other interventions. Research recommendations focus on describing program methods in detail, studying the influence of individual differences on outcomes, and using effect-size benchmarks. (Contains 32 references) (SV) ED480113 Meta-Analytic Research on the Outcomes of Outdoor Education. 2002-01-00 12 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:12:03 RIEAPR2004 In: Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, IN, January 11-13, 2002); see RC 023 980.

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No Adolescents Adventure Education High School Students Outcomes of Education Outdoor Education Secondary Education Self Concept Sex Differences Student Surveys Urban Youth O'Connell, Timothy S. Reports - Research Speeches/Meeting Papers English A study examined changes in self-concept of adolescents enrolled in outdoor adventure education courses offered at a private college-preparatory high school in New York City. Surveys were completed by 94 students, 36 of whom were enrolled in outdoor adventure education courses; 25 of these were males and 11 were females. Results found no significant difference in changes in global self-concept between students enrolled in outdoor adventure education courses and students not enrolled in those courses. Unlike previous studies that found significant changes in various domains of self-concept, this study found no significant difference in any domain of self-concept between students enrolled in outdoor adventure education courses and students not enrolled in those courses. The short-term nature of the outdoor experiences in this study may have been related to the lack of change in self-concept. Students in this study participated in two 3-day outdoor experiences over the course of 4 months. The outdoor experiences in other studies were usually longer and of continuous duration. A significant gain was found in family self-concept favoring males enrolled in outdoor adventure education courses. Recommendations for future research are discussed. (Contains 41 references) (TD) ED480114 Multidimensional Self-Concept and Outdoor Adventure Education with Adolescents. 2002-01-00 12 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:12:05 RIEAPR2004 In: Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, IN, January 11-13, 2002); see RC 023 980.

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No Adolescents Adventure Education Foreign Countries Group Dynamics Individual Power Interpersonal Relationship Outdoor Education Qualitative Research Residential Programs Secondary Education Sex Differences Sex Role Sex Stereotypes Pinch, Katherine J. Reports - Research Speeches/Meeting Papers Outdoor Education Centers English A study examined gender stereotyping in an outdoor adventure education program. Observations, interviews, and document reviews involving 138 adolescent students from 8 schools attending a residential outdoor education center in Queensland (Australia) found the following gender stereotypes: boys are physically stronger than girls; boys are practical and do things whereas girls plan ahead; boys are clowns; girls are bossier than boys; boys are more competitive than girls; and girls have better relationship skills than boys. Gender stereotyping provided structure and order that gave a sense of safety and familiarity to many participants. It also regulated behavior, placed limits on perceived abilities, and accorded different situational statuses to girls and boys. It was predominantly boys who were accorded the highest status, based upon their perceived greater physical strength and the way they claimed leadership and power. It was more difficult for girls' voices to be heard within this structure. Stereotyping worked through the assertion of power and control. Different types and levels of power were observed. The most obvious form was seen in who set the "tone" of the group, usually a boy or group of boys, who were loud, strong, and popular. Some boys asserted their power through physical strength and by taking the lead on the trail. Some girls asserted their power through group maintenance tasks. Some girls and boys demonstrated their empowerment through resistance of gender-stereotyped roles. Implications for practice are discussed. (TD) ED480115 If the Dress Fits, Wear It: Uncovering Meaning in Gender Stereotyping in an Australian Outdoor Education Program. 2002-01-00 15 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Ability Camping Difficulty Level Employee Attitudes Job Training Knowledge Level Occupational Surveys Skill Development Staff Development Staff Orientation Powell, Gwynn M. Bixler, Robert D. Switzer, Deborah M. Hurtes, Karen P. Reports - Research Speeches/Meeting Papers English New and returning camp staff were surveyed about the difficulty of camp-specific skills and knowledge and their own abilities. A summer-camp training inventory of 24 camp-specific skills and knowledge statements was administered to a total of 702 new and returning staff at eight camps on the first and last day of pre-season training sessions and after 1 month on the job. Analysis of responses of 211 staff, who completed all three administrations, found that returning staff reported consistent perceptions of difficulty, while new staff reported increases over time and converged with returning staff after 1 month on the job. New staff reported an increase in perceptions of dangerous places in camp from the first to the last day of training, while returning staff reported a decrease. In dealing with homesick children, both new and returning staff reported no change in perceptions of difficulty from first to last training day, but an increase was reported after 1 month. New staff rated knowing locations of buildings to be more difficult than returning staff. For redirecting behavior, paperwork, and dealing with homesickness, new staff reported higher difficulty scores. In terms of ability, both new and returning staff reported increases throughout the summer; returning staff started with a higher self-perception of ability than new staff, but convergence occurred after 1 month. Applications to staff training are discussed. (TD) ED480116 Difficulty and Ability: Staff Member Perceptions of Seasonal Staff Training. 2002-01-00 10 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:12:08 RIEAPR2004 In: Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, IN, January 11-13, 2002); see RC 023 980.

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No Adventure Education Aging (Individuals) Coping Individual Development Interpersonal Relationship Life Events Motivation Older Adults Outdoor Activities Recreational Programs Retirement Sugerman, Deborah Reports - Research Speeches/Meeting Papers Peer Support Reflection Process English A study examined the relationship between older adults' motivations to participate in outdoor adventure experiences and their retirement status. Surveys of 782 adults over 55 years old participating in 72 outdoor adventure programs found that although there were several significant differences in motivation based on retirement status, the overall motivations were similar for all participants and included being involved in nature, being physically active, being involved in a learning atmosphere, being with a group of respectful peers with similar interests, becoming competent in the program area, and resting and relaxing. Findings suggest that older adults may be using outdoor adventure activities as a means to prepare emotionally for retirement or to aid in the transition into retirement. Program administrators should be cognizant of these motivations and design outdoor adventure programs for older adults to include a perspective on life, a sense of personal meaning in life, a sense of personal renewal, confidence and belief in self, and belief in the ability to make positive changes. Specific strategies may include: using the peer group as a support system; developing a social environment conducive to sharing thoughts and ideas; using staff who have life experience and knowledge of life transitions; allowing time for conversations and sharing; providing specific activities around life transitions, such as journals and guided discussions; and allowing time for reflection. (Contains 35 references) (TD) ED480117 Motivations of Elderhostel Participants in Outdoor Adventure Programs: A Life Cycle Perspective. 2002-01-00 11 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No College Students Higher Education Incentives Motivation Outdoor Activities Outdoor Education Risk Self Efficacy Self Motivation Skill Development Student Participation Student Surveys Todd, Sharon L. Anderson, Lynn Young, Anderson Anderson, Dale Reports - Research Speeches/Meeting Papers Fun English A study examined motivation factors related to participants' level of development in outdoor adventure recreation pursuits. A survey was completed by 164 undergraduate recreation majors from separate, but similar, sections of a required 13-day outdoor education practicum. Respondents rated fun and enjoyment as their most important motive for participating in adventure experiences, followed by personal challenge, feelings of achievement, and doing something new/different. Respondents rated as least important, status among peers, respondent's image in society, requests by others, and competition. Adventure recreationists followed a pattern of development, with challenge being the factor that explained the most variance. In general, motivations moved from extrinsic at the beginner level to intrinsic at the expert level. This study supports the notion that certain extrinsic motivation strategies could encourage beginners' involvement. These techniques could be withdrawn as involvement becomes more intrinsically motivated with participant growth and development. Separation of developmental levels may, therefore, be beneficial. (Contains 39 references) (TD) ED480118 The Relationship of Motivation Factors to Level of Development in Outdoor Adventure Recreationists. 2002-01-00 17 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Critical Thinking Decision Making Educational Philosophy Experiential Learning Leadership Qualities Leadership Training Learning Processes Outdoor Education Outdoor Leadership Teaching Methods Wagstaff, Mark Cashel, Christine Historical Materials Information Analyses Speeches/Meeting Papers Expedition Education Reflective Thinking Environmental Ethic English Paul Petzoldt, an early pioneer in outdoor education, saw the need for trained outdoor leaders. This paper presents material from unpublished papers retrieved after his death that clarify and expand on his philosophy of leadership development. Key ideas such as: judgment, 20-20 vision, and use of wilderness expeditions, are expanded upon and discussed. Much of Petzoldt's self-developed methods align with the experiential learning cycle. Students learned by doing a skill, thinking critically, and applying their judgment to decision making. The reflection and analysis process included the "whys" behind a decision and the 20-20 vision metaphor for hindsight. Application occurred throughout an expedition, as more activities were experienced over time through the use of judgment. In this way, students continuously increased their abilities and were clear about limitations of leading others in the wild outdoors. As Petzoldt aged, his ideas, and how to teach them, seemed to become clearer to him. He experimented with younger students, while continuing to focus on college students and professors, who were so ingrained with formal educational methods that they presented a special challenge. Many of his ideas, quotes, and methods are still utilized in leadership training courses. Above all, he wanted self-aware, safe, resourceful, selfless, and environmentally responsible leaders in the field. They, in his mind, would save lives and make traveling in the backcountry a fun and enjoyable experience. (TD) ED480119 Developing Outdoor Leaders: Paul Petzoldt's Perspective. 2002-01-00 10 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 2016-11-21

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No Adolescent Development Camping Early Adolescents Focus Groups High Risk Students Interpersonal Competence Program Attitudes Program Evaluation Resident Camp Programs Self Esteem Values Bialeschki, M. Deborah Krehbiel, Amy Henderson, Karla Reports - Evaluative Speeches/Meeting Papers English Morry's Camp specifically serves low-income and at-risk New York City youth by providing a maintenance and prevention program focused on the camp community, youth development, and education. Campers attend for 4 years, and there is a "post-grad" program for those who have completed the 4 years. The camp has a year-round component in which staff travel to campers' schools to hold monthly programs with the campers. These programs include goal setting and life skills trainings. A study examined the match between the camp's objectives and the valued aspects of the camp experience as articulated by campers. Two focus groups were conducted with 24 campers of varied ethnicity in grades 6 and 7, and one focus group was conducted with 3 teenage female "post-grads" of African American and Latina descent. Findings indicate that Morry's Camp seems to be meeting its objectives when viewed from campers' perspective. Campers articulated the values and meaning of camp for themselves, and these values were aligned with the camp's four main objectives focusing on positive core values, increased social skills, enhanced self-esteem, and a sense of personal responsibility. The objectives were a conscious component of the camp program and a source of focused attention with campers. Recommendations are offered for carrying out camp evaluations and relating camp outcomes to youth development theory. (TD) ED480120 Outcomes of Camping: Perceptions from Camper Focus Groups. 2002-01-00 12 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:12:13 RIEAPR2004 In: Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, IN, January 11-13, 2002); see RC 023 980.

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Yes Accountability Educational Policy Federal Regulation Federal State Relationship Governance Policy Formation State Regulation State Standards Teacher Education Bales, Barbara L. Information Analyses Speeches/Meeting Papers English This paper attempts to conceptualize, sort, and analyze national and state policies that have affected teacher education programs during the last 30 years. If teacher recruitment, preparation, licensing, and professional development are situated at the ropes center, then who is winning the tug-of-war over teacher education policy making. The paper introduced the tug-of-war players and provides a brief synopsis of the governance structures and historical context of teacher education programs in the United States. It also discusses the nature of policy problems, outlines different policy instruments, and discusses how one can examine the accountability system embedded in a policy. The third section of the paper examines state and national teacher education policies from the past three decades, tracing how the center point has moved back and forth in the tug-of-war. Prior to 1970, the State team maintained the center flag with its authority over program approval and licensing. Through the 1970s, the National team increased its pull, and in the 1980s, the State team reasserted its efforts to maintain control of teacher education policy making. In the 1990s, the National team determined to take control of teacher education policy as it leveraged state teacher education reforms through the mandates and inducement of the Higher Education Act, Goals 2000, and the reauthorization of the Elementary and Secondary Education Act. Higher education institutions and teacher education program personnel have not generally been participants in the tug-of-war, but they must react to changes in the center point, and must implement the policies that are increasingly being determined at a national level. (Contains 54 references.) (SLD) ED480121 Accountability in the Tug of War over Teacher Education Policy-Making: A Historical Review. 2003-04-00 40 N/A 2004 8/19/2004 23:12:14 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Educational Change Elementary Secondary Education Staff Development Teacher Leadership Barr, Katherine Simmons, Brian Zarrow, Joel Reports - Descriptive Speeches/Meeting Papers Capacity Building Coaching English This paper attempts to articulate the process and content of the coaching model developed by the staff who work in schools affiliated with the Bay Area School Reform Collaborative (BASRC). BASRC is a 7-year-old nonprofit grant-funding organization with the mission to transform schools in the San Francisco Bay area, California into vital places to learn and teach. Central to the BASRC support of its member schools are school coaches, who usually work with three to five individual schools in the same school district. Each coach works for 4 to 5 hours a week with formal and informal leaders in each school to enact a set of activities designed to foster and sustain a schoolwide continuous improvement process with the goal of improving the technical core of schooling. The BASRC model is a hybrid of curricular, cognitive, and principles-based coaching that also draws on traditional organizational consulting. Coaches work with school leaders in these stages: (1) introductory; (2) study; (3) plan and contracting; (4) action; and (5) reflection. Each stage is explained in detail. The paper also discusses some of the tension found in coaches work. Coaches find that the key to addressing these tensions is to use them as teachable moments , to make sense of them for the improvement process. (Contains 27 references.) (SLD) ED480122 School Coaching in Context: A Case Study in Capacity Building. 2003-04-00 31 N/A 2004 2016-11-21

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Yes College Presidents Community Colleges Educational Change Higher Education Leadership Styles Organizational Change Eddy, Pamela L. Reports - Research Speeches/Meeting Papers English This study detailed how two community college presidents framed issues and events of change on their campuses based on their thinking, and it outlined the sources of power they used during the application of their plans for change. Both presidents were relatively new at their jobs; both had come from out of state to assume their new roles. A total of 28 interviews were conducted with the presidents and other administrators. One president used visionary framing to portray the college as a premier college of technology and everyday campus life. The other president used an operational framing in which challenges were presented as a series of problems to solve, with a focus on short-term change and attention to the moment. In both cases, leader cognition played a critical role in the presentation of change to campus members. Findings show how what the president thought about change influenced the way change occurred. (Contains 29 references.) (SLD) ED480123 The Influence of Presidential Cognition and Power on Framing Change at Community Colleges. 2003-04-00 26 N/A 2004 8/19/2004 23:12:18 RIEAPR2004

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Yes Accountability Elementary Secondary Education Individualized Family Service Plans Knowledge Level Parent Participation Parent Role Parent School Relationship Parents Special Education Gordon, Sue Marquis Miller, Heidi L. Reports - Research Speeches/Meeting Papers English This study examined the efficacy of parents roles as active and discerning members of their childrens Individualized Education Plans (IEPs) through the use of a large randomly selected sample with a high respondent rate. Families were selected from the special education roster in an urban district. Of the 95 families selected, 83 parents completed interviews. The data gathering effort also included interviews with more than 200 teachers and specialists in the district, observations, and document review. Although there were IEPs for all students, nine parents responded that their child was not in special education, and 28 acknowledged participation, but made only vague references to the childs needs and services. Thus, 45% of parents in this district that prided itself on support for parents did not appear to be conversant with the childs needs and services. Data also support the findings of previous studies that parents assessments of special education services are not based on objective data, and appear to be biased in a positive direction. Until parents learn what to look for to evaluate services, they are not able to be accountable for their childrens learning. (Contains 11 references.) (SLD) ED480124 Parents as Active Team Members: Where Does Accountability for a Child's Special Education Rest? 2003-04-00 12 N/A 2004 8/19/2004 23:12:20 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Presidents Communication (Thought Transfer) Community Colleges Gender Issues Higher Education Leadership Styles Sex Differences Eddy, Pamela L. Reports - Research Speeches/Meeting Papers English The role of gender in presidential communications and leadership on campus was studied through an exploration of the language 2-year college presidents used to describe their own leadership. The study also considered whether gendered concepts of leadership were reified by campus members. Participants were two community college presidents, one male and one female, and interviews were also held with staff and faculty members. Findings show that language descriptors used to describe the presidents were gendered, and the campuses also supported the creation of a reality of them as male and female leaders. However, the finding that each leader was doing gender did not provide a complete picture of the enactment of leadership at the two community colleges. The male president actually showed more participatory and generative leadership characteristics than the female leader. (Contains 35 references.) (SLD) ED480125 Talking about the Community College President: Is It Still a Man's World? 2003-04-00 26 N/A 2004 8/19/2004 23:12:22 RIEAPR2004 For a related study, see TM 035 194. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes College Students Electronic Libraries Equated Scores Higher Education Item Response Theory Minimum Competency Testing Test Format DeMars, Christine Reports - Research English A competency test was developed to assess students skills in using electronic library resources. Because all students were required to pass the test, and had multiple opportunities to do so, multiple test forms were desired. Standards had been set on the original form, and minor differences in form difficulty needed to be taken into account. Students were randomly administered one of six test forms; each form contained the original items and 12 pilot items that were different on each form. The pilot items were then calibrated to the metric of the original items and incorporated in two additional operational forms. Data were available for about 500 first-time examinees (college students) for each form. (Author/SLD) ED480126 Equating Multiple Forms of a Competency Test: An Item Response Theory Approach. 2003-00-00 53 N/A 2004 8/19/2004 23:12:24 RIEAPR2004

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Yes Program Effectiveness Program Evaluation Violence Harris, Ian M. Reports - Descriptive Speeches/Meeting Papers Peace Education English Peace education refers to formal school-based and informal community education programs that teach about the dangers of violence and alternatives to violence. This paper explains some problems associated with the evaluation of peace education programs. These problems include analyzing the multifaceted causes of violence and the complexities of strategies geared to reduce violence. Difficulties in constructing rigorous followup studies with participants in peace education programs make it hard to determine if graduates of those programs transfer their learning to the real world and act in ways that contribute to the creation of peaceful cultures. Peace educators should avoid extravagant claims that their efforts stop violence. The effectiveness of peace education cannot be judged by whether it brings peace to the world, but rather by the effect it has on students thought patterns, attitudes, behaviors, values, and knowledge stock. (Contains 45 references.) (Author/SLD) ED480127 Peace Education Evaluation. 2003-04-00 28 N/A 2004 2016-11-21

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Yes Anglo Americans Cultural Differences English (Second Language) Family Literacy Hispanic Americans Literacy Education Participant Observation Program Evaluation Qualitative Research Research Methodology Plonski, Paula M. Reports - Evaluative Even Start English Participant observation is a classic qualitative methodology in which the researcher is immersed in the particular setting as a participant, rather than an outside observer. In this pilot study of an Even Start program, the methodology was modified by using actual program participants as observers and reporters. This enabled the crossing of certain language and cultural barriers to gather data that would otherwise be difficult to obtain, increased the sense of ownership and community among the adult participants, and increased understanding between staff and participants. It also provided information for program evaluation and change. The Even Start Family Literacy Program is the major family literacy initiative administered by the U.S. Department of Education. This pilot study of the evaluation approach was carried out in Avery County, North Carolina in 2003. In the 2002-2003 year, 31 families were enrolled in the program; 65% were English-as-a-Second-Language families. The adult participants were trained as participant observers for the pilot study, and most chose to participate, interviewing other participants. The most interesting items to emerge from the analysis of the transcripts are the cultural differences between Hispanic and Anglo participants and Hispanic participants and the staff, especially concerning the use of a full-time interpreted. Findings show that the pilot study was successful in capturing cultural identities and many aspects of the program from the viewpoints of staff and participants. (Contains 15 references.) (SLD) ED480128 Even Start Participant Observation Pilot: Using Qualitative Methodologies To Enhance Evaluations. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Case Studies Medical Education Medical Evaluation Performance Based Assessment Physicians Validity Bashook, Philip G. Reports - Descriptive Speeches/Meeting Papers Specificity English Assessment of clinical performance is intended to make generalizations about a physicians competence. Performance assessments involve three interacting components: the candidate, the cases, and the raters. Confidence in generalizations depends on reliability of the measurements and whether the cases represent the competence domains of interest. Since clinical tasks and decisions are not general traits, but integral to specific patient cases, how many and what cases are sufficient to overcome case specificity. This paper offers a solution by adapting work by A. LaDuca to define an assessment blueprint and select representative cases that sample accurately the competence domain core and defined border (construct validity). Other concerns are measurement precision and score reproducibility (reliability) that are influenced by the quantity of cases and the way measurements are taken. Improved reliability requires controlling for variability across cases, raters, and exam administration using structural (e.g., balanced case selection, rater training) and statistical controls. (Contains 21 references.) (Author/SLD) ED480129 Case Specificity Is Essential for Valid Performance Assessment of Physicians. 2002-07-00 10 N/A 2004 2016-11-21

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Yes Administrator Education Administrators Case Studies Journal Writing Reflective Teaching Student Journals Teacher Education Teachers Gil-Garcia, Ana Cintron, Zaida Reports - Research Speeches/Meeting Papers Reflective Practice English This paper briefly reviews the evidence on the use of the reflective journal as a learning and professional development tool for teachers and school administrators. It argues that a new trend tends to permeate the teaching profession: reflecting on what teaching really means. It also contends that a reflective educator is aware that taking time and energy to reflect on and improve ones work is absolutely essential to the comprehension of the process of teaching itself. Subjects of this study were 35 graduate students in clinical internship courses. The reflective journal, the assessment and data collection tool, displayed the raw knowledge, the write-ups, that later were transformed into case studies for classroom analysis. From that point, and after recycling the data, cases were constructed, and the subjects were exposed to real situations. Findings confirm the existence of similar patterns or concerns, strengths, and deficiencies when teachers and administrators reflect on their own day-to-day practices. (Contains 1 figure and 13 references.) (Author/SLD) ED480130 The Reflective Journal as a Learning and Professional Development Tool for Teachers and Administrators. 2002-07-00 10 N/A 2004 2016-11-21

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Yes Advance Organizers Case Studies College Faculty College Students Graphic Organizers Higher Education Instructional Effectiveness Teaching Methods Gil-Garcia, Ana Villegas, Joaquin Reports - Research Speeches/Meeting Papers English Advance organizers are used to teach specific contexts with different levels of complexity. Regardless of the educational level or context, the advance organizer (graphic organizer) is a tool that helps the learner connect the known to the unknown and remember the knowledge gained. To help in understanding this process, a case study was developed based on higher education faculty and undergraduate and graduate students opinions on the value and usefulness of graphic organizers to connect visual language with verbal language in order to optimize active learning. Five faculty members and 17 students, both graduate and undergraduate, responded to questions about graphic organizers. Students appreciated the value of the graphic organizer and recognized the connection with prior knowledge and usefulness as a teaching strategy. Faculty members also found graphic organizers to be valuable teaching tools, and they acknowledged the value of graphic organizers in helping teacher candidates develop higher level critical thinking skills. (SLD) ED480131 Engaging Minds, Enhancing Comprehension and Constructing Knowledge through Visual Representations. 2003-06-00 9 N/A 2004 8/19/2004 23:12:33 RIEAPR2004 Paper presented at a Conference on Word Association for Case Method Research and Application (Bordeaux, France, June 29-July 2, 2003).

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Yes Case Studies Educational Change Educational Quality Elementary Secondary Education Graduate Students Graduate Study Instructional Leadership School Restructuring Gil-Garcia, Ana Cintron, Zaida Reports - Research Speeches/Meeting Papers English This paper is not so much about research on school leadership delivery systems as it is about instructional methodologies, concepts, and ideas for rethinking the relationship between theoretical frameworks and the broader issue of practical applications for quality educationabout what it means to restructure schools or meet the needs of todays students and tomorrows society. It is based on the authors experiences in both the world of educating school leaders of the future and the pressing needs for schools that are designed differently, and teachers are disposed to accommodate the new realities. In a case study approach, 39 graduate students in educational leadership were asked to analyze four selected case studies about organizational behaviors and structures using the five elements of the model of school restructuring they were being taught. Cases were presented through a listserv. The global examination of the 4 cases by these 39 students led to findings five critical ingredients to create high-impact educational institutions: (1) sense of purpose, mission, and possibility; (2) sense of belonging, safety, and participation; (3) access and contribution to support systems for everyone; and (4) teaching and learning that is authentic, engaging, and empowering. (Contains 11 references.) (SLD) ED480132 Doing School Differently: The Leadership Factor. 2003-07-00 11 N/A 2004 8/19/2004 23:12:34 RIEAPR2004 Paper presented at a Conference on Word Association for Case Method Research and Application (Bordeaux, France, June 29-July 2, 2003).

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Yes Alternative Assessment Elementary Secondary Education Performance Based Assessment Portfolio Assessment Portfolios (Background Materials) Scoring Rubrics Standards Student Evaluation Stader, David L. Hill-Winstead, Flo Reports - Descriptive Speeches/Meeting Papers English This paper discusses the use of portfolios, performance assessments, and standards-based learning. The National Council for Accreditation of Teacher Education and other professional groups call for performance assessments that are as authentic as possible, and authenticity, in this context, means resembling real-world challenges. A portfolio is simply a collection of these authentic tasks organized to demonstrate student competence in various standards. Portfolios can be used in a variety of ways, but should be guided by design principles whether in paper and pencil or electronic formats. Portfolio design begins with preplanning that includes definition of contents. Development of scoring guides and effective rubrics is essential so that the portfolio can be constructed to meet these rubrics and then evaluated through them. (Contains 12 references.) (SLD) ED480133 Portfolios, Performance Assessments, and Standards Based Learning in Educational Leadership. 2002-08-00 7 N/A 2004 8/19/2004 23:12:36 RIEAPR2004 Paper presented at the Annual Meeting of the National Council of Professors of Educational Administration (Burlington, VT, August 2002).

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Yes Administrator Attitudes Administrator Education Administrators Certification Instructional Leadership Matrices Pilot Projects Portfolios (Background Materials) Stader, David L. Reports - Research Speeches/Meeting Papers Learning Dispositions English This study investigated the perceptions of educational leadership candidates of the efficacy of a leadership matrix based on the University of Wyomings belief matrix model for guiding the examination, clarification, and articulation of their beliefs. A pilot study involving 15 administrator certification candidates suggested the usefulness of the survey and some modifications. A total of 45 administrator certification candidates were surveyed in fall 2002 about their perceptions of the Leadership Matrix. Findings indicate that the potential of the Leadership Matrix for candidate reflection, examination of beliefs, and use in future interviews seems good. The matrix also seems to have potential as part of a culminating portfolio to demonstrate to outside evaluators that the examination, clarification, and articulation of candidate dispositions are part of the school leader curriculum. (SLD) ED480134 Clarifying Dispositions: Study of Administrator Candidate Perceptions. 2003-02-00 6 N/A 2004 2016-11-21

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Yes Natural Language Processing Semantics Test Construction Test Items Word Problems (Mathematics) Deane, Paul Sheehan, Kathleen Reports - Descriptive Speeches/Meeting Papers Automated Item Selection English This paper is an exploration of the conceptual issues that have arisen in the course of building a natural language generation (NLG) system for automatic test item generation. While natural language processing techniques are applicable to general verbal items, mathematics word problems are particularly tractable targets for natural language general techniques. The problem is to have a method for representing verbal content that can play a dual role, serving both as a representation of the generic conceptual structure that appears to be critical for mathematics word problems and that can provide the basis for natural language generation. An excellent candidate for this purpose can be found in Frame Semantics, a linguistic theory of word meaning that appears to have exactly the needed properties. Each type of mathematics word problem appears to make systematic use of a specific semantic frame. Distance-rate-time problems provide an excellent illustration of the principles involved. The analytical methods outlined in this paper have been used as the basis for the construction of a prototype NLG, Model Creator, that supports the automatic item generation of distance-rate-time problems. The paper describes the prototype system and notes its potential. The real power of NLG for automatic item generation will come when language resources can be relinked and reused, but even it its current form, it offers considerable power and flexibility for generating new items in a controlled manner. (Contains 68 references.) (SLD) ED480135 Automatic Item Generation via Frame Semantics: Natural Language Generation of Math Word Problems. 2003-04-00 28 N/A 2004 2016-11-21

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Yes Discourse Analysis Educational Environment Groups Informal Education Museums Problem Solving Hui, Diane Reports - Research Speeches/Meeting Papers Intersubjectivity Zone of Proximal Development English This study investigated the dynamics of intersubjectivity within the zone of proximal development. Its theoretical framework is based on three principal approaches to intersubjectivity, those of J. Wertsch (1984; 1985), B. Rogoff (1990), and R. Rommertveit (1979), with reference also to self-regulatory speech (L. Vygotsky, 1986). Data were collected from social groups (excluding school groups) interacting with a Dymaxion map exhibit in a museum in a Midwestern U.S. city. As part of a larger data constellation, a focused microanalysis of discourse episodes illustrates the management of intersubjectivity during problem-solving activity. Within a problem-solving environment, this study presents evidence for the management of variable forms of intersubjectivity, including retreat into self-regulative speech, in a successful problem-solving activity. This process involves the problem-solver moving away from, then back toward, intersubjectivity. The analysis examines the dynamic nature of intersubjectivity in a new light and clarifies the otherwise ambiguous postulation of different levels of growth within the zone of proximal development (Wertsch, 1984). (Contains 36 references.) (SLD) ED480136 Managing Intersubjectivity in the Context of an Informal Learning Environment. 2003-04-00 33 N/A 2004 2016-11-21

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Yes Academic Achievement Adult Dropouts Demography Educational Attainment High School Equivalency Programs Income Profiles Racial Differences Sex Differences Test Results George, Carol E. Schaefer, Lyn Rao, Chhaya M. Reports - Research Speeches/Meeting Papers General Educational Development Tests English The majority of candidates who take the Tests of General Educational Development (GED) take those tests within 2 years of leaving school, but this study highlights the demographic profile and performance of candidates who, for a variety of reasons, waited anywhere from 24 to 54 years to attempt to obtain the GED high school equivalency credential. The sample consists of 10,177 adult candidates, between the ages of 40 and 70, residing in the United States who took the GED tests in 2002. The GED Tests Battery contains five tests. This paper provides demographic information on the gender, race, primary language, highest level of formal education, and income of these adult candidates. Adult candidate performance on each of the five GED tests is reported, and differential performance of examinees passing and failing the test battery is examined. Demographic information of candidates based on their pass/fail status is also explored. Two appendixes contain supplemental tables of data. (Contains 1 table, 13 figures, and 12 references.) (Author/SLD) ED480137 General Academic Achievement of Adult High School Dropouts. 2003-04-00 29 N/A 2004 2020-08-08

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Yes Adults Factor Analysis Factor Structure Interest Inventories Multidimensional Scaling Profiles Structural Equation Models Kim, Se-Kang Davison, Mark L. Reports - Research Speeches/Meeting Papers Profile Analysis Approach English This study was designed to explain how Profile Analysis via Multidimensional Scaling (PAMS) could be viewed as a structural equations model (SEM). The study replicated the major profiles extracted from PAMS in the context of the latent variables in SEM. Data involved the Basic Theme Scales of the Strong Campbell Interest Inventory (Campbell and Hanse, 1985). Data were collected from 1,308 males, who were clients of a vocational assessment clinic. Findings show that the profile patterns identified by PAMS can be used to examine the relationships between the profile patterns and other criterion variables, but the results from a PAMS approach can only be used as an exploratory tool. The profile patterns can be examined in confirmatory factor analysis as shown by this study. Also, when major profiles identified in PAMS are replicated in SEM, one can examine whether significant test results of the coordinates in PAMS match those of factor loadings in SEM, since SEM analyses always provide asymptotic standard errors corresponding to estimates of parameters. (Contains 2 figures, 3 tables, and 14 references.) (SLD) ED480138 Connecting SEM Analysis and Profile Analysis via MDS. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Adults Cognitive Ability Factor Analysis Factor Structure Interest Inventories Multidimensional Scaling Profiles Structural Equation Models Kim, Se-Kang Davison, Mark L. Reports - Research Speeches/Meeting Papers Woodcock Johnson Psycho Educational Battery Woodcock Johnson Psycho Educational Battery English This study described an explicit multidimensional scaling (MDS) model for profile data, the Profile Analysis via Multidimensional Scaling (PAMS) model. It also illustrated the application of this model to the study of the structure of cognitive ability patterns using the Woodcock-Johnson Psychoeducational Battery-Revised (WJPB-R; 1989; 1991) and used the bootstrap technique to estimate the standard errors of the MDS coordinates. Data came from 176 adults in the norming sample of the WJPB-R. The example demonstrates that, within the context of the model in the first equation in the paper, scale values are test parameter estimates and can be interpreted in terms of prototypical profile patterns (and mirror image patterns) corresponding to dimensions. Observed profile patterns are represented as linear combinations of the prototypes. Person parameters are interpreted with respect to these same prototypical profile patterns. Profile level parameters quantify individual differences in overall profile height. Correspondence indices quantify the degree of match between observed profiles and dimension prototypes. As illustrated, correspondence indices can be used to study associations between match to prototypes and external variables. (Contains 4 tables, 6 figures, and 11 references.) (SLD) ED480139 Application of PAMS (Profile Analysis via Multidimensional Scaling) Model to Constructing Cognitive Ability Patterns. 2000-04-00 14 N/A 2004 2016-11-21

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No Adolescents Blacks Delinquency Dropouts Employment Level Family Influence High School Students Peer Influence Poverty Racial Differences Secondary Education Social Class Socioeconomic Status Statistical Data Student Behavior Violence Whites Bruce, Marino A. Reports - Research National Longitudinal Study of Adolescent Health Risk Taking Behavior National Longitudinal Study of Adolescent Health Wisconsin Univ., Madison. Inst. for Research on Poverty. English Most social scientists assert that Whites and African Americans exist in different economic, political, and social environments and that these contextual differences contribute substantially to group differences in violence and other antisocial outcomes. This paper uses data from the National Longitudinal Study of Adolescent Health and structural equation modeling to compare a model of violent delinquency among black adolescents to one among white adolescents. Participants were 12,105 students in grades 7-12, who completed an in-school questionnaire. Results indicated that many of the factors leading to violence among black and white teens were the same. However, context led to racial differences in violent delinquency. White adolescent behavior was more sensitive to community characteristics than black adolescent behavior. The results associated with black adolescents could be attributed to exposure to community deprivation. Neighborhood poverty and unemployment levels as well as parents' education and nontraditional family structures had substantial effects on the behavior of both black and white adolescents. Social class offered some protection against adverse outcomes associated with risky behavior, although the strength of this protection was conditioned by race. (Contains 68 references.) (SM) ED480140 Contextual Complexity and Violent Delinquency among Black and White Males. Institute for Research on Poverty Discussion Paper. 2003-08-00 39 Publications, Institute for Research on Poverty, 1180 Observatory Drive, Madison, WI 53706. Tel: 608-262-6358; Fax: 608-265-3119. For full text: http://www.ssc.wisc.edu/irp/. N/A 2004 2016-11-21

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Yes Citizenship Education Civil Liberties Democratic Values Elementary Secondary Education Family Environment Government Role Home Schooling Nontraditional Education Parent Attitudes Parent Influence Parent Role Parent Student Relationship Parents as Teachers Values Education Welner, Kariane Mari Reports - Research Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English When homeschooling parents discuss public schools, they often draw on their own notions of citizenship, and each parent's view of public schools is also likely influenced by his or her larger view of government's proper role in society. This article reports on a 3-year study designed to seek a better understanding of these issues. The study explored homeschoolers' interactions with broader social institutions, especially public schools, and examined the relationship between parents' homeschooling decisions and their notions of democracy. This article draws on democratic theory to highlight the tensions between the ideals that homeschoolers espouse and the implementation of these ideals in their daily lives. The investigation brought to light several tensions reflective of larger conflicts faced by Americans. In a pluralistic society, it is difficult to arrive at educational policies acceptable to all involved or that fully meet the needs of all students and families. It is often equally difficult for parents to steadfastly match their private decisionmaking to their public vision of schooling. The article explores these and other contradictions in homeschoolers' views of public schools and their actual practices and offers some insights into how inconsistencies surface in the broader discourse surrounding education in America. (Author/WFA) ED480141 Exploring the Democratic Tensions within Parents' Decisions To Homeschool. Occasional Paper. 2002-03-00 30 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/690_OP45.pdf. N/A 2004 8/19/2004 23:12:51 RIEAPR2004

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Yes Civil Liberties Democratic Values Educational Principles Educational Research Elementary Secondary Education Family Environment Family Life Home Schooling Nontraditional Education Parent Influence Parent Role Parent School Relationship Parents as Teachers Teaching Methods Values Education Nemer, Kariane Mari Information Analyses Opinion Papers Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English Beginning with a brief history of homeschooling in America, this paper discusses literature describing today's population of homeschoolers. Although older, the binary typology offered by Van Galen (1987, 1991) to categorize the motivations of homeschoolers is still utilized in much of the homeschooling literature. Van Galen breaks homeschoolers into two basic groups: the ideologues, who have ideological conflicts with schools, and the pedagogues, who dislike the pedagogy employed in traditional forms of education. Using Van Galen's rubric as a starting point, the paper considers existing research about the characteristics and motivations of homeschoolers. Although this extant research is quite limited, it nonetheless highlights the need for an expanded framework. To this end, the paper offers suggestion for a slightly more detailed typology, arising from the author's research of homeschooling. The paper concludes with a brief sampling of the types of knowledge and insight that homeschooling research may offer concerning the strengths, weaknesses, and future of American schooling. (Contains 90 references.) (Author) ED480142 Understudied Education: Toward Building a Homeschooling Research Agenda. Occasional Paper. 2002-06-00 25 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/114_OP48.pdf. N/A 2004 8/19/2004 23:12:53 RIEAPR2004

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Yes Budgets Disadvantaged Schools Economics of Education Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditure per Student Politics of Education Property Taxes School Taxes State Action State Aid State Government State Programs Student Costs Cohen, Bob Opinion Papers Reports - Research No Child Left Behind Act 2001 New York New York No Child Left Behind Act 2001 English This report is a response to the Governor's Executive Budget for Fiscal Year 2003-04 for the state of New York. The report begins with an introduction, which attacks the budget, particularly in light of "NCLB schools and districts" (NCLB schools and districts are those designated by the New York State Education Department [NYSED] in need of improvement under the provisions of the No Child Left Behind Act). The next section discusses the report's methodology and findings. Data for the analysis came from the NYSED. The report compares and presents findings on the amount of per-pupil spending in NCLB school districts in school year 2002-03 with state and local per-pupil spending in other districts and the average district. It also compares and presents findings on the amount of cuts in school aid in the governor's budget for fiscal year 2003-04 for each of the 65 NCLB school districts with the cuts for the other districts and the average district. The next two sections discuss the general impact and implications of the budget for NCLB districts. The report concludes by offering alternatives to the governor's budget. The report includes many charts, tables, and graphs. (WFA) ED480143 Separate and Unequal: Pataki's Budget Cuts Hit Struggling Schools the Hardest. 2003-03-19 43 Alliance for Quality Education, 23 Elk Street, Albany, NY 12207. Tel: 518-432-5315; Fax: 518-432-9498; e-mail: regina@aqeny.org; Web site: http://www.allianceforqualityeducation.org. For full text: http://www.allianceforqualityeducation.org/Pataki_Schools_Report.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Accountability Educational Assessment Educational Finance Educational Improvement Educational Research Elementary Secondary Education Higher Education Legislators Research Opportunities Research Utilization Standards State Officials Superintendents Surveys Teacher Improvement Huang, Gary Reiser, Mindy Parker, Albert Muniec, Judith Salvucci, Sameena Reports - Research Tests/Questionnaires Research Priorities Research Suggestions Synectics for Management Decisions, Inc., Arlington, VA. English This reports presents interview findings with education policymakers on various aspects of educational research. The sampling contained the following groups: superintendents and other local education officials; chief state school officers; state higher education executive officers; state legislators; governors' educational policy advisors; congressional staff members; and education association executive directors. Altogether, 142 interviews were conducted. The interviews covered the following aspects of educational research: (1) research priority areas from policymakers' perspectives; (2) access to and use of existing research; (3) assessment of existing research; and (4) suggestions for improving education research. Student achievement--especially achievement in reading, math, and science--and its relationship to effective instruction, curricula, programs, and policies was the highest priority for research shared by the policymakers interviewed across groups. Respondents also expressed the importance of research in teacher development and quality; assessment and accountability; educational finance; and achievement gaps. Among major policy interests, respondents cited the financing of education as their major concern. Appended are the study's methodology, interview protocol and instrument, a sample introductory letter, and counts by frequency of reading research reports. (WFA) ED480144 Institute of Education Science Findings from Interviews with Education Policymakers. 2003-01-29 Institute of Education Sciences (ED), Washington, DC. Policymakers Researchers 88 Synectics for Management Decisions, Inc., 1901 N. Moore St., Suite 900, Arlington, VA 22209. Tel: 703-528-2772; Fax: 703-528-2857; e-mail: info@smdi.com; Web site: http://www.smdi.com. For full text: http://www.ed.gov/rschstat/research/pubs/findingsreport.pdf. N/A 2004 2016-11-21

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Yes Administrator Education Administrator Evaluation Administrator Qualifications Certification Elementary Secondary Education Higher Education Instructional Leadership Leadership Training Management Development Principals Standards Superintendents Urban Education Reports - Evaluative National Policy Board for Educational Administration, Fairfax, VA. English This proposal calls for the establishment of an independent, freestanding, voluntary system of advanced certification for principals and superintendents that would recognize highly accomplished practices in these two educational fields. The proposal spells out why such an initiative is needed and how an American Board for Leadership in Education (ABLE) would be founded and governed. It describes how the establishment of standards for advanced practice could have a profound effect on the profession and how the idea draws on the lessons already learned, including the recent experience of the National Board for Professional Teaching Standards, an idea that was initially dismissed by many as laudable yet politically impractical but was eventually accepted. The case for a system of advanced certification is presented with, first, a look at school and district leadership and the effectiveness of current incentives and systems designed to encourage excellence and ensure quality. The proposal then goes on to discuss standards; professional education; mobility and the administrator labor market; the special case of urban education; licensure versus certification; designing a system of advanced certification for administrators; governance; and the establishment and staffing of an ABLE. (WFA) ED480145 Recognizing and Encouraging Exemplary Leadership in America's Schools: A Proposal To Establish a System of Advanced Certification for Administrators. 2001-07-00 20 National Policy Board for Educational Administration, 801 North Quincy St., Suite 700, Arlington, VA 22203-1730. Tel: 703-875-0771; Fax: 703-528-2146; e-mail: dgi@aacte.nche.edu; Web site: http://www.npbea.org. For full text: http://www.npbea.org/projects/able_project.htm. N/A 2004 2020-08-08

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No Credibility Educational Assessment Educational Planning Educational Policy Educational Research Elementary Secondary Education Policy Analysis Policy Formation Research Design Research Skills Research Tools Research Utilization Hite, Seven J. Books Guides - Non-Classroom Reports - Evaluative Research Implementation Research Synthesis United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English Educational planners and policymakers are rarely able to base their decision-making on sound information and research, according to this book. Because the situation is even more difficult in developing countries, educational policy often is based on research conducted in others parts of the world. This book provides a practical framework that can be used to locate and evaluate quantitative research. It supplies information on the types of sources to be consulted, the research tools available, and the processes involved in analyzing research findings. The first chapter addresses issues in reviewing educational research and the process of reviewing research. The second chapter focuses on locating research documents and provides information on print and online sources. Chapter 3 describes reliability and validity in analyzing quantitative research. Chapter 4 discusses components of research documents for purposes of analysis. Chapter 5 looks at ways of evaluating research and determining research methodology type. The final chapter discusses synthesizing and presenting research analysis results, including citation and referencing according to the APA format, graphic presentation of results, and drawing conclusions across studies. Appended are a glossary of common Internet terms and a short list of educational Web sites. (WFA) ED480146 Reviewing Quantitative Research To Inform Educational Policy Processes. Fundamentals of Educational Planning. 2001-00-00 ISBN-92-803-1210-3 Policymakers Researchers 120 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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Yes Change Strategies Educational Improvement Educational Innovation Educational Planning Educational Policy Educational Practices Educational Principles Elementary Secondary Education Foreign Countries Instructional Leadership Public Education School Administration School Based Management Social Networks Istance, David, Comp. Kobayashi, Mariko, Comp. Books Collected Works - General Guides - Non-Classroom England Hungary Netherlands Networking Portugal Hungary Netherlands Portugal United Kingdom (England) Organisation for Economic Cooperation and Development, Paris (France). English This book contains a collection of papers from the Organisation for Economic Co-Operation and Development's Schooling for Tomorrow project. The first part contains papers on networks and governance in schooling as follows: "Networking in Society, Organisations and Education" (Hans F. van Aalst); "Schooling for Tomorrow: Networks of Learning" (Judith Chapman); "Networking for Educational Innovation: A Comparative Analysis" (Anne Silwka); and "Governance, Management and Leadership" (Ron Glatter, Bill Mulford, and Dale Shuttleworth). The second part contains the following papers on specific cases: "Strategies to Promote Good Practices and Innovation in Schools: The Portuguese Case" (Maria de Ceu Roldao); "Public Management Reform and the Regulation of Education Systems: The Hungarian Case" (Gabor Halasz); "Deliverable Goals and Strategic Challenges: A View from England on Reconceptualizing Public Education" (Michael Barber); and "Schools and Governance in the Netherlands: Recent Change and Forward-Looking Policy Thinking" (The Netherlands Ministry of Education, Culture and Science). The third part of the book contains articles highlighting the main conclusions to emerge from a series of conferences held in 2000 and 2001; they are as follows: "Schooling for Tomorrow: Principles and Directions for Policy" (Ylva Johansson); "Understanding Networks for Innovation in Policy and Practice" (David Hopkins); and "The Management of Learning, Schools and Systems" (Donald Hirsch). (WFA) ED480147 Networks of Innovation: Towards New Models for Managing Schools and Systems. Schooling for Tomorrow. 2003-00-00 ISBN-92-64-10034-2 174 OECD Distribution Center, Extenza-Turpin Distribution, 56 Industrial Park Drive, Pembroke, MA 02359 ($25). Tel: 800-456-6323 (Toll Free); Tel: 781-826-7572; Fax: 781-829-9052; Web site: http://www.oecdwash.org/. N/A 2004 2016-11-21

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No Administrative Organization Educational Administration Educational Improvement Educational Planning Educational Policy Elementary Secondary Education Foreign Countries Governing Boards Government Role Government School Relationship Higher Education Policy Formation Politics of Education Public Agencies Public Officials Hernes, Gudmund Books Collected Works - Proceedings Reports - Evaluative Chile Europe (East) South Africa Uganda Chile Europe South Africa Uganda United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English In June 2001, the International Institute for Educational Planning convened a policy forum on the organization, functioning, and effectiveness of national ministries of education. This book presents eight key papers from that forum. The forum discussed how differences in organizational structures and mechanisms affect adjustability and effectiveness of educational policies and their implementation process. The forum also attempted to compare and draw lessons from a selected number of experiences in which the absence or presence of sound political leadership and adequate links with stakeholders at all levels of the system have played a major role in the success or failure of educational reform. The discussions, and the papers in the book, were arranged around four major points: (1) steering from above: the link between political leadership and administration; (2) steering from below: the ministry's interaction with the operational level (schools, teachers, students, etc.); (3) steering from outside: the relationship between the ministry and the main stakeholders outside the system (teachers' unions, parents' associations, mass media, etc.); and (4) steering from within: the ministry's internal organizational structures and regulating mechanisms. (Author/WFA) ED480148 Organization of Ministries of Education. Policy Forum on Education (Paris, France, June 20-21, 2001). 2003-00-00 ISBN-92-803-1226-X 148 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0013/001307/130735e.pdf. N/A 2004 2016-11-21

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No Accountability Administrator Behavior Codes of Ethics Educational Malpractice Educational Responsibility Elementary Secondary Education Ethics Fraud Honesty Lying Moral Values Plagiarism Teacher Administrator Relationship Teacher Behavior Hallak, Jacques Poisson, Muriel Books Collected Works - Proceedings Information Analyses Nepotism United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book summarizes the findings of a research workshop organized by the International Institute for Educational Planning on ethics and corruption in education. It makes a case for addressing the issue of corruption in education based on the experiences of the various participants of the workshop, representatives of various countries and agencies. The first chapter provides background on the workshops and the issue of corruption in education. It presents reasons for the relevance of corruption in the education sector; a number of definitions of corruption; and a conceptual framework based on a typology of the main areas of planning and management that offer opportunities for corruption in education and that identifies corrupt practices and their impact. The second chapter summarizes the discussions as they took place during the workshop, including a summary of the debates held from the questions raised. The third chapter presents the results of a survey of 33 organizations and agencies particularly active in the fight against corruption. The object of the survey was to collect information about the projects and activities developed by these bodies on the issue of corruption, the approaches they followed, and the lessons they drew. (WFA) ED480149 Ethics and Corruption in Education. Results from the Expert Workshop (Paris, France, November 28-29, 2001). Policy Forum on Education. 2002-00-00 ISBN-92-803-1223-5 184 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://www.unesco.org/iiep/PDF/Forum15.pdf. N/A 2004 2016-11-21

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No Access to Education Comprehensive Programs Course Content Curriculum Design Curriculum Development Developing Nations Educational Development Educational Objectives Foreign Countries National Curriculum National Programs National Standards Secondary Education Secondary School Curriculum Secondary Schools Vocational Education Holsinger, Donald B. Books Guides - Non-Classroom Colombia Europe Tanzania Colombia Tanzania United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book, written from the policymaker's perspective, examines key issues facing education ministries trying to find the optimal size of and curricular emphasis for their secondary-education systems. It sets out the principle choices to be made and the dilemmas encountered regarding the scale and thrust of the sector. The work first looks at key definitions and gives a brief historical overview of the secondary-education system. It sets out basic parameters of understanding secondary education and its role in the overall education system and analyzes the different types of secondary schools. It then goes on to examine the development of secondary education in the developed world and in developing countries. It then introduces the concept of positioning, that is, finding the correct balance between access and curriculum emphasis that allows the secondary-education system to satisfy a particular set of criteria. It also examines the case for diversified education and points out that overall context within which education systems function is changing. Finally it sets out the different policy options and pinpoints important strategic decisions to be taken into account when designing a curriculum. They are grouped into three overlapping areas: organization, content, and control. (Author/WFA) ED480150 Positioning Secondary-School Education in Developing Countries: Expansion and Curriculum. Policies & Strategies for Secondary Education. 2000-12-00 ISBN-92-803-1202-2 Policymakers 89 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001224/122425e.pdf. N/A 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Child Health Diseases Educational Policy Educational Responsibility Educational Supply Elementary Secondary Education Family Health Foreign Countries Health Behavior Health Education Health Programs Higher Education Role of Education School Role Terminal Illness Carr-Hill, Roy Katabaro, Kamugisha Joviter Katahoire, Anne Ruhweza Oulai, Dramane Books Guides - Non-Classroom Information Analyses United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book examines the impact of HIV/AIDS on education in sub-Saharan African countries. It looks at the situation at both macro and micro levels and emphasizes the need to react quickly and to institutionalize the response of education systems to the negative consequences of the pandemic. Drawing on studies of a few countries in sub-Saharan Africa, the first part of the book discusses the practicability of implementing a range of indicators for monitoring the impact of HIV/AIDS, specifically on the demand for supply, management, and quality of education at all levels. It underlines the difficulties of assessing and monitoring the impact on demand, supply, and quality in many of the worst affected countries in Africa. The second part focuses on the essential role that the education system has to play in preventing the expansion and mitigating the impact of the epidemic. A range of responses is developed, drawing on the experience of various national and international organizations. This part also presents an overview of the education system in several countries that have attempted programs to impart life skills to children and young people. It considers the problems of evaluating such programs in light of cost effectiveness. (Author/WFA) ED480151 The Impact of HIV/AIDS on Education and Institutionalizing Preventive Education. Education in the Context of HIV/AIDS. 2002-00-00 ISBN-92-803-1221-9 191 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001293/129353e.pdf. N/A 2004 8/19/2004 23:13:14 RIEAPR2004

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No Cartography Change Strategies Databases Educational Development Educational Planning Elementary Secondary Education Foreign Countries Geographic Distribution Human Geography Maps Physical Geography Research Tools School Demography School Statistics Attfield, Ian Tamiru, Mathewos Parolin, Bruno De Grauwe, Anton Books Reference Materials - Geographic Reports - Descriptive Palestine Ethiopia Geographic Information Systems Ethiopia Palestine United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book contains reports of two projects--one in Ethiopia, one in Palestine--that integrated a Geographical Information System (GIS) into the educational planning process. (A GIS is a computer program that combines two databases: numerical data such as traditional data on schools, teachers, and students; and geographic data such as the location of schools, district boundaries, and topographical features.) The report on the Ethiopian project describes what a GIS consists of and how it works; explains how the GIS can be used to aid decision-making; and relates how a GIS on schools and education had been set up in the face of the many challenges in a developing country. The report on the Palestinian project describes how the GIS on schools and education had been established with the Palestinian Ministry of Education and demonstrates its functionality. It also discusses the structure of the GIS and its applications for educational microplanning; the difficulties in establishing the GIS and barriers to the appropriation of GIS by the ministry; and some of the beneficial outcomes of the project on planning and management functions. Text in both reports is supplemented by tables, figures, and colored maps. (WFA) ED480152 Improving Micro-Planning in Education through a Geographical Information System: Studies on Ethiopia and Palestine. School Mapping and Local-Level Planning. 2002-06-00 ISBN-92-803-1209-X 140 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001292/129288e.pdf. N/A 2004 2016-11-21

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No Access to Education Community Support Costs Developing Nations Economics of Education Educational Equity (Finance) Educational Finance Enrollment Influences Enrollment Rate Financial Needs Financial Support Foreign Countries Role of Education Secondary Education Lewin, Keith Caillods, Francoise Books Guides - Non-Classroom Reports - Research Madagascar Zimbabwe Burkina Faso Malawi China Mali Costa Rica Senegal Cote d Ivoire Sri Lanka Burkina Faso China Costa Rica Cote d'Ivoire Madagascar Malawi Mali Senegal Sri Lanka Zimbabwe United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book explores the problems and issues of secondary-school financing in developing countries. It outlines the rationale for expanding secondary education, investigates under what conditions it might be possible to do so at sustainable cost levels, presents case studies of secondary-school financing, and offers policy recommendations. The first chapter outlines the rationale for a new analysis of secondary-school financing in the context of the role that secondary schools play in the development process. The next chapter explores the characteristics of secondary schooling in developing countries using analyses based on the UNESCO database. The following chapter investigates under what conditions it might be possible to increase secondary participation rates at sustainable levels of costs. The next five chapters provide case-study analyses of secondary-school financing issues in Zimbabwe, Malwai, Sri Lanka, China, Costa Rica, Burkina Faso, Mali, Senegal, Cote d'Ivoire, and Madagascar. The next chapter looks across the case-study data and beyond to collate the issues that arise and identify policy options that offer prospects of improved access at sustainable levels of cost without a decrease in quality. The final chapter considers the overall financial challenges that could result in lower costs and improved efficiency. (WFA) ED480153 Financing Secondary Education in Developing Countries: Strategies for Sustainable Growth. 2001-00-00 Department for International Development, London (England). ISBN-92-803-1139-9 375 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001248/124844e.pdf. N/A 2004 2016-11-21

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No Access to Education Agency Cooperation Budgets Donors Economics of Education Educational Cooperation Educational Finance Educational Planning Elementary Secondary Education Foreign Countries Government School Relationship International Organizations Nongovernmental Organizations Partnerships in Education Public Agencies Resources School Community Relationship Riddell, Abby Books Reports - Evaluative Speeches/Meeting Papers Mozambique Zambia Mozambique Zambia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This book contains two case studies--one from Zambia, one from Mozambique--of the implications for donors of pursuing sector-wide approaches (SWAps) in education. (A sector-wide approach is characterized as a sustained partnership led by national authorities involving different arms of government and, where relevant, donor agencies, with the goals of contributing to development in the context of a coherent sector through a collaborative program of work.) The purpose of the studies was to raise issues for discussion at a meeting of the International Working Group on Education (IWGE). Following a discussion of issues in the first chapter, the second chapter introduces the two case studies and puts forward some ideas about how to assess the two education SWAps. The next three chapters comprise the case studies and comparisons of the two SWAps. The next chapter focuses on donor coordination and what emerged from the cases studies and interviews with representatives of 14 different government and nongovernmental agencies from different countries. It also presents the different understandings of donor coordination and donor responsibility toward each other. The next chapter presents various views on SWAps, and the final chapter distills these views for discussion at the IWGE meeting. (WFA) ED480154 Sector-Wide Approaches in Education: Issues for Donor Agencies Arising from Case Studies of Zambia and Mozambique. A Report from the Meeting of the International Working Group on Education (IWGE) (Lisbon, Portugal, November 19-21, 2001). 2002-00-00 Swedish International Development Authority (SIDA). ISBN-92-803-1216-2 96 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001262/126214e.pdf. N/A 2004 2016-11-21

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No Access to Education Acquired Immunodeficiency Syndrome Educational Development Educational Finance Educational Planning Educational Policy Educational Technology Elementary Secondary Education Foreign Countries Health Education National Programs Public Policy Teacher Empowerment Oxenham, John Books Collected Works - Proceedings Reports - Descriptive United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The International Working Group on Education (IWGE) met in Lisbon, Portugal, in November 2001. Participants came from 26 institutions representing 10 international agencies or institutions, 4 foundations, and 12 bilateral agencies. This publication is a summary of the proceedings of that meeting. It begins with opening and welcoming keynote addresses. Each subsequent chapter is devoted to a summary of a major theme of the meeting. Theme 1 gave representatives of the various institutions the opportunity to brief the meeting on any significant changes, actual or prospective, in policy, organization, and working procedures since the previous meeting. Theme 2 focused on measures to ensure that groups often denied or excluded from educational opportunities gain access to them. The discussion also examined ways of alleviating the cost of education for the poor. Theme 3 surveyed experiences and issues in effect to establish sector-wide approaches to developing policies and programs in education as well as progress in enabling countries to reduce their debt burden and devote more resources to education and health. Theme 4 focused on the effects, implications, and prognosis of the HIV/AIDS emergency and the challenges it poses for education policy and action. (WFA) ED480155 "Including the Excluded" and International Development Co-Operation. A Report from the Meeting of the International Working Group on Education (IWGE) (Lisbon, Portugal, June 19-21, 2001). 2002-11-00 ISBN-92-803-1222-7 138 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://www.unesco.org/iiep/PDF/J25.pdf. N/A 2004 8/19/2004 23:13:24 RIEAPR2004 Cover title varies.

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Yes Computer Uses in Education Educational Innovation Educational Technology Elementary Education Language Proficiency Program Effectiveness Program Evaluation Second Language Instruction Teaching Methods Conzemius, Anne Sandrock, Paul Reports - Descriptive Wisconsin Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English The TEACH Grant--Foreign Language in Elementary Schools (FLES) project assisted six Wisconsin elementary schools in developing and delivering unique model programs demonstrating the innovative use of a variety of technologies to support foreign language teaching and learning. The project involved a collaboration between the Wisconsin TEACH Board and Wisconsin Department of Public Instruction. Implementation occurred over 1 year. This report addresses the structural, systematic, programmatic, instructional, and logistic characteristics of the individual project sites and provides a summative evaluation across the sites. Evaluation involved site visits, surveys, phone conferences/interviews, and emails. A key factor in increasing language was regular and frequent instruction. The language taught did not show significant differences in how students performed. A holistic, immersion approach was very effective. The presence of the classroom teacher as learner, mentor, and support person made a difference. Distance learning provided opportunities for students to learn a foreign language where there might not have otherwise been any foreign language experiences. However, the optimal learning situation involved the physical presence of a skillful, caring teacher. (SM) ED480156 From Vision to Reality--Developing World Language Programs in Elementary Grades: Lessons Learned. Report To TEACH Wisconsin. 2003-03-00 54 N/A 2004 2016-11-21

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No Academic Standards Accreditation (Institutions) Accrediting Agencies Agency Role Educational Assessment Educational Improvement Educational Planning Educational Quality Government Role Higher Education Institutional Evaluation Program Effectiveness Quality Control El-Khawas, Elaine Books Information Analyses United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This study analyzes the accreditation experience in the United States with special emphasis on the issues and decisions that surrounded the development of evaluation procedures and standards. Attention is given to the relationship between accrediting agencies and governmental agencies, the effect of accrediting requirements on the way that universities function, and the arguments that can be made about accreditations' overall role and impact. It also reviews some early steps that have been taken by U.S. accrediting agencies to address the issues of educational quality that are raised by the rapidly expanding role of information technology. The study begins with a review of the circumstances surrounding the initial development of accreditation early in the 20th century. It then examines the major changes in procedures and standards that occurred over several decades, especially the period between the 1950s and 1970s. Finally, analysis turns to the ways that accrediting agencies have confronted questions about the adequacy and appropriateness of their procedures during the past decade. Also described are several new approaches to self-study and site-analysis that accrediting agencies are developing. A case study of an institution's recent experience with accreditation reviews is included. (Author) ED480157 Accreditation in the USA: Origins, Developments and Future Prospects. Improving the Managerial Effectiveness of Higher Education. 2001-00-00 Policymakers 194 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:13:28 RIEAPR2004 Cover title: "Accreditation in the United States: Origins, Developments and Future Prospects."

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Yes Civil Liberties Foreign Countries Language Minorities Language of Instruction Language Usage Multilingualism Official Languages Jane, Neus Oliveras Reports - Descriptive Europe ISSN-1133-3928 English This paper discusses the protection of linguistic rights, focusing on the constitutional and legal experience in Europe. It addresses state plurilingualism, then examines general principles (the legal status of languages, equality, and multilingualism in representative institutions). Next, it discusses recognition of linguistic rights (the right to linguistic choice, to education, and to be attended to in the language of the citizen's choice; rights in the judicial field; and the right of a community to self-identification). The paper examines plurilingual state models, introducing a classification established by the doctrine when trying to distinguish--in the case of multilingual states--between plurilingual states and states with linguistic minorities. The first category (plurilingual states) includes those states claiming the existence of more than one official language; the formal, legal, social, and political equality of the languages and the linguistic communities; the regulation of citizens' linguistic rights and use of languages in public intersubjective relationships; and the establishment of education or training systems of or in the official languages. A second classification in this category is horizontal or vertical plurilingualism. In states with linguistic minorities, the minority languages are not treated as official languages, though they can be protected by international law via bilateral treaties between states or constitutions and state domestic law. (SM) ED480158 The Main Concepts in the Recognition of Linguistic Rights in European States. Mercator Working Papers. 2001-00-00 European Union, Brussels (Belgium). 18 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Elementary Secondary Education Evaluation Methods Faculty Development Higher Education Inservice Teacher Education Preservice Teacher Education Teacher Competencies Teacher Evaluation Teacher Improvement Teaching Skills Goldrick, Liam Reports - Descriptive National Governors' Association, Washington, DC. Center for Best Practices. English Research shows that teacher quality affects student achievement more greatly than any other school-based variable. The No Child Left Behind Act requires a "highly qualified" teacher in every classroom by the 2005-2006 school year and achievement gains by all students over time. These realities give policymakers a strong incentive to focus on preparing, recruiting, and retaining quality teachers as primary strategies to boost academic achievement. As more states develop accountability and data systems capable of tracking learning gains by individual students, greater opportunities will arise to measure the value-added impact of teaching. Such an approach to assessment may help revolutionize teacher evaluation, which traditionally has been based on procedural reviews and infrequent classroom observation by often untrained and overtaxed school administrators. However, states can make important changes, even within the current accountability framework. By linking evaluation with academic standards for students and professional standards for educators, policymakers can transform teacher evaluation into a more effective tool for improving instructional practice and raising student achievement. To improve teacher evaluation, governors and other state policymakers should employ the following strategies: define teaching quality, focus evaluation policy on improving teaching practice, incorporate student learning into teacher evaluation, create professional accountability, train evaluators, and broaden participation in evaluation design. (Author/SM) ED480159 Improving Teacher Evaluation To Improve Teaching Quality. Issue Brief. 2002-12-00 9 For full text: http://www.nga.org/cda/files/1202IMPROVINGTEACHEVAL.pdf. N/A 2004 8/19/2004 23:13:32 RIEAPR2004

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Yes Affirmative Action College Faculty Due Process Employment Practices Equal Opportunities (Jobs) Higher Education School Personnel Opinion Papers Appointments American Association of Univ. Professors, Washington, DC. English This report presents the position of the American Association of University Professors (AAUP) on academic and professional appointments at colleges and universities and the protection of professional appointees who are not faculty members. Faculty members and other professional appointees share similar and overlapping commitments and thus participate in a community of interest relative to such issues as academic freedom, academic governance, affirmative action, academic due process, and collective bargaining. The AAUP calls for faculty involvement in making decisions that may lead to the termination of faculty appointments. The AAUP urges colleges and universities to develop and maintain reasonable and fair employment policies with recognition of the basic rights of academic and professional appointees. Recommendations are made to ensure fair employment policies and safeguards to ensure nondiscrimination and equal opportunity, including the right to participate in collective bargaining for academic and professional appointees. (SLD) ED480160 College and University Academic and Professional Appointments. 2002-11-00 6 N/A 2004 2016-11-21

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Yes Affirmative Action College Admission Court Litigation Higher Education Racial Distribution Springer, Ann D. Reports - Descriptive Michigan Michigan American Association of Univ. Professors, Washington, DC. English This review comments on the recent class action suits in Michigan related to affirmative action and college admission. It reviews related cases and the legal basis for the Supreme Court decisions that are expected to have widespread effects. Affirmative action plans exist at all levels of government and business, and a broad ruling invalidating affirmative action could affect federal contracting, financial aid, minority business programs, housing loan programs, and other systems. Even a ruling upholding affirmative action will have wide reaching effects. If, for example, the Court were to uphold affirmative action in general, but find Michigan's plan to be insufficiently narrowly tailored, the practical effect would be to invalidate admissions systems at many institutions. Legal practices, however, are still likely to vary by state even after the Supreme Court rules. Potential effects are discussed for percentage plans and race based scholarships and programs. (Contains 12 references.) (SLD) ED480161 Poised on the Precipice: The Michigan Cases and Affirmative Action in Higher Education. 2003-04-00 13 For full text: http://www.aaup.org/Legal/info%20outlines/legpoised.htm. N/A 2004 2016-11-21

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Yes Affirmative Action College Admission Court Litigation Higher Education Student Financial Aid Springer, Ann Reports - Descriptive American Association of Univ. Professors, Washington, DC. English This update reviews affirmative action cases in higher education in the context of the Supreme Court's recent decision to hear the Michigan affirmative action cases. The Supreme Court's decision on the Michigan cases will be the first Supreme Court opinion on affirmative action in higher education since "Bakke." Individual federal circuits and districts have precedents in place that have had a chilling effect on affirmative action programs in higher education, but other circuit courts have precedents supporting diversity as a compelling state interest. Cases are described that relate to student recruitment, admissions, and financial aid. Important recent cases include "Hopwood v. University of Texas" and "LeSage v. University of Texas." The two Michigan cases, affecting undergraduate and law school admissions, are expected to be important decisions, largely because Michigan is a highly selective public institution in a state with no history of de jure segregation. Also reviewed are cases relating to the context of desegregation, participation in federal programs, faculty employment, and affirmative action in elementary and secondary education. (SLD) ED480162 Update on Affirmative Action in Higher Education: A Current Legal Overview. 2003-04-00 15 For full text: http://www.aaup.org/Issues/AffirmativeAction/aalegal.htm. N/A 2004 8/19/2004 23:13:38 RIEAPR2004

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Yes Hospitals Models Nurses Nursing Education Partnerships in Education Reports - Descriptive Capacity Building American Association of Colleges of Nursing, Washington, DC. English This paper represents the work of a task force sponsored by the University Health System Consortium and the American Association of Colleges of Nursing. These two organizations share a common concern for preparing and retaining a well-educated nursing workforce for complex university hospital settings. The charge to the task force was to develop models to expand baccalaureate nursing enrollments and graduations and to increase faculty resources through partnerships of schools of nursing and university hospitals. Several factors support the development of strategic alliances between university schools or nursing and university hospitals, and a partnership model offers an approach that uses the unique positions of both to promote best practices in nursing education and practice. Short-term solutions focus on: (1) recruitment and retention of nursing students; (2) creation of new programs and accelerated progression to graduation; (3) sharing faculty and increasing access to clinical experiences; and (4) redesign of learning through technology and simulations. In the longer term, it will be necessary to create reimbursement and career ladder systems that recognize and support educational preparation at the baccalaureate level. Some examples are provided on partnerships between schools of nursing and university hospitals that are addressing the challenges of the nursing shortage now. (Contains 16 references.) (SLD) ED480163 Building Capacity through University Hospital and University School of Nursing Partnerships. UHC/AACN White Paper. 2003-04-00 9 For full text: http://www.aacn.nche.edu/Publications/WhitePapers/BuildingCapacity.htm. N/A 2004 2016-11-21

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No College Faculty Foreign Countries Higher Education Human Resources Professional Development Rewards School Personnel Guides - Non-Classroom England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This guide aims to help institutions of higher education in England develop and implement their human resources (HR) strategies. It provides advice and examples of good practice in key areas, in response to requests from institutions. The report supplements earlier guidance on developing HR strategies (March 2002) and presents information for areas for which there was little information available in the previous report. These areas are: (1) SMART-based outcome targets, reporting on areas with Specific, Measurable, Agree, Realistic, and Time-limited (SMART) outcomes; (2) equal opportunity targets; (3) reviews of staffing needs; (4) annual performance reviews; and (5) action to tackle poor performance. In assembling the guidance, the Higher Education Funding Council for England has been able to draw on the experiences of small institutions to reflect the progress made since the beginning of the initiative. (SLD) ED480164 Implementing HR Strategies: A Guide to Good Practice. 2003-08-00 27 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. For full text: http://www.hefce.ac.uk/Pubs/hefce/2003/03_37/03_37.pdf. N/A 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Foreign Countries Higher Education Private Schools Public Schools School Effectiveness Reports - Research England United Kingdom (England) Higher Education Funding Council for England, Bristol. English A study was conducted to determine whether the characteristics of an applicant's school or college can be used in an assessment of his or her potential in higher education. To reduce the complexity of the analysis of school performance effects, the study was restricted to 18-year-old college entrants A-level qualifications to degree courses in England in 1997-1998. These students were followed through to 2001-2002, and their higher education (HE) achievement was assessed by whether they had discontinued their studies or gained a qualification or degree. Findings show that A-level grades were the single most important factor in determining HE achievement, but other factors, like student gender, school characteristics, and university subject studies, were associated with HE achievement in a rather complicated way. The effect of school performance was inconsistent. Under certain conditions, students from poorly performing schools were likely to do less well in HE than similar students from better performing schools. Students from independent schools appear to do less well consistently than students from other schools and colleges; students from local education agency schools do better than students from independent schools. Additional research is necessary to determine if school characteristics are indeed predictors of student achievement. Three annexes contain supplemental information about HE achievement. (Contains 6 tables and 14 endnotes.) (SLD) ED480165 Schooling Effects on Higher Education Achievement. Issues Paper. 2003-07-00 34 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. For full text: http://www.hefce.ac.uk/pubs/hefce/2003/03_32/03_32.pdf. N/A 2004 2016-11-21

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Yes Colleges Elementary Secondary Education Grants Higher Education Institutional Cooperation International Cooperation Partnerships in Education Reports - Descriptive Department of State Bureau of Educational and Cultural Affairs (Dept. of State), Washington, DC. English For more than 20 years, the U.S. Department of State's educational partnership projects have been promoting cooperation between U.S. institutions of higher learning and their counterparts around the world. Since 1982 institutional linkage programs have funded more than 700 such programs, involving nearly 250 U.S. institutions of higher education in 47 states and higher education institutions in some 135 countries. This brochure highlights some educational partnership projects, whether completed, ongoing, or new, and demonstrates their enhanced potential to contribute to global progress through understanding based on international academic cooperation. The total amount of grants highlighted in this brochure exceeds $5 million in federal funding provided through the Bureau of Educational and Cultural Affairs, with similar financial commitments made by U.S. and foreign partners. Program descriptions are described for university participants and grouped into these categories: (1) Mid-Atlantic; (2) Midwest; (3) Northeast; (4) Pacific; (5) Rocky Mountains and the Southwest; and (6) South. Also described are primary and secondary education projects, projects under the FREEDOM Support Act, community college projects, and the U.S.-North African Economic Partnership. Participating U.S. institutions are listed alphabetical order by state. (SLD) ED480166 Twenty Years of Strengthening Institutions & Bridging Cultures. 2003-03-00 33 For full text: http://exchanges.state.gov/education/partnership/brochure.pdf. N/A 2004 2016-11-21

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No Curriculum Enrichment Heritage Education Primary Sources Secondary Education Social Studies State History United States History Bennett, Pamela J., Ed. Collected Works - Serials Indiana Lewis and Clark Expedition Timelines Indiana ISSN-1071-3301 Indiana Historical Bureau, Indianapolis. English The state of Indiana has an important, recognized connection to the Lewis and Clark Expedition. That connection is reinforced with a National Signature Event in Clarksville (Indiana) during October 2003. Until the expedition party left its winter camp in May 1804, it remained in Indiana Territory, governed from Vincennes (Indiana) by William Henry Harrison. The specific focus of this issue of "The Indiana Historian" is Indiana connections that is organized around a timeline unit. The unit includes maps, biographical sketches, excerpts from letters, and newspaper articles that enlarge upon the timeline. Timeline references and other selected materials are intended to enhance student understanding about the importance of the Falls of the Ohio area at the beginning of the expedition and its part at the end. The references are also intended to indicate the involvement of Governor Harrison and Indiana Territory in the expedition. An essay "Extending America's Reach" provides a brief overview of the context of the expedition, interactions with American Indians, and Thomas Jefferson's vision. Contains a 10-item annotated bibliography. Also lists four additional resources and eight Internet resources. (BT) ED480167 Lewis and Clark--Indiana Connections. Indiana Historian Jan 2003 2003-01-00 17 Indiana Historical Bureau, 140 North Senate Avenue, Indianapolis, IN 46204-2296. Tel: 317-232-2535; Fax: 317-232-3728; e-mail: ihb@statelib.lib.in.us; Web site: http://www.statelib.lib.in.us/www/ihb/ihb.html. N/A 2004 2016-11-21

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Yes Buildings Curriculum Enrichment Field Trips Grade 4 Grade 5 Intermediate Grades Law Related Education Museums Primary Sources Social Studies State Government State History Guides - Classroom - Learner Guides - Classroom - Teacher Site Visits State Capitals English This packet contains materials to help fourth and fifth grade teachers provide their students with background information for field trips to the California State Capitol Museum (Sacramento). The working museum focuses on the theme areas of California history, the state government/legislative process, and state symbols. The packet presents teacher pages with information and rules for the building, directions to the Museum, an overview of the state legislative process, and a school tour evaluation form. It offers a selection of student activities and materials, including maps, a state history and history of the capitol, and an outline of the state government structure. It also provides background information about legislative activities in the State Capitol, describes the California State Seal and Flag, and identifies the five state symbols (California quail, California grizzly bear, poppy/flame flower, California redwood, golden trout). The unit also has the words to the California State Song, "I Love You, California." (BT) ED480168 Student Activity Packet for the California State Capitol Museum. 2001-00-00 Practitioners Students Teachers 25 Capitol Museum, P.O. Box 942896, Sacramento, CA 94296. Tel: 800-777-0369 (Toll Free); Fax: 916-654-6374; e-mail: info@parks.ca.gov. For full text: http://www.parks.ca.gov/pages/684/files/school.pdf. N/A 2004 2016-11-21

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Yes American Indian Culture American Indians Anthropology Elementary Education Intermediate Grades Language Role Social Studies Writing Exercises Guides - Classroom - Teacher Artifacts California Native Americans California English The Yahi Indians were part of a larger tribal group called the Yana. The Yahi way of life, along with the lives of many other California Indian groups, changed when European and U.S. settlers came to California. In 1872 Ishi and his family were the last of the Yahi living in the Deer Creek (California) area. By 1911 Ishi was the last surviving member of the Yahi tribe. This learning kit tells the story of Ishi's life and experiences with an unfamiliar culture beginning with his arrival in Oroville, California, in 1911. The kit is colorfully illustrated with photographs of Ishi and the artifacts he made while living at the University of California Museum of Anthropology (San Francisco, California) at the request of anthropologist, T. T. Waterman,. It contains 10 review questions (and answers) about the material on Ishi and three writing activities for students to complete. The kit has a list of vocabulary words. (BT) ED480169 Ishi: A Yahi Indian. 2003-00-00 Practitioners Teachers 29 Phoebe A. Hearst Museum of Anthropology, 103 Kroeber Hall, Berkeley, CA 94720-3712. Tel: 510-642-3682; Web site: http://hearstmuseum.berkeley.edu/. For full text: http://hearstmuseum.berkeley.edu/outreach/pdfs/ishi_teaching_kit.pdf. N/A 2004 2016-11-21

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Yes American Indian Culture American Indians Anthropology Curriculum Enrichment Elementary Education Food Intermediate Grades Social Studies State History Guides - Classroom - Teacher California Native Americans California English This learning kit begins with a glossary of terms to help students learn about California Indians and their food. The kit explains that California Indians were the first people to live in the area now known as California, and that these tribes differed in the languages they spoke, the regions they lived in, and the foods that they ate. It explains that California Indians lived all over the state. The kit is divided into 18 sections: (1) "Glossary"; (2) "General Overview of California Indians"; (3) "Map of California Cultural Areas"; (4) "Topics of Discussion for Lessons"; (5) "Plants and Plant Processing"; (6) "Animals and Hunting"; (7) "Food from the Sea and Fishing"; (8) "Insects"; (9) "Beverages"; (10) "Salt"; (11) "Drying Foods"; (12) "Earth Ovens"; (13) "Serving Utensils"; (14) "Food Storage"; (15) "Feasts"; (16) "Children"; (17) "California Indian Myths"; and (18) "Review Questions and Activities." (BT) ED480170 California Indian Food and Culture. 2001-00-00 Practitioners Teachers 53 Phoebe A. Hearst Museum of Anthropology, 103 Kroeber Hall, Berkeley, CA 94720-3712. Tel: 510-642-3682; Web site: http://hearstmuseum.berkeley.edu/. For full text: http://hearstmuseum.berkeley.edu/outreach/pdfs/teaching_kit_low_resolution.pdf. N/A 2004 2016-11-21

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Yes American Indian Culture American Indians Curriculum Enrichment Educational Resources Elementary Secondary Education Resource Materials Social Studies State History Guides - Non-Classroom Reference Materials - General California Native Americans California English This guide is intended for Bay Area (California) teachers who are interested in incorporating information on California Indians into their unit on California state history. The guide's purpose is to list resources in the Bay Area to help this unit come alive for students. Considerable care has been taken in the guide to choose only those resources that are accurate representations of the Indian cultures of California and that take into account current and sometimes divergent perspectives on these cultures such as: their history, folklore, material cultures, and traditions. The guide is divided into 11 sections: (1) "Introduction"; (2) "Offices of American Indian Education"; (3) "Field Trips"; (4) "Teaching Kits"; (5) "Reference Books for Adults"; (6) "Cultural/Historical (Folklore, Biographical, Photographs/Crafts/Art, Games, Ethnobotany)"; (7) "Children's Books"; (8) "Periodicals"; (9) "Classroom Visits"; (10) "Seminars and Classes"; and (12) "Websites." (BT) ED480171 A California Indian Resource Guide, 2003-2004. Activities and References for Teachers. 2003-00-00 Practitioners Teachers 20 Phoebe A. Hearst Museum of Anthropology, 103 Kroeber Hall, Berkeley, CA 94720-3712. Tel: 510-642-3682; Web site: http://hearstmuseum.berkeley.edu/. For full text: http://hearstmuseum.berkeley.edu/outreach/pdfs/guide2.pdf. N/A 2004 2016-11-21

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Yes Case Studies Curriculum Development Educational Change Elementary Secondary Education Foreign Countries Geographic Regions Seminars Rozemeijer, Saskia, Ed. Collected Works - Proceedings Reports - Descriptive Bosnia and Herzegovina Lebanon Serbia Bulgaria Macedonia Croatia Moldova Europe (Southeast) Montenegro Albania Kosovo Romania Albania Bosnia and Herzegovina Bulgaria Croatia Europe Kosovo Lebanon Macedonia Moldova Montenegro Romania Serbia International Bureau of Education, Geneva (Switzerland). English The aim of the regional seminar on curriculum renewal, held in Bohinj, Slovenia in April 2002 was to contribute to human resource development and capacity-building in the field of curriculum development. It is currently widely recognized that curriculum renewal is an important component in the reform and in improving the quality of education. The exchange of information at the seminar and sharing of experiences on national processes of curriculum review and reform in participating countries was framed against an analysis of contemporary trends in curriculum development based on regional and international case studies and examples of good practice. This report is divided into six parts: (1) "The Situation of Education in South-East Europe" (Pavel Zgaga); (2) "South-East European Educational Cooperation Network" (Igor Repac); (3) "Summary Seminar Report"; (4) Plenary Sessions (Decade of Change (Slavko Gaber); Implementation of Curricula and Evaluation: Experiences from Educational Reforms in Norway (Arild Thorbjornsen); Role of Education for Social Cohesion in a Divided Society: The Case of Lebanon (Nemer Frayha)); (5) "Workshop Reports" (Designing and Approving New Curricula; Curriculum, Quality, and Evaluation; Social Studies; Mathematics; Literacy and Language Policies; Teacher Education; Minorities and the Curriculum; Early Childhood); and (6) "National Plans and Follow-Up Activities" (Albania; Bosnia and Herzegovina; Bulgaria; Croatia; Kosovo; FYR Macedonia; Moldova; Montenegro; Romania; Serbia); and three annexes, including: Background Readings; Agenda; and List of Participants. (BT) ED480172 Drafting New Curricula in South-East Europe. Final Report of the Regional Seminar (Bohinj, Slovenia, April 26-28, 2002). 2003-00-00 62 UNESCO International Bureau of Education, P.O., Box 199, 1211 Geneva 20, Switzerland. Web site: www.unesco.ibe.org. N/A 2004 2016-11-21

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Yes Educational Change Educational Needs Elementary Secondary Education Financial Support Geographic Concepts Geography Geography Instruction Higher Education Social Studies Daley, Ryan Guides - Non-Classroom Reference Materials - General Elementary Secondary Education Act No Child Left Behind Act 2001 Elementary and Secondary Education Act No Child Left Behind Act 2001 Geographic Education National Implementation Project, Washington, DC. English The No Child Left Behind Act of 2001 is the most recent reauthorization of the federal Elementary and Secondary Education Act of 1965 (ESEA) and was signed into law in January 2002 by President George W. Bush. This educator's guide was commissioned by the Geography Education National Implementation Project (GENIP) to help geography educators understand the legislation and the opportunities for geography within it. The guide discusses the following: recent history of geography and education reform; No Child Left Behind Act: Overview; standing of geography within No Child Left Behind; and opportunities for geography in No Child Left Behind. It explains that educators, alliances, GENIP constituents, and geography departments at institutions of higher education can apply for grants under 11 programs (programs are listed). It notes that these programs present a unique opportunity for geography to fit into the NCLB framework. The guide provides the following information on the programs: program title and a brief overview of the program; opportunities for geography educators; who may apply; appropriations and authorizations of grant funds; award information; type of assistance authorized by NCLB; program contacts in the U.S. Department of Education; and legislative reference. (BT) ED480173 "No Geographer Left Behind": An Educator's Guide to Geography Education and the No Child Left Behind Act of 2001. 2003-05-00 18 Department of Geography, Texas A&M University, College Station, TX 77843-314. Tel: 979-845-1579; Fax: 979-862-4487; Web site: http://genip.tamu.edu/. For full text: http://genip.tamu.edu/nclbed.pdf. For full text: http://www.nationalgeographic.com/education/teacher_community/pdf/NCLB-Geo-EducatorGuide.pdf. N/A 2004 2016-11-21

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Yes Educational Change Educational Needs Elementary Secondary Education Financial Support Geographic Concepts Geography Geography Instruction Higher Education Social Studies Daley, Ryan Guides - Non-Classroom Reference Materials - General Elementary Secondary Education Act No Child Left Behind Act 2001 Elementary and Secondary Education Act No Child Left Behind Act 2001 Geographic Education National Implementation Project, Washington, DC. English The No Child Left Behind Act (NCLB) is the most recent authorization of the Elementary and Secondary Education Act of 1965 and was signed into law in January 2002 by President George W. Bush. Of key interest is the progress of the last two decades, which lead to the law's inclusion of geography as a "core academic subject" and the requirement that all teachers be highly qualified by 2005-2006. This policy guide: discusses the recent history of geography and education reform; provides a No Child Left Behind Act: Overview; describes developments in No Child Left Behind; considers the standing of geography within No Child Left behind; and suggests opportunities for geography within No Child Left Behind. The guide offers a list for further reading and resource information. Appended are: Core Academic Subject Comparison; and Opportunities for Geography Educators (funding information). (BT) ED480174 "No Geographer Left Behind": A Policy Guide to Geography Education and the No Child Left Behind Act of 2001. 2003-05-00 28 Department of Geography, Texas A&M University, College Station, TX 77843-314. Tel: 979-845-1579; Fax: 979-862-4487; Web site: http://genip.tamu.edu/. For full text: http://genip.tamu.edu/nclbpolicy.pdf. N/A 2004 2016-11-21

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Yes Access to Education Developing Nations Educational Quality Educational Research Foreign Countries Islam Public Schools Religious Education Benoliel, Sharon Reports - Descriptive Bangladesh Malaysia Research Summaries Egypt Mali Senegal Guinea Morocco Uzbekistan Indonesia Nigeria Yemen Islamic Countries Pakistan Bangladesh Egypt Guinea Indonesia Malaysia Mali Morocco Nigeria Pakistan Senegal Uzbekistan Yemen Agency for International Development (Dept. of State), Washington, DC. Bureau for Program Policy and Coordination. English This issue paper, one in a series that United States Agency for International Development (USAID) produces, provides analytical input to policy makers and practitioners on ways to address the pressing educational challenges in the Muslim world. The paper summarizes the findings and guidance contained in a full report of a three month desk study that analyzed the strengths and weaknesses of secular and Islamic educational systems in 12 Muslim countries (Egypt, Morocco, Yemen, Bangladesh, Pakistan, Indonesia, Malaysia, Nigeria, Guinea, Mali, Senegal, Uzbekistan). It focuses particularly on access to and quality of secular and Islamic education. Key findings of the report are: (1) most countries studied have made significant strides in primary school enrollment in secular/public education systems, although secondary enrollment rates remain low; and (2) one of the strengths of Islamic schools in most of the countries studied is that they are highly accessible, and most do not appear to have links with extremist Islamic groups. The report concludes that the best educational strategies in Muslim countries encourage public and moderate Islamic school systems to complement each other to reach all learners with enriched content. It recommends ways to improve access to and quality within schools, noting that none of the countries studied, with the exception of Malaysia, has established an effective education system capable of providing universal access to quality education. Includes 14 notes. Annexes contain: "Summary of Country Education Profiles" and "Summary of Country Profiles of Islamic Schools." (BT) ED480175 Strengthening Education in the Muslim World. Summary of the Desk Study. Issue Paper. 2003-06-00 33 For full text: http://www.dec.org/pdf_docs/PNACT009.pdf. N/A 2004 2016-11-21

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Yes Community Services Disabilities Early Childhood Education Early Intervention Empowerment Leadership Training Mentors Parent Education Parent Participation Colwell, Roxann, Comp. Guides - Non-Classroom North Carolina North Carolina English This guide is intended to be a resource for parents of children with special needs who want to improve the early intervention system in North Carolina for their own children and for the whole community. By informing parents about resources that are available for children and families, the guide empowers parents as leaders. Annotated lists of resources are organized into the following categories: (1) training opportunities and information; (2) mentoring opportunities; and (3) services, opportunities and information. The guide contains one appendix, which lists additional program information. (SG) ED480176 Opportunities for Parent Leadership in North Carolina: A Resource Guide for Parents of Children with Special Needs Who Are Leaders and Advocates for Their Children and the Larger Community. Revised. 2002-03-00 North Carolina State Dept. of Health and Human Services, Raleigh. Parents 112 For full text: http://www.fpg.unc.edu/~pld/pdfs/opportunities.pdf. N/A 2004 2016-11-21

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Yes Academic Aspiration Dropout Attitudes Dropout Characteristics Dropout Research Extracurricular Activities Family Characteristics Family Influence Family Involvement Gifted Illegal Drug Use Predictor Variables Pregnancy Racial Differences Secondary Education Self Concept Sex Differences Socioeconomic Influences Student Characteristics Underachievement Renzulli, Joseph S. Park, Sunghee Information Analyses Reports - Research National Research Center on the Gifted and Talented, Storrs, CT. English This study used data from the National Educational Longitudinal Study of 1988 and follow-up data collected in 1990, 1992, and 1994, to examine the characteristics and personal/educational factors related to gifted high school dropouts (n=3,520). Results indicate: (1) many gifted students left school because they were failing school, did not like school, got a job, or were pregnant; (2) most parents whose gifted child dropped out of school were not actively involved in their child's decision to dropout; (3) many gifted students who dropped out of school participated less in extracurricular activities; (4) few gifted students who dropped out had plans to return to school; (5) gifted students who dropped out of school had higher self-concepts than typical dropouts; (6) many gifted students who dropped out were from low socioeconomic families and racial minority groups; (7) gifted students who dropped out had parent with low levels of education; (8) gifted students who dropped out had used marijuana more than gifted students who completed school; and (9) dropout behavior for gifted students was significantly related to students' educational aspirations, pregnancy or child-rearing, gender, and parents' highest level of education. An appendix provides information on the study variables. (Contains more than 90 references.) (Author/CR) ED480177 Giftedness and High School Dropouts: Personal, Family, and School-Related Factors. Research Monograph Series. 2002-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 69 Order Department, University of Connecticut, The National Research Center on the Gifted and Talented, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007 ($10). Tel: 860-486-0283; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu. N/A 2004 8/19/2004 23:14:08 RIEAPR2004 R206R000001

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Yes Beginning Reading Educational Change Educational Environment Elementary Education Grouping (Instructional Purposes) Instructional Effectiveness Parent Attitudes Parent Participation Prevention Program Effectiveness Reading Difficulties Reading Instruction Student Attitudes Teacher Attitudes Teaching Models Munoz, Marco A. Dossett, Dena Judy-Gullans, Katalina Reports - Evaluative Tests/Questionnaires Success for All Program English This study assessed the effect of the Success for All school reform model on the standardized reading scores, attendance, and disciplinary needs of 217 students in three elementary schools using the program and 132 similar students in three other urban schools. The schools were also compared using teacher, student, and parent perception data on school climate scales. The Success for All program is intended to ensure that every child learns to read in the early grades and groups students according to reading level for one 90-minute reading period per day. The model also incorporates a Family Support Team to encourage parental involvement in the school. School level comparison showed the model had a positive effect on achievement test scores and attendance. At the student level, results showed a reading effect, especially in basic reading skills. Teachers, students and parents at program schools showed more positive perceptions of school climate, educational quality, and job satisfaction than comparison groups. Implications for the accountability and reform movements are discussed. Teacher, student, and parent surveys are appended. (Contains 34 references.) (DB) ED480178 Educating Students Placed at Risk: Evaluating the Impact of Success for All in Urban Settings. 2003-04-00 38 N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/63612 ED535810

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Yes Community Programs Disabilities Empowerment Higher Education Models Preservice Teachers Qualitative Research Service Learning Special Education Teachers Karayan, Silva Gathercoal, Paul Reports - Evaluative English This paper reports on a qualitative and quantitative study in which the service learning projects of college students in special education teacher training were analyzed using elements of quality service learning as criteria. The study used the "portraiture" method of analysis, which attempts to combine empirical and aesthetic description and allow for convergence of narrative and analysis. Qualitative analysis of each student's service learning project resulted in classification as based on either the "deficit" model, the "empowerment" model, or the "reciprocal empowerment" model. This analysis examined whether the project provided quality service only (deficit model), provided quality service and involved collaboration (empowerment model), or provided quality service, involved collaboration, and represented all stakeholders' voices (reciprocal empowerment model). Results over the 4 years of the study showed a significant decrease in the percentage of projects classified as utilizing the deficit model and a significant increase in projects classified as "reciprocal empowerment". The paper supports the value of reconceptualizing and deliberately structuring the service learning environment to provide opportunities for all students to become contributors, problem solvers, and partners in improving communities. (Contains 10 references.) (DB) ED480179 Empowering Students with Special Needs through Service-Learning. 2003-03-00 11 N/A 2004 8/19/2004 23:14:12 RIEAPR2004

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Yes Career Counseling Disabilities Employment Patterns Employment Services Federal Aid Federal Programs Higher Education Longitudinal Studies Participant Characteristics Predictor Variables Program Effectiveness Program Evaluation Referral Salaries Secondary Education Severe Disabilities Supported Employment Transitional Programs Vocational Rehabilitation Hayward, Becky J. Schmidt-Davis, Holly Reports - Research Research Triangle Inst., Durham, NC. English This report is the first in a series of four final reports that present the findings of the Longitudinal Study of the Vocational Rehabilitation (VR) Services Program. Initiated in fall 1992, the study has tracked VR participation and post-VR experiences of applicants to and consumers of VR services (n=8,500) for up to 3 years following exit from the program. Findings indicate: (1) individuals were more likely to be accepted for VR services if their disability was significant, congenital, classified as either mental retardation or hearing impairment and they had higher self-esteem; (2) participants were more likely to achieve an employment outcome if their disability was a vision impairment, hearing impairment, mental retardation, or orthopedic impairment, they had higher gross motor function, had greater self-esteem, were working at application for VR services, their desire to obtain assistive technology was a motive for applying for VR services, and they had more dependents; and (3) participants were more likely to achieve a competitive employment outcome if they had higher gross motor function, higher cognitive function, were working at application for VR services, had higher job earnings, and had greater knowledge of different jobs. Appended are groups of supplemental tables on the following: (1) Access to VR Services; (2) Receipt of VR Services; (3) Achievement of Employment Outcomes; (4) Achievement of Competitive Employment Outcomes; (5) Characteristics of Consumers with Significant and Nonsignificant Disability; (6) Correlations between Consumer Characteristics and Eligibility, Receipt of Services, Employment Outcomes, and Competitive Employment Outcomes; and (7) Odds Ratios. (Contains 20 tables, 18 exhibits, and 11 references.) (CR) ED480180 Longitudinal Study of the Vocational Rehabilitation Services Program. Final Report 1: How Consumer Characteristics Affect Access to, Receipt of, and Outcomes of VR Services. 2003-05-00 Rehabilitation Services Administration (ED), Washington, DC. Policymakers 156 For full text: http://www.ed.gov/offices/OSERS/RSA/Research/studies/index.html. N/A 2004 8/19/2004 23:14:15 RIEAPR2004 HR92022001 For Final Report 2, see EC 309 774.

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Yes Career Counseling Counselor Client Relationship Disabilities Employment Counselors Employment Patterns Employment Services Federal Aid Federal Programs Higher Education Longitudinal Studies Participant Characteristics Predictor Variables Program Effectiveness Program Evaluation Secondary Education Self Determination Severe Disabilities Supported Employment Transitional Programs Vocational Rehabilitation Hayward, Becky J. Schmidt-Davis, Holly Numerical/Quantitative Data Reports - Research Research Triangle Inst., Durham, NC. English This report is the second in a series of four final reports that present the findings of the Longitudinal Study of the Vocational Rehabilitation (VR) Services Program. Initiated in fall 1992, the study has tracked VR participation and post-VR experiences of applicants to and consumers of VR services (n=8,500) for up to 3 years following exit from the program. Findings indicate: (1) overall, consumers who received VR services averaged 12 services during their participation in VR, with medical/physical function evaluation the most frequent service provided; (2) VR counselors spent about 14% of their time on eligibility determination activities and an additional 14% on individualized plans for employment development; (3) 81% of consumers believed they had sufficient choice in selection of vocational goals; (4) the most important factor that affected the specific services individuals received from VR was their primary disability, with individuals with mental illness receiving the most different services; (5) a substantial majority of consumers' vocational goals were in professional, managerial, or technical occupations, service occupations, and clerical or sales occupations; and (6) VR consumers who achieved a competitive employment outcome fared better on all measures of economic outcomes. Appended are: (1) Overview of the VR Program; (2) Tables on Relationships between VR Services and Disability Type; (3) Tables on Relationships between VR Services and Vocational Goal; and (4) Tables of Odds Ratios. (Contains 86 tables, and 7 exhibits, and 5 references.) (CR) ED480181 Longitudinal Study of the Vocational Rehabilitation Services Program. Final Report 2: VR Services and Outcomes. 2003-05-00 Rehabilitation Services Administration (ED), Washington, DC. Policymakers 177 For full text: http://www.ed.gov/offices/OSERS/RSA/Research/studies/index.html. N/A 2004 8/19/2004 23:14:17 RIEAPR2004 HR92022001 For Final Report 1, see EC 309 773.

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Yes Administrator Attitudes Ancillary School Services Disabilities Early Childhood Education Focus Groups Individualized Education Programs Parent Attitudes Parent School Relationship Pupil Personnel Services Related Services (Special Education) Special Education Transitional Programs Craig, Chris Reports - Evaluative Missouri Missouri Southwest Missouri State Univ., Springfield. English This study examined the continuation and duration of related services provided for children transitioning from early childhood special education (ECSE) to the school-age setting (i.e., kindergarten) particularly the post-ECSE special education services provided. Data provided by 69 educators (administrators and special education coordinators) in Missouri were analyzed and included individualized education program (IEP) data on 235 former ECSE students, focus group interviews with parents, and a survey of administrators. Among 10 major findings are the following: school-age IEPs provided approximately the same number of minutes of related services as did ECSE IEPs, although the distribution of services did change; the related service considered by survey respondents to have the greatest impact on education improvement was speech and language therapy; and parents believe there is less communication with program personnel once children transition to the school-age setting. Recommendations address: (1) ongoing examination of differences as children move from ECSE to school-age special education programs; (2) adapting the survey to collect perceptual data that examine differences among administrators, teachers, and parents regarding services provided; (3) examining barriers that may foster a belief among parents that ECSE and school-age special education are different; and (4) collecting data regarding methods of information distribution to parents utilized by each program. (DB) ED480182 Missouri Early Childhood Special Education (ECSE) Evaluation, 2001-2002: A Study of ECSE IEP Services vs. Post-ECSE IEP Services. 2003-00-00 7 N/A 2004 2016-11-21

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Yes Administrator Education Change Agents Disabilities Educational Change Educational Philosophy Elementary Secondary Education Inclusive Schools Leadership Training Models Teacher Education Doyle, Lynn H. Information Analyses Opinion Papers Speeches/Meeting Papers English This paper examines new metaphors in educational leadership and how shifting priorities and contradictions between these metaphors could result in serious fragmentation within the field. It then discusses seven ways that inclusion of all students and, in particular, students with disabilities, is the unifying thread that weaves these metaphors together. It suggests that inclusion: (1) facilitates leadership for social justice; (2) models democracy; (3) shifts power; (4) involves school-wide reform; (5) restructures and recultures; (6) enhances strategies for teaching and learning; and (7) provides support and resources. Implications for the preparation of educational leaders suggest that inclusion requires dramatic shifts in perspective; inclusion shifts the problem of students with disabilities from the individual to social constructions; and that leadership is critical to the effectiveness of inclusive schools. It suggests that both administrators and teachers must reexamine their perspectives on separate professional preparation programs. It concludes that these programs should not only teach principles of inclusion but model them as well. (Contains 90 references.) (DB) ED480183 Inclusion: The Unifying Thread for Fragmented Metaphors. 2003-04-23 20 N/A 2004 8/19/2004 23:14:20 RIEAPR2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Disabilities Educational Trends Elementary Secondary Education Emotional Disturbances Inclusive Schools Language Impairments Learning Disabilities Mainstreaming Mental Retardation Special Classes Speech Impairments Student Placement Trend Analysis Handler, Beth R. Reports - Evaluative Speeches/Meeting Papers Regular Education Initiative English This study provides an evaluation of the national and state level educational environmental placement trends for students, ages 6-11 or 12-17, with learning disabilities (LD), emotional disabilities (ED), mental retardation (MR), or speech and language impairments (SLI) in the decade following implementation of the Regular Education Initiative (REI) promulgated in the late 1980s. REI called for greater access to general education curricula for students with disabilities and led to changes in the Individuals with Disabilities Education Act and the ideology of inclusion. Results reveal overall small, but statistically significant, increases in the use of more inclusive environments since the REI, but the extent of changes varied at the state level, between age groups and among disability categories. Students with speech language impairments or learning disabilities were placed in general education environments at a higher rate than those identified as emotionally disturbed or mentally retarded. Analysis also indicated that the percent of students with disabilities receiving services outside general education more than 60% of the time remained relatively consistent from 1989 to 1999. Finally, the study found temporal relationships between changes in placement rates and the implementation of federal reforms directed toward improved educational outcomes for students with disabilities through greater inclusion in general education. (Contains 19 references.) (DB) ED480184 Special Education Practices: An Evaluation of Educational Environmental Placement Trends since the Regular Education Initiative. 2003-04-00 31 N/A 2004 2016-11-21

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No Ability Identification Curriculum Development Definitions Educational Change Educational Practices Educational Principles Educational Trends Elementary Secondary Education Equal Education Gifted Talent Teaching Models Theory Practice Relationship Borland, James H., Ed. Books Collected Works - General Opinion Papers English The 15 essays in this collection examine and challenge the assumptions and beliefs underlying the theory and practice of gifted education today. Essays are grouped into three sections which consider first, reconceptualizations of giftedness; second, gifted education and equity; and third, the practice of gifted education (identification, curriculum and programming). The essays are: (1) "A Developmental, Evolutionary Perspective on Giftedness" (David Henry Feldman); (2) "Beyond General Giftedness: New Ways To Identify and Educate Gifted, Talented, and Precocious Youth" (John F. Feldhusen); (3) "Beyond School: In Search of Meaning" (Mary Anne Heng); (4) "An Essay on Rethinking Theory as a Tool for Disciplined Inquiry" (Laurence J. Coleman); (5) "Rethinking Gifted Education: A Phenomenological Critique of the Politics and Assumptions of the Empirical-Analytic Mode of Inquiry" (Tracy L. Cross); (6) "Talent Development for Rural Communities" (Aimee Howley and others); (7) "The Death of Giftedness: Gifted Education without Gifted Children" (James H. Borland); (8) "Equity, Excellence, and School Reform: Why Is Finding Common Ground So Hard?" (Mara Sapon-Shevin); (9) "Desegregating Gifted Education: Seeking Equity for Culturally Diverse Students" (Donna Y. Ford); (10) "What's Missing in Gifted Education Reform" (Margie K. Kitano); (11) "Curriculum Policy Development for Gifted Programs: Converting Issues in the Field to Coherent Practice" (Joyce VanTassel-Baska); (12) "Reconsidering Regular Curriculum for High-Achieving Students, Gifted Underachievers, and the Relationship between Gifted and Regular Education" (Sally M. Reis); (13) "Issues in the Assessment of Talent Development" (Susan K. Johnsen); (14) "Why Not Be Creative When We Enhance Creativity?" (Jonathan A. Plucker and Ronald A. Beghetto); and (15) "Beyond Bloom: Revisiting Environmental Factors that Enhance or Impede Talent Development" (Rena F. Subotnik and others). (Contains approximately 660 references.) (DB) ED480185 Rethinking Gifted Education. Education and Psychology of the Gifted Series. 2003-05-00 304 Teachers College Press, 1234 Amsterdam Ave., New York, NY 10027 ($48). Tel: 212-678-4149; Web site: http://www.teacherscollegepress.com. N/A 2004 8/19/2004 23:14:23 RIEAPR2004

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Yes Adolescents Behavior Disorders Children Developmental Programs Elementary Secondary Education Emotional Disturbances Inclusive Schools Information Dissemination Inservice Education Inservice Teacher Education Leadership Training Teaching Models Quirk, Constance A. Reports - Descriptive Georgia Univ., Athens. English This final report describes activities and accomplishments of a 3-year federally supported project that provided in-depth outreach to selected states, local agencies and individuals serving children and youth, K-12, with severe social, emotional, or behavioral disabilities in inclusive, general education, special education, or community service agency settings. The project focused on training personnel responsible for day-to-day supervision of program services to implement the Developmental Therapy-Teaching model. Project activities included dissemination of information about emotional and behavioral disabilities and the model; training trainers to independently assist others in model implementation; site development for model replication; implementing the Trainers Network for Ongoing Outreach to expand existing training; and evaluation of project accomplishments. The project worked with 20 sites and 33 leadership individuals. Through dissemination activities, the project reached 6,175 additional individuals in 41 states and 12 foreign countries. It provided inservice training to 2,194 individuals through 105 conferences and workshops. Twenty programs and agencies, 33 leadership personnel, and 285 individuals received in-depth, extended outreach assistance for model implementation. Seventeen leadership participants completed the Training Trainers certification requirements. Evaluation results indicated positive outcomes on measurable performance indicators. Seven appendices provide project documents, a list of workshops and presentations, agendas, and evaluation results. (DB) ED480186 Developmental Therapy-Teaching Model: Outreach for Troubled Children and Teens through a Regional Trainers Network. Final Performance Report. 2002-12-30 Special Education Programs (ED/OSERS), Washington, DC. 120 N/A 2004 8/19/2004 23:14:26 RIEAPR2004 H324R990008 Prepared by the College of Family and Consumer Sciences.

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Yes Compliance (Legal) Conflict Resolution Decision Making Disabilities Due Process Educational Legislation Elementary Secondary Education Individualized Education Programs Parent Participation Parent School Relationship Student Placement Rebhorn, Theresa Guides - Non-Classroom Translations National Information Center for Children and Youth with Disabilities, Washington, DC. Spanish This Spanish language guide for parents of children with disabilities explains the basics of the special education process, especially parent participation developing the child's individualized education program (IEP). The first section reviews the IEP process, including what's involved, the IEP meeting, who attends the IEP meeting, the role of different team members in the IEP process, and what happens at the IEP meeting. The second section focuses on 10 components of the IEP document including: present levels of educational performance; annual goals and short-term objectives; services and supports; participation with nondisabled children; and transition services. The following section presents principles for deciding on the child's placement. The final section addresses the specifics of participating in the IEP meeting. It covers what to do before the meeting, what to do during the meeting, what to do if there is disagreement, signing the IEP, and what to do after the IEP meeting. Lists of suggested resources and publishers are attached. (Contains 24 references.) (DB) ED480187 Desarrollando el IEP de su Hijo. Guia para Padres (Developing Your Child's IEP. A Parent's Guide). 2003-05-00 Special Education Programs (ED/OSERS), Washington, DC. Parents 30 National Information Center for Children and Youth with Disabilities (NICHCY), Academy for Educational Development, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail: nichcy@aed.org; Web site: http://www.nichcy.org. For full text: http://www.nichcy.org/pubs/spanish/pa12sp.pdf. N/A 2004 2020-07-16

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Yes Child Rearing Coping Disabilities Elementary Secondary Education Helping Relationship Organizations (Groups) Parent Associations Parent Child Relationship Parent Education Social Support Groups Special Education Stress Management Santelli, Betsy Guides - Non-Classroom Translations Parent to Parent Model National Information Center for Children and Youth with Disabilities, Washington, DC. Spanish This Spanish language information brief describes the Parent to Parent Program, which provides information and one-to-one emotional support to parents of children with special needs. The program trains experienced parents in the program and matches them with similar parents new to the program. Benefits of the program include: (1) providing parents with opportunities to talk to someone about the impact of disability on their family; (2) allowing parents to discuss such stresses as dealing with multiple doctors, learning a new vocabulary, and coping with the financial aspects of disability; (3) providing parents with support and advice about special classes and services; (4) helping parents find friends for the special needs child; (5) assisting parents in keeping their family happy and healthy while coping with the disability; and (6) helping parents to develop self confidence in their own impressions and ideas for their children. The brief also provides information on how to find a local Parent to Parent Program. (DB) ED480188 Puntos Basicos para Padres: Apoyo Padre a Padre (Basics for Parents: Parent to Parent Support). 2003-06-00 Special Education Programs (ED/OSERS), Washington, DC. Parents 6 National Information Center for Children and Youth with Disabilities (NICHCY), Academy for Educational Development, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail: nichcy@aed.org; Web site: http://www.nichcy.org. For full text: http://www.nichcy.org/pubs/spanish/bp2sp.pdf. N/A 2004 2016-11-21

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Yes Academic Standards College Outcomes Assessment Community Colleges Educational Assessment Evaluation Institutional Evaluation Outcomes of Education Program Effectiveness Program Evaluation Two Year Colleges Guides - Non-Classroom Accreditation Standards Western Association of Schools and Colleges, Aptos, CA. Accrediting Commission for Community and Junior Colleges. English Guides institutions or evaluation teams on the preparation of a self-study report or evaluation based on ACCJC (Accrediting Commission for Community and Junior Colleges) 2002 standards. Emphasizes that institutions should use this guide as means for a more holistic evaluation through thoughtful dialogue and judgment about institutional quality. The guide was designed to create discussions that would lead to deeper considerations of accreditation standards than mere compliance. Discusses the importance and the methods of effective dialogue to promote the quality and the improvement of an institution. These 2002 ACCJC standards focus on student learning outcomes as a result of attending college in addition to past accreditation standards. Suggests questions and lists of possible sources of evidence in order to create a more informed discussion of student achievement, institutional performance and student learning outcomes. Contains five main sections: (1) Introduction; (2) General Information on Accreditation; (3) a description and method to effective Dialogue; (4) Accreditation, Quality Assurance and Evidence; and (5) Questions to Use in Institutional Evaluation for each of the ACCJC standards. The four standards include: (1) Institutional Mission and Effectiveness; (2) Student Learning Programs and Services; (3) Resources (human resources, physical resources, etc.); and (4) Leadership and Governance. Examples are also provided for each of the standards. (NB) ED480189 Guide to Evaluating Institutions Using ACCJC 2002 Standards. 2003-07-00 64 For full text: http://www.accjc.org/documents/GUIDE%20TO%20EVALUATING%20INSTITUTIONS.pdf. N/A 2004 2016-11-21

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Yes Academic Freedom Aesthetic Values Art Artists Arts Centers Censorship Community Colleges Conflict Fine Arts Freedom Intellectual Freedom Religion Two Year Colleges Hom, Bobby Reports - Research Santa Fe Community College FL English This document examines the events surrounding a controversial art exhibit that was held at Santa Fe Community College (SFCC), Gainesville, Florida, in 2002. The author asks the following questions: (1) What is the role of the arts on a community college campus? (2) What are a community college arts program's responsibilities to the Fine Arts and Humanities students, the student body as a whole, and the larger local community? (3) Who should select the artists and works to be exhibited or performed and on what grounds should these selectors base their decisions? (4) What is the best pedagogical approach to artwork that may offend community standards? (5) What are the rights and responsibilities surrounding academic freedom and artistic expression in the community college? (6) How can diversity of opinions and beliefs be respected? and (7) Is there a way to balance responsible academic freedom and community standards with access to controversial information? The SFCC administration supported the exhibit, which examined violence in religious and sexual imagery. At the same time, the administration collaborated with the community by providing forums that allowed expression of diverse opinions. The author concludes that the administration acted in defense of institutional values. (Contains 50 endnotes.) (NB) ED480190 Controversial Art in the Community College. 2003-00-00 26 N/A 2004 2016-11-21

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Yes Basic Skills Community Colleges Costs Labor Force Development Labor Needs Mathematics Mathematics Skills Remedial Instruction Remedial Programs Skill Development Technology Tutoring Two Year College Students Two Year Colleges Reports - Research Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. English This report aims to address concerns regarding the need for developmental education in mathematics in the higher education institutions in Texas. Fifty-three million dollars of the $93 million appropriated for developmental education in Texas in 2002 went to mathematics. About 40% of new students in two-year colleges and 20% of new students in universities require developmental education in mathematics. While developmental education is often considered a program mainly benefiting minority students, the requirement for developmental education in mathematics cuts across racial and ethnic lines. Forty-six percent of students requiring developmental education in mathematics in Texas are white. This report finds gender differences to be a minor issue. The report also suggests that older students are not driving the need for developmental education, contrary to popular opinion. In fact, after age 24, the percentages of students requiring developmental education decrease with age. Eighty-three percent of students requiring developmental education in mathematics are 21 or younger. This report offers brief summaries of four external studies of developmental education and makes recommendations for future studies. Appended are the following two tables for Fall/Prior Summer 1999 First-Time-in-College Students Tracked Through Fall 2001: (1) Institutional Profiles of Students Requiring Developmental Mathematics Education; and (2) Math Developmental Education by Characteristics of Institution, Program, and Student. Also included are: (1) Addendum 1: A Comparison of the Performance of Full-Time and Part-Time Mathematics Developmental Education Students (Agenda Item IX-D(1), January 2003); and (2) Addendum 2: The Relationship between Initial TASP Test Scores and Performance of Mathematics Developmental Education Students (Agenda Item IX-D(1), January 2003). (NB) ED480191 Mathematics Developmental Education in Texas Public Institutions of Higher Education Performance Assessment. 2002-10-00 77 N/A 2004 2016-11-21

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Yes Academic Freedom College Faculty Community Colleges Critical Thinking Cultural Context Economics Faculty Mobility Minority Groups Promotion (Occupational) Salaries Two Year College Students Two Year Colleges Collected Works - General Opinion Papers New Jersey New Jersey Princeton Univ., NJ. Mid-Career Fellowship Program. English This document contains the following nine essays by fellows in the Mid-Career Fellowship Program at Princeton University, New Jersey: (1) Promotion Processes at the Public Community Colleges of New Jersey, by Harvey Braverman; (2) Plagiarism in ESL Contexts at the Community College, by Barrie Chi. Contains eight references; (3) Partnership and Collaborations: The Changing Face of Writing Across the Disciplines, by Frances Davidson. Contains 24 references. Survey instruments appended; (4) Conservation and Environmental Studies at the Community College, by Daniel Flisser. Contains eight references; (5) Engaging the Silent Student in the Community College: Student Reasoning and Faculty Prescriptions, by Christine Holzer-Hunt. Contains 18 references; (6) Considering Culture in the Community College Writing Classroom, by Colleen Lineberry. Contains 27 references; (7) A Critical Report on Introductory Economics at the Community College: Leveling the Playing Field for Minority Students, by Paula Manns. Contains 84 references; (8) Perceptions of Academic Freedom in Literature Classes: A Case Study at Bergen Community College, by Sarah Markgraf. Contains six references. Research instruments appended; and (9) Encouraging Disagreement and Challenge Among Community College Students: The Intersection of Critical Consciousness and Multiculturalism, by Anita Rosenblithe. Contains 54 references. (NB) ED480192 Issues of Education at Community Colleges: Essays by Fellows in the Mid-Career Fellowship Program at Princeton University. 2003-06-00 133 N/A 2004 2016-11-21

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Yes Articulation (Education) Community Colleges Cooperative Programs Educational Cooperation Institutional Cooperation Schools of Education Teacher Education Teacher Education Programs Two Year Colleges Durdella, Nathan R. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This digest is drawn from "The Role of the Community College in Teacher Education" (New Directions for Community Colleges, Spring 2003). It examines trends in teacher education in the community colleges, including building partnerships and articulation agreements with baccalaureate-granting institutions, designing new associate degree and community college baccalaureate degree programs, and gaining accreditation. By 2010, the United States will need between 2 and 2.5 million more elementary and secondary school teachers to enter the classroom and assume the challenges of public schools. While four-year colleges and universities continue to offer comprehensive teacher preparation programs, community colleges have expanded their programs in the field of teacher education in recent years in order to provide additional options for teacher training. Building partnerships with four-year institutions is central to the community college effort in teacher education. State-level policy coordination is another key element in the process. Some states have funded innovative teacher education programs to encourage collaboration between public community colleges and state universities, as well as, in some cases, K-12 school districts. Community colleges have also begun to experiment with degree programs, although this approach concerns some at the state level, who suggest that the mission of the community college can infringe on the mission of the four-year institution in this case. (Contains 10 references.) (NB) ED480193 The Status of Teacher Education in Community Colleges. ERIC Digest. 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse for Community Colleges, University of California at Los Angeles, 3051 Moore Hall, P.O. Box 951521, Los Angeles, CA 90095-1524. Tel: 310-825-3931. For full text: http://www.gseis.ucla.edu/ERIC/eric.html. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Community Colleges Economic Development Educational Needs Global Approach History International Cooperation Labor Force Leadership Operations Research Two Year Colleges Abue, Peter Information Analyses Reports - Evaluative Cornell University NY New York State University of New York New York English This study aims to describe the governing operations of State University of New York (SUNY) community colleges in order to aid in the process of understanding what aspects of the U.S. model of community colleges are adaptable by international communities. The Institute for Community College Development (ICCD) is a SUNY and Cornell University partnership that visualizes a future of leadership in higher education in New York state and in the nation through their community colleges. The paper offers an overview of the history of the community college in the United States, from the emergence of junior colleges in the 1850s to the era of responsiveness to globalization from 2000 and on. The document also presents a timeline of the development of SUNY, from the 1948 state of New York legislation that created the SUNY system to the development of a system-wide community college mission and strategic plan in 2001. The model components reviewed here include: (1) Mission; (2) Governance; (3) Funding; and (4) Curriculum. The study argues that there is a shift away from the liberal arts focus and toward technology in the community college. The notion of globalization indicates that there will be expanded interest in occupational education among working adults and their employers. (Contains 23 references.) (NB) ED480194 The U.S. Community College Model: SUNY System--Potentials for Adaptation to International Educational Communities. 2002-05-00 24 N/A 2004 2016-11-21

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Yes Age Beliefs Cognitive Development Cognitive Processes Community Colleges Epistemology Ethnicity Gender Issues Learning Objectives Opinions Two Year College Students Two Year Colleges McLeod, Carol B. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires English Recent research has begun to suggest that epistemological beliefs of students develop to a more sophisticated level with age and education, while other preliminary studies have found that community college students tend to have more naive beliefs about learning and knowledge than do students attending four-year colleges and universities. The purpose of this study was to examine whether epistemological beliefs of community college students vary according to students' reasons for attendance, while controlling for the effects on beliefs of other relevant background and educational characteristics of students. The author used the survey approach, using a questionnaire that featured four dimensions of epistemological beliefs: (1) fixed ability; (2) quick learning; (3) simple knowledge; and (4) certain knowledge. The sample included 531 community college students enrolled in academic, vocational, and technical courses at comprehensive community colleges. Of the returned surveys, 509 of the 531 were used. About 67.7% of sample population were female, 70.53% were white, and 97.45% completed high school or the GED. Approximately 50.69% of respondents had academic majors, while 40.47% had vocational majors. The mean age was 27. Age was the most significant indicator of naive beliefs about fixed ability, with older students being less naive. Gender and GPA are also important indicators. Research instrument is appended. (Contains 11 tables and 89 references.) (NB) ED480195 Epistemological Differences among Community College Students with Varying Reasons for Attendance. 2002-05-00 168 N/A 2004 8/19/2004 23:14:43 RIEAPR2004 Ph.D. Dissertation, University of New Orleans.

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Yes Access to Education Community Colleges Economic Change Economic Development Economic Progress Global Approach Institutional Cooperation International Cooperation Job Training Labor Force Labor Market Two Year Colleges Vocational Education Abue, Peter Information Analyses Opinion Papers English This document examines what the literature says regarding adaptation of the American community college model to a global perspective. Institutions that draw parallels to U.S. community colleges can be found on almost every continent due to the increasing demand for extended educational opportunity and the need for technical training. When the community college model is tailored to a nation's unique political and economic situation, the system can vary greatly. For example, in South Africa, businesses are investing millions of dollars to upgrade the country's poorly equipped technical colleges so they can tackle the country's 30% unemployment rate. Thailand is hoping to create a system of 10 community colleges that would serve poor areas. McGuthrie (2001) argues that the reason many countries find American community colleges appealing is because of their emphasis on open enrollment, adult education, and ties to local businesses. For decades, developed and developing countries have used post-secondary education reform to counter socio-economic inequities. Two avenues for reform involve the relationship between community colleges and international development, and the role of colleges as catalysts for reform. The author argues that, if adapted conscientiously, the U.S. community college model will afford developing countries a pathway to much-needed economic development. (Contains 31 references.) (NB) ED480196 Adapting the Community College Model in Other Countries: A Literature Review. 2002-05-00 11 N/A 2004 8/19/2004 23:14:45 RIEAPR2004

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No Basic Writing Community Colleges Feedback Oral Communication Method Student Reaction Two Year College Students Two Year Colleges Writing (Composition) Writing Instruction Writing Skills Bekas, Nicholas J. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires English The purpose of this study was to investigate student responses to a developmental writing instructor's feedback on their writing assignments in college-preparatory writing courses at a community college. Using observation, analysis of teacher responses on a writing assignment, surveys, and interviews, the research investigated how students interpreted instructor feedback, and whether students applied that feedback to their writing. The population of the study was 45 students from two sections of college preparatory writing, both of which were taught by the same instructor. The study consisted of four parts: (1) Analysis of feedback made by instructor on writing assignments; (2) Classroom observation; (3) Survey of students and instructor, using open-ended questions; and (4) Interviews with 13 students and instructor. The author argues that the study results indicate pedagogical hegemony is an impossibility, even though it is an ideal toward which the instructor is forced to strive. Students reacted differently to the same kinds of responses from the instructor. The study did find that, overall, students preferred oral responses to written. The author also argues that a coherent feedback policy is imperative, even though the student need not understand the procedure. The point system and grades did not seem to correspond to the basic premise of portfolio assessment. Research instruments appended. (Contains 72 references.) (NB) ED480197 A Case Study of Developmental Writing Students' Interpretation of and Response to Instructor's Feedback on Their Writing Assignments. 2002-00-00 119 N/A 2004 8/19/2004 23:14:47 RIEAPR2004 Ph.D. Dissertation, University of Central Florida.

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Yes Charter Schools Educational Legislation Elementary Secondary Education Enrollment Trends Nontraditional Education Open Enrollment Postsecondary Education Public Schools School Choice State Legislation Urban Areas Boyd, William Lowe Hare, Debra Nathan, Joe Reports - Evaluative Second Chance Programs Minnesota Minnesota Minnesota Univ., Minneapolis. Center for School Change. English This report examines what has happened since 1985 with four statewide Minnesota public school choice laws. These include open enrollment, postsecondary enrollment options, second chance options, and charter public schools. Data collected over 2 years via interviews with and surveys of key stakeholders, including students at postsecondary institutions, indicated that the number of students participating in Minnesota's statewide public school choice options increased substantially from 1985 to 2001-2002. The greatest growth occurred in alternative schools serving students who were not succeeding in traditional secondary schools. While second chance programs served the most students, they were possibly the least examined of the options. Many stakeholders agreed that public school choice options were now widely accepted and generally had beneficial effects. Some schools and districts had changed, at least in part, due to the effects of choice programs. Participants in choice programs expressed great satisfaction. The report notes that several modifications are urgently needed, and if they are not made, state money will not be spent effectively and students will suffer. It recommends that Minnesota retain, strengthen, and improve choice options. Four appendices present stakeholder interview methodology, survey methodology, and summary tables for student surveys. (Contains 46 references.) (SM) ED480198 What Really Happened? Minnesota's Experience with Statewide Public School Choice Programs. 2002-05-00 73 Center for School Change, 234 Humphrey Center, 301 19th Avenue South, Minneapolis, MN 55455. Tel: 612-626-1834; e-mail: csc@hhh.umn.edu; Web site: http://www.centerforschoolchange.org. N/A 2004 2016-11-21

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No Academic Achievement Children Disadvantaged Youth Elementary Education Family Influence Family Programs Foreign Countries Low Achievement One Parent Family Public Policy Well Being Pong, Suet-ling Dronkers, Jaap Hampden-Thompson, Gillian Reports - Research Iceland Scotland Australia Ireland Austria Netherlands Canada New Zealand England Norway Australia Austria Canada Iceland Ireland Netherlands New Zealand Norway United Kingdom (England) United Kingdom (Scotland) Pennsylvania State Univ., University Park. English This study investigates the differences in the degree of low academic achievement of third and fourth graders living with single-parent families from 11 industrialized countries. The United States ranks first among the countries compared in terms of the achievement gap for children in single- and two-parent families. After controlling for individual and family variables, the gap in the United States shrinks somewhat, but American single-parent children are still more disadvantaged than those in the other countries. Following a cross-national multilevel analysis, which includes family policy and demographic variables at the national level, the study finds single parenthood to be less detrimental where there are family policies equalizing resources between single-parent and other families, such as family or child allowances and parental leave. It also finds that single parenthood is most detrimental for academic achievement in those countries where the percentages of single-parent families are the highest. Findings suggest that policies aimed at increasing family income can offset the detrimental achievement consequences of single parenthood. (Contains 63 references.) (Author/SM) ED480199 Family Policies and Academic Achievement by Young Children in Single-Parent Families: An International Comparison. Population Research Institute Working Paper. 2002-05-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. 57 Population Research Institute, The Pennsylvania State University, 604 Oswald Tower, University Park , PA 16802-6211. Tel: 814-865-0486; Fax: 814-863-8342; Web site: http://www.pop.psu.edu. N/A 2004 2016-11-21

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Yes Affluent Youth Blacks Child Welfare Children Hispanic Americans Neighborhoods Poverty Racial Differences Socioeconomic Status Urban Areas Whites Timberlake, Jeffrey, M. Reports - Research English Despite recent scholarly concern with "neighborhood effects" on children, no study to date has measured the cumulative exposure of children to poor and affluent neighborhoods. This study constructed multi-state life tables to estimate racial and ethnic differences in "childhood expectancy" in five neighborhood types, ranging from affluent to extreme poverty. At early 1990 rates, black children could expect to spend over 60 percent of their first 18 years in neighborhoods with poverty rates in excess of 20 percent. The corresponding figures for white and Hispanic children were about 14 and 36 percent, respectively. Given the fact that most black children do not reside in poor families, it is evident that a large proportion of the child-years spent in poor neighborhoods are spent by non-poor black children. White children could expect to live nearly five times longer than black children and 12 times longer than Hispanic children in neighborhoods with poverty rates of less than 3 percent. Results found less white/black inequality once neighborhood status at birth was taken into account, suggesting that racial differences in childhood exposure to neighborhood conditions were due primarily to differences in the probability of being born into a poor neighborhood. Recommends further research on the effects of different doses of exposure to neighborhood poverty and affluence. (Author/SM) ED480200 Racial and Ethnic Inequality in Childhood Exposure to Neighborhood Poverty and Affluence. 2002-00-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. 43 N/A 2004 8/19/2004 23:14:53 RIEAPR2004 2-T32-HD07302 Additional support from Chicago University, Population Research Center. An earlier version of this paper was presented at the Annual Meeting of the Population Association of America (Atlanta, GA, May 9-11, 2002).

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Yes Cubans Educational Attainment Employment Patterns Hispanic Americans Immigrants Population Trends Socioeconomic Status Boswell, Thomas D. Numerical/Quantitative Data Reports - Research English This study offers a demographic profile of the U.S. Cuban population, using data from the decennial census and current population surveys. Part one estimates the number of Cuban Americans and describes their geographic distribution nationwide. Part two compares the socioeconomic characteristics (age, gender, educational attainment, income, employment, nativity, year of immigration, and citizenship status) of Cuban Americans to that of Mexican Americans and Puerto Ricans living on the U.S. mainland and compares Cubans to all Central Americans and South Americans aggregated together. Part three compares Cubans living in metropolitan Miami, Florida, to Cubans nationwide. Part four compares first generation immigrant Cuban Americans to second generation Cubans born in the United States with one or both parents born in Cuba. There were over 1.2 million Cuban Americans in the 2000 Census, making them the third largest component of the Hispanic population. About 84 percent of all Cuban Americans lived in Florida, New Jersey, California, and New York, with 650,000 Cubans in Miami-Dade County, Florida. The 2000 Census badly underestimated the populations of many other Hispanic groups nationwide and in Miami-Dade County. Cuban Americans' socioeconomic status improved during the 1990s. While Cuban Americans had higher socioeconomic and education levels than other Hispanic groups, they had lower SES than the total U.S. population. One-third of Cuban Americans were born in the United States. Second generation Cubans had higher average SES than the immigrant generation. (SM) ED480201 A Demographic Profile of Cuban Americans. 2002-09-00 57 Cuban American National Council, Inc., 1223 S.W. 4th Street, Miami, FL 33135. Tel: 305-642-3484. N/A 2004 8/19/2004 23:14:55 RIEAPR2004 Produced by the Cuban American National Council.

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Yes Dropout Rate Educational Assessment Educational Attainment Elementary Secondary Education Graduation Higher Education Hispanic American Students Literacy Low Achievement Population Trends Gonzalez, Josue M. Szecsy, Elsie M. Reports - Research Achievement Gap Arizona National Assessment of Educational Progress Stanford Achievement Tests Arizona National Assessment of Educational Progress Stanford Achievement Tests Arizona State Univ., Tempe. English This report focuses on the education of Latinos in Arizona, offering a global overview of the complex, multifaceted problems that contribute to the generalized disenfranchisement of this group. Data portray the current status of the education of Arizona's preK-16 Hispanics. The report is based on longitudinal and comparative and disaggregated student performance data from the National Assessment of Educational Progress, the Arizona Instrument to Measure Standards, and the Stanford Achievement Test, ninth edition; high school dropout and graduation rate statistics; college graduation rate and faculty demographics from three Arizona universities; and educational attainment levels of Hispanic adults from the U.S. Census. Results indicate that Arizona's Hispanic population is growing dramatically. Between 1990-2000, there was a downward trend in the percentage of Hispanic students who scored better than "below basic" in reading, writing, mathematics, and science. Hispanics failed to achieve "at or above basic" at about twice the rate of non-Hispanic white students. In 2000, a little more than half of Arizona's Hispanics over age 17 years had completed high school. In 2000-2001, nearly 45 percent of all Arizona high school dropouts were Hispanic. In 2000, fewer than 6 percent of Arizona's Hispanics had a Bachelor's degree or higher. In 2000-2001, 31 percent of 7-12 public school students, 19 percent of community college students, but only 11 percent of students in Arizona's public universities were Hispanic. (Contains 38 references.) (SM) ED480202 The Condition of Hispanic Education in Arizona, 2002. 2002-00-00 Kellogg Foundation, Battle Creek, MI. 45 Southwest Center for Education Equity and Language Diversity, College of Education, P. O. Box 871511, Arizona State University, Tempe, AZ 85287-1511. Tel: 480-965-7134; Fax: 480-965-1511; Web site: http://www.asu.edu/educ/sceed. N/A 2004 2016-11-21

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Yes Academic Achievement Attendance Patterns Class Size Discipline Problems Educational Environment Elementary Secondary Education Low Income Groups Minority Group Children Public Schools School Choice Student Mobility Urban Schools Feldman, Jay Tung, Rosann Reports - Evaluative Center for Collaborative Education, Boston, MA. English Boston Pilot Schools were created in 1994 to promote increased choice options within the school district. Unlike most urban public schools, the Pilot Schools have control over budget, staffing, curriculum, governance, and time, though they continue to operate within the Boston Public Schools. This report examines quantitative indicators of Boston Pilot Schools related to student demographics, engagement, and performance. Data come from the Boston Public Schools and individual Pilot Schools. Results indicate that the Pilot Schools serve their students well. With an enrollment roughly mirroring the district's student population, the Pilot Schools have succeeded in creating communities of learning which meet students' academic and emotional needs. Across indicators of student engagement, the Pilot Schools have among the highest attendance and longest wait lists, and among the lowest transfers out and suspensions in the district. By standardized test scores, Pilot Schools students score at or above the district average in all subjects. These schools have low grade retention rates and high graduation rates, and they send significantly more of their students on to postsecondary education. Their status as Pilot Schools allows them to create unified learning communities with smaller class sizes, higher teacher-student ratios, longer instructional periods, and greater collaboration to improve teaching and learning than most other public schools in Boston. (SM) ED480203 How Are Boston Pilot Schools Faring? An Analysis of Student Demographics, Engagement, and Performance. 2001-10-00 Bill and Melinda Gates Foundation. 48 Center for Collaborative Education, 1135 Tremont Street, Suite 490, Boston, MA 02120. Tel: 617-421-0134; Fax: 617-421-9016; e-mail: info@ccebos.org; Web site: http://www.ccebos.org. N/A 2004 2020-08-08

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Yes After School Programs Community Organizations Elementary Secondary Education Extracurricular Activities Financial Support Governance Partnerships in Education Public Policy School Community Relationship Student Diversity Youth Programs Hornbeck, Becky Guides - Non-Classroom Reports - Descriptive Student Engagement Youth Development Model English This publication presents a tool for community foundations interested in developing out-of-school-time programs in their communities. It explores what is being learned about efforts to build quality systems and to challenge community foundations to help their communities sustain them. The accounts it presents were gathered through a survey of over 650 U.S. community foundations and from the work of community foundations that received grants from the Coalition of Community Foundations for Youth. The publication presents the following sections: "Out of School Time Matters to Youth, Families and Communities"; "Building Blocks of an Out of School Time-Friendly Community: Equity and Diversity"; "Quality"; "Financing"; "Policie: 21st Century Community Learning Centers"; "Partnerships";"Youth Engagement"; "Intermediary and Governance Entities"; and "Playing Many Roles: Going the Distance." Three appendices present a fact sheet on school-age children's out of school time, community foundations featured in this publication, and national organizations and local, state, and regional intermediaries. (SM) ED480204 Out of School Time Matters: What Community Foundations Can Do. 2002-09-00 Charles Stewart Mott Foundation, Flint, MI. Community 54 Coalition of Community Foundations for Youth, 15639 Leavenworth Road, Basehor, KS 66007-9768. Tel: 913-713-6111; Tel: 800-292-6149 (Toll Free); Fax: 913-724-9944; e-mail: ccfy@ccfy.org; Web site: http://www.ccfy.org. N/A 2004 2016-11-21

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Yes Academic Achievement Art Education Art Teachers Educational Finance Elementary Secondary Education Financial Support Parent Participation Public Schools Urban Schools Moskowitz, Eva S. Reports - Evaluative New York City Board of Education English The report examines problems in arts education in New York City public schools. After explaining that New York City's current delivery of arts education has its roots in the fiscal crisis of the 1970s, when funding for arts education was slashed from the budget, the report discusses why arts education is important to academic achievement, personal development, and parent involvement. It also describes what quality arts education looks like and examines why New York City's arts education does not measure up. Finally, it focuses on six primary problems, offering recommendations: (1) instruction is not comprehensive (e.g., require adequate time for arts instruction in all school schedules and allow time for collaboration); (2) resources are insufficient and inequitable (e.g., develop a 5-year plan for adequate funding and develop system-wide arts curriculum); (3) arts education is undervalued (help principals see the value of arts education); (4) there is a shortage of qualified arts educators (e.g., increase staffing allocations for the arts and offer scholarships and incentive programs); (5) there is variable quality in partnerships with cultural organizations (foster and monitor successful partnerships); and (6) there are insufficient facilities for arts education (make arts facilities a priority in the development of the new 5-year capital plan). (SM) ED480205 A Picture Is Worth a Thousand Words: Arts Education in New York City Public Schools. 2003-06-11 21 Council of the City of New York , Education Committee, 250 Broadway, Ste. 1545, New York, NY 10007. Tel: 212-788-7100; Fax: 212-788-9296; e-mail: feedback@council.nyc.ny.us; Web site: http://www.council.nyc.ny.us/index.cfm. N/A 2004 2016-11-21

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Yes Delinquency Educational Policy Elementary Secondary Education Juvenile Justice Minority Group Children Racial Bias Special Needs Students Student Behavior Student Rights Urban Schools Youth Problems Zero Tolerance Policy Browne, Judith A. Numerical/Quantitative Data Reports - Research Baltimore City Public Schools MD Houston Independent School District TX Miami Dade County Public Schools FL English This report examines the use of law enforcement agencies and the juvenile justice system as a double jeopardy mechanism for students, documenting the derailing of students from an academic track in school to a future in the juvenile justice system. The first section explores the emergence of zero tolerance policies and how they have led to the criminalization of student behavior. The second section examines the pervasiveness of zero tolerance policies, analyzing national statistics to document the high numbers of children criminalized by their schools and the disproportionate impact on children of color and children with special needs. The third section discusses the consequences of the schoolhouse to jailhouse track for children in Palm Beach County, Florida, schools. The final section presents proposed changes to these policies that may help keep children away from this track (e.g., schools must cease criminalizing students for trivial behaviors that can be handled by traditional, educationally sound school disciplinary measures; districts should improve collection of arrest/summons data and monitor referrals to law enforcement to root out subjective, unnecessary, and discriminatory referrals; and districts should be sensitive to the experiences of communities of color with law enforcement). Three appendices present the jailhouse track and the law; school level data for Baltimore, Maryland, Houston, Texas, and Palm Beach County, Florida; and diversionary programs. (Contains 63 endnotes.) (SM) ED480206 Derailed! The Schoolhouse to Jailhouse Track. 2003-05-00 Rockefeller Foundation, New York, NY. Ford Foundation, New York, NY. Carnegie Corp. of New York, NY. Open Society Inst., New York, NY. Charles Stewart Mott Foundation, Flint, MI. Levi Strauss Foundation, Inc., San Francisco, CA. 89 Advancement Project, 1730 M Street, N.W., Suite 401, Washington, DC 20036. Tel: 202-728-9557; Fax: 202-728-9558; e-mail: ap@advancementproject.org; Web site: http://www.advancementproject.org. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Developing Nations Educational Finance Educational Quality Elementary Secondary Education Emergency Programs Foreign Countries Peace Refugees Student Rights Vocational Education Crisp, Jeff, Ed. Talbot, Christopher, Ed. Cipollone, Daiana B., Ed. Books Collected Works - Proceedings Emergency Preparedness Nepal Peace Education Tanzania Emergencies Nepal Tanzania United Nations High Commissioner for Refugees, Geneva (Switzerland). English This collection of papers is the product of research conducted by the United Nations High Commissioner for Refugees (UNHCR). The papers, which were presented at a 2001 workshop, "Refugee Education in Developing Countries: Policy and Practice," are: "Education in Emergencies" (Margaret Sinclair), which reviews the rationale for education in situations of emergency and crisis, noting elements of education in response to several recent disasters; "On School Quality and Attainment" (James H. Williams), which examines research on education in developing countries to see what lessons can be learned for refugee education in care and maintenance situations; "Improving the Quality and Attainment in Refugee Schools: The Case of the Bhutanese Refugees in Nepal" (Timothy Brown), which highlights the lack of consistent donor funding to maintain even the low-cost models of refugee education supported by UNHCR; "Peace Education and Refugee Youth" (Marc Sommers), which examines the conceptual framework underlying education for peace; and "Vocational Training for Refugees: A Case Study from Tanzania" (Erik Lyby), which evaluates the ongoing formal and informal vocational training programs for Burundian refugees in Tanzania. (Papers contain references.) (SM) ED480207 Learning for a Future: Refugee Education in Developing Countries. 2001-00-00 ISBN-92-1-101044-6 270 United Nations Publications, Sales & Marketing Section, Room C-113, Palais des Nations, 1211 Geneva 10, Switzerland. E-mail: unpbli@unog.ch; Web site: http://www.un.org/pubs/sales.htm. N/A 2004 2016-11-21

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Yes Accountability Child Development Children Church Role Community Programs Inner City Leadership Mentors Program Development Volunteers Jucovy, Linda Reports - Evaluative Incarcerated Parents Public/Private Ventures, Philadelphia, PA. Pennsylvania Univ., Philadelphia. Center for Research on Religion and Urban Civil Society. English This report documents the work of Amachi, a mentoring program for children of incarcerated and formerly incarcerated parents in Philadelphia, Pennsylvania. Volunteers are recruited from inner-city congregations to provide one-to-one mentoring to the children. Beyond being the source of mentors, the congregations are a key part of the initiative. Information for this report comes from interviews with program developers, Big Brothers/Big Sisters and Amachi staff, pastors, church volunteer coordinators, and mentors. This report describes challenges and successes of the Amachi model, focusing on the structure of the program in Philadelphia; describes the steps involved in transforming Amachi from plan to reality, highlighting the strategies for recruiting children, pastors, and volunteers; and examines the experiences of mentors and mentees and the challenges and successes of the matches thus far. A combination of four factors was essential (structure, management, commitment, and resources). One partner was an organization that had substantive experience with mentoring and could provide the necessary infrastructure. The partnership between secular and faith-based organizations was designed to be a "true partnership." There was leadership that was able to bridge the faith and secular communities. A firm system of accountability was key to success. (Contains 11 references and 23 endnotes.) (SM) ED480208 Amachi: Mentoring Children of Prisoners in Philadelphia. 2003-06-00 53 Public/Private Ventures, 2000 Market Street, Suite 600, Philadelphia, PA 19103. Tel: 215-557-4400; Fax: 215-557-4469; Web-site: http://www.ppv.org. N/A 2004 2016-11-21

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Yes Change Strategies Community Organizations Educational Change Elementary Secondary Education Parent Participation Politics of Education School Community Relationship School Councils Urban Schools Davenport, Suzanne Reports - Evaluative Chicago Public Schools IL Reform Efforts English This paper illustrates the complexity of the organizations and political processes at work in organizing for school reform in Chicago, Illinois. In addition to community organizations, Local School Councils have emerged as their own force in organizing and advocating to improve both individual schools and citywide policies. Citywide education reform organizations also contribute essential elements (research, long-term strategy, and coalition building) to the leadership development, organizing, and advocacy that has made the Chicago Public Schools a dramatic example of parent decision-making power in U.S. urban school districts. Ten chapters include: (1) "A Profile of the Chicago Public School System"; (2) "The Political Context of School Reform in the Chicago Public Schools"; (3)"Community Organizing in Chicago: Past and Present"; (4) "Who is Organizing for School Reform in Chicago?"; (5) "Local School Councils and Citywide School Reform Organizations"; (6) "What are Their Organizing Issues?" (7) "What Strategies Do the Organizations Use?" (8) "What Successes Have the Organizations Had?" (9) "What Obstacles and Challenges Do the Organizations Face?"; and (10) "Conclusions and Recommendations" (e.g., community organizations need consistent long-term support, and diversity of organizations is necessary). Tables are appended. (Contains 42 footnotes.) (SM) ED480209 Mapping School Reform Organizing in Chicago, 1985-2000. 2001-08-00 Edward W. Hazen Foundation, Inc., New Haven, CT. 98 Designs for Change, 29 East Madison, Suite 950, Chicago, IL 60602. Tel: 312-236-7252; Fax: 312-236-7927; e-mail: info@designsforchange.org; Web site: http://www.designsforchange.org. N/A 2004 2016-11-21

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Yes Academic Standards Accountability Change Strategies Curriculum Development Educational Assessment Educational Change Educational Improvement Elementary Secondary Education Student Evaluation Teaching Methods Urban Schools David, Jane L. Shields, Patrick M. Reports - Evaluative Low Performing Schools Reform Efforts SRI International, Arlington, VA. English In 1996, the Pew Charitable Trusts gave 4-year grants to seven urban school districts to help implement standards-based systemic reform. Several times each year, researchers conducted interviews to track progress in their reform efforts. This report synthesizes findings across all 4 years of the Pew Network. Overall, Network sites worked hard to put standards and assessments in place and attempted to create sustainable accountability systems. They all encountered difficulties, including considerable turnover of top leadership and changes in the direction of state policies. A central finding was that the core components of standards-based reform (standards, assessments, and accountability) did not do a very good job of communicating high expectations of students, providing information to guide instructional improvement, or motivating widespread instructional change beyond test preparation. Where there were districtwide changes in instruction, district leaders had communicated a clear set of expectations for instruction through curriculum adoptions or other frameworks, and they had backed up their expectations with intensive professional development. Districts that significantly expanded and revamped their professional development had to make major shifts in priorities, budgets, and staffing. Districts and states dedicated disproportionately more resources and attention to identifying failures than prevention or assistance. (SM) ED480210 When Theory Hits Reality: Standards-Based Reform in Urban Districts. Final Narrative Report. 2001-08-00 Pew Charitable Trusts, Philadelphia, PA. 58 For full text: http://www.sri.com/policy/cep/edreform/pew.html#reports. N/A 2004 2016-11-21

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No Academic Achievement Accountability After School Programs Early Adolescents Educational Improvement Middle School Students Middle Schools School Safety State Standards Student Evaluation Teaching Methods Fenwick, James Worrall, Rozlynn Levin, Diane Books Guides - Non-Classroom California California California State Dept. of Education, Sacramento. English This handbook provides guidance for California educators to help them implement a standards-based education for young adolescents. The book contains helpful information for school personnel about what they need to know and do to make standards-based education a success. It examines such issues as school culture, classroom organization, differentiated instruction, accelerated learning opportunities, the school environment, and the knowledge and skills needed by teachers and principals. The chapters are: (1) "California's Middle Schools" Poised for World-Class Performance"; (2) "Standards-Based Education Takes Center Stage: Content and Performance Standards"; (3) "Assessment Takes Center Stage"; (4) "Accountability Takes Center Stage"; (5) "Middle School Philosophy Takes Center Stage: Defining and Affirming Authentic Middle Schools"; (6) "Creating a School Culture To Sustain Standards-Based Education"; (7) "Team Teaching: Made to Order for Standards-Based Middle Schools"; (8) "Instructional Significance of Research on How Students Learn"; (9) "Providing Time for Standards-Based Education"; (10) "Academic Literacy: Key to Equal Access and High Standards of Achievement"; (11) "Social Promotion and Grade Retention: Issues and Challenges"; (12) "Creating High-Quality After-Hours Academic Programs in Middle Schools"; (13) "Health, Safety, Resilience, and Civility: Correlates of High Academic Achievement"; and (14) "Standards-Based Professional Development at the School Site." Each chapter is followed by "Professional Reflections" on the chapter's content. Most chapters have appendixes with supplemental information. (Contains 16 figures and 89 references.) (SLD) ED480211 Taking Center Stage: A Commitment to Standards-Based Education for California's Middle Grades Students. 2001-00-00 ISBN-0-8011-1503-5 283 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($13.50 plus shipping and handling). Fax: 916-323-0823. N/A 2004 2016-11-21

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Yes Academic Achievement Acceleration (Education) Cohort Analysis Educational Change Educational Research Elementary Secondary Education Measurement Techniques Research Methodology Bloom, Howard S. Reports - Descriptive Speeches/Meeting Papers Interrupted Time Series Analysis Manpower Demonstration Research Corp., New York, NY. English The goal of this paper is to introduce education researchers to a new approach for measuring the impact of whole-school reform. The approach is based on interrupted time-series analysis, which has been used to evaluate programs in many fields, but has not been used widely to study education initiatives. The application presented measures program impacts on student performance by comparing standardized test scores for a number of annual student cohorts in a specific grade after a reform is launched (its followup period) with the scores of cohorts from several years before the reform was launched (its baseline period). The approach is used to measure impacts on three facets of student performance: (1) average (mean) test scores, which summarizes impacts on total performance; (2) the distribution of scores across specific ranges, which helps identify where in the distribution of student performance impacts were experiences; and (3) the variation (standard deviation) of scores, which indicates how the disparity in student performance was affected. To help researchers use the approach, the paper lays out its conceptual rationale, describes its statistical procedures, explains how to interpret its findings, indicates its strengths and limitations, and illustrates how it was used to evaluate a major whole-school reform modelAccelerated Schools. (Contains 4 tables, 3 figures, and 24 references.) (Author/SLD) ED480212 Measuring the Impacts of Whole-School Reforms: Methodological Lessons from an Evaluation of Accelerated Schools. MDRC Working Papers on Research Methodology. 2001-10-00 Department of Education, Washington, DC. Planning and Evaluation Service. Pew Charitable Trusts, Philadelphia, PA. Alfred P. Sloan Foundation, New York, NY. 52 For full text: http://www.mdrc.org. N/A 2004 2016-11-21

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Yes Academic Degrees Colleges Institutional Characteristics Postsecondary Education Student Financial Aid Tables (Data) Knapp, Laura G. Kelly, Janice E. Whitmore, Roy W. Wu, Shiying Gallego, Lorraine M. Broyles, Susan G. Numerical/Quantitative Data Reports - Descriptive Integrated Postsecondary Education Data System Higher Education Act Title IV Higher Education Act Title IV National Center for Education Statistics (ED), Washington, DC. English This report presents information from the Fall 2001 Integrated Postsecondary Education Data System (IPEDS) Web-based data collection. Data were requested from more than 6,600 postsecondary institutions participating in the Title IV federal student aid programs. The tables in this publication present counts of institutions by selected institutional characteristics and the number of degrees and other formal awards conferred in the period July 1, 2000 through June 30, 2001 by the Title IV postsecondary institutions. Examination of the Title IV degree-granting institutions indicates that 41% were public institutions, 40% were private not-for-profit institutions, and 19% were private for-profit institutions. Of the non-degree-granting Title IV institutions located in the United States, 17% were public institutions, 12 % were private not-for-profit institutions, and 71% were private-for-profit institutions. In the 2000-2001 academic year, about 2.4 million degrees were awarded by Title IV degree-granting institutions in the United States. Of these, 51% were bachelor's degrees. A section of the report discusses the methodology by which these data were collected and analyzed. (Contains 1 figure and 42 tables.) (SLD) ED480213 Postsecondary Institutions in the United States: Fall 2001 and Degrees and Other Awards Conferred: 2000-01. E.D. Tabs. 2003-06-00 79 For full text: http://www.nces.ed.gov/pubsearch. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Enrollment High School Graduates Profiles Public Schools Racial Composition Tables (Data) Teachers Young, Beth Aronstamm Numerical/Quantitative Data Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English This publication provides data on the number of student enrolled in elementary and secondary public schools in 2001-2002 by grade and race/ethnicity. It also includes the number of staff members paid to teach, supervise, and provide support services, and the number of students who graduated from high school in 2000-2001. In the 2001-2002 school year, there were 47.7 million students enrolled in public elementary and secondary schools in the 50 states and the District of Columbia. Of these, 26.3 million were in prekindergarten through grade 6, an additional 20.9 million were in grades 7 through 12, and the remaining 0.6 million were ungraded students. About 3.0 million full-time-equivalent teachers provided instruction in public elementary and secondary schools in the 2001-2002 school year. Of these, 56.3% were elementary school teachers. (Contains 4 figures and 10 tables.) (SLD) ED480214 Public School Student, Staff, and Graduate Counts, by State: School Year 2001-02. Statistical Analysis Report. 2003-05-00 24 For full text: http://www.nces.ed.gov/pubsearch. N/A 2004 8/19/2004 23:15:25 RIEAPR2004 For the 1998-1999 report, see ED 455 733.

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Yes Data Collection Definitions Educational Facilities Elementary Secondary Education Facilities Management Information Management Information Systems Systems Development Guides - Non-Classroom National Center for Education Statistics (ED), Washington, DC. National Forum on Education Statistics (ED/OERI), Washington, DC. English This Guide has been developed to provide a framework for decision makers, school facility managers, and the public to identify a basic set of school facilities data elements, including definitions that will meet their information needs. Chapter 1 describes the purpose, scope, and intended audience for this guide. Chapter 2 describes how to use the guide to develop a customized information system, including how the facilities data should link to other data systems. Chapter 3 examines some key measures, such as school utilization, functional age, deferred maintenance, and expenditures per student, and discusses the challenges in standardizing the definitions of these terms. Chapter 4 lists hundreds of facility data elements, including standard definitions and "options," categorized into six sections: identification, condition, design, utilization, management, and budget and finance. Chapter 5 identifies additional resources, including sources for data elements and their definitions, that will be helpful to those involved in compiling school facilities data. An appendix describes calculated data elements. A glossary is included. (SLD) ED480215 Facilities Information Management: A Guide for State and Local Education Agencies. NCES 2003-400 2003-07-00 Administrators Policymakers Practitioners 102 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 8/19/2004 23:15:27 RIEAPR2004 ED511638

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Yes Charter Schools Educational Trends Elementary Secondary Education Home Schooling National Surveys Parent Attitudes Private Schools School Choice Trend Analysis Bielick, Stacey Chapman, Christopher Numerical/Quantitative Data Reports - Descriptive National Household Education Survey National Household Education Survey National Center for Education Statistics (ED), Washington, DC. English The National Household Education Surveys Program (NHES) provides a comprehensive set of information that may be used to estimate the use of school choice in the United States. In this country, school choice is primarily comprised of programs that allow students to attend any public school within or outside of their local school district, a magnet or charter school, a private school, or homeschool. This report examines data from three administrations or the NHES (1993, 1996, and 1999) in which children's parents were asked if their children attended their assigned public schools, public schools that they had chosen, private schools that are church-related, or private schools that are not church-related, and about their satisfaction and involvement within these schools. The report provides information about trends in the use and users of public schools of choice and private schools, and outcomes of these choices: parent satisfaction and involvement, and student plans for postsecondary education. The report also provides a brief analysis of homeschooled students. This report cannot answer questions about the availability of public school choice or other school choice programs. The report shows that the percentage of children enrolled in public, assigned schools for grades 1 through 12 decreased from 80% in 1993 to 76% in 1999. The decrease in public, assigned school enrollment was almost completely offset by an increase from 11 to 14% in public, chosen school enrollment. Enrollment in private, church-related schools remained relatively stable at 7 to 8% between 1993 and 1999, and enrollment in private, not church-related schools was about 2% in each year. An appendix contains tables of numbers. (Contains 4 figures, 11 tables, and 42 references.) (Author/SLD) ED480216 Trends in the Use of School Choice: 1993 to 1999. Statistical Analysis Report. 2003-05-00 ISBN-0-16-051443-6 66 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21

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No Adult Education After School Programs CD ROMs Early Childhood Education Interviews Lifelong Learning National Surveys Parents Non-Print Media National Household Education Survey National Household Education Survey National Center for Education Statistics (ED), Washington, DC. English The National Household Education Surveys Program (NHES) is an ongoing project of the National Center for Education Statistics that uses random-digit-dial sampling and computer-assisted telephone interviewing to conduct studies on important education issues. There are three NHES data sets on this CD-ROM, which also contains the electronic codebook for the surveys. The first is the Early Childhood Program Participation Survey (ECPP-NHES:2001), which involved interviews with parents or guardians of children from birth through age 6 who were not yet enrolled in kindergarten. Information was collected about participation in early childhood care and programs (relative care, nonrelative care, center-based programs, and Early/Head Start), parental perceptions of program quality, parental choice of arrangements, and family-child activities. The second data set is that of Before- and After-School Programs and Activities (ASPA-NHES: 2001). This survey involved interviews with the parents or guardians of children enrolled in kindergarten through eighth grade, up to age 15. Data were collected about enrollment in school, school characteristics and experiences, before- and after-school care, and self-care. Parents of homeschoolers were asked questions about reasons for schooling their children at home, and support from the public school or district. The final survey, the Adult Education and Lifelong Learning (AELL-NHES:2001). Involved interviews with civilian adults who were age 16 and older and not enrolled in 12th grade and below. Topics included participation in English as a Second Language, basic skills, General Education Development test preparation, higher education degree programs, vocational and technical programs, work-related courses, personal interest classes, and information learning activities at work. TYPE OF SURVEY: Sample Survey. RESPONDENTS: Parents; Students; Graduates. FREQUENCY: Periodic. YEAR OF EARLIEST DATA: 2001. YEAR OF LATEST DATA: 2001. (SLD) ED480217 National Household Education Surveys Program. Electronic Codebook and Data Files. Early Childhood Program Participation, Before- and After-School Programs and Activities, Adult Education and Lifelong Learning [CD-ROM]. 2003-04-00 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21

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Yes Academic Achievement Dropouts Educational Administration Educational Finance Educational Trends Elementary Secondary Education Enrollment Ethnic Groups Graduates Higher Education Racial Differences Statistical Data Student Characteristics Tables (Data) Hoffman, Charlene Numerical/Quantitative Data Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English This publication, 10th in a series, provides a pocket-sized compilation of statistical information covering the broad field of U.S. education from kindergarten through graduate school. Data are from many government sources, especially surveys conducted by the National Center for Education Statistics. Unless otherwise noted, data are extracted from the "Digest of Education Statistics." Education was the occupation of more than 78 million people in the United States in fall 2002. This total includes 69.2 million students in U.S. schools and colleges, and more than 4 million people employed as elementary and secondary school teachers and college faculty. Information is grouped into these categories: (1) "The Structure of American Education"; (2) "Enrollment"; (3) "Elementary and Secondary Schools"; (4) "Degree-Granting Institutions"; (5) "Teachers, Faculty, and Staff, Elementary and Secondary Schools"; (6) "Degree-Granting Institutions"; (7) "Educational Outcomes"; (8) "Finance"; (9) "Public Elementary and Secondary Schools"; and (10) "Degree-Granting Institutions." (Contains 1 figure and 41 tables.) (SLD) ED480218 Mini-Digest of Education Statistics, 2002. 2003-06-00 71 ED Digest of Education Statistics, Superintendent of Documents, P.O. Box 371954, Pittsburgh, PA 15250-7954. Tel: 866-512-1800 (Toll Free). N/A 2004 2020-11-23

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Yes Ability Achievement Tests Elementary Secondary Education Estimation (Mathematics) School Effectiveness Scores Test Results Hansen, Karsten Heckman, James J. Mullen, Kathleen J. Reports - Research Latent Ability Distributions National Bureau of Economic Research, Cambridge, MA. English This study developed two methods for estimating the effect of schooling on achievement test scores that control for the endogeneity of schooling by postulating that both schooling and test scores are generated by a common unobserved latent ability. The methods were applied to data on schooling and test scores. Estimates from the two methods are in close agreement. It is found that the effects of schooling on test scores are roughly linear across schooling levels. The effects of schooling on measured test scores are slightly larger for lower latent ability levels. It is also found that schooling increases the Armed Forces Qualification Test (AFQT) score on average between 2 and 4 percentage points, roughly twice as large as the effect claimed by R. Herrnstein and C. Murray (1994), but in agreement with estimates produced by D. Neal and W. Johnson (1996) and C. Winship and S. Korenman (1997). The study extends the previous literature by estimating the impact of schooling on measured test scores at various quantiles of the latent ability distribution. Four appendixes describe the data and discuss estimation procedures. (Contains 14 figures, 16 tables, and 36 references.) (Author/SLD) ED480219 The Effect of Schooling and Ability on Achievement Test Scores. NBER Working Paper Series. 2003-08-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. National Science Foundation, Arlington, VA. 71 N/A 2004 2016-11-21

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Yes Elementary Education Figurative Language Language Usage Lesson Plans Novels Fink, Lisa Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Figurative language enlivens a text, providing visuals in the minds of readers. This lesson will have students listening to and reading selected texts as they seek out their favorite literary devices. During the five to seven 50-minute sessions, grade three through five students will: acquire a clear understanding of the concept of figurative language devices of simile, metaphor, and personification. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Blank bookmarks for students to record locations of similes, metaphors, and personification as they read; brief definitions of 10 types of figurative language; a list of 22 suggested books; and a trophy form are attached. (RS) ED480220 Figurative Language Awards Ceremony. 2003-04-04 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:15:38 RIEMAY2004

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Yes Context Clues Figurative Language Internet Language Usage Lesson Plans Middle Schools Novels Hinton, Lisa Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson is an exploration of figurative language using the novel "The Phantom Tollbooth" and various Web resources. Students examine figurative language in the story and create a chart representing the literal and figurative meanings of words and phrases. During the four to eight 40-minute class sessions, middle school students will: read the text "The Phantom Tollbooth"; use the Internet to gather information and determine the literal meaning of unfamiliar words and phrases; determine the figurative meaning of words and phrases using context clues from the story; identify figurative language in the novel; and learn proper MLA format for citing sources. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A figurative language resource page, rubric, chart, and answer key; and a PowerPoint presentation "Welcome to the Doldrums" are attached. (RS) ED480221 Finding Figurative Language in "The Phantom Tollbooth." 2003-03-06 Practitioners Students Teachers 15 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:15:40 RIEMAY2004

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Yes Childrens Literature Comparative Analysis Elementary Education English Instruction Freedom Lesson Plans Literary Genres Multicultural Literature Racial Bias Soalt, Jennifer Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Reading with an awareness of intertextuality helps students respond in a dynamic manner to multicultural literature. Students explore themes of liberation and racism as they examine the connections, as well as the disjunctions, between two award-winning children's books. During the four 45-minute lessons, grade 3-5 students will: read and discuss multicultural literature in a meaningful, complex manner; become familiar with how genre and historical context are used to interpret texts; discover how to compare and contrast texts to uncover their intertextual links; develop ideas in verbal and written form; and learn how literature and art can be used to express inspiring visions of freedom and liberty. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (RS) ED480222 Flying to Freedom: "Tar Beach" and "The People Could Fly." 2003-03-04 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:15:41 RIEMAY2004

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Yes Folk Culture Internet Lesson Plans Middle Schools Story Grammar Tales Gaines, Lisa Guides - Classroom - Teacher Tricksters (Folk Culture) WebQuest MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This folktale unit supports 6th- through 8th-grade students exploration of the many subgenres of folktales: trickster tales, fairy tales, fables, tall tales, and legends. The unit focuses heavily on the use of technology as a learning tool as students work together to create WebQuests for their peers to explore. During the 10 one-hour sessions, students will: discover the elements of fiction as they apply to folktales, including plot, setting, character, length, purpose, and audience; research existing WebQuests in order to understand the format as well as the style in which they are written; take ownership in their project by writing an essential question around which their WebQuest will be built; offer differentiated culminating activities; design rubrics on which the culminating activities will be graded; write the Task, Process, Evaluation, and Conclusion of their activities; research links that will help WebQuest participants reach the desired outcomes; analyze their website links based on quality, content, usability, and appearance; and design, publish, and implement their own WebQuests that center around essential questions. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An Internet documentation form and a rubric for WebQuest building groups are attached. (RS) ED480223 Folktale Frenzy: WebQuest Writing. 2003-06-11 Practitioners Students Teachers 12 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Characterization Freehand Drawing Internet Lesson Plans Primary Education Story Telling Writing Instruction Welch, Betty Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Involving students in drawing activities prior to writing helps them to visualize what they want to express in their writing. Drawing before writing makes writing an easier process. In this lesson, K-2 students learn story elements, use graphic organizers, and access the Internet to gather factual information about frogs and toads. During the two- to three-week lesson time, students will: learn about story elements, including setting, characters, problem, solution, and ending; use a K-W-L chart to activate prior knowledge and inquiry; use the Internet to gather information about a specific topic; express stories orally applying their knowledge of story elements; apply their knowledge of story elements through drawings; apply strategies learned in oral expression to reading and writing; and record finished stories using PowerPoint. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A K-W-L chart and form for recording story elements are attached. (RS) ED480224 From Fact to Fiction: Drawing and Writing Stories. 2003-03-03 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:15:45 RIEMAY2004

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Yes Class Activities Classroom Environment Emergent Literacy Lesson Plans Primary Education Reading Attitudes Hamner, Devon Guides - Classroom - Teacher Environmental Print MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Teachers have long surrounded young students with a print-rich environment within the classroom, but the purpose of this lesson is to bring the print-rich environment of the community into the classroom through the use of environmental print, enabling emergent readers to delight in the realization that they are indeed readers. During 10 to 20 lessons, each 15 minutes long, K-2 students will: help collect examples of environmental print; demonstrate their ability to read environmental print; display their examples of environmental print; sort and classify their examples for inclusion in class books; spend time reading the books as individuals, in pairs, or in groups; become more aware of the environmental print in their community; celebrate their ability to read; and revel in their identity as readers, as members of the literacy club. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A letter to parents and a student rubric are attached. (RS) ED480225 From Stop Signs to the Golden Arches: Environmental Print. 2002-12-04 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Educational Objectives Elementary Education Instructional Effectiveness Literacy Needs Assessment Program Evaluation Program Implementation Reading Improvement Reading Instruction Writing Improvement Writing Instruction Johnson, Debra Foertsch, Mary Guides - Non-Classroom Opinion Papers Program Monitoring North Central Regional Educational Lab., Oak Brook, IL. English This paper discusses monitoring the school literacy program. Teachers make many educational decisions about how reading and writing should be taught in the classroom. Some teachers makes these decisions intuitively, but a systematic process of monitoring is more effective. When teachers monitor the school's literacy program, they track the reading progress of their students, the results of different teaching methods, and the value of various materials used to evaluate its effectiveness, and to make necessary improvements. Monitoring a school literacy program is a systematic process of examining students' reading progress and teachers' instructional strategies to improve students' reading and writing achievement. Any monitoring effort has three basic components: collecting information on a regular basis, analyzing and evaluating that information, and taking action to improve student performance. The careful planning of literacy monitoring involves addressing four questions: Why is the program being evaluated?; What is being evaluated?; How is the program being evaluated?; and How well has it been evaluated? An additional question is implied: At what points along the way will the process be monitored? The paper consists of the following sections: Issue; Overview; Goals; Action Options; Pitfalls; Different Viewpoints; (Illustrative) Cases; and Contacts. (NKA) ED480226 Critical Issue: Monitoring the School Literacy Program. 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 14 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li700.htm. N/A 2004 2016-11-21

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Yes Beginning Reading Beginning Writing Cognitive Development Early Childhood Education Early Reading Emergent Literacy Learning Activities Reading Skills Writing Skills Johnson, Debra Opinion Papers Clay (Marie) North Central Regional Educational Lab., Oak Brook, IL. English Literacy development begins in the very early stages of childhood, even though the activities of young children may not seem related to reading and writing. In 1966, New Zealand researcher Marie Clay introduced the term "emergent literacy" to describe the behaviors seen in young children when they use books and writing materials to imitate reading and writing activities, even though the children cannot actually read and write in the conventional sense. Early behaviors, such as "reading" from pictures and "writing" with scribbles are examples of emergent literacy and are an important part of children's literacy development. With the support of parents, caregivers, early childhood educators, and teachers, as well as exposure to a literacy-rich environment, children successfully progress from emergent to conventional reading. The theoretical and research-based knowledge of child development in general and of literacy development in particular provides an understanding of the literacy acquisition of young children and suggests strategies that can help children become successful, confident readers and writers. This paper discusses how to address the literacy needs of emergent and early readers. It consists of the following sections: Issue; Overview; Goals; Action Options; Pitfalls; Different Viewpoints; (Illustrative) Cases; and Contacts. (NKA) ED480227 Critical Issue: Addressing the Literacy Needs of Emergent and Early Readers. 1999-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 16 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li100.htm. N/A 2004 2016-11-21

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Yes Cultural Differences Educational Environment Educational Objectives Elementary Secondary Education Knowledge Base for Teaching Literacy Multicultural Education Student Diversity Student Needs Teacher Role Willis, Arlette Ingram Opinion Papers Literacy as a Social Process North Central Regional Educational Lab., Oak Brook, IL. English The rapidly shifting demographics of school-aged children, as well as continuing projections for the future, suggest that the enrollment of children who are culturally and linguistically different from what is considered the mainstream U.S. culture will continue to increase. The diversity of students in today's classrooms underscores the importance of developing curricula, teaching strategies, and policies to help all students succeed in school. Efforts to welcome, understand, and affirm all students, and to treat their cultural and linguistic backgrounds as equally valid and important, should be reflected in every facet of the school environment. This approach is especially important when addressing "literacy for an increasingly diverse student population." Effective literacy instruction builds upon the cultural and linguistic backgrounds, ways of making meaning, and prior knowledge that all children bring to the classroom. Such instruction also acknowledges the important role of "culture" in language and literacy learning. Understanding and respecting the array of different cultures and languages represented in their classrooms helps educators adopt strategies for teaching literacy that will encourage and support student achievement. This paper discusses addressing literacy needs in culturally and linguistically diverse classrooms. It consists of the following sections: Issue; Overview; Goals; Action Options; Pitfalls; Different Viewpoints; (Illustrative) Cases; and Contacts. The paper focuses on the different knowledge bases needed by teachers in diverse classrooms: self knowledge; cultural knowledge; linguistic knowledge; culturally informed teaching knowledge; knowledge of multicultural materials and literacy methods; and knowledge of home-school relationships. (NKA) ED480228 Critical Issue: Addressing Literacy Needs in Culturally and Linguistically Diverse Classrooms. 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 20 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li400.htm. N/A 2004 2016-11-21

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Yes Computer Literacy Curriculum Development Elementary Secondary Education Information Literacy Media Literacy Professional Development Reading Instruction Technology Uses in Education Holum, Ann Gahala, Jan Guides - Non-Classroom Opinion Papers Critical Literacy North Central Regional Educational Lab., Oak Brook, IL. English Noting that technology has contributed to an expanded understanding of literacy, this guide offers research, best practices, and resources that support the integration of new technologies into literacy instruction. It begins with brief definitions of: information literacy, digital literacy, new literacy, computer literacy, computer-technology literacy, critical literacy, and media literacy. It discusses research on technology and literacy, and outlines technologies that support students' reading development and research and collaboration skills. In discussing professional development in technology and literacy, it notes that as educational technologies move the classroom toward a student-centered model, the role of the literacy teacher becomes that of a coach, facilitator, or mentor. The guide lists the following goals related to technological literacy: the school or district has a clear set of goals, expectations, and criteria for improvements in student literacy; educational technology supports literacy instruction in the classroom and is integrated into the literacy curriculum; all students have opportunities to use educational technology to improve their literacy skills; and ongoing professional development in literacy and technology provides educators with current and practical applications for enhancing students' literacy skills. Action options for teachers, library-media specialists, parents, and community members; implementation pitfalls; illustrative cases, and a list of contacts are provided. (PM) ED480229 Critical Issue: Using Technology To Enhance Literacy Instruction. 2001-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 19 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm. N/A 2004 2016-11-21

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Yes College Faculty Course Content Curriculum Development Educational Change Undergraduate Students Undergraduate Study Fields, Lynette Lee, Ann M. Reports - Evaluative English The purpose of this study was to analyze an undergraduate curriculum course that was a required component of the core program of the College of Education. Each year several faculty members of the Department of Educational Leadership taught the course in 50 sections. Over the years, the changes by various faculty members resulted in wide variations of content, methods, strategies, and materials. The goal of this study was to analyze and evaluate all elements of the course to make recommendations for changes that would be consistent for all sections and faculty members. Methods focused on a strong triangulation to examine all elements of the undergraduate curriculum course. Surveys, oral and written interviews, and analysis of content material were used to produce more than 20,000 pieces of data. Recommendations were made to the department for changes in course goals, objectives, and content. Final changes will be adopted by the department as a whole. (Contains 5 tables and 30 references.) (SLD) ED480230 The Process of Analyzing and Evaluating a College of Education Curriculum Course. 2000-06-00 37 N/A 2004 8/19/2004 23:15:57 RIEMAY2004

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Yes Colleges Curriculum Development Economic Factors Educational Finance Educational History Financial Support Foreign Countries Higher Education Samoff, Joel Carrol, Bidemi Information Analyses Speeches/Meeting Papers Africa Africa English This discussion of external support for higher education in Africa focuses on the academic partnerships that link U.S. and African institutions. The exploration begins with a brief historical overview that links the evolution of higher education in Africa with changing patterns and forms of external support and influence. It then discusses the forms and characteristics of academic partnerships. Little systematic research has been done, but insights are drawn from a variety of perspectives. The modern history of African universities began with dependence, formally institutionalized in the links between European universities and subordinate institutions in Africa. Dependence seemed to lessen in the excitement of the immediate postcolonial period, and initiatives in Africa captured the attention and admiration of scholars around the world. Dynamic debates were increasingly Africanfocused, and decreasingly driven by the disciplines and discourses of overseas counterparts. However, just as economic and financial crises threatened national development plans and constrained national courses of action, so too did they reinforce external direction within higher education. Universities found that access to rapidly declining funds was dependent on reorganization according to externally set priorities and agendas. At a deep level, external influences on the intellectual structure and priorities of African universities continue to be profound, and often unrecognized. In immediate and practical terms, external influences are directly visible in the increasing use of curriculum developed and packaged overseas. Partnerships face the challenge of deciding whether to be part of the continuities of dependence or whether to address the problem actively. Six appendixes contain supplemental information, including the cases studies of some partnerships between U.S. and African universities. (Contains 4 tables and 84 references.) (SLD) ED480231 Continuities of Dependence: External Support to Higher Education in Africa. 2003-03-07 62 N/A 2004 2016-11-21

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Yes Demography Educational History Foreign Countries Higher Education Political Influences Private Colleges Stetar, Joseph Panych, Oleksiy Berezkina, Elena Reports - Descriptive Ukraine Ukranian Ministry of Education (USSR) Ukraine English This paper discusses the evolution of private higher education in the Ukraine. It includes responses to a survey about the future of Ukrainian private higher education. Ukrainian higher education has roots going back to the 17th century. With a higher education system that was deeply and well rooted, the newly independent Ukraine did not face the challenge of creating a new higher education system, but it did need to adjust the existing system. Throughout the 20th century, Ukrainian education was shaped and controlled by central authorities in Moscow, but the leadership of the newly independent country worked to ensure that education also would be independent. The first private higher education began at the moment of independence, fall of 1991, and in June 1992 Ukrainian authorities started adopting rules regarding licensing, accreditation, and legal establishment of private institutions of higher education. By the beginning of the 2002-2003 academic year, there were 997 postsecondary institutions at all levels in Ukraine, and 175 were private. These institutions face a number of problems, and the responses of 43 Ukrainian educators and administrators make it clear that the future of private higher education is unclear. Government regulations limit the ability of state-owned institutions to become private, and the demographic gap in Ukraine is expected to have a dramatic effect on the higher education system. Kindergartens have been reduced as a result of the gap originating in the second half of the 1980s because of the Chernobyl disaster and economic uncertainty, and secondary schools are not at risk. Market competition among higher education institutions is predicted to become much stronger in the next decade. (Contains 22 tables and 69 endnotes.) (SLD) ED480232 Evolution of Ukrainian Private Higher Education: 1991-2003. 2003-07-00 77 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability High Stakes Tests Low Achievement Physical Education Teachers Physical Fitness Secondary Education State Standards Student Evaluation Castelli, Darla M. Reports - Research Speeches/Meeting Papers South Carolina South Carolina English This study compared high and low performing schools in a state secondary physical education high stakes assessment and accountability program. The South Carolina Physical Education Assessment Program (SCPEAP) required teachers to assess samples of students on competency across four state mandated performance indicators. This study examined the performance of 62 schools quantitatively and 10 high, medium, and low performing, high compliant schools qualitatively. Quantitative data were submitted by teachers and analyzed to identify the performance levels of schools, teachers, and students. Qualitative data sources included teacher surveys, teacher interviews, and documents. The SCPEAP was able to distinguish between high and low performing schools, teachers, and students. Student performance was best on the cognitive test of health-related fitness knowledge and lowest on meeting the age and gender requirements of the Fitnessgram. Dance activities produced the most competent students, while the activities of bowling, softball, and racket sports had the lowest level of competency. High and low performing schools differed primarily by teacher characteristics, department cohesion, and school climate. There were also notable differences in curriculum, instruction, assessment strategies, and teacher perceptions, roles, and relationships. All participating schools made changes to their programs, though the amount and timing of that change differed across performance levels. (Contains 34 references.) (SM) ED480233 A Comparison of High and Low Performing Secondary Physical Education Programs in South Carolina. 2002-08-00 83 N/A 2004 2016-11-21

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Yes Black Students Character Education Core Curriculum Culturally Relevant Education Curriculum Development Drama Elementary Education Grade 5 History Instruction Interdisciplinary Approach Literacy Education Mathematics Education Multiple Intelligences Physical Fitness Reading Skills Science Education Technology Education Thinking Skills Fluellen, Jerry E., Jr. Reports - Descriptive Piaget (Jean) English During the 2002-03 school year, one Philadelphia fifth grade class developed a core curriculum designed to teach every child the 21st century basic skills: the ability to think, learn, and create. This effort was a pilot for a rigorous Harvard University based program to develop proficiency for each child in a mixed ability classroom of 29 African-American students, three of whom were defined as gifted and one of whom was identified as special needs. Each of the students had many gifts across a spectrum of nine intelligences. The facilitator blended a teaching for understanding approach, the multiple intelligences approach, Piaget's reflecting abstraction process, and a set of five life values to give children a deeper understanding of mathematics, literacy, science, and history. Students participated in character education, technology classes, a theater class, a books challenge class, a physical fitness class, and daily practice of meditation and Tai Chi, all woven into the core curriculum. Ongoing assessments evaluated the experience. Overall, children practiced mindful learning in math, literacy, science, and history. Children created works, including electronic portfolios, to demonstrate understanding and build new understanding. Children developed all their multiple intelligences with an emphasis on higher order, logical mathematical, and verbal linguistic intelligences. (Contains 16 references.) (SM) ED480234 Teaching for Understanding: Harvard Comes to Pennell Elementary. A Teacher Research Report. 2003-07-00 25 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Reading Instruction Reflective Teaching Scoring Rubrics Textbook Evaluation Textbooks Writing Assignments Higgins, Betty Reports - Descriptive Speeches/Meeting Papers English This paper describes how one university professor discovered a gap between her explanation of a class assignment (analyzing a content textbook) and students' comprehension of the assignment. After attending a workshop, she revised all assignments for the content reading course and designed a grading rubric for each assignment. The assignment objectives were stated in terms directly relevant to information presented in class. Assignment procedures were enumerated and clearly stated. Each product required for the assignment was described, and a rubric that delineated each product was attached. To develop the rubric, the professor examined several models from the literature, then listed the criteria for each assignment and determined the quality levels for each part of the assignment. Students were much more comfortable with the revised version and wrote positive comments about the rubric. The professor noted an increase in student understanding of the assignment and learning from the assignment. (SM) ED480235 Reflective Teaching: A Good Practice Even at the University Level. 2003-05-00 12 N/A 2004 8/19/2004 23:16:06 RIEMAY2004

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Yes Computer Assisted Instruction Distance Education Educational History Educational Media Educational Methods Educational Technology Instructional Design Instructional Materials Nonprint Media Online Systems Ely, Donald P. ERIC Publications ERIC Digests in Full Text ERIC Digests Hybrid Courses Alternative Media Educational Media Use ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This digest explores media options as they relate to instructional design for distance education, because the function and design of each medium needs to be understood, if it is to lead to learning. It also describes other types of delivery media used in the history of distance learning before online learning programs: print, radio and telephone, audiotapes, and television. This digest examines how the computer has changed traditional offerings of distance education. The process of selecting appropriate media for learning at a distance and the emerging trend of the hybrid approach to teaching and learning at a distance and discusses common designs of hybrid courses are also described. The digest concludes with special considerations for distance learning: (1) determine your primary delivery approach (online or hybrid); (2) review the course outline to determine where media can be used to facilitate learning; (3) ascertain availability of student access to the media selected; and (4) locate appropriate resources to fit your objectives or plan to create them. Finally, a short list of Web resources on distance learning media is presented. (AEF) ED480236 Selecting Media for Distance Education. ERIC Digest. 2003-05-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. For full text: http://ericit.syr.edu/digests/EDO-IR-2003-05.pdf/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Educational Development Educational Practices Educational Research Educational Resources Educational Technology Instructional Development Professional Development Teaching Methods Technology Integration Koszalka, Tiffany A. ERIC Publications ERIC Digests in Full Text Technology Implementation ERIC Digests Reflection Process Self Reflection ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This digest briefly reviews connections among the literature on the adoption of innovations, technology integration, and the value of reflection in encouraging educators to explore the integration of new educational technologies into their current teaching practices. An approach to prompting reflection is described, which uses structured guidance in the form of asking questions and providing guidelines. An example is presented of reflective practice during a technology integration professional development program. The reflection component is designed to help educators reflect on the possibilities and challenges of their surroundings, as they construct knowledge of how best to integrate educational technologies into teaching practices. (AEF) ED480237 Reflection as a Critical Component of the Technology Adoption Process. ERIC Digest. 2003-04-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. For full text: http://ericit.syr.edu/digests/EDO-IR-2003-04.pdf/. N/A 2004 2016-11-21

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Yes Evaluation Methods Kindergarten Lesson Plans Letters (Alphabet) Primary Education Reading Instruction Teaching Methods Technology Uses in Education Prior, Jennifer Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson, which is most appropriate for kindergartners, reviews letter names and their sounds through a group letter recognition activity, a picture book activity, and alphabet practice with several online activities. During three 30-minute sessions, students will: identify the letters of the alphabet; identify the sounds of letters; identify the beginning letters and sounds of familiar objects; and use an online game to practice identifying pictures that begin with particular letters. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Alphabet picture pages are attached. (PM) ED480238 Letter Recognition and Sound Identification. 2003-05-01 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:16:12 RIEMAY2004

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Yes Characterization Critical Reading Elementary Education Evaluation Methods Interviews Lesson Plans Reading Instruction Teaching Methods Television McLaughlin, Kristina Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English After reading a novel as a group, students prepare a television talk show that uses the characters from the story as the characters on the show. Students develop interview-style questions and answers for a character in the novel, and then act out the interview in class. During ten to eleven 45-minute lessons, students will: examine a character based on explicit and implicit information found in the novel; support their assumptions about a character by summarizing information from the novel; develop questions that could be answered by a character in the novel based on their examination and understanding of the character; prepare answers to the questions that they developed based on their understanding of the character and his or her personality; and integrate the questions and answers into a television show skit and then perform the show as a final project. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A character worksheet and a list of important interview information are attached. (PM) ED480239 Lights, Camera, Action: Interviewing a Book Character. 2003-05-01 Practitioners Students Teachers 8 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:16:14 RIEMAY2004

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Yes Biographies Critical Reading Discussion (Teaching Technique) Elementary Education Evaluation Methods Independent Reading Lesson Plans Picture Books Reading Instruction Social Action Moss, Joy Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students are invited to confront and discuss issues of injustice and intolerance by reading a variety of fiction and nonfiction texts. During five to nine 45-minute sessions, students will: engage in critical discussions of shared texts and engage in independent reading of biographies to extend the literary experiences in read-aloud sessions; analyze and compare these shared texts in terms of genre, social and historical settings, conflicts, character development, and themes; explore the craft of the authors and artists, and discover the potential of the picture book for presenting complex ideas about the human experience; use intertextual links to build understanding as they read each new text in light of previous texts; confront injustices and inequities in the past and present as they discover the realities of social barriers then and now, and learn how literature can become a catalyst for social action: breaking barriers and building bridges; respond to shared texts and to independent reading experiences in group discussions and in Response Journals; and learn to formulate their own questions to generate critical study of literary texts. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A list of additional literature resources is attached. (PM) ED480240 Literature as a Catalyst for Social Action: Breaking Barriers, Building Bridges. 2003-06-11 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:16:16 RIEMAY2004

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Yes Cues Evaluation Methods Journal Writing Lesson Plans Personal Writing Primary Education Reader Response Reading Instruction Small Group Instruction Writing Instruction Goularte, Renee Guides - Classroom - Teacher Literature Circles MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English After reading self-selected books, students respond to reading in a journal and talk about their books daily in small, heterogeneous groups. The teacher guides and assesses students work by rotating among the groups, offering suggested response prompts and writing with them in their dialogue journals. During five 30-40 minute sessions, students will: read independently for an extended time; write personal thoughts about stories they read; talk about stories in small groups, responding to given prompts; ask questions about shared stories; and use details about stories they read to respond in writing to specific prompts. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A literature circles reference sheet is attached. (PM) ED480241 Literature Circles with Primary Students Using Self-Selected Reading. 2002-11-14 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Elementary Education Evaluation Methods Figurative Language Lesson Plans Prediction Reading Comprehension Reading Instruction Teaching Methods Thinking Skills Vocabulary Development Fink, Lisa Guides - Classroom - Teacher Literature Circles MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Literature Circles are a great way to supplement a reading program in a literature-based classroom. In this lesson plan, students create and answer comprehension questions, discover new vocabulary, and examine elements of literature. The students feel ownership in Literature Circles, because they are responsible for the meeting. Any genre of literature can be used. During two 45-minute sessions, students will: discuss the meanings of new words encountered in independent and group activities; use a variety of resources to clarify meanings of unfamiliar words; define unfamiliar vocabulary; make predictions about text events before and during reading, and confirm, modify, or reject predictions after reading; use evidence in text to form questions and verify predictions; demonstrate an accurate understanding of information in the text by focusing on the key ideas presented explicitly or implicitly and linking them to previous experience and knowledge; ask questions to clarify understanding; use information to generate and respond to questions that reflect higher level thinking skills; formulate relevant and focused questions; retell information from a text; paraphrase/summarize text according to text structure; respond in an appropriate manner to question and discussion with relevant and focused comments; interpret figurative language; identify literary elements in text; and demonstrate the ability to listen for different purposes. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A self-reflection page and worksheets for the checker, discussion director, literary luminary, and vocabulary enricher of each group are attached. (PM) ED480242 Literature Circles: Getting Started. 2003-02-28 Practitioners Students Teachers 12 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Biographies English Instruction Evaluation Methods Expository Writing Interviews Lesson Plans Primary Education Reading Comprehension Technology Uses in Education Writing Instruction Gaines, Lisa Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students will combine reading with descriptive writing in this lesson plan. Embedded in this project are skills, such as compiling, composing, defining, describing, illustrating, rewriting, and validating. During nine 30-minute sessions, students will: read and discuss "The Giver" by Lois Lowry in order to create meaning from the text; read short (or sections of) biographies/autobiographies/memoirs and answer both technical and comprehension questions in order to understand the difference between a biography/autobiography/memoir; view a biography on video for further comparison and contrast; use computer search engines to research events that happened on the day they were born to gain understanding of the importance of a written history; select pertinent facts that construct meaning for them based on research, prior knowledge, and life experiences; summarize the information they have selected in the chart provided; reflect, in expository writing mode, on the information they have selected; and compile a list of events in their lives by interviewing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A worksheet on American Memory; a data chart; a memoir booklet information sheet; a personal memoir rubric; a peer editing worksheet; a peer rating scale; and a self-revision worksheet are attached. (PM) ED480243 Memories Matter: "The Giver" and Descriptive Writing Memoirs. 2003-02-28 Practitioners Students Teachers 14 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:16:21 RIEMAY2004

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Yes Elementary Education English (Second Language) Evaluation Methods Graphic Organizers Group Activities Insects Lesson Plans Poetry Reading Fluency Reading Instruction Science Instruction Student Research Teaching Methods Dennis, Sarah Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson introduces the study of insects in science by using poetry. Students work in cooperative groups to prepare choral poetry readings and present factual information on an assigned insect to the class. The choral poetry readings also serve to increase fluency in English-as-a-second-language students. During four 30-minute sessions, students will: participate in choral poetry readings; work cooperatively in groups to create a choral reading of an assigned poem; use a graphic organizer to gather factual information about a particular insect; and present choral poetry readings and research information orally to the class. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A research information sheet is attached. (PM) ED480244 Multipurpose Poetry: Introducing Science Concepts and Increasing Fluency. 2003-01-13 Practitioners Students Teachers 5 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:16:23 RIEMAY2004

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No Classroom Techniques Elementary Education Learning Activities Lesson Plans Reading Comprehension Reading Improvement Reading Strategies Reciprocal Teaching Scaffolding (Teaching Technique) Oczkus, Lori D. Books Guides - Classroom - Teacher International Reading Association, Newark, DE. English Reciprocal teaching is a scaffolded technique based on teacher modeling, student participation, and four strategies that good readers use to comprehend text: predicting, questioning, clarifying, and summarizing. Although reciprocal teaching originally was designed for use with struggling readers, this book offers innovative lessons aimed at improving the reading comprehension of all students. Chapter 1 describes each reciprocal teaching strategy in detail and suggests ways that teachers can overcome difficulties that they may encounter when using this teaching technique and common problems that students have with using the strategies. Chapters 2-4 explain how to use reciprocal teaching in whole-class sessions, guided reading groups, and literature circles, respectively. Each of these chapters offers scaffolded lessons, minilessons, and reproducible forms for classroom teachers to use with students, and reflection questions for staff development. The appendixes provide a list of what teachers should observe when students work with the reciprocal teaching strategies, a student self-assessment for strategy usage, and instructions for conducting informal assessment interviews with students. Lists 53 references and cites 11 children's literature selections. (NKA) ED480245 Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension. 2003-00-00 ISBN-0-87207-514-1 Practitioners Teachers 219 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order no. 514-553, $23.95). Tel: 302-731-1600, ext. 293; Fax: 302-731-1057; e-mail: pubinfo@reading.org; Web site: http://www.reading.org. N/A 2004 11/28/2005 12:11:46 RIEMAY2004

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No Community Involvement Early Intervention Foreign Countries Literacy Models Primary Education Program Evaluation Reading Research Remedial Reading Tutorial Programs Tutoring Morrow, Lesley Mandel, Ed. Woo, Deborah Gee, Ed. Books Collected Works - General Opinion Papers America Reads Challenge Argentina Reading Recovery Projects Tutor Role Tutor Teacher Relationship Argentina English As a result of the America Reads Challenge Act of 1997, numerous tutoring programs have been established to help ensure that every child reads independently by the end of third grade. This book describes exemplary America Reads programs across the country as well as other effective early literacy interventions, including Reading Recovery, the Howard Street Tutoring Project, and Book Buddies. It also presents timely research studies that offer insight into the tutoring process and its effectiveness. Following a Foreword (Carmelita Kimber Williams) and "Introduction to Tutoring Issues" (Deborah Gee Woo and Lesley Mandel Morrow), the book is divided into three parts. Under Part I--Established America Reads Tutoring Programs--are the following articles: (1) "America Reads Tutoring: Communities Working Together" (Barbara J. Walker and Ronald J. Scherry); (2) "Voices of Houston Reads to Lead!: Building an Urban Literacy Coalition through America Reads" (Margaret Doughty); (3) "South Florida America Reads Coalition: A Synergistic Effort" (Joshua Young; Jodi Bolla; Jeanne Shay Schumm; Alicia Moreyra; Robert Exley); (4) "America Reads and Comprehensive Neighborhood Revitalization: The Yale-New Haven Experience" (Michael J. Morand); and (5) "A Tutoring Program for Struggling Readers in Argentina" (Maria Celia A. de Corsico and Maria Rosa Carbajo). Under Part II--Evaluation Studies of America Reads Tutoring Programs--are these articles: (6) "The Effects of an America Reads Tutoring Program on Literacy Achievement and Attitudes of Teachers, Tutors, and Children" (Lesley Mandel Morrow and Deborah Gee Woo); (7) "America Reads: A Close-Up Look at What Two Tutors Learned about Teaching Reading" (Jill Fitzgerald); and (8) "America Reads: Literacy Lessons Learned" (Ann J. Dromsky and Linda B. Gambrell). Under Part III--Exemplary Models of Early Literacy Interventions--are these articles: (9) "Howard Street Tutoring Model: Using Volunteer Tutors to Prevent Reading Failure in the Primary Grades" (Darrell Morris); (10) "Book Buddies: A Community Volunteer Tutorial Program" (Marcia Invernizzi); and (11) "Reading Recovery: A Systemic Approach to Early Intervention" (M. Trika Smith-Burke). (NKA) ED480246 Tutoring Programs for Struggling Readers: The America Reads Challenge. Rutgers Invitational Symposia on Education. 2001-00-00 ISBN-1-57230-605-X 264 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0605, $35). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21

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No Classics (Literature) Cultural Context English Literature Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Teachman, Debra Books Guides - Classroom - Learner Bronte (Charlotte) Casebooks English Immediately popular when published over a century and a half ago, the novel "Jane Eyre" has continued to find appreciative audiences ever since. This student casebook offers an interdisciplinary approach to the study of Charlotte Bronte's landmark novel. While the casebook gives literary analysis, it also contextualizes the novel in terms of the historical social issues it confronts. Commentary is supported with primary documents from legal and medical treatises, magazine articles, letters, essays, and firsthand accounts. In the casebook, educators will find ideas for teaching these topics and for helping students see the connections between the novel and the social concerns it raises. The casebook is divided into the following sections: Introduction; Literary Analysis: "Jane Eyre"; Education for Victorian Girls; The Governess in Nineteenth-Century England; Madness and Victorian Women: Diagnosis and Treatment; Inheritance and Marriage Law and Custom; and "Jane Eyre": Issues in the Twenty-First Century. Each section offers ideas for written and oral exploration, including role playing, debates, and journal writing assignments, as well as suggestions for further reading. (NKA) ED480247 Understanding "Jane Eyre": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01048-X Students 232 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Classics (Literature) Cultural Context English Literature Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Newlin, George Books Guides - Classroom - Learner Casebooks Dickens (Charles) Great Expectations English More than 100 years after being written, "Great Expectations" is still one of the most widely studied works of fiction. This casebook of historical documents, collateral readings and essays brings to life both Charles Dickens' masterpiece and the social issues surrounding his work. The interdisciplinary approach in the casebook offers students insight into the historically significant issues, such as child welfare, that ignited Dickens' creative and moral sensibilities. The casebook provides primary documents of historical significance, such as demographic data, firsthand accounts of transportation of convicts, and descriptions of physical settings that figure prominently in "Great Expectations." It is divided into the following sections: Introduction; Literary Analysis of "Great Expectations"; What Was a "Gentleman" in the Early Nineteenth Century?; Estella and Biddy: The Dilemma of Victorian Women; Apprenticeship and the Blacksmith; Crime and Punishment in "Great Expectations"; The Hulks and Penal Transportation; Australia: Making a Fortune in the Outback; The Bow Street Police; English Private Theatres in the Early Nineteenth Century; and The Marsh Country and the River. (NKA) ED480248 Understanding "Great Expectations": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01046-3 Students 256 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Anti Semitism Cultural Context Diaries European History Learning Activities Literary Criticism Personal Narratives Primary Sources Reader Response Secondary Education Student Research World War II Kopf, Hedda Rosner Books Guides - Classroom - Learner Casebooks Diary of a Young Girl Frank (Anne) Holocaust Holocaust Literature English Anne Frank's "The Diary of a Young Girl" is the most widely read text about the Holocaust, yet it represents only one example of the tragic consequences of the Nazi policy to eliminate the Jews of Europe during World War II. This casebook enriches Anne Frank's remarkable personal account with a variety of historical documents that illuminate the political and social context of anti-Semitism in Germany and the Holocaust. It includes other Holocaust narratives in the form of memoirs, letters, and children's diaries and newspaper reports and editorials about the horrific events occurring between 1939 and 1945. All the materials in the casebook will help students understand the historical context of Anne's experience and help teachers select appropriate materials to sensitize students to this period in history. Documents and discussion materials in the casebook are organized into the following chapters: Introduction; The Diary as Literature; Who Was Anne Frank?; The Frank Family History; The Jews in Holland; Children in the Holocaust and Their Rescuers; Anti-Semitism in Modern Germany; The Holocaust; Other Holocaust Stories; Appendix--Anne Frank's Legacy; and Glossary. Each chapter contains study questions, topics for research papers and class discussions, and lists of further reading for exploring the historical as well as the personal issues leading to and culminating in the Holocaust. (NKA) ED480249 Understanding Anne Frank's "The Diary of a Young Girl": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01042-0 Students 288 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Cultural Context English Literature European History Fables Learning Activities Literary Criticism Marxism Novels Primary Sources Reader Response Secondary Education Rodden, John Books Guides - Classroom - Learner Animal Farm Casebooks Orwell (George) USSR USSR English "Animal Farm" is a political allegory of the USSR written in the form of a fable. Its stinging moral warning against the abuse of power is demonstrated in this casebook through a wide variety of historical, political, and literary documents that are directly applicable to George Orwell's novel. Included in the casebook are passages from the Soviet press; excerpts from personal memoirs and correspondence; original translations from Russian and East German sources that show the meaning of "Animal Farm" for those nations' readers; and historical and political sources on Marxism, the Russian revolution, the Cold War, and Glasnost. Each document is preceded by an explanatory introduction, and each casebook chapter concludes with suggested topics for written and oral exploration. Chapters in the casebook are: Introduction; Literary Analysis of "Animal Farm" (James Aune); Historical Context: "Basic Tenets of Marxism" (William E. Shanahan, III); "The Russian Revolution and Josef Stalin" (Jonathan Rose); Biographical Context: "George Orwell and the Road to 'Animal Farm'" (Denise Weeks); "'Animal Farm' and the Early Cold War" (John Rodden); The 1980s and 1990s: "Soviet Glasnost, Third World Communism, and Orwell" (John Rodden); "'Animal Farm' Themes in Light of Late-Twentieth-Century Public Issues" by William E. Shanahan, III; and Glossary. (NKA) ED480250 Understanding "Animal Farm": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01047-1 Students 256 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Classics (Literature) English Literature European History Learning Activities Literary Criticism Novels Primary Sources Reader Response Secondary Education Student Research Newlin, George Books Guides - Classroom - Learner Dickens (Charles) French Revolution Casebooks English Charles Dickens' novel, "A Tale of Two Cities," does not waste a word in telling a touching, suspenseful tale set against the background of one of the bloodiest events in history, the French Revolution. This casebook's collection of historical documents, collateral readings, and commentary will promote interdisciplinary study of the novel and enrich students' understanding of the French Revolution and the significant issues it raised. The casebook is divided into the following sections: Introduction; A Literary Analysis of "A Tale of Two Cities"; Before the Deluge; Events of the French Revolution; Thomas Carlyle's French Revolution; Dickens and Carlyle: Common Threads; The Mob in Two Cities, and the "Terror"; Voices from the Prisons of Paris in the Terror; Revolution: When, What and How; Due Process of Law: The Rights of Man; Capital Punishment; Prison Isolation and Its Consequences; Human Dissection and the "Resurrection Man"; and Glossary. Each section of the casebook contains study questions, topics for research papers and class discussion, and lists of further reading for examining the events and issues of the novel. (NKA) ED480251 Understanding "A Tale of Two Cities": A Student Casebook to Issues, Sources, and Historical Documents. 2003-06-30 ISBN-0-313-01045-5 Students 272 Greenwood Publishing Group, 88 Post Road West, P.O. Box 5007, Westport, CT 06881-5007 ($49.95). Fax: 203-750-9790; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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Yes After School Programs Elementary Secondary Education Federal Government Financial Support Public Policy Theater Arts Youth Programs Hager, Lori Information Analyses Opinion Papers Speeches/Meeting Papers Historical Background National Endowment for the Arts Artists in Schools Program Transformative Education Cinderella Drama in Education English Community Drama with Youth is an as yet marginalized practice in the larger drama education field. Yet Community Drama with Youth, and other community youth arts, are fueling a burgeoning after-school youth arts movement. This paper considers federal policies which have shaped youth arts in the last several decades, and the ways in which these have constructed an ideological base out of which youth arts is practiced, researched, and theorized. According to the paper, the ways in which the arts community responds to the "barometer" effect, which depends on the political and economic climate, affects the ways in which youth arts are funded. The paper uses the metaphor of Cinderella as an opportunity to present some of the policies and ideologies that drive federal youth arts funding. It reads the metaphor of Cinderella as a story of transformation, where Cinderella, through magic and the glass slipper, transforms from lower class to upper class. The paper states that "transformation" is an ideology that has pervaded the ways in which the field of youth drama has constructed itself. It notes that from the Settlement House Movement use of drama to assimilate and Americanize marginal populations, to contemporary youth arts programs that seek to transform "at-risk" youth, transformation exists as a driving agenda. The paper concludes that, in this particular reading of the Cinderella metaphor, the one who held onto the glass slipper had the power--ideology and politics of the arts field need to be owned by the artists and practitioners. (Contains 26 references.) (NKA) ED480252 Who Owns the Glass Slipper? Transformation Ideology in Community Drama with Youth. 2003-02-00 22 For full text: http://theatre.asu.edu/symposium/Hager.doc. N/A 2004 2016-11-21

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Yes Critical Pedagogy Critical Thinking Elementary Secondary Education Ideology Problem Solving School Culture Theater Arts Theory Practice Relationship Alrutz, Megan Opinion Papers Speeches/Meeting Papers Facilitators hooks (bell) Althusser (Louis) Drama in Education English The question of how to provide children with a set of core values and beliefs, while still allowing them freedom of choice or independence, permeates not only the family structure, but the education system as well. The educator/author of this paper, a teaching artist, justifies drama as promoting critical understanding and enhancing the ability to problem solve, and she strives to develop a classroom culture that encourages students to be open-minded, independent thinkers. The paper addresses how the drama facilitator promotes critical thinking, an explicit drama value, without promoting behavior which might subvert dominant values/ideology held by the school or society at large. With an interest in tying theory to practice, it provides an example of an actual process drama which, in conjunction with promoting critical thinking, also considers behavior/thinking not aligned with dominant school/societal ideology. Using Althusser's writing on ISAs or Ideological State Apparatuses, as well as bell hooks's commentary on critical pedagogy, the paper explores the drama facilitator's negotiation between promoting critical thinking and remaining true to the ideology of the education system, which situates educational drama work. Lists 13 works consulted. (NKA) ED480253 Should Kids Be Allowed to Burn the House Down? Interrogating the Role of Ideology and Critical Pedagogy in the Drama Classroom. 2003-02-00 16 For full text: http://theatre.asu.edu/symposium/Alrutz.doc. N/A 2004 2016-11-21

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No Beginning Reading Classroom Techniques Elementary Education Learning Activities Lesson Plans Reading Difficulties Reading Instruction Remedial Instruction Small Group Instruction Teaching Models Word Study Skills Tyner, Beverly Books Guides - Classroom - Teacher Differentiation Guided Reading Procedure International Reading Association, Newark, DE. English As many schools are adapting to an ever-increasing broad range of learners, it becomes more important than ever to develop instruction to respond to these academically diverse students. Without differentiated reading instruction, some children will fall further behind, while others will be left unchallenged. This book presents the Small-Group Differentiated Reading Model, an explicit classroom-tested and research-based model that provides effective reading instruction by combining guided reading and word study in small groups, allowing the teacher to address the needs of beginning and struggling readers in a regular classroom setting. Following a Foreword and a Preface, chapters in the book are: (1) Beginning Reading Instruction and the Small-Group Differentiated Reading Model; (2) Planning for Instruction and Assessing Student Progress in the Small-Group Differentiated Reading Model; (3) Instructional Strategies in the Small-Group Differentiated Reading Model; (4) Stage 1: Emergent Reader; (5) Stage 2: Beginning Reader; (6) Stage 3: Fledgling Reader; (7) Stage 4: Transitional Reader; (8) Stage 5: Independent Reader; and Conclusion. Appendixes are: Early Reading Screening Instrument Materials; Word Study Materials; Word Scramble Activities, Cut-Up Sentences, and Dictation Sentences; and Auxiliary Instructional Materials. Chapters present easy-to-use lesson plans and activities to support the five stages of reading. Contains 46 references and 12 children's literature references. (NKA) ED480254 Small-Group Reading Instruction: A Differentiated Teaching Model for Beginning and Struggling Readers. 2004-00-00 ISBN-0-87207-007-7 Practitioners Teachers 269 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order no. 007-553, $25.95). Tel: 302-731-1600, ext. 293; Fax: 302-731-1057; e-mail: pubinfo@reading.org; Web site: http://www.reading.org. N/A 2004 2016-11-21

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Yes Action Research Communication Skills Cooperative Learning Drama Instructional Effectiveness Learning Activities Primary Education Reading Fluency Reading Improvement Reading Skills Krueger, Amy Ranalli, Katherine Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program for improving literacy skills, such as expression, fluency, and comprehension through the use of drama in the reading curriculum. The targeted population consisted of kindergarten and first grade students, both in middle class communities, located in two northern suburbs of Chicago. The problems of reading ability were documented through data collected from the teachers in these targeted schools grades kindergarten through fifth. Analysis of probable cause literature revealed that students lack essential reading skills necessary to achieve academic success. Students are not reading with appropriate fluency to comprehend even simple text. With an influx in cultural diversity, an increasing number of students lack the background knowledge, language base, and the support at home to become competent readers. Traditional methods in reading instruction do not always offer struggling readers adequate opportunities for reading success. A review of solution strategies suggested by knowledgeable others, combined with an analysis of the problem setting, resulted in the selection in one major intervention: the incorporation of drama-based activities into the reading curriculum. These dramatic activities will offer students experiences with various meaningful text and oral language. Results indicated that (1) students' reading skills improved (including expressive voice, fluency, comprehension, summarization, and sequencing); (2) the social skills developed through cooperative learning lessons benefited the students, when working together on dramatic activities; and (3) students' enthusiasm towards acting out a story increased. Appendixes contain the teacher and parent surveys, an observation checklist, student interview questions, and teacher survey results. (Contains 29 references, 3 tables, and 7 figures.)(Author/RS) ED480255 To Be or Not to Be Dramatic! The Effects of Drama on Reading Ability. 2003-05-00 48 N/A 2004 8/19/2004 23:16:44 RIEMAY2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Art Education Classroom Communication Elementary Secondary Education Instructional Effectiveness Journal Writing Mathematics Instruction Reading Instruction Speech Communication Student Journals Grbavac, Michele Piggott, Christopher Rougeux, Mark Dissertations/Theses Reports - Research Tests/Questionnaires English This research project seeks to implement journaling as a means of improving oral communication in the classroom. The student population will consist of an elementary reading class, a junior high art class, and a high school math class. The probable cause literature gathered revealed a lack oral communication occurs in the classroom during discussions, because of low self-esteem, fear of rejection, anxiety, shyness, reticence and peer pressure. Solution strategies recommended by notable literature will result in the implementation of weekly journaling. The weekly integration of journaling that will be done at the three different grade levels will be introduced at the beginning of the school year, and continue through the intervention process. Post-intervention data indicated only a slight improvement in oral communication in the classroom. The researchers, however, did feel that the element of trust was enhanced through the journaling process, and that made for a better climate in the classroom. Appendixes contain a parent letter; pre- and post-student survey; teacher observation checklist; a teacher communication survey; blank journal forms and templates; and online journal templates. (Contains 39 references, 3 tables, and 27 figures.) (Author/RS) ED480256 The Effects of Journaling on Oral Communication in the Classroom. 2003-05-00 83 N/A 2004 8/19/2004 23:16:47 RIEMAY2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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No Educational Objectives Ethics Guides Internet Journalism Education Laws Media Literacy Principals Scholastic Journalism School Publications Secondary Education Books Collected Works - General Guides - Non-Classroom Controversial Topics First Amendment Adviser Role First Amendment Quill and Scroll Foundation, Iowa City, IA. English School media serve as communication links within the school, but they are much more than simple house organs. They are unique and their reasons for being must spring from the educational goals that an individual school system sets for itself. This guide is intended as an attempt to assess the general practices and attitudes regarding scholastic journalism programs in their respective schools and to determine what their roles should be in helping to develop, maintain, and support these programs. The guide is divided into the following sections: Introduction; Pressures on Today's Principals (Mary Benedict and Tim Westerberg); Why Maintain a Journalism Program? (Mary Benedict); Standards in the Journalism Classroom (Pat Graff); The First Amendment and School Publications (John Bowen); What Are the Differences between Law and Ethics?; Preparing Students to Be Critical Consumers of Media (Charleen Silva Delfino); Qualities of a Good Adviser (Pat Graff); Using the Internet to Publish and Research News (John Bowen; Candace Perkins Bowen; Leana Donofrio); Sensitive Topics and School Safety (John Bowen and Tim Westerberg); Outfitting Student Media with Technology/Budgeting Basics (John Bowen); Journalistic Ethics at Center Stage (Richard Johns); Achieving Diversity on Staff and in Coverage (Pat Graff); Other School Media (Richard Johns); Checklist for Principals (Lyn Fiscus); Rating Services as They Influence Adviser-Administrator Relationships (Richard Johns); and Quill and Scroll Chapter to Honor Student Journalists (Richard Johns). Appendixes contain three language arts standards; an adviser code of ethics; the mission statement of the Internet Free Expression Alliance; a position statement on photographic manipulation; a position statement on Internet freedom of expression; a position statement on student press rights; the Student Press Law Center's model guidelines for student media; and the Prior Review Statement of the Journalism Education Association. (NKA) ED480257 Principal's Guide to Scholastic Journalism. 2002-00-00 Administrators Practitioners 68 Quill and Scroll Foundation, School of Journalism and Mass Communication, The University of Iowa, Iowa City, IA 52242 ($2 plus $3 shipping and handling). Tel: 319-335-5795; Web site: http://www.uiowa.edu/~quill-sc/. N/A 2004 2016-11-21

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No Class Activities Classroom Techniques Communication Skills Group Discussion Intermediate Grades Learning Activities Literature Appreciation Reading Programs Short Stories Teacher Role Theory Practice Relationship Rogers, Warren Leochko, Dave Books Guides - Classroom - Teacher Literature Circles Minilessons Reading Groups English Literature Circles encourage critical thinking, inspire rich discussion-based activities, and promote effective communication. This book provides the tools and techniques teachers need to set up literature circles in their classrooms. The book's authors, two inner city elementary teachers, show how to teach and use roles effectively and maintain successful reading groups. The easy-to-read book guides teachers in developing and maintaining literature circles in their intermediate classrooms. Features in the book are: six original, reproducible short stories; theory and practice of literature circles; easy-to-use handouts for role definitions; mini-lessons to help teach communication skills; mini-lessons to help groups work effectively; weekly, monthly and yearly guides to literature circle management; rubrics to help assess students in literature circles; extension activities; and how to use literature circles methodology in other areas of the curriculum. (NKA) ED480258 Literature Circles: Tools and Techniques To Inspire Reading Groups. 2002-10-00 ISBN-1-895411-93-9 Practitioners Teachers 131 Portage & Main Press, 100-318 McDermot Ave., Winnipeg, Manitoba, Canada R3A 0A2 ($28). Tel: 800-667-9673 (Toll Free); Fax: 866-734-8477; Web site: http://www.portageandmainpress.com. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Conflict Resolution Elementary Secondary Education English Instruction Instructional Effectiveness Instructional Innovation Learning Activities Poetry Reader Response Teacher Developed Materials Writing Instruction Collected Works - Serials Reports - Descriptive Ideas National Council of Teachers of English ISSN-1526-5641 National Council of Teachers of English, Urbana, IL. English This 19th issue of "Notes Plus" contains descriptions of original, unpublished teaching practices, and of adapted ideas. Under the Ideas from the Classroom section, the August 2001 issue contains the following materials: "Imitation: The Sincerest Form of Flattery" (Anna M. Parks); "Stories That Make Us Who We Are" (Therese M. Willis and Kathleen Pierce); "The Literacy Project" (Eliana Osborn); "Imaginary Character Conversations" (Patricia J. Crist); "Sticky Notes to the Rescue" (Ann Christine Federico); "Daily Time Cards for Discussion and Dialogue" (Carla Gubitz Jankowski); and "Discussing Gender Roles and 'The Scarlet Letter'" (Portia McJunkin). Under the Web Resources section is: "Handy Sites for English Teachers." Under the Focus on Conflict Resolution section is: "Six Steps toward Conflict Resolution" (William V. Costanzo). Under the Focus on Literature section is: "Exploring Relationships in 'A Streetcar Named Desire'" (Leslie Oster). Under the Focus on Writing section is: "Thirteen Ways of Looking at an Onyx Bird" (Martha Kruse). Under the Teacher Talks section are: "World Poetry Anthologies"; and "Teaching 'A Rose for Emily'." Under the Preview section is: "The Puritans Have Nothing to Do with My Life" (Karla Kuutila Shuell). Under the Letters section is: "A Poetry Lesson That Teaches Trust" (Mitzi Merrill). Under the Ideas from the Classroom section of the October 2001 issue are the following materials: "Introducing Reluctant Poets to Poetry" (Kristen M. Burgess); "Snapshot Connections" (Lea Ann Ponder); "A Simple Thank You" (Deb Cates); "Satiric Town Meeting" (Arlen H. Kimmelman); "Motivating Students to Do Their Own Research" (Katherine P. McFarland); "'Finders' Teach Vocabulary" (Jeana Rock); "Thirteen Tips for Supporting Student Teachers" (Heather Temple); "Using a Memory Web Chart to Write Poetry" (Guadalupe G. McCall); "A Case for Caribbean Literature in the English Curriculum" (Paula Edwards); "Creating Community through Photography and Student Work" (George T. Tennison, III); and "Senior Valedictory Videos" (Carole Ronane). Under the Web Resources section is: "Thematic Literature Units." Under the Focus on Writing section is: "Creating Independence through Group Writing" (Christine Hansen). Under the Teacher Talk section is: "Teaching about the American Civil War." Under the Excerpts section is: "Helping Students Love Language through Authentic Vocabulary Instruction." Under the Ideas from the Classroom section in the January 2002 issue are the following materials: "Listening for 'Sizzling Pickles'" (Patricia Mosco Holloway); "Making Magic with Shakespeare" (Linda H. Light); "Experimenting with Point of View" (Leah K. Esker); "Characters and Speculations" (Gerard Landry); "Relaxation Leads to Expressive Writing" (Lisa White); "Dear Wendy" (Carol Kopacz); "Experiencing the 1920s" (Brenda Eisenhardt); "Imagined Conversations" (Jennifer Shorter-Lee and Vicki Catlin); and "'Star Wars' and the Hero's Journey" (Andrea Lee Permenter). Under the Teacher Talk section is: "Lord of the Flies." Under the Web Resources section are: Using Poetry Activities for Increased Understanding"; and "Help with Bibliographies." Under the Classroom Solutions section is: "Bulletin Board Review" (Karen R. Bowie). Under the Focus on Media Literacy section is: "Examining Images of Men and Women in the Media" (Krista Ediger). Under the Excerpts section is: "Eavesdropping--and Other Everyday, Familiar Forms of Inquiry." Contains notes. Under the Ideas from the Classroom section in the April 2002 issue are the following materials: "Learning How to Give Constructive Feedback" (Meredith A. Fisher); "Writing Mouth-Watering Descriptions" (Theodore Hamilton); "Shake Up Your Thinking" (Kim Martin Long); "Story Squares" (Margaret A. Lee); "Getting to Know a Fictional Character" (Susan Altland); "Sentence Combining for Complexity" (Kathryn Parrott); "Metaphors as Feedback" (Mary T. Lane); "The Connections Concept" (Michael Sullivan);"Discriminating between Fact and Opinion" (Eileen Talbett); and "'Romeo and Juliet'--One More Story with an Unhappy Ending" (Sherrill Y. Rayford). Under the Web Resource section is: "Photographs from Shakespeare's Plays." Under the Focus on Poetry section is: "Found Poets" (Kathleen M. Elias). Under the Traci's Lists of Ten is: "Ten National Poetry Month Activities" (Traci Gardner). Under the Teacher Talk section is: "Coming of Age." Under the Excerpts section is: "What Do I Teach for 90 Minutes?" Contains notes. (NKA) ED480259 Classroom Notes Plus: A Quarterly of Teaching Ideas, 2001-2002. Classroom Notes Plus v19 n1-4 Aug 2001-Apr 2002 2002-04-00 83 National Council of Teachers of English, Notes Plus, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. For full text: http://www.ncte.org/notesplus/archives/. N/A 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Community Support Early Childhood Education Educational Development Educational Improvement Educational Planning Educational Quality Elementary Secondary Education Evaluation Research Foreign Countries Information Management Nongovernmental Organizations Public Agencies Iredale, Roger Books Collected Works - Proceedings Reports - Descriptive United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The International Working Group on Education met in Florence, Italy, in June 2000. Participants came from 28 institutions representing 10 international agencies or institutions, 1 foundation, and 14 bilateral agencies. This publication is a summary of the proceedings of that meeting. Meeting participants reviewed progress on the Education for All Forum, examined the impact of the HIV/AIDS epidemic on societies and their education systems, described progress on the implementation of sectorwide approaches to development assistance, and discussed issues related to improving the quality of learning. Proceedings were divided into three themes. Theme 1 gave the representatives of donor agencies the opportunity to report on any significant changes in policy since their previous meeting. Theme 2 concentrated on improving the quality of learning and divided into four sessions: (1) a session on what constitutes quality learning; (2) a session on quality and early-childhood development; (3) a session on organizing local support for learning; and (4) a session on learning and knowledge-sharing in education and the role of evaluation research and assessment. Theme 3 examined sectorwide approaches to education development assistance. Appended are a list of participants, a detailed program of the sessions, and a list of papers produced for the meeting. (WFA) ED480260 Quality and Learning: Perspectives from Development Co-Operation. A Report from the Meeting of the International Working Group on Education (IWGE) (Florence, Italy, June 13-16, 2000). 2001-00-00 ISBN-92-803-1205-7 128 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:16:57 RIEMAY2004

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Yes Class Activities Language Usage Lesson Plans Phoneme Grapheme Correspondence Phonemes Phonics Primary Education Spelling Writing Assignments Gardner, Traci Guides - Classroom - Teacher Onomatopoeia MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Boom! Br-r-ring! Cluck! Moo!--exciting sounds are everywhere. Whether visiting online sites that play sounds or taking a "sound hike," ask your students to notice the sounds they hear, then write their own book, using sound words, based on Dr. Seuss's "Mr. Brown Can MOO! Can You?" During the three 45-minute sessions, grade K-2 students will: explore the connection with between letters and letter combinations (graphemes) and sounds (phonemes) by identifying sound words, or onomatopoeia, in texts they hear (or read) and matching words to sounds they hear; explore a variety of strategies to spell the sound words that they associate with sounds they've heard; and compose books that focuses on sound words. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A brainstorming sound words handout; a sound observation chart; example sound words; and a 16-item list of books that feature sound words are attached. (RS) ED480261 Dr. Seuss's Sound Words: Playing with Phonics and Spelling. 2003-03-03 Practitioners Students Teachers 12 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Childrens Writing Freehand Drawing Primary Education Story Telling Writing Assignments Writing Instruction Goularte, Renee Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students draw a series of pictures that tell a simple story that includes character action, problem and solution. They "read" their story to others, transcribe it into writing, and create an accordion book with the drawings and writing. The activity supports the transition from oral to written storytelling. During the four 30- to 40-minute sessions, K-2 students will: identify details in wordless books, which help them tell a story; draw a series of pictures which tell a sequential story; tell a sequential story following their own drawings; write a story which corresponds to their own sequential drawings; match their writing to corresponding drawings; and participate in the publishing process. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (RS) ED480262 Draw a Story: Stepping from Pictures to Writing. 2002-11-01 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:17:01 RIEMAY2004

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Yes Class Activities Classroom Communication Content Analysis Critical Thinking Lesson Plans Middle Schools Text Structure Web Sites World War II World Wide Web Stokes, Valorie Guides - Classroom - Teacher Holocaust Literature Frank (Anne) MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This introductory lesson exposes students to a variety of online texts about Anne Frank and the Holocaust prior to more extensive study of these topics. Students are encouraged to cooperatively examine Internet sites as a primary source of information, and then share their impressions and opinions of the various sites. During the two 40-minute class sessions, grade 6-8 students will: work cooperatively in pairs; access and view specific sites on the Internet related to the topic they are studying; make observations that reflect thoughtful examination of each site's features and content; hold a "silent conversation," that is, an exchange of comments and ideas written on paper; and share their questions and thoughts about the sites together as a class. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An observation and inquiry sheet for viewing websites about Anne Frank and the Holocaust and a silent conversation sheet are attached. (RS) ED480263 Dynamic Duo Text Talks: Examining the Content of Internet Sites. 2002-12-20 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Classroom Techniques Intermediate Grades Metacognition Middle Schools Reading Comprehension Reading Instruction Reading Processes Reading Strategies Text Structure Vocabulary Development Guides - Classroom - Teacher Guides - Non-Classroom Explicit Instruction Strategic Reading North Central Regional Educational Lab., Oak Brook, IL. English Researchers have found that readers they described as "strategic" had a purpose for reading, that they monitored their comprehension as they read, and they reflected on their reading. Although most readers have grasped fundamental reading processes by age 12, they still do not have well-articulated concepts about effective strategies to enhance comprehension. This guide for teachers on reading comprehension instruction in grades 4-8 is divided into the following sections: Introduction; Strategic Reading (Strategy Instruction; Strategy Instruction and Individual Differences; Tips for Teachers on Instruction in Strategic Reading); Vocabulary (Vocabulary Instruction and Individual Differences; Tips for Teachers on Vocabulary Instruction); Metacognition (Metacognition Instruction and Individual Differences; Tips for Teachers on Teaching Metacognition); and Conclusion. Appended are: Fishbone Chart; Rate Your Words; Modeling a Think-Aloud. (Contains 36 references.) (NKA) ED480264 Reading Comprehension Instruction in Grades 4-8. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 23 North Central Regional Educational Laboratory, Editorial Offices: NCREL, 1120 E. Diehl Rd., #200, Naperville, IL 60563. Tel: 800-356-2735 (Toll Free). For full text: http://www.ncrel.org/litweb/comp48/. N/A 2004 2016-11-21

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Yes Beginning Reading Classroom Environment Family Environment Full Day Half Day Schedules Instructional Effectiveness Kindergarten Literacy Primary Education Reading Achievement Reading Instruction Reading Skills Teaching Methods Denton, Kristin West, Jerry Walston, Jill Reports - Research Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey National Center for Education Statistics (ED), Washington, DC. English Kindergarten and first grade represent a time of rapid growth and learning for children. During these years, children acquire the reading knowledge and skills that prepare them for future schooling and life. Until recently, little national data have been available on young children's reading skills. The Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 (ECLS-K), sponsored by the United States Department of Education's National Center for Education Statistics (NCES), strives to help fill this gap in knowledge. The study, which follows the academic progress of a nationally representative sample of children from kindergarten through fifth grade, provides information about children's reading achievement in early elementary school. This special analysis summarizes finding from the ECLS-K on children's reading skills through the first two years of school and the classroom experience of beginning readers. It explores some of the factors that relate to kindergartners' reading skills, such as the literacy environment in the home. In addition, the analysis focuses on differences in the instructional practices used to teach reading in kindergarten and the emphasis placed on various reading activities and skills. The special analysis concludes by examining the relationship between the type of kindergarten program (full-day or half-day) children attend and their reading skills and achievement. (PM) ED480265 Reading--Young Children's Achievement and Classroom Experiences: Findings from the Condition of Education, 2003. 2003-07-00 21 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/ed/pubs.html. For full text: http://nces.ed.gov/programs/coe/2003/analysis/index.asp. N/A 2004 2016-11-21

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Yes Critical Reading Critical Thinking Elementary Secondary Education Evaluation Methods Group Activities Partnerships in Education Program Descriptions Reading Instruction Staff Development Teacher Education Teaching Methods Writing Instruction Writing Workshops Reports - Descriptive International Reading Association, Newark, DE. English An initiative of the Open Society Institute (OSI) and the International Reading Association (IRA), Reading and Writing for Critical Thinking (RWCT) promotes classroom teaching practices that help students learn actively, think critically, and work cooperatively. It offers an integrated program of staff development, activities for teachers of the primary grades through high schools, and educators from teacher-training centers, school inspectorates, and national ministries. RWCT focuses on methods of teaching, rather than any particular curriculum. In each country joining the RWCT network, four volunteers from the IRA are assigned to work with the in-country coordinators. RWCT seeks to align its teacher education efforts with those in existing institutions and to develop collaborative relationships between and among professional groups of several kinds: higher education; teacher centers; professional development schools; ministries of education; and the professional community. RWCT training is presented in nine courses: a framework for active learning and critical thinking; methods for promoting critical thinking; reading/writing/discussion in every discipline; further strategies for promoting critical thinking; cooperative learning; lesson planning and assessment; writing workshop: from self-expression to written arguments; creating thoughtful readers; and becoming trainers. (PM) ED480266 The Reading & Writing for Critical Thinking Project. 2003-00-00 9 For full text: http://www.uni.edu/coe/rwct/brochure/RWCT_Brochure.pdf. N/A 2004 8/19/2004 23:17:10 RIEMAY2004

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Yes Adult Literacy Elementary Secondary Education Emergent Literacy Enrichment Activities Student Needs Teaching Methods Reports - Descriptive International Reading Association International Literacy Day International Reading Association, Newark, DE. English International Literacy Day, observed September 8 and at events throughout the week, focuses attention on worldwide literacy issues and needs. Because International Literacy Day coincides with the beginning of a new school year in many countries, classroom teachers use this special day to recognize the importance of literacy in the lives of children and adults. These information sheets provide teachers with: idea starters for International Literacy Day activities and events; a fact sheet about International Literacy Day; tips for writing news releases and public service announcements; information for councils about International Literacy Day, and Honor Council opportunities; and information on the International Reading Association's global activities in support of literacy. (PM) ED480267 Celebrate International Literacy Day September 8... And Show the World Your Commitment to Literacy. 2003-00-00 16 International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 302-731-1600, ext. 293; Fax: 302-731-1057; e-mail: pubinfo@reading.org. For full text: http://www.reading.org/meetings/ild/. N/A 2004 2016-11-21

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Yes British National Curriculum Classroom Techniques Drama English Instruction Foreign Countries Language Arts Literary Criticism Secondary Education Student Educational Objectives Guides - Classroom - Teacher Guides - Non-Classroom Analytic Approach National Literacy Strategy (England) Textual Analysis United Kingdom United Kingdom Department for Education and Skills, London (England). English Effective drama teaching improves the following student skills: speaking and listening, reading and writing through developing thinking, communication skills, and critical analysis. Drama is part of young people's core curriculum entitlement in the United Kingdom. It is included in the English Curriculum Orders and in the Key Stage 3 Framework for Teaching English (for Grades 7, 8, and 9). It exists as an academic subject in its own right at GCSE (General Certificate of Secondary Education) and A Level for those who choose to study it. In each year of the Framework there are objectives within Speaking and Listening which are under the heading of drama. This guide outlines these objectives, but it notes that these are not the only objectives that can be addressed through drama. According to the guide, dramatic approaches can be the most effective way to engage with other speaking and listening objectives and a range of reading and writing objectives, as well as objectives at word and sentence level. The guide discusses which aspects of drama Key Stage 3 students need to develop. It cites the following Framework objectives teachers need to address when using drama in English lessons: setting contexts; developing roles; developing narratives; asking questions in and out of the drama; reflecting, analyzing, and evaluating; and exploring tensions, issues, and situations. The guide provides a description of two English units of work using drama. They are "Holes (Louis Sachar) and "Macbeth" (William Shakespeare) and addresses how effective teaching of drama leads to raising standards in English. Includes 3 diagrams. (NKA) ED480268 Drama in the Key Stage 3 English Framework. Key Stage 3: National Strategy. 2003-00-00 Practitioners Teachers 33 PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: dfes@prolog.uk.com; Web site: http://www.dfes.gov.uk/. For full text: http://www.standards.dfes.gov.uk/midbins/keystage3/ en drama workshop 0308.PDF. N/A 2004 2016-11-21

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Yes Administrator Guides Classroom Techniques Elementary Secondary Education Literacy Phonemic Awareness Public Schools Reading Instruction Reading Programs Reading Skills Vocabulary Development Writing Instruction Guides - Non-Classroom Administrator Involvement Balanced Literacy Balanced Reading Instruction Blooms Taxonomy English This guide seeks to provide school administrators with specific information concerning the implementation of an effective school reading program. Information in the guide is intended to provide support for local school administrators, as they work with school staff in establishing cohesive and coordinated reading instructional programs for children. These programs are based on scientific research on the teaching of reading. The recommended methodologies, strategies, and approaches to reading instruction presented in the guide are all classroom tested and reflect current best practices research. Included in the guide are the following items: What to Look For in the Classroom (Effective classroom practices); Components of Effective Reading Instruction (Pre K-12); What Is Balanced Literacy?; Assistance Available to Local School Staff from the DeKalb R.E.A.D.S. Staff; Literacy Components Emphasis by Grade Level (Pre K-12); 9 Good Habits for All Readers; Recommendations for Teaching Reading (Pre K-12); Recommendations for Teaching Writing (Pre K-12); What Administrators Should Know about Teaching Phonemic Awareness; What Administrators Should Know about Teaching Reading Comprehension; What Administrators Should Know about Teaching New Vocabulary Words; Grade Level Literacy Performance Expectations (Pre K-3rd Grade); Using Bloom's Taxonomy to Improve Reading Skills; Glossary of Reading Terms; and 12 Resources on Teaching Reading for Building Administrators. (NKA) ED480269 What Every DeKalb Administrator Needs to Know about the Balanced Approach to Literacy: A Guide to Successful Implementation. 2003-07-00 33 N/A 2004 2016-11-21

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Yes Classroom Environment Communication Skills Curriculum Development Interpersonal Relationship Listening Skills Parent Role Parent Teacher Cooperation Primary Education Teaching Methods Studans, Lesley Guides - Classroom - Teacher Opinion Papers ISSN-1442-603X Primary English Teaching Association, Marrickville (Australia). English In schooling, a learning community is founded on its members, consisting of teachers, children, parents and people who care. As the person with the professional responsibility for building and sustaining a learning community, the teacher is challenged to attend closely to three key areas: classroom environment, curriculum, and social relationships. A learning community possesses the following characteristics: children work together; children and teachers work together; children and teachers attend to each other; parents are involved in their children's learning; and children are seen as capable learners. Classroom communities can be created through the physical setting, reward systems, communication with parents, displays, community celebrations, and routines. Teachers can become co-learners and collaborators through learning groups and quality listening. Creating an ideal learning environment in the early years of schooling means creating a classroom learning community. (PM) ED480270 Developing Learning Communities in the First Years of School. PEN. 2003-00-00 Practitioners Teachers 9 Primary English Teaching Association, P.O. Box 3106, Marrickville NSW 2204, Australia. Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. N/A 2004 8/19/2004 23:17:20 RIEMAY2004

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Yes Classroom Techniques Elementary Education Group Discussion Literature Appreciation Models Reader Response Day, Catherine Guides - Classroom - Teacher Opinion Papers Reading Groups Literature Circles ISSN-1442-603X Primary English Teaching Association, Marrickville (Australia). English Harvey Daniels (1994) describes literature circles as small, temporary discussion groups consisting of students who elect to read the same text. As each member assumes specific responsibilities in preparation for the discussion, those members come to the discussion with supporting notes related to his or her role. One elementary teacher refined a reading circle model in her classroom, gradually modifying and changing it, occasionally sharing the model and her experiences with teaching colleagues. Later she learned that reading circles are more widely known as literature circles. In this PEN Digest, she shares her work and that of three other teachers (Jan Verney, Donna Ross, and Melissa Van Bael), as they implemented literature circles within diverse classrooms. The digest explains that, as they modified the basic idea, they were attempting to better meet the need for balance, indicated by reading frameworks, such as the four-resource model and challenge approaches that privilege the literacy practices of some students, while devaluing those of others. First it describes the basic operation of literature circles. Secondly, it offers advice on implementing literature circles for the first-timer and concludes with each teachers' tales of implementing literature circles. (Contains 1 table, 2 figures, and 17 references and sources.) (NKA) ED480271 Reading and Responding in Literature Circles. PEN. 2003-07-00 Practitioners Teachers 13 Primary English Teaching Association, P.O. Box 3106, Marrickville NSW 2204, Australia. Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. N/A 2004 2016-11-21

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Yes Childrens Literature Early Childhood Education Elementary Education Fiction Foreign Countries Picture Books Reader Response Reading Material Selection Recreational Reading Hanzl, Anne Guides - Non-Classroom Reference Materials - Bibliographies Australia Book Design Information Books Trade Books Australia Primary English Teaching Association, Marrickville (Australia). English The Children's Book Council of Australia Awards contain several categories for the best books published for children in 2002. This PETA guide looks at all categories, with the exception of Older Readers. The purpose of the guide is to suggest ways of exploring each shortlisted book, focusing on its significant aspects. It points out that children should be encouraged to consider every aspect of the books, beginning with their front covers, and continuing with relevance and originality of theme, style of writing, degree of engagement, and development of setting, plot, and character. The Early Childhood category cites six books, providing questions to answer before reading, during reading, after reading, and about artistic/design analysis. The Picture Book of the Year category also cites six books and provides questions. The Book of the Year: Younger Readers lists six books and also provides questions. Finally, the Eve Pownall Award for Information Books category lists six books and provides questions. (NKA) ED480272 The PETA Guide to the Children's Book Council Awards Shortlist, 2003. 2003-00-00 13 Primary English Teaching Association, P.O. Box 3106, Marrickville NSW 2204, Australia. Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. N/A 2004 2016-11-21

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No Character Education Characterization Conflict Resolution Creative Dramatics Elementary Education Ethical Instruction Friendship Honesty Leadership Moral Values Patriotism Readers Theater Scripts Values Education Pfeffinger, Charla R. Books Creative Works Guides - Classroom - Learner English This collection provides teachers and librarians with Readers Theatre scripts to promote and reinforce character education. Each original script presents a wide variety of dilemmas and situations, often drawn from true events, and includes suggestions for presentation and props. Student interpretation enables the audience to fully understand the content of the script through the use of characterization, setting, and movement by the readers. The scripts in the collection are grouped by grade level (grade 2 through 5) and age-appropriate theme. The introduction discusses the role of Readers Theatre, preparing the scripts, getting started, presentation suggestions, props, delivery, the audience, beyond Readers Theatre, and sources. Scripts in the collection address: bravery, bullying, compassion, conflict resolution, courtesy, family, friendship, heroism, honesty, integrity, kindness, leadership, loyalty, patriotism, respect, responsibility, sportsmanship, and survival. (RS) ED480273 Character Counts! Promoting Character Education through Readers Theatre, Grades 2-5. 2003-09-00 ISBN-1-59158-042-0 Students 192 Teacher Ideas Press, 361 Hanover St., Portsmouth, NH 03801-3912 ($27). Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Web site: http://www.teacherideaspress.com. N/A 2004 8/19/2004 23:17:27 RIEMAY2004

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No Accountability Administrative Organization Administrative Policy Administrator Responsibility Civil Law Decentralization Educational Legislation Educational Malpractice Educational Planning Educational Responsibility Elementary Secondary Education Foreign Countries Higher Education Institutional Autonomy Legal Responsibility Politics of Education School Law Student Rights Teacher Responsibility Teacher Rights Durand-Prinborgne, Claude Books Guides - Non-Classroom France France United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The purpose of this monograph, which is aimed at educational planners, is to explain the essential aspects of the relationship between planning and law. It is intended to illustrate the role of law in the planning and administration of school systems and thus familiarize education specialists with the tools needed to understand legal administration rules for school systems. It presents its points using the French situation as a model, which is representative of a sociopolitical system where law plays an exceptional role in the field of education, including higher education, reflected both in the sheer amount of legislation and its judicial interpretation and in the influence the legislation exerts. Several topical themes--including decentralization, decision-making procedures, administrative organization, contractual procedures, and conflict resolution--are discussed in detail. Chapter titles reveal the monograph's primary areas of focus: (1) "Preliminary Definitions: Planning, Administration, Legal Aspects"; (2) "Why a Legal Framework?"; (3) "Legally Determining the Competent Authorities"; (4) "Legally Determining Planning and Administration Instruments"; (5) "Legally Determining Basic Rules"; and (6) "Legally Determining Planning and Administration Procedures." (WFA) ED480274 The Legal Aspects of Educational Planning and Administration. Fundamentals of Educational Planning. 2002-00-00 Swedish International Development Authority (SIDA). ISBN-92-803-1203-0 Policymakers 102 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7, place de Fontenoy, 75352 Paris 07 SP, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Accountability Decision Making Educational Assessment Educational Improvement Educational Objectives Educational Planning Educational Quality Elementary Secondary Education Evaluation Utilization Foreign Countries International Education National Standards School Effectiveness State Standards Kellaghan, Thomas Greaney, Vincent Books Guides - Non-Classroom United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The purpose of this booklet, which draws on experience from all over the world, is to provide educational planners, administrators, and managers with analysis and information on using assessment to improve the quality of education. Assessment options and what research and other kinds of evidence reveal about their advantages and disadvantages are described. Consideration is also given to the effects of assessment on curricula, teaching, and learning. The focus of the booklet is on national and international assessments of student achievement, since these are regarded as important sources of information for education policymakers. Following the introduction, definitions of key concepts in current reform proposals are presented in chapter 2. Chapter 3 outlines characteristics of the kind of assessment that is proposed, with a view toward improving quality. In chapter 4, national and state assessments of student achievement are described. Chapter 5 focuses on various ways of variety of ways of describing student achievement, as well as ways in which information derived from national assessments. International assessments of student achievement are the subject of chapter 6. (Author) ED480275 Using Assessment To Improve the Quality of Education. Fundamentals of Educational Planning. 2001-00-00 Swedish International Development Authority (SIDA). ISBN-92-803-1215-4 Policymakers 99 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7, place de Fontenoy, 75352 Paris 07 SP, France. Web site: http://www.unesco.org/iiep. N/A 2004 8/19/2004 23:17:32 RIEMAY2004

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No Access to Education Agency Cooperation Child Safety Conflict Crisis Management Educational Planning Elementary Secondary Education Emergency Programs Government Role Higher Education Natural Disasters Nongovernmental Organizations Public Agencies Refugees Rehabilitation Relocation Role of Education School Safety School Security War Sinclair, Margaret Books Guides - Non-Classroom Capacity Building Disaster Planning United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English An issue causing debate in the area of educational planning is the question of how and why education should be adapted in situations of emergency, crisis, or disaster. This book contends that education is paramount in such circumstances. Using examples of recent events and real-life testimonies, the book highlights the needs of crisis-stricken communities. It emphasizes the important role that education can play in instilling social and ethical values in the minds of youth and in teaching appropriate behavior when reacting to disasters. Chapter titles reflect the book's contents: (1) "What Is 'Emergency Education'?"; (2) "Dimensions of the Problem"; (3) "Some Frequently Asked Questions"; (4) "Access to Education and Related Activities in Situations of Crisis and Recovery"; (5)"Resources for Education in Crisis and Recovery"; (6) "Special Features of Education in Crisis and Recovery"; (7) "Co-ordination and Capacity-Building"; (8) "Applying These Principles: The Government Perspective"; (9) "The Government Perspective: Facing Reconstruction"; (10) "Applying These Principles: Perspective of Other Actors"; and (11) "Reflections and Concluding Remarks." (WFA) ED480276 Planning Education in and After Emergencies. Fundamentals of Educational Planning. 2002-00-00 Swedish International Development Authority (SIDA). ISBN-92-803-1225-1 Policymakers 138 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7, place de Fontenoy, 75352 Paris 07 SP, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Academic Freedom Administrator Responsibility Contracts Court Litigation Discipline Policy Dress Codes Due Process Elementary Secondary Education Freedom of Speech Laws Legal Responsibility Public Education School Law Search and Seizure Special Education State Church Separation Student Rights Teacher Dismissal Teacher Rights Thompson, David P. Hartmeister, Fredric J. Books Information Analyses Educational Research Service, Arlington, VA. English This annual monograph contains summaries of court decisions found in federal and regional reports during the period from July 1, 2001, to June 30, 2002. These cases provide a general overview of school law issues for practicing administrators, teachers, and school board members. This edition contains updates of cases previously decided, either at lower court levels or after remand from higher courts, making it possible to consult previous editions to track major school litigation to ascertain trends in the case law. The monograph is intended to provide a broad-scope treatment of case law involving issues in public schools. Cases were selected based on their relevance to current issues in the public-school setting, their definitiveness as articulations of law, and their dependability as consistent guides to policymaking and practice. Chapter titles are the same as in previous issues of the monograph: (1) "School Boards and Board Members"; (2) "Administrators"; (3) "Finance"; (4) "Teachers and Other District Employees"; (5) "Pupils"; (6) "Special Education"; and (7) "Religion." An explanation of reference notes, a glossary of selected legal terms, and a subject index are also included. (WFA) ED480277 School Officials and the Courts: Update 2003. ERS Monograph. 2003-00-00 ISBN-1-931762-22-8 103 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0502: nonsubscriber, $36; comprehensive subscriber, $18; individual subscriber, $27). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:17:36 RIEMAY2004 For Update 2002, see ED 469 436.

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Yes Academic Standards Educational Assessment Educational Improvement Educational Quality Elementary Secondary Education Instructional Improvement Mathematics Achievement Models Reading Achievement Research and Development School Effectiveness Systems Analysis Systems Approach Buttram, Joan L. Stiegelbauer, Suzanne M. Sturges, Keith M. Bohlig, E. Michael Hord, Shirley M. Reports - Research Tests/Questionnaires Systemic Educational Reform Southwest Educational Development Lab., Austin, TX. English In December 2000, the Southwest Educational Development Laboratory (SEDL) began working with low-performing districts and schools as part of a 5-year research and development effort to create and refine a systemic model for improving student achievement in reading or mathematics. SEDL hypothesized that as districts and schools increase their capacity to work systemically, student achievement will increase. This report is the first look at these districts and schools after 1 or 2 years of work with SEDL, depending on when the site was recruited. The purpose of the report is to describe the progress of work and issues that have emerged as SEDL implemented its Working Systemically model. The findings are based on analyses of site contact records and two rounds of interviews conducted with administrators and teachers in these districts and schools. The findings suggest that SEDL and the 16 districts and 29 schools have made some progress in implementing the model. The majority of activities undertaken by the districts and schools focus on some combination of standards, curriculum and instruction, and assessment. The remaining districts and schools are attending to other priorities and will require assistance from SEDL to connect their activities more directly to student achievement. Appended are: Site Contact Record; Interview Protocols; Profiles of Sites; and Additional Data Summary tables. (Contains 19 tables, 3 figures, and 35 references.) (Author) ED480278 The Development and Refinement of SEDL's "Working Systemically" Model. FY02 Report. 2003-06-00 Institute of Education Sciences (ED), Washington, DC. 125 Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701. Tel: 800-476-6861 (Toll Free); e-mail: info@sedl.org; Web site: http://www.sedl.org. N/A 2004 2016-11-21

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No Change Change Agents Constructivism (Learning) Elementary Secondary Education Foundations of Education Information Dissemination Information Utilization Knowledge Level Learning Theories Research Utilization Role of Education Hood, Paul Opinion Papers Reports - Research Knowledge Utilization WestEd, San Francisco, CA. English This paper explains why knowledge utilization has become so important and why so many perspectives on knowledge utilization exist. The field of research on knowledge utilization is immense and continues to grow rapidly. The reason for this, according to the paper, is that developed nations around the world are now in the so-called Knowledge Age. The production, transfer, and use of knowledge have become profoundly important, and education--with the school as its key institution--has become the center of the knowledge society. The paper also discusses knowledge-utilization models, which leads to the following set of key questions: (1) What is the character of the knowledge that is used? (2) Who is the user? What do we know/assume about the user? (3) What is the purpose of use? What outcomes are intended? (4) What would be important to know about the use situation/context? (5) What do the answers to these questions imply for improving knowledge transfer, communication, and utilization? To addresses these questions, the paper examines constructivism, complexity, tacit knowledge, and situated knowledge. The paper concludes with a selective review of the literature on knowledge utilization, with an emphasis on utilization in education. (WFA) ED480279 Perspectives on Knowledge Utilization in Education. 2002-00-00 29 WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 415-565-3000; Tel: 877-493-7833 (Toll Free); Fax: 415-565-3012; e-mail: customerservice@WestEd.org; Web site: http://www.wested.org. For full text: http://www.wested.org/online_pubs/perspectives.pdf. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Kulpoo, Dhurumbeer Reports - Research Mauritius Mauritius United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Mauritius. Along with reading test scores, the report presents information on the characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Mauritius. (Contains 14 references, 33 tables, and 1 figure.) (WFA) ED480280 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Mauritius. SACMEQ Policy Research Report. 1998-00-00 107 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0011/001151/115170eo.pdf. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Parent Education Parent Participation Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Voigts, Friedhelm Numerical/Quantitative Data Reports - Research Namibia Namibia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Namibia. Along with reading test scores, the report presents information on student characteristics; the teaching process; school administration; teaching conditions; school policy; conditions of school buildings and classrooms; and other information on the state of education in Namibia. (Contains 15 references and 63 tables.) (WFA) ED480281 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Namibia. SACMEQ Policy Research Report. 1998-00-00 90 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0011/001151/115171eo.pdf. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Machingaidze, Thomas Pfukani, Patrick Shumba, Sibangani Numerical/Quantitative Data Reports - Research Zimbabwe Zimbabwe United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Zimbabwe. Along with reading test scores, the report presents information on he characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Zimbabwe. (Contains 16 references and 41 tables.) (WFA) ED480282 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Zimbabwe. SACMEQ Policy Research Report. 1998-00-00 107 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0011/001151/115172eo.pdf. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Nassor, Sebtuu Mohammed, Khadija Ali Reports - Research United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Zanzibar. Along with reading test scores, the report presents information on the characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Zanzibar. (Contains 6 references and 32 tables.) (WFA) ED480283 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Zanzibar. SACMEQ Policy Research Report. 1998-00-00 97 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0011/001151/115173eo.pdf. N/A 2004 8/19/2004 23:17:52 RIEMAY2004 Kenneth N. Ross, Series Editor. For other reports in this series, see EA 032 734-740.

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Nkamba, Manasseh Kanyika, Joe Reports - Research Zambia Zambia United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Zambia. Along with reading test scores, the report presents information on the characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Zambia. (Contains 14 references and 36 tables.) (WFA) ED480284 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Zambia. An Interim Report. SACMEQ Policy Research Report. 1998-00-00 94 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Nzomo, Juliana Kariuki, Mary Guantai, Lilian Reports - Research Kenya Kenya United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Kenya. Along with reading test scores, the report presents information on the characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Kenya. (Contains 11 references and 33 tables.) (WFA) ED480285 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Kenya. SACMEQ Policy Research Report. 2001-00-00 97 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001235/123540e.pdf. N/A 2004 2016-11-21

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No Administrator Qualifications Educational Assessment Educational Environment Educational Equity (Finance) Educational Facilities Educational Planning Educational Quality Elementary Education Evaluation Foreign Countries Grade 6 Reading Achievement School Surveys Scores Student Characteristics Teacher Qualifications Tests Milner, Grace Chimombo, Joseph Banda, Thokozire Mchikoma, Clive Reports - Research Malawi Malawi United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of ministries of education in southern Africa. This bound report--one of seven--presents the research results and policy suggestions that emerged from implementation of SACMEQ's initial educational policy research project. The report looks broadly at five areas of policy concern: (1) baseline data for selected inputs to primary schools; (2) how conditions of primary schooling compare with the Ministry of Education's benchmark standards; (3) whether educational inputs to primary schools have been allocated in an adequate fashion among and within education districts; (4) the level of reading achievement for Grade 6 students; and (5) which educational inputs to primary schools have had the strongest effect on the reading achievement of Grade 6 students. Data for the study were gathered from a student test of basic reading literacy and student, teacher, and principal questionnaires. This report specifically focuses on reading achievement in the nation of Malawi. Along with reading test scores, the report presents information on the characteristics of Grade 6 students and teachers; student access to materials; conditions of school rooms and buildings; and other information on the state of education in Malawi. (Contains 17 references and 31 tables.) (WFA) ED480286 The Quality of Education: Some Policy Suggestions Based on a Survey of Schools--Malawi. An Interim Report. SACMEQ Policy Research Report. 2001-00-00 90 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001235/123541e.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adults Advocacy Assistive Technology Community Resources Disabilities Employment Services Independent Living Information Services Organizations (Groups) Postsecondary Education Recreational Activities Referral Kupper, Lisa, Ed. Reference Materials - Bibliographies Reference Materials - Directories/Catalogs National Information Center for Children and Youth with Disabilities, Washington, DC. English This resource guide lists organizations that provide information, referral, and/or direct services to adults with disabilities. The organizations are grouped by the main focus of their activities, including: (1) employment issues (13 organizations); (2) postsecondary education (4 organizations); (3) recreation (9 organizations); (4) assistive technology that can help persons with disabilities function more effectively at home, on the job, and in the community (4 organizations); (5) independent living (7 organizations); and (6) other organizations (2 organizations). A list of 41 print resources is also provided, covering general topics, employment, postsecondary education, recreation, independent living, and magazines and newsletters. (CR) ED480287 Resources for Adults with Disabilities. 5th Edition. NICHCY Briefing Paper. 2003-02-00 Special Education Programs (ED/OSERS), Washington, DC. 14 National Information Center for Children and Youth with Disabilities (NICHCY), Academy for Educational Development, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Toll Free); Tel: 202-884-8200; Fax: 202-884-8441; e-mail: nichcy@aed.org; Web site: http://www.nichcy.org. For full text: http://www.nichcy.org. N/A 2004 8/19/2004 23:18:03 RIEMAY2004 H326N980002 See ED 370 271 and ED 470 830 for previous versions.

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Yes Behavior Modification Community Based Instruction (Disabilities) Computer Assisted Instruction Contingency Management Discrimination Learning Elementary Secondary Education Group Instruction Instructional Effectiveness Moderate Mental Retardation Naturalistic Observation Observational Learning Peer Teaching Program Evaluation Prompting Self Determination Self Management Teaching Methods Theory Practice Relationship Time Factors (Learning) Houston, Debby Thomas, Jan Reports - Research Speeches/Meeting Papers English This report summarizes the results of research studies on instructional practices that significantly affect the cognitive, language, or mental abilities of students with disabilities. The investigation reviewed current research on instruction of students with moderate disabilities and sought to identify effective instructional practices. The steps were to define the term instructional practice, develop a rubric for evaluation of the research, identify the instructional practices used with students with moderate disabilities from the research literature, analyze and summarize the research articles, and validate findings using a task force of individuals with expertise in either instructional practices or working with students with disabilities. Based upon the research analysis rubric, 73 research articles were summarized. The following 17 of the 22 instructional practices were rated effective by category: (1) response prompting: auditory prompts, constant time delay, progressive time delay, simultaneous prompting, least prompts; (2) stimulus modification: behavior chaining, stimulus shaping, and stimulus fading; (3) naturalistic teaching: incidental teaching, observational learning, Mand model; (4) organization of instruction: peer-mediated instruction, group instruction, and direct instruction; and (5) learning processes: cognitive process strategy, multiple exemplars, and discrimination learning theory. An appendix explains the various instructional strategies. (CR) ED480288 Translating Research into Practice for Instruction of Students with Moderate Disabilities. 2003-04-00 17 N/A 2004 8/19/2004 23:18:05 RIEMAY2004 Developed through the Accommodations and Modifications for Students with Disabilities Project, Center for Performance Technology, Florida State University and funded by the State of Florida, Department of Education, Division of Public Schools and Community Education, Bureau of Instructional Support and Community Services, through federal assistance under the Individuals with Disabilities Education Act (IDEA), Part B. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Creative Development Creative Teaching Creative Thinking Creativity Creativity Research Creativity Tests Educational Development Elementary Secondary Education Gifted Life Events Mentors Postsecondary Education Professional Development Scholarship Talent Development Hebert, Thomas P. Cramond, Bonnie Neumeister, Kristie L. Speirs Millar, Garnet Silvian, Alice F. Reports - Descriptive Torrance (E Paul) Torrance Tests of Creative Thinking Torrance Tests of Creative Thinking National Research Center on the Gifted and Talented, Storrs, CT. English This monograph is designed to be a tribute to E. Paul Torrance, a renowned creativity researcher, university teacher, and mentor. It is presented in three sections, the first of which is a discussion of Torrance's life. It reviews his childhood in rural Georgia, his academic accomplishments, the emergence of his interest in creativity and the development of his creativity theory, the application of his creativity theory, and his affirmation of creativity in challenging times during his retirement years. The second section of the monograph provides an overview of Torrance's accomplishments, including his creativity research, the design and refinement of the Torrance Tests of Creative Thinking (TTCT) to measure creative abilities, results of his longitudinal studies on creativity, the development of the Future Problem Solving Program, and the development of the Incubation Model for creative teaching. The monograph states that the TTCT has been used in more than 2,000 studies and has been translated into more than 32 languages, and explains the components of the TTCT, scoring, and interpretation of the TTCT. The monograph concludes with a discussion of his legacy and the Torrance Center for Creative Studies. Testimonies of former students on Torrance's mentorship and inspirational leadership are included. (Contains 47 references.) (CR) ED480289 E. Paul Torrance: His Life, Accomplishments, and Legacy. Research Monograph Series. 2002-02-00 Office of Educational Research and Improvement (ED), Washington, DC. 47 Order Department, University of Connecticut, The National Research Center on the Gifted and Talented, 2131 Hillside Road Unit 3007, Storrs, CT 06269-3007 ($10). Tel: 860-486-0283; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu. N/A 2004 2016-11-21

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Yes Disabilities Educational Assessment Elementary Secondary Education Inclusive Schools National Surveys Nongraded Instructional Grouping School Districts Student Participation Lazarus, Sheryl Quinlan, Jennifer Reports - Research Educational Policy Reform Research Inst., College Park, MD. English This paper summarizes results of a survey conducted to learn how school districts include students in ungraded or multi-grade classes or programs in state and district large-scale assessments. The survey was responded to by 72 special education directors, assistant superintendents, and supervisors in at least 50 large urban school districts. Major findings include: (1) most respondents indicate that they had some students with disabilities enrolled in ungraded classes and programs; (2) students with severe and/or low incidence disabilities or those outside the K-12 system are most likely to be assigned to multi-age/multi-grade classrooms; (3) most students in multi-age/multi-grade classrooms participate in state and district assessments and accountability systems; (4) a small number of respondents indicated that students with disabilities in multi-age/multi-grade classes do not participate in such assessments; (5) respondents indicated that students with disabilities may be assigned to a testing grade based on either age, instructional level, or individualized education program goal; (6) fewer than half of respondents stated that their districts report the scores of students with disabilities in multi-age/multi-grade classes with those of their same age peers; and (7) scores of students with disabilities in multi-age/multi-grade classes are frequently reported in a separate category. Results support the need for clearer guidelines for reporting students' scores and including them in the accountability system as intended by the No Child Left Behind Act. (DB) ED480290 How Do Students with Disabilities in Ungraded Programs Participate in Large-Scale Assessments? Results of a Survey of School District Administrators. EPRRI Issue Brief Four. 2003-06-00 Special Education Programs (ED/OSERS), Washington, DC. 20 Educational Policy Reform Research Institute, University of Maryland, 1308 Benjamin Building, College Park, MD 20742-1161. For full text: http://www.eprri.org/products_research.html. N/A 2004 2020-11-03

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Yes Age Differences Birth Weight Educational Background Expenditure per Student Expenditures High Risk Students Infants Kindergarten Children Mothers Multiple Regression Analysis Poverty Predictor Variables Resource Allocation Socioeconomic Background Special Education Special Needs Students Roth, Jeffrey Figlio, David N. Chen, Yuwen Carter, Randy L. Ariet, Mario Resnick, Michael B. Reports - Research Speeches/Meeting Papers Florida Medicaid Florida English This study attempted to estimate special education expenditures at kindergarten from material and infant medical and sociodemographic factors known at birth. The study consisted of all students born in Florida between September 1, 1990 and August 31, 1991 who subsequently attended kindergarten in Florida. A total of 125,430 birth records were successfully matched with education databases. Predictors included Medicaid eligibility at birth, poverty at school age, mother's level of education, previous pregnancy experience, maternal age, and infant birth weight. Ordered probit regression analysis was performed on the data. The outcome variable was state educational expenditure on the student through completion of kindergarten. Variables that best predicted educational costs by the end of kindergarten included: low birth weight, congenital anomaly, male gender, no prenatal care, Medicaid eligibility at birth, and school age poverty. Results suggest that, since the factors with the greatest estimated effects on kindergarten costs are perinatal conditions and family background factors, high risk infants can be identified at birth, and therefore physicians, educators, social workers, and policymakers should coordinate efforts in allocating resources for children with special needs. (Contains 19 references and 4 tables.) (DB) ED480291 Birth Conditions and Special Education Costs at Kindergarten. 2002-04-05 18 N/A 2004 2016-11-21

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No Concept Formation Elementary Secondary Education Language Arts Learning Problems Learning Strategies Long Term Memory Mathematics Memorization Memory Mnemonics Neurology Reading Comprehension Short Term Memory Spelling Richards, Regina G. Books Guides - Non-Classroom English This book is a comprehensive guide to learning and memory strategies for all students and especially those with learning problems. Chapter 1, on memory and the brain, explains brain cells, the cortex, function of the cerebral lobes, and other brain structures. Chapter 2 examines the memory process and discusses sensory memory, short-term memory, long-term memory, and retrieval memory. Chapter 3 focuses on memory in the classroom including different aspects of memory, memory facilitators, and specific procedures. Next, specific strategies for use in language arts are addressed in areas such as phonological awareness, sound/symbol correspondence, the spelling process, and syllabification. The fifth chapter discusses reading comprehension and provides strategies concerned with vocabulary, previewing, reading fluency, repeat reading, inferential understanding, and organization. A chapter on math strategies considers input components including linguistic, visual, kinesthetic, and patterns strategies; short-term memory; strategies for remembering math facts; and retrieval strategies. Chapter 7 offers memory strategies for learning facts. These cover enhancing working memory, using humor, peer teaching, generalizing strategy use, movement and rhythm strategies, mnemonics for specific situations, and review and rehearsal strategies. The final chapter is on memory strategies for conceptual learning. Sections address teaching and brain tips to encourage strategy use, the multiple benefits of priming, conceptual development, strategy selection, and consolidation. (Contains 90 references.) (DB) ED480292 The Source for Learning & Memory Strategies. 2003-00-00 ISBN-0-7606-0480-0 Practitioners Teachers 215 LinguiSystems, Inc., 3100 4th Ave., East Moline, IL 61244-9700 ($41.95). Tel: 800-776-4332 (Toll Free); TDD: 800-933-8331 (Toll Free); Fax: 800-577-4555 (Toll Free); e-mail: service@linguisystems.com; Web site: http://www.linguisystems.com. N/A 2004 8/19/2004 23:18:17 RIEMAY2004 Foreword by Mel Levine.

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Yes Accessibility (for Disabled) Compliance (Legal) Curriculum Based Assessment Disabilities Elementary Secondary Education Regular and Special Education Relationship Severe Disabilities Special Education Teachers Special Schools State Standards Student Evaluation Teacher Attitudes Teacher Surveys Transitional Programs Byrnes, MaryAnn Reports - Research Speeches/Meeting Papers Massachusetts Massachusetts English This paper reports results of a survey of 237 Massachusetts special education teachers in programs for students with significant disabilities as the teachers work to learn and use unitary standards-based curriculum. The study examined: familiarity of the teachers with the state's curriculum frameworks; variations in teachers' experiences and views by the type of student taught; strategies used by teachers to increase their knowledge of the general curriculum; and how the teachers think participation in Curriculum-Frameworks-based instruction and assessment will affect post-school options for their students. Findings indicated that: (1) special education teachers working in highly specialized settings have increased their knowledge of curriculum standards but lack general education curriculum resources; (2) respondents were not optimistic about improved outcomes for their students and fear students will drop out of school without an achievable diploma and face limited post-school options. Questions are also raised concerning difficulties in implementing federal requirements for providing increased access to the general curriculum and for providing appropriate transition services to employment and adult life. (Contains 16 references.) (DB) ED480293 Teachers' Perspectives about Adopting Statewide Curriculum Frameworks for Students in Out-of-District Day and Residential Special Education Programs: Reflections on the Way to Realizing the Promise. 2001-04-00 25 N/A 2004 2016-11-21

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Yes Access to Education Annual Reports Black Students Enrollment Equal Education Higher Education Hispanic American Students Minority Groups Racial Composition Student Diversity Numerical/Quantitative Data Reports - Descriptive Illinois Illinois Illinois State Board of Higher Education, Springfield. English This annual report presents information on minority, female, and disabled students and staff in Illinois higher education. It seeks to explain and track recent changes in representation among these groups and highlights state and institutional efforts to improve representation. As part of a change in reporting format, this year's report is divided into two sections. The first is an analysis of postsecondary enrollment and degree trends, and the second is an examination of campus efforts to improve recruitment and preparation of underrepresented groups. Total African-American undergraduate and graduate/professional enrollment increased by 4.9% in the past year. Between 1992 and 2002, African American enrollment increased by 16.3% at the undergraduate level and 49.6% at the graduate/professional level. Total Latino undergraduate and graduate/professional enrollment increased by 6.9% during the past year, Between 1992 and 2002, Latino enrollment increased by 64.0% at the undergraduate level and 87.8% at the graduate/professional level. African American and Latino graduate enrollment increased by 4.7% and 5.3%, respectively, over the previous year. Programs, initiatives, and activities that attempt to increase the recruitment and preparation of traditionally underrepresented groups are described, and the report offers numerous examples of such programs. An appendix of tables presents additional enrollment and degree data, as well as information on the resources budgeted to each public college and university program that serves underrepresented groups. (Contains 27 tables.) (SLD) ED480294 Report to the Governor and General Assembly on Underrepresented Groups in Illinois Higher Education. 2003-06-00 94 N/A 2004 2016-11-21

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Yes Economic Factors Higher Education Investment Prediction Sciences State Programs Tax Allocation Taxes Technology Melnick, Rob Heffernon, Rick Welch, Nancy Reports - Descriptive Arizona Arizona Arizona State Univ., Tempe. Morrison Inst. for Public Policy. English The approval of Proposition 301 by Arizona voters in November 2000 was a significant step toward a new foundation for the state's economic future by providing a long-term funding stream for science and technology investments. This new sales tax enabled the state to create an economic development strategy appropriate for the knowledge economy. This study evaluated the economic potential of Proposition 301 at Arizona State University and developed a model for assessing its long-term value. The new paradigm for assessment of long-term economic impact, called "CAT," will keep score on science and technology research through study of Connections between university researchers and businesses, Attention generated by university research, and Talent recruited, retained, and developed. The first-year Proposition 301-funded programs provided many illustrations of how CAT measures can be applied in the future to analyze the value of science and technology research, and some examples are described. In the future, Proposition 301 research activities are likely to converge in even larger, more interdisciplinary collaboration to draw together research teams from many fields. These teams will be essential for the next generation of science and technology innovation. (Contains 42 references.) (SLD) ED480295 Seeds of Prosperity: Public Investment in Science and Technology Research. A Study of the Economic Potential of Proposition 301 at Arizona State University and a New Model for Assessing Its Long-Term Value. 2003-04-00 49 For full text: http://www.asu.edu/copp/morrison/Prop301.pdf. N/A 2004 2016-11-21

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Yes Grants Low Income Groups Parent Financial Contribution Paying for College Private Colleges Public Colleges Student Financial Aid Student Loan Programs Undergraduate Students Undergraduate Study Choy, Susan P. Berker, Ali M. Numerical/Quantitative Data Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. MPR Associates, Berkeley, CA. English As debate continues over who should get what kinds of aid to attend college, it is important to know what students and their families are actually paying for college, where the money is coming from, and how students' methods of paying vary with their family income and the type of institution they attend. To inform these debates, this report uses data from the 1999-2000 National Postsecondary Student Aid Study (NPSAS:2000) to describe how the families of dependent students used financial aid and their own resources to pay for college, emphasizing variation by family income and type of institution. The study covers students were dependent undergraduates who were full-time at 2-year or 4-year colleges. Approximately one-quarter of all undergraduates met these criteria. For low-income students at each type of institution, the expected family contribution fell short of the price students had to pay, even after financial aid. At public 2-year institutions, students appeared to cover their educational expenses by receiving aid (primarily grants), living at home, and working while enrolled. At public 4-year institutions, they appeared to depend primarily on aid (both grants and loans), and their own earnings, with some help from their parents. It is difficult to see how low income students at private not-for-profit institutions covered their educational expenses, given the gap between the net price and expected family contribution and the amount these students reported earning on their own. It may be that these students reduced their standard of living below the institutionally determined budget, acquired gift or loan funds, or used more of their income or savings than required by the expected family contribution. At public institutions and private not-for-profit nondoctoral institutions, middle income students and their families were in a better position than their low-income counterparts to cover their expenses. With access to student loans and grants at private institutions, these students were generally able to bring the net price into line with the expected family contribution. At private not-for-profit doctoral institutions, there remained a relatively large unexplained amount of the net price to cover beyond the expected family contribution. Two appendixes contain a glossary and technical notes. (Contains 23 tables, 10 figures, and 15 references.) (SLD) ED480296 How Families of Low- and Middle-Income Undergraduates Pay for College: Full-Time Dependent Students in 1999-2000. Postsecondary Education Descriptive Analysis Report. 2003-06-00 102 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003162.pdf. N/A 2004 8/19/2004 23:18:26 RIEMAY2004 Project Officer, C. Dennis Carroll.

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No Classroom Techniques College Faculty Higher Education Instructional Improvement Student Evaluation Teacher Student Relationship Teaching Methods Nilson, Linda B. Books Guides - Non-Classroom English This handbook is meant to be a toolbox, a compilation of hundreds of practical teaching techniques, formats, classroom activities, and exercises. This edition is revised and expanded to cover more about topics relevant to today's classroom, such as technology and the Internet. The 31 chapters are grouped into these sections: (1) "Sound Preparations"; (2) "Good Beginnings"; (3) "Varieties of Learning and Teaching Strategies"; (4) "Teaching Problem Solving for Today's World"; and (5) "Assessment/Measuring Outcomes." (Contains 278 references.) (SLD) ED480297 Teaching at Its Best: A Research-Based Resource for College Instructors. Second Edition. 2003-00-00 Practitioners Teachers 245 Anker Publishing Company, Inc., P.O. Box 2247, Williston, VT 05495-2247 ($37.95 plus $6 shipping and handling). Tel: 877-212-3838 (Toll Free); Fax: 802-864-7626; Web site: http://www.ankerpub.com. N/A 2004 8/19/2004 23:18:27 RIEMAY2004 For the first edition, see ED 413 295.

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Yes Educational Change Educational Research Elementary Secondary Education Higher Education Medical Education Medical Schools Preservice Teacher Education Asera, Rose Reports - Evaluative Flexner (Abraham) American Association of Colleges for Teacher Education, Washington, DC. English This paper, containing the invited written commentary, "Another Flexner Report?" by Rose Asera, Senior Scholar at the Carnegie Foundation for the Advancement of Teaching, is the result of the joint Research and Information Committee recognizing the need for clarification on the nature of a "Flexner" report. Asera's commentary describes the use of "Flexner" type studies in teacher education, noting that whenever there is criticism of, or discontent with, a field (as there currently is in teacher education), there are always calls for a "Flexner Report" to solve the problem. The Carnegie Foundation Bulletin 4, "Medical Education in the United States and Canada" (1910), commonly known as the Flexner Report, is widely credited with the reform and reconstruction of the entire medical school curriculum. The report was the result of a mandate by the American Medical Association to conduct a study of North American medical schools. The study was completed by Abraham Flexner, a former schoolmaster who had received his undergraduate degree from Johns Hopkins University. He chose the Johns Hopkins Medical School as the model program to which all others were compared. Flexner visited all 155 North American medical schools, spending only one-half hour at each collecting data. His report recommended a drastic decrease in the number of medical schools, affiliation with universities, and establishment of the scientific model in medical education. The original Flexner Report was part of a broad move of professional education from the private sector to the university. When this happened, professional education incorporated the values of the academy (scientific thinking, rigor, and analysis). (SM) ED480298 Another Flexner Report? Pondering Flexner's Role in Reforming Education. 2003-00-00 5 For full text: http://www.aacte.org/. For full text: http://www.aacte.org/Research/flexnerrpt.pdf. N/A 2004 2016-11-21

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Yes Educational Improvement Educational Quality Elementary Secondary Education Grants Public Education Social Change Aguerrebere, Joseph Opinion Papers Speeches/Meeting Papers Ford Foundation American Association of Colleges for Teacher Education, Washington, DC. English This paper describes, through selected personal snapshots, one person's experience inside the educational system and one foundation's experience trying to improve that system for all students. It focuses on: the track system and difficulty changing reputations; ways that diverse students and teachers can transcend the "cultural cocoon" with limited information and superficial criteria; how the system was built by and for adults; the work of the Ford Foundation to promote innovation over several decades; and the importance of the correctness of the theory of social action or change in the success of any efforts. The paper concludes that until more attention is paid to the context and conditions of schools and the work needed to improve them, there will always be a struggle to maintain any gains and to attract and retain quality teachers. (SM) ED480299 Creating a Better Education System for All Students. 43rd Charles W. Hunt Memorial Lecture. 2003-01-25 ISBN-0-89333-195-3 23 American Association of Colleges for Teacher Education, 1307 New York Ave., NW, Suite 300, Washington, DC 20005-4701 (members, $8.95; nonmembers, $11.95). Tel: 202-293-2450; Web site: http://www.aacte.org. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Developing Nations Economic Development Foreign Countries Futures (of Society) Higher Education Human Capital Job Skills Labor Force Development Postsecondary Education Research Research and Development Research Needs Scientific and Technical Information Secondary Education Technological Advancement Technological Literacy Technology Education Technology Transfer Gourova, Elissaveta Ducatel, Ken Gavigan, James Scapolo, Fabiana Di Pietrogiacomo, Paola Opinion Papers Reports - Research Information Society Europe (East Central) European Union European Union English The next 10 years provide an opportunity for the European Union (EU) to renew the science and technology (S&T) base and build necessary knowledge-society capacities and capabilities in Pre-Accession Countries (PACs). Applied research has faced a major downsize; redressing the balance in the research and development systems is urgently needed. Stated research priorities in national policy frameworks in PACS indicates a mirroring of priorities found across EU member states. The central challenge concerns ways in which S&T demand and supply are balanced. Research suggests PACs have the potential to sustain high-level research systems. Upgrading and updating applied research capacity and connecting it to the industrial demand side are urgent priorities; developments reveal promising trends that could provide a starting point. Direct technology transfer is limited and impacts survival of companies dependent on the speed of change in their productivity and competitiveness. A brain drain has led PACs to devote attention to attracting youth into research careers. Aspects of the process of building human capital and learning capabilities are to meet present skills gaps in the labor market; guarantee medium-term capacity of the S&T training system to deliver technical specialists, researchers, and teachers; and ensure longer-term sustainability of society and economic growth by opening good-quality education to all citizens. (Appendixes include an 89-item bibliography, S&T priorities, and S&T framework and priorities in PACs.) (YLB) ED480300 Enlargement Futures Project: Expert Panel on Technology, Knowledge and Learning. Final Report. 2001-11-00 Policymakers 93 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20118en.pdf. N/A 2004 2016-11-21

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Yes Adult Education Biotechnology Developed Nations Economic Development Emerging Occupations Employment Patterns Financial Policy Foreign Countries Futures (of Society) Information Technology Job Development Job Training Labor Force Development Productivity Public Policy Research and Development Technological Advancement Technology Technology Transfer Telecommunications Christidis, Panayotis, Ed. Hernandez, Hector, Ed. Lievonen, Jorma, Ed. Reports - Research European Union European Union English A study examined the role of technology in the European Union's (EU's) economy and its impacts on employment. Starting point was Technology and Employment Maps of the FUTURES project that identified main emerging technological developments (TDs) and their implications for employment. Technologies' potential impact on productivity growth and consumption patterns was estimated using theoretical and empirical evidence. Simulation models used estimates as input to quantify TDs' impact in terms of economic growth and employment under alternative technology policy scenarios. Findings indicated technology and innovation play a positive role in economic growth and employment; emerging technologies accelerate economic growth and lead to job creation; Europe needs to invest in education and training in those fields of technology expected to advance most rapidly---information and communication technologies (ICT), biotechnology, and nanotechnology; a small initial increase in public funding leads to increases in private research and development (R&D) outlays and improvements in labor productivity; impacts of increases in innovation expenditures varies across EU sectors and regions; in terms of job creation and economic growth, payoff from R&D in high technology sectors and established competitive sectors produces the best results; and technological progress is EU's main option to maintain its competitiveness on the international level. (Appendixes include 151 references and growth and demand projections.) (YLB) ED480301 Impact of Technological and Structural Change on Employment: Prospective Analysis 2020. Background Report. 2002-03-00 Policymakers 207 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20258en.pdf. N/A 2004 2016-11-21

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Yes Adult Education Aging (Individuals) Brain Drain Demand Occupations Developing Nations Foreign Countries Futures (of Society) Information Technology Job Skills Labor Needs Labor Supply Lifelong Learning Occupational Mobility Postsecondary Education Professional Personnel Professional Training Secondary Education Teacher Shortage Technological Advancement Telecommunications Gourova, Elissaveta Reports - Research European Union Hungary Poland Bulgaria Estonia Bulgaria Estonia European Union Hungary Poland English A study examined information and communication technologies (ICT) job trends and the prospects for preservation and supply of high skilled professionals in the medium and longer term in candidate countries (CCs), for admission into the European Union, focusing on Bulgaria, Estonia, Hungary, and Poland. Rapidly changing technology and growth of ICT-related activities in all sectors led to shortages of highly-qualified ICT professionals. Recruitment difficulties indicated imbalances between existing skills and company demands. ICT skills were obtained through formal education and training or more informally through using ICTs and gaining experience with them. High standards in mathematics, science, and informatics in most CCs were promising for the future supply of highly skilled professionals. The promising medium and longer-term supply of ICT professionals was associated with increasing numbers of young people in higher education and vocational schools. The rising number of students in ICT higher education had not led to a corresponding increase in numbers of teaching staff. Aging of academic staff increased concerns. Prospects for preserving and building ICT capabilities and skills in CCs was complicated by mobility of highly skilled professionals. Issues for policy and research were ICT skills mentoring, qualitative assessment of skills and their relation to company demands; partnerships; encouraging higher achievements in education; and creation of high quality opportunities, outsourcing, and production integration to prevent brain drain. (Contains 84 references.) (YLB) ED480302 Enlargement Project: Insight into ICT Professional Skills and Jobs in the Candidate Countries. Enlargement Futures Series. 2003-05-00 Policymakers 66 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20749en.pdf. N/A 2004 2016-11-21

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Yes Access to Education Developed Nations Economic Change Employment Patterns Foreign Countries Job Skills Labor Force Labor Needs Labor Supply Occupational Information Occupational Mobility Occupational Surveys Research Utilization Skill Development Statistical Data Statistical Studies Statistical Surveys Supply and Demand Technological Advancement Training Ekeland, Anders Tomlinson, Mark Reports - Research Netherlands Norway United Kingdom Economic Indicators Europe Netherlands Norway United Kingdom English This document reports a study of the possibility of making indicators of demand and supply of high skilled labor based on the Labor Force Survey (LFS), a data source available in all European countries. Part 1 is a summary of a pilot study of three countries: United Kingdom (UK), Netherlands, and Norway. It concludes LFS is a limited data source for stock and flow variables. Part 2, the UK report, describes a pilot study of possibilities in the under-explored area of labor mobility research and its relation to innovation and competitiveness in the UK. It outlines possible data sources, published sources, and case study materials that can be used in a national systems framework for future work in mobility and human capital allocation and formation. Part 3, the Norwegian study, has two aims: to study development of high tech sectors in terms of labor mobility and supply of training and to use and discuss the strengths and weaknesses of Norway's register data and LFS. Part 4, the Dutch study of supply and demand for high technology skills, examines skills in the high tech sectors of the Dutch economy. After a literature review, the study looks at trends in the economy as a whole to delineate more general trends in the Dutch economy from the more specific development of the chosen high tech sectors; distribution of training in the Dutch labor market; and mobility of highly skilled persons in the Dutch economy. (YLB) ED480303 The Supply and Demand of High Technology Skills in United Kingdom, Norway and Netherlands: A Report from the European Science and Technology Observatory (ESTO). 2001-10-00 Policymakers 141 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20122en.pdf. N/A 2004 2016-11-21

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Yes Adult Education Basic Skills Developing Nations Educational Assessment Educational Demand Educational Needs Educational Planning Foreign Countries Job Analysis Job Skills Job Training Labor Force Development Labor Market Labor Needs Labor Supply Needs Assessment Policy Formation Regional Planning Training Vocational Education Sommers, Dixie Guides - Non-Classroom Indicators Ohio State Univ., Columbus. Center on Education and Training for Employment. English This guide is designed to assist countries in the Eastern Caribbean region in assessing their needs for vocational-technical training. It discusses needs assessment from an economy-wide perspective; needs assessments within a company are addressed briefly. The guide describes in detail each of the eight broad phases involved in conducting a successful needs assessment: laying the foundation; establishing the policy framework; engaging key stakeholders; reviewing the economy; selecting training needs indicators; gathering additional information; analysis and presentation of needs assessment results and recommendations; and putting the needs assessment results to work. Each phase includes step-by-step procedures that can be adapted to local conditions. A final section briefly discusses needs assessments within a company, including reasons for providing company training; three levels of company needs assessment; and resources for company needs assessment. Appendixes include 34 references and 20 endnotes. (YLB) ED480304 Assessing Vocational-Technical Training Needs in the Eastern Caribbean Region: A Practitioner's Guide. 2002-02-00 74 N/A 2004 2016-11-21

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Yes Adult Vocational Education Career Change Career Information Systems Dislocated Workers Educational Assessment Job Search Methods Job Training Labor Market Labor Needs Occupational Information Outplacement Services (Employment) Prior Learning Reentry Workers Retraining Self Evaluation (Individuals) Skill Development Skill Obsolescence Staff Development Transfer of Training Unemployment Sommers, Dixie Austin, James Reports - Evaluative Transferable Skills O Net Ohio State Univ., Columbus. Center on Education and Training for Employment. English A project used the Occupational Information Network (O*NET) to assist eligible dislocated workers in determining whether training offered by the Toledo Dislocated Worker Consortium fit their needs. More specifically, O*NET was used to help the dislocated workers understand whether they had knowledge and skills that were transferable into the occupations for which training was offered. The project approach included the following general steps: (1) identify O*NET occupations related to training offered; (2) develop procedures for using O*NET in assisting clients; (3) develop knowledge and skill assessment; (4) develop individual knowledge and skill report and provide labor market information; (5) provide training to Consortium staff; and (6) analyze results. Findings indicated clients and staff were able to complete the self-assessment process; clients were successful in rating those knowledges and skills that were important to the occupation of their last job; and client ratings were similar to or not much different than the ratings in O*NET for the occupation of their past job. (Appendixes, amounting to over one-half of the report, include O*NET occupations related to target training; self-assessment instrument; sample knowledge and skills report from the self assessment; and sample labor market information report.) (YLB) ED480305 Using O*NET in Dislocated Worker Retraining: The Toledo Dislocated Worker Consortium Project. 2002-06-00 69 N/A 2004 2016-11-21

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Yes Career Choice Career Planning Compliance (Legal) Disadvantaged Youth Economically Disadvantaged Education Work Relationship Evaluation Criteria Federal Legislation Formative Evaluation Interpersonal Competence Material Development Performance Postsecondary Education Program Evaluation Program Improvement Research Utilization Secondary Education Specifications Work Ethic Youth Programs Lewis, Morgan V. Resch, Susan Reports - Research Ohio Performance Indicators Workforce Investment Act 1998 Ohio Workforce Investment Act 1998 Ohio State Univ., Columbus. Center on Education and Training for Employment. English The Workforce Investment Act 1998 (WIA) made major changes in programs for youth from economically disadvantaged families. It mandated program performance indicators. A study examined the new performance indicators and determined whether they were adequate or should be supplemented with involvement of stakeholders concerned about youth programs. In 9 of 12 Ohio School-to-Work (STW) regions, 108 stakeholders took part in 10 focus groups and discussed what indicators, beyond those mandated, should be used to evaluate youth programs. Content analysis of discussions yielded four potential performance indicators that would supplement, if adopted, those that legislation mandated. The indicators are that program completers can articulate career goals and plans for achieving them; demonstrate the ability to work well with others; manage their personal lives effectively; and demonstrate a good work ethic. Only 24 of 108 participants completed rankings of the indicators. Survey questionnaires circulated to 47 providers asked whether they collected data on the indicators and, if not, their preference for how it should be collected; 9 providers responded. The low response rates indicated data use for program improvement is not a high priority for providers. To increase awareness and understanding of potential contributions of performance data, an introductory guide to data collection and use was prepared and circulated to providers. (The guide is appended.) (YLB) ED480306 Potential Performance Indicators for Youth Programs Funded by the Workforce Investment Act of 1998. 2001-09-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. 65 N/A 2004 2016-11-21

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Yes Adult Education Agency Role Competency Based Education Compliance (Legal) Credentials Education Work Relationship Educational Certificates Employment Qualifications Evaluation Criteria Licensing Examinations (Professions) Occupational Tests Personnel Selection Postsecondary Education Professional Associations Secondary Education Selection Tools Standard Setting Standards Student Certification Vocational Education Mahlman, Robert A. Austin, James T. Information Analyses Opinion Papers Industry Based Skill Standards Voluntary Skill Standards Career and Technical Education Ohio State Univ., Columbus. Center on Education and Training for Employment. English Career-technical educators face three issues in credentialing through assessment. First, the occupational credentialing domain is large and evolving, and a clear understanding of it is a prerequisite to considering adoption of a credential. Three types of credentialing are registration, certification, and licensure. Credentialing organizations are categorized by their mission (government regulatory board, trade association, vendor-specific, National Skills Standards Board). Oversight organizations are professional organizations that disseminate information and provide voluntary oversight by evaluating credentialing systems. Second, a set of clear, comprehensive standards is needed to define credential quality and credibility. Proposed evaluative criteria/standards to select assessment-credentialing are marketability, recognition, alignment to curriculum, quality of input standards, quality of assessments, and usability for career-technical education (CTE) setting. Third, CTE policymakers and educators need a rational, efficient process to evaluate credential systems and associated assessments against a set of standards. The following nine steps are the process: (1) define purposes and uses of occupational credentialing systems; (2) set evaluation criteria; (3) identify credentialing systems and evaluate preliminary link to programs; (4) conduct initial screening; (5) determine quality of input standards; (6) determine quality of credentialing assessments; (7) conduct final linkage to curriculum; (8) determine marketability and recognition; and (9) develop data collection procedures. (Contains a 53-item bibliography.) (YLB) ED480307 Evaluating Credentialing Systems: Implications for Career-Technical Educators. 2002-00-00 National Skill Standards Board (DOL/ETA), Washington, DC. Policymakers 20 For full text: http://www.cete.org/wpapers/pdfdocs/Evaluating_Credentialing_Syst ems_for_CTE.pdf. N/A 2004 2016-11-21

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Yes Academic Education Art Behavioral Objectives Curriculum Development Education Work Relationship Experiential Learning Interdisciplinary Approach Language Arts Learning Activities Mathematics Mathematics Education Middle Schools Science Education Sciences Second Language Instruction Secondary Education Teaching Guides Unified Studies Curriculum Units of Study Vocational Education Guides - Classroom - Teacher Guides - Non-Classroom Career and Technical Education Ohio Ohio Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. English This book is designed to help academic teachers in middle or secondary education develop an appreciation of career-focused education and begin the process of designing career-focused instruction. (Career-focused instruction is educational programming in which curriculum content and learning experiences clearly connect to the world of work.) For career-technical teachers, these sample instructional units give rich examples of how integrated instruction works in real classrooms. The book contains seven fully-developed, career-focused instructional units at the secondary level. It provides one unit for each of these academic areas: arts, foreign language, language arts, mathematics, and science--plus two units that are interdisciplinary (chemistry, English, and social studies; social studies, language arts, and science). Each unit begins with a section entitled Project Highlights with some or all of these components: instructional topic; grade level; time; overview; major objectives; performance objective; preparatory information for teachers/materials needed; career task scenario; guiding questions; and lists of instructional activities and assessments. Lessons within each unit have some or all of these components: objectives addressed; procedures; assignment(s);activities; career extension; handouts; assessment; and resources. (YLB) ED480308 Career-Focused Education for Ohio's Students: Sample Instructional Units. Integrated Technical and Academic Competencies (ITAC). 2001-00-00 Practitioners Teachers 128 N/A 2004 2016-11-21

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No Adult Education Adult Literacy Computer Literacy Distance Education Education Work Relationship Educational Finance Elementary Secondary Education Foreign Countries International Programs Job Training Labor Force Development Learning Motivation Lifelong Learning Literacy Education National Programs Partnerships in Education Postsecondary Education Skill Development Vocational Education Web Based Instruction Willem, Marc, Ed. Brenner, Bettina, Ed. da Cruz, Carlos, Ed. Santos, Maite, Ed. Waniart, Anne, Ed. Reference Materials - Bibliographies Canada Electronic Learning Europe United States Australia Australia Canada United States ISSN-1608-9901 European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This document presents an annotated bibliography of 419 documents that provide a European perspective on vocational education and training (VET). The first part of the annotated bibliography lists documents devoted to the following key themes: (1) skill development (literacy; computer literacy; learning to learn); (2) human resources development (financing, training leave); (3) learning innovation (teachers and trainers, work-related training, higher education, specific target groups, e-learning, open and distance learning); (4) accreditation of prior learning; (5) guidance and counseling; and (6) community based learning. The second section lists documents that deal with the following transversal themes: active citizenship, employability; and partnership. The third section lists documents dealing with the VET situation at the European level, in the individual member states of the European Union, and in the Central and Eastern European countries. The fourth section lists documents concerning the VET situation at the international level, in Australia, and in the United States and Canada. Each entry contains some or all of the following elements: title; author; a brief list of main topics covered; city of publication and publisher; publication date; ISSN number; and descriptors. The bibliography includes documents written in English, French, German, Spanish, and the Scandinavian languages. The names and addresses of the 17 members of REFER, the European network of reference and expertise, are appended. (MN) ED480309 Lifelong Learning Bibliography: A European VET Perspective, January-June 2002. CEDEFOP Dossier Series. 2003-00-00 55 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/(# 6007). For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/ 6007_en.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Allied Health Occupations Allied Health Occupations Education Competency Based Education Core Curriculum Diseases Education Work Relationship Employment Qualifications Health Facilities Health Promotion Health Services Job Skills Models Occupational Clusters Postsecondary Education Secondary Education State Standards Tech Prep Units of Study Vocational Education Boudreau, Joyce Miller, Lavonna F. Guides - Non-Classroom Ohio Career and Technical Education Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. Ohio Board of Regents, Columbus. Ohio State Dept. of Education, Columbus. English This document, which was jointly developed by representatives from a broad cross-section of Ohio's health care industries and educators representing Ohio's schools and colleges, is intended as a foundation for developing an integrated delivery system to prepare students for careers in health care. The document's introductory section presents background information on college tech prep, Ohio's health technology state competency profile, and the Ohio model of health care core standards, along with a key to the profile codes and an overview of the components of Ohio's model tech prep program for health occupations. The remainder of the document presents the Ohio model's 15 units, which cover the following topics: anatomy and physiology; diseases and disorders; communication/technology; organizational systems; employability skills; legal practices; ethics; safety practices; teamwork; health maintenance for providers; health maintenance for individuals/communities; the therapeutic/diagnostic core; the therapeutic cluster; the diagnostic cluster; and the information services cluster. Each unit includes competencies, key competency indicators, the grade level at which each competency should be taught, and ratings of individual competency's importance. The following items are appended: a resource list; lists of the health technology profile review panel members; sample program delivery models and pathway forms; and academic and career cluster integrated technical and academic competencies. (MN) ED480310 Ohio Health Technology Competency Profile. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Administrators Practitioners Teachers 76 For full text: http://www.ohtpcs.org/cp/health.asp. N/A 2004 2016-11-21

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Yes Aboriginal Australians Academic Achievement Adolescents Career Development Dropout Attitudes Dropout Characteristics Dropout Research Dropouts Education Work Relationship Educational Attainment Educational Attitudes Employment Patterns Enrollment Trends Foreign Countries High School Graduates Noncollege Bound Students Secondary Education Sex Differences Unemployment Work Attitudes McMillan, Julie Marks, Gary N. Numerical/Quantitative Data Reports - Research Australia Longitudinal Surveys of Australian Youth TAFE (Australia) Australia Longitudinal Surveys of Australian Youth ISSN-1440-3455 Australian Council for Educational Research, Victoria. English The characteristics and pathways of school leavers in Australia were examined by analyzing data on the cohort of Longitudinal Surveys of Australian Youth (LSAY) young people who were in year 9 in 1995 along with data on previous cohorts of teenagers. Only 79% of members of the study cohort remained in secondary school until the end of year 12. In some respects, during the late teenage years, noncompleters fared better than completers who did not enter higher education. Noncompleters were more likely to be in full-time employment, receive higher hourly earnings, display greater job stability, and report being in the type of job they would like as a career. On other counts, however, noncompleters experienced less successful transitions from school than those of completers. Compared with completers not in higher education, male noncompleters were more likely to be unemployed and female noncompleters were more likely to be outside the labor force. It was emphasized that analyses at later points in time might reveal different and more substantial differences between the labor market activities of noncompleters and completers. (Fifty-eight tables/figures are included. The bibliography lists 62 references. The following items are appended: background information about the LSAY and other estimates of school noncompletion rates; descriptions of the study variables; and supplemental tables and figures.) (MN) ED480311 School Leavers in Australia: Profiles and Pathways. LSAY Research Report. 2003-05-00 ISBN-0-86431-6097 135 ACER Customer Service, Private Bag 55, Camberwell, Victoria 3124 Australia ($40 Australian). Tel: 61 3 9835 7447; Fax: 61 3 9835 7499; e-mail: sales@acer.edu.au; Web site: http://www.acer.edu.au/acerpress/index.html. For full text: http://www.acer.edu.au/research/vocational/lsay/documents/LSAY31s creen.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Career Counseling Career Development Classroom Techniques Educational Finance Educational Practices Educational Strategies High School Seniors Learning Motivation Literature Reviews National Surveys Pilot Projects Predictor Variables Program Effectiveness Questionnaires Self Efficacy Student Attitudes Student Motivation Trend Analysis Vocational Education Dykeman, Cass Wood, Chris Ingram, Michael Herr, Edwin L. Reports - Research Impact Studies Career and Technical Education National Research Center for Career and Technical Education, St. Paul, MN. English The impact of career development interventions on career and technical education (CTE) students' academic self-efficacy and motivation was explored in a pilot study that elicited responses from 293 students at 20 high schools across the United States. The study included a literature review, survey of high school seniors that examined 44 specifically defined career interventions and 4 career development taxa, and student opinion survey that measured self-efficacy and motivation. To clarify the relationship between career development intervention participation and academic achievement, the taxon-level participation scores were regressed against academic self-efficacy and academic motivation, which are both key psychological mediators of academic achievement. Despite the precise definition of the independent variables, minimal linkage was found between the career development intervention taxa and self-efficacy and motivation. The one exception was that the advising intervention taxon predicted 4% of the variance in mathematics motivation. It was recommended that the focus of research efforts be shifted from large macro-level studies of multiple student outcomes to evidence-based research approaches used in the medical sciences. (Twelve tables are included. The bibliography lists 215 references. The following items are appended: the taxon membership; a glossary; sample research introduction and informed consent letters; the project team roster; the senior survey; the standard score algorithms; and correlation matrices from the four regression analyses.) (MN) ED480312 Career Development Interventions and Academic Self-Efficacy and Motivation: A Pilot Study. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. 80 NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090. Tel: 800-678-6011 ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Tel: 614-292-1260; e-mail: ndccte@osu.edu (Order code: 3006; $12). For full text: https://www.nccte.org/publications/secure/index.asp#CareerDevelop mentInterventions. N/A 2004 2016-11-21

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Yes Academic Education Adoption (Ideas) Articulation (Education) Community Colleges Delivery Systems Education Work Relationship Educational Change Educational Finance Educational Research Evaluation Methods High Schools Instructional Design Partnerships in Education Program Design Secondary Education Staff Development Technical Institutes Theory Practice Relationship Two Year Colleges Vocational Education Wolff, Susan J. Copa, George H. Information Analyses Best Practices Career and Technical Education Contextualized Instruction Work Based Learning National Research Center for Career and Technical Education, St. Paul, MN. English This document presents the results of a project to develop new designs for career and technical education (CTE) at the secondary and postsecondary levels in the context of the process and recommendations used in two previous projects that identified new designs for comprehensive high schools and two-year postsecondary institutions. The document is a compendium of 103 design reviews of research, policies, and exemplary practices that focus on whole high school and community/technical college reform and incorporate the results of research and promising practice, including integration of academic education and CTE, articulation of secondary and postsecondary education, and coordination of school and work-based learning. The compendium begins with overviews of the project's purpose, process, and projects. After a detailed discussion of the process of the design reviews' development, 103 design reviews are presented. The design reviews are organized according to the following areas of focus: learning context; learning audience; learning signature; learning expectations; learning process; learning organization; learning partnerships; learning staffing; learning environment; learning accountability; learning celebration; and learning finance. Twelve tables are included. Lists of authors contributing to the design reviews, national design group members, national design studio workshop participants, and site visit locations and agency presentations are appended. The bibliography lists 616 references. (MN) ED480313 New Designs for Career and Technical Education at the Secondary and Postsecondary Levels: Compendium of Design Reviews of Related Research, Policies, and Exemplary Practices. 2003-02-00 Office of Vocational and Adult Education (ED), Washington, DC. 408 For full text: http://newdesigns.oregonstate.edu/compendium/Final%20Compendium%2 0(3-14)all.pdf. N/A 2004 2016-11-21

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Yes Agriculture Case Studies Comparative Education Demography Education Work Relationship Educational Finance Educational Policy Foreign Countries Human Capital International Cooperation Labor Force Development Labor Needs Outcomes of Education Population Trends Public Policy Retraining Social Science Research Social Systems Sustainable Development Unemployment Reports - Research Agricultural Policy European Union European Union English This document summarizes a comparative analysis of the interconnections between technological and socioeconomic developments in agriculture and rural development, human capital formation, and social systems in the 13 candidate countries (CCs) for admission into the European Union (EU) and in the 15 countries of the EU. Specific topics considered in sections A through C are as follows: (1) the unsustainability of the Common Agricultural Policy (CAP); (2) human capital formation; and (3) social systems (pension systems, unemployment compensation, health care, consumer protection, migration, gender policies, social relations). Section D contains the paper "Demographic Change in the EU-Pre-accession Countries: The Challenges of an Enlarged EU" by Gery Coomans. Section E summarizes key arguments and recommendations presented in sections A through D, including the following: (1) thinking about the CAP and its implementation must be revised; (2) although most CCs do not differ significantly from the EU average when analyzed based on the conventional indicators of educational input and output, the CCs may in fact be facing a human capital deficit that the conventional indicators cannot capture; and (3) the notion of "social Europe" based on shared values of equality and social structures is not always consistent with EU external policies. Fifty-four tables/figures/maps are included. A 56-item reference list and a list of 16 suggestions for further reading are included. (MN) ED480314 IPTS/ESTO Studies on Reforms of Agriculture, Education and Social Systems within the Context of Enlargement and Demographic Change in the EU. Final Report. 2002-06-00 Policymakers 148 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20248en.pdf. N/A 2004 2016-11-21

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Yes Access to Computers Communications Computer Security Economic Change Economic Development Educational Needs Employment Patterns Employment Practices Employment Qualifications Foreign Countries Futures (of Society) Industrial Training Industrialization Information Technology Labor Force Development Labor Needs Needs Assessment State of the Art Reviews Sustainable Development Technological Advancement Gourova, Elissaveta Burgelman, Jean-Claude Bogdanowicz, Marc Herrmann, Christoph Reports - Research Information Society Communications Infrastructure Digital Divide European Union European Union English Trends in the development and utilization of information and communication technologies (ICT) in the 13 candidate countries for admission into the European Union(the CC13) were examined by a 12-member panel of experts and its staff. The analysis focused on the following topics: (1) the communication infrastructure available in the CC13; (2) issues of infrastructure and the services and content provided through communication networks; and (3) the ICT-related capabilities and skills of the workforce in the CC13. The following were among the key issues and challenges identified: (1) the security and trust of customers in the new technological solutions for finance, trade, and communications; (2) the widening digital divide in the CC13 and local industry's ability to implement advanced technologies and supply state-of-the-art equipment and services; (3) the availability of public access points and involvement of all stakeholders in the process of building infostructures and providing high-quality services and content to the general public; (4) the ability of existing training systems to meet the requirements of a knowledge society; and (5) the need to strike a balance between acute societal day-to-day needs and the needs of an information society. (Forty-seven tables/figures/boxes are included. The bibliography lists 98 references. Lists of panel members and acronyms and abbreviations are appended.) (MN) ED480315 Enlargement Futures Project: Information and Communication Technologies. Final Report. Enlargement Futures Series. 2002-03-00 Policymakers 85 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20247en.pdf. N/A 2004 2016-11-21

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No Access to Education Educational Policy Educational Research Experiential Learning Foreign Countries Informal Education Nonformal Education Nontraditional Education Participation Postsecondary Education Prior Learning Recognition (Achievement) Secondary Education Student Attitudes Student Certification Student Characteristics Student Experience Transfer Policy Vocational Education Work Experience Bowman, Kaye Clayton, Berwyn Bateman, Andrea Knight, Brian Thomson, Peter Hargreaves, Jo Blom, Kaaren Enders, Marilyn Reports - Evaluative Australia Structured Interviews Australia National Centre for Vocational Education Research, Leabrook (Australia). English Researchers examined the factors driving and impeding effective implementation of recognition of prior learning (RPL) in Australia's vocational education and training sector. The study relied on the following data collection activities: a literature review; an environmental scan of current policies and procedures; statistical analysis of national data; 128 structured interviews with individuals from 28 registered training organizations; focus groups; and a national forum. The existence of the Australian Quality Training Framework and ongoing interest in meeting access and equity obligations and client demands emerged as key drivers of RPL. RPL appeared less useful to young people than to older individuals. Uptake of RPL among equity groups was relatively low. No single barrier was identified as significantly affecting implementation of RPL. Some students chose not to apply for it, even when eligible, because they preferred the training itself and the experience of interacting with other students. The processes for RPL were identified as one factor that might affect RPL implementation in some contexts. Other factors included awareness and understanding of RPL and perceptions of its relevance. Nine specific strategies to facilitate more effective implementation of RPL were recommended for consideration by the National Training Qualifications Council. (Twenty-five tables/figures are included. The bibliography lists 79 references. A description of the study methodology and selected statistics are appended.) (MN) ED480316 Recognition of Prior Learning in the Vocational Education and Training Sector. 2003-00-00 Australian National Training Authority, Melbourne. ISBN-1-74096-175-7 Administrators Practitioners 73 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1342; web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/commercial/op287.pdf. N/A 2004 2016-11-21

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Yes Business Community Colleges Economic Development Institutional Cooperation Job Training Leadership Science Programs Two Year Colleges Vocational Education Gallego, Augustine Reports - Descriptive San Diego Community College District CA San Diego Community Coll. District, CA. English This document argues that regions that sustain economic growth or recover rapidly from economic slumps are often the same communities that have aggressively developed and continue to strengthen collaborations with business and industry, universities, community colleges, high schools, and other key public and private sector entities. In San Diego and Imperial counties in California there are 6 community college districts, serving a total of more than 200,000 students each semester. These community colleges have developed a multi-faceted approach to ensuring that they are matching job-training programs to the workforce needs of the 21st century. The districts have developed the San Diego-Imperial Counties Community College Association, which aims to collaborate on training programs. The Association includes university administrators in its meetings, and intends to expand to include business and industry at the leadership level. This document describes the collaboration between the community colleges and the bioscience industry in the San Diego region. The colleges work with a bioscience association, as well as with individual companies, to plan for future and current workforce needs. Also describes regional economic development centers funded by the state of California, which include the Center for Applied Competitive Technologies at San Diego and Workplace Learning Resource Centers. (NB) ED480317 Community Colleges and Economic Development. 2003-00-00 8 For full text: http://www.nga.org/cda/files/ATLANTAFORUM_GALLEGO.PDF. N/A 2004 2016-11-21

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Yes Administration Articulation (Education) College Faculty College Transfer Students Community Colleges Educational Mobility Educational Planning Institutional Cooperation Intercollegiate Cooperation Transfer Programs Two Year Colleges Sullivan, Brenda L. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires Arkansas Arkansas English The primary purpose of this study was to investigate the perception of two-year and four-year college students, faculty, and chief administration officers related to current articulation practices. The study also aimed to determine the desired components for a successful articulation and transfer system, and to identify any significant differences between current and ideal articulation practices. The study also investigated the feasibility of an articulation officer whose duty is to oversee transfer procedures and a statewide course numbering system. The author used models from similar studies to design a survey instrument, which was then validated by a panel of articulation experts. The author also employed a pilot study using a two-year and a four-year institution in Arkansas in 1999. A total of 378 two-year students, 125 four-year students, 128 two-year faculty, 70 four-year faculty, and the entire population of 9 four-year and 23 two-year chief academic officers (CAOs) responded to surveys. The students, faculty, and staff all indicated that a statewide course numbering system would benefit the articulation process. Students were in favor of a statewide official, two-year faculty and CAOs were not sure, and four-year faculty and CAOs objected. Includes historical background of articulation practices in the U.S. Research instruments appended. (Contains 55 references.) (NB) ED480318 Program to Program Articulation: Progress, Perceptions, and Procedures for Articulation from Two-Year Programs to Four-Year Programs. 2002-00-00 197 N/A 2004 2016-11-21

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Yes Administrative Policy Change Strategies Community Colleges Data Data Analysis Data Collection Data Interpretation Effective Schools Research Information Utilization Methods Research Research Utilization Statistical Data Two Year Colleges Mann, Brian W. Dissertations/Theses - Doctoral Dissertations Information Analyses Tests/Questionnaires English This study aimed to describe, compare, and analyze the use of specific types of data utilized in decision-making by administrators of more and less effective community colleges. The study utilized a modified version of Kim Cameron's "Assessment of Organizational Effectiveness on Higher Education" to measure and rank community college effectiveness. The author used decision-making and organizational effectiveness survey instruments. Survey instruments were sent to 70 administrators at 19 community colleges representing 4 states, 3 major metropolitan areas. including urban and suburban locales, and 2 rural communities. Fifty sets of surveys were returned, for a response rate of 70%. Data analysis included calculating frequencies, descriptive statistics, factor analysis, bivariate correlations, and analysis of variance. The author found that significant differences based on years in current position were identified by the surveys. The author also found significant negative correlation between college enrollment and organizational effectiveness ranking, indicating that as a community college grows, effectiveness rank increases. Significant differences between the way male and female participants responded to survey items regarding student focus were identified as well. Women tend to maintain consistency between their views and practices more so than do men. Research instrument and tables appended. (Contains 66 references.) (NB) ED480319 Community College Effectiveness: Does Data Make a Difference? 2001-00-00 207 N/A 2004 8/19/2004 23:19:35 RIEMAY2004 Ed.D. Dissertation, University of Missouri-Kansas City.

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Yes College Students Community Colleges Cost Containment Costs Declining Enrollment Educational Demand Educational Legislation Enrollment Rate Expenditures Student Costs Tuition Two Year College Students Two Year Colleges Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. English In 2001, the Texas Legislature's House Bill 1465 directed the Texas Higher Education Coordinating Board to "establish a pilot project to measure the impact of reducing tuition for junior college courses offered at times of low enrollment demand in order to promote greater access to higher education and more efficient use of junior college facilities and resources." Eight of the 50 Texas public community college districts volunteered and were selected to participate in the program. All state-funded credit and non-credit courses were eligible. The pilot period ran from fall 2001 through summer 2003. Tuition rates were reduced by 50% (not including fees). Each of the eight districts experienced some enrollment growth as a result of increased enrollment during off-peak hours. The increases ranged from 0.16% to 37%, with a total number of 2,723 full-time-equivalent students enrolled during off-peak hours. The study found that the costs incurred were significant. However, the cost estimates may reflect an overestimation, since some facilities would have been open and covered by administrative staff whether or not reduced tuition classes were offered. The final outcome of the pilot remains undetermined, but this report contains some observations and recommendations. Breakdown of outcomes by college appended. (Contains 15 tables and 1 figure.) (NB) ED480320 Reduced Tuition Pilot Program. Final Report. 2002-10-00 47 For full text: http://www.thecb.state.tx.us/reports/pdf/0487.pdf. N/A 2004 2016-11-21

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Yes Lesson Plans Mass Media Effects Mass Media Role Media Literacy Middle Schools Popular Culture Programming (Broadcast) Social Values Stereotypes Television Research Henry, Laurie Guides - Classroom - Teacher Situation Comedies MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Television programming has a huge impact on the lives of children. This lesson focuses on the stereotypical and racial messages that are portrayed through television programming with a focus on situational comedies. During the four 45-minute lessons, grade 6-8 students will: analyze portrayals of different groups of people in the media; investigate social values presented in the media; analyze portrayals of teenagers in the media; identify stereotypes presented through the media; and investigate television's influence on personal and societal values. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A media observation sheet and a media awareness scavenger hunt worksheet are attached. (RS) ED480321 Critical Media Literacy: TV Programs. 2003-01-31 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Elementary Education Information Sources Lesson Plans Prior Learning Social Studies United States History World Wide Web Writing Assignments Woolley, Jill Guides - Classroom - Teacher Columbus (Christopher) MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson supports third- through fifth-grade students' exploration of multiple online sources to gather information about the life of a well-known explorer, Christopher Columbus. During the two 50- to 60-minute sessions, students will: use prewriting (a K-W-L chart) to prepare for research; use prior knowledge to extend the depth of inquiry; collect and organize historical information; create a time line representing historical facts and events; learn how to import Internet photographs and credit the source; and write an informational summary report using a word processing program. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A list of eight links to web sites about Columbus; step-by-step instructions for creating a word processing document; and a guided scavenger hunt worksheet are attached. (RS) ED480322 Cyberspace Explorer: Getting To Know Christopher Columbus. 2003-04-08 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Definitions Lesson Plans Middle Schools Reading Reading Attitudes Reading Processes Reading Strategies Text Structure Mozombite, Amy Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Middle school students will interact with a variety of different texts to uncover a broader meaning of reading. During the three 50-minute sessions, students will identify different categories of text materials from basic picture books to textbooks; compile a list of strategies and processes needed to read the different types of books; and develop and continue to refine a definition of reading. The instructional plan, lists of web resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A reading survey is attached. (RS) ED480323 Developing a Definition of Reading through Analysis in Middle School. 2003-03-03 Practitioners Students Teachers 8 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:19:43 RIEMAY2004

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Yes Critical Thinking Elementary Education Evaluation Methods Lesson Plans Map Skills Picture Books Problem Solving Reading Instruction Reading Skills Slavery Teaching Methods Miller, Sue Ann Guides - Classroom - Teacher Underground Railroad MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson uses the picture book "Sweet Clara and the Freedom Quilt" by Deborah Hopkinson and an interactive website to enhance third- through fifth-grade students' understanding of the Underground Railroad and slavery, development of reading comprehension skills, and application of mapping skills. During three 45-60 minute lessons, students will: identify the various uses for quilts and describe the significance of Clara's quilt; enhance their understanding of the Underground Railroad; create a problems/solutions/events chart for "Sweet Clara and the Freedom Quilt"; and apply mapping skills to make a "quilt map" showing their route from home to school. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A map scoring checklist; a problem/solutions/events chart; and an evaluation rubric are attached. Includes one chart. (PM) ED480324 Escaping Slavery: "Sweet Clara and the Freedom Quilt." 2003-04-03 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Cultural Activities Cultural Differences Elementary Education Evaluation Methods Foreign Countries Internet Lesson Plans Reading Instruction Student Research Tales Teaching Methods Technology Uses in Education Dennis, Sarah Guides - Classroom - Teacher Wales Africa Japan Africa Japan United Kingdom (Wales) MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Providing students with the opportunity to study different cultures increases their global understanding and helps foster tolerance of cultural differences. In this lesson, grade 3-5 students read folk tales from Japan, Wales, and Africa and depict the stories visually for purposes of retelling. Students also research the countries and share a brief synopsis with the class. During four 30-to 35-minute lessons, students will: read cross-cultural folk tales and depict them visually; briefly research countries using the Internet; present folk tales and their research to the class; gain a better understanding about another country and give suggestions for or initiate more in-depth research. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A research form and a story sequence form are attached. (PM) ED480325 Exploring World Cultures through Folk Tales. 2003-01-27 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Discussion (Teaching Technique) Expository Writing Independent Study Lesson Plans Listening Skills Literary Genres Literature Middle Schools Peer Evaluation Reading Skills Self Evaluation (Individuals) Vocabulary Development Writing Processes Writing Skills Gaines, Lisa Guides - Classroom - Teacher Detective Stories MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students will combine reading in the detective fiction genre with expository writing. Embedded in this unit are reading and writing skills, such as defining, editing, explaining, illustrating, justifying, revising, supporting, and validating. During fifteen 40-minute lessons, grade 6-8 students will: recognize a form of literature according to its characteristics; indicate personal preference by self-selecting a novel in the detective fiction subgenre of mystery; practice predicting, deducing, and analyzing through oral and written discussion; write in expository mode, as well as in descriptive and persuasive modes to a lesser degree; develop and use an extended vocabulary by incorporating terms used by those involved in crime solving; progress through all aspects of the writing process from prewriting to publishing; use self-monitoring and feedback from peers and teachers to evaluate reading, writing, listening, viewing, studying, and research skills; and evaluate what they have learned from the novel and the writing project. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A detective's handbook; a flick sheet; the detective's handbook rubric; a peer editing/revision worksheet for expository entries; a self-monitoring worksheet; and a list of detective novels for grades six through eight are attached. (PM) ED480326 Expository Escapade--Detective's Handbook. 2003-05-27 Practitioners Students Teachers 52 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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No Academic Education Community Organizations Definitions Educational Trends Enrollment Enrollment Trends Females Foreign Countries Glossaries Males National Surveys Postsecondary Education Private Schools Proprietary Schools Public Schools Secondary Education Statistical Surveys Student Characteristics Vocational Education Vocational Schools Numerical/Quantitative Data Australia TAFE (Australia) Australia ISSN-1329-0800 National Centre for Vocational Education Research, Leabrook (Australia). English This document presents detailed statistical information about activity in Australia's public vocational education and training (VET) system in 2002. It contains information on VET students and courses for each of Australia's states and territories. The statistics included in the report were derived from the data collected from VET providers across Australia in accordance with the Australian Vocational Education and Training Management Information and Statistical Standard. The data collected and analyzed cover all VET delivered by providers in receipt of public funding for VET, including technical and further education institutes, other government providers such as agricultural colleges and university VET campuses, community providers, and private providers to which public funds had been allotted for delivery of VET. (According to the data collected, a total of 1,690,100 students [872,200 males and 812,900 females] were enrolled in VET in Australia in 2002. There were 12,514,100 subject enrollments [359.5 million hours of training], including 6,544,900 male subject enrollments [185.7 million hours of training] and 5,93,400 female subject enrollments [173.5 million hours of training]. The 185,000 students [91,600 males and 93,900 females] enrolled in the VET-in-Schools program received a total of 37.4 million hours of training.) Thirty-six tables are included. The following items are appended: technical and explanatory notes; a glossary; lists of training providers across Australia; and definitions of the categories used to classify data items. (MN) ED480327 Students and Courses, 2002: In Detail. Australian Vocational Education and Training Statistics. 2003-00-00 149 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1000; web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/statistics/vet/ann02/id02/index.htm. N/A 2004 2016-11-21

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Yes Apprenticeships Child Care Occupations Cooperative Education Cooperative Planning Education Work Relationship Educational Cooperation Employment Potential Internship Programs Job Shadowing Job Skills Partnerships in Education Program Development School Business Relationship Secondary Education State Curriculum Guides State Legislation State Regulation Student Certification Vocational Education Work Experience Programs Becker, Richard A. Guides - Non-Classroom Employer Role School Based Enterprises Wisconsin Work Based Learning Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English This document is intended to give Wisconsin teachers and administrators the background knowledge to understand the nuances of the various work-based learning (WBL) programs and determine whether they want to develop one or more new WBL programs in their district or enhance or otherwise customize existing WBL programs. Each of the first 11 chapters discusses one of the following types of programs: service learning; job shadowing; internships; employability skills certificate programs; cooperative education skill standards certificate programs; cooperative education; youth apprenticeships; work experience programs; supervised agricultural experience programs; school-based enterprises; and assistant child care teacher programs. Each of these chapters begins with an introduction that explains the objectives of the specific type of program, its main components, and trends in its development and ends with lists of student, supervising teacher, and employer roles and responsibilities. Chapter 12 discusses the process of establishing business and education partnerships. Specific topics covered in Chapter 12 are as follows: benefits of partnerships to the business and industry sector; key questions in recruiting business and industry; and the roles of schools and employers in establishing business and education partnerships. The following items are appended: considerations and expectations for special populations enrolled in WBL programs; the Wisconsin Child Labor Laws Administrative Rule; and a list of 32 resources. (MN) ED480328 Wisconsin Work-Based Learning Guide. 2003-00-00 Practitioners Teachers 57 For full text: http://www.dpi.state.wi.us/dpi/dlsis/let/pdf/wblguid2.pdf. N/A 2004 2016-11-21

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Yes Adult Vocational Education Business English Computer Mediated Communication Computer Uses in Education Distance Education Education Work Relationship Educational Technology Environmental Education Foreign Countries Independent Study Lifelong Learning Management Development Open Education Partnerships in Education Policy Formation Postsecondary Education Professional Continuing Education Teacher Education Teacher Qualifications Web Based Instruction Reports - Descriptive European Union Best Practices European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This brochure, part of a series about good practices in vocational training in the European Union, describes 12 projects that use distance learning to promote lifelong learning in adults. The projects and their countries of origin are as follows: (1) 3D Project, training in the use of IT tools for 3D simulation and animation and practical applications in architecture, industry, and graphics projects from Spain; (2) Multipalio, a European network of qualifications for teachers and trainers in open and distance learning from Italy; (3) Interfoc, Internet training of occasional trainers in businesses from France; (4) Electron, distance teaching and lifelong learning in the electronics sector with the development and use of updated tools for information networks from Greece; (5) AYTEM, support for young teachers on the training market via distance learning from Lithuania; (6) Multiformat Technical and Business English, an open and distance learning program from Finland; (7) a multimedia hypertext navigation system for distance learning from Ireland; (8) Material for open and distance learning in powder metallurgy at the European level; (9) Flexiform, the use of new technologies for flexible and distance continuous vocational training in environmental protection and forestry occupations in France; (10) university/industry cooperation in designing pilot self-training courses in the area of continuous training in engineering in Portugal; (11) distance courses in management control in Italy; and (12) Bayer International Management Simulation, business management self-training programs at the workplace and by distance learning in Germany. All project descriptions include contacts for more information. (MO) ED480329 Distance Learning. Leonardo da Vinci Series: Good Practices. 2002-00-00 17 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/leo4/en. pdf. N/A 2004 2016-11-21

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Yes Action Research Adult Vocational Education Community Development Cultural Background Developed Nations Education Work Relationship Employed Women Foreign Countries Historic Sites Hospitality Occupations Job Training Labor Force Development Leisure Education Policy Formation Postsecondary Education Recreation Recreational Activities Tourism Reports - Descriptive European Union Austria France Best Practices Greece Cyprus Italy Ecotourism Austria Cyprus European Union France Greece Italy Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This brochure, part of a series about good practices in vocational training in the European Union, describes 10 projects that have promoted investment in human resources through training in the tourism sector to promote sustainable, or responsible, tourism. The projects and their countries of origin are as follows: (1) BEEFT, training of mobility planners for seasonal tourism in France; (2) CHTN, cultural heritage tourism network in Cyprus; (3) ESOPE, enterprises and operational structures for employment in the "green" tourism sector in France; (4) ENIT, European niche for insertion in the tourism sector in Austria; (5) EDIT, employee development in tourism, which made a comparative study of policies and practices in the hotel industry; (6) Refalt, European training network for work-linked training in the tourism and leisure industry in France; (7) Simulturismo, development of methods and materials for the improvement of initial and continuing training in the tourism and catering sector in Italy; (8) Tourit, survey and action research in information and communication technology in tourism and hospitality management in the United Kingdom; (9) Verena, training for tourist guides in the context of regional cultural development in Austria; and (10) WIT, women in tourism in Greece. All project descriptions include contacts for more information. (MO) ED480330 Tourism. Leonardo da Vinci Series: Good Practices. 2002-00-00 17 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/leo5/en. pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Benchmarking Change Strategies Dropout Prevention Dropouts Educational Indicators Educational Objectives Educational Policy Evaluation Methods Foreign Countries Lifelong Learning Mathematics Policy Formation School Holding Power Sciences Secondary Education Sex Fairness Strategic Planning Technology Education Legal/Legislative/Regulatory Materials Reports - Research European Union European Union Commission of the European Communities, Brussels (Belgium). English A strategic goal was set in March 2000 by the Lisbon European Council that Europe will be the most competitive and knowledge-based economy in the world, capable of sustaining economic growth with more and better jobs and greater social cohesion by 2010. The heads of state and government agreed upon these three concrete common objectives: (1) improving the quality and effectiveness of education and training systems in the European Union (EU); (2) facilitating the access of all to education and training systems; and (3) opening up education and training systems to the wider world. The commission recommends the adoption of the following European benchmarks for EU member states, all effective as of 2010 and based on year 2000 statistics: (1) to halve the rate of early school leavers; (2) to halve the level of gender imbalance among graduates in mathematics, science, and technology and increase the number of graduates; (3) to halve the percentage of low-achieving 15-year-olds in reading, mathematics, and scientific literacy; (4) the average percentage of 25-64 year olds with at least upper secondary education will reach 80% or more; and (5) the EU-average level of participation in lifelong learning will be at least 15% of the adult working age population and in no country will it be lower than 10%. (Includes statistical data and trend analyses of selected indicators and criteria for identifying the three best performing countries.) (MO) ED480331 Communication from the Commission. European Benchmarks in Education and Training: Follow-Up to the Lisbon European Council. 2002-11-20 Policymakers 29 For full text: http://europa.eu.int/comm/education/doc/official/keydoc/2002/benc h_en.pdf. N/A 2004 2016-11-21

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Yes Computer Uses in Education Continuation Students Dropouts Education Work Relationship Educational Change Educational Improvement Educational Needs Educational Policy Foreign Countries High Risk Students Lifelong Learning Nontraditional Education Outcomes of Education Partnerships in Education Pilot Projects Policy Formation Postsecondary Education School Holding Power Secondary Education Technology Uses in Education Reports - Research European Union Second Chance Programs European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English Thirteen Second Chance Schools in 11 countries attempt to fight school failure and social exclusion in the European Union (EU) by enabling pupils who have at most completed lower secondary school to acquire basic skills that will allow them to embark on a strategy of lifelong learning while supporting the innovation and the growth of the European economy. The schools accept pupils, usually up to age 25, for whom normal school attendance is not still compulsory. The particularities of each school varied, but some general characteristics were as follows: (1) a committed partnership with local authorities, social services, associations, and the private sector-- the latter with a view to offering possible training places and jobs to pupils; (2) a teaching and counseling approach focused on the needs, wishes, and abilities of individual pupils and stimulation of active learning on their part; (3) flexible teaching modules allowing combinations of basic skills development with practical training in and by enterprises; and (4) a central role for the acquisition of skills in and through information and communications technology and other new technologies. Results of a 1999 evaluation include the following: the retention rate has been 94%; the schools have been successful in setting up local partnerships, particularly with employers; and the schools appear to give good value for the money. The pilot program should be mainstreamed within the national education and training systems. (Includes 9 annexes.) (MO) ED480332 Second Chance Schools: The Results of a European Pilot Project. Report. 2001-00-00 Policymakers 43 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/2chance/ en.pdf. N/A 2004 2016-11-21

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No Case Studies Compliance (Legal) Education Work Relationship Educational Development Educational Finance Educational Policy Educational Quality Federal Regulation Foreign Countries Free Enterprise System Government Role Government School Relationship Postsecondary Education Private Education Proprietary Schools Public Education Quality Control School Business Relationship Vocational Education Vocational Schools Atchoarena, David Esquieu, Paul Reports - Research Senegal Deregulation Mali Mali Senegal United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English The private provision trend in technical and vocational education (TVE) in sub-Saharan Africa occurred as the deterioration of state-run TVE systems in the region created a market niche for private providers. While advocates of deregulation believe the adoption of market principles in TVE will lead to greater efficiency and effectiveness, private providers have emerged in an uncoordinated and unmonitored fashion. A literature review and case studies of two countries Senegal and Mali led to some of the following key findings: (1) in some countries the majority of TVE students are enrolled in private institutions; (2) a large number of private TVE institutions operate illegally; (3) private provision concentrates on the service and commercial trades; and (4) the private sector may operate with lower costs and be more responsive to the labor market, but they do not provide much job-related training or include work-experience programs. Some of the policy issues are as follows: (1) simplifying procedures for establishing private TVE institutions facilitates their growth but is not sufficient to prevent the growth of an illegal sector; (2) the lack of regulation for private TVE institutions raises complex issues regarding the mechanisms required to ensure quality and protect consumers against abuses; and (3) for private TVE to succeed, students and the programs themselves must receive some public funding and develop relationships with industry. (Includes 84 references.) (MO) ED480333 Private Technical and Vocational Education in Sub-Saharan Africa: Provision Patterns and Policy Issues. New Trends in Technical and Vocational Education. 2002-11-00 ISBN-92-803-1217-0 Policymakers 232 UNESCO-IIEP, Socit Gnrale, 10 rue Thenard 75005 Paris, France (10 Euros). E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep/index.htm. For full text: http://unesdoc.unesco.org/images/0012/001293/129352e.pdf. N/A 2004 2016-11-21

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No Accreditation (Institutions) Comparative Education Cultural Context Donors Economic Climate Education Work Relationship Educational Administration Educational Change Educational Finance Educational Innovation Educational Policy Foreign Countries Informal Education Labor Market Partnerships in Education Policy Analysis Postsecondary Education Poverty Programs Trend Analysis Vocational Education Atchoarena, David Delluc, Andre Information Analyses Reports - Research United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English Differences in historical, political, cultural, and economic contexts in sub-Saharan Africa (SSA) account for wide variations in structures, operating conditions, and outcomes in technical and vocational education (TVE). This diversity is associated with glaring disparities, so in examining policy trends and the reconstruction of training systems particular attention is focused on innovations in an effort to identify promising initiatives likely to contribute to the establishment of consistent TVE systems, closely linked with the world of work and involving labor market stakeholders. Some common emerging trends in TVE include the following: (1) a shift in the policy focus from inputs to outputs; (2) the use of new financing and certification mechanisms; (3) the involvement of social partners in governance; greater autonomy for institutions; (4) the promotion of private providers and company-based training; and (5) an increasing interest in the informal sector and skills development for poverty reduction. Issues addressed include these: (1) an overview of TVE systems in 10 SSA countries; (2) reviewing various models currently in place; (3) documenting relationships between African TVE systems and policies and donor intervention and traditions in TVE; (4) identifying reasons why certain reforms are facing implementation difficulties; analyzing specific innovations; (5) drawing lessons on the implementation of the reform agenda and its impact on TVE systems; and (6) discussing possible directions for future donor support. (Includes 167 references.) (MO) ED480334 Revisiting Technical and Vocational Education in Sub-Saharan Africa: An Update on Trends, Innovations and Challenges. New Trends in Technical and Vocational Education. 2002-00-00 ISBN-92-803-1224-3 Policymakers 365 UNESCO-IIEP, Socit Gnrale, 10 rue Thenard 75005 Paris, France (19.82 Euros). E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep/index.htm. For full text: http://unesdoc.unesco.org/images/0012/001293/129354e.pdf. N/A 2004 8/19/2004 23:20:12 RIEMAY2004 Includes contributions from Adrienne Bird, James Glover, Wanjala Kerre, Mogotsa Kewagamang,, Zobila Kone, Barbara Murtin, Marianne Nganunu, Charlotte Sedel, Denis Soulat, Tesfa Mariam Tekie and Blaise Zoana. Financial support was provided by the World Bank and the Norwegian Education Trust Funds.

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Yes Autobiographies Evaluation Methods Fairy Tales Lesson Plans Middle Schools Reading Instruction Small Group Instruction Teaching Methods Writing Instruction Schulze, Patricia Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students will work in groups to read and analyze fairy tales, brainstorm for events in their lives that could be changed into fairy tales, develop setting, characters, and plot for their fairy tale, write, illustrate, and compile their fairy tales into group books. During ten 45-minute lessons, students will: choose three fairy tales and read them in small groups; analyze and compare elements of their fairy tales; brainstorm and choose the type of life experience they would like to write about; help each other develop characters, settings, problems, resolutions and lessons for their fairy tales; individually write their narratives as fairy tales; edit and revise fairy tales as a group; compile their fairy tales into group books, choosing the method of binding they wish to use. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. Guidelines for student narrative self-assessment; an explanation of anecdotal note taking; and a list of common elements of fairy tales are attached. (PM) ED480335 Fairy Tale Autobiographies. 2003-02-28 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:20:14 RIEMAY2004

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Yes Critical Thinking Elementary Education Evaluation Methods Fairy Tales Lesson Plans Reading Comprehension Reading Instruction Small Group Instruction Writing Instruction Schulze, Patricia Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English With the help of the teacher, students will read fairy tales and identify common elements. Choosing common situations and working in small groups, students will draw storyboards of their fairy tale and then write the fairy tale. Project will conclude with class presentations. During ten 50-minute lessons, grade 3-5 students will: listen and read to fairy tales, focusing on comprehension and analytical skills; analyze the fairy tales for common elements with the help of the teacher; complete a process writing activity in small groups, choosing common situations as a basis, drawing storyboards, and writing, revising, and editing the text; and present their fairy tales to class, using readers theatre, PowerPoint, bulletin board display, or a similar format. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A storyboard page; an explanation of storyboards; a list of situations for fairy tales; reflective journal instructions; a list of common elements of fairy tales; and a fairy tale analysis sheet are attached. (PM) ED480336 Fairy Tales from Life. 2002-12-04 Practitioners Students Teachers 11 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:20:16 RIEMAY2004

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Yes Academic Achievement Critical Thinking Evaluation Methods Family Communication Journal Writing Lesson Plans Primary Education Student Attitudes Student Motivation Teaching Methods Writing Instruction Wollman-Bonilla, Julie Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Family Message Journals are tools for learning, thinking, and self-expression. By writing several messages with varied purposes, students begin to experience that journal writing can serve many purposes. It can help them remember; make sense of new information and ideas; and recognize, develop, and share personal thoughts and reactions. During three 30-40 minute lessons, grade K-2 students will: use writing as a form of daily communication with families for several different purposes (to remember and share their learning, to make sense of new information and ideas by connecting these to what they know, and to recognize, develop, and share personal thoughts and reactions); become more aware of the many benefits and uses of writing; and think about how to write clearly and legibly for readers. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A letter to family is attached which explains the Family Message Journal. (PM) ED480337 Family Message Journals Teach Many Purposes for Writing. 2003-01-13 Practitioners Students Teachers 8 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:20:19 RIEMAY2004

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Yes British National Curriculum Class Activities Drama English Instruction Foreign Countries Learning Activities Listening Middle Schools Secondary Education Speech Communication Student Educational Objectives Guides - Classroom - Teacher England United Kingdom (England) Department for Education and Skills, London (England). English In England, drama is part of young people's core entitlement in the National Curriculum Orders and in the "Framework for Teaching English: Years 7, 8 and 9." It exists as an academic subject in its own right as GCSE (General Certificate of Secondary Education) and beyond. This guide is intended for teachers of drama within English, as well as teachers of drama as a separate subject. It contains a bank of teaching ideas to help the teaching of drama objectives, and of other Framework objectives, which can be addressed through drama at Key Stage 3. The guide is divided into the following sections: Introduction; English and Drama; Effective Teaching; Year 7 Framework Teaching Objectives (Speaking and Listening Objective 15 Explore in Role; Objective 16 Collaborate on Scripts; Objective 17 Extend Spoken Repertoire; Objective 18 Exploratory Drama; Objective 19 Evaluate Presentations); Year 8 Framework Teaching Objectives (Speaking and Listening Objective 13 Evaluate Own Drama Skills; Objective 14 Dramatic Techniques; Objective 15 Work in Role; Objective 16 Collaborative Presentation); Year 9 Framework Teaching Objectives (Speaking and Listening Objective 11 Evaluate Own Drama Skills; Objective 12 Drama Techniques; Objective 13 Compare Interpretations; Objective 14 Convey Character and Atmosphere; Objective 15 Critical Evaluation); Teaching Objectives from across the English Framework (Year 7 Reading Objective 18 Response to a Play; Year 8 Writing Objective Experiment with Conventions; Year 9 Reading Objective 16 Different Cultural Contexts); Year 8 Exemplar of Work: "Holes" by Louis Sachar; Glossary of Subject-Specific Terms; and References (n=7). (NKA) ED480338 Drama Objectives Bank. Key Stage 3: National Strategy. 2003-00-00 97 PROLOG, P.O. Box 5050, Sherwood Park, Annesley, Notts NG15 0DJ, England. Tel: 0845 6022260; Fax: 0845 6033360; e-mail: dfes@prolog.uk.com; Web site: http://www.dfes.gov.uk/. For full text: http://www.standards.dfes.gov.uk/keystage3/publications/?template=down&pub_id=2520&strand=generic. N/A 2004 2016-11-21

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Yes Childrens Literature Cultural Context Elementary Education Literary Criticism Multicultural Literature Picture Books Political Correctness Story Telling Fox, Dana L., Ed. Short, Kathy G., Ed. Books Collected Works - General Opinion Papers Trade Books National Council of Teachers of English, Urbana, IL. English The controversial issue of cultural authenticity in children's literature resurfaces continually, always eliciting strong emotions and a wide range of perspectives. This collection explores the complexity of this issue by highlighting important historical events, current debates, and new questions and critiques. Articles in the collection are grouped under five different parts. Under Part I, The Sociopolitical Contexts of Cultural Authenticity, are the following articles: (1) "The Complexity of Cultural Authenticity in Children's Literature: Why the Debates Really Matter" (Kathy G. Short and Dana L. Fox); and (2) "Reframing the Debate about Cultural Authenticity" (Rudine Sims Bishop). Under Part II, The Perspectives of Authors, Illustrators, and Editors on Cultural Authenticity, are these articles: (3) "Who Can Tell My Story?" (Jacqueline Woodson); (4) "'Around My Table' Is Not Always Enough" (W. Nikola-Lisa); (5) "Authentic Enough: Am I? Are You? Interpreting Culture for Children's Literature" (Susan Guevara); (6) "The Candle and the Mirror: One Author's Journey as an Outsider" (Judi Moreillon); (7) "A Mess of Stories" (Marc Aronson); (8) "To Stingo with Love: An Author's Perspective on Writing Outside One's Culture" (Kathryn Lasky); and (9) "Multiculturalism Is Not Halloween" (Thelma Seto). Under Part III, Political Correctness and Cultural Authenticity, are these articles: (10) Beyond Political Correctness" (Hazel Rochman); (11) "The Complexity of Debates about Multicultural Literature and Cultural Authenticity" (Violet J. Harris); (12) "'Authenticity,' or the Lesson of Little Tree" (Henry Louis Gates, Jr.); and (13) "Multicultural Literature and the Politics of Reaction" (Joel Taxel). Under Part IV, The Perspectives of Educators on Cultural Authenticity, are these articles: (14) "Can We Fly across Cultural Gaps on the Wings of Imagination? Ethnicity, Experience, and Cultural Authenticity" (Mingshui Cai); (15) "Accuracy and Authenticity in American Indian Children's Literature: The Social Responsibility of Authors and Illustrators" (Elizabeth Noll); (16) "Accuracy Is Not Enough: The Role of Cultural Values in the Authenticity of Picture Books" (Weimin Mo and Wenju Shen); (17) "Artistic Triumph or Multicultural Failure? Multiple Perspectives on a 'Multicultural' Award-Winning Book" (Laura B. Smolkin and Joseph H. Suina); (18) "Images of West Africa in Children's Books: Replacing Old Stereotypes with New Ones?" (Vivian Yenika-Agbaw); and (19) "Use of Spanish in Latino Children's Literature in English: What Makes for Cultural Authenticity? (Rosalinda B. Barrera and Ruth E. Quiroa). Under Part V, Connecting Cultural Authenticity to the Classroom, are these articles: (20) "Multiple Definitions of Multicultural Literature: Is the Debate Really Just 'Ivory Tower' Bickering?" (Mingshui Cai); (21) "The Trivialization and Misuse of Multicultural Literature: Issues of Representation and Communication" (Zhihui Fang; Danling Fu; Linda Leonard Lamme); and (22) "'I'm Not from Pakistan': Multicultural Literature and the Problem of Representation" (Curt Dudley-Marling). (NKA) ED480339 Stories Matter: The Complexity of Cultural Authenticity in Children's Literature. 2003-00-00 ISBN-0-8141-4744-5 Practitioners Teachers 345 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 47445: $26.95 members; $35.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. N/A 2004 2016-11-21

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Yes Classroom Communication Classroom Environment Classroom Techniques Educational Environment Language Arts Literacy Primary Education Professional Development Reflective Teaching Teacher Role Edwards-Groves, Christine Books Guides - Classroom - Teacher Interactive Teaching Explicit Instruction Primary English Teaching Association, Marrickville (Australia). English This book focuses on learning as a social process. The language of teaching and learning within classroom literacy lessons, and how this language contributes to building a culture of learning, is a key principle that underlies each concept presented in the book. Each of the chapters asks teachers to examine the interactive nature of classroom life and to rethink the notion of a lesson. Chapters are: (1) On-Task Literacy Learning in the Everyday Classroom; (2) On-Task Talk: Productive and Explicit Teaching; (3) Literacy Lessons Built on Interaction; (4) Assessment: Knowing and Responding to the Learner; (5) On-Task Teaching and Learning: A Framework for Focused Teaching; (6) On-Task Thinking: Reflective Teaching and Learning; and (7) Reshaping Professional Development for On-Task Teaching. The main direction of the book leads teachers to approach instructional talk in an explicit, and consequently more productive, way to reconnect the learner with the learning, and the teacher with the teaching. It asks teachers to consider the importance of classroom interactions in relation to on-task talk, on-task behavior and on-task thinking. It asks them to consider: the way they structure learning events in an interactive sense; the topics talked about in classroom lessons; how they respond to student contributions both in classroom lessons and in assessment events; how patterns or routine of classroom interaction impact on purposeful student learning; and how focused, on-task talk can promote reflective teaching and learning. (NKA) ED480340 On Task: Focused Literacy Learning. 2003-07-00 ISBN-1-875622-52-7 131 Primary English Teaching Association, P.O. Box 3106, Marrickville NSW 2204, Australia. Tel: (02) 9565 1277; Fax: (02) 9565 1070; e-mail: info@peta.edu.au; Web site: http://www.peta.edu.au. N/A 2004 2016-11-21

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No Adolescent Literature Childrens Literature Curriculum Enrichment Elementary Education Fantasy Learning Activities Literature Appreciation Middle Schools Novels Reader Response Perry, Phyllis J. Books Guides - Classroom - Teacher Fantasy Theme Analysis Standards for the English Language Arts English This teacher's resource guide capitalizes on the appeal of fantasy literature to children to create activities that address the 12 Standards of the English Language Arts sponsored by National Council of Teachers of English and the International Reading Association. The guide contains practical ideas that enable grade 4-8 teachers or librarians to incorporate acclaimed fantasy literature into their curriculum. It also serves as a reference guide to parents seeking outstanding examples of fiction for students. In the guide, each of the 20 fantasy novels is accompanied by a plot summary and list of major characters, a comprehension check, a vocabulary exercise, discussion questions, reference topics, and suggested multidisciplinary extension activities. Some of the fantasy book selections included in the guide are: "Harry Potter and the Goblet of Fire,""The Hobbit,""James and the Giant Peach,""Tuck Everlasting,""Ella Enchanted,""The Tombs of Atuan,""A Wrinkle in Time," and "The Lion, the Witch, and the Wardrobe." (NKA) ED480341 Teaching Fantasy Novels: From "The Hobbit" to "Harry Potter & the Goblet of Fire." 2003-09-00 ISBN-1-56308-987-4 192 Teacher Ideas Press, 361 Hanover St., Portsmouth, NH 03801-3912 ($29). Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Web site: http://www.teacherideaspress.com. N/A 2004 2016-11-21

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No Childrens Literature Class Activities Cultural Pluralism Curriculum Enrichment Elementary Education Integrated Activities Learning Activities Multicultural Literature Picture Books Social Studies Thematic Approach United States History Ellermeyer, Deborah A. Chick, Kay A. Books Guides - Classroom - Teacher Trade Books Multicultural Materials National History Standards English This integrated teacher resource book presents the instruction of grades 3-6 social studies and history concepts within the context of quality multicultural children's books and picture books. This juxtaposition allows teachers to use children's literature to supplement core textbooks, arouse curiosity, add depth to discussion, and provide alternate views of specific historical events. The book defines and illustrates what social studies and history education can and should be. Each chapter focuses on three picture books related to various multicultural themes in American history, from Native American, to pre-colonial, to the present day. Chapters are organized chronologically and by theme. Each chapter includes a book summary, material list, student-centered activities, and related books and poetry, with links to national history standards. Multicultural themes in the book include: Coming to America; The Old West; The American Revolution; Slavery; Freedom Fighter; The Civil War; Immigration; World War II and the Holocaust; Vietnam; Women in History; Men in History; and Native Americans. Contains both a subject index and a title index. (NKA) ED480342 Multicultural American History through Children's Literature. 2003-09-00 ISBN-1-56308-955-6 160 Teacher Ideas Press, 361 Hanover St., Portsmouth, NH 03801-3912 ($26). Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Web site: http://www.teacherideaspress.com. N/A 2004 2016-11-21

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Yes Case Studies Decoding (Reading) Grade 6 Instructional Effectiveness Intermediate Grades Intervention Reading Comprehension Reading Difficulties Reading Improvement Remedial Reading Student Attitudes Word Recognition McConnell, Deidre L. Reports - Evaluative Speeches/Meeting Papers Explicit Instruction English This research presents the results of a 10-week qualitative case study that followed the journey of a limited literacy, grade six student as he progressed through a 10-week, one-on-one intensive literacy intervention. A limited literacy student is defined as a student, who has been identified as functioning two or more years behind their peers in reading and writing. This paper focused on changes in reading behaviors, such as word recognition, decoding, comprehension and metacognition. The results show that responsive, explicit and meaningful instruction, targeted to meet student needs does have a positive impact on student learning. Significant improvements were observable not only in reading, but also in writing, spelling, attitude towards literacy learning and student self-confidence. (Author/RS) ED480343 Reading Intervention for Struggling Adolescents. 2003-05-07 9 N/A 2004 2016-11-21

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Yes Citizenship Democracy Educational Legislation Elementary Secondary Education Foreign Countries Language Maintenance Language Minorities Language of Instruction Official Languages Uncommonly Taught Languages Priedite, Aija Reports - Descriptive Language Policy Latvia Latvia ISSN-1133-3928 English At the time of the collapse of the Soviet Union, ethnic Latvians were only 52 percent of the total population of Latvia, and official use of the Latvian language had greatly diminished while Russian had become the dominant language. It took 15 years to develop the legal instruments necessary for stabilizing the official status of the Latvian language while complying with internationally accepted human rights norms. The law in its current form is clear and functional, although there are certain difficulties in implementation. Not all of those who are required to know Latvian at the necessary level are in compliance. This report presents information on: (1) "Education Law"; (2) "Law on Citizenship"; and (3) "Incorporating the Concept of Integration into the State Administration System." The paper notes that although the law helps establish the official position on language, in a democratic society, all people can converse in private as they wish. There is no threat from the Latvian government regarding the assimilation or "Latvianization" of ethnic minorities. (SM) ED480344 The Evolutionary Process of Laws on the State Language, Education, and Naturalisation: A Reflection of Latvia's Democratisation Process. Mercator Working Papers. 2003-00-00 European Union, Brussels (Belgium). 27 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Foreign Countries Language Maintenance Language Minorities Official Languages Public Policy Romance Languages Sociolinguistics Uncommonly Taught Languages Cisilino, William Reports - Descriptive Italy Romansh Switzerland Friulian Italy Switzerland ISSN-1133-3928 English Rhaeto-Romansh is a Neo-Latin language with three varieties. Occidental Rhaeto-Romansh (Romansh) is spoken in Switzerland, in the Canton of the Grisons. Central Rhaeto-Romansh (Dolomite Ladin) is spoken in some of the Italian Dolomite valleys, in the Province of Belluno, Bozen/Bolzano, and Trento. Oriental Rhaeto-Romansh (Friulian) is spoken in northeast Italy, in the Provinces of Gorizia, Pordenone, Udine, and Venezia. The administrative and state borders separating these communities have determined particular linguistic developments and led to diversified forms of juridical defense. This paper examines juridical regulations for the defense of the Rhaeto-Romansh groups present in the Autonomous Province of Bozen, in the Canton of the Grisons, and in the Autonomous Region Friuli-Venezia Giulia. It highlights the regulations recently adopted in favor of the Friulian linguistic community, which until 5 years ago, was one of the least safeguarded Rhaeto-Romansh groups. It also examines Regional Law 15/96, which was the first organic law for the defense of the Friulian language, and describes Law 482/99, which put into practice the fundamental principle on the defense of minorities provided for by Article 6 of the Constitution. It concludes that once the Executive Rules of Law 482 are issued, Friulians will have many useful juridical instruments for making their linguistic rights prevail. (SM) ED480345 The Juridical Defence of Rhaeto-Romansh Languages, with Particular Reference to the Friulian Case. Mercator Working Papers. 2001-00-00 European Union, Brussels (Belgium). 30 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Foreign Countries Language Maintenance Multilingualism Official Languages Sociolinguistics Alcaraz, Manuel Reports - Descriptive European Union Language Policy European Union ISSN-1133-3928 English This paper situates languages in the framework of European construction, analyzing problems resulting from the definition of languages' official status in the European Union (EU) juridical system. It explains that the process of European construction is historically defined by means of two distinct features (it is an open process, and at the same time, it is an accumulative process). The paper looks at the system of linguistic officiality in the EU (the Council, the Parliament, the Court of Justice, and Ombudsman), then it notes that the question for many policymakers, officials, and journalists is whether the current system is sustainable at this stage of the EU enlargement process. After summarizing a 1995 Parliamentary resolution on the use of official languages in EU institutions, the paper discusses minority languages, which are not EU official languages. It concludes that since the European construction process is an ongoing process, linguistic vertebration will continue to be a provisional matter. It suggests that if Europe is going to be constructed based on diversity and liberty, then Europe will be a place of bilingual people. (SM) ED480346 Languages and Institutions in the European Union. Mercator Working Papers. 2001-00-00 European Union, Brussels (Belgium). 16 CIEMEN, Rocafort 242, bis, 08020 Barcelona, (Catalunya), Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.ciemen.org/mercator. N/A 2004 2016-11-21

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Yes Bilingualism Elementary Secondary Education Finnish Foreign Countries Immigrants Language Maintenance Language Minorities Language of Instruction Migration Patterns Official Languages Sociolinguistics Swedish Uncommonly Taught Languages Lainio, Jarmo Reports - Descriptive Finland Language Contact Language Policy Sweden Finland Sweden ISSN-1133-3928 English Linguistic diversity in the Nordic countries has several dimensions. One main division is between what the majority group thinks it is about versus what the minority group thinks it is about. This paper examines the situation in Finland and Sweden, noting implications for linguistic diversity. Finland and Sweden contain five main varieties of Swedish and Finnish: majority Swedish; Swedish Finnish and Meankieli (two varieties of minority Finnish in Sweden); majority Finnish; and Finland Swedish in Finland. In both countries, linguistic diversity is in many respects about the legal right to receive instruction in the mother tongue. Sweden has promoted active bilingualism for all migrant students during the last 3 decades. This paper focuses on the following: Finland (Suomi); Sweden (Sverige); migration patterns in Finland and Sweden; language contact patterns in Finland and Sweden; and differentiated outcomes of linguistic diversity in Finland and Sweden. It notes that through the slowly improving status and prestige in Sweden of Swedish Finnish, there is greater willingness among both Finland Swedes and Finns in Finland to connect their language policies to that of Swedish in Finland. (Contains 41 references.) (SM) ED480347 European Linguistic Diversity--For Whom? The Cases of Finland and Sweden. Mercator Working Papers. 2002-00-00 European Union, Brussels (Belgium). 48 CIEMEN, Mercator, Rocafort 242 bis, 08029 Barcelona Catalunya, Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.troc.es/ciemen/mercator. N/A 2004 2016-11-21

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Yes Early Childhood Education Elementary Secondary Education Foreign Countries Higher Education Immigrants Language Maintenance Language Minorities Official Languages Sociolinguistics Surribas, Santiago Castella Reports - Descriptive Spain Language Policy Spain ISSN-1133-3928 English This report describes the development and approval of the European Charter for Regional or Minority Languages. After discussing the expression of consent to the European Charter, the report focuses on the ratification process of and obligations assumed by Spain. Although Spain was one of the first signatories in 1992, the ratification was not signed until 2001. The initial Spanish Declaration strongly supported the protection of regional or minority languages, and Spain's ratification is also very supportive, though there are some exceptions related to university education and the media. The report notes that in general, the Charter's obligation to erase every distinction, exclusion, restriction, or unjustified preference that would imply a danger for the maintenance or development of a language opens up possibilities for a more positive interpretation for regional or minority languages. The Charter offers no capacity for enlarging Spain's linguistic law. The report suggests that its most significant contribution is that it offers an international guarantee of minimum protection for languages involved. (SM) ED480348 The Ratification of Spain of the European Charter for Regional or Minority Languages. Mercator Working Papers. 2002-00-00 European Union, Brussels (Belgium). 37 CIEMEN, Mercator, Rocafort 242 bis, 08029 Barcelona Catalunya, Spain. Tel: 34-93-444-38-00; Fax: 34-93-444-38-09; e-mail: mercator@ciemen.org; Web site: http://www.troc.es/ciemen/mercator. N/A 2004 2016-11-21

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No Academic Libraries Foreign Countries High Schools Higher Education Library Collections Public Libraries School Libraries Serials Special Libraries Union Catalogs Cohen, Arlene G., Comp. Yoshida, Patricia, Comp. Reference Materials - Directories/Catalogs Pacific Islands Pacific Islands Association of Libraries and Archives, Guam. English This union list contains the serial holdings from Pacific Island libraries, including the University of the South Pacific Library (Fiji), the University of Guam Robert F. Kennedy Library, Guam Public Library, College of Micronesia-FSM Library, College of the Marshall Islands Library, Micronesian Seminar Library, Palau Community College Library, Guam Memorial Hospital Library, Guam Community College Library, and the Anderson Air Force Base Library (Guam), and several high school libraries. Each entry contains the title of the serial, ISSN (if available), owning institution(s), and summarized holdings information for each institution. A directory of participating libraries, including e-mail addresses, is provided. (MES) ED480349 Union List of Serials in Pacific Island Libraries. 2002-10-00 Institute of Museum and Library Services, Washington, DC. 290 N/A 2004 2016-11-21

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Yes Case Studies Doctoral Dissertations Foreign Countries High Schools Library Services Qualitative Research School Libraries Use Studies Users (Information) Rafste, Elisabeth Tallaksen Reports - Research Norway Norway English This document summarizes a doctoral dissertation that examined activities in school libraries, including educational and leisure activities. The research focused on how pupils in two senior high schools in Norway use the school library in their everyday life at school, who the users are, and what use of the library means to them. The focus was limited to the pupils activities in the school library as a room. In this room, the question of use was not limited to what the pupils should or can do, but what they do in practice. This summary first gives some brief information on the school library situation in Norway. The next sections cover the methodology and theoretical framework of the study. The last section discusses the following main findings: (1) few pupils, regardless of gender, used the school libraries; (2) leisure related activities were equal to educationally related use; (3) book loan was low, and use of computers high; (4) pupils occupied the room both physically and in deciding what sort of activities to perform there; and (5) the school library was a meeting place for social activities. (Contains 11 references.) (MES) ED480350 A Place To Learn or a Place for Pleasure? Pupils' Uses of the School Library in Norway. 2003-07-05 10 N/A 2004 2016-11-21

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Yes Academic Standards Curriculum Development Elementary Secondary Education Information Literacy Information Skills Librarian Teacher Cooperation Library Instruction Library Services School Libraries State Standards Numerical/Quantitative Data Reports - Evaluative Pennsylvania American Association of School Librarians Information Power (AASL AECT) Pennsylvania Pennsylvania State Dept. of Education, Harrisburg. English This tool kit begins with sections that define information literacy, identify information literacy skills, discuss the integration of information literacy into the K-12 curriculum, present an integration/collaboration model, and address collaboration between the school library information specialist and administrators or the instructional team, as well as school/public library cooperation. Charts show the integration of Pennsylvania academic standards into the AASL (American Association of School Librarians) information literacy standards and the integration of AASL information literacy standards into the Pennsylvania academic standards. Performance indicators for information literacy, independent learning, and social responsibility are identified as benchmarks for grades 3, 5, 8, and 11. An action plan for implementing information literacy standards is outlined, and a suggested library curriculum for benchmark grade levels three, five, and eight is presented. A student information literacy rubric offers an overview and framework based on the information literacy curriculum for one school district. Recommended collaboration and library research tools to assist school library information specialists to implement information literacy are provided. A glossary and a list of suggested professional journals are included. An AASL document on collaboration and Pennsylvania's "Proposed Academic Standards for Civics and Government" are appended. (Contains 118 references.) (MES) ED480351 The Pennsylvania School Library Information Specialist Tool Kit for Implementing Information Literacy in Schools. 2000-05-00 149 Office of Commonwealth Libraries, 333 Market Street, Harrisburg, PA 17126-1745. Tel: 717-787-4440; e-mail: ra-reference@state.pa.us; Web site: http://www.statelibrary.state.pa.us/libraries/site/default.asp/. For full text: http://www.statelibrary.state.pa.us/libraries/lib/libraries/toolkit.pdf/. N/A 2004 2016-11-21

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Yes Access to Information Federal Programs Information Technology Library Administration Library Planning Library Services Public Libraries Shared Library Resources State Libraries User Needs (Information) Reports - Descriptive Library Services and Technology Act 1996 Vermont Vermont Library Services and Technology Act 1996 Vermont State Dept. of Libraries, Montpelier. English This five-year plan sets forth the principles, Department of Libraries mission statement, needs, goals, evaluation plan, and programs for administering Vermont's LSTA (Library Services and Technology Act) program during 2003-2007. It defines stakeholders and their roles, and the communication and monitoring procedures that will assure the involvement of the library community and library users in the implementation of the LSTA state program in Vermont. This document presents actions, time frames, key output/outcome targets, statutory mandates, and LSTA purposes for the following goals: (1) to enhance and expand libraries' technology capabilities so that all Vermonters will have reliable and equitable statewide electronic access to information resources; (2) to enhance and expand resource sharing and cooperative efforts among libraries so all Vermonters have reliable and equitable access to information resources; (3) to improve the quality and accessibility of library and information services to all Vermonters by making available to local libraries support services, technical assistance, training, and other appropriate programs; and (4) to ensure that every Vermonter has equitable access to library materials and information regardless of location, age, education, economic status or special need. (Contains 15 references.) (MES) ED480352 State of Vermont Department of Libraries Library Services and Technology Act Five-Year Plan, 2003-2007. 2002-00-00 35 Vermont Department of Libraries, 109 State Street, Montpelier, VT 05609-0601. Tel: 802-828-3261; Fax: 802-828-2199; e-mail: questions@dol.state.vt.us; Web site: http://dol.state.vt.us/. For full text: http://dol.state.vt.us/gopher_root5/libraries/lsta/VTLSTA2003-20075YRPLAN.PDF/. N/A 2004 2016-11-21

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Yes Community Colleges Developmental Programs Educational Innovation Educational Needs Educational Planning Educationally Disadvantaged Remedial Instruction Remedial Programs Two Year Colleges Lundell, Dana Britt, Ed. Higbee, Jeanne L., Ed. Collected Works - Proceedings University of Minnesota Minnesota Univ., Minneapolis. Center for Research on Developmental Education and Urban Literacy. English In 2001, a group of 25 national and regional leaders in the field of developmental education met in Minneapolis, Minnesota, for the second Meeting on Future Directions in Developmental Education. The meeting was co-sponsored by General College (GC) and the Center for Research on Developmental Education and Urban Literacy (CRDEUL) at the University of Minnesota--Twin Cities. The primary goal of the meeting was to advance key themes from the first meeting into a more focused set of recommendations with a framework for creating action plans. Four major themes were established: (1) Future Directions for Research; (2) Future Models, Best Practices, and Alternative Delivery Systems; (3) Shaping National and Local Policy for the Future; and (4) Community Partnerships, Collaboration, and Civic Engagement. This document summarizes the conversations from home groups, which consisted of two co-leaders and four or five other participants who were collectively responsible for establishing a framework for discussion. Group members then presented summaries of their conversations. This monograph offers five summaries on topics ranging from best practices to shaping policy. Each summary includes references. Monograph also contains a bibliography pertaining to each summary, and a general bibliography, for a total of 130 references. (NB) ED480353 Proceedings of the Meeting on Future Directions in Developmental Education (2nd, Minneapolis, Minnesota, April 5-6, 2001). 2001-04-05 56 Center for Research on Developmental Education and Urban Literacy (CRDEUL). University of Minnesota, General College, 340 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN 55455. Tel: 612-625-6411; Fax: 612-625-0709; e-mail: crdeul@umn.edu; Web site: http://www.cehd.umn.edu/CRDEUL N/A 2004 2016-11-21

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Yes Budgeting Budgets Community Colleges Educational Finance Government School Relationship State Agencies State Aid State Legislation State Officials Two Year Colleges Lay, Scott Journal Articles Opinion Papers Proposition 98 (California 1988) English This article provides insight into the California state budget process and gives an overview of California's growing deficit. The author examines the decline in personal income gained from stock options and capital gains as a means of illustrating the economic factors that resulted in a $28 billion deficit. Next, the author turns his attention to the Governor's 2003-04 budget proposal, which would reduce funding by $528 million from the level, provided in the budget enacted the previous September. This is represents a 10.4% reduction. In addition, the Governor proposes cutting $821 million in State General Fund Support. This would be partially offset by student fee revenue ($149 million) and local property tax ($144 million), resulting in a net $528 million cut. From a policy standpoint, the budget's most significant proposal is an 8.5% "downsizing" of the community colleges. The Governor's budget acknowledges that 118% (from $11 to $24) fee increase and reduced course sections will invariably reduce enrollment. The remainder of the article consists of the author's assessment of how the Governor's proposed budget cuts will impact California's community colleges and a discussion of Proposition 98, a constitutional guarantee of a minimum level of funding for K-12 and community colleges. (RC) ED480354 Community Colleges and the State Budget: The Nuts and Bolts. iJournal n5 May 2003 2003-05-00 California Community Colleges, Sacramento. 7 For full text: http://www.ijournal.us/home.htm. N/A 2004 2016-11-21

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Yes Access to Computers Community Colleges Computer Uses in Education Computers Disabilities Economically Disadvantaged Educational Technology Ethnic Groups Internet Rural Areas Two Year College Students Two Year Colleges Urban Areas Reports - Research Academic Senate for California Community Colleges Academic Senate for California Community Colleges, Sacramento. English In spring 2001, the Academic Senate for California Community Colleges passed a resolution whose aim is to narrow the digital divide among California community college students. The digital divide is defined as the disparity between those who have access to technology and those who do not. The resolution suggests two questions: (1) How has technology increased or decreased access for students in community colleges? (2) How has technology contributed to student success in the community college? The California Community Colleges System took advantage of a 1994-96 U.S. Department of Commerce planning grant to develop the Technology I Strategic Plan, which funded the Telecommunications and Technology Infrastructure Program (TTIP), an effort to provide support networks and other resources for faculty, students, and staff in the area of computer technology. In 2000-2001, TTIP provided a total of $44.3 million to California community colleges. Nevertheless, dedicated system-wide support for computer technology has been inadequate, with only 22% of computer technology funds coming from TTIP. These funds are earmarked for reduction in 2003-2004. This report also covers access for the disabled, quality of access as an issue of the digital divide, the role of faculty in access, and student success. (Contains 30 references.) (NB) ED480355 The Impact of Computer Technology on Student Access and Success in the California Community Colleges. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Academic Standards Accountability Benchmarking College Faculty Data Collection Educational Indicators Educational Objectives Educational Quality Educational Trends Foreign Countries Goal Setting Higher Education Information Management Information Needs Information Systems Information Utilization Organizational Climate Organizational Culture Quality Control Owen, Jane Alterman, Jeff Guides - Non-Classroom England United Kingdom (England) Learning and Skills Development Agency, London (England). English The use of target setting in conjunction with good information systems in colleges and work-based learning (WBL) providers can lead to improved service provisions across the sector in the United Kingdom. Target setting must be carried out in a systematic way in which providers must develop target- setting processes with a focus on learner success; self- assessment and development planning; effective processes for setting retention and achievement targets; identifying and developing other targets; the timeliness and accuracy of underpinning data; and the information needs of course managers. Target setting health checks, which have led to considerable improvements in the way that organizations use target setting, are provided for both colleges and WBL providers. Information systems facilitate target setting, and a culture of openness in which the aim of an organization is to have organization information (OI) rather than management information (MI) is a key precondition for an effective information system. Recommendations for effective OI are as follows: OI needs support from the top; the senior manager is key; MI must be OI; OI is a service for all staff; good OI depends on an open information policy; everyone is responsible for data accuracy; and the more data are used, the more accurate they will be. (MO) ED480356 Hitting the Target: Target Setting and Information Systems for the Learning and Skills Sector. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-873-4 Administrators Practitioners 55 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1385, free). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/pubs/dbaseout/download.asp?code=1385. N/A 2004 2016-11-21

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Yes Access to Education Apprenticeships Education Work Relationship Employer Attitudes Foreign Countries Geographic Location Labor Force Development National Programs Organization Size (Groups) Postsecondary Education School Business Relationship Trainees Training Methods Vocational Education Work Experience Programs Ferrier, Fran Smith, Chris Selby Reports - Research Australia New Apprenticeships (Australia) Australia Monash Univ., Clayton, Victoria (Australia). Centre for the Economics of Education and Training. English This document focuses on investigations of three main issues of "User Choice," which has been applied to New Apprenticeships since 1998. The issues are as follows: (1) why some firms do not access User Choice when arranging training for their trainees and apprentices; (2) whether the size of the firm has a significant impact on User Choice experience; and (3) whether the geographical location of the firm has a significant impact. (Data were collected from responses to a 2001 survey and from case studies of twenty enterprises of varying sizes and geographical locations. The results indicate that firms do not access User Choice for training for the following reasons: (1) they lack awareness of it; (2) they have few or no effective training choices open to them; (3) they have previously had poor experiences with it; and (4) they do not seek or want choices in training. The varying sizes of firms led to differences in the following areas: (1) the training information available; (2) the reasons for employing apprentices or trainees; (3) the ability to negotiate variations in training appropriate to specific needs; and (4) the significance of financial support from public sources for training decisions. The varying geographical locations of firms led to differences in the following areas: (1) reasons why firms choose to train; (2) differential access to information about training; and (3) variation in the availability of training choices.) Suggestions on how to make User Choice more appealing and accessible to enterprises are made. Includes 5 references. (MO) ED480357 The User Choice Experience of Australian Firms: A Further Investigation. Project 2000-10: User Choice. Working Paper. 2003-06-00 Australian National Training Authority, Melbourne. 33 N/A 2004 2016-11-21

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Yes Academic Achievement College Preparation Curriculum Evaluation Educational Improvement Educational Needs High School Students High Schools Job Skills Mathematics Achievement Outcomes of Education Program Effectiveness Racial Differences Reading Achievement Science Achievement Scores Student Evaluation Teacher Collaboration Teacher Expectations of Students Teaching Methods Vocational Education Bottoms, Gene Information Analyses High Schools That Work Southern Regional Education Board, Atlanta, GA. English Implementation of the High Schools That Work (HSTW) key practices improved achievement for career-bound students in these four ways: (1) HSTW sites showed significant improvement in average reading and math scores; (2) the percentage of career- bound students meeting HSTW performance goals in 1994 and 1996 increased from 33% to 43% in reading and from 34% to 44% in mathematics; (3) the gap widened between HSTW career-bound students and vocational students nationally; and (4) a large proportion of the 260 sites assessed in 1993/94 showed improvement in 1996. Mathematics achievement for African-American HSTW youth did not improve between 1994 and 1996, and over half of the career-bound students fell short of the HSTW performance goals in math, reading, and science. Successful HSTW sites do the following: set high expectations; offer intellectually challenging occupational studies; increase access to academic studies that teach essential content from college preparatory curriculum; require a challenging program of study consisting of an upgraded academic core and a major; provide a structured system of work-based and school-based learning; enable academic and vocational teachers to plan together; engage each student actively; involve each student and his or her parents in planning a high school program of study; provide extra help; and use student assessment to advance student learning. (Includes 3 figures.) (MO) ED480358 The 1996 High Schools That Work Assessment: Good News, Bad News and Hope. Research Brief. 1997-06-00 Practitioners Teachers 6 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief1.as p. N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Development Curriculum Evaluation Educational Improvement Educational Needs English Curriculum High School Students High Schools Job Skills Longitudinal Studies Males Outcomes of Education Reading Achievement Reading Skills Scores Sex Differences Student Evaluation Teacher Expectations of Students Vocational Education Writing Achievement Bottoms, Gene Creech, Betty Guides - Non-Classroom Information Analyses High Schools That Work Southern Regional Education Board, Atlanta, GA. English Good news about reading achievement of career-bound students at High Schools That Work (HSTW) sites includes the following: (1) 60% of the 260 sites that tested students in 1993/94 and again in 1996 saw improvement in reading scores; (2) the performance of all students majority and minority improved significantly; (3) HSTW sites widened the gap between their career-bound students and vocational students nationally; and (4) students completing business, marketing and health concentrations had average reading scores that met or exceeded the HSTW reading goal of 279. However, well over half the students at HSTW sites were reading below the performance goal level and a disproportionately large number of career-bound males continue to enroll in basic and general English classes that do not lead to reading improvements. In order for English departments and teachers to take the lead in advancing the reading, writing and communication skills of career-bound youth the following recommendations are made: enroll career-bound students in higher- level English courses to improve reading achievement; give students more intellectually challenging assignments that require them to work harder in and out of class; create assignments that require students to collect, evaluate, organize and present information; get students to apply reading, writing and speaking skills to advance learning in other courses; and act on the message in the HSTW data. (Includes 2 figures.) (MO) ED480359 Reading Performance of Career-Bound Students: Good News and Bad News from the 1996 High Schools That Work Assessment. Research Brief. 1997-06-00 Practitioners Teachers 6 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief2.asp. N/A 2004 2016-11-21

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Yes Blacks Comparative Analysis Educational Policy Educational Trends Females High School Students High Schools Instructional Improvement Males Mathematics Achievement Mathematics Instruction National Surveys Noncollege Bound Students Outcomes of Education Racial Differences Sex Differences Student Evaluation Teacher Expectations of Students Vocational Education Womens Education Bottoms, Gene Creech, Betty Guides - Non-Classroom Information Analyses High Schools That Work African Americans Southern Regional Education Board, Atlanta, GA. English The mathematics achievement of career-bound students at High Schools That Work (HSTW) sites in 1996 was compared to performance levels at HSTW sites in 1993-1994. Forty-nine percent of the 260 HSTW sites improved their average mathematics scores over the period, with the percentage of career-bound students meeting the HSTW mathematics goal of 295 increasing from 36% to 44%. Although male students' performance improved significantly over the study period, that of female and African-American American students did not. The gap continued to widen between HSTW sites' career-bound students and vocational students in the National Assessment of Educational Progress. Students taking the challenging HSTW-recommended mathematics curriculum had an average score of 294, which nearly meets the HSTW performance goal of 295. The bad news is that over half of students at HSTW sites did not score at the mathematics goal level. The following were among the recommendations for further improving career-bound students' mathematics performance: (1) raise expectations and get students to work harder; (2) take the lead in getting other school teachers to use data and numbers to advance learning; (3) work with vocational teachers to increase the application of mathematics concepts in vocational courses; and (4) use instructional methods that connect mathematical concepts and procedures to experiences in students' lives. (MN) ED480360 Mathematics Performance of Career-Bound Students: Good News and Bad News from the 1996 High Schools That Work Assessment. Research Brief. 1997-06-00 Administrators Teachers Practitioners 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief3.as p. N/A 2004 2016-11-21

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Yes Blacks Educational Policy Educational Trends Enrollment Enrollment Trends Females High School Students High Schools Instructional Improvement Longitudinal Studies Males Racial Differences Science Achievement Science Instruction Sex Differences Student Evaluation Teacher Expectations of Students Teacher Role Vocational Education Womens Education Bottoms, Gene Feagin, Caro H. Guides - Non-Classroom Information Analyses African Americans High Schools That Work Work Based Learning Southern Regional Education Board, Atlanta, GA. English The science achievement of career-bound students at High Schools That Work (HSTW) sites in 1996 was compared to performance levels at HSTW sites in 1993 or 1994. HSTW sites studied in 1993 improved their average science scores from 270 to 283 in 1996. Vocational students at HSTW sites scored higher in science (average score, 283) than did the national sample of vocational students in the National Assessment of Educational Progress (average score, 267). Fifty-three percent of the 260 sites studied showed improvement in science in 1996, and 39% of students completed the HSTW-recommended science curriculum in 1996 with an average score of 289 compared with a score of 279 for the 61% who did not complete the curriculum. The bad news is that there was no improvement in science scores from 1994 to 1996. The following were among the recommendations for further improving students' science performance: (1) set high expectations and get students to meet them; (2) have students complete a challenging program of study consisting of an upgraded academic core and a major; (3) increase access to science studies that teach the essential content from the college preparatory curriculum; (4) engage students actively in the learning process; and (5) provide a structured system of work-based and school based learning. (MN) ED480361 The 1996 High Schools That Work Assessment: Science. Good News, Bad News and Actions. Research Brief. 1997-06-00 Practitioners Administrators Teachers 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief4.as p. N/A 2004 2016-11-21

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Yes Academic Achievement Allied Health Occupations Education Comparative Analysis Educational Policy Educational Trends High School Students High Schools Instructional Improvement Longitudinal Studies Mathematics Achievement National Surveys Outcomes of Education Policy Formation Racial Differences Reading Achievement Science Achievement Sex Differences Student Evaluation Vocational Education Womens Education Bottoms, Gene Presson, Alice Guides - Non-Classroom Information Analyses High Schools That Work Work Based Learning African Americans Southern Regional Education Board, Atlanta, GA. English The academic achievement of students in health occupations programs at High Schools That Work (HSTW) sites in 1996 was compared to academic performance levels at HSTW sites in 1994. Health occupations students at HSTW sites improved their average reading scores from 269 in 1993 to 278 in 1996. During the study period, the gap widened between HSTW students in health occupations programs and vocational students nationally. The average reading, mathematics, and science scores of students at the HSTW sites were all higher than those of vocational students in the national sample. Male students in health occupations programs had higher reading, mathematics, and science scores in 1996 than in 1994. The bad news is that smaller percentages of students in health occupations programs met the HSTW performance goals in mathematics and science than did all students participating in the 1996 assessment which is of particular concern given the place of mathematics and science in health care. The following were among the recommendations for further improving health occupations students' performance: (1) set high expectations and get students to meet them; (2) offer intellectually challenging health occupations studies; (3) increase access to classes that teach high-level content; (4) provide a structure of work-based and school based learning; (5) enable academic and vocational teachers to plan together; and (6) involve students and parents in planning programs of study. (MN) ED480362 The 1996 High Schools That Work Assessment: Good News and Bad News for Health Occupations Programs. Research Brief. 1997-06-00 Administrators Teachers Practitioners 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief5.asp. N/A 2004 2016-11-21

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Yes Academic Achievement Change Strategies Comparative Analysis Consumer Education Educational Change Family Life Education High School Students High Schools Instructional Improvement Longitudinal Studies Mathematics Achievement National Surveys Policy Formation Program Effectiveness Reading Achievement Science Achievement Student Evaluation Teacher Expectations of Students Teacher Role Trend Analysis Bottoms, Gene Guides - Non-Classroom Information Analyses Family and Consumer Sciences High Schools That Work Work Based Learning Southern Regional Education Board, Atlanta, GA. English The academic achievement of students in family and consumer sciences programs at High Schools That Work (HSTW) sites in 1996 was compared to performance levels in 1994. Family and consumer sciences students at HSTW sites significantly improved their average reading scores (from 261 in 1994 to 269 in 1996). The percentages of family and consumer science students meeting HSTW goals in reading and in mathematics increased from 1994 to 1996 (from 27% to 35% in reading and from 20% to 27% in mathematics). In reading and science, family and consumer students performed as well as vocational students nationally. The bad news is that the reading, mathematics, and science achievement of family and consumer sciences students at HSTW sites was significantly lower than that of all vocational students at HSTW sites. The following were among the recommendations presented: (1) set high expectations and get students to meet them; (2) offer intellectually challenging family and consumer sciences studies; (3) increase access to a college preparatory-level curriculum; (4) provide a structure of work-based and school based learning; (5) enable academic and vocational teachers to plan together; (6) involve students and parents in planning programs of study; (7) provide extra help; and (8) use student assessment to advance learning. (MN) ED480363 The 1996 High Schools That Work Assessment for Family and Consumer Sciences: Good News and Bad News. Research Brief. 1997-06-00 Administrators Practitioners Teachers 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief6.as p. N/A 2004 2016-11-21

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Yes Academic Achievement Comparative Analysis Cooperative Education Education Work Relationship Educational Change Females High School Students High Schools Males Mathematics Achievement National Surveys Outcomes of Education Reading Achievement School Business Relationship Science Achievement Student Employment Student Evaluation Teacher Expectations of Students Teacher Role Vocational Education Bottoms, Gene Presson, Alice Guides - Non-Classroom Information Analyses High Schools That Work Impact Studies Work Based Learning Southern Regional Education Board, Atlanta, GA. English The effects of work-based learning on student achievement were examined by analyzing data from the 1996 High Schools That Work (HSTW) assessment. The comparison focused on the experiences of 12th-graders in structured work-based learning programs and 12th-graders with after-school jobs. A larger percentage of students earning school credit for work reported having higher- quality worksite learning experiences, including rotating through several jobs within a company, working frequently with a worksite mentor, and learning new technical skills in the work setting. More students in structured programs used work experiences to make the transition to a full-time job. The bad news was that students in work-based learning had lower academic achievement than those who only had jobs. The following were among the recommendations presented: (1) set high expectations and get students to meet them; (2) offer intellectually challenging vocational studies; (3) increase access to academic studies that teach high-level content; (4) require students to complete a challenging program of study; (5) integrate school-based and work-based learning; (6) engage students actively in the learning process; (7) involve students and parents in planning programs of study; (8) provide extra help; (9) ask students to share their work-based learning experiences with other students; and (10) arrange for working students to participate in seminars conducted by their academic and vocational teachers at the worksite. (MN) ED480364 Work-Based Learning: Good News, Bad News and Hope. Research Brief. 1997-00-00 Practitioners Teachers 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief7.as p. N/A 2004 2016-11-21

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Yes Academic Education Education Work Relationship Educational Change Educational Responsibility Employment Potential Employment Qualifications Futures (of Society) High School Students High Schools Instructional Design Job Skills Mathematics Achievement Needs Assessment Noncollege Bound Students Outcomes of Education Reading Achievement School Role Science Achievement Teacher Student Relationship Vocational Education Bottoms, Gene Guides - Non-Classroom Information Analyses High Schools That Work Southern Regional Education Board, Atlanta, GA. English The 1996 High Schools That Work (HSTW) Assessment provides ample evidence that HSTW strategies can make a big difference in student success. Students who completed an upgraded academic core and challenging vocational courses met HSTW goals and were actively sought by employers and postsecondary schools. However, too many career-bound high school students are not measuring up in areas considered critical for success in the workplace. Too many are taking the wrong courses in high school, exerting very little effort in their academic and technical studies, and scoring low on achievement tests. It is not that career-bound students cannot perform at higher levels but rather than the vocational instructional system is failing to challenge them to do so. HSTW therefore believes that vocational courses must do the following things: (1) model the concept of quality work; (2) make students independent learners; (3) cause students to be active rather than passive participants in the learning process; (4) result in quality products that reflect real life; (5) confront shortcomings and show students how to improve; (6) include tough assignments that require work outside of class; (7) require teamwork, with teachers serving as coaches; (8) prepare students for workplace and education beyond high school; and (9) give students open-ended problems to solve by using academic, technical, and personal skills. (MN) ED480365 Keeping the Future Alive for Youth in High School Vocational Studies. Research Brief. 1997-06-00 Practitioners Teachers 6 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief8.asp. N/A 2004 2016-11-21

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Yes Academic Achievement Business Education Comparative Analysis Educational Policy High School Students High Schools Instructional Improvement Longitudinal Studies Males Marketing Education Mathematics Achievement National Surveys Outcomes of Education Policy Formation Program Effectiveness Reading Achievement Science Achievement Student Evaluation Teacher Expectations of Students Teacher Role Bottoms, Gene Thayer, Yvonne Guides - Non-Classroom Information Analyses High Schools That Work Work Based Learning Southern Regional Education Board, Atlanta, GA. English The academic achievement of students in business and marketing programs at High Schools That Work (HSTW) sites in 1996 was compared to performance levels in 1994. Between 1994 and 1996, the average reading scores of business students at HSTW sites increased from 271 to 279, and their average mathematics scores increased from 286 to 290. A higher percentage of students in business programs met the HSTW performance goals in reading and mathematics than did all students participating in the 1996 assessment. HSTW business students continued to outpace their national counterparts in reading, mathematics, and science. Male business students improved substantially in reading and mathematics in 1996. The bad news is that one-half of those students could not construct written and oral responses and that science scores for business students did not improve. The following were among the recommendations presented: (1) set high expectations and get students to meet them; (2) offer intellectually challenging occupational studies; (3) increase access to academic courses teaching the essential content from the college preparatory curriculum; (4) provide a structure of work-based and school based learning for students; (5) enable academic and vocational teachers to plan together; (6) involve students and parents in planning programs of study; (7) provide extra help; and (8) use student assessment to advance learning. (MN) ED480366 The 1996 High Schools That Work Assessment: Good News and Bad News for Business and Marketing Programs. Research Brief. 1997-07-00 Practitioners Teachers 10 For full text: http://www.sreb.org/programs/hstw/publications/briefs/97brief11.asp. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Case Studies Change Strategies Curriculum Data Collection Educational Change Educational Finance Financial Support Graduation Requirements High Schools Models Outcomes of Education Rural Areas Rural Education School Districts State Legislation Teacher Expectations of Students Vocational Education Vocational Schools Reports - Research Work Based Learning Career and Technical Education High Schools That Work Massachusetts Massachusetts Southern Regional Education Board, Atlanta, GA. English Tri-County Regional Vocational Technical High School, which is located in the rural New England town of Franklin, Massachusetts, is a school of "choice" that students elect to attend. All of the school's 850 students must have a career/technical focus for their studies. Most of Tri-County's ninth-graders are unprepared for high school, and 38% have special education needs. In the past, Tri-County's leaders and teachers faced a difficult challenge in educating many low- performing students who had never been expected to achieve at high levels. To meet this challenge, Tri-County's leaders and teachers developed a school-improvement framework that included the following improvement strategies: (1) raising graduation requirements by requiring all students to complete four courses in each major subject area (plus a concentration in career/technical studies); (2) raising classroom expectations by holding students to standards; (3) revising career/technical programs, including by integrating reading, mathematics, and writing skills into students' assignments; (4) providing structured work-based learning experiences; (5) improving guidance and advisement; (6) providing extra help and time; (7) recognizing outstanding achievement; and (8) using data to guide improvement. Tri-County's improvement efforts have yielded significant gains in student achievement on the High Schools That Work Assessment and Scholastic Aptitude Test. Tri-County's dropout rate has remained below 2.7% even though standards have risen for all students. (MN) ED480367 Case Study: Tri-County Regional Vocational Technical High School. 2001-00-00 16 Southern Regional Education Board, Publication Orders Department, 592 10th St. N.W., Atlanta, GA 30318-5790 ($1). Tel: 404-875-9211, Ext. 236; Fax: 404-872-1477; Web site: http://www.sreb.org/. For full text: http://www.sreb.org/programs/hstw/publications/case_studies/tri-c ounty.asp. N/A 2004 2016-11-21

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Yes Academic Achievement Adult Education Articulation (Education) Education Work Relationship Educational Attainment Equal Education Exit Examinations Foreign Countries Graduate Surveys Graduation Requirements High School Equivalency Programs Nontraditional Education Nontraditional Students Outcomes of Education Secondary Education Student Certification Student Surveys Study Skills Telephone Surveys Vocational Education Wong, Edwin King-Por Yeung, Alexander Seeshing Reports - Research Speeches/Meeting Papers Hong Kong Second Chance Programs Hong Kong English Project Yi Jin was developed to provide an alternative route to higher education for students who failed the Hong Kong Certificate of Education Examination to gain academic status for and access to higher education. The project provides a 1-year full-time program that includes 600 contact hours of instruction in 10 subjects--7 core subjects and 3 electives. The program emphasizes basic skills and study skills. Project Yi Jin's designers gave special consideration to gender and age issues when designing the program's courses. After the project had been in operation for 1 year, it was evaluated through a telephone survey of approximately 3,000 students, of which 2,416 (80%) agreed to participate. The survey established that students who successfully completed the project had better opportunities for further study and tended to pursue further education at higher academic levels than did those who did not complete the program. Those who completed Project Yi Jin also had better subsequent employment opportunities and expressed higher levels of satisfaction with the course. The evaluation further established that the program was neither gender biased nor age biased. Project Yi Jin was also credited with helping students over the age of 21 years obtain formal qualifications for employment and for continuing education. (Contains 28 references.) (MN) ED480368 Project Yi Jin: An Alternative Pathway to Higher Education in Hong Kong. 2003-06-00 14 N/A 2004 2016-11-21

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Yes Attitude Change Case Studies Change Agents Community Change Community Development Community Education Cultural Pluralism Definitions Educational Practices Mass Media Outreach Programs Problem Solving Program Development Program Effectiveness Racial Attitudes Racial Integration Recruitment Religious Cultural Groups Social Change Training Mengual, Gloria Guides - Non-Classroom Information Analyses Study Circles Best Practices Facilitators Topsfield Foundation, Pomfret, CT. Study Circles Resource Center. English This document, which is based on information gathered during a 1998 study of how study circle programs contribute to community problem solving, presents best practices for producing community-wide study circles. The best practices are illustrated through stories that are grouped into five sections on the following themes: (1) creating a broad-based, diverse organizing culture; (2) recruiting, training, and supporting a diverse group of facilitators; (3) recruiting participants who reflect the community's diversity; (4) contributing to change, particularly in the area of race; and (5) linking dialogue with action. Each section includes lists of best practices from experienced programs, tips, narratives, case studies, and community profiles. Selected best practices discussed in the booklet are as follows: (1) make the coalition as diverse as possible from the very beginning; (2) use both traditional and community-based leaders as members, and build a coalition that includes leaders with vision, resources and connections, administrative savvy, and promotional and marketing skills; (3) capitalize on all kinds of friendships and affiliations; (4) cultivate partnerships with the news media; (5) practice careful administration; (6) give every organizational partner a clear job to do; and (7) pick topics carefully and promote circles in a way that suggests an expectation of community and institutional change. Information about the research team's members is appended. (MN) ED480369 What Works: Study Circles in the Real World. Best Practices for Producing Community-Wide Study Circles. 2003-00-00 Charles Stewart Mott Foundation, Flint, MI. Practitioners Teachers 46 For full text: http://www.studycircles.org/pdf/best_practices.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Adult Basic Education Adult Students Cooperative Planning Educational Finance Educational Legislation Educational Opportunities Educational Policy Educational Research Educational Technology Federal Legislation Government School Relationship Literacy Education National Programs Program Administration Public Policy School Districts State Standards Technology Uses in Education Opinion Papers Bush Administration National Institute for Literacy Reauthorization Legislation Office of Vocational and Adult Education (ED), Washington, DC. English In preparation for reauthorization of the Adult Education and Family Literacy Act (AEFLA), the Bush administration outlined its vision for adult basic and literacy education. Key principles of that vision are as follows: (1) creating accountability for results; (2) funding that works; (3) expanding options and choices for students; and (4) reducing bureaucracy and increasing flexibility. The first area of focus of the Bush administration's vision is on the following improvement strategies: (1) hold local programs and state agencies accountable for student achievement; (2) require state-developed or state-adopted content standards and aligned assessments; (3) focus on what works by promoting local use of research-based practice; (4) provide increased options for basic skills acquisition; (5) expand appropriate technology options; (6) promote collaboration and resource sharing across agencies serving undereducated adults; and (7) coordinate service delivery through the One-Stop Career Center system. The second area of focus of the Bush administration's vision for the AEFLA is national leadership activities in the following areas: demonstration of cross-agency planning; technical assistance; evaluation and assessment; national needs assessment; and rigorous research. The third area of focus of the administration's vision is the National Institute for Literacy and its efforts to improve reading across the lifespan, math and English acquisition for adults, and technical assistance and training. (MN) ED480370 A Blueprint for Preparing America's Future. The Adult Basic and Literacy Education Act of 2003: Summary of Major Provisions. 2003-06-00 14 For full text (MS Word format): http://www.ed.gov/offices/OVAE/AdultEd/aeblueprint2.doc. N/A 2004 2016-11-21

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No Annual Reports Behavior Problems Comparative Analysis Crime Demography Early Childhood Education Elementary Secondary Education Expulsion Incidence Pornography Schools Sexual Harassment Student Behavior Suspension Trend Analysis Weapons Beyers, Francine Simmons Houston, Ronald L. Numerical/Quantitative Data Reports - Descriptive Delaware Delaware Delaware State Dept. of Education, Dover. English This report provides information on the conduct of students in Delaware public schools during the 1999-2000 school year. The focus of the analysis is on reported incidence of serious student conduct offenses as defined by Delaware Code or as defined by Delaware State Board of Education regulations and reported incidence of student suspensions and expulsions. The bulk of the report presents data tables in six areas: (1) number of reported serious student offenses and number of student offenders; (2) characteristics of most commonly reported serious student offenses; (3) characteristics of students most frequently reported for serious offenses; (4) number of suspensions and expulsions and number of students suspended/expelled; (5) infractions resulting in suspension/expulsion; and (6) characteristics of students most frequently suspended/expelled. Student conduct data were disaggregated by demographic populations and comparisons made with the previous school year. The data suggest that Delaware school districts are making progress in reducing incidents of serious student conduct. Most reported offenses were for assault, offensive touching, and possession of controlled unlawful substances. Most suspensions were for defiance of school authority, fighting, general disruption, and profanity. Groups having a higher incidence of serious behaviors/suspensions included ninth graders, males, and African-American students. The report concludes with recommendations regarding the need to develop more effective strategies for dealing with serious student offenses, to investigate causes of the high incidence of African-American males suspended for defiance of school authority and devise strategies to address this issue, and to make revisions in the reporting form to better ensure data integrity. Data summaries by district and school are appended. (KB) ED480371 Annual Report of School Climate and Student Conduct in Delaware Schools: 1999-2000. 2001-03-00 47 Delware Department of Education, Townsend Buildilng, 401 Federal Street, P.O. Box 1402, Dover, DE 19903-1402. Tel: 302-739-4601; Fax: 302-739-4654; Web site: http://www.doe.state.de.us. N/A 2004 2016-11-21

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Yes Adolescents Advertising Children Compliance (Legal) Federal Regulation Film Industry Influences Mass Media Mass Media Role Merchandising Popular Music Video Games Violence Reports - Evaluative Entertainment Industry Federal Trade Commission Music Industry Federal Trade Commission, Washington, DC. English In a report issued in September 2000, the Federal Trade Commission reported that the motion picture, music recording, and electronic game segments of the entertainment industry intentionally promoted products to children that warranted parent cautions. This report responds to the request of the Senate Commerce Committee by focusing on advertising placement in popular teen media and disclosure of rating and labeling information in advertising. The report details commission findings indicating that the movie and electronic game industries have taken steps to better communicate rating information to parents, and that the game industry and a number of movie studios have placed some specific limits on ad placements to avoid targeting youth. The music industry is beginning to include the parental advisory in advertising, but has not taken steps to limit advertising to children. The report contends that all three industries continue to advertise violent R-rated movies, M-rated games, and explicit-content labeled recordings in media popular with teens. Although R-rated movies and M-rated games are less likely to be advertised in media with a large percentage of teens in the audience, they continue to be advertised in programs with a large number of teens in the audience. There is nearly universal disclosure of product ratings in ads for movies and games, and increasing disclosure of the parental advisory label in advertisements for explicit content music recordings. Disclosures of the reasons for movie and game ratings are now widespread, although not clear and prominent. The report provides suggestions for improving both areas, related to adoption of industry-wide standards and to imposition of meaningful sanctions for noncompliance with code provisions. It is noted that there has been almost no progress made by any of the three industries in improving their self-regulatory efforts to increase retail level compliance. The report's three appendices provide information on self-regulatory rating systems, the mystery shopper survey, the data collection methods, and demographics. (Contains 171 endnotes.) (KB) ED480372 Marketing Violent Entertainment to Children: A One-Year Follow-Up Review of Industry Practices in the Motion Picture, Music Recording and Electronic Game Industries. A Report to Congress. 2001-12-00 Policymakers 101 Federal Trade Commission, 600 Pennsylvania Avenue, NW, Washington, DC 20580. Tel: 877-FTC-HELP (Toll Free); Web site: http://www.ftc.gov. For full text: http://www.ftc.gov/os/2001/12/violencereport1.pdf. N/A 2004 2016-11-21

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Yes Adolescents Advertising Children Compliance (Legal) Federal Regulation Film Industry Influences Mass Media Mass Media Role Merchandising Popular Music Video Games Violence Reports - Evaluative Federal Trade Commission Music Industry Entertainment Industry Federal Trade Commission, Washington, DC. English In a report issued in September 2000, the Federal Trade Commission contended that the motion picture, music recording, and electronic game industries had engaged in widespread marketing of violent movies, music, and games to children inconsistent with their own parental advisories and undermining parents attempts to make informed decisions about their childrens exposure to violent content. This report responds to requests of the Congressional Committees on Appropriations and from 18 representatives by documenting progress regarding advertisement placement in popular teen media and disclosure of rating and labeling information in advertising. The report details findings that there were virtually no ads for R-rated movies in popular teen magazines, with only one ad for an R-rated video advertised in two teen-oriented magazines. Movie studios widely complied with industry commitments not to advertise R-rated movies in venues with at least a 35 percent audience share, but continue to advertise R-rated films on television programs popular with teens. Movie studios continue routinely to disclose ratings and reasons for ratings in television and print advertisements, although there are still many ads with unclear rating reasons. The music industry continues to place explicit-content music ads on television programs and in print magazines popular with teens. Although not widespread, there has been progress made in placing the Parental Advisory Label in music industry advertising. There has been widespread compliance within the electronic game industry with standards for limiting ads for M-rated games where children comprise 35 percent of the television audience or 45 percent of the print audience, although several examples of such ads could be found. The electronic game industry continues to provide rating information prominently in most advertising. The report concludes with suggestions for voluntary improvements. Information on the data collection methods and television and print demographics are appended. (Contains 126 endnotes.) (KB) ED480373 Marketing Violent Entertainment to Children: A Twenty-One Month Follow-Up Review of Industry Practices in the Motion Picture, Music Recording and Electronic Game Industries. A Report to Congress. 2002-06-00 Policymakers 63 Federal Trade Commission, 600 Pennsylvania Avenue, NW, Washington, DC 20580. Tel: 877-FTC-HELP (Toll Free); Web site: http://www.ftc.gov. For full text: http://www.ftc.gov/reports/violence/mvecrpt0206.pdf. N/A 2004 2016-11-21

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No Child Care Child Care Centers Child Care Quality Comparative Analysis Delivery Systems Early Childhood Education Economic Factors Educational Quality Employer Supported Child Care Nonprofit Organizations Program Descriptions Public Policy Wallen, Margie Reports - Descriptive Illinois Profit Making Programs Program Characteristics Illinois National Child Care Association, Conyers, GA. English As the state of Illinois moves toward an integrated system of universally accessible early care and education, policymakers grapple with issues regarding who, where, how, and at what cost quality services should be provided. In order to inform this policy debate, this report describes the for-profit sector of Illinois' formal early care and education service delivery system. The report examines commonly-held perceptions about for-profit child care, concerns of for-profit owners, and whether policies give some providers competitive advantage. Organized in six sections, the report begins with an examination of the unique economics of the early care and education market. Section 2 reports on increasing competition between sectors, noting that the several forces have resulted in great volatility, low profit margins in the for-profit sector, and continual threats to the competitive edge any individual provider might temporarily enjoy. Section 3 describes the variety of nonprofit and for-profit care and education choices in Illinois. Section 4 compares the assets and challenges facing for-profit and nonprofit centers, focusing on access to capital for expansion or facility improvements, access to operating revenue, blended funding streams, revenues and spending, management issues, resources to enhance program quality, and program appeal to parents. Section 5 discusses the implications of characteristics of quality programs for nonprofit and for-profit centers. Section 6 summarizes findings, makes recommendations, and outlines action steps. The report's two appendices summarize key characteristics and differences between legal entities providing early care and education services, and profile salaries and staff of selected child care centers in Illinois. (Contains 33 references.) (KB) ED480374 The Business of Early Care and Education in Illinois: The Role of For-Profit Providers. 2003-08-00 McCormick Tribune Foundation, Chicago, IL. Policymakers 53 National Child Care Association, 1016 Rosser Street, Conyers, GA 30012. Tel: 800-543-7161 (Toll Free); Fax: 770-388-7772; Web site: http://www.nccanet.org. For full text: http://www.nccanet.org/providersbrochurefnl.pdf. N/A 2004 2016-11-21

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Yes At Risk Persons Change Strategies Child Abuse Child Care Child Neglect Child Welfare Children Crime Prevention Drug Rehabilitation Early Childhood Education Federal Programs Financial Support Incidence Intervention Law Enforcement Mental Health Programs Parent Education Parenting Skills Prevention Kass, David Miller, Cate Rollin, Miriam Evans, Phil Shah, Rita Opinion Papers Fight Crime: Invest in Kids, Washington, DC. English Asserting that children who are abused or neglected are at risk of becoming future violent criminals, this report argues that this cycle of violence can be prevented by investing in recently confirmed abuse prevention and intervention strategies. The report presents information on the number of deaths each year due to abuse and neglect and calls upon state and federal officials to fund a comprehensive, research-driven initiative to eliminate most abuse and neglect in high-risk families. This plan calls for efforts to: (1) offer coaching in parenting skills to all at-risk parents; (2) offer quality prekindergarten programs with parent-training for at-risk children; (3) ensure that pregnant women who are addicted have access to drug and alcohol treatment programs; and (4) provide mental health services for depressed or mentally ill parents. The report argues that such efforts are fiscally sound and that failure to invest in programs proven to prevent child abuse and neglect will cost billions of dollars while endangering millions of children and ensuring there will be thousands of future crime victims. The report's two appendices contain technical notes on how projections in the report were calculated and a list of federal programs used to provide funding for child welfare. (Contains 107 endnotes.) (KB) ED480375 New Hope for Preventing Child Abuse and Neglect: Proven Solutions To Save Lives and Prevent Future Crime. A Report by Fight Crime: Invest in Kids. 2003-00-00 Afterschool Alliance, Washington, DC. Chicago Community Trust, IL. Robert Sterling Clark Foundation, Inc., New York, NY. Freddie Mac Foundation, McLean, VA. Grable Foundation, Pittsburgh, PA. Policymakers 35 Fight Crime: Invest in Kids, 2000 P Street, NW, Suite 240, Washington, DC 20036. Tel: 202-776-0027; Fax: 202-776-0110; Web site: http://www.fightcrime.org. N/A 2004 8/19/2004 23:22:04 RIEMAY2004

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Yes Caregiver Training Child Care Community Colleges Early Childhood Education Knowledge Level Teacher Education Teacher Qualifications Teaching (Occupation) Universities Lekies, Kristi S. Cochran, Mon Reports - Descriptive Caregiver Qualifications CDA Child Development Associate New York Project Head Start New York Cornell Univ., Ithaca, NY. Cornell Early Childhood Program. English A key component of a quality early care and education system for young children is the early childhood workforce--teachers and others who work directly with children, as well as directors and administrators. This paper explores a number of issues central to early childhood teacher education in New York State. The paper first describes the educational "rungs" on the current occupational ladders in public school kindergarten, child care, and Head Start, with particular reference to the educational requirements attached to the various pathways. A second "fact-finding" aspect of the paper involves documenting the current capacity of higher education institutions in New York offering the Child Development Associate (CDA) credential and associate's, bachelor's and master's degree programs in early childhood teacher preparation, as well as assessing the capacity of these programs to meet the current and future needs of New York's early care and education system. Because access to teacher certification often depends on how CDA and community college programs articulate with four-year institutions, a third component of the paper consists of lessons learned from an articulation case study involving an informal consortium of a State University of New York four-year college and two community colleges. A fourth aspect explored in the paper is the resources and incentives available to adults in New York wishing to obtain early childhood teaching credentials, either prior to workforce entry or to support further education while employed. The paper includes results of inquiry into the dimensions of New York's Educational Incentive Program, a $10 million program designed to provide financial assistance for higher education coursework related to early childhood education. Other incentive programs existing throughout New York are discussed as well. Finally, the paper identifies gaps in existing knowledge about needs related to preparation of the early childhood workforce and proposes key areas for further inquiry. (HTH) ED480376 Early Childhood Workforce Preparation in New York State: A Pilot Study. 2002-11-00 71 Cornell Early Childhood Program, Department of Human Development, Martha Van Rensselaer Hall, Cornell University, Ithaca, NY 14853-4401. Tel: 607-255-2457; Fax: 607-255-8767; e-mail: cecp@cornell.edu; Web site: http://www.human.cornell.edu/units/hd/cecp. N/A 2004 2016-11-21

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Yes Bilingual Education Child Care Data Collection Developed Nations Developing Nations Early Childhood Education Educational Change Educational Policy Employed Parents Government Role Mothers Social Change Trend Analysis Reports - Descriptive Brazil Home Based Programs Papua New Guinea Sweden Brazil Papua New Guinea Sweden United Nations Educational, Scientific, and Cultural Organization, Paris (France). Early Childhood and Family Education Unit. English This document consists of eight double-sided briefs addressing aspects of the field of early childhood education. Titles of the briefs are as follows: (1) "Early Childhood Care? Development? Education?," outlining the distinctions between these terms; (2) "Planning for Access: Develop a Data System First," highlighting Brazil's census to collect baseline data on child care centers and preschools as a first step to broadening early childhood education beyond pre-primary; (3) "Integrating Early Childhood into Education: The Case of Sweden," on that country's transition to a preschool system serving 1-5 year olds with a national curriculum, and expansion of entitlement to preschool education; (4) "Women, Work, and Early Childhood: The Nexus in Developed and Developing Countries (I) [and] (II)," on the relationship between women and the labor force in developed nations and developing nations and government policy for supporting young children and their working parents; (5) "Home-Based Early Childhood Services: The Case of New Zealand," summarizing key details and implications of participation and administration of New Zealand's home-based services; (6) "Papua New Guinea's Vernacular Language Preschool Programme," on that nation's reform of the country's English-only educational system and subsequent bilingual education policy; and (8) "Social Transformations and Their Implications for the Global Demand for ECCE," on trends likely to dramatically affect demand for early childhood care and education. (HTH) ED480377 UNESCO Policy Briefs on Early Childhood, 2002. 2002-00-00 Policymakers 18 UNESCO, Early Childhood & Family Education Section, 7, place de Fontenoy, 75352 Paris 07 SP, France. Tel: 33-1-45-68-08-15; Fax: 33-1-45-68-56-26; e-mail: sh.choi@unesco.org; Web site: http://www.unesco.org. N/A 2004 2016-11-21

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Yes Early Childhood Education Educational Research Instructional Effectiveness Outcomes of Education Program Effectiveness Program Improvement Barnett, W. Steven Opinion Papers Speeches/Meeting Papers Project Head Start English As a comprehensive child development program, Head Start provides education, health, nutrition, and social services to children and their families through direct services or referrals. Nearly four decades of research establish that Head Start delivers the intended services and improves the lives and development of the children and families it serves. Despite these successes, questions continue to be raised about the extent to which Head Start produces lasting educational benefits. Many have been persuaded that Head Start produces no lasting academic benefits for children, but a careful review of the research yields a different conclusion. Among the findings, research indicates that: (1) the notion of Head Start "fade-out," that is the temporary nature of the beneficial effects, is largely a myth; (2) Head Start's effects are reasonable given its budget, but there is room for improvement; and (3) Head Start teachers should meet higher qualification standards and be better paid. (HTH) ED480378 The Battle Over Head Start: What the Research Shows. NIEER Working Papers. 2002-09-13 Pew Charitable Trusts, Philadelphia, PA. Policymakers 5 National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/docs/index.php?DocID=43. N/A 2004 2016-11-21

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Yes Administrators Educational Assessment Educational Environment Educational Testing Elementary Secondary Education Evaluation Methods School Counselors Teachers Theory Practice Relationship Wall, Janet E., Ed. Walz, Garry R., Ed. Books Information Analyses ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. National Board of Certified Counselors, Greensboro, NC. English This book attempts to promote improved understanding of assessment concepts by addressing the broad expanse of issues facing educators as they go about their duties and fulfill their responsibilities in schools and classrooms. The chapters in the book address some of the "hot button" issues related to testing and assessment in our nation's schools, as well as providing a basic understanding of testing concepts. Chapters include: "Why Use Tests and Assessments" (J. Fremer and J. Wall); "Fair and Valid Use of Educational Testing in Grades K-12" (J. E. Helms); "Racial and Ethnic Differences in Performance" (N. S. Hartman, M. A. McDaniel, and D.L. Whetzel); "A Test User's Guide to Serving a Multicultural Community" (D. Lundberg and W. Kirk); "Testing Students with Limited English Proficiency" (K. F. Geisinger); "Assessing Students with Serious Mental Health and Behavioral Problems" (J. C. Hansen and A. L. Conlon); "Assessment of Family Issues" (C. S. Cashwell and R. H. Watts, Jr.); "Issues in College Admissions Testing" (J. P. Noble and W. J. Camara); "Educational Assessment in a Reform Context" (M. H. Kean); "Education Assessment in an Era of Accountability" (P. Behuniak); "Applications of Professional Ethics in Educational Assessment" (P. N. Wickwire); "Training Educators to Develop Good Educational Tests" (P. J. McDivitt); "Assessment Competencies for School Counselors" (P. B. Elmore and R. B. Ekstrom); "Beyond Assessment to Best Grading Practice" (L. A. Carlson); "Program Evaluation and Outcomes Assessment: Documenting the Worth of Educational Programs" (B. T. Erford and C. Moore-Thomas); "Facilitating Career Development: Assessment and Interpretation Practices" (T. F. Harrington and R. W. Feller); "Technology, Collaboration, and Better Practice: The Future of Assessment in Education and Counseling" (J. Hansen); and "Harnessing the Power of Technology: Testing and Assessment Applications" (J. E. Wall). Each chapter contains references. (GCP) ED480379 Measuring Up: Assessment Issues for Teachers, Counselors, and Administrators. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-099-9 Practitioners 792 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, Greensboro, NC 27402 (ISBN-1-56109-099-9, $59.95). Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu. N/A 2004 8/19/2004 23:22:15 RIEMAY2004 ED-99-CO-0014 For individual chapters, see CG 032 609-659.

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Yes Adolescents Children Counselor Client Relationship Grief Intervention Mental Health Parenting Skills Prevention Self Injurious Behavior Stress Variables Suicide Timeout Collected Works - General Children of Alcoholics English This volume of "Healing Magazine" features practical, clinical information aimed at sharing current work in children's mental health. The first issue contains articles on intervention for self-injurious behavior, providing school-based grief groups, effectively using time-out as a parenting tool, and KidsPeace's suicide prevention program. The second issue contains articles on credibility and connection in adolescent therapy, educational support programs for children of alcoholics, the healing power of animals, and parenting stressed out children. Each issue contains supplementary resources and book reviews. (GCP) ED480380 Healing Magazine, Volume 8, 2003. 2003-00-00 66 KidsPeace Creative Services, 1650 Broadway, Bethlehem, PA 18015-3998. Fax: 610-799-7981; e-mail: healing@kidspeace.org. N/A 2004 2016-11-21

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Yes Counselor Role Guidance Programs High Schools Program Descriptions Public Schools School Counseling School Counselors Surveys Tables (Data) Parsad, B. Alexander, D. Farris, E. Hudson, L. Greene, B. Information Analyses Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. Institute of Education Sciences (ED), Washington, DC. English Recent literature on school counseling has focused on the need for new directions for school counseling and redefined roles for school counselors. However, since the 1984 supplement to the High School and Beyond (HS&B) survey, no national data have been collected to describe guidance counseling programs and activities. To help address this lack of current information, the National Center for Education Statistics (NCES) conducted a survey on high school guidance counseling in spring 2002 for the Office of Vocational and Adult Education, U.S. Department of Education. The survey, conducted through the NCES Fast Response Survey System (FRSS), provides a description of public high school guidance programs, activities, and staff in 2002. This E.D. Tab report summarizes findings for all public high schools in the 2002 FRSS survey and the 1984 supplement to HS&B. Findings for schools in the FRSS survey are also presented by the following school characteristics: enrollment size, locale, percentage of college-bound students, and number of vocational courses offered per 100 students. This executive summary presents highlights of findings for all public high schools and compares results from the FRSS survey and the supplement to HS&B concerning program goals, written plans, and selected guidance activities. Three appendixes contain the research methodology, the FRSS Survey Instrument, and selected items from the 1984 supplement to the HS&B survey. (Contains 11 references and 20 tables.) (GCP) ED480381 High School Guidance Counseling. E.D. Tabs. 2003-08-00 117 National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street NW, Washington, DC 20006. For full text: http://nces.ed.gov/pubs2003/2003015.pdf. N/A 2004 8/19/2004 23:22:21 RIEMAY2004

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No Behavior Modification Behavior Problems Functional Behavioral Assessment School Counselors Student Behavior Watson, T. Steuart Steege, Mark W. Books Guides - Non-Classroom English This manual takes school practitioners step by step through conducting functional behavioral assessments and using them to plan effective interventions. The authors present a cogent rationale for the use of functional behavioral assessment (FBA), clearly explaining its advantages over traditional approaches to dealing with problem behavior. Basic terms and procedures are defined and the process of working with individual students is described in depth. Bringing concepts to life with case examples, the authors also include a variety of sample FBA reports and corresponding positive behavior support plans. A Q&A chapter offers straightforward answers to practitioners' frequently asked questions. The volume provides all of the tools needed to complete a reliable and valid FBA, including forms, questionnaires, and worksheets, conveniently designed in a ready-to-photocopy format. (Contains 84 references.) (GCP) ED480382 Conducting School-Based Functional Behavioral Assessments. The Guilford Practical Intervention in the School Series. 2003-03-00 ISBN-1-57230-854-0 Counselors Practitioners 259 Guilford Press, 72 Spring Street, New York, NY 10012 (ISBN-1-57230-854-0, $28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/19/2004 23:22:22 RIEMAY2004

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Yes Academic Standards Basic Skills Education Work Relationship Educational Attainment Educational Demand Educational Objectives Educational Planning Educational Supply Employment Qualifications Foreign Countries General Education Government Role Job Skills Job Training Labor Force Development Lifelong Learning Policy Formation Postsecondary Education Secondary Education Vocational Education Opinion Papers United Kingdom Work Based Learning General National Vocational Qualif (England) National Vocational Qualifications (England) Task Force Approach United Kingdom Department for Education and Employment, London (England). English In 1997, a skills task force began a 2-year process of gathering input from English employers and post-16 education and training practitioners and formulating a national skills agenda. The agenda's goals included instilling a culture of lifelong learning in the United Kingdom, better anticipating the evolving skill requirements of employment, and promoting a proper balance between general education, vocational education, and work-based learning. The proposed national skills agenda was designed around the following core components: (1) an action plan for the required improvements in the skills "supply side"; (2) an approach to continuing management of post-16 education and training that shapes both the demand for and supply of skills; and (3) clear, explicit targets for improvements in skill levels, plus measures of performance in managing the match between supply and demand. The task force also identified main skills gaps and shortages, features of a new post-16 education and training system to achieve the national skills agenda; and recommendations for stimulating demand and managing the post-16 education and training system. (Twelve tables/figures are included. The following items are among those appended: skills task force terms of reference; national learning targets for England for 2002; a list of 30 National Skills Task Force publications; and definitions of attainment levels.) (MN) ED480383 Skills for All: Proposals for a National Skills Agenda. Final Report of the National Skills Task Force. 2000-00-00 ISBN-1-84185-313-5 Policymakers 74 For full text: http://www.skillsbase.dfes.gov.uk/downloads/SKT28.pdf. N/A 2004 2016-11-21

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Yes Agricultural Education Awards Community Development Definitions Elementary Secondary Education Extracurricular Activities Guidelines Innovation Leaders Guides Middle Schools Models Organizational Development Recruitment Standards Student Development Student Organizations Student Projects Reports - Descriptive Future Farmers of America National FFA Organization, Indianapolis, IN. English This document presents the activities that received Future Farmers of America's (FFA's) Model of Innovation awards in 2001. The booklet begins with an overview of the FFA National Chapter Award program and a list of the 2001 Models of Innovation Winners. The next three sections profile award-winning activities in the following areas of the three divisions for which awards are given: (1) student development (leadership, healthy lifestyle, supervised agricultural experience, scholarship, and agricultural career skills); (2) chapter development (chapter recruitment, finance, public relations, leadership, and support groups); and (3) community development (economics, environment, human resources, citizenship, and agricultural awareness). The award-winning middle grade chapter innovator is profiled separately. The objectives of an FFA program of activities (POA) is presented along with guidelines for developing an effective POA and preparing a national chapter award application. The following are among the membership recruitment tips listed in the booklet's final section: (1) ensure that potential students are aware of the opportunities available in FFA; (2) make FFA an integral part of the agricultural program; (3) encourage timid students to become involved; (3) carefully match experienced students with other students in a mentoring relationship for conducting FFA activities; and (4) let potential students see firsthand the close relationships that develop between agriculture students and their teachers. (MN) ED480384 Chapter Innovators Guide, 2001: Models of Innovation Award Winners. 2002-00-00 Students Practitioners Teachers 37 N/A 2004 2016-11-21

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Yes Adult Development Adult Education Adult Learning Adult Literacy Adult Students Distance Education Early Childhood Education Education Work Relationship Educational Policy Educational Practices Educational Technology Educational Trends Illiteracy International Educational Exchange Lifelong Learning Nonformal Education Postsecondary Education Reading Instruction Teaching Methods Vocational Education Hinzen, Heribert, Ed. Collected Works - Serials Asia Australia Europe Pacific Islands Africa UNESCO Institute for Education Africa Asia Australia ISSN-0342-7633 German Adult Education Association, Bonn (Germany). Inst. for International Cooperation. English The following papers are included: "Editorial" (Heribert Hinzen); "Skills and Literacy Training for Better Livelihoods: A Review of Approaches and Experiences" (John Oxenham, Abdoul Hamid Diallo, Anne Ruhweza Katahoire, Anna Petkova-Mwangi, Oumar Sall); "'Learning to Read Woke Me Up!': Motivations, and Constraints, in Learning to Read in Pulaar (Senegal)" (Sonja Fagerberg-Diallo); "Literacies and Livelihoods: the DFID (Department for International Development) Kathmandu Conference" (Julia Betts); "A Case for Renewed Engagement with Adult Basic Education in Africa" (Jon Lauglo); "Questions for Adult Educators" (Usa Duongasaa); "Uganda's Exemplary Fight against AIDS" (Sabine Ludwig); "Inaugural Address of the 11th German Adult Education Conference" (Johannes Rau); "Lifelong Learning in Europe" (Viviane Reding); "Globalization: Is the South Losing Touch?" (Franz Nuscheler); "Reflections on International Cooperation and New Partnerships in the 'Age of Globalization'" (Marcie Boucouvalas, John A. Henschke); "A Forum for Information and Exchange. Impressions from 'The Future Needs Learning Needs a Future' Conference" (Heribert Hinzen); "Development Policy in the 21st Century: Potential and Options for Action" (Michael Bohnet); "From Leisure Education to Lifelong Learning: 50 Years of the UNESCO (United Nations Educational, Scientific and Cultural Organization) Institute for Education" (Joachim H. Knoll); "Communique from the First Meeting, UNESCO, Paris, 29-30 October 2001)" (High-Level Group on Education for All); " Participants' Bill of Rights: Declaration of Rights of Adults in Education"; "Participation in the ICAE (International Council for Adult Education) World Assembly: Thematic Workshop on Documentation and on Training of Adult Educators" (Anthony Okech); "Adult Learning: A Key to Democratic Citizenship and Global Action" (International Council for Adult Education); "Third International Meeting of the Network of Pedagogical Universities of the South Caucasus Region (Yerevan, Armenia, 14-16 November, 2001)" (UNESCO); "Global Learn Day, a 24-Hour Celebration of Distance Education and Technology" (Terrence R. Redding); "Adult Learners' Week: The Australian Experience" (Roger K. Morris); "A System of Lifelong Learning--Aims and Direction of Reforms in Georgia" (Wachtang Sartania); "Education for Nation Building: The Contribution of Non-Formal Education in Fiji" (Akanisi Kedrayate); and "Popular Education and Improved Material and Cultural Prospects for Kondh Adivasis in India" (Dip Kapoor, Kumar Prasant). Some papers contain substantial bibliographies. (MN) ED480385 Adult Education and Development. Adult Education and Development n58 2002 2002-00-00 Administrators Teachers Practitioners 237 Institute for International Cooperation, German Adult Education Association, Obere Wilhelmstrasse 32, D-53225 Bonn, Germany. N/A 2004 2016-11-21

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Yes Adult Development Adult Education Adult Educators Adult Learning Continuing Education Educational Attitudes Educational Policy Educational Practices Educational Trends Elementary Secondary Education Employment Qualifications Empowerment Indigenous Populations International Organizations Job Skills Lifelong Learning Literacy Education National Programs Postsecondary Education Role of Education Hinzen, Heribert, Ed. Collected Works - Serials Africa Latin America Asia Thailand Caribbean Work Based Learning Chile Cuba Africa Asia Chile Cuba Thailand ISSN-0342-7633 German Adult Education Association, Bonn (Germany). Inst. for International Cooperation. English This document contains 19 papers on adult education and development worldwide. The following papers are included: "Editorial" (Heribert Hinzen); "Lifelong Learning in Europe: Moving towards EFA (Dakar Framework for Action on Education for All) Goals and the CONFINTEA V Agenda" (Sofia Conference on Adult Education); "Poverty and Schooling in the Lives of Girls in Latin America" (Nelly P. Stromquist); "Promoting Democratic Values through the Discussion Forum (DF) Strategy: Evaluation of Its Impact on the Knowledge, Attitudes and Practices (KAPs) of Adult Learners in Tanzania" (Willy Komba); "Empowerment of Women in Cuba: Experiences of the SOFIA Mentor Program" (Janneke Jellema, Magdalena Mazon Hernandez); "Gender Impact of HIV/AIDS/STIs" (Human Immunodeficiency Virus/Acquired Immunodeficiency Syndrome/Sexually Transferred Infections): Some Implications for Adult Education Practitioners in West Africa" (Evelyn Appiah-Donyina); "10 Years of Project Activities in Mexico" (Ursula Klesing-Rempel); "What Works and What Doesn't" (Herbert Bergmann); "From Dakar to Pisa: Growing Support for Basic Education" (Michael Hofmann, Stefan Lock); "Putting Bread on the Table: The Effects of Literacy and Livelihood" (Ekundayo J.D. Thompson); "Multilingual Literacies as a Resource" (Anthony Okech); "Ethnic Differences in the Approach to Adult Literacy: Experiences from Nationwide Literacy Training" (Godfrey Sentumbwe); "The Role of Adult Education in Sustainable Development" (Forough Olinga, Margaret Nakato Lubyayi); "Adult Education and Skills Training for Small and Medium-Size Enterprises in the Tourist Industry in One Region of Chile" (Oscar Corvalan V); "Training Methodology Used by the Nigerian Indigenous Apprenticeship System" (Raymond Uwameiye, Ede O.S. Iyamu); "Public Health Education in Rural Thailand: Professional Perspectives on the 'Learning @ the Workplace' Program"(Montira Inkochasan, Thitikorn Trayaporn, Marc Van der Putten); "Why Dialogue Is Important" (Romano Prodi); "Adult and Continuing Education in and through International and Supranational Organizations" (Joachim H. Knoll); and "After 11th September ... Development-Oriented Adult Education as World Domestic Policy?" (Heribert Hinzen). Some papers contain substantial bibliographies. (MN) ED480386 Adult Education and Development. Adult Education and Development n59 2002 2002-00-00 Practitioners Administrators Teachers 229 Institute for International Cooperation, German Adult Education Association, Obere Wilhelmstrasse 32, D-53225 Bonn, Germany. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Awards Canada Natives Case Studies Corporate Education Cultural Pluralism Education Work Relationship Educational Benefits Educational Environment Educational Practices Educational Quality Employment Potential Employment Qualifications Foreign Countries Literacy Education Rural Areas Rural Education Skill Development Workplace Literacy Campbell, Alison Reports - Research Work Based Learning Alaska Canada Alaska Canada Conference Board of Canada, Ottawa (Ontario). English The North West Company (NWC), which is the leading retailer of food and everyday products and services to remote communities across northern Canada and Alaska, was the large business winner of the Excellence in Workplace Literacy award in 2001. NWC's workplace literacy program was selected for an award because of the improvements it brought, not only to employees, but also to the communities where they live and work. The program's primary objective was to determine the best approach to closing the gap between the skills workers require and those they possess. Its enabling objectives were as follows: (1) use detailed training plans to increase employees' technical knowledge through workplace education and training; (2) overcome the barriers that prevent Aboriginal employees from advancing into management positions; (3) make learning accessible to various literacy levels by offering a variety of training methods and using physically and emotionally centered learning; (4) address all areas of literacy, including interpersonal, technical, and enabling skills that increase overall employability; and (5) promote continuous learning and upgrading through educational institutions by offering tuition reimbursements and recognizing achievements. The NWC workplace literacy program was credited with improving employees' motivation and productivity, reducing turnover costs, and enabling more Aboriginal employees than ever to advance to managerial positions. (MN) ED480387 Excellence in Workplace Literacy, Large Business Winner, 2001: The North West Company. Case Study. 2002-05-00 5 For full text: http://www.conferenceboard.ca/education/pdf/nwco-cs.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Administration Basic Skills College School Cooperation Competency Based Education Data Processing Education Work Relationship Employment Qualifications Environmental Education Job Skills Natural Resources Outcome Based Education Pollution Postsecondary Education Secondary Education State Standards Statistical Analysis Tech Prep Technical Occupations Wastes Kershaw, Isaac Mazak, Sara A. Spence, Janet G. Guides - Non-Classroom Geographic Information Systems Ohio Ohio Ohio State Univ., Columbus. Tech Prep Curriculum Services. English This document, which lists the environmental and natural resources technology competencies identified by representatives from businesses and industries as well as secondary and postsecondary educators throughout Ohio, is intended to assist individuals and organizations in developing college tech prep programs that will prepare students from secondary through postsecondary associate degree programs for employment in these eight occupational clusters: pollution prevention and control, environmental sampling and analysis, health and safety, environmental compliance assurance, hazardous materials handling, water environment management, fishery and wildlife habitat management, and geographic information management systems. The competencies, which are separated into essential competencies needed to ensure a minimal level of employability and recommended competencies, are organized by instructional units and include suggestions as to when students should be introduced to, reinforced, and proficient at them. The Tech Prep Competency Profile(TCP) matrix includes a list of 39 technical competencies that are essential or recommended for employment in the occupational clusters listed above. Some of the common competencies are as follows: technical documentation; statistical analysis; management and supervision; environmental science; environmental assessment; soil science; hydrology; chemical technology; equipment operation and maintenance; surveying and mapping; waste management; hazardous materials management; database administration; and communication. The document includes a profile review of panel participants and occupational area definitions. (MO) ED480388 Environmental/Natural Resources Technologies. State Competency Profile. 2000-00-00 Ohio State Dept. of Education, Columbus. Ohio Board of Regents, Columbus. Practitioners Teachers 407 For full text: http://www.ohtpcs.org/cp/environmental.asp. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Degrees Access to Education Adult Students Articulation (Education) College Role Colleges Educational Change Educational Finance Educational Policy Educational Quality Federal Aid Foreign Countries Futures (of Society) Government Role Higher Education Policy Formation Postsecondary Education Student Recruitment Transfer of Training Opinion Papers United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English The Learning and Skills Development Agency (LSDA), a national resource for policy and practice development in post-16 education and training, responds to a government White Paper on higher education's (HE's) future. LSDA believes that policy development across further education (FE) and HE sectors should be coordinated and that the government has not articulated a clear vision of FE colleges' role in HE delivery to provide a basis for development of their capacity; welcomes emphasis on establishing clear, distinctive missions for education providers across sectors and recognition that FE colleges will have a key role in delivering expansion in foundation degrees; supports proposals to strengthen foundation degrees by establishing them as the standard two-year HE qualification; recommends consideration of the most effective means of developing FE capacity; supports government commitment to fair access; welcomes review of ACCESS courses to modernize their criteria to make them more flexible and attractive to adult learners; is disappointed that the contribution research can play in FE college development and delivery of HE is not mentioned; welcomes creation of a "teaching quality academy" to support continuous professional development in HE; welcomes the commitment to developing improved ways to describe, measure, and record student achievement; supports knowledge transfer; and agrees government funding will continue as the major HE funding source, but believes additional sources are needed. (Contains 13 endnotes.) (YLB) ED480389 The Future of Higher Education. LSDA Responds. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-894-7 Policymakers 13 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1514). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1514.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Programs Citizen Participation Colleges Community Change Community Development Community Involvement Demonstration Programs Developed Nations Disadvantaged Environment Foreign Countries National Programs Neighborhood Improvement Postsecondary Education Poverty Areas Role of Education School Community Relationship Social Isolation Student Financial Aid Urban Renewal Taylor, Sue Information Analyses United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English A study examined how further education (FE) colleges and Local Education Authority adult education services contribute to neighborhood renewal (NR) in deprived areas and how their strategic role might develop. The National Strategy for Neighborhood Renewal was tackling deprivation in 88 of England's poorest communities by promoting the development of knowledge needed by residents, regeneration practitioners, public service professionals and civil servants. Findings indicated provision of NR training is patchy; providers do not view NR learning as a distinct set of skills and knowledge; and providers are considering changes to infrastructure, programs, and partnership links in light of the national strategy. Good practice was defined in terms of responsiveness to the NR agenda. Results suggested learning provision and its relevance to NR can be viewed as a continuum. Examples of responsive practice were grouped into learning provision for NR; engaging the community in planning and developing learning provision for NR; making partnerships to promote learning for NR; and using resources conducive to good practice. Strategic roles were suggested for providers to play in NR. A statistical review of performance in FE colleges did not suggest substantial problems in performance relating to deprived wards. These four conditions were important to increase NR learning provision: providers with strong management and delivery structures; clear, shared vision and goals at the local level; sustainable funding and other resources; and a common understanding of what is success in learning for NR and how to monitor it. (Contains 10 references and 11 websites.) (YLB) ED480390 Learning and Skills for Neighbourhood Renewal: Summary Report on Research for the Neighbourhood Renewal Unit. Research Report. 2003-00-00 ISBN-1-85338-903-X 17 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1522). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1522.pdf. N/A 2004 2016-11-21

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Yes Basic Skills Career Awareness Curriculum Developed Nations Disadvantaged Youth Education Work Relationship Foreign Countries Job Placement Job Skills Late Adolescents Postsecondary Education Program Implementation School Business Relationship Secondary Education Student Evaluation Transitional Programs Vocational Education Work Experience Programs Youth Youth Programs Information Analyses United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English This publication is a summary of the E2E (Entry to Employment) Learning Framework that provides guidance on program implementation. (E2E is a new learning program for young people not yet ready or able to enter Modern Apprenticeship programs, a Level 2 program, or employment directly.) Section 2 highlights core values to which all involved should subscribe. Section 3 lists the Qualifications and Curriculum Authority's design principles for full-time programs in vocational pathways and Connexions' key principles for effective partnership working which form the basis for E2E. Section 4 lists the E2E learning objectives and curriculum. Section 5 provides a breakdown of each component in the curriculum, which are: initial and ongoing assessment, guidance, and support; core learning components; accredited and non-accredited learning opportunities; vocational learning; vocational tasters and work placements; involving employers; complementary knowledge and understanding beyond vocational areas; career awareness and management skills; and basic and key skills. Section 6 focuses on progress, attainment, and preparation for and transition to next levels or other areas. Section 7 specifies the range of possible progression opportunities. Section 8 offers guidance for E2E providers. Appendixes include an exemplar learning cycle for E2E and information on E2E in a question-and-answer format. (YLB) ED480391 E2E: A Summary of the e2e Learning Framework. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-854-8 24 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom. Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/ISBN1853388548.pdf. N/A 2004 2016-11-21

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Yes Access to Education Comparative Analysis Continuing Education Developed Nations Educational Policy Employer Employee Relationship Foreign Countries Government Employees Job Training Management Development Managerial Occupations Personnel Policy Private Sector Public Sector Perez, Coralie Collected Works - Serials Information Analyses France France ISSN-1156-2366 Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France). English While disparities in access to training are identified as a weakness of the training system initiated by the Continuing Training Law 1971 in France, public sector agents--one-fourth of all employees in France--seem better off. However, this hardly means generosity of the public sector's training policy is the sole cause or that training procedures and content differ radically from the private sector. Rate of access to continuing training for public service agents is significantly higher than that of private sector employees, but the main difference between public and private sector training has to do with long-term training programs. Job structure by occupational group partly explains greater overall access to training in public service, where managers and middle-level workers--categories that acquire a great deal of training in both sectors--make up about one-half of the public sector but only one-third of the private. A higher percentage of civil servants aged 50-54 continue to be trained. Half of public service employees are involved in training; the adage says, "Training leads to training." Similarities between public and private sectors seem greater than the differences. In both sectors, employer-financed training sessions aimed at job adaptation are prevalent. The apparent similarity of the training procedures might hide differences in the relationship to training from one sector to another, e.g. training is more often imposed in the private sector. (YLB) ED480392 Continuing Training in the Public Service. Training & Employment n48 Jul-Sep 2002 2003-00-00 6 For full text: http://www.cereq.fr/cereq/trai48.pdf. N/A 2004 2016-11-21

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Yes Access to Education Comparative Analysis Comparative Education Continuing Education Corporate Education Developed Nations Employees Employer Employee Relationship Foreign Countries Industrial Training Informal Education Inplant Programs Lifelong Learning Participation Personnel Management Personnel Policy Program Length Training Methods Thery, Michel Roussel, Patrick Zygmunt, Christian Collected Works - Serials Information Analyses European Union Job Rotation European Union ISSN-1156-2366 Centre d'Etudes et de Recherches sur les Qualifications, Marseilles (France). English Comparison of company practices regarding continuing training of employees shows great diversity among the 15 European Union member states. In 11 countries, over 70 percent of companies are "training involved" (TICs). South European countries have a low percentage of TICs; the proportion of TICs in north European countries is over 80 percent. The proportion of companies offering training sessions is greater than that of those offering less formal training. As to formal training sessions, four groups of countries are distinguished in terms of employees' rates of access, average length of sessions, company size, percentage of companies conducting such sessions, company financial participation, and cost of training per trainee. The percentage of employees participating in a training session varies by proportion of TICs in the country. Comparing training session length with proportion of TICs, in countries with little training, average length of sessions is rather long, which is to the detriment of access; in TICs, rate of access is high but training is of short duration. With regard to other forms of training, three groups of countries emerge. In Denmark and Finland, self-training, lectures, and workshops play an important role. Austria, Germany, and the Netherlands mainly use inservice training. Ireland, the United Kingdom, Luxembourg, and Sweden show greater recourse to job rotation. The conclusion is that a European approach to lifelong learning remains to be created. (YLB) ED480393 A European Approach to Lifelong Learning: Goals and Realities. Training & Employment n49 Oct-Dec 2002 2003-00-00 6 For full text: http://www.cereq.fr/cereq/trai49.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Basic Skills Case Studies Competency Based Education Foreign Countries Inplant Programs Knowledge Base for Teaching Literacy Education Long Range Planning Numeracy Organizational Communication Program Effectiveness Program Evaluation Program Implementation Success Teacher Qualifications Teaching Experience Work Environment Workplace Literacy Reports - Research Adult Literacy and Numeracy Australian Research Consortium, Alice Springs. Northern Territory Centre. English This publication presents case studies of two sites--one with and one without a history of involvement in Workplace English Language and Literacy (WELL)-funded training programs. Case study 1, "Partnership, Flexibility, and Experience: Key Elements in Successful Training" (Jenny McGuirk), investigates a food processing company in New South Wales with an extended history of training and use of the WELL program. It reports that the following are important factors in successful program implementation: quality partnerships; flexibility in attitudes, training models and work conditions; experience in delivering workplace training and familiarity with competency-based curriculum and training packages; and qualified and experienced literacy and numeracy teachers. Case study 2, "Issues Arising in First Time Delivery of a WELL Training Program" (Loo Boothroyd, Kristine Highet), documents practices and issues arising in the first-time delivery of WELL-funded training in a large packaging company. It reports that major issues were the communication process; teachers knowledgeable about training packages; relationships; people to champion the WELL program; and value for the company. A conclusion compares factors identified as contributing to successful training outcomes and issues arising in training delivery in a new site and finds a positive relationship between long-term use of WELL programs and later successful training outcomes; a key factor in success is long-term investment in training; and absence of some successful factors identified in case study 1 led to difficulties. Appendixes include WELL materials. (YLB) ED480394 Key Elements in Successful Training A Comparative Study of Two Workplaces. Project Report, 2000-2001. 2001-00-00 Australian National Training Authority, Brisbane. 42 For full text (Rich Text Format): http://www.staff.vu.edu.au/alnarc/nsw/00C1final.rtf. N/A 2004 8/19/2004 23:22:54 RIEMAY2004 Produced by the New South Wales Centre.

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Yes Access to Computers Access to Education Adult Education Agency Cooperation Ancillary School Services Counseling Services Developed Nations Dropouts Educational Finance Foreign Countries High Risk Students Holistic Approach Information Technology Partnerships in Education Policy Formation Postsecondary Education Program Effectiveness Surveys Technology Uses in Education Youth Programs McGuirk, Jenny Reports - Research Adult Literacy and Numeracy Australian Research Consortium, Alice Springs. Northern Territory Centre. English A study examined how technology is being used in "youth at risk" programs through a survey sent to programs in the technical and further education and adult and community sector in New South Wales. About 214 surveys were sent with a response rate of 18 percent. Findings and issues arising from a literature review and the survey may be summarized under these headings: definitions of youth at risk; voice of youth; reasons for early school leaving; effects of early school leaving; fragmentation of services; access to technology; and need for professional development. The literature review, survey data, and participants at youth conferences were in agreement about what makes for effective youth programs, which includes: early intervention; collaborative partnerships; coordination between services and agencies; individual and long-term case management; small teacher/student ratios; empathetic staff, including those on the front desk; a broader, more practical and flexible curriculum; positive, youth-friendly or adult learning environments; placing youth workers in schools and teachers in youth centers; adequate food, shelter, and clothing; removing artificial or legislative barriers that impede appropriate service delivery; a central agency to provide information and support for youth and families; funding systems that respond to local needs as part of a holistic approach; and a national commitment to youth. (Appendixes include 28 references; observations; and survey and results.) (YLB) ED480395 'Youth At Risk': Is Technology an Answer? Project Report, 2000-2001. 2001-00-00 Australian National Training Authority, Brisbane. 37 For full text (Rich Text Format): http://www.staff.vu.edu.au/alnarc/nsw/00youthrisk.rtf. N/A 2004 8/19/2004 23:22:57 RIEMAY2004

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Yes Building Conversion Building Trades Environmental Standards Facility Improvement Hazardous Materials Instructional Materials Labor Standards Lead Poisoning Learning Modules Occupational Safety and Health Painting (Industrial Arts) Pollution Postsecondary Education Public Health Safety Education Secondary Education Skilled Occupations Vocational Education Wastes Work Environment Guides - Classroom - Learner Airborne Lead Department of Housing and Urban Development, Washington, DC. Environmental Protection Agency, Washington, DC. Office of Pollution Prevention and Toxics. English This student manual comprises the United States Environmental Protection Agency's model renovation training course designed for renovation, remodeling, and painting contractors. It provides information regarding the containment, minimization, and cleanup of lead hazards during activities that disturb lead painted surfaces. Introductory material includes the agenda for this one-day course; course objectives; and training manual overview. This course has these five modules: why should I be concerned about lead-contaminated dust; talking to clients and planning work; set up your work space to contain lead dust; safe work practices; and clean up and check your work. Module components are an overview; informative material; activities and exercises; and module summary. Over one-half of the manual consists of these appendixes: Lead-Based Paint Safety Field Guide with illustrations of suggested methods for reducing, containing, and cleaning up dust in work areas; information about key Housing and Urban Development requirements regarding lead-based paint and responsibilities of key federal agencies; Protect Your Family from Lead in Your Home pamphlet; information about lead-based paint pre-renovation education rule (flyer; pamphlet; questions and answers; fact sheet; handbook; interpretive guidance); liability insurance summary fact sheet; Occupational Safety and Health materials; and supervisory and business issues. (YLB) ED480396 Addressing Lead-Based Paint Hazards During Renovation, Remodeling, and Rehabilitation in Federally Owned and Assisted Housing. Student Manual for Use in HUD-Sponsored Lead-Safe Work Practices Training. 2001-02-23 Students 299 For full text: http://www.hud.gov/offices/lead/training/3r/3r_course.cfm. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Basic Skills Case Studies Cognitive Development Cognitive Processes Cognitive Psychology Constructivism (Learning) Context Effect Cooperative Learning Curriculum Development Diversity (Institutional) Educational Research Functional Literacy Literacy Education Problem Solving Program Development Relevance (Education) Student Diversity Workplace Literacy Sticht, Tom Information Analyses Functional Context Functional Context Education Situated Learning Cognitive Sciences English This notebook discusses issues and methods of developing adult literacy education (ALE) programs according to functional context education (FCE) principles. Chapters 1-3 in Part 1, The Power of ALE, focus on current ALE; address why ALE is of growing importance; show how investments can return benefits for adults and others; look at issues involved in trying to find out how many adults are at risk because of their literacy skills; review the National Adult Literacy Survey; discuss problems in determining how much is enough literacy; describe diversity among adult literacy students and adult education settings and how it can affect program development; summarize data on learning gains in ALE programs; and show that the results suggest a need for more attention to development of ALE programs based on results of cognitive science and principles of FCE. Chapters 4-6 in Part 2, Cognitive Science Foundations, provide a summary of contemporary cognitive science as it relates to FCE and show how concepts of FCE relate to other advances in educational research; and discuss concepts such as the social basis of cognition and literacy, constructivism, situated cognition and practice, contextual learning, anchored instruction, problem-based learning, cooperative learning, multiliteracies, and multiple modes of representation in relation to FCE. Chapters 7-10 in Part 3, Case Studies in FCE, provide four case studies of ALE programs that illustrate how to apply the principles of FCE to curriculum development and assessment. (YLB) ED480397 Functional Context Education: Making Learning Relevant. 2000-00-00 116 N/A 2004 2016-11-21

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No Administrators Boards of Education Change Strategies Educational Administration Educational Change Elementary Secondary Education Governance Instructional Leadership Superintendents Teamwork Goodman, Richard H. Zimmerman, William G., Jr. Guides - Non-Classroom New England School Development Council, Marlborough, MA Educational Research Service, Arlington, VA. English This publication follows up on a work begun in 1997 that reported a nationwide study of school board/superintendent collaboration for high student achievement. The current report addresses the requisite steps that local school boards, superintendents, state political and educational leaders, and university deans and faculty need to take to develop and strengthen local school board/superintendent leadership. The recommendations in the report are based on the idea that school districts cannot effectively raise student achievement without strong leadership and teamwork from the school board and superintendent. The booklet spells out suggestions that were generated by a broad panel of national educators and that require major changes in state laws, in local policies, and in the graduate and continuing education of superintendents. In addition to a call for developing local board/superintendent leadership teams, it outlines the nature of student achievement, details some of the challenges in trying to implement changes, offers ideas for creating public engagement and community mobilization, and provides tips for attracting and retaining qualified school board members. Many of the suggestions involve a shift in attitude and include thinking differently about public engagement, about leadership development, about the role of school boards and superintendents, and about state legislative reform. (RJM) ED480398 Thinking Differently: Recommendations for 21st Century School Board/Superintendent Leadership, Governance, and Teamwork for High Student Achievement. 2000-00-00 Ford Foundation, New York, NY. 33 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0360: single copies, $7; comprehensive subscriber, $3.50; quantity discount available). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:23:04 RIEMAY2004

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No Educational Assessment Educational Change Educational History Educational Improvement Educational Policy Educational Trends Elementary Secondary Education Politics of Education Horn, Raymond A., Jr. Books Guides - Non-Classroom English On the surface, the problems of education reform and the appropriate solutions appear to be easy to identify. In reality, the complexity of education reform issues, combined with an all-too-common superficial understanding of them, engenders resistance and confusion in many players, which, in turn, confounds resolution. The purpose of this book is to help the reader gain a much more thorough understanding of the problems involved in educational reform through an examination of the origins, context, and patterns of reform. It can also be used as a reference that allows quick access to information about education reform. Ten chapters provide detailed information about selected topics: (1) "The Essential Questions about Educational Reform"; (2) "The History of Reform in American Education"; (3) "Chronology"; (4) "The Politics of Educational Reform"; (5) "The Process of Educational Reform"; (6) "The Dilemma of Educational Research"; (7) "Reform in Curriculum, Instruction, and Assessment"; (8) "The Role of the Public in Education Reform"; (9) "Resistance to Reform"; and (10) "Selected Print and Nonprint Resources." A glossary covering the technical terminology of education reform concludes the book. (RT) ED480399 Understanding Educational Reform: A Reference Handbook. Contemporary Education Issues. 2002-00-00 ISBN-1-57607-808-6 338 ABC-CLIO, Inc., 130 Cremona Drive, P.O. Box 1911, Santa Barbara, CA 93116-1911 (hardbound: ISBN-1-57607-808-6, $45; e-book: ISBN-1-57607-809-4, $50). Tel: 805-968-1911; Tel: 800-368-6868 (Toll Free); Fax: 805-685-9685; e-mail: sales@abc-clio.com; Web site: http://www.abc-clio.com. N/A 2004 8/19/2004 23:23:06 RIEMAY2004

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Yes Compensation (Remuneration) Educational Administration Elementary Secondary Education Merit Pay Premium Pay Teacher Evaluation Teacher Improvement Teacher Salaries Odden, Allan Kelley, Carolyn Heneman, Herbert Milanowski, Anthony Reports - Descriptive Consortium for Policy Research in Education, Philadelphia, PA. English This report describes knowledge- and skills-based pay systems. It recommends ways that state and district policymakers can strengthen a district's capacity for knowledge- and skills-based pay and describes how these types of pay systems differ from existing compensation schemes that try to address the problem of teaching's flat career structure. The report outlines the key issues in designing knowledge- and skills-based pay systems, paying special attention to supplementing, modifying, or replacing the traditional pay schedule. It discusses the types of knowledge and skills to reward, the methods of knowledge and skill assessment, the types and amounts of pay incentives, the role of teacher associations and collective bargaining, and the costs of knowledge- and skills-based pay programs. Some of the lessons that policymakers have learned in implementing these pay changes is to emphasize the need for continuous, focused learning; to adapt to external standards; to allow teachers to participate in the design process; to be prepared for initial negative reactions from teachers; to prepare principals for the new demands of these programs; and to provide an extensive and continuous orientation and communication program. It also recommends using transition strategies to reduce stress and assigning one person to oversee the entire program. (Contains 22 references.) (RJM) ED480400 Enhancing Teacher Quality through Knowledge- and Skills-Based Pay. CPRE Policy Briefs. 2001-11-00 Pew Charitable Trusts, Philadelphia, PA. National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 14 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rb34.pdf. N/A 2004 8/19/2004 23:23:08 RIEMAY2004 R308A960003; 97001184000

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Yes Accountability Educational Administration Educational Assessment Elementary Secondary Education National Surveys Performance Based Assessment School Policy State Government Student Evaluation Goertz, Margaret E. Duffy, Mark C. Reports - Research Consortium for Policy Research in Education, Philadelphia, PA. English This policy brief summarizes a longer report about state assessment and accountability systems in all 50 states. It examines the extent to which state policies meet the intent of federal policy, particularly Title I programs. It asks, "How are states measuring student performance and reporting it to the general public?" and "How are states holding schools, school districts, and students accountable for student outcomes?" It reports that 48 states use a state assessment as their principal indicator of school performance but that the frequency of testing varies considerably. It looks at how students with special needs are assessed, how student performance levels are set, and how student performance is reported and disaggregated. It explains how schools and districts hold students accountable, how schools should set performance targets and goals, and how they should define progress and create consequences for performance. It states that, overall, state responses to calls for performance-based accountability have not been uniform. Although the systems have common elements, such as assessments, standards, and performance reporting, the states have found different ways to define what it means for schools to succeed, and they use varying indicators to define success. Information on assisting low-performing schools and aligning accountability systems with Title I are also discussed. (RJM) ED480401 Assessment and Accountability across the 50 States. CPRE Policy Briefs. 2001-05-00 National Inst. on Educational Governance, Finance, Policymaking, and Management (ED/OERI), Washington, DC. 10 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr52.pdf. N/A 2004 8/19/2004 23:23:10 RIEMAY2004 R308A60003

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Yes Academic Achievement Educational Administration Elementary Secondary Education Instructional Effectiveness Program Effectiveness Program Evaluation Teacher Effectiveness Teacher Influence Supovitz, Jonathan A. May, Henry Numerical/Quantitative Data Reports - Research Consortium for Policy Research in Education, Philadelphia, PA. English This report explores the relationship between teachers' implementation of different aspects of the America's Choice program and the learning gains of their students. It draws on data from Plainfield, New Jersey, where teachers' survey responses about America's Choice schools were linked to the test gains of the students who were taught by those teachers. Researchers then linked individual survey responses to the district's student achievement databases. America's Choice is a K-12 comprehensive school-reform model that focuses on raising academic achievement by providing a rigorous standards-based curriculum. The report indicates that the students of teachers who deeply implemented the America's Choice model, particularly the writers workshop component of the design, learned more than did the students of teachers who had lower levels of implementation. Three dimensions of the implementing of the program--overall implementation, and preparation to teach writers and readers workshop--were statistically associated with above-average gains in student learning. The paper offers details on the data, measures, and methods used in the study and provides predictors of teachers' overall implementation of the program. It was found that the more prepared the teacher, the larger the learning gains for their students. (RJM) ED480402 The Relationship between Teacher Implementation of America's Choice and Student Learning in Plainfield, New Jersey. 2003-01-00 46 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/AC-05.pdf. N/A 2004 8/19/2004 23:23:13 RIEMAY2004

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Yes Change Strategies Educational Administration Educational Change Middle Schools Program Effectiveness Program Evaluation School Restructuring Secondary Education Christman, Jolley Bruce Numerical/Quantitative Data Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English This report details what happened in Philadelphia's middle schools during the Children Achieving reform effort, a comprehensive, one-size-fits-all reform project. Based on research of the program over a 5-year period, the paper explains why reforms fell short of their intended outcomes. The critical levers for change were content standards, the accountability system, and decentralization. Content standards, as examined here, outlined the knowledge and skills that Philadelphia students should acquire. Initially, Children Achieving did not articulate a particular vision or set of recommended practices, preferring that neighborhood clusters, local schools, and small learning communities customize educational practices to meet the needs of their students and harness the resources of their communities. Surveys showed that each level of schooling--elementary, middle, and high school--demanded customized strategies for improvement. Each level had different organizational issues, professional norms, and cultures that needed to be addressed. Reform leaders failed to craft strategies that accounted for different levels of schooling and varying capacities of teachers and schools. It was not enough to specify the ends, and the initial lack of guidance regarding curriculum and pedagogy resulted in the widespread use of test-preparation materials that were not integrated with the standards or the envisioned classroom curricula. Appended are tables on the Profile of Five Middle Schools in the Intensive Qualitative Sample, 1999-2000. (Contains 13 tables.) (RJM) ED480403 Powerful Ideas, Modest Gains: Five Years of Systemic Reform in Philadelphia Middle Schools. 2001-12-01 66 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/children05.pdf. N/A 2004 2020-11-23

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Yes Change Strategies Educational Administration Educational Change Elementary Secondary Education Program Effectiveness Program Evaluation Science Curriculum Science Education Corcoran, Tom Reports - Evaluative Pennsylvania New Jersey New Jersey Pennsylvania Consortium for Policy Research in Education, Philadelphia, PA. English This paper examines the Merck Institute for Science Education (MISE). Begun in 1993, MISE had two stated goals: raise the interest, participation, and performance of public-school students in science; and demonstrate to other businesses that direct, focused involvement would hasten improvements in science teaching and learning in public schools. MISE formed partnerships with four school districts in New Jersey and Pennsylvania and evolved through four phases, each of which reflects the program's approach to reform. The first phase centered on the development of a shared vision. This entailed the cultivation of relationships with each district by engaging education leaders in open discussions about science standards, the quality of the existing science curriculum, and expectations for their students. Phase 2 was dedicated to building cultures of instructional improvement at the district schools. The next phase featured the broadening of access to professional development and involved intense efforts to convince teachers to participate in peer-teacher workshops. Phase 4 consisted of sustaining the work and solidifying the peer-teacher network. The report outlines MISE's overall approach to professional development, the impact of MISE's work, and the measurement of student performance under this program. It concludes that this systemic approach works and that sustained support for reform changes the norms of practice. (Contains 13 references.) (RJM) ED480404 The Merck Institute for Science Education: A Successful Intermediary for Education Reform. CPRE Research Report Series. 2003-03-00 30 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325 ($5). Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/rr52.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Instructional Effectiveness Literacy National Surveys Program Effectiveness Program Evaluation Teacher Influence Supovitz, Jonathan A. Poglinco, Susan M. Bach, Amy Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English This report provides feedback on emerging trends in the implementation of the America's Choice school design. It seeks evidence of the impacts of the design, focusing on the literacy workshops in America's Choice, by using accepted standards of evaluation design and analysis methodologies. The evaluation asks three central questions: Is America's Choice being carried out in the manner envisioned? Are teachers' instructional practices changing in ways that would improve student learning? To what degree can improvements in student achievement be attributed to the design? To answer these questions, the report draws on surveys of teachers and administrators in 23 America's Choice schools nationwide. It also relies on information gathered through site visits to schools across the country, through telephone interviews, through document reviews, through observations of professional development, and through student-performance measures. It concludes that about 40 percent of teachers exhibited solid or exemplary implementation of the literacy workshop structures. There were differences in the depth with which teachers understood, interpreted, and enacted the standards-based instructional philosophy underlying the literacy workshops, demonstrating variation in both the fidelity and depth with which teachers understood and implemented the workshops. However, in general, students reported reading and writing far more than in past years. (RJM) ED480405 Implementation of the America's Choice Literacy Workshops. 2002-04-00 25 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/AC-03.pdf. N/A 2004 8/19/2004 23:23:20 RIEMAY2004 With assistance from Peg Hoppe, Patricia Kannappel, Betty Bennett, and Donna Harris.

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Yes Academic Achievement Comparative Analysis Elementary Secondary Education Instructional Effectiveness Literacy Program Effectiveness Program Evaluation Student Evaluation Supovitz, Jonathan A. Taylor, Brooke Snyder May, Henry Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English This report provides feedback on the implementation of America's Choice school design in a Florida school district. It seeks evidence of the impacts of the design, focusing on the literacy workshops. The evaluation asks three central questions: Is America's Choice being carried out in the manner envisioned? Are instructional practices of teachers changing in ways that would improve student learning? To what degree can improvements in student achievement be attributed to the design? To answer these questions, researchers compared the performance of students in America's Choice to that of students in other schools in the Duval County school district in northeastern Florida. The data show that students in the America's Choice schools regularly outgained students in other district schools in writing and, to a lesser extent, reading and mathematics. Detectable patterns of effect were strongest in writing; students in America's Choice schools consistently demonstrated higher learning gains than students in other schools in the district. The results were most dramatic in fourth grade. Overall, across grades and subjects, the America's Choice design had an equal effect on white and minority students. In 22 percent of the grades and subjects examined, America's Choice was associated with a statistically significant reduction in the gap in performance between white and minority students by increasing the performance of minority students at a higher rate than white subjects. Appended are: (1) Writing Results by Year, Grade, and Cohort; (2) Reading Results by Year and Grade for Cohort II; (3) Reading and Mathematics Results by Year and Grade for Cohort III; (4) Predicted Writing Performance Gains for White and Minority Students in America's Choice and Other District Schools; (5) Predicted Reading Performance Gains for White and Minority Students in America's Choice and Other District Schools; and (6) Predicted Mathematics Performance Gains for White and Minority Students in America's Choice and Other District Schools. (RJM) ED480406 The Impact of America's Choice on Student Performance in Duval County, Florida. 2002-10-00 35 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/AC-04.pdf. N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/81444

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Yes Educational Administration Educational Change Educational Policy Elementary Secondary Education Middle Schools Teacher Competencies Teacher Persistence Teacher Qualifications Teacher Recruitment Watson, Susan Numerical/Quantitative Data Reports - Evaluative Consortium for Policy Research in Education, Philadelphia, PA. English This report is a preliminary exploration of teacher quality in the School District of Philadelphia. It examines three critical junctures in building a work force of quality teachers: teacher preparation, hiring and retention, and equitable distribution of quality teachers. The survey found that schools that serve the highest proportion of low-income, minority students typically have the least experienced faculty, the highest teacher-turnover rates, teachers with the lowest levels of formal educational qualification, and fewer teachers who are certified in their main teaching field. The findings also show that most teachers in the district are certified, but 93 percent of those teaching in the district's middle schools are certified only in elementary education. Subsequently, district middle-school teachers were more likely to have emergency certificates than were elementary and high-school teachers. The report recommends that schools of education develop middle-school certification programs and that the Philadelphia district collaborate with local colleges of education to provide professional development and on-the-job training to middle-school teachers. Other recommendations address the supply and demand of teachers, hiring and recruitment, teacher retention, and teacher experience. Overall, the recommendations highlight the need for ongoing research to track teacher-quality indicators in the district. Appended are: Hierarchical Lineal Modeling and Multiple Regression Analysis; and Comparison of Philadelphia/Suburban Average Teacher Salaries, Pennsylvania Department of Education Professional Personnel Report, 1999-2000. (Contains 11 tables and 3 figures.) (RJM) ED480407 Recruiting and Retaining Teachers: Keys to Improving the Philadelphia Public Schools. 2001-05-00 72 Consortium for Policy Research in Education, 3440 Market Street, Suite 560, Philadelphia, PA 19104-3325. Tel: 215-573-0700; Fax: 215-573-7914; e-mail: cpre@gse.upenn.edu; Web site: http://www.gse.upenn.edu/cpre/. For full text: http://www.cpre.org/Publications/children01.pdf. N/A 2004 8/19/2004 23:23:24 RIEMAY2004 With research assistance from Ellen Foley, Erin Tighe, and Aubrey Wang.

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Yes Educational Environment Educational Policy Elementary Secondary Education Guides Prevention School Safety School Security Violence Guides - Non-Classroom George Washington Univ., Washington, DC. Hamilton Fish Inst. English This guide is designed to help school personnel and community members who are interested in violence prevention in schools. It discusses the starting point for prevention and claims that the same basic framework can be used to develop effective plans in elementary schools and secondary schools. The paper advocates a comprehensive approach to school safety. Administrative support is essential, as are careful planning, schoolwide education and training, and counseling and social services.NBIt outlines violence-prevention frameworks and administrative approaches. It underscores the importance of accurate monitoring and of training teachers in classroom discipline. The report also presents a framework for school security. Effective security programs use schoolwide education in violence prevention, make student counseling available, and have a clear plan in place for students in alternative education. Key elements to any program are community and parental involvement. Students need to know that parents support the school discipline policies, including any reasonable punishment administered by the school. Schools also need to work with police and juvenile-justice authorities, with the business community, and with community organizations. When choosing a violence-prevention program, schools should identify and measure the problem, set goals and objectives, select appropriate strategies, implement a comprehensive plan, and evaluate the program. (RJM) ED480408 A Comprehensive Framework for School Violence Prevention. 2001-00-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. 14 Hamilton Fish Institute, 2121 K Street NW, Suite 200, Washington, DC 20037-1830. Tel: 202-496-2200; Fax: 202-496-6244; e-mail: hfi@hamfish.org; Web site: http://www.hamfish.org. For full text: http://hamfish.org/framework/framework.pdf. N/A 2004 8/19/2004 23:23:27 RIEMAY2004 97-MU-FX-K012-S-1

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Yes Academic Standards Biographies Built Environment Critical Viewing Curriculum Enrichment Discussion (Teaching Technique) Elementary Secondary Education Foreign Countries Heritage Education Interdisciplinary Approach Latin American History Material Culture National Standards Social Studies United States History Marian, Beth Ann, Ed. Rosenberg, Jessica, Ed. Collected Works - Serials Guides - Classroom - Teacher National Science Education Standards Inventors Peru Lighthouses Pocahontas Lindbergh (Charles) National History Standards Peru A&E Network, New York, NY. English The Fall 2002 Idea Book contains suggestions for enriched learning. "Save Our History; Save Our Sounds,""Eureka!" and "Lindbergh Flies Again" involve two or more disciplines of study and would work well for team-teaching projects . Lesson materials from the Arts and Entertainment Network teacher's guide are: "Biography 15: Eureka!"; "Pocahontas"; and "The Lost World." Lesson materials from the History Channel teacher's guides are: "Save Our History: Save Our Sounds" (the lead article); "Save Our History: American Lighthouses"; "Blood and Treasure in Peru"; and "Lindbergh Flies Again." Each lesson provides appropriate national standards correlation; curriculum links; educational objectives; discussion questions and learning activities; vocabulary; and resources. Also includes a list of winning ideas from teachers. (BT) ED480409 Save Our Sounds: America's Recorded Sound Heritage Project. Idea Book for Educators Fall 2002 2002-00-00 Practitioners Teachers 42 A&E Television Networks, 235 East 45th Street, New York, NY 10017. Web site: http://www.aetv.com/class/theideabook/. N/A 2004 2016-11-21

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Yes Academic Standards Biographies Discussion Foreign Countries Greek Civilization Intermediate Grades Jazz National Standards Secondary Education Social Studies Television Viewing United States History Nicolosi, Annie O'Connell, Libby Haight Rust, Mead Collected Works - Serials Guides - Classroom - Teacher National History Standards Greece (Ancient) Greek Culture A&E Network, New York, NY. English The spring 2003 The Idea Book for Educators highlights television programming from the Arts and Entertainment Network (A&E), the History Channel, and the Biography Channel, with a focus on an A&E original movie premiere, "Benedict Arnold: A Question of Honor." The booklet contains the following materials: "A&E Study Guide: Benedict Arnold: A Question of Honor"; "Biography Study Guide: Ella Fitzgerald: Forever Ella" (Ideas from Our Teachers Winners; Ideas from Our Teachers Entry Form); "History International Study Guide: Rise and Fall of the Spartans: Part 1"; and "The History Channel Study Guide: April 1865: The Month That Saved America." Each study guide addresses national standards and curriculum links; provides discussion questions; suggests activities; presents a vocabulary; and cites Web sites and books for further information. (BT) ED480410 Benedict Arnold: A Question of Honor. Idea Book for Educators Spr 2003 2003-00-00 Practitioners Teachers 30 A&E Television Networks, 235 East 45th Street, New York, NY 10017. Web site: http://www.aetv.com/class/theideabook/index.html. N/A 2004 2016-11-21

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No Biographies Colonial History (United States) Colonialism Land Settlement Personal Narratives Primary Sources Resource Materials Secondary Education Social Studies Jaycox, Faith Collected Works - General Historical Materials Reference Materials - General Chronology Historical Figures Historical Materials English To the explorer or colonist of the 16th and 17th centuries, North America was a vast and uncharted land. The continent appealed to European eyes--blind to the claims of the Native Americans who, to varying degrees of density, inhabited the entire continent--as an open field to claim, to exploit, and to settle. Once permanent settlements were established, early colonists lived in a culturally diverse society where interaction with different groups was key to survival and growth. This book provides hundreds of firsthand accounts of the period from diary entries, letters, speeches, and newspaper articles that illustrate how historical events appeared to those who lived during them. Among the eyewitness testimonies are those of John Smith, John Winthrop, Anne Bradstreet, William Penn, Cotton Mather, Benjamin Franklin, George Washington, Phillis Wheatley, Thomas Paine, Abigail Adams, and Thomas Jefferson. Each chapter provides an introductory essay and a chronology of events. The book also includes critical documents such as the first English colonial charter, the Mayflower Compact, the Treaty of Paris, the Declaration of Independence, as well as capsule biographies of key figures; (n=235+) a bibliography; an index; eight maps; a glossary; and photographs (n=80+). (BT) ED480411 The Colonial Era. An Eyewitness History. 2002-00-00 ISBN-0-8160-4138-5 576 Facts On File, Inc., 132 West 31st Street, New York, NY 10001 ($75). Tel: 800-322-8755 (Toll Free); Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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No Curriculum Enrichment Exhibits Instructional Materials Mass Media Role Middle Schools Newspapers Persuasive Discourse Press Opinion Primary Sources Secondary Education Social Studies Thinking Skills Visual Aids Guides - Classroom - Learner Guides - Classroom - Teacher Kentucky Courier Journal (Louisville) Kentucky Kentucky Historical Society, Frankfort. English Editorial cartoons are useful resources for middle school and high school classrooms. They reflect multiple viewpoints about events in history and incorporate visual counterparts to literary elements, such as irony and symbolism. They appeal to visual learners and challenge students to use analytical thinking skills. The cartoons of Hugh Haynie can have special meaning for Kentucky students, since Haynie worked at the "Louisville Courier-Journal" from 1958 to 1995 and created thousands of cartoons on national and state issues. The 10 images in this file are copies of original cartoons in the collection of Judge and Mrs. Hugh Smith Haynie. Along with 57 others from the Haynie collection, they form the centerpiece of a temporary exhibit, "A Matter of Opinion: Hugh Haynie Cartoons," that were on view at the Kentucky Historical Society (Frankfort) from December 14, 2002 to March 30, 2003. (BT) ED480412 A Matter of Opinion: Hugh Haynie Cartoons for the Classroom. 2002-00-00 Practitioners Students Teachers 33 Kentucky Historical Society, 100 West Broadway, Frankfort, KY 40601. Tel: 502-564-1792; Fax: 502-564-4701; Web site: http://history.ky.gov/. For full text: http://history.ky.gov/Teachers/Haynie_teacher_guide.pdf. N/A 2004 2016-11-21

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No Cultural Education Curriculum Enrichment Elementary Education Folk Culture Intermediate Grades Middle Schools Primary Sources Resource Materials Social Studies State History United States History Guides - Classroom - Teacher Kentucky Kentucky Kentucky Arts Council, Frankfort. Kentucky Historical Society, Frankfort. English From 1997-2001, the Kentucky Historical Society and the Kentucky Arts Council have cosponsored an annual Kentucky Folklife Festival to celebrate the traditions of diverse groups from across the state. Folklife, or folklore, includes traditions that are shared by a group of people who have a mutual background or interest. Folklore can be expressed in a variety of ways, including jokes, stories, food, art, games, dance, music, yard decorations, and holiday celebrations. The folklife that abounds in every community can provide students with vital lessons about Kentucky's rich cultural heritage. As a multidisciplinary experience, folklife can be the focus for a unit of study or enrich units on many social studies, arts, and humanities themes. The resources in this teacher's guide are drawn from festival themes and suggest many ways to incorporate folklife into the curriculum. Materials in the guide can be used for preparation or follow-up for the festival or in units on other topics. These include: a game that introduces students to folklife; guidelines for finding local tradition bearers and conducting interviews; essays by folklife scholars about five types of folklore; sample classroom activity plans based on traditions featured at the festival; ideas for additional activities that integrate folklife and other disciplines; and suggested background reading, tapes, videos, and children's books about folklife. Most of the guide's activity plans are written for upper elementary and middle school students, but they can be modified for many age groups. (BT) ED480413 A Teacher's Guide to Kentucky Folklife. 2001-00-00 Kentucky State Dept. of Education, Frankfort. Practitioners Teachers 94 Kentucky Historical Society, 100 West Broadway, Frankfort, KY 40601. Tel: 502-564-1792; Fax: 502-564-4701; Web site: http://history.ky.gov/. For the full text of the 2004 version: http://history.ky.gov/Programs/Folklife/Folklife_Guide_Feb04.pdf. N/A 2004 2016-11-21

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Yes Editing Elementary Secondary Education Heritage Education Local History Primary Sources Public History Social History Social Studies State History Singer, Alan, Ed. Collected Works - Serials Guides - Classroom - Teacher New York Historical Research New Jersey New Jersey New York New York State Council for the Social Studies. New Jersey Council for the Social Studies. English This Social Science Docket theme issue focuses on teaching local history and included theme and non-themed articles, lesson plans, learning activities, and book, movie, and museum reviews designed for K-12 social studies teachers. Articles and materials in this issue are: "Editing Is Not Censorship" (Alan Singer); "Teachers Respond to 'Editing Is Not Censorship'"; "Creation of Post-War 'Segregurbia' in New Jersey" (Lizabeth Cohen); "Levittown Legacy: Segregation in Suburbia?" (Kyle Saboo); "Fine Art and Paper Money in Jacksonian America" (Leo Hershkowitz; Theodore Cohen); "Words That Make New Jersey History" (Howard Green, with a review by Paul Gorski); "Voices from Raritan Landing"; "WPA Guide to Paterson, New Jersey's History"; "Welcome to Industrial Trenton" (Sally Lane; Beth Daly; Brian Daly); "Paul Robeson: New Jerseyan, New Yorker, Social Activist" (Felica Gillespie; Janet Gruner); "Newark: New Jersey's Phoenix" (Nancy Shakir); "Empire State: A History of New York (Milton M. Klein, Ed., review by Cynthia Vitere); "Primary Source Documents from Nineteenth Century New York State"; "Hurley, Emergency New York State Capital"; "Revisiting Chichester, New York" (Syd Golston); "Laws of the Village of Rochester, New York"; "Brooklyn, NY: The Transformation of a 19th Century Community" (Alan Singer); "Give Harding a Republican Congress" (Laura Vosswinkel; Christine Vosswinkel Blum); "Robert G. Shaw and the Massachusetts 54th Regiment" (Maureen Murphy); "New York City's Historic Trains and Trolleys" (Brian Messinger); "Jackie Robinson and the Brooklyn Dodgers" (Lisa Wohl; Liane Migliardi; Bobbie Robinson); "Thomas Nast Sets His Sights on 'Boss' Tweed" (Holly Ryder; Michael Levine; Bill Van Nostrand); "'Wilding': Documenting the Central Park Jogger Case, Race and Fear in New York City"; "Journeys on Old Long Island" (Natalie A. Naylor, review by Janet Gruner); "Bringing History into the Elementary School Classroom Using Family Artifacts" (Judith Y. Singer); "Creating a 'Big Book' from a Local Newspaper Story" (Judith Y. Singer; Alan Singer); "A 'History Mystery' for Elementary School Classrooms" (Andrea S. Libresco); "Exploring African American and Public History" (Ann Bianchetti); and "Using 'Farmer Boy' to Teach about 19th Century New York State" (Jacinda Lisanto). (BT) ED480414 Teaching Local History. Social Science Docket v3 n2 Sum-Fall 2003 2003-00-00 Practitioners Teachers 86 Social Science Docket, Department of Curriculum and Teaching, 243 Mason GW, 113 Hofstra University, Hempstead, NY 11549. Tel: 516-463-5853; Fax: 516-463-6196; e-mail: CATAJS@Hofstra.edu; Web site: http://www.HOFSTRA.edu. T 2004 2016-11-21

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Yes Conflict Curriculum Development Educational Objectives Foreign Countries Global Approach Peace Teacher Education Bjerstedt, Ake Guides - Non-Classroom Global Issues Peace Education Sweden (Malmo) Sweden ISSN-1101-6426 Lund Univ. (Sweden). Malmo School of Education. English Educators at the Malmo School of Education (Sweden) have carried out a series of studies within the area of school and peace. As an informal umbrella heading for the project group conducting such studies the term "Preparedness for Peace" has been used. The overriding aim of the group's work has been to increase knowledge (in a broad sense) about hindrances and possibilities in the school's work with global survival issues. This overview report collects notes about the work of the project group and the process they have been involved in. The report also presents some of the group's views on possible and fruitful ways of dealing with conflict and peace education that have resulted from the group's work (the product). It is divided into nine sections: (1) "Introduction"; (2) "What Is Preparedness for Peace? A Discussion about the Ambitions and Specific Objectives of Peace Education"; (3) "What Can We Do in School to Promote a Preparedness for Peace?"; (4) "Some "Difficulties" with Peace Education"; (5) "Peace Education and Teacher Training"; (6) "Developing Students' Materials and Teachers' Manuals"; (7) "Continued Work: Need for Flexible Fact-Finding"; (8) "Issues for Thought and Dialogue"; and (9) "Postscriptum." Includes six text illustrations. Lists 35 full-text quoted interviews and 48 other references. (BT) ED480415 Developing Preparedness for Peace: Objectives, Methods, Difficulties and Possibilities in Peace-Related Education. Peace Education Reports. 2003-00-00 109 R&D Group "Preparedness for Peace," School of Education, Malmo University, S-205 06 Malmo, Sweden. Web site: http://www.lut.mah.se/eng.htm. N/A 2004 2016-11-21

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Yes Academic Standards Art History Artists Biographies National Standards Primary Sources Secondary Education Social Studies Television Viewing United States History World History O'Connell, Libby Haight Gordon, Sarah Suisman, David Collected Works - Serials Guides - Classroom - Teacher Lewis and Clark Expedition National History Standards Pyramids Van Gogh (Vincent) Castro (Fidel) A&E Network, New York, NY. English The Fall 2003 Idea Book features: "Save Our History Study Guide: Our Documents"; "History International Study Guide: Pyramids"; "The History Channel Study Guide: Lewis and Clark" (Ideas from Our Teachers Contest Rules; Ideas from Our Teachers Context Winners); "A&E Classroom Study Guide: Post Impressionists"; and "The Biography Channel Study Guide: Fidel Castro." Each of the study guides addresses national standards and curriculum links; provides a vocabulary, discussion questions, and learning activities; and lists Web sites and books. (BT) ED480416 Save Our History: Our Documents. Idea Book for Educators Fall 2003 2003-00-00 Teachers Practitioners 36 A&E Television Networks, 235 East 45th Street, New York, NY 10017 ($3.95). Web site: Web site: http://www.aetv.com/ class/theideabook/. N/A 2004 2016-11-21

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Yes Developing Nations Foreign Countries Health Needs Intellectual Property Public Housing Research Utilization Gitta, Cosmas, Ed. Collected Works - Serials Reports - Descriptive Arab States Costa Rica Multinational Corporations Regional Development Africa Singapore Africa Costa Rica Singapore ISSN-0259-3882 United Nations Development Programme, New York, NY. English The current international debate over patient rights to essential drugs versus intellectual property rights is inescapable. Across fields such as pharmaceuticals, electronics, and biotechnology, southern hemisphere countries appear to be finding it increasingly difficult to afford and benefit from technologies and ideas produced by big multinational companies. This 2002 issue of "Cooperation South" articulates broad suggestions on how to reform existing rules about the intellectual property system. The theme of this issue is: Creativity, Innovation and Intellectual Property Rights. There are 12 articles in the issue: (1) "'Road Map' for Intellectual Property Rights"; (2) "Balancing Health Needs and Drug Research Incentives" (Hannah E. Kettler; Chris Collins); (3) "Pricing Medicines to Benefit Poor Countries" (Jagdish Bhagwati); (4) "Capacity Building for Management of IPR" (Mart Leesti; Tom Pengelly); (5) "In the News: Current Issues in IPR"; (6) "From North-South to South-South: The True Face of Global Competition" (Robert J. S. Ross; Anita Chan); (7) "Costa Rica's Technology Strategy: Roots and Outcomes" (Andres Rodriguez-Clare); (8) "Paths for Arab Cooperation: Well Mapped, Little Traveled"; (9) "Lessons on Public Housing from Singapore for Sao Paulo" (W. E. Hewitt); (10) "Africa: From the OAU to the African Union" (Abdalla Bujra); (11) "Windows on the South: Current Trends, Perspectives, and Events"; and (12) "Sharing Ideas: A 21st Century Vision." (BT) ED480417 Cooperation South, 2002. Cooperation South 2002 2002-00-00 141 United Nations Development Programme, Special Unit for TCDC, One United Nations Plaza, FF-121, New York, NY 10017. Tel: 212-906-5737; Fax: 212-906-6352; Web site: http://www.undp.org/. For full text: http://tcdc.undp.org/tcdcweb/coop_south_journal/2002_dec/index.html. N/A 2004 2016-11-21

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No Case Studies Developing Nations Economic Factors Educational Change Educational Policy Foreign Countries Higher Education Varghese, N. V., Ed. Collected Works - General Reports - Research Speeches/Meeting Papers Economic Impact Studies Policy Issues Indonesia Singapore Korea Thailand Malaysia Philippines Indonesia Malaysia Philippines Singapore South Korea Thailand United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This volume contains 8 papers presented at the January 2001 United Nations Policy Forum. The first paper provides an overview of major changes in the higher education sector in the selected countries consequent upon the economic crisis in the region. The subsequent papers analyze the crisis and its impact on higher education in individual countries. Following an introduction by the editor, the eight papers are: (1) "Impact of the Economic Crisis on Higher Education in East Asia: An Overview" (N. V. Varghese); (2) "Impact of the Economic Crisis on Higher Education in Indonesia" (Agung Purwadi); (3) "Impact of the Economic Crisis on Higher Education in Korea" (Hyunsook Yu); (4) "Impact of the Economic Crisis on Higher Education in Malaysia" (Arif Hassan); (5) "Impact of the Economic Crisis on Higher Education: The Case of Universiti Utara, Malaysia" (Dato Dr. Mohd Saileh bin); (6) "Note on the Economic Crisis and Higher Education in the Philippines" (Mona Dumlao-Valisno); (7) "Impact of the Economic Crisis on Higher Education in Singapore" (Govindar Shantakuma; Pundarik Mukhopadhaya); and (8) "Impact of the Economic Crisis on Higher Education in Thailand" (N. V. Varghese). Lists of programs and participants are appended. (BT) ED480418 Impact of the Economic Crisis on Higher Education in East Asia: Country Experiences. Policy Forum on Education. 2001-00-00 ISBN-92-803-1213-8 214 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. Web site: http://www.unesco.org/iiep. For full text: http://unesdoc.unesco.org/images/0012/001261/126192e.pdf. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Civics Democracy Economics Economics Education Elementary Secondary Education Federal Legislation Social Studies Branson, Margaret Stimmann ERIC Publications ERIC Digests in Full Text United States Constitution ERIC Digests National Civics and Government Standards United States Constitution ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English There is a necessary connection between civics and economics in education for democracy. This connection should be reflected in school curricula. This digest discusses: (1) federal legislation and programs promoting civics and economics; (2) the connections between civics and economics in the study of the U.S. Constitution; (3) the status of economic education in the schools; and (4) recommendations for strengthening the connection between civics and economics in the school curriculum. (BT) ED480419 The Connection between Civic and Economic Education. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Civics Democracy Elementary Secondary Education Social Studies Teacher Role Patrick, John J. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English During the past 30 years, there has been a global surge of democracy. For most people of the world today, democracy is the prevailing source of political legitimacy. In 2002, 121 of the world's 192 sovereign states could be recognized as democracies in terms of the minimal global standard for an electoral democracy. This digest discusses: (1) the status of democracy in the world; (2) a globally applicable conception of democracy; (3) components of education for democracy; and (4) recommendations on how to teach democracy. (Contains 13 references and 3 Internet addresses). (BT) ED480420 Teaching Democracy. ERIC Digest. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Elementary Education History Instruction National Standards Social Studies Student Development Hoge, John D. Books Guides - Non-Classroom ERIC Publications ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English History instruction must serve, above all else, to develop critically important citizenship knowledge, skills, and values. This book aims to blend recent scholarship on teaching U.S. history for citizenship with ideas on how to achieve this mission in grades K-5. Chapters in the book are: (1) "Teaching History for Citizenship in the Elementary Schools"; (2) "Guidelines for Elementary School Instruction"; (3) "Learning Citizenship Ideals through History Lessons in Kindergarten"; (4) "Teaching History for Citizenship Learning in the First Grade"; (5) "Teaching History for Citizenship in the Second Grade"; (6) "Teaching History for Citizenship in the Third Grade"; (7) "Teaching History for Citizenship in the Fourth Grade"; (8) "Teaching History for Citizenship in the Fifth Grade"; and (9) "Reflections and Resources" (42 Web sites). Each chapter begins with focus questions. The first chapter presents the rationale for teaching history for citizenship and synthesizes the guidelines and standards supporting this goal as promoted by the National Council for the Social Studies, the National Center for History Education, and the Center for Civic Education. The second chapter offers a review of research and scholarship on teaching history to elementary age children, and offers guidelines for teaching history for citizenship useful in the selection of topics, and in the design and implementation of lessons. Chapters three through eight offer examples of lessons keyed to various state standards and the national standards. Fully scripted lesson plans present detailed instructions for implementing quality history for citizenship learning experiences. Each chapter concludes with a list of resources. (BT) ED480421 Teaching History for Citizenship in the Elementary School. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. National Library of Education (ED/OERI), Washington, DC. ISBN-0-941339-29-7 202 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 8/19/2004 23:24:03 RIEMAY2004 ED-99-CO-0016 For the corresponding ERIC Digest on this topic, see ED 479 891.

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No Developing Nations Economic Factors Economic Research Expenditures Financial Policy Foreign Countries Government Role Poverty Public Policy Lopez-Calix, Jose Melo, Alberto Books Numerical/Quantitative Data Reports - Evaluative Peru Peru ISSN-0253-2123 Inter-American Development Bank, Washington, DC. World Bank, Washington, DC. English Since his inauguration in July 2001, Peruvian President Alejandro Toledo has proposed to take actions in the areas of macroeconomic stabilization; reopening of country's access to international financial markets; budget modernization and state decentralization; social policy; revamping of the armed forces, police, and internal security services; and consolidation of Peru's democracy and social stability through consensus-building and transparent and participatory mechanisms. Currently, genuine efforts by the new administration to reinvigorate the momentum for reform are facing great social pressures for short-term, populist measures. An urgent need to build momentum for "second-generation" reforms exists, especially those in public expenditure, which would provide longer-term sustainability to the government's strategy of poverty reduction and growth. Achieving success to meet goals in the medium term depends on completing a public expenditure management agenda summarized in the main themes of this report: restoring fiscal discipline; reorienting the budget toward pro-poor expenditure; improving the efficiency of public expenditure; addressing the promises and risks of decentralization; upgrading the civil service; improving governance and reducing corruptions; and fine-tuning mining taxation and environmental policies. The report is the product of the analytical work of many experts, both Peruvian and non-Peruvian. It distills critical lessons and challenges that are relevant for policymakers in Peru, in Latin America, and in countries embarking on comprehensive public expenditure reform. Each of the eight chapters includes notes. Annexes include: (1) A Public Debt Sustainability Analysis for Peru; (2) The Fiscal Effort Required for Sustained Structural Deficit; (3) Questionnaire on Public Financial Management; (4) A Public Expenditure Tracking Survey: Methodological Issues; (5) Public Enterprise Reform in Peru: Introducing Management Contracts at FONAFE; (6) A Methodology for Functional Reviews and for Analyzing Functional Prospects; and (7) List of Background Papers. A statistical appendix and a map of Peru are also included. (Contains 77 references, 136 tables, 46 figures, and 17 boxes.) (BT) ED480422 Restoring Fiscal Discipline for Poverty Reduction in Peru: A Public Expenditure Review. A World Bank Country Study. 2003-00-00 ISBN-0-8213-5447-7 292 World Bank, 1818 H Street, NW, Washington, DC 20433. Tel: 202-473-1000; e-mail: feedback@worldbank.org; Web site: http://www.worldbank.org. N/A 2004 2016-11-21

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No Citizenship Citizenship Education Cultural Context Cultural Differences Developing Nations Foreign Countries National Programs Questionnaires Surveys Ellis, Patricia Reports - Research Search Conferences Trinidad and Tobago Educational Information Trinidad and Tobago Commonwealth Secretariat, London (England). Ministry of Education and Culture (Trinidad and Tobago). English Identity and diversity in all its forms present major challenges to countries seeking to best equip citizens with the skills to participate effectively in their diverse societies. This investigation into citizenship education in Trinidad and Tobago produced information about: the type, nature, and variety of programs being offered; the topics covered in these programs; the approaches and methodologies being used; and the groups that participate in the programs. It also highlighted the fact that government and civil society organizations are involved in citizenship education. Additionally, the investigation provided opportunities for individuals and organizations to identify the challenges of being a citizen in the multi-ethnic, multi-cultural, and multi-religious society of Trinidad and Tobago. Participation in the search conference which collected information for the study, provided opportunities for individuals and organizations to share concerns about their work. Primary data were collected in a questionnaire given to organizations in the sample, in meetings, and in face-to-face and telephone interviews. Among the concerns and issues identified and discussed were: values, identity, difference and diversity, inequalities; citizenship and the good citizen; democracy and governance; the socio-economic situation and its impact on citizens; the ideology and structure of the education system; and the content, delivery evaluation and impact of citizenship education programs. A list of participants at the Search Conference is appended. (BT) ED480423 Citizenship Education in Small States: Trinidad and Tobago. Commonwealth Case Studies in Citizenship Education. 2002-00-00 ISBN-0-85092-730-7 51 The Commonwealth Secretariat, Marlborough House, Pall Mall, London SW1Y 5HX England. Tel: +44-0-20-77476500; Fax: +44-0-20-7930-0827; Web site: http://www.thecommonwealth.org/. N/A 2004 2016-11-21

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No Citizenship Citizenship Education Cultural Context Cultural Differences Developing Nations Foreign Countries National Programs Paul, Una M. Reports - Research Search Conferences Educational Information Exploratory Studies Guyana Guyana Commonwealth Secretariat, London (England). English Identity and diversity in its forms present major challenges to countries seeking to best equip citizens with the skills to participate effectively in their diverse societies. An exploratory study was conducted using the search conference methodology to explore the extent to which government and non-government education programs promote and support citizenship education in Guyana. The target population selected comprised mainly those education programs developed at the central level for delivery across the country, as well as religious and non-government organization programs. The study focused only on identifying aspects of citizenship education reflected in the programs. Findings suggest that citizenship education is promoted through a variety of modes, strategies, and conventions directly and indirectly, overtly and covertly, and more or less delivered universally across the country. The multi-faceted approach to the promotion of citizenship education as presented by the various organizations commanded a high level of collaboration among and between government and non-government agencies. There also seems to be strong support from development agencies, especially United Nations International Children's Education Fund and Canadian International Development Agency. Results suggest, however, that there is not enough cross-fertilization and sharing of experiences to enable cost-sharing and efficient use of available resources. The main issues emanating from the Search Conference were: need for a clear articulation of policy on citizenship education; continuation of the integrative process; importance of sustainability of projects; increased focused and expanded public awareness, advocacy, and public education programs; inclusiveness of the physically challenged; and recognition of religion as a tool for acquiring appropriate values attitudes and tolerance in concert with citizenship. (Contains 17 references.) (BT) ED480424 Citizenship Education in Small States: Guyana. Commonwealth Case Studies in Citizenship Education. 2002-00-00 ISBN-0-85092-731-5 56 The Commonwealth Secretariat, Marlborough House, Pall Mall, London SW1Y 5HX England. Tel: +44-0-20-77476500; Fax: +44-0-20-7930-0827; Web site: http://www.thecommonwealth.org/. N/A 2004 2016-11-21

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Yes Democracy European History Foreign Countries Geographic Regions Global Education Middle Schools Secondary Education Social Studies Bragaw, Donald, Ed. Books Collected Works - General Guides - Classroom - Teacher Europe (East) Europe Street Law, Inc., Washington, DC. Social Science Education Consortium, Inc., Boulder, CO. Council of Chief State School Officers, Washington, DC. Constitutional Rights Foundation, Los Angeles, CA. Constitutional Rights Foundation, Chicago, IL. American Forum for Global Education, New York, NY. English When the Berlin Wall (East Germany) came down, it symbolically foretold the end of the Soviet Union domination of Eastern Europe and Central Asia. This resource guide examines the process toward democratization occurring in those regions. The guide updates the available classroom material on the democratic process. It is divided into three sections: (1) "Promises and Challenges" (contains five essays and nine lessons); (2) "Voices of Transition" (contains eight essays and eight lessons); and (3) "Fostering a Democratic Dialogue" (contains 3 essays and eight lessons). Includes six maps. Appended are: (1) Comprehensive Social Studies Assessment Project Standards; (2) CSSAP--Portfolio Project; (3) C. Title VI Centers with Teacher Resources; and (4) D. Democracy Education Exchange Project (DEEP). (BT) ED480425 The Democratic Process: Promises and Challenges. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-94467-73-5 Practitioners Teachers 230 American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. Tel: 212-624-1300; Fax: 212-624-1412; e-mail: info@globaled.org; Web site: http://www.globaled.org/. For full text: http://www.globaled.org/DemProcess.pdf. N/A 2004 2016-11-21

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Yes Adult Education Educational Research Elementary Secondary Education Higher Education Literacy Professional Development Reading Instruction Teacher Education Theory Practice Relationship Writing Instruction Yearbooks Linder, Patricia E., Ed. Linek, Wayne M., Ed. Sturtevant, Elizabeth G., Ed. Dugan, Jo Ann R., Ed. Books Collected Works - Proceedings Reports - Research College Reading Association Meaning Construction College Reading Association. English In this Proceedings from the 1999 College Reading Association Conference, many articles reflect on the heritage of centuries and upon the possibilities of growth in literacy learning programs, while others consider meaning making and how these factors can be best incorporated in literacy learning programs. Following the Presidential Address, "Listening to Learners" (N. Padak) and the Keynote Address, "Teacher Decision Making in Literacy Education: Learning to Teach" (G.S. Pinnell), articles are: "Perspectives from Fifty Years of Teaching: A Personal Odyssey" (E.L. Kress); "This Is Reading!" (R.A. Kress); "An Exploration of Reading Attitudes and Literary Character Identification in Third Graders" (B.S. Abromitis); "'Everybody Should Do Literature Clubs': Students Reveal Their Perceptions of the Experience" (D.H. Stuart); "Teaching Metacognitive Strategies to Enhance Higher Level Thinking of Adolescents" (E.H. Kingery); "The Integration of Conation, Cognition, Affect and Social Environment in Literacy Development" (C. Fleener; J. Hager; R.F. Morgan; M. Childress); "Investing in Portfolio Assessment" (L.L. Thistlethwaite; A.M. Ferree; R.A. Radcliffe; B.C. Higginson; J.A. Miller); "Constructing the --isms of Making Meaning" (G. Font and G.G. Hruby); "Philosophical Dilemmas in Undergraduate and Graduate Literacy Programs" (M.W. Strong; S.B. Wepner; M.J. Furlong; A.D. Wartenberg); "Construction of 'How-to' Books in a Secondary Content Area Literacy Course: The Promise and Barriers of Writing-to-Learn Strategies" (P. Daisey); "What They Know and Believe about Family Literacy: Preservice and Mentor Teachers Respond and Reflect" (M.M. Foote and P.E. Linder); "Constructive Comprehension and Metacognitive Strategy Instruction in a Field Based Teacher Education Program" (M. Fazio); "Field Based or Traditional: Examining Preservice Teachers' Rationales for Selecting a Teacher Preparation Program" (M.B. Sampson; I.L. Raine; D.H. Harkins); "Integrating Language and Literacy through Projects: An Applied Internship Experience" (J.K. Kidd; S.Y. Sanchez; E.K. Thorp); "Preservice Teachers Explore Culturally Responsive Instruction" (J.B. Mathis); "From Theory to Practice: A Qualitative Case Survey of TEFL Peace Corps Volunteers in Armenia" (E. Newton and L.A. Smolen); "Lessons in Teacher Education: What We Learn from Overseas" (P.L. Bloem; A.L. Williams; S. Nixon-Ponder; P. Novotny); "Mentoring in the Information Age: A Study of Telementor Functions Between Preservice Teachers and Middle School Students" (N. Van Valkenburgh and S. Grierson); "Literacy On Line: Learning about Authentic Assessments via the Web" (E. Roberts; C. Doheny; D. Harkins); "Preservice Teacher's Conceptual Development Using Computer Mediated Communication in Language Arts Classes" (S.K. Goetze; B.J. Walker; D. Yellin); "Rethinking the Language Arts: A Framework for School Wide Professional Practice" (B.J. Reinken and C.M. King); "A New View of Staff Development: The Role of Peer Coaching in Effecting Change in the Primary Literacy Classroom" (L.K. Haid; M. MacBee; J. Stack; S. Riley); "Using Literature to Develop Workplace Communication Skills for Career Acceleration" (L. Dixon-Krauss and L.R. McClanahan); "College Students' Use of Self-Selected Learning Strategies When Interacting with Easy and Difficult Text" (N. Marshall); and "Influence of a Process Approach to Writing Instruction, Including Audience Specifications, on the Writing Development of a Second-Grade Student: The Story of Samuel" (R.A. Oswald). (NKA) ED480426 Literacy at a New Horizon. The Twenty-Second Yearbook of the College Reading Association: A Peer Reviewed Publication of the College Reading Association, 2000. [Papers from the College Reading Association Conference, 1999]. 2000-00-00 400 College Reading Association, 851 N. Lassiter Rd., Readyville, TN 37149. Web site: http://explorers.tsuniv.edu/cra/. N/A 2004 2016-11-21

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Yes Case Studies Childrens Writing Classroom Research Classroom Techniques Elementary Secondary Education Higher Education Literacy Professional Development Reading Difficulties Reading Instruction Teacher Education Writing Instruction Linek, Wayne M., Ed. Sturtevant, Elizabeth G., Ed. Dugan, Jo Ann R., Ed. Linder, Patricia E., Ed. Books Collected Works - Proceedings Reports - Research Teaching Perspectives College Reading Association College Reading Association. English The articles in this Proceedings of the 2000 College Reading Association Conference focus on teachers/mentors. Following the Presidential Address, "Literacy 2001: What Is and What Should Be" (J. Cassidy) and the Early Leader, "College Reading Then and Now: How Much of a Difference Has 50 Years Made" (M. Maxwell), articles in the Proceedings are: "Nature of Literature-Based Electronic Mail Collaboratives between Fourth Grade Struggling Readers and Preservice Teachers: A Multiple-Case Study" (C.A. McKeon); "Influence of Audience Awareness in Children's Writing of Different Genres: Case Study of a Second-Grade Class" (R.A. Oswald); "Using Repeated Reading, Paired Reading, and Demonstration to Improve Reading Fluency" (S. Gerdes); "Children's Aesthetic and Ethnic Involvement in Response to Multicultural Picture Books" (R.P. Harlin and L. Dixon-Krauss); "The Instant Phonograms: Phonograms Worth Teaching" (T. Rasinski and B. O'Connor); "Tuesdays with Nora" (C.R. O'Connor); "Making and Writing Words in a Second Grade Classroom" (R.A. Oswald and T. Rasinski); "Exploring the Evolution of Public School Teachers' Perceptions of University/Public School Partnerships: The Quest for Collaborative Preparation of Literacy Teachers" (M.B. Sampson; M. Foote; C. Fleener; L. Moore); "Literacy Teacher-Researchers Unite: Factors That Motivate in a Professional Development Setting" (M.E. Styslinger); "Do Academic Centers Meet Students' Needs?" (M.M. Cash; L. Saumell; M.T. Hughes); "Enhancing and Reinforcing the Concept Knowledge of English Language Learners through Children's Literature" (J.B. Matanzo); "Netsearch Strategies of Experienced Researchers" (S.D. Lenski); "Teaching Inquiry Project: Promoting Reflection and Action in Literacy Education for Preservice Teachers" (L. Elish-Piper); "Releasing Responsibility for Assessment of Their Learning to Preservice Teachers" (B.L. Goerss); "Improving Preservice Teacher's Learning from Tutoring Struggling Readers: Lessons from the Field" (H.M. Anthony and D.L. Harris); "Examining the Literacy Beliefs and Change Processes of Preservice Teachers with Reading Specializations in a Field-Based Teachers Education Program: Critical Dissonance Factors" (B. Smith; M.B. Sampson; W.M. Linek; I.L. Raine); "Questions Parents Ask: The FAQ Project" (N.D. Padak; M. Mraz; J.D. Kinner; D. Grubler; C. McKeon; E. Newton; J. Peck); "Do You Want Me to Read to You?: A Case Study of Older Siblings' Literacy Teaching" (L.A. Lenhart); and "Parents as Partners: Improving Children's Writing" (E.F. Guastello). (NKA) ED480427 Celebrating the Voices of Literacy. The Twenty-Third Yearbook of the College Reading Association: A Peer Reviewed Publication of the College Reading Association, 2001. [Papers from the College Reading Association Conference, 2000]. 2001-00-00 1-883604-28-1 312 College Reading Association, 851 N. Lassiter Rd., Readyville, TN 37149. Web site: http://explorers.tsuniv.edu/cra/. N/A 2004 2016-11-21 Meets Evidence Standards with Reservations ED533112

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Yes Academic Achievement Achievement Tests Grade 4 Grade 7 Intermediate Grades Middle Schools Performance Based Assessment Public Schools State Departments of Education Student Evaluation Writing Achievement Writing Evaluation Numerical/Quantitative Data Reports - Research North Carolina North Carolina Statewide Testing Program Writing Samples North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English The purpose of this report is to provide information about the level of student performance in the area of writing based on results from the annual on-demand writing sample required during the North Carolina Writing Assessment at grades 4 and 7 for 2001-02. The report was generated using aggregate student data from North Carolina public schools, including charter schools, and provides information regarding student performance at the state level at each of the score points for grades 4 and 7. The report is divided into the following sections: List of Tables (n=13); List of Figures (n=6); 2001-02 North Carolina Writing Assessment, Grades 4 and 7; Overview and Findings; 2001-02 North Carolina Writing Assessment, Grades 4 and 7, State-Level Summary Statistics; 2001-02 North Carolina Writing Assessment, grades 4 and 7, Copies of the Grades 4 and 7 Sample Student Responses; 2001-02 North Carolina Writing Assessment, Grades 4 and 7, Regional by LEA Performance; and Appendix (Student Response Form, Grade 4; Student Response Form, Grade 7; and 2001-02 List of North Carolina Charter Schools). (Contains 14 tables and 6 figures.) (NKA) ED480428 Report of Student Performance in Writing, 2001-2002: Grades 4 and 7. North Carolina Testing Program. 2002-09-00 80 Public Schools of North Carolina, State Board of Education, Dept. of Public Instruction Accountability Services, Raleigh, NC 27699. Web site: http://ncpublicschools.org/accountability/testing. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Elementary Secondary Education Grade 10 Grade 4 Grade 7 Performance Based Assessment Public Schools State Departments of Education Student Evaluation Writing Achievement Writing Evaluation Numerical/Quantitative Data Reports - Research North Carolina North Carolina Statewide Testing Program Writing Samples North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English This report provides a longitudinal, comprehensive compendium of student performance data in the area of writing for the 2000-2001 school year. The report was generated using aggregate student data from North Carolina public schools, including charter schools, and provides information regarding student performance at the state level at each of the score points for grades 4, 7, and 10. It is based on results from the annual on-demand writing sample required during the North Carolina Writing Assessment at grades 4, 7, and 10. Also included in the report are the specific focused holistic score scales and sample student responses representing each of the score points. The report is divided into the following broad parts: List of Tables (n=18); List of Figures (n=10); Part I, North Carolina Writing Assessment, Grades 4 and 7; Part II, North Carolina Test of English II, Grade 10; and Appendix (Student Report Form, Grade 4; Student Report Form, Grade 7; North Carolina Charter Schools, 2000-01). (NKA) ED480429 Report of Student Performance in Writing, 2000-2001: Grades 4, 7, and 10. North Carolina Testing Program. 2001-11-00 120 Public Schools of North Carolina, State Board of Education, Dept. of Public Instruction Accountability Services, Raleigh, NC 27699. Web site: http://ncpublicschools.org/accountability/testing. N/A 2004 2016-11-21

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Yes Adolescent Literature Bibliographies Childrens Literature Class Activities English Instruction Fiction Language Arts Learning Activities Middle Schools Nonfiction Picture Books Reader Response Student Educational Objectives Guides - Classroom - Teacher Reference Materials - Bibliographies Information Books Trade Books North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English Designed to grow into a 2-inch three-ring binder, this handbook is part of a series for teachers of grades 6-8 language arts. The handbook aims to clarify some points, to provide a framework for new teachers and to give veteran teachers some new ideas. Volume I contains activities to use in the classroom, and Volume II is "all about books." The activities are divided into sections for grade 6 (n=17), grade 7 (n=12), and grade 8 (n=9), and each activity contains a brief section on teacher preparation, an activity starter, a "making the connection" section, and objectives addressed. Volume II provides background information about several young people's book awards, including Newbery Award Books, Caldecott Award Books, Coretta Scott King Award, Printz Award, Mildred L. Batchelder Award, National Book Award, Edgar Allen Poe Award, and Best Books List. It also provides extensive lists of fiction books, nonfiction and information books, and picture books published since 1990. (NKA) ED480430 Connecting the Dots: A Handbook Series for Teachers of English Language Arts, Grades 6-8. 2002-00-00 Practitioners Teachers 113 N/A 2004 2016-11-21

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Yes Ability Identification Delivery Systems Disproportionate Representation Elementary Secondary Education Eligibility Evaluation Methods Gifted Services Student Evaluation Talent Identification Coleman, Mary Ruth ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This digest briefly discusses the identification of students who are gifted, difficulties in the identification process, appropriate identification practices, and procedures that can help with identification. First, it stresses that identification must be the means to securing appropriate services for the student, not an end in itself. The paper then identifies common problems in the identification process including: (1) disproportionate representation; (2) disregard for varied and practical methods of identifying intelligence, including student portfolios, work over time, performance based assessment, all of which can supplement standardized testing; (3) inappropriate use of statistical formulas such as "cut scores"; and (4) a mismatch between identification and services. Next, some appropriate identification practices are highlighted, noting that the best practices rely on multiple criteria involving multiple types of information, multiple sources of information, and multiple time periods. The paper then goes on to explain three phases or steps in the identification process: first, general screening or student search; second, review of students for eligibility; and third, services and options matches. The paper concludes that the identification process itself should be periodically reviewed to ensure its validity. Such a review would involve collecting data on student referrals, eligibility decisions, and placement decisions with data disaggregated by grade, gender, ethnicity, language background, and economic status. (DB) ED480431 The Identification of Students Who Are Gifted. ERIC Digest. 2003-06-00 Institute of Education Sciences (ED), Washington, DC. Practitioners 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free). For full text: http://www.ericcec.org. N/A 2004 2016-11-21

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Yes Behavior Modification Behavior Problems CD ROMs Early Childhood Education Educational Media Elementary Secondary Education Independent Study Inservice Teacher Education Instructional Development Special Education Teachers Teachers Quirk, Constance A. Reports - Descriptive Georgia Georgia Georgia Univ., Athens. Coll. of Family and Consumer Sciences. English This final report describes the activities and outcomes of a federally funded project designed to produce and field-test two computer-based interactive CD-ROMs: "PEGS! for Preschool" and "PEGS! for Secondary School". These programs, in a game format, provide beginning general and special educators with independent practice in using basic behavior management strategies. The 43 teachers and assistant teachers who volunteered to evaluate the PEGS! CD-ROM programs gave high ratings of approval overall and also on each quality criterion (relevant content, a helpful learning experience, and easy to use). A follow-up study in 23 classrooms showed statistically significant increases in the skills of participants after using the programs independently during a 2-week period. Average skills in behavior management increased 41% for 12 early childhood educators and 42% for 11 middle and high school teachers. In addition, negative responses from children decreased by 64% for early childhood educators and 28% for secondary teachers. While the sample sizes for these preliminary field tests were small, the results hold promise that the PEGS! programs can be effective inservice training tools for independent adult learning and enhanced behavior management skills. Appended are: (1) Parents and Professional Advisory Councils; (2) Instructional Design Documents and Definitions of Strategies; (3) Text Vignette Summaries; (4) Formative Evaluation of "PEGS! for Preschool" by College Students; (5) Formative Evaluation of "PEGS! for Middle/High School" by College Students; (6) Georgia Distribution; (7) Rating Scales for the CD-ROMs; and (8) Rating Adult Strategies: Early Childhood Educators [and] Middle/High School Teachers. (Contains 33 references, 14 tables, 7 figures, and 5 charts.) (Author/SG) ED480432 Project PEGS! Practices in Effective Guidance Strategies: Interactive CD-ROM Series for Educators To Practice Positive Behavior Management Skills, October 1, 1999-December 30, 2002. Final Performance Report. 2002-12-30 Special Education Programs (ED/OSERS), Washington, DC. 120 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Accessibility (for Disabled) Disabilities Elementary Secondary Education Inclusive Schools Instructional Design Instructional Materials Language Arts Media Adaptation Sciences Social Studies Lenz, Keith Schumaker, Jean ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project. English This digest, based on a larger publication of the same title, offers a nine-step process for planning and implementing adaptations to instructional materials for students with disabilities in the inclusive classroom. Introductory material notes that adaptations should be approached as a short-term solution to increase access to the curriculum and to increase the probability the student will be able to complete an academic task and should be considered to be a bridge to skill development, not a substitute for intensive instruction in necessary skills. The steps are: (1) create a plan for adapting materials; (2) identify and evaluate the demands that students are not meeting; (3) develop goals for teaching strategies and making adaptations; (4) determine whether content or format adaptations are needed; (5) identify the features of the materials that need to be adapted; (6) determine the type of adaptation that will enable the student to meet the demand; (7) inform students and parents about the adaptation; (8) implement, evaluate, and adjust the adaptation; and (9) fade the adaptation when possible. (DB) ED480433 Adapting Language Arts, Social Studies, and Science Materials for the Inclusive Classroom. ERIC/OSEP Digest. 2003-07-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 4 ERIC Clearinghouse on Disabilities and Gifted Education, ERIC/OSEP Special Project, 1110 North Glebe Rd., Arlington, VA 22201-5704. For full text: http://ericec.org/digests/prodfly.html. N/A 2004 2016-11-21

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No Client Characteristics (Human Services) Comparative Analysis Economic Factors Employment Level Employment Patterns Enrollment Trends Federal State Relationship Fringe Benefits Policy Formation Poverty Program Effectiveness Public Policy Salary Wage Differentials State Legislation State Programs State Regulation State Surveys Trend Analysis Welfare Recipients Welfare Reform Klerman, Jacob Alex Hotz, V. Joseph Reardon, Elaine Cox, Amy G. Farley, Donna O. Haider, Steven J. Imbens, Guido Schoeni, Robert Reports - Evaluative Welfare to Work Programs California Impact Studies California Rand Corp., Santa Monica, CA. English The impact of California Work Opportunity and Responsibility to Kids (CalWORKS), which was passed to increase California welfare recipients' participation in welfare-to-work (WTW) activities, was examined. The impact study consisted of a nonexperimental program evaluation that used statistical models to estimate causal effects and a simulation designed to identify the effect of California's benefit structure on the state's work activities participation rate. The study revealed nearly continuous improvements in almost all CalWORKS outcomes since approximately 1993. California welfare recipients' participation in WTW activities and their employment and earnings have risen sharply, the welfare caseload has fallen sharply, employment and earnings of those leaving welfare have risen, and poverty has fallen. Interstate comparisons were mixed. Compared with the rest of the nation, California's rates of participation in WTW activities were higher, but its decline in welfare caseload was lower. The start of the improvements coincided with the recovery of California's economy from a deep recession. (Thirty-eight tables/figures are included. The following items are appended: an overview of possible influences on outcomes; descriptions of the study's data sources and analytic methods; results of the policy simulation; and data on caseload decline by California region and county. The bibliography lists 239 references. A separate executive summary that contains 13 tables/figures is included.) (MN) ED480434 Welfare Reform in California: Early Results from the Impact Analysis. 2002-00-00 California State Dept. of Social Services, Sacramento. ISBN-0-8330-3039-6 167 RAND, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 877-584-8642 (Toll Free); Tel: 310-451-7002; Fax: 310-451-6915; e-mail: order@rand.org; Web site: http://www.rand.org/. For full text (executive summary): http://www.rand.org/publications/MR/MR1358.1/. For full text (report): http://www.rand.org/publications/MR/MR1358/. N/A 2004 2016-11-21

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Yes Behavioral Objectives Check Lists Definitions Environmental Education Environmental Technicians Federal Regulation Field Tests Hazardous Materials Housing Inspection Lead Poisoning Learning Activities Learning Modules Lesson Plans Measurement Techniques Occupational Safety and Health Records (Forms) Sampling Technical Writing Trade and Industrial Education Guides - Classroom - Teacher Environmental Protection Agency Airborne Lead Housing Codes Department of Housing and Urban Development Environmental Monitoring Environmental Protection ICF, Inc., Washington, DC. English This document presents a model curriculum for use by trainers presenting training course in assessing and reporting dust and debris from deteriorated lead-based paint. The course, which was developed by the U.S. Environmental Protection Agency, is intended for use with housing quality standard inspectors, rehabilitation specialists, home inspectors, and others involved in evaluating dwelling units. The guide begins with a trainer overview that includes the following items: (1) an overview of the model curriculum's objectives and intended audience; (2) an overview of the learning modules, course schedule, and course materials; and (3) a trainer's checklist. Each module contains the following elements: (1) the time required for the module; (2) module objectives; and (3) detailed guidelines for presenting the module, using the accompanying audiovisual aids, conducting a class discussion, and summarizing the module's key points. The module topics are as follows: (1) background information on lead-based paint hazards; (2) visual assessment; (3) dust wipe sampling; (4) selecting a laboratory and interpreting results; (5) putting the skills together; and (6) writing and delivering the report. The following items are appended: regulatory guidance; a blank clearance examination report form and handouts, a model clearance examination report; a glossary; answers to exercises; and a sample of the student manual. (MN) ED480435 Lead Sampling Technician Training Course. Trainer Manual. 2000-07-00 Environmental Protection Agency, Washington, DC. Office of Pollution Prevention and Toxics. Practitioners Teachers 169 For full text: http://www.epa.gov/lead/leadsamplingtech.htm. N/A 2004 2016-11-21

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Yes Access to Education Career Choice Career Guidance Educational Opportunities Educational Practices Elementary Secondary Education Employment Opportunities Entrepreneurship Equal Opportunities (Jobs) Foreign Countries Males Nontraditional Occupations Postsecondary Education Rural Education Sex Differences Sex Fairness Sex Stereotypes Technical Education Womens Education Work Experience Programs Information Analyses Best Practices European Union European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This document profiles programs for women in technical professions that are offered through the European Commission's Leonardo da Vinci program. The following programs are profiled: (1) Artemis and Diana (vocational guidance programs to help direct girls toward technology-related careers); (2) CEEWIT (an Internet-based information and communication technologies program for women in rural Ireland); (3) CuWat (a project to introduce the concept of equal opportunities for women and women into scientific curricula); (4) improving the employability of girls and women; (5) E-Qual (a project to facilitate women's access to new professions in ecological technologies); (6) women and information technology (an analysis that identified differences between men and women in access to and use of new technologies); (7) JASS (a project to motivate women with scientific or technical training to start their own business); (8) WITEC (a training module to improve women's employability in traditionally male sectors); (9) WOMEC (orientation courses for women in the building, metallurgy, and electrical engineering sectors); (10) WOQUATEWO (a project to improve women's skills in new technologies); and (11) WOTEC (a project to combat stereotypes about women in technical professions. Each program description includes an overview of the program's goals and practices and the name and address of at least one contact person. (MN) ED480436 Women and Technical Professions. Leonardo da Vinci Series: Good Practices. 2002-00-00 ISBN-92-894-1863-X 16 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/ leo1/en.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Access to Education Allied Health Occupations Education Distance Education Educational Practices Employment Qualifications Foreign Countries International Programs Job Training Lifelong Learning Medical Education Open Education Postsecondary Education Professional Continuing Education Program Descriptions Secondary Education Study Abroad Universities Vocational Education Work Experience Programs Information Analyses European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This document profiles programs in the fields of health and medicine that are offered through the European Commission's Leonardo da Vinci program. The following programs are profiled: (1) CYTOTRAIN (a transnational vocational training program in cervical cancer screening); (2) Apollo (a program of open and distance learning for paramedical technical staff in Greece, Spain, France, the Netherlands, and the United Kingdom); (3) Memphis (a program teaching management and information exchange techniques to European physiotherapists); (4) FENCE (an international study program and a placement program for students in medico-social sciences (nurses) who are planning to work in community care); (5) transnational placements to supplement vocational training in biomedical technology; (6) Ortholine (an interactive Web-based lifelong learning system for orthodontists operated by a network of orthodontists and universities in six European countries); (7) Tandem (a program to improve communication between health care team members, diabetics, and their families); (8) TEMA (an organization providing seminars and teaching materials for doctors specializing in Alzheimer's disease and other diseases of the elderly); (9) awareness of dyslexia and easier access to training; and (10) Vetnnet (a program to harmonize training programs for veterinary assistants across Europe). Each program description includes an overview of the program's goals and practices and the name and address of at least one contact person. (MN) ED480437 Training and Health. Leonardo da Vinci Series: Good Practices. 2002-00-00 ISBN-92-894-2162-2 17 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/ leo2/en.pdf. N/A 2004 2020-11-28

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Yes Administration Career Education Case Studies Communications Educational Practices Environmental Education Foreign Countries Foreign Workers Industrial Training International Educational Exchange International Programs Management Development Occupational Mobility Postsecondary Education Secondary Education Student Exchange Programs Study Abroad Universities Vocational Education Work Experience Programs Information Analyses Best Practices Electronic Commerce European Union European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This document profiles recent successful examples of students studying and working abroad as part of the European Commission's Leonardo da Vinci program, which is designed to give students across the European Union the opportunity to experience vocational training in a foreign country. The following examples are presented: (1) 3 Finnish students who received 2 weeks of on-the-job training in a social and health care unit in Denmark; (2) 2 French students who completed a yacht maintenance course in the Netherlands; (3) an Irish student who worked on a building conservation project in Venice; (4) a Spanish student who participated in a commercial aquaculture program in Ireland; (5) 25 Bulgarian students who worked in information technology jobs in Germany; (6) 15 Greek students who worked in Germany's electronic banking system; (7) 12 Hungarian students who participated in 4-week training and work placements in nursing homes in Wales; (8) 7 English students with learning difficulties who participated in a student trade fair in Belgium; and (9) a young English student who participated in a summer tourism training and a 13-week training period at a Spanish hotel. Each program description includes an overview of the program's goals and practices and the name and address of at least one contact person. (MN) ED480438 Studying and Working Abroad. Leonardo da Vinci Series: Good Practices. 2002-00-00 ISBN-92-894-2167-3 16 For full text: http://europa.eu.int/comm/dgs/education_culture/publ/pdf/ leo3/en.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Adult Programs Citizenship Education Civics Classroom Techniques Constructivism (Learning) Definitions Educational Environment Educational Objectives Educational Philosophy Educational Practices Educational Research Educational Strategies Guidelines Literature Reviews Role of Education Teacher Student Relationship Teaching Methods Theory Practice Relationship Imel, Susan ERIC Publications Reflective Thinking ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The objectives of adult civic education were examined, and recommendations for its effective practice were offered to educators. The following purposes of adult civic education were discussed: inform learners of the rights and responsibilities of citizenship; explain how citizens participate in building a society by making informed decisions; and foster development of action designed to seek solutions to situations. The need for adult civic education programs to encompass the following interrelated domains of learning was emphasized: cognitive (information); affective (values); and action. The principles and problems of the liberal and radical approaches to adult civic education were reviewed along with a "third way" or philosophical orientation that supports the development of reflexive citizenship involving self-critical and dynamic learning and active citizenship and supports individuals as they learn to deal with diversity in politics and social practices. The following recommendations were offered to practitioners: (1) determine the underlying philosophical approach to adult education; (2) use an approach that focuses on learning as construction rather than as instruction; (3) use methods that encourage critical thinking, discussion, listening, and reflection; (4) create a context within the learning environment that models the kind of society that learners are working to achieve; and (5) connect with issues in which learners have a personal interest. (Contains 16 references.) (MN) ED480439 Adult Civic Education. Practice Application Brief. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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No Career Development Case Studies Comparative Analysis Developed Nations Developing Nations Education Work Relationship Educational Policy Educational Practices Educational Trends Employment Level Employment Patterns Employment Qualifications Entry Workers Foreign Countries Higher Education Labor Market Literature Reviews Outcomes of Education Unemployment Vocational Adjustment Ehlert, Holger, Ed. Cordier, Heidi, Ed. Books France Japan Germany Netherlands Great Britain Poland Ireland Sri Lanka Italy Switzerland France Germany Ireland Italy Japan Netherlands Poland Sri Lanka Switzerland United Kingdom (Great Britain) English This book examines the transition from higher education to the labor market in 10 countries. Although the individual papers do not follow a rigid standard format, they all consider the following issues: (1) how the labor market for graduates is organized; (2) how vocational orientation is achieved in degree courses in individual countries; and (3) how the transition from higher education to employment is organized. Of the 10 countries discussed, 7 are longtime members of the European Union. Poland is included as an example of a country of the former Eastern block that is currently undergoing significant transformation, and Japan and Sri Lanka are included to illustrate the completely different Asian cultures. Despite the far-reaching structural similarities that are evident in the Western European countries examined, it is particular national characteristics rather than common features that dominate the individual country reports. The following papers are included: "Introduction" (Holger Ehlert, Heidi Cordier); "France" (Valerie Canals, Claude Diebolt); "Germany" (Holger Ehlert, Heidi Cordier); "Great Britain" (Heidi Cordier); "Ireland" (Conor Geiselbrechtinger); "Italy" (Lorenzo Fischer); "Japan" (Ulrich Teichler, Kerstin Teicher); "Netherlands" (Roland Richter); "Poland (Heidi Hein); "Sri Lanka" (Charles Fernando); and "Switzerland" (Martin Teichgraber). Most papers include substantial bibliographies or substantial numbers of endnotes. (MN) ED480440 The Transition from Higher Education to the Labour Market: International Perspectives and Challenges. 2002-00-00 ISBN-0-8204-4840-0 329 Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th floor, New York, NY 10001-6708 ($31.95). Tel: 800-770-5264 (Toll Free); Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.net/. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Achievement Gains Adult Basic Education Adult Literacy Evaluation Methods Federal State Relationship Field Tests Guidelines Performance Based Assessment Pilot Projects Psychometrics Scoring Rubrics Standardized Tests State Standards Student Evaluation Test Construction Test Format Test Reliability Test Validity Condelli, Larry Baker, Holly Guides - Non-Classroom Information Analyses National Reporting System for Adult Education National Academy of Sciences - National Research Council, Washington, DC. Board on Testing and Assessment. English This paper summarizes the standardized procedures and psychometric standards states must follow in developing performance-based assessment. The National Reporting System (NRS), which serves as the accountability system for federally funded adult education and literacy programs, requires that states have their local programs assess educational gain by selecting the assessments either published standardized tests or performance-based assessments most appropriate for their state. Performance-based assessments obtain richer information about students than do selected-response assessments, or standardized tests, and are often seen as more authentic because they resemble-real world tasks. But they cover less content, make it hard to generalize from one test to another, and are difficult and costly to score. In order to ensure that test scores resulting from performance-based assessments are valid and reliable according to the Standards for Educational and Psychological Testing, there are three steps in development. They are the following: (1) develop the tasks the test-takers will perform; (2) develop the scoring rubrics that will measure how well the test-takers performed on the tasks; and (3) pilot and field-test the assessment and scoring to determine the validity and reliability of the test items and scoring. Includes 4 references. (MO) ED480441 Developing Performance Assessments for Adult Literacy Learners: A Summary. 2002-10-00 Office of Vocational and Adult Education (ED), Washington, DC. Administrators Practitioners 14 For full text: http://www.nrsweb.org/reports/PerformanceAssessments.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Educators Basic Skills Educational Improvement Educational Resources Guides Inservice Teacher Education Instruction Job Performance Job Skills Needs Assessment Partnerships in Education Professional Development Program Evaluation Self Evaluation (Groups) Self Evaluation (Individuals) Staff Development Guides - Non-Classroom Pelavin Research Inst., Washington, DC. English This guide and accompanying supplement seeks to promote ongoing professional development activities suitable for traditional adult education, as well as basic skills instruction in other learning environments by doing the following: (1) broadening the base of professional development approaches; (2) enhancing individual choice of appropriate approaches; and (3) promoting instruction that is effective and accountable. When developing professional development models for adult educators, it is important to keep in mind the following points: (1) professional development has multiple beneficiaries; (2) all professional development activities should be developed as part of a comprehensive plan; (3) there is no single best approach, and adult educators should be able to choose from various approaches; (4) there should be a balance between instructor-determined and program-determined activities; and (5) evaluation must be incorporated as an integral component of all approaches. The guide presents four approaches to professional development, offers suggestions for three different audiences professional development coordinators, instructors, and state and local administrators and makes suggestions for evaluating professional development. Appendices in the guide include sample needs assessment profiles, sample development plans, a description of 10 instructional packets, possible solutions to scenarios, and articles relating to different approaches. The guide includes 85 references. The supplement seeks to further improve instruction, organization, and learner outcomes by focusing on needs assessment and collaboration. Supplement appendices include a regional resource initiative and a guide for developing local interagency linkage teams. The supplement contains 14 references. (MO) ED480442 Professional Development Resource Guide for Adult Educators [and] Professional Development Resources Supplement: Improving Instruction, Organization, and Learner Outcomes through Professional Development. 1998-08-28 Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy. Administrators Teachers Practitioners 213 For full text (Guide): http://www.nrsweb.org/pubs.asp. For full text (Supplement): http://www.calpro-online.org/pubs/PDResSupp.pdf. N/A 2004 8/19/2004 23:25:01 RIEMAY2004 Supplement dated June 2000 and authored by Renee Sherman, Mark Kutner, John Tibbetts and Danielle Weidler. For Supplement appendices A and B, see ED 396 167 and ED 388 848.

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Yes Certification Community Involvement Community Programs Curriculum Educational Opportunities Inservice Education Job Training Labor Turnover Organizational Climate Outreach Programs Partnerships in Education Postsecondary Education Professional Development Program Evaluation Social Services Social Support Groups Staff Development Youth Agencies Youth Programs Fancsali, Cheri Reports - Evaluative Capacity Building Youth Serving Agency Program English The BEST (Building Exemplary Systems for Training) Initiative was evaluated in meeting the following goals for youth workers: (1) increase and strengthen training opportunities at the local level; (2) help communities develop professional development systems; (3) build local capacity to make training accessible and supported by youth-serving organizations; (4) employ facilitators from the youth-serving sector; (5) promote sensitivity to the culture of the youth population; (6) create connections with career ladders within the field of youth development; (7) foster professional associations, certificates/degrees through higher education institutions, and recognition programs; and (8) institutionalize supports for professional development as part of a community's efforts to help young people reach their full potential. Data gathered from 1999-2001 from 15 BEST Initiative sites demonstrates that the program is effective both as a strategy and as a model for building a system of professional development services and supports to youth workers, and resulted in the following conclusions: (1) professional development must be embedded in the local youth-serving sector; (2) a common language and strong networks for information sharing are keys to supporting youth workers; (3) youth workers must have support and a commitment to youth development from organizations as a whole to implement effective programming; (4) professional development must be continuous and provide a range of opportunities; and (5) building organizational capacity to support youth workers helps improve retention. (Appendices include contact information, an evaluation methodology, and an AYD (Advancing Youth Development) curriculum. Includes 5 graphs and 8 tables.) (MO) ED480443 BEST Strengthens Youth Worker Practice: An Evaluation of Building Exemplary Systems for Training Youth Workers (BEST). Report. 2002-00-00 67 National Training Institute for Community Youth Work, Academy for Educational Development, 1825 Connecticut Avenue, NW, Washington, DC 20009 ($30). N/A 2004 2016-11-21

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No Aboriginal Australians Annual Reports Apprenticeships Dropouts Education Work Relationship Educational Attainment Educational Benefits Employment Patterns Enrollment Trends Foreign Countries National Surveys Occupations Sex Differences Student Attitudes Student Certification Student Employment Tables (Data) Trainees Trend Analysis Vocational Education Numerical/Quantitative Data National Training Packages (Australia) TAFE (Australia) Australia Australian Qualifications Framework Australia National Centre for Vocational Education Research, Leabrook (Australia). English As of December 31, 2002, an estimated 373,200 Australians were undertaking an apprenticeship or traineeship, an increase of 14.8% over the number in training in 2001 and more than double the number in training in 1996; three quarters of apprentices and trainees in-training were undertaking Australian Qualification Framework Level III programs; and the two largest occupation groups in training were the trades and related workers at 35.4% and intermediate clerical, sales and service workers at 27.5%. From 1996 to 2002, participation rates in apprenticeships and traineeships for Australia's employed work force aged 15 to 64 years increased from 1.9% to 3.9%; participation for young people aged 15 to 24 years increased from 8.5% to 11.6%, while the participation rate of young females more than doubled from 3.4% to 7.6%. Also in 2002, individuals identifying themselves as Indigenous made up almost 2% of the total number of apprentices and trainees; about 84% of apprentices and trainees in-training were undertaking qualifications associated with a National Training Package, up from 72% in 2001; and the majority of apprentices and trainees (83%) were employed in the private sector. According to the 2002 Student Outcomes Survey, apprentices and trainees were generally satisfied with the TAFE (Technical and Further Education) course they undertook as their off-the-job training component. (Contains 7 tables.) (MO) ED480444 Annual Apprentice and Trainee Statistics 2002. Australian Vocational Education and Training Statistics. At a Glance. 2003-00-00 ISBN-1-74096-183-8 17 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1354). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/statistics/aats/ann02/aatann02.pdf. N/A 2004 2016-11-21

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Yes Agency Cooperation Agency Role Community Resources Community Services Educational Resources Family Programs Federal State Relationship Integrated Services Legislation Linking Agents Local Government Local Issues Nonprofit Organizations Outreach Programs Partnerships in Education Policy Formation School Community Relationship Shared Resources and Services Social Services Youth Programs Blank, Martin J. Brand, Betsy Deich, Sharon Kazis, Richard Politz, Bonnie Trippe, Steve Reports - Research Intermediaries Jobs for the Future, Boston, MA. English Despite the conventional wisdom that comprehensive services are an essential element in the support of children and families, over the past several decades programs and services have continued to be disconnected, separately funded, and provided by these multiple agencies. The need for local intermediaries has emerged through the devolution of decision making from the federal to local level, the decentralization of schools and their support networks, and the rise in networking in social services delivery. Intermediary organizations typically carry out activities related to four major functions: (1) engaging, convening, and supporting critical constituencies to increase public involvement, design new initiatives, strengthen local institutions, and achieve tangible results; (2) promoting quality standards and accountability for continuous improvement and to demonstrate positive outcomes; (3) brokering and leveraging resources by increasing the efficiency and impact of service providers and attracting resources that individual organizations often cannot secure on their own; and (4) promoting effective policies that can strengthen local organizations and result in more effective services for young people and families. In order for local intermediaries to achieve their full potential they need to be: recognized for their value; included in legislation and regulations; funded; and connected to each other. (Includes 3 endnotes, a list of resources, local intermediary contact information and a Partners for the Intermediaries Report.) (MO) ED480445 Local Intermediary Organizations: Connecting the Dots for Children, Youth, and Families. 2003-00-00 Charles Stewart Mott Foundation, Flint, MI. Ewing Marion Kauffman Foundation, Kansas City, MO. Carnegie Corp. of New York, NY. Policymakers Administrators Practitioners 9 For full text (requires registration): http://www.jff.org/jff/PDFDocuments/Intermediaries.pdf. N/A 2004 2016-11-21

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Yes Adaptive Behavior (of Disabled) Adult Students Attitudes toward Disabilities Diagnostic Tests Disability Identification Employer Employee Relationship Instructional Materials Labor Force Development Learning Disabilities Literacy Education Normalization (Disabilities) Professional Development Self Advocacy Supported Employment Teaching Guides Vocational Adjustment Work Environment Workplace Literacy Corley, Mary Ann Tibbetts, John Guides - Non-Classroom Work Based Learning Employment Accommodations (Disabilities) American Institutes for Research, Washington, DC. English This field-tested training packet, which was designed for adult literacy providers, contains preparation materials, facilitator's notes, handout masters, and transparency masters for two 3-hour sessions on learning disabilities (LD) in the workplace. (At the end of the first session supported by the packet, participants will be able to do the following: [1] identify a working definition of LD; [2] recognize characteristics of workers with LD and the effect of LD on performance in the workplace; [3] distinguish between screening and diagnostic testing and the uses of each; [4] identify the importance of self-determination, self-advocacy, and disclosure to successful workers with LD; and [5] begin a planning process for helping adults with LD become more successful in the workplace. At the end of the second session, participants will be able to do the following: [1] identify the legal rights of workers with LD; [2] suggest possible workplace accommodations for employees with LD; [3] discuss issues for workers with LD on getting and keeping a job; [4] identify disability-friendly strategies for the workplace; [5] recognize psychosocial issues for employees with LD; [6] present a professional development sequence and lesson plans appropriate for workplace literacy programs; and [7] identify 3 model workplace programs that address issues related to LD.) Includes 14 references and a list of online resources. (MO) ED480446 Learning Disabilities in the Workplace: A Professional Development Packet. Session 1 & 2. 2002-08-00 Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy. Practitioners Teachers 119 For full text: http://pro-net2000.org/CM/content_files/95.pdf. N/A 2004 2016-11-21

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Yes Adult Learning Articulation (Education) Contract Training Education Work Relationship Educational Administration Educational Quality Educational Resources Employer Attitudes Employment Potential Foreign Countries Job Training Labor Force Development Labor Needs Management Information Systems Partnerships in Education Postsecondary Education Program Development School Business Relationship Vocational Education Work Experience Programs Hughes, Maria Guides - Non-Classroom Reports - Research Success for All Program United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English Successful employer engagement requires that colleges in the United Kingdom secure employers' involvement in the design, development, management, and delivery of post-16 learning so that the skill needs of employers and the workforce will be met and the increased productivity, competitiveness, and efficiency of individual organizations and the wider economy will be supported. The Success for All strategy gives colleges and providers the incentives and support to form much closer relationships with employers. Providers are asked to specify and deliver on one of two possible headline improvement targets in relation to the following: (1) the development of improved services direct to employers; or (2) increased employability or work readiness of learners. In order to promote employer involvement, colleges and providers will need to consider radical changes to their mission and purpose. Those changes include the following: (1) the development of a mission that recognizes employers as customers analogous to the approach taken with individual students; (2) the enhancement of management information systems to provide timely and ongoing data on the extent and type of employer engagement; (3) a policy on the costing and pricing provision for companies; and (4) a system of regularly updated surveys of employer needs and satisfaction. (Includes examples of employer engagement, a description of the 5 dimensions of a "college for business," a headline improvement target, and 17 references.) (MO) ED480447 Successful Engagement: Guidance for Colleges and Providers on Effective Employer Engagement in Post-16 Learning. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-905-6 Administrators Practitioners 36 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1530). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1530.pdf. N/A 2004 2016-11-21

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Yes Academic Aspiration Adult Education Comparative Education Dropout Rate Education Work Relationship Educational Attainment Educational Indicators Employment Patterns Enrollment Trends Foreign Countries Job Training Labor Force Labor Force Development Occupational Surveys Postsecondary Education Secondary Education Student Certification Student Participation Unemployment Vocational Education Badescu, Mircea Kennedy, Alison Numerical/Quantitative Data Reports - Research European Union European Training Foundation, Turin (Italy). English The transition economies of Central and Eastern Europe have undergone substantial changes due, in part, to vocational education and training (VET). One of the most important objectives of the European Union (EU) enlargement process is to monitor key indicators of the educational systems and labor markets so that the different skills in demand and the many economic sectors function within a common EU framework. (Country profiles of Albania, Bosnia and Herzegovina, Bulgaria, Croatia, Czech Republic, Estonia, Hungary, Latvia, Lithuania, Former Yugoslav Republic of Macedonia, Montenegro, Poland, Romania, Slovak Republic, and Slovenia give background information and key statistics for interpreting comparisons subsequently presented.) Participation rates in secondary education in almost all the Central and European countries remain high for 16 year olds, and although an increasing number of young people are studying until the age of 20 to acquire either a general or vocational qualification at upper secondary level, participation starts to fall off after the end of compulsory education. Analysis of Labor Force Surveys (LFS) has shown that labor force activity rates rise with increasing levels of education. Further comparative analysis with reliable and relevant information of good quality would be helpful, and the provision of data remains one of the most important objectives for the key indicators project. (Annexes include general notes, definitions, cross-references, and data. Contains 24 figures, 18 tables, and 8 references.) (MO) ED480448 Key Indicators on Vocational Education and Training. Central and Eastern Europe. Report. 2002-10-00 ISBN-92-9157-289-6 71 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/27BF7A9743785A69C1256D160051A59C/FILE/key_indicators_02.pdf. N/A 2004 2020-08-26

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Yes Comparative Education Curriculum Development Decentralization Education Work Relationship Educational Attainment Educational Change Educational Development Educational Resources Foreign Countries Institutional Autonomy International Educational Exchange Job Training Labor Force Development Labor Needs Lifelong Learning Partnerships in Education Postsecondary Education School Business Relationship Secondary Education Vocational Education Masson, Jean-Raymond Information Analyses Europe (East Central) European Union European Union European Training Foundation, Turin (Italy). English The reforms undertaken in the vocational education and training systems and the public employment services systems of European Union (EU) candidate countries in the 10 years since the transition have resulted in the following achievements: (1) participation in upper secondary and tertiary education has increased and curricula for general education have been revised, leading to an increase in educational attainment; (2) autonomy of schools, encouragement of private training providers, and decentralization have led to new possibilities for social and economic cooperation; (3) legislation and policy documents are in place to support education; and (4) the systems have been responsive to short-term needs of the labor markets and individuals. However, gaps in relation to EU standards remain wide and some of the following problems still exist: (1) resources are lacking in some countries; (2) there is a critical shortage of school teachers; (3) there is a lack of technical equipment for practical training and a general lack of cooperation between schools and companies; (4) the process of reforming vocational curricula has been slow and continuing vocational training lacks a comprehensive framework; and (5) social inclusion objectives have received insufficient support. (This draft is incomplete as three monographs, concerning Bulgaria, Latvia, and Romania, have yet to be prepared.) (MO) ED480449 Preparation by Candidate Countries for Involvement in the EU Lifelong Learning Policy: Achievements, Gaps and Challenges. Synthesis of the Monographs Exercise. Interim Report. 2002-00-00 Policymakers 48 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/D8F24C0B745FE7B5C1256C6E00319777/FILE/Monograph_interim.pdf. N/A 2004 2016-11-21

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Yes Alaska Natives American Indian Education American Indians Educational Needs Federal Aid Federal Indian Relationship Federal Programs Health Needs Housing Needs Poverty Public Policy Quality of Life Rural Development Self Determination Trust Responsibility (Government) Reports - Evaluative Commission on Civil Rights Infrastructure Tribal Courts Commission on Civil Rights, Washington, DC. English This report by the U.S. Commission on Civil Rights examines federal funding of programs intended to assist Native Americans at the Department of Interior, Department of Health and Human Services, Department of Housing and Urban Development, Department of Justice, Department of Education, and Department of Agriculture. The report reveals that federal funding directed to Native Americans through programs at these agencies has not been sufficient to address the basic and very urgent needs of Indigenous peoples. Among the myriad unmet needs are health care, education, public safety, housing, and rural development. The section on education outlines the history of federal Indian education; describes current issues related to dropout disparities, loss of cultural identity, and community involvement; and looks at unmet needs in the areas of school administration, special education, higher education, vocational rehabilitation, and other set-aside programs. Significant disparities in federal funding exist between Native Americans and other groups in our nation. Among immediate requirements for increased funding are infrastructure development, without which tribal governments cannot properly deliver services; tribal courts; and tribal priority allocations, which permit tribes to pursue their own priorities and respond to the needs of their citizens. The Commission recommends that all federal agencies administering Native American programs identify and regularly assess unmet needs. The federal government is obligated to ensure that funding is adequate to meet these needs. (Contains a glossary and 36 data tables) (Author/TD) ED480450 A Quiet Crisis: Federal Funding and Unmet Needs in Indian Country. 2003-07-00 140 For full text: http//www.usccr.gov/pubs/na0703/na0731.pdf. N/A 2004 2016-11-21 ED506842

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Yes Acquired Immunodeficiency Syndrome Birth Weight Communicable Diseases Health Promotion Homicide Infant Mortality Infants Public Health Sexually Transmitted Diseases Suburbs Urban Areas Andrulis, Dennis P. Duchon, Lisa M. Reid, Hailey Maier Numerical/Quantitative Data Reports - Research Healthy People 2000 Healthy People 2010 Tuberculosis State Univ. of New York, Albany. English This review of seven Healthy People objectives for the nation's 100 largest cities and their surrounding areas documents considerable but inconsistent progress toward improving health in urban and suburban areas. It describes achievements in reaching Healthy People 2000/2010 goals, which were created by the Office of the Surgeon General of the U.S. Department of Health and Human Services, for a set of infant health and infectious disease indicators and homicide rates. The review uses data from various agencies of the Centers for Disease Control and Prevention, Federal Bureau of Investigation, and Bureau of the Census. Results indicate that on average, cities and their suburbs met or made progress toward meeting Healthy People 2000 goals for infant mortality, AIDS, tuberculosis, syphilis, and homicide between 1990-1999 and 1999-2000. The 2000 target for reducing low birth weight rates in both cities and their suburbs were not met, on average, between 1990-2000. Fewer suburban areas met the Healthy People 2000 low birth weight goal in 1999 than 1990. Large metropolitan areas in the U.S. saw a 24 percent decrease in the incidence of AIDS between 1990 and 2000; metropolitan areas in the northeast have the highest average AIDS rates. A number of cities in the northeast and midwest remained far apart from their suburbs on meeting Healthy People objectives. Many southern cities and suburbs remained behind other regions on a number of key indicators, including homicide rates, infant mortality rates, and tuberculosis rates. Despite significant improvements, concerns remain about the uncertainty and fragility of the progress achieved. (SM) ED480451 Healthy Cities, Healthy Suburbs: Progress in Meeting Healthy People Goals for the Nation's 100 Largest Cities & Their Suburbs. 2002-08-00 Robert Wood Johnson Foundation, Princeton, NJ. 30 SUNY Downstate Medical Center, 450 Clarkson Avenue, Box 1240, Brooklyn, NY 11203-2098. Tel: 718-270-7727; Fax: 718-270-7565; e-mail: ccconf@downstate.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Developing Nations Educational Policy Elementary Secondary Education Enrollment Trends Free Enterprise System Parent Attitudes Private Schools Public Education School Choice School Effectiveness Coulson, Andrew J. Information Analyses Speeches/Meeting Papers United Nations English This paper reviews a cross-section of research on implementing Education for All, a goal and timeline established by the United Nations for educating all children. It examines how education policies in developing countries affect educational conditions and outcomes, comparing the merits of alternative education policies using five criteria: academic achievement; school efficiency; parental choice, control and satisfaction; school environment; and enrollment/attainment growth. The paper concludes that education markets with specific interrelated features (minimal regulation, private ownership of schools, vigorous competition, minimally inhibited consumer choice, and at least some direct payment of tuition by parents) are likely to produce specific qualities (superior academic achievement, higher efficiency, improved facilities/maintenance/atmosphere, greater responsiveness to parental demand, and faster enrollment growth) when compared to government schools and heavily-regulated and 100-percent government funded private schools. The paper notes that despite their many benefits, education markets share one problem in common with other systems: they cannot, by themselves, ensure universal access to good schools, particularly among the poorest families. (Contains 46 references.) (SM) ED480453 Implementing "Education for All": Moving from Goals to Action. 2003-05-17 27 N/A 2004 2016-11-21

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Yes Adolescents Child Support Children Disabilities Dropout Rate Early Parenthood Educational Attainment Employment Level Family Income Health Insurance Job Skills Poverty Predictor Variables Substance Abuse Tables (Data) Unwed Mothers Wages Welfare Recipients Welfare Reform Welfare Services Numerical/Quantitative Data Reports - Descriptive Temporary Assistance for Needy Families Dependency (Economics) Food Stamp Program Personal Responsibility and Work Opp Recon Act Supplemental Security Income Program Personal Responsibility and Work Opportunities Reconciliation Act Temporary Assistance for Needy Families Department of Health and Human Services, Washington, DC. English This sixth annual report provides welfare dependence indicators through 2000, reflecting changes since enactment of the Personal Responsibility and Work Opportunity Act in 1996 and highlighting benefits under Aid to Families with Dependent Children (AFDC), now Temporary Assistance for Needy Families (TANF); the Food Stamp program; and Supplement Security Income (SSI). Data from the Current Population Survey and administrative data provide updated measures through 2000 for several dependence indicators. In 2003, 3.0 percent of the total population was dependent (receiving more than half of total family income from TANF, food stamps, and/or SSI). This rate fell considerably from 5.2 percent in 1996. Preliminary data suggest that 2001 dependency rates will remain approximately 3.0 percent. The drop in dependence parallels the drop in AFDC/TANF and food stamp caseloads. In an average month in 2000, 59 percent of TANF recipients lived in families with at least one family member in the labor force. Comparable figures for food stamp and SSI recipients were 56 and 37 percent, respectively. Spells of AFDC/TANF receipt in the second half of the 1990s were shorter than spells of AFDC receipt in the early 1990s. As the dependency rate fell between 1996-2000, the poverty rate for all individuals fell from 13.7 to 11.3 percent. Three appendices present program data, alternative definition of dependence based on income from TANF and food stamps, and additional non-marital birth data. (SM) ED480454 Indicators of Welfare Dependence: Annual Report to Congress, 2003. 2003-00-00 162 Office of Human Services Policy, Office of the Assistant Secretary for Planning and Evaluation, U.S. Department of Health and Human Services, Hubert H. Humphrey Building, Room 404E, 200 Independence Avenue, S.W., Washington, DC 20201. Fax: 202-690-6562; Web site: http:/www.aspe.hhs.gov/hsp/index.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Cubans Educational Environment Gender Issues Grade Point Average Hispanic American Students Immigrants Mathematics Achievement Minority Group Children Peer Influence Public Schools Secondary Education Sex Differences Student Attitudes Rodriguez, Tomas D. Reports - Research Speeches/Meeting Papers Stigma Achievement Gap Dade County Public Schools FL Nicaraguans Oppositional Behavior English This study used data from the Children of Immigrants Longitudinal Study, which consists of a two-wave panel of approximately 2,500 second generation students in Florida's Dade County public schools, to investigate the impact of non-immigrant/involuntary minority enrollment in second generation Hispanic students' academic achievement. Students completed the survey in eighth and ninth grade, then again in their senior year of high school. The survey collected data on students' age, sex, place of birth, and parent nationality, education, and occupation. Students' grade point averages and standardized math scores were also obtained, as well as data on the school's racial composition, size of enrollment, and proportion of students on government-subsidized lunch. Data analysis indicated that oppositional effects that operated through involuntary minority concentration in the school had negative consequences for immigrant male achievement. The grade point averages and math performance of Nicaraguan and Cuban males suffered in the company of involuntary minorities, net of other school and individual level differences. Cuban and Nicaraguan girls, however, receive community and parental supervision that may serve as a buffer to the incorporation of oppositional attitudes along with their negative consequences on academic achievement. (Contains 25 references.) (SM) ED480455 Assessing the Impact of Involuntary-Minority Enrollment on Gender Differences in Academic Performance among Hispanic Second-Generation Immigrants in South Florida. 2002-02-11 34 N/A 2004 2016-11-21

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Yes Adolescents Early Parenthood Educational Legislation Females Higher Education Physical Education Pregnancy Risk Reduction Secondary Education Self Esteem Sex Discrimination Womens Athletics Solomon, Nancy M. Reports - Descriptive English This policy brief highlights the interrelationship between sports participation and teen pregnancy prevention, noting barriers that have prevented sports from being utilized in teen pregnancy prevention. Discrimination against girls and women in school sports persists 30 years after Congress enacted Title IX, and this prevents girls and young women from fully participating in school sports and sports programs not affiliated with schools. Research suggests that the discipline, strength, and self-esteem that sports fosters in girls and young women can play a major role in preventing teen pregnancy and that participation in sports is important in the lives of many young women who are at risk for teen pregnancy and who may lack other sources of empowerment (e.g., girls of color and girls from low income families). Although state and federal laws are clear about requiring equal treatment of girls and boys in sports receiving public financial assistance, the written and unwritten policies of many schools and sports programs are not. Recommendations for school administrators and personnel include: parents and other individuals not affiliated with the school must be proactive in ensuring girls' rights to participate in sports; schools and policymakers must ensure that girls do not "stand on the sidelines" during physical education; and sports programs should hire more women coaches and athletic directors. (Contains 18 endnotes.) (SM) ED480456 Girls' Participation in Sports: An Important Tool in Teen Pregnancy Prevention. Policy Brief. 2002-00-00 6 California Women's Law Center, 3460 Wilshire Boulevard, Suite 1102, Los Angeles, CA 90010. Tel: 213-637-9900; Fax: 213-637-9909; e-mail: cwlc@cwlc.org; Web site: http://www.cwlc.org. N/A 2004 8/19/2004 23:25:41 RIEMAY2004 Produced by California Women's Law Center.

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Yes Adolescents Birth Rate Birth Weight Births to Single Women Child Health Early Parenthood Hispanic Americans Pregnancy Premature Infants Tables (Data) Unwed Mothers Hamilton, Brady E. Sutton, Paul D. Ventura, Stephanie J. Collected Works - Serials Numerical/Quantitative Data Fertility Maternal Health National Center for Health Statistics (DHHS/PHS), Hyattsville, MD. English This report presents revised birth and fertility rates for 1991-1999, plus previously published rates for 2000-2001, based on populations consistent with the April 1, 2000 census. Revised rates for Hispanic subgroups are also included. Rates are presented by age, race, and Hispanic origin of mother; by age, race, Hispanic origin, and marital status of mother; by age and race of father; and by age of mother and by state. The report also presents new rates by age and Hispanic origin (subgroups) of mother for 2000 and 2001. The revised rates are compared with previously published rates that used July 1 population estimates based on the 1990 census. Revised population-based birth and fertility rates from 1991-1999, based on the 2000 census, were with few exceptions lower than rates previously published based on populations projected from the 1990 census. Differences in rates for American Indians, Hispanics, and Asians or Pacific Islanders were considerable. However, revised rates for most other population subgroups (non-Hispanic whites and blacks) differed little from those previously published. Regardless of the magnitude, differences between the 2000-based and 1990-based rates progressively diverged through time so that previously published trends were generally retained but lower. Because of this shift, especially for Hispanic women, the differentials in fertility among population subgroups remained, but were somewhat reduced. (Contains 41 references and 10 tables.) (SM) ED480457 Revised Birth and Fertility Rates for the 1990s and New Rates for Hispanic Populations, 2000 and 2001: United States. National Vital Statistics Reports v51 n12 August 2003 2003-08-04 95 Centers for Disease Control and Prevention, National Center for Health Statistics, 3311 Toledo Road, Hyattsville, MD 20782. Tel: 301-458-4636; e-mail: nchsquery@cdc.gov; Web site: http://www.cdc.gov/nchs. N/A 2004 2016-11-21

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Yes Academic Achievement Black Students Cooperative Learning Discussion (Teaching Technique) Grade 12 Group Discussion Lecture Method Racial Differences Secondary Education Social Studies Student Behavior Teaching Methods Urban Schools Ross, Michael C. Seaborn, Aletia Wax Wilson, Elizabeth K. Reports - Research Speeches/Meeting Papers English This study investigated whether there was a difference in the level of academic achievement for African American students when instructed through lecture and discussion and cooperative learning methods in the social studies classroom. Participants were 58 African American 12th graders in an urban public school. A control group was instructed using traditional lecture and discussion, while an intervention group received instruction through the Jigsaw II method of cooperative learning. Students' academic achievement was assessed using a pretest-posttest evaluation. Both groups were observed for 96 minutes during their regular instructional time over 5 days. Data were also collected via student surveys and teacher interviews. Results indicated that there was no significant difference in academic achievement levels between students taught using cooperative learning and students taught using lecture and discussion. Intervention students working in heterogeneous groups exhibited a relatively frequent use of cooperative behaviors (e.g., interpersonal skills, cooperative communication, and cooperative physical behaviors). Most students were comfortable working in these groups. Teachers expressed some concerns with cooperative learning, including that students appeared to show more difficulty with and reluctance about cooperative activities. There were racial differences in students' reactions to working cooperatively. (Contains 45 references.) (SM) ED480458 Is Cooperative Learning a Valuable Instructional Method for Teaching Social Studies to Urban African American Students? 2002-02-11 35 N/A 2004 8/19/2004 23:25:46 RIEMAY2004 In: National Association of African American Studies, National Association of Hispanic and Latino Studies, National Association of Native American Studies, and International Association of Asian Studies 2002 Monograph Series. Proceedings.

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Yes Census Figures Child Welfare Cohabitation Employed Parents Employment Level Extended Family Family Income Family Structure Grandparents Health Insurance Immigrants Labor Force Mothers One Parent Family Poverty Residential Patterns Socioeconomic Status Welfare Services Fields, Jason Numerical/Quantitative Data Reports - Research Current Population Survey Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English As part of the 2002 Current Population Survey, this report presents information on several characteristics of children, covering different aspects of their lives. It focuses on demographic characteristics of the child population of the United States and family living arrangements, including single parent families, cohabiting parent families, and the presence of "coresident" grandparents; parents' and children's labor force participation, featuring new estimates of children living with "stay-at-home" fathers and mothers; and the economic status of children's families, including participation in public assistance programs and health insurance coverage of children. Finally, the distribution of the child population by their nativity status and that of their parents illustrates the diversity of the youngest segment of the U.S. population. Overall, children living with two parents were consistently more economically advantaged than children living in other types of living arrangements. Even among children living with two parents, 9 percent lacked health insurance, 8 percent were living below the poverty level, and 4 percent lived in households receiving food stamps. Children in two parent families generally had greater access to more financial resources and greater amounts of parental time. They were also more likely to participate in extracurricular activities, progress more steadily in school, and have more supervision over their activities. (Contains 9 tables and 27 footnotes.) (SM) ED480459 Children's Living Arrangements and Characteristics: March 2002. Current Population Reports. 2003-06-00 21 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-763-2422; e-mail: pop@census.gov. For full text: http://www.census.gov/population/www/socdemo/hh-fam.html. N/A 2004 2016-11-21

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No Biology Communicable Diseases Cooperative Learning Creative Thinking Critical Thinking Learning Activities Problem Based Learning Public Health Science Instruction Secondary Education Student Motivation Thinking Skills Bohland, Mark A. Guides - Classroom - Teacher English This guide features a problem-based learning (PBL) unit specifically designed for student-centered learning of new and meaningful content on diseases. Students grapple with a complex and changing problem that requires higher level thinking skills in an environment in which students work both individually and in collaboration with others. Includes student handouts. (Author/SOE) ED480460 Problem Based Learning: Mystery Disease. 2003-03-00 ISBN-1-883055-56-3 Practitioners Teachers 91 Dandy Lion Publications, 3563 Sueldo, Suite L, San Luis Obispo, CA 93401. Tel: 805-543-3332; Web site: http://www.dandylionbooks.com. N/A 2004 8/19/2004 23:25:50 RIEMAY2004 Illustrated by Stephanie O'Shaughnessy.

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Yes Elementary Secondary Education Geometry Mathematics Skills Measurement Observation Physics Science Activities Science Experiments Science Instruction Science Teachers Scientific Concepts Guides - Classroom - Teacher WGBH Educational Foundation, Boston, MA. English Many aspects of string theory are abstract and difficult for even theoretical physicist to fully comprehend. The activities in this guide are designed to help teachers and students better understand some of the basic concepts underlying particle physics and string theory. A list of additional resources and a glossary are also included. Each activity includes a teacher activity setup page with background information, an activity objective, a materials list, a procedure, and concluding remarks. Reproducible student pages are also included. (Author/SOE) ED480461 NOVA Fall 2003 Teacher's Guide. 2003-08-00 Practitioners Teachers 45 WGBH Educational Foundation, 125 Western Avenue, Boston, MA 02134. Web site: www.pbs.org/nova/teachers/mailing/. N/A 2004 8/19/2004 23:25:52 RIEMAY2004 Supported by Microsoft, Park Foundation, and Sprint.

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Yes Algebra Arithmetic Cognitive Processes Elementary Education Elementary School Mathematics Elementary School Students Elementary School Teachers Mathematics Instruction Professional Development Teacher Improvement Thinking Skills Collected Works - Serials Guides - Non-Classroom Wisconsin Univ., Madison. National Center for Improving Student Learning and Achievement in Mathematics and Science. English Research shows that introducing basic forms of algebraic reasoning in elementary school enhances children's learning of arithmetic. In this guide, a research and a professional development project are described that have taken a practical approach to introducing algebraic reasoning to elementary students in Massachusetts. (Author/SOE) ED480462 Algebraic Skills and Strategies for Elementary Teachers and Students. In Brief v3 n1 Sum 2003 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 12 National Center for Improving Student Learning and Achievement in Mathematics and Science, Wisconsin Center for Education Research, University of Wisconsin-Madison, School of Education, 1025 W. Johnson Street, Madison, WI 53706. Tel: 608-263-7582; e-mail: ncisla@education.wisc.edu; Web site: http://www.wcer.wisc.edu/ncisla. N/A 2004 8/19/2004 23:25:54 RIEMAY2004 R305A960007

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Yes Academic Achievement Computer Assisted Instruction Computer Uses in Education Evaluation Mathematical Applications Mathematical Concepts Mathematics Curriculum Mathematics Instruction Secondary Education Leigh-Lancaster, David Reports - Research English Computer algebra systems (CAS) have now become much more readily accessible for use in secondary school mathematics on both hand-held and computer platforms. While the initial focus of work with CAS from the early 1980's has generally been with respect to pedagogical and curriculum issues, as familiarity with CAS in senior secondary mathematics contexts has evolved around the world, systems and organizations have responded in various ways to the increasing availability of CAS and its impact on assessment, in particular end of secondary schooling formal examinations. This paper discusses key design and development aspects of the first examinations for the VCAA Mathematical Methods (CAS) pilot study in 2002, and provides some preliminary analysis and commentary with respect to student performance on these examinations. (Author) ED480463 The Victorian Curriculum and Assessment Authority Mathematical Methods Computer Algebra Pilot Study and Examinations. 2003-06-23 34 N/A 2004 2020-08-08

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Yes Computer Software Elementary Secondary Education Higher Education Mathematics Instruction Problem Based Learning Problem Solving Student Motivation Teacher Education Thinking Skills Lovaszova, Gabriela Hvorecky, Jozef Reports - Descriptive English Mathematics is not only about learning problem-solving methods; it is also about gaining a deeper understanding of their purpose, advantages and disadvantages. Frequently, the same problem can be solved by applying several different methods. Mathematics education should also include clues to those best fitting to the person's aim. To achieve that students are encouraged to find as many correct solutions to problems as possible. Then, properties of individual solutions are discussed. In the paper we exemplify our approach by solving the problem: How many four- digit numbers not containing 3, 6, and 9 are divisible by 3? The following methods are shown: (1) An estimation giving an approximate result, (2) Constructing a finite automaton recognizing the "divisibility by 3" property, (3) Forming a formal grammar capable of generating these numbers, (4) Writing a computer program producing all the numbers, (5) Using dynamic programming to speed up the execution of the program. Comparing different solutions, the students disclose not only what their solutions can do and what they cannot do; they are also encouraged to generalize their observations. One of these discussions is also described. (Author) ED480464 When There's More Than One Way To Get There... 2002-12-00 11 N/A 2004 8/19/2004 23:25:59 RIEMAY2004

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Yes Disabilities Employment Level Engineering Ethnic Groups Females Higher Education Minority Groups Participation Science Education Sciences Sex Differences Sex Discrimination Status Books National Science Foundation, Arlington, VA. Div. of Science Resources Statistics. English This report is the 11th in a series of biennial reports on the status of women and minorities in science and engineering. The reports are mandated by the Science and Engineering Equal Opportunities Act (Public Law 96-5 16) which was amended in 1998 to include persons with disabilities. The primary purpose of this report is to serve as an information resource on the participation of women, minorities, and persons with disabilities in science and engineering. Like its predecessors, this report found differences between men and women and among racial/ethnic groups in high school completion rates, college enrollment rates, field choice, employment, rank and tenure status, salaries, and work activities. In addition to the trends and issues that have persisted over time, several new concerns have been raised in the last few years which include: (1) the "digital divide"--differences in access to computer technology by sex, race/ethnicity, and disability status; (2) international differences in participation of women in S&E; (3) the decline in male enrollment; (4) changing demographics--growth and diversity in the Asian population; and (5) defining disability-- changes over time and differences among sources. Chapters include: (1) "Precollege Education"; (2) "Undergraduate Enrollment"; (3) "Undergraduate Degrees"; (4) "Graduate Enrollment"; (5) "Graduate Degrees"; and (6) "Employment". (Author/SOE) ED480465 Women, Minorities, and Persons with Disabilities in Science and Engineering: 2002. 2003-07-00 302 National Science Foundation, Div. of Science Resources Statistics, 4201 Wilson Blvd., Suite 965, Arlington, VA 22230. Tel: 703-292-8774; Fax: 703-292-9092; e-mail: srsweb@nsf.gov; Web site: http://www.nsf.gov/sbe/srs/stats.htm. N/A 2004 8/19/2004 23:26:03 RIEMAY2004

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Yes Campuses Child Care Child Care Centers College Programs Higher Education School Age Child Care Boswell, Tracy ERIC Publications ERIC Digests in Full Text ERIC Digests Student Support Services ERIC Clearinghouse on Higher Education, Washington, DC. English As the number of campus child care centers increases to meet the needs of a growing and diverse student and faculty population, many college campuses are struggling to recruit and retain faculty and staff. There are currently about 2,500 campus child care centers, and almost 35% are managed by an academic unit of the university, with another 30% managed by Student Affairs programs. The 223 respondents to a survey by the National Coalition for Campus Children's Centers reported serving a total of 19,266 children. Ninety-two percent reported that they provides child care for student families; 83% provided care for children of faculty and staff. Most child care centers began as laboratories for college students, often education students specializing in early childhood education. Today, 46% of the surveyed centers maintain a dual focus, serving parents and serving as a laboratory site for students. In 1998, Congress passed the Campus Child Care Supplement to the Higher Education Act to assist low-income students enrolled in postsecondary education. This program continues to be funded, and will play a part in the increase in the development of child care on college campuses. (Contains 12 references.) (SLD) ED480466 Campus Child Care Centers. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 5 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-3.pdf. N/A 2004 2016-11-21

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Yes Academic Records College Students Confidential Records Confidentiality Federal Government Federal Regulation Foreign Students Higher Education Records Management Student Records Holub, Tamara ERIC Publications ERIC Digests in Full Text ERIC Digests Family Educational Rights and Privacy Act 1974 Student Tracking Systems Family Educational Rights and Privacy Act 1974 ERIC Clearinghouse on Higher Education, Washington, DC. English This digest briefly reviews the provisions of the Family Educational Rights and Privacy Act (FERPA) of 1974 (the Buckley Amendment), which sets out legal guidelines regarding the privacy of student records and the provisions of the U.S. Patriot Act, along with the measures some colleges are implementing to comply with these laws and improve the security of electronic student records. FERPA established specific rights to parents to inspect, review, and sometimes correct their children's records, and these rights transfer to students when they turn 18. The U.S. Patriot Act requires that educational institutions comply with the law that requires the monitoring of foreign students and the disclosure of student records to track suspected terrorists. The Act allows the U.S. Attorney General to access student records and collect the information on foreign students that is maintained under the Student Exchange and Visitor Information System (SEVIS). The law exempts SEVIS and student information from the disclosure requirements of FERPA. Colleges face many issues related to these laws. One is that of electronic security of student records, including the determination of the circumstances in which officials have the right to view student e-mails or other electronic files. Related to these problems are those caused by the widespread use of student social security numbers as identification numbers. The complexities of the digital age and the new laws designed to protect national security have changed the way educational institutions provide access to, monitor, and safeguard student records. Active debate continues as educational institutions try to accommodate and balance the conflicting pressures of privacy concerns versus legal directives. (Contains 11 references.) (SLD) ED480467 College Student Records: Legal Issues, Privacy, and Security Concerns. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-1.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests College Admission College Applicants College Entrance Examinations College Preparation Equivalency Tests Home Schooling Portfolios (Background Materials) Student Evaluation Wood, Patricia ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Higher Education, Washington, DC. English As a result of the recent growth in homeschooling in the United States, colleges and universities have received an increasing number of applications from home-schooled students. Admissions officers have found it necessary to assess whether and how their admissions requirements should be modified to allow fair review of the credentials submitted by homeschooled students, even though, as yet, relatively few applicants are homeschooled. It is estimated that about 50% of homeschooled students attend college. Research has shown that achievement test scores of homeschooled students are high, and the Home School Legal Defense Association reports that homeschoolers tend to score above the national average on college entrance examinations. A number of college admissions departments have set specific standards by which they judge homeschooled students, with most preferring to consider student portfolios, transcripts of coursework provided by parents, and the student's Scholastic Assessment Test or ACT Assessment test scores. The Higher Education Act requires that students receiving federal financial aid obtain the recognized equivalent of a high school diploma. To comply with this, some colleges have admitted home-schooled students only if they have earned a General Education Development (GED) diploma or have passed a federally approved test. Current evidence indicates that the performance of homeschooled students in college is comparable to that of traditionally educated students. (Contains 11 references.) (SLD) ED480468 Homeschooling and Higher Education. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 6 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-2.pdf. N/A 2004 2016-11-21

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Yes College Faculty Faculty Workload Higher Education Integrated Services Teacher Role Ward, Kelly ERIC Publications ERIC Digests in Full Text ERIC Digests Faculty Service ERIC Clearinghouse on Higher Education, Washington, DC. English The three facets of a faculty member's job in the modern university are teaching, research, and service. There is general agreement on the meanings of teaching and research, but what the service role involves is much less clear. There are internal and external dimensions to service. Internal service is service to the institution as a way to conduct institutional business and service to the discipline. External service is a means for institutions to communicate to multiple external audiences what it is that higher education does to meet social needs. External service takes many forms. When faculty members can extend their intellectual curiosity into their service activities, they can unify their professional lives to benefit their own work and those with whom they work. When faculty and administrators embrace a scholarship of engagement and acknowledge the important role of service in both internal and external functioning and health of the campus, the faculty can experience integrated academic lives. (Contains 17 references.) (SLD) ED480469 Faculty Service Roles and the Scholarship of Engagement. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 6 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-4.pdf. N/A 2004 2016-11-21

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Yes Economic Factors Educational Attainment Educational Policy Educational Trends Enrollment Futures (of Society) Higher Education Participation Profiles Ruppert, Sandra S. Reports - Descriptive Education Commission of the States, Denver, CO. English This report documents the risks that the current level of postsecondary performance poses for U.S. ability to raise educational attainment over the next decade. It examines the nature and extent of postsecondary participation in the United States currently, relates that information to certain social and economic characteristics of the population, and describes ways in which the outcomes can vary state to state. The report also offers some priorities for state policy action. Included with the report is "Closing the College Participation Gap: U.S. Profile," an initial look at performance and conditions in the United States. Three appendixes that pertain to the study and the U.S. profile are included as well. Appendix A is a set of questions and answers about the Closing the Gap study. Appendix B provides definitions and data sources, and Appendix C contains 50-state comparative tables for each of the indicators. (Contains 11 references.) (SLD) ED480470 Closing the College Participation Gap: A National Summary. 2003-10-00 Community Policymakers 33 Education Commission of the States Distribution Center, 700 Broadway, Suite 1200, Denver, CO 80203-3460 (Order no. PS-03-01, $12.50). Tel: 303-299-3692; Fax: 303-296-8332; e-mail: ecs@ecs.org. For full text: http://www.ecs.org/clearinghouse/47/84/4784.pdf. N/A 2004 8/19/2004 23:26:14 RIEMAY2004

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Yes College Bound Students Knowledge Level National Surveys Parents Paying for College Secondary Education Secondary School Students Student Financial Aid Horn, Laura J. Chen, Xianglei Chapman, Chris Numerical/Quantitative Data Reports - Research National Household Education Survey National Household Education Survey National Center for Education Statistics (ED), Washington, DC. MPR Associates, Berkeley, CA. English This study used data from the Parent and Youth Surveys of the 1999 National Household Education Surveys Program (NHES:1999) to investigate how much "college-bound" students in grades 6 through 12 and their parents know about the cost of attending college and the relationships between their knowledge of college costs and how they go about preparing for college. It examined whether parents had started to save for their children's education, gathered information on financial aid, and knew about various tax credits to help offset costs. Students were asked about discussions they had with parents or teachers or counselors to learn about college costs, academic requirements, and financial aid availability. The base sample consisted of 7,910 students in grades 6 through 12 who participated in NHES:1999. Almost all planned to attend college, while only 18% of students and 30% of parents had obtained information about what it would cost to attend. The older students were, the more likely they were to have gathered information about costs. The likelihood of having knowledge also increased with household income and parents' education. Findings show that students who can least afford college are least aware of what it costs to attend. Four appendixes contain supplemental information, including tables and technical notes. (Contains 34 tables, 14 figures, and 23 references.) (SLD) ED480471 Getting Ready To Pay for College: What Students and Their Parents Know about the Cost of College Tuition and What They Are Doing To Find Out. 2003-09-00 153 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21 ED492616 ED506465

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Yes Higher Education Private Colleges Profiles Program Descriptions Student Financial Aid Guides - Non-Classroom Reference Materials - Directories/Catalogs Ohio Ohio Ohio Association of Private College Admissions Counselors. Association of Independent Colleges and Universities of Ohio, Columbus. English This guide contains information about Ohio's independent colleges and universities. It contains: (1) a map of the state's private colleges and universities; (2) "Quick Facts" about Ohio independent higher education; (3) a list of visit days for these institutions; (4) profiles of 53 independent colleges and universities in Ohio. Each profile contains information on the current enrollment, admission procedures, advanced credit opportunities, transfer policies, housing, enrollment in fall 2002, a fall 2002 student profile, recommended high school curriculum, minority and multicultural programs, programs for learning disabled students, and information about athletics, financial aid, and costs. (SLD) ED480472 The Counselor's Guide to Ohio's Independent Colleges and Universities, 2003-04. 2003-09-00 129 For full text: http://www.aicuo.edu/table_of_contents.html. N/A 2004 2016-11-21

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Yes College Students Higher Education Military Schools Military Training Sex Discrimination Sexual Abuse Reports - Evaluative Air Force Academy CO Department of Defense, Washington, DC. English This report is the result of the first investigation by an independent body of a problem that has plagued the U.S. Air Force Academy for at least a decade, and possibly since the admission of women in 1976. At the direction of Congress, the Secretary of Defense appointed seven U.S. citizens with expertise in the military academies, behavioral and psychological sciences, and standards and practices related to proper treatment of sexual assault victims. It is clear from the review of nearly a decade of efforts to solve the problem of sexual assault at the U.S. Air Force Academy that the common failure in each of the efforts was the absence of sustained attention to the problem and follow-up on the effectiveness of the solution. Between 1993 and 2002, there were 142 allegations of sexual assault at the Academy, an average of more than 14 allegations each year. In addition, a survey in May 2003 showed that 80.8% of females who said that they had been victims of sexual assault did not report the incident. Information from a variety of sources shows that the responses of Academy and Air Force leadership have been inconsistent and have lacked a long-term plan to address the institutional culture that does not condemn sexual harassment or assault sufficiently. Another recent indicator of the problem is that one in five male cadets responding to a survey did not believe that women belong at the Academy. A new leadership team that took office in April 2003 has begun implementing changes in the Academy's institutional culture, military training, living environment, and sexual assault reporting processes. Sections of the report are: (1) "Executive Summary"; (2) "Introduction"; (3) "Awareness and Accountability"; (4) "Command Supervision and Oversight of the Academy"; (5) "Organizational Culture and Character Development"; (6) "Intervention and Response to Sexual Assault"; (7) "Recommendations"; (8) "Conclusion"; and (9) "Appendixes." The report contains 10 appendixes with supplemental information, including survey responses. (SLD) ED480473 Report of the Panel To Review Sexual Misconduct Allegations at the U.S. Air Force Academy. 2003-09-22 129 For full text: http://www.usafa.af.mil/d20030922usafareport1.pdf. N/A 2004 2016-11-21

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Yes College Applicants Federal Aid Resources Scholarships Spanish State Aid Student Financial Aid Guides - Non-Classroom Student Search Service Office of Federal Student Aid (ED), Washington, DC. Spanish This brochure in Spanish contains information about finding federal, state, and other sources of information about student financial aid for college. The brochure advises that most of the information private college scholarship search companies provide can be obtained for free elsewhere. Students should ensure that they are not paying for free information, and that if they decide to use a private company, they know what they are getting for their money. This guide suggests some places the college applicant can look for information about financial aid, highlighting federal and state government sources and some private sources of free information. (SLD) ED480474 Buscando ayuda economica: Fuentes de informacion federal, estatal y otros recursos (Looking for Student Aid: Federal, State, and Other Sources of Information). 2003-00-00 Students 6 For full text: http://studentaid.ed.gov/PORTALSWebApp/students/spanish/lsa.jsp. N/A 2004 2016-11-21

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Yes College Applicants Federal Aid Higher Education Scholarships State Aid Student Financial Aid Guides - Non-Classroom Student Search Service Office of Federal Student Aid (ED), Washington, DC. English This brochure contains information about finding federal, state, and other sources of information about student financial aid for college. The brochure advises that most of the information private college scholarship search companies provide can be obtained for free elsewhere. Students should ensure that they are not paying for free information, and that if they decide to use a private company, they know what they are getting for their money. This guide suggests some places the college applicant can look for information about financial aid, highlighting federal and state government sources and some private sources of free information. (SLD) ED480475 Looking for Student Aid: Federal, State, and Other Sources of Information. 2003-00-00 Students 6 For full text: http://studentaid.ed.gov/students/attachments/siteresources/finallook_stdnt_aid.pdf. N/A 2004 2016-11-23

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Yes Alcohol Abuse Alcohol Education Behavior Problems College Students Educational Environment Higher Education School Culture Legal/Legislative/Regulatory Materials Binge Drinking Congress of the U.S., Washington, DC. Senate Committee on Governmental Affairs. English A hearing was held to explore the problem of binge drinking on campus and to consider possible responses to this problem. Following an opening statement by Senator Joseph Lieberman, a panel of witness who have done research and work in the field gave testimony. These witnesses commented on the problem of binge drinking: (1) Raynard S. Kingston, Acting Director, National Institute on Alcohol Abuse and Alcoholism, National Institutes of Health; (2) Ralph W. Hingson, Professor and Associate Dean for Research, Boston University School of Public Health; and (3) Mark S. Goldman, Director, Alcohol and Substance Abuse Research Institute, University of South Florida. A second panel of witnesses spoke of real-life impacts of binge drinking. They included: (1) Daniel P. Reardon, parent of a student who died of alcohol poisoning; (2) John D. Welty, President, California State University, Fresno; (3) Robert F. Nolan, Chief of Police, Hamden, Connecticut; and (4) Drew Hunter, Executive Director, the BACCHUS and GAMMA Peer Education Network. An appendix contains some prepared statements from C.D. Mote, Jr., president of the University of Maryland and Catherine Bach, program director of Security on Campus. Prepared statements of the witnesses are also included. (SLD) ED480476 Under the Influence: The Binge Drinking Epidemic on College Campuses. Hearing before the Committee on Governmental Affairs. United States Senate, One Hundred Seventh Congress, Second Session (May 15, 2002). 2002-00-00 106 Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname= 107 senate hearings&docid=f:80600.pdf. N/A 2004 2016-11-21

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No Educational Research Faculty Development Higher Education Professional Development Scholarship Staff Development Eggins, Heather, Ed. Macdonald, Ranald, Ed. Books Collected Works - General Reports - Descriptive Academic Development Plans Society for Research into Higher Education, Ltd., London (England). English The selections in this book address the concept and nature of academic development and examine research into and within the field. Following an introduction, "Developing a Scholarship of Academic Development: Setting the Context," by Ranald Macdonald, the chapters of part 1, "Conceptualizing Academic Development," are: (2) "Academic Development: A Practical or Theoretical Business?" (Stephen Rowland); (3) "A Relational Approach Model for Academic Development" (Keith Trigwell); (4) "Orientations to Academic Development" (Ray Land); (5) "Discipline-based Educational Development" (Mick Healy and Alan Jenkins); (6) "The Use of Research and Development Projects in Higher Education" (Roger Murphy); (7) "Philosophical Approaches to Academic Development" (David Gosling); and (8)"Alternative Perspectives on Professional Practice in Academic Development" (Sarah J. Mann). Part 2, "Research and Academic Development," contains: (9) "Qualitative Research Methods in Higher Education Development" (Peter D. Ashworth); (10) "Pedagogical Research in UK Higher Education: An Emerging Policy Framework" (Mantz Yorke); (11) "Practitioner-Centered Research on Academic Development in Higher Education" (Trix Webber, Tom Bourner, and Suzanne O'Hara); (12) "Researching the Training of University Teachers: Conceptual Frameworks and Research Tools" (Graham Gibbs); (13) "An Action-research Approach to Strategic Development: A Case Study" (Liz Beatty and Glynis Cousin"; and (14) "Realizing Academic Development: A Model for Embedding Research Practice in the Practice of Teaching" (Gregory Light). The conclusion, chapter 13, is "The Future of Research and Scholarship in Academic Development" by Angela Brew. (Contains 2 figures, 4 tables, and 296 references.) (SLD) ED480477 The Scholarship of Academic Development. 2003-00-00 ISBN-0-335-21103-8 208 Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 (hardback: ISBN-0-3352-1104-6, $95; paperback: ISBN-0-3352-1103-8, $34.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com/. N/A 2004 2016-11-21

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No College Faculty Developing Nations Economic Factors Educational Change Foreign Countries Higher Education Status Altbach, Philip G., Ed. Books Collected Works - General Reports - Descriptive Boston Coll., Chesnut Hill, MA. Center for International Higher Education. English Contributions to this collection shed light on the dramatic changes in the academic profession in developing and middle-income countries. The chapters are: (1) "Centers and Peripheries in the Academic Profession: The Special Challenges of Developing Countries" (Philip G. Altbach); (2) "Big City Love: The Academic Workplace in Mexico" (Manuel Gil-Anton); (3) "Universities and Professors in Argentina; Changes and Challenges" (Carlos Marquis); (4) "The Changing Academic Workplace in Brazil" (Elizabeth Balbachevsky and Maria da Conceicao Quinteiro); (5) "The Academic Profession in China" (Xiangming Chen); (6) "The Academic Profession in Malaysia and Singapore: Between Bureaucratic and Corporate Cultures" (Molly N. N. Lee); (7) "The Changing Academic Workplace in Korea" (Sungho H. Lee); (8) "The Fall of the Guru: The Decline of the Academic Profession in India" (N. Jayaram); (9) "The Academic Workplace in Public Arab Gulf Universities" (Andre Elias Mazawi); (10) "Academe in Transition: Transformations in the Polish Academic Profession" (Marek Kwiek); (11) "The Bulgarian Academic Profession in Transition" (Snejana Slantcheva); (12) "Challenges to the Russian Academic Profession" (Anna Smolentseva); (13) "The Academic Workplace in a Changing Environment: The Nigerian Scene" (Monica Iyerumwena Barrow and Fidelma Ekwutozia Ukeje); and (14) "Challenges and Pressures Facing the Academic Profession in South Africa" (Charlton Koen). Each chapter contains references. (SLD) ED480478 The Decline of the Guru: "The Academic Profession in Developing and Middle-Income Countries." 2002-00-00 Ford Foundation, New York, NY. Rockefeller Foundation, New York, NY. ISBN-1-4039-6054-2 437 Palgrave Macmillan, Customer Service and Ordering Information, 175 Fifth Avenue, New York, NY 10010 (paperback: ISBN-1-4039-6054, $22.95; hardback: ISBN-0-312-29591-X, $69.95). Tel: 800-221-7945 (Toll Free); Fax: 212-777-6359; Web site: http://www.palgrave-usa.com. N/A 2004 8/19/2004 23:26:33 RIEMAY2004

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Yes Academic Degrees Courses Doctoral Programs Educational Certificates Higher Education Masters Programs Private Colleges Program Descriptions Public Colleges Undergraduate Study Numerical/Quantitative Data Reference Materials - Directories/Catalogs Reports - Descriptive North Dakota North Dakota Univ. System, Bismarck. English This report provides information on degree and certificate programs offered and student program completions for fiscal year 2002-2003 in North Dakota's public and private postsecondary educational institutions. Institutional programs are coded in accordance with the Classification of Instructional Programs (CIP) code system and are organized in this report by level of offering as certificate, diploma, associate, bachelor, and graduate. A list of all programs offered by CIP code is followed by listings for program completions by institutional level and institution. (SLD) ED480479 Programs Offered and Programs Completed at North Dakota Institutions of Postsecondary Education, July 1, 2002-June 30, 2003. 2003-10-00 87 N/A 2004 2020-11-23

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No Academic Achievement Educational Attainment Educational Finance Educational History Educational Trends Foreign Countries Higher Education Profiles Trend Analysis Teferra, Damtew, Ed. Altbach, Philip G., Ed. Collected Works - General Reference Materials - Bibliographies Reports - Descriptive Africa Africa English This book is a comprehensive survey of all aspects and dimensions of higher education in Africa. It includes a historical overview of higher education, descriptions of the higher education systems in each African country, and analyses of current and timely topics in higher education. Part 1, "Themes," contains 13 essays on trends in African higher education, including discussions of finance, private higher education, student activism, and women in African higher education. Part 2, "Countries," contains 52 discussions of higher education in individual African countries arranged in alphabetical order. Part 3, "Higher Education Resources," contains a "Bibliography in Higher Education in Africa" by Damtew Teferra and Alma Maldonaldo-Maldonaldo (914 items) and "Doctoral Dissertations on Higher Education in Africa: (Damtew Teferra and Alma Maldonado-Maldonado) (301 items). (SLD) ED480480 African Higher Education: An International Reference Handbook. 2003-00-00 714 Indiana University Press, 601 North Morton Street, Bloomington, IN 47404-3797 ($89.95). Tel: 800-842-6796 (Toll Free); Fax: 812-855-7931; e-mail: iuporder@indiana.edu; Web site: http://iupress.indiana.edu. N/A 2004 2016-11-21

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Yes Bisexuality Counseling Techniques Homosexuality Intervention Lesbianism Minority Groups School Counseling School Counselors Self Disclosure (Individuals) Sexual Identity Violence Youth Pope, Mark Information Analyses Transsexuals Marginalized Groups English This paper addresses the issues and desirable professional school counselor responses when working with sexual minority youth in the schools, including gay, lesbian, bisexual, transgender, intersex, queer, and questioning youth. The issues that are addressed include: developing a context in which to discuss these issues; coming out or the development aspects of sexual identity development; the extent of the problems that sexual minority youth face in the schools and society; the effects of negative attitudes and violence toward these youth; and ethical and legal issues in dealing with sexual minority youth in schools. In addition, school-based interventions are discussed that focus on the role of the parents and schools, separation (e.g. separate schools for sexual minority youth) or culture change, deliberate psycho-affective education, valuing differences, and the power of subtle symbols. (Contains 105 references.) (Author) ED480481 Sexual Minority Youth in the Schools: Issues and Desirable Counselor Responses. 2003-00-00 59 N/A 2004 2016-11-21

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Yes Academic Achievement Early Adolescents Intermediate Grades Predictor Variables Sibling Relationship Social Support Groups Milevsky, Avidan Levitt, Mary J. Reports - Research Speeches/Meeting Papers English The current study is an examination of how support from siblings relates to academic competence in early adolescence, with a focus on the compensatory effects of sibling support. Participants were 694 African-American, European-American, and Hispanic-American students, ranging in age from 11 to 15. Participants were interviewed in school regarding their social support and academic achievement. Students under low mother and friend support conditions receiving greater support from brothers exhibited higher school achievement. The potential benefits of sibling support warrant a closer examination of the wide-ranging issues involved in sibling relations. (Author) ED480482 Compensatory Effects of Sibling Support in Preadolescence and Adolescence. 2003-08-00 11 N/A 2004 8/19/2004 23:26:42 RIEMAY2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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No Adolescents Cognitive Development Counseling Delinquency Foreign Countries Interpersonal Competence Mental Health Needs Assessment Psychopathology Psychosocial Development Violence Day, David M. Pleydon, Anne Reports - Research Speeches/Meeting Papers Canada Canada English This study examined the psychosocial, mental health, and intellectual characteristics of young offenders serving a sentence at Syl Apps Youth Centre, a secure custody facility. The sample comprised 50 youths, 37 males and 13 females. The index offenses were varied, but the majority were sentenced for a violent offense. The results showed that 52.1% of the youth were elevated on between 1-4 clinical disorder scales of the Adolescent Psychopathology Scale (APS), indicating a high rate of co-morbidity. The most common disorders were Conduct, Adjustment, Substance Abuse, Oppositional Defiant, Attention Deficit Hyperactivity, and Posttraumatic Stress Disorder. The most common psychosocial problems were Aggression, Interpersonal Problems, Psychosocial Substance Abuse, and Emotional Liability. As well, 62.8% and 53.5% were rated by staff as having fewer social skills in the areas of Responsibility and Self-Control, respectively. In terms of their intellectual functioning, 74% and 86% scored below the 50th percentiles for the standardization samples on a measure of intelligence and a vocabulary scale, respectively. The implications of these findings for developing treatment plans for young offenders are discussed. (Author) ED480483 Identifying the Psychosocial and Mental Health Needs of Young Offenders. 2003-08-00 12 N/A 2004 2016-11-21

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No Adolescents Adults Correlation Criminals Delinquency Foreign Countries Predictor Variables Recidivism Day, David M. Bevc, Irene Rosenthal, Jeffrey S. Duchesne, Thierry Rossman, Lianne Theodor, Frances Reports - Research Speeches/Meeting Papers Canada Canada English This study examined the relationship between adolescent (10-17 years) criminal offending and adult (18-33 years) offending. The sample comprised 378 Canadian male offenders whose criminal trajectory was tracked for an average of 12.1 years, from adolescence into adulthood. Their man age at the time of the most recent follow-up was 27.5 years. The sample was divided into low and high rate offenders, based on adolescent convictions. Using rates of adolescent offending, separate Cox Proportional-Intensity Regression models were conducted within each group to predict adult offense rates for five types of offenses (property, violent, sex, drug, and technical violations). The results indicated a high degree of continuity for property, drug, and sex offenses. As well, late adolescence drug offenses increased the likelihood of adult property offenses. Both adult violent and technical offenses were predicted by a range of adolescent offense types. The implications of these findings for advancing the criminal career concept are discussed. (Author) ED480484 Predicting Adult Offenders' Criminal Trajectories from Their Juvenile Criminal Trajectories. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Elementary Education Interpersonal Competence Peer Relationship Qualitative Research Student Behavior Warnes, Emily D. Sheridan, Susan M. Geske, Jenenne Warnes, William A. Information Analyses Reports - Research Speeches/Meeting Papers English An exploratory study was conducted which assessed behaviors that characterize social competence in the 2nd and 5th grades. A contextual approach was used to gather information from 2nd and 5th grade children and their parents and teachers regarding the behaviors they perceived to be important for getting along well with peers. Data were gathered from children through structured interviews with the researcher. Parents and teachers provided information through open-ended paper-pencil surveys. Qualitative methodology was used to analyze the data in this study. Specifically, a three-stage coding process derived from grounded theory was utilized. Triangulation, a technique common to qualitative research whereby multiple sources are used to verify themes identified from data, also was used throughout the coding process to ensure standards of rigor were met. Results indicated a variety of noteworthy similarities and differences among 2nd and 5th grade sources. Findings are discussed in terms of their implications for social skills assessment and intervention. Limitations and directions for future research also are discussed. (Contains 34 references and 5 tables.) (Author) ED480485 Identifying Meaningful Behaviors for Social Competence: A Contextual Approach. 2003-08-00 34 N/A 2004 8/19/2004 23:26:48 RIEMAY2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Adolescent Development Adolescents Early Parenthood Educational Needs Mothers Parenting Skills Prevention Program Evaluation School Holding Power Student Needs Fenyk, Julie Maruyama, Geoffrey Seiden, Katherine Pain, Lorna Hoxie, Ann Information Analyses Reports - Evaluative Speeches/Meeting Papers English The Children and Adolescent Support and Self-Sufficiency (CAPSS) program serves pregnant and parenting adolescents eligible to attend an urban school district in the Midwest. It employs a Youth Development Framework promoting connections with caring adults. While pregnancy prevention has become a major initiative for schools, programming to help meet the educational needs and social needs of teen-aged mothers has attracted much less attention. This paper provides some early results from an evaluation of a program designed to keep teen-aged mothers in school, to improve their parenting skills, to lessen the likelihood that they will become pregnant again, and to prepare their children for success in school. (Contains 10 references.) (Author) ED480486 Evaluating School-Based Programming for Pregnant and Parenting Adolescents. 2003-08-00 12 N/A 2004 8/19/2004 23:26:51 RIEMAY2004 Poster presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Cognitive Processes Junior High School Students Junior High Schools Learning Disabilities Writing Achievement Writing Difficulties Johnson, Judy A. Bardos, Achilles N. Tayebi, Kandi A. Information Analyses Reports - Research Speeches/Meeting Papers Cognitive Assessment System (Das Naglieri) Wechsler Individual Achievement Test Cognitive Assessment System Wechsler Individual Achievement Test English The purpose of this study was to explore the relationships between the Cognitive Assessment System (CAS) and writing achievement in junior high students (aged 11-15 years) with and without written expression disabilities. Ninety-six students with (n=48) and without (n=48) written expression disabilities were administered the Das-Naglieri: Cognitive Assessment System and the writing subtests of the Wechsler Individual Achievement Test (WIAT). Pearson correlation coefficients were computed to explore the relationship between the two measures. Significant relationships were found between the Planning and Attention composites of the CAS and the WIAT writing scales for the students with writing disabilities. In contrast, Simultaneous and Successive composites of the CAS were significantly related to writing achievement for the students without writing disabilities. (Contains 26 references and 3 tables.) (Author) ED480487 Relationships between Written Expression Achievement and the Cognitive Assessment System. 2003-08-00 23 N/A 2004 2016-11-21

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Yes College Students Correlation Eating Disorders Higher Education Predictor Variables Student Adjustment Simon-Boyd, Gail D. Bieschke, Kathleen J. Information Analyses Reports - Research Speeches/Meeting Papers English This study examined relationships between hardiness, college adjustment (academic adjustment, social adjustment, personal-emotional adjustment, institutional attachment) and eating disorder (ED) continuum categories in 122 female and 20 male college students. Students who exhibited a higher level of personal-emotional adjustment (PEA) to college reported less disordered eating and greater hardiness. As hypothesized, PEA significantly predicted ED category (asymptomatic, symptomatic, eating disordered) for females, and overall college adjustment significantly predicted ED category for a combined sub-sample of 20 females and 20 males. (Contains 66 references and 4 tables.) (Author) ED480488 Predicting Eating Disorder Continuum Groups: Hardiness and College Adjustment. 2003-08-00 20 N/A 2004 8/19/2004 23:26:56 RIEMAY2004 Poster presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes College Students Correlation Emotional Response Extraversion Introversion Goal Orientation Higher Education Personality Traits School Holding Power Social Adjustment Student Adjustment Mann, Michael P. Information Analyses Reports - Research Speeches/Meeting Papers Five Factor Model of Personality English This study examined the relationship of the five-factor model of personality (extroversion, agreeableness, conscientiousness, emotional stability, and intellect) to college student adjustment. Using a sample of 200+ undergraduate students at a large public university, it was found that emotional stability correlated positively with goal commitment/institutional attachment. In addition, at a less significant level, agreeableness and extroversion associated positively with academic and social adjustment, while conscientiousness associated negatively with these two indices of college student adjustment. (Contains 32 references and 1 table.) (Author) ED480489 The Relationship between Higher Order Personality Factors and Student Adjustment. 2003-08-00 17 N/A 2004 2016-11-23

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Yes Achievement Tests Attention Attention Deficit Disorders Children Hyperactivity Intermediate Grades Measures (Individuals) Memory Siekierski, Becky M. Jarratt, Kelly P. Rosenthal, Eve N. Riccio, Cynthia A. Information Analyses Reports - Research Speeches/Meeting Papers Wechsler Intelligence Scale for Children III Wechsler Intelligence Scale for Children English The Freedom from Distractability Index (FFD) on the Wechsler Intelligence Scale for Children- Third Edition (WISC-III) is an index score comprised of the sum of the scores on the Arithmetic and Digit Span subsets. Although the FFD is often interpreted as a measure of attention and concentration, there are a number of other possible explanations for performance in this scale, including anxiety, number facility, auditory short-term memory, and working memory. Comparisons were made across ADHD and non-ADHD groups of children on several measures used to assess attention in children between the ages of 9-15. Results indicated the FFD index shares greater variance with measures of achievement than of attention or memory. Additionally, correlations with measures of attention were low, with the exception of the CMS Attention/Concentration scale. (Contains 15 references and 1 table.) (Author) ED480490 WISC-III Freedom from Distractibility Index and Measures of Attention in Children. 2003-08-00 10 N/A 2004 2016-11-21

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Yes College Students Health Behavior High School Students Personality Assessment Smoking Social Bias Social Discrimination Student Attitudes Baker, Kathleen Katona, Chris Brosh, Joanne Shull, Mary Chambliss, Catherine Information Analyses Reports - Research Stigma English Smokers are increasingly stigmatized in our society. Pressures to limit public smoking have mounted, and there is evidence of discrimination against smokers in the workplace. This study examined how current smokers, former smokers, and nonsmokers were differentially characterized by students drawn from a suburban high school and college. Students evaluated current smokers far more harshly on a number of personality dimensions, including intelligence, creativity, and independence. Participants evaluations of former smokers fell between those of current smokers and nonsmokers, suggesting that cessation alleviates some, but not all, of the stigma associated with this behavior. Male and female current smokers were viewed similarly by students, and students who were smokers themselves expressed somewhat less critical attitudes of current smokers than students who were nonsmokers. (Contains 45 references and 6 tables.) (Author) ED480491 The Vilification of Smokers: Students' Perceptions of Current Smokers, Former Smokers, and Nonsmokers. 2003-00-00 18 N/A 2004 2016-11-23

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Yes Acculturation Adolescent Development Adolescents Ethnicity Family Relationship Interviews Life Events Peer Relationship Refugees Student Educational Objectives Ginsberg, Pauline E. Lemire, Danielle Information Analyses Reports - Research Speeches/Meeting Papers Bosnia and Herzegovina Bosnia and Herzegovina English Six adolescent refugees, ages 15-17, were interviewed regarding transition between Bosnia and upstate New York. All had been in the United States for 3-7 years, were enrolled in public school, and fluent in English. In 45 to 90 minute semi-structured interviews, there were a wide range of responses to the teens common refugee experience. While those who had spent time in refugee camps reported feelings of loss upon leaving, travel to the United States was variously described as terrifying and as like a vacation. Although all found entering school difficult and all reported school success, self-reported interaction with peers in the school setting ranged from isolation to full involvement. Interviewees also discussed family relationships, educational and vocational goals, household tasks, values, fears, hopes, and dreams for the future. Their responses revealed individual and familial differences in the process of acculturation and coming to terms with ethnic identity during a time of adolescent identity formation. Despite the small sample size preventing generalizations based upon demographic characteristics, results provide tentative insights into this specific refugee group, serve as a basis for further research, and elucidate the findings of previous researchers. (Contains 25 references.) (Author) ED480492 Six Adolescents, Six Patterns; Bosnian Refugees in Upstate New York. 2003-08-00 17 N/A 2004 2016-11-21

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Yes Acculturation Adolescent Development Adolescents American Indians Biculturalism Ethnicity Racial Identification Brown, Carrie M. Smirles, Kimberly Eretzian Information Analyses Reports - Research Speeches/Meeting Papers Identity Formation English American Indians have the unique challenge of living and thriving in two distinct, cultural environments: their Native environment, and the White (i.e. mainstream) environment. They learn to identify with two cultures, and this duality of identification demonstrates their bicultural ethnic identity. As adolescence is typically a time of serious identity searching, American Indian adolescents must especially struggle developing their bicultural identity, which makes this population crucial to examine. This study examined the bicultural ethnic identity of adolescents of a Northeastern American Indian tribe. Participants were found to have a significantly higher level of tribal identity than non-tribal identity. Additionally, tribal identity and non-tribal identity were positively correlated with the number of activities (tribal and non-tribal, respectively) the adolescents engaged in. Interestingly, self-esteem was not related to ethnic identity. Results will be discussed in terms of practical use in understanding and further examining American Indian adolescent identity development. Two appendixes contain tribal and non-tribal identity scales. (Contains 21 references and 1 table.) (Author) ED480493 Examining the Bicultural Ethnic Identity of American Indian Adolescents. 2003-08-00 27 N/A 2004 2016-11-21

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Yes College Students Higher Education Internet Interpersonal Relationship Personality Traits Rock Music Stimulation Student Attitudes Weisskirch, Robert S. Murphy, Laurel C. Reports - Research Speeches/Meeting Papers Punk Rock Sensation Seeking English Individuals vary in their need for excitement, involving a personality trait known as sensation seeking (SS). Previous research has found that a preference for rock music and participation in more self-disclosing behaviors are characteristic of high sensation seekers. This study examines if college student sensation seeking relates to the activities engaged in on the Internet and if SS continues to be associated with heavy metal and rock music. Also, high sensation seekers are expected to have a larger pool of casual and close friends in order to meet higher needs for arousal, stimulation, and diverse people providing novelty in the lives of sensation seekers. Results reveal that the intensity dimension of SS was related to getting sex oriented material from the Internet, downloading or playing music, playing games, and chatting/instant messaging with friends, demonstrating that the Internet can provide intense SS activities. Having punk music as a favorite emerged as the one genre most affiliated with high sensation seeking. The relationship between friends and SS yields a relationship that indicates how sensation seekers use friendships to reinforce needs for stimulation. (GCP) ED480494 Sensation Seeking and Internet Activities, Music Preference, and Personal Relationships among College Students. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Adults Blacks Business Administration Cultural Pluralism Educational Research Employed Women Entrepreneurship Experiential Learning Feminist Criticism Graduate Surveys Human Capital Learning Strategies Learning Theories Qualitative Research Self Employment Small Businesses Success Theory Practice Relationship Smith, Cheryl A. Journal Articles Reports - Research New York New York English A qualitative study investigated success in entrepreneurship from the standpoint of Black women entrepreneurs, one of the fastest growing groups of new small business owners. It explored the business and learning experiences of successful Black women graduates of an entrepreneurship training program in New York State to identify learning strategies they felt impacted their success. Data were collected by interviewing 19 women graduates nominated as being successful in 11 Entrepreneurship Assistance Program centers in New York State; focus groups; and document analysis. Economic and historical contexts were explored. Adult learning was examined through the prism of experiences of this group, including types of learning used, learning styles, and their definitions of success in learning and business. The study considered the place of cultural pluralism in learning and teaching; connections among history, culture, gender, and success in learning and business; and implications for adult and entrepreneurship education in theory, practice, and research domains. Eleven indigenous or participant-generated themes related to learning, business, success, and their intersection emerged. Six learning strategies (observation/listening, role models, apprenticeships, mentors, collaborative and cooperative learning, and transfer of learning) and perceptions of the connections between learning and success were identified. Study results were considered within the theoretical frames of capital formation, Black feminist theory, and adult learning theories. (Contains 55 references.) (YLB) ED480495 "If You Only Knew": Lessons Learned from Successful Black Entrepreneurs. Journal for Pedagogy, Pluralism & Practice n5 Fall 200-Spr 2000 2001-00-00 18 For full text: http://www.lesley.edu/journals/jppp/5/csmith.html. N/A 2004 2016-11-21

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Yes Adult Education Computer Mediated Communication Context Effect Cultural Context Cultural Isolation Discourse Analysis English (Second Language) Foreign Students Graduate Students Higher Education Intercultural Communication Interference (Language) Online Courses Peer Relationship Power Structure Social Differences Jun, JuSung Park, Joo Ho Reports - Research Speeches/Meeting Papers Power Relations English In order to examine and understand power relations between international students who speak English as a second language and American students in online discussions in adult and higher education settings, 1002 postings related to discussion topics in two doctoral-level adult education online classes with 45 students 6 of whom were international students were analyzed using critical discourse analysis, and 5 of the international students were subsequently interviewed. The researchers sought to learn in what ways power and privilege are expressed in online discussions and how adult international students interpret the nature of power relations within the context of online discussion. International students' postings indicate that they initiate discussions far less frequently than American students, primarily posting to reply to someone's opinions with sympathetic language that supplements rather than contradicts, and they frequently use powerless language such as disclaimers, hedges, and tag questions. In addition, international students often do not post in online discussions because of the language barrier, including their failure in catching discussion context. The analysis suggests that power inequality is mostly caused by linguistic and cultural context misunderstandings. It is recommended that facilitators of online courses pay more attention to international adult students in order to ensure that their participation is acknowledged, therefore reducing their marginality. (Contains 16 references.) (MO) ED480496 Power Relations within Online Discussion Context: Based on Adult International Students' Perspective and Their Participation in the Learning Context. 2003-06-00 12 N/A 2004 2016-11-21

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Yes Career Change Group Experience Group Structure Leadership Styles Social Support Groups Transitional Programs Adoradio, Marianne Oja, Anne Opinion Papers English This paper discusses the authors' experiences with organizing and running groups for clients in career transition, whether that be a completely new career or a job search. One key to successful groups is organization, especially finding the right mix of members. They can have similar or different goals, but must be well matched for ego-strength. The group leader's style must also be considered in setting up a group. Some leaders do better with unstructured groups, others with more fixed agendas. Finally the issue of group termination is discussed. Especially for open-ended groups, this must be carefully orchestrated to allow the group members to disengage and carry on with the skills they have learned. (Author) ED480497 Harnessing the Power of Career Transition Groups. 2003-11-00 Practitioners Counselors 8 N/A 2004 8/19/2004 23:27:16 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Career Development Counseling Techniques Creative Activities Drama Holistic Approach Bechtold, Patricia Opinion Papers English As the world has evolved during the past century, so has the nature of career counseling. In the past, the profession focused predominantly on a directive and assessment-driven approach to career development that favored matching clients with the "right" job in order to facilitate their occupational decisions. In recent years, however, numerous voices have championed a broader view of career development that is more holistic in nature and supports a kaleidoscope of new ideas. At the core of these ideas is an awareness that career counseling can and should be more creative in nature. This chapter introduces the applications of theatre techniques and metaphors to individual and group career counseling. It lays the foundation for this topic by first discussing how drama has historically been used in the helping professions, then moves on to exploring how drama-based interventions and metaphors can be integrated into alternative and holistic approaches to career counseling. (GCP) ED480498 All the World's a Stage: Using Theatre in Career Counseling. 2003-11-00 Practitioners Counselors 11 N/A 2004 8/19/2004 23:27:18 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Counselor Client Relationship Disabilities Employment Counselors Individual Needs Job Search Methods Bennett, Carolyn C. Opinion Papers English It is the work of the job search counselor/facilitator to educate, mentor, and guide the special needs client in identifying and tackling anything that would encumber the job hunter. The purpose of this paper is to provide information to the job search counselor that will enable him/her to fully and skillfully assist the special needs client in obtaining employment. (GCP) ED480499 Facilitating the Job Search for Special Needs Clients. 2003-11-00 Practitioners Counselors 10 N/A 2004 8/19/2004 23:27:20 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Ability Identification Career Counseling Career Development Counseling Techniques Counselor Training Boivin-Brown, Allen Haldane, Jean Forster, Jerald Opinion Papers English This paper was written to describe the essential tasks of a process known as Dependable Strengths Articulation (DSA) and how career development practitioners can acquire the skills to use the process. DSA, when combined with practices known as Job Magnet, helps participants identify their individual excellence and then use this knowledge to attract job offers. (GCP) ED480500 Identifying Individual Excellence: The Dependable Strengths Articulation Process. 2003-11-00 Practitioners Counselors 8 N/A 2004 8/19/2004 23:27:22 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Client Characteristics (Human Services) Counseling Techniques Counselor Client Relationship Resistance to Change Lonergan, Deeta Opinion Papers Job Coaches English The purpose of this paper is to explore how career counselors and coaches can identify and honor resistance as they assist and guide individuals and groups in the process of change and transition. The author explores what can cause/lead to resistance, what the effects are and what can be done about it. (GCP) ED480501 Dealing with Resistance in Career Coaching/Counseling. 2003-11-00 Practitioners Counselors 8 N/A 2004 2016-11-21

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Yes Career Counseling Counseling Techniques Creative Activities Evaluation Methods Self Concept Vocational Maturity Willis, Carlotta J. Opinion Papers Career Assessment English Assessment and decision making are core phases of the career counseling process. In the assessment phase, and understanding of vocational self-concept develops through an integration of one's values, skills, abilities, interests, needs, personality, style, and other factors. Career counselors have used a variety of standardized, quantitative instruments to obtain this information and, increasingly, are developing and using non-standardized and qualitative methods of assessment. Decision-making has also been facilitated through a range of qualitative and quantitative processes. This paper highlights the use of creative arts in the career assessment process to help clients discover their passions and find their paths. (GCP) ED480502 Using Creative Arts in the Career Assessment Process. 2003-11-00 Counselors Practitioners 8 N/A 2004 2016-11-21

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Yes Career Development Career Education Foreign Countries Graduation Requirements School Districts Skill Development Youth Zielke, Jessi Information Analyses British Columbia Canada English School districts are at a pivotal and exciting time in education in the province of British Columbia, Canada. With changes to provincial graduation requirements there exists an opportunity to make a lasting contribution to the life/work journey of youth in this province. Districts have been given the responsibility and challenge to reinvent career development education by building on the successes of the past and adapting to the challenges facing youth in the future. The following report provides a context for the changes to the graduation requirements in terms of current career development thinking and the way schools are responding to the challenge of change. (Contains 14 references.) (GCP) ED480503 Key Skills To Help Youth Make Positive Life/Work Transitions. 2003-11-00 Counselors Practitioners 9 N/A 2004 2016-11-21

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Yes Career Counseling Career Planning Counseling Techniques Decision Making Family Influence Family Relationship Chope, Robert C. Information Analyses Opinion Papers Family of Origin English This paper is an attempt to develop a strategy for career counselors and researchers to organize data on the influences of the family of origin on the career decision-making process. Utilizing new approaches, counselors can deepen their clients' career planning process by assisting them in comprehending how family background, upbringing, support, and conflict affect career decision-making. With appropriate guidance, clients may be able to engage parents and siblings more frequently as supportive partners in the career counseling process. (Contains 15 references.) (GCP) ED480504 Using the Family of Origin in Career Counseling. 2003-11-00 Counselors Practitioners 13 N/A 2004 2016-11-21

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Yes Career Choice Career Counseling Counseling Techniques Interpersonal Relationship Spouses Gelardin, Sally Hochman, Alex Information Analyses Opinion Papers English Achieving both career development and a successful relationship requires a give and take in career choice between partners throughout the stages of a relationship. Whose career takes precedence at different stages of the relationship? How are spousal career decisions today made differently than in the past? How can partners' career decisions be made in the future? Couples can help or hinder each other's career development and the general well-being of the relationship. The career issues with which couples struggle are presented, interspersed with research and activities that can be used by career practitioners to assist couples in managing career-related decisions. (Contains 15 references.) (Author) ED480505 From Dink to Alphabet Soup and Back: The Ebb and Flow of Career Choice between Partners. 2003-11-00 Counselors Practitioners 8 N/A 2004 8/19/2004 23:27:35 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Choice Career Development Counseling Techniques Counseling Theories Creativity Decision Making Gelatt, H. B. Gelatt, Carol Opinion Papers Positive Uncertainty English This paper discusses the "Positive Uncertainty" career decision making strategy, which came into being in 1989. The author suggests that Positive Uncertainty is relevant for individuals struggling to make decisions about their careers, relationships, retirement, life, and more. It is also relevant for career coaches, executive coaches, management development trainers and educators who advise and teach about the challenges of making career, organizational and leadership decisions. It helps them accept the inevitability of uncertainty and shows them how to use it to their advantage. Teams, managers and executives also find new ways of making decisions about their work and the organization's future when they dont know what the future will be. (GCP) ED480506 The Power of Positive Uncertainty: Making Creative Career Decisions. 2003-11-00 Counselors Practitioners 8 N/A 2004 2016-11-23

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Yes Career Choice Career Counseling Career Exploration Counseling Techniques Decision Making Evaluation Methods Multiple Intelligences Young, Lin McCready, Rochelle Jackson, Gregory Opinion Papers Multicultural Counseling English The goal of this paper is to invite career service professional to incorporate a Multiple Intelligences framework in their practice to better assist their clients. The authors suggest that this framework is worthwhile to apply for the following reasons: MI can be used as a diagnostic and assessment tool to assist counselors in their case conceptualization and intervention process; MI can serve as an additional assessment tool to help clients gain more self-knowledge, expand their career exploration and options, and assist them in their career decision-making; and MI is an applicable and valuable framework to use with an increasingly multicultural population. This article has two main purposes--to provide a brief introduction of MI theory and to offer strategies to apply this theory in the intake and decision making process. (GCP) ED480507 Multiple Intelligences: Intake Strategies and Career Decision Making. 2003-11-00 Counselors Practitioners 9 N/A 2004 2016-11-21

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Yes Career Counseling Career Development Consultants Delivery Systems Employment Opportunities Federal Government Kahnweiler, Jennifer B. Pressman, Sue Opinion Papers English The Federal Government is America's largest employer and is expanding consulting opportunities for career development professionals. Increased Federal mandates for outsourcing have opened wide doors for the entrepreneurial-spirited career counselors and created new challenges for traditional methods of offering career services. As consultants who have worked with a cross section of Federal agencies for over 20 years, the authors provide key background information and a roadmap to help career counselors successfully pursue and deliver consulting services to the Federal Government. Specifically this paper addresses: steps to getting in the door, successful service delivery, a consulting case study, and recommended resources and references. (GCP) ED480508 Federal Consulting: Strategies and Tools for the Career Development Professional. 2003-11-00 Counselors Practitioners 13 N/A 2004 8/19/2004 23:27:42 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Counseling Effectiveness Counseling Techniques Counselor Characteristics Counselor Client Relationship Foreign Countries Life Events Role Models McIvor, Brian Hawkins, Peter Opinion Papers United Kingdom United Kingdom English The central theme of this paper is that, as practitioners, career counselors must both watch things and make things happen in their own lives, and really practice what they preach in order to truly inspire and energize their clients. This paper explores three things: the elements of Working, Learning, Playing, and Giving and the way they fit together in counselors' lives-- using life stories as the material for investigation and for role modeling; some of the practical and creative tools the authors have developed on a joint English/Irish project which has been running for the last two years; and lessons the authors have learned from working across national boundaries. (GCP) ED480509 Creative Career and Life Management. 2003-11-00 Counselors Practitioners 10 N/A 2004 2016-11-21

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Yes Career Counseling Counseling Techniques Employment Patterns Labor Market Unemployment Meyer, Dinorah M. Chope, Robert C. Weisblatt, Sheila E. Knudson, Kathy Information Analyses Opinion Papers English Over the last three years, large numbers of workers have been losing their jobs and experiencing involuntary unemployment for extended periods of time, as much as two years or more. This is a situation that creates a tremendous challenge for career counselors. This paper begins by providing an historical, economic context for the discussion and then describes common effects of long-term unemployment on individuals and families. The authors also propose strategies for addressing these effects. Finally, different perspectives are presented that counselors may want to consider in helping clients negotiate the emerging world of work landscape. (Contains 12 references.) (GCP) ED480510 Counseling the Long-Term Unemployed. 2003-11-00 Counselors Practitioners 13 N/A 2004 8/19/2004 23:27:46 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Counseling Theories Employment Patterns Job Skills Labor Market Motwane, Aman Opinion Papers English This paper argues that to survive in today's intense marketplace, it is not enough to be good at a few things. Rather, one must excel across the board--at communicating, innovating, execution, speed, selling, negotiating, service, leadership, teamwork and more. Every individual who wants to be a part of the future must learn to become extraordinary across-the-board. The author outlines the "extraordinary mindset" in action, and how counselors can determine if clients will become "extraordinary across-the-board", or struggle unnecessarily. (GCP) ED480511 Extraordinary Across the Board. 2003-11-00 Counselors Practitioners 7 N/A 2004 8/19/2004 23:27:48 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes College School Cooperation Community Colleges Cooperative Programs Graduation Requirements High Risk Students High School Students Program Effectiveness Vocational Education Lang-Jolliff, Jennifer Reports - Descriptive Middle Colleges English Fashioned after the LaGuardia model, Mission Middle College Program began in the fall of 2001. It is an educational collaboration between the Santa Clara Unified School District (SCUSD) and Mission Community College in Santa Clara, California. It is a program for students who are highly intellectual and capable but uninspired and outside the high school mainstream. The goal is for students to complete their high school graduation requirements and progress significantly towards a Mission College vocational certificate or transfer credits. This paper presents 5 case studies from the Middle College Program and final statistics for the class of 2003 and their post-secondary plans. The success of the Middle College concept is based upon four factors: students thrive in a small program; they get a lot of one-on-one instruction; the connection/bond that is required of the program; and finally the commitment of the parents, students, and the teachers. (GCP) ED480512 Mission Middle College (The Middle College Concept). 2003-11-00 Practitioners 9 N/A 2004 2016-11-21

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Yes Career Centers Career Counseling Clinical Experience Competence Counselor Supervision Counselor Training Internship Programs Albert, Marilyn Carlton, Nancy Schuster, Martha Reports - Descriptive English While counselor education programs are directly responsible for the didactic instruction and the development of basic counseling skills, they rely on field study sites and site supervisors to help train and produce professional trained counselors. The quality of training and supervision determined the quality of the experiential learning, as well as the ultimate competency level of the intern. This article describes a prototype for the design, organization, implementation, and evaluation of an exceptional field study site training and supervision plan for producing highly competent career counselors. The article outlines the key components of a successful training site and supervision plan, which include meeting the needs of the client through three stakeholders: counselor education department; agency site; and the graduate student. (GCP) ED480513 Career Tracks: Tomorrow's Counselors in Today's Career Centers. 2003-11-00 Counselors Practitioners 10 N/A 2004 8/19/2004 23:27:53 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Counseling Techniques Federal Government Government Employees Job Search Methods Troutman, Kathryn Kraemer Opinion Papers English This paper compares searching for a Federal Job to taking up a new sport. Becoming good at a sport takes lessons and coaching, study of the rules, practice, investment in equipment and special clothes, time to play, scheduling, and ongoing interest with friend who enjoy the same sport. An Expert Player/Jobseeker in the Federal Job Search System takes all of the above--research, study, practice or writing, investment in time and play/applications, scheduling, and ongoing follow-up with the players--the Human Resources professionals and networking with government workers and supervisors. It takes perseverance, drive, resourcefulness and determination. The author highlights how he helps his clients who are unemployed prepare for searching for a Federal job. (GCP) ED480514 Looking for a New Sport That Pays Well? Consider the Game of Federal Job Search. 2003-11-00 Counselors Practitioners 10 N/A 2004 8/19/2004 23:27:55 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Business Skills Career Counseling Employment Patterns Private Sector Self Employment VanLier, Vivian Opinion Papers English People launch a private career practice for many reasons. Often the motivation is to seek a working life with more control over--and flexibility relating to--time, freedom, location, work style, client base, family life, etc. Career practitioners who launch a private practice have often worked in the academic, government, military or non-profit sector. Whatever the reason, launching and managing a successful career practice offers a new set of challenges and rewards. The biggest change in becoming self-employed career practitioner is that in addition to providing career related expertise, they are know running a business with all of the responsibilities that come with business ownership. This paper overviews particular challenges and considerations that career practitioners should take into account in order to run a successful private career practice. (GCP) ED480515 The Business Side of a Successful Career Practice. 2003-11-00 Counselors Practitioners 9 N/A 2004 8/19/2004 23:27:57 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Exploration Evaluation Methods Measures (Individuals) Vocational Interests Wall, Janet Information Analyses Career Assessment English The Department of Labor, through a grant with the National Center for O*NET Development, has provided three instruments for use by career development practitioners. These include an interest inventory, a work values inventory, and an ability assessment. The tools are designed to provide results that can assist persons interested in learning about themselves and how their characteristics match up with occupations. People taking the assessments can use their results to explore occupations available via O*NET Online. This paper will describe each of the assessments and will indicate how the instruments can be used to assist people in exploring career and occupational options. (Contains 17 references.) (Author) ED480516 The New O*NET Assessment Tools for Career Exploration. 2003-11-00 Counselors Practitioners 9 N/A 2004 2016-11-21

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Yes Career Choice Career Development Cross Cultural Studies Foreign Countries Maori (People) Spirituality Furbish, Dale S. Reid, Lynette Information Analyses New Zealand New Zealand English New Zealand Maori are the indigenous people of New Zealand Aotearoa, a relatively small nation of 4 million people. The juxtaposition of Maori and European cultures presents an opportunity to contrast the highly spiritual nature of Maori culture with European traditions of linearity and rationality. This contrast can be especially appreciated in the consideration of career processes. The spiritual foundation of Maori culture provides quite a different outlook on the world. This different worldview provides another base for making career decision. This paper presents a brief examination of Maori culture in order to suggest how Maori integrate spiritual matters into careers. (Contains 14 references.) (GCP) ED480517 Spirituality in Career from a New Zealand Maori Perspective. 2003-11-00 Counselors Practitioners 11 N/A 2004 2016-11-21

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Yes Career Exploration College Students Higher Education Internship Programs Skill Development Student Personnel Services Study Abroad Holland, Marcie Kirk Opinion Papers English It is common knowledge that advances in technology are creating more connections between people and places that previously were considered to be worlds apart. This has significant implications for college students preparing to enter the workforce. Internships abroad can be a valuable means for career exploration, skill development, and creating an international network. Maximizing the benefits of an overseas internship requires extensive planning. College and university professionals can play a valuable role in assisting students with their planning. This paper is written to identify considerations and resources that advisors can share with students as they contemplate interning abroad. (GCP) ED480518 The Not So Accidental Tourist -- Internships Abroad. 2003-11-00 Counselors Practitioners 13 N/A 2004 8/19/2004 23:28:05 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Employment Counselors Immigrants Job Training Refugees Work Environment Robbin, Larry Opinion Papers Vocational Identity English Building Bridges to the American Workplace-Employment Counseling with Immigrants and Refugees is a training session presented by the author to people in the workforce development field. The information in this article is based on the concepts presented in the training. This paper outlines the four vocational identity models used by immigrants and refugees as they move into the American world of work. The author provides information that will help workforce development program staff recognize the various models and also understand the potential assets and barriers they bring to the employment process. (GCP) ED480519 Building Bridges to the American Workplace: Employment Counseling with Immigrants and Refugees. 2003-11-00 Counselors Practitioners 7 N/A 2004 2016-11-21

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Yes Career Development Chaos Theory Counseling Theories Theory Practice Relationship Bloch, Deborah P. Information Analyses Opinion Papers Complexity Theory English The purpose of this paper is to present a theory of career development drawn from current work in the physical and biological sciences, specifically work that is associated with chaos and complexity theories. The paper includes specific suggestions for practice based upon the theory and reflections of career professionals on its use. The theory and its applications can be used to help clients utilize principles of chaos and complexity, understand the unity underlying change, create new, satisfying forms and recognize the "strange attractors" that are the unique organizing linchpins of their lives. (Contains 10 references.) (GCP) ED480520 The Living Career: Complexity, Chaos, Connections and Career. 2003-11-00 Counselors Practitioners 11 N/A 2004 2016-11-21

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Yes Career Development Counseling Theories Decision Making Global Approach Interpersonal Relationship Models Carlton, Nancy Opinion Papers Psychosocial Factors Quantum Theory Interdependence English The complexity of today's global realities can be overwhelming and result in profound feelings of chaos. While technology has brought great advancements, it has also brought unprecedented rates of change, job loss, a growing disparity is the socio-economic status of individuals, and a shrinking world in which people representing diverse cultures, religions, languages and worldviews must learn to live and work together. This article presents a psychosocial relationship-centered approach for life career development, decision-making, and living in a global society, based on quantum concepts, for helping shift from a paradigm of independence to one of interdependence, of which relationship is the cornerstone, and the foundation is an ethic of justice and care. (GCP) ED480521 Bless the Chaos! Shifting Paradigms: From Independence to Interdependence. 2003-11-00 Counselors Practitioners 11 N/A 2004 2016-11-21

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Yes Career Counseling Career Development Counseling Theories Employer Employee Relationship Organizational Culture Organizations (Groups) Work Environment Yetman, Karen Elsdon, Ron Gardner, Bob Opinion Papers English In this paper the authors build on the evolving relationship between individuals and organizations, and the evolving practice of career development to explore opportunities and challenges in the future. The paper suggests that a two-way relationship of affiliation will be needed in the future between organizations and individuals to maximize organizational value creation and individual fulfillment. The career development profession can play a pivotal role in building this relationship. (Author) ED480522 Affiliation in the Workplace: Career Counselors and Organizations. 2003-11-00 Counselors Practitioners 10 N/A 2004 8/19/2004 23:28:14 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Career Development Counseling Techniques Spirituality Theory Practice Relationship Fine, Moshe Opinion Papers English Career development is an inherently spiritual process. Yet many career development professionals and personal coaches shy away from any discussion of spirituality in their work. This places the career professional in a dilemma: How does one practice a spiritual occupation, but never discuss the central issue? To escape this dilemma, the author suggests that career development professionals need an understanding of spirituality that transcends the borders of religion, and a vocabulary with which to articulate ideas with others. Moreover, they need a framework that is at the same time both broad enough to facilitate a universally inclusive discussion and, simultaneously, sophisticated enough to remain valuable. The author offers the R.O.P.E.S. framework as a practical approach to spirituality, designed to facilitate such an inclusive discussion. (GCP) ED480523 Career Spirituality -- Learning the R.O.P.E.S. 2003-11-00 Counselors Practitioners 11 N/A 2004 8/19/2004 23:28:17 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Counseling Theories Counselor Client Relationship Identification (Psychology) Interpersonal Relationship Personal Narratives Socialization Hirschbein, Lee Walker Information Analyses Opinion Papers Dramaturgy Narrative Theory English In today's world, technology, bureaucracy, and budgetary matters often create an impersonal, stressful situation for career practitioners. Practitioners wonder if there is ever enough time to establish the empathetic, congruent relationship that is necessary to be helpful with clients. This paper suggests adding a level of interpretative analysis to the trait-factor assessment process by including dramaturgical based techniques to incorporate narrative analysis in the process. This paper describes how dramaturgical analysis revises familiar concepts of personal identity and socialization and suggests a simple method for incorporating dramaturgical analysis into the career counseling process by using job interview questions to generate written and oral narratives. (Contains 15 references.) (GCP) ED480524 Narrative Journal: Blending Old Theories with New Techniques. 2003-11-00 Counselors Practitioners 10 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572. N/A 2004 2016-11-21

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Yes Career Choice Career Counseling Career Development Career Planning Decision Making Lifelong Learning Jarvis, Phil Zielke, Jessi Cartright, Charlsey Opinion Papers English Most adults end up in their work roles through less than fully informed and too-often unintentional career decision-making. The economic and social consequences for individuals, their communities and the national economy are profound. By using what is known about career development and learning, career development professionals can dramatically improve the career planning and management process, lifelong for the individuals they serve. When the outcomes of quality career management interventions are expressed in terms of measurable impacts on personal, community, economic, and workforce development, the author asserts that career practitioners can capture the attention of legislators, policymakers and administrators, can gain more support for career management programs and services that can provide evidence of their success in these terms. (GCP) ED480525 From Career Decision-Making to Career Management: It's All about Lifelong Learning. 2003-11-00 Counselors Practitioners 13 N/A 2004 8/19/2004 23:28:21 RIEMAY2004 In: Global Realities: Celebrating Our Differences, Honoring Our Connections; see CG 032 572.

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Yes Career Counseling Career Development Careers Counseling Techniques Developmental Stages Quality of Life Jonas, M. Rose Information Analyses Opinion Papers Life Span Career Stages English Struggling job seekers want to know what work will give meaning to the 40-plus years they spend at it and a measure of happiness. The author suggests that career practitioners and supervisors can help if they know who we are when, what someone is in the career game for, and how we decide where next to grow. This paper will review the career stage models of Erikson, Levinson and Kegan and outline cautions about models and stages, and suggest how to work with them anyway. The author discusses the model she uses with clients and describes useful stage-of-life exercises. (Contains 14 references.) (GCP) ED480526 Working with Career Stages. 2003-11-00 Counselors Practitioners 11 N/A 2004 2016-11-21

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Yes Career Counseling Career Planning Counselor Client Relationship Counselor Role Russell, Martha M. Opinion Papers Life Planning English DreamWeavers listen for the dreams within themselves and within others. The process of career counseling, career management coaching and career/life planning invites practitioners to consistently listen for the dreams, understand that dreams are visions and that visions guide us to action. This paper highlights how career practitioners are called upon to take on the role of Dream Catchers as they help people deal with the reality of life, the turbulent times, and/or the economic situations that often drive the job search. (GCP) ED480527 Beyond DreamWeaving: Honoring Our Connections. 2003-11-00 Counselors Practitioners 7 N/A 2004 2016-11-21

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Yes Agency Cooperation Child Development Family Involvement Family Needs Literacy Education Outcomes of Education Parent Education Parent Participation Preschool Children Preschool Education Program Effectiveness Program Evaluation Tables (Data) Cornwell, Janet R. Kersteter, Patsy G. Reports - Evaluative Delaware Project Head Start Delaware Delaware State Dept. of Education, Dover. English This report presents information about the involvement of federally funded Head Start Programs for 3- and 4-year-olds and state-funded Early Childhood Assistance Programs (ECAP) for 4-year-olds in the Head Start/ECAP Outcomes Project in the state of Delaware. Information about child developmental skills and family goals was collected at the beginning and end of the 2001-2002 program year. A total of 596 children and their families were selected randomly for tracking for the Outcomes Project; data from 490 children representing 12 programs are included in the child outcomes section of the report. Following an introductory section describing how families and children were selected for the project, Section 2 of the report presents findings related to child outcomes. Section 3 focuses on family and community outcomes. Findings of the Outcomes Project indicate that children served by these programs were progressing in social and emotional development, cognitive and communication skills, physical health, and in overall skill attainment. Families being served by Head Start and ECAP programs completed a majority of the goals identified in their Family Partnership Agreements. Over 42 percent of goals were accomplished with the help of community resources, suggesting that Head Start and ECAP are creating effective partnerships with community agencies to better serve these families. Goals of transition planning and education were identified by the highest number of families. The report's three appendices include the family and community outcomes form, a sample child development outcomes form, and a list of assessment instruments. (KB) ED480528 Head Start/ECAP Outcomes Report: State of Delaware, Fiscal Year 2001-2002. 2002-00-00 Policymakers 45 Delaware Department of Education, P.O. Box 1402, Townsend Building, Dover, DE 19903-1402. Tel: 302-739-4667; Fax: 302-739-2388; Web site: http://www.doe.state.de.us. N/A 2004 2016-11-21

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Yes Change Strategies Child Care Child Care Quality Early Childhood Education Employed Parents Low Income Groups Public Policy State Programs State Surveys Reports - Descriptive Access to Services Subsidized Child Care Services Action Plans United States (South) Public Private Partnership Programs Public Private Relationship Quality of Care Southern Inst. on Children and Families, Columbia, SC. English The Southern Regional Initiative on Child Care (established by the Southern Institute on Children and Families) is guided by the Southern Regional Task Force on Child Care including representatives from 16 southern states and the District of Columbia. The initial charge from the Task Force was to develop a southern regional action plan to improve access to child care assistance for low-income families and to develop and implement a similar plan to improve child care quality. This report provides information on the two action plans and describes activities and reports produced as the initiative moved to the implementation stage. Chapter 1 of the report describes the development of the child care initiative and its initial activities. Chapter 2 summarizes findings from state surveys on implementing the 10-goal action plan to improve access to child care assistance for low-income southern families. Chapter 3 reports on the Southern Regional Forum on Child Care Financial Aid Issues held in February 2002. Chapter 4 describes the 7-goal quality action plan developed by the Task Force in 2002. Chapter 5 describes the Second Annual Southern Regional Forum on Child Care, the setting for the release of an action plan to improve the quality of early care and education, and incorporates dialogue on implementing the action plan to improve access to child care assistance. Chapter 6 details collaboration initiatives across Head Start, the Child Care Development Fund subsidy program, and Pre-Kindergarten, including barriers to creating coordinated policies, areas of collaboration, and policy and practice issues. Chapter 7 outlines future activities of the Southern Regional Initiative on Child Care. The report's five appendices include the action plans, a list of state contacts, and presentations on child care funding policy and crime and violence prevention through investments in child care. (Contains 15 endnotes.) (KB) ED480529 Moving Forward: Southern States Take Action To Improve Access to Quality, Affordable Child Care. 2003-05-00 David and Lucile Packard Foundation, Los Altos, CA. Policymakers 112 Southern Institute on Children & Families, 500 Taylor Street, Suite 202, Columbia, SC 29201. Tel: 803-779-2607; Fax: 803-254-6301; Web site: http://www.Kidsouth.org. For full text: http://www.Kidsouth.org/pdf/MovingForward.pdf. N/A 2004 2016-11-21

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Yes Adolescents Annual Reports Child Health Childrens Art Dance Decision Making Drama Early Childhood Education Family Programs Music Prevention Program Descriptions Young Children Reports - Descriptive Ounce of Prevention Program IL Public Private Partnership Programs Ounce of Prevention Fund. English Since its inception 20 years ago as a public-private partnership, the Ounce of Prevention Fund (OPF) has cultivated promising ideas in early childhood development, has used private funding to test those ideas in real life settings, and has leveraged public funding to support and expand innovative programs that advance the health and well-being of children and families. This twentieth anniversary report describes the formation of the public-private partnership; outlines its mission to invest in the health and well-being of children and families through a dynamic cycle of direct service programs, advocacy, research, training, and replication; and highlights program accomplishments over the past 20 years. The report also examines the OPF's approach to serving children and families, and highlights the progress during 2002 of ideas at work in: (1) replicating the Educare Center; (2) expanding the doula network across Illinois; (3) helping families promote healthy development and early learning of their young children through the Birth to Five Project; (4) helping children develop decision making skills through the Straight from the Heart program; and (5) creating enriched learning experiences for children, families, and staff through the arts. The report continues with a statement of operating revenues and expenses and a list of donors to the organization, and concludes with a list of OPF sites and delegate agencies. (KB) ED480530 Twenty Years Can Make a World of Difference. Ounce of Prevention Fund Annual Report, 2002. 2002-00-00 Educational Foundation of America, Westport, CT. Harris Family Foundation, Inc., Huntsville, AL. Robert Wood Johnson Foundation, Princeton, NJ. John D. and Catherine T. MacArthur Foundation, Chicago, IL. McCormick Tribune Foundation, Chicago, IL. Chicago Community Trust, IL. 36 Ounce of Prevention Fund, 122 S. Michigan Avenue, Suite 2050, Chicago, IL 60603-6107. Tel: 312-922-3863; Fax: 312-922-3337; Web site: http://www.ounceofprevention.org. For full text: http://www.ounceofprevention.org/downloads/publications/OPF_AR_20Years.pdf. N/A 2004 2016-11-21

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No Environmental Education Inquiry Integrated Curriculum Learning Activities Mathematics Education Outdoor Education Play Preschool Curriculum Preschool Education Science Education Scientific Literacy Young Children Chalufour, Ingrid Worth, Karen Guides - Classroom - Teacher Scientific Thinking Nature English Young children's curiosity about nature and their need to make sense of the world presents an opportunity to incorporate science as a natural and critical part of children's early learning. This guide, part of a preschool science curriculum, uses an inquiry approach to encourage young naturalists to observe life more closely, build an understanding of what is living and nonliving, and develop science inquiry skills and scientific dispositions. The guide's introduction describes the rationale and curriculum goals, details supportive characteristics of the classroom environment and culture, discusses the fundamental role of play, and offers suggestions for involving families. The remainder of the guide is organized into six sections. Section 1 provides tips for preparing the physical environment. Section 2 presents the open exploration of plants and animals, during which children learn to use basic tools and describe characteristics, behaviors, and needs of living things in their natural environment. Section 3 involves more focused exploration of plants whereby teachers create opportunities for discussion and reflection as children are involved in growing plants, monitoring plant growth, studying plants and their parts, and conducting monthly observations. Section 4 involves more focused exploration of animals as children search for animals, create a terrarium for animal visitors, observe animals and their body parts, and study animal behavior and life cycles. Included throughout these sections are teaching plans and preparation steps. Sidebars provide examples, reminders, and sample teacher notes to illustrate how the curriculum may be implemented effectively. Section 5 presents extension activities to broaden learning experiences through field trips, guest naturalists, and books/videotapes. Section 6 highlights teachers' role in the inquiry process; describes observation, documentation, and assessment procedures; contains instructions for plant and animal care; details suggestions for involving families; and lists recommended books and videotapes. The guide's seven appendices include suggestions for long-term representational projects, guidelines for creating documentation panels, and forms for documenting learning activities and outcomes. (KB) ED480531 Discovering Nature with Young Children. 2003-00-00 ISBN-1-929610-38-6 Administrators Practitioners Teachers 167 Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($25.95). Tel: 800-423-8309 (Toll Free); Fax: 800-641-0115 (Toll Free); Web site: http://www.redleafpress.org. N/A 2004 2016-11-21

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No Class Activities Developmentally Appropriate Practices Early Childhood Education Learning Activities Multiple Intelligences Play Puppetry Special Needs Students Young Children Crepeau, Ingrid M. Richards, M. Ann Guides - Classroom - Teacher Play Learning Play Theory English Discrediting the notion that puppets are strictly for play, this book presents innovative ways for teachers of young children to use puppets as valuable and developmentally appropriate teaching tools. Chapter 1 of the book details the educational benefits of puppets and relates puppetry to play theory, developmentally appropriate practice, and multiple intelligences theory. Chapter 2 presents puppet basics, including illustrations of various puppet types, descriptions of ways teachers and children use puppets, and descriptions of puppet characters. Chapter 3 concerns the use of puppets in the classroom and includes puppet rules for the classroom and suggestions for selecting developmentally appropriate materials. Chapter 4 discusses how to create a puppet personality through mannerisms and voices, and offers suggestions for creating puppet stages. Chapter 5 discusses the use of puppets with children with special needs, including those with attention deficits and visual and hearing impairments. Chapter 6 contains suggested lesson plans based on picture books or oral traditions, in conjunction with a variety of lessons not involving stories, or based on original stories for special purposes. Chapter 7 includes directions for making puppets and suggestions for purchasing puppets. Puppet patterns are appended. A glossary of relevant terms and a 24-item bibliography of professional development materials and childrens picture books complete the guide. (KB) ED480532 A Show of Hands: Using Puppets with Young Children. 2003-00-00 ISBN-1-929610-36-X Practitioners Teachers 226 Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($24.95). Tel: 800-423-8309 (Toll Free); Tel: 651-641-0305; Fax: 800-641-0115 (Toll Free); Web site: http://www.redleafpress.org. N/A 2004 2016-11-21

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Yes Change Strategies Class Size Classroom Environment Educational Change Educational Policy Educational Research Elementary Education Parent Materials Performance Factors Student Improvement Hood, Art Guides - Non-Classroom Class Size Reduction Southeastern Regional Vision for Education (SERVE), Tallahassee, FL. English Reducing the number of students in a class, especially in the early grades, is one approach educators have taken to improve student achievement. Class-size reduction programs have been implemented at the state, district, and individual school levels. This pamphlet defines class-size reduction, provides an overview of class-size reduction research, lets parents know what to expect from a class-size reduction program, and answers frequently asked questions. Suggestions for parent action are included in the pamphlet, and websites with additional information are listed. The pamphlet offers information for a variety of audiences, parents primarily, but also policymakers and state-, district-, and school-level educators. (Contains 25 references.) (KB) ED480533 A Parent's Guide to Class Size Reduction. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. Parents 17 SERVE, 1203 Governor's Square Blvd., Suite 400, Tallahassee, FL 32301. Tel: 800-352-6001 (Toll Free); Tel: 850-671-6000; Fax: 850-671-6085; Web site: http://www.serve.org/publications. N/A 2004 2016-11-21

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No Adult Child Relationship Early Experience Emergent Literacy Language Skills Listening Skills Literacy Education Parent Child Relationship Preschool Children Preschool Curriculum Preschool Education Story Telling Teacher Student Relationship Brinkman, Nancy A. Non-Print Media Reports - Descriptive High Scope Model High/Scope Educational Research Foundation, Ypsilanti, MI. English During the preschool years, children experience great strides in their ability to use language. This booklet and companion videotape help teachers and parents recognize and support six High/Scope key experiences in language and literacy: (1) talking with others about personally meaningful experiences; (2) describing objects, events, and relations; (3) having fun with language; (4) writing in various ways; (5) reading in various ways; and (6) dictating stories. The booklet discusses each key experience, delineates ways teachers and parents can support children in skills development, and includes a teacher strategy checklist and a list of language and literacy materials. The 60-minute videotape shows adults how they can use the key experiences as a framework to support young children's language and literacy learning. In the first part of the videotape, the narrator introduces each of the key experiences, illustrated with footage of children and teachers in a variety of High/Scope classrooms, designed to help viewers identity key experiences and increase awareness of strategies, such as observing children closely to understand what they are doing and helping children solve problems that arise as they carry out their ideas. The second part of the videotape shows five unnarrated, extended video scenes from High/Scope classrooms as in-depth examples of how key experiences unfold in everyday play situations, such as going to a wedding, reading a story, and making a present. The accompanying viewer guide describes the videotape content, provides a checklist of teacher strategies, and lists additional resources. (KB) ED480534 High/Scope Preschool Key Experiences: Language and Literacy. [with]Curriculum Videotape. 2000-00-00 ISBN-1-57379-097-4 Parents Practitioners Teachers 35 High/Scope Press, 600 North River Street, Ypsilanti, MI 48198-2898 ($9.95, Book FF-P1155; $30.95, Video FF-P1156; $34.95, Set FF-P1157SET). Tel: 800-40-PRESS (Toll Free); Tel: 734-485-2000; Fax: 800-442-4FAX (Toll Free); Fax: 734-485-0704; e-mail: pressstaff@highscope.org; Web site: http://www.highscope.org. N/A 2004 2016-11-21

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No Adult Child Relationship Classroom Techniques Conflict Cooperation Early Experience Interpersonal Competence Parent Child Relationship Peer Relationship Planning Play Preschool Children Preschool Curriculum Preschool Education Problem Solving Self Expression Skill Development Social Development Student Participation Teacher Student Relationship Videotape Recordings Graves, Michelle Non-Print Media Reports - Descriptive High Scope Model High/Scope Educational Research Foundation, Ypsilanti, MI. English As preschoolers develop the ability to carry out their ideas and play alone and with others, they are developing the foundation for social competence. This booklet and a companion videotape help teachers and parents recognize and support nine High/Scope key experiences in initiative and social relations: (1) making and expressing choices, plans, and decisions; (2) solving problems in play; (3) taking care of one's needs; (4) expressing feelings in words; (5) participating in group routines; (6) being sensitive to feelings, interests, and needs of others; (7) building relationships with children and adults; (8) creating and experiencing collaborative play; and (9) dealing with social conflict. The booklet discusses each key experience, delineates ways teachers and parents can support children in skill development, and includes a teacher strategy checklist. The 58-minute videotape highlights strategies to support children in developing initiative and social relations abilities. In the first part of the videotape, the narrator introduces each of the key experiences, illustrated with footage of children and teachers in a variety of High/Scope classrooms designed to help viewers identify key experiences and increase awareness of strategies, such as imitating children's actions, and encouraging children to reflect on what they are doing or develop their ideas further. The second part of the videotape shows four extended video scenes from High/Scope classrooms without narration as in-depth examples of how key experiences unfold in everyday play situations. Each scene shows adults responding to children as they initiate play ideas, encounter problems, and interact with peers. The accompanying viewer guide describes the videotape content, provides a checklist of teacher strategies, and lists additional resources. (KB) ED480535 High/Scope Preschool Key Experiences: Initiative and Social Relations. [with] Curriculum Videotape. 2002-00-00 ISBN-1-57379-165-2 Parents Practitioners Teachers 34 High/Scope Press, 600 North River Street, Ypsilanti, MI 48198-2898 ($9.95, book FF-P1181; $30.95, video FF-P1182; $34.95, set FF-P1183SET). Tel: 800-40-PRESS (Toll Free); Tel: 734-485-2000; Fax: 800-442-4FAX (Toll Free); Fax: 734-485-0704; e-mail: pressstaff@highscope.org; Web site: http://www.highscope.org. N/A 2004 2016-11-21

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Yes Academic Standards After School Education After School Programs Audiodisks Educational Improvement Elementary Secondary Education High Risk Students Summer Schools Schuch, Linda, Ed. Non-Print Media Reports - Descriptive Academic Support Services North Central Regional Educational Lab., Naperville, IL. English As part of a series of multimedia resources providing relevant information on important topics facing education leaders today, this booklet and accompanying audio compact disks focus on how extended learning programs and services after school can ensure that all students meet academic learning standards. The booklet includes an overview of the need and demands for additional instructional support for underperforming students based on school and societal conditions, describes a statewide summer school program and a district-level after-school program with demonstrated achievement results, and provides information about tools and resources intended to help meet the challenge of proficiency for all students in reading and mathematics through successful extended academic support. Two accompanying audio compact disks provide the viewpoints of various leaders in education who have worked closely with issues related to extended academic support. Included on the disks are interviews with executives of research institutions and for-profit and nonprofit educational associations, administrators of organizations responsible for extended-day or after-school programs, and a state commissioner of education. (Contains 22 references.) (KB) ED480536 After-School Learning and Beyond: Viewpoints. [with] CD-ROM. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. Administrators Practitioners Teachers 30 North Central Regional Educational Laboratory (NCREL), 1120 East Diehl Road, Suite 200, Naperville, IL 60563-1486. Tel: 800-356-2735 (Toll Free); Tel: 630-649-6594; Fax: 630-649-6700; Web site: http://www.ncrel.org. N/A 2004 2016-11-21

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No Caregiver Child Relationship Developmentally Appropriate Practices Early Childhood Education Early Experience Learning Activities Music Music Activities Parent Child Relationship Parents as Teachers Play Smith, Wyverne Collected Works - Proceedings Reports - Descriptive ISSN-1448-045X English As part of a series designed to support parents and caregivers of young children in the home, this booklet focuses on providing opportunities for children to learn about music and develop listening skills. The booklet's introductory section focuses on the importance of music in our everyday lives, the role of music in culture and its connection with emotional experience and expression, and children's need for experiences to help them understand the basic elements of music, beat, rhythm, and pitch or tune. The remainder of the booklet is organized into five sections. Sections 1 through 4 describe how infants, toddlers, younger preschoolers, and older preschoolers, respectively, learn about music. These sections outline developmental expectations for each age group and offer suggestions for activities and music-related items to make. Additional activities are suggested for older musically gifted preschoolers and for setting up play areas for music activities. Section 5 suggests titles for useful song books and websites and includes a 9-item bibliography. (KB) ED480537 Learning about Music. Learning at Home Series, 2003. 2003-00-00 ISBN-1-875890-65-3 Parents 25 Publications Section, Early Childhood Australia, Inc., P.O. Box 105, Watson, ACT 2602, Australia ($14.95, single copies; $50, subscription (4 pubs) incl. p&h). Tel: 02-6242-1800; Fax: 02-6242-1818; e-mail: publishing@earlychildhood.org.au; Web site: http://www.earlychildhood.org.au. N/A 2004 8/19/2004 23:28:49 RIEMAY2004 Produced by Early Childhood Australia, Inc. For other booklets in series, see PS 031 350-351.

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Yes Change Strategies Cost Effectiveness Economic Factors Educational Quality Low Income Groups Outcomes of Education Poverty Preschool Education Oppenheim, Jerrold MacGregor, Theo Reports - Descriptive Texas Arkansas United States (South) Louisiana Universal Preschool Mississippi Project Head Start Arkansas Louisiana Mississippi Texas English Noting that high-quality preschool increases the ability of low-income children to profit from elementary and secondary education, thereby increasing their high school graduation rate and generating economic and other returns for taxpayers, this report articulates and analyzes the economic benefits of providing a high-quality preschool education to all low-income 3- and 4-year-olds in the United States, and especially in the Entergy [utilities conglomerate] states of Arkansas, Louisiana, Mississippi, and Texas. Data were obtained through previously published reports on the benefits of providing preschool to poor children, with additional original research to fill in information gaps. The report notes that benefits of high-quality preschool include reduction in crime; increases in high school graduation rates; increased employment, income, and tax levels; and decreases in health care, welfare, and child care expenses. The estimation of costs for high-quality, part-day, part-year programs was based on the actual average per-child costs of the Head Start program, including federal administrative and support costs. Benefits are identified for both taxpayers and program participants. The report concludes by contending that providing a high-quality preschool education to all low-income children makes good economic sense and that not doing so leaves the nation vulnerable to poorly educated, poorly motivated, low-wage-earning individuals with a greater propensity toward criminal activity. The report's two appendices include tables summarizing benefits by state and describe the extent of American and Southern poverty. (KB) ED480538 The Economics of Education: Public Benefits of High-Quality Preschool Education for Low-Income Children. Building Communities for Change. 2002-11-00 Policymakers 32 Arkansas Advocates for Children & Families, 523 S. Louisiana, Suite 700, Little Rock, AR 72201. Tel: 501-371-9678; Fax: 501-371-9681; Web site: http://www.aradvocates.org. For full text: http://www.aradvocates.org/childcare/Economics_of_Education.pdf. N/A 2004 2016-11-21

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No Caregiver Child Relationship Child Care Cultural Influences Developmentally Appropriate Practices Early Childhood Education Early Experience Early Intervention Emotional Development Infants Language Skills Numeracy Parent Child Relationship Prereading Experience School Readiness Social Development Teacher Student Relationship Toddlers Parlakian, Rebecca Guides - Non-Classroom Daily Routines Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English By exploring what school readiness means in the context of work with very young children, program leaders can better understand how they can support the lifetime learning of infants and toddlers in their programs. This book, designed for infant-family program leaders, examines the important role that cognitive and social-emotional skills play in preparing children for school. The material is organized into six major sections: (1) "What is School Readiness for Infants and Toddlers?," defining the concepts of school readiness and explaining its linkage to seven critical social-emotional skills; (2) "How Very Young Children Learn," discussing how infant and toddlers construct knowledge in the context of relationships and through everyday routines and experiences; (3) "Early Literacy Skills in Infants and Toddlers," outlining the process by which children develop prereading and language skills; (4) "Early Numeracy Skills in Infants and Toddlers," presenting some ways to help children develop foundational mathematics skills; (5) "Social-Emotional Skills Make the Difference in School Readiness," highlighting the crucial role that social-emotional skills play in school readiness, adjustment, and success; (6) "How Does Culture Affect Development?," exploring the influence of culture on very young childrens development as well as on relationships between staff members and families; and (7) "Critical Connections: Linking Relationships and School Readiness," examining how relationships at all levels of the program (with supervisors, staff, and families) affect children's readiness to learn. The book concludes with recommendations for staff members and for program leaders for supporting school readiness. (Contains a 28-item bibliography and 14 additional resources.) (KB) ED480539 Before the ABCs: Promoting School Readiness in Infants and Toddlers. 2003-00-00 David and Lucile Packard Foundation, Los Altos, CA. W. Clement and Jessie V. Stone Foundation, Chicago, IL. ISBN-0-943657-69-5 Administrators Practitioners Teachers 32 Zero to Three, P.O. Box 960, Herdon, VA 21072 ($17.50). Tel: 800-899-4301 (Toll Free); Fax: 703-661-1501; e-mail: orders@zerotothree.org; Web site: http://www.zerotothree.org. N/A 2004 2016-11-21

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Yes Adults Cognitive Development Developmentally Appropriate Practices Listening Mathematics Skills Music Music Education Reading Skills Research Problems Rhythm (Music) Spatial Ability Transfer of Training Young Children Rauscher, Frances H. ERIC Publications ERIC Digests in Full Text Mozart Effect ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this Digest evaluates these claims and discusses the evidence regarding effects of music "instruction" on children's abilities. The Digest examines the so-called "Mozart Effect," noting that the effects of listening to music were studied only in adults, lasted only a few minutes, and were found only for spatial-temporal reasoning, but were nevertheless misinterpreted to mean that listening to music could make children "smarter." The Digest then reviews studies on the effects of music instruction, as opposed to simply listening, on children's spatial-temporal ability, mathematics ability, and reading ability. The research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling. The Digest cautions, however, that several concerns remain unaddressed: little is known regarding exact aspects of music instruction that contribute to the transfer effects; further longitudinal studies are needed to determine the duration of these effects; currently available tests of reading and math achievement may not be sufficiently sensitive to the complexity of language and mathematical learning potentially affected by music instruction. Care must be taken to ensure that scientific goals do not displace developmentally appropriate music instruction. (HTH) ED480540 Can Music Instruction Affect Children's Cognitive Development? ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Dr., Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/rauscher03.html. N/A 2004 2016-11-21

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No Antisocial Behavior Behavior Change Behavior Problems Caregiver Child Relationship Change Strategies Child Caregivers Discipline Interpersonal Competence Modeling (Psychology) Preschool Teachers Socialization Teacher Student Relationship Young Children Slee, June Collected Works - Serials Guides - Non-Classroom Behavior Management ISSN-1440-5148 English Managing antisocial behavior is a critical issue facing those who work with young children, as the presence of early socialization problems is the single greatest predictor of adolescent and adult antisocial behavior. This booklet highlights the effectiveness of behavior management strategies that introduce and reinforce positive behaviors, rather than simply eliminating the negative ones. The booklet's introduction provides a rationale for the development of social competence in young children, differentiating social competence and social skills, and defining antisocial behaviors. The second section examines contributing factors to antisocial behavior in young children. The third section discusses early identification of such behaviors and early intervention, listing dimensions that can measure when a behavior requires intervention: frequency, duration, intensity, topography [physical signs] and latency. The fourth section addresses working with parents to manage a child's antisocial behavior. The fifth section cautions caregivers to check their assumptions about children's coping mechanisms and examine the purposes behind a child's behavior. The sixth section offers several steps for caregivers to follow when considering an intervention for antisocial children, including modeling social competence, examining environmental stimuli that reinforce antisocial behavior, and teaching appropriate alternatives. The booklet concludes with a case study in which the previous steps were used to manage and improve one child's antisocial behavior. (Contains 12 references.) (HTH) ED480541 Managing Difficult Behaviour in Young Children. Research in Practice Series v10 n3 2003 2003-00-00 ISBN-1-875890-661 Practitioners Teachers 25 Early Childhood Australia, Inc., P.O. Box 105, Watson, ACT 2602, Australia ($14.95, each; $50, 4 issues domestic; $60, 4 issues International). Tel: 02-6242-1800; Fax: 02-6242-1818; e-mail: eca@earlychildhood.org.au; Web site: http://www.earlychildhoodaustralia.org.au. N/A 2004 2016-11-21

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No Certification Child Advocacy Child Caregivers Child Welfare Childhood Needs Children Compliance (Legal) Early Childhood Education Educational Legislation Family Child Care Legal Responsibility National Surveys State Legislation State Regulation Hollestelle, Kay Koch, Pauline D. Reports - Research Tests/Questionnaires Licensed Programs Regulatory Programs Subsidized Child Care Services Day Care Regulations Home Based Programs Children's Foundation, Washington, DC. National Association for Regulatory Administration. English This report presents the findings of the 2003 national survey of state child care regulatory agencies to update and expand family child care regulatory information published in the 2002 study. Data on small family child care homes and group or large family child care homes are organized into the following 23 categories: (1) number of regulated homes; (2) definitions and regulatory requirements; (3) unannounced inspection procedures; (4) tracking of denials and revocations; (5) complaint procedures (6) provider qualifications; (7) provider training and orientation; (8) discipline policy; (9) emergency medical consent policy; (10) environmental policy; (11) immunization policy for children; (12) national life safety fire code policy; (13) nutrition policy; (14) smoking policy; (15) before and after school programs; (16) infant care programs; (17) programs for children with disabilities; (18) sick child care programs; (19) tiered reimbursement for subsidized children; (20) zoning regulations; (21) available resources; (22) local contact; and (23) pending and new legislation. The report's introduction describes the methodology; defines terms; and lists regulatory requirements for family child care homes for each of the 50 states, the District of Columbia, Puerto Rico, and the Virgin Islands. This section also answers questions related to number of providers, methods of state regulation, exemptions, child caregiver requirements, caregiver/child ratios, and inspections. The bulk of the report then details data for each state, the District of Columbia, Puerto Rico, and the Virgin Islands. A list of regulatory agencies is appended. (HTH) ED480542 Family Child Care Licensing Study, 2003. 2003-08-00 272 Children's Foundation, Publications Department, 725 Fifteenth Street, NW, Suite 505, Washington, DC 20005-2109 ($51.75, includes S/H). Tel: 202-347-3300; Fax: 202-347-3382; e-mail: info@childrensfoundation.net; Web site: http://www.childrensfoundation.net. N/A 2004 2016-11-21

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No Adventure Education Camping Disabilities Educational Research Experiential Learning Individual Development Outdoor Education Outdoor Leadership Staff Development Youth Programs Bialeschki, M. Deborah, Ed. Henderson, Karla A., Ed. Young, Anderson B., Ed. Andrejewski, Robert G., Ed. Collected Works - Proceedings Coalition for Education in the Outdoors, Cortland, NY. English This volume contains peer-reviewed research articles and abstracts based on papers presented at the sixth biennial research symposium of the Coalition for Education in the Outdoors. Introductory materials include the editors' introduction, "Milestones in Outdoor Education" (Anderson B. Young), and a tribute to the founder of the Indiana University Bradford Woods Outdoor Education and Camping Center--"Reynold E. Carlson: A Distinguished Pioneer in Outdoor Education" (Joel Meier). The 14 articles are: "Effective Practices and Participant Outcomes for Youth: Inclusive Camps and Outdoor Schools" (Steve Brannan, Joel Arick, Ann Fullerton); "Qualitative Outcomes for Youth Who Participate in Inclusive Programs: A Multi-Case Analysis across 14 Camps and Outdoor Schools" (Ann Fullerton, Steve Brannan, Joel Arick); "The Adventure Model: A Replication Study To Determine if Different Adventure Skills Support the Model" (Ken Gilbertson, Alan Ewert); "Using Means-End Theory To Understand the Outdoor Adventure Experience" (Marni Goldenberg, David Klenosky, Leo McAvoy, Tom Holman); "Leader Integration Competencies and Staff Training in Adventure Programs" (Leo McAvoy, Jim Roehl, John Rynders); "An Analysis of Outdoor Leaders' Ethics Guiding Decisions" (Denise Mitten); "Meta-Analytic Research on the Outcomes of Outdoor Education" (James T. Neill); "Multidimensional Self-Concept and Outdoor Adventure Education with Adolescents" (Timothy S. O'Connell); "If the Dress Fits, Wear It: Uncovering Meaning in Gender Stereotyping in an Australian Outdoor Education Program" (Katherine J. Pinch); "Difficulty and Ability: Staff Member Perceptions of Seasonal Staff Training" (Gwynn M. Powell, Robert D. Bixler, Deborah M. Switzer, Karen P. Hurtes); "Motivations of Elderhostel Participants in Outdoor Adventure Programs: A Life Cycle Perspective" (Deborah M. Sugerman); "The Relationship of Motivation Factors to Level of Development in Outdoor Adventure Recreationists" (Sharon L. Todd, Lynn Anderson, Anderson Young, Dale Anderson); "Developing Outdoor Leaders: Paul Petzoldt's Perspective" (Mark Wagstaff, Christine Cashel); and "Outcomes of Camping: Perceptions from Camper Focus Groups" (M. Deborah Bialeschki, Amy Krehbiel, Karla Henderson). Abstracts of eight additional papers are presented. (SV) ED480543 Research in Outdoor Education, Volume 6. A Peer-Reviewed Publication of Scholarship First Presented at the Biennial Research Symposium of the Coalition for Education in the Outdoors (6th, Bradford Woods, Indiana, January 11-13, 2002). 2002-01-00 177 Coalition for Education in the Outdoors, SUNY at Cortland, P.O. Box 2000, Park Center, Cortland, NY 13045 ($18). Tel: 607-753-4971; e-mail: info@outdooredcoalition.org. N/A 2004 8/19/2004 23:29:03 RIEMAY2004 For selected individual papers, see RC 023 981-994.

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Yes Construction Costs Fund Raising Partnerships in Education Private Financial Support School Business Relationship School Construction Guhse, David Reports - Descriptive English This report presents case studies illustrating successful public-private financing of school construction. The efforts occurred in Canada, Florida, South Carolina, New York, the District of Columbia, and Texas. The case studies are offered to encourage policy makers in Virginia to consider such an approach to meet the state's school construction needs. The report concludes that public-private development has shown dramatic results in terms of time saved, money saved, final product, and completion of projects that traditional financing could not support. (EV) ED480544 Innovative and Workable Ideas for Building Schools. Public/Private Partnerships: A New Way To Fund and Build Schools. 2001-10-00 18 Thomas Jefferson Institute for Public Policy, 9035 Golden Sunset Ln., Springfield, VA 22153. Tel: 703-440-9447; Web site: http://www.thomasjeffersoninst.org. For full text: http://www.vipnet.org/ccc/innovate.pdf. N/A 2004 8/19/2004 23:29:06 RIEMAY2004 Produced by the Thomas Jefferson Institute for Public Policy.

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Yes Construction Costs Educational Facilities Elementary Secondary Education School Buildings School Construction Cenziper, Debbie Grotto, Jason Reports - Descriptive Miami Dade County Public Schools FL English This series of articles examines the condition of public schools and public school construction in Florida's Miami and Dade Counties. To prepare the series, the Miami Herald studied thousands of pages of construction records, correspondence, school district reports, and accounting statements over 15 years. It analyzed state and national construction costs, school enrollment reports for Florida's 67 school districts, growth rates, and census data. More than 200 people completed interviews, and reporters and photographers made about 25 visits to schools. The Herald obtained school district databases detailing construction costs and schedules, contractor and architect information, contractor defaults, construction charges, and life-safety violations. The construction analysis of new schools, additions, renovations, and repairs was based on over 1,200 projects, totaling $1.6 billion, completed since 1988.(SM) ED480545 Crumbling Schools: Tens of Millions Wasted in Slow, Sloppy Construction, and Miami-Dade Children Are the Losers. 2003-02-09 39 For full text: http://www.miami.com/mld/miamiherald/living/education/5174472. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Asbestos Boards of Education Bond Issues Construction Costs Educational Environment Educational Facilities Design Educational Facilities Planning Elementary Secondary Education Information Technology Life Cycle Costing Maintenance Quality Control School Construction School Safety Sustainable Development Brady, Jim Guides - Non-Classroom Building Codes Sustainability English This publication provides answers to basic questions to help school board members more fully address the complexities of the planning, design, and construction process in order to maximize the goal of student success. The 101 questions and answers are in the areas of: facility planning; learning environment; information technology; safe schools; life cycle costing; facility standards; facility costs; maintenance; bond issues; site issues; accessibility; building codes; asbestos; working with architects; construction delivery options; and sustainabilty issues. (SM) ED480546 Keys to Success: School Facilities Primer, Questions & Answers 101. 2003-00-00 31 PageSouthlandPage, Colonial Place, 2107 Wilson Boulevard, Suite 410, Arlington, VA 22201-3008. Tel: 703-527-4100; Fax: 703-522-8043; Web site: http://www.psp.com. N/A 2004 2016-11-21

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No Educational Environment Educational Facilities Design Elementary Secondary Education Public Schools School Buildings School Construction Space Utilization Gibson, Charles D. Eatough, Clair L. Guides - Non-Classroom California California California State Dept. of Education, Sacramento. English This publication is intended to help California school officials and planners create school buildings that provide environments needed for the operation of an outstanding program of public education. It encourages them to visit the schools presented and similar ones in order to become informed about new planning concepts and trends in school housing. Many of these concepts and trends are illustrated in the publication. For example, big block schools with internal corridors and windowless classrooms are becoming a rarity, with most schools returning to the campus plan concept, using landscaped courts and natural materials to create informal environments. The school site is being used more efficiently, and school buildings are becoming more compact than in the past. The cluster plan has almost universally replaced the finger plan concept for elementary schools, encouraging cooperation between teachers by allowing them to share multiuse areas, resource centers, and teacher preparation areas, all adjacent to their classrooms. Better acoustical control and lighting is evident, and technology is enabling these comfort factors to be coordinated with flexible interiors. Recently constructed school buildings demonstrate that there can be no retreat to the rigid space planning of the past. The three most dramatic modern trends are spaces divided by movable cabinets rather than walls, almost total acceptance of carpets, and air conditioning. (SM) ED480547 California School Buildings, 1960-1965. 1966-00-00 Practitioners 135 N/A 2004 2016-11-21

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Yes Architecture Building Design Educational Change Elementary Secondary Education Public Schools School Buildings Urban Areas Urban Improvement Urban Schools Haar, Sharon, Ed. Books Collected Works - General New York (New York) Chicago Public Schools IL New York (New York) National Endowment for the Arts (NFAH), Washington, DC. English This monograph presents papers from the 2000 Mayors' Institute on City Design and the public forum that followed it. Essays include: "Schools for Cities: Urban Strategies" (Sharon Haar); "Reenvisioning Schools; The Mayors' Questions" (Leah Ray); "Why Johnny Can't Walk to School" (Constance E. Beaumont); "Lessons from the Chicago Public Schools Design Competition" (Cindy S. Moelis and Beth Valukas); "Something from `Nothing': Information Infrastructure in School Design" (Sheila Kennedy); "An Architect's Primer for Community Interaction" (Julie Eizenberg); "The City of Learning: Schools as Agents for Urban Revitalization" (Roy Strickland); and "Education and the Urban Landscape: Illinois Institute of Technology" (Peter Lindsay Schaudt). Case Studies include: "Prototypes and Paratypes: Future Studies" (Sharon Haar); "Lick-Wilmerding High School, San Francisco" (Pfau Architecture Ltd.); "Architecture of Adjustment, New York City' (kOnyk Architecture); "Booker T. Washington School for the Performing and Visual Arts, Dallas" (Allied Works Architecture Inc.); "Camino Nuevo Middle School, Los Angeles" (Daley, Genik Architects); "Elementary School Prototypes, Chicago Public Schools" (OWP/P Architects). (Contains 31 bibliographic references.) (SM) ED480548 Schools for Cities: Urban Strategies. NEA Series on Design. 2003-00-00 ISBN-1-56898-378-6 109 Princeton Architectural Press, 37 East Seventh Street, New York, NY 10003. Tel: 800-722-6657 (Toll Free); Web site: http://www.papress.com. N/A 2004 2016-11-21

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Yes Air Flow Air Pollution Educational Environment Elementary Secondary Education Higher Education Indoor Air Pollution Ventilation Sundersingh, David Bearg, David W. Reports - Descriptive Carbon Dioxide Design Share, Minneapolis, MN. English This article highlights indoor air quality and exposure to pollutants at school. Typical air pollutants within schools include environmental tobacco smoke, formaldehyde, volatile organic compounds, nitrogen oxides, carbon monoxide, carbon dioxide, allergens, pathogens, radon, pesticides, lead, and dust. Inadequate ventilation, inefficient filtration, and poor hygiene of air handling units are the main reasons for poor indoor air quality. The article discusses the scope of inadequate ventilation to emphasize inadequacies in the present framework of codes and practices, examining a case study done as part of a product demonstration in the Exhibit Hall of the Austin Convention Center during the 2002 USGBC conference. Carbon dioxide (CO2) monitoring was performed in accordance with sampling guidelines from ASTM D6245, Standard Guide for Using Indoor Carbon Dioxide Concentrations to Evaluate Indoor Air Quality and Ventilation. The CO2 monitoring values indicated that in the morning, the amount of ventilation provided to occupants was only about half of the recommended minimum. This inadequacy was communicated to operators of the building's HVAC system, who increased the opening of the outdoor air dampers to provide more ventilation to the Exhibit Hall. This resulted in significant increases in the ventilation rate at the breathing zone. Overnight monitoring data revealed that the Exhibit Hall's ventilation system failed to flush the space out before occupancy the next day. (SM) ED480549 Indoor Air Quality in Schools (IAQ): The Importance of Monitoring Carbon Dioxide Levels. 2003-00-00 8 Web site: http://www.designshare.com. N/A 2004 2016-11-21

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Yes Air Conditioning Educational Facilities Design Educational Finance Energy Conservation Energy Management Fuel Consumption Heating Higher Education Indoor Air Pollution School Buildings Guides - Non-Classroom Rebuild America Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy. English Rebuild America is a program of the U.S. Department of Energy that focuses on energy-savings solutions as community solutions. It works with K-12 schools, colleges and universities, state and local governments, public and multifamily housing, and commercial buildings. This guide focuses on colleges and universities. Each chapter spells out options and provides guidance for implementing projects that can save substantial energy and money. Information is taken from successful projects implemented nationwide. Each section ends with case studies that provide examples of how the nation's colleges and universities are realizing energy savings. Four sections focus on: (1) "Project Financing" (e.g., financing options and common financial misconceptions); (2) "Clean Fuel Fleets" (e.g., biodiesal and ethanol); (3) "Combined Heat and Power" (e.g., system components and system integration and sizing options); and (4) "Emissions Markets" (e.g., air pollution and climate change programs and opportunities for colleges and universities to participate in air pollution markets). (SM) ED480550 The Energy Smart Guide to Campus Cost Savings. 2003-06-00 67 U.S. Department of Energy, 1000 Independence Avenue, S.W., Washington, DC 20585. N/A 2004 2016-11-21

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Yes Charter Schools Educational Resources Elementary Secondary Education Federal Legislation Public Schools State Legislation Reports - Descriptive District of Columbia District of Columbia General Accounting Office, Washington, DC. English This study analyzed federal and state charter school laws, addressing challenges faced by charter school startups nationwide, state resources available to address these challenges, and how the District of Columbia compares in terms of charter school challenges and resources. Data came from interviews with Department of Education officials, charter school policy experts, and charter school advocates; reviews of various national studies and surveys of charter schools; site visits to District schools; analysis of District and federal laws affecting charter schools; interviews with public and school officials; and a discussion group with District charter school experts and founders. The three greatest challenges facing new charter schools were securing a facility, obtaining startup funding, and acquiring the expertise necessary to run a charter school. Several federal, state, and local programs are available to help charter schools address these challenges. Challenges facing District schools are similar to those nationwide, although obtaining facilities is particularly difficult in the District due to the cost of real estate and poor conditions of available buildings. To offset this, the District provides charter schools with various forms of assistance. Five appendixes include study methodology, charter school data, and GAO contacts. (SM) ED480551 Charter Schools: New Charter Schools across the Country and in the District of Columbia Face Similar Start-Up Challenges. Report to Congressional Requesters. 2003-09-00 44 United States General Accounting Office, 441 G Street,N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061. N/A 2004 2016-11-21

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Yes Educational Environment Educational Facilities Design Elementary Secondary Education Indoor Air Pollution Job Satisfaction Noise (Sound) School Buildings Teacher Attitudes Teacher Persistence Teaching Conditions Urban Schools Schneider, Mark. ERIC Publications Reports - Research District of Columbia District of Columbia National Clearinghouse for Educational Facilities, Washington, DC. English School facilities directly affect teaching and learning. Poor conditions make it more difficult for teachers to deliver an adequate education to their students, adversely affect teachers' health, and increase the likelihood that teachers will leave their school. This study documented how teachers in Chicago and Washington, DC rated their working conditions and perceived those conditions affected their job performance and teaching effectiveness. Teachers evaluated their surroundings (e.g., degree of overcrowding, availability and adequacy of specialized facilities, and physiological factors). They reported facing daily problems with their buildings. Significant numbers were dissatisfied with their facilities. Teachers noted the inadequacy or lack science, music, and art classrooms. Significant numbers rated physical education and recreational facilities as not very or not at all adequate. Over 40 percent of teachers considered their classrooms the wrong size for the type of education they delivered. Over 25 percent had taught in non-classroom spaces. About one-third of teachers had little or no teacher workspace. Most teachers reported fair or poor indoor air quality. Significant numbers noted poor thermal comfort, poor lighting, dirty and inoperable windows, and dirty restrooms. Many teachers felt their classrooms and hallways were so noisy that it affected their ability to teach, and many believed that school conditions affected their career decisions. (SM) ED480552 Linking School Facility Conditions to Teacher Satisfaction and Success. 2003-08-00 5 National Clearinghouse for Educational Facilities, 1090 Vermont Avenue, N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (Toll Free); Tel: 202-289-7800; Web site: http://www.edfacilities.org/pubs. N/A 2004 2016-11-21

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Yes Bids Contracts Elementary Secondary Education Legal Problems Legal Responsibility School Buildings School Construction Kelin, Howard L. Guides - Non-Classroom Contractors Liability Insurance National Clearinghouse for Educational Facilities, Washington, DC. English This publication recommends that school districts include a legal plan in every school construction project. The author discusses negotiating agreements with the project architect and construction manager early on; exercising due diligence in selecting the project team; determining proper levels of professional liability insurance; clarifying legal issues with the architect and the construction manager; predetermining methods of dispute resolution; reviewing non-technical contract provisions in bid packages; developing surety bonds for bid packages; and exercising care in handling non-responsible bidders, bid errors, and contractor disputes. The publications concludes that properly applying these measures can significantly increase the chances of completing a school construction project on time, within budget, and without litigation. (SM) ED480553 Ten Ways To Help Avoid Legal Problems in School Construction. 2003-09-00 Administrators Practitioners 9 National Clearinghouse for Educational Facilities, 1090 Vermont Avenue, N.W., Suite 700, Washington, DC 20005-4905. Tel: 888-552-0624 (Toll Free); Web site: http://www.edfacilities.org. N/A 2004 2016-11-21

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No Elementary Secondary Education Evaluation Methods Institutional Evaluation Program Evaluation Jason, Martin H. Books Guides - Non-Classroom English This book provides practical guidelines that personnel in an individual school can use in evaluating programs. It is fundamentally a book about winning. The current emphasis on test results as the single most important indicator of a school's effectiveness heightens the need for students, administrators, and staff to feel the pride that accompanies winning. Carrying out program evaluations can help meet this need. The focus is on analyzing program processes and student outcomes, whether academic or vocational. Investigating the processes used to deliver the program is essential, since they determine in large measure the impact of the curriculum and the attitudes of students and faculty. The first section, chapters 1 through 6 build a foundation of knowledge and attitudes applicable to conducting an evaluation study. The second section describes the phases for carrying out this evaluation through step-by-step procedures. The chapters are: (1) "Perspectives on Program Evaluation"; (2) "How Program Evaluation Contributes to a Learning Environment"; (3) "Using Program Evaluation To Improve the CurriculumA Developmental Approach"; (4) "An Experimental Approach for Evaluating Programs"; (5) "Program Evaluation through Collaboration"; (6) "Measuring Program Outcomes"; (7) "The Evaluation Process: Phases 1,2, and 3"; (8) "The Evaluation Process: Phases 4, 5, and 6"; (9) "Writing the Evaluation Report"; (10) "Assessing the Evaluation Project"; and (11) "Revisiting the Principal's Leadership Role in Program Evaluation." Two appendixes discuss representative sources for authentic assessment and the ranges of effect size and corresponding percentile skills. (Contains 40 figures and 55 references.) (SLD) ED480554 Evaluating Programs To Increase Student Achievement: Leadership Strategies. 2003-00-00 ISBN-1-57517-815-X 218 Pearson Skylight, 1900 East Lake Avenue, Glenview IL 60025 ($26.95). Tel: 800-348-4474 (Toll Free). Web site: http://www.skylightedu.com/bkstore. N/A 2004 8/19/2004 23:29:44 RIEMAY2004 Foreword by Cozette Buckney.

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Yes Adults Cultural Literacy Intelligence Tests Nontraditional Education Lemire, David, Ed. Tests/Questionnaires English This book contains 12 "nontraditional intelligence" tests, that are in part tests of cultural knowledge. The collection contains a test of articulation talent and linear "equility", four versions of an alternate test of intelligence, and seven versions of the "Wyoming Intelligence Test" (WIT), with some statistics about the validity of the WIT. Various order forms for the products, some tongue in cheek, of "Darwin University," are included. (SLD) ED480555 A Handbook of Almost a Dozen Nontraditional Intelligence Tests. 2002-00-00 53 N/A 2004 8/19/2004 23:29:46 RIEMAY2004 For volume 2, see TM 034 988.

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Yes Academic Achievement Data Collection Educational Attainment Elementary Secondary Education Inferences Research Reports Surveys Mislevy, Robert J. Reports - Descriptive Speeches/Meeting Papers Market Profiles Evidence California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English Large-scale surveys of educational attainment gather data about the proficiencies of a sample of students to support inferences about the distribution in the populations. Several approaches to gathering data have been used, each with its own advantages and disadvantages. Several scales have also been used to bring results together from different students and different test forms. This paper lays out the evidentiary relationships between data gathered under five methods and inferences framed in terms of six reporting metrics. "Marketbasket" reporting receives special attention. The five methods are: (1) a single test form; (2) parallel forms; (3) tau-equivalent forms; (4) congeneric forms; and (5) unconstrained items. The six reporting matrices discussed are: (1) observed scores on a particular administrable test form; (2) true scores on a particular administrable test form; (3) observed scores on a particular synthetic test form; (4) true scores on a particular synthetic test form; (5) point estimates on a latent variable scale; and (6) latent variable scales themselves. (Contains 8 tables, 15 figures and 43 references.) (Author/SLD) ED480556 Evidentiary Relationships among Data-Gathering Methods and Reporting Scales in Surveys of Educational Achievement. CSE Technical Report. 2003-04-00 Office of Educational Research and Improvement (ED), Washington, DC. 80 N/A 2004 2016-11-21

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Yes Educational Assessment Elementary Secondary Education Inferences Models Student Evaluation Mislevy, Robert J. Steinberg, Linda S. Almond, Russell G. Reports - Descriptive California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English In educational assessment, educators observe what students say, do, or make in a few particular circumstances and attempt to infer what they know, can do, or have accomplished more generally. A web of inference connects the two. Some connections depend on theories and experience concerning the targeted knowledge in the domain, how it is acquired, and the circumstances under which people bring their knowledge to bear. Other connections may depend on statistical models and probability-based reasoning. Still others concern elements and processes involved in test construction, administration, scoring, and reporting. This paper describes a framework for assessment that makes explicit the interrelationships among substantive arguments, assessment designs, and operational processes. The work was motivated by the need to develop assessments that incorporate purposes, technologies, and psychological perspectives that are not well served by familiar forms of assessments. However, the framework is equally applicable to analyzing existing assessments or designing new assessments within familiar forms. (Contains 6 tables, 11 figures, and 53 references.) (Author/SLD) ED480557 On the Structure of Educational Assessments, CSE Technical Report. 2003-05-00 Office of Educational Research and Improvement (ED), Washington, DC. 72 N/A 2004 8/19/2004 23:29:55 RIEMAY2004 R305B960002

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Yes Civil Engineering College Students Computer Assisted Instruction Engineers Higher Education Instructional Effectiveness Problem Based Learning Simulation Teaching Methods Chung, Gregory K. W. K. Reports - Research California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English This study examined a civil engineering capstone course that embedded a sophisticated simulation-based task within instruction. Students (n=28) were required to conduct a hazardous waste site investigation using simulation software designed specifically for the course (Interactive Site Investigation Software) (ISIS). The software simulated physical processes as well as real-world engineering processes. The main research question focused on how ISIS impacted students learning of course-related content, ability to handle complex, open-ended problems, attitudes toward ISIS and the course, and use of teamwork processes. Evidence was also gathered on the validity of knowledge mapping for advanced students. Assessment of student outcomes was based on the use of constructed-response knowledge maps to measure content understanding and surveys to measure student attitudes, use of cognitive processes, and use of teamwork processes. Students reported very positive attitudes toward the ISIS experience, demonstrated significant gains in knowledge across the course of ISIS use, and perceived the ISIS activity as being generally effective in improving their skills in handling complex projects linking theory to real-world applications, and improving their problem solving performance. The assessment of student outcomes was a successful first attempt, but more work is needed to validate the measures with advanced students, particularly when the task is complete and requires interdisciplinary knowledge and teamwork skills. Nines appendixes contain the study instruments. (Contains 18 tables and 39 references.) (Author/SLD) ED480558 The Impact of a Simulation and Problem-Based Learning Design Project on Student Learning and Teamwork Skills. CSE Technical Report. 2003-06-00 California Univ., Los Angeles. 59 N/A 2004 8/19/2004 23:29:59 RIEMAY2004 PR/EEC-9700753

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No Child Development Cognitive Development Cognitive Tests Curriculum Based Assessment Diagnostic Tests Disabilities Disability Identification Early Childhood Education Early Identification Early Intervention Educational Diagnosis Educational Testing Elementary Education Evaluation Methods Individualized Education Programs Preschool Children Preschool Education Preschool Tests Student Evaluation Test Interpretation Bricker, Diane Pretti-Frontczack, Kristie Johnson, JoAnn Straka, Elizabeth Books Guides - Non-Classroom English This first volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, describes the AEPS measurement components for the developmental range from birth to 6 years. Chapter 1 provides a comprehensive description of the AEPS Test and chapter 2 discusses linking assessment, goal development, intervention, and evaluation. An example is provided of an intervention plan that is linked to the performance on the AEPS Test. Section 3 focuses on the administration of the AEPS and chapter 4 describes how test results can be used to provide services to children at risk or with disabilities. The chapter is divided into five sections that discusses using the AEPS Test results to: (1) develop individualized education program (IEP) goals; (2) develop individualized family service plan (IFSP) outcomes and intervention plans; (3) use the AEPS curriculum; (4) monitor child progress; and (5) corroborate eligibility decisions. Chapter 5 describes how to involve families in the assessment and evaluation process as well as specific strategies and forms for facilitating such involvement. The last chapter discusses a team approach to using the AEPS. Appendices describe the psychometric properties of the AEPS, include examples of IEP/IFSP goals and objectives, and data recording forms. (CR) ED480559 Administration Guide. Assessment, Evaluation, and Programming System for Infants and Children (AEPS). Second Edition. 2002-00-00 ISBN-1-55766-562-1 318 Customer Service, Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 (Stock no. 5621, $55). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 23:30:02 RIEMAY2004 Written with Betty Capt, Kristine Slentz, and Misti Waddell. Diane Bricker, AEPS Series Editor. Cover title varies. For other documents in this series, see ED 403 728-731 and EC 309 92-94.

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No Child Development Cognitive Development Cognitive Tests Curriculum Based Assessment Diagnostic Tests Disabilities Disability Identification Early Childhood Education Early Identification Early Intervention Educational Diagnosis Educational Testing Elementary Education Evaluation Methods Interpersonal Competence Preschool Children Preschool Tests Student Evaluation Test Content Test Items Bricker, Diane Capt, Betty Pretti-Frontczak, Kristie Books Guides - Non-Classroom Tests/Questionnaires English This second volume of the Assessment, Evaluation, and Programming System (AEPS) Test and its associated curriculum, begins with an overview of the test and a discussion on the purpose and value of the assessment and evaluation of young children. Chapter 3 describes the target population for the AEPS Test and the use of the test with children with Down syndrome, cerebral palsy, central nervous system disorders, seizure disorders, sensory impairments, and general developmental delays, as well as children who are typically developing but at risk. The content and organization of the AEPS Test is then discussed. Chapter 4 describes a set of data collection strategies, including using descriptive records and using the Child Observation Data Recording Form. Section 2 of the text contains the AEPS Test items for infants and toddlers and section 3 of the text contains the AEPS test items for children ages 3 to 6 years. The test items are divided into six developmental areas: (1) fine motor; (2) gross motor; (3) adaptive; (4) cognitive; (5) social communication; (6) and social. An appendix provides assessment activities for infants and toddlers ages birth through three and for children ages 3 through 6. (CR) ED480560 Test [for] Birth to Three Years and Three to Six Years. Assessment, Evaluation, and Programming System for Infants and Children (AEPS). Second Edition. 2002-00-00 ISBN-1-55766-563-X 282 Customer Service, Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 ($70). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 23:30:05 RIEMAY2004 Written with JoAnn Johnson, Kristine Slentz, Elizabeth Straka, and Misti Waddell. Diane Bricker, AEPS Series Editor. Cover title varies. For other documents in this series, see ED 403 728-731 and EC 309 91-94.

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No Child Development Clinical Diagnosis Cognitive Development Curriculum Curriculum Based Assessment Curriculum Design Developmental Delays Diagnostic Tests Disabilities Early Childhood Education Early Intervention Educational Diagnosis Evaluation Methods High Risk Students Individualized Family Service Plans Interpersonal Competence Motor Development Social Development Student Educational Objectives Student Evaluation Bricker, Diane Waddell, Misti Books Guides - Non-Classroom English This third volume of the Assessment, Evaluation, and Programming System (AEPS) Test presents a developmentally sequenced curriculum for infants and toddlers (ages birth through three) who have disabilities or are at risk for developmental delays. It is designed to allow professionals to match a child's Individualized Family Service Plan goals and objectives with activity-based interventions. The volume is divided into two sections. Section 1 provides an introductory overview of the AEPS and contains three chapters. Chapter 1 describes activity-based intervention and the linked system approach to assessment, goal development, intervention, and evaluation using the AEPS system. Chapter 2 explains how to use the AEPS curriculum in conjunction with the AEPS Test. Chapter 2 also includes information about working with children with severe disabilities. Chapter 3 describes how to use child initiations, daily routines, environmental arrangements, and planned intervention activities to work on children's goals/objectives. Section 2 presents specific curricular content and strategies for goals and objectives in the six areas of the AEPS Test: (1) fine motor; (2) gross motor; (3) adaptive; (4) cognitive; (5) social-communication, and (6) social. Appendices contain a variety of sample intervention activities using different formats. (CR) ED480561 Curriculum for Birth to Three Years. Assessment, Evaluation, and Programming System for Infants and Children (AEPS). Second Edition. 2002-00-00 ISBN-1-55766-564-8 490 Customer Service, Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 (Stock no. 5648, $65). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 23:30:10 RIEMAY2004 Written with Betty Capt, JoAnn Johnson, Kristie Pretti-Frontczak, Kristine Slentz, and Elizabeth Straka. Diane Bricker, AEPS Series Editor. Cover title varies. For Volume 2, see ED 403 729.

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No Child Development Cognitive Development Curriculum Curriculum Based Assessment Curriculum Design Developmental Delays Diagnostic Tests Disabilities Early Childhood Education Early Intervention Educational Diagnosis Elementary Education Evaluation Methods Individualized Education Programs Individualized Family Service Plans Motor Development Preschool Education Social Development Student Educational Objectives Student Evaluation Bricker, Diane Waddell, Misti Books Guides - Non-Classroom English This fourth volume of the Assessment, Evaluation, and Programming System (AEPS) Test presents a developmentally sequenced curriculum for young children (ages 3 through 6) who have disabilities or are at risk for developmental delays. It is designed to allow professionals to match a child's Individualized Family Service Plan goals and objectives with activity-based interventions. The volume is divided into two sections. The three chapters in section 1 provide an introductory overview of the AEPS. Chapter 1 describes activity-based intervention and the linked system approach to assessment, goal development, intervention, and evaluation using the AEPS system. Chapter 2 explains how to use the AEPS curriculum in conjunction with the AEPS Test. Chapter 2 also includes information about working with children with severe disabilities. Chapter 3 describes how to use child initiations, daily routines, environmental arrangements, and planned intervention activities to work on children's goals/objectives. Section 2 presents specific curricular content and strategies for goals and objectives in the six areas of the AEPS Test: (1) fine motor; (2) gross motor; (3) adaptive; (4) cognitive; (5) social-communication, and (6) social. Appendices contain a variety of sample intervention activities using different formats. (Contains 24 references.) (CR) ED480562 Curriculum for Three to Six Years. Assessment, Evaluation, and Programming System for Infants and Children (AEPS). Second Edition. 2002-00-00 ISBN-1-55766-565-6 352 Customer Service, Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285-0624 (Stock no. 5656, $65). Tel: 800-638-3775 (Toll Free); Fax: 410-337-8539; Web site: http://www.brookespublishing.com/store/index.htm. N/A 2004 8/19/2004 23:30:12 RIEMAY2004 Written with Betty Capt, JoAnn Johnson, Kristie Pretti-Frontczak, Kristine Slentz, and Elizabeth Straka. Diane Bricker, AEPS Series Editor. Cover title varies. For the First Edition, see ED 403 731.

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Yes Bilingual Education Child Development Conversational Language Courses Cultural Differences Elementary Secondary Education English (Second Language) Foreign Countries Graduate Students Higher Education Literature Peer Evaluation Phonics Preservice Teacher Education Reading Skills Reflective Teaching Second Language Instruction Spelling Vocabulary Development Whole Language Approach Writing Skills Collected Works - Serials Hong Kong Singapore Taiwan National Taiwan Normal Univ., Taipei. Chinese English These four issues contain the following articles: "A Case Documentation of English Instruction at the Elementary School Level: The Cross-Cultural Impact of Native Speaker Teachers" (Hsien-Chin Liou) [written in Chinese]; "A Collaborative Tale with Two Taiwanese EFL College Groups" (Feng-Ming Chi); "A Developmental Study on Phonological Awareness and Spelling in Taiwanese EFL Children" (Li-Chen Chien and Shu-Hui Chen); "Designing Role Plays for the Language Class" (Jian-Shiung Shie); "Complementary Relevance of Machine Translation to Human Translation: A Theoretical Study" (Chung-Ling Shih); "The Politics of Locality: Globalization, Postcolonial English, and the Cultural Reconsideration of English Teaching and Learning" (Kun-Liang Chuang) [written in Chinese]; "A Preliminary Study of English Conversation Instruction at the Universities in Taiwan" (Shau-Ju Chang); "A Study of the Pedagogy of Using the Western Performance of Literature to Teach the English Poetry" (Yane-Hao Chen); "Learning in English: The Survival Strategies of Hong Kong Students" (Peter Herbert); "Reflection as an Integral Part of the Teacher Training Program" (Yi-Hsiu Lai); "Impersonation as an Optional Module of Language-Teaching Activities" (Jian-Shiung Shie); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Phonics Instruction and Whole Language Principles in an Elementary School EFL Classroom" (Meei-Ling Liaw); "A Study of Using Web Concordancing for English Vocabulary Learning in a Taiwanese High School Context" (Chuen-Yi Lee and Hsien-Chin Liou); "Predicting Second Language Reading Ability: A Reexamination of the Threshold Hypothesis Exploring the Contributions of Intrinsic Motivation" (Shih-Ming Liu); "Why Peer Comments Fail" (Hui-Tzu Min); "English Syllable Structure: Theory and Teaching Application" (Bei-Wu Wang) [written in Chinese]; "Integrating Children's Picture Books with Teaching Children English as a Foreign Language in 9-Year Joint Curricula Plan for Elementary and Junior High Schools" (Hui-Li Lin) [written in Chinese]; "Bilingual Policy and English Education in Singapore" (Hui-Ling Hus) [written in Chinese]; "Chinese-English Translation and English Writing Ability: On the Sustainability of Translation Tests" (Chi-Chiang Shei) [written in Chinese]; "Genre Analysis and Academic English Teaching: Improvement of Abstracts Written by Taiwanese Ph.D. Students" (Hieng-Hiong Liong) [written in Chinese]; "Task Difficulty in Semi-Direct Speaking Tests: Code Complexity" (Row-Whei Wu); and "L2 Acquisition of Subject-Prominence by EFL Students in Taiwan" (Chun-Yin Chen, Hsin-Yi Huang, and Hui-Chi Liao). (Papers contain references.) (SM) ED480563 English Teaching & Learning, 2002-2003. English Teaching & Learning v27 n1-4 July 2002-Apr 2003 2003-00-00 482 N/A 2004 2020-08-14

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No Business English Communications Elementary Secondary Education Global Approach Globalization International Relations Language of Instruction Political Influences Sociolinguistics World Affairs Crystal, David Books Books Reports - Descriptive World English English This book presents an account of the rise of English as a global language and explores the history, current status, and future potential of English as the international language of communication. Five chapters focus on the following: (1) "Why a Global Language?" (e.g., what a global language is, what makes a language global, and why a global language is needed); (2) "Why English? The Historical Account" (origins, America, Canada, the Caribbean, Australia, New Zealand, South Africa, South Asia, former colonial Africa, Southeast Asia, the South Pacific, and a world view); (3) "Why English? The Cultural Foundation" (e.g., political developments and access to knowledge); (4) "Why English? The Cultural Legacy (e.g., international relations, the media, international travel and safety, education, and communications); and (5) "The Future of Global English" (e.g., the rejection of English, contrasting attitudes, new Englishes, the future of English as a world language, and an English family of languages). (Contains approximately 200 references.) (SM) ED480564 English as a Global Language. Second Edition. 2003-00-00 ISBN-0-521-82347-1 227 Cambridge University Press, 40 West 20th Street, New York, NY 10011-4211 (hardbound: ISBN-0-521-82347-1, $45; paperbound: ISBN-0-521-53032-6, $15). Tel: 212-924-3900, ext. 310; e-mail: publicity@cup.org; Web site: http://www.cambridge.org. N/A 2004 2016-11-21

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Yes Access to Information Federal Programs Information Technology Library Development Library Planning Library Services Public Libraries Rural Areas Training User Needs (Information) Reports - Evaluative Library Services and Technology Act 1996 Vermont Vermont Library Services and Technology Act 1996 Vermont State Dept. of Libraries, Montpelier. English This evaluation of Vermont's 5-year LSTA (Library Services and Technology Act) plan begins with an overall report of results in achieving goals and objectives. This section offers an overview of Vermont's geography, population, and history and use of library services. Results are then described for each of the plan's seven goals and related objectives. The next section presents an in-depth evaluation that focuses on two elements: the use of technology in local libraries to strengthen local library services infrastructure and access; and consulting and training for local libraries and librarians resulting in improved services. Lessons learned are summarized, and a brief review of the evaluation process is provided. (MES) ED480565 Interdependence in Vermont: An Evaluation of Vermont's Five-Year LSTA Plan. 2002-04-00 27 Vermont Department of Libraries, 109 State Street, Montpelier, Vermont 05609-0601. Tel: 802-828-3261; Fax: 802-828-2199; e-mail: questions@dol.state.vt.us; Web site: http://dol.state.vt.us/. For full text: http://dol.state.vt.us/gopher_root5/libraries/lsta/VTLSTA2003-20075YRPLAN.PDF/. N/A 2004 2016-11-21

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Yes Academic Libraries Annual Reports Federal Programs Grants Library Cooperation Library Funding Library Services Public Libraries State Libraries Reports - Descriptive University of Vermont Vermont Library Services and Technology Act 1996 Vermont Library Services and Technology Act 1996 Vermont State Dept. of Libraries, Montpelier. English This document presents the annual report for Vermont's LSTA (Library Services and Technology Act) programs for the 2001 fiscal year. Part A, "Numerical/Landscape Data," compiles numerical information on grants, applications, and awards for the fiscal year. Part B, "Promising Practices/Exemplary Programs," describes a cooperative program between the State Department of Libraries and the University of Vermont Access Office related to reference and interlibrary loan services. Part C, "Report of Goals," provides a chart that shows LSTA funds, all other funds, type of library, user groups, and evaluation method for 11 goals. Part D, "Projects," contains brief descriptions of eight funded projects. A financial status report is appended. (MES) ED480566 State of Vermont Department of Libraries Library Services & Technology Act FY2001 Annual Report. 2001-00-00 14 Vermont Department of Libraries, 109 State Street, Montpelier, Vermont 05609-0601. Tel: 802-828-3261; Fax: 802-828-2199; e-mail: questions@dol.state.vt.us; Web site: http://dol.state.vt.us/. For full text: http://dol.state.vt.us/gopher_root5/libraries/LSTA/VTLSTAANNRPT01.PDF/. N/A 2004 2016-11-21

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Yes Annual Reports Bibliographic Records Cataloging Federal Government Library Personnel Library Services National Libraries Public Agencies Reports - Descriptive Library of Congress Library of Congress, Washington, DC. Cataloging Directorate. English This fiscal year 2002 annual report of the Library of Congress (LC) Cataloging Directorate covers the following topics: (1) production and productivity; (2) arrearage reduction; (3) the aftermath of the terrorist attacks of September 11, 2001; (4) cooperative cataloging programs; (5) conversion of LC records in Chinese from Wade-Giles to pinyin romanization; (6) labeling of hardbound books; (7) staffing and personnel management; (8) cataloging policy; (9) Electronic Resources Cataloging/ Library of Congress Action Plan; (10) Bibliographic Enrichment Advisory Team; (11) Cataloging in Publication; (12) Dewey Decimal Classification; (13) support for the LC ILS and automation; (14) training and outreach; and (15) collaboration with other directorates. Appendices include a report from the Office of the Director and a list of staff changes. (MES) ED480567 Library of Congress Cataloging Directorate Annual Report, Fiscal Year 2002. 2002-00-00 21 For full text: http://www.loc.gov/catdir/catdirfy02.html/. N/A 2004 2016-11-21

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Yes Annual Reports Bibliographic Records Cataloging Federal Government Library Personnel Library Services National Libraries Public Agencies Reports - Descriptive Library of Congress Library of Congress, Washington, DC. Cataloging Directorate. English This fiscal year 2001 annual report of the Library of Congress (LC) Cataloging Directorate covers the following topics: (1) Bicentennial Conference on Bibliographic Control for the New Millennium and LC Action Plan; (2) conversion of LC records in Chinese from Wade-Giles to pinyin romanization; (3) production and productivity; (4) cataloging efficiencies; (5) cooperative cataloging programs; (6) BEAT (Bibliographic Enrichment Activities Team/BeOnline and other electronic projects; (7) cataloging policy; Cataloging in Publication (CIP) and Electronic CIP (ECIP); (8) Dewey Decimal Classification; (9) accountability, staff development, and work environment; (10) support for the LC ILS and business process improvements; (11) leadership within LC; (12) scholarship and worldwide leadership; and (13) Office of the Director. (MES) ED480568 Library of Congress Cataloging Directorate Annual Report, Fiscal Year Ending September 30, 2001. 2001-00-00 17 For full text: http://www.loc.gov/catdir/catdirfy01.html/. N/A 2004 2016-11-21

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Yes Academic Libraries Higher Education Institutional Libraries Library Development Library Planning Library Services Library Statistics Organizational Objectives Public Libraries State Libraries Strategic Planning Reports - Descriptive South Carolina State Library, Columbia. English The current strategic plan of the South Carolina State Library contains five goals: provide information resources and services to meet the needs of the people of South Carolina; provide statewide programs to support local library services; serve as the advocate for libraries in South Carolina; encourage cooperation among libraries of all types; and continuously improve State Library operations and services. This report highlights the State Library's progress toward meeting these goals. The report consists of seven main sections: (1) Organization and Operations; (2) Activities--FY 2002; (3) South Carolina State Library publications; (4) Statistical Summary; (5) LSTA (Library Services and Technology Act) in South Carolina; (6) Financial Statement; and (7) South Carolina State Library Staff. Activities, service, and other information discussed in the second section include: state library users; state library collection; DISCUS--South Carolina's virtual library; consultant services; grant administration; children's services; continuing education; public library construction; marketing/public information services; legislation; collaborations; the South Carolina Library Network (SCLN); Internet/Telecommunications Project; South Carolina Group Database Licensing Project; staff development; volunteer program; and facilities. Two appendixes provide library directories (Public Library Board Chairmen; public libraries; colleges and universities; and libraries in state institutions) and library statistics (public library statistics; public libraries, annual statistics, FY 2002; South Carolina institutional libraries statistics, FY 2001-2002; and South Carolina college and university libraries statistics, FY 2001-2002.) (MES) ED480569 South Carolina State Library Annual Report, 2001-2002. 2002-00-00 60 For full text: http://www.state.sc.us/scsl/pubs/ar01-02/. N/A 2004 2020-11-03

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Yes Academic Achievement College Students College Transfer Students Community Colleges Educational Attainment Grade Point Average Outcomes of Education Portfolio Assessment Teacher Education Transfer Programs Two Year Colleges Townsend, Barbara Carr, Deborah Scholes, Robbie Reports - Research Speeches/Meeting Papers University of Missouri Columbia English The purpose of this study was to compare the academic performance of three student groups within the University of Missouri-Columbia's (MU) undergraduate teacher education program for two cohorts of students. The first cohort totaled 132 students who graduated in 2002. One hundred eight of these students were native/first-time freshmen, 5 were community college transfer students, and 19 were four-year college transfer students. The second set consisted of 112 students who graduated by May 2003. Eighty-seven of this cohort were native students, 7 were community college transfer students, and 18 were four-year college transfers. Sixty-four percent of the native students in the first cohort, and 76% of those in the second cohort had taken dual credit courses at a community college while in high school. The study demonstrated that in each of the two student sets, community college transfer students performed at approximately the same level academically as did the native students. This is useful evidence for those seeking to develop teacher education articulation agreements with individual community colleges in Missouri. Scrutiny of community college students' records gave no indication as to why they did so well. The authors recommend conducting similar studies over several years. (Contains 13 references.) (NB) ED480570 A Comparison of Transfer and Native Students' Academic Performance in a Teacher Education Program. 2003-07-00 8 N/A 2004 2016-11-21

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No College Students Community Colleges Curriculum Educational Assessment Evaluation Formative Evaluation Minimum Competencies Performance Based Assessment Program Evaluation Student Evaluation Two Year Colleges Reports - Descriptive Maricopa County Community College District AZ Maricopa County Community Coll. District, Phoenix, AZ. English This document offers reports on the Maricopa Community College District (Arizona) Governing Board's Goal on Post-Secondary Student Competencies. The report includes detailed information for ten MCCD schools. For example, the 1999-2000 academic year assessment for Chandler-Gilbert Community College (CGCC), analyzed the writing and mathematics programs at CGCC. These assessment efforts focused on classroom level and course level measures of general education skills, as well as cross-disciplinary measures of critical thinking and personal development. CGCC faculty, in collaboration with the Student Learning Outcomes Assessment Committee (SLOAC), created college-wide definitions for the competency outcomes listed by the Governing Board, collected documentation, and used the results of assessments to make changes in pedagogy, curriculum, course scheduling, advisement, and faculty development. Future recommendations for CGCC assessment efforts include: (1) Extending the writing competency rubric for use beyond English classes; (2) Increasing budget for continued assessment efforts; (3) Increasing cross-disciplinary assessment training, including group speakers; (4) Extending the math common final assessment to courses beyond College Algebra; and (5) Continuing to hold the annual faculty forum on assessment each year. The document offers, for each school included, an executive summary of the assessment efforts, highlights of the efforts, and future recommendations. (NB) ED480571 Report of the Maricopa Community College District Governing Board's Goal on Post-Secondary Student Competencies. 2001-02-00 40 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Community Colleges Evaluation Item Sampling Outcomes of Education Program Effectiveness Two Year Colleges Numerical/Quantitative Data Reports - Descriptive North Carolina Community College System North Carolina Community Coll. System, Raleigh. English This document is the fourteenth annual report on the critical successes of the North Carolina Community Colleges published in July 2003. The purpose of this document is to report on the performance measures for purposes of accountability and performance funding. Furthermore, the annual report serves as an evaluation instrument for the System strategic plan. The Critical Success Factors Matrix (the basis of the study that indicates the level of success of each community college) is divided into the following five factors: Core indicators of student success, workforce development, diverse populations learning needs, resources, and technology. Aside from explaining each factor in depth, the document also contains charts comparing the performance of all North Carolina Community Colleges in various areas. The methodology and data source of each part of the study varied depending on the goal of the study. For example, some of the data from the technological factor was gathered from the Academic and Student Service Division of the North Carolina Community College System while some of the data from the core indicators of student success factor came from surveys done by each college using a standard set of questions. (MZ) ED480572 Critical Success Factors, 2003 for the North Carolina Community College System. Fourteenth Annual Report. 2003-07-00 90 For full text: http://www.ncccs.cc.nc.us/Publications/docs/Publications/csf2003.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Continuing Education Educational Opportunities Employment Opportunities Employment Services Human Resources Institutes (Training Programs) Technical Assistance Two Year Colleges Reports - Descriptive North Carolina Community College System North Carolina Community Coll. System, Raleigh. English This document is an update of the performance of North Carolina Community Colleges in the year 2002 and it focuses on how despite challenges such as a recession and major layoffs, the community college system has improved the future of North Carolina by creating new programs. These programs include the New and Expanding Industry Training Program, Industrial Training Program, Focused Industrial Training program, Continuing Education Program, Human Resources Development Program, and Work Force Initiative, Training Initiatives Program, and Small Business Center Network. The document describes each program in depth and describes the success of the programs by comparing data from the year 2002 to previous years. The data shows that 96% of companies that used the programs offered at these community colleges rated the colleges as either excellent or very good. The article concludes by describing the current economic and workforce objectives of the North Carolina Community Colleges. Some of these objectives include maintaining/increasing the number of educational and training programs needed to meet the workforce needs of each individual sector as well as the demands of a diverse and underserved population, the needs of the workforce and economy, and workforce needs through occupational extension and small business centers. Contains 17 contacts. (MZ) ED480573 North Carolina Community College System Economic & Workforce Development Annual Report, 2002. 2002-00-00 50 For full text: http://www.ncccs.cc.nc.us/Business_and_Industry/docs/ Reports/EconomicandWorkforceDevelopmentAnnualReport2002.PDF. N/A 2004 2016-11-21

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Yes College Students Community Colleges Distance Education Nontraditional Students Online Courses Open Universities Transfer Programs Transfer Rates (College) Transfer Students Two Year College Students Two Year Colleges Giguere, Louis Reports - Research British Columbia Canada British Columbia Council on Admissions and Transfer, Vancouver. English The British Columbia Open University (BCOU) offers distance courses in a variety of disciplines. This study presents demographic and academic profiles of two types of BC transfer students: (1) Non-resident students known as University Access and Transfer (UAT) students registered in a BCOU Degree Program in 1999; and (2) Resident students, or those registered in a BCOU Degree Program in 1999 and those who graduated from a BCOU Degree Program in 1998 and 1999. Five hundred one students were registered in a BCOU degree program in 1999, and 304 BC transfer student graduated with a BCOU degree in 1998 and 1999. In 2000-01, 5,919 students were enrolled in BCOA UAT courses. Students register in BCOU courses for the purpose of transferring credit to other post-secondary institutions, to upgrade job skills, or for general interest purposes. The courses are offered according to a philosophy that is more akin to evaluation than instruction. BCOU students are generally older than traditional students, and many would not be able to complete their education without the distance option provided by BCOU. Six hundred thirty-nine BCOU students responded to a survey, for a return rate of 69.1%. Surveys offered a profile of students' age, primary reason for taking BCOU course, reason for choosing BCOU as a transfer institution, and other pertinent details. (Contains 14 references.) (NB) ED480574 A Profile of B.C. Transfer Students Registered with the B.C. Open University. 2002-03-00 93 For full text: http://www.bccat.bc.ca/pubs/profileBCOU.pdf. N/A 2004 2016-11-21

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Yes Academic Ability Child Care Community Colleges Flexible Scheduling Postsecondary Education Time Blocks Transfer Programs Two Year Colleges Undergraduate Students Ferguson, Roy Reports - Research University of Victoria BC British Columbia Malaspina College BC Canada British Columbia Council on Admissions and Transfer, Vancouver. English This document examines a retrospective study that compares the academic performance of students who entered the child and youth care degree programs with block transfer credit at two institutions in British Columbia with non-block students at the same institutions. The conclusions of the study were reached by examining GPA entry and exit scores between the two groups. The results proved that there were no major differences between the GPAs of graduating block transfer students and non-block transfer students. Furthermore, the data that examined the performance of the block transfer students lay to rest the concerns about these students' ability to complete upper level degree courses. A review is provided of the operation of the Child and Youth Care Education Consortium as a vehicle for providing integrated, multilateral block transfer assessments between the three child and youth care degree programs in BC and Canada. It concluded that the efficiency of the bilateral block transfer arrangements are themselves significant and this efficiency is multiplied when block transfer occurs on a multilateral basis within a consortium structure. Contains five references and three appendices. (MZ) ED480575 A Retrospective Look at Block Transfer Credit for Child and Youth Care Undergraduate University Students. 2002-10-03 21 N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Partnerships in Education Rural Areas Rural Environment Rural Sociology School Community Relationship Service Learning Student Participation Two Year College Students Two Year Colleges Holton, Nicholas Reports - Descriptive English Service learning is a pedagogical model that connects community service experiences with academic course learning. Large urban centers are often the leaders in developing service learning programs, due to the central locations of both institutions of higher education and community needs. This paper argues that rural areas have the same problems and require the same services. The paper uses Kirtland Community College, Michigan, as a model for development of a rural service learning program. The author debunks a number of myths concerning the difficulties of developing and the need for service learning programs in rural colleges and universities. It is generally believed that small rural community colleges are unable to financially support and sustain a comprehensive service learning program. Yet, a small college might actually find there is less bureaucracy to deal with, there are fewer people to convince of the efficacy of the proposal, and it may be easier to get a larger proportion of students to participate. It may also be easier to develop community partnerships because the scope of the interagency cooperation will be smaller and easier to organize. Argues for measuring the success of a program by the proportion of student involvement, the value to the community, and the example the students, faculty, and college set for the community. (NB) ED480576 Service Learning in the Rural Community College. 2003-00-00 11 N/A 2004 8/19/2004 23:31:07 RIEMAY2004

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Yes Career Development Careers Community Colleges Disabilities Education Work Relationship Educational Benefits Educational Objectives Females Minority Groups Nontraditional Students Outcomes of Education Two Year Colleges Vocational Followup Goho, James Blackman, Ashley Information Analyses Reports - Research Speeches/Meeting Papers Canada Canada English This study examines whether equity graduates (Aboriginal people, visible minorities, and persons with disabilities) of Canadian community colleges achieve employment outcomes that are equivalent with non-equity graduates. There appear to be differences in employment rates and earnings of Aboriginal compared to non-Aboriginal people, of men compared to women, of workers of color compared to other Canadians, and persons with disabilities compared to non-disabled. The researchers examined whether these disparities occur in the school to work transition period. The authors used a comprehensive Western Canadian community college for this study. The college had about 6,500 students enrolled in regular, full-time programs, and part-time and distance education enrollment of about 24,000 during the 2001-02 academic year. The study used two major sources of data: (1) an annual survey of graduates; and (2) institutional data on the characteristics of survey respondents. The students graduated during the 1999-2000 academic year. A total 1,041 out of 1,606 graduates responded, for a response rate of 65%. Women graduates were more likely to be employed (93%), but they were also more likely to work in part-time positions. Equity group members had lower employment rates. Older equity graduates had the least success in achieving employment. (Contains 10 tables, 2 figures, and 43 references.) (NB) ED480577 Employment Outcomes of Community College Equity Group Graduates. 2002-05-00 35 N/A 2004 2016-11-21

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Yes Citizenship Citizenship Education Citizenship Responsibility Foreign Countries Grade Span Configuration Law Related Education Partnerships in Education Secondary Education Service Learning Social Studies Poliakoff, Anne Rogers, Ed. Collected Works - Serials Opinion Papers Reports - Descriptive Czech Republic North Carolina Czech Republic North Carolina ISSN-0196-4984 Council for Basic Education, Washington, DC. English Civic education, not so long ago, was regarded as a core purpose of grade school preparation for adulthood, a mandate to educate young people about U.S. history, freedom and values, and citizenship's responsibilities. The landmark 1999 Civic Education Study, conducted by the International Association for the Evaluation of Educational Achievement, found the mean scores of U.S. 14-year-olds significantly higher than the international means of 28 other countries. This issue of "Basic Education" begins by looking overseas to the Czech Republic in the article "Civic Education in the Czech Republic: Citizenship after the Fall of Communism" (Ondrej Hausenblas) that recounts the challenges facing citizenship education in a post-communist society. The article, "A North Carolina Partnership Shares Lessons Learned about Civic Education" (Debra Henzey), brings readers to North Carolina, where a statewide collaborative works with public schools and community organizations to support civic education. The article "Service Learning: A Promising Practice" (La Verna Fountain) explores how students may acquire a new sense of civic responsibility and experience their capacity to shape public policy. The article "What's in a Name: Law Related and Civic Education" (Annette Boyd Pitts) examines how classroom exercises such as the case study and debate bring to life legal processes, principles of law, rights, and responsibilities. (BT) ED480578 Civic Education. Basic Education v47 n4 May/Jun 2003 2003-05-00 28 Council for Basic Education, 1319 F Street, NW Suite 900, Washington, DC 20004-1152 ($2). Tel: 202-347-4171; Fax: 202-347-5047; e-mail: info@c-b-e.org; Web site: http://www.c-b-e.org/. For full text: http://www.c-b-e.org/PDF/be/BE0305.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Higher Education Preservice Teacher Education Program Effectiveness Public Schools Reading Instruction Reading Teachers Rural Schools Teacher Recruitment Teacher Salaries Teaching Conditions Reports - Descriptive Southeast Center for Teaching Quality, Chapel Hill, NC. English This brief examines problems staffing rural schools and discusses the importance of teacher education in producing effective reading teachers. Over 31 percent of public schools are in rural areas, comprising over 49 percent of public school systems. Rural districts have difficulty recruiting teachers because they generally have lower salaries, they often neighbor wealthier areas, and teaching is a low-wage profession. Research shows that teacher salaries are 11-17 percent lower in rural schools nationwide. Contrary to the belief that the cost of living is lower in rural areas, research shows that it is more expensive to live in poor communities, where quality of life is less of an incentive. Many rural communities have no suitable local housing, and teachers must maintain reliable cars in areas without public transportation. A 3-year study of eight exemplary teacher education programs for teaching reading found that they shared characteristics reflecting International Reading Association and National Council for Accreditation of Teacher Education standards. Recent graduates of the programs produced students who made larger gains than students taught by comparison group teachers and experienced teachers. Programs that produced effective teachers had sufficient and appropriately allocated resources and shared a strong sense of institutional autonomy. Assessment at all levels was one important program component. (SM) ED480579 Shortchanging Rural Teachers. Teaching Quality: RESEARCH MATTERS. 2003-07-00 4 Southeast Center for Teaching Quality, University of North Carolina, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-9519; Fax: 919-843-7616; Web site: http://www.teachingquality.org. For full text: http://www.teachingquality.org/ResearchMatters/issues/2003/issue06-July2003.pdf. N/A 2004 8/19/2004 23:31:18 RIEMAY2004

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Yes Elementary Secondary Education Evaluation Methods National Standards Student Teacher Evaluation Teacher Competencies Teacher Knowledge Teacher Qualifications Teaching Skills Berry, Barnett Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 Southeast Center for Teaching Quality, Chapel Hill, NC. English This essay distinguishes between the No Child Left Behind (NCLB) Act's narrow definition of highly qualified teachers and the full range of skills and knowledge teachers must have to teach all children effectively. It asserts that the NCLB's lack of distinction between minimally and highly qualified teachers, along with rapid implementation schedules and limited resources, poses serious problems for building the teaching profession. The federal government is now pushing for a national standard for teachers and for a public reporting system that drives consumer demand for competent, caring, qualified teachers. The National Council for the Accreditation of Teacher Education and the Interstate New Teacher Assessment and Support Consortium have developed specific standards for prepared novice teachers, and the National Board for Professional Teaching Standards has developed standards for accomplished practice. Many states have not invested in the kinds of assessments that will determine whether new teachers are qualified to teach according to these standards. Although most states assess prospective teachers, most are not using true performance measures. The federal government is developing a national subject matter test that could help create a higher and consistent standard for all new teachers. This paper lists eight steps that must be taken before this can occur. (SM) ED480580 What It Means To Be a "Highly Qualified Teacher". 2002-10-00 6 Southeast Center for Teaching Quality, University of North Carolina, P.O. Box 2688, Chapel Hill, NC 27515-2688. Tel: 919-843-9519; Fax: 919-843-7616; Web site: http://www.teachingquality.org. For full text: http://www.teachingquality.org/resources/pdfs/definingHQ.pdf. N/A 2004 2016-11-21

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Yes Access to Education Disabilities Educational Legislation Elementary Secondary Education Private Schools Public Schools Special Education Special Needs Students State Standards Student Needs Student Rights Guides - Non-Classroom Individuals with Disabilities Education Act Individuals with Disabilities Education Act Council for Exceptional Children, Arlington, VA. Council for American Private Education, Germantown, MD. English This toolkit is designed to provide an understanding of the IDEA provisions related to parentally placed private school children with disabilities. It supports private and public school personnel, parents, policymakers, and students and offers descriptions of practices currently used by private and public school personnel nationwide to implement IDEA provisions related to parentally placed private school children with disabilities. The first section includes an introduction to and overview of the topic, noting general information-building practices (e.g., links to Web sites and descriptions of stakeholder practices). In some cases, a blackline master accompanies the information building practices. The toolkit is organized into sections that allow stakeholders to learn more about: how to locate children who may be affected by the IDEA provisions related to parentally placed private school children with disabilities; how to determine services for parentally placed private school children with disabilities; and what other state provisions may affect work with parentally placed private school children with disabilities. Each section includes an overview of the section topic, in-depth discussion of the topic, and information-building practices. Extensive appendices contain related material. (SM) ED480581 Children with Disabilities Placed by Their Parents in Private Schools: An IDEA Practices Toolkit. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. ISBN-0-86586-978-2 Administrators Parents Policymakers Practitioners Teachers 183 ILIAD Project, Council for Exceptional Children, 1110 North Glebe Read, Suite 300, Arlington, VA 22201-5704. Tel: 888-232-7733 (Toll-Free); Fax: 703-264-9494; Web site: http://www.cec.sped.org. Council for American Private Education, 13017 Wisteria Drive, #457, Germantown, MD 20874. Tel: 301-916-8460; Fax: 301-946-8485; Web site: http://www.capenet.org. N/A 2004 2016-11-21

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No Higher Education Student Financial Aid Student Financial Aid Officers Student Loan Programs Training Guides - Classroom - Learner Direct Lending Office of Student Financial Assistance (ED), Washington, DC. English This participant workbook instructs financial aid personnel in the use of the EDExpress System as it relates to direct student loans. The first session discusses common origination and disbursement of direct loans. The second session considers new loans, and session 3 covers disbursements. Session 4 discusses exporting and importing data, and session 5 deals with data management. Session 6 is a wrap-up. Eight appendixes deal with particular aspects of EDExpress and presents some tools and lists of resources. A glossary is included. (SLD) ED480582 Direct Loan Training, 2003-2004. EDExpress Training. Participant Workbook. 2003-04-00 Students 188 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398 (Publication no. EN 0502P). Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; TTY/TDD: 877-576-7734 (Toll Free); Web site: http://www.edpubs.org. N/A 2004 2016-11-21

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No Geriatrics Gerontology Professional Education Social Work Social Workers Mellor, M. Joanna, Ed. Ivry, Joann, Ed. Books Collected Works - General Reports - Descriptive English Chapters in this volume reflect a variety of issues related to education for gerontological social work. Chapters in section 1, "Geriatrics and Gerontology in Social Work Education," are: (1) "Social Work's Pursuit of a Common Professional Framework: Have We Reached a Milestone?" (Roberta Greene and Colleen Galambos); (2) "Basic Gerontological Competence for All Social Workers: The Need to 'Gerontologize' Social Work Education" (Anita L. Rosen, Joan Levy, and Terry Singer); (3) "Social Work Education for Interdisciplinary Practice with Older Adults and Their Families" (JoAnn Damron-Rodriguez and Constance Saltz Corley); and (4) "Strategies To Increase Student Interest in Aging" (Nancy P. Kropf). Section 2, "School-Based Initiatives," contains: (5) "The John A. Hartford Foundation Geriatric Social Initiative" (Laura A. Robbins and Corinne H. Rieder); (6) "Student Pioneers and Educational Innovations: Attracting Students to Gerontology" (Abigail R. Lawrence, Lily Jarman-Rohde, Ruth E. Dunkle, Ruth Campbell, Harriet Bakalar, and Lydia Li); (7) "Strengthening Geriatric Social Work Training: Perspectives from the University at Albany" (Regina M. Bures, Ronald W. Toseland, and Anne E. Fortune); (8) "The Hunter Experience: Innovations in the Field Practicum" (Joann Ivry and Bernadette R. Hadden); and (9) "Strengthening Geriatric Social Work through a Doctoral Fellowship Program" (James Lubben and Linda Krogh Harootyan). Section 3, "Models for Practice: Class and Field Curriculum Programs," contains: (10) "A Curriculum Module Enhances Students; Gerontological Practice-Related Knowledge and Attitudes" (Carole J. Olson); (11) "Service Learning in Elder Care: Ten Years of Growth and Assessment" (Carol R. Hegeman, Beverly Horowitz, Lynn Tepper, Karl Pillemer, and Leslie Schultz); (12) "Teaching Geriatric Assessment: A Hands-On Educational Experience" (Patricia Gleason-Wynn); (13) "Bridging the gap between Classroom and Practicum: Graduate Social Work Students in Health Care with Older Adults" (Denice Goodrich Liley); (14) "Incorporating Intergenerational Service-Learning into an Introductory Gerontology Course" (Lorraine T. Dorfman, Susan Murty, Jerry G. Ingram, and Ronnie J. Evans); and (15) "The Family Study: A Useful Gerontological Tool" (Denise Eldemire-Shearer and Chloe Morris). Each chapter contains references. (Contains 11 figures and 21 tables.) (SLD) ED480583 Advancing Gerontological Social Work Education. 2002-00-00 ISBN-0-7890-2065-3 276 Haworth Press Inc., 10 Alice Street, Binghamton, NY 13904 (clothbound: ISBN-0-7890-2064-5, $59.95; paperback: ISBN-0-7890-2065-3, $39.95). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582; e-mail: Orders@haworthpress.com; Web site: http://www.HaworthPress.com. N/A 2004 8/19/2004 23:31:31 RIEMAY2004 Published simultaneously as "Journal of Gerontological Social Work," Volume 39, Numbers 1/2, 2002.

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No College Admission Databases Educational Finance Educational History Educational Policy Foreign Countries Higher Education Geiger, Roger L., Ed. Books Collected Works - Serials Reports - Descriptive Great Books Curriculum United Negro College Fund ISSN-0737-2698 Pennsylvania State Univ., University Park. English This annual volume brings together papers related to the history of higher education in the United States and abroad. The papers are: (1) "A Canon of Democratic Intent: Reinterpreting the Roots of the Great Books Movement" (Katherine Chaddock Reynolds); (2) "Small Towns, Small Sects, and Coeducation in Midwestern Colleges, 1853-1861 (Doris Malkmus); (3) "A Word for Every Occasion: John D. Rockefeller Jr. and the United Negro College Fund, 1944-1960" (Marybeth Gasman); (4) "The 1947 President's Commission on Higher Education and the National Rhetoric on Higher Education Policy" (Philo Hutcheson); and (5) "State Higher Education Database, 1870-1965: An Introduction" (Research Note) (Susan R. Richardson). Each paper contains references. An annotated list of recent dissertations in the history of higher education is included. (SLD) ED480584 History of Higher Education Annual, 2002. History of Higher Education Annual v22 2002 2002-00-00 147 Higher Education Program, The Pennsylvania State University, 300 Rackley Building, University Park, PA 16802-3201 ($15). Tel: 814-863-0854. Web site: http://www.ed.psu.edu/hied/annual.default.htm. N/A 2004 2016-11-21

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No College Faculty Colleges Educational Technology Higher Education Professional Development Program Evaluation Staff Development Technological Advancement Technology Uses in Education Brown, David G., Ed. Books Collected Works - General Guides - Non-Classroom English The chapters in this collection tell how a wide range of universities implemented successful faculty development programs to help faculty use technology in their teaching. In more than 70 brief chapters divided into 7 sections, the book provides practical advice on how to integrate technology into teaching and learning activities. The sections are: (1) "Philosophy" (9 chapters); (2) "Communication" (11 chapters); (3) "Staffing and Support Strategies" (14 chapters); (4) "Teaching Environments" (6 chapters); (5) "Model Programs" (20 chapters); (6) "Assessment of Student Programs" (5 chapters); and (7) "Assessing the Effect of Technology on Learning" (6 chapters). (SLD) ED480585 Developing Faculty To Use Technology: Programs and Strategies To Enhance Teaching. 2003-00-00 ISBN-1-882982-62-2 337 Anker Publishing Company, Inc., P.O. Box 2247, Williston, VT 05495-2247 ($39.95 plus $6 shipping). Tel: 877-212-3838 (Toll Free); Fax: 802-864-7626; Web site: http://www.ankerpub.com. N/A 2004 8/19/2004 23:31:37 RIEMAY2004

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No Accountability Budgets Educational Finance Higher Education Public Colleges Questionnaires State Government State Legislation Surveys Burke, Joseph C. Minassians, Henrik Reports - Research Tests/Questionnaires Performance Budgeting Performance Funding State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government. English The seventh annual Survey of State Higher Education Finance Officers (SHEFOs) shows the continuing triumph of performance reporting and the continuing trials of performance budgeting and funding in higher education. Responses from SHEFOs from all 50 states show that performance reporting, which now is used in all but 4 states, is by far the preferred approach to accountability for higher education. Bad budgets for states and higher education continue to erode support for performance funding and budgeting. More polices makers in state government and higher education agencies seem to see performance reporting as a "no cost" alternative to performance funding and budgeting. The responses of some SHEFOs suggest that some policy makers may view performance reporting as an informal form of performance budgeting. Only a limited number of states are revising their reports to link them with the report cards in the "Measuring Up 2002" document. State governments are making only modest use of performance reports in planning and policymaking, and the same may be said of educational system boards. Only time will tell whether performance reporting represents "real" accountability that sets goals and seeks results or accountability "lite" that looks good, but is less fulfilling. Three appendixes contain the survey and data tables. (Contains 17 tables and 12 references.) (SLD) ED480586 Performance Reporting: "Real" Accountability or Accountability "Lite." Seventh Annual Survey, 2003. 2003-00-00 39 Nelson A. Rockefeller Institute of Government, State University of New York, 411 State Street, Albany, NY 12203-1003. Tel: 518-443-5845; Web site: http://www.rockinst.org/highereduc.htm. N/A 2004 2016-11-21

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No Annual Reports Budgets Cooperative Programs Economic Factors Educational Cooperation Educational Finance Higher Education Interstate Programs Partnerships in Education Program Descriptions Retrenchment Student Exchange Programs Reports - Descriptive Western Interstate Commission for Higher Education Western Interstate Commission for Higher Education, Boulder, CO. English This report describes the activities and operations of the Western Interstate Commission for Higher Education (WICHE). Over the past 12 months, WICHE member states have faced the toughest financial times in recent memory. Higher education in member states, as in the rest of the country, has been hit hard, with midyear budget cuts, reduced financial aid, and student populations that continue to grow. In the past year, WICHE has been busy analyzing policy options and exploring alternatives and solutions to financial problems facing higher education. WICHE has produced its annual report on tuition and fees and has been instrumental in the study of distance education options. A WICHE core activity for years has been the facilitation of student exchange among institutions in different states, and these activities continued in the past year. Although finance issues are not the only problems facing WICHE members, financial constraints relate to each of these important concerns: access, quality and innovation, workforce development, and accountability. This annual report shows how WICHE has been working on these issues. Individual sections describe WICHE efforts with regard to: (1) policy analysis and research; (2) programs and services; (3) the Western Cooperative for Educational Telecommunications; (4) a mental health program; and (5) the Consortium for North American Higher Education Collaboration. (SLD) ED480587 The Spirit of the West: Western Interstate Commission for Higher Education (WICHE) Annual Report, 2003. 2003-00-00 23 For full text: http://www.wiche.edu/annualreport03/arprint.pdf. N/A 2004 2016-11-21

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Yes Access to Education Developmental Programs Educational Policy Educational Trends Higher Education Learning Models Resources Trend Analysis Arendale, David Reference Materials - Bibliographies English This annotated bibliography provides an overview of selected recent publications related to issues that will impact developmental education in the future. The document is divided into six sections: (1) interviews by national leaders in the field; (2) changing values in higher education; (3) culture and demographics; (4) educational theory and its implications; (5) institutional, state, and national policies; and (6) model practices in developmental education. Many of the documents are available online, as noted. Because future trends are often detected in five states (California, Colorado, Connecticut, Florida, and Texas), the reader is encouraged to pay particular attention to events in these states. (SLD) ED480588 Annotated Bibliography of Future Trends in Academic Access, Developmental Education and Learning Assistance. Revised. 2003-08-07 13 N/A 2004 8/19/2004 23:31:46 RIEMAY2004 For updates to this bibliography, see the searchable database at: http://www.tc.umn.edu/~arend011/bibdir.htm.

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Yes College Students Difficulty Level Higher Education Instruction Learning Teaching Methods Arendale, David R., Comp. Reference Materials - Bibliographies Video Technology English This extensive annotated bibliography lists sources related to Supplemental Instruction (SI) and Video-Based Supplemental Instruction (VSI). The SI model of academic assistance helps students in historically difficult classes master content while they develop and integrate learning and study strategies. SI was created at the University of Missouri-Kansas City in 1973. It has been named an Exemplary Education Program by the U.S. Department of Education, and faculty and staff from more than 1,000 institutions in 13 countries have received training to implement SI. VSI differs from SI in several respects. Students in VSI enroll in the video section of the difficult course, VSI integrates much of what is best about developmental education directly into the core curriculum. (SLD) ED480589 Supplemental Instruction/VSI Annotated Bibliography. Revised. 2003-08-08 160 N/A 2004 2016-11-23

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Yes College Students Colleges Enrichment Activities Higher Education Instruction Instructional Effectiveness Program Effectiveness Teaching Methods Arendale, David Ray Dissertations/Theses - Doctoral Dissertations Reports - Research Tests/Questionnaires English This research investigated variables that may influence effectiveness of the Supplemental Instruction (SI) learning assistance and enrichment program at the University of Missouri-Kansas City and other U.S. postsecondary institutions. The first study analyzed variables related to academic performance of students from the university (mean final course grades, rate of course withdrawal, and rate of persistence). Study two investigated variables at 735 U.S. postsecondary institutions related to academic performance of students and satisfaction level with the campus SI program. Independent variables included: administrative placement of the SI program unit (academic affairs, student affairs, or other); age of the SI program, fidelity of the program to SI program activity constructs (SI Supervisor involvement, SI Leader involvement, SI Leader training, institutional involvement), and four dependent variables (mean final course grades, mean percent of "D" and "F" final course grades and course withdrawals, mean percent of students who participate in the program, and satisfaction level with the program. The first study found a positive correlation between higher academic achievement and persistence rates with the independent variables of SI attendance and measures of precollegiate academic achievement. In study two, there were statistically significant positive correlations with three of four program activity constructs and the effectiveness of the program regarding improved student outcomes and higher satisfaction ratings by campus administrators who supervised the program. Among the implications of this research is the identification of key activities that should be observed to maximize program effectiveness. Three appendixes contain survey correspondence, a survey questionnaire, and an extensive annotated bibliography of world related to SI. (Contains 290 references and 34 tables.) (SLD) ED480590 Effect of Administrative Placement and Fidelity of Implementation of the Model on Effectiveness of Supplemental Instruction Programs. 2000-00-00 476 N/A 2004 8/19/2004 23:31:54 RIEMAY2004 Ph.D. Dissertation, University of Missouri-Kansas City. For a related bibliography, see HE 036 139.

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Yes Educational History Educational Practices Educational Sociology Educational Trends Foreign Countries Higher Education Instruction Scholarship Grenfell, Michael Information Analyses Reports - Descriptive England France Bourdieu (Pierre) France United Kingdom (England) Southampton Univ. (England). Centre for Language Education. English Pierre Bourdieu, the French sociologist whose work spanned over 40 years, died in January 2002. His work took in such diverse topics as international politics, colonialism, art and the media, marriage patterns of French farmers, and gender studies. As the Chair in Sociology at the College de France, Bourdieu published a number of major studies of French society, but it is perhaps as a sociologist of education that he will be best remembered. His interest in education began in the 1950s and resulted in studies of French schools and schooling. Later, he concerned himself increasingly with higher education and the French systems for recruiting the political elite. This paper offers a reconsideration of Bourdieu's work on education and sets out his main instruments of analysis. The paper also considers some recent trends in classroom practice in England and discusses these in the light of Bourdieu's approach. It considers how sociology can give people a perspective in aspects of education that are not immediately apparent and that certainly run counter to their stated aims and objectives. Specifically, it discusses how the ideas of Bourdieu provide insights and possible ways of understanding which enrich knowledge of pedagogic processes. (Contains 52 references.) (BT) ED480591 Bourdieu in the Classroom. Occasional Paper. 2003-02-00 25 Center for Language Education, c/o Research and Graduate School of Education, University of Southampton, Southampton SO 17 1BJ England. Tel: 00-44-0-1703-592433; Fax: 00-44-0-1703-593556; e-mail: rc4@soton.ac.uk; Web site: http://www.education.soton.ac.uk/research_and_centres/centres_and_divisions/. N/A 2004 2016-11-21

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Yes Area Studies Autobiographies Elementary Secondary Education Foreign Countries Global Education Higher Education Instructional Effectiveness Instructional Materials Latin American Culture Latin American History Scripts Social Studies Howard, Diane Elizabeth Trejo, Natalia Opinion Papers Speeches/Meeting Papers Argentina Latin American Studies Argentina English Presenting autobiographical stories from Hispanic culture and history, especially the stories of fascinating, historic role models can be beneficial, educational, therapeutic, and empowering for presenters and audiences. This paper is divided into two sections. Section (1) discusses in detail presenting such autobiographical stories and how to develop a script for presentation. It states that effective presenters of autobiographical stories are skillful empathetic storytellers whose work is particularly well suited and cost effective for use in distance learning, video programming, television, and broadcast journalism. Section (2) presents a script about the life of Eva Peron, the young wife of Argentina's president during the late 1940s and early 1950s, Juan Peron, and based on her autobiography, "Evita by Evita." The paper explains that Eva died of cancer on July 26, 1952, at the age of 33. (BT) ED480592 Presenting Autobiographical Stories from Hispanic Culture and History: Eva Peron, Sinner or Saint? 2001-09-00 22 N/A 2004 2016-11-21

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No Citizen Participation Citizenship Citizenship Education Civics Democracy Elementary Secondary Education Laws Literacy National Standards Numeracy Public Schools Social Studies McClung, Merle Steven Guides - Non-Classroom Opinion Papers United States Constitution September 11 Terrorist Attacks 2001 United States Constitution Phi Delta Kappa Educational Foundation, Bloomington, IN. English In the elections of 2000, one-half of U.S. citizens did not vote, or vote effectively. This reflects a marked decline in civic participation. Before these serious civic issues could be addressed, a second national civics lesson suddenly upstaged the first when international terrorists hijacked and crashed commercial airliners into the World Trade Center (New York) and the Pentagon (Washington, DC) on September 11, 2001, killing thousands of civilians. These challenges to the democracy came at a time when there has been widespread public perception that the schools are failing to teach students basic skills. The primary purpose of public education is to prepare students to participate effectively as citizens in the U.S. constitutional democracy. Just as the U.S. Constitution provides direction for the country, the civic standard can provide direction for public education. This fastback is a preliminary attempt to define and interpret the civic standard. The fastback is divided into seven sections: (1) "Introduction"; (2) "The Civic Standard" (The Multipurpose Abyss); (3) "Defining the Civic Standard"; (4) "The Law and the Civic Standard" (State Courts and Justice DeGrasse's Decision); (5) "Implications of the Civic Standard" (Some Assessment Implications); (6) "Civic Engagement" (Professional Commitment; Citizen Involvement); and (7) "Conclusion". Lists 15 references and 5 court cases. (BT) ED480593 Public School Purpose: The Civic Standard. Fastback 503. 2002-00-00 ISBN-0-87367-885-0 48 Phi Delta Kappa Educational Foundation, P.O. Box 789, Bloomington, IN 47402-0789. Tel: 800-766-1156 (Toll Free); Fax: 812-339-0018; e-mail: headquarters@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Academic Standards Heritage Education Historic Sites Internet Kindergarten Primary Sources Social Studies State Standards United States History Pardes, Lupita Guides - Classroom - Teacher California San Bernardino County Superintendent of Schools, CA. English For this kindergarten classroom activity, students are asked to pretend they have just won a trip to four historical sites: (1) Lincoln Memorial; (2) Mount Rushmore; (3) White House; and (4) Statue of Liberty. The activity instructs the students to keep a journal of the trip (taken via the Internet) so that a presentation can be given to the class about the favorite monument. A 4-day detailed procedure for implementing the activity is provided for the teacher. Five Internet resources are provided. The unit offers learning advice for students and a conclusion. It concludes with notes for the teacher about grade level, content standards, lesson purpose and goals, information literacy, length of time for class periods, materials needed, set up and management of the lesson, an introduction to the activity, interdisciplinary connections and additional resources. (BT) ED480594 My Favorite American Monument. Kindergarten Activity. Schools of California Online Resources for Education (SCORE): Connecting California's Classrooms to the World. 2002-00-00 Practitioners Teachers 10 Schools of California Online Resources for Education, San Bernardino County Superintendent of Schools, 601 North East Street, San Bernardino, CA 92410-3093. E-mail: webmaster@score.rims.k12.ca.us. For full text: http://score.rims.k12.ca.us. N/A 2004 2020-11-03

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Yes Birds Botany Curriculum Enrichment Elementary Secondary Education Geography National Standards Natural Sciences Primary Sources Social Studies United States History Collected Works - General Guides - Classroom - Teacher Ideas Lewis and Clark Expedition Naturalistic Studies Specimens (Science) Smithsonian Institution, Washington, DC. National Museum of Natural History. English Intended for use in elementary and high school education, this Web site includes a teacher's guide and three lesson plans. The site contains images of museum specimens, scientific drawings, and field photos of the plant and animal species observed by Meriwether Lewis and William Clark, along with journal excerpts, historical notes, and references for many of these examples as well as the date and location of observation. The site may be searched by species groups (mammals, plants, birds, fish, reptiles, amphibians), by location (interactive map, the collection, or search), or by date (interactive map-timeline, or the collection). The "Resources" section includes suggestions for teachers as well as links to sites to Web sites with additional information about the plant and animal species. The teacher's guide provides ideas to get students immersed in U.S. history, geography, social studies, and the natural world at the beginning of the 19th as well as the 21st century. It contains ideas (by Susan Metcalfe and Robert Costello) for grades 3-5, grades 6-8, and grades 9-12. The lesson plan, "Beginning Botany with Camas" (Gail McEachron), specifies grade level, purpose, and previous knowledge; cites objectives; provides a detailed procedure; offers background information; addresses standards; and lists references. The lesson plans, "Clark's Nutcracker" and "Grizzly Survival" (Gail McEachron), present background information before following the same procedure as the first lesson. (BT) ED480595 Lewis and Clark as Naturalists. 2002-00-00 Practitioners Teachers 38 National Museum of Natural History, 10th Street and Constitution Ave., NW, Washington, DC 20560. For full text: http://web4.si.edu/lewisandclark/. N/A 2004 2016-11-21

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Yes Citizen Participation Citizenship Education Elementary Secondary Education Field Trips Juvenile Courts Public Policy Social Studies Special Needs Students Student Participation Pearson, Sarah S. Voke, Heather M. Reports - Descriptive Site Visits First Amendment First Amendment American Youth Policy Forum, Washington, DC. English In 2002-2003, American Youth Policy Forum conducted a series of forums and field trips focused on issues related to the development of effective citizenry and youth engagement. This publication reports on some of the ideas that were presented and discussed during the course of these activities, and describes some of the work that individuals and groups are currently engaged in to promote the development of effective and engaged citizens. The document contains: (1) "Introduction"; (2) "How Can We Build an Effective a Citizenry? Lessons Learned"; (3) "Preparing for a Successful Adult Life: Voices from Youth with Disabilities"; (4) "Youth VOICES: Scaling Up a Youth Civic Engagement Program"; (5) "Creating Laboratories of Democracy: First Amendment Schools; (6) "Extending Service to All Youth"; (7) "Generation DotNet: A Civic and Political Portrait"; (8) "Engaging Youth in Public Policymaking through Youth Cabinets and Youth Commissions"; (9) "Youth Action for Educational Change"; (10) "The Power of Youth Court to Build an Effective Citizenry"; and (11) "Students Changing the Course of Public Policy". The publication discusses lessons learned from these events and summarizes each forum and field trip in the series. It concludes with recommendations collected from the series for building an effective youth citizenry. (BT) ED480596 Building an Effective Citizenry: Lessons Learned from Initiatives in Youth Engagement. 2003-00-00 Surdna Foundation, Inc., New York, NY. ISBN-1-887031-80-4 39 American Youth Policy Forum, 1836 Jefferson Place, NW, Washington, DC 20036. Tel: 202-775-9731; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org/. N/A 2004 2016-11-21

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No Developing Nations Educational Assessment Educational Development Educational Research Elementary Secondary Education Foreign Countries Outcomes of Education Performance Factors di Gropello, Emanuela Reports - Evaluative Caribbean World Bank ISSN-1726-5878 World Bank, Washington, DC. English This study represents a first attempt at providing a comprehensive quantification of educational outcomes in the Caribbean region. Its main objectives are: (1) to define a set of operationally relevant education indicators; (2) to provide a database of comparable education indicators in Caribbean countries where data is available, namely Belize, Dominica, Dominican Republic, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines, and Trinidad and Tobago; and (3) to propose methods on how the common set of indicators can be used for analyses of the education sectors. This exercise is all the more important within the framework of the current Education for All and Millennium Development Goals initiatives that require the identification and monitoring of relevant indicators to establish where the countries stand in relation to the target of universal primary education. The study systematically reviews educational indicators in coverage, efficiency, and quality, leading to specific recommendations on the type of indicator relevant to operational diagnostics of the education sectors. It provides a detailed review of the Caribbean status in producing education indicators and demonstrates how a new database can be used to depict where the education sectors stand. Building on these methods and findings, it presents a set of specific recommendations to the Caribbean countries on how to improve the diagnostics of their education sectors.Includes an extensive number of tables, charts, boxes, and figures. (Contains 48 references and 54 notes.) (BT) ED480597 Monitoring Educational Performance in the Caribbean. World Bank Working Paper. 2003-00-00 ISBN-0-8213-5516-3 106 World Bank, 1818 H Street, NW, Washington, DC 20433. Tel: 202-473-1000; e-mail: feedback@worldbank.org; Web site: http://www.worldbank.org. N/A 2004 2016-11-21

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No Developing Nations Economic Development Educational Improvement Foreign Countries Outcomes of Education Social Science Research Jayasuriya, Ruwan, Ed. Wodon, Quentin, Ed. Collected Works - General Reports - Research Mexico World Bank Argentina Health Outcomes Argentina Mexico ISSN-1726-5878 World Bank, Washington, DC. English The Millennium Development Goals (MDGs) provide clear targets and areas of focus for international organizations such as the World Bank. At a conceptual level, to reduce poverty and hunger, to improve education and health indicators, and to promote gender equality and sustainable development, countries can either increase the resources they allocate to these objectives, or increase the efficiency with which they use their available resources. The four papers presented in this study deal with the second option: increasing the efficiency of countries, and of decentralized entities within countries, in producing good outcomes with their available resources. The first two papers "Measuring and Explaining Country Efficiency in Improving Health and Education Indicators" and "Measuring and Explaining the Impact of Productive Efficiency on Economic Development" use country-level data to analyze the efficiency of countries for improving health, education, and GDP outcomes. The last two papers "Reaching Health and Education Targets in Argentina: A Provincial-Level Analysis" and "Development Targets and Efficiency in Improving Education and Health Outcomes in Mexico's Southern States" use within-country data on health and education from Argentina and Mexico to look at the same issues. Together, the four papers suggest that apart from increasing inputs, it is necessary to improve efficiency to reach the MDGs. Includes 18 notes and an extensive number of tables, figures, and boxes. Each paper contains references. (BT) ED480598 Efficiency in Reaching the Millennium Development Goals. World Bank Working Paper. 2003-00-00 ISBN-0-8213-5538-4 93 World Bank, 1818 H Street, NW, Washington, DC 20433. Tel: 202-473-1000; e-mail: feedback@worldbank.org; Web site: http://www.worldbank.org. N/A 2004 2016-11-21

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Yes Area Studies Art Education Chinese Americans Chinese Culture Curriculum Enrichment Educational Resources Elementary Secondary Education Exhibits Foreign Countries Global Education Museums State Standards Visual Arts Guides - Classroom - Teacher Chinese Civilization Cultural Resources California China Chinese Art California China English The materials in this curriculum guide were designed to prepare teachers and students in grades 2-11 for the "Secret World of the Forbidden City: Splendors from China's Imperial Palace 1644-1911" exhibition at the Oakland Museum of California Education Department, to inform teachers and students about Imperial China, and to illuminate the continuing traditions of U.S. Chinese people in California. The guide includes a detailed table showing grade level recommendations and connections to the State of California Content Standards and Visual Arts Framework. It is divided into five sections: (1) consists of two activities that teach general techniques and strategies for learning from objects and artworks; (2) gives historical information relevant to the exhibition period and color transparency photos of selected objects from the exhibition, divided into the themes of the exhibition; (3) contains follow-up activities (English/language arts, history/social science, and visual arts) based on aspects of life in Imperial China; (4) highlights the Chinese experience in California and emphasizes the traditional practices kept alive by Chinese immigrants and contains interdisciplinary lessons which follow the background information; and (5) presents background information on China's history, religions, accomplishments, and culture. Follow-up questions are provided for older students to read on their own and then discuss the questions as a group. An appendix contains a Chinese pronunciation guide, glossary, selected bibliography, and guide evaluation. (BT) ED480599 Secret World of the Forbidden City: Splendors from Imperial China, 1644-1911 and Change and Continuity: Chinese Americans in California. Exhibition Information and Curriculum Guide for Teachers Grades 2-11. 2000-00-00 Practitioners Teachers 101 Oakland Museum of California, 100 Oak Street, Oakland, CA 94607-4892. Tel: 510-238-2200; Web site: http://www.museumca.org/exhibit/exhib_forbiddencity.html. N/A 2004 2016-11-21

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Yes Academic Standards Curriculum Development Demonstration Programs Elementary Secondary Education Global Education International Education Public Schools Social Studies State Standards Durtka, Sharon Dye, Alex Freund, Judy Harris, Jay Kline, Julie LeBreck, Carol Reimbold, Rebecca Tabachnick, Robert Tantala, Renee Wagler, Mark Guides - Non-Classroom Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English International education begins at home, in the very communities and environments most familiar to students. A student does not need to travel outside U.S. borders to meet the peoples or understand the issues of the global village. This planning guide shows how curriculum in all subject areas encompasses global challenges, global cultures, and global connections. The guide is based on work taking place in Wisconsin classrooms and takes its lead from Wisconsin's Model Academic Standards. Wisconsin's heritage cultures are part of the fabric of the guide, and they weave their way through all its chapters. Following introductory information, the guide is divided into eight chapters: (1) "Defining International Education: What Is It? Why Is It Important?"; (2) "Organizing International Education"; (3) "Teaching International Education: Strategies and Check Lists"; (4) "Connecting International Education to the Standards"; (5) "Building International Programs in Our Schools"; (6) "Viewing International Education in Wisconsin: A Sampler of 35 Exemplary Programs"; (7) "Resources for International Education"; and (8) "Appendices for International Education" (n=6). (BT) ED480600 Planning Curriculum in International Education. 2002-00-00 ISBN-1-57337-102-5 Practitioners Teachers 361 Publications Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 800-243-8782 (Toll Free); Tel: 608-266-2188; Fax: 608-267-9110; Web site: http://www.dpi.state.wi.us/pubsales. N/A 2004 2020-08-20

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Yes Heritage Education Intermediate Grades Middle Schools Monetary Systems Primary Sources Revolutionary War (United States) Social Studies United States History Guides - Classroom - Teacher Smithsonian Institution, Washington, DC. English The monetary system in the U.S. colonies was notable because it was based on thin air. The earliest forms of U.S. money were commodities, items that were not just tokens of wealth but had some intrinsic value. In addition to adopting the Indians' use of wampum and furs, the colonists used crops and European-made items such as nails. In 1775, the Continental Congress issued the colonies' first uniform currency, the bills that came to be called "Continental." The colonies, soon to call themselves states, issued their own bills. Like the Continentals, this money served to finance and to promote the Revolutionary War. This booklet from the Smithsonian contains two lesson plans on the money of the period. Lesson (1) "Money Talks," students move from fact finding to interpretations as they examine paper money from the time of the Revolutionary War; and Lesson (2) "Pictures Telling Stories," shows not only the importance of primary sources in the study of U.S. history but also the limitations of relying only on primary sources of taking the money on face value. Both lessons address materials and preparation and provides a step-by-step procedure for classroom implementation. Contains photos of the paper money and a glossary of Latin inscriptions. (BT) ED480601 Revolutionary Money. Part One. 2003-00-00 Practitioners Teachers 23 Smithsonian Information, P.O. Box 23293, Washington, DC 20026-3293. Tel: 202-357-2700; e-mail: info@si.edu; Web site: http://www.si.edu/info/education.htm. For full text: http://www.smithsonianeducation.org/images/educators/ lesson_plan/revolutionary_money/pdf/si_revolutionary_money.pdf. N/A 2004 2020-11-23

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Yes Archaeology Community Colleges Environmental Education Geology High Schools Higher Education Interdisciplinary Approach Likert Scales Physical Geography Program Descriptions Student Attitudes Student Reaction Student Surveys Rodrigue, Christine M. Wechsler, Suzanne P. Whitney, David J. Ambos, Elizabeth L. Ramirez-Herrera, Maria Teresa Behl, Richard Francis, Robert D. Larson, Daniel O. Hazen, Crisanne Reports - Research Speeches/Meeting Papers California State University Long Beach Program Objectives English This paper describes an interdisciplinary project at California State University (Long Beach) designed to increase the attractiveness of the geosciences to underrepresented groups. The project is called the Geoscience Diversity Enhancement Project (GDEP). It is a 3-year program which began in the fall of 2001 with funding from the National Science Foundation (NSF). The project's purpose is to attract NSF-defined science, technology, engineering, and mathematics minorities in local community colleges and high schools into the geosciences through an intensive summer research experience at California State Long Beach. The geosciences are defined as physical geography, geology, archaeology, and environmental science. An important aspect of GDEP is assessment of the degree to which it accomplishes its goals. To establish a baseline of general education student perceptions of the geosciences, surveys were distributed to sections of each department's basic general education science course. The survey consists of 25-30 questions to be answered along 1-5 point Likert scales ranging from strongly agree to strongly disagree. Results remain disappointing. At this stage, 60% of student pre-test responses diverged significantly from neutral, with positive and negative divergences roughly equal at 32% and 28%, respectively. In the post-tests only half diverged significantly from neutral. In all, student perceptions basically became overall more neutral. (BT) ED480602 Geoscience Diversity Enhancement Project: Student Responses. 2003-03-05 24 N/A 2004 2016-11-21

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Yes Academic Standards Air Transportation Aviation Education Curriculum Enrichment Intermediate Grades Middle Schools National Standards Primary Sources Social Studies Student Research United States History Binns, Stephen Guides - Classroom - Teacher National History Standards Smithsonian Institution Standards for the English Language Arts Wright Brothers Aviation Smithsonian Institution, Washington, DC. Office of Education. English When Orville and Wilbur Wright began their studies of aviation, they did not overlook the great experts on the subject the birds. The brothers became interested in flight as children, when their father brought home a little flying toy powered by a rubber band. Later, they corresponded with the Smithsonian Institution (Washington, DC) which sent them pamphlets and a book about flight. On December 17, 1903, Orville Wright flew in a motor-powered craft for 12 seconds across 120 feet of sand near Kitty Hawk, North Carolina. This lesson plan, "Who, What, Where, Why," offers a background essay; presents preparation information and a vocabulary; and provides a step-by-step procedure for classroom implementation. The lesson plan also addresses assessment and curriculum enrichment. Contains photographs, letters, a magazine interview, and a newspaper story about the flight (the primary sources). Lists six Web sites, five books for teachers, and several books for students. (BT) ED480603 History through Primary Sources--Stories of the Wrights' Flight. Smithsonian in Your Classroom. 2003-00-00 Practitioners Teachers 17 Smithsonian Center for Education and Museum Studies, Arts and Industries Building, MRC 402, P.O. Box 37012, Washington, DC 20013-7012 ($5). For full text: http://www.smithsonianeducation.org/educators/lesson_plans/wright/wright.pdf. N/A 2004 2016-11-21

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Yes Creative Thinking Elementary Education Exhibits Inventions Play Science Education Social Studies Student Educational Objectives Technological Literacy United States History Judd, Michael Lacasse, Jane Smith, Monica Reilly, Katie Guides - Classroom - Teacher Smithsonian Institution Inventors National Museum of American History, Washington, DC. English A Smithsonian exhibition was developed that looked at invention in an innovative way. It aimed to encourage visitors to make connections between their own lives and abilities and those of inventors. The role of play in the invention process was examined. Play is a universal and familiar activity and can help people find the link between their own experiences and those of the famed inventors in history books. This educators' manual is divided into the seven sections: (1) "Introduction Why Invention and Play?"; (2) "Exhibition Description"; (3) "Playful Inventors" (Borrow from Nature: Inventors: Alexander Graham Bell, Paul McCready, Activities; Keep Making It Better: Inventors: Newman Darby, Sally Fox, Activity; Find Opportunities in Obstacles: Inventors: Ann Moore, Krysta Morlan, Activity; Recognize the Unusual: Inventors: Stephanie Kwolek, Art Fry, Activity; Jump the Tracks: Inventors: James McLurkin, Chuck Hoberman, Activities; Many Heads Are Better Than One: Inventors: IDEO Company, Thomas Edison and Menlo Park, Activity); (4) "The Invention Playhouse"; (5) "Issues in Play Past, Present, and Future"; (6) "Invention and Play Quotations"; and (7) "Teacher Resources and References." (BT) ED480604 Invention at Play. Educators' Manual. 2002-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 37 Smithsonian National Museum of American History, 14th Street and Constitution Avenue, NW, Washington, DC 20560. Tel: 202-357-3306; Fax: 202-357-4945; Web site: http://americanhistory.si.edu/. For full text: http://www.inventionatplay.org/iapeducatorsmanual.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Curriculum Enrichment Geography Historic Sites National Standards Primary Sources Secondary Education Social Studies Student Educational Objectives United States History Campbell-Page, Theresa Chin, Mike Guides - Classroom - Teacher National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. English Beginning a journey mid-May 1804, what became known as the Corps of Discovery, under the command of Meriwether Lewis and William Clark, set out to investigate the newly acquired Louisiana Territory, locate a water route to the Pacific Ocean, and strengthen U.S. claims to the northwest. The 55-member group navigated a variety of terrains and endured hardships, successes, and discoveries. This lesson plan is based on the National Register of Historic Places registration files for "Fort Clatsop National Memorial,""Lemhi Pass,""Lolo Trail," and other sources. The lesson can be used in units on 19th-century westward expansion and U.S. and Native American Indian relations. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3)"Setting the Stage: Historical Context"; (4) "Locating the Site: Maps (United States in 1800, United States in 1810, Lewis and Clark Trail)"; (5) "Determining the Facts: Readings (Corps of Discovery, Lemhi Pass and Lolo Trail, Wintering on the West Coast, Lemhi Shoshone and Coastal tribes); (6) "Visual Evidence: Images" (Lewis and Clark Expedition, 1814; Lewis and Clark Expedition, 1958; Jefferson Peace Medal; Fort Clatsop; Salt Works; Shoshone Smoking Pipe; Fern Leaf); (7) "Putting It All Together: Activities" (Legacy of Lewis and Clark, American Indians, Power of the Pen, Creating maps); and (8) "Supplementary Resources." (BT) ED480605 The Lewis and Clark Expedition: Documenting the Uncharted Northwest. Teaching with Historic Places. 2003-00-00 Practitioners Teachers 58 Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street, NW, Suite NC400, Washington, DC 20240. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/108lewisclark/108lewisclark.htm. N/A 2004 2020-07-16

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No Caregiver Training Comparative Analysis Cross Cultural Studies Early Childhood Education Educational Change Educational Policy Foreign Countries Government Role Influences Preschool Curriculum Public Policy Teacher Qualifications Belk, Jo Ann Thomas, George Ruciman, Carol McNaughton, Kathryn Iversen, Sandra Reports - Descriptive Historical Background New Zealand United Kingdom United States Canada Canada New Zealand United Kingdom United States Phi Delta Kappa Educational Foundation, Bloomington, IN. English As the interdependence of nations becomes increasingly evident and necessary, so too must our understanding about education become shared property. This monograph examines the early childhood education and care systems in four English-speaking nations with strong elements of common heritage. Systems in the United States, United Kingdom, Canada, and New Zealand are examined separately, with each analysis focusing on elements including philosophy, recent changes and reforms, practitioner training, and curriculum and instruction. The monograph's concluding section summarizes the analyses, noting that all four countries: recognize the importance of early care and education, base their programs on some fundamental principles of child growth and development, assume that teachers should be knowledgeable in areas of child growth and development, and value the use of play as a way of learning for young children. Historical influences on early care and education are noted for each country, as are catalysts for recent changes and reforms, and differences across countries in terms of program emphasis and practitioner qualifications. (Sections for the United States, United Kingdom, and Canada contain references.) (HTH) ED480606 Care for Young Children in Four English-Speaking Countries. 2002-00-00 ISBN-0-87367-838-9 65 Phi Delta Kappa International, P.O. Box 789, Bloomington, IN 47402-0789 ($17.95). Tel: 800-766-1156 (Toll Free); Tel: 812-339-1156; Fax: 812-339-5556; e-mail: orders@pdkintl.org; Web site: http://www.pdkintl.org. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Case Studies Change Strategies Child Care Child Care Licensing Early Childhood Education Financial Support Performance Contracts Program Descriptions Public Policy Research Needs State Programs State Standards Technical Assistance Schumacher, Rachel Irish, Kate Lombardi, Joan Reports - Evaluative Georgia Oregon New Jersey Project Head Start New York Ohio California Oklahoma California Georgia New Jersey New York Ohio Oklahoma Oregon Center for Law and Social Policy, Washington, DC. English In order to achieve the expectations for children's learning stipulated by the No Child Left Behind Act of 2001, greater attention needs to be given to child care policy and funding. This report details a study examining strategies in seven states that have integrated early education program standards in child care, by directly tying standards to funding. The strategies examined are: the delivery of state prekindergarten (Georgia, New Jersey, and New York) and Head Start (Ohio, Oklahoma, and Oregon) in child care settings, and the use of contracts that require standards for child care providers (California). The report is organized into four sections. Section 1 discusses why program standards are critical to meeting raised goals for education and why child care must be part of this strategy. Section 2 presents findings from a group of states in which program standards and oversight of child care centers that participate in these early education initiatives (both prekindergarten and Head Start) clearly exceeded those of the basic state licensing rules. This section also showcases California's experience with child care contracts as an example of the potential of this strategy. Section 3 describes how Georgia funded the integration of a state prekindergarten program into child care. Section 4 recommends goals for policy and future research. The report notes that perhaps the greatest barrier to integrating high program standards in child care is financial--with budget crises forcing many states to make policy changes that reduce access to child care subsidies--and cautions that reductions in early care and education investments will lead to greater costs in the long run. Appended are program standards by state. (Contains 86 endnotes.) (KB) ED480607 Meeting Great Expectations: Integrating Early Education Program Standards in Child Care. 2003-08-00 Foundation for Child Development, New York, NY. Policymakers 63 Center for Law and Social Policy, 1015 15th Street, NW, Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. For full text: http://www.clasp.org/DMS/Documents/1061231790.62/meeting_rpt.pdf. N/A 2004 2016-11-21

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No Class Activities Classification Developmentally Appropriate Practices Early Childhood Education Early Experience Educational Practices Learning Activities Mathematical Concepts Mathematics Activities Number Concepts Parent Role Parents as Teachers Preschool Children Preschool Education Serial Ordering Teacher Role Videotape Recordings Koopmann, Linda Books Non-Print Media High Scope Model Seriation High/Scope Educational Research Foundation, Ypsilanti, MI. English Noticing relationships between similar things and developing rules for treating things the same or differently, based on characteristics like color, size, shape, and texture provides the basis of beginning mathematics learning. Based on the view that teachers and parents of young children should provide children with age-appropriate words, materials, and experiences so they can investigate math concepts with adult support and encouragement, this booklet with accompanying videotape describes the 13 math-related key experiences of the High/Scope model grouped under classification, seriation, and number. The booklet provides lists of materials that promote math exploration and descriptions of teaching strategies that will help adults recognize and make the most of math opportunities throughout the day. Included in the booklet are pictures and anecdotal examples of children participating in the math-related key experiences. The booklet concludes with a list of materials and a strategies checklist. Each of the 13 key experiences are introduced in the accompanying 60-minute videotape, illustrated with sequences of children and teachers in a variety of High/Scope classrooms. The second part of the videotape shows four extended video scenes from High/Scope classrooms, presented without narration as in-depth examples of how the math-related key experiences naturally unfold; adults are shown responding to children's play ideas and following children's cues and interests as they help them carry out and develop their ideas. A viewer guide to the video describes the components of the video; provides a strategies checklist for classification, seriation, and number key experiences; and lists five additional resources from High/Scope. (KB) ED480608 High/Scope Preschool Key Experiences: Classification, Seriation, and Number. 2003-00-00 ISBN-1-57379-139-3 Parents Practitioners Teachers 51 High/Scope Press, 600 North River Street, Ypsilanti, MI 48198-2898 ($9.95, book, SM-P1196; $30.95, video, SM-P1197; $34.95, the set, SM-P1198SET). Tel: 800-40-PRESS (Toll Free); Tel: 734-485-2000; Fax: 800-442-4FAX (Toll Free); Fax: 734-485-0704; e-mail: pressstaff@highscope.org; Web site: http://www.highscope.org. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Caregiver Training Change Strategies Child Care Child Care Centers Child Care Licensing Child Care Quality Child Caregivers Comparative Analysis Compensation (Remuneration) Early Childhood Education Educational Quality Employed Parents Family Work Relationship Program Improvement Standards De Vita, Carol J. Montilla, Maria Reports - Evaluative Caregiver Qualifications Child Care Costs Military Child Care Subsidized Child Care Services Affordability Urban Inst., Washington, DC. English Information on early childhood learning and increasing demand for child care services have placed a spotlight on the need to improve the quality of early education and care in the United States. This report focuses on five factors tied to the success of military efforts to develop an exemplary model of quality and affordable care in the Military Child Care System (MCCS) that are relevant to civilian programs. The five factors discussed in the report are: (1) training and education of child care providers; (2) linkages between training and compensation; (3) subsidies to assure affordable costs for parents; (4) licensing and accreditation standards to improve quality; and (5) inspections and oversight to establish accountability within the system. The report notes that although revamping the MCCS was not easy, effective change strategies were accomplished based on four basic tenets: (1) child care is a fundamental workforce issue; (2) standards are established and enforced; (3) the child care workforce is trained as professionals; and (4) program costs are shared among parents and employer. (Contains 15 references.) (KB) ED480609 Improving Child Care Quality: A Comparison of Military and Civilian Approaches. Charting Civil Society: A Series by the Center on Nonprofits and Philanthropy. 2003-07-00 Foundation for Child Development, New York, NY. 9 The Urban Institute, 2100 M Street, NW, Washington, DC 20037. Tel: 202-833-7200; Fax: 202-467-5775; e-mail: pubs@ui.urban.org; Web site: http://www.uipress.org. For full text: http://www.urban.org/UploadedPDF/410825_improving_chil d_care_quality.pdf. N/A 2004 2016-11-21

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Yes Attrition (Research Studies) Child Care Child Care Centers Child Care Effects Child Care Quality Criticism Data Analysis Data Interpretation Early Childhood Education Measurement Techniques Outcomes of Education Research Design Research Methodology Research Problems Sampling Statistical Analysis Statistical Bias Glantz, Frederic B. Layzer, Jean Opinion Papers Reports - Evaluative Child Care Costs Quality of Care Abt Associates, Inc., Cambridge, MA. English The findings of the Cost, Quality, and Child Outcomes (CQO) study in Child Care Centers, the largest and most visible child care research conducted in the 1990s, were widely publicized and used to promote increased spending on initiatives to improve child care quality, the redesign of subsidy systems to provide quality incentives, more stringent licensing regulations, and overall increases in teacher compensation. This paper examines the methodology and execution of the study to determine whether they were robust enough to justify confidence in the study's findings. Scrutinized in this report are the sample design, response rates, methods of measuring child care costs, methods of measuring quality, and analytic issues related to the cost and quality component and the developmental outcomes component. A limited reanalysis of the cost and quality data is presented to shed additional light on problems in the study methodology. The report asserts that the combination of problems of selection bias, low response rates, and attrition makes it difficult to identify the population to which the findings might be generalized. Also questioned was the use of the center rather than the classroom as the unit of analysis, which, it is argued, ignores differences in cost and quality of child care for children of different ages. The report ends with two sets of conclusions: (1) the findings highlighted in the CQO report summaries overstated the findings of the analyses and do not identify the impact of improving center quality on child outcomes; and (2) given the flaws in the methodology and implementation of the CQO study, the study's findings should be interpreted with caution. (KB) ED480611 The Cost, Quality and Child Outcomes Study: A Critique. Final Report. 2000-09-25 25 Abt Associates, Inc., 55 Wheeler Street, Cambridge, MA 02138. Tel: 617-520-2982; Fax: 617-520-2980; Web site: http://www.abtassoc.com. For full text: http://www.abtassoc.com/reports/ccqual.PDF. N/A 2004 2016-11-21

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Yes Adoption Child Abuse Child Neglect Child Welfare Children Data Collection Foster Care Information Systems Reliability State Agencies Pietrowiak, Diana Schibanoff, Sara L. Reports - Research Data Quality General Accounting Office, Washington, DC. English To better monitor children and families served by state child welfare agencies, Congress authorized matching funds for the development of statewide automatic child welfare information systems (SACWIS) and required that U.S. Department of Health and Human Services (HHS) compile information on children served by state agencies. This report to Congress reviews states' experiences in developing SACWIS and HHS's role in assisting in their development; factors affecting reliability of data that states collect and report on children served by child welfare agencies, and HHS's role in ensuring reliability; and practices that child welfare agencies use to overcome challenges associated with SACWIS development and data reliability. Information was collected through a Web-based survey of all 50 states and the District of Columbia, through state visits (Colorado, Iowa, New York, North Carolina, Oklahoma), through a review of SACWIS and Adoption and Foster Care Analysis and Reporting System reports, and through interviews of HHS, state, and local officials. Findings indicated that 47 states are developing or operating a SACWIS, but many continue to face challenges developing their systems. Although most state officials recognized benefits of developing SACWIS, states reported a median delay of 2.5 years beyond the timeframes set for completion. Difficulties cited included challenges receiving state funding and creating systems reflecting work processes. Several factors affected states ability to collect and report reliable adoption, foster care, and child abuse and neglect data, including insufficient caseworker training and inaccurate and incomplete data entry. Despite HHS assistance, many states report ongoing challenges, such as the lack of clear and documented guidance on how to report child welfare data. Some states reported using a variety of practices to address the challenges associated with developing SACWIS and improving data reliability. The report recommends that HHS consider ways to enhance the guidance and assistance offered to states. The report's four appendices include information on the study methodology, stages of SACWIS development, and HHS comments. (Contains a 10-item bibliography and a list of related Government Accounting Office [GAO] publications.) (KB) ED480612 Child Welfare: Most States Are Developing Statewide Information Systems, but Reliability of Child Welfare Data Could Be Improved. 2003-07-00 Policymakers 72 U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov/cgi-bin/ordtab.pl. N/A 2004 2016-11-21

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Yes Adolescents At Risk Persons Child Welfare Children Federal Legislation Federal Programs Hearings Homeless People Homeless Shelters Law Enforcement Missing Children Program Implementation Runaways Social Services State Surveys Youth Problems Legal/Legislative/Regulatory Materials Reports - Research Minnesota Sex Exploitation Missing Childrens Assistance Act 1984 Street Children Reauthorization Legislation Congress 108th Runaway and Homeless Youth Act 1974 Exploitation Runaway and Homeless Youth Program Minnesota Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English These hearings transcripts compile testimony regarding how programs authorized by the Runaway and Homeless Youth Act and the Missing Children's Assistance Act currently operate, in preparation for upcoming reauthorization. Opening statements by U.S. Representatives Peter Hoekstra (Michigan) and Ruben Hinojosa (Texas) underscore the obligation to protect runaway and homeless youth and provide assistance to families and law enforcement agencies in locating and recovering missing and exploited children. Testimony offered by the President of the National Center for Missing and Exploited Children updated the Center's activities relevant to the mandates of the Missing Children's Assistance Act of 1984 and shared recommendations for the reauthorization, focusing on additions to its originally-mandated activities such as handling Internet child pornography and international child abduction cases, and the importance of the private sector in their work. The Managing Director of the Latin American Youth Center provided information on services to homeless Latino youth in the District of Columbia, highlighting the need for bilingual staff and making recommendations for program improvement. A formerly homeless youth who is currently working toward independent living and a college degree offered testimony on his experiences living on the street in the District of Columbia and explained how Covenant House had helped him. Questions for witnesses related to recruiting bilingual professionals, how diverse activities are coordinated, waiting lists for homeless services, the need for additional funding, the involvement of law enforcement and its interaction with social service providers, and the problem of the vast majority of runaways having no one looking for them. The transcripts' seven appendices contain written statements from witnesses and others and the findings of a statewide survey of homeless youth in Minnesota. (KB) ED480613 Missing, Exploited and Runaway Youth: Strengthening the System. Hearing before the Subcommittee on Select Education of the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session. 2003-04-29 141 Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Tel: 202-512-1800; Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 2016-11-21

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Yes Compensatory Education Early Childhood Education Economically Disadvantaged Educational Change Educational Improvement Educational Policy Hearings High Risk Students Outcomes of Education Parent Participation Preschool Children Preschool Curriculum Preschool Education School Readiness State Programs State Standards Legal/Legislative/Regulatory Materials Congress 108th Project Head Start Reauthorization Legislation Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English These hearings transcripts present testimony on the impact of the Head Start program for preparing disadvantaged children for school, to inform the reauthorization of Head Start. Opening statements by U.S. Representatives Michael Castle (Delaware) and Lynn Wolsey (California) focused on needs for improving Head Start. A written statement by Representative Ciro Rodriguez (Texas) argues that the proposed block funding of Head Start will not meet poor children's needs and will not work for Migrant and Seasonal Head Start. Testimony was offered by two panels of witnesses, the first comprised of Assistant Secretary for Children and Family Services Wade Horn and Governor John Rowland of Connecticut, with the director of the Institute for Educational Sciences available for questions; and the second comprised of the author of a preschool language enrichment program, the chair of the National Head Start Association (NHSA), and the director of a not-for-profit child care development agency. Horn's testimony maintained that the President's proposal for offering states the opportunity to coordinate preschool programs with Head Start in exchange for meeting certain accountability requirements is not a block grant and assured the committee that states would be required to maintain the comprehensive nature of Head Start services, maintain their current level of state preschool funding, and explain how state and federal funds would be coordinated to promote school readiness. Governor Rowland outlined potential benefits of the President's plan. Questions for the first panel related to assessment of school readiness, states' commitment to preschool education, the role of and support for parent involvement, states' roles in setting program standards, and consequences of not submitting a plan. Testimony from the second panel focused on the impact of a language-rich curriculum on poor children, Head Start's successes, and recommendations for its future. The NHSA chair argued that goals for enhancing literacy/language program components and improving coordination could be met within the current program structure and questioned the wisdom of moving Head Start to the states in the middle of a major review of Head Start effectiveness. Questions focused on replicability of the language enrichment program, concerns that the Administration is trying to dismantle Head Start, current Head Start collaboration efforts, and states' commitment and ability to offer quality comprehensive programs within the climate of state economic shortfalls. The transcripts' ten appendices contain written statements and additional documents submitted for the record. (KB) ED480614 Head Start: Working Towards Improved Results for Children. Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session. 2003-03-06 141 Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Tel: 202-512-1800; Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 2016-11-21

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Yes Agency Cooperation Annual Reports Child Care Child Care Effects Child Care Quality Cooperative Planning Coordination Early Childhood Education Early Intervention Educational Quality Longitudinal Studies Program Effectiveness Program Evaluation Special Education State Agencies State Programs State Standards Gamel-McCormick, Michael Cornwell, Janet Reports - Descriptive Reports - Evaluative Delaware Subsidized Child Care Services Delaware Delaware State Dept. of Education, Dover. English The Interagency Resource Management Committee (IRMC), established by the Delaware legislature in fiscal year 1992, is charged with fostering an interagency approach in coordinating delivery of early care and education, promoting interagency collaboration in providing services to those eligible for the Program for Children with Disabilities, providing administrative oversight for the state Early Childhood Assistance Program, and coordinating implementation of the recommendations of the Early Care and Education Council regarding a comprehensive program of early care and education. This annual report summarizes the work of the programs under the auspices of the IRMC and provides evaluation data on their effectiveness. Following a letter from the Delaware Secretary of Education, the report summarizes findings from the Baseline Evaluation of Quality in Early Care and Education Programs demonstrating that additional work is needed to help all programs meet high quality standards. Findings from the Delaware Early Childhood Longitudinal Study, tracking progress of 717 children from kindergarten through third grade, are summarized to demonstrate that investments in early care and education lead to improved school success. Information is provided on the number of children receiving assistance through the Early Childhood Assistance Program, the number eligible for the Program for Children with Disabilities, and the number of children with disabilities receiving services through Child Development Watch, the birth to 3 program. The positive impact of birth to 3 services on the development of children with disabilities is then summarized. The report also summarizes the observations and recommendations of the Delaware Early Care and Education Council related to quality programs, finance, and public will and describes the establishment of the Delaware Early Care and Education Office under the auspices of the IRMC to coordinate implementation of the Council's recommendations. A list of IRMC members and the IRMC work group completes the annual report. (KB) ED480615 Early Care and Education Programs are the Building Blocks for Our Children's Future: An Interagency Approach To Coordinate the Delivery of Early Child Care and Education Services in Delaware. Interagency Resource Management Committee, 2003 Annual Report. 2003-02-00 13 Delaware Department of Education, P.O. Box 1402, Townsend Building, Dover, DE 19903-1402. Tel: 302-739-4288; Fax: 302-739-4654; Web site: http://www.doe.state.de.us. For full text: http://www.doe.state.de.us/early_childhood/research/2003A nnualReport.pdf. N/A 2004 2016-11-21

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Yes Child Development Child Health Comparative Analysis Counties Early Experience Emergent Literacy Kindergarten Children Language Skills Learning Readiness Limited English Speaking Physical Development Preschool Education Racial Differences School Readiness Sex Differences Social Development Social Differences Special Needs Students State Standards Student Evaluation Numerical/Quantitative Data Reports - Descriptive Scientific Thinking Ethnic Differences Maryland Mathematical Thinking Maryland Maryland State Dept. of Education, Baltimore. English As part of efforts to improve services for children from birth to age five, the Maryland Joint Committee on Children, Youth, and Families charged the State Department of Education with identifying and implementing, by school year 2000-01, an early childhood assessment system that would provide baseline information on children entering kindergarten. This report provides state- and county-level school baseline information for 2002-03, the second year that all kindergartners in Maryland were rated on school readiness. The Work Sampling System (WSS) was used to assess kindergartners' skills in seven curricular domains: social and personal development, language and literacy, mathematical thinking, scientific thinking, social studies, the arts, and physical development and health. The statewide data for the composite score revealed that 52 percent of entering kindergartners in Maryland were rated by their teachers as "fully ready" to perform kindergarten work. Forty-one percent of entering students were at the "approaching readiness" level and needed targeted support to meet kindergarten expectations, and 7 percent were at the "developing readiness" category and needed considerable support to perform kindergarten work successfully. Most of the support was needed in the domains of scientific thinking, social studies, mathematical thinking, and language and literacy. Compared to 2001-02 data, the composite school readiness data showed that 3 percent more kindergarten students came to school fully ready, with improvement evident in all domains. The area showing the largest improvement was language and literacy. The bulk of the report is presented in five appendices providing descriptions of the 30 WSS indicators, county-level data on selected WSS performance indicators, and trend data over time as well as information for specific groups of children. The fifth appendix contains 12 references. (KB) ED480616 Children Entering School Ready To Learn: School Readiness Information. School Year 2002-03 by State and County. 2003-03-00 176 Maryland State Department of Education, Early Learning Section, 200 West Baltimore Street, Baltimore, MD 21201. Tel: 410-767-0100; Web site: http://www.msde.state.md.us. For full text: http://www.msde.state.md.us/Special_ReportsandData/KReport2003/index.html. N/A 2004 2016-11-21

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Yes Children Disabilities Educational Policy Emotional Development Kindergarten Parent Student Relationship Public Policy Research Needs School Entrance Age School Readiness Welfare Reform Sherrod, Lonnie, Ed. Brooks-Gunn, Jeanne, Ed. Collected Works - General ISSN-1075-7031 Society for Research in Child Development. English This document is comprised of the four 2002 issues of a publication providing a forum for scholarly reviews and discussion of developmental research and implications for social policies affecting children. The topics featured in each of the issues are: (1) "The Effects of Welfare Reform Policies on Children" (Pamela A. Morris); (2) "At What Age Should Children Enter Kindergarten? A Question for Policy Makers and Parents" (Deborah Stipek); (3) "Emotions Matter: Making the Case for the Role of Young Children's Emotional Development for Early School Readiness" (C. Cybele Raver); and (4) "Towards an Understanding of the Impact of Welfare Reform on Children with Disabilities and Their Families: Setting a Research and Policy Agenda" (Elisa A. Rosman, Hirokazu Yoshikawa, and Jane Knitzer). Each issue contains references. (HTH) ED480617 Social Policy Report, 2002. 2002-00-00 78 Society for Research in Child Development, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623 ($20, subscription for nonmembers; $5, single issue). Tel: 734-998-6578; Fax: 734-998-6569; e-mail: SRCD@umich.edu; Web site: http://www.srcd.org. For full text: http://www.srcd.org/spr.html. N/A 2004 8/19/2004 23:33:09 RIEMAY2004 Volume 6, Numbers 1-4. For 2001 issues, see ED 458 020. Published quarterly.

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Yes Child Care Child Care Centers Classroom Design Classroom Environment Cultural Pluralism Culturally Relevant Education Developmentally Appropriate Practices Diversity (Student) Foreign Countries Immigrants Minority Groups Multicultural Education Parent School Relationship Preschool Curriculum Program Descriptions Urban Programs Young Children Wunschel, Gerda Reports - Descriptive Antibias Practices Germany (Berlin) Germany (Berlin) ISSN-1383-7907 Bernard Van Leer Foundation, The Hague (Netherlands). English This working paper describes the development of a child care center in Berlin, Germany, focusing on how the program's pedagogical principles support children's learning, how respect for diversity is integrated in everyday practice, and how program quality and accessibility are defined within a multicultural context. Chapter 1 describes the construction of the child care center from an abandoned parking garage and the response of the community to the renovation. Chapter 2 details efforts to incorporate an intercultural and bilingual approach to meet the child care needs of the primarily-Turkish neighborhood. Chapter 3 presents the pedagogical framework, the contextual child development approach, based upon the premise the children possess individual rights, that they accomplish the steps necessary for their development through their own activities, and that the adult's role is to support children through accountable relationships and to provide a stimulating environment. Chapter 4 describes the planning and furnishing of rooms. Chapter 5 focuses on multicultural education and the center's use of an anti-bias curriculum. Chapter 6 provides examples of some of the curricular themes and describes the use of personal puppets or persona dolls. Chapter 7 describes how program staff work with parents. Chapter 8 highlights new projects, including the development of quality criteria for the contextual approach and the creation of a relaxation room. Appended are guidelines for implementing the contextual child development approach in child care centers. (KB) ED480618 From Car Park to Children's Park: A Childcare Centre in Development. Working Papers in Early Childhood Development. 2003-07-00 ISBN-90-6195-068-6 Practitioners 39 Bernard van Leer Foundation, P.O. Box 82334, 2508 EH The Hague, The Netherlands. Tel: 31-70-3312200; Fax: 31-70-3502373; e-mail: registry@bvleerf.nl; Web site: http://www.bernardvanleer.org. N/A 2004 2016-11-21

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Yes Advocacy Agency Cooperation Agency Role Child Safety Children Compliance (Legal) Elementary Secondary Education Federal Aid Federal Legislation Federal Programs Food Handling Facilities Food Standards Hearings Lunch Programs Nutrition Risk Management Terrorism Legal/Legislative/Regulatory Materials Federal Agencies Food and Drug Administration Food Safety Congress 107th Food Supply Department of Agriculture School Lunch Program Congress of the U.S., Washington, DC. Senate Committee on Governmental Affairs. Congress of the U.S., Washington, DC. House Committee on Government Reform. English Noting the significant increase since 1990 in food-borne illnesses affecting school children, these hearings transcripts provide testimony on the safety of federal school lunches. Statements by Senator Richard Durbin and Representatives Stephen Horn, Janice Schakowsky, and Carolyn Maloney emphasized the array of federal agencies with various food safety responsibilities, food safety agencies' inability to mandate food recalls, and the need for better cooperation and communication between the Department of Agriculture (USDA) and the Food and Drug Administration (FDA). Representative Rosa DeLauro discussed findings of unsanitary conditions and unsafe food handling practices in Chicago area schools, recordkeeping flaws preventing officials from tracing food contamination to its source, the need to consolidate and streamline the number of federal agencies/committees responsible for protecting food, and the need to give the USDA and FDA authority to conduct mandatory recalls. General Accounting Office testimony recommended making schools aware of federal inspection and compliance records of potential food suppliers and described USDA and FDA measures to protect the food supply from deliberate contamination. Officials from the FDA and USDA described their respective roles in ensuring food safety and procedures for responding to illness outbreaks. An official of the Center for Science in the Public Interest discussed gaps in the food safety system and urged passage of the Durbin-DeLauro Safe Food Act. Two parents from a food safety advocacy group testified about their childrens food-borne illnesses, urged trace-back capability and accountability, advocated a single food safety agency, and maintained that overemphasizing consumer education misdirects responsibility for food safety from producers to consumers. Counsel for the National Food Processors Association asserted that mandatory recall is unnecessary because of industry cooperation with federal recall requests and maintained that a single food safety agency is not likely to provide the kinds of benefits proposed. Questions for witnesses related to interagency cooperation and communication, bioterrorism possibilities, specific incidents of foodborne illnesses and the followup investigations, USDA guidance to districts regarding procurement procedures, and concerns about due process. Appended to the transcripts are prepared statements, letters, and charts illustrating the school lunch supply chain and food safety oversight responsibilities. (KB) ED480619 Kids and Cafeterias: How Safe are Federal School Lunches? Joint Hearing before the Committee of Government Management, Restructuring, and the District of Columbia Subcommittee of the Committee on Governmental Affairs, United States Senate and the Subcommittee on Government Efficiency, Financial Management, and Intergovernmental Relations of the Committee on Government Reform, House of Representatives, One Hundred Seventh Congress, Second Session. 2002-04-30 Policymakers 158 Superintendent of Documents, U.S. Government Printing Office, Stop SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://bookstore.gpo.gov; Web site: http://www.access.gpo.gov/congress/senate. N/A 2004 2016-11-23

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Yes Child Abuse Child Neglect Child Welfare Children Delivery Systems Financial Support Government Role Program Effectiveness Program Improvement State Federal Aid State Programs Pietrowiak, Diana St. Pierre, Michelle Mink, Melissa Rasmussen, J. Bryan Legal/Legislative/Regulatory Materials Reports - Evaluative Family Preservation Services Family Reunification Multiple Source Funding Social Security Act Title IV B Social Security Act General Accounting Office, Washington, DC. English Title IV-B of the Social Security Act authorizes federal funding for services to help families address problems leading to child abuse and neglect and prevent unnecessary separation of children from their families. Subpart 1 of Title IV-B provides funds for almost any child welfare activity, but has statutory limits on foster care maintenance and adoption assistance payments, and subpart 2 provides grants for services such as family support services. Responding to congressional interest in the child welfare services states are providing, the General Accounting Office (GAO) used a variety of methods to examine how states use Title IV-B funds, including surveys of state child welfare directors and interviews with state and local officials, service providers, Department of Health and Human Service (HHS) officials, and child welfare experts. Findings revealed that the range of services supported through subparts 1 and 2 and the types of families served overlap significantly. HHS' oversight focused primarily on states' overall child welfare systems and outcomes, with relatively little oversight specific to subpart 1. Little research was available on the effectiveness of services unique to subpart 1. The resulting GAO recommendations include that the Secretary of HHS: provide guidance to ensure that HHS regional offices provide appropriate oversight of subpart 1, consider the feasibility of collecting data on states' use of these funds to facilitate program oversight, and use information gained through enhanced oversight in designing the department's proposed child welfare option, which would allow states to use other federal child welfare funds for services allowed under Title IV-B. In general, HHS agreed with GAO's findings, but did not fully concur with its recommendations. (Three appendices describe the scope and methodology of the study and include comments from HHS and related GAO reports.) (KB) ED480620 Child Welfare: Enhanced Federal Oversight of Title IV-B Could Provide States Additional Information To Improve Services. Report to the Chairman, Subcommittee on Human Resources, Committee on Ways and Means, House of Representatives. 2003-09-00 Policymakers Practitioners 63 U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-03-956. N/A 2004 2016-11-21

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Yes Cognitive Development Curriculum Development Early Childhood Education Emergent Literacy Language Skills Mentors National Standards Preschool Children Preschool Curriculum Student Evaluation Shaul, Marnie S. Ward-Zukerman, Betty Edmondson, Sara Moy, Luann Moriarity, Christopher Picyk, Elsie Reports - Evaluative Head Start Program Performance Standards Project Head Start Head Start Family and Child Experiences Survey Head Start Family and Child Experiences Survey General Accounting Office, Washington, DC. English Responding to a Congressional request, the General Accounting Office examined Head Start programs' progress since January 1998 in meeting performance standards for cognitive and language development, their use of curricula since the performance standards for children's cognitive and language development were issued, and the use of teacher mentoring and individual child assessment to support curriculum planning. Information was gathered using data from Head Start compliance reviews and the Family and Child Experiences Survey from Spring 1998 and Fall 2000, as well as interviews with Health and Human Services regional officers. Findings, as presented in two congressional briefings, indicated that during 2000-2002 most programs met performance standards for overall curriculum and for cognitive and language development. In 1998 and 2000, Head Start teachers reported that programs used a specific curriculum or combinations or curricula; the largest percentage of children were in programs using either High Scope or Creative Curriculum. In 2000, children were more likely to listen to stories for which they saw print, to learn about prepositions, new words, the conventions or print and letters, and to retell stories on a daily or almost daily basis, than they were to work on phonics, write their name, or learn about rhyming words and word families. Teachers of about two-thirds of Head Start students had mentors. In 2000, teachers of 78 percent of Head Start children used individual assessments in instruction and overall curriculum planning. Almost 90 percent of children received individual assessments in cognitive and language development. (The bulk of the report is comprised of the slides used during the briefings.) (KB) ED480621 Head Start: Curriculum Use and Individual Child Assessment in Cognitive and Language Development. Report to Congressional Requesters. 2003-09-00 Policymakers 38 U.S. General Accounting Office, 441 G Street, NW, Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Early Childhood Education Federal Programs Labor Turnover Mentors Reading Readiness School Readiness Teacher Education Teacher Qualifications Teacher Recruitment Young Children Reports - Descriptive Department of Education, Washington, DC. English Noting that teaching reading is one of the Bush Administration's top domestic priorities, this pamphlet introduces the Ready to Read, Ready to Learn education initiative of First Lady Laura Bush. The goals of the initiative are to ensure that all young children are ready to read and learn when they enter their first classroom, and to ensure that children have well-trained, qualified teachers, especially children whose families are impoverished. The pamphlet provides information on the initiative's activities in the following areas: (1) highlighting successful early childhood programs with prereading and vocabulary activities such as Reach Out and Read; (2) assisting parents and caregivers in helping their children learn, including the "Healthy Start, Grow Smart" magazine series and publications detailing prereading/reading activities for parents or prereading/reading instruction for teachers; and (3) recruiting, training, and retaining excellent teachers, including the New Teacher Project, Teach For America, Troops to Teachers, and the Transition to Teaching program. Also included in the pamphlet is information on the White House Summit on Early Childhood Cognitive Development and on the White House Conference on Preparing Tomorrows Teachers. (Contains 21 references.) (KB) ED480622 Preparing Children To Read and Learn: An Education Initiative of Laura Bush. 2003-09-00 24 ED Pubs, Education Publications Center, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.nochildleftbehind.gov. N/A 2004 8/19/2004 23:33:21 RIEMAY2004 Produced in conjunction with the White House Office of Laura Bush.

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No Caregiver Training Child Care Culturally Relevant Education Early Childhood Education Ethnic Stereotypes Ethnicity Family School Relationship Labeling (of Persons) Leaders Guides Multiracial Persons Parent School Relationship Preschool Curriculum Transracial Adoption Videotape Recordings Young Children Fleming, Tarah, Ed. Guides - Classroom - Teacher Non-Print Media Cultural Sensitivity Identity Formation English Noting that the fastest growing populations in the United States are biracial and multiethnic children, this multimedia exploration of dual-heritage children was developed to inform the early care and education community of the unique identity development of biracial children and their families. The multi-media packet is comprised of an educator's guide, a 30-minute videotape, and a set of five, poster-sized family portraits to welcome and affirm multiethnic children and families. Following introductory remarks providing tips for group facilitators and definitions of relevant terms, the educator's guide is organized into 6 topic areas designed to be explored in facilitated discussions that promote the sharing of ideas and experiences: (1) stages of identity development; (2) identifying and responding to the unique experience of biracial children and their families; (3) racial and cultural labeling; (4) the impact of environmental factors on multiracial children; (5) ensuring cultural sensitivity in child care; and (6) integrating materials and activities on biracial children into existing multicultural curricula. Each topic area includes learning objectives, teaching methods and suggested activities, required materials and additional information. A framework for each topic area includes the use of videos, handouts, overhead transparencies, additional readings, and resources for further exploration. Appended are resources and suggested reading for children, youth, and adults as well as information on transracial adoption. The videotape contains footage from child care facilities and family interviews highlighting the importance of understanding the unique experience of the multiracial family. The videotape also features adoption and early childhood professionals and biracial individuals discussing identity development in biracial and multiethnic children and integrating materials and activities for multiethnic children in early childhood settings. The video emphasizes the impact of a positive self image on adjustment and achievement, milestones in caregivers' understanding of racial/ethnic identity development, stages of ethnic identity, and the importance of practitioners articulating the program philosophy regarding mixed race to families and respecting how families deal with racial issues. (KB) ED480623 Serving Biracial and Multiethnic Children and Their Families: A Video and Early Childhood Educator's Guide [with] a Set of Family Portraits. 2003-00-00 ISBN-0-9744377-2-7 Practitioners Teachers 115 Childcare Health Program, 2625 Alcatraz, Suite 369, Berkeley, CA 94705-2702 ($89, total package; $30, educator's guide; $59, video; $15, family portraits). Tel: 510-923-9513; Fax: 510-923-9531; Web site: http://www.childcarehealth.org. N/A 2004 2016-11-21

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Yes Alternative Assessment Classroom Techniques Elementary Secondary Education English Curriculum English Departments English Instruction Higher Education Instructional Innovation Journal Writing Professional Development Teacher Researchers Thinking Skills Kiernan, Henry, Ed. Wilcox, Bonita L., Ed. Collected Works - Serials Reports - Descriptive ISSN-0738-1409 National Council of Teachers of English, Urbana, IL. English This 24th volume of "English Leadership Quarterly" contains articles on topics of interest to those in positions of leadership in departments (elementary, secondary, or college) where English is taught. Each issue focuses on a different theme. Articles in Volume 24 Number 1 focus on matters of thinking and are: "A New Way of Thinking: Beginning Teacher Coaching through Garmston's and Costa's States of Mind" (Jennifer Abrams); "Writing the Care of the Self: Higher Order Thinking in Reflective Journals" (Josh M. Slifkin); "Hands-On Thinking and Learning: A Hands-Down Favorite" (Karen Schramm); and "So, Why Not Write?" (Hongliang Zhang). Articles in Volume 24 Number 2 focus on journal writing are: "Journaling to Become a Better Writer: Why Journals Work" (Allison D. Smith);"Dialogue Journals in Multicultural Education" (Katherine P. McFarland); and "Creative Writing Journals" (Kay McSpadden). Articles in Volume 24 Number 3 focus on alternative assessment and are: "Beyond Standardized Testing: A Case Study in Assessment's Transformative Power" (Teresa B. Henning); and "Effective Monitoring during Class Time" (Jennifer Abrams). Articles in Volume 24 Number 4 focus on teachers as researchers and are "Collaborative Action Research: Helping Teachers Find Their Own Realities in Data" (James A. Salzman; Donna Snodgrass; Donald Mastrobuono); "Teacher Research: An Alternative Ethic in Urban Teacher Preparation" (Kristien Marquez-Zenkov and Jane A. Zaharias); and "Designing Effective Action Research Projects (Katherine P. McFarland). (NKA) ED480624 English Leadership Quarterly, 2001-2002. English Leadership Quarterly v24 n1-4 Aug 2001-Apr 2002 2002-04-00 66 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. N/A 2004 2020-12-07

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Yes Classroom Techniques Elementary Secondary Education English Curriculum English Departments English Instruction Higher Education Instructional Innovation Literacy Professional Development Story Telling Technology Integration Wilcox, Bonita L., Ed. Collected Works - Serials Reports - Descriptive ISSN-0738-1409 National Council of Teachers of English, Urbana, IL. English This 25th volume of "English Leadership Quarterly" contains articles on topics of interest to those in positions of leadership in departments (elementary, secondary, or college) where English is taught. Each issue focuses on a different theme. Articles in Volume 25 Number 1 focus on leadership and literacy and are: "Research Summary of a Best Practice Model of Online Teaching and Learning" (Linda Wojnar); and "Applying AP Language Analysis Skills to a Standard Level Curriculum" (David P. Noskin). Articles in Volume 25 Number 2 focus on integrating technology and are: "A New Educational Paradigm" (Ronald T. Sion); "Preparing Teachers to Use Technology in the Classroom: A Formula for SUCCESS" (Lawrence A. Tomei); and "Why PowerPoint?" (Jim Walker). Articles in Volume 25 Number 3 focus on leadership and professional development and are: "Personal and Professional Development: Lessons from Life" (Carol Smith); "A Critical Opportunity: An English Department Takes Charge of Professional Development" (Susan Alves; Jacquelyn Brooks; Susan Frisbee; Cheryl Lee Lamphear; Ann-Marie Luster); "The First Principle of Professional Development: Leadership of the Self" (Patricia F. Cade); "Planning for Personal and Professional Development" (Mark A. Evans); "Talk about Teaching: A Professional Development Outreach Project" (Nancy Traubitz); "From Both Sides Now" (Ronald T. Sion); and "A Community of Learners Can Spark a Classroom!" (JoAnn LaMuth). Articles in Volume 25 Number 4 focus on stories of teaching and learning and are: "Multigenre Teaching as Student Empowerment" (Sarah Edwards); "It's Not about the Book" (Dagny D. Bloland); "Out of Africa" (Vicki Mueller); and "Let Me Tell You a Story" (Jolene Borgese). (NKA) ED480625 English Leadership Quarterly, 2002-2003. English Leadership Quarterly v25 n1-4 Aug 2002-Apr 2003 2003-04-00 66 National Council of Teachers of English, 1111 W. Kenyon Rd., Urbana, IL 61801-1096. Tel: 800-369-6283 (Toll Free); Fax: 217-328-9645; e-mail: public_info@ncte.org; Web site: http://www.ncte.org. N/A 2004 2020-07-14

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Yes Critical Reading Elementary Education Evaluation Methods Lesson Plans Picture Books Reading Attitudes Reading Instruction Reading Processes Textbooks Mozombite, Amy Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Using the guiding question, "What is reading?," this lesson invites students to interact with a variety of different texts as they attempt to uncover the skills necessary to successfully interact with the text. Based upon the discussion that follows, students will create a living definition of reading. During three 40-minute lessons, students will: identify different characteristics of texts from basic picture books to textbooks; compile a list of processes needed to read the different types of books; and develop a living definition of reading. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A reading survey is attached. (PM) ED480626 Developing a Living Definition of Reading in the Elementary Classroom. 2003-02-28 Practitioners Teachers Students 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:33:31 RIEMAY2004

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Yes Critical Reading Elementary Education Evaluation Methods Lesson Plans Listening Skills Multimedia Materials Reading Instruction Reading Strategies Small Group Instruction Vocabulary Development Campbell, Alene Guides - Classroom - Teacher Spiders MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This spider unit focuses on students' development of cooperative learning and inquiry-based skills. Students read "The Very Busy Spider" by Eric Carle, and then work in cooperative groups using the Internet to research and synthesize important information about spiders. Technology is used for vocabulary instruction and to create a multimedia presentation. During six 30-minute lessons, students will: listen and read critically; use the KWL (know-want to know-learned) strategy; analyze and synthesize the information that they read; write using reflections of written text; learn vocabulary related to spiders; create and present a multimedia presentation; and work cooperatively in groups. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A scoring guide is attached. (PM) ED480627 Did You Say Spiders? 2003-03-28 Students Practitioners Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Beginning Reading Beginning Writing Folk Culture Lesson Plans Nursery Rhymes Primary Education Rhyme Hamner, Devon Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Primary-grade children can learn rhythm and rhyme from nursery rhymes. But those same poems can be used to help young students make connections to letters, sounds, and word chunks. This lesson lets Mother Goose help children grow as readers and writers. During the 5-10 minutes per day for these lessons, students will: develop a feel for the rhythm of poetry as they recite, chant, and sing the nursery rhymes; connect familiar characters from the nursery rhymes with letters of the alphabet and beginning sounds; recognize and identify rhyming words, noting the familiar chunks in words like Jill and hill or wall and fall; and apply these skills in shared and interactive writing, and as they are ready, in their own writing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (RS) ED480628 Growing Readers and Writers with Help from Mother Goose. 2003-01-13 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:33:35 RIEMAY2004

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Yes Childrens Literature Journal Writing Literacy Literature Appreciation Parent Participation Primary Education Reading Aloud to Others Student Journals Hamner, Devon Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This project is designed to engage families in shared literacy activities. The K-2 students take turns taking home a book bag that includes a stuffed toy, a book, art supplies, a topic to discuss with their families, and a journal to share their thoughts and ideas. Through the experience they build positive memories of literacy activities. During the 5-7 minute daily lessons, students will: share a carefully chosen book with their families, reading it together; discuss the book and its journaling topic with their families; complete a journal entry with their families; and return the journal to share with the class. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A sample letter to parents, a list of suggested books, and a speaking and listening rubric are attached. (RS) ED480629 Have Journal...Will Travel: Promoting Family Involvement in Literacy. 2002-12-06 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:33:37 RIEMAY2004

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Yes Holidays Internet Lesson Plans Middle Schools Poetry Prewriting Reading Skills Writing Assignments Woolley, Jill Guides - Classroom - Teacher Veterans Day MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson uses the informational power of the Internet for a prewriting activity. Through various Internet sites, students gather information about the history and celebration practices associated with Veterans Day. Following the prewriting activity, students write content-rich poems that honor veterans. During the 45-minute prewriting session, the 30 minutes of class discussion, and the three 30-minute writing sessions, the grade 6 to 8 students will: effectively use their reading skills to identify main ideas and accurately record information from numerous resources; develop content-rich notes to use for a poetry writing assignment; and learn about the origins of holidays and cultural practices in the United States. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A poetry prewriting web search form is attached. (RS) ED480630 Honoring Our Veterans through Poetry Prewriting. 2002-11-11 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Biographies Elementary Education Language Usage Lesson Plans Poetry Writing Instruction Gardner, Traci Guides - Classroom - Teacher King (Martin Luther Jr) National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. MarcoPolo Education Foundation. English "Martin's Big Words: The Life of Dr. Martin Luther King, Jr." tells of King's childhood determination to use "big words" through biographical information and quotations. In this lesson, students in grades 3 to 5 explore information on Dr. King to think about his "big" words, then they write about their own "big" words and dreams. During the one 50-minute session, students will: read (or listen to stories) about Dr. King's life and think about their own impact on the future; identify the different meanings of the word "big" as it relates to the idea of "big words"; analyze sample quotations for "big" words; and think reflectively about personal dreams and ideas; and create a list of their own "big words" either originally or as a found poem. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An excerpt from Dr. King's "I Have a Dream" speech; famous quotations from Dr. King's works; found poems from the "I Have a Dream" speech; a "My Big Words" book template; and a found poem word mover are attached. (RS) ED480631 How Big Are "Martin's Big Words"? Thinking Big about the Future. 2003-01-21 Practitioners Students Teachers 13 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Audience Awareness Internet Lesson Plans Literary Criticism Middle Schools Oral Interpretation Poetry Writing Instruction O'Connor, Beth Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English In this lesson, grade 6-8 students analyze a variety of poets and their poetry by reading and listening to their work. Students then use information gathered from Internet resources to select a favorite poet and perform one of their poems for the class. During the four 30-minute and five 20-minute sessions, students will: analyze a variety of poems from a variety of online resources; compare the concrete similarities and differences of several poems; build connections between personal experience and literature; analyze the elements a poet uses to develop meaning; explore and develop an understanding of audience, speaker, narrator, and writer; analyze mood and theme; explore the impact spoken language has on meaning; use dramatic voice and expression; and evaluate their own performance and the performance of others based on a specific evaluation rubric. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A poetry presentation rubric, a WebQuest entitled "In the Poet's Shoes," and Thinking About Poetry Notes are attached. (RS) ED480632 In the Poet's Shoes: Performing Poetry and Building Meaning. 2003-02-24 Practitioners Students Teachers 17 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:33:42 RIEMAY2004

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Yes Childrens Writing Elementary Secondary Education Literature Reviews Teacher Role Vocabulary Vocabulary Development Writing Instruction Writing Research Writing Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Research indicates that for students to perform well in speaking, reading, and writing they need to possess a rich vocabulary. Studies have consistently shown that "vocabulary size correlates with success in all areas of the curriculum" (Manning, 1999). This Topical Bibliography and Commentary reviews the recent research literature on the importance of teaching vocabulary development and on ways educators can integrate writing into the curriculum utilizing the vocabulary learned. As writing is heavily dependent upon an author's ability to draw upon words to describe an event, vocabulary development must be taken seriously in the classroom. Since the emphasis in teacher education is on reading, many teachers do not know how to teach writing, nor do they feel comfortable teaching writing. Students' writing skills can be enhanced through improved vocabulary and by teachers creating a writer-centered classroom where instruction is individualized. Teaching writing should not be approached as a survey class, but rather as a process that must be studied in depth. (Contains 5 Internet addresses and 11 references.) (NKA) ED480633 Vocabulary's Influence on Successful Writing. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 8/19/2004 23:33:44 RIEMAY2004 ED-99-CO-0028

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Yes Childrens Writing Classroom Techniques Elementary Secondary Education Grammar Language Role Literature Reviews Vocabulary Writing Instruction Writing Research Writing Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Word Choice Six Trait Analytical Model ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This Topical Bibliography and Commentary reviews the recent research literature which focuses on writing--specifically, word choice in writing. The bibliography/commentary first lays a foundation that chronicles the importance of writing instruction in school. It then summarizes the importance of choosing quality words when writing, gives examples of how to teach word choice through writing, and explores the use of grammar to improve word choice through writing. The bibliography/commentary finds that through increased vocabulary awareness and by studying words in the context in which they are used, students can become better writers--when a student understands how the English language can be manipulated, many word choice opportunities are created. (Contains 5 Internet addresses and 12 references.) (NKA) ED480634 Vocabulary: Word Choice in Writing. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Beginning Reading Bibliographies Literature Reviews Phonemic Awareness Phonics Phonological Awareness Primary Education Reading Instruction Reading Processes Reading Research Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This Topical Bibliography and Commentary examines recent studies on phonological awareness, finding the evidence conclusive that teaching phonological awareness to young children greatly facilitates the reading process. Researchers have studied problems children experience in reading for many years. The focus of research during the 1990s has been early detection of readers who are considered at-risk. The significance placed on early detection has led researchers to study the impact phonological awareness has on young children in their early reading activities. Smith defines phonological awareness as "sensitivity to sound structure of language and a conscious ability to detect, combine, and manipulate different sizes of sound units." To accurately understand phonological awareness, it is important to understand the difference between phonics and phonemic awareness--phonemic awareness places emphasis on oral language, while phonics places emphasis on written language but does not exclude the oral. (Contains 2 Internet addresses and 15 references.) (NKA) ED480635 Phonological Awareness. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 8/19/2004 23:33:48 RIEMAY2004 ED-99-CO-0028

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Yes Bibliographies Elementary Education Language Arts Literature Reviews Phonics Reading Instruction Reading Research Whole Language Approach Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Balanced Reading Instruction ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English During the 1970s direct phonics instruction was the preferred method of reading instruction. In the 1980s the whole language concept caught on and phonics instruction was considered defunct. In the 1990s the pendulum, in the process of swinging back, was intercepted before it went to the extreme of "all phonics," by a balanced approach to reading instruction. Even though there has been an increased emphasis on explicit phonics instruction in recent years, research continues to indicate the benefits of a balanced approach to reading instruction. This Topical Bibliography and Commentary reviews recent research on balanced instruction, concluding that combining phonics/basic skills with whole language into a balanced approach may permit more students to experience reading and writing success. (Contains 3 Internet addresses and 11 references.) (NKA) ED480636 The Use of "Balanced Instruction" in Language Arts Curriculum. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Childrens Literature Fiction Literature Reviews Middle School Students Middle Schools Reading Material Selection Teacher Role Smith, Carl B., Ed. ERIC Publications Reference Materials - Bibliographies Policy Issues Trade Books ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English The articles and papers reviewed in this Topical Bibliography and Commentary address the issues of policy statements guiding curriculum people as they select acceptable books for middle school students to read and, specifically, what books should be on acceptable lists. Because of varying perspectives from which the criteria and lists are formulated, however, there is not a simple, comprehensive list of standards and books for educational leaders to use. With a plethora of books available for middle school students, the basic question is "How does a person select quality books for them to read?" The contents of the lists presented in the articles summarized in this bibliography vary in quantity from 20 or 30 listed books to books listing hundreds of reading resources. Some the lists were selected by members of professional organizations, while others were developed by and for use in specific school systems. The papers reviewed in this summary come from diverse backgrounds, but directly or indirectly, all of the documents stress the importance of literary quality in selecting books. (Contains 2 Internet addresses and 15 references.) (NKA) ED480637 Middle School Reading. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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No Educational Environment Learning Activities Notetaking Primary Education Reading Instruction Reading Material Selection Reading Programs Miller, Debbie Guides - Classroom - Teacher Non-Print Media Explicit Instruction Learning Communities Readers Workshop Video Viewing English In this 3-tape series and viewing guide, first-grade teacher Debbie Miller takes viewers beyond comprehension instruction, and shows how she sustains a primary reading program that challenges and supports readers of all abilities and needs. The viewing guide is designed to help facilitators use "Happy Reading" on workshop settings. The plans provided in the guide are flexible, allowing the facilitator to tailor the suggestions to the needs of the group. Tapes are entitled: (1) Essentials: Tone, Structure, and Routines for Creating and Sustaining a Learning Community (time 38:30); (2) Explicit Teaching: Portraits from Readers' Workshop (time 24:00); and (3) Wise Choices: Independence and Instruction in Book Choice (time 37:08). Ten figures are included; an appendix contains segment title and cueing information for the three tapes. Suggestions for each tape have been divided into four sections: note-taking strategies while viewing; questions for discussion; suggestions for workshop activities; and readings from "Reading with Meaning," the companion text from Debbie Miller that can be used with the video series. (NKA) ED480638 Happy Reading! Creating a Predictable Structure for Joyful Teaching and Learning. [Videotapes and Viewing Guide]. 2002-00-00 ISBN-1-57110-357-0 Practitioners Teachers 20 Stenhouse Publishers, 477 Congress St., #4B, Portland, ME 04101-3451; (Video package: 3 30-minute videotapes, $295). Tel: 800-988-9812 (Toll Free); Fax: 800-833-9164 (Toll Free); Web site: http://www.stenhouse.com. For full text of Viewing Guide: http://www.stenhouse.org/pdfs/0357guid.pdf. N/A 2004 2016-11-21

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No Classroom Techniques Critical Reading Intermediate Grades Nonfiction Primary Education Reading Comprehension Reading Instruction Reading Strategies Student Needs Teacher Role Harvey, Stephanie Goudvis, Anne Guides - Classroom - Teacher Non-Print Media Meaning Construction Readers Workshop Video Viewing Book Clubs English This series of four videotapes and a viewing guide is designed to complement the book "Strategies That Work: Teaching Comprehension to Enhance Understanding." Its author/educators invite teachers to help their students read for deeper meaning and insight, employing a group of research-based strategies that proficient readers use to understand text. This video series provides a look at comprehension instruction in action. The tapes illustrate the visions of three teachers as they design and implement comprehension instruction based on the needs of individual students in their classrooms. They allow viewers to see the children during reading workshop, as they engage in the process of constructing meaning and understanding. The teachers in the video series create classrooms that engage readers who learn to read widely and linger in books--they use a variety of instructional approaches in their reading workshops, including: modeling and thinking aloud; lifting text; reasoning through the text together; co-constructing anchor charts of thinking; talking about books; and rereading text to gain deeper understanding. Tapes are entitled: (2) Creating a Culture of Thinking (time 38:50); (2) Modeling Questioning in a Reading Workshop (time 28:35); (3) Reading and Understanding Nonfiction (time 36:20); and (4) Using Strategies to Enhance Book Club Discussions (time 32:50). Also contains related materials and 7 references. The viewing guide includes: a lesson summary; questions and considerations; invitations to expand on the instructional practices seen on the tapes; links to related content in "Strategies That Work"; and copies of related materials such as children's work, charts, and forms. (NKA) ED480639 Strategy Instruction in Action. [Videotapes and Viewing Guide]. 2002-00-00 ISBN-1-57110-335-X Teachers Practitioners 20 Stenhouse Publishers, 477 Congress St., #4B, Portland, ME 04101-3451 (Video package: 4 30-minute videotapes, $395). Tel: 800-988-9812 (Toll Free); Fax: 800-833-9164 (Toll Free); Web site: http://www.stenhouse.com. For full text of Viewing Guide: http://www.stenhouse.org/pdfs/0335guid.pdf. N/A 2004 2016-11-21

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No Classroom Techniques Critical Reading Instructional Effectiveness Learning Activities Reading Comprehension Reading Instruction Secondary Education Student Needs Teacher Role Tovani, Cris Guides - Classroom - Teacher Non-Print Media Student Engagement Video Viewing Readers Workshop Reading Thinking Relationship English This 4-part videotape series and viewing guide shows Cris Tovani, a high school teacher, working with a wide range of students, from college-bound seniors to students who have been referred to her classroom because of their struggles with reading. The viewing guide is designed to help teachers use the video series "Thoughtful Reading" in workshop settings. Viewers see Cris leading the whole class, launching small-group activities, thinking through instructional design, teaching individual students, and assessing learner needs and strengths. The series includes examples of how to: design small-group instruction; teach students to work together in groups; initiate one-on-one conferences with students; teach comprehension strategies to the whole class; help students learn to monitor their reading through notes, logs, and discussions; create "comprehension constructors" and other instruction tools that link reading, writing, and thinking; promote student independence through whole-class discussions and student presentations; and provide a range of genres to meet the need of diverse students. Tapes are entitled: (1) No Magic Formula: Teaching Struggling Readers (time 26:30); (2) Beyond the Game of School: Challenging College-Bound Seniors (time 25:20); (3) Engaging Students: Choice, Respect, and Talk (time 29:80); and (4) Making Thinking Visible: Comprehension Tools (time 29:55). Suggestions for viewing each tape are divided into five sections: Writing while viewing; Questions for Discussion; Workshop and Classroom Extensions; Short on Time; and Further Reading. Includes 13 figures. Contains time cues for "Thoughtful Reading." (NKA) ED480640 Thoughtful Reading: Teaching Comprehension to Adolescents. [Videotapes and Viewing Guide]. 2002-00-00 ISBN-1-57110-369-4 Practitioners Teachers 20 Stenhouse Publishers, 477 Congress St., #4B, Portland, ME 04101-3451 (Video package: 4 30-minute videotapes, $395). Tel: 800-988-9812 (Toll Free); Fax: 800-833-9164 (Toll Free); Web site: http://www.stenhouse.com. For full text of Viewing Guide: http://www.stenhouse.org/pdfs/0369guid.pdf. N/A 2004 2016-11-21

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No Childrens Writing Classroom Environment Elementary Secondary Education Teacher Role Writing Instruction Writing Processes Writing Skills Writing Workshops Fletcher, Ralph Portalupi JoAnn Guides - Classroom - Teacher Non-Print Media Video Viewing English The four videotapes and a viewing guide cover all the practical components necessary for establishing and implementing a successful writing workshop, including the importance of choice, creating a risk-taking environment, the difference between skills and craft, the writer's notebook, the writing conference, revision, the role of literature, and more. The viewing guide takes viewers into the classrooms at Bailey's Elementary School in the outskirts of Washington, DC (eastern Falls Church, Virginia) where teachers wrestle with the questions of what it means to become an effective writer and what is a teacher's role in developing students' competence as writers. Tapes in the guide are: (1) Building a Writing Community (time 31:20); (2) Teaching Writing Skills in Context (time 24:00); (3) Literature That Supports Writing (time 29:15); and (4) Craft Lessons to Stretch Young Writers (time 33:30). The viewing guide provides a few overarching questions for viewers to keep in mind the first time they watch each tape; these questions are followed with more detailed points about specific sections of the tape. The guide sometimes points to specific classroom scenes on the video (such as teacher conferences, mini-lessons, etc.) and suggests stopping the tape to allow time for teachers to react, muse, disagree, reflect, or synthesize what they are watching. (NKA) ED480641 When Students Write. [Videotapes and Viewing Guide]. 2002-00-00 ISBN-1-57110-334-1 Practitioners Teachers 12 Stenhouse Publishers, 477 Congress St., #4B, Portland, ME 04101-3451 (Video package: 4 30-minute videotapes, $395). Tel: 800-988-9812 (Toll Free); Fax: 800-833-9164 (Toll Free); Web site: http://www.stenhouse.com. For full text of Viewing Guide: http://www.stenhouse.org/pdfs/0334guid.pdf. N/A 2004 2016-11-21

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No Classroom Environment Classroom Techniques Educational Environment Elementary Education Learning Activities Reading Instruction Teacher Role Writing Instruction Writing Workshops Hindley, Joanne Guides - Classroom - Teacher Non-Print Media Readers Workshop Video Viewing Minilessons English This videotape series and viewing guide is designed to complement the book "In the Company of Children." Each videotape includes four brief, real-life classroom segments that illustrate different aspects of workshop instruction. The guide will help teachers link readings from the book with different segments from the videotapes, including potential workshop activities, supplemental reading suggestions, and critical questions to ask viewers. The guide takes teachers step-by-step through various ways to integrate the tapes into any instructional setting. Tapes are entitled: (1) Reading Conferences; (2) Reading Mini-Lessons; (3) Writing Conferences; and (4) Writing Mini-Lessons. Each tape is approximately 20 minutes. In the two tapes on reading mini-lessons and writing mini-lessons, resources, teaching strategies, and challenges surrounding the lead-in to a workshop are explored; whole-class instruction is sorted into three categories: workshop management: practical matter of how books are organized in the room, how the room runs, and how to keep reading logs; literary elements: how an awareness of the qualities of good writing, differences among genres, or the attraction of series books affects how children choose books; and strategies: understanding and developing the skills necessary to become successful readers and writers. (NKA) ED480642 Inside Reading and Writing Workshops. [Videotapes and Viewing Guide]. 2002-00-00 ISBN-1-57110-071-7 Practitioners Teachers 16 Stenhouse Publishers, 477 Congress St., #4B, Portland, ME 04101-3451 (Video package: 4 approx. 20-minute videotapes, $350). Tel: 800-988-9812 (Toll Free); Fax: 800-833-9164 (Toll Free); Web site: http://www.stenhouse.com. For full text of Viewing Guide: http://www.stenhouse.org/pdfs/0071guid.pdf. N/A 2004 2016-11-21

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No Critical Reading Elementary Education Evaluation Methods Poetry Revision (Written Composition) Student Motivation Writing Instruction Writing Strategies Writing Workshops Ambrosini, Michelle Morretta, Teresa M. Books Guides - Classroom - Teacher International Reading Association, Newark, DE. English Noting that when students are immersed in reading and writing poetry they benefit from revisions in writing and learn to critically analyze text, this book outlines the ways that poetry workshops can excite students' interest. Chapter 1, "Laying a Foundation for Poetry Workshop" defines poetry workshop and explains its value in the reading and writing classroom. The second chapter, "Getting Started with Poetry Writing" provides initial activities to tap into students' background knowledge of poetry, and the activities in Chapter 3, "Diving into Poetry Writing," provide a plethora of poetry writing activities. The fourth chapter, "Taking the Next Steps With Poetry Writing," highlights what professional writers do, while the fifth and final chapter, "Responding as Poets Outside of Poetry Workshop" is a compilation of poetry writing activities. Eight appendixes contain: a poet's toolbox; mystery slips; an imagery graphic organizer; poems for personal response; professional publishing opportunities; rubric for class poetry book; poetry assessment; and a two-voice poem graphic organizer. Includes 27 references; 30 poetry and literature references; and 7 musical references. (PM) ED480643 Poetry Workshop for Middle School: Activities That Inspire Meaningful Language Learning. 2003-00-00 ISBN-0-87207-517-6 Practitioners Teachers 128 Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Order no. 517-553, $18.95). Tel: 302-731-1600, ext. 293; Fax: 302-731-1057; e-mail: pubinfo@reading.org; Web site: http://www.reading.org. N/A 2004 11/28/2005 12:11:49 RIEMAY2004

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No Educational Facilities Design Environmental Education Partnerships in Education School Community Programs Secondary Education Small Schools Non-Print Media Reports - Descriptive KnowledgeWorks Foundation, Cincinnati, OH. English This CD-ROM presents a virtual visit to the School of Environmental Studies, located on the grounds of its major community partner, the Minnesota Zoo. This 11th and 12th grade high school was opened in 1995, and in 1999 it was named a New American High School by the U.S. Department of Education because of its new, innovative approach to learning. The CO-ROM virtual visit offers an opportunity to see the dynamic education offered at a small school created on the site of a community partner. Topics addressed on the CD-ROM include: the advantages of a small, theme-based school; how educational programs drive building design; the advantages of flexible learning environments; schools as centers of communities; relationships; responsiveness to students' interests; and preparation of students for life success. The tour is also available online. (SM) ED480644 Virtual Visit to the School of Environmental Studies. 2003-00-00 1 KnowledgeWorks Foundation, One West Fourth Street, Suite 200, Cincinnati, OH (free). Web site: http://www.kwfdn.org. N/A 2004 8/19/2004 23:34:06 RIEMAY2004

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No CD ROMs Elementary Secondary Education Higher Education Research Tools Resource Materials Science Education Standards Guides - Non-Classroom Non-Print Media National Science Education Standards Third International Mathematics and Science Study Trends in International Mathematics and Science Study ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This CD-ROM provides a collection of Internet resources as well as K-16 related science materials and is divided into two sections. "Online Resources" includes information on the Educational Resources Information Center (ERIC), National Standards, AAAS Project 2061 Resources, U.S. Department of Education, Third International Mathematics and Science Study (TIMMS), and Useful Links. "Resources" includes Science Education Major Topics and Themes; Science Education Journals; Science Education Professional Organizations; ERIC Science Digests; State Departments of Education and State Science Frameworks; and Equipment, Tools, and Software for Science Education Researchers. (YDS) ED480645 Science Education Resource Assistant for Researchers. [CD-ROM]. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080 (free). Tel: 800-276-0462; Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: http://www.ericse.org. N/A 2004 2016-11-21

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No CD ROMs Elementary Secondary Education Higher Education Research Tools Resource Materials Science Education Standards Guides - Classroom - Teacher Non-Print Media Third International Mathematics and Science Study National Science Education Standards Trends in International Mathematics and Science Study ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This CD-ROM provides a collection of Internet resources as well as K-16 related science materials and is divided into two sections. "Online Resources" includes information on the Educational Resources Information Center (ERIC), National Standards, AAAS Project 2061 Resources, U.S. Department of Education, Third International Mathematics and Science Study (TIMMS), and Useful Links. "Resources" includes Science Education Major Topics and Themes; Science Education Journals; Science Education Professional Organizations; ERIC Science Digests; State Departments of Education and State Science Frameworks; and Equipment, Tools, and Software for Science Teachers. (YDS) ED480646 Science Education Resource Assistant for Science Teachers. [CD- ROM]. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080 (free). Tel: 800-276-0462; Fax: 614-292-0263; e-mail: ericse@osu.edu; Web site: http://www.ericse.org. N/A 2004 2016-11-21

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No Case Studies Classroom Environment Classroom Techniques Elementary School Teachers Performance Factors Primary Education Student Improvement Student Motivation Teacher Effectiveness Teacher Role Teacher Student Relationship Pressley, Michael Dolezal, Sara E. Raphael, Lisa M. Mohan, Lindsey Roehrig, Alysia D. Bogner, Kristen Books Guides - Non-Classroom Reports - Research Student Disengagement Student Engagement English Noting that few would dispute the essential role of motivation in promoting academic engagement and achievement, this book serves as a guide to motivating students in grades K-3. The book presents research-based strategies and techniques that are then illustrated in three extended case studies of highly successful motivators, demonstrating how these exemplary teachers instill motivation in their classrooms. The book provides practical ideas readers can implement in their own classrooms, as well as guiding teachers in recognizing and avoiding key pitfalls--the attitudes, instructional methods, and classroom management approaches that may inadvertently undermine student motivation. Appended is a summary of what primary-grade teachers can do to "flood" their classrooms with motivating instruction. (Contains 294 references.) (HTH) ED480647 Motivating Primary-Grade Students. 2003-00-00 ISBN-1-57230-914-8 Practitioners Teachers 205 Guilford Press, 72 Spring Street, Dept. 9F, New York, NY 10012 ($25, Cat. #0914). Tel: 800-365-7006 (Toll Free); Tel: 212-431-9800; Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 2016-11-21 ED512029

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No Children Classroom Environment Early Childhood Education Elementary School Teachers English (Second Language) Limited English Speaking Parent School Relationship Preschool Teachers Primary Education Teacher Role Teacher Student Relationship Whitlatch, Jennifer M. Staley, Lynn Guides - Classroom - Teacher Association for Childhood Education International, Olney, MD. English Noting that most mainstream primary teachers have received little or no training focusing on working with the growing number of students who speak English as a second language, this booklet equips primary teachers with basic information regarding the instruction of children who speak English as a second language (ESL). The booklet identifies ten basic strategies for teachers, including finding out important information about the student's cultural, linguistic, and family background that may be helpful; learning essential communication words in the child's first language; using games and activities to help the ESL student interact with the class in a non-threatening manner; and developing a quiet place in the classroom where ESL students can have time alone. The booklet also includes strategies for working with families. The booklet includes contact information for assessment tools, references, suggested readings, a glossary, and a legislation appendix. (HTH) ED480648 Welcoming a Student Who Does Not Speak English: Pre-Kindergarten through 3rd Grade. 2003-00-00 Practitioners Teachers 13 Association for Childhood Education International, 17904 Georgia Avenue, Suite 215, Olney, MD 20832 ($8.50; $6.80 for members). Tel: 800-423-3563 (Toll Free); Tel: 301-570-2111; Fax: 301-570-2212; e-mail: aceihq@aol.com; Web site: http://www.acei.org. N/A 2004 8/19/2004 23:34:11 RIEMAY2004

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Yes Adolescents Case Studies Child Advocacy Child Labor Child Welfare Children Childrens Rights Citizen Participation Developing Nations Foreign Countries Newsletters Organizations (Groups) Program Descriptions Stakeholders Well Being Khan, Andrea, Ed. Greenwood, Laura, Ed. Collected Works - General United Nations Convention on the Rights of the Child ISSN-1475-8342 Child Rights Information Network, London (England). English These five newsletter issues communicate activities of the Child Rights Information Network (CRIN) and report on information resources and world-wide activities concerning children and child rights. The March 2000 issue focuses on children's right to education, assessing the matter form a range of differing perspectives, at international and grassroots levels; and highlighting the importance of the non-discrimination principle the U.N. Convention on the Rights of the Child, particularly for disabled and for Roma and Traveller ("gypsy") children. The November 2000 issue explores the relationship between children's rights and macroeconomic analysis and policy and how children are likely to be effected by macroeconomic choices. The June 2001 issue highlights the U.N. Special Session on Children, the purpose of which was to review progress made for children since 1990 specifically by returning to the achievement of the goals of the World Summit for Children convened that year; and to assert a renewed commitment to children and develop a new global agenda for them in the forthcoming decade. The March 2002 issue considers how to take forward the"mainstreaming" of child rights and illustrates this process through a selection of case studies from around the world. The October 2002 issue explores the issue of participation in programs and projects, and reviews how far children and young people's participation has progressed, through a series of regional overviews and thematic case studies. The overviews present the state of the art in each region, examine key barriers to effective participation, and suggest specific recommendations, based on experience, to improve future practice. The thematic case studies describe examples of children's participation in a variety of contexts. Each issue also contains an annotated bibliography of publications on children's rights and a calendar of forthcoming meetings related to children's rights. (HTH) ED480649 Child Rights Information Network Newsletter, 2000-2002. 2002-00-00 176 CRIN, Save the Children, 17 Grove Lane, London SE5 8RD, United Kingdom. Tel: 44-(0)20-7716-2240; Fax: 44-(0)20-7793-7628; e-mail: info@crin.org; Web site: http://www.crin.org. N/A 2004 2020-12-07

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No Children Employment Low Income Poverty Social Attitudes Unemployment Welfare Recipients Welfare Services Lennon, Mary Clare Appelbaum, Lauren D. Aber, J. Lawrence McCaskie, Katherine Reports - Research Columbia Univ., New York, NY. National Center for Children in Poverty. English This study examined public attitudes toward the most vulnerable of the poor--those who experience significant personal or situational problems that can create obstacles to employment. Using both a factorial survey methodology and a general attitude survey, researchers gathered information about public opinion toward people in need, low-income working families, welfare recipients, and welfare reform from a nation-wide sample of 1,570 adults. The factorial survey design involved a vignette featuring a female subject whose description randomly varied 11 characteristics including race, marriage status, whether she had obstacles to employment, and whether she worked or received welfare. Based on responses, the study extrapolated four key findings. The first is that support for many forms of assistance is similar regardless of whether a woman who faces economic difficulties is receiving welfare or is employed. There were high levels of support for health insurance and educational assistance, regardless of work status or type of barrier. Support for cash assistance, psychological counseling, job training, health insurance, and educational assistance were at least as strong for a woman who was on welfare as when she was employed. The second finding, however, is that support for cash assistance was generally low. When there was no barrier to employment, just 39 percent of Americans supported cash assistance. The highest level of support for cash assistance was found for women living in an area with high unemployment (54 percent), who had physical disabilities (49 percent), or had mental illness (49 percent). Tax relief was also endorsed less often overall than most other forms of assistance. Without a barrier to employment, support for tax relief was 57 percent. That support increased for women living in an area with high unemployment. The fourth finding was that support for job training was generally high. When women are not working, 87 percent of the public supports job training. (Author/HTH) ED480650 Public Attitudes toward Low-Income Families and Children: Circumstances Dictate Public Views of Government Assistance. Research Report. 2003-10-00 16 National Center for Children in Poverty, Mailman School of Public Health, Columbia University, 215 W. 125th Street, 3rd Floor, New York, NY 10027-4426. Tel: 646-284-9600; Fax: 646-284-9623; Web site: http://www.nccp.org. For full text: http://www.nccp.org/media/pat03a-text.pdf. N/A 2004 8/19/2004 23:34:16 RIEMAY2004

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Yes Academic Standards Civics Classroom Techniques Elementary Education Fine Arts History Instruction Interdisciplinary Approach Language Arts Mathematics Instruction Outcomes of Education Performance Based Assessment Relevance (Education) Science Instruction State Standards Student Evaluation Technology Education Reports - Descriptive Best Practices Vermont Vermont Vermont State Dept. of Education, Montpelier. English This framework details Vermont's educational standards and learning opportunities for Kindergarten through grade 8. The standards are to be used to: (1) provide structure from which standards-based district, school, and classroom curricula can be developed, organized, implemented, and assessed; (2) provide the basis for development of a state, local, and classroom comprehensive assessment system; and (3) make explicit what may be included in statewide assessments of student learning. The assessment will focus on students' use of knowledge and skills from the three fields of knowledge to attain the vital results. Following an introduction with definitions, and instructions for reading the standards, the framework is organized into four main parts. The first part outlines the Vital Results, which are the responsibility of teachers in all subjects. These vital results are in the areas of communication, reasoning and problem solving, personal development, and civic/social responsibility. The second section of the framework presents the Field of Knowledge Standards, which are specific to each curricular field and must be applied to attain vital results. The fields are: arts, language, and literature; history and social sciences; and science, mathematics, and technology. The third section outlines learning opportunities or recommended practices, in the areas of access, instruction, assessment and reporting, connections (interdisciplinary and relevance), and best practices in the three fields of knowledge. The framework's appendices include questions and answers about how the framework was developed and about issues related to its use; and a bibliography of resources, organized by commissions for each of the knowledge fields. (HTH) ED480651 Vermont's Framework of Standards and Learning Opportunities. 2000-00-00 Department of Education, Washington, DC. National Science Foundation, Washington, DC. Carnegie Corp. of New York, NY. Administrators Practitioners Teachers 49 Vermont Department of Education, 120 State Street, Montpelier, VT 05620-2501. Tel: 802-828-3111; e-mail: edinfo@doe.state.vt.us; Web site: http://www.state.vt.us. For full text: http://www.state.vt.us/educ/new/pdfdoc/pubs/framework.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Early Childhood Education Literacy Mathematics Performance Based Assessment Preschool Curriculum School Readiness State Standards Guides - Non-Classroom Indicators Virginia Virginia Virginia State Dept. of Education, Richmond. English Research confirms that readiness skills for literacy and mathematics begin at birth and are developed in combination with life experiences. This guide provides early childhood educators a set of basic guidelines or Foundation Blocks in literacy and mathematics, with indicators of success for entering kindergarten based on scientifically-based research. The guide describes specific indicators for prekindergarten children in the content areas of reading (oral expression, vocabulary, phonological awareness, letter knowledge and early word recognition, print and book awareness, and written expression) and mathematics (number sense, computation and estimation, measurement, geometry, statistics, and patterns, functions and algebra). The guide is organized for use as a tool for early childhood educators in developing curriculum and meaningful classroom activities. Each Foundation Block is in box format, and is organized to build toward the Virginia Kindergarten Standards of Learning. Following the boxes are expectation indicators for the Foundation Blocks. Sample teaching activities are included to assist teachers in the planning of meaningful classroom activities. Helpful terms and 16 references to national consensus documents used in the development of this guide are cited for clarification and resource purposes. (HTH) ED480652 Virginia's Foundation Blocks for Early Learning: Guidelines for Literacy and Mathematics. 2003-00-00 Practitioners Teachers 27 Virginia State Department of Education, 101 N. 14th Street, Richmond, VA 23219. Tel: 800-292-3800 (Toll Free); Tel: 804-225-2020; e-mail: instruction@mail.vak12ed.edu; Web site: http://www.circulor.com/documents/learn2care docs/birth-to-5_VA curriculum.pdf. N/A 2004 2016-11-21

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Yes Dramatic Play Early Childhood Education Emergent Literacy Emotional Development Fine Arts Interpersonal Competence Language Skills Music Appreciation Numeracy Outcomes of Education Performance Based Assessment Physical Development Preschool Children School Readiness Science Process Skills State Standards Guides - Classroom - Teacher Wyoming Indicators Wyoming Wyoming State Dept. of Education, Cheyenne. English Because children entering kindergarten come with a variety of preschool and home experiences, and accordingly, with varying levels of school readiness, the Wyoming Early Childhood Readiness Standards have been developed to provide a more consistent definition of school readiness. The goal for the Standards is to provide early childhood educators with a framework to use in planning quality curriculum by identifying the skills (indicators) needed to maximize the potential for school success and promote a smooth transition to kindergarten. The readiness standards and indicators cover eight domains/content areas as follows: (1) Language (listening and understanding, and speaking and communicating); (2) Literacy (phonological awareness, book knowledge and appreciation, print awareness and concepts, early writing, and alphabet knowledge; (3) Social Emotional Development (self-concept, self-control, prosocial behavior, and knowledge of families and community; (4) Approaches to Learning (representation and symbolic thinking, initiative and curiosity, engagement and persistence, and reasoning and problem and solving); (5) Mathematics (numbers and operations, geometry and spatial issues, and patterns and measurement; (6) Science (scientific methods, scientific skills, and scientific knowledge); (7) Physical Health and Development (gross motor skills, fine motor skills, and health practices); and (8) Creative Arts (music and movement, art, and dramatic play). (Includes letters of endorsement.) (HTH) ED480653 Wyoming Early Childhood Readiness Standards. 2003-00-00 Practitioners Teachers 34 Wyoming State Department of Education, Hathaway Building, 2nd Floor, 2300 Capitol Avenue, Cheyenne, WY 82002-0050. Tel: 307-777-7675; Fax: 307-777-6234; Web site: http://www.k12wy.us. For full text: http://www.k12.wy.us/specialprograms/docs/early_childhood_standards.pdf. N/A 2004 2016-11-21

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Yes Change Strategies Child Rearing Family Programs Family Support Fathers Neonates Parent Attitudes Parent Child Relationship Parent Participation Program Improvement Well Being Vogel, Cheri A. Boller, Kimberly Faerber, Jennifer Shannon, Jacqueline D. Tamis-LeMonda, Catherine S. Reports - Research Early Head Start Parent Needs Mathematica Policy Research, Princeton, NJ. English Despite policymakers' increasing interest in how fathers and fathering affect the well-being of children, research into the roles of low-income fathers has not met the needs of policymakers, who could benefit from better understanding of the factors affecting fathers' continuing support of and engagement in relationships with their children. In an effort to advance understanding of these factors, Mathematica Policy Research was funded to conduct research on fathers of newborn babies in conjunction with the National Early Head Start Research and Evaluation Project. The study focused on answering questions about who the fathers are, their level of involvement with their families and children, and how and why involvement changes over time. Fathers were recruited through expectant mothers from Early Head Start and similar comprehensive, community-based programs. Findings are based on two interviews and associated observations with 108 men conducted within the first 14 months of their children's lives. Main findings were as follows: (1) fathers were present in their children's lives, with most living with their children at the time of the interview, and many married to the children's mothers; (2) fathers were involved in multiple ways with their children, including caregiving tasks; (3) fathers engaged their children in nurturing and supportive ways; and (4) fathers faced many stressors, particularly parenting stress, but also had many supports, including high levels of satisfaction and low levels of conflict in their current romantic relationships, someone else they could talk with about parenting, and positive past experiences with their own fathers. Based on findings, Mathematica suggested that Early Head Start and similar programs serving low-income families and their young children (1) recognize that many men are involved with their children and engage the men in program services as early as possible; (2) when possible, encourage fathers to become involved before the child is born; (3) develop ways to encourage mothers to support the men in their roles as fathers; and (4) be aware of the psychological changes and distress that men can experience during this time and, when necessary, link men with mental health services. (Appended are analyses of father-child interactions at 6 and 14 months, and lessons for data collection. Contains 32 references.) (Author/HTH) ED480654 Understanding Fathering: The Early Head Start Study of Fathers of Newborns. 2003-05-00 76 Mathematica Policy Research, Inc., 600 Alexander Park, Princeton, NJ 08540. Tel: 609-799-3535; Fax: 609-799-0005; Web site: http:www.mathematica-mpr.com. For full text: http://www.mathematica-mpr.com/PDFs/ehsnewborns.pdf. N/A 2004 2016-11-21

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Yes Child Care Child Development Developmental Psychology Information Dissemination Newsletters Organizations (Groups) Program Descriptions Psychological Studies World Wide Web Reid, Pamela Trotman, Ed. Tucker, Thelma, Ed. Collected Works - Serials Society for Research in Child Development. English This document consists of the four 2002 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowship, and member obituaries. The January issue includes the following articles: (1) "Pioneering in Science and Application," on the history of the Institute of Child Development at the University of Minnesota, and (2) "New Focus on Research on Children's Health and Development." The April issue summarizes survey findings regarding site selection for SRCD's biennial meetings, and features the following articles: (1) "20 Studies that Revolutionized Child Psychology," and (2) "The Millenium Fellows Program: Helping to Build Tomorrow's Scholars." The July issue includes: (1) "The Brain-Behavior Connection," and (2) "Supervising Students' Use of the Web." The October issue features the following articles: (1) Bringing the Research and Head Start Communities Together," and (2) "The National Child Care Study." (HTH) ED480655 Society for Research in Child Development Newsletter, 2002. Society for Research in Child Development Newsletter v45 n1-4 2002 2002-00-00 59 Society for Research in Child Development, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623. Tel: 734-998-6578; Fax: 734-998-6569; e-mail: srcd@umich.edu; Web site: http://srcd.org. N/A 2004 2020-11-23

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Yes Child Development Coping Developmental Psychology Emotional Adjustment Financial Support Information Dissemination Newsletters Organizations (Groups) Program Descriptions Psychological Studies Public Policy School Desegregation Terrorism Reid, Pamela Trotman, Ed. Ehart, Bridget, Ed. Collected Works - Serials Society for Research in Child Development. English This document consists of the four 2003 issues of a newsletter disseminating information on the Society for Research in Child Development (SRCD) and providing a forum for important news, research, and information concerning advancement in child growth and development research. Each issue of the newsletter includes announcements and notices of conferences, workshops, position openings, fellowship, and member obituaries. The January issue summarizes meetings of the Consortium for Social Science Associations and the Human Development and Public Policy Consortium, and features the article: "Developmental Psychology and the Argument for School Desegregation." The April issue features the following articles: (1) "Social Policy, Research, and SRCD"; and (2) "Perspectives on Policy and Research: News from SRCD Fellows." The July issue includes the articles: (1) "The Role of Research in Philanthropy," and (2) "Head Start: Where We're At." The October issue presents new SRCD policy on Web publications, and features the following articles: (1) "Funding Child Development Research"; and (2) "Children Living with Terrorism." (HTH) ED480656 Society for Research in Child Development Newsletter, 2003. Society for Research in Child Development Newsletter v46 n1-4 2003 2003-00-00 62 Society for Research in Child Development, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623. Tel: 734-998-6574; Fax: 734-998-6569; e-mail: srcd@umich.edu; Web site: http://www.srcd.org. N/A 2004 2020-08-08

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Yes Adult Child Relationship Aging (Individuals) Children Cooperation Federal Legislation Intergenerational Programs Mixed Age Grouping National Organizations Newsletters Older Adults Public Policy Social Change State Legislation Peterson, Jaia, Ed. Collected Works - Serials English This document is comprised of the three 2002 issues of the newsletter for Generations United, a national membership organization focused on promoting intergenerational policies, strategies, and programs. The first issue reflects on two events: responses to the September 11th terrorist attacks, and on the organization's international conference that followed one month later. The second issue focuses on shared sites and resources for programs. The third issue focuses on the changing role of older Americans. Regular features of the newsletter include program, legislative, and public policy updates; conference reports; and news from the states. (HTH) ED480657 Together: The Generations United Newsletter, 2002. Together: The Generations United Newsletter v7 n1-3 2002 2002-00-00 102 Generations United, 122 C Street, NW, Suite 820, Washington, DC 20001(annual subscription, membership benefit). Tel: 202-638-1263; Fax: 202-638-7555; e-mail: gu@gu.org; Web site: http://www.gu.org. N/A 2004 2020-11-23

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Yes Adult Child Relationship Children Cooperation Federal Legislation Fine Arts Innovation Intergenerational Programs Mixed Age Grouping National Organizations Newsletters Older Adults Public Policy State Legislation Peterson, Jaia, Ed. Collected Works - Serials Faith Based Programs English This document is comprised of the three 2003 issues of the newsletter for Generations United, a national membership organization focused on promoting intergenerational policies, strategies, and programs. The first issue focuses on faith-based intergenerational programs and highlights three such programs. The second issue focuses on arts and cultural exchange and unique ways in which art and culture connect the generations, bringing hope and resilience. The third issue focuses on innovation in intergenerational programming. Regular features of the newsletter include program, legislative, and public policy updates; conference reports; and news from the states. (HTH) ED480658 Together: The Generations United Newsletter, 2003. Together: The Generations United Newsletter v8 n1-3 2003 2003-00-00 98 Generations United, 122 C Street, NW, Suite 820, Washington, DC 20001 (annual subscription, membership benefit). Tel: 202-638-1263; Fax: 202-638-7555; e-mail: gu@gu.org; Web site: http://www.gu.org. N/A 2004 2016-11-21

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Yes Classification Early Childhood Education Hands on Science Identification Interdisciplinary Approach Science Activities Science Instruction Sensory Experience Student Motivation Tactile Stimuli Tactual Perception Teamwork Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Students work in pairs or small groups to identify and categorize various objects. One student is blindfolded and the other student chooses five objects for his/her partner to identify. The blindfolded student has to describe and try to identify the object based solely on touch. Both students then record their data, describing the objects first as human-made or natural, then living or non-living, and finally physical characteristics. This activity can be modified to challenge different age groups and can include brainstorming uses for the materials, not just classification. This activity uses a time frame of 30-60 minutes and goes well with a lesson on animal classification. (Author/SOE) ED480659 Touch and Discover. Grades PreK-2. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:37 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 012-041.

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Yes Biology Creative Thinking Early Childhood Education Hands on Science Human Body Problem Solving Science Activities Science Instruction Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Being able to recognize a problem and design a potential solution is the first step in development of new and useful products. In this activity, students create a device to get that pesky itch in the center of the back. Once the idea is thought up, students produce a design schematic (sketch). Students are given a variety of everyday materials and recyclables with which to create a back-scratching device. This activity uses a time frame of 45 minutes. (Author/SOE) ED480660 Invent a Backscratcher from Everyday Materials. Grades PreK-2. 2001-00-00 Practitioners Teachers 5 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:39 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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Yes Color Early Childhood Education Hands on Science Heat Integrated Activities Light Mathematics Education Science Instruction Scientific Concepts Solar Energy Temperature Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students test whether the color of a material affects how much heat it absorbs. An ice cube is placed in a box made of colored paper (one box per color; white, yellow, red, and black) which is then placed in the sun. Students predict which color will melt the ice cube first and record the order and time required for the ice cubes to melt. This activity can be done independently or in conjunction with both a math and/or science lesson. A discussion and journal-writing period can follow. For a more challenging activity, a discussion about solar energy can be included. This activity is designed uses a time frame of 60 minutes. (Author/SOE) ED480661 Do Different Colors Absorb Heat Better? Grades PreK-2. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:41 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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No Climate Creative Thinking Critical Thinking Early Childhood Education Engineering Education Geometric Concepts Problem Solving Science Activities Science Instruction Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English This introductory activity explores the advantages of different roof shapes for different climates or situations. It addresses questions such as "When you walk or drive around your neighborhood, what do the roofs look like?" and "What if you lived in an area with a different climate, how would that affect the style of roof that you might find?" This activity uses a time frame of 40 minutes. (Author/SOE) ED480662 Which Roof is Tops? Grades PreK-2. 2001-00-00 Practitioners Teachers 7 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:43 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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No Early Childhood Education Environmental Education Hands on Science Interdisciplinary Approach Natural Resources Recycling Science Activities Science Instruction Scientific Concepts Technology Education Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students learn how paper is made by working together to make their own paper. Students are introduced to the concept of recycling: what it is, its importance, and how it affects their lives. This activity is uses a time frame of 40 minutes. (Author/SOE) ED480663 Make Your Own Recycled Paper. Grades PreK-2. 2001-00-00 Practitioners Teachers 7 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:44 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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No Creative Thinking Elementary Education Engineering Hands on Science Models Science Activities Science Instruction Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Modeling is an important step in the engineering process. In this activity, students create a model of an object of their choice using LEGOs (plastic building blocks), giving them skills and practice in techniques used by professionals. Students sketch as they build their objects. This activity facilitates a discussion on models and their usefulness and uses a time frame of 30 minutes. (Author/SOE) ED480664 Build an Approximate Scale Model of an Object Using LEGOs. Grades 3-5. 2001-00-00 Practitioners Teachers 6 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:46 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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Yes Creative Thinking Data Analysis Data Interpretation Elementary Education Graphs Interdisciplinary Approach Science Activities Science Instruction Scientific Concepts Temperature Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students design and create a LEGO (plastic building blocks) structure to house and protect a temperature sensor. The structure is left in a safe spot and the temperature is regularly checked and charted. This activity uses a time frame of 45 minutes. (Author/SOE) ED480665 Design Weather Instruments Using Lego Sensors. Grades 3-5. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:48 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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No Creative Thinking Critical Thinking Earth Science Elementary Education Science Activities Science Instruction Scientific Methodology Space Sciences Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Based on a hypothetical situation that aliens have invaded Earth and humans must relocate to another planet, students design a shelter that can be built on another planet to insure their survival. Students research the characteristics of a planet of their choice and consider how to get to that planet from Earth, determine which five items that they will take along, and why they chose those items. This activity uses a time frame of 100 minutes. (Author/SOE) ED480666 Space Shelter. Grades 3-5. 2001-00-00 Practitioners Teachers 8 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:50 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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Yes Critical Thinking Data Analysis Data Interpretation Elementary Education Experiential Learning Graphs Hands on Science Physics Science Activities Science Instruction Science Process Skills Teamwork Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Many of today's popular sports are based around the use of a ball yet none are alike. In fact, they are all designed with specific characteristics in mind. In this activity, students investigate different balls' ability to bounce and represent the data they collect graphically. This activity uses a time frame of 100 minutes. (Author/SOE) ED480667 Ball Bounce Experiment. Grades 3-5. 2001-00-00 Practitioners Teachers 15 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:52 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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No Creative Thinking Design Elementary Education Hands on Science Interdisciplinary Approach Science Activities Science Instruction Stealing Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English After reading the story "Dear Mr. Henshaw" by Beverly Cleary, students build an alarm system for something in the classroom as the main character, Leigh, does to protect his lunchbox from thieves. Students learn about alarms and use their creativity to create an alarm system to protect their lockers, desk, or classroom door. This activity uses a time frame of 40 minutes. (Author/SOE) ED480668 Make an Alarm! Grades 3-5. 2001-00-00 Practitioners Teachers 8 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:34:54 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in this series, see SE 068 011-041.

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Yes Concept Formation Mathematics Education Number Concepts Numeracy Preschool Education Morton, Susan Reports - Descriptive ISSN-1741-0924 English This project, an example of teacher action research awarded an SCRE Practitioner Award in 2002, considers a program for nursery staff development based around the number and mathematical strands contained in the Knowledge and Understanding section of "A Curriculum Framework for Children 3 to 5". This work was part of the Nursery's Development Plan. It involved looking at resources, reflection upon current practice, staff development work, and consideration of what children were learning in the Nursery. Staff also wanted to apply the findings of other researchers to their practice and took particular inspiration from two early education support documents from the Scottish Consultative Council on the Curriculum (now Learning and Teaching Scotland): (1) "Numeracy Counts"; and (2)"Numeracy in the Early Years: What the Research Tells Us". (Author/NB) ED480669 Promoting Number and Mathematical Development in Nursery through Staff Development. 2003-04-00 ISBN-1-86003-0769 6 University of Glasgow, SCRE Centre, 16 Dublin Street, Edinburgh, EH3 6NL Scotland. Tel: 0131-557-2944; Fax: 0131-556-9454; e-mail: scre.info@scre.ac.uk; Web site: http://www.scre.ac.uk/spotlight/. N/A 2004 8/19/2004 23:34:55 RIEMAY2004 Produced by Glasgow University's SCRE Centre. Some print may not photograph well.

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Yes Mathematics Education Middle Schools Perception Social Support Groups Student Attitudes Student Interests Thorpe, Pamela K. Reports - Research English This exploratory study examines the relationship of adolescent students' connectedness to school and aspects of their school environment to a teacher-reported mathematics proficiency score using hierarchical linear modeling. School connectedness for this study, is defined as an adolescents' experience of being cared about at school and sense of closeness to school personnel and context. Preliminary results indicated that teacher-reported mathematics proficiency among middle level students is directly explained in part by students' gender, ethnicity, and connectedness to school, and indirectly explained by percent minority students in school and school mobility. (Author) ED480670 School Context, Student Connectedness and Mathematics Classroom Performance. 2003-09-00 17 N/A 2004 8/19/2004 23:34:57 RIEMAY2004

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Yes Academic Achievement Child Care Child Welfare Community Programs Demonstration Programs Employment Programs Family Income Family Life Family Support Health Insurance Low Income Groups Poverty Program Effectiveness Socioeconomic Status Student Behavior Supported Employment Tables (Data) Urban Areas Welfare Reform Well Being Huston, Aletha C. Miller, Cynthia. Richburg-Hayes, Lashawn. Duncan, Greg J. Eldred, Carolyn A. Weisner, Thomas S. Lowe, Edward McLoyd. Vonnie C. Crosby, Danielle A. Ripke, Marika N. Redcross, Cindy Numerical/Quantitative Data Reports - Research Project New Hope English This study evaluated the New Hope Project, a demonstration program implemented in two inner-city areas in Milwaukee, Wisconsin. The project offered low-income people willing to work full time an earnings supplement to raise their incomes above poverty; subsidized health insurance; subsidized child care; and help obtaining jobs. The evaluation enrolled over 1,300 low-income adults. Half were assigned to a group eligible to receive New Hope's benefits, and half were assigned to a control group that did not receive benefits. Evaluation data came from state administrative records, New Hope program data, surveys of parents and children at 2 and 5 years after randomization, and surveys of teachers. A subgroup of families was followed ethnographically from the third through fifth years. Results indicated that work supports had a wide range of positive effects on low-income families and children, increasing work and income. Intervention families had more stable employment, lower poverty rates, and higher wages at 5 years than control families. They also reported lower levels of depressive symptoms and were more aware of community resources. Intervention children had more time in center-based child care and other structured activities. Children in the New Hope group performed better than non-intervention children on several measures of academic achievement and improved their positive social behavior. These effects were more pronounced in boys than in girls. Included in the appendices are local, state, and national donors for the pilot and full programs; the New Hope ethnographic sample; description of measures used in the study; and supplementary tables. (Contains 121 references, 58 tables, and 15 figures.) (SM) ED480671 New Hope for Families and Children: Five-Year Results of a Program To Reduce Poverty and Reform Welfare. 2003-06-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. Helen Bader Foundation, Milwaukee, WI. Ford Foundation, New York, NY. William T. Grant Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Department of Health and Human Services, Washington, DC. Wisconsin State Dept. of Workforce Development, Madison. 332 MCRC, 16 East 34th Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdre.org. N/A 2004 2016-11-21

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Yes Academic Achievement Child Care Child Welfare Community Programs Demonstration Programs Employment Programs Family Income Family Life Family Support Health Insurance Low Income Groups Poverty Program Effectiveness Socioeconomic Status Student Behavior Supported Employment Tables (Data) Urban Areas Welfare Reform Well Being Huston, Aletha C. Miller, Cynthia. Richburg-Hayes, Lashawn. Duncan, Greg J. Eldred, Carolyn A. Weisner, Thomas S. Lowe, Edward McLoyd. Vonnie C. Crosby, Danielle A. Ripke, Marika N. Redcross, Cindy Numerical/Quantitative Data Reports - Research Project New Hope English This report summarizes an analysis of New Hope, a demonstration program designed to improve the lives of low-income people willing to work full time by providing several benefits (an earnings supplement to raise their income above poverty, subsidized health insurance, and subsidized child care) and offering help obtaining jobs. New Hope was implemented in inner city Milwaukee, Wisconsin. Half of the 1,300 adults in the sample were assigned to a group that was eligible to receive New Hope's benefits, and half were assigned to a control group that did not receive benefits. This evaluation examined the families and children of 745 sample members. Evaluation data came from state administrative records, New Hope program data, surveys of parents and children at 2 and 5 years after randomization, and surveys of teachers. A subgroup of families was followed ethnographically from the third through fifth year. Results indicated that New Hope increased work and income. Intervention families had more stable employment, lower poverty rates, and higher wages at 5 years than control families. They also had increased instrumental and coping skills and were more aware of community resources. Intervention children had more time in center-based child care and other structured activities. New Hope improved children's positive social behavior and performance in school. Includes 8 tables/figures. (SM) ED480672 New Hope for Families and Children: Five-Year Results of a Program To Reduce Poverty and Reform Welfare. Summary Report. 2003-06-00 Annie E. Casey Foundation, Baltimore, MD. National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Department of Health and Human Services, Washington, DC. Wisconsin State Dept. of Workforce Development, Madison. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Helen Bader Foundation, Milwaukee, WI. Ford Foundation, New York, NY. William T. Grant Foundation, New York, NY. 40 MDRC, 16 East 34th Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org. N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Attitudes Administrator Role Educational Change Elementary Secondary Education Governance Instructional Leadership Minority Groups Power Structure Superintendents Surveys Urban Schools Fuller, Howard L. Campbell, Christine Celio, Mary Beth Harvey, James Immerwahr, John Winger, Abigail Reports - Research Tests/Questionnaires Washington Univ., Seattle. Center on Reinventing Public Education. English Based on a survey of superintendents from 100 of the nation's largest urban and ex-urban districts and on interviews with 40 large-district superintendents, this study finds that a majority of urban school superintendents believe that their ability to implement reform in order to raise academic achievement is frustrated by district governance. The study highlights problems facing urban school superintendents, including challenges to authority from school boards, teacher unions, and central office staff; political pressure from competing power centers; and inadequate job preparation and unrealistic expectations. In order to allow superintendents to make significant improvement in student performance, the study recommends the following changes: the duties and responsibilities of school boards must be reshaped; superintendents must have the authority to hire, fire, and reassign central office staff and school principals; superintendents must have more authority over district funds and enjoy greater autonomy managing federal, state, and categorical (single-program) funding; pre- and in-service training should be overhauled to focus on leadership and public management skills in addition to education theory; and recruitment efforts should focus on finding candidates with high-level political, managerial, and leadership skills. The appendices present the research methodology and survey instrument. (SM) ED480673 An Impossible Job? The View from the Urban Superintendent's Chair. 2003-07-00 90 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Rm. 109K, Parrington Hall, Seattle, WA 98195-3060. Tel: 206-685.2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org. N/A 2004 8/19/2004 23:35:04 RIEMAY2004 Supported by the Wallace Foundation.

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Yes Academic Persistence Asian American Students Black Students College Bound Students Educational Attainment Ethnicity Graduation Hispanic American Students Nontraditional Education Postsecondary Education Racial Differences Secondary Education Statistical Data White Students Hudson, Lisa Reports - Research National Center for Education Statistics (ED), Washington, DC. English This brief examines racial/ethnic differences in educational attainment, tracking student progress from high school to a postsecondary credential and examining where in this path racial/ethnic differences arise. It uses data from the National Education Longitudinal Study of 1988, "Fourth Follow-up, 2000, which tracks students who were in 8th grade in 1988 and were 8 years beyond their expected high school graduation in 2000. The brief first examines three milestones that are traditional indicators of student progress: on-time attainment of a regular high school diploma, enrollment in a postsecondary institution within a year following high school graduation, and attainment of a postsecondary credential within the scheduled time frame. Overall, 23 percent of all Asians who were in eighth grade in 1988 completed a postsecondary credential through the traditional path, compared to 15 percent of all whites, 4 percent of all blacks, and 4 percent of all Hispanics. The brief also examines student progress through high school and postsecondary education as of 2000 to show how the flexibility within the U.S. educational system affects progress. Results suggest that nontraditional paths do seem to help reduce or eliminate some racial/ethnic attainment differences. (SM) ED480674 Racial/Ethnic Differences in the Path to a Postsecondary Credential. NCES Issue Brief. 2003-07-00 5 ED Pubs, 8242-B Sandy Court, Jessup, MD 20794-1398. Tel: 202-502-7358; Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.nces.ed.gov. N/A 2004 8/19/2004 23:35:06 RIEMAY2004

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Yes Diversity (Student) Enrollment Trends Graduate Study Higher Education International Relations Masters Degrees Minority Groups Program Evaluation Public Policy Public Service Student Recruitment MacAllum, Keith Gallup-Black, Adria Reports - Evaluative Academy for Educational Development, Washington, DC. English This report presents findings from a study that examined 20 years of work by the Public Policy and International Affairs (PPIA) Fellowship Program, which was introduced in 1980 to help increase minority representation at decision-making levels in the public sector. The PPIA supported talented and committed students of color through a series of activities culminating in a Master's degree in public policy or international affairs. Through surveys and interviews, the study reached nearly 1,000 program fellows and alumni and over 20 participating PPIA institutions. Part I, "Research Findings for Fellows and Alumni," demonstrates the impact of PPIA by documenting overall program quality, the educational achievement, career choices and advancement, and patterns of public service of program fellows. Part II, "Research Findings for Participating Institutions," focuses on the outcomes for the schools of public policy and international affairs that participated in the fellows program, illustrating how the program affected the schools' capacity to recruit and retain students of color. Nearly all of the respondents reported that PPIA made it far easier for schools to target students of color, which in turn made the task of diversifying easier. Many felt that PPIA left its mark on the culture of the school, mainly by means of the PPIA students themselves. The program demonstrated what worked to encourage minority involvement in public policy and international affairs, namely, visibility. Equally important was presenting public policy as a viable career choice, where students could make both a difference and a living. Appendices include the research methodology, data sources, and PPIA participating schools. Includes the executive summary. (Contains 42 bibliographic references and 63 endnotes.) (SM) ED480675 Toward Diversity in Public Service: A Report to the Ford Foundation on the Public Policy and International Affairs (PPIA) Fellowship Program 1980-2000. 2003-00-00 Ford Foundation, New York, NY. 127 Academy for Educational Development, 1825 Connecticut Avenue, N.W. Washington, DC 20009-1202. Tel: 202-884-8000; Fax: 202-884-8407; e-mail: adminc@aed.org; Web site: http://www.aed.org. N/A 2004 8/19/2004 23:35:10 RIEMAY2004

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Yes Academic Achievement Diversity (Student) Educational Change Educational Improvement Elementary Secondary Education Equal Education Faculty Development Inservice Teacher Education Instructional Leadership Minority Group Children Partnerships in Education Public Schools School Community Relationship School Size Self Efficacy Student Attitudes Teacher Attitudes Teacher Expectations of Students Teaching Methods Urban Schools Reyes, Pedro Phillips, Joy C. Reports - Descriptive Tests/Questionnaires English This report describes an evaluation study of the Houston Annenberg Challenge, which was a school reform initiative designed to improve the quality of Houston's diverse urban schools by promoting an academically rich and purposeful education for all students. The study examined academic achievement, comparing Annenberg schools with other schools in the region; school development, specifically in relation to the three goals established by the initiative concerning teacher learning, school isolation, and school size; and the long-term impact of the effort in building a framework for school reform throughout the region. Information came from student achievement data; surveys of students, teachers, principals, parents, and district staff; and examination of 12 case study schools as they participated in local, regional, and national activities. Results indicate that the Houston Annenberg Challenge has served as a powerful engine for school reform in the area. Academic achievement at many of the participating schools has outpaced that at other Houston schools. Teachers at participating schools stay longer at their schools than do teachers at the state or regional level. Reforming schools have significantly reduced isolation within schools, between schools, and with the community by forming substantive partnerships. The strong accountability and peer review process has helped push the schools along the road to success. The teacher, student, principal, and parent surveys are appended. (Contains 8 figures, 41 tables, and 81 references.) (SM) ED480676 Houston Annenberg Challenge Evaluation Report, 2002: Lessons Learned on Urban School Reform. 2003-07-00 170 Houston Annenberg Challenge, WEDGE Tower, 1415 Louisiana, Box 9, Suite 3250, Houston, TX 77002-7332. Tel: 713-658-1881; Fax: 713-739-0166; Web site: http://www.houstonannenberg.org. N/A 2004 2020-11-03

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Yes Academic Achievement Accountability Disadvantaged Youth Diversity (Student) Educational Environment English (Second Language) Ethnic Bias High School Students Immigrants Immigration Secondary Education Small Schools Standardized Tests Student Motivation Teacher Student Relationship Hood, Lucy Reports - Descriptive Houston Independent School District TX New York North Carolina Texas New York North Carolina Texas Carnegie Corp. of New York, NY. English This paper explores three programs that are innovatively helping U.S. immigrant students become educated, productive, full-fledged citizens. New York's International High School at LaGuardia Community College, which serves immigrant students only, has extremely high attendance and graduation rates. A top priority is increasing personalization for these students. The same adults stay with the same students for 2 years. Classrooms are designed to bring students together. Intense English language instruction is provided. Houston's Lee High School serves predominantly immigrants. Its campus is completely restructured into 10 mostly self-contained communities so teachers can get to know students well. The Houston Independent School District is using the First Things First framework in three high schools, which breaks large schools down into smaller learning environments to support individual students. A family advocate meets individually with students and parents to discuss personal and school issues. North Carolina's Sanderson High School emphasizes English as a Second Language (ESL) instruction to help immigrants catch up and graduate with their peers. In other areas of North Carolina, backlash against immigrants has been significant. All three schools described in this paper have created small school settings, strengthened ESL instruction, fostered one-on-one contact between students and adults, and encouraged input from students' teachers. (Contains 10 endnotes.) (SM) ED480677 Immigrant Students, Urban High Schools: The Challenge Continues. 2003 Carnegie Challenge. 2003-00-00 18 Carnegie Corporation of New York, 437 Madison Avenue, New York, NY 10022. Tel: 212-371-3200; Web site: http://www.carnegie.org. N/A 2004 2016-11-21

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Yes Birth Rate Census Figures Child Care Child Welfare Disadvantaged Youth Dropout Rate Elementary Secondary Education Employed Parents Family Income Migration One Parent Family Population Trends Poverty Puerto Ricans Rural Areas Socioeconomic Status Urban Areas Mather, Mark Numerical/Quantitative Data Reports - Research Census 2000 Fertility Puerto Rico Puerto Rico Annie E. Casey Foundation, Baltimore, MD. Population Reference Bureau, Inc., Washington, DC. English This report provides data on children in Puerto Rico based on the 2000 U.S. Census. It compares the situation of Puerto Rico's children with that of children living in the 50 states and the District of Columbia, noting how characteristics of Puerto Rican children have changed over time. Between 1990-2000, the number of Puerto Rican children decreased 5 percent, while the number of U.S. children increased 14 percent. This decline related to declining Puerto Rican fertility rates and migration of Puerto Rican families to the U.S. mainland. In 2000, about 27 percent of Puerto Rican families with children were headed by females, an increase from 22 percent in 1990. The percentage of female-headed households was highest in Puerto Rico's urban areas. In 1999, over half of Puerto Rico's children lived in poverty, while the U.S. child poverty rate dropped from 18 to 16 percent during the 1990s. Puerto Rico's high school dropout rate decreased from 22 to 14 percent between 1990-2000, while the U.S. dropout rate was 10 percent in 2000. Dropout rates tended to be highest in Puerto Rico's rural areas. About one-third of adult Puerto Rican women were in the labor force in 2000, compared to 58 percent of U.S. women. Child poverty rates tended to be highest in Puerto Rico's rural communities. (Contains 13 tables/figures and 42 endnotes.) (SM) ED480678 Children in Puerto Rico: Results from the 2000 Census. A KIDS COUNT/PRB Report on Census 2000. 2003-08-00 45 Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 21202. Tel: 410-223-2890; Fax: 410-547-6624; Web site: http://www.kidscount.org. N/A 2004 2016-11-21

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Yes Birth Rate Census Figures Child Care Child Welfare Disadvantaged Youth Dropout Rate Elementary Secondary Education Employed Parents Family Income Migration One Parent Family Population Trends Poverty Puerto Ricans Rural Areas Socioeconomic Status Urban Areas Mather, Mark Numerical/Quantitative Data Reports - Research Puerto Rico Census 2000 Fertility Puerto Rico Annie E. Casey Foundation, Baltimore, MD. Population Reference Bureau, Inc., Washington, DC. English This Spanish-language report provides data on children in Puerto Rico based on the 2000 U.S. Census. It compares the situation of Puerto Rico's children with that of children living in the 50 states and the District of Columbia, noting how characteristics of Puerto Rican children have changed over time. Between 1990-2000, the number of Puerto Rican children decreased 5 percent, while the number of U.S. children increased 14 percent. This decline related to declining Puerto Rican fertility rates and migration of Puerto Rican families to the U.S. mainland. In 2000, about 27 percent of Puerto Rican families with children were headed by females, an increase from 22 percent in 1990. The percentage of female-headed households was highest in Puerto Rico's urban areas. In 1999, over half of Puerto Rico's children lived in poverty, while the U.S. child poverty rate dropped from 18 to 16 percent during the 1990s. Puerto Rico's high school dropout rate decreased from 22 to 14 percent between 1990-2000, while the U.S. dropout rate was 10 percent in 2000. Dropout rates tended to be highest in Puerto Rico's rural areas. About one-third of adult Puerto Rican women were in the labor force in 2000, compared to 58 percent of U.S. women. Child poverty rates tended to be highest in Puerto Rico's rural communities. (Contains 13 tables/figures and 42 endnotes.) (SM) ED480679 La Ninez en Puerto Rico: Resultados del Censo 2000. Un informe de KIDS COUNT/PRB sobre el Censo 2000 (Children in Puerto Rico: Results from the 2000 Census. A KIDS COUNT/PRB Report on Census 2000). 2003-08-00 45 Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 21202. Tel: 410-223-2890; Fax: 410-547-6624; Web site: http://www.kidscount.org. N/A 2004 2016-11-21

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Yes Dropout Rate Educational Change Elementary Secondary Education Enrollment Trends Graduation Inner City Mathematics Achievement Program Implementation Reading Achievement School Restructuring Student Behavior Urban Schools Ham, Sandra Doolittle, Fred C. Holton, Glee Ivory Ventura, Ana Maria Jackson, Rochanda Reports - Evaluative Newark School System NJ Reform Strategies English This report is the first in a series on Project GRAD (Graduation Really Achieves Dreams) in the Newark, New Jersey Public Schools. Project GRAD is an education initiative that combines several proven or promising reforms with the goals of increasing reading and math achievement test scores, improving classroom behavior, reducing dropout rates, and increasing rates of college enrollment and graduation. It is designed to be implemented across a feeder pattern of schools and targets inner city schools with a history of low achievement and low graduation and college enrollment rates. This report presents evaluation data from the project's implementation period (1998-99). Data from field research, teacher surveys and focus groups, and analysis of student data indicates that the partnership between Project GRAD and the Newark Public Schools made significant strides toward implementation in Newark in a short time period. Its college scholarship guarantee stimulated interest in and support for the initiative among school staff, students, parents, and community institutions. Implementation of Project GRAD met and exceeded planned expectations. Although neither the reading nor math components had yet been implemented, the program's other components were having a positive effect on some students' achievement. (Contains 31 references.) (SM) ED480680 Building the Foundation for Improved Student Performance: The Pre-Curricular Phase of Project GRAD Newark. 2000-08-00 Ford Foundation, New York, NY. Grable Foundation, Pittsburgh, PA. 94 MDRC, 16 East 34th Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org. N/A 2004 2016-11-21

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No Adult Students Dislocated Workers Education Work Relationship Educational Attitudes Employee Attitudes Employer Employee Relationship Employment Potential Employment Qualifications Experiential Learning Foreign Countries Job Skills Postsecondary Education Questionnaires Relevance (Education) Retraining Secondary Education Skill Development Unemployment Vocational Education Work Attitudes Virgona, Crina Waterhouse, Peter Sefton, Robin Sansuinetti, Jill Reports - Research Tests/Questionnaires Australia Generic Skills Australia National Centre for Vocational Education Research, Leabrook (Australia). English The role of generic skills in the lives, work, and employment of 127 dislocated workers in a broad cross-section of job categories in five areas of Australia were examined through individual interviews, focus groups, and a survey questionnaire. Selected findings are as follows: (1) generic skills are developed in all areas of human endeavor, including in the family, education, community, and employment environments; (2) demand for high levels of generic skills and technical skills and different kinds of generic skills (for example, entrepreneurship and enthusiasm for change) are becoming more highly valued, whereas "traditional" generic skills (such as teamwork) are being devalued; (3) although many study participants considered themselves reasonably well prepared for the demands of the current employment market, others believed that their skills had been superseded and that their values and aspirations no longer matched the requirements of work in the new economy. The study findings challenged current vocational education and training practice by demonstrating that generic skills are basically developed through experiential learning, and they reflected the need for structures and services that support lifelong learning within and beyond the world of work. (Twenty-six tables/figures are included. The bibliography lists 101 references. The following items are appended: case studies; descriptions of the research method and sample; responses to questions relating to generic skills; and the survey instrument.) (MN) ED480681 Making Experience Work: Generic Skills Through the Eyes of Displaced Workers. Volume 1 [and] Volume 2. 2003-00-00 ISBN-1-74096-177-3 Policymakers 131 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Volume 1, Cat. no. 1352, $27.50 Australian; Volume 2, Cat no. 1350, web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text (Volume 1): http://www.ncver.edu.au/research/proj/nr1007vol1.pdf. For full text (Volume 2): http://www.ncver.edu.au/research/proj/nr1007vol2.pdf. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Adults Change Strategies Community Change Community Development Community Programs Cooperative Planning Definitions Discussion Groups Group Dynamics Guidelines Intergenerational Programs Interpersonal Relationship Problem Solving Program Guides Strategic Planning Youth Programs Campbell, Sarah vL. Guides - General Intergenerational Learning Intergenerational Relationship Study Circles Topsfield Foundation, Pomfret, CT. Study Circles Resource Center. English This document is intended to create an opportunity for teens and adults to talk together and find ways to make their community a place where young people can grow up successfully. The discussion guide begins with a brief statement of purpose and a brief explanation of study circles and their objectives. The remainder of the guide consists of discussion materials for four 2-hour study circle sessions. Each session outline contains some or all of the following elements: a session goal; an introduction; facilitator tips; an outline of points to be covered in the session; discussion questions; and wrap-up questions. The study circle session topics are as follows: (1) what it's like to be a young person in the community; (2) how young people in the community are doing; (3) how the community can be transformed into a better place for young people; and (4) how study circle participants can move from words to action. The following items are appended: a list of ideas for action; a comparison of dialogue and debate; tips for study circle participants; tips for study circle facilitators; note taking tips; suggestions for involving young people in study circles; ways of moving from dialogue to action; and guidelines for making and using a fact sheet. (MN) ED480682 A Community for All Generations -- Teens and Adults Working Together. A Guide for Public Dialogue and Problem Solving. Version 1.0. 2002-00-00 Community 38 For full text: http://www.studycircles.org/pdf/generation.pdf. N/A 2004 2016-11-21

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No Adult Basic Education Adult Literacy Adult Programs Adult Students Attitude Change Continuing Education Definitions Educational Attitudes Enrollment Influences Foreign Countries High School Equivalency Programs Interviews Literacy Education Marketing of Education National Surveys Participation Questionnaires Reading Skills Skill Development Student Recruitment Numerical/Quantitative Data Reports - Research Tests/Questionnaires Nonparticipation Barriers to Participation Canada Canada ABC Canada, Toronto (Ontario). English The reasons for nonparticipation in adult literacy and upgrading programs were examined in a national study during which interviewers in 12 Canadian provinces conducted in-person interviews with 44 adults who had never participated in a literacy or upgrading program. Most interviewees indicated that they had experienced transition points at which they considered participating in a literacy program or upgrading program. However, they said, a range of diversionary factors such as life context and highly developed coping strategies made such programs appear irrelevant at different points in their life cycle. In addition, intervening factors reflecting the particular constraints of their lives (including economic factors, family and child care responsibilities, and other structural barriers) made formal educational programs seem unattainable. The following conclusions were drawn: (1) strategies aimed at engaging larger numbers of potential learners in literacy or upgrading programs must be multifaceted and address both structural and perceptual factors; (2) strategies to address perceptual factors should focus on dislodging inaccurate assumptions about the nature of literacy and upgrading programs; and (3) outreach strategies aimed at potential learners should use positive images that speak to people's strengths. (The interview questionnaire is appended, along with a discussion of the study response rate and procedure for weighting variables. A 43-item bibliography and glossary are included.) (MN) ED480683 Nonparticipation in Literacy and Upgrading Programs: A National Study. Stage One: Interviews from Across Canada. Stage Two: Survey of Attitudes, Perceptions, and Preferences Regarding Adult Basic Education Programs. 2002-00-00 Human Resources Development Canada, Hull (Quebec). National Literacy Secretariat. ISBN-0-9683363-3-3 263 ABC CANADA Literacy Foundation, Publication Fulfillment, 1450 Don Mills Road, Don Mills, Ontario M3B 2X7 ($25). Fax: 416-442-2987. N/A 2004 2016-11-21

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No Case Studies Computer Uses in Education Definitions Delivery Systems Educational Trends Employer Employee Relationship Employment Practices Foreign Countries Labor Force Development Literature Reviews Online Systems Personnel Management Postsecondary Education Program Guides Program Implementation Technology Uses in Education Training Methods Training Objectives Web Based Instruction Work Environment Kettley, P. Reilly, P. Guides - General Opinion Papers Electronic Learning Human Resources Professionals United Kingdom United Kingdom Sussex Univ., Brighton (England). Inst. for Employment Studies. English This document introduces the concept of electronic human resources (eHR) and its application. Chapter 1 presents a brief overview of the guide's development, purpose, and structure. Chapter 2 defines the concept of eHR as "the application of conventional, Web, and voice technologies to improve HR administration, transactions, and process performance" and discusses the related concepts of "business to employee" and "business to consumer." Chapter 3 discusses the reasons organizations typically seek to adopt eHR. Chapter 4 reviews eHR's current applications and the Web-enablement of key HR processes, including e-recruitment and e-learning. Chapter 5 considers the impact of eHR on the service delivery model adopted by the HR function, its relationship to third parties, and the changes required of HR professionals own skills and capabilities. Chapter 6 discusses the following lessons learned by organizations that have implemented eHR: (1) align eHR with the organization's business strategy; (2) adopt "employee-centric" design implementation; (3) customize or personalize eHR activities whenever possible; (4) ensure sufficient access for all employees; (5) expect user resistance; (6) be realistic about what eHR can offer; and (7) develop strategies to manage change. Also examined in Chapter 6 are some of the challenges organizations face when implementing technology-dependent innovations and HR services. The bibliography lists 46 references. (MN) ED480684 eHR: An Introduction. IES Report. 2003-07-00 ISBN-1-85184-326-4 77 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (19.95 British pounds (paper); 8 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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Yes Administrator Attitudes Adult Education Educational Demand Educational Finance Educational Legislation Educational Supply Federal Legislation Federal Programs Federal State Relationship Financial Support Interviews Job Training National Surveys Needs Assessment Position Papers Postsecondary Education Public Policy Secondary Education State Programs Trend Analysis Mills, Jack Biswas, Radha Roy Information Analyses Workforce Investment Act 1998 Reauthorization Legislation Workforce Investment Act 1998 Jobs for the Future, Boston, MA. English When interviewed in spring 2003, officials in 16 states with a demonstrated commitment to job training provided data on 30 state-financed programs in their states. An analysis of the data yielded the following findings: (1) when recent, long-term, and projected declines are considered, funding is declining for 22 of the 30 programs studied; (2) in the most recent budget cycle, budgets were reduced for 18 of 30 programs; (3) future state budget reductions were predicted by 13 of the 15 programs that provided Jobs for the Future with projections of their future state financing for job training; (4) of the 18 longstanding programs studied, 11 had lost some or all state funding as of the most recent budget cycle; and (5) future reductions were deemed highly likely by 9 of the 10 longstanding programs that provided projections. It was suggested that pending reauthorization of the Workforce Investment Act (WIA) could respond directly to declines in state and federal training resources by increasing the amount of federal funding for job training. Alternatively, reauthorization of WIA could provide matching funds to states that maintain or increase investment in customized job training programs, thereby encouraging state funding of such programs. (A detailed table summarizing funding for job training in the 16 states studied is appended.) (MN) ED480685 State Financing Declines for Job Training: Need for Federal Funding Increases. 2003-07-00 5 For full text (requires registration): http://www.jff.org/jff/PDFDocuments/statefinances.pdf. N/A 2004 2016-11-21

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Yes Change Strategies Competition Conferences Economic Development Education Work Relationship Educational Needs Labor Force Development Linking Agents Needs Assessment Organizational Change Organizational Development Organizational Objectives Policy Formation Position Papers Postsecondary Education Productivity Public Policy School Business Relationship Secondary Education Collected Works - Proceedings Opinion Papers Intermediaries English In February 2003, 75 individuals representing business, labor, academia, government, workforce intermediaries, and other sectors participated in an assembly on the role of intermediaries in achieving worker success and business prosperity. The assembly statement outlined policies, approaches, and actions needed to ensure workers' access to economic opportunity and employers' ability to be globally competitive. The statement recommended the intermediary approach as a results-driven, entrepreneurial, and flexible collaborative approach that is trusted by employers and workers. The following goals of using intermediary approaches were identified: (1) bring workers into the U.S. mainstream; (2) increase business efficiency and productivity; and (3) enhance regional competitiveness. The following benefits of intermediary approaches were identified: access to new sources of job applicants; reduced recruitment costs; higher retention rates; increased productivity; tax credit savings; and an enhanced reputation within the community. The statement included the following recommendations: (1) raise the nation's awareness of the problems facing U.S. businesses; (2) develop an effective workforce intermediary policy for business, workers, and regions; (3) promote smarter financing; (4) build capacity; and (5) build a constituency for action. (The following items are appended: lists of participants in the 102nd American Assembly and the assembly steering committee; background information about the American Assembly; and a list of American Assembly books.) (MN) ED480686 Keeping American in Business: Advancing Workers, Businesses, and Economic Growth. [Report of] the American Assembly (102nd, Harriman, NY, February 6-9, 2003). 2003-02-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. Rockefeller Foundation, New York, NY. Ford Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. 37 For full text: http://www.americanassembly.org/wfi/KeepingAmericaInBusiness.pdf. N/A 2004 2016-11-21

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Yes Access to Education Comparative Analysis Definitions Educational Finance Educational Policy Finance Reform Financial Support Foreign Countries Government Role Government School Relationship Industrial Training Informal Education Policy Formation Private Education Public Education Resource Allocation Student Costs Training Trend Analysis Vocational Education Ziderman, Adrian Information Analyses Reports - Research Latin America Work Based Learning Asia Best Practices Asia World Bank, Washington, DC. English This document is part of the World Bank's comprehensive study of post-basic education and training in Sub-Sahara Africa and includes findings from three short field studies conducted in South Africa, Tanzania, and Zimbawe in early 2001. Chapter titles are as follows: Executive Summary; Introduction; Conventional Patterns of Financing Training; Role of the State in Financing; Finance Flows: Three Scenarios; Development of National Training Funds; Training Levies; Finance Mechanisms: Augmenting Funding for Training; Funding Distribution: Transfer to Training Institutions; Enhancing Enterprise Training; Financing Informal Sector Training; Financing Mechanisms, Contributing Conclusions: Major Policy Messages. (The main objective of training policy was defined as follows: facilitating the development of effective, efficient, competitive, flexible, and responsive [demand-driven] training systems to meet national economic and social needs and the needs of individuals. The following were among the actions recommended in order to achieve this objective: (1) diversify sources of financing; (2) move toward increased cost sharing, with higher, more realistic training fees; (3) develop new funding diversification measures, including levies on enterprises; (4) decentralize control over public sector providers and increase institutional autonomy; (5) encourage private sector provision of training; and (6) replace arbitrary, ad hoc funding arrangements with objective formula funding related to inputs, outputs, and outcomes.) Twenty-five tables/figures are included. The bibliography lists 59 references. (MN) ED480687 Financing Vocational Training in Sub-Saharan Africa. Africa Region Human Development Series. 2003-00-00 ISBN-0-8213-5461-2 199 The World Bank, P.O. Box 960, Herndon, VA 20172-0960 ($25 paper; $12.50 pdf). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax 703-661-1501; e-mail: books@worldbank.org; Web site: http://www.worldbank.org/. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Education Work Relationship Educational Policy Educational Practices Educational Theories Elementary Secondary Education Foreign Countries Industrial Training Information Technology Labor Force Development Learning Motivation Lifelong Learning Organizational Climate Partnerships in Education Postsecondary Education Theory Practice Relationship Unions Manning, Sabine, Ed. Collected Works - Proceedings Learning Society United Kingdom Europe Information Society Learning Organizations United Kingdom English This document contains outlines of 14 presentations at a roundtable discussion on theory, policy, and practice in lifelong learning that was held during a conference on human resource development (HRD) research and practice across Europe. Outlines of the following presentations and discussions are included: "Discourses on HRD and Lifelong Learning" (Jim McGoldrick); "Interface between Policy and Practice of Lifelong Learning" (Winfried Heidemann); "Potentials of ICT for Learning" (Ian Bennet); "Introductory Note" (Jean Woodall); "Motivation to Engage in Lifelong Learning" (Ian Bennett, Winfried Heidemann, Monica Lee, Jim McGoldrick, Denise Thursfield, Jim Stewart); "Relation between Lifelong Learning and HRD" (Bob Hamlin, Winfried Heidemann, Peter Kuchinke, Jim McGoldrick, Darlene Russ-Eft, Jim Stewart, William Venables, Jean Woodall); "The Challenge of the Knowledge-Based Society" (Ian Bennett, Monica Lee, Jim McGoldrick, Claire Valentin, Anders Vind); "Concluding Note" (Gene Roth); "How Does HRD Connect with Lifelong Learning?" (Rosemary Harrison, Joseph Kessels); "How Can Organizations Foster Lifelong Learning?" (Barry Nyhan et al); "Linkage and Tension between Lifelong Learning and HRD in Europe" (Sabine Manning); "Scotland's Community Local Environment Awareness Raising Programme" (Rona Beattie, Pauline Munro); "Steel Partnership Training" (Emma Wallis, Mark Stuart, Andrew Murray); and "Union Learning Representatives" (John Rodgers, Emma Wallis, Jonathan Winterton). (MN) ED480688 Roundtable: Theory, Policy and Practice in Lifelong Learning. 2003-07-24 45 For full text: http://www.b.shuttle.de/wifo/ehrd-per/!toul.htm N/A 2004 2016-11-21

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Yes Bilingualism Chinese Cultural Influences Foreign Countries Futures (of Society) Language Maintenance Language Usage Political Influences Sociolinguistics Tibetan Uncommonly Taught Languages Legal/Legislative/Regulatory Materials China (Tibet) Congress Language Policy China English This roundtable focused on issues related to the role of the Tibetan language in Tibet's future. A statement by Nicolas Tournadre, Associate Professor of Linguistics, the University of Paris, France, addresses "The Dynamics of Tibetan-Chinese Bilingualism: The Current Situation and Future Prospects" (e.g., the first regulation protecting Tibetan in China, Tibetan-Chinese mixed speech, language levels, causes of decline and marginalization, and consequences of the current linguistic policy). A statement by David Germano, Professor, Tibetan and Buddhist Studies, the University of Virginia, United States, offers "A Brief Survey of Issues Relating to Tibetan Language in the 21st Century" (e.g., the situation of Tibetan in Tibetan culture in the 21st century, the value of Tibetan to modern Tibetan culture, possible futures of Tibetan, and opportunities for the U.S. government). A statement by Losang Rabgey, commonwealth scholar and Ph.D. candidate at the school of Oriental and African Studies, University of London, England, discusses the paradox of Litang county, education in Chungba Valley, and bilingualism and biculturalism in diaspora. The three prepared statements are appended. (SM) ED480689 Teaching and Learning Tibetan: The Role of the Tibetan Language in Tibet's Future. Roundtable before the Congressional-Executive Commission on China. One Hundred Eighth Congress, First Session (April 7, 2003). 2003-00-00 44 Superintendent of Documents, U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-0001. Tel: 202-512-1800; Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi?dbname=108_house_hearings&docid=f:87398.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Access to Education Accountability Disadvantaged Youth Educational Legislation Elementary Secondary Education English (Second Language) Equal Education Federal Legislation Immigrants Language Proficiency Limited English Speaking Second Language Instruction State Standards Guides - Non-Classroom Achievement Gap No Child Left Behind Act 2001 No Child Left Behind Act 2001 North Central Regional Educational Lab., Naperville, IL. English This pamphlet is intended to help educators understand the fundamentals of what the No Child Left Behind Act (NCLB) Title III means for their educational programs and curricula to help all limited English proficient (LEP) students and immigrant children and youth succeed in learning English and meeting the same challenging state academic content and student academic achievement standards expected of every child in the United States. The first section answers questions about key NCLB proficiency requirements (e.g., what is required of LEP students and who is accountable, what Title I says about achievement gaps, when and how English language proficiency is assessed, and the role of parents). The second section presents activities for improving language instruction educational programs under Title III, Part B (program development and enhancement; research, evaluation, and dissemination; professional development; and the Emergency Immigrant Education Program). The third section presents 13 guiding questions for educators (e.g., how the state has identified, developed, or implemented measures of English proficiency standards, performance objectives, and assessments, and the extent to which objectives for raising English proficiency of LEP students is aligned with state standards). (SM) ED480690 Understanding the No Child Left Behind Act of 2001: English Proficiency. Quick Key. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. Practitioners Teachers 9 North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563-1486. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Fax: 630-649-6700; Web site: http://www.ncrel.org. N/A 2004 2016-11-21

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No Administrator Role Cooperating Teachers Diversity (Student) Elementary Secondary Education Higher Education Interpersonal Relationship Mentors Planning Preservice Teacher Education Student Teacher Supervisors Student Teachers Teacher Competencies Teaching Skills Trust (Psychology) Morehead, Michael A. Lyman, Lawrence Foyle, Harvey C. Books Guides - Classroom - Teacher English This book offers conferences, strategies, and specific techniques that mentors can use while working with interns. It is intended to help cooperating teachers and university supervisors better assist interns during their final stages of preparation. Each chapter discusses a variety of strategies that can enhance the student teaching experience for both cooperating teachers and interns. The eight chapters are: (1) "Introduction"; (2) "Building Positive Relationships" (how to enhance relations and build trust throughout the experience); (3) "Planning and Sequencing" (introducing interns into the setting and beginning the teaching experience); (4) "Supervising the Student Teacher" (specific examples of formative and summative conferences and strategies for diffusing problems before they begin); (5) "Helping Student Teachers Succeed in Diverse Classrooms" (topics to help supervisors and student teachers work more effectively with diverse students); (6) "The Incompetent Student Teacher" (suggestions on how to work effectively through difficult situations); (7) "The Excellent Student Teacher" (scenarios that mentors might encounter, from passive interns with excellent potential to an overly aggressive intern); and (8) "The Principal's Role" (activities that principals should participate in). An appendix contains observable instructional behaviors to reinforce. (Contains 45 references.) (SM) ED480691 Working with Student Teachers: Getting and Giving the Best. A Scarecrow Education Book. 2003-00-00 ISBN-0-8108-4606-3 Teachers Practitioners 107 Scarecrow Press, Inc., 4501 Forbes Boulevard, Suite 200, Lanham, MD 20706 ($17.50). Tel: 800-462-6420 (Toll Free); Fax: 717-794-3803; Web site: http://www.scarecroweducation.com. N/A 2004 8/19/2004 23:35:45 RIEMAY2004

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No Adolescents Child Health Comprehensive School Health Education Eating Habits Educational Policy Elementary Secondary Education Health Promotion Nutrition Instruction Obesity Physical Activity Level Physical Education Public Health School Community Relationship VanLandeghem, Karen Reports - Descriptive National Governors' Association, Washington, DC. Center for Best Practices. English Obesity has reached epidemic proportions in the United States and threatens to impact the health and wellbeing of numerous children and adolescents. The number of overweight youth has more than doubled since the early 1970s. Today, approximately 13 percent of children and adolescents, nearly 5.3 million youth, are seriously overweight. Since most children and adolescents are enrolled in schools, schools present a unique opportunity to promote healthy eating and regular physical activity. States, school districts, and schools are addressing childhood obesity through multi-pronged strategies that include developing school nutrition and physical activity policies, implementing classroom instruction in nutrition and physical education, and creating a supportive school environment. States can help prevent and reduce obesity in school-age youth by developing policy and program guidelines for schools; strengthening physical activity requirements, standards, and programs in schools; implementing nutrition policies and education programs; fostering school and community partnerships that promote regular physical activity; engaging students, school faculty, families, and communities in promoting healthy eating and regular physical activity; and creating public awareness and education campaigns. (Author/SM) ED480692 Preventing Obesity in Youth through School-Based Efforts. Issue Brief. 2003-02-04 Health Resources and Services Administration (DHHS/PHS), Washington, DC. Maternal and Child Health Bureau. 10 For full text: http://www.nga.org/cda/files/022603PREVENTING.pdf. N/A 2004 8/19/2004 23:35:47 RIEMAY2004

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Yes Elementary Education Emergent Literacy Grade 1 Orthographic Symbols Phonology Reading Comprehension Reading Instruction Reading Skills Williams, Kim C. Guides - Classroom - Teacher Print Awareness DeKalb County School System, Decatur, GA. English This manual provides strategies and activities for teachers of first grade students who are not reading by January. It can also serve as a tool for first grade teachers working with students who are experiencing difficulty with reading. The manual focuses on five components that are essential in developing fluent readers: phonological awareness, symbol awareness, print awareness, structure awareness, and comprehension. It presents suggested activities in each of these five areas, discusses how to encourage independent reading practice, explains growth in reading and how children spend their time outside of school, and lists several assessment tools: Basic Literacy Test; Directed Reading Assessment; reading inventories; Rigby Benchmark (running records); standardized tests (if available); and authentic assessment (teacher made). A note to teachers explains their role and responsibilities. (SM) ED480693 A Practical Guide for 1st Grade Teachers: Strategies & Activities To Assist 1st Graders NOT READING by January. 2003-08-12 Practitioners Teachers 24 N/A 2004 2016-11-21

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Yes Alternative Teacher Certification Career Choice Elementary Secondary Education Enrollment Trends Higher Education Preservice Teacher Education Prior Learning Student Characteristics Student Recruitment Student Teachers Teacher Characteristics Teacher Persistence Tenure Hughes, Linda A. Numerical/Quantitative Data Reports - Descriptive Tests/Questionnaires Delaware Delaware Delaware Univ., Newark. English This first section of this report profiles the first five Alternative Routes to Certification (ARTC) cohorts (1997-98 through 2001-02), including patterns of district and school participation and characteristics of all 164 candidates enrolled by district during the first 5 years. It addresses the question of who participates in ARTC. The second section considers patterns of attrition among candidates in the first four cohorts, examining whether those who complete their ARTC courses differ from all candidates enrolled or from those who do not complete their courses. The third section summarizes key findings from a follow-up survey of supervisors of the first four cohorts, discussing whether those who complete their ARTC courses stay and succeed in Delaware schools and focusing on retention, certification status, tenure status, and overall performance. The fourth section presents current completion and enrollment projections for the 2001-02 and 2002-03 cohorts. The fifth section summarizes the report's major findings regarding patterns and prospects (meeting goals, patterns of growth, changing enrollment patterns, who succeeds and who does not, and future directions). An appendix presents the survey of supervisors of ARTC graduates, February 2001. (Contains 16 tables and 6 figures.) (SM) ED480694 ARTC: Alternative Routes to Certification. Report to the Delaware Department of Education, May 2002. 2002-05-00 Delaware State Dept. of Education, Dover. 40 For full text: http://www.udel.edu/artc/documents/2002MayDOEreport.pdf. N/A 2004 2016-11-21

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No Art Behavior Problems Constructivism (Learning) Cultural Differences Curriculum Development Diversity (Student) Educational Technology Elementary Education Equal Education Inclusive Schools Limited English Speaking Literacy Education Mathematics Instruction Partnerships in Education School Community Relationship Severe Disabilities Social History Student Projects Teaching Methods Teamwork Rainforth, Beverly, Ed. Kugelmass, Judy W., Ed. Books Collected Works - General Learning Communities English This collection of papers shows how an integrated approach to classroom teaching can support and advance inclusion in elementary schools. There are 10 papers in three sections. Section 1, "Designing Elementary Education for All," includes: (1) "Searching for a Pedagogy of Success" (Judy W. Kugelmass and Beverly Rainforth); (2) "Addressing Issues of Cultural and Linguistic Diversity in the Early Childhood Classroom" (Monica Miller Marsh); and (3) "Project-Based Instruction" (Judy W. Kugelmass). Section 2, "Curriculum and Instruction in Schools for All Children," includes: (4) "Finding the Middle Ground in Literacy Instruction" (Karen Bromley); (5) "Beyond Constructivism and Back to Basics: A Cultural Historical Alternative to the Teaching of the Base Ten Positional System" (Jean Schmitau); (6) "Social History, Technology, and the Building of Inclusive Classroom Communities" (Laura Lamash); and (7) "Inclusive Education through the Arts in a Collaborative Community-Responsive Elementary Team: A Day in the Life" (Barbara L. Regenspan). Section 3, "'All' Children Really Means All Children," includes: (8) "Meeting the Needs of Students with Challenging Behaviors" (Robert L. Carpenter and Melissa A. Price); (9) "Using Activity Routines to Design Inclusive Education for Students with Severe Disabilities" (Beverly Rainforth); and (10) "Creating and Sustaining Inclusive Classroom Communities" (Beverly Rainforth and Judy W. Kugelmass). (Papers contain references.) (SM) ED480695 Curriculum & Instruction for All Learners: Blending Systematic and Constructivist Approaches in Inclusive Elementary Schools. 2003-00-00 ISBN-1-55766-610-5 302 Paul H. Brookes Publishing Co., P.O. Box 10624, Baltimore, MD 21285 (Stock no. 6105, $35). Tel: 800-638-3775 (Toll Free); Web site: http://www.brookespublishing.com. N/A 2004 2016-11-21

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Yes Case Studies Educational Change Educational History Educational Practices Educational Trends Elementary Secondary Education Higher Education Ripley, David B., Ed. Davis, Norma Salazar, Ed. Watras, Joseph, Ed. Wilson, Anna Victoria, Ed. Books Collected Works - Proceedings Collected Works - Serials Historical Research ISSN-0092-2986 Midwest History of Education Society, Cedar Falls, IA. English This journal is devoted to the reflective examination of educational issues and problems from the perspective of diverse disciplines. Volumes 19-25 were published under the title "Journal of the Midwest History of Education Society," while volumes 26-27 were published under the title "American Educational History Journal." Volume 19, 1991, (Editors: David B. Ripley; Norma Davis) contains 10 papers from the 26th Annual Meeting of the Midwest History of Education Society. Volume 20, 1992, (Editors: Norma Salazar Davis; David Ripley) contains 12 papers from the 27th annual meeting. Volume 21, 1994, (Joseph Watras, Editor) contains 17 papers from the 28th and 29th annual meetings. Volume 22, 1995, (Joseph Watras, Editor) contains 23 papers from the 30th annual meeting. Volume 23, 1996, (Joseph Watras, Editor) contains 26 papers from the 31st annual meeting. Volume 24, 1997, (Joseph Watras, Editor) contains 34 papers from the 32nd annual meeting. Volume 25, Number 1, 1998, (Joseph Watras, Editor) contains 28 papers. Volume 26, Number 1,1999 (Anna Victoria Wilson, Editor) contains 33 papers. Volume 27, Number 1, 2000 (Anna Victoria Wilson, Editor) contains 15 papers. (BT) ED480696 Journal of the Midwest History of Education Society, 1991-2000. Journal of the Midwest History of Education Society v19-27 1991-2000 2000-00-00 1651 University of Delaware, 219D Willard Hall Education Bldg., Newark, DE 19716 ($10 per volume). Tel: 302-831-1652; Web site: http://www.udel.edu/. N/A 2004 2016-11-21

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Yes Economics Economics Education Monetary Systems Risk Secondary Education Social Studies Griffitts, Dawn Collected Works - Serials Guides - Non-Classroom Stock Market Concept Identification Federal Reserve System Policymakers Federal Reserve Bank of St. Louis, MO. English This economics education publication focuses on the U.S. stock market and the risk and uncertainty that an individual faces when investing in the market. The material explains that risk and uncertainty relate to the same underlying concept randomness. It defines and discusses both concepts and notes that although risk is quantifiable, uncertainty is not, rather arising from imperfect knowledge about the way the world behaves. The document also contains a question and answer (Q&A) section which discusses the Federal Open Market Committee (FOMC), the U.S. Federal Reserve Bank's chief body for monetary policymaking. (BT) ED480697 The Stock Market: Risk vs. Uncertainty. Inside the Vault v7 n2 Fall 2002 2002-00-00 Practitioners Teachers 6 Public Affairs Department, Federal Reserve Bank of St. Louis, P.O. Box 442, St. Louis, MO 63166. Tel: 314-444-8809; Web site: http://www.frb.org. N/A 2004 2016-11-21

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Yes Consumer Economics Consumer Education Economic Factors Economics Education Secondary Education Social Studies Griffitts, Dawn Collected Works - Serials Guides - Non-Classroom Federal Reserve Bank of St. Louis, MO. English This economic education publication features an article, "Does Consumer Confidence Measure Up to the Hype?," which defines consumer confidence and describes how it is measured. The article also explores why people might pay so much attention to consumer confidence indexes. The document also contains a question and answer section about deflation as well as a bulletin board. (BT) ED480698 Does Consumer Confidence Measure Up to the Hype? Inside the Vault v8 n1 Spr 2003 2003-00-00 6 Public Affairs Department, Federal Reserve Bank of St. Louis, P.O. Box 442, St. Louis, MO 63166. Tel: 314-444-8809; Web site: http://www.frb.org. N/A 2004 8/19/2004 23:36:12 RIEMAY2004 Adapted from "Consumer Confidence Surveys," which was written by Jeremy Piger and appeared in the April 2003 issue of "The Regional Economist," a St. Louis Fed publication.

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Yes Adult Education Catholics Cultural Interrelationships Cultural Pluralism Global Approach Postmodernism Religious Education Lucido, Frank, Ed. Collected Works - General Opinion Papers New Testament Catechesis Roman Catholic Church Catholic Church Evangelization Liberation National Catholic Educational Association, Washington, DC. English The Catholic Church throughout the world, following the lead of the Second Vatican Council and Pope John Paul II, has begun to define its mission and identity in terms of the rich concept of evangelization. Father Herve Carrier states that evangelization has two essential components: (1) inculturation; and (2) liberation. Inculturation is more than forming a multicultural perspective in ministry. Inculturation speaks to truly making the Gospel message come alive in the hearts of all people. This volume contains a collection of reflections on the topic of inculturation, which is one of the more prominent themes of the new "General Directory for Catechesis." Following an Introduction, there are seven chapters: (1) "The Evangelization of Cultures and Catechesis" (Allan Figueroa Deck); (2) "Inculturation of the Faith: A Challenge in Our Day" (Joanne S. Saunders); (3) "Inculturation and Pastoral Ministers" (Frank Lucido); (4) "Culture as Vehicle of the Gospel: An Asian Perspective" (Cris V. Villapando); (5) "The Journey Home: Inculturation in Native America (V. Paul Ojibway); (6) "Inculturation: An African American Perspective" (Beatrice Cunningham); and (7) "Inculturation in the Hispanic Cultures" (Frank Lucido). (BT) ED480699 Reflections on Inculturation. 2002-00-00 ISBN-1-55833-284-7 73 National Catholic Educational Association, 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852. Tel: 202-337-6232; Fax: 202-333-6706; e-mail: nceaadmin@ncea.org; Web site: http://www.ncea.org/. N/A 2004 2016-11-21

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Yes Culture Education Foreign Countries Geographic Regions Mass Media Program Administration Sciences Social Sciences Reports - Descriptive UNESCO Asia Pacific Region Program Monitoring Asia United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Principal Regional Office for Asia and the Pacific. English This biennial report highlights the major programs and activities organized, supported, and implemented by the United Nations Educational, Scientific and Cultural Organization (UNESCO) Asian and Pacific Regional Bureau for Education, based in Bangkok, Thailand, in the fields of education, science, social and human sciences, culture, and communications covering the period 2000-2001. The education program is made up of the Asia and Pacific Programme of Educational Innovation for Development (APEID), the Asia and Pacific Programme of Education for All (APPEAL), and the Planning and Sector Analysis (PSA). The Social and Human Sciences (SHS) program is designed to foster the development and promotion of social policies that uphold peace, human rights, democratic governance, and tolerance. The culture mandate revolves around promoting cultural creativity and safeguarding the world's heritage. The Communication and Information (CI) program has the task of promoting the free flow of ideas and universal access to information. The report is divided into three parts: (1) "Introduction"; (2) "Major Achievements by Programme" (Education; Social and Human Sciences; Culture; Communication and Information); and (3) "Support Services." (BT) ED480700 UNESCO Asia and Pacific Regional Bureau for Education Annual Report, 2000-2001. 2003-00-00 77 UNESCO Asia and Pacific Regional Bureau for Education, P.O. Box 967, Prakanong Post Office, Bangkok 10110, Thailand. Tel: 66-2-391-0577, ext. 212; Fax: 66-2-391-0866; Web site: http://www.unescobkk.org/. N/A 2004 2016-11-21

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No Elementary Secondary Education Higher Education Islam Islamic Culture Muslims Religion Studies Religious Cultural Groups Social Studies Ibrahim, I. A. Guides - Classroom - Learner Guides - Classroom - Teacher Islamic Countries Koran Religious Practices English This book is a brief guide to understanding Islam, intended to help individuals better understand Islamic culture, Muslims, and the Holy Quran. It consists of the following three chapters: (1) Some Evidence for the Truth of Islam; (2) Some Benefits of Islam; and (3) General Information on Islam. The book is extensively illustrated with photographs and drawings. (Contains 42 references.) (BT) ED480701 A Brief Illustrated Guide to Understanding Islam. Second Edition. 1997-00-00 ISBN-9960-34-011-2 Practitioners Students Teachers 80 Understanding Islam Foundation; 11153 Washington Place, Culver City, CA 90232 ($2.50). Tel: 310-558-9865; e-mail: info@uifmail.com; Web site: http://www.islam-guide.com/. N/A 2004 2016-11-21

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No Academic Standards Curriculum Enrichment Folk Culture Games Interdisciplinary Approach Intermediate Grades Lumber Industry Oral History Primary Sources Public History Secondary Education Social Studies State History State Standards Student Research Thinking Skills Jackson, Irene Guides - Classroom - Teacher Maine Historical Research Maine Maine Univ., Orono. English The Maine Folklife Center is a division of the University of Maine (Orono) College of Liberal Arts and Sciences, and helps the University fulfill its mission of teaching, research, and public service. The Maine Folklife Center offers courses in folklore, oral history, and public history. This curriculum guide can help teachers fulfill the Maine Department of Education Learning Results, many of which call for primary research and the understanding of individual lives in an historical context. Specifically, the guide presents an introduction to using the Center and four units: (1) conducting oral histories; (2) games; (3) the lumbering life, "Investigating Traditional Work"; and (4) "Romance and Reality." Each of the units may be used with students from grades 4 to 12. The games unit is more appropriate for younger students. Activities in the units are sequentially organized, and, if followed in order, lead to a deeper understanding of the topic. The units may be part of a Maine studies or state history curriculum, part of a research and thinking skills curriculum, or part of an English curriculum. The units are interdisciplinary and are designed to promote the integration of the disciplines. Each unit provides guidelines and activities to prepare students for conducting primary research in their own communities using oral history and other hands-on methods. (BT) ED480702 Hot Biscuits and Shanty Boys: The Maine Folklife Center Curriculum Guide. 1998-00-00 Practitioners Teachers 170 Maine Folklife Center, 5773 South Stevens Hall, University of Maine, Orono, ME 04469-5773. Tel: 207-581-1891; Fax: 207-581-1823; e-mail: folklife@maine.edu; Web site: http://www.umaine.edu/folklife/. N/A 2004 2016-11-21

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No Assistive Technology Attitudes toward Disabilities Chronic Illness Data Interpretation Demography Disabilities Disability Discrimination Employment Opportunities Employment Patterns Employment Statistics Health Care Costs Health Insurance Labor Market Policy Analysis Policy Formation Research Problems Supported Employment Trend Analysis Validity Work Environment Stapleton, David C., Ed. Burkhauser, Richard V., Ed. Information Analyses Opinion Papers Americans with Disabilities Act 1990 Medicaid Medicare Social Security Disability Insurance Americans with Disabilities Act 1990 Social Security Disability Insurance Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. English This book includes revised presentations from an October 2001 meeting of the National Institute for Disability and Rehabilitation Research and the Cornell Rehabilitation Research and Training Center that considered the validity of current data for measuring trends in the employment rate of people with disabilities and investigated the causes and consequences of the declining rate of employment shown in the data. Chapters are as follows: "Introduction" (Burkhauser, Stapleton); "A User's Guide to Current Statistics on the Employment of People with Disabilities" (Burkhauser et al.); "Employment Declines among People with Disabilities" (Houtenville, Daly); "Have Changes in the Nature of Work or the Labor Market Reduced Employment Prospects of Workers with Disabilities?" (Stapleton et al.); "Rising Health Care Expenditures and the Employment of People with High-Cost Chronic Conditions" (Hill et al.); "Employment and the Changing Disability Population" (Kaye); "The American with Disabilities Act and the Employment of People with Disabilities" (DeLeire); "Does the Definition Affect the Outcome? (Kruse, Schur); "Is It Time to Declare the ADA a Failed Law?" (Blanck et al.); "Social Security Disability Insurance and the Recent Decline in the Employment Rate of People with Disabilities" (Goodman, Waidmann); "A Review of the Evidence and Its Implications for Policy Change" (Burkhauser, Stapleton). (Contains 70 figures and 41 tables. Chapters include substantial references.) ED480703 The Decline in Employment of People with Disabilities: A Policy Puzzle. 2003-08-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. ISBN-0-88099-259-X Policymakers 436 W.E. Upjohn Institute for Employment Research, 300 South Westnedge Avenue, Kalamazoo, MI 49007 (ISBN: 2-88099-260-3 (cloth) $45; ISBN: 0-88099-259-X (paper) $22). Tel: 616-343-4330; Fax: 616-343-7310; e-mail: publications@we.upjohninst.org; Web site: http://www.upjohninst.org. N/A 2004 2016-11-21

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No Economic Impact Employees Employment Programs Improvement Programs Job Training Labor Force Labor Force Development Labor Market Labor Turnover Outcomes of Education Policy Analysis Professional Development Program Effectiveness Promotion (Occupational) Retraining Salary Wage Differentials State Aid State Programs Strategic Planning Unions Vocational Education Moore, Richard W. Blake, Daniel R. Phillips, G. Michael McConaughy, Daniel Historical Materials Reports - Evaluative California Employment Training Panel Customized Training Government Business Relationship Upjohn (W.E.) Inst. for Employment Research, Kalamazoo, MI. English California's Employment Training Panel Program (ETP), the largest state-funded customized training program for incumbent workers in the nation, has had a positive impact on the economy of California, and its success has policy implications for other state programs. The impact of ETP on trainees includes the following: they are more attached to the labor force after training; they have greater before-to-after earning increases than comparison groups even in a slowing economy; and they experience less unemployment and an increase in employment stability. Likewise, ETP provides companies with services they need to expand workforces and payrolls either by causing greater growth than expected, or because companies with growth potential choose to use ETP. Policy recommendations for states with incumbent-worker training programs include the following: (1) share governance between labor, management, and public representatives; (2) make sure that state investment generates additional training and does not simply replace existing training; (3) pay for performance; (4) subsidize training, but don't foot the whole bill; (5) target basic industries and threatened companies; (6) avoid exclusive training providers; and (7) focus on management reinforcement of training. Methodology recommendations for evaluators of programs are also made. (A short policy history of ETP is followed by a perspective on participants which discusses how individual workers, companies, and states decide to get involved with training. Contains 23 case studies, 27 figures, 24 tables, and 47 references.) (MO) ED480704 Training That Works: Lessons from California's Employment Training Panel Program. 2003-08-00 ISBN-0-88099-257-3 222 W.E. Upjohn Institute for Employment Research, 300 South Westnedge Avenue, Kalamazoo, MI 49007 (ISBN: 0-88099-258-1 (cloth) $40; ISBN: 0-88099-257-3 (paper) $20). Tel: 616-343-4330; Fax: 616-343-7310; e-mail: publications@we.upjohninst.org; Web site: http://www.upjohninst.org. N/A 2004 2016-11-21

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Yes Education Work Relationship Educational Research Evaluation Problems Evaluation Research Outcomes of Education Policy Analysis Research Design Research Methodology Research Problems Secondary Education Strategic Planning Transitional Programs Vocational Education Reports - Evaluative School to Work Opportunities Act 1994 Department of Education, Washington, DC. National School-to-Work Opportunities Office, Washington, DC. Department of Labor, Washington, DC. English This volume brings together the reports and discussion connected with a roundtable convened by the Departments of Education and Labor and the National School-to-Work Office to discuss issues surrounding the conduct of a net impact evaluation of school-to-work. After an introduction that summarizes the approach and intentions of the School-to-Work Opportunities Act and describes evaluation activities that have been commissioned separately from a net impact effort, six commissioned papers are presented. The papers are as follows: "Evaluating Early Program Experiences in the School-to-Work Opportunities Act: Policy and Design Issues" (Gary Burtless); "Net Impact of School-to-Work: Exploring Alternatives" (Charles Dayton); "Net Impact Evaluation of School-to-Work: Desirable but Feasible?" (Robert Glover, Christopher T. King); "Evaluation of School-to-Work Transitional Programs" (James J. Heckman); "Evaluating the School-to-Work Opportunities Act of 1994" (Robert A. Moffitt); and "Net Impact Evaluation of School-to-Work: Contending Expectations" (Hillard Pouncy, Robinson Hollister). Following the papers is a summary of the roundtable discussion and an epilogue that synthesizes both the papers and the discussion. Contains a list of participants, 190 references, and some papers includes tables/figures. (MO) ED480705 Evaluating the Net Impact of School-to-Work: Proceedings of a Roundtable. 1997-00-00 289 For full text: http://wdr.doleta.gov/opr/fulltext/97-net_impact.pdf. N/A 2004 2020-11-03

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Yes Career Choice College Applicants Demand Occupations Demography Diversity (Student) Education Work Relationship Employment Patterns Health Personnel Job Satisfaction Labor Needs Labor Turnover Nurses Nursing Nursing Education Postsecondary Education Quality of Working Life Recruitment Student Recruitment Trend Analysis Work Environment Schuman, Tom Journal Articles Indiana Nursing Shortage Indiana English Demand for nurses is soaring to unprecedented levels while a variety of factors are limiting the number of available nurses. Some facts and figures related to the shortage are as follows: Indiana's per capita nurse employment decreased 2.4% between 1996 and 2000; the percentage of nurses under 30 decreased from 26% in 1980 to 9% in 2000; 1 in 5 nurses plans to retire by 2006; between 2000 and 2030 the core of the nurse workforce is expected to remain unchanged while the population aged 65 and older will double; the number of registered nurses (RNs) not employed in nursing increased by 28% between 1992 and 2000; in a 2001 study of 43,000 nurses, more than 40% of respondents working in United States hospitals reported dissatisfaction with their jobs and only 34% reported that there were enough RNs to provide high-quality care in the facility where they worked; and nursing schools turned away 5,823 qualified applicants in 2000-2001 due to insufficient numbers of faculty, clinical sites, classroom space, and budgets. Some possible solutions to the shortage include the following: attracting back licensed nurses who are not active; creating work environments that attract and retain nurses; improving diversity within the profession; attracting new nursing students who already have a college degree; and enhancing the nursing image. (Contains contact information of participants.) (MO) ED480706 Where Are All the Nurses? Demographics, Defections Lead to Severe Shortage. ExecConnect. BizVoice p16-19 Mar-Apr 2003 2003-00-00 6 For full text: http://www.indianachamber.com/pdf/bizvoice/Mar_03_ExecConnect.pdf N/A 2004 2016-11-21

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Yes Academic Standards Accountability Adult Basic Education Adult Educators Adult Learning Adult Literacy Basic Skills Curriculum Development Data Collection Employment Potential Inservice Teacher Education Literacy Education National Standards Performance Based Assessment Professional Development Program Development Program Evaluation Student Evaluation Teacher Made Tests Test Construction Reports - Evaluative Equipped for the Future National Reporting System for Adult Education SRI International, Arlington, VA. Tennessee Univ., Knoxville. Center for Literacy Studies. English The Equipped for the Future (EFF) framework describes adult performance along these four dimensions: structure of the knowledge-base; fluency of performance; independence of performance; and range of conditions for performance. When completed it will include a developmental sequence of descriptions of learner performance for each EFF standard; model performance-based assessments and scoring guidelines for each standard; and provide materials, training, and technical assistance that will enrich the National Reporting System (NRS) educational functioning levels and support valid and reliable measures of educational gain by using standardized performance assessments. During year one the following were accomplished: (1) more than 100 teachers in 5 states were trained in developing instruction and assessing performance on the EFF standards; (2) a set of instructional and documentation tools that help teachers embed assessment in on-going instruction were developed; (3) more than 300 teacher-generated performance tasks for 10 EFF standards were collected; and (4) performance tasks and descriptions of adult learner performances on these tasks were analyzed to create draft performance continua for 5 standards. The EFF/NRS project has promoted professional development by enabling practitioners to build knowledge and skills in teaching with standards; create and use learning activities with embedded assessment; and observe, document, and interpret learner performance. The project has led to a strong foundation for adult education system reform and improvement through strengthened capacity for accountability. (Appendices include background documents; assessment, tools, and templates; and reporting.) (MO) ED480707 EFF/NRS Data Collection Project, 2000-2001: An Interim Report on the Development of the EFF Assessment Framework. 2002-07-00 National Inst. for Literacy, Washington, DC. Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy. 80 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. N/A 2004 2016-11-21

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Yes Academic Achievement Adult Basic Education Adult Literacy Adult Programs Competence Competency Based Education Educational Attainment Educational Objectives Educational Quality English (Second Language) High School Equivalency Programs Literacy Education Performance Factors Program Evaluation Program Implementation Quality Control State Standards Statewide Planning Legal/Legislative/Regulatory Materials Ohio Quality Indicators General Educational Development Tests Ohio General Educational Development Tests Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. English This document lists the Ohio Department of Education's Adult Basic and Literacy Education revised indicators of program quality. A chart details the measures and performance standards for the following quality indicators: (1) students demonstrate progress toward attainment of literacy skills at levels of proficiency necessary to function on the job, in the family of the individual, and in society; (2) students transfer learning from classroom to the rest of life, articulate what they know and are able to do in relationship to their goal, demonstrate increased proficiency in the use of multiple skills that allow them to be placed in post secondary education or training, gain unsubsidized employment or retain employment, or earn a secondary high school diploma or the Ohio High School Equivalence Diploma/GED; (3) student learning results in increased involvement of parents, custodials, and primary care givers in children's education and literacy-related activities; (4) program is housed in a safe, physical environment with adequate space and access to facilities and equipment that contribute to creating an adult-appropriate learning environment; (5) program planning and administration is a process that is based on a written plan, is implemented, and guided by evaluation; (6) program has written curriculum and provides instruction matching student needs and learning styles; (7) program has an ongoing professional development process; (8) program provides a system for support services that promotes student achievement of goals; and (9) program successfully recruits from the populations in the community identified in the Adult Education and Family Literacy Act, Title II, as needing literacy services. (MO) ED480708 Adult Basic and Literacy Education Program: Revised Indicators of Program Quality, Fiscal Year 2004. 2003-03-00 Practitioners Administrators 11 For full text: http://literacy.kent.edu/Oasis/indicators/2004/IPQ-FY2004.pdf. N/A 2004 2016-11-21

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Yes Allied Health Occupations Allied Health Occupations Education Demand Occupations Education Work Relationship Educational Finance Educational Planning Employment Patterns Labor Needs Labor Turnover Nurses Nursing Nursing Education Policy Formation Postsecondary Education Public Policy Role of Education Secondary Education Statewide Planning Student Financial Aid Student Recruitment Berryman, Treva Information Analyses Opinion Papers Health Personnel Shortage Nursing Shortage Tennessee Tennessee Tennessee State Board of Regents, Nashville. English Staff members of the Tennessee Board of Regents (TBR) and the Tennessee Higher Education Commission worked jointly to establish a task force to investigate and develop recommendations for addressing the workforce shortages in nursing and allied health in Tennessee. The investigation established that Tennessee already has a workforce shortage of health care professionals, especially registered nurses, and that the shortage will become critical over the next 10 to 15 years. The task force recommended that TBR institutions apply for the federal grants available through the Nursing Reinvestment Act. The following are among the eight recommendations addressed to TBR institutions with academic programs in nursing and allied health: (1) direct marketing efforts to include partnering with local school systems, advocating for legislative support for nursing education, launching aggressive marketing campaigns, and seeking out new ways to expand diversity in nursing programs; (2) present programs in ways that connect with the new generation through technology and increase retention efforts; (3) remove barriers to acquiring skills by improving articulation; (4) consider development of collaborative programs, particularly at the graduate level, to address the need for advance practice nurses and the urgent need for nursing faculty; and (5) continue to support the retraining of displaced workers in the Tennessee Technology Centers' licensed practical nurse programs. (MN) ED480709 Nursing and Allied Health Shortages: TBR Responds. 2002-12-00 Policymakers 12 For full text: http://www.tbr.state.tn.us/academic_affairs/news/nrsah.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Education Academic Standards Articulation (Education) Education Work Relationship Educational Change Educational Needs Educational Objectives Educational Policy Federal Government Federal State Relationship Futures (of Society) Government Role Government School Relationship High Schools Postsecondary Education Role of Education School Role Secondary Education Statewide Planning Collected Works - Proceedings Information Analyses Career and Technical Education English This document presents nine papers from a symposium on challenges currently facing U.S. high schools and their role in preparing students for high achievement in postsecondary education. The following papers are included: "What Ails High Schools? How Should They Be Reformed? Is There a Federal Role?" (Chester E. Finn); "Achievement: High Schools in America 2001" (Jan Somerville); "The Missing Middle: Aligning Education and the Knowledge Economy" (Anthony P. Carnavale, Donna M. Desrochers); "What Should Be the Federal Role in Supporting and Shaping Development of State Accountability Systems for Secondary School Achievement?" (John H. Bishop); "Reconceptualizing Extra Help for High School Students in a High Standards Era" (Robert Balfanz, James McPartland, Alta Shaw); "What Role Can Dual Enrollment Programs Play in Easing the Transition between High School and Postsecondary Education?" (Thomas R. Bailey, Katherine L. Hughes, Melinda Mechur Karp); "Beyond Empty Promises: Policies to Improve Transitions into College and Jobs" (James E. Rosenbaum); "Raising the Achievement of Low-Performing Students: What Can High Schools Do?" (Gene Bottoms); and "The Role of Career and Technical Education in the American High School: A Student-Centered Analysis" (Kenneth Gray). A list of 13 recommendations concludes the document, including better define the high school mission; create better links between the secondary and postsecondary worlds; and better define the role of assessment in high school. Twenty-one endnotes are included. (MN) ED480710 Preparing America's Future. The High School Symposium (Washington, DC, April 4, 2002). Excerpted. 2003-05-00 Office of Vocational and Adult Education (ED), Washington, DC. 33 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://www.ed.gov/about/offices/list/ovae/pi/hs/pafsymp.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Records Course Selection (Students) Data Analysis Educational Research Enrollment Influences Ethnic Groups Graduate Surveys High School Graduates High Schools National Surveys Participation Public Schools Role of Education Secondary Education Sex Differences Student Characteristics Tables (Data) Trend Analysis Vocational Education Levesque, Karen Numerical/Quantitative Data High School and Beyond (NCES) High School Transcript Study National Center for Education Statistics (ED), Washington, DC. English Patterns and trends in the vocational-technical course taking of public high school graduates between 1982 and 1998 were examined in a study of high school transcripts for the graduating classes of 1982, 1990, 1992, 1994, and 1998. The source data came from the following five studies: (1) High School and Beyond Sophomore Cohort, First Follow-up Survey, (2) High School Transcripts Study, 1982; (3) National Education Longitudinal Study of 1988, Second Follow-up Survey; (4) High School Transcript Study, 1992; and (5) High School Transcript Studies of 1990, 1994, and 1998. The analysis revealed differences in participation in vocational-technical education based on the following variables: race/ethnicity; sex; disability status; English proficiency; academic achievement; and school urbanicity and poverty level. Generally, graduates took fewer vocational courses between 1982 and 1998, although their occupational course taking was relatively steady. Graduates with disabilities as of grade 12 took more vocational and occupational course work by the end of the period studied. Asians and Pacific Islanders and high academic achievers did not exhibit the declines in vocational course taking that were observed for other groups. (Fifty-four tables/figures are included. The bibliography lists 22 references. Appendixes constituting approximately 80% of the document contain the following items: 52 standard error tables; a glossary; and technical notes and a description of the study methodology.) (MN) ED480711 Public High School Graduates Who Participated in Vocational/Technical Education: 1982-1998. E.D. Tabs. 2003-07-00 ISBN-0-16-051456-8 294 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003024. N/A 2004 2016-11-21

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No Adult Education Adult Learning Adult Students Classification Community Education Data Collection Delivery Systems Educational Opportunities Educational Research Foreign Countries Lifelong Learning Literature Reviews Needs Assessment Outcomes of Education Postsecondary Education Research Methodology Role of Education Student Characteristics Trend Analysis Vocational Education Clemans, Allie Hartley, Robyn Macrae, Helen Information Analyses Reports - Research Australia Australia National Centre for Vocational Education Research, Leabrook (Australia). English Trends in adult and community education (ACE) across Australia were examined. Data were obtained from consultations with national, state, and territory policy and funding body representatives; consultations with representatives of 40 ACE agencies across Australia; and analysis of pertinent literature, research, and policy documents. The study was intended to describe the full range of ACE services and clients nationwide, analyze ACE outcomes and contributions to lifelong learning for a range of clients, and develop recommendations contributing to valid and reliable national data on ACE outcomes. Selected findings were as follows: (1) ACE agencies cater to a very diverse range of adult groups in the community; (2) women predominate, but agencies report that more men are becoming involved; and (3) courses range from basic literature and foundation education through to post-degree professional development. A framework for classifying ACE outcomes according to individual development outcomes (the personal, public, and work domains), community development outcomes, and economic development outcomes was proposed. Identified barriers to measuring outcomes included disparate funding policy and administrative arrangements, data collection costs, and the difficulties associated with collecting meaningful data to measure outcomes such as capacity building. Agencies were ambivalent about data collection; however, many desired data that could be used for planning. (Contains 6 tables and 15 references.) (MN) ED480712 ACE Outcomes. 2003-08-00 ISBN-1-74096-187-0 Policymakers 68 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1379; $27.50 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr0A05.pdf. N/A 2004 2016-11-21

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No Administration Administrator Role Administrators Case Studies Change Strategies Employment Level Federal Aid Foreign Countries Leadership Effectiveness Mail Surveys Management Development Organizational Development Partnerships in Education Professional Development Strategic Planning Telephone Surveys Vocational Education Work Environment Workshops Mulcahy, Dianne Reports - Research Tests/Questionnaires Australia Best Practices Australia National Centre for Vocational Education Research, Leabrook (Australia). English Roles and functions of senior and front line managers in VET organizations and their approaches to developing management and leadership expertise were examined in order to identify best practices. Based upon mail surveys sent to managers in 1551 registered training organizations (365 responded, for a response rate of 23.5%), 147 telephone interviews, and 10 intensive case studies, there has been an increased focus on the external environment. Some of the external forces providers must face include changing work and policy environments, increased administrative responsibilities, reduced government funding, and increased expectations regarding corporate connections/industry links. Management roles and responsibilities are being redistributed into "flatter" structures, with front line managers taking on many of the strategic roles of senior managers in addition to their traditional operational roles. Four broad approaches to leadership and management development are endorsed by VET managers: (1) formal work-related learning, such as mentoring and work shadowing; (2) informal work-related learning, such as casual meetings and support groups; (3) seminars and workshops; and (4) traditional and short courses. In planning for the future, attention should be given to increasing opportunities for development at senior management level and creating pathways for prospective managers and leaders, most particularly at front line management level. (The appendices, contained in volume 2, include managerial job titles, case studies, and the survey questionnaire. Contains 26 tables, 4 figures, and 136 references.) (MO) ED480713 Leadership and Management in Vocational Education and Training: Staying Focused on Strategy. Volume 1 [and] Volume 2. 2003-08-00 ISBN-1-74096-125-0 184 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Volume 1 cat. no. 1341, $34.65 Australian; Volume 2 cat no. 1293, Web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text (Volume 1): http://www.ncver.edu.au/research/proj/nr0004_1.pdf. For full text (Volume 2): http://www.ncver.edu.au/research/proj/nr0004_2.pdf N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Community Resources Community Services Corporate Support Early Childhood Education Educational Resources Family Literacy Financial Support Learning Disabilities Literacy Education National Organizations Parent Education Parenting Skills Philanthropic Foundations Professional Associations Program Descriptions State Agencies State Programs Seaman, Don F. Alagaraja, Meera Earhart, Stella Guides - Non-Classroom Reference Materials - Directories/Catalogs Texas Texas A and M Univ., College Station. Texas Center for Adult Literacy and Learning. English This resource guide aims to assist local Texas family literacy projects in acquiring resources to better serve their clients in the areas of adult literacy education, early childhood education, parent education, and learning disabilities. Funding resources--corporate and foundation-- are listed. Each area is approached from national, state, and local levels. Section 1 contains resources provided at the national level and further categorized under resources for multiple activities, adult education, early childhood education, parent education, learning disabilities, and corporations and foundations. National resource providers serving more than one category are listed separately as resources for multiple activities. Organizations are presented in charts with this information: name; address; web site address or telephone number; and resource outline. Although foundations and corporations are national in scope, wherever possible, their Texas addresses are incorporated. Section 2 identifies state agencies and regional educational service centers and resources/services they provide; web sites are included for adult literacy education, early childhood education, and parenting and family literacy. Section 3 lists local organizations/agencies and possible resources for adult education; early childhood education; and parenting education. Other community resources that are possible partners are listed. A final list identifies community foundations located in Texas; address and telephone number or web site address; and brief summary. (YLB) ED480714 Resource Guide for Family Literacy Programs. 2001-11-05 Texas Education Agency, Austin. Div. of Adult and Community Education Programs. Administrators Practitioners 47 For full text: http:// www.tcall.tamu.edu/Resource_Guide/famlit_resource_guide.htm. N/A 2004 2020-08-08

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Yes Adult Education Continuing Education Education Work Relationship Educational Attainment Educational Policy Employment Employment Patterns Employment Services Foreign Countries Higher Education Job Training Labor Market Lifelong Learning Postsecondary Education Program Implementation Public Policy Secondary Education Staff Development Unemployment Vocational Education Beleckiene, Giedre Zimina, Natalija Corcoran, Terry McKerracher, Moira Faudel, Henrik Reports - Descriptive Lithuania Lithuania National Observatory in Lithuania, Vilnius. English Lithuania experienced strong negative changes to gross domestic product (GDP) after independence, but the trend has reversed since 1994. Labor force participation and employment rates for 15-64 year-olds has decreased; the unemployment rate is 17 percent. Employment has increased in the services sector but decreased in agriculture, which accounts for a large proportion of employment. Educational attainment is high, with a strong bias in favor of higher education. Participation in labor market and continuing vocational training remains low. Public expenditure on formal education fluctuates around 6 percent of GDP. Public expenditure on vocational schools decreased from 2% of total national budget expenditure in 1999 to 1.7% in 2001. This corresponds to a decrease in total vocational enrollment, from 56,000 in 1998-1999 to 47,000 in 2000-2001. Laws aim to combine the various strands of education and training to develop a comprehensive system, but lack of funds leaves many actions unimplemented. Policy development shows considerable overlap and duplication of effort. Public support for continuing vocational training is limited to labor market training for the unemployed and those in danger of redundancy. Lack of developed links between initial vocational education and labor market training makes adult participation in labor market training difficult. Well-established public employment services play an important role in implementation of national employment policy. Lack of and large variation in resources across areas limit Lithuania's capacity to implement coherent employment policies. (Appendixes include a 105-item bibliography and 33 figures.) (YLB) ED480715 Vocational Education and Training and Employment Services in Lithuania. Monographs: Candidate Countries. 2002-00-00 European Training Foundation, Turin (Italy). ISBN-92-9157-295-0 100 For full text: http://www.etf.eu.int/WebSite.nsf/Pages/8E6F84C50A104E71C1256D660 052BE7D/$FILE/LITH_VET_NAT_03_EN.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Adult Literacy Adult Programs Basic Skills Child Development Dropout Prevention Educational Research Emergent Literacy Family Involvement Family Literacy Family School Relationship Family (Sociological Unit) Literacy Education Mathematics Achievement Outcomes of Education Reading Comprehension Reading Skills School Holding Power Social Problems Writing Skills Padak, Nancy Rasinski, Tim Information Analyses Reference Materials - Bibliographies Kent State Univ., OH. Ohio Literacy Resource Center. English The concept of family literacy is firmly rooted in a substantial research base from several disciplines, including adult literacy, emergent literacy, child development, and systems analysis. Results from a review of research from each discipline found answers to questions about benefits of family literacy. Results show family literacy programs do work and at least four groups benefit: children, parents, families, and the larger society. Children's achievement in school improves; they attend school more regularly and are more likely to complete their education; and their general knowledge, reading achievement and vocabulary, comprehension, writing, math and science achievement, social skills, self-esteem, and attitudes toward school improve. Parents persist in the programs longer than in other adult literacy programs; their attitudes about education improve; their reading achievement, writing ability, math and science knowledge, knowledge about parenting and child development, social awareness, and self-advocacy increases. Families learn to value education, become more involved in schools, become emotionally closer, read more, and build foundations for lifelong learning. The programs positively affect these social problems: nutrition and health, low school achievement and high school dropout rates, teen parenting, joblessness and welfare dependency, social alienation, and home and community violence. (Contains 93 references.) (YLB) ED480716 Family Literacy Programs: Who Benefits? 2003-04-00 Administrators Practitioners 9 For full text: http://literacy.kent.edu/Oasis/Pubs/WhoBenefits2003.pdf. N/A 2004 8/19/2004 23:36:48 RIEMAY2004 For previous versions of this document, see ED 407 568 and ED 438 470.

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Yes Academic Achievement College Bound Students Core Curriculum Curriculum Development Educational Development Educational Philosophy Educational Quality Educational Research Human Resources Instruction Instructional Improvement Marketing Education National Curriculum National Standards Program Administration Program Design Program Effectiveness Program Evaluation Student Characteristics Teacher Education Littman, Michael J. Information Analyses Reference Materials - Bibliographies English A study synthesized findings of research in marketing education (ME) from 1979-89 in these 10 categories: administration, curriculum, evaluation, guidance/counseling, human resource, instruction, learner characteristics, philosophy and objectives, program design, and teacher education. During the 1980s, continued environmental threats and educational demands for excellence and accountability caused ME to refine and clarify its educational strategy, mission, focus, curriculum, and standards. Findings showed a national core curriculum was developed to enhance ME's identity with various audiences; evaluation studies concluded ME was successful, based on a positive impact on student achievement, employment, and economic attainment and on teacher preparation and professional development; guidance counselors supported ME courses for college-bound students; ME made a positive contribution to human resource needs and students made positive individual contributions in support of the economy; use of learning activity packets and instructional technology had a positive impact on instruction; students made gains in cognitive knowledge, affective outcomes, and human relations; evolution of ME philosophy led to consensus building and national standards; and teachers were satisfied with teacher education instruction and program content. (The bibliography contains 208 research studies and 14 publications.) (YLB) ED480717 Review and Synthesis of Research in Marketing Education 1979-1989: A Decade of Research Influences. 1994-09-00 119 N/A 2004 8/19/2004 23:36:50 RIEMAY2004 Supported by Delta Pi Epsilon Research Foundation, Inc.

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Yes Adult Education At Risk Persons Career Centers Economically Disadvantaged Employment Patterns Employment Services Family Income Federal Programs Labor Force Development Labor Turnover Low Income Groups Skill Obsolescence Social Support Groups State Programs Unemployment Unskilled Workers Welfare Recipients Welfare Reform Welfare Services Working Poor Bliss, Steven Collected Works - Proceedings Opinion Papers California Temporary Assistance for Needy Families Welfare to Work Programs Workforce Investment Act 1998 California Temporary Assistance for Needy Families Workforce Investment Act 1998 Manpower Demonstration Research Corp., New York, NY. English This publication highlights key messages and themes of a conference to discuss critical questions, challenges, and opportunities facing California's welfare and workforce development systems. It is intended as a resource manual that presents the most up-to-date thinking on how policies and services can be designed to better meet the needs of California's working poor. Information on conference day 1 provides an overview of national trends in welfare and workforce development and discusses the current situation in California. Statements, presentations, addresses, and plenary panel explore factors that impact how national and state systems will serve the working poor and hard-to-place clients and the implications of the increased prevalence of the hard-to-place among the Temporary Assistance for Needy Families program in California--CalWORKs recipients. Information on day 2 provides overviews of presentations on the latest research on proven, effective strategies for serving low-income families and new approaches to explore and test. Nine panels consider strategies that speak to a variety of goals, increasing job retention and career advancement among the working poor, improving the financial standing of low-income families, and helping the hard-to-place move into the workforce. They also discuss how programs affect employment and earnings and broader impacts on family well-being. Information on day 3 provides overviews of four panels and plenary panel on the following: (1) the role of institutional relationships in providing a more comprehensive, more accessible set of services to low-income families and fostering a more effective use of funds and resources; (2) challenges to integrating the welfare and workforce development systems; (3) role of specific institutions--community colleges and Workforce Investment Act One-Stops--in serving the working poor; and (4) how community-focused initiatives create networks and relationships that support employment and self-sufficiency. (YLB) ED480718 Beyond Welfare and Work First: Building Services and Systems To Support California's Working Poor and Hard-to-Place. Conference Highlights (Sacramento, CA, January 17-19, 2001). 2001-00-00 California Wellness Foundation. David and Lucile Packard Foundation, Los Altos, CA. Rockefeller Foundation, New York, NY. James G. Irvine Foundation, San Francisco, CA. 45 Manpower Demonstration Research Corporation, 16 East 34 Street, New York, New York 10016 ($8). Tel: 212-532-3200; Web site: http://www.mdrc.org. For full text: http://www.mdrc.org/publications/113/full.pdf. N/A 2004 2016-11-21

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Yes Adult Education Cost Effectiveness Economically Disadvantaged Eligibility Employed Parents Employment Employment Level Employment Patterns Family Work Relationship Financial Support Incentives Program Development Program Effectiveness Program Evaluation Program Implementation State Programs Unemployment Welfare Recipients Welfare Reform Welfare Services Scrivener, Susan Hendra, Richard Redcross, Cindy Bloom, Dan Michalopoulos, Charles Walter, Johanna Reports - Evaluative Vermont Welfare to Work Programs Vermont Manpower Demonstration Research Corp., New York, NY. English An evaluation was conducted of Vermont's Welfare Restructuring Project (WRP), one of the earliest statewide welfare reform programs designed to increase work and reduce reliance on welfare. To assess the difference WRP made, parents applying for or receiving cash assistance in Vermont from July 1994 to December 1996 were assigned randomly to one of these three groups: WRP group that received financial work incentives and were subject to work requirements (full WRP group); WRP Incentives Only group that received the incentives but were not subject to the work requirement; and Aid to Needy Families with Children (ANFC) group subject to pre-WRP welfare rules (no incentives or work requirement). Groups were followed for six years, using computerized records and survey methods. Findings indicated the following: (1) the full WRP program increased employment and reduced reliance on cash assistance for single-parent families; (2) WRP had little effect on family income, material hardship, children's school performance, or other family and child outcomes; (3) the program's work requirement was needed to generate impacts--financial incentives alone did not lead to increases in employment or income; (4) WRP increased employment among most subgroups, and increases were largest for the most disadvantaged; (5) very few community service employment positions were needed for the work requirement; (6) it saved money for taxpayers; and (7) WRP did not affect employment, earnings, income, material hardship, or outcomes for children for two-parent families with an unemployed parent. (Contains 26 references.) (YLB) ED480719 WRP: Final Report on Vermont's Welfare Restructuring Project. 2002-09-00 Ford Foundation, New York, NY. Vermont State Dept. of Prevention, Assistance, Transition, and Health Access, Waterbury. Department of Health and Human Services, Washington, DC. 88 Manpower Demonstration Research Corporation, 16 East 34 Street, New York, New York 10016 ($12). Tel: 212-532-3200; Web site: http://www.mdrc.org. For full text: http://www.mdrc.org/publications/31/full.pdf. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Adult Education Agency Role Community Organizations Context Effect Economically Disadvantaged Educational Demand Educational Supply Employee Attitudes Financial Support Needs Assessment Policy Formation Professional Personnel Public Policy Resistance to Change Social Agencies Urban Areas Welfare Recipients Welfare Reform Welfare Services Fink, Barbara Widom, Rebecca Reports - Research Impact Studies Manpower Demonstration Research Corp., New York, NY. English The Project on Devolution and Urban Change conducted a study to learn how new welfare policies and funding mechanisms, especially devolution and Temporary Assistance for Needy Families block grants, affect human service agencies in neighborhoods with high concentrations of welfare recipients and people living in poverty. Key personnel at 106 agencies in the four Urban Change areas were interviewed. Findings indicated agency staff were generally aware major changes in welfare policy had occurred, but few expressed detailed knowledge of the policies; the overwhelming majority expressed negative or mixed views of welfare reform; changes attributed to welfare reform began soon after policies were implemented but were not as dramatic as reform critics predicted; changes in demand for education and training services were the biggest effect of welfare reform; most basic needs organizations had not seen an increase in demand or increases in private donations; and, despite the limited impact the first year of welfare reform had on community organizations, respondents anticipated new policies would appreciably increase demand for their services in the future but many had no plans for meeting the new needs or possible rise in demand. (Appendixes include detailed descriptions of types of agencies and a 45-item bibliography.) (YLB) ED480720 Social Service Organizations and Welfare Reform. 2001-02-00 California Wellness Foundation. Kellogg Foundation, Battle Creek, MI. Pew Charitable Trusts, Philadelphia, PA. Charles Stewart Mott Foundation, Flint, MI. Ford Foundation, New York, NY. Edna McConnell Clark Foundation, New York, NY. James G. Irvine Foundation, San Francisco, CA. William Penn Foundation, Philadelphia, PA. George Gund Foundation, Cleveland, OH. Cleveland Foundation, OH. Joyce Foundation, Chicago, IL. John S. and James L. Knight Foundation, Miami, FL. Department of Health and Human Services, Washington, DC. Robert Wood Johnson Foundation, Princeton, NJ. 56 Manpower Demonstration Research Corporation, 16 East 34 Street, New York, New York 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org. For full text: http://www.mdrc.org/Reports2001/UC-SocialService/UCSocialServicesOrg&WelReform.htm. N/A 2004 2016-11-21

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Yes Adult Education Age Differences Aging (Individuals) Educational Gerontology Futures (of Society) Gerontology Higher Education Insurance Labor Force Development Lifelong Learning Older Adults Older Workers Outcomes of Education Policy Formation Public Policy Retirement Retirement Benefits Self Concept Social Attitudes Roberson, Donald N. Opinion Papers Social Security Grandparent Role Social Construction Social Security English New perspectives need to be gained on the roles of older adults and older workers in the new millenium. Because today's adult is healthier, policies concerning social security, retirement, and work need to be changed. There is a need for acceptance of various types of aging. Rather than mandating specific retirement, the individual should have more control over when he or she wants to retire. Old notions of senior citizens and demeaning stereotypes of older adults must be eliminated. Social constructionists focus on understanding and explaining the individual process of aging as influenced by social definitions and structures. Understanding the social construction of age will enable those who work with older adults to include various expressions of aging. Adult, continuing, and community education must incorporate these new ideas and examine their own ideas about aging and the older worker. The government's perspective of a social security system must be revamped. One suggestion is to create a national saving account for each individual used throughout his/her life focusing on medical needs. Older adults should be considered a viable part of the workplace. Policies should incorporate older adults into the regimen of the workplace. These new ideas will require ongoing learning and development that can be met through the practical ideas of adult education, workforce development, and higher education. (Contains 13 references.) (YLB) ED480721 Education and Today's Older Worker. 2003-08-20 Practitioners Teachers 16 N/A 2004 2016-11-21

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Yes Adult Vocational Education Articulation (Education) Career Awareness Career Education Career Ladders Career Planning Careers Cooperative Programs Education Work Relationship Employer Employee Relationship Employment Level Human Capital Industrial Structure Industry Job Skills Labor Force Development Labor Market Occupational Information Promotion (Occupational) Student Certification Guides - Non-Classroom Career Lattice Model Industry Based Skill Standards English This publication describes resources and processes that are a catalyst for discussion and action for local workforce investment partners--employers, training providers, and workers--to plan and implement regional career ladder programs. Section 1 discusses career ladders and uses. Section 2 describes how to build an industry career ladder or lattice, which is to start with an inclusive process; focus on where to climb; collaborate; analyze industry and occupations; understand relationships among occupations; mobilize for change; and follow up. These career lattice uses are listed: awareness, recruitment, retention, and career ladder and skills standards collaborations. Section 3 presents these five steps detailing how to build an industry career lattice, an example of one way to represent industry occupations: identify universe; structure lattice columns; structure lattice tiers; identify education and training levels; and stakeholder review. Labor market information resources are listed. Section 4 provides descriptive and contact information for potential partners with significant knowledge or resources to contribute to an industry career ladder project. Section 5 focuses on relationship of skills to career ladders; what skill standards are; advantages of using them; parallel steps; and occupational certifications. Section 6 describes support for career ladders. Appendixes include a list of labor market information consultants and National Skills Standards Board Fact Sheet. (YLB) ED480722 Careers Under Construction: Models for Developing Career Ladders. 2003-05-00 43 For full text: http://www.calmis.cahwnet.gov/file/occmisc/CareerLaddersConstruction.pdf. N/A 2004 2016-11-21

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Yes Adult Education Career Education Community Colleges Computer Assisted Design Computer Graphics Computer Networks Computer Software Computers Employment Level Employment Opportunities Entry Workers Higher Education Information Technology Labor Needs Occupational Information Postsecondary Education Screen Design (Computers) Secondary Education Technical Occupations World Wide Web Reports - Research English The purpose of this study was to develop a body of labor market information to support the development of regional information technology instructional programs by a consortium of California Community Colleges located in the San Francisco Bay Region. This collection of summaries of six occupations begins with a guide that explains the components of each summary. Included are a job description; job titles; career ladder; hours worked; compensation (wages, benefits); employer requirements (education and vocational training, experience); supply and demand; growth; openings filled; location of jobs; and estimates of employment in each industry presented in the job location section. These occupations are included in the guide: computer-aided design technicians; computer and software support technicians; computer network technicians; computer support specialists; graphic designers; and Internet web site designers and developers (webmasters). Appendixes include the questionnaire; alternate job titles; and industries represented. (YLB) ED480723 The New Technicians Study: Opportunities for Entry-Level Workers in Information Technology Occupations. Working Paper. 2003-05-26 Administrators Practitioners 102 For full text: http://www.calmis.ca.gov/specialreports/ New-IT-TechniciansReport.pdf. N/A 2004 2020-12-01

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Yes Adult Day Care Caregiver Role Caregiver Training Caregivers Compensation (Remuneration) Demand Occupations Employment Projections Frail Elderly Health Personnel Helping Relationship Home Health Aides Labor Demands Labor Force Development Labor Needs Labor Turnover Long Term Care Nurses Aides Older Adults Population Trends Vocational Education Information Analyses California California California State Dept. of Employment Development, Sacramento. English There is a potential crisis in caring for the elderly in California as the over-65 population is expected to double by 2020 and several demographic dynamics a lower growth rate in the population segment of women aged 24-54 that traditionally care for seniors; increasing participation of women in the workforce who have traditionally been at-home caregivers for seniors; and a robust economy offering many competing entry-level occupations at comparable or higher wages may contribute to a shortage of caregivers. Legislation passed in July 2000, the Caregivers Training Initiative, directed the Employment Development Department to develop an understanding of the labor supply-demand principles affecting workers in entry-level direct care occupations in relationship to nineteen other comparable occupations competing for the available labor force. Caregiver occupations may be viewed as less desirable compared to competing occupations for the following reasons: (1) wages are often lower; (2) there is less access to affordable benefits such as health insurance; (3) there is a greater chance for occupational injury or illness; (4) there are greater training and certification requirements; and (5) there is less opportunity for advancement. The following suggestions are made to improve caregiver recruitment and retention: conduct exit interviews and identify best practices; develop core competencies and career paths; and give financial incentives. (Contains 6 appendices, 21 exhibits, and 35 references.) (MO) ED480724 The Quest for Caregivers: Helping Seniors Age with Dignity. 2001-04-00 136 Publication and Product Orders, Employment Development Department, 7000 Franklin Blvd., Bldg.1100, Sacramento, CA 95823. Tel: 916-262-2162; Web site: http://www.calmis.cahwnet.gov/htmlfile/pubs.htm. For full text: http://www.calmis.cahwnet.gov/specialreports/Caregiver-2001.pdf. N/A 2004 2016-11-21

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Yes Citizen Participation Citizenship Responsibility Community Involvement Females Foreign Countries Futures (of Society) Longitudinal Studies Males Native Speakers Non English Speaking Outcomes of Education Rural Urban Differences Secondary Education Secondary School Students Sex Differences Socioeconomic Status Student Attitudes Student Characteristics Student Participation Student Volunteers Brown, Kevin Lipsig-Mumme, Carla Zajdow, Grazyna Numerical/Quantitative Data Reports - Research Australia Australia ISSN-1440-3455 Australian Council for Educational Research, Victoria. English Volunteering is often seen as an essential element in active citizenship and community participation, and existing literature suggests that those who volunteer young are more likely to volunteer through later stages of life. Analysis of Longitudinal Surveys of Australian Youth (LSAY), which identified factors that contribute to volunteering for Australian school students between 16-20, found that the following four variables that significantly contributed to volunteering activity: (1) gender girls spend more time volunteering than boys; (2) socioeconomic status higher socioeconomic groups are more socially engaged and access public knowledge through print media more frequently than those of lower socioeconomic groups; (3) home language respondents' whose mothers were born in non-English speaking countries volunteered less; and (4) size of home community those from non-metropolitan communities volunteered more than those from metropolitan communities. In addition, those who remained in school volunteered more than those who left school, and boys were more likely to volunteer if they were pessimistic about their futures while girls were more likely to volunteer if they were optimistic about theirs. Suggestions for future research include determining why young people begin and continue to volunteer, and whether the rising number of hours in paid employment by young people has an impact on the propensity to volunteer. (Contains 7 tables, 3 figures, and 17 references.) (MO) ED480725 Active Citizenship and the Secondary School Experience: Community Participation Rates of Australian Youth. Research Report Number. 2003-07-00 Australian Dept. of Employment, Education, Training and Youth Affairs, Canberra. ISBN-0-86431-625-9 31 ACER Customer Service, Private Bag 55, Camberwell, Victoria 3124 Australia ($40 Australian). Tel: 61 3 9835 7447; Fax: 61 3 9835 7499; e-mail: sales@acer.edu.au; Web site: http://www.acer.edu.au/acerpress/index.html. For full text: http://www.acer.edu.au/research/vocational/lsay/documents/LSAY32Lipsig-Mumme.pdf. N/A 2004 2016-11-21

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Yes Attitude Change Community Programs Foreign Countries Knowledge Level Mental Disorders Perception Program Descriptions Program Implementation Secondary Education Secondary School Students Guides - Non-Classroom Canada English This guide contains all of the information, support and tools that community members need to implement "Talking About Mental Illness" in their community--an awareness program proven to be effective in bringing about positive change in young people's knowledge about mental illness, and in reducing stigma that surrounds mental illness. The program brings together local community partners, including youth; people with mental illnesses and their family members; clinicians; teachers; and mental health and other agency representatives. Together, they develop and organize an educational awareness program hosted by local secondary schools. The program provides secondary school students with the opportunity to hear the stories of community members who have experienced mental illness. The program also provides information about local mental health-related resources that provide support and help to youth coping with their own or a family member or friends mental illness. Five appendixes include and outline of the program, useful mental health-related Web sites, other useful resources, toll-free phone lines, and Ontario mental health organizations. (Author) ED480726 Talking about Mental Illness: A Guide for Developing an Awareness Program for Youth. Community Guide. 2001-00-00 ISBN-0-88868-405-3 Community 97 Centre for Adduction and Mental Health, 33 Russell St., Toronto, ON M5S 2S1. Tel: 800-661-1111 (Toll Free); Tel: 416-595-6059; e-mail: marketing@camh.net; Web site: www.camh.net. For full text: http://camh.net/mental_health/talking_about_mental_illness/pdf/TAMI_CommunityALL.pdf. N/A 2004 2020-07-14

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Yes Attitude Change Classroom Techniques Curriculum Foreign Countries Knowledge Level Mental Disorders Perception Program Descriptions Program Evaluation Secondary Education Student Attitudes Youth Guides - Classroom - Teacher Canada Canada English This guide contains all of the information, support and tools teachers will need to implement "Talking about Mental Illness" in their classroom--an awareness program that has been proven to bring about positive change in students' knowledge and attitudes about mental illness. The program supports teachers in four essential ways: it outlines the links between the program and the new Ontario Secondary School Curriculum Guidelines; it provides teachers with practical, ready-to-use information on mental illness; it offers teachers and students an opportunity to meet and interact with people who have experienced mental illness first-hand; and it provides links to community resources and support for further information and professional help. The information contained in this guide includes: practical ideas and suggestions for secondary school teachers teaching about mental illness; curriculum guidelines for a variety of courses showing how the program fits curriculum requirements; ready-to-use overheads and activities that address issues such as the impact of stigma on the lives of people with mental illness, and types, causes and treatments of mental illness; evaluation tools to help teachers measure the program's impact on students' knowledge and attitudes; and suggestions for resources and supports for teachers. Eight appendixes include curriculum guidelines, mental health-related Web sites, resources for youth, toll-free phone lines, Ontario mental health organizations, suggested audiovisual resources, additional programs and resources, and overheads and handouts. (GCP) ED480727 Talking about Mental Illness: A Guide for Developing an Awareness Program for Youth. Teacher's Resource. 2001-00-00 ISBN-0-88868-401-0 Practitioners Teachers 154 Centre for Adduction and Mental Health, 33 Russell St., Toronto, ON M5S 2S1. Tel: 800-661-1111 (Toll Free); Tel: 416-595-6059; e-mail: marketing@camh.net; Web site: www.camh.net. For full text: http://www.camh.net/mental_health/talking_about_mental_illness/pdf/TAMI_teachersALL.pdf. N/A 2004 2016-11-21

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No College Programs Community Colleges Demonstration Programs Educational Innovation Higher Education Program Development Student Personnel Services Reports - Descriptive National Association of Student Personnel Administrators, Inc. English This special community college edition of "Bridges to Student Success" serves to showcase the important role of student services within the community college and to highlight the creative initiatives at the core of the community college mission. This publication invited five community college leaders, many of whom began their careers in student affairs, to describe their vision of the community college of the future and to give their advice for those working in the student services field. The themes these leaders discuss highlight some of the themes seen in the descriptions of the 9 exemplary student affairs programs that follow. The programs include: (1) "The First-Semester Student Experience" (Moraine Valley Community College); (2) "Navigating the Academic Waters Workshop" (Georgia Perimeter College); (3) "Camp 'Of Course You Can!'" (Tomball College); (4) "Collaborative Intervention Teams Program for At-Risk Students" (Middlesex Community College); (5) "Financial Aid Appeals Retention Model" (Holyoke Community College); (6) "Conflict Management Services" (Madison Area Technical College); (7) "Online Student Government Elections" (Santa Fe Community College); (8) "Computer Connections" (John Wood Community College); and (9) "The Online Career Center" (Frederick Community College). (GCP) ED480728 Bridges to Student Success: NASPA and NCDS Present 2003 Exemplary Programs. 2003-00-00 36 National Association of Student Personnel Administrators, 1875 Connecticut Ave., NW, Suite 418, Washington, DC 20009-5728. Tel: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org. N/A 2004 8/19/2004 23:37:11 RIEMAY2004 Produced with the American Association of Community Colleges, National Council on Student Development. "Special Community Colleges Edition."

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Yes Age Differences Computer Anxiety Computer Use Educational Attainment Internet Place of Residence Rural Urban Differences Socioeconomic Influences State Surveys Technological Literacy Tomlinson, James E. Reports - Research Pennsylvania Access to Technology Digital Divide Pennsylvania Center for Rural Pennsylvania, Harrisburg. English A study examined whether citizens of Pennsylvania are aware of and able to access the Internet, how they are using online state resources, and whether there is a parity of access to advanced information services between rural and urban citizens. Data were gathered via telephone surveys of 1,000 residents from 62 of Pennsylvania's 67 counties. Findings indicate that although the number of households with personal computers had clearly increased since 1998, segments of the population continued to be disadvantaged. Urban and rural residents both lagged behind suburban residents. Rural residents without children in the home were the least likely of any group to have a personal computer. Higher educational and income levels were the primary predictors of whether a household had a personal computer, regardless of the area people lived in. Achieving at least some college education was a key element in reducing levels of dislike of technology. Despite growing use and availability of the Internet in all areas and across all segments of the population, urban and rural areas were still disadvantaged. Economics was the primary roadblock to access for urban residents. Lack of Internet service, especially high-speed connections, was the primary problem for rural residents. Nearly one-third of residents had accessed governmental services information online, with about 10 percent using the Internet for political information. Recommendations for policy are discussed. (TD) ED480729 Cybercitizens of the Commonwealth: How Rural and Urban Pennsylvanians Access and Use the Internet. 2001-06-00 22 For full text: http://www.ruralpa.org/Cybercitizens.pdf. N/A 2004 2016-11-21

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Yes Census Figures Coding Data Analysis Data Conversion Databases Definitions Resource Materials Rural Areas Statistical Data Statistics Guides - Non-Classroom Reports - Descriptive Bureau of the Census Census Data System Pennsylvania Pennsylvania Center for Rural Pennsylvania, Harrisburg. English This guide provides some basic statistical techniques that may be used in writing grant proposals, analyzing reports, and evaluating programs. Examples focus on rural Pennsylvania. The first section, Understanding Data, discusses definitions, codes, and data limitations. Definitions of Census Bureau geographic, demographic, housing, and socioeconomic terms are supplied. Commonly confused statistical terms such as estimates versus projections, mean versus median, percent versus percentile, and confidence interval and margin of error are defined. Although many agencies have their own identifying codes, two universally recognized codes are identified: Federal Information Processing System and North American Industry Classification System. Confidentiality and suppression limitations are discussed, as is the need for qualitative data. The second section, Working with Data, presents information on comparing variables and time periods. Ratios, percents, percent of total, and per capita can all be used to compare variables. The purpose and use of each are discussed and examples given. The same format is used to present how numerical change, percent change, and adjusting for inflation can be used to compare time periods. The third section, Gathering Data, explains how data from others can be made to fit with one's own data; consistency in software, units, and universe are discussed, as well as the importance of current information. Federal and Pennsylvania sources of data are presented. Two appendices define Pennsylvania local governments and discuss data quirks. (TD) ED480730 Stats for Scaredy-Cats: A How-To Guide for Rural Data Users. 2002-00-00 23 For full text: http://www.ruralpa.org/Stats.pdf. N/A 2004 2016-11-21

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Yes Education Work Relationship Employment Opportunities Employment Potential High School Seniors High Schools Higher Education Job Shadowing Mild Disabilities Partnerships in Education Pilot Projects Professional Education Rural Education Special Education Transitional Programs Jackson, Kent R. Reports - Evaluative Job Coaches Center for Rural Pennsylvania, Harrisburg. English Indiana University of Pennsylvania (IUP), ICW Employment Services of Indiana County, ARIN Intermediate Unit #28, and Indiana County Vo-Tech cooperated in a 1-year pilot project to explore employment opportunities for rural high school seniors with mild disabilities. These agencies created a four-tier program that included job preparation, job shadowing, job coaching, and paid internships. Ten special education students participated in the 5-month pilot program. Quantitative assessment data were collected via a follow-up survey of students and employers. Qualitative data were collected in seven areas: policymaker awareness, attitude change, project replication, barriers to employment, impact on pre-professional educators, infrastructure development, and status of project goals. Based on the number of outgrowth activities that resulted and on positive feedback from the collaborative partners, students, and parents, the pilot project was deemed very successful. Four of five project goals were met: expanding employers' awareness of the potential contributions of employees with disabilities, training future special education teachers and other related professionals at IUP, improving students' job readiness skills, and increasing interagency collaboration in this area. Recommendations are offered for program development and replication. Three appendices present survey results, meeting agendas, and media associated with the program. (TD) ED480731 The Improvement of Employment Opportunities for Students with Disabilities upon High School Graduation in Rural Settings. 2000-02-00 45 N/A 2004 2016-11-21

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Yes American Indian Education Character Education Classroom Environment Culturally Relevant Education Discipline Educational Strategies Holistic Approach Moral Development Outdoor Education Spirituality Values World Views Jacobs, Don Trent ERIC Publications ERIC Digests in Full Text Behavior Management ERIC Digests Nature Virtues ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English To decrease negative behaviors in American Indian/Alaska Native students, teachers should help children understand, care about, and act upon core virtues such as courage, generosity, humility, honesty, fortitude, and patience. Integrating core virtues throughout the curriculum through stories, class discussions, role-playing, and critical evaluation about why virtues are important for harmonious relationships is natural to Native ways of learning. Nature is also conducive to understanding core virtues among Native students. When children understand how virtues play into all subjects and learning processes, they begin to comprehend the reciprocal relationships that surround them. When Native children are not required to renounce their cultural heritage, school achievement improves markedly. Native families that value the spiritual aspects of traditions bring the core virtues to life. When families are impaired, a sense of family can be created in the school. Native American methods of child management are one of the most effective systems of positive discipline ever developed. Perhaps, with new priorities in teaching and learning, it can work again. (Contains 23 references) (TD) ED480732 Shifting Attention from "Discipline Problems" to "Virtue Awareness" in American Indian and Alaska Native Education. ERIC Digest. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Academic Achievement Economics of Education Educational Demand Educational Finance Educational Supply Educational Vouchers Elementary Secondary Education Labeling (of Persons) Private Education Private School Aid Public Education School Choice School Effectiveness Student Costs McEwan, Patrick J. Reports - Evaluative Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This review assesses the potential impact of large-scale voucher programs, drawing on empirical literature in economics, education, and sociology. First, it describes the intellectual history and practice of vouchers. Second, it delineates an economic framework for understanding the effects that a voucher plan could have on schools and students. This discussion yields three research questions: (1) Are private schools more efficient than public schools? (2) Does the increasingly competitive schooling market promoted by vouchers cause public schools to become more efficient? and (3) Do vouchers result in increased student sorting across public and private schools--perhaps increasing segregation by socioeconomic status--and what does sorting portend for student outcomes? Third, the review provides a general description of research methods that have been utilized to answer these questions and some pitfalls in their application. Fourth, it assesses the empirical research in light of the three research questions. Finally, the review summarizes the main findings, gauges whether firm conclusions can be drawn about the potential of voucher programs, and suggests some new directions for research. It concludes that empirical evidence is not sufficiently compelling to justify either strong advocacy or opposition to large-scale voucher programs. (Contains 148 references.) (Author) ED480733 The Potential Impact of Large-Scale Voucher Programs. Occasional Paper. 2000-05-00 Ford Foundation, New York, NY. Spencer Foundation, Chicago, IL. 70 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. N/A 2004 2020-10-07

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Yes Academic Achievement Access to Education Catholic Schools Educational Assessment Educational Attainment Educational Quality Educational Vouchers Elementary Secondary Education Labeling (of Persons) Mathematics Achievement Outcomes of Education Private Education Public Education Reading Achievement School Choice School Effectiveness McEwan, Patrick J. Reports - Evaluative Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper explores two questions: (1) Do private schools produce greater academic achievement or attainment than public schools? and (2) Does this evidence provide guidance on the potential impact of voucher plans? Based on recent experimental evidence, it finds that Catholic elementary schools have modest effects on the mathematics achievement of poor minority students in grades 2-5 but not in grades 6-8 or among nonblack students. The evidence on elementary reading achievement shows no consistent effects. In secondary schools, the nonexperimental evidence shows no consistent effects on achievement. In contrast, the evidence on attainment is strikingly consistent, indicating that Catholic schools increase the probability of high school completion and college attendance, particularly for minorities in urban areas. However, the latter findings are subject to a caveat: Statistical corrections for selection bias may not fully eliminate bias and may even worsen it. Overall, the evidence is instructive regarding the potential impact of small-scale voucher programs, particularly those encouraging attendance in existing Catholic schools. However, the evidence is notably unhelpful in predicting the effects of large-scale voucher programs, particularly the effects of newly created private schools on outcomes or the effects of competition on public schools. (Contains 59 references.) (Author) ED480734 Comparing the Effectiveness of Public and Private Schools: A Review of Evidence and Interpretations. Occasional Paper. 2000-06-00 49 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/990_OP03.pdf. N/A 2004 8/19/2004 23:37:22 RIEMAY2004

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Yes Accountability Educational Finance Educational Policy Elementary Secondary Education Federal Aid Foreign Countries Full State Funding Government Role Government School Relationship National Curriculum National Programs National Standards Parochial Schools Politics of Education Private School Aid Private Schools Public Policy School District Autonomy School Funds Walford, Geoffrey Reports - Descriptive Netherlands England Netherlands United Kingdom (England) Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English This paper examines effects of public funding for religious and private schools in the Netherlands and England over the last century. These two countries were chosen because both have religious schools fully funded by the state. The paper shows that state funding has disadvantages and advantages. Funding has been associated with considerable, yet variable, state control and regulation over such aspects as curriculum, staff, and governance. At various points in the past, both governments have effected powerful shocks to the religious schools that have received funding. There has also been a gradual increase in regulation, especially since the 1990s. This increase in state regulation and control is such that now some religious schools in both countries do not seek state funding but prefer to remain dependent on fees. The benefits of state funding are seen as being outweighed by the decrease in autonomy. A final twist is that private schools not receiving state funding have also experienced increased state regulation at both the country and European levels. Furthermore, all schools have also been influenced by issues of standards and league tables that have brought pressure to conform to a narrow version of schooling. (Contains 57 references.) (Author) ED480735 Funding for Private Schools in England and the Netherlands: Can the Piper Call the Tune? Occasional Paper. 2000-11-00 Spencer Foundation, Chicago, IL. 44 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/209_OP08.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Catholic Schools Educational Assessment Educational Finance Educational Policy Educational Quality Elementary Secondary Education Foreign Countries Government School Relationship Private School Aid Private Schools Public Schools School Effectiveness McEwan, Patrick J. Reports - Evaluative Argentina Chile Argentina Chile Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English Argentina and Chile have longstanding policies that give public subsidies to private schools. This paper uses data from 1997 from Argentina and Chile to compare the academic outcomes of seventh and eighth graders in public and private schools. Three types of private schools are analyzed: Catholic schools that are subsidized by the government, nonreligious schools that are subsidized, and private schools that receive no subsidies. The analyses suggest a mixed portrait of private school effectiveness. In both countries, Catholic subsidized schools are somewhat more effective than public schools in producing student outcomes, although these results are probably an upper limit to the true effects, due to selection bias. These effects may be due, in part, to the unique missions, policies, and resources characteristic of the Catholic sector, although empirical research to substantiate this is sparse. In contrast, there are few differences in outcomes between public and nonreligious subsidized schools in Chile. Enrollments in nonreligious subsidized private schools are substantially larger in Chile. The diminished effectiveness of these schools in Chile may be due, in part, to their different objectives. Again, however, research is not sufficient to explain why different types of private schools may produce different results. (Author) ED480736 Private and Public Schooling in the Southern Cone: A Comparative Analysis of Argentina and Chile. Occasional Paper. 2000-12-00 Ford Foundation, New York, NY. Inter-American Development Bank, Washington, DC. 43 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/115_OP11.pdf. N/A 2004 2016-11-21

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Yes Budgeting Budgets Economics of Education Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditure per Student Politics of Education Resource Allocation School District Spending School Funds Student Costs Urban Education Ucelli, Marla Foley, Ellen Emdon, Thandi Guides - Non-Classroom Milwaukee Public Schools WI Cincinnati Public Schools OH Houston Independent School District TX Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This article examines one of the essential functions of an urban school district: ensuring that schools have the power and resources to make good decisions. The article focuses on equitable student-based budgeting, a strategy for resource allocation. It explores the benefits and challenges of moving to student-based budgeting. The article begins with a discussion of the need to re-examine resource allocation. It then presents case studies from three urban school districts: Cincinnati, Houston, and Milwaukee. These brief overviews discuss how these districts initiated the change to student-based budgeting and what results they have seen. The next section of the article addresses equity through student-based budgeting, stressing that the complexity of school funding hides many inequities. In urban districts, the article states, the many programs, diverse student populations, and multiple funding streams make sorting out spending especially difficult. The next section discusses the political, financial, and logistical challenges to implementing this strategy. The final section provides tips for implementing student-based budgeting that were drawn from the experiences of the three districts. Recommendations include the following: learn from other districts' experiences; link the funding changes to broader system goals; inform and involve key constituents from the start; and monitor implementation and results. (WFA) ED480737 First Steps to a Level Playing Field: An Introduction to Student-Based Budgeting. 2002-06-00 Carnegie Corp. of New York, NY. 17 Annenberg Institute for School Reform, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax: 401-863-1290; Web site: http://www.annenberginstitute.org/index.html. N/A 2004 2016-11-21

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Yes Administrative Organization Administrators Annual Reports Charter Schools Educational Administration Elementary Secondary Education Institutional Administration Private Sector Public Schools School Administration Tables (Data) Molnar, Alex Wilson, Glen Allen, Daniel Numerical/Quantitative Data Reports - Descriptive Educational Management Organizations Arizona State Univ., Tempe. Education Policy Studies Lab. English This document, prepared by an Arizona State University education research unit, provides profiles of 47 educational-management organizations (EMOs) for 2002-03. The report begins with a description of the structure of the educational management industry and a discussion of the pros and cons of EMOs. This edition (fifth annual report) divides EMOs into three classifications: large (operating 10 or more schools), medium (4 to 9 schools), and small (3 or fewer schools). The company profiles are presented through sets of graphs, charts, and tables. The first set contains the following general information: company name; company location; total number of schools operating; number of public schools that are charter schools; total number of students in schools; and states in which the company is operating. The second set contains the following detailed information: company address; telephone and fax numbers; URL; year founded; whether the company is publicly or privately held; and the company's profitably status. Furthermore, for each company, information is provided on the schools it operates: school name; location; year founded; grade levels served; number of students; whether school is charter. Finally, the size and growth of each company over the previous 5 years is charted. (WFA) ED480738 Profiles of For-Profit Education Management Companies. Fifth Annual Report, 2002-2003. 2003-01-00 117 Education Policy Studies Laboratory, College of Education, Educational Leadership & Policy Studies, Box 872411, Arizona State University, Tempe, AZ 85287-2411. Tel: 480-965-1886; Fax: 480-965-0303; e-mail: epsl@asu.edu; Web site: http://www.asu.edu. For full text: http://www.asu.edu/educ/epsl/CERU/Documents/EPSL-0301-102-CERU.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Achievement Tests Educational Policy Exit Examinations Graduation Graduation Requirements High School Seniors High Schools Outcomes of Education Secondary Education State Standards Test Construction Testing Programs Reports - Evaluative WestEd, San Francisco, CA. English By 2008, according to this policy brief, half the states are likely to have adopted high-school exit exams. These exams, which students must pass to graduate, are part of state accountability systems and are above and beyond the requirements of the No Child Left Behind Act. This brief discusses high-school exit exams. It begins with answers to three key fairness-related questions that state policymakers should address when considering exit-exam policies: (1) Who will be tested? (2) What are the stakes? and (3) What is needed to help students pass? The brief then describes the experiences of Arizona, California, Maryland, and Massachusetts with exit exams. The brief concludes with a list of policy recommendations to assure that the system guarantees the following: match of exam content and purpose; alignment of standards, curriculum, and graduation requirements; well-prepared teachers and high-quality professional-development programs; early identification and intervention; testing at appropriate grade level; test accommodations to address special needs of students; use of effective data systems; remediation strategies to help all students pass the exam; and ongoing evaluation of the exit exam and its consequences. (WFA) ED480739 Making Sure Exit Exams Get a Passing Grade. Policy Brief. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 6 WestEd, 730 Harrison Street, San Francisco, CA 94107-1242 (Order no. PO-03-01). Tel: 415-565-3000; Tel: 877-493-7833 (Toll Free); Fax: 415-565-3012; e-mail: customerservice@WestEd.org; Web site: http://www.wested.org. For full text: http://www.wested.org/online_pubs/PO-03-01.pdf. N/A 2004 8/19/2004 23:37:32 RIEMAY2004 ED-01-CO-0012

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No Access to Education Compulsory Education Data Analysis Data Collection Educational Assessment Educational Indicators Educational Opportunities Educational Planning Educational Quality Educational Strategies Elementary Secondary Education Foreign Countries Information Dissemination Public Education Collected Works - General Numerical/Quantitative Data Reports - Research Estonia Gambia Lithuania Brazil Thailand Cambodia Brazil Cambodia Estonia Gambia Lithuania Thailand United Nations Educational, Scientific, and Cultural Organization, Paris (France). International Inst. for Educational Planning. English This publication presents the outcomes of a distance education course on development and dissemination of indicators used for educational planning. The course took place from November 2000 to February 2001 and was attended by representatives from the ministries of education of Brazil, Cambodia, Estonia, Gambia, Lithuania, and Thailand. The overall objective of the course was to strengthen national capacities and, in particular, to provide planners and managers with the skills necessary to improve the use of databases and to develop indicators on the functioning of the education system. This publication presents the practical work carried out by the course participants. While the individual documents contained in this publication are different for each country, all were prepared with two general objectives in mind: (1) to increase the access rate to compulsory education, and (2) to improve the quality of compulsory education. Each country's document and collection of statistics is unique to its situation and illustrates the different possibilities for presenting the same indicator. The document preparers chose different types of figures to represent, for example, the evolution of the gross enrollment rate or disparities between the sexes. The data are presented through graphs, charts, and tables. (WFA) ED480740 Development of Indicators for Educational Planning: Brazil, Cambodia, Estonia, Gambia, Lithuania, Thailand. 2001-00-00 Policymakers 62 United Nations Educational, Scientific, and Cultural Organization, International Inst. for Educational Planning, 7-9 rue Eugene-Delacroix, 75116 Paris, France. E-mail: information@iiep.unesco.org; Web site: http://www.unesco.org/iiep. N/A 2004 2016-11-21

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Yes After School Education After School Programs Elementary Secondary Education Extended School Day Extracurricular Activities In Loco Parentis School Activities School Responsibility School Role Lumsden, Linda ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Educational Management, Eugene, OR. English Afterschool programs are increasingly viewed as one viable way of bridging the gap between the end of the school day and the time parents get home from work. This digest briefly discusses why afterschool programs are needed, what potential benefits may be, what challenges may affect the viability of programs, what factors are identified with high-quality programs, and what policy issues need to be addressed. Afterschool programs are needed because there are many risks associated with leaving children and youth unsupervised during afterschool hours. Several studies have found a number of benefits result from participation in high-quality afterschool programs, including better grades, work habits, emotional adjustment, and peer relations. The biggest challenges facing the viability of afterschool programs are related to staffing, funding, and transportation. It is generally agreed that retaining skilled staff is a key in the success of afterschool programs. To date, there has been little systematic and conclusive research on afterschool programs, and policy issues are not fully developed in most communities. (WFA) ED480741 Afterschool Programs. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334; Web site: http://eric.uoregon.edu. For full text: http://eric/publications/digests/digest171.html. N/A 2004 2016-11-21

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Yes Economics of Education Educational Equity (Finance) Educational Finance Elementary Secondary Education Federal Aid Financial Support Full State Funding Government Publications Property Taxes Public Education Revenue Sharing School District Wealth School Funds School Support School Taxes State Federal Aid Tables (Data) Tax Allocation Sherman, Joel D. Gregory, Barbra Poirier, Jeffrey M. Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. American Institutes for Research, Washington, DC. English This report is an annual collection of school district financial data. Specifically, this report presents analyses of school district revenues from the 1997-98 school year. The report is designed to address the following questions about the financing of public elementary and secondary education at the state and district levels: How much money per pupil is raised for elementary and secondary education from federal, state, and local sources? What is the level of variation in revenues per pupil across school districts nationally and in each state? How do district demographic and economic characteristics relate to revenues per pupil nationally and in each state? How strong are the relationships? What proportion of funds for elementary and secondary education comes from federal, state, and local sources, nationally and in each state? How do districts with different demographic and economic characteristics differ in the proportion of funds they receive for education from various sources? Analyses of school district revenues are presented for the nation and each state. The major findings of the report are presented using cost-adjusted revenues. Findings based on actual revenues are included in the body of the report, with both actual dollars and cost-adjusted dollars reported in the text. Appended are: Supplementary Tables; and Technical Notes on: Data Sources, Construction of Key Revenue Categories, Selection of Observations, and Data Modifications and Imputation Procedures. A glossary is also included. (Contains 91 tables and 30 figures.) (Author/WFA) ED480742 School District Revenues for Elementary and Secondary Education: 1997-98. Statistical Analysis Report. 2003-07-00 173 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication no. ERN3607P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003341.pdf. N/A 2004 8/19/2004 23:37:39 RIEMAY2004 Project Officer, Frank Johnson.

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Yes Academic Achievement Accountability Demonstration Programs Educational Finance Educational Planning Educational Policy Educational Strategies Elementary Secondary Education Government Publications Government Role Government School Relationship Politics of Education School District Spending State Action Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Research No Child Left Behind Act 2001 No Child Left Behind Act 2001 General Accounting Office, Washington, DC. English The No Child Left Behind Act (NCLBA) established 2 flexibility demonstration programs--State- and Local-Flex--that allow up to 7 states and 80 school districts to redirect up to 100 percent of certain NCLBA programs funds. The General Accounting Office (GAO) was asked to determine factors that affect states' and districts' decisions about whether to apply for the programs and to determine the extent to which the Department of Education publicized, provided guidance, and established a process to review and award programs. GAO conducted a study, using telephone interviews, with officials in 22 states and 37 school districts, and site visits to 2 of the 4 applicants. The 1 applicant for State-Flex and the 3 for Local-Flex cited 2 main reasons why they applied: (1) the commitment of leadership and (2) the ability to develop goals and strategies to improve student achievement. States did not apply because few perceived benefits and because of conflicts dealing with other NCLBA requirements. School districts did not apply primarily due to lack of awareness of the programs. GAO recommends that the Department of Education better target information to states and districts in the best position to apply for additional flexibility. (Author/WFA) ED480743 Flexibility Demonstration Programs: Education Needs To Better Target Program Information. Report to Congressional Requesters. 2003-06-00 Policymakers 31 U.S. General Accounting Office, 441 G Street, N.W., Washington, DC 20548 (first copy, free; additional copies, $2 each). Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Educational Planning Educational Strategies Elementary Secondary Education School District Spending Teacher Certification Teacher Employment Teacher Recruitment Teacher Selection Teacher Shortage Teacher Supply and Demand Murphy, Patrick J. DeArmond, Michael M. Reports - Research Washington Univ., Seattle. Center on Reinventing Public Education. English This report offers insight into how schools can find quality teachers to staff their classrooms by examining how districts responded to the teacher shortage over the period 1999 to 2002. It presents results of an 18-month study that analyzed data at 3 levels: a nationally representative database; a survey of 110 human resource directors across the country; and in-depth interviews with district and school administrators in 7 regions. The report disaggregates the national numbers associated with the problem and examines how districts in different parts of the country perceived its impact. It also identities the range of policies districts used to respond to the problem. Finally, the study attempts to determine the factors that constrained or facilitated district efforts to more effectively meet the demand for teachers. The analyses of the 1999-2002 shortage crisis suggest a two-fold challenge for policymakers working on teacher recruitment. First, because of the uneven impact of the shortage problem, governments need to approach teacher recruitment strategically, identifying policies that best match the problems their schools or district are facing. Second, it is equally important that districts and states identify and remove institutional barriers that thwart policy implications and constrain innovation. Appended are: Estimates of Teacher Late-Fill Rates by State (Sass 99-00); Human Resource Director Survey; District Administrator Interview Protocol; and Interview Respondents. (Contains 34 endnotes, 30 references, 7 tables, and 3 figures.) (Author) ED480744 From the Headlines to the Frontlines: The Teacher Shortage and Its Implications for Recruitment Policy. 2003-00-00 Smith Richardson Foundation, Inc., Greensboro, NC. Policymakers 66 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/TeacherShortage_reportweb.pdf. N/A 2004 8/19/2004 23:37:43 RIEMAY2004 Contains small print.

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Yes Access to Education Accountability Civil Rights Civil Rights Legislation Educational Discrimination Educational Opportunities Elementary Secondary Education English (Second Language) Equal Education Government Publications Higher Education Nondiscriminatory Education Parent Rights Reading Achievement School Choice School Security Vocational Education Legal/Legislative/Regulatory Materials Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Office for Civil Rights (ED), Washington, DC. English This report to Congress covers the actions and accomplishments of the Department of Education Office for Civil Rights (OCR) for the period beginning October 1, 2000, and ending September 30, 2002. The first section, titled "Overview of OCR Compliance and Enforcement Program," looks at the Office's organizational structure, complaint resolutions, compliance reviews and other proactive initiatives, monitoring activities, and technical assistance. The next section, "Strategic Priorities," discusses OCR's activities in support of the No Child Left Behind Act, the Office's strategic plan and new statutory responsibilities, and two high-priority commission activities related to opportunities in athletics and the 50th anniversary of the Brown v. Board of Education decision. Specifically, it discusses programs for reading achievement, English language learning, promoting parental choice, creating safer schools, and encouraging accountability. The next section, "Other Efforts to Enforce the Civil Rights Laws," addresses OCR regulatory and policy guidance, the Magnet Schools Assistance program, equal opportunity in vocational education, higher education agreements, examples of OCR case resolutions, and enforcement action. The final two sections are titled "Measuring OCR's Work" and "Looking to the Future." Appended are compliance receipts by OCR enforcement offices and contact information. (WFA) ED480745 U.S. Department of Education Office for Civil Rights Annual Report to Congress, Fiscal Years 2001 and 2002. 2003-07-00 Policymakers 39 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication no. EC 0126P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/about/offices/list/ocr/AnnRpt2002/index.html. N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Accountability Data Interpretation Educational Assessment Educational Environment Educational Improvement Educational Opportunities Educational Planning Educational Strategies English (Second Language) High Schools High Stakes Tests Instructional Improvement Outcomes of Education Parent Participation Parent School Relationship Partnerships in Education Research Utilization State Standards Student School Relationship Norton, Bernie, Ed. Greco, Jim, Ed. Books Guides - Non-Classroom California California California State Dept. of Education, Sacramento. English This publication is a guide for districts and schools moving toward a standards-based educational system. The information is based on a model developed in California. Chapter 1 explores the concepts and research underlying standards-based education. Chapter 2 guides the reader through standards, tests, and accountability measures. Developing a school-community culture to support the standards movement is the focus of chapter 3. Chapter 4 directly addresses the issue of classroom implementation. Strategies for creating a context for instruction and assessment are outlined in chapter 5. Chapter 6 presents an array of academic supports that high schools can implement to ensure students' opportunity to learn, institutionalize equity, and maximize student achievement. Chapter 7 presents ways to increase the bonds between students and the school. Chapter 8 presents the components of a family and community support system that helps all students master the standards. Chapter 9 focuses on the special needs of English language learners. Chapter 10 reviews the types of data schools can collect, the need for data disaggregation, approaches to data analysis, and strategies for using findings to continually improve schools. An appendix contains a reflection tool to determine a school's progress in implanting a standards-based system. A glossary as well as an extensive list of selected references are also included. (WFA) ED480746 Aiming High: High Schools for the Twenty-First Century. 2002-00-00 ISBN-0-8011-1559-0 186 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($13.25). Tel: 800-995-4099 (Toll Free); Fax: 916-323-0823. N/A 2004 2016-11-21

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No Academic Achievement Adolescent Development Child Safety Discipline Policy Educational Environment Educational Facilities Educational Legislation Educational Planning Elementary Secondary Education Police School Relationship Safety Education School Community Relationship School Culture School Effectiveness School Safety School Security Student Welfare Abbott, Carol Books Guides - Non-Classroom California California California State Dept. of Education, Sacramento. California State Office of the Attorney General, Sacramento. Crime Prevention Center. English This publication summarizes research on the benefits of safe-school planning, provides examples of successful programs and strategies, and offers a step-by-step planning process that school teams can apply to their individual campuses and student populations. It also reflects new state and federal laws that established California's School Safety Violence Protection Act and the federal Safe and Drug-Free Schools and Communities Act. Chapter titles reflect the book's content: Chapter 1, "Safe Schools: Respect and Connection for Every Student"; Chapter 2, "What We've Learned about Safe and Effective Schools"; Chapter 3, "Beyond the School Door"; Chapter 4, "The Safe School Model"; Chapter 5, "Component 1--The School Climate"; and Chapter 6, "Component 2--The Physical Environment." Appendices contain the following information: California's policy on school safety, discipline, and attendance; information on where to find sample policies; a planning guide for action containing requirements in existing California and federal programs; several safe-school questionnaires useful for planning; a list of statutes regarding school safety; various sample forms; a list of acronyms; and discussions on ways to include students in program design and implementation, including how to handle outsiders and other interference, suspension, expulsion, and involuntary transfer. (WFA) ED480747 Safe Schools: A Planning Guide for Action. 2002 Edition. 2002-00-00 ISBN-0-8011-1562-0 191 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($12). Tel: 800-995-4099 (Toll Free); Fax: 916-323-0823. N/A 2004 2016-11-21

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Yes Academic Achievement After School Programs Black Students Community Involvement Early Childhood Education Educational Quality Elementary Secondary Education Faculty Development High Achievement Hispanic American Students Minority Group Children Resource Allocation Small Schools Student Mobility Teacher Expectations of Students Teacher Qualifications Bridglall, Beatrice L. Gordon, Edmund W. Collected Works - Serials Reports - Descriptive Achievement Gap Department of Defense Columbia Univ., New York, NY. Inst. for Urban and Minority Education. English This paper describes U.S. Department of Defense Schools, an education system with significant outcomes that may be pertinent to raising academic achievement among minority students. A research group examined the high achievement of African American and Hispanic students in Department of Defense Education Activity (DoDEA) schools. Results find that the DoDEA instructional program provides a comprehensive K-12 curriculum. Students of color account for 40 percent of DoDEA enrollment, similar to the proportion in New York state public schools. Roughly 50 percent of DoDEA students qualify for free and reduced-price lunch. Military assignments cause frequent family moves, resulting in a 35 percent mobility rate in DoDEA schools, comparable to the rate in inner city schools. According to the National Assessment of Educational Progress (NAEP), the average academic performance of all students in DoDEA schools is high, and the performance of African American and Hispanic students is among the highest in the nation. The military context in which DoD schools operate supports achievement in particular ways, but other factors are decisive. The success of DoD schools rests on many in- and out-of-school efforts: DoD commitment and expectations; establishment of goals; effective resource deployment; a culture of high expectations; small school size; flexibility of organization; data-driven decision making; teacher quality and professional development; pre-school and after school programs; community involvement; alignment between central direction and local decisions; and focus on, and expectations of, high achievement. (SM) ED480748 Raising Minority Academic Achievement: The Department of Defense Model. Pedagogical Inquiry and Praxis. Pedagogical Inquiry and Praxis. n5 Sept 2003 2003-09-00 College Board, New York, NY. 6 Institute for Urban and Minority Education, Teachers College, Columbia University, Box 75, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3780; Web site: http://iume.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Cultural Differences Diversity (Student) Elementary Secondary Education Family School Relationship Immigrants Limited English Speaking Minority Groups Parent Participation School Community Relationship School Role Reports - Evaluative School of the 21st Century School Based Services Yale Univ., New Haven, CT. Bush Center in Child Development and Social Policy. English This report captures the essence of four schools in four different communities participating in a study on young immigrant children in U.S. schools. The schools were selected from a national network of schools implementing the Schools of the 21st Century (21C) program, which provides a range of services such as child care, health care, home visitations, and family support designed to enhance children's ability to do well academically. The report examines how the schools and communities addressed the needs of growing populations of immigrant students. Researchers and fieldworkers conducted case studies involving document reviews and extensive interviews with key stakeholders. They found that communities lacked the infrastructure to help immigrants. Far fewer support services were available compared to those available for earlier immigrants. The four 21C schools were already oriented toward families and communities, with family resource centers, child care, home visitations, parenting programs, after-school care, and evening community center activities. Although there were cultural barriers to parents' participation in the educational process, many participating educators had developed innovative ways to overcome such difficulties (e.g., meeting parents at the workplace). Portraits of the four schools provide historical perspectives, program descriptions, focal points, and challenges. (SM) ED480749 Portraits of Four Schools: Meeting the Needs of Immigrant Students and Their Families. 2003-00-00 Rockefeller Foundation, New York, NY. 43 School of the 21st Century, Center in Child Development and Social Policy, Yale University, 310 Prospect Street, New Haven, CT 06511. Tel: 203-432-9944; Fax: 203-432-9945; e-mail: yale21C@yale.edu; Web site: http://www.yale.edu/21C. N/A 2004 2016-11-21

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Yes Blacks Children Demography Economic Factors Hispanic Americans Marriage One Parent Family Poverty Racial Differences Statistical Data Suburbs Urban Areas Well Being Whites Iceland, John Numerical/Quantitative Data Reports - Research Survey of Income and Program Participation Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report examines patterns of poverty using seven different measures: average monthly poverty, episodic poverty, chronic poverty, annual poverty, poverty spells, poverty entry rates, and poverty exit rates. Data come from the 1996 panel of the Survey of Income and Program Participation (SIPP) and reflect the dynamics of poverty from 1996-1999. Unlike the Current Population Survey, which povides poverty estimates in a given year, the SIPP uses monthly data to measure poverty; this allows researchers to calculate short-term poverty rates and poverty rates over longer periods of time. Nearly 41 million people were poor in a given month in 1996, representing an average monthly poverty rate of 15.5 percent. By 1999, the rate was 34.8 million. About 34 percent of people were poor for at least 2 months, but only 2.0 percent were poor every month. More people exited than entered poverty from 1996-1999. Of those who were poor in 1996, 65.1 percent remained poor in 1997, 55.5 percent in 1998, and 50.5 percent in 1999. Non-Hispanic whites had lower poverty rates, shorter median poverty spells, lower poverty entry rates, and higher poverty exit rates than blacks and Hispanics. Patterns for Blacks and Hispanics were similar. Children tended to have higher poverty rates than adults. People in married couple families tended to have lower poverty rates than people in other family types. People in suburbs had lower poverty rates than people in central cities or nonmetropolitan areas. (Contains 11 figures.) (SM) ED480750 Dynamics of Economic Well-Being: Poverty 1996-1999. Current Population Reports. 2003-07-00 11 U.S. Department of Commerce, Economics and Statistics Administration, U.S. Census Bureau, Washington, DC 20233. Tel: 301-457-4100; e-mail: webmaster@census.gov; Web site: http://www.census.gov. N/A 2004 2016-11-21

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Yes Behavior Problems Dropouts Early Parenthood Elementary Secondary Education Foster Care High Risk Students Juvenile Justice Nontraditional Education Racial Differences Student Characteristics Youth Programs Zweig, Janine M. Reports - Descriptive Risk Taking Behavior Student Disengagement Urban Inst., Washington, DC. English This paper examines the extent to which alternative education can meet the needs of disconnected youth who are at risk of economic and social hardship. It summarizes characteristics of disconnected youth, risk factors associated with disconnection, and characteristics of students in selected alternative education settings. The most common factors used to characterize disconnected youth relate to individual education and employment activity. The paper notes variations in disconnection by race and by state and distinguishes between short- and long-term disconnection. It discusses characteristics related to four areas: school completion and dropping out; teen pregnancy and parenting; involvement in the juvenile justice system; and leaving the foster care system. There are no consistent estimates of the number of youth in alternative education programs or schools, although there are survey data on youth enrolled in alternative education in or through public, private, and Catholic K-12 schools. Overall, mainstream education and public systems are not adequately meeting the needs of all high risk youth. Typical populations of students in alternative schools are dropouts, students with disabilities, and students engaging in health risk behaviors. Having students enrolled in alternative settings provides opportunities to reach out to them, address their needs, and help them reconnect to their education. (Contains 38 references.) (SM) ED480751 Vulnerable Youth: Identifying Their Need for Alternative Educational Settings. 2003-06-00 Charles Stewart Mott Foundation, Flint, MI. 24 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-261-5687; Fax: 202-293-1918; e-mail: pubs@ui.org; Web site: http://www.uipress.org. N/A 2004 2016-11-21

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Yes Child Welfare Children Family Caregivers Family Income Family Structure Grandparents Poverty Social Services Well Being Scarcella, Cynthia Andrews Ehrle, Jennifer Geen, Rob Reports - Research National Survey of Americas Families Urban Inst., Washington, DC. English This paper examines the needs of children in grandparent care, using data from the 1999 National Survey of America's Families. Information on the children was obtained from the adult in the household most knowledgeable about the child's education and health care. Most children in grandparent care live with much older caregivers and caregivers with less formal education. They tend to be younger than children in the care of other relatives. While more children in grandparent care than in other relative care live with a caregiver experiencing poverty and health problems, caregiver struggles with housing and child care appear to be less for children living with grandparents than for children living with other relatives. Similar shares of children living with grandparents and other relatives live with food insecurity if the caregiver suffers from mental health problems. Grandparents care for children with similar challenges in terms of their well-being as do other kin caring for related children. Many children in both groups do not receive services for which they are eligible. Many child welfare agencies are adapting services to better service kin caregivers involved with the child welfare system. (Contains 21 references.) (SM) ED480752 Identifying and Addressing the Needs of Children in Grandparent Care. Assessing the New Federalism: An Urban Institute Program To Assess Changing Social Policies. Series B. 2003-08-00 Annie E. Casey Foundation, Baltimore, MD. Kellogg Foundation, Battle Creek, MI. Robert Wood Johnson Foundation, Princeton, NJ. Ford Foundation, New York, NY. John D. and Catherine T. MacArthur Foundation, Chicago, IL. 9 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-261-5687; Fax: 202-293-1918; e-mail: pubs@ui.org; Web site: http://www.uipress.org. N/A 2004 2016-11-21

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Yes Bookstores Educational Attainment Libraries Literacy Newspapers Periodicals Tables (Data) Urban Areas Miller, Jack Reports - Research Wisconsin Univ., Whitewater. English This study assessed factors related to literacy and literate behavior, rating the most and least literate U.S. cities. Data came from the U.S. Census Bureau, Audit Bureau of Circulations, American Booksellers Association, Yellow Pages, American Library Directory, and National Directory of Magazines. Thirteen measures were combined to form five indicators of literacy: booksellers; library support, holdings, and utilization; educational level; periodicals published; and newspaper circulation. Results found no strong regional influence. The top 10 included four western cities (Seattle, Denver, San Francisco, and Portland); two eastern (Washington and Pittsburgh); one southern (Atlanta); and two midwestern (Cincinnati and Minneapolis). The bottom 10 had a distinct "sun-belt" appearance (three in Texas, four in California, and one each in Florida and Tennessee). None of the eight cities with populations over 1,000,000 were in the top 50 percent. This population disadvantage diminished for cities under 1,000,000. Boston and New York, often considered more stereotypically literate, ranked 13th and 48th, respectively. They were very strong on a few factors causing them to be viewed as centers of culture and literacy but had large numbers of people apparently not buying newspapers and books, checking out library books, or graduating from high school. Other cities not stereotypically considered bastions of literacy did very well on at least a few factors. (SM) ED480753 America's Most Literate Cities. 2003-08-01 12 For full text: http://www.uww.edu/cities. N/A 2004 8/19/2004 23:37:58 RIEMAY2004

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Yes Competition Educational Improvement Educational Vouchers Elementary Secondary Education High Stakes Tests Low Achievement Public Schools School Choice School Demography Greene, Jay P. Winters, Marcus A. Reports - Research Florida Low Performing Schools Florida Manhattan Inst., New York, NY. Center for Civic Innovation. English This study examined whether the existence or threat of competition would cause public schools to improve, focusing on Florida's A+ Program, which combined educational vouchers and high stakes testing. The theory behind the program is that chronically failing public schools will have an incentive to improve if they must compete with other schools for students and the funding they generate. The study identified five categories of low-performing schools based on the degree of threat each school faced from voucher competition: voucher eligible schools, voucher threatened schools, formerly threatened schools, and two categories of similarly low-performing schools not facing any immediate threat of voucher competition. It examined test score improvements on the Florida Comprehensive Assessment Test and the Stanford-9 to see whether low-performing schools facing a greater degree of threat from voucher competition made more improvements than low-performing schools facing a lesser degree of threat from vouchers. Results indicate that Florida's low-performing schools are improving in direct proportion to the challenge they face from voucher competition. Schools already facing voucher competition show the greatest improvements of all five categories. Threatened schools show the second greatest improvements. An appendix offers 14 tables. (Contains 13 references.) (SM) ED480754 When Schools Compete: The Effects of Vouchers on Florida Public School Achievement. Education Working Paper. 2003-08-00 21 Manhattan Institute for Policy Research, 52 Vanderbilt Avenue, New York, NY 10017. Web site: http://www.manhattan-institute.org. N/A 2004 2016-11-21

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Yes Conflict Resolution Database Management Systems Disabilities Due Process Elementary Secondary Education Family School Relationship Hearings Parent Grievances Problem Solving Program Design Special Education State Programs Training Methods Markowitz, Joy Ahearn, Eileen Schrag, Judy Reports - Research Illinois Mediation Techniques Washington Iowa Mediators Wyoming Alabama Maine Minnesota Arizona Massachusetts Montana California Mediation Virginia Alabama Arizona California Illinois Iowa Maine Massachusetts Minnesota Montana Virginia Washington Wyoming National Association of State Directors of Special Education, Alexandria, VA. English This report discusses findings of a study that investigated the resolution of disputes in the field of special education. Information was collected from ten states (Alabama, California, Illinois, Iowa, Maine, Massachusetts, Minnesota, Virginia, Washington, and Wyoming) on their current dispute resolution systems and from two additional states (Arizona and Montana) on other procedures they have put in place that are known as early dispute resolution options. Findings in the areas of complaints, mediation, and due process indicate: (1) state education agencies directly administer state complaint procedures and usually begin by opening a file and contacting the special education administrator and the superintendent at the local education agency; (2) the ten states involved in the study vary considerably in the length of time they have provided mediation, do not have a strict set of prerequisites for mediator applicants, and only 8 of the 10 states make mediation services available anytime parties have a dispute; and (3) states use either a single-level or two-level structure system for due process hearings. The study also found that the main dispute resolution components (complaints, mediation, and due process) typically do not function as an integrated system. The need for an integrated data system is stressed. (CR) ED480755 Dispute Resolution: A Review of Systems in Selected States. 2003-06-00 Special Education Programs (ED/OSERS), Washington, DC. 30 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 2016-11-21

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Yes Class Size Disabilities Early Childhood Education Elementary Schools Incidence Inclusive Schools Individualized Education Programs Institutional Characteristics Minority Group Children Poverty Areas Preschool Education School Size Special Classes Special Education Student Characteristics Jackson, Terry L. Markowitz, Joy Reports - Research National Association of State Directors of Special Education, Alexandria, VA. English The National Center for Education Statistics conducted a survey of 1,843 public elementary schools that focused on both general education and special education prekindergarten characteristics of the students, classes, personnel, funding sources, and support services. This document summarizes findings relating to prekindergarten special education classes for students with disabilities. Findings indicate: (1) 20% of schools offered general education prekindergarten classes only, 8% offered special education prekindergarten classes only, and 8% offered both general education and prekindergarten classes; (2) the average number of children in prekindergarten general education classes was 17 compared with 9 children per class in prekindergarten special education classes; (3) large public elementary schools were more likely to offer prekindergarten special education classes; (4) public elementary schools in the southeast were more likely to offer prekindergarten special education classes; (5) schools where minority enrollment was 21% or higher were more likely to offer prekindergarten special education classes; (6) overall, 30% of children enrolled in public elementary school prekindergarten classes had individualized education programs (IEPs); and (7) schools with the lowest poverty rate served a higher proportion of prekindergarten children with IEPs than schools with the highest poverty rate. (CR) ED480756 Prekindergarten Special Education Classes in U.S. Public Schools. Synthesis Brief. 2003-04-00 Special Education Programs (ED/OSERS), Washington, DC. 6 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 8/19/2004 23:38:03 RIEMAY2004 H326F000001 Produced by Project FORUM at NASDSE.

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No Ability Identification Asperger Syndrome Behavior Disorders Behavior Modification Down Syndrome Dyslexia Educational Strategies Elementary Secondary Education Emotional Disturbances Foreign Countries Gifted Disabled Inclusive Schools Learning Disabilities Mental Retardation Student Characteristics Teaching Methods Visual Impairments Montgomery, Diane Books Collected Works - General Guides - Non-Classroom United Kingdom United Kingdom English Based on international research and practice, this text is designed to enable elementary and secondary practitioners to identify able pupils with special needs such as attention deficit hyperactivity disorder, dyspraxia, dyslexia, and Down syndrome, and then make provisions for them within the mainstream school. Following an introduction that discusses gifted education in the United Kingdom, the text is divided into four parts that address gifted students with learning disabilities, sensory disabilities, social, emotional and behavioral disabilities, and cognitive disabilities. Chapters include: (1) "A Neurodevelopmental Approach to Learning Disabilities: Diagnosis and Treatment" (Shirley Kokot); (2) "The Gifted and Learning Disabled Student: Teaching Methodology that Works" (Wendy Stewart); (3) "Giftedness, Talent and Dyslexia" (Diane Montgomery); (4) "Non-Verbal Learning Disabilities" (Diane Montgomery); (5) "Show Me the Light--I Can't See How Bright I Am: Gifted Students with Visual Impairment" (Rosemary Starr); (6) "Gifted Children with Hearing Impairment" (Carrie Winstanley); (7) "Gifted with Behaviour Disorders: Marching to a Different Drummer" (Dorothy Sisk); (8) "Children with Asperger's Syndrome and Related Disorders" (Diane Montgomery); (9) "Interventions with Talented At-Risk Populations with Emotional and Behavioural Difficulties" (Ken W. McCluskey and others); and (10) "Gifted Children with Down's Syndrome: A Contradiction in Terms?" (Sandy Alton). (Chapters include references.) (CR) ED480757 Gifted & Talented Children with Special Educational Needs: Double Exceptionality. 2003-00-00 ISBN-1-85346-954-8 Practitioners 224 Taylor and Francis, 10650 Toebben Drive, Independence, KY 41051 ($23.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free). N/A 2004 2016-11-21

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No Charter Schools Compliance (Legal) Court Litigation Disabilities Discipline Elementary Secondary Education Extended School Year Federal Legislation Home Schooling Magnet Schools Parent Grievances Parent Participation Parent Role Preschool Education Private Schools Residential Schools School Choice School Responsibility Special Education Student Placement Summer Programs Tuition Pitasky, Vicki M. Books Guides - Non-Classroom Tuition Reimbursement Interim Alternative Educational Settings English Formatted in a question-and-answer style, this book is intended to provide a survey and overview of the federal law governing the placement of students with disabilities. It explores the procedural and substantive requirements of the placement process and addresses the most common concerns that arise in this area of special education law. The answers provided are based upon federal statues and regulations, decision issued from state and federal courts, state educational agency due process hearings and administrative review decisions, and administrative interpretations from federal government agencies. Specific chapters address the following areas: (1) the nuts and bolts of placement; (2) the parents' role in the placement process; (3) placement procedures; (4) maintenance of current placement during disputes (the stay-put requirement); (5) appropriate placements; (6) the least restrictive environment requirement; (7) the placement of preschoolers; (8) obligations to serve private school students with disabilities; (9) private school compliance with special education laws; (10) therapeutic placements; (11) placement of student populations outside the typical school setting; (12) disciplinary placements; (13) litigation over placement; and (14) miscellaneous issues in the placement of students with disabilities, including extended school year placements and summer school programs. A table of relevant cases is provided. (CR) ED480758 What Do I Do When... The Answer Book on Placement under the IDEA and Section 504. 2002-00-00 277 LRP Publications, 747 Dresher Rd. Suite 500, P.O. Box 980, Horsham, PA 19044-0980 ($36.25). Tel: 800-341-7874 (Toll Free); Tel: 215-784-0860; Fax: 215-784-9639; Web site: http://www.lrp.com. N/A 2004 2016-11-21

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Yes Disabilities Disadvantaged Youth Eligibility Federal Aid Federal Programs Financial Support Health Services Low Income Groups Transitional Programs Young Adults Goldberg, Marge Moses, Judith Guides - Non-Classroom Medicaid Supplemental Security Income Program National Center on Secondary Education and Transition, Minneapolis, MN. PACER Center, Inc., Minneapolis, MN. English This document includes a three-part set of Parent Briefs that focus on supplemental security income. The first Brief (published in March 2003)provides basic information on Supplemental Security Income (SSI), the federal income support program for people who have disabilities and limited income and resources. It identifies myths about SSI eligibility and discusses the use of SSI as young people make the transition from school to work and the advantages of receiving financial support for basic living expenses and being eligible for Medicaid. The second Brief, "So You Have Decided to Apply," (published in April 2003) provides information on adult eligibility guidelines of income (less than $800 per month) and resources (less than $2,000) and provides a guide to the application process. The decision making process of the Disability Determination Service (DDS) is explained, noting criteria concerned with the severity of the impairment, the impairment's equivalence to a "listed impairment," the applicant's work and earnings history, and the applicant's ability to do any other kind of work. Topics addressed in the last Brief, "Your Right To Appeal," (published in September 2003) include: if you were denied SSI; some of the common reasons for denial; applying for benefits; the four levels of the SSI Appeals Process; sample situations; related resources available online; how decisions are made; and choosing someone to represent you in the Appeals Process. (DB) ED480759 Supplemental Security Income. Part 1: A Bridge to Work [and] Part 2: So You Have Decided To Apply [and] Part 3: Your Right To Appeal. Parent Briefs. 2002-09-00 Special Education Programs (ED/OSERS), Washington, DC. Community Parents 26 National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., S.E., Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text of each Parent Brief: http://www.ncset.org/publications/default.asp#parent. N/A 2004 2016-11-21

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Yes Conflict Resolution Court Litigation Disabilities Due Process Educational Finance Elementary Secondary Education Expenditure per Student Hearings National Surveys School Districts Special Education Chambers, Jay G. Harr, Jenifer J. Dhanani, Amynah Reports - Evaluative Tests/Questionnaires American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. Center for Special Education Finance. English This report explores the fiscal implications of providing procedural safeguards in special education and is part of the Special Education Expenditure Project (SEEP), a national study utilizing 23 different surveys to collect data at the state, district, and school levels for the 1999-2000 school year. Highlighted findings address: (1) total expenditures on special education mediation, due process, and litigation; (2) percent of total special education expenditures; (3) per pupil spending; (4) per case spending; (5) number of mediation, due process, and litigation cases; (6) districts with procedural safeguard activity; (7) resolution of due process cases; and (8) perceptions of the cost-effectiveness of mediation versus due process. Among findings are the following: during the 1999-2000 school year, school districts spent at least 0.3% of total special education expenditures or $24 per special education pupil on due process, mediation, and litigation; due process hearings comprise the majority of procedural safeguard activities and 98% of such hearings are resolved; about half of litigation cases are resolved, usually in the school district's favor; procedural safeguard activity is concentrated in 38% of the nation's school districts, especially in urban and/or high income districts. Appendices provide methodological and statistical detail and the questionnaire. (Contains 10 references.) (DB) ED480760 What Are We Spending on Procedural Safeguards in Special Education, 1999-2000? Special Education Expenditure Project (SEEP). 2003-05-00 Special Education Programs (ED/OSERS), Washington, DC. 53 For full text: http://www.seep.org. N/A 2004 8/19/2004 23:38:10 RIEMAY2004 ED99CO0091

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Yes Library Facilities Library Funding Library Planning Library Services Library Statistics Public Libraries Use Studies Reports - Descriptive Utah Utah State Library Div., Salt Lake City. Dept. of Community and Economic Development. English This document reports results of a study of Utah's public libraries that included four specific tasks: (1) analysis of demographic data, library use patterns, and projected demand for the next 10 years; (2) a statewide public opinion survey to determine the level of knowledge of and support for Utah's libraries; (3) facilities review, assessment walk-throughs, and self-assessment surveys to determine the extent and condition of the state's library buildings; and (4) a review of existing governance and funding options, statutes, and other possible precedents. Findings are presented related to projected demand for library services, public support for libraries, library missions and services in Utah, history of library construction in Utah, Utah's 20th century libraries, current public library space in Utah, Utah's aging public library buildings, age-related hazards, hazards created by cramped conditions, inadequate patron space, inadequate collection storage, inadequate professional work environment, Utah's current public library space in context, space planning assumptions, construction cost assumptions, the magnitude of the need in 2010, governance and funding options for the 21st century, next steps, community libraries and decisions, and a call to action. Appendices include a list of supplemental materials, a list of library broadsheets, and a list of libraries in the library photo archive. (Contains 44 notes and 16 references.) (MES) ED480761 21st Century Library Initiative. 2002-00-00 117 For full text: http://library.utah.gov/21stcentury.html/. N/A 2004 2020-11-03

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No Academic Libraries College Faculty Data Collection Higher Education Library Facilities Library Services Library Surveys Student Reaction Tables (Data) User Needs (Information) Friedlander, Amy Books Numerical/Quantitative Data Reports - Research Council on Library and Information Resources, Washington, DC. Digital Library Federation. English Users' expectations of libraries are changing as they find and obtain more information directly from the Web. To better understand how usage patterns are changing, the Digital Library Federation (DLF) and Council on Library and Information Resources (CLIR)commissioned Outsell, Inc., to conduct a large-scale study of undergraduates, graduate students, and faculty members from a wide range of academic institutions. This report includes 158 of the 659 data tables, a few summary observations, and a brief discussion of some possible implications of the findings. Tables that are referenced throughout the report are currently available only in PDF format. In this document, the tables are grouped in three categories: (1) Faculty and Students; (2) Infrastructure, Facilities, and Services; and (3) Formats. The information presented in the tables overlaps to some extent; however, the tables included in Faculty and Students primarily contain data about who participated and what they do. Tables included in Infrastructure, Facilities, and Services contain data related to where faculty and students access information. Tables grouped within Formats contain comparative data on the formats and media that faculty and students use for research, teaching, and coursework. Data were collected at three types of institutions of higher education: public (state-funded) universities, private doctoral research institutions, and liberal arts colleges. Lists of institutions in study sample are appended. (Author/AEF) ED480762 Dimensions and Use of the Scholarly Information Environment: Introduction to a Data Set Assembled by the Digital Library Federation and Outsell, Inc. 2002-11-00 ISBN-1-887334-94-7 900 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($40). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/reports/pub110/contents.html/. N/A 2004 8/19/2004 23:38:17 RIEMAY2004

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Yes Access to Computers Access to Information Foreign Countries Grants Improvement Programs Library Funding Library Networks Library Services Program Development Resource Allocation Caballero, Maria Cristina Reports - Evaluative Library Growth Colombia (Bogota) Colombia (Bogota) Council on Library and Information Resources, Washington, DC. English This report describes Biblored, the library network in Bogota, Colombia, that received the 2002 Bill & Melinda Gates Foundation Access to Learning Award. Biblored is a network of 19 libraries that attract about 200,000 users per month and serve some of the poorest neighborhoods in Bogota. The network's success in making information and information technology accessible to city residents, and in developing services and programs geared toward users' special needs and interests, earned it the award, which includes a one-million dollar grant to expand services. Drawing on extensive interviews of the network's users and planners, this report tells the story of how the library network was born, the challenges it has faced, and the impact it has had on the lives of Bogota residents. (Author) ED480763 Biblored, Colombia's Innovative Library Network. 2003-02-00 ISBN-1-887334-98-X 30 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($20). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/abstract/pub113abst.html/. N/A 2004 2016-11-21

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Yes Access to Information Archives Copyrights Information Policy Information Storage Intellectual Property Laws Library Technical Processes Ownership Preservation Besek, June M. Reports - Descriptive Digital Preservation Digital Technology Council on Library and Information Resources, Washington, DC. Library of Congress, Washington, DC. English The collection and long-term preservation of digital content pose challenges to the intellectual property regime within which libraries and archives are accustomed to working. How to achieve an appropriate balance between copyright owners and users is a topic of ongoing debate in legal and policy circles. This paper describes copyright rights and exceptions and highlights issues potentially involved in the creation of a nonprofit digital archive. The paper is necessarily very general, since many decisions concerning the proposed archive's scope and operation have not yet been made. The purpose of an archive (e.g., to ensure preservation or to provide an easy and convenient means of access), its subject matter, and the manner in which it will acquire copies, as well as who will have access to the archive, from where, and under what conditions, are all factors critical to determining the copyright implications for works to be included in it. The goal of this paper is to provide basic information about the copyright law for those developing such an archive and thereby enable them to recognize areas in which it could impinge on copyright rights and to plan accordingly. (Author) ED480764 Copyright Issues Relevant to the Creation of a Digital Archive: A Preliminary Assessment. Strategies and Tools for the Digital Library. 2003-01-00 ISBN-1-887334-97-1 24 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($15). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/reports/pub112/contents.html/. N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Educational Research Program Improvement School Statistics Statistical Data Statistical Studies Teacher Improvement Teacher Surveys Two Year Colleges Meuschke, Daylene M. Gribbons, Barry C. Numerical/Quantitative Data Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English This study is based upon a survey done by the Office of Institutional Development and Technology and the Institute of Teaching & Learning done on the faculty of College of the Canyons who have taken at least one of the Institute's courses since it began. The goal was to get information that can be used for program improvements. Out of the 66 people that the survey was sent to, 27 completed it in an acceptable way, making the response rate 41 percent. Most of the respondents were satisfied with the course/s they had taken and were interested in taking more classes. Almost of all of the respondents agreed with the relevancy of the course's content, effectiveness of instructor, and the positive impact made upon those who had taken the class. The survey included an open-ended comments area that yielded mostly positive results and expressed the desire of the faculty to take more classes. Another section was titled the suggestions of improvement that found that most faculties expressed a need for more classes as well as more classes offered to the faculty. The document contains three figures, three appendices, and a copy of the survey. (MZ) ED480765 Institute of Teaching and Learning, Spring 2003. Report. 2003-06-00 22 N/A 2004 2016-11-21

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Yes Attrition (Research Studies) Community Colleges Grade Point Average Longitudinal Studies Mentors Outcomes of Education Retention (Psychology) School Holding Power Two Year Colleges Moman, Frank Dissertations/Theses - Doctoral Dissertations Information Analyses Indiana Indiana English The author wrote this dissertation on the effects of mentoring intervention on student retention in community colleges in May 2002. The goal of the longitudinal study was to inspect the effects of a mentoring intervention program on retention and grade point averages of students at a two-year community college. The data used in the study came from a mentoring program called New Dimensions on the Ivy Tech State College-Central Indiana Region Campus. The study looked at the effects of mentoring and variables such as gender, ethnicity, marital status, and age group on student retention and grade point average. Moman used the College Student Inventory's Dropout Proneness Score to analyze the data in the study. The author concludes that the interaction effect of gender member and mentoring treatment were significant on grade point averages. Age group also had a significant effect on retention and grade point averages. The researcher took these significant effects and then controlled with an Analysis of Covariance for the Dropout Proneness Score. Moman concludes by making recommendations for future studies and additional research that could clarify the effects of mentoring programs. Contains 4 appendices and 56 references. (MZ) ED480766 The Effects of a Mentoring Intervention on Student Retention in a Community College. 2002-05-00 90 N/A 2004 2016-11-21

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Yes Age Differences Age Groups Community Colleges Concept Mapping Enrollment Management Enrollment Trends Ethnic Distribution Ethnic Groups Sex Fairness Two Year Colleges Gribbons, Barry C. Meuschke, Daylene M. Reports - Research College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English The Office of Institutional Development and Technology and the Public Information Office created this report that identifies several topics of research in order to inform marketing efforts associated with enrollment management. The report is based upon demographic studies done at the College of Canyons to measure things such as changes in the size of student population, students' educational goals, and characteristics of students such as age and ethnicity. Some of the findings are as follows: The greatest growth of students was in the Fire and Technology Program, a 92% rise occurred in the number of students enrolled concurrently at COC and in high school, the most common age of a college student was 22 years old, and the greatest increase in ethnic distribution occurred for White and Latino/a students while the greatest decrease (21%) occurred in the number of Native American students. The study also found out the following facts about regular students that attend colleges out of the district: Most (58%) are planning to receive an associates degree or transfer, 56% are non-White, most are residents of either San Fernando Valley or Antelope Valley, and they have an equal distribution of female (51%) and male (49%) students. (Contains 10 figures and 7 tables.) (MZ) ED480767 Enrollment Management: Demographic Changes. Report. 2003-07-00 18 N/A 2004 2016-11-21

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Yes Basic Skills Budgeting Budgets Community Colleges Expenditures Financial Policy Job Skills Money Management Professional Development Resource Allocation Transfer Rates (College) Two Year Colleges Sheldon, Debra Numerical/Quantitative Data Reports - Research California California California Community Colleges, Sacramento. Office of the Chancellor. English This report was created with the goal of showing how California Community College districts have been using their funds from the Partnership For Excellence during the 2002-03 fiscal year. The report is based upon the individual findings of 108 colleges which was gathered through an online survey that asked each district to report data on the Partnership activities being taken for each goal, the amount of money which were being allocated for each of the various activities, their object and activity codes as defined in the Chancellor's Office Budget and Accounting Manual, and the numbers of faculty and staff during the 2002-03 fiscal year. The survey has a single page summary for the expenditures of each district and other information organized by the five Partnership goal areas: Transfer, degrees and certificates, successful course completion, workforce preparation, and basic skills. The specific funds given to each goal area are as follows: 24% given to the transfer goal, 21.6% given to degrees and certificates, 23.6% given to successful course completion, 15.3% given to workforce development, and 16.6% given to the basic skills area. The report concludes with a warning that readers should be aware of adjustments and limitations when attempting to draw conclusions from the data presented. Contains two appendices. (MZ) ED480768 Report on Local Investments of Partnership Funds: Investments for 2002-2003. 2003-04-00 102 For full text: http://www.cccco.edu/divisions/tris/rp/rp_doc/local_invest_rpt_2003.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Computers Data Collection Employers Job Skills Occupational Surveys Questionnaires Recruitment Research Methodology Surveys Two Year Colleges Lee, Marcia M. Reports - Research Tests/Questionnaires New York (Westchester County) New York Westchester Community Coll., Valhalla, NY. Office of Institutional Research and Planning. English The Westchester County Employers Survey was done in May 2003 in order learn more about employee training needs, how they accomplished these needs, and how it would be possible for the Westchester Community College to fulfill these needs. Out of the 639 surveys sent, 145 were returned in a satisfactory format, which produces a 22.6% return rate. Each survey that was returned had the name, address, and contact information of the employer. Most employers (43.7%) agreed that training is needed for employees. The skills needed, in order of importance, are teamwork skills, reading, verbal fluency, writing, and computer skills. Most employers agreed that computer skills would play a large role in the future of the company further increasing the importance of computer training for employees. Employers indicated that they had a difficult time hiring employees that are skilled in basic and technical fields and expressed a willingness to work with community colleges in order to solve this problem. Therefore, the study concluded that the Westchester Community College could work in a mutually beneficial way with local businesses by training employees in those areas that are desired by the employers. Contains a copy of the Westchester Business Survey and 18 tables. (MZ) ED480769 Westchester County Employers Survey. 2003-08-00 14 N/A 2004 2016-11-21

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No College Faculty College Students Community Colleges Curriculum Demography Educational Finance Emerging Occupations Financial Support Job Training National Surveys Outcomes of Education Tuition Two Year Colleges Books Numerical/Quantitative Data Reports - Research American Association of Community Colleges, Washington, DC. English This state-by-state profile of community colleges offers a brief overview, by state, of the following trends and statistics for the nation's 1,173 community colleges: (1) Number of public, tribal, and independent colleges in the state; (2) credit enrollment; (3) student characteristics; (4) average faculty salary; (5) full-time employees; (6) tuition and family income; (7) expenditures; and (8) sources of revenue. The report also offers a brief overview, by state, of the following trends and statistics for state demographics: (1) current and projected racial/ethnic percentages; (2) projected number of high school graduates; (3) educational attainment, 25 and older; (4) migration/immigration projections; and (5) rural/urban population. The report also offers trends and statistics for these state workforce issues: (1) highest paying occupations requiring some college/associate degree; (2) fastest growing occupations requiring some college/associate degree; (3) fastest declining occupations requiring some college/associate degree; (4) unemployment rate; (5) number of allied health workers employed; (6) gross state product; and (7) change in number of businesses 1995-2000. Also offers graphs and tables depicting per capita state and local appropriations for community college by state, average in-state tuition fees, median household incomes by state, percentages of population served by community colleges, highest educational attainment of people 25 and older, and statistics regarding 10 projected fastest growing occupations in the nation. (NB) ED480770 State-by-State Profile of Community Colleges. 6th Edition. 2003-00-00 ISBN-0-87117-356-5 135 Community College Press, a Division of American Association of Community Colleges, One Dupont Circle NW, Ste. 410, Washington, DC 20036 ($44, nonmembers; $35, members). Web site: http://www.aacc.nche.edu/. N/A 2004 8/19/2004 23:38:30 RIEMAY2004 For the 2001 edition, see ED 449 864.

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Yes Academic Persistence Community Colleges Cooperative Programs Educational Innovation High Risk Students High School Students Outcomes of Education Persistence School Holding Power Success Two Year Colleges Meuschke, Daylene M. Gribbons, Barry C. Reports - Research College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English This report analyzes the Academy of the Canyons (AOC) program at College of the Canyons (COC), California. AOC, a middle college high school, is a collaboration between the William S. Hart High School District and College of the Canyons. The program is designed to provide a supportive, flexible, and academically enriched environment for students whose needs are not being met by the large, comprehensive high schools. All AOC students are enrolled in Advisement, a class designed to support students both academically and socially. The faculty member for Advisement serves as the students' advisor throughout the school year. AOC students often include those who are not tied to the home campus through extracurricular activities and who may be creative, artistic, and/or individualistic. The students may also have discrepancies between their standardized scores and grades. AOC students outperformed other COC students in relation to retention and success; their success rate was 8% higher than other COC students enrolled in the same courses. The first-term retention rate for AOC students is 96%. Seventy-seven percent of AOC alumni have chosen to continue their post-secondary education at COC, while 20% have transferred to other higher education institutions. Only 3% are taking time off. (Contains 11 figures and 11 tables.) (NB) ED480771 Academy of the Canyons Report, Fall 2002. 2003-04-00 22 N/A 2004 2016-11-21

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Yes Budgets College Faculty Community Colleges Curriculum Educational Finance Enrollment Enrollment Rate Enrollment Trends Job Training Personnel School Demography Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Florida Community College System Florida State Dept. of Education, Tallahassee. Div. of Community Colleges. English This fact book for the Florida Community College System (FCCS) is divided into the fallowing categories: (1) Student Information, which includes fall, annual, FTE, and program enrollment statistics, as well as credit program completion statistics; (2) Employee Information, which includes statistics regarding employee headcount by occupational activity, and full-time faculty salaries; (3) Financial Information, which covers revenue and expenditures for all funds, revenue and expenditures by program area, annual cost analyses, costs per credit hour, student fees, student fee comparisons, and financial information for facilities sites, inventory, and value by college; and (4) College Center for Library Automation. FCCS consists of 28 colleges, with total preliminary enrollment of 358,824 in Fall 2003. The total minority enrollment was 133,346, of which 58,300 were black and 64,095 were Hispanic. In the 2001-2002 school year, 58,218 students completed A.A degree programs, A.S. degree programs, or certificate programs. Total FCCS employees number 42,856, 51% of whom are instructional personnel, 13% of whom are professional, and 18% of whom are secretarial/clerical. About 50.8% of the colleges' revenues come from state support general revenue. Approximately 19.4% of the revenues come from student fees, and 10.4% come from federal student financial aid. Total annual expenditures for the 28 colleges equal $1.2 billion. (JS) ED480772 The Fact Book: Report for the Florida Community College System. 2003-03-00 106 For full text: http://www.ircc.cc.fl.us/learnres/libsrv/intresrc/florida.html. N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Accessibility (for Disabled) Community Colleges Community Involvement Disabilities Disability Identification Equal Education Equal Opportunities (Jobs) Intervention Mental Disorders Psychological Services Psychology Rehabilitation Two Year Colleges Stringari, Tim Journal Articles Reports - Descriptive College of San Mateo CA English Discusses the increasing number of students with psychological disabilities attending community colleges. In efforts to meet these students' extended support needs during times of budget cuts, the College of San Mateo, a community college, has organized partnerships within the local mental heath, rehabilitation, and consumer groups. Since 1991, the college has been working with these groups and agencies in the Entitled Transition to College (ETC) program, which helps these students adjust and cope with the college experience. These agencies contribute to the partnership by providing staff to serve and support students on the college campus as managers, co-instructors, consultants, trainers, and supervisors. They also assist in student recruitment, intake, registration, orientation, and help provide educational supplies. The college supplies a part time counselor/specialist, a part-time coordinator/career instructor, and office space for community providers. Results indicate increased student retention and success without an increase in commitment of staff time by the college. Attrition rates for students with psychological disabilities prior to the ETC program were about 95 percent. Since the program's implementation, the attrition rates have decreased to approximately 20 percent. Discusses how to create such programs and partnerships at other institutions. Contains an outline/summary of the program, and a list of community agencies and their contributions. (JS) ED480773 Community Partnerships Increase Services and Outcomes for Students with Psychological Disabilities. iJournal n4 Mar 2003 2003-03-00 12 For full text: http://www.ijournal.us/issue_04/ij_issue04_TimStringari_01.htm. N/A 2004 2016-11-21

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Yes Academic Degrees Academic Persistence Basic Skills Community Colleges Cooperation Cooperative Planning Job Training Outcomes of Education School Holding Power Success Transfer Rates (College) Two Year Colleges Numerical/Quantitative Data Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This is the fifth in a series of reports that present information specific to California Community Colleges' Partnership for Excellence performance goals. The primary purpose of the report is to convey data included in the Management Information System (MIS) on systemwide, district, and college performance related to the 5 Partnership goals for 2001-02. The goals are: (1) Transfer; (2) Degrees and Certificates; (3) Successful Course Completion; (4) Workforce Development--Successful Course Completion of Vocational Educational Courses; and (5) Basic Skills Improvement. The goal for transfer students for 2001-02 was 62,621. Actual transfers were 62,764, for attainment of 100.2% of goal. The goal for degrees and certificates was 96,307. Actual degrees and certificates awarded were 93,478, for attainment of 97.1% of goal. The goal for Successful Course Completion was 69.33%. Approximately 69.3% of students completed their courses, for a goal attainment of 97.1%. The system achieved 113.2% of its goal for Workforce Development, and 115.1% of its goal for Basic Skills improvement. The system met or exceeded its interim targets on three out of five goals. Using the gap analysis assessment method, the system reached 144.8% of its aggregate projected interim goals in 2001-02. Appended are: The Partnership for Excellence Goal Statement; Chaptered Legislation on Partnership for Excellence (Education Code Section 84754); Statewide Percent Change/Improvement Needed to Achieve Partnership for Excellence Goals by Year 2005-06; Partnership for Excellence Goal Specifications; Supplementary Budget Act Language 2001-02; Transfer Center Expenditures 2001-02; Expenditures for Other Transfer Related Activities--Articulation 2001-02; and Terminology and Abbreviations. (Contains more than 50 tables.) (NB) ED480774 System Performance on Partnership for Excellence Goals: District and College Data for 1999-00, 2000-01, and 2001-02. 2003-04-00 110 For full text: http://www.cccco.edu/divisions/tris/rp/rp doc/ system performance apr 2003.pdf. N/A 2004 8/19/2004 23:38:38 RIEMAY2004 Prepared by the Research and Planning Unit of the Technology, Research, and Information Services Division. For the 1997-98, 1998-99, and 1999-00 report, see ED 463 002.

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Yes Adult Vocational Education Community Colleges Curriculum Job Training Outcomes of Education Participant Satisfaction School Demography Student Evaluation Two Year College Students Two Year Colleges Vocational Education Meuschke, Daylene M. Gribbons, Barry C. Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English California's community colleges are the state's largest workforce preparation provider to technically skilled positions in well-established occupations such as nursing, computer and data processing, and administration of justice. Each semester, the Institutional Development and Technology (IDT) office, in cooperation with the Dean of Occupational Programs, surveys all students in courses identified as occupational. This document offers survey results for the College of the Canyons. Of the 327 class sections surveyed for the spring 2003 semester, completed questionnaires were received from 272 sections, for a response rate of 83%. Student satisfaction with courses offerings was 69%, with student support and assistance 59%, with class availability 49%, and with facilities 73%. Satisfaction with availability of classes has consistently decreased over the fall terms, while satisfaction with facilities has been stable. The two most frequently used programs or services were financial aid and tutoring. The top five major programs were: (1) Business Management; (2) Child Development; (3) Nursing; (4) Administration of Justice; and (5) Fire Science. Eighteen percent of the 3,333 respondents met the poverty threshold for the Spring 2003 semester. The most popular class times were between 8am and noon and after 5pm for both fall and spring semesters. Research instrument appended. (Contains 5 figures and 12 tables.) (NB) ED480775 Occupational Programs Student Survey--Fall 2000 to Spring 2003. Report. 2003-06-00 61 N/A 2004 2016-11-21

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Yes Academic Degrees Budgets College Curriculum College Faculty Community Colleges Departments Enrollment Enrollment Influences Enrollment Rate Enrollment Trends Expenditures Intellectual Disciplines Personnel School Demography Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Illinois Community Coll. Board, Springfield. English This document contains data and characteristics of the Illinois public community college system and is designed to serve as a basic reference. The data are obtained from various surveys and studies conducted by Illinois Community College Board (ICCB) staff, and from the colleges' annual MIS submissions. The document contains annual data for fiscal year 2002 and fall term data for 2002. It provides information about: (1) students; (2) faculty and staff; (3) annual enrollment and completion; (4) operating finance; and (5) capital construction. Some selected data from statistics for the 39 Illinois public community college districts follow. The colleges enroll approximately 63.9% of all students enrolled in public colleges and universities in the state of Illinois. Over 58% of the 353,705 students enrolled were women. The median age for fall 2002 was 23.7 years, while the mean age was 28.47 years. About 224,627 of students were white, 51,546 were black, 55,804 were Hispanic. Approximately 16,378 were Asian or Pacific Islander, and 1,113 were American Indian or Alaskan. The report indicates 17,129 students were enrolled in occupational programs, 21,087 were enrolled in baccalaureate transfer programs, and 34,438 students were enrolled in ESL programs. Of the 16,972 faculty employed in fall 2002, 4,369 were full time. (Contains 4 figures and 70 tables.) (NB) ED480776 Data and Characteristics of the Illinois Public Community College System. 2003-08-00 182 For full text: http://www.iccb.state.il.us/HTML/pdf/reports/databook2003.pdf. N/A 2004 2020-11-23

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Yes Academic Achievement Academic Failure Academic Persistence Academic Probation College Programs Community Colleges Dropout Research Dropouts School Holding Power Student Attrition Two Year Colleges Withdrawal (Education) Dixon, P. Scott Reports - Research College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English Investigates changes of the student population with academic difficulty at the College of the Canyons. More specifically, this fall 2002 study investigates trends of the student population with academic difficulty over time, demographic changes of the population over time, and the impacts of an academic intervention workshop. Outlines the College's rules and regulations for academic probation and dismissal as well at the process for student reinstatement. Results from the study indicated higher proportions of nonwhite students in most categories of the academic difficulty population. Also, males had higher percentages in academic probation and dismissal, while females had higher percentages in progress probation and dismissal. The total number of academic dismissals at College of the Canyons decreased by 221 students (57 percent) from fall 2001, and 119 students (41 percent) from spring 2002. Those students who attended the academic retention workshops had higher success rates than those students on probation that did not attend. Recommendations emphasize the effectiveness of the academic retention workshops and suggest that the college require workshop attendance by all students on academic probation. Also recommends that the college focus resources on those students at higher risk. (JS) ED480777 Academic Standing and Students in Academic Difficulty in Fall 2002. Report. 2002-03-00 16 N/A 2004 2016-11-21

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Yes Business Education Business Education Facilities Business Skills College Programs Community Colleges International Education International Studies International Trade Marketing Education Two Year Colleges Meuschke, Daylene M. Gribbons, Barry C. Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English Discusses industry interests in international trade and the need or desire for business training programs involving international trade at the College of the Canyons. A survey was conducted on industry representatives from the Santa Clarita Valley on their need for training on doing business in the Pacific Rim, mainly China. In January 2003, 577 surveys were mailed out with a response rate of 7 percent. Results indicated that 55 percent of the respondents have done business with China with most of those respondents having a favorable experience. Also, the majority of the respondents indicated that they were interested in doing business and expanding their product or service into China. Despite respondents' interest in expansion, some factors such as market access, market uncertainty and other factors inhibited their desire to expand. According to the respondents, the most important things to learn before doing business in China were: (1) laws/regulations; (2) distribution networks; (3) market potential; (4) marketing channels; (5) Chinese business infrastructure; and (6) Language. Recommendations for the College include the development of an international business program designed to prepare local businesses for business with China. Contains four figures, two tables, the survey instrument, response frequencies, and open-ended responses. (JS) ED480778 Needs Assessment Survey: Doing Business with China. Report. 2003-03-00 27 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Need Community Colleges Educational Testing Placement School Readiness Student Placement Student Promotion Success Two Year Colleges Meuschke, Daylene M. Gribbons, Barry C. Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English This document discusses the accuracy of student placement procedures for math and English at the College of the Canyons. A survey was conducted to assess the degree to which students agreed with their placement into their first math or English course at the College of the Canyons. Students were also asked to indicate whether they felt that they should have been placed in into a higher or lower level math or English course. Instructors were also surveyed to assess the extent to which they believed each of their students was accurately placed. A total of 103 sections were surveyed, with a response rate of 80 percent for the student survey and 73 percent for the instructor survey. Students and instructors differed in their agreement on placement for both math and English. About 80 percent of the instructors agreed with the students' placement, while only about 50 percent of the students agreed with their placement. The success rates of students in the classes were also analyzed based on the method by which they had been placed into the class. Recommends that prior to any policy change regarding student placement, further empirical support must be made regarding these groups' conflicting perceptions. Contains 8 figures, 13 tables, the student survey instrument, and the instructor survey instrument. (JS) ED480779 English and Math Placement Surveys: Students and Instructors--Fall 2002. Report. 2003-03-00 38 N/A 2004 2016-11-21

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No Elementary Education Engineering Experiential Learning Group Activities Hands on Science Object Permanence Observational Learning Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students experiment and observe the similarities and differences between human-made objects and nature in small groups. Students compare the function and structure of hollow bones with drinking straws, bird beaks and tool pliers, and bat wings and airplane wings. A classroom discussion can be held to discuss similarities and differences that are observed along with follow-up assessment activities such as journal writing and Venn diagrams. This activity requires a 60- minute time period for completion. (Author/SOE) ED480780 Compare Human-Made Objects with Natural Objects. Grades 3-5. 2001-00-00 Practitioners Teachers 7 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:38:50 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Biology Birds Creative Activities Daily Living Skills Elementary Education Engineering Experiential Learning Hands on Science Science Instruction Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students construct bird nests and birdhouses. Students research a bird of their choice in order to design a house that will meet that bird's specific needs. The activity works well in conjunction with a high school level woodshop class where students would partner up. This activity requires an 80-minute time period for completion. (Author/SOE) ED480781 Build a Bird House. Grades 3-5. 2001-00-00 Practitioners Teachers 10 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:38:51 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Alternative Assessment Creative Activities Critical Thinking Daily Living Skills Elementary Education Engineering Experiential Learning Hands on Science Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English This activity is designed to build creative skills based on an everyday problem. The scenario that sometimes packages are dropped and letters get bent is used. How can a special delivery be protected from such unfortunate mishaps? Students use their creative skills to determine a way to mail raw spaghetti. A way to safely package the raw spaghetti is chosen using only the materials provided. To test the packing designs, the spaghetti is mailed through the postal system and evaluated after delivery. This activity requires a 20-minute time period for completion. (Author/SOE) ED480782 Design Packing to Safely Mail Raw Spaghetti. Grades 3-5. 2001-00-00 Practitioners Teachers 6 Web site: www.prek-12engineering.org/activities/. N/A 2004 2020-12-02

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No Elementary Education Engineering Evaluation Methods Experiential Learning Hands on Science Science Activities Science Instruction Science Process Skills Technology Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English One of the best ways to learn how something works is to take it apart, look at the pieces, and see how they are connected. In this activity, students disassemble and analyze a click pen and investigate the technology it uses. This activity requires a 30-minute time period for completion. (Author/SOE) ED480783 Disassemble a Click Pen. Grades 3-5. 2001-00-00 Practitioners Teachers 12 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:38:55 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Climate Critical Thinking Daily Living Skills Elementary Education Engineering Environmental Influences Experiential Learning Hands on Science Science Activities Science Instruction Science Process Skills Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Depending upon the climate, the features of a house will be different to satisfy particular needs: hot, cold, windy, and/or rainy weather. In this activity, students investigate different types of roofs found on various houses in different environments throughout the world. Books and photos are used to provide information. Models of the houses are constructed and tested against various climatic elements. This activity requires an 80-minute time period for completion. (Author/SOE) ED480784 Construct and Test Roofs for Different Climates. Grades 3-5. 2001-00-00 Practitioners Teachers 12 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:38:56 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Elementary Education Engineering Experiential Learning Hands on Science Observational Learning Science Activities Science Instruction Science Process Skills Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Textiles Tufts Univ., Medford, MA. English In this activity, students look at different types of fabric and their respective individual properties. Using a magnifying glass and sandpaper, students test the weave and wear quality of sample fabrics. By comparing the qualities of different fabrics, they are able to better understand why there are so many different types of fabric and recognize or suggest different uses for them. This activity requires a 45-minute time period for completion. (Author/SOE) ED480785 Compare Fabric Materials. Grades 3-5. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 2016-11-21

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Yes Building Design Climate Creative Activities Critical Thinking Daily Living Skills Elementary Education Engineering Environmental Influences Experiential Learning Hands on Science Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English This activity provides arenas in which students can brainstorm and discuss the different types of materials used to build houses in various climates. Small models of houses are built and tested against different climates. This activity requires a 75-minute time period for completion. (Author/SOE) ED480786 A House is a House for Me. Grades 3-5. 2001-00-00 Practitioners Teachers 8 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:01 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Daily Living Skills Drinking Water Elementary Education Environmental Education Natural Resources Science Activities Science Instruction Science Process Skills Water Resources Water Treatment Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English One of our most valuable and often overlooked resources is water. We can survive for a couple of weeks without food but only a few days without water. Having clean water to drink is a luxury. The water that comes out of our faucets does not always start off safe to drink. Most often it has visited a treatment plant prior to reaching our glasses. In this activity, students learn about the importance of water and the role it plays in our lives. Students are exposed to what occurs each day so that they can have clean water. This activity requires a 60-minute time period for completion. (Author/SOE) ED480787 Water Filtration. Grades 3-5. 2001-00-00 Practitioners Teachers 6 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:03 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Critical Thinking Daily Living Skills Elementary Education Energy Experiential Learning Hands on Science Heat Matter Physics Science Activities Science Instruction Science Process Skills Scientific Concepts Student Motivation Temperature Thermal Insulation Water Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Contrary to what many students think, heat flows from hot to cold. Working in groups of 3-4, students investigate the properties of insulators in attempts to keep a cup of water from freezing and, once it is frozen, to keep it from melting. This activity requires a 4.5-hour time period for completion. (Author/SOE) ED480788 What is the Best Insulator: Air, Styrofoam, Foil, or Cotton? Grades 3-5. 2001-00-00 Practitioners Teachers 11 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:05 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Creative Activities Critical Thinking Daily Living Skills Design Elementary Education Engineering Environmental Education Experiential Learning Hands on Science Natural Resources Recycling Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Earth is running out of space in landfills and non-renewable resources are being depleted. In this activity, students address the question, "How can we reuse some of our garbage so that we begin to throw away less?" Students brainstorm ideas for an effective board game format and design a game in which players try to come up with alternative uses for used products. This activity requires an 80-minute time period for completion. (Author/SOE) ED480789 Design a Recycling Game! Grades 3-5. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:06 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Creative Activities Critical Thinking Daily Living Skills Engineering Experiential Learning Hands on Science Middle Schools Science Education Science Instruction Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Towers have been a part of developing society for centuries. In this activity, students investigate towers that serve a variety of purposes. Student groups build three types of towers, engineering them to hold an egg one foot high for 15 seconds. This activity requires a 60-minute time period for completion. (Author/SOE) ED480790 Tower Investigation and the Egg. Grades 6-8. 2001-00-00 Practitioners Teachers 8 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:08 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Critical Thinking Daily Living Skills Design Engineering Experiential Learning Graphs Hands on Science Middle Schools Science Activities Science Education Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students reinforce an antenna tower made from foam insulation so that it can withstand a 480 N-cm bending moment (torque) and a 280 N-cm twisting moment (torque) with minimal deflection. One class period is used to discuss the problem, run the initial bending and torsion tests, and graph the results. The second class is used for design and construction of a sturdier tower and testing and graphing the results. This activity requires a 200-minute time period for completion. (Author/SOE) ED480791 Wimpy Radar Antenna! Grades 6-8. 2001-00-00 Practitioners Teachers 26 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:10 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Daily Living Skills Experiential Learning Hands on Science Middle Schools Science Activities Science Education Science Instruction Science Process Skills Scientific Concepts Student Motivation Time Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Sun Tufts Univ., Medford, MA. English In this activity, students investigate the accuracy of sundials and the discrepancy that lies between "real time" and "clock time". The position of the sun is tracked over the course of a relatively short period of time as students make a shadow plot, a horizontal sundial, and a diptych sundial. This activity requires 90-minutes over several weeks for completion. (Author/SOE) ED480792 Portable Sundial. Grades 6-8. 2001-00-00 Practitioners Teachers 18 Web site: www.prek-12engineering.org/activities/. N/A 2004 2016-11-21

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Yes Engineering Experiential Learning Force Hands on Science Laboratory Experiments Middle Schools Physics Science Activities Science Education Science Instruction Science Process Skills Scientific Concepts Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students conduct several simple lab activities to learn about the five fundamental load types that can act on structures: tension, compression, shear, bending, and torsion. In Part One, students play the role of molecules in a beam subject to various loading schemes. In Part Two, students break foam insulation blocks by applying these five fundamental load types. Each type of fracture pattern (break in the material) is carefully studied and drawings of them are made in order to learn the telltale marks of failure due to each fundamental load type. This activity requires a 100-minute time period for completion. (Author/NB) ED480793 An Introduction to Loads Acting on Structures. Grades 6-8. 2001-00-00 Practitioners Teachers 16 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:13 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Creative Activities Critical Thinking Design Engineering Experiential Learning Hands on Science Middle Schools Science Education Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Rube Goldberg is famous for his very complex machines that accomplish everyday tasks. In this activity, students design and build a Rube Goldberg machine that will accomplish a simple task in no less than 10 steps. This activity requires a 120-360 minute time period for completion. (Author/SOE) ED480794 Design Your Own Rube Goldberg Machine. Grades 6-8. 2001-00-00 Practitioners Teachers 9 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:15 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Alternative Assessment Critical Thinking Design Engineering Experiential Learning Group Activities Hands on Science Manufacturing Middle Schools Science Education Science Instruction Science Process Skills Student Evaluation Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English Working in teams of four, students build a tetrahedral kite following a specific set of directions and using specific provided materials. Students use basic processes of manufacturing systems-- cutting, shaping, forming, conditioning, assembling, joining, finishing, and quality control--to manufacture a complete tetrahedral kite within a given time frame. Evaluation of the project involves the efficiency of the team as well as the finished product. This activity requires a 45-90 minute time period for completion. (Author/SOE) ED480795 Building Tetrahedral Kites. Grades 6-8. 2001-00-00 Practitioners Teachers 12 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:17 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Creative Activities Critical Thinking Daily Living Skills Design Engineering Experiential Learning Hands on Science Interdisciplinary Approach Middle Schools Science Education Science Process Skills Social Studies Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students work with specified materials to create aqueduct components to transport two liters of water across a short distance in the classroom. The goal is to build an aqueduct that will supply Aqueductis, a Roman city, with clean water for private homes, public baths, and glorious fountains. By introducing various ideas and themes from the social studies curriculum on Ancient Rome and an additional modeling project, it can be modified into an interdisciplinary activity. This activity requires a 200-minute time period over four days for completion. (Author/SOE) ED480796 Do as the Romans: Construct an Aqueduct! Grades 6-8. 2001-00-00 Practitioners Teachers 14 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:18 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Creative Activities Critical Thinking Design Engineering Experiential Learning Group Activities Hands on Science Middle Schools Science Education Science Instruction Science Process Skills Seismology Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students build a city out of sugar cubes, bouillon cubes, and gelatin cubes. The city is then put through simulated earthquakes to see which cube structures withstand the shaking the best. This activity requires a 50-minute time period for completion. (Author/SOE) ED480797 Build an Earthquake City! Grades 6-8. 2001-00-00 Practitioners Teachers 8 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:20 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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No Critical Thinking Design Engineering Experiential Learning Hands on Science Middle Schools Physics Science Activities Science Education Science Instruction Science Process Skills Student Motivation Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Parachutes Tufts Univ., Medford, MA. English After a discussion about what a parachute is and how it works, students create a parachute using different materials that they think will work best. They then test their designs, which is followed by a class discussion to highlight which paper material worked best. This activity requires a 60-minute time period for completion. (Author/SOE) ED480798 Design a Parachute. Grades 6-8. 2001-00-00 Practitioners Teachers 6 Web site: www.prek-12engineering.org/activities/. N/A 2004 2016-11-21

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Yes Critical Thinking Design Engineering Experiential Learning Hands on Science Middle Schools Science Activities Science Education Science Instruction Science Process Skills Scientific Concepts Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English When asked to list some strong materials, people think of steel, concrete, and wood. In this activity, students learn about the force of compression and how it acts on structural components through a hands-on group problem. Using everyday products such as paper, toothpicks, and tape, students construct a structure that will support the weight of a cylinder block for 30 seconds. This activity requires a 75-minute time period over three days for completion. (Author/SOE) ED480799 The Squeeze is On. Grades 6-8. 2001-00-00 Practitioners Teachers 12 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:23 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-041.

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Yes Daily Living Skills Elementary Education Engineering Experiential Learning Force Hands on Science Science Activities Science Education Science Process Skills Scientific Concepts Rushton, Erik Ryan, Emily Swift, Charles Guides - Classroom - Teacher Tufts Univ., Medford, MA. English In this activity, students learn about composite materials, tension as a force, and how they act on structural components through the design and testing of a strip of plastic chair webbing. This activity requires a 60-minute time period for completion. (Author/NB) ED480800 Stop the Stretching. Grades 6-8. 2001-00-00 Practitioners Teachers 19 Web site: www.prek-12engineering.org/activities/. N/A 2004 8/19/2004 23:39:25 RIEMAY2004 Produced by the Office for Technology and Industry Collaboration. For other activities in series, see SE 068 011-040.

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Yes Academic Achievement Educational Assessment Elementary Secondary Education Foreign Countries International Education International Studies Mathematics Achievement Problem Solving Reading Achievement Scientific Literacy Student Evaluation Books Reports - Descriptive Program for International Student Assessment Program for International Student Assessment Organisation for Economic Cooperation and Development, Paris (France). English The Programme for International Student Assessment (PISA) of the Organisation for Economic Cooperation and Development (OECD) represents a commitment by OECD member countries to monitor the outcomes of educational systems in terms of student achievement within a common international framework. This publication presents the guiding principles of the PISA 2003 assessment, described in terms of content students need to acquire, processes that need to be performed, and the contexts in which the knowledge and skills are to be applied. It also illustrates the assessment domains with a range of sample tasks. The second cycle of PISA in 2003 has been implemented in 42 countries, with tests typically administered to between 4,500 and 10,000 students in each country. Following an introduction that describes PISA, the chapters are: (1) "Mathematical Literacy"; (2) "Reading Literacy"; (3) "Scientific Literacy"; and (4) "Problem Solving." Each chapter contains a definition of the domain, a discussion of the assessment, and examples of assessment items. (Contains 83 references.) (SLD) ED480801 The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills. 2003-00-00 92-64-10172-1 199 OECD Publications, 2, rue Andre-Pascal, Paris CEDEX 16, France. Web site: http://www.SourceOECD.org. N/A 2004 2016-11-21 ED491692 ED492620

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Yes Academic Achievement Agency Role Contracts National Surveys Statistical Surveys Student Evaluation Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress National Center for Education Statistics (ED), Washington, DC. English This document contains brief descriptions of activities of the National Assessment of Educational Progress (NAEP) for the assessment cycle from October 1, 2001 through September 30, 2002. Data are presented about the numbers of student booklets processed, items administered, and responses scored. Information is provided about sample size at grades 4, 8, and 12. Information is also provided about meetings and conferences connected with NAEP, including meetings of the National Assessment Governing Board, and publications released during the assessment cycle. A list is provided of NAEP contractors for the assessment cycle, with a capsule description of each contractor's activities. A final fact sheet provides information about the use of the NAEP Web site throughout the assessment cycle. (SLD) ED480802 NAEP 2002 Year-at-a-Glance: Assessment Cycle October 1, 2002-September 20, 2002. 2003-08-00 9 N/A 2004 2016-11-21

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Yes Data Analysis Data Collection Evaluation Utilization Research Design Research Methodology Surveys Thurgood, Lori Walter, Elizabeth Carter, George Henn, Susan Huang, Gary Nooter, Daniel Smith, Wray Cash, R. William Salvucci, Sameena Seastrom, Marilyn Phan, Tai Cohen, Michael Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. Synectics for Management Decisions, Inc., Arlington, VA. English This handbook presents current explanations of how each survey program of the National Center for Education Statistics (NCES) obtains and prepared the data it publishes. The handbook aims to provide users of NCES data with the most current information necessary to evaluate the suitability of the statistics for their needs, with a focus on the methodologies for survey design, data collection, and data processing. The handbook contains 18 chapters. Chapters 1 to 26 each focus on one of the 26 major NCES survey programs. Information in these chapters is presented in a uniform format of: (1) overview; (2) uses of data; (3) key concepts; (4) survey design; (5) data quality and comparability; (6) contact information; and (7) methodology and evaluation reports. These chapters are organized into these subject matter categories: (1) early childhood education survey; (2) elementary and secondary education surveys; (3) library surveys; (4) postsecondary and adult education surveys; (5) educational assessment surveys; and (6) household education surveys. The final chapters, 27 and 28, cover multiple surveys and survey systems, including the Fast Response Survey System. Five appendixes contain a glossary, information on how to obtain NCES publications, a list of tools for each survey, a list of Web sites for each survey, and an index. (SLD) ED480803 NCES Handbook of Survey Methods: Technical Report. 2003-04-00 339 EDPubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). N/A 2004 8/19/2004 23:39:32 RIEMAY2004 RN96020001

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Yes Elementary Secondary Education Higher Education International Education International Studies Mathematics Achievement Science Achievement Student Financial Aid Teaching Methods Videotape Recordings Dillow, Sally, Ed. Collected Works - Serials National Center for Education Statistics National Center for Education Statistics (ED), Washington, DC. English This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications, data product, and funding opportunities developed over a 3-month period. Each issue also contains a message from the NCES on a timely topic and a featured topic with invited commentary. This issue opens with the "Note from NCES" by Eugene Owen, which discusses the methodology of the Third International Mathematics and Science Study (TIMSS). The featured topic is "The TIMSS 1999 Video Study," and this section contains: (1) "Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study" (James Hiebert, Ronald Gallimore, Helen Garnier, Karen Bogard Givvin, Hilary Hollingsworth, Jennifer Jacobs, Angel Miu-Ying Chui, Diana Wearne, Margaret Smith, Nicole Kersting, Alfred Manaster, Eileen Tseng, Wallace Etterback, Carl Manaster, Patrick Gonzales, and James Stigler); (2) "Invited Commentary: The TIMSS 1999 Video Study and the Reform of Mathematics Teaching" (Thomas J. Cooney); and (3) "Invited Commentary: Lessons Learned from Examining Mathematics Teaching around the World" (Edward A. Silver). The second section, "Early Childhood Education," contains: (4) "Young Children's Access to Computers in the Home and at School in 1999 and 2000" (Amy H. Rathbun and Jerry West); (5) "Prekindergarten in U.S. Public Schools: 2000-20001" (Timothy Smith, Anne Kleiner, Basmat Parsad, and Elizabeth Farris); and (6) "Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99" (Naomi Prakhas, Jerry West, and Kristin Denton). The next section, "Elementary and Secondary Education," contains: (7) "The Nation's Report Card: Science 2000" (Christine Y. O' Sullivan, Mary A. Lautko, Wendy S. Grigg, Jiahe Qian, and Jimming Zhang); (8) "Including Special-Needs Students in the NAEP 1998 Reading Assessment, Part 1, Comparison of Overall Results with and without Accommodations" (Anthony D. Lutkus and John Mazzeo); and (9) "Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999" (Marisa Burian-Fitzgerald, Daniel J. McGrath, and Valena Plisko). The next section, "Postsecondary Education," contains: (10) "Characteristics of Undergraduate Borrowers: 1999-2000" (Melissa E. Clinedinst, Alisa F. Cunningham, and Jamie P. Merisotis); and (11) "Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later" (Lutz Berkner, Shirley He, and Emily Forest Cataldi). The final section, "Data Products, Other Publications, and Funding Opportunities," lists these resources. (SLD) ED480804 Education Statistics Quarterly. Volume 5, Issue 1. Education Statistics Quarterly v5 n1 2003 2003-07-00 72 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov. N/A 2004 2016-11-21

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Yes Child Health Children Grants Health Promotion Mental Health Mental Health Programs Philanthropic Foundations School Health Services Reports - Descriptive School Based Health Clinics School Based Services Robert Wood Johnson Foundation George Washington Univ., Washington, DC. School of Public Health and Health Services. English For more than 30 years, school-based health centers have been making an important difference in the health of millions of children by providing an array of medical and other health services at school. This brochure addresses mental health as part of the Caring for Kids program, a multi-site national grant program of the Robert Wood Johnson Foundation to develop sustainable mental and dental health care for young people by locating them in school-based health centers. The brochure describes the need for mental health services among children and youth and cites the incidence of common mental health disorders among this population. Provision of mental health services in school is put forth as a way to overcome barriers of limited access to services, to provide services in a familiar environment, and to build on existing effective partnerships. The brochure describes some of the ways services are provided at the eight grant-funded sites. Some school-based health centers are described as including psychologists, licensed clinical social workers, and bilingual enrollment specialists on their staff. Some of the centers are described as able to provide services to minority children and youth, the rural poor, and the children of new immigrants who are among those with the greatest need and least access to mental health services. The brochure concludes with a discussion of the policy challenges facing mental health programs for children and youth, particularly the need for secure funding, and some of the strategies attempted by the Caring for Kids programs. (KB) ED480805 Caring for Kids Is Giving Children the Help They Need at School. This Is How It Works... 2003-00-00 Robert Wood Johnson Foundation, New Brunswick, NJ. 9 Center for Health and Health Care in Schools, School of Public Health and Health Services, George Washington University, 1350 Connecticut Avenue, NW, Suite 505, Washington, DC 20036. Tel: 202-466-3396; Fax: 202-466-3467; Web site: http://www.healthinschools.org. N/A 2004 2016-11-21

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Yes Child Health Children Dental Health Health Programs Health Promotion Low Income Groups Pamphlets Philanthropic Foundations School Health Services Reports - Descriptive School Based Services Medicaid Robert Wood Johnson Foundation School Based Health Clinics George Washington Univ., Washington, DC. School of Public Health and Health Services. English For more than 30 years, school-based health centers have been making an important difference in the health of millions of children by providing an array of medical and other health services at school. This brochure addresses school-based dental care as part of the Caring for Kids program, a multi-site grant program funded through the Robert Wood Johnson Foundation to develop sustainable mental and dental health care for young people by locating them in school-based health clinics. The brochure describes the dental care crisis in the United States, noting that tooth decay is the most common childhood disease and that high costs and limited access to care prevent most low-income parents from obtaining the dental care their children need. The brochure contends that school-based health centers offer an effective and efficient means for bringing needed dental care to children whom otherwise would not receive it. Services in such programs may include screening, cleaning, sealants, restorative care, and classroom education. Long-term financial stability is described as the most formidable challenge for most school-based dental services, with Caring for Kids programs surviving through grant support, financial and in-kind contributions, volunteer service, and third-party reimbursements, mostly from Medicaid. The brochure discusses the need to document the effectiveness of school-based dental services, and includes examples of tracking efforts from some programs. The pamphlet concludes by pointing out that the seven Caring for Kids projects are showing how school-based dental centers can effectively provide dental care for children. (KB) ED480806 Caring for Kids Is Fighting Back by Giving Kids the Dental Care They Need at School. This Is How It Works... 2003-00-00 Robert Wood Johnson Foundation, New Brunswick, NJ. 9 Center for Health & Health Care in Schools, George Washington University, 1350 Connecticut Avenue, #505, Washington, DC 20036. Tel: 202-466-3396; Fax: 202-466-3467; Web site: http://www.healthinschools.org. N/A 2004 2016-11-21

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Yes Academic Achievement Change Strategies Child Development Child Health Community Characteristics Educational Indicators Learning Readiness Outcome Based Education Preschool Children Preschool Education School Readiness Student Adjustment Student Improvement Jenkins, Dianne Numerical/Quantitative Data Reports - Descriptive Indicators Wisconsin Wisconsin Wisconsin Council on Children and Families Inc., Madison. English While children are ready for school by virtue of having attained the chronological age for school entry established by the state, school readiness refers to the conditions that promote their readiness to succeed in school. Wisconsin is one of 17 states participating in the National School Readiness Indicators Initiative, the aim of which is to build an agenda for improving school readiness and ensuring early school success. Based on the initiative, this report provides a definition of school readiness, a comprehensive set of indicators that operationalize school readiness, the data available in the State, and an overview of data still needed to complete the picture of school readiness in Wisconsin. The indicators comprising the School Readiness Outcomes Framework, and their relevance to early education, are detailed in the areas of: (1) Responsiveness--family and community support for school readiness, including health care and physical development, family resources, early care and education, and community conditions; (2) Receptiveness--school's readiness for children, including teacher training and professional development, school policies and environment, transition practices, and classroom environments; and (3) Ready Children, including health and physical development, social and emotional development, approaches to learning, language development and communication, and cognition and general knowledge. The report concludes with recommendations for the state to adopt a broad definition of school readiness, adopt the School Readiness Outcomes Framework, and commit to the development of a comprehensive, interdepartmental data infrastructure that supports the School Readiness Outcomes Framework. The report concludes with a table of data on the school readiness indicators. A list of members of the Wisconsin School Readiness Indicators Initiative Steering Committee is appended. (Contains 27 references and 6 Internet resources on school readiness.) (HTH) ED480807 Wisconsin School Readiness Indicator Initiative: The Status of School Readiness Indicators in Wisconsin. 2003-09-00 Policymakers 45 Wisconsin Council on Children and Families, Inc., 16 N. Carroll Street, Suite 420, Madison, WI 53703. Tel: 608-284-0580; Fax: 608-284-0583; Web site: http://www.wccf.org. N/A 2004 2016-11-21

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Yes Academic Achievement Childrens Literature Classroom Environment Early Childhood Education Electronic Journals Fathers Kindergarten Children Literacy Education Outreach Programs Parent Participation Preschool Curriculum Reading Material Selection School Readiness Screening Tests State Standards Student Needs Student Projects Teaching Methods Test Validity Katz, Lilian G., Ed. Rothenberg, Dianne, Ed. Collected Works - Serials Project Approach (Katz and Chard) ISSN-1524-5039 English Early Childhood Research & Practice (ECRP), a peer-reviewed, Internet-only journal sponsored by the Early Childhood and Parenting Collaborative (ECAP), covers topics related to the development, care, and education of children from birth to approximately age 8. The journal emphasizes articles reporting on practice-related research and on issues related to practice, parent participation, and policy. Also included are articles and essays that present opinions and reflections. Following a memoriam for leading early childhood care and education researcher Susan Kontos, the bulk of the journal issue compiles the following five articles on research and practice: (1) "Creating the Conditions for Success with Early Learning Standards: Results from a National Study of State-Level Standards for Children's Learning Prior to Kindergarten" (Catherine Scott-Little, Sharon Lynn Kagan, and Victoria Stebbins Frelow); (2) "Supporting Vulnerable Learners in the Primary Grades: Strategies To Prevent Early School Failure" (Melissa Stormont, Linda Espinosa, Nancy Knipping, and Rebecca McCathren); (3) "The Role of Child Development and Social Interaction in the Selection of Children's Literature To Promote Literacy Acquisition" (C. Denise Johnson); (4) "Discriminant Validity of A Community-Level Measure of Children's Readiness for School" (David A. Murphey); and (5) "Reaching Out to Fathers: An Examination of Staff Efforts That Lead to Greater Father Involvement in Early Childhood Programs" (Stephen Green). The issue concludes with a multi-media feature detailing a project by Indiana kindergartners, "The Llama Project" (Candy Ganzel and Jan Stuglik.) (HTH) ED480808 Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children, Fall 2003. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 94 For full text: http://ecrp.uiuc.edu/v5n2/index.html. N/A 2004 2016-11-21

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Yes Academic Achievement Change Strategies Early Childhood Education Educational Quality Outcomes of Education Position Papers Prior Learning School Readiness State Standards Scott-Little, Catherine Kagan, Sharon Lynn Frelow, Victoria Stebbins Collected Works - Serials Reports - Research National Association Educ of Young Children English Historically the field of early care and education has focused on one type of standardsprogram standards to define requirements for important features of the services children receive. Recently another type of standards has come to the forefront of early care and education policy and practiceearly learning standards that define expectations for children's learning and development. This article reports the results of a national study undertaken to collect data on early learning standards across the country. Using the position statement on early learning standards recently adopted by the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education as a framework for analyzing data from the study, this article presents data on which states have early learning standards, how they were developed, and how they are being used. The article suggests that many of the "conditions for success" described in the position statement are being addressed but also outlines several recommendations for improvements in how early learning standards are developed and implemented. (Author) ED480809 Creating the Conditions for Success with Early Learning Standards: Results from a National Study of State-Level Standards for Children's Learning Prior to Kindergarten. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 22 For full text: http://ecrp.uiuc.edu/v5n2/little.html. N/A 2004 2016-11-21

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Yes Academic Failure Classroom Techniques Elementary School Teachers High Risk Students Influences Language Acquisition Primary Education Student Needs Stormont, Melissa Espinosa, Linda Knipping, Nancy McCathren, Rebecca Collected Works - Serials Guides - Non-Classroom Risk Factors English This article provides early elementary school teachers with specific strategies to support the diverse needs of children who are vulnerable for failure in school. Children who are vulnerable include those who have an increased risk for failure because of specific characteristics that have been found to predict problems in school, such as poverty. A theoretical framework is provided to illustrate the multiple and interactive influences affecting children who are vulnerable. Specific strategies for establishing relationships, addressing the needs of children who exhibit challenging behavior, and supporting language development are discussed. (Author) ED480810 Supporting Vulnerable Learners in the Primary Grades: Strategies To Prevent Early School Failure. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 Practitioners Teachers 15 For full text: http://ecrp.uiuc.edu/v5n2/stormont.html. N/A 2004 2016-11-21

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Yes Childrens Literature Cognitive Development Elementary Education Elementary School Students Emergent Literacy Emotional Development Kindergarten Children Language Acquisition Literacy Reading Material Selection Social Development Johnson, C. Denise Collected Works - Serials Opinion Papers English Noting that linguistic, social, emotional, and cognitive development are complementary processes that ultimately work together to shape a child's literacy growth, this article discusses the relationship between children's development and their social interaction with knowledgeable others on the selection of children's literature for the promotion of literacy acquisition. A discussion of the importance of understanding child development to teaching, learning, and the selection of "just right" literature and how to support children's experiences with literature for optimal benefits is included. The paper also discusses a framework for understanding the interrelated nature of the cognitive, social, emotional, linguistic, and literacy development of children; social interaction; and literature selection in grades K-4. (Author/HTH) ED480811 The Role of Child Development and Social Interaction in the Selection of Children's Literature To Promote Literacy Acquisition. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 12 For full text: http://ecrp.uiuc.edu/v5n2/johnson.html. N/A 2004 8/19/2004 23:39:47 RIEMAY2004 For individual papers, see PS 031543-544 and PS 031 546-548.

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Yes Child Care Community Characteristics Demography Early Experience Poverty Preschool Children School Readiness Screening Tests Test Validity Murphey, David A. Collected Works - Serials Reports - Evaluative Discriminant Validity Vermont Vermont English Discriminant validity of a measure of children's readiness for school was assessed by testing whether it distinguished between groups of children hypothesized to differ, on the basis of demographic characteristics, in their school readiness. The volunteer sample consisted of 3,370 kindergartners in Vermont public schools. Previous group care experience, identified learning-related disabilities, and a community-level measure of poverty were used as independent measures in analyses of children's readiness scores in four conceptual domains. Statistically significant relationships were found between prior group care experience and readiness in each of the domains, and between disability status and readiness in each of the domains. In addition, there were significant negative correlations between community-level poverty and community-level readiness in three of the domains. Results are discussed in terms of their value in establishing credibility for a school readiness measure that can serve to inform a community's efforts to address improvements in the early care and education of children. (Author) ED480812 Discriminant Validity of a Community-Level Measure of Children's Readiness for School. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 9 For full text: http://ecrp.uiuc.edu/v5n2/murphey.html. N/A 2004 2016-11-21

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Yes Child Care Centers Early Childhood Education Fathers Outreach Programs Parent Participation Parent School Relationship Program Effectiveness Green, Stephen Collected Works - Serials Reports - Evaluative English In recent years, researchers and practitioners have become increasingly interested in father/male involvement in early childhood programs. However, few empirical studies have examined early childhood educators' efforts to involve fathers in such programs. The purpose of the present investigation was to assess early childhood educators' efforts to involve fathers and to determine which efforts lead to greater success at overall father involvement. Surveys were completed by 213 early childhood educators attending regional training events. Findings demonstrate that efforts are being made in a number of areas to increase father involvement. Multiple regression analysis revealed that three factors significantly accounted for early childhood educators' success at involving fathers: (1) including the father's name on the enrollment form, (2) sending written correspondence to fathers even if they live apart from their children, and (3) inviting fathers to the center to participate in educational activities with their children. (Author) ED480813 Reaching Out to Fathers: An Examination of Staff Efforts That Lead to Greater Father Involvement in Early Childhood Programs. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 Administrators Practitioners Teachers 14 For full text: http://ecrp.uiuc.edu/v5n2/green.html. N/A 2004 8/19/2004 23:39:50 RIEMAY2004 For individual papers, see PS 031 543-546 and PS 031 548.

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Yes Documentation Kindergarten Kindergarten Children Preschool Curriculum Reflective Teaching Student Projects Teacher Attitudes Teaching Methods Ganzel, Candy Stuglik, Jan Collected Works - Serials Reports - Descriptive Project Approach (Katz and Chard) English At a suburban Indiana elementary school, the Project Approach serves as the basis of the curriculum in all Kindergarten classrooms. The four classes of 5- and 6-year-old children at this school chose to study llamas. This article discusses how the project evolved, describes the three phases of the project, and provides teachers' reflections on the project. Photos taken during the project are included. (Author/HTH) ED480814 The Llama Project. Early Childhood Research and Practice: An Internet Journal on the Development, Care, and Education of Young Children. v5 n2 Fall 2003 2003-00-00 26 For full text: http://ecrp.uiuc.edu/v5n2/ganzelthumb.html. N/A 2004 2016-11-21

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Yes Classroom Environment Costs Educational Quality Expenditure per Student Inclusive Schools Language Acquisition Preschool Education Public Schools Social Development Special Needs Students Teacher Student Relationship Marshall, Nancy L. Creps, Cindy L. Burstein, Nancy R. Glantz, Frederic B. Robeson, Wendy Wagner Barnett, Steve Schimmenti, Jennifer Keefe, Nancy Reports - Research Massachusetts Program Characteristics School Based Services Massachusetts Wellesley Coll., MA. Center for Research on Women. English Massachusetts has a comprehensive system of early care and education that provides preschool programs for over 165,000 children, an estimated 27,600 of which attend preschool programs administered by public school systems. The second phase of the Massachusetts Cost and Quality Study examined 95 school-based, publicly administered preschool classrooms to determine characteristics, the quality of care and education, whether the quality varies by the family income of the children being served, what characteristics are linked to the quality of the school-based preschool classrooms, and the costs of public preschool education in public schools. Overall findings of this second phase of the study can be summarized as follows: (1) school-based, publicly administered preschool classrooms fill a particular niche in the early care and education market; (2) most of Massachusetts' publicly-administered preschool classrooms provide early care and education that meets or exceeds national standards for good quality; (3) three-quarters of the classrooms met or exceeded the Good benchmark on language and reasoning stimulation, and 87 percent met or exceeded the Good benchmark on social interactions; (4) the level of quality for public-school preschool programs serving lower income children was comparable to that of other public school programs in Massachusetts; (5) while the majority of the programs provide quality early care and education, there is room for improvement in opportunities for outdoor play and in meeting staff needs; (6) additional teacher training in early childhood education, beyond their formal education, such as the training provided by the Community Partnerships Children program, raises the level of language-reasoning stimulation provided to children in a given classroom; (7) teachers in classrooms with fewer children, as well as better ratios of children to instructional staff, provided greater warmth and sensitivity and greater teacher engagement with children; (8) classrooms that were NAEYC-accredited scored higher on both stimulation and warmth and sensitivity; (9) the majority of these preschool classrooms were inclusive classrooms, service both children with special needs and children without, and quality did not vary with the types of special education services offered, or the specific diagnoses of the children with special needs; and (10) per pupil expenditures in these inclusive preschool classrooms are estimated at $11,187 per year, or $21.68 per child hour, for preschool children with special needs and $3,236 per year or $6.27 per child hour, for children in the regular education program. (Contains 21 references.) (HTH) ED480815 Early Care and Education in Massachusetts Public School Preschool Classrooms. A Report on the Findings from the Massachusetts Cost and Quality Study. 2002-00-00 Massachusetts State Dept. of Education, Malden. Abt Associates, Inc., Washington, DC. Policymakers 53 Center for Research on Women, Wellesley Centers for Women, 106 Central Street, Wellesley, MA 02481 ($5). Tel: 781-283-2500; Fax: 781-283-2504; Web site: http://www.wellesley.edu. N/A 2004 2016-11-21

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Yes Agency Cooperation Change Strategies Compensation (Remuneration) Developmentally Appropriate Practices Educational Environment Educational Quality High Risk Students Outcomes of Education Parent School Relationship Performance Factors Preschool Children Preschool Curriculum Preschool Education Staff Development State Standards Teacher Qualifications Teacher Student Relationship Espinosa, Linda M. Opinion Papers Reports - Descriptive Program Characteristics Quality Indicators English Research has consistently shown that 3- and 4-year-olds who attend a high-quality preschool are more successful in kindergarten and beyond--both academically and socially. But the majority of preschool programs in the United States are not judged as good, with many rated far below that. Many of our most vulnerable children attend the lowest quality programs, and children who are at risk for school failure are more strongly influenced by the quality of preschool. Noting that momentum is building across the country to develop more preschool programs, this policy brief provides a vision of what high-quality preschool programs look like, and offers recommendations for improving quality. The brief uses the latest research findings and best practices recommended by the National Association for the Education of Young Children (NAEYC) to describe the process and structural features of a high-quality preschool program in terms of what is critical for the child, family, teacher, curriculum, and classroom. Based on these indicators of quality, the brief's policy recommendations are as follows: (1) develop state standards for all preschool programs; (2) increase teacher salaries and benefits to levels similar to those of comparably qualified K-12 teachers; (3) develop valid measures of early educational quality that incorporate the recent research on early literacy, mathematical, scientific and social-emotional learning; (4) provide continuous training and quality improvement efforts to all preschool teachers and programs; and (5) work together at federal, state, and local levels of government to establish a coordinated system of high-quality education and care for all 3- and 4-year-olds. (Contains 20 endnotes and a list of 32 additional resources. (HTH) ED480816 High-Quality Preschool: Why We Need It and What It Looks Like. NIEER Preschool Policy Matters, Issue 1. 2002-11-00 Pew Charitable Trusts, Philadelphia, PA. Policymakers 13 National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/policybriefs/1.pdf. N/A 2004 2016-11-21

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Yes Bachelors Degrees Educational Attainment Educational Quality Literature Reviews Preschool Teachers Teacher Qualifications Teacher Student Relationship Whitebook, Marcy Information Analyses Opinion Papers English Throughout the United States, kindergartens receive children with increasingly diverse levels of skills. In order to provide a learning atmosphere that is supportive of all children, prekindergarten teachers must be equipped to adapt to each child's needs. This paper reviews the research on pre-kindergarten teacher quality. The purpose of the review is to highlight teachers with bachelor's degrees and their direct link to quality in early education and care. The review is limited to studies that distinguished bachelor's degrees from other levels of education, and restricted to articles published in peer reviewed journals or reports issued by agencies that subject their reports to peer-advising. This resulted in eight studies that specifically explore the benefits of pre-K classrooms when teachers have bachelor's degrees and specialized training in early childhood education. Among the findings of the studies reviewed are the following: (1) teachers with four-year degrees in early childhood education rated higher in positive interaction with children than those without these credentials, and were less detached, less authoritarian and less punitive; (2) children who had teachers with a bachelor's or associate's in early childhood education demonstrated stronger receptive vocabularies that those with teachers holding only a high school diploma; and (3) retaining the greatest number of teachers with bachelor's degrees or more was the strongest predictor of whether a center maintained a high level of quality over time. Taken as a group, these studies strongly show the importance of not simply more education, but specifically how the requirement of a bachelor's degree with specialized early childhood training can be parlayed into securing high quality center-based pre-kindergarten programs. (Contains 32 references.) (HTH) ED480817 Bachelor's Degress Are Best: Higher Qualifications for Pre-Kindergarten Teachers Lead to Better Learning Environments for Children. 2003-00-00 Kellogg Foundation, Battle Creek, MI. 26 The Trust for Early Education, 1725 K Street, Suite 212, Washington, DC 20006. Tel: 202-293-1245; Fax: 202-293-1798; Web site: http://www.trustforearlyed.org. For full text: http://www.trustforearlyed.org/docs/WhitebookFinal.pdf. N/A 2004 8/19/2004 23:39:57 RIEMAY2004 Produced by the Trust for Early Education.

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Yes Academic Achievement Bachelors Degrees Compensation (Remuneration) Early Childhood Education Educational Attainment Educational Quality Preschool Teachers Staff Development State Standards Teacher Education Teacher Qualifications Barnett, W. Steven Opinion Papers Reports - Descriptive English Once they begin kindergarten, America's children are taught by professionals with at least a four-year college degree. Prior to kindergarten, their teachers are far less prepared. Fewer than half of preschool teachers hold a bachelor's degree, and many have never even attended college. Noting that new research finds that young children's learning and development clearly depend on the educational qualifications of their teachers, this policy brief examines the relationship between student achievement and teacher qualifications, and offers recommendations for improving teacher qualifications. The brief summarizes the kinds of qualifications preschool teachers actually need, and reviews research indicating the relationship between teacher qualifications and program quality. The brief concludes with policy recommendations, including the following: (1) require preschool teachers to have a four-year college degree and specialized training; (2) design professional development programs enabling current early education teachers to acquire a four-year degree; and (3) pay preschool teachers salaries and benefits comparable to those of similarly qualified teachers in K-12 education. (Contains 31 endnotes.) (HTH) ED480818 Better Teachers, Better Preschools: Student Achievement Linked to Teacher Qualifications. NIEER Preschool Policy Matters, Issue 2. 2003-03-00 Pew Charitable Trusts, Philadelphia, PA. Policymakers 13 National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/policybriefs/2.pdf. N/A 2004 8/19/2004 23:39:59 RIEMAY2004 Produced by Rutgers National Institute for Early Education Research.

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Yes Compensation (Remuneration) Early Childhood Education Labor Turnover Preschool Teachers Program Improvement Salary Wage Differentials Teacher Improvement Teacher Recruitment Barnett, W. Steven Opinion Papers Reports - Descriptive Project Head Start English Recruiting and retaining good teachers ranks as one of the most significant roadblocks to solving the preschool quality crises facing the country. Evidence points to the low wages and benefits offered to preschool teachers as the single most important factor in hiring and keeping good teachers. This policy brief examines what is known about the connection between inadequate teacher compensation and preschool quality, and offers recommendations to improve quality through improvements in compensation and retention. Recommendations include the following: (1) Head Start could raise teacher qualifications and compensation to the level of K-12 education in public schools with only modest annual increases in funding; (2) state prekindergarten programs must have enough funds to ensure adequate and comparable pay in public school and private contracted programs; and (3) state policies to subsidize the supply of good preschool teachers will succeed in the long run only if other state policies also support adequate pay and benefits. (Contains 23 endnotes.) (HTH) ED480819 Low Wages = Low Quality: Solving the Real Preschool Teacher Crisis. NIEER Preschool Policy Matters, Issue 3. 2003-03-00 Pew Charitable Trusts, Philadelphia, PA. 9 National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/policybriefs/3.pdf. N/A 2004 2016-11-21

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Yes Compensation (Remuneration) Cost Estimates Early Childhood Education Preschool Teachers Program Improvement Salary Wage Differentials Teacher Improvement Teacher Qualifications Opinion Papers Reports - Descriptive Project Head Start English Research shows that preschool produces the strongest effects when teachers are well qualified. Noting that most Head Start preschool teachers do not hold even the minimum teaching degrees required to teach kindergarten, this policy brief looks at the costs of putting highly qualified teachers in Head Start classrooms to improve the effectiveness of the program. The brief notes the salary/wage differential between Head Start teachers and public school kindergarten teachers, and highlights issues in raising Head Start teacher qualifications, including gradual salary increases, and assistance for Head Start teachers wishing to attend college. The brief projects that the cost to put a well-qualified teacher in every Head Start classroom, phased in over an 8-year period, would range from $177 million in the first year to $1.4 billion in year eight, representing less than 1/1000th of the federal budget. (HTH) ED480820 Investing in Head Start Teachers. NIEER Preschool Policy Matters, Issue 4. 2003-08-00 Pew Charitable Trusts, Philadelphia, PA. Policymakers 5 National Institute for Early Education Research (NIEER), Rutgers, The State University, 120 Albany Street, Suite 500, New Brunswick, NJ 08901. Tel: 732-932-4350; Fax: 732-932-4360; e-mail: info@nieer.org; Web site: http://nieer.org. For full text: http://nieer.org/resources/policybriefs/4.pdf. N/A 2004 2016-11-21

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Yes Brain Childhood Needs Cognitive Development Early Childhood Education Early Experience Educational Policy Infants Learning Readiness Program Development Public Policy School Readiness Social Development Toddlers Wilen, Julie Rubins Opinion Papers Reports - Descriptive Program Characteristics Brain Development Early Head Start Ounce of Prevention Fund. English While the notion of starting education early with children has gained momentum in the public's mind, our public policies and investments still do not reflect society's increasing knowledge of how the human brain grows and how very early experiences beginning at birth affect a child's future. Arguing that if policymakers fail to include the needs of babies and toddlers as plans are made for universal preschool, in five years the conversation about "school readiness" will instead by about "preschool readiness," this brief examines the gap between what is known about early cognitive development and what is done when it comes to early care and education, and advocates a common conversation about school readiness and a unified movement to develop a voluntary, universal early learning system for children prior to kindergarten that builds upon existing programs and begins with children most at-risk for school failure. The brief expands the notion of school readiness to one encompassing the social-emotional development needed to navigate the preschool environment: approach new tasks with confidence, sit with other children in a group and listen, have sufficient vocabulary and language experience to communicate without disruptive behavior. Next, the brief summarizes research findings on the effects of early experiences on learning at preschool age and older. The brief then describes characteristics of birth-to-three programs, highlighting in particular Early Head Start. Financing models and strategies are then described, noting that the federal government and a few states, including Illinois and California, have implemented such innovative approaches as they build birth-to-five early learning systems. Critical elements for a birth-to-five system are also highlighted in the areas of accessibility, quality, and coordination with other early childhood services. The brief concludes by reiterating that as states engage in discussions to promote universal preschool programs, adequately addressing the learning and nurturing needs of children younger than age three must be at the forefront of the conversation. (Contains 13 notes.) (HTH) ED480821 Ready for School: The Case for Including Babies and Toddlers as We Expand Preschool Opportunities. 2003-00-00 Policymakers 17 Ounce of Prevention Fund, 122 South Michigan Avenue, Suite 2050, Chicago, IL 60603-6198. Tel: 312-922-3863; Fax: 312-922-2173; Web site: http://www.ounceofprevention.org. For full text: http://www.ounceofprevention.org/downloads/publications/ready_for_school.pdf. N/A 2004 2016-11-21

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Yes Educational Quality Family Support Preschool Education Program Descriptions Program Effectiveness Public Schools State Programs State Standards Guides - Non-Classroom Colorado Colorado Colorado State Dept. of Education, Denver. English The Colorado Preschool Program (CPP) provides funding to establish quality early childhood education programs that serve children eligible to enroll in kindergarten the following year. A vital component of CPP is to strengthen families and support them as participants in their child's education. District Councils made up of representatives of key stakeholders and service providers manage local CPP programs. The purpose of this handbook is to assist District Council members and others interested in the CPP to be able to provide high quality services. The handbook outlines: (1) criteria for selecting school districts for participation; (2) administration of the CPP; (3) areas to address in a comprehensive preschool plan--quality, staff development, family involvement, family support services, and program evaluation; (4) CPP funding and expenditures; (5) program requirements--licensing, Colorado quality standards for early childhood care and education services, accreditation, Colorado Department of Education on-site visits; (6) providers of Colorado preschool program services; (7) child eligibility; (8) child transitions; (9) individualized learning plans; (10) children's files; (11) Colorado Preschool Program effectiveness; and (12) frequently asked questions. (HTH) ED480822 Colorado Preschool Program: 2003-2004 Handbook. 2003-00-00 29 Colorado Department of Education, 201 E. Colfax Avenue, Room 408, Denver, CO 80203. Tel: 303-866-6783; Fax: 303-866-6785; Web site: http://www.cde.state.co.us. N/A 2004 2016-11-21

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Yes Adolescents Birth Weight Births to Single Women Child Abuse Child Health Child Neglect Child Safety Children Counties Early Parenthood Educational Indicators Family Financial Resources Family (Sociological Unit) Family Violence Infant Mortality Prenatal Care School Readiness Social Indicators Welfare Recipients Well Being Cranley, M. Martha Bianchi, J. P. Eleson, Charity Hall, Linda Jacobson, Bob Jackson, Kristin Peacock, Jon Numerical/Quantitative Data Reports - Descriptive Wisconsin Wisconsin Council on Children and Families Inc., Madison. English This WisKids Count data book provides a statistical portrait of the well-being of Wisconsin's children. In addition to demographic data indicating changing communities, the indicators and data are organized into five overarching goals: (1) Healthy Families and Children Thrive, including births to single women, infant deaths, and health care coverage; (2) Families Can Meet Their Needs, including family income, housing affordability, children in kinship care, and AFDC and food stamp recipients; (3) Children Are Safe, including births to teen mothers, child abuse and neglect reports, and domestic violence incidents; (4) Youth Make Good Choices, including high school graduation, students taking the ACT exam, juvenile arrests, and children placed in out of home care; and (5) Children Are Ready for School, including children meeting immunization requirements, Head Start enrollment, and children participating in the Birth to Three program. The bulk of the report then presents data by county for each of the indicators under each goal. Data are provided for the years 1991, 1995, 2000, and 2001/2002 to indicate trends. The remainder of the data book provides city comparisons for years 1990 and 2000. Indicator sources and explanations conclude the data book. (HTH) ED480823 Wiskids Count Data Book, 2003. 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. 188 WCCF, 16 North Carroll Street, Suite 600, Madison, WI 53703 ($15, including postage). Tel: 608-284-0580; Fax: 608-284-0583; Web site: http://www.wccf.org. For full text: http://www.wccf.org/projects/wiskids/2003/fullbook.pdf. N/A 2004 2020-11-23

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Yes Adult Education Adult Learning Adult Programs Curriculum Design Discussion Groups Discussion (Teaching Technique) Educational Resources Group Discussion Group Dynamics Instructional Material Evaluation Learning Activities Learning Strategies Participative Decision Making Relevance (Education) Student Centered Curriculum Teaching Guides Bishop, Meg Gibson, Graeme Guides - Non-Classroom Learning Circles English This guide is intended for individuals and groups who are interested in developing resource material for highly participatory, small, democratic adult discussion groups that are based soundly on adult learning principles. Suggestions are provided for preparing learning circle material that will be balanced, authoritative, and help people in thoughtful discussion, and that will do the following: be learner friendly by using and valuing existing knowledge and experience and by providing a forum where people feel okay about what they don't know; take a holistic approach, where problems and issues are placed in a broad social, economic, and political context; and have action outcomes that are not prescribed, but groups may consider and decide upon various possibilities. Planning the learning circle is best done through developing a communication plan that defines the issues, target audience, objectives, and key questions and that identifies resources needed for the project and considers methods of evaluation. Some principles for preparing materials are as follows: (1) consider guidelines for a productive discussion; (2) provide factual background information; (3) provide opportunities for people to localize the material; (4) remember that learning circles should lead to change and/or action; (5) organize the material; and (6) evaluate the materials by testing them with a group. The document contains contact information. (MO) ED480824 Learning Circles: Do-It-Yourself. A Guide to Preparing Your Own Learning Circle Material. 1999-00-00 Community 5 N/A 2004 2016-11-21

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No Annual Reports Consultation Programs Foreign Countries Graduate School Faculty Graduate Students Graduate Study Health Education Higher Education Organizational Objectives Professional Development Professional Education Program Descriptions Research and Development Research and Development Centers Reports - Descriptive Melbourne Univ. (Australia). Youth Research Centre. English This report details the activities of the Youth Research Centre (YRC) at the University of Melbourne in 2002 in research project work involving a balance between the completion of projects, the development of new areas, and the continuation of longer-term projects as well as the supervision and teaching of a range of postgraduate health and education studies. After a note from the director that describes YRC's focus upon young people's perspectives and experiences of education, work, and life, and a 2002 project summary, a section entitled "Research Program" describes 18 programs and gives contact information for each. The following section, entitled "Professional Development and Consultancies," describes 12 programs and gives contact information for each. "Teaching and Research Training" describes the teaching programs of the center, and "Supervision of Postgraduate Students" lists the names of students along with the titles of their master's and doctorate degree projects. "Publications" lists the 2002 center publications as well as the journals, journal articles, and chapters in books by center staff. "Seminar and Conference Presentations" lists the two Heggen Forums held by the YRC in 2002, as well as the conferences and addresses of center staff. "Networks and Partnerships" describes the YRC's international involvement, partnerships, and participation in the Youth Affairs Research Network (YARN). Finally, there are short sections on center personnel, center membership, and a description of the aims of the YRC. (MO) ED480825 Youth Research Centre Annual Report, 2002. 2003-05-00 52 Youth Research Centre, Faculty of Education, University of Melbourne, Victoria 3010 Australia ($5.50 Australian; free to members). Tel: (03) 8344 9633; Fax: (03) 8344 9632; e-mail: yrc@edfac.unimelb.edu.au; Web site: http://yarn.edfac.unimelb.edu.au/yrc/home.html. For full text: http://yarn.edfac.unimelb.edu.au/yrc/YRC-Annual-Reports/AR2002.ht ml. N/A 2004 8/19/2004 23:40:13 RIEMAY2004

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Yes Auto Body Repairers Auto Mechanics Correctional Education Counties Delinquent Rehabilitation Employment Opportunities Employment Projections Juvenile Justice Labor Market Labor Needs Postsecondary Education Program Development Program Implementation Secondary Education State Programs Statewide Planning Technology Education Trade and Industrial Education Youth Employment Youth Problems Youth Programs Information Analyses Numerical/Quantitative Data Incarcerated Youth California California California State Dept. of Employment Development, Sacramento. English The California Youth Authority (CYA) planned to offer a training program covering all aspects of the automotive trades to wards during their incarceration. Through analysis, it showed future job opportunities exist, due to increased job numbers and high turnover rate, for persons trained in the automotive trades in California over a 10-year period ending 2008. Automotive trades occupations were automotive mechanics and automotive body and related repairers. Industries employing the bulk of automotive trade workers--motor vehicle dealers (new and used) and automotive repair shops--were expected to grow over the 10-year period. Employers had difficulty finding trained workers in this field. Recommendations were for CYA to anticipate counties most likely to receive wards at their release so analysis can be focused at the county level; contact local employers and labor unions where wards will be released to determine specific skills needed in the local area and whether they see a need for new entrants into the labor force; and develop an assessment tool to screen individuals to determine whether they have the potential to complete training and become gainfully employed in the automotive field. (California Occupational Guides for automobile mechanics and automobile body repairers and labor market information are attached.) (YLB) ED480826 An Assessment of Future Employment Opportunities for Individuals Trained in the Automotive Trades. Working Paper. 2001-07-00 18 For full text: http://www.calmis.ca.gov/specialreports/ CYA-AutoTradesRpt-2001.pdf. N/A 2004 2016-11-21

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No Agricultural Education Competency Based Education Conservation Education Conservation (Environment) Environmental Education Forestry Forestry Occupations Habitats Instructional Materials Land Use Learning Activities Lesson Plans Natural Resources Off Farm Agricultural Occupations Outdoor Education Secondary Education Teaching Guides Tests Water Resources Wildlife Management Hehn, Darold Newport, Bob Guides - Classroom - Learner Guides - Classroom - Teacher Renewable Resources Crosswalks (Linking) Environmental Occupations Natural Resources Management Oklahoma Oklahoma Multistate Academic and Vocational Curriculum Consortium, Stillwater, OK. English These student and teacher guides are designed for a secondary-level course in natural resources that focuses on renewable and nonrenewable natural resources, methods of protecting the environment, and the various careers and technologies available in the natural resources area. The following topics are covered in the course's 10 units: outdoor safety and first aid, natural resources and conservation, water resource management, land management, air resource management, energy resources, forestry, wildlife management, wildlife habitats, and outdoor recreation. Each unit in the student guide contains some or all of the following: objective sheets, information sheets, student supplements, assignment sheets, and job sheets the last two of which are contained in the student workbook. The teacher edition and teacher component portion of the accompanying CD-ROM contain some or all of the following: how to use this product; competency profile; crosswalk to the Oklahoma Natural Resource Duty/Task List; instructional/task analysis; basic skill icons and classifications; basic skills matrix; tools, equipment, and materials lists; glossary of terms; and course units. Each unit in the teacher edition contains some or all of the following: suggested activities and lesson plans; answers to reviews, assignment sheets, and written tests; written tests; teacher supplements; and transparency forms. In addition to teacher components, the accompanying CD-ROM includes the following student components: objective sheet, information sheet, assignment sheet, and job sheet. (MO) ED480827 Introduction to Natural Resources. Third Edition. Teacher Edition [and] Student Guide [and] Student Workbook. 2004-00-00 Students Practitioners Teachers 1044 Multistate Academic and Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074 (order no. 302101 (Teacher Edition) $99.00; order no. 302102 (Student Guide) $30.50; order no. 302142 (Student Workbook) $20.00). Tel: 800-654-3988; e-mail: mavccweb@okcareertech.org; Web site: http://www.mavcc.org. N/A 2004 2016-11-21

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No Allied Health Occupations Education Biomedical Equipment Biomedicine Competency Based Education Curriculum Disease Control Instructional Materials Learning Modules Medical Services Microbiology Occupational Safety and Health Pharmacology Postsecondary Education Secondary Education Surgery Surgical Technicians Task Analysis Teaching Guides Tests Work Environment Bushey, Vicki Hildebrand, Bob Hildebrand, Dinah Johnson, Dave Sikes, John Tahah, Ann Walker, Susan Zielsdorf, Lani Guides - Classroom - Learner Guides - Classroom - Teacher Crosswalks (Linking) Multistate Academic and Vocational Curriculum Consortium, Stillwater, OK. English These teacher and student editions provide instructional materials for an introduction to surgical technology course. Introductory materials in the teacher edition include information on use, instructional/task analysis, academic and workplace skill classifications and definitions, related academic and workplace skill list, and crosswalk to Association of Surgical Technologists core curriculum objectives. Each module of instruction in the teacher edition includes some or all of these components: suggested activities, transparency masters, teacher supplements, written test and key, assignment sheets answers, optional assignment sheets and answers, and module review and answers. Each module in the student edition includes some or all of these components: learning activities sheet, module objective sheet, information sheet, student supplements, assignment sheets, and job sheets. Modules are designed for more than one lesson or class period of instruction. These four sections contain 17 modules as follows: orientation to surgical technology (professional responsibilities and relations, interpersonal relationships and communication skills, legal and ethical responsibilities); safety (environmental, work place); microbiology (introduction, infection and immunology, wound healing); pharmacology (basic math, weights and measures, syringes and hypodermic needles, pharmacologic agents, anesthesia); and biomedical science (computer skills, electricity, applied physics, robotics). (YLB) ED480828 Introduction to Surgical Technology. Third Edition. Teacher Edition [and] Student Edition. 2004-00-00 Practitioners Students Teachers 1513 Multistate Academic and Vocational Curriculum Consortium, 1500 West Seventh Avenue, Stillwater, OK 74074 (order no. 312001 (teacher edition) $187; order no. 312002 (student edition) $88.50). Tel: 800-654-3988 (Toll Free); e-mail: mavccweb@okcareertech.org; Web site: http://www.mavcc.org. N/A 2004 2016-11-21

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No Adult Education Community Development Community Resources Cross Cultural Training Cultural Awareness Developing Nations Economic Climate Foreign Countries Instructional Materials Intercultural Communication Learning Activities Local History Local Issues Natural Resources Physical Environment Service Learning Social Environment Teaching Guides Volunteer Training Volunteers Guides - Classroom - Learner Guides - Classroom - Teacher Peace Corps Peace Corps, Washington, DC. Information Collection and Exchange Div. English These two publications fill the need of newly posted Peace Corps volunteers (PCVs) for self-directed learning activities to aid the community entry process. A volunteer's guide provides a way to learn about biophysical, economic, and social aspects of the host community during the first few months of service. It has ideas and activities for discovering practices, perceptions, beliefs, values, people, and other local resources with which development actions can be built. The method helps them explore and discover how community members perceive and relate to their local natural resource base. Learning activities in three areas--biophysical, economic, and social environment--rely on these four tools: communication, observation, action, reflection. Each activity has some or all of these parts: why do this, what to do, key questions, now what, tips, adaptations/alternatives, and what worked. Additional activities are appended. The complementary training manual suggests ways to introduce the guide to PCVs in Pre-Service Training (PST). Section 1 discusses volunteer learning and community entry. Section 2 has designs for four PST sessions called local environmental knowledge warm-up; doing an activity--biophysical; doing an activity--economic; and the volunteer guide and project framework. Section 3 has designs for these two inservice training sessions: (1) volunteer presentations and reviews and (2) review of quarterly reports. Session information consists of some or all of these components: overview, objectives, time required, participants, trainer/trainee preparation, activity procedure, additional options, and reflection questions. (YLB) ED480829 Learning Local Environmental Knowledge: A Volunteer's Guide to Community Entry [and] Learning Local Environmental Knowledge: Training Manual. 2002-09-00 Students Practitioners Teachers 107 For full text (training manual): http://www.peacecorps.gov/library/pdf/T0126_llekmanual.pdf. For full text (volunteer guide): http://www.peacecorps.gov/library/pdf/M0071_llekguide.pdf. N/A 2004 2016-11-21

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No Adult Education Agency Role Community Development Cooperation Empowerment Experiential Learning Foreign Countries Group Dynamics Instructional Materials Learning Modules Local Issues Nongovernmental Organizations Nonprofit Organizations Organizational Development Private Agencies Teaching Guides Training Methods Voluntary Agencies Volunteer Training Volunteers Guides - Classroom - Learner Guides - Classroom - Teacher Capacity Building Peace Corps Appreciative Inquiry Peace Corps, Washington, DC. Information Collection and Exchange Div. English This training guide provides Peace Corps volunteers (PCVs) with knowledge, tools, and techniques to work with a nongovernmental organization's (NGO's) staff, board of directors, clients, and donors to build its capacity. An introduction provides information on the trainer role, trainer's notes at the end of each module, and guidelines for placing PCVs with NGOs. Five modules follow. Module 1 looks at how NGOs contribute to a civil society and the PCV's role in working with an NGO. Module 2 discusses advantages of appreciative inquiry as an approach for NGO development. Module 3 presents the NGO Capacity Profile that diagnoses strengths and weaknesses and reviews functional components. Module 4 reviews these two skills a PCV needs to work with NGOs: facilitation and training. Module 5 explores the role of governance and planning in achieving a sustainable organization. Designed for the self-directed adult learner, modules allow flexibility in time spent and opportunities to explore areas that interest the PCV. Each module begins with knowledge, skills, and attitude objectives. Experiential activities are structured to encourage adapting what one knows and topics discussed to the local NGO situation; questions highlighting cross-cultural issues are incorporated. Key terms are defined and space is provided to write the local language translation. Trainer's Notes at the end of each module include overview of topics, time required, materials, preparation, and hints for debriefing the experience and processing the learning. (YLB) ED480830 An NGO Training Guide for Peace Corps Volunteers. 2003-00-00 Practitioners Teachers Students 182 For full text: http://www.peacecorps.gov/library/pdf/m0070/M0070_all.pdf. Text in Word 2000 provided on disk, but not available from ERIC. N/A 2004 2016-11-21

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No Adult Education Budgeting Community Development Community Resources Curriculum Development Developing Nations Foreign Countries Integrated Activities Personnel Selection Planning Program Design Program Development Program Evaluation Program Implementation Staff Development Staff Orientation Student Evaluation Task Analysis Volunteer Training Volunteers Guides - Classroom - Teacher Peace Corps Peace Corps, Washington, DC. Information Collection and Exchange Div. English This booklet, one of six that compose the Peace Corp's programming and training (P&T) guidelines, provides information and ideas on ways to increase each post's effectiveness through linking P&T. An introduction discusses the direct impact that P&T have on the success of each other, since, at the Peace Corps, programming drives training, and training informs programming. Section 2 provides an overview of P&T integration. The following nine sections cover the points of integration that occur when staff members design, review, and revise the project plan; conduct task analyses and develop competencies; design and implement training events; select staff for P&T; orient and develop staff; select training sites and develop community resources; assess trainees and PCVs; assess training; assess programming; document P&T; participate in planning and budgeting processes; request resources to support P&T; and request volunteers. A final section discusses challenges of integrating P&T. Appendixes include acronyms; glossary; P&T integration checklist; training informs programming scenarios; sample timeline; training continuum; types of Peace Corps training; description of work format; materials for Pre-Service Training; and questions to guide action planning and resource planning for training. (YLB) ED480831 Programming and Training Booklet 6: How to Integrate Programming and Training. 2003-00-00 Teachers Practitioners 78 For full text: http://www.peacecorps.gov/library/pdf/T0118_ptbooklet6.pdf. N/A 2004 2016-11-21

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No Administrator Guides Administrator Responsibility Administrator Role Adult Education Citizen Participation Collegiality Community Involvement Foreign Countries Leaders Leadership Training Models Participative Decision Making Program Administration Supervisors Supervisory Methods Supervisory Training Teamwork Volunteer Training Volunteers Workshops Guides - Classroom - Teacher Guides - Non-Classroom Peace Corps Peace Corps, Washington, DC. Information Collection and Exchange Div. English This manual combines best practices for involvement of supervisors and counterparts in programming, training, and volunteer activities from the three regions of the Peace Corps. Its intent is to offer ideas for participatory development to supplement the work being done with partners at posts. It is designed to help associate Peace Corps directors (APCDs), program managers, programming and training officers (PTOs), and training staff identify, learn from, train, and support their counterparts and supervisors. The manual is divided into three sections. Section 1, Working with Supervisors and Counterparts, provides an overview of who community partners are and why they are valued, along with a timeline of opportunities for involving them throughout the volunteer cycle. Section 2, Developing a Supervisor and Counterpart Workshop, provides the "core" components derived from field practices for a one-day supervisor/counterpart training, including an agenda and session plans. Section 3, A Supervisor/Counterpart Model Handbook, offers a template than can be customized as a resource for particular supervisors and counterparts. (YLB) ED480832 Working with Supervisors and Counterparts. Developing a Supervisor and Counterpart Workshop: Sample One-Day Workshop, Other Agenda Designs and Session Plans. A Supervisor/Counterpart Model Handbook: A "How To" Workbook. 2002-00-00 Practitioners Teachers 175 For full text: http://www.peacecorps.gov/library/pdf/T0121_wscbooklet1.pdf. For full text: http://www.peacecorps.gov/library/pdf/T0121_wscbooklet2.pdf. For full text: http://www.peacecorps.gov/library/pdf/T0121_wscbooklet3.pdf. N/A 2004 2016-11-21

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No Adolescent Development Adolescents Adult Education Community Development Disadvantaged Youth Empowerment Foreign Countries Group Dynamics Homeless People Interpersonal Relationship Learning Activities Out of School Youth Rapport Teaching Methods Volunteer Training Volunteers Young Adults Youth Leaders Youth Opportunities Youth Programs Guides - Non-Classroom Orphans Peace Corps Youth Development Model Peace Corps, Washington, DC. Information Collection and Exchange Div. English Based on advice and information from Peace Corps volunteers, staff, and experts, this manual provides creative, innovative ideas for activities for youth that are founded on development principles. Part 1 provides information about these different kinds of youth a volunteer may encounter in the community: in-school, out-of-school, differently abled, street, working, refugees and internally displaced, and orphaned youth. Part 2 on creating credibility, addressing sustainability, and building capacity covers ideas about how to build relationships with young people and gather information about the youth environment in the area; volunteer roles; stages of adolescent development; a theory that emphasizes starting from strengths and assets as a highly effective approach to working with youth; Peace Corps experience in strength-based work and its youth development framework; asset types identified through youth and community research; and planning, implementing, and evaluating a youth activity for ways to include youth work in a Peace Corps Project Plan. Part 3 is a collection of reminders and descriptions of useful tools, techniques, and games divided into these five categories: assessment, planning, implementation, evaluation, and games, songs, and other activities or "60 Things to Do on the Spot." Part 4 describes promising activities volunteers have implemented. Part 5 includes lists of 15 items from the Peace Corps' Information Collection and Exchange and 11 organizations; a 28-item bibliography; and 88 endnotes. (YLB) ED480833 Working with Youth: Approaches for Volunteers. 2002-00-00 232 For full text (Introduction): http://www.peacecorps.gov/library/pdf/M0067_youthintro.pd f. For full text (Part 1): http://www.peacecorps.gov/library/pdf/M0067_youth1.pdf. For full text (Part 2): http://www.peacecorps.gov/library/pdf/M0067_youth2.pdf. For full text (Part 3): http://www.peacecorps.gov/library/pdf/M0067_youth3.pdf. For full text (Part 4): http://www.peacecorps.gov/library/pdf/M0067_youth4.pdf. For full text (Part 5): http://www.peacecorps.gov/library/pdf/M0067_youth5.pdf. N/A 2004 2016-11-21

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Yes Academic Education Career Awareness Career Development Career Education Career Exploration Education Work Relationship Elementary Secondary Education Employer Attitudes Job Shadowing Organizational Objectives Partnerships in Education Postsecondary Education Professional Development Program Evaluation School Business Relationship School Community Programs State Programs Teacher Participation Vocational Education Work Experience Programs O'Shea, Dan Reports - Evaluative Work Based Learning Texas Texas English Based on interviews and document analysis, an evaluation of Year 3 of the Capital Area Education and Careers Partnership (CAECP) assessed its initiatives to help youth and young adults advance their educational and workplace achievements in pursuit of satisfying, productive careers. CAECP improved school-based learning activity objectives by making available career information materials and software; maintained a large roster of speakers; conducted a regional career fair; and promoted credit articulation, curriculum development, academic credit for summer internships, and summer internship evaluation procedures. CAECP surpassed performance targets for almost all these work-based learning activity objectives: educator participation in industry visits; student job-shadowing; work-based student learning experiences; and employer participation in activities. CAECP met many of these key connecting activity objectives: strengthened ties with and built upon CAECP's success; developed and deepened linkages between institutions and curricula; and developed a marketing strategy. CAECP did not do well eliciting the participation of more employers and teachers in career development opportunities. Recommendations regarding the continuous operational challenges CAECP faced included the following: continue work to reduce the divide between academic core/college orientations and career and technology tracking; promote strategies that help school districts recruit and retain certified, skilled instructors; and promote development of an automated information management system. (The interview list and guide are appended.) (YLB) ED480834 Capital Area Education and Careers Partnership School-to-Career Grant: An Assessment of Year Three Activities. 2001-02-00 34 Ray Marshall Center for the Study of Human Resources, University of Texas at Austin, 3001 Lake Austin Blvd., Suite 3.200, Austin, Texas 78703 ($3.30). Tel: 512-471-7891; Fax: 512-471-0585; Web site: http://www.utexas.edu/research/cshr/pubs/education.html. For full text: http://www.utexas.edu/research/cshr/pubs/CAECP.Yr3.pdf. N/A 2004 2016-11-21

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Yes Academic Education Articulation (Education) Career Awareness Career Development Career Education Career Exploration Corporate Support Education Work Relationship Elementary Secondary Education Employer Attitudes Job Shadowing Partnerships in Education Postsecondary Education Professional Development Program Evaluation School Business Relationship School Community Programs State Programs Vocational Education Work Experience Programs O'Shea, Dan Reports - Evaluative Texas Work Based Learning Texas English Based on interviews and document analysis, an evaluation of Year 4 of the Capital Area Education and Careers Partnership (CAECP) assessed its initiatives to help youth and young adults advance their educational and workplace achievements in pursuit of satisfying, productive careers. CAECP improved school-based learning activity objectives by providing career information materials and software; expanding the speaker roster; encouraging use of Individual Academic Career Plans; and promoting credit articulation, curriculum development, academic credit for summer internships, and work-based experience evaluation. CAECP surpassed performance targets for most work-based learning activity objectives, including the following: grade 7 career awareness program; job-shadowing; work-based student and teacher learning experiences; and employer participation. It met many key connecting activity objectives, including developing linkages between institutions and curricula and increasing and improving teachers' professional development opportunities and employer participation. CAECP failed in these important areas: "for credit" student internship and modes of employer engagement. Recommendations include the following: continue to challenge the divide between academic core/college orientations and career and technology tracking; develop a performance management and measurement system; expand educator professional development opportunities; continue employer engagement strategies; expand the student summer internship program; and promote strategies to help recruit skilled instructors. (YLB) ED480835 Capital Area Education and Careers Partnership School-to-Career Grant: An Assessment of Year Four Activities and Prospects. 2002-03-00 41 Ray Marshall Center for the Study of Human Resources, University of Texas at Austin, 3001 Lake Austin Blvd., Suite 3.200, Austin, Texas 78703 ($4). Tel: 512-471-7891; Fax: 512-471-0585; Web site: http://www.utexas.edu/research/cshr/pubs/education.html. For full text: http://www.utexas.edu/research/cshr/pubs/CAECP.Yr4.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Educators Culturally Relevant Education Early Childhood Education Educational Innovation Family Literacy Family School Relationship Family (Sociological Unit) Fathers Intergenerational Programs Literacy Education Motherless Family Mothers Parent Child Relationship Parent Education Parent Role Parents as Teachers Partnerships in Education Theory Practice Relationship Videotape Recordings Collected Works - Proceedings Literacy Assistance Center, New York, NY. English This joint publication of the journals of the Literacy Assistance Center (LAC) and the National Even Start Association (NESA) focuses on innovative practices and theory in family literacy education, offers an array of perspectives to members of the literacy community, and critically examines some assumptions about literacy in general, as well as the roles of specific family members within the family literacy framework. The articles are as follows: "From the Editors: Perspectives on Family Literacy" (Marguerite Lukes, Claudia M. Ullman); "Reflecting Culture in Reflective Practice: How Literacy Professionals Improve Family Outcomes by Learning Across Cultures" (Martha Kamber, Norma Tan); "Making Connections: Using Narrative and Journal Writing in a Holistic Literary Enhancement Program for Incarcerated Mothers" (Joan Ports); "Digital Family Stories: Using Video Projects to Improve Family Literacy" (Gloria Nudelman, Lua Hadar); "'The Good Mother': Exploring Mothering Discourses in Family Literacy Texts" (Suzanne Smythe, Janet Isserlis); "Involving Fathers in Family Literacy: Outcomes and Insights from the Fathers Reading Every Day Program" (Stephen Green); "Literacy for the Littlest: Sharing Books with Babies and Toddlers" (Laurie Danahy, Jennifer Olson); "Designer Literacy: Reading the Labels" (Elsa Auerbach). The document concludes with NESA and LAC announcements. All articles contain references and some contain figures and tables. (MO) ED480836 Perspectives on Family Literacy. 2003-00-00 57 For full text: http://www.lacnyc.org/publications/Harvest/03Fall/harvestFall03.pdf. N/A 2004 8/19/2004 23:40:31 RIEMAY2004 Produced with National Even Start Association and supported by the Altman Foundation. Published as the joint Fall 2003 issue of Literacy Harvest (Volume 10, Number 1) and Family Literacy Forum (Volume 2, Number 2). Some pages may not photocopy well due to lack of contrast.

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Yes Adult Education Behavior Change Behavior Development Cardiovascular System Context Effect Criticism Data Analysis Heart Disorders Life Style Patient Education Popular Education Preventive Medicine Program Design Program Effectiveness Qualitative Research Rehabilitation Counseling Rehabilitation Programs Research Methodology Teaching Methods Transformative Learning Wise, Meg Opinion Papers English Heart attacks are the leading cause of death in the United States, and cardiac rehabilitation, a form of post-MI (myocardial infarction) education, accounts for at most 20% of improved lifestyle behavior that can effectively manage symptoms, delay or prevent subsequent attacks, and lower mortality and morbidity rates. In an attempt to improve post-MI education, the U.S. Agency for Health Care Policy and Research used evidence from a comprehensive analysis of published scientific research to created guidelines that suggested changes to existing practices. Dimensional analysis of evidence contained in the guidelines (such as gender, age, and insurance status of participants) and evidence that was not contained in the guidelines (gathered from qualitative and quantitative studies about the social, emotional, and economic aspects of heart disease) was used to identify the promises and pitfalls of the guidelines. Findings suggest that the cardiac rehabilitation guidelines are based upon a rational behavior change educational orientation that does not meet many participants' needs. It is recommended that adult educators include a focus on mind-body integration, as behavior change is often conditional upon prior meaning making. In addition, transformative learning and critical popular education are recommended to address issues of social justice and cardiotoxic social policy that are not addressed in the cardiac rehabilitation guidelines. (Contains 26 references.) (MO) ED480837 Expanding the Limits of Evidence-Based Medicine: A Discourse Analysis of Cardiac Rehabilitation Clinical Practice Guidelines. 2001-06-00 9 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001wise.htm. N/A 2004 2020-08-08

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Yes Adult Education Adult Educators Context Effect Curriculum Development Curriculum Evaluation Curriculum Research Educational Methods Foundations of Education Hidden Curriculum Instruction Models Power Structure Social Action Social Change Theory Practice Relationship St. Clair, Ralf Opinion Papers Social Reproduction English Adult educators create a curriculum whenever they explicitly or implicitly select some objects of knowledge over others, or choose a particular way to handle knowledge in their pedagogy. When the interests reflected in a curriculum are left unexamined, the role of knowledge as a phenomenon of power is not addressed and inequitable social structures may be reproduced and reinforced. By understanding more about the derivation and implications of the knowledge transmitted and created in educational processes, the theoretical and practical tools necessary to support agendas of social change in a conservative context can be created. Close examination of the curriculum expressed in adult education programs can help the work of educators in some of the following ways: it raises awareness of curriculum as process rather than product; it allows practices and values to be brought together meaningfully; it challenges the structures of legitimacy-shaping practices; and it challenges the idea that education is a closed system. Some of the challenges to be overcome are as follows: it can be difficult to create and sustain a coherent and credible bridge between the empirical and sociopolitical aspects of analysis; the huge diversity of adult education as a field makes analysis difficult; and there is a relative lack of indigenous theory in adult education. (Contains 21 references.) (MO) ED480838 Cracking the Code: Problems and Possibilities of Curriculum Analysis in Adult Education. 2001-06-00 8 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001stclair.htm. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Education Adult Educators Advocacy Community Coordination Context Effect Counselor Attitudes Counselor Client Relationship Economically Disadvantaged Educational Principles Job Training Political Affiliation Power Structure Program Implementation Qualitative Research Role Conflict Welfare Agencies Welfare Recipients Welfare Reform Womens Education Sparks, Barbara Reports - Research Welfare to Work Programs English The political interests and educational orientations that adult education advocates who work on behalf of welfare recipients have about welfare-to-work programs influence the strategies they use to advance poor women's education. Adult Basic Education (ABE) providers face many conflicts as they engage in implementing programs under welfare reform, including an emphasis on job preparation versus adult education for individual development or for social change, and the question of whether programs should be learner-focused or agency-focused. In order to increase understanding of how advocates for women's education in San Francisco dealt with these kinds of conflicts, approximately 7 female representatives from various constituencies, as well as 3 female welfare recipients, were interviewed. A feminist methodology of qualitative inquiry was used to analyze the results. The advocacy strategies of the advocacy community varied. An ABE in-take counselor who focused on women as learners was not interested in the desires of the Department of Human Services (DHS), while a workforce education administrator who worked cooperatively with DHS to establish vocational training for women was interested. All of the advocates worked around limitations of welfare policy to help clients, but differing justifications and actions highlight power issues. Further research into how power is constructed by advocates and how it might be best used to benefit welfare mothers with low skills would be helpful. (Contains 8 references.) (MO) ED480839 Collage of Welfare-to-Work Perspectives: Views Inside and Outside the System. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001sparks.htm. N/A 2004 2016-11-21

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Yes Adult Basic Education Agency Cooperation Delivery Systems Dropout Programs Dropouts Educational Policy English (Second Language) High School Equivalency Programs Identification Migrant Education Migrant Youth Student Recruitment Ward, Patricia A. Collected Works - Proceedings English A seminar on migrant out-of-school youth was organized based on a survey of migrant education practitioners. Seminar participants heard speakers discuss questions raised by the survey, then met in strategy groups to develop recommendations. This report summarizes questions and recommendations in the four major areas discussed: (1) identification and recruitment of out-of-school youth (best recruiting models for dropouts and youth here to work, roles and responsibilities of various agencies, language differences, recruiter safety and wages, locating hard-to-find youth, working with uncooperative employers, building trust, and working with school districts); (2) providing English instruction, basic skills instruction, health services, advocacy, and instruction in consumer skills (sustaining youth engagement with services, training and retaining staff, building partnerships with employers, determining the skill levels and needs of youth, reconnecting dropouts with the school system, dealing with distance and time constraints, and overcoming problems with local education agencies); (3) collaborating at the state and local levels; and (4) policy issues related to states' active recruitment of out-of-school youth, priority of service for out-of-school youth versus more traditional migrant students, whether out-of-school youth should be included in the high school graduation goal for migrant students, and expenditure of funds. Appendices describe successful programs for out-of-school migrant youth in six states and list seminar participants and members of the Interstate Migrant Education Council. (SV) ED480840 Out-of-School Youth. Proceedings Report: Seminar on Migrant Out-of-School Youth (Portland, Oregon, June 6-8, 2002). 2002-06-00 59 For full text: http://en1.endiva.net/migedimec/files/literature/1492.5824_outofschoolyouth.pdf/. N/A 2004 8/19/2004 23:40:40 RIEMAY2004 Produced by the Interstate Migrant Education Council.

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Yes Distance Education Elementary Secondary Education Migrant Education Professional Development Shared Resources and Services Standards Technological Literacy Technology Planning Technology Uses in Education Ward, Patricia A. Collected Works - Proceedings English A seminar explored technology issues related to migrant education and ways to make technology accessible to migrant students in light of migrant family lifestyles, limited migrant education funds, and the supplemental role of migrant education. This report synthesizes information and recommendations given by seminar presenters about seven steps for implementing technology for migrant students. These steps (and related topics) are: (1) determining the technology skills needed at each grade level (state technology standards and related action steps for migrant educators); (2) examining research on the relationship between technology use and student achievement (evolution of technology use in education and evidence from school-based implementations); (3) developing a technology implementation plan (critical questions, plan components, and specific challenges for migrant educators); (4) implementing professional development strategies for teachers and administrators; (5) determining which technology will best accomplish the plan; (6) reviewing online learning programs, software, and education technology models, and selecting those appropriate to project goals; and (7) identifying collaborative partners and resources to help carry out the plan. Also included are summaries of 10 technology projects in migrant education, lists of resources, observations of state directors of migrant education, and a summary of implementation steps. Appendices compare California technology standards with international standards and list online initiatives for professional development, useful Web sites, seminar participants, and members of the Interstate Migrant Education Council. (SV) ED480841 Technology: Anytime, Anyplace, Any Pace Learning. Proceedings Report: Seminar on Technology for Migrant Students (Burlingame, California, June 7-9, 2001). 2001-06-00 48 For full text: http://en1.endiva.net/migedimec/files/literature/1472.pdf/. N/A 2004 8/19/2004 23:40:44 RIEMAY2004 Produced by the Interstate Migrant Education Council.

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Yes Collaborative Writing Curriculum Development Economics Economics Education Elementary Secondary Education Instructional Materials Teacher Developed Materials McCorkle, Sarapage, Ed. Suiter, Mary, Ed. Collected Works - General Guides - Classroom - Teacher Content Area Teaching Economic Concepts Educational Writing National Council on Economic Education National Council on Economic Education, New York, NY. English This publication contains six lessons for elementary, middle, and high school classrooms developed by writers from Belarus, Croatia, Hungary, Kyrgyzstan, Romania, Russia, and the United States. The authors of these lessons were participants in the Training of Writers program developed and conducted by the National Council on Economic Education, as part of the Cooperative Education Exchange Program. Since 1996 the program has helped teachers learn how to write instructional materials, through intensive writing exercises, expert guidance, feedback from peers, and follow-up by electronic mail. The publication consists of the following lessons: (1) "Old MacDonald Had a Farm" (Jadranka Bernik; Lessie Freeman; Stephenie Stevens; Jennifer Taunton); (2) "Goods and Services: Some Are Private, Some Are Not" (Aleksandr Balkunov; Agota Matyas; Lynne Stover; Cathy Trana); (3) "Scribe for Productivity" (Jeanine Kaczorowski Moore); (4) "Uncle Sam's Checkbook" (Vernon Dobis; Georgeta Georgescu; Martha Hopkins; Brenda Smith); (5) "Scarcity and Choice" (Liudmila Guinkel); and (6) "Public Goods and Services" (Svetlana Yurkovskaya). Each lesson provides a brief description; cites age level; addresses content standards and benchmarks; lists objectives; states time required and materials needed; suggests a step-by-step procedure for implementation; and discusses assessment and extension. Also offers visuals. (BT) ED480842 Old MacDonald to Uncle Sam. 2002-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 64 National Council on Economic Education, 1140 Avenue of the Americas, New York, NY 10036. Tel: 800-338-1192 (Toll Free); Fax: 212-730-1793; e-mail: econed@ncee.net; Web site: http://www.ncee.net/. For full text: http://www.ncee.net/ei/lessons/OldMac/. N/A 2004 2016-11-21

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Yes Aviation Education Elementary Secondary Education Heritage Education Historic Sites Primary Sources Social Studies Student Educational Objectives Technological Advancement United States History Olio, Brenda K. Guides - Classroom - Teacher Aviation National Register of Historic Places National Park Service (Dept. of Interior), Washington, DC. National Register of Historic Places. English Wilbur and Orville Wright undertook the first test airplane flight on December 17, 1903, at the Outer Banks of North Carolina. Their success represented the culmination of four years of painstaking research and trials in which they designed and improved their flying machines at home in Dayton, Ohio, and tested them each year near Kitty Hawk, North Carolina. The site where the brothers launched their gliders and eventually flew a powered aircraft is preserved today as Wright Brothers National Memorial. This lesson is based on National Park Service materials and other sources related to the Wright brothers. The lesson can be used in U.S. history, social studies, and geography courses in units on technological and scientific advances at the turn of the 20th century, aviation history, or great inventors. It is divided into eight sections: (1) "About This Lesson"; (2) "Getting Started: Inquiry Question"; (3) "Setting the Stage: Historical Context"; (4) "Locating the Site: Maps "(Outer Banks, North Carolina; Kitty Hawk and Kill Devil Hills Area); (5) "Determining the Facts: Readings" (Quest for Flight; From Gliding to Controlled Powered Flight; Excerpt from Orville Wright's Diary, Dec. 17, 1903; Wright Brothers' Legacy); (6) "Visual Evidence: Images" (Wilbur Wright Flying the 1901 Glider; Orville Wright Flying the 1902 Glider; Interior of Wrights' Shed/Living Quarters, 1902; Wright Brothers' Camp and Flyer, 1903; Liftoff on December 17, 1903; First Flight Markers Today; Wright Brothers' Monument Today); (7) "Putting It All Together: Activities" (Designing a Glider; Impact of Airplanes; Honoring Achievements in the Local Community); and (8) "Supplementary Resources." (BT) ED480843 Wright Brothers National Memorial: Site of the First Controlled Powered Flight. Teaching with Historic Places. 2003-00-00 Practitioners Teachers 42 Teaching with Historic Places, National Register of Historic Places, National Park Service, 1849 C Street, NW, Suite NC400, Washington, DC 20240. For full text: http://www.cr.nps.gov/nr/twhp/wwwlps/lessons/109wrightnc/109wrightnc.htm. N/A 2004 2016-11-21

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Yes Academic Standards Aviation Education Black History Blacks Exhibits Heritage Education Intermediate Grades Middle Schools Museums National Standards Primary Sources Social Studies Student Educational Objectives United States History World War II O'Flahavan, Leslie Guides - Classroom - Teacher Aviation National Air and Space Museum DC Site Visits Smithsonian Institution, Washington, DC. National Air And Space Museum. English This teacher's guide provides activities about the National Air and Space Museum (Washington, DC) for students to complete. The guide includes primary and secondary source materials for teachers to photocopy and use during their study of African Americans in aviation based on the exhibition "Black Wings: The American Black in Aviation." Designed for students in grades 5-9, the teacher's guide includes four activities, each taking about 50 minutes or one class period. The guide is divided into six sections: (1) "How to Use This Teacher's Guide"; (2) "The Exhibition and the Tour"; (3) "Activity 1: Meet the Pioneers of Black Aviation"; (4) "Activity 2: The World War II Era: Overcoming Obstacles"; (5) "Activity 3: At the Museum: Find a Hero at the 'Black Wings' Exhibition"; and (6)"Activity 4: Planning a Career in Aviation". Each activity provides an overview and background information; states objectives; considers preparation; suggests a step-by-step procedure; and addresses reflection and discussion, extensions, and curriculum connections. Contains many vintage photographs, provides teacher resources, and a certificate of participation. (BT) ED480844 African American Pioneers in Aviation: 1920-Present. Teacher Guide. 1999-00-00 Practitioners Teachers 51 National Air and Space Museum, Smithsonian Institution, Independence Ave at 4th Street, SW, Washington, DC 20560. Tel: 202-786-2106; e-mail: info@si.edu; Web site: http://www.nasm.si.edu/. N/A 2004 2016-11-21

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Yes Academic Standards Aviation Education Heritage Education Intermediate Grades National Standards Primary Sources Social Studies Student Educational Objectives Engelke, Lynn-Steven Guides - Classroom - Teacher Airlines Aviation National Air and Space Museum DC Site Visits Smithsonian Institution, Washington, DC. National Air And Space Museum. English This guide helps teachers and students gain knowledge about the "Air Transportation" gallery at the National Air and Space Museum (Washington, DC). The guide is divided into six sections: (1) "The 'Air Transportation' Gallery"; (2) "How to Use This Guide"; (3) "Activity 1: Take Off: An Air Travel Matching Guide"; (4) "Activity 2: Design Your Own Airline"; (5) "Activity 3: Then and Now: Interviews with Airline Crews"; and (6) "Resources". Each activity provides an overview; cites objectives; considers preparation time and materials; suggests a step-by-step procedure for classroom implementation; addresses reflections and discussion, and extensions. Also provides background information. (BT) ED480845 Airmail to Airlines. A Teacher's Guide. Grades 3-5. 1999-00-00 Department of Transportation, Washington, DC. Practitioners Teachers 33 National Air and Space Museum, Smithsonian Institution, Independence Ave at 4th Street, SW, Washington, DC 20560. Tel: 202-786-2106; e-mail: info@si.edu; Web site: http://www.nasm.si.edu/. N/A 2004 2016-11-21

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Yes Collaborative Writing Curriculum Development Economics Economics Education Elementary Secondary Education Instructional Materials Teacher Developed Materials McCorkle, Sarapage, Ed. Suiter, Mary, Ed. Collected Works - General Guides - Classroom - Teacher Economic Concepts Educational Writing Content Area Teaching National Council on Economic Education, New York, NY. English This publication contains six lessons for elementary, secondary, and high school classrooms developed by writers from Belarus, Bulgaria, Latvia, Lithuania, Poland, Ukraine, and the United States. The authors of these lessons were participants in the Training of Writers program developed and conducted by the National Council on Economic Education, as part of the International Education Exchange Program (IEEP). Through intensive writing exercises, expert guidance, feedback from peers, and follow-up work by electronic mail, teachers improve writing skills in developing instructional materials. The publication consists of six lessons: (1) "A Rooster and a Bean Seed" (Julia Lelyuk); (2) "Folding Our Way to Productivity" (Daira Batanova; Alice Bottomley; John Brock; Natalia Shappo); (3) "Gross Domestic Pizza" (Irene Zaleskiene; Anatoly Venger; Rich MacDonald; Debbie Davis); (4) "What, How and For Whom to Produce?" (Krystyna Brzaklik); (5) "Clothes from Grain: A Miracle or a Problem?" (Joyce Gleason); and (6) "Centuries of Economic Growth: From Feathers to Robotics" (Angela Bullock; Sara Paul; Anzhela Yevgushchenko; Vesselka Votkova). Each lesson offers a lesson description; recommends age level; lists concepts; addresses content standards and benchmarks; cites educational objectives; states time required and materials needed; suggests a step-by-step procedure for classroom implementation; and addresses closure, assessment, and extension. Lessons also contain visuals. (BT) ED480846 Roosters to Robots. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 62 National Council on Economic Education, 1140 Avenue of the Americas, New York, NY 10036. Tel: 800-338-1192 (Toll Free); Fax: 212-730-1793 ; e-mail: econed@ncee.net; Web site: http://ncee.net/. N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education Health Education Health Promotion Home Economics Physical Education Physical Fitness State Standards Guides - Classroom - Teacher New York New York New York State Education Dept., Albany. English These New York State performance standards focus on: (1) personal health and fitness (students will have the necessary knowledge and skills to establish and maintain physical fitness, participate in physical activity, and maintain personal health); (2) a safe and healthy environment (students will acquire the knowledge and ability necessary to create and maintain a safe and healthy environment); and (3) resource management (students will understand and be able to manage their personal and community resources). These standards are to be achieved via health education, physical education, and home economics classes. Each standard is described for three levels: elementary, intermediate, and commencement. In each area, the standards present key ideas, performance indicators, and sample tasks. Samples of student work are included to help begin the process of articulating the performance standards at each level of achievement. (SM) ED480847 Learning Standards for Health, Physical Education, and Home Economics at Three Levels. 2002-00-00 Administrators Practitioners Teachers 21 For full text: http://www.emsc.nysed.gov/ciai/pe/pub/hpestan.pdf. N/A 2004 2016-11-21

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Yes Attitude Change Consciousness Raising Cultural Awareness Elementary Secondary Education Faculty Development Higher Education Multicultural Education Preservice Teacher Education Student Diversity Student Teachers Teacher Attitudes Marks, Melissa J. Smrekar, Jocelynn L. Reports - Descriptive Speeches/Meeting Papers Tests/Questionnaires English This paper describes a workshop designed to: determine the preconceptions about diversity issues held by predominantly white faculty at a small, NCATE-accredited Pennsylvania university; increase faculty members' awareness of diversity and multiculturalism; ascertain what the faculty would need to include diversity issues in their classes; and provide information regarding diversity issues to encourage faculty to incorporate such content into their classes. Through a luncheon workshop, eight volunteer faculty members discussed, questioned, and synthesized their understandings of multicultural education and diversity within education. Pre- and post-intervention questionnaires were used to determine changes in their beliefs and understandings following a short video, readings from a current booklet on multicultural education, and discussion. Before the workshop, none of the participants defined multicultural education in terms of pedagogy, knowledge construction, or student empowerment. However, they were broader in their definitions of diversity. All of them claimed to address multiculturalism and diversity in their classes. Following the workshop, their definitions changed. Responses became less definite, and many reconsidered their initial views. They appeared to have a greater awareness of the issues and willingness to re-explore their knowledge, assumptions, and practices. The questionnaires are appended. (Contains 12 references.) (SM) ED480848 A Dialogue in Diversity: Taking the First Steps. 2003-10-00 22 N/A 2004 8/19/2004 23:40:58 RIEMAY2004 Paper presented at the Annual Meeting of the Pennsylvania Association of Colleges and Teacher Educators (Grantville, PA, October 29-31, 2003).

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Yes Academic Standards Accountability Disadvantaged Youth Diversity (Faculty) Elementary Secondary Education Evaluation Methods Higher Education Multicultural Education National Standards Preservice Teacher Education State Standards Student Diversity Student Evaluation Teacher Certification Carter, Norvella, Ed. Books Collected Works - General ERIC Publications American Association of Colleges for Teacher Education, Washington, DC. ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English In this report, teacher educators scrutinize the relationships between the standards and assessment movement in education and the United States' increasingly multicultural population. The papers include: "Foreword" (Jacqueline Jordan Irvine); (1) "Diversity and Standards: Defining the Issues" (Norvella P. Carter); (2) "Accountability and Assessment in Teacher Education" (Boyce C. Williams and Jerrie Cobb Scott); (3) "Preservice Teacher Preparation: Challenges of Diversity in NCATE Accreditation" (Gwendolyn Trotter and Cristina Rios); (4) "Examining INTASC Standards through the Lens of Multicultural Education: Meeting the Needs of Underserved Students" (Norvella P. Carter and Patricia J. Larke); (5) "Diverse Practitioners and Diverse Student Populations: Opportunities and Challenges in the Alignment of National Standards" (Deneese L. Jones); (6) "Diversity and NBPTS Certification: Higher Education and State Initiatives" (Nita A. Paris, Gail Sherer, and Yiping Wan); (7) "Compatibility of National Standards for Diversity with P-12 Standards" (Fannye E. Love and Bobbie C. Smothers); (8) "The Role of State Standards: Compounding, Confounding, or Contributing to Diversity?" (Beverly L. Downing and Sylvia A. Mason); and (9) "Making It Work: Conclusions Regarding Diversity as a Unifying Theme in Standards, Assessments, and Accountability" (Mary Hatwood Futrell and Joel Gomez). (Papers contain references.) (SM) ED480849 Convergence or Divergence: Alignment of Standards, Assessment, and Issues of Diversity. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-89333-196-1 154 AACTE Publications, 1307 New York Avenue, NW, Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site: www.aacte.org. N/A 2004 8/19/2004 23:41:00 RIEMAY2004 ED-99-CO-0007

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Yes Accountability Educational Legislation Educational Research Elementary Secondary Education English (Second Language) Equal Education Federal Legislation Limited English Speaking Mathematics Achievement Reading Skills School Safety Student Evaluation Teacher Competencies Teacher Qualifications Guides - Classroom - Teacher Department of Education, Washington, DC. English This booklet provides teachers with information about the No Child Left Behind Act and how it supports teachers. It includes an overview of the law's "highly qualified" teacher provisions as well as information about other aspects of the law. The booklet offers: "Foreword" (letters from the President of the United States and the Secretary of Education); "What is No Child Left Behind?" (the law that ushered in a new era); "What Does 'Highly Qualified' Mean for Teachers?"; "Questions Frequently Asked by Teachers" (teacher quality, accountability, testing, reading, scientifically based research, and safe schools); "Resources and Support for Teachers" (supporting America's teachers, how No Child Left Behind helps English language learners, reading first: a $6 billion investment to improve the reading skills of young children, how No Child Left Behind helps improve math achievement, and how can I find out more about No Child Left Behind); and "Publications" (bookmarks and brochures, and publications). (SM) ED480850 No Child Left Behind: A Toolkit for Teachers. 2003-08-00 Teachers Practitioners 50 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Tel: 800-872-5327 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.edpubs.org. N/A 2004 8/19/2004 23:41:02 RIEMAY2004

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No Computer Graphics Computer Uses in Education Databases Educational Technology Elementary Secondary Education Encyclopedias Indexes Internet Library Catalogs Periodicals Spreadsheets Teaching Methods Word Processing Jay, M. Ellen Jay, Hilda L. Books Guides - Classroom - Teacher Timelines Presentations English This book focuses on designing instruction that integrates the use of computer assisted resources. There are 19 chapters in four parts. Part 1, "Strategies for Teaching with Standard Utility Software Programs," includes (1) "Paint Programs"; (2) "Graphic Organizers"; (3) "Graphing Programs"; (4) "Timelines"; (5) "Word Processing"; (6) "Databases"; and (7) "Spreadsheets." Part 2, "Strategies for Teaching with Curricular-Related Software Programs," includes (8) "Postcards"; (9) "Community Exploration"; (10) "Changes Around Us"; (11) "Animals in Their World"; (12) "Tenth Planet: Special Relationships"; (13) "Tenth Planet: Creating Patterns from Shapes"; (14) "Table Top Jr."; and (15) "Science Sleuths." Part 3, "Strategies for Teaching with Electronic or Online Resources," includes (16) "Automated Library Catalog Programs"; (17) "General Encyclopedias"; and (18) "Magazine and Newspaper Index Programs." Part 4, "Strategies for Teaching with Presentation Software," includes (19) "Presentation Programs." (SM) ED480851 Teaching with Computers: Strategies That Work in Grades K-6. 2003-00-00 ISBN-1-55570-448-4 Practitioners Teachers 373 Neal-Schuman Publishers, 100 Varick Street, New York, NY 10013 ($59.95). Tel: 212-925-8650; Fax: 800-584-2414 (Toll Free); Web site: http://neal-schuman.com. N/A 2004 2016-11-21

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No Career Choice Educational Change Elementary Secondary Education Faculty Development Higher Education Instructional Materials Preservice Teacher Education Public Schools Teacher Attitudes Teacher Certification Teacher Characteristics Teacher Participation Teacher Placement Teacher Salaries Teaching Conditions Teaching Experience Teaching (Occupation) Books Reports - Descriptive Tests/Questionnaires National Education Association, Washington, DC. English This report presents the results of the 2000-01 Status of the American Public School Teacher survey. This survey has been conducted every 5 years since 1956. In 2000-01, surveys were sent to 2,826 of the nation's approximately 2,953,000 public school teachers, with a 67.4-percent response rate. The resulting data are presented in the areas of: (1) "Professional Preparation"; (2) "Teaching Experience"; (3) "Teaching Assignment: Staffing Patterns"; (4) "Teaching Assignment: Pupils"; (5) "Teaching Assignment: Hours"; (6) "Instructional Resources"; (7) "Professional Development"; (8) "Attitudes toward the Profession"; (9) "Economic Status"; (10) "Personal Life"; (11) "Community and Civic Life"; and (12) "School Reform Components." A sample questionnaire and tabulation of question responses are included. (Contains 16 figures and 81 tables.) (SM) ED480852 Status of the American Public School Teacher, 2000-2001. 2003-08-00 371 NEA Professional Library, Distribution Center, P.O. Box 2035, Annapolis Junction, MD 20701-7400. Tel: 800-229-4200 (Toll Free); Web site: http://www.nea.org. For full text: http://www.nea.org/edstats/images/status.pdf. N/A 2004 8/19/2004 23:41:04 RIEMAY2004

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Yes Elementary Education Elementary School Mathematics Elementary School Teachers Faculty Development Mathematics Education Teacher Improvement Kazemi, Elham Franke, Megan Loef Reports - Descriptive Study Groups Center for the Study of Teaching and Policy, Seattle, WA. English It is commonly argued that teachers need ongoing engagement with ideas about using student reasoning, pedagogy, and subject matter if they are to make sense of the complex demands of current reforms in mathematics education. Drawing on similar arguments about the potential benefits of using student work to organize professional development, this study charts the development of one teacher workgroup over a year. The analysis addresses two questions: (1) How did teachers' talk about student work develop? and (2) What kinds of mathematical and pedagogical issues were raised as a result of their ongoing and changing talk? The study locates teacher learning in their interactions with one another in the workgroup. In monthly cross-grade meetings, teachers brought and discussed student work that was generated by a similar mathematical problem posed to students in each of their classrooms. The paper documents the teachers' efforts to detail their students' reasoning and discuss how their engagement with mathematical and pedagogical concerns created opportunities for teacher learning. (Contains 64 references.) (Author/SM) ED480853 Using Student Work To Support Professional Development in Elementary Mathematics. A CTP Working Paper. 2003-04-00 Office of Educational Research and Improvement (ED), Washington, DC. 45 Center for the Study of Teaching and Policy, University of Washington, 203C Miller, Box 353600, Seattle, WA 98195-3600 (Document no. W-03-1). Tel: 206-221-4114; Fax: 206-616-6762; Web site: http://www.ctpweb.org. N/A 2004 2016-11-21

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No Dance Imagery Muscular Strength Musculoskeletal System Franklin, Eric Guides - Non-Classroom Flexibility (Psychomotor) Strength Training Balance Body Movement Style English This book is designed to help dancers improve their technique and performance in all dance forms by strengthening the body's core while improving coordination, balance, alignment, and flexibility. It features 170 imagery illustrations paired with 160 dance-specific exercises to help maximize body-mind conditioning. It culminates with a 20-minute, full-body workout routine designed to help dancers warm up, condition, and refine their dance technique. The 10 chapters focus on: (1) "Mind-Body Conditioning"; (2) "Embodied Imagery"; (3) "Reflexive Balance"; (4) "Relaxed Flexibility"; (5) "Aligned Movement for Improved Technique"; (6) "Strengthening the Center"; (7) "Building Power in the Legs and Feet"; (8) "Developing Power in the Torso and Arms"; (9) "Improving Turns, Jumps, and Turn-Out"; and (10) "Thera-Band Centre Workout." (Contains 51 references.) (SM) ED480854 Conditioning for Dance: Training for Peak Performance in All Dance Forms. 2003-00-00 ISBN-0-7360-4156-7 239 Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076 ($21.95). Tel: 217-351-5076; Tel: 800-747-4457 (Toll Free); Fax: 217-351-1549; e-mail: humank@hkusa.com; Web site: http://www.humankinetics.com. N/A 2004 2016-11-21

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No Body Composition Health Behavior Health Promotion Life Style Muscular Strength Nutrition Physical Activities Physical Activity Level Physical Fitness Physical Fitness Tests Books Guides - Non-Classroom Flexibility (Psychomotor) American Coll. of Sports Medicine, Indianapolis, IN. English This offers advice on the health benefits of regular physical activity. It includes a scientifically proven fitness test to determine one's starting point and monitor ongoing progress, offering step-by-step instructions, sample programs, and insights on nutrition, weight control, motivation, and overcoming setbacks. Seven chapters examine: (1) "An Active Lifestyle" (e.g., lifetime benefits of exercise, exercising for health, aerobic fitness, and longevity); (2) "Nutrition, Physical Activity, and Health" (e.g., the exercise-energy relationship, weight and body composition goals, ergogenic aids, and eating and exercise); (3) "Getting Ready to Exercise" (e.g., natural history of healthy behavior change, permanent time requirements of regular exercise, and a self-assessment plan); (4) "Assessing Your Fitness: The ACSM Fitness Test" (e.g., why fitness testing is a good idea, and creating a personal fitness profile); (5) "Beginning Exercises" (e.g., aerobic fitness, muscular fitness, body composition, and flexibility); (6) "The ACSM Fitness Program" (e.g., how it works, exercising safely and wisely, and ACSM fitness programs and logs); and (7) "Staying Active" (e.g., maintaining motivation, establishing a routine, and charting progress). (SM) ED480855 ACSM Fitness Book: A Proven Step-By-Step Program from the Experts. Third Edition. 2003-00-00 ISBN-0-7360-4406-X 175 Human Kinetics, P.O. Box 5076, Champaign, IL 61825-5076. ($16.95) Tel: 217-351-5076; Tel: 800-747-4457 (Toll Free); Fax: 217-351-1549; e-mail: humank@hkusa.com; Web site: http://www.humankinetics.com. N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Case Method (Teaching Technique) Case Studies Elementary Secondary Education Higher Education Preservice Teacher Education Problem Based Learning School Policy Social Bias Student Behavior Substance Abuse Teacher Attitudes Teacher Role Teaching Methods Deutsch, Charles Merseth, Katherine Guides - Classroom - Teacher English This paper includes four cases that may be incorporated into a variety of preservice teacher education classes such as foundations of education, current issues in education, curriculum methods, administration and supervision, or classroom management. Each case includes discussion questions, a fact sheet, and references. The four cases are: (1) "Divided Loyalties," in which a new teacher confronts the impact of school policies about alcohol and drugs; (2) "Confronting Your Prejudice," which raises issues about teacher attitudes and biases, childhood obesity, and teasing and bullying; (3) "Learning the Ropes," a case that addressees parental AIDS, mechanisms of HIV transmission, teaching about HIV/AIDS, and privacy and confidentiality issues; and (4) "The Turning Point," in which a teacher wonders about his responsibilities for protecting students from harmful behaviors. The paper includes guidelines for students and faculty when using the case method. (SM) ED480856 Beyond the Curriculum: Preparing Teachers for Student Health Issues. 2002-02-00 Centers for Disease Control (DHHS), Atlanta, GA. Div. of Adolescent and School Health. Practitioners Teachers 39 For full text: http://www.aacte.org/Research/without_aids.htm. N/A 2004 8/19/2004 23:41:14 RIEMAY2004 U87CCU312250-01 A product of "Build a Future without AIDS" (American Association of Colleges for Teacher Education and Centers for Disease Control and Prevention).

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Yes Beginning Teachers College School Cooperation Early Childhood Education Elementary Education Higher Education Mentors Preservice Teacher Education Science Instruction Student Teachers Teacher Competencies Brown, Tammie Katz, Laura Hargrave, Sharon Hill, Roberta Reports - Descriptive Speeches/Meeting Papers English This paper describes types of university supports available for mentoring in one school district. The district created a unique mentoring program to aid first- through third-year teachers in developing pedagogy, professional skills, and characteristics that would enable them to succeed in teaching. The program was developed for preservice teachers seeking preK-4 licensure. Its focus involved the Teacher Work Sample Methodology. One of the project objectives was to design a collaborative effort between a teacher educator, arts and science faculty, and school practitioner to support teacher candidates in their design and implementation of a teacher work sample. Science professors served as science mentors. The subject of science for the mentoring program was chosen because many early childhood graduates lack acumen to teach science to their students in a high quality manner. Student teachers and mentors completed an evaluation form that examined the number and types of contacts between the two groups and contributions the science mentors made to the units. Overall, most student teachers found the support of mentors to be very helpful in increasing their knowledge of the preK-4 science curriculum. The dyads were most effective when the content of the science unit matched the mentor's area of expertise and ability level of classroom students. (SM) ED480857 Promoting Quality Teachers through a Supportive Mentoring Environment for Pre-Service and First-Year Teachers. 2003-08-00 20 N/A 2004 8/19/2004 23:41:16 RIEMAY2004 Paper presented at the Annual Meeting of the Association for Teacher Educators (Santa Fe, NM, August 9-13, 2003).

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No Academic Achievement Elementary Secondary Education Higher Education Preservice Teacher Education Student Teacher Evaluation Teacher Certification Teacher Characteristics Teacher Competencies Teacher Effectiveness Teacher Influence Teacher Qualifications Rice, Jennifer King Information Analyses Economic Policy Inst., Washington, DC. English This literature review outlines five measurable, policy-relevant teacher characteristics that reflect teacher quality: teacher experience, teacher preparation programs and degrees, type of teacher certification, specific coursework taken in preparation for the profession, and teachers' own test scores. It reviews a wide range of empirical studies that examine the impact of teacher characteristics on teacher effectiveness. Overall, several studies find a positive effect of experience on teacher effectiveness. The selectivity/prestige of the institution attended by a teacher has a positive effect on student achievement. Teachers who have earned advanced degrees have a positive impact on high school mathematics and science achievement when degrees earned are in those subjects. Research demonstrates a positive effect of certified teachers on high school mathematics achievement when the certification is in mathematics. Studies show little impact of emergency or alternative route certification on student achievement in mathematics or science compared to standard certification. Teacher coursework in both subject area taught and pedagogy contributes to positive education outcomes. Pedagogical coursework seems to contribute to teacher effectiveness at all grade levels. Tests that assess teachers' literacy levels or verbal abilities are associated with higher levels of student achievement. (Contains 108 references.) (SM) ED480858 Teacher Quality: Understanding the Effectiveness of Teacher Attributes. 2003-00-00 Spencer Foundation, Chicago, IL. National Academy of Education, Washington, DC. ISBN-1-932066-06-3 64 Economic Policy Institute, 1660 L Street, N.W., Suite 1200, Washington, DC 20035 ($11.50). Tel: 202-775-8810; Fax: 202-775-0819; e-mail: tevans@epinet.org; Web site: http://www.epinet.org. N/A 2004 8/19/2004 23:41:18 RIEMAY2004

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Yes Art Activities Childrens Literature Class Activities English Instruction Fables Fairy Tales Fantasy Language Arts Legends Lesson Plans Literature Appreciation Primary Education Vocabulary Development Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Grimm's fairy tales, this lesson plan presents activities designed to help students understand that fairy tales connect them to earlier generations, help them think about present situations, that magic figures prominently in fairy tales, and that fairy tales can inspire readers to create original works of art. The main activity in the lesson involves students making collages based on a particular fairy tale. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480859 Brothers Grimm. [Lesson Plan]. 2001-00-00 Practitioners Teachers 17 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:20 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Colonial History (United States) English Instruction Language Arts Lesson Plans Literature Appreciation Middle Schools Poetry Revolutionary War (United States) Songs Vocabulary Development Carmichael, Gary Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on an 18th century poem (actually, a song originally) about the Boston Tea Party, this lesson plan presents activities designed to help students understand that taxation of the American colonists by the British led to the American Revolution; all eras have protest poetry or songs; and students can perform and analyze old literature. The main activity in the lesson involves students in analyzing and discussing the poem. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480860 The American Revolution: Causes. [Lesson Plan]. 2001-00-00 Practitioners Teachers 17 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:21 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Colonial History (United States) English Instruction Language Arts Lesson Plans Literature Appreciation Middle Schools Persuasive Discourse Revolutionary War (United States) Vocabulary Development Writing Assignments Kasper, Paula Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Thomas Paine's pamphlet "Common Sense," this lesson plan presents activities designed to help students understand that as the American Revolution approached, writers created highly persuasive documents calling for separation from England. The main activity in the lesson involves students in writing a persuasive essay. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480861 The American Revolution: The Declaration and Beyond. [Lesson Plan]. 2001-00-00 Practitioners Teachers 14 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:23 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Family History Language Arts Lesson Plans Literature Appreciation Middle Schools Oral History Public History Story Telling Vocabulary Development Lamb, Sandy Lamb, Jay Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English This lesson plan presents activities designed to help students understand that both individual families and whole cultures learn about their pasts by collecting and analyzing stories and artifacts; and that not all archeological finds readily reveal their history to archeologists. The main activity in the lesson involves students in making an oral presentation of stories that have been passed down through the generations in their families. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480862 Archeology and Storytelling. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:25 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Administrator Attitudes Administrators Business Class Activities English Instruction Interviews Language Arts Lesson Plans Literature Appreciation Middle Schools Military Science Vocabulary Development War Lemberger, Beth Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Sun Tzu's book "The Art of War," this lesson plan presents activities designed to help students understand that the book has become required reading in military curricula as well as business, economics, and political science classes, and that many cultures rely on ancient texts and ideas for advice and guidance. The main activity in the lesson involves students interviewing business people to determine if business is conducted as if it were war. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480863 "The Art of War". [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:26 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Colonial History (United States) English Instruction Language Arts Language Usage Lesson Plans Literature Appreciation Middle Schools Revolutionary War (United States) Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Benjamin Franklin's "Poor Richard's Almanac," this lesson plan presents activities designed to help students understand that Ben Franklin is known, among other things, for his wit and wisdom; that Franklin published an almanac for 25 years; and he scattered aphorisms throughout the almanac. The main activity in the lesson is for students to paraphrase one of Franklin's aphorisms and to create a modern proverb with the same meaning. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480864 Ben Franklin. [Lesson Plan]. 2002-00-00 Practitioners Teachers 10 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:28 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literary Genres Literature Appreciation Middle Schools Oral Tradition Poetry Songs Vocabulary Development Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on cowboy poetry and songs, this lesson plan presents activities designed to help students understand that Old West cowboys produced a category of literature, people still write cowboy poetry, and cowboy poetry or songs have certain characteristics. The main activity in the lesson involves students in analyzing a classic of cowboy literature and comparing and contrasting 19th-century cowboy literature with cowboy material being produced in the 21st century. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480865 Cowboys. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:30 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Childrens Literature Class Activities English Instruction Group Activities Language Arts Lesson Plans Literature Appreciation Middle Schools Vocabulary Development Writing Assignments Guides - Classroom - Teacher Whales Discovery Communications, Inc., Bethesda, MD. English This lesson plan presents activities designed to help students understand that Keiko, the killer whale, lived for a long time in an aquarium and had to be taught to live independently; and that computer users can get updates on how Keiko is doing. The main activity of the lesson involves middle school students working in small groups to produce a children's book (for children in grades 1 or 2). It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480866 Keiko, Killer Whale. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 2016-11-21

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Yes Behavior Standards Characterization Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Middle Schools Novels Persuasive Discourse Vocabulary Development Western Civilization Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on William Golding's novel "Lord of the Flies," this lesson plan presents activities designed to help students understand that, on a literal level, the novel deals with what happens to a group of boys stranded on an island; and that on a symbolic level, it investigates what happens to civilized people when the structures of civilization disappear. The main activity in the lesson involves students forming groups to present arguments and to judge who was responsible for the events on the island. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED480867 "Lord of the Flies". [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:41:33 RIEMAY2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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No Dance Dance Education Movement Education Recreational Activities Nelson, Thomas L. Books Guides - Non-Classroom English This book, recognized as a most complete and accurate dictionary-glossary-encyclopedia-thesaurus on dancing-with-a-partner, defines and enumerates names, words, and terms with their relation to coupledancing, offering data and suggestions for making coupledancing easier, more graceful, and fun. It targets couples who dance together in any mode, fashion, or style, covering most past and present coupledances and providing an alphabetized catalog of dance steps. The book is a compilation of the opinions of many expert coupledancers, reporting how various steps are (or were) actually danced rather than how they should be danced. It begins with key coupledance definitions and terminology, provides a classification of coupledance words used in the book, classifies some current coupledances (modern and Latin), and then presents the glossary of terms. An electronic version of the book is available. (Contains 80 references.) (SM) ED480868 Dance Book, 2001: A Glossary for Coupledancers. A Couple's Guide to Dancing. Second Edition. 2001-00-00 ISBN-1-930475-01-2 854 CoupleDanceWorld, 8581 Owensmouth Avenue, Canoga Park, CA 91304. Tel: 818-884-6337; Fax: 818-882-3126; Web site: http://www.coupledanceworld.com. N/A 2004 8/19/2004 23:41:40 RIEMAY2004

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Yes Cultural Awareness Faculty Development Financial Support Foreign Culture Globalization Higher Education International Education International Relations Preservice Teacher Education Second Language Instruction Secondary Education Study Abroad Teacher Certification Schneider, Ann Imlah Reports - Research Adviser Effectiveness Advisers English This study examined obstacles to and prospects for internationalizing the undergraduate training of secondary school teachers. Data were collected through interviews on diverse U.S. campuses and interviews with and surveys of current teachers. Most respondents said that student advising needed improvement and felt that advisors were informed haphazardly. Approximately half of respondents suggested adding more international courses and/or more international content to existing courses. More than half of most respondents, and nearly all senior administrators, felt that requirements for foreign language study should be added or increased. Student study abroad was cited by many as an effective way to internationalize teacher training, although logistical challenges were noted. Most respondents suggested that more faculty development would be useful in internationalizing teacher education, particularly through workshops, faculty travel abroad, and international and foreign language competence in hiring and promotion. Current teachers found the certification and recertification processes lacking in elements related to knowledge about other countries and globalization. Understanding the range and interrelationships of opportunities for students and services available from an office of international programs was more of a continuing challenge for faculty, advisors, and administrators in Education than in Arts and Sciences. Sources of funding for efforts to add international dimensions tended to be internationally generated. Appended are: Advisory Group; Site Visit List; and Interview Protocols for: (1) Arts and Sciences Faculty, Deans, and Advisors; Education Faculty, Deans, Advisors, and Students; Provosts, Presidents, and Directors and Staff of Offices of International Programs; and Current Teachers. (Contains 14 tables.) (SM) ED480869 Internationalizing Teacher Education: What Can Be Done? A Research Report on the Undergraduate Training of Secondary School Teachers. 2003-04-00 Department of Education, Washington, DC. 66 N/A 2004 2016-11-21

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Yes College Students Community Colleges English Gender Issues Higher Education Males Sex Bias Sex Differences Student Attitudes Johnson, Beth Bownes Newton, Rose Mary Reports - Research English This paper reports the results of a factorial experiment investigating the reactions of male students to a hypothetical English course offered at the community college level. The participants (n=136) consisted of students enrolled in English 1010 courses at 4 community colleges in a Southeastern state. The independent variables were gender of student, gender of the author assigned, and the type of reading assigned (narrative/expository). The dependent variable was a composite rating of student attraction to the course. Males preferred male authors and revealed less interest in the course than females. Testing also detected an interaction effect between gender of the author and style of writing. Unlike previous studies, males preferred a narrative style to expository assignments. The findings have practical implications for educational programs, English instructors, and future research. (Contains 3 tables and 39 references.) (Author/SLD) ED480870 What about the Other Gender?: Male Bias in English Studies. 2003-08-00 30 N/A 2004 8/19/2004 23:41:46 RIEMAY2004

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Yes Elementary Secondary Education Integrated Activities Performance Based Assessment Reading Achievement Reading Tests Reliability Science Tests State Programs Test Content Testing Programs Validity Yen, Shu Jing Bene, Nancy Huynh, Huynh Reports - Research Speeches/Meeting Papers Content Structure Maryland School Performance Assessment Program English Content integration in performance assessment involves mixing different areas of knowledge in one assessment. In this type of testing situation, assessment tasks are designed to measure the ability of students to solve problems by applying their knowledge and skills in multiple content areas. This study examined the effect of integrated science and reading items on the reliability and construct validity of reading assessment for the Maryland School Performance Assessment Program (MSPAP). Using the MSPAP 1998 reading data, this study demonstrated that the integrated science-reading items provide reliable and valid information about the students reading abilities that are comparable to the nonintegrated items. Results suggest that the integrated science-reading items did not compromise the integrity of reading scales in question. There is evidence that the scales are essentially unidimensional. However, there are minor task-related factors that warrant further analysis on the latent structure of the reading scales. This finding is complemented by the high local item dependency among tasks. (Contains 4 tables and 23 references.) (Author/SLD) ED480871 The Effect of Content Integration on the Construct Validity of Reading Performance Assessment. 2000-04-00 31 N/A 2004 2016-11-21

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No Computer Uses in Education Educational Technology Elementary Secondary Education Instructional Design Internet Online Systems Harris, Judi Books Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English This book is a resource for staff development professionals to enable them to help K-12 educators create curriculum-based online activities. The first chapter, Teachers as Instructional Designers, describes telecomputing tools and an approach to instructional design that includes a chronology of adoption and formats for professional development. The second chapter, What Research Reveals about Teachers and Innovations, provides background information for online activities. Chapter 3, Eighteen Activity Structures for Telecomputing Projects, provides specifics of instructional design, and chapter 4, Teachers as Facilitators of Teleresearch, talks about the role of teachers in the application of new technology. Chapter 5, Eight Steps to Designing a Telecollaborative Project, outlines the design process. Also included are a glossary and a list of online resources for educational telecomputing projects. (Contains 26 references.) (SLD) ED480872 Design Tools for the Internet-Supported Classroom. 2001-00-00 ISBN-0-13-093061-X 81 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (members, $16.95; nonmembers, $20.95). Tel: 800-933-2723 (Toll Free); 703-578-9600; Fax: 703-575-5400. Web site: http://www.ascd.org. N/A 2004 8/19/2004 23:41:49 RIEMAY2004 Special edition published by Merrill Education/Prentice Hall by arrangement with the Association for Supervision and Curriculum Development. For the first edition, see ED 418 685.

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Yes Administrators Elementary Secondary Education Public Relations Teacher Attitudes Teacher Role Teachers Training Calvin, Christopher Stark, Stephen Reports - Research Texas Texas English The purpose of this study was to investigate the attitudes of 81 teachers and 43 site administrators about the classroom instructors public relations role. This research was completed in two school districts in Texas during the spring semester of 2000 using an instrument developed for the study. Findings show that: (1) classroom instructors and site administrators perceive the teachers public relations role as critical to school success; (2) a majority of classroom instructors did not receive either preservice or inservice public relations training; and (3) site administrators felt more strongly than teachers that teachers should receive public relations training. (Contains 4 tables and 32 references.) (Author/SLD) ED480873 Texas School Communications Study: Training for Frontline School Practitioners Is Indicated. 2003-04-11 13 N/A 2004 2016-11-21

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Yes Cooperation Educational Practices Elementary Secondary Education Peer Teaching Professional Development School Effectiveness Teachers Urban Schools Neufeld, Barbara Roper, Dana Reports - Evaluative Boston Public Schools MA Coaching for Improved Teaching Collegial Coaching English This study continued the evaluation of the Collaborative Coaching and Learning (CCL) initiative in Effective Practice (EP) Schools in the Boston Public Schools, Massachusetts by examining the practices and outcomes of the second year. First year data led evaluators to conclude that the CCL model was basically sound and that it showed promise for the improvement of teaching and learning. The evaluation in the second year focused on professional development coaches and teachers do to improve the implementation of the Readers and Writers Workshop. For the evaluation, researchers observed 8 laboratory sites and interviewed 39 teachers, principals, and coaches. The findings from year 2 indicate that CCL is still seen as a valuable model of teacher professional development, a model in which teachers have the opportunity to improve their teaching by learning from and with their coach and colleague teachers. In the second year, teachers had a greater voice in determining the focus of the cycles work than they had in the first year. Teachers' ability to reflect on their own and each others work deepened. However, findings are mixed with respect to the extent to which teachers were willing to take on the responsibility for demonstrating during their cycles, and there is resistance to hosting program study in some lab sites. Many more teachers participated over all in year 2. The issues identified as important in the first year remain important in the second year. (SLD) ED480874 Expanding the Work: Year II of Collaborative Coaching and Learning in the Effective Practice Schools. 2003-07-00 72 N/A 2004 2016-11-21

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Yes Cooperation Elementary Secondary Education Participation Peer Coaching Professional Development Program Evaluation School Effectiveness Teachers Neufeld, Barbara Roper, Dana Reports - Evaluative Coaching for Improved Teaching Boston Public Schools MA English The Effective Practice (EP) schools are 26 Boston Public Schools (Massachusetts) that have demonstrated high levels of implementation of some of the essentials of whole-school improvement. In 2001-2002, these schools took on the implementation of Collaborative Coaching and Learning (CCL), a new coaching strategy for professional development. The coaching model involves teachers working in small groups with a coach over a 6-week period. Data were collected through the observation of seven CCL sessions, interviews with principals, teachers, and coaches involved in CCL at four EP schools, and interviews with the designers of CCL. Findings show that CCL was a success in its first year. The model was determined to be basically sound. Findings show that CCL requires local adaptation, and that this can be a source of strength. The participation of teachers and principals was essential to the first year success of CCL. Some improvements to the coaching plan, especially in the definition of roles and strengthening of teacher participation, are suggested. An appendix describes the CCL model. (SLD) ED480875 Off to a Good Start: Year I of Collaborative Coaching and Learning in the Effective Practice Schools. 2002-07-00 52 N/A 2004 2016-11-21

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Yes Cooperation Educational Change Elementary Secondary Education Professional Development Program Implementation School Effectiveness Teachers Urban Schools Neufeld, Barbara Reports - Descriptive Boston Public Schools MA Coaching for Improved Teaching Collegial Coaching English This report discusses the pilot phase of the implementation of Collaborative Coaching and Learning (CCL) in the Effective Practice schools of the Boston Public Schools. The report begins with a review of the challenges that content/literacy, whole-school change, and mathematics coaches encountered in the pilot implementation, including those of professional development. It then examines the organization and focus of the CCL and the implications of this coaching model for addressing the challenges previously elaborated. Coaching and coaching-related issues that need to be addressed in designing a scale-up of the CCL model in literacy are outlined. Other aspects of coaching are described, along with its integral role in improving teaching and learning. Much of what remains to be developed relates to the raining and supervision of CCL coaches and the infrastructure that will be required for roll-out on a larger scale. The report reiterates the conclusion of previous studies: CCL will not work without effective principal leadership. (SLD) ED480876 Using What We Know: Implications for Scaling-Up Implementation of the CCL Model. 2002-01-28 23 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Cutting Scores Elementary Secondary Education Mathematics Tests Reading Tests School Districts Standard Setting (Scoring) State Programs Testing Programs Zwerling, Harris L. Reports - Research Pennsylvania Pennsylvania English In the context of controversy over the use of high stakes testing, the Pennsylvania State Education Association (PSEA) asked for an evaluation of the performance levels and cut score of the Pennsylvania System of School Assessment (PSSA) mathematics and reading tests. While awaiting technical documentation from the Pennsylvania Department of Education (PDE), the PSEA began an evaluation of its own. Ten Pennsylvania school districts were asked to participate in the study, and four agreed to do so. Part 1 of this report discusses the technical information provided by the PDE to the public and before the State Board of Education and that provided in response to the PSEA Right To Know requirements. It assess the adequacy of the cut score process. Part 2 contains the study jointly conducted by PSEA and the Pennsylvania Association of School Administrators (PASA) of the relationship between PSSA performance levels and performance on commercial standardized tests. This study was conducted to provide a gauge of the external validity of the cut scores. The final section contains conclusions and recommendations. Instead of selecting the more fully documented and carefully executed (bookmark) method for establishing cut scores, the Pennsylvania Secretary of Education averages the cut scores established using two methods, a bookmark and a borderline group method, and then increased the cut scores by a quarter standard error. This data manipulation resulted in tens of thousands of students falling into lower performance categories. For all six PSSA tests, the cut scores approved by the state, when compared to the bookmark study cut scores, decrease the number of students achieving proficient or better by more than 25,000. The PDE cut scores increase the number of students failing by more than 42,000. Findings show that many students failing the PSSAs do quite well on other commercial tests. It is also noted that below-basic PSSA performers averaged slightly higher Scholastic Assessment Test scores than those classified as basic by the PSSA, providing more evidence that the failure cut score at grade 11 requires re-examination. An appendix contains a request for test information, and the other three contain data tables. (Contains 20 graphs, 3 tables, and 21 references.) (SLD) ED480877 The Performance Levels and Associated Cut Scores on the Pennsylvania System of School Assessment Mathematics and Reading Tests: A Critical Analysis. 2003-03-27 63 N/A 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Mathematics Tests Minority Groups Reading Tests Scores State Programs Testing Programs White Students Linton, Thomas H. Kester, Donald Cassidy, Jack Reports - Research Speeches/Meeting Papers Achievement Gap Texas Texas Assessment of Academic Skills Texas Texas Assessment of Academic Skills English The purpose of this study was to investigate the achievement gap between minority and white students by analyzing 1996 and 2000 reading and mathematics scores on the Texas Assessment of Academic Skills (TAAS) at grades 5, 8, and 10. The focus was on score increases, the achievement gap between white and minority students, and whether or not a ceiling effect artificially restricts the distribution of students scores on the TAAS. A causal-comparative research design was used to analyze the variables in the study using data for all Texas students in the Texas Education Agency accountability subset of TAAS scores in 1996 and 2000. The large gains found in this and other studies on the TAAS tests, which are minimum skills tests tailored to the Texas reading and mathematics curricula, have not been substantiated by other test results, such as the National Assessment of Educational Progress. While an explanation of these differences is beyond the score of this research, it is suggested that teaching to the TAAS is widespread and pervasive in Texas schools, and that the fact that Texas teachers and principals are evaluated based on students TAAS scores contributes to the tendency to teach to the test. TAAS data form 2000 show that the differences between white and minority students scores had decreased in comparison with 1996. However, since a larger percentage of white students than minority students achieved the maximum score on the test (the test ceiling), white students scores likely underestimated their true achievement level. The ceiling effect artificially restricted the scores of white students and created the illusion that the achievement gap has been lessened. Because the test ceiling has differentially affected the scores for White, Hispanic, and African American students, the TAAS results cannot be used to determine whether or not the achievement gap has been narrowed. Implications for other states and testing programs are discussed. (Contains 14 tables and 10 references.) (SLD) ED480878 Investigating the Achievement Gap between White and Minority Students in Texas: Should We Be Concerned about a Ceiling Effect on the TAAS? 2002-04-00 36 N/A 2004 2016-11-21

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No Educational Improvement Elementary Education Elementary School Teachers Elementary Secondary Education Information Utilization Bernhardt, Victoria L. Books Guides - Non-Classroom English This book, part of a four-book series on using data to improve student learning, concentrates on elementary education. The book shows real analysis focused on the elementary education level. It provides templates on an accompanying CD-ROM for leaders to use in analyzing data in their own learning organizations. The chapters are: (1) Introduction; (2) What Data Are Important? What Data Are Important?; (3) Getting Started On Data Analysis for Continuous Improvement; (4) Analyzing the Data: Who Are We?; (5) Analyzing the Data: How Do WE Do Business?; (6) Analyzing the Data: Where Are We Now?; (7) Analyzing the Data: What Are the Gaps and What Are the Root Causes of the Gaps?; (8) Analyzing the Data: How Can We Get to Where We Want To Be?; (9) Analyzing the Data: Example Two: Blue Bird Elementary School; and (10) Analyzing the Data: Conclusions and Recommendations. Two appendixes provide an overview of the CD contents and discuss Education for the Future Continuous Improvement Continuums. A glossary is included. (Contains 103 figures and 98 references.) (SLD) ED480879 Using Data to Improve Student Learning in Elementary Schools. Eye on Education 2003-00-00 ISBN-1-930556-60-8 304 Eye on Education. 6 Depot Way West Suite 106, Larchmont, NY 10538. Tel: 888-299-5350; Fax: 914-833-0761; e-mail: service@eyeoneducation.com; Web site: http://www.eyeoneducation.com/ N/A http://www.eyeoneducation.com/bookstore/productdetails.cfm?sku=660-8&title=using-data-to-improve-student-learning-in-elementary-schools 2004 8/19/2004 23:42:02 RIEMAY2004

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No Data Analysis Educational Improvement Elementary Secondary Education Problem Solving Preuss, Paul G. Books Guides - Non-Classroom Root Cause Analysis English This guide summarizes the theory and process of root cause analysis and shares learnings from real examples. The guide shows how to solve deep-rooted problems that perplex educational systems. The chapters are: (1) Root Cause Basics; (2) Key Indicators of Student Success; (3) Root Cause Processes; (4) Using Root Cause Analysis; (5) Considerations; (6) Models and Stories; and (7) Resources.(Contains 55 figures and 54 references.) (SLD) ED480880 School Leader's Guide to Root Cause Analysis: Using Data to Dissolve Problems. 2003-00-00 ISBN-1-930556-53-5 214 Eye on Education, 6 Depot Way West, Larchmont, NY 10538 ($49.95). Tel: 914-833-0551; Fax: 914-833-0761. Web site: http://www.eyeoneducation.com. N/A 2004 2016-11-21

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No Academic Achievement Achievement Gains Achievement Tests High Stakes Tests Mathematics Tests Norm Referenced Tests Reading Achievement Standardized Tests State Programs Testing Programs Linton, Thomas H. Kester, Donald Reports - Research Speeches/Meeting Papers Texas Texas Assessment of Academic Skills Texas Texas Assessment of Academic Skills English This study was conducted to determine whether norm-referenced test data and Texas Assessment of Academic Skills (TAAS) data from 1995 and 1999 showed similar gains in reading and mathematics achievement. TAAS data were collected from all students in Texas who were in the accountability subset of scores used for rating schools, approximately 200,000 students per grade level. Scores from the Metropolitan Achievement Test (MAT-7) were available for approximately 12,500 students for each grade level and each subject area. Effect size comparisons show that TAAS gains were much larger than gains on the MAT-7. The TAAS tests were never designed to measure general academic achievement, but rather whether or not students can perform satisfactorily on a series of objectives measuring basic reading and mathematics skills selected by the Texas Education Agency. Interpretation of TAAS results as a measure of general academic achievement goes well beyond the intended purpose and the psychometric design of the test. (Contains 6 tables, 2 figures, and 11 references.) (SLD) ED480881 High Stakes Testing in Texas: Does the TAAS Tell the Whole Story? 2003-04-00 10 N/A 2004 2016-11-21

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Yes Class Activities Internet Interviews Lesson Plans Middle Schools Personal Writing Photography Primary Sources Writing Assignments Sinning, Karen Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Middle grades students read, write, speak, listen, and research as they interview a partner and write an article, write a personal memoir, take partner photographs, and use the Internet to find pictures and information illustrating their partners interests. Results are shared in the form of a poster and a classroom presentation. During the fifteen 45-minute class periods, students will: learn to conduct an interview using appropriate techniques and available technology; maintain a clear focus in writing an interview article; write a personal memoir; revise and edit for publication; use the Internet for research; learn the difference between primary and secondary sources for research; plan and carefully take a photograph of an interview subject; complete a project integrating writing, photography, research, and graphic design; and present the results of the project to a class group. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the project are included. Handouts on interviewing, introducing yourself, memoir planning; and rubrics, a photographic plan, and a scoring key are attached. (RS) ED480882 Introducing Each Other: Interviews, Memoirs, Photos, and Internet Research. 2003-06-11 Practitioners Students Teachers 17 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:42:07 RIEMAY2004

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Yes Journal Writing Lesson Plans Parent Participation Primary Education Spelling Writing Assignments Writing (Composition) Writing Improvement Writing Instruction Writing Skills Wollman-Bonilla, Julie Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson introduces Family Message Journals, a tool for encouraging family involvement and supporting writing to reflect and learn. First and second graders are led into composing through demonstration, guided writing, and finally independent writing of messages that they will bring home for family to read and write a reply. During the three 40-minute sessions, students will begin to use writing for daily communication with families as a tool for reflection on school activities; and become more aware of readers' needs for clarity and legibility and how they can meet these needs. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the project are included. A sample family letter and an ERIC Digest "Invented Spelling and Spelling Development" (Elaine Lutz) are attached. (RS) ED480883 Launching Family Message Journals. 2003-01-13 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:42:09 RIEMAY2004

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Yes Adolescent Literature Childrens Literature Elementary Education Lesson Plans Reader Response Writing Assignments Writing Instruction Writing Processes Roth, Sharon Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English The lead of a story is the beginning, and yet it can be the end if the reader is not entranced immediately. This lesson examines types of leads in prominent children's literature and asks grade 3 to 5 students to try their own hand at writing leads. During the two 40-minute lessons, students will: discuss their reactions to the leads from the various texts; compare different leads from young adult literature; develop a lead for a shared, read-aloud text; present their new lead orally and share why they selected the type of lead they utilized; and revise the lead in a piece of their own writing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the project are included. Attached are seven possible leads to read aloud to the class to demonstrate how setting, action, character, reflection, event, or dialogue can lead readers into a story. (RS) ED480884 Leading to Great Places in the Elementary Classroom. 2003-02-28 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:42:11 RIEMAY2004

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Yes Elementary Education Lesson Plans Letters (Correspondence) Literary Devices Poetry Punctuation Writing Instruction Wollman-Bonilla, Julie Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Letter poems make poetry accessible, meaningful, and fun. Letter poems are also an apt medium for exploring a defining characteristic of poetry--line breaks. Students explore letter poems and experiment with writing letters as poems, using the placement of line breaks to enhance rhythm, sound, meaning, and appearance. During the two 40-minute sessions, students in grades 3-5 will: explore and discuss various poems to demonstrate a growing awareness of how line breaks affect rhythm, sound, meaning, impact, and appearance, and can substitute for punctuation in letter poems; and demonstrate their understanding of line breaks and how format creates dramatic effect by writing their own letter poems. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the project are included. A rubric, "Dear Grandma" as letter and poem, and a sample list of letter or e-mail addresses and purposes are attached. (RS) ED480885 Letter Poems Deliver: Experimenting with Line Breaks in Poetry Writing. 2003-06-11 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/19/2004 23:42:13 RIEMAY2004

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Yes Bibliographies Classroom Techniques Content Area Reading Elementary Education Expository Writing Information Literacy Nonfiction Reading Skills Writing Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Information Focus Expository Text Information Books ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Typically, elementary school children read more narrative texts, such as short stories, poems, and fiction books. Some educators have raised concerns over whether elementary school children are developing the skills needed to study the structure and function of expository texts. This topical bibliography and commentary provides examples that show how teachers can incorporate expository text into the school curriculum while making this writing style a rewarding experience for students. The bibliography/commentary notes that expository writing is also considered information literacy since the primary function of this text style is to convey information. It adds that this imbalance between narrative and expository experience has led educators to try to seek methods for closing the gap, and they have found that expository writing can be taught even at an early age. (Contains 2 Internet addresses and 14 references.) (NKA) ED480886 The Importance of Expository Text: Reading and Writing. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Elementary Secondary Education English (Second Language) Grammar Instructional Effectiveness Language Skills Phonemic Awareness Reading Instruction Second Language Instruction Teaching Methods Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Direct Instruction Engelmann (Siegfried) Explicit Instruction ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Direct Instruction (DI) is a pedagogical method that has come to be seen as the principal alternative to whole language reading instruction. Its development is attributed to Siegfried Engelmann, from the University of Illinois, in the mid-1960s. DI was originally developed as an instructional method in both mathematics and reading. This topical bibliography/commentary focuses on use of the DI method for reading instruction. The bibliography/commentary explains that, as DI is a pedagogy informed by the insights of general linguistics and segmental phonology in particular, DI theories of reading instruction view written text as a set of small units that become meaningful in combination with one another. It discusses what DI considers the problems in learning to read: phonemic awareness, the relation of words to their meaning, and the interpretive element. It also discusses DI and second language instruction. Lists 3 Internet resources and 12 references. (NKA) ED480887 Grammar and Language Skills: The Benefits of Direct Instruction. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Classroom Techniques Context Clues Elementary Secondary Education Vocabulary Development Vocabulary Skills Writing Exercises Writing Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Research Summaries Vocabulary in Context Exercises Elaborative Prompts ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Extensive research in the area of vocabulary development revealed a very limited amount of information on elaboration for writing. Only one article was found that substantiated the need to connect vocabulary with elaborative writing. This topical bibliography and commentary summarizes the findings in that article. The bibliography/ commentary considers the following: the levels of vocabulary proficiency, methods of teaching vocabulary, context in discovering the meaning of unfamiliar words, review activities to enhance a student's vocabulary, elaboration, and finally, using the new vocabulary in writing. It concludes that research has shown that a learner's writing vocabulary is the highest level of cognitive development, indicating that students would greatly benefit from learning to use new vocabulary with an elaboration for writing. Lists 2 Internet resources and 1 reference. (NKA) ED480888 Vocabulary Development: Elaboration for Writing. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Classroom Techniques Emergent Literacy Primary Education Reading Material Selection Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Expository Text Information Books Narrative Text ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English When children are taught to read, the sources used are usually fictional narratives; writing follows in the same genre with children learning how to write personal narrative. Narrative has been such a part of the tradition in primary grades that even the information books that are available for the young are often written in a narrative structure. Recent research suggests there needs to be a more balanced approach in using fiction and nonfiction books in teaching reading. The ability of children to understand and interact with this type of text grows as they are given opportunities to work with expository texts. This topical bibliography and commentary looks at the difference between expository and narrative texts, the reasons educators give for integrating expository texts into daily teaching, and the ways in which teachers can accomplish this task. The bibliography/commentary states that the main reason for use of informational, or expository texts in the primary classroom is to better prepare students for the informational texts they will be exposed to in later schooling. It concludes that informational texts may provide access to reading and literacy for diverse types of learners and expand children's literary experiences. Lists an Internet resource and 16 references. (NKA) ED480889 The Value of Expository Text for Today's World. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Computer Assisted Instruction Computer Software Computer Uses in Education Elementary Education Grammar Guidelines Language Arts Language Usage Technology Integration Writing Processes Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Computer Assisted Writing ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Virtually every aspect of modern life has been changed and shaped by the computer's tiny, ubiquitous silicon chips. It is not surprising that computers have had a profound effect on the way students learn in the modern classroom. This topical bibliography and commentary focuses on how computers can be used to enhance the teaching of language arts. It first discusses the features of common software programs, such as word processors and spell-checkers, and then moves into a discussion of how computers are used in the elementary classroom and in what ways they influence students' writing processes. Finally, the bibliography/commentary explores different types of technologies teachers use in the classroom and offers guidelines for their use. Lists 2 Internet resources and 12 references. (NKA) ED480890 Computers and Grammar, Usage, and Mechanics. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Audience Awareness Bibliographies Communication Apprehension Communication Skills High Schools Higher Education Multimedia Materials Public Speaking Speech Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Oral Presentations Public Communication Research Summaries ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary consists of research summaries which address the challenges of creating an effective public presentation. The research articles discussed in the bibliography/commentary are geared toward teaching students to better present information with an emphasis on the primary importance of content above empty showmanship. Guidance is offered for better using multimedia to enhance the transmission and reception of information, and concerns, such as public speaking apprehension (PSA), persuasiveness, and evaluation are addressed. The bibliography/commentary concludes that effective public presentations are the result of carefully sequenced and graduated learning. It stresses that helping the student identify the needs of the audience and the intended effect upon them is a necessary component to deciding how the information will be presented. Lists 3 Internet resources and 28 references. (NKA) ED480891 Making Presentations. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Active Learning Classroom Techniques Educational Games Elementary Education Instructional Effectiveness Learning Activities Teacher Role Vocabulary Development Vocabulary Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Ideas ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Each teacher has a style of teaching that provides the most effective way to help students grasp the desired learning concepts. One point teachers agree on is that teaching vocabulary to children needs to be an active process that engages students in entertaining activities and helps them build a bridge between already known vocabulary and the new vocabulary. This topical bibliography and commentary offers ideas and strategies delineated in recent research to help classroom teachers develop vocabulary skills in young students: Ediger's (1999) and Cudd and Roberts' (1994) paradigms on teaching vocabulary; the VOCABULARY system; visual representation techniques, such as the Concept Wheel, the Semantic Word Map, Webbing, the Concept of Definition, and the Semantic Feature Analysis; games, such as the Vocabulary Connection, using vocabulary packs, cued spelling, storytelling, cooperative learning techniques, story development, Charades, and the Magic Square; and the use of electronic books. Lists 2 Internet resources and 21 references. (NKA) ED480892 Successful Techniques of Vocabulary. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Elementary Education Literature Reviews Poetry Reading Comprehension Reading Fluency Reading Instruction Reading Research Reading Strategies Teacher Role Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Guided Readers Guided Reading Procedure ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English A considerable body of research has shown that Guided Reading lessons provide the structure students need to develop specific ways to approach reading a text. In guided reading, teachers first provide instruction for the reading involving general discussion of the text to build background information. Second, children participate in supported reading where teachers have introduced the story followed by all children reading aloud the identified text. During supported reading teachers observe each child's application of reading strategies and provide necessary support. Third, when reading is complete, students may participate in follow-up activities that include additional instruction on specific strategies. The goal of guided reading is to assist children in becoming independent and fluent readers by providing instruction in effective reading strategies. This topical bibliography and commentary reviews research on guided reading, giving examples of how teachers can use guided reading to benefit their classes. It also gives strategies for using both core-reading selections in textbooks and separate texts from other sources. Lists 3 Internet resources and 14 references. (NKA) ED480893 Guided Reading. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Classroom Techniques Elementary Education Integrated Activities Language Arts Literature Reviews Reading Programs Student Educational Objectives Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English In the methodology called "literature-driven integrated language arts," the words "literature-driven" describe an instructional approach that uses entire pieces of literature (short stories, novels, poems, etc.) as the stimuli for a language arts program. The aim of literature-driven instruction is to engage the affective character of the text, as opposed to instruction in which skills acquisition dominates the process. When a language arts program is referred to as "integrated," that means that writing and grammar (perhaps spelling) are treated as appropriate when student performance or student questions indicate the need for instruction in those areas. This topical bibliography and commentary reviews the literature on literature-driven integrated language arts, referred to in the literature mostly as "literature-based." The literature-based approach is not a narrowly defined methodology, but rather it encompasses a wide range of techniques and variations which all have at their core the use of literature to teach reading. Lists 3 Internet resources and 13 references. (NKA) ED480894 Literature-Driven Integrated Language Arts. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 8/19/2004 23:42:28 RIEMAY2004 ED-99-CO-0028

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Yes Bibliographies Communication Skills Elementary Secondary Education Listening Skills Literature Reviews Postsecondary Education Public Speaking Skill Development Speech Skills Student Needs Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Research Summaries ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Students develop skills from learning to listen and from having someone listen to them. While most educators assume that listening is a matter of choice, not ability, listening is actually something students have to be taught to do well. This topical bibliography and commentary summarizes several research studies which provide insight into skills students use when engaged in speaking and listening activities. The bibliography/commentary also explores the importance of teaching speaking and listening skills and integrating speaking and listening skills into traditionally taught content areas. It concludes that while speaking and listening are essential skills, many other important skills are learned when a student masters the ability to speak and listen, and as students mature, they are expected to achieve a higher level of thinking and listening. It also notes that most research finds that neither listening skills nor speaking skills are being taught in the classroom. Lists 6 Internet resources and 11 references. (NKA) ED480895 Skills Students Use When Speaking and Listening. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Action Research Comparative Analysis Instructional Effectiveness Kindergarten Memorization Songs Noll, Corrie Elizabeth Dissertations/Theses - Masters Theses Reports - Research English The memorization of Bible verses is an important goal of many Christian schools. Teachers in Christian schools use many different techniques to help their students memorize Bible verses. One popular traditional method is to have the students repeat the verse many times until they can repeat it from memory. In this project the researcher compared this traditional method to the method of putting Bible verses to song and having the students learn the song and practice the verses by singing the song. Over a 12-week period the researcher worked with 16 students in a private Christian school kindergarten classroom. These two methods were then compared using a paired comparison t-test. For the first three weeks of testing the researcher introduced a new verse at the beginning of each week and had the students memorize them using the traditional method. The students were then tested on the verse at the end of each week and a final test was given 6 weeks following the final verse. During this final test the students recited all three of the previously memorized verses. This test was given to determine long-term retention. For the second 3-week period students were introduced to new verses put to song at the beginning of each week. The students memorized the verse to song over the course of the week and then recited it at the end of the week. A final test was given six weeks following the memorization of the final verse. The students were tested on all three verses to song at this time. This test was given to determine the long-term retention of the verses to song. After the results were analyzed, the researcher concluded that the memorization of verses to song had significant effect on the long-term retention of Bible verses. Therefore, the researcher rejects the null hypothesis that stated there is no difference between the two methods. The researcher suggests that more research needs to be done in this area and areas relating to the research to have more effect on how verses are memorized in Christian school classrooms. Appendixes contain a permission letter and music used in the study. (Contains 27 references, 1 table, and 2 figures.) (Author/RS) ED480896 A Comparison of Bible Verse Memorization Using Traditional Techniques versus Using Song. 2003-07-00 36 N/A 2004 8/19/2004 23:42:31 RIEMAY2004 M.A. in Holistic Education, Johnson Bible College.

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Yes Educational Assessment Elementary Education Elementary School Students Elementary School Teachers Foreign Countries Parent Attitudes Parents Student Attitudes Student Evaluation Atkinson, Patricia Collected Works - Serials Reports - Research Scotland United Kingdom (Scotland) ISSN-1741-0924 English A study was conducted to determine the attitudes of students and their parents about classroom assessment in one elementary school classroom in Scotland in the context of the Scottish "Assessment 5-14" document. Informal observation and student responses to mid-session and end-of-session questionnaires showed that students valued assessment. What mattered most to the students was to have assessment as part of the process of learning and the processes of thinking about learning and talking about learning. Students and those of their parents who answered a parent questionnaire particularly valued knowing in advance what would be assessed and receiving a mix of formal and informal assessment with understandable grades, and students also valued self- and peer-assessment. Parents wanted useful information about their childs progress and not just summative assessment. (SLD) ED480897 Assessment 5-14: What Do Pupils and Parents Think? Spotlight. Spotlight n87 2003 2003-04-00 ISBN-1-86003-075-0 6 N/A 2004 2016-11-21

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Yes Adaptive Testing Computer Assisted Testing Item Response Theory Quality Control Simulation Glas, C. A. W. Reports - Research Calibration Item Parameters Law School Admission Council, Newtown, PA. English In computerized adaptive testing, updating item parameter estimates using adaptive testing data is often called online calibration. This study investigated how to evaluate whether the adaptive testing data used for online calibration sufficiently fit the item response model used. Three approaches were investigated, based on a Lagrange multiplier (LM) statistic, a Wald statistic, and a cumulative sum (CUSUM) statistic. The power of the tests was evaluated with a number of simulation studies. It was found that the tests had moderate to good power to detect shifts in the values of the guessing and difficulty parameters, and all tests were equally sensitive to all shifts in the values of all parameters. The practical conclusion is that all of these statistics can be used very well to detect if something has happened to the item parameters but that it may be difficult to attribute the problems to specific parameters. (Contains 3 tables and 17 references.) (Author/SLD) ED480898 Quality Control of Online Calibration in Computerized Assessment. LSAC Research Report Series. 2003-09-00 15 N/A 2004 2016-11-21

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Yes Academic Achievement Foreign Countries International Education International Studies Learning Strategies Secondary Education Secondary School Students Student Motivation Artlet, Cordula Baumert, Jurgen Julius-McElvany, Nele Peschar, Jules Reports - Research Europe Self Regulated Learning Program for International Student Assessment Program for International Student Assessment Organisation for Economic Cooperation and Development, Paris (France). English The Programme for International Student Assessment (PISA) of the Organisation for Economic Cooperation and Development (OECD) provides an opportunity to look at how students approach learning as well as how they perform in certain areas. This study analyzed PISA results, focusing on aspects of student motivation, self-belief, and use of various learning strategies that make it more likely that a student will become a confident and self-regulated learner. The self-regulated learning questionnaire for PISA 2000 was completed by 170,740 students in 22 OECD member countries and 4 other countries. The sampling procedure allows the findings to be generalized to the population of 15-year-olds in each participating country. PISA findings show a high degree of consistency within each country in the association between positive learning approaches and strong performance, and that students' attitudes play an important role alongside effective learning behavior. Students' approaches to learning have impact on performance beyond the effect of family background, and data show that a large amount of the variability in performance associated with student background is also associated with the fact that students from more advantaged backgrounds tend to have stronger characteristics as learners. Findings show that in general, countries face a similar situation with regard to student characteristics, so that no country can afford to ignore the existence of students with multiple weaknesses. The report cannot tell educational systems precisely how to address student weaknesses, but it does say that they need to gear the way they deal with students to address aspects of attitudes and learning behaviors and make these goals as central to their mission as cognitive instruction. Five annexes contain supplemental information, including data tables and PISA questionnaire items measuring student characteristics as learners. (Contains 26 figures, 35 tables, and 66 references.) (SLD) ED480899 Learners for Life. Student Approaches to Learning. Results from PISA 2000. 2003-00-00 ISBN-92-64-10390-2 133 N/A 2004 2016-11-21

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Yes College Entrance Examinations College Preparation Core Curriculum High School Students High Schools Junior High School Students Junior High Schools Scores Test Results Woodruff, David J. Reports - Research ACT Assessment PLAN Tests ACT Assessment American Coll. Testing Program, Iowa City, IA. English The Educational Planning and Assessment System (EPAS) of the American College Testing Program consists of three testing programs: EXPLORE, PLAN, and the ACT Assessment Program (ACT). EXPLORE is administered in the 8th grade, PLAN in the 10th grade, and the ACT in the 11th or 12th grade. This study investigated relationships among the composite scores of these three test batteries and the relationships the three composite test scores have with high school grade point average (HSGPA). The primary interest of the study was whether taking a set of college preparatory courses, here labeled the "core" set of courses, has a positive relationship with students' ACT scores, when the students have identical EXPLORE scores before starting high school. The study presents evidence that the three test batteries comprising EPAS are valid and consistent measures of students' academic achievement. It also concludes that no matter what students' initial level of achievement, as represented by their EXPLORE composite scores, students who take the core set of courses are more likely to have higher ACT composite scores than students who take less than the core set of courses. (Author/SLD) ED480900 Relationships between EPAS Scores and College Preparatory Course Work in High School. ACT Research Report Series. http://www.act.org. 2003-08-00 21 ACT Research Report Series, P.O. Box 168, Iowa City, IA 52243-0168. Tel: 319-337-1028; Web site: N/A 2004 2016-11-21

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Yes Academic Standards Accountability Educational Change Elementary Secondary Education Federal Legislation State Standards Linn, Robert L. Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English Some of the central features of current educational accountability systems are discussed using the requirements under the No Child Left Behind Act (NCLB) of 2001 as the primary example. It is argued that broadly shared responsibility is needed for accountability systems to contribute to improved education. It is also suggested that systems need to be designed in ways that are consistent with research and past experience. This requires the setting of ambitious performance standards and improvement targets, but ones that can be reasonably achieved given sufficient effort and supporting resources. These design features are contrasted with the NCLB requirements. Illustrations are provided of some of the state responses to the NCLB demands that attempt to avoid the over-identification of schools for improvement and sanctions. (Contains 4 figures, 5 tables, and 21 references.) (Author) ED480901 Accountability: Responsibility and Reasonable Expectations. CSE Report. 2003-07-00 Institute of Education Sciences (ED), Washington, DC. 29 N/A 2004 2016-11-21

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Yes Academic Achievement Assignments Educational Practices Elementary Secondary Education Interrater Reliability Teachers Teaching Methods Matsumura, Lindsay Clare Information Analyses National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English This report describes 4 years of research by the National Center for Research on Evaluation, Standards, and Student Testing (CRESST) on developing indicators of classroom practice that have the potential to be used in large-scale settings and that draw attention to important aspects of standards-based learning and instruction. CRESSTs method was based on the collection of teachers' assignments with student work. The assignments were then rated and results were summarized to create indicators of classroom practice. Results to date indicate an acceptable level of interrater reliability across study years. It likely would be necessary to collect as many as three or four assignments from teacher to obtain a stable estimate of quality. Additionally, this method was reliable when teachers created their own assignments, but not when teachers submitted assignments created by outside sources. The quality of classroom assignments was associated with the quality of observed instruction, as well as the quality of students' written work. Students who were exposed to teachers who created more cognitively challenging assignments and who had cleared grading criteria also made greater gains on the Stanford Test of Achievement, Ninth Edition (Stanford 9). The quality of teachers' assignments submitted at each of the study years, however, tended to be of basic quality only. Teachers' reactions to the data collection and implications for the use of this method in collaborative professional development sessions also are discussed. (Contains 5 figures, 1 table, and 73 references.) (Author/SLD) ED480902 Teachers' Assignments and Student Work: Opening a Window on Classroom Practice. CSE Report. 2003-07-00 Stuart Foundation, San Francisco, CA. Annenberg Foundation, St. Davids, PA. Los Angeles Unified School District, CA. Office of Educational Research and Improvement (ED), Washington, DC. 50 N/A 2004 8/19/2004 23:42:42 RIEMAY2004 PR/No.98-85; PR/No.0100786; R305B960002; PR/No.014

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Yes Background Elementary Secondary Education English (Second Language) Language Proficiency Limited English Speaking Second Languages Standardized Tests Test Content Test Items Test Results Abedi, Jamal Reports - Research National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English Data from four different school sites nationwide were analyzed to examine whether standardized test results may be confounded by the lack of language proficiency of English language learners. Several analyses comparing the performance of limited English proficient (LEP) students and their non-LEP classmates revealed major differences. A Disparity Index was created to measure the performance gap between LEP and non-LEP students on tests with varying levels of language demand. The more linguistically complex the nature of the test, the greater was the Disparity Index of non-LEP students' results over LEP students'. This may suggest that high-language-load test items in assessments of content such as mathematics and science may act as a sources of measurement error. LEP students tended to have lower internal consistency scores on standardized assessments. Again, this suggests that item language load may interfere with testing the intended constructs. Using multiple regression, multivariate analysis of variance, and canonical correlation, researchers found that the more language load in a test, the stronger the confounding between LEP status and content-based performance on that test. Structural models for LEP student results demonstrated a lower statistical fit among test items, as well as between items and the total test scores. The factor loadings were generally lower for LEP students, and the correlations between the latent content-based variables were weaker as well. (Contains 36 figures, 106 tables, and 23 references.) (SLD) ED480903 Impact of Student Language Background on Content-Based Performance: Analyses of Extant Data. CSE Report. 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. 167 N/A 2004 8/19/2004 23:42:44 RIEMAY2004 R305B60002

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Yes Educational Assessment Elementary Secondary Education Evaluation Methods Knowledge Level Models Science Achievement Scores Student Evaluation Shavelson, Richard Ruiz-Primo, Maria Araceli Li, Min Ayala, Carlos Cuauhtemoc Reports - Descriptive National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English This paper presents a framework for evaluating cognitive claims to the interpretation of assessment scores and provides evidence of its applicability to science achievement. The idea of the "assessment triangle" (Pellegrino, Chodowsky, and Glaser, 2001) was adopted in the form of an assessment square with four tightly linked corners: construct (definition); assessment (task/response/score analysis); observation (cognitive and statistical data); and interpretation (link between observation and construct). In an iterative process of assessment review, the model focuses on four analyses that feed back on one another: conceptual, logical, cognitive, and statistical and qualitative. The heart of the model is a knowledge framework consisting of declarative (knowing that), procedural (knowing how), schematic (knowing why), and strategic (knowing when knowledge applies) knowledge that underlies achievement. Concrete examples of the model's application are provided. (Contains 6 tables, 10 figures, and 22 references.) (Author/SLD) ED480904 Evaluating New Approaches to Assessing Learning. CSE Report. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. National Inst. on Student Achievement, Curriculum, and Assessment (ED/OERI), Washington, DC. 36 N/A 2004 8/19/2004 23:42:46 RIEMAY2004 R30560002

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Yes Educational Assessment Educational Philosophy Elementary Secondary Education Student Evaluation Mislevy, Robert J. Reports - Descriptive Speeches/Meeting Papers Paradigm Argument National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English Educational assessment is reasoning from observations of what students do or make in a handful of particular circumstances, to what they know or can do more broadly. Practice has changed a great deal over the past century, in response to evolving conceptions of knowledge and its acquisition, views of schooling and its purposes, and technologies for gathering and evaluating response data. Conceptions of what constitutes assessment data, how it should be interpreted, and what kind of inferences are to be drawn differ radically when cast under different psychological perspectives. If the structure of assessment arguments is distinguished from their substance, greater continuity is seen. Developments in this area have been more in the nature of extension, elaboration, refinement, and explication of argument structures, as they have been prompted by more radical changes in culture and substance. (Contains 13 figures and 51 references.) (Author/SLD) ED480905 Argument Substance and Argument Structure in Educational Assessment. CSE Report. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. National Science Foundation, Arlington, VA. 38 N/A 2004 2016-11-21

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No Academic Achievement Early Childhood Education Educational Attainment Educationally Disadvantaged Graduation Mothers Nontraditional Students Parent Influence School Readiness Socioeconomic Status Welfare Recipients Young Children Magnuson, Katherine Reports - Research Welfare to Work Programs Wisconsin Univ., Madison. Inst. for Research on Poverty. English This study examines the impact of welfare mothers' education on their children's academic and behavioral outcomes. Because conventional regression approaches to estimating the effect of maternal schooling on child outcomes may be biased by omitted variables, this study uses experimentally induced differences in mothers' education to estimate instrumental variable models. Data come from the National Evaluation of Welfare-to-Work Strategies Child Outcome Study, an evaluation of mandatory welfare-to-work programs in which welfare recipients with young children were randomly assigned to either an education- or work-focused program or to a control group that received no additional assistance. Findings suggest that increases in maternal education are positively associated with children's academic school readiness and negatively associated with mothers' reports of their children's academic problems, but with little to no effect on children's behavior. Analyses were not able to determine whether the benefits of maternal education persisted over time, although they were able to test whether mothers' returns to schooling during their children's preschool years were more beneficial than returns during later years. Weak evidence indicates that mothers' reentry into school when children are young will have a lasting effect on children's academic problems. (Contains 78 references and 16 tables/figures.) (SM) ED480906 The Effect of Increases in Welfare Mothers' Education on Their Young Children's Academic and Behavioral Outcomes: Evidence from the National Evaluation of Welfare-to-Work Strategies Child Outcomes Study. IRP Discussion Paper. 2003-09-00 Office of the Assistant Secretary for Planning and Evaluation (DHHS), Washington, DC. 64 Institute for Research on Poverty, University of Wisconsin, Madison, WI. Web site: http://www.ssc.wisc.edu/irp/. N/A 2004 2016-11-21

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Yes Data Analysis English (Second Language) Family Characteristics Immigrants Immigration Limited English Speaking Population Trends Public Policy Residential Patterns Socioeconomic Status Statistical Data Capps, Randy Passel, Jeffrey S. Perez-Lopez, Daniel Fix, Michael Guides - Non-Classroom Numerical/Quantitative Data Immigration Legislation Rhode Island Rhode Island Urban Inst., Washington, DC. English This guidebook is designed to help local policy makers, program implementers, and advocates use U.S. Census and other data sources to identify immigrant populations in their local communities (their characteristics, contributions, and needs). It lists relevant data sources, the information contained in each, where they can be located, and software needed to use them effectively. The guide begins with an introduction that explains major data sources on immigrants and the organization of the guidebook and continues with: (2) "National Trends in Immigration" (e.g., immigrant dispersal, legal status, diverse countries of origin, and language diversity); (3) "Addressing Public Policy Questions with Data on Immigrants" (uses for the data, key planning and impact questions, place-based versus population-based comparisons); (4) "Obtaining and Analyzing the Data" (e.g., Census 2000 data sets, state health department vital records, Social Services caseload data, and caveats for data users); (5) "Developing an Immigrant Profile: The Example of Rhode Island" (e.g., slow immigrant growth, diverse countries of origin, settlement patterns, and effects of immigrant concentration on indicators of well-being); and (6) "Conclusions about Rhode Island and Applicability to Other Metropolitan Areas." An appendix presents participants in the April 2002 conference, "Using Small Area Data to Draw Pictures of Immigrant Populations." (Contains 24 figures and 10 references.) (SM) ED480907 The New Neighbors: A User's Guide to Data on Immigrants in U.S. Communities. 2003-09-00 Annie E. Casey Foundation, Baltimore, MD. Policymakers 73 Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 21202. Tel: 410-547-6600; Fax: 410-547-6624; Web site: http://www.aecf.org. N/A 2004 2016-11-21

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Yes Career Development Federal Legislation Higher Education Low Income Groups Mothers Nontraditional Students Welfare Recipients Welfare Reform Kosar, Kevin R., Ed. Collected Works - Proceedings Reports - Descriptive State Policy Welfare to Work Programs Barriers to Participation National Urban League, Inc., New York, NY. English This conference examined the current welfare policy and the continued use of higher education as a tool for moving low-income people into self-supporting careers. The proceedings include: welcoming remarks by Stephen Greenwald; keynote addresses by William Spriggs and Danny Simmons; a lunch address by Rae Alexander-Minter; remarks by Patricia White; and closing remarks by William Spriggs. The other conference presentations are: "Federal Law and State Policy Barriers to Higher Education as Work" (Hector R. Cordero-Guzman, Aurora Jackson, Gwendolynne Moore, Linda Gordon, Lawrence Mead, Judy Williams, and Christina DeMeo); "Welfare Mothers, Non-Traditional Students and College" (Kenya Cox, Susan Gooden, Lisa Grossman, Florence Washington, and Vanessa Ratliff); "Programs and Models that Work" (Esmeralda Simmons, Rae Mack, Vivyan Adair, Henry Buhl, and Kathryn K. Johnson); and "Afterword: Welfare Reform: What is Happening in Congress" (Kevin R. Kosar). (Contains 10 bibliographic references.) (SM) ED480908 Bridging the Gap: Higher Education and Career-Centered Welfare Reform. Proceedings. 2003-00-00 College Board, New York, NY. City Univ. of New York, Brooklyn. Medgar Evers Coll. 145 For full text: http://www.metropolitan.edu/pdfs/BridgingTheGap.pdf. N/A 2004 2016-11-21

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Yes Agency Cooperation Eligibility Financial Aid Applicants Higher Education Information Dissemination Student Financial Aid Taxes Brostek, Michael Reports - Evaluative Department of Education Internal Revenue Service Taxpayer Equity General Accounting Office, Washington, DC. English The U.S. General Accounting Office (GAO) was asked to determine whether the U.S. Department of Education uses taxpayer information to verify information provided by student aid applicants, and the benefits of increasing data verification activities, and whether the Internal Revenue Service (IRS) uses personal information maintained by Education to ensure that taxpayers meet their tax obligations and the benefits of increasing these activities. From various sources, the GAO found that the Department of Education uses taxpayer information for several purposes, such as locating loan defaulters, researching and computing statistical data on overall borrower debt, and, in taxpayers consent, determining loan repayment amounts. However, Education is not authorized to receive taxpayer information from the IRS to verify eligibility for student financial aid provided under Title IV of the Higher Education Act of 1965. The IRS does not use personal information collected from applicants and maintained by Education to ensure that taxpayers meet their tax obligations because IRS believes the taxpayer information IRS receives is more accurate. In general, this view is supported by past estimates of taxpayers levels of compliance and information from Educations studies and investigations. In this report, GAO does not make any recommendations; however, earlier in 2003, GAO recommended that Congress consider legislation to authorize IRS to release individual income data to Education, a change the Department of Education would support. Three appendixes describe study methodology and present commentary from Education and the IRS. (SLD) ED480909 Taxpayer Information: Increased Sharing and Verifying of Information Could Improve Education's Award Decisions. Report to the Committee on Finance, U.S. Senate. 2003-07-00 29 U.S. General Accounting Office, 441 G Street NW, Room LM, Washington, DC 20548 (first copy free; additional copies, $2 each). Tel: 202-512-6000. For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-03-821. N/A 2004 2016-11-21

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Yes Adolescents Conflict Resolution Family Relationship Family Support Parent Empowerment Program Effectiveness Role Models Youth Agencies Youth Programs Cahill, Michele DuPree, Sharon Pitts, Linda Thomases, Jean Reports - Research Youth Development Model English This study investigated the ways in which youth organizations support families, highlighting the role of youth organizations in strengthening youth and their families; what youth organizations need to know and do to enhance their prospects for successfully supporting/strengthening youth and their families; and the type of external supports and opportunities that families need, and which youth organizations can provide, to support their growth and development. Data were collected via focus groups with youth organization practitioners and with parents of youth who were and were not participating in youth programs. In-depth assessments of youth workers and Youth Development Institute staff of eight youth organizations were also reviewed. Results indicated that youth development organizations can and often do support family strengthening by promoting emotional connectedness, goal sharing, promoting high expectations, mediating conflict between youth and families, providing role models, bridging worlds, and promoting parental efficacy. Recommendations include raising public awareness of the importance of the relationship between youth development and family strengthening; supporting identification, documentation, and dissemination of best practices integrating youth development and family development; and supporting training and strengthening frontline practice that integrates youth and family development. (Contains 12 references.) (SM) ED480910 Youth Development and Family Strengthening: A Study of Emerging Connections. 2002-03-00 Annie E. Casey Foundation, Baltimore, MD. 50 Youth Development Institute of the Fund for the City of New York, 121 Avenue of the Americas, New York, NY 10013-1590. Tel: 212-925-6675; Fax: 212-925-5675; Web site: http://www.youthdevelopment.org. N/A 2004 2016-11-21

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Yes Curriculum Delivery Systems Distance Education Enrollment Higher Education Internet Networks Telecourses Belcheir, Marcia J. Atkinson, Janet Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English This study, first in a three-part series, looked at distance education at Boise State University, Idaho, to explore the current distance education delivery methods, the growth in distance education, enrollment, and teaching in distance education. Data from various university sources show that in the past 5 years, the numbers of distance education courses, enrollments, and credits produced have more than doubled at Boise State. In the 1999-2000 academic year, 134 courses were offered, with an enrollment of 2,286 students, resulting in 6,645 credits. Delivery methods included telecourses (public television with a limited number of live class meetings), the Knowledge Network (live broadcast by microwave to limited distribution sites and homes through wireless or wired cable), the Higher Education Network (broadcasts through the statewide analog microwave system), the Internet, radio, videoconferencing, and videotape. Internet courses have shown the most growth in the past 5 years, although the Knowledge Network continues to generate the most credits and serve the most students. Distance education enrolls only a small portion of Boise State students. Tenure-track faculty, however, are significantly involved in the delivery of distance education courses. Distance education appears to be a small but growing enterprise at Boise State. (SLD) ED480911 An Overview of Distance Education at Boise State University. Research Report. 2000-09-00 16 N/A 2004 2016-11-21

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Yes Educational Vouchers Elementary Secondary Education Expenditure per Student Private Schools Public Schools School Choice Tax Credits Tuition Urban Schools Salisbury, David F. Reports - Descriptive Cato Inst., Washington, DC. English By most measures, U.S. K-12 public schools continue on a path of mediocrity. To date, many states have implemented school choice programs, seeking to instill elements of competition and choice into their education systems. However, they all have limitations. An ideal school choice program would give every child a voucher or tax credit to be spent on educational services at any public or private school. The amount of the voucher or tax credit should be nearly equivalent to the amount of funds spent per student in public school. Government figures indicate that the average private elementary school tuition in the United States is less than $3,500, and the average private secondary school tuition is $6,052. Therefore, a voucher amount of $5,000 would give students access to most private schools. Since average per pupil spending for public schools is now $8,830, most states could offer a voucher amount even greater than $5,000 and still realize substantial savings. A survey of private schools in New Orleans; Houston; Denver; Charleston, South Carolina; Washington, DC, and Philadelphia shows that there are many options available to families with $5,000 to spend on a child's education. Even more options would be available if all parents were armed with a voucher or tax credit of that amount. An appendix presents tuition for private elementary and high schools in six U.S. cities. (SM) ED480912 What Does a Voucher Buy? A Closer Look at the Cost of Private Schools. Policy Analysis. 2003-08-28 25 Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001. Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. N/A 2004 2020-11-03

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Yes Citizenship Educational Attainment Immigrants Immigration Limited English Speaking Population Trends Undocumented Immigrants Welfare Recipients Fix, Michael Passel, Jeffrey S. Sucher, Kenneth Reports - Research Immigration Law Immigration Legislation Naturalization Programs Immigration and Naturalization Service Urban Inst., Washington, DC. English This brief examines changes in the number of naturalized citizens in the United States and the rate of naturalization, also exploring the size and characteristics of the pool of immigrants now or soon to be eligible to naturalize. Analysis of data from the Current Population Survey indicates that beginning in the mid-1990s, the number of naturalized citizens rose for the first time in decades, from 6.5 million to 11 million citizens by 2002. The share of legal immigrants who had naturalized rose to 49 percent in 2002 after a steep downward trend from 64 percent in 1970 to 39 percent in 1996. Despite rising numbers and rates, a large pool of immigrants, almost 8 million, is now eligible to naturalize. Of these, 2.7 million live in Canada, and another 2.7 legal immigrants are likely to soon become eligible to naturalize. Eligible immigrants who have not yet naturalized differ significantly from recently naturalized citizens. For example, those not yet naturalized have more limited English language skills, have less education, and are more heavily Mexican. A table shows the number of eligible and naturalized immigrants in each state, and lists the major destination and new growth states.(SM) ED480913 Trends in Naturalization. Immigrant Families and Workers. Facts and Perspectives Brief. 2003-09-00 Annie E. Casey Foundation, Baltimore, MD. Pew Charitable Trusts, Philadelphia, PA. National Inst. of Child Health and Human Development (NIH), Bethesda, MD. 9 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; Web site: http://www.urban.org. N/A 2004 2016-11-21

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Yes College Freshmen College Seniors Higher Education Individual Development Participation Student Employment Time Factors (Learning) Belcheir, Marcia J. Reports - Research Student Engagement Student Support Services Boise State University ID National Survey of Student Engagement National Survey of Student Engagement Boise State Univ., ID. Office of Institutional Assessment. English The National Survey of Student Engagement (NSSE) is a new approach to gathering information about collegiate quality on a national basis. The survey asks students to rate their level of participation in a variety of activities that have been shown to relate to academic and personal development. Other parts of the survey asks students to disclose the amount of reading and writing they do and the mental activities in which they are often engaged. Students are also asked about the extent to which college contributed to their growth in various areas. A total of 1,000 freshmen and seniors from Boise State responded to the survey, which included 15,910 students from 276 institutions. Boise State students were more likely to live off campus, work and care for children, transfer to the university, and be older than students at many colleges in the survey. The greatest amount of time spent in any activity was working off campus, with preparing for class second, and relaxing a distant third for seniors. The study identified differences in how freshmen and seniors generally spent their time, but, in general, their responses in this area were similar to those of students nationally. Seniors generally thought that the university had contributed to their growth more than did freshmen. Boise State students tended to rate the university lower than national averages for institutional support and relationships, and Boise State had lower scores than average on five benchmarks of institutional engagement. Findings identify areas in which Boise State should consider providing more student support. (SLD) ED480914 The National Survey of Student Engagement: Results from Boise State Freshmen and Seniors. Research Report 2000-04. 2000-12-00 19 N/A 2004 2016-11-21

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Yes Academic Standards Accountability Data Analysis Data Collection Disadvantaged Youth Dropout Rate Dropout Research Educational Legislation Graduation Graduation Rate High School Graduates Minority Group Children Racial Differences Secondary Education Validity Swanson, Christopher B. Reports - Research No Child Left Behind Act 2001 No Child Left Behind Act 2001 English The No Child Left Behind Act (NCLB) of 2001 requires that public elementary and secondary school systems be held accountable for achieving high levels of educational proficiency for all students. While achievement testing is the central component of state accountability systems under NCLB, these systems must include graduation rates as an academic accountability indicator at the high school level. This study summarizes provisions in NCLB that pertain to high school graduation rates. It examines the changing role of high school graduation rates as accountability indicators, noting implications for racial and ethnic minority groups and their school systems. This study analyzes the differences that exist among the measurement of dropout, graduation, and completion rates; the way each is calculated may affect reported high school graduation statistics. Researchers calculated graduation rates using the Common Core of Data, U.S. Department of Education's census of local educational agencies and schools. Overall, graduation rates are likely to be much lower than the 85-90 percent that prevails in the conventional wisdom, with as few as two-thirds of high school students nationwide graduating with a regular diploma. Although a small number of states have graduation rates up to 80 percent, others have rates below 55 percent for average students. Graduation rates are close to 75 percent for white and Asian students but around 50 percent for average-performing Native American, Hispanic American, and African American students. Even in high-performing states, graduation rates are much lower for these minority students than for white and Asian students. (Contains 30 references.) (SM) ED480915 Keeping Count and Losing Count: Calculating Graduation Rates for All Students under NCLB Accountability. 2003-08-00 44 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; Web site: http://www.urban.org. N/A 2004 2016-11-21

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Yes Agency Cooperation Attendance Patterns Elementary Secondary Education Intervention Juvenile Courts Juvenile Justice Minority Group Children Truancy Urban Schools Walls, Charles ERIC Publications ERIC Digests in Full Text ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest explores truancy in the urban context, examines the different types and reasons for truancy, and reviews the new ways that researchers and intervention programs are addressing this problem. No national data on truancy rates exist, but many larger cities report staggeringly high rates. The relationship between race or income and truancy is not well established, although whites are underrepresented in truancy cases, and students from lower income families generally have higher truancy rates. Truancy is evenly divided between boys and girls. Reasons for truancy include school climate, economic disadvantage, and student factors. Two types of truants exist: those who miss or cut classes and those who miss full days. One key feature of truancy intervention is a multimodal approach involving some combination of community stakeholders (schools, juvenile courts, law enforcement agencies) as well as parents, community organizations, and social services agencies. Multimodal programs focus on notifying parents of their children's failure to attend school. In instances where school based interventions fail and the truancy case reaches the court docket, some judges issue alternatives to standard court sanctions, allowing the court to target specific education and other student needs. The juvenile justice system is increasingly being used as a final stop and a mechanism for intervening in truancy. (Contains 12 references.) (SM) ED480916 New Approaches to Truancy Prevention in Urban Schools. ERIC Digest. 2003-09-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Academic Persistence College Bound Students Colleges Community Colleges Enrollment Trends Graduate Study Graduation Higher Education Hispanic American Students Nontraditional Students Racial Differences School Holding Power Undergraduate Students Fry, Richard ERIC Publications ERIC Digests in Full Text ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest examines the extent and nature of Hispanic college enrollment in comparison to that of other racial and ethnic groups. Patterns of college entry and participation are analyzed by nativity, ethnicity, and age. College completion data show that while roughly 10 percent of Hispanic high school completers finish their schooling with an associate's degree, similar to their white peers, they markedly trail their white peers in finishing a bachelor's degree. Only 16 percent of high school educated Hispanics finished a bachelor's degree, compared to nearly 37 percent of their white peers. Undergraduate enrollment patterns indicate that Hispanic college students are concentrated in community colleges and are the least likely young college students to pursue their studies full-time. The digest discusses reasons for Hispanic students lagging other groups in attaining college degrees, including delayed postsecondary enrollment, part-time enrollment, not having a regular high school diploma, working full-time, being financially independent, having children or dependents, and being a single parent. The data analyzed in the digest also show that Hispanics lag far behind in pursuing post-baccalaureate education, mainly because they lag in bachelor's degree completion. (Contains 11 references.) (SM) ED480917 Hispanics in College: Participation and Degree Attainment. ERIC Digest. 2003-10-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Adolescents Age Differences Dropouts Educational Attainment Employment Patterns Hispanic Americans Immigrants Labor Market Racial Differences Secondary Education Wages Young Adults Fry, Richard ERIC Publications ERIC Digests in Full Text ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest presents an analysis of the workforce participation of Latinos, emphasizing findings by generation. It describes the demographics of native-born and immigrant Latinos and compares labor market outcomes for adult, young adult, and teen workers. The digest also explores the relationship between schooling and labor market participation, with a particular look at differences across ethnicities as well as across Latino generations. Findings analyzed indicate that labor market outcomes vary significantly by worker age, working Latino immigrants tend to be mature adults, and working age second generation Latinos are between 16-24 years. For prime-age labor market outcomes, data indicate that Latino wage outcomes are very sensitive to generation, Latino workers are the lowest paid workers in the U.S. labor market, employment rates improve among Hispanics from the first to the second generation as a result of improved educational attainment, and male Latino job-holding slightly lags white job-holding but is substantially above African American job-holding. Recently arrived Latino immigrant teens are the highest paid teenage workers and have the highest incomes because they work a lot. Findings suggest, however, that the relative labor market success of immigrant Latino teens tends to be at the expense of schooling activities, as recently arrived immigrant Latino teens tend not to pursue formal schooling and are not acquiring English fluency. Young immigrant Hispanic dropouts have a lower unemployment rate and earn more money than young white and African American dropouts. (Contains 10 references.) (SM) ED480918 Labor Market Outcomes of Hispanics by Generation. ERIC Digest. 2003-10-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Web site: http://www.eric-web.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Academic Achievement After School Programs Black Students Community Involvement Early Childhood Education Educational Quality Elementary Secondary Education Faculty Development High Achievement Hispanic American Students Minority Group Children Resource Allocation Small Schools Student Mobility Teacher Expectations of Students Teacher Qualifications Bridglall, Beatrice L. Gordon, Edmund W. ERIC Publications ERIC Digests in Full Text Achievement Gap Department of Defense ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English In 2001, the National Education Goals Panel commissioned researchers from Vanderbilt University to study the consistent high achievement of African American and Latino students in Department of Defense schools. This digest summarizes the results of their study and presents supporting research that identifies policies and practices that may contribute to the success of these schools. The digest highlights assessment results and achievement gap comparisons, student demographics, and conditions in the academic and social environment of Department of Defense schools that appear to contribute to student academic development. Among these are many in- and out-of-school efforts: DoD commitment and expectations; establishment of goals; effective resource deployment; a culture of high expectations; small school size; flexibility of organization; data-driven decision-making; teacher quality and professional development; pre-school and after school programs; community involvement; alignment between central direction and local decisions; and focus on, and expectations of, high achievement. (SM) ED480919 Raising Minority Academic Achievement: The Department of Defense Model. ERIC Digest. 2003-10-00 Department of Education, Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Alumni Employment Experience Employment Patterns Graduate Surveys Higher Education Satisfaction Belcheir, Marcia J. Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English This report contains the results of the regularly administered alumni survey completed in 2001 by 2,014 students who graduated from Boise State University in the 1998-1999 academic year. The survey accompanies department-wide and college-wide results previously provided. Findings show that unemployment rates were very low for graduates, with only 1 to 2% unemployed and actively seeking jobs. Most graduates found jobs quickly, and more than 90% were using their college-developed skills on the job. Defining and solving problems and using effective oral and written communication were the top outcomes graduates desired. Graduates reported that Boise State had the biggest impact on improving their written communication and the least on improving oral communication. About 75 to 80% thought that the universitys core courses improved their critical thinking, broadened their knowledge, improved communication skills, and were valuable beyond college. Students were generally happy with the quality of the faculty. The survey is attached. (Contains 10 tables.) (SLD) ED480920 Activities and Perceptions of 1998-99 Graduates. Research Report 2001-01. 2001-03-00 26 N/A 2004 2016-11-21

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Yes College Students Higher Education Individual Development Prediction Satisfaction Student Attitudes Student Surveys Belcheir, Marcia J. Reports - Research Boise State University ID National Survey of Student Engagement Student Disengagement National Survey of Student Engagement Boise State Univ., ID. Office of Institutional Assessment. English This study is a followup to a study that reported on the results of the National Survey of Student Engagement (NSSE) for Boise State University freshmen and seniors. This study examined which of the many activities on the NSSE best predicted personal estimates of growth while at Boise State as well as perceived satisfaction with the university. Data from 200 freshmen and 243 seniors indicate that asking students to work hard and think at higher levels pays off in growth. Students reporting more growth also reported working harder than they thought they could to meet an instructors expectations and taking courses that placed more emphasis on the mental activities of analysis, application, evaluation, and synthesis. Social experiences were also found to be an important part of growth, especially personal and analytical growth. Faculty feedback and interactions with students also help students grow, just as combining academic and community experiences increases growth. The most important variable in predicting satisfaction was whether the student would choose Boise State again if starting over. The quality of relationships with faculty and administration were also important factors. Demographic variables relate to growth, but are not as important as some other measures. (SLD) ED480921 What Predicts Perceived Gains in Learning and in Satisfaction. Research Report 2001-02. 2001-05-00 16 N/A 2004 2016-11-21

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Yes College Admission College Applicants Decision Making Enrollment Higher Education Belcheir, Marcia J. Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English A survey of spring 2001 non-enrollees at Boise State University completed by 247 applicants who did not enroll found that students generally changed their mind about attending due to work schedules or the costs of attending. Family responsibilities were also an issue for many students. The admissions process was perceived as very satisfactory, although students who attempted to register on the Web were often very frustrated. To better serve student needs, respondents suggested more classes in general, particularly during evenings and weekends. Off-campus classes, especially Internet classes, were a popular suggestion. Parking was an issue for these students. Four appendixes contain the survey and lists of student reasons for not attending. (SLD) ED480922 Why Don't Students Attend Boise State Despite Having Applied and Been Admitted? Research Report 2001-03. 2001-06-00 16 N/A 2004 2016-11-21

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Yes College Students Distance Education Enrollment Higher Education Student Attitudes Student Characteristics Student Surveys Belcheir, Marcia J. Cucek, Mira Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English This study sought to learn more about students who enroll in distance education classes at Boise State University, their satisfaction with distance education classes, perceived access to support services, and differences in their classroom behavior in distance education and traditional face-to-face classes. These questions were addressed through a survey of students enrolled in distance education in spring 2001. About 35% of Boise State distance education students responded to the survey (n=379). A majority were enrolled in Internet courses, but other delivery methods included one- or two-way audio or video that allowed interaction, videotapes or television instruction, and direct instruction in off-campus classrooms. The main reason for taking distance education courses was that the time was flexible and convenient. Another reason was the difficulty respondents had in getting to the campus. About 30% were taking distance education courses because they liked the technology. Slightly more than half indicated that in the absence of the distance education option, they would take the course at some other institution or not at all. Students were generally satisfied with their distance education courses, with interaction with other students and the instructor being the areas of least satisfaction. They reported that their course-related behaviors were similar in distance education and traditional classes. Students identified delivery method and lack of interaction as the biggest barriers to distance education. These findings, from a student perspective, suggest that distance education is convenient and satisfactory. (SLD) ED480923 Student Perceptions of Their Distance Education Courses. Research Report 2001-04. 2001-12-00 16 N/A 2004 2016-11-21

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Yes Alumni College Role Graduate Surveys Higher Education Individual Development Job Skills Belcheir, Marcia J. Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English At the end of every academic year, an alumni survey is administered to recent graduates of Boise State University, Idaho. A great deal of data has accumulated over time, with some covering a 10-year period. Data are available for 1992, 1995, 1997, 2000, and 2001. The smallest sample was 475 in 2000; the largest was 960 in 1995. Findings show that recent graduates have placed more importance on their careers and the skills that will make them employable. Recent graduates also thought that defining and solving problems and being able to draw conclusions from data were more important skills than earlier graduates did. Recent graduates placed less emphasis on developing original products or ideas and thinking objectively about beliefs. Recent graduates thought that Boise State had more impact on developing skills employers need than prior graduates did. In general, recent graduates were less satisfied with their departments than were earlier graduates. Although recent graduates have placed more emphasis on employment skills, they have not seemed as sure that the university is helping them gain these skills. This suggests that internships and courses that provide applications may be especially welcome to students. (SLD) ED480924 Have Graduates' Perceptions Changed Over Time? Research Report 2002-01. 2002-01-00 10 N/A 2004 2016-11-21

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Yes College Faculty Distance Education Higher Education Incentives Satisfaction Teacher Attitudes Teaching Methods Belcheir, Marcia J. Cucek, Mira Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English Distance education (DE) is a growing enterprise at Boise State University, Idaho. This study sought to learn more about faculty who taught DE courses, including their reasons for teaching DE classes, rewards and disincentives for DE courses, satisfaction, pedagogical issues, and levels of effort required. Questions were addressed through a survey distributed to all full-time faculty and some randomly selected adjunct faculty. Responses were received from 254 faculty members, about 30% of the faculty. Faculty had multiple reasons for teaching DE courses, with the most common being that they enjoyed trying new things and they believed the classes benefited the students. Faculty members reported both rewards and disincentives to teaching DE courses. Increased flexibility of scheduling and opportunities to learn and apply new and upcoming technologies and teaching approaches were the most commonly reported rewards. The most frequently reported disincentive was that teaching DE courses took significantly more time and error than teaching traditional courses, and faculty reported lack or recognition or financial compensation for the extra effort and instructional challenges of the delivery method. Overall, however, faculty were generally satisfied with teaching DE, and were satisfied with the training they had received. The major stumbling block to DE at Boise State appeared to be the preparation time for DE courses. (SLD) ED480925 Faculty Perceptions of Teaching Distance Education Courses. Research Report 2002-02. 2002-04-00 13 N/A 2004 2016-11-21

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Yes College Freshmen College Preparation Core Curriculum Higher Education Mathematics Achievement Profiles Reading Achievement Writing Achievement Belcheir, Marcia J. Cucek, Mira Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English Boise State University, Idaho, now has a better idea how well entering freshmen perform in reading, writing, and mathematics because of an Academic Profile instrument administered to freshmen at Boise State and other institutions. In general, Boise State students performed somewhat below other freshmen. The testing was initiated in response to the recommendation by the Northwest Commission on Accreditation that Boise State conduct more assessment of student learning in core classes. This report is based on the Academic Profile results for 623 entering freshmen. The mean total score was 439.27, which places entering Boise State freshmen in the 38th percentile compared with freshmen at other comprehensive colleges and universities. These data can serve as benchmarks of skill levels. Retesting students after they have completed most of their core requirements will show student academic growth. An appendix describes proficiency levels for the Academic Profile. (SLD) ED480926 Academic Profile Results for Entering Freshmen. Research Report 2002-03. 2002-05-00 9 N/A 2004 2016-11-21

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Yes College English College Entrance Examinations College Freshmen Cutting Scores English Curriculum Higher Education Student Placement Belcheir, Marcia J. Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English The grades of students in English classes at Boise State University, Idaho, were studied before and after the implementation of changes in the cutscores for placing entering students in three different English levels. The effects of the cut score changes were to move more students into English 090 (the lowest level) from English 101, and to move more students from English 101 to English 102 (more advanced). The change also allowed some high-scoring students to receive credit for English 102 when they would previously have had to take the course. Information was provided on the course grades of students who were affected by the changes, compared to those who were not, and course grade distributions before and after the changes were available. Findings seem to indicate a lack of relationship between scores on the tests used for placement, the ACT and the Scholastic Assessment Tests. This finding may not be surprising, since these tests were not developed for course placement purposes. Grades distributions for the three courses were similar before and after the change in cutscores. Grades improved in English 101 after more students were required to take English 090. Although assigning more students to English 090 slowed their academic progress, these students probably were better equipped to take the next level, English 101. (SLD) ED480927 Impact of the Change in English Cutscores on Grades. Research Report 2002-04. 2002-06-00 11 N/A 2004 2016-11-21

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Yes Academic Achievement Higher Education Nursing Education Nursing Students Profiles Skills Belcheir, Marcia J. Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English As part of an ongoing effort to gather information on the impact of college courses on students academic skills, a small group of nursing students (n=35) at Boise State University, Idaho, enrolled in an upper division nursing course agreed to take the Academic Profile, a test that measures general academic skills. The results for these nursing students (21 seniors, 4 juniors, 4 sophomores, 1 freshman, and 5 designated other) were compared to those for Boise State freshmen tested in fall 2001, and results for seniors were compared with those of upper classmen at 60 other comprehensive colleges and universities who also took the Academic Profile. The mean scores of nursing students were significantly higher than those of freshmen in all areas except mathematics. The biggest differences in skill levels were found for reading and writing, and natural sciences showed the greatest chance in subject matter areas. While it is tempting to say that the higher scores of the nursing majors reflects the fact that they have completed more credits than freshmen, showing the value of college and general education, it may simply reflect the survival of students. It may be that who is in college changes, rather than skill levels. An appendix describes skill levels from the Academic Profile. (SLD) ED480928 Academic Profile Results for Selected Nursing Students. Research Report 2002-05. 2002-08-00 8 N/A 2004 2016-11-21

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Yes Algebra College Students Higher Education Mathematics Achievement Performance Factors Prediction Belcheir, Marcia J. Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English A study was undertaken to develop a better understanding of the students enrolled in intermediate algebra (Mathematics 108) at Boise State University, Idaho, and to uncover variables that predicted success in that course. Predictor variables were divided into preenrollment variables and course variables. Examining data for students enrolled in Mathematics 108 in spring 2001 showed that most (90%) had previously been enrolled in Mathematics 025, and about 20% had earned a D or F in that class. Off-campus jobs took a big chunk of student time. Time log data showed that students spent about 9 hours a week on average studying for Mathematics 108. Students were generally positive about the effects of the instructor and homework, with more than 80% indicating that these variables were somewhat helpful or very helpful By the mid-term, 75% of students knew what their current grade was in Mathematics 108. Obtaining a C or better depended on student motivation and anxiety levels and mid-term status measured by having a passing grade at that time. Predicting how students would do on the common final examination also depended on student study skills and motivation levels and mid-term status. Very few of the course-related variables on how the class was structured or managed were significant predictors of achievement. Who taught the course was not a significant factor for scoring high on the final examination or receiving a C in the course. Findings suggest that the early part of the course is critical to student success, so instructors should make early achievement clear to students. The issues of motivation and study skills, however, fall into the domain of student responsibility. (Contains 19 tables.) (SLD) ED480929 What Predicts Success in Intermediate Algebra? Research Report 2002-06. 2002-09-00 32 N/A 2004 2016-11-21

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Yes College Freshmen College Seniors Higher Education Profiles Student Characteristics Student Employment Time Management Urban Universities Belcheir, Marcia J. Reports - Research Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English This study reports the demographic results from the 2002 National Survey of Student Engagement. In this year, comparisons were available for other urban institutions in addition to broader national institutions. The report provides information on age, gender, ethnicity, transfer status, living arrangements, parents educational background, annual income, students reasons for less than full-time status, expected time to graduation, reasons for graduation delays, and expected impact of students education on their careers. In addition, students estimated the amount of time spent on-campus outside of classes and time spent on studying, working, caring for family, and commuting. The major role that work had in many students lives provided a consistent backdrop for most findings. Less than half the Boise State students were of the traditional college age, while more than 80% of urban and national first-year students were in this range. More than half of the first year students at Boise State reported that neither parent had graduated from college. This figure was 46% for urban institutions, and 39% nationally. Some 77% of Boise State students reported working for pay off campus, compared to 59% at other urban institutions and 34% nationally. About a third of Boise State students were working more than 30 hours per week. The percentage expected to graduate in 4 years at other urban institutions was at least double that for Boise State. (SLD) ED480930 A Profile of Boise State First Year and Senior Students with Comparisons to Other Urban Universities. Research Report 2002-07. 2002-10-00 9 N/A 2004 2016-11-21

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Yes College Graduates Employer Attitudes Employers Higher Education Job Skills Satisfaction Belcheir, Marcia J. Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English To better understand the perceptions of employers of Boise State University, Idaho, graduates, a survey was conducted of local employers who were mentioned at least twice in graduate survey data. Of the 102 employers sent surveys, 74 replied. Local employers were generally pleased with Boise State graduates preparation for the workforce, according to a recent survey. More than 90% were satisfied with each of the 19 skill areas included in the survey. Employers were most satisfied with graduates levels of preparation in reading, interacting easily with others, and working effectively with team members. Employers also rated how important each skill was in their business environments. Top rated skills included possessing a good work ethic, listening intelligently, thinking through problems, and working effectively with team members. In addition to the university-wide results, the report includes data tables for education, business, human services, health, and engineering. (Contains 1 figure and 15 tables.) (SLD) ED480931 What Skills Do Employers Think Are Most Important? Research Report 2002-08. 2002-11-00 16 N/A 2004 2016-11-21

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Yes College Environment College Students Educational Environment Higher Education Satisfaction Belcheir, Marcia J. Reports - Evaluative National Survey of Student Engagement Student Engagement Student Support Services Boise State University ID National Survey of Student Engagement Boise State Univ., ID. Office of Institutional Assessment. English This study focused on the climate at Boise State University, Idaho, as measured by the National Survey of Student Engagement (NSSE). Climate measures included general perceptions of the environment, quality of relationships with other students, faculty, and administrative personnel, the advising experience, and general satisfaction with the university. The survey was administered in 2002 to a random sample of first-year students and seniors. Results were similar to those obtained in 2000. Compared to other institutions, Boise State had low ratings on encouraging contact among students of different economic, social, and racial or ethnic backgrounds. Boise State first-year students also had lower ratings on providing academic and social support compared to other institutions. Perceptions of academic support were mainly related to perceived quality of academic advising. Perceptions of institutional support to help students thrive socially were mainly related to the extent that students felt their experiences at the institution had contributed to the welfare of the community. The addition of comparisons to other urban institutions helped in understanding that Boise States ratings were tied at least in part to the urban institutional setting and the students who attend urban universities. Results did suggest that Boise State could improve in some key climate areas. An appendix contains eight tables of survey data. (SLD) ED480932 The Campus Environment as Viewed through the Lens of the National Survey of Student Engagement. Research Report 2003-01. 2003-02-00 18 N/A 2004 2016-11-21

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Yes Active Learning College Students Higher Education Student Surveys Urban Universities Belcheir, Marcia J. Reports - Research Student Engagement Boise State University ID National Survey of Student Engagement National Survey of Student Engagement Boise State Univ., ID. Office of Institutional Assessment. English This report, third in a series on the National Survey of Student Engagement (NSSE), covers 22 items from the NSSE that measure active learning within and outside the classroom. Comparisons were provided by the NSSE with other urban institutions that participated in the survey process. Results were also compared with those from the 2000 NSSE to see if changes had occurred. A random sample of 700 Boise State freshmen and seniors was selected; 305 (44%) responded to the survey. Working on papers or projects that required integration of ideas from a variety of sources, asking questions in class, and discussing ideas from classes outside of class were reported by both freshmen and seniors as some of the most frequent activities that impacted learning. Both first-year students and seniors were least likely to participate in a community-based project as part of a regular course, work with faculty members on activities other than coursework, tutor other students, discuss ideas with faculty outside of class, and talk about career plans with a faculty member or advisor. Seniors clearly engaged in more active learning behaviors than did first-year students. Boise State results were generally similar to those from other urban institutions. However, Boise State had made some improvements in comparison with Boise State results from 2000. Students were rewriting papers more, using electronic media more often to communicate with instructors, and they reported more interaction with faculty. (SLD) ED480933 Active Learning in and out of the Classroom: Results from the National Survey of Student Engagement. Research Report 2003-02. 2003-04-00 16 N/A 2004 2016-11-21

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Yes Academic Achievement College Freshmen College Role College Seniors Higher Education Individual Development Belcheir, Marcia J. Reports - Research Boise State University ID National Survey of Student Engagement Student Engagement National Survey of Student Engagement Boise State Univ., ID. Office of Institutional Assessment. English The National Survey of Student Engagement (NSSE) was given to a random sample of first-year students and seniors at Boise State University, Idaho. Of the 700 students sampled, 122 freshmen and 183 seniors returned the survey. This study focused on the portion of the NSSE that asks students about the impact the university has had on their growth in a variety of personal and academic areas. Thinking critically, writing effectively, and acquiring a broad general education were the three areas in which students thought they had experienced the most impact. Voting in elections and contributing to the welfare of the community were at the bottom of the 15 areas included in the survey. Seniors thought they had felt more impact than first-year students in a majority of the areas. The extent to which Boise State students felt the university had made an impact on them was similar to responses of students from other urban institutions in almost every area, except that Boise State students were more likely to report that the institution had helped them grow in using computing and information technology. Boise State students were less likely to report strong growth in understanding people of other racial and ethnic backgrounds than were students from other urban institutions. Findings confirm that the university has a significant impact on student learning, both academically and personally. An appendix lists urban universities compared in the NSSE. (SLD) ED480934 Student Academic and Personal Growth While at Boise State: A Summary of 2002 National Survey of Student Engagement Findings. Research Report 2003-03. 2003-05-00 16 N/A 2004 2016-11-21

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Yes Crime Prevention Crisis Management Elementary Secondary Education Emergency Programs Law Enforcement Occupational Surveys Police School Relationship School Safety School Security Security Personnel Staff Development Terrorism Violence Trump, Kenneth S. Numerical/Quantitative Data Reports - Research English In July 2002, the National Association of School Resource Officers (school-based police officers) administered a 52-item questionnaire to its members attending the Association's annual conference. The survey covered the officers' views on school security and safety. This report presents the results of that survey. A total of 658 surveys were completed. The survey was designed as a professional industry survey, not an academic research study based on rigorous scientific methods. The report contains detailed findings presented in text supplemented by 54 charts, graphs, and tables. Following are some of the key findings of the survey: 95 percent of school-based officers feel that their schools are vulnerable to a terrorist attack; 79 percent feel that schools within their districts are not adequately prepared to respond to a terrorist attack on their schools; a majority report that significant gaps exist in their school's security and that their school's crisis plans are inadequate and untested; a majority reported they have received limited training and minimal support from outside agencies; and a vast majority reported that administrators, teachers, and staff have received no terrorism-specific training, mainly because of a lack of funding. (Contains 54 figures.) (WFA) ED480935 NASRO School Resource Officer Survey, 2002: Final Report on the 2nd Annual National Survey of School-Based Police Officers. 2002-09-25 50 National Association of School-Based Police Officers, 1601 N.E. 100th, St, Anthony, FL. Tel: 561-350-8860; Tel: 888-316-2776 (Toll Free); e-mail: Resourcer@aol.com; Web site: http://www.nasro.org. N/A 2004 8/19/2004 23:43:44 RIEMAY2004 Prepared by the National Association of School-Based Police Officers (St. Anthony, FL).

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Yes Business Responsibility Corporations Economics of Education Educational Finance Elementary Secondary Education Politics of Education Property Taxes Public Education Public Policy School Business Relationship School Taxes State Federal Aid Tax Allocation Tax Credits Opinion Papers Reports - Descriptive Florida Minnesota Montana Ohio Texas National Education Association, Washington, DC. Research Div. English This report describes a study aimed to help education advocates protect public schools and services from the effects of certain types of economic development subsidies. These subsidies include cutting companies' property taxes and granting long-term diversions of certain districts' property taxes to corporations making investment in those districts. The study examined subsidies in all 50 states and the District of Columbia by researching statutes, news reports, and other studies and by interviewing leaders and staff of state school board associations, tax departments, and development agencies. The report examines the extent and cost of these tax subsidies nationwide and details conditions and policies in Ohio, Florida, Minnesota, Montana, and Texas. The study's detailed examinations of these five states reveal a mixture of success and problems in coping with the effects of abatements on education. Overall, the report casts doubt on whether such subsidies promote balanced economic development. The report shows how these subsidies can harm public education by diverting funding that local schools need to sustain their educational mission. The study suggests that today's development subsidies may be enriching corporations at the cost of the education of tomorrow's work force. Appended are: Research Methodology and Scope; State Funding Formulas and Local Property Tax Subsidies; Organizations Surveyed; Roles of School Boards in Awarding Property Tax Abatements; Roles of School Boards in Tax Increment Financing; School Board Opposition to Abatements, TIF; Can School Boards Negotiate a Payment in Lieu of Tax (PILOT)?; State Reimbursement for Abatements, TIF; and States in Which School Board Association Engaged in Subsidy Debate. (Contains 69 references, 19 tables, and 4 figures.) (WFA) ED480936 Protecting Public Education: From Tax Giveaways to Corporations. Property Tax Abatements, Tax Increment Financing, and Funding for Schools. NEA Research Working Paper. 2003-01-00 63 National Education Association, 1201 16th Street, N.W., Washington, DC 20036-3290. Tel: 202-833-4000; Tel: 800-229-4200 (Toll Free); Fax: 202-822-7974; Web site: http://www.nea.org. N/A 2004 2020-12-05

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No Child Safety Crisis Management Data Analysis Data Collection Educational Environment Elementary Secondary Education Emergency Programs Fund Raising School Community Relationship School Effectiveness School Funds School Safety School Security Strategic Planning Student Welfare Youth Programs Abbott, Carol Guides - Non-Classroom California California California State Dept. of Education, Sacramento. California State Office of the Attorney General, Sacramento. Crime Prevention Center. English This workbook presents a seven-step planning process for safe and effective schools. Though specifically directed to schools in California, most of the components of the plan will pertain to schools everywhere. The workbook contains requirements of the California Education Code; many work sheets, sample forms, summary sheets, checklists, rubrics, matrices, and definitions; and an action plan for each of the seven steps. The seven steps in the planning process are as follows: (1) Identify your safe-school planning committee members; (2) create a vision of your school as a place where students are safe to learn, and base that vision on youth development; (3) gather and analyze data; (4) identify strengths and areas of desired change, and set major annual goals for each of the two safe-school components; (5) select and implement strategies; (6) communicate the safety plan to the public, hold public meetings for input, and keep the updated plan available for public inspection; and (7) evaluate your progress, revise the plan annually, and include the plan in your school accountability report card. (WFA) ED480937 Safe Schools: A Planning Guide for Action Workbook. Using the Seven-Step Planning Process for Safe and Effective Schools. 2002 Edition. 2001-00-00 ISBN-0-8011-1561-2 Administrators Policymakers Practitioners 56 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($9.50 plus shipping and handling). Tel: 800-995-4099 (Toll Free); Fax: 916-323-0823; Web site: http://www.cde.ca.gov/cdepress. N/A 2004 2016-11-21

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Yes Administrator Education Administrator Qualifications Administrator Selection Assistant Principals Beginning Principals Course Content Course Evaluation Education Courses Higher Education Instructional Leadership Leadership Training Management Development Occupational Information Principals Program Content Program Design Recruitment School Administration Bingham, C. Steven Gottfried, Susan Guides - Classroom - Teacher SERVE: SouthEastern Regional Vision for Education, Greensboro, NC. English This document is a practical guide for designing principal-development programs. The target audience includes individuals involved in the design and implementation of principal-preparation and development programs, particularly at the school-district level. Chapter 1, "The Call for New School Leaders and Leadership Development," expresses the need for changing principal-development programs. Chapter 2, "A Brief History of the Duval County-SERVE Leadership Program," describes one particular program. Chapter 3, "Design and Management," presents considerations of the program plan, program content, and resources. Chapter 4, "Participants," examines issues of who will participate and how they will be recruited and selected. Chapter 5, "Content," describes a particular course of study adapted for a principal-preparation program. Chapter 6, "Delivery," examines various techniques that program planners can consider for presenting content to participants. Chapter 7, "Logistics," presents issues related to site, scheduling, materials, and communication. Chapter 8, "Evaluation," considers ways to determine the merit of a principal-development program as it relates to regulatory issues, participant growth, and school improvement. Chapter 9, "Lessons Learned," presents key points from the Duval County-SERVE program, along with other key practices. Each chapter contains guiding questions for program developers that imply a general framework while the answers provide site-specific details. (WFA) ED480938 Leading Change in Principal Development: Notes for the Field. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. Administrators Practitioners Teachers 63 Southeastern Regional Vision for Education (SERVE), P.O. Box 5367, Greensboro, NC 27435. Tel: 336-315-7400; Tel: 800-755-3277 (Toll Free); Fax: 336-315-7457; Web site: http://www.serve.org. N/A 2004 8/19/2004 23:43:49 RIEMAY2004 ED-01-CO-0015

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Yes Affirmative Action Athletics Civil Rights Educational Legislation Elementary Secondary Education Eligibility Equal Facilities Gender Issues Government Publications Government Role Higher Education Sex Fairness Womens Athletics Reports - Research Title IX Education Amendments 1972 Education Amendments 1972 Title IX Education Amendments 1972 Department of Education, Washington, DC. Office of the Secretary. English This document is a report to the secretary of education on the findings of the Secretary's Commission on Opportunities in Athletics. The Commission was charged with examining Title IX. Starting in June 2002, the 15-member commission collected information, analyzed issues, and obtained broad public input directed at improving the application of current federal standards for measuring equal opportunity for men and women and boys and girls to participate in athletics under Title IX. The Commission found strong and broad support for the original intent of Title IX, along with a great deal of debate over how the law should be enforced. The Commission also found a great deal of confusion about Title IX and a lack of clarity in guidance from the Office for Civil Rights in regard to enforcement. In response, the commission adopted 23 key recommendations, which are presented in this report. The recommendations are grouped into four themes: (1) commitment; (2) clarity; (3) fairness; and (4) enforcement. Appended are: a glossary, a list of references, the Commission charter, agendas of Commission meetings; a roster of Commission members and staff; and the voting records of the Commission members. Included is a CD-ROM version of the report. (WFA) ED480939 Open to All: Title IX at 30. 2003-02-00 72 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: EC 0119P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://www.ed.gov/about/bdscomm/list/athletics/title9report.pdf. N/A 2004 2016-11-21

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No Administrator Responsibility Aggression Behavior Problems Bullying Counselor Role Crime Prevention Crisis Intervention Elementary Secondary Education Hazing School Responsibility School Security Social Bias Student Attitudes Student Behavior Student Responsibility Student Welfare Teacher Role Terrorism Victims of Crime Violence Wessler, Stephen L. Books Guides - Non-Classroom Harassment Association for Supervision and Curriculum Development, Alexandria, VA. English This book presents ways to address the problems of bias, harassment, and violence in schools. Part I covers the dynamics and effects of bias, harassment, and violence. In three chapters, it discusses the extent of the use of degrading language and slurs by students; the process of escalation from minor insult to violence; what happens when violence erupts; how violence manifests itself in schools; whether perpetrators can successfully be deterred from repeat behavior; and the emotional impact of bias, harassment, and violence on the children who are victimized. Part II focuses on how to create what the author calls "respectful schools." Five chapters discuss the importance of teacher intervention; the approaches to take to address the needs of victimized students; the ways in which administrators can lead their schools toward a climate of respect, including the development of effective anti-harassment policies and the response to violent incidents; the critical role of student leaders in creating respectful and civil schools; and ways to respond to acts of terror affecting the school. Included is a list of organizations and Web sites. (WFA) ED480940 The Respectful School: How Educators and Students Can Conquer Hate and Harassment. 2003-00-00 ISBN-0-87120-783-4 141 Association for Supervision and Curriculum Development (ASCD), 1703 N. Beauregard Street, Alexandria, VA 22311 (Stock no. 103006: $18.95, members; $23.95, nonmembers). Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 2016-11-21

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Yes Educational Finance Elementary Secondary Education Expenditure per Student Expenditures Federal Aid Government Publications Income Instructional Student Costs Noninstructional Student Costs Resources Salaries School District Wealth School Funds School Statistics Services State Aid Student Costs Tax Allocation St. John, Elise Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. English With data retrieved from the Common Core of Data collection of surveys, this report presents revenues and expenditures for public elementary and secondary education in all 50 states, the District of Columbia, and U.S. territories for school year 2000-01. Two pie charts display revenues by source and current expenditures by function. Seven tables report the following information: (1) revenues for public elementary and secondary schools by source and state; (2) percentage distribution of revenue for public elementary and secondary schools by source and state; (3) current expenditures for public elementary and secondary schools by function and state; (4) percentage distribution of current expenditures for public elementary and secondary schools by function and state; (5) student membership and current expenditures per pupil in membership for public elementary and secondary schools by function and state; (6) current expenditures for public elementary and secondary education by state; and (7) expenditures for public elementary and secondary education and other related programs by state. (WFA) ED480941 Revenues and Expenditures for Public Elementary and Secondary Education: School Year 2000-01. Statistics in Brief. 2003-05-00 14 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://nces.ed.gov/pubs2003/2003362.pdf. N/A 2004 8/19/2004 23:43:54 RIEMAY2004

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No Educational Assessment Educational Innovation Educational Practices Educational Principles Educational Research Elementary Secondary Education Partnerships in Education Program Design Program Implementation Research and Development Research Committees Research Tools Researchers Technology Transfer Theory Practice Relationship Donovan, M. S., Ed. Wigdor, A. K., Ed. Snow, C. E., Ed. Books Reports - Evaluative National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. English This book is a proposal for the Strategic Education Research Partnership (SERP), a large-scale coherent program of research and development carried out through a partnership between researchers and practitioners. The program would put the problems of educational practice at its center and focus on carrying research and development through all the stages necessary to influence practice. These include theory development, development and testing, the development and evaluation of instructional programs and teaching tools, the study of practice in context, and attention to the issues involved in taking innovations to scale. The book explains the key features of SERP and ways in which it would address linking research and development to practice. Chapter 1 discusses the capabilities of SERP. Chapter 2 presents several case studies in which SERP principles played a part. Chapter 3 explains how to develop, organize, fund, and administer a SERP program. Chapter 4 explores how to create SERP networks. Chapter 5 discusses how to launch and implement a SERP program. Most chapters include a summary and useful rubrics. Appended are a discussion of the federal investments in education research and an exhibit of SERP cost projections. (WFA) ED480942 Strategic Education Research Partnership. 2003-00-00 Department of Education, Washington, DC. National Academy of Sciences, Washington, DC. Carnegie Corp. of New York, NY. Spencer Foundation, Chicago, IL. John D. and Catherine T. MacArthur Foundation, Chicago, IL. ISBN-0-309-08879-8 160 National Academies Press, 500 Fifth Street, N.W. Lockbox 285, Washington, DC 2055 (paperbound: ISBN-0-309-08879-8, $23.96; PDF: ISBN-0-309-50727-8, $18). Tel: 202-334-3313; Tel: 800-624-6242 (Toll Free); Fax: 202-334-2451; Web site: http://www.nap.edu. For full text: http://www.nap.edu/books/0309088798/html/. N/A 2004 8/19/2004 23:43:56 RIEMAY2004 00-61980-HCD; 20030091; R305U000002; 20200171; B70 Prepared by the Committee on a Strategic Education Research Partnership.

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No Collective Bargaining Court Litigation Due Process Educational Legislation Elementary Secondary Education Equal Protection Higher Education Labor Legislation Libel and Slander Pedagogical Content Knowledge Teacher Administrator Relationship Teacher Discipline Teacher Dismissal Teacher Effectiveness Teacher Evaluation Teacher Rights Teacher Supervision Rossow, Lawrence F. Tate, James O. Books Guides - Classroom - Learner Guides - Non-Classroom Education Law Association, Dayton, OH. English This monograph is a legal treatise covering all legal aspects of the evaluation of teachers. It looks at what can legally be evaluated, how the evaluation can become evidence for termination, and how to avoid and win lawsuits involving wrongful teacher dismissals. It is intended for practicing administrators, supervisors of instruction, teacher evaluators, attorneys, college professors of education or law, and college students. Chapter 1 presents the basic concepts behind teacher evaluation and an introduction to the study of the laws pertaining to teacher evaluation. Chapter 2 describes the areas of teacher performance that legally can be evaluated. Chapter 3 explores the necessary elements of proceeding to terminate a teacher. Chapter 4 discusses due process, procedural aspects of the teacher's remediation opportunities, board policy, and collective agreements. Chapter 5 addresses competency testing as a prerequisite to certification and constitutional challenges to teacher testing. Chapter 6 focuses on defamation claims resulting from the evaluation process and lines of defense available to administrators or school districts in guarding against such claims. Included is an index of cases mentioned in the monograph. (WFA) ED480943 The Law of Teacher Evaluation. Second Edition. 2003-00-00 ISBN-1-56534-107-4 Administrators Practitioners Students Teachers 122 Education Law Association, Mail Drop 0528, 300 College Park, Dayton, OH 45469 ($28.50). Tel: 937-229-3589; Fax: 937-229-3845; e-mail: ela@udayton.edu; Web site: http://www.educationlaw.org. N/A 2004 8/19/2004 23:43:58 RIEMAY2004

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No Administrator Effectiveness Adult Education Educational Administration Educational Environment Educational Planning Elementary Secondary Education Foreign Countries Human Resources Organizational Effectiveness Partnerships in Education Principals Professional Development Resource Allocation School Business Relationship Staff Development Teacher Recruitment Total Quality Management Vocational Education Baldacchino, Godfrey, Ed. Farrugia, Charles J., Ed. Books Collected Works - General Dissertations/Theses Commonwealth Secretariat, London (England). English This collection of papers presents the critical reflections on the management and planning of education of 18 senior officials working in 12 small island nations. The papers are a result of their participation in the Postgraduate Diploma in Educational Planning and Management in Small States program at the University of Malta. The book is divided into two sections. After an introductory essay and two papers on generic management and administration issues in small states, the papers in the first section deal with educational management, addressing the education process from its internal organizational or operational perspective. This section addresses such topics as resource allocation, Total Quality Management, staff recruitment, job satisfaction, and the role of principals. The second section of the book discusses educational planning, focusing on education as a tool for national development. This section discusses such topics as school-business linkages, the general role of educational planning, and specific developmental challenges facing primary, secondary, vocational, and adult education in small countries. Each chapter begins with a brief summary of the key arguments of the paper and ends with a discussion point based on the contents. (Contains a subject and author index.) (WFA) ED480944 Educational Planning and Management in Small States: Concepts and Experiences. Challenge of Scale Series. 2002-00-00 ISBN-0-85092-729-3 Policymakers Students 308 The Commonwealth Secretariat, Marlborough House, Pall Mall, London SW1Y 5HX England (10 British pounds, 99 pence). Tel: 44-0-20-7747-6500; Fax: 44-0-20-7930-0827; e-mail: info@commonwealth.int; Web site: http://www.thecommonwealth.org. N/A 2004 8/19/2004 23:44:01 RIEMAY2004

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Yes Black Students Educational Finance Educational Vouchers Elementary Education Elementary School Students Hispanic American Students Mathematics Achievement Parent School Relationship Private School Aid Reading Achievement School Choice Scores Statistical Analysis Student Costs Tests Myers, David E. Mayer, Daniel P. Opinion Papers New York (New York) New York (New York) Mathematica Policy Research, Washington, DC. English This brief paper is a response to a reanalysis (Krueger & Zhu, 2003) of a report (Mayer, Peterson, Myers, Tuttle, & Howell, 2002). The response is offered by two of the authors (Myers & Mayer) of the original report. The original report presented an evaluation of the impact of vouchers on students' reading and mathematics achievement and on parents' satisfaction with their schools. The evaluation looked at a program in New York City begun in 1997 in which 1,300 scholarships (vouchers) worth up to $1,400 each were granted, through a lottery, to public-school students in grades K-4 to attend private schools. This paper comments on two issues raised in the reanalysis: (1) the sensitivity of the findings to different definitions of African American; and (2) the use of the kindergarten cohort and other students with missing baseline test data when estimating the impact of a voucher offer on students' achievement. This paper includes three tables that show the reading, mathematics, and composition test scores from the original report; lengthy footnotes; and nine references. (WFA) ED480945 Comments on "Another Look at the New York City Voucher Experiment." 2003-04-01 13 Mathematica Policy Research, Inc., P.O. Box 2393, Princeton, NJ 08543-2393. Tel: 609-799-3535; Fax: 609-799-0005; Web site: http://www.mathematica-mpr.com/. N/A 2004 2016-11-21

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Yes College Admission Foreign Students Hearings Higher Education Immigration National Security Legal/Legislative/Regulatory Materials Visas Nonimmigrant Aliens Student Tracking Systems Congress of the U.S., Washington, DC. House Committee on the Judiciary. English A hearing was held to explore the operations and effectiveness of the Student and Exchange Visitors System (SEVIS), a tracking system for foreign, nonimmigrant students. In February 2003, SEVIS became operational, and institutions of higher education are required to use the system when admitting new foreign students. Whether SEVIS goes far enough in protecting the United States from foreign criminals and terrorists and whether the system does everything possible to ensure that the student visa program does not endanger national security was discussed by hearing participants. Following opening statements by Representatives John N. Hostettler (Indiana), Lamar Smith (Texas), and Sheila Jackson Lee (Texas), the following witnesses testified: (1) Johnny N. Williams, Interim Director of Immigration Interior Enforcement, U.S. Department of Homeland Security; (2) Glenn A. Fine, Inspector General, U.S. Department of Justice; (3) Thomas P. Fischer, former District Director, Immigration and Naturalization Service; and (4) David War, President, American Council on Education. Also submitted for the record is a letter from Representative John Conyers, Jr. (Michigan). An appendix contains the prepared statements of some of the witnesses. Witnesses pointed out both the strengths and weaknesses of the SEVIS program as it operates. (SLD) ED480946 Nonimmigrant Student Tracking: Implementation and Proposed Modifications. Hearing before the Subcommittee on Immigration, Border Security, and Claims of the Committee on the Judiciary. House of Representatives, One Hundred Eighth Congress, First Session (April 2, 2003). 2003-04-00 62 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://www.house.gov/judiciary. N/A 2004 2016-11-21

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No Academic Achievement Board of Education Policy Charter Schools Educational Environment Elementary Secondary Education Government School Relationship Institutional Characteristics Local Norms Nontraditional Education Nontraditional Students Public Schools School Choice School Organization Traditional Schools Reports - Evaluative California California RAND Education, Santa Monica, CA. English This research brief recaps a study of California charter schools. After a discussion of the key distinctions among charter schools, the brief focuses on the following questions: (1) Who attends charter schools? (2) How does student achievement in charter schools compare with that in conventional public schools? (3) What oversight do chartering authorities provide? and (4) Does the operation of charter schools differ from that of conventional public schools? The study concludes that, in sum, the variety of findings suggest reasons for cautious optimism about charter schools. Classroom-based charter schools are doing as well on average as conventional public schools in reading and math while offering in the elementary grades, at least, a wider range of other subjects. There is reason for concern, however, about the performance of nonclassroom-based charter schools. The brief includes the following recommendations from the study to state policymakers: Enhance the ability of chartering authorities to identify poorly performing charter schools; require chartering authorities to collect and monitor fiscal information from charter schools; provide funding to charter schools equal to that of conventional schools; and investigate the reasons for low-achieving charter schools. (WFA) ED480947 How California Charter Schools Operate and Perform. RAND Research Brief. 2003-00-00 6 RAND Education, 1700 Main Street, P.O. Box 2138, Santa Monica, CA 90407-2138. Tel: 310-393-0411; Fax: 310-393-4818; Web site: http://www.rand.org. For full text: http://www.rand.org/publications/RB/RB8022/RB8022.pdf. N/A 2004 2016-11-21

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Yes Access to Education Accountability Educational Quality Hearings Higher Education Student Financial Aid Tax Allocation Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English The Committee on Education and the Workforce of the U.S. House of Representatives met to hear testimony on the state of U.S. higher education and what taxpayers, parents, and students are receiving for their money. The hearing was held in the context of the reauthorization of the Higher Education Act. Opening statements by Representative John Boehner, Committee Chairman, and Representative Dale Kildee set the stage for the testimony of these witnesses: (1) Charles Miller, Chairman, University of Texas System; (2) Mary Ellen Duncan, President, Howard Community College, Maryland; and (3) Frank Newman, Director, The Futures Project, Brown University, Rhode Island. Seven appendixes contain the written statements of the witnesses, some additional material, responses from two of the witnesses to written questions from Representative Ruben Hinojosa, and a written statement by Dennis J. Kucinich. The discussions and witness testimony centered on the crucial areas of accountability, accessibility, affordability, and quality. (SLD) ED480948 The State of American Higher Education: What Are Parents, Students, and Taxpayers Getting for Their Money? Hearing before the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session (May 13, 2003). 2003-05-00 176 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 2020-11-28

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Yes Educational Quality Hearings Higher Education Institutional Characteristics Schools of Education Teacher Education Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English A hearing was held to explore whether U. S. teachers' colleges are doing an adequate job. Opening statements by Representative Howard P. McKeon and Representative Dale Kildee set the stage for the testimony of these witnesses: (1) Lisa Graham Keegan, Chief Executive Officer, Education Leaders Council; (2) Kati Haycock, Director, The Education Trust; (3) Arthur E. Wise, President, National Council for Accreditation of Teacher Education; (4) Louanne Kennedy, Provost and Vice President for Academic Affairs, California State University, Northridge; (5) Jerry Robbins, Dean, College of Education, Eastern Michigan University; and (6) Joyce R. Coppin, Chief Executive, Divisions of Human Resources, New York City Department of Education. The testimony of the witnesses explored recent publicized failures of teacher college graduates on competency examinations and other issues related to the provisions of the Higher Education Act. Eleven appendixes contain the written statements of the witnesses and some supplemental materials placed in the record. (SLD) ED480949 America's Teacher Colleges: Are They Making the Grade? Hearing before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session (May 20, 2003). 2003-05-00 226 Superintendent of Documents, U.S. Government Printing Office, Washington, DC 20402. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 8/19/2004 23:44:12 RIEMAY2004

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No Diversity (Faculty) Diversity (Institutional) Higher Education Minority Groups Multicultural Education Program Effectiveness Racial Composition Racial Differences Student Diversity Hale, Frank W., Jr., Ed. Books Collected Works - General English The essays in this collection establish the case for racial diversity , outline the challenges diversity offers the academic community, presents examples of how some institutions have developed successful models of diversity, and discusses how the history of racial diversity has influenced aspects of diversity today. Following a foreword, "Diversity in Higher Education--Why It Matters," by William English Kirwan, and an introduction by Frank W. Hale, the chapters are: (1) "The Culture of Power" (Paul Kivel); (2) "A Brief Mediation on Diversity and 'Duhversity'" (Raymond A. Winbush); (3) "Limits to 'Pluribus,' Limits to 'Unum': Unity, Diversity, and the Great American Balancing Act" (Carlos E. Cortes); (4) "How To Become an Outstanding Educator of Hispanic and African-American First-Generation College Students" (Samuel Betances); (5) "Diversity and Learning at Harvard: A Historical View" (Neil L. Rudenstine); (6) "The MIT Experience: Personal Perspectives on Race in a Predominantly White University" (Clarence G. Williams); (7) "Self-Discovery to Actualization: Charting a Course To Make a Difference" (Antoinette Miranda); (8) "The Office of African-American Affairs: A Celebration of Success" (M. Rick Turner); (9) "The Development of a Multicultural Student Services Office and Retention Strategy for Minority Students: Still Miles To Go!" (Lee Jones); (10) "Effective Minority Programs at the Ohio State University" (Mac A. Stewart); (11) "Departmental Good Practices for Retaining Minority Graduate Students" (JoAnn Moody); (12) "Diversification of Faculty: Frank Talks form the Front Line about What Works" (Myra Gordon); (13) "Overcoming the Odds: Producing High-Achieving Minority Students in Science and Engineering" (Freeman A. Hrabowski); (14) "The Combination of Opportunity and Support Equals Success: The Options through Education Program at Boston College" (Donald Brown); (15) "Strategic Priorities and Strategic Funding: Minority Faculty Hiring at the University of Wisconsin-Madison 1988-2003" (Linda S. Greene and Margaret N. Harrigan); (16) "A Multicultural Research Program" (William E. Sedlacek); (17) "Foundations for Making Racial Diversity Work" (Leslie N. Pollard); and (18) "Deans as Diversity Leaders: Modifying Attitudes by Taking Bold Actions--Learning Lessons, and Changing Cultures" (William B. Harvey). An appendix contains an inventory for assessing an institution's commitment to multicultural programming. Many chapters have references. (SLD) ED480950 What Makes Racial Diversity Work in Higher Education: Academic Leaders Present Successful Policies and Strategies. 2004-00-00 336 Stylus Publishing, LLC, P.O. Box 605, Herndon, VA 20172-0605 (paperback: ISBN-1-57922-067-3, $23.95; clothbound: ISBN-1-57922-067-3, $59.95). Tel: 800-232-0223 (Toll Free); Fax: 703-661-1581; Web site: http://www.styluspub.com. N/A 2004 8/19/2004 23:44:13 RIEMAY2004 Foreword by William E. Kirwan.

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Yes Academic Degrees College Graduates Educational Trends Higher Education Physics Sex Differences Tables (Data) Trend Analysis Undergraduate Students Mulvey, Patrick J. Nicholson, Starr Numerical/Quantitative Data Reports - Descriptive American Inst. of Physics, College Park, MD. Statistical Research Center. English In fall 2002, the American Institute of Physics asked the 735 physics departments, the 34 combined physics and astronomy departments, and the 37 separate astronomy departments in the United States to provide information on both their current student enrollments and the degrees they conferred in the previous academic year. Data were received from 93% of the departments, and data for nonresponding departments were estimated using survey responses from previous years. After about a decade of decline, undergraduate physics enrollment has increased. There were 4,091 physics bachelor's degrees conferred in 2001, an increase of 12% from 1999. Physics PhD production has fallen, however, for the seventh consecutive year. There were 1,157 PhDs conferred in 2001, a cumulative decline of 22% since the high in 1994. In the past 2 years, the number of African Americans receiving physics PhDs has nearly doubled. The number of students receiving astronomy bachelor's degrees in 2001 shout up 36% over the previous year, and much of this is attributable to the increase in women receiving degrees. An appendix contains three data tables. (Contains 9 figures and 14 tables.) (SLD) ED480951 Enrollments and Degrees Report. AIP Report. 2003-08-00 17 American Institute of Physics, Statistical Research Center, One Physics Ellipse, College Park, MD 20740-3843. For full text: http://www.aip.org/statistics/trends/reports/ed.pdf. N/A 2004 2020-11-23

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Yes College Faculty Doctoral Degrees Educational Trends Higher Education Physics Sex Differences Tenure Trend Analysis Ivie, Rachel Stowe, Katie Nies, Kimberley Numerical/Quantitative Data Reports - Research American Inst. of Physics, College Park, MD. Statistical Research Center. English This report discusses trends in the physics academic workforce and the implications of these trends for the future academic job market. Data are from a survey of physics departments that was completed by 722 departments, a response rate of 94%. The number of physics faculty increased almost 5% since 2000, and much of this growth resulted from increases in the number of temporary and nontenure-track faculty. The percentage of women on physics faculties increased in 10% of the total, and more than 60% of physics departments how have at least one woman on their faculty. Women are more likely to be hired as part-time than are men. As in 2000, the estimated retirement rate remained above 3%. The turnover rate of 5.4% was about the same as it had been in 1999. The number of physics faculty members departments were recruiting for 2003 continued to be high, at an estimated 512 tenured or tenure-track recruitments. The number of tenured and tenure-track faculty hired for 2002 is lower than the number who left during 2001. Only one-third of new faculty at PhD departments earned their degrees in the United States within the last 5 years. The remainder either have PhDs from foreign universities, or earned their PhDs more than 5 years ago. (Contains 14 tables and 1 reference.) (SLD) ED480952 Physics Academic Workforce Report, 2002. AIP Report. 2003-08-00 13 American Institute of Physics, Statistical Research Center, One Physics Ellipse, College Park, MD 20740-3843. Tel: 301-209-3070. For full text: http://www.aip.org/statistics/trends/reports/awf02.pdf. N/A 2004 8/19/2004 23:44:16 RIEMAY2004 For the 2000 report, see ED 450 665.

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Yes Cost Containment Cost Effectiveness Costs Efficiency Higher Education Organizational Effectiveness Public Colleges State Programs Reports - Research Tests/Questionnaires Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Research, Campus Planning and Finance. English In response to a request of the Texas Higher Education Coordinating Board, public universities and community, technical, and state colleges in Texas were asked to provide examples of efficiencies implemented on their campuses between Fiscal Year (FY) 2001 and FY 2003. For purposes of this request, an efficiency was defined as an activity that results in a documentable savings of time, money, or some other resources that is then readily available for some other campus program or activity. An electronic survey was completed by all Texas public institutions of higher education (97). The 97 institutions reported a total of 357 efficiencies, 329 for FY 2001 through FY 2003, and 28 initiated before the study period. Of the reported efficiencies, 81 were in the area of education, 11 in research, 255 in administration, and 10 in the area of clinical care. Some project concepts were reported by multiple institutions. Among the most common were projects related to energy efficiency. Another often reported change was reorganization of both academic departments and schools or administrative units. Texas public higher education institutions are demonstrating through their actions that they are being good stewards of state funds by identifying ways to streamline their operations without harming their missions and by reallocating financial and staff savings to higher priority programs and activities. One appendix contains the survey questionnaire, and the other two contain examples of the efficiencies implemented. (SLD) ED480953 Efficiencies at Texas Public Institutions of Higher Education, Fiscal Year 2001-Fiscal Year 2003. 2003-02-00 32 For full text: http://www.thecb.state.tx.us/reports/pdf/0507.pdf. N/A 2004 2016-11-21

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Yes Academic Degrees Educational Objectives Enrollment Excellence in Education Higher Education Program Evaluation Research State Programs Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. English This higher education plan for Texas outlines the goals of closing the gaps in higher education participation and success, in educational excellence, and in funded research over the next 15 years. It outlines the four challenges that are the most critical to overcome for the future well-being of Texas. These challenges are presented as goals. The first is to close the gaps in participation rates across Texas to add 500,000 more students by 2015. The second goal is to close the gaps in success by increasing by 50% the number of degrees, certificates, and other identifiable student successes from high quality programs by 2015. The third goal, to close the gaps in excellence, calls for substantially increasing the number of national recognized programs and services at colleges and universities in Texas by 2015. The final goal, to close the gaps in research, calls for increasing, by 2015, the level of federal science and engineering research funding to Texas institutions by 50% to $1.3 billion. To assure progress toward these goals, the state is urged to develop benchmarks and measures to assess progress toward the plan's goals for each institution and for Texas higher education as a whole. (SLD) ED480954 Closing the Gaps: The Texas Higher Education Plan. 2003-00-00 22 For full text: http://www.thecb.state.tx.us/reports/pdf/0379.pdf. N/A 2004 2016-11-21

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Yes College Students Federal Aid Higher Education Low Income Groups Paying for College Student Financial Aid Reports - Descriptive Florida Affordability Florida Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English The affordability of college is dependent on the cost of attendance, families' financial resources, and the financial aid available from federal, state, and other sources. This report examines college affordability for students who applied for federal financial aid. Less than half of all students (35%) apply for federal aid. In addition to federal aid, students are eligible for and receive aid from a variety of other sources, such as Bright Futures and other state and local programs. Available data for federal financial aid applicants in Fiscal Year 2000-2001 indicates that a high percentage of these students had "unmet financial need" as defined by state and federal financial aid programs. A higher percentage of community college students than university students had "unmet need"; these students faced lower college attendance costs than university students but also had fewer financial resources. Low-income applicants typically received more financial aid than applicants with higher family incomes. Four appendixes contain supplemental data tables. (Contains 23 exhibits.) (Author/SLD) ED480955 Compilation of College Affordability Data for Students Who Applied for Federal Aid. OPPAGA Information Brief. Report. 2003-08-00 20 OPPAGA Report Production, Claude Pepper Building, Room 312, 111 W. Madison St., Tallahassee, FL 32399-1475. Tel: 850-488-0021; Fax: 850-487-3804. For full text: http://www.oppaga.state.fl.us/reports/pdf/0347rpt.pdf. N/A 2004 2016-11-21

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Yes Academic Degrees Diversity (Institutional) Educational Objectives Educational Quality Enrollment Excellence in Education Financial Support Higher Education Research Student Diversity Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. English This report provides an update on progress toward each of the goals of the Closing the Gaps by 2015 plan of the Texas Higher Education Coordinating Board. The first goal calls for the addition of 500,000 students to higher education in Texas by 2015. Data show that 78% of the overall 2005 target was reached in 2002, including 71% of the Black target, 35% of the Hispanic target, and 203% of the White target. The second goal, to increase by 50% the number of degrees, certificates and other identifiable marks of student success by 2015, also appears on track. Some 48.2% of the 2005 target was reached in 2002, including 31.9% of the bachelors target, 38.0% of the Hispanic target, 78.7% of the Black target, and only 8.8% of the technology degree target. The third goal asks the state to substantially increase the number of nationally recognized programs or services at colleges and universities. All of the states higher education institutions have chosen at least one program to raise to nationally recognized excellence. The final goal, to increase the level of federal science and engineering research funding in Texas by 50%, is also on track, since 128% of the 2007 federal science and engineering funding target was reached in fiscal year 2001. Data suggest that the state is making excellent progress toward the Closing the Gaps goals. Seven appendixes contain supplemental data for each goal and some information about institutional targets. (SLD) ED480956 Closing the Gaps by 2015: 2003 Progress Report. 2003-07-00 29 Texas Higher Education Coordinating Board, P.O. Box 12788, Austin, TX 78711-2788. For full text: http://www.thecb.state.tx.us/reports/pdf/0621.pdf. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Accrediting Agencies Foreign Countries Higher Education Private Colleges Reports - Descriptive Alberta Canada Canada Private Colleges Accreditation Board, Edmonton (Alberta). English The Private Colleges Accreditation Board is authorized to make recommendations to the Alberta, Canada, Minister of Learning with respect to baccalaureate degrees, other than those in Divinity programs. This annual report, for the period April 1, 2002 to March 31, 2003, describes the activities of the Board. During the reporting period, the Private Colleges Accreditation Board completed its review of the accreditation process and adopted some refinements. The Board began to review two applications from institutions not yet authorized to offer an accredited degree program. Two new programs from already accredited institutions were approved, and four of five proposed new concentrations at two private colleges were approved. The report contains these sections: (1) "Introduction"; (2)"Membership of the Board"; (3) "Activities of the Board"; (4) "Accreditation Handbook"; (5) "Board Committees": (6) "Communication with Presidents"; (7) "PCAB's Web Site"; and (8) "Administration." (SLD) ED480957 Private Colleges Accreditation Board Annual Report, 1 April 2002-31 March 2003. 2003-06-25 18 For full text: http://www.pcab.gov.ab.ca/download/PCAB_AR_2002.pdf. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Annual Reports Foreign Countries Higher Education Private Colleges Numerical/Quantitative Data Tests/Questionnaires Alberta Canada Instructions Sample Forms Canada ISSN-1703-549X Private Colleges Accreditation Board, Edmonton (Alberta). English The Private Colleges Accreditation Board of Alberta, Canada, requires each private college with accredited degree programs to submit an annual report consisting of two parts: a Narrative and a Statistical Summary. This document contains instructions for completing both portions of the report. The Narrative focuses on programs, enhancement of teaching, accomplishments, progress on the strategic plan, and summaries of activity. The statistical report contains data on students, finances, learning resources, and staff. Changes made to the previous edition of these instructions are summarized for quick reference. The report contains 16 sample tables or forms. (SLD) ED480958 Instructions and Sample Forms for Annual Reports to the Private Colleges Accreditation Board of the Private Colleges with Accredited Degree Programs. Sixteenth Edition. 2003-06-00 37 For full text: http://www.pcab.gov.ab.ca/download/Sample_Forms_2003.pdf. N/A 2004 2016-11-21

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Yes Academic Degrees College Graduates Educational Attainment High School Students High Schools Higher Education Longitudinal Studies National Surveys Young Adults Adelman, Clifford Daniel, Bruce Berkovits, Ilona Numerical/Quantitative Data Reports - Research National Education Longitudinal Study 1988 National Center for Education Statistics (ED), Washington, DC. English This report presents selected results from the National Education Longitudinal Study of 1988 (NELS:88/2000). Most of the participants in this study were eighth graders in 1988, graduates from high school in 1992, and at the time of the postsecondary transcript data collection in the year 2000 were around the age of 26 or 27. Of all likely postsecondary participants, 45% earned a bachelor's degree of higher by age 26 or 27. Of those who earned more than 10 college credits, 51% earned a bachelor's degree or higher by age 26 or 27. Sixty-seven percent of those who earned more than 10 college credits and attended a four-year college at any time received a bachelor's degree or higher by age 26 or 37. Of all undergraduates who earned more than 10 credits, 20% attended institutions in more than one state as undergraduates. More than half of Hispanic/Latino students began their postsecondary careers in community colleges, in contrast to 37% of White students and 41% of Black students. Most undergraduates attended school in summer terms. The higher the mathematics attainment in high school, the more likely the student was to complete a bachelor's degree. Data also show that students who attended more selective colleges had higher grade point averages. Other data are provided about student characteristics. Two appendixes contain summary tables and technical notes. (Contains 29 tables and 7 references.) (SLD) ED480959 Postsecondary Attainment, Attendance, Curriculum, and Performance: Selected Results from the NELS:88/2000 Postsecondary Education Transcript Study (PETS), 2000. E.D. Tabs. 2003-09-00 80 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. For full text: http://nces.ed.gov/pubs2003/2003394.pdf. N/A 2004 2016-11-21 ED557072

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Yes Demand Occupations Educational Objectives Federal Government Federal Legislation Government Role Higher Education Human Capital Information Technology Labor Force Development Labor Needs Labor Supply Local Government Occupational Clusters Partnerships in Education Policy Formation Public Policy Role of Education Secondary Education State Government Technological Advancement Kerr, Robert Information Analyses Computer Occupations Workforce Investment Act 1998 Workforce Investment Act 1998 Ohio State Univ., Columbus. Center on Education and Training for Employment. English Keeping the existing information technology (IT) workforce viable and rapidly increasing the number of these workers presents a United States public policy workforce development (WD) challenge at all government levels. Public policy human capital investments have been undertaken to address the IT workforce supply and demand mismatch. States seem to be best positioned to be the pivotal public policy creators and implementers in the high-skill, high-tech economy. States' education systems are their primary public policy levers. The National Governors Association's activities show high-tech clusters and ITWD are high on states' public policy debate agendas. The state-managed college/university system supporting ITWD is inadequate to meet IT labor and skills demands. To supplement existing higher education systems, states are pursuing new ITWD public policies. Three significant state ITWD approaches are improving ITWD in their existing state-managed education system; implementing the "cluster" as the new vehicle to support improved ITWD; and dividing major cities into groups to encourage cooperative ITWD efforts. City ITWD efforts are most effective as part of state or federal programs. The fundamental federal role in ITWD has been to monitor and report on IT workforce needs and to facilitate states in dealing with their individual IT workforce needs. National ITWD public policy examples are the American Competitiveness and Workforce Improvement Act and Workforce Investment Act. (Contains 30 references.) (YLB) ED480961 Information Technology Workforce Development: Public Policy Review and Discussion. 2002-03-10 26 For full text: http://www.cete.org/wpapers/pdfdocs/ITWDE-robertkerr.pdf. N/A 2004 2016-11-21

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No Adult Education Adult Learning Annotated Bibliographies Classroom Techniques Community Development Community Involvement Community Planning Definitions Developing Nations Guidelines Learning Activities Lesson Plans Participative Decision Making Program Design Program Guides Sex Differences Teaching Guides Training Methods Volunteer Training Womens Education Guides - Non-Classroom Translations Peace Corps Peace Corps, Washington, DC. Information Collection and Exchange Div. French A french language version of a training manual that presents guidelines for planning and conducting a project design and management (PDM) workshop to teach Peace Corps volunteers to involve local community members in the process of using participatory analysis tools and planning and implementing projects meeting local desires and needs. The first six sections contain the following materials: a list of acronyms and abbreviations; guidelines for planning a PDM workshop; nine tips for PDM workshop trainers; a PDM session grid; definitions of key terms; and an annotated list of six resources and reference materials. The remainder of the training manual consists of 15 detailed training session plans on the following topics: (1) characteristics of effective projects; (2) identifying resources and expectations; (3) steps in project planning; (4) participatory analysis and priority setting with the community; (5) desires, needs, and problems; (6) determining project visions, assets, and strategies; (7) determining project goals, objectives, signs of success, and feasibility; (8) identifying and sequencing tasks; (9) assigning roles and responsibilities; (10) making a timeline; (11) monitoring and evaluation planning; (12) resource identification and budgeting; (13) proposal writing and optional project presentations; (14) identifying funding sources; and (15) taking the project home to the community. Two sample community project designs and guidelines for working with an interpreter are appended. (MN) ED480962 Le Nouveau Manuel de Formation sur l'Elaboration et la Gestion des Projets. (The New Project Design and Management Workshop Training Manual). 2003-00-00 Practitioners Teachers 207 Peace Corps, Center for Field Assistance and Applied Research, Information Collection and Exchange, 1111 20th Street NW, Fifth Floor, Washington, DC 20526 (ICE Publication no. T0128). Tel: 202-692-2640; Fax: 202-692-2641. For full text: http://www.peacecorps.gov/library/pdf/T0128_pdmfrancais.pdf. N/A 2004 2016-11-21

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Yes Administrative Organization Adult Education Behavior Standards Context Effect Discourse Communities Educational Anthropology Educational Environment Employer Employee Relationship Incidental Learning Independent Study Informal Education Models Nonformal Education Norms Organizational Change Organizational Climate Organizational Culture Social Control Theory Practice Relationship Work Environment Siegel, Irwin H. Opinion Papers Learning Organizations Organizational Learning English The concept of organizational culture has been central to the development of concepts, such as the learning organization and organizational learning, which are important within the field of adult education. However, the functionalist models of organizational culture, which have often relied on ethnographic and/or anecdotal studies of organizations in an attempt to discern the "culture" of an organization, do not appropriately account for individual learning and agency. Functionalist models result in descriptions of the "universal" culture of organizations and prescriptive lists of findings that link cultures to productivity and profitability. They de-emphasize individual learning and agency and often result in culture being used as a tool by managers for normative control. According to a critical model of organizational culture, though, an organization will maximize productivity and profitability when workers learn their cultures through informal and incidental learning that counter the norming attributes found within the institutional components of social architecture. An alternate model of "social architecture," functioning within the "new work order," reduces dependence on the discourse of social anthropology and provides recognition of individual agency and critical reflection to combat normative control while not divorcing the individual from his or her social and cultural context. (Contains 16 references.) (MO) ED480963 From Symbols, Stories and Social Artifacts to Social Architecture and Agency: The Discourse of Learning and the Decline of "Organizational Culture" in the "New Work Order." 2001-06-00 9 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001siegel.htm. N/A 2004 2016-11-21

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Yes Adult Education Adult Educators Adult Literacy Adult Reading Programs Biographies Coordination Curriculum Development Educational History Educational Innovation Extension Education Foreign Countries Historical Interpretation Literacy Education Postsecondary Education Professional Associations Recreational Programs Secondary Education Theater Arts Visual Arts Rushbrook, Peter Historical Materials Victorian Council of Adult Education Workers Educational Association Australian Association of Adult Education English Colin Badger was an adult educator who contributed to Victorian adult education in Australia. After graduating from the University of Adelaide in 1936, Badger became a tutor for the South Australian Workers Education Association (WEA), where he became aware of the possibilities of adult education. After study in London, he returned to Australia to work first as a Reader's Counselor part of a University of Western Australia scheme to encourage adult reading funded by the Carnegie Corporation and then as the university's Director of Adult Education. In 1939 he became the Director of Extension at the University of Melbourne in Victoria, where he transformed the WEA curriculum and, in 1945, formed the Council of Adult Education (CAE) a statutory authority responsible for coordinating and delivering Victorian adult education. Badger then began a quarter century of sustained adult education innovation, and his initiatives always included one or more of these three themes: extension and recreational education; the visual and performing arts; and national adult education coordination. In the late 1950s he participated in the creation of the Australian Association of Adult Education (AAAE). (The author emphasizes Badger's life as a lesson on the capacity of an individual to author historical change and points out that his life is a reminder of the role of the historian in rescuing historical authorship from obscurity. Contains 26 references.) (MO) ED480964 "My Business Was Not with Lost Souls and the Underprivileged": The Contribution of Colin Badger (1906-1993) to Adult Education in Victoria, Australia. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001rushbrook.htm. N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Adult Students Attitudes toward Disabilities College Faculty College Students Disabilities Interpersonal Communication Postsecondary Education Qualitative Research Rehabilitation Counseling Self Disclosure (Individuals) Student Adjustment Student Attitudes Student Personnel Services Teacher Student Relationship Rocco, Tonette S. Reports - Research Americans with Disabilities Act 1990 Constant Comparative Method Grounded Theory Americans with Disabilities Act 1990 English Little research has been done on disability disclosure in education and employment. Instead, most research on disclosure has examined the effect disability has on the comfort level of the able-bodied. In order to explore how an adult with a disability learns to communicate to an instructor or employer what is needed for accommodation, interviews with 8 students with visible disabilities were conducted and analyzed with a constant comparative method to generate grounded theory. The students were asked questions about disclosure in the following areas: comfort level, under what conditions, describing the disability, reactions of others, and coaching or advice received. These five themes emerged: (1) how full disclosure differs individually; (2) how disclosure is a way to lessen tension for both the disabled student and others; (3) how disclosure affirms that the disability is a part of the disabled student; (4) how other people's responses to disability can vary greatly; and (5) how coaching or training on disclosure received through rehabilitation, counseling, and family support can also vary. (Contains 11 references.) (MO) ED480965 "My Disability Is Part of Me": Disclosure and Students with Visible Disabilities. 2001-06-00 9 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001rocco.htm. N/A 2004 2016-11-21

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Yes Adult Education Adult Educators Educational Needs Educational Objectives Educational Practices Elementary Secondary Education Graduate Study Higher Education Knowledge Base for Teaching Learning Theories Lifelong Learning Needs Assessment Relevance (Education) Role of Education Schools of Education Teacher Education Curriculum Teacher Education Programs Teacher Role Theory Practice Relationship Trend Analysis Amstutz, Donna D. Colin, Scipio A. J., III Schied, Fred Sheared, Vanessa Opinion Papers Speeches/Meeting Papers English Debate over the benefits and detriments of adult education faculty being integrally involved in K-12 teacher preparation programs has grown as increasing numbers of U.S. colleges and universities eliminate or consider eliminating their adult education graduate programs. The debate centers around the following positions: (1) adult education faculty should be involved in teacher preparation programs based on theoretical connections between K-12 and adult education learning theories; (2) adult education faculty should be involved in teacher preparation programs based on realistic financial and administrative constraints in colleges of education; (3) adult education faculty should not be involved in teacher preparation programs based on the uniqueness of adult education theory and practice; and (4) adult education faculty should not be involved in teacher preparation programs based on separate experiences and institutions. Finding a niche for adult education programs in colleges of education involves confronting tensions between these competing positions and determining where compromises may be made. Crucial to all positions is the inclusion of the concept of lifelong learning as a part of a college of education's foundational mission. This type of dialogue may even be viewed as a positive element for the discipline of adult education, causing the field to continually clarify its purpose and reaffirm its philosophical beliefs about educational practice. (Contains 19 references.) (MN) ED480966 Lifelong Learning: A Debate Regarding the Appropriateness of Adult Education Faculty's Participation in Teacher Preparation Programs. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001amstutz.htm. N/A 2004 8/19/2004 23:44:41 RIEMAY2004 Paper presented at the Annual Meeting of the Adult Education Research Conference (42nd, Lansing, MI, June 1-3, 2001).

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Yes Access to Education Adult Basic Education Community Involvement Community Organizations Delivery Systems Educational Needs Educational Policy Eligibility Employment English (Second Language) Financial Support Hispanic Americans Job Training Limited English Speaking Needs Assessment Policy Formation Position Papers Public Policy Social Services Vocational Education Thomas-Breitfeld, Sean Liu, Sue Opinion Papers Latinos Reauthorization Legislation Student Support Services Workforce Investment Act 1998 Workforce Investment Act 1998 National Council of La Raza, Washington, DC. English Although the Workforce Reinvestment and Adult Education Act contains several provisions that move the Workforce Investment Act (WIA) program in the right direction, it fails to respond to the needs of Latino workers and job seekers in a meaningful way. Although WIA's stated purpose aims to serve all populations, implementation of the new system has been particularly problematic for Latino, immigrant, and limited-English proficient (LEP) workers for the following reasons: (1) sequential "eligibility" has limited access to training; (2) WIA's performance measure create a disincentive to serve persons who face obstacles to employment; (3) WIA does not provide flexibility in funding and operating programs that effectively serve LEP persons; (4) the current adult basic education funding formula is not proportional to the actual population utilizing services; and (5) community-based organizations (CBOs) are shut out of the WIA system. As the Senate develops legislation to reauthorize WIA, the following priorities must be considered to ensure that the needs of the nation's Latino workers are addressed: (1) expand access to training; (2) eliminate barriers to serving LEP and other populations; (3) promote programs that integrate occupational training and English-as-a-second-language instruction; (4) improve services for LEP persons; and (5) involve CBOs. (Contains 11 endnotes.) (MN) ED480967 Workforce Investment Act (WIA) Reauthorization: Building a Better Job Training System for Hispanic Workers. 2003-00-00 Policymakers 9 For full text: http://www.nclr.org/policy/econmobility/WPWIAbldgbetterjobsfinal. pdf. N/A 2004 2016-11-21

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Yes Action Research Citizen Participation Community Action Community Development Cooperative Planning Definitions Evaluation Methods Guidelines Guides Needs Assessment Organizational Development Participative Decision Making Program Development Program Guides Research Methodology Researchers Youth Youth Leaders Youth Programs Silva, Elena Zimmerman, Kristen Erbstein, Nancy Guides - Non-Classroom Youth Development Model English This document presents step-by-step guidelines to help communities and organizations implement youth-led research, evaluation, and planning (Youth REP) as a way of empowering youth to participate in community development and social transformation. The guide offers an overview of youth-led research and evaluation project stages and critical insights from project facilitators, youth evaluators, and community members who have used the Youth REP approach to address a wide range of issues such as enhancing public health, strengthening after-school programs, reforming the juvenile justice system, and improving public schools. The introduction explains the conceptual foundations of Youth REP. Part 1 offers guidance on assessing organizational readiness to take on youth-led projects and gives advice from youth evaluators and their host organizations. Part 2 provides a detailed overview of the Stepping Stones process for youth-led research or evaluation and discusses the following steps that an organization might take to develop and implement a program: getting ready; orientation and team building; research/evaluation design; skill development; data collection and documentation; data analysis; final report, presentation, and celebration; and developing and implementing an action plan. Part 2 also includes sample activities and "snapshots" of past Youth in Focus-coached projects. Appendices provide information on other resources and examples of youth led research and evaluation project budgets and timelines. (MN) ED480968 Youth REP Step By Step: An Introduction to Youth-Led Research and Evaluation. Youth in Focus. 2002-00-00 San Francisco Foundation, CA. Kellogg Foundation, Battle Creek, MI. 86 Youth In Focus, 1611 Telegraph Avenue, Suite 510, Oakland, CA 94612 ($10). Tel: 510-251-9800; e-mail: info@youthinfocus.net; Web site: http://www.youthinfocus.net. N/A 2004 2016-11-21

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Yes Agricultural Education Capstone Experiences Communication Skills Curriculum Development Decision Making Group Dynamics Leadership Training Literature Reviews Postsecondary Education Pretests Posttests Required Courses Self Concept Skill Development Student Attitudes Student Publications Transitional Programs Vocational Education Sargent, Sarah D. Pennington, Penny Sitton, Shelly Reports - Research Speeches/Meeting Papers English The question of whether a 15-week capstone course in agricultural communications for seniors in agricultural communications builds leadership skills beyond technical classroom learning was examined in a study of 15 students enrolled in the capstone course. The descriptive study used a pretest-posttest design and a leadership skills inventory to evaluate development of the following skills: working with groups; understanding self; communicating; making decisions; and leadership. The students rated their development of the various skills on the Leadership Skill Inventory developed by R.I. Carter, which uses a 5-point Likert-type scale. A comparison of the means of the pretest and posttest scores for the entire population indicated that the course resulted in a significant (1.13) improvement in overall leadership skills. No difference was found for the working with groups area. Very small differences were found in the understanding self (0.408), communicating (0.60), and making decisions (0.28) areas. A slight difference (-1.94) was found in the leadership area, as students' perceptions of their leadership skills decreased on the posttest. Contrary to expectations, the extra group work and assigned leaders involved in the capstone course did not result in gains in students' leadership skills. It was suggested that incorporating leadership training into the entire agricultural curriculum instead of saving it for a capstone course might be more effective. (Contains 9 tables and 17 references.) (MN) ED480969 Developing Leadership Skills through Capstone Experiences. 2003-07-00 Practitioners Teachers 12 For full text: http://www.aces.uiuc.edu/~ALE/2003/sargent1.pdf. N/A 2004 8/19/2004 23:44:48 RIEMAY2004 Paper presented at "Frontiers of Leadership: People, Places & Programs" the Association of Leadership Educators International Conference (Anchorage, AK, July 16-19, 2003).

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Yes Distance Education Educational Finance Educational Technology Educational Trends Foreign Countries Hospital Personnel Information Technology Lifelong Learning Medical Education National Surveys Nursing Education Partnerships in Education Pharmaceutical Education Physicians Postsecondary Education Professional Continuing Education Questionnaires Student Characteristics Technology Uses in Education Trend Analysis Reports - Research Tests/Questionnaires Best Practices Canada Canada Memorial Univ., St. John's (Newfoundland). English The use of information and communication technologies (ICT) in continuing health professional education (CHPE) was examined in a national survey of Canadian CHPE providers. Of the 3,044 surveys distributed to schools of medicine, nursing, and pharmacy, national/provincial health professional associations, nonprofit health advocacy organizations, the pharmaceutical industry, and hospital/health care organizations, 677 were returned (overall response rate 22.2%). Selected findings were as follows: (1) Canadian schools of medicine and nursing are responsible for a significant amount of the technology-based distance education (DE) programs offered as CPHE to health professionals; (2) existing educational technology resources and expertise within an organization are important factors influencing the likelihood of CHPE organizational units being providers of technology-based DE; (3) financial gain-related factors do not influence an academic CHPE organizational unit's decision to provide technology-based DE; (4) hospital/health care management boards favor technology-based DE as a more cost-effective means for addressing health professionals' CHPE requirements; (5) partnering appears to be a significant characteristic of technology-based DE; and (6) participants in technology-based CHPE are varied and include experienced health professionals. (Twenty-nine tables/figures and 82 references are included. The following items are appended: the provider survey; a facilitator's guide to online conferencing; and a best practices document in distance education.) (MN) ED480970 Information and Communication Technologies and Continuing Health Professional Education in Canada. A Survey of Providers Final Report. 2003-03-00 Ministry of Health, Ottawa (Ontario). 170 For full text: http://www.med.mun.ca/pdmed/research/reports/OHIH_final_report.pdf. N/A 2004 2016-11-21

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No Affirmative Action Comparable Worth Comparative Analysis Cultural Pluralism Diversity (Institutional) Employee Attitudes Employment Level Employment Practices Equal Opportunities (Jobs) Labor Force Minority Groups National Surveys Questionnaires Racial Differences Racial Discrimination Reverse Discrimination Salary Wage Differentials Telephone Surveys Trend Analysis Work Environment Dixon, K. A. Storen, Duke Van Horn, Carl E. Reports - Research Tests/Questionnaires African Americans United States United States Connecticut Univ., Storrs. Center for Survey Research and Analysis. Rutgers, The State Univ., New Brunswick, NJ. John J. Heldrich Center for Workforce Development. English U.S. workers' views on discrimination and race on the job were examined in a telephone survey of 1,470 adults across the 48 contiguous United States that yielded 1,005 complete interviews. White workers were far more likely than workers of other races to believe that everyone is treated fairly at work. Race was a more powerful indicator of opinion on workplace discrimination than income or education. Many U.S. workers worked in ethnically homogeneous environments. White workers were much less influenced by their company's diversity than nonwhite workers were. African-American workers were far more likely than white workers or workers of other races to support the idea of preferential treatment to address past discrimination. African-American workers were the least satisfied with how seriously their employer regards discrimination in the workplace. Workers employed at larger companies were more likely than those in smaller companies to say that their employer takes incidents of discrimination seriously and have a clearly defined discrimination policy. Support for laws mandating diversity in the workplace was far higher among nonwhites than among whites. Workers of all races believed that employers and workers, not government, are primarily responsible for addressing discrimination in the workplace. (Fourteen figures are included. A description of the study methodology and the survey instrument are appended.) (MN) ED480971 A Workplace Divided: How Americans View Discrimination and Race on the Job. Work Trends: Americans' Attitudes about Work, Employers and Government. 2002-01-00 35 For full text: http://www.heldrich.rutgers.edu/Resources/Publication/19/ Work Trends 020107.pdf. N/A 2004 2016-11-21

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Yes Adult Education Case Studies Comparative Analysis Computer Mediated Communication Computer Software Evaluation Computer Uses in Education Conferences Constructivism (Learning) Conventional Instruction Courseware Distance Education Educational Practices Educational Technology Graduate Study Higher Education Instructional Design Technological Advancement Undergraduate Study Web Based Instruction World Wide Web Mortera-Gutierrez, Fernando J. Reports - Research Mexico Electronic Learning Mexico English For more than 5 years, Mexico's El Instituto Tecnologico y de Estudios Superiores de Monterey (ITESM) has offered distance education programs in addition to traditional face-to-face programs. ITESM has recently begun migrating to new e-learning platforms (Blackboard and Web Tec) that are more user-friendly and flexible than its previous e-platform (LearningSpace). Besides raising a number of technical issues, the migration has raised a number of educational/instructional issues. The biggest reason for the switch to new platforms was that some courses--especially those related to areas such as the social sciences, arts, and critical thinking--do not lend themselves to the LearningSpace platform, which is best suited for subjects that can be taught in a lineal and mechanical way. One big problem in the migration process has been professors' unfamiliarity with details of the new platforms' operation. Another area of concern has been that Blackboard can be too flexible and thus confusing for organizing the content of certain courses. Although Blackboard's instructional design is good for a constructivist and humanist educational approach, it is not good for a mechanical and behaviorist approach. Blackboard has also been criticized for not organizing students' assignments well and being too confusing. Nevertheless, the general consensus is that migration to new e-learning platforms will be positive for ITESM's distance education programs. (MN) ED480972 Migrating from Old E-Learning Platforms to New Ones: A Mexican Experience. 2003-08-00 8 For full text: http://www.uwex.edu/disted/conference/Resource_library/proceedings/03_33.pdf. N/A 2004 2016-11-21

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No Access to Education Adult Education Adult Students Corporate Education Definitions Education Work Relationship Educational Environment Educational Opportunities Educational Policy Employment Practices Foreign Countries Labor Force Development Learning Motivation Nonschool Educational Programs Organizational Climate Policy Formation Postsecondary Education School Business Relationship Student Recruitment Vocational Education Unwin, Lorna Fuller, Alison Opinion Papers Learning Organizations United Kingdom Work Based Learning United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English Ways of expanding workplace learning in the United Kingdom by making better use of individual and organizational potential were examined. The analysis focused on the following issues: ways of fostering, improving, and increasing learning in the workplace; ways of enhancing access to and participation in workplace learning; ways of making workplace learning opportunities accessible to people who are currently outside paid employment; and ways of helping workplaces play a more central role in the United Kingdom's plans for greater participation in learning. A policy case for workplace learning was made, and an expansive approach to workplace learning was outlined. The issue of creating the institutional capacity for supporting the approach was discussed. The following are among the 12 recommendations offered to policymakers: (1) establish greater coherence between the responsibilities of the organizations currently charged with improving workplace learning; (2) restrict public funding for workplace learning to organizations that are prepared to commit to moving toward becoming expansive learning environments; (3) place equal focus on adults and young people; (4) establish learning champions within and outside the workplace; (5) provide incentives to organizations to increase training for managers to enable them to foster and maintain expansive learning environments; and (6) make the public sector set the standard and reward exemplary private sector organizations. (Contains 33 references.) (MN) ED480973 Expanding Learning in the Workplace: Making More of Individual and Organisational Potential. A NIACE Policy Discussion Paper. 2003-07-00 ISBN-1-86201-172-9 Policymakers 37 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk. N/A 2004 2016-11-21

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No Access to Education Administrator Guides Adult Education Adult Learning Adult Students Case Studies Counseling Services Definitions Educational Opportunities Educational Policy Enrollment Influences Federal Legislation Foreign Countries Glossaries Mental Disorders Mental Health Reentry Students Student Needs Teacher Student Relationship Tutors Mather, Joy Atkinson, Sue Guides - Non-Classroom United Kingdom Student Support Services United Kingdom National Inst. of Adult Continuing Education, Leicester (England). English This document explains how tutors and managers in adult education programs across the United Kingdom can smooth the journeys of adults with mental health difficulties who are returning to learning. The handbook begins with suggestions for its use and case studies of two adult learners with mental health difficulties. Sections 1 through 4 discuss the following topics: (1) mental health (the definition of mental health, mental health promotion, moving from mental health services to learning opportunities); (2) pre-learning (being positive about mental health, advertising and marketing, liaison with external agencies, referral and record keeping, looking after information, guidance, disclosure); (3) teaching and learning (ways of encouraging learners to return to learning, the learning environment, adult and community learning provision, mental health and stress, learning support, other ways of supporting learners, the tutor-learner relationship, the emotional experience of learning, recognizing achievement); and (4) the mental health of staff who support learners. The following items are appended: (1) glossaries of mental health roles and support services and mental health diagnoses and treatments; (2) overviews of the Disability Discrimination Act, Common Inspection Framework, and National Service Framework; and (3) lists of useful contacts, help lines, organizations, and 19 publications and World Wide Web sites. (MN) ED480974 Learning Journeys: A Resource Handbook on Adult Learning and Mental Health. 2003-03-00 ISBN-1-86201-168-0 Practitioners Administrators Teachers 97 National Institute of Adult Continuing Education, Renaissance House, 20 Princess Road West, Leicester LE1 6TP, United Kingdom. Web site: http://www.niace.org.uk. N/A 2004 2016-11-21

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Yes Community Colleges Education Work Relationship Educational Attitudes Employee Attitudes Employment Level Employment Potential Employment Practices Employment Qualifications Family Work Relationship Job Training Low Income Groups Marketing of Education National Surveys Occupational Aspiration Postsecondary Education Promotion (Occupational) Telephone Surveys Work Attitudes Work Experience Working Poor Reports - Research Employee Surveys Lake Snell Perry & Associates, Inc., Washington, DC. English A nationwide sample of low-wage workers was conducted to ascertain their attitudes and experience regarding opportunities for advancement. Professional interviewers conducted telephone interviews with a random sample of 1,002 adults who work outside the home at least 30 hours per week and earn up to 200% of the federal poverty level. The respondents were relatively satisfied with their current job situations, and most considered their jobs secure. Most respondents wanted to upgrade their skills and move up to better jobs. Significant numbers of low-income workers said that balancing work and home responsibilities made focusing on their career difficult. Most of the low-wage workers surveyed believed that getting more training or a degree would enhance their prospects for getting ahead in their careers. Just under half of those surveyed had experience with education or training programs that were intended to upgrade their jobs. Half of those who had taken part in a training or education program have had a job-related positive outcome, such as a new job or a raise. The respondents rated community colleges as their preferred source for education and job training. The survey results suggested a gap in low-wage workers' awareness of the public system and their use of its services. Better marketing and outreach were recommended as ways of reducing the gap. (Contains 10 figures.) (MN) ED480975 Getting Ahead: A Survey of Low-Wage Workers on Opportunities for Advancement. 2003-09-00 Jobs for the Future, Boston, MA. 12 N/A 2004 2016-11-21

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No Administrator Attitudes Adult Education Competency Based Education Educational Policy Employment Potential Employment Qualifications Interviews Job Skills Literature Reviews Postsecondary Education Questionnaires Secondary Education Skill Development Student Attitudes Student Certification Student Evaluation Teacher Attitudes Tests Trend Analysis Vocational Education Clayton, Berwyn Blom, Kaaren Meyers, David Bateman, Andrea Reports - Research TAFE (Australia) Australia Generic Skills Registered Training Organizations (Australia) Australia National Centre for Vocational Education Research, Leabrook (Australia). English Trends in assessment and certification of generic skills in vocational education and training (VET) across Australia were examined. Data were collected through the following activities: a literature review; semi-structured interviews with managers of assessment and teachers and learners in six registered training organizations across Australia; and a desktop audit of training packages. The study established wide variations in the coverage of generic skills in training packages and in the approaches taken to assessing their mastery. The following recommendations were offered: (1) augment national VET policy to include a framework for reporting and certification of generic skills; (2) allocate funds to support full implementation of needed policy revisions; (3) promote generic skills to stakeholders more broadly; (4) further develop training packages and assessment resources to help practitioners conduct effective generic skills assessment; and (5) offer professional development programs to practitioners to build their skills and knowledge about delivery and assessment of generic skills. (Eight tables/figures/boxes are included. The bibliography lists 35 references. The following items are appended: the interview schedule and protocols; an overview of the study methodology; results of the desktop audit of training packages; a list of generic skills identified by informants; Mayer's three levels; and a overview of the Centerlink mapping approach.) (MN) ED480976 Assessing and Certifying Generic Skills: What Is Happening in Vocational Education and Training? 2003-09-00 ISBN-1-74096-181-1 90 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1351; $34.65 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr1008.pdf. N/A 2004 2016-11-21

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No Check Lists Competency Based Education Critical Thinking Definitions Educational Policy Evaluation Methods Guidelines Information Technology Literature Reviews Performance Based Assessment Policy Formation Postsecondary Education Problem Solving Questionnaires Records (Forms) Secondary Education Student Attitudes Student Evaluation Test Construction Thinking Skills Curtis, David Denton, Rob Reports - Research Tests/Questionnaires Australia TAFE (Australia) Australia National Centre for Vocational Education Research, Leabrook (Australia). English A new authentic performance-based approach to assessing problem solving was developed for use in vocational education and other programs in Australia. The process of developing the problem-solving assessment instrument and process included the following phases: (1) exploration of the theoretical conceptions of problem solving; (2) identification of five major component processes in problem solving; (3) formulation of sets of indicators for each of the five processes; and (4) description of sets of performance levels for each indicator. A study of the problem-solving assessment instrument established its reliability in assessing problem-solving performance across a range of tasks within the Electronics and Information Technology program at Torrens Valley Institute of Technical and Further Education. The instrument worked well in a validation study undertaken in Torrens Valley Institute's Certificate IV in Workplace Assessment and Training course. The new assessment processes that were used in the trial of the problem-solving assessment instrument, which involved both self-assessment and lecturer validation, not only led to assessment of the key competency of problem solving but also to its development among participants. (Twenty-seven tables/figures are included. The bibliography lists 86 references. The following items are appended: consent and personal details forms; an outline of the problem-solving assessment procedure; the problem-solving inventory; the problem-solving assessment instrument; and student evaluation comments.) (MN) ED480977 The Authentic Performance-Based Assessment of Problem Solving. 2003-08-00 ISBN-1-74096-167-6 96 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1316; Web only). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr2007.pdf. N/A 2004 2016-11-21

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Yes Case Studies Educational Change Mathematics Education Science Education State Standards Thompson, Anthony D. Reports - Descriptive Speeches/Meeting Papers Florida Florida English Despite most U.S. states developing new mathematics standards to serve as the cornerstone of their education reform efforts, little is known how standards are conceptualized, developed, and debated within political contexts. This paper provides a synopsis of a two-year case study on the development of Florida's mathematics standards. Florida first developed standards in 1994 where the writing team, consisting entirely of mathematics educators, strategically wrote the standards to convey their goals for reform in mathematics education. However, due to changes in the political context, these standards underwent major revisions from 1995-1996. This paper provides insight into Florida's political struggle to develop mathematics standards. (Author) ED480978 Mathematics Standards as Political Activity. 2002-00-00 11 N/A 2004 2016-11-23

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Yes Elementary Secondary Education Foreign Countries Global Approach Higher Education Mathematics Education Atweh, Bill Clarkson, Philip Reports - Descriptive Speeches/Meeting Papers English This paper summarizes initial data from a study that investigates issues in internationalization and globalization of mathematics education in two regions: Australasia and Latin America. The first stage of study employed the methodology of focus groups with mathematics educators from Australia, New Zealand, Mexico and Colombia. The paper present an initial theoretical model to investigate internationalization and globalization in the field, presents the methodology employed and discusses the alternative conceptualizations exhibited by the participants, some of the reasons they identified for them and some of the problems they identified. (Author) ED480979 Mathematics Educators' Views about Globalization and Internationalization of Their Discipline: Preliminary Findings. 2002-00-00 12 N/A 2004 8/19/2004 23:45:08 RIEMAY2004 Paper presented at the International Conference on Mathematics Education and Society (MES3) (3rd, Helsingor, Denmark, April 2-7, 2002).

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Yes Elementary Education Higher Education Interdisciplinary Approach Knowledge Base for Teaching Mathematics Education Science Activities Science Instruction Teacher Education Programs Teaching Skills Technology Education O'Connor-Petruso, Sharon Anne Reports - Descriptive Speeches/Meeting Papers English Since the inception of "GOALS 2000: Educate America Act" (1994), the nation at large has been implementing standards for systematic reform. Teachers and teacher candidates must become "techno-savvy" overnight in order to comply with these reform initiatives as their level of expertise in educational technology will ostensibly affect their lesson planning and their students' involvement with the global highway. It is believed that the level of technology skills is embryonic and not in sync with ISTE standards. There is no "bell shaped curve" on the continuum of "techno-savvy" teachers--the majority of teachers and teacher candidates nationwide are in the rudimentary stages. Using current educational standards and theoretical frameworks, a pragmatic model called "Constructual Multi-Modalities Model for MST Inquiry Units" has been developed. The goals for teachers/teacher candidates include: (1) to acquire the skills and knowledge required of a competent and pragmatic pedagogue in the information age in the teaching of elementary school mathematics, science, and technology; (2) to experience through hands-on activities how the disciplines of mathematics and science are integrated and can be enhanced through the highly motivational medium of technology; and (3) to construct their own math-science-technology (MST) Science Inquiry Units in order to turnkey the skills and strategies they master to their prospective students. (Author/MVL) ED480980 S.U.N.Y. Students Successfully Integrate Mathematics and Technology in the Intermediate Elementary Science Inquiry Classroom. 2003-04-22 31 N/A 2004 8/19/2004 23:45:10 RIEMAY2004 Some print may be difficult to photograph. Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 22, 2003).

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Yes Elementary Secondary Education Gardens Science Activities Science Education History Science Instruction Student Interests Bundschu-Mooney, Elizabeth Reports - Descriptive English This paper examines the available literature on the inclusion of gardens within the academic curriculum at the elementary school level. In addition, it attempts to link the need students have for a connection to their environment with a school garden and explores the benefits of integrating curriculum to enhance learning. This paper attempts to show a historical precedent in the 19th century school curriculums that included school gardens and demonstrates a connection with the current reinvention and reintroduction movement, which is encouraging gardens back into schoolyards. The ultimate goal of this paper would be to advocate the positive effects of reinforcing the weaving of the wonders of the natural world into the fabric of today's educational system. In a world increasingly technologically obsessed and dependent, children more than ever need to experience the rhythms of nature for intellectual and spiritual growth and well being. This paper can point the reader to ideas and sources that will inspire further investigation and implementation in other schools and communities. (Author) ED480981 School Garden Investigation: Environmental Awareness and Education. 2003-05-00 39 N/A 2004 8/19/2004 23:45:12 RIEMAY2004

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Yes Calculators Electronic Equipment Higher Education Mental Computation Numeracy Secondary Education Pickard, Poppy Alexander, Patricia Reports - Research Speeches/Meeting Papers Digital Technology English Over the last 20 years, the use of calculators and digital measuring equipment has to some extent replaced mathematical mental/written activity and also the use of analogue measuring equipment. This paper explores some aspects of number concept, reading the number line, and estimation from scales. The students being considered are mainly part of a foundation year in science/engineering/computing, many being mature students who are returning to education. The foundation year provides an alternative entry to degree courses for students without the conventional entry qualification. The results obtained are compared with research undertaken in schools. The results of the research will be used to inform the teaching of future foundation cohorts. (Author) ED480982 The Effects of Digital Measuring Equipment on the Concept of Number. 2001-00-00 7 N/A 2004 2016-11-21

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Yes Adult Education Mathematics Education Research and Development Theory Practice Relationship Duffin, Janet Simpson, Adrian Reports - Descriptive Speeches/Meeting Papers English Evidence of tension between teachers and researchers regarding the work that researchers undertake in classrooms surfaces from time to time. The title of this conference, "A Conversation between Researchers and Practitioners", testifies to the importance of interaction between the users and providers of research. Indeed, in this paper, we will argue that the traditional role-pair interactions, which may be the cause of the tension, can be replaced with what we will call a "blended role-pair." This blend, we suggest, merges research and action, connects the researcher with the researched, and combines the ownership of the knowledge produced from the research. Further, the unique nature of working with adults learning mathematics (ALM) allows a similar role- pair blending to take place between practitioners and students. The symmetry of the problems associated with traditional teacher-pupil role- pairs and those associated with traditional researcher-practitioner role-pairs allows us to consider a symmetrical response. This blended role-pair, we suggest, merges presentation and construction of mathematics--all concepts in the best tradition of the ALM community. Further, we will speculate that the triangle of role-pairs can be completed by considering the researcher-student pairing and whether a similar blending can be usefully developed. (Author) ED480983 Whose Thinking Is It Anyway? Role-Pair Blends in the ALM Community. 2001-00-00 7 N/A 2004 8/19/2004 23:45:15 RIEMAY2004 Paper presented at the Annual Adults Learning Mathematics Conference (8th, Roskilde, Denmark, June 28-30, 2001).

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Yes Educational Resources Higher Education Internet Mathematics Activities Mathematics Instruction Teaching Methods World Wide Web Edwards, Peter Harley, Peter Hermans, Dirk Parkhurst, Steve Poutney, Dave Guides - Classroom - Teacher Speeches/Meeting Papers English There are millions of web pages available on the World Wide Web. Using the word "math" or "maths" in one of the many search engines such as Alta Vista brings forth details of many thousands of mathematics web pages. All around the world, mathematicians are more than willing to share their knowledge with others. However, this can present more problems than it solves. For example, what is available? Who checks the veracity of material published on the web? Who decides on its worth? Is the material copyrighted? Is one likely to be swamped by the sheer volume of what is available? Can the web be used to deliver courses in place of the standard chalk-and-talk delivery? Will this lead to a standardization in content and delivery? The emphasis of this paper is on the likely impact of such material on teaching, learning, and assessment and the issues resulting from such impact. (Author/MVL) ED480984 Use of the Internet in Teaching Mathematics (Group A). 2000-00-00 Practitioners Teachers 13 Web site: http://www.umtc.ac.uk. N/A 2004 8/19/2004 23:45:17 RIEMAY2004 In: Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000).

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Yes Church Related Colleges Higher Education Theological Education Reference Materials - Directories/Catalogs Reports - Descriptive Association of Theological Schools ISSN-0362-1472 Association of Theological Schools in the United States and Canada, Pittsburgh, PA. English This section of "Bulletin 45" contains the second part of the annually published list of members of the Association of Theological Schools (ATS) in the United States and Canada. The list provides information about member institutions as of fall 2002. There are three categories of membership in ATS: accredited membership, candidates for accredited membership, and associate membership. Member institutions are listed alphabetically by membership category. By fall 2003, there were 217 accredited member schools, 12 candidate schools, and 14 associate members. The list contains these sections: (1) "Introduction"; (2) "Accredited Members"; (3) "Candidates for Accredited Membership"; (4) "Associate Members"; (5) "Changes in Membership Status"; (6) "Affiliate Status"; (7)"Church/Denominational Affiliations of Schools"; (8) "Schools Listed by State or Province"; (9) "Alphabetical List of Chief Administrative Officers and Chief Academic Officers"; (10) "Summary of Notations"; (11) "Degree Program Abbreviations"; and (12) "List of ATS Committees." (SLD) ED480985 The Association of Theological Schools in the United States and Canada Bulletin, 2003-2004: Membership List. Part 2:B. 2003-00-00 166 Association of Theological Schools in the United States and Canada, 10 Summit Park Drive, Pittsburgh, PA 15275-1103. Tel: 412-788-6505; Fax: 412-788-6510. For full text: http://www.ats.edu. N/A 2004 2016-11-21

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Yes College Faculty Educational Trends Higher Education Private Colleges Public Colleges Teacher Salaries Trend Analysis Christopher, Barry L. Clery, Suzanne B. Collected Works - Serials Reports - Descriptive National Education Association, Washington, DC. Office of Higher Education. English The U.S. Department of Education collects faculty salary data from all accredited postsecondary institutions. The early-release version of this data is the basis of this report. Data include only public and private not-for-profit degree-granting institutions (3,275 institutions). Only 9/10 month faculty members' salaries are reported unless otherwise noted. Most such faculty taught at public institutions (71%). Among baccalaureate institutions, however, private institutions employed more faculty members than public institutions, at 20,789 compared with 7,711. Professors make up the largest share (29%) of faculty members. Only 15% of all faculty members are employed on 11/12 month contracts. In constant 2002-2003 dollars, this year's average salary is 5% higher than the 1972-1973 salary level. This continues an upward trend that began in 1997-1998. In 2002-2003, the average salary for faculty at public doctoral institutions was $66,734, some $9,940 less than the $76,674 earned by those who taught in private doctoral-granting institutions. Perennially, women in academe have earned less than their male counterparts; this trend continued in 2002-1003. The highest average salary for public faculty members by state was in California, and the lowers-paid faculty members were in North Dakota. Overall, faculty members were better off than they were in 1972-1973, but the gains were not evenly distributed. (SLD) ED480986 Faculty Salaries, 2002-03. NEA Higher Education Research Center Update v9 n4 Sep 2003 2003-09-00 8 For full text: http://www.nea.org/he. N/A 2004 8/19/2004 23:45:22 RIEMAY2004 Published irregularly.

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Yes Academic Aspiration Access to Education Art Education Athletics College Admission College Applicants College Faculty Educational Policy Higher Education Hispanic Americans Leadership Spanish Student Diversity Student Financial Aid Hixson, Adalyn, Ed. Collected Works - Serials Latinos ISSN-1054-2337 English This document consists of all 25 issues of Volume 13 of "The Hispanic Outlook in Higher Education," a biweekly journal that addresses issues in higher education for Hispanic Americans. Each issue contains several feature articles, a "First Impressions" or "Periodically" brief report, "Targeting Higher Education" section on higher education statistics, notices, a discussion of "People, Places, Publications, Conferences," a book review," and a "Punto Final" editorial comment. Among topics addressed in feature articles in each issue are: (1) college applications and admissions; (2) celebrating the Hispanic heritage; (3) Latinos in the White House and minority job bias; (4) 2002 "Publisher's Picks" of 500 institutions of higher education that are good picks for Hispanic American students; (5) assessing educational quality; (6) Latinos as corporate leaders; (7) Latino arts and media; (8) student financial aid and paying for college; (9) academic achievement and dialogue; (10) Latinas in higher education and literature; (11) community colleges; (12) a salute to Hispanic pacesetters in higher education, business, and the media; (13) graduate study; (14) faculty and institutional diversity; (15) the top 100 colleges for Hispanics; (16) higher education and the rise of Spanish; (17) health issues of Hispanics; (18) Hispanics and the digital divide; (19) Hispanic athletes; (20) Hispanics and student visas; (21) global and local paths to diversity; (22) art and activism; (23) Hispanic educators; (24) evaluating faculty; and (25) annual volume index. (SLD) ED480987 The Hispanic Outlook in Higher Education, 2002-2003. Hispanic Outlook in Higher Education v13 n1-25 2002-2003 2003-00-00 1842 Hispanic Outlook in Higher Education, 210 Route 4 East, Suite 310, Paramus, NJ 07652. Tel: 201-587-8800; Fax: 201-587-9105; Web site: http://www.HispamicOutlook.com. T 2004 2016-11-21

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Yes Academic Achievement Access to Education Accountability Charter Schools Educational Quality Educational Technology Elementary Secondary Education Equal Education Faculty Development Governance Job Satisfaction Program Effectiveness Public Schools Racial Composition School Safety Special Needs Students Standardized Tests Student Attitudes Student Characteristics Teacher Attitudes Teaching Conditions Miron, Gary Nelson, Christopher Risley, John Reports - Evaluative Pennsylvania Pennsylvania Western Michigan Univ., Kalamazoo. Evaluation Center. English In 2001, the Pennsylvania Department of Education contracted with Western Michigan University to evaluate Pennsylvania's charter schools and charter school initiative over two years. The study used site visits, work sample review, document review, focus groups, portfolios and surveys to gather data regarding the movement's effectiveness, progress, and impact. The report focuses on methods, descriptions of the reform, charter school startup challenges, finances, student and family characteristics, teacher and staff characteristics, working conditions, professional development, satisfaction levels, innovation, equity, accountability, student achievement, and alternative indicators of charter school quality. Overall, charter schools were making modest achievement gains against demographically and geographically similar schools, although the gains were not uniform. Charter school customers were generally satisfied with the curriculum and instruction, though less so with facilities and resources. There were some charter-host school differences in enrollment of low-income, minority, and special education students. Teachers were generally satisfied with their working conditions but left charter schools in high numbers. Pennsylvania's charter schools received significant technical assistance, making them aware of relevant rules and regulations. There was minimal diffusion of innovation from charter to noncharter schools. Includes 71 tables/figures. Appended are teacher/staff, student, and parent survey results as well as demographic information on charter school students and teachers. (Contains 57 references.) (SM) ED480988 Strengthening Pennsylvania's Charter School Reform: Findings From the Statewide Evaluation and Discussion of Relevant Policy Issues. Year Five Report. 2002-00-00 252 The Evaluation Center, Western Michigan University, 401B Ellsworth Hall, Kalamazoo, MI 49008-5237. Tel: 616-387-5895; e-mail: eval-center@wmich.edu; Web site: http://www.wmich.edu/evalctr. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Charter Schools Educational Quality Educational Technology Elementary Secondary Education Governance Mission Statements Parent Participation Program Effectiveness Public Schools School Districts School Safety Special Needs Students Standardized Tests Student Attitudes Student Characteristics Teaching Conditions Miron, Gary Horn, Jerry Reports - Evaluative Connecticut Connecticut Western Michigan Univ., Kalamazoo. Evaluation Center. English In 1997, the Connecticut State Department of Education awarded a grant Western Michigan University to evaluate Connecticut's charter schools and charter school initiative from 1997-2002. The study used existing databases, site visits, focus groups, and surveys to gather data regarding the movement's effectiveness, progress, and impact, examining the extent to which all students were being serviced and specific goals and objectives were being met; shortcomings and barriers to meeting student needs; successes and shortcomings in the development of school governance procedures and policies; and long-term positive and negative effects on students and parents associated with charter school attendance. Only 13 of the 18 charter schools remained in operation at the end of the study. Those that remained open were strong and successful, targeting students with needs not well met in traditional public schools. Because of the selective admission process and closure of struggling schools, those that remained open were highly accountable and provided unique programs that differed from surrounding public schools. The small size of the reform made it possible for the state to provide effective assistance and oversight. There was a correlation between perceived positive impact and positive relationships between charter and host district schools. Includes 90 tables/figures. The appendices include survey results for parents, teachers/staff, and students. (Contains 19 references.) (SM) ED480989 Evaluation of Connecticut Charter Schools and the Charter School Initiative. Final Report. 2003-09-00 233 Evaluation Center, Western Michigan University, Kalamazoo, MI 49008-5178. Tel: 616-387-5898; Fax: 616-387-5923; e-mail: eval-center@wmich.edu; Web site: http://www.wmich.edu/evalctr/. N/A 2004 2016-11-21

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Yes Access to Education Access to Health Care Adult Education Civil Rights Early Childhood Education Economic Factors Educational Finance Elementary Secondary Education English (Second Language) Health Care Costs Higher Education Hispanic Americans Immigrants Language Minorities Minority Groups Population Trends Public Policy Racial Discrimination State Legislation Welfare Reform Guides - Non-Classroom Fair Housing Laws State Policy Hate Immigration Law Medicaid Naturalization Programs National Council of La Raza, Washington, DC. English This briefing book offers guidance to Congress, the Administration, and state legislatures about which issues are important to the nation's largest ethnic groups, focusing on: "Civil Rights" (hate crimes, racial profiling, sentencing reform, and voting rights); "Economic Mobility" (e.g., banking and financial services, pensions, savings, Social Security reform, tax cuts, and welfare reauthorization); "Education" (e.g., early childhood education, the education budget, adult English as a Second Language Services, and college access for immigrant students); "Health Care" (e.g., restoration of immigrant benefits, access to health insurance and Medicaid reform, language access, and community health centers); "Housing" (fair housing and housing counseling); "Immigration" (e.g., comprehensive immigration reform, post-September 11 immigration policies, state and local police enforcement of immigration law, and farmworkers); "NCLR's State and Local Policy Activities" (California and Texas, health, driver's licenses, language access, naturalization, and education); and "Population Tables" (states ranked by Hispanic population, 1990 and 2000, and states ranked by growth of Hispanic population, 1990 to 2000). Includes a list of resources on the various issues covered in the guide. (SM) ED480990 NCLR Agenda for Hispanic Families: A Public Policy Briefing Book. 2003-00-00 Policymakers 47 National Council of La Raza, 1111 19th Street, N.W., Suite 1000, Washington, DC 20036. Tel: 202-785-1670; Web site: http://www.nclr.org. N/A 2004 2016-11-21

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Yes Age Differences Blacks Educational Attainment Elementary Secondary Education Higher Education Hispanic Americans Human Capital Immigrants Sex Differences Chiswick, Barry R. DebBurman, Noyna Reports - Research Current Population Survey Institute for the Study of Labor, Bonn (Germany). English This paper presents a theoretical and empirical analysis of the largely ignored issue of the determinants of the educational attainment of adults by immigrant generation. Using Current Population Survey (CPS) data, differences in educational attainment are analyzed by immigrant generation (first, second, and higher order generations), and among the foreign born by country of birth and age at immigration. Second generation American adults have the highest level of schooling, exceeding that of the foreign born and of the native born with native born parents. Teenage immigration is associated with fewer years of schooling compared to those who immigrated at pre-teen or post-teen ages. The gender difference in educational attainment is greatest among the foreign born. A considerable heterogeneity exists among immigrants depending on their country of origin. Immigrants from Africa, South and East Asia, Philippines, and North and Western Europe obtain over a year more of schooling than their U.S.-born counterparts and immigrants from English-speaking countries. In contrast, immigrants from Mexico and Southern Europe obtain significantly less schooling than native-born adults and immigrants from English-speaking countries. Hispanics and Blacks lag behind the non-Hispanic Whites in their educational attainment, with the gap narrowing for higher order immigrant generations among Hispanics, but rising among Blacks. (Contains 40 references and 10 figures/tables.) (SM) ED480991 Educational Attainment: Analysis by Immigrant Generation. IZA Discussion Paper Series. 2003-02-00 46 IZA, P.O. Box 7240, D-53072 Bonn, Germany. Tel: 49-228-3894-0; Fax: 49-22803894-210; e-mail: iza@iza.org. N/A 2004 2016-11-21

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Yes Classification Educational Research Elementary Secondary Education High Risk Students Nontraditional Education Program Effectiveness Public Education Aron, Laudan Y. Information Analyses Reports - Descriptive Program Characteristics Urban Inst., Washington, DC. English This paper synthesizes existing knowledge, definitions, and themes about alternative education programs, based on a review of literature and reports, focusing on common terminologies to characterize the various kinds of alternative education programs. It seeks to develop a typology of existing alternative education by focusing on certain common characteristics. The review begins by considering how alternative education has been defined and described in the literature, including examples of legal definitions from state law, as well as more general operational definitions. Then, some of the many dimensions along which alternative education models/programs have been developed are examined (e.g., who is served through the programs, where they are located, what their focus or content is, and how they are administered). Next, some of the preliminary typologies that have been developed to date are examined. The review concludes by presenting some of the many lists of characteristics shared by promising alternative education programs, noting how similar the various lists of desirable features are. (Contains 20 references.) (SM) ED480992 Towards a Typology of Alternative Education Programs: A Compilation of Elements from the Literature. 2003-07-00 Charles Stewart Mott Foundation, Flint, MI. 31 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-261-5687; Fax: 202-293-1918; e-mail: pubs@ui.org; Web site: http://www.uipress.org. N/A 2004 2016-11-21 ED546775

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Yes Academic Achievement Adolescents Disadvantaged Youth Elementary Secondary Education Family Involvement Parent Child Relationship Parent Role Professional Development Program Development Program Evaluation Youth Programs James, Donna Walker Partee, Glenda Reports - Evaluative American Youth Policy Forum, Washington, DC. English This report asserts that given the importance of families to a variety of positive youth outcomes and the emphasis placed on family involvement in federal law, young people should not be treated as "islands" by school and youth programs, separate from the context of their families. The report is the result of an analysis of over 100 evaluations of school and youth programs published in a series of compendia on effective programs. The 27 evaluations that described family involvement in youth programs used four broad categories of approaches to family involvement: communicating with families and reinforcing program goals; designating staff to coordinate with families and professional development; designing and implementing family member-related services and activities; and expanding family member roles and relationships. The report describes barriers to successful family involvement experienced by school and youth program staff and identifies several myths that should be discarded to improve program quality by involving family members. Summaries of program evaluations are included. Three appendices offer AYPF compendia methodology, limitations, and organizations with additional information on family involvement. (Contains 46 bibliographic references.) (SM) ED480993 No More Islands: Family Involvement in 27 School and Youth Programs. 2003-00-00 McKnight Foundation, Minneapolis, MN. ISBN-887031-79-0 161 American Youth Policy Forum, 1836 Jefferson Place, N.W., Washington, DC 20036-2505 ($10). Tel: 202-775-9732; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org. N/A 2004 8/19/2004 23:45:59 RIEMAY2004 With assistance from Sonia Jurich. For related studies, see ED 409 462, ED 431 927, and ED 473 901.

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Yes Academic Achievement Academic Standards Accountability Economically Disadvantaged Educational Legislation Educational Policy Elementary Secondary Education Federal Legislation Limited English Speaking Special Needs Students State Standards Test Results Testing Wenning, Richard Herdman, Paul A. Smith, Nelson McMahon, Neal Washington, Kadesha Information Analyses ERIC Digests in Full Text ERIC Digests No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest reviews testing and score reporting requirements contained in the No Child Left Behind Act of 2001 (NCLB) and examines factors that could delay or dilute the Act's guarantee of educational accountability for the academic achievement of all children. It outlines how states will implement federally-mandated testing requirements, highlighting students with limited English proficiency, those with disabilities, and those who come from economically disadvantaged backgrounds. It discusses what kinds of tests should be used and when they must be administered; who must be tested and who is exempted; whose scores count and how they should be reported; and how the NCLB's testing and adequate yearly progress requirements are established and implemented by the states. The digest concludes that a variety of stakeholders must be included in the regulatory and enforcement processes of NCLB, and that the Department of Education must expand and strengthen the quality of data collected for accountability purposes.(SM) ED480994 No Child Left Behind: Testing, Reporting, and Accountability. ERIC Digest. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Asian Americans Blacks Census Figures Elementary Education Hispanic Americans Minority Groups Neighborhoods Racial Composition Racial Segregation Socioeconomic Status Suburbs Urban Areas Logan, John R. Oakley, Deirdre Stowell, Jacob Reports - Research Speeches/Meeting Papers Census 2000 Income Level English This study used data about neighborhoods from the 1990 and 2000 Census and corresponding data on public elementary schools gathered by the National Center for Education Statistics to examine segregation in neighborhoods and schools in a seven-county area around Boston, Massachusetts. Data analysis indicated that black and Hispanic children were highly segregated in the neighborhoods where they lived. They also lived in unequal neighborhoods, as measured by neighborhoods' income levels, poverty rates, unemployment, homeownership, and other indicators. Asian children faced the same disadvantages, although to a much lesser extent. White children almost entirely escaped the City of Boston, and those who remained lived in increasingly advantaged city neighborhoods. Neighborhood segregation was especially high in the City of Boston. The main source of segregation overall was minorities' exclusion from most residential suburbs. School segregation was lower in Boston than in other portions of the region, reflecting the history of desegregation efforts in the city (despite erosion of these gains in the last decade). Black and Hispanic students attended unequal schools, compared to white and Asian students, as measured by the concentration of poor children in their elementary schools. Having a good job and a high income did not bring minority households into equivalent neighborhoods. (SM) ED480995 Segregation in Neighborhoods and Schools: Impacts on Minority Children in the Boston Region. 2003-09-01 18 N/A 2004 2016-11-21

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No Administrative Principles Administrator Role Compliance (Legal) Cultural Differences Disabilities Due Process Educational Assessment Educational Legislation Elementary Secondary Education Federal Legislation Incidence Inclusive Schools Individualized Education Programs Inservice Teacher Education Legal Responsibility Parent School Relationship School Community Relationship Staff Development Taylor, George R. Harrington, Frances T. Books Guides - Non-Classroom Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 English Intended for administrators responsible for educating students with disabilities in inclusive schools, the book has 14 chapters with the following titles: (1) "Administrative Theory, Roles, and Leadership Characteristics"; (2) "Administering School Reforms"; (3) "Incidences of Disability"; (4) "Organizing School Programs for Individuals with Disabilities"; (5) "Staff Development"; (6) "Legal Responsibilities"; (7) "Including Students with Disabilities in Statewide Assessment"; (8) "Assessment"; (9) "IEP Requirements"; (10) "Inclusion"; (11) "Promoting Cultural Awareness"; (12) "Reporting Progress to Parents"; and (13) "School and Community Interactions." A concluding chapter summarizes issues concerned with selection and placement; facilities, equipment, and supplies; competent school personnel; curriculum design; special services; and the role of the school. Appendices include: "Parental Due Process Checklist"; "The Manifestation Determination Review"; "Internet Sites with Information on the IDEA Amendments of 1997"; and "The IEP Process under IDEA 1997." (Contains approximately 300 references.) (DB) ED480996 Educating the Disabled: Enabling Learners in Inclusive Settings. A Scarecrow Education Book. 2003-04-00 ISBN-0-8108-4616-0 Administrators Practitioners 244 Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706 ($18.95). Tel: 800-462-6420 (Toll Free); Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.scarecroweducation.com. N/A 2004 2016-11-21

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Yes Computer Mediated Communication Information Technology Interactive Video Lighting Noise (Sound) Video Equipment Maring, Gerald H. Levy, Erik W. Guides - Non-Classroom Reports - Descriptive Desktop Video Video Technology Video Telecommunications Video Teleconferencing Connectivity Washington State Univ., Pullman. Coll. of Education. English This document presents a step-by-step guide to using three desktop videoconferencing applications: CU-SeeMe, iVisit, and NetMeeting. First, hardware and software recommendations for PC-based and Macintosh systems are provided. Illustrations of sample screens accompany the text for each application. The following additional considerations for conducting videoconferences are discussed: light and sound; video (camera placement); connection considerations; and user familiarity. (AEF) ED480997 A Guide to Desktop Videoconferencing. 2001-00-00 Department of Education, Washington, DC. 9 N/A 2004 2016-11-21

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Yes Basic Skills Budgets College Faculty Community Colleges Curriculum Distance Education Enrollment Trends Job Training School Demography Service Learning Two Year College Students Two Year Colleges Reports - Descriptive North Carolina Community College System North Carolina Community Coll. System, Raleigh. English This 2003 fact book for the North Carolina Community College System (NCCCS) is divided into the following sections: (1) Introduction, which covers mission, history, programs, governance, funding and other areas. (2) Program Briefs, which covers basic skills, distance learning, community service, occupational continuing education, workforce initiatives, and other areas. (3) Finance/Facilities/Equipment, which includes an overview of the budget process, a description of state level expenditures, and descriptions of facilities and equipment. (4) Student Data, which offers information regarding enrollment by age group, employment status, race, and gender, among other issues. (5) Staff/Faculty Data, which offers data on full-time system totals by position category, and divides those into race, gender, years of service, and educational attainment. Highlights of the report are as follow: NCCCS trained approximately 57,000 students in Information Technology related programs in 2001-02. Over 10,000 students trained in Certified Nursing Aide I. More than 20,000 students took courses in business management, leadership, and supervision skills. North Carolina community colleges trained 95% of the state's firefighters, and more than 80% of the state's law enforcement officers. The colleges generated more than 13 million membership hours in workforce continuing education. (Contains 37 tables and figures.) (NB) ED480998 A Matter of Facts: The North Carolina Community College System Fact Book, 2003. 2003-05-00 113 For full text: http://www.ncccs.cc.nc.us/Publications/docs/Publications/fb2003.pdf. N/A 2004 2016-11-21

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Yes Case Studies Cognitive Style College Faculty Foreign Countries Higher Education Language Teachers Mentors Professional Development Russian Second Language Instruction Second Language Learning Teaching Assistants Rifkin, Benjamin, Ed. Books Collected Works - General English This book includes the following chapters: "Historical, Theoretical, and Pragmatic Perspectives on Mentoring" (H. Jay Siskin, with Jim Davis); "New Paradigms, Old Practices: Disciplinary Tensions in TA Training" (Elizabeth Guthrie); "The Professional Development of Highly Experienced and Less Experienced Teachers: Meeting Diverse Needs" (Elizabeth B. Bernhardt); "Mentoring in Style: Using Style Information to Enhance Mentoring of Foreign Language Teachers" (Betty Lou Leaver and Rebecca Oxford); "Getting to Know the Face in the Mirror: Reflection in Practice for Teachers and Teacher Educators" (Sangeeta Dhawan); "Meeting the Needs of International TAs in the Foreign Language Classroom: A Model for Extended Training" (Cynthia Chalupa and Anne Lair); "Training Graduate Teachers and Foreign Language Assistants in UK Universities: A Reflective Approach" (John Klapper); "Working with Lecturers and Part-Time Faculty: A Case Study of Russian in the National Capital Area" (Richard Robin); and "Language Teaching: Raising Expectations for Instructor Preparation" (Patricia R. Chaput). (VWL) ED480999 Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes. 2000-00-00 ISBN-083841686-1 250 Heinle & Heinle, 25 Thomson Place, Boston, MA 02210 ($33.95). Tel: 800-237-0053 (Toll Free); Fax: 617-289-7855; Web site: http://www.heinle.com/. N/A 2004 8/19/2004 23:46:17 RIEMAY2004 For individual chapters, see FL 027 840-48.

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Yes Language Teachers Mentors Pragmatics Second Language Instruction Second Language Learning Teaching Assistants Siskin, H. Jay Opinion Papers English This chapter discusses current models of mentoring and relates them to issues that are specific to the foreign language and literatures field. A review of the research literature on the concept of mentoring is provided, with particular focus on the mentoring of foreign language teaching assistants (TAs). It is suggested that research on teaching assistant training in foreign language departments has not addressed mentoring in a sustained, theoretical discussion. Five conclusions are drawn from the review of TA training in foreign language departments, and obstacles to mentoring are examined. (Author/VWL) ED481000 Historical, Theoretical, and Pragmatic Perspectives on Mentoring. 2000-00-00 18 N/A 2004 8/19/2004 23:46:19 RIEMAY2004 Written with Jim Davis. In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes Graduate Students Higher Education Ideology Intellectual Disciplines Language Teachers Literature Second Language Instruction Second Language Learning Teacher Education Teaching Assistants Guthrie, Elizabeth Opinion Papers English Foreign language teaching assistant (TA) training is affected by structures and hierarchies at all institutional levels, but it is most immediately influenced by the discipline-specific practices of departments of national languages and literatures, practices that are rooted both in the broader history of TA education and in the tension between literary/cultural studies and the teaching of language. The ideological and disciplinary orientations that dominated the field during the time when teaching assistants became a standard form of financial aid had a great impact on assumptions about the purposes of language study and teacher training, the role of language teachers, including TAs, and the relationship between language study and other areas of inquiry housed within departments of national languages and literatures. To help graduate students achieve productive integration in their research with their teaching and to bring academic substance to the teaching of languages, it is essential to address the ways in which formal structures surrounding the field reflect and reproduce long-standing tensions in language teaching--tensions that can only undermine efforts to go beyond reductive "skills and drills" in efforts to build congruent, intellectually-grounded curricula and teacher education programs. (Contains 35 references.) (Author/VWL) ED481001 New Paradigms, Old Practices: Disciplinary Tensions in TA Training. 2000-00-00 22 N/A 2004 8/19/2004 23:46:21 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes College Faculty Language Teachers Mentors Professional Development Second Language Instruction Teacher Education Teaching Experience Bernhardt, Elizabeth B. Opinion Papers English This chapter discusses the dilemma of trying to provide professional development opportunities to teaching staff members who populate radically different conceptual spaces vis-a-vis language teaching. One portion of the teaching staff may have been teaching for 25 years and may not have any knowledge of second language acquisition and research findings derived from it, while a younger group of teaching staff may have very different expectations about how to approach teaching and learning. These two conceptual spaces set the stage for a potentially explosive and divisive teaching staff configuration. (Contains 30 references.) (Author/VWL) ED481002 The Professional Development of Highly Experienced and Less Experienced Teachers: Meeting Diverse Needs. 2000-00-00 14 N/A 2004 8/19/2004 23:46:23 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes Biology Cognitive Style Evaluation Methods Language Teachers Mentors Personality Traits Second Language Instruction Second Language Learning Leaver, Betty Lou Oxford, Rebecca Opinion Papers English This paper presents a new perspective on mentoring foreign language teachers. It suggests that mentoring is an essential part of a program manager's responsibilities, but that it is important to individualize the process of mentoring if it is to be as effective as it can be. First, a definition of mentoring and issues surrounding it are discussed. Next, the key to successful mentoring--providing equal but not identical treatment--is described. The importance of recognizing style differences among individuals is addressed, including differences in personality type, cognition, preferred modality, conceptual tempo, and biology. Mentors who differentiate--mentor in style--report that the results are well worth the effort. In using style information to determine how to proceed with mentoring each individual teacher, some program directors prefer to have teachers first take one of the several available style inventories and then to discuss the validity and nature of the results with the individual teachers. Other program directors prefer to observe teachers and then to discuss their perceptions of styles with individuals. For a style-mediated program, it is recommended that style terminology or "type talk" become a part of the professional life of the program. Also recommends talking about style differences with the teaching team, building shared terminology that is nondiscriminatory in its characterization of personal differences, and providing an individualized approach to mentoring while also providing for the mentoring of the entire team of teachers in the program. (Contains 48 references and 11 notes.) (Author/VWL) ED481003 Mentoring in Style: Using Style Information To Enhance Mentoring of Foreign Language Teachers. 2000-00-00 Administrators Practitioners Teachers 35 N/A 2004 8/19/2004 23:46:24 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes Action Research Graduate Students Higher Education Language Teachers Methods Courses Professional Development Reflective Teaching Second Language Instruction Second Language Learning Teacher Education Teaching Assistants Dhawan, Sangeeta Reports - Research Tests/Questionnaires English This chapter reports on a study--referred to as the reflection study--took place within the department of foreign languages at the University of Toledo. The study sought to engage in a collaborative action research project with volunteer graduate teaching assistants. The students were to select an aspect of their teaching, determine goals in relation to the selected aspect of teaching, project plans for change, execute change, record results of executed change, and evaluate the initial goals and results thereof. The goal of the study was to examine and learn about the graduate students' process of learning. The methodology used was informal and included interviews, observations, and conversations with the participants, as well as journal entries and video and audio tape recordings of classroom teaching. The action research enabled the participants to reflect on their professional development, because it encouraged them to hypothesize and theorize from personal experience to personal sets of generalizations about change and the learning process. Appended are: French 517: Teaching Colloquium syllabus; Portfolios assignment description; Final Project Options--Teaching Colloquium; Student Questionnaire; and Sample Questions for Student Interviews. (Contains 34 references.) (Author/VWL) ED481004 Getting To Know the Face in the Mirror: Reflection in Practice for Teachers and Teacher Educators. 2000-00-00 30 N/A 2004 8/19/2004 23:46:27 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes Acculturation Educational Policy English (Second Language) Foreign Students Higher Education Language Teachers Language Usage Mentors Second Language Instruction Second Language Learning Surveys Teaching Assistants Chalupa, Cynthia Lair, Anne Reports - Research Tests/Questionnaires English This study examines the special situation of nonnative speakers of English who teach foreign languages at U.S. institution. It argues that modules designed specifically for mentoring international foreign language teaching assistants (IFLTAs) must be included in teaching assistant workshops and seminars offered by foreign language departments. Based on a survey conducted at a large Midwestern research university, the study examines common concerns raised by IFLTAs in three distinct categories: language, acculturation, and university policy. It addresses matters of English and target language usage in the classroom, cross-cultural exchange and its role in foreign language instruction, and the international TAs understanding of university policy vis-a-vis institutional regulations in their own countries. The International Graduate Associate Survey is appended. (Contains 17 endnotes and 34 references.) (Author/VWL) ED481005 Meeting the Needs of International TAs in the Foreign Language Classroom: A Model for Extended Training. 2000-00-00 25 N/A 2004 8/19/2004 23:46:28 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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Yes English (Second Language) Foreign Countries Foreign Students Higher Education Language Teachers Program Descriptions Reflective Teaching Second Language Instruction Second Language Learning Teaching Assistants Klapper, John Opinion Papers Tests/Questionnaires United Kingdom United Kingdom English This paper highlights a project aimed at devising an appropriate training scheme for foreign language teaching assistants in Britain and encouraging as many universities as possible to adapt the scheme to their own institutional settings. The scheme entitled DOPLA (Development of Postgraduate and Language Assistants) originated at the University of Birmingham in England and has been extended, trialled, and tested over the past 3 years by a consortium of British universities. The program focuses on reflective practice. Sections 2-4 of the paper consider the theoretical basis of reflective practice and its application to the distinctive pedagogy of modern languages. Sections 5-8 show how these theoretical issues are embodied in the specifics of DOPLA training. Appended are: Small Group Teaching: Strategies for Dealing with Problems; Russian Lesson Worksheet; and Lesson Evaluation Sheet. (Contains 27 references.) (Author/VWL) ED481006 Training Graduate Teachers and Foreign Language Assistants in UK Universities: A Reflective Approach. 2000-00-00 17 N/A 2004 2016-11-21

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Yes Case Studies College Faculty Departments Higher Education Part Time Faculty Russian Second Language Instruction Second Language Learning Robin, Richard Reports - Evaluative District of Columbia District of Columbia English This chapter examines the specific issues and problems of hiring part-time instructors for foreign language courses. Specifically, it discusses the part-time situation for teaching Russian in the Washington, DC area. It looks first at the major factors involved in hiring part-timers, particularly compared to graduate teaching assistants, commonly considered an ideal source of affordable language instructors. Next, the results of an informal anonymous survey of schools offering Russian in the area are presented. Discussion of the survey results is supplemented with input from individual interviews with both part-timers and their employers. The chapter concludes with suggestions for addressing the most troubling problems of part-time employment in Russian departments. (Contains 18 references, 4 endnotes, and 3 tables.) (Author/VWL) ED481007 Working with Lecturers and Part-Time Faculty: A Case Study of Russian in the National Capital Area. 2000-00-00 10 N/A 2004 2016-11-21

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Yes Classroom Techniques Grammar Higher Education Language Proficiency Language Teachers Second Language Instruction Second Language Learning Teacher Education Teacher Qualifications Teaching Assistants Chaput, Patricia R. Opinion Papers Tests/Questionnaires English This paper argues for considerably higher expectations for the qualifications of language teachers by focusing on what preparations could and should offer. Because efforts to address issues of teacher preparation confront tacit assumptions about language teaching, the paper draws on the experience of literature training and hiring as a parallel in order to identify some of these tacit assumptions and provoke questions. It points out the dramatic difference in expectations that are encountered when comparing the preparation for teaching language to the preparation for the teaching of literature or linguistics. (Contains 10 endnotes and 46 references.) (Author/VWL) ED481008 Language Teaching: Raising Expectations for Instructor Preparation. 2000-00-00 18 N/A 2004 8/19/2004 23:46:33 RIEMAY2004 In: Mentoring Foreign Language Teaching Assistants, Lecturers, and Adjunct Faculty. Issues in Language Program Direction: A Series in Annual Volumes; see FL 027 839.

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No Adult Literacy Alcohol Abuse Cooperative Learning Discussion Groups Empowerment Females Friendship Individual Development Individual Power Interpersonal Communication Personal Writing Politics Self Expression Sex Differences Speech Communication Spiritual Development Spirituality Teaching Methods Transformative Learning Daniell, Beth Books Opinion Papers Reports - Research Al Anon Alcoholics Anonymous Orality 12 Step Programs English Private and personal literacy practices of reading and writing, which have typically been regarded as less important than the more visible and public literacies used by men, are important in the lives of women because they aid the development and empowerment of the self. Qualitative interviews were conducted with six women of diverse socioeconomic status who were, or had been, married to alcoholics, and who, as participants in Al-Anon, used literacy to practice the Twelve Steps of Alcoholics Anonymous in order to find spiritual solutions to their problems. Literacy is defined as a social practice that is both a repeated action and an action that is engaged in to improve or reach a higher state. Just as spirituality can be seen as a recognition of human powerlessness in which the attainment of a kind of personal power allows individuals to survive the vicissitudes of this life and attain inner peace, so the women's literacy practices allowed them to empower themselves. Al-Anon's doctrine, particularly its oral instruction, served as an interpretive tool for the women that resulted in a transformation in their lives that led to a more inclusive notion of politics. (Appendices include the Twelve Steps of Al-Anon and an essay on research and telling the truth. Contains 134 references.) (MO) ED481009 A Communion of Friendship: Literacy, Spiritual Practice and Women in Recovery. Studies in Writing and Rhetoric Series. 2003-04-00 ISBN-0-8093-2487-3 201 Southern Illinois University Press, P.O. Box 3697, Carbondale, IL 62902-3697 ($20). Tel: 800-346-2680 (Toll Free); Fax: 800-346-2681 (Toll Free); e-mail: townsend@siu.edu; Web site: http://www.siu.edu/~siupress/index.htm. N/A 2004 2016-11-21

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No Caregiver Child Relationship Caregivers Child Care Demand Occupations Employed Women Employment Patterns Females Gender Issues Global Approach Household Workers Immigration Labor Needs Labor Problems Migration Patterns Occupational Mobility Occupational Segregation Overseas Employment Parent Caregiver Relationship Sex Role Sex Stereotypes Ehrenreich, Barbara, Ed. Hochschild, Arlie Russell, Ed. Books Reports - Research Philippines Prostitution Sex Exploitation Taiwan Hong Kong United States Hong Kong Philippines Taiwan United States English This volume explores the unexplored consequences of globalization on the lives of women worldwide, as each year millions leave their third world countries to work in the homes, nurseries, and brothels of first world countries. This mass migration results in a transfer of labor associated with women's traditional roles that creates a "care deficit" in poor countries that is often detrimental to the families left behind while easing labor issues in rich countries. Chapters are as follows: "Introduction" (Ehrenreich, Hochschild); "Love and Gold" (Hochschild); "The Nanny Dilemma" (Cheever); "The Care Crisis in the Philippines: Children and Transnational Families in the New Global Economy" (Parrenas); "Blowups and Other Unhappy Endings" (Hondagneu-Sotelo); "Invisible Labors: Caring for the Independent Person" (Rivas); "Maid to Order" (Ehrenreich); "Just Another Job? The Commodification of Domestic Labor" (Anderson); "Filipina Workers in Hong Kong Homes: Household Rules and Relations" (Constable); "America's Dirty Work: Migrant Maids and Modern-Day Slavery" (Zarembka); "Selling Sex for Visas: Sex Tourism as a Stepping-Stone to International Migration" (Brennan); "Among Women: Migrant Domestics and Their Taiwanese Employers Across Generations" (Lan); "Breadwinner No More" (Gamburd); "Because She Looks like a Child" (Bales); "Clashing Dreams: Highly Educated Overseas Brides and Low-Wage U.S. Husbands" (Thai); "Global Cities and Survival Circuits" (Sassen); "Migration Trends: Maps and Chart" (Espinoza). Contains an appendix listing activist organizations and a bibliography with 120 references. Chapters also include substantial references. (MO) ED481010 Global Woman: Nannies, Maids and Sex Workers in the New Economy. 2003-00-00 ISBN-0-8050-6995-X 328 Henry Holt and Company (Metropolitan Books), Von Holtzbrinck Publishing Services, 16365 James Madison Highway, Gordonsville, VA 22942 ($26). Tel: 888-330-8477 (Toll Free); Fax: 800-672-2054 (Toll Free); e-mail: customerservice@vhpsva.com; Web site: http://www.henryholt.com/metropolitanbooks.htm. N/A 2004 2016-11-21

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No Apprenticeships Articulation (Education) Community Colleges Cooperative Education Cooperative Programs Education Work Relationship Educational Cooperation Foreign Countries Integrated Curriculum Job Skills Partnerships in Education Policy Analysis Postsecondary Education School Business Relationship Secondary Education Vocational Education Work Experience Programs Schuetze, Hans G., Ed. Sweet, Robert, Ed. Books Reports - Research Alternance Training Work Based Learning Canada Germany Ontario Quebec Canada Germany English This volume discusses "alternation," various combinations of classroom (organized, theoretical) knowledge and workplace (practical) learning in Canada intended to adequately prepare secondary and postsecondary graduates for work in the new economy. Following an introduction, "Integrating School and Workplace Learning in Canada: An Introduction to Alternation Education Concepts and Issues" (Schuetze, Sweet), the volume is separated into two sections. The first section, "A Comparison of Alternation Models and Jurisdictions," includes the following chapters: "The Restructuring of Work and the Modernization of Vocational Training in Germany" (Heinz); "Toward a Regional Approach to Alternation Education and Training: The Case of Quebec" (Payeur et al.); "Alternation Education and Training in Canada" (Schuetze). The second section, "Alternation in Canada: School, College, University, and Workplace," includes the following chapters: "Vocational Education in Ontario Secondary Schools: Past, Present and Future?" (Smaller); "More than Sorcery Required: The Challenge of Matching Education and Skills for Life and Work" (Andres); "School-Workplace Collaboration, an Uneasy Partnership: Experiences from Two Alternation Programs in Quebec" (Hardy, Parent); "Canada's Community Colleges and Alternation" (Gallagher, Kitching); "Alternating Education and Training: Students' Conceptions of Learning in Co-op" (Grosjean); "Alternation Career Paths for Teachers: Reconceptualizing Alliances" (Puk); "Bridging the Gap between Liberal and Applied Education" (Axelrod et al.);"Apprenticeship in Canada: A Training System under Siege?" (Sharpe); "Women and Apprenticeships: The Role of Personal Agency in Transition Success" (Sweet); "New Policy and Research Directions" (Sweet, Schuetze). Contains 24 tables, 5 figures, and an index. Chapters include substantial references. (MO) ED481011 Integrating School and Workplace Learning in Canada: Principles and Practices of Alternation Education and Training. 2003-02-24 ISBN-0-7735-2453-3 Practitioners 289 McGill-Queen's University Press, 3430 McTavish Street, Montreal, Quebec H3A 1X9, Canada ($75). Fax: 514-398-4333; or CUP Services, PO Box 6525, Ithaca, NY 14851-6525. Tel: 800-666-2211 (Toll Free); Fax: 800-688-2877 (Toll Free); e-mail: orderbook@cupserv.org. N/A 2004 2016-11-21

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Yes Active Learning College Students Context Effect Developmental Psychology Instructional Effectiveness Piagetian Theory Theory Practice Relationship Weisskirch, Robert S. Reports - Research Speeches/Meeting Papers English Students who take developmental psychology courses have difficulty applying theoretical concepts to situations separate from the context of theory. When learning about Piagetian theory, students often confine their understanding to demonstrations of conservation tasks. Analyzing Card Games, an active learning activity, allows students to apply the stages of Piaget's theory of cognitive development to common card games. Students favorably rated this active learning exercise, indicating that the exercise deepened understanding of the concepts. (Author) ED481012 Dealing with Piaget: Analyzing Card Games for Understanding Concepts. 2003-08-00 12 N/A 2004 8/19/2004 23:46:44 RIEMAY2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Codes of Ethics Counselor Role Decision Making School Psychologists Standards Miller, Jeffrey A. Information Analyses Speeches/Meeting Papers Professional Ethics English The Ethical Principles for Psychologists now states, "The modifiers used in some of the standards of this Ethics Code (e.g. reasonability, appropriate, potentiality) are included in the standards when they would (1) allow professional judgment on the part of psychologists, (2) eliminate injustice or inequality that would occur with the modifier, (3) ensure applicability across the broad range of activities conducted by psychologists, or guard against a set of rigid rules that might be quickly outdated." Thus, several standards require the inclusion of these purposes for consideration in ethical decision-making. The challenge facing school psychologists will be to identify when these judgments are called for in the new code and to transform them into concrete recommendations that will guide correct conduct. (Contains 10 references.) (Author) ED481013 Interpreting Qualifying Modifiers: Implications for Ethical Decision Making. 2003-08-00 Counselors Practitioners 15 N/A 2004 2016-11-21

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Yes Conflict Counselor Supervision Counselor Training Ethics Supervisor Supervisee Relationship Values Veach, Pat McCarthy Yoon, Eunju Miranda, Cacy Ergun, Damla Tuicomepee, Arunya Information Analyses Reports - Research Speeches/Meeting Papers Countertransference English Eighteen clinical supervisors participated in focus groups or an individual interview designed to investigate their personal experiences with value conflicts in supervision. Participants described the types of value conflicts they had experiences and their personal impact, effective and ineffective approaches for addressing these issues, resources for addressing value conflicts, actual and recommended training regarding value conflicts, and distinctions between value conflicts and ethics and countertransference. Using an inductive analysis process several themes were extracted. These themes are described and practice and research recommendations are given. (Contains 24 references and 2 tables.) (Author) ED481014 A Qualitative Investigation of Clinical Supervisor Value Conflicts. 2003-08-00 Counselors Practitioners 33 N/A 2004 2016-11-21

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Yes Cooperative Learning Educational Assessment Elementary School Students Group Activities Instructional Effectiveness Interpersonal Competence Intervention Learning Strategies Lesson Plans Skills Andrusyk, D. Andrusyk, S. Dissertations/Theses Information Analyses Reports - Research English This report describes a program for increasing the targeted student's ability to demonstrate appropriate use of social skills in a cooperative base group setting. The targeted population consisted of elementary students in an urban middle class Midwestern community. The problem of lack of appropriate social skills was documented through teacher observation and student surveys. A review of solution strategies resulted in the selection of interventions: development of a series of lesson plans to teach appropriate social skills, establishment of cooperative learning base groups, and development of assessment instruments to measure the changes in students learning and behavior. Post intervention data indicated an increase in student use of appropriate social skills, an increase in the awareness of classmates' use of appropriate social skills, and an improvement in the students' ability to work successfully in groups. Recommendations include insuring that the teacher assigning the students to the base groups knows the students well before attempting to appropriately group them. Further, teachers need to consider subject area curricular demands when determining a schedule for teaching social skills in the departmentalized settings. Finally, it is recommended that a departmentalized teacher solicit teachers in other curricular areas to determine their interest in working together on a cross-curricular base group project. (Contains 24 references and 5 tables.) (GCP) ED481015 Improving Student Social Skills through the Use of Cooperative Learning Strategies. 2003-05-00 41 N/A 2004 8/19/2004 23:46:49 RIEMAY2004 M.A. Research Project, Saint Xavier University and SkyLight Field-Based Masters Program.

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Yes Behavior Problems Cooperative Learning Educational Environment Elementary School Students Interpersonal Competence Intervention Learning Strategies Program Descriptions Student Behavior Krantz, S. McDermott, H. Schaefer, L. Snyder, M. A. Dissertations/Theses Information Analyses Reports - Research English This report describes a project for teaching students to implement social skills in the classroom, playground, and lunchroom. The hope is to reduce the inappropriate behavior that occurs in these areas. The targeted population consisted of a middle to lower income elementary school in Illinois. After analyzing the data collected, it was revealed that most educators surveyed noted that students were lacking appropriate social skills in the classroom, playground, and lunchroom. The researchers concluded that the causes of the problem in this building were high mobility rate, lack of school wide discipline plan, and parent involvement/family issues. Based on the researchers' findings, social skills have been a problem area for students in many areas of the nation. The researchers implemented a 14 week plan to instruct second and sixth grade students on the usage of appropriate social skills. The procedure that was chosen to implement was the direct instruction of social skills through cooperative learning. The teacher researchers used cooperative learning strategies to enable students to practice the appropriate social skills. Data after the intervention indicated that the students' attitudes and knowledge of uses of appropriate social skills were increased through the use of cooperative learning strategies. Student behavior improved in the classroom, playground, and lunchroom. Student referrals were fewer and students' behavior improved significantly over time. Teacher researchers would recommend that the direct instruction of basic social skills be taught as part of the school curriculum. Four appendixes include the social skills survey and checklist, student survey, and the pretest/posttest. (Contains 24 references and 6 tables.) (GCP) ED481016 Improving Student Social Skills through the Use of Cooperative Learning Strategies. 2003-05-00 46 N/A 2004 8/19/2004 23:46:51 RIEMAY2004 M.A. Research Project, Saint Xavier University and SkyLight Field-Based Master's Program.

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Yes Community Colleges Discussion Groups Instructional Effectiveness Instructional Materials Learning Strategies Listservs Online Courses Hofstad, Marjorie E. Reports - Research Speeches/Meeting Papers Learning Communities English Seven teaching and learning tools, including course handouts, threaded discussion forums, and written assignments enhance learning in online courses by enabling students to deepen their understanding of course material and reduce anxiety about the online setting and their performance in the class. These tools have been used in 24 community college sections of Lifespan Development Psychology online with 720 students ranging from 18 to 62 years of age. Student response has been favorable, as expressed in student journals, online discussion, informal email messages, and course evaluations. Additional assignments, handouts, and discussion forums are suggested to make a complete course template. The potential problems of cheating on exams and the lack of in-person contact are discussed. (Author) ED481017 Enhancing Student Learning in Online Courses. 2003-08-00 14 N/A 2004 2016-11-21

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Yes Career Awareness Career Counseling Elementary Education Elementary School Students Field Trips Intervention Learning Strategies Multiple Intelligences Program Descriptions Teaching Methods Benning, C. Bergt, R. Sausaman, P. Dissertations/Theses Reports - Research English This report depicts a program for increasing students' career awareness through a variety of strategies that include multiple intelligences, career counseling, field trips and cross-curricular activities. The targeted population consisted of fourth, fifth, and sixth grade students in a Midwest, urban community. Analyses of probable cause data disclosed students are unprepared for the workforce. A review of solution strategies suggested by researchers, combined with an analysis of the problem setting resulted in selection of strategies and materials to be implemented within the school day. The strategies and materials encouraged children to become aware of the variety of careers available to them. A focus on four career clusters and emphasis on several specific occupations occurred throughout the intervention phase. Strategies focusing on multiple intelligences, career counseling, field trips, and cross-curricular activities helped incorporate career awareness education into the curriculum. The objective of increasing career awareness of various occupations was clearly met. Students gained an understanding of how their schoolwork related to life in the future and post intervention data indicated that the career education provided the students with greater activities for achieving self-esteem. Eleven appendixes contain surveys and evaluation guides. (Contains 26 references.) (GCP) ED481018 Improving Student Awareness of Careers through a Variety of Strategies. 2003-05-00 74 N/A 2004 8/19/2004 23:46:55 RIEMAY2004 M.A. Research Project, Saint Xavier University and SkyLight Field-Based Masters Program.

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No Brief Psychotherapy Counseling Counseling Techniques Counseling Theories Intervention Substance Abuse Theory Practice Relationship Pichot, Teri Dolan, Yvonne M. Books Solution Focused Therapy English This book chronicles the lessons learned when a substance abuse counseling program switches its theoretical orientation from problem-focused to solution-focused. The book details the technical aspects of the changeover (theory, techniques, interventions, politics, and team design) as well as the personal struggles the team endured and the successes they enjoyed. It demonstrates how solution-focused therapy can be applied to both clinical and administrative work while addressing questions and concerns, providing general information and help in understanding the subtleties and idiosyncrasies of the treatment. It provides a thorough understanding of solution-focused therapy through the use of case studies, interviews with therapists, sample forms, and tables. The book is aimed at professionals interested in implementing solution-focused therapy into individual, group, or agency settings, including child protection agencies, community mental health clinics, private practices, sexual abuse programs, substance abuse treatment, family based services, and academics working in substance abuse counseling, social work, psychology, and general counseling. (Contains 113 references.) (GCP) ED481019 Solution-Focused Brief Therapy: It's Effective Use in Agency Settings. 2003-00-00 Practitioners 243 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580 (ISBN: 0-7890-1554-4, $32.95). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582 (Toll Free); e-mail: getinfo@haworthpressinc.com; Web site: http://www.HaworthPress.com. N/A 2004 2016-11-21

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No Child Abuse Child Neglect Counseling Techniques Evaluation Methods Guides Psychological Evaluation Risk Risk Management Righthand, Sue Kerr, Bruce Drach, Kerry Books Risk Assessment English This book is a professional practice manual designed to assist clinicians in conducting forensic risk assessment in child maltreatment cases. The authors present up-to-date research findings and provide practical, fact-based information on key issues. The book serves as a reference source on procedural issues, treatment options, and risk management strategies necessary to make high-quality, ethical evaluations. The book also includes a step-by-step guide to conducting and writing quality evaluations, including: components of an evaluation report; forensic versus clinical evaluations; methods of assessment; and assessment domains. (Contains over 400 references.) (GCP) ED481020 Child Maltreatment Risk Assessments: An Evaluation Guide. 2003-00-00 ISBN-0-7890-1216-2 Counselors Practitioners 216 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580 (ISBN-0-7890-1216-2, $24.95). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582 (Toll Free); e-mail: getinfo@haworthpressinc.com; Web site: http://www.HaworthPress.com. N/A 2004 2016-11-21

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No Age Differences Child Development Child Rearing Children Ethnicity Family Financial Resources Family Income Low Income Groups Lower Class Parents Middle Class Parents Minority Groups Parent Child Relationship Parents Poverty Racial Differences Social Class Social Differences Socioeconomic Influences Socioeconomic Status Well Being Bornstein, Marc H., Ed. Bradley, Robert H., Ed. Books Information Analyses Affluent Parents Ethnic Differences Mediating Factors English Noting that there is near universal agreement that children from families with higher socioeconomic status (SES) have access to more of the resources needed to support their positive development than do lower SES children, this monograph examines the myriad questions remaining regarding relations among SES, parenting, and child development from a array of different disciplines and a variety of perspectives. The book is divided into two parts: Part 1 concerns the constructs and measurement of SES, and Part 2, the functions and effects of SES. Each part presents four substantive chapters on the topic, followed by an interpretive and constructively critical commentary. Following introductory remarks, the chapters are: (1) "A Decade of Measuring SES: What It Tells Us and Where To Go from Here" (Margaret E. Ensminger and Kate Fothergill); (2) "Socioeconomic Status, Parenting, and Child Development: The Hollingshead Four-Factor Index of Social Status and the Socioeconomic Index of Occupations" (Marc H. Bornstein, Chun-Shin Hahn, Joan T. D. Suwalsky, and O. Maurice Haynes); (3) "Off with Hollingshead: Socioeconomic Resources, Parenting, and Child Development" (Greg J. Duncan and Katherine A. Magnuson); (4) "Socioeconomic Resources, Parenting, Poverty, and Child Development among Immigrant Families" (Andrew J. Fuligni and Hirokazu Yoshikawa); (5) "Methodological Issues in Studies of SES, Parenting, and Child Development" (Lois Wladis Hoffman); (6) "Causes and Consequences of SES-Related Differences in Parent-to-Child Speech" (Erika Hoff); (7) "Age and Ethnic Variations in Family Process Mediators of SES" (Robert H. Bradley and Robert F. Corwyn); (8) "Socioeconomic Status in Children's Development and Family Environment: Infancy through Adolescence" (Allen W. Gottfried, Adele E. Gottfried, Kay Bathurst, Diana Wright Guerin, and Makeba M. Parramore): (9) "Moving on Up: Neighborhood Effects on Children and Families" (Tama Leventhal and Jeanne Brooks-Gunn); and (10) "'What Are SES Effects Effects Of?' A Developmental Systems Perspective" (Richard M. Lerner). Each chapter contains references. (KB) ED481021 Socioeconomic Status, Parenting, and Child Development. 2003-00-00 ISBN-0-8058-4242-X Parents Practitioners Researchers Teachers Administrators 287 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 ($69.95; discounted, $32.50). Tel: 800-926-6579 (Toll Free); Tel: 201-236-9500; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com. N/A 2004 2016-11-21

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Yes Disabilities Elementary Secondary Education Inservice Teacher Education Instructional Effectiveness Interprofessional Relationship Paraprofessional School Personnel Preservice Teacher Education Program Design Supervision Supervisor Supervisee Relationship Supervisory Methods Supervisory Training Teaching Models Training Methods French, Nancy K. Reports - Descriptive Colorado Univ., Denver. School of Education. English This final report discusses the activities and outcomes of a project that provided training on the Paraeducator Supervision Academy (PSA) Model (curriculum, instructional materials, and supervision of paraprofessionals) to faculty who will prepare future school professionals. Training was provided to faculty and preservice students in schools and colleges of education, faculty in related services programs, staff developers and in-service school professionals, and parents in 32 replication sites in 21 states and in the Department of Defense schools. Each demonstration consisted of two full days of training of potential trainers, as well as teachers and related services personnel. It addressed coordination among service providers by demonstrating the use of the package to multi-disciplinary teams. A total of 1,137 people participated in the training. Pre- and post-test self-perceived skills change data show significant differences in skill level. Interviews with 22 participants found that 77% of participants were using the concepts, activities, or materials presented in the demonstrations in some way. A 20-minute videotape was also developed during the course of the study discussing building better working relationships with paraprofessional school personnel and focusing on the work of three teachers at different grade levels and the students and paraeducators associated with them. (CR) ED481023 Paraeducator Supervision Academy (PSA) Outreach Project. Final Performance Report. 2002-06-05 Special Education Programs (ED/OSERS), Washington, DC. 45 N/A 2004 8/19/2004 23:47:06 RIEMAY2004 H324R980083 Cover title varies.

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Yes Behavior Change Behavior Modification Gifted Homework Interpersonal Competence Low Income Middle School Students Middle Schools Parent Participation Self Management Social Support Groups Special Classes Student Motivation Student Participation Teacher Collaboration Underachievement Johnson, Hardwick Smith, Jr. Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires QUEST Program English This report discusses the activities and outcomes of an applied dissertation designed to improve gifted middle school students' participation in Quest class activities and academic achievement in Quest class. Students in the target group (n=36) were not achieving at expected levels academically, were not completing in-class assignments or homework assignments at expected levels, and were losing credit on special projects due to not completing them on time. Students lacked adequate self-discipline, interpersonal skills, adjustment skills, and social-support systems. Further, there was limited cooperation and understanding between Quest students/teachers and regular education teachers. A three-pronged intervention was developed to address the issues associated with students' lack of participation and underachievement in Quest class. Support groups were provided for teachers, parents, and middle school Quest class students during a 32-week intervention period. Appropriate materials were selected and modified as needed for use with each of the groups. Topics focused on identifying and changing behaviors associated with issues negatively affecting students' participation and academic achievement. An analysis of the data revealed that student participation and academic achievement in Quest class improved, as did parent support and cooperation/understanding between Quest students/teachers and regular education teachers. Appended are: Quest Teacher Interview Questions; and Informed Consent Form. (Contains 94 references.) (Author/CR) ED481024 Improving Middle School Students' Participation and Academic Achievement in a Gifted Education Program. 2002-00-00 102 N/A 2004 2016-11-21

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No Administrator Role Blindness Core Curriculum Elementary Secondary Education Evaluation Methods Interdisciplinary Approach Special Schools Speech Language Pathology Student Evaluation Vision Visual Impairments Visually Impaired Mobility Goodman, Stephen A., Ed. Wittenstein, Stuart H., Ed. Books Collected Works - General Guides - Non-Classroom American Foundation for the Blind, New York, NY. English This book offers a comprehensive text on the assessment of students with blindness or visual impairment with a focus on approaches used at the California School for the Blind. An introductory chapter is by Frances K. Liefert and Marsha A. Silver. Eleven chapters have the following titles and authors: (1) "Introduction to Visual Impairment" (Frances K. Liefert); (2) "The Role of the Administrator" (Stephen A. Goodman); (3) "Preparation for Assessment" (Lizbeth A. Barclay); (4) "Vision Assessment" (Frances K. Liefert); (5) "Expanded Core Curriculum: Education" (Lizbeth A. Barclay); (6) "Psychological Assessment" (J. Richard Russo); (7) "Speech and Language Assessment" (Marsha A. Silver); (8) "Expanded Core Curriculum: Technology" (Joan Anderson); (9) "Expanded Core Curriculum: Orientation and Mobility" (Frances K. Liefert); (10) "Report Writing" (J. Richard Russo and Frances K. Liefert); and (11) "Collaboration in Action: Henry" (Lizbeth A. Barclay, Frances K. Liefert and Marsha A. Silver). Five appendices provide: "Common Causes of Vision Loss in Children and Implications for Assessment" (Frances K. Liefert); "Parent Inventory and History Form"; "Abbreviations Used by Ophthalmologists and Optometrists"; "Sample State Eye Report Form for Children with Visual Impairments"; and "Checklist for Classroom Observation of Communicative Behavior." An annotated list of 14 organizational resources is also provided. (Individual chapters contain references.) (DB) ED481025 Collaborative Assessment: Working with Students Who Are Blind or Visually Impaired, Including Those with Additional Disabilities. 2003-00-00 ISBN-0-89128-869-4 430 AFB Press, American Foundation for the Blind, 11 Penn Plaza, Suite 300, New York, NY 10001 ($49.95). Tel: 800-232-3044 (Toll Free); Fax: 412-741-0609; e-mail: afbpress@afb.net; Web site: http://www.afb.org. N/A 2004 8/19/2004 23:47:10 RIEMAY2004

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No Bibliotherapy Classroom Environment Computer Uses in Education Constructivism (Learning) Curriculum Development Definitions Disabilities Elementary Secondary Education Inclusive Schools Individualized Education Programs Integrated Curriculum Interpersonal Competence Multiple Intelligences Parent Teacher Cooperation Peer Relationship Program Development Program Implementation Special Needs Students Mayberry, Sally Cox Lazarus, Brenda Belson Books Guides - Non-Classroom English This book offers educators both background information and practical guidance for implementing the inclusion of students with special needs in their classrooms. Part 1 provides background information with chapters on what inclusion is, an historical perspective and the laws, the rationale for inclusion, definitions of specific disabilities, and development of an Individualized Education Program. Part 2 offers positive steps to inclusion with discussion of curriculum adaptations, multiple intelligences, authentic assessment, and constructivist learning. Obstacles to managing the change to inclusion are considered in part 3 with chapters on inadequate teacher preparation, co-teaching, and grading procedures. Part 4 focuses on structuring the classroom. Chapters address involving other students through awareness activities; utilizing parents as partners; the interdisciplinary and integrated curriculum; and strategies for success. Part 5 is specifically on classroom implementation with chapters on social skill development, communication and collaboration, implementing technology, and bibliotherapy. (Contains 85 references.) (DB) ED481026 Teaching Students with Special Needs in the 21st-Century Classroom. A Scarecrow Education Book. 2002-00-00 ISBN-0-8108-4328-5 Practitioners 112 Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706 ($18.95). Tel: 800-462-6420 (Toll Free); Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://www.scarecroweducation.com. N/A 2004 8/19/2004 23:47:11 RIEMAY2004

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Yes Academic Degrees Colleges Curriculum Distance Education Educational Technology Enrollment Higher Education Waits, Tiffany Numerical/Quantitative Data Reports - Research Tests/Questionnaires National Center for Education Statistics (ED), Washington, DC. Westat, Inc., Rockville, MD. English This study, conducted through the National Center for Education Statistics (NCES) Postsecondary Education Quick Information System (PEQIS) was designed to provide current national estimates on distance education at 2-year and 4-year Title IV-eligible, degree-granting institutions. The PEQIS survey provides national estimates for the 2000-2001 academic year on the number and proportion of institutions offering distance education courses, distance education enrollments and course offerings, degree and certificate programs, distance education technologies, participation in distance education consortia, accommodations for students with disabilities, distance education program goals, and factors institutions identify as keeping them from starting or expanding distance education offerings. In the 2000-2001 academic year, 56% (2,320) of all 2-year and 4-year Title IV-eligible, degree-granting institutions offered distance education courses for any level or audience. Twelve percent of all institutions indicated that they planned to start offering distance education in the next 3 years, and 31% did not offer such courses in 2000-2001 and did not plan to do so in the next 3 years. Nineteen percent of 2- and 4-year institutions in 2000-2001 had degree or certificate programs designed to be completed totally through distance education. The Internet and video technologies were most often used as primary modes of instructional delivery for distance education courses. One appendix discusses study methodology, and the other contains the study questionnaire. (Contains 20 tables and 3 references.) (SLD) ED481027 Distance Education at Degree-Granting Postsecondary Institutions: 2000-2001. E.D. Tabs. 2003-07-00 89 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.nces.ed.gov. N/A 2004 8/19/2004 23:47:13 RIEMAY2004 Project Officer, Bernard Greene.

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Yes Alaska Natives Black Students Colleges Disadvantaged Youth Hawaiians Higher Education Hispanic American Students Minority Groups Partnerships in Education Program Descriptions School Community Relationship Tribally Controlled Education Reports - Descriptive Department of Housing and Urban Development, Washington, DC. Office of University Partnerships. English This report describes some campus-community partnerships established by the U.S. Department of Housing and Urban Development (HUD). These partnerships between minority-serving institutions and their communities typically take place in small cities and in rural areas. In recent years, these areas have become home to large minority populations. The partnerships described are spearheaded by smaller schools, many of them community and technical colleges. In site of small size and limited budgets, these colleges and universities wield power in their communities that is rooted in a long history of involvement in local neighborhoods. This report celebrates the accomplishments of the minority-serving institutions that participate in four HUD grant programs: (1) the Historically Black Colleges and Universities (HBCU) program; (2) the Hispanic-Serving Institutions Assisting Communities program; (3) the Tribal Colleges and Universities program; and (4) the Alaska Native/Native Hawaiian Institutions Assisting Communities program. Following an introductory chapter, chapter 2 describes how the grant programs were organized and whom they serve. Chapter 3 offers a glimpse of the kind of work the 26 grantees and their community partners are carrying out to revitalize neighborhoods, assist businesses, bridge the digital divide, and provide social and supportive services and programs that help residents create a healthier present and ensure a brighter future. Appended are: (1) Map: Office of University Partnerships Grantees, 1994-2002; and (2) OUP (Office of University Partnerships) List of Grantees, 1994-2002. (SLD) ED481028 Minority-Serving Institutions of Higher Education: Developing Partnerships To Revitalize Communities. 2003-01-00 86 For full text: http://www.oup.org/pubs/minority-report.pdf. N/A 2004 8/19/2004 23:47:15 RIEMAY2004

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Yes Archives Foreign Countries Information Storage International Programs National Programs Preservation Program Development Beagrie, Neil Reports - Research Netherlands Australia United Kingdom Digital Preservation Digital Technology France Australia France Netherlands United Kingdom Council on Library and Information Resources, Washington, DC. Library of Congress, Washington, DC. English This report provides an overview of selected key national and multinational initiatives in digital preservation occurring outside North America. It examines digital preservation initiatives in four countries--Australia, France, the Netherlands, and the United Kingdom--as well as related multinational initiatives. The initiatives were chosen in consultation with the U.S. Library of Congress (LC) and the Council on Library and Information Resources (CLIR) because they were believed to be of particular relevance and interest to the U.S. National Digital Information Infrastructure and Preservation Program (NDIIPP).This study aims to put these initiatives into their national and international context and to outline major developments. It presents the key findings from the survey and details of the main initiatives in each country. (Contains 14 references.) (Author) ED481029 National Digital Preservation Initiatives: An Overview of Developments in Australia, the Netherlands, and the United Kingdom and of Related International Activity. Strategies and Tools for the Digital Library. 2003-04-00 ISBN-1-932326-00-6 63 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($20). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/abstract/pub116abst.html/. N/A 2004 2016-11-21

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Yes Academic Libraries Archives Comparative Analysis Higher Education Library Statistics Library Surveys Library Technical Processes Preservation Program Evaluation Statistical Data Kenney, Anne R. Stam, Deirdre C. Reports - Research Tests/Questionnaires Association of Research Libraries, Washington, DC. Council on Library and Information Resources, Washington, DC. English With funding from the Institute for Museum and Library Services, the Council on Library and Information Resources, ARL (Association of Research Libraries), the University Libraries Group, and the Regional Alliance for Preservation conducted a joint study in 2001 to examine the state of preservation programs in American academic libraries. The study was conducted in two phases and relied on qualitative as well as quantitative data gathering. In Phase I, statistical information and other quantitative data relevant to preservation activity were collected in a survey of 116 libraries from the University Libraries Group, major non-ARL land grant institutions, and leading liberal arts colleges in what is informally known as the Oberlin Group. These data were compared with information that had been published in ARL Preservation Statistics for 2000-2001. Phase II focused on obtaining qualitative data to complement the statistical data. Qualitative data were gathered by means of 20 site visits to institutions that represented the three surveyed groups plus the ARL. Appendixes include the survey form with data and instructions, site visit interview questions and a list of institutions responding to statistical survey, Phase I. (Author) ED481030 The State of Preservation Programs in American College and Research Libraries: Building a Common Understanding and Action Agenda. Optimizing Collections and Services for Scholarly Use. 2002-12-00 Institute of Museum and Library Services, Washington, DC. ISBN-1-887334-96-3 57 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($20). Tel: 202-939-4750; Fax: 202-939-4765; e-mail: info@clir.org; Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/abstract/pub111abst.html/. N/A 2004 8/19/2004 23:47:19 RIEMAY2004 A Joint Study by the Council on Library and Information Resources, the Association of Research Libraries, the University Libraries Group, and the Regional Alliance for Preservation.

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Yes Academic Degrees Community Colleges Job Training Labor Force Development Outcomes of Education School Holding Power Two Year College Students Two Year Colleges Vocational Education Alfonso, Mariana Bailey, Thomas R. Scott, Marc Information Analyses Reports - Research Speeches/Meeting Papers Columbia Univ., New York, NY. Community Coll. Research Center. New York Univ., NY. School of Education. English This study asks if occupational education bestows advantages or disadvantages on the students who pursue it, and how the educational experiences of occupational students compare to the experiences of students in academic programs. The authors used the Beginning Postsecondary Student Longitudinal Study of 1989-94 and 1995-98 to analyze educational outcomes of sub-baccalaureate occupational students. The findings suggest that occupational students pursuing an associate degree complete their degree goals less often than their academic counterparts. The gap remains after controlling for factors such as students characteristics and expectations. The authors conclude that the community college has yet to figure out and implement the optimal approach to providing direct occupational preparation within an institutional structure that rests on an academically oriented foundation. Findings indicate that the 3-year persistence rate for all students in the 1995-98 study was 55.9%, compared to 52.0% for occupational students, and 58.2% for academic students. Persistence includes academic students who are still enrolled, those who earned an AA or AS degree, and those who transfer to a four-year institution. Students who are still enrolled after 5 years are in an ambiguous category, having neither achieved their goals nor abandoned them. The authors conclude that failure to complete a degree or certificate program within 5 years is an indication of a problem. Attached are the PowerPoint print-outs for the presentation. (Contains 32 references and 6 tables.) (NB) ED481031 The Educational Outcomes of Occupational Sub-Baccalaureate Students: Evidence from the 1990s. 2003-04-21 Department of Education, Washington, DC. 58 N/A 2004 8/19/2004 23:47:21 RIEMAY2004 ED-00-CO-0023 Paper prepared the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Degrees Academic Persistence Basic Skills Certification Community Colleges Educational Certificates Enrollment Outcomes of Education Success Two Year Colleges Numerical/Quantitative Data Reports - Research Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document offers statistics regarding enrollment, retention, and success rates for Pensacola Junior College (PJC), Florida. Statistics are divided into categories, which include the following: (1) Enrollments; (2) AA Student Retention; (3) AA Student Success; (4) AS Student Retention; (5) AS Student Success; (6) AA Transfer to State Universities; (7) Licensure Exam Pass Rates; (8) AS & Certificate Placement Rates; (9) College Prep Reading Success; (10) College Prep Writing Success; (11) College Prep Mathematics Success. The section on student success for AA degree seekers reports that, after 4 years, 99.04% of Fall 1997 first-time-in-college AA degree-seekers who earned at least 18 credits had either graduated, or were still enrolled or had left in good standing. This exceeds the state average of 78.94%, and the PJC goal of 90%. The PJC goal for student success for AS degree seekers is 90%. That total for fall 1997 first-time-in-college students was actually 97.67%, while the state average was 77.65%. The PJC goal for college prep reading success for fall 1998 first-time-in-college students who failed an entry-level test and who enrolled in college preparatory course work is 60%, while the actual percent passing highest level was 50%, and the state average was 64.33%. (Contains 14 tables.) (NB) ED481032 Pensacola Junior College Institutional Accountability, 2001. 2001-00-00 15 N/A 2004 2016-11-21

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Yes Academic Standards Accountability College Students Community Colleges Outcome Based Education Outcomes of Education Racial Composition School Demography School Holding Power Transfer Rates (College) Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This report is presented in compliance with Florida statutes regarding educational outcomes and accountability. It reports on Pensacola Junior College, and includes statistics for the following areas: (1) enrollments; (2) retention and success rates for AA degree; (3) retention and success rates for AS degree; (4) transfer performance; (5) placement rates of program completers; (6) college preparatory success rates for all; (7) college preparatory success rates for AA; (8) college preparatory success rates for AS; and (9) CLAST test performance. The section on student success reports that, after 4 years, 99.04% of Fall 1997 first-time-in-college AA degree-seekers who earned at least 18 credits had either graduated, or were still enrolled or had left in good standing. This exceeds the state average of 78.94%, and the PJC goal of 90%. The PJC goal for student success for AS degree seekers is 90%. That total for Fall 1997 first-time-in-college students was actually 97.67%, while the state average was 77.65%. The PJC goal for college prep reading success for Fall 1998 first-time-in-college students who failed an entry-level test and who enrolled in college preparatory course work is 60%, while the actual percent passing highest level was 50%, and the state average was 64.33%. (Contains 14 tables.) (NB) ED481033 Institutional Accountability Plan and Progress Report. 2001 Update, Year 8, 2000-2001. 2002-10-00 14 N/A 2004 2016-11-21

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Yes College Governing Councils Community Colleges Community Control Educational Administration Governance Governing Boards Government School Relationship School Community Relationship Two Year Colleges Ratliff, Charles A. Journal Articles Opinion Papers California California English This document is based upon Charles A. Ratliff's perspective on California community college governance. It was originally published in the journal, "Insight Into Student Services" in May 2003. Mr. Ratliff discusses the historical emergence of the California community college as a system and the major external pressures that have been placed upon the colleges in recent decades. The author explains in detail how external pressures on community colleges have created a need for change and then makes certain observations and recommendations. The recommendations include giving faculty the responsibility for student academic outcomes and the authority to shape academic policies and procedures that guide teaching and learning experiences. Furthermore, student service professionals should be responsible for non-cognitive development of students and assigned authority to shape college support services and experiences that have an impact on desired outcomes. The author concludes by saying that the California community colleges should continue its evolution to a unified system of postsecondary education and everyone (colleges, district boards, state board, and legislatures) should refocus their attention and energies on how to best serve all students and help promote their ability to learn continuously throughout their lives. (MZ) ED481034 Perspectives on California Community College Governance. iJournal: Insight into Student Services n5 May 2003 2003-05-00 7 For full text: http://www.ijournal.us. N/A 2004 2016-11-21

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Yes Academic Achievement Community Colleges Efficiency Performance Performance Based Assessment Performance Factors Performance Technology Performance Tests Two Year Colleges Numerical/Quantitative Data Reports - Research Wyoming Community Coll. Commission, Cheyenne. English This document focuses on the performance of some of Wyoming's community colleges as measured by 13 indicators chosen by the American Association of Community Colleges (AACC). Seven Wyoming community colleges and the Wyoming community college commission use these indicators. The core indicators are as follows: (1) student goal attainment; (2) persistence (Fall to Fall); (3) degree completion rates; (4) placement rates in the workforce; (5) employer assessment of students; (6) licensure and certification pass rates; (7) client assessment of programs and services; (8) demonstration of critical literacy skills; (9) number and rates who transfer including performance after transfer; (10) success in subsequent, related coursework; (11) participation rate in service areas; and (12) responsiveness to community needs. The document is divided into sections that explain each indicator. The document examines how much improvement the community colleges have made according to the indicators and in which areas the colleges could improve in the future. The hope of the author is that the data cited in the document will be used to satisfy the needs of the students and the community served by these seven Wyoming community colleges. (Contains 5 figures and 17 tables.) (MZ) ED481035 Wyoming Community College System 2001-2002 Performance Report: Core Indicators of Effectiveness. 2002-00-00 27 For full text: http://commission.wcc.edu/reports/CI%20Report%20Final.pdf. N/A 2004 8/19/2004 23:47:28 RIEMAY2004

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Yes Age Groups Community Colleges Dislocated Workers Education Work Relationship Educational Benefits Employment Job Layoff Job Skills Job Training Salaries Two Year Colleges Vocational Education Vocational Rehabilitation Jacobson, Louis LaLonde, Robert Sullivan, Daniel G. Reports - Research Washington Washington Federal Reserve Bank of Chicago, IL. English This study examines the earnings histories of displaced workers in the state of Washington. The study sample included approximately 97,000 workers who had three or more years of job tenure when they were permanently laid off from their jobs between 1990 and 1994. About 16,000 of the workers in the sample earned some community college credit by 1996. The authors found that displaced workers who enroll in community college classes are typically prime-aged adults, many of whom have attended college before, and who have been displaced from jobs from a wide array of industries. The average age for this study was 36 for males and 37 for females. Results of the study indicate that for males, completing at least one credit is associated with about a 2.5% increase in quarterly hours worked and a 3.0% increase in average wage rates. For females, it is associated with a 3.0% increase in hours, but a trivial increase in wages. The authors also found that the effects of community college credits on earnings depend significantly on the nature of courses taken. A year of credits in technically oriented math, science, and vocational courses is estimated to increase earnings by 14% for men and 29% for women. (Contains 9 tables, 1 figure, and 32 references.) (NB) ED481036 Estimating the Returns to Community College Schooling for Displaced Workers. 2002-12-00 Department of Labor, Washington, DC. Washington State Workforce Training and Education Coordinating Board, Olympia. 47 For full text: http://www.chicagofed.org/publications/workingpapers/papers/wp2002-31.pdf. N/A 2004 2016-11-21

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Yes Accountability Articulation (Education) Budgets Community Colleges Degree Requirements Educational Finance Financial Support Graduation Rate Job Training State Aid Time to Degree Transfer Rates (College) Two Year Colleges Reports - Evaluative Florida Community College System Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English In accordance with Florida state law, this progress report informs the Legislature of actions taken by Florida's Community College System in response to a 1999 Office of Program Policy Analysis and Government Accountability (OPPAGA) review. The OPPAGA found that the Legislature and the Division of Community Colleges have implemented several of their recommendations, including the addition of measures to the performance-based incentive fund. However, the following recommendations have not been implemented: (1) The division continues to inflate and present misleading graduation rates when it excludes from calculations students who drop out before earning 18 credit hours; (2) OPPAGA continues to recommend that the state fund community colleges using a combination of input-based and performance-based funding; (3) The state has not established policies to address the number of excess hours taken in relation to total degree requirements. About 79% of students in an OPPAGA study failed or withdrew from at least one college credit course, costing the state around $32 million. OPPAGA recommended providing additional incentives to encourage colleges to improve graduation and retention rates. Overall, OPPAGA found that the community college funding process could be improved by focusing more funding on performance and by ensuring that colleges receive a level of funding that is suitable for the specific provided and the students served. (NB) ED481037 Community College Budget Incentives and Interagency Articulation Improve, But Graduation Rates Still Inflated. OPPAGA Progress Report. 2001-06-00 9 OPPAGA Report Production, Claude Pepper Building, Room 312, 111 W. Madison St., Tallahassee, FL 32399-1475. Tel: 800-531-2477 (Toll Free). For full text: http://www.oppaga.state.fl.us. N/A 2004 2016-11-21

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Yes Articulation (Education) College Transfer Students Community Colleges Educational Mobility Institutional Cooperation Transfer Policy Transfer Programs Transfer Rates (College) Two Year College Students Two Year Colleges Reports - Evaluative Florida Florida Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability. English The Florida legislature has passed several reforms designed to shorten the time it takes students to obtain their degrees. Although the reforms have produced benefits, some articulation problems continue. The problems include the following: (1) One in five (20%) AA transfer students take a semester or more of lower division courses at a university; (2) Over half (51%) of the lower division courses taken by AA students were taken to meet degree requirements; and (3) These lower division courses cost students approximately $8.7 million in tuition and cost the state $13.8 million over a 3-year period. This study found that these six subjects account for almost half of the lower division courses taken: (1) math; (2) physics; (3) accounting; (4) economics; (5) foreign language; and (6) physical education. This report makes recommendations for increasing articulation efficiency. Some of those recommendations are as follows: (1) The division of colleges and universities should review university catalogs to ensure that the lower level prerequisites for all majors match those in Florida's Common Prerequisites; (2) The Articulation Coordinating Committee should monitor articulation outcomes; and (3) Community colleges should examine the local need for new baccalaureate programs. (NB) ED481038 Articulation Works for Most Community College Transfer Students, But Some Problems Continue. OPPAGA Program Review. 2002-01-00 21 OPPAGA Report Production, Claude Pepper Building, Room 312, 111 W. Madison St., Tallahassee, FL 32399-1475. Tel: 800-531-2477 (Toll Free). For full text: http://www.oppaga.state.fl.us. N/A 2004 2016-11-21

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Yes Community Colleges Educational Benefits Higher Education Postsecondary Education Postsecondary Education as a Field of Study Public Education Transfer Programs Transfer Students Two Year Colleges Dumaresq, Cheryl Lambert-Maberly, Ashley Sudmant, Walter Numerical/Quantitative Data Reports - Evaluative Simon Fraser University (Canada) University of British Columbia (Canada) University of Northern British Columbia British Columbia University of Victoria BC Canada Canada British Columbia Council on Admissions and Transfer, Vancouver. English This document discusses findings from a 2001 telephone survey of 8,613 students from the 1996 class of four British Columbia Universities. Only students who had entered a British Columbia University directly from a British Columbia secondary school or transfer students from a British Columbia college were used in the analysis of data. Fifty-three percent of the eligible 3,468 students were graduates who had entered a university directly from secondary school, while 47 percent had transferred into a university from a college. The study consisted of a comprehensive telephone survey with questions focused primarily on overall academic experience, further education beyond the bachelors degree, funding and debt load, graduate's labor market experience, and their social engagement. The most important finding from this study is that on important outcomes (such as satisfaction with the university experience, continuation of studies, low employment rates, salaries, and social engagement), there were no major differences between direct entrants and college transfers. This shows evidence for the success of the college transfer system as a viable route toward baccalaureate degree completion. Recommends further analyses for possible differences in outcomes between direct entrants and college transfer students. (Contains 39 tables, 2 figures, and 3 references.) (JS) ED481039 The Class of 1996 Five Years after Graduation: Comparing BC University Outcomes for Direct Entry and Transfer Students. 2003-04-00 British Columbia Ministry of Advanced Education, Training and Technology, Victoria. 41 For full text: http://www.bccat.bc.ca/pubs/univoutcomes.pdf. N/A 2004 2016-11-21

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Yes Academic Advising Community Colleges Educational Benefits Higher Education Investment Post High School Guidance Postsecondary Education Postsecondary Education as a Field of Study Two Year Colleges Andres, Lesley Numerical/Quantitative Data Reports - Research Canada British Columbia Canada British Columbia Council on Admissions and Transfer, Vancouver. English This document discusses findings from the Paths on Life's Way project which began in 1989 with a sample of the British Columbia high school graduating class of 1988. By 1998, 1,055 individuals from all parts of the province remained in the study. Analyses of participation patterns indicated that only a few students had not attended some type of postsecondary institution within the ten years of high school completion. By 1998, over 80 percent of respondents had earned at least one postsecondary credential. Respondents who completed higher levels of education tended to have obtained higher status jobs and earned higher incomes than those who did not attend or complete postsecondary studies. Results also indicated however, that in terms of work and income, men benefited more than women from their postsecondary investments. Results also showed that by 1998, two thirds of the women and half of the men in this study were married or in marriage-like relationships. Offers recommendations for further research, policy and practice in terms of transfer patterns and counseling practices with the goal of enhancing postsecondary participation and completion by British Columbia young adults. (Contains 36 tables, 4 figures, and 13 references.) (JS) ED481040 Educational and Occupational Participation and Completion Patterns of the Class of '88: A Ten Year Perspective. 2002-06-00 61 For full text: N/A 2004 2016-11-21

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Yes Articulation (Education) College Credits Community Colleges Private Colleges Public Colleges Public Education Transfer Policy Transfer Programs Transfer Students Two Year Colleges Reports - Descriptive Manitoba Quebec Alberta New Brunswick Saskatchewan British Columbia Newfoundland Canada Nova Scotia Labrador Ontario Canada British Columbia Council on Admissions and Transfer, Vancouver. English This document describes the structure of the postsecondary education system, the mechanisms to facilitate transfer and articulation, and the major instruments used to facilitate transfer and articulation for postsecondary institutions in the Canadian Provinces. According to this document, the British Columbia postsecondary educational school system consists of 27 differentiated, publicly funded postsecondary institutions. The British Columbia Council on Admissions and Transfer (BCCAT) facilitates the transfer articulation in British Columbia by publishing the British Columbia Transfer Guide and the Online Transfer Guide. Alberta offers a comprehensive range of learning opportunities through public, private and community based providers located around the province. The Alberta Council on Admissions and Transfer (ACAT) facilitates most of the guidelines for transfer arrangements between Alberta's postsecondary institutions, and publishes the Albert Transfer Guide to help guide people through the transfer agreements. Saskatchewan and Manitoba are also made up of a range of postsecondary institutions, however, they have yet to formulate a transfer guide. The Ontario postsecondary educational system is comprised of 25 public colleges of applied arts and technology (CAATs) and 19 other public universities-level institutions, and they use the College-University Consortium Council (CUCC) to guide their transfer arrangements. Quebec also has a range of postsecondary educational institutions and a postsecondary liaison committee who guides them. (JS) ED481041 Provincial Postsecondary Systems and Arrangements for Credit Transfer. 2003-01-00 40 For full text: http://www.cmec.ca/postsec/CreditTransfer.en.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Graduation Graduation Rate Graduation Requirements Performance Performance Based Assessment Performance Factors Promotion (Occupational) Transfer Rates (College) McHewitt, Earl R. Numerical/Quantitative Data Reports - Descriptive Virginia Virginia Virginia Community Coll. System, Richmond. English This document provides college level performance data for the SCHEV system-wide and institution-specific measures submitted to SCHEV in May 2002. The data concerns community colleges that are a part of the VCCS (Virginia Community College System). The data is divided into ten systems: (1) advancement rate system; (2) transfer rate system; (3) class size system; (4) full time faculty instruction system; (5) graduation rate system; (6) facilities utilization system; (7) E&G spending for instruction system; (8) management standards system; (9) unrestricted E&G spending for debt service system; and (10) faculty productivity system. Internet links are provided for most of the systems listed that provide more information on the data. The data is also divided into four institutions: (1) degree efficiency; (2) transfer performance; (3) workforce training; and (4) technical graduate outcomes. A summary table providing college specific information for each ROIE (Reports of Institutional Effectiveness) measure follows the SCHEV report. The last section provides some notes on the data sources and additional definition details for the measures. The report also includes links on the World Wide Web that provide the SCHEV report, measure definitions, and notes on data sources. (MZ) ED481042 SCHEV Reports of Institutional Effectiveness: VCCS College Performance Measures. 2002-08-00 7 For full text: http://www.vccs.edu/vccsasr/Research/ROIE_rrs_May02.pdf. N/A 2004 2016-11-21

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Yes Age Ancillary School Services College Programs Community Colleges Demography Disabilities Diversity (Institutional) Ethnic Groups Gender Issues School Holding Power Student Recruitment Two Year College Students Two Year Colleges Reports - Descriptive Illinois Community College System Illinois Community Coll. Board, Springfield. English This 2002 Underrepresented Groups Report discusses initiatives and strategies designed to increase participation among minorities, women, and individuals with disabilities in the Illinois Community College System (ICCS). The demographic data presented is from credit students. The typical male/female distribution on ICCS is 55.4% female and 44.4% male. Over the past 5 years, the number of female students completing programs has increased an average of 7.7%. During FY 2002, ICCS served approximately 11,383 students with disabilities (1.7% of all attending students). Learning disability is included in this statistic. The average age of the ICCS student was 31.1, and the median age was 26.7. In the state of Illinois, whites remain the largest ethnic group, but minorities have been responsible for Illinois' population growth over the last decade, with the percentage of whites decreasing from 78.3% to 73.5% of the population. Minorities accounted for 35.9% of students enrolled in credit coursework in the ICCS in FY 2002. Students identifying themselves as Hispanic became the largest minority group in the ICCS in 2000, and in 2002 constituted 16.2% of the credit student population. African American students are 14.1% of the student population. Offers a brief analysis of individual campuses' recruitment and preparation programs for each underrepresented group. (Contains 22 references.) (NB) ED481043 Illinois Community College System Programs and Services for Underrepresented Groups--Fiscal Year 2002. Focus Area: Recruitment and Preparation. 2003-05-00 47 N/A 2004 2016-11-21

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No Child Abuse Client Characteristics (Human Services) Counseling Theories Counselor Client Relationship Emotional Abuse Sexual Abuse Sexual Identity Sexual Orientation Sexuality Chu, James A., Ed. Bowman, Elizabeth S., Ed. Books Traumas English This book examines the effects of childhood trauma--including sexual abuse--on sexual orientation and behavior. It is directed at helping counselors expand their sensitivity and expertise in a critically important way: by providing a nonjudgmental look at the profound effects of long-standing early abuse on the sexual identities, orientation, behaviors, and fantasies of clients. Chapters include: (1) "Trauma and Sexuality: The Effects of Childhood Sexual, Physical, and Emotional Abuse on Sexual Identity and Behavior" (James A. Chu and Elizabeth S. Bowman); (2) "'Good Girls,' Sexy 'Bad Girls,' and Warriors: The Role of Trauma and Dissociation in the Creation and Reproduction of Gender" (Elizabeth F. Howell); (3) "Informed and Supportive Treatment for Lesbian, Gay, Bisexual, and Transgendered Trauma Survivors" (Margo Rivera); (4) "Dissociation and Sexual Addiction/Compulsivity: A Contextual Approach to Conceptualization and Treatment" (Steven N. Gold and Robert E. Seifer); (5) "Some Considerations About Sexual Abuse and Children with Sexual Behavior Problems" (Toni Cavanaugh Johnson); (6) "Hyposexuality and Hypersexuality Secondary to Childhood Trauma and Dissociation" (Mark F. Schwartz and Lori Galperin); (7) "Traumatic Experiences: Harbinger of Risk Behavior Among HIV-Positive Adults" (Cheryl Gore-Felton and Cheryl Koopman); and (8) "Sexual Orientation Conflict in the Dissociative Disorders" (Colin A. Ross). Each chapter contains references. (GCP) ED481044 Trauma and Sexuality: The Effects of Childhood Sexual, Physical, and Emotional Abuse on Sexual Identity and Behavior. 2002-00-00 ISBN-0-7890-2043-2 Counselors Practitioners 150 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580 (ISBN-0-7890-2043-2, $19.95). Tel: 800-429-6784 (Toll Free); Fax: 800-895-0582 (Toll Free); e-mail: getinfo@haworthpressinc.com; Web site: http://www.HaworthPress.com. N/A 2004 2016-11-21

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No Academic Achievement Adolescents Adults Child Development Child Health Child Safety Children Cognitive Development Developmental Stages Individual Development Interpersonal Relationship Mental Health Parent Child Relationship Peer Relationship Personal Autonomy Problem Solving Public Policy Self Esteem Thinking Skills Well Being Bornstein, Marc H., Ed. Davidson, Lucy, Ed. Keyes, Corey L. M., Ed. Moore, Kristin A., Ed. Books Information Analyses Emotional Regulation Identity Formation Life Course Disengagement (Gerontology) Mastery Motivation Ecological Perspective English This book offers a holistic examination of well-being across the life course by experts in psychology, sociology, child development, and medicine, and describes foundational strengths for well-being from infancy through adulthood. The chapters are: (1) "A Brief History of the Study of Well-Being in Children and Adults" (Kristin A. Moore and Corey L. M. Keyes); (2) "The Strength-Based Approach to Child Well-Being: Let's Begin with the End in Mind" (Elizabeth L. Pollard and Mark L. Rosenberg); (3) "Holistic Well-Being and the Developing Child" (Jonathan F. Zaff, D. Camille Smith, Martha F. Rogers, Caroline H. Leavitt, Tamara G. Halle, and Marc H. Bornstein); (4) "Good Nutrition--The Imperative for Positive Development" (Caroline H. Leavitt, Thomas F. Tonniges, and Martha F. Rogers); (5) "Preventive Health Care in Early Childhood and through the Life Span" (Thomas F. Tonniges and Caroline H. Leavitt); (6) "Physical Activity and Well-Being" (Jeanette M. Conner); (7) "Promotion of Safety, Security, and Well-Being" (David A. Sleet and James A. Mercy); (8) "Reproductive Health" (Jeanette M. Conner and James E. Dewey); (9) "Growing Up Drug Free: A Developmental Challenge" (Bruce G. Simons-Morton and Denise L. Haynie); (10) "Emotional Development and Well-Being" (Tamara G. Halle); (11) "Emotion Regulation from Infancy through Adolescence" (William G. Graziano and Renee M. Tobin); (12) "Coping as an Element of Developmental Well-Being" (Lisa J. Bridges); (13) "Autonomy as an Element of Developmental Well-Being" (Lisa J. Bridges); (14) "Trust, Attachment, and Relatedness" (Lisa J. Bridges); (15) "Parent-Child Relationships" (Martha J. Cox and Kristina S. M. Harter); (16) "Sibling Relationships" (Brenda L. Volling); (17) "Peer Relationships" (William M. Bukowski); (18) "Positive Development of the Self: Self-Concept, Self-Esteem, and Identity" (Jonathan F. Zaff and Elizabeth C. Hair); (19) "Prosocial Behavior, Empathy, and Sympathy" (Nancy Eisenberg); (20) "Information Processing and Memory" (Robert V. Kail); (21) "Curiosity, Exploration, and Novelty-Seeking" (Naomi Wentworth and Sam L. Witryol); (22) "Mastery Motivation and Goal Persistence in Young Children" (Kay Donahue Jennings and Laura J. Dietz); (23) "Thinking and Intelligence" (Robert S. Siegler); (24) "Problem-Solving as an Element of Developmental Well-Being" (D. Camille Smith); (25)"Language and Literacy" (Brian MacWhinney and Marc H. Bornstein); (26) "Educational Achievement" (Stephen B. Plank, and Douglas J. MacIver); (27) "Moral Development in Childhood" (Daniel Hart, Debra Burock, Bonita London, and Amanda Miraglia); (28) "Creativity and Talent" (Ellen Winner); (29) "Adolescence and Emerging Adulthood: The Critical Passage Ways to Adulthood" (Jacquelynne Eccles, Janice Templeton, Bonnie Barber, and Margaret Stone); (30) "Physical Health and Adult Well-Being" (Edward L. Schneider and Lucy Davidson); (31) "Social and Emotional Engagement in Adulthood" (Donald C. Reitzes); (32) "Cognitive Styles and Well-Being in Adulthood and Old Age" (Derek M. Isaacowitz and Martin E. P. Seligman); (33) "Dimensions of Well-Being and Mental Health in Adulthood" (Corey L. M. Keyes and Mary Beth Waterman); (34) "Child Well-Being: From Elements to Integrations" (Richard M. Lerner, Marc H. Bornstein, and D. Camille Smith); and (35) "Well-Being and the Future: Using Science Based Knowledge to Inform Practice and Policy" (Lucy Davidson, Mark L. Rosenberg, and Kristin A. Moore). (Each chapter contains references. (KB) ED481045 Well-Being: Positive Development across the Life Course. 2003-00-00 ISBN-0-8058-4035-4 Administrators Policymakers Practitioners Researchers Teachers 601 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 ($130; discounted, $65). Tel: 800-926-6579 (Toll Free); Tel: 201-236-9500; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com. N/A 2004 2016-11-21

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Yes Administrators Age Differences Age Groups Aging in Academia Aging (Individuals) Community Colleges Faculty Faculty Evaluation Transfer Rates (College) Numerical/Quantitative Data Reports - Research Connecticut Connecticut Connecticut Community Coll. System, Hartford. English This document is based on research in the area of faculty age statistics based upon data about full time faculty in the Connecticut community college system. The report was done in response to interest expressed by the Chancellor and the Council of Presidents. The data was extracted from the Banner Human Resources Information System as of September 25, 2001. The report is divided into five sections: (1) comparison of the CT community college to national data; (2) information relating to average and median age of faculty; (3) information relating to faculty and retirement plans; (4) information relating to average and median age by rank; and (5) information relating to faculty age by bargaining unit. The report uses 735 faculty members from 12 different community colleges. Out of the faculty members surveyed, 39% are 55 and older and 61% are younger than 55 years-old. The average age is 51 years-old and the median age is 52 years-old. The charts used in the report are separated by the faculty from each of the 12 community colleges. (Contains 12 figures and 12 tables.) (MZ) ED481046 Analysis of Community College Faculty by Age. 2002-02-00 16 N/A 2004 2016-11-21

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No Adolescents Child Rearing Children Cross Cultural Studies Cultural Differences Cultural Influences Early Childhood Education Early Intervention Family Relationship Foreign Countries Individual Development Individualism Mathematics Activities Modernization Parent Child Relationship Preschool Curriculum Program Descriptions Public Policy Social Life Theories Saraswathi, T. S., Ed. Books Information Analyses India Collectivism Intergenerational Transmission Cultural Anthropology Life Span Development Cultural Psychology Turkey Ecological Perspective India Turkey English This book is based on lectures delivered by 12 cross-cultural social science scholars drawn from 7 countries to address critical issues related to knowledge construction in human development and allied disciplines. The book is organized into two major sections. Section 1 focuses on theoretical perspectives and Section 2 highlights ongoing research and applications. The book's introductory section reviews the core characteristics of various schools of thought and argues for an interface between diverse perspectives in order to promote healthy and holistic growth within the field of human development. The chapters are: (1) "Ecocultural Perspective on Human Psychological Development" (John W. Berry); (2) "Wanted: A Contextualized Psychology: Plea for a Cultural Psychology Based on Action Theory" (Lutz H. Eckensberger); (3) "Ontogeny as the Interface between Biology and Culture: Evolutionary Considerations" (Heidi Keller); (4) "Theoretical Frameworks in Cross-Cultural Developmental Psychology: An Attempt at Integration" (Pierre R. Dasen); (5) "Human Development across Cultures: A Contextual-Functional Analysis and Implications for Interventions" (Cigdem Kagitcibasi); (6) "Individualism in a Collectivist Culture: A Case of Coexistence of Opposites" (Durganand Sinha and Rama Charan Tripathi); (7) "Conceptualizing Human Development and Education in Sub-Saharan Africa at the Interface of Indigenous and Exogenous Influences" (A. Bame Nsamenang); (8) "Modernization and Changes in Adolescent Social Life" (Alice Schlegel); (9) "Adolescence without Family Disengagement: The Daily Family Lives of Indian Middle Class Teenagers" (Reed Larson, Suman Verma, and Jodi Dworkin); (10) "From Research Project to Nationwide Programme: The Mother-Child Education Programme of Turkey" (Sevda Bekman); (11) "Counting on Everyday Mathematics" (Anita Rampal); and (12) "Current Issues and Trends in Early Childhood Education" (Lilian G. Katz). (Each chapter contains references.) (KB) ED481047 Cross-Cultural Perspectives in Human Development: Theory, Research and Applications. 2003-00-00 ISBN-0-7619-9768-7 Policymakers Practitioners Researchers 401 Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320 ($34.95). Tel: 800-818-7243 (Toll Free); Tel: 805-499-9774; Fax: 800-583-2665 (Toll Free); Fax: 805-499-0871; Web site: http://www.sagepub.com. N/A 2004 2016-11-21

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Yes Achievement Tests Elementary Secondary Education Political Influences Standardized Tests Student Evaluation Test Use Testing Problems Suranna, Keith J. Opinion Papers English This essay reflects on the use of state-mandated achievement tests to evaluate what children have learned, drawing on the experiences of an elementary school teacher and the Connecticut Mastery Test. In this time of increased interest in testing, it is necessary to guard against rigidity of thought regarding intelligence, teaching and learning, and child development. It is essential to remain open to the mysteries of the individual learner and the organic nature of the classroom. Standardized tests, no matter how politically motivated or well developed, will always fail to assess this. (SLD) ED481048 What's Wrong with This Picture? Reflections on the Conundrum of Standardized Testing. 2002-00-00 6 N/A 2004 8/19/2004 23:47:51 RIEMAY2004

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Yes Electronic Mail Librarians Mail Surveys Research Methodology Response Rates (Questionnaires) World Wide Web Idleman, Lynda Reports - Research Speeches/Meeting Papers English After completing a survey in 2001 for a nonprofit library network, the researcher used the database to study response rates and response consistency between two survey methods. Information on more than 1,400 potential respondents had been collected from the network's database and four other library databases. Half of the librarians (n=699) had provided contact information that included e-mail addresses. A traditional mailing procedure was used to collect information from those who had given only postal contact information (n=730); others received an e-mail survey, with radio buttons and drop-down boxes. The response rates from the two methods were similar, and attitudes toward questions about the use of the Internet did not show a difference between the two groups of respondents. Librarians who responded to the postal survey were more likely to be from smaller institutions. The reliability estimates from each method were well within acceptable ranges, but the postal survey obtained higher values than the Web-based method. However, the amount of missing data was significantly reduced when the Web-based survey was used. An appendix contains the survey instruments. (Contains 5 tables and 24 references.) (SLD) ED481049 Comparing Responses to Mail and Web-based Surveys. 2003-04-00 19 N/A 2004 8/19/2004 23:47:53 RIEMAY2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Beginning Teacher Induction Beginning Teachers Knowledge Level Mentors Preservice Teacher Education Preservice Teachers Self Evaluation (Individuals) Student Evaluation Teaching Skills Smoot, Sharene Reports - Research English This study investigated whether preservice teachers' self-ratings of their skills and knowledge were comparable to the ratings of the same set of skills by their closets faculty members, in this case, their assigned mentor leaders. The participants were eight cohorts of students receiving their initial teacher certification and about to graduate. The eight mentor leaders had served as advisors for these students for their junior and senior years in most cases, although the two graduate-level cohorts had only been together for one school year in secondary education. Both groups completed identical Likert-type questionnaires, and the Spearman Rho was used to correlate the sets of answers. Results were as expected for the most part; students rated themselves higher than the mentor leader did. The best correlation was found in the estimation of technology skills, ability to choose teaching materials, and the ability to design teaching units. Correlations for leadership and ability to plan lessons were also statistically significant, although lower than expected. A secondary analysis comparing the percentage of just ratings of excellent was done for the set of questions. Three of the mentor leaders had moderate to high correlations with their students' self-ratings for the set of abilities. Since 93% of the students regarded their overall ability to begin teaching as good or excellent, and 93% of their mentor leaders felt the same, students' responses can be regarded as valid, and it can be expected that they will have a successful first year of teaching. With regard to specific abilities, the mentor leaders could stress more self-evaluation or collect more data about the lowest correlated skills and abilities. An appendix contains the forms used in the study. (Author/SLD) ED481050 Student Self-Evaluation of Teaching Abilities at Graduation from GC&SU Teacher Education in the Initial Preparation Program Validity Study April 2002. 2002-04-00 13 N/A 2004 8/19/2004 23:47:54 RIEMAY2004

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Yes Beginning Teachers Job Skills Knowledge Level Needs Assessment Recruitment Satisfaction Teacher Education Smoot, Sharene L. Reports - Research English Every spring the Career Center at the John H. Lounsbury School of Education of Georgia College and State University sponsors a job fair and invites recruiters for school systems to meet students. Recruiters, many of whom have worked with the college's graduates in the past, are asked to complete a questionnaire that includes a need analysis and a satisfaction survey. In February 2002, 18 questionnaires were returned from the 30 to 40 recruiters at the fair. Students were rated highly in content knowledge, ability to work with challenging students, and reliability and judgment. Lowest rated were their understanding of current educational laws and their ability to test and assess learning. There were many positive comments about students and the teacher education program. Perceived needs were greatest for elementary school teachers, and for special education teachers in general. Other areas of need were physical education and music teachers and middle grade teachers in all subject areas. High schools were most in need of science, mathematics, and business education teachers, as well as school administrators. (SLD) ED481051 Report for 2001 and 2002 Employer/Recruiter Needs Analysis and Satisfaction with GC&SU Graduates. 2002-08-19 11 N/A 2004 8/19/2004 23:47:56 RIEMAY2004 Colored figures may not reproduce well.

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Yes Beginning Teacher Induction Beginning Teachers College Graduates Graduate Surveys Mentors Partnerships in Education Professional Development Schools Satisfaction Teacher Education Smoot, Sharene L. Reports - Research Georgia College and State University English A study was done to investigate the status and attitudes of graduates from field-based programs of the John H. Lounsbury School of Education of Georgia College and State University who were teaching in partner and professional development schools. The study was done in two waves, first by e-mail, and then by postal service. There were 41 respondents from 22 different partner schools; most had graduated since 1999. Teachers' perceptions of their overall ability as first-year teachers were: "excellent," 50%; "good", 45%; and "fair," 5%. Ratings of various aspects of teaching ability were similar to those from student exist surveys. The kind and amount of new teacher orientation they had received varied greatly from school to school. About 75% of the respondents said the schools assigned them an experienced teacher as first-year mentor, and most reported that the mentor was very helpful. Personal support from their college professors during their first years in partner schools was perceived by 54% of the respondents, but only about half represented "real" support, with the rest being informal contacts or placement of current teacher education students in their classes. The chief benefit of being at a partner school was the ability to host current teacher education students. Many practical suggestions were received about how the School of Education could do more for their partner schools. An appendix contains the study instruments. (SLD) ED481052 Follow Up Study: John H. Lounsbury School of Education Field-Based Program Graduates Now Teaching in Partner and Professional Development Schools of Georgia College and State University. 2003-07-10 22 N/A 2004 2016-11-21

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Yes Educational Change Middle Schools Peer Counseling Principals Program Evaluation Program Implementation Staff Development Teachers Neufeld, Barbara Kuwahara, Yuri Swanson, Judy Reports - Evaluative Collegial Coaching San Diego Unified School District CA English As part of a school reform program, focused initially on literacy the San Diego City Schools decided to create the position of school-based staff developer. Creating this position proved to be a daunting challenge, with considerable disagreement between the union and the school district. Data were collected about the early implementation of the staff developer role in middle schools through interviews with 14 staff developers, 15 principals who work with the staff developers, 2 principals without a staff developer, and 1 principal with a staff developer who began work later in the school year. Findings suggest that the initial implementation of the staff developer position has been very successful from the viewpoint of both staff developers and principals. Overall, staff developers thought that the new role would enable them to grow personally and to have a schoolwide impact on teaching and learning. They considered themselves reasonably well prepared for the new position by their initial formal training, and they felt that they had a much greater understanding of the new literacy framework. All thought that it was essential for them to grain the trust of the teachers, to ensure that they were not regarded as spies for the administration. Staff developers also reported that they usually have more demands on their time than they can fulfill. Principals thought that the position has gotten off to a strong start. The questionnaires also identified some areas in which staff developers and principals believe more training is needed. (SLD) ED481053 Update Report: Implementing Standards-Based Reform in San Diego City Schools. 2000-02-15 30 N/A 2004 2016-11-21

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Yes Educational Change Middle Schools Principals Program Evaluation Program Implementation Staff Development Standards Teachers Neufeld, Barbara Reports - Evaluative Reform Efforts San Diego Unified School District CA English A companion report provided a summary of what was learned from surveys of principals and staff developers about the newly created position of staff developer in the middle schools of the San Diego City Schools, California. This study investigated the spring followup study that asked teachers what they thought about the new position and the work of the staff developer. The report is based on interviews with 42 teachers, 8 principals and assistant principals, and 9 staff developers from 8 middle schools. Findings support those of the previous report. Teachers describe the focus on literacy provided by the staff developers in a positive light. Many see the impact that effective implementation of the framework is having on students. Teachers appreciated the staff developers, and thought they would be less successful without their on-site professional support. This report also contains teacher responses to the implementation of the genre studies program, part of the school districts reform efforts that was designed to focus on students who are falling behind. Genre studies efforts are less directive and more student-centered. Teachers noted that the approach requires students to be more actively engaged in their learning and to take more responsibility for themselves. They reported genuine commitment to the approach and its new strategies, although they noted many difficulties in implementing the new approach. (SLD) ED481054 Implementing Standards-Based Reform in San Diego City Schools Update Report: August 22, 2000. 2000-08-00 36 N/A 2004 2016-11-21

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Yes Educational Change Middle School Teachers Middle Schools Peer Counseling Professional Development Staff Development Neufeld, Barara Roper, Dana Reports - Research Collegial Coaching San Diego Unified School District CA English Education Matters, with the agreement of the Edna Clark McConnell Foundation and two San Diego City, California, middle schools, has been studying the ways in which these two schools have been organizing professional development to improve teaching and learning in the context of San Diego's reform agenda. The Clark Foundation had awarded funds for peer coach/staff developers at three schools, but, in fact, the staff developers, for a number of reasons, including union opposition, were not provided. Two of the schools used their existing resources and their allotted Clark Foundation monies to develop their own in-house coaching models designed for teachers' specific staff development needs. Researchers interviewed 11 teachers, coaches, and administrators at 1 school, and 15 at the other. Also interviewed were consultants who worked with the schools. Additional interviews were held with teachers, coaches, and administrators in the spring, after the efforts had been implemented for some months. Both schools were successful in creating collaborative, instructionally focused cultures in which the school district's "Blueprint" defined the focus of educators' work and teachers understand the importance of professional development. The task of developing instructional capacity in these schools has required considerable skill, ingenuity, and risk-taking on the part of the principals. The design at one school, which had provided two teachers with a reduced teaching load so they could take on peer coaching, seems more effective than the design at the other that calls for substitutes coverage so that coaches can coach colleagues. (SLD) ED481055 Growing Instructional Capacity in Two San Diego Middle Schools. 2003-06-00 Edna McConnell Clark Foundation, New York, NY. 51 N/A 2004 2016-11-21

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No Academic Achievement Accountability Achievement Gains Educational Improvement Elementary Secondary Education Fielder, Donald J. Books Guides - Non-Classroom English This research-based book provides details on how educators can dramatically increase student achievement. It offers experience-based ideas and strategies that can be applied to any school or district. The chapters are: (1) "Focus the Mission"; (2) "Increase Academic Rigor"; (3) "Establish Supportive Accountability"; (4) "Introduce Cooperative Competition"; (5) "Define the Power Structure"; (6) "Implement Traditional Achievement Factors"; and (7) "Undertake an Achievement Audit." (Contains 67 references.) (SLD) ED481056 Achievement Now! How To Assure No Child Is Left Behind. 2003-00-00 ISBN-10930556-46-2 Administrators Practitioners Teachers 195 Eye on Education, 6 Depot Way West, Larchmont, NY 10538 ($29.95). Tel: 914-833-0551; Fax: 914-833-0761. Web site: http://www.eyeoneducation.com. N/A 2004 8/19/2004 23:48:05 RIEMAY2004

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No Academic Achievement Educational Change Elementary Secondary Education Program Implementation Standards Rettig, Michael D. McCullough, Laura L. Santos, Karen E. Watson, Charles R. Books Guides - Non-Classroom English This book demonstrates four strategies to help administrators and teachers implement high standards: pacing guides, staffing meetings, formative assessments, and instructional interventions. The chapters are: (1) Introduction and Overview; (2) Creating Pacing Guides: The Curriculum Component; (3) Creating Pacing Guides: The Assessment Component; (4) Using Staffing Meetings To Monitor and Adjust Instruction; (5) Creating Pacing Guides: The Instructional Phase; and (6) Leading the Process at the School and District Levels. Five appendixes contain pacing guide timetables and sample pacing guides. (Contains 22 figures and 19 references.) (SLD) ED481057 From Rigorous Standards to Student Achievement: A Practical Process. 2004-00-00 ISBN-1-930556-62-4 Administrators Practitioners Teachers 146 Eye on Education, 6 Depot Way West, Larchmont, NY 10538 ($29.95). Tel: 914-833-0551; Fax: 914-833-0761. Web site: http://www.eyeoneducation.com. N/A 2004 8/19/2004 23:48:06 RIEMAY2004

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No Cognitive Style Individual Differences Secondary Education Secondary Schools Teaching Methods Benjamin, Amy Books Guides - Non-Classroom Curriculum Differentiation English This book demonstrates how to make the classroom more responsive to the needs of individual students with a wide variety of learning styles, interests, goals, cultural backgrounds, and prior knowledge. Focusing on grades 6 through 12, it showcases classroom-tested activities and strategies. The chapters are: (1) "Foundations"; (2) "Where Do I Start?"; (3) "The Language of Differentiated Instruction"; (4) "Differentiating Instruction for Reading the Textbook"; (5) "Differentiating Instruction for Independent Reading"; (6) "Differentiating Instruction for Learning New Words"; (7) "Differentiating Instruction through the Arts"; (8) "Differentiating Instruction for English Language Learners"; (9) "Administrative Support for Differentiated Instruction"; and (10) "Case Studies." (SLD) ED481058 Differentiated Instruction: A Guide for Middle and High School Teachers. Eye on Education 2002-00-00 ISBN-1-930556-39-X 163 Eye on Education. 6 Depot Way West Suite 106, Larchmont, NY 10538. Tel: 888-299-5350; Fax: 914-833-0761; e-mail: service@eyeoneducation.com; Web site: http://www.eyeoneducation.com/ N/A http://www.eyeoneducation.com/bookstore/productdetails.cfm?sku=639-X&title=differentiated-instruction 2004 2016-11-21

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Yes Mentors Military Personnel Military Service Military Training Shlechter, Theodore M. Reports - Evaluative Speeches/Meeting Papers Army English This study included a literature review of mentoring practices in Army and civilian organizations and an exploratory research effort concerning mentoring practices in the U.S. Army. The research effort consisted of 11 people (9 Army personnel and 2 civilians) were associated with training programs at an Army post. Participants completed a mentoring questionnaire that contained items about their mentoring experience and the impact of mentoring on their career and personal development. They also responded to structured interview items, which proved their notions about current and possible future mentoring practices. This investigation's findings have led to a potentially viable and much needed definition of mentoring, with a key element of the process involving a strong personal bond between protege and mentor. Mentoring also seems to be pervasive in the U.S. Army; however, the Armys mentoring processes, while effective, may not be optimal. This investigation's data also suggest the need for a telementoring system, which could be a harbinger of 21st century mentoring practices. (Contains 14 references.) (Author/SLD) ED481059 An Examination of Current and Future Directions in the U.S. Army's Mentoring Process. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Bachelors Degrees Business Administration Business Administration Education College Graduates Higher Education Student Costs Time to Degree Seidman, Robert H. Bradley, Martin J. Reports - Evaluative Speeches/Meeting Papers Competency Based Curriculum English This paper presents results of a nationally normed achievement test given to two graduating classes of students from the first-in-the-nation Three-Year Bachelors Degree program in business administration. This 3-year 120-credit program at a small university in the northeast represents a new paradigm for postsecondary degree programs in that an existing 4-year (i.e., eight-semester) degree program was transformed into a competency-based, team-taught, interdisciplinary, and highly integrated academic program delivered in six semesters without summer school or intersession attendance. The program is student and faculty team intensive, involves a high degree of collaboration, and takes advantage of Web-based technologies to achieve its goals: student competency mastery. The Major Field Test (Business II) was given to two graduating classes of Three-Year students (Year 2000 and Year 2001) and to their 4-year business administration major counterparts at the university. Test results show that both of the two graduating Three-Year degree classes achieved at the same level as their 4-year counterparts. The benefits were that the 3-year degree students saved 25% of the cost of their college education and were able to enter the job market 1 year earlier than their 4-year counterparts. (Contains 5 tables, 6 figures, and 21 references.) (SLD) ED481060 A Collaborative and Competency-Based Three-Year Bachelor's Degree: Empirical Results. 2002-04-00 53 N/A 2004 2016-11-21

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Yes Educational Quality Elementary Secondary Education High Stakes Tests State Standards Test Coaching Test Construction Test Use Montgomery, Paula S. Ranney, Lisa Growe, Roslin Reports - Descriptive Louisiana Testing Effects Louisiana English This essay discusses the uses and consequences of high-stakes tests, which are sometimes believed to interfere with high quality education. High-stakes tests put extreme pressure on students and can create a narrow curriculum with reduced instructional time because of test prepping. Using tests for high-stakes decisions causes problems because tests are not perfect, and making important decisions on limited or imperfect information can lead to bad decisions that can harm students and teachers. Strong academic standards are being developed and implemented in many states across the United States. One such state is Louisiana. The authentic standards-based reform in Louisiana is being implemented with an assessment design that aligns assessment with the content standards and benchmarks defined by the state. The Louisiana Educational Assessment Program is being developed to be a high-stakes test that reflects standards-based education directly. It is reasonable to accept that schools should be held accountable to a standards-based education in some way or other, and high-stakes tests of the sort Louisiana is developing may have a payoff in terms of a quality education. (Contains 18 references.) (SLD) ED481061 High-Stakes Tests versus High-Quality Education. 2003-10-00 25 N/A 2004 2016-11-21

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Yes Child Care Quality Child Caregivers Early Childhood Education Evaluation Criteria Preschool Curriculum Preschool Teachers Teaching (Occupation) Katz, Lilian G. Opinion Papers Speeches/Meeting Papers Caregiver Qualifications English Noting that early childhood professionals around the world have a great deal in common with each other and often understand one another better than persons in their own countries who do different kinds of work, this paper explores how quality early childhood programs might meet the needs of all children. The paper first explores trends affecting early childhood provision, remarking on the steady increase in the proportion of women with young children who work full time, and concomitant proportion of children cared for by someone other than their parents during work hours. It is noted that on the whole, the quality of U.S. child care is poor. The paper then examines some paradoxes: in the assumption that caregivers should be trained professionals, but who should respect parents as their child's first (or best) teacher and the parents' culturally determined ways of child rearing; in the need of children to feel loved by a confident parent while parents are undermined by a barrage of information on how to raise their children; in the increasing preparation of very young children for future standardized testing within the early childhood setting; and in the views of those "inside" and "outside" the early childhood culture as to what constitutes quality. The second part of the paper examines five perspectives from which to examine the quality of early childhood provision--top-down, bottom-up, inside, outside-in, and societal--focusing particularly on the bottom-up, that is, how the program is experienced by the children themselves. Implications of these five perspectives are then discussed, particularly whose criteria are most important (e.g., a program could fall below acceptable standards on the top-down criteria, but still be experienced as satisfactory by most of the participating children), and issues of accountability. (HTH) ED481062 What Is Basic to All Our Children: A Contemporary Perspective. 2003-10-09 Practitioners Teachers 19 N/A 2004 2016-11-21

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Yes Adaptive Testing Bayesian Statistics College Entrance Examinations Computer Assisted Testing Item Bias Simulation Zwick, Rebecca Thayer, Dorothy T. Reports - Research Law School Admission Test Mantel Haenszel Procedure Law School Admission Test Law School Admission Council, Newtown, PA. English This study investigated the applicability to computerized adaptive testing (CAT) data of a differential item functioning (DIF) analysis that involves an empirical Bayes (EB) enhancement of the popular Mantel Haenszel (MH) DIF analysis method. The computerized Law School Admission Test (LSAT) assumed for this study was similar to that currently being evaluated for a potential computerized LSAT. In this case, rather than being presented with a single item at a time, test takers are presented with small groups of items, referred to as testlets. The CAT pool for this research consisted of 10 5-item testlets at each of three difficulty levels. The item parameters, which are statistics that describe the various item characteristics such as item difficulty, were specified to resemble those typically observed for the LAST. Using these item-level statistics, responses to the test questions were generated for simulated test takers. These simulations consisted of four conditions that varied in terms of group sample sizes and group ability distributions. Sample sizes for the two test taker groups were either 1,000 or 3,000. The distribution of test taker ability for the two groups was either the same or differed by one standard deviation. Results show the performance of the EB DIF approach to be very promising, even in extremely small samples. The EB estimates tended to be closer to their target values than did ordinary MH statistics; the EB statistics were also more highly correlated with the true DIF values than were the MH statistics. An appendix contains data tables. (Contains 9 figures, 3 tables, and 42 references.) (SLD) ED481063 An Empirical Bayes Enhancement of Mantel-Haenszel DIF Analysis for Computer-Adaptive Tests. LSAC Research Report Series. 2003-08-00 31 N/A 2004 2016-11-21

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Yes Career Development Career Education Delivery Systems Foreign Countries High Schools Needs Assessment Program Effectiveness Student Needs Bloxom, Joan Bernes, Kerry Information Analyses Reports - Research Speeches/Meeting Papers Canada Canada English The student needs assessment in this study allows a unique insight into the availability, delivery, and effectiveness of high school career programs. The research provides data from a 19-item, Comprehensive Career Needs Survey, administered to 888, Southern Alberta grade 12 students. The students value career plans and the resources, both people and informational, to support transitions. These students voice the need to have passion for career and report a wide range of occupational choices. The majority report post-secondary education or training plans. High school career development resources are available but the efficacy data suggest the services are not as effective as students would like them to be. The results of this study have implications for the delivery of high school career programs and the development of the public policy on career services. (Contains 17 references.) (Author) ED481064 What They Need: Delivery of Career Development to Grade 12 Students. 2003-01-00 Counselors Practitioners 7 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-21.pdf. N/A 2004 2016-11-21

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Yes Academic Degrees Associate Degrees Community Colleges English (Second Language) Gender Issues Job Training Labor Force Development Minority Groups Outcomes of Education Two Year College Students Two Year Colleges Vocational Education Coperthwaite, Corby A. Jones, Dennis Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut Community-Technical Coll., Hartford. Board of Trustees. English This document reports on degrees and certificates awarded by the Connecticut community colleges during the 2001-02 academic year, using a set of eight categories. The colleges awarded 3,977 degrees and certificates in 2001-02. This represents a 1.3% increase over the previous year, and a 7.2% decrease since 1998. The colleges awarded 735 certificates in 2001-02, which represents a 1.3% decrease from the previous year, and a 7.3% increase since 1998. Occupational programs account for 64.2% of all associate degrees awarded. About 21% of those degrees were in business programs, 17.2% in Health and Life Sciences programs, 10.7% in Science, Engineering, and Technology programs, and 10.1% in Social and Public Service programs. Tables break down the degrees and certificates awarded by college, by year from 1998-2002, and by discipline. The document also delineates graduates by program area, gender, and ethnicity. The gender composition of graduates has remained fairly consistent over the last 5 years, with 65% of graduates in 2001-02 being female. The percentage of minority graduates grows every year, with the 22% in 2002 compared to 17.8% in 1998. Fall 2002 minorities made up 30% of the student body. (Contains 10 tables and 3 figures.) (NB) ED481065 Degrees and Certificates Awarded, 2001-2002. 2002-00-00 9 N/A 2004 2016-11-21

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Yes Community Colleges Economic Factors Enrollment Rate Enrollment Trends Quarter System Registrars (School) Semester System Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Illinois Illinois Community College System Illinois Illinois Community Coll. Board, Springfield. English This document contains a report on student enrollment at the end of the 2003 winter quarter and spring semester at the College of DuPage. The report is based on results of the fiscal year survey that shows both the headcount enrollments and the full time equivalent enrollments increased statewide as compared with the same term a year prior. The spring semester headcount increased from 358,511 as compared to 344,466, which equates to a 4.1% increase in students. The full-time equivalent students also increased from 179,868 to 190,439, which is an increase of 5.9%. It should be noted that after the significant increase in enrollment last year, spring headcount enrollments registered another major increase in the next year as well. Full-time equivalent enrollment increased in the next year as well. Of the 48 colleges used in the study, 34 experienced increases (1% or more) in head count. Only six colleges showed a decrease in the number of students (less than 1%). The study also charts the change the enrollment of full-time equivalent students over a 5-year period, which shows increases for 42 colleges, little or no change for 3 colleges, and decreases for 3 colleges. (MZ) ED481066 Illinois Community College Board Fiscal Year 2003 Spring Enrollment Report. 2003-02-28 7 For full text: http://www.iccb.state.il.us/HTML/pdf/reports/spring03enrollments.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Community Education Community Planning Community Resources Personnel Selection Related Services (Special Education) School Holding Power Selection Two Year Colleges Reports - Descriptive New York (Westchester County) Westchester Community College NY New York Westchester Community Coll., Valhalla, NY. Office of Institutional Research and Planning. English This document is focused on the Westchester Community College. It discusses the school's 2003-2008 Strategic Planning Process that was developed by the faculty, administrators, and staff over a 2-year period. The Planning Process is based upon the mission statement of the Westchester Community College and the most recent demographic and economic trends in the county. The mission of the College is to provide high quality and affordable education to meet the different needs of the community. According to the mission, the College is and shall remain accessible, adaptable to community needs, dedicated to lifelong learning, and sensitive to the needs of a diverse community. These efforts resulted in the eight focus goals that the document addresses in detail. These focus goals are as follows: (1) academic assessment; (2) marketing and recruitment; (3) student success, retention, and innovation; (4) facilities improvement and expansion; (5) developmental and remedial students; (6) academic and administrative technology; (7) revenue enhancement and restructuring; and (8) employee enhancement and development. Committee members worked for a 2-year period and then e-mailed the goals to the entire campus. Suggestions by the campus were used and incorporated into the plans. (MZ) ED481067 Westchester Community College Five Year Strategic Plan, 2003-2008. 2003-00-00 44 N/A 2004 2016-11-21

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Pima Community College AZ Pima Community Coll., Tucson, AZ. Office of Institutional Research. English This paper examines the ways in which the State of Arizona and the local economy benefit from the presence of the Pima Community College (PCC) District. After the Executive Summary, Volume 1, the Main Report, discusses findings from the study. The Pima Community College District paid $68.2 million in direct faculty and staff wages and salaries in fiscal year 2001, and accounts for an additional $404 million in wages and salaries off campus. The colleges serve an unduplicated headcount of 94,334 credit and non-credit students. The existence of PCC in Arizona explains $472.6 million of all annual earnings in the PCC District economy, equal to that of 15,387 jobs. The PCC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. The document argues that every dollar of state or local tax money invested in PCC today will see a return of $24 over the next 30 years. Students benefit from an annual return of 26%; for every dollar they invest in PCC education, they will receive an additional $4.59 in higher earnings over the next 30 years. The study also quantifies the effects of PCC on reduction of crime, welfare, and unemployment. Appended are: (1) Explaining the Results--A Primer: The Net Present Value; The Internal Rate of Return; The Benefit/Cost Ratio; and The Payback Period; and (2) Methodology for Creating Income Gains by Levels of Education. (Contains 14 figures, 25 tables, 23 notes, and 34 references.) (NB) ED481068 The Socioeconomic Benefits Generated by Pima Community College. Executive Summary [and] Volume 1: Main Report. 2002-02-01 75 For full text of Executive Summary: http://dco-proxima.dco.pima.edu/research/rpwebpage2002/PR/Impact%20Study%2002/Pima_ES_%20Final.pdf. For full text of Main Report: http://dco-proxima.dco.pima.edu/research/rpwebpage2002/PR/Impact%20Study%2002/PimaFinalLR.PDF. N/A 2004 2016-11-21

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Yes Community Colleges Continuing Education Economic Development Economic Opportunities Financial Support Funding Formulas Job Training Laws Policy State Aid Two Year Colleges Guides - Non-Classroom Reports - Descriptive Maryland Maryland Maryland State Higher Education Commission, Annapolis. English The Maryland Higher Education Commission, with the assistance of a Task Force on Continuing Education, produced this 2001 manual. The manual describes the regulations, policies, and procedures pertaining to the approval for State funding of continuing education courses offered by community colleges. Continuing education in the State of Maryland has expanded rapidly. In FY 2000, the 16 community colleges offered 10,392 state supported continuing education courses to 336,279 students, compared to 810 courses offered by 14 community colleges to 19,576 students in 1970-71. The manual is divided into chapters that address the following issues: (1) Laws and Regulations Pertaining to Continuing Education; (2) Course Evaluation Criteria; (3) Request for State Funding of a Continuing Education Course; (4) Continuing Education Course Inventory; (5) Procedures for Converting to a New Course Numbering System for Continuing Education Courses; and (6) Enrollment Report for (Equated Credit) Continuing Education Courses. The eight appendices are as follows: (1) Operating Guidelines for the Delivery of Contract Training and Service; (2) Standards of Good Practice for Senior Adult Courses; (3) Standards of Good Practice for Instruction Delivered by Distance Education; (4) Enrollment Report; (5) Standards of Good Practice for Partnerships in Continuing Education; (6) Reporting Schedule; (7) Request for State Funding for a Course; and (8) Definitions. (NB) ED481069 Continuing Education Manual for Maryland Community Colleges. Revised. 2001-00-00 80 For full text: http://www.mhec.state.md.us/publications/CCManual.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Robison, M. Henry Christophersen, Kjell A. Numerical/Quantitative Data Reports - Research Hawkeye Community College IA Hawkeye Community Coll., Waterloo, IA. English This paper examines the ways in which the State of Iowa and the local economy benefit from the presence of the Hawkeye Community College (HCC) District. Volume 1 is the Main Report, and Volume 2 includes detailed results by entry level of education, gender and ethnicity. The Hawkeye Community College District paid $17.4 million in direct faculty and staff wages and salaries in fiscal year 2001, and accounts for an additional $112 million in wages and salaries off campus. The colleges serve an unduplicated headcount of 26,074 credit and non-credit students. Approximately 85% of students remain in the local community and thereby generate local community benefits. The existence of HCC in Iowa explains $129.3 million of all annual earnings in the HCC District economy, equal to that of 4,602 jobs. The HCC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. The document argues that every dollar of state or local tax money invested in HCC today will see a return of $11 over the next 30 years. Students benefit from an annual return of 24% on their investment of time and money. The study also quantifies the effects of HCC on reduction of crime, welfare, and unemployment. Appended are: Explaining the Results--A Primer; Methodology for Creating Income Gains by Levels of Education; and Adjusting for the Benefits Available Absent State and Local Government Support. (Contains numerous tables and figures and 41 references.) (NB) ED481070 The Socioeconomic Benefits Generated by Hawkeye Community College. Executive Summary [and] Volume 1: Main Report [and] Volume 2: Detailed Results. 2003-03-03 102 N/A 2004 2016-11-21

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No Change Strategies Childhood Needs Children Community Services Counseling Theories Cultural Pluralism Homeless People Intervention Mentors Psychologists Therapeutic Environment Urban Youth London, Lorna H., Ed. Information Analyses Victimization English This book is devoted to interventions that help to make a difference in the lives of children. Children have many challenges, some of which cannot be addressed effectively during the school day. The role of community psychologists has become increasingly important in helping to meet the social and emotional needs of children. This book presents varied interventions, methodologies, and practices with diverse groups of children. Qualitative and quantitative methodologies are used with accompanying case studies as psychologists interact with children in settings as varied as public parks, summer camps, and Kids' College, a Chicago-based program that promotes positive race relations. Chapters include: (1) "Life Imitates (and Informs) Meta-Analysis: A Participatory Approach to Increasing Understanding of Effective Youth Mentoring Practices" (David DuBois); (2) "Evaluation of an Incentive System at a Summer Camp for Youth Experiencing Homelessness" (Laura A. Nabors, Annie Hines, and Laura Monnier); (3) "Prevention of Victimization: Survival Skills for Urban Youth" (Elena Mikalsen, John P. Vincent, and Gerald E. Harris); (4) "Urban Children's Video Production and Performance-Based Programming: Implications for Learning and Cross-Cultural Friendships" (Laura Knight Lynn, Carol Harding, Bijai Rai, Stephen McManus, Kenzie Kitcharoen, and Lisa Sweatt); and (5) "Kids' College: Enhancing Children's Appreciation and Acceptance of Cultural Diversity" (Lorna H. London, Gregory Tierney, Larisa Buhin, Dawn M. Greco, Christofer J. Cooper). (Papers contain references.) (GCP) ED481071 Community Interventions to Create Change in Children. 2002-00-00 ISBN-0-7890-1991-4 Practitioners Counselors 82 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580 (ISBN-0-7890-1991-4, $24.95). Tel.: 800-429-6784 (Toll free); Fax: 800-895-0582 (Toll free); E-mail: getinfo@haworthpressinc.com; Web site: http://www.HaworthPress.com. N/A 2004 2016-11-21

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Yes Criminals Delinquency Intervention Longitudinal Studies Males Mental Disorders Predictor Variables Bevc, Irene Duchesne, Thierry Rosenthal, Jeffrey Rossman, Lianne Theodor, Frances Sowa, Edward Information Analyses Reports - Research Speeches/Meeting Papers English This longitudinal study of 248 male offenders examined the relationship between psychiatric disorders, diagnosed in adolescence, and subsequent adult criminal activity. Criminal offences were tracked for an average of 8.7 years from age 18-33. Cox Proportional Intensity regression analyses were conducted to predict the rates of adult offending of different offense types (i.e., property, violent, drug, sex, and technical offenses) from psychiatric categories. Overall, results indicate that psychiatric disorders in adolescence are associated with a lower rate of general offending in adulthood. Instead of predicting general offending, certain psychiatric disorders were predictive of specific types of offending. Adult sex offenses, for example, were predicted by sexual/gender identity disorders, psychotic-spectrum disorders, disruptive behavior disorders, learning/communication disorders, and adjustment disorders. The implications for interventions with disordered offenders are discussed. (Contains 18 references and 2 tables.) (Author) ED481072 Young Offenders' Diagnoses as Predictors of Subsequent Adult Criminal Behaviour. 2003-08-00 Counselors Practitioners 13 N/A 2004 8/19/2004 23:48:35 RIEJUN2004 Poster presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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No Adolescent Literature Childrens Literature Class Activities Creativity Cultural Education Elementary Secondary Education Hispanic American Literature Hispanic American Students Language Arts Literary Genres Literature Appreciation Reading Materials Ada, Alma Flor Books Guides - Classroom - Teacher Latinos Transformative Education English This book aims to help teachers bring literature to the classroom as a vehicle for language and concept development, creative expression, and the development of higher thinking skills while promoting the joy of reading. Most examples in the book were selected to make Latino authors more visible to teachers, as well as to provide experiences of Latino culture that enhance Latino children's self-esteem and broaden the horizons of non-Latino children. Chapter 1 reflects on the role of children's and adolescents' literature in the language arts curriculum; presents basic tenets of transformative education, relating them to books for children and adolescents; explains the creative reading methodology; and describes what a transformative language arts classroom would look like. Chapter 2 reviews the evolution of Latino literature for children and adolescents in the United States, citing numerous Latino authors. Chapter 3 describes the roles of various literary genres in the classroom, including oral traditional folklore, poetry and songs, plays and dramatic games, and narrative and other forms of prose. Chapter 4 details classroom activities for exploring literature: preparing to share a book; reading the book; creative dialogue; promoting language development, discoveries within and beyond the book, creative written expression, creative visual expression, and dramatic expression; home-school interaction; culminating activities; an author's visit; and evaluation. Appendices present Hispanic proverbs and sayings, and story beginnings and endings. (Contains extensive references and suggested readings, a 19-page bibliography of children's and adolescents' literature by Latino and Latina writers, a name and title index, and a subject index) (SV) ED481073 A Magical Encounter: Latino Children's Literature in the Classroom. Second Edition. 2003-00-00 ISBN-0-205-35544-7 Practitioners Teachers 223 Allyn & Bacon/Longman Publishers, 75 Arlington Street, Suite 300, Boston, MA 02116 ($28). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com/. N/A 2004 2016-11-21

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No American Indian Education American Indian History Boarding Schools Canada Natives Cultural Exchange Cultural Maintenance Educational History Educational Needs Elementary Secondary Education Federal Indian Relationship Foreign Countries Indigenous Knowledge Nonformal Education Oral Tradition Spirituality World Views Friesen, John W. Friesen, Virginia Lyons Books Historical Materials Opinion Papers Canada Canada English This book is an appeal to First Nations leaders in Canada to promote educational integration--a mixing of ideas in which non-Aboriginal people are taught those elements of Native culture and philosophy that support a reverence for the Earth and all living things. The benefits of such an undertaking cannot be overemphasized since the very existence of the planet may be at stake. This book describes the history of First Nations education in Canada, leading up to this moment, when Aboriginal peoples are attempting to maintain and revitalize their own cultures while borrowing useful elements from the "other" Canadian culture. Chapters discuss: (1) the need for culturally integrated education; (2) current challenges related to the teaching milieu, language maintenance, differences in learning styles, culturally relevant curriculum, and incorporating Indigenous knowledge; (3) traditional Aboriginal philosophy and world view (holistic perspective, appreciation for life and family, caring and sharing society, spiritual sense of community); (4) traditional Aboriginal pedagogy (dimensions and structure of oral tradition, emergence of written forms, legends); (5) Canadian Aboriginal education (history, 20th-century developments, the Royal Commission on Aboriginal Affairs and First Nations responses); (6) the residential school phenomena (origins of the system, life in residential schools); (7) Metis education; and (8) 21st-century challenges (Aboriginal self-government, land claims, residential school litigations, urban transitions). (Contains 236 references and an index) (SV) ED481074 Aboriginal Education in Canada: A Plea for Integration. 2002-00-00 ISBN-1-55059-241-6 168 Detselig Enterprises Ltd., 210-1220 Kensington Road N.W., Calgary, Alberta T2N 3P5, Canada ($25.95). Tel: 403-283-0900. N/A 2004 2016-11-21

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Yes Awards College Faculty County Programs Delphi Technique Economic Change Economic Development Economic Factors Extension Education Labor Force Development Local Issues Policy Formation Postsecondary Education Quality of Life Sustainable Development Trend Analysis Utilities Thomas, Jerold R. Safrit, R. Dale Reports - Research Speeches/Meeting Papers Deregulation Ohio Ohio English Fourteen economic development practitioners were asked to participate in a modified Delphi study that attempted to provide a level of agreement about future trends and issues that affect economic development at the county level in Ohio. Literature from several fields was reviewed to find potential trends and issues and, using a Likert-type scale, statements presented to the experts in three rounds were dropped from the survey as they achieved consensus. Six major trends/issues a move to a new economy; increased importance of quality of life/sustainable development; continued importance of local economic development strategies; workforce development; financial incentives; and utility deregulation were discussed. Some of the implications that arose from the study are as follows: (1) the different educational and training needs of local economic developers should be explored; (2) local economic developers will need to prepare for new economy changes; (3) utility deregulation will need to be addressed; (4) workforce issues will be critical; (5) quality of life issues are important to citizens; (6) Ohio Extension should update this type of study on a regular basis and incorporate results into training, research, and policy formation; and (7) the modified Delphi should be considered for information collection by extension educators. (Contains 3 tables and 13 references.) (MO) ED481075 Trends and Issues Affecting Economic Development in Ohio, 2001-2005. 2002-02-25 21 For full text: http://srdc.msstate.edu/cred/02conf/roundtables/thomas.pdf. N/A 2004 2016-11-21

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No Adult Education Agency Role Community Education Educational History Foreign Countries Labor Education Lifelong Learning National Organizations Nonschool Educational Programs Nontraditional Education Popular Education Unions Voluntary Agencies Volunteers Womens Education Roberts, Stephen K., Ed. Books Historical Materials United Kingdom Workers Educational Association Organizational History Tawney (Richard Henry) United Kingdom English This collection of scholarly essays marks the centenary of the Workers' Educational Association (WEA), the largest voluntary provider of adult education in the United Kingdom. The chapters are as follows: "Introduction" (Roberts); "The WEA The Foundation and the Founder" (Jennings); "Battersea and the Formation of the Workers' Educational Association" (Creighton); "The First Students in the Workers' Educational Association: Individual Enlightenment and Collective Advance" (Goldman); "R. H. Tawney and the WEA" (Rusoff); "The Evolution of the WEA in the West Midlands, 1905-26" (Roberts); "The Friends and Enemies of the WEA" (Jennings); "'A Hard Rain's A-gonna Fall': The National Association and Internationalism 1918-39" (Atkins); "Survival, Growth and Retreat: The WEA in Wartime, 1939-45" (Field); "Unions, Adult Education and Post-war Citizenship: The WEA and the Construction of Trade Union Education" (Holford); "Ideology and Provision: The WEA and the Politics of Workers' Education in Early Twentieth-century Scotland" (Duncan); "The WEA and Workers' Education in Early Twentieth-century Wales" (Lewis); "Women's Involvement in the WEA and Women's Education" (Munby); "Literature, Cultural Studies and the WEA" (Tatton); "From Day Release to Lifelong Learning: Workplace Education and the WEA after 1964" (Caldwell, Roberts); "WEA Values in the Twenty-first Century" (Jones). Contains a chronology of the WEA and a section entitled "WEA Voices." All articles include substantial references. (MO) ED481076 A Ministry of Enthusiasm: Centenary Essays on the Workers' Educational Association. 2003-03-00 ISBN-0-7453-1908-4 326 Pluto Press, 345 Archway Road, London N6 5AA, United Kingdom (distributed in the U.S. by Stylus Publishing Inc., 22883 Quicksilver Drive, Sterling, VA 20166-2012 ($75). Tel: 703-661-1581; Tel: 800-232-0223 (Toll Free); Fax: 703-661-1501; e-mail: styluspub@aol.com. N/A 2004 2016-11-21

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No Computer Uses in Education Correspondence Schools Distance Education Educational Finance Educational Policy Educational Television Educational Trends Elementary Secondary Education Foreign Countries Futures (of Society) Global Approach Globalization Information Technology Lifelong Learning Open Education Partnerships in Education Special Needs Students Student Mobility Telecourses Virtual Classrooms Bradley, Jo, Ed. Books Reports - Descriptive Europe United States India Africa Information Society Canada New Zealand Electronic Learning United Kingdom Africa Canada India New Zealand United Kingdom United States English This collection of essays, which is separated into 4 sections, concerns open and distance learning at school level, or grades K-12. The first section, "The Knowledge Society," includes the following chapters: "Classroom Open Learning: A Case of Old Wine in New Bottles?" (Jenkins); "Living and Learning in the Information Age: From the School to e-school to No School?" (Paine); and "The Economics of Open Learning and Distance Learning in Primary and Secondary Schools" (Bakia). The second section, "Audiences," includes the following chapters: "From Government Correspondence Schools to Parastatal Colleges of Open Learning: Out-of-school Secondary Education at a Distance in Central and Southern Africa" (Dodds); "EFECOT [European Federation for the Education of the Children of Occupational Travellers]: Supporting the Travelling Tradition" (Marks); and "Open Learning and Distance Education for Displaced Populations" (Brophy). The third section, "Methods," includes the following chapters: "Distance Learning in India with Open Schools" (Panda, Garg); "Reflections on Open Schooling and National Policy in South Africa" (Butcher); and "Education by Television: Telecurso 2000" (de Araujo e Oliveira et al.). The fourth section, "The Future," includes the following chapters: "E-learning and the Development of Open Classes for Rural Students in Atlantic Canada" (Stevens); "Virtual High Schools in the United States; Current Views, Future Visions" (Roblyer); and "From Distance Education to e-learning: The Organization of Open Classes at Local, Regional and National Levels" (Stevens, Moffatt). The volume concludes with a conclusion entitled "Open Classrooms and Globalization: Connections and Reflections" (Spronk). All articles include substantial references. (MO) ED481077 Open Classroom: Distance Learning In and Out of Schools. Open and Distance Learning Series. 2003-00-00 ISBN-0-7494-3130-X Practitioners Teachers 196 Kogan Page (distributed in the U.S. by Stylus Publishing Inc., 22883 Quicksilver Drive, Sterling, VA 20166-2012 ($59.95). Tel: 703-661-1581; Tel: 800-232-0223 (Toll Free); Fax: 703-661-1501; e-mail: styluspub@aol.com. N/A 2004 2016-11-21

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No Agricultural Education Allied Health Occupations Education Delivery Systems Educational Change Educational Improvement Educational Planning Flexible Progression Foreign Countries Government Role Job Training Labor Force Development Labor Market Nonformal Education Organization Outcomes of Education Partnerships in Education Professional Development Systems Approach Vocational Education Vocational Education Teachers Nijhof, Wim J., Ed. Heikkinen, Anja, Ed. Nieuwenhuis, Loek F. M., Ed. Books Hungary United Kingdom Administrative Flexibility Ireland Europe Italy Finland Learning Organizations Fordism Netherlands Finland Hungary Ireland Italy Netherlands United Kingdom English This collection of essays, which is arranged in four sections, concerns flexibility in the Vocational Education and Training (VET) systems of Europe. The first section, "Introduction," includes the following chapter: "Shaping Conditions for a Flexible VET" (Nieuwenhuis et al.). The second section, "Institutional and Organisational Aspects of Flexibility," includes the following chapters: "Vocational Education and Training in Transition: From Fordism to a Learning Economy" (Mayer); "Learning Organisations for VET" (Nieuwenhuis); and "Perspectives on Institutional and Organisational Flexibility in VET" (Hommen). The third section, "Educational Tools and Resources for Flexibility," includes the following chapters: "Institutional Responses to a Flexible Unified System" (Howieson et al.); "Demand and Supply of Qualifications: Systems' Change Towards Flexibility" (Ribolzi); "Developments in Vocational Education in Ireland" (Tuohy); "From a Unified to a Flexible Vocational System: The Hungarian Transition Case" (ZachNBr); "Design and Effects of a Flexible VET System: A Case Study in Dutch Agricultural Education" (Geerligs, Nijhof); "Value Learning Outcomes Acquired in Non-formal Settings" (Straka); and "Resources for Flexibility: Critical Comments" (Marhuenda). The fourth section, "Professional Conditions," includes the following chapters: "Professionalism as a Path for the Reform of VET Systems" (Lassnigg); "Transforming VET Policies and Professionalism: A View from Finland" (Heikkinen); "HRD as a Professional Career? Perspectives from Finland, the Netherlands, and the United Kingdom" (Hyt'nen et al.); "Challenges of Supporting Learning of Newly Qualified Professionals in Health Care" (Brown); and "The Practice of a New VET Profession" (Hodkinson). Contains 18 figures and 46 tables. All articles include substantial references. (MO) ED481078 Shaping Flexibility in Vocational Education and Training: Institutional, Curricular and Professional Conditions. 2002-00-00 ISBN-1-4020-1145-8 Administrators Practitioners Policymakers 272 Kluwer Academic Publishers, Order Department, P.O. Box 358, Accord Station Hingham, MA 02018-0358 ($110). Tel: 781-871-6600; Fax: 781-681-9045; e-mail: kluwer@wkap.com; Web site: http://www.wkap.nl/. N/A 2004 2016-11-21

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No Academic Achievement Adult Education Adult Learning Adult Students Case Studies Educational Environment Educational Policy Educational Strategies Foreign Countries Learning Strategies Postsecondary Education Professional Development Public Policy Student Characteristics Student Evaluation Student Needs Teacher Education Teaching Methods Technical Institutes Vocational Education Huddleston, Prue Unwin, Lorna Books Reports - Research United Kingdom United Kingdom English This book, which is intended for individuals teaching in the United Kingdom's further education (FE) sector, provides practical advice regarding teaching and learning within the context of the changing FE environment and addresses the diverse nature of the curriculum and the student body for which FE is designed. The following are among the topics discussed: FE in context (nature and scope of FE, diversity of the FE student body, and diversity of FE curricula); teaching and learning (approaches to learning; teaching strategies; and assessment and procedures for recording achievement); and professional development (evaluation, reflection, and research; initial professional development of FE teachers and barriers to further professional development; and networks and support agencies). Case studies are provided to help practitioners consider how best to meet the diverse needs of the wide range of individuals now served by FE colleges and to reflect upon the changing policy context of FE and the impacts of those changes on students, programs, and institutions. Changes in post-compulsory education and training policies since the publication of the first edition are noted in the preface. The book also contains practical activities that can be used as catalysts for questioning attitudes and approaches to work in FE. Contains 267 references, 48 suggested readings, and 15 figures. (MO) ED481079 Teaching and Learning in Further Education. 2nd Edition. Diversity and Change. 2002-00-00 ISBN-0-415-27146-0 Teachers Practitioners 220 RoutledgeFalmer (Taylor & Francis Group plc), 11 New Fetter Lane, London EC4P 4EE, UK ($27.95). Tel: +44 (0) 20 7583 9855; Fax: +44 (0) 20 7842 2303; Web site: http://www.routledgefalmer.com/. N/A 2004 2016-11-21

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Yes Adult Education Comparative Analysis Continuing Education Demand Occupations Educational Mobility Educational Policy Educational Status Comparison Educational Supply Employment Patterns Employment Potential Foreign Countries Human Capital Job Skills Labor Force Development Labor Needs Off the Job Training On the Job Training Postsecondary Education Salary Wage Differentials Vocational Education Xu, Zeyu Reports - Research Speeches/Meeting Papers China China English Lifelong learning and skill flexibility are especially important for workers in China, where structural economic adjustment has generated 22 million layoffs from state-owned enterprises since 1997. Skills that were in huge demand in previous years, such as accounting, international trade, and language translation, are now facing serious oversupply pointing to the need for a workforce that is both highly educated and adaptable. On-the-job training, which is mostly informal and is usually carried out within a firm while the worker is still working, and off-the-job training, which takes more formal forms and is usually outside of the firm, are two activities that increase skills and employability. Using data collected from nearly 3500 urban Chinese residents aged 25-65, it was found that off-job training in previous firms significantly raises wages at current firms, while previous on-job training has no effect on current wages. However, after controlling for unobserved motivations and abilities, the training-wage relationship of both types of training became insignificant. Based upon results that have been found true in competitive labor markets around the world that suggest that training improves human capital and hence raises wages, it is recommended that the Chinese government direct resources to more general type of training rather than firm-specific training. (Contains 13 references and 7 tables.) (MO) ED481080 General and Specific Human Capital: Policy Implications of Private Sector Training on China's Unemployment Problems. 2003-03-14 30 N/A 2004 2016-11-21

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Yes Agency Role Community Involvement Community Role Community Services Educational Principles Higher Education Linking Agents Partnerships in Education School Community Relationship Service Learning Student Development Student Experience Student Role Student Volunteers Teacher Role Teacher Student Relationship Theory Practice Relationship McCarthy, Florence E. Opinion Papers Community Service Reflective Thinking Self Reflection English Using the concept of triangles as a schematic conceptualization of service learning is a useful pedagogical tool in helping faculty, students, and community members to see the linkages among the component concepts in service learning approaches. Service learning, which is the linking of academic instruction with community service as guided by reflection, has the following among its general characteristics: (1) it brings education back into society by linking what students learn in the classroom to what goes on in the real world; (2) it encourages students to be useful and productive in the service of others; and (3) it provides students with the means to develop critical analytic and personal skills related to their own self-awareness and self-confidence. In the triangle of concepts, experience, reflection, and knowledge are mutually dependent and interconnected. In the triangle of partners, agencies, students, and faculty work together through reciprocal participation. Finally, in the triangle of relationship, the experience of agencies, the reflection of students, and the knowledge of faculty create mutually reciprocal and interactive relationships among that partners that create successful service learning programs. (Contains 23 references.) (MO) ED481081 Service Learning Triangle: Key Concepts, Partners, Relationships. 2003-09-00 8 N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Career Counseling Counselor Role Emotional Response Financial Needs Foreign Countries Life Events Retirement Social Influences Neault, Roberta A. Neault, Gerald F. Speeches/Meeting Papers Canada Canada English Few individuals have given careful thought to what their lives might be like after they retire. Although some may have considered the financial implications of living on a fixed or limited income, most have not considered the social and emotional impact of leaving work. Career practitioners can play an important role in facilitating the transition between work and retirement. This paper explores the common challenges and concerns faced by people entering this important stage of life and provides case examples from a variety of clients: some who are considering retirement, others who've chosen to fully retire, and a few who are enjoying a refreshing combination of less work and more leisure. (GCP) ED481082 Retirement Ready: Partners, Pastimes and Paying the Bills. 2003-01-00 Counselors Practitioners 7 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-10.pdf. N/A 2004 2016-11-23

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Yes Business Skills Career Counseling Counselor Characteristics Foreign Countries Professional Autonomy Self Employment Success Surveys Neault, Roberta A. Speeches/Meeting Papers Canada Canada English Although self-employment is a growing career option in Canada, many career practitioners find it personally difficult to make the leap from being an employee to starting a business. E-mail surveys completed by 13 self-employed career practitioners and counselors revealed six key factors that contributed to their business success: vision and passion, knowledge of the field, strong professional relationships, effective marketing, and solid financial management. The participants also identified several personal characteristics as contributing to their business success: perseverance, endurance, openness to change, integrity, balance, and willingness to take risks. Most respondents identified autonomy as the most enjoyable part of self-employment, followed closely by working with great people and having more lifestyle options. There were mixed findings regarding the financial rewards of self-employment--although some were earning more than when employed, many weren't. The paper concludes with ten steps for building a business, extracted from the survey results. (Author) ED481083 Building a Business: 10 Steps to Fun, Freedom and Financial Independence. 2003-01-00 Counselors Practitioners 8 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-12.pdf. N/A 2004 2016-11-21

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Yes Employment Opportunities Foreign Countries Foreign Workers Global Approach Neault, Roberta A. Speeches/Meeting Papers Canada Canada English Working internationally in an increasingly global economy, particularly as a manager, is different than it was just a few years ago. Many countries are now equipped to fill management positions internally. "Ex-pat" packages are few and far between. What does it really mean to work in a global marketplace? How easy is it to work abroad these days? What challenges do international workers face when returning home? This paper provides a summary of themes drawn from interviews, learning journal entries, reflections, and case examples collected in an international management cooperative program over the past 2 years. The stories reported here are those of graduate students preparing to work abroad, international managers working throughout the Pacific Rim region, and program alumni who have recently repatriated. Clear themes emerge from these stories about the career challenges and success factors impacting global careers in today's economy. (Author) ED481084 Managing Global Careers: Changes and Challenges for the 21st Century. 2003-01-00 8 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-11.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Career Exploration Constructivism (Learning) Counseling Theories Experiential Learning Foreign Countries Youth Shepard, Blythe Shoop, Else Speeches/Meeting Papers Canada Canada English The task of making a career decision can seem daunting for many young people. Careers do not always follow a straightforward, logical trajectory, and chance events can define or change the course of one's career path. Youth may benefit from a learning environment designed to guide the imagining and inventing of their future. A wide range of experiential exercises can be used to invite clients to "construct their own selves." Kolb's experiential model would seem to offer one framework for constructivist counselors to use in developing a range of experiential activities, including case study approaches. Case study approaches can promote the brainstorming of possibilities and can encourage young people to take a role in learning by stimulating their curiosity. When young people learn to creatively think about the possibilities for other youths' lives, they are more likely to apply the process to their own lives. (Contains 11 references.) (Author) ED481085 A New Twist: Fostering Creative Career Exploration in Young People. 2003-01-00 Counselors Practitioners 9 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-06.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Career Development Change Constructivism (Learning) Counseling Theories Emotional Response Foreign Countries Bernes, Kerry Speeches/Meeting Papers Canada English A brief overview of the role of emotions in facilitating client change from a constructivist perspective is provided in this paper. With this background in place, several case studies will be discussed to illustrate the impact and role of emotions in facilitating change in counseling and career development. (Author) ED481086 The Role of Emotions in Facilitating Client Change in Counselling and Career Development. 2001-00-00 Counselors Practitioners 7 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-20.pdf. N/A 2004 2020-11-23

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Yes Career Development Foreign Countries Homosexuality Lesbianism Self Disclosure (Individuals) Work Environment Alderson, Kevin G. Speeches/Meeting Papers Canada Canada English The career development of gay men and lesbian women is complicated by both internal and external factors. Internally, they are at different stages of integrating and appreciating their gay and lesbian identities, and they will consequently make different decisions regarding their career choice and their level of outness in the work environment. Externally, the work environment itself plays a role in their level of outness too and in their appraisal of the safety of the particular work environment and of the occupation in general. Readers are encouraged to begin their own work in overcoming heterosexism and homonegativity, thereby helping to create greater inclusivity for gay and lesbian individuals while simultaneously honoring the Canadian ideal of respecting diversity. (Contains 25 references.) (Author) ED481087 The Corporate Closet: Career Challenges of Gay and Lesbian Individuals. 2003-01-00 Counselors Practitioners 8 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-02.pdf. N/A 2004 2016-11-21

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No Adolescents Anxiety Attention Deficit Disorders Behavior Disorders Children Clinical Diagnosis Developmental Psychology Eating Disorders Emotional Disturbances Psychiatry Research and Development Schizophrenia Textbooks Theory Practice Relationship Wiener, Jerry M. Dulcan, Mina K. Books English The third edition of this textbook continues its tradition of integrating clinical wisdom and scientific research to improve patient care and advocacy for children and families. Each of the 56 chapters presents a summary of a core topic, blending clinical experience with evidence-based practices in assessment and treatment. Divided into 10 parts, this third edition has been revised and updated throughout to keep pace with accelerating progress in research on developmental psychopathology. The 10 parts of the textbook are: (1) The Field of Child and Adolescent Psychiatry; (2) Assessment and Diagnosis; (3) Developmental Disorders; (4) Schizophrenia, Other Psychotic Disorders, and Mood Disorders; (5) Attention-Deficit and Disruptive Behavior Disorders; (6) Anxiety Disorders; (7) Eating Disorders; (8) Disorders Affecting Somatic Function; (9) Other Disorders and Special Issues; and (10) Treatment. (GCP) ED481088 Textbook of Child and Adolescent Psychiatry. 3rd Edition. 2004-00-00 ISBN-1-58562-057-2 Practitioners 1114 American Psychiatric Publishing, Inc., 1000 Wilson Boulevard, Suite 1825, Arlington, VA 22209-3901 (hardbound: ISBN 1-58562-057-2, $165). Tel.: 703-907-7322; Tel.: 800-368-5777 (Toll free); Fax: 703-907-1091; E-mail: appi@psych.org. N/A 2004 8/19/2004 23:49:01 RIEJUN2004

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No Adolescents Children Counseling Techniques Family Counseling Marriage Counseling Research and Development Textbooks Theory Practice Relationship Sholevar, G. Pirooz, Ed. Schwoeri, Linda D., Ed. Books Family Therapy English In the past decade, family therapy has evolved from a loosely defined aggregate of approaches to a mature field with codified schools of theoretical systems and concepts. This book draws together theories and techniques from these various schools and combines them with specific clinical approaches in a single comprehensive resource. This textbook presents the current body of theoretical knowledge in the field along with the latest practical applications for working with couples and families. The book is divided into six major sections: (1) Family Therapy: Theory and Techniques; (2) Family Assessment; (3) Family Therapy with Children and Adolescents; (4) Marital Therapy; (5) Family Therapy with Different Disorders; and (6) Research in Family and Marital Therapy. Most sections begin with overview chapters to lay the groundwork for clinical applications. (GCP) ED481089 Textbook of Family and Couples Therapy: Clinical Applications. 2003-00-00 ISBN-0-88048-518-3 Practitioners 948 American Psychiatric Publishing, Inc., 1000 Wilson Boulevard, Suite 1825, Arlington, VA 22209-3901 (hardbound: ISBN-1-58562-057-2, $59.00). Tel.: 703-907-7322; Tel.: 800-368-5777 (Toll free); Fax: 703-907-1091; E-mail: appi@psych.org. N/A 2004 2016-11-21

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Yes Communication Strategies Counselor Supervision Counselor Training Professional Development Supervisor Supervisee Relationship Skillman, Abigail Speeches/Meeting Papers English This paper addresses the relationship between the counseling supervisee and supervisor. Included are suggestions for better communication and ideas to foster the supervisees individual and professional growth. (GCP) ED481090 Pathways to Success: Professional Development throughout the Career Span. 2003-08-00 7 N/A 2004 8/19/2004 23:49:04 RIEJUN2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Educational Change Instructional Leadership Leadership Qualities Middle Schools Organizational Change Principals Transformational Leadership Burke, Peggy H. Reports - Research Speeches/Meeting Papers English This portraiture study of Amherst Regional Middle School, Amherst, Massachusetts, examined a case of shared and distributed leadership. The organizational changes at Amherst have fostered collaboration, new patterns of behavior, and changed expectations of what rigorous academic curriculum, new patterns of behavior, and changed expectations of what rigorous academic curriculum and assessment look like. This shared leadership has produced organizational success, which is seen as depending on the organizations ability to see things in new ways, gain new understandings, and produce new patterns of behavior (C. Argyris and D. Schon, 1996). This portraiture study provides a model of such organizational success and demonstrates the importance and interrelatedness of human and social capital in sustaining an environment of organizational learning. An attachment provides an outline of a consultancy session that reflects principles of organizational leadership. (Contains 2 figures and 32 references.) (SLD) ED481091 Organizational Learning a Necessity for Sharing and Distributing Leadership To Bring about Real Change for Teachers and Students: One Principal's Story. 2003-00-00 25 N/A 2004 8/19/2004 23:49:05 RIEJUN2004

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Yes Child Care Child Development Classroom Environment Disabilities Early Childhood Education Inclusive Schools Learning Centers (Classroom) Media Adaptation Play Selection Special Needs Students Toys Young Children Simpson, Cynthia G. Lynch, Sharon A. Reports - Descriptive Speeches/Meeting Papers Interactive Toys English Many caregivers doubt their ability to provide appropriate play experiences for children with special needs included in their program because some children with disabilities may not have the ability to interact and manipulate toys in a meaningful way. This paper provides guidance in appropriately adapting toys and the play situation to allow many children with disabilities to engage in meaningful interactions with toys and other play experiences. The paper offers five suggestions for selecting toys for children with special needs to allow positive learning outcomes, including the use of responsive toys and the inclusion of naturally occurring objects as toys. Suggestions for adapting toys relate to toy stabilization, toy extensions, toy attachment, and toy confinement. Suggestions are also offered for the following classroom learning centers: gross motor, fine motor, blocks, art, and dramatic play. The paper concludes by reiterating that selecting age-appropriate toys, adapting toys to children's needs, and designing centers that enhance development, caregivers can build an environment that promotes learning for all children. (KB) ED481092 Adapting and Modifying Toys for Children with Special Needs. 2003-11-00 Practitioners Teachers 9 N/A 2004 2016-11-21

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No Adolescents Adult Child Relationship After School Education After School Programs Children Staff Role Student Projects Teacher Student Relationship Teaching Methods Alexander, David Reports - Descriptive Project Approach (Katz and Chard) Wellesley Coll., MA. National Inst. on Out-of-School Time. English The increasing emphasis on student achievement and mastery test scores has many after-school programs struggling with the demand to improve academics and offer homework assistance, while also offering a well-balanced program providing opportunities for play and social interaction. This paper asserts that project-based activities can encourage learning while not creating an overly academic climate. Project-based activities are described as open-ended, challenging, and experimental in nature, thereby building on and furthering children's learning in a stimulating and creative way and maintaining the positives associated with play. The paper delineates the qualities of project-based activities, with accompanying illustrative examples. Key components of adult involvement in successful project-based activities are highlighted, including encouraging children to talk about what they are planning, helping to break the project task down into manageable activities, suggesting routes to accomplish a task, and supporting and applauding children's efforts. The paper points out that after-school programs that offer project-based experiences provide an enriching, supportive atmosphere that complements and furthers the learning that occurs during the regular school day and links appropriately with childrens play. A tip sheet on project-based activity concludes the paper, summarizing the qualities of good projects, adult involvement with learners in project-based learning, and reasons to use project-based activities in after-school programs. (KB) ED481093 The Learning that Lies between Play and Academics in After-School Programs. 2000-00-00 Practitioners 6 National Institute on Out-of-School Time, Wellesley College, 106 Central Street, Wellesley, MA 92481-8203. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.niost.org. For full text: http://www.niost.org/publications/learning_article.pdf. N/A 2004 2016-11-21

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No Caregiver Child Relationship Child Care Child Development Cultural Influences Developmentally Appropriate Practices Early Childhood Education Educational Philosophy Imagination Infant Care Infants Play Reflective Teaching Self Evaluation (Individuals) Toddlers Handler, June Moss Books Information Analyses Risk Taking Behavior Playfulness English This book explores how young children, within their cultural imperatives, struggle to discover who they are as cultural "members" interacting with others, as "makers" trying out and creating, and as "interpreters" making meaning and making new connections. Chapters in Part 1 emphasize the significance of a philosophical approach and its implications for infants, toddlers, and adults. The chapters stress the importance of considering the cultural background of each child, and outline the philosophical journeys of infants and toddlers as they become more human. Chapters in Part 2 examine how children claim and develop their sense of membership within a familial culture where they have opportunities to exercise their functional abilities. Chapters in Part 3 emphasize imagination as crucial to the growth of the infant and toddler as maker and to adult growth. The chapters focus on the child as maker, exploring and playing with the world in a variety of creative ways. Chapters in Part 4 highlight young children's reach toward autonomy and a sense of self as worthy, courageous, and capable of intimacy. The chapters focus on the child as interpreter, discussing children's sense of personhood; curiosity; capacity to use their bodies, minds, and feelings; their use of language; and their ability to form mental images and communicate. Chapters in Part 5 highlight the role of the spontaneous and innately creative imagination of children for their own mental, psychosocial, and psychophysical health. The chapters present the voices of children of various ages "talking" in "as if" voices and consider implications for child care. Each part of the book concludes with a list of "think about" questions for self evaluation and a list of resources. A complete list of the "Think Abouts" is appended. (Contains 121 references.) (KB) ED481094 Infants and Toddlers as Members, Makers, Interpreters: A Philosophical Journey. 2003-00-00 ISBN-0-7575-0587-2 149 Kendall/Hunt Customer Service, Kendall/Hunt Publishing Company, 4050 Westmark Drive, Dubuque, IA 52002($25). Tel: 800-228-0810 (Toll Free); Fax: 800-772-9165 (Toll Free). N/A 2004 2016-11-21

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Yes Access to Education Change Strategies Child Care Child Care Quality Early Childhood Education Educational Quality Foreign Countries Government Role Public Opinion Public Policy Social Attitudes Friendly, Martha Opinion Papers Speeches/Meeting Papers Access to Services Canada Social Policy Universal Preschool Canada Toronto Univ. (Ontario). Childcare Resource and Research Unit. English Arguing that quality early childhood education and care (ECEC) contributes to meeting goals that strengthen Canadians and Canadian society, this paper discusses the support found for ECEC within the nation; maintains that ECEC is a broad issue that bridges socioeconomic, ethnic, and regional divisions; and addresses the main problems and issues in developing a national system of ECEC in Canada. The paper begins with a discussion of the support for ECEC by diverse sectors of public policy and of the public at large. This section notes that the main problem is the absence of a coherent, well-developed national approach to ECEC. At the program delivery level, accessibility and quality are described as problematic. The paper then presents a long-term vision for quality ECEC nationwide and delineates guiding principles for program development. Suggestions are offered regarding the roles and responsibilities of the federal and provincial governments and for policy development, community involvement, planning, reporting on progress, knowledge sharing and research, and financing. A 4-year plan is presented involving: (1) articulation of the intention and the long-term goal of universally accessible high-quality ECEC to be developed within 10 to 15 years; (2) establishment of a Directorate for ECEC within the federal government; and (3) a fiscal commitment of new dollars that considers an initial policy development and planning period and provincial/territorial capabilities to use federal funds. The paper concludes by asserting that a renewed and reoriented federal strategy for a well-crafted national ECEC system addressing the needs and aspirations of all families must be at the heart of a renewed social policy mission for Canada in the twenty-first century. (KB) ED481095 Early Childhood Education and Care: An Issue for All Canadians. 2003-06-00 Policymakers 11 Childcare Resource & Research Unit, University of Toronto, 455 Spadina Avenue, Room 305, Toronto, Ontario M5S 2G8, Canada. Tel: 416-978-6895; Fax: 416-971-2139; e-mail: crru@chass.utoronto.ca; Web site: http://www.chidcarecanada.org. For full text: http://www.childcarecanada.org/pubs/pdf/ECEC_IssueforallCanadians.pdf. N/A 2004 2016-11-21

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No Adult Child Relationship Attitude Change Bias Consciousness Raising Early Childhood Education Ethnic Bias Individual Development Multicultural Education Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Racial Bias Reflective Teaching Self Esteem Social Bias Stereotypes Teacher Attitudes Teacher Student Relationship Values Education Jacobson, Tamar Books Reports - Descriptive Antibias Practices Barriers to Implementation English Despite having a genuine concern about racism and oppression, many early childhood teachers encounter significant feelings of discomfort as they try to implement antibias values in their classrooms. Based on the view that it is not possible to authentically teach children about acceptance without engaging in reflection upon one's own values and experiences, this book is primarily intended to help early childhood teachers learn how to examine what stands in their own way as they try to implement antibias values and practices. The book's focus is on teachers and teacher educators discomfort as they become aware of their own biases, and uses the author's self-reflection to illustrate the value of working through personal issues to strengthen one's work. Following the introductory chapter discussing teachers responsibilities and opportunities for consciousness raising, Chapter 2 discusses the nature of bias, patriarchy, and white privilege. Chapter 3 explores ways to confront the personal discomfort from various biases. Chapter 4 examines, in depth and at a personal level, the issue of teachers' self-esteem. Chapter 5 relates the story of an antibias support-supervision group created by early childhood teachers and administrators for the purpose of understanding personal bias. Chapter 6 focuses on the courage involved in antibias work and the need to develop empathy in order to develop compassion. The book concludes by reiterating that confronting the discomfort that bias causes teachers can clear the way for the development of an ideal early childhood program. (Contains 97 references.) (KB) ED481096 Confronting Our Discomfort: Clearing the Way for Anti-Bias in Early Childhood. 2003-00-00 ISBN-0-325-00569-9 Practitioners Teachers 143 Orders/Customer Service, Greenwood Publishing Group/Heinemann, P.O. Box 6926, Portsmouth, NH 03802-6926 ($17). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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Yes Classification Curriculum Development Educational Resources Elementary Secondary Education Foreign Countries Resource Materials Standards Textbook Preparation Textbook Selection Textbook Standards Watt, Michael G. Reports - Research Speeches/Meeting Papers Australia United Kingdom United States Australia United Kingdom United States English This paper summarizes the findings of a study examining the impact of standards-based and curriculum reforms on the role of curriculum materials in educational systems in the United Kingdom, the United States of America, and Australia. Concepts derived from a model of decision-oriented evaluation were applied to define a typology to classify various activities relating to the development, selection, and use of curriculum resources. The study focused on identifying activities to develop, select, and use materials by investigating two areas. First, the activities of publishers' associations and publishing companies in developing new materials to meet the needs of schools in implementing standards-based and curriculum reforms were analyzed to determine their impact on changing practices for selecting and using curriculum resources in educational systems. The findings of the study in the form of various activities relating to the development, selection, and use of curriculum resources were then classified according to categories defined in the typology. Data on the findings are presented in this report. (Contains 17 tables and 6 references.) (SLD) ED481097 The Role of Curriculum Resources in Three Countries: The Impact of National Curriculum Reforms in the United Kingdom, the United States of America, and Australia. 2002-00-00 53 N/A 2004 2016-11-21

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Yes Elementary Education Foreign Countries Related Services (Special Education) Special Education Special Education Teachers Teacher Attitudes Lin, Tsui-Ying Miller, Stephen K. Reports - Research Taiwan Taiwan National Center for Education Statistics (ED), Washington, DC. English This study examined the perceptions of special education teachers of special education in central Taiwan. Responses to a questionnaire were received from 176 teachers in central Taiwan, representing about 20% of the special education teachers in the central area. The 29 questionnaire items were grouped into 7 topics. Taiwanese elementary school special education teachers were generally in agreement that special education students need more help for their problems. They were generally positive about placement alternatives for special education students, although they were somewhat negative about the use of IQ scores and the actual effects of placement for students. They had somewhat favorable opinions about schools' capabilities for accommodating special education programs, but were split in their views of the quality of training for special needs students, and essentially neutral about their own roles in student placement, collaboration among different professionals in the field, and support groups working in special education. The study also reveals the lack of research about special education in Taiwan. Appendixes contain the English and Mandarin Chinese translations of the cover letter and survey instrument. (Contains 30 tables and 53 references.) (SLD) ED481098 Special Education Teachers' Perceptions of Special Education Issues in Central Taiwan Elementary Schools. 2003-09-00 96 N/A 2004 2016-11-21

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Yes Decision Making Diffusion (Communication) Educational Technology Elementary Secondary Education Resource Allocation School Districts State Programs Technological Advancement Miller, Stephen K. Brenner, Doris B. Reports - Research Speeches/Meeting Papers Kentucky Kentucky Education Reform Act 1990 Kentucky Kentucky Education Reform Act 1990 English Equity, the driving force of the Kentucky Education Reform Act of 1990, serves as the underpinning for an array of initiatives including the Kentucky Education Technology System (KETS). Sparse research exists on decision-making practices relative to equity measures associated with the distributions of KETS resources. The purpose of this exploratory study was to examine the decision-making process and its effects on discretionary practices affecting technology diffusion. Four districts were selected for maximum variation with respect to size and urban/rural designation within one administrative region of Kentucky. Findings indicate that key decision makers held similar positions (the school superintendent, instructional supervisors, and district technology coordinator), all districts acknowledged the value of KETS funding, and the process of implementation was complex. Differences across districts involved the degree of programmatic latitude available, responses to resource availability, political pressures, and extant levels of technological knowledge. Regarding equity, larger districts demonstrated greater levels of technology implementation including percentage of schools connected to the Internet and better teacher workstations ration, but more students using each KETS computer. All results must be viewed with caution based on the small sample of districts. Four appendixes contain a map of the districts and cover letters and instruments used in the study. (Contains 46 references.) (SLD) ED481099 Regional Decision-Making Practices in Technology Diffusion. 2002-03-00 62 N/A 2004 2016-11-21

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Yes Economic Factors Family Needs Grandchildren Grandparents Grandparents Raising Grandchildren Needs Assessment Parent Rights Psychological Needs Racicot, Lina Reports - Research Speeches/Meeting Papers English A recent report from the U.S. Census Bureau revealed that more than five million, or 7%, of U.S. children are being raised in grandparent-headed households. In many of these homes there is no biological parent in residence, and the grandparents have taken over the role of parenting. This family structure has gained enough residence to warrant the title "grandfamilies." This study developed a survey to study the social and emotional needs of grandparents and the educational, social, and emotional needs of the children. In a pilot study, the instrument was distributed through support groups in New England and through the Internet. The first 15 responses were chosen for preliminary analysis of the first 50 variables on the initial survey version. The participants were, for the most part, educated white middle-class married women with a mean age in the early fifties. Grandparents gave a variety of reasons why their child did not parent the grandchild, with substance abuse, teenage pregnancy, and incompetent parenting the most common. Many grandparents (73%) had legal custody of the child, and federal financial aid to help raise the child (children) was received by 40% of the grandparents. More than three-quarters of the grandparents were actively involved in a support group for themselves. Many grandparents agreed that their grandchildren had an attention-deficit disorder, and many thought that the educational needs of the children were not being well met. Among the issues grandparents identified, legal rights to strengthen the ability to adopt the grandchildren were frequently mentioned. Grandparents raising grandchildren frequently suffered financially, and often had feelings of isolation. The pilot study shows the usefulness of the approach and identifies research needs. The survey is attached. (Contains 2 figures and 25 references.) (SLD) ED481100 Understanding the Needs and Issues of Grandfamilies: A Survey of Grandparents Raising Grandchildren. A Pilot Study. 2003-04-00 32 N/A 2004 8/19/2004 23:49:21 RIEJUN2004 Paper presented at the Biennial Meeting of the Society for Research on Child Development (April 2003).

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Yes Case Studies Emotional Abuse Failure to Thrive Parent Child Relationship Parent Counseling Parent Education Young Children Racicot, Lina C. Reports - Descriptive English This paper explores the issues and possible etiologies associated with Non-Organic Failure To Thrive (NOFTT), a syndrome in which a child's weight gain deviates from an established pattern to become dramatically less than norms for age and sex. The case study of a 4-year-old named Lexis complements the literature review. Lexis remained small and displayed food refusal behavior leading to malnutrition and failure to thrive. NOFFT has been associated with lack of maternal care during infancy and lack of touch. In many cases, the mothers of NOFTT children do not recognize the problem, insisting that the child is merely small. Mothers of NOFTT children demonstrate fewer vocalizations, insensitivity to child cues, more negative emotional behavior, poor affective expression, and emotional unavailability. There is no one answer to preventing NOFTT, but maternal counseling and parenting classes are crucial to a child's recovery. Intervention should target the family as a whole. (Contains 18 references.) (SLD) ED481101 Lexis, My Little Fairy Princess: Literature Review and Case Report on Non-Organic Failure To Thrive (NOFTT). 2000-12-00 17 N/A 2004 8/19/2004 23:49:22 RIEJUN2004

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Yes Community Based Instruction (Disabilities) Developmental Delays Disabilities Early Intervention Parent Attitudes Parents Program Effectiveness Raciocot, Lina Shelley, Lynn Reports - Research Speeches/Meeting Papers English Since 1986, federal law has mandated that states provide appropriate early intervention for children from birth to age three with disability or developmental delay. Current federal legislation has focused on expanding services into natural environments other than the child's home. Natural environments are settings in which the child would be if he or she did not have a disability. In response to these policy changes, this study surveyed 23 parents involved with a New England early intervention center about their child's intervention services. Findings show that parents want services in natural community settings, but also like services in the home and at the intervention center. Parents also report some problems associated with natural environments, such as safety, confidentiality, disruptions, and cost. In addition, parents indicate that they would like children without disability or delay included in their child's play group. Parents have strong opinions about what is best for their child. Clearly, policy changes should not be implemented without understanding the needs and perceptions of the families. The survey is attached. (Contains 4 tables and 20 references.) (Author/SLD) ED481102 Parental Perceptions of Early Intervention: A Survey of Parents from a New England Early Intervention Center. 2000-10-00 22 N/A 2004 8/19/2004 23:49:24 RIEJUN2004 Paper presented at the Annual Meeting of the Northeastern Educational Research Association (October 2000).

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No Aboriginal Australians American Indian Education American Indian Students Canada Natives Cultural Maintenance Elementary Secondary Education Ethnicity Foreign Countries Higher Education Minority Group Teachers School Community Relationship Spirituality Student Experience Student School Relationship Teacher Education Programs Urban American Indians Urban Schools Ward, Angela Bouvier, Rita Books Reports - Descriptive Canada Australia Australia Canada English This book examines the differential educational experiences of Aboriginal peoples in urban centers--primarily in Canada, but also in Australia and the United States. Major themes of the book are maintenance of individual and collective Aboriginal identity, the impact on that identity of disconnection from the land, spirituality as the key to understanding Aboriginal world views, and the effects of a colonial legacy. The book's four sections illustrate the range of urban Aboriginal responses to city life, focusing on an overview of Aboriginal student experiences in urban intercultural classrooms; the stories of students who are particularly marginalized by poverty, cultural dislocation, and racism; the identity-affirming work of the Saskatchewan Urban Native Teacher Education Program; and interviews with Aboriginal and non-Aboriginal educators who have built intercultural coalitions through their work. Following an introduction by Angela Ward and Rita Bouvier, the 10 chapters are: (1) "'Magpie' Babies: Urban Aboriginal Students, Identity and Inequality in Education" (Carol Reid); (2) "Changing Perspectives on Intercultural Classrooms" (Angela Ward); (3) "Good Community Schools Are Sites of Educational Activism" (Rita Bouvier); (4) "On the Margins of the Middle: Aboriginal Girls in an Urban Middle School" (Heather A. Blair); (5) "'No Friends, Barely': A Voice from the Edge of Indian Identity" (Carol Leroy); (6) "'Getting To Know Us'" (Linda Wason-Ellam); (7) "Coyote: Experiences as a District Consultant" (Shauneen Pete-Willett); (8) "To Teach from the Soul" (Bente Huntley); (9) "Voices Given to Us: Contextual Theatre in an Urban Native Teacher Education Program" (Lon Borgerson); and (10) "Stories of the People: Success in Urban Settings, the Inner Strength of 'Indianness'" (Dottie Kingman, Bill Walters, Sharon Wells). "Closing Reflections" (Rita Bouvier, Angela Ward) ends the book. (Contains references in most chapters) (SV) ED481103 Resting Lightly on Mother Earth: The Aboriginal Experience in Urban Educational Settings. 2001-00-00 ISBN-1-55059-221-1 195 Detselig Enterprises Ltd., 210-1220 Kensington Road N.W., Calgary, Alberta T2N 3P5, Canada; Tel: 403-283-0900; e-mail: temeron@telusplanet.net ($26.95). N/A 2004 2016-11-21

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Yes Cooperative Learning Elementary Education Science Education Small Group Instruction Teacher Attitudes Teacher Behavior Ransdell, Mary Reports - Research English This study investigated teachers' beliefs and practices of cooperative learning, and strove to determine whether their observed teaching practices reflected their stated beliefs. Findings of the study revealed that teachers understood cooperative learning to mean small groups of students working together to accomplish a particular assignment. The teachers' stated conceptions about cooperative learning were congruent to their observed practices. The studied teachers' observed practices differed from those of noted scholars regarding the importance of the interdependence element of cooperative learning. (Author) ED481104 Cooperative Learning in Elementary Science Classrooms. 2003-00-00 19 N/A 2004 8/19/2004 23:49:27 RIEJUN2004

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Yes Children Factor Analysis Factor Structure Intelligence Tests Profiles Scores Kim, Se-Kang Davison, Mark L. Reports - Research Speeches/Meeting Papers Wechsler Intelligence Scale for Children III Wechsler Intelligence Scale for Children English A study was conducted to examine how principal components analysis (PCA) and Profile Analysis via Multidimensional Scaling (PAMS) can be used to diagnose individuals observed score profiles in terms of core profile patterns identified by each method. The standardization sample from the Wechsler Intelligence Scale for Children, Third Edition (WISC-III; 1991) was used. This sample of 2,200 cases included 200 children in each of 11 age groups from 6 to 16 years. Core profiles were estimated from PCA and PAMS analyses of the WISC-III standardization sample. Three principal components were obtained from PCA and two dimensions were identified by PAMS. When root mean squared deviations were computed from differences between observed score profiles and replicated score profiles by each method, the results indicate that the PAMS approach replicated the raw data better than the PCA approach did. The uses of both methods are discussed. (Contains 6 figures and 14 references.) (SLD) ED481105 Diagnose Test-Taker's Profile in Terms of Core Profile Patterns: Principal Component (PC) vs. Profile Analysis via MDS (PAMS) Approaches. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Case Method (Teaching Technique) Case Studies Constructivism (Learning) Evaluation Methods Professional Development Teacher Evaluation Teaching Methods Videotape Recordings Sudzina, Mary R. Reports - Descriptive Speeches/Meeting Papers English Problem-based learning and teaching with case studies are instructional approaches that are increasingly being applied in a variety of disciplines, such as business, law, medicine, and education. Although there are texts available that offer examples of what works and what to avoid when teaching with cases, instructors exposed to traditional teaching methods often struggle with visualizing how to apply these constructivist approaches to their own teaching. This paper discusses how one professor created a professional development videotape that attempts to model some of these pedagogical techniques for faculty and their students. (Author/SLD) ED481106 Creating and Producing a Videotape on Facilitating Case Discussions. 2003-07-00 7 N/A 2004 8/19/2004 23:49:31 RIEJUN2004 Paper presented at the International Conference for the World Association for Case Method Research and Case Method Application (20th, Bordeaux, France, July 9, 2003).

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Yes Academic Achievement Comparative Analysis Difficulty Level International Education International Studies Multidimensional Scaling Test Construction Test Format Test Items Translation Sireci, Stephen G. Gonzalez, Eugenio J. Reports - Research Speeches/Meeting Papers Third International Mathematics and Science Study Trends in International Mathematics and Science Study English International comparative educational studies make use of test instruments originally developed in English by international panels of experts, but that are ultimately administered in the language of instruction of the students. The comparability of the different language versions of these assessments is a critical issue in validating the comparative inferences drawn from the test results. This study analyzed data from the 1999 Third International Mathematics and Science Study (TIMSS) science assessment to evaluation the consistency of the structure of the item response data across different test versions. Individual differences multidimensional scaling analyses were used to evaluate data structure. The findings suggest that slight structural differences exist across countries, and that these differences are related to differences in item difficulty. The implications of these findings for better understanding of international comparisons of educational achievement, and for future research in this area, are discussed. (Contains 1 figure, 7 tables, and 26 references.) (Author/SLD) ED481107 Evaluating the Structural Equivalence of Tests Used in International Comparisons of Educational Achievement. 2003-04-00 29 N/A 2004 2016-11-21

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Yes Administrators Educational Quality Focus Groups Models Partnerships in Education Skills Teacher Education Catelli, Linda A. Reports - Research Speeches/Meeting Papers English In an effort to meet the new challenges for improving teacher education and student learning in P-12 schools in New York, and to develop a shared vision among partners of a National Council for Accreditation in Teacher Education (NCATE) conceptual framework, the faculty and staff of a school of education in New York conducted a school-college action research project to determine what is important to its partners in the preparation of quality teachers for the future. Data were collected from 123 partners who were invited to participate in the development of the conceptual framework. Over 4 months, six 2-hour focus groups were conducted, and participants completed questionnaires. Findings show that the Colleges internal and external partners share a vision of a teacher who is professionally confident, can write and speak English fluently, is compassionate, and is one who possesses in-depth knowledge of content and pedagogy. An updated version of the conceptual framework has been submitted to the NCATE as a step toward the development of a vision of a quality teacher. An appendix contains three illustrative figures. (Contains 14 references.) (Author/SLD) ED481108 School-College Partners: Action Research and Focus-Group Findings on What Is Important in Preparing Quality Teachers. 2003-04-00 20 N/A 2004 8/19/2004 23:49:35 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Prepared with the Dowling College Partners.

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Yes Action Research Evaluation Methods Partnerships in Education Professional Development Student Teachers Teacher Education Teacher Evaluation Videotape Recordings Catelli, Linda A. Reports - Research Speeches/Meeting Papers English In an effort to meet the new challenges for improving teacher education and student learning in P-12 schools in New York, and to develop a shared vision among partners of a National Council for Accreditation in Teacher Education (NCATE) conceptual framework, the faculty and staff of a school of education in New York conducted a school-college action research project to determine what is important to its partners in the preparation of quality teachers for the future. Data were collected from 123 partners who were invited to participate in the development of the conceptual framework. Over 4 months, six 2-hour focus groups were conducted, and participants completed questionnaires. Findings show that the Colleges internal and external partners share a vision of a teacher who is professionally confident, can write and speak English fluently, is compassionate, and is one who possesses in-depth knowledge of content and pedagogy. An up[dated version of the conceptual framework has been submitted to the NCATE as a step toward the development of a vision of a quality teacher. An appendix contains three illustrative figures. (Contains 14 references.) (Author/SLD) ED481109 Assessing Levels of Student-Teacher Videotape Classroom Performances in a School-College Partnership Project. 2002-04-00 22 N/A 2004 8/19/2004 23:49:37 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002). Prepared with the Dowling College Second Cohort of Action Researchers.

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Yes Academic Achievement Bilingual Education Bilingual Students Elementary Secondary Education English (Second Language) Mainstreaming Second Language Learning Test Results de Jong, Ester Reports - Research Speeches/Meeting Papers Exiting Students English This study examined the achievement patterns of former English Language Learners (ELLs) and explored whether time-related variables (length of program participation, grade level exited, and length of participation in the mainstream classroom) play a significant role in predicting academic achievement patterns for these exited students. The study focused on 40 grade 4 exited students (17 from Bilingual English (BE) and 25 from English as a Second Language (ESL)) and 75 eighth grade exited students (40 BE and 25 ESL). For fourth grade, the ESL exited students and the districts regular education students showed a similar distribution of scores in the three subject areas, but fewer ESL program students scored at the Proficient level in English Language Arts. Eight graders showed similar achievement patterns for English Language Arts and mathematics, but in science, more ESL exited students fell in to the failing category. More BE exited students scored in the Needs Improvement category than in the Proficient category for mathematics and science, a pattern different from that of regular education students. at fourth grade. Eighth grade exited BE students had scores that diverged from regular education, with more students failing mathematics and science. Achievement patterns for students who had attended a BE program were less sensitive to length of program attendance than those of ESL program students. Findings support the need to move away from a one-model-fits-all approach to more complex ways of meeting the needs of ELLs. (Contains 3 tables and 41 references.) (SLD) ED481110 After Exit: Achievement Patterns of Former English Language Learners. 2003-04-00 18 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Administrators Disabilities High Stakes Tests Regular Education Teachers Special Education Teachers Ward, Martin J. Montague, Nicole Linton, Thomas H. Reports - Research Restrictive Procedures English This study examined the issue of how the inclusion of students with disabilities is being achieved in the midst of the high-stakes testing environment of south Texas. Using a questionnaire mailed to general and special education teachers and school administrators, the study examined attitudes and practices concerning inclusion and testing. Responses were received from: 286 regular education teachers (35.3%); 91 special education teachers (45.5%); and 164 administrators (45.3%). Findings suggest that educators may benefit from a more thorough understanding of the concept of the least restrictive environment. Administrators indicate they were very knowledgeable about the provisions of the least restrictive environment guidelines and were interested in including students with disabilities in regular education classes. Regular education teachers were less familiar with the least restrictive environment and were less interested in having a student with a disability in their classrooms. Only 67% of special education teachers indicated confidence in their own understanding of the least restrictive environment. Findings also show few formalized collaborative partnerships to help with student inclusion. (Contains 14 references.) (SLD) ED481111 Including Students with Disabilities and Achieving Accountability: Educators' Emerging Challenge. 2003-03-00 18 N/A 2004 2016-11-21

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Yes Leadership Effectiveness Leadership Qualities Measurement Techniques Measures (Individuals) Personality Assessment Personality Traits Pisapia, John Coukos-Semmel, Eleni Reports - Evaluative Florida Atlantic University English Florida Atlantic University College of Education was commissioned by the South Florida Annenberg Challenge to develop and create five diagnostic and assessment instruments for leaders that will provide candidate information about: (1) personality skills related to leadership; (2) transformational leadership potential; (3) leadership skills; (4) written and oral communication skills; and (5) decision-making and task prioritization abilities. The instruments will be used to screen potential administrators. The final products will be on-line, self-administered instruments, and were expected to be completed by February 2003. This report addresses the first phase, an evaluation of existing leadership instruments to determine their applicability and psychometric strengths, by establishing a framework to guide the work and then providing an evaluation of the available assessment instruments for each section of the framework. Approximately 120 available instruments were reviewed. Two instruments, Benchmarks and Dimensions of Leadership Profile (DLP) were able to measure six of the eight leader attributes, but neither measured the attribute of aspiration. The DLP did not measure adaptiveness, and benchmarks was not able to measure attraction. One instrument could measure all four core functions, and four instruments could measure three of four core functions. The findings about the individual instruments are to be used in the development of the assessments for the project. Attachments include: (1) recommendations of the Technical Panel; (2) the third report to the Steering Committee; and (3) an appendix that lists the instruments and presents their profiles. (SLD) ED481112 Aligning Assessment Instruments with the Sterling Quality Criteria: Technical Report for the Teaching and Leadership Center at Florida Atlanta University. 2002-12-00 221 N/A 2004 2016-11-21

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No Clinical Diagnosis Counseling Counseling Techniques Emotional Disturbances Mental Health Psychiatry Roukema, Richard W. Books English This book is written in a simple, concise style for the layperson--and is packed with need-to-know information on adult psychiatric disorders, including their causes, approaches to treatment, and what caregivers can do to help. The book is promoted as an excellent text for introduction to psychiatry classes in colleges and nursing schools for helping students develop valuable knowledge and skills to apply in practice. This second edition has been extensively revised and updated with new information on diagnostic techniques and brain scans, the role of genetics, new medications and psychotherapeutic approaches, and more. In addition, it features a unique and illuminating look at mental health in our post-9/11 nation, including the rising incidence of posttraumatic stress disorder. (GCP) ED481113 What Every Patient, Family, Friend, and Caregiver Needs To Know about Psychiatry. 2nd Edition. 2003-00-00 ISBN-1-58562-110-2 Community 318 American Psychiatric Publishing, Inc., 1000 Wilson Boulevard, Suite 1825, Arlington, VA 22209-3901 (ISBN-1-58562-110-2, $19.95). Tel.: 703-907-7322; Tel.: 800-368-5777 (Toll free); Fax: 703-907-1091; E-mail: appi@psych.org. N/A 2004 8/19/2004 23:49:44 RIEJUN2004

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Yes Administrators Educational Quality Pilot Projects Professional Development Professional Services Program Effectiveness Program Evaluation Teacher Certification Teachers Dethlefs, Theresa M. Trent, Vickie Boody, Robert M. Lutz, Gene M. Robinson, Vicki Waack, William Reports - Research Iowa Iowa Iowa State Dept. of Education, Des Moines. English This study was conducted to investigate the effects of the National Board Certification Pilot Project in Iowa. Initiated in 1998, the Project provides monetary incentives for teacher certification, reimbursement for registration fees, and a support program for teachers pursuing certification. The effects of this program on teachers professional development, provision of professional services, teacher induction and retention, and teaching quality were studied. Overall, 564 of the 1,018 teachers surveyed responded (55%). In addition, 287 principals of teachers who have been involved in certification were also surveyed. And 134 responded (47%). General findings indicate that teachers who have been involved in National Board Certification in Iowa are more involved in professional development activities, and provide more professional services to their school districts. They also demonstrate significant differences in teaching quality when compared to teachers who have not been involved in the certification process. The survey instruments are attached, and an appendix contains supplemental data tables. (Contains 23 tables, 29 figures, and 8 references.) (SLD) ED481114 Impact Study of the National Board Certification Pilot Project in Iowa, Spring 2001. 2001-06-00 109 N/A 2004 2016-11-21

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Yes Age Differences Cognitive Ability College Students Formal Operations Higher Education Intellectual Development Longitudinal Studies Selective Admission Selective Colleges Thinking Skills Young Adults Anderson, David E. Reports - Research English The undergraduate liberal arts program is assumed to promote sophistication in thinking. At the same time, certain levels of cognitive ability are assumed to be present in students accepted into selective undergraduate colleges. Beginning in the fall of 1991, a long-term research study was undertaken at a small residential liberal arts college that was designed to test both of these assumptions. Some data were collected from each of the 1,7777 students who matriculated in fall 1991, 1992, and 1993. Students were assessed for formal operational ability and intellectual flexibility at the beginning of their freshman year, as sophomore, and finally as seniors. Although it is not possible to differentiate them from changes that might have occurred just because of the passage of time, the findings do suggest that the young adults in this sample did become less concrete and more formal thinkers over their college careers (percent concrete thinkers decreased from 21.8% to 7%). Participants also became less absolute and more evaluative in their approach to problems. (Contains 28 tables and 7 references.) (Author/SLD) ED481115 Longitudinal Study of the Development and Consequences of Formal Operations and Intellectual Flexibility. 2003-08-00 25 N/A 2004 8/19/2004 23:49:48 RIEJUN2004

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Yes Academic Achievement Achievement Tests High School Students High Schools Standardized Tests Teaching Methods Test Coaching Bowker, Mary Irish, Barbara Dissertations/Theses - Masters Theses Reports - Research English As an action research project, a program was developed to improve test-taking skills to increase standardized test scores. The targeted population was high school juniors in a small Midwestern community in west central Illinois. The problem of low standardized test achievement was documented through data that revealed that students fell below the state average in every category. The analysis of probable cause data revealed that students had not been prepared for standardized testing. Faculty reported that they believed in the importance of the tests, but did not take class time to coach for them. Reviews of statistics and research revealed that causes are rooted at home in economics and at school in instruction. A review of solution strategies suggested by knowledgeable others, combined with an analysis of problem setting, resulted in the selection of two major categories of intervention: encouraging students to become motivated to do well on standardized tests and designing and teaching test taking strategies to students. Postintervention data indicated that test-taking strategies could be taught. Based on the analysis of the data, the students showed an improvement on tracking during tests. With good teaching and the proper approach to tests, students scores increased. Teachers need to learn to teach such skills as: tracking, vocabulary clues, and reviewing answers to raise test scores. The research showed that with some effort this could be achieved. Four appendixes contain supplemental information. (Contains 2 tables, 4 figures, and 29 references.) (SLD) ED481116 Using Test-Taking Skills to Improve Students' Standardized Test Scores. 2003-05-00 50 N/A 2004 8/19/2004 23:49:49 RIEJUN2004 Masters action research project, Saint Xavier University and SkyLight Field-Based Masters Program.

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Yes Elementary Secondary Education Federal Legislation Standardized Tests Standards State Programs Test Construction Test Use Testing Programs Gandal, Matthew Opinion Papers Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English The new Elementary and Secondary Education Act amendments require states to begin annual testing in grades 3 through 8 in reading and mathematics by the 2005-2006 school year. Only 16 states currently have grade-by-grade tests in reading and mathematics, and only 9 of those have tests aligned with their standards, as the law requires. The rest of the states must fill in the blanks, and to do so, they need to consider whether states, the market, and the public are ready. Four scenarios suggest the different approaches the states might take: (1) purchasing ready-made tests; (2) letting districts use their own local tests; (3) developing new, customized tests; and (4) pooling resources with other states to develop new assessments. If past experience is a guide, the federal government may lay down markers and use the bully pulpit, but state leaders will have to address these testing problems themselves. (SLD) ED481117 Multiple Choices: How Will States Fill in the Blanks in Their Testing Systems? 2002-02-00 20 N/A 2004 2016-11-23

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No Accountability Educational Indicators Elections Elementary Secondary Education Political Influences Report Cards School Districts Sex Differences State Regulation Superintendents Miller-Whitehead, Marie Reports - Research Speeches/Meeting Papers Appointments Appointive Positions English This study examined Alabama and Tennessee state education report card data for 1998 through 2003. The purpose of the study was to determine whether there were measurable differences in reported accountability indicators between districts that elected and those that appointed superintendents. The study also examined trends in attrition and hiring or electing of male and female superintendents in city and county school districts. Personal interviews and published research indicated that the district superintendency is often a high-risk position. Turnover may be linked to district performance, as well as to factors not reported on district or state education report cards. The data consisted of accountability indicators for 128 Alabama public school districts and 138 Tennessee public school districts. The analysis used t-tests of statistical significance and a series of regression analyses to identify the relationships among the variables of interest. These included funding sources, student socioeconomic status, expenditure per pupil, and teacher education level. Results indicate significant differences in performance indicators between districts that elected and those that appointed superintendents (Alabama) and between city and county districts with appointed superintendents (Tennessee). Gender was a significant predictor on more indicators for the Tennessee report card data than for Alabama, although females were no more likely to be appointed than elected in either city or county school districts. Data for several high-risk districts, those that had as many as three or four superintendents in a 5-year period, were examined to determine if performance indicators were significantly different than for districts with lower superintendent turnover. Although a district on Caution or Alert status was linked to superintendent turnover, districts with the highest turnover rates were on Clear status. Forty-one percent of appointed and 45% of elected Alabama superintendents remained in office from 1999 to 2003. (Contains 5 tables and 23 references.) (Author/SLD) ED481118 Surviving the Superintendency: What District and State Education Report Cards Can Tell Us. 2003-11-00 32 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Foreign Countries Secondary Education Standards Test Use Gorard, Stephen Smith, Emma Reports - Descriptive United Kingdom United Kingdom English The validity of public examinations as measures of academic achievement is not perfect, and the generalizability of paper-and-pencil tests to real-life tasks is rather low. In the United Kingdom, small differences between levels of attainment on public examinations cannot be attributed to real differences in achievement. The comparability of achievement tests is reduced by changes over time, place, examination board, mode of examining, subject, and syllabus. A major thrust of this paper is to suggest that a consideration of standards or effectiveness is not a simple matter of counting and comparing. In fact, there is no real evidence of failing educational standards over time in Britain and no convincing evidence of underperformance relative to the educational systems of other developed nations. International comparisons and those based on local education agencies do suggest that comprehensive systems of schools based on parental choice tend to produce narrower social differences in intake and outcomes. Systems with more differentiation have greater gaps in attainment between social groups. The United Kingdom is in a reasonable comparative position. There are problems related to education, certainly, but the current examination system was designed to differentiate between candidates. This differentiation cannot be used, logically, as evidence of underattainment. (Contains 54 references.) (SLD) ED481119 Written Evidence for the Inquiry into Secondary Education: Student Achievement. 2003-00-00 16 N/A 2004 2016-11-21

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Yes Academic Achievement Computer Use Educational Technology Elementary School Students Elementary Secondary Education Secondary School Students State Programs Testing Programs Ravitz, Jason Mergendoller, John Rush, Wayne Reports - Research Speeches/Meeting Papers English This study explored questions about whether there is a positive or negative relationship between student computer use and achievement, and whether the result vary by the amount of school or home computer use. Findings from the Idaho Statewide Testing Program for 31,000 students from more than 300 schools show that in general there is an inverse relationship between in-school computer use and student achievement. However, there is an overall positive relationship between student achievement and computer proficiency (reported capability with a variety of software). It is important to note that the student software capability is related to use both at school and at home. Because of the differing interpretations that are possible and the importance of the topic, caution is urged. Researchers and policy makers must think carefully when interpreting correlational results between achievement and student technology use measures, regardless of whether the direction of the proposed relationship is positive or negative. (Author/SLD) ED481120 What's School Got to Do with It? Cautionary Tales about Correlations between Student Computer Use and Academic Achievement. 2002-04-00 11 N/A 2004 8/19/2004 23:49:56 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Academic Achievement Academically Gifted Bilingual Students Democratic Values Early Childhood Education Elementary Secondary Education Equal Education Higher Education Hispanic American Students Migrant Children Preservice Teacher Education Special Education Urban Schools Kloosterman, Valentina I., Ed. Books Collected Works - General English This collection of papers presents a historical account of how Latino students experience the U.S. school system from a Latino perspective. The 11 papers are: (1) "Contested Learning: Latino Education in the United States from the 1500s to the Present" (Guadalupe San Miguel, Jr.); (2) "Faces of the Future: Latino Children in Early Childhood Education Programs" (Luis A. Hernandez); (3) "Democratizing Latino Education: A Perspective on Elementary Education" (Lilia I. Bartolome); (4) "The Struggle of Access: The Achievement Trends of Latino Youth in Middle and High School" (Alberto M. Ochoa); (5) "Latino Students in Pursuit of Higher Education: What Helps or Hinders Their Success?" (Alana M. Zambone and Margarita Alicea-Saez); (6) "Bilingual Latino Students: The Contexts of Home and School" (Aquiles Iglesias and Leah C. Fabiano); (7) "Addressing the Needs of Latinos in Special Education" (Alba A. Ortiz); (8) "A Shameful Subject: The Condition of Latino Students in Gifted Education" (Valentina I. Kloosterman); (9) "Ensuring Success for Latino Migrant Students" (Velma D. Menchaca); (10) "Triumphs and Tragedies: The Urban Schooling of Latino Students" (Theresa Montano and Eloise Lopez Metcalfe); and (11) "The Role of Preservice Teacher Education in Serving Latino Students" (Keith J. Suranna). (Papers contain references; the book includes an index.) (SM) ED481121 Latino Students in American Schools: Historical and Contemporary Views. 2003-00-00 ISBN-0-89789-898-2 192 Praeger Publishers, 88 Post Road West, Westport, CT 06881 ($65). Web site: http://www.praeger.com. N/A 2004 8/19/2004 23:49:57 RIEJUN2004 Foreword by Virginia Gonzalez.

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Yes Counties Economic Development Economics of Education Educational Attainment Elementary Secondary Education Human Capital Models Nonmetropolitan Areas Rural Development Rural Economics Rural Education Henry, Mark Barkley, David Li, Haizhen Reports - Research Speeches/Meeting Papers United States (South) English Investigations of the linkages between improved schools and local economic development are rare. This paper considers several models that introduce human capital as a potential source of economic growth in the rural South. Results from various econometric models indicate that across the South, county per capita income growth rates from 1970 to 2000 were affected by the initial stock of human capital (percentage of adults with at least some college). The human capital influences were entered in standard growth regressions that were modified to capture spatial economic structure at the county level, thus including spatial lags and spatial error adjustments. For all nonmetro counties in the South, a standard-deviation increase in human capital stock in 1970 increased the real per capita income growth rate by 4 percent for the period 1970-2000 and 8 percent for 1980-2000. Increases in the initial human capital stock had the greatest influence on income growth in service-based counties and the least influence in mining counties. (Contains 28 references and many statistical equations and data tables) (SV) ED481122 Education and Nonmetropolitan Income Growth in the South. 2003-08-08 31 N/A 2004 2016-11-21

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No Adventure Education At Risk Persons Educational Philosophy Educational Practices Elementary Secondary Education Experiential Learning Foreign Countries Group Dynamics Outdoor Education Risk Therapeutic Environment Youth Programs Collected Works - Proceedings English A European conference convened 90 participants from 14 countries to consider "other ways of learning," such as experiential methods and aesthetic-sensual perception, which have been marginalized by the overemphasis on instrumental rationality in our societies and schools. This proceedings presents 18 papers and paper abstracts on outdoor education, adventure education, and experiential learning and their value in helping youth reclaim other ways of learning and redress the deficiencies of schooling. The papers are: (1) "Being Faithful to the Past in the Future: The Adventure as a Medium To Regain a Lost Approach to the World" (Peter Becker); (2) "From the Humanism to the Bioparadigm in (Adventure) Education" (Juha Suoranta); (3) "What Is Outdoor Education? The Didactic Implications of Learning on the Context of Landscape" (Anders Szczepanski); (4) "The Meaning of 'Friluftsliv'" (Johan Ohman); (5) "Outdoor Education in Relation to Leadership and Group Processes" (Urban Bergsten, Jan Seger); (6) "The Ambivalent Sense of Place in Outdoor, Environmental and Adventure Education" (Klas Sandell); (7) "Outdoor Activity Patterns in Physical Education Students in New Zealand and Denmark" (Erik Mygind, Mike Boyes); (8) "Hegemonic Struggles in Outdoor Adventure Education? A Question of Gender and Difference" (Barbara Humberstone); (9) "Tacit Knowledge and Cultural Reproduction of Gender in Norwegian Outdoor Life" (Kirsti Pedersen); (10) "The Crunch: An Initiative To Renew Rites of Passage for Young People" (Eric Maddern); (11) "Unemployment and Education" (Hermann Rademacker); (12) "Outdoor, Adventure and Experiential Learning in Projects for Unemployed Male and Female Youngsters" (Susanne Kaiser); (13) "Violences et activite de pleine nature" (David Le Breton); (14) "Critical Pedagogics and the Work of Outdoor Adventure Education: Experiential Learning as It May Be Today and Tomorrow" (Steve Bowles); (15) "Food for Thought: Eating Disorders and Outdoor Adventure" (Kaye Richards, Linda Allin); (16) "Working with Disaffection and Risk Behaviours" (Steve Lenartowicz); (17) "Educational and Therapeutic Uses of High-Risk Outdoor Activities" (Francois Chobeaux); and (18) "Learning Outdoors: Encounters with Complexity" (Peter Higgins). (Contains references in most papers and a list of participants) (SV) ED481123 Other Ways of Learning: Outdoor Adventure Education and Experiential Learning in School and Youth Work. Proceedings of the European Congress for Outdoor Adventure Education and Experiential Learning (4th, Rimforsa, Sweden, September 9-13, 2000). 2001-00-00 112 EOE, Biegenstrasse 40, D-35037 Marburg, Germany; email: kontakt@bsj-marburg.de (15 Euros). N/A 2004 8/19/2004 23:50:00 RIEJUN2004 Produced by the European Institute for Outdoor Adventure Education and Experiential Learning.

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Yes After School Programs Case Studies Needs Assessment Pilot Projects School Age Child Care Nagle, Ami Reports - Descriptive Asset Mapping Children's Action Alliance, Phoenix, AZ. English In 2001, Arizona's Children's Action Alliance (CCA) developed a resource for community groups interested in exploring the need for care for school-age children. Titled "School-Age Care Tool Kit: A Guide for Measuring Needs in Your Community," the resource provided step-by-step advice to community organizations on how to identify the need for programs for school-age children and how to assess existing program resources available in the community. More recently--and with a Safe and Drug Free Schools grant, CCA identified two Arizona communities to serve as "pilot sites" to conduct an after-school needs and assets assessment. This report is designed to augment the Tool-Kit by providing case studies of the pilot projects in Tucson and Scottsdale, summarizing lessons learned, and providing the tools and instruments used in both communities. Lessons learned include the following: build on existing efforts rather than spending time on creating new committees or processes; engage the community in the needs assessment process; and secure adequate resources for conducting the needs assessment. The report's six appendices include the Tucson parent survey and results, other materials pertaining to the Tucson site, and a draft of the Scottsdale parent survey. (HTH) ED481124 What Is the Need for School-Age Care? Lessons from Two Communities. 2003-04-00 Policymakers 40 Children's Action Alliance, 4001 North Third Street, Suite 160, Phoenix, AZ 85012. Tel: 602-266-0707; Fax: 602-263-8792; e-mail: caa@azchildren.org; Web site: http://www.azchildren.org. For full text: http://www.azchildren.org/caa/_mainpages/publications/_school_age_care_.pdf. N/A 2004 2016-11-21

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No Class Activities Cultural Pluralism Developmentally Appropriate Practices Disabilities Individual Differences Learning Activities Multicultural Education Music Activities Preschool Curriculum Preschool Education Self Concept Songs Special Needs Students Student Diversity Moomaw, Sally Books Guides - Classroom - Teacher English Based on a musical celebration of children's diversity, this early childhood curriculum guide provides guidance in using the compact disk "Nobody Else Like Me" to help children think critically about and appreciate differences and similarities among people. The guide is organized into 12 sections, each focusing on one of the songs from the disk, and containing an introduction to each song's developmental content, sheet music and lyrics, and activities appropriate for children ages 3 to 8 to explore the topic of each song. Each activity section includes a list of relevant children's and adult's books, and many have adaptations for children with disabilities. The song and relevant topics explored in each section are: (1) "Hello, Hello, Hello," using greeting words to welcome and communicate with children who speak other languages; (2) "Kye Kye Kule," learning traditional African and African American songs to help children understand similarities among peoples; (3) "Nobody Else Like Me," helping children understand how they fit into their family, neighborhood, and community; (4) "Special Kids," focusing on every child's uniqueness; (5) "A Little Like You and a Little Like Me," exploring variations in physical attributes, emotions, and families to celebrate the uniqueness of each individual and their commonality as people; (6) "I See with My Hands, emphasizing the senses and the use of touch to compensate for blindnes"; (7) "Twins," focusing on human and animal twins and individual uniqueness; (8) "A Kid Like Me," concentrating on children's role choices as adults; (9) "May There Always be Sunshine," providing in three languages calming and reassuring messages to children; (10) "Walkin' on My Wheels," raising children's awareness of mobility disabilities; (11) "Harry's Glasses," giving children an opportunity to discuss vision and prepare for an optometrist visit; and (12) "Everything Possible," focusing on the importance of human connections and the many possibilities for children's lives. (KB) ED481125 Nobody Else Like Me: Activities To Celebrate Diversity. 2002-00-00 ISBN-1-929610-01-7 Practitioners Teachers 159 Redleaf Press, 450 North Syndicate, Suite 5, St. Paul, MN 55104-4125 ($22.95). Tel: 800-423-8309 (Toll Free); Fax: 800-641-0115 (Toll Free); Web site: http://www.redleafpress.org. N/A 2004 8/19/2004 23:50:03 RIEJUN2004 Based on the CD by Cathy Fink and Marcy Marxer.

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Yes Academic Standards Educational Improvement Educational Indicators Educational Quality Elementary Secondary Education Graduation Requirements High Schools Parent Materials Public Schools Standardized Tests State Standards Guides - Non-Classroom Virginia Virginia Standards of Learning Program Virginia Virginia State Dept. of Education, Richmond. English Virginia's Standards of Learning Program is designed to provide a set of standards reflecting the commonwealth's expectations for student learning and achievement in grades K-12. The program also measures student learning through statewide testing on the standards in grades 3, 5, and 8 and for certain high school courses; enhances teacher competence through teacher training; ensures a quality education through school accountability; and maintains communication with parents of student progress through school performance report cards. This guide provides information to parents regarding the development of Virginia's core standards in the areas of English, math, science, history and social sciences and computer technology, and describes how student learning is measured and reported to parents. The guide also includes sample test questions from tests for students in Grades K through 3, Grades 4 and 5, and Grades 6 through 8; and lists ways parents can help their child succeed in school. High school graduation requirements are delineated, including requirements for a standard diploma, an advanced studies diploma, and a modified standard diploma. Answers to frequently asked questions and a list of the commonwealth board of education complete the guide. (KB) ED481126 Every Child Can Succeed: A Parent's Guide to Virginia's Standards of Learning Program. 2001-00-00 Parents 20 Virginia Department of Education, P.O. Box 2120, Richmond, VA 23218. Tel: 800-292-3820 (Toll Free); e-mail: instruction@mail.va.K12ed.edu; Web site: http://www.pen.K12.va.us. For full text: http://www.pen.K12.va.us/VDOE/Parents/parentshandbook.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Benchmarking Developmentally Appropriate Practices Early Childhood Education Educational Indicators Emergent Literacy Family Literacy Preschool Children Preschool Curriculum Preschool Education State Standards Guides - Non-Classroom Project Head Start Arizona Indicators Arizona Arizona State Dept. of Education, Phoenix. English In an effort to provide a sound basis for educational accountability for preschool programs, the Arizona Early Childhood Education (ECE) Standards were developed as a framework for literacy-based programs for 3- and 4-year-olds and to provide parents with a basic understanding of indicators of early learning. These standards, to be adopted by Arizona's Family Literacy Programs in July 2004, will be used in combination with to-be-developed standards for English Language Learners and the Parents and Children Together components of family literacy programs and a comprehensive professional development program. This guide details the standards, including their development. The standards are organized within six broad domains: (1) language and literacy; (2) mathematics; (3) science; (4) physical development; (5) health and safety; (6) social and emotional development; and (7) the arts. Within each domain are several components: a rationale statement, a context statement for each standard within each domain, a standard statement, benchmark statements, and corresponding indicators and sub-indicators. Each standard progresses from broad, general statements to specific, measurable delineations of skills and concepts. Standards, related benchmarks, indicators, and sub-indicators are listed in a loose developmental progression from Phase 1 to Phase 3, with Phase 3 describing the ideal experiences and knowledge of entering kindergartners. Included with each indicator or sub-indicator are examples to make the standards more accessible to teachers and parents and an indication of the correlating K-12 standards. The guide concludes with a glossary of relevant terms and concepts. (KB) ED481127 Arizona Early Childhood Education Standards. 2003-06-00 Administrators Practitioners Teachers 109 Arizona Department of Education, Early Childhood Programs, 1535 W. Jefferson, Bin #15, Phoenix, AZ 85007. Tel: 602-364-1530; Fax: 602-542-2730; Web site: http://www.ade.state.az.us. For full text: http://www.ade.state.az.us/earlychildhood/ecestandards.asp. N/A 2004 2016-11-21

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Yes Bibliographies Caregiver Child Relationship Child Care Child Care Quality Child Development Child Health Child Safety Cognitive Development Early Experience Educational Quality Emotional Development Infant Care Infants Interpersonal Relationship Learning Activities Physical Development Self Concept Social Development State Standards Toddlers Guides - Non-Classroom Arkansas Arkansas English Noting that children must receive nurturing, consistent care during the first 3 years of life in order to reach their full potential as curious, confident, and able life-long learners and contributing members of their families and communities, this guide presents a framework to assist Arkansas caregivers in providing such care for infants and toddlers. The guide is organized into two major sections. Section 1 describes the elements essential to quality care (relationships, physical and program environment, child health and safety, program experiences, and respect and celebration of diversity) and six intertwining strands of development that unite essential elements of quality programs: (1) self concept development; (2) emotional development; (3) social development; (4) language development; (5) physical development; and (6) cognitive development. For each developmental strand, the guide delineates ways caregivers support the child's development and provides examples of development in a particular area. Appended to Section 1 are principles of assessment for infants and toddlers and a discussion of the importance of professional development and training for caregivers of infants and toddlers. Section 2, the bulk of the document, expands upon the framework by presenting developmental benchmarks with suggested strategies and activities for use by caregivers as they plan for infants and toddlers in their care. For each strand, developmental benchmarks are identified, with examples provided for young infants, mobile infants, and toddlers. General and specific caregiver strategies to promote development in each strand are also presented. Completing the document is a 100-item bibliography of children's literature for infants and toddlers, suggestions for selecting books for infants and toddlers, and a glossary of relevant terms. (KB) ED481128 Arkansas Framework for Infant and Toddler Care. 2002-07-00 Practitioners Teachers 77 Arkansas Department of Human Services, Division of Child Care and Early Childhood Education, P.O. Box 1437, Slot S140, Little Rock, AR 72203. Tel: 800-682-1550 (Toll Free); Tel: 501-682-4891; Fax: 501-682-2317; Web site: http://www.state.ar.us. For full text: http:www.arkansas.gov/childcare. N/A 2004 2016-11-21

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Yes Child Development Early Childhood Education Educational Improvement Educational Quality Models Preschool Curriculum Preschool Education Professional Development Rating Scales State Legislation State Standards Student Evaluation Teacher Student Relationship Reports - Descriptive Tests/Questionnaires Arkansas Arkansas English In 1995, the Arkansas Early Childhood Education (ECE) Framework was developed to shape and guide quality programs in early childhood education and to guide children through a successful transition to a kindergarten curriculum based on the Arkansas K-12 curriculum frameworks. This guide, organized in three sections, presents the original ECE framework, benchmarks and suggested activities, and an assessment instrument. Section 1, which includes a mission statement, describes essential elements and the developmental learning strands that should be evident in quality early childhood education programs. Vignettes in this section illustrate various learning strands, address related issues such as assessment and professional development, and incorporate a glossary of significant terms and concepts. Essential program elements relate to the physical and social/emotional environment, respect for cultural diversity and individual differences, relationships with families, and strategies that support learning. The developmental learning strands are: (1) social emotional development (acting independently, experiencing success, and interacting socially); (2) creative/aesthetic learning (self expression and sensitivity to the arts); (3) cognitive/intellectual learning (communication, problem solving, choice behavior, exploration, experimentation, and questioning); (4) physical development (health, nutrition, fitness, and fine and gross motor coordination); and (5) language (conversation, vocabulary, receptive and expressive language). Appended to Section 1 are discussions regarding assessment, professional development and training, and a glossary. Section 2, added in 1999, expands upon the framework to provide a bridge to revised K-12 frameworks. This section includes benchmarks for each developmental learning strand and suggested strategies and activities for 3- and 4-year-olds. Some of the strategies are specific to children learning English as a second language, children with limited English proficiency, and children with special needs. Section 3, contains the ECE framework developmental rating scale, added in 1999, for use in student assessment in combination with teacher observations and portfolios. (KB) ED481129 Arkansas Early Childhood Education Framework. 1999-07-00 Administrators Practitioners 99 Arkansas Department of Human Services, Division of Child Care and Early Childhood Education, P.O. Box 1437, Donaghey Plaza South, Slot S140, Little Rock, AR 72203-4608. Tel: 800-682-1550 (Toll Free); Tel: 501-682-4891; Fax: 501-682-2317; Web site: http://www.state.ar.us. For full text: http://www.arkansas.gov/childcare/ARKANSAS EARLY CHILDHOOD EDUCATION FRAMEWORK.pdf. N/A 2004 2016-11-21

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Yes Access to Computers Accessibility (for Disabled) Computer Use Disabilities Guidelines Legal Responsibility Physical Disabilities World Wide Web Wheaton, Joe E. Granello, Paul F. Information Analyses Americans with Disabilities Act 1990 Rehabilitation Act 1973 Web Page Design Americans with Disabilities Act 1990 Rehabilitation Act 1973 English The Internet is a growing source of information for persons worldwide, but for many people with disabilities the Internet can be a confusing jumble of images, frames, scripts, and colors that make little sense. Although learning how to make Web pages accessible to all takes some effort, it is effort well spent for one very good reason: accessibility is for everyone. This document gives a brief overview of the two main laws related to accessibility (the Americans with Disabilities Act and Section 508 of the Rehabilitation Act). It then addresses the 14 guidelines developed by the Web Accessibility Initiative (WAI). Finally it identifies free resources for Web page designers. (Contains 25 references and resources.) (Author) ED481130 Designing Web Pages That Are Usable and Accessible to All. 2003-11-00 Practitioners Counselors 17 N/A 2004 2016-11-21

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Yes Counseling Counselor Training Curriculum Design Curriculum Development Experiential Learning Instructional Development Skill Development Technology Technology Education Lewis, Jacqueline Coursol, Diane Guides - Classroom - Teacher Online Counseling English The purpose of this document is to describe the development and implementation of a course in technology in counselor education. The main goal of the course was to provide students with an overview of the use and application of technology in counseling and related fields. The four objectives of the course were to: (a) provide an introduction to the use and application of hardware and software solutions; (b) afford opportunities for hands-on experience with technology; (c) provide an arena for students to demonstrate their technology skills; and (d) to enhance technology skills and knowledge in a variety of counseling specialization areas. The document details syllabus development topics covered, assignments, technology requirements for implementing the course, and pedagogical implications. It also highlights the application of the various emerging technologies, such as video conferencing, digital media development, and e-learning instruction tools for the counseling profession. (Contains 42 references.) (Author) ED481131 Counselor Preparation for a Cyber World: Curriculum Design and Development. 2003-11-00 Practitioners Counselors Teachers 18 N/A 2004 2016-11-21

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Yes CD ROMs Computer Mediated Communication Counselor Educators Counselor Supervision Counselor Training Distance Education Editing Interactive Video Production Techniques Telecourses Video Equipment Baltimore, Michael L. Guides - Classroom - Teacher DVD Technology English This document addresses video production as it relates to counselor education. Groundwork for infusing video production technology is covered, including the video production process, equipment, computer technology that assists in production, video editing, and final production. In addition, three important formats will be discussed. First is the use of the produced video for streaming on the Internet. Simple procedures for embedding video in PowerPoint slide presentations can be easily achieved. This process can be aimed at distance learning, website enhanced content, and other purposes. A second use for produced video is that of the interactive CD-ROM, a medium also becoming readily accessible, that allows for supplemental or stand-alone content for learning. Finally, a new and exciting format is that of the Digital Video Disc (DVD). A discussion of this editing and production process will show its applicability to teaching and training. (Contains 17 references.) (Author) ED481132 Multimedia in the Counselor Education Classroom: Transforming Learning with Video Technology. 2003-11-00 Counselors Teachers Practitioners 24 N/A 2004 2016-11-21

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Yes Career Counseling Counseling Counselor Educators Counselor Training Curriculum Design Curriculum Development Distance Education Guidelines Online Courses Technology Uses in Education Albrecht, Annette C. Jones, Dennis G. Guides - Classroom - Teacher English Cyberlearning provides opportunities to many individuals who may not be able to participate in traditional campus-based counselor preparation programs. However, these opportunities will only be fruitful for the students if the online learning experience is of the highest quality. Thus, planning is an essential component of developing a high quality online course. This document discusses a conceptual framework for counselor educators who are considering entering the realm of cyberlearning. Specifically, the framework addresses the issues of pre-planning, course-level planning, and lesson-level planning. In addition, intertwined throughout the document is an example of how this conceptual framework could be applied to an online career development course. (Contains 38 references.) (Author) ED481133 Planning for CyberLearning: A Framework for Counselor Educators. 2003-11-00 Practitioners Counselors Teachers 26 N/A 2004 8/19/2004 23:50:20 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes Change Strategies Computers Counselor Attitudes Counselor Educators Counselors Educational Technology Internet Professional Training Resistance to Change Technology Integration Jencius, Marty Paez, Susan Information Analyses English Adopting and addressing the use of technology by counselors and by counselor educators is not a new task that has emerged with the creation of the Internet. Some of the attitudinal barriers to the adoption of technology are identified. Barriers such as resistance to change or cyberphobia; lack of resources and support; time constraints; learning styles and technology styles; and larger system issues are discussed. Approaches to teaching; pairing novices with experts; one-on-one support; achievable developmental competencies for guidance; and counselor and client incentives need to be emphasized to make technology use more attractive and real to the counselor or counselor educator. This article explores the contemporary definition of a counselor Luddite, looks at scales used to measure attitudes toward computers, and suggests obstacles and ways to overcome them in working with technology-resistant counselors and counselor educators. (Contains 69 references and 2 tables.) (Author) ED481134 Converting Counselor Luddites: Winning Over Technology-Resistant Counselors. 2003-11-00 Counselors Teachers Practitioners 36 N/A 2004 8/19/2004 23:50:22 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes Counselor Educators Counselor Training Counselors Information Retrieval Internet Minimum Competencies Online Searching Skill Development Technology Technology Education Web Sites World Wide Web Keller, Thomas J. Goodman, Ronald W. Information Analyses Council for Accred of Counsel and Relat Educ Prog English This article presents Internet websites that align with the Council for Accreditation of Counseling and Related Educational Program's (CACREP) eight common core knowledge areas. The core areas include Professional Identity; Social and Cultural Diversity; Human Growth and Development; Career Development; Helping Relationships; Group Work; Assessment; and Research and Program Evaluation. The goals of the article are threefold: (1) to encourage persons new to technology to explore the Internet and advance their technology skills; (2) to demonstrate a systematic way of organizing an Internet search; and (3) to provide Internet resource information for counselors, counselor educators, and counseling students. The eight CACREP core knowledge areas are presented with suggestions for websites. A description of each knowledge area is offered in abbreviated format following the titles. (ADT) ED481135 Supporting CACREP Programs and Curriculum with World Wide Web Resources. 2003-11-00 Practitioners Counselors Students Teachers 20 N/A 2004 2016-11-21

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Yes Counseling Effectiveness Counseling Services Counseling Techniques Delivery Systems Information Services Internet Social Support Groups Tyler, J. Michael Guth, Lorraine J. Information Analyses Cultural Myths Online Counseling English In a relatively brief period of time, many clinicians and agencies have sought to use the World Wide Web as a means to access clients, impart information, advertise, or educate. Increasingly, counselors and other mental health professionals are seeking to provide or to supplement client services over the Internet. Unfortunately, amidst all the hype and publicity, the reality of counseling services that are currently provided over the Internet may be misunderstood. This article helps to clarify the realities and dispel some myths surrounding online counseling services. First, definitions of counseling will be considered to help the reader determine if online services are counseling, or if they may be better termed as educational, consultative, or supportive services. Second, research addressing elements necessary for effective counseling will be reviewed to help the reader consider the potential effectiveness of services and where additional improvements may be of help. Third, the article reviews the range of services that are readily available on the Internet. Finally, attempts are made to consolidate this information in preparation for additional information that focuses on specific online counseling activities. (Contains 37 references.) (Author) ED481136 Understanding Online Counseling Services through a Review of Definitions and Elements Necessary for Change. 2003-11-00 20 N/A 2004 2016-11-21

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Yes Career Counseling Career Information Systems Counseling Services Delivery Systems Distance Education Employment Counselors Outreach Programs Program Development Program Implementation Malone, James F. Miller, Karen S. Miller, Randy M. Reports - Descriptive English This document describes a distance career counseling program developed over several years by a multidisciplinary team of career counseling, technology, and business development experts. The program, called ReadyMinds, provides personalized distance career counseling to a range of clients: undergraduate and graduate students as well as alumni seeking to make career changes. The counselors employ a proprietary methodology and a structured program that maximize the use of real world resources. ReadyMinds helps clients focus on their current and future career planning and provides them with concrete career development strategies to help them achieve their goals. The program differs from open-ended counseling relationships in that it is a need-based approach focusing on more immediate goals. It is structured to allow both client and counselor to move quickly towards developing a plan of action. This document chronicles the development of the program, and depicts the services provided to a typical client. (Contains 12 references.) (Author/ADT) ED481137 The Evolution of a Distance Career Counseling Model: Implications for Training, Practice and Supervision of Cybercounselors. 2003-11-00 Counselors Practitioners Students 34 N/A 2004 8/19/2004 23:50:27 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes Computer Mediated Communication Counseling Counselor Client Relationship Electronic Mail Evaluation Integrated Activities Internet Interpersonal Communication Technology Integration Jones, W. Paul Information Analyses Online Counseling Streaming Video Chat Rooms English The premise of this document is that an optimistic view of the relationship between counseling and testing services is warranted in the new century. The document focuses on the integration of testing and counseling via the Internet. Advantages and concerns related to both e-mail interactions and chat and/or video-conferencing are considered. The primary objectives are to identify and describe: (1) the types of online appraisal which can most easily be integrated in the practice of cybercounseling; (2) the factors to consider in selection of the delivery mode for the online appraisal; and (3) the special considerations related to online appraisal. (Author/ADT) ED481138 Testing and Counseling: A Marriage Saved By the Internet. 2003-11-00 Counselors Practitioners 22 N/A 2004 2016-11-21

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Yes Codes of Ethics Computer Mediated Communication Confidentiality Counseling Counseling Techniques Counselor Role Electronic Mail Guidelines Help Seeking Internet Mental Health Outreach Programs Mitchell, Dan L. Murphy, Lawrence Opinion Papers Online Counseling English The intention of those in the helping professions is to support and heal those who seek out their professional assistance. Ethics are based on the ongoing collective development of professional experience, the natural outflow of desire to care effectively for the needs of fellow human beings. Ethics help define what is and what is not an effective means of providing professional care. This document examines several ethical issues pertaining to telemental-health. It first considers this topic from the perspective of professional organizations. It then explores numerous specific ethical issues pertaining to the use of e-mail by individual professional helpers and offers suggestions for awareness and action. (Contains 11 references.) (Author) ED481139 E-mail Rules! Organizations and Individuals Creating Ethical Excellence in Telemental-Health. 2003-11-00 Counselors Practitioners 17 N/A 2004 2016-11-21

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Yes Change Strategies Counseling Techniques Cross Cultural Training Cultural Differences Cultural Pluralism Emotional Problems Outreach Programs Social Support Groups Gary, Juneau Mahan Information Analyses Online Counseling English Computer technology is altering the way people cope with emotional distress. Computers enable people worldwide and from all cultural groups to give and receive emotional support when it may be culturally stigmatizing to seek face-to-face support or when support services are limited or non-existent. Online support groups attract a broad range of participants. They vary in age, occupation, gender, and marital status. In this document the importance of cultural awareness, cultural sensitivity, and cultural stigmas related to seeking emotional support through online support groups is discussed. Pertinent cultural issues include influence of a Western value system; cultural issues for group leaders; cultural benefits; and cultural limitations, as well as an overview of online support groups. It is assumed that the reader possesses basic computer skills and understands computer terminology, but may be unfamiliar with the cultural issues of online support groups. (Contains 52 references and 3 tables.) (Author) ED481140 Cultural and Global Linkages of Emotional Support through Online Support Groups. 2003-11-00 Counselors Practitioners 30 N/A 2004 2016-11-21

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Yes Counseling Counseling Techniques Delivery Systems Models Outreach Programs Program Implementation Self Help Programs Staff Development Web Sites Sampson, James P., Jr. Carr, Darrin L. Panke, Julia Arkin, Scott Vernick, Stacie H. Minvielle, Meagan Reports - Descriptive Online Counseling Web Site Design English Web sites that support counseling and the use of self-help resources are often used as an integral part of services delivered by organizations. Given the organizational context of these Web sites, effective implementation of these sites within organizations contributes to the overall quality of available resources and services. This document presents a seven-step model for implementing Internet Web sites within organizations that deliver counseling and self-help resources. It beings with a discussion of the use of implementation models to enhance service delivery and continues with a description of a seven-step implementation process and an acknowledgment of the continuing nature of implementation. It concludes with suggestions for maximizing staff collaboration in implementation. (Contains 12 references, 1 table, and 1 figure.) (Author) ED481141 Implementing Internet Web Sites in Counseling Services. 2003-11-00 Counselors Practitioners Support Staff 13 N/A 2004 2016-11-21

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Yes CD ROMs Counselor Educators Counselor Supervision Counselor Training Delivery Systems Online Systems Professional Training Program Development Supervision Technology Uses in Education Baltimore, Michael L. Brown, Lori Reports - Descriptive English Interactive training approaches are used in industry and business for on-demand and compulsory training. However, use by counselor educators has been slow in developing this potential area of growth. Given current technologies, uses for interactive, easily created materials can become an important addition to the training of professional counselors in classrooms, by distance learning, in web-based training and, importantly, as a stand-alone product for increasing skill. Recently a self-directed interactive CD-ROM training program, Clinical Supervisor Training: An Interactive Training Program for the Helping Professions, was developed by the authors. The training package presents a format for the use of current technologies for enhancing training and teaching efforts of educators, particularly counselor educators. The focus of the program is clinical supervision. While this discipline lends itself to the use of computer-based interactivity, it is the premise of this document that many other areas of teaching and learning also can be enhanced by these methods. In fact, while this document covers details of the creation and development of the CD-ROM and training manual that accompanies the program, similar processes can be adapted for almost all areas within counselor education. (Author) ED481142 On-Demand Interactive Clinical Supervision Training: Using Multimedia for Building Basic Skills in Supervision. 2003-11-00 Counselors Practitioners Teachers 17 N/A 2004 8/19/2004 23:50:36 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes CD ROMs Computer Assisted Instruction Counselor Educators Counselor Training Delivery Systems Instruction Online Systems Professional Training Program Development Technology Uses in Education Granello, Paul F. Wheaton, Joe E. Reports - Descriptive English Limited literature concerning computer technology exists in the field of counselor education despite the increasing use of technology as a method of instructional delivery. The use of computers to aid or mediate instruction is rapidly becoming commonplace in many counselor education programs, yet little is known about the pedagogical advantages of such instructional methods for student learning. The primary focus of this document is to relate thoughts about Computer Assisted Instruction (CAI) as a pedagogical approach for instruction, and also to illustrate the process by which the authors have developed one type of CAI project. The project consists of a CD-ROM for teaching counseling theories that lends itself to both instructional and research purposes. (Author) ED481143 Development of a CD-ROM for Computer-Aided Instruction and Research. 2003-11-00 Counselors Practitioners Teachers 14 N/A 2004 8/19/2004 23:50:38 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes Counselors Data Collection Electronic Mail Research Methodology Surveys World Wide Web Granello, Darcy Haag Wheaton, Joe E. Reports - Evaluative English In spite of the increased use of the Internet for data collection, there is little published research about the process of data collection online. That is, discipline specific studies publish the results of their web-based surveys in discipline-specific journals, but little information is available on the process of Internet-based data collection. Thus it is difficult for the researcher wishing to use this cyber data collection method to find resources to use as guides. This document discusses using Web-based surveys to conduct counseling research. It goes over the most common types of Internet-based data collection, their advantages and disadvantages. A sample study is presented, which includes details as to the actual design, development, implementation, and analysis of the study. The document concludes with recommendations for using the Internet for data collection in research. (Contains 34 references and 3 figures.) (Author/ADT) ED481144 Using Web-Based Surveys to Conduct Counseling Research. 2003-11-00 Counselors Practitioners Researchers 21 N/A 2004 8/19/2004 23:50:39 RIEJUN2004 In: "Cybercounseling and Cyberlearning: An Encore"; see CG 032 660.

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Yes Counseling Counseling Techniques Counselor Client Relationship Delivery Systems Interactive Video Outreach Programs Research Methodology Technology Lewis, Jacqueline Coursol, Diane Wahl, Kay Herting Reports - Descriptive Online Counseling Video Teleconferencing English The literature on cybercounseling is primarily theoretical and contains numerous recommendations for research. This indicates an urgent need for empirical investigations to inform practice and guide policy development in cybercounseling. It has been emphasized that developing guidelines for this treatment modality is an immediate necessity. This document describes a brief counseling interaction that used Internet videoconferencing technology to provide cybercounseling. In this study, cybercounseling refers to counseling over the Internet via videoconferencing. The experience of the counselor and client during the cybercounseling process was analyzed using qualitative methodology. In addition, the chapter describes the skills and competencies used in the practice of cybercounseling. Suggestions to guide practice and implications associated with cybercounseling are discussed. (Contains 24 references.) (Author/ADT) ED481145 Researching the Cybercounseling Process: A Study of the Client and Counselor Experience. 2003-11-00 Counselors Practitioners Researchers 21 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Counselor Educators Counselor Supervision Counselor Training Courseware Curriculum Development Distance Education Enrollment Ethics Legal Responsibility Nontraditional Education Online Courses Student Recruitment Telecourses Wantz, Richard A. Tromski, Donna M. Mortsolf, Christina Joelle Yoxtheimer, Greggory Brill, Samantha Cole, Alison Reports - Research Council for Accred of Counsel and Relat Educ Pro English The purpose of this study is to determine the number of counselor education programs that utilize distance learning, to identify the distance learning software delivery products used, and to identify features of software used. The researchers also attempt to identify faculty perceptions related to and experience with the importance of distance learning; the impact of distance learning on counselor education programs in terms of quality and enrollment, recruitment practices, course development, time commitment, supervision issues, and faculty compensation; and ethical and legal issues. All Council for the Accreditation of Counseling and Related Educational Programs (CACREP) counseling programs, as well as other administrative units identified by Hollis and Wantz (1993), were surveyed, thus targeting a sample size that approximates the population. In this study, distance learning is defined as any type of technology utilized outside of the traditional face-to-face classroom instruction. The study makes a distinction between courses that are delivered 100% via distance learning and courses taught in the classroom that are augmented by distance learning (e.g., technology- or web-enhanced). (Contains 19 references and 7 tables.) (Author/ADT) ED481146 Incorporating Distance Learning into Counselor Education Programs: A Research Study. 2003-11-00 Counselors Practitioners Teachers 20 N/A 2004 2016-11-21

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Yes Audiovisual Communications Computer Mediated Communication Confidentiality Counseling Delivery Systems Interpersonal Communication Mental Health Mental Health Programs Speech Communication Telecommunications Collie, Katharine R. Information Analyses Online Counseling English In this paper, research about mediated communication is used to shed light on questions that have arisen in relation to behavioral telehealth about the relative merits of different modes of distance communication for the transaction of behavioral telehealth services. The paper is in two parts. The first part contains a presentation of questions and issues about mediated communication that have been posed by behavioral telehealth researchers. In the second part, research about mediated communication from the fields of information science; group communication; social psychology; human-computer interaction; applied communication research; computer-mediated communication; business management; special education; and telephone communication is used to clarify the questions and issues presented in part one. (Contains 53 references) (Author/ADT) ED481147 Interpersonal Communication in Behavioral Telehealth: What Can We Learn from Other Fields? 2003-11-00 Counselors Practitioners Researchers 29 N/A 2004 2016-11-21

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Yes Class Activities English Instruction Geographic Regions Geography Language Arts Lesson Plans Literature Appreciation Middle Schools Novels Vocabulary Development Buchberg, Wendy Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on novels and books about the Mississippi River, this lesson plan presents activities designed to help students understand that the Mississippi River has made its mark on America's geography, commerce, and literature; and that booktalks provide a summary, explains what kind of reader the book will appeal to, and may also contain a oral reading of a section of the book. The main activity of the lesson involves students producing and presenting a booktalk on a book about the Mississippi River. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481148 Mississippi River. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:50:50 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Case Studies Citizenship Education Graduate Students Graduate Study Political Attitudes Preservice Teacher Education Preservice Teachers Teacher Attitudes Haas, Mary E. Laughlin, Margaret A. Wilson, Elizabeth K. Sunal, Cynthia S. Reports - Research Speeches/Meeting Papers Scenarios English This study explored what teacher candidates consider to be good and appropriate citizenship behaviors as they plan to teach young learners. The study also assessed an original case study scenario for its effectiveness for engaging social studies methods students. An original case study focusing on citizenship was developed and presented to teacher candidates in social studies methods classes. The scenario was also used as part of an online course with teachers, and their responses were compared with those of teacher candidates. The scenario describes the selection of a school principal as an outstanding citizen and the identification of the values and actions that made her outstanding, as well as the selection of other activities in which she might participate. The second part of the scenario focuses on the decision of teachers to develop a service learning project for the school. Sixty-one undergraduate teacher candidates, 18 graduate students in education, and 33 online graduate students responded to the scenario. All participants were able to identify the traits that made the scenario's principal a good citizen, and all students were able to suggest an additional activity in which she might participate. Almost all teacher candidates and teachers (graduate students) selected one of three sample projects described in the scenario for the service learning project. Findings also suggest that the case scenario is an effective tool for engaging social studies teacher candidates and graduate students in understanding the importance of enlightened political engagement in the social studies curriculum. (Contains 13 references.) (SLD) ED481149 Promoting Enlightened Political Engagement by Using a Citizenship Scenario with Teacher Candidates and Experienced Teachers. 2003-04-00 33 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Ethnic Groups Grade 10 Grade 11 Grade 8 Graduation Requirements High School Students Mathematics Tests Minority Groups Racial Differences Reading Tests Secondary Education Secondary School Students Standards State Programs Numerical/Quantitative Data Reports - Descriptive North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability. English The purpose of this document is to report the performance of students in the classes of 1998 to 1005 on the more rigorous competency standard in North Carolina as of the 2000-2001 school year. This report contains aggregate and disaggregated state-level results from administrations of the North Carolina competency tests of reading and mathematics in 2000-2001. The report also provides limited information about the performance of school districts and charter schools. Additional data are included in this year's report regarding the performance of students with disabilities, students identified as limited English proficient, and students in Title I schools. Data to compile the report were provided by local education agencies from the Student Information Management System data files. The percentage of students passing the competency standard increases with each grade, although the number of students in membership decreases as the students pass through the grades. Seventy-six percent of 8th graders passed the standard in the 2000-2001 school year, while 77% of 9th graders, 88% of 10th graders, 91% of 11th graders, and 94% of 12th graders met the requirement. There were fewer discrepancies in percent passing by ethnicity at grade 12, with better than 80% of all groups passing. At the end of grade 8, however, students in the Black, Hispanic, and American Indian categories pass at a lower rate than students in the White, Asian, and Multiracial categories. (Contains 18 figures and 17 tables.) (SLD) ED481150 Report of Student Performance on the North Carolina Competency Standard. Reporting on the Classes of 1998-2005. 2002-08-00 94 N/A 2004 2016-11-21

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Yes Accountability Exit Examinations Graduation Requirements High School Students High Schools Mathematics Instruction Mathematics Teachers State Programs Testing Programs Guides - Non-Classroom North Carolina North Carolina North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. English This document is intended to help mathematics teachers prepare students for the "exit exam of essential skills" required by the new Student Accountability Standards enacted by the North Carolina State Board of Education. Unlike current End of Grade and End of Course tests, the North Carolina High School Exit Exam (NCHSEE) focuses on skills across all disciplines, K-12, rather than specific content areas. Students should have the opportunity to practice and refine these skills in all courses. Within the NCHSEE, each of the four domains (Communication, Processing Information, Problem Solving, and Using Numbers and Data) addresses an aspect of what students should know and be able to do. The NCHSEE is an 8- to 100-item multiple choice test. The best preparation is mathematics instruction that provides students with multiple opportunities to experience problems constructed in real-life situations and that require multiple steps to a solution. The major mathematical skills and concepts tested are: (1) applying ratio, proportion, and percent; (2) analyzing data, identifying trends, and making predictions (3) applying formulas and algebraic expressions; and (4) computing with real numbers. Sample lessons and activities are included. (SLD) ED481151 Instructional Strategies for Mathematics Teachers. Exit Exam, 2002. 2003-00-00 12 N/A 2004 2016-11-21

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Yes Academic Standards Achievement Tests Charter Schools Elementary Secondary Education Language Arts Mathematics State Programs Testing Programs Numerical/Quantitative Data Reports - Descriptive North Carolina North Carolina End of Course Testing Program North Carolina State Dept. of Public Instruction, Raleigh. Div. of Accountability Services/Research. English This document contains student and school system performance data on North Carolina's grade 3 pretest, end-of-grade tests, high school comprehensive test, and end-of-course tests. Results were generated from tests administered statewide in the 2000-2001 school year. The grade 3 pretest was administered in reading and mathematics, and the end-of-grade tests were given in reading and mathematics in grades 3 through 8. The high school comprehensive test measured reading and mathematics in grade 10, and the end-of-course tests were administered in high school subject areas. State- and system-level results in this document may be used to make grade-to-grade, subject-to-subject, and year-to-year comparisons. In addition to the summary statistics, the document contains disaggregated test results for subgroups for the multiple choice grade 3 pretest, the end-of-grade tests, the high school comprehensive test, and the end-of-course tests. Test results show that 71.1% of students entering third grade scores at or above Achievement Level III on the reading pretest, while 79.2% scored at or about Achievement Level III on the mathematics pretest. Data from 2000-2001 indicate that the percentage of students in grades 3 through 8 performing at Achievement Level III and above continued to grow in both reading and mathematics, from 53.0%in 1992-1993 to 71.7% in 2000-2001. The percent of students achieving at Achievement Level III or above declined slightly for the high school comprehensive test, and comparison figures across the years are not generally available for the end-of-course tests. (Contains 119 tables and 64 figures.) (SLD) ED481152 North Carolina State Testing Results 2000-01. North Carolina Grade 3 Pretest, End-of-Grade, High School Comprehensive and End-of-Course Multiple Choice Tests. Reporting on the State and 117 Public School Systems and 87 Charter Schools. "The Green Book." 2002-04-00 256 N/A 2004 2020-11-23

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No College Environment Higher Education Social Class Student Characteristics Student Experience Student Personnel Services Working Class Borrego, Susan E. Information Analyses National Association of Student Personnel Administrators, Inc. English This paper intends to begin a conversation about and suggest some principles for building more inclusive campus communities. The author explains what class culture is, how classism is embedded in everyday practices and why it is important to consider the way class shapes students, faculty, and staff, and in particular the working class. The paper concludes with a discussion of the role of student affairs professionals in improving the educational experience of working-class students. (Contains 14 references.) (GCP) ED481153 Class Matters: Beyond Access to Inclusion. 2003-00-00 Practitioners 11 NASPA, 1875 Connecticut Ave., NW, Suite 418, Washington, DC 20009-5278. Tel.: 202-265-7500; e-mail: office@naspa.org; Web site: www.naspa.org. N/A 2004 8/19/2004 23:51:00 RIEJUN2004

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No Cooperation Elementary Secondary Education Evaluation Methods Improvement Learning Student Evaluation Teaching Methods Langer, Georgea M. Colton, Amy B. Goff, Loretta S. Books Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English This book is a guide to collaborative analysis of student learning (CASL). Developed and refined with more than 1200 elementary and secondary teachers, this system combines the best of action research, study groups, standards-based learning, student assessment, teacher reflection, and portfolio assessment. This system of professional inquiry helps identify the teaching methods that are working successfully. The chapters are: (1) "The Benefits of Collaborative Analysis of Student Learning"; (2) "Why CASL Works: The Framework for Teachers' Reflective Inquiry"; (3) "Culture Building: Norms and Skills for Collaborative Inquiry"; (4) "Phases I and II: The Target Learning Area, Initial Assessment, and Focus Students"; (5) "Phases III, IV, and V: Study Group Analysis of Student Work, Finding More Information, Final Assessment, and Reflection"; (6) "Facilitating CASL"; and (7) "Learning for CASL." Appendixes contain session guides for facilitators and directions for CASL portfolios. (Contains 23 figures and 94 references.) (SLD) ED481154 Collaborative Analysis of Student Work. Improving Teaching and Learning. 2003-00-00 ISBN-0-87120-784-2 223 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (members, $21.95; nonmembers, $26.95). Tel: 800-933-2723 (Toll Free); 703-578-9600; Fax: 703-575-5400. Web site: http://www.ascd.org. N/A 2004 8/19/2004 23:51:01 RIEJUN2004

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No Educational Assessment Elementary Secondary Education Instruction Student Evaluation Teaching Methods Test Construction Popham, M. James Books Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English This book explores the links between assessment and instruction and provides a jargon-free look at classroom and large-scale test construction, interpretation, and application. The book offers a "crash course" in instructionally focused assessment with practical advice for dealing with testing targets and standards-based achievement tests. The chapters are: (1) "The Links between Testing and Teaching"; (2) "How Tests Can Clarify the Curriculum"; (3) "Too Many Testing Targets"; (4) "Validity, Reliability, and Bias"; (5) "An Introduction to Test Building"; (6) "Selected-Response Items"; (7) "Constructed Response Items"; (8) "The Value of Affective Assessment"; (9) "Uses and Misuses of Standardized Achievement Tests"; (10) "Instructionally Supportive Standards-Based Tests"; and (11)"Collecting Credible Classroom Evidence of Instructional Impact." An Epilogue, "Cora in Her Classroom: An Illustration of Instructionally Focused Testing," shows the application of the principles of the book. (SLD) ED481155 Test Better, Teach Better. The Instructional Role of Assessment. 2003-00-00 ISBN-0-87120-667-6 188 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 (members, $19.95; nonmembers, $24.95). Tel: 800-933-2723 (Toll Free); 703-578-9600; Fax: 703-575-5400. Web site: http://www.ascd.org. N/A 2004 8/19/2004 23:51:03 RIEJUN2004

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Yes Adult Education Educational Attainment Educational Finance Elementary Secondary Education Federal Aid Federal Programs Graduate Study Higher Education Outcomes of Education School Demography School Personnel School Statistics Statistical Data Tables (Data) Vocational Education Snyder, Thomas D. Hoffman, Charlene M. Numerical/Quantitative Data Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English The 2002 edition of the "Digest of Education Statistics" is the 38th in a series initiated in 1962. Its primary purpose is to provide a compilation of statistical information covering U.S. education from prekindergarten through graduate school. The "Digest" includes data from many sources, especially the surveys and activities of the National Center for Education Statistics. Information is provided on a number of subjects, including the numbers of schools and colleges, teachers, enrollments, and graduates. The "Digest" contains these chapters: (1) "All Levels of Education"; (2) "Elementary and Secondary Education"; (3) "Postsecondary Education"; (4) "Federal programs for Education and Related Activities"; (5) "Outcomes of Education"; (6) "International Comparisons of Education"; and (7) "Libraries and Educational Technology." This edition contains new information, including average salaries for public school teachers and the number and characteristics of charter schools. An appendix provides definitions and supplemental information. (Contains 439 tables.) (SLD) ED481156 Digest of Education Statistics, 2002. 2003-06-00 593 N/A 2004 2020-11-23 ED492626

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Yes Accountability Elementary Secondary Education Evaluation Methods Federal Legislation Program Evaluation Public Schools State Programs Testing Programs Reports - Descriptive Texas No Child Left Behind Act 2001 Texas No Child Left Behind Act 2001 Texas Education Agency, Austin. Div. of Performance Reporting. English Under the No Child Left Behind Act (NCLB), all public school districts, campuses, and the state are evaluated annually for Adequate Yearly Progress (AYP). The Texas AYP plan meets the requirements of the NCLB, maintains the integrity of the Texas assessment program, and provides a mechanism for evaluating district and campus AYP in 2003. Following an introduction, the guide provides a system overview, with key dates for the evaluation process and definitions of campuses and districts to be evaluated. Section 3 describes the criteria for evaluation of AYP and describes the results to be evaluated, the performance measure, performance and participation standards. The fourth section discusses appeals, and the fifth section discusses some future considerations for AYP evaluation. Section 6 contains seven appendixes with supplemental information, including the calculation of AYP status for a sample school. (SLD) ED481157 Adequate Yearly Progress (AYP) Guide for Texas Public School Districts and Campuses, 2003. 2003-09-00 56 N/A 2004 2016-11-21

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Yes Adaptive Testing Algorithms Computer Assisted Testing Linear Programming Responses Selection Test Items Timed Tests van der Linden, Wim J. Scrams, David J. Schnipke, Deborah L. Reports - Descriptive Constraints Law School Admission Council, Newtown, PA. English This paper proposes an item selection algorithm that can be used to neutralize the effect of time limits in computer adaptive testing. The method is based on a statistical model for the response-time distributions of the test takers on the items in the pool that is updated each time a new item has been administered. Predictions from the model are used as constraints in a 0-1 linear programming model for constrained adaptive testing that maximizes the accuracy of the ability estimator. The method is demonstrated empirically using an item pool from an operational, large-scale computer adaptive test. (Contains 4 figures and 14 references.) (Author/SLD) ED481158 Using Response-Time Constraints in Item Selection To Control for Differential Speededness in Computerized Adaptive Testing. LSAC Research Report Series. 2003-09-00 16 N/A 2004 2016-11-21

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Yes Art Education Child Development Classroom Environment Educational Objectives Elementary School Curriculum Foreign Countries Kindergarten Kindergarten Children Language Arts Mathematics Parent Materials Parent Participation Physical Education Primary Education School Readiness Special Needs Students Student Evaluation Transitional Programs Young Children Guides - Non-Classroom Alberta Canada ISSN-1483-0558 Alberta Learning, Edmonton. English Kindergarten marks a new beginning for parents and their children, and presents challenges for parents as their child makes the transition between home and school. This handbook describes what parents can expect from their child's kindergarten program in Alberta, Canada. The handbook describes how young children learn, how their learning is evaluated, and how parents can be involved in their children's learning. The sections of the handbook discuss: (1) "What are young children like?" focusing on social, physical, intellectual, creative, and emotional development; (2) "What do children learn in Kindergarten?" including English language arts, mathematics, community and environmental awareness, personal and social responsibility, physical skills and well-being, and creative and cultural expression; (3) "How do young children learn?"; (4) "What will you see in the Kindergarten area?"; (5) "How and why is children's learning assessed in Kindergarten?"; (6) "How will Kindergarten meet special needs?"; (7) "How will Kindergarten prepare children for first grade?"; and (8) "How can parents be involved?." The handbook concludes with questions parents may want to ask the teacher and a 1-page questionnaire requesting feedback on the handbook. (HTH) ED481159 Kindergarten in Alberta: A Handbook for Parents, 2003-2004. 2003-00-00 Parents 33 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/kindpub.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 1 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1694 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 1"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481160 Curriculum Handbook for Parents, 2003-2004: Grade 1. 2003-00-00 Parents 31 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub1.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 2 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1686 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 2"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481161 Curriculum Handbook for Parents, 2003-2004: Grade 2. 2003-00-00 Parents 31 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub2.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 3 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1678 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "An Overview of Grade 3"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481162 Curriculum Handbook for Parents, 2003-2004: Grade 3. 2003-00-00 Parents 32 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub3.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary Education Elementary School Curriculum Elementary School Students Foreign Countries Grade 4 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-166X Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 4"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481163 Curriculum Handbook for Parents, 2003-2004: Grade 4. 2003-00-00 Parents 30 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub4.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 5 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1651 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 5"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481164 Curriculum Handbook for Parents, 2003-2004: Grade 5. 2003-00-00 Parents 31 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub5.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 6 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1643 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 6"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481165 Curriculum Handbook for Parents, 2003-2004: Grade 6. 2003-00-00 Parents 33 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub6.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 7 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1635 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481166 Curriculum Handbook for Parents, 2003-2004: Grade 7. 2003-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub7.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 8 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1627 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481167 Curriculum Handbook for Parents, 2003-2004: Grade 8. 2003-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: www.learning.gov.ab.ca/parents/handbooks/pub8.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 9 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1619 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481168 Curriculum Handbook for Parents, 2003-2004: Grade 9. 2003-00-00 Parents 39 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/pub9.pdf. N/A 2004 2016-11-21

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Yes Adolescent Literature Characterization Class Activities Colonial History (United States) English Instruction Language Arts Lesson Plans Literature Appreciation Novels Oral Interpretation Revolutionary War (United States) Secondary Education Vocabulary Development Writing Assignments Buchberg, Wendy Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on James Lincoln Collier and Christopher Collier's novel "My Brother Sam Is Dead," this lesson plan presents activities designed to help students understand that one way to learn about the past is to read historical novels; and that some people take one side or another in a war or other conflict, and some find themselves caught in the middle. The main activity of the lesson involves students writing and performing a monologue in the persona of one of the colonists in the story, which takes place during the American Revolution. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481169 The Revolutionary War. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-900-8830 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:51:32 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Educational Objectives High School Students High Schools Parent Participation Secondary School Curriculum Guides - Non-Classroom Alberta Canada ISSN-1487-203X Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the senior high school (grades 10-12) curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Senior High School," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the high school curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Senior High School"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Career and Life Management"; (8) "Physical Education"; and (9) optional courses in Career and Technology Studies, Fine Arts, Physical Education, and Languages Other Than English; the optional courses section also covers off-campus education and educational experiences outside of regular school programs. Sections on transitions from senior high school into work and further learning, and post-secondary education are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with answers to frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH) ED481170 Curriculum Handbook for Parents, 2003-2004: Senior High School. 2003-00-00 Parents 56 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($4.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/srpub.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 1 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481171 Ce que mon enfant apprend l'ecole. Manuel a l'intention des parents, 2002-2003: Premier annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 1.) 2002-00-00 Parents 34 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/1annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 2 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481172 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Deuxieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 2.) 2002-00-00 Parents 34 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/2annee.pdf N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 3 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481173 Ce que mon enfant apprend l'ecole. Manuel a l'intention des parents, 2002-2003: Troisieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 3.) 2002-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/3annee.pdf N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary Education Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 4 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material, sections include: (1) "What Is Curriculum"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481174 Ce que mon enfant apprend l'ecole. Manuel a l'intention des parents, 2002-2003: Quatrieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 4.) 2002-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/4annee.pdf N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary Education Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 5 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material, sections include: (1) "What Is Curriculum"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481175 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Cinquieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 5.) 2002-00-00 Parents 36 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/5annee.pdf N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary Education Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 6 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Language Arts in Language Programs (Immersion and Bilingual)"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9) "Health"; (10) "Fine Arts"; and (11) "Language Programs and Courses Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481176 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Sixieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 6.) 2002-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/6annee.pdf N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 7 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary Education Secondary School Curriculum Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481177 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Septieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 7.) 2002-00-00 Parents 38 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/7annee.pdf N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 8 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary Education Secondary School Curriculum Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; (9) Integrated Occupational Program; and (10) Optional Courses, such as Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481178 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Huitieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 8.) 2002-00-00 Parents 38 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/8annee.pdf N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 9 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary Education Secondary School Curriculum Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material, sections include: (1) "What Is Curriculum?"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Physical Education"; (7) "Health and Personal Life Skills"; (8) "Information and Communication Technology"; and (9) Optional Courses in Career and Technology Studies, Fine and Performing Arts, Language Programs and Courses Other Than English, and other courses such as Environmental and Outdoor Education, and Ethics. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481179 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: Neuvieme annee. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grade 9.) 2002-00-00 Parents 38 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/9annee.pdf N/A 2004 2016-11-21

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Yes Educational Objectives Fine Arts Foreign Countries Health Education High School Students High Schools Language Arts Mathematics Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. Direction de l'education francaise. French Noting that high school students are faced with decisions that will determine future opportunities and endeavors, this French-language handbook provides parents with information about the high school curriculum in Alberta, Canada. Based on the Alberta Learning "Program of Studies: Senior High School," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of high school. Following introductory material, the handbook provides a program overview, including diploma requirements, a program planner, and descriptions of adjunct programs such as immersion/bilingual programs, off-campus education, a registered apprenticeship program, and distance learning. The handbook then describes the required high school core courses: English Language Arts, Mathematics, Science, Social Studies, Career and Life Management 20, Physical Education 10, and Information and Communication Technology. In addition, the handbook presents information on Optional Courses in Career and Technology Studies, Fine and Performing Arts, Physical Education 20-30, and Second Languages programs. The handbook concludes with frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH) ED481180 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2002-2003: 10e, 11e, 12e annees. (What My Child Learns in School. Curriculum Handbook for Parents, 2002-2003: Grades 10, 11, and 12.) 2002-00-00 Parents 61 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($4.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/second.pdf N/A 2004 2016-11-21

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Novels Secondary Education Vocabulary Development O'Brien, Mary Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Fyodor Dostoevsky's novel "Crime and Punishment," this lesson plan presents activities designed to help students understand that: a close study of the characters of a literary classic will yield important clues to an understanding of the work as a whole; an effective analysis of stylistic devices depends upon selection and interpretation of evidence from the text itself; and successful readers will learn to recognize ambiguity and develop an appreciation for the rich implications it offers. The main activity of the lesson involves preparing character studies. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481181 "Split" Character Studies in "Crime and Punishment." [Lesson Plan]. 2002-00-00 Practitioners Teachers 15 DiscoverySchool.com; Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 800-889-9950 (Toll Free); e-mail: customer_support@discovery.com. For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:51:56 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Civil Liberties Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Privacy Secondary Education Vocabulary Development Hedberg, Betsy Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on George Orwell's novel "1984," this lesson plan presents activities designed to help students understand that the historical context of the novel is based on the mood and political climate of 1949 Europe; the society Orwell created and modern society in the United States have similarities and differences; and modern privacy issues and the justifications behind privacy violations are subject to debate. The main activity of the lesson involves students working in groups to produce and perform skits on privacy issues. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481182 "1984": How Much Fact in Fiction? [Lesson Plan]. 2002-00-00 17 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:51:57 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Imagery Language Arts Lesson Plans Literary Devices Literature Appreciation Novels Secondary Education Symbols (Literary) Vocabulary Development Writing Assignments Donley, Nancy R. Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Mark Twain's novel "The Adventures of Huckleberry Finn," this lesson plan presents activities designed to help students understand that identifying and thinking about a key quotation or symbol in a novel can help a reader extract greater meaning from the work; and that a paper analyzing literature should follow a logical organization. The main activity of the lesson involves students writing a paper about a quotation from the novel or a symbol in it. The lesson plan includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481183 "The Adventures of Huckleberry Finn". [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:51:59 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Art Expression Class Activities English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Novels Secondary Education Surrealism Vocabulary Development Heyman, Judith B. Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Lewis Carroll's novel "Alice's Adventures in Wonderland," this lesson plan presents activities designed to help students understand that he used nonsense and absurdity to comment on reality; and that surrealist painters are also known for including absurd elements in their works. The main activity of the lesson involves students discussing and writing about how both Carroll and the surrealist painters comment on reality. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481184 "Alice in Wonderland." [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:01 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Novels Secondary Education Social Action Social Change Vocabulary Development Fenichel, Marilyn Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Upton Sinclair's novel "The Jungle," this lesson plan presents activities in which students make a list of books that convey strong social messages, discuss the literary strengths and weaknesses of these books, and understand how literature reflects life and can be used as a vehicle to bring about change. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481185 The Power of Fiction. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:03 RIEJUN2004 Developed in consultation with Lisa Green. Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Classroom Techniques Elementary Education Oral Language Phonemic Awareness Phonological Awareness Prior Learning Reading Comprehension Reading Fluency Reading Instruction Reading Motivation Reading Research Reading Strategies Reading Writing Relationship Student Evaluation Word Recognition Pang, Elizabeth S. Muaka, Angaluki Bernhardt, Elizabeth B. Kamil, Michael L. Collected Works - General Guides - Non-Classroom Information Analyses Research Synthesis International Bureau of Education, Geneva (Switzerland). International Academy of Education, Brussels (Belgium). English Reading is a complex activity that involves both perception and thought. Reading consists of two related processes, word recognition and comprehension. Learning to read is an important educational goal. Research has shown that there is a great deal of transfer from learning to read in one language to learning to read in a second language. This booklet is about reading development and instruction and provides a synthesis of research on the topic. Following an Introduction, the booklet is divided into these parts: (1) Oral Language; (2) Phonological and Phonemic Awareness; (3) Fluency; (4) Vocabulary; (5) Prior Knowledge; (6) Comprehension; (7) Motivation and Purpose; (8) Integrated Reading and Writing; (9) Texts; (10) Assessment; (11) Cultural Factors; (12) Practice; and Conclusion. (Contains 32 references.) (NKA) ED481186 Teaching Reading. Educational Practices Series. 2003-00-00 25 IBE, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland. For full text: http://www.ibe.unesco.org/International/Publications/ EducationalPractices/EducationalPracticesSeriesPdf/ prac12e.pdf. N/A 2004 2016-11-21

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Yes Advertising College Students Consumer Economics Crisis Management Cross Cultural Studies Decision Making Emergency Programs Foreign Countries Higher Education Journalism Education Periodicals Television Commercials Television Viewing Collected Works - Proceedings Reports - Research Product Placement Cultivation Theory (Television) South Korea Disaster Planning Third Person Effect India Vietnam Latinos India South Korea Vietnam English The Advertising Division of the proceedings contains the following 20 papers: "Stereotyping the 'Model Minority': A Longitudinal Analysis of U.S. Primetime Network Commercials, Comparing Asian Female and Male Characters to Themselves and Others" (Dennis J. Ganahl, Liang Ge and Kwangok Kim); "Cultivation Effects of Television Viewing: A Study of Relationships Among Viewing, Materialism and Attitudes Toward Commercials" (Dennis J. Ganahl, Hongwei Yang, and Jie Liu); "Academic Institutional Television Commercials: A Comparison of Universities" (Brian Parker and Gail Baker); "Attitudes Toward Grades Among Advertising Students: Creative Orientation, GPA, Gender and Other Factors" (Don Umphrey and Jami A. Fullerton); "A Content Analysis of Print Advertising Appeals in Times of Crisis" (Alexander Muk); "Advertising Theory Beyond the Context of Advertising: Taylor's Six-Segment Message Strategy Wheel Offers an Integrated Model of Political Behavior" (Anne Cunningham and Eric Jenner); "Understanding Celebrity Endorsers in Cross-Cultural Contexts: An Exploratory Analysis of South Korean and U.S. Print Advertising" (Hye-Jin Paek); "College Students' Perceptions of 'Creative Circumvention' Beer Commercials" (Lara G. Zwarun); "Is It Segmentation or Segregation?: Exploring the Unintended Social Consequence of Targeting Minority Audiences with Advertising Placements Outside of Mainstream Media" (Karie L. Hollerbach); "Latino Consumer Behavior and Acculturation: A Communication Model" (Olaf Werder and Frank G. Perez); "The Test of the Effectiveness of Product Placements in Video Games: Comparing Explicit and Implicit Memory for Brand Names" (Moonhee Yang, Lucian Dinu, and David R. Roskos-Ewoldsen); "Proactive and Retroactive Position Effects and a System for Evaluating Pod Positions (SEPP)" (Koanghyub Kim, W. Joann Wong, and Xinshu Zhao); "From Information Retrieval to Actual Purchase: A Path Analysis of the Online Purchase Decision Making Process Among U.S. and Indian Consumers" (Padmini Patwardhan and Jyotika Ramaprasad); "Strategies for the Super Bowl of Advertising: An Analysis of Message and Creative Strategies for Commercials and Related Web Sites" (Juran Kim, Jang-Sun Hwang, and Sally J. McMillan); "Public Attitudes toward Advertising: Trends and Predictors" (Tien-Tsung Lee and Martin I. Horn); "Hard-Sell Killers and Soft-Sell Poets: Modern Advertising's Enduring Message Strategy Debate" (Fred K. Beard); "A Content Analysis of Print Advertising Appeals in Times of Crisis" (Alexander Muk); "Warning Signals, Wind Speeds and What Next: A Pilot Project for Disaster Preparedness Among Residents of Central Vietnam's Lagoons" (Jyotika Ramaprasad); "Who Are the 'Others'? Third-Person Effects of Idealized Body Image in Magazine Advertisements" (Yoonhyeung Choi and Glenn Leshner); "Understanding Celebrity Endorsers in Cross-Cultural Contexts: An Exploratory Analysis of South Korean and U.S. Advertising" (Hye-Jin Paek). (RS) ED481187 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Advertising Division. 2003-07-00 583 N/A 2004 2016-11-23

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Yes Accessibility (for Disabled) Civil Rights Legislation Compliance (Legal) Definitions Disabilities Due Process Eligibility Federal Legislation Federal Regulation Guidelines State Standards Guides - Non-Classroom Rehabilitation Act 1973 (Section 504) Utah Americans with Disabilities Act 1990 Utah Americans with Disabilities Act 1990 Rehabilitation Act 1973 (Section 504) Utah State Office of Education, Salt Lake City. English This document presents the Utah State Department of Education's guidelines to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The guidelines specifically address Subparts D and E of the regulations for Section 504, which deal with education. An introduction offers examples of discriminatory acts by school systems against individuals with disabilities and is followed by a list of acronyms and definitions. An overview of Section 504 summarizes each subpart and charts responsibilities under the law of various individuals and groups. The next section compares Section 504, the ADA, and the Individuals with Disabilities Education Act. Eight procedural requirements under the law are then explained. Guidelines for determining eligibility and services are then detailed and include indicators for considering possible accommodations and/or services and the process for service determination. A section on accommodations and services lists strategies under the following categories: environmental, organizational, behavioral, presentation, methodology, and curriculum. A list of 100 effective accommodations and services precedes examples of accommodations for 18 specific disabilities. Twenty common questions and answers conclude the guide. Appendices include the text of Section 504 and regulations, sample forms, and important Office of Civil Rights policy letters. (DB) ED481188 Section 504/ADA: Guidelines for Educators and Administrators. Revised. 2002-09-00 Administrators Practitioners 152 Utah State Office of Education, Educational Equity Section, 250 East 500 South, P.O. Box 144200, Salt Lake City, UT 84114-4200. Tel: 801-538-7647; Fax: 801-538-7991; Web site: http://www.usoe.k12.ut.us. For full text: http://www.usoe.k12.ut.us/equity/Section%20504/newUtsection504.pdf. N/A 2004 2016-11-21

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Yes Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Poetry Secondary Education Vocabulary Development War Writing Assignments Writing Instruction Writing Processes Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Erich Maria Remarque's novel "All Quiet on the Western Front" and other war literature, this lesson plan presents activities designed to help students understand that works of art about war can call up strong emotions in readers; and that the writing process can be applied to writing poems. The main activity of the lesson involves students in writing war poems. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481189 "All Quiet on the Western Front." 2002-00-00 Practitioners Teachers 14 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:12 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Nonfiction Novels Secondary Education Short Stories United States History Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on short stories and novels, this lesson plan presents activities designed to help students understand that in the 19th century, the American frontier brought both solutions and problems; and fiction writers as well as documentarians have portrayed the American frontier. The main activity of the lesson involves students writing essays addressing whether characters in the novels and short stories do or do not correspond with information students found from nonfiction sources. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481190 "American Frontiers." [Lesson Plan]. 2002-00-00 10 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:14 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Reader Response Research Papers (Students) Secondary Education Vocabulary Development Writing Assignments Ramstad, Rita Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Joseph Heller's novel "Catch-22," this lesson plan presents activities designed to help students understand that active readers evaluate the actions and statements of characters in a novel; and active readers apply the ideas of a novel to contexts outside the novel. The main activity of the lesson involves students writing a paper on a historical or contemporary figure who said no to an oppressive system. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481191 Catch-22. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:16 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Conservation Education Conservation (Environment) English Instruction Language Arts Lesson Plans Literature Appreciation Nonfiction Secondary Education Vocabulary Development Writing Assignments Carangelo, Audrey Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Rachel Carson's book "Silent Spring" and other conservation-related books, this lesson plan presents activities designed to help students understand that many conservationists have written books that have had a profound influence on the way people think about and treat the planet; such books can be powerful instruments for change; and reading such books and encouraging others to read them are important parts of being an environmentally responsible individual. The main activity of the lesson involves reading conservation-related books and writing a brief essay explaining the effects of their books might have had on science or society and their own personal reactions to what they read. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481192 Champions of the Land. [Lesson Plan]. 2002-00-00 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:18 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Childrens Rights Class Activities Diaries English Instruction Language Arts Lesson Plans Literature Appreciation Secondary Education Vocabulary Development War Young Children Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English This lesson plan presents activities in which students read, analyze, and discuss excerpts from children's war diaries; and create a storyboard for a public service announcement on children's rights in wartime. It includes objectives, materials, procedures, extension activities, excerpts of children's war diaries, suggested readings, and web links. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481193 Children of War. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:19 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Primary Sources Secondary Education Vocabulary Development Writing Assignments Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on John Steinbeck's novel "The Grapes of Wrath," this lesson plan presents activities designed to help students understand the universal nature of Steinbeck's characters' struggles and some of the complex forces affecting their lives; and the value of primary source material in presenting an authentic picture of a given period in history. The main activity of the lesson involves students researching primary source material to collaboratively write a dramatic monologue for characters in the novel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481194 Creating Dramatic Monologues from "The Grapes of Wrath." [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com; Florence, KY; Tel: 800-889-9950. Full text at: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:21 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Language Usage Lesson Plans Literary Devices Literature Appreciation Metaphors Novels Poetry Secondary Education Vocabulary Development Writing Assignments Rooks, Kristen Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Miguel de Cervantes' novel "Don Quixote," this lesson plan presents activities designed to help students understand that Quixote's misperceptions are understandable; writers often describe one object to sound as if it were something else; and metaphors help readers see with new eyes. The main activity of the lesson involves students writing quixotic, or imaginative, descriptions of ordinary objects after reading and discussing highly metaphorical poems. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481195 Don Quixote. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:23 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities Cooperative Learning Educational Games English Instruction Language Arts Lesson Plans Literature Appreciation Novels Popular Culture Secondary Education Vocabulary Development Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Bram Stoker's novel "Dracula," this lesson plan presents activities designed to help students understand that some fictional literary characters become so famous that they enter popular culture in other forms (movies, games, toys); and that working on a product such as a game often demands collaborative effort. The main activity of the lesson involves students working in small groups to develop a board game based on "Dracula." It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481196 Dracula. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com; Florence, KY; Tel: 800-889-9950. Full text at: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:25 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities Court Litigation English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Novels Reader Text Relationship Secondary Education Vocabulary Development Simon, Melanie Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Mary Shelley's novel "Frankenstein," this lesson plan presents activities designed to help students understand that active readers interpret a novel (its characters, plot, setting, and theme) in different ways; and the great literature can be and has been adapted in many ways over time. The main activity of the lesson involves students staging a mock trial in civil court of Victor Frankenstein on charges of negligence, malpractice, and emotional distress. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481197 "Frankenstein." [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:28 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Art Activities Art Appreciation Art Expression Class Activities English Instruction Internet Language Arts Lesson Plans Literature Appreciation Novels Secondary Education Vocabulary Development Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English This lesson plan presents activities designed to enrich students' understanding of a literary work through careful reading and analysis of selected key scenes; to have students recognize how arts media can be integrated into literature studies; to acquaint students with masterpieces of world art; and to reinforce learning through the use of technology, specifically through searches of selected Internet sites. The main activity of the lesson involves students working in teams to pair a great work of art with a great work of literature. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, suggested readings, and web links. The lesson plan also contains student handouts and an 11-item gallery of works of art. (RS) ED481198 Great Books, Great Art. [Lesson Plan]. 2002-00-00 Practitioners Teachers 17 DiscoverySchool.com; Florence, KY; Tel: 800-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:30 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Secondary Education Short Stories Vocabulary Development Writing Assignments Writing for Publication Writing Instruction Writing Processes Devine, Kelley Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Charles Dickens' novel "Great Expectations," this lesson plan presents activities designed to help students understand the differences between totalitarianism and democracy; and a that a writer of a story considers theme, plot, characters, setting, and point of view. The main activity of the lesson involves students working in groups to write a short story, in a serial manner much like Dickens did when he wrote "Great Expectations." It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481199 Great Expectations. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:32 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Oral Interpretation Readers Theater Secondary Education Vocabulary Development Zelasko, Ken Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on F. Scott Fitzgerald's novel "The Great Gatsby," this lesson plan presents activities designed to help students understand that adapting part of a novel into a dramatic reading makes students more intimate with the author's intentions and craft; and that a part of a novel may lend itself to various oral interpretations. The main activity of the lesson involves students in producing and presenting readers' theater versions of scenes from the novel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481200 The Great Gatsby. [Lesson Plan]. 2002-00-00 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:34 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literature Appreciation Novels Science and Society Scientific Attitudes Scientific Enterprise Secondary Education Vocabulary Development Rooks, Kirsten McLean, Mary Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Jonathan Swift's novel "Gulliver's Travels," this lesson plan presents activities designed to help students understand that Swift comments on undesirable outcomes of advances in science; and other authors have also warned against abuse of science. The main activity of the lesson involves students developing a poster illustrating views of science and society. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481201 Gulliver's Travels. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:35 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literary Devices Literature Appreciation Novels Secondary Education Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Joseph Conrad's novel "Heart of Darkness," this lesson plan presents activities designed to help students understand that critics have debated some of Conrad's choices in the novel; and that the novel reflects the world as Conrad saw it. The main activity of the lesson involves students rewriting the ending of the novel so that Marlow tells Kurtz's fiance the truth about his last words. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481202 Heart of Darkness. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:37 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Legends Lesson Plans Literature Appreciation Poetry Secondary Education Vocabulary Development Writing Assignments Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on characters in the Arthurian legend, this lesson plan presents activities designed to help students understand that many writers have told the tale of King Arthur and the people around him, including Guinevere, Lancelot, Merlin, and Mordred. The main activity of the lesson involves students writing a dramatic monologue supposedly composed at some point by one of the characters in the Arthurian legend. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481203 The Legend of King Arthur. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:39 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Leadership Leadership Effectiveness Leadership Qualities Lesson Plans Literature Appreciation Secondary Education Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Machiavelli's book "The Prince," this lesson plan presents activities designed to help students understand that Machiavelli's enumeration of leadership qualities for a prince has always been controversial; and that leaders and followers may differ in what they identify as the qualities of a good leader. The main activity of the lesson involves students writing a compare-and-contrast essay in which they discuss their views of an ideal state leader and Machiavelli's views. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481204 Machiavelli's "The Prince." [Lesson Plan]. 2002-00-00 Practitioners Teachers 10 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:41 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Novels Secondary Education Vocabulary Development Carangelo, Audrey Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Gustave Flaubert's novel "Madame Bovary," this lesson plan presents activities designed to help students explore the theme of "illusion versus reality" in the novel; identify and list alternate themes in the novel; and cite specific examples of illusion versus reality from the novel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481205 "Madame Bovary": Illusion and Reality. [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:42 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Journal Writing Language Arts Lesson Plans Literature Appreciation Novels Secondary Education Vocabulary Development Writing Assignments Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Herman Melville's novel "Moby-Dick," this lesson plan presents activities designed to help students understand that the novel is grounded in facts that Melville acquired in his own experiences at sea; New England was the center of a prospering whaling industry in the 19th century; and journal keeping was not uncommon among 19th-century Americans. The main activity of the lesson involves students taking on the persona of an imaginary sailor or captain while he is out at sea on a whaling voyage and writing journal entries. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481206 Moby-Dick. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:44 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Dialogs (Literary) Drama English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Oral Interpretation Secondary Education Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Homer's "Odyssey," this lesson plan presents activities designed to help students understand literature originally presented in one genre can, with care, be adapted to another genre; and adapters of a literary work into drama must consider dialogue and stage directions. The main activity of the lesson involves students converting a scene from the "Odyssey" into a dramatic scene and act it out. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481207 The Odyssey. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:46 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Critical Viewing English Instruction Film Criticism Films Language Arts Lesson Plans Literary Criticism Literature Appreciation Novels Secondary Education Vocabulary Development Rooks, Kirsten W. Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Ken Kesey's novel "One Flew Over the Cuckoo's Nest," this lesson plan presents activities designed to help students understand that all works of art lend themselves to critical reviews; critical reviews consist of opinions and support for the opinions; and a critical review may compare and contrast a work in one medium to the same work in another medium. The main activity of the lesson involves students writing a critical review of the film based on the novel using the compare/contrast format. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481208 One Flew Over the Cuckoo's Nest. [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:52:47 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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No Blacks Cultural Influences Disadvantaged Discipline Educational Attitudes Elementary Secondary Education Family Environment Family Influence Limited English Speaking Mexican American Education Mexican Americans Middle Class Standards Parent Attitudes Parent Student Relationship Parenting Skills Preschool Education School Readiness Social Class Urban Education Values Sampson, William A. Books Reports - Research African Americans Latinos English Despite a myriad of school reform efforts, inner-city schools, attended for the most part by poor and working-class Black and Latino children, are failing to prepare students for our highly complex and changing world. This book suggests that reform efforts have failed because they focused upon school-based solutions and paid scant attention to the role of the most important institution in the developmental and educational process--the family. Eight poor Latino families in Evanston, Illinois, were studied intensively in their homes over an 8-week period, using ethnographic techniques. All families had both parents present, and 14 of the 16 parents came from Mexico. The families had a total of 21 children aged 1-13. Most mothers spoke only Spanish and carried out almost all child-rearing tasks. Observers focused on the home environment and family processes, values, and attitudes, and looked at such issues as self-esteem, locus of control, educational attitudes, and educational processes within the home. Discussion of the findings includes comparisons with a previous, similar study of 12 poor Black families in the same city. In particular, findings focused on the extent to which parent stressed discipline, cooperation, internal control, high educational aspirations, responsibility, and a future orientation, and had home environments that were orderly, quiet, and structured. Children's involvement in household chores, extracurricular activities, and television watching were also addressed. Policy implications are discussed. An appendix presents the parent questionnaire in English and Spanish. (Contains 115 references and additional resources and an index) (SV) ED481209 Poor Latino Families and School Preparation: Are They Doing the Right Things? 2003-00-00 ISBN-0-8108-4682-9 172 Scarecrow Press, Inc., 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 ($34.95). Tel: 800-462-6420 (Toll Free); Web site: http://www.scarecrowpress.com. N/A 2004 2016-11-21

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Yes Decision Making Educational Change Higher Education Moral Issues Science Education Sadler, Troy D. Reports - Research Speeches/Meeting Papers English Science educators have appropriated many meanings for the phrase "scientific literacy". This paper advances an argument that in order to maintain the usefulness of such a malleable phrase, its users must explicitly address the context of its use. Based on the vision of science education articulated in standards documents from the United States and abroad, this paper advances a conception of scientific literacy which involves the negotiation of socioscientific issues. In other words, becoming scientifically literate requires, at least in part, the ability to make informed decisions regarding socioscientific issues. Central to socioscientific issues are moral and ethical implications; therefore, the promotion of scientific literacy requires curricular attention to the moral and ethical implications of socioscientific issues. The paper reviews how the Science-Technology- Society movement has addressed socioscientific decision-making and outlines an alternative approach that more explicitly focuses on the moral and ethical implications of socioscientific issues. (Author) ED481210 Moral and Ethical Dimensions of Socioscientific Decision-Making as Integral Components of Scientific Literacy. 2004-02-00 23 N/A 2004 8/19/2004 23:52:50 RIEJUN2004 Paper presented at the Annual Meeting of the Hoosier Association of Science Teachers, Inc. (Indianapolis, IN, February 18-20, 2004).

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Yes Educational Change Genetic Engineering Higher Education Moral Issues Science Education Sadler, Troy D. Zeidler, Dana L. Reports - Research Speeches/Meeting Papers English The purpose of this article is to contribute to a theoretical knowledge base through research by examining factors salient to science education reform and practice in the context of socioscientific issues. The study explores how individuals negotiate and resolve genetic engineering dilemmas. A mixed-methods approach was used to examine patterns of informal reasoning and the role of morality in these processes. Thirty college students participated individually in 2 semi-structured interviews designed to explore their informal reasoning in response to 6 genetic engineering scenarios. Students demonstrated evidence of rationalistic, emotive, and intuitive forms of informal reasoning. Rationalistic informal reasoning described reason-based considerations; emotive informal reasoning described care-based consideration; and intuitive reasoning described considerations based on immediate reactions to the context of a scenario. Participants frequently relied on combinations of these reasoning patterns as they worked to resolve individual socioscientific scenarios. Most of the participants appreciated at least some of the moral implications of their decisions, and these considerations were typically interwoven within an overall pattern of informal reasoning. These results highlight the need to ensure that science classrooms are environments in which intuition and emotion in addition to reason are valued. Implications and recommendations for future research are discussed. (Author) ED481211 Patterns of Informal Reasoning in the Context of Socioscientific Decision-Making. 2004-01-00 35 N/A 2004 8/19/2004 23:52:52 RIEJUN2004 Paper presented at the Annual Meeting of the Association for the Education of Teachers of Science (Nashville, TN, January 8-11, 2004).

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No Elementary Education Journal Writing Science Education Writing Across the Curriculum Writing Strategies Campbell, Brian Fulton, Lori Guides - Classroom - Teacher Science Writing English Notebooks have been used to document scientific discovery and are considered effective tools in the classroom. They make science experiences more meaningful and authentic for students as they observe, record, and reflect upon what they have learned. Notebook writing also offers a natural way to integrate science and language arts. This book investigates the use of science notebooks by students, teachers, and practicing scientists. It serves as a resource of strategies and methods for teachers to incorporate science notebooks into their school day. The book provides classroom vignettes on using notebooks in the classroom, student samples, thinking points to link practice and philosophical beliefs, and connections to the standards. (MVL) ED481212 Science Notebooks: Writing about Inquiry. 2003-00-00 ISBN-0-325-00568-0 Practitioners Teachers 112 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912. Tel: 603-431-7894; Online Only Price $11.60; Fax: 603-431-7840; Fax: 603-431-4971; Web site: www.heinemann.com. N/A 2004 2016-11-21

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Yes Chemistry Concept Formation Curriculum Development High School Students High Schools Item Response Theory Models Science Instruction Claesgens, Jennifer Scalise, Kathleen Draney, Karen Wilson, Mark Stacy, Angelica Reports - Research Speeches/Meeting Papers Conceptual Change English Living by Chemistry (LBC) is a high school curriculum project that proposes framing the big ideas of chemistry to provide developmental cohesion across the curriculum and promote conceptual understanding. The proposed framework, called perspectives of Chemists," is intended to allow measurement of individual conceptual change in chemistry over time, in order to inform on the patterns and characteristics of the conceptual "change space" in the domain. The framework is based on integrating conceptual change theory with National and California State Science Standards, expert opinion, interviews with teachers, surveys of topics in high school chemistry, textbooks, and classroom observations of students. The resulting frame was tested and further developed in 2 small pilot studies with high school students in which student task responses were analyzed for progressions of student understanding, calibrated with item response theory measurement models, and mapped to proposed conceptual models of chemistry. Results are being incorporated into curriculum design efforts in a design experiment model of informing theory and practice concurrently. A larger initial field study at the secondary level is currently underway, with plans for further exploration of the framework at the university level. (Contains 2 figures and 27 references.) (SLD) ED481213 Perspective of a Chemist: A Framework to Promote Conceptual Understanding of Chemistry. 2002-04-00 24 N/A 2004 2016-11-21

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No Cultural Awareness Ethnography Feminist Criticism History Qualitative Research Research Methodology Validity Lincoln, Yvonna S., Ed. Denzin, Norman K., Ed. Books Collected Works - General Reports - Descriptive English The chapters of this volume traces the changes in the discipline of qualitative inquiry over the last five decades. The collection serves as a textbook for training scholars in the history and trajectory of qualitative research. The chapters of part 1, The Revolution of Representation: Feminist and Race/Ethnic Studies Discourses, are: (1) Situated Knowledges The Science Question in Feminism and the Privilege of Partial Perspective (Donna Haraway); (2) Toward an Afrocentric Feminist Epistemology (Patricia Hill Collins); and (3) Defining Feminist Ethnography (Kamala Visweswaran). Part 1, The Revolution of Representation: The Subaltern Speaks, contains: (4) The Torture and Death of Her Little Brother, Burnt Alive in Front of Members of Their Families and the Community (Rigoberta Menchu, translated by Ann Wright). Part 1, The Revolution of Representation: The Voice from Nowhere Gets To Speak: Autoethnography and Personal Narratives, contains: (5) The Way We Were, Are, and Might Be: Torch Singing as Autoethnography (Stacy Holman Jones). Part 2, The Revolution in Authority, contains: (6) On Ethnographic Authority (James Clifford). Part 3, The Revolution of Legitmation, contains: (7) Thick Description: Toward an Interpretive Theory of Culture (Clifford Geertz); (8) Quality in Qualitative Research (Clive Seale); and (9) Issues of Validity in Openly Ideological Research: Between a Rock and a Soft Place (Patti Lather). Part 4, The Ethical Revolution, contains: (10) Ethics: The Failure of Positivist Science (Yvonna S. Lincoln and Egon G. Guba). Part 5, The Methodological Revolution, contains: (11) Interviewing Women: A Contradiction in Terms (Ann Oakley); (12) On the Use of the Camera in Anthropology (Margaret Mead and Gregory Bateson); (13) Taking Narrative Seriously: Consequences for Method and Theory in Interview Studies (Susan E. Chase); and (14) Representing Discourse: The Rhetoric of Transcription (Elliot G. Mishler). Part 6, The Crisis in Purpose: What Is Ethnography for, and Whom Should It Serve, contains: (15) Can Ethnographic Narrative Be a Neighborly Act? (Mary C. Savage); and (16) Rethinking Ethnography: Towards a Critical Cultural Politics (Dwight Conquergood). Part 7, The Revolution in Presentation, contains: (17) Writing: A Method of Inquiry (Laurel Richardson). Another section of part 7, Performance Ethnography and Ethno-drama, contains: (18) Performing as a Moral Act: Ethical Dimensions of the Ethnography of Performance (Dwight Conquergood); and (19) The Theater of Ethnography: The Reconstruction of Ethnography into Theater with Emancipatory Potential (Jim Mienczakowski). Another section of part 7, PoeticsAnthropological and Ethnographic, contains: (20) Foreword from Reflections: The Anthropological Muse (Dell Hymes). Part 8, The Future of Ethnography and Qualitative Research, contains: (21) Personal Narrative, Performance, Performativity: Two or Three Things I Know for Sure (Kristin M. Langellier); (22) Performance, Personal Narratives, and the Politics of Possibility (D. Suyini Madison); (23) The Anthro in Cali (Miles Richardson); (24) Shaman (Anya Peterson Royce); and (25) Tango for One (Anya Peterson Royce). Each chapter contains endnotes. (SLD) ED481214 Turning Points in Qualitative Research: Tying Knots in a Handkerchief. Crossroads in Qualitative Inquiry Series. 2003-00-00 450 Alta Mira Press, 15200 NBN Way, P.O. Box 191, Blue Ridge Summit, PA 17214 (paperback: ISBN-0-7591-034-8, $34.95; clothbound: ISBN-0-7591-0347, $80). Tel: 800-462-6420 (Toll Free). Web site: http://www.altamirapress.com. N/A 2004 8/19/2004 23:52:57 RIEJUN2004

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Yes Educational Practices Elementary School Students Intermediate Grades Preservice Teacher Education Preservice Teachers Professional Development Urban Youth Shakir, Francine O. Reports - Research Speeches/Meeting Papers English This study documented the learning outcomes of preservice teachers who participated in a service-learning program for professional development on understanding the academic and social needs of students attending urban schools in a low-income northern California community. Eight preservice teachers participated for periods from 1 to 2 years. Pretests and posttests, designed to measure end-of-the-year academic growth in mathematics and reading competence, were administered to 102 sixth graders to compare achievement outcomes between the intervention group and their comparable sixth grade peers. All eight preservice teachers engaged in personal and pedagogical generative work, leading to transformative educational consciousness and practices, while making statistically significant academic differences for their students. (Contains 2 figures and 15 references.) (Author/SLD) ED481215 Challenging the Mainstream Paradigm for Teacher Education: A Service Learning Model for Future Teachers of African American Students. 2003-04-00 23 N/A 2004 8/19/2004 23:52:58 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003). Colored figures may not reproduce well.

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Yes Health Behavior Health Education High School Students High Schools Nutrition Private Schools Public Schools Munoz, Marco A. Reports - Research English Healthy People 2010 is the initiative that defines the U.S. health agenda and guides policy. The initiative provides direction for individuals to change personal behaviors and for organizations and communities to support good health through health promotion policies. The objective of this research was to compare public and private schools on various health indicators collected from standardized assessment instruments. Data were available for 1,818 public school students and 1,862 private school students who completed the School Health Education Evaluation Instrument. Overall, public high school students reported higher percentages of behaviors that support food nutrition than private high school students. However, it is worth noting that number of responses scored as correct appears low for both groups of students and may warrant further attention. Educational policy makers need to address the problems associated with nutritional deficiencies and imbalances that could influence learning in schools. (Contains 5 tables and 10 references.) (SLD) ED481216 Cross-Sector Research Associated with Nutrition: Comparison of Private and Public Schools on Health Indicators. 2002-00-00 17 N/A 2004 8/19/2004 23:53:01 RIEJUN2004

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Yes Educational Environment Elementary Education Elementary School Teachers Foreign Countries Knowledge Base for Teaching Learning Personal Narratives Husu, Jukka Reports - Research Speeches/Meeting Papers Finland Finland English This study showed how narratives permeate teacher knowledge and are essential to understand teachers work and learning. It focuses on the characteristics of the teaching profession that are both revealed and constructed in the activity of conversation. The main interest of the study was to reveal new layers of meaning and to uncover interactional relationships involved in them. The study treated teachers pedagogical knowledge as a broad theoretical concept and as an extended practice. This type of knowledge is characterized as active processes by which teachers perform their duties in situations involving intense social interactions. The study, in which interviews were held with 29 elementary school teachers in Finland, provided a plausible and systematic account of how narrative knowledge construction works. It presents a concrete approach to analyze teachers narratives, providing step-by-step guidance to uncover and document meaningful patterns of transcribed narrative data. This relational account of pedagogical knowledge construction focuses on the personal, social, and cultural contexts in teachers working and learning environments. The approach enables teachers better to understand the endeavors in which they are involved. (Contains 1 figure, 2 tables, and 47 references.) (Author/SLD) ED481217 "Tell Me about Your Work and I Tell You about Your Knowledge": Constructing Teacher Knowledge Based on Pedagogical Practices. 2003-06-00 20 N/A 2004 2016-11-21

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Yes Case Studies Elementary Education Elementary School Teachers Foreign Countries Profiles Research Methodology Teacher Student Relationship Teaching Methods Values Husu, Jukka Reports - Research Speeches/Meeting Papers Finland Finland English This study investigated and evaluated how and under what theoretical and practical conditions different pedagogical practices can succeed in real world school settings between teachers and students. The preliminary data included 36 primary school teachers from urban public schools in Helsinki, Finland. The study used two complementary methods: teachers performing portraits and performing case reports. Both were based on classroom observations, teacher interviews, and teachers interpretive comments. For picturing pedagogical encounters, the paper introduces a relational teacher-student behavior continuum. The results present conceptual tools to look at teachers professional practices in schools and the dependence of the respective student behaviors in the same situations. It is hoped that teachers can take advantage of them in order to examine different approaches in different situations and to find which approach best fits their own and their students value systems. (Contains 2 figures and 51 references.) (Author/SLD) ED481218 What a Difference a Discipline Approach Makes? Constructing Performing Quality in Teacher-Student Relations. 2003-08-00 23 N/A 2004 2016-11-21

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Yes Bachelors Degrees Child Care Child Care Quality Child Caregivers Child Development Early Childhood Education Educational Environment Educational Quality Literature Reviews Outcomes of Education Preschool Teachers Teacher Qualifications Whitebook, Marcy Information Analyses Caregiver Qualifications English Driven in part by research findings in early childhood development, the academic, business, and policy communities now recognize that high-quality preschool programs are an important way to help children reach their full potential. Although some current research suggests that teacher preparation at the four-year college degree level is the best way to achieve such quality, recommending such a standard for teachers in early childhood settings has raised considerable debate. This paper reviews research literature on the relationship between teacher preparation and child outcomes in ECE programs, focusing on the central question of whether teachers with at least a BA degree in ECE provide better quality preschool experiences for 3- to 5-year-olds than those with less education. The review was limited to peer-reviewed journal articles and reports, to studies examining education and care programs with classrooms serving 3- to 5-year-olds, and to studies that allowed for exploration of particular features of high-quality programs. The review concentrated on studies with samples including more settings in diverse regulatory environments, and those employing multivariate analyses exploring the relative contribution of teacher education/training to positive program quality and child development. The review notes that although the studies had some limitations in sample, measures, and analytic methods, they underscore the importance of more higher education and specialized training, and identify the role of the bachelor's degree, most often in ECE, in producing teacher behaviors consistent with high-quality programming, which in turn supports better developmental outcomes. The body of research raises several questions requiring further investigation, particularly regarding thresholds of education and training; the content, format, and quality of specialized early childhood training; variations in strategies for teachers with varying characteristics and needs; and the aspects of the adult work environment that scaffold teachers' knowledge, enabling them to engage in effective strategies with children. The review also points out that decisions about qualifications and requirements for preschool and other early childhood teachers will be driven by their feasibility as well as empirical evidence, and that the more diverse a state's preschool system, the more complex it will be to enforce common standards for professional development. (Contains 94 references.) (KB) ED481219 Early Education Quality: Higher Teacher Qualifications for Better Living Environments. A Review of the Literature. 2003-00-00 Policymakers 26 Center for the Study of Child Care Employment, Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way, Suite 5555, Berkeley, CA 94720-5555. Tel: 510-643-5091; Fax: 510-642-6432; Web site: http://www.iir.berkeley.edu/cscce. For full text: http://www.iir.berkeley.edu/cscce/pdf/teacher.pdf. N/A 2004 2016-11-21

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Yes Access to Education Compensation (Remuneration) Definitions Delivery Systems Labor Standards Labor Turnover Preschool Education Preschool Teachers Professional Development Teacher Qualifications Teacher Recruitment Bellm, Dan Whitebook, Marcy Information Analyses California Universal Preschool California English This report analyzes emerging workforce issues as California develops a universal preschool system, focusing on service delivery mechanisms, workforce standards for staff qualifications and compensation, and professional development and higher education system capacity. The review covers current conditions, emerging questions, research findings, gaps in available data, relevant activities in other states, and the decisions California program planners and policymakers will face as they progress. The report notes that in order to determine the kind of preschool workforce needed, a number of questions about the service delivery system will need resolution, including the extent to which existing early care and education providers will participate in the new system, the scope and types of universal preschool services, setting and auspice issues, and the extent to which universal preschool will be embedded within a comprehensive model of family support. Pointing out that universal preschool offers California an opportunity to confront challenges of qualifications and compensation standards, so that professional development is directly tied to a coherent wage and career ladder, the report contends that when qualification standards are not linked to an appropriate system of financial reward, compensation, qualifications, and retention of preschool staff will vary based on program location, thus failing to address the fundamental need for a skilled, stable, high-quality workforce. The report then summarizes the degree programs and training currently available in California at various levels and discusses challenges to building a universal preschool workforce through existing institutions and delivery mechanisms as they relate to articulation, content, and institution capacity. The report concludes with recommendations for workforce development, staff qualifications and compensation, and professional development needs and higher education system capacity. Appendices include a profile of California's current early care and education workforce and a description of Massachusetts' workforce development board. (Contains 29 references.) (KB) ED481220 Universal Preschool in California: An Overview of Workforce Issues. 2003-04-00 David and Lucile Packard Foundation, Los Altos, CA. Policymakers 37 Center for the Study of Child Care Employment, Institute of Industrial Relations, University of California at Berkeley, 2521 Channing Way, Suite 5555, Berkeley, CA 94720-5555. Tel: 510-643-7091; Fax: 510-642-6432; Web site: http://www.iir.berkeley.edu/cscce. For full text: http://www.iir.berkeley.edu/cscce/pdf/preschool.pdf. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Case Studies Early Childhood Education Educational Quality Educational Trends Longitudinal Studies Collected Works - Serials Illinois Illinois State Board of Education National Association Educ of Young Children Universal Preschool Best Practices Illinois English Providing the early childhood (EC) community with a timely, actionable information about the Illinois State Board of Education's early learning initiative, "Little Prints" is a newsletter highlighting best practices among EC programs, representing the interests of and issues of EC professionals engaged in the education and care of children from birth to age 8, and working with other EC publications to inform the broader EC community of the links that bind individual programs into an essential continuum of EC services. This document consists of the first three issues of the newsletter, covering the year 2001. Issue 1 introduces the newsletter, highlights the work of an Alabama early childhood researcher working to create a multistate technical assistance program that would share resources across many Southern states, and describes an early childhood best practices site. Focusing on program quality, the second issue features case studies of two exemplary programs, describes the NAEYC accreditation process, highlights family resource center services in a rural county, and points out the gap between what early childhood development research says children need and what is actually offered in preschool settings. The third issue focuses on voluntary, universal preschool, noting that the trend is gaining momentum nationally, and featuring three case studies of pioneering universal preschool programs in other states. This issue also highlights Chicago's move toward universal preschool within the public school system, and details findings from a longitudinal study indicating that preschool cuts crime and dropout rates and boosts academic achievement. (HTH) ED481221 Little Prints, 2001. Little Prints, 2001 v1 n1-3 2001 2001-00-00 Administrators Policymakers Practitioners 42 The Center: Resources for Teaching and Learning, 1855 Mt. Prospect Road, Des Plaines, IL 60018. Tel: 847-803-3565; Fax: 847-803-3556; Web site: http://www.thecenterweb.org. N/A 2004 2016-11-21

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Yes Benchmarking Child Caregivers Cognitive Development Early Childhood Education Educational Objectives Educational Quality Emotional Development Fine Arts Language Arts Mathematics Instruction Physical Development Preschool Teachers Science Instruction Second Language Learning Social Development Social Sciences State Standards Guides - Classroom - Teacher Illinois State Board of Education Illinois Illinois English The Illinois Early Learning Standards were developed by the Illinois State Board of Education with the assistance of hundreds of educators. The goal of the standards is to provide teachers and caregivers useful information that is directly needed as part of their daily classroom work. Based on comments from educators, parents, and various experts to the draft version, this final guide details the standards and guiding principles behind them. The standards are organized to parallel in content the Illinois Learning Standards for K-12 education. Standards are delineated in the learning areas of Language Arts, Mathematics, Science, Social Science, Physical Development and Health, Fine Arts, Foreign Language, and Social/Emotional Development. For each learning area, the guide lists the state goal(s), relevant learning standards, and specific benchmarks. The guide concludes with a list of 58 resources drawn from during development of the standards, lists of project participants and participating school districts, and a benchmark index. (HTH) ED481222 Illinois Early Learning Standards. 2002-03-00 Practitioners Teachers 51 The Center: Resources for Teaching and Learning, 1855 Mt. Prospect Road, Des Plaines, IL 60018. Tel: 847-803-3565; Fax: 847-803-3556; Web site: http://www.thecenterweb.org. For full text: http://www.isbe.net/earlychi/PDF/earlystandards.pdf. N/A 2004 2016-11-21

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No Active Learning Child Caregivers Early Childhood Education Family Child Care Infant Care Learning Activities Newsletters Parent Materials Preschool Curriculum Professional Development Toddlers Young Children Durkin, Lisa L., Ed. Miller, Sandy, Ed. Collected Works - Serials Child Development Associate ISSN-1077-5544 English This document is comprised of weekly newsletters for 2002, organized by month, for family child care providers. Each theme-based newsletter contains: (1) creative activities for use with mixed-age groups of 2- to 5-year-olds; (2) ideas on guiding behavior, organization tips, and a Monthly Planning Calendar; (3) special sections for infants and after-school students; and (4) at-home learning activities for caregivers to earn continuing education and Child Development Associate credit. In addition, a reproducible two-page parent handout, "Parents and Kids Together," is included with each month of newsletters sharing with parents book titles, songs, activities, and recipes used in the family child care setting. Theme topics include: the holiday spirit year round, surprises, weather, Earth Day, spring, gardening, outdoor art, vacations, and families. (KB) ED481223 Everyday TLC: Teaching, Learning, Caring, 2002. Everyday TLC: Teaching, Learning, Caring, 2002. v8/5-v9/4 2002 2002-00-00 Teachers Parents Practitioners 290 TLC Press, P.O. Box 180, Wilmington, NC 28402 ($17.95, per year; $27, foreign rate). Tel: 800-677-6644 (Toll Free); Fax: 910-259-9561; Web site: http://www.eveydaytlc.com. N/A 2004 2016-11-21

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Yes Case Studies Early Childhood Education Educational Technology Evaluation Methods Special Education Student Evaluation Technology Uses in Education Collected Works - Serials Work Sampling System (Meisels) Illinois Illinois State Board of Education National Association Educ of Young Children Illinois English Providing the early childhood (EC) community with a timely, actionable information about the Illinois State Board of Education's early learning initiative, "Little Prints" is a newsletter highlighting best practices among EC programs, representing the interests of and issues of EC professionals engaged in the education and care of children from birth to age 8, and working with other EC publications to inform the broader EC community of the links that bind individual programs into an essential continuum of EC services. This document consists of the two issues of the newsletter for 2002. Issue 1 focuses on the use of technology in early childhood education, highlighting the progress made since the first large-scale project to use computers in education. This issue also summarizes findings from two decades of study at Western Illinois University on how best to employ technology as a learning tool in early education, describes NAEYC's technology forum, and features two case studies of technology use in special education settings. Also included is a list of resources available to EC teachers and caregivers in need of information on the use of technology with young children. The second issue focuses on assessment techniques as the next step in the state's Early Learning Standards, highlighting specifically the work sampling system of assessment. The issue describes Illinois' version of the Work sampling system, highlights three key components of the system, features one educator's experience using this assessment and developer Samuel Meisels' perspective on the method, and includes a case study of the system at work in an public school early childhood program. (HTH) ED481224 Little Prints, 2002. Little Prints v2 n1-2 2002 2002-00-00 Administrators Practitioners Teachers 34 The Center: Resources for Teaching and Learning, 1855 Mt. Prospect Road, Des Plaines, IL 60018. Tel: 847-803-3565; Fax: 847-803-3556; Web site: http://www.thecenterweb.org. N/A 2004 2016-11-21

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Yes Access to Health Care At Risk Persons Child Care Child Care Quality Child Health Child Welfare Children Dental Health Employed Parents Foster Care Program Descriptions Public Policy School Health Services Special Health Problems Well Being Reports - Descriptive State Policy Georgia Kinship Foster Care School Based Health Clinics School Based Services Georgia English This set of briefs discusses state public policy and implications as they pertain to children in Georgia. The five briefs each address a single policy issue: kinship care, dental care, child care, special health care needs, and school health practice in Georgia. Each two-page brief provides background information on the issue, details the types of prevention and intervention programs available in Georgia, presents information on strategies to address similar problems in other states, and offers recommendations for improving Georgia's capacity to respond to the needs of children and their families. (KB) ED481225 Georgia Health Policy Center Child Policy Briefs, 2001. 2001-00-00 Policymakers 12 Jennifer Edwards, Andrew Young School of Policy Studies, Georgia State University, Education Policy Group, Andrew Young School of Policy Studies, Atlanta, GA 30303. Tel: 404-651-1540. For full text: http://www.gsu.edu/~wwwsps/publications/2001/index.htm. N/A 2004 2016-11-21

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Yes Child Care Child Caregivers Cost Effectiveness Early Childhood Education Economic Impact Educational Quality Employed Parents Labor Supply Mothers Miels, Gayle, Ed. Reports - Descriptive Greater Minneapolis Day Care Association, MN. English Once generally perceived as a service for working parents, child care is now recognized as an early education setting where children learn skills and behaviors for life. The child care and early education industry is also a powerful economic force that experienced significant growth in the past three decades in response to family, economic, and policy changes. The child care industry in Minneapolis, Minnesota, generates substantial revenue, creates and supports local jobs, and stimulates significant economic activity that ripples through the city economy. This report examines the economic impact of child care and early education businesses in Minneapolis, focusing on four main areas: (1) jobs and economic development; (2) providing key economic infrastructure; (3) supporting businesses and working parents; and investing in future workforce development. It is noted that because the report draws only on information available on licensed child care and early education providers, the total size and full economic impact of the industry is underrepresented because of the lack of data for informal care arrangements. Among the findings are the following: (1) for every $1 million spent on child care and early education in Minneapolis, child care and early education business spending supports $787,000 of additional economic activity; (2) total earnings for parents using child care and early education in Minneapolis is $224.4 million; and (3) parents who join the labor force with the help of child care and early education assistance earn $1.40 in new income for every $1.00 invested. The report then advocates improvement in the quality of early childhood care and education as an investment in future workforce development, and offers recommendations for strategic investment in early care and education at the business, city, county and state levels. The report concludes by detailing data sources for the report. (Contains 20 endnotes.) (HTH) ED481226 The Child Care Industry: Supporting Jobs and Economic Development in Minneapolis. Report and Recommendations. 2003-08-00 Policymakers 21 Greater Minneapolis Day Care Association, 1628 Elliot Avenue South, Minneapolis, MN 55404. Tel: 612-341-1177; Web site: http://www.gmdca.org. N/A 2004 8/19/2004 23:53:19 RIEJUN2004

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Yes Graduate Students Graduate Study Middle School Teachers Portfolio Assessment Portfolios (Background Materials) Professional Development Standards Ashford, Anne N. Deering, Paul D. Reports - Research Speeches/Meeting Papers English This study examined how participants in the Masters in Secondary Education with a Middle Level Emphasis Program (MLMED) at the University of Hawaii perceived their personal experiences with the portfolio process in shaping their middle level teacher preparation and professional practices. The process involved understanding a standards-based teacher portfolio, generating evidence or artifacts, discussing artifacts, sharing portfolio progress, generating reflective writing, defending the portfolio, and using the portfolio following program completion. The study used qualitative case methods that focused on the portfolio process for all 62 participants in the first two cohorts of MLMED. Participants completed electronic open-ended questionnaires, focus groups, and individual interviews. The study shows that the MLMED portfolio process promoted a deep understanding of the professional standards of middle level educators and teacher motivation to see themselves as effective agents in the larger picture of the school systems in which they work. The MLMED portfolio, as part of a process that includes sustained collegial support, leads to perceptions of improved professional practice and serves as an effective professional development model. (Contains 33 references.) (Author/SLD) ED481227 Middle Level Teacher Preparation: The Impact of the Portfolio Experience on Teachers' Professional Development. 2003-04-00 29 N/A 2004 8/19/2004 23:53:21 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Adult Education Adult Students College Students Educational Experience Higher Education Student Characteristics Student Participation Synthesis Kasworm, Carol Information Analyses Speeches/Meeting Papers Student Engagement English This paper presents a current synthesis of key research and new understandings of adult learners participation and involvement in undergraduate collegiate studies. It suggests that new theory and understandings are needed to provide broader and more complex frameworks for understanding and supportive adult student engagement in undergraduate studies. Current research indicates that adult students experience college differently and act on the college experience in ways that differ from those of the traditional college student. Adult students present a different set of challenges to the higher education research community because they have different characteristics. There also appear to be differences within the adult undergraduate student population regarding their sense of involvement and engagement in relation to their life biography and their current institutional context. New theory informed by research suggests a focus on the classroom for the adult student, rather than on the college environment, and on experiences connected to current adult lives and knowledge structures. (Contains 2 tables and 28 references.) (SLD) ED481228 What Is Collegiate Involvement for Adult Undergraduates? 2003-04-00 36 N/A 2004 2016-11-21

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No Curriculum Development Educational Assessment Elementary Secondary Education Grades (Scholastic) Grading Student Evaluation Hargis, Charles H. Books Guides - Non-Classroom English This second edition contains updated and refreshed material on the problems caused by the current grading system and contains new information on assessment, standards, and social promotion. The chapters are: (1) Overview; (2) History of Grades; (3) Myths about Grades; (4) Normal Variation in Academic Ability; (5) The Lock-Step Curriculum; (6) The Specialist System; (7) Scapegoats; (8) Success, Failure, and Achievement; (9) Grades as Etiology; (10) Grading the Academically Talented; (11) Grade-Induced Assessment Problems; (12) Curriculum-Based Assessment; (13) Alternatives to Grades; (14) Instruction without Grades: Noncompetitive and Cooperative Learning; (15) Grading Achievement Tests; and (16) Grading the Curriculum. (Contains 55 references.) (SLD) ED481229 Grades and Grading Practices: Obstacles to Improving Education and to Helping At-Risk Student. Second Edition. 2003-09-00 123 Charles C. Thomas, Publisher, Ltd., 2600 South First Street, Springfield, IL 62704 (paperback: ISBN-0-398-07431-3 ($33.95); hardback: ISBN-0-398-07430-5 ($48.95)). Tel: 800-258-8980 (Toll Free); Fax: 217-789-9130. Web site: http://www.ccthomas.com. N/A 2004 8/19/2004 23:53:24 RIEJUN2004

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Yes Graduate Students Graduate Study Innovation Profiles Program Implementation Reliability Porter, Barry E. Surry, Daniel W. Ensminger, David C. Reports - Research Test Retest Reliability English This test-retest reliability study was conducted to test the reliability of an instrument designed to measure the relative importance of eight implementation conditions. Data for the Ensminger-Surry Implementation Profile Instrument (ESIP) were gathered starting January 2003. Participants were from a variety of occupations. Ages ranged from the early 20s through the middle 50s. The main goal of the ESIP is to determine the relative importance of eight conditions that have been shown to facilitate the implementation of an innovation. The testing took place in a test-retest format with approximately a 2-week interval between test sessions. Participants were graduate students in education in the classes of three professors. The study resulted in statistically significant correlations on each of the eight dimensions for both forms. Findings show high test-retest reliability for one form and fairly strong test-retest reliability for the other form investigated. (SLD) ED481230 Reliability Test Results for an Implementation Profile Instrument. 2003-09-00 8 N/A 2004 2016-11-21

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Yes Administrators College Desegregation College Faculty Educational Environment Factor Analysis Factor Structure Higher Education Organizational Climate Research Methodology Surveys Edirisooriya, Gunapala McLean, James E. Reports - Research Speeches/Meeting Papers Tennessee Tennessee English In 2001, the U.S. District Court for Middle Tennessee approved a consent decree to end the federal oversight of the Tennessee higher education integration plan. The consent decree required an examination of the work climates of higher education campuses, and a Web-based survey was developed to measure campus climate in Tennessee. Participation was voluntary, but all faculty and administrators were urged to complete the survey. The final dataset contained 2,784 cases. This analysis is restricted to questions about the dimensions of campus climate, including dimensions by racial and ethnic subgroup, and the focus of this paper is the steps taken to establish the reliability and validity of the survey, the Tennessee Higher Education Campus Climate Survey. Contemporary issues in Web-based survey design and administration are discussed. Factor analytic results show that perception differentials among subsamples can be detected more systematically through factor analysis. The study is considered a work-in-progress since many other analyses could be conducted, such as the derivation of goodness-of-fit statistics for factor structure among subsamples. The survey instrument is attached. (Contains 8 tables and 26 references.) (SLD) ED481231 Measuring Campus Climate through a Web-based Survey and Probing into Some Facets of Perceived Campus Climate. 2003-04-00 25 N/A 2004 2016-11-21

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Yes Bibliographies Higher Education Research Methodology Research Skills Student Developed Materials Student Projects Student Research Smith, Carl B., Ed. ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Many methods of student-conducted research exist. Within these methods, four stages are evident: Presearch, Search, Interpret, and Report. This topical bibliography and commentary delineates and discusses each of these specific stages in turn. The bibliography/commentary points out that students can best learn about conducting research by having clear-cut guidelines, being shown how to perform each step from start to finish, having the opportunity to confer with peers and teachers on their progress, and having each step broken down into smaller, more manageable tasks. It also enumerates six practical ideas a teacher can implement, which can lead to a more expressive approach to doing research. (Contains 4 Internet addresses and 12 references.) (NKA) ED481232 Student Research Skills and Techniques. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 8/19/2004 23:53:29 RIEJUN2004 ED-99-CO-0028

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Yes Bibliographies Classroom Techniques Elementary Secondary Education English Instruction Grammar Instructional Effectiveness Language Arts Learning Strategies Smith, Carl B., Ed. Guides - Classroom - Teacher ERIC Publications Reference Materials - Bibliographies Concept Acquisition Integrated Skill Development ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Grammar study needs to be functional. Learners need to have a sense of how knowledge of grammar can help them communicate more effectively, both orally and in writing. The focus of grammar instruction is shifting from repetition and rote drills, memorizing parts of speech, and diagramming to develop an awareness of language in general and how it varies and changes. This topical bibliography and commentary outlines a number of strategies educators can use with students that incorporate the learning of grammar concepts into a language arts curriculum that develops the functional composing and comprehending abilities of the students. The bibliography/commentary discusses word study in grammar instruction, grammar instruction in authentic contexts, and grammar instruction revisited. It notes that current research in education indicates that effective grammar instruction emphasizes integrating the study of spelling, grammar, and meaning into a curriculum in which reading and writing are central. Lists 3 Internet resources and 4 references. (NKA) ED481233 Successful Techniques in Grammar Instruction. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Classroom Techniques Elementary Secondary Education Language Role Literacy Literature Reviews Oral Language Writing Processes Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Language Across the Curriculum Speaking Writing Relationship Conversation ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Because oral language is so basic, it is the first step to verbal thinking, communicating socially, and understanding literature. It is through speech that children learn how to organize their thinking and focus their ideas. Nurturing children's language is fundamental to molding them into natural and competent readers and writers. This topical bibliography and commentary summarizes and gives an overview of current thinking on techniques for teaching oral language. The bibliography/commentary reviews research on oral language in the classroom, oral language development across the curriculum, language and literacy, composing through conversation, and language development by Dr. Walter Loban. Lists 2 Internet resources and 17 references. (NKA) ED481234 Successful Oral Language and Literacy Techniques. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Bibliographies Elementary Secondary Education Instructional Effectiveness Literature Reviews Writing (Composition) Writing Improvement Writing Instruction Writing Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Six Trait Analytical Model Writing Models ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Without a simple, defined structure for good writing it can be difficult for an individual to be confident of his or her writing ability. The Six-Trait Writing Method, developed by Spandel and Stiggins in 1990 at the Northwest Regional Educational Laboratory (NRWEL), outlines how teachers could teach students "specific criteria for writing." The method has been found effective in teaching students not only how to use this criteria to consistently evaluate their own writing, but to improve their own perceptions of their writing skills. The six basic traits of effective writing have been identified as: ideas, organization, voice, word choice, sentence fluency, and conventions. Recently, another trait, "presentation," has been added to form the 6+1 traits of writing. This topical bibliography and commentary reviews some research studies on the six traits. The bibliography/commentary finds that the Six-Trait Writing Method is a reliable reference to guide a writer through the demanding task of writing well, as well as improving his/her skills and confidence as a writer. It also finds that the model is an effective tool to assess students' writing and to scaffold students' writing skills in a systematic manner. Lists 4 Internet resources and 9 references. (NKA) ED481235 Successful Use of the Six Traits in Writing. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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No Annotated Bibliographies Classroom Techniques Editing Elementary Secondary Education English Instruction Higher Education Technical Writing Writing for Publication Writing Processes Speck, Bruce W. Hinnen, Dean A. Hinnen, Kathleen Books Reference Materials - Bibliographies Writing Contexts ISSN-1041-8350 English This book is devoted to the many facets of the writing, revising, and publication process. The book provides a comprehensive overview of the literature over the past 25 years and applies to writing activities in K-12, undergraduate and graduate classrooms, as well as the workplace. Each listing is annotated. Over 800 annotated entries for books, articles, reports, bibliographies, and other sources are included. The book is divided into sections on teaching revision and editing in academic and nonacademic settings. Special classroom issues, such as teaching learning disabled students, nonnative writers, and English-as-a-second language classes are discussed. There are subsections on business classes, developmental writing classes, and technical writing courses. The nonacademic sections provide sources that cover revising and editing in the general workplace and writing material for newspaper and magazine submissions. Contains detailed author and subject indexes. (NKA) ED481236 Teaching Revising and Editing: An Annotated Bibliography. Bibliographies and Indexes in Mass Media and Communications. 2003-00-00 ISBN-0-313-27957-8 224 Greenwood Publishing Group, Inc., 88 Post Rd. West, P.O. Box 5007, Westport CT 06881 ($89). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.greenwood.com. N/A 2004 2016-11-21

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No Demonstration Programs Educational Change Educational Research Elementary Secondary Education Program Implementation Research Utilization Non-Print Media Reports - Descriptive Comprehensive School Reform Demonstration Program Reform Efforts AEL, Inc., Charleston, WV. English Congress began funding the Comprehensive School Reform Demonstration (CSRD) program in 1998 to stimulate whole school reform in low-achieving schools. Schools receiving CSRD funding are required to evaluate the reforms implemented and the student results achieved. In response to interest among educators and researchers, a national research symposium was convened in June 1999. The success of this symposium encouraged AEL to organize a followup in 2000. This CD-ROM provides a picture of the symposium. A summary is included with the CD. Panelists and audience members discussed five central questions: (1) what does research show that assists schools in developing a comprehensive school reform program: (2) what does research offer to foster successful implementation of CSRD; (3) what are the key issues and questions to guide the continuing CSRD agenda; (4) how can research findings be translated into practical advice and useful tools for practitioners and policymakers; and (5) how can schools be supported in undertaking, implementing, and sustaining comprehensive school reform. Comments of researchers and professional educators to these questions are summarized on the CD-ROM. (SLD) ED481237 Research Symposium on Research and Evaluation Related to Comprehensive School Reform (2nd, Washington, DC, June 26-27, 2000). [Summary and CD-ROM]. 2000-06-00 McKenzie Group, Washington, DC. National Clearinghouse for Comprehensive School Reform, Washington, DC. Office of Educational Research and Improvement (ED), Washington, DC. Department of Education, Washington, DC. Planning and Evaluation Service. 5 AEl Distribution Center, P.O. Box 1348, Charelston, WV 25325-1348 (Free). Tel: 304-347-0400; Tel: 800-624-9120 (Toll Free); Fax: 304-347-0487; e-mail: distctr@ael.org; Web site: http://www.ael.org. For full text of "Summary": http://www.ael.org/pnp/browse/csrsymcd.htm. N/A 2004 2016-11-21

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Yes Cooperative Learning Ethics Feminism Higher Education Journalism Education Media Coverage Models National Surveys Nonprofit Organizations Organizational Communication Private Financial Support Public Relations Radio Scientific and Technical Information Teaching Methods World Wide Web Collected Works - Proceedings Reports - Research Travel Industry Risk Communication September 11 Terrorist Attacks 2001 English The Public Relations Division of the proceedings contains the following 20 papers: "Communicating for Technical Change: Business-to-Business Communication with Small Manufacturing Firms" (Danielle Pontiff); "Integrating Editorial Presentation and Public Relations Publications: New Frontiers for Convergence and Collaborative Learning" (Jennifer George-Palilonis, Robert S. Pritchard, and Betsy Hatch); "The Use of Persuasive Appeals and Public Relations in the Travel and Tourism Industry Post-9/11" (Ann R. Carden); "The Relationship between Corporate Philanthropic Activity and Corporate Financial Impact: Getting Beyond the Inconsistent Results of Previous Studies" (Jiyang Bae and Margarete Rooney Hall); "A (Re)conceived Feminist Paradigm for Public Relations and Its Application to the Theory of Organization-Public Relationships" (Linda Aldoory and Elizabeth Toth); "How to Measure Organization-Public Relationships: Measurement Validation in a Company-Retailer Relationship" (Samsup Jo); "Protracted Strategic Risk Communication: A Longitudinal Analysis of Community's Zones of Meaning" (Michael J. Palenchar and Robert L. Heath); "Nonprofit Organizations' Use of the World Wide Web: Are They Sufficiently Fulfilling Organizational Goals?" (Seok Kang and Hanna E. Norton); "The Good, the Bad and the Ugly of How the General Public Views PR Practitioners: The Results of a Hybrid Survey/Experiment Employing a Nationwide Sample" (Coy Callison); "Utilizing John Rawls''A Theory of Justice' to Examine the Social Utility of Contemporary Public Relations" (David L. Martinson);"Organization-Public Relationships, Organizational Representations, and the Overall Evaluation of Organizational Performance: A Causal Model" (Sung-Un Yang and James E. Grunig); "Developing the 'Dynamic' Public Relations Case Class: I Don't Know Anything about Science and You Want Me to Say WHAT?" (B. J. Altschul); "Legitimate Strategy versus Smoke Screen: Framing Philip Morris' Name Change to Altria" (Cristina Popescu); "Radio Business on the World Wide Web: An Examination of the Streaming Terrestrial and Internet-Based Radio Stations in the United States" (Wen Ren and Sylvia M. Chan-Olmsted); "The Role of Clients in the Public Relations Campaigns Course" (Vince Benigni, I-Huei Cheng, and Glen T. Cameron); "Exploring the Effects of Organization-Public Relationships (OPRs) on Attitude toward the Organization, Brand, and Purchase Intention" (Jeesun Kim, Sooburn Lee, and ByengHee Chang); "Congressional Press Secretaries: A Survey of Their Relationships with Reporters and Views on Media Coverage" (Ethnie Groves and Jennifer Greer); "Is Media Relations All There Is to Public Relations?: Differences in Perceptions between Public Relations and Journalism Educators" (Thomasena Shaw and Candace White); "Examining the PRSA Code of Ethics: Toward Ethical Advocacy" (Hyo-Sook Kim). (RS) ED481238 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Public Relations Division. 2003-07-00 632 N/A 2004 2016-11-21

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Yes Audience Awareness Case Studies Change Strategies Cooperation Credibility Editorials Elections Electronic Mail Evaluation Methods Gender Issues Group Dynamics Higher Education Journalism Education Media Coverage Newspapers Sex Differences Teacher Attitudes World Wide Web Writing Instruction Collected Works - Proceedings Reports - Research Michigan Alternative Press New York Times Emancipation Proclamation Political Advertising Indiana September 11 Terrorist Attacks 2001 Local News Indiana Michigan English The Newspaper Division of the proceedings contains the following 22 papers: "Framing Freedom: Hoosier Republican and Democratic Newspaper Editors Frame Lincoln's Emancipation Proclamation" (David W. Bulla); "Quantifying Newspaper Quality: 'I Know It When I See It'" (Philip Meyer and Koang-Hyub Kim); "Cultural Convergence: An Examination of Intergroup Bias and Journalism" (Vincent F. Filak); "Keep Up with Time: Top Story Updates in Seven U.S. Online Newspapers" (Jin Xu); "Partisan and Structural Balance in News Stories Covering Incumbent and Open Elections for Governor in Michigan" (Frederick Fico and Eric Freedman); "Perceptions of the Audience by the Alternative Press Producers: A Case Study of 'The Texas Observer'" (InCheol Min); "War with Iraq: How 'The New York Times' and the'Guardian of London' Covered the Story after the First Anniversary of the Sept. 11 Terrorist Attacks" (James Boden); "A Multistage Approach to Obtaining a Nationally Representative Sample of Local News Coverage" (Marilee Long, Michael Slater, and Linda Stapel); "Characterizations of the '911' Attack and Perpetrators in Three U.S. Elite Newspapers" (Li Zeng); "Experience and Internet News: The 'Real' Reason for the Online News Reading Gender Gap" (Amy Schmitz Weiss, Sharon Meraz, Nilo Figur, and Paula M. Poindexter); "Policing the Political Spinners: Analysis of Newspaper Coverage of Political Adwatches from 1988-2000" (Chris Glowaki, Thomas J. Johnson, and Kristine E. Kranenburg); "Under Construction: Measures of Community-Building at Newspaper Web Sites" (Cassandra Imfeld and Glenn W. Scott); "'Searching for a New Paradigm: Results of the National Media Writing Faculty Survey" (Mark Masse and Mark Popovich); "The Sociology of Convergence: Challenges and Change in Newspaper News Work" (Jane B. Singer); "America Strikes Back--A Comparative Content Analysis of 'The New York Times' Coverage of U.S. Policy after Pearl Harbor and 9/11" (Olaf Werder); "No Substitute for Being There: How Statewide Public Affairs Television Tries to Fill the Gap for Journalists" (Karen M. Rowley and David D. Kurpius); "The Convergence Continuum: A Model for Studying Collaboration Between Media Newsrooms" (Larry Dailey, Lori Demo, and Mary Spillman); "A Comparative Analysis of Source and Reporter Gender in Newsrooms Managed by Men versus Women" (Stephanie Craft, Wayne Wanta, and Cheolhan Lee);"The Perceived Credibility of Electronic Mail in Newspaper Newsgathering" (Bruce Garrison); "The Evolution of Online Newspapers: A Longitudinal Content Analysis, 1997-2003" (Jennifer Greer and Donica Mensing); "Online Versions of US Daily Newspapers: Does Size Matter?" (Thimios Zaharopoulos); and "The Paradox of Editorial Diversity: A Content Analysis of the Cincinnati Enquirer and Cincinnati Post" (Steve Hallock, Ron Rodgers, Mike Gennaria, and Fei Wei). (RS) ED481239 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Newspaper Division. 2003-07-00 581 N/A 2004 2016-11-23

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No Economics of Education Educational Cooperation Educational Finance Educational Objectives Educational Principles Educational Vouchers Elementary Secondary Education Federal Aid Government School Relationship Institutional Cooperation Private Education Private School Aid Public Education Role of Education School Choice State Aid Levin, Henry M. Information Analyses Opinion Papers Columbia Univ., New York, NY. National Center for the Study of Privatization in Education. English Although explicit public-private partnerships are rare in education, there is a close connection between the public and private goals of education. Education inherently serves both public and private interests. Unfortunately, educational policy may find itself in conflict while simultaneously serving both public and private mandates. This article reviews that challenge and presents a variety of ways on which public and private sectors collaborate educationally. It reviews a range of linkages between the public and private sectors in elementary and secondary education. The article begins by reviewing the peculiar nature of education in producing what is both a public and private good. This suggests that public and private collaboration should be central to education. It follows with several existing interventions that link the public and private sectors and points out the necessity of public-private collaboration while also stressing the continuing sources of tension between the two sectors when it comes to education. Finally, it presents a venture to link public and private sectors in education by providing publicly financed vouchers that could be used for private schools. (Author/WFA) ED481240 The Public-Private Nexus in Education. Occasional Paper. 2000-03-00 25 Teachers College, Columbia University, Box 181, 230 Thompson Hall, 525 West 120th Street, New York, NY 10027-6696. Tel: 212-678-3259; Fax: 212-678-3474; e-mail: ncspe@columbia.edu; Web site: http://www.ncspe.org. For full text: http://www.ncspe.org/publications_files/publications_files/31_OP01.pdf. N/A 2004 8/19/2004 23:53:46 RIEJUN2004

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No Classroom Environment Cognitive Processes Cognitive Style Cultural Differences Cultural Influences Cultural Relevance Culture Conflict Educational Environment Elementary Secondary Education Family Influence Instructional Effectiveness Learning Experience Learning Modalities Student Behavior Student Diversity Teacher Effectiveness Teacher Student Relationship Teaching Methods Teaching Styles Johnson, Leona M. Books Guides - Non-Classroom Information Analyses Culturally Different Students Cultural Sensitivity Educational Research Service, Arlington, VA. English This publication presents reasons why attention to culture and learning is important in schools. It examines the relationship between culture and learning, and discusses how conflicts between the culture of the home and that of the typical classroom hinder the educational process for many children. It reviews examples of culturally sensitive instructional practices and describes the considerations that teachers and administrators need to take into account as they attempt to meet the needs of a student population that is growing more culturally diverse. The publication addresses the questions and issues of cultural diversity in the classroom through a review of the literature on cultural differences and their impact on learning and effective teaching. The research profiled here details ways that teachers can improve student learning by becoming aware of cultural differences and employing culturally sensitive instructional methods. The term "culture," as it is used in this book, refers to ways of being, knowing, and doing. The term, as used here, does not address what students learn because it is assumed that high standards are applied to all students; it examines how students learn, regardless of the subject or content area being taught. (WFA) ED481241 What We Know About: Culture and Learning. 2003-00-00 ISBN-1-931762-10-4 Administrators Practitioners Teachers 92 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0491: base price, $20; comprehensive subscriber, $9; individual subscriber, $13.50). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Academic Achievement Accountability Administrator Responsibility Administrator Role Board Administrator Relationship Board of Education Policy Board of Education Role Boards of Education Educational Cooperation Educational Improvement Elementary Secondary Education Governing Boards National Standards Politics of Education Professional Development School District Autonomy State Standards Superintendents Porch, Stephanie Protheroe, Nancy Guides - Non-Classroom Information Analyses Board Member Responsibility Educational Research Service, Arlington, VA. English The context of school district governance is changing and becoming more complex. The individual roles of school board members and superintendents, and the relationship between school board members and superintendents are becoming increasingly important in light of the recent mandates for high student achievement. This brief looks at issues currently affecting school district governance. It begins with a discussion of three factors that have had significant impact on the work of local school boards in recent years: (1) discussions about the adequacy of current school governance structures; (2) the effects of state-level and federal-level accountability requirements; and (3) the increasing focus on student achievement. It then examines current thinking about the role of school boards and reviews research about effective school boards and the roles of school board members and superintendents. It concludes with some suggestions for ways in which school boards and superintendents can work toward building relationships that support district goals. These include starting with a good match, sharing a vision, developing an atmosphere of trust, and promoting professional development for board members. (WFA) ED481242 School Board-Superintendent Relations in Support of High Student Achievement. The Informed Educator Series. 2003-00-00 16 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. IE-0519: base price, $9.60; comprehensive subscriber, $4.80; individual subscriber, $7.20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Academic Achievement Administrator Characteristics Administrator Education Assistant Principals Beginning Principals Instructional Leadership Management Development Middle School Students Middle Schools Occupational Information Parent School Relationship Principals Regular and Special Education Relationship Special Education Special Needs Students Teacher Administrator Relationship Information Analyses Educational Research Service, Arlington, VA. English American public schools enroll some 9.5 million students at the middle-school level and approximately 6 million students with disabilities at the K-12 levels. This research digest briefly presents highlights from two reports of studies that examined what is known about principals who lead middle-school and disabled student populations and what perspectives and insights their experiences offer. The first study provided a profile of middle-level principals that explored their preparation and experience for leadership positions and their job satisfaction and challenges. Among the findings from that study are the following. The typical middle-level principal is a white male approximately 50 years of age. Most middle-level principals have been assistant principals and served in that capacity for less than 10 years. In 2000, nearly half the principals reported working 60 or more hours a week. The second study discovered ways that principals promote academic success in schools where students with disabilities are achieving alongside their peers. Some of those ways include ensuring parent-school communication; emphasizing to teachers the goal of performance improvement for all students; and fostering collaborative decision-making. (WFA) ED481243 Leadership of Middle School Students and Students with Disabilities. ERS Research Digest. 2003-02-00 4 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908. Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:53:50 RIEJUN2004

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No Compensation (Remuneration) Contract Salaries Educational Quality Elementary Secondary Education Instructional Effectiveness Labor Market Merit Pay Occupational Information Premium Pay Teacher Competencies Teacher Effectiveness Teacher Employment Teacher Salaries Teacher Shortage Teacher Supply and Demand Goldhaber, Dan D. Eide, Eric R. Information Analyses Educational Research Service, Arlington, VA. English High-quality teachers play a significant role in improving student achievement. Compensation is a critical factor in attracting and retaining skilled teachers. This publication addresses the issues of the impact of teacher compensation and the factors that influence it. The book addressees teacher compensation from an economic perspective and includes examples of state and district efforts to use teacher compensation to attract and retain high-quality teachers. It uses the framework of the teacher labor market to address the predominant teacher compensation plan: the single-salary schedule. Chapter 1 provides background to compensation reform and the teacher labor market. Chapter 2 addresses some national concerns regarding teacher quality. Chapters 3 and 4 provide the economic background on labor markets and compensation plans. Chapter 5 describes the history of teacher compensation and explains how the current single-salary schedule fits among compensation plans. Chapter 6 discusses the labor market implications of the prevailing single-salary schedule. Chapter 7 explores some high-profile alternatives to the single-salary schedule. Chapter 8 presents education policy recommendations that local school district leaders could initiate in their districts. (WFA) ED481244 Teacher Compensation and Teacher Quality. ERS Concerns in Education. 2003-00-00 ISBN-1-931762-16-3 Policymakers 57 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0537: nonsubscriber, $36; comprehensive subscriber, $18; individual subscriber, $27). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:53:51 RIEJUN2004 Written with Albert Yung-Hsu Liu.

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No Academic Ability Academic Achievement Developmental Studies Programs Elementary Secondary Education High Risk Students Interpersonal Relationship Learning Processes Learning Strategies Mentors Outcomes of Education Professional Development Role Models Skill Development Teacher Student Relationship Brown, Robert S. Guides - Non-Classroom Information Analyses Protege Mentor Relationship Educational Research Service, Arlington, VA. English Adult mentors have proved to be important contributors to the academic and personal success of many students. This publication reviews the literature on mentoring programs for at-risk students and presents information on both the goals and challenges of mentoring programs. It also describes key elements of effective mentoring programs. It begins with a general background discussion of mentoring. It next discusses what mentoring is expected to do, the goals of at-risk and other mentoring programs. Some of these goals deal with self-actualization, learning outcomes, retention, behavioral outcomes, and equity outcomes. This section also discusses benefits to mentors. The next section discusses the effectiveness of planned mentoring of at-risk students. The next section describes the critical elements of effective mentoring programs, including the location, frequency and duration of meetings, training and support of both mentors and students, and matching mentors and students. The publication goes on to discuss possible negative effects of mentoring, some alternatives to traditional mentoring relationships such as group mentoring, and administrative aspects of mentoring. Included in sidebars are a short list of online resources and rubrics defining effective and less-effective mentors. (Contains 66 references.) (WFA) ED481245 Mentoring Programs for At-Risk Students. The Informed Educator Series. 2003-00-00 16 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. IE-0515: base price, $9.60; comprehensive/premium subscriber, $4.80; individual subscriber, $7.20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Academic Achievement Accountability Data Collection Data Interpretation Decision Making Educational Assessment Educational Improvement Educational Planning Elementary Secondary Education Evaluation Methods Information Processing Information Utilization Instructional Improvement Standards Guides - Non-Classroom Information Analyses Educational Research Service, Arlington, VA. English The results from high-stakes assessments have often been used to merely grade and rank schools and students. But a new trend is emerging, according to this brief. Educators are beginning to see the power of using assessment data to improve instruction. This brief discusses ways to use data to improve instruction at the school, classroom, and student levels. It begins with a brief overview followed by discussions on how data-based decisions improve instruction and how the use of assessment data can help to improve instruction. It next discusses the role of the central office. It then presents several examples of effective data use for instructional improvement. The next two sections offer advice on developing and using effective data-based assessment systems, with discussions on staffing, providing sufficient time and resources for staff development, and making sure that decisions are based on "good" data. The brief concludes that the ultimate goal is a system that integrates instruction and assessment into a cycle of continuous improvement that leads to high levels of student achievement. The brief also includes a number of resource reviews, a brief list of online resources, and 26 references. (WFA) ED481246 ERS Focus on... Using Data for Instructional Improvement. 2003-00-00 16 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0545: base price, $90; comprehensive subscriber, $45). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:53:54 RIEJUN2004 "ERS Focus On" is published four times per year.

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No Assistant Principals Central Office Administrators Educational Research Elementary Secondary Education Expenditure per Student Librarians Occupational Information Principals Public Schools School Business Officials School Counselors School District Wealth School Nurses School Personnel School Secretaries School Statistics Staff Utilization Teacher Student Ratio Teachers Williams, Alicia R. Protheroe, Nancy Parks, Michael C. Information Analyses Reference Materials - General Reports - Research Staffing Patterns Staffing Ratio Educational Research Service, Arlington, VA. English This research brief examines staffing patterns within U.S. public school systems. Specifically, it answers the following sets of questions: (1) Why is information about staffing ratios important? (2) How many people currently work in public schools? What proportion of these are teachers, administrators, and support staff? (3) What are the current staffing patterns in public school systems? Do they vary by district enrollment size and per-pupil expenditure level? and (4) How have staffing patterns changed over the years, particularly for teachers and central-office administrators? To provide the answers to these questions, the following data are presented through narrative, graphs, charts, and tables: student/staff and teacher/staff ratios for individual positions and for aggregate categories of professional personnel for the 2002-03 school year; trend information of student/staff and teacher/staff ratios for the school years covering 1992-93 to 2002-03; and data from the Educational Research Service (ERS) National Survey of School District Budgets and the National Center for Education Statistics. Included are brief descriptions of related resources available from ERS. (WFA) ED481247 Staffing Patterns in Public School Systems: Current Status and Trends, Update 2003. A Reference Tool for School Administrators. Research Snapshot. 2003-00-00 ISBN-1-931762-19-8 Administrators Practitioners 14 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0544: base price, $30; comprehensive subscriber, $15; individual subscriber, $20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Assistant Principals Bus Drivers Compensation (Remuneration) Contract Salaries Elementary Secondary Education Income Librarians Occupational Information Principals Public Schools Salaries School Business Officials School Counselors School Nurses School Personnel School Secretaries School Statistics Teacher Aides Teachers Wages Williams, Alicia R. Protheroe, Nancy Parks, Michael C. Information Analyses Numerical/Quantitative Data Reports - Research Custodians Educational Research Service, Arlington, VA. English This annual survey is a collection of data on salaries and wages of 23 professional and 10 support positions selected to represent the full range of public-school employees. This current volume presents data collected in fall 2002 from 620 school systems employing some 1.4 million people (full-time employees only) for the 2002-03 school year. Also included is year-to-year, 5-year, and 10-year information on trends in public-school salaries and wages, with comparison with the Consumer Price Index for each of these periods. The volume is organized into three sections. Section I presents changes in salaries scheduled from 1992-93 to 2002-03. Section II presents salaries and wages paid professional and support staff in 2002-03. Section III presents scheduled salaries for professional personnel for 2002-03. Each section includes explanatory notes, highlights of noteworthy findings, and a wide array of tables intended to be used as references for school districts needing information about a specific position category. Appended are a worksheet for compiling local school system composite-indicator-of-change data and comparative composite-indicator-of-change data, summary tables, summary figures, an explanation on how the data were collected, and a glossary. (WFA) ED481248 Salaries and Wages Paid Professional and Support Personnel in Public Schools, 2002-2003. A Reference Tool for School Administrators. 2003-00-00 ISBN-1-931762-18-X Administrators Practitioners 102 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0543: base price, $150; comprehensive subscriber, $75; individual subscriber, $112.50). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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No Academic Achievement Educational Attainment Educational Environment Elementary Secondary Education Learning Motivation Learning Strategies Student Attitudes Student Characteristics Student Interests Student Motivation Student School Relationship Teacher Influence Teacher Student Relationship Woronowicz, Stephanie A. Guides - Non-Classroom Educational Research Service, Arlington, VA. English This brief highlights some of the reasons that low motivation may prevent students from reaching their full educational potential. It begins with a discussion of some of the factors that contribute to this problem, including lack of relevance, fear of failure, learning problems, lack of challenge, and emotional distress. Most of the brief is devoted to suggestions for ways in which instruction can be structured to build student motivation. Following are some of the suggestions: Provide incentives for improved performance; combine all reinforcers with social praise and gradually fade the distribution of the incentives; offer students choices; allow flexible sequencing and due dates; help students set goals; make learning relevant; teach students about the learning process; and make the classroom a safe and encouraging place. Also included in the publication as sidebars are a model for motivating students; examples of options student could use as alternatives to a traditional book report; a list of classroom practices that undermine motivation; and additional tips for motivating reluctant learners. (Contains 31 references.) (WFA) ED481249 Motivating Reluctant Learners. The Informed Educator Series. 2003-00-00 12 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. IE-0527: base price, $9.60; comprehensive/premium subscriber, $4.80; individual subscriber, $7.20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/19/2004 23:54:00 RIEJUN2004

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Yes Economics of Education Educational Finance Elementary Secondary Education Expenditure per Student Finance Reform Financial Policy Politics of Education Property Taxes Public Policy Resource Allocation School Funds School Support State Aid Tax Allocation Gottlob, Brian J. Reports - Research New Hampshire New Hampshire English This report highlights research that examined education finance data for the 1998-99 school year, the year prior to the introduction of finance reforms in New Hampshire, and the 1999-00 to 2001-02 school years, the 3 years following the introduction of reform. Following are some of the conclusions about New Hampshire's education finance reform. Reform has done little to alter the overall per-public expenditure patterns of New Hampshire communities. Because expenditure changes are not very responsive to the size of education grants, even with very large increases in state aid, the current education-funding system will not narrow per-pupil spending differences. Decreases in local property taxes since reform were greater in communities with higher median incomes than in communities with lower median household incomes. Reform has dramatically changed the price that communities pay for local education services. Neither increasing the level of state support nor making minor adjustments to the formula used to determine how state aid is distributed to each community will alter these results. These findings suggest that current reforms will not achieve key policy objectives and that education finance reform will continue to dominate the public policy agenda in New Hampshire. (Author/WFA) ED481250 The Results of the New Hampshire Education Funding Reform. 2003-06-00 20 The Josiah Bartlett For Public Policy, 7 South State Street, Suite 2, Concord, NH 03301. Tel: 603-224-4450; Fax: 603-224-4329; Web site: http://www.jbartlett.org/. For full text: http://www.jbartlett.org/pdf/EdFunding.pdf. N/A 2004 2016-11-21

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Yes Breakfast Programs Child Health Dining Facilities Elementary Schools Food Standards Government Publications Hunger Lunch Programs Mathematics Achievement Nutrition Reading Achievement School Health Services Student Behavior Student Welfare Tables (Data) McLaughlin, Joan E. Bernstein, Lawrence S. Crepinsek, May Kay Daft, Lynn M. Murphy, J. Michael Reports - Research Meal Programs Food and Nutrition Service (USDA), Alexandria, VA. Office of Analysis and Evaluation. English In 1998, Congress authorized implementation of a 3-year pilot breakfast program involving 4,300 students in elementary schools in 6 school districts representing a range of economic and demographic characteristics. The program began in the 2000-01 school year. This lengthy report presents the findings from the pilot's first year. The study had two main objectives: (1) to assess the effects of the availability of universal free school breakfast on breakfast participation and selected student outcome measures, including dietary intake, cognitive and social/emotional functioning, academic achievement tests, school attendance, tardiness, classroom behavior, food insecurity, and health; and (2) to document the methods used by schools to implement universal free school breakfast and determine the effect of participation in this program on administrative requirements and costs. Students were measured on dietary intake, cognitive functions, and height and weight. Following are some of the key findings: Food energy, protein, and vitamin and mineral intakes of most students in treatment and control groups met the standards for dietary adequacy; there was no difference in math and reading score gains across all grades between treatment and control groups; and increased breakfast participation resulted in lower per-meal labor costs in treatment schools. (WFA) ED481251 Evaluation of the School Breakfast Program Pilot Project: Findings from the First Year of Implementation. Nutrition Assistance Program Report Series. 2002-10-00 Policymakers 455 Office of Analysis, Nutrition, and Evaluation, USDA, Food and Nutrition Service, 3101 Park Center Drive, Room 1014, Alexandria, VA 22302-1500. Tel: 703-305-2062; Web site: http://www.fns.usda.gov/oane. For full text: http://www.fns.usda.gov/oane/MENU/Published/CNP/FILES/BreakfastPilotYr1.pdf. N/A 2004 2016-11-21

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Yes Administrator Characteristics Administrator Qualifications Administrator Selection Board Administrator Relationship Board of Education Policy Central Office Administrators Elementary Secondary Education Instructional Leadership School Administration Search Committees (Personnel) Superintendents Boring, Michael R. Guides - Non-Classroom Administrator Salaries Administrator Supply and Demand Board Member Responsibility Washington State School Directors Association, Olympia. English This guide is intended to be a tool to help those involved in the superintendent selection process. Section titles reflect the guide's contents. "The Decision to Seek a Superintendent"; "The Case for Using a Search Consultant"; "Setting a Timeline"; "Involvement of Parents, Citizens, Students and Staff"; "Describing the Person Sought and the Position"; "The Recruitment Brochure and Advertising"; "Defining the Application Process"; "Initial Screening of Applications"; "Initial Interviews"; "Planning Finalist Interviews and Activities in the District"; "Gathering and Evaluating Information about Finalists"; "Deliberating Upon a Final Choice"; "Negotiating a Contract"; and "Final Board Action to Ratify a Contract." Appended are a model superintendent contract; samples of a request for proposal for consultant services, various worksheets, a board-superintendent working agreement, and a superintendent evaluation form; and a number of interview tips. (WFA) ED481252 Superintendent Search. 2003-00-00 Policymakers 57 Washington State School Directors' Association (WSSDA), 221 College St. N.E., Olympia, WA 98516. Tel: 360-493-9231; Fax: 360-493-9247; e-mail: mail@wssda.org; Web site: http://www.wssda.org. For full text: http://www.wssda.org/wssda/WebForms/En-US/Publications/suptsrchman.pdf. N/A 2004 2016-11-21

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Yes Broadcast Television Censorship Federal Legislation Females Fiction Foreign Countries Government Role Higher Education Journalism Education Journalism History Presidential Campaigns (United States) Propaganda Radio Sex Role World War II Collected Works - Proceedings Reports - Research Black Press Literary Journalism Eighteenth Amendment Pulitzer (Joseph II) Federal Communications Commission September 11 Terrorist Attacks 2001 Great Britain Wyoming Ku Klux Klan United Kingdom (Great Britain) Wyoming English The History Division of the proceedings contains the following 18 papers: "Woman as Machine: Representation of Female Clerical Workers in Interwar Magazines" (Jane Marcellus); "'So Vivid A Crossroads': The FCC and Broadcast Allocation, 1934-1939" (James C. Foust); "Cattle Barons Vs. Ink Slingers: The Decline and Fall of the Wyoming Stock Growers Association (1887-1894)" (Ross F. Collins); "The Black Press, the Black Metropolis, and the Founding of the Negro Leagues (1915-1920)" (Brian Carroll); "The International Sources of Section 12 of the Radio Act of 1927" (Rita Zajacz); "Alcoholic Dogs and Glory for All: The Launch of New Communications for National Prohibition, 1913" (Margot Opdycke Lamme); "'Neither Drunkards nor Libertines': Portraying Grover Cleveland as a Threat to the Family in Political Cartoons During the 1884 Campaign" (Harlen Makemson); "Exhortation to Action: The Writings of Amy Jacques Garvey, Journalist and Black Nationalist" (Jinx Coleman Broussard); "Keep and Use It for the Nation's War Policy: The Office of Facts and Figures and Its Uses of the Japanese-Language Press from Pearl Harbor to Mass Internment" (Takeya Mizuno); "Herbert Hoover's Philosophy of the Public Service Standard in Broadcasting" (J.M. Dempsey); "A Stunt Journalist's Last Hurrah: Nellie Bly Goes Ringside to Report on Jack Dempsey Winning the Heavyweight Boxing Championship" (Mike Sowell); "Sex and Censorship on Postwar American Television" (Bob Pondillo); "Propaganda v. Public Diplomacy: How 9/11 Gave New Life to a Cold War Debate" (David W. Guth); "Pricking the National Conscience: The Early Radio Career and Thematic Interests of Charles Kuralt" (Johanna Cleary); "Deeper Than the Fictional Model: Structural Origins of Literary Journalism in Greek Tragedy and Aristotle's 'Poetics'" (Charles Marsh); "The Pulitzer and the Klan: Horace Carter, the Pulitzer, and How a Weekly Editor Stood Up to the Klan--and Won" (Thomas C. Terry); "The Newspaper Reporter as Fiction Writer: The Tale of 'Franklin W. Dixon'" (Marilyn S. Greenwald); and "'Our People Die Well': Death-Bed Scenes in Methodist Magazines in Eighteenth-Century Britain" (Richard J. Bell). (RS) ED481253 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). History Division. 2003-07-00 541 N/A 2004 2016-11-21

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Yes Blacks Court Litigation Diabetes Discourse Analysis Females Hate Crime Higher Education Interviews Journalism Education Mass Media Role Media Coverage Minority Groups Newspapers Racial Bias Whites Collected Works - Proceedings Reports - Research Breast Cancer Hate Speech Latinos Supreme Court African Americans English The Minorities and Communication Division of the proceedings contains the following 6 papers: "Can We Talk? Racial Discourse as a Community-Building Paradigm for Journalists" (Meta G. Carstarphen); "Can Cross Burning Be Constitutionally Proscribed?: Sixty Years of Hate Speech Rulings Culminating in 'Black v. Virginia'" (Roxanne S. Watson and Courtney Barclay); "A Matter of Life and Death: Effects of Emotional Message Strategies on Black Women's Attitudes about Preventative Breast Cancer Screenings" (Cynthia M. Frisby); "'La Opinion Digital': The Framing of Latino Immigrants' Issues from a Latino Journalistic Angle" (Jose Luis Benitez); "News Use and Knowledge about Diabetes in African Americans and Caucasians" (Kenneth Fleming and Esther Thorson); and "The Fighting Whites Phenomenon: Toward an Understanding of the Media's Coverage" (Lynn Klyde-Silverstein). (RS) ED481254 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Minorities and Communication Division. 2003-07-00 222 N/A 2004 2016-11-21

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Yes Corporations Court Litigation Federal Courts Hate Crime Hearings Higher Education Internet Journalism Education Libel and Slander Mental Disorders Privacy State Courts Collected Works - Proceedings Reports - Research First Amendment Florida Hate Speech Public Records Cross Burning Supreme Court Florida First Amendment English The Law Division of the proceedings contains the following 8 papers: "The Neutral Reportage Doctrine 25 Years After: An Update on the Still 'Fletdgling' Libel Defense" (Kyu Ho Youm); "Personal Jurisdiction Over Media Libel Cases in the Internet Age" (Robert L. Spellman); "A Framework for Electronic Access to Court Records in Florida" (Roxanne S. Watson and Bill F. Chamberlin); "The Chickens Have Come Home to Roost: Individualism, Collectivism, and Conflict in Commercial Speech Doctrine" (Elizabeth Blanks Hindman); "Can the Effect of 'Richmond Newspapers' Stretch Even Further?: An Analysis of the Right of the Press to Cover Immigration Hearings" (Dale L. Edwards); "Cross Burning Revisited: What the Supreme Court Should Have Done in 'Virginia v. Black' and Why It Didn't" (W. Wat Hopkins); "Defamation and Mental Disorder: The Enduring Stigma" (Karen M. Markin); and "Privacy Versus Public Access: An Analysis of How Courts Balance These Competing Social Interests When Government Records Are Computerized" (Joey Senat). (RS) ED481255 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Law Division. 2003-07-00 309 N/A 2004 2016-11-21

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Yes Conservation (Environment) Females Forestry Health Behavior Higher Education Information Management Journalism Education Mass Media Use Media Coverage Newspapers Scientific and Technical Information Collected Works - Proceedings Reports - Research Appalachia New York Times Food Safety Risk Assessment Latinas Stem Cells Mammography Natural Resources Management English The Science Communication Interest Group of the proceedings contains the following 7 papers: "Risk Perceptions and Food Safety: A Test of the Psychometric Paradigm" (Joye C. Gordon); "An Entertainment-Education Video as a Tool to Influence Mammography Compliance Behavior in Latinas" (Gail D. Love); "Promise or Peril: How Newspapers Frame Stem Cell Research" (Kimberly R. Taylor); "Communicating Forest Management Science and Practices through Visualized and Animated Media Approaches to Community Presentations: An Exploration and Assessment" (Donald E. Zimmerman, Carol Akerelrea, Jane Kapler Smith, and Garrett O'Keefe); "Women Searching the World Wide Web for Health Information: Exploring Thoughts and Information Management" (Maria E. Len-Rios and Frances Gorman); "Environmental Hazards, Cancer Risk Judgments, and Media Use in Appalachia" (Daniel Riffe); and "'New York Times' and National Magazine Coverage of Project Chariot, 1958 to 1962" (Ron Rodgers). (RS) ED481256 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Science Communication Interest Group. 2003-07-00 187 N/A 2004 2016-11-21

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Yes Academic Achievement Age Differences Age Grade Placement Elementary School Students Grade 3 Interpersonal Competence Longitudinal Studies Outcomes of Education Parent Attitudes Performance Factors Preschool Education Program Effectiveness Program Evaluation State Programs Student Adjustment Teacher Effectiveness Teacher Qualifications Teaching Experience Henry, Gary T. Gordon, Craig S. Mashburn, Andrew Ponder, Bentley D. Reports - Evaluative Georgia Georgia Prekindergarten Program Georgia English The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. A five-year, longitudinal study examined the ways in which differences in prekindergarten services received by 3,639 Pre-K 4-year-olds affected them during their first 3 years of elementary school and assessed the impact of the students' experiences in elementary school on educational outcomes. This report details findings from the fourth year of the study, as the 1996-97 Pre-K students ended Grade 3. Findings are presented in four sections: (1) students' outcomes during their third year in elementary school, including teachers' perceptions of readiness and ratings of students' academic performance, communication skills, and social behavior; (2) impact of prekindergarten and kindergarten characteristics and experiences, including teacher quality, teachers' beliefs and practices, and classroom disruptions on student outcomes through the end of third grade; (3) children's second-grade experiences, including teacher beliefs, practices, and instructional activities; and (4) parents' opinions and involvement in their child's education from prekindergarten through second grade. Among the study's major findings were that 82 percent of 1996-97 prekindergarten students were ready for their third grade, and during their third year of elementary school gained the most in math, science, and language arts. Students assigned to special instructional assistance fell further behind their peers. Older students significantly outperformed students who had turned four just prior to the cutoff for prekindergarten eligibility, with greater differences for those from economically disadvantaged backgrounds. Students attending prekindergarten classes with greater number of disruptive students fared worse through the second grade, especially in terms of classroom behavior. In the first few years of teaching, certified teachers were not as effective as noncertified degreed teachers or teachers with child development associate (CDA) credentials, but their effectiveness increased or remained constant over time, whereas the effectiveness of noncertified degreed or CDA-credentialed teachers declined. Students of teachers practicing child-centered instructional methods outperformed others during prekindergarten and kindergarten. The report's three appendices describe the sample and efforts to locate children during the study's fourth year, methods used to categorize teachers' instructional beliefs/practices and changes in teacher characteristics across the study period, and statistical methods used. (Contains 17 references.) (KB) ED481257 Pre-K Longitudinal Study: Findings from the 1999-2000 School Year. 2001-04-00 Policymakers 71 Education Policy Group, Andrew Young School of Policy Studies, Georgia State University, 140 Decatur Street, 12 Urban Life Building, Atlanta, GA 30303. Tel: 404-651-2343; Fax: 404-651-3524; Web site: http://www.arc.gsu.edu. For full text: http://www.arc.gsu.edu/prek/report/PreKAR9900.pdf. N/A 2004 2016-11-21

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Yes At Risk Persons Benchmarking Child Care Child Care Effects Child Care Quality Children Comparative Analysis Early Intervention Employed Parents Infants Low Income Groups Outcomes of Education Program Descriptions Public Policy Well Being Reports - Descriptive Availability (Programs and Services) Subsidized Child Care Services Child Care Needs United States (Southeast) Georgia Indicators State Policy Georgia English This set of briefs discuss state public policy and implications as they pertain to children in Georgia. The three briefs each address a single topic. The first, on benefits of child care for low-income children in Georgia, advocates implementation of the Georgia Early Learning Initiative (GELI) and details the program. The second brief, on the child care needs of Georgia's working mothers, provides information from focus groups on mothers' experiences with child care, the impact of low-quality care, and the potential impact of child care subsidies. The third brief compares Georgia child care indicators to those in other Southeastern U.S. states. (KB) ED481258 Georgia Health Policy Center Child Policy Briefs, 2002. 2002-00-00 Policymakers 8 Education Policy Group, Andrew Young School of Policy Studies, Georgia State University, 140 Decatur Street, 12 Urban Life Building, Atlanta, GA 30303. Tel: 404-651-2343; Fax: 404-651-3524; Web site: http://www.gsu.edu/~wwwsps/publications/2002/index.htm. N/A 2004 2016-11-21

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Yes Budgets Child Care Child Care Centers Child Care Quality Comparative Analysis Compensation (Remuneration) Delivery Systems Demography Family Child Care Infant Care Labor Turnover National Standards Preschool Teachers Public Policy Tables (Data) Trend Analysis Waits, Lauren Monaco, Malina Beck, Lisa Edwards, Jennifer Reports - Research Georgia United States English As child care becomes an increasingly important public policy issue on the national level, there is emerging concern about Georgia's readiness to meet the needs of its children in care. This study documented the state of child care in Georgia in comparison to other states, to national averages, and to national standards. A group of 12 comparison states were selected based on geographic proximity, similar population size, previous application in national child care studies and databases, and economic characteristics. Data were collected through several national government databases and through private and state agencies or programs engaged in monitoring child care issues. Findings were categorized in the areas of state demographic information, condition of state child care systems, state child care spending, child care costs, and child care quality. Among the findings are the following: (1) Georgia women exceed the national average in workforce participation, increasing demand for child care; (2) Georgia lags significantly behind the other states in providing child care subsidies to families whose children are at highest risk of poor outcomes and in setting standards to improve quality; (3) with 25% of Georgia children living in poverty, the cost of high quality care would be prohibitive for families even if it were widely available; and (4) Georgia ranks poorly on measures of child care quality, particularly on child to staff ratios, although the state performs relatively well in the area of wages for child care workers. (A summary of results and a delineation of data sources are appended. Contains 21 endnotes.) (KB) ED481259 Regional Child Care Trends: Comparing Georgia to Its Neighbors. 2001-09-28 Policymakers 47 Georgia State University, Education Policy Group, Andrew Young School of Policy Studies, 140 Decatur Street, 12 Urban Life Building, Atlanta, GA 30303. Tel: 404-651-2343; Fax: 404-651-3524; Web site: http://www.gsu.edu. For full text: http://www.gsu.edu/~wwwghp/children/Publications/statesrpt.pdf. N/A 2004 2020-11-23

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Yes Academic Achievement Class Size Elementary School Students Expectation Grade Repetition Interpersonal Competence Longitudinal Studies Outcomes of Education Parent Attitudes Performance Factors Preschool Curriculum Preschool Education School Readiness State Programs Student Adjustment Henry, Gary T. Gordon, Craig S. Henderson, Laura W. Ponder, Bentley D. Reports - Evaluative Georgia Georgia Prekindergarten Program Georgia English The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. Beginning in the 1996-1997 school year, a sample of 3,639 children enrolled in 1 of 203 randomly selected Georgia prekindergarten classes was selected for a 5-year longitudinal study. The study examined how differences in children's prekindergarten experiences and their experiences during primary school influenced their success in school, and is not considered an estimate of the overall impact of prekindergarten on the children or their families. This final report on the study details: (1) characteristics of the children and their families and trends in their schooling; (2) factors contributing to grade retention; and (3) factors contributing to third grade students' standardized test scores. Among the major findings noted in the report is that program auspice, preschool curriculum used, and teacher qualifications did not systematically affect grade retention rates or third-grade test scores of children who reach third grade on schedule. There was no clear-cut evidence that any approved curriculum was more effective than another. Approximately 15 percent of children were retained at least once by their fourth year of primary school. Compared to teachers, nearly twice as many parents (over 80 percent) expected their children to graduate from college or graduate school. Parents' satisfaction with their children's schools decreased each year of the study. According to teachers' assessments, children's academic, social, and communication skills peaked in the first grade, and then declined through the second grade. More children were enrolled in large classes during kindergarten than in any other year. The report's three appendices describe the study sample, including results of efforts to locate children for Year 5; methods used to categorize the student outcome measures; and the statistical methods used. (Contains 28 references.) (KB) ED481260 Georgia Pre-K Longitudinal Study: Final Report, 1996-2001. 2003-05-00 Policymakers 59 Education Policy Group, Andrew Young School of Policy Studies, Georgia State University, 140 Decatur Street, 12 Urban Life Building, Atlanta, GA 30303. Tel: 404-6512-2343; Fax: 404-651-3524; Web site: http://www.gsu.edu. For full text: http://www.gsu.edu/~wwwsps/publications/2003/pre-k.htm. N/A 2004 2016-11-21

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Yes Academic Achievement Child Care Child Care Effects Child Care Quality Child Development Comparative Analysis Educational Quality Longitudinal Studies Outcomes of Education Parent Attitudes Parent Student Relationship Participant Characteristics Preschool Children Preschool Education Preschool Teachers Program Effectiveness Program Evaluation School Readiness State Programs Teacher Attitudes Henry, Gary T. Henderson, Laura W. Ponder, Bentley D. Gordon, Craig S. Mashburn, Andrew J. Rickman, Dana K. Reports - Evaluative Georgia Prekindergarten Program Project Head Start Georgia Georgia English The Georgia Prekindergarten Program was established in 1993 to provide the state's 4-year-olds with high-quality preschool experiences. The Early Childhood Study followed the development of young children attending programs funded through the Prekindergarten (Pre-K) Program or Head Start and children eligible for the Pre-K program attending private preschools or child care centers; ascertained the quality of their experiences; and estimated the effects of the Prekindergarten Program from preschool entry through kindergarten entry. Study measures included direct assessments at the beginning and end of preschool and the beginning of kindergarten, ratings by preschool and kindergarten teachers, surveys of teachers and parents, and classroom observations. Of the 630 children included in the original study, 466 remained at the beginning of kindergarten. Among the major findings is that Georgia's 4-year-olds began preschool scoring below national norms on three of the four norm-referenced assessments of language development and cognitive skills. Children attending preschool in Georgia as well as those attending the Pre-K program made gains of at least four points against national norms on all four standardized assessments from preschool entry until kindergarten entry. Head Start and Pre-K offered the highest quality levels, and Pre-K offered high quality services most consistently. The Pre-K teachers had higher education levels than those in other programs. After family and individual characteristics were taken into account, Pre-K children had caught up with children from private preschools on all five directly assessed skills and were significantly better prepared for kindergarten than Head Start children on three of five directly assessed language and cognitive measures. Kindergarten teachers rated Pre-K children higher than Head Start children on readiness, academic, and communication skills and higher than private preschool children on social behaviors. Those Pre-K children from high poverty households demonstrated skills equivalent to those of Head Start children on four of six language and cognitive assessments at preschool entry, but they were significantly better prepared for kindergarten on six of eight directly assessed language and cognitive measures. Head Start teachers systematically rated the readiness of their children higher than direct assessments would support and high relative to other preschool teachers. Summer learning loss between the end of preschool and the beginning of kindergarten was substantial, especially for African American children. (Contains 42 references.) (KB) ED481261 Report of the Findings from the Early Childhood Study: 2001-02. 2003-08-00 129 Georgia State University, Education Policy Group, Andrew Young School of Policy Studies, 140 Decatur Street, 12 Urban Life Building, Atlanta, GA 30303. Tel: 404-651-2343; Fax: 404-651-3524; Web site: http://www.gsu.edu. For full text: http://www.gsu.edu/~wwwsps/publications/2003/earlychildhood.htm. N/A 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/75499 ED506156

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Yes Adolescents Advertising American Indians Broadcast Television Cable Television Critical Pedagogy Depression (Psychology) Elections Females Higher Education Journalism Education Terrorism Collected Works - Proceedings Reports - Research Cultural Studies Television News English The Critical and Cultural Studies Division of the proceedings contains the following 6 papers: "Examining Diversity in Cable Television: A Proposal for Linking Diversity of Content to Diversity of Ownership" (Siho Nam); "'The Agency': Naturalizing Terrorism" (Sue Lawrence); "Television News and Gender-Relevant Visual Frames: How Election Stories Both Empower and Exclude Women Viewers" (Kimmerly S. Piper-Aiken); "'Eat. Sleep. Watch 'Dawson's Creek':' Consuming 'Dawson's Creek's' Teenage Experience" (Amanda S. Hall); "Civilization, Christianity, and Cherokeeness: The Three Layers of Elitism in the Writings of Cherokee Editor Elias Boudinot" (Kevin R. Kemper); and "The Story of Depression: An Investigation Into the Discourse of Depression As Constructed in Direct-To-Consumer Antidepressants Advertising" (JinSeong Park and Jean Grow). (RS) ED481262 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Critical and Cultural Studies Division. 2003-07-00 170 N/A 2004 2016-11-21

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Yes Adolescents Advertising Athletics Community Higher Education Interaction Internet Interpersonal Communication Journalism Education Journalism Research Memory News Media Research Methodology Self Esteem Sexually Transmitted Diseases Television Research Values World Wide Web Collected Works - Proceedings Reports - Research English The Communication Theory & Methodology Division of the proceedings contains the following 14 papers: "Interaction As a Unit of Analysis for Interactive Media Research: A Conceptualization" (Joo-Hyun Lee and Hairong Li); "Towards a Network Approach of Human Action: Theoretical Concepts and Empirical Observations in Media Organizations" (Thorsten Quandt); "Community & Civic Values, Communication, and Social Capital: 'Bowling Alone' as a Product of Values and Communication" (Leo W. Jeffres, Jae-won Lee, Kimberly Neuendorf, and David Atkin); "None of the Above: Creating Mass Deliberation Without Discussion" (Ray Pingree); "An Amplification of Sensationalism: Comparing the Tonal Values of the 'New York Times' to the 'New York Post' Using Whissell's Dictionary of Affect in Language" (Paul Crandon and John J. Lombardi); "Do Mass Communication Studies Test Measures for Unidimensionality?" (John D. Richardson and Frederick Fico); "Is Herpes Entertaining?: An Application of Entertainment-Education to Text Information Processing Concerning STDs Among Adolescents" (Donna Rouner and Ralf Kracke-Berndorff); "Attributions of Advertising Influence and Negative Stereotypes Among First- and Third-Person Perceptions" (Don Umphrey and Tom Robinson); "Modeling Micro and Macro: A Multilevel Model to Predict Memory for Television Content" (Brian G. Southwell); "Assessing Co-Termination Between Coders in Unitizing Textual Data: A Multi-Response Randomized Blocks Permutation Approach" (Li Cai); "How General Principles of Organization Theory Explain Gatekeeping Decisions About News: A Revised View of the Field" (Hugh J. Martin); "Democratic Realism, Neoconservativism, and the Normative Underpinnings of Political Communication Research" (Erik P. Bucy and Paul D'Angelo); "The World Wide Web of Sports: A Path Model Examining How Online Gratifications and Reliance Predict Credibility of Online Sports Information" (Thomas J. Johnson and Barbara K. Kaye); and "Self-Esteem, Self-Affirmation and Threats to Self-Worth: Testing a Motivational Explanation for the Third-Person Effect" (Patrick C. Meirick). (RS) ED481263 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Communication Theory & Methodology Division. 2003-07-00 429 N/A 2004 2020-12-05

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Yes Acculturation Advertising Democracy Females Foreign Countries Freedom of Speech Higher Education International Communication Internet Islam Journalism Education Libel and Slander Mass Media Role Mass Media Use Newspapers Periodicals Student Attitudes Television Television Commercials Violence Collected Works - Proceedings Reports - Research Asia China Germany Nepal Nicaragua Nigeria South Africa South Korea Venezuela English The International Communication Division of the proceedings contains the following 18 papers: "Press Freedom in Asia: New Paradigm Needed in Building Theories" (Jiafei Yin); "Entertainment East and West: A Comparison of Prime-Time U.S. and Asian TV Content Using the Methodology of the National Television Violence Study" (Anne Cooper-Chen); "Policing Press Freedom in Post-Soviet Central Asia: The Monitoring Role of Press Rights Activists and Their Web Sites" (Eric Freedman and Richard Shafer); "Online Journalists in Germany 2002: The First Representative Survey on German Online Journalists" (Thorsten Quandt, Klaus-Dieter Altmeppen, Thomas Hanitzsch, and Martin Loeffelholz); "Nepalese Journalists: Idealists, Optimists, and Realists" (Jyotika Ramaprasad); "The Demise of Nicaragua's'Barricada' Newspaper: Slipshod Journalism or Political Sabotage?" (Kris Kodrich); "Comparative Critical Analysis of Advertorials and Articles in Nigeria's Fourth Republic Mass Media" (Emmanuel C. Alozie); "Media and the Crisis of Democracy in Venezuela" (Eliza Tanner Hawkins); "New News for a New South Africa?: The Possibilities of Public Journalism and Development Journalism as Interventionist News Models" (Margaretha Geertsema); "Women in Advertisements Across Cultures" (Pamela K. Morris); "German and American Students' Perceptions of Social Values as Depicted in Magazine Advertisements: A Copy Testing Approach" (Frauke Hachtmann); "Thank You Newton, Welcome Prigogine: 'Unthinking' Old Paradigms and Embracing New Directions" (Shelton A. Gunaratne); "Acculturation and Media Usage Among the Chinese Students in the US" (Cui Yang, Huaiting Wu, and Ma Zhu); "Images of Islam: Exemplification as Elegance in the Post-9/11 Works of Thomas Friedman" (Lise Rodgers); "Audience Involvement and Its Antecedents: An Analysis of the Electronic Bulletin Board Messages about an Entertainment-Education Drama on Divorce in Korea" (Hyuhn-Suhck Bae and Byoungkwan Lee); "Punch and Counterpunch: Jurisdiction Over International Libel Suits in the Internet Age" (Robert L. Spellman); "Cultural Profiles of Global and Local Advertising on Primetime Chinese Television: A Comparative Content Analysis" (Yuan Zhang); and "Globalization through Global Brands: Purely an American-Made Phenomenon?" (Daniel Marshall Haygood). (RS) ED481264 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). International Communication Division. 2003-07-00 559 N/A 2004 2020-08-08

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Yes Advertising Computers Content Analysis Employed Women Foreign Countries Gender Issues Higher Education Job Skills Journalism Education Media Coverage Periodicals Photography Publishing Industry Sex Role Teacher Attitudes Collected Works - Proceedings Reports - Research China Cultural Revolution (China) China English The Magazine Division of the proceedings contains the following 6 papers: "Henry Luce's Anti-Communist Legacy: A Qualitative Content Analysis of U.S. News Magazines' Coverage of China's Cultural Revolution" (Daniel Marshall Haygood); "Gender Images in Global Versions of 'Gentlemen's Quarterly'" (Hong Ji); "Selling Silicon: The Framing of Microcomputers in Magazine Advertisements, 1974-1997" (Jean P. Kelly); "Magazine Professors vs. Editors: Are We Teaching Students What They Need to Get Jobs in the Magazine Industry?" (Carolyn Lepre and Glen L. Bleske); "Working Women in Mainstream Women's Magazines: A Content Analysis" (Juanita J. Covert); and "Is There a 'Maxim' Effect?: Men's Magazine Covers 'Sexed-Up' for Sales" (Jacqueline Lambiase and Tom Reichert). (RS) ED481265 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Magazine Division. 2003-07-00 181 N/A 2004 2016-11-21

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Yes Aging (Individuals) Athletics Audience Analysis Blacks Elections Females Feminism Higher Education Islam Journalism Education Marketing Media Coverage Periodicals Photojournalism Radio Sex Role Stereotypes Violence Collected Works - Proceedings Reports - Research September 11 Terrorist Attacks 2001 Television News Georgia Local News Georgia English The Commission on the Status of Women Division of the proceedings contains the following 9 papers: "Perfect Little Feminists: Resistance, Femininity, and Violence in the 'Powerpuff Girls'" (Spring-Serenity O'Neal); "Gender-Differentiated Media Coverage of Political Candidates: A Look at the Georgia 2002 Republican Primary for Governor" (Rebecca I. Long); "Black Womanhood: 'Essence' and Its Treatment of Stereotypical Images of Black Women" (Jennifer Bailey Woodard and Teresa Mastin); "Still Photographs of Female Athletes Featured in 'Sports Illustrated' Versus 'Sports Illustrated for Women'" (Lauren A. Gniazdowski and Bryan E. Denham); "Aging, Women, and Local TV News" (Suzanne Nelson); "Coverage of Female Athletes in Women's Sports Magazines: A Content Analysis" (Susan Francis);"Did Women Listen to News?: A Critical Examination of Landmark Radio Audience Research (1935-1948)" (Stacy Spaulding); "To American Eyes: Cultural Feminist Analysis of an Alternative Representation of Islamic Womanhood" (Therese L. Lueck); and "She May Be Fit, But She Must Be Fashionable: Women's Sports and Fitness Marketing through the Lens of French Feminist Theory" (Tara M. Kachgal). (RS) ED481266 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Commission on the Status of Women Division. 2003-07-00 247 N/A 2004 2016-11-21

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Yes Broadcast Television Court Litigation Curriculum Development Higher Education Internet Interpersonal Relationship Journalism Education Libel and Slander Mass Media Effects Mass Media Use Privacy Television Video Games Violence World Wide Web Collected Works - Proceedings Reports - Research Identity (Psychological) Instant Messaging Appalachia Cultivation Theory (Television) Digital Technology English The Communication Technology and Policy Division of the proceedings contains the following 15 papers: "Both Sides of the Digital Divide in Appalachia: Uses and Perceived Benefits of Internet Access" (Daniel Riffe); "Bridging Newsrooms and Classrooms: Preparing the Next Generation of Journalists for Converged Media" (Edgar Huang, Karen Davison, Twila Davis, Anita Nair, Stephanie Shreve, and Elizabeth Bettendorf); "Coming of Age in the E-Generation: A Qualitative Exploration of How Young People Use Communication Technology for Identity Building and Social Interaction" (Sally J. McMillan and Margaret Morrison); "Web Publishing Confronts International Jurisdiction in Defamation Cases: Implications of 'Dow Jones v. Gutnick'" (Constance K. Davis); "The TV That Watches You: Privacy Concerns Involving TiVo" (Kevin D. Williams); "U.S. Local Commercial Television Broadcast Stations on the World Wide Web" (Pi-yun An); "Facing the Challenges of Convergence: Media Professionals' Concerns of Working Across Media Platforms" (author not listed); "Internet Regulation--An Oxymoron?" (Maria Fontenot); "Determinants of Instant Messaging Use" (Namkee Park); "Conceptualizing the Convergence Craze: A Three-Dimensional Model of Multimedia Curriculum Reform" (George L. Daniels); "Massively Multiplayer Mayhem: Aggression in an Online Game" (Dmitri Williams and Marko Skoric); "Liberating Friendships through IM?: Examining the Relationship Between Instant Messaging and Intimacy" (Yifeng Hu, Vivian Smith, Nalova Westbrook, and Jackie Fowler Wood); "News on the Web: The Degree of Print and Broadcast Top News Convergence in New Media" (Jin Xu and A. J. Baltes); "The Transition to Digital Television: Are We There Yet?" (James A. Wall); and "The State of Convergence Journalism: United States Media and University Study" (Carrie Anna Criado and Camille Kraeplin). (RS) ED481267 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Communication Technology and Policy Division. 2003-07-00 450 N/A 2004 2016-11-21

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Yes Athletics Audience Analysis Broadcast Journalism Broadcast Television Civil Rights Gender Issues Higher Education Job Satisfaction Journalism Education Mass Media Effects Media Coverage Memory Presidential Campaigns (United States) Radio Collected Works - Proceedings Reports - Research Local News Television News Deregulation Federal Communications Commission Journalists English The Radio-Television Journalism Division of the proceedings contains the following 11 papers: "In Whose Best Interest? FCC Deregulation and Local News: How Cross-Ownership, National Caps, and Duopolies Are Addressed in Three Commissioned Studies" (Laura K. Smith); "Remembering the News: The Effect of Chronological Presentation of Information on Memory for Broadcast News" (Mark Kelley); "Job Satisfaction of Newsmagazine Correspondents Compared to Regular News Correspondents" (Cindy J. Price); "'It Looks Like a Fun Job!': An Examination of Media Exposure and the Cultivation of Perceptions about a Broadcast Journalism Career" (Laura M. Trendle Polus); "Sex, Drugs, and TV News: When a Reporter Is Arrested" (Mary Blue and Nancy McKenzie Dupont); "It's in the Visuals!: Journalists and Gender Issues in Television Network News Coverage of the 1996 U.S. Presidential Election" (Kimmerly S. Piper-Aiken); "Civil Liberties and Mobilization Information in Press Coverage of the USA PATRIOT Act" (Jessica Matthews); "The Effects of Preferred Radio Format on Listeners' Attention, Retention, and Loyalty" (Thomas W. Smee, Jessica Matthews, Amanda Rotondo, and Craig Stark); "Race and Gender: An Analysis of the Sources and Reporters in the Networks' Coverage of the Year 2000 Presidential Campaign" (Geri Alumit Zeldes and Frederick Fico); "The Changing Role of Sports in Local Television News" (Brad Schultz); and "Increasing Candidate-Centered Televised Discourse: Evaluating Local News Coverage of Campaign 2000" (Stephen J. Farnsworth and S. Robert Lichter). (RS) ED481268 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Radio-Television Journalism Division. 2003-07-00 319 N/A 2004 2016-11-21

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Yes Codes of Ethics Corporations Ethical Instruction Ethics Higher Education Journalism Education Journalism History National Security News Writing Newspapers Photojournalism Student Diversity Terrorism Collected Works - Proceedings Reports - Research Digital Photography Scandals English The Media Ethics Division of the proceedings contains the following 10 papers: "Punctuation and Epistemic Honesty: Do Photos Need What Words Have?" (Scott Fosdick and Shahira Fahmy); "A Bellwether in Media Accountability: The Work of the New York 'World's' Bureau of Accuracy and Fair Play" (Neil Nemeth); "Eight Arguments for the Importance of Philosophical Thinking in Journalism Ethics" (Hendrik Overduin); "An Examination of Diversity Issues at Southeast Journalism Conference Newspapers" (Kathleen Woodruff Wickham, Amanda Elkin, Sarah S. Hollis, Scarlet Lawrence, Sandra Knispel, Jamee Smith, and Marty Russell); "Balancing News Reporting with National Security in an Age of Terrorism" (David Cuillier); "Bad Apples or Rotten Culture?: Media Discourse on the Corporate Scandals of 2001 and 2002" (David A. Craig and Kristina K. Turner); "Conflicted Interests, Contested Terrain: Journalism Ethics Codes Then and Now" (Lee Wilkins and Bonnie Brennen); "A Gang of Pecksniffs Grows Up: The Evolution of Journalism Ethics Discourse in 'The Journalist' and 'Editor and Publisher'" (Patrick Lee Plaisance); "Questions of Judgment in the Newsroom: A Journalistic Instrumental-Value Theory for Media Ethics" (Patrick Lee Plaisance); and "Perry Meets Freire: Moral Development's 'Leap of Faith' in the Classroom" (Maggie Jones Patterson and Matthew Gropp). (RS) ED481269 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Media Ethics Division. 2003-07-00 315 N/A 2004 2016-11-21

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Yes Advertising Agenda Setting Cognitive Mapping Credibility Feminism Films Globalization Higher Education Internet Journalism Education Language Usage Mass Media Effects Mass Media Use Quality of Life Violence World Wide Web Collected Works - Proceedings Reports - Research English The Mass Communication and Society Division of the proceedings contains the following 12 papers: "Free Congress Research and Education Foundation: An Extremist Organization in Think Tank Clothing?" (Sharron M. Hope); "Presence in Informative Virtual Environments: The Effects of Self-Efficacy, Spatial Ability and Mood" (Lynette Lim, Linda A. Jackson, Frank Biocca, Gretchen Barbatsis, Keith Bradburn, Ming Tang, Alexander Von Eye, Yong Zhao, and Hiram Fitzgerald); "Cognitive Mapping: Another Window Into the Ethical Reasoning of Journalists" (Sandra L. Borden); "Sources of Influence on People's Perceptions of the Quality of Life Available in Their Communities and Elsewhere" (Leo W. Jeffres, Kimberly A. Neuendorf, Cheryl Campanella Bracken, and David Atkin); "September 11 and the Newslore of Vengeance and Victimization" (Russell Frank); "Agenda Setting and International News: Media Influence on Public Perceptions of Foreign Nations" (Wayne Wanta, Guy Golan, and Cheolhan Lee); "Public Perceptions of the Phrase 'God Bless America'" (John V. Bodle and Larry L. Burriss); "Quantifying Globality in Hollywood Film" (Jonathan Obar); "Mapping Deviance: The Role of News Content in Communicating Legitimacy" (Tim P. Vos); "Modeling Internet Current Affairs News Usage from Perceived Credibility of Internet News, Internet Dependency Relations, and Social Locus" (Jin Yang); "Exploring the Effects of Web Advertising on Readers' Perceptions of On-line News" (Hyeseung Yang and Mary Beth Oliver); and "Patriarchy v. Functional Truth: Assessing the Feminist Critique of Intimate Violence Reporting" (John McManus and Lori Dorfman). (RS) ED481270 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Mass Communication and Society Division. 2003-07-00 323 N/A 2004 2020-11-03

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Yes Audience Analysis Cable Television Characterization Comedy Females Films Higher Education Homosexuality Journalism Education Marriage Novels Presidents of the United States Racial Bias Television Viewing Collected Works - Proceedings Reports - Research Framing (Communication Behavior) Identity (Psychological) Television News Weddings English The Entertainment Studies Interest Group of the proceedings contains the following 9 papers: "Beyond Modern Racism: Backlash and Brutality on 'The Shield'" (John D. Richardson); "Big Brother and the T-Group: How We Might Learn from Reality Television" (Rod Allen and Nod Miller); "Hegemony and Counterhegemony in Bravo's 'Gay Weddings'" (Erika Engstrom); "Narrative Structure in 'Sex and the City': 'I Couldn't Help But Wonder...'" (Cindy Royal); "The Elements of 'Weekend Update': Informing and Influencing through Late-Night Comedy" (Aaron Reincheld); "Crime, Romance and Sex: Washington Women Journalists in Recent Popular Fiction" (Stacy L. Spaulding and Maurine H. Beasley); "Television Viewing and Attitude Toward Marriage: Does Program Genre Make a Difference? (Sara Baker Netzley);"Partisan Politics in Popular American Political Movies: An Analysis of the Framing of Republican Villains in 'Dave', 'The American President' and 'The Contender'" (Julie Yioutas); and "Queer as Folk Audience Study: Gay Males, Social Support and Para-Social Involvement in Identity Construction or Reinforcement" (Laetitia J. Baehr). (RS) ED481271 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Entertainment Studies Interest Group. 2003-07-00 263 N/A 2004 2016-11-21

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Yes Administration Administrator Behavior Curriculum Development Economics Foreign Countries Higher Education Journalism Education Mass Media Newspapers Programming (Broadcast) Supervisors Television Collected Works - Proceedings Reports - Research Cellular Telephones Digital Technology Financial Reports Television News English The Media Management & Economics Division of the proceedings contains the following 11 papers: "Supervisor Leadership Behavior's Effect on Television Newsworker Professionalism" (Natalie Corey); "Applying the Structure-Conduct-Performance Framework in the Media Industry Analysis" (W. Wayne Fu); "The Bigger, the Better? Measuring the Financial Performance of Media Firms" (Jaemin Jung); "Effects of Culture on Cellular Telephone Adoption: The Case of Taiwan" (Kenneth C. C. Yang); "Has Lead-In Lost Its Punch?: A Comparison of Prime Time Ratings Inheritance Effects Between 1992 and 2002" (Walter S. McDowell and Steven J. Dick); "Strange Bedfellows: The Diffusion of Convergence in Four News Organizations" (Jane B. Singer); "Audience Concentration in the Media: Cross-Media Comparisons and the Introduction of the Uncertainty Measure" (Jungsu Yim); "A 20th Century Phenomenon: Employee-Owned Dailies Rare, and 71% Fail" (Fred Fedler); "Teaching Media Management in the 21st Century: What Curricula Is Needed?" (Kenneth D. Loomis and Alan B. Albarran); "An Examination of How Horizontal Integration of Daily Newspapers Affects Prices and Competition" (Hugh J. Martin); and "How U.S. Television Stations Are Responding to Digital Conversion" (Brad Schultz). (RS) ED481272 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Media Management & Economics Division. 2003-07-00 314 N/A 2004 2016-11-21

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Yes Advertising Broadcast Television Ethics Foreign Countries Gender Issues High Schools Higher Education Journalism Education Mass Media Effects Mass Media Role Media Coverage Nongovernmental Organizations Periodicals Radio Scholastic Journalism Student Recruitment Teacher Attitudes Virtual Reality Writing Instruction Yearbooks Collected Works - Proceedings Reports - Research Communication Behavior Public Service Advertising Digital Technology Religious Broadcasting Iowa September 11 Terrorist Attacks 2001 Japan Civic Journalism Middle East Iowa Japan English The Miscellaneous Divisions of the proceedings contains the following 17 papers: "Analyzing Sequential Art: Visual Narrative Techniques in 'Calvin and Hobbes'" (Sharron M. Hope); "A Critical Vision of Gender in 2002 Campaign Ads" (Janis Teruggi Page); "Personal Impact Assessment of Advertising Culture of 'Whiteness': Facial Skin Color Preferences among Urban Chinese Women" (Angela K. Y. Mak); "Immersive 360-Degree Panoramic Video Environments: Research on 'User-Directed News' Applications" (Larry Pryor, Susanna Gardner, Albert A. Rizzo, and Kambiz Ghahremani); "Convergence and Writing Instruction: Interviews with Journalism Faculty Members about Curriculum Decisions" (David W. Bulla and Julie E. Dodd); "Pinpointing Predictors of Print Media Career Consideration: An Assessment of the Role of Writing Self-Efficacy Student Values and High School Media Experience" (George L. Daniels); "Characteristics of Journalistic Media and Journalism Educators in Inner-City High Schools" (Jack Dvorak and Candace Perkins Bowen); "September 11, 2001: How Yearbook Journalists Covered a National Tragedy" (Melanie Wilderman and Laura Schaub); "The Communication Needs and Behavior of Iowa Apple Growers and Apple Cider Producers" (Andrew Zehr); "An Application of Message Sidedness: Encouraging Undergraduate Participation in Internship Programs" (JoAnn L. Roznowski and Brenda J. Wrigley); "A Public Journalism Model for the Middle East and North Africa: Effectiveness of Media-NGO Relationships in Partial Autocracies" (David C. Coulson and Leonard Ray Teel); "Exploring Radio Public Service as Civic Journalism" (Tony R. Demars); "When Schools Fail to Act Ethically: The Vital Role of Civic Journalism" (Janis Teruggi Page); "Civic Journalism and Objectivity: A Philosophical Resuscitation" (Hendrik Overduin); "Elite and Non-Elite Sourcing in Civic and Traditional Journalism News Projects" (Jennifer Roush); "The Portrayal of People with Disabilities in Prime-Time Japanese TV Dramas from 1993 to 2002" (Shinichi Saito and Reiko Ishiyama); "Running with Ritalin: Magazine Portrayals of Attention-Deficit/Hyperactivity Disorder" (Tiffany S. Johnson and Bryan E. Denham); "Promoting Disability-Friendly Campuses to Prospective Students: An Analysis of University Recruitment Materials" (Beth A. Haller); and "The Economic Response of Religious Television Stations to Digital Implementation" (Brad Schultz). (RS) ED481273 Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (86th, Kansas City, Missouri, July 30-August 2, 2003). Miscellaneous Divisions. 2003-07-00 492 N/A 2004 2016-11-21

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Yes Administrator Role College School Cooperation Educational Change Educational Technology Elementary Secondary Education Global Education Higher Education Language Teachers Partnerships in Education Preservice Teacher Education Principals Professional Development Schools Social Studies Special Education Student Teaching Teacher Role Urban Schools Johnston, Marilyn, Ed. Brosnan, Patti, Ed. Cramer, Don, Ed. Dove, Tim, Ed. Books Collected Works - General Ohio State University State Univ. of New York, Albany. English This collection of papers examines a 10-year process of teacher education reform at Ohio State University, describing 13 Professional Development Schools (PDSs). After "Introduction: Context, Challenges, and Consequences: PDSs in the Making" (Marilyn Johnston), there are 16 papers in four parts. Part 1, "Contextualizing PDS Work and Roles," includes (1) "Too Valuable to be Rejected, Too Different to be Embraced: A Critical Review of School/University Collaboration" (Cynthia Dickens); (2) "A Clinical Educator: Redefining a Teacher's Role" (Rhonda Dailey-Dickinson); and (3) "The Missing Voice of the Principal in School/University Collaboration" (Don Cramer and Marilyn Johnston). Part 2, "Elementary and Middle School PDSs," includes (4) "LEADS: An Evolving Program" (Patricia Enciso, Becky Kirschner, Theresa Rogers, and Barbara Seidl); (5) "Small Beginnings to a Collective Takeover: Collaboration, Integration, and Change in Our PDS" (Francee Eldredge, Kathleen Ibom, Marilyn Johnston, Lisa Maloney, and Mike Thomas); and (6) "Middle School PDS: Moving beyond the Canvas" (Patti Brosnan, Diana Erchick, and Holly Thornton). Part 3 "Secondary PDSs," includes (7) "Afternoon the Honeymoon is Over: What Seven Years of Collaboration Have Taught Us about School/University Collaboration in Social Studies and Global Education" (Sue Chase and Merry Merryfield); (8) "Perspectives on Personal Professional Development" (Steven L. Miller, Stanley Ray, Tim Dove, and Todd Kenreich); (9) "Students Learn within and beyond the Walls: A Secondary PDS" (Barbara Levak, Anna Soter, and Dan Hoffman); (10) "The Growing of a School/University Partnership and the Preparation of Teachers for the Urban Context" (Beth Carnate, George Newell, Steven E. Hoffman, and Rachel Moots); and (11) "Project Learn: Closing the Gap" (Barbara Thomson, Eugenie Maxwell, Lizbeth Kelley, and Beth Carnate). Part 4, "Specialist and Subject Matter PDSs," includes (12) "The Ohio State University Technology in Education Professional Development School: TIE PDS" (William Gathergood and Keith Hall); (13) "A PDS Network of Teachers: The Case of Art" (Michael Parsons); (14) "Weaving a Web of Relationships" (Sandra Stroot, Mary O'Sullivan, and Deborah Tannehill); (15) "Inaugurating a Professional Development Network for Foreign and Second Language Educators: Flying the Plane and Repairing It at the Same Time" (Deborah Wilburn Robinson); (16) "The Special Education Professional Development School" (Gwendolyn Cartledge, John O. Cooper, Ralph Gardner III, Timothy E. Heron, William L. Heward, Richard D. Howell, and Diane M. Sainato). The book ends with "Conclusion" (Tim Dove, Patti Brosnan, Don Cramer, and Marilyn Johnston). (Papers contain references.) (SM) ED481274 Collaborative Reform and Other Improbable Dreams: The Challenges of Professional Development Schools. SUNY Series, Teacher Preparation and Development. 2000-00-00 ISBN-0-7914-4466-X 295 State University of New York Press, c/o CUP Services, Box 6525, Ithaca, NY 14851 (hardcover: ISBN-0-7914-4465-1, $25.50; paperback: ISBN-0-7914-4466-X, $24.95). Tel: 800-666-2211 (Toll Free); Fax: 800-688-2877 (Toll Free); Web site: http://www.sunypress.edu. N/A 2004 2016-11-21

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No Accessibility (for Disabled) Acquired Immunodeficiency Syndrome Career Development Disabilities Ethics Federal Legislation Legal Responsibility Postsecondary Education Special Needs Students Student Development Student Personnel Services Ryan, Dan, Ed. McCarthy, Maureen, Ed. Books Guides - General Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 National Association of Student Personnel Administrators, Inc. English Recent passage of the Americans with Disabilities Act (ADA) has rekindled debates on the responsibilities of postsecondary institutions to serve students with disabilities. This book provides a comprehensive guide to an institutional response to the ADA. It gives practical advice for responding to students and professionals with disabilities, and examines in details special topics such as learning disabilities, AIDS/HIV, and technology. Chapters include: (1) "Legal, Ethical, and Policy Implications of the Americans with Disabilities Act" (Donald D. Gehring, Kenneth J. Osfield, and Judy Wald); (2) "Student Development Theories as Related to Students with Disabilities" (Riqua R. Serebrini, Suzanne E. Gordon, and Barbara A. Mann); (3) "Physical and Technological Access" (Richard W. Harris, Christy A. Horn, and Maureen A. McCarthy); (4) "Disabilities Caused by Human Immunodeficiency Virus Disease" (Richard P. Keeling); (5) "Students with Learning Disabilities: Programmatic and Instructional Considerations" (Loring C. Brinckerhoff and Joan M. McGuire); (6) "Psychological Disabilities" (J. Trey Duffy); (7) "Effective Disability Support Service Programs" (Jane Thierfield Brown); and (8) "Integrated Career Development Services for College Students with Disabilities: From Theory to Practice" (Phillip D. Rumrill, Jr. and Suzanne E. Gordon). Two appendixes contain an annotated bibliography and a directory of additional resources. (GCP) ED481275 A Student Affairs Guide to the ADA & Disability Issues. Monograph. 1994-00-00 ISBN-0-931654-21-1 Practitioners 173 NASPA, 1875 Connecticut Ave., NW, Suite 418, Washington, DC 20009-5728 ($12). Tel.: 202-265-7500; Fax: 202-797-1157; Web site: http://www.naspa.org/. N/A 2004 2016-11-21

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No Educational Objectives Educational Quality Higher Education Productivity Student College Relationship Student Personnel Services Kuh, George Lyons, James Miller, Thomas Trow, Jo Anne Guides - Non-Classroom National Association of Student Personnel Administrators, Inc. English The purpose of this paper is to stimulate discussion about what institutions and students can reasonably expect from one another to enhance learning productivity. Expectations can be divided into five areas: teaching and learning, the curriculum, institutional integrity, the quality of institutional life, and educational services. For each of these areas, a pair of complementary propositions is presented expressing the reciprocal expectations of institutions and students followed by questions to help determine whether these expectations are being met. (GCP) ED481276 Reasonable Expectations: Renewing the Educational Compact between Institutions and Students. 2003-00-00 Practitioners 17 NASPA, 1875 Connecticut Ave., NW, Suite 418, Washington, DC 20009-5278. Tel.: 202-265-7500; Fax: 202-797-1157; e-mail: office@naspa.org; Web site: www.naspa.org. N/A 2004 8/19/2004 23:55:24 RIEJUN2004

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Yes Adolescents Community Programs Correctional Rehabilitation Delinquency Juvenile Justice Models Program Descriptions Gies, Steve V. Reports - Descriptive Reintegration Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. English This bulletin examines aftercare services that provide youth with comprehensive health, education, family, and vocational services upon their release from the juvenile justice system. Aftercare can be defined as reintegrative services that prepare out-of-home placed juveniles for reentry into the community by reestablishing the necessary collaborative arrangements with the community to ensure the delivery of prescribed services and supervision. This bulletin describes how aftercare can address some of the problems that exist in the juvenile justice system. It also reviews relevant research, examines aftercare as is relates to system change, and identifies promising aftercare programs. (Contains 26 references and 2 tables.) (GCP) ED481277 Juvenile Justice Bulletin: Aftercare Services. Juvenile Justice Practices Series. 2003-09-00 33 OJJDP, 810 Seventh Street, NW, Washington, DC 20531. Tel.: 202-307-5911; Fax: 202-307-2093; e-mail: Askjj@ncjrs.org; Web site: http://ojjdp.ncjrs.org/. N/A 2004 2016-11-21

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Yes American Indian Education Black Education Case Studies College School Cooperation Community Development Cultural Maintenance Disadvantaged Youth Educational Change Elementary Secondary Education Higher Education Hispanic Americans Partnerships in Education Place Based Education Rural Education Rural Schools School Community Relationship Student Motivation Reports - Research Rural School and Community Trust, Washington, DC. English Six case studies examine the connections between higher education institutions and schools that have chosen place-based education as a framework for student learning and community growth. Through such partnerships, Lubec (Maine) high school has established a vocational aquaculture program in an effort to revitalize the struggling local fishing economy. Five rural Mississippi Delta school districts are raising academic skills and cultural pride through the writing process. The Navajo Nation is reclaiming its culture and developing and retaining native Navajo language-speaking teachers. Hispanic communities in northern New Mexico are focusing on water use and conservation. Twenty-nine school districts in Virginia and Kentucky are engaging students in media projects that address issues confronting central Appalachia. In Missouri, 10-15 rural school districts are working to increase teacher supply and retention. Findings indicate that the engagement of higher education institutions is usually limited to one or two impassioned faculty members in one or two departments or in a separately-created entity in the university. Place-based learning provides a focused and structured means for higher education institutions to impact the lives of vulnerable youth. Place-based learning can engage vulnerable youth in rigorous academics and increase their civic consciousness and participation. While university engagement with communities changes some faculty members' lives, institutional change is harder to effect. Community engagement appears easier for community colleges than universities. Recommendations for enabling institutional engagement are presented. (TD) ED481278 Engaged Institutions: Impacting the Lives of Vulnerable Youth through Place-Based Learning. 2003-06-00 Kellogg Foundation, Battle Creek, MI. 97 For full text: http://www.ruraledu.org/docs/kellogg/kellogg.pdf/. N/A 2004 8/19/2004 23:55:29 RIEJUN2004

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Yes Active Learning Demonstration Programs Disadvantaged Youth Educational Environment Educational Innovation Educational Practices Experiential Learning High Schools Secondary Education Secondary School Students Social Action Student Motivation Youth Programs Reports - Descriptive Jobs for the Future, Boston, MA. Kellogg Foundation, Battle Creek, MI. English Six programs are profiled that garner both deep engagement and high achievement from young people. All build upon fundamental needs of adolescent life: to register positive impact upon the world, to feel respected and connected, and to construct one's own narrative. A community action initiative at a high school in Texas' Rio Grande Valley is dedicated to helping poor Mexican American students get a college education and then return home to help the community develop. A nonprofit organization helps disadvantaged New York City high school students develop technical filmmaking skills and media literacy while nurturing their idealism, intellectual development, and commitment to social activism. A small high school in Chicago, Illinois, focuses on good teaching, student choice, small-group instruction, interdisciplinary instruction, and high expectations of students. An Arkansas project uses civil rights strategies and exposure to the culture of their communities to encourage Black secondary students to take algebra, long considered a gatekeeper course to advanced placement courses and college admittance. A 7-week summer program in Boston teaches secondary school students how to create a sustainable metropolitan food system; bridge communities divided by race, class, and physical distance; and address critical environmental and social issues. A Providence, Rhode Island, high school focuses on workplace internships and independent projects tailored to students' interests. Small classes, detailed multidimensional examination of fewer topics, and real world projects and internships boost students faith in themselves, altering attitudes and work habits. (TD) ED481279 Learning Outside the Lines: Six Innovative Programs That Reach Youth. 2002-03-00 32 For full text: http://www.wkkf.org/Pubs/YouthED/Pub3728.pdf/. N/A 2004 8/19/2004 23:55:32 RIEJUN2004 Produced in conjunction with "What Kids Can Do".

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Yes Economic Impact Educational Attainment Educational Status Comparison Employment Patterns Females Hispanic Americans Immigration Labor Market Labor Supply Males Population Growth Rural Economics Rural Population Skilled Workers Unskilled Workers Wages Newman, Constance Numerical/Quantitative Data Reports - Research Economic Research Service (USDA), Washington, DC. English Although earnings generally increased in rural areas in the 1990s, Hispanic population growth led to lower wages for at least one segment of the rural population--workers with a high school degree (skilled workers), particularly men in this skill group. Using data from the Bureau of Economic Analysis and the Current Population Survey, this report examines the effects of Hispanic population growth on rural wages by gender, ethnicity, occupation, and educational attainment. The analysis combines approaches from earlier immigration-impact studies and more recent work that incorporates the role of labor demand in the labor market. Results indicate that increases in labor demand favored skilled workers (those with a high school degree) overall but favored unskilled and professional workers in some rural industries. Thus, the increased supply of unskilled labor from Hispanic immigration and population growth led to lower wages for skilled men as a result of production changes in some parts of the rural economy. Eleven data tables detail changes in nonmetro total and Hispanic population by state, 1990-2000; economic statistics for nonmetro population by ethnicity and education level; nonmetro employment by occupation, industry, and ethnicity; determinants of individual wages for different populations; determinants of relative state wages by gender and education level; and other statistical data. (Contains 22 references) (Author/SV) ED481280 Impacts of Hispanic Population Growth on Rural Wages. Agricultural Economic Report. 2003-09-00 28 For full text: http://www.ers.usda.gov/publications/AER826/. N/A 2004 8/19/2004 23:55:34 RIEJUN2004 AER-826

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Yes Academic Achievement Alternative Teacher Certification Rural Education Rural Urban Differences Secondary Education Secondary School Teachers Teacher Influence Teacher Qualifications Teacher Salaries Teacher Shortage Teaching Experience Lazarus, Sheryl S. Reports - Research Speeches/Meeting Papers No Child Left Behind Act 2001 Minnesota Minnesota No Child Left Behind Act 2001 English The No Child Left Behind Act of 2001 requires that all teachers receive state certification by the end of the 2005-06 school year. Waivers will no longer be allowed. Each state has established standards for licensing teachers. Licensure tests aligned with teacher preparation standards are required for certification. As a result of teacher shortages, many states have implemented alternative certification programs to get teachers into classrooms quickly. In spite of great unevenness in alternative certification program quality, such programs provide an important way for prospective rural teachers to become credentialed. A Minnesota study examined whether the use of teachers without full certification affected the performance of either rural or urban students. Student achievement and teacher characteristic data for all 331 Minnesota school districts with secondary students indicated that rural teachers had more experience than nonrural teachers, but were less likely to have a master's degree. Nine percent of rural teachers were teaching out of their field of licensure or under an emergency permit, compared to 5.2 percent of nonrural teachers. Teacher experience had a significant negative impact on student achievement in math and reading. Students of teachers who were relatively better paid had higher math and reading achievement. Neither teacher experience or pay had any effect on writing achievement. Differences in teacher qualifications had little impact on student achievement in math, reading, or writing. Policy implications are discussed. (Contains 25 references) (TD) ED481281 Preparing Rural Educators To Teach Students in an Era of Standards-Based Reform and Accountability. 2003-04-00 21 N/A 2004 2016-11-21

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Yes Characterization Class Activities Classics (Literature) English Instruction Language Arts Lesson Plans Literature Appreciation Novels Scripts Secondary Education Vocabulary Development Writing Assignments Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Jane Austen's novel "Pride and Prejudice," this lesson plan presents activities designed to help students understand that classics are those pieces of literature that continue to be popular long after they were written; classics tend to have universal themes; and Austen's writing has been updated and dramatized and, most likely, will continue to be. The main activity of the lesson involves students working in small groups to draft the script of a modern-day version of scenes from the novel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481282 "Pride and Prejudice". [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:39 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Drama English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Secondary Education Vocabulary Development Writing Assignments Maupin, Lara Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Arthur Miller' play "The Crucible," this lesson plan presents activities designed to help students understand that in 17th-century New England, people were persecuted for allegedly practicing witchcraft; students of this period have looked into the allegations and offer alternatives to witchcraft to explain the people's behavior; and Arthur Miller wrote the play using the 17th-century case of witch trials (and fictionalizing it) to comment on a 20th-century phenomenon--the hunting of communists as if they were witches. The main activity of the lesson involves students rewriting a scene from the play from the perspective of today. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481283 Salem Witch Trials. [Lesson Plan]. 2002-00-00 Practitioners Teachers 9 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:42 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Characterization Class Activities English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Novels Secondary Education Vocabulary Development Writing Assignments Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Nathaniel Hawthorne's novel "The Scarlet Letter," this lesson plan presents activities designed to help students understand that the ending of a novel does not resolve all of the questions that may occur to readers; and that readers may imagine characters living out their lives beyond the ending the author gave to a novel. The main activity of the lesson involves students speculating in writing about what happened to Pearl in later life--such as a short story, a letter from Pearl as a young woman to her mother, a scene between Pearl and her mother, or a doctor's report on the cause of Pearl's death. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481284 "The Scarlet Letter". [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:45 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Discussion (Teaching Technique) English Instruction Language Arts Lesson Plans Life Style Literature Appreciation Philosophy Role Playing Secondary Education United States Literature Vocabulary Development World Views Surber, Gretchen C. Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Henry David Thoreau's book "Walden," this lesson plan presents activities designed to help students understand that acquisitiveness and simplicity can be opposing life philosophies; and that both philosophies have had notable adherents. The main activity of the lesson involves students researching historical characters (including Thoreau) and participating in an expert panel. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481285 "Walden". [Lesson Plan]. 2002-00-00 Practitioners Teachers 13 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:46 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Civil War (United States) Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Novels Oral Interpretation Poetry Secondary Education Vocabulary Development War Soderquist, Alisa Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on Stephen Crane's poems about war and his novel "The Red Badge of Courage," this lesson plan presents activities designed to help students understand that Crane examined war-related themes in prose and poetry; that close study of a poem for oral presentation helps readers see meaning or techniques not noted earlier; and that not all readers give the same answers to questions about a poem--more than one answer may be acceptable. The main activity of the lesson involves students in oral presentation of some of Crane's war poems, and a panel discussion about war literature. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481286 War Literature. [Lesson Plan]. 2002-00-00 Practitioners Teachers 14 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:48 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities English Instruction Language Arts Lesson Plans Literary Criticism Literature Appreciation Mass Media Effects Mass Media Role Novels Radio Secondary Education Vocabulary Development Moulen, Dawn L. Rooks, Kirsten Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on H.G. Wells' novel "War of the Worlds" and the reaction to Orson Wells' 1938 adaptation for radio, this lesson plan presents activities designed to help students understand that literature originally created in one medium is often adapted to another medium; and that technology can make the unreal seam real and can otherwise confuse consumers. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481287 "The War of the Worlds". [Lesson Plan]. 2002-00-00 Practitioners Teachers 12 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:50 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Autobiographies Class Activities English Instruction Language Arts Lesson Plans Literary Devices Literature Appreciation Secondary Education United States History Vocabulary Development Writing Assignments Carangelo, Audrey Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on "The Autobiography of Malcolm X," this lesson plan presents activities in which students work collaboratively to evaluate four stages in the life of Malcolm X, each corresponding to a different name he used; consider how each name Malcolm X used reflected that period in his life; and draw conclusions in a written essay about how his life experiences shaped him and his legacy. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481288 What's in a Name? Understanding Malcolm X. [Lesson Plan]. 2002-00-00 Practitioners Teachers 14 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:53 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Class Activities Diaries Drama English Instruction Foreign Countries Journal Writing Language Arts Lesson Plans Literature Appreciation Novels Personal Narratives Secondary Education Vocabulary Development Writing Assignments Lemberger, Beth Guides - Classroom - Teacher Discovery Communications, Inc., Bethesda, MD. English Based on "Zlata's Diary: A Child's Life in Sarajevo" by Zlata Filipovic, this lesson plan presents activities designed to help students understand that historical drama, like other historical fiction, is rooted in history but contains imaginary elements as well; and that the author describes in her diary what it was like to be a teenager in Sarajevo during the conflict there. The main activity of the lesson involves students working in groups to adapt scenes from the book into a one-act play. It includes objectives, materials, procedures, adaptations, discussion questions, evaluation methods, extension activities, annotations of suggested readings and web links, vocabulary, and related academic standards and benchmarks addressed in the lesson plan. The lesson plan also contains a description of a video clip related to the lesson, comprehension questions related to the video clip, and answers to those comprehension questions. (RS) ED481289 Yugoslavia: Death of a Nation. [Lesson Plan]. 2002-00-00 Practitioners Teachers 11 DiscoverySchool.com, Customer Service, P.O. Box 6027, Florence, KY 41022-6448. Tel: 877-889-9950 (Toll Free). For full text: http://school.discovery.com/teachers/. N/A 2004 8/19/2004 23:55:55 RIEJUN2004 Audio and video clips included in the web site version of this lesson plan are not available from ERIC.

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Yes Accessibility (for Disabled) Civil Rights Legislation Compliance (Legal) Definitions Disabilities Due Process Eligibility Federal Legislation Federal Regulation Guidelines State Standards Miller, Joan Bieker, Rod Copenhaver, John Guides - Non-Classroom Americans with Disabilities Act 1990 Kansas Rehabilitation Act 1973 (Section 504) Kansas Americans with Disabilities Act 1990 Rehabilitation Act 1973 (Section 504) Kansas State Dept. of Education, Topeka. Utah State Univ., Logan. Mountain Plains Regional Resource Center. English This document presents the Kansas State Department of Education's guidelines to Section 504 of the Rehabilitation Act and the Americans with Disabilities Act (ADA). The guidelines specifically address Subparts A, B, C, and D of the regulations for Section 504 which deal with general provisions, employment practices, accessibility and education. An introduction offers examples of how school systems can discriminate against individuals with disabilities and is followed by definitions common to both laws and a list of acronyms. An overview of Section 504 summarizes each subpart and charts responsibilities under the law of various individuals and groups. The next section compares Section 504, the ADA, and the Individuals with Disabilities Education Act. Eight procedural requirements under the law are then explained. A section on accommodations and services lists strategies under the following categories: environmental, organizational, behavioral, presentation, methodology, and curriculum. A list of 98 effective accommodations and services precedes examples of accommodations for 19 specific disabilities. Twenty-eight common questions and answers conclude the guide. Appendices include: the text of Section 504 and regulations, sample forms, sample accommodation plans, guidelines for student discipline under Section 504, a physical accessibility checklist, recent Office of Civil Rights (OCR) rulings, and important OCR policy letters. (DB) ED481290 Section 504/ADA: Guidelines for Educators in Kansas. Revised. 2002-00-00 Practitioners 164 Mountain Plains Regional Resource Center, Utah State University, 1780 North Research Parkway, Suite 112, Logan, UT 84341. Tel: 435-752-0238; Fax: 435-753-9750; e-mail: scrane@cc.usu.edu. For full text: http://www.usu.edu/mprrc/infoserv/pubs/KSADA5041.pdf. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Assistive Technology Cultural Differences Cultural Influences Disabilities Elementary Secondary Education Family Environment Family School Relationship Parent Education Values Parette, Phil Hourcade, Jack Reports - Descriptive Speeches/Meeting Papers English This paper examines the cultural dimensions of assistive technology (AT) for families of students with disabilities. First, goals and potential outcomes when working with families across cultures are identified, including immediate benefits of AT, change in level of functioning, acceptance in the community, immediate and ongoing access to AT, being more like other children, and ability to use other devices. Guidelines for AT professionals working with families include recognizing universal, culturally specific, and individual principles and styles of learning and modifying educational approaches from child learning to adult learning strategies. The use of information and educational technologies in the family training process is addressed, noting uses of technologies such as the interactive CD-ROM, Web sites, or e-mails about implementation progress to supplement face-to-face training. The paper also stresses the importance of maximizing access through accessible instructional design. A four-step process is recommended: (1) identification of the cultural attitudes and values embedded in the professional's interpretation of the family and/or students' AT needs and services; (2) determining how the family's perceptions differ from that of the professional; (3) respecting any cultural differences identified and explaining the professional assumptions; and (4) determining the most effective way to adapt professional recommendations to the value system of the family. (Contains 27 references.) (DB) ED481291 Cultural Dimensions of Assistive Technology: What We Know and What's Ahead. 2003-04-11 8 N/A 2004 8/19/2004 23:56:01 RIEJUN2004 Poster presented at the Annual Meeting of the Council for Exceptional Children (Seattle, WA, April 9-12, 2003).

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Yes Child Development Elementary Education Emotional Problems Emotional Response Expressive Language Interviews Language Acquisition One Parent Family Personal Narratives Reminiscence Crow, Kristina M. Ward-Lonergan, Jeannene M. Reports - Research Speeches/Meeting Papers English This study compared and analyzed the language capabilities of 10 school-age children raised in either single parent homes resulting from divorce or in two parent families. More specifically, it compared the context and complexity of oral personal event narratives produced by both groups of children. The study also investigated the usefulness and effect of certain topics on the personal event narratives of children. Five narratives were elicited from each child. Significant group differences were found with respect to linguistic content. Children from divorced homes produced significantly more orientative comments and appendages per T-unit than did their peers from non-divorced homes, whereas the children from non-divorced homes produced significantly more complicating actions per T-unit. No significant group differences were found with respect to the length or complexity of narratives. Each of the five narrative topics was beneficial in eliciting personal event narratives from these children. However, the pets story topic was particularly useful for eliciting lengthy narratives, the doctor visits/shots topic was useful for eliciting evaluative comments, and the accident story topic was useful in eliciting specific event details in the personal event narratives. (DB) ED481292 An Analysis of Personal Event Narratives Produced by School-Age Children. 2003-04-00 Researchers 13 N/A 2004 8/19/2004 23:56:03 RIEJUN2004 Paper presented at the Annual Meeting of the Council for Exceptional Children (New York, NY, April 3-6, 2002).

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Yes Educational Methods Elementary Secondary Education Gifted Inservice Teacher Education National Surveys Professional Development Regular and Special Education Relationship Talent Gubbins, E. Jean Westberg, Karen L. Reis, Sally M. Dinnocenti, Susan T. Tieso, Carol L. Muller, Lisa M. Park, Sunghee Emerick, Linda J. Maxfield, Lori R. Burns, Deborah E. Collected Works - General Reports - Descriptive National Research Center on the Gifted and Talented, Storrs, CT. English This report presents findings of a 5-year study on using professional development to extend gifted education pedagogy to regular education programs. Following an executive summary, the 15 chapters have the following titles and authors: (1) "Introduction and Overview of the 5-Year Study" (E. Jean Gubbins); (2) "Review of Literature" (Lori R. Maxfield and others); (3) "Survey Procedures" (Karen L. Westberg); (4) "Professional Development Survey Results" (Sunghee Park and Lisa Muller); (5) "Procedures for the Professional Development Module Pilot Study" (E. Jean Gubbins); (6) "Procedures for the Professional Development Module Study--Treatment, Sample, and Instrumentation" (E. Jean Gubbins); (7) "Professional Development Module--Quantitative Findings" (Sunghee Park); (8) "Case Description of One Site Involved in the Research" (Carolyn L. Tieso); (9) "Professional Development Module--Qualitative Findings from Teachers' Portfolios" (Susan T. Dinnocenti); (10) "Professional Development Module--Qualitative Findings from Liaisons' Logs" (Carol L. Tieso); (11) "Looking into the Classrooms" (Susan T. Dinnocenti); (12) "Qualitative Analysis of Three Sites" (Linda J. Emerick); (13) "Interviews of Liaisons and Teachers" (E. Jean Gubbins); (14) "Follow-up Questionnaire" (E. Jean Gubbins); and (15) "Discussion and Conclusions" (E. Jean Gubbins). Fifteen appendices provide additional details such as the schedule of assessments, questionnaires used with different groups, and samples of successful strategies used by teachers. (Contains 70 references.) (DB) ED481293 Implementing a Professional Development Model Using Gifted Education Strategies with All Students. 2002-12-00 Institute of Education Sciences (ED), Washington, DC. 318 National Research Center on the Gifted and Talented, University of Connecticut, 2131 Hillside Rd., Unit 3007, Storrs, CT 06269-3007. Tel: 860-486-0283; Fax: 860-486-2900; Web site: http://www.gifted.uconn.edu. N/A 2004 8/19/2004 23:56:06 RIEJUN2004 R206R000001

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Yes Academic Accommodations (Disabilities) Disabilities Elementary Secondary Education Inclusive Schools Individualized Instruction Learning Problems Science Education Guides - Non-Classroom Washington Univ., Seattle. English This brief paper provides specific suggestions to help science teachers make the necessary accommodations to include students with disabilities in science instruction. Suggestions are organized under the two broad headings of difficulties in gaining knowledge and difficulties in demonstrating knowledge. Under each category specific student learning difficulties are paired with several possible accommodations. Examples include: student difficulty with taking notes in class because of a mobility or visual impairment can be accommodated by in-class access to a computer with adaptive technology and a word processor; student difficulty with completing an assignment because of a health impairment can be accommodated with flexible scheduling arrangements; and student difficulty completing a test or assignment because of a disability that affects speed can be accommodated by extra time or alternative testing arrangements. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481294 Working Together: Science Teachers and Students with Disabilities. 1999-00-00 Department of Education, Washington, DC. National Science Foundation, Arlington, VA. Practitioners Teachers 5 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:08 RIEJUN2004 9550003; 9255803 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington. See ED 408 731 for an earlier version.

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Yes Assistive Technology Computer Interfaces Computer Oriented Programs Computer Peripherals Computers Elementary Secondary Education Physical Disabilities Physical Mobility Guides - Non-Classroom Washington Univ., Seattle. English This brief paper describes several computing tools that have been effectively used by individuals with mobility impairments. Emphasis is on tasks to be completed and how the individuals abilities (not disabilities), with possible assistance from technology, can be used to accomplish them. Preliminary information addresses the importance of facility access, furniture (proper seating and flexibility in positioning of keyboards, computer screens, and table height). Suggestions for keyboard access include pointers, use of software settings and functions available in standard software packages, use of a keyguard, alternative keyboards, and virtual keyboards. Also discussed are word prediction programs, alternative pointing systems, switch keyboard and mouse access using scanning or Morse code, speech recognition programs, and reading systems. Uses of low tech tools (such as adhesive Velcro) are also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481295 Working Together: Computers and People with Mobility Impairments. 2000-00-00 Department of Education, Washington, DC. National Science Foundation, Arlington, VA. 8 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:10 RIEJUN2004 9800324 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington.

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Yes Assistive Technology Computer Oriented Programs Computer Software Computers Definitions Elementary Secondary Education Learning Disabilities Guides - Non-Classroom Washington Univ., Seattle. English This brief paper considers ways in which people with learning disabilities can benefit from both mainstream and specialized computer hardware and software. First, definitions are provided of terminology, including terms such as dysgraphia, dyscalculia, dyspraxia, non-verbal learning disorder, and dyslexia. Discussion of the role of assistive technology in accommodating learning disabilities precedes explanations of specific computing tools. These include word processors, reading systems, concept mapping software, phonetic spelling programs, word prediction programs, speech recognition programs, organizational software, personal information managers, and talking calculators. The value of low tech tools (such as post-it notes and highlighter pens) is also noted. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481296 Working Together: Computers and People with Learning Disabilities. 2000-00-00 Department of Education, Washington, DC. National Science Foundation, Arlington, VA. 6 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:12 RIEJUN2004 9800324 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington.

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Yes Access to Computers Accessibility (for Disabled) Adult Education Assistive Technology Computer Interfaces Computer Peripherals Computer Software Computers Elementary Secondary Education Hearing Impairments Input Output Devices Speech Synthesizers Visual Impairments Guides - Non-Classroom Washington Univ., Seattle. English This brief paper considers ways in which people with sensory impairments can benefit from the assistive technology available with computers. Assistive technology practitioners are urged not to focus on the disability, but on the individual's abilities and the tasks to be performed. Explanations of the major sensory disability areas precedes descriptions of computing tools that have been used effectively by this population. For visual impairments, these include enlarged monitor displays, screen enlargement technology plus a scanner (to magnify printed text), speech and/or Braille output systems, screen reader software, refreshable Braille displays, and dedicated Web browsing software that incorporates speech and/or large print. For hearing impairments, computer access is simpler but is complicated by system-generated beeps (which can be changed to visual displays) and the increasing use of streaming media. For individuals with loss of sensitivity in hands and/or fingers due to peripheral neuropathy or other causes, suggestions include speech input software. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481297 Working Together: Computers and People with Sensory Impairments. 2001-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. 6 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:14 RIEJUN2004 9800324 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington.

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Yes Computer Uses in Education Disabilities Electronic Mail Internet Interpersonal Communication Mentors Secondary Education Telecommunications Guides - Non-Classroom Washington Univ., Seattle. English This brief paper describes the computerized mentoring program of Project DO-IT (Disabilities, Opportunities, Internetworking, and Technology) at the University of Washington. Introductory material notes the origins of the mentoring concept and the value of DO-IT mentors to their proteges. The program centers on providing mentoring via the Internet through electronic mail. A sidebar lists ways in which DO-IT mentors help proteges by providing information, contacts, challenges, support, direction, advice, and role modeling. Research on computer-mediated communication is reported, showing that such systems can be used to initiate and sustain both peer-peer and mentor-protege relationships. Project DO-IT proteges report that the Internet gives them support from peers and adults otherwise difficult to reach, connects them to resources, and allows them to communicate over great distances easily and inexpensively. Proteges also note that, when communicating via the Internet, people treat them equally because their disabilities are not immediately evident. Negative aspects reported by proteges include difficulties in clearly expressing ideas and feelings, technical difficulties, and lack of in-person contact. A second sidebar notes that DO-IT proteges offer their mentors challenges, opportunities to help set goals, a chance to share strategies, new ideas, and fun. The paper also lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481298 Opening Doors: Mentoring on the Internet. 2002-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. 6 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:17 RIEJUN2004 9725110 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington.

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Yes Access to Computers Accessibility (for Disabled) Design Preferences Disabilities Elementary Secondary Education Guidelines Internet Universal Design for Learning World Wide Web Guides - Non-Classroom Washington Univ., Seattle. English This brief paper considers the application of "universal design" principles to Web page design in order to increase accessibility for people with disabilities. Suggestions are based on the World Wide Web Consortium's accessibility initiative, which has proposed guidelines for all Web authors and federal government standards. Seven guidelines for general page design include maintain a simple, consistent page layout throughout the site; keep background simple and with enough contrast; design large buttons; and include a note about accessibility. Examples of six guidelines for graphical and audio features are: include appropriate ALT/LONGDESC attributes for graphical elements on your page; include menu alternatives for image maps to ensure that embedded links are accessible; include descriptive captions for pictures and transcriptions of manuscript images; and provide audio description and captions or transcripts of video. Among suggestions for special Web page features are the sparing use of tables and frames; provision of alternatives for forms and databases; and provision of alternatives for content in applets and plug-ins. Finally, the paper urges developers to test the Web site with various Web browsers. Following a list of 13 resource Web sites, the paper lists contact and other information resources associated with Project DO-IT at the University of Washington. (DB) ED481299 World Wide Access: Accessible Web Design. 2001-00-00 National Science Foundation, Arlington, VA. Department of Education, Washington, DC. Community 9 DO-IT, Disabilities, Opportunities, Internetworking & Technology, University of Washington, Box 355670, Seattle, WA 98195-5670. Tel: 206-685-DOIT (Voice/TTY); Fax: 206-221-4171; e-mail: doit@u.washington.edu; Web site: http://www.washington.edu/doit. For full text: http://www.washington.edu/doit. N/A 2004 8/19/2004 23:56:19 RIEJUN2004 9800324 The DO-IT (Disabilities, Opportunities, Internetworking, and Technology) program is also funded by the State of Washington.

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No Academically Gifted Case Studies Child Advocacy Curriculum Elementary Education Individualized Instruction Instructional Materials Mathematical Aptitude Parent Role Program Development Student Evaluation Student Needs Talent Teacher Role Assouline, Susan Lupkowski-Shoplik, Ann Books Guides - Non-Classroom Talent Search Mathematical Olympiad English This book is a guide to educating and nurturing children with mathematical talent. Chapter 1 presents and refutes 12 myths about mathematically talented students, especially the idea that it is best not to deviate from regular programming. The second chapter is a guide for parents in their efforts to advocate for their child in the regular school setting and is focused on interactions between parents and educators. Chapter 3 is on assessment and stresses the value of a range of tests when generating programming recommendations. Chapter 4 describes a system for precisely determining where mathematically talented students should begin instruction. The following chapter is about elementary level talent searches, especially the use of above-level testing to guide program placement and programming. Chapter 6 looks at programs currently available for this population, ranging from enrichment to ability grouping to radical acceleration. Chapter 7 provides an extensive review of curricula and materials, while chapter 8 discusses issues confronting teachers expected to work with mathematically talented students. The last chapter offers case studies illustrating the application of the book's concepts. Also included are a resource list, a glossary, and an appendix of sample Mathematical Olympiad problems. (Contains approximately 250 references.) (DB) ED481300 Developing Mathematical Talent: A Guide for Teachers and Parents of Gifted Students. 2003-00-00 ISBN-1-882664-92-2 Parents Practitioners Teachers 387 Prufrock Press, Inc., P.O. Box 8813, Waco, TX 76714-8813 ($27.95). Tel: 800-998-2208 (Toll Free); Tel: 254-756-3337; Fax: 800-240-0333 (Toll Free); Web site: http://www.prufrock.com. N/A 2004 2016-11-21

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Yes Action Research Data Analysis Data Collection Disabilities Early Childhood Education Elementary Secondary Education Family Involvement Inclusive Schools Research Utilization Social Integration Theory Practice Relationship Warger, Cynthia Burnette, Jane ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project. English This brief paper defines participatory action research, reviews the literature on its use, and offers examples of how researchers and practitioners are applying principles of participatory action research data to select effective practices and support change and innovation in schools. Generation of data-based strategies in natural environments is illustrated by a current study in which occupational and physical therapists are paired with researchers to conduct individualized research. Promotion of inclusive schooling practices is supported by several examples of participatory action research efforts to provide information for school improvement initiatives. Other examples include several projects that are conducting collaborative family research. Benefits to families of this approach are noted, including expanding the relevance and utilization of research to families. A final section looks at use of participatory action research to study social inclusion of people with disabilities at worksites. Emphasis is on involvement of all stakeholders from the beginning and equalizing power among participants. (DB) ED481301 Applications of Participatory Action Research with Students Who Have Disabilities. ERIC/OSEP Digest. 2003-07-00 Special Education Programs (ED/OSERS), Washington, DC. 4 ERIC Clearinghouse on Disabilities and Gifted Education, Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201. Tel: 800-328-0272 (Toll Free); Fax: 703-620-4334; e-mail: ericec@cec.sped.org. For full text: http://ericec.org. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Gifted Goal Orientation Individual Development Individual Differences Interviews Learning Strategies Models Philosophy Qualitative Research Bai, Wenyu Reports - Research Speeches/Meeting Papers Tests/Questionnaires English This study interviewed five philosophically precocious individuals (PPIs), four Chinese and one American, to examine their development. Theoretical frameworks used to evaluate data were the Transcendence Evolution Model and the taxonomy of developmental strategies. The Transcendence Evolution Model posits that children's different developmental paths are due to their different interpretations of their advantages or disadvantages. This model sees PPIs as transcending both their gifts and talents and their self-interests. The taxonomy of developmental strategies (i.e., excelling in school, developing talents, grasping the whole, and excelling in the real world) is used to describe the differences among school strivers, talent developers, all-knowers, and street learners. All-knowers overlap with PPIs as a typical PPI tries to know all and aspires to master all major disciplines, although some PPIs do not have this aspiration. The five PPIs interviewed used various combinations of developmental strategies and gave strategies different priorities. Early exposure to philosophy books was often the origin of philosophical precocity. Most of the PPIs interviewed developed philosophical thinking by reading scholarly books. Interview questions are appended. (Contains 18 references.) (DB) ED481302 Philosophically Precocious Individuals and Their Developmental Strategies. 2003-04-00 22 N/A 2004 8/19/2004 23:56:27 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Compliance (Legal) Delivery Systems Disabilities Discipline Educational Legislation Educational Policy Elementary Secondary Education Expulsion Federal Legislation Federal Regulation Guidelines Special Education Student Rights Suspension Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Evaluative Department of Education Individuals with Disabilities Education Act Individuals with Disabilities Education Act General Accounting Office, Washington, DC. English This paper examined the placement of special education students removed from their educational settings for disciplinary reasons, the extent to which local school districts continue educational services for these students, and how the U.S. Department of Education provides support and oversight for special education disciplinary placements under the Individuals with Disabilities Education Act (IDEA). The study involved surveys and site visits of special education disciplinary placements in three states, Illinois, Maryland, and North Carolina. The study found that disciplined special education students were primarily placed in in-school suspension rooms or out-of-school suspensions at home for periods of 10 days or less. Students who were removed for longer than 10 days were primarily placed in alternative schools or homebound placements. Schools reported that they provided these students with such services as self-paced instructional packages, tutoring by special educators, and counseling. State and local officials reported that guidance from the Department of Education on federal requirements has not been specific enough. The report recommends that the Secretary of Education issue supplemental guidance to state and local agencies concerning IDEA's disciplinary provisions and that the department conduct periodic site visits in its oversight system. Appendices include responsive comments from the Department of Education. (DB) ED481303 Special Education: Clearer Guidance Would Enhance Implementation of Federal Disciplinary Provisions. Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate. 2003-05-00 Policymakers 34 U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013 (first copy free; additional copies $2 each). Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. For full text: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Access to Education Educational Finance Elementary Secondary Education English (Second Language) Equal Education Foreign Countries Immigrants Language Fluency Language Proficiency Limited English Speaking Literacy Education Second Language Learning Reports - Descriptive Canada Ontario Achievement Gap Canada English Ontario students learning English as a Second Language (ESL) face serious challenges and inequities. Students are ineligible for ESL support after having been in Canada for 3 years, regardless of their ability to communicate (although the government's own ESL curriculum states that students may require from 5-7 years to acquire sufficient English fluency to cope with academic requirements). ESL only serves foreign-born students and is unavailable to students born in Canada who cannot speak English. Because of the Grade 10 Literacy Test, ESL secondary students are disadvantaged in their ability to acquire a secondary school diploma. EQAO testing results show that the achievement gap between ESL students and non-ESL students is increasing. Even though immigration in Ontario increased 23 percent in 1 year, the number of ESL teachers and programs in schools has declined significantly. In recent years, access to ESL programs has declined to the point where for the most part, only the neediest students are served. Recommendations include the following: the provincial government change the criteria that qualify students for ESL funding; the funding formula be modified to provide resources for boards to accommodate students arriving in Canada throughout the school year; class sizes be reduced; and the Ontario Secondary School Literacy Test be significantly modified to address language challenges of ESL students. (SM) ED481304 English as a Second Language in Ontario Schools. People for Education Report. 2002-10-00 11 People for Education, P.O. Box 64, Station P, Toronto, Ontario M5S 2S6, Canada. Tel: 416-534-0100; Fax: 4160536-0100; e-mail: p4e@peopleforeducation.com; Web site: http://www.peopleforeducation.com. N/A 2004 2016-11-21

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Yes College School Cooperation Community Development Distance Education Elementary Secondary Education English (Second Language) Ethnicity Foreign Countries Gender Issues Higher Education Indigenous Populations Intercultural Communication Language of Instruction Language Usage Literacy Education Native Speakers Partnerships in Education Preservice Teacher Education Socioeconomic Status Student Evaluation Sustainable Development Lo Bianco, Joseph, Ed. Books Collected Works - Proceedings Language Policy Self Monitoring Laos Sri Lanka Cambodia Malaysia Sustainability China Open Society Vernacular Education East Timor Philippines Vietnam Cambodia China Laos Malaysia Philippines Sri Lanka Timor-Leste Vietnam English This collection of papers is based on the 5th International Conference on Language and Development: Defining the Role of Language in Development, held in Phnom Penh, Cambodia, in 2001. The 25 papers include the following: (1) "Destitution, Wealth, and Cultural Contest: Language and Development Connections" (Joseph Lo Bianco); (2) "English and East Timor" (Roslyn Appleby); (3) "Partnership in Initial Teacher Education" (Bao Kham and Phan Thi Bich Ngoc); (4) "Indigenous Languages for Development: The Philippine Experience" (Nestor Castro); (5) "Building Institutional Capacity" (Suos Man and Sok Luong Chan); (6) "International Languages in Education in Developing Countries: Implications for Cambodia" (Thomas Clayton); (7) "Evaluating Development Programs: Time to Watch Our Language" (Hywel Coleman); (8) "Making the Cap Fit: Culture in Higher Education Reform" (Jacqueline Dyer); (9) "Language Policy, Literacy Development, and Book Sector Development" (Martin Ferns); (10) "Gender, Language and Power in Community-Based Programs" (Lilliana Hajncl and Barbara Fitzgerald); (11) "Language in Development: The Open Society Institute" (Robert Hausmann); (12) "Language, Textbooks and Perspectives on Social Harmony in Sri Lanka" (David Hayes); (13) "Multilingual Literacy Development: Success in a Difficult Environment" (Margaret Hill); (14) "In the Field: Inter-Cultural Communication through Radio and Other Media" (Kaz Janoski and Monica Janoski); (15) "Language, Development and Political Correctness" (Psyche Kenett); (16) "Vernacular Literacy in Community Development: The Chong of Thailand" (Kimmo Kosonen); (17) "Applying the Findings of Cognitive Psychologists in a Resource Poor Teaching Environment" (Gaylene Levesque); (18) "Globalisation Power and Hegemony in Language Development" (Shane P. Martin and Edmundo F. Litton); (19) "The Return on Investment from the Donor's Perspective" (Bonaventure Mbida-Essama); (20) "Sustainability Revisited: Insights from a Multiliteracies Project in Malaysia" (Moses Samuel); (21) "Second Languages in Ethnic and Linguistic Diversity in Laos" (Souvanixay Mythong, Nouannavong Onekeo, Keovongsa Khounmi, and Gary Ovington); (22) "A Distance Education Program in an Area of Ethnic Insurgency" (Richard Sproat); (23) "A Sustainable Testing System for Distance Education in Vietnam" (Quoc Hung Tran); (24) "Self-Monitoring Capabilities: Teacher Education and TEFL in Vietnam" (Ha Van Sinh); and (25) "Foreign Languages and Development: German in China" (Ulrich Wannagat). (Papers contain references.) (SM) ED481305 Voices from Phnom Penh. Development & Language: Global Influences & Local Effects. 2002-00-00 ISBN-1-876768-50-9 362 Language Australia Ltd., GPO Box 372F, Melbourne VIC 3001, Australia ($40). Web site: http://languageaustralia.com.au/. N/A 2004 2016-11-23

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Yes Cantonese Cultural Differences Cultural Influences Elementary Secondary Education English (Second Language) Ethnicity Foreign Countries Higher Education Indigenous Populations Language of Instruction Language Teachers Literature Official Languages Power Structure Preschool Children Preservice Teacher Education Rural Schools Second Language Instruction Second Language Learning Kirkpatrick, Andy, Ed. Books Collected Works - General Speeches/Meeting Papers Brunei Malaysia Hong Kong Papua New Guinea Japan Singapore Language Contact Tok Pisin Language Policy World English Brunei Hong Kong Japan Malaysia Papua New Guinea Singapore English This collection of papers comprises proceedings from the 5th English in South East Asia Conference, held in December 2000 at Curtin University of Technology in Perth. The 19 papers include the following: (1) "Global English and Local Language Policies" (Robert Phillipson); (2) "Hong Kong Parents' Preference for English-Medium Education: Passive Victims of Imperialism or Active Agents of Pragmatism?" (David Li); (3) "Implications of the Recommendation that English Become the Second Official Language in Japan" (Kayako Hashimoto); (4) "Culture and Identity in the English Discourses of Mayalsians" (Azirah Mashim); (5) "Englishization and Nativization Processes in the Context of Brunei Darussalam: Evidence for and Against" (Hajaj Rosnah Haji Ramly, Noor Azam Haji Othman, and James McLellan); (6) "Kissing Cousins? The Relationship between English and Tok Pisin in Papua New Guinea" (Geoff Smith); (7) "Chaos in Aboriginal English Discourse" (Farzad Sharifian); (8) "Language, Literature and Culture--and Their Meeting Place in the Dictionary" (Susan Butler); (9) "Even Obituaries Reflect Cultural Norms and Values" (Maya Khemlani David and Janet Y. Yong); (10) "Recent Research into the Pronunciation of Singapore English" (Low Ee Ling and David Deterding); (11) "Languages in Contact: Hong Kong English Phonology and the Influence of Cantonese" (Tony Hung); (12) "Canon and Pedagogy: The Role of American Colonial Education and Defining Standards for Philippine Literature" (Isabel Pefianco Martin); (13) "ASEAN and Asian Cultures and Models: Implications for The ELT Curriculum and for Teacher Education" (Andy Kirkpatrick); (14) "From TEFL to TEIL: Changes in Perceptions and Practices: Teaching English as an International Language in Chinese Universities" (Xy Zhichang); (15) "Reflective Discourse in Teacher Education in Brunei Darussalam" (David Lochmohr Prescott); (16) "Alternative English: Vernacular Oral Art among Aboriginal Youth" (Ian Malcom); (17) "A Study of the Language of Pre-School Malaysian Children" (Kow Yip Cheng); (18) "Communication Behaviours of EFL Learners in a Native English-Speaker Teacher's Class: A Case in Hong Kong" (Jasmine Luk); and (19) "Multilingual Practices in Rural Malaysia and Their Impact on English Language Learning in Rural Education" (Hazita Azman). (Papers contain references.) (SM) ED481306 Englishes in Asia: Communication, Identity, Power and Education. 2002-00-00 ISBN-1-876-768-479 311 Language Australia Ltd., GPO Box 372F, Melbourne VIC 3001, Australia. Web site: http://languageaustralia.com.au/. N/A 2004 2016-11-21

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No Alaska Natives Eskimos Folk Culture Legends Oral Tradition Sociolinguistics Uncommonly Taught Languages Yupik Koonooka, Christopher Books Collected Works - General Multilingual/Bilingual Materials Alaska Univ., Fairbanks. Alaska Native Language Center. English Yupik The language of these stories, Siberian Yupik, in this book were first written down by Russian educator and linguist, Gregoriy A. Menovshchikov, during his 30 years of teaching and working with Eskimo languages in Chukotka, Russian, beginning in the 1930s. Siberian Yupik is the ancestral language of more than 2,000 people equally divided between St. Lawrence Island, Alaska, and the eastern tip of Chukotka. Thirty-five of the stories are transliterated from Menovshchikov's Cyrillic into the Latin alphabet and translated into English. All of the texts are presented in Yupik and English. The storytellers are: Ayveghhaq, Peter Tagikaq; Asuya Olga Mumigtekaq; Alghalek; Nanughhaq; and Valentina Viri (Wiri). The stories are illustrated by local artists. On an audio CD-ROM, the translator, Christopher Koonooka, reads six of the stories in Yupik. (Contains 45 references.) (SM) ED481307 Ungipaghaghlanga: Quutmiit Yupigita Ungipaghaatangit = Let Me Tell a Story: Legends of the Siberian Eskimos. 2003-00-00 ISBN-1-55500-080-0 203 Alaska Native Language Center, University of Alaska, Fairbanks, Box 757680, Fairbanks, AK 99775-7680. Tel: 907-474-7874; Web site: http://www.uaf.edu/ancl/index.html. N/A 2004 8/19/2004 23:56:43 RIEJUN2004 "Transliterated and Translated by Christopher Koonooka (Petuwaq) from the Chukotka Collection of G.A. Menovshchikov." Cover title varies. Accompanying CD is not available from ERIC.

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Yes Fire Protection Floods Library Planning Library Policy Natural Disasters Program Development Strategic Planning Water Haines, Jan, Comp. Guides - Non-Classroom Reports - Descriptive Disaster Planning Disasters Library Procedures Ohio State Library, Columbus. English The State Library of Ohio designed this disaster preparedness plan to assist small libraries in gathering information that will be invaluable in the event of an emergency. This plan, which focuses on fire and water disaster prevention, is devoted to using simple and inexpensive measures to prevent a disaster or to lessen its effect. The plan focuses on fire and water disaster prevention, and also includes emergency instructions for tornadoes. It does not include other types of emergencies such as gang activities, terrorism, distraught workers/family members, loss of strategic employees, and it does not include recovery instructions. The plan can be tailored to meet the specific needs of an individual library system and community, and it includes instructions and suggestions within a template for small public libraries to construct their own plans. The template may be reproduced without permission, provided that the State Library of Ohio is credited. The following are appended: Disaster Prevention/Safety Checklist; Request for Correction of Hazard; Emergency Funds; Disaster Response Report; Post Disaster Report Form; Locations of Plan; General Staff Directory; Communicating with Staff; Communicating with Suppliers; Communicating with Patrons; Dealing with the Media; Insurance; Disaster Recovery Resources; Disaster Response Supply Can; Maintaining the Plan; and Bibliography. (Contains 30 references.) (AEF) ED481308 A Disaster Preparedness Plan for Small Public Libraries, 2002. 2003-00-00 59 For full text: http://winslo.state.oh.us/services/LPD/disaster_frnt.html/. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Family Involvement Library Services Outreach Programs Parent Participation Public Libraries Reading Motivation Reading Programs School Libraries Baycich, Dianna Cooper, Robin Echols Burrier, Carolyn M. Gotwald, Karen Lombardo, Cindy Nalepa, Laurie Nespeca, Sue McCleaf Norman, Cathy Petruzzi, Tony Gildone, Stephanie Nyman, Pam Fathman, Robert E. Stephens, Brad Guides - Non-Classroom Ohio Reading Groups Book Clubs Family Activities Ohio Ohio State Library, Columbus. English Helping Books Help Families (HBHF) is a book discussion program developed by the State Library of Ohio to be instituted by public and school libraries in the state of Ohio. The focus of the program is to promote reading with three groups: families as a group, to parents alone as role models for reading, and to students in school libraries. There are three separate theme units in this manual designed to accompany the program: "Families Talk,""Parents Talk," and "Students Talk." HBHF is structured as a four to six week Picture Book/Storytelling/Discussion program. Though it is expected to be held at the library, those responsible are encouraged to partner with schools, daycares, Headstarts, Evenstarts, ABLE (Adult Basic Literacy Education) providers and other organizations in the community in all aspects of the program--from planning, to promoting, to securing funds. Contents include: Reviewer Form; Mission, Goals, & Copyright Use; Description of Program; Program Structure; HBHF Terminology; HBHF StaffingKey Roles; HBHF Program Components (Families Talk Themes, Parents Talk Themes, and Students Talk Themes); Publicity and Promotion; Outreach and Networking Tips; Funding and Grantwriting; Evaluation; and Support Resources. Appendixes include: information and resources on discussing books with families and Ohio organizations/contact information. (AEF) ED481309 Helping Books Helping Families: A Picture Book/Storytelling/Discussion Program. 2003-00-00 102 For full text: http://winslo.state.oh.us/services/LPD/hbhfmanual2.pdf/. N/A 2004 2016-11-21

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Yes Academic Standards Admission Criteria College Admission Community Colleges Competitive Selection Retention (Psychology) School Holding Power Two Year Colleges Thompson, Kimberly Waterous, Frank Delaney, George Numerical/Quantitative Data Reports - Research Colorado Colorado Community College and Occup Educ System Colorado English This document discusses the results of a study completed by the Colorado Community College System in 2001-2002, which analyzed community college applicants. The data was collected in order to aid in enrollment management, scheduling, advising, and other policy decision-making. The applicants were kept representative of the available population in terms of gender, age, and ethnicity. Half of the applicants were employed at least part time and 40% stated a desire to transfer to a four-year college at some point. The following are some of the key findings of the report: (1) results revealed significant differences among applicants and enrolled students along every demographic variable; (2) statistical differences were found among students who were enrolled for fall 2001 and those that were retained from fall to spring 2002; (3) students enroll for more credit hours during the spring semester than during fall semester; and (4) 65% of fall 2001 applicant enrolled during the fall 2001 or spring 2002 semesters but only 35% of these applicants enrolled for both the fall and spring semesters. Based on these findings, the authors recommend that further research should be done in order to find out why more students are not being retained and to determine changes that might be needed for both the fall and the spring semesters. Contains 4 appendices and numerous tables and graphs. (MZ) ED481310 Colorado Community College System Analysis of Fall 2001 Applicants. 2003-06-00 41 For full text: http://www.cccs.edu/Docs/POPLAR/2001_Applicant_Analysis_Report.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Futures (of Society) Needs Assessment Population Trends Social Indicators Strategic Planning Trend Analysis Two Year Colleges Urban Population Urban to Rural Migration Reports - Research Colorado Community College and Occup Educ System Colorado Colorado English This document addresses an environmental scan done in the Colorado Community College System (CCCS). The goals of an environmental scan include collecting external information, predicting future trends, and analyzing how these trends might affect an organization. The environmental scan completed for the CCCS focused on emerging trends that may affect the school system in the next five years in the following categories: demographic, economic, and political. The study concludes that the CCCS provides a variety of services to a diverse population and must prepare itself for an increase in the number of students attending community colleges in the future. The document makes many recommendations based on the environmental scan results including the following: (1) CCCS should market itself to low-income and Hispanic students; (2) offer courses in basic and advanced skills; (3) create programs targeting transfer students; (4) partner with high schools to attract students of all abilities; (5) examine students services; (6) distribute information about services that are offered to both current and prospective students; and (7) continue to support in-state tuition for children of undocumented immigrants. The authors conclude that CCCS should always remember the population that they serve and make decisions in the best interests of the students. (Contains 57 references.) (MZ) ED481311 Environmental Scan for the Colorado Community College System. 2003-05-00 42 For full text: http://www.cccs.edu/Docs/POPLAR/EnvironmentalScan.pdf. N/A 2004 2016-11-21

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Yes Accountability Community Colleges Educational Assessment Educational Quality Educational Research Efficiency Excellence in Education Instructional Effectiveness Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document addresses the state approved accountability measure plans for Pensacola Junior College in the academic year 1997-1998. This edition is the fifth annual report on PJC's performance in compliance with Florida Statutes. The document reports on various measures including the following: (1) enrollments, retention and success rates for AA, retention and success rates for AS, and retention and success rates for certificates; (2) transfer performance; (3) licensure rates and placement rates of program completers; (4) college preparatory rates for all, college preparatory and success rates for AA, college preparatory and success rates for AS, and college preparatory and success rates for certificates; and (5) CLAST test performance. Based on the data collected from the 1997-1998 academic years, the document assesses whether the PJC was successful in each of the preceding areas. Fifteen goals were not met. They include the following: (1) White, non-Hispanic HS going rate; (2) Hispanic HS going rate; (3) total HS going rate; (4) AA retention, full-time; (5) AA retention part-time; (6) AA retention, all; (7) AS retention, all; (8) percent AA transfers with 2.5 GPA or greater; (9) total state licensure pass rates; (10) college prep success, math; (11) college prep AA retention, full time; and (12) college prep AA retention, all. (Contains 15 tables.) (MZ) ED481312 Institutional Accountability Plan and Progress Report. 1998 Update, Year 5, 1997-1998. 1999-03-00 17 N/A 2004 2016-11-21

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Yes Accountability Community Colleges Educational Assessment Educational Quality Educational Research Efficiency Excellence in Education Instructional Effectiveness Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document addresses the state approved accountability measure plans for Pensacola Junior College in the academic year 2001-2002. This edition is the ninth annual report on PJC's performance in compliance with Florida Statutes. The document is divided into 24 measures including the following: (1) enrollments, retention and success rates for AA and retention and success rates for AS; (2) transfer performance; (3) licensure rates and placement rates of program completers; (4) college preparatory success rates for all, college preparatory retention and success rates for AA, and college preparatory retention and success rates for AS; and (5) CLAST test performance. Exact definitions are provided for all terminology used in the measures. Out of the 24 measures, 70.83% met or exceeded the goals, 20.83% failed to meet the goals, and 8.22% reported no data. The measures that were the most successful are the following: (1) prep students, AA, success rate; (2) AA, success rate; (3) prep students, AA & AAS, success rate; and (4) AA % AAS, success rate. The following goals are those that were not met: (1) prior year high school graduate at PJC, Hispanic; (2) prior year high school graduate at PJC, American Indian; (3) prep class pass rate, reading; (4) prep class pass rate, writing; and (5) prep class pass rate, mathematics. (Contains 11 tables.) (MZ) ED481313 Institutional Accountability Plan and Progress Report. 2002 Update, Year 9, 2001-2002. 2002-00-00 14 N/A 2004 2016-11-21

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Yes Accountability Community Colleges Educational Assessment Educational Quality Educational Research Efficiency Excellence in Education Instructional Effectiveness Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document addresses the accountability of Pensacola Junior College in 1999-2000 academic years. The measures of success used in the document are the following: (1) enrollments, retention and success rates for AA and retention and success rates for AS; (2) transfer performance; (3) licensure rates and placement rates of program completers; (4) college preparatory success rates for all, college preparatory retention and success rates for AA, and college preparatory retention and success rates for AS; and (5) CLAST test performance. Based on the data collected from the 1999-2000 academic years, the document assess whether the PJC was successful in each of the preceding areas. Eleven goals were not met. They are: (1) White, non-Hispanic high school going rate; (2) Black, non-Hispanic high school going rate; (3) Hispanic high school going rate; (4) total high school going rate; (5) AA retention, part-time (6) AA retention, all; (7) total state licensure pass rates; (8) college preparatory success rates; (9) college prep AA retention, full time; (10) college prep AA retention, part time; and (11) college prep AA retention, all. All other goals set forth by PJC were either met or exceeded. (Contains 10 tables.) (MZ) ED481314 Institutional Accountability Plan and Progress Report. 2000 Update, Year 7, 1999-2000. 2001-05-00 14 N/A 2004 2016-11-21

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Yes Accountability Community Colleges Educational Assessment Educational Quality Educational Research Efficiency Excellence in Education Instructional Effectiveness Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document addresses the accountability of Pensacola Junior College in 1998. The measures of success used in the document are the following: (1) AA student success-enrollment, retention and success rates for Associates in Arts students; (2) AS students retention-enrollment, retention, and success rates for Associates in Science students; (3) AA transfer to state universities- Associates in Arts Degree transfer performance report; (4) licensure exam pass rates; (4) AS & Certificate placement rates; (5) college prep READING/WRITING/MATHEMATICS success; (6) preparatory AA student retention; (7) preparatory AA student success; and (8) CLAST passing rates. Based on the data collected from the 1995-1996 and 1996-1997 academic years, the document assess whether the PJC was successful in each of the preceding areas. In most cases, the PJC meets or comes very close to meeting its goals. For example, in regards to AA student retention, the PJC is within three percent of its goal and in regards to AS student retention, the PJC exceeds both its goals and the state average. The only area of failure is in the college preparatory enrollment, retention and success rate category for Associate in Arts students in which the PJC is much below its goal and the state average. (Contains 14 tables.) (MZ) ED481315 Pensacola Junior College Institutional Accountability, 1998. 1998-00-00 15 N/A 2004 2016-11-21

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Yes Community Colleges Cultural Differences Cultural Pluralism Diversity Diversity (Institutional) Ethnic Relations Minority Groups Multicultural Education Two Year Colleges Reports - Descriptive Colorado Community College and Occup Educ System Colorado Colorado English This document discusses the Colorado Community College Annual Academic and Diversity Plans for 2002-03. The 13 community colleges in Colorado are governed by the Board (State Board for Community Colleges and Occupational Education). The Board sets forth goals to be achieved by the community colleges on an annual basis. Some of the goals for the year 2002-03 are as follows: (1) enrollment and access; (2) resource development; (3) workforce and economic development; and (4) leadership and professional development. After compiling the data submitted by each community college, the Board concluded the following: (1) each institution pays a great deal of attention to academic planning; (2) planning documents have proven to be beneficial for all community colleges by acting as guides to the institution's academic decisions including development of new degree programs, addressing program discontinuities, and a critical review of current programs; and (3) especially for the year 2002-03, all community colleges continue to focus on diversity as a major goal. The report makes evident that both the Board and the thirteen community colleges in Colorado agree that in order to best meet the needs of students, each school must be student-centered, quality driven, accessible, and performance based. (MZ) ED481316 System Overview Report: Annual Academic and Diversity Plans, 2002-2003. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Community Colleges Counseling Counseling Services Guidance Programs Satisfaction Student Attitudes Student Motivation Student Personnel Services Student Welfare Two Year Colleges Hom, Willard C. Journal Articles Reports - Descriptive Student Satisfaction English This article discusses a framework in which a researcher may apply a customer satisfaction model to the planning of counseling services at the community college level. It also reviews some historical work on satisfaction research with the unique environment of student services in two-year colleges. The article suggests that readers could benefit from this paper by understanding a constructive way to use data on student satisfaction and by gaining potential justification for conducting such work. Furthermore, it discusses three major points concerning the application of customer satisfaction theory to community college planning of counseling services, including: (1) defining student satisfaction; (2) adapting the customer satisfaction model for student services; and (3) policy implications for using the customer satisfaction model in student services at community colleges. The article also emphasizes that college administrators should use the student satisfaction research as an improvement tool, not as a staff evaluation tool. It describes the limitations of student satisfaction research as being able to only measure some of the factors that contribute to a student's satisfaction because the school cannot control all factors related to student satisfaction. Finally, there is a discussion of some possible reasons for delaying or rejecting the implementation of the customer satisfaction model in student service and counseling research. (Contains 6 figures and 16 references.) (JS) ED481317 Applying Customer Satisfaction Theory to Community College Planning of Counseling Services. iJournal n2 Sep 2002 2002-09-00 15 For full text: http://www.ijournal.us. N/A 2004 2016-11-21

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Yes Community Colleges Educational Objectives Educational Planning Educational Strategies Environmental Scanning Institutional Administration Long Range Planning Mission Statements Operations Research Strategic Planning Systems Analysis Trend Analysis Two Year Colleges Reports - Descriptive Salt Lake Community College UT Salt Lake Community Coll., UT. English This document reviews July 2001 findings from a team of Salt Lake Community College administrators, faculty, and staff who were appointed by the college President to prepare a strategic plan that defines the strategic vision of Salt Lake Community College. The team utilized a planning process that began with an evaluation of the external and internal trends likely to impact the college and the needs of future learners in the greater community. The team considered demographic, economic, political, labor and workforce, education, and lifestyle trends and determined how each might impact the college. An analysis of institutional strengths, challenges, opportunities, and threats found that the college had numerous resources and capabilities that would enable it to pursue opportunities and address threats. Five qualities and capabilities that were determined to be of the greatest importance included a positive relationship with surrounding institutions; a well qualified faculty; high aspirations; a wide variety of curricula and courses; and attractive and conveniently located physical facilities. Five goals that define how the college will build on its strengths and overcome challenges in order to carry out its mission are also identified. Finally, objectives and strategies describing how the college will achieve each goal are listed. (JS) ED481318 Salt Lake Community College Strategic Vision, September 2001-June 2006. 2001-00-00 30 For full text: http://www.slcc.edu/pdf/slcc_strategic_vision.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Faculty Faculty Evaluation Research Research Design Research Methodology Research Opportunities Research Tools Two Year Colleges Reports - Research Tests/Questionnaires Pensacola Junior College FL Pensacola Junior Coll., FL. Office of Institutional Research and Effectiveness. English This document contains the results of the Institutional Effectiveness Survey starting from the academic years 1998-1999 to 2002-2003 completed at Pensacola Junior College. The survey calls for reporting Institutional Research as one of the 53 primary functional areas of the College. The document states that the goal of institutional research is to develop and maintain a program of applied research designed to provide appropriate data and analysis of that data to the College, the community, and state and federal agencies. Also, it should provide data and analysis on studies preformed, faculty characteristics and faculty workload to the College administration Board and other agencies required. The indicator used to analyze the data is as follows: At designated intervals, a sample of users will be surveyed with a 70% rating of the services as meeting their needs within a reasonable period. The document contains a copy of the survey instrument that was randomly sent out to administrators and faculty that had requested special data report for each academic year between 1998-2003. Also, the document contains comments made by all of the administrators and faculty in an anonymous manner. For every year, the majority of administrators and faculty found the information provided to be extremely useful, extremely clear, extremely accurate, and delivered in a timely manner. (MZ) ED481319 Institutional Effectiveness Survey, 1998-2003. 2003-00-00 24 N/A 2004 2016-11-21

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Yes Academic Standards Community Colleges Educational Testing School Readiness State Standards Student Placement Student Promotion Test Use Two Year Colleges Coperthwaite, Corby A. Ritchie, William F. Numerical/Quantitative Data Reports - Research Connecticut Regional Community Colleges Connecticut Community Coll. System, Hartford. English This document examines the possible impact of a proposed standardization of placement scores for college English throughout the Connecticut Community College system. The 12 Connecticut community colleges use Accuplacer for placement into college English. Each college, however, uses different placement cut-off scores, and has varying structures of developmental education in place at each school. A recommendation was made to implement a common placement standard across the system. This study assesses what the impact of the proposed standard would have been on new and transfer students enrolled in English Composition and Developmental English during the Fall 2001 term. The sample included 371 English Composition students and 1,188 Developmental English students. Because not all colleges differentiated between new students and new transfer students, the study used both groups in their analysis. Results indicated that the proposed cut scores would not have impacted the cohort of Developmental English students. However, the proposed cut scores would have impacted the placement of English Composition students considerably and suggests, based on limited data, that the proposed cut scores be reconsidered. Finally, the findings and the limitations of the study are discussed. (Contains 11 tables.) (JS) ED481320 An Assessment of Standardized Accuplacer Placement Scores for College English in the Connecticut Community-Technical College System. 2002-08-13 19 For full text: http://tunxis.commnet.edu/ir/Surveys/CCCS_Basic_Skills_Report.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Counselor Educators Counselor Supervision Counselor Training Education Work Relationship Information Dissemination Inservice Education Outreach Programs School Counseling School Counselors Secondary Education State Programs Statewide Planning Transitional Programs Workshops Granello, Darcy Haag Reports - Descriptive Ohio School to Work Opportunities Act 1994 Ohio State Univ., Columbus. Coll. of Education. English Year 2 (1998-99) of Ohio's School-to-Work (STW) system focused on continuing to get information out to practicing school counselors through workshops, articles, and modules and on helping counselor educators understand STW so they could infuse STW into their training programs for preservice school counselors. A multi-university work team, together with members of relevant state organizations, met three times during the year. Two primary accomplishments were the following: (1) development of a plan to provide STW information to counselor educators at every institution in Ohio with a counselor education program, and (2) ongoing dissemination of STW material to practicing school counselors, including those who act as onsite supervisors for preservice school counselors in their practice and internship. (Part 1 of the document describes that effort. Part 2 provides work team information, including member information; resources provided to work team; and minutes from meetings. Part 3 comprises workshop information: schedule; sample agenda and minutes from a regional workshop; and sample materials. Part 4 contains conference presentation information, including a list of three presentations made at professional conferences to disseminate information about the project and sample handouts from each conference.) (YLB) ED481321 Reconceptualizing School Counseling To Include School-to-Work Concepts. 2000-01-00 State Univ. Education Deans, OH. Counselors Practitioners 58 N/A 2004 2020-11-23

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No Access to Information Apprenticeships Career Development Developed Nations Employer Attitudes Foreign Countries Introductory Courses Job Training Postsecondary Education Prevocational Education Secondary Education Student Attitudes Student Financial Aid Teacher Attitudes Vocational Education Dumbrell, Tom Information Analyses Reports - Descriptive Australia Preapprenticeship Programs Australia National Centre for Vocational Education Research, Leabrook (Australia). English A study interviewed participants in and providers of pre- apprenticeship (PA) programs in Australia and identified their potential role as a component of overall vocational education and training (VET) provision. Data were derived from a special series developed from national VET statistical data for 1994-2000 and were refined by discarding courses clearly not PA. No fail-safe method for accurate determination of total enrollments in PA courses and a wide variation in PA courses across the nation were found. The 47 students interviewed were generally positive about their courses. While some learned about courses through school, others received no advice from schools on their availability. PAs did not seem to be widely known in the community or among school careers advisors. Students regularly raised the problem of lack of financial support. Training providers and other training experts expressed a variety of views on PAs. A widespread view was they were not for everyone and not appropriate as an introduction to shorter new apprenticeships of 1-2 year duration. Some felt the aim of PA courses should be to prepare students for entry into a traditional field of apprenticeship rather than for entry to a specific apprenticeship. School-based VET as a substitute for such courses and the quality of school-provided career advice were criticized. Industry and training contacts felt involvement in PAs could remedy youths' unfamiliarity with tools. (31 references) (YLB) ED481322 Pathways to Apprenticeships. 2003-00-00 ISBN-1-74096-171-4 57 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1340; $25.30 Australian). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr1015.pdf. N/A 2004 2016-11-21

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No Adult Education Developed Nations Education Work Relationship Educational Indicators Experiential Learning Foreign Countries Informal Education Inplant Programs Labor Force Development Lifelong Learning Networks Nonschool Educational Programs On the Job Training Organizational Climate Organizational Culture Partnerships in Education Strategic Planning Values Vocational Education Workplace Literacy Information Analyses Workplace Learning Australia Best Practices Learning Organizations Australia National Centre for Vocational Education Research, Leabrook (Australia). English Workplace learning, both formal and informal, is taking on an increasingly important role in the education and training of the workforce. Based on an analysis of recent research on workplace learning in Australia, in an 'ideal' workplace learning situation enterprises would have in place the elements outlined in the following key findings: (1) workplace learning is aimed at increasing innovative capacity in enterprises; (2) organizational culture supports and values training and learning; (3) training and learning are a part of doing business and are included as an integral part of the strategic planning cycle; (4) training and learning in all forms are valued and used according to the appropriate circumstances; (5) training is customized to individuals and to increase work capability; and (6) networks, partnerships, and supply chains are used to facilitate training. Workplace learning arrangements are important for employers in developing innovative capacity in enterprises. The main issues are developing a culture of learning; linking training to business strategy; valuing all forms of training; customizing training to increase skill levels; and importance of networks and partnerships. (A list of 30 references is appended.) (YLB) ED481323 What Makes for Good Workplace Learning? At a Glance. 2003-07-00 ISBN-1-74096-169-2 13 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1004). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/core/cp0207.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adults Annotated Bibliographies Citizen Participation Community Action Community Development Community Education Community Planning Community Resources Community Surveys Economic Development Empowerment Futures (of Society) Participative Decision Making Program Development Social Capital Kerka, Sandra ERIC Publications Appreciative Inquiry Asset Based Community Development Asset Mapping Community Building ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Asset mapping involves documenting tangible and intangible resources of a community viewed as a place with assets to be preserved and enhanced, not deficits to be remedied. Kretzmann and McKnight (1993) are credited with developing the concept of asset-based community development (ABCD) that draws on appreciative inquiry; recognition of social capital; participatory approaches to development based on principles of empowerment and ownership; collaborative economic development models that place priority on making the best use of a community's resource base; and efforts to strengthen civil society by engaging people as citizens rather than clients. The ABCD process involves the community in making an inventory of assets and capacity, building relationships, developing a vision of the future, and leveraging internal and external resources to support actions to achieve it. Barriers to ABCD may be lack of process, lack of time, resistant agencies/professionals, or negative attitudes and fear on the part of marginalized and powerless groups. Recent projects are changing the focus from community development to community building. (Contains an annotated bibliography of 24 resources that can help adult and community educators use asset mapping for program planning.) (YLB) ED481324 Community Asset Mapping. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adult Education Adults Annotated Bibliographies Career Choice Career Education Career Exploration Cultural Context Decision Making Goal Orientation Imagery Individual Development Midlife Transitions Personal Narratives Planning Role Perception Self Actualization Self Concept Self Evaluation (Individuals) Visualization Kerka, Sandra ERIC Publications Identity Formation Possible Selves ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Markus and Nurius (1986) are credited with developing the concept of possible selves, which represents individuals' ideas of what they might become, what they would like to become, and what they fear becoming. It has been applied in research and practice with adolescents exploring career choices; adults in transition; and older adults envisioning and adjusting to life in the "third age." Possible selves have been called "behavioral blueprints;" they help guide behavior and action toward what we want to become (hoped-for selves) and away from undesired outcomes (feared selves). Research has uncovered differences in the way individuals construct possible selves that reflect different experiences regarding opportunity structure, stereotypes, and social messages about potential and identity. Studies have examined variations in terms of cultural background, gender, and class. Individuals need help to recognize the influence of the dominant culture and subcultures on their possible selves and to prevent foreclosure of options. Techniques for working with possible selves are imagery and visualization, narrative, and mapping. (Contains a 21-item annotated bibliography.) (YLB) ED481325 Possible Selves: Envisioning the Future. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Annotated Bibliographies Cooperative Learning Disabilities Disadvantaged Dropout Prevention Educational Benefits High Risk Students Learning Motivation Lifelong Learning Noncollege Bound Students Postsecondary Education Problem Solving Salaries Salary Wage Differentials School Holding Power Secondary Education Student Motivation Student Organizations Vocational Education Wages Brown, Bettina Lankard ERIC Publications Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Career and technical education (CTE) can benefit students directly by providing earning advantages before and after graduation. It can benefit them indirectly by increasing engagement, retention, and persistence and by directing them to postsecondary education and pursuit of lifelong learning. CTE programs motivate students to get involved in their learning by engaging them in problem-solving activities that construct knowledge and by providing hands-on activities that enable them to apply knowledge; bring students and adults together in a setting of collaborative learning; and offer opportunities for students to interact with community members, potential employers, and students and teachers who share similar career/vocational interests through such organizations as Future Farmers of America. CTE programs offer students an alternative to college prep programs, programs they may not have the interest, ability, or skills to pursue. Research shows students considered "at risk" or "disadvantaged" and students with disabilities have greater success when they are enrolled in technology education, tech prep, school-to-career, and other CTE programs. (Contains annotations of 18 resources that contain information on the ways in which CTE programs, including student organizations, have benefitted students by improving employment, retention, and achievement outcomes.) (YLB) ED481326 The Benefits of Career and Technical Education. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Learning Computer Mediated Communication Computer Uses in Education Constructivism (Learning) Experiential Learning Independent Study Informal Education Information Seeking Information Sources Internet Learning Motivation Pacing Prior Learning Student Motivation Imel, Susan ERIC Publications ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The Internet seems an ideal medium for fostering and supporting informal adult learning because it allows adults to seek out and use resources independently, control the pace and direction of learning, and talk to and consult others. Because it provides access to information, encourages meaningful interaction with information or material, and brings people together, the Internet supports learning that is constructivist in nature and that builds on prior knowledge. Issues have been raised related to the Internet and its role in informal learning, including access; degree of control that governments or other agencies might exercise over information available through the Internet; incomplete understanding of the extent and type of learning that is occurring; skills needed to engage in self-directed learning on the Internet; motivation for those who use the Internet for informal learning; and how technology can be improved. (Contains a 20-item annotated bibliography of resources that provide additional information about the Internet and informal adult learning.) (YLB) ED481327 Informal Adult Learning and the Internet. Trends and Issues Alert. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 8/19/2004 23:58:35 RIEJUN2004 ED-99-CO-0013

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Yes Communication Skills Competence Developed Nations Economics Foreign Countries International Trade Job Skills Labor Force Development Labor Market Labor Needs Marketing On the Job Training Organization Size (Groups) Retraining Second Language Learning Service Occupations Skill Development Small Businesses Success Hassid, Joseph Reports - Research Austria European Union Greece Ireland Italy Netherlands Spain United Kingdom European Centre for the Development of Vocational Training, Thessaloniki (Greece). English A study explored questions on changing skill requirements of small firms in the services sector that are internationalizing their activities. These seven European Union (EU) member states were involved: Greece, Spain, Italy, Ireland, Austria, the Netherlands, and the United Kingdom. The services sector accounted for a significant part of the EU economy. Its share of gross domestic product is estimated at more than 70 percent and services account for more than two-thirds of total employment in most member states. Investigations of factors inducing small firms to start operating abroad suggested the decision was triggered by the consideration that the firms seek growth but cannot achieve it in their home markets and expansion opportunities are identified in other markets. The most important "keys to success" of internationalized small firms were finding the right agents/distributors; choosing the right export market(s); being committed, confident, and persistent; using fast communications; and having foreign language abilities. Firms needed to develop such competency as foreign language, negotiation, and communication skills. Small firm owners preferred practical results-oriented mechanisms--on-the-job training and exchange of experience--as alternative mechanisms through which internationalization-related competency could be developed. Results of individual countries were synthesized. Recommendations regarding crucial shortages of specific types of skills were addressed to public and private providers of support to small firms, national governments, and the European Commission. (YLB) ED481328 Internationalisation and Changing Skill Needs in European Small Firms: The Services Sector. CEDEFOP Reference Series. 2003-00-00 ISBN-92-896-0224-4 52 Bernan Associates, 4611-F Assembly Drive, Lanham, MD 20706-4391 (#3031 EN; 25 Euro). Tel: 800-274-4447 (Toll Free); Fax: 800-865-3450 (Toll Free); e-mail: query@bernan.com; Web site: http://www.bernan.com. N/A 2004 2020-11-28

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Yes Access to Education Accreditation (Institutions) Adult Education Adult Learning Career Guidance Citizen Participation Competency Based Education Educational Finance Educational Indicators Educational Policy Foreign Countries Guidance Programs Information Technology Job Training Learning Strategies Lifelong Learning Literacy Numeracy Student Participation Technology Uses in Education Reports - Research Quality Indicators European Union Information Society European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English Lifelong learning has emerged as a central focus of the European Union's (EU) goal of becoming a knowledge society. Lifelong learning aims to build an inclusive society, to adjust the ways in which education and training are provided, and to encourage and equip people to participate in all spheres of modern public life. Indicators of lifelong learning have been established in order to help describe the present situation of lifelong learning, quantify objectives that have been set, provide continuous updates on progress toward objectives, and provide insights into which factors contribute to achieving results. The 15 quality indicators and the 4 areas in which they are situated are as follows: (1) the skills, competencies, and attitudes area contains literacy, numeracy, new skills for the learning society, learning-to-learn skills, active citizenship skills, and cultural and social skills; (2) the access and participation area contains access to lifelong learning and participation in lifelong learning; (3) the resources for lifelong learning area contains investment in lifelong learning, educators and learning, and ICT (information and communications technology) in learning; and (4) the strategies and system development area contains strategies for lifelong learning, coherence of supply, guidance and counseling, accreditation and certification, and quality assurance. (Contains 4 annexes and 12 tables.) (MO) ED481329 European Report on Quality Indicators of Lifelong Learning: Fifteen Quality Indicators. 2002-06-00 Policymakers 96 For full text: http://europa.eu.int/comm/education/policies/lll/life/report/quality/report_en.pdf. N/A 2004 2016-11-21

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Yes Agency Cooperation Communicative Competence (Languages) Cooperative Programs Educational Policy Foreign Countries Global Approach International Cooperation International Educational Exchange International Programs Occupational Mobility Postsecondary Education Professional Development Second Language Instruction Secondary Education Staff Development Student Mobility Study Abroad Training Vocational Education World Wide Web Reports - Descriptive Europe European Union Information Society European Union Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English Personal mobility, which is becoming increasingly necessary in the era of the Internet and the globalization of trade, is a crucial part of the European Union's (EU) goal of becoming a knowledge society. While millions of young people, students, teachers, and trainers have participated in educational, training, and linguistic exchanges in the past decade, socioeconomic, linguistic, psychological, and practical administrative problems continue to limit mobility. Implemented in 51 countries, the Socrates (education), Leonardo da Vinci (vocational training), and Youth (mainly young volunteers) programs represent an EU response to a growing demand for mobility. After ensuring that these programs are implemented with optimum efficiency, the following steps will be undertaken: (1) member states will be urged to cooperate in removing barriers to mobility; (2) procedures for recognizing qualifications and training courses will be improved; and (3) a European "curriculum vitae" will be developed. A mobility action plan that aims to maximize opportunities for mobility emphasizes the following: (1) improving the language preparation of applicants; (2) expanding the training of support staff; (3) exploring new financial arrangements; and (4) launching a major public-awareness campaign highlighting opportunities. (Lists seven web sites in an "Information on the Internet" section.) (MO) ED481330 Passport to Mobility: Learning Differently, Learning Abroad. 2001-00-00 ISBN-92-894-0101-X Community 32 For full text: http://europa.eu.int/comm/publications/booklets/move/29/txt_en.pdf. N/A 2004 2016-11-21

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Yes Agency Role Alternative Teacher Certification Beginning Teacher Induction Beginning Teachers Information Dissemination Mentors Postsecondary Education Professional Development Staff Role Statewide Planning Teacher Background Teacher Certification Teacher Persistence Teacher Recruitment Teacher Shortage Teacher Supply and Demand Teaching Experience Teaching (Occupation) Vocational Education Teachers Osgood, Virginia M. Self, Mary Jo Reports - Research Speeches/Meeting Papers Oklahoma Career and Technical Education Oklahoma English Teachers in career and technical settings are often recruited directly from industry with little or no pedagogical training, which can result in job dissatisfaction and teachers leaving the profession. As a response to the lack of retention and success of new career and technical teachers, a statewide committee was formed in Oklahoma in 1996 to design a system to integrate and align the activities of various stakeholders and provide a high-performance, professional development system for career and technical teachers. A new teacher induction system was implemented in the state's technology centers during the academic year 2000-2001, and an evaluation based on data gathered during the second year of the system's implementation indicated that the system provided a positive experience for all new teachers involved. Surveys were sent to participants in 48 induction teams across 29 different technology centers (response rate of 70%) and 64 face-to-face interviews were conducted. Specific recommendations include the following: (1) increase awareness of mentor training and related financial issues; (2) increase knowledge of team members' roles and responsibilities and improve communication between them; (3) select better mentors part of which would involve the state agency developing a list of content mentors; and (4) school and technology centers should make firm commitments concerning their responsibilities to new teachers and be honest about their expectations of them. (Contains 16 references.) (MO) ED481331 Pathway to Survival--A New Teacher Induction Initiative. 2002-12-00 30 N/A 2004 2016-11-21

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Yes Access to Computers At Risk Persons Career Counseling Computer Literacy Computers Disadvantaged Youth Education Work Relationship Employment Potential Employment Qualifications Entry Workers Foreign Countries Information Technology Job Training Labor Market Postsecondary Education Secondary Education Socioeconomic Influences Systems Approach Vocational Education Youth Employment Collected Works - Serials Opinion Papers Translations Information Economy Ontario (Toronto) Canada (Toronto) English French This Community Perspective Series document includes statements about young people in the new economy of Toronto made by three participants in the October 2000 annual general meeting of the Toronto Training Board. "A Hitchhiker's Guide to the New Economy" (Olivia Chow) suggests that training programs available to young people are fragmented and rarely comprehensive. She says that in order to position disadvantaged youth at the same level as advantaged youth, a well-funded, integrated training system that develops an awareness of the increased competitiveness of the workforce and the importance of postsecondary education is necessary. "Youth and the New Economy: A Joint Venture" (Pratibha Thadani) focuses on youth employment issues for disadvantaged youth, including minorities and the disabled. Thadani describes several programs that build students' self-confidence and self-marketing and interpersonal skills, provide career counseling, and foster a transfer of the skills, knowledge, and value systems that employers demand in the marketplace. "The Cost of Change" (Jonathan Bennett) describes the following three misconceptions about youth in the new economy: (1) all youth have an innate and intuitive understanding of technology; (2) all youth have access to today's technology; and (3) all youth want careers in the field of information technology. Without an adequate education and training, new technologies are not relevant to young people. (Contains a French version.) (MO) ED481332 Youth and the New Economy=Les jeunes et la nouvelle economie. Community Perspectives Series v1 n2 2002 2002-02-00 34 For full text (English): http://www.ttb.on.ca/ttb/e/community_perspectives/evolume1_2.htm. For full text (French): http://www.ttb.on.ca/ttb/fr/fcommunity_perspectives/fvolume1_2.htm. N/A 2004 2016-11-21

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Yes Access to Education Adult Education At Risk Persons Economically Disadvantaged Education Work Relationship Educational Finance Employed Women Flexible Working Hours Foreign Countries Information Utilization Integrated Services Job Training School Business Relationship Technological Literacy Temporary Employment Transitional Programs Vocational Education Womens Education Working Poor Youth Employment Collected Works - Serials Opinion Papers Translations Information Economy Ontario (Toronto) Canada (Toronto) English French This Community Perspectives Series document includes statements about the new economy in Toronto made by four participants in a March 2001 forum. The new economy was defined by the moderator as "an economy that emphasizes knowledge and technical processes put to the production of goods and other outputs so that an individual's knowledge is viewed as a factor in determining economic productivity.""Access Diminished: A Report on Women's Training and Employment Services in Ontario" (Karen Lior) describes how legislation and funding decreases that have resulted in a fragmentation of services and the lack of commitment of the business community to an active role in training have resulted in decreased opportunities for women and their families. "The Temporary Economy" (Deena Ladd) suggests that the flexibility touted as a positive result of the new economy results in a lack of stability that means low-paying, temporary jobs for many workers. "Preparing Ourselves for the New Economy" (Karen Lawson) suggests that women must become technologically savvy in order to take advantage of opportunities in the new economy. "The Young and the Enterprising" (Sandra Tam) presents some of the issues facing young workers in the new economy and describes school-to-work transitions that can help at-risk youth. (Contains a French version.) (MO) ED481333 Training in Toronto's "New Economy"=La formation dans la "nouvelle" economie de Toronto. Community Perspectives Series v1 n3 2002 2002-02-00 52 For full text (English): http://www.ttb.on.ca/ttb/e/community perspectives/ evolume 3.htm. For full text (French): http://www.ttb.on.ca/ttb/fr/fcommunity perspectives/ fvolume 3.htm. N/A 2004 2016-11-21

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Yes Access to Education Economically Disadvantaged Family Financial Resources Family Needs Family Support Grants High School Graduates Minimum Wage Minimum Wage Legislation Multiple Employment Policy Analysis Policy Formation Poverty School Business Relationship Social Indicators State Programs Statewide Planning Unskilled Workers Vocational Education Working Poor Reports - Research Living Wage Poverty Line Wisconsin Wisconsin Wisconsin Univ., Madison. Center on Wisconsin Strategy. English Many of Wisconsin's working families face economic distress, living from paycheck to paycheck and being forced to choose between paying their rent or buying food for their children. Parents under stress often cannot support their children with time, energy or resources. In order to affirm the importance of children in the state, and to help build an economy based on high skill levels and productivity that will benefit both workers and firms, data were collected to look at the problems that confront Wisconsin's working poor families and how some of those problems can be solved. Wisconsin performs well when compared to the national average, but there is room for improvement. Data collected shows the following: 4.5% of working families do not earn enough to rise above the poverty line; while the majority of adults have a high school education, this no longer guarantees a high-paying job; workers tend to work more hours and hold multiple jobs, which suggests that many jobs do not pay a sustainable wage; and only 10% of workers do not receive health insurance from their employers. Suggestions for areas of policy improvement include the following: (1) improve low-income workers' access to education and training; (2) support sectorial initiatives that build Wisconsin's strongest industries; (3) create a system for monitoring corporate subsidies and measuring their effectiveness; (4) raise and index the state's minimum wage; and (5) increase the state's commitment to existing programs. (Contains 7 tables and source information for the text and the tables.) (MO) ED481334 Honoring Work in Wisconsin: State Policies To Promote Self-Sufficiency for Working Families. 2003-05-00 Ford Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. Policymakers 26 For full text: http://www.cows.org/pdf/jobs/honorwork/rp-honorwork.pdf. N/A 2004 2016-11-21

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Yes Annual Reports Educational Policy Educational Research Foreign Countries Information Dissemination Institutional Cooperation International Educational Exchange Lifelong Learning Needs Assessment Occupational Mobility Organizational Objectives Policy Formation Postsecondary Education Program Implementation Publications Research Administration Research and Development Secondary Education Student Mobility Vocational Education Reports - Descriptive Information Society European Centre for the Development of Voc Train European Union European Union ISSN-1010-125X European Centre for the Development of Vocational Training, Thessaloniki (Greece). English This annual report contains information about the 2002 activities of the European Centre for the Development of Vocational Training (CEDEFOP), including proposed outcomes and activities and results for each, organized into the four following areas: (1) developing research; (2) reporting and facilitating a concerted approach; (3) exchange and support partners; and (4) information, communication, and dissemination. Area A, developing research, includes the following: Cedefop research arena (Cedra); report on VET (vocational education and training) research in Europe; European journal vocational training; Agora Thessaloniki; early identification of skill needs in Europe; history of VET in a European perspective; and mobility as a didactic tool. Area B, reporting and facilitating a concerted approach, includes the following: reporting on developments in VET; reporting on lifelong learning; policy support for new community initiatives; TTnet Training of Trainers network; ICT (information and communications technology) learning platform; key data; report on vocational training policy; European forum on transparency of qualifications; and history of VET. Area C, exchange and support partners, includes the following: support for the commission; support for the social partners; and familiarizing candidate countries. Area D, information, communication, and dissemination, includes the following: dissemination; electronic media; Cedefop conference program; library, documentation service, and archives; publications; translation, terminology, and editing; and Cedefop's Brussels office. Contains nine annexes. (MO) ED481335 European Centre for the Development of Vocational Training, Annual Report 2002. 2003-00-00 ISBN-92-896-0234-1 92 CEDEFOP, PO Box 22427, Thessaloniki, GR-55102 Greece. Tel: 30 31 49 01 11; Fax: 30 31 49 01 02; e-mail: info@cedefop.eu.int; Web site: http://www.trainingvillage.gr/(#4026 EN). For full text: http://www2.trainingvillage.gr/etv/publication/download/panorama/4026_en.pdf. N/A 2004 2016-11-21

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Yes Articulation (Education) Basic Skills Career Awareness Career Exploration Career Planning Competency Based Education Consumer Education Early Adolescents Education Work Relationship Family Life Education Health Education Interpersonal Relationship Job Skills Middle School Students Nutrition Instruction Parenthood Education Secondary Education State Standards Statewide Planning Guides - Non-Classroom Crosswalks (Linking) Family and Consumer Sciences Ohio Ohio Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. English This document, which lists the middle school content competencies for the Work and Family Studies curriculum within Family and Consumer Sciences in Ohio, is intended to help middle school students develop self-responsibility and competence dealing with the practical problems of early adolescence. (Career awareness and career choice options are important for early adolescents who are in the beginning stages of career planning, and Work and Family Life classes at the middle school level help students make decisions about career choices by exploring career options in the context of personal interests, personal skills, and family life goals.) Each of the 7 units include expectations, competencies and key indicators, sample scenarios, sample guiding questions, National Standards for Family and Consumer Sciences Education Competency connections, and Core Integrated Academic and Technical Competency (ITAC) connections. The Core ITAC competencies are the critical connection between Work and Family Life programs and all other programs in Career-Technical and Adult Education in Ohio. The 7 units are as follows: (1) process; (2) career, community, and family connections; (3) consumer and family resources; (4) family; (5) interpersonal relationships; (6) nutrition and wellness; and (7) parenting. (MO) ED481336 Work and Family Life: Middle School Content Competencies. 2003-08-00 Practitioners Teachers 27 For full text: http://www.ode.state.oh.us/ctae/teacher/fcs/Work_Family_Studies/MS_Content_Competencies03.pdf. N/A 2004 2016-11-21

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Yes Articulation (Education) Basic Skills Competency Based Education Computers Curriculum Development Education Work Relationship Employment Qualifications Ethics Fire Science Education Hazardous Materials Health Education High Schools Law Enforcement Minimum Competencies Safety Education Secondary Education State Standards Statewide Planning Telecommunications Terrorism Guides - Non-Classroom Geographic Information Systems Ohio Public Safety Terrorist Tactics Criminal Justice Ohio Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. English This document, which lists the public safety core competencies that are part of the Integrated Academic and Technical Competencies (ITAC) in Ohio, is intended to assist individuals and organizations develop a course to provide students with knowledge and skills applicable to public safety careers, including but not limited to firefighter, emergency medical technician basic, and criminal justice. The course is to be taught only in conjunction with a firefighter, EMS, criminal justice or other approved senior-level specialized public safety program, and is intended only to be taught in the 10th or 11th grade. The competencies, under each of which are listed competency builders, are listed in the following 15 categories: public safety introduction; ethics; safety; CPR/first aid; computer technology; communications; diversity and disabilities; schematics, maps, and geographic information systems (GIS); healthy living styles; psychology of stress; equipment training; hazardous materials training awareness level; terrorist assessment training; incident command; and emergency telecommunications. (MO) ED481337 Public Safety Core. Integrated Academic and Technical Competencies (ITAC). 2003-00-00 Administrators Practitioners Teachers 16 For full text: http://www.ode.state.oh.us/ctae/teacher/fastrak/public_safety/publicsafety.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adults Economic Factors Efficiency Employer Employee Relationship Employment Employment Patterns Flexible Working Hours Foreign Countries Human Capital Labor Needs Labor Utilization Measurement Techniques National Norms Organizational Effectiveness Productivity Trend Analysis Work Environment Worker Days Working Hours Bach, Hans-Uwe Koch, Susanne Reports - Research Germany Germany ISSN-0945-8093 Institute of Employment Research, Nurenberg (Germany). English The Institut fuer Arbeitsmarkt- und Berufsforschung (IAB) or Institute for Employment Research has developed a detailed working time and volume of work measurement concept in order to more comprehensively assess the demand for labor. The individual components of working time in Germany are obtained from various data sources and combined to form the paid volume of work. The IAB's measurement concept of working time is a quarterly calculation; calculation depth is based on six economic sectors further broken down for calculation of specific components. The basis for determining average actual working time and volume of work is the number of wage and salary earners, self-employed people, and unpaid family workers. The point of departure for determining working time of wage and salary earners is the number of potential working days. Collectively agreed or customary working time is the most influential component in the working time calculation, independent of the economic situation. Other components are sick leave; paid overtime; short-time work; working time accounts; bad weather, strikes, and accepted part-time work; secondary employment; and components to increase flexibility. Results of the volume of work calculation 1991-2001 show the average working time of full-time employees in western Germany was 1,630 hours in 2001, about the same as in the early 1990s; in eastern Germany, the working time was 1,683 hours; overall aggregated volume of work in Germany was 47.7 billion hours in 2001, 7 percent less than in 1991. (YLB) ED481338 Working Time and the Volume of Work in Germany: The IAB Concept of Measurement. IAB Labour Market Research Topics. 2003-00-00 28 IAB, Regensburger Strasse 104, 90327, Nurenberg, Germany (Annual price: 15 Euros; free to foreign subscribers). For full text: http://doku.iab.de/topics/2003/topics53.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Career Development Counseling Techniques Counseling Theories Theory Practice Relationship Walz, Garry R., Ed. Knowdell, Richard L., Ed. Books Collected Works - General Multicultural Counseling ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English This publication contains papers based on program presentations from the 2003 International Career Development Conference. Chapters include: (1) How to Turn Your Passion into a Profit (S. Abbott); (2) Harnessing the Power of Career Transition Groups (M. Adoradio and A. Oja); (3) All the Worlds a Stage Using Theatre in Career Counseling (P. Bechtold); (4) Facilitating the Job Search for Special Needs Clients (C. C. Bennett); (5) Identifying Individual Excellence: The Dependable Strengths Articulation Process (A. Boivin-Brown, J. Haldane, and J. Forster); (6) Dealing with Resistance in Career Coaching/Counseling (D. Lonergan); (7) Using Creative Arts in the Career Assessment Process (C. J. Willia); (8) Key Skills to Help Youth Make Positive Life/Work Transitions (J. Zielke); (9) The Five Private Practice Foundations (J. Chapman); (10) Using the Family of Origin in Career Counseling (R. C. Chope); (11) So You Want to Publish Your Book on the Web? A Simple E-Publishing Guide for Your Fiscal and Mental Sanity (F. Coon); (12) From Drink to Alphabet Soup and Back: The Ebb and Flow if Career Choice Between Partners (S. Gelardin and A. Hochman); (13) The Power of Positive Uncertainty: Making Creative Career Decisions (H. B. Gelatt and C. Gelatt); (14) Multiple Intelligences: Intake Strategies and Career Decision Making (L. Young, R. McCready, and G. Jackson); (15) Federal Consulting Strategies and Tools fro the Career Development Professional (J. B. Kahnweiler and S. Pressman); (16) Creative Career and Life Management (B. McIvor and P. Hawkins); (17) Counseling the Long-Term Unemployed (D. M. Myer, R. C. Chope, S. E. Weisblatt, and K. Knudson); (18) Extraordinary Across the Board (A. Motwane); (19) Mission Middle College (The Middle College Concept) (J. Lang-Jolliff); (20) Career Tracks: Tomorrows Counselors in Todays Career Centers (M. Albert, N. Carlton, and M. Schuster); (21) Looking for a New Sport That Pays Well? Consider the Game of Federal Job Search (K. K. Troutman); (22) The Business Side of a Successful Career Practice (V. VanLier); (23) The New O*Net Assessment Tools for Career Exploration (J. Wall); (24) Spirituality in Career from a New Zealand Maori Perspective (D. S. Furbish and L. Reid); (25) The Not So Accidental Tourist--Internships Abroad (M. K. Holland); (26) Building Bridges to the American Workplace: Employment Counseling with Immigrants and Refugees (L. Robbin); (27) The Living Career: Complexity, Chaos, Connections and Career (D. P. Bloch); (28) Bless the Chaos! Shifting Paradigms: From Independence to Interdependence (N. B. Carlton); (29) Bridging the Gap: Cultural and Family Values in Career Decision-Making (Y. Djadali); (30) Affiliation in the Workplace: Career Counselors and Organizations (K. Yetman, R. Elsdon, and B. Gardner); (31) Career Spirituality-Learning the R.O.P.E.S. (M. Fine); (32) Narrative Journal: Blending Old Theories with New Techniques (L. W. Hirschbein); (33) From Career Decision-Making to Career Management: Its All About Lifelong Learning (P. Jarvis, J. Zielke, and C. Cartwright); (34) Working with Career Stages (M. R. Jonas); (35) Callings: The Power of Passionate Work (G. Levoy); and (36) Beyond DreamWeaving: Honoring Our Connections (M. M. Russell). (GCP) ED481339 Global Realities: Celebrating Our Differences, Honoring Our Connections. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-104-9 Counselors Practitioners 297 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, Greensboro, NC 27402. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu/. N/A 2004 2016-11-21

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Yes Adaptive Testing Computer Assisted Testing Simulation Test Construction Meijer, Rob R. van Krimpen-Stoop, Edith M. L. A. Reports - Research Person Fit Measures Statistical Process Control Law School Admission Council, Newtown, PA. English In this study a cumulative-sum (CUSUM) procedure from the theory of Statistical Process Control was modified and applied in the context of person-fit analysis in a computerized adaptive testing (CAT) environment. Six person-fit statistics were proposed using the CUSUM procedure, and three of them could be used to investigate the CAT in online test taking. The usefulness of these statistics was explored in a small simulation study. In most CUSUM procedures standard normally distributed statistics are used. Based on this normality, boundaries can be determined to decide when a process is out of control. The statistics proposed in this study, however, are not standard normally distributed, and therefore, in this study, boundaries were determined using simulated data. The study investigated whether the numerical values of the upper and lower threshold were dependent on the latent trait, theta. Results show that the upper and lower bound were rather stable across theta-levels. However, the height of the boundaries was dependent on the particular statistic chosen. (Contains 12 figures and 14 references.) (Author/SLD) ED481340 The Use of Statistical Process Control-Charts for Person-Fit Analysis on Computerized Adaptive Testing. LSAC Research Report Series. 2003-09-00 19 N/A 2004 2016-11-21

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Yes Accountability College Outcomes Assessment Higher Education Learning Undergraduate Students Francis, Patricia L. Steven, Donald A. Reports - Descriptive State University of New York English This presentation recalls the goals of the State University of New York (SUNY) Assessment Initiative and the Provost's charge to the Task Force on the Assessment of Student Learning Outcomes and then summarizes the Task Force's core recommendations and the Implementation Guidelines established by the Office of the Provost. Also described is the implementation of the General Education assessment on SUNY campuses. In fall 1999, the Provost established the Task Force on the Assessment of Student Learning Outcomes as a broadly representative committee of faculty, administration, and staff and charged it to examine and discuss the issues involved in implementing undergraduate student learning outcomes assessment and to make recommendations for such an assessment. The Task Force recommended that the Assessment Initiative should consist of both campus-based and University-wide strategies with campus-based assessment focused primarily on program improvement and University-wide assessment used primarily to serve accountability and advocacy functions. The General Education assessment is being implemented across the 64 campuses of the SUNY system according to the principles of the Task Force recommendations. (SLD) ED481341 The SUNY Assessment Initiative: Initial Campus and System Perspectives. 2001-04-00 State Univ. of New York, Albany. 13 N/A 2004 2016-11-21

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Yes Academic Achievement College Outcomes Assessment College Students Educational Assessment General Education Higher Education Majors (Students) Outcomes of Education Student Evaluation Reports - Descriptive State University of New York State Univ. of New York, Albany. Office of the Chancellor. English In fall 1999, the Provost of the State University of New York (SUNY) established the Provost's Advisory Task Force on the Assessment of Student Learning Outcomes and charged it with examining and discussing the issues involved in implementing undergraduate student learning outcomes assessment in the context of the large and diverse university system and making recommendations for assessing student outcomes and intellectual growth in General Education and the major subject. This report discusses the principles underlying sound assessment developed by the American Association of Higher Education and the SUNY principles of good practice. Recommendations are provided for campus-wide assessment and the use and reporting of assessment results. Assessment practices are also outlined for the major. The Task Force recommendations for actualizing the SUNY Assessment Initiative are outlined. Seven appendixes provide background information about the development of the Assessment of Student Learning Outcomes. (SLD) ED481342 State University of New York Assessment Initiative: Report of the Provost's Advisory Task Force on the Assessment of Student Learning Outcomes. 2000-11-28 45 N/A 2004 2016-11-21

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Yes College Students Cross Cultural Studies Cultural Differences Factor Analysis Factor Structure Foreign Countries Higher Education Intelligence Tests Multiple Intelligences Jones, James A. Reports - Research Speeches/Meeting Papers Singapore South Korea Taiwan Canada United Kingdom Chile United States Canada Chile Singapore South Korea Taiwan United Kingdom United States English The Multiple Intelligences Developmental Assessment Scales (MIDAS) instrument was developed to measure eight constructs of intelligence. The 119-item MIDAS provides scores for 26 subscales in addition to the 8 major scales. Using the 26 subscales, a factor structure was developed on half of a U.S. sample of college students (n=834), while the second half was compared to six samples of college students and young adults from Canada (n=203), Chile (n=202), Korea (South Korea; n=200)), Singapore (n=284), Taiwan (n=203), and the United Kingdom (n=190). Multi-sample confirmatory factor analysis was used to investigate the fit of the imposed model as parameters were progressively relaxed. The seven groups were found to differ little even when the factor structure constraints were fully relaxed. A pairwise comparison between the U.S. sample and each of the remaining six groups found that the factor structure was common in the most relevant aspects for the Canadian and United Kingdom samples, but some differences were found for the remaining groups. The group showing the least in common with the U.S. factor structure was Korea. The overall results are supportive of multiple intelligences being viewed as abilities that are influenced by cultural content. (Contains 1 figure, 8 tables, and 20 references.) (Author/SLD) ED481343 A Multi-Cultural Comparison of the Factor Structure of the MIDAS for Adults/College Students. 2003-04-00 22 N/A 2004 2016-11-21

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Yes Adult Education Adult Programs Benchmarking College Programs Colleges Educational Quality Employment Practices Foreign Countries Organizational Culture Organizational Effectiveness Performance Factors Performance Technology Postsecondary Education Program Effectiveness Program Evaluation School Business Relationship Self Evaluation (Groups) Standards Theory Practice Relationship Total Quality Management Owen, Jane Robson, Andy Yarrow, Dave Appleby, Alex Reports - Evaluative Customer Services Learning Organizations Service Quality United Kingdom Work Based Learning United Kingdom Learning and Skills Development Agency, London (England). English In order for learning providers to become learning organizations, their services must be delivered effectively. The Learning PROBE (Promoting Business Excellence) was created for the learning and skills sector and was in use by nearly 100 colleges and work-based learning (WBL) providers by April 2003. PROBE has assisted 3000 organizations across the world in reviewing their performance and practices by measuring themselves against their peers, against world-class benchmarks of service excellence, and against the achievements and practices of organizations in other sectors. Key findings based upon the first 48 learning providers to complete the Learning PROBE benchmarking process are as follows: (1) the application of good practice leads to improved service and business performance; (2) none have yet achieved the standards of a "world-class" service organization, but 46% are contenders for this status; (3) good performance that is not underpinned by good practice has resulted in outcomes achieved at a high cost in financial and human terms; (4) strongest practices relate to the staff and their contribution to success; (5) colleges are results-oriented, with strengths apparent in business performance, productivity, and service quality; (6) similar patterns of strength and opportunity will likely characterize WBL providers; and (7) one of the weakest practice areas is continuous improvement. (Contains 6 figures, 10 tables, 8 references, and an appendix entitled "Taking Part in Learning PROBE.") (MO) ED481344 Learning Excellence: How Do Learning Providers Measure Up to the Benchmarks of Service Excellence? 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-836-X 54 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1444). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1444.pdf. N/A 2004 2016-11-21

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Yes Access to Education Cognitive Style Computer Software Selection Computer Uses in Education Distance Education Educational Games Educational Resources Educational Technology Foreign Countries Informal Education Information Technology Instructional Innovation Instructional Material Evaluation Literacy Education Literature Reviews Material Development Nontraditional Education Numeracy Out of School Youth Technology Planning Savill-Smith, Carol Kent, Phillip Information Analyses Europe Handheld Computers Personal Digital Assistants Learning and Skills Development Agency, London (England). English The m-learning project is a 3-year, pan-European research and development study which aims to use portable technologies to provide learning experiences relating to literacy and numeracy skill development for young adults aged 16-24 who are outside full-time formal education settings, and to promote the development and achievement of lifelong learning objectives. The use of palmtop, or handheld, computers is rapidly increasing in the developed world. In conjunction with the m-learning project, a literature review was conducted to find information relating to the use of palmtop computers and to assist with the selection of appropriate technologies emerging in the field and the design and development of learning materials. There are several reasons to use palmtop computers for learning, including that they are inexpensive; they offer ubiquitous computing; they develop information literacy; and they promote collaborative and independent learning. In addition, there are issues that make their use problematic, such as a lack of relevant educational content and competing and incompatible operating systems. The following topics should be taken into account in future research and design activities: (1) information literacy; (2) design of both collaborative and independent learning activities; (3) game-playing and learning; (4) use of palmtop computers for activities outside the traditional classroom; (5) reflective logs and blogging; and (6) guidelines for the design of interfaces and the presentation of material on handheld devices. (Contains an appendix describing methods used for finding research studies, a glossary, and 71 references.) (MO) ED481345 The Use of Palmtop Computers for Learning: A Review of the Literature. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-862-9 50 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1477). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1477.pdf. N/A 2004 2016-11-21

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Yes Alternative Teacher Certification Postsecondary Education Preservice Teacher Education Secondary Education Teacher Education Curriculum Teacher Education Programs Teacher Persistence Teacher Qualifications Teacher Recruitment Teacher Selection Teacher Shortage Teacher Supply and Demand Vocational Education Vocational Education Teachers Workshops McCaslin, N. L. Parker, Rebecca Reports - Descriptive Career and Technical Education National Dissemination Center for Career and Technical Education, Columbus, OH. English This final report summarizes the 2003 National Teacher Education Institute (TEI) for Career and Technical Teacher Education (CTTE). The theme of the Institute was "Pathways to the Future: Preparing and Developing Secondary and Postsecondary Career and Technical Education Teachers." The 118 participants included representatives from colleges and universities, community colleges, K-12 schools, regional and state education agencies, national organizations, state teaching certification/licensing agencies, labor groups, business and industry, community organizations, and educational consultants. The institute was organized around the following four program strands: (1) increasing the academic and technical achievement of teacher candidates; (2) designing career and technical teacher education programs that work; (3) increasing collaboration and flexibility; and (4) providing options for increasing the supply of teachers/faculty. Four types of sessions individual papers, roundtables, poster displays, and symposia were convened to discuss the strands, and the issues, program implications, and policy implications raised for each strand are summarized in the report. Appendices include a TEI 2003 schedule of events/agenda, a list of participants, an evaluation of 2003 TEI, and a TEI evaluation form. Contains two figures, four tables, and eight references. (MO) ED481346 National Career and Technical Teacher Education Institute, 2003: Final Report. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. 53 NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090. Tel: 800-678-6011 (Toll Free) ext. 24277; Tel: 614-292-4277; Fax: 614-688-3258; Fax: 614-292-1260; e-mail: ndccte@osu.edu. For full text: http://www.nccte.org/publications/infosynthesis/r&dreport/TEI_2003_Final_Report.pdf. N/A 2004 2016-11-21

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Yes Adoption (Ideas) Adult Education Adult Educators Educational Objectives Educational Resources Evaluation Criteria Instructional Material Evaluation Instructional Materials Material Development Media Adaptation Media Selection Organizational Development Professional Continuing Education Professional Development Professional Personnel Program Content Resource Materials Staff Development Theory Practice Relationship Sherman, Renee Dlott, Mike Bamford, Heather McGivern, Jennifer Cohn, Marisa Reports - Evaluative American Institutes for Research, Washington, DC. English Program and professional development staff in adult education currently employ a variety of strategies to select professional development materials, but generally lack a systematic selection approach. Selections are often based on familiarity rather than quality or how well-suited the materials are to the learning goals of instructors and the objectives of programs. In order to develop a framework for programs to assess the viability and appropriateness of resources, and to guide the development of new professional development materials, selection and development criteria were created using a field-based research approach that included a selected literature review, field surveys, interviews, and reviews by experts in the field. Twenty criteria that fall into the following four distinct categories were identified: (1) appropriateness of general content; (2) appropriateness of design and delivery; (3) quality of research base; and (4) ease of adoption/adaptation. Each category has a set of criteria as well as indicators or descriptors that more fully explain the criteria. Adult education professional development staff and program administrators at the national, state, regional, and local levels can use the criteria to help them both select existing professional development materials and develop their own. (Appendices include selection and development criteria and a rubric developed by the California Adult Literacy Professional Development Project. Contains 29 references and a list of telephone interviews.) (MO) ED481347 Evaluating Professional Development Resources: Selection and Development Criteria. 2003-08-00 Office of Vocational and Adult Education (ED), Washington, DC. Div. of Adult Education and Literacy. Administrators Teachers Practitioners 30 For full text: http://pro-net2000.org/CM/content_files/99.pdf. N/A 2004 8/19/2004 23:59:31 RIEJUN2004 A publication of Building Professional Development Partnerships for Adult Educators Project (PRO-NET 2000).

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Yes Adult Vocational Education Career Ladders Employee Attitudes Employer Employee Relationship Employment Level Entry Workers Institutional Cooperation Job Security Labor Force Development Labor Turnover Marketing Education Partnerships in Education Program Design Promotion (Occupational) Retailing School Business Relationship Training Wages Work Environment Prince, Heath J. Reports - Research Career Paths Intermediaries Jobs for the Future, Boston, MA. English Retailing is the largest industry in the United States, employing roughly 18 percent of the total labor force. However, high turnover resulting from low wages in entry-level positions and the perceptions of retail workers that job security is far from certain and that advancement potential is limited have resulted in low levels of employee retention and advancement. Career ladder models that help workers develop sets of highly transferable skills and tie their skill development to increased wages and greater opportunity for advancement may result in benefits to both employers and the workforce. Design principles and guidelines of effective career ladders are as follows: (1) a demand-driven workforce intermediary plays a leadership role; (2) career ladders acknowledge the needs of employers as the central determinant of required skills and training and build relationships among firms and providers of workforce development services; (3) career ladders demonstrate clear pathways entry-level, to intermediate level, to professional within a single firm or through a network of participating employers; and (4) career ladders provide pathways or structures for employers to "grow" or find workers that meet their business needs. (Examples of career ladders in the retail industry are given throughout the document. An appendix contains a scenario for creating a retail industry career ladder. Contains 39 references.) (MO) ED481348 Retention and Advancement in the Retail Industry: A Career Ladder Approach. 2003-08-00 Hitachi Foundation, Washington, DC. Rockefeller Foundation, New York, NY. 46 For full text (requires registration): http://www.jff.org/jff/PDFDocuments/RetaillCarLad.pdf. N/A 2004 2016-11-21

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Yes Accountability Economically Disadvantaged Eligibility Employment Federal Aid Federal Legislation Federal State Relationship Government Role Incentives Job Skills Job Training Labor Force Development Policy Formation Program Effectiveness Public Policy States Powers Welfare Recipients Welfare Reform Welfare Services Working Poor Campbell, David Rankin, Nancy Levitan, Mark Waller, Margy Opinion Papers Welfare to Work Programs Workfare Bush Administration 2001 New York (New York) Reauthorization Legislation New York (New York) Community Service Society of New York, NY. English Work requirements in welfare reform proposed by the George W. Bush administration would impose much tougher work requirements on welfare recipients. Seventy percent of all adults would be required to work 40 hours per week, versus the 50 percent who are required to work 30 hours per week currently. In addition, states would be given little leeway and less federal money, after inflation, to meet the requirements. Researchers have examined the effects of alternative welfare-to-work strategies such as job skills training and transitional jobs and found that they have a far greater impact on increasing subsequent employment than do workfare programs. An examination of welfare policy in New York City found that an over-reliance on workfare resulted in the following: crowding out of more effective programs that are more likely to lead to permanent, unsubsidized employment and higher future earnings; creating a cadre of second-class workers without good wages or benefits; raising union objections about the risks of displacing regular city workers; and failing to guarantee fundamental worker protections. Recommendations for federal welfare reauthorization, which would retain existing work requirements, but strengthen incentives, flexibility and resources available to the states, include the following: (1) maintain reasonable, flexible work requirements; (2) enhance state flexibility; (3) provide sufficient resources to strengthen supports that enable parents to succeed at home and at work; and (4) promote fairness for all taxpayers and strengthen accountability. (MO) ED481349 The Choice Before Congress on Welfare Reauthorization: Real Jobs or Make Work? Position Paper. 2002-04-00 Policymakers 9 For full text: http://www.cssny.org/pubs/special/positionpaper0402.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Access to Education Adult Basic Education Adult Education Adult Literacy Competition Educational Improvement Educational Strategies Educational Trends Family Literacy Federal Aid Federal Legislation Federal Programs Financial Support Futures (of Society) Hearings Labor Force Development Outcome Based Education Student Evaluation Legal/Legislative/Regulatory Materials Opinion Papers Congress 108th Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English A hearing was held to discuss the prior four years of implementation of the Adult Education and Family Literacy Act, and to recommend further improvements. The opening statements of Chairman Howard McKeon and Dale E. Kildee introduce the meeting and discuss the importance of promoting an educated populace that will maintain the United States' place in the global economy. Next, Assistant Secretary of the Office of Vocational and Adult Education Carol D'Amico suggests that the current federal program for adult literacy is inadequate and recommends focusing on the following criteria to improve it: (1) the instructional component of adult basic and literacy education is essential; (2) academic achievement will be more easily obtained with rigorous content standards and student assessments; (3) funding needs to be focused on what works to encourage adoption of promising instructional strategies; (4) more access and choice should be provided to adult education students; and (5) flexibility is key to literacy education. Next, statements by a director of a non-profit affiliate of the U.S. Chamber of Commerce, a director of human resources, a community college associate vice president of academic and student services, and an adult education participant discuss their experiences with adult literacy. Most of the statements are followed by transcriptions of discussion with the subcommittee. Appendices include written statements of all of the presenters. (MO) ED481350 Improving Adult Education for the 21st Century. Hearing Before the Subcommittee on 21st Century Competitiveness of the Committee on Education and the Workforce, House of Representatives, One Hundred Eighth Congress, First Session. Hearing held in Washington, DC, March 4, 2003. 2003-00-00 Policymakers 89 U.S. Government Printing Office, Superintendent of Documents, Congressional Sales Office, Washington, DC 20402. For full text: http://frwebgate.access.gpo.gov/cgi-bin/ getdoc.cgi?dbname=108 house hearings&docid=f:86682.pdf. N/A 2004 2016-11-21

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No Agency Cooperation Cooperative Programs Delivery Systems Employment Programs Financial Support Health Services Income Institutional Cooperation Integrated Services Program Development Program Evaluation Social Agencies Social Services Social Support Groups State Programs Systems Development Total Quality Management Training Ragan, Mark Reports - Research Customer Services Minnesota Pennsylvania Food Stamp Program Nebraska Temporary Assistance for Needy Families Georgia New Jersey Virginia California Kentucky Ohio Wisconsin Colorado Medicaid Oregon California Colorado Georgia Kentucky Minnesota Nebraska New Jersey Ohio Oregon Pennsylvania Virginia Wisconsin Temporary Assistance for Needy Families State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government. Center for the Study of the States. English Service integration attempts to provide coordinated service delivery systems for the uncoordinated mix of programs such as income support programs (food stamps, Medicaid, and Temporary Assistance for Needy Families) and employment, child care, child welfare, and training programs that exist at the local level throughout the United States by simplifying and streamlining client processes. In an effort to understand where service integration has occurred, what it looks like in the real world, and how much progress has been made developing a coherent system, field research was conducted in local offices in 12 states. More than 200 interviews and 60 site visits were conducted with sites in California, Colorado, Georgia, Kentucky, Minnesota, Nebraska, New Jersey, Ohio, Oregon, Pennsylvania, Virginia, and Wisconsin. Conclusions of the research are as follows: (1) service integration is, for the most part, local; (2) integrating service takes sustained effort; (3) though the concept of service integration may seem simple, it is not, and the best examples occur where a combination of multiple administrative and operational strategies have been implemented; (4) regardless of the strategies implemented, achieving results requires a focus on improving client services; (5) the effects of service integration are not well documented or assessed; (6) staff and managers at service integration sites are energized and enthusiastic supporters of the concept; and (7) since the major challenges to achieving integrated services are managerial, rather than programmatic, strong leadership and sound management are essential. Appendices include materials prepared by individual sites, a chart of human service systems, a list of websites, and contact information. (MO) ED481351 Building Better Human Service Systems: Integrating Services for Income Support and Related Programs. 2003-06-00 Annie E. Casey Foundation, Greenwich, CT. 70 For full text: http://www.rockinst.org/publications/federalism/Ragan_Casey_Report_0603.pdf. N/A 2004 2016-11-23

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No Administrator Education Administrators Adult Education Case Method (Teaching Technique) Computer Simulation Computer Uses in Education Context Effect Corporate Education Distance Education Educational Technology Futures (of Society) Global Approach Information Utilization Interpersonal Communication Management Development Managerial Occupations Professional Continuing Education Technology Planning Theory Practice Relationship Web Based Instruction Wankel, Charles, Ed. DeFillippi, Robert, Ed. Books Reports - Research Electronic Portfolios Wireless Technology Electronic Learning English This volume demonstrates how technology is impacting management education and learning in a variety of educational contexts. Some of the issues and trends in management education addressed include: technotrends; web-based management learning; the changing nature of the web as a context for learning; online simulations; web-format case studies; e-portfolios; emphasizing human interaction; teaching soft management skills online; designing mobile learning for the wireless world; integrating enterprise resource planning (ERP) into business education; technology planning; and avoiding a dystopian future. The chapters are as follows: "Introduction: Emerging Technological Contexts of Management Learning" (Wankel, DeFillippi); "Educating Managers, Managing Education: Trends and Impacts of Tomorrow's Technologies" (Brussee et al.); "Learning and Teaching Management on the Web: What Do We Know?" (Arbaugh, Stelzer); "Online Simulations in Management Education about Information and Its Uses" (Rafaeli et al.); "Innovations in Web-Format Case Teaching: Leveraging Dynamic Information" (Clark); "Electronic Student Portfolios in Management Education" (Chappell, Schermerhorn Jr.); "The Place and Space Model of Distributed Learning: Enriching the Corporate e-Learning Model" (Gallagher); "Interpersonal Communication Training with Tomorrow's Technologies" (Henninger, Weingandt); "Mobile Scenarios: Supporting Collaborative Learning Among Mobile Workers: (Lundin, Nulden); " Global Management Education: The Case of ERP Enabled Business School Programs" (Reisel, Watson); "From Vision to Reality: A Model for Bringing Real-World Technology to the Management Education Classroom" (Hamlin et al.). Chapters contain substantial references. (MO) ED481352 Educating Managers with Tomorrow's Technologies. Research in Management Education and Development Series. 2003-00-00 ISBN-1-931576-68-8 252 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (ISBN: 1-931576-68-8 (paper) $31.95; ISBN: 1-931576-69-6 (cloth) $65.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com/. N/A 2004 2016-11-21

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No Affective Behavior Behavior Standards Beliefs Emotional Response Employer Employee Relationship Ethics Group Membership Justice Leadership Responsibility Moral Values Organizational Climate Organizational Culture Social Attitudes Social Behavior Social Capital Social Cognition Social Responsibility Social Values Theory Practice Relationship Work Attitudes Gilliland, Stephen W., Ed. Steiner, Dirk D., Ed. Skarlicki, Daniel P., Ed. Books Reports - Research Fairness English This volume considers the central role of values inherent in fairness perceptions and offers new ways to view values related to fairness, as well as work-related values, their antecedents, and consequences. Values are important because they have been shown to predict preferences, attitudes, perceptions, and behavior in organizations. The first section of the book "Value-Based Theories in Organizations" addresses issues such as how to define, classify, and study values and how values and norms affect the way the people perceive or construe events. The chapters in this section are as follows: "When and Why are Values Important in Organizations?" (Maierhofer et al.); "Values and Deservingness in the Context of Organizations" (Feather); "Social Identity and Fairness Judgements" (Tyler, Blader); "Toward a Normative Model of Justice" (Leung, Tong). The second section "Impact and Applications of Values in Organizations" considers individual differences in values, the role of values in leadership, how values relate to passion, and the link between values and emotion. The chapters in this section are as follows: "The Importance of Money as an Individual Difference Attribute" (Mickel et al.); "Is Values-Based Leadership Ethical Leadership?" (Brown, TreviOo); "Passion at Work: Toward a New Conceptualization" (Vallerand, Houlfort); "Emotional Displays and Social Identity: Emotional Investment in Organizations" (Jones et al.). Chapters contain substantial references. (MO) ED481353 Emerging Perspectives on Values in Organizations. Research in Social Issues in Management Series. 2003-00-00 ISBN-1-59311-064-2 235 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (ISBN: 1-59311-064-2 (paper) $31.95; ISBN: 1-5931106-5-0 (cloth) $65.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com/. N/A 2004 2016-11-21

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No Action Research Administrator Role Adult Education Business Competition Cooperative Planning Definitions Guidelines Institutional Cooperation International Cooperation Labor Force Development Literature Reviews Management Development Networks Organizational Change Organizational Development Partnerships in Education Postsecondary Education Research and Development Strategic Planning Buono, Anthony F., Ed. Books Reports - Research English This book contain papers 13 papers on enhancing inter-firm networks, including by intervening in mergers and acquisitions and developing strategic alliances and partnerships. The following papers are included: "Introduction" (Anthony F. Buono); "Making Mergers and Acquisitions Work: A Guide to Consulting Interventions" (Mitchell Lee Marks); "Teaching to the Issue: Human Resource Intervention in Mergers and Acquisitions" (Vicki Van Steenberg LaFarge, Aaron J. Nurick, Ellen Leiter, Anthony F. Buono); "Forging a Postmerger Identity: Tough Work in the Executive Suite" (James W. Fairfield-Sonn); "What 'Due Diligence' Really Means: Intangible Capital and Organizational Reality" (Judith A. Gebhardt); "Knowledge Transfer and Organizational Learning in Strategic Alliances" (Daniele Chauvel, Nicolas Rolland, Charles Despres); "Complex Learning Partnerships: Creating the Connections in International Alliances" (Iris Berdrow); "Dynamic Competition and Development of New Competencies: The Case of the Internet Consulting Industry" (Valerie Claude-Gaudillat, Bertrand V. Quelin); "Reflexive Development of Interfirm Networks: The Role of Managers and Consultants" (Joerg-Sydow, Arnold Windeler); "Building Effective Innovation Networks: Enhancing Cooperation in Public-Private Partnerships" (Eric Davoine); "Corporate Venturing: Is an Acquisitive Strategy a Sustainable Pattern of R&D Externalization?" (Michel Ferrary); "Creating a Collaborative Community of Management Consultants" (Janice Twombly, Jeffrey Shuman); and "Building Sustainable Networks: An Action Research Strategy for Management Consultants" (Marilyn E. Harris, Guilan Wang). Most papers include substantial bibliographies. (MN) ED481354 Enhancing Inter-Firm Networks and Interorganizational Strategies. Research in Management Consulting Series. 2003-00-00 ISBN-1-59311-060-X 279 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (ISBN: 1-59311-060-X (paper) $31.95; ISBN: 1-59311-061-8 (cloth) $65.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com/. N/A 2004 8/19/2004 23:59:47 RIEJUN2004

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Yes Access to Education Adult Basic Education Adult Educators Adult Literacy Art Education Art Expression Creativity Curriculum Development Educational Environment Educational Practices Empowerment Equal Opportunities (Jobs) Guidelines Learning Activities Resource Materials Self Concept Teacher Role Teacher Student Relationship Violence Womens Education Morrish, Elizabeth Horsman, Jenny Hofer, Judy Guides - Non-Classroom Study Circles World Education, Inc., Boston, MA. English This document is a sourcebook of ideas and materials for adult basic education teachers and others who want to design programming allowing women who have experienced the impact of violence to learn successfully. The sourcebook consists of three chapters that all contain an introduction, tools for programs, and examples from programs. The topics examined in the three chapters are as follows: (1) taking on the challenge of helping women who have felt the impacts of violence (reasons for addressing violence; exploring the complexities of violence; recognizing violence's impacts on learning); (2) building a web of support for learners who have been impacted by violence (building program support; building community support; practicing self-care); and (3) reforming programming (acknowledging violence; creating conditions for learning; changing the curriculum). The following resource materials are included: (1) the article "But I'm Not a Therapist: The Challenge of Creating Effective Literacy Learning for Survivors of Trauma" (Jenny Horsman, Sue Shore); (2) a step-by-step description of the collage process; (3) materials about and from a playwriting project in a native language literacy group; (4) examples of poems used by programs; (5) sample materials on violence in public space; and (5) bibliographies listing a total of 121 references. The reference lists in Chapters 1 through 3 contain a total of 15 references. (MN) ED481355 Take on the Challenge. 2002-00-00 Practitioners 200 World Education, Inc., 44 Farnsworth Street, Boston, MA 02210 ($15). Tel: 617-482-9485; Fax: 617-482-0617; e-mail: skurtz@worlded.org; Web site: http://www.worlded.org/. For full text: http://www.worlded.org/docs/TakeOnTheChallenge.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Annual Reports Apprenticeships Biographies Community Colleges Delivery Systems Education Work Relationship Educational Objectives Foreign Countries Government School Relationship Industrial Training Instructional Materials On the Job Training Outcomes of Education Postsecondary Education School Business Relationship Teacher Education Technical Institutes Trade and Industrial Education Two Year Colleges Reports - Descriptive Alberta Industrial Training Boards Canada ISSN-1189-8844 Alberta Learning, Edmonton. Apprenticeship and Industry Training. English Alberta's apprenticeship system offers training in 50 designated trades and 4 designated occupations and includes 40,398 registered apprentices and 11,1984 employers. The main components of Alberta's apprenticeship and training system are as follows: (1) a network of local and provincial apprenticeship committees in the designated occupations; (2) the Alberta Apprenticeship and Industry Training Board, which is responsible for establishing standards and requirements for training and certification in approved programs; (3) Alberta Learning, which works with industry, employers, employer organizations, and technical training providers to facilitate development and maintenance of training and certification standards, provide registration and counseling services to apprentices and employers, coordinate technical training, and certify apprentices. In 2002-2003, the board continued its efforts to meet the following goals: (1) respond to learning needs through new course outlines, alternative delivery methods, and individual learning modules; (2) promote on-the-job training, including through a train the trainer program; (3) integrate trades and business skills; (4) work toward common training standards; and (5) enhance and expand awards recognizing excellence among apprentices, journeymen, students, instructors, and employees. (Biographies of the board members are included. Lists of board members and award and scholarship recipients are appended along with 13 tables/charts of statistics profiling Alberta's Apprenticeship and Industry Training System.) (MN) ED481356 Maintaining the Momentum. Alberta Apprenticeship and Industry Training Board, 2002-2003 Annual Report. 2003-05-30 63 For full text: http://www.tradesecrets.org/forms_publications/board_annual_report/pdf/board_ann_rep02-03.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Behavioral Objectives Building Trades Cabinetmaking Competency Based Education Computer Literacy Course Content Course Descriptions Curriculum Curriculum Development Delivery Systems Employment Qualifications Foreign Countries Industrial Training Job Skills Occupational Safety and Health Postsecondary Education Skilled Occupations Student Certification Trade and Industrial Education Guides - Non-Classroom Alberta Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the cabinetmaking program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a cabinetmaker; and a cabinetmaker training profile. The second part of the document presents course outlines for the first, second, third, and fourth periods of technical training. Selected topics covered in the four periods are as follows: registration and introduction; materials; hand tools; machines and equipment; joints for fabrication; fasteners and adhesives; fabrication and assembly; explosive actuated tools; shop drawing; laminating procedures; hardware; machining and assembly practices; doors and frames; wood finishing; blueprint interpretation; development of production drawings; computer skills for cabinetmakers; practical trade calculations; packaging and shipping; stairs; layout; machine and assembly practice; and blueprints for commercial-type buildings. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481357 Cabinetmaker Program. Apprenticeship Training. 2003-00-00 ISBN-0-7785-2565-1 Practitioners Teachers 39 For full text: http://www.tradesecrets.org/trades/0361/pdf/0361_outline.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Building Trades Cement Industry Competency Based Education Construction Materials Construction (Process) Course Content Course Descriptions Curriculum Curriculum Development Employment Qualifications Equipment Utilization Foreign Countries Job Skills Masonry Occupational Safety and Health Postsecondary Education Skilled Occupations Student Certification Trade and Industrial Education Guides - Non-Classroom Alberta Aggregates (Concrete) Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the concrete finishing program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a concrete finisher; and a concrete finisher training profile. The second part of the document presents course outlines for the first and second periods of technical training. Selected topics covered in the two periods are as follows: measuring and layout tools; cutting and demolition tools; placing tools; tools for surface treatment of concrete; mixing and conveying equipment; floats and trowels; sidewalks; safety regulations and procedures; personal protective equipment; fires and controls; safety and maintenance for power tools and equipment; Portland cements; air entrainment; concrete aggregates; transporting concrete; concrete finishing; concrete joints; concrete curing methods; applied mathematics; measurement systems; blueprints; and workplace coaching skills and advisory methods. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481358 Concrete Finisher Program. Apprenticeship Training. 2002-00-00 ISBN-0-7785-2549-X Practitioners Teachers 24 For full text: http://www.tradesecrets.org/trades/048/pdf/048_outline.pdf. N/A 2004 2016-11-21

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Yes Advisory Committees Apprenticeships Barbers Competency Based Education Cosmetology Course Content Course Descriptions Curriculum Curriculum Development Delivery Systems Employment Qualifications Foreign Countries Job Skills Occupational Safety and Health Postsecondary Education Professional Development Service Occupations State Regulation Student Certification Trade and Industrial Education Guides - Non-Classroom Alberta Hair Hairstyles Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the hairstylist program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a hairstylist; and a hairstylist training profile. The second part of the document presents course outlines for the first and second periods of technical training. Selected topics covered in the two periods are as follows: provincial regulations pertaining to infection control procedures and hygiene in salons; facility design and equipment; the salon business and professional development; the theory of hair; shampoo and finishing rinses; hair treatment; scalp massage and treatment; chemical texturizing (permanent waving); chemical hair relaxing and curl reforming; hair coloring; haircutting; mustaches and beards; wet-to-dry styling; workplace coaching skills; anatomy and physiology; wigs and hair additions; and facial services. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481359 Hairstylist Program. Apprenticeship Training. 2003-00-00 ISBN-0-7785-2563-5 Practitioners Teachers 38 For full text: http://www.tradesecrets.org/trades/0421/pdf/0421_outline.pdf. N/A 2004 2016-11-21

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Yes Apprenticeships Building Trades Competency Based Education Construction Materials Construction (Process) Course Content Course Descriptions Curriculum Development Delivery Systems Employment Qualifications Equipment Utilization Foreign Countries Industrial Training Job Skills Occupational Safety and Health Postsecondary Education Skilled Occupations State Regulation Student Certification Trade and Industrial Education Guides - Non-Classroom Drywall Construction Plastering Wall Framing Alberta Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the lather-interior systems mechanic program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a lather-interior systems mechanic; and a lather-interior systems mechanic training profile. The second part of the document presents course outlines for the first, second, and third periods of technical training. Selected topics covered in the three periods are as follows: construction safety; construction project organization; construction safety regulations; hand and power tools; scaffolding; wall construction materials and erection; metal framing; furring systems on existing walls; application or installation of insulation in walls and ceilings; sheathing; building paper; stucco wire; stucco coatings; application, layout, and installation; ceilings; precast plaster and reinforced gypsum; drawing instruments and techniques; blueprints; and trade calculations. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. A list of textbooks and supplies is also included. (MN) ED481360 Lather-Interior Systems Mechanic Program. Apprenticeship Training. 2003-00-00 ISBN-0-7785-2543-0 Practitioners Teachers 38 For full text: http://www.tradesecrets.org/trades/017/pdf/017_outline.pdf N/A 2004 2016-11-21

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Yes Apprenticeships Auto Mechanics Competency Based Education Course Content Course Descriptions Curriculum Curriculum Development Electronic Equipment Employment Qualifications Equipment Maintenance Foreign Countries Job Skills Motor Vehicles Occupational Safety and Health Postsecondary Education Skilled Occupations Small Engine Mechanics State Regulation Student Certification Trade and Industrial Education Guides - Non-Classroom Snowmobiles Alberta Marine Equipment Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the outdoor power equipment technician program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a outdoor power equipment technician; and a outdoor power equipment technician training profile. The second part of the document presents course outlines for the first, second, third, and fourth periods of technical training. Selected topics covered in the four periods are as follows: safety and regulations; machine shop practices and welding; electrical theory and electrical circuits; bearings and seals; communication and manuals; assembly and pre-delivery; wheel hubs and tire maintenance; brakes; the theory of two- and four-stroke engines; frames and suspensions; fuel, ignition, charging, starting, and lubrication systems; exhaust and governors; tune-up and troubleshooting; hydraulics; engine overhauls; marine gear housings; and jet drives. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481361 Outdoor Power Equipment Technician Program. Apprenticeship Training. 2003-00-00 ISBN-0-7785-2569-4 Practitioners Teachers 62 For full text: http://www.tradesecrets.org/trades/051/pdf/051_outline.pdf. N/A 2004 2016-11-21

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Yes Advisory Committees Apprenticeships Competency Based Education Computer Assisted Design Course Content Course Descriptions Curriculum Curriculum Development Delivery Systems Employment Qualifications Equipment Utilization Foreign Countries Industrial Training Job Skills Metal Working Occupational Safety and Health Postsecondary Education Skilled Occupations Student Certification Trade and Industrial Education Guides - Non-Classroom Alberta Steel Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the steel detailer program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; formal training; steel detailer certification; and Alberta's steel detailer competency profile. The second part of the document presents the course outlines for the first, second, and third levels of technical training. Selected topics covered in the three periods are as follows: the personal computer operating systems and standard office software; manual drafting basics and layouts; descriptive geometry and applied drafting mathematics; customer drawings and specifications; creating manual fabrication drawings; computer-aided design (CAD); surveying; welding inspection; shop floor activities; field activities; print room and data control activities; on-the-job drafting; statics; strengthening materials; creating fabrication drawings in CAD format; estimation practices; basic project scheduling; project monitoring; and technical writing. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481362 Occupation Competency Profile: Steel Detailer Program. 2003-00-00 ISBN-0-7785-2555-4 Practitioners Teachers 37 N/A 2004 2016-11-21

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Yes Apprenticeships Competency Based Education Course Content Course Descriptions Curriculum Curriculum Development Delivery Systems Employment Qualifications Equipment Utilization Facility Planning Foreign Countries Industrial Training Job Skills Occupational Safety and Health Postsecondary Education Skilled Occupations Storage Student Certification Trade and Industrial Education Warehouses Guides - Non-Classroom Alberta Inventory Control Canada Alberta Learning, Edmonton. Apprenticeship and Industry Training. English This document presents information about the apprenticeship training program of Alberta, Canada, in general and the warehousing program in particular. The first part of the document discusses the following items: Alberta's apprenticeship and industry training system; the apprenticeship and industry training committee structure; local apprenticeship committees; provincial apprenticeship committees; the Alberta Apprenticeship and Industry Training Board; safety education; legal and administrative aspects of safety; technical training establishment; procedures for recommending revisions to the course outline; the apprenticeship route toward certification as a warehousing technician; and a warehousing training profile. The second part of the document presents course outlines for the warehousing program's basic, intermediate, and technician levels of technical training. Selected topics covered in the three levels are as follows: Alberta's warehousing industry; warehouse activities and their implications to enterprises; warehouse technology; communication and comprehension skills; warehouse safety skills; basic material handling operations and procedures; material handling and packaging equipment; computers in warehousing; material storage and storage systems; transportation and traffic; material identification; quality customer service; fundamentals of warehouse business operations; industry-specific warehousing; warehouse business management; inventory control procedures; warehouse design and planning; quality management; and workplace supervisory skills. The course outlines detail course topics, intended outcomes, specific behavioral objectives, and times allotted for each topic covered. (MN) ED481363 Warehousing Competency Profile. Apprenticeship Training. 2003-00-00 ISBN-0-7785-2561-9 Practitioners Teachers 44 For full text: http://www.tradesecrets.org/occupations/202/pdf/202_competency_profile.pdf. N/A 2004 2016-11-21

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Yes CD ROMs Comparative Education Disadvantaged Disadvantaged Youth Educational Practices Elementary Secondary Education Employment Potential Employment Qualifications Employment Services Foreign Countries Interpersonal Competence Job Skills Learning Disabilities Partnerships in Education Postsecondary Education Program Content Skill Development Social Integration Vocational Adjustment Vocational Education Reports - Descriptive Best Practices Europe Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This document profiles nine European programs that exemplify good practice in social and occupational integration of disadvantaged people. The programs profiled are as follows: (1) Restaurant Venezia (a CD-ROM program to improve the reading and writing skills of young people in Luxembourg who have learning difficulties); (2) an integrated laboratory for teaching young people in Italy to read and write; (3) European Trainers against Exclusion (a project to facilitate the labor market integration of victims of occupational and social exclusion); (4) a program that champions the cause of people with disabilities in Greece, Sweden, and the United Kingdom and tries to find solutions to their employment problems; (5) a comparison of innovative models of vocational guidance for young disadvantaged people in the United Kingdom, Sweden, and Finland; (6) KeyNet (a project to give a second chance to unemployed people in areas of high unemployment in Germany, Greece, Sweden, and the United Kingdom through development of key skills); (7) Entrance (a program to improve prisoners' social and occupational skills); (8) a program to improve the employability of prisoners in Belgium, the Netherlands, and the United Kingdom; and (9) Sociodroga (a program providing continuous training to social workers and others responsible for education and training in the field of drug addiction). (MN) ED481364 Social and Occupational Integration of Disadvantaged People. Leonardo da Vinci Good Practices Series. 2003-00-00 ISBN-92-894-2177-0 16 For full text: http://europa.eu.int/comm/education/programmes/leonardo/new/leonardo2/broc_bp/bon_prat6_en.pdf. N/A 2004 2016-11-21

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Yes CD ROMs Certification Curriculum Development Education Work Relationship Educational Practices Employment Potential Employment Qualifications Foreign Countries Industrial Training International Programs Job Skills Labor Force Development Manufacturing Industry Models Postsecondary Education School Business Relationship Skill Development Small Businesses Training Methods World Wide Web Reports - Descriptive Best Practices Electronic Commerce Europe Commission of the European Communities, Brussels (Belgium). Directorate-General for Education and Culture. English This document profiles 10 European programs that exemplify good practice in building skills and qualifications among employees of small and medium enterprises (SMEs). The programs profiled are as follows: (1) TRICTSME (a program providing World Wide Web-based information and communication technologies training for SMEs in manufacturing); (2) CORCITSEME (a project that examined corporate citizenship for SMEs); (3) Teacher as Consultant (a CD-ROM-based program to help SMEs define their training needs); (4) MATCH (a project to make recruitment easier for small companies); (5) Europrise (a youth entrepreneurship model for Europe); (6) Criare (a program providing entrepreneurial training for new business success); (7) a program providing training in e-commerce for procurement and distribution; (8) a study of firms from the metal working and mechanics sectors in France, Germany, and Italy that focused on SMEs' training needs and developed a model for integrating vocational training into an SME's overall business strategy and human resources management; (9) European Masters in Multimedia (a program during which a curriculum to build skills in the knowledge-based economy was developed and used at eight universities and training institutes across Europe); and (10) a program to help SMEs prepare for environmental certification. A list of 27 ongoing projects with a focus on SMEs is included. (MN) ED481365 Building Skills and Qualifications among SME Employees. Leonardo da Vinci Good Practices Series. 2003-00-00 ISBN-92-894-4625-0 17 For full text: http://europa.eu.int/comm/education/programmes/leonardo/new/leonardo2/broc_bp/bon_prat7_en.pdf. N/A 2004 2016-11-21

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Yes Aerospace Education Design Hands on Science Matter Science Activities Science Instruction Science Interests Scientific Methodology Secondary Education Space Sciences Rosenberg, Carla B. Rogers, Melissa J. B. Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This inquiry-based activity discusses the development of a glovebox like those used on the International Space Station and Space Shuttle. A glovebox is a box used for experimentation in which the user inserts hands into gloved access holes in order to work in the box. Activities concerning the study of liquid droplets are included to give students a feel for the research and methodology being used in the space program. (MVL) ED481366 NASA's Student Glovebox: An Inquiry-Based Technology Educator's Guide. 2000-00-00 Practitioners Teachers 29 N/A 2004 8/20/2004 00:00:20 RIEJUN2004

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Yes Aerospace Education Design Elementary Secondary Education Hands on Science Science Activities Science Instruction Science Interests Scientific Methodology Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educational brief discusses observatory stations built by the National Aeronautics and Space Administration (NASA) for looking at the universe. This activity for grades 5-12 has students build paper models of the observatories and study their history, features, and functions. Templates for the observatories are included. (MVL) ED481367 NASA's Great Observatories: Paper Model. 1998-00-00 Practitioners Teachers 38 N/A 2004 8/20/2004 00:00:22 RIEJUN2004

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Yes Aerospace Education Hands on Science Inquiry Science Activities Science Instruction Science Interests Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educator's guide, developed for students in grades 2-4, discusses the field of aeronautics. It begins with education standards and skill matrices for the classroom activities, a description of the National Aeronautics and Space Administration (NASA) aeronautics mission, and a brief history of aeronautics. Activities are written for the educator and divided into three chapters: (1) Air; (2) Flight; and (3) We Can Fly, You and I. Each activity begins with objectives, education standards and skills, and background material for the subject matter. Activities include: (1) Air Engines; (2) Dunked Napkin; (3) Paper Bag Mask; (4) Wind in Your Socks; (5) Air: Interdisciplinary Learning Activities; (6) Bag Balloons; (7) Sled Kite; (8) Right Flight; (9) Delta Wing Glider; (10) Rotor Motor; (11) Flight: Interdisciplinary Learning Activities; (12) Making Time Fly; (13) Where Is North? The Compass Can Tell Us; (14) Let's Build a Table Top Airport; (15) Plan to Fly There; and (16) We Can Fly, You And I: Interdisciplinary Learning Activities. (MVL) ED481368 Aeronautics: An Educator's Guide with Activities in Science, Mathematics, and Technology Education. 2002-00-00 Practitioners Teachers 136 N/A 2004 8/20/2004 00:00:25 RIEJUN2004

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Yes Aerospace Education Force Primary Education Science Activities Science Instruction Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This curriculum supplement introduces students in the early childhood classroom to the International Space Station and the role rockets play in its construction. The guide uses these topics as the basis for interdisciplinary activities for the early learner. Each activity features objectives, a material list, educator information, procedures, and suggestions for assessment and enrichment. A glossary of terms and acronyms is also included. Activities include: (1) "Station Information"; (2) "Destination: Station"; (3) "Countdown Begins"; (4) "Simple Rocket Science"; (5) "More Rocket Science"; (6) "Launch Time"; (7) "The Right Order"; (8) "Good Enough to Eat"; (9) "Rocket Construction"; (10) "Rocket Alphabet"; (11) "Rocket Rhymes and Songs"; (12) "Rocket Math"; (13) "Rocket Patterns"; (14) "Number Rockets"; (15) "Rockets By Size"; (16) "Getting in Shape"; (17) "Getting in Shape Again"; (18) "Hide and Seek Rocket"; (19) "Rocket Problems"; and (20) "Fact and Fiction". (MVL) ED481369 3...2...1...Liftoff!: An Educator's Guide with Activities in Science, Mathematics, Technology, and Language Arts. 2002-00-00 Practitioners Teachers 102 N/A 2004 8/20/2004 00:00:28 RIEJUN2004 Produced by the Johnson Space Center.

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Yes Budgeting Community Colleges Credit Courses Enrollment Enrollment Rate Enrollment Trends Expenditures Fees Geographic Distribution Noncredit Courses Student Financial Aid Tuition Two Year Colleges Numerical/Quantitative Data Connecticut Regional Community Colleges Connecticut Community Coll. System, Hartford. English This document discusses Fall 2001 enrollment and budget trends for Connecticut Community Colleges. It provides a map of the geographic planning regions as well as the geographic distribution of credit enrollments for the regions. The document shows the total credit enrollment for Fall 2001 was 42,642 students, which consisted of 28% full time and 72% part time students, and 39% male and 61% female. Nine tables and eight graphs illustrating various demographics regarding credit enrolled students are included. The document contains one table and one graph illustrating distributions of non credit student enrollment for type of courses and community college attended. It also includes four tables and three graphs illustrating annual tuition, fees and financial aid trends. The trends show Connecticut community colleges ranked 20th out of the 49 states represented for the highest community college tuition and fees, including a 9.6% increase in student fees over the last 5 years. The report also contains 12 tables and 12 graphs illustrating budget expenditure trends as well as 3 tables and 3 graphs illustrating authorized faculty positions by program. It also indicates that instructional and faculty positions make up 48% of the total positions authorized and that the numbers have been steadily increasing over the last several years. (JS) ED481370 Enrollment and Budget Trends. 2002-02-25 35 N/A 2004 2016-11-21

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Yes Aerospace Education Hands on Science Science Activities Science Instruction Science Interests Secondary Education Solar System Space Sciences Water Guides - Classroom - Teacher TERC, Cambridge, MA. English This educator's guide discusses whether there is water on the planet Mars. The activities, written for grades 9-12, concern physical, earth, and space sciences. By experimenting with water as it changes state and investigating some effects of air pressure, students not only learn core ideas in physical science but can also deduce the water situation on Mars by applying those concepts. Evidence is used from their work as well as data and images from NASA missions to Mars to take a position on whether there was ever water on Mars. (MVL) ED481371 Mars Exploration: Is There Water on Mars? An Educator's Guide with Activities for Physical and Earth and Space Science. 2000-00-00 National Aeronautics and Space Administration, Washington, DC. Practitioners Teachers 41 N/A 2004 8/20/2004 00:00:33 RIEJUN2004

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Yes Color Elementary Secondary Education Hands on Science Light Optics Science Activities Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Huntsville, AL. George C. Marshall Space Flight Center. English This educator's guide from discusses optics, light, color and their uses. Activities include: (1) "Reflection of Light with a Plane (Flat) Mirror--Trace a Star"; (2) "Reflection of Light with Two Plane Mirrors--Double Mirrors Placed at a 90-Degree Angle"; (3) "Reflection of Light with Two Plane Mirrors--Double Mirrors Placed at a Number of Angles"; (4) "Making a Kaleidoscope--Construction of a Large Kaleidoscope Using PVC Pipe"; (5) "Making a Periscope"; (6) "Constructing a Spectroscope"; (7) "Exploring Diffraction with a Spectroscope--The Electromagnetic Spectrum"; (8) "Diffraction of Light by Very Small Apertures"; (9) "Discovering Color with a Prism--Fabrication of a Prism from Acrylic Plastic"; (10) "Light and Color--Color Spinners"; (11) "Light and Color--Filters"; (12)"Light and Color--Hidden Messages"; (13) "Simple Magnifiers"; (14) "Focusing Light with a Lens"; (15) "Building a Telescope--Diagrams of Reflector and Refractor Telescopes"; (16) "Building a Microscope--Construction of a Microscope--A File Folder Microscope"; (17) "Interference Fringes"; and (18) "Polarization of Light. (MVL) ED481372 Optics: Light, Color, and Their Uses. An Educator's Guide with Activities in Science and Mathematics. 2000-00-00 Practitioners Teachers 96 N/A 2004 8/20/2004 00:00:36 RIEJUN2004

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Yes Aerospace Education Elementary Secondary Education Force Integrated Activities Mathematics Education Science Instruction Space Sciences Technology Education Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educational guide discusses rockets and includes activities in science, mathematics, and technology. It begins with background information on the history of rocketry, scientific principles, and practical rocketry. The sections on scientific principles and practical rocketry focus on Sir Isaac Newton's Three Laws of Motion. These laws explain why rockets work and how to make them more efficient. Activities include: (1) "Activity Matrix"; (2) "Pop Can Hero Engine"; (3) "Rocket Racer"; (4) "3-2-1 Pop!"; (5) "Antacid Tablet Race"; (6) "Paper Rockets"; (7) "Newton Car"; (8) "Balloon Staging"; (9) "Rocket Transportation"; (10) "Altitude Tracking"; (11) "Bottle Rocket Launcher"; (12) "Bottle Rocket"; (13) "Project X-35"; and (14) "Additional Extensions". (MVL) ED481373 Rockets: An Educator's Guide with Activities in Science, Mathematics, and Technology. 2003-00-00 Practitioners Teachers 128 N/A 2004 8/20/2004 00:00:39 RIEJUN2004 Produced by the Johnson Space Center.

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Yes Aerospace Education Elementary Secondary Education Integrated Activities Moons Science Instruction Solar System Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educational guide concerns exploring the moon. Activities are divided into three units: Pre-Apollo, Learning from Apollo, and The Future. These correspond, at least roughly, to exercises that can be done before the Lunar Sample Disk (available from NASA) arrives to the school (Pre-Apollo), while it is there (Learning from Apollo), and after it has been returned to NASA (The Future). Activities include: (1) "Moon ABCs Fact Sheet"; (2) "Rock ABCs Fact Sheet"; (3) "Progress in Lunar Science Chart"; (4) "Nearside of the Moon--Apollo Landing Sites"; (5) "Distance to the Moon"; (6) "Diameter of the Moon"; (7) "Reaping Rocks"; (8) "The Lunar Disk"; (9) "Apollo Landing Sites"; (10) "Regolith Formation"; (11) "Lunar Surface"; (12) "Differentiation"; (13) "Impact Craters"; (14) "Clay Lava Flows"; (15) "Lava Layering"; (16) "Lunar Landing Sites"; (17) "Lunar Roving Vehicle"; (18) "Moon Anomalies"; (L9) "Lunar Land Use"; (20) "Life Support Systems"; and (21) "Lunar Biospheres". (MVL) ED481374 Exploring the Moon: A Teacher's Guide with Activities for Earth and Space Sciences. 1997-00-00 Practitioners Teachers 119 N/A 2004 8/20/2004 00:00:44 RIEJUN2004

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Yes Brain Elementary Secondary Education Neurology Physiology Science Activities Science Instruction Space Sciences MacLeish, Marlene Y. McLean, Bernice R. Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educators guide discusses the brain and contains activities on neuroscience. Activities include: (1) "The Space Life Sciences"; (2) "Space Neuroscience: A Special Area within the Space Life Sciences"; (3) "Space Life Sciences Research"; (4) "Neurolab: A Special Space Mission to Study the Nervous System"; (5) "The Nervous System"; (6) "Introduction to the Scientific Method"; (7) "What Cells Can I See in Muscle and Spinal Cord Tissue?"; (8) "Target Recognition and Synapse Formation During Development"; (9) "Motor Skills Development"; (10) "Visualizing How the Vestibular System Works"; (11) "Vestibular-Ocular Reflex"; (12) "Finding Your Way Around Without Visual or Sound Cues"; (13) "Pitch, Roll, and Yaw: The Three Axes of Rotation"; (14) "Building a Magic Carpet"; (15)"Building a 3-D Space Maze: Escher Staircase"; (16) "Measuring Blood Pressure in Space"; (17) "Changing Body Positions: How Does the Circulatory System Adjust?"; (18) "Baroreceptor Reflex Role Play"; (19) "The Geophysical Light/Dark Cycle"; (20) "How Quick Are Your Responses?"; (21) "Measuring Your Breathing Frequency at Rest"; (22) "How Long Can You Hold Your Breath?"; and (23) "Raising the Level of Carbon Dioxide in Your Blood". (MVL) ED481375 The Brain in Space: A Teacher's Guide with Activities for Neuroscience. 1998-00-00 Practitioners Teachers 175 N/A 2004 8/20/2004 00:00:47 RIEJUN2004

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Yes Earth Science Elementary Secondary Education Geology Higher Education Science Activities Solar System Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This educator's guide discusses planetary geology. Exercises are grouped into five units: (1) introduction to geologic processes; (2) impact cratering activities; (3) planetary atmospheres; (4) planetary surfaces; and (5) geologic mapping. Suggested introductory exercises are noted at the beginning of each exercise. Each activity includes an introduction with instructor's notes, a blank exercise sheet which can be copied for classroom use, and an answer key to the exercise. Exercises include: (1) "Geologic Events on Earth"; (2) "Geologic Landforms Seen on Aerial Photos"; (3) "Geologic Landforms Seen on Stereoscopic Photos"; (4) "Impact Cratering"; (5) "Comparative Cratering Processes"; (6) "Impact Cratering on a Rainy Day"; (7) "Coriolis Effect"; (8) "Storm Systems"; (9) "Aeolian Processes"; (10) "Landform Mapping: The Terrestrial Planets"; (11) "Geologic Features of Mars"; (12) "Geologic Features of Venus"; (13) "Geologic Features of Outer Planet Satellites"; (14) "Planets in Stereo"; (15) "Introduction to Photogeologic Mapping"; (16) "Photogeologic Mapping of the Moon"; and (17) "Photogeologic Mapping of Mars". (MVL) ED481376 Planetary Geology: A Teacher's Guide with Activities in Physical and Earth Sciences. 1998-00-00 Practitioners Teachers 224 N/A 2004 8/20/2004 00:00:52 RIEJUN2004

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Yes Bibliographies Elementary Secondary Education English Instruction Generative Grammar Grammar Grammatical Acceptability Higher Education Linguistics Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Instructional Dynamics Prescriptive Grammar Research Synthesis ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Contemporary syntactic theory rejects the idea that prescriptive grammar can provide students with any insights into how language works. For generative grammar, a term for the aggregate of methodologies which currently dominates modern linguistics, rules determining the grammaticality of a sentence do not relate in any way to the rules which make up "good grammar." Prescriptive grammar has also suffered assaults from specialists in American dialectology. Proponents of grammar instruction have by no means ignored attacks, and it might be argued that the controversies of the past several decades have had a positive effect on grammar teaching. Current theoretical and methodological perspectives show that the field of grammar is undergoing a major self-renovation. The essays reviewed in this topical bibliography and commentary show that new studies in the teaching of grammar usually reflect the insights of contemporary linguistic theory and sociolinguistics. The bibliography/commentary concludes that the work of Tony Burgess shows that though it has undergone a vigorous assault, and though teachers' organizations discourage its use, grammatical instruction has been difficult to erase from the English curriculum. Lists 3 Internet resources and 10 references. (NKA) ED481377 New Studies in the Teaching of English Grammar. ERIC Topical Bibliography and Commentary. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St. # 140, Bloomington, IN 47408-2698. Web site: http://eric.indiana.edu. N/A 2004 2016-11-21

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Yes Computer Uses in Education Creativity Elementary Secondary Education English (Second Language) Films Foreign Countries Higher Education Language Teachers Literature Multiple Intelligences Poetry Questioning Techniques Second Language Instruction Self Esteem Story Telling Teaching Methods Lederfein, Batya, Ed. Porat, Margaret, Ed. Collected Works - Serials Israel Reflective Thinking Israel English These two issues of the journal present information on the English Teachers' Association of Israel, report on various conferences, and offer the following articles: "The Winter Conference Report" (Riva Levenchuk and Rananah Gold); "Traditional Creativity" (Simon Lichman); "An Inspector Calls" (Shai Aran); "Using Films in EFL Classroom" (Elaine Alcalay); "Literature: Questions Minus Answers" (Adele Raemer); "Building Self Esteem" (Chava Weinberg); "Thunderstruck or Lit-Up" (Sarah Zimin); "Using SIOP" (Arieh Sherris); "Yosef" (Genia Berman); "Black Protest Poetry" (Joan Orkin); "Tuesdays with Morrie" (Janet Winter); "The Child with ADD/ADHD" (Naomi Nahmias); "Israel's Radio Days" (Eduardo Lina); "An EFL Teacher's ABC" (Esther Lucas); "Classroom Debating" (Yaron Nahari); "Have Knapsack, Will Travel" (Judith Yoel); "Concerns about Projects" (Loubna Dakwar); "Over the Bridge" (Anastasia Gersten); "Don't Assume" (Elana Cheshin); "Shylock's Revenge" (Raphael Gefen); "Shattering the Myth" (Penny Ur); "Developing Dispositions of Reflectiveness" (Amos Paran); "What's New about Questions?" (Rachel Segev-Miller); "Teaching Cinema" (Laura Ornstein); "Storytelling" (Jessie Cohen); "Coordinator's Forum" (Jessie Koren); "English Day: Multiple Intelligences" (Rawia Hayik); "Books for Israel Project" (Richelle Budd Caplan); "Teaching the Holocaust" (Jack Pillemer); "Making a Long Story Short" (Nava Horovitz); "The Heart that Lives On" (Susan Baram); "Netsurfing" (Laura Shashua and Sigal Dricker-Levi); and "Shattering the Myths II" (Penny Ur). Book reviews are also included. (SM) ED481378 ETAI Forum, 2003. ETAI Forum v14 n2-3 Spr-Sum 2003 2003-00-00 144 English Teachers' Association of Israel (ETAI), P.O.B. 7763, Jerusalem, Israel 91076. Tel: 02-500-1844; Web site: http://www.etni.org.il/etai. N/A 2004 2016-11-21

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Yes Beliefs Community Attitudes Community Characteristics Community Colleges Community Needs Questionnaires Research Methodology Telephone Communications Systems Telephone Surveys Two Year Colleges Sutton, Lorna Purcell, Jennifer K. Reports - Research Tests/Questionnaires Washington Washington Washington State Board for Community and Technical Colleges, Olympia. English The Smart Investment 2002 Public Opinion Survey measures public opinion about the importance and effectiveness of college programs, interest in possible future participation in colleges classes, satisfaction with information received from other colleges, and other topics. The survey was conducted on the phone and used 1,190 adult Washington residents from seven geographic regions. The sample has a margin of error of +/- 2.9%. Areas of investigation include community awareness and usage, college priorities, college performance, funding and tuition report, public information, and demographics. Key findings included the following: (1) 70% of Washington residents are familiar with community colleges and 67% of these residents rate the quality of education in these schools as good or excellent; (2) the top concern for colleges is job training; (3) two year colleges should be accessible and affordable for students; (4) the college's highest area of effectiveness is their geographic convenience; (5) colleges need to reduce dependence on welfare and reduce illiteracy among adults; (6) Running Start is the most highly regarded program offered by the colleges; and (7) there is a significant gap between the importance the public places on affordability and their perception of how affordable colleges are. Survey is appended. (Contains 22 tables.) (MZ) ED481379 Smart Investment 2002 Public Opinion Survey: Highlights & Key Findings [and] Statewide Community Perception Analysis, 2002. Summary Report. 2002-09-00 66 For full text of Highlights & Key Findings: http://www.sbctc.ctc.edu/admin/docs/TACTC/SMART%2002%20Highlights.PDF. For full text of Summary Report: http://www.sbctc.ctc.edu/admin/docs/TACTC/SMART%202002%20Report.PDF. N/A 2004 2016-11-21

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Yes Certification Community Colleges Educational Certificates Mandatory Continuing Education Qualifications Special Degree Programs Technology Technology Education Two Year Colleges Cantor, Jeffrey A. Information Analyses Journal Articles Reports - Descriptive League for Innovation in the Community Coll., Laguna Hills, CA. English This article states that constant changing workplace technology requirements have placed a burden on the employees to remain competent. This problem can be alleviated by community colleges that offer credentials in different occupations. Community colleges can aid in the creation of new jobs by providing students with the skills that are highly desired by employers. The author explains that with the increasing demand for credentials in different industries, it is necessary for community colleges to document individual student competencies, identify meaningful benchmarks of student success, and maintain program relevance. The author discusses two types of certification: (1) certification issued by the industry; and (2) certification issued by organizations or professional associations. The author uses examples from different industries that rely on employee certification including Microsoft, Cisco Systems Corporation, and many health related companies. The document concludes that the need for industry certification programs is due to an increasing demand for a workforce with up to date technical skills. These skills will create a competitive edge in the marketplace for firms. By partnering with industry, community colleges can create a mutually beneficial relationship. (MZ) ED481380 Skills Certifications and Workforce Development: Partnering with Industry and Ourselves. Leadership Abstracts v15 n1 Jan 2002 2002-01-00 Systems & Computer Technology Corp., Malvern, PA. 6 For full text: http://www.league.org/publication/abstracts/leadership/labs0102.html. N/A 2004 8/20/2004 00:01:03 RIEJUN2004 Article from the World Wide Web Edition.

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No Community Colleges Educational Assessment Educational Research Population Trends State Norms State Programs State Surveys Student Characteristics Two Year Colleges Numerical/Quantitative Data Reports - Research Virginia Community College System Virginia Virginia Virginia Community Coll. System, Richmond. English This document analyzes the Virginia Community College population participation rates in the Fall 2002. The population estimates are based on the U.S. census Bureau 2000 counts and average annual change rates. The participation rate equals headcount as a percentage of population. The results of the study are divided into the following five sections: in-region credit participation, in-state credit participation, regional and national comparisons, total credit participation, and combined credit and non-credit participation. Some of the key findings of the study are as follows: (1) the within-region rate for the VCCS is 1.77, which exceeds the rate for 2001; (2) participation continues to be the highest in the southwestern region colleges (3) the percentage of Virginia's population served by the VCCS increased to 1.94; (4) the VCCS serves a larger share of its target population than do the combined systems of other southern states or the nation; and (5) there were increases in the in-district and in-state population participation rates compared to last year's measures. The document contains 23 tables which compares the population participation rates for each Virginia county and displays the 2002 participation rate, the 2002 credit headcount, 2002 participation rate: credit, 2001 credit & non-credit headcount, and 2001 participation credit and non-credit. (MZ) ED481381 Virginia Community College System Population Participation Rates, Fall 2002. 2002-00-00 26 For full text: http://www.vccs.edu/vccsasr/Research/PENETR02_rrs.pdf. N/A 2004 2016-11-21

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Yes Community Colleges School Statistics School Surveys Schools State Norms State Programs State Surveys Student Surveys Two Year Colleges McHewitt, Earl R. Taylor, Garry Numerical/Quantitative Data Reports - Research Virginia Virginia Community College System Virginia Virginia Community Coll. System, Richmond. English This document analyzes a study done by the Center for the Study of Community Colleges (CSCC), which examined transfer rates in the VCCS. The document provides definitions for transfer rate, academic performance, and completion rate as they are used in the study. The study answers the following questions: (1) which pool of students were used in the study? (2) how soon do these students transfer after enrolling in a community college? (3) how many hours do these students complete before they transfer? (4) where do the students transfer to? (5) how well do these students do academically after they have transferred? (6) do those students continue their education until they complete their degree? (7) if so, in what programs do these students gain their degree in? Some of the key findings of the study are as follows: (1) Over 24% of students transfer; (2) 15% of this group continue on to complete their BA; (3) 70% of students transfer by their third year; (4) 85% of students that transfer attend a public college or a university; and (5) the most common degrees that were completed were in Psychology, Business Administration and Management, and Interdisciplinary Studies. (MZ) ED481382 VCCS Transfer Project: Transfer Rates, Transfer Performance, and Baccalaureate Completion. 2003-03-00 9 For full text: http://www.vccs.edu/vccsasr/Research/trf_cohen_exp93_rrs.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Dropout Rate Employment Employment Potential Graduates Graduation Graduation Rate School Holding Power Two Year Colleges McHewitt, Earl Taylor, Garry Numerical/Quantitative Data Reports - Research Virginia Virginia Community College System Virginia Virginia Community Coll. System, Richmond. English This document discusses the recent measures of VCCS student outcomes by focusing on three areas: (1) graduation rate; (2) retention rate; and (3) further study or employment rate after graduation. The document provides definitions for the following five terms as they are used in the study: (1) Fall to Spring retention; (2) Fall to Fall retention; (3) graduation rates; (4) graduation transfer rate; and (5) graduate employment rate. It also contains tables comparing data from all 23 community colleges that make up the VCCS. The period studied begins in the fall of 1995 and ends in the fall of 2001. Some of the key findings of the report are as follows: (1) there has been an increase in retention rates in 2000 and 2001 academic years; (2) between-year retention is also increasing again after holding steady following several consecutive increases in the early 90s; (3) after several year of declining rates for students who began study in the early 90s, completion rates for recent entering classes are now stable; (4) there was an increase in the number of students who completed transfer programs in the 2001-02 academic year; and (5) within one year of finishing their studies, two thirds of graduates are employed by businesses in Virginia. (MZ) ED481383 VCCS Student Outcomes. 2003-05-00 11 For full text: http://www.vccs.edu/vccsasr/Research/outcomes_03_rrs%20.pdf. N/A 2004 2016-11-21

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Yes Business Correspondence Community Colleges Economics Experiential Learning Field Experience Programs Industrial Training Labor Force Two Year Colleges Reports - Research Commonwealth College Virginia Virginia Community College System Virginia Virginia Community Coll. System, Richmond. English This document discusses the Virginia Community College System (VCCS) and how it has become the lead agency in workforce development for Virginia as well as advancing Virginia's workforce through non-credit training, retaining courses and programs to meet the needs of business and industry. This document contains a summary of activities and accomplishments of VCCS for the period July 1, 2001 through June 30, 2002. The reports on individual initiatives and activities of the VCCS workforce training services unit are divided into three sections. The first section is the Non-credit Training at VCCS workforce development Centers, which includes customized/contract training, open enrollment, and industry certification training programs. The second section is the VCCS high performance regional workforce centers, which includes the Paul D. Camp Community College Regional Workforce Development Center, the Danville Community College Regional Center for Applied Technology Training, the Thomas Nelson Community College Manufacturing Excellence Center, and Central Virginia Community College Regional Workforce Development Center. The third section is the VCCS Institutes of Excellence, which includes the Institute of Excellence for Information Technology and Institute of Excellence for Advanced Technology. Appended are: Apprenticeship Related Instruction; Tech Prep; Child Care Training Program; and Regional Reports on Workforce Trends and Strategies. (Contains 14 footnotes.) (MZ) ED481384 WDS Annual Report to the General Assembly, 2001-2002. 2002-00-00 28 For full text: http://www.vccs.edu/workforce/reports/. N/A 2004 2016-11-21

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Yes Community Colleges Computer Mediated Communication Computer Uses in Education Internet Nontraditional Education Online Courses Online Systems Telecourses Two Year Colleges Virtual Classrooms Prince, David Stern, Paul Numerical/Quantitative Data Reports - Research Washington Washington Washington State Board for Community and Technical Colleges, Olympia. English This document discusses how in 1999, the Washington State Board for Community and Technical Colleges began 2 major projects to develop and improve online learning and courses. The first project (a U.S. Department of Education Demonstration for financial aid rule waivers) examines current rules intended for on-campus programs in the case of online students. The second project is a four-year grant that will serve to strengthen the two-year community college's online courses. The goal of the report is to share findings from on-going evaluations of these two projects using the administrative records analyzed for student characteristics and college status along with survey results given to online students on an annual basis. Some of the findings are as follows: (1) the number of students in online classes has increased 40% from 1999-2000 to 2000-2001; (2) the top two goals for online students are four-year college transfer and work preparation; (3) students enroll in online classes in order to pursue training at home or in the workplace; (4) students that were strictly enrolled in online classes were often older and had family responsibilities; and (5) students report high rates of satisfaction with their online courses and instructors. (MZ) ED481385 Online Learning Students: Characteristics, Satisfaction, and Implications for Future Planning. A Summary of Findings from Two System Development Projects. Research Report. 2002-01-00 10 For full text: http://www.sbctc.ctc.edu/data/rsrchrpts/Resh02-2.pdf. N/A 2004 2016-11-21

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No College Faculty Futures (of Society) Global Approach Globalization Higher Education International Educational Exchange Universities Forest, James J. F. Opinion Papers Faculty Attitudes Global Issues English Globalization has an increasingly profound impact on a broad range of human activities in political, economic, and cultural areas. From the perspective of higher education, globalization raises a number of challenges and concerns, particularly in preparing students the future leaders of commerce and politics to adequately address the demands of an ever-increasing global interdependence. Colleges and universities worldwide are responding to this challenge with an array of exchange programs and curricular initiatives. A recent international survey of the academic profession indicates that professors worldwide support these efforts. This support, however, is considerably weaker among teachers than researchers. This limited support has implications for policies and programs that focus on developing more global-minded university teachers to prepare young people to adequately meet the challenges of globalization. (Contains 6 tables and 24 notes.) (Author/BT) ED481386 Globalisation, Universities and Professors. 2003-00-00 18 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, 325 Chesnut Street, 8th Floor, Philadelphia, PA 19106. Tel: 215-625-8900; Fax: 215-625-8914; e-mail: journals.orders@tandf.co.uk; Web site: http://www.tandf.co.uk/journals; Web site: http://taylorandfrancis.metapress.com. N/A 2004 2016-11-21

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Yes Educational Needs Educational Policy Guidelines International Communication International Cooperation World Affairs Collected Works - Proceedings Reports - Descriptive Forums International Bureau of Education International Bureau of Education, Geneva (Switzerland). English This book is based mainly on the work of the 46th session of the International Conference on Education (ICE), organized by the United Nations Educational, Scientific, and Cultural Organizations' International Bureau of Education (IBE) held in Geneva, Switzerland, September 5-8, 2001. The ICE is the only regularly occurring event during which Ministers of Education from throughout the world can meet. It serves as a unique and appreciated international forum for high-level dialogue on educational issues and their policy implications. Chapters in the book are: (1) "Introduction: Education for All for Learning to Live Together in the Twenty-First Century: Need, Hypocrisy, or Utopia"; (2) "Responding to Educational Needs"; (3) "Towards a Shared Vision of Education for Living Together"; (4) "Contents and Strategies for Learning to Live Together"; (5) "Some External Conditions for Teaching Learning to Live Together"; (6) "Agreement on the Guidelines for Learning to Live Together"; and (7) "Postface: Learning to Live Together: Have We Failed?" Two annexes contain: (1) "Composition for the Bureau of the 46th session of the ICE"; and (2) "Participants in the Two Major Debates and the Six Workshops". (Contains 29 references.) (BT) ED481387 Learning To Live Together: Have We Failed? A Summary of the Ideas and Contributions Arising from the Forty-Sixth Session of UNESCO's International Conference on Education (Geneva, Switzerland, September 5-8, 2001). 2003-00-00 124 International Bureau of Education, Publications Unit, P.O. Box 199, 1211 Geneva 20, Switzerland. Web site: http://www.ibe.unesco.org/. N/A 2004 2016-11-21

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Yes Academic Deans Administrator Behavior Administrator Effectiveness College Administration Gender Issues Higher Education Leadership Qualities Stress Variables Women Administrators Gmelch, Walter H., Ed. Books Collected Works - General American Association of Colleges for Teacher Education, Washington, DC. English This collection of papers addresses the personal challenges academics face in successfully responding to "the call" to academic leadership, focusing on who academic deans are, unique challenges to women deans, stress impacting deans' ability to lead, keys to successful entry into the deanship, organizational strategies for leading successfully, effective executive behaviors of deans, and critical challenges for the future. After "Foreword" (Allen D. Glenn) and "Introduction: The Call to Leadership," seven papers include: (1) "The Education Dean's Search for Balance" (Walter H. Gmelch and Mimi Wolverton); (2) "A Matter of Degree: Men and Women Deans of Education" (Mimi Wolverton); (3) "To Dean or Not to Dean: Personal and Professional Considerations" (Dee Hopkins); (4) "The Dean's Rites of Passage: Transition to Leadership" (Walter H. Gmelch); (5) "Understanding the Organization Where Deans Work: Frames and Models" (Carol Merz); (6) "Executive Behavior Patterns of Academic Deans" (Jerlando F.L. Jackson); and (7) "The Deans of the Future" (Dale G. Andersen). (Papers contain references.) (SM) ED481388 Deans' Balancing Acts: Education Leaders and the Challenges They Face. 2003-00-00 ISBN-0-89333-190-2 111 AACTE Publications, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org/publications. N/A 2004 8/20/2004 00:01:23 RIEJUN2004

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Yes Academic Achievement Educational Research Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Certification Teacher Influence Walsh, Kate Opinion Papers Reports - Descriptive Abell Foundation, Baltimore, MD. English This paper asserts that in a response to the Abell Foundation's "Teacher Certification Reconsidered, Stumbling for Quality," Linda Darling-Hammond mounts a considerable effort to discredit the report. It suggests that in doing so, she misrepresents the report's numerous facts and recommendations, shifting the debate off the primary concern of Abell's research: whether there is research which proves that certified teachers produce greater student achievement than do uncertified teachers. The paper also asserts that Darling-Hammond's response cites poor-quality studies. The paper specifically addresses each of Darling-Hammond's charges and assertions, providing a technical analysis that explores what Darling-Hammond referred to as poor quality research. It also looks at Darling-Hammond's analysis of studies, corrects her assertions of errors within the studies, and challenges several general points made by Darling-Hammond (e.g., misrepresentations of conversations with researchers, dismissal of studies simply because they were old, recommendation that states collect verbal ability scores only on prospective teachers who have gone to schools of education, and lack of distinction between teachers who are not certified at all and teachers who are alternatively certified). (SM) ED481389 Teacher Certification Reconsidered: Stumbling for Quality. A Rejoinder. 2001-11-00 19 N/A 2004 8/20/2004 00:01:26 RIEJUN2004 Written with contributing analysis by Michael Podgursky.

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Yes Curriculum Development Faculty Development High Risk Students Language Arts Literacy Education Reading Achievement Reading Comprehension Reading Instruction Reading Skills Secondary Education Spelling State Standards Teaching Methods Thinking Skills Writing Skills Grossen, Bonnie Information Analyses Reports - Descriptive Direct Instruction Stanford Achievement Tests California California Stanford Achievement Tests Center for Applied Research in Education, Inc., New York, NY. English The Reach System is a set of direct instruction (DI) programs designed to bring students who are performing as low as grade 1 level in language arts to performing at grade 8 level within 2 years of instruction delivered 3 hours per day. It involves a comprehensive system of professional development, curriculum, and instruction within the larger DI Model for Secondary Schools. The initiative includes innovative strategies and proven methods of student learning, teaching, and school management, providing explicit, systematic instruction built around three programs: Corrective Reading, Spelling Through Morphographs, and Reasoning and Writing. California has approved the Reach System as a stand-alone language arts program for students performing 2 years or more below grade level in grades 4-8. It aligns specifically with California's language arts standards and in general with most states' language arts standards. Data on schools that have implemented the Reach System show that when schools implement the comprehension programs of Corrective Reading and/or Reasoning and Writing with all of their students, there are strong SAT-9 gains on the California statewide assessments. Research also indicates that students who are academically behind their peers will never achieve at the level of their peers at the end of 8th grade without more intensive instruction in comprehension, writing, reasoning, and spelling. (Contains 42 references, 4 figures, and 2 tables.) (SM) ED481390 Direct Instruction Model for Secondary Schools: The Research Base for the REACH System. 2002-03-00 13 N/A 2004 2016-11-21

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Yes Body Composition Depression (Psychology) Exercise Physiology Health Promotion Life Style Obesity Older Adults Physical Activity Level Physical Fitness Physical Health Adams, Raymond, Ed. Collected Works - Serials Strength Training ISSN-1188-181X Simon Fraser Univ., Burnaby (British Columbia). English This newsletter highlights the importance of strength training in keeping older adults healthy and fit, explaining how it can forestall declines in strength and muscle mass, along with their attendant negative impact upon other metabolic functions and activities of daily living. Physical inactivity is common throughout the nation. Approximately 11 percent of cases of heart failure in men and 14 percent in women are attributable to obesity alone. More than half of adults over age 45 years are inadequately active. Injuries to seniors are costly to the health care system and often have serious consequences for the seniors themselves. Aging is associated with marked alterations in body composition and joint structure. Research indicates that regular joint loading and motion are necessary to maintain articular cartilage function and synovial joint range of motion. There is growing recognition of the importance of strength training for all adults in light of the loss of muscle mass in midlife due to sedentary lifestyles. There is no age limit to the benefits of exercise, and regular activity can often slow or reverse the decreased mobility that contributes to disease and disability in old age. Research shows that regular physical activity can reduce the risk of subsequent depression in older adults. Overall, regular enjoyable exercise is the most significant route to better health. (SM) ED481391 Strength Training: A Natural Prescription for Staying Healthy and Fit. GRC News v22 n1 2003 2003-00-00 9 Gerontology Research Centre, Simon Fraser University, #2800 - 515 West Hastings Street, Vancouver, British Columbia, V6B 5K3 Canada. Tel: 604-291-5062; Fax: 604-291-5066; e-mail: gero@sfu.ca; Web site: http://www.harbour.sfu.ca/gero/. For full text: http://www.harbour.sfu.ca/gero/grcn_pdfs/vol22no1.pdf. N/A 2004 2016-11-21

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No Curriculum Development Democratic Values Educational Change Educational Environment Educational Quality Elementary Secondary Education Evaluation Methods Foreign Countries Higher Education Imagination Moral Values Problem Solving School Culture Socialization Student Evaluation Values Education Letschert, Jos, Ed. Books Collected Works - General South Africa Systemic Change Austria Austria South Africa Consortium of Institutions for Development and Research in Education in Europe. National Inst. for Curriculum Development (SLO), Enschede (Netherlands). English This collection of papers examines the role, meaning, content, and quality of education, focusing on how opinions about learning and teaching, school development, and institutionalized education manifest themselves in modern western societies. There are 15 papers in five parts. Part 1, "Learning, Learning Environments and Imagination," includes "There Has Not Been Any Teaching, Unless There is Learning" (Hans Lodewijks) and "Why Is Imagination Important to Education?" (Kieran Egan). Part 2, "A Sense of Belonging and Adaptivity," includes "Learning and Ethos" (Margaret McGhie and Ian Barr) and "Adaptive Education: A Mission Impossible?" (Theo Boland). Part 3, "School Development," includes "School Ethos: A Basis for School Development" (Luc Stevens); "School Improvement as a Problem Solving Process: Using What We Know" (Uwe Hameyer); "Social Learning and Values Orientation: A Contribution to Quality Development and to a Democratic School Culture" (Heinz Schirp); and "Learning to Participate in Moral Communication: New Chances for Effective Implementation" (Hans Hooghoff and Jeroen Bron). Part 4, "Assessment and Testing," includes "The Temptation of Simplification: A Plea for Integration of Internal and External Quality Control" (Robert Standaert). Part 5, "Systemic Reform," includes "Transformation of School Education in South Africa" (Van As Jordaan and Nicol Faasen); "Development of the Schools in Austria" (Helmut Bachmann); and "What Really Counts!" (Jos Letschert). (Papers contain references.) (SM) ED481392 Turning the Perspective: New Outlooks for Education. CIDREE Yearbook, 2001. 2001-00-00 299 CIDREE-Secretariat, Ria Benamirouche (SLO), Postbox 2041, 7500 CA Enschede, The Netherlands (25 Euro). Tel: 31-53-4840206; Fax: 31-53-4306-110; e-mail: cidree@slo.nl; Web site: www.CIDREE.org. N/A 2004 2016-11-21

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Yes Alternative Teacher Certification Elementary Secondary Education Enrollment Trends Higher Education Preservice Teacher Education Teacher Characteristics Teacher Competencies Teacher Persistence Hughes, Linda A. Sianjina, Rayton R. Numerical/Quantitative Data Reports - Descriptive Delaware Delaware Delaware State Dept. of Education, Dover. Delaware Univ., Dover. English This report presents data on participants in Alternative Routes to Teacher Certification (ARTC) in Delaware. During the first 4 years (1997-00), ARTC participation was very broad statewide. The program became increasingly helpful to districts in identifying candidates for hard-to-fill positions. About half of the candidates in the last two cohorts were recruited and advised through ARTC. Since 1997, 120 candidates were enrolled, with 49 percent completing their ARTC courses, 33 percent still enrolled, and 18 percent withdrawing, resigning, or not renewed by their districts. Candidates were evenly balanced by gender and were 27 percent minority. Most were in their 30s, working in high school, and coming directly from other careers in business and industry. A survey of supervisors of graduates of the first three cohorts indicated that ARTC teachers were staying in Delaware, obtaining certification, performing as well as or better than other beginning teachers, and rated "strong" across a variety of domains of teaching performance. The 25-percent attrition rate was comparable to the national rate for first year teachers. Five appendixes include: district and school participation (1997-00 cohorts); profile of candidates (1997-00 cohorts); comparison of graduates and non-graduates; profile of ARTC graduates (1997-99 cohorts); and survey of supervisors of ARTC graduates (February 2001). (SM) ED481393 ARTC: Alternative Routes to Certification. Report to the Delaware Department of Education, April 2001. 2001-04-00 25 For full text: http://www.udel.edu/artc/documents/2001AprilReporttoDOE.pdf. N/A 2004 2016-11-21

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Yes Critical Thinking Diversity (Student) Educational Improvement Educational Quality Elementary Secondary Education Foreign Countries Higher Education Instructional Leadership Learning Student Evaluation Teacher Attitudes Teacher Competencies Teacher Knowledge Teaching Skills Thinking Skills Inoue, Yukiko Collected Works - General Opinion Papers Guam Guam English This paper consists of seven short essays concerning teaching in general and college teaching in particular. Then first five essays were published in "APA Perspective," a newsletter of the National Association for Asian and Pacific Islander Education, and were revised for this paper. The final two essays are new. The titles are: (1) "Improving Teaching in Higher Education in Guam: Quality and Diversity Travel Together"; (2) "A Teacher's Reflections"; (3) "Why are Some Teachers Better at Teaching?" (4) "Some Thoughts on Human Learning"; (5) "CATs for Improving Teaching and Learning"; (6) "Critical Thinking, What Exactly is It?"; and (7) "Teaching, Never-Ending Challenge." (Papers contain references.) (SM) ED481394 Education Essays: Thoughts on Teaching. 2003-05-00 17 N/A 2004 2016-11-21

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No Court Litigation Educational Legislation Elementary Secondary Education Higher Education Laws Legal Responsibility Research Methodology Teacher Responsibility Redfield, Sarah E. Books Guides - Non-Classroom Case Law Legal Research English This book uses narratives, actual court cases, study tips, research methodologies, and an extensive glossary to demystify the legal process and allow those who need to know the law to move comfortably in this realm by providing a bridge between professionals in both law and education. It aims to help educators understand how law is made, how to read the law analytically, and how to apply law to situations that arise in educational arenas. Five chapters include: (1) "Sources of Law" (primary and secondary sources, weight and authority, and legal authority exercise); (2) "Reading Case Law" (basics of reading cases, examples and practice, briefing a case, and synthesis exercises); (3) "Research" (research as art, an experimental canvas, where to start finding the law, Internet legal resources, and sample research exercises); (4) "Annotated Glossary of Legal Terms"; and (5) "Appendix" (offering a combination of additional materials and answers to some of the exercises used throughout the text). (SM) ED481395 Thinking Like a Lawyer: An Educator's Guide to Legal Analysis and Research. 2002-00-00 ISBN-0-89089-923-1 Practitioners Teachers 192 Carolina Academic Press, 700 Kent Street, Durham, NC 27701 ($22.50). Tel: 919-489-7846; Fax: 919-493-5668; e-mail: cap@cap-press.com; Web site: http://www.cap-press.com. N/A 2004 2016-11-21

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Yes Academic Achievement Action Research Cooperative Learning Elementary Secondary Education Experiential Learning High Risk Students Higher Education Low Achievement Middle School Students Middle Schools Preservice Teacher Education Second Language Instruction Second Language Learning Sex Bias Student Evaluation Student Motivation Student Research Teaching Methods Urban Schools Vocabulary Development McAllister, Deborah A., Ed. Moyer, Peggy S., Ed. Collected Works - General Total Physical Response Direct Instruction Flexibility (Psychomotor) Student Engagement English This document presents the course syllabus for Education 590 Culminating Experience at the University of Tennessee at Chattanooga's teacher licensure program. It also includes action research projects from spring 2003: "'To Track or Untrack...That Is the Question'" (Sarah Armes); "Providing Urban Students with the Motivation to Succeed in School" (Laura K. Cline); "Understanding the Structure of DNA" (Gary S. Dunn); "The Effectiveness of Direct Instruction with High Priority (Low Performing) Middle School Students" (Andrew Falk); "Pythagorean Theorem Learning Assessment in Urban High School Geometry" (William A. Floyd); "Flexibility with the Sit and Reach Test" (Heather Huffman); "Total Physical Response Storytelling and Vocabulary Retention in Second Language Learning" (Christina L. McCombs); "The Use of Mnemonic Devices in the Teaching of Mathematics in Middle School: What a Group of Eighth Graders Remember that Help Them Solve Math Problems" (Charles C. Milam, Sr.); "Learning through Directed Instruction vs. Cooperative Learning" (Julie Burnes Novak); "Effects of Emphasizing the Processes of Scientific Inquiry in Relation to Student Motivation and Achievement in the Middle School Science Curriculum" (John Ramey); "The Merits of Geography Teaching that Engages and Provides Experiential Learning for Students" (John Shearer); "Children's Theatre" (Erianona M. Vali); and "Gender Bias in the Science Classroom: An Analysis of the Science TCAP Achievement Test for 2002" (Jason Wohlers). (Papers contain references.) (SM) ED481396 Culminating Experience Action Research Projects, Volume 3, Spring 2003. 2003-07-00 241 N/A 2004 2016-11-21

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Yes Adolescent Literature Annotated Bibliographies Fiction Junior High Schools Middle Schools Nonfiction Reading Material Selection Recreational Reading Thematic Approach Brown, Jean E., Ed. Stephens, Elaine C., Ed. Books Guides - Classroom - Teacher Reference Materials - Bibliographies Information Books Trade Books ISSN-1051-4740 National Council of Teachers of English, Urbana, IL. English Organized around the theme of "challenges," the 11th edition of "Your Reading" offers annotations of more than 1,200 books for young adults. Intended for teachers, librarians, parents, and students, this booklist presents recently published books that can be read for many purposes--for sheer enjoyment of the story, to pique curiosity or satisfy it, to find new information or confirm old, to complete school assignments, or for the exhilaration of escape. It is divided into the following parts: Foreword (Joan Bauer); (1) Challenges of Coming of Age (Families; Friends and Peers; Identity); (2) Challenging Our Lives (Adventures and Survival; Obstacles, Barriers, and Opportunities; Sports and Recreation); (3) Challenging Our Imaginations (Mysteries and Suspense; Fantasy and Supernatural; Arts, Architecture, and Other Creative Endeavors); (4) Challenging Our Minds (Science and Technology: Fact and Fiction; Health, Medicine, and Nutrition; Nature, Animals, and the Environment); (5) Challenges of Today's World (Diversity; Problems and Issues; Geography and Cultures); (6) Challenges of Yesterday (Historical Fiction; Historical Nonfiction; Folktales, Myths, and Legends); and Afterword (Joyce Hansen). Contains an Author Index, an Illustrator Index, a Subject Index, and a Title Index. (NKA) ED481397 Your Reading: An Annotated Booklist for Middle School and Junior High. 11th Edition. NCTE Bibliography Series. 2003-00-00 ISBN-0-8141-5944-3 Practitioners Teachers 400 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 59443: $24.95 members, $33.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. N/A 2004 2016-11-21

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Yes Disabilities Educational Finance Elementary Secondary Education Expenditure per Student Incidence Preschool Education Special Education Student Placement Chambers, Jay G. Shkolnik, Jamie Perez, Maria Numerical/Quantitative Data Reports - Evaluative American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. Center for Special Education Finance. English This report is one in a series on special education expenditures and focuses on total expenditures for students with disabilities in the 1999-2000 school year, including spending variations by disability. Highlights reported include: (1) per pupil expenditures vary by disability category, ranging from 1.6 times that of regular education students for students with specific learning disabilities to 3.6 times for students with multiple disabilities; (2) per pupil education expenditures for students who receive special education services average 1.91 times greater than expenditures for students who receive no special education services; (3) expenditures are highest for students with disabilities placed in non-public schools or other public agencies; and (4) highest-incidence disability categories (learning disabilities and speech/language impairments) exhibit the lowest levels of per pupil spending. Following an introduction, section 2 shows how the total expenditure to educate a school-aged student with a disability varies depending on the type of disability. Section 3 focuses on instructional and related service expenditures and how they vary by disability category and is followed by a concluding section. Five appendices and eight exhibits provide additional detail on methodology or findings. (DB) ED481398 Total Expenditures for Students with Disabilities, 1999-2000: Spending Variation by Disability. Report. Special Education Expenditure Project (SEEP). 2003-06-00 Special Education Programs (ED/OSERS), Washington, DC. 31 For full text: http://www.seep.org. N/A 2004 8/20/2004 00:01:48 RIEJUN2004 ED99CO0091

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Yes Audiovisual Aids Basic Skills Educational Media Elementary Secondary Education Sequential Approach Sequential Learning Severe Disabilities Task Analysis Teaching Methods Videotape Recordings Collins, Belva C. Guides - Non-Classroom Opinion Papers Speeches/Meeting Papers English This paper provides guidelines for the use of videotape recordings for systematic instruction in functional skills for students with moderate to severe disabilities. Four examples illustrate use of videotapes to teach community skills (e.g., crossing a street) to secondary students with moderate disabilities; self care skills (e.g., zipping a jacket) to elementary students with moderate disabilities; and food preparation tasks (e.g., making macaroni and cheese in a microwave) to secondary students with moderate disabilities, and both self-care and domestic skills to students with autism. Suggested steps for teaching using videotapes include the following: (1) select a target skill; (2) construct a task analysis; (3) determine the viewpoint of the videotape; (4) shoot the videotape; (5) determine if the videotape should be edited; (6) select the instructional procedure; (7) decide who will operate the videotape; (8) determine the data collection schedule; and (9) determine the teacher's role in delivering consequences. (DB) ED481399 Using Video Strategies To Teach Functional Skills to Students with Moderate to Severe Disabilities. 2003-03-00 7 N/A 2004 8/20/2004 00:01:51 RIEJUN2004 In: Rural Survival. Proceedings of the Annual Conference of the American Council on Rural Special Education (ACRES) (23rd, Salt Lake City, Utah, March 20-22, 2003); see ED 476 123.

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Yes Action Research Classroom Research Delivery Systems Distance Education Inservice Teacher Education Intervention Learning Disabilities Middle Schools Rural Education Writing Strategies Crow, Nedra A. Spencer, Betty Reports - Research Speeches/Meeting Papers Utah Utah English This paper provides a case study of a school-wide action research project to increase student learning in a rural intermediate school. First, it provides background information on the action research model and notes such challenges as the difficulty in providing teachers with a "coaching" style of professional development and the increasing need to use distance education delivery models to support educators in rural and remote schools. The second section describes development of the U-LEARN (Utah Local Education Action Research Network) program, which originated as a six-credit semester course. The following section reviews results of collaborative efforts and factors in the five regions of the Utah Action Research Initiative, stressing onsite teaching instruction enhanced by online course support. Next, the development of the action research program at a specific school is detailed, including three training sessions scheduled for October, December, and April, and on-going support as teachers conduct their own action research projects. Preliminary results indicated the value of the collaborative perspective and onsite teaching; the feasibility of working with one school faculty, delivering one action strategy or intervention, and gathering data based on a common design; and the effectiveness of the Action Research Workbook developed by the project. (Contains 12 references.) (DB) ED481400 Influencing Student Learning: A School-Wide Action Research Project. 2003-03-00 6 N/A 2004 2016-11-21

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Yes Beginning Teachers Disabilities Early Childhood Education Elementary Secondary Education Higher Education Needs Assessment Preservice Teachers Special Education Teachers Teacher Surveys Walbeck, Deidre Menlove, Ronda Garff, Traci Menlove, Sara Harris, Shannon Reports - Research Speeches/Meeting Papers English Noting the large numbers of special education teachers who leave the profession during their first few years, this study surveyed 60 preservice special education teachers, student teachers, and first year teachers regarding their concerns about the first year of teaching. Leading concerns of all three groups included the following: effectively meeting all demands and roles of a special education teacher; managing classroom and student behavior; conducting an IEP meeting; and knowing how to complete IEP paperwork. This paper also includes the written perspectives of six respondents representing all three groups. (DB) ED481401 What Preservice and First Year Teachers Need To Know To Survive and Thrive. 2003-03-00 7 N/A 2004 8/20/2004 00:01:56 RIEJUN2004 In: Rural Survival. Proceedings of the Annual Conference of the American Council on Rural Special Education (ACRES) (23rd, Salt Lake City, Utah, March 20-22, 2003); see ED 476 123.

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Yes Behavior Problems Discipline Educational Practices Elementary Secondary Education Program Effectiveness Research Utilization Theory Practice Relationship Garnes, Lori Menlove, Ronda Information Analyses Reports - Evaluative Speeches/Meeting Papers Positive Behavioral Support English This paper reviews the literature concerning school-wide discipline systems. It examines strategies suggested by experts, the effectiveness of these systems, and research indicating promising school-wide discipline practices. Only systems containing proactive or positive school-wide procedures were considered in the review of 34 articles. The study identified ten commonly used strategies, then analyzed similarities and differences as well as whether the use of the strategy was empirically justified or not. All of the systems reviewed incorporated at least two of the strategies and 76% used three or more. Results suggest that no one strategy is powerful enough to be effective in isolation. The strategies analyzed, in order of frequency of use, are as follows: (1) teaching social skills to students; (2) development of school and class rules; (3) 3-tiered systems (strategies for all students, intense strategies for students at-risk, and individual strategies for specific students); (4) community involvement; (5) school climate; (6) individual counseling; (7) teaching students negotiation and choice-making skills; (8) thinking time/processing time; (9) peer mediation; and (10) effective instruction. (Contains 22 references.) (DB) ED481402 School-Wide Discipline Practices: A Look at the Effectiveness of Common Practices. 2003-03-00 6 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Experiential Learning Instructional Design Instructional Effectiveness Interdisciplinary Approach Learning Activities Lesson Plans Student Motivation Teaching Methods Theory Practice Relationship Salyer, B. Keith Thyfault, Alberta Reports - Descriptive Speeches/Meeting Papers English This paper discusses the value of merging real-life events with content instruction and provides six sample lessons to illustrate such instruction. A brief review of the literature notes historic recognition of the importance of applied learning, the issue of retention and transfer of learning, the approach of using content relevant experiences within which new skills are grounded, and the use of students' experiences as a source of intrinsic motivation. The ready availability of instructional materials appropriate to this approach, such as newspapers, magazines, advertisements, etc., is noted. The six examples include two lessons contained within the classroom and four that begin in the classroom but extend far beyond it. The lessons address the subject areas of mathematics, language arts, art, social studies, photography, computers, grammar, and composition. The lessons have the following titles: (1) "Cooking For..."; (2) "School Newspaper Production"; (3) "City, County, and State Newspapers"; (4) "Wooden Working"; (5) "Wrinkle Painting T-Shirts"; and (6) "Political Cartoons." (Contains 11 references.) (DB) ED481403 Developing Situational Learning Events: A Practical Merger of Real-Life Events with Content Instruction. 2003-03-00 6 N/A 2004 8/20/2004 00:02:01 RIEJUN2004 In: Rural Survival. Proceedings of the Annual Conference of the American Council on Rural Special Education (ACRES) (23rd, Salt Lake City, Utah, March 20-22, 2003); see ED 476 123.

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Yes Autism Children Developmental Disabilities Elementary Secondary Education Motivation Positive Reinforcement Severe Disabilities Stimuli Higbee, Thomas S. Hager, Karen D. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Choice Behavior Preference Ranking English This paper explains the brief stimulus preference procedure (SPA), which is designed to identify efficiently the effective reinforcers for children with autism and other developmental disabilities. SPA involves presenting the child with four items he/she generally responds well to plus one new item. After allowing the child to pick his preferred item and briefly interact with it, the preferred item is removed and the child is asked to choose from the remaining items. The process is repeated until all items have been chosen. This allows for ranking of potential reinforcers. The paper offers suggestions for how many times to run the procedure, how to rank items, how to interpret the results, and when to run the procedure. A blank data sheet is attached. (DB) ED481404 Positive Motivational Strategies for Children with Autism and Other Developmental Disabilities. 2003-03-02 Practitioners 5 N/A 2004 2016-11-21

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Yes Compliance (Legal) Disabilities Distance Education Inservice Education Interactive Video Internet Online Courses Paraprofessional School Personnel Postsecondary Education Staff Development Supervisory Training Forbush, David E. Morgan, Robert L. Reports - Descriptive Speeches/Meeting Papers No Child Left Behind Act 2001 Pennsylvania Utah Delaware Idaho Delaware Idaho Pennsylvania Utah No Child Left Behind Act 2001 English This paper describes Project Impact*Net, a model project for delivering training to paraeducators and teachers in light of requirements of the No Child Left Behind Act. The project delivered four semester-length courses to instructional sites serving 69 participants in Delaware, Idaho, Pennsylvania, and Utah. The Project Impact*Net delivery system is a live, Internet-based, two-way audio/video system. This system allows the participants at the four sites to receive training simultaneously and to see and hear the instructor and fellow classmates at other sites. The first two courses are designed for paraprofessionals and each class is composed of 10 3-hour sessions. The second set of courses is designed for paraprofessionals and their supervising teachers and each class is composed of three, 3-hour sessions. The first two courses use a curriculum designed to increase paraprofessionals' skills in working with at-risk students and students with disabilities. The second set of courses uses a curriculum designed to provide teachers with the knowledge and skills to supervise their paraprofessionals and strengthen their instructional team. Student achievement is assessed using a pre-posttest curriculum-based assessment and weekly progress checks. Course evaluation data are provided by participants, site coordinators, and project advisory board members. (DB) ED481405 Uniting Rural, Urban and Suburban America! Live Internet-Based Paraeducator and Teacher Training in Idaho, Utah, Delaware, and Pennsylvania. 2003-03-00 5 N/A 2004 2016-11-21

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No Content Area Reading Decoding (Reading) Elementary Education Instructional Effectiveness Learning Disabilities Middle Schools Neurology Phoneme Grapheme Correspondence Phonics Reading Comprehension Reading Difficulties Reading Instruction Remedial Reading Teaching Methods Vocabulary Development Word Recognition Bender, William N. Larkin, Martha J. Books Guides - Classroom - Teacher English This guide to reading instruction for elementary and middle school students with learning difficulties covers a wide variety of practical instructional strategies founded in research and proven effective in classrooms. An introductory chapter notes the growing national emphasis on reading skills, especially research-based reading programs and the special needs of students with learning disabilities or difficulties. The next six chapters address the following topics (sample sub-topics in parentheses): (1) the reading brain and literacy instruction (assessments of early literacy, brain compatible reading instruction, and a brain-based model of reading); (2) phonemic instruction, the critical emphasis in reading and literacy (phonological and phonemic instruction, guidelines for phonemic instruction, and phonemic based reading programs); (3) phonics and word attack strategies (phonics and the brain, phonics instructional options, and strategies for developmental reading and spelling); (4) strategies for building vocabulary and reading fluency (the role of sight-word approaches, how good readers read, and deriving meaning from vocabulary); (5) gaining meaning from reading (story grammar, question answering, collaborative strategic reading); and (6) reading comprehension in the content areas (content area reading and the brain, analogies instruction, and idea circles). A section on resources reviews five major reading and literacy programs. A glossary and facilitator's guide are also included. (Individual chapters contain references.) (DB) ED481406 Reading Strategies for Elementary Students with Learning Difficulties. 2003-00-00 ISBN-0-7619-4659 Practitioners Teachers 268 Corwin Press, Inc., 2455 Teller Rd., Thousand Oaks, CA 91320-2218 ($29.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpres.com; Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 00:02:08 RIEJUN2004

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Yes Action Research Elementary Education Elementary School Teachers Hearing Impairments Inservice Teacher Education Instructional Effectiveness Knowledge Base for Teaching Postsecondary Education Program Effectiveness Workshops Gooden, Jennifer Rogers, Winnie Dissertations/Theses Reports - Descriptive Tests/Questionnaires English This action research project was designed to improve faculty knowledge of hearing loss and its effects on education at two Illinois elementary schools. Sixty-nine faculty members participated in the project. Methods of assessment of faculty knowledge included a survey, questionnaire, document analysis, and anecdotal records of informal conversations. The intervention involved a staff development workshop, monthly newsletters focused on specific aspects of hearing impairment, and one-on-one assistance when needed. The effectiveness of the inservice and newsletters was measured by comparison of pre- and post-intervention surveys and questionnaires. Results from the questionnaire indicated that the faculty at both sites increased their knowledge. Also, faculties at both sites reported favorable attitudes toward the intervention and felt their knowledge had increased. Seventeen appendices include the pre- and post-intervention surveys and questionnaires, results of document analysis, an outline of the inservice, inservice handouts, the newsletters, and data analysis tables. (Contains 29 references.) (DB) ED481407 Improving Faculty Knowledge of Hearing Loss and Its Effects on Education. 2003-05-00 84 N/A 2004 8/20/2004 00:02:10 RIEJUN2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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No Adolescents Bilingual Students Definitions Elementary Secondary Education Evaluation Methods Gifted Interpreters Limited English Speaking Spanish Speaking Valdes, Guadalupe Books Reports - Research English This book proposes that children from non-English speaking families who are selected to serve as family interpreters perform at remarkably high levels when compared with others of their age, experience, and environment, and should be included in the federal definition of giftedness. The book reports on a research project carried out with young Latino bilingual interpreters. Chapter 1 offers an overview of definitions of giftedness and a review of the literature on the exclusion of English language learners in programs for the gifted. Chapter 2 reviews the literature on bilingualism, interpretation, and translation, and the cognitive demands made in the process of interpretation. Chapter 3 reports on interviews with adult immigrants and young adolescents concerning needs for interpreters and criteria for evaluating the quality of an interpretation. Chapter 4 describes the scripted simulation procedure used in the study to evaluate performance of young interpreters and chapter 5 describes the performance of the young interpreters. Chapter 6 offers an interpretation of young interpreters' performances from the perspective of three conceptions of giftedness. The final chapter argues for the expansion of definitions of giftedness and describes the kinds of programs needed to nurture the abilities of Latino immigrant youth. (Contains approximately 260 references.) (DB) ED481408 Expanding Definitions of Giftedness: The Case of Young Interpreters from Immigrant Communities. The Educational Psychology Series. 2003-00-00 ISBN-0-8058-4051-8 246 Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430-2262 ($65). Tel: 800-926-6579 (Toll Free); Tel: 201-236-9500; Fax: 201-760-3735; e-mail: orders@erlbaum.com; Web site: http://www.erlbaum.com. N/A 2004 8/20/2004 00:02:12 RIEJUN2004

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No Autism Behavior Disorders Behavior Modification Elementary Secondary Education Emotional Disturbances Evaluation Methods Functional Behavioral Assessment Student Evaluation Breen, Michael J., Ed. Fiedler, Craig R., Ed. Books Collected Works - General English The 15 chapters in this book address behavioral approaches to the assessment of youth with emotional and/or behavioral disorders. Chapters have the following titles and authors: (1) "Behavioral Assessment: An Overview" (Catherine Stanger); (2) "Legal and Ethical Issues in the Educational Assessment and Programming for Youth with Emotional/Behavioral Disorders" (Craig R. Fiedler); (3) "Conducting Functional Behavioral Assessments and Designing Behavior Intervention Plans for Youth with Emotional/Behavioral Disorders" (Thomas A. Fischer); (4) "Interviewing Children, Parents, and Teachers" (Stephanie H. McConaughy); (5) "Interpreting Child-Behavior Questionnaires" (Michael J. Breen and others); (6) "Parent-, Teacher-, and Youth-Completed Child-Behavior Questionnaires" (Michael J. Breen); (7) "Youth-Completed and Narrow-Band Child-Behavior Questionnaires" (Tanya L. Eckert and others); (8) "Targeting Behaviors and Their Methods for Recording Their Occurrences" (John W. Maag); (9) "Internalizing Disorders: Mood and Anxiety Disorders" (Terri L. Shelton and others); (10) "Disruptive Behavior Disorders" (Ross W. Greene and J. Stuart Ablon); (11) "Autism Spectrum Disorders: Assessment Options and Strategies" (Richard L. Simpson and others); (12) "Assessing Culturally and Linguistically Different Children with Emotional and Behavioral Problems" (Ronald L. Nuttall and Lauren Mathisen); (13) "Assessment of Social-Emotional Development in Young Children" (Libby G. Cohen and others); (14) "Building Family-School Relationships during the Assessment and Intervention Process" (Denise Clark and Craig r. Fiedler); and (15) "Integrating Interviews, Observations, Questionnaires, and Test Data Relationships among Assessment, Placement, and Intervention" (Thomas J. Huberty). (Individual chapters contain references.) (DB) ED481409 Behavioral Approach to Assessment of Youth with Emotional/Behavioral Disorders: A Handbook for School-Based Practitioners. Second Edition. 2003-00-00 ISBN-0-89079-909-1 671 PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897 (Order no. 10006, $51). Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site: http://www.proedinc.com. N/A 2004 8/20/2004 00:02:14 RIEJUN2004 See ED 399 743 for the first edition.

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No Business Elementary Secondary Education Measures (Individuals) Psychology Test Format Test Norms Test Reliability Test Selection Test Validity Tests Maddox, Taddy, Ed. Books Reference Materials - Directories/Catalogs English This directory describes tests available for use by psychologists, educators and human resource personnel in businesses. Each of the three main sections is divided into subsections. Psychology contains 21 subsections; Education, 49 subsections; and Business, 20 subsections. The tests within each subsection are listed alphabetically by title. Each test entry is structured as follows: test title and author/s; copyright date; population for which the test is intended; a purpose statement; a brief description highlighting the test's major features; format information; scoring method; relevant cost and availability information; and primary publisher. Five indexes are provided: an index of publishers; an index of publishers not in the fifth edition (but in the previous edition); an index of tests not in this edition); an index of authors; and an index of test titles. (DB) ED481410 Tests: A Comprehensive Reference for Assessments in Psychology, Education, and Business. Fifth Edition. 2003-00-00 ISBN-0-89079-908-3 581 PRO-ED, Inc., 8700 Shoal Creek Blvd., Austin, TX 48757-6897 (Order no. 9622, $76). Tel: 800-897-3202 (Toll Free); Fax: 800-397-7633 (Toll Free); Web site: http://www.proedinc.com. N/A 2004 8/20/2004 00:02:16 RIEJUN2004 See ED 409 678 for an earlier edition.

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Yes Critical Thinking Elementary Secondary Education Graduate Study Higher Education Language Teachers Literacy Education Literature Reading Skills Second Language Instruction Second Language Learning Scott, Virginia M., Ed. Tucker, Holly, Ed. Books Collected Works - General English This monograph offers eight papers in four sections. Section 1, "Renewed Debates," includes "The Gordian Knot: Language, Literature, and Critical Thinking" (Jean Marie Schultz). Section 2, "Colleagues in Dialogue," includes "Developing Literacy and Literary Competence: Challenges for Foreign Language Departments" (Heidi Byrnes and Susanne Kord) and "Crossing the Boundaries between Literature and Pedagogy: Perspectives on a Foreign Language Reading Course" (Joanne Burnett and Leah Fonder-Solano). Section 3, "Language, Literature, and Pedagogy," includes "Rethinking Foreign Language Literature: Towards an Integration of Literature and Language at All Levels" (Diana Frantzen); "Reading the Patterns of Literary Works: Strategies and Teaching Techniques" (Janet Swaffar); "Teaching Literacy Texts at the Intermediate Level: A Structured Input Approach" (Stacey Katz); and "A Stylistic Approach to Foreign Language Acquisition and Literary Analysis" (William Berg and Laurey K. Martin-Berg). Section 4, "From Scholar to Teachers," features "Research into the Teaching of Literature in a Second Language: What It Says and How to Communicate It to Graduate Students" (Elizabeth Bernhardt). (SM) ED481411 SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes. 2001-00-00 ISBN-083842466-X 234 Heinle & Heinle, A Division of Thomas Learning, Inc., 25 Thompson Place, Boston, MA 02210. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 8/20/2004 00:02:19 RIEJUN2004 Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs. For individual chapters, see FL 027 850-57.

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Yes Change Strategies Critical Thinking Educational Change Higher Education Literacy Education Literature Second Language Instruction Teaching Methods Schultz, Jean Marie Information Analyses Reports - Descriptive English This chapter contains a dialogue that challenges philosophical and practical divisions both inside and outside the academy regarding the development of literacy and literary competence in foreign language departments. It also describes curricular revisions that address those divisions. One author crafts an argument for reform based on the notion that a thorough rethinking of the understanding of the nature of language is required. Rather than continuing to support educational practices that separate language and knowledge, the author proposes that pedagogical approaches must reflect an understanding of language as a humanly constructed meaning-making model of reality. This understanding of language as a social semiotic presumes an integration of language and knowledge that can shape a new understanding of the nature of language and literacy. To illustrate how these concepts play out in the classroom setting, the other author outlines a course that achieves a symbiosis of content and language instruction--a course in which students are encouraged to evolve beyond communicative goals to achieve nuanced interpretations of literary texts and, by extension, human experiences. The authors weave an argument for curricular reform that integrates language and content at all levels of instruction. (Contains 76 references.) (SM) ED481412 The Gordian Knot: Language, Literature, and Critical Thinking. 2001-00-00 30 N/A 2004 8/20/2004 00:02:22 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes College Faculty Cooperation Educational Change Higher Education Language Teachers Literature Reading Skills Second Language Instruction Teaching Methods Byrnes, Heidi Kord, Susanne Reports - Descriptive Content Area Teaching English This chapter provides a dialogue between two teachers that challenges philosophical and practical divisions both inside and outside the academy regarding the development of literacy and literary competence in foreign language departments. It also describes curricular revisions at their institution that address those divisions. One teacher crafts an argument for reform based on the notion that a thorough rethinking of the understanding of the nature of language is required. Rather than continuing to support educational practices that separate language and knowledge, the author proposes that pedagogical approaches must reflect an understanding of language as a humanly constructed meaning-making model of reality. This understanding of language as a social semiotic presumes an integration of language and knowledge that can shape a new understanding of the nature of language and literacy. To illustrate how these concepts play out in the classroom setting, the other teacher outlines a course that achieves a symbiosis of content and language instruction--a course in which students are encouraged to evolve beyond communicative goals to achieve nuanced interpretations of literary texts and, by extension, human experiences. The teachers weave an argument for curricular reform that integrates language and content at all levels of instruction. (Contains 76 references.) (SM) ED481413 Developing Literacy and Literacy Competence: Challenges for Foreign Language Departments. 2001-00-00 39 N/A 2004 2016-11-21

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Yes French Higher Education Language Teachers Literature Reading Skills Second Language Instruction Spanish Teacher Collaboration Teaching Methods Burnett, Joanne Fonder-Solano, Leah Reports - Descriptive English This article presents a methodological comparison of beliefs and practices with regard to teaching a third-year introduction to reading and literature course. It reviews the different educational backgrounds of the teachers--one in foreign language acquisition and the other in literary study--and describes their different approaches to teaching the same kind of course. The teachers discovered that even though they had worked and socialized together for over years before initiating the study, they both held several erroneous assumptions about the other's teaching. In confronting both their similarities and differences, the teachers demonstrate how engaging in dialogue leads to discovery, appreciation, and collegiality. Ultimately, their dialogue provides concrete evidence of the positive results of opening up one's classroom to a colleague with a different background and approach. An appendix presents a description of an Introduction to Hispanic Literature course and a Reading in French course. (Contains 43 references.) (SM) ED481414 Crossing the Boundaries between Literature and Pedagogy: Perspectives on a Foreign Language Reading Course. 2001-00-00 33 N/A 2004 8/20/2004 00:02:27 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes Curriculum Development Educational Research Grammar Higher Education Interdisciplinary Approach Literature Reading Skills Second Language Instruction Speech Skills Teacher Collaboration Teacher Researchers Writing Skills Frantzen, Diana Information Analyses Reports - Descriptive Collaborative Research English This article discusses ways that the instruction of literature might be altered in undergraduate language and literature courses alike. It considers a broad spectrum of possibilities that may inspire different attitudes about the use of literature in foreign language classes at all levels, discussing how students can learn to analyze the ways that certain grammatical choices affect meaning and arguing for the development of language skills--particularly reading, speaking, and writing--through advanced levels of study. It focuses on the following: the use of literature in lower-level and language-focused classes; the use of literature in advanced grammar and composition classes; the value of incorporating second language acquisition (SLA) research findings and language program techniques into literature classes; models for incorporating linguistic analysis of literature into classes at various levels of instruction; and common ground for curricular development and interdisciplinary collaborative research. (Contains 60 references.) (SM) ED481415 Rethinking Foreign Language Literature: Towards an Integration of Literature and Language at All Levels. 2001-00-00 23 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Higher Education Literature Reader Text Relationship Reading Comprehension Reading Instruction Reading Skills Second Language Instruction Teaching Methods Swaffar, Janet Reports - Descriptive English This essay suggests a foreign language (FL) pedagogy for teaching literature to beginning students that creates strong readers equipped with strategies to undertake independent interpretations of literary works. It endorses a top-down processing that teaches students to attend to patterns of textual messages. Students use an "r+1" approach (the "r" component assumes a reading process that reconstructs the macropatterns of a text out of recognizable details, and the "1" component is reflected in the discovery process that this reconstruction involves). Students learn to reconstruct macropatterns through a discovery process that explicitly encourages them to try out their own hypotheses. In this discovery process, which involves language exercises that are in textual context, the teacher serves as a guide rather than an expert. The paper emphasizes that there are no right answers, just processes of reading. It shows how students can learn to consider objectively the space between what a text says and what a reader perceives it to say. It asserts that using this approach makes novice readers aware of the possible discrepancies between their expectations and the information in a literary text, thereby integrating literary study into language acquisition. (Contains 25 references.) (SM) ED481416 Reading the Patterns of Literacy Works: Strategies and Teaching Techniques. 2001-00-00 25 N/A 2004 8/20/2004 00:02:33 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes Class Activities Communicative Competence (Languages) Elementary Secondary Education Higher Education Linguistic Input Literature Poetry Second Language Instruction Teaching Methods Katz, Stacey Reports - Descriptive English This article proposes a model for sensitizing students to the richness of literary texts based on Lee and VanPatten's (1995) structured input/output approach to teaching foreign languages (FL). It begins by discussing the difficulties and challenges of intermediate-level FL courses, noting that the concept of "bridge courses" may be faulty because it ignores the students who do not pursue language study beyond the intermediate level. The model, using structured input and output activities, focuses on a communicative approach to teaching literary texts that can enhance the language learning experience for students with different levels of language proficiency and varied reasons for studying FL. The article provides examples of this approach by presenting several input and output activities for teaching a poem and a narrative text. It concludes by affirming the importance of incorporating student-centered communicative strategies when teaching literary texts and challenging the profession to develop these kinds of activities for the benefit of both novice and experienced teachers. (Contains 23 references.) (SM) ED481417 Teaching Literary Texts at the Intermediate Level: A Structured Input Approach. 2001-00-00 18 N/A 2004 8/20/2004 00:02:35 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes Elementary Education Evaluation Methods Films Lesson Plans Middle Schools Popular Culture Reading Instruction Student Motivation Teaching Methods Writing Instruction Roth, Sharon Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English In today's culture, students are bombarded with movies based upon literature. Instead of assuming that students will watch the movie rather than reading the book, this lesson plan takes advantage of this phenomena by asking students to compare and contrast books with their movie counterparts and write for variety of authentic purposes. During five 40-minute sessions, students will: be able to identify the characters, setting, plot, and climax in a book and in the movie based upon the book; be able to describe how the elements of the book and movie are alike and different; hypothesize why movie makers might have decided to alter characteristics in the book; and write for a specific purpose with an authentic audience. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A compare and contrast worksheet, a rubric template, and book and movie lists are attached. (PM) ED481418 Get the Reel Scoop: Comparing Books to Movies. 2002-12-06 Practitioners Students Teachers 11 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:02:38 RIEJUN2004

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Yes Cultural Awareness Higher Education Language Styles Literary Criticism Literary Styles Literature Second Language Instruction Teaching Methods Berg, William J. Martin-Berg, Laurey K. Reports - Descriptive English This paper discusses an approach to teaching third college year "bridge" courses, showing that students in a course that focuses on language and culture as well as students in an introductory course on literary analysis can benefit from using a stylistic approach to literacy texts to understand both form and content. The paper suggests that a stylistic approach teaches students how to look for and interpret stylistic dimensions of a text. It illustrates this approach by showing how students can compare two versions of the fairy tale, "Sleeping Beauty" (a 17th century version and a modern version for children), in order to uncover grammatical and semantic differences between the texts. In another example, it demonstrates that by comparing the first sentence of Flaubert's short story, "Un Coeur Simple," with a teacher-generated reformulated first sentence, students in an introduction to literary analysis class can learn how to use semantic analyses to gain a deeper understanding of literature. (Contains 26 references.) (SM) ED481419 A Stylistic Approach to Foreign Language Acquisition and Literary Analysis. 2001-00-00 20 N/A 2004 8/20/2004 00:02:40 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes Elementary Secondary Education Graduate Students Higher Education Language Teachers Literature Preservice Teacher Education Second Language Instruction Student Centered Curriculum Student Teachers Bernhardt, Elizabeth Reports - Descriptive English This paper asserts that graduate students in foreign language departments need to be prepared to teach language and literature, suggesting that in the traditional literature class, there is a focus on content rather than on the students and that graduate students can be taught to adapt the student-centered approaches typical of the language classroom to the literature classroom. It explains that graduate students are often socialized into the "lang-lit split" in the traditional methods course and that it is important to help them "see that the acts of language and literature teaching are far more alike than they are different." Finally, the paper proposes that the collaboration between language and literature can begin with a change in approach to training of future teachers. (SM) ED481420 Research into the Teaching of Literature in a Second Language: What It Says and How To Communicate It to Graduate Students. 2001-00-00 17 N/A 2004 8/20/2004 00:02:42 RIEJUN2004 In: SLA and the Literature Classroom: Fostering Dialogues. Issues in Language Program Direction: A Series of Annual Volumes; see FL 027 849.

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Yes Classroom Environment Emergent Literacy Invented Spelling Lesson Plans Peer Evaluation Primary Education Self Evaluation (Individuals) Student Attitudes Student Motivation Teaching Methods Writing Instruction Powers, Patricia A. Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This "weekend news" writing activity gives students the opportunity to recall personal events and write about them. The writing is done in a nonthreatening environment, which helps students develop writing fluency and apply what they already know about spelling and other language conventions. Students create a set of criteria with which to self-assess their writing. During a weekly session, students will: apply their knowledge of writing in a nonthreatening environment; apply their knowledge of spelling to their writing; apply their knowledge of sentence structure and punctuation; self-assess and edit their own writing; and share their writing with their peers. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A sample chart is attached. (PM) ED481421 Get Writing With "Weekend News!" 2003-03-15 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:02:44 RIEJUN2004

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Yes Cooperative Learning Critical Thinking Evaluation Methods Independent Study Lesson Plans Phonics Primary Education Reading Instruction Writing Instruction Rosen, Michelle Guides - Classroom - Teacher Onsets and Rimes MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This phonics lesson offers a clear instructional format for teaching onset and rime. The "ig" rime is demonstrated through the use of literature, independent and cooperative learning, critical thinking, and hands-on activities. Instruction is conducted in both an explicit and implicit manner. During two to three 40-minute sessions, students will: recognize the "ig" rime in words; brainstorm words with the "ig" rime; find "ig" words in literature; and use the "ig" words that they learn in their own writing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (PM) ED481422 Getting the "ig" in Pig: Helping Children Discover Onset and Rime. 2003-02-19 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Communication Skills Cooperative Learning Evaluation Methods Lesson Plans Mathematics Instruction Primary Education Problem Solving Reading Comprehension Word Problems (Mathematics) Goularte, Renee Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Primary students solve "oversized" story problems using drawings, equations, and written responses, helping them understand the links between the language of story problems and the numerical representations of matching equations. The activity also includes oral language and reflective writing, thus bringing together a variety of language experiences into mathematics work. During one 30-minute and one 60-minute session, students will: participate in a shared problem-solving activity; collaborate in small groups to develop a problem-solving strategy; use drawings, words, and equations to model solutions to story problems; effectively and clearly explain their problem-solving strategies to other students; and write about and reflect on their problem-solving strategies. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A sheet of sample story problems is attached. (PM) ED481423 Giant Story Problems: Reading Comprehension through Math Problem Solving. 2003-06-02 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:02:51 RIEJUN2004

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Yes Cooperative Learning Evaluation Methods Illustrations Intermediate Grades Lesson Plans Memory Middle Schools Personal Writing Thinking Skills Writing Instruction Schulze, Patricia Guides - Classroom - Teacher National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. MarcoPolo Education Foundation. English This is a prewriting activity for personal memoir or autobiographical writing. Grade 6-8 students brainstorm for important memories, create graphics or symbols for their most important memories, and construct a life map on tag board or construction paper, connecting drawings and captions of high and low points with a highway. During four 50-minute sessions, students will: identify key moments, people, and places in their lives; create an evaluative scale, from high points to low points, ranking the key moments; order key moments in chronological order; and create illustrations and text that relate to the key moments. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A rubric graphic life map and a roadmap of life are attached. (PM) ED481424 Graphic Life Map. 2003-01-13 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:02:53 RIEJUN2004

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Yes Community Involvement Developmental Programs Higher Education Models Program Descriptions Program Evaluation Public Policy Student Participation Ball, William J. Reports - Descriptive Speeches/Meeting Papers College of New Jersey Program Objectives English The Leadership in Public Affairs program at the College of New Jersey has begun to implement a developmental model designed to increase the community and political engagement of students. The primary tool to achieve these ends is public policy-oriented, community-based research (CBR). To date, two courses and a student fellowship based on policy-oriented CBR have been piloted. The next stage is implementing the components as a developmental sequence. This paper outlines the objectives of the program, describes its components, and presents some initial assessment results that are compared to analysis of findings from other studies. The paper stresses that, while providing extended policy-oriented CBR experience within single courses has produced promising initial results, moving to a developmental model significantly strengthens the program and increases the positive impacts on community and political engagement. It points out that the true leap to a developmental program occurs in the 2003-2004 academic year when students who have completed at least one of the CBR courses will be invited to assume leadership positions. (Contains 14 references and 2 tables.) (BT) ED481425 Using Public Policy-Oriented Community-Based Research to Boost Both Community and Political Engagement. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Critical Pedagogy Cultural Pluralism Curriculum Development Higher Education Liberalism Multicultural Education Political Correctness Political Science Teaching Models Lee, Theresa Man Ling Opinion Papers Speeches/Meeting Papers Social Justice English It is in the intellectual context of current attacks on liberalism that multiculturalism gains its currency as a progressive movement. Liberal theorists argue that multiculturalism can be justified as a quintessential liberal principle that entitles ethnic minorities to certain cultural rights that may otherwise be denied to individuals "qua" individuals. Multiculturalism is interpreted one way in Canada and another way in the United States. Regardless of whether people use multiculturalism in a narrow or expansive sense, multiculturalism is widely accepted as the framework within which social justice is to be negotiated in a pluralistic society. Among the most concrete signs of the combined impact of the political correctness debate and multiculturalism is the intense politicization of curriculum reform in institutions of higher learning in recent years, particularly in the United States. Beyond the postmodernist rhetoric, there is a growing recognition that the traditional curriculum of liberal education is too focused on Western civilizations, often at the expense of other non-Western civilizations. Against these changes, this paper attempts to go beyond the canon debate. The paper is most interested not in what is taught, but in how it is taught. It argues that it is the moral obligation of teachers to ensure that the exposure to a variety of cultural traditions and perspectives is an ongoing process that is not confined to a particular course or program. It does not favor an approach which adopts multiculturalism as the form of critical pedagogy. (Contains 40 notes.) (BT) ED481426 Multiculturalism as a Pedagogical Approach. 2003-08-00 30 N/A 2004 2016-11-21

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Yes Foreign Countries Models School Effectiveness School Role Social Capital Social Science Research Plagens, Gregory K. Reports - Research Speeches/Meeting Papers Italy North Carolina Research Replication School Performance Indicators Theoretical Orientation Italy North Carolina English Scholars theorize that social contacts affect the productivity of individuals and groups. Robert Putnam claims to have found support for this theory in his studies of Italy and the United States. In each case he concludes that the presence of social capital generalized norms of trust and reciprocity is sufficient to predict progress on a variety of social indicators. Using demographic and public opinion data collected at the state level in the United States, Putnam links the performance of schools to his measure of social capital. Schools perform best where social capital is found in greater abundance. This paper attempts to replicate Putnam's findings using data from local communities in North Carolina. Since social contacts and social capital occur at the local level between individuals and groups in a community, a logical extension of Putnam's work is to verify that these relationships exist locally. Using data from the 100 counties of North Carolina, the following hypotheses were proposed and tested: students score higher on statewide tests in school districts where social contact is greater among residents; and (2) students drop out of school at lower rates in school districts where social contact is greater among residents. If local evidence exists to support the claim that social contacts matter, then what programs governments fund in the name of social progress may need to be reconsidered. (Contains 19 references and 3 tables.) (Author/BT) ED481427 Social Capital and School Performance: A Local-Level Test. 2003-08-00 30 N/A 2004 2016-11-21

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Yes Charter Schools Classification Educational Research Elementary Education Henig, Jeffrey R. Holyoke, Thomas T. Brown, Heath Lacireno-Paquet, Natalie Reports - Research Speeches/Meeting Papers Market Research Mission Orientation Multistate Surveys English Much of the literature on charter schools treats them as an undifferentiated mass. A typology of charter schools grounded in the norms, traditions, and perspectives of the founding organization or organizers is presented and tested in this paper. It is suggested that there are two broad categories of charter founders: (1) those who are more mission oriented, and (2) those who are more market oriented. These categories are further disaggregated into subtypes. Using data from a multistate survey of charter schools, the typology is tested by examining charter school behaviors related to choosing a theme and targeting, deciding upon the size and grade configuration, and marketing and market research behavior. Results were mixed. In some areas, evidence of a strong distinction between charter schools based on founder type was found. On the whole, little evidence of significant differences among the various types of mission oriented charter schools was found. Charter schools do not seem to engage in systematically different patterns of targeting, marketing, or market research behavior based on school type. It may be that the external environments in which schools operate, and core educational tasks that all schools must accomplish, impose similar patterns of behavior on charter schools regardless of their different organizational roots. (Contains 65 references, 27 notes, 1 figure, and 11 tables.) (Author/BT) ED481428 The Influence of Founder Type on Charter School Structures and Operations. 2003-08-00 Spencer Foundation, Chicago, IL. 58 N/A 2004 2016-11-21

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Yes Catholics Christianity Democracy Foreign Countries Islam Muslims Political Attitudes Questionnaires Religious Factors Surveys Dowd, Robert A. Reports - Research Speeches/Meeting Papers Tests/Questionnaires Political Action Political Culture English Many theorists have argued that western Christianity and Islam affect political culture in different ways, and that western Christianity is more conducive to the rise of a democratic culture than is Islam. This paper argues that the difference between Christianity and Islam in terms of the type of political culture they encourage, is largely exaggerated. In Sub-Saharan Africa, the paper finds a significant correlation between religious diversity and democratization. It develops an argument to explain the correlation and test it on the results of a survey of Roman Catholics and Muslims in Kenya conducted during 2002. The paper finds that the effect of religious involvement on political actions and attitudes depends less on whether an individual is a Catholic or a Muslim than on where an individual is a Catholic or a Muslim. It finds that Roman Catholics and Muslims who are more religiously involved in the most religiously diverse settings are more politically active and supportive of democracy than Roman Catholics and Muslims who are just as religiously involved in less religiously diverse settings. It finds that, in religiously diverse settings, religious involvement is often a more powerful predictor of political actions and attitudes than other factors usually thought to be more important, such as gender, age, education, and income. Appended is the survey questionnaire. (Contains a 125 references, 26 notes, and 15 tables.) (Author/BT) ED481429 Christianity, Islam, and Political Culture: Lessons from Sub-Saharan Africa in Comparative Perspective. 2003-08-00 75 N/A 2004 2016-11-21

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Yes Comparative Analysis Computer Assisted Instruction Course Evaluation Geography Instruction Higher Education Introductory Courses Online Courses Physical Geography Pretests Posttests Student Surveys Rodrigue, Christine M. Reports - Evaluative Speeches/Meeting Papers California State University Long Beach English In the fall of 2000, the educator/author of this paper volunteered to teach the first completely online geography course at California State University Long Beach (CSULB), an introductory physical geography section. In spring 2001, she offered one section of the class online and another in the traditional lecture/lab format and decided to do a pretest/posttest study of the two sections to assess the differences in outcomes. The pretest consisted of 30 questions drawn from the four examinations given in the class, which were given to the students without prior announcement in their first meetings. Results were predictably terrible, but there was no statistically significant difference between the two groups of students. At the end of the semester, the overall class means and standard deviations were evaluated. The online class scored less than the lecture/lab section, but the difference was not statistically meaningful. (Author/BT) ED481430 Assessment of an Experiment in Teaching Geography Online. 2002-05-00 8 N/A 2004 2016-11-21

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Yes Educational Objectives Elementary Education Evaluation Methods Lesson Plans Reading Instruction Student Interests Student Journals Student Research Vocabulary Development Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson uses students' areas of interest both in and out of school to generate personalized vocabulary lists. Working in small groups, grade 3 to 5 students select their own vocabulary words and research their meanings. In a culminating activity that uses text and illustration, each student will create a "My World of Words Journal." During three 45-minute sessions, students will: use print and nonprint sources from their environment to generate vocabulary lists based on their own interests; create individual journals that will include a comprehensive definition of each word; and work collaboratively to research and compile information pertaining to vocabulary lists. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A "Words I Want to Learn More About" worksheet and a World of Words Journal are attached. (PM) ED481431 My World of Words: Building Vocabulary Lists. 2002-12-20 Practitioners Students Teachers 9 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:03:10 RIEJUN2004

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Yes American Indian Studies Colonial History (United States) Critical Reading Cultural Background Educational Objectives Ethnic Bias Evaluation Methods Lesson Plans Middle Schools Mythology Racial Bias Reading Instruction Reading Strategies Student Attitudes Thinking Skills Gardner, Traci Guides - Classroom - Teacher Thanksgiving MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Behind every myth are many possible truths allowing us to discover who we were as peoples and who we are today. By exploring myths surrounding the Wampanoag, the pilgrims, and the "First Thanksgiving," this lesson asks students to think critically about commonly believed myths regarding the Wampanoag Indians in colonial America. During three 50-minute sessions, grade 6-8 students will: develop strategies for critically examining the origin and characteristics of myth; develop an awareness of the diversities, similarities, and values in various Native American cultural and story traditions; develop awareness of racist and biased language and its impact on readers over centuries; and develop strategies for examining messages for racial and cultural bias. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A presentation rubric; a list of common myths about Thanksgiving; a group assignment; and a follow-up writing assignment are attached. (PM) ED481432 Myth and Truth: The First Thanksgiving. 2003-02-28 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Critical Reading Cultural Background Educational Objectives Elementary Education Evaluation Methods Lesson Plans Mythology Reading Instruction Reading Strategies Revolutionary War (United States) Thinking Skills Gardner, Traci Guides - Classroom - Teacher Independence Day MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Most Americans think of the Fourth of July as Independence Day, but is it really the day the U.S. declared and celebrated independence? By exploring myths and truths surrounding Independence Day, this lesson asks students to think critically about commonly believed stories regarding the beginning of the Revolutionary War and the Independence Day holiday. During three 50-minute sessions, students will: develop strategies for critically examining the origin and characteristics of myth; develop an awareness of the diversities, similarities, and values in various cultural and story traditions related to the American Revolution; and develop strategies for examining messages for bias and missing information. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. An Independence Day Book List; a list of common myths about the Fourth of July; a group assignment; and a presentation rubric are attached. (PM) ED481433 Myth or Truth: Independence Day. 2003-06-13 Practitioners Students Teachers 10 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Educational Objectives Evaluation Methods Lesson Plans Letters (Alphabet) Phoneme Grapheme Correspondence Primary Education Reading Instruction Student Motivation Egawa, Kathy Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson plan invites primary students to share their letter/sound knowledge in a small group and gives teachers an opportunity to assess knowledge in a meaningful context. Working with name cards, students share observations about their names and the names of their classmates. Extensions are appropriate for a range of primary-aged students. During two 15-minute sessions, students will: share their knowledge of letter and sounds, prompted by their names; make connections between their names/knowledge and that of their peers; make connections between personal print knowledge and the available print in the classroom setting; and demonstrate knowledge of letters "in context." The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. (PM) ED481434 Name Talk: Exploring Letter-Sound Knowledge in the Primary Classroom. 2002-11-13 Practitioners Students Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:03:18 RIEJUN2004

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Yes American Indian Culture American Indian Studies American Indians Childrens Literature Discussion (Teaching Technique) Educational Objectives Elementary Education Evaluation Methods Internet Lesson Plans Reading Instruction Small Group Instruction Student Motivation Reese, Debbie Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Through this lesson, teachers can use children's nonfiction books and the Internet to help their students develop accurate, substantive information about Native American people in the present day. During one 50-minute session, students will: participate in critical discussions about their knowledge of Native Americans; work cooperatively in small groups; access and gather information from Internet Web sites about Native Americans; and share information with others through discussion. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A present-day Native American book list and an ERIC Digest,"Teaching Young Children about Native Americans" (Debbie Reese), are attached. (PM) ED481435 Native Americans Today. 2002-12-06 Practitioners Students Teachers 11 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:03:21 RIEJUN2004

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Yes Bibliotherapy Childrens Literature Classroom Techniques Elementary Education Literacy Reading Achievement Reading Materials Reading Motivation Ediger, Marlow Guides - Non-Classroom Opinion Papers Purpose (Reading) English The United States ranked ninth among 35 nations in an international study among students in reading, as reported by the Progress in International Reading Literacy. Standards keep going up for students in reading achievement. Literature books for children must be rewritten in keeping up with the times in a demanding school and societal environment. Children need to be motivated to read increasingly challenging reading materials. Authors of children's books must keep in mind that today's children are more sophisticated than before. To assist students in their reading achievement: the school library needs to have many and diverse books; quality sequence in reading materials must be in evidence; it should be remembered that students have diverse purposes in reading and that student purposes in reading need careful consideration; and meaningful reading materials need to be in the offing. This paper also discusses the following: different approaches to teaching literacy; bibliotherapy in literature; and the computer and children's literature. The paper notes that for students to reach higher expectations, they need to be challenged and motivated, not forced to achieve at a higher level. (Contains 10 references.) (NKA) ED481436 Challenge in Children's Literature. 2003-09-05 10 N/A 2004 2016-11-21

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Yes Constructivism (Learning) Cooperative Learning Discovery Learning Educational Practices Educational Trends Elementary Education Invented Spelling Journal Writing Language Arts Portfolios (Background Materials) Scientific Research Teacher Role Ediger, Marlow Guides - Non-Classroom Information Analyses Opinion Papers Reflective Thinking English Teachers need to stay abreast of the latest trends in the language arts to offer an updated curriculum. The language arts areas are vital in each academic discipline and integrate well with diverse subject matter areas. Some common trends when reading the literature on teaching the language arts are: portfolios; journaling; computerized reading programs; time for pupil reflection on what has been learned; holism in reading instruction; writing using invented spelling; emphasis on constructivism as a philosophy of instruction; importance of scientific research to ascertain good teaching practices; pupils' learning by discovery; cooperative learning; and emphasis on integration of content. (Contains 12 references.) (NKA) ED481437 Recent Trends in the Language Arts. 2003-09-19 10 N/A 2004 2016-11-21

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No Classroom Techniques Educational Practices Elementary Secondary Education Instructional Effectiveness Language Arts Literacy Reading Comprehension Reading Instruction Reading Research Morrow, Lesley Mandel, Ed. Gambrell, Linda B., Ed. Pressley, Michael, Ed. Books Collected Works - General Reports - Research English Now revised and updated, this book's second edition aims to guide teachers in providing effective, engaging literacy instruction that meets the challenges of today's legislative mandates. Identified in the book are principles of best practice that reflect cutting-edge scientific research as well as decades of hands-on classroom experience. Following an Introduction by the editors, articles under Part I--Perspectives on Exemplary Practices in Literacy--are: (1) "Principles of Best Practice: Finding the Common Ground" (Susan Anders Mazzoni and Linda B. Gambrell); and (2) "Toward a More Complex View of Balance in the Literacy Curriculum" (P. David Pearson and Taffy E. Raphael). Articles under Part II--Strategies for Learning and Teaching--are: (3) "Current Practices in Early Literacy Development" (Lesley Mandel Morrow and Elizabeth Asbury); (4) "What Research Says about Teaching Phonics" (Patricia M. Cunningham); (5) "Best Practices in Vocabulary Instruction: What Effective Teachers Do" (Camille L.Z. Blachowicz and Peter J. Fisher); (6) "Best Practices in Comprehension Instruction" (Cathy Collins Block and Michael Pressley); (7) "Fluency in the Classroom: Strategies for Whole-Class and Group Work" (Melanie R. Kuhn); (8) "Building a Sound Writing Program" (Karen Bromley); (9) "Material Matters: Using Children's Literature to Charm Readers (or Why Harry Potter' and the 'Princess Diaries' Matter)" (Douglas Fisher; James Flood; Diane Lapp); (10) "Adolescent Literacy" (Lisa Patel Stevens and Thomas W. Bean); and (11) "Best Practices in Literacy Assessment" (Peter Winograd; Leila Flores-Duenas; Harriette Arrington). Under Part III--Special Issues--are these articles: (12) "Organizing Effective Literacy Instruction: Grouping Strategies and Instructional Routines" (D. Ray Reutzel); (13) "See It Change: A Primer on the Basal Reader" (Nancy L. Roser; James V. Hoffman; Norma J. Carr); (14) "Strategies for Literacy Development for Students with Disabilities" (Kim Baker and Richard L. Allington); (15) "Effective Use of Technology in Literacy Instruction" (Michael C. McKenna; Linda D. Labbo; David Reinking); and (16) "Achieving Best Practices in Literacy Instruction" (James W. Cunningham and Kimberly H. Creamer). (NKA) ED481438 Best Practices in Literacy Instruction. Second Edition. 2003-00-00 ISBN-1-57230-875-3 Practitioners Teachers 372 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0875, $28). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/20/2004 00:03:28 RIEJUN2004 Foreword by Dorothy S. Strickland.

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No Classroom Techniques Elementary Secondary Education English (Second Language) Instructional Effectiveness Professional Development Reading Comprehension Reading Instruction Reading Research Student Evaluation Sweet, Anne Polselli, Ed. Snow, Catherine E., Ed. Books Collected Works - General Reports - Research English This practical book grew out of a recent report written by the RAND Reading Study Group (RRSG), which proposed a national research agenda in the area of reading comprehension. In the book, RRSG members have expanded on their findings and translated them into clear recommendations to inform practice. The book explains research-based ways to plan effective instruction for students at all grade levels, meet the comprehension needs of English-language learners, promote adolescents' comprehension of subject-area texts, understand the complexities of comprehension assessment, and get optimal benefits from instructional technologies. Articles in the book are: (1) "Reading for Comprehension" (Catherine E. Snow and Anne Polselli Sweet); (2) "Comprehension Instruction: Adolescents and Their Multiple Literacies" (Donna E. Alvermann and A. Jonathan Eakle); (3) "The Reading Comprehension Development and Instruction of English-Language Learners" (Georgia Earnest Garcia); (4) "Individual Differences as Sources of Variability in Reading Comprehension in Elementary School Children" (Frank R. Vellutino); (5) "What Do Readers Need to Learn in Order to Process Coherence Relations in Narrative and Expository Text?" (Arthur C. Graesser; Danielle S. McNamara; Max M. Louwerse); (6) "Collaborative Approaches to Comprehension Instruction" (Annemarie Sullivan Palincsar); (7) "Concept-Oriented Reading Instruction: Practices of Teaching Reading for Understanding" (John T. Guthrie); (8) "Taking Charge of Reader, Text, Activity, and Context Variables" (Irene W. Gaskins); (9) "Electronic and Multimedia Documents" (Helen S. Kim and Michael L. Kamil); (10) "Professional Development in Reading Comprehension Instruction" (Janice A. Dole); (11) "Assessment of Reading Comprehension: Researchers and Practitioners Helping Themselves and Each Other" (Catherine E. Snow); and (12) "A Research Program for Improving Reading Comprehension: A Glimpse of Studies Whose Findings Will Aid the Classroom Teacher in the Future" (Anne Polselli Sweet). (NKA) ED481439 Rethinking Reading Comprehension. Solving Problems in the Teaching of Literacy. 2003-05-00 ISBN-1-57230-892-3 243 Guilford Publications, Inc., Dept. 3R, 72 Spring St., New York, NY 10012 (Catalog no. 0892, $24). Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/20/2004 00:03:30 RIEJUN2004

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No Case Studies Classroom Techniques English Instruction Literacy Secondary Education Spelling Spelling Instruction Sipe, Rebecca Bowers Putnam, Dawn Reed-Nordwall, Karen Roseware, Tracy Walsh, Jennifer Books Guides - Classroom - Teacher Spelling Errors Spelling Growth English Challenged spellers in middle and high school are hit with a "triple whammy." They cannot spell, traditional strategies do not help them, and poor spelling often inhibits their writing. This book offers teachers ways to identify students' problems within the context of writing and the appropriate strategies to correct them in regular English classrooms. The book is the result of a collaboration of a former secondary teacher, two middle and two high school teachers, and their students. Based on literacy histories, placement inventories, visual memory tests, and analyses of student writing, the book: offers a detailed look at the literacy journeys of challenged spellers through student work, vignettes, and interviews; describes four categories of challenged spellers and their relationship with overall literacy investment; identifies the pitfalls of "too little, too shallow, too fast" practices, including familiar but ineffective lists and tests; expands basic spelling knowledge within the constraints of the regular English curriculum; steps inside the classrooms of these teacher-researchers as they put their strategies into practice; and includes tools, resources, and other materials for immediate use in teaching. Additionally, the book provides ideas and cautions for addressing spelling at the classroom, school, and district levels, plus step-by-step plans for supporting departmental- and school-based discussions about spelling instruction. Contains 46 references. Appendixes contain charts, logs, rubrics, word lists, spelling rules, frequently confused homophones, and a 21-item annotated bibliography of resources. (NKA) ED481440 They Still Can't Spell? Understanding and Supporting Challenged Spellers in Middle and High School. 2003-00-00 ISBN-0-325-00539-7 Practitioners Teachers 192 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($21). Tel: 603-431-7894; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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Yes Action Research Content Area Writing Elementary Education Instructional Effectiveness Journal Writing Student Journals Writing Achievement Writing Attitudes Writing Improvement Writing Instruction Gau, Elisabeth Hermanson, Jennifer Logar, Michele Smerek, Christine Dissertations/Theses Reports - Research Tests/Questionnaires English This report describes a program for improving student abilities and attitudes toward writing through increased writing time and opportunities. The targeted population consists of second, third, fourth, and fifth grade students at the elementary level in a growing middle class community located in the northwest suburban area of Chicago, Illinois. The lack of interest and ability of students to express themselves through writing will be documented through the use of data collected by surveys and Curriculum Based Measurement. Analysis of probable cause review of literature reveals that students exhibit a reluctance to write due to a lack of teacher training, poor teacher attitude, students' poor writing skills, students' low self-esteem, structure of the school day, gender biases, and students' learning disabilities. A review of solution strategies suggested by knowledgeable others, combined with an analysis in the problem setting, resulted in the selection of the following interventions: increasing writing time and journaling throughout the content areas to increase student motivation and writing abilities. Findings suggest that when students are given routine journal writing opportunities, as well as frequent opportunities to write throughout the content areas, their attitudes towards writing will improve and the amount they write will increase. Appendixes contain the student writing survey; curriculum based measurement prompts for each grade level; and consent letters. (Contains 30 references, 3 tables, and 27 figures.) (Author/RS) ED481441 Improving Student Attitudes and Writing Abilities through Increased Writing Time and Opportunities. 2003-05-00 62 N/A 2004 8/20/2004 00:03:35 RIEJUN2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Action Research Childrens Literature Grade 4 Instructional Effectiveness Intermediate Grades Reading Improvement Reading Instruction Reading Interests Reading Motivation Alden, Kristen C. Lindquist, Jane M. Lubkeman, Carrie A. Dissertations/Theses Reports - Research Tests/Questionnaires English The purpose of this project was to increase grade four students' reading motivation by helping them to develop a broader awareness of literary genres, and through participation in literature-based discussion activities. Approximately 71 students and 33 teachers participated. The following interventions were used: creating a literature rich classroom, conducting a reading interest survey, introducing a variety of genres, and book buddy discussion activities. The final outcome was that the students' motivation to read increased. The literature supported three main themes. One theme was that students who lack motivation do not take responsibility for their learning experience. Another theme was that reading skills are linked to the amount of time spent reading. Finally, basic skill training is still necessary beyond fourth grade, and if children are unmotivated and not reading successfully by fourth grade, they are likely to remain poor readers. The literature provided a variety of strategies to foster students' reading interest, and for this project, the following three were chosen. One strategy was using bibliotherapy to offer children a reference for their feelings about reading. Another strategy was to encourage literary discussion by creating a "book buddy" system. Finally, researchers created a goal-oriented program that incorporated literature-based activities to encourage reading interest. Having completed the interventions and data comparisons, the researchers concluded that there was an increase in students' reading motivation. The data was based on the pre-and post-intervention student interest surveys and the pre- and post-intervention activity choice measurements. Appendixes contain a reading tally sheet; a survey and a questionnaire; a 16-item annotated bibliography of children's literature; a reading log; book buddy interview questions; a book buddy lesson plan; and lesson plans and recording sheets for a "Novel Reflections" and "Current Events" activities. (Contains 57 references, 11 tables, and 22 figures.) (Author/RS) ED481442 Using Literature To Increase Reading Motivation. 2003-05-00 72 N/A 2004 8/20/2004 00:03:37 RIEJUN2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Elementary Secondary Education Foreign Countries Labor Turnover Teacher Persistence Teacher Recruitment Teacher Supply and Demand See, Beng Huat Gorard, Stephen White, Patrick Reports - Descriptive England Wales United Kingdom (England) United Kingdom (Wales) Cardiff Univ. (Wales). School of Social Sciences. English This paper is based on two studies of teacher recruitment and retention commissioned by the General Teaching Council of Wales and the ESRC. Using official statistics from a variety of secondary sources, it shows trends over time in teacher numbers in England and Wales and examines teacher vacancies, pupil-teacher ratios, and teacher wastage. It concludes that although individual indicators, examined in isolation, are an inadequate basis for assessments of the situation, there is no evidence in the data of any "crisis" of teacher supply or demand in Wales (or most of England). There are regional, occasional, and subject-specific disparities, but there are now more teachers than ever before, while the number of pupils in schools is falling. The paper, therefore, considers a variety of possible explanations for the widely held belief that there is a serious shortage of teachers. (Contains 50 references.) (Author/SM) ED481443 Teacher Demand: Crisis What Crisis? 2003-00-00 Nottingham Univ. (England). ESRC Centre for Research in Development, Instruction and Training. 33 N/A 2004 2016-11-21

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No Classroom Design Classroom Environment Classroom Techniques Elementary Secondary Education Large Group Instruction Small Group Instruction Space Utilization Standards Student Behavior Teaching Methods Teamwork Time Management McLeod, Joyce Fisher, Jan Hoover, Ginny Books Collected Works - General Association for Supervision and Curriculum Development, Alexandria, VA. English In this book, three veteran teachers show how teachers can make real improvements in their classroom by concentrating on basic skills. There are 13 chapters in three sections. The first section, "Time and Classroom Space" (Joyce McLeod), focuses on (1) "Setting Up the Classroom"; (2) "Managing Instructional Time"; (3) "Managing Administrative Tasks, Transitions, and Interruptions"; and (4) "Managing Teacher Time." The second section, "Student Behavior" (Jan Fisher), looks at (5) "Classroom Climate"; (6) "Establishing Standards, Rules, and Procedures"; (7) "Teaching Standards, Rules, and Procedures"; (8) "Reinforcement"; and (9) "The Backup System." The third section, "Instructional Strategies," includes (10) "Whole-Class Strategies"; (11) "Small-Group Strategies"; (12) "Working in Pairs"; and (13) "Working as an Individual." (Contains 69 bibliographic references.) (SM) ED481444 The Key Elements of Classroom Management: Managing Time and Space, Student Behavior, and Instructional Strategies. 2003-00-00 ISBN-0-87120-787-7 199 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714. Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 8/20/2004 00:03:42 RIEJUN2004

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No Colonialism Foreign Countries Geographic Regions Higher Education Instructional Materials Non Western Civilization Role Playing Secondary Education Social Studies World History World Problems Fox, Sarah Cleveland Guides - Classroom - Learner Guides - Classroom - Teacher Pakistan Policy Issues Conflict Management Great Britain India India Pakistan United Kingdom (Great Britain) Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies. English This document includes a student text and a teacher resource book. The student booklet provides an overview of the history of the Indian subcontinent, focuses on key events leading up to partition, and explores the origins of the conflict in Kashmir. It notes that to understand the conflict in Kashmir, people must examine the period of British colonial rule to understand why there are the countries of India and Pakistan today. The student booklet is divided into eight sections: (1) "Introduction: Behind a Conflict"; (2) "Part I: India's Early History"; (3) "Part II: From Reform to Independence; (4) "March 1946: The Moment of Decision"; (5) Positions in Brief"; (6) "Positions" (Position 1: The Cabinet Mission; Position 2: The Congress Party; Position 3: The Muslim League; Position 4: The Unionist Party; Position 5: The Sikhs Punjab); (7) "Epilogue: Partition and Beyond"; and (8) "Optional Reading: What Did Jinnah Want?" This booklet is part of a continuing series of curriculum resources on international public policy issues. The teacher resource book provides an overview of the history of the Indian subcontinent, focuses on the events leading up to partition, and explores the origins of the conflict in Kashmir. It contains a day-to-day lesson plan and student activities. The suggested lesson plan is divided into 11 sections: (1) "About the Choices Approach"; (2) "Note to Teacher"; (3) "Integrating This Unit into Your Curriculum"; (4) "Day One Understanding India's Early History"; (5) "Day Two From Reform to Independence"; (6) "Day Three Role Playing: Organization and Preparation"; (7) "Day Four Role Playing the Five Positions"; (8) "Day Five Epilogue: Partition and Beyond"; (9) "Key Terms"; (10) "Making Choices Work in Your Classroom"; and (11) "Alternative Three-Day Lesson Plan". (BT) ED481445 Indian Independence and the Question of Pakistan. [Student Text and] Teacher Resource Book. Choices for the 21st Century. 2003-05-00 National Endowment for the Humanities (NFAH), Washington, DC. United States Inst. of Peace, Washington, DC. ISBN-1-891306-58-8 Practitioners Students Teachers 96 Watson Institute for International Studies, Brown University, 111 Thayer Street - Box 1970 Providence, RI 02912 ($15 per teacher/student set). Tel: 401-863-2809; Web site: http://www.watsoninstitute.org/. N/A 2004 2016-11-21

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No Apartheid Colonialism Developing Nations Foreign Countries Higher Education Instructional Materials Role Playing Secondary Education Social Change World History Fox, Sarah Cleveland Guides - Classroom - Learner Guides - Classroom - Teacher Afrikaners Policy Issues South Africa South Africa Brown Univ., Providence, RI. Thomas J. Watson, Jr. Inst. for International Studies. English This document includes a student text and a teacher resource book. The student text booklet introduces students to precolonial and colonial South Africa and the development of apartheid. Students have the opportunity to evaluate decisions made by anti-apartheid activists and to reflect on South Africa's transition to a post-apartheid society. The booklet is divided into 10 parts: (1) "Introduction: A Negotiated Revolution"; (2) "Part I: Precolonial and Colonial South Africa"; (3) "Part II: Apartheid and Its Opposition"; (4) "The Moment of Decision"; (5) "Options in Brief"; (6) "Options" (Option 1: Continue Nonviolent Struggle with Multi-Racial Support; Option 2: Use Limited, Structured Violence with Communist Party Support; Option 3: Advocate Guerrilla War Tactics for Africans Alone); (7) "Epilogue: Becoming South Africa"; (8) "Chronology of South African History"; (9) "Supplementary Documents"; and (10) "Supplementary Resources". The booklet is part of a continuing series of curriculum resources on international public policy issues. The teacher resource book contains a day-by-day lesson plan and student activities. The suggested lesson plan is divided into 11 sections: (1) "About the Choices Approach"; (2) "Note to Teachers"; (3) "Integrating This Unit into Your Curriculum"; (4) "Day One--Colonial South Africa"; (5) "Day Two--Poetry and Politics"; (6) "Day Three--Role Playing: Organization and Preparation"; (7) "Day Four--Role Playing the Three Options"; (8) "Day Five--Violence as Protest"; (9) "Key Terms"; (10) "Making Choices Work in Your Classroom"; (11)"Alternative Three-Day Lesson Plan". (BT) ED481446 Freedom in Our Lifetime: South Africa's Struggle. [Student Text and] Teacher Resource Book. Choices for the 21st Century. 2003-08-00 National Endowment for the Humanities (NFAH), Washington, DC. ISBN-1-891306-60-X Practitioners Students Teachers 97 Watson Institute for International Studies, Brown University, 111 Thayer Street - Box 1970 Providence, RI 02912 ($15 per teacher/student set). Tel: 401-863-2809; Web site: http://www.watsoninstitute.org/. N/A 2004 2016-11-21

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Yes College Students Engineering Federal Regulation Foreign Students Higher Education Mathematics National Security Sciences Legal/Legislative/Regulatory Materials Student Tracking Systems Visas Congress of the U.S., Washington, DC. House Committee on Science. English The House Science Committee held a hearing on the enhanced security measures foreign students and scholars in science, mathematics, and engineering face when they apply for a visa and subsequently enroll in an academic or exchange program in the United States. This hearing was the second in a series on the need for balance between heightened security and scientific openness in the post-September 11 environment. It explored the development and implementation of enhanced visa adjudication and monitoring systems and their impact on individuals, universities, and research collaborations. Witnesses were: (1) Janice L. Jacobs, Deputy Assistant Secretary for Visa Services; (2) Shirley M. Tilghman, President, Princeton University; and (3) David Ward, President, American Council on Education. Appendixes contain answers to post-hearing questions and additional material for the record, including the written statements of the witnesses. (SLD) ED481447 Dealing with Foreign Students and Scholars in an Age of Terrorism: Visa Backlogs and Tracking Systems. Hearing before the Committee on Science. House of Representatives, One Hundred Eighth Congress, First Session (March 26, 2003). 2003-00-00 95 Superintendent of Documents, U.S. Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://www.house.gov/science. N/A 2004 2016-11-21

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No Education Work Relationship Higher Education Job Skills Partnerships in Education School Business Relationship Vocational Education Symes, Colin, Ed. McIntyre, John, Ed. Books Collected Works - General Reports - Descriptive Knowledge Society for Research into Higher Education, Ltd., London (England). English The chapters of this book analyze partnerships between business enterprises and higher education in the context of knowledge capitalism. The chapters are: (1) "Working Knowledge: An Introduction to the New Business of Learning" (Colin Symes and John McIntyre); (2) "Learning for Real: Work-based Education in Universities" (David Boud and Colin Symes); (3) "'Real World' Education: The Vocationalization of the University" (Colin Symes); (4) "Knowledge That Works: Judgment and the University Curriculum" (Paul Hager); (5) "Eros and the Virtual: Enframing Working Knowledge through Technology" (David Beckett); (6) "The Policy Environment of Work-based Learning: Globalization, Institutions and Workplaces" (John McIntyre and Nicky Solomon); (7) "Imposing Structure, Enabling Play: New Knowledge Production and the 'Real World' University" (Robin Usher); (8) "Deschooling Vocational Knowledge: Work-based Learning and the Politics of Curriculum" (Nicky Solomon and John McIntyre); (9) "Learning to Work, Working to Learn: Theories of Situational Education" (Mark Tennant); (10) "The Organization of Identity: Four Cases" (Clive Chappell. Lesley Farrell, Herime Scheeres, and Nicky Solomon); and (11) "Organizational Gothic: Transfusing Vitality and Transforming the Corporate Body through Work-based Learning" (John Garrick and Stewart Clegg). Each chapter contains references. (SLD) ED481448 Working Knowledge: The New Vocationalism and Higher Education. 2000-00-00 ISBN-0-335-21254-9 181 Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 ($30.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com/. N/A 2004 2016-11-21

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No Access to Education Adult Students College Students Foreign Countries Higher Education Minority Groups Nontraditional Education Nontraditional Students Bowl, Marion Books Reports - Research United Kingdom United Kingdom English This book explores the reality of access to higher education for working class and ethnic minority adults through the reflections of 32 people in the United Kingdom on what held them back from higher education and what eventually motivated them to aim for university. Chapter 1 is "About the Research" and "Profiles of the Participants." The chapters of part 1, "Talking about Education," are: (2) "Schooldays: Stories of Frustration"; (3) "Post-School Prospects: Frustrated Progress"; (4) "Getting into Higher Education"; (5) "The First Year: Juggling Time and Money"; (6) "The First Year: Learning the Rules"; and (7) "The First Year: Learning from Experience." Part 2, "Paradoxes in Widening Participation," contains: (8) "The Uneven Playing Field in Education"; (9) "Exclusionary Practices in Higher Education"; (10) "Resolving Some Paradoxes"; (11) "Some Lessons from Practice"; and (12) "Postscript: Discussion with Salma." (Contains 128 references.) (SLD) ED481449 Non-Traditional Entrants to Higher Education: "They Talk about People Like Me." 2003-00-00 ISBN-1-85856-298-8 192 Stylus Publishing, P.O. Box 605, Herndon, VA 20172-0605 ($27.50). Tel: 800-232-0223 (Toll Free); Tel: 703-996-1039; Fax: 703-661-1547; Web site: http://styluspub.com; e-mail: Styluspub@aol.com. N/A 2004 2016-11-21

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No Diversity (Faculty) Diversity (Institutional) Diversity (Student) Financial Support Graduate Students Graduate Study Inclusive Schools Multicultural Education Books Guides - Non-Classroom Council of Graduate Schools, Washington, DC. English Since 1994, the Council of Graduate Schools has awarded the Peterson's Award for Innovation in Promoting an Inclusive Graduate Community to one graduate school each year for the leadership it has taken in modeling practices and programs for the graduate community as a whole. This volume is the first in a series that tries to bring the voices of those who have been doing the day-to-day work of promoting inclusiveness to a broader audience. This first volume discusses the rationale for inclusiveness and some of its benefits and challenges, drawing on the experiences of award winners. Challenges identified are: (1) lack of understanding among the majority population of the benefits of inclusiveness; (2) faculty who have not "bought in" to the benefits of inclusiveness; (3) lack of funding; (4) concerns about the methods of selection; (5) complaints about a lack of a qualified pool of students; (6) lack of an opportunity to attract students because of the geographical undesirability of a campus; and (7) lack of a diverse faculty. Three appendixes list contributors and programs and present the submission of the 2002 Peterson's winner, the University of Maryland, Baltimore County. (SLD) ED481450 Achieving an Inclusive Graduate Community. Inclusiveness Series. 2003-00-00 ISBN-0-9702680-2-5 Administrators Practitioners Teachers 43 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (members: $15 for three-volume set; nonmembers, $25). Tel: 202-223-3791; Fax: 202-331-7157; Web site: http://www.cgsnet.org. N/A 2004 8/20/2004 00:03:56 RIEJUN2004 For volumes 2 and 3, see HE 036 237-238.

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No College Admission Diversity (Faculty) Diversity (Institutional) Diversity (Student) Faculty Recruitment Graduate Students Graduate Study Inclusive Schools Student Recruitment Books Guides - Non-Classroom Council of Graduate Schools, Washington, DC. English Since 1994, the Council of Graduate Schools has awarded the Peterson's Award for Innovation in Promoting an Inclusive Graduate Community to one graduate school each year for the leadership it has taken in modeling practices and programs for the graduate community as a whole. This volume, second in a series, describes effective strategies from award winners and other leaders of inclusiveness in graduate schools. Steps for building an inclusive graduate program through effective recruiting are: (1) setting goals/establishing criteria for success; (2) locating funding; (3) building a case about why the institution is desirable for an inclusive graduate education; (4) knowing where to find prospective students; (5) developing effective networks; (6) offering research opportunities and campus visits; (7) rethinking admissions criteria; (8) securing departmental commitment; (9) reviewing what works and what doesn't; (10) understanding cultural differences; (11) communicating inclusiveness efforts; and (12) diversifying the faculty. Two appendixes list the contributors and the programs. (SLD) ED481451 Recruiting for Success. Inclusiveness Series. 2003-00-00 ISBN-0-9702680-3-3 Administrators Practitioners Teachers 51 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (members: $15 for three-volume set; nonmembers, $25). Tel: 202-223-3791; Fax: 202-331-7157; Web site: http://www.cgsnet.org. N/A 2004 8/20/2004 00:04:00 RIEJUN2004 For volumes 1 and 3, see HE 036 236 and HE 036 238.

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No Curriculum Development Graduate Students Graduate Study Mentors Minority Groups Success Books Guides - Non-Classroom Student Support Services Council of Graduate Schools, Washington, DC. English Since 1994, the Council of Graduate Schools has awarded the Peterson's Award for Innovation in Promoting an Inclusive Graduate Community to one graduate school each year for the leadership it has taken in modeling practices and programs for the graduate community as a whole. This volume explores ways to move beyond recruiting toward ensuring the success of underrepresented minorities in graduate education and includes discussions of mentoring, curricular reform, and support systems. Strategies to ensure success include: (1) build a critical mass of students; (2) be aware of student needs; (3) welcome creative changes to curriculum; (4) mentor students effectively; (5) intervene as necessary; (6) create support services; and (7) develop effective funding strategies. Appendixes list contributors and some inclusiveness programs. (SLD) ED481452 Ensuring Success. Inclusiveness Series. 2003-00-00 ISBN-0-9702680-4-1 33 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (members: $15 for three-volume set; nonmembers, $25). Tel: 202-223-3791; Fax: 202-331-7157; Web site: http://www.cgsnet.org. N/A 2004 2016-11-21

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No Academic Advising Ethics Graduate Students Graduate Study Mentors Research Researchers King, Margaret F. Books Guides - Non-Classroom Council of Graduate Schools, Washington, DC. English Using categories of attention, empathy, boundaries, and empowerment, this booklet examines the complexities of mentoring at each stage of graduate study. The first chapter considers issues in directing the research of graduate students, and the second, "Success of Research-Based Graduate Programs: Corporate Responsibility," considers the importance of collective decisions of the entire graduate program faculty, beginning with the admissions process. The third chapter discusses "Ethical Responsibilities of the Research Adviser and Advisory Committee," and the fourth chapter considers the adviser-advisee relationship and the appropriate boundaries. Chapter 5 discusses the research advisor as mentor, with exploration of empathy and empowerment. (Contains 36 endnotes.) (SLD) ED481453 On the Right Track: A Manual for Research Mentors. 2003-00-00 ISBN-0-9702680-6-8 Administrators Practitioners Teachers 33 Council of Graduate Schools, Department 0637, Washington, DC 20073-0637 (members: $7.50; nonmembers, $10). Tel: 202-223-3791; Fax: 202-331-7157; Web site: http://www.cgsnet.org. N/A 2004 8/20/2004 00:04:56 RIEJUN2004

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No Board Administrator Relationship College Presidents Governing Boards Higher Education Trustees Penson, Edward M. Books Guides - Non-Classroom American Association of State Colleges and Universities, Washington, DC. English This book presents "best practices" for both the governing board of a college or university and the president of the institution. The book is organized into a series of practical principles and guidelines. Underlying the subject of board and president communication is the essential insight that whenever possible communication should be a tool, and not a weapon, and that it should be a force for bringing the academic community and the larger political and social communities closer together. The relationship between boards and presidents need not be left to chance, intuition, or episodic trial and error. The performance of all parties can be improved with constructive work. (SLD) ED481454 Board & President: Facilitating the Relationship. 2003-00-00 61 American Association of State Colleges and Universities, 1307 New York Avenue NW, Fifth Floor, Washington, DC 20005-4701 (members, $12.95; nonmembers, $18.95). Tel: 202-293-7070; Fax: 202-296-5819; Web site: http://www.aascu.org. N/A 2004 8/20/2004 00:04:58 RIEJUN2004

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Yes Alcohol Abuse Alcohol Education College Presidents Drinking Environmental Influences Leadership Models Norms Peer Teaching Collected Works - General Reports - Descriptive American Association of State Colleges and Universities, Washington, DC. English The Task Force on Student Life and Alcohol Abuse of the American Association of State Colleges and Universities identified four models that have proven effective in combating alcohol abuse by students. These models include: social norming, peer education, student assistance programming, and environmental management. Every institution is different, and the model that proves effective at one may not work at another. In some cases, an institution may find a combination of model components to be more effective than one specific model. This paper and the discussion of the models is meant to be a guide to presidents as they strive to provide continuous and effective leadership. Four reports are included that focus on each of the approaches: (1) "Social Norms" (Michael P. Haines); (2)"A Case for Peer Education as an Essential Strategy for Alcohol Abuse Prevention and Other Student Health and Safety Initiatives" (Drew Hunter and David Hellstrom); (3) "Student Assistance Programs in Higher Education Settings" (George T. Watkins); and (4) "Program and Policy Approaches for Preventing Alcohol-Related Problems on Campus" (William DeJong). (SLD) ED481455 Presidents in Action: Strategies for Effective Leadership. 2003-09-00 13 American Association of State Colleges and Universities, 1307 New York Avenue NW, Fifth Floor, Washington, DC 20005-4701. Tel: 202-293-7070; Fax: 202-296-5819; Web site: www.aascu.org. N/A 2004 8/20/2004 00:05:01 RIEJUN2004 Produced by the Task Force on Student Life and Alcohol Abuse.

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Yes College Faculty Core Curriculum Higher Education Satisfaction Teacher Attitudes Belcheir, Marcia Reports - Evaluative Boise State University ID Boise State Univ., ID. Office of Institutional Assessment. English A Web-based survey on the core curriculum at Boise State University, Idaho, indicated that faculty thought the core was important, but the stated outcomes of the core were only marginally met. Approximately 50% of full-time faculty completed the survey. Based on the percentage who indicated that the outcome was being met adequately or well by the core curriculum, these outcomes received the highest ratings: (1) identify basic assumptions, concepts, theories, and facts in the subject area (72.4%); (2) understand and apply relevant methods and strategies of inquiry in the subject area (62.5%); and (3) identify and analyze a problem, and identify possible solutions (59.4%). Outcomes that received the lowest ratings were the ability to make comparisons among countries about creative accomplishments, the ability to write clearly and appropriately, and the ability to explain one's own cultural perspective and make meaningful comparisons with other cultures. Faculty who taught courses for which core was a prerequisite, but who did not teach core courses themselves provided the lowest ratings. Faculty who taught core courses provided higher ratings in a number of cases. Faculty also thought students lacked a positive view of core curriculum. Some faculty suggestions about reorganizing the core courses are discussed. (SLD) ED481456 Faculty Perceptions of the Core Curriculum. Research Report. 2003-07-00 22 N/A 2004 2016-11-21

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Yes Annual Reports Educational Objectives Educational Policy Elementary Secondary Education Higher Education Interstate Programs Organizational Objectives Program Descriptions Reports - Descriptive Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English The Southern Regional Education Board (SREB) is the first interstate compact for education in the United States. This annual report describes the foundation and activities of the SREB, which deals with education at all levels, from prekindergarten through college. SREB maintains an extensive database about education in all 16 member states. Staff members respond to requests for information, and SREB produces a range of publications, including its annual "SREB Fact Book on Higher Education." The report contains information on: (1) SREB education goals; (2) policies; (3) state services; (4) the High Schools That Work program; (5) two technology initiatives; (6) the SREB Doctoral Scholars Program; (8) leadership initiatives; (9) the Regional Contract Program and the Academic Common Market; and (10) the Council on Collegiate Education for Nursing. Members of the SREB Board and staff members are listed. (SLD) ED481457 Challenge To Lead in Challenging Times. 2003 Annual Report. 2003-00-00 29 N/A 2004 2016-11-21

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Yes College Students Comparative Analysis Fees Higher Education Paying for College Public Colleges Student Financial Aid Tables (Data) Tuition Numerical/Quantitative Data Reports - Evaluative North Dakota University System North Dakota Univ. System, Bismarck. English This report presents information on student charges in the North Dakota University System (NDUS) in comparison with charges in nearby states. Tuition and fee information is based on survey data collected by the Washington State Higher Education Coordinating Board. Average resident undergraduate tuition and fees for the regional states are 16 to 29% more than the average tuition and fees of their counterparts at all NDUS institutions except the 2-year campuses. The average North Dakota 2-year campus rate is about 6% more than the regional average for 2002-2003. Tuition and fees, as a percentage of median North Dakota household income, are comparable to the regional average. Total resident undergraduate charges, including tuition, fees, room, and board for the regional states are 8.4% more than those for the University of North Dakota and North Dakota State University, and 31.6% more than Minot State University. Such charges are 24.7% more than charges at Dickinson State University, Mayville State University, and Valley City State University. Survey data for room and board charges were not available for the 2-year campuses. (SLD) ED481458 Creating a University System for the 21st Century. 2002-2003 Student Charges: A Regional and National Comparison. 2003-04-00 31 N/A 2004 2016-11-21

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Yes Allied Health Occupations Career Exploration Career Planning High School Graduates High Schools Higher Education Longitudinal Studies Minority Groups Program Evaluation Maddahian, Ebrahim Barrera, Lourdes Reports - Evaluative Los Angeles Unified School District CA Los Angeles Unified School District, CA. Program Evaluation and Research Branch. English The Medical-Counseling, Organizing, and Recruiting (Med-COR) program is a project sponsored by the University of California School of Medicine and the Los Angeles Unified School District to provide career information and experience in the health professions for middle school and high school students. This study evaluated the impact of the Med-COR program by concentrating on three factors pertaining to program graduates: current education, student opinions, and socioeconomic status. The 2001 class of 106 students was surveyed by mail with specific questions about their current higher education status, opinions about the program's impact, and their family size and income. Responses were received from 57 students. Findings show that Med-COR graduates immediately pursued higher education, with nearly all students enrolled in 2-year or 4-year institutions. A large percentage (42%) were pursuing majors related to health and medical careers. Academic support in high school courses, study habits, and college preparation assignments were the most commonly stated opinions about the program's impact. Other forms of impact identified were specific forms of motivational support, career and university preparation, and work experience in the medical field. Nearly two-thirds of program participants belonged to low-income families. (SLD) ED481459 A Longitudinal Evaluation of the Med-Cor Program's Efforts To Improve Minority Students' Postsecondary Educational Opportunities and Health Career Participation. Part B: Graduate Follow-Up Study. 2002-10-00 16 N/A 2004 2016-11-21

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Yes College School Cooperation Educational Policy Elementary Secondary Education Governance Higher Education Partnerships in Education State Programs Reports - Descriptive National Center for Public Policy and Higher Education, CA. English This paper describes the Partnerships for Student Success study, which will not evaluate programs or polices, but will seek to identify and examine the aspects of inter-level governance and related state policies that contribute to, or detract from, effective and coherent connections between schools and colleges. Partnerships for Student Success will examine in depth the practical governance realities involving K-12 collaboration in four states. A major objective is to raise public consciousness about the growing impact of K-16 issues on public schools and colleges. The project will identify and emphasize the kinds of pragmatic steps that can prove useful for states that look for long-term institutional change. In 2003 and 2004, field research will be conducted in Florida, Georgia, New York, and Oregon. (SLD) ED481460 Partnerships for Student Success: Policy Connections between Schools and Colleges. 2002-09-03 Ewing Marion Kauffman Foundation, Kansas City, MO. 11 For full text: http://www.highereducation.org/reports/pss/pss.shtml. N/A 2004 8/20/2004 00:05:19 RIEJUN2004

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No Financial Aid Applicants Higher Education Merit Scholarships Need Analysis (Student Financial Aid) Paying for College Student Costs Student Financial Aid Student Financial Aid Officers Guides - Non-Classroom National Association of Student Financial Aid Administrators, Washington, DC. English This guide advises students about college costs and how to pay them. The booklet explains financial aid and how it can help a student reach his or her educational goals. Merit-based and need-based aid programs are described, and the family's expected financial contribution is explained. The process of obtaining and completing the Free Application for Student Financial Aid (FAFSA) is outlined, and other types of aid are explained. A financial aid checklist is included. (SLD) ED481461 NASFAA's Cash for College. 2003-08-00 Students 13 National Association of Student Financial Aid Administrators, 1129 20th Street, NW, Suite 400, Washington, DC 20036. Tel: 202-785-0453; Web site: http://www.nasffa.org. For full text: http://www.nasfaa.org/AnnualPubs/cashforcollege.pdf. N/A 2004 8/20/2004 00:05:21 RIEJUN2004

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Yes Crime Educational Environment Federal Legislation Higher Education Knowledge Level Parents Reports School Safety School Security Security Personnel Janosik, Steven M. Reports - Research English This paper is the third in a series that focuses on the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. It reports on a study of what parents know and think about campus safety issues and the Clery Act. During a college's summer orientation program, parents were selected at random from those who passed the checkout table at the end of the program. Responses of 435 parents who also completed a brief questionnaire show that parents' knowledge of the Clery Act and their use of the information contained in the federally mandated report is low. Parent response to crime awareness strategies and administrators who shared this information with them varied by parent educational status and experience with children in college. (SLD) ED481462 Parents' Views on the Jeanne Clery Campus Crime Act and Campus Safety. Educational Policy Institute of Virginia Tech Policy Paper. 2002-00-00 25 N/A 2004 8/20/2004 00:05:23 RIEJUN2004 Prepared by Educational Policy Institute (Blacksburg, VA).

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Yes Crime Federal Legislation Higher Education Law Enforcement Police Reports School Safety School Security Janosik, Steven M. Gregory, Dennis E. Reports - Research English This report is the second in a series that focuses on the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act. It reports on a study of the effects of the Clery Act on law enforcement on college and university campuses, how institutions are distributing the mandatory reports on campus crime, and whether the Act has had any impact on reducing campus crime. Researchers surveyed 944 senior campus law enforcement officials at institutions covered by the Clery Act. Responses were received from 371 officials, 83% of whom were chiefs of campus police/security. A majority (57%) thought the Act has been effective or very effective in improving the quality of campus crime reporting procedures, and a similar margin credited the Act with improving the quality of campus safety programs. Institutions distributed the Clery mandated reports in a variety of ways, with Internet Web sites and campus mail the most often used methods for campus students and employees, and U.S . mail for commuter students. Seventy percent of respondents reported that campus crime rates have remained relatively constant since the passage of the Clery Act, and 90% of respondents said the Act had no impact on campus crime. However, 53% of respondents believed that providing the campus programs encouraged by the Act increased the confidence students have in their campus police forces. (Contains 4 tables and 16 references.) (SLD) ED481463 The Clery Act and the Views of Campus Law Enforcement Officers. Educational Policy Institute of Virginia Tech Policy Paper. 2002-00-00 20 N/A 2004 8/20/2004 00:05:25 RIEJUN2004 Prepared by Educational Policy Institute (Blacksburg, VA).

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Yes Colleges Governing Boards Higher Education Public Colleges Selection State Government Trustees Dika, Sandra L. Janosik, Steven M. Reports - Research Appointments Chief Executive Officers State Governors English This report is the second in a series that focuses on the appointment and training of public college and university trustees. It reports on a study that compared the perceptions of governors, who are usually involved directly in the appointment process, and state higher education executive officers (SHEEOs), who are usually on the fringes of the process. In 47 of the 50 states, governors appoint all or a portion of the public college and university trustees, but in 3 states, trustees are elected. Responses to a survey were received from 41 SHEEOs and 24 governor's offices. With these responses, all 50 states were represented. Both groups agreed that the recommendations and information given by legislators, immediate staff, cabinet members, SHEEOs, and other trustees were important or very important in helping identify potential appointees. Governors and SHEEOs had similar opinions about the personal attributes of appointees, except for the area of political party affiliation. About one-third of governors called this important; more than half of SHEEOs perceived party affiliation to be an important selection criterion. Both groups identified the quality of the appointee as being very important for success, and both viewed the training given by the institution as important. The two groups did differ in their perceptions of the priority given academic trustee appointments, with governors indicating that they placed high priority on these appointments, and SHEEOs less likely to think appointments were given a high priority. (Contains 3 tables and 10 references.) (SLD) ED481464 The Gubernatorial Appointment Process of Public College and University Trustees: Comparing Practices and Perceptions. Educational Policy Institute of Virginia Tech Policy Paper. 2002-00-00 19 For full text: http://filebox.vt.edu/chre/elps/EPI. N/A 2004 2016-11-21

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No Access to Education Diversity (Faculty) Diversity (Institutional) Diversity (Student) Financial Support Higher Education Program Effectiveness Student Participation Reports - Evaluative Higher Education Funding Council for England Higher Education Funding Council for England, Bristol. English The Higher Education Funding Council for England and the Learning and Skills Council have provided funding between 2000 and 2003 for 81 projects aimed at widening participation in higher education. This document provides an overview of the outcomes of this initiative and lists the funding received by institutions. It also provides some examples of good practice. Overall, the widening participation projects were successful in having a significant impact on institutions and target groups. The program has encouraged collaboration between institutions, including those who consider themselves to be competitors. Good project management and adequate staffing have been key to the successful meeting of targets. Two appendixes list the institutions and provide examples of good practice. (SLD) ED481465 Widening Participation Funded Projects. End of Programme Report. 2003-08-00 24 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1 QD England. Tel: 0119-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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No Colleges Cost Effectiveness Food Service Foreign Countries Higher Education Reports - Evaluative Catering England United Kingdom (England) Higher Education Funding Council for England, Bristol. Scottish Higher Education Funding Council, Edinburgh. Higher Education Funding Council for Wales, Cardiff. English This study identified the key management issues for senior managers and heads of catering services in higher education in developing and reviewing catering services. The study was conducted with the involvement of 76 universities and colleges with evidence drawn from questionnaires covering the Excellence Model's 9 criteria, an Expert Working Group, and examples of good practice from other institutions. Catering services generate significant income and provide significant employment in most communities with higher education institutions. Catering services often lack direction from the institution with regard to what is wanted form the catering service. Institutions are often not clear whether what is wanted is a service or a commercial operation. Catering services are often underfunded, and the rates of pay do not match those of the hospitality industry as a whole. The terms and conditions of employment are generally better than those in the private sector, something that makes it difficult to contain costs. In general, the findings suggest that catering services should operate as businesses, while continuing the "people skills" and customer services orientation they have already demonstrated. (SLD) ED481466 Catering Management in Higher Education. National Report. 2003-07-00 26 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS26 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes Administrator Qualifications Administrator Responsibility Community Colleges Educational Strategies Instructional Leadership Leaders Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Styles Leadership Training Organizational Effectiveness Supervisory Training Transformational Leadership Two Year Colleges Piland, William E., Ed. Wolf, David B., Ed. Collected Works - Serials ERIC Publications Reports - Descriptive ISSN-0194-3081 ERIC Clearinghouse for Community Colleges, Los Angeles, CA. English This document discusses how community colleges have become a vital and perhaps permanent aspect of the United States higher education system, and how it must maintain a competent leadership in order to maintain its integrity. It emphasizes the importance of effective leadership development within the community colleges as they continue to develop and serve increasingly diverse and complex needs. It then describes the current state of community college leadership as being in somewhat of a crisis. This volume intentionally mixes authors who have practical or scholarly experience or both. Chapters include: (1) Leadership Blues, by March and Weiner; (2) Leadership Context for the Twenty-First Century, by Boggs; (3) Developing Community College Faculty as Leaders, by Cooper and Pagotto; (4) Learning on the Job: Moving from Faculty to Administration, by McCarthy; (5) Leadership Development: The Role of the President-Board Team, by Vaughan and Weisman; (6) Role of Universities in Leadership Development, by Duvall; (7) Administration 101: Evaluation of a Professional Development Program, by Chiriboga; (8) Leadership Development: A Collaborative Approach, by Carroll and Romero; (9) In House Leadership Development: Placing the Colleges Squarely in the Middle, by Piland and Wolf; and (10) Leadership Development Programs, by Kim. (JS) ED481467 Help Wanted: Preparing Community College Leaders in a New Century. New Directions for Community Colleges. The Jossey-Bass Higher and Adult Education Series. New Directions for Community Colleges n123 Fall 2003 2003-00-00 National Library of Education (ED/OERI), Washington, DC. ISBN-0-7879-7248-7 115 Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 (annual subscription rate: $70, individuals; $149, institutions). Web site: http://www.josseybass.com. T 2004 8/20/2004 00:05:36 RIEJUN2004 ED-99-CO-0010 Published quarterly. Theme issue. For Number 122, see ED 479 824.

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Yes College Curriculum College Faculty College Instruction Community Colleges Evaluation Methods Faculty Development Outcomes of Education Professional Development Professional Training Student Centered Curriculum Two Year Colleges Webster, Jennifer M. Dissertations/Theses - Doctoral Dissertations Information Analyses Tests/Questionnaires English The purpose of this study was to document a community college faculty development process through which the faculty learned to reconstruct their curriculum around significant learning outcomes and authentic assessment strategies. Five questions focused the inquiry: (1) What kind of organizational support systems were necessary for the faculty to move through the curriculum change process? (2) What organizational obstacles made curriculum change effort difficult for the faculty? (3) What faculty skills were essential to building learning-centered, outcome-based curricula? (4) What strategies used by the consultants were considered by the faculty to contribute most to their ability to develop a learner-centered, outcome-based curriculum? (5) What part of the curriculum re-design process did the faculty find most difficult? The design of the research was based on a qualitative phenomenological case study model. The author collected data through an intensive case study and then subjected the data to analytical induction. Participants were 23 faculty members from Northwest Community College (NWCC), 19 of whom were part-time, and four of whom were full-time, instructors of ESL. Field notes were generated during 120 hours of observation, and a survey was administered. Findings suggest that, among other things, active involvement of mid-level managers is essential. Research instrument appended. (Contains 137 references.) (NB) ED481468 Faculty Development for Outcome-Based Curriculum Reform in the Community College. 2001-05-00 195 N/A 2004 8/20/2004 00:05:40 RIEJUN2004 Ph.D. Dissertation, Oregon State University.

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Oklahoma Oklahoma Oklahoma State Regents for Higher Education, Oklahoma City. English This document contains and executive summary, main report, and detailed results by entry level of education, gender and ethnicity. The parts of this document examine the ways in which the State of Oklahoma economy benefits from the presence of the 14 community college districts in the state. The colleges serve an unduplicated headcount of 106,201 students. The Oklahoma community colleges employed 3,601 full-time and 4,171 part-time faculty and staff in fiscal year 2002, amounting to a total annual payroll of some $200.4 million. The existence of the community college districts in Oklahoma explains an additional $2.6 billion in wages and salaries off-campus. The CC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. Altogether, these earnings account for $2.8 billion annually in the State of Oklahoma economy (equal to that of 95,915 jobs). Taxpayers see a real money "book" return of 14.9% of their annual investments in the community colleges, and recover all investments in 8.8 years. Students benefit from an annual return of 23% on their investment of time and money. The study also quantifies the effects of CCs on reduction of crime and welfare and unemployment. An explanation of methodology is also included. Appended in the main report are: Explaining the Results--A Primer; Methodology for Creating Income Gains by Levels of Education; and Adjusting for the Benefits Available Absent State and Local Government Support. (Contains 41 references and numerous tables and figures.) (NB) ED481469 The Socioeconomic Benefits Generated by 14 Community College Districts in Oklahoma. Executive Summary [and] Volume 1: Main Report [and] Volume 2: Detailed Results. 2003-03-31 103 N/A 2004 2016-11-21

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No Associate Degrees Certification Community Colleges Educational Certificates Evaluation Job Training Outcomes of Education Tests Two Year Colleges Vocational Education Numerical/Quantitative Data Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. English This report provides the licensure examination results for two-year technical associate degrees and one-year certificate programs leading to professions requiring licensure or certification. The Texas Higher Education Coordinating Board uses this information as part of its overall assessment of the effectiveness of vocational education programs at community and technical colleges in the state. The 2002 Statewide Annual Licensure Report includes data on 41 licensure/certification examinations ranging from aircraft mechanic and court reporter to surgical assistant and water operator. The data collected includes the number of individuals from each school who took the exam, and the number who passed. Many programs are not included in the Licensure report due to various limitations. This report lists the programs that have inclusion limitations. Statewide examination results for 2001 reported here include the following: (1) 1,506 individuals took the law enforcement, peace officer--academy exam and 1,124 passed, for a pass rate of 75%; (2) 2,049 individuals took the nurse, LVN exam and 1,800 passed, for a pass rate of 88%. Forty-six individuals took the court reporting exam. Ten people passed, for a pass rate of 22%. The report includes exam results for 1998-2001 by state, by program, and by college and provides an overview of specific licensure exams. (NB) ED481470 Texas Higher Education Coordinating Board 2002 Statewide Annual Licensure Report. 2002-08-00 340 For full text: http://www.thecb.state.tx.us/reports/pdf/0472.pdf. N/A 2004 2016-11-21

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Yes College Attendance Community Colleges Credit Courses Enrollment Enrollment Rate Enrollment Trends Full Time Equivalency Full Time Students Noncredit Courses Part Time Students Two Year Colleges Coperthwaite, Corby A. Jones, Dennis G. Krutt, Tobi Numerical/Quantitative Data Reports - Research Connecticut Regional Community Colleges Connecticut Community-Technical Coll., Hartford. Board of Trustees. English This document describes the Fall 2002 credit and non-credit enrollments for Connecticut Community Colleges. It indicates that with 44,869 credit enrolled students in Fall 2002, there is a 5.2% increase in enrollment over Fall 2001. A record number of full-time equivalent (FTE) students enrolled in Connecticut Community Colleges during the Fall 2002 semester, with 23,485 FTE students. Minority enrollments represent 29.9% of the student body, with 26.4 % being Black and Hispanic. This represents a 5.5% increase in minority enrollment since 1998. The gender composition however has remained consistent with 61.7% female and 38.3% male. The average age of full-time and part-time students is 22 and 32 years respectively. Full-time student enrollment is increasing, with 69.6% of the students under the age of 22 years. Overall, 36.3% of the students are under the age of 22 years. Students enrolled in occupational programs make up 42.3% of the total student enrollment. Liberal Arts and Sciences and General Studies programs account for 30.4% of the students, and the remaining 27.3% of the students are not enrolled in a specific degree or certificate program. Recently, Liberal Arts and General Studies have seen the largest growth in student enrollment. Non-credit enrollments also attract a large number of students with 45,594 students enrolled. Contains numerous tables and graphs. (JS) ED481471 Fall 2002 Enrollment Report. 2002-00-00 30 N/A 2004 2016-11-21

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Yes Counselor Performance Counselors Elementary Secondary Education Norm Referenced Tests Skills Test Interpretation Monetti, David M. Hinkle, Kerry T. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest outlines five skills that will increase the likelihood that school counselors interpret test information correctly. These skills are: (1) understanding what norm-referenced tests are and what they do; (2) understanding the properties of a normal curve; (3) knowing the properties of common score types; (4) recognizing the difference between percent and percentile; and (5) being able to translate from one standard score to another. Because of the increased reliance on norm-referenced tests in schools, it is essential that school counselors be able to interpret and explain test results accurately to various stakeholders. These five skills do not guarantee expertise, but do encourage minimum competence in interpreting norm-referenced tests. (SLD) ED481472 Five Important Test Interpretation Skills for School Counselors. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1120 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). Web site: http://ericae.net. N/A 2004 2016-11-21

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Yes Aggression Bullying Educational Environment Elementary Secondary Education Police School Relationship School Safety Student Behavior Victimization Sampson, Rana Guides - Non-Classroom Reports - Descriptive English This guide summarizes knowledge about how the police can help reduce bullying and violence in schools and provides measures to assess the effectiveness of problem-solving efforts. The guide draws on research findings and police practice from the U.S., the United Kingdom, Canada, Australia, New Zealand, the Netherlands, and Scandinavia. In section 1, "The Problem of Bullying in Schools," the guide focuses on the definition of bullying, related problems, extent of the bullying problem, the reluctance to report bullying, bullying behavior, incidents of bullying, victims of bullying, consequences of bullying, and chronic victims of bullying. Section 2, "Understanding Your Local Problem," describes the types of questions that should be directed to the school, the offenders, and the victims; locations where bullying occurs; and measuring the effectiveness of different responses to bullying. Section 3, "Responses to the Problem of Bullying in Schools," discusses general requirements for an effective strategy to counter bullying in schools, specific responses to reduce bullying in schools, and responses with limited effectiveness, including peer mediation and zero tolerance policies. Two appendices present a summary of responses to bullying in schools and a sample letter educating parents about bullying in school. A list of recommended reading is also included. (Contains 38 references.) (SM) ED481473 Bullying in Schools: Problem-Oriented Guides for Police Series. 2002-03-00 57 U.S. Department of Justice, Office of Community Oriented Policing Services, 1100 Vermont Avenue, N.W., Washington, DC 20530. Tel: 800-421-6770 (Toll Free); Web site: http://www.cops.usdoj.gov. N/A 2004 8/20/2004 00:05:55 RIEJUN2004 99-CK-WX-K004 Produced by the Office of Community Oriented Policing Services.

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Yes Accountability Dropout Rate Elementary Secondary Education Equal Education Graduation Journalism Public Education Racial Bias Racial Differences Racial Discrimination Reading Instruction School Segregation Special Education Student Evaluation Teacher Qualifications Johnson, Tammy, Ed. Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 Applied Research Center, Oakland, CA. English This handbook is a tool that reporters can use to uncover the hidden dimensions of race in public education and ask the right questions about the No Child Left Behind Act of 2001. Section 1, "Race Revealed", includes "Special Education" (Daniel J. Losen); "Dropout and Graduation Rates" (Daniel J. Losen); "Segregation" (Jacinta Ma and John Yun); and "Sample News Stories: Race Concealed & Revealed in the News" (Jennifer Emiko Boyden). Section 2, "Race and No Child Left Behind," includes "Accountability" (Paul Weckstein); "Testing" (William J. Pittz); "Teacher Quality" (Beverly Cross); and "Reading Instruction" (Harold Berlak). Appended are a glossary of commonly used education terms and an extensive contact list of organizations and individuals who can promote varying perspectives on public education policy and practice. (Contains 89 references.) (SM) ED481474 Reporting on Race, Education & No Child Left Behind: A Guide for Journalists. 2003-08-00 86 Applied Research Center, 3781 Broadway, Oakland, CA 94611 ($15). Tel: 510-653-3415; e-mail: arc@arc.org; Web site: http://www.arc.org. N/A 2004 2016-11-21

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Yes Charter Schools Diversity (Student) Dropout Prevention Educational Improvement Elementary Secondary Education Magnet Schools Nontraditional Education Program Evaluation Public Education School Choice Reimer, Mary S. Cash, Terry Guides - Non-Classroom Reports - Descriptive Schools Within a School Plan (Elementary Educ) Schools Without Walls Second Chance Programs National Dropout Prevention Center, Clemson, SC. English This book asserts that alternative programs remain a practical management strategy for educating diverse student learners, offering specific ideas for program implementation, accountability for student learning, and quality service provision. The information serves as an overview of important factors to consider for those seeking new approaches to education of all children in alternative learning environments. It also serves as an outline of quality indicators for those already involved in managing education via alternative schools. The book addresses where alternative schools fit into school improvement initiatives and how public education can manage the many alternatives needed to serve diverse students. Chapters include: "Need for Alternative Schools"; "Types of Alternative Schools" (e.g., magnet schools and charter schools); "Delivery Models" (e.g., behavior intervention and the academic model); "Needs and Issues" (e.g., funding, accountability, and community relations); "Best Practices"; "Establishing an Alternative Program"; "Alternative School Evaluation"; "Analyzing and Using Evaluation Data"; and "Some Evaluation Pitfalls." Alternative education resources are included. (Contains 27 references.) (SM) ED481475 Alternative Schools: Best Practices for Development and Evaluation. Effective Strategies for School Improvement. Alternative Schooling. 2003-00-00 50 National Dropout Prevention Center/Network, College of Health, Education and Human Development, Clemson University, 209 Martin Street, Clemson, SC 29631-1555. Tel: 864-656-2599; e-mail: ndpc@clemson.edu; Web site: http://www.dropoutprevention.org. N/A 2004 2016-11-21

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Yes Accountability Dropout Rate Dropout Research Dropouts Educational Attainment Graduation High School Graduates High Schools Public Schools Student Attrition Tables (Data) Numerical/Quantitative Data Reports - Descriptive Texas State Policy Texas Texas Education Agency, Austin. Div. of Research and Evaluation. English The Texas Education Agency (TEA) prepares an annual report on dropouts in Texas public schools. This report includes state summaries of the annual dropout rate, longitudinal secondary school completion/student status rates, and state attrition rates. Out of 1,849,690 students attending grades 7-12 in Texas public schools during 2001-2002, 16,622 students dropped out, a decrease of 5.4 percent since 2000-2001. Dropout rates for African American and Hispanic students remained above those for Whites statewide. The statewide annual dropout rate for grades 9-12 was 1.3 percent. The longitudinal secondary school series tracks a class of students over 5-7 years, from entry into 9th or 7th grade until the fall following their anticipated graduation. Out of 254,040 students in the 2002 9th grade cohort, 82.8 percent graduated, 4.1 percent received a General Educational Development (GED) certificate, and 8.0 percent continued in high school. The report also provides historical information about dropout policy in Texas and evolution of the dropout definition used for accountability purposes. Common methods of measuring student progress through schools are discussed, noting advantages and disadvantages of each measure. The report presents background information on TEA data collection, processing, and reporting; national requirements for dropout data; reasons students were reported to have dropped out of school; and state plans to reduce the dropout rate. Ten appendices present additional information. (Contains 16 figures, 24 tables, and 39 references.) (SM) ED481476 Secondary School Completion and Dropouts in Texas Public Schools, 2001-02. 2003-00-00 142 Texas Education Agency, 1701 North Congress Avenue, Austin, TX 78701-1494. Tel: 512-475-3523; e-mail: research@tea.state.tx.us; Web site: http://www.tea.state.tx.us/research/. N/A 2004 2016-11-21

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Yes Blacks Census Figures Child Welfare Children Disadvantaged Youth Dropouts Employment Level Hispanic Americans Neighborhoods One Parent Family Population Trends Poverty Racial Differences O'Hare, William Mather, Mark Reports - Descriptive Census 2000 Annie E. Casey Foundation, Baltimore, MD. Population Reference Bureau, Inc., Washington, DC. English Between 1990-2000, there was a decrease in the number of children living in high-poverty neighborhoods, but the picture provided by the decrease in poverty levels alone is incomplete and potentially misleading. Using a more comprehensive measure of neighborhood quality, researchers found that the number of children living in severely distressed neighborhoods increased significantly between 1990-2000. Severely distressed neighborhoods are defined as census tracts with at lest three of the four following characteristics: high poverty rate (27.4 percent or more); high percentage of female-headed families (37.1 percent or more); high percentage of high school dropouts (23.0 percent or more); and high percentage of working-age males unattached to the labor force (34.0 percent or more). Despite the booming economy of the 1990s, the number of children living in severely distressed neighborhoods increased from 3.4 million in 1990 to 4.4 million in 2000. The number of adults living in such neighborhoods also increased, from 7.7 million to 10 million during the 1990s. Of the 4.4 million children growing up in severely distressed neighborhoods, 54 percent are black, and 30 percent are Hispanic. Almost a quarter of all black children, and more than 1 in 10 Hispanic children, live in severely distressed neighborhoods, compared with 1 percent of non-Hispanic white children. (SM) ED481477 The Growing Number of Kids in Severely Distressed Neighborhoods: Evidence from the 2000 Census. A Kids Count/PRB Report on Census 2000. 2003-09-00 22 Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 21202. Tel: 410-223-2890; Fax: 410-547-6624; Web site: http://www.aecf.org. N/A 2004 2016-11-21

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Yes Age Differences Asian Americans Blacks Census Figures Children Demography Employment Level Family Income Hispanic Americans Older Adults Poverty Racial Differences Urban Youth Whites Proctor, Bernadette D. Dalaker, Joseph Numerical/Quantitative Data Reports - Research Current Population Survey Bureau of the Census (DOC), Suitland, MD. English This report illustrates how official poverty rates vary by age, race and Hispanic origin, nativity, family composition, work experience, and geography. The official poverty rate rose from 11.7 to 12.1 percent between 2001-2002. In 2002, people below the official poverty thresholds numbered 34.6 million, 1.7 million higher than in 2001. At 16.7 percent, the poverty rate for children did not change between 2001-2002 but remained higher than that for adults. The number of children in poverty increased from 11.7 to 12.1 million between 2001-2002. For people between the age of 18-64, the number in poverty and the poverty rate rose from 17.8 to 18.9 million, and from 10.1 to 10.6 percent, respectively, between 2001-2002. The number of elderly in poverty also increased. Using various definitions for the race categories for 2002, results show that: the 2002 poverty rates for non-Hispanic Whites and Asians were not different from the rates for the closest groups available in 2001; among people who reported Black in 2002, about 24 percent were in poverty, up from 2001. For Hispanics, the poverty rate was 21.8 percent in 2001 and 2002. In 2002, 7.2 million families were in poverty, up from 6.8 million in 2001. The poverty rate in the midwest increased, while the rate in the northeast, south, and west did not change. Three appendices contain time series poverty estimates. (SM) ED481478 Poverty in the United States: 2002. Current Population Reports. 2003-09-00 41 Superintendent of Documents, U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-0001. Tel: 202-512-1800 or 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. For full text: http://www.census.gov/hhes/www/poverty.html. N/A 2004 2016-11-21

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Yes Economic Research Economically Disadvantaged Ethnic Origins Family Financial Resources Family Income Poverty Racial Differences Socioeconomic Status DeNavas-Walt, Carmen Cleveland, Robert W. Webster, Bruce H., Jr. Numerical/Quantitative Data Reports - Research Current Population Survey Median (Statistics) Bureau of the Census (DOC), Suitland, MD. English Using data from the 2003 Current Population Survey Annual Social and Economic Supplement, this study found that real median household money income declined by 1.1 percent between 2001-2002 to $42,409. Real median household income was unchanged between 2001-2002 for three of four alternative income definitions. The fourth, real median household income less taxes, declined 0.8 percent. Real median household money income declined for all race groups except those with a white or Asian householder. Under the alternative income definitions, most groups experienced no change. The real median money income of both family and nonfamily households declined between 2001-2002. The real median money income of households declined in the midwest for the second consecutive year, to $43,622, while it remained unchanged in other regions. For the second consecutive year, real median money income declined for households inside metropolitan areas. Per capita income declined by 1.8 percent, in real terms, between 2001-2002, to $22,794. Comparing 2000-2001 with 2001-2002 average medians, the real median household income rose for one state (Oklahoma) and declined for 10 states and the District of Columbia. Both the Gini index of income inequality and quintile shares of aggregate income indicated no change in household money inequality between 2001-2002, but income inequality declined between 2001-2002 under each of the four alternative income definitions. An appendix includes historical income data tables. (SM) ED481479 Income in the United States: 2002. Current Population Reports. Consumer Income. 2003-09-00 36 Superintendent of Documents, U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-0001. Tel: 202-512-1800; Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. For full text: http://www.census.gov/hhes/www/income02.html. N/A 2004 2016-11-21

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Yes Educational Attainment Employment Level Employment Patterns Hispanic Americans Immigrants Labor Market Low Income Groups Mexican Americans Socioeconomic Status Unions Wages Thomas-Breitfeld, Sean Reports - Descriptive National Council of La Raza, Washington, DC. English This brief analyzes the employment patterns and socioeconomic characteristics of Latinos. Nationally, Hispanics constitute 11.1 percent of the U.S. workforce. The number of Latino workers is expected to grow by 36.3 percent this decade. Working Latinos have persistently had high poverty and unemployment rates due to such factors as insufficient education and discrimination. The Latino workforce is younger than the black or white workforce. Mexicans constitute the majority of employed Latinos. Latinos have the highest labor force participation rate. Employment and labor force participation rates vary widely between Hispanic subgroups. Latinas have lower employment and labor force participation than non-Hispanic females. Working-age Latinos have lower educational attainment levels than their black and white peers. Latinos with more than a high school education earn less than other groups with similar educational backgrounds. Latinos represent one in ten employed workers but are a much larger share of the workforce in specific industries. Patterns of concentration in specific occupations are distinct between racial/ethnic groups. Latinos are especially likely to work in low-paying occupations. The Hispanic unemployment rate is significantly higher than that of Whites but lower than that of Blacks. Unemployment rates vary significantly between Hispanic subgroups. Fewer Latinos are affiliated with unions than are members of other groups. Disparities in pension coverage remains between Latino and other unionized workers. (Contains 13 references and 11 tables/figures.) (SM) ED481480 The Latino Workforce. Statistical Brief. 2003-08-00 19 National Council of La Raza, 1111 19th Street, N.W., Suite 1000, Washington, DC 20036. Tel: 202-785-1670; Web site: http://www.nclr.org. N/A 2004 8/20/2004 00:06:14 RIEJUN2004

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Yes Adults Employment Opportunities English (Second Language) Immigrants Job Training Limited English Speaking Literacy Education Low Income Groups Second Language Instruction Wrigley, Heide Spruck Richer, Elise Martinson, Karin Kubo, Hitomi Strawn, Julie Reports - Evaluative Center for Law and Social Policy, Washington, DC. National Inst. for Literacy, Washington, DC. English This paper describes the demographics and economic circumstances of low income adults with limited English proficiency (LEP), noting the language and job training services available to them and providing recommendations for policy and practice that would increase opportunities to gain access to higher paying jobs. More then eight million working-age U.S. adults speak English poorly or not at all. Most are immigrants representing a wide range of countries. Over the next 2 decades, the percentage of LEP workers will continue to increase with continued growth in immigration and the aging of the native-born workforce. Many immigrants lack education credentials and have low levels of literacy. They are concentrated in low-wage work and may live in poverty. Available research shows that the best programs to deliver English language, literacy, and job training combine job training with basic skills instruction or provide a mix of services. Recommendations for program design include: creating programs that combine language and literacy services with job skills training; creating career pathways for LEP adults; considering the merits of bilingual job training in areas where English is not necessary for job training; and offering short-term bridge programs that transition participants to job training and higher education more quickly. Several programs that illustrate some of these promising practices are described in the appendix. (Contains 99 endnotes.) (SM) ED481481 The Language of Opportunity: Expanding Employment Prospects for Adults with Limited English Skills. 2003-08-00 Ford Foundation, New York, NY. Joyce Foundation, Chicago, IL. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Public Welfare Foundation, Washington, DC. 64 Center for Law and Social Policy, 1015 15th Street, NW, Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org. N/A 2004 8/20/2004 00:06:16 RIEJUN2004 ED-02-PO-1535 Produced with the National Adult Education Professional Development Consortium.

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Yes Administrator Attitudes Adult Education Computer Uses in Education Data Analysis Data Collection Databases Elementary Secondary Education Higher Education Information Dissemination Parent Attitudes Public Schools Teacher Attitudes Urban Schools Moser, Michele Brown, Heath Frank, Barbara Reynolds, Tahi Landberg, Erika Alston, Alyssa Rosaldo, Samuel Reports - Evaluative District of Columbia Public Schools English This report identifies data elements and dissemination needs of District of Columbia (DC) educators, citizens, and public servants regarding elementary, secondary, higher, and adult education, presenting findings on the availability, dissemination, and evaluation of data systems in state and local school districts considered to have effective information systems. In spring 2002, surveys circulated at community group meetings and e-mailed to DC organizations and individuals concerned with public education examined data elements respondents would most likely access in an ample data system (K-12 information for charter, traditional public, and private schools; adult education information; and higher education information). In summer 2002, a search of state and local Web sites and follow-up telephone interviews with state and local education sites indicated that: most sites were moving toward single-record systems to track individual students and teachers over time and combine multiple data sources; all sites disseminated school report cards; all sites had comprehensive Web sites; and most sites relied on software systems and internal staff to ensure high-quality data. In fall 2002, nine focus groups with students, parents, teachers, and policymakers examined what information participants needed about education, how they wanted to get that information, and barriers to getting education information. Results deepened the understanding of survey data. A consistent finding across jurisdictions was the political impact of data collection and reporting. (SM) ED481482 The Demand for Information for Educational Decision Making in the District of Columbia: A Public Discourse. 2003-04-00 Ford Foundation, New York, NY. Annie E. Casey Foundation, Baltimore, MD. Public Education Network, Washington, DC. 41 DC Voice, P.O. Box 73055, Washington, DC 20056. Tel: 202-986-8535; Fax: 202-238-0109; e-mail: dcvoice@dcvoice.org; Web site: http://www.dcvoice.org. N/A 2004 2016-11-21

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Yes Accountability Educational Legislation Educational Quality Elementary Secondary Education Faculty Development Federal Legislation Paraprofessional School Personnel Parent Rights Principals Teacher Competencies Reports - Descriptive Elementary Secondary Education Act Title I Elementary Secondary Education Act Title II No Child Left Behind Act 2001 Elementary and Secondary Education Act Title I Elementary and Secondary Education Act Title II No Child Left Behind Act 2001 Public Education Network, Washington, DC. English These six NCLB (No Child Left Behind) Action Briefs focus on: "The No Child Left Behind Act of 2001: An Overview" (NCLB provisions that affect every state and school district in the country as well as those that affect only Title I schools and NCLB resources); "Title I Overview" (facts and resources); "Teacher and Principal Training and Recruiting Fund" (purpose of Title II, state activities, required elements of district and school teacher and principal professional development, allowable activities, other programs funded under Title II, and action opportunities); "Teacher Quality" (state and local teacher quality plans, NCLB definition of highly qualified, new teachers, current teachers, alternatively certified teachers, action items, and resources); "Qualifications of Title I Paraprofessionals" (e.g., NCLB definition of paraprofessional, exceptions to paraprofessional qualifications, and action opportunities for community leaders and parent leaders); and "Parents' Right to Know" (information that must be provided to parents, using data effectively, action items, and resources). (SM) ED481483 NCLB Action Briefs. 2003-09-00 35 Public Education Network, 601 Thirteenth Street NW, Suite 900 North, Washington, DC 20005. Tel: 202-628-7460; Fax: 628-1893; e-mail: PEN@PublicEducation.org; Web site: http://www.publiceducation.org. N/A 2004 2016-11-21

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Yes Educational Finance Educational Vouchers Elementary Secondary Education Parochial Schools Private Schools Public Schools School Choice Urban Schools Lartigue, Casey J., Jr. Opinion Papers District of Columbia District of Columbia Cato Inst., Washington, DC. English This brief presents information on per pupil expenditure versus non-public school tuition and the availability of non-public classroom spaces in the District of Columbia. It argues that proposed school choice programs would allow pupils to use vouchers to attend the parochial or private school of their parents' choice. An analysis of the private and parochial schools in the metropolitan Washington, D.C. area reveals the following: private schools in Washington and surrounding areas charge less on average than the D.C. public school system spends per pupil; the D.C. public school system, which has suffered from overspending and budget deficits in the last few years, could find its enrollment reduced by almost 10 percent as a result of a voucher program; private schools in Washington could immediately accommodate about 2,925 students now attending public or charter schools; and allowing all independent and parochial schools in the Washington metro area to participate in a school choice program could add almost 3,500 more spaces, since there are more than 6,000 seats available in local, nonpublic schools. (SM) ED481484 School Choice in the District of Columbia: Saving Taxpayers Money, Increasing Opportunities for Children. Briefing Paper. 2003-09-19 9 Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($2). Tel: 202-842-0200; Fax: 202-842-3490; Web site: http://www.cato.org. N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Development Developmental Stages Diversity (Student) Elementary Secondary Education Higher Education Multicultural Education Student Development Student Evaluation Higbee, Jeanne L., Ed. Lundell, Dana Britt, Ed. Duranczyk, Irene M., Ed. Collected Works - General Reports - Descriptive Achievement Gap Developmental Curriculum Learner Centered Instruction Minnesota Univ., Minneapolis. Center for Research on Developmental Education and Urban Literacy. English This collection of papers is intended to help make connections between multicultural education and developmental education. The papers include an introduction by Jeanne L. Higbee and: "The Centrality of Multiculturalism in Developmental Education" (Karen L. Miksch, Patrick L. Bruch, Jeanne L. Higbee, Rashne R. Jehangir, and Data Britt Lundell); "Walking the Talk: Using Learning-Centered Strategies to Close Performance Gaps" (Donna McKusick and Irving Pressley McPhail); "Creating Access through Universal Instructional Design" (Karen S. Kalivoda); "Multicultural Legacies for the 21st Century: A Conversation with James A. Banks" (Patrick L. Bruch, Jeanne L. Higbee, and Dana Britt Lundell); "Is There a Role for Academic Achievement Tests in Multicultural Developmental Education?" (Thomas Brothen and Cathrine Wambach); "The Triumphs and Tribulations of a Multicultural Concerns Committee" (David L. Ghere); "MultiCultural Development Center (MCDC): Sharing Diversity" (Ghafar A Lakanwal and Holly Choon Hyang Pettman); "Summary Report on the Third National Meeting on Future Directions in Developmental Education: Grants, Research, Diversity, and Multiculturalism" (Dana Britt Lundell); and "Report of the Future Directions Meeting Multicultural Themes Track" (Jeanne L. Higbee and Holly Choon Hyang Pettman). (Papers contain references.) (SM) ED481485 Multiculturalism in Developmental Education. CRDEUL Monograph. 2003-00-00 80 Center for Research on Developmental Education and Urban Literacy (CRDEUL). University of Minnesota, General College, 340 Appleby Hall, 128 Pleasant Street SE, Minneapolis, MN 55455. Tel: 612-625-6411; Fax: 612-625-0709; e-mail: crdeul@umn.edu; Web site: http://www.cehd.umn.edu/CRDEUL N/A 2004 2016-11-21

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Yes Access to Education American Indian Education Culturally Relevant Education Curriculum Development Early Childhood Education Educational Objectives Educational Policy Educational Strategies Elementary Secondary Education Equal Education Higher Education School Community Relationship State Departments of Education Castillo, Susan Legal/Legislative/Regulatory Materials Oregon State Tribal Relationship Oregon Oregon State Dept. of Education, Salem. English This state plan presents Oregon's 11 educational goals for American Indian/Alaska Native (AI/AN) education, which have been revised and detailed by the statewide Indian Education Council. The goals support the policy of the Oregon Department of Education (ODE), the educational philosophy of the AI/AN community, and the Indian Student Bill of Rights. The goals include: 1) promoting effective education for AI/AN children; 2) developing educational programs that address the educational needs of all AI/AN children in Oregon; 3) encouraging strong partnerships with school districts in which AI/AN parents, tribal, and community leaders can provide input regarding programs for AI/AN students; 4) developing systems for obtaining and disseminating data on AI/AN students; 5) requiring all public school personnel to be knowledgeable of and responsive to AI/AN students and to support educational strategies that address their needs; 6) encouraging school districts to infuse culturally specific, developmentally appropriate AI/AN materials throughout the curriculum; 7) implementing non-biased and culturally appropriate assessment of AI/AN students; 8) developing comprehensive high-quality early childhood education programs; 9) ensuring that all AI/AN students have equal access to all public school programs; 10) implementing strategies for reducing AI/AN dropout rates; and 11) ensuring that AI/AN students have equal access to higher education in the state. ODE strategies and responsibilities are presented for each goal. (TD) ED481486 Oregon American Indian Alaska Native Education State Plan. 2003-00-00 37 For full text: http://www.ode.state.or.us/iasa/t7/indedstateplan03.pdf/. N/A 2004 2016-11-21 ED506842

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Yes Aerospace Education Design Elementary Secondary Education Hands on Science Inquiry Science Activities Science Instruction Science Interests Scientific Methodology Space Sciences Technology Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This brief discusses human movement and robotic human movement simulators. The activity for students in grades 5-12 provides a history of robotic movement and includes making an End Effector for the robotic arms used on the Space Shuttle and the International Space Station (ISS). (MVL) ED481487 Humans and Robots. Educational Brief. 2001-00-00 Practitioners Teachers 5 N/A 2004 8/20/2004 00:06:34 RIEJUN2004

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No Elementary Secondary Education Glossaries Keywords Science Education Scientific Literacy Vocabulary Colburn, Alan Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English This book presents 88 educational terms that every science teacher should know. It gives readers an introduction to each of these ideas, providing more than a dictionary or glossary but still something that can be read and understood quickly. Chapters include: (1) "Educational Outcomes"; (2) "General Instructional Approaches"; (3) "Instructional Models"; (4) "Teaching Techniques"; (5) "Assessment"; (6) "Diversity"; (7) "Learning Theories"; (8) "Research Concepts"; (9) "Teacher Education"; (10) "Documents"; and (11) "Nature of Science". (MVL) ED481488 The Lingo of Learning: 88 Education Terms Every Science Teacher Should Know. 2003-00-00 ISBN-0-87355-228-8 Practitioners Teachers 120 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/20/2004 00:06:37 RIEJUN2004

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No Elementary Education Integrated Activities School Community Relationship Science Instruction Standards Thematic Approach Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English This compendium of articles from "Science and Children", the elementary school journal of the National Science Teachers Association (NSTA), aims to help teachers build connections in their students' minds. The articles describe lessons and units that are interdisciplinary, both integrated and interdisciplinary, or thematic. Each article is categorized by interdisciplinary, integrated, and interdisciplinary or thematic; appropriate grade level (K-2 or 3-6); and standards addressed. Section One includes articles that build the connections in the brain necessary to make sense of science concepts. Section Two focuses on articles that demonstrate ways to build connections from science to school and community. Articles include: (1) "Leaders, Readers, and Science" (Arlene G. Terrell); (2) "Puppets and Prose" (Joy L. Lowe and Kathryn I. Matthew); (3) "Habitat Sweet Habitat" (Roberta J. Aram, Sherry Whitson, and Rosemarie Dieckhoff); (4) "Taking Science Dialogue by Storm" (Jacqueline Leonard); (5) "A Bat Is Like a E" (Audrey C. Rule and Cynthia Rust); (6) "Someone's in the Kitchen with Science" (Patricia K. Lowry and Judy Hale McCrary); (7) "The Sky's the Limit" (Deborah Roberts); (8) "Analyzing Children's Science Journals" (Daniel P. Shepardson and Susan J. Britsch); (9) "The Nature of Haiku" (Peter Rillero, Joann V. Cleland, and Karen A. Conzelman); (10) "Drawing on Student Understanding" (Mary Stein, Shannan McNair, and Jan Butcher); (11) "Out of Sight: Investigating Unseen Objects" (Jennifer Hoffman); (12) "Crash into Meteorite Learning" (David A. Wiley and Christine Anne Royce); (13) "Convection Connections" (Ann M.L. Cavallo); (14) "Mission to Mars: A Classroom Simulation" (Katie Rommel-Esham and Christopher Souhrada); (15) "Diving into a Schoolwide Science Theme" (Michele Lee, Maria Lostoski, and Kathy Williams); (16) "Testing the Waters" (Roberta J. Aram, Mary Brake, David Smith, Gina Wood, and Pat Hamilton); (17) "Our Growing Planet" (Elizabeth Lener); (18) "Curriculum with a Common Thread" (Maureen M. McMahon, Susan P. O'Hara, William G. Holliday, Bernadette B. McCormack, and Elizabeth M. Gibson); (19) "Rev Up Your Veggies!" (Melissa Digennaro King); (20) "Project Reptile!" (Deborah Diffily); (21) "Box Up Your Habitat" (Lynn Astarita Gatto and Reeda Stamper Hart); (22) "Lessons from a Lake" (Susan Goethals); (23) "A Garden Story" (Linda Keteyian); (24) "Project FLORA" (Mary Nied Phillips, Melissa Forsythe, and DJ Sanders); and (25) "http://World Wide Weather" (Kay Berglund Newhouse). (MVL) ED481489 Mixing It Up: Integrated, Interdisciplinary, Intriguing Science in the Elementary Classroom. An NSTA Press Journals Collection. 2003-00-00 ISBN-0-87355-231-8 Practitioners Teachers 191 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/20/2004 00:06:40 RIEJUN2004

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No Elementary Secondary Education Inquiry Learning Strategies Mathematical Models Science Activities Science Instruction Scientific Principles Teaching Methods Gilbert, Steven W. Ireton, Shirley Watt Guides - Classroom - Teacher National Science Teachers Association, Arlington, VA. English The National Science Education Standards (NSES) emphasize the use of models in science instruction by making it one of the five unifying concepts of science, applicable to all grade levels. The NSES recommend that models be a focus of instruction--helping students understand the use of evidence in science, make and test predictions, use logic, and assemble their own understanding of how things work. This book is designed to help earth science educators effectively use models in their teaching. Each chapter explores how to recognize, use, and avoid misusing models in: (1) understanding models; (2) similes, analogies, and metaphors; (3) concrete models; (4) mathematical models; (5) computer technology and modeling; (6) inquiry and model building; and (7) models and teaching the nature of science. (Author/MVL) ED481490 Understanding Models in Earth and Space Science. 2003-00-00 ISBN-0-87355-226-1 Practitioners Teachers 129 NSTA Press, 1840 Wilson Blvd., Arlington, VA 22201-3000. Web site: www.nsta.org. N/A 2004 8/20/2004 00:06:44 RIEJUN2004

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Yes Child Care Child Care Quality Child Development Classroom Environment Comparative Analysis Early Childhood Education Educational Environment Educational Quality Family Characteristics Family Influence Foreign Countries Interviews Outcomes of Education Predictor Variables Rating Scales Rural Urban Differences Socioeconomic Status Teacher Characteristics Test Validity Young Children Reports - Research Program Characteristics M.S. Swaminathan Research Foundation, Madras (India). English Noting that few studies have examined the relationship between quality of early childhood education (ECE) programs in India and the impact of such programs on young children's learning competencies, this study explored the relationship between various components of programs in the southeastern Indian state of Tamil Nadu and other family and socioeconomic factors, and their effects on children's perceptual motor skills, language and cognitive skills, and socioemotional development. Other study objectives included development and validation of an instrument for measuring ECE program characteristics and an instrument for measuring children's learning competencies. Participating in the study were 193 rural and urban 4-year-olds from lower socioeconomic level families and enrolled in 45 centers from among: (1) government-run Integrated Child Development Services; (2) government-run Tamil Nadu Integrated Nutrition Project; (3) nongovernmental organization-run programs; and (4) privately-run programs. Data were collected through parent and teacher interviews, an early childhood environment rating scale, and direct testing of children's competencies. Findings indicated that fathers' education, mothers' education, fathers' occupation, and housing quality related positively to children's competencies. Fathers' education was the strongest predictor of children's competencies. Children in low quality centers, as measured by the rating scale, had lower competencies than children in higher quality centers, even after controlling for the effect of fathers' education. The correlation between program quality and children's competencies was reduced somewhat but was still significant when rural-urban location was considered. The domains of fine and gross motor activities, language and reasoning experience, and social development activities in the ECE program showed the strongest positive relationships with child competence. Relationships between the early childhood rating instrument and children's competencies provide evidence for instrument validity. Discussion of findings focused on implications related to ECE quality, rural-urban differences, perceptions of quality ECE, and teachers' role. (KB) ED481491 Quality Matters! Understanding the Relationship between Quality of Early Childhood Education and Learning Competencies of Children: An Exploratory Study in Tamil Nadu. Research Report. 2000-06-00 Bernard Van Leer Foundation, The Hague (Netherlands). 16 M.S. Swaminathan Research Foundation, Third Cross Street, Taramani Institutional Area, Chennai - 600 113, India. Tel: 91-44-235-1229; Fax: 91-44-235-1319; e-mail: access@mssrf.res.in; Web site: http://www.mssrf.org. N/A 2004 2016-11-21

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Yes Educational Quality Guidelines Health Education Inclusive Schools Learning Experience Parent School Relationship Play Preschool Children Preschool Curriculum Preschool Education Special Needs Students State Curriculum Guides State Standards Franklin, Sandra Putnam Lamana, Annette Van Thiel, Lisa Guides - Classroom - Teacher Massachusetts Massachusetts Massachusetts State Dept. of Education, Malden. Early Learning Services. English This document presents guidelines for preschool learning experiences in Massachusetts programs for 3- and 4-year-olds and is designed to be used by teachers and program administrators in planning and evaluating curricula. The guidelines structure learning through play and meaningful activities in a developmental sequence and are based on the following principles: (1) all young children are capable of learning; (2) children show individual differences in development; (3) knowledge of child growth and development is essential for program development and implementation; (4) children's language skills are the best predictors of academic success; (5) developmental domains are highly interrelated; (6) young children learn by doing; and (7) families are the primary caregivers and educators of their young children. Following introductory remarks, the guidelines are organized into six major sections: (1) English language arts; (2) mathematics; (3) science and technology/engineering; (4) history and social science; (5) health education; and (6) the arts. Each section delineates learning guidelines focusing on what staff should do to help young children develop needed skills and knowledge, links to the Massachusetts Prekindergarten-Kindergarten standards, and ideas for preschool learning experiences. Appended are suggested adaptations for children with disabilities and a 169-item bibliography. (KB) ED481492 Guidelines for Preschool Learning Experiences. 2003-00-00 Practitioners Teachers Administrators 53 Massachusetts Department of Education, Early Learning Services, 350 Main Street, Malden, MA 02148-5023. Tel: 781-338-6364; Web site: http://www.doe.mass.edu. For full text: http://www.doe.mass.edu/els/guidelines.pdf. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Accreditation (Institutions) Child Health Child Safety Educational Administration Educational Environment Family Involvement Peer Relationship Play Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Program Evaluation Staff Development State Curriculum Guides State Standards Teacher Qualifications Teacher Student Ratio Teacher Student Relationship Franklin, Sandra Putnam Lamana, Annette Van Thiel, Lisa Guides - Classroom - Teacher Massachusetts Massachusetts Massachusetts State Dept. of Education, Malden. Early Learning Services. English This document presents the Massachusetts Early Childhood Program Standards and Learning Guidelines for Three- and Four-Year-Olds, required for programs receiving funding through Community Partnerships for Children (CPC). The standards were developed in accord with the accreditation process of the National Association for the Education of Young Children and are designed to guide ongoing development, evaluation, and improvement of center-based preschool programs funded through CPC. Following an overview of the impact of these standards on various types of preschool programs in Massachusetts, the program standards are presented in the following areas: (1) interactions between staff and children and among children; (2) curriculum and assessment; (3) physical environment; (4) family involvement; (5) staff qualifications and staff development; (6) group ratio and size; (7) health and safety; (8) nutrition and food service; (9) transportation; (10) administration; and (11) accreditation and evaluation. Each area includes standards and substandards in a checklist format for ease in evaluation. A glossary of relevant terms completes the document. Seven appendices include a list of equipment and materials for preschool programs, regulations on physical access, forms for program use, and Massachusetts teacher licensing requirements. (KB) ED481493 Early Childhood Program Standards for Three and Four Year Olds. 2003-00-00 Administrators Practitioners Teachers 76 Massachusetts Department of Education, Early Learning Services, 350 Main Street, Malden, MA 02148-5023. Tel: 781-338-6364; Web site: http://www.doe.mass.edu. For full text: http://www.doe.mass.edu/els/standards.pdf. N/A 2004 2016-11-21

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No Adolescents After School Education After School Programs Agency Cooperation Children Developmental Continuity Educational Innovation Elementary Secondary Education Models Partnerships in Education Program Effectiveness School Community Relationship Student Needs Noam, Gil G. Biancarosa, Gina Dechausay, Nadine Reports - Descriptive Harvard Univ., Cambridge, MA. Graduate School of Education. Harvard Univ., Cambridge, MA. Medical School. English Many children and adolescents, in Boston and elsewhere, experience drastic incongruities between their home, school, and community environments. Arguing that after-school programs can help to unify these disparate worlds, thereby fostering a sense of continuity for youth and aiding their development as learners, this report shows how best to strengthen and support meaningful "bridging" between after-school programs and schools throughout Boston, as well as between after-school programs, families, and communities. The report begins with a discussion of the potential of after-school programs for connecting the multiple worlds of youth. Drawing upon a range of empirical data from focus groups, interviews, and literature reviews, the report illustrates effective bridging practices, focusing attention on three domains specifying the form bridging can take (interpersonal, curricular, and systematic) and four dimensions that articulate why and how programs bridge (program location, program learning philosophy, organizational capacity, and school climate). The report offers a new typology of bridging intensity to better conceptualize the major issues confronting practitioners, researchers, and policymakers: (1) self-contained; (2) associated; (3) coordinated; (4) integrated; and (5) unified. The report asserts that the most common challenges confronted by after-school programs in attempts to connect with schools can be traced to a lack of real and ongoing communication between programs and schools; a chronic shortage of resources, time, and organizational capacity; and a lack of well-targeted and sustained funding for initiatives that will help to truly bridge children's multiple worlds. A summary of effective bridging practices provides a list of "dos" and "dont's" for programs. The report proposes recommendations related to funding and policy choices to provide children with environments most conducive to their development, focusing on first order priorities to systematically strengthen bridging efforts and second order priorities for professionals working at the program level. Appended is a list of the individuals interviewed. (Contains 44 references.) (KB) ED481494 Learning To Bridge - Bridging To Learn: A Model and Action Plan To Increase Engagement between Schools and Afterschool Programs in Boston. 2002-09-00 Administrators Policymakers Practitioners 64 Afterschool Education and Research (PAER), Graduate School of Education, Harvard University, Larsen 601, 8 Story Street, Third Floor, Cambridge, MA 02138. Tel: 617-496-0636; Fax: 617-384-8152; Web site: http://www.paerweb.org. For full text: http://www.afterschoolforall.org/news/LG Research/WP_learntobridge_r4.pdf. N/A 2004 8/20/2004 00:06:55 RIEJUN2004 Produced with Harvard's Program in Afterschool Education and Research. This report was commissioned by Boston's After-School for All Partnership.

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No Child Caregivers Compensation (Remuneration) Continuing Education Counties Economic Status Educational Attainment Employment Experience Family Child Care Fringe Benefits Interviews Professional Development Whitebook, Marcy Almaraz, Mirella Jo-Yung, Joon Sakai, Laura Boots, Shelley Waters Voisin, Irene Young, Marci Burton, Alice Duff, Brian Laverty, Kassin Bellm, Dan Jay, E. Deborah Krishnaswamy, Nandini Kipnis, Fran Reports - Research Caregiver Qualifications Center for the Child Care Workforce, Washington, DC. California Child Care Resource and Referral Network, San Francisco. English An important first step toward more effectively addressing the complexities of child care as a service for families and as an employment setting for workers in California is to develop a detailed picture of the child care workforce. On this premise, a study examined licensed family child care provider demographics, professional preparation, length of time in the field, and wages and benefits in eight northern California counties to contribute to the identification of more effective ways to recruit and retain a skilled child care workforce throughout the state. Data were collected through interviews with licensed family child care providers and their assistants conducted in Spring and Summer of 2001. This document compiles the resulting eight separate reports on the findings for the counties of Alameda, Kern, Monterey, San Francisco, San Mateo, Santa Cruz, Santa Clara, and San Benito. Each report describes the child care staffing shortage in California, outlines the state requirements for licensed family child care, describes the county context, presents the study methodology, and details findings in the following areas: (1) characteristics of children served and hours of operation; (2) providers' personal characteristics, including gender, ethnicity, educational level, and marital status; (3) career preparation and continuing education, including training in early childhood education and business; (4) career longevity; (5) economic status, including income level, self-sufficiency status, home ownership, retirement savings, and health insurance; and (6) the use of family child care assistants and substitutes. Conclusions relate county findings to those found statewide. Each report contains references. (KB) ED481495 California Child Care Workforce Study: Family Child Care Providers and Assistants in Alameda County, Kern County, Monterey County, San Benito County, San Francisco County, San Mateo County, Santa Cruz County, and Santa Clara County. 2003-00-00 David and Lucile Packard Foundation, Los Altos, CA. Policymakers 160 Center for the Child Care Workforce, 555 New Jersey Avenue, NW, Washington, DC 20001. Tel: 202-662-8005; Fax: 202-662-8006; e-mail: ccw@aft.org; Web site: http://www.ccw.org. For full text: http://www.ccw.org/pubs/freepubs.html. N/A 2004 2016-11-21

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No Benchmarking Child Development Cognitive Development Creative Expression Early Intervention Educational Quality Emergent Literacy Emotional Development Humanities Instruction Mathematics Instruction Motor Development Physical Education Preschool Curriculum Preschool Education Program Improvement Science Instruction Social Development Social Studies State Standards Young Children Reports - Descriptive Kentucky Kentucky Kentucky State Dept. of Education, Frankfort. English This guide details eduational standards as a way to improve the overall quality of early care and education programs within Kentucky and to ultimately result in positive outcomes for all young children. These standards address the essential knowledge and competencies that children are expected to achieve at various ages and may be used as a framework in the following ways: (1) to ensure that assessment procedures cover all standards and benchmarks; (2) to assist in planning experiences that will promote child development; and (3) to ensure that activities, materials, and experiences address all items of the developmental continuum. The standards are not intended to be used as a curriculum guide or an assessment tool. The document is organized in four sections. Following an introductory section outlining the guiding principles behind the standards, Section 2 shows the linkages between standards for children birth to three years, standards for 3- and 4-year-olds, and the Program of Studies for public school kindergarten. Section 3 offers standards for children birth to three years in the following areas: creative expression, communication, cognitive, motor, and social emotional development. Section 4 addresses developmental areas for 3- and 4-year-olds: arts and humanities, English/language arts (early literacy), health education (health/mental wellness), mathematics, science, physical education (gross and fine motor skills), and social studies. Sections 3 and 4 are organized into standards, benchmarks, a developmental continuum, and example behaviors. The developmental continuum and example behaviors are meant as a general guide to help early care and education professionals and parents identify skills that are most likely to occur in the continuum and to provide real examples that are useful to adults. The guide's appendix contains information on the development of state standards, a list of work group members involved in standard development, an 80-item bibliography, a list of primary education entry level experiences, and a joint position statement of the National Association for the Education of Young Children and the National Association of Early Childhood Specialists in State Departments of Education regarding early learning standards. (Contains 41 references.) (KB) ED481496 Building a Strong Foundation for School Success: Kentucky's Early Childhood Standards. 2003-00-00 Ford Foundation, New York, NY. Administrators Practitioners Teachers 177 Kentucky Department of Education, 500 Mero Street, 19th Floor, Frankfort, KY 40601. Tel: 800-533-5372 (Toll Free); Tel: 502-564-3421; Fax: 502-564-6470; Web site: http://www.kentuckyschools.org. N/A 2004 2016-11-21

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Yes Catholic Schools Child Development Educational Objectives Elementary School Curriculum Emotional Development Foreign Countries Intellectual Development Kindergarten Kindergarten Children Parent Materials Parent Participation Physical Development Primary Education School Readiness Social Development Spiritual Development State Curriculum Guides Student Adjustment Student Evaluation Transitional Programs Guides - Non-Classroom Alberta Canada ISSN-1487-4261 Alberta Learning, Edmonton. English Kindergarten marks a new beginning for parents and their children, and presents challenges for parents as their child makes the transition between home and school. This handbook describes what parents can expect from their child's Catholic kindergarten program in Alberta, Canada. The handbook describes how young children learn, how their learning is evaluated, and how parents can be involved in their children's learning. The sections of the handbook discuss: (1) "What are young children like?" focusing on social, physical, intellectual, creative, emotional, and spiritual development; (2) "What do children learn in Kindergarten?" covering religious education, English language arts, mathematics, community and environmental awareness, personal and social responsibility, physical skills and well-being, and creative and cultural expression; (3) "How do young children learn?" (4) "What will you see in the Kindergarten area?" (5) "How and why is children's learning assessed in Kindergarten?" (6) "How will Kindergarten meet special needs?" (7) "How will Kindergarten prepare children for first grade?" and (8) "How can parents be involved?" The handbook concludes with questions parents may want to ask the teacher and a one-page questionnaire requesting feedback on the handbook. (HTH) ED481497 Kindergarten in Alberta: A Handbook for Parents, 2003-2004. Catholic School Version. 2003-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/kindcath.pdf. N/A 2004 2016-11-21

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Yes Art Education Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 1 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Primary Education Religious Education Second Language Instruction Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1783 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 1 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 1"; (2) "Religious Education"; (3) "English Language Arts"; (4) Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (12) "Drama"; and (13) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481498 Curriculum Handbook for Parents, 2003-2004. Catholic School Version, Grade 1. 2003-00-00 Parents 35 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath1.pdf. N/A 2004 2016-11-21

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Yes Art Education Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 2 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Primary Education Religious Education Science Curriculum Second Language Instruction Social Studies Spiritual Development Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1775 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 2 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 2"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (12) "Drama"; and (13) "Languages Other Than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481499 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 2. 2003-00-00 Parents 35 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath2.pdf. N/A 2004 2016-11-21

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Yes Art Education Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 3 Health Education Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Primary Education Religious Education Science Curriculum Second Language Instruction Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1767 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 3 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 3"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (11) "Drama"; and (12) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481500 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 3. 2003-00-00 Parents 37 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath3.pdf. N/A 2004 2016-11-21

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Yes Art Education Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 4 Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Religious Education Science Curriculum Second Language Instruction Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1759 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 4 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 4"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (11) "Drama"; and (12) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481501 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 4. 2003-00-00 Parents 34 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath4.pdf. N/A 2004 2016-11-21

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Yes Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 5 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Religious Education Science Curriculum Second Language Instruction Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1740 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 5 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 5"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (11) "Drama"; and (12) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481502 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 5. 2003-00-00 Parents 35 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath5.pdf. N/A 2004 2016-11-21

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Yes Catholic Schools Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 6 Health Education Intermediate Grades Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Religious Education Science Curriculum Second Language Instruction Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1732 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 6 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 6"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; (10) "Art and Music"; (11) "Drama"; and (12) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481503 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 6. 2003-00-00 Parents 36 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath6.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Catholic Schools Educational Objectives Foreign Countries French Grade 7 Junior High School Students Junior High Schools Language Arts Outcomes of Education Parent Materials Parent Participation Religious Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1724 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 7 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481504 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 7. 2003-00-00 Parents 42 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks.cath7.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Catholic Schools Educational Objectives Foreign Countries French Grade 8 Health Education Junior High School Students Junior High Schools Outcomes of Education Parent Materials Parent Participation Religious Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1716 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 8 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481505 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 8. 2003-00-00 Parents 42 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath8/pdf. N/A 2004 2016-11-21

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Yes Career Exploration Catholic Schools Educational Objectives Foreign Countries French Grade 9 Junior High School Students Junior High Schools Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Religious Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies Spiritual Development State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1483-1708 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the Grade 9 curriculum in Catholic schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "Religious Education"; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Physical Education"; (9)"Health and Life Skills"; and (10) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481506 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Grade 9. 2003-00-00 Parents 44 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/cath9.pdf. N/A 2004 2016-11-21

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Yes Catholic Schools Educational Objectives Foreign Countries Health Education High School Students High Schools Language Arts Mathematics Outcomes of Education Parent Materials Parent Participation Physical Education Religious Education Science Curriculum Second Language Instruction Secondary Education Secondary School Curriculum Social Studies Spiritual Development Technology Education Guides - Non-Classroom Alberta Canada ISSN-1481-9406 Alberta Learning, Edmonton. English Noting that parents are vital partners in the educational system, this handbook provides parents with information about the senior high school (grades 10-12) curriculum in Catholic Schools in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Senior High School," the handbook describes the knowledge, skills, and attitudes Catholic school students in Alberta are expected to demonstrate upon completion of the high school curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Senior High School"; (2) "Religious Education; (3) "English Language Arts"; (4) "Mathematics"; (5) "Science"; (6) "Social Studies"; (7) "Information and Communication Technology"; (8) "Career and Life Management"; (9) "Physical Education"; and (10) optional courses in Career and Technology Studies, Fine Arts, Physical Education, and Languages Other than English; the optional courses section also covers off-campus education and educational experiences outside of regular school programs. Sections on transitions from senior high school into work and further learning, and post-secondary education are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with answers to frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH) ED481507 Curriculum Handbook for Parents, 2003-2004: Catholic School Version, Senior High School. 2003-00-00 Parents 63 Learning Resources Distributing Centre,12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($4.25). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/srcath.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Foreign Countries Grade 1 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 1 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 1 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 1"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481508 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Premiere annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 1). 2003-00-00 Parents 38 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/1annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 2 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 2 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 2 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 2"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481509 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Deuxieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 2). 2003-00-00 Parents 38 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/2annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 3 Health Education Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Primary Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 3 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 3 curriculum. Following introductory material that includes information on aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "An Overview of Grade 3"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481510 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Troisieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 3). 2003-00-00 Parents 42 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/3annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary Education Elementary School Curriculum Elementary School Students Foreign Countries Grade 4 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 4 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 4 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 4"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481511 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Quatrieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 4). 2003-00-00 Parents 41 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/4annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 5 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 5 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 5 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 5"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481512 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Cinquieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 5). 2003-00-00 Parents 40 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/5annee.pdf. N/A 2004 2016-11-21

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Yes Art Education Educational Objectives Elementary School Curriculum Elementary School Students Fine Arts Foreign Countries Grade 6 Health Education Intermediate Grades Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 6 curriculum in Alberta, Canada. Based on the Alberta Learning"Programs of Study: Elementary Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 6 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 6"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; (9) "Art and Music"; (10) "Drama"; and (11) "Languages Other than English." Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481513 Ce que mon enfant apprend a l'ecole. Manual a l'intention des parents, 2003-2004: Sixieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 6). 2003-00-00 Parents 42 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/6annee.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 7 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 7 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 7 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 7"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481514 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Septieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 7). 2003-00-00 Parents 43 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/7annee.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 8 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 8 curriculum in Alberta, Canada. Based on the Alberta Learning"Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 8 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 8"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481515 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Huitieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 8). 2003-00-00 Parents 43 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/8annee.pdf. N/A 2004 2016-11-21

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Yes Career Exploration Educational Objectives Foreign Countries French Grade 9 Health Education Junior High School Students Junior High Schools Language Arts Mathematics Curriculum Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies State Curriculum Guides Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the Grade 9 curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Junior High Schools," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the Grade 9 curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Grade 9"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Physical Education"; (8) "Health and Life Skills"; and (9) optional courses in Career and Technology Studies, Fine and Performing Arts, Languages Other than English, and other courses such as Environmental and Outdoor Education and Ethics. Sections on Personal and Career Development and on Planning for Senior High School are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with a one-page questionnaire requesting feedback on the handbook. (HTH) ED481516 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: Neuvieme annee (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grade 9). 2003-00-00 Parents 44 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($3.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/9annee.pdf. N/A 2004 2016-11-21

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Yes Educational Objectives Fine Arts Foreign Countries Health Education High School Students High Schools Language Arts Mathematics Outcomes of Education Parent Materials Parent Participation Physical Education Science Curriculum Second Language Instruction Secondary School Curriculum Social Studies Technology Education Guides - Non-Classroom Alberta Canada ISSN-1489-811X Alberta Learning, Edmonton. French Noting that parents are vital partners in the educational system, this French-language handbook provides parents with information about the senior high school (grades 10-12) curriculum in Alberta, Canada. Based on the Alberta Learning "Programs of Study: Senior High School," the handbook describes the knowledge, skills, and attitudes students in Alberta are expected to demonstrate upon completion of the high school curriculum. Following introductory material that includes information on Aboriginal education, supports for learning, and assessment, the handbook's sections are: (1) "Overview of Senior High School"; (2) "English Language Arts"; (3) "Mathematics"; (4) "Science"; (5) "Social Studies"; (6) "Information and Communication Technology"; (7) "Career and Life Management"; (8)"Physical Education"; and (9) optional courses in Career and Technology Studies, Fine Arts, Physical Education, and Languages Other than English; the optional courses section also covers off-campus education and educational experiences outside of regular school programs. Sections on transitions from senior high school into work and further learning, and post-secondary education are included. Each section includes samples of what students are expected to learn in each subject. The handbook concludes with answers to frequently asked questions and a one-page questionnaire requesting feedback on the handbook. (HTH) ED481517 Ce que mon enfant apprend a l'ecole. Manuel a l'intention des parents, 2003-2004: 10e, 11e, and 12e annees (What My Child Learns in School. Curriculum Handbook for Parents, 2003-2004: Grades 10, 11, and 12). 2003-00-00 Parents 67 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9 ($4.50). Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/french/m_12/parents/Manuel_parents/second.pdf. N/A 2004 2016-11-21

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Yes Charter Schools Economics of Education Educational Finance Educational Legislation Elementary Secondary Education Expenditure per Student Government School Relationship Politics of Education Public Schools School District Spending School Taxes State Aid State School District Relationship Student Costs Anderson, Patrick L. Watkins, Scott D. Cotton, Christopher S. Reports - Research Michigan Michigan Anderson Economic Group, Lansing, MI. English The research reported in this document was undertaken to determine the relative costs of educating a child in a charter school and a traditional public school in Michigan. To assess the costs, the following research was done: a review of the laws that govern public schools in Michigan; a review of the statutes that govern the funding of public schools in Michigan; and three analyses to assess the relative costs of educating a child in a charter schools and a traditional public school. Following are some of the results of the analyses: (1) A review of the statutes indicated that charter schools are entitled by law to the same operational funding, or less, than the host school district, yet they receive no additional capital funding, establishing that charter schools cost taxpayers less than district schools; (2) charter schools receive $1,036 per student less, on average, than district schools; and (3) charter schools receive no capital funding, which accounts for the largest share of the disparity in funding between charter schools and traditional public schools. The report also contains findings from related research (literature reviews) of charter schools in Michigan. (Contains numerous tables.) (WFA) ED481518 The Public School Academy Funding Gap: Revenue Disparities between "Charter" Schools and Traditional Public Schools in Michigan. A Report from the Michigan Chamber Foundation. 2003-05-05 41 Anderson Economic Group, 615 West Ionia Street, Lansing, MI 48933. Tel: 517-374-2596; Fax: 517-487-9097; e-mail: webmaster@AndersonEconomicGroup.com; Web site: http://www.AndersonEconomicGroup.com. For full text: http://www.andersoneconomicgroup.com/Projects/schools/ charter funding/AEG ChamberPSAs noappendix.pdf. N/A 2004 2016-11-21

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Yes Child Safety Crisis Intervention Crisis Management Emergency Programs Hazardous Materials High Schools School Safety School Security Student Behavior Student Welfare Terrorism Violence Bouleris, Sue Collett, De Ette Mauntler, Mike Ray, Shirley Guides - Non-Classroom Opinion Papers Biological Warfare English This paper discusses the importance of a school's having procedures in place to deal with possible biological terrorist threats. It begins with a discussion of biological terrorism. It then provides the symptoms of anthrax, treatment options for anthrax, and precautions to take when suspicious of an attack with a hazardous material. The paper goes on to describe a case study in which a high school student placed packets of baking powder in the lockers of other students who had taunted and bullied him. The baking powder was suspected to be a hazardous material, which caused a crisis situation in the school. The paper concludes by stating the school culture must reflect a daily consciousness and preparedness for extreme circumstances. By preparing for the unexpected crisis and providing routine practice of potential crisis scenarios, students and staff will develop confidence in their ability to respond appropriately and effectively in a crisis situation. (Contains 19 references and a flow chart illustrating procedures to be followed when the presence of hazardous materials creates a crisis in a school.) (WFA) ED481519 McCormick's Mayhem: "The Time To Learn To Dance Is Not Five Minutes before the Party." School Crisis Management Case Study. 2003-05-31 14 N/A 2004 2016-11-21

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No Diversity (Institutional) Higher Education Labor Force Leaders Leadership Leadership Training Management Development Managerial Occupations On the Job Training Organizational Climate Professional Development Douglas, Christina A. Numerical/Quantitative Data Reports - Research Center for Creative Leadership, Greensboro, NC. English The research documented in this report builds on earlier work in the 1980s in the area of on-the-job experiences in developing effective leaders. The current study was designed to answer the following: (1) What are the significant events from which African American managers learn and develop? (2) Are the key events and lessons learned different for African American managers than for white managers? and (3) Are there new experiences or lessons reported since the original 1980s work? Using a sample derived from a more diverse work force, the current study aimed to help determine if there are new or additional key events and lessons not reported in the earlier research. Also, it explored the effect that a manager's race or ethnicity has on career experiences and how managers might develop as a result of these experiences. The study included 288 managers who completed a preprogram survey and, as a way of reporting on-the-job events, answered two questions: What happened? and What did you learn from it? Participants reported 813 key events. The results show that there are important differences in the types of experiences and lessons learned reported by African American managers and white managers. A list of suggested readings is included. Appended are: Key Events Categories; Lesson Categories; Analysis of Events Tables; and Analysis of Lessons Tables. (Contains 43 tables.) (WFA) ED481520 Key Events and Lessons for Managers in a Diverse Workforce: A Report on Research and Findings. 2003-00-00 ISBN-1-882197-79-8 69 Center for Creative Leadership, P.O. Box 26300, Greensboro, NC 27438-6300 ($35). Tel: 336-288-7210; Fax: 336-282-3284; e-mail: info@leaders.ccl.org; Web site: http://www.ccl.org/index.shtml. N/A 2004 8/20/2004 00:07:54 RIEJUN2004

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No Educational Environment Educational Improvement Educational Practices Educational Principles Educational Research Elementary Secondary Education Instructional Improvement Learning Motivation Learning Strategies Research Design Research Utilization Student Motivation Teacher Influence Theory Practice Relationship Books Guides - Non-Classroom Reports - Descriptive National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. English The goal of this book is to increase the usefulness and relevance of research to educational practice, particularly in the area of improving student learning. It proposes and describes an experiment: the establishment of a Strategic Education Research Program (SERP). The SERP plan calls for a large-scale and sharply defined program of research, demonstration, and evaluation. It is designed to be focused, collaborative, cumulative, sustained, and solutions oriented. Chapter 1 of the book discusses how research serves the needs of education and describes the basics of SERP. Chapter 2 focuses on four interrelated questions that lie at the heart of education: (1) How can advances in research on human cognition, development, and learning be incorporated into educational practice? (2) How can student engagement in the learning process and motivation to achieve in school be increased? (3) How can schools and school districts be transformed into organizations that have the capacity to continuously improve their practices? and (4) How can the use of research knowledge be increased in schools and school districts? Chapter 3 describes the SERP model and ways to develop, implement, and govern the program. (WFA) ED481521 Improving Student Learning: A Strategic Plan for Education Research and Its Utilization. 1999-00-00 0-309-06489-9 Researchers 91 National Academies Press, 2102 Constitution Avenue N.W., Lockbox 285, Washington, DC 20055 ($10.36). Tel: 202-334-3313; Tel: 800-624-6242 (Toll Free); Fax: 202-334-2451; Web site: http://www.nap.edu. N/A 2004 2016-07-07 ED503384 ED504225 ED560919 ED565617

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No Brain Cognitive Processes Educational Research Elementary Secondary Education Individual Development Learning Learning Processes Learning Theories Teacher Effectiveness Theory Practice Relationship Bransford, John D., Ed. Brown, Ann L., Ed. Cocking, Rodney R., Ed. Books Information Analyses National Academy of Sciences - National Research Council, Washington, DC. Commission on Behavioral and Social Sciences and Education. English This book presents results of recent research about the mind, brain, and learning processes. It examines new findings in learning theory and their implications for what is taught, how it is taught, and how learners are assessed. It also shows how theories and insights can translate into actions and practices. It examines research on human learning, including new developments from neuroscience; learning research that has implications for designing formal instructional environments; and research that helps explore the possibility of helping individuals achieve their fullest potential. The book is organized into 4 parts and 11 chapters: Part I "Introduction": (1) "Learning: From Speculation to Science"; Part II "Learners and Learning": (2) "How Experts Differ from Novices"; (3)"Learning and Transfer"; (4) "How Children Learn"; (5) "Mind and Brain"; Part III "Teachers and Teaching": (6) "The Design of Learning Environments"; (7) "Effective Teaching: Examples in History, Mathematics, and Science"; (8) "Teacher Learning"; (9) "Technology to Support Learning"; Part IV "Future Directions for the Science of Learning": (10) "Conclusions"; (11) "Next Steps for Research." The book contains many charts, graphs, rubrics, examples, and anecdotes. It also contains chapter-by-chapter lists of references and a subject index. (WFA) ED481522 How People Learn: Brain, Mind, Experience, and School. Expanded Edition. 2000-00-00 Department of Education, Washington, DC. ISBN-0-309-07036-8 379 National Academies Press, 2102 Constitution Avenue N.W., Washington DC 20055 ($24.95). Tel: 202-334-3313; Tel: 800-624-6242 (Toll Free); Fax: 202-334-2451; Web site: http://www.nap.edu. N/A 2004 8/20/2004 00:07:59 RIEJUN2004 R117U40001-94A With additional material from the Committee on Learning Research and Educational Practice: M. Suzanne Donovan, John D. Bransford, and James W. Pellegrino, Editors.

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Mississippi Mississippi Mississippi State Board for Community and Junior Colleges, Jackson. English This document contains an executive summary, main report, and detailed results by entry level of education, gender and ethnicity. The ways in which the State of Mississippi economy benefits from the presence of the 15 community college districts in the state are examined. The Mississippi community colleges employed 4,940 full- and part-time faculty and staff in fiscal year 2001, amounting to a total annual payroll of some $257.5 million. The colleges serve an unduplicated headcount of 77,118 credit students, and a total unduplicated enrollment of 189,153. The existence of the community college districts in Mississippi explains $2,120.5 million of all annual earnings in the state economy. The CC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. Altogether, these earnings account for $376.1 million annually in the State of Mississippi economy (equal to that of 10,728 jobs). Taxpayers see a real money "book" return of 17.6% of their annual investments in the community colleges, and recover all investments in 7.4 years. Students benefit from an annual return of 30% on their investment of time and money. The study also quantifies the effects of CCs on reduction of crime and welfare and unemployment. Appended in the main report are: Explaining the Results--A Primer; and Methodology for Creating Income Gains by Levels of Education. (Contains 38 references and numerous tables and figures.) (NB) ED481523 The Socioeconomic Benefits Generated by 15 Community College Districts in Mississippi. Volume 1: Main Report [and] Volume 2: Detailed Results [and] Executive Summary. 2002-10-14 100 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Aspiration Academic Failure Community Colleges Dropout Rate Graduates Graduation School Holding Power Two Year Colleges Numerical/Quantitative Data Reports - Research University of Hawaii Community College System Hawaii Univ., Honolulu. Institutional Research Office. English This document reports the graduation and retention rates at the University of Hawaii community colleges and compares the graduation and retention rates of students with other institutions. The three rates that are examined in this report are as follows: (1) retention/continuation rate; (2) graduation rate; and (3) success rate (defined as the sum of graduation and continuation rates). The data is gathered by tracking first time freshmen at a specific community college. The report concludes that the average three-year graduation rate is 14%. Also an average of 40% of students either graduate within three years or continue at the same campus after the third year. Furthermore, women have higher retention and graduation rate at most of the campuses. The average three-year success rate is 42% for women and 37% for men. Women also have higher success rates in all campuses than men. Lastly, Hispanics and Caucasians have the highest average graduation rates in all of Hawaii Community Colleges while Asians have the highest average continuation and success rates. The Hawaii CCs have an average continuation rate of 25%. Contains five figures, nine tables, and eight appendices. (MZ) ED481524 Graduation and Retention Rates, Peer and Benchmark Group Comparisons, University of Hawaii Community Colleges, Fall 1998 Cohort as of 2001. 2003-09-00 25 For full text: http://www.hawaii.edu/cgi-bin/iro/maps?gccc01.pdf. N/A 2004 2016-11-21

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Yes Administrator Attitudes Community Colleges Employee Attitudes Employees Employer Attitudes Employer Employee Relationship Faculty College Relationship Two Year Colleges Work Environment Numerical/Quantitative Data Reports - Research Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English This document is the results of the 2001 employee survey (Quality Evaluation of Service Trends) for all Howard Community College Employees. The response rate was 63%. Ratings for various topics and services were made on a five-point scale ranging from poor to excellent. Employees were also given an "unfamiliar with" category, which did not count in the final results. The top five rated service units included: (1) information technology: print shop; (2) div offices staff: Bus/Sci & Tech/Arts & Humanities; (3) division faculty: science and technology; (4) TLSD: audiovisual services; and (5) test centers. The campus climate issue with both high ratings for importance and satisfaction was high priority on student learning. The item with lowest rating in the campus climate section was parking. In the category of job satisfaction, the highest rated item was resources available to carry out one's job. The highest rating of job satisfaction is for employees who have worked 1-5 years and over 20 years. The 5 areas with the lowest ratings in all categories are the following in order of dissatisfaction: (1) security: timely & effective resolution; (2) definitions of performance levels/merit pay; (3) security: responsiveness to emergencies; (4) performance appraisal program; and (5) athletic center. (MZ) ED481525 The 2001 QUEST Survey Results. Annual Staff Survey. Research Report. 2001-12-00 6 For full text: http://www.howardcc.edu/hcc/plan&eval/quest2001report.PDF. N/A 2004 2016-11-21

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Yes Administrator Attitudes Community Colleges Employee Attitudes Employees Employer Attitudes Employer Employee Relationship Faculty College Relationship Two Year Colleges Work Environment Numerical/Quantitative Data Reports - Research Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English This document is the results of the 2000 employee survey (Quality Evaluation of Service Trends) for all Howard Community College Employees. The response rate was 57% and respondents replied both by paper and electronically. Ratings for various topics and services were made on a five-point scale ranging from poor to excellent. Employees were also given an "unfamiliar with" category, which did not count in the final results. The following are the top five services as rated by employees: (1) cultural arts: theatre; (2) test center; (3) information technology: print shop; (4) Business/Sci and Tech/Arts and Humanities division of staff; and (5) division faculty: science and technology. Campus climate issues with high ratings for importance and satisfaction were student learning and diversity on campus. In the category of job satisfaction, the staff had high ratings for resources available on the job and personal safety on campus. The longer an employee had worked at HCC, the higher their level of personal satisfaction. The areas with the lowest satisfaction ratings in the survey were the following items listed in order: (1) adequacy of parking facilities; (2) HCC's merit pay system; (3) recognition for individual/team contribution; (4) rewards for contributing to improved quality; and (5) physical education facility (gym). (MZ) ED481526 The Millennium QUEST: Results of the Survey. Annual Staff Survey. Research Report. 2001-01-00 5 For full text: http://www.howardcc.edu/hcc/plan&eval/quest2000rep.PDF. N/A 2004 2016-11-21

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Yes Community Colleges Improvement Need Gratification Needs School Statistics Schools Student Surveys Success Two Year Colleges Values Well Being Numerical/Quantitative Data Reports - Research Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English This document is the annual student satisfaction survey completed by Howard Community College students in 2002. The respondents came from all different class sections. The survey was sent out to 106 students and 99 replied, which is a 93% response rate. The majority of respondents had chosen HCC due to its close proximity to home (33%) and their main objective is to transfer to a four-year school (55%). A majority (77%) of students worked at least part time and 54% used financial aid. The following are some of the key findings of the survey: (1) the highest rated services includes admissions services, library, and HCC publications; (2) students felt most satisfied with class size, quality of instruction overall, and the attitude of faculty towards students; (3) the highest rated aspects of student life were athletic programs, college social life, and cultural arts activities; and (4) majority of students felt safe on campus (77%) and agreed that HCC is helping them prepare for transferring (70%). The lowest rated survey items included SGA, student E-mail (new), and parking for full-time students in order of importance. The document provides an overview of the previous year's survey results for comparison. (Contains 8 graphs and 10 tables.) (MZ) ED481527 Results of the 2002 YESS Survey. Annual Survey of Student Satisfaction. Research Report. 2002-07-00 7 N/A 2004 2016-11-21

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Alberta Canada Canada English This document contains an executive summary and main report that examine the ways in which the Alberta, Canada, economy benefits from the presence of the 16 community and technical colleges in the province. The colleges served an unduplicated headcount of 241,992 students in fiscal year 2001. The Alberta community colleges employed 8,374 full-time and 7,892 part-time faculty and staff in fiscal year 2001, amounting to a total annual payroll of some $503.7 million. The CC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. Altogether, these earnings account for $673.7 million annually in the Province of Alberta economy (equal to that of 21,669 jobs). The spending by the 16 institutions explained $673.70 million, or 1.4%, of all province-wide earnings in 2001. The study indicates that every tax dollar invested in the institutions today will return a cumulative $9 over the next thirty years. Students benefit from an annual return of 14% on their investment of time and money. The study also quantifies the effects of CCs on reduction of crime, welfare, and unemployment. Appended in the main report is: Explaining the Results--A Primer. (Contains 47 references.) (NB) ED481528 The Socioeconomic Benefits Generated by 16 Community Colleges and Technical Institutes in Alberta. Executive Summary [and] Volume 1: Main Report. 2003-01-08 88 N/A 2004 2016-11-21

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Yes Accountability College Planning Community Colleges Educational Legislation Educational Objectives Educational Planning Institutional Advancement Institutional Mission Master Plans Objectives Organizational Development Organizational Objectives Politics of Education Public Policy State Government Strategic Planning Two Year Colleges Reports - Research Illinois Community College System Illinois Community Coll. Board, Springfield. English This document outlines the efforts by the Illinois Community College System to provide evidence that each institution is pursuing the goals set forth in the "Illinois Commitment" in ways that fit the particular needs of the district's diverse citizens. The 2003 Results Report also offers evidence of the ways in which the colleges are addressing the "Promise For Illinois," the Strategic Plan developed by and for the community college system in Illinois. This report consists of two parts. Part one of the report provides information on each of the six statewide goals identified in the Illinois Commitment that identifies common and individual college initiatives and actions and state-level initiatives that support that goal. It also provides a status report on statewide community college efforts. Part two of the Results Report provides data that support community college performance with regard to the common institutional and mission-specific performance indicators that have been developed for each of the six statewide goals. Exemplary practices that colleges identified in their individual reports are highlighted throughout the report. Contains 22 references and a table describing the activities and processes for establishing common measure goals. (JS) ED481529 Illinois Community College System Results Report, Fiscal Year 2003. Part I: College and State-Level Actions in Support of Statewide Goals [and] Part II: Report on Performance Indicators for Higher Education. 2003-00-00 88 For full text of Part I: http://www.jwcc.edu/assessment/docs/ResultsReport/resultsreportfy03-PartI.pdf. For full text of Part II: http://www.jwcc.edu/assessment/docs/ResultsReport/resultsreportfy03-PartII.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Participant Satisfaction Program Evaluation Student Attitudes Student Surveys Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English This document is the annual student satisfaction survey completed by Howard Community College students in 2003.The respondents came from all different class sections. The survey was sent out to 2386 students and 1040 replied, which is a 44% response rate. The majority of respondents had chosen HCC due to its close proximity to home (37%) and their main objective is to transfer to a four-year school (58%). A majority (72%) of students worked at least part time and 54% used financial aid. The following are some of the key findings of the survey: (1) the highest rated services are admission services, library, HCC publications, and HCC websites; (2) class size, quality of instruction overall, quality of computer services, and quality of labs received the highest ratings on instructional topics; (3) the highest rated aspects of student life are cultural arts activities, galley/food service, physical education facility, and mid-day activities; and (4) majority of students felt safe on campus (80%) and agreed that HCC is helping them prepare for transferring (72%). The lowest rated survey items for full-time students were parking, student E-mail, and student newspaper. The document provides an overview of the previous year's survey results for comparison. (Contains 9 graphs and 11 tables.) (MZ) ED481530 Student Satisfaction: The 2003 YESS Survey Results. Research Report. 2003-07-00 7 N/A 2004 2016-11-21

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Yes Administrator Attitudes Community Colleges Employee Attitudes Employees Employer Attitudes Employer Employee Relationship Faculty College Relationship Two Year Colleges Work Environment Numerical/Quantitative Data Reports - Research Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English This document is the results of the 2002 employee survey (Quality Evaluation of Service Trends) for all Howard Community College Employees. The response rate was 64%. Ratings for various topics and services were made on a five-point scale ranging from poor to excellent. Employees were also given an "unfamiliar with" category, which did not count in the final results. The top five rated service units included: (1) information technology: print shop; (2) test center; (3) human resources: customer service/helpfulness; (4) cultural arts/theatre; and (5) division office staff: health/social sciences. The campus climate issue with both high ratings for importance and satisfaction were high priority on student learning and support for health and wellness. The item with lowest rating in the campus climate section was parking. In the category of job satisfaction, the highest rated item was resources available to carry out one's job. The highest rating of job satisfaction is for employees who have worked 6-10 years and over 20 years. The 5 areas with the lowest ratings in all categories are the following in order of dissatisfaction: (1) security service; (2) definitions/assigning of performance levels; (3) definition of performance level/merit pay; (4) adequacy of parking facilities; and (5) performance of appraisal process. (MZ) ED481531 Results of the 2002 QUEST Survey. Annual Staff Survey. Research Report. 2003-01-00 5 N/A 2004 2016-11-21

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Yes Community Colleges Faculty Recruitment Teacher Distribution Teacher Placement Teacher Qualifications Teacher Recruitment Teacher Shortage Teachers Two Year Colleges Hampton, Julia Selsor, Mindy Opinion Papers Reports - Descriptive Speeches/Meeting Papers Jefferson College MO English This document discusses how many states are facing a shortage in teachers. Specifically, the document focuses on how the state department and colleges of education in Missouri have been actively working to maintain high levels of educational standards as well as recruiting more teachers. The document reports that some educational reform took place in the 1980s due to two major publications: A Nation At Risk and A Nation Prepared: Teachers for the 21st century. Another influential publication was printed in 1996 titled What Matters Most: Teaching for America's Future. These publications dealt with improving education by improving teachers. Based on these publications and some national initiatives, Missouri set out to improve their schools and quality of teaching. In order to accomplish this difficult task, Missouri decided to join forces with community colleges to create programs that will best prepare teachers. An example is Jefferson College, which developed a thorough plan for preparing teachers. Their program provides teachers with a liberal arts foundation as well as knowledge of appropriate pedagogy. The document concludes by stating that Missouri is only one successful example of how community colleges have begun working with states in order to address the problem of teacher shortages. (MZ) ED481532 Community Colleges and Teacher Preparation: A Powerful Partnership. 2002-02-27 11 N/A 2004 2016-11-21

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Yes College Outcomes Assessment Community Colleges Educational Assessment Educational Benefits Educational Objectives Effective Schools Research Followup Studies Graduate Surveys Instructional Effectiveness Outcomes of Education Program Effectiveness Program Evaluation Two Year Colleges Vocational Followup Numerical/Quantitative Data Reports - Research Illinois Community College Board Illinois Community Coll. Board, Springfield. English Discusses the efforts of the Career and Technical Education programs offered by the Illinois Community College System to provide people with the skills and training needed to compete successfully in the workforce of the future. Describes the acquisition of such skills and training to be increasingly crucial. Emphasizes that with increasing numbers of job cuts and layoffs there is a rising trend of employees attempting to upgrade their skills and seek retraining. Data for the Illinois Community College Systems Career and Technical Educational Follow Up Study Report were obtained from responses to a standardized survey. A total of 2,102 former students who graduated from selected Illinois community college programs were surveyed in March 2003, but only 1,214 of those responses were usable, yielding a usable response rate of 59%. Part one of the report provides a statewide overall summary of survey outcomes. Part two includes an in depth analysis of survey results according to specific program areas for colleges to use in reviewing their programs during the economic year. Contains 17 references, 23 figures, 2 tables and 3 appendices. Appendix A presents a summary of responses by college and response rates by program area. Appendix B presents provides information by survey item, and Appendix C presents data by both college and program. (JS) ED481533 Follow-Up Study of Fiscal Year 2002 Career and Technical Education Program Graduates. 2003-10-00 86 For full text: http://www.iccb.state.il.us/HTML/pdf/reports/ctefupfy02.pdf. N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Faculty Development Organizational Development Part Time Faculty Teacher Evaluation Teacher Exchange Programs Teacher Improvement Two Year Colleges Mulholland, Kevin Grogan, Tim Opinion Papers Reports - Descriptive Valencia Community College FL Valencia Community Coll., Orlando, FL. English This document discusses the creation of a faculty development program in Valencia Community College's Osceola Campus called Faculty to Faculty Connection. Part-time faculty makes up 48-55% of classes taught depending on the discipline, which is higher than the College's full time to part time ratio. The program's purpose is to address two concerns expressed by part-time faculty: (1) part-time faculty reported a sense of disassociation or anomie in terms of their relationship with institution; and (2) part-time faculty also felt that they needed a better "tool kit" to improve their effectiveness in the classroom. The Faculty to Faculty Connection program attempts to alleviate some of the problems faced by the part-time faculty by allowing professors to meet with colleagues and discuss important issues regarding their relationship to the institution as well as how faculty can improve student learning. The program grew considerably in size during its first year; attesting to the positive reviews that were being passed around by word of mouth. The program was evaluated after the first year by the faculty and it received very favorable reviews. These reviews will be taken into account as the program moves into its second year. (MZ) ED481534 It's a Small World After All: Creating Magic in Faculty Development. 2002-10-00 9 N/A 2004 2016-11-21

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Yes Community Colleges Educational Change Educational Improvement Financial Policy Fiscal Capacity Institutional Evaluation Money Management School Restructuring Two Year Colleges Reports - Descriptive Illinois Community College System Illinois Community Coll. Board, Springfield. English The Illinois Community College Board created this document that discusses accountability and productivity in Illinois Community Colleges in the fiscal year 2003. This report includes results of 131 academic, 889 career and technical education, and 54 adult and developmental education programs. The summaries include both program strengths and the challenges faced by colleges in an effort to keep instruction relevant while maintaining cost efficiency. The academic program review concluded that all programs should continue with minor improvements such as developing a mentoring program for new faculty, providing alternatives in the delivery of instruction, and seeking diversity in faculty recruitment. The adult/ESL education program was also recommended to continue with minor improvements. The review for the Career and Technical Education Program led to a variety of outcomes depending on the specific program. The document provides information regarding each college. Overall, the majority (668) programs were continued with minor improvements and only 109 programs were identified for elimination. The document concludes by stating that this report provides evidence that Illinois Community Colleges play a vital role in the states educational and workforce preparation by serving the needs of a million diverse students. Contains 8 tables. (MZ) ED481535 Accountability and Productivity in Illinois Community Colleges, Fiscal Year 2003. 2003-10-00 59 For full text: http://www.jwcc.edu/assessment/docs/ProgramReview/ICCB_ProgramReview2003.pdf. N/A 2004 2016-11-21

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Yes College Admission College Outcomes Assessment College Transfer Students Community Colleges Higher Education Transfer Policy Transfer Programs Transfer Rates (College) Two Year Colleges Numerical/Quantitative Data Reports - Research San Francisco Community College District CA City Coll. of San Francisco, CA. Office of Institutional Research, Planning and Grants. English This document addresses transfer destinations of CCSF students by tracking students that transferred from community colleges between the Summer 1997 and Spring 2001 terms. Overall, 72,053 students were tracked during the study. A majority (87%) of these students transferred to public schools while a minority (13%) transferred to private schools. Some of the key findings of the report are as follows: (1) 90% of transfer students remained in California; (2) the most popular public transfer institution is San Francisco State University; (3) of the students transferring to California schools, 13% transferred to a private college; (4) the most popular private California colleges are University of San Francisco, Golden Gate University, and Heald College; (5) a slightly higher proportion of African-American and White students transfer to out of state institutions than other ethnic groups; (6) a slightly higher proportion of Filipino students chose to enroll in private institutions than other ethnic groups; (7) Latino students transferred primarily to Californian schools; top out of state schools are Community College of Southern Nevada and University of Texas at El Paso; and (8) Asian/Pacific Islander students transfer to California public institutions in higher proportions than other student groups. (Contains 11 tables.) (MZ) ED481536 Transfer Destinations of CCSF Students, Summer 1997-Spring 2001. City College Research Briefs. 2002-10-00 11 For full text: http://www.ccsf.edu/Offices/Research_Planning/pdf/transd01.pdf. N/A 2004 2016-11-21

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Yes Academic Rank (Professional) Administrators Community Colleges Faculty Graduate Study Masters Degrees Qualifications Two Year Colleges Guides - Non-Classroom Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This document is the fifth edition of Minimum Qualifications for Faculty and Administrators in California Community Colleges and it updates information presented in the last edition. The document is divided into the following sections: disciplines requiring a Mater's degree, disciplines in which a Master's degree is not generally expected for available, education code sections on minimum qualifications, title 5 regulations on minimum requirements, Title 5 regulations on faculty interns, and Title 5 regulations on EOPS qualifications. Some of the changes from the previous year includes: (1) changes have been made to the minimum qualifications for 5 current disciplines that require a Master's degree: Chemistry, Engineering Technology, Physical Education, Psychology, and Speech; (2) addition of Martial Arts/Self-Defense to the non-Master's degree list because of growth in demand for courses offered in this subject area; and (3) splitting of sign language into two disciplines titles (American Sign Language and Sign Language/English Interpreting) on the non-Master's list. These changes came about from recommendations from the Academic Senate for California Community Colleges and its members and a comprehensive review of regulations regarding the minimum qualifications and disciplines lists. (MZ) ED481537 Minimum Qualifications for Faculty and Administrators in California Community Colleges. [Fifth Edition] 2003-03-00 50 For full text: http://www.cccco.edu/divisions/hr/f_sdev/min_qual/min_quals.pdf. N/A 2004 2016-09-16

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No Evaluation Higher Education Instructional Materials Leadership Leadership Training Learning Activities Learning Strategies Management Development Teacher Collaboration Teaching Guides Teaching Methods Team Teaching Pillai, Rajnandini, Ed. Stites-Doe, Susan, Ed. Books Collected Works - General Guides - Classroom - Teacher English This book provides a collection of strategies for teaching leadership. It includes the creative use of films, classics, and fiction in teaching leadership; teaching leadership to specific audiences; team teaching and collaboration; and assessing outcomes. Following are the chapter titles and authors: "Blockbuster Leadership: Teaching Leadership Using Film," Troy Nielson, Rajnandini Pillai, and Kathleen Watson; "'Teacher, Tell Me a Story': Using Fiction in the Leadership Classroom," Claudia Cogliser; "All My Best (Leadership) Thoughts Were Stolen by the Ancients," Maria Nathan; "The 'Challenges' of Leadership," Jeff Miles; "On Teaching Gender Differences in Leadership," Susan Stites-Doe; "Teaching Leadership to Executives in the People's Republic of China," Charles M. Vance and Katherine R. Xin; "Transformational Leadership in the U.S. Army," Dong I. Jung and Bruce Avolio; "Team Teaching an MBA Leadership Course," Kevin B. Lowe, Bradley L. Kirkman, and Catherine D. Holderness; "Leadership Development as an Extracurricular Activity," Robert Moorman, Deborah Wells, and Steven Wilwerding; and "The Leadership Acid Test," James C. Spee. Each chapter contains its own set of tables, graphs, charts, rubrics, notes, and references. (WFA) ED481538 Teaching Leadership: Innovative Approaches for the 21st Century. Leadership Horizons Series. 2003-00-00 ISBN-1-931576-72-6 Practitioners Teachers 265 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (hardbound: ISBN-1-931576-73-4, $65.25; paperbound: ISBN-1-931576-72-6, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 8/20/2004 00:08:33 RIEJUN2004 Foreword by Bernard M. Bass.

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Yes After School Centers After School Education After School Programs Discipline Elementary Secondary Education Extended School Day Extracurricular Activities School Holding Power Student Behavior Student Development Student School Relationship Student Welfare Lumsden, Linda Collected Works - Serials Information Analyses ERIC Publications ERIC Clearinghouse on Educational Management, Eugene, OR. National Association of Elementary School Principals, Alexandria, VA. English Results of research and evaluation efforts are just beginning to shed some light on how to create and maintain high-quality after-school programs. This research roundup reviews five documents that touch upon a range of issues related to the developing field of after-school programming. "Getting School-Based After-School Programming Off the Ground" (Grossman, Walker, & Raley, 2001) shares preliminary findings regarding what it takes to plan and launch school-based after-school programs. "Extended Learning Initiatives: Opportunities and Implementation Challenges" (Council of Chief State School Officers, 2000) provides detailed profiles of state-sponsored extended-learning initiatives operating in six states. "Sustainability in School-Linked After-School Programs: Leadership, Program Quality, and Sustainability" (Pechman & Feister, 2002) gives practitioners, funders, and policymakers a better understanding of the challenges involved in sustaining emerging after-school programs. "When Schools Stay Open Late: The National Evaluation of the 21st Century Community Learning Centers Program" (U.S. Department of Education, 2003) reports on first-year findings from a sample of sites in the 21st Century Community Learning Centers Program. "Afterschool Education: Approaches to an Emerging Field" (Noam, Biancarosa, & Dechausay, 2003) provides an overview of current knowledge and practices to help "scaffold" future development in the field of after-school education. (Author/WFA) ED481539 After-School Programs. Research Roundup v20 n1 Fall 2003 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 6 National Association of Elementary School Principals, 1615 Duke Street, Alexandria, VA 22314-3483 ($2.50 each; 10+ copies, $2 each). Tel: 703-684-3345; Tel: 800-386-2377 (Toll Free); Web site: http://www.naesp.org. N/A 2004 8/20/2004 00:08:34 RIEJUN2004 ED-99-CO-0011 Published four times per year. Theme issue.

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Yes Costs Educational Equity (Finance) Educational Finance Elementary Secondary Education Financial Support Full State Funding Government School Relationship High Risk Students Property Taxes Public Education Public Support School Funds State Aid State School District Relationship Student Financial Aid Tax Allocation Vesely, Randall S. Crampton, Faith E. Reports - Research Speeches/Meeting Papers Texas Wisconsin California New York California New York Texas Wisconsin English The purpose of this monograph is to stimulate discussion of vertical equity through an assessment of the funding systems in four states (California, New York, Texas, and Wisconsin) that ascertains how and to what extent at-risk factors are addressed. (In education, children defined as at risk of low academic achievement or of dropping out represent the operationalization of vertical equity.) The paper is divided into six major sections, beginning with a description of the framework for analysis. This is followed by a description of the data and methods used in the study; an overview of the four states' school-funding systems; a description of at-risk funding in each state; and a cross-state comparison analysis. The at-risk funding factors included in the analysis are disability, poverty, urbanicity, race, limited English proficiency, and parental educational attainment. The paper closes with conclusions, policy implications, and recommendations for further research. Included are four tables describing incidence of students with at-risk factors for 1998-99; funding for at-risk factors in the four states school-funding systems for 1998-99; funding program for at-risk factors for each of the four states; and other funding program for at-risk factors for each of the four states. (WFA) ED481540 Revisiting Vertical Equity: The Funding of At-Risk Factors in Four States. 2003-09-00 44 N/A 2004 2016-11-21

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No Administrative Policy Administrator Role Collegiality Community Relations Educational Administration Educational Improvement Elementary Education Information Dissemination Institutional Advancement Instructional Leadership Management Systems Organizational Climate Organizational Communication Parent School Relationship Peer Relationship School Culture Teacher Administrator Relationship Teacher Collaboration Badal, Alen Guides - Non-Classroom Opinion Papers English Organizations, regardless of size and complexities, must depend on communication as a medium to effectively function. Regardless of the best-laid strategies, lack of communication may yield unfavorable results. Needless to state, organizational communication has been perceived as a challenge within many educational organizations. The intent of this article is to single out organizational communication as one area in need of improvement if schools are to strengthen their operational functions. This article covers the following communication components as they relate to elementary schools: (1) faculty to faculty; (2) faculty/staff to parents; (3) administration to faculty/staff; (4) certificated to classified staff; (5) administration to district; and (6) administrative communication. These components are not the limits but are instead a foundation to devise and implement strategies with the intent to improve organizational communication. The article concludes by discussing practical implications and suggestions for further investigation. The formulation of this article consists of the author's practical experiences in elementary education. (Author) ED481541 Organizational Communication Strategies in Elementary Education. 2003-10-14 12 N/A 2004 8/20/2004 00:08:38 RIEJUN2004

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No Budgets Costs Educational Finance Elementary Secondary Education Expenditure per Student Full State Funding Grants Instructional Student Costs Noninstructional Student Costs Public Schools Salaries School District Spending School District Wealth School Funds State Federal Aid Student Costs Tax Allocation Williams, Alicia R. Protheroe, Nancy Cooke, Willa D. Information Analyses Reports - Research No Child Left Behind Act 2001 No Child Left Behind Act 2001 Educational Research Service, Arlington, VA. English This research snapshot provides answers to some of the key questions about budgeted revenues and expenditures within U.S. public school systems. The questions are as follows: (1) Why is information about school district budgets important? (2) How are school district budgets generally allocated? (3) To what extent do districts' expenditures vary by community type, per-pupil expenditure level, enrollment size, and geographical regions? (4) How have allocations for instructional services changed over the years? (5) How much of school district budgets is generally set aside for staff salaries and other benefits? (6) Which (and how much) of school district services are generally contracted out? (7) How have the new testing requirements for No Child Left Behind affected school district budgets? (8) What else has shown a measurable impact on school district budgets this year? and (9) On what sources do school districts rely for funds, and how much does each source contribute? To provide answers to these questions, data on budgeted revenues and expenditures, gathered from the Educational Research Service National Survey of School Districts in Public Schools, 2002-03, are presented in this report. (Author) ED481542 Budgeted Revenues and Expenditures in Public School Systems: Current Status and Trends, Update 2003. A Reference Tool for School Administrators. Research Snapshot. 2003-00-00 ISBN-1-931762-28-7 Administrators Practitioners 14 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. 0550: nonsubscriber, $30; comprehensive subscriber, $15; individual subscriber, $20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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Yes Administrator Attitudes Administrator Characteristics Administrator Education Administrator Qualifications Assistant Principals Educational Administration Elementary Secondary Education Instructional Leadership Management Development Occupational Information Principals Professional Education Chan, T. C. Webb, Linda Bowen, Charles Reports - Research Speeches/Meeting Papers English This paper documents a study that investigated the perceptions of assistant principals regarding their preparation for principalship. The primary contribution of the study is to provide answers to questions concerning the issues of principal shortages since assistant principalship serves as the training ground for principalship. Data for the study were collected from a review of the literature and from a survey of 130 randomly selected assistant principals of elementary, middle, and high schools. The data were subjected to an analysis of variance to determine if demographic factors contributed to differences in assistant principals' perceptions. Overall, the findings show that not all assistant principals aspire to the principalship. Most of those who aspired to be principals were male and in the beginning years of their assistant principalship. Many, however, confessed they lacked the experience needed to be principals. Further results of the study reveal that most assistant principals do not have sufficient on-the-job training to prepare them to be school principals. The report concludes that if public schools continue to recruit school principals by grooming assistant principals, an improved program of mentoring assistant principals needs to be in place. (WFA) ED481543 Are Assistant Principals Prepared for Principalship? How Do Assistant Principals Perceive? 2003-10-00 20 N/A 2004 8/20/2004 00:08:41 RIEJUN2004 Paper presented to the Annual Meeting of the Sino-American Education Consortium (Kennesaw, GA, October 10-11, 2003).

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No Economic Climate Economic Factors Economic Impact Economic Research Economically Disadvantaged Elementary Secondary Education Finance Reform Foreign Countries National Programs Poverty Poverty Programs Public Policy Bourguignon, Francois, Ed. Pereira da Silva, Luiz A., Ed. Books Collected Works - General Guides - Non-Classroom World Bank, Washington, DC. International Bank for Reconstruction and Development, Washington, DC. English This book, a collection of articles and papers, reviews techniques and tools that can be used to evaluate the poverty and distributional impact of economic policy choices. Following are its contents: "Evaluating the Poverty and Distributional Impact of Economic Policies: A Compendium of Existing Techniques" (Francois Bourguignon and Luiz A. Pereira da Silva); "Estimating the Incidence of Indirect Taxes in Developing Countries" (David E. Sahn and Stephen D. Younger); "Analyzing the Incidence of Public Spending" (Lionel Demery); "Behavioral Incidence Analysis of Public Spending and Social Programs" (Dominique van de Walle); "Estimating Geographically Disaggregated Welfare Levels and Changes" (Peter Lanjouw); "Assessing the Poverty Impact of an Assigned Program" (Martin Ravallion);"Ex Ante Evaluation of Policy Reforms Using Behavioral Models" (Francois Bourguignon and Francisco H.G. Ferreira); "Generating Relevant Household-Level Data: Multitopic Household Surveys" (Kinnon Scott); "Integrating Qualitative and Quantitative Approaches in Program Evaluation" (Vijayendra Rao and Michael Woolcock); "Survey Tools for Assessing Performance in Service Delivery" (Jan Dehn, Ritiva Reinkka, and Jacob Svensson); "Predicting the Effect of Aggregate Growth on Poverty" (Gaurav Datt, Krishnan Ramadas, Dominique van der Mensbrugghe, Thomas Walker, and Quentin Wodon); "Linking Aggregate Macroconsistency Models to Household Surveys: A Poverty Analysis Macroeconomic Simulator, or PAMS" (Luiz A. Pereira da Silva, B. Essama-Nssah, and Issouf Samake); "Partial Equilibrium Multimarket Analysis" (Jehan Arulpragasam and Patrick Conway); "The 123PRSP Model" (Shantayanan Devarajan and Delfin S. Go); "Social Accounting Matrices and SAM-Based Multiplier Analysis" (Jeffrey Round); "Poverty and Inequality Analysis in a General Equilibrium Framework: The Representative Household Approach" (Hans Lofgren, Sherman Robinson, and Moataz El-Said); and "Where to Go from Here?" (Francois Bourguignon and Luiz A. Pereira da Silva). (WFA) ED481544 The Impact of Economic Policies on Poverty and Income Distribution: Evaluation Techniques and Tools. 2003-00-00 ISBN-0-8213-5491-4 427 The World Bank, 1818 H Street N.W., Washington, DC 20433 ($45). Tel: 202-473-1000; e-mail: feedback@worldbank.org; Web site: http://www.worldbank.org. N/A 2004 8/20/2004 00:08:45 RIEJUN2004 A co-publication of the World Bank and Oxford University Press.

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Yes Educational Development Educational Improvement Educational Policy Educational Research Elementary Secondary Education Foreign Countries National Programs Research and Development Research Utilization Technology Transfer Theory Practice Relationship Books Reports - Research England New Zealand New Zealand United Kingdom (England) Organisation for Economic Cooperation and Development, Paris (France). English This report explores, in particular, the educational R&D systems in two countries, England and New Zealand, both members of the Organisation for Economic Co-operation and Development (OECD). OECD review teams have been assessing the effectiveness of the educational R&D systems in these two countries in developing and applying usable knowledge to improve the quality of educational practice and policy. The approach of the review teams is to analyze the national educational R&D system as a knowledge management system in which the basic purpose of educational R&D is to develop, organize, and disseminate information and knowledge that illuminates our long-range understanding of the fundamental processes of education. These two reviews are presented in chapters 2 and 4. The accompanying background reports prepared by national educational ministries to support the work of the review team are presented in chapters 3 and 5. Chapter 1 highlights some of the key challenges and issues in educational R&D that OECD countries are facing. Each chapter is preceded by an abstract. The report contains numerous figures, tables, and references. (Author/WFA) ED481545 New Challenges for Educational Research. Knowledge Management. 2003-00-00 ISBN-92-64-10030-X 145 Organisation for Economic Cooperation and Development, 2, rue Andre Pascal, F-75775 Paris Cedex 16, France ($21). Tel: 33-1-45-24-82-00; Web site: http://www.oecd.org/home/. N/A 2004 2016-11-21

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Yes Academically Gifted Advanced Courses Advanced Placement Educational Legislation Elementary Secondary Education Needs Assessment School Districts State Legislation State Programs State Surveys Reports - Descriptive Massachusetts Massachusetts Massachusetts State Dept. of Education, Malden. English This report describes initiatives and services of the Massachusetts Department of Education for academically advanced students. The first section summarizes the department's state initiatives implemented as a result of the state's Education Reform Act of 1993, such as grants to enhance district gifted and talented programs and Advanced Placement (AP) programs. The second section presents data from a 2002 survey of services provided to academically advanced students in individual Massachusetts school districts. Among findings of the survey at the elementary level are that when advanced instruction is provided, it is more likely to be available in the upper elementary and middle school grades than in the primary grades. Among survey findings at the high school level are that honors, advanced, and AP courses are offered in all the core academic subjects in most Massachusetts high schools. The report concludes with four recommendations for the State Department of Education: (1) incorporate measures of progress by academically advanced students into existing department initiatives; (2) establish an index of advanced achievement as part of the state accountability system; (3) provide professional development for teachers; and (4) develop educator preparation programs leading to special licensure. (Contains 26 references.) (DB) ED481546 Promoting High Achievement: Policies and Programs for Academically Advanced Students in Massachusetts. 2002-10-00 Policymakers 32 Massachusetts State Department of Education, 350 Main Street, Malden, MA 02148-5023. Tel: 781-338-3000. For full text: http://www.doe.mass.edu/FamComm/AAEreport.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Disabilities Educational Change Educational Environment Educational Practices High Schools Inclusive Schools Performance Based Assessment State Standards Teacher Attitudes Teacher Expectations of Students Testing Accommodations Phelps, L. Allen, Comp. Reports - Descriptive Authentic Learning National Center on Secondary Education and Transition, Minneapolis, MN. English This brief paper reports on a study of the practices at four high schools selected for how closely they aligned with criteria and indicators illustrative of authentic and inclusive learning for all students. A table presents profiles of the four schools in terms of setting, students, and practices. Classroom observations, interviews, surveys, and analysis of assignments and student work resulted in the following major findings across the four schools: (1) a high set of expectations and positive post-school success were embraced for all students; (2) regular education teachers were firmly committed to inclusion of students with disabilities; (3) teachers using more intellectually demanding instructional tasks receive work from both disabled and non-disabled students that is more authentic; and (4) in assessment activities, approximately 70 percent of students without disabilities and all students with disabilities received some accommodations. Implications of the study include that the emerging state-wide assessments associated with recently adopted academic learning standards post significant threats to high school reform efforts aimed at promoting authentic and inclusive learning. (DB) ED481547 High Schools with Authentic and Inclusive Learning Practices: Selected Features and Findings. Research to Practice Brief. 2003-07-00 Special Education Programs (ED/OSERS), Washington, DC. 6 National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text: http://www.ncset.org/publications/researchtopractice/NCSETResearchBrief_2.2.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Delivery Systems Disabilities Educational Assessment Elementary Secondary Education Inclusive Schools Models Regular and Special Education Relationship State Standards Teacher Collaboration Teamwork Sharpe, Michael N. Hawes, Maureen E. Guides - Non-Classroom Information Analyses Minnesota No Child Left Behind Act 2001 Individuals with Disabilities Educ Act Amend 1997 Minnesota Individuals with Disabilities Education Act Amendments 1997 No Child Left Behind Act 2001 National Center on Secondary Education and Transition, Minneapolis, MN. English This brief paper examines issues in service delivery and collaborative partnerships in light of requirements of the Individuals with Disabilities Education Act Amendments of 1997 and the No Child Left Behind Act of 2001, both of which emphasize the importance of providing access to the general curriculum for students with disabilities and participation in assessments used to measure achievement. Discussion of legal and research implementation issues examines topics such as how to effectively align standards with the individualized goals and objectives of the Individualized Education Program. Other sections consider the changing roles of educators and challenges such as teaching students with an increasingly diverse range of educational needs. Discussion of what works focuses on a model of collaboration developed in Minnesota in which teams of general and special educators work together to identify mutual goals and use negotiation skills to address student needs. Teams are provided with training in collaborative and instructional strategies. A "Five Step Process" of collaboration is illustrated in an attached table. (Contains 20 references.) (DB) ED481548 Collaboration between General and Special Education: Making It Work. Issue Brief. 2003-07-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners 8 National Center on Secondary Education and Transition, Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text: http://www.ncset.org/publications/issue/NCSETIssueBrief_2.1.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Action Research Class Organization Cooperative Learning Curriculum Design Elementary Education Group Instruction Heterogeneous Grouping Parochial Schools Special Needs Students Teamwork Universal Design for Learning Ehens, Cynthia Gates, Jill Dissertations/Theses Reports - Research Tests/Questionnaires English This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned roles to incorporate accountability. A binder of curriculum modifications was developed that included modifications in reading, language arts/English, mathematics, spelling, handwriting, homework, and organizational and memory strategies. Different subject areas were emphasized in each month. Students' academic progress was assessed using anecdotal records, document analysis, and teacher surveys. Results indicated that all students benefited from the modifications that were implemented, not just the targeted population. Modifications were more effectively implemented on a whole class or group rather than individual basis. Appendices include survey and other forms. (Contains 38 references.) (DB) ED481549 Assisting Learners with Special Needs in a Regular Classroom at a Parochial School. 2003-05-00 35 N/A 2004 8/20/2004 00:08:55 RIEJUN2004 Master of Arts Action Research Project, Saint Xavier University and SkyLight Professional Development Field-Based Master's Program.

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Yes Attention Deficit Disorders Clinical Diagnosis Definitions Drug Therapy Educational Therapy Elementary Secondary Education Hyperactivity Outcomes of Treatment Symptoms (Individual Disorders) Carbonell, Claudia L. Information Analyses English This literature review of attention deficit hyperactivity disorder (ADHD) reviews the diagnosis and treatment options for children diagnosed with ADHD. It describes the complexity of ADHD, its symptoms, treatments, and implications on a child's social and academic development as well as strategies for assisting such children. Individual sections address the following topics: definitions of ADHD; diagnosis; treatment and medication; educational implications; and research limitations. Treatment options discussed include drug therapy, neurotherapy, hypnosis and cognitive-behavioral therapy, holistic approaches, parent education, and behavioral treatment. The paper concludes that, although diagnosis and treatment options vary, the following points are consistently made throughout the literature: (1) parents, educators, and evaluators need to be informed about ADHD and its subtypes; (2) qualified professionals should conduct all diagnoses and the methodologies used should be consistent with current research; (3) medication is an increasingly common form of treatment that should be handled delicately; and (4) alternative treatment programs and support groups are also available to control ADHD symptoms. (Contains 14 references.) (DB) ED481550 Attention Deficit Hyperactive Disorder: Alternative Treatment Plans for School Age Children Diagnosed with ADHD. 2003-05-00 32 N/A 2004 8/20/2004 00:08:57 RIEJUN2004

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Yes Change Strategies Cooperative Programs Disabilities Educational Change Elementary Education Inclusive Schools Reading Instruction Teacher Collaboration Teaching Models Teamwork Burnham, Jacki Discher, Stephanie Ingle, Krista Reports - Descriptive Speeches/Meeting Papers English This brief paper describes the Circle of Collaboration approach at one elementary school in Utah that is focusing on development of an inclusive school for all students and implementation of a program (Balance Literacy) to enhance students' reading skills. Balance Literacy incorporates phonemic awareness, phonic instruction, fluency, vocabulary, and text comprehension instruction. The collaborative process is directed by the Diversity Team comprised of a school administrator, a teacher representative from each grade, school specialists, and the literacy curriculum facilitator. Team efforts have included organization of collaboration time for teachers, literacy block scheduling, and alignment of curriculum and assessment. A Literacy Curriculum Team has collaborated in efforts such as school-wide comprehensive professional development, paraprofessional training, and establishment of a model classroom. The Circle of Collaboration approach has led to greater grade level collaboration, specialist collaboration, and school teams collaboration. The paper concludes that the Circle of Collaboration approach has brought unity to the school, a unified curriculum, unified expectations, and unified effort. (DB) ED481551 The Circle of Collaboration. 2003-03-00 5 N/A 2004 8/20/2004 00:09:00 RIEJUN2004 In: Rural Survival. Proceedings of the Annual Conference of the American Council on Rural Special Education (ACRES) (23rd, Salt Lake City, Utah, March 20-22, 2003); see ED 476 123.

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Yes Adults Advocacy Civil Liberties Community Programs Court Litigation Disabilities Disability Discrimination Health Services Housing Independent Living Nursing Homes Social Integration Transitional Programs Darling, Bruce Lowry, Kirk Langbehn, Kristy Stamper, Dustin Petty, Richard Heinsohn, Dawn Michaels, Bob Hughey, Anne-Marie Guides - Classroom - Learner Institute for Rehabilitation and Research, Houston, TX. National Council on Independent Living, Arlington, VA. English This document is the participant's manual for a 3-day training conference for professionals involved in transition and the independent living movement for individuals with disabilities. Preliminary information includes the conference agenda, background information on the trainers and the sponsoring organizations, and the learning objectives of the conference. The first section examines in some detail the decision in Olmstead v. United States in which the court ruled that unjustified isolation of people with disabilities is properly regarded as discrimination based on disability and requires states to provide community based services. The following sections address: (1) constitutional rights of people with disabilities; (2) outreach and identification strategies; (3) exploring the limits of community living (personal stories); (4) first meeting and initial planning; (5) identification of barriers and advocacy strategies; (6) housing; (7) states' use of home health, the Personal Care Services benefit, and waivers; (8) general guidelines for nursing facility transition; (9) a timeline for activities for transition; (10) developing a safety plan; and (11) cognitive impairment, guardianship, durable power of attorney, and Adult Protective Services. Eleven appendices include a glossary, checklists and forms, planning worksheets; a nursing home transition needs survey, and the texts of four presentations. (DB) ED481552 How To Free Our People: Real Life Solutions--A National Conference (Kansas City, Missouri, May 21-23, 2003). Participant's Manual. 2003-05-00 Rehabilitation Services Administration (ED), Washington, DC. Practitioners Students 247 ILRU Program, The Institute for Rehabilitation and Research, 2323 S. Shepherd St., Suite 1000, Houston, TX 77019. Tel: 713-520-0232. National Council on Independent Living (NCIL), 1916 Wilson Blvd., Suite 209, Arlington, VA 22201. Tel: 877-525-3400 (Toll Free); Web site: http://www.ncil.org. For full text: http://www.ilru.org. N/A 2004 8/20/2004 00:09:02 RIEJUN2004 H132B99002 Developed as part of the IL NET: an ILRU/NCIL (Independent Living Research Utilization/National Council on Independent Living) National Training and Technical Assistance Project.

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Yes Academic Achievement Academic Persistence College Outcomes Assessment College Students Disabilities Grades (Scholastic) Graduation Higher Education Sex Differences Student Characteristics Jorgensen, Shirley Fichten, Catherine Havel, Alice Lamb, Daniel James, Crystal Barile, Maria Reports - Research Dawson College PQ Dawson Coll., Montreal (Quebec). English In an archival study, the academic outcomes of 653 students with disabilities and 41,357 students without disabilities attending Dawson College (Quebec) were compared over a 12-year period (1990-2002). Students with disabilities were more likely to have been enrolled in a pre-university program, less likely to enroll in a continuing education program, were on average a year younger than the general college population, and entered Dawson with lower high school averages. Results indicate that students with both physical and learning disabilities had graduation rates that were virtually identical to those of non-disabled students, although students with disabilities took approximately one semester longer to graduate. When average grades and course pass rates were examined, students with disabilities generally did at least as well as, and in some cases significantly better than, their non-disabled peers. The overall trend for grades and course pass rates was for students with learning disabilities/attention deficit disorder to have similar or slightly poorer outcomes than the non-disabled sample, and for students with all other disabilities to have slightly superior outcomes. Males, both disabled and non-disabled, had poorer results than females with respect to all indicators. Four appendices provide methodology details. (Contains 115 references and 24 tables.) (DB) ED481553 Students with Disabilities at Dawson College: Success and Outcomes. Final Report Presented to PAREA, Spring 2003. 2003-00-00 Ministry of Education, Quebec (Canada). ISBN-1-55016-064-8 58 For full text: http://www.adaptech.dawsoncollege.qc.ca/pubs/PAREA_2k3.pdf. N/A 2004 2016-11-21

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Yes Access to Computers Accessibility (for Disabled) Adults Children Civil Rights Legislation Court Litigation Disabilities Federal Legislation Internet Legal Problems Technological Advancement World Wide Web Information Analyses Opinion Papers Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 National Council on Disability, Washington, DC. English This paper addresses the issue of how the Americans with Disabilities Act (ADA) applies to commercial and other private sector Web sites. Beginning with a brief discussion of the role electronic communication plays in our lives, the paper then considers the placement of the ADA in the context of current technology and of computer usage in the country. The paper next analyzes the legal background to the ADA and Internet access issues, pointing out authorities and scholarship on both sides of the question. The paper goes on to identify the narrow legal issues, bearing most upon the definition of the word "place" in Title III of the ADA. It analyzes the meaning and application of this term, in light of the ADA's legislative history, its plain meaning, and court decisions applying this term in nontechnology-based settings. The paper concludes that the law does clearly contemplate the coverage of the Internet by Title III of the ADA. Finally, the paper explains the practical and economic arguments that should guide those implementing the law, suggesting strategies by which the accessibility principle can be broadly implemented without disruption and with benefit to consumers and businesses alike. (Contains 87 references.) (DB) ED481554 When the Americans with Disabilities Act Goes Online: Application of the ADA to the Internet and the Worldwide Web. Position Paper. 2003-07-10 39 National Council on Disability, 1331 F St., NW, Suite 1050, Washington, DC 20004-1107. Tel: 202-272-2004; TTY: 202-272-2074; Fax: 202-272-2022; Web site: http://www.ncd.gov. For full text: http://www.ncd.gov/newsroom/publications/pdf/adainternet.pdf. N/A 2004 2016-11-21

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Yes Assistive Technology Civil Liberties Cost Effectiveness Decision Making Disabilities Employment Federal State Relationship Fiscal Capacity Government Role Health Services International Cooperation Legal Problems Models Public Policy Research Needs Statistics Technical Assistance Telecommunications Transportation Trend Analysis Reports - Descriptive National Council on Disability National Council on Disability, Washington, DC. English This annual report of the National Council on Disability surveys major legal and policy developments during the year 2002 and offers recommendations for legal/policy measures and for research. The first chapter identifies legal and policy issues that cross traditional areas, focusing on six themes: (1) the mainstreaming of disability issues; (2) the rise of the technical assistance model; (3) evidence-based decision making; (4) cost-effectiveness; (5) intergovernmental coordination; and (6) budgetary constraint. The following chapters summarize findings and offer recommendations for the following areas: disability statistics and research; civil rights; education; health care; long-term services and supports; youth; employment; welfare reform; housing; transportation; assistive technology and telecommunications; international issues; and homeland security. Concluding chapters list the recommendations presented in each chapter and summarize major activities of the National Council on Disability. (Contains 120 references.) (DB) ED481555 National Disability Policy: A Progress Report, December 2001-December 2002. 2003-06-26 Policymakers 202 National Council on Disability, 1331 F St., NW, Suite 1050, Washington, DC 20004-1107. Tel: 202-272-2004; TTY: 202-272-2074; Fax: 202-272-2022; Web site: http://www.ncd.gov. N/A 2004 2016-11-21

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Yes Alaska Natives American Indian Education American Indian Reservations American Indians Disabilities Federal Indian Relationship Federal State Relationship Government Role Health Services Independent Living Needs Assessment Tribal Government Vocational Rehabilitation Reports - Evaluative National Council on Disability National Council on Disability, Washington, DC. English This report is the product of a project that examined services to people with disabilities living on American Indian or Alaska Native (AI/AN) tribal lands. Research such as the American Indian Disability Legislative Project and other studies on health, rehabilitation, independent living, and education issues that affect people with disabilities living in Indian country were surveyed. It also considered views and perspectives of AI/AN people with disabilities, tribal leaders, and federal agency representatives. This report reviews the literature, reports on interviews with stakeholders, and examines and recommends improvements in government-to-government (including sovereign tribal governments) relationships. The report makes the following major recommendations: (1) fulfill the federal trust responsibility to AI/AN tribes and the national mandate for the elimination of discrimination against individuals with disabilities; (2) ensure meaningful consultation and involvement of people with disabilities and tribal leaders; (3) provide tribes with better access to federal resources and funded programs; (4) develop cultural competence within federal agencies and increase agencies' interaction with tribes; (5) include disability issues among tribal priorities and federal initiatives in tribal communities. Seven appendices provide additional documentation such as interview guides, case studies, and community stories of innovation. (DB) ED481556 People with Disabilities on Tribal Lands: Education, Health Care, Vocational Rehabilitation, and Independent Living. 2003-08-01 Policymakers 141 National Council on Disability, 1331 F St., NW, Suite 1050, Washington, DC 20004-1107. Tel: 202-272-2004; TTY: 202-272-2074; Fax: 202-272-2022; Web site: http://www.ncd.gov. N/A 2004 2016-11-21

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Yes Access to Computers Accessibility (for Disabled) Adults Assistive Technology Braille Children Computer Software Disabilities Hearing Impairments Physical Disabilities Sensory Aids Telecommunications Visual Impairments Scheffel, Debora L. Agnew, Jo Information Analyses Opinion Papers Transparent Models English This paper examines the goal of providing transparent computer access to people with disabilities, especially those with visual impairments. First, four basic strategies to provide this population with access to technology are identified: (1) building features into the computer, operating system, or application programs; (2) using adaptive interfaces comprised of standard software or hardware products that provide modifications or alternate interfaces for accessibility; (3) establishing connectivity to personal assistive devices; and (4) developing custom adaptations. Application of these strategies is illustrated and discussed in case studies of people with visual impairments, physical impairments, and hearing impairments. Among the approaches reviewed in these case studies are Braille printers and computers, the Optacon, the Kurzweil Reading Machine, speech synthesizers, speech output software, magnification software, single-switch input systems, screen-based optical head pointing systems, voice recognition systems, StickyKey software, telephone devices for the deaf, the KEY plus keyboard system, and C-print. Discussion of future challenge considers the need to make graphic icons more accessible to the visually impaired in graphical user interface systems. (Contains 34 references.) (DB) ED481557 Full Computer Access for People with Disabilities: The Goal of Transparency. 2003-05-00 26 N/A 2004 2016-11-21

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Yes Action Research Change Strategies Curriculum Based Assessment Data Collection Decision Making Disabilities Educational Assessment Educational Change Educational Technology Elementary Secondary Education Inclusive Schools Instructional Improvement Participatory Research Research Utilization Social Integration Theory Practice Relationship Work Environment Collected Works - Serials Guides - Non-Classroom ERIC Publications Office of Special Education Programs Positive Behavioral Support ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project. English This issue presents two articles on the use of data to improve results for students with disabilities. The first paper examines how researchers supported by the Office of Special Education Programs are discovering innovative uses of scientifically derived information in instructional and administrative decision making as well as strategies for enhancing the usability of such data. Major sections address how data can inform schoolwide positive behavior support programs; using large scale assessment data for school improvement; and curriculum-based measurement (CBM). The second paper is on using data from participatory action research to support change and innovation. Sections consider generating data-based strategies; promoting inclusive schooling practices; conducting family research; and studying social inclusion at work sites. Insets in both papers briefly describe relevant resources on teaching students with disabilities to use data for decision making, how technology use streamlines data collection and analysis, digital texts with embedded and individualized reading strategy and decoding supports, computer administered and scored CBM resources, and use of focus groups to yield useful data. (DB) ED481558 Using Data: Innovative Ways To Improve Results for Students with Disabilities. Research Connections in Special Education n13 Fall 2003 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. Practitioners Researchers 10 ERIC Clearinghouse on Disabilities and Gifted Education. ERIC/OSEP Special Project, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 800-328-0272 (Toll Free); Tel: 703-620-3660; Web site: http://ericec.org. N/A 2004 2016-11-21

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Yes Alaska Natives American Indians Assistive Technology Change Strategies Cultural Differences Disabilities Elementary Secondary Education Federal Legislation Health Services Housing Models Program Development Special Education Transportation Vocational Rehabilitation Guides - Non-Classroom National Council on Disability, Washington, DC. English This "toolkit" document is intended to provide a culturally appropriate set of resources to address the unique political and legal concerns of people with disabilities in American Indian/Alaska Native (AI/AN) communities. It provides information on education, health, vocational rehabilitation (VR), independent living, model approaches, and supporting documentation for improving services to people with disabilities living in Indian country. Following an introductory chapter, chapters address the following topics (sample sub-topics in parentheses): healthy living (health care, sports and recreation); education (federal special education law, Office of Special Education Programs strategic directions); independent living (model approaches, resources); vocational rehabilitation and employment (vocational rehabilitation basics for the consumer, consumer disability resources, tribal VR program resources); assistive technology (model approaches, resources); housing and facilities (universal design, making plans a reality); transportation (assessing service needs, model approaches, and making plans a reality); key elements of promising programs (leadership); advocating change (self-advocacy, sample resolutions); federal disability laws and tribes (understanding government-to-government relationships); and national initiatives, federal agencies, and national organizations. A disability etiquette handbook completes the toolkit. (DB) ED481559 Understanding Disabilities in American Indian and Alaska Native Communities. Toolkit Guide. 2003-08-01 Community 224 National Council on Disability, 1331 F St., NW, Suite 1050, Washington, DC 20004-1107. Tel: 202-272-2004; TTY: 202-272-2074; Fax: 202-272-2022; Web site: http://www.ncd.gov. N/A 2004 8/20/2004 00:09:18 RIEJUN2004

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Yes Agencies Data Collection Disabilities Education Work Relationship Elementary Secondary Education Federal Programs Federal State Relationship Government Role Postsecondary Education Public Policy Special Education Transitional Programs Vocational Rehabilitation Bellis, David D. Legal/Legislative/Regulatory Materials Reports - Evaluative Tests/Questionnaires Individuals with Disabilities Education Act Workforce Investment Act 1998 Individuals with Disabilities Education Act Workforce Investment Act 1998 General Accounting Office, Washington, DC. English This report to Congress examines issues in the transition of students with disabilities into postsecondary education or employment. Major findings are: (1) most IDEA (Individuals with Disabilities Education Act) youth complete high school, but data on transitions are limited; (2) problems impeding the transition of IDEA youth into postsecondary education and employment remain partially addressed; and (3) the vocational rehabilitation, Workforce Investment Act, and Ticket programs provide transition services but several factors limit the number of IDEA youth who use them. Major recommendations of the report are: (1) gather and provide states with information on sound strategies to collect and use postsecondary data; (2) develop a plan to provide states with timely feedback and consistent quality of technical assistance; and (3) coordinate with other federal agencies to provide IDEA students and their families with information on federally funded transition services. The bulk of the document is comprised of nine appendices that include documentation of the scope and methodology of the study; state data collection efforts; state waiting lists for vocational rehabilitation services; youth eligible for the Ticket program; availability of Medicaid Buy-In to working people with disabilities; and comments from the Department of Education, Department of Labor, and the Social Security Administration. (DB) ED481560 Special Education: Federal Actions Can Assist States in Improving Postsecondary Outcomes for Youth. Report to the Ranking Minority Member, Committee on Health, Education, Labor and Pensions, U.S. Senate. 2003-07-00 Policymakers 68 U.S. General Accounting Office, P.O. Box 37050, Washington, DC 20013. Tel: 202-512-6000; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) College Faculty College Students Course Organization Disabilities Faculty Development Focus Groups Higher Education Inservice Teacher Education Postsecondary Education Program Development Workshops Fox, Judith A., Ed. Johnson, Donna, Ed. Guides - Classroom - Teacher Non-Print Media Minnesota Univ., Minneapolis. General Coll. Minnesota Univ., Minneapolis. Disability Services. English This guide is designed to assist postsecondary disability service providers and others in conducting a Curriculum Transformation and Disability (CTAD) faculty development workshop intended to make classrooms more accessible to all students, including those with disabilities. The CTAD workshop uses the model of universal instructional design, which encourages faculty to provide alternatives in their curricula. The guide to the 10.5 hour workshop includes 8 CTAD workshop sections, each with a brief overview, learning objectives, and list of materials needed; information on facilitator preparation; instructions to the facilitator; and material to be read to the participants. Sections address: (1) disability and higher education; (2) student experiences; (3) universal instructional design; (4) applying universal instructional design, Part 1 (designing an accessible course); (5) using assistive technology; (6) accessing local resources; (7) applying universal instructional design, Part 2 (teaching and learning); and (8) creating an action plan. Sixteen appendices provide samples and handouts such as a sample invitation for a faculty focus group, a sample invitation for a student focus group, a sample CTAD workshop recruitment letter, a worksheet for applying universal instructional design, an essential components case scenario, a sample action plan, and a workshop evaluation form. Two videotapes, "Assistive Technology: Applications in Postsecondary Education" (written and hosted by Jennifer Dunnam) and "Uncertain Welcome: Student Perspectives on Disability and Postsecondary Education" (produced by Rich Reardon) are included as well as an accompanying CD-ROM containing digital versions of both videos and all PowerPoint presentations. (DB) ED481561 Curriculum Transformation and Disability (CTAD): Helping Postsecondary Faculty Make Their Classes More Accessible to All Students. Workshop Facilitator's Guide [with CD-ROM and Videotapes]. 2000-00-00 Office of Postsecondary Education (ED), Washington, DC. Practitioners Teachers 88 University of Minnesota, General College, 246 Appleby Hall, 128 Pleasant St. SE, Minneapolis, MN 55455. Tel: 612-625-5366. For full text: http://www.gen.umn.edu/research/ctad. N/A 2004 8/20/2004 00:09:23 RIEJUN2004 P333A990015 Accompanying videotapes and CD-ROM are not available from ERIC.

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Yes Disabilities Early Childhood Education Early Intervention Inservice Education Interdisciplinary Approach Professional Education Teaching Models Team Training Teamwork Catlett, Camille Winton, Pamela J. Reports - Descriptive Tests/Questionnaires North Carolina Univ., Chapel Hill. Frank Porter Graham Center. English This final report describes activities and accomplishments of a federally supported four-year project to enhance and implement an innovative model for interprofessional preservice training of early childhood intervention personnel. The New Scripts model is specifically committed to three areas of personnel development: supporting opportunities for early childhood and early intervention colleagues to work collaboratively; increasing the participation of individuals representing cultural and linguistic diversity; and encouraging the participation of community college representatives. The project prepared teams of higher education faculty, family members, practitioners, and agency representatives from nine states to serve as leaders in providing early childhood and early intervention training in their states. A total of 389 state level early childhood and early intervention leaders with personnel preparation responsibilities and 145 interdisciplinary team members participated directly in New Scripts activities. Documented benefits of participation included: (1) statistically significant increases in faculty knowledge and skills in early intervention content and training strategies; greater faculty commitment to participating in community-based inservice and technical assistance activities; (3) higher quality preservice and inservice training; and (4) increased linkages among state agencies, institutions of higher educations, and consumers. Three appendices provide measures used by the project. (Contains 23 references.) (DB) ED481562 New Scripts for 21st Century Services: An Innovative Model for Supporting Change & Reform in Interprofessional Preservice Training. Final Report. 2003-08-00 Special Education Programs (ED/OSERS), Washington, DC. 79 N/A 2004 8/20/2004 00:09:25 RIEJUN2004 H325N980034

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Yes Annual Reports Higher Education Nursing Education Professional Associations Reports - Descriptive American Association of Colleges of Nursing American Association of Colleges of Nursing, Washington, DC. English This annual report highlights the initiatives of the American Association of Colleges of Nursing to help member schools meet the nation's demand for innovative and expanded nursing care. Information is provided in the broad areas of: the state of the schools, setting curriculum standards, working together to advance nursing education, pursuing grant-funded initiatives, advocating for nursing education and research, enhancing data services, rewarding innovations in nursing education, hosting conferences and meetings, recognizing the Commission on Collegiate Nursing Education's (CCNE's) accrediting authority, communicating the association's mission, independent auditor's report, and governance and organization. (EV) ED481563 American Association of Colleges of Nursing Annual State of the Schools, 2001. 2002-00-00 42 American Association of Colleges of Nursing, One Dupont Circle, Suite 530, Washington, DC 20036-1120. Tel: 202-463-6930; Fax: 202-785-8320; Web site: http://www.aacn.nche.edu. N/A 2004 2016-11-21

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Yes Annual Reports Higher Education Nursing Education Professional Associations Reports - Descriptive American Association of Colleges of Nursing American Association of Colleges of Nursing, Washington, DC. English This annual report highlights the initiatives of the American Association of Colleges of Nursing to help member schools meet the nation's demand for innovative and expanded nursing care. Information is provided in the broad areas of: the state of the schools, leading through task force initiatives, working together to advance nursing education, pursuing grant-funded initiatives, advocating for nursing education and research, enhancing data services, rewarding innovations in nursing education, conferences and seminars, the Commission on Collegiate Nursing Education (CCNE), communicating the association's mission, independent auditor's report, and governance and organization. (EV) ED481564 American Association of Colleges of Nursing Annual State of the Schools, 2002. 2002-00-00 41 American Association of Colleges of Nursing, One Dupont Circle, Suite 530, Washington, DC 20036-1120. Tel: 202-463-6930; Fax: 202-785-8320; Web site: http://www.aacn.nche.edu. N/A 2004 2016-11-21

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No College Faculty Higher Education Nursing Education Salaries Salary Wage Differentials School Surveys Tables (Data) Berlin, Linda E. Stennett, Janis Bednash, Geraldine D. Numerical/Quantitative Data Reports - Evaluative American Association of Colleges of Nursing, Washington, DC. English A survey was conducted to gather information on full-time nurse faculty salaries and related information such as gender, year of birth, race/ethnicity, degree level, rank, level and area of teaching, and tenure status. Findings, presented in numerous data tables, provide a benchmarking resource for comparing salary data on an academic and a calendar year basis for faculty rank, degree, and type of institution by numerous variables, including region, parent institution (university or college), academic health center affiliation, tenure status, teaching responsibility, and types of nursing programs offered (baccalaureate, master's, and doctoral programs). (EV) ED481565 Salaries of Instructional and Administrative Nursing Faculty in Baccalaureate and Graduate Programs in Nursing, 2002-2003. 2003-00-00 126 American Association of Colleges of Nursing, One Dupont Circle, Suite 530, Washington, DC 20036-1120. Tel: 202-463-6930; Fax: 202-785-8320; Web site: http://www.aacn.nche.edu. N/A 2004 8/20/2004 00:09:32 RIEJUN2004

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Yes College Faculty Deans Higher Education Nursing Education Salaries Salary Wage Differentials School Surveys Tables (Data) Berlin, Linda E. Stennett, Janis Bednash, Geraldine D. Numerical/Quantitative Data Reports - Research American Association of Colleges of Nursing, Washington, DC. English A survey was conducted to gather information on the salaries of nursing school deans and related information such as title, rank, degree level, tenure status, gender, and race/ethnicity. Findings, presented in several data tables, provide a benchmarking resource for comparing salary data on a calendar year basis by numerous characteristics of deans including title, highest earned degree, academic rank, tenure status, and years in current deanship. Salaries are also presented by geographic region, institutional control, parent institution (university or college), academic health center affiliation, types of nursing programs offered, Carnegie classification, and number of full-time faculty. (EV) ED481566 Salaries of Deans in Baccalaureate and Graduate Programs in Nursing, 2002-2003. 2003-00-00 28 American Association of Colleges of Nursing, One Dupont Circle, Suite 530, Washington, DC 20036-1120. Tel: 202-463-6930; Fax: 202-785-8320; Web site: http://www.aacn.nche.edu. N/A 2004 8/20/2004 00:09:34 RIEJUN2004

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No Doctoral Programs Education Majors Educational Needs Educational Objectives Educational Planning Richardson, Virginia Opinion Papers Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. The purpose of this paper is to speculate on the essential goals and characteristics of a doctorate in education that is designed to develop persons who are stewards of their field. As described by the Carnegie Foundation for the Advancement of Teaching, stewards are able to generate new knowledge, understand the intellectual history of the field, use the best ideas and practices in current work, and represent that knowledge to others both within and outside the field. Stewards have a respectful sense of the broader intellectual landscape, including paradigms and questions, and they are able to speak about how their field contributes important understanding to these larger questions. They have a strong sense of obligation to their field and help preserve the best while promoting change and improvement. This paper discusses the steward of education, and the role of doctoral programs in fostering stewards of education. There are two doctoral degrees in education, the Ph.D., and the Ed.D. Although the paper focuses on the Ph.D. degree, the overarching frame of the analysis applies to both degrees. (EV) ED481567 The Ph.D. in Education. Carnegie Essays on the Doctorate: Education. 2003-00-00 16 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:36 RIEJUN2004 For related documents, see HE 036 205-210.

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No Doctoral Programs Educational Needs Educational Objectives Educational Planning Mathematics Bass, Hyman Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay offers a brief sketch of mathematics as a discipline, asserting that this perspective, whose validity endures, but whose incompleteness for doctoral preparation is increasingly evident, has historically dominated thinking about the doctorate. Following that is a discussion of the profession of mathematics as it has currently evolved. With this background, the essay then proposes one vision of "stewardship" of mathematics. The essay deliberately avoids the phrase "of the discipline of mathematics," since it intends this concept (of stewardship) to embrace the professional, as well as disciplinary, aspect of the field. In a final section, the essay outlines some implications of this perspective for the design of doctoral programs in mathematics. (EV) ED481568 The Carnegie Initiative on the Doctorate: The Case of Mathematics. Carnegie Essays on the Doctorate: Mathematics. 2003-00-00 16 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:37 RIEJUN2004 For related documents, see HE 036 204, 206-210.

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No Chemistry Doctoral Programs Educational Needs Educational Objectives Educational Planning Kwiram, Alvin L. Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay suggests that a number of practices common in doctoral education in chemistry are less than optimal and may be evolving in counterproductive directions. It discusses the need to integrate more professional skills and knowledge into the doctoral program, to reduce the time to degree, and to prepare the next generation of mentors for the academy. (EV) ED481569 Reflections on Doctoral Education in Chemistry. Carnegie Essays on the Doctorate: Chemistry. 2003-00-00 21 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:40 RIEJUN2004 For related documents, see HE 036 204-205, 207-210.

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No Doctoral Programs Educational Needs Educational Objectives Educational Planning Humanities Stimpson, Catharine R. Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay explores the nature of graduate education in the humanities, the nature of needed reforms, and the idea of stewardship in the field. Broad topics include: the "messiness" of the humanities, the unity of the humanities, responsibilities and stewardship in the humanities, and questions for graduate programs in the humanities, such as, "Who should the next generation of students be?"; "How do we want them to learn and what do we want them to know?"; and "How are we to create academic citizens?" (Contains 39 references.) (EV) ED481570 Words and Responsibilities: Graduate Education and the Humanities. Carnegie Essays on the Doctorate: Humanities. 2003-00-00 23 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:41 RIEJUN2004 For related documents, see HE 036 204-206, 208-210.

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No Doctoral Programs Educational Needs Educational Objectives Educational Planning English English Literature Graff, Gerald Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay begins by suggesting that, though there is far less consensus about the nature and identity of English as a field of study than there was 40 years ago, English graduate programs still fail to confront the contested nature of "the profession" directly, leaving their graduate students to figure things out on their own. The essay offers seven proposals, intended as provocations rather than dogmatic prescriptions, to make these contested issues a central focus of doctoral programs, thereby making the process of socialization into professional culture more open and less mystifying. The proposals also are intended to take advantage of those areas of consensus that have been there all along, particularly the commitment to teaching and writing. (Contains 17 references.) (EV) ED481571 The Ph.D. in English: Towards a New Consensus. Carnegie Essays on the Doctorate: English. 2003-00-00 17 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:43 RIEJUN2004 For related documents, see HE 036 204-207, 209-210.

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No Doctoral Programs Educational Needs Educational Objectives Educational Planning Mathematics Chan, Tony F. Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay, which considers doctoral programs in mathematics, discusses the importance of ensuring a source of high-quality doctoral students, ensuring that mathematics is part of science, and ensuring societal support for mathematics doctoral education. It then considers four steps to ensure that mathematics doctoral education meets its goals: make it more attractive to students and competitive with other fields, prepare doctoral students for a broad range of future careers, improve mentoring during doctoral training, and adopt some effective practices from other sciences. (Contains 16 references.) (EV) ED481572 The Mathematics Doctorate: A Time for Change? Carnegie Essays on the Doctorate: Mathematics. 2003-00-00 13 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:45 RIEJUN2004 For related documents, see HE 036 204-208, 210.

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No Chemistry Doctoral Programs Educational Needs Educational Objectives Educational Planning Breslow, Ronald Reports - Descriptive Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a collection of essays as part of the Carnegie Initiative on the Doctorate (CID). Essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. Intended to engender conversation about the conceptual foundation of doctoral education, the essays are intended as a starting point and not the last word in disciplinary discussions. This essay reviews current practice in chemistry doctoral education and offers recommendations for structural and procedural changes in programs. Discussed in detail are the development of breadth of knowledge, depth of knowledge, and professional skills. (EV) ED481573 The Doctorate in Chemistry. Carnegie Essays on the Doctorate: Chemistry. 2003-00-00 17 Carnegie Foundation for the Advancement of Teaching, 51 Vista Lane, Stanford, CA 94305. Tel: 650-566-5107; Fax: 650-326-0278; e-mail: CID@carnegiefoundation.org; Web site: http://www.carnegiefoundation.org/cid. N/A 2004 8/20/2004 00:09:46 RIEJUN2004 For related documents, see HE 036 204-209.

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Yes Academic Achievement Accreditation (Institutions) College Attendance Educational Quality Educational Trends Higher Education Nontraditional Students School Holding Power Student College Relationship Colbeck, Carol L. Caffrey, Helen Spangler Heller, Donald E. Lattuca, Lisa R. Reason, Robert Strauss, Linda C. Terenzini, Patrick T. Volkweinm, J. Fredericks Reindl, Travis Collected Works - General Reports - Descriptive Pennsylvania State Univ., University Park. Center for the Study of Higher Education. English This document addresses issues of concern to higher education today, namely student success (particularly of underrepresented students) and accreditation and quality assurance. Regarding research and practice in the area of student success, the report discusses strategies that promote persistence, transfer, and completion throughout the K-16 pipeline, within institutions, between colleges, and in student financial aid. Regarding accreditation in higher education, the report addresses its role, history, mechanisms, contexts, and trends. (EV) ED481574 What Works: Policy Seminar on Student Success, Accreditation and Quality Assurance. 2003-08-00 24 For full text: http://www.aascu.org/pdf/whatworks_03.pdf. N/A 2004 2020-10-07

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Yes Crisis Management Higher Education School Security Terrorism Guides - Non-Classroom American Association of State Colleges and Universities, Washington, DC. English Asserting that no campus, from those located in large urban settings to institutions nestled in small rural environments, is immune to being a potential target of domestic or international terrorism, this publication offers information and resources beneficial to presidents, chancellors, and their leadership teams as they review both prevention and deterrence measures in their efforts to enhance campus security. It addresses campus vulnerabilities and security preparedness, and offers specific suggestions for security planning. The guide concludes with a list of security-related resources. (EV) ED481575 Addressing the Challenges of Campus Security. 2003-00-00 9 For full text: http://aascu.org/policy/special_report/security.htm. N/A 2004 8/20/2004 00:09:50 RIEJUN2004

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Yes College Faculty College Governing Councils Compliance (Legal) Court Litigation Faculty Organizations Governance Higher Education Euben, Donna Reports - Research Speeches/Meeting Papers American Association of Univ. Professors, Washington, DC. English This paper offers a legal examination of shared governance in higher education. It discusses what shared governance is; the legal character of faculty senates; faculty handbooks as enforceable contracts for governance provisions; faculty enforcement of statutory shared governance protections (the California experience); shared governance, "no confidence" votes, and the matters-of-public-concern test; and faculty unions and faculty senates. (EV) ED481576 Some Legal Aspects of Collegial Governance. 2003-10-11 13 N/A 2004 8/20/2004 00:09:51 RIEJUN2004 Paper presented at the Governance Conference of the American Association of University Professors (Indianapolis, IN, October 11, 2003).

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Yes Affirmative Action Compliance (Legal) Court Litigation Higher Education Student Diversity Springer, Ann Reports - Descriptive American Association of Univ. Professors, Washington, DC. English This paper offers of legal examination of affirmative action in higher education. It describes several court cases regarding student recruitment, admissions, and financial aid; the desegregation context; federal programs; cases regarding faculty employment; and elementary and secondary education. (EV) ED481577 Update on Affirmative Action in Higher Education: A Current Legal Overview. 2003-10-00 18 N/A 2004 8/20/2004 00:09:53 RIEJUN2004

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Yes College Faculty Compensation (Remuneration) Compliance (Legal) Faculty Workload Higher Education School Policy Euben, Donna Information Analyses Speeches/Meeting Papers Legal Issues American Association of University Professors American Association of Univ. Professors, Washington, DC. English Reviews legal and policy issues surrounding faculty workload and compensation. Regarding workload, addresses American Association of University Professors (AAUP) policy, how faculty workload is defined, research on faculty workload, state laws, case law, and "hot" issues (such as distance education, the increase in contingent labor, and office hours). Regarding faculty compensation, addresses merit pay, medical school experiences with faculty compensation, and market forces. (EV) ED481578 Lives in the Balance: Compensation, Workloads and Program Implications. 2003-10-06 21 N/A 2004 2016-11-21

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Yes Grants Grantsmanship Higher Education Proposal Writing Theological Education Berling, Judith A. Tupper, Cheryl Guides - Non-Classroom Association of Theological Schools in the United States and Canada, Pittsburgh, PA. English This publication includes a series of articles on obtaining grants in theological education, reprinted from the newsletter of the Association of Theological Schools' Faculty Resource Center. They are: (1) "Grantseeking: Time Is Money"; (2) "Types of Grants: Knowing the Grants Landscape"; (3) "Getting Started: Preparing To Submit a Grant Proposal"; (4) "Writing the Proposal: Position, Persuasion, and Passion"; (5) "Developing the Method"; (6) "Suggestions for Constructing a Budget"; and (7) "Letters of Reference." The publication includes an introduction, "Writing Effective Proposals." (EV) ED481579 Seeking Funding: A Manual for Faculty in Theological Education. 2003-00-00 14 For full text: http://www.ats.edu/download/publicat/funding.pdf. N/A 2004 8/20/2004 00:09:56 RIEJUN2004 With an Introduction by Judith A. Berling, Graduate Theological Union, "Writing Effective Proposals: Candid Suggestions for Theological Faculty Preparing Grant Proposals" and a series of articles by Cheryl Tupper reprinted from the newsletter of the Faculty Resource Center.

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Yes College Role Educational Objectives Educational Planning Foreign Countries Higher Education Public Policy Opinion Papers Council of Ontario Universities, Toronto. English This brochure suggests five goals that are likely to be shared by the people of Ontario, their government, and the province's publicly funded universities for a strong university system, and identifies the building blocks and resource-related commitments that would enable Ontario universities to achieve these goals. The goals are: (1) all appropriately qualified Ontario students will have access to a place in an Ontario university; (2) no student will be denied access to the program of his or her choice for financial reasons; (3) the education received by Ontario university students will be the best in Canada and on par with that offered in the best public universities worldwide; (4) research support will enable Ontario's faculty and students to add valuable knowledge and produce economic and societal benefits to all Ontario residents such that the province secures a reputation for excellence in both its scientific/medical and its humanities/social sciences research; and (5) the physical environment of Ontario universities will be safe, up-to-date, accessible to those with special needs, and will enhance the learning effectiveness of each student's educational experience. (EV) ED481580 University Education in Ontario: Shared Goals & Building Blocks. 2003-00-00 ISBN-0-88799-384-2 7 For full text: http://www.cou.on.ca. N/A 2004 8/20/2004 00:09:58 RIEJUN2004 Prepared by the Futures Task Force of the Council of Ontario Universities. Contains small print.

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Yes Adult Education Adult Educators Adult Learning Community Education Conflict Democracy Educational Change Educational Practices Educational Theories Empowerment Marxism Political Power Politics Popular Education Power Structure Role of Education Social Change Social Integration Socialism Theory Practice Relationship Murphy, Mark Opinion Papers Speeches/Meeting Papers Hobbes (Thomas) Social Philosophy Freire (Paulo) Marx (Karl) Gramsci (Antonio) Political Economics Habermas (Jurgen) Radical Education Hegel (Georg Wilhelm Friedrich) Smith (Adam) English Adult education theory and practice has long been involved in identifying spaces where counter-hegemonic learning can take place. Civil society is regarded as the site par-excellence for providing space in which to learn free from power and domination and from the state and economy. Another dimension to the recent focus on civil society as a site for learning and social change is the crisis of socialism and social democracy, both political movements derived from the Marxist tradition. Civil society has historically been situated in relation to the state (political society) and the market (economic society) as found in the writings of Cicero, Hobbes, Ferguson and Smith. Modern conceptions of civil society--particularly those of Marx, Gramsci, Habermas, Cohen and Arato were based in Hegel's work. Learning in civil society can have distinct objectives. The traditional socialist objective is transformation of capitalism; radical democracy's objective is furtherance of democratic practices. These aims share a belief that modern society is characterized by conflict. For socialists, conflict is between classes; for radical democrats, conflict is between these two forms of societal integration: social and system. Notions of social conflict impact on and clarify the role and value attached to adult education as an activity in civil society. Adult educators must be careful in appropriating a concept like civil society. Lack of analysis of political economy can lead to uncritical acceptance of ideas that can blind them to the real workings of power in society. Civil society need not be rejected as a theoretical and practical endeavor, but it must be problematized. (Contains 22 references.) (YLB) ED481581 The Political Economy of Civil Society: Implications for Adult and Community Education. 2001-06-00 9 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001murphy.htm. N/A 2004 2016-11-21

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Yes Adult Education Capitalism Consciousness Raising Economic Change Economic Factors Educational Research Females Feminist Criticism Global Approach International Trade Labor Force Development Labor Market Lifelong Learning Marxian Analysis Power Structure Sex Discrimination Sex Fairness Social Change Social Stratification Work Environment Mojab, Shahrzad Gorman, Rachel Opinion Papers Speeches/Meeting Papers Social Justice English Political and economic upheavals in the 1990s have left their mark on adult education. A major source of change is globalization of the capitalist economy and its restructuring, which make extraordinary demands on education, particularly adult education. Lifelong learning has become an ideological distraction shifting the burden of increasing adaptability to the worker and a ray of hope for a more democratic, engaged citizenry. A Marxist-feminist framework explains complex social relations that underpin the lifelong learning debate. Marxist feminism views feminism as a conscious intervention in the hierarchically organized regime of gender power. Instead of achieving prosperity for individual workers, reorganization of adult education is concurrent with emergence of a newly segmented working class. Talking about lifelong learning for a unified workforce is actually talking about a highly stratified group. By differentiating skills along lines of race and gender, workers with a wealth of skills, knowledge, and experience are devalued; the commodity value of white male labor continues to rise. An ever cheaper, ever more adaptable workforce is the only way to ensure continued growth of profit in a global capitalist system. As a citizen-centered project of social change, lifelong learning must invigorate its ties with social movements, without which it fails to achieve its full potential. (Contains 13 references.) (YLB) ED481582 The Struggle Over Lifelong Learning: A Marxist-Feminist Analysis. 2001-06-00 6 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001mojab.htm. N/A 2004 2016-11-21

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Yes Adult Development Adult Education Adult Learning Adults Consciousness Raising Educational Philosophy Freedom Metacognition Self Actualization Self Concept Self Congruence Social Cognition Transformative Learning World Views Lukenchuk, Antonina Opinion Papers Speeches/Meeting Papers Self Consciousness Subjectivity Identity Formation Metaphysics Ontology English Metaphysics is a necessary point of departure to build a comprehensive understanding of the nature of adult and adulthood at a deeper philosophical level. A group of philosophers representing the school of German Classical Idealism remain highly influential in building elaborate arguments on the nature of self and reality that may assist adult educators in better understanding adult learning, development, and transformation. The question of being dwells in the closest proximity with adult education. First, there is a sense of "enduring self" inherent in one's nature. Second, the sense of self is directly available to one on the basis of modal-ontological status of subjectivity. Perspectives that validate this modal-ontological status seem to emphasize the general orientation of the world (at the levels of obvious and "hidden" realities) toward a unity, or "wholeness"; and self seems to follow the same path to strive for the unity of its vacillating states. Given that a sense of "enduring self" exists, the nature of adult can be understood as "the whole person," and the nature of adult education can be looked at as an expression of the whole life of an adult person. (Contains 10 references.) (YLB) ED481583 Modal-Ontological Status of Subjectivity in the Context of Adult Education: Possibilities and Dilemmas. 2001-06-00 9 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001lukenchuk.htm. N/A 2004 2016-11-21

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Yes Adult Education Consciousness Raising Discourse Analysis Empowerment Epistemology Ethnography Females Feminist Criticism Individual Power Modernism Political Power Postmodernism Power Structure Research Methodology Self Actualization Sex Discrimination Sex Fairness Social Problems Kaufmann, Jodi Opinion Papers Speeches/Meeting Papers Social Justice Identity Formation Knowledge Development Postcolonialism English Oppositional feminist ethnography does have something to offer those in adult education. Because adult educators adhere to a mission of social justice, concern over issues of power, knowledge construction, positionality, identity, and voice have become more prevalent. Although discourses dealing with equity are increasing, those in the field still lack research methodologies for countering the depth and breadth of social inequities in society. Oppositional feminist ethnography may be a mode of analysis that begins to fill the gap. First, through its oppositional stance and contextual application, it offers a methodological framework with the potential to break normative bounds and incorporate multiple layers of complexity, freeing individuals from the boxes of certainty in which they work. Second, it gives a methodological grounding for using the more disruptive discourse of post-colonialism, post-structuralism, post-modernism, and high modernism and strategies to use these theories. Third, use of these theories as multiple lenses of analysis encourages proliferation of difference and shattering of totalities. Fourth, as the notion of power is embedded in the discourse and not analyzed solely in isolation, oppositional feminist ethnography extends beyond a binary analysis of power to a multidimensional analysis. Finally, it offers a mode of analysis that shifts the attention of adult education as a technical problem to that of a social problem. (Contains 17 references.) (YLB) ED481584 Oppositional Feminist Ethnography: What Does it Have To Offer Adult Education? 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001kaufmann.htm. N/A 2004 2016-11-21

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Yes Adult Education Art Activities Art Education Creative Activities Creativity Cultural Activities Cultural Awareness Cultural Background Cultural Education Cultural Maintenance Cultural Pluralism Culture Educational Research Ethnicity Foreign Countries Identification (Psychology) Modernization Social Change Social Class Values Jones, David Opinion Papers Speeches/Meeting Papers United Kingdom United Kingdom English Adult and continuing education in the arts can and does play a role in the development of cultural identity. Dimensions of culture include ethnicity, location, age, social class, and time. This definition of culture leads to the conclusion that cultures are generally small and are dynamic rather than static. Research shows that individuals in what are perceived to be declining cultures learn about their culture from family and peers rather than educational establishments. They are often ambivalent about the value of their culture. Members of small cultural units take pride in their culture but are often frustrated by it and undervalue it. Adult education providers could do more to reinforce cultural identity. Many cultures see their future only in terms of preserving the past. Adult education must provide opportunities for cultural development through more creative studies that take traditional forms of expression but reinvent them for the twenty-first century. Preserving cultural identity is not about living in the past but about developing a new living cultural identity. Adult and continuing education can have a unique role in persuading ordinary people to learn about, value, and develop their own cultural identities outside of the value systems of the international art market. (YLB) ED481585 Learning Culture. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001jones.htm. N/A 2004 2016-11-21

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Yes Adult Education Blacks Employment Practices Equal Opportunities (Jobs) Females Human Resources Individual Power Interpersonal Relationship Interprofessional Relationship Labor Force Development Management by Objectives Mentors Modeling (Psychology) Organizational Culture Organizational Objectives Personnel Policy Power Structure Program Development Program Evaluation Supervisor Supervisee Relationship Hansman, Catherine A. Information Analyses Speeches/Meeting Papers Proteges Marginalized Groups Organizational Learning Protege Mentor Relationship English Informal mentoring is dependent on the relationship developed between mentor and protege, but job needs and task designs within organizations may also define and construct them. The intent is to foster organizational goals and help new employees become acclimated to workplace culture while learning from experienced practitioners. How to choose mentors and proteges is problematic. Since informal mentoring has tended to exclude women, people of color, people of other social classes, and those of different sexual orientation, formal mentoring programs have sought to address exclusion by pairing proteges from historically marginalized groups with mentors who are mid- or high-level employees. Senior employees may be chosen to serve as mentors because they best represent corporate culture and dominant cultural values; proteges may also be chosen based on dominant organizational culture. Marginalized employees may never have the opportunity for formal mentoring. Formal mentoring may provide opportunities for previously marginalized groups to participate in mentoring relationships from which they learn and receive career help and psychosocial support, but they may encourage unquestioning replication of organizational values and hegemonic culture by a new generation of employees. Power issues arise as formal mentoring programs are planned, such as whose interests are primarily served, whether mentoring programs are set up to manage learning or empower learners, and who should decide the mentors and proteges to be included. (Contains 29 references.) (YLB) ED481586 Who Plans? Who Participates? Critically Examining Mentoring Programs. 2001-06-00 8 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001hansman.htm. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Bisexuality Emotional Development Homophobia Homosexuality Identification (Psychology) Instructional Innovation Nontraditional Education Psychological Characteristics Self Concept Sexual Identity Social Change Social Isolation Transformative Learning World Views Grace, Andre P. Hill, Robert J. Opinion Papers Speeches/Meeting Papers Marginalized Groups Queer Theory Transgression Behavior English Adult educators can use historical, cultural, and theoretical queer knowledges to build an alternative pedagogy focused on three themes. The first is engaging queer history and queer studies to transgress adult educational space. They can be used to construct and affirm a transgressive notion of queer as normal that counters a historical notion of straight as "the" marker of normal. Queer studies can inform transformative adult educational practices that involve communicative learning processes and critical analyses concerned with being, self-preservation, expectation, becoming, resistance, affiliation, and holistic living. The second theme is using queer knowledge as an antecedent to queer praxis/queer praxis as a site of learning. If knowledge is making sense of information and experiences, then queer knowledges must be the multiple ways that persons in the spectral community of queer 'Others' construct meaning in the face of what one knows. Queer knowledges constitute sites of learning and bases for queer praxis. As cultural work, queer praxis opens an in-between learning space in society. The third theme is deploying queer knowledges as political activities for social transformation. Queer knowledges that lead to queer actions have the capacity to empower the marginalized queer community with outcomes consonant with those posited as goals and objectives of adult education for personal and social transformation. (Contains 16 references.) (YLB) ED481587 Using Queer Knowledges To Build Inclusionary Pedagogy in Adult Education. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001grace.htm. N/A 2004 2016-11-21

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Yes Adult Education Competition Discourse Analysis Economic Change Educational Objectives Employees Employer Employee Relationship Free Enterprise System Inplant Programs Instruction Job Performance Job Training Labor Force Development Learning Motivation Modernization Organizational Objectives Work Environment Fenwick, Tara J. Opinion Papers Speeches/Meeting Papers Subjectivity Transgression Behavior Work Based Learning Post Fordism English Recent literature addressing workplace learning emphasizes the production in late modernity of worker subjectivity as "enterprising self" amid the discourses of flexible specialization in post-Fordist work environments. Extensive critique of these environments has lamented the management of workers' learning and its subversion to organizational goals of material profit and productivity, producing a worker subjectivity as a "bundle of learning needs." The subject is often decentered in a wash of economic, globalization, and lifelong learning discourses. The worker subject must be reclaimed, calling upon a psychoanalytic framework to conceptualize desire and interference at the heart of work where profound pedagogic encounters take place. A pedagogy of desire can be theorized that mobilizes a creative and transgressive impulse that can unfold within and sustain itself alongside the shifting marketplace. This is situated within work environments that can be characterized as "post corporate enterprise culture." This notion builds on well-known models of post-Fordism and reflexive modernization to portray new energies of work that can be perceived to emerge in resistance to the master discourse. That is, it can be seen as economic competition and employee performance and productivity within a neo-liberal framework and one that offers hope through playful, transgressive possibilities. (Contains 19 references.) (YLB) ED481588 Transgressive Possibilities in Post-Corporate Enterprise Culture. 2001-06-00 8 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001fenwick.htm. N/A 2004 2016-11-21

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Yes Adult Education College Faculty Computer Mediated Communication Distance Education Higher Education Instruction Interviews Job Satisfaction Online Courses Online Systems Phenomenology Teacher Attitudes Teacher Developed Materials Teacher Student Relationship Teaching Load Working Hours Conciecao-Runlee, Simone Reports - Research Speeches/Meeting Papers English A study investigated how college faculty perceive and describe their online teaching experiences in a computer-mediated environment fully absent of the physical presence. Participants were selected using a purposeful sampling of 10 college faculty. Data were collected using semi-structured open-ended interviews conducted at the participants' site of preference with followup interviews via e-mail. Findings suggested that teaching online is work intensive and rewarding for college faculty. It was work intensive because of the length of engagement before and during instruction and because of the depth of engagement during course delivery. However, faculty stated it was rewarding when the instructor experiences satisfaction throughout the process of design and delivery of instruction. They indicated they learned a lot from the learners. (Contains 19 references.) (YLB) ED481589 A Phenomenonological Study of College Faculty Experiences Derived from Teaching in a Computer-Mediated Environment When There Is an Absence of Physical Presence. 2001-06-00 8 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001coceicaorunlee.htm. N/A 2004 8/20/2004 00:10:15 RIEJUN2004 Paper presented at the Annual Meeting of the Adult Education Research Conference (42nd, Lansing, MI, June 1-3, 2001).

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Yes Adult Education Behavior Standards Content Analysis Course Content Ethical Instruction Ethics Graduate Study Hermeneutics Higher Education Human Resources Integrity Interpretive Skills Labor Force Development Standards Textbook Content Textbook Evaluation Textbook Research Thinking Skills Values Values Education Carter, Vicki K. Howell, Sharon L. Schied, Fred M. Reports - Research Speeches/Meeting Papers English A study examined how the discourse of standards and ethics plays out in texts used in core human resource development (HRD) graduate courses. Its overarching purpose was to expand the continuing discussion of ethics through critical hermeneutic analyses of key literature within HRD. It used the recently developed document of the Academy of HRD, Standards on Ethics and Integrity, as a template. A purposeful sample of texts used in core graduate level courses at universities offering a graduate degree in HRD or a closely related field were analyzed. Research examined complexities involving the core, structure, and context of how academy standards are represented. These representations were hermeneutic because of the inseparability of understanding and interpretation. The most remarkable finding was the absence of discussions on ethics, values, and integrity except in the area of research processes and treatment of human subjects. (Contains 21 references.) (YLB) ED481590 Education as Function of Productivity: An Hermeneutic Study of Standards on Ethics and Integrity in Human Resource Development Texts. 2001-06-00 7 For full text: http://www.edst.educ.ubc.ca/aerc/2001/2001carter.htm. N/A 2004 8/20/2004 00:10:17 RIEJUN2004 Paper presented at the Annual Meeting of the Adult Education Research Conference (42nd, Lansing, MI, June 1-3, 2001).

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Yes Access to Computers Access to Information Adult Education Adult Students Career Change Career Information Systems Community Development Community Services Computer Security Delivery Systems Feasibility Studies Information Services Information Systems Internet Job Training Librarians Marketing Recruitment State Programs Student Financial Aid Lewis, Morgan V. Reports - Evaluative Ohio Career Information System Ohio Public Library Information Network Customer Services Ohio Ohio Ohio State Univ., Columbus. Center on Education and Training for Employment. English Expanded Internet access to the Ohio Career Information System (OCIS) would provide adults in Ohio who need to or wish to make career changes with the best available information about occupations, education and training programs, and financial aid. In order to determine the feasibility of improving access without cost to users, an advisory group, 4 focus groups, interviews, and a conference call were conducted with stakeholders, directors of career information systems in other states, and technical personnel. Review and integration of the information and suggestions received from these sources led to the following recommendations: (1) OCIS should be made generally available over the Internet to residents of the state; (2) a method to validate residence in Ohio such as entering a valid zip code should be adopted; (3) additional protection such as firewalls against entry into the OCIS operating software should be added to the server; (4) general Internet access to OCIS should be widely publicized; (5) OCIS should be added to the resources available through INFOhio and the Ohio Public Libraries Information Network (OPLIN); and (6) the feasibility of recruiting librarians to provide first-level customer service to OCIS users should be explored. (Contains six references, three tables, and three appendices.) (MO) ED481591 Providing Internet Access to the Ohio Career Information System for All Residents: A Feasibility Study. 2003-06-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Policymakers 70 N/A 2004 2016-11-21

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Yes Access to Education Adult Learning Benchmarking Community Development Community Education Economic Development Educational Policy Foreign Countries Neighborhood Improvement Partnerships in Education Policy Analysis Postsecondary Education Poverty Areas Public Policy School Community Relationship Skill Development Social Change Social Services Strategic Planning Urban Areas Taylor, Sue Doyle, Lisa Reports - Research Best Practices United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English A study of adult learning and neighborhood renewal examined how further education (FE) colleges and Local Education Authority (LEA) adult education services contribute to neighborhood renewal in deprived areas and considered how their strategic role might develop in this field. The study indicates that the policy framework for post-16 learning and skills introduced in 2001 has the potential to be very helpful to the development of learning and skills for neighborhood renewal. However, because it is but one of many issues within the Learning and Skill Council's (LSC) span of control, key stakeholders in the sector may not yet be fully aware of its importance and their potential role in delivering it. These four dimensions of practice are particularly important to successful neighborhood renewal learning: (1) offering effective learning provision; (2) engaging the community in planning and development of learning provision; (3) working in and developing partnerships to promote learning; and (4) using resources that are conducive to good practices. Where the neighborhood renewal agenda is consistent with providers' missions and strengths they can provide the following strategic roles: (1) gateway to learning; (2) skills for economic competitiveness; (3) specific skills and knowledge; (4) strategic partner; and (5) community empowerment. The development of qualitative benchmarks to assess progress is recommended. (Contains 19 references and 2 appendices.) (MO) ED481592 Learning and Skills for Neighbourhood Renewal: Final Report to the Neighbourhood Renewal Unit. Research Report. 2003-00-00 ISBN-1-85338-909-9 77 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1521). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1521.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Learning Community Development Community Education Economic Development Educational Policy Foreign Countries Institutional Mission Neighborhood Improvement Partnerships in Education Postsecondary Education Poverty Areas Professional Personnel Public Policy School Community Relationship Skill Development Social Change Social Services Staff Development Urban Areas Macleod, Dierdre Taylor, Sue, Ed. Information Analyses United Kingdom Best Practices United Kingdom Learning and Skills Development Agency, London (England). English A policy review examined the extent to which changes to the post-16 learning and skills policy environment, particularly in relation to further education (FE) colleges, were likely to support neighborhood renewal-related knowledge and skills development. It focused particularly on the development of skills and knowledge needed by regeneration practitioners and public sector professionals working in the most deprived neighborhoods, as well as residents who wish to become involved in regeneration activities. The policy framework for post-16 learning and skills introduced in 2001 has the potential to be very helpful to the development of learning and skills for neighborhood renewal. However, because it is but one of many issues within the Learning and Skill Council's (LSC) span of control, key stakeholders in the sector may not yet be fully aware of its importance and their potential role in delivering it. The Neighbourhood Renewal Unit (NRU) should examine the following policy "levers" to help ensure that adequate regard is given to neighborhood renewal within the learning and skills sector: (1) learning and skills targets; (2) strategic planning of learning provision; (3) funding policies; (4) quality improvement staff development; and (5) strategic organization and development policies. (Contains endnotes.) (MO) ED481593 Learning and Skills for Neighbourhood Renewal: A Policy Review. 2003-00-00 ISBN-1-85338-923-4 Policymakers 27 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1523). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1523.pdf. N/A 2004 2016-11-21

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Yes Access to Education Disadvantaged Education Work Relationship Educational Needs Eligibility Employment Potential Foreign Countries Job Skills Job Training Labor Force Development Labor Needs Policy Analysis Postsecondary Education Program Development Secondary Education Unskilled Workers Vocational Education Welfare Recipients Welfare Reform Welfare Services Macleod, Deirdre Opinion Papers Impact Studies United Kingdom United Kingdom Learning and Skills Development Agency, London (England). English The impact of United Kingdom welfare policies upon opportunities for participation in all types of post-16 learning by those receiving welfare benefits differ by age, employment status, and mode of study. A key issue is whether welfare policies help low-skilled people who are not in work to participate in learning, or whether rules and regulations act as barriers to those already economically and educationally at a disadvantage. The policy objective of government is to raise productivity by investing in the skills of the workforce, particularly those of low-skilled workers. An analysis of policy finds that the following groups are currently eligible to receive welfare benefits: young people, people receiving income support, people receiving incapacity benefit, pensioners on low incomes, people seeking work, people receiving Jobseeker's Allowance, people on the New Deals, employed people on welfare benefits, and people receiving tax credits. Findings suggest that the government's encouragement of unemployed young people to take up full-time education, training, or work with training rather than work without training is successful, but that the "work first" emphasis for unemployed adults is problematic. Measures should be created that enable all unemployed people to learn full-time in order to obtain skills and become more employable. (Contains seven references.) (MO) ED481594 The Welfare System and Post-16 Learning: Breaking Down the Barriers. LSDA Reports. 2003-00-00 Learning and Skills Council, Coventry (England). ISBN-1-85338-881-5 13 Learning and Skills Development Agency, Regent Arcade House, 19-25 Argyll Street, London W1F 7LS, United Kingdom (Ref. No. 1494). Tel: 020 7297 9000; Fax: 020 7297 9001; Web site: http://www.lsda.org.uk/home.asp. For full text: http://www.lsda.org.uk/files/pdf/1494.pdf. N/A 2004 2016-11-21

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No Adult Education Business Skills Daily Living Skills Education Work Relationship Educational Cooperation Elementary Secondary Education Employment Potential Employment Qualifications Foreign Countries Interpersonal Competence Job Skills Labor Turnover Lifelong Learning Minimum Competencies Partnerships in Education Postsecondary Education Recruitment Skill Development Thinking Skills Vocational Education Information Analyses Australia Generic Skills Australia National Centre for Vocational Education Research, Leabrook (Australia). English Generic skills--skills that apply across a variety of jobs and life contexts--are taking on increased importance in Australia and internationally. There is a high demand for generic skills in the workplace because employers seek to ensure business success by recruiting and retaining employees who have a variety of skills and personal attributes as well as technical skills, while individuals also need a range of generic skills to form and maintain family and community relationships. Generic skills are known by several names, including key skills, core skills, essential skills, key competencies, necessary skills, transferable skills, and industry's preferred term employability skills. There is no one definitive list of generic skills, but each list includes the following elements: (1) basic/fundamental skills; (2) people-related skills; (3) conceptual/thinking skills; (4) personal skills and attributes; (5) skills related to the business world; and (6) skills related to the community. Each sector of education schools, vocational education and training, higher education, and adult and community education has a role to play in helping people develop their generic skills. Australia's education sectors have facilitated generic skills development in isolation, but a collaborative cross-sectorial approach that focuses on the generic skills most closely linked with employability is being developed and will be appraised in 2004. (Contains 5 figures and 22 references.) (MO) ED481595 Defining Generic Skills. At a Glance. 2003-00-00 ISBN-1-74096-185-4 13 National Centre for Vocational Education Research, 252 Kensington Road, Leabrook, South Australia 5068, Australia (Cat. no. 1361). Tel: 08 8333 8400; Fax: 08 8331 9211; e-mail: vet_req@ncver.edu.au; Web site: http://www.ncver.edu.au. For full text: http://www.ncver.edu.au/research/proj/nr2102b.pdf. N/A 2004 2016-11-21

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Yes Adult Education High School Equivalency Programs Instructional Materials Language Arts Learning Activities Learning Processes Literacy Education Problem Solving Program Development Reading Comprehension Reading Instruction Reading Skills Reading Strategies Reading Tests Secondary Education Student Evaluation Student Projects Teacher Developed Materials Teaching Methods Test Wiseness Guides - Classroom - Teacher General Educational Development Tests Learner Centered Instruction General Educational Development Tests James Madison Univ., Harrisonburg, VA. Workforce Improvement Network. English This guide presents reading-focused learning projects and accompanying inquiry activities to help students pass the language arts/reading portion of the General Education Development (GED) Test 2002. Section 1 relates GED as project to the reading portion of the GED and explains how inquiry activities used Official GED Reading Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for reading inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2, an introductory learning project that helps learners comprehend and internalize information about the GED, is entitled "GED Language Arts, Reading and You." The two inquiry activities are based on the template described in volume 1 of this series. The reading template is also the basis for the inquiry activities found in these eight learning projects: Identifying the Kinds of Questions on the GED Reading Test; Reading Drama; Reading Stories; Reading Business Documents; Reading Stories ; Reading Reviews; Reading Poetry; and Reading Stories . (The template is a five-step inquiry process that consists of the following steps: identify the problem; become familiar with the problem; planning, assigning, and performing; sharing with others; and reflecting, extending, and evaluating.) Appendices include a document entitled "Learning from Text: A Multidimensional and Developmental Perspective,""think alouds" for the eight learning projects, and a graphic organizer. Contains six references. (MO) ED481596 GED as Project: Pathways to Passing the GED. Volume 3: Reading. 2003-00-00 Virginia State Dept. of Education, Richmond. Office of Adult Education and Literacy. Practitioners Teachers Students 182 For full text: http://web.jmu.edu/gedproject/print_grid_3.htm. N/A 2004 2016-11-21

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Yes Adult Education Evaluative Thinking High School Equivalency Programs Instructional Materials Language Arts Learning Activities Learning Strategies Literacy Education Problem Solving Program Development Revision (Written Composition) Secondary Education Student Evaluation Student Projects Teacher Developed Materials Teaching Methods Test Wiseness Writing Instruction Writing Skills Writing Strategies Guides - Classroom - Teacher General Educational Development Tests Learner Centered Instruction General Educational Development Tests James Madison Univ., Harrisonburg, VA. Workforce Improvement Network. English This guide presents writing-focused learning projects and accompanying inquiry activities to help students pass the language arts/writing portion of the General Education Development(GED) Test 2002. The Introduction relates GED as project to the writing portion of the GED and explains how inquiry activities used Official GED Reading Practice Test questions as stimuli and can serve as models for teacher-designed activities. It introduces the template for writing inquiry activities, a series of steps and questions that fulfill the learner-centered thinking and process this guide proposes. Section 2, an introductory learning project that helps learners comprehend and internalize information about the GED, is entitled "GED Language Arts, Writing and You." The four inquiry activities are based on the template described in volume 1 of this series. The writing template is the basis for the inquiry activities found in the six learning projects: Writing the Rough Draft; Evaluating the Evaluation Standards and Your Essay; Revising for Clear Expression; Revising for Mechanics and Usage; Revising for Style; and Answering the Multiple-Choice Questions. (The template is a five-step inquiry process that consists of the following steps: identify the problem; become familiar with the problem; planning, assigning, and performing; sharing with others; and reflecting, extending, and evaluating.) Appendices include a scoring guide, sample essays, tips for improving peer review, frequently asked questions, and writing and teaching resources. (MO) ED481597 GED as Project: Pathways to Passing the GED. Volume 4: Language Arts, Writing. 2003-05-00 Virginia State Dept. of Education, Richmond. Office of Adult Education and Literacy. Students Practitioners Teachers 119 For full text: http://web.jmu.edu/gedproject/print_grid_4.htm. N/A 2004 2016-11-21

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Yes Foreign Countries Homosexuality Judaism Religious Cultural Groups Cohen, Uri C. Reference Materials - Bibliographies Torah Israel Israel English Jewish educators today need to be aware of Torah responses to homosexuality. Educators may be called upon to defend the Torah's approach in class, or may be approached for counseling by a student involved in a personal struggle. Fortunately, much has been written on the subject in recent years. This bibliography of over sixty articles focuses on Torah responses to homosexuality and homosexuals, and omits those articles that focus on the social issues. A glossary of Hebrew terms appears at the end of the bibliography. (GCP) ED481598 Bibliography of Contemporary Orthodox Jewish Responses to Homosexuality. 2002-00-00 15 ATID, 9 HaNassi St., Jerusalem 92188 Israel. E-mail:atid@atid.org; Web site: www.atid.org. N/A 2004 2016-11-21

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No Administrators College Environment Higher Education Journal Writing Leadership Personal Narratives Professional Development Reminiscence Student Personnel Services Student Personnel Workers Ellis, Shannon Books Opinion Papers English This book is based upon the author's personal journal, chronicling her triumphs and challenges during her first year as a Student Services Administrative Officer. The author speaks candidly as we follow her journey to become a successful vice president. She provides valuable leadership, management, and professional development advice and offers a unique "behind the scenes" look at the work of all student affairs administrators. (Contains 16 references.) (GCP) ED481599 Dreams, Nightmares and Pursuing the Passion: Personal Perspectives on College and University Leadership. 2003-00-00 ISBN-0-931654-31-9 Practitioners Support Staff 92 NASPA, 1875 Connecticut Ave., NW, Suite 418, Washington, DC 20009-5278 (ISBN-0-931654-31-9, members, $24.95; non-members, $34.95). Tel: 301-638-1749; e-mail: office@naspa.org; Web site: www.naspa.org. N/A 2004 8/20/2004 00:10:36 RIEJUN2004

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Yes Burnout Counseling Counselor Client Relationship Counselor Training Homosexuality Professional Associations Rehabilitation Counseling School Counseling State Regulation Wickwire, Pat Nellor, Ed. Collected Works - Serials California California ISSN-1052-3103 California Association for Counseling and Development, Fullerton. English This journal of the California Association for Counseling and Development attempts to identify the current issues of concern in the counseling field and share research to help improve the professional learning community. The articles in this issue include: "The Editor's Message" (Pat Nellor Wickwire); "The CACD President's Message" (Marcelino Saucedo); "Are You a Counselor with 2020 Vision?" (Thomas W. Miller and Thomas F. Holcomb); "The Effects of Burnout: Implications for Rehabilitation Counselors" (Brian J. Swanton, E. W. Stude, Jr., Ron Unruh, and Michael E, Swanston); "Challenges of Revising a District Guidance Curriculum" (Mei Tang, Amanda D. Leszczuk, Polli Bailie, Roxie Hord, and Diane Ohe); "The Need for Systemic Training Involving Lesbian, Gay, and Bisexual Client Issues in Counselor Education Programs" (Jennifer A. Walker and Hemla Singaravelu); "The Status, Authority, and Regulation of Counseling in California" (Marcelett C. Henry and Sylvia Hoggatt); "Competent Counselors as Authors" (Nils S. Carlson, Jr.); and "The Therapeutic Relationship: Its Primacy in Counseling Abused, Neglected, and Abandoned Foster Care Youth" (Paul Lavin). (GCP) ED481600 CACD Journal, 2001. CACD Journal v21 2001 2001-00-00 Counselors Practitioners 69 California Association for Counseling and Development, 2555 East Chapman Ave., Suite 201, Fullerton, CA 92831 ($4, members; $8, nonmembers). Tel: 714-871-6460. N/A 2004 2016-11-21

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Yes Educational Practices Elementary Secondary Education Eligibility Federal Programs Field Interviews Identification Limited English Speaking Migrant Children Migrant Education Migrant Programs Program Guides State Departments of Education Student Recruitment Supplementary Education Guides - Non-Classroom Reports - Descriptive Colorado Migrant Education Program Recruiter Role Colorado Colorado State Dept. of Education, Denver. English Because migrant students are among the most educationally disadvantaged students in our nation, Congress created the Migrant Education Program in 1966. Identification and recruitment are critical activities since migrant funding is based, in part, on an annual count of eligible migratory children. Funds come directly to the state, which contracts with local education agencies to provide services. Local migrant programs identify and enroll eligible migrant children, assist in recruiting migrant children to attend school, solicit referrals of eligible children for instructional services, supplement services received in the regular classroom, and provide support services that can not be provided through the district. This guide aims to familiarize recruiters and program assistants with the Colorado Migrant Education Program identification and recruitment procedures. The state plan for identifying and recruiting eligible migrant children is presented, as are the role and job descriptions of the recruiter and the program assistant specialist. Determining the eligibility of migrant children, finding them, interviewing the family, and parental involvement are discussed. Referrals, re-enrollments, enrollment types, early withdrawals, terminations, and deletions are explained. A list and description of supplemental programs, assessment data, special education information, and health and immunization information are presented. Resources and recruiting tips are included. A section for program assistants covers job categories, the survey process, calculating student turnover rates, quality control, instructions for completing forms, home visits, procedures for documenting eligibility, and continuation of services. Sample surveys and a glossary are included. Six attachments present sample forms. (TD) ED481601 Colorado Department of Education Migrant Education Program. Recruitment Manual, 2003. 2003-00-00 Practitioners 108 For full text: http://www.cde.state.co.us/cde_english/download/RecruitersManualRev2003.pdf/. N/A 2004 2016-11-21

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Yes Correctional Institutions Criminals Delinquency Prisoners Program Effectiveness Recidivism Sentencing Reports - Evaluative Jail Boot Camps Shock Incarceration Department of Justice, Washington, DC. Office of Justice Programs. English This report examines 10 years of data analyzing the effectiveness of correctional boot camps in reducing the likelihood that inmates will commit another crime after release from prison and reducing prison populations and costs. Each boot camp studied had a different design, and each study used a different method to evaluate the program. Results indicated that participants reported positive short-term changes in attitudes and behaviors and had better problem solving and coping skills. With few exceptions, however, these positive changes did not lead to reduced recidivism. The boot camps that did produce lower recidivism rates offered more treatment services, had longer sessions, and included more intensive post-release supervision. However, not all programs with these features had successful results. Results suggest that under a narrow set of conditions, boot camps can lead to small relative reductions in prison population and correctional costs. Reasons for failure included: mandates to reduce prison populations through early release made volunteering for boot camps unnecessary as a means of shortening sentences; lack of a standard boot camp model; and insufficient focus on offenders' reentry into the community. (Contains 23 references.) (SM) ED481602 Correctional Boot Camps: Lessons from a Decade of Research. Research for Practice. 2003-06-00 18 U.S. Department of Justice, Office of Justice Programs, 810 Seventh Street, N.W., Washington, DC 20531. Web site: http://www.ojp.usdoj.gov/nij. N/A 2004 2016-11-21

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Yes Accountability Educational Attainment Educational Quality Federal Legislation Graduation High Schools Measurement Techniques State Government Statistical Analysis Swanson, Christopher B. Reports - Research Indicators No Child Left Behind Act 2001 No Child Left Behind Act 2001 English This review investigated the state accountability Workbooks provisionally approved and publicly reported by the U.S. Department of Education (DOE) as of June 2003. These documents were obtained from the DOE Web site. This report examines state definitions of high school graduation rates and strategies for constructing graduation rate indicators. A review of No Child Left Behind (NCLB) accountability plans approved for the 50 states and District of Columbia suggests that states are planning to take advantage of the substantial regulatory flexibility afforded by DOE in this area of NCLB implementation. States have proposed a wide variety of methods for measuring graduation rates. The most common approach, pursued by 30 states (including the District), adopts a methods developed by the National Center for Education Statistics, the DOE's statistical agency. In the initial stages of implementing their NCLB accountability systems, only 10 states intend to use a true longitudinal graduation rate calculated using data from individual students tracked over time. The accountability Workbooks for the remaining 11 states include a diverse array of strategies for meeting compliance with the law, ranging from using a dropout rate rather than graduation rate per se (2 states), to calculating completion rates (4 states), to employing other methods including grade-to-grade promotion ratios (5 states). (SM) ED481603 NCLB Implementation Report: State Approaches for Calculating High School Graduation Rates. 2003-10-01 17 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; Web site: http://www.urban.org. N/A 2004 2016-11-21

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Yes Adolescents Early Parenthood Parent Child Relationship Parent Influence Parent Role Pregnancy Prevention Sexuality Guides - Non-Classroom National Campaign To Prevent Teen Pregnancy, Washington, DC. English This guide discusses the importance of parent influence in preventing teen pregnancy, offering insights from research regarding: closeness between parents and their children; parent-child communication; parental attitudes and values about abstinence and/or the dangers of unprotected sex; parents' reluctance to discuss the issue; parental supervision of teens' behavior; parent and peer influence; family structure and where the family lives; other risky behavior; parents' lack of awareness of their children's sexual behavior; dating dangers; a national consensus on preventing early sexual activity and parenthood; and limits on what public schools can do. Overall, parents who clearly communicate their values and expectations to their children, express their concern and love for them early and often, and exercise supervision raise children who are more likely to avoid a host of risky behaviors than parents who do not. The paper presents facts that teens want adults to know (e.g., telling them not to have sex is not enough, paying attention to them before they get into trouble is important, and adolescents care about what parents have to say, even if they do not always act like it). Tips for parents include be clear about one's sexual attitudes and values, be a parent with opinions, and discourage early, frequent, and steady dating. (SM) ED481604 Parent Power: What Parents Need To Know and Do To Help Prevent Teen Pregnancy. 2003-00-00 Johnson & Johnson Baby Products Co., Skillman, NJ. 33 National Campaign to Prevent Teen Pregnancy, 1776 Massachusetts Avenue, N.W., Suite 200, Washington, DC 20036. Tel: 202-478-8500; Fax: 202-478-8588; Web site: http://www.teenpregnancy.org. N/A 2004 8/20/2004 00:10:49 RIEJUN2004 For the Spanish version, see UD 035 912.

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Yes Adolescents Early Parenthood Parent Child Relationship Parent Influence Parent Role Pregnancy Prevention Sexuality Guides - Non-Classroom National Campaign To Prevent Teen Pregnancy, Washington, DC. Spanish This guide discusses the importance of parent influence in preventing teen pregnancy, offering insights from research regarding: closeness between parents and their children; parent-child communication; parental attitudes and values about abstinence and/or the dangers of unprotected sex; parents' reluctance to discuss the issue; parental supervision of teens' behavior; parent and peer influence; family structure and where the family lives; other risky behavior; parents' lack of awareness of their children's sexual behavior; dating dangers; a national consensus on preventing early sexual activity and parenthood; and limits on what public schools can do. Overall, parents who clearly communicate their values and expectations to their children, express their concern and love for them early and often, and exercise supervision raise children who are more likely to avoid a host of risky behaviors than parents who do not. The paper presents facts that teens want adults to know (e.g., telling them not to have sex is not enough, paying attention to them before they get into trouble is important, and adolescents care about what parents have to say, even if they do not always act like it). Tips for parents include be clear about one's sexual attitudes and values, be a parent with opinions, and discourage early, frequent, and steady dating. (SM) ED481605 El poder de los padres: Lo que los padres deben saber y hacer para ayudar a prevenir el embarazo en los adolescentes (Parent Power: What Parents Need to Know and Do to Help Prevent Teen Pregnancy). 2003-00-00 Johnson & Johnson Baby Products Co., Skillman, NJ. 33 National Campaign to Prevent Teen Pregnancy, 1776 Massachusetts Avenue, N.W., Suite 200, Washington, DC 20036. Tel: 202-478-8500; Fax: 202-478-8588; Web site: http://www.teenpregnancy.org. N/A 2004 8/20/2004 00:10:51 RIEJUN2004 For the English version, see UD 035 911.

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Yes Case Studies Change Strategies Community Cooperation Community Involvement Diversity Educational Change Elementary Secondary Education Governance Politics of Education Power Structure Public Schools Hirota, Janice M. Jacobs, Lauren E. Reports - Evaluative Reform Efforts Constituency Development Chicago Univ., IL. Chapin Hall Center for Children. Academy for Educational Development, Washington, DC. English This report explores the insights and experiences of activists who build strong constituencies to reform public schools. It presents data from a 2-year study involving the seven primary constituency and coalition building grantees of the Ford Foundation's Constituency Building for Public School Reform Initiative. Data were collected from 14 diverse local sites. Part I reports on the participants' views of their work; their goals, strategies, and challenges; and their achievements. Chapters include an introduction that discusses public school reform in historical context and constituency building for public school reform; (2) "Goals, Principles, and Challenges of Constituency Building"; and (3) "Role and Impact of Constituency Building for School Reform" (e.g., creating political will and holding public education institutions accountable and changing roles, relationships, and power dynamics). Part II describes the major tasks of constituency building and includes the following: (4) "Defining the Territory"; (5) "Fostering Collective Action" (e.g., developing a sense of collectivity and promoting local leadership); (6) "Building on Diversity" (e.g., bridging diversity and adding value and working strategically with diversity); (7) "Addressing Inside/Outside Dynamics" (e.g., definitions of insiders and outsiders and common characteristics of inside/outside work); (8) "Shifting Power" (e.g., building relationships for shared power and broadening the power base through coalitions); and (9) "Meeting Organizational Challenges" (e.g., interplay of principles and operations and the role of national and regional organizations). Throughout the report, case studies illustrate constituency building and reform work. (Contains 63 references.) (SM) ED481606 Vital Voices: Building Constituencies for Public School Reform. 2003-00-00 Ford Foundation, New York, NY. 111 Academy for Educational Development, 100 Fifth Avenue, New York, NY 10011. Tel: 212-243-1110; Web site: http://www.aed.org/ses. N/A 2004 2016-11-21

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Yes Case Studies Elementary Secondary Education Teacher Competencies Teacher Persistence Teacher Qualifications Teacher Recruitment Teacher Selection Urban Schools Levin, Jessica Quinn, Meredith Reports - Research English This report examines urban district hiring practices and their effect on applicant attrition and teacher quality, analyzing data from four hard-to-staff urban districts collected via telephone surveys with applicants who left for other districts, written surveys, focus groups with preservice and inservice teachers, and applicant tracking data. Results indicated that with aggressive recruitment, teachers applied in large numbers. However, all of the districts failed to make job offers until mid-to-late summer, which left applicants hanging in limbo for months. Frustrated with waiting, 31 to 60 percent of applicants withdrew from the hiring process, often to accept jobs with districts that made offers earlier. Many of the best candidates with the most options were the most likely to abandon hard-to-staff districts in the face of hiring delays, forcing districts to fill their vacancies from applicant pools with higher percentages of unqualified and uncertified teachers. Most teachers who withdrew their applications were committed to teaching in urban schools, and many wanted jobs in high-needs areas. Three widespread hiring policies tied the hands of human resources departments: vacancy notification requirements, teacher union transfer requirements, and late budget timetables and inadequate forecasting. Recommended solutions include revising teacher notification requirements, reforming collective bargaining transfer requirements, and addressing budget barriers. An appendix charts the roles of various stakeholders in the reform effort. (Contains 21 endnotes.) (SM) ED481608 Missed Opportunities: How We Keep High-Quality Teachers out of Urban Classrooms. 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. 65 The New Teacher Project, 304 Park Avenue South, 11th Floor, New York, NY 10010. Tel: 212-590-2484, ext. 1031; Fax: 212-590-2485; e-mail: info@tntp.org; Web site: http://www.tntp.org. N/A 2004 8/20/2004 00:10:57 RIEJUN2004 Produced by the New Teacher Project with additional support from Washington Mutual Foundation.

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Yes College School Cooperation Cultural Awareness Curriculum Development Elementary Secondary Education Graduate Study Higher Education Masters Degrees Mentors Partnerships in Education Preservice Teacher Education Professional Development Schools Student Diversity Student Teachers Urban Schools Shakespear, Eileen Beardsley, Linda Newton, Anne Reports - Evaluative Tufts University MA Jobs for the Future, Boston, MA. English The Urban Teacher Training Collaborative (UTTC) is a school-university, school-based, Master of Arts in Teaching Program developed by Tufts University and three small Boston Public Schools. The program reflects partners' understanding of the needs of urban students and teachers. It presents an innovative model for teacher training similar to the residency model used to train medical professionals. UTTC student teachers work at their assigned schools full time under the guidance of mentor teachers and university professors during the public school year. This curriculum is the result of the UTTC's work to refine and expand its efforts to deeply acquaint its interns with the diverse communities and cultures from which their students come. Goals of the community curriculum include cultivating in the interns a deeper understanding and appreciation of their students' cultures, histories, and home communities; reflecting on their assumptions about urban areas; and understanding the impact of race, ethnicity, and culture in their lives and classrooms. The paper presents seven site seminars: Encountering the History; Boston Tour: A City Envisioned and Evolving; Walking Tours of Jamaica Plain and Mission Hill; Exploring a Specific Neighborhood; Bringing it All Back Home; and Home from Students' Perspectives. (Contains 13 references.) (SM) ED481609 Preparing Urban Teachers: Uncovering Communities. A Community Curriculum for Interns and New Teachers. 2003-09-00 17 Jobs for the Future, 88 Broad Street, Boston, MA 02110. Tel: 617-728-4446; Web site: http://www.jff.org. N/A 2004 2016-11-21

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Yes Acculturation Age Differences Census Figures Cubans Educational Attainment Hispanic Americans Immigrants Males Racial Differences Wages Zavodny, Madeline Reports - Research English This study uses data from the 1980 and 1990 Census and the 1994-2000 Current Population Survey to examine the determinants of earnings among male Cuban immigrants in the United States by race. Nonwhite Cuban immigrants earn about 15 percent less than Whites, on average. Much of the racial wage gap is due to differences in educational attainment, age at migration and years in the United States, but the gap remains at almost 4 percent after controlling for such factors. Nonwhite Cuban immigrants also have lower returns to education than Whites. A comparison to white, non-Hispanic U.S. natives indicates that nonwhite Cubans not only earn less initially than White Cubans on arrival in the United States but also do not significantly close the racial earnings gap over time. (Contains 37 references.) (SM) ED481610 Race, Wages, and Assimilation among Cuban Immigrants. Working Paper. 2003-07-00 28 Federal Reserve Bank of Atlanta, Research Department, 1000 Peachtree Street, N.E., Atlanta, GA 30309. Tel: 404-498-8977; Web site: http://www.frbatlanta.org. N/A 2004 8/20/2004 00:11:01 RIEJUN2004 Produced by Federal Reserve Bank of Atlanta.

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Yes Elementary Secondary Education Labor Market Proximity School Location Teacher Attitudes Teacher Recruitment Teaching (Occupation) Urban Schools Boyd, Donald Lankford, Hamilton Loeb, Susanna Wyckoff, James Reports - Research New York New York National Bureau of Economic Research, Cambridge, MA. English This paper explores a little-understood aspect of labor markets, their spatial geography. Using data from New York State, it finds teacher labor markets to be geographically very small. Teachers express preferences to teach close to where they grew up, and, controlling for proximity, they prefer areas with characteristics similar to their hometown. The paper discusses implications of these preferences for the successful recruitment of teachers, including the potential benefits of local recruiting and training. It also discusses implications for the modeling of teacher labor markets, including the possible biases that arise in estimates of compensating differentials when distance is omitted from the analyses. This study contributes to the literature on the geography of labor markets more generally by employing data on residential location during childhood instead of current residence, which may be endogenous to job choice. The final section of the paper summarizes findings on the geographic scope of teacher labor markets and examines their application to policy issues in the recruitment of teachers.(Contains 37 references and 10 tables/figures.) (SM) ED481611 The Draw of Home: How Teachers' Preferences for Proximity Disadvantage Urban Schools. NBER Working Paper. 2003-03-00 Smith Richardson Foundation, Inc., Greensboro, NC. Office of Educational Research and Improvement (ED), Washington, DC. New York State Education Dept., Albany. 33 National Bureau of Economic Research, 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-868-3900; Fax: 617-868-2742; Web site: http://www.nber.org. N/A 2004 2016-11-21

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Yes Academic Standards Educational Quality Elementary Secondary Education Government Role Low Achievement Policy Formation Public Schools School Districts State Standards Urban Schools Bowles, Susan A. Churchill, Andrew M. Effrat, Andrew McDermott, Kathryn A. Reports - Evaluative Illinois Kentucky Massachusetts New Jersey New York North Carolina Texas West Virginia English This paper seeks to help state policymakers understand their relatively new role in improving the academic performance of local schools and districts. The first section, "Intervention Decision-Making Framework," focuses on the intervention decision making framework model, performance criteria, strategic criteria, diagnostic interventions, corrective interventions, targets and tactics, and exit criteria. The second section, "State Interventions in Districts," focuses on reviews of six states: West Virginia, North Carolina, Kentucky, Texas, New Jersey, and Illinois. The third section, "District Interventions in Schools," looks at the Chicago Public Schools, New York City Chancellor's District, and Massachusetts. The final two sections present conclusions, recommendations and questions for policymakers. Two appendices include a list of interviewees and an excerpt from "Scholastic Reviews find 17 Activities Common Across Successful Schools" (Faun S. Fishback). (SM) ED481612 School and District Intervention: A Decision-Making Framework for Policymakers. 2002-12-00 41 University of Massachusetts Center for Education Policy, 813 North Pleasant Street, 250 Hills South, Amherst, MA 01003-9308. Tel: 413-545-0958; Fax: 413-545-3855; Web site: http://www.umass.edu/education/cep/index.htm. N/A 2004 2020-11-03

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Yes Academic Standards Accountability Court Litigation Educational Finance Educational Quality Elementary Secondary Education Excellence in Education Federal Legislation Public Education State Government State Standards Fine, Lisa R. Hsu, Tina P. King, Kristen G. Janow, Joshua D. Reports - Descriptive New Jersey No Child Left Behind Act 2001 Texas Kentucky Massachusetts Kentucky Massachusetts New Jersey Texas No Child Left Behind Act 2001 English This paper highlights the utility of the "third wave" of school equity cases that began to take shape subsequent to funding cases. These cases challenged the adequacy of public education systems, as measured not only by funding, but by educational content and other factors. The cases attempted to create a concrete mandate for an adequate education by adopting the lofty aims of the education clauses of state constitutions. The paper discusses the development of a theory that there is a right, derived from certain state constitutions, to an adequate education. It goes on to examine the standards used to evaluate the adequacy of education in public school systems to determine whether an "adequate education" is being provided. Next, it looks at remedies adopted by different states to promote adequacy (Kentucky, Texas, Massachusetts, and New Jersey). It also notes the provisions of the No Child Left Behind Act of 2001, federal legislation that may provide parents and concerned third parties with additional tools to force failing school districts to take action to improve student performance, focusing on: state standards and testing; increased public awareness of school performance and parents' understanding of their children's performance; increased accountability; strengthening teaching methods and teacher quality; funding flexibility; and targeting underperforming schools. (SM) ED481613 Education: Federal Rights and Racial Equity, Adequacy, and Standards in K-12 Education. 2003-06-00 22 Lawyers' Committee for Civil Rights Under Law, 1401 New York Avenue, N.W., Suite 400, Washington, DC 20005. Tel: 202-662-8600; Web site: http://www.lawyerscomm.org. N/A 2004 2016-11-21

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Yes Educational Discrimination Educational Equity (Finance) Educational Opportunities Educational Resources Educationally Disadvantaged Elementary Secondary Education Equal Education Immigrants Immigration Language Proficiency Limited English Speaking Outcomes of Education Schwartz, Amy Ellen Gershberg, Alec Ian Reports - Research Speeches/Meeting Papers New York City Board of Education New York (New York) New York (New York) English This report presents an investigation of the immigrant experience in New York City public schools. In particular, it presents a statistical portrait of the resources and characteristics of the public schools attended by immigrant students, their distribution across schools, and the relationship between resources and outcomes, on the one hand, and the representation and characteristics of immigrants on the other. The focus of the paper is on issues of equity and distribution. The paper begins with a brief review of existing research. It then presents the methodology and results of the study. Data for the study included tests scores and demographics of students, teacher characteristics, pupil-teacher ratios, and expenditure information. Following are some of the results: Immigrants are not more segregated than blacks, Hispanics, or poor students. The segregation of immigrants is lowest in elementary schools and highest in middle schools. (Some of this segregation is undoubtedly programmatic, such as enrollment in newcomer schools.) A significant portion of immigrants is black, many are white, and a significant portion is not limited in English proficiency. Not all immigrant groups are treated equally. (Contains 6 tables and 17 references.) (WFA) ED481614 Immigrants and Education: Evidence from New York City. 2001-00-00 12 National Tax Association, 725 15th St. N.W., #600, Washington, DC 20005-2109. Tel: 202-737-3325; Fax: 202-737-7308; e-mail: natltax@aol.com; Web site: http://www.ntanet.org. N/A 2004 2016-11-21

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Yes Community Characteristics Elementary Secondary Education Family Attitudes Family Influence Family Mobility Family School Relationship Family (Sociological Unit) Place of Residence Residential Patterns School Choice Bayer, Patrick J. Reports - Research Speeches/Meeting Papers English This paper summarizes work from a dissertation, the main contribution of which was to develop and estimate a new empirical framework for analyzing the equilibrium outcomes of families' choices for choosing a particular residence. The principal component of the framework is a random-coefficients discrete-choice model of the residential location decision. This specification provides a form for utility, considering a household's preferences for a wide range of community features, including many that depend directly on how households sort across communities. The resulting estimates provide a complete picture of a households preferences for the location, schools, crime, environmental amenities, sociodemographic composition, housing characteristics, and price, as well as how these preferences vary with its own characteristics, including its place of work, race, education, and income. The objectives of the dissertation were to provide insight into the underlying factors that drive matching of households with their schools, thereby expanding understanding of the issue, and to expand the conceptual and empirical framework for thinking about many of the economic and social issues related to the interactions of the local public economy, education market, and urban land and labor markets. (Author/WFA) ED481615 Household Mobility, School Choices, and School Outcomes. 2001-00-00 11 National Tax Association, 725 15th St. N.W., #600, Washington, DC 20005-2109. Tel: 202-737-3325; Fax: 202-737-7308; e-mail: natltax@aol.com; Web site: http://www.ntanet.org. N/A 2004 8/20/2004 00:11:11 RIEJUN2004 In: Proceedings from the Annual Meeting of the National Tax Association (93rd, Santa Fe, NM, November 9-11, 2000). Prepared by the National Tax Association (Washington, DC).

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Yes Academic Achievement Academic Aspiration Competition Elementary Secondary Education Learning Motivation Parent Child Relationship Parent Influence Parent Participation Performance Factors Private Education Student Attitudes Student Behavior Student Motivation McMillan, Robert Reports - Research Speeches/Meeting Papers English This paper summarizes work from a dissertation that examines the determinants of public school performance, focusing on the roles of incentives and parental involvement. The thesis presents theory and related empirics. In the theory, it analyzes the effects of competition on public school productivity, with and without parental involvement, as well as the parental involvement decision itself. In the empirical work, it measures the relative impacts of competition and collective parental pressure on school performance and the strength of interactions between them. The thesis makes three main contributions. First, it presents a conceptual framework for understanding how the sorts of incentives public schools face in practice affect school productivity. Second, the research provides empirical evidence that highlights collective parental pressure as an important determinant of school performance, as measured by achievement tests. Third, it provides estimates that cast doubt on the common presumption that greater competition will raise public-school productivity uniformly. The thesis concludes by discussing policy implications and offering a few brief thoughts about unresolved issues. (Author/WFA) ED481616 Competition, Parental Involvement and Public School Performance. 2001-00-00 8 National Tax Association, 725 15th St. N.W., #600, Washington, DC 20005-2109. Tel: 202-737-3325; Fax: 202-737-7308; e-mail: natltax@aol.com; Web site: http://www.ntanet.org. N/A 2004 8/20/2004 00:11:18 RIEJUN2004 In: Proceedings from the Annual Meeting of the National Tax Association (93rd, Santa Fe, NM, November 9-11, 2000). Prepared by the National Tax Association (Washington, DC).

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Yes Debt (Financial) Economic Impact Educational Finance Elementary Secondary Education Housing Opportunities Property Taxes Residential Patterns School Community Relationship School District Spending School District Wealth Landers, James R. Byrnes, Patricia E. Reports - Research Speeches/Meeting Papers Housing Market English This paper reports on a multijurisdictional study of the influence of school district long-term guaranteed debt liabilities on housing values. The empirical setting for the study was the Columbus, Ohio, metropolitan area. The objective of the research was to empirically test the debt-illusion hypothesis by examining the extent to which long-term guaranteed debt liabilities of school districts are capitalized into housing values. The research employed the hedonic regression approach to estimate the determinants of constant-quality house prices, including indicators of school-district debt liabilities. In doing so, it analyzed the price effects of school-district liabilities while controlling for variations in structural housing characteristics, school-district property tax levels, and school-district quality. The results of the study support the debt-illusion hypothesis and suggest that the potential exists for local public officials to utilize debt instead of current taxes as a means of boosting spending levels above that which might otherwise be affirmed by taxpayers. The estimation results indicated that both school-district property taxes and debt liabilities are severely undercapitalized into housing values. Specifically, the results show that variations in taxes and debt liabilities have only a slight impact on housing values. (Author/WFA) ED481617 Debt Illusion among Local Taxpayers: An Empirical Investigation. 2001-00-00 10 National Tax Association, 725 15th St. N.W., #600, Washington, DC 20005-2109. Tel: 202-737-3325; Fax: 202-737-7308; e-mail: natltax@aol.com; Web site: http://www.ntanet.org. N/A 2004 2016-11-21

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No Child Abuse Child Health Child Neglect Child Welfare Elementary Secondary Education Family Problems Family School Relationship Family Violence Higher Education Intervention Noninstructional Responsibility Parent Child Relationship School Responsibility School Role Student Welfare Horton, Connie Burrows Cruise, Tracy K. Books Guides - Classroom - Learner Guides - Non-Classroom English This book reviews the current knowledge on child maltreatment and links it specifically to practical applications in the schools. It is intended to be a guide for school-based mental-health practitioners, administrators, and teachers. It is also intended to serve as a text in graduate-level courses and clinical practica. Chapter titles reflect the book's contents: (1) "Overview of Child Maltreatment"; (2) "Identifying Abuse and Neglect"; (3) "Reporting Suspected Child Maltreatment"; (4) "Treatment Referrals"; (5) "School-Based Mental Health Services for Victims of Child Maltreatment"; (6) "Consulting with Teachers and Parents Regarding Child Maltreatment"; (7) "Prevention in the Schools"; and (8) "Self-Care: Identifying and Preventing Compassion Fatigue." The book contains overhead transparency masters for use in classroom instruction or inservice training; many tables, charts, and rubrics; an extensive list of references; and a subject index. (WFA) ED481618 Child Abuse and Neglect: The School's Response. The Guilford School Practitioner Series. 2001-00-00 ISBN-1-57230-673-4 Administrators Practitioners Students Teachers 220 The Guilford Press, 72 Spring Street, New York, NY 10012 (Catalog no. 0673, $32). Tel: 212-431-9800; Tel: 800-365-7006 (Toll Free); Fax: 212-966-6708; e-mail: info@guilford.com; Web site: http://www.guilford.com. N/A 2004 8/20/2004 00:11:21 RIEJUN2004

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Yes Administrative Principles Administrator Characteristics Administrator Education Administrator Evaluation Administrator Qualifications Certification Educational Administration Elementary Secondary Education Higher Education Instructional Leadership Management Development Occupational Information Professional Development School Administration Standards Murphy, Joseph Information Analyses Interstate School Leaders Licensure Consortium National Policy Board for Educational Administration, Fairfax, VA. English Over the last 25 years, the field of school administration has experienced turmoil as it has struggled to grow out of its adolescence. A good deal of energy has been invested in coming to grips with the question of what ideas should shape school administration. This paper chronicles the role of one of the most significant reshaping initiatives to appear in the profession in recent times, the Interstate School Leaders Licensure Consortium (ISLLC), and outlines the design of its change engine, the ISLLC Standards for School Leaders. Although there is, by necessity, a bit of history in the narrative, this paper is not a historical account. Rather it is an analysis of a concerted effort to rebuild the foundations of school administration, both within the practice and academic domains of the profession. After a brief note on the formation of ISLLC, the paper discusses two topics: (1) exposing the scaffolding that supports the standards; and (2) addressing critiques that have been directed at the standards and their use in the rebuilding process. The paper contains two tables titled "A Typical Masters of School Administration Program" and "The ISLLC Principles and Standards." (Contains 182 references.) (Author/WFA) ED481619 Reculturing Educational Leadership: The ISLLC Standards Ten Years Out. 2003-09-00 60 National Policy Board for Educational Administration, 801 North Quincy St., Suite 700, Arlington, VA 22203-1730. Tel: 703-875-0771; Fax: 703-528-2146; e-mail: dgi@aacte.nche.edu; Web site: http://www.npbea.org. For full text: http://www.npbea.org/Resources/ILLC_10_years_9-03.pdf. N/A 2004 2016-11-21

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Yes Budgets Costs Economics of Education Educational Finance Elementary Secondary Education Expenditures Financial Policy Financial Problems Public Schools Retrenchment School District Spending School District Wealth School Funds State Surveys Superintendents Sharp, William L. Malone, Bobby G. Walter, James K. Reports - Research Speeches/Meeting Papers Indiana Texas Illinois Illinois Indiana Texas English This report documents a study that examined the current financial picture of public education in 2003. Data for the study were collected from 188 surveys of selected school superintendents in Indiana, Illinois, and Texas. The superintendents were asked how the financial condition of their state and their school districts compared to a few years previous. Following are some of the key findings from the surveys: Overall, 58.4 percent of the superintendents stated that the financial condition of their state was worse at the time they filled out the survey than it was a few years previous; an additional 41.1 percent stated that it was the worst they could recall in their career. The option chosen by the largest number of superintendents (75.7 percent) for reducing costs was to reduce staff by attrition, not layoffs. The second most-chosen option for reducing costs was to increase class size. When asked how optimistic they were that the current economic conditions would improve in the ensuing 2 years, 3.7 percent of the superintendents reported they were "very optimistic"; 21.7 percent said "somewhat optimistic"; 56.1 percent said "not very optimistic"; and 18. 5 percent said "not optimistic at all." (WFA) ED481620 Superintendent Observations Regarding the Financial Condition of Their School Districts: A Three-State Study. 2003-10-18 16 N/A 2004 2016-11-21

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Yes Accountability Administrator Attitudes Board Administrator Relationship Board of Education Policy Boards of Education Elementary Secondary Education Evaluation Criteria Evaluation Utilization Instructional Leadership Occupational Information Personnel Evaluation School Administration Self Evaluation (Groups) Self Evaluation (Individuals) State Surveys Superintendents Sharp, William L. Malone, Bobby G. Walter, James K. Reports - Research Speeches/Meeting Papers Illinois Indiana Texas Illinois Indiana Texas English This paper describes a study that explored superintendent and school-board evaluations. Specifically, it looked at some of the methods and uses of boards' evaluations of superintendents and some of the needs and methods of boards' evaluation of themselves. Data for the study were collected from 188 surveys of selected school superintendents in Indiana, Illinois, and Texas. Following are some of the findings on superintendent evaluation: A total of 83.5 percent of the superintendents said they had a formal written evaluation by their school boards. In addition to those, 13 percent of the superintendents said that their boards evaluated them in writing. A total of 77.5 percent stated that the evaluation was done annually. Texas used the self-evaluation for a majority of its superintendents (74.6 percent), while 28.2 percent in Indiana and 36.2 percent in Illinois used such an instrument as part of the evaluation process. Following are some of the findings on board self-evaluation: Overall, 13.8 percent of the superintendents stated that their board evaluated itself formally every year. Only 22.9 percent of the boards asked the superintendent to assist in this evaluation process, and 18.6 percent used an outside consultant. (WFA) ED481621 Superintendent and School Board Evaluation: A Three-State Study. 2003-10-16 18 N/A 2004 2016-11-21

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Yes Administrator Characteristics Administrator Effectiveness Administrator Qualifications Educational Administration Elementary Secondary Education Instructional Leadership Leaders Leadership Qualities Leadership Styles Occupational Information Superintendents Women Administrators Funk, Carole Pankake, Anita Schroth, Gwen Reports - Research English This report documents a study of women superintendents. Specifically, the study identified professional and personal characteristics and styles of leadership to develop archetypes of six outstanding female superintendents in Texas. The intent of the research was also to reveal similarities between and among these superintendents that could provide insights into their backgrounds, relationships, feelings, and beliefs through they use of qualitative methodology based on the use of an inductive content-analysis technique to reveal patterns and frameworks that would reveal an overall profile of a successful female superintendent. The data collected for the study were first obtained from an earlier study of ways in which six outstanding female superintendents learned from failure. In the current study, eight recurring leadership themes emerged from the inductive data analysis: (1) vision, shared vision, and visioning; (2) ethical and professional behaviors; (3) dreaming, thinking, creating, intuiting, and introspecting; (4) communication; (5) motivation; (6) commitment; (7) work ethic and industry; and (8) energy and stamina. From the eight themes came the archetypes of outstanding women superintendents. (WFA) ED481622 Archetypes of Outstanding Female Superintendents. 2002-00-00 14 N/A 2004 8/20/2004 00:11:28 RIEJUN2004

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Yes Academic Standards Activity Units Change Agents Cooperative Learning Educational Change Educational Environment Educational Improvement Educational Theories Elementary Secondary Education Group Activities Learning Activities Learning Strategies School Culture School Effectiveness Small Group Instruction Study Centers Teaching Methods Funk, Carole Opinion Papers Learning Circles Learning Communities Study Circles English One of the critical elements of effective schools developed as a result of recent reform efforts and restructuring processes was the concept of learning communities and learning circles. This short paper discusses learning communities and learning circles. It defines learning communities as "a fellowship of learners in which the teachers in a school and its leaders look for new and more effective means of practice and make changes based on what they have learned within this community." It defines learning circles as "small communities of learners among teachers and others who come together for the purpose of supporting each other in the process of learning." The paper describes learning communities, learning circles, the basic tenets of learning circles, the connections between learning communities and learning circles, the characteristics of learning circles, and the characteristics of learning communities. The paper concludes that learning circles serve as units of learning communities and can change a school's culture through building small communities of learners, using constructivist teaching methodology, supporting learners, documenting reflections on progress toward change, and evaluating collective expectations toward new paradigms of thinking about learning and teaching. (WFA) ED481623 Creating Learning Communities through Circles of Learning. 2002-00-00 8 N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Charter Schools Educational Assessment Educational Environment Educational Research Elementary Secondary Education Foreign Countries Nontraditional Education School Surveys State Standards da Costa, Jose Peters, Frank Reports - Research Alberta Canada Society for the Advancement of Excellence in Education, Kelowna (British Columbia). English This report documents a study of charter schools in Alberta, Canada. The purpose of the study was to examine the academic achievement of the 10 charter schools in the province. Data were collected from test scores in language arts, math, science, and social studies of third-, sixth-, and ninth-graders; reviews of various documents; and interviews with administrators at each school. Following are some of the key findings: Overall, students in most of the schools appeared to be performing very well on standardized achievement tests. The majority of students scored above the provincial average in all tested subjects at all grade levels. All the charter schools in the study had adopted or developed ways of measuring progress or achievement other than the provincial achievement tests. As centers of innovation, charters schools have been very successful. The report makes, among others, the following recommendations: Charter schools should use systemic assessments separate from the provincial achievement tests. Structures must be put in place whereby information regarding the practices and innovations being used in the charter schools are shared systematically with the public, separate school systems, and the general community. (Contains 43 tables and 148 figures.) (WFA) ED481624 Achievement in Alberta's Charter Schools: A Longitudinal Study. SAEE Research Series. 2002-10-00 168 Society for the Advancement of Excellence in Education, 225 - 1889 Springfield Road, Kelowna BC Canada V1Y 5V5. Tel: 250-717-1163; Fax: 250-717-1134; e-mail: info@saee.ca; Web site: http://www.saee.ca. For full text: http://www.saee.ca/AltaCharterFullReport.pdf. N/A 2004 2016-11-21

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Yes Administrator Education Administrator Qualifications Administrator Responsibility Administrator Role Class Size Educational Administration Educational Improvement Educational Research Elementary Secondary Education Instructional Leadership Management Development Occupational Information Research Utilization School Administration Teacher Student Ratio Achilles, C. M. Finn, J. D. Information Analyses Opinion Papers Speeches/Meeting Papers English The core work of educational administration is school improvement, especially improved school outcomes. The leader must know what to do, why some interventions work better than others, and how to implement them. Longitudinal experimental research, meta-analyses, and evaluations have definitely shown that small classes, at least in K-3, provide an array of positive schooling outcomes. Part of the "what-to-do" dimension. Drawing on 15 years of analyzing class-size effects, this synthesis situates small-class outcomes in research and theories to explain why small classes provide initial, increasing, and long-term benefits. Supporting research includes Head Start, Perry Pre-School, and the Abecedarian Projects. Using Brookfield's (1993) definition of professional "impostorship," impostorship in educational administration will not sell in the face of increasing public demands, scrutiny, and alternatives to public schooling. A recent survey showed that fewer than 30 percent of educational administrators (average of 10 years' experience) could list even one research-driven education improvement effort they learned in educational administration preparation programs. Without clearly knowing what, why, and how of education, educational administration cannot improve school, an ever-present task. (Author) ED481625 Future Leaders Beware: Impostorship Won't Sell. 2000-08-10 20 N/A 2004 8/20/2004 00:11:34 RIEJUN2004 Paper presented at the National Conference of Professors of Educational Administration (Ypsilanti, MI, August 8-12, 2000).

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Yes Academic Persistence Community Colleges Dropout Prevention Dropout Rate Dropout Research School Holding Power Student Attrition Two Year Colleges Withdrawal (Education) Hayward, Craig Reports - Research Mendocino College CA Mendocino Coll., Ukiah, CA. English This document addresses the problem of students withdrawing from courses before completion and in the process attempts to devise ways that Mendocino College can aid students complete their courses. The report uses findings from two research reports. The first report was completed at the Florida Community College (FCC), which discovered that 75% of students that withdrew classes did so due to family obligations, employment responsibilities, work related travel, personal or family illness, or other changes in personal lives. The other study was completed at the Santa Ana College (SAC), which cited that the most common cause for withdrawal was time conflict with work, family or personal problems, and dissatisfaction with instruction or academic progress. Findings from other studies have found that minority students tend to withdraw more often (41%) than the overall average (17.5%). Certain areas tend to have more withdrawals than other areas. The disciplines with withdrawal rates over 35% are: Black Studies, Catering, Chicano Studies, Education, etc. The most likely explanation for this is that students are interested in the course topic, but unable to meet the academic challenges of the class. The document concludes with institutional strategies that will increase course completion and teacher practices that will help students to complete courses. (Contains 11 references.) (MZ) ED481626 Student Withdrawal Study. 2003-00-00 9 N/A 2004 2016-11-21

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Yes Administrator Education Administrator Qualifications College Curriculum College Programs Education Courses Education Majors Educational Assessment Evaluation Criteria Evaluation Methods Evaluation Utilization Graduate Study Higher Education Management Development Professional Education Program Evaluation Standards Christy, W. Keith McNeil, Larry Reports - Evaluative Speeches/Meeting Papers English Accountability for the preparation of tomorrow's teachers and administrators has come to academia with a full head of steam. Congress has declared that it is the institutions of higher education that must be accountable for increasing K-12 student achievement. As required by the 1998 Congress, colleges of education must begin annual submission and reporting of teacher candidate test data. It is anticipated that reporting of test data from programs that prepare candidates for educational administration will soon follow. The premise upon which Congress enacted the 1998 amendments to the Higher Education Act of 1965 was the belief that good teaching is key to student achievement. The outcome expected to arise from this exercise of accountability is that of individual institutions retaining or losing teacher and administrator preparation programs. This paper explores these issues and attempts to create a report card of criteria for measuring the quality of an educational administration and supervision program. The research question presented in this paper is How will the faculty of an administration and supervision program be able to judge its internal quality against external measures of accountability? (Author) ED481627 Excellence in Administrator Preparation Programs: How Will We Know? 2000-11-12 17 N/A 2004 8/20/2004 00:11:38 RIEJUN2004 Paper presented at the Annual Meeting of the Southern Regional Council on Educational Administration (Nashville, TN, November 11-13, 2000).

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Yes Board of Education Role Charter Schools Educational Finance Educational Legislation Educational Policy Elementary Secondary Education Expenditure per Student Government School Relationship Home Schooling Nontraditional Education Politics of Education Public Education School Choice School District Autonomy State Aid State School District Relationship Christy, W. Keith McNeal, Larry Reports - Research Speeches/Meeting Papers Arizona Arkansas Colorado Arizona Arkansas Colorado English During the 1980s and 1990s, state legislatures became significantly involved in developing policy that determined how and where students should be offered their K-12 education. These legislative acts have occurred most notably in the passage of revision of policy dealing with public school finance, charter schools, home schools, choice enrollment, and local board of education control. Increasingly, state legislatures are perceived to be creating more restrictions for mainstream public schools while legislating fewer restrictions for alternative schooling options. This paper examines these issues in Arkansas, Colorado, and Arizona where significant legislative policy involvement has occurred. The examination includes the changing revenue base for public schools, the increase in the number of charter schools and home schools, the increasing number of students attending charter and home schools, the expansion of choice-enrollment options, and the waning influence of local boards of education in matters of local control. The factors used in exploration of the topic were student population, public school enrollment, and per-pupil expenditures that occurred during the period 1983-97 for Arkansans, Colorado, and Arizona. Legislative involvement in the policymaking process has fundamental implications for public school districts. (Author) ED481628 Implications of Legislative Policy Development for Public School Districts. 1999-11-14 22 N/A 2004 2016-11-21

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Yes Academic Achievement Disabilities Educational Research Evaluation Standards Collected Works - Serials Reports - Descriptive Department of Education Research in Education What Works Southwest Educational Development Lab., Austin, TX. National Center for the Dissemination of Disability Research. English This educational newsletter highlights a lead article, "Evidence-Based Research in Education." The article explains that evidence-based research emerged in the field of medicine over 50 years ago, resulting in major advances in the treatment and prevention of disease. It adds that clinical guidelines and protocols are based on the results of controlled experiments following rigorous standards of science. The U.S. Department of Education is embracing evidence-based research to improve the effectiveness of educational interventions and, in turn, academic achievement. The article discusses the No Child Left Behind Act and the Coalition for Evidence-Based Policy. It recommends strategies for the Department of Education to bring evidence-driven progress to education. Other information materials in the newsletter are: "The What Works Clearinghouse"; "NDDR Grantees Review WWC Draft Standards"; and "Resolution of the AAMR on Evidence-Based Research and Intellectual Disability." (BT) ED481629 Evidence-Based Research in Education. Research Exchange v8 n2 2003 2003-00-00 National Inst. on Disability and Rehabilitation Research (ED/OSERS), Washington, DC. 17 National Center for the Dissemination of Disability Research, Southwest Educational Development Laboratory, 211 East Seventh Street, Suite 400, Austin, TX 78701-3253. Tel: 800-266-1832 (Toll Free); Fax: 512-476-2286; e-mail: ncddr@sedl.org; Web site: http://www.ncddr.org/. N/A 2004 2016-11-21

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Yes Class Activities Classroom Techniques Economics Elementary Secondary Education History Instruction Learning Activities Museums Social Studies Teacher Developed Materials Singer, Alan, Ed. Collected Works - Serials Guides - Classroom - Teacher Reports - Research New Jersey New York (Harlem) Holocaust Holocaust Literature New Jersey New York (New York) New Jersey Council for the Social Studies. New York State Council for the Social Studies. English This theme based journal issue consists of articles and teaching ideas focusing on the Holocaust and history. This publication contains the following materials: (1) "Multiple Perspectives on the Holocaust?" (Alan Singer); (2) "Responses to 'Multiple Perspectives on the Holocaust'"; (3) "Escape to Cuba: Story of Laura Kahn, a Holocaust Survivor" (Jaimee Kahn); (4) "Guidelines for Teaching about the Holocaust" (U.S. Holocaust Memorial Museum); (5) "Facing History and Ourselves"; (6) "Using 'Facing History and Ourselves' to Teach about the Holocaust" (Michelle Sarro); (7) "Choices for the 21st Century" (introduction Jay Kreutzberger); (8) "Teaching about the Holocaust Using Literature" (Tammy Manor); (9) "Book Review" (John Osborne); (10) "Anne Frank, Diary of a Young Girl" (Gayle Meinkes-Lumia); (11) "New Jersey Mandate to Teach about the Holocaust and Genocide" (Barbara Lorfink Hadzima); (12) "Using Literature to Teach Young Children about the Holocaust" (Judith Y. Singer); (13) "Other Genocides: Teaching Using Zlata's Diary" (Janet Santo-Gruner); (14) "Recommended Holocaust Web Sites" (Michael Sangirardi and Daniel Gross); (15) "'Infectious Greed' or the Working of Capitalism?" (Martin Eisenberg); (16) "Responses to 'Infectious Greed' or the Working of Capitalism?"; (17) "Has the North American Free Trade Agreement Been a Success?" (Jessica Berni; Dennis Mooney); (18) "Using Student Dialogues to Teach Social Studies" (Michael Pezone; Jennifer Palacio; Lauren Rosenberg); (19) "Black Harlem's Struggle for Decent Housing" (Adam Stevens); (20) "Elizabeth Jennings: New York City's Nineteenth Century Rosa Parks" (Alan Singer); (21) "Tips for Using Museums as Social Studies Resources" (Lynda Kennedy); (22) "Eighth-Grade Social Studies Exit Project: Creating a 'Tree of Liberty'" (Rachel Gaglione Thompson); and (23) "Oral History Interviews as a Gateway to Historical Understanding" (Jennifer Jackson Gkourlias). (BT) ED481630 The Holocaust and History. Social Science Docket v3 n1 Win-Spr 2003 2003-00-00 Practitioners Teachers 90 Social Science Docket, Department of Curriculum and Teaching, 243 Mason GW, 113 Hofstra University, Hempstead, NY 11549 (one-year subscription, $15; single issue, $10). Tel: 516-463-5853; Fax: 516-463-6196; Web site: http://www.HOFSTRA.edu. T 2004 2016-11-21

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Yes Citizenship Education Constructivism (Learning) Elementary Secondary Education Global Education History Instruction Multicultural Education Social Studies Teacher Role Leming, James, Ed. Ellington, Lucien, Ed. Porter, Kathleen, Ed. Books Collected Works - General Opinion Papers Knowledge Acquisition Thomas B. Fordham Foundation, Washington, DC. English This book consists of a collection of critiques by educators who fault the teaching methods and curricular ideas of their field and suggest how the field can be reformed. Following a "Foreword" (Chester E. Finn, Jr.) and an "Introduction" (James S. Leming; Lucien Ellington), there are seven articles in the book: (1) "A Brief History of Social Studies" (Diane Ravitch); (2) "The Training of Idiots: Civics Education in America's Schools" (J. Martin Rochester); (3) "The Student, the World, and the Global Education Ideology" (Jonathan Burack); (4) "Multiculturalism and Social Studies" (Lucien Ellington; Jana S. Eaton); (5) "Teacher-Centered Instruction: The Rodney Dangerfield of Social Studies" (Mark C. Schug); (6) "Garbage In, Garbage Out: Expanding Environments, Constructivism, and Content Knowledge in Social Studies" (Bruce Frazee; Samuel Ayers); and (7) "Ignorant Activists: Social Change, 'Higher Order Thinking,' and the Failure of Social Studies" (James S. Leming). (BT) ED481631 Where Did Social Studies Go Wrong? 2003-08-00 167 For full text: http://www.edexcellence.net/doc/ContrariansFull.pdf. For full text: http://www.edexcellence.net/foundation/publication/publication.cfm?id=317. N/A 2004 2016-11-21

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Yes Democracy Elementary Secondary Education Information Sources Student Needs Teacher Role Terrorism World History Collected Works - General Opinion Papers September 11 Terrorist Attacks 2001 District of Columbia New York (New York) District of Columbia New York (New York) Thomas B. Fordham Foundation, Washington, DC. English People will debate for many years to come the causes and implications of the September 11, 2001, attacks on New York City and the Pentagon (District of Columbia). In such challenging times, educators rightly wonder about their proper role. What should they teach young U.S. students? What are the implications for the K-12 curriculum and for the work of teachers? The goal of this report is to furnish constructive advice and helpful information to educators who earnestly seek to do right by students while tackling some of the most perplexing and difficult challenges that educators face. The report is divided into four parts: (1) "Why This Report?" (Chester E. Finn, Jr.); (2) "What Children Need to Know about Terrorism, Despotism, and Democracy" (Richard Rodriguez; Walter Russell Mead; Victor Davis Hanson; Kenneth R. Weinstein; Lynne Cheney; Craig Kennedy; Andrew J. Rotherham; Kay Hymovitz; William Damon); (3) "How to Teach about Terrorism, Despotism, and Democracy" (William J. Bennett; Lamar Alexander; Erich Martel; Katherine Kersten; William Galston; Jeffrey Mirel; Mary Beth Klee; Sheldon M. Stern; Lucien Ellington); and (4) "What Teachers Need to Know about America and the World" (Abraham Lincoln introduced by Amy Kass; E.D. Hirsch, Jr.; John Agresto; Gloria Sesso; John Pyne; James Q. Wilson; Theodore Rabb; Sandra Stotsky; Ellen Shnidman; Mitchell B. Pearlstein; Stephen Schwartz; Stanley Kurtz; Tony Blair). Contains an extensive list of resources for teachers. (BT) ED481632 Terrorists, Despots, and Democracy: What Our Children Need To Know. 2003-08-00 105 For full text: http://www.edexcellence.net/doc/Democracy.pdf. N/A 2004 2016-11-21

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Yes Economics Education Global Approach Globalization Secondary Education Social Studies World Problems Rothenberg, Laurence E. Collected Works - Serials Opinion Papers Global Issues Tension ISSN-1088-8365 American Forum for Global Education, New York, NY. English This paper defines globalization as the acceleration and intensification of interaction and integration among the people, companies, and governments of different nations. The paper states that questions as to globalization's effects on the world would probably be answered in different ways in different countries. It discusses the three tensions of globalization: (1) tension between individual choice and societal choice; (2) tension between free market and government intervention; and (3) tension between local authority and extra- or supra-local authority. The paper points out that the discussion of these tensions can enlighten students without forcing them to abandon their own values. It notes that Globalization 101's approach engages students in thinking about their lives in an international context at an exciting time, with a vast amount of resources available to help them grow and learn as students and citizens. (BT) ED481633 Globalization 101: The Three Tensions of Globalization. Occasional Papers. Issues in Global Education n176 2002-2003 2003-00-00 6 American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. Tel: 212-624-1300; Fax: 212-624-1412; e-mail: info@globaled.org; Web site: http://www.globaled.org/. N/A 2004 2016-11-21

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Yes Cultural Context Democracy Foreign Countries Middle Schools Secondary Education Social Studies Student Educational Objectives World History Bragaw, Donald Collected Works - Serials Guides - Classroom - Teacher Europe (East) National Civics and Government Standards Europe ISSN-1088-8365 American Forum for Global Education, New York, NY. English This paper provides a definition for the word democracy and examines some of the many definitions and descriptions of democracy that have been offered over time. The paper offers a lesson plan for teaching about democracy, beginning with an introduction: "Democracy as an Argument or a Developing Dialogue" (Donald Bragaw; Michael Hartoonian). The lesson plan cites approximate length and appropriate grade level; addresses national standards; lists essential purposes and essential resources; details an eight step teaching strategy; suggests application; and addresses assessment. The paper also contains: "Why Has Post-Communist Democratization Been So Difficult?" (Stephen Harrison). Discusses the difficulty in implementing democratic reforms in post-Communist eastern Europe. It provides a lesson plan in the same format as the first lesson plan. Contains a student handout. (BT) ED481634 Democracy and the "New" Democracies: Fragile, Difficult, and Subject to Change. Occasional Papers. Issues in Global Education n177 2003-2004 2003-00-00 Practitioners Teachers 18 American Forum for Global Education, 120 Wall Street, Suite 2600, New York, NY 10005. Tel: 212-624-1300; Fax: 212-624-1412; e-mail: info@globaled.org; Web site: http://www.globaled.org/. N/A 2004 2016-11-21

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Yes Child Advocacy Educational History Elementary Secondary Education Federal Legislation Federal Programs Migrant Education Branz-Spall, Angela Wright, Al Historical Materials Migrant Education Program Migrant Student Record Transfer System English The emergence of migrant advocates was sparked by the 1960 telecast of the documentary "Harvest of Shame." In the first step forward, Congress enacted a program establishing migrant health centers in 1961. In 1965 the Elementary and Secondary Education Act was passed, in which Title I promised special educational help for disadvantaged children. In 1966, Title I was amended to create the Migrant Education Program (MEP), which provided aid to the states to implement migrant education. The first conference of state representatives concerned with migrant education met in 1968 and developed the amendment into an array of services to migrant students. Ideally structured for state-level advocates, the MEP allowed states great flexibility in program development. The first director of the federal MEP, with a tenure of 16 years, Vic Rivera became a champion of migrant children and families, was instrumental in expanding eligibility definitions and increasing federal funding, and nurtured a partnership between the federal government and the states that resulted in far-reaching interstate efforts to coordinate migrant education services. The most significant of these was the creation of the Migrant Student Records Transfer System, a national student database that stored educational and health information on students whenever they moved. Although the system was discontinued in 1994, new technology applications hold promise for interstate collaboration. Meanwhile, migrant advocates have redirected their efforts toward the state and local levels. (SV) ED481635 A History of Advocacy for Migrant Children and Their Families: More than 30 Years in the Fields. 2004-00-00 10 N/A 2004 2016-11-21

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Yes Court Litigation Elementary Secondary Education Federal Aid Federal Legislation High Risk Students Migrant Education Pappamihiel, Eleni Reports - Descriptive Bilingual Education Act 1968 Elementary Secondary Education Act Migrant Education Program Bilingual Education Act 1968 Elementary and Secondary Education Act English Until the 1960s, the special needs of migrant students were seldom considered in the formulation of educational policy. Since that time, migrant parents and other concerned parties have sought redress in the court system, and Congress has passed legislation to provide support for migrant education. This chapter describes major pieces of federal legislation and several court cases that have shaped migrant education. First passed in 1965 and reauthorized many times since, the Elementary and Secondary Education Act (ESEA) provides the framework for state-run migrant education programs to receive federal funds. Reauthorizations of ESEA, such as the No Child Left Behind Act, outline eligibility requirements for student participation; facilitate interstate cooperation, particularly with regard to the transfer of student records; and mandate accountability procedures and certain actions by schools, such as establishment of parent advisory councils. Important court cases include Valdes v. Grover, a Wisconsin case that reinforced the participation of significant numbers of migrant parents in their children's education; Zavala v. Contreras, a Texas case about school district cut-off dates that prevented migrant students from participating in an extended-day program to make up missed work; and Lau v. Nichols, a U.S. Supreme court ruling requiring schools to meet the special educational needs of English language learners. The Equal Educational Opportunity Act of 1974 reinforced this decision. The impact of the Bilingual Education Act of 1968 on migrant education is also discussed. (SV) ED481636 The Legislation of Migrancy: Migrant Education in Our Courts and Government. 2004-00-00 16 N/A 2004 2016-11-21

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Yes Early Childhood Education Educational Administration Elementary Secondary Education Eligibility Federal State Relationship Identification Migrant Education Staff Development Student Recruitment Duron, Susan Reports - Descriptive Migrant Education Program English This chapter examines trends and issues related to the identification and recruitment of migrant children and youth for the Migrant Education Program (MEP). The MEP is federally funded and implemented by the states. Requirements and definitions of student eligibility and the functions of state MEP programs are spelled out in the Elementary and Secondary Education Act, which was reauthorized in 2002 as the No Child Left Behind Act. To meet these requirements, states have devised varying methods of student identification and recruitment (ID&R). While not all states have taken a strong initiative in ID&R, five trends show great promise: (1) increased interstate and intrastate communication and resource sharing; (2) detailed clarification of eligibility criteria by the U.S. Office of Migrant Education; (3) more flexible application and reporting mechanisms for federally funded programs, which encourage local school-based and district ID&R innovations; (4) streamlined processes to target students most at risk of not achieving content and performance standards; and (5) increased technical assistance and training, sponsored by the U.S. Department of Education and made accessible to more people by new communications technologies. The knowledge and skills needed by successful recruiters are briefly listed, and several models for ID&R operations and administration are described, based on their locus of control: ID&R focused on a whole state, a region of a state, or a community, or external systems supporting any such efforts. (SV) ED481637 Identification and Recruitment: Trends and Issues. 2004-00-00 15 N/A 2004 2016-11-21

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Yes Early Childhood Education Elementary Secondary Education Eligibility Identification Job Training Migrant Education Personnel Selection Planning Quality Control Staff Development Student Recruitment Hanley, Tom Melecio, Ray Guides - Non-Classroom Migrant Education Program Recruiter Role English The identification and recruitment (ID&R) process is an important element in the delivery of migrant services. Federal regulations currently require each state to find eligible migrant children residing within its borders. This chapter discusses essential factors that affect the ID&R of migrant children by educators at the state, regional, and local levels. Development of a realistic plan for finding and determining the eligibility of a state's or region's migrant population is critical. One key to a good recruitment plan is understanding the area's agricultural processes and employment patterns. The state's departments of agriculture and labor and cooperative extension programs can provide such information. Three major aspects of developing a recruitment plan are: (1) planning/logistics (deciding where to recruit, following protocol and regulations, targeting priority students, networking, and having knowledgeable recruiters); (2) initial staff training and plan implementation (the Certificate of Eligibility, liberal versus conservative interpretation of eligibility guidelines, assessment of child and family needs, characteristics of good recruiters, cultural and language implications, and community-based recruiting); and (3) monitoring and evaluating success (recruiter training and supervision, record keeping, friendly audits, and annual checks of plan elements). (SV) ED481638 Ideas and Strategies for Identification and Recruitment. 2004-00-00 15 N/A 2004 2016-11-21

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Yes Agency Cooperation Community Cooperation Coordination Delivery Systems Educational Cooperation Elementary Secondary Education Human Services Migrant Education Needs Assessment Partnerships in Education School Community Relationship Shared Resources and Services Canales, Priscilla Harris, June Reports - Descriptive Migrant Education Program English Migrant students and their families have a wide range of academic and social-economic needs. Long-term observation of numerous migrant programs in south Texas and elsewhere suggests that the school districts that are most successful in meeting those needs and the goals of the Migrant Education Program tend to share six recurrent practices. First, many successful districts recruit outreach teams to address the academic and support service needs of the entire migrant community. Such migrant service coordination teams reflect the diversity of the community; possess a sound knowledge base, reinforced by trainings on important topics; and are driven by a strong commitment to migrant students. Second, the teams carry out a comprehensive assessment of needs in their migrant community. In addition to drawing on national and state data, the teams develop practical local questionnaires and conduct group interviews with migrant parents and students. Third, effective teams develop strong working relationships with a wide array of community organizations and service providers. Fourth, community support and advocacy for migrant students and families are promoted through professional development sessions for educators and various types of media coverage and publicity. Fifth, self-advocacy and empowerment are encouraged among migrant students and parents through information sessions, leadership training, and parent train-the-trainer workshops. Finally, successful districts regularly evaluate their migrant service coordination practices and reflect on potential improvements. (SV) ED481639 Migrant Service Coordination: Effective Field-Based Practices. 2004-00-00 17 N/A 2004 2016-11-21

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Yes After School Programs Agency Cooperation Community Programs Culturally Relevant Education Educational Cooperation Graduate Students Mentors Migrant Housing Migrant Programs Migrant Youth Service Learning Youth Programs Franquiz, Maria E. Hernandez, Carlota Loya Reports - Descriptive English This chapter describes how a federally funded farmworker housing facility in northern Colorado--Casa de la Esperanza--has changed the lives of migrant students and their families. The history of migrant workers in Colorado is described, as well as the struggle to construct a permanent farmworker housing facility. Casa was built in Boulder County, Colorado, after enforcement of regulations led to the closing of substandard migrant housing. In 1994 an after-school program for migrant youth at Casa was begun that aimed to help students with their homework, but also to build their confidence and expose them to the world and its opportunities. The coordinator of the after-school program and a professor from the University of Colorado School of Education collaborated to provide culturally relevant projects that addressed migrant students' social and academic needs. They also wanted to create cross-cultural experiences that would introduce the migrant youth and White middle-class university students to each other's worlds. University students acted as mentors for the Casa youth, providing tutoring, experiences with the Internet, art activities, and college preparatory activities. As part of a seminar on multicultural education, doctoral students participated in collaborative service-learning projects with an array of community agencies. The doctoral students worked on a variety of projects with Casa youth, focusing on tobacco prevention, leadership, literacy, English as a second language, college preparation, and creation of a mural for the community center. (SV) ED481640 Casa de la Esperanza: A Case Study of Service Coordination at Work in Colorado. 2004-00-00 14 N/A 2004 8/20/2004 00:12:08 RIEJUN2004 Chapter 6 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.

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Yes Adult Basic Education Adult Literacy Agency Cooperation Early Childhood Education Educational Strategies English (Second Language) Family English Literacy Home Visits Limited English Speaking Literacy Education Migrant Education Models Parent Child Relationship Parent Education Ward, Patricia A. Franquiz, Maria E. Reports - Descriptive Even Start English Even Start family literacy is a comprehensive approach that focuses on the family unit, addressing language and literacy competence for children and adults through integrated educational activities. Four core program components build upon one another to support children's school success and literacy outcomes. The components are: (1) adult basic education, English language literacy, and GED preparation; (2) parent education about their children's language development, the importance of reading and story telling, and parental teaching strategies; (3) early childhood education to improve the language and emergent literacy skills of children aged birth to 8; and (4) parent and child "together time," during which parents play with their children and practice skills learned in the parent education component under the supervision of a staff member. The core components align with a strengths-oriented approach to family literacy that respects families' culture, language, and competencies. Even Start projects are required to form partnerships and collaborative agreements with school districts, other agencies, or community groups to avoid duplication of services and share resources. Steps in the process of building such working relationships are listed; home-based and center-based service delivery strategies are described; and practitioner strategies for improving migrant Even Start programs are discussed. (SV) ED481641 An Integrated Approach: Even Start Family Literacy Model for Migrant Families. 2004-00-00 18 N/A 2004 2016-11-21

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Yes Access to Education Attendance Credits Educationally Disadvantaged Migrant Education Migrant Youth Secondary Education Secondary School Students Student Mobility Student Records Transfer Students Solis, Jorge J. Reports - Descriptive Credit Accrual English Migrant students face many educational difficulties as they travel with their families to find work. This chapter reviews specific challenges facing migrant secondary students. The timing of harvest seasons dictates the movements of migrant workers and families, resulting in students' late entry into or early withdrawal from school. Lost class time and excessive absences may cause students to lose credits or miss required testing, discourage students from taking advanced courses that would prepare them for postsecondary education, or lead students to drop out. Whether migrant students enter late or withdraw early, the proper transfer of student records is critical. Hand-carrying documents is recommended. Moving between schools, migrant students frequently encounter course dissimilarities or unavailable courses, disparities in course credits or grade equivalents, and different class schedules. Nontraditional schedules such as block scheduling are particularly problematic for transfer students. Credit accrual is difficult as students may need to play catch up or retake classes entirely. Although evening school or summer school may be available, most older migrant students work, making attendance difficult. Living in the poor housing conditions of migrant camps also interferes with studying. Distance-learning schemes exist, but correspondence courses require independent study and computer-based courses require a working phone line, which migrant families may lack. (SV) ED481642 Scholastic Demands on Intrastate and Interstate Migrant Secondary Students. 2004-00-00 6 N/A 2004 2016-11-21

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Yes Access to Education College Preparation Credits Educational Strategies Educationally Disadvantaged Graduation Requirements Migrant Education Postsecondary Education Secondary Education Salinas, Cinthia Reyes, Reynaldo Reports - Descriptive Credit Accrual English This chapter addresses the plight of migrant secondary students moving across district lines and encountering challenges such as credit accrual and lack of academic resources. Although graduation requirements differ from state to state, they all amount to a kind of bookkeeping that determines whether a student graduates from high school. The chances of attaining high school graduation are affected by state and local course requirements, continuity of curricula between districts, differing school schedules, and the efficiency of student record transfer systems. Many common school policies and practices diminish the cultural capital of migrant youth and their families, making it difficult for migrant students to stay in school. Linguistically and culturally diverse students face institutional barriers, and their parents often are excluded from involvement in their education. In addition, increased high-stakes testing places even greater pressures on migrant students, who may not be present for test preparation and testing opportunities. Migrant students who aspire to postsecondary education face additional barriers. College preparatory math acts as a gate-keeping tool in the selection of students for college, and migrant students often are placed in lower tracks without access to advanced math courses. Migrant students also lack access to the special knowledge that facilitates college preparation and admission. Fictional scenarios illustrate these difficulties and potential remedies that educators could pursue. (SV) ED481643 Graduation Enhancement and Postsecondary Opportunities for Migrant Students: Issues and Approaches. 2004-00-00 15 N/A 2004 2016-11-21

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Yes Educational Practices Elementary Secondary Education Family Needs High Risk Students Migrant Education Outreach Programs Parent Participation Parent School Relationship Well Being Lopez, Gerardo R. Information Analyses Reports - Research Texas Texas English Migrant students have a host of factors working against their chances of success in school. In the search for ways to counter these risk factors, educators have recognized the value of parent involvement. In addition to its effects on student learning and achievement, parent involvement also strengthens school accountability and gives historically marginalized communities a voice in school decision making. Little systematic research has focused specifically on best practices for involving migrant parents, and educators have had to rely on anecdotal evidence about creative approaches to involve this population. An ongoing research project focusing on successful Texas schools has found that effective initiatives in migrant parent involvement are not defined as a set of practices or activities for parents to do, but rather as a form of outreach. The schools in this study perceived themselves as active and proactive agents in reaching out to migrant parents and meeting their needs. Home visits and personal interactions between parents and school personnel made school personnel aware of the very basic survival needs of migrant families, which must be addressed as a first step in helping migrant students succeed. The schools also offered parent education that was an end in itself and improved migrant families' lives. In addition to removing logistical barriers to parents' attendance at school functions, the schools addressed social barriers by creating a more democratic and collaborative environment. (SV) ED481644 Bringing the Mountain to Mohammed: Parent Involvement in Migrant-Impacted Schools. 2004-00-00 13 N/A 2004 2016-11-21

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Yes Academic Achievement Case Studies Child Rearing Educational Attitudes Elementary Secondary Education Family Environment High Achievement Mexican Americans Migrant Education Overachievement Parent Attitudes Parent Participation Parent Student Relationship Student Motivation Trevino, Roberto E. Reports - Research Texas Texas English A case study examined the nature of parent involvement in five Mexican-origin, migrant families with children who were highly successful students. The families had their home base in different regions of Texas. Each had a child recognized as an exemplary migrant high school graduate, and together the families had more than 40 academically successful children. More than 100 hours of telephone interviews and home visits generated common themes concerning what these parents believed and did about child rearing and education. Parents envisioned superior achievement for their children and believed that: parents were the first teachers; graduating from high school and college was not negotiable; education was more important than student work or extracurricular activities; working hard was critical; children must be respectful; and corporal punishment was ineffective and unnecessary. The parents were proud of their children and encouraged self-esteem. Three families mentioned strong religious beliefs. The parents made sure that the oldest children were high achievers, who could mentor their younger siblings. Parents attended all school activities with an academic focus and all ceremonies recognizing their children's achievement, ensured that a parent was at home after school, monitored children's free-time activities very closely, designated the more-educated parent to assume primary responsibility for education, encouraged conversation and critical-thinking skills, provided whatever academic help and learning materials they could give, advocated for their children at school, minimized school interruptions, and made use of community and school resources. (SV) ED481645 Against All Odds: Lessons from Parents of Migrant High-Achievers. 2004-00-00 16 N/A 2004 2016-11-21

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Yes After School Programs Computer Literacy Cultural Awareness Culturally Relevant Education Discourse Analysis Elementary Secondary Education Family Literacy Family Programs Group Discussion Group Dynamics Interpersonal Communication Mexican Americans Migrant Education Parent Education Social Environment Carrillo, Rosario Reports - Research Respect English The Migrant Educational Technology (MET) program is an after-school program that introduces Latino migrant families in Detroit to basic computing and educational software applications, with the goal of supporting students' schoolwork and improving their academic achievement. The 1998-99 MET program was organized into three phases. In the introductory qualifying phase, migrant students had to meet academic, attendance, and citizenship requirements; maintain academic progress; and have a positive attitude toward peers and teachers. In the second phase, 50 qualifying students brought their families to after-school work sessions, and 22 families attended 60 hours of sessions and qualified to take home a computer and printer. In the third phase, these families received technical support for home use of the technology tools. Pedagogical models used in the program were project-based learning and participatory pedagogy. In a study of 14 families that regularly attended the program, critical discourse analysis of parents' conversations and talk during work sessions revealed several key discursive program features that shaped a collective, participatory orientation among participants. These included the framing and reframing of "driving questions" (the group's central concerns and goals), acknowledgement of the group's shared experiences, and the facilitator's use of inclusive, equitable language. The importance of social organization and discourse to promoting migrant families' program participation is discussed. (SV) ED481646 Making Connections: Building Family Literacy through Technology. 2004-00-00 National Science Foundation, Arlington, VA. 16 N/A 2004 2016-11-21

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Yes Distance Education Educational Cooperation Elementary Secondary Education Interstate Programs Migrant Education Partnerships in Education Program Descriptions Program Development Summer Programs Technology Uses in Education Telecourses Meyertholen, Patricia Castro, Sylvia Salinas, Cinthia Reports - Descriptive Project SMART English Overcoming the challenges of educational discontinuity that arise from the migratory lifestyle is the central focus of the Migrant Education Program. This chapter describes Project SMART (Summer Migrants Access Resources through Technology), a national distance learning program for migrant students that addresses such challenges by coordinating efforts among its partner states. In the late 1980s, the state migrant programs in Texas and Montana began collaborating on a summer program for migrant students. Their efforts led to the formation of a National Distance Learning Committee, which formalized guidelines for curriculum content, educational strategies, teaching methods, and student activities. Other partnerships addressed telecommunications, staff development, interstate record keeping and records transfer, and distribution of materials to participating school districts. The first satellite-delivered instructional broadcast occurred in 1992, and by summer 1993, the program was serving about 18,000 migrant students. In 2002, more than 49,000 students participated. Program elements include delivery of the same curriculum by the same television teachers to migrant students who remain in Texas during the summer and to those who travel to other states; activities that are relevant to students' experiences; five grade levels of programming aligned with Texas standardized tests; delivery via live interactive television, delayed television, or videotapes; and use of local mentors. Other migrant technology projects are briefly described. (SV) ED481647 Project SMART: Using Technology To Provide Educational Continuity for Migrant Children. 2004-00-00 12 N/A 2004 2016-11-21

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Yes Bilingual Education Culturally Relevant Education Distance Education Limited English Speaking Mathematics Education Migrant Education Secondary Education Secondary School Mathematics Celedon-Pattichis, Sylvia Reports - Descriptive English This chapter describes various programs providing secondary mathematics curricula to migrant students and discusses some challenges of integrating the cultural and linguistic experiences of migrant students learning mathematics. Among the distance-education programs designed for migrant students, the University of Texas Migrant Program delivers 22 core courses required for high school graduation in Texas, including Algebra Across the Wire, which has had a high rate of success with migrant students. Project SMART, a collaborative distance-learning program between Texas and its receiving states, has offered pre-algebra, algebra, geometry, and other mathematics courses to migrant students using interactive or delayed television instruction and videotaped lessons. The ESTRELLA program serves secondary migrant students who travel from six targeted Texas school districts to Illinois, Minnesota, Montana, or New York. Program elements include a Web site, e-mail, multimedia instruction, self-paced lessons, and cybermentors. The Portable Assisted Study Sequence (PASS) allows students to work semi-independently at their own pace, completing courses one unit at a time and accruing credits toward graduation. Although these programs offer alternative delivery approaches, instructors are still challenged to make connections between mathematics instruction and students' culture and language. A recent study of students' think-aloud protocols while solving word problems demonstrated the confusion arising both from limited English proficiency and from the use of mathematical language in non-mathematical contexts. Ways to increase the cultural relevance of mathematics instruction are also discussed. (SV) ED481648 Alternative Secondary Mathematics Programs for Migrant Students: Cultural and Linguistic Considerations. 2004-00-00 15 N/A 2004 8/20/2004 00:12:22 RIEJUN2004 Chapter 14 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.

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Yes Classroom Environment Cooperative Learning Educational Strategies Elementary Education Emergent Literacy English (Second Language) Migrant Education Prior Learning Reading Instruction Relevance (Education) Teacher Student Relationship Vocabulary Development Writing Instruction Alanis, Iliana Information Analyses Reports - Descriptive English Migrant children lag behind other students in learning to read and in reading achievement, outcomes that negatively affect other areas of academic achievement. This chapter examines the academic, social, and emotional needs of migrant students in elementary classrooms and describes strategies to facilitate language and literacy development for culturally and linguistically diverse migrant students. Sections discuss the importance of relevant language experiences to effective literacy instruction; creating an attractive classroom environment rich with print materials in both the native and second languages; the relationship of teacher attitudes and expectations to student achievement; understanding and integrating what children already know as a foundation for further learning and achievement; incorporation of English-as-a-second-language standards; strategies for promoting vocabulary development; writing instruction entwined with reading instruction; and the influence of classroom grouping practices and cooperative learning on children's self-esteem, motivation, and achievement. Addressing the educational needs of young migrant students requires teachers to examine their own assumptions about literacy and about students whose backgrounds differ from their own. (SV) ED481649 Effective Instruction: Integrating Language and Literacy. 2004-00-00 15 N/A 2004 8/20/2004 00:12:24 RIEJUN2004 Chapter 15 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.

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Yes Accidents Advocacy Child Safety Compliance (Legal) Elementary Secondary Education Migrant Children Migrant Education Personal Narratives Political Power Politics of Education Power Structure Rural Areas Work Environment Beck, Scott A. L. Opinion Papers Reports - Descriptive Georgia Georgia English Since 1994, at least three children of migrant workers have been maimed in Georgia packing houses while waiting for their parents to finish work. In this personal narrative, a former migrant educational outreach worker describes one such incident in May 1996, in which a 2-year-old lost his hand to the machinery of a Georgia onion packing shed. The incident demonstrates the lax enforcement of laws governing the working conditions, living conditions, and education of migrant families. Although he was at the location on the day of the accident, the author was constrained from speaking by implicit threats to his own job security if he broke the local code of silence. Such constraints were an outgrowth of the hierarchy that oversees the funding of migrant education. In a very tangible way, the region's migrant education was controlled by local school boards whose traditional membership included farmers and their families. These school boards had demonstrated their indifference to non-English-speaking students, instituting special services to such students only after a civil rights investigation. The situation at the state level was even more problematic, as the state superintendent of schools showed reluctant and sometimes hostile responses to the growing needs of immigrant, language-minority, and Latino students. The dilemmas and possible choices faced by migrant education professionals in such circumstances are discussed. (SV) ED481650 The Challenge of Change: A Gringo Remembers Tough Choices. 2004-00-00 14 N/A 2004 2016-11-21

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Yes Educational Strategies Elementary Secondary Education Family Influence Migrant Education Parent Participation Parent School Relationship Parent Student Relationship Relevance (Education) Teacher Expectations of Students Cardenas, Blandina Opinion Papers Reports - Descriptive English When the "theory of incompatibilities" was first elaborated more than 30 years ago, it identified five characteristics that schools needed to address to improve migrant education, but it failed to recognize the moral and cognitive strengths elicited in many youth by the harsh migrant experience. The theory posited five interdependent characteristics that impact migrant education--poverty, culture, language, mobility, and societal perceptions--and suggested that education processes should be made compatible with the characteristics of the population rather than requiring the population to adapt to the school. A curriculum of identification, affirmation, and validation draws on students' cultural background and experiences, acknowledges their value, and provides a bridge between home and school. Among the theory's five characteristics, the one most vital to a breakthrough in migrant education is societal perceptions, which explains how schools and migrant families view each other and how this interactive relationship affects the success of migrant children. The future paradigm for migrant education must be needs-responsive but must also focus aggressively on the assets of migrant children, families, and communities. The experiences of migrant families teach their children valuable lessons about family, work, and faith. Focusing on these areas can help migrant children break through and succeed in school. (SV) ED481651 Breaking Through in Migrant Education. 2004-00-00 11 N/A 2004 8/20/2004 00:12:28 RIEJUN2004 Chapter 17 in: Scholars in the Field: The Challenges of Migrant Education; see RC 024 211.

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Yes Conflict Elementary Secondary Education Incidence International Studies School Safety Student Surveys Violence Yu, Lei Reports - Research Speeches/Meeting Papers Third International Mathematics and Science Study Trends in International Mathematics and Science Study English School violence has increasingly captured public attention due to deadly school shootings. Controversy on school violence is demonstrated by a mixed picture of school safety and the lack of consensus on the definition of violence, which makes comparison of findings across studies difficult. This study extended the application of the Rasch model to school violence research using data from the Third International Mathematics and Science Study (TIMSS). The results show that school violence occurred at a level much lower than expected. Across all grade levels the most frequently reported type of violence is intimidation or verbal abuse of students and the least frequently reported is physical injury to teachers or staff. The study also found that interpersonal conflict was more prominent at grade 8 than at grade 12. (Contains 3 figures, 4 tables, and 44 references.) (Author/SLD) ED481652 Modeling School Violence across Grade Levels in the U.S. Using the Third International Mathematics and Science Study (TIMSS). 2001-04-00 29 N/A 2004 2016-11-21

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Yes Achievement Tests Elementary School Students Intermediate Grades Measurement Techniques School Effectiveness State Programs Testing Programs Yu, Lei White, Donald B. Reports - Research Speeches/Meeting Papers Testing Effects Value Added Ohio Sixth Grade Proficiency Test English This study was conducted to measure value added school effects in a Northwest urban public school district using a two-level hierarchical model. The model consisted of two student-level variables (prior achievement and eligibility for federal free or reduced-price lunch) and three school variables (percentage of students eligible for free or reduced-price lunch, percentage of teachers with a Master's degree, and percentage of students suspended). The outcome measure was composite scores derived from the results of the Ohio Proficiency Test on five subject areas: writing, reading, citizenship, mathematics, and science). The sample included 1,915 sixth graders (1999-2000 school year), in 44 elementary schools. Findings show that schools can and do make a difference to student academic achievement and that school effects are not uniform across students with different prior achievement. (Contains 8 tables and 53 references.) (Author/SLD) ED481653 Measuring Value Added School Effects on Ohio Six-Grade Proficiency Test Results Using Two-Level Hierarchical Linear Modeling. 2002-04-00 45 N/A 2004 2016-11-21

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Yes Drinking Drug Use Educational Trends Elementary Secondary Education International Studies School Safety Trend Analysis Violence Yu, Lei Reports - Research Speeches/Meeting Papers Third International Mathematics and Science Study Trends in International Mathematics and Science Study English This study investigated how patterns of school violence change across years using data extracted from the school questionnaire in the Third International Mathematics and Science Study (TIMSS) and the TIMSS-Repeat (TIMSS-R). Violence was operationally defined as a continuum or hierarchy of physical and nonphysical aggression. The study found that four types of violence (intimidation or verbal abuse of other students, intimidation or verbal abuse of teachers or staff, physical injury to other students, and physical injury to teachers or staff) were reported with decreasing frequency and two (alcohol use/possession and illegal drug use/possession) were reported with increasing frequency for eighth graders in 1999 compared to reports from 1998. Alcohol use/possession and illegal drug use/possession thus increasingly become an issue that should be addressed by the schools and the family. Going from grade 4 to grade 8, vandalism was reported more frequently, while physical injury to other students was reported less frequently. The severity of violent behaviors perceived was related to the frequency with which they were reported. (Contains 6 tables and 46 references.) (Author/SLD) ED481654 Trends of School Violence across Years: What Do TIMSS and TIMSS-R Tell Us? 2003-04-00 38 N/A 2004 2016-11-21

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Yes Evaluation Methods Evaluation Utilization Professional Personnel Program Evaluation Responsibility Staff Role Cassata, Jennifer Coyne Siddens, Stephanie K. Reports - Descriptive Speeches/Meeting Papers Transition Time English This paper describes the methods engaged in by an internal evaluation unit within a large school district to transition program staff from participating in a formal program evaluation to continuing the responsibility of program monitoring once an evaluation ends. Formal multiyear program evaluations can provide program managers and staff with detailed ongoing feedback about programs throughout the duration of the evaluation, but once evaluations end, program staff may find they lack the skills or motivation to continue the efforts on their own. By developing the Quality Programs Assurance System (QPAS), a shared accountability system, and by using a participatory approach to evaluation that involves school-based staff in the process of collecting and interpreting data, the evaluators strive to facilitate a smooth transition from evaluation to program monitoring for program staff, as well as for high-level decision makers that use evaluation data. (Contains 1 table and 10 references.) (Author/SLD) ED481655 What Do We Do Now That the Evaluation Is Over? Methods for Transitioning the Responsibility of Evaluation to Program Staff. 2003-11-00 20 N/A 2004 2016-11-21

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Yes Item Response Theory Statistical Distributions Test Items Witt, Elizabeth A. Stahl, John A. Bergstrom, Betty A. Muckle, Tim Reports - Research Speeches/Meeting Papers Item Parameter Drift Nonnormal Distributions Rasch Model English The focus of this simulation study was to investigate the effects of item difficulty drift on the stability of test taker ability estimates and pass/fail status under the Rasch model. Real, non-normal distributions of test taker abilities and item difficulties were used to represent true parameters. Test taker responses for 18 conditions of item drift were simulated; ability estimates were obtained using the WINSTEPS program (J. Linacre, 1999) and compared with baseline data. Results are encouraging in that they provide further evidence of the robustness of Rasch model ability estimates in the face of undetected item drift. A fairly large number of item difficulties (e.g. 25%) must be altered before even a hint of possible distortion of ability estimates appears. (Contains 7 tables and 12 references.) (SLD) ED481656 Impact of Item Drift with Non-Normal Distributions. 2003-04-00 20 N/A 2004 2016-11-21

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Yes Career Development Economic Change Employment Patterns Foreign Countries Labor Market Models Jarvis, Philip S. Information Analyses Speeches/Meeting Papers Information Economy Canada Canada English The knowledge economy is changing the way people work. New labor market entrants can expect to experience a succession of jobs in a number of industry sectors during their working lives. They may have concurrent part-time jobs at one time, and no paid work at other times. Work periods will be interspersed with periods of learning, either full- or part-time, perhaps while working at one or more jobs. Project-based work is the norm in more and more public and private sector organizations across Canada. The key for career professionals is to help students and adults choose education and training, and work that serve both their needs and those of Canadas evolving workforce. The challenge is to help youth and adults learn how to choose wisely and commit to ongoing self-improvement for the rewards of satisfaction and self-fulfillment in the near-term and contingency planning in the longer-term. Thus, the knowledge economy demands a new approach to career development. This paper presents the new career management paradigm, which is about helping people become healthy, self-reliant citizens, able to cope with constant change in rapidly changing labor markets and maintain balance between life and work roles. (Contains 23 references.) (GCP) ED481657 Career Management Paradigm Shift: Prosperity for Citizens, Windfalls for Governments. 2003-01-00 Counselors Practitioners 15 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-15.pdf. N/A 2004 2016-11-21

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Yes Classification High School Students High Schools Item Response Theory Responses Sciences Student Attitudes Popp, Sharon Osborn Behrens, John T. Ryan, Joseph M. Hess, Robert K. Reports - Research Speeches/Meeting Papers Rasch Model Thresholds English The Rasch model for ordered categories was applied to responses on a science attitude survey that uses a combined semantic differential and Likert-type scale format. Data were drawn from the Views about Science Survey for 1,300 high school students. Examination of category response function graphs and threshold estimates allowed classification of items into three patterns of threshold disorder. The three patterns provided insight into the degree of content polarization between endpoint response choices (e.g., items with highly polarized response choice content produce responses toward the extremes and have disordered thresholds or compressed threshold range among the central categories). The patterns were used to direct modification of the response format with respect to number of choices and extremity in endpoint wording. (Contains 2 figures and 17 references.) (Author/SLD) ED481658 Applying the Rasch Model for Ordered Categories To Assess the Relationship between Response Choice Content and Category Threshold Disorder. 2000-04-00 16 N/A 2004 2016-11-21

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Yes Career Counseling Counseling Techniques Foreign Countries Guidelines Standards Theory Practice Relationship Kerford, Kristi Information Analyses Speeches/Meeting Papers Canada Canada English What is career counseling? With the development of professional standards and guidelines and the ever changing definition of counseling, now is the time to re-examine career counseling. The term career counseling encompasses many different types of work, from personal therapy to job search coaching. This discussion will examine the continuum known as career counseling, focusing on the different definitions, the links between career counseling and counseling, and the opportunities for a counseling focused approach. Practical strategies for integrating basic counseling skills into daily work will be discussed. (Contains 10 references.) (Author) ED481659 Counselling: Fit It into Your Career. 2003-01-00 Counselors Practitioners 8 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-14.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Employment Opportunities Foreign Countries High Risk Students Higher Education Learning Problems Reading Instruction Technology Uses in Education Writing Instruction Reinhardt, Kevin Parkins, Sherri Speeches/Meeting Papers Canada Canada English The authors describe their experience over the last 4 years at Seneca College of Applied Arts and Technology, enhancing the vocational opportunities for at risk students through the use of Reading and Writing Technology, primarily, Microsofts word processor, Word and WordQ, a word prediction and text to speech software designed to assist learning impaired students with reading and writing. (Author) ED481660 Enhancing Vocational Preparedness for At Risk Students through Technology Enhanced Learning Using Reading/Writing Technology. 2003-01-00 Counselors Practitioners 7 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-07.p df. N/A 2004 2016-11-21

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Yes Benchmarking Elementary Education Elementary School Students Interrater Reliability Scoring Rubrics Selection Writing Evaluation Writing Tests Popp, Sharon E. Osborn Ryan, Joseph M. Thompson, Marilyn S. Behrens, John T. Reports - Research Speeches/Meeting Papers Writing Samples English The purposes of this study were to investigate the role of benchmark writing samples in direct assessment of writing and to examine the consequences of differential benchmark selection with a common writing rubric. The influences of discourse and grade level were also examined within the context of differential benchmark selection. Raters scored sets of writing samples against a common writing rubric. Ratings were completed for 317 students in grade 3, 180 I grade 5, and 172 in grade 8. Twelve raters from a commercial testing company scores the across-grades writing samples and six to seven raters cored each set of within-grade writing samples. Benchmarks used in scoring were chosen from either within a single grade or from across several grades, depending on the set of writing samples to be scored. Raw ratings were analyzed using multifacet Rasch models and were compared to hypothetical performance standards. Results show that the assessed quality of writing depends on the benchmarks chosen to define the rubric, which are described in the paper as the operational definition of the scoring rubric. (Contains 13 tables, 7 figures, and 17 references.) (Author/SLD) ED481661 Operationalizing the Rubric: The Effect of Benchmark Selection on the Assessed Quality of Writing. 2003-04-00 36 N/A 2004 2016-11-21

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Yes Career Counseling Career Development Case Studies Foreign Countries Mental Health Psychopathology Bernes, Kerry Speeches/Meeting Papers Canada Canada English This article is written to help career practitioners better understand mental health problems, or psychopathology from a career case-study perspective. After an introduction to the core concepts of psychopathology, three case studies of increasing complexity will be discussed to illustrate the effects that mental health problems may have on a person's career. (Author) ED481662 Are They Nuts? When Psychopathology Interferes with Career Issues. 2002-01-00 Counselors Practitioners 9 For full text: http://www.contactpoint.ca/natcon-conat/2002/pdf/pdf-02-02.pdf. N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Career Education Career Exploration Career Guidance Developmental Stages Foreign Countries Needs Assessment Secondary Education Pyne, Deena Bernes, Kerry Information Analyses Speeches/Meeting Papers Canada Canada English A Comprehensive Career Needs Survey was designed to assess the career needs of junior high- and senior high-school students in Southern Alberta. The questionnaire explored career needs from the perspective of students, teachers, parents, counselors, and administrators. An important aspect of the research was to examine how adolescents perceive the terms career and occupation, and to also determine if and how these perceptions evolve over time and through developmental stages. Results suggest that the way students conceptualize the terms occupation and career do not quantitatively differ across grade level, nor are there any conceptualizations specific to one grade level. However, the way in which these students think about career and occupation becomes much richer as they get older. The results suggest a need for earlier career education, clearer articulation of career exploration activities with student perceptions of career and occupation, and increased adolescent involvement in future needs assessments. (Contains 12 references.) (Author) ED481663 Adolescent Perceptions of Career and Occupation. 2002-01-00 Counselors Practitioners 10 Paper presented at the Annual NATCON Convention (28th, Jan. 21-23, 2002; Ottawa, Ontario). NATCON stands for National Consultation on Career Development. N/A 2004 2016-11-21

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Yes Benchmarking Elementary School Students Primary Education Scoring Rubrics Selection Writing Achievement Writing Evaluation Writing Tests Popp, Sharon E. Osborn Ryan, Joseph M. Reports - Research Speeches/Meeting Papers Writing Samples English The purpose of this study was to investigate whether the selection of benchmark writing samples influences the assessment of students' writing quality. More than 300 grade 3 writing samples were scored in two separate rating sessions. Within each scoring session, raters used a different set of benchmark writing samples. Raw ratings were analyzed using multifacet Rasch models. Raw ratings and Rasch parameter estimates were examined and compared for the two sets of ratings. Ratings were also compared to hypothetical performance standards to illustrate the impact of differential benchmark selection. The same writing samples received very different ratings when different benchmark papers were used in scoring despite the uniform rubric. Results imply that assessed quality of writing may depend more on the benchmarks chosen to define the rubric than on the rubric itself. Results confirm the need for continued investigation into sources of construct-irrelevant variance in the design and development of writing assessments and suggest caution in the use and interpretation of large-scale writing assessment scores. (Contains 3 tables, 3 figures, and 12 references.) (Author/SLD) ED481664 The Effect of Benchmark Selection on the Assessed Quality of Writing. 2002-10-00 18 N/A 2004 2016-11-21

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Yes Academic Achievement Blacks Correlation Ethnic Stereotypes Measures (Individuals) Meta Analysis Models Racial Differences Self Esteem Wickline, Virginia B. Information Analyses Reports - Research Speeches/Meeting Papers English Four aspects related to self-esteem and academic achievement were addressed in the review. The first goal was to address methodological considerations of self-esteem measurement. Support for some self-esteem measures, as well as caveats and directions for future research, were indicated. The second goal was to determine whether a relationship between self-esteem and achievement is supported; a small, positive relationship was found across studies. The third aspect was to evaluate two groups of theories in regard to possible American ethnic group differences in the self-esteem/achievement relationship. Traditional self-esteem theories propose no systematic differences in the relationship for various people groups. However, ethnic difference theories such as cultural inversion, cool pose, and stereotype threat-disidentification support that Black Americans may show a weaker relationship than White Americans. A meta-analysis showed support for ethnic difference theories, especially for older Black males. Articles qualitatively show greatest support for cool pose and stereotype threat-disidentification theory. The fourth aspect considered whether direction of causality in the self-esteem/achievement relationship could be inferred. Qualitative review found the most support for a reciprocal effects model. Implications of the current findings are discussed for psychologists and educators alike, and steps for future research and practice are provided for consideration. (Contains 239 references, 11 tables, and 5 figures.) (Author) ED481665 Ethnic Differences in the Self-Esteem/Academic Achievement Relationship: A Meta-Analysis. 2003-08-00 131 N/A 2004 2020-07-14

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No Aggression Attention Deficit Disorders Behavior Disorders Children Clinical Diagnosis Correlation Depression (Psychology) Hyperactivity Puerto Ricans Perez, Coralee Cabiya, Jose Sayers, Sean Information Analyses Reports - Research Speeches/Meeting Papers Oppositional Defiant Disorder English The present study was directed at evaluating the relationship between ADHD, ODD/CD, and other diagnoses in children who exhibit aggressive behavior. Six hundred eighteen children (436 boys and 182 girls), ages 9 to 13 participated in the project. Two hundred eight children (164 boys, 44 girls) were diagnosed with Attention Deficit Hyperactivity Disorder (ADHD), (178 boys, 77 girls) with Oppositional Defiant Disorder (ODD) and Conduct Disorder, with other non disruptive disorder, (79 boys, 41 girls) and other children which were referred for aggressive and other disruptive behaviors, but were diagnosed (15 boys, 22 girls). Children were diagnosed with a symptom checklist based on the DSM-IV diagnostic criteria by trained doctoral clinical psychology students. Teachers from the selected schools referred children with aggressive behaviors using a checklist that was provided to them. The Children Depression Inventory (CDI), the Children Behavioral List (CBCL), and the Bauermeister School Behavior Inventory (BSBI). (Contains 13 references and 9 tables.) (Author) ED481666 Depression, Aggressiveness, and Disruptive Disorders' Comorbidity in Puerto Rican Children. 2003-08-00 16 N/A 2004 2016-11-21

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Yes Course Content Educational Technology Interviews Program Evaluation Teacher Education Teacher Educators Technology Integration Klecker, Beverly M. Lennex, Lesia Lackner, Katherine Reports - Research Speeches/Meeting Papers English The Preparing Tomorrow's Teachers for Technology grant at Morehead State University, Kentucky, was designed to have an immediate, simultaneous impact on the education of teacher candidates, professional development of university faculty, and curriculum reform. In the third year of the grant (2002-2003), evaluation focused on the integration of technology into teacher education courses. Data were collected through interviews with 92 teacher education faculty members and the content analysis of 240 syllabi for the same courses. The unit of analysis was the course. Analysis of interview and syllabus data shows that although 100% of the faculty interviewed reported integration of technology into the courses, there were differences among the technology standards incorporated. Analysis of course syllabi shows 15 courses with no mention of technology integration. Discrepancies in the data and the next steps toward curriculum integration and alignment are discussed. An appendix contains state and National Educational Technology standards for technology integration. (Author/SLD) ED481667 Evaluating the Integration of Technology in a Teacher Preparation Program. 2003-10-00 16 N/A 2004 8/20/2004 00:12:57 RIEJUN2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 2003).

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No Attention Deficit Disorders Behavior Modification Children Cognitive Restructuring Conflict Resolution Counseling Effectiveness Decision Making Depression (Psychology) Hyperactivity Intervention Models Puerto Ricans Cabiya, Jose J. Padilla, Lymaries Manzano-Mojica, Joel Perez-Pedrogo, Coralee Information Analyses Reports - Research Speeches/Meeting Papers English The author has developed a treatment manual that has integrated technical cognitive-behavioral training in resolution of conflicts, from a social focus and in a group format. This intervention model includes: discussion and practice of the necessary components for the effective resolution of conflicts, making of decisions, identification of signs in nonverbal communication, practice of the appropriate use of communication during difficult situations, and techniques of self-control. This study constitutes one of the first steps in examining the effectiveness of this cognitive-behavioral intervention developed for children with a diagnosis of ADHD with comorbid conditions that exhibit depressive symptomatology. (Contains 31 references and 2 tables.) (GCP) ED481668 Effectiveness of a Cognitive/Behavioral Intervention in the Reduction of Depression with Puerto Rican Children Diagnosed with ADHD and Other Co-Morbid Disruptive Disorders. 2003-07-00 8 N/A 2004 8/20/2004 00:12:59 RIEJUN2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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No Adolescent Development Adolescents Education Work Relationship Futures (of Society) Information Technology Sociocultural Patterns Trend Analysis Mortimer, Jeylan T. Larson, Reed W. Books Postindustrial Society English The path adolescents take from childhood to adulthood is a product of social, economic, political, and technological forces. These forces may facilitate youths preparation to become healthy adults, or they may leave youth unprepared for adulthood. Knowledgeable projections are vital in shaping the agenda for research; for alerting educators, policy makers, and practitioners to new issues; and for formulating thoughtful responses to emerging dilemmas. This book focuses upon the future of adolescence in postindustrial societies. The authors identify some ominous societal changes that will affect youth: unstable job markets, competition for public resources due to an aging population, and widening income gaps between information workers and low-skill workers. But they also observe opportunities created by information technology, innovations in health service delivery and criminal-justice rehabilitation, and the resourcefulness of a new generation. This volume examines these and other macro-structural changes that will impact adolescents lives and their futures as adults. Chapters include: (1) Macrostructural Trends and the Reshaping of Adolescence (Jeylan T. Mortimer and Reed W. Larson); (2) Youth in Aging Societies (Elizabeth Fussell); (3) The Transition from School to Work (Alan C. Kerckhoff); (4) Criminal Justice in the Lives of American Adolescents: Choosing the Future (Francis T. Cullen and John Paul Wright); (5) Adolescent Health Care in the United States: Implications and Projections for the New Millennium (Elizabeth M. Ozer, Tracy Macdonald, and Charles E. Irwin, Jr.); (6) Youth and Information Technology (Ronald E. Anderson); (7) Social Space, the Final Frontier: Adolescents on the Internet (Kate Hellenga); and (8) Approaching Policy for Adolescent Development ion the 21st Century (James Youniss and Allison J. Ruth). Each chapter contains references. (GCP) ED481669 The Changing Adolescent Experience: Societal Trends and the Transition to Adulthood. 2002-00-00 ISBN-0-521-89199-x 280 Cambridge University Press, 40 West 20th St., New York, NY 10011-4211 (paperbound: ISBN-0-521-89199-x, $24). Tel: 800-872-7423 (Toll Free); Tel: 845-353-7500; Fax: 845-353-4141. Web site: www.cambridge.org. N/A 2004 2016-11-21

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Yes College Students Higher Education Mass Media Role Misconceptions Psychology Taylor, Annette Kujawski Kowalski, Patricia Speeches/Meeting Papers English In a series of studies over the past several years, the authors have examined the extent of psychological misconceptions, their strength, sources, and various factors that may contribute to reducing these, including individual differences. Generally, introductory psychology students come into the course with many popular misconceptions. These misconceptions most commonly originate primarily from media sources, personal past experiences, and from previous classes. This presentation provided details about specific sources about this years top 10 media-based misconceptions and concluded with some advice on an effective technique used in the classroom to dispel misconceptions. (GCP) ED481670 Media Influences on the Formation of Misconceptions about Psychology. 2003-08-00 Practitioners Teachers 10 N/A 2004 8/20/2004 00:13:01 RIEJUN2004 Poster presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Academic Achievement Educational Environment Ethnicity Grade 7 Predictor Variables Prevention Rural Schools School Safety Sex Differences Student Attitudes Surveys Buckley, Maureen A. Storino, Meri Sebastiani, Ann Marie Information Analyses Reports - Research Speeches/Meeting Papers Latinos Victimization English This paper presents findings from a district-wide survey of 7th grade students in a semi-rural school district where 23% of the students are Latino. Participating students completed the California School Climate and Safety Survey which assesses student perceptions regarding general school climate and personal safety-related experiences. Information on academic achievement was obtained through students school records. Students perceptions of school climate significantly predicted GPA across gender and ethnicity, with perception of school support functioning as the key school climate factor. Furthermore, analyses indicated that boys may be uniquely at-risk when considering perceptions of school climate and academic success. Compared with girls, boys perceptions of school climate were more negative and they were more likely to report a wide range of victimization experiences. Ramifications for prevention and intervention are discussed. (Contains 15 references.) (Author) ED481671 The Impact of School Climate: Variation by Ethnicity and Gender. 2003-08-00 8 N/A 2004 2016-11-21

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Yes Client Characteristics (Human Services) Counselor Attitudes Counselor Characteristics Counselor Client Relationship Homophobia Homosexuality Lesbianism Psychometrics Test Reliability Test Validity Bieschke, Kathleen J. Matthews, Connie R. Information Analyses Reports - Research Speeches/Meeting Papers English The research literature suggests that the mental health professionals serving lesbians, gay men, and bisexual people may not be prepared to adequately address the unique needs of the population. There is a need to study the factors that influence the degree to which therapists attitudes and behaviors are affirmative toward their gay, lesbian, and bisexual clients. One obstacle to pursuing this research agenda is the lack of valid and reliable instruments available for research with this population. The purpose of this study is to address the concerns in the literature regarding the lack of reliable instruments by establishing adequate psychometric properties for three scales: the Non-heterosexist Mental Health Organizations Scale, the Affirmative Behaviors with GLB Clients Scale, and the Affirmative Behaviors with All Clients Scale. Preliminary information about the instrument development process, factor structure, and the reliability and validity of these scales is presented. (Contains 23 references.) (GCP) ED481672 Non-Heterosexist Organizational Climate and Affirmative Counselor Behaviors: Validation of Instruments. 2003-08-00 Counselors Practitioners 24 N/A 2004 8/20/2004 00:13:05 RIEJUN2004 Paper presented at the Annual Conference of the American Psychological Association (111th, Toronto, ON, Canada, August 7-10, 2003).

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Yes Christianity Counselor Educators Counselor Training Psychotherapy Spirituality McCurdy, Kenneth Information Analyses Adlerian Psychology English The relationship between spirituality, and counseling and psychotherapy has been given increased attention in recent years. The author suggests that the teachings of Alfred Adler may assist counselor educators in integrating faith and learning in an unimposing manner respectful of religious tenets, focusing on spirituality, which can include specific religious doctrines, such as those imbedded in Christianity. The focus of this paper is on how counselor educators can use the Adlerian principles of encouragement and the crucial Cs in the integration of Christian spirituality and learning in counselor education. (Contains 29 references.) (GCP) ED481673 The Integration of Christian Spirituality and Learning in Counselor Education: A Lesson from Adler. 2003-11-24 Counselors Practitioners 16 N/A 2004 2016-11-23

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Yes Evaluation Methods Health Services Personnel Evaluation Physician Patient Relationship Physicians Reports Kazan-Fishman, Ana Lucia Reports - Descriptive Speeches/Meeting Papers English This paper describes a Patient Satisfaction survey and database used to measure and report on physician performance at the Ohio State University Health System (OSUHS). The OSUHS averages 6,000 inpatients in any given month, and more than 7,000 emergency patients and 70,000 outpatient encounters. Data from the Patient Satisfaction measures are disseminated through structured monthly and quarterly reports to clinical and administrative leaders. A recently increased focus on patient satisfaction improvement resulted in the development of a Physician's Report, which contains quantitative data that include all physician data variables measured with the Patient Satisfaction tool and qualitative data from interviewed patients. The process of creating this report was multilayers. It invoked participation and input from many administrative and clinical areas. This paper discusses the insights of assessment and reporting tools, focusing on the OSUHS tools, and the handing of patient satisfaction-based information. (Contains 3 tables and 11 references.) (SLD) ED481674 Measuring and Reporting Physician's Performance in a University Medical Center. 2003-10-00 19 N/A 2004 2020-11-03

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Yes Adolescents Criminals Delinquency Emotional Response Empathy Guilt Juvenile Justice Sentencing Victims of Crime Vieira, Tracey A. Information Analyses Reports - Research Speeches/Meeting Papers Mediation Shame English Although evidence indicates that Victim-Offender Mediation (VOM) provides an effective alternative to traditional sanctioning for young offenders, research investigating suitable candidates for VOM is lacking. Reintegrative shaming is theorized to be the mechanism underlying successful mediation; however, it is difficult to determine whether shame is the emotional reaction actually reflected by the theorys definition of shaming. The arousal of state shame and guilt following VOM was evaluated within a sample of 23 young offenders. The relationships between this emotional arousal, shame or guilt proneness, empathic orientation, and victim presence during sanctioning were also explored. Finally, an investigation of whether these individual emotional characteristics predict short-term, prosocial outcomes (i.e., satisfaction, positive attitude) was conducted. State guilt was significantly aroused among offenders diverted to VOM; however, only when a victim representative, rather than the victim participated in medication. Regression analyses demonstrated that pre-sanction guilt levels and cognitive empathic orientation significantly predicted the magnitude of guilt arousal, and in turn, guilt arousal predicted greater satisfaction and positive attitude. These findings conflict with the perspective that shame arousal underlies the success of VOM and indicate a need for attention to how the mediation process differs as a function of victim versus victim representative involvement. (Contains 22 references and 6 tables.) (Author) ED481675 Emotions and Young Offenders' Suitability for Victim-Offender Mediation. 2003-08-00 35 N/A 2004 2016-11-21

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Yes Adolescent Attitudes Adolescents Client Characteristics (Human Services) Counseling Counselor Client Relationship Developmental Stages Literature Reviews Smith-Jobski, Wendy M. Information Analyses English If counselors are to meet the needs of adolescent clients they must understand the unique perspective of this population. This includes understanding of not only the presenting problem that the client brings, but how adolescents experience the counseling process and counselor/client relationship. The primary interest of the author was what adolescents themselves have to say about their experiences with counseling. Very little has been written on this subject. This article is the result of a review of professional literature which focuses on the adolescent stages of life. The review included the journals Adolescence, Journal of Adolescence, Journal of Adolescent Research, Journal of Research on Adolescents, and Journal of Youth and Adolescence for the last five years. Also examined were Journal of Counseling Psychology, The Counseling Psychologist, and Journal of Counseling and Development for the last three years. A discussion of the few articles that have been written on this topic is included, along with implications of these findings for counselors and suggestions for future research. (Author) ED481676 Adolescents' Experiences with Counseling: A Literature Review. 2003-09-00 Counselors Practitioners 13 N/A 2004 8/20/2004 00:13:12 RIEJUN2004

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Yes Educational Environment Elementary Secondary Education Item Response Theory Measurement Techniques Measures (Individuals) Organizational Climate Teachers Borkan, Bengu Capa, Yesim Figueiredo, Claudia Loadman, William E. Reports - Research Speeches/Meeting Papers Rasch Model Organizational Climate Index English School climate has been acknowledged as a construct with impact on important aspects of educational outcomes, such as student achievement, school effectiveness, and school completion. The Organizational Climate Index was an instrument developed to measure school climate (W.Hoy, 2001). This study evaluated this instrument by using Rasch measurement. The sample consisted of 110 teachers in 4 schools. Results indicate that items generally were working well, with a high reliability of 0/96. The only two items of concern referred to parent involvement in the school. This may be explained by the low community interaction in sample schools. (Contains 3 tables and 11 references.) (Author/SLD) ED481677 Using Rasch Measurement To Evaluate the Organizational Climate Index. 2003-10-00 14 N/A 2004 2016-11-21

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Yes College Students Employed Parents Mothers Parent Child Relationship Student Attitudes Young Children Alleger, Lindsay Brogan, Maureen Fronheiser, April Hess, Auden Kosakowski, Jill Sosnowski, Jane Sternberg, Tamar Chambliss, Catherine Information Analyses Reports - Research English Differences in attitudes about maternal employment during infancy versus childhood were assessed by measuring the perceptions of college students grouped according to their mothers employment status during different periods of their childrens development. Attitudes about both costs and benefits associated with maternal employment were examined separately. Consistent with earlier studies, results revealed that a history of maternal part-time employment was associated with students perceiving maternal employment as entailing fewer costs and greater benefits to children than either full-time employment or non-employment. (Contains 132 references.) (GCP) ED481678 Attitudinal Correlates of Maternal Employment during Infancy versus Childhood. 2003-00-00 27 N/A 2004 8/20/2004 00:13:16 RIEJUN2004

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Yes Academic Achievement Block Scheduling High School Students High Schools Student Attitudes Corley, Edward L. Reports - Research Speeches/Meeting Papers English This study was a followup to previous block scheduling studies done at a small city school system in southwestern Ohio. It explored student perceptions of, and attitudes about, block scheduling after the fourth year of implementation. Two surveys were developed. The Phase One survey was a questionnaire designed to collect data that could be analyzed statistically. The Phase Two Survey was an eight-item free response survey. This paper deals with the results of the Phase One survey and the statistical analysis of those data. Students "agree" (4 on the scale) on 8 of the first 11 items as being benefits of block scheduling: more total learning time, more time to learn concepts better, more opportunities to work with other students, more individual help from teachers, the ability to finish homework in class more often, better grades, more time to prepare for tests, and liking for the schedule. A detailed analysis is provided, with a discussion of statistically significant differences related to gender, grade level, or level of difficulty of student course work. The questionnaire is attached. (Contains 12 figures and 22 references.) (SLD) ED481679 A Quantitative Look at Student Attitudes/Perceptions about Block Scheduling. 2003-10-00 22 N/A 2004 8/20/2004 00:13:17 RIEJUN2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes College Curriculum Faculty Workload Higher Education Masters Programs Nurse Practitioners Nursing Education School Surveys Berlin, Linda E. Harper, Doreen Werner, Kathryn E. Stennett, Janis Numerical/Quantitative Data Reports - Research Tests/Questionnaires National Organization of Nurse Practitioner Faculties, Washington, DC. American Association of Colleges of Nursing, Washington, DC. English Based on a survey of master's level nurse practitioner (NP) educational programs, this report presents data on: (1) types of programs and their characteristics; (2) programs by NP role preparation (single track, dual track, or combined NP/clinical nurse specialist); (3) course content areas included in core master's and clinical (didactic and/or clinical practicum) curriculum content; (4) selected aspects of faculty workload associated with clinical supervision; and (5) Web-based capacity of NP programs. (Appendices contain the survey instrument and a list of institutions providing information for the report.) (EV) ED481680 Master's-Level Nurse Practitioner Educational Programs: Findings from the 2000-2001 Collaborative Curriculum Survey. 2002-00-00 Kellogg Foundation, Battle Creek, MI. 70 American Association of Colleges of Nursing, One Dupont Circle, Suite 530, Washington, DC 20036-1120. Tel: 202-463-6930; Fax: 202-785-8320; Web site: http://www.aacn.nche.edu. N/A 2004 8/20/2004 00:13:20 RIEJUN2004

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Yes Cultural Pluralism Diversity (Faculty) Ethnicity Higher Education Minority Groups Race Student Diversity Theological Education Collected Works - General Guides - Non-Classroom Non-Print Media Association of Theological Schools in the United States and Canada, Pittsburgh, PA. English This folio is provided as a resource for addressing race and ethnicity in theological education. "Using the Folio" suggests ways in which the various contents of the folio might be used in a range of institutional settings. "Perspectives on Diversity" presents, in a newsletter format, several short essays on diversity in theological education. Faculty member profiles (Asian, African American, and Hispanic) provide specific, personal locations for entry into issues of diversity within theological institutions. Statistics on race and ethnicity provide data on racial/ethnic diversity within theological schools and within the general populace. Issue sheets are designed to be short, provocative entry points into discussion of issues related to tenure, hospitality, isolation, hiring, and curriculum revision. Seven cases illustrate ways in which institutions have come to work through issues of diversity. Finally, the "Do's and Dont's" sheet identifies a number of concerns regarding diversity and institutional change. An accompanying CD-ROM with all the contents of this folio is included. (EV) ED481681 Diversity in Theological Education [with CD-ROM]. ATS Folio. 2002-00-00 46 For full text: http://www.ats.edu/programs/leader/core/foliobw.pdf. N/A 2004 8/20/2004 00:13:22 RIEJUN2004 Cover title varies. Accompanying CD-ROM is not available from ERIC.

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No Higher Education Research Research Methodology Student Financial Aid Student Financial Aid Officers Mohning, David D. Redd, Kenneth E. Simmons, Barry W., Sr. Guides - Non-Classroom National Association of Student Financial Aid Administrators, Washington, DC. English This monograph provides research tools, tips, and resources to financial aid administrators who need to undertake research tasks. It answers: What is research? How can financial aid administrators get started on research projects? What resources are available to help answer research questions quickly and accurately? How can research efforts assist an institution's policy makers? The report also provides instructions for administrators who want to build research databases, and strategies for publicizing the results of research efforts. (EV) ED481682 Research Tools, Tips, and Resources for Financial Aid Administrators. Monograph, A NASFAA Series. 2003-04-00 13 For full text: http://www.nasfaa.org/PDFs/2001/monograph13.pdf. N/A 2004 8/20/2004 00:13:23 RIEJUN2004

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Yes Accreditation (Institutions) Computer Uses in Education Distance Education Educational Policy Federal Government Higher Education Information Technology Minority Groups Student Financial Aid Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office, Washington, DC. English The Higher Education Act of 1965 gives special recognition to some postsecondary schools--called Minority Serving Institutions--that serve a high percentage of minority students. These and other schools face stiff challenges in keeping pace with technology. One rapidly growing area, distance education, has commanded particular attention and an estimated 1.5 million students have enrolled in at least one distance education course. In light of this, GAO was asked to provide information on: (1) the use of distance education by Minority Serving Institutions; (2) the challenges Minority Serving Institutions face in obtaining and using technology; (3) GAO's preliminary finding on the role that accrediting agencies play in ensuring the quality of distance education; and (4) GAO's preliminary findings on whether statutory requirements limit federal aid to students involved in distance education. GAO is currently finalizing the results of its work on (1) the role of accrediting agencies in reviewing distance education programs; and (2) federal student financial aid issues related to distance education.There are some variations in the use of distance education at Minority Serving Institutions when compared to other schools. While it is difficult to generalize, Minority Serving Institutions offered at least one distance education course at the same rate as other schools. When Minority Serving Institutions offered distance education, they did so to improve access for students who live away from campus and provide convenience to older, working, or married students. Some Minority Serving Institutions do not offer distance education because classroom education best meets the needs of their students. Additionally, schools view the overall use of technology as a critical tool in educating their students and they generally indicated that offering more distance education was a lower priority than using technology to educate their classroom students. The two primary challenges in meeting technology goals cited by these institutions were limitations in funding and inadequate staffing to maintain and operate information technology. Accrediting agencies have taken steps to ensure the quality of distance education programs, such as developing supplemental guidelines for reviewing these programs. However, GAO found: (1) no agreed upon set of standards for holding institutions accountable for student outcomes; and (2) differences in how agencies review distance education programs. Finally, several statutory rules limit the amount of federal aid for distance education students. GAO estimates that at least 14 schools are not eligible or could lose their eligibility for federal student financial aid if their distance education programs continue to expand. While the number of schools potentially affected is relatively small in comparison to the more than 6,000 postsecondary institutions in the country, this is an important issue for the nearly 210,000 students who attend these schools. Several factors must be considered before deciding whether to eliminate or modify these rules. They include the cost of implementation, the extent to which the changes improve access, and the impact that changes would have on Education's ability to prevent schools from fraudulent or abusive practices. (Author) ED481683 Distance Education: Challenges for Minority Serving Institutions and Implications for Federal Education Policy. Testimony before the Subcommittee on Select Education, Committee on Education and the Workforce, House of Representatives. 2003-10-06 23 U.S. General Accounting Office, 441 G St., N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 8/20/2004 00:13:25 RIEJUN2004

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Yes Computer Uses in Education Data Collection Distance Education Educational Policy Federal Government Higher Education Information Technology Minority Groups Student Financial Aid Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office, Washington, DC. English Distance education--offering courses by Internet, video, or other forms outside the classroom--is a fast growing part of postsecondary education. The Government Accounting Office (GAO) was asked to review the state of distance education at Minority Serving Institutions, which are schools that serve high percentages of minority students, including Blacks, Hispanics, and American Indians. Under Titles III and V of the Higher Education Act, these schools are eligible for grants that can be used for expanding their technology, including distance education. GAO's review focused on: (1) the use of distance education at Minority Serving Institutions; (2) key factors influencing these schools' decisions about whether or not to offer distance education; and (3) steps the Department of Education could take, if any, to improve monitoring efforts of technological progress under Titles III and V programs. There are some variations in the use of distance education at Minority Serving Institutions compared to other schools. For example, while Minority Serving Institutions tend to offer at least one distance education course at the same rate as other schools, they differ in how many courses are offered and which students take the courses. Also, like other schools, larger Minority Serving Institutions tend to offer more distance education than smaller schools, and public schools tend to offer more distance education than private schools. However, Historically Black Colleges and Universities and Tribal Colleges generally offer fewer courses than other schools, and a smaller percentage of minority students take such courses. Minority Serving Institutions consider two main factors in deciding whether to offer distance education. The first is distance education's compatibility with the school's preferred teaching method. Many schools that offered no distance education had a strong preference for a classroom-based approach. The second is resources--schools offering little or no distance education had limited technology and support personnel. Also, Historically Black Colleges and Universities and Hispanic Serving Institutions viewed distance education as a lower priority compared to expanding technology usage in the classroom. By contrast, Tribal Colleges gave distance education higher priority, reflecting the greater geographic dispersion of their students. Education could strengthen its monitoring efforts of the Title III and V programs by expanding its existing system. Currently, the monitoring efforts for tracking the progress of technological improvements are more complete for Hispanic Serving Institutions than for the other Minority Serving Institutions. Education also lacks good baseline information on technology capacity at Minority Serving Institutions. Expanding current efforts to include such data would provide a basis for measuring the progress being made by Minority Serving Institutions. (EV) ED481684 Distance Education: More Data Could Improve Education's Ability To Track Technology at Minority Serving Institutions. Report to Congressional Requesters. 2003-09-00 62 U.S. General Accounting Office, 441 G St., N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 8/20/2004 00:13:27 RIEJUN2004

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Yes Academic Standards Evaluation Criteria Military Schools Performance Factors School Effectiveness School Supervision Selective Admission Stewart Derek B. Legal/Legislative/Regulatory Materials Reports - Evaluative Department of Defense General Accounting Office, Washington, DC. English Graduates of the service academies operated by the Army, Navy, and Air Force currently make up approximately 18 percent of the officer corps for the nation's armed services. The academies represent the military's most expensive source of new officers. The Department of Defense (DOD) pays the full cost of a student's 4-year education at the academies; and the related cost has increased over the past 4 years. Admission to the academies is highly competitive. The academies use a "whole person" method to make admission decisions. Recent studies by the Air Force raised questions about possible adverse effects of whole person admissions policies on student quality. GAO was asked to review all three service academies and specifically address the extent to which: (1) DOD oversees the service academies; (2) applicants are granted waivers of academic standards; and (3) various groups of students differ in admissions scores and academy performance.The Office of the Under Secretary of Defense for Personnel and Readiness (OUSD/P&R), the services, and the academies' boards of visitors conduct considerable oversight of the academies' operations and performance, but they lack a complete oversight framework. A complete oversight framework includes performance goals and measures against which the academies' performance could be better assessed. OUSD/P&R and the services use the number and type of commissioned officers as the primary measure of academy performance. OUSD/P&R requires and receives reports on academy performance from the services. While data submitted in these reports provide perspective on current performance compared with past performance, without stated performance goals and measures, these reports do not offer OUSD/P&R or the services as good an insight into the academies' performance as they could. Additionally, though the academy boards of visitors serve as an external oversight mechanism to focus attention on a wide range of issues, they also do not assess the academies' performance against established performance goals and measures. The academies do not grant waivers from academic criteria or have absolute minimum scores for admission. However, under the whole person approach, the academies can admit some applicants whose academic scores are lower than might normally be competitive for admission, but who in their totality (academics, physical aptitude, and leadership) are evaluated by academy officials as being capable of succeeding at the academy. In reviewing the academy classes that started in 1998 (class of 2002), it was found that despite differences among various groups of students in their admissions scores and similar differences in their performance while at the academies, the differences in performance were not sizable. Some groups, such as females, performed better in some categories than the class as a whole and worse in others. Some groups (minorities, preparatory school graduates, recruited athletes, and students in the lower 30 percent of their class in terms of academic admissions scores) performed at lower levels on average in all categories than the class as a whole. (Author/EV) ED481685 Military Education: DOD Needs To Enhance Performance Goals and Measures To Improve Oversight of Military Academies. Report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. 2003-09-00 49 U.S. General Accounting Office, 441 G St., N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; TDD: 202-512-2537; Fax: 202-512-6061; Web site: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Advanced Placement Programs College Attendance College School Cooperation Educational Opportunities Enrollment High School Students Higher Education State Surveys Tables (Data) Reports - Research Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English By utilizing currently available data from various sources, this report presents an initial overview and analysis of the collegiate educational opportunities available to high school students in Connecticut. It presents relevant issues for discussion and suggests future research in enhancing state public policies and vision for a more coherent and consistent PreK-16 educational system. Data are provided to address the following research questions: (1) "What kind of data are there to provide background knowledge of Connecticut's collegiate opportunities?"; (2) "What is the overall picture of collegiate educational opportunities for high school students in Connecticut?"; and (3) "What further research steps need to be taken to have a more comprehensive understanding of the issue?" (Contains 14 notes and 12 tables.) (EV) ED481686 Connecticut High School Students Attending Colleges and Universities. 2003-06-00 14 For full text: http://www.ctdhe.org/info/pdfs/ConnecticutHighSchoolStudentsAttendingColleges.pdf. N/A 2004 2016-11-21

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Yes Accountability Benchmarking College Outcomes Assessment Educational Indicators Higher Education Program Effectiveness Public Colleges Numerical/Quantitative Data Reports - Evaluative University of Wisconsin System Wisconsin Univ. System, Madison. English This report, intended to be issued annually, represents the University of Wisconsin (UW) System's effort to provide the citizens of Wisconsin with broad-based accountability of its largest public higher education system. The report focuses on two distinct approaches to the measurement of university performance. First, it presents the UW System's progress toward its goals for specific student and institutional outcomes. Secondly, it examines the ways in which the University of Wisconsin provides positive campus environments that promote learning and student achievement. In order to address both of these accountability concerns, regularly reported systemwide data are augmented with findings from a variety of surveys that offer broader insights into the experiences of students and staff at the University of Wisconsin. Each of these surveys provides national benchmarks, affording the opportunity to make comparisons of UW System performance with that of other higher education institutions. (EV) ED481687 Achieving Excellence: Accountability Report, 2002-2003. 2003-00-00 42 N/A 2004 2016-11-21

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No College Attendance College Students Enrollment Foreign Countries Higher Education Student Surveys Reports - Descriptive Tests/Questionnaires England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This document asks further education colleges in England to complete a survey of students in recognized courses of higher education. The data are intended to provide an early indication of the number of students in recognized courses of higher education in 2003-04, enable monitoring of the achievement of funding agreement targets for 2003-04, and inform allocation of teaching funds for 2004-05. The document provides guidance notes for completing the survey, definitions used in the survey, and examples of the survey tables, which were to be distributed electronically. (Appendices contain further information to help colleges complete the survey.) (EV) ED481688 HEIFES03: Higher Education in Further Education: Students Survey, 2003-04. 2003-09-00 Practitioners Administrators 76 For full text: http://www.hefce.ac.uk/pubs/hefce/2003/03_45/. N/A 2004 2016-11-21

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No Allied Health Occupations Education Educational Improvement Educational Objectives Medical Education Outcome Based Education Greiner, Ann C., Ed. Knebel, Elisa, Ed. Books Reports - Descriptive Institute of Medicine (NAS), Washington, DC. English The 2001 Institute of Medicine (IOM) report "Crossing the Quality Chasm: A New Health System for the 21st Century" recommended that an interdisciplinary summit be held to develop next steps for reform of health professions education in order to enhance patient care quality and safety. In June 2002, the IOM convened this summit, which included 150 participants across disciplines and occupations. This follow-up report focuses on integrating a core set of competencies--patient-centered care, interdisciplinary teams, evidence-based practice, quality improvement, and imformatics--into health professions education. The report's recommendations include a mix of approaches related to oversight processes, the training environment, research, public reporting, and leadership. The recommendations targeting oversight organizations include integrating core competencies into accreditation, and credentialing processes across the professions. The goal is an outcome-based education system that better prepares clinicians to meet both the needs of patients and the requirements of a changing health system. (Author) ED481689 Health Professions Education: A Bridge to Quality. 2003-00-00 Health Resources and Services Administration (DHHS/PHS), Rockville, MD. ISBN-0-309-08723-6 175 National Academies Press, 500 Fifth St., N.W., Lockbox 285, Washington, DC 20055. Tel: 800-624-6242 (Toll Free); Fax: 202-334-3313; Web site: http://www.nap.edu. N/A 2004 8/20/2004 00:13:36 RIEJUN2004 Support provided by the Agency for Healthcare Research and Quality (DHHS), Rockville, MD; ABIM Foundation, (Philadelphia, PA); and California Healthcare Foundation (Oakland).

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Yes English (Second Language) Language of Instruction Preschool Education Primary Education Second Language Learning Student Characteristics Student Needs Teaching Methods Coltrane, Bronwyn ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Languages and Linguistics, Washington, DC. English This digest provides general information on the characteristics of English language learners (ELLs) in U.S. preschool and primary school programs and describes learning conditions and instructional practices that are most effective for educating young ELLs. The digest suggests that as young ELLs enroll in preschool and primary school programs in record numbers, educators must continually strive to provide effective, nurturing environments and developmentally and linguistically appropriate instruction for all learners. This instruction should take into consideration the characteristics of young English language learners and their language development, the learning conditions that are most effective for these learners, and the kinds of instruction that best meet their needs. (Author/VWL) ED481690 Working with Young English Language Learners: Some Considerations. ERIC Digest. 2003-05-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers Practitioners 4 ERIC/CLL, 4646 40th Street N.W., Washington, DC 20016-1859. Web site: http://www.cal.org/ericcll/. N/A 2004 2016-11-21

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Yes Diglossia Elementary Secondary Education English (Second Language) Higher Education Immigrants Language Teachers Language Usage Native Speakers Russian Second Language Instruction Second Language Learning Sociolinguistics Blyth, Carl, Ed. Books Collected Works - General Haiti Heritage Language Haiti English This collection of papers is divided into five parts. Part 1, "The Native Speaker," includes "The (Non)Native Standard Language in Foreign Language Education: A Critical Perspective" (Robert W. Train) and "The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom" (Anke Finger). Part 2, "The Pedagogical Norm," includes "The Acquisition of Sociostylistic and Sociopragmatic Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms" (Albert Valdman) and "Linguistic Norms vs. Functional Competence: Introducing Quebec French to American Students" (Julie Auger). Part 3, "The Heritage Speaker," includes "Interaction with Heritage Language Learners in Foreign Language Classrooms" (Manel Lacorte and Evelyn Canabal) and "Near-Native Speakers in the Foreign Language Classroom: The Case of Haitian Immigrant Students" (Stacey Katz). Part 4, "The Use of English," includes "The Diglossic Foreign Language Classroom: Learners' Views on L1 and L2 Functions" (Monika Chavez) and "Identity, Deficiency, and First Language Use in Foreign Language Education" (Julie A. Belz). Part 5, "The Native/Non-Native Dichotomy Debated," includes "The Privilege of the Non-Native Speaker" (Claire Kramsch); "The Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher" (Dale A. Koike and Judith E. Liskin-Gasparro); "Prescriptivism, Linguistic Variation, and the So-Called Privilege of the Non-Native Speaker" (Betsy J. Kerr); "Privilege (or Noblesse Oblige) of the Nonnative Speaker of Russian" (Thomas J. Garza); and "The Native Speaker: Membership has its Privileges" (H. Jay Siskin). (Papers contain references.) (SM) ED481691 The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes. 2003-00-00 ISBN-083840511-8 301 Heinle, 25 Thomson Place, Boston, MA 02210. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Bilingualism Cultural Awareness Cultural Influences Elementary Secondary Education French Heritage Education Higher Education Multilingualism Native Speakers Second Language Instruction Sociocultural Patterns Sociolinguistics Spanish Train, Robert W. Reports - Descriptive Heritage Language English This paper outlines the notion of (non)nativeness, central to foreign language (FL) education, in terms of an overarching ideology of standardization. It focuses on French and Spanish, because they are the two most commonly taught languages in North American FL classrooms and they have been seen to represent two seemingly diverse attitudes toward the construct of native standard language. The paper highlights the following: "The Native Standard Language: Linguistic Ideology and Sociocultural Practice"; "Normativity and Practices of Variation"; "Monolingual Exclusivity and Worldliness"; "Rethinking Language and Culture beyond the Native Standard" (from variation as problem to variation as a resource: toward a notion of bilingual, multilingual, and multicomponent expertise, and reimagining FL education as cross-cultural, multicultural, and sociocultural education); "Creating a Place for Critical Awareness of Language, Culture and Self in FL Education" (toward critical language awareness for students, and from critical language awareness to critical language teaching awareness); and "Socioculturality as the Core." (Contains 108 references.) (SM) ED481692 The (Non)Native Standard Language in Foreign Language Education: A Critical Perspective. 2003-00-00 38 N/A 2004 2016-11-21

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No Data Collection Databases Elementary Secondary Education Higher Education Preservice Teacher Education Statewide Planning Teacher Certification Teacher Competencies Teacher Persistence Teacher Qualifications Teacher Recruitment Teaching Skills Voorhees, Richard A. Barnes, Gary T. Reports - Research State Higher Education Executive Officers Association. English This study examined policies to help states develop, recruit, and retain more highly qualified teachers. Researchers conducted interviews to examine the data systems in 14 states. Results indicated that comparable, timely, and accurate data about teacher quality were conspicuously absent from many policy discussions. Although states collected and disseminated a wealth of information on teachers, current efforts tended to be disjointed, episodic, and cross sectional. Results show that states cannot effectively create change in teacher quality without the close involvement of higher education. An effective state data system would enable school districts to recruit teachers based on knowledge of where qualified teachers are located and would provide hard evidence about incentives to attract and retain them. Effective state data systems would also help teachers know about what types of schools have vacancies matching their qualifications. Results suggest that to understand the teacher pipeline, states must collect data on preservice and alternative certification programs, teacher employment, licensed teachers not currently working, and teacher retention. Four appendixes present panelists, state profiles, data elements to manage teacher quality, and the National Advisory Committee on Teacher Mobility. (Contains 10 references.) (SM) ED481693 Data Systems To Enhance Teacher Quality. 2003-07-00 Carnegie Corp. of New York, NY. Ford Foundation, New York, NY. 42 State Higher Education Executive Officers, 700 Broadway, Suite 1200, Denver, CO 80203-3460. Tel: 302-299-3685; Web site: http://www.sheeo.org/publicat.htm. N/A 2004 8/20/2004 00:13:45 RIEJUN2004 Written with Robert Rothman.

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Yes Academic Achievement Constructivism (Learning) Elementary Secondary Education Family Income Low Income Groups Socioeconomic Status Teaching Methods Abbott, Martin L. Fouts, Jeffrey T. Reports - Research Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center. English This study built on a 2001-02 classroom observation study of Washington K-12 and technical schools that identified the extent of constructivist teaching activity. Results from classroom observations found that strong constructivist teaching was observable in 17 percent of the classroom lessons. The other 83 percent of the lessons observed may have contained some elements of constructivist teaching, but up to one-half had very little or no elements of constructivist teaching present. More constructivist teaching appeared to occur in alternative schools and integrated subject matter classes. There appeared to be no differences among elementary, middle/junior, and high schools in the degree to which constructivist practices were used. This study explored the relationship of this practice to student achievement, examining the percent of variance in student achievement accounted for by constructivist teaching beyond that contributed by low-income. Data came from the original observation study and from school-level standardized test scores of 4th, 7th, and 10th graders. Results found large correlations between study variables (a negative correlation between school-level family income and student achievement, large positive correlations between constructivist teaching and student achievement, and a negative correlation between constructivist teaching and school-level family income). (SM) ED481694 Constructivist Teaching and Student Achievement: The Results of a School-Level Classroom Observation Study in Washington. Technical Report. 2003-02-00 13 Washington School Research Center, 3500 188th Street, S.W., Suite 328, Lynnwood, WA 98037. Tel: 425-744-0992; Fax: 425-744-0821; Web site: http://www.spu.edu/wsrc/. For full text: http://www.spu.edu/orgs/research/ObservationStudy-2-13-03.pdf. N/A 2004 8/20/2004 00:13:47 RIEJUN2004

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Yes Data Analysis Data Collection Educational Research Elementary Secondary Education Higher Education Observation Research Methodology Simpson, Mary Tuson, Jennifer Guides - Non-Classroom English This book offers an introduction for teachers, students, and other educational practitioners to the techniques that transform informal observation into a recognized research tool. It is intended for those with little or no experience with formal observation. Four chapters focus on: (1) "Observation as a Data-Gathering Technique" (how observation is different from just looking, the kinds of studies in which observations are most useful, reasons to use observation for data gathering, and how to choose the best strategy for the study); (2) "Selecting What to Observe and How to Record Your Data" (who or what to look at, sample size, systematic recording, descriptive and narrative recording, and technological recording); (3) "Managing the Activity of Observing" (where one stands in regard to the physical setting, ethical issues, roles and relationships and claims one makes); and (4) "Processing Your Data" (planning one's analysis, analyzing systematic records, and analyzing descriptive and narrative records). (Contains 32 references.) (SM) ED481695 Using Observations in Small-Scale Research: A Beginner's Guide. Revised Edition. Using Research. 2003-00-00 ISBN-1-86003-077-7 Teachers Practitioners Students 99 University of Glasgow, SCRE Centre, 16 Dublin Street, Edinburgh, EH3 6NL Scotland (SCRE Publication no. 130). Tel: 0131-557-2944; Fax: 0131-556-9454; e-mail: scre.info@scre.ac.uk; Web site: http://www.scre.ac.uk/. N/A 2004 8/20/2004 00:13:49 RIEJUN2004 Prepared by the SCRE Centre of Glasgow University (Scotland). Formerly part of the Practitioner MiniPaper series.

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Yes Computer Mediated Communication Computer Oriented Programs Computer Uses in Education Cooperative Programs Curriculum Development Distance Education Educational Research Higher Education Information Science Education Information Technology Online Systems Telecommunications Collected Works - Proceedings International Academy for Information Management. English The International Conference on Informatics Education Research (ICIER 2002) sponsored by the International Academy for Information Management (IAIM) provides a forum in which educators, researchers and practitioners in information systems can exchange ideas, techniques, and applications of pedagogy and can react to issues with significant pedagogical implications. Topics of papers include: internship experiences; educating IS professionals; skills needed by e-commerce systems developers; students' expectations of technology use in nonprofit organizations; e-business education; opportunities and challenges for MIS faculty; team-based student projects in information technology; teaching requirements analysis; strategic philanthropy on university campuses; teaching business policy/strategy and MIS strategy; electronic B2B commerce; use of real projects for advanced database applications; online learning effectiveness; Internet-enabled audio communication; online distance education for undergraduates; comparing learning in different instructional environments; concept maps for assessing students' understanding of telecommunications; modern decision analysis at the MBA level; peer instruction interventions; improving use of intermediate student projects; team projects in e-commerce courses; collaborative technologies to facilitate team projects; distance learning environments and model categorization; telecommuting; principles of e-learning; enterprise and e-business concepts in the classroom; curriculum models and accreditation in undergraduate IS education; teaching case studies; incorporating online testing into face-to-face IS courses; determinants of group performance in IS project teams; innovations in business education; integrating strategic management with IS core content; partnerships in education; teaching object-oriented design; problem based learning and action project learning in IS education; cross-disciplinary teams in IS development; use of myths and metaphors in online education; demography and IT/IS students; CIS exam administration; course assessment; managing MIS student expectations; case tool adoption for IT curricula; and undergraduate IS model curriculum. (AEF) ED481696 Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002). 2002-12-00 317 Georgia Southern University, Dept. of IS and LIT, P.O. Box 8152, Statesboro, GA 30460-8152. Tel: 912-681-5582; Fax: 912-681-0710; e-mail: crandall@gasou.edu; Web site: http://www.iaim.org/. For full text: http://www.iaim.org/ICIER2002/icier2002.pdf/. N/A 2004 8/20/2004 00:13:53 RIEJUN2004 Contains small print. For selected individual papers, see IR 058 851-866. For the 2001 proceedings, see ED 474 074.

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Yes Classroom Techniques Elementary Secondary Education Grammar Grammatical Acceptability Language Usage Linguistics North American English Sentence Diagramming Sentence Structure Haussamen, Brock Books Guides - Classroom - Teacher Vignettes Nonnative Speakers National Council of Teachers of English, Urbana, IL. English Designed to be a resource for the myriad K-12 teachers who wonder what to do about grammar--how to teach it, how to apply it, how to learn what they themselves were never taught---this book offers an informal, hands-on approach to grammar in the classroom. The book presents teachers with ways to negotiate the often conflicting goals of testing, confident writing, the culturally inclusive classroom, and the teaching of Standard English while also honoring other varieties of English. It includes numerous examples and practical vignettes describing real teachers' real classroom experiences with specific grammar lessons--including English as a second language issues--as well as chapters that review grammar basics, from how to diagram a sentence to the elements of linguistic grammar. A grammar glossary and annotated list of sources for further reading round out the book. The book begins with these sections: Vignette: Language about Language: A Middle School Grammar Class; and Introduction. Next, under I. Grammar in the Classroom--are these chapters: (1) Three Goals for Teaching Grammar; (2) Discovering Grammar; (3) Teaching the Language of Grammar; (4) Flexing the Students' Sentence Sense; and (5) Non-Native Speakers in the English Classroom. Then under II. On Grammar--are these chapters: (6) Grammar Superstitions: The Never-Never Rules; (7) Diagramming Sentences; (8) An Overview of Linguistic Grammar; and Conclusion. (NKA) ED481697 Grammar Alive! A Guide for Teachers. 2003-00-00 ISBN-0-8141-1872-0 Practitioners Teachers 137 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 18720: $17.95 members; $23.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. N/A 2004 2016-11-21

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Yes Action Research Annotated Bibliographies Classroom Techniques English Instruction Language Arts Learning Activities Preservice Teachers Professional Development Secondary Education Alsup, Janet Bush, Jonathan Books Guides - Classroom - Teacher Narrative Inquiry Reflective Practice Scenarios Vignettes National Council of Teachers of English, Urbana, IL. English This book illustrates the benefits of using real-life vignettes to highlight situations that allow undergraduate teacher candidates to learn to engage with English language arts issues within specific and authentic concepts. Pedagogical narratives written by secondary teachers, followed by thoughtful responses to these narratives by experienced teachers and teacher educators, form the heart of the book. It also includes concise summaries of related theory and research and controversies in the field. Beginning with teaching narratives that address literature and reading, writing, language and grammar, second language learners in the English classroom, management and discipline, technology, and standardized testing, the book contextualizes these stories within the larger discipline of secondary English language arts teaching and provides a framework for teacher professional identity development by prompting continued thinking about curricular choices, teaching philosophies, and personal pedagogies. It also includes annotated bibliographies for continued reading, discussion questions, and suggested learning activities for preservice teachers. It concludes with a description of how secondary English teachers can use narrative action research in the classroom to become critically reflective practitioners. (NKA) ED481698 "But Will It Work with Real Students?": Scenarios for Teaching Secondary English Language Arts. 2003-00-00 ISBN-0-8141-0389-8 Practitioners Teachers 201 National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock no. 03898: $26.95 members; $35.95 nonmembers). Tel: 800-369-6283 (Toll Free); Web site: http://www.ncte.org. N/A 2004 2016-11-21

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Yes Case Studies Classroom Techniques Educational Practices Educational Research Elementary Secondary Education Instructional Effectiveness Reading Instruction Teaching Methods Tarver, Sara G., Ed. Collected Works - Serials Reports - Research Direct Instruction Goodman (Kenneth) ISSN-1068-7379 Association for Direct Instruction, Eugene, OR. English The mission of the Association for Direct Instruction is to promote the improvement of effective educational methods. This journal, "Direct Instruction News," is their publication. The Spring 2002 issue (Volume 2, Number 1) contains the following articles: "Same? Different? Both Same and Different" (Sara G. Tarver); "Cookie Cutter Curricula" (Bob Dixon); Responses to Article by Alan Borsuk; "Scores Soar at Siefert School with Aid of Structured Lessons: What's That Slapping Sound?" (Alan J. Borsuk); "Alex's Story" (Gary Shmerler and Karen Shmerler); "Does Direct Instruction in Phonics Benefit Deaf Students? If So, How?" (Beverly Trezek); and "Myth versus Science in Educational Systems" (Charles Baxter). The Fall 2002 (Volume 2, Number 2) issues contains these articles: "DI Successes Despite the Obstacles" (Sara G. Tarver); "Reading First, Phonics, Phonemic Awareness, and the Analysis of Content" (Bob Dixon); "Eshelman Avenue Elementary: A Profile of Success" (Kip Orloff and Therese Snyder); "When Direct Instruction 'Doesn't Work'" (Carrie Amberge); "Rhetoric and Revolution: Kenneth Goodman's 'Psycholinguistic Guessing Game'" (Martin A. Kozloff); "Three-Cueing System: Help or Hindrance?" (Kerry Hempenstall); and "Statement to the MPS School Board" (Mark C. Schug). (NKA) ED481699 Direct Instruction News: Effective School Practices, 2002. Direct Instruction News v2 n1-2 Spr-Fall 2002 2002-00-00 81 Association for Direct Instruction, P.O. Box 10252, Eugene, OR 97440 (annual subscription rate, $25). Tel: 800-995-2464 (Toll Free); Web site: http://www.adihome.org. N/A 2004 2016-11-21

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Yes Case Studies Classroom Techniques Educational Practices Educational Research Elementary Secondary Education Instructional Effectiveness Reading Instruction Teaching Methods Tarver, Sara G., Ed. Collected Works - Serials Reports - Research Direct Instruction Engelmann (Siegfried) ISSN-1068-7379 Association for Direct Instruction, Eugene, OR. English The mission of the Association for Direct Instruction is to promote the improvement of effective educational methods. This journal, "Direct Instruction News," is their publication. The Spring 2003 (Volume 3, Number 1) contains the following articles: "Implementing DI Successfully" (Sara G. Tarver); "Textbooks: What?" (Bob Dixon); "Introduction to Implementation Companies"; "Seeing Is Believing versus Believing Is Seeing: The Fundamental Problem in Education" (Martin A. Kozloff); "Top Ten Teaching Errors" (Don Crawford); "Successfully Decoding Unknown Words: What's the Teacher's Role?" (Don Crawford); "Amanda's Story" (Linda Carnine); and "Review of the 'Reading Mastery Training Series'" (Kathleen M. Waldron-Soler and Angela Przychodzin-Havis). The Fall 2003 (Volume 3, Number 2) issue contains these articles: "Formula for Success: A No-Excuses-for-Failure Attitude, Competent Curriculum Development, and Technical Proficiency" (Sara G. Tarver); "2003 Excellence in Education Awards" (Amy Griffin); "How to Achieve Excellence?" (Richard Russell); "An Administrator Who Really Is an Instructional Leader" (Curtis D. Jasper); "City Springs Sets the Standard...Again" (Kurt Engelmann); "Technical Proficiency, Direct Instruction, and Educational Excellence" (Martin A. Kozloff); "What to Do When Students in 'Reading Mastery III' Have Comprehension Problems" (Don Crawford); "Response to 'Time' Magazine's Report on Dyslexia" (Zig Engelmann); "Emos Thuogths on Dydlexai" (Bob Dixon); "The Failures of a Teacher Education Program: A Need for Change" (Tina Errthum); and"Mastery--Why and How" (Dale Feik). (NKA) ED481700 Direct Instruction News: Effective School Practices, 2003. Direct Instruction News v3 n1-2 Spr-Fall 2003 2003-00-00 78 Association for Direct Instruction, P.O. Box 10252, Eugene, OR 97440 (annual subscription rate, $25). Tel: 800-995-2464 (Toll Free); Web site: http://www.adihome.org. N/A 2004 2016-11-21

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Yes Evaluation Methods Financial Support Primary Education Reading Improvement Reading Instruction Reading Programs State Programs Guides - Non-Classroom Reports - Descriptive Maryland State Dept. of Education, Baltimore. English In years past, Maryland has provided little guidance toward adoption and implementation of Scientifically Based Reading Research (SBRR) programs. Only recently, with the implementation of the Comprehensive School Reform Demonstration program and the Reading Excellence Act (REA) program, have schools or local education agencies been required to adopt and implement programs that are research based. Programs most frequently funded with these federal funds include Direct Instruction, Open Court, Lightspan, Success for All, Literacy Collaborative, Waterford Early Reading Program, Breakthrough to Literacy, and Carbo Reading Styles Program. This guide provides a summary of statewide reading efforts in Maryland. The guide is divided into the following parts: (1) Improving Reading Instruction in Maryland (Current Reading Initiatives and Identified Gaps; State Outline and Rationale for Using SBRR; State Definition of Subgrant Eligibility; Selection Criteria for Awarding Subgrants; Process for Awarding Subgrants; Maryland's Reading First Professional Development Plan; Integration of Proposed Reading First); (2) State Leadership and Management Plan (State Technical Assistance Plan; Building Statewide Infrastructure; State Management Plan); (3) State Reporting and Evaluation (Evaluation Strategies; State Reporting; Participation in National Evaluation); and (4) Classroom Level Impact (Key Reading First Classroom Characteristics; Coherence). Appendixes provide: Summary of Technical Adequacy of the DIBELS; Subgrant Selection Criteria (see Request for Proposals); Maryland Essential Curriculum (http://mdk12.org/share/vsc/VSC_english_grprek.pdf); Resume's (On File at the Maryland State Department of Education); Outside Evaluator Draft RFP; and References (n=45). (NKA) ED481701 Maryland Reading First. 2003-00-00 131 For full text: http://www.msde.state.md.us/docs/ReadingFirst.doc. N/A 2004 8/20/2004 00:14:07 RIEJUN2004 Appendixes B, C, and D (Subgrant Selection Criteria, the Maryland Essential Curriculum, and Resumes) are not included in the full text version located at http://www.msde.state.md.us/docs/ReadingFirst.doc and are not available from ERIC.

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Yes Age Differences College Graduates Educational Attainment Employment Level Graduation Higher Education Outcomes of Education Racial Differences Sex Differences Numerical/Quantitative Data Reports - Descriptive North Dakota University System North Dakota Univ. System, Bismarck. English This report, based on data from Follow-up Information on North Dakota Education and Training (FINDET), describes the employment status of North Dakota University System (NDUS) graduates for the year 2000 who were employed in the state 1 year after graduation. Approximately half of these graduates were either employed in North Dakota or re-enrolled in North Dakota institutions 1 year after graduation. Approximately half remained in the state 1 year following graduation. More North Dakota residents remained in the state after graduation than did residents of other states. A significant portion of graduates from surrounding states also remained in North Dakota following graduation from an NDUS institution. A high proportion of programs, even those producing large numbers of graduates, retained significant percentages of their graduates in the state. More than half of all graduates retained in the state were employed in the services sector, and 60 percent of those were employed in health or educational services. Graduates of NDUS institutions made significant contributions to the private sector workforce, local government, and state government. Graduates at all levels earned a median monthly full-time wage of $2,147 1 year after graduation, slightly higher than the state median. There was a direct relationship between level of education and earnings. (SM) ED481702 Follow-Up Report on 2001 Placements of 2000 North Dakota University System Graduates. 2003-06-00 61 North Dakota University System, 600 East Boulevard Avenue, Department 215, Bismarck, ND 58505-0230. Tel: 701-328-2960; Fax: 701-328-2961; Web site: http://www.ndus.nodak.edu. N/A 2004 2016-11-21

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Yes College Faculty Diversity (Faculty) Higher Education Job Satisfaction School Age Day Care Teacher Attitudes Teacher Characteristics Teacher Salaries Schauer, Rhonda Numerical/Quantitative Data Reports - Research North Dakota University System North Dakota Univ. System, Bismarck. English Researchers surveyed faculty from North Dakota's 11 public higher education institutions to investigate the general characteristics of faculty members, whether they differed by institution, and how they compared to faculty at similar institutions nationwide. A total of 788 faculty members completed the University of California Los Angeles Higher Education Research Institute's national survey in the spring of 2002. Results indicated that North Dakota faculty at doctoral, four-year, and two-year institutions expressed greater satisfaction about teaching and spent more time in the classroom than did their national peers. However, they were less satisfied than peers nationally with some aspects of their jobs, such as salary and fringe benefits, which was considerably below national norms. While faculty satisfaction with the availability of child care was considerably lower at North Dakota four-year and two-year institutions, it was noticeably higher at North Dakota doctoral institutions. Despite faculty commitment toward multiculturalism, all three types of institutions reported lower percentages for all non-white backgrounds, indicating there is little progress being made toward diversifying faculty. Overall, the number one personal goal expressed by all North Dakota University System faculty was to be a good teacher and for students to develop the ability to think clearly. Nine appendixes contain numerous supplemental tables of data. (Contains 16 tables.) (SM) ED481703 Higher Education Research Institute (HERI) 2001-02 Faculty Survey. 2003-07-00 46 North Dakota University System, 600 East Boulevard Avenue, Department 215, Bismarck, ND 58505-0230. Tel: 701-328-2960; Fax: 701-328-2961; Web site: http://www.ndus.nodak.edu. N/A 2004 2016-11-21

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No Cost Effectiveness Food Service Foreign Countries Higher Education Leadership Policy Analysis Program Evaluation Quality Control Guides - Non-Classroom Tests/Questionnaires United Kingdom Catering Service Delivery Assessment United Kingdom Higher Education Funding Council for Wales, Cardiff. Scottish Higher Education Funding Council, Edinburgh. Higher Education Funding Council for England, Bristol. English This document and a companion National Report are the results of a study of the management of catering services in higher education by the United Kingdom Value for Money Steering Group. The national report identifies key management issues for the senior management team in developing a review of catering services, to ensure that they are effective and provide value for money. This toolchest was developed as a practical guide to help catering managers at higher education institutions to: assess the effectiveness of their catering arrangements; identify matters needing further consideration within their strategic policies and operational procedures for catering services; implement practical solutions to enhance service delivery and deliver better customer value; and communicate their service values, aims, and objectives to students, staff, and others on behalf of their institutions. The toolchest is divided into modules, covering each criterion of the EFQM Excellence Model: leadership and people, policy and strategy, partnership and resources, processes, key performance results, people results and society results, and customer results. The toolchest offers key findings from expert working groups, self-assessment checklists, cameos, and management statistics. The four appendixes, which comprise the bulk of the document, include a bibliography, pertinent references, checklists and other resources, and a glossary of terms. (SM) ED481704 Catering Management in Higher Education: Toolchest. 2003-00-00 Administrators Practitioners 123 For full text: http://www.hefce.ac.uk/pubs/hefce/2003/03_31.htm. N/A 2004 2016-11-21

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No Building Operation Conservation (Environment) Cost Effectiveness Energy Conservation Energy Management Foreign Countries Higher Education Policy Formation Sustainable Development Utilities Reports - Research Tests/Questionnaires Sustainability United Kingdom United Kingdom Scottish Higher Education Funding Council, Edinburgh. Higher Education Funding Council for England, Bristol. Higher Education Funding Council for Wales, Cardiff. English This Value for Money project provides an update of the 1996 "Energy Management Study in the Higher Education Sector: National Report." It reviews the management arrangement for utilities in the higher education (HE) sector, and it identifies key actions and future issues that must be addressed by HE institutions in developing a strategic policy framework for sustainability that includes energy management. Three sections examine: (1) "Utilities Management in the HE Sector" (e.g., sector profiles, specific issues for energy management, monitoring and targeting systems, and technology design); (2) "Sustainability Framework for the HE Sector" (e.g., estates strategy, energy policy, energy management, sources of external funding, and sector initiatives); and (3) "Future Issues" (legislation, drivers for sustainability, energy targets, government bodies, energy service companies, climate change levy, and accountability and assurance). The appendixes include: study background; membership of working groups; participating higher education institutions; communication matrix questionnaire and results; checklists and other resources; glossary, bibliography, and additional sources; summary of ShareFair HE energy management network events; drivers for sustainable estates management in the FHE sector; external drivers for integrating sustainability into estates management in the HE sector; and case studies. (SM) ED481705 Energy Management in Higher Education: Value for Money Study. 2003-00-00 113 N/A 2004 2016-11-21

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No Cleaning Cost Effectiveness Foreign Countries Higher Education Quality Control School Maintenance Standards Reports - Research United Kingdom United Kingdom Scottish Higher Education Funding Council, Edinburgh. Higher Education Funding Council for England, Bristol. Higher Education Funding Council for Wales, Cardiff. English This report identifies key management issues for senior managers and heads of cleaning departments in developing and reviewing cleaning services to support improvement and enhance cost effectiveness. The cleaning costs incurred by higher education institutions (HEIs) represent 2.7 percent of the total spent nationally on cleaning services for both public and private sector organizations. This report is based on data from 70 universities and colleges and various organizations across the United Kingdom which assessed issues facing cleaning services. Overall, challenges facing cleaning managers are not unique to HEIs. The sector does not have an agreed set of quality management methodologies, mechanisms for sharing good practice, or operational performance standards, as promulgated by the British Institute of Cleaning Services. No forum exists for managers responsible for cleaning and associated services to share best practice within the sector. The lack of a professional representative body for cleaning managers in the sector compounds a lack of innovation, benchmarking, and quality systems in cleaning services. Institutions have a wide range of approaches to the management, funding, and setting of quality standards. There is little integration between the provision of cleaning and other activities of HEIs and between the residential and nonresidential cleaning services. Recommendations for sectors and individual institutions are presented. (SM) ED481706 Cleaning Management in Higher Education: Value for Money Study. 2003-06-00 96 For full text: http://www.hefce.ac.uk/pubs/hefce/2003/03_27.htm. N/A 2004 2016-11-21

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Yes Budgets Educational Finance Financial Support Higher Education Operating Expenses State Aid State Government Student Financial Aid Numerical/Quantitative Data Reports - Descriptive Connecticut Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This report explains that the General Fund budget: provides $1,232.6 million for the FY 2003-05 biennium; slashes student financial aid funding by 8.6 percent; includes a reduction of 3 percent for Early Retirement Incentive Plan salary savings; represents a budget that is 16.5 percent below requested current services funding, $15.8 million below the Governor's recommendation for FY 2004 and $20.3 million below the Appropriations Committee's recommendation; and reverses the Governor's proposed transfer of the Connecticut State University (CSU) and Community-Technical College System (CTC) central offices into the Department of Higher Education (DHE) to form a Board of Regents but maintains the requirement for most of the estimated consolidation savings of $2.8 million in FY 2004 and $5.8 million in FY 2005. The final budget for the DHE reverses the transfer of one-half of the CSU and CTC central office positions along with the additional savings of 25 percent in FY 2004 and 50 percent in FY 2005. Funding for the University of Connecticut and UConn Health Center is slightly lower than previous legislation recommendations, while funding for the CTC is slightly higher than previously proposed. The budget for Charter Oak State College eliminated the restoration of the collective bargaining funding with the settlement of the contract and the $200,000 of growth funding for the Connecticut Distance Learning Consortium. (SM) ED481707 Highlights, FY 2003-05 Biennial Operating Budget for Higher Education. 2003-09-00 18 Board of Governors for Higher Education, Department of Higher Education, State of Connecticut, 61 Woodland Street, Hartford, CT 06105-2326. Tel: 860-947-1848; Web site: http://www.ctdhe.org. For full text: http://www.ctdhe.org/info/pdfs/HighlightsFinalBudget03.pdf. N/A 2004 2016-11-21

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Yes Alaska Natives American Indians Asian American Students Black Students Black Teachers College Faculty College Freshmen Diversity (Faculty) Enrollment Trends Higher Education Hispanic American Students Racial Differences Student Diversity Reports - Descriptive Oregon University System Oregon Univ. System, Eugene. Office of Academic Affairs. English This report describes initiatives taken within Oregon University System (OUS) institutions to enhance representation, inclusion, and engagement of diverse populations. It offers both absolute (numerical) representation and percentage representation and change, which provide a perspective on proportions and growth for U.S. citizens within total OUS populations. Comprehensive data for 1992-02 are included whenever possible; however, in some instances, there are only consistent data only for 1997-02. Data are provided on Eastern Oregon University, Oregon Institute of Technology, Oregon State University, Portland State University, Southern Oregon University, University of Oregon, and Western Oregon University. Overall, the total enrollment of African American, American Indian/Alaska Native, Asian/Pacific American, and Hispanic/Latino students increased from 10.7 percent in 1992 to 12.9 percent in 2002. The total enrollment of students reporting more than one race increased from 0.3 percent to 0.9 percent during that same tie. Over the 10 years, 113,814 degrees were earned by OUS students, and 10.2 percent of those degrees were earned by minorities. The representation of minority faculty and staff increased from 8 percent to 8.3 percent from 1997-98 to 2002-03. The representation of minority full-time, ranked, instructional faculty more than doubled over the 10 years. (Contains numerous tables of data.) (SM) ED481708 Student, Faculty, and Staff Racial/Ethnic Diversity: A Retrospective of Five- and Ten-Year Progress. OUS Diversity Report, 2003. 2003-04-00 Oregon State Board of Higher Education, Salem. 49 Oregon University System Office of Academic Affairs, P.O. Box 3175, Eugene, OR 97403. Tel: 541-346-5727. For full text: http://www.ous.edu/aca/diversity/FinalDiversityReportfor_web.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Benchmarking College Freshmen Grade Point Average Grade 10 Higher Education Predictor Variables Secondary Education Numerical/Quantitative Data Reports - Research Oregon Scholastic Assessment Tests Oregon Oregon Univ. System, Eugene. Oregon State Dept. of Education, Salem. Oregon Dept. of Community Colleges and Workforce Development, Salem. English This study examined the performance of Oregon University System (OUS) students on 10th grade benchmark standards and subsequent performance in their first year of college. Participants, identified using 1999-00 state data from the Oregon Department of Education, included students who participated in state assessment while in high school and subsequently enrolled in an OUS institution or Oregon community college in fall 2001 as first-time freshmen. Overall, performance at the 10th grade benchmark was closely aligned with freshman year college performance. Students who met or exceeded the standard at 10th grade benchmark levels were more likely to earn a higher grade point average (GPA) in related college courses. There was a positive relationship among state assessments, high school GPA, college GPA, and the SAT I. Students' performance on the combined 10th grade benchmark assessments (reading, writing, math problem solving, and math knowledge and skills) and the SAT I correlated with first-year college GPA at comparable levels. Each of the four 10th grade benchmark assessments were early indicators of overall college GPA at the end of the first year of college. Results indicate that the 10th grade benchmark performance can serve as a planning tool for the last 2 years of high school. (Contains over 25 tables of data.) (SM) ED481709 The First Year: Student Performance on 10th Grade Benchmark Standards and Subsequent Performance in the First Year of College (2001-02). 2003-03-07 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 67 For full text: http://www.ous.edu/pass/documents/current/FullReport.pdf. N/A 2004 2016-11-21

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Yes College Faculty Computer Uses in Education Diversity (Faculty) Educational Finance Educational Technology Employment Level Faculty Development Federal Government Higher Education Retirement Benefits Teacher Salaries Collected Works - General Reference Materials - General Whistle Blowing Support Personnel National Education Association, Washington, DC. English This 10th anniversary edition of the almanac includes: "Foreword" (Rachel Hendrickson); "Overview" (Harold S. Wechsler); "Faculty Salaries: 2001-2002" (Suzanne B. Clery and John B. Lee); "Diversity, Nonstandard Work, and Academic Employment in the 21st Century" (Henry Lee Allen); "The Federal Role in Higher Education" (Thomas R. Wolanin); "Higher Education Finances: In Recession Again" (William Zumeta); "Bargaining Professional Development" (Gary Rhoades, Rachel Hendrickson, and Christine Maitland); "The Use of Technology: Institutional Issues" (Marilyn Amey and Kim VanDerLinden); "Faculty Benefits and Retirement: Fighting Off the Bears, Part II" (William Dale Crist); and "Higher Education Support Professionals: Their Fear of Speaking Out" (Linda K. Johnsrud). A CD-ROM is included that contains the NEA 2001-02 Faculty Salary Report and articles from previous NEA Almanacs covering faculty workload and productivity, bargaining, and state higher education finances. (Papers contain references.) (SM) ED481710 The NEA 2003 Almanac of Higher Education. 2003-00-00 194 For full text: http://www.nea.org/he/healma2k3/index.html. N/A 2004 2016-11-21

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Yes Budgets Educational Finance Elementary Secondary Education Expenditures Federal Aid Higher Education Income Local Government School District Spending State Aid Boyd, Don Reports - Descriptive National Center for Higher Education Management Systems, Boulder, CO. English This report describes 8-year projections of state and local government fiscal gaps and surpluses, suggesting that even if state and local governments close their current budget gaps with entirely recurring actions, most states will face continuing difficulty financing current services with existing revenue structures and will not have resources for real higher education spending increases. Given that state and local governments have increased real per-capita spending significantly in each of the last 5 decades, citizens will have to either reduce their need for government services or support changes in revenue structures to finance new growth. Under the "base case" projections presented in this document, within 8 years from the time state and local governments close current budget shortfalls, they are likely to face gaps that for the nation overall approximate 3.4 percent of revenue. Over 40 states face gaps under these assumptions, with 12 facing gaps of 5 percent or more of revenue. Gaps vary widely across states, depending on economic and demographic forecasts and revenue and spending structures. States that do not have income taxes are more likely to face large gaps. For the nation overall, higher education spending is projected to grow 40 percent over 8 years, considerably slower than the 47.4 percent growth projected for total spending. (SM) ED481711 State Spending for Higher Education in the Coming Decade. 2002-10-00 18 National Center for Higher Education Management Systems, P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-497-0301. For full text: http://www.nchems.org/presenta.htm. N/A 2004 8/20/2004 00:14:26 RIEJUN2004

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Yes Access to Education College Libraries Consumer Protection Databases Educational Technology Federal Aid Grants Information Networks Internet Parent Education Postsecondary Education State Programs Student Financial Aid Tuition Reports - Descriptive Minnesota Tuition Reciprocity Minnesota Minnesota Higher Education Services Office, St. Paul. English This report highlights services and programs of the Minnesota Higher Education Services Office that provide access to postsecondary education, noting efforts to provide services efficiently through increased use of technology and collaborations. After an introduction which discusses the Office's functions, nine sections examine: (1) "Student Financing" (e.g., design for shared responsibility reduces postsecondary education financial responsibility for low and moderate income families); (2) "Student Tuition Reciprocity" (e.g., student participation in tuition reciprocity has steadily increased); (3) "Student and Parent Information" (e.g., early awareness programs expand information to students and parents); (4) "MINITEX Library Information Network" (e.g., which enhances the effectiveness and efficiency of libraries by expanding their access to information resources for users); (5) "MnLINK Library Information System" (e.g., a statewide virtual library with a single point of access to most major Minnesota library catalogs and state-licensed electronic resources); (6) "Learning Network of Minnesota" (which links public campuses, schools, and libraries); (7) "Consumer Protection" (which provides consumer assistance and protection for students and prospective students); (8) "Collection and Maintenance of Data" (e.g., most products such as publications, tables, and reports are available on a Web site); and (9) "Federal and State Grant Programs" (the Federal Improving Teacher Quality Grant Program and the Minnesota Postsecondary Service Learning Program). (SM) ED481712 Investing in People: Access to Higher Education. Report to the Governor and 2003 Legislature. 2003-00-00 36 Minnesota Higher Education Services Office, 1450 Energy Park Drive, Suite 350, Saint Paul, MN 55108-5227. Tel: 651-642-0567; Tel: 800-657-3866 (Toll Free); Fax: 651-642-0675; e-mail: info@heso.state.mn.us; Web site: http://www.mheso.state.mn.us. N/A 2004 2016-11-21

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Yes Child Development Constructivism (Learning) Early Childhood Education Higher Education Preservice Teacher Education Psychology Livingston, Donald R. Reports - Descriptive Speeches/Meeting Papers English Through a discussion of the discursive origins that have constructed childhood over the past 200 years, this paper illuminates why psychology has gained a dominant role in the education of young children. This historical account is followed by an analysis of widely used textbooks in child development courses. Discovering that each textbook presents only theoretical perspectives that privilege the individual, the argument is made that these perspectives exclude other ways of thinking about the individual in relationship to the larger society. Because of psychology's dominance in the early childhood discourse, early childhood teacher education programs have become a domesticated curriculum for social change. Distraught that this dominant perspective is disastrous for young children, a reclaiming of the early childhood teacher education curriculum is proposed based on critical constructivist theory. Critical constructivism is an activist theory, a theoretical orientation that can trace its roots to critical and poststructural conceptions, as well as social reconstructionism. By presenting a case that critical constructivism is, in a fundamental way, a return to an earlier perspective found in the writings of John Dewey, this essay suggests that psychology ought to be a tool for philosophical ends intended to improve society. (Contains 15 references.) (Author/SM) ED481713 Reclaiming Early Childhood Teacher Education: A Critical Constructivist Approach. 2003-11-00 21 N/A 2004 2021-07-01

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Yes Measurement Techniques Performance Based Assessment Scoring Rubrics Test Construction Moskal, Barbara M. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest draws from the current literature and the author's experience to identify suggestions for developing performance assessments and their accompanying scoring rubrics. This Digest, part 1, addresses writing goals and objectives and developing performance assessments. Before a performance assessment or scoring rubric is written or selected, the teacher should clearly identify the purpose of the activity. The statement of goals should provide a clear focus for instruction and assessment, and both goals and objectives should reflect knowledge and information that is worthwhile for students to learn. The relationship between a goal and the objectives that describe that goal should be apparent, and all important aspects of the goal should be reflected through the objectives. Objectives should describe measurable student outcomes, and then should be used with goals to guide the selection of an appropriate assessment activity. Recommendations are also given for developing performance assessments: (1) the selected performance should reflect a valued activity; (2) the completion of performance assessments should provide a valuable learning experience; (3) the statement of goals and activities should be clearly aligned with the measurable outcomes of the performance activity; (4) the task should not examine extraneous or unintended variables; and (5) performance assessments should be fair and free from bias. (Contains 12 references.) (SLD) ED481714 Developing Classroom Performance Assessments and Scoring Rubrics - Part I. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). N/A 2004 2016-11-21

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Yes Criteria Performance Based Assessment Scoring Rubrics Test Construction Test Interpretation Test Results Test Use Moskal, Barbara M. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest addresses developing scoring rubrics, administering performance assessments, and scoring, interpreting, and using results. In developing scoring rubrics, the criteria within the scoring rubric should be clearly aligned with the requirements of the task and the state goals and objectives. They should also be expressed in terms of observable behaviors or product characteristics. Scoring rubrics should be written in specific and clear language, with points that make sense, and a clear separation between score levels. It is also important that the statement of the criteria be fair and free from bias. Recommendations are also offered for administering performance assessments. Explanations of tasks should be clear and consider, and appropriate tools should be available to support the completion of the assessment activity. Scoring rubrics should be explained to students ahead of time. In scoring, interpreting, and using results, guidance is offered for using rates and anchor papers. The connection between the score or grade and the scoring rubric should be immediately apparent. Recommendations in this Digest can guide a teacher from planning, gathering, interpreting, and using, the four phases of classroom assessment. (Contains 10 references.) (SLD) ED481715 Developing Classroom Performance Assessments and Scoring Rubrics - Part II. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. National Science Foundation, Arlington, VA. 4 N/A 2004 2016-11-21

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Yes Cognitive Processes Cognitive Psychology Educational Research Learning Teaching Methods Test Construction Boston, Carol ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest provides educators with an overview of some important facets of cognitive science research and suggests implications for classroom assessment. Education researchers study the thinking of experts in various subject areas to understand the concepts and procedures that are the most important to teach and to help determine how to move students along the continuum towards real-world subject mastery. Researchers consider the common pathways toward acquiring knowledge in the classroom. More research has been done about domain structure in some disciplines than in others, but much work is being done on how learners store and access knowledge. Assessment designers can use findings from cognitive science. Cognitive science calls for test developers to work from a deep knowledge of the central concepts and principles of a given subject area and to identify tasks that let students demonstrate their understanding and skills, as opposed to rote memorization. Overall, cognitive science asks test developers to let students show what they know and can do. At the classroom assessment level, cognitive science findings encourage teachers to teach learners how and when to apply approaches and procedures and to teach metacognitive skills and problem solving. Teachers need to be aware that acquiring important knowledge and skills at an in-depth level takes a significant amount of time, practice, and feedback. (Contains 20 references.) (SLD) ED481716 Cognitive Science and Assessment. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). N/A 2004 2016-11-21

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Yes Academic Persistence Black Students Enrollment Ethnic Groups Hispanic American Students Law Schools Law Students Lawyers Racial Distribution Student Diversity Wilder, Gita Z. Reports - Research Law School Admission Council, Newtown, PA. English To explore possible sources of the underrepresentation of minority groups in law school, this paper brings together existing data that describe the participation of members of different racial/ethnic groups, especially African Americans and Hispanics, at successive points along the way to employment in the law. It focuses on the process by which prospective lawyers are educated through the steps that lead to a career in the law, comparing the experiences of minorities with those of their nonminority cohorts. The objective is to identify places along the path to the legal profession at which minority members are most likely to fall by the wayside. Data suggest that African Americans are completing high school later than Whites, but Hispanics are completing high school at lower rates. College enrollment rates have been increasing steadily among high school graduates from all racial/ethnic groups, but only about 16% of African Americans and 10% of Hispanics held baccalaureate degrees. Among the first professional degrees recorded by the National Center for Education Statistics, a law degree appears to be a popular choice for members of minority groups. College graduates who are members of minority groups are proportionately more likely than their white counterparts to consider attending law school. There is no disproportionate loss of any single group at the stage of application to law school. At the level of admission, the racial-ethnic profile of the group of applicants admitted to law school is different than that of the applicant pool. The overall rates of admission of minority groups are generally lower than those of white applicants. These differences may be attributed, at least in part, to the majority-minority gap in Law School Admission Test and undergraduate grade point average measures. Minorities enter legal education at rates that are lower than those of their white counterparts, and law school persistence and completion are lower for Black, Hispanic, and Native American students. The article concludes by identifying possible targets for action to increase minority representation in legal education and the professions. (Contains 11 figures, 24 tables, and 24 references.) (SLD) ED481717 The Road to Law School and Beyond: Examining Challenges to Racial and Ethnic Diversity in the Legal Profession. LSAC Research Report Series. 2003-08-00 36 N/A 2004 8/20/2004 00:14:36 RIEJUN2004

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Yes Data Collection Database Management Systems Information Management Records Management State Departments of Education Student Records Dougherty, Chrys Reports - Descriptive English State education agencies are increasingly building the capacity to collect and manage sizable quantities of information about schools and districts and to match individual student records over time and across databases. An adequate statewide student data-collection system makes it easier for a state to meet legal reporting requirements such as those under the No Child Left Behind Act of 2001. An adequate statewide data collection system has nine key elements: (1) unique statewide student identifier; (2) student-level enrollment data; (3) student-level state test data; (4) information on untested students; (5) student-level course-completion data; (6) student-level Scholastic Assessment Test, ACT Assessment, and Advanced Placement test results; (7) student-level graduation and dropout data; (8) state data audit process; and (9) ability to match K-12 and higher education data. (SLD) ED481718 Nine Essential Elements of Statewide Data-Collection Systems. 2003-00-00 Education Commission of the States, Denver, CO. Just for the Kids, Austin, TX. Texas Univ., Austin. 9 N/A 2004 8/20/2004 00:14:38 RIEJUN2004 Produced by the National Center for Educational Accountability.

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Yes Criteria Educational Improvement Educational Quality Elementary Secondary Education Quality Control Total Quality Management Training Walpole, MaryBeth. Noeth, Richard J. Information Analyses American Coll. Testing Program, Iowa City, IA. English This report examines the evidence available on improving school quality through implementation of the Malcolm Baldrige Education Criteria for Performance Excellence. The Baldrige criteria address many issues other failed educational efforts have not, including leadership, systems thinking, changes in school culture, and data-driven decision making. The report is intended to provide useful information about the current state of Baldrige applications and to make useful recommendations regarding potential Baldrige K-12 implementation, evaluation, and research. Many published Total Quality Management and Baldrige articles describe a single school or district implementation, and some of the results these implementations have achieved. However, these reports sometimes include surprisingly little detail. Detailed information and comprehensive data are the keys to fulfilling the promise of Baldrige. The literature reviewed for this report reveals that implementing Baldrige successfully involves a long-term perspective and a focus on changing core processes, especially teaching and learning. Training in Baldrige concepts and utilizing quality tools are essential, as is working together in diverse and dedicated teams toward common objectives. Leadership is critical for success. Successful implementations are not easy to achieve, and much more information is needed to enhance success. (Contains 68 references.) (SLD) ED481719 The Promise of Baldrige for K-12 Education. ACT Policy Report. 2002-00-00 39 N/A 2004 2020-07-14

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Yes Academic Degrees Archives Broadcast Television College Students Dropouts Educational Attainment Educational Finance Elementary Secondary Education Enrollment High School Graduates Higher Education Libraries Private Schools Public Schools Scholarships School Statistics Student Loan Programs Tables (Data) Tuition Grants Yearbooks Books Numerical/Quantitative Data New York New York State Univ. of New York, Albany. Nelson A. Rockefeller Inst. of Government. English The 39 tables and 3 figures of Section J describe education in New York state in the 1990s and into 2003. These tables contain information that makes it possible to compare these statistics with those of previous years and from other states. Tables are grouped into these categories: (1) fall enrollments in public and nonpublic elementary and secondary schools; (2) public school finances and professional positions; (3) high school graduates, college entrants, dropout rates; (4) enrollments, degrees granted, and expenditures by institutions of higher education; (5) State University of New York enrollments, degrees granted, and employees; (6) tuition assistance, student loans, scholarships and awards; (7) educational attainment; (8) libraries, archives, and museums; (9) support for the arts; and (10) public television and broadcasting. Most data are for academic years beginning with 1997-1998, with emphasis on the most recent years and some trend data going back to 1960. (SLD) ED481720 Education, Section J. Extracted from the 2003 New York State Statistical Yearbook. 28th Edition. Revised and Expanded. 2003-10-00 41 N/A 2004 2016-11-21

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Yes Item Response Theory Pretesting Test Construction Test Items Stout, William Ackerman, Terry Bolt, Dan Froelich, Amy Goodwin Heck, Dan Reports - Research Calibration Collateral Information Law School Admission Council, Newtown, PA. English This study evaluated the practical benefit, if any, of using collateral information for one item type when statistically analyzing pretest items of some other item type. The criterion for evaluation of pretest item calibration accuracy was the reduction achieved by the use of collateral information in the number of test takers that must be administered each pretest item so that its item parameter estimates reach a specified level of accuracy. The proposed methods involved statistical tools that assume one dominant ability being measured on a test and tools that assume two dominant abilities being measured, as has been confirmed to be true for the Law School Admission Test (LSAT). Results from simulation studies demonstrate that there is a practically important amount of improvement in calibrating pretest items of one item type attributable to the use of collateral information from some other type provided only a moderate number of operational items are present for each item type. For purposes of LSAT computerized admission, the high level of ability estimation accuracy for any one item type (because of the more substantial number of items being anticipated) seems to offset any advantage that could be obtained through introducing collateral information from some other item type. (Contains 3 figures and 15 references.) (SLD) ED481721 On the Use of Collateral Item Response Information To Improve Pretest Item Calibration. LSAC Research Report Series. 2003-09-00 15 N/A 2004 2016-11-21

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Yes Elementary School Teachers Foreign Countries Interviews Outcomes of Education Pilot Projects Primary Education Principals School Readiness Meaney, Wanda Harris-Lorenze, Elayne Reports - Evaluative Alberta Canada Canada Alberta Learning, Edmonton. English The Early Development Instrument (EDI) was designed by McMaster University to measure the outcomes of childrens early years as they influence their readiness to learn at school. The EDI was piloted in several Canadian cities in recent years through two national initiatives. Building on these initiatives, Alberta Learning piloted the EDI as a possible measure of readiness to learn at school in two school jurisdictions in 1999-2000 and in five jurisdictions in 2001-2002. This study evaluated Alberta Learning's pilot project, examining the efficacy and utility of the EDI for teachers' use in classroom programming and instructional decision making. Semistructured interviews were conducted with samples of teachers (n=39) and administrators (n=4)from the 5 jurisdictions from 2001-2002. Most participants found the EDI easy to use and viewed the organization and support provided for its administration as "very adequate." The orientation sessions were regarded positively, and release time to study the instrument was considered extremely helpful. Some suggestions for improvement were developed, including more case studies, and distributing the instrument earlier in the year. (Contains 43 references.) (SLD) ED481722 Alberta Learning: Early Development Instrument Pilot Project Evaluation. 2003-00-00 65 N/A 2004 2016-11-21

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Yes Child Care Child Care Quality Cost Effectiveness Economic Factors Employed Parents Small Businesses Tables (Data) Trend Analysis Numerical/Quantitative Data Reports - Descriptive Child Care Needs Day Care Availability Subsidized Child Care Services Vermont Vermont English This report documents the relationship between the supply of reliable, affordable, accessible child care and the health of Vermont's economy. The child care industry is a growing part of the Vermont economy, pumping money into local communities by supporting working families, creating jobs, and generating taxes through employment and the purchase of goods and services. As the number of two-wage earner families and women-headed households increases, child care becomes an essential social infrastructure, enabling parents to enter and remain in the workforce. An insufficient supply of reliable, affordable, and accessible child care negatively impacts Vermont's economy. Parents without such child care are less likely to enter the workforce, be productive at work, and remain employed. These problems are particularly acute for parents working in the retail and service industries, which are defined by lower wages and nontraditional, mixed, and weekend shifts. There is a steadily growing body of scientific evidence that the quality of children's social and environmental experience lays the groundwork for future success in school and life. Consistency of care is a determining factor in high-quality care and learning programs, yet the high turnover rate among caregivers is due in large part to low wages and poor benefits. For many small businesses in Vermont, publicly-funded child care is essential. Many Vermont business do not pay wages that are high enough to cover child care costs. By helping low-wage families pay for child care, Vermont is also providing financial assistance to thousands of small businesses in the state. (Contains 37 endnotes and 5 notes explaining methods used to calculate the statistics presented in the report.) (KB) ED481723 The Economic Impact of Vermont's Child Care Industry. 2002-06-00 Policymakers 15 Windham Child Care Association, 130 Birge Street, Brattleboro, VT 05301. Tel: 802-387-4512; Fax: 802-387-2142; Web site: http://www.windhamchildcare.org. For full text: http://www.windhamchildcare.org/pdf/wcc-book.pdf. N/A 2004 2016-11-21

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No Change Agents Change Strategies Child Advocacy Children Family Involvement Family Programs Leaders Models Parent Empowerment Parent Participation Parent Role Parent School Relationship Parents Partnerships in Education Westheimer, Miriam Reports - Descriptive Parent Community Relationship Families and Work Inst., New York, NY. English In order to assist professionals and policymakers more consistently engage parents in their work, this document uses the personal stories of several parents to illustrate how parents get involved in family programs and how some parents built on their natural leadership abilities to move from personal involvement to take on broader leadership roles. The report compares the client-driven and consumer-driven models of service delivery for families. The process of parental input is placed on a continuum from engagement to involvement to empowerment, with parent roles and actions defined at each phase. Seven stories of parents taking on leadership roles and tasks offer insight into how professionals and policymakers can move toward a consumer-driven model; the stories include ones in the areas of community recreation, child health, marketing and parent support, child safety, parent advocacy, early education and family support, special needs children and parent education. The report offers the following lessons for professionals who want to work with parents: (1) value time and be genuine; (2) use language carefully; (3) be relevant; (4) don't be intimidated by people with power; (5) make it a family affair and get everyone involved; (6) make the professional personal; (7) don't expect one parent to represent all parents; (8) listen carefully; and (9) don't shy away from the power of spiritual motivation, but respect diversity. Questions to assist parents in determining whether their involvement will be meaningful and worthwhile complete the report. (KB) ED481724 Parents Becoming Leaders: Getting Involved on Behalf of Children. 2002-00-00 AT&T Foundation, New York, NY. Johnson & Johnson Baby Products Co., Skillman, NJ. Hallmark Corporate Foundation, Omaha, NE. Texas Instruments, Inc., Dallas. Allstate Insurance Co., Northbrook, IL. ISBN-1-888324-38-4 Parents Policymakers Practitioners 27 Families and Work Institute, 267 Fifth Avenue, New York, NY 10016. Tel: 212-465-2044; Fax: 212-465-8637; Web site: http://www.familiesandwork.org. N/A 2004 2016-11-21

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Yes Educational Practices Family School Relationship Kindergarten Kindergarten Children Pamphlets Parent School Relationship Partnerships in Education School Readiness Special Needs Students Student Adjustment Transitional Programs Guides - Classroom - Teacher Screening Programs Transitional Activities Vermont Vermont Vermont Early Childhood Work Group. English Noting that the transition to school often sets the tone for the childs future school experiences, this toolbox identifies 33 proven practices currently used by schools districts and early childhood programs throughout Vermont to help children make a successful adjustment to school. Beginning with a list of guiding concepts on transition and introductory remarks, the booklet presents practices categorized by priority: required, highly recommended, recommended, and optional. Each transition activity is identified by a number that can also be cross-referenced on the transition toolbox timeline at the end of the booklet; information is provided on the time frame involved, a description of the activity, delineation of who is responsible for completing the activity, and the necessary resources/costs to complete the activity. Required transition activities are transition planning for children with Individualized Education Plans, and kindergarten registration. Highly recommended activities include establishing a shared understanding of school readiness, transition planning for children with special needs, kindergarten screening, sharing information on classroom practices and expectations, and meeting with early childhood providers. Recommended activities include reciprocal teacher visits, community forum on transitions and school readiness, and information packets for parents. Optional activities include playgroups, "welcome to kindergarten" books or videotapes, portfolio presentations, and first day activities. Communities currently incorporating various activities are identified throughout the booklet. A suggested time frame for completing transition activities completes the booklet. (KB) ED481725 Off to Kindergarten: Toolbox for Effective Transitions. 2003-01-00 Administrators Practitioners Teachers 25 Early Childhood Education Programs, Vermont Department of Education, 120 State Street, Montpelier, VT 05620. Tel: 802-828-3892; Fax: 802-828-0573; Web site: http://www.doe.state.vt.us. N/A 2004 2016-11-21

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No Child Development Classroom Environment Japanese Learning Processes Multilingual Materials Pamphlets Parent Education Parent Materials Parent School Relationship Parent Student Relationship Parent Teacher Cooperation Parents as Teachers Partnerships in Education Preschool Children Preschool Curriculum Preschool Education Spanish Student Evaluation Dodge, Diane Trister Phinney, Joanna Guides - Non-Classroom Multilingual/Bilingual Materials Teaching Strategies, Inc., Washington, DC. Japanese Spanish This booklet, in Spanish- and Japanese-language versions, offers parents guidance on how to partner with teachers to help their children acquire the skills, attitudes, and habits to do well in school and throughout life. The booklet begins with a description of how preschool children learn, and continues with a discussion of the goals of the preschool curriculum related to social-emotional development, physical development, cognitive development, and language development. The importance of children's social and emotional skills is explained. The booklet discusses the content of children's learning in preschool for the following areas: literacy, math, science, social studies, the arts, and technology. The booklet emphasizes the ways preschool children learn through the organization of the classroom, the daily schedule, classroom activities, and from their outdoor play. A table delineates what children are learning in various play and other activities. Procedures for assessing children's progress in learning are also presented. The booklet concludes with suggestions for parents to help their children learn at home in the same areas as preschool classroom learning. (HTH) ED481726 Una guia para los padres a la educacion preescolar (A Parent's Guide to Preschool). 2003-00-00 ISBN-1-879537-59-1 Parents 76 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($29.50, set of 10 booklets, English, Spanish, or Japanese). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Fax: 202-364-7273; Web site: http://www.teachingstrategies.com. N/A 2004 8/20/2004 00:14:55 RIEJUN2004 The ISBN number for the Japanese edition is ISBN-4-9901650-0-4 Translators for the Japanese version were Yuko Shiraishi and Hiromichi Fujisawa.

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Yes Advocacy Community Education Conferences Continuing Education Cooperative Planning Elementary Secondary Education Health Promotion Mass Media Use Professional Education Public Education Public Health Risk Reduction Smoking Statewide Planning Geiger, Brian F. Reports - Descriptive Speeches/Meeting Papers Alabama Risk Taking Behavior Alabama English This paper describes lessons learned while planning a statewide conference to increase the knowledge of tobacco control advocates and promote implementation of the Alabama Comprehensive Tobacco Use Prevention and Control Plan (Plan) within the state. The Plan has three overall goals: preventing youth from becoming tobacco users; promoting treatment of tobacco dependency through promotion of, and increased access to, cessation programs; and reducing exposure to environmental tobacco smoke. It emphasizes three key prevention components: schools, public education and community mobilization, and merchant education and public awareness of laws. Conference participants attended general sessions and selected workshops (teaching communities, mobilizing others for change, eliminating cigarette smoke, understanding the MSA, encouraging youth to abstain, helping smokers quit, serving as media spokesperson, and partnering with local media). This paper examined the background of the plan; planning methods; and lessons learned related to specifying a target audience, recruiting collaborators, selecting date and location, marketing and promotion, and meeting logistics. (SM) ED481727 Lessons Learned Planning a Statewide Conference: "Alabama's Choice--Tobacco or Health?" 2003-09-00 Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA. Alabama State Dept. of Public Health, Montgomery. 12 N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome College School Cooperation Conflict Resolution Cooperative Learning Critical Thinking Health Promotion Higher Education Inner City Nontraditional Education Preservice Teacher Education Problem Solving Secondary Education Student Participation Mitchell, James M. Reports - Research Speeches/Meeting Papers English The move toward standards-based instruction calls for greater student involvement in the learning process. Cooperative learning is widely used as many standards-based school departments advocate greater employment of constructivist classrooms as the most appropriate vehicle of instruction. During academic year 2002-03, 42 students from California State University Hayward's (CSUH) teacher education credential program, in conjunction with the Build a Future Without AIDS program at the American Association of Colleges for Teacher Education, taught a conflict resolution curriculum/AIDS education curriculum to inner city public high school students who were part of an alternative school program for adjudicated youth. The CSUH students randomly assigned public school students to groups of four, which were then divided into two pairs. Each pair was assigned a pro or con position on a curricular issue. They researched, presented, and discussed their positions, critically analyzed their opponents' positions, and rebutted their opponents' attacks. Then, they reversed perspectives and presented persuasive arguments again. Finally, they synthesized different facts and ideas into a single position. Researchers collected data on students' attitudes toward collaboration and perceptions of the teacher-student relationship. Students also responded to a conflict resolution scenario. Results indicated that students in the treatment classes outperformed their counterparts in achieving stronger AIDS education and conflict management skills. (Contains 11 reference.) (SM) ED481728 AIDS Education and Citizenship Development in a University/K-12 Partnership. 2003-04-00 American Association of Colleges for Teacher Education, Washington, DC. 10 N/A 2004 8/20/2004 00:14:58 RIEJUN2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Elementary Secondary Education Field Experience Programs Higher Education Personal Narratives Practicums Preservice Teacher Education Student Teacher Attitudes Student Teachers Student Teaching Teacher Knowledge Pittard, M. Michele Reports - Research Speeches/Meeting Papers Identity Formation English The narrative inquiry from which this paper comes examined the experiences of five student teachers as they negotiated the transition from student to teacher. The researcher was interested in looking at the ways in which student teachers' beliefs about teaching and knowledge of teaching evolved over the course of the student teaching practicum. Issues of identity, power, and voice quickly emerged as dominant storylines in the stories of all the participants involved. This paper specifically explores the underlying tensions and challenges associated with issues of identity, power, and voice that characterize the student teaching practicum. Such tensions and challenges were manifest in the participants' stories, and the purpose of this paper is to examine how they inhibited identity development in the student teacher participants. Although tension can often create powerful learning experiences, the tension associated with identity, power, and voice seemed to impede these student teachers as they sought to construct their own identity as teachers. The paper raises questions about the structure and purpose of the student teaching experience and challenges teacher educators to rethink field experiences, pedagogy, and program curriculum in ways that will enable preservice teachers to begin developing their teaching selves (Contains 63 references.) (Author/SM) ED481729 Developing Identity: The Transition from Student to Teacher. 2003-04-22 42 N/A 2004 2016-11-21

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Yes Classroom Techniques Foreign Countries Secondary Education Secondary School Teachers Student Attitudes Teacher Attitudes Teacher Competencies Teaching Skills Teaching Styles den Brok, Perry Bergen, Theo Brekelmans, Mieke Reports - Research Speeches/Meeting Papers Netherlands Netherlands Utrecht Univ. (Netherlands). IVLOS Inst. of Education. English This study examined divergence and convergence between students' and teachers' perceptions of teacher instructional behavior in terms of control of student learning, classroom management, and clarity. Survey data were collected from 72 secondary school teachers from seven schools and their 1,604 students. Teacher experience ranged from 1-29 years. Respondents completed the Questionnaire on Instructional Behavior. Data analysis indicated that one-third to one-half of the teachers differed considerably from their students, and of these divergent teachers, three-quarters to less than one-half had higher perceptions than their students. There was no statistical relationship between teaching experience and divergence. However, teachers with positive divergence on clarity and classroom management were relatively inexperienced, while those with negative divergence on those scales were more experienced. Ineffective teachers displayed more divergence for clarity, and teacher-centered teachers were less divergent on clarity and strong control than were teachers with other styles. The amount of divergence was related to the amount of clarity and shared control perceived by the students. Results suggest that the amount and direction of divergence may relate to the particular teacher behavior of interest. (Contains 68 references.) (SM) ED481730 Comparing Students' and Teachers' Perceptions of Instructional Behavior in Dutch Secondary Education. 2003-04-00 24 N/A 2004 2016-11-21

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Yes Change Strategies Educational Change Elementary Secondary Education Higher Education Performance Based Assessment Preservice Teacher Education Student Development Student Teacher Evaluation Fields, Lynette J. Reports - Descriptive University of South Florida Reform Efforts English This article explains from the viewpoint of a faculty member how the College of Education at the University of South Florida has undergone reform. The book, "Changing the Practice of Teacher Education" (Mary Diez), is used as a theoretical framework in describing that process of reform. The article describes current external pressures for change that include teacher education trends and accrediting organizations. The focus is, however, internal influences within the College of Education at the University of South Florida, specifically the activities of one large core group, the Project PASS (Performance Assessment System for Students) team. The Project PASS team was funded by a grant from the Florida Department of Education. The author is a member of the Project PASS team and a faculty member in the College of Education at the University of South Florida. Conclusions are based on personal observation and the theoretical framework for change in teacher preparation programs provided by Mary Diez. An appendix contains a timeline of events for reform at the College of Education. (Author/SM) ED481731 Project PASS: A Change Agent in Teacher Preparation at the University of South Florida. 2001-04-00 20 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Evaluation Methods Higher Education Preservice Teacher Education Reflective Teaching Self Evaluation (Individuals) Student Teacher Evaluation Student Teachers Student Teaching Teacher Competencies Poole, Jonelle Wessner, Jennifer Reports - Descriptive Speeches/Meeting Papers Reflective Thinking English This paper examines how a developmental growth model of teacher preparation emphasizing self-assessment and reflection is being implemented in a liberal arts professional education sequence. It discusses how the effort offers opportunities for preservice teachers to self-monitor and reflect on their beliefs and practices regarding teaching and learning in both entry level and advanced courses and in student teaching. Examples of assessment tools used to evaluate preservice teachers' progress in these classes are provided and critiqued for their effectiveness in facilitating preservice teachers' progress regarding skills, attitudes, and attributes deemed essential for professional success. The discussion of assessment tools focuses on: syllabus arrangement, the Tell the Truth midterm and final evaluation of course participation, competency checklist, field experience evaluation, and the student teaching semester (presentation and portfolio). Five appendixes contain the Educational Psychology syllabus, the Tell the Truth Participation Point Assessment, the competency checklist, field experience evaluation forms, and professional portfolio and presentation evaluation. (Contains 19 references.) (SM) ED481732 The Transition from Student to Teacher: Developing a Self-Assessment Culture for Professionalism in Teacher Preparation Programs. 2003-10-00 30 N/A 2004 2016-11-21

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Yes Computer Science Education Cooperative Education Higher Education Information Science Education Information Systems Internship Programs Student Attitudes Student Reaction Telecommunications Work Experience Programs Schambach, Thomas P. Dirks, Jim Reports - Research Speeches/Meeting Papers English Internships are often omitted from or put-off until late in some students' programs of study. Some academics are reluctant to accept the academic legitimacy of applied work programs, thus cooperative education programs are not offered or encouraged in some curriculums. This study invited students finishing their internship experiences to reflect on the legitimacy of internships as a method to enhance their educational experience and to prepare students for careers as computing professionals. The student subjects in this research were all computing majors (Computer Science, Information Systems, Telecommunications). Results reported in this study are based on two data collection methods. Fixed format scaled responses from a small sample (N=70) were used to gather and analyze description statistics of graduating interns' perceptions. In addition, open format responses were evaluated, coded and summarized from a corresponding sample. Student responses were strongly favorable concerning their internship experiences. Most students described the internship as a great experience that had a major impact on their learning and on their understanding of real world issues and environments. Respondents overwhelmingly recommended that other students get involved in cooperative education opportunities, preferably early within their major program of study. (Author) ED481733 Student Perceptions of Internship Experiences. 2002-00-00 9 N/A 2004 8/20/2004 00:15:07 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Curriculum Development Foreign Countries Higher Education Information Science Education Information Systems Information Technology Innovation Instructional Development Professional Personnel Handzic, Meliha Scifleet, Paul Reports - Descriptive Speeches/Meeting Papers Electronic Records University of New South Wales (Australia) English The growing importance of information technology and innovation in the market place brings with it a need for the better management of professional knowledge for knowledge workers in the New Economy. This paper illustrates some major steps underway at the University of New South Wales, Australia towards building an educational system for IS professionals that can meet the requirements of the Knowledge Economy. The paper describes new multidisciplinary curriculum initiatives and instructional learning developments considered or implemented at the School of Information Systems, Technology and Management. A case study of a course, Electronic Record Systems, is presented. (Contains 14 references.) (Author/AEF) ED481734 Impact of New Economy on IS Education: A Case of UNSW. 2002-00-00 12 N/A 2004 2016-11-21

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Yes College Graduates Computer Literacy Computer System Design Designers Entry Workers Higher Education Information Literacy Information Skills Professional Personnel Skill Development Aladwani, Adel M. Reports - Research Speeches/Meeting Papers Electronic Commerce English The aim of this exploratory study is to identify the skills needed by developers of Electronic Commerce (e-Commerce) systems. The paper proposes a framework pertaining to three categories of e-Commerce development knowledge: technical, human, and organizational. The initial findings reveal that there are some 16 possible e-Commerce skills tapping the three areas of e-Commerce knowledge. The results also reveal that there are similarities and differences among the perceptions of Information Technology managers and researchers with regard to (1) the relative usefulness of the 16 skills, and (2) the extent to which new graduates of Information Technology programs are equipped with these skills. Includes four tables. (Contains 10 references.) (Author) ED481735 An Exploratory Investigation of Requisite Skills Needed by Developers of E-Commerce Systems. 2002-00-00 7 N/A 2004 2016-11-21

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Yes Access to Computers Accounting College Students Computer Use Computers Higher Education Information Technology Nonprofit Organizations Organizational Climate Student Attitudes Foust, Karen M. Kleen, Betty A. Shell, L. Wayne Reports - Research Speeches/Meeting Papers English Not-for-profit organizations employ 11% of all U.S. workers; these organizations are often the recipients of hand-me-down hardware and software. This study investigates accounting students expectations of the information technology available to and used by not-for-profit organizations. In this descriptive study, based on two different surveys, students had much higher expectations of number of paid staff and amount of hardware than the reality of Louisiana nonprofit organizations. Clear discrepancies existed between student expectations of number of software applications in use and actual use reported by nonprofits. Accounting students ranked accounting software as the most important software for nonprofits, yet only 44% of nonprofits reported the use of this type of package. Students clearly think that not-for-profits in Louisiana are more technology-rich and technology-savvy than the not-for-profits report about themselves. Includes 10 tables and four figures. (Contains 11 references.) (Author) ED481736 Do Accounting Students Have Realistic Expectations of Information Technology Usage in Nonprofit Organizations? 2002-00-00 10 N/A 2004 8/20/2004 00:15:12 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Business Education Comparative Analysis Course Content Data Analysis Higher Education Information Technology Masters Programs Trend Analysis Novitzki, James E. Reports - Evaluative Speeches/Meeting Papers Business Technology Electronic Commerce English This paper reviews several previous studies of course offerings in a large number of Electronic Business/Commerce concentrations in both MBA and MS programs. Results from these earlier studies indicate that there is no apparent consensus in what knowledge is core to the Electronic Business/Commerce concentration. This study takes data from these previous studies and looks at the number and types of courses offered in Electronic Business/Commerce concentrations and compares and contrasts what is offered in MS and MBA programs. This analysis reveals that there are some trends that can be identified in Electronic Business/Commerce concentration offerings. Certain core knowledge is offered in many of the programs reviewed, but the level presented varies greatly. The analysis also reveals that there is some correlation among the most common course offerings. A key discriminant is the presence of an E-business marketing course. When this course is present, it often signals the co-occurrence of other specific additional courses, forming a package of core course content. When the course is not part of the program, there is significant variation among the remaining course offerings of the program. (Contains 11 references.) (Author) ED481737 E-Business Education: A Quantitative Review of Program Attributes and Offerings. 2002-00-00 6 N/A 2004 2016-11-21

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Yes Case Studies Computer Science Education Cooperative Learning Higher Education Information Technology Masters Programs Standards Student Projects Teamwork Work Experience Steenkamp, Annette Lerine Reports - Descriptive Speeches/Meeting Papers English Team-based student projects have become an intrinsic part of coursework in information technology courses. The rationale is that once students enter the work environment they will be required to work in teams. Challenges of teamwork are reviewed and factors influencing student team performance are identified. An approach is described which deals with four categories of concern when incorporating a team-based project in information technology courses, namely planning, execution, evaluation and team process improvement. The approach stresses the importance of utilizing best practices, as available in international standards, for team projects of a full term duration that is based on a case study. It is argued that such an approach contributes to bridging the gap between student project teamwork based on limited case studies and real-world projects conducted in the competitive business environment of today. The best practices and standards used in 34 classes for eight courses of a master's program in computer and information systems are summarized in the paper. A total of 150 teams participated in these courses. Includes five tables. (Contains 27 references.) (Author) ED481738 A Standards-Based Approach to Team-Based Student Projects in an Information Technology Curriculum. 2002-00-00 10 N/A 2004 8/20/2004 00:15:16 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Computer Uses in Education Educational Theories Electronic Mail Feedback Internet Learning Theories Johnson, Roy D. Keil, Mark Reports - Research Speeches/Meeting Papers Voice Mail English This study compared the effects of using voice mail (v-mail) to electronic mail (e-mail) over the Internet to provide student feedback using Media Richness Theory (MRT) and Social Presence Theory (SPT) as the theoretical framework. MRT and SPT would predict that v-mail would be perceived as higher than e-mail in media richness and social presence. Results indicate, however, that while v-mail was perceived to have significantly higher social presence, the two media were not significantly different in terms of perceived media richness. Both e-mail and v-mail were perceived as capable of providing a reasonably high quality of feedback. Implications of these findings are discussed. Constructs and measures are appended. (Contains 33 references.) (Author) ED481739 Internet-Enabled Audio Communication: A Richer Medium For Students Feedback? 2002-00-00 13 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Distance Education Higher Education Instructional Effectiveness Online Systems Student Attitudes Student Reaction Undergraduate Students Undergraduate Study Dick, Geoffrey N. Hanna, Mark Reports - Research Speeches/Meeting Papers English This paper reports the results of a study conducted with non-IS undergraduate students undertaking an online distance education class. Although the sample size is small and there is some self-selection, it provides some preliminary answers to what such students see as the advantages and disadvantages of online education, whether these perceptions change with experience and to what extent such classes are effective. The study focuses on three main issues: the potential attractiveness (or unattractiveness) of online distance education to such students; the role of student experience in online distance education; and satisfaction with, and effectiveness of, such courses. The results of the study suggest that: some student students see online distance education in a very positive light; that these perceptions don't change with experience; and the learning outcomes can be positive. The distance education survey and follow-up questions are appended. Includes four figures. (Contains 18 references.) (Author/AEF) ED481740 Is On-Line Distance Education a Viable Alternative for Undergraduates? An Experiment with the Students in Georgia, the Professor in Australia. 2002-00-00 13 N/A 2004 8/20/2004 00:15:20 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Comparative Analysis Concept Mapping Evaluation Methods Higher Education Knowledge Representation Measurement Techniques Nongraded Student Evaluation Student Evaluation Telecommunications Freeman, Lee A. Urbaczewski, Andrew Reports - Research Speeches/Meeting Papers Knowledge Maps English An alternative method of measuring the knowledge of students is to use mental models, and specifically concept maps. Concept maps provide a visual representation of conceptual and relationship knowledge within a particular domain. This study builds on previous studies and attempts to reduce their methodological weaknesses. Students in several undergraduate sections of an MIS Telecommunications course were asked to create concept maps of their Telecommunications knowledge at three distinct points throughout the semester. These concept maps were compared across all students at a single point in time, within students across the three time periods, and against the concept map of a domain "expert" at both the individual and composite levels. Findings indicate that the individual and composite maps increased significantly in size over time, and comparisons with the "expert" map show a significantly increasing overlap of concepts over time. Moreover, this study shows the applicability of this technique as an alternate assessment method. Includes seven tables and two figures. (Contains 12 references.) (Author) ED481741 Concept Maps as an Alternative Technique for Assessing Students' Understanding of Telecommunications. 2002-00-00 12 N/A 2004 2016-11-21

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Yes Business Education Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Cooperation Cooperative Learning Higher Education Student Projects Student Reaction Teaching Methods Teamwork LeRouge, Cynthia Blanton, Ellis Kittner, Marcy Reports - Research Speeches/Meeting Papers English Colleges of business are particularly known for assigning large-scale team projects as a means of enhancing learning. Though students may assemble in one location for "traditional" classroom-based learning, time and distance may create challenges as students attempt to fulfill requirements associated with large-scale team projects. This study explores the use of collaborative group tools found in common course management systems (e.g., Blackboard[C] and WebCT[C] and community sites (e.g., MSN Communities[C] as a means to address logistic and project material organization problems associated with large scale team projects in colleges of business. It investigates relationships among social and technical factors to enhance the learning outcomes that can result from student project teams deploying collaborative group tools. Specifically, this study uses qualitative inquiry of team stakeholders to compare perceptions of use of collaborative group tools from both a user and non-user perspective and develop a causal model identifying potential net benefits from the use of collaborative tools and antecedents to benefits to facilitate current understanding as well as future research. Additionally, this study provides prescriptions for use of collaborative group tools to facilitate successful application of collaborative group tools to student group projects. Includes three tables and one figure. An appendix lists the open-ended survey questions. (Contains 11 references.) (Author) ED481742 The Other Semi-Virtual Team: Using Collaborative Technologies To Facilitate Student Team Projects. 2002-00-00 12 N/A 2004 8/20/2004 00:15:24 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Classification Computer Assisted Instruction Cooperative Learning Course Content Distance Education Educational Environment Instructional Design Interaction Online Systems Teaching Models Morgado, Eduardo Martins Yonezawa, Wilson Reinhard, Nicolau Reports - Descriptive Speeches/Meeting Papers Category Systems English This article proposes a categorization model for online distance education environments, based on two different aspects: interaction and content. The proposed categorization, which was based on the experience acquired in developing, implementing, and operating different remote training courses, is aimed at providing evidence to help educational professionals in choosing online environments that are more appropriate to their educational goals and strategies. The four quadrants of the distance education virtual environment classification model are described: Information (low interaction and poor content), Self Instruction (low interaction and rich content), Virtual Tutoring (high interaction and low content), and Collaboration (high interaction and rich content). Includes five figures and one table. An appendix lists functionalities of web-based online education environments. (Contains 22 references.) (Author/AEF) ED481743 Exploring Distance Learning Environments: A Proposal for Model Categorization. 2002-00-00 11 N/A 2004 2016-11-21

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Yes Active Learning Computer Assisted Instruction Constructivism (Learning) Distance Education Educational Principles Educational Technology Instructional Design Instructional Development Teaching Methods Teaching Models Technology Integration Procter, Chris Information Analyses Speeches/Meeting Papers Technology Role English There is a tendency to equate electronic learning or e-learning with distance learning. In fact, e-learning covers a broad spectrum, from learning which is primarily contact based to learning which is 100% distance. Thus, each course can be measured by the proportion of learning and teaching that is intended to be conducted electronically. The principles of course design applied to the development of a given course should be influenced by the position of a course on this spectrum. Furthermore, there is a relationship between the proportion of e, the design strategy and the pedagogic model adopted by the designer. In this context didactic and constructivist models of learning are juxtaposed. The substantial recent development of web based learning has sparked renewed interest in constructivism and the way in which web based technology can facilitate engagement. While the relationship is not linear, this paper argues that the greater the proportion of e-learning used, the more developed the active learning components that are required. Finally, the development lifecycle adopted, and therefore the processes used in the development of the course and the software used for implementation of the course, will differ according to the proportion of e-learning anticipated. This argument is developed in the context of e-learning in higher education. Includes four figures. (Contains 21 references.) (Author) ED481744 Proportion, Pedagogy and Processes: The Three P's of E-Learning. 2002-00-00 7 N/A 2004 2016-11-21

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Yes Active Learning Business Education Case Studies Cooperative Education Cooperative Learning Educational Technology Higher Education Information Systems Information Technology Instructional Effectiveness Management Information Systems Questionnaires Teaching Methods Buffington, James R. Harper, Jeffrey S. Reports - Research Speeches/Meeting Papers English Many of the Association to Advance Collegiate Schools of Business (AACSB) accredited schools require undergraduate Management Information Systems (MIS) majors to take a course in the management of information technology. Over half of these schools utilize case studies in the teaching of this course. The authors emphasize that case studies are an important vehicle for teaching crucial information technology (IT) management issues, particularly in providing students with a real world example of organizational issues, and that case studies are best taught in an active, collaborative environment. Based upon the authors' understanding of collaborative learning and collaborative teaching, this paper proposes a procedure for enhancing the effectiveness of this active learning methodology, and discusses how this methodology has been implemented. The case studies questionnaire is appended. Includes three tables. (Contains 29 references.) (Author) ED481745 Teaching Case Studies: A Collaborative Approach. 2002-00-00 12 N/A 2004 8/20/2004 00:15:30 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Academic Achievement Computer Assisted Instruction Computer Assisted Testing Computer Science Curriculum Design Curriculum Development Educational Technology Higher Education Information Systems Online Systems Student Attitudes Student Evaluation Granger, Mary J. McGarry, Nina Reports - Research Speeches/Meeting Papers English One of the critical components in the curriculum is evaluation of students' knowledge or the amount they learned in the course. Over time, the assessment process has not changed significantly; it is only recently that university instructors are turning to technology for assistance in this labor-intensive task. There are disadvantages and advantages for both instructors and students of online testing. Much of the discussion surrounding alternative testing implementation centers on various learning styles. One question is: Why do we continue to assess students in traditions set long ago? Some other questions are raised: Does the online testing improve student learning and achievement? Can/should instructors tailor tests to student's preferences for learning? How does the creation of online exams affect the instructors workload? This research looks at two traditional face-to-face Information Systems courses which incorporated online testing into their curriculum and begins to provide some answers to these questions. (Contains 18 references.) (Author) ED481746 Incorporating On-Line Testing into Face-to-Face Traditional Information Systems Courses. 2002-00-00 8 N/A 2004 8/20/2004 00:15:32 RIEJUN2004 In: Proceedings of the International Academy for Information Management (IAIM) Annual Conference: International Conference on Informatics Education Research (ICIER) (17th, Barcelona, Spain, December 13-15, 2002); see IR 058 850.

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Yes Access to Computers Computer Science Demography Equal Education Equal Opportunities (Jobs) Ethnicity Females Gender Issues Information Systems Information Technology Postsecondary Education Undergraduate Study Randall, Cindy H. Reichgelt, Han Price, Barbara A. Reports - Research Speeches/Meeting Papers Digital Divide English At a time when demand for employees with information technology (IT) skills is booming, there is a decline not only in the number of females entering this field of study in most western countries but also in the number of females taking computer courses (Nielsen, von Hellens, Wong, 2000). Moreover, the gap in computer access and training for minorities is not declining (Hoffman and Novak, 2002). However, data from Australia indicate that under-representation of women and minorities is somewhat less pronounced in programs in IT or Software Engineering than in programs in Computer Science (CS) or Computer Engineering (von Hellens and Nielson, 2000). This paper examined whether there are similar differences in the state of Georgia in the U.S. Results indicate that in Georgia there is evidence that the gender gap exists.While 58% of all undergraduates in the state are female,females account for a much smaller percent of those selecting IT, IS, or CS as their major. It appears that there is also a difference among students seeking these degrees when comparing ethnicity of these students versus the undergraduate population as a whole. IT, IS, and CS majors appear to be more diverse than the student population as a whole. This diversity appears to be greater at institutions that are not classified as research institutions. Appended is a list of institutions responding to the survey on undergraduate enrollment data and institutions failing to respond. Includes 10 tables. (Contains 14 references.) (Author/AEF) ED481747 Demography and IT/IS Students: Is This Digital Divide Widening? 2003-00-00 9 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Content Analysis Distance Education Higher Education Information Systems Instructional Design Journal Articles Metaphors Online Systems Scholarly Writing Nicholson, Jennifer Sarker, Suprateek Information Analyses Reports - Research ProQuest System Cultural Myths ERIC Instructional Information Systems English As online education becomes more pervasive and increasingly acceptable in society, there is a need to critically examine the merits and underlying assumptions driving the justification, design, and teaching of such courses. This paper explores some of the symbolisms, namely myths and metaphors, pertaining to online higher education, with the ultimate goal of investigating if and how they apply specifically to information systems education. The first step in discovering the myths and metaphors utilized to describe online education involved the selection of articles for analysis, using Pro-Quest Direct and ERIC. Twenty-one articles were chosen for review. The second step in the analysis was to examine each article in search of common myths and metaphors embedded in the discourse on online education. Finally, after making a comprehensive list of the myths and metaphors found in these works, they were sorted in order to determine which myths and metaphors were the most prominent throughout these articles. (Contains 47 references.) (AEF) ED481748 Unearthing Hidden Assumptions Regarding On-Line Education: The Use of Myths and Metaphors. 2002-00-00 10 N/A 2004 2016-11-21

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Yes Cultural Influences Engineering Engineers Higher Education Hispanic Americans Minority Groups Sciences Scientists Barton, Paul E. Reports - Descriptive Educational Testing Service, Princeton, NJ. English This report is about both progress in increasing the representation of Hispanics in the science and engineering professions and the many efforts that are needed to continue that progress towards more equal representation in these important professions. The supply side throughout the education pipeline is examined from early childhood education through elementary and secondary school, to high school completion and enrollment in--and completion of--college, and on to graduate education. The need for assistance of various kinds along the way and the importance of persistence of Hispanic youth in completing their education and continuing on at critical points in the education pipeline is discussed. Looking into this future requires examining the demand and anticipated supply for these important occupations and addressing the question of whether the economy can absorb an increased supply of Hispanic scientists and engineers. (Author/MVL) ED481749 Hispanics in Science and Engineering: A Matter of Assistance and Persistence. Policy Information Report. 2003-00-00 44 Educational Testing Service, Policy Information Center, Mail Stop 04-R, Rosedale Road, Princeton, NJ 08541-0001. Tel: 609-734-5694; e-mail: pic@ets.org; Web site: www.ets.org/research/pic. N/A 2004 8/20/2004 00:15:38 RIEJUN2004

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Yes Aerospace Education Design Elementary Education Hands on Science Inquiry Primary Education Science Activities Science Instruction Science Interests Scientific Methodology Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This brief discusses X-gliders and flight research with experimental gliders. In this activity, designed for grades K-4, students will learn how to change the flight characteristics of a glider using scientific inquiry methods. Glider plans and a template are included. (MVL) ED481750 X-Gliders: Exploring Flight Research with Experimental Gliders. Educational Brief. 1999-00-00 Practitioners Teachers 7 N/A 2004 8/20/2004 00:15:40 RIEJUN2004

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Yes Aerospace Education Design Elementary Secondary Education Hands on Science Inquiry Science Activities Science Instruction Science Interests Scientific Methodology Space Sciences Technology Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This brief discusses the space shuttle and the docking procedures used with the International Space Station (ISS). Using this activity designed for grades 5-12, students demonstrate and identify procedures for determining the best method for completing the docking activity. Students will also study and identify Newton's Laws of Motion. A mockup and technical drawing of both the shuttle and docking port are provided. (MVL) ED481751 Connecting in Space: Docking with the International Space Station. Educational Brief. 1998-00-00 Practitioners Teachers 5 N/A 2004 8/20/2004 00:15:42 RIEJUN2004

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Yes Aerospace Education Biology Crystallography Hands on Science Science Activities Science Instruction Science Interests Scientific Methodology Secondary Education Space Sciences Technology Guides - Classroom - Teacher Proteins National Aeronautics and Space Administration, Washington, DC. English This brief discusses growing protein crystals. Protein crystals can be very difficult to grow. This activity for grades 9-12 provides a simple recipe for growing protein crystals from Brazil nuts. Included are a history of protein crystals, a discussion of microgravity effects on growth, connections to academic standards, and lab sheets. (MVL) ED481752 A NASA Recipe for Protein Crystallography. Educational Brief. 2000-00-00 Practitioners Teachers 19 N/A 2004 2016-11-21

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Yes Aerospace Education Biology Hands on Science Plant Growth Plant Propagation Science Activities Science Instruction Science Interests Scientific Methodology Secondary Education Space Sciences Technology Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This brief discusses growing cells in a microgravity environment for grades 9-12. Students are provided with plans for building a classroom bioreactor that can then be used with the included activity on seed growth in a microgravity environment. Additional experimental ideas are also suggested along with a history and background on microgravity growth environments. (MVL) ED481753 NASA's Bioreactor: Growing Cells in a Microgravity Environment. Educational Brief. 2002-00-00 Practitioners Teachers 21 N/A 2004 8/20/2004 00:15:51 RIEJUN2004

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Yes Aerospace Education Design Elementary Secondary Education Hands on Science Science Activities Science Instruction Science Interests Scientific Methodology Space Sciences Guides - Classroom - Teacher National Aeronautics and Space Administration, Washington, DC. English This brief discusses the basics of flight using a model of the first supersonic aircraft. This activity for grades 5-12 has students build a glider and learn how to change the flight characteristics of the glider. A template for the glider is included. (MVL) ED481754 The X-1 Paper Glider Kit: Investigating the Basics of Flight with a Model of the First Supersonic Aircraft. Educational Brief. 2000-00-00 Practitioners Teachers 6 N/A 2004 8/20/2004 00:15:52 RIEJUN2004

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Yes At Risk Persons Course Descriptions Foreign Countries Mathematical Concepts Mathematics Curriculum Mathematics Instruction Mathematics Skills Standards Reports - Descriptive Canada Canada Alberta Learning, Edmonton. French To set goals and make informed choices, students need an array of thinking and problem-solving skills. Fundamental to this is an understanding of mathematical techniques and processes that will enable them to apply the basic skills necessary to address everyday mathematical situations, as well as acquire higher order skills in logical analysis and methods for making valid inferences. A knowledge of mathematics is essential for a well-educated citizenry. However, the need for and use of mathematics in the life of the average citizen is changing. Emphasis has shifted from the memorization of mathematical formulae and algorithms toward a more dynamic view of mathematics as a precise language, used to reason, interpret and explore. There continues to be a need for the logical development of concepts and skills as a basis for the appropriate use of mathematical information to solve problems. Moreover, the use of available technology along with techniques such as estimation and simulation, incorporated with more traditional problem solving techniques, are the tools with which mathematical problems are solved. Change in the way in which mathematics is used is necessitating a concurrent change in the emphases of mathematics education. Students need an expanded list of fundamental concepts but will also need to understand the ideas that make up those concepts and how they are related. They also require a familiarity with their applications. Most important, students have to be able to solve problems using the mathematical processes developed, and be confident in their ability to apply known mathematical skills and concepts in the acquisition of new mathematical knowledge. In addition, the ability of technology to provide quick and accurate computation and manipulation, to enhance conceptual understanding and to facilitate higher order thinking, should be recognized and used by students. The majority of students who enter senior high school exhibit mainly concrete operational behaviors with regard to mathematics. It is recognized that senior high school mathematics courses include many abstract understandings that students are expected to acquire. The course content of the Senior High School Mathematics Program is cognitively appropriate for the students and should be presented in a way that is consistent with the students' ability to understand. The Senior High School Mathematics Program includes the course sequences Mathematics 16T26, 14T24, 13T23T33 and 10T20T30, plus Mathematics 31. Transfer by students among courses of different sequences is possible. The course sequences commensurate with differing abilities, interests and aspirations, are designed to enable students to have success in mathematics. As well, the mathematics program reflects the changing needs of society, and provides students with the mathematical concepts, skills and attitudes necessary to cope with the challenges of the future. The Mathematics 14T24 sequence is designed for students whose needs, interests and abilities focus on basic mathematical understanding. The emphasis is on the acquisition of practical life skills and students are provided with opportunities to improve their skills in working with mathematics. Students who successfully complete Mathematics 24 may choose to enter directly into a job or select from a limited number of trade programs. The mathematics requirement for the Alberta High School Diploma consists of two courses in mathematics; e.g., Mathematics 14 and Mathematics 24. (Author) ED481755 Mathematiques 14-24 (Mathematics 14-24). 2003-00-00 92 N/A 2004 2016-11-21

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Yes Admission Criteria College Admission College Entrance Examinations Grade Inflation Higher Education Selective Admission Student Evaluation Bishop, John H. Reports - Descriptive External Evaluation Cornell Univ., Ithaca, NY. English Many, but not all, of the admissions selection criteria favored by U.S. colleges and universities unwittingly create incentives for educational dysfunctional behavior by secondary students, teachers and administrators, and by voters in school budget referenda. These include nerd harassment, peer cultures that denigrate achievement, various efforts by students to take the easy road to graduation, and practices by teachers that reward students who have not really done the work. Tests, such as the Scholastic Assessment Tests and the ACT Assessment, do not really assess the material that students should learn. They are actually aptitude tests, and aptitude has become the leading consideration in college admission. There is evidence that curriculum-based external examinations improve teacher-student relationships and the norms of the student peer culture. Many of the dysfunctional effects of basing admissions decisions on course grades and rank in class could be eliminated if colleges had perfect information about the instructional quality and grading standards of each course taught at each high school and then could adjust the grades to a common metric. Of course, this is not possible, but some adjustments can be made to admissions policies. Especially useful would be the use of curriculum-based external assessments in place of the current college entrance examinations. (Contains 2 figures, 12 endnotes, and 37 references.) (SLD) ED481756 Nerd Harassment and Grade Inflation: Are College Admissions Policies Partly Responsible? 2003-00-00 30 For full text: http://www.ilr.cornell.edu/cheri/wp/cheri_wp08.pdf. N/A 2004 2016-11-21

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Yes Business Education Colleges Educational Quality Higher Education Periodicals Bednowitz, Ian Reports - Research Business Week Ranking U S News and World Report Cornell Univ., Ithaca, NY. English This study examined the widely popular "Business Week" and "U.S. News & World Report" rankings of the top business schools to determine their impact on the admissions outcomes, pricing policies, and career placement outcomes of the business schools they rank. The analysis indicated that both ranking systems have a significant impact on students and administrators in the short term and the long term, but employers are only impacted by long-term changes in ranking. While both ranking systems are shown to have significant effects, some evidence indicates that "Business Week's" ranking is slightly more influential with students and significantly more influential with recruiters, In general, a fall in either ranking system leads a school to become less selective because its applicant pool shrinks and declines in quality, and a smaller percentage of applicants who are accepted matriculate. In addition, administrators are forced either to cut tuition or increase grant and scholarship aid to attract more students from its declining applicant pool. A more favorable ranking allows a school to become more selective as it attracts higher quality students who are more eager to attend the university, and the school can then decrease its grant and scholarship aid or slightly raise its tuition. Employers do not respond to yearly changes in rank, but a prolonged change in a schools ranking by either system leads employers to change their behavior. A long-term increase in a programs ranking leads to more of its students obtaining job offers, higher salaries for these offers, and more offers per student, in addition to an overall increase in the value of the MBA (as measured by change in salary). In a similar way, a program that encounters a long-term decline in rank will see its students obtain lower-paying jobs, fewer options for each student, and a devaluing of the programs MBA. (Author/SLD) ED481757 The Impact of the "Business Week" and "U.S. News & World Report" Rankings on the Business Schools They Rank. 2000-00-00 39 For full text: http://www.ilr.cornell.edu/cheri/wp/cheri_wp06.pdf. N/A 2004 2016-11-21

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Yes Educational Finance Educational Trends Financial Support Higher Education Income Private Colleges Public Colleges Ehrenberg, Ronald G. Reports - Descriptive Speeches/Meeting Papers Cornell Univ., Ithaca, NY. English In spite of the fact that the vast majority of U.S. students attend public institutions, much less is known about their behavior and how the states that support them interact with them and with the private institutions within the states boundaries. This paper summarizes some of the things that are known and outlines some issues that still need attention from researchers. A focus is on research issues that are raised by the growing proprietary, or for-profit, accredited higher education sector, the growth of distance learning, and the pressures on institutions to diversify their revenue streams. The need for institutions to diversify their revenue streams is a need that is shared more generally by almost all public and private nonprofit higher educational institutions. How institutions diversity their revenue streams will depend largely on the nature of each institution and the local conditions it faces. Whether the strategies institutions are pursuing vary systematically and the relationships between distance education and finances are among the questions researchers still need to answer. (SLD) ED481758 The Supply of American Higher Education Institutions. 2000-00-00 Ford Foundation, New York, NY. 22 For full text: http://www.ilr.cornell.edu/cheri/wp/cheri_wp11.pdf. N/A 2004 8/20/2004 00:16:03 RIEJUN2004 Prepared by the Cornell Higher Education Research Institute (CHERI). Paper prepared for the Forum for the Future of Higher Education (Aspen, CO, September 24-27, 2000).

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Yes Distance Education Educational Policy Evaluation Methods Higher Education Program Development Program Evaluation Quality Control State Programs Reports - Evaluative Tests/Questionnaires Quality Assurance Southern Regional Education Board, Atlanta, GA. English The Distance Learning Policy Laboratory of the Southern Regional Education Board (SREB) and many states and regional organizations are coming to a consensus on the principles and goals that should shape distance learning policies. In the case of quality assurance, the SREB believes there are four guiding principles that states should follow. States should take advantage of state, regional, and national networks for sharing high quality offerings, and reciprocity should be maximized. States should demonstrate a commitment to innovation and a desire to move the best of these practices into mainstream activities. State quality assurance policies should focus on the needs of the student, and state policies should be shaped with the understanding that "distance" is not a defining characteristic of learning processes; rather, it is one among many factors to take into account in designing effective programs. Within these guiding principles, the quality assurance subcommittee has prepared seven recommendations for consideration by the Distance Learning Policy Leadership Group and the SREB. These involve: (1) review of current oversight policies; (2) adoption of "best practices"; (3) development of more effective mechanisms to learn student views concerning the quality of distance learning offerings; (4) extending and formalizing the "free trade zone" concept in the electronic campus; (5) working toward consistent, coordinated, unbiased, and nonduplicative reviews; (6) accelerating work to include outcome measures in accountability mechanisms; and (7) establishing common definitions and state data reporting mechanisms. Two appendixes contain a quality practices survey and a list of respondents to this survey. (SLD) ED481759 The Challenges of Quality Assurance in a Distance Learning Environment. A Report and Recommendations in a Series on Distance Learning Policy Issues. 2002-06-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 28 For full text: http://www.electroniccampus.org/policylab/Reports/Quality%20Assurance%20Final%205.31.02.pdf. N/A 2004 2016-11-21

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Yes Black Students College Students Individual Development Psychosocial Development Teacher Student Relationship Stewart, Dafina Lazarus Reports - Research Speeches/Meeting Papers Identity Formation Identity (Psychological) Social Identity English The purpose of this study was to investigate how social and cultural identities, such as race, gender, and class, intersected and interacted to inform the self-identities of black students on a predominantly white campus and to begin to theorize the process of identity integration and its attendant issues. Participants were five students at a small, selective, rural college. Each student participated in four semistructured interviews. Findings suggest that there is a need to include the integrating of multiple identity facets as a component of psychosocial development. For these students, there were issues of weaving the self into and through context, developing a context-transcendent identity, in which core beliefs and perspectives are central, rather than peripheral. Findings also support the central and pivotal role of intimate relationships and suggest that it may be time to extend this understanding to mens development as well as to womens. The interviews show that the development of student groups and clubs that intersect different identity facets may encourage and support students as they seek ways to bring the multiple facets of themselves to bear on the issues of their lives. Findings also show that the development of an integrated social and cultural identity, which blends the influences of race, gender, class, and other central facets, does not occur in a vacuum, but is influenced by the cognitive and other psychosocial development of the student as either a support or a hindrance. (Contains 2 tables and 24 references.) (SLD) ED481760 Issues Affecting the Integration of Multiple Social and Cultural Identities among Black Students at a Predominantly White Institution. 2002-00-00 20 N/A 2004 2016-11-21

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Yes Department Heads Departments Educational Change Efficiency Higher Education Leadership Effectiveness Productivity Chambliss, Catherine Guides - Non-Classroom English Change itself often threatens efficiency. This is ironic, given that organizational changes are frequently made because of a need for increased efficiency. Academic departments within a wide variety of institutions are wrestling with this irony on a daily basis. Expanding systems and staffing, and adoption of new computer systems, all intended to increase productivity, all too often actually compromise departmental effectiveness, if mismatched. Various strategies for academic department chairs to use in managing both staffing and technology changes, including illustrative examples, are examined. (SLD) ED481761 Managing Academic Departments: Protecting Productivity in the Face of Staffing and Technology Changes. 2003-00-00 14 N/A 2004 8/20/2004 00:16:08 RIEJUN2004

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No College Attendance Demography Enrollment Postsecondary Education School Surveys Student Characteristics Tables (Data) Numerical/Quantitative Data Minnesota Minnesota Minnesota Higher Education Services Office, St. Paul. English This report provides data on enrollments in Minnesota postsecondary institutions. It has four parts: (1) five-year summaries, which includes total headcount, full-time and part-time, male and female, and new entering student enrollments; (2) residence, including county, state, and foreign country; (3) distribution by year of high school graduation; and (4) institution enrollment reports, including level of study, gender, and full-time or part-time attendance for each institution. (EV) ED481762 Minnesota's Post-Secondary Education Enrollment Data. Basic Data Series, 2002. 2003-09-00 192 For full text: http://www.mheso.state.mn.us. N/A 2004 2016-11-21

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No Access to Education Educational Finance Higher Education Public Colleges Public Policy State Aid State Government Student Financial Aid Reports - Descriptive Missouri Oregon Arizona State Policy Connecticut Florida Arizona Connecticut Florida Missouri Oregon Western Interstate Commission for Higher Education, Boulder, CO. English This report is a collection of five state case studies comprising a major component of the first phase of the project, "Changing Direction: Integrating Higher Education Financial Aid and Financing Policies." The project explored state-level strategies to better align financing and financial aid policies and support more informed decision making on issues surrounding financial aid and financing in higher education. These case studies of Arizona, Connecticut, Florida, Missouri, and Oregon were designed to equip policymakers and higher education leaders from all sectors to more effectively address key public policy issues concerning the structuring of financing and financial aid to achieve goals of access to quality higher education. This paper describes how states were selected, presents state objectives, and highlights a number of milestones and accomplishments, focusing on how states: engaged key leadership, developed new policy, sustained a discussion and laid the ground for further work, and commissioned special studies. For each case study, the paper presents information on state policy context, state actions, and observations. (SM) ED481763 Integrating Financial Aid and Financial Policies: Case Studies from Five States. Changing Direction: Integrating Higher Education Financial Aid and Financing Policies. 2003-08-00 Lumina Foundation for Education, Indianapolis, IN. 24 Western Interstate Commission for Higher Education, P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Web site: http://wiche.edu/Policy/Changing_Direction/Pubs.htm. N/A 2004 2016-11-21

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No Educational Attainment Educational Finance Grants Higher Education Public Colleges State Aid Student Characteristics Student Financial Aid Reports - Descriptive State Policy Western Interstate Commission for Higher Education, Boulder, CO. English This report examines institutionally and state funded grants to students attending public higher education institutions, using data from a U.S. Department of Education survey to analyze the characteristics of students receiving these grants and changes in use of the grants. It also examines whether institutional and state grant awards are related to student persistence and degree attainment. While the number of institutional grant awards and average award size increased between 1995-1996 and 1999-2000, award size did not keep pace with tuition increases at four-year institutions, although it did at community colleges. Institutional aid in the latter year was much more likely to be awarded without consideration of financial need. Full-time, dependent, and traditional college-aged students were more likely to receive awards, and the awards they received were larger than those given to part-time, independent, and older students. Lower-income students were more likely to receive grants, although the overall size of the grant was larger for middle- and higher-income students. Students in low-aid states were more likely to receive institutional grants. Academic factors were the strongest predictors of whether students successfully navigated their way through college. Institutional grants related to persistence and attainment. Awarding of institutional aid early in a student's career was an important predictor of later persistence or attainment. (SM) ED481764 Informing Public Policy: Financial Aid and Student Persistence in Public Colleges and Universities. Changing Direction: Integrating Higher Education Financial Aid and Financing Policies. 2003-08-00 Lumina Foundation for Education, Indianapolis, IN. 50 Western Interstate Commission for Higher Education, P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Web site: http://wiche.edu/Policy/Changing_Direction/Pubs.htm. N/A 2004 2016-11-21

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No Educational Finance Educational Policy Higher Education State Government Student Financial Aid Tuition Collected Works - General State Policy Western Interstate Commission for Higher Education, Boulder, CO. English These four papers look into a system comprised of integrated financial and financing policies. Each paper examines a different aspect that is critical to alignment. "Financing in Sync: Aligning Fiscal Policy with State Objectives" (Dennis Jones), identifies distinct elements of financing policy, describes alternative forms of these elements, and illustrates the alignment of these policies in the context of alternative state priorities. "The Governance Context for State Policies on Appropriations, Tuition, and Financial Aid" (Kenneth Mortimer), examines the role of governance in the integration of financial aid and financing policies. "Informing the Integration of Tuition, Student Financial Aid, and State Appropriations Policies" (Paul Brinkman), discusses how data are pivotal in catalyzing commitment to the goal of policy alignment and structuring and monitoring policies to achieve this goal. "Information Sources for Answering Key Financing and Financial Aid Policy Questions: Current Practice and Future Possibilities" (Paul Lingenfelter, Hans L'Orange, Christopher Rasmussen, and Richard A. Voorhees) examines, from a data perspective, what states need to know in order to design and implement policies related to appropriations, tuition, and student financial assistance. (SM) ED481765 Policies in Sync: Appropriations, Tuition, and Financial Aid for Higher Education. A Compilation of Selected Papers. Changing Direction: Integrating Higher Education Financial Aid and Financing Policies. 2003-04-00 Lumina Foundation for Education, Indianapolis, IN. 79 Western Interstate Commission for Higher Education, P.O. Box 9752, Boulder, CO 80301-9752. Tel: 303-541-0200; Web site: http://wiche.edu. N/A 2004 2016-11-21

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Yes Higher Education Institutional Mission Mission Statements Public Colleges School Policy State Government Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English This report presents data collected via interviews with institutional personnel and reviews of historical and current institutional and State Council of Higher Education for Virginia documents to gain a better understanding of mission change and its associated factors. Results indicate that Virginia's public colleges and universities have responded well to contemporary challenges and opportunities, while resisting real changes in their core missions. Since the mid-1990s, public institutions have kept their core missions rather constant and consistent, while occasionally adjusting and/or adapting either (1) the "what" (various academic subcomponents) of their overall missions; (2) the "how" (various structural, processual, and/or pedagogical means) of achieving their overall missions; or (3) the "for whom" (various levels of admission selectivity and/or enrollment totals) of their overall missions in order to meet the needs of the world/nation/state, their regional/local areas, and their students. In the process, they have worked to overcome the unique and the common challenges they individually and collectively face and to maximize opportunities to better position themselves, and the Commonwealth, for the future. Recommendations for strengthening the current mission review policy are included. Overall, findings indicate that drastic measures to address mission changes are not necessary. An appendix contains the legislative mandate. (SM) ED481766 A Study of Factors That Have Contributed to Mission Change in Public Colleges and Universities. Report to the Governor and General Assembly. 2003-09-23 29 State Council of Higher Education for Virginia, James Monroe Building, 101 North Fourteenth Street, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu. N/A 2004 2016-11-21

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Yes Access to Education Budgets Expenditure per Student Higher Education State Colleges Student Costs Tuition Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English This report summarizes: (1) planned increases in in-state undergraduate tuition and mandatory educational and general (E&G) fees for the 2003-04 academic year (analyzing those increases as they relate to the tuition policy set forth by the 2003 General Assembly); (2) changes in tuition and fees in Virginia over the last 25 years; (3) cost sharing relationship between the state and in-state undergraduate students; and (4) trends in tuition increases nationally and peer comparisons. Findings include: the 2003 General Assembly established a tuition policy that institutions shall not increase tuition and mandatory E&G fees for in-state undergraduates by more than five percent in 2003-04 over the adjusted annualized 2002-03 base tuition; the overall actual average increase for in-state undergraduate tuition and mandatory E&G fees, without annualizing the mid-year increases, will be 19.3 percent from 2002-03 to 2003-04; and the fall, average tuition and mandatory E&G charges will be less than they would have been had they increased by the rate of inflation between 1995-96 and 2003-04. Appendixes include comparisons of changes in tuition and fees for other student groups including in-state and out-of-state undergraduate and graduate and in-state and out-of-state first-professional. (SM) ED481767 Tuition and Fees at Virginia's State-Supported Colleges and Universities, 2003-2004. A SCHEV Report. 2003-06-30 39 State Council of Higher Education for Virginia, James Monroe Building, 101 North Fourteenth Street, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu. N/A 2004 2016-11-21

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Yes Access to Education Educational Finance Expenditure per Student Financial Support Higher Education Income State Colleges Student Costs Tuition Reports - Descriptive Virginia Virginia Virginia State Council of Higher Education, Richmond. English This report examines trends in resources available, past funding policies, and the need for a funding policy for Virginia public higher education that can minimize the impact of peaks and troughs of economic cycles. It reviews trends from 1988-89 to 2003-04 by: identifying primary revenue sources of higher education, examining institutional expenditures, and comparing Virginia's revenues and expenditures with those of other states. Findings indicate that over 15 years, state support fluctuated consistent with Virginia's changing economic conditions. Tuition revenue has been used to offset general fund reductions during economic downturns when students and their families can least afford to pay. Virginia higher education is more affordable today than it was 10 years ago. However, this affordability was achieved through dramatic changes in cost sharing over the period, with varying degrees of equity depending upon when a student entered the system. While many Virginia institutions have received consistently high ratings on educational value and academic quality from national organizations, Virginia institutions have operated with less overall support per student than their national public peers, partly because enrollments at Virginia institutions have increased by 23 percent over 15 years with little or no enrollment growth funding. (Contains 18 references.) (SM) ED481768 Condition of Higher Education Funding in Virginia. A SCHEV Report. 2003-05-00 82 State Council of Higher Education for Virginia, James Monroe Building, 101 North Fourteenth Street, Richmond, VA 23219. Tel: 804-225-2600; Fax: 804-225-2604; Web site: http://www.schev.edu. N/A 2004 2016-11-21

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Yes Access to Education Accountability Budgets Educational Policy Educational Quality Grants Higher Education Information Technology Mission Statements Program Development Public Colleges Student Diversity Teacher Expectations of Students Tuition Guides - Non-Classroom Affordability Economic Growth Illinois Illinois Illinois State Board of Higher Education, Springfield. English This comprehensive reference document incorporates the 1997 Master Plan Policies updated and amended with policies adopted by the Illinois Board of Higher Education since the 1997 edition. As a compilation, it includes relevant sections of the comprehensive master plans of the 1960s and 1970s and issue-related policies developed in the 1980s and early 1990s, as well as policies developed between 1997 and 2003. Chapter 1, "Illinois Board of Higher Education Roles and Responsibilities," focuses on overview, Illinois higher education, coordination, approval and review of public institutions' programs, budget recommendations, grant administration, authorization of independent institutions, and information systems. Chapter 2, "The Illinois Commitment Partnerships, Opportunities, and Excellence," presents goals for Illinois higher education, focusing on economic growth, teaching and learning, affordability, access and diversity, high expectations and quality, and productivity and accountability. An appendix offers lists of master plans and policy statements of the Illinois Board of Higher Education. (SM) ED481769 Compilation of Master Plan Policies for Illinois Higher Education, 2003. 2003-10-00 114 N/A 2004 2016-11-21

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Yes Citizen Participation Grants Higher Education Program Effectiveness Public Service School Community Relationship Service Learning State Aid Student Participation Reports - Research Minnesota Minnesota Minnesota Higher Education Services Office, St. Paul. English This study was designed to: determine outcomes from projects supported by grants made to campuses and community based organizations through the state funded Postsecondary Service Learning Grant program from 1989-2001; develop indicators to help campuses and evaluators define campus civic engagement; and document the current status of civic engagement and service learning at Minnesota campuses. During 2002-03, researchers conducted interviews and observation at 38 institutions, reviewed documents (strategic plans and annual reports), and reviewed critical incident reports. Nearly 250 people from 45 campuses and 40 community organization partners were interviewed. Results highlighted strong civic engagement indicators (e.g., local knowledge was valued in epistemology/knowledge generation and campus decision making included all campus stakeholders) and weak indicators (e.g., endowment policy considered local, regional, or global impact, and faculty development opportunities supported engagement). Key findings included: campuses generally believed they had stronger cultures and leadership than actual mechanisms and programs supporting civic engagement; common barriers to campus civic engagement included were pressures on student and faculty time and lack of criteria for civic engagement in promotion and tenure. Nearly all campuses offered service learning as an integrated curricular pedagogy; and over 25,000 students engaged in course-based service learning each year. (SM) ED481770 Minnesota Campus Civic Engagement Study: Defining Engagement in a New Century. 2003-00-00 73 Minnesota Higher Education Services Office, 1450 Energy Park Drive, Suite 350, Saint Paul, MN 55108-5227. Tel: 651-642-0567; Tel: 800-657-3866 (Toll Free); Fax: 651-642-0675; e-mail: info@heso.state.mn.us; Web site: http://www.mheso.state.mn.us. N/A 2004 2016-11-21

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No Educational Finance Educational Improvement Educational Research Financial Support Grants Higher Education Reports - Descriptive Higher Education Funding Council for England, Bristol. English The Higher Education Funding Council for England (HEFCE) was introduced in 1997-98 as a discretionary fund to support development projects which higher education institutions (HEIs) could not fully fund themselves. Its focus was organizational and institutional restructuring to improve teaching and research and to meet new demands, and to support collaborative projects between HEIs and with other partners. This fourth and final report summarizes the objectives of projects funded during 2001-02. The first section provides a summary table listing all projects receiving funding between January 2001 and December 2002. The second section gives an overview of the types of projects institutions put forward for support. The third section sets out the criteria against which the approved projects within this publication were assessed. It also offers information on the standard terms and conditions that were applied to these projects. The fourth section contains individual progress reports on continuing projects, with contact details for further information. A key to abbreviations is attached. (SM) ED481771 Restructuring and Collaboration Fund: Progress Report on Approved Projects in 2001 and 2002. 2003-00-00 183 N/A 2004 8/20/2004 00:16:26 RIEJUN2004

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Yes Access to Education Accountability Accreditation (Institutions) College Faculty Curriculum Educational Finance Educational Quality Enrollment Trends Federal Legislation Financial Support Graduation Higher Education Institutional Cooperation Institutional Mission Preservice Teacher Education Public Colleges Racial Composition State Colleges Teacher Salaries Teacher Shortage Numerical/Quantitative Data South Carolina South Carolina South Carolina Commission on Higher Education, Columbia. English This publication examines data reported annually by South Carolina's public institutions of higher education as part of institutional effectiveness reporting. Data are displayed on the 33 public institutions of higher education within groupings of institutions. The 11 sections highlight various aspects of higher education: (1) "Mission Focus" (review of programs curricula offered at institutions, and institutional mission statements); (2) "Quality of Faculty" (academic and other credentials and faculty compensation by sector); (3) "Classroom Quality" (e.g., courses taught by full- and part-time faculty and graduate assistants and accreditation of degree granting programs); (4) "Institutional Cooperation and Collaboration"; (5) "Administrative Efficiency" (administrative and academic expenditures); (6) "Entrance Requirements" (e.g., qualifications of entering freshmen and admission standards); (7) "Graduates' Achievements" (e.g., performance funding graduation rate and student performance on professional examinations); (8) "User-Friendliness of the Institution" (e.g., enrollment by race and accessibility to the institution); (9) "Research Funding" (e.g., student involvement in research and financial support for teacher education); (10) "Campus-Based Assessment" (2002 summary reports on institutional Web sites); and (11) "Institutional Performance Rating Process" (institutional ratings for 1999-2000 performance year). (SM) ED481772 A Closer Look at Public Higher Education in South Carolina: Institutional Effectiveness, Accountability, and Performance. 2003-01-00 109 South Carolina Commission on Higher Education, 1333 Main Street, Suite 200, Columbia, SC 29201. Tel: 803-737-2260; Fax: 803-737-2297; Web site: http://www.che400.state.sc.us. N/A 2004 2016-11-21

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Yes Academic Failure Academic Probation Academic Standards Community Colleges Expulsion Grades (Scholastic) Student School Relationship Suspension Two Year Colleges Reports - Research City College of San Francisco CA City Coll. of San Francisco, CA. Office of Institutional Research, Planning and Grants. English This document discusses students on academic probation in City College of San Francisco as of Spring 2002. During any given semester, 9-10% of students are on academic probation. A majority of students on academic probation are men. Higher numbers of African American (17%) and Filipino (17%) students were on academic probation rather than Whites (5%). The report found that students between the ages of 18-25 with two basic skills placements are the most likely group to be on academic probation. The most common educational goal for first time probationary students is receiving a two or four year degree. The following are other common characteristics of students on academic probation: (1) a majority (75%) are on probation for the first time; (2) of the students on academic probation, two thirds remained on academic probation until leaving the college; (3) first time probation students who received financial aid are more likely to leave CCSF in clear standing than those who do not receive financial aid; (4) CCSF programs help students get off academic probation; and (5) early identification and support of students on academic probation is the most effective way of helping these students graduate with a clear record. (MZ) ED481773 Students on Academic Probation at City College of San Francisco. 2002-00-00 10 N/A 2004 2016-11-21

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Yes Budgeting Budgets Community Colleges Economic Factors Educational Finance Finance Reform Financial Audits Financial Policy Financial Problems Two Year Colleges Reports - Descriptive Florida Community College System Florida State Board of Community Colleges, Tallahassee. English This document discusses the Florida Community College System's Long Range Program Plan (LRPP) for the fiscal years 2002-2003 through 2006-2007. The document begins by addressing the mission statement of the college, which strives for "high student achievement, seamless articulation and increased access, workforce skills and economic development, and quality efficient services." Specifically, the document discusses the governor's priorities and how much improvements have been made in each specific area. The goals of the governor for the Florida Community College system are the following: (1) improve student achievement; (2) reduce violent crime and illegal drug use; (3) create a smaller, more effective, more efficient government that fully harnesses the power of technology to achieve these goals; (4) create a business climate that is conducive to economic opportunity; (5) help the most vulnerable among us; and (6) enhance Florida's environment and quality of life. The document is divided into the following sub sections: Florida Community College system goals and objective, Florida Community College system linkage to governor's priorities, trends and conditions statement, Florida Community College system external and internal impacts chart, Florida Community College system services and activities, and long-range program plan fiscal years 2002-2003 through 2006-2007. (MZ) ED481774 Florida Community College System Long-Range Program Plan (LRPP) for Fiscal Years 2002-2003 through 2006-2007. 2001-11-00 69 N/A 2004 2016-11-21

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Yes College Graduates Community Colleges Graduates Graduation Individual Characteristics Satisfaction Student Characteristics Two Year Colleges User Satisfaction (Information) Reports - Research Mendocino College CA Mendocino Coll., Ukiah, CA. English This document discusses the characteristics and satisfaction level of graduating students in 2002-03 in Mendocino College. The graduating class of 2003 was the largest in the colleges history. The information gathered in the report came from a survey mailed to graduates from the class of 2002 and 2003. The response rate was 35% for class of 2002 and 21% for class of 2003. Some of the key findings of the survey are as follows: (1) for both graduating classes, the majority of students completed their program in two or three years; (2) in comparison to the class of 2002, less students from 2003 planned to transfer to a four year school upon graduation; (3) more students from 2003 planned to begin/continue working upon graduation; (4) students from both years were satisfied with most of the services and program offered by the college; (5) overall for both years, the majority (78%) of students were White; (6) more students from 2002 worked full-time (64%) during college than 2003 students (59%); (7) the majority of students from both years took classes both during the day and night; and (8) the most common area of study was General Studies and Liberal Arts (57%). Contains 2 tables and 10 graphs. (MZ) ED481775 Satisfaction and Characteristics of Graduating Students, Classes of 2002 and 2003. 2003-07-00 9 N/A 2004 2016-11-21

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Yes Business Community Colleges Community Programs Educational Improvement Partnerships in Education Public Sector School Business Relationship Shared Resources and Services Two Year Colleges Reports - Descriptive Canada Canada Association of Canadian Community Colleges. English This document was prepared by the Association of Community Colleges in order to describe the relationship between colleges and small- and medium-sized enterprises in Canada. The ACCC collected information for this survey from the 150 Canadian colleges by conducting a literature/data review and a survey of member institutions in addition to on site interviews for certain selected schools. The document places emphasis on trends, inhibiting factors, and future direction of the relationships with the SME sector. The document is divided under the most common areas characterizing SME-college/institute interaction. Some of these common areas are: (1) skills development equation; (2) SMEs and colleges in rural and remote communities; (3) expanding virtual relationships; (4) product development, business incubation, and technology commercialization; (5) international connections and trade promotion; and (6) collaborative approaches. The document discusses in which specific ways SME is involved in college operations and discusses trends among the various community colleges. Based upon the analysis of the success factors and current trends that shape the relationship between community colleges, the future direction of these relationships are characterized by certain factors, such as higher numbers of Aboriginal SMEs and increased connectivity to rural and remote areas. (MZ) ED481776 Canadian Colleges and Institutes and Small- and Medium-Sized Enterprises, Productivity at Work. 2003-02-00 30 N/A 2004 2016-11-21

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Yes Community Attitudes Community Characteristics Community Colleges Community Needs Community Surveys Consortia Cooperative Programs Educational Cooperation Teacher Surveys Two Year Colleges Waller, Rusty Reports - Research Texas State Higher Education Coordinating Board, Austin. Div. of Community Colleges and Technical Institutes. English This document focuses on Texas 26 regional consortia that coordinate the delivery of services between secondary school districts and two-year colleges. It examines the professed effectiveness of these consortia by using a perception survey given to Texas Tech Prep consortia directors, community college technical administrators, and secondary technical program directors. The survey includes a section in which the respondents rate the success of the States Tech Prep initiative on a scale of 1-5 (5 being the best and 1 the worst) as well as an open-ended question section. The response rate was 73% for the consortium directors, 56% for the postsecondary technical administrators, and 40% for the secondary technical administrators. The survey was divided into seven major areas: Purpose, governance/leadership, communication, participation, and student success in addition to the direct responses of the Tech Prep directors. Based upon the survey results, the document concludes that the Tech Prep initiative has been effective in areas, such as career development, student opportunity, partner participation, flawless career pathways, verbalization, and student success. The article concludes with four suggestions that would create further improvements, including further research on barriers hindering student involvement and the expansion of statewide communication efforts. Contains 7 tables and answers given by each individual respondent to the survey. (JS) ED481777 Texas Tech Prep Environmental Scan of Partner Perceptions: An Assessment of Effectiveness. 2003-00-00 28 For full text: http://www.techpreptexas.org/techpreptexas/NCTC_research.PDF. N/A 2004 8/20/2004 00:16:37 RIEJUN2004

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No Community Colleges Graduate Students Graduate Study Migrants Technical Education Two Year Colleges Undergraduate Students Undergraduate Study Vocational Schools Reports - Descriptive Texas Texas Texas State Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. English This report compares fall 2002 enrollment in Texas public community and technical colleges to fall 2001 enrollment numbers at these institution. The data used comes from the CBM001 Student Report, which records students enrolled on the official census, and the CBM009 Graduation Report that records graduates for the academic year. The data is separated into non-graduates and graduate students identified by the CBM009 for 2000-02 academic year, as well as students who graduated anytime during the 2000-01 academic year. The other five major categories of the group are: (1) Students who were enrolled in the 2000 fall term at a public community or technical college and returned to the same institution; (2) Other junior level students who enrolled in fall 2000; (3) Other senior level students who enrolled in the fall 2000 at a public community college; (4) Students with concurrent enrollment; and (5) Students who could not be located through student record files in fall of 2001. The following are named as some of the limitations to the data: (1) The number in the undeclared category represent students who may ultimately declare either an academic or vocational-technical intent; and (2) The current reporting system does not track students who transferred to private colleges, enrolled in colleges out of state, or entered the workforce. (Contains 76 charts.) (MZ) ED481778 Student Migration Report, 2000-2001. 2001-00-00 79 For full text: http://www.stcc.cc.tx.us/~research/reports/pdfs/smigr02.pdf. N/A 2004 2016-11-21

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Yes Black Students Educational Trends Enrollment Enrollment Trends Medical Schools Medical Students Private Colleges Denton, David R. Reports - Descriptive Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English The number of black students entering medical schools in the member states of the Southern Regional Education Board (SREB) climbed steadily in the later 1980s and early 1990s and peaked with the entering class in 1996-1997. The numbers slipped after 1996-1997 as the use of minority preferences in admissions to educational programs came under increasing criticism. By 2002-2003, however, the numbers had rebounded. Black students accounted for only a slightly lower percentage of new students at medical schools in 2002-2003 (8.4%) than in 1996-1997 (8.9%). This fact sheet provides additional details on the enrollment of black students in medical schools in SREB states. (SLD) ED481779 Black Admissions to Medical Schools Rebound, Shift toward Private Schools. Focus on Health Professions Education. 2003-08-00 6 N/A 2004 2016-11-23

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Yes Academic Degrees Accreditation (Institutions) Educational Quality Higher Education Reports - Descriptive Diploma Mills Council for Higher Education Accreditation, Washington, DC. English This fact sheet discusses "diploma mills" and "accreditation mills," dubious providers of educational offerings or operations that offer certificates and degrees that are considered bogus. Because it is not always easy to identify these operations, questions are provided to help the potential student determine whether a provider is a diploma mill or an accreditation mill. If the answers to a majority of questions are yes, students should consider this highly suggestive that they are dealing with a mill. Chief among the questions is whether the operation allows the degree or accredited status to be purchased. (SLD) ED481780 Important Questions about "Diploma Mills" and "Accreditation Mills." 2003-05-00 4 N/A 2004 2016-11-21

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Yes College Credits Dual Enrollment High School Students Higher Education Secondary Education State Programs Collected Works - Serials Reports - Descriptive American Association of State Colleges and Universities, Washington, DC. English Dual enrollment programs allow high school students to take college-level courses and receive credit at both institutions toward the completion of a college degree. Such programs are also referred to as concurrent enrollment, joint enrollment, or dual credit. This brief discusses the advantages and drawbacks of dual enrollment programs. Currently, more than 30 states are operating or have passed legislation establishing dual enrollment programs. The rules and regulations that govern such programs vary significantly, and funding for these programs varies among states. State involvement in dual enrollment programs is extensive. Such programs offer many benefits for students, including reduction of the senior drop out rate, the accumulation of college credits while still in high schools, and lower costs for students resulting from less time required to earn a degree. Benefits can also be identified for colleges and universities, high schools, and society. Concerns center on costs for students and institutions, program quality, faculty issues, transferability, and institutional liability. Dual enrollment programs represent a trend with a strong future, and can be expected to serve a number of different purposes. (Contains 39 endnotes.) (SLD) ED481781 The Open Door: Assessing the Promise and Problems of Dual Enrollment. State Policy Briefing v1 n1 May 2002 2002-05-00 12 N/A 2004 8/20/2004 00:16:44 RIEJUN2004

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Yes Cooperative Programs Doctoral Programs Educational Administration Educational Cooperation Higher Education Intercollegiate Cooperation Leadership Partnerships in Education Margulus, Lisabeth S. Price, William J. Tracy, Jaclynn C. Reports - Descriptive Speeches/Meeting Papers Eastern Michigan University Grand Valley State University MI English As educational indicators continue to signal tough times ahead, higher education institutions are also likely to continue to face further belt tightening. This means operating more efficiently and will also require that institutions look for opportunities to collaborate through inter-institutional partnerships that provide creative ways to address program needs in high demand fields. The Cooperative doctoral program in educational leadership of Eastern Michigan University (EMU) and Grand Valley State University (GVSU) is an example of the sort of collaboration that can avoid costly duplication of programs while serving student needs in a high demand area. A unique interinstitutional program was formed in 1998 to deliver EMUs program at the GVSU campus. The program uses GVSU facilities, marketing, and staff support, as well as collaboration between EMU and GVSU faculty through teaching and service on doctoral dissertations. Residual benefits include interinstitutional collaboration between faculty and increased benefits for students who have access to a wider range of faculty expertise and institutional facilities and resources in an era of severe fiscal constraint. (Contains 11 references.) (SLD) ED481782 An Inter-Institutional Partnership for a Doctoral Program in an Era of Financial Constraint. 2003-08-05 16 N/A 2004 2016-11-21

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Yes Cultural Influences Distance Education Elementary Secondary Education Foreign Countries Professional Development Social Influences Teachers Vasquez-Martinez, Claudio-Rafael Reports - Descriptive Colombia Colombia English This essay considers the social and cultural impact of a distance education program offered by a Colombian university. The EDI distance education program for teachers was proposed as an alternative to reach geographical zones distant from the large cities and labor groups that have difficulties being admitted to conventional universities. It was also conceived as a regional promoter of social change. Among the objectives of the program was the transformation of the Antiochian province of Colombia. The main effect of the program is, of course, on the professional work of the teacher. Until government by the people becomes a reality, the teacher must play a role in the process of consultation and change to try to alter the values he or she has represented and consider school as a determinant of the social change rate. In its 5 years of operation, the program has served 2,935 students. The growth of the program indicates its importance as a democratizing agent. Participation in higher education in the province has increased. Student test results from the province have improved, reflecting positive impacts from the program. The attitude of the community has been favorable, and overall, findings suggest that the distance education program should be continued. (Contains 121 references.) (SLD) ED481783 Social Impact on Education, Community, Collaboration and Research on Distance Education. 2002-10-16 29 N/A 2004 2016-11-21

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Yes Cost Effectiveness Doctoral Degrees Graduate Study Higher Education Needs Assessment Specialist in Education Degrees Walters, Garrison Powell, Wayne Yates, Albert Reports - Evaluative Arkansas Arkansas Arkansas State Dept. of Higher Education, Little Rock. English The Arkansas Higher Education Coordinating Board directed the Arkansas Department of Higher Education (ADHE) to conduct a study of the graduate education needs of the state and the wise use of limited state resources to meet these graduate education needs. ADHE staff collected information from a variety of sources. As of February 2000, the ADHE staff had received six proposals for new doctoral programs and four universities proposed a collaborative doctoral program. Recommendations were made by the ADHE about these proposed programs. These recommendations make the point that, despite the long-term importance of doctoral programs to the economic future of the state, its short-term priorities should be in improving access to higher education and in strengthening science and engineering programs at all levels. The example of Ed.D. and Ed.S. degrees, which fall into the practitioner/professional degree category, rather than the research degree category, illustrates some of the complexities of implementing new doctoral programs. Despite the need for more Ed.S. training, the review staff of the ADHE concludes that the state should be cautious about the extent to which resources are focused on these programs. They should not detract from the fundamental mission of training and supporting teachers. New Ed.S. programs should establish formal cooperative agreements with existing programs. Similar analyses discuss the situation for social science and humanities doctorates, knowledge and information management programs, and physical science and life science programs. Specific recommendations are made for individual institutions. The overall conclusion is that in the short run, investments in doctoral programs will provide a comparatively smaller economic "bang for the buck." An appendix outlines some outcomes of the Graduate Education Study. (SLD) ED481784 Graduate Education in Arkansas: Doctoral and Specialist Degrees. 2000-06-10 30 N/A 2004 2016-11-21

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Yes Educational Improvement Educational Objectives Educational Planning Futures (of Society) Higher Education Reports - Descriptive Alabama Alabama Alabama State Commission on Higher Education, Montgomery. English The State Plan for Alabama Higher Education is intended to focus public attention on important strategic issues facing Alabama higher education and the state and to articulate Alabamas needs and its vision for higher education. It is designed to commit resources necessary to provide high quality teaching, scholarship, research, and public service programs for Alabama citizens, and to promote stronger working relationships among stakeholders with an interest in the establishment of common goals and the resolution of issues related to the improvement of higher education in Alabama. The Plan outlines five goals for the period from 2003-2004 to 2008-2009: (1) access: elevate the educational attainment levels of all citizens; (2) cooperation: offer relevant educational programs that address economic, intellectual, and social problems by partnerships with business, government, K-12, and private sector entities; (3) quality: strengthen instructional programs, evaluate and assess their effectiveness, and use the results to improve quality; (4) resources: strive for a sustained level of funding that will allow citizens to reach educational objectives, attain cultural and social goals, and position Alabama to compete economically in the region; and (5) workforce development: enhance economic prosperity by involving all segments of public education in Alabamas economic future. (Contains 28 references.) (SLD) ED481785 State Plan for Alabama Higher Education, 2003-04 to 2008-09. 2003-08-08 29 N/A 2004 2016-11-21

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Yes Annual Reports College Graduates College Preparation Educational Finance Educational Objectives Enrollment Higher Education Majors (Students) Paying for College State Programs Kaplan, James L. LaVista, Daniel J. Numerical/Quantitative Data Reports - Descriptive Illinois State Board of Higher Education, Springfield. English This report presents information about the Illinois Board of Higher Education and the state of higher education in Illinois. The Illinois Board of Higher Education, a 15-member board, is responsible for planning and coordinating the states system of higher education. The Board has statutory responsibilities for master planning, the budget, program approval, institution approval, grants administration, and information systems. The Board has adopted the Illinois Commitment, a strategic plan that sets forth six goals for higher education in Illinois. The report contains information on the higher education budget for fiscal year 2004, a budget that includes $2.4 billion in state general funds. Details are provided for public universities, community colleges, adult education, and other aspects of the higher education system. Some policy initiatives are highlighted, including the Boards Committee on Affordability and its Faculty Diversity Study. A brief profile of higher education in Illinois is also included. In fall 2002, there were 781,190 students at 187 public and private colleges and universities in Illinois, representing a 3.8% increase over 2001. Details are provided about student characteristics, enrollment, finances, graduates, and programs. (Contains 15 figures and 5 maps.) (SLD) ED481786 Illinois Higher Education Annual Report, 2003. 2003-00-00 35 N/A 2004 8/20/2004 00:16:54 RIEJUN2004 For the 2002 report, see ED 467 031.

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No Core Curriculum Higher Education Public Colleges State Programs Reference Materials - Directories/Catalogs Reports - Descriptive Arkansas Arkansas Arkansas State Dept. of Higher Education, Little Rock. English In 1990 the Arkansas State Board of Higher Education adopted guidelines for the development of state minimum core curriculum response to state legislation. This legislation provides that courses within the core shall apply to the general education core curriculum requirements for baccalaureate degrees at state-supported institutions and shall be fully transferable between state institutions. The Board has approved state minimum core curricula for 2- and 4-year colleges and universities. This document provides the minimum core curricula, with approved revisions, for Arkansas public institutions of higher education. (SLD) ED481787 State Minimum Core Curricula: Arkansas Institutions of Higher Education, 2003. 2003-00-00 92 For full text: http://www.arkansashighered.com/pdfs/StateMin2004.pdf. N/A 2004 2016-11-21

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Yes Accountability College Administration Department Heads Departments Higher Education Leadership Productivity Rewards Chambliss, Catherine Guides - Non-Classroom Opinion Papers English Promoting academic departmental productivity requires vision, passion, and sensitivity while coping with the rapid pace of change. This paper presents 10 proven strategies for managing some common challenges faced by academic department chairs: (1) building a sense of family purpose; (2) establishing mechanisms to assure accountability; (3) developing a participatory leadership style; (4) providing admirable role models; (5) using rewards for hard, collaborative work; (6) picking battles carefully; (7) using empathy when problems arise; (8) managing "sibling rivalry" among participants; (9) mediating struggles with other authority figures; and (10) introducing new faculty members carefully. (SLD) ED481788 Bringing Out Eveyone's Best: Ten Psychological Tips for Academic Department Leaders. 2003-00-00 10 N/A 2004 8/20/2004 00:16:58 RIEJUN2004

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Yes Cultural Awareness Cultural Influences Elementary Secondary Education German Higher Education Language Proficiency Native Speakers Role Playing Second Language Instruction Student Role Teaching Methods Finger, Anke Reports - Descriptive English This paper uses a language classroom role-playing scene from a Woody Allen movie to examine the language student who has traditionally been asked to emulate and copy the native speaker and to discuss roles that teachers ask students to play. It also presents the changing paradigm of the native speaker and his or her role inside and outside the classroom. A discussion of the relevant literature shows that several scholars are beginning to challenge the monolithic view of the native speaker as the model to which the language student must aspire. The paper focuses on the specific area of teaching German language and culture, noting today's more diverse and contested approach to the teacher-learner transmission of language. It discusses issues of globalization, cultural diversification, and interdisicplinarity in conjunction with new language teaching methods, where the native speaker is asked not only to pose as a linguistic authority, but also as the cultural expert. By questioning this conflation, the paper argues for a replacement of the native speaker paradigm with the "cultural informant," who is equipped with advanced-superior proficiency and high grammatical competence. (Contains 14 references.) (SM) ED481789 The Native Speaker, the Student, and Woody Allen: Examining Traditional Roles in the Foreign Language Classroom. 2003-00-00 14 N/A 2004 8/20/2004 00:17:00 RIEJUN2004 In: The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes; see FL 027 869.

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Yes Elementary Secondary Education French Higher Education Language Proficiency Native Speakers Norms Second Language Instruction Second Language Learning Teaching Methods Valdman, Albert Reports - Descriptive English This article offers the pedagogical norm as an approach to dealing with linguistic variation in instructed second language learning, suggesting that an invariant target language (TL) norm, based on the planned discourse of educated and cultivated TL speakers, is both elusive and illusory as a target for learners, especially at the beginning and intermediate levels. First, the article develops the notion of a pedagogical norm. Second, it illustrates the elaboration of a pedagogical norm by applying it to arguably the most variable morphosyntactic feature of vernacular French, WH-interrogative structures. Third, it reviews an experimental study that suggests that setting as a model a simpler pedagogical norm (the "Loi de Position"), rather than the orthoepic standard norm (so-called Parisian French or Standard French) results in better auditory discrimination, less puristic attitudes toward linguistic variation, and paradoxically, closer approximation to the orthoepic norm. Finally, it concludes that constructed pedagogical norms are dynamic and offer language learners changing targets, which lead them progressively toward the full range of TL variants. (Contains 29 references.) (SM) ED481790 The Acquisition of Sociostylistic and Sociopragmatic Variation by Instructed Second Language Learners: The Elaboration of Pedagogical Norms. 2003-00-00 23 N/A 2004 8/20/2004 00:17:01 RIEJUN2004 In: The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes; see FL 027 869.

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Yes Cultural Awareness Elementary Secondary Education Foreign Countries French Higher Education Immersion Programs Language Proficiency Second Language Instruction Sociolinguistics Auger, Julie Reports - Descriptive Francophone Education (Canada) Quebec Canada English This paper focuses on teaching varieties of French spoken outside of France, examining how best to introduce American students to French spoken in many francophone communities. Highlighting the notions of functional competence and pedagogical norm as central criteria for developing effective, but realistic, curricula for introducing Quebec French into French language programs, the paper asserts that different situations call for different solutions. Specifically, it shows that while it is feasible, and probably desirable, to make French immersion students in Quebec not only capable of understanding different registers of Quebec French, but also of using them, such an objective is unrealistic and unnecessary in the context of U.S. foreign language classrooms. The paper follows up on Auger & Valdman's (1999) suggestion that U.S. students should be acquainted with Quebec French early on, but only for receptive purposes, proposing the use of popular songs by Quebec artists. It suggests that a carefully selected set of songs, presented in a sequence that considers students' French proficiency, can familiarize students with typical "quebecismes," teach them about the cultural and sociopolitical context in Quebec, and counter the mistaken impression of some students and teachers that Quebec French is a corrupt form of French better kept out of the classroom. (Contains 23 references.) (SM) ED481791 Linguistic Norm vs. Functional Competence: Introducing Quebec French to American Students. 2003-00-00 27 N/A 2004 2016-11-21

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Yes Cultural Influences Heritage Education Higher Education Language Teachers Native Speakers Preservice Teacher Education Second Language Instruction Second Language Learning Social Influences Sociocultural Patterns Teacher Student Relationship Lacorte, Manel Canabal, Evelyn Reports - Descriptive Heritage Language English This paper examines classroom interaction between native and non-native instructors and heritage language (HL) students in regular university foreign language (FL) courses, ranging from beginning to advanced levels. After an overview of FL teaching and HL students in U.S. universities, the paper deals with three areas within classroom interaction: (1) the sociocultural backgrounds of both HL learners and native and non-native instructors; (2) the pedagogical conditions of FL classrooms with HL students; and (3) the affective dimensions of the relationship between instructors and HL students. The paper's analysis of these issues serves as a basis for a pedagogical framework for use by native and non-native instructors teaching a FL that is also the home language of HL learners, as well as for programs of FL teacher education. Finally, the paper offers some suggestions for future research into the multifaceted social, cultural, and pedagogical conditions of FL classrooms with HL learners. (Contains 80 references.) (SM) ED481792 Interaction with Heritage Language Learners in Foreign Language Classrooms. 2003-00-00 25 N/A 2004 2016-11-21

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Yes College Students Creoles Cultural Awareness Cultural Differences Foreign Countries French Higher Education Immigrants Language Variation Native Speakers Second Language Instruction Sociolinguistics Student Attitudes Katz, Stacey Reports - Research Haiti Haiti English This case study examined Haitian immigrant students' experiences in the French language classrooms. It is based on surveys conducted with students and their classmates and personal observations, discussing and explaining some of the misconceptions about Haitian immigrants and describing the Haitian students' experiences learning French in the United States. Participants were 22 Haitian, 16 non-francophone, and 7 Belgian and French students enrolled at a New Jersey university. All of the Haitian students spoke Creole, not French, at home, and their instruction in French in Haitian schools had ended prior to high school. Results indicated that many of the Haitian students (and most of the native French speaking students) did not understand Creole's relationship to French. Non-Haitian students assumed that Haitians were native speakers of French and shared the common misperception that Haiti was a French-speaking country. Several francophone students cited cultural differences as a reason that they might not be friendly with their Haitian classmates, and they noted difficulty understanding the Haitians when they spoke. However, the non-francophone students had a positive reaction when required to do group work with the Haitians and appreciated their superior French skills. The survey is appended. (Contains 28 references.) (SM) ED481793 Near-Native Speakers in the Foreign-Language Classroom: The Case of Haitian Immigrant Students. 2003-00-00 31 N/A 2004 2016-11-21

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Yes Code Switching (Language) Diglossia German Higher Education Language Usage Second Language Instruction Sociolinguistics Student Attitudes Teacher Attitudes Chavez, Monika Reports - Research English This study examined the views of college learners of German regarding desired degrees of first language (L1) versus second language (L2) use, how desired language use related to observed language use for students and teachers, gaps between desired and observed language, tasks for which students expressed strong preference for L1 and for L2, how learners at three different levels varied in language preference for specific tasks, and common functions for those tasks for which learners expressed the same language preference (at each level of language study). Surveys of 330 German learners enrolled at three levels of study indicated that students considered their speech community (the classroom) diglossic. The most pressing and genuine communicative purposes were generally apportioned to the L1. "Real" L2 communication often involved asymmetric interactions, with the teacher and students playing distinctly different roles. Although participants expressed stronger preference for the L2 as enrollment levels increased, some core functions remained firmly associated with the L1. Teachers consistently tended toward the L2 more strongly than their students desired. Students reported that they used the L1 more than they themselves wanted to. Despite an increase in observed L2 use with each level of enrollment, the profession and the students appeared separated in their views of what the communicative classroom was about. The survey and data analyses are appended. (Contains 63 references.) (SM) ED481794 The Diglossic Foreign-Language Classroom: Learners' Views on L1 and L2 Functions. 2003-00-00 48 N/A 2004 8/20/2004 00:17:08 RIEJUN2004 In: The Sociolinguistics of Foreign-Language Classrooms: Contributions of the Native, the Near-Native, and the Non-Native Speaker. Issues in Language Program Direction, A Series of Annual Volumes; see FL 027 869.

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Yes Elementary Secondary Education German Higher Education Language Teachers Language Usage Multilingualism Second Language Instruction Second Language Learning Belz, Julie A. Reports - Descriptive Deficit Theory Identity Formation English This chapter provides theoretical argumentation and pedagogical suggestions for legitimizing and capitalizing on first and/or multiple language use in foreign language education. Recent research asserts that foreign language study is intimately bound to issues of learner identity formation, contestation, and transitioning. This chapter assumes that use of a particular linguistic code can represent a particular identity; thus, the use of more than one language may function as the representation of multiple speaker identities. It critically examines the pervasive association of first language (L1) and/or multiple language use in foreign language learning with language learner deficiency. First, it exemplifies the linguistic construction of learners as deficient communicators in a segment of the received narratives of SLA and FLT. Next, it discusses the most prevalent views on L1 use in SLA and FLT research. It examines the perspectives of EFL/ESL professionals on L1 use, illustrating how some language teachers link this practice to learner deficiency. It also analyzes multilingual learner utterances and relates them to advanced L2 competence and learner identities. These data were produced by third-year learners of German in response to their classroom engagement with bi- or multilingual literary texts. Finally, it presents pedagogical suggestions for working with bilingual and multilingual literary texts in foreign language classrooms. (Contains 106 references.) (SM) ED481795 Identity, Deficiency, and First Language Use in Foreign Language Education. 2003-00-00 42 N/A 2004 2016-11-21

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Yes Cultural Differences Elementary Secondary Education Higher Education Language Usage Native Speakers Second Language Learning Sociolinguistics Kramsch, Claire Opinion Papers Nonnative Speakers Privilege English This paper asserts that uses of a tongue other than one's own can reveal unexpected ways of dealing with the cross-cultural clashes that second language learners encounter as they migrate between languages. It notes that learners' appropriation of foreign languages enables them to construct linguistic and cultural identities in the interstices of national languages and on the margins of monolingual speakers' territories. The paper discusses the notion of the native speaker, noting how people from different cultures and linguistic backgrounds interpret the concept of privilege. It suggests that seen from the perspective of linguistic travel and migration, rather than from the perspective of the traditional sedentary, bounded opposition native/nonnative, the notion of native speakership loses its power and significance. It also suggests that far more interesting are the multiple possibilities for self-expression in language, because in that regard, everyone is potentially, to a greater or lesser extent, a nonnative speaker, and that position is a privilege. (Contains 29 references.) (SM) ED481796 The Privilege of the Nonnative Speaker. 2003-00-00 13 N/A 2004 2016-11-21

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Yes Cultural Differences Elementary Secondary Education Higher Education Language Teachers Language Usage Native Speakers Second Language Learning Sociolinguistics Koike, Dale A. Liskin-Gasparro, Judith E. Opinion Papers Nonnative Speakers Privilege English This chapter responds to an article by Claire Kramsch on the privilege of nonnative speakers. It agrees with Kramsch that in second language teaching, there is no single standard of native speaker language to target, since the cultural and linguistic reality of a given language is too complex and multifaceted to allow identification of characterization of a target language norm and ideal native speaker. It agrees that learners should understand that language standards are multiple, not monolithic, but it differs from Kramsch in how this language might best intersect with basic knowledge of the language. It notes that Kramsch attacks the notion of a monolithic identity of the target culture, but fails to recognize that the FL learner discourse community is also multiplex, with each learner bringing both common and different experiences and background to the learning context. It notes that Kramsch proposes that teachers teach the language as a social and cultural practice, but does not explain how to do this or what these terms mean in concrete classroom practice. Finally, it questions Kramsch's goal of elevating the status and contributory potential of nonnative learners in the learning process so that they are not depicted as passive beings who wait to be provided with correct answers that they will then commit to memory. (SM) ED481797 Privilege of the Nonnative Speaker Meets the Practical Needs of the Language Teacher. 2003-00-00 5 N/A 2004 2016-11-21

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Yes Cultural Differences Elementary Secondary Education French Higher Education Language Teachers Language Usage Native Speakers Second Language Learning Sociolinguistics Kerr, Betsy J. Opinion Papers Privilege Nonnative Speakers English This paper responds to Claire Kramsch's essay on the demise of the notion of the idealized native speaker as the model for second language learning and implications for second languages and cultures education. Focusing on French, this paper suggests that it is not certain whether the elevation of the native speaker model ever was as real or pervasive a problem as Kramsch suggests. It asks where linguistic code comes from if the native speaker norm is a fiction, noting that in the field of French language instruction, the canon of the grammatical tradition has maintained a very strong hold on the field, despite numerous calls to adapt instruction to the realities of the spoken language. The paper discusses concordances based on searches of selected corpora, suggesting that the ready availability of electronic texts and search engines can be a useful alternative to the defunct native speaker model and to the unadulterated grammatical canon. It notes that Kramsch's essay emphasizes the validation of diverse sociocultural perspectives offered by nonnative speakers, as well as aesthetic pleasures offered by linguistic foreignness, suggesting that the logical extension of this validation of nonnative perspectives, on the strictly linguistic level, challenges the field to reconsider notions of error and proponents of communicative approaches to language teaching. (Contains 14 references.) (SM) ED481798 Prescriptivism, Linguistic Variation, and the So-Called Privilege of the Nonnative Speaker. 2003-00-00 7 N/A 2004 2016-11-21

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Yes Cultural Differences Elementary Secondary Education Higher Education Language Usage Native Speakers Russian Second Language Learning Sociolinguistics Garza, Thomas J. Opinion Papers Privilege English This paper responds to Claire Kramsch's essay on the demise of the notion of the idealized native speaker as the model for second language learning and implications for second languages and cultures education. Focusing on the nonnative speaker of Russian and Russian language education in the United States, it asserts that both the quantity and quality of Russian presented to a learner may be entirely dependent on the learner's particular instrumental needs and desires to use the language. It discusses the issue of privilege among nonnative speakers of Russian and notes that the number and type of heritage speakers of Russian in the United States continues to grow, suggesting that issues of "nativeness" and nonnativeness" of speech will have an increasing impact on school curricula, textbooks, and programs. It concludes that for Russian and other less commonly taught languages in the United States, this movement toward accommodating the privileged nonnative speaker may turn out to be key to keeping such programs viable and productive. (SM) ED481799 Privilege (or "Noblesse Oblige") of the Nonnative Speaker of Russian. 2003-00-00 5 N/A 2004 2016-11-21

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Yes Cultural Differences Cultural Education Elementary Secondary Education French Higher Education Language Usage Native Speakers Second Language Learning Sociolinguistics Siskin, H. Jay Opinion Papers Privilege English This paper responds to Claire Kramsch's essay on the demise of the notion of the idealized native speaker as the model for second language learning and implications for second languages and cultures education. In her essay, Kramsch forcefully argues against the native speaker construct and exhorts teachers and learners not to abandon their unique multilingual perspective on the foreign language and on its literature and culture to emulate the idealized monolingual native speaker. This paper argues that the very belief in the existence of a native speaker motivates many language learners, whose goal is personal transformation by the adoption of behaviors and cultural values imputed to native speakers. The native speakers, or transformed nonnative speakers, serve as immediate instantations of the transformative power of a new language and culture. The paper focuses on the study of French by nonnative speakers. It suggests that although the transformative power of language is not necessarily the primary motivation for language learners, it is a powerful factor, and in order for students to achieve their goal, they must believe implicitly in the native speaker construct. The paper concludes that "to deny our students the privilege of this belief, particularly at the beginning of their course of study, is not in our self interest." (SM) ED481800 The Native Speaker: Membership Has Its Privileges. 2003-00-00 5 N/A 2004 2016-11-21

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Yes Academic Standards Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Language Proficiency Language Teachers Preservice Teacher Education Second Language Instruction Second Language Learning Standard Spoken Usage Wong, Chun K. Reports - Descriptive Hong Kong Hong Kong English This paper explains how, in 2001, failing rates on the writing and oral sections of the first Language Proficiency Assessment Test for Hong Kong's inservice or prospective English teachers shocked the Education Department and the public, creating general concern about failing English standards among Hong Kong students. Government officials and school administrators declared that immediate remedial measures must taken to stem this tide, moving the issue of language in education into the spotlight. This paper suggests that in the midst of such an overwhelming language crisis, it is important to be open to different perspectives in order to better understand the whole issue and devise appropriate measures to deal with the problem. It focuses on the fundamental question of whether the English standard is actually falling, as the public believes, what standard English in Hong Kong is like, the role of "social psyche" in standard English, and what can be done about the issue. It concludes that English to Hong Kong students is only a second language, mostly used vocationally in reading and writing, noting that language can be creolized. It suggests that by understanding these facts, it might be possible to establish another perspective on the issue of declining English standards among Hong Kong students. (Contains 29 references.) (SM) ED481801 The Falling English Standard in Hong Kong: A Tide Has to Be Stemmed or a "Social Psyche" Has to Be Changed? 2002-00-00 19 N/A 2004 2016-11-21

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Yes Educational Research Elementary Secondary Education Higher Education Independent Study Japanese Language Teachers Second Language Learning Teacher Role Teaching Methods Ariizumi, Yoshihiko Guides - Non-Classroom Multilingual/Bilingual Materials English Japanese This paper presents 50 questions that promote research/practices to facilitate self-directed learning in Japanese language classes. The questions are divided into the five following categories: (1) general questions and general research methodology issues (e.g., Why is it important to nurture self-directed learning?); (2) learners' readiness for self-directed learning and learners' typology in terms of self-direction (e.g., How can students' failure in self-directed learning be investigated as a case study?); (3) structural or phenomenological investigation of self-direction (e.g.; What is the structure of the current educational system that hinders self-directed learning?); (4) roles of facilitating self-directed learning (e.g., What is the role of the teacher who facilitates self-directed learning?); and (5) ways to develop systems through which it is possible to foster self-directed learning (e.g., What is the rationale for administering a measurement of the level of self-direction at the beginning of a course?). The Japanese version of this paper is included. (Contains 132 references.) (SM) ED481802 A Help To Start Research/Practice That Facilitates Self-Directed Learning in a Japanese Language Class: 50 Questions That Promote Research [and] Related Bibliography. 2003-00-00 23 N/A 2004 8/20/2004 00:17:23 RIEJUN2004

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Yes Academic Standards Data Analysis Educational Change Evaluation Methods Grade 8 Middle Schools Models Science Instruction Science Teachers Secondary School Teachers Teaching Methods Swanson, Christopher B. Plank, Stephen B. Hewes, Gina M. Reports - Research Multidimensional Item Response Theory Center for Research on the Education of Students Placed At Risk, Baltimore, MD. English This study explores the possibility of measuring a specific instructional strategy using statistical methods based on item response theory. It measures teachers' instructional practices using the same rigorous statistical techniques now applied to most large-scale assessments of student achievement. It specifically examines teachers' use of pedagogical techniques consistent with those espoused by the national standards-based reform movement in science. Data come from a nationally representative sample of public school eighth graders and their teachers from the 1996 National Assessment of Educational Progress. The paper describes: "The Standards Movement; "The Case of Science"; "Data on Teacher Instructional Practices"; "A Descriptive Portrait of Middle School Science Instruction"; "The Item-Response Theory (IRT) Approach--A Primer" (the basic data matrix, introduction to IRT parameters, and advantages of an IRT approach); and "IRT Analysis for Standards-Based Science Instruction" (a model-building strategy, stages in model-building, a generalized model of standards-based science instruction, and placing standards-based instruction in context). Results suggest there are many benefits to applying IRT models to instruction. The diagnostic information produced by the IRT analyses provided an empirical means to systematically identify practices that did not appear to align conceptually with the construct of standards-based instruction. (Contains 37 references.) (SM) ED481803 From National Movement to Local Action: The Status of Standards-Based Science Instruction in Middle School Classrooms. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 58 Center for Research on the Education of Students Placed At Risk, Johns Hopkins University, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Boards of Education Central Office Administrators Educational Improvement Elementary Secondary Education Governance Professional Development Public Schools School Administration School Districts Teacher Competencies Mac Iver, Martha Abele Farley, Elizabeth Information Analyses Center for Research on the Education of Students Placed At Risk, Baltimore, MD. English This literature review examines the functional tasks of the school district central office and the internal dynamics of relations between the central office and district schools (with their principals, teachers, and students). It builds on previous reviews of the role of school boards and superintendents. The review begins by analyzing studies of the central office more or less chronologically (since the late 1970s). Next, it examines the more recent studies by type of study, and then it proceeds to a more functional analysis of the roles of the central office with respect to improving instruction and student achievement, focusing on: decision-making about curriculum and instruction; supporting good instructional practice (high reliability recruitment of principals and teachers, professional development for principals, professional development for teachers, physical capital/material resources, and linkages between professional development and achievement); and linking evaluation research to district policymaking. The review concludes by outlining the kinds of research that still need to occur to further understanding of how the district, and in particular, central office activity, influences student achievement. (Contains 178 references.) (SM) ED481804 Bringing the District Back in: The Role of the Central Office in Improving Instruction and Student Achievement. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 53 Center for Research on the Education of Students Placed At Risk, Johns Hopkins University, 3003 North Charles Street, Suite 200, Baltimore, MD 21218. Tel: 410-516-8800; Fax: 410-516-8890; Web site: http://www.csos.jhu.edu. N/A 2004 8/20/2004 00:17:26 RIEJUN2004 R117-D40005

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No Access to Education Civil Rights Data Analysis Data Collection Educational Legislation Educational Quality Elementary Secondary Education Equal Education Federal Legislation Law Enforcement Public Education Hawley, Willis D., Ed. Ready, Timothy, Ed. Reports - Research National Academy of Sciences - National Research Council, Washington, DC. Center for Education. English This study examined the continued relevance and adequacy of the Elementary and Secondary School Civil Rights Compliance Report (E&S Survey) as a tool for enforcing civil rights laws in education, monitoring quality of access to learning opportunities, and research on other current issues of educational policy and practice. The Committee on Improving Measures of Access to Equal Educational Opportunity was formed to study the E&S Survey and its uses. The Committee commissioned five papers based on E&S Survey data and oversaw a basic analysis of data from the 2000 E&S Survey. The Committee concludes that the E&S Survey continues to play an essential role in documenting disparities and providing information that is useful both in guiding efforts to protect students' civil rights and for informing educational policy and practice. It also concludes that the Survey's usefulness and access to the survey data could be improved. Recommendations for survey administration, improving data quality, increasing access to the data, and disseminating survey findings are included. The four appendixes include synopses of papers prepared for the Committee, overview of findings from the 2000 E&S Survey, the 2000 E&S Survey, and using E&S Survey data in combination with other federal datasets. (Contains 114 bibliographic references.) (SM) ED481805 Measuring Access to Learning Opportunities. 2003-00-00 Department of Education, Washington, DC. ISBN-0-309-08897-6 141 National Academies Press, 500 Fifth Street, N.W., Lockbox 285, Washington, DC 20055 ($29). Tel: 202-334-3313; Tel: 800-624-6242 (Toll Free); Web site: http://www.nap.edu. N/A 2004 8/20/2004 00:17:29 RIEJUN2004 R215U990016-01B

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Yes Census Figures Employment Patterns Hispanic Americans Immigrants Labor Market Minority Groups Racial Differences Tables (Data) Unemployment Wages Kochhar, Rakesh Reports - Research Pew Hispanic Center, Washington, DC. English This report documents labor market trends among Hispanics since the end of 2000, a period of recession and slow recovery, comparing their experiences with those of non-Hispanics and detailing changes by industry, occupation, region, and other economic and demographic attributes. Data come from the Current Population Survey. Hispanic employment was over 500,000 workers below its potential level at the end of 2002. Hispanics comprised 13 percent of the labor force but were responsible for over half of the increase in the labor force. Before the recession, Hispanic employment grew 5 percent per year. By the end of the recession, the rate fell to 0 percent and then increased to 2 percent. Unemployment rates for Hispanics and non-Hispanic whites and blacks peaked in the first quarter of 2002, then dropped. Of 51 industries studied, Hispanics lost 600,000 jobs in 10 industries and gained 900,000 jobs in 10 other industries. Job losses for Hispanics and whites emerged primarily in manufacturing, transportation, communications and wholesale trade. Industries in which Hispanics gained jobs while others suffered losses included construction and business and auto repair services. Hispanics increased their employment primarily in executive, administrative and managerial, professional specialty, and precision production, craft, and repair occupations. Older and better educated workers fared better than other workers during the slowdown. (SM) ED481806 Jobs Lost, Jobs Gained: The Latino Experience in the Recession and Recovery. 2003-10-00 Pew Charitable Trusts, Philadelphia, PA. 44 Pew Hispanic Center, 1919 M Street, N.W., Suite 460, Washington, DC 20036. Tel: 202-292-3300; Fax: 202-785-8282; Web site: http://www.pewhispanic.org. N/A 2004 8/20/2004 00:17:31 RIEJUN2004

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Yes Alaska Natives American Indians Asian Americans Blacks Census Figures Demography Multiracial Persons Pacific Islanders Population Distribution Population Trends Racial Identification Whites Ingram, Deborah D. Parker, Jennifer D. Schenker, Nathaniel Weed, James A. Hamilton, Brady Arias, Elizabeth Madans, Jennifer H. Numerical/Quantitative Data Reports - Descriptive Census 2000 Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA. English This report documents the National Center for Health Statistics' (NCHS) methods for bridging the Census 2000 multiple-race resident population to single-race categories and describing bridged race resident population estimates. Data came from the pooled 1997-2000 National Health Interview Surveys. The bridging models included demographic and contextual covariates at the person or county level. Allocation probabilities from the regression models were applied to the Census Bureau's 2000 Modified Race Data Summary File population counts to assign multiple-race persons to single-race categories. Bridging has the most impact on American Indian and Alaska Native (AIAN) and Asian or Pacific Islander (API) populations, a small impact on the black population, and a negligible impact on the white population. For the country overall, the AIAN, API black, and white bridged population counts are 12.0, 5.0, 2.5, and 0.5 percent higher than the corresponding Census 2000 single-race counts. There is considerably more variation at the subnational than the national level. Bridged single-race population counts have been used to calculate birth and death rates produced by NCHS for 2000 and 2001 and to revise previously published rates for the 1990s, 2000, and 2001. The bridging methodology will be used to bridge postcensal population estimates for later years. Bridged population counts presented here and in subsequent years may be updated as additional data become available for use in the bridging process. File layouts are appended. (SM) ED481807 United States Census 2000 Population with Bridged Race Categories. Vital and Health Statistics. Data Evaluation and Methods Research. 2003-09-00 ISBN-0-8406-0593-5 64 Superintendent of Documents, U.S. Government Printing Office, Mail Stop SSOP, Washington, DC 20402-9328. Tel: 202-512-1800; Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250; Web site: http://www.bookstore.gpo.gov. N/A 2004 2016-11-21

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No Caregivers Church Role Fund Raising Home Programs Program Effectiveness Program Evaluation Religious Organizations Volunteers Herrera, Carla Pepper, Sarah Kathryn Reports - Research Faith Based Programs Home Health Care Public/Private Ventures, Philadelphia, PA. English This study evaluated Generation II of the Faith in Action program (which united faith-based organizations and volunteers in providing in-home care), assessing how many original grantees still served their communities, numbers of volunteers and clients involved with the programs, services provided, and program growth since receiving surveys of program directors indicated that most programs had been serving clients for an average of 4.5 years since receiving the grant. Nearly all programs involved volunteers in providing basic home services. Most volunteers filled these needs for extended periods. Programs were able to provide services for a median cost of $5.77 in actual cash expenditures per hour of client service provided. Four factors strongly associated with program survival: number of volunteers recruited and retained, sufficient annual funding from diverse sources, number of services provided, and coalition support in fundraising and volunteer recruitment. Strategies for recruiting and retaining volunteers included relying on coalition members to recruit volunteers and matching at least some clients with volunteers teams. Strategies to improve fundraising capacity included maintaining large coalitions and recruiting most volunteers from congregations. Strategies for gaining community support included maintaining contact with congregational leaders and monitoring community needs. Characteristics of program directors associated with program success included prior experience with voluntary caregiving and training and supervision of volunteers. (Contains 10 references.) (SM) ED481808 Faith in Action: Using Interfaith Coalitions To Support Voluntary Caregiving Efforts. 2003-00-00 Robert Wood Johnson Foundation, Princeton, NJ. 52 Public/Private Ventures, 2000 Market Street, Suite 600, Philadelphia, PA 19103. Tel: 215-557-4400; Fax: 215-557-4469. For full text: http://www.ppv.org. N/A 2004 2016-11-21

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Yes Academic Achievement After School Programs Dropout Prevention Graduation High Risk Students Inner City Postsecondary Education Program Evaluation Risk Reduction Rural Schools School Community Relationship Secondary Education Urban Schools Maxfield, Myles Schirm, Allen Rodriguez-Planas, Nuria Reports - Evaluative Mathematica Policy Research, Washington, DC. English This report summarizes short-term impacts of the Quantum Opportunity Program (QOP) demonstration, which helped at-risk high school-age youth graduate and enroll in postsecondary education or training. QOP involved intensive case management and mentoring emphasizing after school supplemental academic education, developmental activities, and community service. It served a single cohort of youth from ninth grade in 1995 through fall 2000. A local community based organization in each of six inner city communities and one rural community teamed with a school to implement and operate a QOP program. The study examined how well the program was implemented at each site, how much it cost, how much time enrollees spent on program activities, and how QOP affected enrollees in the short term. Data from site visits, QOP conferences, conference calls with QOP staff, and student surveys indicated that QOP achieved short-term success in raising high school completion rates and enrollment in postsecondary education or other training. It did not improve grades and achievement test scores or reduce risky behaviors. QOP benefited enrollees in the middle of the eligible grade distribution more than enrollees at the top or bottom. Most enrollees attended very few program activities. Impact varied by site. Impacts for the whole QOP demonstration were substantially attributable to the impacts of two sites. (SM) ED481809 The Quantum Opportunity Program Demonstration: Implementation and Short-Term Impacts. 2003-08-00 Employment and Training Administration (DOL), Washington, DC. 33 Mathematica Policy Research, Inc., 600 Maryland Avenue, S.W., Suite 550, Washington, DC 20024. Tel: 202-484-9220 N/A 2004 2023-11-29 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/WWC/Study/30664 ED497614

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Yes Academic Freedom Civil Liberties Democracy Educational Legislation Educational Policy Elementary Secondary Education Home Schooling Intellectual Freedom Private Schools Public Schools Racial Segregation School Choice Gryphon, Marie Meyer, Emily A. Opinion Papers Religious Freedom Cato Inst., Washington, DC. English This paper examines the American tradition of educational freedom, following its ebb and flow at various points in history. America's ethos of educational freedom has always been strong, tied to its values of pluralism, tolerance, and free inquiry. However, its legacy of freedom has suffered repeated assaults by individuals and groups who wish to use state control over schooling to homogenize American culture. The paper examines more recent victories for educational freedom, such as the historic Supreme Court decision upholding school choice and the introduction of new school and choice programs around the country. It outlines the most critical additional freedoms that parents and families need in the areas of school choice, private school freedom, homeschooling, and religious neutrality, noting that school choice is legal, but not widespread, and opponents of educational freedom are threatening to smother existing private schools in a morass of new regulations, which would dictate everything from curriculum to staffing. It also asserts that an educational freedom agenda including choice for all families, religious neutrality, freedom for private schools, and protection for homeschooling families will ensure that educational freedom provides real benefits to families who are harmed by current policies. (Contains 187 endnotes.)(SM) ED481810 Our History of Educational Freedom: What It Should Mean for Families Today. Policy Analysis. 2003-10-08 25 Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($6). Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. N/A 2004 2016-11-21

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Yes Academic Achievement Adult Education Attendance Patterns Black Students College Bound Students Dropout Rate Early Childhood Education Elementary Secondary Education Enrollment Trends Grade Repetition Graduation Hispanic American Students Income Labor Market Outcomes of Education Population Trends Postsecondary Education Racial Differences Student Behavior Whites Hoffman, Kathryn Llagas, Charmaine Snyder, Thomas D. Numerical/Quantitative Data Reports - Descriptive Achievement Gap African Americans National Center for Education Statistics (ED), Washington, DC. English This report examines progress on key education indicators of black children and adults, utilizing statistics published by the National Center for Education Statistics in various reports and from other federal agencies. It shows that more black students have completed high school and gone on to college, levels of parental education have increased, and the number of black individuals and families below the poverty level has decreased. Despite these gains, progress has been uneven over time and across various measures, and differences persist between blacks and whites on key indicators of educational performance. Blacks are more likely than whites or Hispanics to be enrolled in center-based preprimary education. Most black students attend public schools where minorities represent the majority of the student body. Blacks have higher dropout rates than whites but lower rates than Hispanics. Long term trends show increased reading and mathematics performance for black students. In 1999, more black and Hispanic than white children attended public schools chosen by their parents. However, a lower percentage of black and Hispanic than white children were in private schools. In 1999-2000, the proportion of associate degrees earned by blacks was greater than that of bachelor's degrees earned by blacks. Blacks in 2000 had higher unemployment rates than whites and Hispanics at every level of education. (Contains 56 bibliographic references and 89 tables.) (SM) ED481811 Status and Trends in the Education of Blacks. 2003-09-00 188 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.edpubs.org. N/A 2004 2016-11-21

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Yes Access to Education Civil Rights Disadvantaged Youth Educational Legislation Elementary Secondary Education Equal Education Federal Aid Federal Legislation Federal Programs Homeless People School Segregation Guides - Non-Classroom No Child Left Behind Act 2001 Stewart B McKinney Homeless Assistance Act 1987 No Child Left Behind Act 2001 Stewart B McKinney Homeless Assistance Act 1987 Department of Education, Washington, DC. English This non-regulatroy guide from the U.S. Department of Education focuses on the McKinney-Vento Education for the Homeless Children and Youth (McKinney-Vento) program as amended by the No Child Left Behind Act of 2001. An introductory section explains the purpose of McKinney-Vento, the statutory authority for the program, how the new McKinney-Vento program differs from the predecessor program, what federal civil rights requirements apply to school districts in educating homeless children, and the purpose of this guidance. The rest of the report presents information on: federal awards to states; state uses of funds; Office of the Coordinator; prohibition against segregation; local liaisons; school placement and enrollment; transportation; comparable and coordinated services; homeless unaccompanied youth; subgrants to LEAs; local uses of funds; coordination with Title I, Part A; and contact information. The seven appendixes present definitions, related education legislation, draft standards and indicators of quality, sample student residency questionnaire, sample dispute resolution process forms I and II, and references. (SM) ED481812 Education for Homeless Children and Youth Program: Title VII-B of the McKinney-Vento Homeless Assitance Act, as Amended by The No Child Left Behind Act of 2001. Draft Non-Regulatory Guidance. 2003-03-00 39 For full text: http://www.ed.gov/programs/homeless/guidance.pdf. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Hispanic American Students Hispanic Americans Immigrants Income Labor Force Population Trends Public Schools Spanish Suro, Roberto Passel, Jeffrey S. Reports - Research Pew Hispanic Center, Washington, DC. English This study is based on new projections of Hispanic population growth from 2000 to 2050, which uses unique methodology to disaggregate growth rates and other demographic indicators by generation. The result is a more detailed look at demographic trends than is possible from the Census Bureau's projections or its published tabulations of data from decennial counts. Data indicate that the Latino immigrant population can be expected to continue increasing, and the growth rate for the second generation has already gained sufficient momentum that it will remain higher than the first generation's even if immigration flows accelerate. The Hispanic population will grow by 25 million people between 2000-2020, with the second generation accounting for 47 percent of the increase. The same basic trends are evident even with an estimate of immigration flow 50-percent higher than the mid-range assumption. About one in seven new students enrolling in U.S. schools from 2000-2020 will be second generation Latino. During this same time, the Latino labor force is projected to increase by 77 percent (compared to 9 percent in the non-Hispanic labor force). Changes in the generational composition of the Latino population will have broad consequences because of important differences in many characteristics (language, education, income, and intermarriage). (SM) ED481813 The Rise of the Second Generation: Changing Patterns in Hispanic Population Growth. 2003-10-00 10 Pew Hispanic Center, 1919 M Street, N.W., Suite 460, Washington, DC 20036. Tel: 202-292-3300; Fax: 202-785-8282; Web site: http://www.pewhispanic.org. N/A 2004 8/20/2004 00:17:45 RIEJUN2004

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Yes Academic Achievement Accountability Disadvantaged Youth Educational Improvement Elementary Secondary Education Low Achievement Poverty Public Education State Standards Hall, Daria Wiener, Ross Carey, Kevin Reports - Research Achievement Gap Low Performing Schools No Child Left Behind Act 2001 No Child Left Behind Act 2001 Education Trust, Washington, DC. English This paper describes what new Adequate Yearly Progress (AYP) data can show about U.S. schools, states, and public education. All achievement data in this report are taken from school report cards available on state education agency web sites. Demographic data are taken from school report cards, school web sites, the U.S. Department of Educations Common Core of Data, and The Education Trusts Dispelling the Myth online data tool. As of 2003, every state must identify which schools are making AYP as defined by the No Child Left Behind Act of 2001. There are now consistent goals for student achievement that apply to all schools and all students in each state. Overall, the AYP system is identifying schools with massive achievement gaps. Many of these schools had been identified as successful by state accountability systems. The AYP system is recognizing the improvement of previously low performing schools. AYP results show that schools previously designated as needing improvement can improve and move off the list. The AYP system is recognizing schools that are successfully teaching all groups of students. Factors contributing to the number of schools identified as not making AYP in an individual state include: the size of the achievement gaps, distribution of low-performing students, participation rates, "n size," number of grades tested, and tests of statistical significance and confidence intervals. One factor that will not affect the number of schools on 2003's AYP lists is the rigor of state standards. (SM) ED481814 What New "AYP" Information Tells Us about Schools, States, and Public Education. 2003-10-00 11 Education Trust 1725 K Street, N.W., Suite 200, Washington, DC 20006. Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Comparative Analysis Educational Practices Elementary Secondary Education Grades (Scholastic) Grading Report Cards Standards Boston, Carol ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest summarizes trends in grading practices and introduces issues related to standards-based reporting. A large majority of schools use a traditional grading system, and many teachers have a great deal of autonomy in making decisions about grades. Given the latitude that teachers have in developing grading policies and differences in curriculum across schools, districts, and states, it is not surprising that there may be disconnects between students' grades and student achievement as measured by test performance. One possible way to find out if an "A" at one school represents the same level of achievement as an A at another school is to compare student performance on end-of-course examinations. Fifteen states now use end-of-course examinations. Most states have embraced standards-based education, and it might be possible to make grades reflect the progress students have made toward the standards. Report cards that combine traditional grades and information about progress toward standards are also an option. K. Marzano describes such an approach and also recommends that teachers reorganize their grade books around standards by allocating columns to standards rather than to assignments and tests. Some current classroom grading practices are thought to be detrimental to the goals of standards-based education. It is essential that clear information be provides about how far along each child is in mastering specific knowledge and skills that all are expected to learn. (Contains 11 references.) (SLD) ED481815 High School Report Cards. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). N/A 2004 2016-11-21

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Yes Portfolio Assessment Portfolios (Background Materials) Preservice Teachers Teacher Education Teacher Evaluation Takona, James P. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest is intended to help teacher candidates systematically gauge their progress toward the teaching profession by developing a portfolio. Portfolios are one way to assess teacher candidates, and they are a major requirement for experienced teachers seeking board certification from the National Board for Professional Teaching Standards. The contents of a portfolio depend on what it is intended to demonstrate to whom. Written work and products might come from many different sources. What keeps the portfolio from being merely a scrapbook is the reflection the teacher candidate undertakes about what each artifact demonstrates about his or her educational philosophy. The Digest also discusses the four stages of portfolio development: (1) collection of materials and artifacts; (2) reflection on the collected materials; (3) reduction to select the artifacts that demonstrate mastery; and (4) display of the selected artifacts to demonstrate mastery and permit review. Portfolio development is not a scavenger hunt that results in the creation of a scrapbook, but a responsive and purposeful activity that engages reflective capacities of preservice teachers. (SLD) ED481816 Portfolio Development for Teacher Candidates. ERIC Digest. 2003-06-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1129 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). N/A 2004 2016-11-21

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Yes Error of Measurement Mail Surveys Research Methodology Responses Sampling Social Science Research Cui, Weiwei ERIC Publications ERIC Digests in Full Text ERIC Digests Nonresponse Bias ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest describes four types of errors in mail surveys and summarizes the ways they can be reduced. Any one of these sources of error can make survey results unacceptable. Sampling error is examined through inferential statistics applied to sample survey results. In general, increasing sample size will decrease sampling error when simple random sampling is used, and other methods, such as cluster sampling and stratification sampling, can be used. Non-coverage error must be addressed; population lists generally do not cover all the population. A number of approaches are available to combat nonresponse error, and many techniques increase response rates. A fourth source of error is measurement error. The other types of error result from nonobservations or nonparticipation, but measurement error results from mistakes made by respondents. The increasing interest in mixed-mode surveys is likely to lead to more focused attention on measurement error issues. Reducing measurement error will be an important advance for this method of social science research. (Contains 18 references.) (SLD) ED481817 Reducing Error in Mail Surveys. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1120 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). Web site: http://ericae.net. N/A 2004 2016-11-21

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Yes Estimation (Mathematics) Item Response Theory Sample Size Sampling Swaminathan, Hariharan Hambleton, Ronald K. Sireci, Stephen G. Xing, Dehui Rizavi, Saba M. Reports - Research Dichotomous Responses Item Parameters Accuracy Law School Admission Council, Newtown, PA. English The primary objective of this study was to investigate how incorporating prior information improves estimation of item parameters in two small samples. The factors that were investigated were sample size and the type of prior information. To investigate the accuracy with which item parameters in the Law School Admission Test (LSAT) are estimated, the item parameter estimates were compared with known item parameter values. By randomly drawing small samples of varying sizes from the population of test takers, the relationship between sample size and the accuracy with which item parameters are estimated was studied. Data used were from the Reading Comprehension subtest of the LAST. Results indicate that the incorporation of ratings of item difficulty provided by subject matter specialists/test developers produced estimates of item difficulty statistics that were more accurate than that obtained without using such information. The improvement was observed for all item response models, including the model used in the LSAT. (SLD) ED481818 Small Sample Estimation in Dichotomous Item Response Models: Effect of Priors Based on Judgmental Information on the Accuracy of Item Parameter Estimates. LSAC Research Report Series. 2003-09-00 28 N/A 2004 2016-11-21

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Yes Adult Education Adult Programs Career Counseling Definitions Educational Change Educational Improvement Educational Needs Employment Potential Equal Education Facility Expansion Foreign Countries Job Training Partnerships in Education Postsecondary Education Program Development Secondary Education Social Change Staff Development Strategic Planning Vocational Education Gribben, Tony Krissler, Dietmar Reports - Descriptive Capacity Building European Union Kosovo European Union Kosovo European Training Foundation, Turin (Italy). English This situational analysis on vocational education and training in Kosovo provides an assessment of the key issues on that topic before the postwar rebuilding effort starts and also identifies short-term priorities, points to medium and long-term requirements, and recommends measures for the short-term that can be considered and carried out by the European Agency for Reconstruction. Sections are entitled "Introduction,""Objective,""General Education,""Labor Market Reform and Training,""Management Training,""Higher Education," and "Conclusion and Followup."The following items are appended: (1) lists of contacts in various education and training sectors; (2) a description of the information and computer science library network project; (3)construction and local development proposals; (4) a draft concept note; (5) cost estimates of recommended education and training measures; and (6) a February 2002 paper "A Strategy for Vocational Training. Supporting the Unemployed and Job-Seekers in Kosovo: Enhancing Employability" from the United Nations Mission in Kosovo Transitional Department of Labour and Social Welfare. (MN) ED481819 Education and Training in Kosovo: Situational Analysis and Pre-Programming Paper. 2000-02-05 Practitioners 109 For full text (situational analysis): http://www.etf.eu.int/WebSite.nsf/Pages/F69CD8185B6D3F52C1256D240043E89C/$FILE/KOSO_POSTWAR_NAT_03_EN.pdf. For full text (appended strategy paper): http://www.etf.eu.int/WebSite.nsf/Pages/42A9A26E3D2112E8C1256C46002B663C/$FILE/Kosovo_VET_strategy_0203_EN.pdf. N/A 2004 2016-11-21

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Yes Adult Education Case Studies Cultural Education Cultural Exchange Definitions Educational Needs Educational Objectives Elementary Secondary Education Foreign Countries Government Role Guidelines Holistic Approach Lifelong Learning Needs Assessment Position Papers Postsecondary Education Role of Education Service Occupations Tourism Trend Analysis Opinion Papers Learning Society United Kingdom United Kingdom English Cultural services and tourism are among the United Kingdom's fastest growing sectors in terms of employment and consumer demand. Cultural services and tourism bring the following elements to lifelong learning: active rather than passive learning; a means of interpreting the world around us; exposure to cultures other than one's own; confidence and interpersonal skills; innovative uses of new technology; team-building skills; an expanding sector that values training and development; an accessible and inclusive environment; buildings and spaces that cost nothing to enter; a powerful means of communicating ideas; the experience of risk in a controlled environment; an opportunity to test the body and the mind; introduction to the natural world and the world of our ancestors; flexibility; opportunities for independent learners; options for learners to determine their own level of engagement; and fun. The cultural services and tourism sectors should promote their contribution and be represented in Early Years and Learning Partnerships. The forthcoming Learning and Skills Council should seek to establish links with cultural services and tourism. The Best Value initiative and new duty to promote economic, social, and environmental well-being will present local authorities with opportunities to take a holistic approach to strategic planning in the areas of education, lifelong learning, culture, and tourism. (Seven case studies are included.) (MN) ED481820 Culture and Tourism in the Learning Age: A Discussion Paper. 2000-03-00 ISBN-1-84049-165-5 17 For full text: http://www.lga.gov.uk/Documents/tourism/learningage.pdf. N/A 2004 2016-11-21

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Yes Blacks Case Studies Community Coordination Community Development Community Organizations Community Services Cooperative Planning Decision Making Ethnic Groups Federal Legislation Foreign Countries Guidelines Local Government Local Issues Minority Groups Neighborhood Improvement Strategic Planning Training Voluntary Agencies Volunteers Guides - Non-Classroom Reports - Research United Kingdom United Kingdom English This document is intended to assist local authorities in England and Wales who are interested in forming local strategic partnerships (LSPs) with the community and voluntary sectors. Section 1 presents the following guidelines for LSPs when developing a community strategy to meet local priorities: (1) have each local area prepare a plan to improve community cohesion; (2) prepare a communication strategy that enables community cohesion plans to be articulated; and (3) draw up a communications strategy that ensures fuller understanding of the LSP's programs and priorities. Section 2 discusses the following aspects of developing an inclusive LSP: (1) community development and participation and involving Black and minority ethnic communities; (2) defining the voluntary and community sectors and understanding their impact; (3) working with the voluntary and community sectors; (4) the voluntary and community sector infrastructure; and (5) other mechanisms for involvement in LSPs; and (6) decision making and executive bodies. Section 3 explains why council members should be involved in LSPs, and Section 4 presents guidelines for working with the community and voluntary sectors in the 88 areas that are eligible for the Neighborhood Renewal Fund. Six case studies and a list of six contact organizations and three recommended publications are included. (MN) ED481821 Learning from Local Strategic Partnerships: LGA Advice Note for Working with the Community and Voluntary Sectors. 2002-03-00 ISBN-1-84049-246-5 Practitioners Administrators 49 For full text: http://www.lga.gov.uk/Documents/Publication/learningfromlsps.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Learning Adult Literacy Basic Writing Classroom Techniques Educational Practices Guidelines Learning Activities Literacy Education Process Approach (Writing) Relevance (Education) Writing Skills Kist, Bill Guides - Classroom - Teacher Authentic Learning Kent State Univ., OH. Ohio Literacy Resource Center. English When teaching writing to adult learners, teachers must achieve a balance between "content" and "mechanics." The first step is to assign "real" writing for "real" purposes. The next step is to teach the writing process more than the product and teach the place that correct "mechanics" (spelling, punctuation, and grammar) holds at each step of the writing process. Good beginning exercises include having students generate life maps and write about the events on their map or having students write about people who have had a big impact on their lives or made contributions to their town. After students have put their thoughts on paper, they should be taught to conference and revise. Conferences should focus on whether students' writing is engaging, logical, and clear as to its intent. Conferences are the best place to teach "mechanics" in "mini-lessons" on "real-world mechanics." Mini-lessons should be 5 to 20 minutes long and focus on a single specific objective. Finally, students should be taught how to finalize their writing for a real audience. Students should be encouraged to publish their writing, including by contacting World Wide Web sites that publish amateur writers' work, writing children's books, writing letters to the editor of the local newspaper, and writing for newsletters. (Contains six references.) (MN) ED481822 Writing: Keeping It Real. Teacher to Teacher. 2003-05-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Teachers Practitioners 5 For full text: http://literacy.kent.edu/Oasis/Pubs/0300-30.pdf. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Adult Students Conferences Creative Writing Educational Attitudes Essays Life Events Literacy Education Personal Narratives Personal Writing Poetry Reminiscence Short Stories State Programs Student Developed Materials World Views Collected Works - General Creative Works Ohio Ohio Kent State Univ., OH. Ohio Literacy Resource Center. English This document is a compilation of 68 items that were written by Ohio adult basic and literacy education students and presented at the Fifth Annual Ohio Writers' Conference, which was devoted to the theme "writing and the arts." The compilation is organized in seven sections as follows: (1) choices (8 items, including a poem expressing its author's feelings about having a chronic disease and an essay about a man's journey from a foster home and prison to literacy education); (2) feelings (14 poems and essays revealing individuals' feelings about events and experiences such as death, pregnancy, losing a loved one, and loving two men); (3) people (17 poems and essays recalling people who had made a special impact on the authors' lives, as well as a rap inspired by Edgar Allen Poe's poem "Annabel Lee"); (4) learning (8 poems and essays describing their authors' experiences with and attitudes toward learning); (5) nature (10 poems); (6) places (5 items, including a short story and poems on places in the United States and abroad); and (7) potpourri (6 essays and poems on topics ranging from a cherished pet to childhood recollections). Biographies of the authors and a list of honorable mention authors whose works were not included in the compilation are also presented. (MN) ED481823 Beginnings V: A Publication of Adult Student Writing of the 2002 Ohio Writers' Conference. 2002-04-19 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Students 124 For full text: http://literacy.kent.edu/Oasis/Pubs/Beginnings5/index.html. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Adult Students Conferences Creative Writing Essays Family Attitudes History Literacy Education Personal Narratives Personal Writing Poetry Reminiscence Short Stories State History State Programs Student Developed Materials Collected Works - General Creative Works Ohio Ohio Kent State Univ., OH. Ohio Literacy Resource Center. English This document is a compilation of 74 items that were written by Ohio adult basic and literacy education students and presented at the Sixth Annual Ohio Writers' Conference. The compilation is organized in seven sections titled as follows: (1) "Beautiful Ohio: Visions of What Used to Be" (7 poems and essays commemorating famous historical figures and events); (2) "Beautiful Ohio: This Majestic Land" (12 poems and essays by Ohio natives and immigrants); (3) "Beautiful Ohio: Land Where My Dreams All Come True" (8 essays and poems by individuals who have moved to Ohio from other parts of the Untied States and abroad); (4) "Issues and Attitudes" (13 essays and poems on a wide range of topics, including meeting the needs of Ohio's students, violence, drug use, attitudes toward the homeless, and hiding from dyslexia); (5) "Personal Reflections" (14 reflections on topics ranging from having a bad day to losing close friends in a drag race); (6) "Family" (10 essays and poems expressing attitudes toward family and recalling specific family members); and (7) "Love and Inspiration" (10 poems and essays exploring the meaning of love and recounting experiences of being in love). Biographies of the authors and a list of honorable mention authors whose works were not included in the compilation are also presented. (MN) ED481824 Beginnings VI: A Publication of Adult Student Writing of the 2003 Ohio Writers' Conference. 2003-05-16 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Students 139 For full text: http://literacy.kent.edu/Oasis/Pubs/Beginnings6/index.html. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Learning Adult Literacy Adult Programs Adult Students Community Development Family History Historic Sites Interviews Literacy Education Local History Natural Disasters Oral History Personal Narratives Personal Writing Reminiscence State History Student Developed Materials Weather Collected Works - General Creative Works Historical Materials Historical Fiction Twentieth Century History Historical Landmarks National Register of Historic Places Ohio Personal History Ohio Kent State Univ., OH. Ohio Literacy Resource Center. English This document is a compilation of 33 pieces of writing presenting Ohio adult basic and literacy education (ABLE) students' perspectives of community and personal history. The items included in the compilation were written by ABLE students across Ohio in celebration of Ohio History Day. The compilation is organized in five sections as follows: (1) personal history (eight personal narratives, including narratives describing work at the Ravenna Army Ammunition Plant, life in an oil patch, life in the mountains during the Depression, life on a farm in the 1950s, and life as the brother of a heart and kidney transplant recipient); (2) historical communities (nine descriptions of Ohio sites that are included in the National Register of Historic Places); (3) oral history (four narratives and an interview with a man who was imprisoned in the Soviet Union in 1968 after Russian fighter planes forced his plane down for allegedly violating Soviet air space); (4) historical weather (eight personal narratives, including a narrative about the 1978 blizzard, several about floods, and a narrative about a tornado); and (5) historical fiction (three history-based fictional narratives, including one about "rum runners" smuggling liquor from Canada during Prohibition and one about a P.T. boat prowling Lake Erie during World War II). (MN) ED481825 History Untold: Celebrating Ohio History Through ABLE Students. Ohio History Project. 2001-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Students 57 For full text: http://literacy.kent.edu/Oasis/Pubs/ohp01/index.html. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Learning Adult Literacy Adult Programs Adult Students Community Development Cultural Differences Differences Family History Geographic Regions Interviews Literacy Education Local History Oral History Personal Narratives Personal Writing Reminiscence State History Student Developed Materials Collected Works - General Creative Works Historical Materials Ohio Personal History Ohio Kent State Univ., OH. Ohio Literacy Resource Center. English This document is a compilation of 25 pieces of writing presenting Ohio adult basic and literacy education (ABLE) students' perspectives of community and personal history. The items included in the compilation were written by ABLE students across Ohio. The compilation is organized in three sections as follows: (1) people (9 items, including a summary of an interview with a veteran of World War II, several personal recollections of deceased family members, a personal recollection of an interracial friendship in the 1950s, a narrative by a woman whose drug problems forced her to terminate her parental rights, and a woman's description of her children's reactions to meeting Vice-President Al Gore); (2) places (10 narratives, including reflections on growing up in southern Ohio, the history of the restoration of a house that had served as a safe-haven for runaway slaves in the 1850s, the story of a family's move from California to Ohio, a woman's impressions of a restored canal town, and a history of Malabar Farm); and (3) potpourri (6 items, including a personal recollection of the blizzard of 1977, a woman's story of her experiences keeping old Chinese customs in Ohio, and the story of a woman's impressions while watching the Olympic Torch's passage through Ohio). Biographies of most of the ABLE student authors are included. (MN) ED481826 History Untold: Celebrating Ohio History through ABLE Students. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Students 42 For full text: http://literacy.kent.edu/Oasis/Pubs/ohp02/index.html. N/A 2004 2016-11-21

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Yes Academic Standards Adult Basic Education Adult Students Behavioral Objectives Benchmarking Comparative Analysis Competency Based Education Evaluation Criteria Literacy Education Mathematics Instruction Mathematics Skills Numeracy Performance Factors Reading Instruction Reading Skills Secondary Education State Standards Student Evaluation Writing Instruction Writing Skills Guides - Non-Classroom Legal/Legislative/Regulatory Materials Ohio Crosswalks (Linking) Equipped for the Future Ohio Kent State Univ., OH. Ohio Literacy Resource Center. English This document is intended to show the relationship between Ohio's Standards and Competencies, Equipped for the Future's (EFF's) Standards and Components of Performance, and Ohio's Revised Benchmarks. The document is divided into three parts, with Part 1 covering mathematics instruction, Part 2 covering reading instruction, and Part 3 covering writing. Each part is divided into six sections devoted to the following instructional levels: (1) beginning literacy; (2) beginning adult basic and literacy education (ABLE); (3) low intermediate ABLE; (4) high intermediate ABLE; (5) low adult secondary education; and (6) high adult secondary education. The mathematics competencies covered range from recognizing numbers and numerals to applying numbers in consumer settings, solving simple word problems, using common mathematical documents, measuring, estimating, demonstrating complex mathematics skills, and applying knowledge of mathematical concepts to understanding and computing using mathematical information. Selected reading competencies covered are as follows: using word recognition skills to decode, pronounce, and comprehend the meaning of familiar words and new words introduced through instruction; demonstrating skill in varying reading rate for specific purposes; and reading and interpreting complex documents. The writing competencies covered range from demonstrating basic eye-hand coordination to composing appropriate written documents and using writing as a tool for professional or personal communication. (MN) ED481827 Benchmarks--Standards Comparisons. Math Competencies: EFF Benchmarks Comparison [and] Reading Competencies: EFF Benchmarks Comparison [and] Writing Competencies: EFF Benchmarks Comparison. 2003-10-01 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Administrators Practitioners Teachers 23 For full text: http://literacy.kent.edu/opas/benchmarkcompare.html. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Learning Adult Literacy Adult Students Cooperative Planning Definitions Educational Planning Educational Research English (Second Language) Guidelines Instructional Development Instructional Systems Literacy Education Program Validation Research Methodology Research Needs Research Utilization Secondary Education Student Needs Theory Practice Relationship Comings, John P. Beder, Hal Bingman, Beth Reder, Stephen Smith, Cristine Opinion Papers Evidence Based Practice National Center for the Study of Adult Learning and Literacy, Boston, MA. English To benefit from the support of public and private sector leaders and to ensure that all students receive effective services, the adult education system must identify program models that have empirical evidence to support claims of effectiveness. The U.S. Department of Education's Institute of Education Sciences defines evidence-based education as "the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction." An evidence-based adult education system would have the following components: (1) basic and applied research; (2) program model evaluation; and (3) practitioner knowledge. These three components would work together in a cycle that continually improves program models. The main steps in establishing an evidence-based adult education system are as follows: (1) define groups of students to focus on in the initial baseline program evaluations; (2) for each group of students, identify specific achievement outcomes and tools for measuring them; (3) choose a few groups to begin with first; (4) support a team to develop the baseline program models for each group; (5) engage research methodology experts to design an evaluation of the baseline program models; and (6) publish a detailed description of the baseline program models and the program model evaluation methodology. (Contains 28 references.) (MN) ED481828 Establishing an Evidence-Based Adult Education System. NCSALL Occasional Paper. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. Policymakers 25 For full text: http://ncsall.gse.harvard.edu/research/op_comings3.pdf. N/A 2004 2016-11-21

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Yes Administrator Attitudes Adult Education Agency Cooperation Career Centers Career Counseling Comparative Analysis Counseling Services Employment Programs Employment Services Geographic Regions Methods Research Program Content Public Agencies Research Methodology Resource Allocation Social Services State Programs Telephone Surveys Trend Analysis Working Poor Richer, Elise Kubo, Hitomi Frank, Abbey Reports - Research Temporary Assistance for Needy Families Access to Services Barriers to Participation Temporary Assistance for Needy Families Center for Law and Social Policy, Washington, DC. English The accessibility of work support programs at one-stop centers was examined in a study during which 33 telephone directors or managers of one-stop centers in 22 states were interviewed by telephone. The interviews established the existence of extensive differences between one-stop centers from the standpoint of all aspects of their operation, including resources and program accessibility. Collocation or a close working relationship with Temporary Assistance for Needy Families agencies emerged as an important factor for accessibility, particularly for programs such as publicly funded health insurance, food stamps, and cash assistance. One-stop director's attitudes about the provision of work supports also affected programs' accessibility. Rural one-stops and those in smaller counties tended to have fewer staff and other resources and were often geographically isolated. The combination of these factors appeared to make it harder for rural areas to offer access to many work supports. Lack of resources, staff, facility space, child care, and transportation and attitude or turf issues were identified as significant barriers to service provision. Despite these barriers, many sites had created innovative approaches to providing a vast array of services to one-stop customers. (A description of the study methodology is appended along with tables detailing the number of one-stops in the sample by region and by county size. Twenty-eight endnotes are listed.) (MN) ED481829 All in One Stop? The Accessibility of Work Support Programs at One-Stop Centers. 2003-09-00 Ford Foundation, New York, NY. Moriah Fund, Washington, DC. Public Welfare Foundation, Washington, DC. Rockefeller Foundation, New York, NY. Open Society Inst., New York, NY. Annie E. Casey Foundation, Baltimore, MD. John D. and Catherine T. MacArthur Foundation, Chicago, IL. Joyce Foundation, Chicago, IL. William and Flora Hewlett Foundation, Palo Alto, CA. 47 For full text: http://www.clasp.org/DMS/Documents/1063733515.9/one-stop_rpt.pdf. N/A 2004 2016-11-21

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No Career Choice Career Development College Graduates Corporations Employer Employee Relationship Employment Practices Entry Workers Foreign Countries Higher Education Labor Force Development Management Development Occupational Aspiration Organizational Climate Organizational Development Organizational Objectives Personnel Management Personnel Selection Professional Development Recruitment Work Attitudes Connor, H. Hirsh, W. Barber, L. Reports - Research United Kingdom United Kingdom Sussex Univ., Brighton (England). Inst. for Employment Studies. English Many employing organizations in the United Kingdom and elsewhere are finding it increasingly important to have an effective strategy for recruiting and developing higher education graduates. Numerous external and internal factors affect employers' graduate recruitment and development strategies. The following main approaches to graduates' entry into organizations have been identified: (1) high-potential corporate management schemes; (2) elite functional or business unit streams within wider entry; (3) professional or functional schemes; (4) direct job entry; and (5) ad hoc recruitment. Although each approach has distinct features, their individual distinctiveness has blurred in recent years. The three main activities in a graduate strategy are as follows: planning demand; recruitment and selection; and managing entry, training, and development. The Institute of Employment Studies developed a Graduate Value Chain that explored each activity and identified emerging key issues, including the following: (1) aligning graduate strategy with the varied business needs for graduates; (2) relating needs and entry approaches to the increasingly diverse supply of graduates; (3) the need to make the best use of e-recruitment; (4) development of an "umbrella approach"; (5) attracting and developing high-potential graduates; (6) avoiding overselling on the graduate development promise; and (7) deciding on the right balance between the center and the line. (Contains 54 references.) (MN) ED481830 Your Graduates and You: Effective Strategies for Graduate Recruitment and Development. IES Report. 2003-10-00 ISBN-1-85184-327-2 96 Grantham Book Services, Ltd., Isaac Newton Way, Alma Park Industrial Estate, Grantham NG31 9SD, United Kingdom (19.95 British pounds (paper); 8 British pounds (pdf); free to members). Web site: http://www.employment-studies.co.uk. N/A 2004 2016-11-21

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Yes Business Responsibility Case Studies Community Cooperation Community Coordination Community Organizations Community Services Computer Oriented Programs Corporate Support Free Enterprise System Information Technology Labor Turnover Marketing Organizational Objectives Partnerships in Education Professional Development Recruitment Opinion Papers Reports - Descriptive Customer Satisfaction Digital Divide United Kingdom Brand Awareness Business Community Relationship United Kingdom English This publication describes efforts in the United Kingdom (UK) to develop mutually beneficial, collaborative partnerships between businesses and communities that promote digital inclusion (access to information and communication technologies). Case studies of different kinds of relationships are listed, including UK online centers, schools, events in public spaces, events for voluntary and community groups, supporting the use of ICT by community/voluntary organizations, computer refurbishing, and innovation in the use of technology. (Some of the benefits to businesses are as follows: (1) developing brand reputation and customer loyalty; (2) networking with other businesses and local and national government; (3) improving recruitment and retention of staff; (4) developing employee skills; (5) developing new market places for goods and services; (6) understanding market opportunities by working with customers in new ways; and (7) increasing the number of people who can make use of e-business. Benefits to the community are that collaboration enables communities of all kinds to communicate and learn in new ways and it helps find innovative ways to tackle social problems. Advice for community-based organizations that wish to approach businesses and research companies include the following: (1) examine the needs of the organization; (2) locate business that might have special interests in the organization's charitable causes; (3) research potential companies; and (4) ensure that the time necessary to manage relationships is available.) Contains "next steps" for business and community organizations as well as a list of resources. (MO) ED481831 Digitally Included: Business-Community Partnerships To Promote the Use of Information and Communication Technologies. 2003-06-00 Department for Education and Skills, London (England). Policymakers 29 Business in the Community, 137 Shepherdess Walk, London N1 7RQ, UK (first copy free, additional 25 British pounds). Tel: 0870 600 2482; e-mail: information@bitc.org.uk; Web site: http://www.bitc.org.uk/index.html. For full text: http://www.bitc.org.uk/docs/Bitc_Digitial_inclusion_May03.pdf. N/A 2004 2016-11-21

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Yes Accountability Armed Forces Articulation (Education) Educational Assessment Educational Objectives Evaluation High Schools Institutional Evaluation Institutional Mission Military Schools Mission Statements School Effectiveness Strategic Planning Stewart, Derek B. Reports - Evaluative Military Academy (West Point) NY Naval Academy Preparatory School RI Air Force Academy CO Department of Defense General Accounting Office, Washington, DC. English Each year, the U.S. Air Force Academy, the U.S. Military Academy, and the U.S. Naval Academy combined spend tens of millions of dollars to operate preparatory schools that provide an alternative avenue for about 700 students annually to gain admission to the service academies. The Department of Defense (DOD) requested that the General Accounting Office (GAO) review the 3 service academies and specifically assess the following: (1) the adequacy of their current mission statements; (2) the effectiveness of these schools in accomplishing their missions; and (3) the effectiveness of DOD oversight of these schools. The GAO found that the schools' current mission statements do not clearly articulate the purpose for which the schools are being used by their respective service academies; that it is difficult to evaluate how effective the schools have been in accomplishing their missions because performance goals have not been established; and the effectiveness of oversight is limited because the existing oversight framework does not include performance goals and measures. The GAO recommends that the DOD align the preparatory schools' mission statements with DOD guidance and the academies' expectations; establish quantified performance goals and measures for the schools; and enhance the existing oversight framework for assessing the schools' performance. (Contains 9 appendices, 3 tables, and 30 figures.) (MO) ED481832 Military Education: DOD Needs To Align Academy Preparatory Schools' Mission Statements with Overall Guidance and Establish Performance Goals. Report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. 2003-09-00 Policymakers 59 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015 (first copy free; additional copies $2.00 each; 100 or more: 25% discount). For full text: http://www.gao.gov/new.items/d031017.pdf. N/A 2004 2016-11-21

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Yes Armed Forces Athletes Educational Environment Ethnic Discrimination Military Schools Military Training Quality of Life Racial Discrimination Sex Discrimination Standards Student Attitudes Student Recruitment Student Surveys Teacher Attitudes Teacher Surveys Stewart, Derek B. Reports - Evaluative Naval Academy MD Air Force Academy CO Department of Defense Military Academy (West Point) NY General Accounting Office, Washington, DC. English The General Accounting Office (GAO) surveyed students and faculty at the academies operated by the Army, Navy, and Air Force to educate and train young men and women to become leaders and effective junior officers in the military services. A web-based survey of 12,264 students and 2,065 faculty members at the 3 service academies on questions related to such student life issues as academic and military programs; gender- and race/ethnicity-based discrimination and harassment; and preferential treatment. Results from students included the following: 59-71% reported that quality-of-life problems are openly confronted and/or solved to some, little, or no extent; over 90% rated their academic programs as good or excellent; a quarter to a third rated their academy's performance standards for developing military officers as too low; and over 80% of students not recruited as athletes reported that athletes receive preferential treatment during the admissions process. Results from faculty were similar, but they were less likely to say that quality-of-life programs are seldom openly confronted and/or solved; a quarter to a third agreed that their academy's performance standards for developing military officers were too low; and 72-90% responded that recruited athletes receive preferential treatment during the admissions process. (Contains 4 appendices, 16 tables, and 30 figures.) (MO) ED481833 Military Education: Student and Faculty Perceptions of Student Life at the Military Academies. Report to the Subcommittee on Defense, Committee on Appropriations, House of Representatives. 2003-09-00 Policymakers 104 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015 (first copy free; additional copies $2.00 each; 100 or more: 25% discount). For full text: http://www.gao.gov/new.items/d031001.pdf. N/A 2004 2016-11-21

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Yes College Outcomes Assessment Community Colleges Educational Assessment Educational Objectives Outcomes of Education Program Effectiveness Program Evaluation School Effectiveness Student Personnel Services Two Year Colleges Morante, Edward A. Journal Articles Opinion Papers Comprehensive Assessment Program English This article provides an overview of ways to initiate a comprehensive and effective assessment program within student services and academic support services. It also provides three key questions that an institution should answer in order to create an effective assessment: (1) What does the faculty expect the students to learn? (2) Can it be demonstrated that students have learned what the faculty expects? and (3) How can the results of assessment be used to improve student learning? It is suggested that a comprehensive and effective assessment program should include both direct and indirect measures. The article emphasizes four principal areas of learning that should be assessed, including: (1) General Education; (2) Program or Major; (3) Basic Skills; and (4) Student Services or Academic Support Services. It suggests that effective assessments include a component addressing both access and equity. Also, assessments should be made at the institution, program and course level. Some potential outcome variables for assessing a program or service over time are suggested, including: course completion rates, basic skills completion rates, retention rates persistence rates, GPA, graduation rates, transfer rates, success after transfer, job placement rates, and job or employer satisfaction. The article concludes with some suggestions to help facilitate the implementation of an assessment. (JS) ED481834 Assessing Student Services and Academic Support Services. iJournal n4 Mar 2003 2003-03-00 9 For full text: http://www.ijournal.us/issue_04/ij_issue04_EdwardMorante_01.htm. N/A 2004 2016-11-21

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Yes Community Colleges Continuation Students Transfer Programs Transfer Rates (College) Transfer Students Two Year College Students Two Year Colleges Undergraduate Students Undergraduate Study Perry, Janis Morrison, Peter Rudmann, Jerry Reports - Research Speeches/Meeting Papers Academic Senate for California Community Colleges, Sacramento. English The Academic Senate of the California Community Colleges created this document in 2001. Its goal is to measure the degree of use, effectiveness, and acceptance of the Intersegmental General Education Transfer Curriculum (IGETC). The study was completed through three different questionnaires: (1) one was distributed to recent community college transfer students preparing to graduate; (2) another was distributed to professional guidance faculty in the California Community College System; and (3) the last one was given to the chief student services administrators at each of the California Community Colleges. The study had a 10% response rate. The study concluded that the IGETC pattern of lower-division general education requirements is well known to community college transfer students and it would become even more popular with an extended effort at community colleges and four-year colleges and universities to inform students of their about the program. If more students knew of the benefits that they would gain IGETC pattern then it would increase the number of students that utilized it and benefited from it. Those students that knew of the IGETC pattern viewed it as a flexible alternative that maximizes the student's options more than any other available program. (MZ) ED481835 Evaluation of the Intersegmental General Education Transfer Curriculum by Community College Transfer Students and Community College Counseling Faculty. 2001-05-00 California Community Colleges, Sacramento. 12 For full text: http://rpgroup.org/publications/ConfProceedings-WorkshopPapers/39th-Conf-May-2001/39th-Conf-Papers/3Rudmann.pdf. N/A 2004 8/20/2004 00:18:26 RIEJUN2004 In: Accountability, Reporting, Performance: Have They Made a Difference? Conference Proceedings of the Annual RP Group Conference (39th, Lake Arrowhead, CA, May 2-4, 2001), pp35-44.

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Yes Elementary Secondary Education High Stakes Tests National Surveys State Programs Teacher Attitudes Teacher Surveys Teachers Test Use Testing Programs Pedulla, Joseph J. Abrams, Lisa M. Madaus, George F. Russell, Michael K. Ramos, Miguel A. Miao, Jing Reports - Research Testing Effects National Board on Educational Testing and Public Policy, Chestnut Hill, MA. English Results from a national survey of teachers are reported for five types of state testing programs, those with: (1) high stakes for districts, schools, or teachers, and students; (2) high stakes for districts, schools, and teachers, and moderate stakes for students; (3) high stakes for districts, schools, and teachers, and low stakes for students; (4) moderate stakes for districts, schools, and teachers, and high stakes for students; and (5) moderate stakes for districts, schools, and teachers, and low stakes for students. Of the 12,000 teachers who received surveys, 4,195 returned responses. At least two themes emerged from these survey data. In several areas, teachers' responses differ significantly when analyzed by the severity of the stakes attached to test results. Pressure on teachers, emphasis on test preparation, time devoted to test content, and views on accountability are such areas. The second theme is that views of elementary, middle, and high school teachers regarding the effects of their state's test differed from each other in areas such as school climate and classroom use of test results. There are also instances in which stakes and grade level combined show interesting patterns in teachers' responses, and areas in which there are no differences. The summary is organized by major areas surveyed, and within each area, findings are presented for stakes levels, grade levels, and stakes combined with grade levels. Five appendixes contain supplemental information and data tables. (Contains 16 figures, 88 tables, and 53 references.) (SLD) ED481836 Perceived Effects of State-Mandated Testing Programs on Teaching and Learning: Findings from a National Survey of Teachers. 2003-03-00 151 N/A 2004 2016-11-21

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Yes Early Childhood Education Grants Nursery Schools Program Development School Districts State Aid Curry, Janice Reports - Evaluative Program Expansion Austin Independent School District TX Austin Independent School District, TX. Office of Program Evaluation. English In 2002-2003, the Austin Independent School District (AISD), Texas, offered full-day prekindergarten instruction to eligible 4-year-olds who were limited English proficient, economically disadvantaged, or homeless. AISD received $4,401,968 from the state Prekindergarten Expansion Grant to support full-day instruction in 2002-2003. This program evaluation shows that a total of 4,414 4-year-olds attended AISD prekindergarten in 2002-2003, representing an increase of 591 students from 2001-2002. Ninety-two percent of these students were from low-income families, and 45% met two criteria for eligibility. Hispanic students were the largest ethnic group, followed by African American. Thirty-eight languages were reported as home languages among these students, and the most frequently reported home languages were Spanish (49%), English (47%), and Vietnamese and Korean, at 1% each. In 2002-2003 there wee 243 prekindergarten teachers, and 26% had 0 to 1 years of teaching experience. Program effectiveness in language and literacy was determined by pretest-posttest scores in English and Spanish picture vocabulary test. Eighty-one percent of all Spanish language students and 71% of English language students made measurable gains. Informal mathematics assessment indicated progress in mathematics. Program teachers participated in professional development activities, with 58% of program teachers attending professional development directly related to prekindergarten. Recommendations are made for program improvement. Five appendixes contain supplemental tables and data. (Contains 20 figures.) (SLD) ED481837 Prekindergarten Expansion Grant Evaluation, 2002-03. 2003-10-00 42 N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Federal Legislation Reports State Programs Student Records Erpenbach, William J. Forte-Fast, Ellen Potts, Abigail Reports - Research No Child Left Behind Act 2001 Reporting Laws No Child Left Behind Act 2001 Council of Chief State School Officers, Washington, DC. English This paper provides, in summary form, a discussion of the central issues arising from an examination of State Accountability Workbooks prepared for Peer Reviews through the U.S. Department of Education (ED) and subsequent approval discussions made by ED. These issues have their genesis in requirements set forth under the No Child Left Behind Act of 2001 (NCLB) and attendant regulations and policy. In large measure, they reflect areas where states have faced noteworthy challenges or have chosen to "push the envelope" in their development of statewide educational accountability systems. In addition, the paper focuses entirely on the Title I Accountability requirements of NCLB and does not directly address the standards, assessments, program, or fiscal requirements of the law. The paper is based on information available through June 2003 and was finalized in cooperation with member states of both the Accountability Systems and Reporting and Comprehensive Assessment Systems State Collaboratives on Assessment and Student Standards. The document concludes with a list of nonnegotiable issues, areas where some states have tried to push the envelope with respect to NCLB requirements and Ed has almost consistently ruled against them. One appendix lists references and resources, and the other lists the 10 principles for accountability systems from ED. (Contains 3 tables and 15 references.) (SLD) ED481838 Statewide Educational Accountability under NCLB. Central Issues Arising from An Examination of State Accountability Workbooks and U.S. Department of Education Reviews under the No Child Left Behind Act of 2001. 2003-07-00 60 N/A 2004 2016-11-21

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Yes Accountability Charter Schools Elementary Secondary Education Federal Legislation State Legislation State Programs Student Evaluation Testing Programs Germuth, Amy A. Reports - Descriptive Ohio Ohio English This primer is designed to help charter school leaders in Ohio in coordinating testing and test data reporting procedures as required by state and federal guidelines. The report discusses the roles and responsibilities of charter schools under Ohio's new accountability system and what charter schools need to know to administer the tests of the accountability system effectively. The responsibilities of charter schools regarding testing are outlined, and how charter schools should collect and report data is discussed. Charter schools are increasingly being held to the accountability standards of traditional district schools and are also subject to the requirements regarding student achievement and accountability of the No Child Left Behind Act of 2001. Appendixes discuss the Ohio test development process and contain lists of the state testing dates and testing contacts and information, and a glossary of testing terms. (SLD) ED481839 The State Testing Program for Ohio and How It Works: A Primer for Charter Schools. A Report to the PACE School Resource Center. 2003-00-00 Thomas B. Fordham Foundation, Washington, DC. Administrators Practitioners 23 N/A 2004 2016-11-21

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Yes Curriculum Development Elementary Secondary Education Pedagogical Content Knowledge State Standards United States History Stern, Sheldon M. Reports - Evaluative Thomas B. Fordham Foundation, Washington, DC. English This study reviewed and rated state academic standards for U.S. history. The researcher set three broad criteria for the review (1) comprehensive historical content; (2) sequential development; and (3) balance. The most recent standards bearing on U.S. history, even if termed "social studies," were reviewed. An essential element was that state history standards must acknowledge the key issues and events that comprise the whole U.S. story, including both inspiring and terrible events. Overall, state standards for U.S. history are not adequate. Eleven states earned honors ratings, and six of these did an "outstanding" job with U.S. history. Seven states got "Cs," but 31 states had not done even a minimally satisfactory job. No clear trends are evident. Neighboring states can score at opposite ends of the scale. A few general conclusions can be drawn about what makes a good set of standards. They have a biographical dimension, with a clear chronology and coherent sequence beginning in the early grades. They revisit topics covered in early grades in a more thorough and sophisticated way in later grades. They acknowledge the European origins of the United States while recognizing the contributions of non-Western people. History standards should discuss the origins and development of democratic ideas and institutions and give political history equal status with social and cultural history. They should be comprehensive and balanced, free of overt or covert ideological agendas. The weakest standards are shackled by "social studies" assumptions that pretend that chronology doesn't matter. An evaluation is presented for the standards of each state. An appendix contains six summary tables that list the states alphabetically and by state rank. (SLD) ED481840 Effective State Standards for U.S. History: A 2003 Report Card. 2003-00-00 103 N/A 2004 8/20/2004 00:18:37 RIEJUN2004 With Michael Chesson, Mary Beth Klee, and Luther Spoehr.

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Yes Adult Vocational Education Age Groups Community Colleges Dislocated Workers Employment Job Layoff Job Skills Job Training Labor Force Labor Force Development Outcomes of Education Retraining Two Year Colleges Jacobson, Louis S. LaLonde, Robert J. Sullivan, Daniel G. Reports - Research Pennsylvania Washington Pennsylvania Washington Westat, Inc., Rockville, MD. Federal Reserve Bank of Chicago, IL. Chicago Univ., IL. English This paper presents new evidence regarding the benefits of retraining prime-aged adults by analyzing the impacts of community college schooling on displaced workers in Washington State during the 1990s. The authors also conducted a similar analysis of a small program that provided community college courses to workers displaced from their jobs during the mid-1980s in Alleghany County, (Pittsburgh) Pennsylvania. The samples were constructed by matching displaced workers' state unemployment insurance earnings records to their community college transcripts. The samples included only workers who had three or more years of job tenure when they were permanently displaced from their jobs. The Washington State sample consists of 21,000 workers displaced between 1990 and 1994 who enrolled in at least one community college course, and 64,000 displaced workers who did not take courses. The Pittsburgh sample consists of 3,200 displaced workers who took part in a county training program, and 3,500 displaced workers who did not enroll in the program. Both samples include dropouts in the samples of workers who enrolled in retraining programs. Findings of this study indicate that one year of community college training raised the hourly wage of both male and female workers by less than 2%. But earnings increased 5-6% because of increased hours worked due to training. (Contains 8 tables and 25 references.) (NB) ED481841 The Returns to Community College Schooling for Displaced Workers. 2001-01-00 Department of Labor, Washington, DC. 53 N/A 2004 2016-11-21

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Yes Admission (School) Admissions Counseling College School Cooperation Community Colleges Eligibility Research Research Methodology Student Personnel Services Student Placement Surveys Two Year Colleges Martinez, Daniel Reports - Research Riverside Community College CA Riverside County Schools CA Riverside Community Coll. District, CA. Office of Institutional Research. English This document, originally published in a journal, investigates whether matriculation works and if so how does it affect students. The document uses the data from a study done at the Riverside Community College District (RCCD), which addressed the effect of matriculation on student persistence. The RCCD data came from a variety of sources and focused on four areas: Assessment, counseling, SEP, and persistence. The document concludes that according to the regional data used matriculation does have a positive impact on student persistence. The author claims that students with the highest proportion of expected persistence combined assessment and counseling. Furthermore, out of the four colleges that were examined, each had different strengths in different areas. The author admits that there are certain limitations to his findings. They include the following: (1) Study does not take into account student demographics which may show a different pattern of which services are utilized by students; (2) The study omits orientation as a factor which may have an effect on the data; and (3) The study's measurement of service could be misleading. The author concludes that perhaps the most important aspect of the study is that it shows how effectively common goals can be accomplished if there is cooperation between colleges. (Contains 11 tables and 1 figure.) (MZ) ED481842 Matriculation Outcomes: A Regional Investigation. 2003-00-00 13 For full text: http://www.ijournal.us/issue_05/ij_issue05_DanielMartinez_01.htm. N/A 2004 2016-11-21

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Yes Academic Degrees Budgets Community Colleges Computer Uses in Education Cooperative Programs Distance Education Educational Cooperation Educational Finance Family Income Fees Financial Support Funding Formulas Job Training Technology Tuition Two Year Colleges Reports - Descriptive Montana Montana Wyoming Community Coll. Commission, Cheyenne. English This paper reports on outcomes of community college programs monitored by the Wyoming Community College Commission (WCCC). The document covers the following WCCC objectives: (1) Study of tuition rates for the community colleges; (2) Negotiation of contracts and provision of financial support for administrative computing system components and related education delivery support systems; (3) Maintenance of a funding allocation model that determines the funding gap (if one exists) between the Wyoming Community College System and comparator institutions; (4) Establishment and promotion of the accomplishment of statewide priorities for the college system in consultation with the colleges; (5) Approval of all new credit certificate and degree programs; (6) Approval of all capital construction requests in excess of $50,000 for which state funds are being or could eventually be applied; (7) Preparation of budget requests for the operation and support of the colleges and the commission; (8) Financial and audit findings reports; and (9) Maintenance of a management information system for studies and reports outlined in statute. Specifics of the funding allocation model included in the report argue that the Wyoming college system was funded $14.7 million below the average funding of an empirically selected college comparator group. (NB) ED481843 Wyoming Community College Commission Agency Annual Report. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Career Academies Community Colleges Developmental Stages Developmental Studies Programs Developmental Tasks Research and Development Two Year Colleges Collected Works - Proceedings Reports - Descriptive Canada Canada Association of Canadian Community Colleges. English This document discusses how in September 2001, 60 college presidents and 40 senior federal officials met in Ottawa, Canada to discuss different ways to improve Canada's educational system. The meeting was planned in order to strengthen Canada's ability to compete with other nations in the global market. The following are the three main goals of those involved in the meeting: (1) building mutually beneficial partnerships between Canadian businesses and colleges; (2) to familiarize government officials with the needs of Canadian colleges; and (3) to facilitate the participation of college and institute leaders in the federal policy development. This document discusses the various topics that were addressed during the meeting in detail. Those who attended the meeting declared it a success for the following reasons: (1) creating awareness in the federal government of the needs and goals of the Canadian colleges; (2) colleges gaining an understanding of the complex processes of the federal government; (3) the meeting created a possibility of a strong national voice that could help Canada improve its standing in the global market; and (4) the meeting created a desire to make this an annual event that will continue the creation of strong bonds between colleges and the federal government. (MZ) ED481844 Building a Productive Partnership: A Meeting for Senior Executives from Community Colleges, Institutes of Technology and Federal Government Departments (September 25-26, 2001). Synopsis. 2001-09-25 26 N/A 2004 2016-11-21

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Yes Community Colleges Design Development Developmental Programs Developmental Stages Developmental Tasks Developmentally Appropriate Practices Research and Development Two Year Colleges Orr-Carpenter, Deborah Reports - Descriptive California California California Community Colleges, Sacramento. Economic Development Coordination Network (EDNet). English This document discusses the Small Business Development Center initiative which addresses the needs of California businesses to grow through the delivery of one-on-one counseling, seminars, workshops, conferences, and other technical activities. The community colleges host 21 full centers. Some of the major objectives of the initiative are the following: (1) create and retain jobs; (2) create investment in companies to stimulate economic investment; and (3) increase business sales thereby increasing economic impacts on regions served. Some of the strengths of the initiatives are that it actively promotes to the small business community college programs and services, offering diverse services to colleges, and partnering with local organizations including colleges, chambers of commerce, cities, economic development organizations and private business. There are four systematic barriers to the success of the initiative: (1) communication and leadership barriers between the three main stakeholders; (2) different funding formulas have created problems so that funds have not been distributed to rural centers; (3) limited funding; and (4) demands for services exceed center resources and it does not seem that this situation will change in the near future. The document also addresses the emerging opportunities for this initiative, whether the initiative could be sustained without categorical funding, and how additional funds would be used if they were made available. (MZ) ED481845 Operational Initiative Review Report of The Small Business Development Center Initiative. 2000-01-00 14 For full text (MS Word): http://www.celcee.edu/abstracts/c20033352.html. N/A 2004 2016-11-21

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Yes Administrative Organization College Governing Councils Community Colleges Diversity Diversity (Institutional) Institutional Mission Policy Formation Professional Autonomy Two Year Colleges Weinstein, Andrea C. Harcleroad, Fred F. Information Analyses Reports - Descriptive English This document addresses how the widespread diversity of American higher education has become a distinctive and defining characteristic of the system as a whole. The goal of this document is to create an understanding of diversity in higher education by addressing the classification of higher education, the foundation and development of the different types of institutions, which constitute the American higher education system, current influences on diversity, and the value of diversity. In discussing the historical development of higher education, the author addresses how starting in 1,176 changes in American politics, social values, etc. shaped the diversity in higher education. The author pays particular attention to the following areas: (1) institutions for women; (2) graduate education; (3) higher education institutions for religious groups; (4) higher education institutions for ethnic/racial groups; (5) two year institutions; (6) institutions for education for the professions; and (7) current influences on diversity including the American government, classification systems, and external agencies. The author concludes by discussing the major benefits of diversity in higher education including increased choices for students, access for students of different abilities and backgrounds, autonomy afforded to different institutions, and allowing for a system that is as varied and complex as society itself. (Contains 65 references.) (MZ) ED481846 Diversity in American Higher Education. 1983-08-00 98 N/A 2004 8/20/2004 00:18:48 RIEJUN2004

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Yes Administrators Community Colleges Faculty Faculty Evaluation Surveys Teacher Surveys Technological Advancement Technology Uses in Education Two Year Colleges Reports - Research City College of San Francisco CA City Coll. of San Francisco, CA. Office of Institutional Research, Planning and Grants. English This document discusses the findings of a survey completed by all employees of City College of San Francisco in 2003. The employees surveyed include administrators, department chairs, classified staff, and student service faculty. The survey discovered that these employees differ from instructional faculty in the following ways: (1) they do their work on computers at their desks on site; and (2) they need to use computers in their work while faculty can develop alternate strategies for instruction. The survey asked the respondents to rate themselves as one of the following terms for each category: beginner, intermediate, or advanced. Some of the key results of the survey are the following: (1) even those respondents that rated themselves as beginners were familiar with email, word processing, and searching the net; (2) 97% of respondents use email, 90% do word processing, 99% report web skills; (3) 97% use a computer at work at least a few times a week; (4) considering the results of the same survey completed in past years, department chairs and student services have made great progress towards more advanced technological categories; (5) classified employees reported the most problems in hardware funding, software funding, incentives, and training; and (6) student services faculty has made the greatest progress in their assessment of how their computer skills meet their job needs. (MZ) ED481847 CCSF Survey on Using Technology: Administrators, Department Chairs, Classified Staff, and Student Services. 2003-02-25 9 For full text: http://www.ccsf.edu/Offices/Research_Planning/pdf/rep02253.pdf. N/A 2004 2016-11-21

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Yes Child Abuse Child Neglect Definitions Disclosure Educational Policy Elementary Secondary Education Emotional Abuse Federal Legislation Identification Legal Responsibility Prevention Records (Forms) Sexual Abuse State Legislation Teacher Responsibility Wakefield, Cindy Guides - Non-Classroom Child Abuse and Neglect Reporting Colorado Colorado Colorado State Dept. of Education, Denver. Prevention Initiatives Unit. English This guide for Colorado educators and other school personnel is intended to help define child abuse and neglect and develop appropriate policy and training programs. Sections address the following topics: identifying child abuse and neglect; identifying physical abuse; identifying neglect and emotional abuse; identifying sexual abuse; responding to disclosure; child abuse and neglect law excerpts (definitions); reporting procedures (model school reporting policy); reporting procedures (sample reporting form); child abuse and neglect law excerpts concerning persons required to report and their liability; reporting procedures (after a report is made); child abuse and neglect law excerpts concerning after a report is made; child abuse and neglect law excerpts concerning immunity from liability for persons reporting; reporting procedures for suspected abuse by school employees; Colorado Department of Education Notification Form; background screening for school employees; the Safe Schools Act; working with a child who has been abused; working with caregivers of children who have been abused; tips for parents and caregivers; and preventing child abuse and neglect. A list of five state (Colorado) and five national resources is attached. (DB) ED481848 Preventing and Reporting Child Abuse and Neglect: Guidance for School Personnel. 2002-00-00 Practitioners 33 Colorado Dept. of Education, Prevention Initiatives Unit, 201 East Colfax Ave., Denver, CO 80203. Tel: 303-866-6750. For full text: http://www.cde.state.co.us/cdeprevention/download/pdf/child_abuse_manual_2002.pdf. N/A 2004 2016-11-21

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No Cognitive Processes Curriculum Development Educational Methods Educational Policy Educational Practices Educational Trends Elementary Secondary Education Emotional Development Foreign Countries Gifted Gifted Disabled Neuropsychology Research and Development Research Utilization Social Development Student Needs Talent Theory Practice Relationship Vialle, Wilma, Ed. Geake, John, Ed. Books Collected Works - General Reports - Research Asia Australia Asia Australia English Twenty-one research articles originally published in the "Australasian Journal of Gifted Education" over the past decade are collected in this book and address aspects of gifted education including pedagogy and curriculum, policy and practice, social and emotional needs, school and family, neuropsychology and cognition, and special populations. Titles and authors are: "Teaching Primary School Students Talented in Mathematics" (Neil Hall); "A Qualitative Assessment of Gifted and Talented Students Undertaking Research Science Projects" (Aleah Poncini and Laurence Poncini); "Students' and Teachers' Perceptions of Selective Schooling" (Peter O'Brien and Wilma Vialle); "Factors Influencing High Achieving Students in the Secondary School" (Peter Street); "The Reality of Opportunities for Gifted and Talented Students" (Jill Forster); "Ensuring Identification of Disadvantaged and Culturally Diverse Gifted Students in Queensland" (Kay Gibson); "Threats to Gifted and Talented Students' Self-Concepts in the Big Pond: Research Results and Education Implications" (Rhonda Craven and Herbert Marsh); "How Ability Grouping Turns Big Fish into Little Fish--or Does It? Of Optical Illusions and Optimal Environments" (Miraca Gross); "Metacognition and Motivation Orientations of Intellectually Gifted Students" (Lorna Chan); "A Developmental Perspective on the Motivation of Gifted and Talented Students" (Mary Ainley); "The Attitudes of Catholic Primary School Teachers towards Educational Provisions for Gifted and Talented Students" (Susan Smith and Lorna Chan); "How Do Preservice Teachers View Gifted Students? Evidence from a NSW Study" (Neil Carrington and Stan Bailey); "Impacting on Teacher Attitudes toward Gifted Students" (Market Plunkett); "Parents' and Teachers' Perception of Gifted Provision" (Margaret Taplin and Marion White); "Student Views of Differentiated Education for Ability Differences" (Patricia Long); "Neuroscientific Research Findings and Their Potential Application to Gifted Education Practice" (Michael O'Boyle); "Thinking as Evolution in the Brain: Implications for Giftedness" (John Geake); "A Proposed Model Describing the Realisation of Gifted Potential" (Louise Porter); "Aboriginal Students Succeeding in the Senior High School Years: A Strengthening and Changing Aboriginality Challenges the Negative Stereotype" (Alan Day); "Constructing a Curriculum Plan for Gifted Students in Small Rural Schools" (Janet Varley and Wilma Vialle); "Sugar, Spice and Puppy Dog Tails: Gendered Perceptions of Talent and High Achievement" (Julie Landvogt and others); "Dual Exceptionality: Gifted Children with Special Needs" (Deslea Kona and Margaret Mornoney). (Individual papers contain references.) (DB) ED481849 The Gifted Enigma: A Collection of Articles. 2002-00-00 ISBN-1-74025-756-1 Practitioners Students Teachers 455 Hawker Brownlow Education, 1123A Napean Hwy, Highett, VIC 3190, Australia ($63.59). Tel: 61 3 9555 1344 ; Fax: 61 3 9553 4538; e-mail: brown@hbe.com.au; Web site: http://www.hbe.com.au. N/A 2004 2016-11-21

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Yes Age Differences Demography Disabilities Disability Identification Elementary Secondary Education Family Income Health Longitudinal Studies National Surveys Sex Differences Student Experience Cameto, Renee Reports - Descriptive National Information Center for Children and Youth with Disabilities, Washington, DC. English This paper describes a current national study funded by the Office of Special Education Programs, the Special Education Elementary Longitudinal Study (SEELS). SEELS is a 6-year study (1999-2005) that will document the school experiences of a national sample of school-age students with disabilities by following students as they move from elementary to middle school and high school. The study is following 14,000 students from 300 school districts and 40 state-operated schools for deaf and/or blind students. Data are being collected from parent interviews, student assessments, and school questionnaires (a school characteristics survey, a language arts teacher survey, and a school program survey). Preliminary findings include the following: youth receiving special education services comprise 11% of all students between the ages of 6 and 13; 75% of special education students are classified as having either learning disabilities or speech/language impairments; two-thirds of the special education students are boys, a preponderance that appears in all racial/ethnic groups; younger children are more likely to be identified as having a speech/language impairment; children with disabilities are generally less healthy than their non-disabled peers; and about 20% of children with disabilities are living in households with annual incomes of less than $15,000. (DB) ED481850 Who Are the Children in Special Education? Research Brief. 2003-07-00 Special Education Programs (ED/OSERS), Washington, DC. 10 National Information Center for Children and Youth with Disabilities, P.O. Box 1492, Washington, DC 20013-1492. Tel: 800-695-0285 (Voice/TTY) (Toll Free); e-mail: nichcy@aed.org. For full text: http://www.nichcy.org/. N/A 2004 8/20/2004 00:18:54 RIEJUN2004 H326N980002

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Yes Disabilities Educational Vouchers Elementary Secondary Education Parent Attitudes Participant Satisfaction Program Evaluation Scholarships State Programs Greene, Jay P. Forster, Greg Reports - Evaluative Tests/Questionnaires Manhattan Inst., New York, NY. Center for Civic Innovation. English This paper reports on an evaluation of Florida's McKay Scholarship Program for Students with Disabilities, which makes a school voucher available to any special education student. The program currently serves 9,202 students out of 375,000 eligible special education students. Based on two telephone surveys (one of parents currently using a McKay voucher and the other of parents who previously used a voucher but no longer do) the study found that parents in both groups are much more satisfied with their experiences in private McKay schools than in the public schools. Highlights include: 92.7% of current McKay participants are very satisfied with their schools; participants saw class size drop from an average of 25 students to 13 students per class; participating students were victimized far less by other students because of their disabilities; more than 70% of parents report paying either nothing or less than $1,000 per year above the voucher; and 90% of parents who have left the program believe the program should continue. The report details the study's method and reports results concerning parental satisfaction, class size, services provided, Individual Education Plans, behavior problems, problems with other students, tuition and fees above the scholarship, demographics, difficulty finding an acceptable school, transportation, and whether the McKay Program should continue. Detailed results and the survey questionnaire are appended. (Contains 20 references.) (DB) ED481851 Vouchers for Special Education Students: An Evaluation of Florida's McKay Scholarship Program. Civic Report. 2003-06-00 42 For full text: http://www.manhattan-institute.org/cr_38.pdf. N/A 2004 8/20/2004 00:18:56 RIEJUN2004

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Yes Academic Accommodations (Disabilities) Behavior Disorders Behavior Modification Discipline Educational Environment Elementary Secondary Education Functional Behavioral Assessment Intervention Prevention School Personnel Bullock, Lyndal M., Ed. Gable, Robert A., Ed. Collected Works - General Speeches/Meeting Papers Positive Behavioral Support Council for Children with Behavioral Disorders. English This monograph presents highlights from a 2002 forum on school-wide approaches to working with students with challenging behaviors. The forum's focus was on ways to make systemic changes to create school environments that support the use of positive academic and behavioral interventions at the building and classroom levels. The following presentations of keynote speakers are included: (1) "Behavior in the Schools: Issues Related to Students with Challenging Behaviors" (Richard Van Acker); (2) "Accommodations and Modifications for Students with Challenging Behaviors: Collaborating with General Education" (Michael N. Hazelkorn); (3) "Strategic Use of School Personnel: Providing Meaningful Behavioral Supports for Students with Challenging Behaviors and the School Personnel Who Work with Them" (Mary Karen Oudeans); (4) "Managing Kids: Direct Answers for Tricky Issues" (Anthony Moriaty); and (5) "Developing Effective Behavioral Intervention Plans and Positive Behavioral Supports" (Richard Van Acker). Also included are summaries of the following discussion groups and leaders: "Proactive Approaches To Working with Challenging Behaviors: Voices from the Field" (Howard S. Muscott and others); "Improving School Climate: Moving from 'Your Kids' to 'Our Kids'" (Karen Barnest and others); "Practicing an Ethos of Care: Laying a Foundation for School-Wide Proactive Approaches" (Teresa L. Teaff and Cathy Kea); "The Academic/Behavioral Connection: Working Effectively with Students with Challenging Behaviors" (Beverley H. Johns); and "Meeting the Needs of Students with Emotional or Behavioral Disorders through Proactive Approaches" (Mary E. Little). (Individual presentations and discussion summaries contain references.) (DB) ED481852 School-Wide Proactive Approaches to Working with Students with Challenging Behaviors. 2003-00-00 ISBN-0-86586-973-1 67 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 888-232-7733 (Toll Free); e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 2016-11-21

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Yes Community Based Instruction (Disabilities) Disabilities Education Work Relationship Educational Assessment Experiential Learning Generalization Maintenance Outcomes of Education Program Evaluation Secondary Education Self Determination Teaching Methods Transfer of Training Transitional Programs Beakley, Barbara A. Yoder, Sandy L. West, Lynda L. Books Guides - Non-Classroom Council for Exceptional Children, Arlington, VA. English This guide is intended to provide teachers of student with disabilities with resources, ideas, and procedures in implementing community-based instruction (CBI). The first chapter defines CBI, explains its importance, differentiates CBI from field trips, discusses appropriate CBI participants and stakeholders, and reviews the research on CBI. Chapter 2 focuses on expectations for CBI including expected outcomes, expectations for students, expectations for families, expectations for communities, and how expected outcomes of CBI respond to school reform issues. The following chapter considers procedures for program implementation including 10 steps to utilizing CBI, CBI sites for older students, and necessary resources and support systems. Chapter 4 considers the school and classroom component of CBI such as application of the general curriculum and alternative curriculum approaches and the transition portion of the Individualized Education Program. The following chapter focuses on development of independence and self-determination skills as well as natural environments for CBI and transfer of skills from classroom to community. Chapter 6 addresses issues concerned with evaluation of CBI programs, noting important evaluation questions and how to use assessment information to show accountability. The last two chapters focus on maintaining and generalizing community skills and the dynamics of community-based instruction, respectively. Appendices include a variety of sample forms. A CD-ROM containing the appendix files is also included.(Individual chapters contain references.) (DB) ED481853 Community-Based Instruction: A Guidebook for Teachers. 2003-00-00 ISBN-0-86586-983-9 Practitioners Teachers 189 Council for Exceptional Children, 1110 North Glebe Rd., Arlington, VA 22201-5704 ( Stock No. P5630). Tel: 888-232-7733 (Toll Free); e-mail: service@cec.sped.org; Web site: http://www.cec.sped.org. N/A 2004 8/20/2004 00:19:02 RIEJUN2004 Accompanying CD-ROM not available from ERIC.

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Yes Ability Identification Cognitive Style Comparative Education Creativity Cultural Differences Developing Nations Elementary Secondary Education Foreign Countries Gifted Research and Development Talent Teacher Attitudes Miller, Phyllis, Ed. Collected Works - Serials Reports - Research Learning Potential Assessment Device South Africa Germany Hungary Japan Germany Hungary Japan South Africa Learning Potential Assessment Device American Mensa Education and Research Foundation, Arlington, TX. English This journal issue presents four major articles on cultural diversity issues in the education of gifted students. The first article is "An Alternative Approach to the Identification of Gifted Culturally and Linguistically Diverse Learners" by Carol S. Lidz and Sheila L. Macrine. It evaluates a dynamic assessment approach to identification of gifted culturally and linguistically diverse learners in first to fifth grades. Next is "Giftedness and Intelligence Assessment in a Third World Country: Constraints and Alternatives" by Patrick T. Sibaya and others. This paper describes use of the Learning Potential Assessment Device to identify gifted black students in South Africa. The third paper is "Teachers' Work: Institutional Isomorphism and Cultural Variation in the U.S., Germany, and Japan" by Gerald K. LeTendre and others. This study found core teaching practices and teacher beliefs show little national variation (although other aspects of teachers work do) and demonstrate the impact of institutional isomorphism in schooling. Next is "The Learning Styles of High-Achieving and Creative Adolescents in Hungary" by Andrea Honigsfeld. This study found that high, average, and low academic achievers and students creative in various domains demonstrated significantly distinct learning style characteristics. The journal also includes reviews of two books: "International Handbook of Giftedness and Talent" (Second Edition) by Kurt A. Heller and others) and "The Academic Adventures of Laura Bridges: An Introduction to Educational Architecture Therapy" by James P. Bridges. (DB) ED481854 (Inter)Culturing the Gifted. Mensa Research Journal v33 n1 Win 2002 2002-00-00 99 Mensa Education and Research Foundation, 1229 Corporate Dr. West, Arlington, TX 76006-6103. Tel: 973-655-4225; Fax: 973-655-7382. T 2004 2016-11-21

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Yes Adolescents Bisexuality Competition Cooperative Learning Gifted Homosexuality Lesbianism Peer Relationship Secondary Education Self Concept Social Development Student Experience Student Motivation Talent Miller, Phyllis, Ed. Collected Works - Serials Reports - Research American Mensa Education and Research Foundation, Arlington, TX. English This journal presents four articles on gifted adolescents. The first is "Gifted and Gay: A Study of the Adolescent Experience" (Jean Sunde Peterson and Heather Rischar). This paper reports on a retrospective study of the experiences of 18 gay, lesbian, or bisexual young adults with high ability, finding themes of danger, isolation, depression, and suicidal ideation together with high achievement and extreme involvement in activities. The second study reported is "Respect for Peers with All Levels of Ability" (John Feldhusen), which developed a new scale to examine the self concepts and attitudes of gifted youth and found that, although they see themselves as superior thinkers, they are not arrogant or intolerant of less able thinkers. The third article is "A 'Rag Quilt': Social Relationships among Students in a Special High School". This study at a public residential high school for gifted students used ethnographic and phenomenological methods and found a social system that the students judged as different from their home schools. The final paper is "Dimensions of Competitive and Cooperative Learning among Gifted Learners" by John F. Feldhusen and others. This study explored the dimensionality of preferences for competitive and cooperative learning with 176 gifted students attending a summer program. Cluster analysis identified five relatively homogeneous groups in terms of preferences for cooperative and competitive learning. (Individual articles contain references.) (DB) ED481855 What Are/Do Gifted Teenagers Like? Mensa Research Journal v33 n2 Sum 2002 2002-00-00 76 Mensa Education and Research Foundation, 1229 Corporate Dr. West, Arlington, TX 76006-6103. Tel: 973-655-4225; Fax: 973-655-7382. T 2004 8/20/2004 00:19:06 RIEJUN2004 Published three times per year. Theme issue.

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Yes Accessibility (for Disabled) Disabilities Grade 9 High Schools Inclusive Schools Integrated Curriculum Interdisciplinary Approach Parent Education Program Effectiveness Teacher Collaboration Teamwork Urban Education Kiernan, William Reports - Descriptive Individuals with Disabilities Education Act Massachusetts School to Work Opportunities Act 1994 Massachusetts Individuals with Disabilities Education Act School to Work Opportunities Act 1994 Massachusetts Univ., Boston. English This final report describes activities and accomplishments of a 3-year project that conducted research on the effectiveness of an intervention that complies with the Individuals with Disabilities Education Act, the School-to-Work Opportunities Act of 1994, and Massachusetts state standards. The project, conducted at two urban high schools, evaluated an integrated curriculum that included all students in ninth grade general education classrooms. The project's five goals were all accomplished: (1) to research the effectiveness of the interventions in assisting students with disabilities to gain access to and succeed in the general curriculum; (2) to develop and facilitate Curriculum Review Committees at the two high schools who review and adjust ninth grade curriculum and integrate school to work activities, identified skills, curriculum frameworks, and promising practices; (3) to develop transdisciplinary teacher support teams in each high school who assist educators to implement promising practices; (4) to provide outreach activities and educate families on the benefits of curricular adjustment and education reform; and (5) to disseminate research results throughout the state and nation. Appendices provide additional information on survey, training and technical assistance provided; sample curricula materials; conferences attended by project participants; research activities and timelines; research instruments used; overheads for a presentation on the project; sample matrices; summer institutes; parent training materials; and the report of the independent evaluation. (DB) ED481856 Directed Research Project: Integrating Curriculum for All Students, October 1, 1998-September 30, 2001. Final Report. 2001-00-00 Special Education Programs (ED/OSERS), Washington, DC. 166 N/A 2004 2016-11-21

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No Addition Arithmetic Cognitive Processes Computation Division Dyscalculia Dyslexia Elementary Education Multiplication Number Concepts Remedial Instruction Subtraction Yeo, Dorian Books Guides - Non-Classroom Dyspraxia English This book explores how primary school children with dyslexia or dyspraxia and difficulty in math can learn math and provides practical support and detailed teaching suggestions. It considers cognitive features that underlie difficulty with mathematics generally or with specific aspects of mathematics. It outlines the ways in which children usually learn basic mathematics and the special cognitive needs of this population. Sections address the following broad areas: definitions and premises; basic counting and the early stages of addition and subtraction; addition and subtraction with larger numbers; and multiplication and division. Individual chapters examine the following topics: (1) background information; (2) teaching premises; (3) counting; (4) counting in basic calculation; (5) defining the difficulties; (6) an understanding-based approach to teaching the number structures; (7) basic calculation to twenty; (8) two-digit addition and subtraction; (9) more on two-digit addition and subtraction; (10) theoretical debates about multiplication and division; (11) an understanding based approach to multiplication and division for dyslexic and dyspraxic children; and (12) multiplication and division with larger numbers. (Contains references.) (DB) ED481857 Dyslexia, Dyspraxia and Mathematics. 2003-00-00 ISBN-1-86156-323-X 459 Taylor and Francis, 10650 Toebben Dr., Independence, KY 41051 ($54.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.taylorand francis.com. N/A 2004 2016-11-21

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No Auditory Perception Dyslexia Elementary Secondary Education Memorization Music Education Music Techniques Musical Instruments Perceptual Motor Coordination Piano Instruction Symptoms (Individual Disorders) Teacher Student Relationship Teaching Methods Visual Perception Oglethorpe, Sheila Books Guides - Non-Classroom English This book is a guide for music teachers whose students of instrumental keyboard music include those with dyslexia. Chapter 1 is on recognizing dyslexia, including primary and secondary symptoms, multisensory teaching, and teaching to strengths. Chapter 2 focuses on communication between pupil and teacher with sections on music as communication and the diagnosed/undiagnosed dyslexic child. Auditory considerations are addressed in the third chapter, including anomalies in auditory function, auditory laterality, singing, and rhythm. The following chapter considers visual challenges related to interpreting the printed page; the stave; vertical and additional horizontal lines; rests, dots, and accidentals; fingering; and tracking. Chapter 5 offers suggestions for addressing motor problems including balance and posture, gross motor control, coordination for pedaling, fine motor control, hand independence, spatial aptitude, and fingering. Chapter 6 is on memorizing and sight-reading with discussion of kinesthetic memory, memorizing the architecture, and playing duets. Chapter 7 addresses musical theory and music writing. Subtopics include materials for writing music, the reproduction of musical symbols, keys, and performance indications. The final chapter is on the music lesson with suggestions for useful equipment, planning and evaluating lessons, relative values of instruments other than the piano, and examinations and performances. An appendix provides a sample repertoire for pianists. Also provided are a glossary and useful addresses in Great Britain. (Contains 86 references.) (DB) ED481858 Instrumental Music for Dyslexics: A Teaching Handbook. Second Edition. 2002-00-00 ISBN-1-86156-291-8 Practitioners Teachers 178 Taylor and Francis, 10650 Toebben Dr., Independence, KY 41051 ($34.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.taylorand francis.com. N/A 2004 8/20/2004 00:19:11 RIEJUN2004

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Yes Decision Making Elementary Secondary Education Integrated Curriculum Learning Disabilities Self Concept Self Determination Self Evaluation (Individuals) Teaching Methods Hoffman, Alan ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This brief paper reviews the literature and provides guidelines on how instructional practices to promote self-determination can be used to help students with learning disabilities make effective choices and decisions. Self-determination is linked to making good choices through five steps: know yourself; value yourself; plan; act; and experience outcomes and learn. Specific barriers faced by students with learning disabilities in learning to make effective choices and decisions include not acknowledging the disability; lack of self-understanding; learned helplessness and self-deprecating attributions; inappropriate or ineffective socialization skills; and difficulty in executive functioning skills. Discussion of curriculum suggests infusing instruction in making effective choices and decisions into school counseling programs, regular and special academic classes, career preparation classes, and extra-curricular activities. Nine factors that support self-determination instruction are listed such as partnerships among students, parents, and professionals in decision-making; opportunities for making choices; encouragement in taking appropriate risks; supportive relationships; accommodations and supports for unique student learning needs; and predictable consequences for actions. Other suggestions include teaching students to use a mnemonic device to remember choice and decision-making steps and using specific instructional programs to teach component skills of choice and decision making through self-determination. (Contains 10 references.) (DB) ED481859 Teaching Decision Making to Students with Learning Disabilities by Promoting Self-Determination. ERIC Digest. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. Parents Practitioners Teachers 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free). For full text: http://www.ericcec.org. N/A 2004 2016-11-21

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Yes Compliance (Legal) Disability Identification Educational Legislation Elementary Secondary Education Federal Legislation Learning Disabilities Opinions Student Evaluation Ahearn, Eileen M. Opinion Papers Reports - Evaluative Reauthorization Legislation Ability Achievement Discrepancy Individuals with Disabilities Education Act Individuals with Disabilities Education Act National Association of State Directors of Special Education, Alexandria, VA. English This document addresses issues in the identification of children with specific learning disability (SLD) in the context of reauthorization of the Individuals with Disabilities Education Act (IDEA). It first reviews current requirements in federal law, noting discrepancies in the regulations, then discusses several SLD identification approaches and how they have been used, current state practices in SLD identification, and alternative approaches that are being proposed. SLD identification practices include: (1) mathematical approaches (such as expectancy formulas); (2) measurement of intrinsic processing; (3) use of clinical judgment; and (4) response to intervention and problem solving. Review of current state practices in SLD identification notes that states vary in the procedures used to determine the existence of a discrepancy between achievement and ability. Proposals for change are summarized from two government sponsored groups and three national educational associations as well as the President's Commission on Excellence in Special Education. The paper concludes that while there is agreement that discrepancy between ability and achievement is characteristic of children with SLD, there is overwhelming rejection of the way the concept of discrepancy has been used for student identification, with the most frequently discussed alternative being the response to intervention approach. However, many challenges to reaching consensus on any change in identification procedures are seen. (DB) ED481860 Specific Learning Disability: Current Approaches to Identification and Proposals for Change. 2003-08-00 Special Education Programs (ED/OSERS), Washington, DC. Policymakers 21 National Association of State Directors of Special Education, 1800 Diagonal Rd., Suite 320, Alexandria, VA 22314. Tel: 703-519-3800; Fax: 703-519-3808. For full text: http://www.nasdse.org/forum.htm. N/A 2004 2016-11-21

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Yes Autism Child Rearing Clinical Diagnosis Definitions Early Childhood Education Early Intervention Elementary Secondary Education Emotional Adjustment Etiology Family Problems Individualized Education Programs Measures (Individuals) Pervasive Developmental Disorders Rating Scales Therapy Transitional Programs Stewart, Bonnie C. Guides - Non-Classroom Tests/Questionnaires English This guide to pervasive developmental disorder (PDD) or autistic spectrum disorder (ASD) first provides a review of the literature on defining characteristics of PDD/ASD, causes of PDD, and diagnosis of PDD. Review of intervention and treatment comprises the major portion of the paper. After briefly considering parent education, this section examines behavioral interventions including positive behavioral support, applied behavior analysis, and pivotal response training. Therapeutic and educational interventions are discussed next and include floor time play therapy, occupational therapy, sensory integration therapy, speech therapy, social skills training, the Treatment and Education of Autistic and Related Handicapped Children program, and transitional planning. A discussion of major psychotropic interventions completes the section on intervention. The following section considers how PDD affects families. A final discussion notes that the literature review yielded inconclusive results regarding causality, although there is agreement that ineffective parenting does not cause PDD; that no diagnosis should be based on only one test; that there is agreement that early diagnosis and intervention produce more favorable outcomes; and that parents need to advocate for their children. Appendices include a sample of the Childhood Autism Scale and the Diagnostic Checklist for Behavior Disturbed Children, a sample Individualized Education Program, a list of resources, and case studies. (Contains 26 references.) (DB) ED481861 Pervasive Developmental Disorder: Client-Centered Approach. A Guide for Parents and Teachers. 2003-05-00 Parents Practitioners Teachers 91 N/A 2004 8/20/2004 00:19:17 RIEJUN2004

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No Ability Identification Academically Gifted Acceleration (Education) Careers Child Rearing Counseling Creative Development Creativity Cultural Differences Elementary Secondary Education Females Gifted Disabled Program Development Program Evaluation Rural Education Student Characteristics Suicide Talent Thinking Skills Underachievement Davis, Gary A. Rimm, Sylvia B. Books Guides - Classroom - Learner Information Analyses English The new edition of this text provides updated views, events, and research findings, including a study of extraordinarily successful career women, more attention to gifted education in rural areas, counseling of gay students, and suicide prevention. Chapters have the following titles: (1) "Gifted Education: Matching Instruction with Needs"; (2) "Characteristics of Gifted Students"; (3) "Program Planning"; (4) "Identifying Gifted and Talented Students"; (5) "Acceleration"; (6) "Enrichment and Grouping"; (7) "Curriculum Models"; (8) "Leadership, Affective Learning, and Character Education"; (9) "Creativity I: The Creative Person, Creative Process, and Creative Dramatics"; (10) "Creativity II: Teaching for Creative Growth"; (11) "Teaching Thinking Skills"; (12) "Cultural Diversity and Children from Low Socioeconomic Backgrounds: The Invisible Gifted"; (13) "Underachievement: Diagnosis and Treatment"; (14) "The Cultural Underachievement of Females"; (15) "Gifted Children with Disabilities"; (16) "Parenting the Gifted Child"; (17) "Understanding and Counseling Gifted Students"; and (18) "Program Evaluation." (Contains approximately 1,400 references.) (DB) ED481862 Education of the Gifted and Talented. Fifth Edition. 2004-00-00 ISBN-0-205-38850-7 Practitioners Students Teachers 534 Allyn & Bacon, 75 Arlington St., Suite 300, Boston, MA 02116 ($102). Tel: 800-666-9433 (Toll Free); Web site: http://www.ablongman.com. N/A 2004 8/20/2004 00:19:18 RIEJUN2004

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No Distance Education Financial Support Higher Education Program Implementation Levine, Arthur Sun, Jeffrey C. Reports - Descriptive American Council on Education, Washington, DC. EDUCAUSE, Washington, DC. English This paper is the sixth, and final, monograph is a series of invited papers on distributed education. It describes the barriers to distance learning, both inside and outside the higher education community. Inside the academy, distance education programs encounter numerous challenges: (1) the academys acceptance of distance education as an appropriate teaching method; (2) competition for limited financial resources; and (3) the ability to withstand the slow governance gauntlet. Outside the academy, distance education encounters varying regulations, laws, policies, and practices imposed by congressional and state legislators, accreditors, and professional associations. (Contains 26 references.) (SLD) ED481863 Barriers to Distance Education. Distributed Education: Challenges, Choices, and a New Environment, Sixth in a Series. 2002-00-00 27 ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item number 309379, $20). Tel: 301-632-6757; Fax: 301-843-0159. N/A 2004 8/20/2004 00:19:20 RIEJUN2004

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Yes Distance Education Higher Education State Programs Student Financial Aid Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English While billions of dollars of financial aid is made available from federal and state governments annually, little of this is available to the distance learner. Financial aid mechanisms often limit aid for students who are not of traditional age, full-time, or learning on-campus. This report outlines and defines the problem of financial aid for distance education, traces the historical record of aid programs, describes real barriers for distance learners, and suggests alternative strategies that policymakers at the federal, state, and institutional levels might consider to address financial aid issues. Also discussed are a number of alternative state approaches that might serve as models for other states. Finally, a regional financial aid clearinghouse concept is proposed and described in some detail. Six principles of financial aid to support distance learners are presented that guide nine recommendations for increased financial assistance to part-time distance learners. These call for greater flexibility, changes in existing statutes, new policies and initiatives, and the inclusion in the reauthorization of the Higher Education Act of provisions for distance learners. Appendixes list some distance education consortia in the Southern Regional Education Board Area and outline the structure and elements of a regional clearinghouse. (SLD) ED481864 Creating Financial Aid Programs That Work for Distance Learners. 2002-09-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 33 N/A 2004 8/20/2004 00:19:22 RIEJUN2004 Support also provided by Stranahan Foundation. For related documents on distance education, see HE 036 296 and HE 036 298-299.

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Yes College Credits Distance Education Higher Education Transfer Students Reports - Descriptive Reports - Evaluative Southern Regional Education Board, Atlanta, GA. English The promise of learning via technology is undermined when students are required to repeat certain courses of enroll in a single university in order to meet degree requirements. It is important that transfer principles be recognized and adopted first on the state level, but state systems of higher education can no longer work in isolation if the full potential of distance learning is to be realized. Because distance learning is independent of physical "place," and is not contained by state boundaries, the same principles should be adopted regionally and, eventually, nationally. It is time for the consideration of regional and national transfer policies, including major field requirements and residency requirements. States seeking to increase access and better serve students should consider designating one or two institutions to act as "degree completers" for the state. Degree-completing institutions would provide an important service to distance learning students by taking various course credits and integrating them into a meaningful, coherent degree. As a credit aggregators, the institution would better use its own resources, grow enrollments, and receive grater full-time-equivalent credit. In addition, as more adult learners demand "just in time learning," the traditional structure of courses will no longer suffice. Mechanisms need to be developed to translate various forms of modularized education and competency-based certifications into "credit equivalencies." The report contains 11 recommendations for police that should be adopted by the Southern Regional Education Board and its member states to bring about consensus on the elements of degree programs. Two appendixes list some state-level approaches and some virtual campuses and distance learning consortia. (SLD) ED481865 Distance Learning and Transfer of Academic Credit. A Report and Recommendations in a Series on Distance Learning Policy Issues. 2002-06-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 28 N/A 2004 8/20/2004 00:19:23 RIEJUN2004 A Report by the Distance Learning Policy Laboratory Subcommittee on Student Credit Transfer. Support also provided by Stranahan Foundation.

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Yes Educational Research Elementary Secondary Education Higher Education Research Reports Andrews, Heather, Comp. Reference Materials - Bibliographies Southern Regional Education Board Southern Regional Education Board, Atlanta, GA. English This document is a partial listing of studies on postsecondary education that have been completed or are under way in the member states of the Southern Regional Education Board (SREB). Higher education agencies or coordinating boards in the states supplied the information, which may help other states that are conducting or considering similar research. The name of the study commission of agency is included in parentheses, as is the data the study was completed or is scheduled to be completed. Study titles are grouped into these categories: (1) academic programs; (2) access; (3) admissions, retention, and graduation; (4) articulation and student transfer; (5) enrollment; (6) facilities and equipment; (7) finance, budget, and expenditures; (8) goals and accountability; (9) higher education and business/economy; (10) master plans and statewide reports; (11) personnel, salaries, and compensation; (12) preparation for college and school/college partnerships; (13) remediation and developmental studies; (14) statistical reports and fact books; (15) student financial aid; (16) teacher education and preparation; (17) technology and distance learning; (18) tuition and fees; and (19) vocational/technical and adult education. A list of higher education agencies is included. (SLD) ED481866 Higher Education Studies, Reports and Surveys in the SREB States. 2003-10-00 17 N/A 2004 2016-11-21

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Yes Delivery Systems Distance Education Higher Education Online Systems Reports - Descriptive Student Support Services Southern Regional Education Board, Atlanta, GA. English Colleges and universities have moved to develop online courses that are independent of time and place, but equal effort and financial commitment have not been given to the development or licensing of support services that accompany these courses. Services should be available at the same times that academic courses are, yet few institutions provide a full array of academic and administrative services that can be accessed at any time from any place. Evidence is also mounting that services designed to serve distance learners also better serve students who live on or near campus. Institutions must move towards a model in which services are designed around the needs of the student, not the institution. A variety of services, such as business office functions, bookstore purchases, financial aid, admission, registration, library, advising, career counseling, and testing need to be modified for learners whose work schedules or physical distance impede them from traveling to campus. The growing use of technology requires new student services. In addition, the distance learning environment may be associated with unique learner needs that demand the development of new services. (SLD) ED481867 Anytime, Anyplace Services for the 21st Century Student. A Report and Recommendations in a Series on Distance Learning Policy Issues. 2002-06-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 45 N/A 2004 2016-11-21

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Yes Access to Education Case Studies Distance Education Financial Policy Governance Higher Education Reports - Descriptive Southern Regional Education Board, Atlanta, GA. English This study explored the ways in which state and system financing policies can advance the use of distance learning technologies and the goals outlined in other reports by the Distance Learning Policy Laboratory more effectively. The subcommittee on finance that examined the issue approached the task by establishing a framework that considered: tuition, fees, and charges; funding methods; costs and resource management; and education as commerce. Four case studies were conducted to study centralized, decentralized, mixed, and freestanding governance approaches at the University of North Carolina, The Kentucky Virtual University, the University System of Georgia, and the University of Maryland University College. Based on these four case studies, the Finance subcommittee proposed that plans for distance learning and technology-based instruction should emanate from the overall strategic educational and business plans of the state, system, and institution. Technology should be treated as a core resource and financed accordingly, with a base that is rational and explicit. Fundamental to the establishment and effective use of technology in higher education is support for, preparation of, and continued development of human capital or personnel infrastructure. Nine specific recommendations are made to support these principles. (SLD) ED481868 Using Finance Policy To Reduce Barriers to Distance Learning. A Report and Recommendations in a Series on Distance Learning Policy Issues. 2002-08-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 32 N/A 2004 8/20/2004 00:19:28 RIEJUN2004 A Report by the Distance Learning Policy Laboratory Finance Subcommittee. Support also provided by Stranahan Foundation. For other reports in this series, see HE 036 295-296 and HE 036 298.

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Yes Budgeting Financial Support Higher Education Institutional Mission Models Resource Allocation Guides - Non-Classroom Reports - Descriptive Performance Funding South Carolina Commission on Higher Education, Columbia. English This document describes the performance funding mission resource requirements for public institutions of higher education in South Carolina. It opens with sections of the state code, as amended in 1993, that define the annual budget requests of higher education institutions and outline the requirements for performance funding. The guiding principles for a performance-based funding model are listed in table form. An outline is provided of the Mission Resource Requirements Model for 2001-2002. A series of tables then presents data about institutional sectors, student and faculty ratios and faculty salaries, expenditures, facilities maintenance and operations, and funding for some specific programs. Three appendixes contain the numeric calculation for the mission resource requirements, an overview of performance funding, and the allocation plan and methodology for fiscal year 2001-2002. (SLD) ED481869 FY 2001-2002 Mission Resource Requirements. 2002-00-00 41 N/A 2004 2016-11-21

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No Academic Degrees College Programs Colleges Educational Certificates Higher Education Reference Materials - Directories/Catalogs Arkansas Arkansas Arkansas State Dept. of Higher Education, Little Rock. English This document lists the degree and certificate programs approved by the Arkansas Higher Education Coordinating Board (AHECB) at each public institution of higher education, including community colleges and the various branches of the University of Arkansas and Arkansas State University. Programs are listed for 32 institutions. (SLD) ED481870 AHECB Approved Academic Degree and Certificate Programs. 2003-08-13 91 N/A 2004 2016-11-21

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Yes Academic Degrees Awards College Graduates Colleges Higher Education Institutional Characteristics Knapp, Laura G. Kelly, Janice E. Whitmore, Roy W. Wu, Shiying Gallego, Lorraine M. Numerical/Quantitative Data Reports - Descriptive Integrated Postsecondary Education Data System National Center for Education Statistics (ED), Washington, DC. English This report presents data from the Integrated Postsecondary Education Data System (IPEDS) fall 2002 data collection, which included institutional characteristics data for the 2002-2003 academic year and completions data covering the period July 1, 2001 through June 30, 2002. Participation in IPEDS was a requirement for institutions that participated in Title IV federal student financial aid programs such as Pell Grants or Stafford Loans during the 2002-2003 academic year. Tabulations in this report present selected data items from the 6,354 Title IV institutions in the United States and the 154 Title IV institutions in the outlying areas in fall 2002. Additional detailed information is available through the various IPEDS Web tools. Institutions provided institutional characteristics and prices data for the 2002-2003 academic year and completions data (degrees and other formal awards conferred) for the 2001-2002 academic year. (Contains 1 figure and 40 tables.) (SLD) ED481871 Postsecondary Institutions in the United States: Fall 2002 and Degrees and Other Awards Conferred: 2001-02. E.D. Tabs. 2003-10-00 76 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21 ED481871

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Yes Academic Degrees Astronomy College Students Departments Enrollment Higher Education Tables (Data) Nicholson, Starr Mulvey, Patrick J. Numerical/Quantitative Data Reports - Descriptive American Inst. of Physics, College Park, MD. Statistical Research Center. English This roster contains detailed data from the annual survey of enrollments and degrees. The survey, conducted during the 2002-2003 academic year, contains data about all degree-granting astronomy departments in the United States. Presented in this roster are the data reported by those departments for their 2001-2002 introductory astronomy course enrollments, 2001-2002 degrees, and their fall 2002 undergraduate majors and graduate student enrollments. There are 75 degree-granting astronomy departments. Of these, 37 are combined with the physics department at the same university, and the remaining 38 departments are administered separately. All but 2 degree-granting departments contributed to this report. (SLD) ED481872 Roster of Astronomy Departments with Enrollment and Degree Data, 2002. AIP Report. 2003-09-00 5 N/A 2004 8/20/2004 00:19:35 RIEJUN2004 For the 2001 report, see ED 474 805.

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Yes Accreditation (Institutions) Accrediting Agencies Colleges Higher Education Nonprofit Organizations Profiles Standards Reports - Descriptive Council for Higher Education Accreditation, Washington, DC. English This fact sheet presents information about the accreditation of institutions of higher education in the United States. Accreditation is a process of external quality review used to scrutinize colleges, universities, and educational programs for quality assurance and improvement. In the United States, in 2002, 6,421 institutions were accredited, and 18,713 programs were accredited. If the institutions, 4,196 (65.3%) were degree-granting, and 3,617 (56.3%) were nonprofit institutions. Accreditation is through regional accreditors, operating in six clusters of states, national accreditors that review entire institutions, and specialized accreditors for programs and some single-purpose institutions. The U.S. Department of Education (USDE) and the Council for Higher Education Accreditation (CHEA) review the quality and effectiveness of accrediting organizations. This document also contains the recognition standards spelled out by USDE and CHEA. (SLD) ED481873 Profile of Accreditation. Fact Sheet. 2003-08-00 6 N/A 2004 8/20/2004 00:19:37 RIEJUN2004

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Yes Enrollment Enrollment Trends Higher Education Racial Differences Residential Patterns Tables (Data) Numerical/Quantitative Data Reports - Descriptive Maryland Maryland Maryland State Higher Education Commission, Annapolis. English The Maryland Higher Education Commission has prepared a set of reports containing information about Maryland colleges and universities attended by residents of the state. There are separate reports for the entire state and for each of the 12 "service delivery" areas (counties or groups of counties). This report contains data for the entire state. Most figures are for fall 2002, although a table shows trends in enrollments by residency between 1992 and 2002. Forty-six percent of Maryland residents enrolled at a Maryland institution of higher education attended a community college, and 50% of Maryland residents who enrolled as new full-time freshmen attended a community college. Most (54%) African American Maryland residents who were enrolled in Maryland as undergraduates attended a community college in fall 2002. Overall, Maryland residents make up 81% of the state's total undergraduate enrollment and 62% of the state's total graduate enrollment. Since 100, enrollment of Maryland residents in Maryland higher education has shown a sharp increase. Enrollments are show by campus and by county of residence in table form. (SLD) ED481874 Enrollment Patterns in Higher Education, Maryland Residents. 2003-05-00 13 N/A 2004 2016-11-21

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Yes Academic Degrees College Students Enrollment Higher Education Majors (Students) Physics Tables (Data) Nicholson, Starr Mulvey, Patrick J. Numerical/Quantitative Data Reports - Descriptive American Inst. of Physics, College Park, MD. Statistical Research Center. English This roster contains detailed data from the annual Survey of Enrollments and Degrees. The survey was conducted in the 2002-2003 academic year. It includes all degree-granting physics departments in the United states. Presented in this roster are the data reported by those departments for their 2001-2002 introductory course enrollments, 2002-200 degrees, and their fall 2002 undergraduate major and graduate student enrollments. Of the 766 degree-granting physics departments, 717 (94%) contributed to the data supplied in this year's roster. In fall 2002, there were 11,995 undergraduate physics majors in their junior or senior years, and 6,060 of them were from other countries. For the 2001-2002 academic year, 4,305 bachelor's degrees were granted, with 657 exiting master's degrees, and 1,095 PhDs. Enrollment is given for physics and astronomy at junior and senior year fore each responding institution, and the numbers of foreign students are also shown by institution. (SLD) ED481875 Roster of Physics Departments with Enrollment and Degree Data, 2002. AIP Report. 2003-09-00 17 N/A 2004 8/20/2004 00:19:40 RIEJUN2004

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Yes Awards Educational Innovation Federal Aid Grants Higher Education Program Development Guides - Non-Classroom Fund for Improvement of Postsecondary Education Fund for the Improvement of Postsecondary Education (ED), Washington, DC. English The Comprehensive Program is the primary grant component of the U.S. Department of Education's Fund for the Improvement of Postsecondary Education (FIPSE). The Comprehensive Program supports innovative educational improvement projects that respond to problems of national significance. Proposals may be submitted by a variety of institutions and organizations, but not by individuals of for-profit schools and organizations. It is expected that 5 to 55 new FIPSE awards will be made in fiscal year 2002. The information in this application booklet is intended to aid in preparing proposals for this competition. It describes the two-stage application and review process and cites the authority under which the grants are made. The sections are: (1) "What Is Expected of a FIPSE Grant? Innovation and Impact"; (2) "FY 2004 Agenda for Improving Postsecondary Education"; (3) "Guide to Proposal Development"; and (4) "Application Instructions." Examples are given of some successful proposals in the past. Instructions include instructions for electronic applications. (SLD) ED481876 Innovation and Impact: The Comprehensive Program FY 2004. Program Information and Application Materials. 2003-00-00 47 N/A 2004 2016-11-21

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Yes Articulation (Education) College Faculty College Transfer Students Fringe Benefits Higher Education State Programs Teacher Salaries Reports - Descriptive Illinois Illinois Illinois State Board of Higher Education, Springfield. English This document consists of two reports on Illinois higher education. The first, "The Illinois Articulation Initiative: Annual Report 2002-2003," discusses the current status of the Illinois Articulation Imitative (IAI), which was designed to ease transfer for students among Illinois colleges and universities. May 2003 marked the end of the fifth year of implementation. In addition to the adoption of the General Education Core Curriculum, the articulation initiative has convened 27 panels to study the issues involved in articulation. This annual report reviews the current status of the IAI, highlights the activities of the past year, and discusses some considerations for the future. The second report, "Salaries and Fringe Benefits at Illinois Colleges and Universities," presents an analysis of full-time faculty salaries and nonsalary benefits at Illinois public and private colleges and universities. Part A presents an analysis of faculty and civil service salaries for full-time employees at Illinois public and independent colleges and universities, the Illinois Mathematics and Science Academy, and higher education agencies for fiscal years 1999 through 2003. Part B examines the cost of fringe benefits for full-time faculty at public and independent colleges and universities. An appendix describes data sources, comparison groups, and methods for comparisons for the salary studies. (SLD) ED481877 The Illinois Articulation Initiative: Annual Report, 2002-2003. 2003-10-07 53 N/A 2004 2016-11-21

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Yes College Students Higher Education Outcomes of Education Predictor Variables Student Evaluation Student Motivation Study Habits Hoyt, Donald P. Lee, Eun-Joo Information Analyses IDEA Model Kansas State Univ., Manhattan. IDEA Center. English Research has confirmed the common belief that instructional outcomes are influenced by "extraneous variables." It is important to separate the contributions of the teacher from the contributions of extraneous factors to student learning, and that is the purpose of the IDEA system's adjusted ratings. To adjust scores on the IDEA Center's Diagnostic Form, five extraneous variables are assessed and taken into account. These include measures of: (1) course motivation; (2) work habits; (3) student effort; (4) disciplinary difficulty; and (5) size of class. This paper contains a brief definition of each of the extraneous variables, the relationships among the variables, and their impact on course outcomes. Some findings from previous research about the extraneous variables are presented. (SLD) ED481878 Understanding the IDEA System's Extraneous Variables. IDEA Research Report. 2003-07-00 6 N/A 2004 2016-11-21

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Yes Community Cooperation Higher Education Partnerships in Education School Business Relationship School Community Relationship Leiderman, Sally Furco, Andrew Zapf, Jennifer Goss, Megan Reports - Descriptive Council of Independent Colleges, Washington, DC. English The information that forms the basis of this brochure was drawn from a summit of community organization representatives who have worked in partnerships with institutions of higher education. The brochure highlights three issues community partners believe must be fully addressed if community/campus partnerships are to be successful and mutually beneficial. The first issue is the importance of follow-through for building sustainable partnerships. The second is how community partners weigh the costs and benefits of partnering with an institution of higher education. The third is the influence of parity on community members' attitudes toward their campus partners. Community partners suggest that partnerships with colleges and universities provide a range of benefits to their organizations. One risk is a sense that the community partner is lending its credibility within a community to the campus. Other costs include the time required, the opportunity cost of not doing funded or billable work, loss of organizational identity, and the "irritation" factor in relationships. Some mediating factors are identified. Community partners have created a list of common organizational resources and limitations that need to be kept in mind by campus personnel when partnering with community organizations. The brochure includes recommendations and implications for practice and policy. A list of 16 annotated resources is provided. (SLD) ED481879 Building Partnerships with College Campuses: Community Perspectives. 2002-00-00 Administrators Community Practitioners 33 N/A 2004 8/20/2004 00:19:48 RIEJUN2004 A Publication of the Consortium for the Advancement of Private Higher Education's Engaging Communities and Campuses Grant Program.

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Yes Accreditation (Institutions) Accrediting Agencies Educational Assessment Educational Planning Higher Education Learning Student Evaluation Guides - Non-Classroom Middle States Commission on Higher Education, Philadelphia, PA. English This handbook from the Middle States Commission on Higher Education is a bridge between the Commissions standards for accreditation and the practical challenges of planning, assessment, and continuous improvement. The handbook and its companion Web site offer extensive resources, including exercises, examples form assessment practices, and guidelines that can be used on campus for self-reflection, brainstorming, and workshop exercises. The sections are: (1) "Motivating and Involving Campus Communities"; (2) "Learning Goals"; (3) "Evaluating Student Learning"; (4) "The Student Learning Assessment Plan in the Context of Institutional Planning"; and (5) "Using Results To Improve Teaching and Learning." (SLD) ED481880 Student Learning Assessment: Options and Resources. The Handbook at a Glance. 2003-00-00 10 For full text: http://www.msache.org/msache/content/pdf_files/slasum.pdf. N/A 2004 8/20/2004 00:19:50 RIEJUN2004 For the companion Web site, see http://www.msache.org/mainstudents.html.

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Yes Accreditation (Institutions) Accrediting Agencies College Outcomes Assessment Educational Assessment Educational Practices Higher Education Program Descriptions Resources Reports - Descriptive Outcome Oriented Evaluation Middle States Commission on Higher Education, Philadelphia, PA. English This report on best practices in outcomes assessment contains two parts: "Institutional Resources" and "Other Resources." Commission staff and consultants have selected several exemplary comprehensive outcomes assessment plans or components of plans from institutions that recently completed their decennial evaluations and from periodic review reports submitted in the fifth year of the accreditation cycle or other special reports. For each institution there is an institutional description, an outcomes assessment description, and a contact person. Plans are grouped as comprehensive, academic assessment, general education plans, and student affairs plans. Part B, "Other Resources," recommends resources on outcome assessment in these categories: (1) "What Is Assessment? Dictionaries, Glossaries, and Statements"; (2) "Why Assess?"; (3) "How To Assess Well: Guidelines and Standards"; (4) "Identifying Learning Outcomes and Other Goals and Objectives"; (5) "Assessment Tools"; (6) "Assessment of Specific Skills"; (7) "For More Information." (SLD) ED481881 Best Practices in Outcomes Assessment. 2002-12-00 45 N/A 2004 2016-11-21

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Yes Access to Education Cost Estimates Fees Higher Education National Surveys Parent Financial Contribution Paying for College Private Colleges Public Colleges Student Costs Tables (Data) Trend Analysis Tuition Baum, Sandy Payea, Kathleen Numerical/Quantitative Data Reports - Descriptive College Board, New York, NY. English This report, based on the College Board's Annual Survey of Colleges, provides updated information on tuition and other expenses associated with attending public and private nonprofit institutions of postsecondary education in the United States in the 2003-2004 academic year. The annual survey is distributed to more than 2,800 postsecondary institutions across the country to collect information about enrollment, admissions, degrees and majors, tuition, financial aid, and other aspects of undergraduate education. For the 2003-2004 academic year, the average tuition and fees for in-state students at public 4-year colleges and universities is $4,694, up from $4,115 in 2002-2003, an increase of 14.1%. Because room and board charges increased at the lower rate of 6.6%, the increase in average total charges at 4-year public colleges and universities for 2003-2004 was 9.8%, to $10,636. Tuition and fees at public 2-year colleges, averaging $1,905 in 2003-2004, are only about 40% of these at public 4-year institutions. However this year's increase represents a rise of 13.8%. Private colleges posted smaller percentage increases in their tuition and fees. Average 4-year private college tuition and fees rose by 6.0%, to $19,710. Almost 60% of undergraduates receive some form of financial aid to help them pay for college. Estimates suggest that in 2002-2003, grant aid averages almost $2,000 per student in 2-year colleges, more than $2,400 at public 4-year institutions, and about $7,300 at private 4-year institutions. About 29% of undergraduate students at 4-year colleges and universities full time are enrolled in institutions charging less than $4,00 in tuition and fees, and almost 70% face published tuition charges of less than $8,000. As in previous years, data show that the cost associated with not going to college is likely to be much greater than the costs of attendance. (Contains 6 figures and 15 tables.) (SLD) ED481882 Trends in College Pricing, 2003. 2003-00-00 25 College Board Publications, Box 886, New York, NY 10101-0886 ($15 plus $4 postage and handling). Tel: 800-323-7155 (Toll Free); Web site: http://www.collegeboard.com. N/A 2004 8/20/2004 00:19:53 RIEJUN2004 For the 2002 report, see ED 474 373.

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No Educational Finance Federal Aid Higher Education Internet Online Systems Student Financial Aid Student Loan Programs Guides - Non-Classroom Direct Lending Pell Grant Program Pell Grant Program Department of Education, Washington, DC. English This participant's guide includes: "Introduction: Welcome to Cash Management Life Cycle Training"; "Module 1: Review of Cash Management Principles" (cash management overview and activity); "Module 2: Common Origination and Disbursement (COD) System Overview" (e.g., full participants and phase-in participants, COD access, and features and benefits); "Module 3: Cash Management Tools" (e.g., online tools, training opportunities, and access to the COD Web site); "Module 4: Reconciling Title IV Program Funds and Program-Year Close-Out" (e.g., regulatory requirements, cash receipts reconciliation, and reconciliation process summary for Pell Grant and Direct Loan); "Module 5: Assessing Your Cash Management Procedures" (e.g., tools for schools and interactive and noninteractive assessments); and "Module 6: Class Wrap-Up." Ten appendixes include: glossary; processing announcement;s reports; Direct Loan best practices handout; FSA assessment tools; pre-assessment Q&A, game Q&A, knowledge check Q&A, and post-assessment Q&A; cash management regulations; reconciliation of cash worksheet; key resources; and most common program review deficiency codes. (SM) ED481883 Title IV Cash Management Life Cycle Training. Participant's Guide. 2003-09-00 Practitioners Students 259 N/A 2004 2016-11-21

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No Access to Education Annual Reports Financial Support Foreign Countries Higher Education Resource Allocation Universities Reports - Descriptive England Higher Education Funding Council for England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This document outlines the role and activities of the Higher Education Funding Council for England (HEFCE), reviews achievements in the 2002-2003 financial year, and provides a summary of HEFCE annual accounts. The strategic plan on which HEFCE activities were based was first published in March 2003. The essence of the vision behind the plan is that universities and colleges must build on their own chosen areas of strength and work in collaboration with other providers so that the sector as a whole continues to deliver all that is expected of it. Three events in particular stand out in this review of 2002-2003 activities: (1) the announcement of the 3-year funding settlement to 2005-2006; (2) the publication in January 2003 of the Government's White Paper on the future of higher education; and (3) the publication in July of the HEFCE strategic plan for 2003 through 2008. Widening access and improving participation in higher education are at the heart of the strategic vision. Sections of this report are: (1) "Realizing a Vision for Higher Education" (David Young); (2) "Achieving and Sustaining Excellence in the Knowledge Society" (Howard Newby); (3) "Core Themes"; (4) "Supporting Themes"; (5) "Facts and Figures." This final section contains statistics about the allocation of funds for higher education in England. (Contains 12 figures.) (SLD) ED481884 Realising a Vision for Higher Education. 2002-03 Annual Review. 2002-03-00 45 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203. For full text: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes Access to Education Disadvantaged Youth Economically Disadvantaged Educationally Disadvantaged Higher Education Minority Groups Paying for College Student Financial Aid Sanoff, Alvin P. Powell, David S. Reports - Descriptive Lumina Foundation for Education, Indianapolis, IN. English Tens of thousands of students, especially those from low-income and minority groups, are unprepared academically for higher education, come from backgrounds in which college aspirations are not the norm, or lack the information they need to gain access. In addition, there is a growing difference in the rate at which students from different income levels complete college. The attainment gap persists after more than three decades of providing federal grant and loan aid. The reasons are many and complex, but can be summarized by saying that there is not enough money, and money is not enough. There are many college preparation programs, but there is no escaping the fact that money is a huge factor in determining whether students go to college, where they go, and whether they stay. To minimize potential loan burdens, many students from low-income families opt to attend less expensive community colleges rather than 4-year institutions. Many students at 4-year schools have unmet financial need. Many less well-endowed institutions compete aggressively for good students and offer merit aid to attract them. States have also entered the merit aid race, hoping to keep good students at home. However, many such policies target the middle classes. In an atmosphere in which access for the poor has taken a back seat to aiding the middle and upper classes, supporters of increased financial aid for low-income students face an uphill struggle. The reauthorization of the Higher Education Act is an opportunity to recognize the importance of college access for low-income students. (SLD) ED481885 Restricted Access: The Doors to Higher Education Remain Closed to Many Deserving Students. Lumina Foundation Focus, Summer 2003. 2003-00-00 25 For full text: http://www.luminafoundation.org/publications/Focus03.pdf. N/A 2004 8/20/2004 00:19:59 RIEJUN2004

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No College Credits College Students Credit Courses Higher Education Study Abroad Transfer Policy Transfer Students Turlington, Barbara Collins, Naomi F. Porcelli, Maura Guides - Non-Classroom American Council on Education, Washington, DC. English Based on interviews with project directors and additional research, the American Council on Education has developed this guide to help faculty and administrators address credit recognition for coursework and internships abroad. The guide provides resources and sample methodology and outlines elements that project directors have identified as keys to success. It illustrates processes and credits that have facilitated credit, course, and internship recognition. The elements and instruments detailed in this guide are a compilation of lessons learned by project directors. To supplement descriptions of processes and approaches, the guide also includes products or descriptions of products devised to facilitate smooth understanding. Also includes are three sample sets of steps to follow when approaching articulation issues, checklists to systematize discussion, and a list of useful resources. Thirteen appendixes contain the samples and other examples of practice. (SLD) ED481886 Where Credit Is Due: Approaches to Course and Credit Recognition across Borders in U.S. Higher Education Institutions. 2002-00-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 68 ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item no. 309486, $20). Tel: 301-632-6757; Fax: 301-843-0159. N/A 2004 8/20/2004 00:20:01 RIEJUN2004 "Useful Strategies and Instruments from Select FIPSE-funded Consortial Exchanges with North American and European Countries and Other Programs."

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Maryland Maryland English This document contains an executive summary, main report, and detailed results by entry level of education, gender and ethnicity. The report examines the ways in which the State of Maryland economy benefits from the presence of the 16 community college districts in the state. Volume 1 is the Main Report, and Volume 2 includes detailed results. The colleges served an unduplicated headcount of 380,419 students in fiscal year 2002. The Maryland community colleges employed 7,026 full-time and 9,193 part-time faculty and staff in fiscal year 2002, amounting to a total annual payroll of some $507.7 million. The existence of the community college districts in Maryland account for a total of 4.2% of all earnings ($134.7 billion) generated from all sources in the region. The CC districts pay wages and salaries, which generate additional incomes as they are spent. Likewise, the aggregate college operating and capital expenditures generate still further earnings. Altogether, these earnings account for $755.4 million annually in the State of Maryland economy (equal to that of 22,378 jobs). Over the next 32 years, taxpayers should see a return of $15 for every dollar of state or local tax money invested in Maryland's CCs today. Students benefit from an annual return of 24% on their investment of time and money. The study also quantifies the effects of CCs on reduction of crime and welfare and unemployment. Appended in the Main Report are: Glossary of Terms; Explaining the Results--A Primer; Methodology for Creating Income Gains by Levels of Education; and Adjusting for the Benefits Available Absent State and Local Government Support. (Contains 54 references and numerous tables and figures.) (NB) ED481887 The Socioeconomic Benefits Generated by 16 Community Colleges in Maryland. Executive Summary [and] Volume 1: Main Report [and] Volume 2: Detailed Results. 2003-06-30 109 N/A 2004 2016-11-21

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Yes Community Community Colleges Economic Impact Economics Educational Benefits Socioeconomic Influences Taxes Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Washington Washington Washington State Board for Community and Technical Colleges, Olympia. English This document contains an executive summary, main report, and detailed results that examine to what extent the thirty community and technical colleges in the district of Washington positively affect the economy of the state. The four areas of benefits are: (1) contributions to local jobs and incomes; (2) higher earnings captured by existing students; (3) broad collection of social benefits including reduced crime and improved health; and (4) benefits returned to taxpayers. The following are some of the key findings of the study: (1) the 30 community colleges in Washington create $7,045.0 million of the annual earnings in the state economy; (2) the community colleges pay wages and salaries which generate additional income; (3) each year new students get their degrees and join the workforce which creates a stronger economy; (4) for every credit a student earns, they will make a $100 more per year; and (5) taxpayers benefit from community colleges by having improved health, reduced crime, and reduced welfare/unemployment. For all of these reasons, the document concludes that community colleges better the lives of students and reduce the need for taxpayer-supported social services. Furthermore, community colleges improve the local and state economy. Contains numerous graphs and tables. (MZ) ED481888 The Socioeconomic Benefits Generated by 30 Community College Districts in Washington. Executive Summary [and] Volume 1: Main Report [and] Volume 2: Detailed Results. 2003-02-27 106 N/A 2004 2016-11-21

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Yes Community Colleges Development Economic Development Educational Development Labor Force Labor Force Development Labor Needs Labor Supply Two Year Colleges Reports - Descriptive California Community Colleges, Sacramento. Economic Development Coordination Network (EDNet). English This document contains an annual report and its addendum from the Economic and Workforce Development Program of California Community Colleges. The annual report provides an overview of the Program's evaluation processes, regional centers, short-term projects, legislation, strategic plan, etc. It also provides vital facts about the program such as how the program brings in additional resources to the community colleges including thirty one million dollars in direct match for grants provided by businesses and industries. It also includes a summary of various data for the 2001-2002 year including job placements, businesses served, and credit and non-credit courses developed and offered. According to the report, significant improvements have been made in the welfare to work job placements and number of students served since 2000-2001 academic year. Areas that need improvement are number of employees served and number of businesses served. This document also contains an addendum to the report. The addendum gives more information about the following areas: (1) results comparison between regional centers and industry-driven regional collaborative; (2) funds provided to each regional center; (3) funding for industry driven-regional collaborative; (4) regional centers-instructions services; (5) industry driven regional collaborative-instruction services; and (6) industry driven regional collaborative: job placements, businesses served, and employees served. (MZ) ED481889 The Economic and Workforce Development Program (ED>Net) Annual Report, 2001-02 [and] Addendum to FY 01-02 Annual Report. 2003-00-00 15 For full text of Annual Report and Addendum (MS Word): http://www.cccco.edu/divisions/esed/econdev/reports.htm. N/A 2004 8/20/2004 00:20:07 RIEJUN2004

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No Community Colleges Physical Sciences Physics Science and Society Science Curriculum Science Experiments Science Instruction Science Programs Science Teachers Two Year Colleges McFarling, Mark Neuschatz, Michael Reports - Research Canada Canada American Inst. of Physics, College Park, MD. Statistical Research Center. English This document addresses physics programs in community college in 2001-2002. The data was gathered from a list of 1,785 community colleges. A survey was mailed to the various campuses as well as sent via email yielding to a 78% response rate. Physics programs in community colleges were often so small that 43% of departments that offered physics had only one physics faculty member. Furthermore, the number of physics sections that were offered by departments were limited because half of the campuses offered only three or fewer sections in physics. It should be mentioned that during the 2001-2001 academic years, the physics departments had at least one faculty retirements while only 5% of departments were recruiting new faculty. Some more specific findings about physics faculty are as follows: (1) 64% held full time appointments, mostly in tenured or permanent positions; (2) 39% of full time faculty and 36% of part time faculty has their PhD; and (3) the main difference between men and women faculty is the median number of years they had spent teaching at their current campus (8% for men and 5% for women) and the percentage with a PhD (41% for men and 26% for women). (MZ) ED481890 Physics in the Two-Year Colleges: 2001-02. AIP Report. 2003-07-00 13 For full text: http://www.aip.org/statistics/trends/reports/tycreport.pdf. N/A 2004 2016-11-21

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Yes Academic Degrees Access to Education Articulation (Education) Community Colleges Community Size Population Growth Population Trends Transfer Programs Transfer Students Two Year Colleges Reports - Descriptive Douglas College BC Douglas Coll., New Westminster (British Columbia). English This report from Douglas College, British Columbia, to the Ministry of Advanced Education addresses the rapid population growth in the Fraser Valley, and the ways in which this growth impacts Douglas College, University College of the Fraser Valley, Kwantlen University College, and Simon Fraser University. The Douglas College service area is expected to have a population growth of approximately 20% between 2001 and 2011. The schools are already beginning to experience a shortage of FTE capacity. The report offers information on current physical expansion plans to increase student capacity. The report also discusses transfer capacity issues. A follow-up survey of Douglas College graduates found that 10% of respondents were not in their first choice transfer university, 10% were not in the program they wanted, and 15% did not get all the courses they wanted in their fist semester. Because of Simon Fraser's limited capacity, GPA requirements for transfer students are pushed up, and as a result, fewer capable students are able to complete the baccalaureate degree. Among the suggestions for solutions is that of offering third-year courses at Douglas College. The paper also suggests that Douglas College might offer General Nursing and Psychiatric Nursing credentials, as well as a Bachelor of Science in Nursing. (NB) ED481891 Expanding Post-Secondary Capacity in the North Fraser/Fraser Valley. Douglas College Report to the Ministry of Advanced Education. 2003-05-28 14 For full text: http://iresearch.douglas.bc.ca/pdfs/reports_eval_plan_docs/FraserCapacity.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Demography Economic Impact Educational Trends Enrollment Trends Environmental Scanning Institutional Environment Job Training Long Range Planning Outcomes of Education School Community Relationship Trend Analysis Two Year Colleges Reports - Research Mesa Community College AZ Rio Salado College AZ Mesa Community Coll., AZ. Rio Salado Community Coll., AZ. English This paper reports on a study funded by Mesa Community College, Chandler-Gilbert Community College, and Rio Salado College in metropolitan Phoenix, Arizona. The aim of the study was to learn more about some of the external factors that are affecting or will affect these institutions. The report provides information in four major areas: (1) State and Local Growth; (2) Service Area Analysis; (3) New Economy and the Future of Work; and (4) Learning and Learners. Maricopa County, where the colleges are located, grew by almost one million people between 1990 and 1999. Projections indicate that the population will almost double within the next 20 years. The minority population of the county is 27%. The report analyzes population trends, waves of growth, and residential development trends. An overview of the service areas indicates that the number one area of concern for residents is public safety and crime, followed by education, families and youth, economy, healthcare, and the environment. The report includes an income overview by service area and educational levels, as well as service area resident profiles. The resident profiles show categories of people according to age, income, family structure, and area in which they live. (Contains 19 tables and 36 references.) (NB) ED481892 Emerging Trends, Future Directions. Environmental Scan. 2003-00-00 41 N/A 2004 2016-11-21

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Yes Academic Degrees Articulation (Education) College Transfer Students Community Colleges Curriculum Degree Requirements Educational Planning Institutional Cooperation Intercollegiate Cooperation Transfer Policy Two Year Colleges Guides - Non-Classroom California California Academic Senate for California Community Colleges, Sacramento. English This handbook was written in order to assist Articulation Officers and others involved in the articulation process in California institutions of higher education. It is intended to be a guideline and comprehensive resource of articulation policies and practices. In California there are four postsecondary educational segments comprised of: (1) Ten campuses of the University of California providing undergraduate and graduate programs through the doctorate, as well as professional schools; (2) 23 main campuses of the California State University providing undergraduate and graduate programs through the Master's Degree; (3) 108 California Community Colleges whose dual missions are to provide vocational education, and the lower division preparation for transfer to four-year colleges and universities; and (4) Approximately 90 degree-granting independent colleges and universities. Course articulation agreements between California's two-year and four-year institutions are classified into the following areas: (1) Courses Accepted for Baccalaureate Credit; (2) Transferable Credit Agreements; (3) General Education-Breadth Agreements; (4) Course-to-Course Agreements; and (5) Lower-Division Major Preparation Agreements. The Handbook is divided into chapters that describe affiliated or associated organizations and define course articulation agreements. The document also offers a chapter for each educational segment, and includes a general model for that segment's articulation process. Agreements, guidelines, course lists, and related Web site links are appended. (NB) ED481893 Handbook of California Articulation Policies and Procedures (2001 Edition). 2001-00-00 88 For full text: http://www.curriculum.cc.ca.us/Curriculum/Transfer/ Downloads/NewArticulationHandbook.pdf. N/A 2004 2016-11-21

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No Bibliographies Classroom Techniques Developmentally Appropriate Practices Educational Quality Emergent Literacy Individual Differences Individual Needs Individualized Instruction Integrated Curriculum Learning Activities Models Parent School Relationship Performance Based Assessment Play Preschool Curriculum Preschool Education Reading Instruction Student Centered Curriculum Student Educational Objectives Teacher Student Relationship Venn, Elizabeth Claire Jahn, Monica Dacy Books Guides - Classroom - Teacher Risk Taking Transitional Activities Vygotsky (Lev S) Zone of Proximal Development International Reading Association, Newark, DE. English This book presents a preschool framework that integrates literacy activities into content area lessons while embedding instruction within adult-child social interactions and realistic, playful activities tailored to each child's individual needs. Chapter 1 of the book delineates the theory and rationale behind the framework, and outlines essential preschool components. Chapter 2 discusses three critical teacher competencies necessary for quality preschool instruction. Chapter 3 outlines a variety of formal and informal assessments and curriculum outcomes as they relate to lesson design and instruction. Chapter 4 addresses children's social and emotional development and includes information on classroom management, self-regulation, risk taking, and dramatic play. Chapter 5 discusses the critical role of oral language development and phonological awareness in early literacy. Chapter 6 explores the different reading components of shared reading, read-alouds, grouping students based on zone of proximal development (ZPD), independent reading, print concepts, and listening comprehension. Chapter 7 focuses on the vital areas of early writing, including language experience and shared, scaffolded, ZPD, and independent writing. The central theme of Chapter 8 is learning about print, including letter knowledge and sound-symbol correspondence. Chapter 9 describes the content areas of mathematics, social studies, and science, and highlights the importance of free exploration, discovery time, literacy links, and thematic integration. Chapter 10 describes music, movement, and the creative arts as they relate to literacy. Chapter 11 covers gross and fine motor development and health and safety topics. Chapter 12 presents information about transitioning families comfortably from the home to the school culture. The book concludes with recommendations for improving early childhood preservice and inservice teacher education. Six appendices supplement the text with lesson plans, outco ED481894 Teaching and Learning in Preschool: Using Individually Appropriate Practices in Early Childhood Literacy Instruction. 2004-00-00 ISBN-0-87207-535-4 Practitioners Teachers 336 International Reading Association, Order Department, P.O. Box 6021, Newark, DE 19714-6021 ($30.95). Tel: 800-336-7323 (Toll Free); Tel: 302-731-1600; Fax: 302-737-0878; Web site: http://www.reading.org. N/A 2004 2016-11-21

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No Change Strategies Community Planning Cooperative Planning Decision Making Empowerment Family Programs Leaders National Organizations Neighborhoods Organizations (Groups) Parent Empowerment Partnerships in Education Planning Programs Public Policy Stakeholders Strategic Planning Strauss, Jessica Guides - Non-Classroom Facilitated Communication Facilitators Special Events Family Support America, Chicago, IL. English Shared leadership is a process empowering parents to exercise their civil rights, build leadership skills, and guide the design of policy positions and programs meant to improve their lives and the well-being of their children. Based on principles of family support practice, this book describes how to plan and host a 1- to 3-day shared leadership event resulting in a concrete consensus document such as a grant proposal, a program or business plan, or other document designed to promote change. Decisions are made by inclusive discussions built around critical questions specific to the group, neighborhood, or organization involved. The books introduction describes the shared leadership process and the role of shared leadership events within that process, presents principles of family support practice, and identifies critical elements for shared leadership events: multiple stakeholders, cultural diversity, dialogue, and facilitation. The book is organized into three parts. Part 1 details the planning steps: building a planning team, writing an event description, coordinating communications, planning the logistics, and planning the event agenda. Part 2 presents the event itself in a step-by-step fashion: introductions and overview, panel/speakers, critical questions instructions, critical questions discussion, reporting and consensus session, drafting session, review of consensus document, and closing celebration. Part 3 focuses on follow-up after the event, including finding ways to use the consensus document. Tracking and planning charts, tip boxes, and other tools are included. Color coding is used throughout the book to facilitate finding planning tools and success stories specific to neighborhoods, programs, and state or national organizations. A budget worksheet and sample agendas for various types of organizations are appended. (KB) ED481895 Every Voice Counts: Holding a Shared Leadership Event To Make Decisions Together. 2003-02-00 Annie E. Casey Foundation, Baltimore, MD. Robert Wood Johnson Foundation, New Brunswick, NJ. ISBN-1-885429-35-5 Community Parents 93 Family Support America, 20 N. Wacker Drive, Suite 1100, Chicago, IL 60606 ($20, member price; $25, non-member price). Tel: 312-338-0900; Fax: 312-338-1522; Web site: http://www.familysupportamerica.org. N/A 2004 2016-11-21

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No Check Lists Child Caregivers Classroom Environment Classroom Observation Techniques Curriculum Development Evaluation Criteria Family School Relationship Parent Participation Preschool Children Preschool Education Professional Development Self Evaluation (Individuals) Staff Development Tests/Questionnaires Teaching Strategies, Inc., Washington, DC. English The Creative Curriculum for preschool education is a teaching framework that addresses children's emotional, cognitive, and physical development. This checklist is designed for use in assessing how well the curriculum is being implemented as intended and includes a classroom profile form and a progress and planning form. The implementation checklist is designed for various uses by early childhood teachers, administrators/supervisors, and trainers. The introduction to the checklist describes its development and use of the checklist and related forms. The checklist itself is divided into five sections: (1) physical environment; (2) structure; (3) teacher-child interactions; (4) assessment; and (5) family involvement. Each of these sections includes descriptions of what to observe in the classroom and symbols indicating which items require specific interview questions or documentation requests. The classroom profile form enables administrators/supervisors to maintain records on individual classrooms. The progress and planning form can be used to guide teachers in their implementation of the curriculum. A glossary concludes the checklist. (KB) ED481896 The Creative Curriculum for Preschool: Implementation Checklist [with] Implementation Checklist Classroom Profile. 2003-00-00 ISBN-1-879537-81-8 Administrators Practitioners Teachers 75 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($19.95, checklist; $14.95 (set of 10), classroom profile; $14.95 (set of 20), progress and planning form). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Fax: 202-364-7273; Web site: http://www.teachingstrategies.com. N/A 2004 8/20/2004 00:20:24 RIEJUN2004 For Creative Curriculum for Preschool, 4th edition, see PS 030 856.

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No Child Development Classroom Environment Curriculum Guides Educational Objectives Integrated Curriculum Learning Centers (Classroom) Learning Processes Play Preschool Curriculum Preschool Education Standards Teacher Effectiveness Dodge, Diane Trister Colker, Laura J. Heroman, Cate Books Guides - Non-Classroom Content Learning Teaching Strategies, Inc., Washington, DC. English The Creative Curriculum for early childhood education is a teaching framework that addresses children's emotional, cognitive, and physical development. This supplement to the Creative Curriculum is designed to enhance teachers' effectiveness in understanding how content is linked to teaching and learning in a developmentally appropriate curriculum and to explain how and what children are learning to those who want and need reassurance--parents, administrators, funders, and the public. Also included in the guide is specific guidance on how to effectively address content within the curriculum framework and how to ensure that every child is developing and learning. Chapter 1 of the book, "Curriculum Goals and Objectives," shows what growth to expect in 3- to 5-year-olds, including those not at a typical level of development. Chapter 2, "What Children Learn--The Content of the Curriculum," provides an overview of key components of national and state standards in each subject area: literacy, mathematics, science, social studies, the arts, and technology. This chapter illustrates the connection between content learning and program goals and objectives, and gives examples of how teachers promote learning in the context of everyday classroom experiences. Chapter 3, "Returning to the Curriculum," focuses on the environmental approach to curriculum, offering concrete ideas on how to set up an environment and help children learn. This chapter also examines how teachers use interest areas and studies to promote learning, and how to individualize the curriculum. The guide is supplemented by four appendices that include a copy of the curriculum goals and objectives, the Creative Curriculum developmental continuum for ages 3 to 5 years, more detailed information on some of the gross motor skills covered in the curriculum, and charts for aligning individual program requirements with the content standards and the Creative Curriculum. (KB) ED481897 Connecting Content, Teaching, and Learning: The Creative Curriculum for Preschool. Revised Edition. 2002-00-00 ISBN-1-879537-70-2 Practitioners Teachers 131 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($9.95). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Web site: http://www.teachingstrategies.com. N/A 2004 2016-11-21

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Yes Caregiver Child Relationship Caregiver Speech Child Care Quality Child Caregivers Child Development Early Childhood Education Emergent Literacy Pamphlets Parent Child Relationship Parent Materials Parents Parents as Teachers Reading Aloud to Others Young Children Armbruster, Bonnie B. Lehr, Fran Osborn, Jean M. Guides - Non-Classroom Day Care Selection National Inst. for Literacy, Washington, DC. English A warm, loving relationship between a caregiver or parent and a young infant or child provides opportunities for spoken and written language and helps set the stage for children to become successful readers and writers. This booklet offers suggestions for parents and caregivers to help the infants and young children in their care develop early literacy skills. Among the contents of this booklet are: (1) a short summary of what scientific research says about how children learn to read and write; (2) things caregivers and parents can do with children from birth through age 2 to help them become readers; (3) things caregivers and parents can do with children between the ages of 3 and 4 years and what to look for in quality day care centers and preschools to help children become readers; (4) a glossary of relevant terms; and (5) ideas for books to read and organizations to contact for additional help or information. (KB) ED481898 A Child Becomes a Reader: Birth through Preschool. Second Edition. Proven Ideas from Research for Parents. 2003-00-00 National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Department of Education, Washington, DC. Department of Health and Human Services, Washington, DC. Parents Practitioners Teachers 33 National Institute for Literacy at EdPubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); e-mail: edpuborders@edpub.org; Web site: http://www.nifl.gov/partnershipforreading. For full text: http://www.nifl.gov/partnershipforreading/publications/pdf/low_res_child_reader_B-K.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Biological Sciences Child Care Developmentally Appropriate Practices Early Childhood Education Earth Science Educational Practices Kindergarten National Standards Physical Sciences Preschool Curriculum Preschool Education Science Curriculum Science Education Scientific Attitudes Scientific Concepts Teacher Role Teacher Student Relationship Teaching Methods Young Children Worth, Karen Grollman, Sharon Guides - Classroom - Teacher Content Learning Project Head Start Education Development Center, Inc., Newton, MA. English Young children develop science knowledge as they observe and act on the world, asking questions, making predictions, testing those predictions, and reflecting on their experiences. This book offers guidance in integrating inquiry-based science into the early childhood curriculum, focusing on content and providing examples of the work of children and teachers from a variety of early childhood settings, including Head Start, kindergarten, day care, and preschool programs. Part 1 of the book provides an overview of important characteristics of a high-quality science program for children ages 3 to 5 and some of the important tasks teachers perform to make it a reality. Part 2 concerns the content of science education for young children and begins with a chapter on inquiry, describing the important skills, ways of thinking, and attitudes that are at the heart of scientific understanding and at the core of an effective early childhood science program. Chapters follow on life, physical, earth, and space sciences. Each of these four chapters begins with an overview of the science concepts and ideas that should guide the development of science curriculum for young children, followed by composite stories drawn from early childhood classrooms that illustrate critical aspects of science content and science teaching. Each story is accompanied by a commentary highlighting particular teaching strategies and child learning. Part 3 of the book includes questions that practitioners frequently ask about inquiry-based science in early childhood classrooms, including the relative importance of science content versus science inquiry skills, the role of child-initiated activity and children's play, and the place of science in a curriculum focused on literacy, mathematics, and social skills. (KB) ED481899 Worms, Shadows and Whirlpools: Science in the Early Childhood Classroom. 2003-00-00 National Science Foundation, Washington, DC. ISBN-0-325-00573-7 Practitioners Teachers 183 Heinemann, Orders/Customer Service, P.O. Box 6926, Portsmouth, NH 03802-6926 ($21). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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No After School Education After School Programs Partnerships in Education Program Descriptions Public Relations Urban Programs Urban Schools Youth Programs Hall, Georgia Reports - Descriptive Sustainability Wellesley Coll., MA. National Inst. on Out-of-School Time. English This brief is the first in a series featuring promising practices in city-wide after-school initiatives, with a focus at the infrastructure level, focusing on the infrastructure representing the underlying elements or framework that hold a system or initiative together. The brief identifies practices to support the public relations function and sustainability of after-school programming, a key task for any citywide after-school initiative. The brief identifies four essential elements of image building: determining a research and data collection process, identifying the appropriate media and messenger, understanding the initiative's internal identity and the external/stakeholder climate, and instituting systemic activities to sustain the public relations function. The experiences of Los Angeles' Better Education Students for Tomorrow (BEST) city-wide after-school initiatives are highlighted to illustrate the challenges and possibilities facing programs as they craft a public image that moves the local youth development agenda and supports the longevity of program investments. The brief describes the initiative as having invested considerable effort to create and sustain a strong public relations and public awareness infrastructure through development of a board of directors, strong external relations and a public informational campaign, and strong internal relations to create name recognition and pride among program users and internal stakeholders. The brief concludes by pointing out that the organizers of BEST had the foresight to anticipate the value of a strong public relations campaign and that their attention to building a strong infrastructure to support an aggressive and energetic public relations campaign has contributed to the success of the initiative. (KB) ED481900 Promising Practices in Citywide Afterschool Initiatives. CityWorks: Focus on Infrastructure. 2002-10-00 Charles Stewart Mott Foundation, Flint, MI. Policymakers 8 National Institute on Out-of-School Time, Wellesley College, 106 Central Street, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.NIOST.org. N/A 2004 2016-11-21

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Yes After School Education After School Programs Elementary Secondary Education Partnerships in Education Program Descriptions Program Effectiveness Program Evaluation School Age Child Care Reports - Evaluative Barriers to Implementation Barriers to Participation Afterschool Alliance, Washington, DC. English Noting that various types of evaluations of after-school programming conducted over the last several years have provided useful information to providers and to policymakers, this report summarizes the lessons learned from independent evaluations of after-school programs. The following overall findings are supported with a delineation of findings from various independent evaluations: (1) after-school programs help students achieve in school; (2) after-school programs keep children safe; and (3) after-school programs help working parents. Additional detail is provided on the methodology and findings cited from several, more extensive evaluations of the following programs: (1) Los Angeles Better Education Students for Tomorrow; (2) New York City's Beacons Initiative; (3) California Afterschool Learning and Safe Neighborhoods Partnerships Program; (4) The After-School Corporation [New York City]; (5) Houston's After-School Achievement Program; (6) San Diego's "6 to 6" Extended School Day Program; (7) Ohio Urban School Initiative School Age Child Care Project; (8) YS-Care After School Program for California Work Opportunity and Responsibility to Kids; (9) Massachusetts After-School and Other Out-of-School Time Grant Programs; (10) the Foundations After-School Enrichment Program; and (11) the Extended-Service Schools Initiative. Findings from the MOST Initiative and the Extended-Service Schools Initiative are highlighted to illustrate barriers faced by after-school programs in obtaining adequate funding, issues related to physical space, involvement of the most disadvantaged children, and transportation availability. References are included within the text of the report. (KB) ED481901 Afterschool Alliance Backgrounder: Formal Evaluations of Afterschool Programs. 2003-00-00 17 Afterschool Alliance, 925 Avon, Flint, MI 48503. Tel: 810-239-3449; Fax: 810-239-3473; Web site: http://www.afterschoolalliance.org. For full text: http://www.afterschoolalliance.org/backgrounder.doc. N/A 2004 2016-11-21

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No Change Agents Change Strategies Child Welfare Children Community Programs Delivery Systems Family Needs Family Problems Family Programs Family Support Parent Education Social Services Opinion Papers Community Based Programming Family Preservation Services Family Support America, Chicago, IL. English Noting the potential of family support as an effective agent for change, this essay explores family support as community-based services to promote the well-being of children and families designed to increase the strength and stability of families, to increase parents' confidence and competence in their parenting abilities, to afford children a stable and supportive family environment, and to enhance child development. The essay is organized in three sections. Section 1 describes family support as a time-honored, research-validated way of caring for children, noting that although several factors have contributed to increasing isolation among families and diminished ability to support one another, research has confirmed that supportive networks contribute significantly to parents' ability to raise their children. Section 2 highlights family support and family resource programs as part of a national grassroots movement of community-based programs. This section notes that family support has increasingly been adapted to the needs of families in culturally diverse and in economically disadvantaged neighborhoods and is making a positive differences in the lives of thousands of families by providing direct services to families that empower and strengthen adults in their roles as parents, nurturers, and providers. Section 3 of the essay asserts that a family support approach to the current welfare system would offer families the types of support they need to become economically self-sufficient, safe, and healthy, thereby helping to build an effective, economical social services system. The essay concludes with a delineation of the positive impact of family support in areas such as teenage pregnancy, juvenile delinquency, children's behavior and school performance, child abuse/neglect, and movement of parents from welfare to work. Eleven appendices include premises and principles of family support, typical components of family support programs, and questions-answers about family support programs and their evaluation. (Contains 27 references.) (KB) ED481902 Making the Case for Family Support: An Essay with Supporting Documents. 1996-00-00 Robert Wood Johnson Foundation, New Brunswick, NJ. ISBN-1-885429-13-4 Policymakers 17 Family Support America, 20 N. Wacker Drive, Suite 1100, Chicago, IL 60606. Tel: 312-338-0900; Fax: 312-338-1522; Web site: http://www.familysupportamerica.org. N/A 2004 2016-11-21

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No Check Lists Child Development Cognitive Development Creative Teaching Developmentally Appropriate Practices Emotional Development Evaluation Criteria Evaluation Methods Preschool Children Preschool Curriculum Preschool Education Social Development Spanish Student Evaluation Dodge, Diane Trister Colker, Laura J. Heroman, Cate Guides - Non-Classroom Teaching Strategies, Inc., Washington, DC. Spanish Intended for use with the Creative Curriculum for Early Childhood, this integrated ongoing student assessment toolkit, in Spanish, is designed for preschool teachers to help them focus on all aspects of a child's development, thereby giving them a way to ensure that all children in their classes are making progress. The assessment kit uses a strength-based approach and is based on observations taken within the context of classroom activities. The kit provides tools to collect data and analyze children's progress as part of demonstrating program outcomes and management accountability. The goals and objectives cover the Head Start domains and required domain elements and indicators. The toolkit contains: (1) the Creative Curriculum Developmental Continuum, showing the developmental steps children go through for each of 50 curriculum objectives related to social/emotional, physical, cognitive, and language development; (2) a teacher's guide, providing guidance on implementing an assessment system linking directly to planning for a group of children and individual children; (3) a poster for classroom display delineating goals and objectives; (4) a class summary worksheet to allow teachers to track and pinpoint progress for all children in the group on each of the 50 objectives; (5) individual child profile forms used to document each child's progress at three checkpoints during the year (fall, winter, and spring); and (6) child progress and planning reports used to summarize a child's progress, gain input from the family, and plan together for the next steps. (HTH) ED481903 Estuche de evaluacion del continuo del desarrollo de El Curriculo Creativo (The Creative Curriculum Developmental Continuum Assessment Toolkit for Ages 3-5). 2002-00-00 ISBN-1-879537-68-0 Parents 116 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($89.95, complete boxed set). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Fax: 202-364-7273; Web site: http://www.teachingstrategies.com. N/A 2004 8/20/2004 00:20:38 RIEJUN2004 For the English version, see ED 457 984. For Fourth Edition of the Creative Curriculum for Preschool, see ED 472 330.

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Yes Academic Standards Creative Development Educational Objectives Fine Arts Foreign Countries Kindergarten Language Arts Mathematics Education Physical Education Preschool Curriculum Social Development Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Alberta Canada Alberta Learning, Edmonton. English Intended for parents as a companion to the Alberta Curriculum Guides, this summary uses an "at a glance" schematic to list the curricular goals for Kindergarten in Alberta. In addition to English language arts and mathematics, the goals cover creative and cultural expression, physical skills and well-being, personal and social responsibility, and community and environmental awareness. The summary includes parent information on accessing additional information about the Kindergarten program, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481904 Curriculum Summary: Kindergarten, 2003-2004. 2003-00-00 Parents 5 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks/summaries/kinderbro.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Elementary School Curriculum Fine Arts Foreign Countries Grade 1 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Primary Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 1 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as early literacy and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481905 Curriculum Summary: Grade One, 2003-2004 = Sommaire des Programmes: 1re annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-124 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Elementary School Curriculum Fine Arts Foreign Countries Grade 2 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Primary Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 2 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as early literacy and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481906 Curriculum Summary: Grade Two, 2003-2004 = Sommaire des Programmes: 2e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parentsManuel_parents/sommaires.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Elementary School Curriculum Fine Arts Foreign Countries Grade 3 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Primary Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 3 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481907 Curriculum Summary: Grade Three, 2003-2004 = Sommaire des Programmes, 3e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Elementary Education Elementary School Curriculum Fine Arts Foreign Countries Grade 4 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 4 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481908 Curriculum Summary: Grade Four, 2003-2004 = Sommaire des Programmes: 4e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Elementary Education Elementary School Curriculum Fine Arts Foreign Countries Grade 5 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 5 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481909 Curriculum Summary: Grade Five, 2003-2004 = Sommaire des Programmes: 5e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaires.asp. N/A 2004 8/20/2004 00:20:48 RIEJUN2004 For the 2002-2003 English version of the Curriculum Summaries, see ED 470 219. For the 2003-2004 English and French versions of the Curriculum Summaries, see PS 031 636-646.

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Yes Academic Standards Educational Objectives Elementary Education Elementary School Curriculum Fine Arts Foreign Countries Grade 6 Health Education Language Arts Mathematics Education Multilingual Materials Physical Education Science Education Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 6 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover art, music, health and life skills, physical education, optional subject areas (drama and languages other than English), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481910 Curriculum Summary: Grade Six, 2003-2004 = Sommaire des Programmes: 6e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Fine Arts Foreign Countries Grade 7 Health Education Junior High Schools Language Arts Mathematics Education Middle Schools Multilingual Materials Physical Education Science Education Secondary Education Secondary School Curriculum Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 7 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and special needs. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481911 Curriculum Summary: Grade Seven, 2003-2004 = Sommaire des Programmes: 7e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Fine Arts Foreign Countries Grade 8 Health Education Junior High Schools Language Arts Mathematics Education Middle Schools Multilingual Materials Physical Education Science Education Secondary Education Secondary School Curriculum Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 8 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (ethics, fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and and Integrated Occupational Program. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481912 Curriculum Summary: Grade Eight, 2003-2004 = Sommaire des Programmes: 8e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Fine Arts Foreign Countries Grade 9 Health Education Junior High Schools Language Arts Mathematics Education Middle Schools Multilingual Materials Physical Education Science Education Secondary Education Secondary School Curriculum Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grade 9 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover health and life skills, physical education, optional subject areas (ethics, fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education), and supports for learning, such as distance learning and an Integrated Occupational Program. The summary includes parent information on accessing additional information about the curriculum and learning resources, other languages that may be available at a child's school, and Web sites for additional information on education in Alberta. (HTH) ED481913 Curriculum Summary: Grade Nine, 2003-2004 = Sommaire des Programmes: 9e annee, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Educational Objectives Fine Arts Foreign Countries Grade 10 Grade 11 Grade 12 Health Education High Schools Language Arts Mathematics Education Multilingual Materials Physical Education Science Education Secondary Education Secondary School Curriculum Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Multilingual/Bilingual Materials Alberta Canada Alberta Learning, Edmonton. English French Intended for parents as a companion to the Alberta Curriculum Guides, this summary, in English- and French-language versions, uses an "at a glance" schematic to list the curricular goals for Grades 10, 11, 12 in Alberta. In addition to English language arts, mathematics, science, and social studies, goals cover career and life management, physical education (for grade 10), optional subject areas (fine and performing arts, languages other than English, career and technology studies, environmental and outdoor education, physical education for grades 11 and 12), and supports for learning, such as distance learning and guidance and counseling. The summary includes parent information on accessing additional information about the high school curriculum, other languages that may be available at a child's school, provincial diploma examinations, and Web sites for additional information on education in Alberta. (HTH) ED481914 Curriculum Summary: Senior High School, 2003-2004 = Sommaire des Programmes: 10e, 11e, 12e annees, 2003-2004. 2003-00-00 Parents 8 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text of English version: http://www.learning.gov.ab.ca/parents/handbooks/summaries. For full text of French version: http://www.learning.gov.ab.ca/french/m-12/parents/Manuel_parents/sommaries.asp. N/A 2004 2016-11-21

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Yes Academic Standards Catholic Schools Elementary School Curriculum Elementary Secondary Education Fine Arts Foreign Countries Kindergarten Language Arts Mathematics Education Physical Education Science Education Secondary School Curriculum Social Development Social Studies State Curriculum Guides State Standards Guides - Non-Classroom Alberta Canada Alberta Learning, Edmonton. English This document compiles 11 individual summaries of Catholic school curriculum standards in Alberta, Canada, for Kindergarten through grade 9 and senior high school. Intended for parents as a companion to the Alberta Curriculum Guides, the summaries use an "at a glance" schematic to list the curricular goals for each subject area. In addition to English language arts, mathematics, and science, subject areas include social studies, physical education, health and life skills, fine arts, and languages other than English, with variations depending upon grade level. Each summary also lists sources for additional information. (HTH) ED481915 Curriculum Summary: Kindergarten-Senior High School, 2003-2004. Catholic School Version. 2003-00-00 Parents 35 Learning Resources Distributing Centre, 12360-142 Street, Edmonton, Alberta, Canada T5L 4X9. Tel: 780-427-5775; Fax: 780-422-9750; Web site: http://www.learning.gov.ab.ca. For full text: http://www.learning.gov.ab.ca/parents/handbooks.summaries. N/A 2004 2016-11-21

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No Child Advocacy Child Development Disabilities Infants Intervention Mental Health Parents Toddlers Well Being Fenichel, Emily, Ed. Collected Works - Serials Individuals with Disabilities Education Act Organizational History Individuals with Disabilities Education Act ISSN-0736-8038 Zero to Three: National Center for Infants, Toddlers and Families, Washington, DC. English "Zero to Three" is a single-focus bulletin of the National Center for Infants, Toddlers, and Families providing insight from multiple disciplines on the development of infants, toddlers, and their families. This issue focuses on the organization's 25 years of working with infants, toddlers, and families. The articles are as follows: (1) "Hope Is a Baby" (Jeree Pawl), on themes of continuity and change related to the well-being and development of infants and toddlers; (2) "Infant and Early Childhood Mental Health: A Comprehensive Developmental Approach to Assessment and Intervention" (Stanley I. Greenspan and Serena Wieder); (3) "A Quarter-Century of the Transactional Model: How Have Things Changed?" (Arnold J. Smeroff and Michael J. MacKenzie); (4) "Thirty Years in Infant Mental Health" (Robert J. Harmon); (5) "Infant-Toddler Child Care in the United States: Where Has It Been? Where Is It Now? Where Is It Going?" (J. Ronald Lally); (6) "Preparing Infant-Family Practitioners: A Work in Progress" (Linda Eggbeer, Tammy Mann, and Linda Gilkerson); (7) "A View of Early Childhood Development" (Irving B. Harris); (8) "The Idea behind IDEA: Creating, Shaping, and Refining Early Intervention Legislation" (Carol Berman and Cindy Oser); and (9) "The Promise of Parents as Advocates" (Bernice Weissbourd and Joan Lombardi). Regular departments of the bulletin list Zero to Three publications, videotapes and on-line resources, and announcements about Zero to Three staff. (HTH) ED481916 Celebrating 25 Years of Working with Infants, Toddlers, and Families. Journal of Zero to Three: National Center for Infants, Toddlers, and Families v24 n1 Sep 2003 2003-09-00 69 Zero to Three, P.O. Box 960, Herdon, VA 20172 ($66, 1-year subscription). Tel: 800-899-4301 (Toll Free); Fax: 703-661-1501; e-mail: 0to3@presswarehouse.com; Web site: http://www.zerotothree.org. N/A 2004 2016-11-21

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Yes Academic Achievement Child Safety Children Emotional Response Grief Homework Parent School Relationship Partnerships in Education Student Mobility Summer Programs Volunteers Robertson, Anne S., Ed. Collected Works - Serials ERIC Publications National Parent Information Network No Child Left Behind Act 2001 Summer No Child Left Behind Act 2001 ISSN-1526-2596 ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English This document is comprised of the two issues in volume 5 of "Parent News Offline," a publication of the National Parent Information Network (NPIN) designed to introduced those without Internet Access to the activities and information available through NPIN. The Spring 2003 issue contains the following articles: (1) "Summer Academic Programs" (Anne S. Robertson); (2) "Summertime: Safety First" (Peggy Patten); (3) "Student Mobility and Academic Achievement" (Russell W. Rumberger); and (4) "School Placement Decisions" (Saran Donahoo). The Fall 2003 issue contains the following articles: (1) "Parent-School Partnerships and NCLB" (Anne S. Robertson); (2) "Children and Grief" (Nancy McEntire); (3) "Volunteer School-Parent Groups Find Renewed Relevance" (Anne S. Robertson); and (4)"Making Homework Work" (Peggy Patten). (HTH) ED481917 Parent News Offline, 2003. Parent News Offline v5 n1-2 Spr-Fall 2003 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Parents 14 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. N/A 2004 2016-11-21

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Yes Geology High Schools Hurricanes Interviews Learning Processes Natural Disasters Physical Geography Risk Science Instruction Student Surveys Weather Wind (Meteorology) Belknap, Julia Reports - Research Knowledge Acquisition Science Education Research Scientific Thinking English Today, many people, with no personal experience of living through a tropical storm, reside in coastal regions in harms way. This population needs to be educated about storm risks. One good venue for this is the public school system. Science educators have concluded it is important to establish a knowledge base about the ways students think and learn in the classroom to design appropriate and effective instructional materials. There is a need to fill the gap in hazards research about students' perceptions and preconceptions about these events. A research study determined high school students' perceptions and preconceptions about tropical storms and the damage they do to coastal communities. The study used Okhee Lee's (1999) research on Hurricane Andrew as a model and augments Lee's results. In-depth interviews, a survey, and class discussions with high school students living in Houston, Texas provided the data. Students, representing a wide variety of ethnic backgrounds, vary in their perceptions and preconceptions about tropical storms. The results show perceptions students developed after personal experiences with tropical storm Allison formed most of their general preconceptions about tropical storms. Overall, students' scientific knowledge about tropical storms is poor. (Contains 22 references and 6 tables.) (Author/BT) ED481918 High School Students' Preconceptions and Conceptions about Tropical Storm Allison. 2003-00-00 10 N/A 2004 2016-11-21

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No Citizenship Education Current Events Democracy Exchange Programs Law Related Education Secondary Education Social Studies Collected Works - Serials Legal Information September 11 Terrorist Attacks 2001 Constitutional Rights Foundation, Chicago, IL. English This newsletter of the Constitutional Rights Foundation Chicago (CRFC) for Fall 2002 commemorates the one-year anniversary of the attacks of September 11, 2001 by urging a re-commitment to the democratic ideals and institutions that make the United States worthy of love. Materials in the newsletter inform about the following: "The Illinois Youth Summit"; "The Bill of Rights in Action Award"; "2002 State Conference"; "2002 Summer Institutes"; "CRFC Calendar"; "D.E.E.P."; "Freedom's Answer"; "Lesson Plan: 3 Wishes"; "Project Citizen"; "Teacher of the Year Awards"; "We the People"; and "Youth Summit Exchanges". (BT) ED481919 The Legal Circle: Educating for Democracy, Fall 2002. Legal Circle Fall 2002 2002-00-00 14 Constitutional Rights Foundation Chicago, 407 South Dearborn Street, Suite 1700, Chicago, IL 60605-1119. Tel: 312-663-9057; Fax: 312-663-4321; e-mail: crfc@crfc.org; Web site: http://www.crfc.org. N/A 2004 2016-11-21

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Yes Ancient History Black Leadership Capitalism Civil Rights Discussion (Teaching Technique) Environment Foreign Policy Global Warming Government Role Intellectual Property Intermediate Grades International Crimes Internet Japanese Americans Secondary Education Social Studies United States History World History World Problems World War II Martz, Carlton Collected Works - Serials Guides - Classroom - Teacher Anasazi (Anthropological Label) Ideas Turks Armenians Internment Camps Bill of Rights Marx (Karl) China (Nanjing) Social Darwinism Environmental Problems Spencer (Herbert) China Bill of Rights ISSN-1534-9799 Constitutional Rights Foundation, Los Angeles, CA. English This document includes the following issues of this journal: volume 18, number 3, Summer 2002; volume 18, number 4, Fall 2002; volume 19, number 2, Spring 2003; and volume 19, number 3, Summer 2003. The summer 2002 issue of "The Bill of Rights in Action" views problems related to victims of war. It focuses on the internment of Japanese Americans in camps during World War II, the court case that upheld it as constitutional, and subsequent attempts to compensate those held in the camps; examines the massacre of Chinese by Japanese troops just before World War II, and at the war crimes trial following the war; and examines how victims of World War II are attempting to get compensation through lawsuits. Each article includes questions for discussion and writing, a central activity, and a list of book for further reading. The Fall 2002 issue examines issues related to the environment; shows that humans have been experiencing environmental problems since the agricultural revolution; explores a current environmental issue, global warming; and discusses the Native American southwest and the environmental problems of the Anasazi people. Each article includes discussion questions and other activities for the classroom and addresses content standards. The spring 2003 issue looks at some historically important ideas and some issues surrounding intellectual property; examines Marxist ideas and theories of Communism; discusses social Darwinism and U.S. laissez-faire capitalism by exploring the ideas of social Darwinism espoused by Herbert Spence, ideas which significantly impacted the late 19th century U.S.; and discusses copying music and movies from the Internet and discusses current issues of intellectual property. Each article includes classroom activities. The summer 2003 issue examines three controversial issues that resonate today. The articles discuss competing visions put forward by three African-American leaders at the turn of the 20th century; explores the Armenian genocide that took place during World War I, which generated charges and counter charges among the Turkish and Armenian peoples.; and looks at the current controversial change in U.S. foreign policy. Each article includes classroom activities for discussion and writing and lists selections for further reading. (BT) ED481920 The Bill of Rights in Action, 2002-2003. Bill of Rights in Action v18-19 2002-2003 2003-00-00 Practitioners Teachers 67 Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005. Tel: 213-487-5590; Fax: 213-386-0459; Web site: http://www.crf-usa.org/. N/A 2004 2016-11-21

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No Citizenship Education Law Related Education Secondary Education Social Studies Student Participation Collected Works - Serials Guides - Non-Classroom Constitutional Rights Foundation Illinois Legal Information Youth Participation Illinois Constitutional Rights Foundation, Chicago, IL. English This publication provides information about the law and about law-related education. The Fall 2003 issue contains information about the following events and projects: "Youth and Police Trainings"; "Youth for Justice Teach-In"; "Lawyers in the Classroom"; "Project Citizen"; "Equal Justice under Law"; "D.E.E.P."; "Illinois Youth Summit"; "Chicago History Project"; "Civic Innovation Project"; "2003 Illinois LRE Conference"; and "CRFC Calendar". (BT) ED481921 The Legal Circle: Educating for Democracy, Fall 2003. Legal Circle Fall 2003 2003-00-00 14 Constitutional Rights Foundation, 407 South Dearborn, Suite 1700, Chicago, IL 60605. Tel: 312-663-9057; Fax: 312-663-4321; e-mail: crfc@crfc.org; Web site: http://www.crfc.org/. N/A 2004 2016-11-23

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Yes Educational Theories Experiential Learning Higher Education Outcomes of Education Social Environment Teacher Role Roberts, T. Grady Opinion Papers Conceptual Models Dewey (John) Knowledge Acquisition English "Experience and Education" (John Dewey, 1938) serves as a foundation piece of literature when discussing experiential learning. To facilitate a better understanding, a conceptual model was developed. In John Dewey's experiential learning theory, everything occurs within a social environment. Knowledge is socially constructed and based on experiences. This knowledge should be organized in real-life experiences that provide a context for the information. The teacher's role is to organize this content and to facilitate the actual experiences. The experiences are based on the capabilities and readiness of the learners. The quality of the experience is the primary component of the theory. Upon completion of the experience, learners have the knowledge and ability to apply it to differing situations. Thus, they have created new knowledge and are at a different level of readiness for continued acquisition and construction of new knowledge. Includes a figure and a reference. (BT) ED481922 An Interpretation of Dewey's Experiential Learning Theory. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Benchmarking Criteria Educational Research Elementary Education Evaluation Methods Lesson Plans Scoring Rubrics Social Studies Teacher Education Sunal, Cynthia Szymanski McCormick, Theresa Shwery, Craig S. Sunal, Dennis W. Reports - Research Speeches/Meeting Papers Teacher Candidates Electronic Portfolios Guided Practice English Elementary education teacher candidates (n=62) proposed four criteria they used to identify a best lesson plan developed and taught for posting to their electronic portfolio. Criteria include a lesson that students enjoyed, learned from, actively participated in, and were involved in conducting research. The two criteria shared by all teacher candidates are: (1) a lesson that was liked by all the students, and (2) one from which they learned. Scoring with rubric and focusing on guided inquiry instruction, it was found that 86% of the lessons were evaluated as best by investigators. Patterns of strengths and weaknesses within the lessons were also found. Electronic portfolios can be used to demonstrate candidates' conceptions of their best lesson and should be accompanied by commentary identifying the rationale for those conceptions. (Contains 31 references.) (Author/BT) ED481923 The Construction of Criteria for Selecting Social Studies Lesson Plans for Electronic Portfolios. 2003-11-00 15 N/A 2004 2016-11-21

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Yes American Indian Culture American Indian Studies American Indians Art Education Cultural Education Design Crafts Elementary Secondary Education Geographic Regions Handicrafts Multicultural Education Tribes Web Sites Guides - Classroom - Learner Guides - Classroom - Teacher Art Elements Artifacts Historical Background Native Americans English Native American languages have no equivalent for the word "art." Yet the objects Native Americans have used and still use suggest that they are a highly spiritual people who create objects of extraordinary beauty. In Native American thought, there is no distinction between what is beautiful or functional, and what is sacred or secular. Design goes far beyond concerns of function, and beauty is much more than simple appearances. Some Native American artists continue traditions of their ancestors, while others transform those traditions in new and innovative ways. This packet on the arts of Native Americans provides an overview of the history and culture of Native Americans. The packet presents information about the Native Americans of the Mississippi Valley and their arts. It discusses the arts of the Native Americans of the Northeast Woodlands. The packet introduces the Native Americans of the Northwest and their art, followed with information about the Plains Indians and their arts. The packet concludes with information on the Southwest Indians and their arts. Each section of the packet provides many colorful, detailed illustrations and explanations of Indian artifacts and crafts. Contains a glossary and lists tribal Web sites. (BT) ED481924 Surrounded by Beauty: Arts of Native America. 2002-00-00 Practitioners Students Teachers 49 Minneapolis Institute of Arts, 2400 Third Avenue South, Minneapolis, MN 55404. Tel: 612-870-3131; Web site: http://www.artsmia.org/. N/A 2004 2016-11-21

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Yes Art Art Education Cultural Education Elementary Secondary Education Learning Activities Legends Multicultural Education Thematic Approach Guides - Classroom - Learner Guides - Classroom - Teacher Art Elements Hoover (Herbert) English Myths are stories that explain why the world is the way it is. All cultures have them. Throughout history, artists have been inspired by myths and legends and have given them visual form. Sometimes these works of art are the only surviving record of what particular cultures believed and valued. But even where written records or oral traditions exist, art adds to the understanding of myths and legends. This packet begins by asking: "What Is Myth?" and offers readers basic ideas on the subject. The packet illustrates 26 myths in art throughout the world. It divides myths and legends in art by cultures, such as African, Euro-American, Chinese, Ancient Egyptian, Western European, Ancient Greek and Roman, Japanese, Native American, and Oceanic. The packet illustrates art by theme, including creation myths and hero myths, following these with a compare and contrast exercise. To help students understand the concept of myth, the material uses Herbert Hoover's life as an example. It provides a section about the birthplace of Herbert Hoover, giving key ideas, background, and discussion questions. The packet presents additional materials on the other world myths in art, in the same format as that of the Herbert Hoover lesson. The packet contains many colorful art illustrations and a glossary of art terms. It lists 10 suggestions for further reading. (BT) ED481925 World Myths & Legends in Art. 2002-00-00 Practitioners Students Teachers 135 Minneapolis Institute of Arts, 2400 Third Avenue South, Minneapolis, MN 55404. Tel: 612-870-3131; Web site: http://www.artsmia.org/. N/A 2004 2016-11-21

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Yes Art Education Design Crafts Elementary Secondary Education Exhibits Fine Arts Geographic Regions Heritage Education Instructional Materials Material Culture Primary Sources Resource Materials Social Studies Thematic Approach United States History Peters, Amy L. Guides - Classroom - Teacher Antiques Artifacts New England English The exhibition, "Cherished Possessions: A New England Legacy," consists of approximately 200 objects drawn from the Society for the Preservation of New England Antiquities collection of fine and decorative arts. Each item in the exhibition has been selected for its ability to tell a story and to place the history of that item within the larger history of the region and the nation. This educator's resource guide is designed to help teachers make the most of a visit to the exhibition. The guide allows teachers to focus on specific themes within the exhibition that relate to their classroom teaching. Five thematic sections give students a view of different time periods in U.S. history, while simultaneously introducing them to the techniques historians use to collect and preserve that history. The themes are: "Everyone's History Matters: Family Treasures"; "Tales of the Revolution: Great Stories from the Past"; "Neoclassicism: Old Symbols for a New Republic"; "Fighting for Freedom: Slavery and New England"; and "People and Portraits". Each section includes background information for teachers on two objects, as well as other related objects to look for in the exhibition. It provides discussion questions, ideas for hands-on activities, and bibliographies. The first page of each section provides an overview, a list of lesson objectives, and a summary of subject areas, skills, and topics covered in the section. (BT) ED481926 Cherished Possessions: A New England Legacy. Educator's Resource Guide. 2003-00-00 Practitioners Teachers 73 Society for the Preservation of New England Antiquities, 141 Cambridge Street, Boston, MA 02114. Tel: 617-227-3956; Web site: http://www.spnea.org/. For full text: http://www.spnea.org/schoolprograms/educatorsresource.htm. N/A 2004 2016-11-21

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Yes Character Education Citizenship Education Curriculum Enrichment Democracy Elementary Education Heritage Education Instructional Materials Public Schools Social Studies Student Educational Objectives Thematic Approach United States History Values Guides - Classroom - Teacher Guides - Non-Classroom Houston Independent School District, TX. English These curriculum materials are intended to supplement school resources for elementary school teachers as they deliver instruction. They focus on developing an understanding about the nation's factual and philosophical heritage to promote freedom, unity, progress, and responsibility among students and citizens. The resource points out that the character of society is determined by how well it transmits true and time-honored values from generation to generation. The curriculum materials are divided into 20 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: The Miracle of America"; (4) "Preface: From Oppression to Freedom"; (5) "American Heritage Themes"; (6) "1776 Declaration of Independence Freedom" (HISD Character Education Focus September); (7) "1776 The Declaration in Visual Art Freedom" (HISD Character Education Focus November); (8) "1776 A Famous Signature Responsibility" (HISD Character Education Focus January); (9) "1776 The Monarchy Game Freedom and Progress" (HISD Character Education Focus November); (10) "1782 The Great Seal Unity" (HISD Character Education Focus October); (11) "1762 George Washington Responsibility" (HISD Character Education Focus December); (12) "1762 Presidents Progress" (HISD Character Education Focus October); (13) "1789 Thanksgiving Unity" (HISD Character Education Focus November); (14) "1792 United States Flag Freedom and Unity" (HISD Character Education Focus February); (15) "1814 Star-Spangled Banner Unity" (HISD Character Education Focus March); (16) "1864 National Motto Progress" (HISD Character Education Focus April); (17) "1886 Statue of Liberty Freedom" (HISD Character Education Focus April); (18) "1892 Pledge of Allegiance Unity" (HISD Character Education Focus March); (19) "1895 America the Beautiful Freedom and Progress" (HISD Character Education Focus May); and (20) "2000 What Is an American? Responsibility and Unity" (HISD Character Education Focus January). (BT) ED481927 America's Heritage: An Adventure in Liberty. Elementary Edition. First Edition. 2003-00-00 Practitioners Teachers 142 American Heritage Education Foundation, Inc., 3501 W. Alabama, Suite 200, Houston, TX 77027-6035. Tel: 713-627-2698; Fax: 713-572-3657; e-mail: info@americanheritage.org; Web site: http://www.americanheritage.org/. N/A 2004 2020-12-07

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Yes Character Education Citizenship Education Curriculum Enrichment Democracy Heritage Education Instructional Materials Middle Schools Public Schools Social Studies Student Educational Objectives Thematic Approach United States History Values Guides - Classroom - Teacher Guides - Non-Classroom Houston Independent School District, TX. English These curriculum materials are intended to supplement classroom resources for teaching middle school students about the roots of the nation's heritage and the responsibilities of U.S. citizenship. The materials are divided into 16 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: Miracle of America"; (4) "Preface: From Oppression to Freedom"; (5) "American Heritage Themes' (6) "1776 Declaration of Independence--Freedom" (HISD Character Education Focus January); (7) "1776 Lives, Fortunes, Sacred Honor--Freedom" (HISD Character Education Focus December); (8) "1776 Monarchy Game--Freedom and Progress" (HISD Character Education Focus February); (9) "1789 Thanksgiving--Unity" (HISD Character Education Focus November); (10) "1792 United States Flag--Unity and Freedom" (HISD Character Education Focus April); (11) "1814 Star-Spangled Banner--Unity" (HISD Character Education Focus May); (12) "1861 Gettysburg Address--Responsibility" (HISD Character Education Focus October); (13) "1864 National Motto--Progress" (HISD Character Education Focus February); (14) "1886 Statue of Liberty--Freedom" (HISD Character Education Focus March); (15) "1892 Pledge of Allegiance--Unity" (HISD Character Education Focus May); and (16) "2000 What Is an American?--Responsibility and Unity" (HISD Character Education Focus March). (BT) ED481928 America's Heritage: An Adventure in Liberty. Middle School Edition. First Edition. 2003-00-00 Practitioners Teachers 104 American Heritage Education Foundation, Inc., 3501 W. Alabama, Suite 200, Houston, TX 77027-6035. Tel: 713-627-2698; Fax: 713-572-3657; e-mail: info@americanheritage.org; Web site: http://www.americanheritage.org/. N/A 2004 8/20/2004 00:21:24 RIEJUN2004 Developed in cooperation with the Robert and Janice McNair Foundation and the American Heritage Education Foundation, Inc. For the Elementary Edition, see SO 035 414. For the High School Edition, see SO 035 416.

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Yes Character Education Citizenship Education Curriculum Enrichment Democracy Heritage Education High Schools Instructional Materials Public Schools Social Studies Student Educational Objectives Thematic Approach United States History Values Guides - Classroom - Teacher Guides - Non-Classroom Houston Independent School District, TX. English These curriculum materials are intended to supplement classroom resources for teaching high school students the roots of U.S. heritage and the responsibilities of American citizenship. The materials are divided into 14 sections: (1) "Purpose"; (2) "Letter from Superintendent"; (3) "Forward: Miracle of America"; (4) "Preface: From Oppression to Freedom"; (5) "American Heritage Themes"; (6) "1622 Mayflower Compact--Responsibility" (HISD Character Education Focus October); (7) "1776 Declaration of Independence--Freedom" (HISD Character Education Focus November); (8) "1787 Federalist 47--Responsibility" (HISD Character Education December); (9) "1791 First Amendment--Unity" (HISD Character Education Focus February); (10) "1794 Entrepreneurs in History--Progress" (HISD Character Education Focus April; Cornelius Vanderbilt, Andrew Carnegie, James Hill, John D. Rockefeller); (11) "1916 American's Creed--Responsibility" (HISD Character Education Focus January); (12) "1976 U.S. Flag/Federal Flag Code--Freedom" (HISD Character Education Focus March); (13) "1998 Religious Expression in Public Schools--Unity" (HISD Character Education Focus May); and (14) "2000 What Is an American?--Responsibility" (HISD Character Education Focus May). (BT) ED481929 America's Heritage: An Adventure in Liberty. High School Edition. First Edition. 2003-00-00 Practitioners Teachers 121 American Heritage Education Foundation, Inc., 3501 W. Alabama, Suite 200, Houston, TX 77027-6035. Tel: 713-627-2698; Fax: 713-572-3657; e-mail: info@americanheritage.org; Web site: http://www.americanheritage.org/. N/A 2004 8/20/2004 00:21:27 RIEJUN2004 Developed in cooperation with the Robert and Janice McNair Foundation and the American Heritage Education Foundation, Inc. For the Elementary Edition, see SO 035 414. For the Middle School Edition, see SO 035 415.

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No Childhood Needs Children Community Leaders Community Needs Community Responsibility Data Collection Delivery Systems Family Needs Family Programs Family Support Federal Legislation Government Role Leadership Models Parent Responsibility Parents Position Papers Public Policy Social Services Well Being Opinion Papers Consensus Family Responsibility Intergenerational Solidarity Family Support America, Chicago, IL. English At a December, 2000 shared leadership symposium 101 parent and community leaders engaged in structured discourse and debate about key issues related to family support and family and community strengthening. This document presents a consensus statement about key issues related to strengthening families and communities. The document includes information on the process used in planning and carrying out the symposium. The consensus statement asserts that it is necessary to shift the paradigm of support from "families in need of help" to families as the nurtured center of democracy and an asset to be supported. The consensus statement supports the premises and principles of family support practice, identifies responsibilities for families and communities, identifies essential family functions, and asserts that children, youth, and older persons should work together to build and support a common agenda. Included is a demand that barriers to seamless, accessible, and easy-to-understand help for any family or child be eliminated. The statement further calls for legislation requiring that federal laws and policies be formally assessed in terms of their effects on families, and maintains that data gathered about communities must be available to those communities and must ultimately come from and belong to them. The statement advocates development of an integrated, seamless, and holistic approach to services that works with families as well as individuals. The statement concludes with a call for immediate policy action in the areas of community building and economic self-sufficiency, healthy families, work and family, family resource and support centers, families and education, and families and immigration. Four appendices highlight points of tension among conference participants, issues and ideas for family support centers and funders, and desired legislative outcome, and include a list of symposium participants. (KB) ED481930 From Many Voices: Consensus, What America Needs for Strong Families and Communities. Family Support America's Shared Leadership Series, Policy Consensus Paper. 2000-12-00 43 Family Support America, 20 N. Wacker Drive, Suite 1100, Chicago, IL 60606. Tel: 312-338-0900; Fax: 312-338-1522; Web site: http://www.familysupportamerica.org. For full text: http://www.familysupportamerica.org/downloads/Consensus_Doc.pdf. N/A 2004 2016-11-21

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Yes Adult Child Relationship After School Education After School Programs Definitions Educational Innovation Elementary Secondary Education Experiential Learning Staff Role Student Evaluation Student Projects Seidel, Steven Aryeh, Laura Steinberg, Adria Reports - Descriptive Project Approach (Katz and Chard) Barriers to Implementation Barriers to Innovation English As Boston and other cities across the nation enter a second decade of education reform, the attention of school and community leaders, as well as of parents, is turning to the learning potential provided by after-school hours. This paper explores the potential role of project-based and experiential learning in transforming the learning opportunities in the after-school setting. Section 1 of the paper reviews current debates over the "what" and "how" of learning in the after-school hours and describes project-based learning and why it is desirable from the point of view of children, their teachers, mentors, and parents, as well as from the perspective of learning theorists and researchers. Section 2 focuses on effective practices, providing snapshots of several after-school projects nationwide and in Boston and unpacking these to arrive at "symptoms" or criteria of effective projects. Section 3 takes up the challenges of incorporating these learning strategies successfully into the after-school hours, in particular examining what it will take to help Boston after-school staff in this effort. The paper points out that the conceptual and practical challenges involved in moving Boston's after-school settings toward a culture of learning and a sustained curriculum of "project-like" experiences for children from 5 years to adolescence are formidable. The paper concludes with recommendations for action and for further study within the next 2 years in Boston. Seven appendices include a list of individuals interviewed; a list of relevant publications, Web sites, and videos; and a 14-item bibliography. (KB) ED481931 Project-Based and Experiential Learning in After-School Programming. 2002-09-00 Policymakers 60 Project Zero, Harvard Graduate School of Education, 124 Mount Auburn Street, 5th Floor, Cambridge, MA 02138. Tel: 617-495-8754; Fax: 617-495-9709; Web site: http://www.afterschoolforall.org. For full text: http://www.afterschoolforall.org/news/LG Research/Project Zero_r3.pdf. N/A 2004 2016-11-21

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Yes Child Health Children Federal Programs Health Insurance Policy Analysis Program Effectiveness Public Health Public Policy State Action State Programs O'Brien, Ellen Mann, Cindy Reports - Descriptive Uninsured Persons Barriers to Participation Childrens Health Insurance Program Health Policy Medicaid Childrens Health Insurance Program Southern Inst. on Children and Families, Columbia, SC. English As states face increasing fiscal pressures, many are considering proposals to cut eligibility levels, eliminate outreach, and retract simplified enrollment procedures for children and families eligible for Medicaid and the State Children's Health Insurance Program (SCHIP). This paper presents evidence on the importance of maintaining gains made in the number of children and families enrolled in these programs and of building further on improvements in Medicaid and SCHIP coverage. Following an executive summary are introductory remarks detailing the phased-in eligibility expansions for Medicaid and the enactment of SCHIP, the increased program participation, and the potential risk to coverage gains due to proposed state actions. The paper is then organized in two major parts. Part 1 examines research evidence on how public health insurance coverage enhances access to care, health, family finances, and quality of life. Part 2 examines evidence on Medicaid and SCHIP's importance to communities, focusing on economic, health, and social consequences of public health insurance coverage beyond the target population. Among the key findings presented are that previously uninsured children enrolled in Medicaid have fewer unmet needs and fewer delays in getting needed care. Medicaid reduces emergency room use and the rate of preventable hospitalizations. Medicaid expansions are related to reduced infant mortality. Low-income families of children enrolled in Medicaid spend considerably less out-of-pocket than families of uninsured Medicaid-eligible children. Medicaid brings federal matching funds into states, thereby promoting community economic development through job creation and income growth. Public coverage reduces uncompensated care burdens on providers and localities, thereby strengthening local providers capacity to serve all people; and provides access to care for low-income children and parents at risk of communicable disease, thereby reducing burdens on public health departments to provide medical services to the uninsured. The paper concludes by pointing out that research findings provide an objective foundation for state policymakers to evaluate the potential consequences of their choices. (Contains 70 references.) (KB) ED481932 Maintaining the Gains: The Importance of Preserving Coverage in MEDICAID and SCHIP. 2003-06-00 Robert Wood Johnson Foundation, New Brunswick, NJ. Policymakers 43 Southern Institute on Children & Families, 500 Taylor Street, Suite 202, Columbia, SC 29201. Tel: 803-779-2607; Fax: 803-254-6301; e-mail: info@kidscount.org; Web site: http://www.kidsouth.org. For full text: http://www.kidscouth.org/pdf/maintaining_the_gains.pdf. N/A 2004 2016-11-21

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No Behavior Problems Child Development Cognitive Development Comparative Analysis Emotional Development Family Financial Resources Family Income Family Influence Interpersonal Competence Kindergarten Children Longitudinal Studies Low Income Groups Mathematics Achievement Physical Development Poverty Public Policy Racial Differences Reading Achievement Social Development Well Being Gershoff, Elizabeth Reports - Research Internalization Early Childhood Longitudinal Survey Poverty Line Emotional Regulation Ethnic Differences Externalization Early Childhood Longitudinal Survey Columbia Univ., New York, NY. National Center for Children in Poverty. English This report confirms the detrimental effects of low family income on children by examining the well-being of children across all incomes and race-ethnicity groups in a nationally representative sample of children attending kindergarten and participating in the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99. The sample included 51 percent boys and was 59 percent European-American, 17 percent Latino, 14 percent African-American, 5 percent Asian-American, and 5 percent other race/ethnic group. Seventy-five percent were from two-parent families. Forty-five percent of kindergartners lived in low-income families. Data were comprised of three indicators of academic development, four indicators of social and emotional development, and one indicator of physical development. Findings revealed that children in families whose incomes fell below 200 percent of the federal poverty level (FPL) were well below average in reading, math, and general knowledge test scores, compared to well-above-average scores of children living in families with incomes over 300 percent of FPL. Some children in low-income families scored considerably above the mean. As families' incomes increased, so did levels of both children's social competence and self-regulation. As families' incomes increased, levels of externalizing and internalizing problem behaviors decreased at regular intervals. Children in low-income families were more likely than other children to be overweight, although 10 percent of all kindergartners, regardless of family income, were seriously overweight. The report concludes with a discussion of public policy implications, noting that the findings provide clear support for a broad perspective on factors that promote school readiness and early school success. (Contains 17 endnotes.) (KB) ED481933 Low Income and the Development of America's Kindergartners. Living at the Edge Research Brief. 2003-11-00 12 National Center for Children in Poverty, Columbia University, 215 W. 125th Street, 3rd Floor, New York, NY 10027-4426. Tel: 646-284-9600; Fax: 646-284-9623; Web site: http://www.nccp.org. For full text: http://www.nccp.org/media/lat03d-text.pdf. N/A 2004 2016-11-21

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No After School Programs At Risk Persons Breakfast Programs Case Studies Children Enrollment Rate Federal Programs Innovation Nutrition Program Costs Program Improvement Student Transportation Summer Programs Hall, Bryan Reports - Descriptive Nutrition Services Program Characteristics Access to Services Stigma Barriers to Participation Summer Food Service Program Massachusetts Massachusetts Brandeis Univ., Waltham, MA. Center on Hunger and Poverty. English Despite the importance of breakfast, summer, and after-school child nutrition programs, coverage in these programs in Massachusetts is low. This report describes the barriers facing the states School Breakfast, Summer Food Service, and After-School Snack Programs and suggests many innovative solutions and resources that program sponsors can use to overcome these barriers and boost enrollment. The five barriers examined individually are: (1) program appeal and visibility; (2) costs and funding; (3) transportation; (4) program stigma; and (5) administrative burdens. Within each section are examples of how other programs have encountered similar barriers and implemented one of the highlighted solutions to overcome the barriers. The "best practice" case models show how programs can overcome barriers and improve program coverage of at-risk youth. The report asserts that although the barriers represent a serious threat to the success of federal child nutrition programs and to the health and educational readiness of Massachusetts children, solutions are available to sponsors to overcome these barriers. A list of resources for sponsors of breakfast, summer, and after-school nutrition programs includes state and national organizations, government agencies, and Internet sites. The report's four appendices contain information about the Child Nutrition Programs, a sample Frequently Asked Questions sheet, a Universal Free Breakfast Fact Sheet, and a summary of the provisions of policy memos from the USDA regarding the Summer Food Service Program. (KB) ED481934 Breaking Child Nutrition Barriers: Innovative Practices in Massachusetts School Breakfast, Summer Food, and After-School Snack Programs. 2003-09-00 Administrators Policymakers Practitioners 43 Center on Hunger and Poverty, Heller Graduate School for Social Policy and Management, Brandeis University, Mailstop 077, Waltham, MA 02454-9110. Tel: 781-736-8885; Fax: 781-736-3925; e-mail: hunger@brandeis.edu; Web site: http://www.centeronhunger.org. For full text: http://www.centeronhunger.org/pdf/BreakingBarriers.pdf. N/A 2004 2016-11-21

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Yes Case Studies Child Care Child Caregivers Children Cost Effectiveness Disabilities Foreign Countries Home Programs Interviews Parents Program Costs Program Descriptions Program Evaluation Public Policy Respite Care Tax Credits Wilson, Valerie Hall, Stuart Rankin, Nicola Davidson, Julia Schad, Dominic Reports - Evaluative Program Characteristics Scotland Child Care Costs United Kingdom (Scotland) ISSN-1478-6788 Scottish Executive Education Dept., Edinburgh. English This report presents the findings of an examination of the costs, benefits, and characteristics of Sitter Services, a program in Scotland offering child care in the child's home to parents working atypical hours or respite care for families of children with developmental disabilities. The study also explored users' and providers' knowledge of the childcare component of the Working Tax Credit as a means for paying for child care. Information was collected through a literature review, discussions with Sitter Service personnel, visits to seven case study Sitter Services, and interviews with a sample of 31 users and a sample of 13 sitters in 6 services. Among the studys main findings was that of the seven out of nine sitter services in Scotland agreeing to participate, four provided child care at atypical hours to working families and three provided respite care to families of children with developmental disabilities. The 7 services employed 146 sitters. A total of 428 families were supported in the previous year by these services. Session lengths varied from 1 to 10 hours. Sitter services varied in location, size, experience, organization, and management. Services had established a variety of policies and procedures to guarantee the quality of their services. All services were heavily dependent upon grant income from a variety of funders. Costs varied widely across services, with staff salary and training costs being the major expenses. Three services made no direct charge to users; the remaining four made various charges. The majority of users thought the cost was affordable. The majority of fee-paying users also used the working tax credit. In a few cases, sitters were unpaid volunteers. A range of direct and indirect benefits to users, their families, sitters, and the wider community were identified. The report concludes with a discussion of policy implications and notes that although the benefits far outweigh the costs of the service, further developments to meet demand are hindered by the lack of guaranteed funding. (KB) ED481935 The Sitter Service in Scotland: A Study of the Costs and Benefits. Insight. 2003-10-00 Policymakers 14 Scottish Executive Education Department, Research, Economic & Corporate Strategy Unit, Victoria Quay, Edinburgh EH6 6QQ, Scotland. Tel: 0131-244-0092; Fax: 0131-244-5581; Web site: http://www.scotland.gov.uk. For full text: http://www.scotland.gov.uk/library5/education/ins9-00.asp. N/A 2004 2016-11-21

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Yes Counseling Counseling Services Counselor Client Relationship Counselor Supervision Counselor Training Interpersonal Relationship Mental Health Online Courses Online Searching World Wide Web Bloom, John W., Ed. Walz, Garry R., Ed. Books ERIC Publications Online Counseling ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English As a follow-up to "Cybercounseling and Cyberlearning: Strategies and Resources for the Millennium," this book offers information beneficial to the counseling practice and counselor education classrooms. Part 1, "CyberLearning," contains the following chapters: (1) "Designing Web Pages Accessible to All" (J. E. Wheaton & P. F. Granello); (2) "Counselor Preparation for a Cyber World: Curriculum Design and Development" (J. Lewis & D. Coursol); (3) "Multimedia in the Counselor Education Classroom: Transforming Learning with Video Technology" (M. Baltimore); (4) "Planning for CyberLearning: A Framework for Counselor Educators" (A. C. Albrecht & D. G. Jones); (5) "Converting Counselor Luddites: Winning over Technology-Resistant Counselors" (M. Jencius & S. Paez); (6) "Supporting CACREP Programs and Curriculum with World Wide Web Resources" (T. Keller & R. Goodman). Part 2, "Cybercounseling," includes: (7) "Understanding Online Counseling Services through a Review of Definitions and Elements Necessary for Change" (J. M. Tyler & L. J. Guth); (8) "The Evolution of a Distance Career Counseling Model: Implications for Training, Practice and Supervision of Cybercounselors" (J. Malone, K. Miller, & R. Miller); (9) "Testing and Counseling: A Marriage Saved by the Internet" (W. P. Jones); (10) "E-Mail Rules! Organizations and Individuals Creating Ethical Excellence in Telemental-Health" (D. L. Mitchell & L. Murphy); (11) "Cultural and Global Linkages of Emotional Support through Online Support Groups" (J. Gary); (12) "Implementing Internet Web Sites in Counseling Services" (J. P. Sampson, Jr., D. L. Carr, J. Panke, S. Arkin, S. H. Vernick, & M. Minvielle); (13) On-Demand Interactive Clinical Supervision Training: Using Multimedia for Building Basic Skills in Supervision" (M. Baltimore & L. Brown). Part 3, "CyberResearch," includes: (14) "Development of a CD-ROM for Pedagogical Research" (P. Granello & J. Wheaton); (15) "Using Web-Based Surveys to Conduct Counseling" (D. H. Granello & J. E. Wheaton); (16) "Researching the Cybercounseling Process: A Study of the Client and Counselor Experience" (J. Lewis; D. Coursol, & K. H. Wahl); (17) "Incorporating Distance Learning into Counselor Education Programs: A Research Study" (R. A. Wantz, D. Tromski, C. J. Mortsolf, G. Yoxtheimer, S. Brill, & A. Cole); (18) "Interpersonal Communication in Behavioral Telehealth: What Can We Learn from Other Fields?" (K. Collie). (Contains numerous references and 5 appendixes.) (ADT) ED481936 Cybercounseling & Cyberlearning: An Encore. 2003-11-00 Department of Education, Washington, DC. ISBN-1-56109-103-0 Counselors Practitioners 417 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, Greensboro, NC 27402. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu/. N/A 2004 2016-11-21

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Yes Cost Effectiveness Data Collection National Surveys Rehabilitation Programs Resource Allocation Substance Abuse Tables (Data) Numerical/Quantitative Data Reports - Research Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Office of Applied Studies. English Understanding the cost of resources used in substance abuse treatment is of critical concern to policymakers, payers, and providers of care. The Alcohol and Drug Services Study (ADSS) was performed from 1996 to 1999. ADSS is a national study conducted in three phases to collect representative data on the characteristics of substance abuse treatment facilities, clients in treatment, post-treatment client status, and financing of care in the specialty substance abuse treatment sector. The purpose of the ADSS cost study was to provide a detailed data file and national estimates for cost, revenue, counseling activities, and staffing collected from a nationally representative sample of substance abuse treatment facilities. This report provides a detailed description of the methods used in the ADSS cost study, along with findings regarding key cost variables important to understanding the use of resources in substance abuse treatment. Four appendixes contain the ADSS Data Review Worksheet, the Phases I and II Questionnaire Data Summary Table, Internal and External Data Estimates, and Variance Estimation of Ratio Estimators. (Contains 16 tables and 6 figures.) (GCP) ED481937 The ADSS Cost Study: Costs of Substance Abuse Treatment in the Specialty Sector. 2003-07-00 69 National Clearinghouse for Alcohol and Drug Information, P.O. Box 2345, Rockville, MD 20847-2345; Tel: 301-468-2600; Tel: 800-729-6686 (Toll Free); Tel: 800-487-4889 (TDD) (Toll Free). For full text: http://www.samhsa.gov/oas/ADSS/ADSSCostStudy.pdf. N/A 2004 2020-11-25

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Yes Chemistry Computer Uses in Education Internet Parent Teacher Cooperation Science Teachers Secondary Education World Wide Web Crippen, Kent J. Brooks, David W. Reports - Descriptive English Teacher Web sites offer a means of establishing better communication between parent and teacher. We describe an example of a strategy we have found to be successful for a high school chemistry teacher. The Web site was available to parents and students using a dynamic database and provided a day-by-day lesson schedule, homework assignments, due dates, general course information, and help links. An analysis of site use for the 1998-99 school year reveals interesting patterns, and invites suggestions for others considering using Web pages with high school courses. (Author) ED481938 A Descriptive Analysis of a Chemistry Teacher's Web Site. 2003-00-00 15 N/A 2004 8/20/2004 00:21:45 RIEJUN2004

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Yes College Students Community Colleges Distance Education Educational Finance Enrollment Financial Support Institutional Mission Job Training Objectives Outcomes of Education Persistence Transfer Rates (College) Two Year Colleges Reports - Descriptive University of Hawaii Community College System Hawaii Univ., Honolulu. Community Coll. System. English This strategic plan for the University of Hawaii Community Colleges (UHCC) addresses the following issues: (1) Philosophy; (2) Mission; (3) State-Wide Reach; (4) Board of Regents Statement on UHCC Mission; and (5) Organization. UHCC consists of seven campuses, four on Oahu, and one each on the islands of Maui, Kauai, and Hawaii. Each campus offers remedial/developmental instruction, as well as a comprehensive liberal arts program articulated with all the baccalaureate colleges in Hawaii. The UHCC goals for 2002-2010 are as follows: (1) Goal A: promote learning and teaching for student success; (2) Goal B: Function as a Seamless State Institution; (3) Goal C: Promote workforce and economic development; (4) Goal D: Develop human resources recruitment, retention, and renewal; and (5) Goal E: Develop an effective, efficient, and sustainable infrastructure to support student learning. Each of the goals presented addresses the current situation, including strengths and weaknesses; action strategies for achieving the goal; and key performance outcomes. UHCC aims to increase the rate of graduation or continued enrollment by 45% by 2010, increase the number of students enrolled in distance education courses and programs to 7,500 by 2010, and increase the annual number of students who transfer to a UH baccalaureate-granting college to 2,500 by 2010. Includes an analysis of resource requirements. (NB) ED481939 University of Hawaii Community Colleges Strategic Plan, 2002-2010. 2002-09-00 24 N/A 2004 2016-11-21

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No Affirmative Action College Admission Community Colleges Educational Discrimination Educational Opportunities Racial Balance Racial Composition Racial Discrimination Sex Fairness Two Year Colleges Zamani, Eboni Mie'l Dissertations/Theses - Masters Theses Information Analyses Reports - Research English This dissertation, written in April 2000, focuses on African American, Hispanic, and White community college students' attitudes toward affirmative action in college admissions. Specifically, the study examines the association between attitudes toward affirmative action in college admissions, student background characteristics, educational aspirations, self-interest, racial affect, and institutional characteristics. The author focuses on finding out whether attitudes toward affirmative action in college admissions varied by race/ethnicity, gender, and future aspirations among students attending community colleges. Some of the key findings of the document are as follows: (1) 74% of African American and 57.5% of Hispanics agreed strongly with racial discrimination still being a problem while 46.4% of White students reported similarly; (2) half of Whites and over two thirds of students of color favored using affirmative action in college admissions; (3) the lower the GPA of White students, the more they favored abolishing affirmative action in college admissions whereas the higher the GPA of African American students they more they favored using affirmative action; and (4) whereas race/ethnicity, gender, annual family income and political views significantly predicted the odds of support or disfavor for affirmative action, separate logistic regression analyses produced different affects by racial/ethnic group. Contains 3 appendices and numerous graphs and charts. (MZ) ED481940 Aspiring to the Baccalaureate: Attitudes of Community College Students Toward Affirmative Action in College Admissions. 2000-00-00 256 N/A 2004 8/20/2004 00:21:47 RIEJUN2004 Ph.D. Thesis, University of Illinois at Urbana-Champaign.

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Yes Academic Education Adult Literacy Community Colleges Cooperative Planning Cooperative Programs Job Training School Community Relationship Transfer Programs Two Year Colleges Vocational Education Reports - Evaluative Wyoming Wyoming Wyoming Community Coll. Commission, Cheyenne. English This document offers individual institution reports for partnership programs in Wyoming's seven community colleges. The colleges are: (1) Casper College; (2) Central Wyoming College; (3) Eastern Wyoming College; (4) Laramie County Community College; (5) Northwest College; (6) Sheridan College; and (7) Western Wyoming Community College. Wyoming community colleges establish and maintain numerous partnerships and agreements in recognition of the need for collaboration, diversity, and dedication. The partnerships differ from college to college, just as the communities in Wyoming differ from one another. Laramie County Community College, for example, offers brief descriptions of the following partnership programs: (1) Concurrent Enrollment; (2) Education Program Practicums, which provide classroom experience for education majors; (3) Government Internship Program, which collaborates with the State of Wyoming Legislative Services Office to place student interns with legislators; (4) Dental Hygiene Program; (5) Nursing Program; and (6) Collaborations with various universities and colleges regarding articulation agreements. Casper College offers brief descriptions of programs which include the following: (1) ACT Center, which provides workforce development and advanced skills courses, as well as high stakes testing; and (2) North Casper Elementary School, which offers Adult Basic Education/GED courses partially funded by Casper College. (NB) ED481941 Wyoming Community Colleges Partnership Report, July 1, 2001-June 30, 2002. 2002-12-00 86 N/A 2004 2016-11-21

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Yes Community Attitudes Community Characteristics Community Colleges Community Needs Participant Satisfaction School Statistics Student Surveys Two Year Colleges User Satisfaction (Information) Values Numerical/Quantitative Data Reports - Research Community College of Rhode Island Community Coll. of Rhode Island, Warwick. Office of Institutional Research and Planning. English This survey is intended to measure student satisfaction with a wide range of college experience including academic services, campus support services, safety, effectiveness of instructors, campus climate, and responsiveness to diverse populations. Students rate each section by the importance of the expectation as well as their own personal satisfaction with the way that the expectation is being dealt with. Out of the 130 classrooms that were sampled at four different sites, there was a 79.2% response rate. The majority of the respondents were female (65.5%) as opposed to male (34.5%). The documents is divided into the following eight chapters: Introduction, survey demographic information, overall "strengths," overall "challenges," composite scales, satisfaction questions, and items ranked by order of importance. The data concluded that the following are the top five concerns of students out of the ninety-five choices given: (1) Classes that are scheduled at a convenient time for students; (2) Excellent quality instruction for each course taken; (3) Students are able to register for classes easily; (4) The students are given a good variety of different courses to take on campus; and (5) Most of the faculty should be knowledgeable in their field. (Contains 17 tables.) (MZ) ED481942 Student Satisfaction Inventory Survey/Noel-Levitz, Administered November-December 2002. 2003-00-00 28 N/A 2004 2016-11-21

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Yes Community Action Community Colleges Community Responsibility Community Services Research Research Problems Research Projects Research Reports Two Year Colleges Moore, Jonelle Dille, Brian J. Opinion Papers Reports - Descriptive Mesa Community College AZ Mesa Community Coll., AZ. English This document is about a learning community created by two Mesa Community College faculty members. Their initial goal for creating the center was to improve student learning, deepen the relationship between faculty and students, etc. The program has a service-learning requirement that was implemented with the goal of preparing students to become informed and active citizens within their communities. Each student is required to complete twenty hours of community service which is meant to provide students with insight unavailable from mediated sources and to allow students to learn practical knowledge. Students must also create and write a research project that requires them to gather data using resources such as the internet and the library. By combining their research and their community service project, the students gain insight into their community and about their own goals. Many students leaving the course have chosen to incorporate what they have learned into their plans for their personal futures. The authors conclude that the success of the program came as no surprise. They met their initial goal of teaching students the importance of civic duty through research and service learning and had a rewarding teaching experience in the process. (MZ) ED481943 To Inform Their Discretion: Designing an Integrated Learning Community Focusing on Civic Engagement. 2003-00-00 9 For full text: http://www.mc.maricopa.edu/other/engagement/Journal/Issue1/MooreDille.jsp. N/A 2004 2016-11-21

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Yes Educational History Educational Improvement Educational Innovation Federal Aid Higher Education Holub, Tamara ERIC Publications Reference Materials - Bibliographies Fund for Improvement of Postsecondary Education ERIC Clearinghouse on Higher Education, Washington, DC. English This Critical Issue Bibliography (CRIB) Sheet focuses on the history of the Fund for the Improvement of Postsecondary Education (FIPSE) and current FIPSE projects and priorities. As background, the bibliography includes an account of the early history of FIPSE and a description of its current programs. The bibliography lists 6 Internet resources and 11 annotated print resources, all of which are available in the ERIC database. (SLD) ED481944 Critical Issue Bibliography (CRIB) Sheet: Fund for the Improvement of Postsecondary Education (FIPSE). 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 10 For full text: http://www.eriche.org. N/A 2004 2016-11-21

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Yes Community Colleges Demography Student Attitudes Student Characteristics Student Interests Student Motivation Student Needs Student Surveys Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Douglas College BC Douglas Coll., New Westminster (British Columbia). English Every two years Douglas College, British Columbia, gives a series of short questionnaires to students registering during the fall semester. The questions cover student demographics and topics, such as educational goals, perceptions of Douglas College, and previous education. This 2002 survey received a total of 4,100 scannable responses from 9,800 students, for a 42% response rate. There were 12 different versions of the survey, each of which had a response size of approximately 350. The study was divided into different questionnaires in order to allow posing an extensive set of questions without overburdening any individual respondent. The disadvantages of an 8% sample include less precise data and sample sizes which are too small to permit disaggregation by program of study. Questions common to all questionnaires indicate that students are 63% female, 41% are 20-24 years old, 30% are taking three courses, and the field of study for 23% is in the Arts. The questions particular to individual questionnaires include, among others, the following categories: (1) Perceptions of Douglas College; (2) Reasons for Choosing Douglas College; (3) Financial Resources; (4) Multiculturalism; (5) Course Delivery; (6) Equity Group Membership; (7) Registration Success; and (8) Computer Usage. (NB) ED481945 Student Profile and Perceptions Survey, Fall 2002. Summary. 2002-10-00 17 For full text: http://iresearch.douglas.bc.ca/pdfs/reports_eval_plan_docs/Fall02_Srv_Summary.pdf. N/A 2004 2016-11-21

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No Articulation (Education) Bachelors Degrees College Graduates College Transfer Students Community Colleges Minority Groups Outcomes of Education Performance Factors Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Maryland Maryland Maryland State Higher Education Commission, Annapolis. English This data report provides statistics regarding the number and percentage of Maryland community college students who earned a bachelor's degree from a public four-year campus in the state of Maryland within a specified period of years. The paper reports on students from the state's 15 community colleges who transferred during each academic year from 1996-97 through 1999-2000. The report also supplies statistics regarding the cumulative grade point average (GPA) earned by community college transfer students (2000-2001) at their four-year institution in their first year after transferring, as well as statistics regarding the percentage of students who earned bachelor's degrees within 5 years after transferring. The report offers statistics broken down by individual community college, by four-year transfer institution, and by system total. The statistics are further broken down according to white students, African American students, and all minority groups. About 58.5% of all white students from the 1996-1997 cohort who transferred from Maryland community colleges to Maryland public four-year institutions earned bachelor's degrees within 5 years, while 25% of African American transfer students and 50% of all minority students from this cohort earned bachelor's degrees in the same time frame. (Contains 56 tables.) (NB) ED481946 Performance of Maryland Community College Transfer Students at Public Four-Year Campuses. 2002-12-00 60 N/A 2004 2016-11-21

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Yes Community Colleges Control Groups Dropouts Experimental Groups Nurses Nursing Education Nursing Research Nursing Students Two Year Colleges Sandiford, Janice R. Jackson, D. Kathy Reports - Research Speeches/Meeting Papers Florida Florida English The purpose of this study is to develop a model showing the relationship of academic, socioeconomic, and motivational variables to students' attrition in a community college nursing program, in order to determine the students who pass, or not pass, first semester, generic, and associate degree nursing courses. The theoretical framework used in the study included the following: (1) Tinto's (1975) Student Integration Model; (2) Bean's student Attrition Model; (3) Bean and Metzner Nontraditional Undergraduate; and (4) Stahl and Pavel's Community College Retention Model. The study ends with three conclusions that can be beneficial to faculty and administrators when evaluating attrition and retention of first semester associate degree nursing students. They are as follows: (1) students assessed at college language level had lower attrition rates than students with below college language level; (2) students with pre-semester grade point average of 2.5 and above had lower attrition that students with a grade point average between 2.49-2.00; and (3) the assumption that the three nonacademic variables would affect first semester final course outcomes was not supported and hours planned to work weekly, financial difficulty attending college and achievement tendency were not significant predictor variables. (Contains 15 tables.) (MZ) ED481947 Predictors of First Semester Attrition and Their Relation to Retention of Generic Associate Degree Nursing Students. 2003-04-05 12 N/A 2004 2016-11-21

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Yes College Transfer Students Community Attitudes Community Characteristics Community Colleges Community Surveys Recruitment Transfer Policy Transfer Programs Transfer Students Two Year Colleges Sandiford, Janice R. Lynch, Susan H. Bliss, Leonard Reports - Research Florida Florida International University Florida English This document discusses a study that addresses why transfer students choose a particular university to continue their education in. Furthermore, the study attempts to identify the types of recruitment strategies that are most effective in persuading students to attend a certain university. The study's sample came from 475 volunteers who attended a transfer session. It was composed of 70% female and 30% male. The following are some of the conclusions made by authors: (1) universities should continue to promote social and academic factors in recruiting activities; (2) transfer students should be recruited from community colleges as enthusiastically as possible; (3) universities should continue to recruit transfer students with the use of videos and tours; (4) universities need to continue to increase financial aid funds to meet increases in tuition; and (5) universities need to keep up with changes in the characteristics and needs of community college students. The document concludes by observing that transfer students are important because they make up a large part of upper division student populations, they fill gaps left by attrition, and fulfill the missions of community colleges by transferring successfully. Therefore, the authors conclude that universities and community colleges should work together to ensure a successful transfer for students. (Contains 19 references.) (MZ) ED481948 Transferring from Community College to University: How Choices Are Influenced. 2003-00-00 19 N/A 2004 2016-11-21

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Yes Behavior Patterns Community Colleges Educationally Disadvantaged High Risk Students Job Training Minority Groups Nontraditional Students Study Habits Two Year College Students Two Year Colleges Vocational Education Sandiford, Janice R. Reports - Research Speeches/Meeting Papers Miami Dade Community College FL English The author of this study collected data from occupational students in a large urban community college. All students were participating in a vocational skills laboratory (SAIL) supported by state funding. The Study Behavior Inventory (SBI) was administered to 100 students and demographic data was collected. Individual reports for each student profiled include measures of behaviors and attitudes in: (1) academic confidence; (2) short-term study behaviors; and (3) long-term study behaviors. The study was designed to identify the study behaviors of high-risk students in occupational programs at Miami-Dade Community College, Florida. About 38% of the 114,500 students enrolled there in 2000-2001 were occupational students. The 100 students were 42% male and 62% female, and ranged in age from 17 to 65. The mean age was 35. The average number of hours students worked per week was 38. Students were seeking entry into a wide variety of occupational fields. The students performed on the average of a 5th or 6th grade level in all of the basic skills, with the range going as low as the 1st grade level. Results of the study should help educators focus on specific skill strategies and behavior plans that can be individualized for each student, thus allowing the student to better navigate the educational system. (Contains 13 references.) (NB) ED481949 Study Behaviors of High-Risk Occupational Students in the Community College. 2002-04-20 13 N/A 2004 2016-11-21

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Yes Admission Criteria Community Colleges Continuation Students Transfer Programs Transfer Rates (College) Transfer Students Two Year College Students Two Year Colleges Reports - Research Virginia Community College System Virginia Virginia Virginia State Council of Higher Education, Richmond. English This report, undertaken by the State Council of Higher Education in Virginia, intends to provide information on transfer students and identify obstacles faced by transfer students in order to create policy that will aid transfer students in the future. Key findings of the report are as follows: (1) transfer enrollments at public four-year institutions are not keeping pace with the number of students at two-year colleges who may plan to transfer; (2) a "2+2" model does not describe the majority of transfer students; (3) transfer activity on Virginia is a regional occurrence; (4) transfer rates for students who transfer to public institutions are lower that those for students who transfer to private institutions; (5) common characteristics of transfer students (age, academic load, finances) put these students at risk for not finishing their baccalaureate degree; (6) while dual degree programs have grown significantly in recent years for community college students, many students are having problems receiving credit for these courses at four-year institutions; and (7) earning excess credits and enrolling for a lengthened period of time at a two-year college level negatively impacts transfer students when they transfer to four-year institutions. After identifying the problems faced by transfer students, the report gives numerous suggestions for making the transition for transfer students a smoother and more successful experience. (Contains 19 tables.) (MZ) ED481950 The Condition of Transfer in the Commonwealth. SCHEV Research Report. 2003-06-00 51 N/A 2004 2016-11-21

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Yes Community Colleges Computer Assisted Instruction Computer Uses in Education Distance Education Internet Nontraditional Education Online Courses Technology Two Year Colleges Web Based Instruction World Wide Web Sandiford, Janice R. Information Analyses Reports - Research Speeches/Meeting Papers Florida Florida English The purpose of this study was to examine the extent to which Florida's 28 public community colleges are implementing and using distance delivery of instruction. Research questions addressed the mission, the delivery organization, the content areas and modes of delivery, the faculty, and the support services involved in the delivery of distance courses. Although 70% of the country's 2-year and 4-year colleges are offering online courses, the method of delivery is receiving mixed reviews. National accrediting bodies consider the method of delivery to be less than adequate. Florida's community colleges enroll nearly one million students and graduate nearly 50,000 associate degree and certificate completers annually. The author argues for distance education as a way to address increasing demand with little funding to back that demand, and as a way to increase access for those who live too far from an institution of higher learning. For Spring 2001, 22 of the 28 Florida community colleges offered a total of 1,133 Web-based classes, representing less than 10% of total course offerings statewide. The Florida Community College Distance Learning Consortium is responsible for coordinating the establishment of a technology-enhanced community college delivery system. Reports on some of the projects in development. (Contains 21 references.) (NB) ED481951 The Business of Teaching and Learning with Technology in Florida's Community Colleges. 2001-04-00 21 N/A 2004 2016-11-21

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Yes Budgets College Faculty Community Colleges Costs Educational Finance Expenditures Full Time Equivalency Full Time Faculty Full Time Students Part Time Faculty Profiles Student Personnel Services Two Year Colleges Reports - Descriptive Oregon Community College System Oregon Dept. of Community Colleges and Workforce Development, Salem. English This document provides numerous tables and graphs illustrating information regarding Oregon community colleges. The four sections of this 2001/2002 Oregon Community College Profile provide information on: (1) students; (2) faculty and staff; (3) finances; and (4) programs and services. The information regarding the student section summarizes headcount and full time equivalency enrollment of Oregon community college students, and was obtained from the Oregon Community College Unified Reporting Service (OCCURS). Information about the faculty and staff of Oregon community colleges was derived primarily from the United States Department of Education Integrated Postsecondary Education Data System (IPEDS) surveys. Financial Information for Oregon's community colleges was collected from the Community Colleges and Workforce Development (CCWD) Revenue and Expenditure Reports, from audits, and from Budget information. Information regarding programs and services of the Oregon community colleges was gathered from the federal Department of Education IPEDS, the CCWD Revenue and Expenditure Reports, community college audits, the GED annual report, the Adult Basic Education annual report, the Tracking of Programs and Students (TOPS) and from the Small Business Development Center Network. Provides a directory of community colleges in Oregon, including the name of the current college President. Provides a map illustrating the various community college districts in Oregon. (Contains 49 tables and 7 graphs.) (JS) ED481952 Oregon Community College 2001-2002 Profile. 2002-00-00 73 For full text: http://www.odccwd.state.or.us/CCWDFiles/PDF/Profile/01-02Profile.pdf. N/A 2004 2016-11-21

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Yes College Transfer Students Community Colleges Credits Educational Trends Enrollment Trends Higher Education Public Education Remedial Instruction School Holding Power State Agencies State Boards of Education Statistics Student Placement Transfer Rates (College) Two Year Colleges Vocational Schools Reports - Descriptive Texas State Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges. English Contains general statistical information regarding public community and technical colleges in Texas, as issued by the Texas Higher Education Coordinating Board. Because of the nature of the statistical reports, the data presented in this report may vary from statistics in other Coordinating Board reports due to differences in the reporting periods covered (semester, annual academic year), the student base included (credit, noncredit, credit/noncredit combined), or methodology. Each section of the report begins with a statewide summary, including major observations to be derived; most of the statewide summaries are presented graphically. Following the state summary in each section, detailed information is presented for institutions in tables. The sections include statistics and trend summaries on the following: (1) Annual Enrollment; (2) Fall Enrollment; (3) First Time in College Enrollment; (4) Remediation; (5) First Time in College Cohort Tracking Analysis; (6) Transfer and Retention; (7) Contact Hours/ Semester Credit Hours; (8) Degrees/ Certificates Awarded; (9) Faculty and Staff; (10) Financial Data and Service Area Population; and (11) Placement Data. Contains approximately 150 various graphs, pie charts, and tables based on statistical information from Texas public community and technical colleges. (JS) ED481953 Texas Public Community and Technical Colleges 2002 Statewide Factbook. 2002-00-00 210 For full text: http://www.thecb.state.tx.us/reports/pdf/0505.pdf. N/A 2004 2020-11-23

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Yes Community Colleges Computer Literacy Computers Educational Technology Faculty Information Technology School Surveys Technology Uses in Education Two Year Colleges Reports - Research City College of San Francisco CA City Coll. of San Francisco, CA. Office of Institutional Development, Research, and Planning. English This document focuses on a faculty survey that has been conducted at the City College of San Francisco for the years 1997, 1999, and 2001. The data for the different years is compared using tables for each question. The goal of the survey is to collect trends in regards to information technology. The number of faculty respondents was the largest in 1997 (645) in comparison to 1999 (476) and 2001 (405). The majority of faculty for all three years consider themselves to have an intermediate level of computer expertise. Some of the key findings of the report are as follows: (1) the majority (56%) of faculty in 2001 include their email address on the syllabi as opposed to a minority (20%) in 1997; (2) majority (70%) of faculty in 2003 have send emails to students; (3) faculty have increasingly begun using computers for work and overall 95% of respondents use computers at least once a week; (4) faculty are currently having reduced problems in access to instructional classrooms, technical support, and access to computer labs; (5) the use of the Internet and electronic data bases has increased 100% over the time period covered in the report; and (6) faculty have begun to see more value in using technology to improve overall quality of teaching. Contains 11 tables and 7 appendices. (MZ) ED481954 Information Technology--Instructional Faculty Responses 1997, 1999 and 2001. Survey Series. 2003-01-00 27 For full text: http://www.ccsf.edu/Offices/Research_Planning/pdf/rep101.pdf. N/A 2004 2016-11-21

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Yes Accountability Ancillary School Services Community Colleges Needs Assessment Outcomes of Education Performance Policy Formation Regional Planning School Community Relationship Strategic Planning Two Year Colleges McGuinness, Aims C., Jr. Jones, Dennis P. Guides - Non-Classroom Reports - Descriptive Education Commission of the States, Denver, CO. Center for Community College Policy. English This paper aims to present a methodology for assessing within-state regional needs for community college services, and describe the policy tools and strategies available to policymakers who intend to address these needs. The paper builds on work that the National Center for Higher Education Management Systems (NCHEMS) prepared for the National Center for Public Policy and Higher Education (NCPPHE). Offers advice for: (1) Identifying the educational needs of key client groups; (2) Comparing client groups' educational needs to available community college services; (3) Identifying gaps in services; and (4) Summarizing findings and identifying priorities. Also includes guidelines for conducting a policy audit and designing policy alternatives. Five appendices include: (1) Trends in Per-Capita Income for Individuals of Different Educational Levels; (2) Examples of State Comparative Data on Social and Economic Indicators Correlated with Educational Attainment; and (3) An Example of Use of Data to Identify Intrastate Regional Disparities (Kentucky). Argues that narrowing gaps in educational attainment and performance between regions is crucial if state leaders are to improve the quality of life and economy for all the state's population. (NB) ED481955 Narrowing the Gaps in Educational Attainment within States: A Policymaker's Guide to Assessing and Responding to Needs for Community College Services. 2003-10-00 26 N/A 2004 8/20/2004 00:22:18 RIEJUN2004

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No Administrators Alternative Teacher Certification Beginning Teachers Career Choice Disadvantaged Youth Educational Improvement Educational Quality Elementary Secondary Education Faculty Development Higher Education Instructional Leadership Leadership Qualities Preservice Teacher Education Principals School Administration Teacher Collaboration Teacher Qualifications Teacher Salaries Teaching (Occupation) Teaching Skills Guides - Non-Classroom California State Dept. of Education, Sacramento. English This report presents three recommendations for teaching and learning in three areas. The first, "Make Teaching and School Administration Attractive Careers," notes the need to (1) "Increase Salaries for Teachers and Administrators"; (2) "Strengthen Multiple Pathways into Teaching and School Leadership" (3) "Enable Schools that Serve High-Need Students to Attract and Keep Well-Qualified Teachers and Administrators"; and (4) "Eliminate Emergency Permits and Waivers within Five Years". The second, "Provide Teachers and School Leaders with the Skills They Need to Improve Student Learning," stresses the need to (5) "Enhance the Capacity of Colleges and Schools to Prepare Teachers Well in High-Needs Fields"; (6) "Build a Statewide Infrastructure for Career-Long Professional Development that Supports Educator Learning and School Improvement"; (7) "Ensure that High-Quality Professional Development Reaches Teachers and Administrators in High-Need Communities"; and (8) "Improve the Preparation, Induction, and Ongoing Support of School Leaders So That They are Able to Lead Schools That Successfully Support Student Learning." The third, "Create the Conditions that Allow Teachers and School Leaders to Succeed," describes the need to (9) "Reconfigure Site Leadership to Enable the Principal to Serve as an Instructional Leader and to Support the Development of Teacher Leaders Who Can Coach and Mentor Others" and (10) "Redesign Schools So That They Can Focus on Student and Teacher Learning. Add and Reorganize Time to Enable Collaborative Teacher Planning and Inquiry." Recommendations and a strategic plan of action are appended. (SM) ED481956 Learning... Teaching... Leading... Report of the Professional Development Task Force. 2002-00-00 ISBN-0-8011-1556-6 87 California Department of Education, CDE Press, Sales Office, P.O. Box 271, Sacramento, CA 95812-0271 ($13.50). Tel: 800-995-4099 (Toll Free); Fax: 916-323-0823. N/A 2004 8/20/2004 00:22:20 RIEJUN2004

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Yes Consciousness Raising Cultural Awareness Curriculum Development Educational Change Elementary Secondary Education Higher Education Integrated Curriculum Preservice Teacher Education Program Evaluation Service Learning State Standards Student Teacher Evaluation Teaching Methods Collected Works - General Reports - Descriptive Maryland Maryland English This collection of papers includes lessons learned from a 3-year collaboration among faculty who had pursued a scholarly inquiry of service-learning, integrated service-learning into their curricula, altered their teaching, forged partnerships with community based organizations, and developed measures and methodologies for assessing results. The project was designed to introduce faculty to service-learning pedagogy and help them implement service-learning instruction and integrate service learning into curricula. Chapter 1, "An Introduction to Service-Learning" (Nomsa E. Geleta and Juanita Gilliam), defines service-learning and its application in teacher education programs and as: a Maryland state initiative, an effective teaching strategy, a reform strategy, and a conduit for meeting educational standards. Chapter 2, "Curriculum Integration," presents descriptions of the courses that instructors taught and infused with service-learning. Chapter 3, "Teacher Education Service-Learning Assessment" (Douglas Ball), helps beginners develop a perspective on the complexity of service-learning, specifically for measuring the impact of service-learning projects conducted within teacher education courses. Chapter 4, "Learning in the Context of Service: Concluding Thoughts" (Edward Robeck, Barbara Laster, Joel T. Jenne, and Elizabeth H. Brooks), discusses varied approaches to service-learning, reaching through difference with a commitment to serve, and the structure of and benefits from service-learning. (Chapters contain references.) (SM) ED481957 Learning To Serve, Serving To Learn: A View from Higher Education. Integrating Service-Learning into Curriculum: Lessons Learned. Teacher Education Consortium in Service-Learning. 2003-00-00 Corporation for National and Community Service, Washington, DC. Administrators Practitioners 99 For full text: http://www.servicelearning.org/article/archive/275/. N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Asthma Comprehensive School Health Education Curriculum Nutrition Instruction Physical Activity Level Physical Education School Policy Secondary Education Smoking Violence Numerical/Quantitative Data Reports - Research State Policy Tobacco Industry Wisconsin Wisconsin Wisconsin Univ., Madison. Comprehensive Cancer Center. Wisconsin State Dept. of Public Instruction, Madison. English This report provides statewide data on Wisconsin middle and high school health education curriculum and policy. All regular public secondary schools were included in the school sampling frame. Data were collected via surveys of principals and lead health teachers regarding tobacco, physical education and activity, nutrition, HIV/AIDS, violence, asthma, and general health education. For each section, the report examines policy, curriculum and instruction, comprehensive school programs, and conclusions and recommendations. Nearly half of the schools had comprehensive tobacco policies in place, and 80 percent of schools with required health education had comprehensive tobacco prevention curriculum and instruction in place. Most schools had policies and classroom instruction supporting physical education and activity among all students, and most required students to take a physical education class. Middle and high schools reported many positive nutrition-related policies, practices, and instruction, although there was room for improvement. Nearly half of the schools had comprehensive HIV/AIDS policies in place, and 75 percent of schools with required health education had comprehensive HIV/AIDS curriculum and instruction. Almost all schools had written violence-response plans, but more schools needed to offer peer mediation, gang violence, and bullying prevention programs. There was a lack of asthma education for staff and students and monitoring of students with asthma. (SM) ED481958 Wisconsin School Health Education Profile Report, 2002. 2003-03-00 Centers for Disease Control (DHHS), Atlanta, GA. Div. of Adolescent and School Health. 47 Student Services/Prevention and Wellness Team, Wisconsin Department of Public Instruction, 125 South Webster Street, P.O. Box 7841, Madison, WI 53707-7841. Tel: 608-266-8960; Tel: 800-441-4563 (Toll Free). For full text: http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/02shep.pdf. N/A 2004 2016-11-21

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Yes Acquired Immunodeficiency Syndrome Comprehensive School Health Education Curriculum Development Educational Media Elementary Secondary Education Health Promotion Instructional Materials Program Evaluation Sexually Transmitted Diseases Guides - Non-Classroom Reference Materials - Directories/Catalogs Wisconsin State Dept. of Public Instruction, Madison. English This resource directory provides information about technical assistance resources and educational materials that can guide the development, implementation, and evaluation of human immunodeficiency virus (HIV) and other sexually transmitted infections (STI) prevention education programs for school-age youth. It also includes educational materials that can increase the awareness and compassion for people infected with and affected by acquired immunodeficiency syndrome (AIDS) and HIV. The document is divided into two sections: a resource directory and an annotated list of resources (curricula; audiovisuals; books, journals, reports, and articles; guides and resource books; and booklets, workbooks; and other). As a whole, they provide the contacts and the foundation for families, communities, and schools to fight the spread of HIV/AIDS and other STI. Two appendixes include the HIV/AIDS Review Panel 2003-04 and resources organized by audience. (SM) ED481959 Youth and HIV/AIDS Resources for Educators, Policymakers, and Parents, 2003-2004. 2003-08-00 Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA. 42 Student Services/Prevention and Wellness Team, Wisconsin Department of Public Instruction, 125 South Webster Street, P.O. Box 7841, Madison, WI 53707-7841. Tel: 608-266-8960; Tel: 800-441-4563 (Toll Free). For full text: http://www.dpi.state.wi.us/dpi/dlsea/sspw/pdf/aidsresourc.pdf. N/A 2004 8/20/2004 00:22:27 RIEJUN2004 U87-CCU522659-01

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No Content Area Reading Educational Objectives Intermediate Grades Literacy Phonemic Awareness Reading Comprehension Reading Processes Secondary Education Teaching Methods Vocabulary Development Pritchard, Robert Breneman, Beth Books Guides - Classroom - Teacher California State Dept. of Education, Sacramento. English Noting that the quality of literacy instruction in the upper grades is equally essential as literacy in the primary grades, this book focuses on helping students' needs in the upper grades and the needs of all teachers in grades four through twelve who endeavor to help students read to learn across the curriculum and comprehend at grade level, and accelerate the development of beginning and struggling readers. The book is divided into two sections: a theoretical background (Understanding the Reading Process; Developing Strategic Readers; and Delivering Strategic Instruction) and instructional strategies (Reading Comprehension; Vocabulary Development; Phonological and Print Skills). The theoretical background discusses understanding the reading process; developing strategic readers; and delivering strategic instruction. The instructional strategies discuss reading comprehension; vocabulary development; and phonological and print skills. (Contains 3 figures and 66 references.) (PM) ED481960 Strategic Teaching and Learning: Standards-Based Instruction To Promote Content Literacy in Grades Four through Twelve. 2000-00-00 ISBN-0-8011-1472-1 Teachers Practitioners 191 CDE Press, Sales Office, California Dept. of Education, P.O. Box 271, Sacramento, CA 95812-0271 ($15). Tel: 800-995-4099 (Toll Free); Fax: 916-323-0823. N/A 2004 8/20/2004 00:22:28 RIEJUN2004

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Yes Adolescent Literature Authors Biographies Childrens Literature Elementary Secondary Education Reading Instruction Student Attitudes Student Motivation Abbey, Cherie D., Ed. Books Reference Materials - General Reports - Descriptive English This special subject volume of biographies of authors was created to appeal to young readers in a format they can enjoy reading and readily understand. Each entry provides at least one picture of the individual profiled, and bold-faced rubrics lead the reader to information on birth, youth, early memories, education, first jobs, marriage and family, career highlights, memorable experiences, hobbies, and honors and awards. Each of the entries ends with a list of easily accessible sources designed to lead the student to further reading on the individual. This volume profiles: Orson Scott Card; Russell Freedman; Mary Grandpre; Nikki Grimes; Dan Greenburg; Laura Hillenbrand; Stephen Hillenburg; Norton Juster; Lurlene McDaniel; and Stephanie S. Tolan. (PM) ED481961 Biography Today: Profiles of People of Interest to Young Readers. Author Series, Volume 14. 2004-00-00 ISBN-0-7808-0652-2 257 Omnigraphics, Inc., 615 Griswold St., Detroit, MI 48226 ($39). Tel: 800-234-1340 (Toll Free); Tel: 313-461-1340; Fax: 313-461-1383; e-mail: omnied@ameritech.com; Web site: http://www.biographytoday.com. N/A 2004 8/20/2004 00:22:32 RIEJUN2004

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Yes Beginning Reading Literature Reviews Primary Education Reading Achievement Reading Fluency Reading Research Reading Strategies Sustained Silent Reading Teaching Methods Osborn, Jean Lehr, Fran Guides - Non-Classroom Information Analyses Repeated Readings Pacific Resources for Education and Learning, Honolulu, HI. English Intended for practitioners, this is the first booklet in the Research-Based Practices in Early Reading series published by the Regional Educational Laboratory at Pacific Resources for Education and Learning. The 31-page booklet summarizes research on fluency and fluency instruction and describes strategies for fluency instruction. It also explains various ways of conducting repeated oral reading, the use of independent silent reading, an integrated fluency instruction approach, the role of texts, and fluency assessment. (Contains 64 references.) (RS) ED481962 A Focus on Fluency. Research-Based Practices in Early Reading Series. 2003-00-00 Department of Education, Washington, DC. Practitioners 35 Pacific Resources for Education and Learning (PREL), 900 Fort Street Mall, Suite 1300, Honolulu, HI 96813. Tel 808-441-1300; Fax: 808-441-1385; e-mail: askprel@prel.org. For full text: http://www.prel.org/programs/rel/fluency.asp. N/A 2004 2016-11-21

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No Educational Finance Educational Vouchers Elementary Secondary Education Government School Relationship Parochial Schools Politics of Education Private Education Private School Aid Private Schools Privatization Scholarships School Choice State Church Separation Tuition Grants Weil, Danny Books Information Analyses Educational Management Organizations English This book looks at the privatization of education as an ideological construct. In exploring and assessing the concept of privatized education, it focuses on the debate over private choice and school vouchers. It also looks at the development of private curriculums and educational materials created by corporations, various scholarship-funding organizations that directly affect vouchers and choice, and faith-based organizations. The book also contains a directory of organizations and public policy institutions, lists of print and nonprint resources, and contact information for corporations and organizations involved in the privatization of schools and organizations opposed to privatization. Chapter titles reflect the book's content: (1) "Introduction"; (2) "Chronology"; (3)"Privatization and School Choice"; (4) "The Privatization of Education: Arguments and Controversies"; (5) "Vouchers and the Law: Drawing Conclusions from Research"; (6) "Private Scholarships and Faith-Based Charitable Contributions"; (7) "From Learning Centers to Earning Centers?"; (8) "Managing Public Schools for Profit: The Rise of the Educational Management Organization"; (9) "Epilogue"; (10) "Selected Print and Nonprint Resources"; (11) "Directory of Organizations, Associations, and Government Agencies." Most chapters contain endnotes and a summary or conclusion. (WFA) ED481963 School Vouchers and Privatization: A Reference Handbook. Contemporary Education Issues. 2002-00-00 ISBN-1-57607-346-7 320 ABC-CLIO, Inc., 130 Cremona Drive, P.O. Box 1911, Santa Barbara, CA 93116-1911 (hardbound: ISBN-1-57607-346-7, $45; e-book: ISBN-1-57607-753-5, $50). Tel: 805-968-1911; Tel: 800-368-6868 (Toll Free); Fax: 805-685-9685; e-mail: sales@abc-clio.com; Web site: http://www.abc-clio.com. N/A 2004 2016-11-21

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No Academic Achievement Accountability Charter Schools Educational Assessment Educational Finance Educational Improvement Elementary Secondary Education Nontraditional Education Public Education School Statistics Student Characteristics Teacher Characteristics Teacher Empowerment Books Reports - Research American Federation of Teachers, Washington, DC. English More than 2,100 charter schools serving more than 500,000 students operate in 37 states and the District of Columbia. This book contains a report of a study that examined the first 10 years of the charter-school movement. The study addressed the following questions: (1) What students do charter schools serve? (2) Are charter-school teachers more empowered than district teachers? (3) How are charter schools financed? (4) Do these schools improve student achievement? and (5) Do they have an impact on other public schools? Following are some results of the study. Charter schools contribute to the racial and ethnic isolation of students. Charter-school teachers are less experienced and lower paid than teachers in other public schools. Charter schools generally obtain funding for the type of students they educate that is comparable to other public schools. Charter-school students generally score no better on achievement tests than do other comparable public-school students. School districts with growing enrollments feel little competition pressure from charter schools. The report concludes that policymakers should not expand charter-school activities until more convincing evidence of their effectiveness and viability is presented. (WFA) ED481964 Do Charter Schools Measure Up? The Charter School Experiment After 10 Years. The AFT Charter School Study. 2002-07-00 Policymakers 108 American Federation of Teachers, 555 New Jersey Avenue, N.W., Washington, DC 20001 (Item No. 39-0241). Tel: 202-879-4400; e-mail: online@aft.org; Web site: http://www.aft.org. N/A 2004 8/20/2004 00:22:38 RIEJUN2004

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No Academic Achievement Educational Environment Educational Improvement Elementary Secondary Education Ethical Instruction School Culture School Effectiveness School Role Student Development Student Improvement Student School Relationship Teacher Effectiveness Teacher Role Values Education Berger, Ron Books Guides - Non-Classroom English This book is an attempt to describe an ethic of excellence in schools and to share strategies for building and sustaining a school culture predicated on this ethic. It discusses a broad notion of excellence that includes excellence in academics, arts and creativity, and character. It recognizes that schools play a major role in shaping the values of children and argues that the very process of schooling imbues values, whether or not one believes that schools should be teaching values. The first chapter provides an overview of the concept of excellence in schools and the author's efforts to share his vision of excellence with educators. Chapter 2 is concerned with building a foundation for a school culture of excellence. It discusses improving student work based on building a community that encourages and supports excellence. Chapter 3 provides strategies for building works of excellence. It describes practical suggestions for improving the quality of student work and thinking. The final chapter discusses the teaching of excellence, focusing on ways teachers can improve student work and instill a culture of excellence. (WFA) ED481965 An Ethic of Excellence: Building a Culture of Craftsmanship with Students. 2003-00-00 ISBN-0-325-00596-6 156 Heinemann, a division of Reed Elsevier Inc., 361 Hanover Street, Portsmouth, NH 03801-3912 ($17.50). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; e-mail: custserv@heinemann.com; Web site: http://www.heinemann.com. N/A 2004 8/20/2004 00:22:40 RIEJUN2004

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Yes Early Childhood Education Elementary Secondary Education Federal Aid Federal Programs Federal Regulation Financial Support Government Publications Government School Relationship Grants Guidelines Postsecondary Education Program Guides Books Guides - Non-Classroom Reference Materials - Directories/Catalogs Department of Education Office of Public Affairs (ED), Washington, DC. Department of Education, Washington, DC. Office of the Secretary. English This reference guide describes Department of Education programs authorized and funded under federal law, along with any applicable competitions made possible by these programs. It includes information on funding for laboratories, centers, and other facilities that provide important resources for education. Information is provided on financial assistance offered to state and local education agencies, institutions of higher education, postsecondary and vocational institutions, public and private nonprofit organizations, and individuals. Each entry is listed under a broad topical heading; the department's administering office; Catalog of Federal Domestic Assistance numbers; who may apply; current competitions; types of assistance available; funding levels for the last 3 fiscal years; awards information; education level; and program details, including legislative citation and program regulations and descriptions. Following each entry is the most current contact information for each program and a list of related websites. The guide also contains a subject index and a list of commonly requested Web sites. (WFA) ED481966 Guide to U.S. Department of Education Programs, 2003. 2003-00-00 437 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398 (Publication ID: EAT0253P). Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. For full text: http://web99.ed.gov/GTEP/Program2.nsf. N/A 2004 2016-11-21

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Yes Breakfast Programs Child Health Dining Facilities Elementary Secondary Education Food Standards Hunger Lunch Programs Nutrition School Health Services Student Behavior Student Welfare Abraham, Sameer Chattopadhyay, Manas Montgomery, Margrethe Steiger, Darby Miller Daft, Lynn Wilbraham, Brooke Reports - Research Tests/Questionnaires Meal Programs Menu Planning Food and Nutrition Service (USDA), Washington, DC. English This report, authorized by the Food and Nutrition Service of the U.S. Department of Agriculture, contains information on the School Meals Initiative for Healthy Children (SMI), a reform of school-meals programs aimed at upgrading the nutritional content of school meals. The purpose of the study was to describe and evaluate: (1) overall implementation of the SMI; (2) key operational characteristics of school-meals programs at both the school district and state agency level; and (3) training and technical assistance associated with school-meals programs. Findings are based on data collected from self-administered mail surveys, supplemented by telephone interviews, from a nationally representative sample of school food directors in 2,038 school districts and from 50 state child nutrition agencies responsible for administrating school-meals programs. This second of three reports covers the 1998-99 school year. Key findings are summarized under the following broad topics: overall status of SMI implementation; procedures followed in implementing the SMI; impact of the SMI; selected operational issues; and state child nutrition agency operations. The report contains numerous tables and the survey instruments used for the data collection. (WFA) ED481967 The School Meals Initiative Implementation Study. Second Year Report. Nutrition Assistance Program Report Series. 2001-07-00 229 Office of Analysis, Nutrition and Evaluation, USDA, Food and Nutrition Service, 3101 Park Center Drive, 10th Floor, Alexandria, VA 22302-1500. Web site: http://www.fns.usda.gov/oane. For full text: http://www.fns.usda.gov/oane/MENU/Published/CNP/FILES/smiy2.pdf. N/A 2004 2016-11-21

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Yes Administrative Principles Administrator Role Educational Administration Educational Improvement Elementary Secondary Education Foreign Countries Informal Leadership Instructional Leadership Leadership Responsibility Participative Decision Making Principals School Administration School Based Management School Policy School Supervision Teacher Administrator Relationship Harris, Alma Opinion Papers Speeches/Meeting Papers England United Kingdom (England) English This paper takes a distributed perspective on leadership practice in schools. Drawing upon empirical evidence from two contemporary studies of successful school leadership and the international research base concerning distributed leadership, the paper argues that leadership practice is a distributed entity that is mediated through human interaction. It suggests that leadership activity at the level of the school, rather than the level of the individual, is the appropriate unit of analysis in studying leadership practice. The paper argues that the distributed perspective offers a new and important conceptual lens through which leadership practice in school can be understood and analyzed. It concludes that further research is required to investigate the interface between distributed leadership and school improvement to ensure that this particular perspective on school leadership is not misleading. (Contains 40 references.) (Author) ED481968 Distributed Leadership in Schools: Leading or Misleading? 2002-00-00 10 N/A 2004 2016-11-21

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Yes Breakfast Programs Child Health Dining Facilities Elementary Secondary Education Food Standards Hunger Lunch Programs Nutrition School Health Services Student Behavior Student Welfare Abraham, Sameer Chattopadhyay, Manas Sullivan, Colleen Mallory, Larry Steiger, Darby Miller Daft, Lynn Arcos, Alyssa Wilbraham, Brooke Numerical/Quantitative Data Reports - Research Tests/Questionnaires Meal Programs Menu Planning Food and Nutrition Service (USDA), Washington, DC. English This report, authorized by the Food and Nutrition Service of the U.S. Department of Agriculture, contains information on the School Meals Initiative for Healthy Children (SMI), a reform of school-meals programs aimed at upgrading the nutritional content of school meals. The purpose of the study was to describe and evaluate: (1) overall implementation of the SMI; (2) key operational characteristics of school-meals programs at both the school district and state agency level; and (3) training and technical assistance associated with school-meals programs. Findings are based on data collected from self-administered mail surveys, supplemented by telephone interviews, from a nationally representative sample of school food directors in 2,038 school districts and from 50 state child nutrition agencies responsible for administrating school-meals programs. This first of three reports covers the 1997-98 school year. Key findings are summarized under the following broad topics: overall status of SMI implementation; procedures followed in implementing the SMI; impact of the SMI; the role of training and technical assistance; and the role of state child nutrition agencies. The report contains numerous tables and the survey instruments used for the data collection. (WFA) ED481969 The School Meals Initiative Implementation Study. First Year Report. 2000-10-00 216 Office of Analysis, Nutrition and Evaluation, USDA, Food and Nutrition Service, 3101 Park Center Drive, 10th Floor, Alexandria, VA 22302-1500. Web site: http://www.fns.usda.gov/oane. N/A 2004 2016-11-21

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Yes Academic Achievement Adolescent Development After School Centers After School Education After School Programs Attendance Elementary Secondary Education Mentors Recreational Activities Student Interests Supplementary Education Youth Agencies Youth Clubs Youth Programs Trammel, Ming Information Analyses Reference Materials - Bibliographies Reports - Evaluative Girls Clubs of America 4 H Clubs Big Brother Big Sister Programs Boys Clubs of America American Youth Policy Forum, Washington, DC. English This research compendium summarizes and reviews the evaluations of 13 out-of-school time programs with positive outcomes for young people. The programs are (1) 4-H; (2) 21st Century Community Learning Centers; (3) The After-School Corporation; (4) Beacons; (5) BELL After School Instructional Curriculum; (6) Big Brothers Big Sisters of America; (7) Boys & Girls Club of America; (8) Cap City; (9) Juvenile Mentoring Program; (10) Los Angeles's Better Educated Students for Tomorrow; (11) Quantum Opportunities Program; (12) Sacramento START; and (13) Youth Education for Tomorrow. Each evaluation summary includes the following: the design of the evaluation; what entity or entities funded the evaluation; a look at the program site; an overview of the program's purpose and how it started; demographic information on the population served; data on program costs; cost/benefit data; levels of statistical significance of findings; descriptions of the basic elements or structure of the program; factors that most strongly contribute to the program's positive results; and contact information. (WFA) ED481970 Finding Fortune in Thirteen Out-of-School Time Programs: A Compendium of Education Programs and Practices. 2003-00-00 Charles Stewart Mott Foundation, Flint, MI. ISBN-1-887031-81-2 70 American Youth Policy Forum, 1836 Jefferson Place, N.W., Washington, DC 20036-2505. Tel: 202-775-9731; Fax: 202-775-9733; e-mail: aypf@aypf.org; Web site: http://www.aypf.org. For full text: http://www.aypf.org/publications/Compendium2003.pdf. N/A 2004 2016-11-21

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Yes Crime Crime Prevention Criminals Elementary Secondary Education Emergency Programs Illegal Drug Use Law Enforcement Police School Relationship Public Policy School Law School Security Student Welfare Victims of Crime Violence Weapons Zero Tolerance Policy Potts, Kim Njie, Bintou Detch, Ethel R. Walton, Jason Reports - Research Tennessee Tennessee Tennessee State Comptroller of the Treasury, Nashville. Office of Educational Accountability. English As required by Tennessee law, this report examines the state's zero-tolerance disciplinary data collected by the Tennessee Department of Education for school years 1999-00, 2000-01, and 2001-02. The first section displays statewide zero-tolerance statistics. The second section focuses on the zero-tolerance statistics of Tennessee's five major urban systems. Both sections include data on the age, grade level, education status, gender, and race of zero-tolerance offenders; nature of violations; and disposition of offenses. The report contains the following conclusions, among others: Although zero-tolerance policies were implemented to deter students from committing specific offenses, zero-tolerance offenses have increased at a significantly faster rate than student enrollment. Less than 1 percent of all students attending Tennessee schools committed zero-tolerance offenses during each of the 3 school years examined. Drug offenses continue to be the largest category of zero-tolerance offenses. Most zero-tolerance offenders are male. Students in the ninth grade were three times more likely to commit a zero-tolerance offense that students in other grades. Most of the urban systems have expelled significant percentages of their zero-tolerance offenders without placement. (WFA) ED481971 Zero Tolerance in Tennessee Schools: An Update. 2003-08-00 Policymakers 44 Offices of Research and Education Accountability, Suite 1700, James K. Polk Building, 505 Deaderick Street, Nashville, TN 37243-0268. Tel: 615-401-7911; Fax: 615-532-9237; Web site: http://www.comptroller.state.tn.us/orea/reports. For full text: http://www.comptroller.state.tn.us/orea/reports/zerotoler2003.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Administrative Principles Administrator Attitudes Administrator Qualifications Administrator Responsibility Administrator Role Educational Administration Elementary Secondary Education Instructional Leadership Leadership Responsibility Meta Analysis Principals School Administration School Based Management School Supervision Waters, Tim Marzano, Robert J. McNulty, Brian Information Analyses Mid-Continent Regional Educational Lab., Aurora, CO. English This paper reports on an examination of the effects of leadership practices on student achievement. It includes a meta-analysis of nearly every available study since the 1970s, including doctoral dissertations, that indicated it examined the effects of leadership on student achievement. From a total of more than 5,000 studies, 70 met the researchers' criteria for design, control, data analysis, and rigor. (Reports on the 70 studies are reference in an appendix.) From the analysis, the researchers have created what they call "a balanced leadership framework." This framework describes the knowledge, skills, strategies, resources, and tools educational leaders need to improve student achievement. The framework is predicated on the notion that effective leadership means more than simply knowing what to do; it means knowing when, how, and why to do it. The data from the meta-analysis demonstrate that there is, in fact, a substantial relationship between leadership and student achievement. (The effect size is discussed and expressed as a correlation.) The paper also contains a listing of 21 specific leadership responsibilities significantly correlated with student achievement. The average effect sizes for their affect on student achievement are also reported. (WFA) ED481972 Balanced Leadership: What 30 Years of Research Tells Us about the Effect of Leadership on Student Achievement. A Working Paper. 2003-00-00 21 Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org. For full text: http://www.mcrel.org/PDF/ LeadershipOrganizationDevelopment/5031RR_BalancedLeadership.pdf. N/A 2004 2016-07-07 ED561940 ED556130 ED557946 ED565615 ED545117 ED548024

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Yes Academic Achievement Academic Standards Accountability Change Agents Educational Assessment Educational Change Educational Improvement Educational Legislation Elementary Secondary Education Focus Groups Government School Relationship National Standards Politics of Education Public Opinion Goodwin, Bryan Reports - Evaluative No Child Left Behind Act 2001 No Child Left Behind Act 2001 Mid-Continent Regional Educational Lab., Aurora, CO. English This issues brief discusses the No Child Left Behind Act of 2001. Specifically, it reports on the results of focus groups that explored where people stand on standards-based education and whether they are likely to support or abandon struggling schools. The focus groups consisted of more than 60 participants who represented a broad cross-section of the Kansas City, Missouri, community, including students, parents of public- and private-school children, taxpayers who were not parents, educators, business owners, and policymakers. This brief reports on key themes that surfaced during the focus-group sessions. Initially, people expressed opinions on standards that were in line with public-opinion polls that have revealed support for standards, assessments, and accountability. But as the focus-group participants further discussed the issues, four themes emerged: (1) Standards are meaningless without tests, but accountability should be based on more than just test scores; (2) true accountability makes schools more responsive to parents and communities, not to outside officials; (3) parents and students are a crucial yet often missing part of most accountability systems; and (4) the biggest problems with public schools have little to do with standards or academics. (WFA) ED481973 Digging Deeper: Where Does the Public Stand on Standards-Based Education? Issues Brief. 2003-07-00 Charles F. Kettering Foundation, Dayton, OH. Administrators Policymakers Practitioners 9 Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005. For full text: http://www.mcrel.org/PDF/Standards/ 5032IR_IssuesBrief0703_DiggingDeeper.pdf. N/A 2004 2016-11-21

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Yes Breakfast Programs Child Health Dining Facilities Elementary Secondary Education Food Standards Hunger Lunch Programs Nutrition School Health Services Student Behavior Student Welfare Abraham, Sameer Chattopadhyay, Manas Montgomery, Margrethe Steiger, Darby Miller Daft, Lynn Wilbraham, Brooke Reports - Research Tests/Questionnaires Meal Programs Menu Planning Food and Nutrition Service (USDA), Washington, DC. Gallup Organization, Inc., Princeton, NJ. English This report, authorized by the Food and Nutrition Service of the U.S. Department of Agriculture, contains information on the School Meals Initiative for Healthy Children (SMI), a reform of school-meals programs aimed at upgrading the nutritional content of school meals. The purpose of the study was to describe and evaluate: (1) overall implementation of the SMI; (2) key operational characteristics of school-meals programs at both the school district and state agency level; and (3) training and technical assistance associated with school-meals programs. Findings are based on data collected from self-administered mail surveys, supplemented by telephone interviews, from a nationally representative sample of school food directors in 2,038 school districts and from 50 state child nutrition agencies responsible for administrating school-meals programs. This third of three reports covers the 1999-00 school year. Key findings are summarized under the following broad topics: overall status of SMI implementation; procedures followed in implementing the SMI; impact of the SMI; selected operational issues; and state child nutrition agency operations. The report contains numerous tables and the survey instruments used for the data collection. (WFA) ED481974 The School Meals Initiative Implementation Study. Third Year Report. Nutrition Assistance Program Report Series. 2002-06-00 206 Office of Analysis, Nutrition and Evaluation, USDA, Food and Nutrition Service, 3101 Park Center Drive, 10th Floor, Alexandria, VA 22302-1500. Web site: http://www.fns.usda.gov/oane. For full text: http://www.fns.usda.gov/oane/MENU/Published/CNP/FILES/smiyear3.pdf. N/A 2004 2016-11-21

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No Curriculum Based Assessment Curriculum Design Curriculum Development Educational Assessment Educational Improvement Educational Practices Educational Theories Educational Trends Elementary Secondary Education Ethical Instruction Instructional Improvement Theory Practice Relationship Janesick, Valerie J. Books Guides - Non-Classroom Reference Materials - General English This book was written to be a comprehensive snapshot of the field of curriculum trends over time. The information included in the book was guided by three criteria: (1) The trend must have been present in some form for 5 to 10 years or longer; (2) the trend had to be of interest at federal, state, and local levels; and (3) the trend had to resonate with teachers, curriculum leaders, and administrators, as evidenced by print or nonprint media. Chapter 1 presents an overview of the field. It discusses traditional, reconceptual, and postmodern views of curriculum trends; legal cases that shaped curriculum trends; integrated thematic units; curriculum as ethical, aesthetic, and autobiographical work; and understanding curriculum through standards and assessment. Chapter 2 presents a timeline of how the trends developed historically. Chapters 3 and 4 provide resources to organizations that support or relate to curriculum tends and major print and nonprint resources on curriculum trends. Chapter 5 looks at hopeful trends for the future. Included in appendices are a glossary; questions for reflection on curriculum as ethical text; an example of curriculum as spiritual text; and examples of reflections on curriculum as racial text. (WFA) ED481975 Curriculum Trends: A Reference Handbook. Contemporary Education Issues. 2003-00-00 ISBN-1-85109-461-X 235 ABC-CLIO, Inc., 130 Cremona Drive, P.O. Box 1911, Santa Barbara, CA 93116-1911 (hardbound: ISBN-1-85109-461-X, $45; e-book: ISBN-1-85109-466-0, $50). Tel: 805-968-1911; Tel: 800-368-6868 (Toll Free); Fax: 805-685-9685; e-mail: sales@abc-clio.com; Web site: http://www.abc-clio.com. N/A 2004 8/20/2004 00:23:05 RIEJUN2004

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Yes Administrative Policy Economics of Education Educational Administration Educational Finance Educational Vouchers Elementary Secondary Education Expenditures Financial Policy Government School Relationship Politics of Education Private Schools School District Wealth Hill, Paul T. Reports - Evaluative Administrative Costs Washington Univ., Seattle. Center on Reinventing Public Education. English This paper focuses on the administrative costs of vouchers programs. It considers the tasks that public and private agencies must undertake and estimates the administrative burdens and cash flow that local programs create. It assumes that all voucher programs, including those meant in part to reduce overcrowding, will be voluntary. The paper starts by identifying the administrative arrangements that must be made for any public voucher program and by outlining typical roles for state government, the local education agency, a special voucher program office, and individual private schools admitting voucher students. It also examines in detail some vital administrative functions that must be coordinated among these entities. The second section focuses on the person-power and financial demands that a voucher program is likely to impose on state government, the local education agency, the voucher program office, and private schools. The final section presents estimates of the probable gross and net annual dollar costs of voucher program administration as borne by state government and cooperating local school districts. All the cost estimates are approximate. (Author/WFA) ED481976 Administrative Costs of Education Voucher Programs. 2003-09-00 31 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/AdminCostsVouchers_web.pdf. N/A 2004 2016-11-21

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Yes Administrator Effectiveness Administrator Responsibility Administrator Role Assistant Principals Charter Schools Educational Administration Educational Environment Educational Improvement Educational Planning Elementary Secondary Education Instructional Leadership Occupational Information Principals Private Schools Public Schools School Effectiveness Teacher Leadership Portin, Bradley Schneider, Paul DeArmond, Michael Gundlach, Lauren Reports - Research Washington Univ., Seattle. Center on Reinventing Public Education. English This report documents a study that examined what school leaders actually do to effectively lead schools. It then presents what this implies for policy and leadership development. Data for the study were collected from interviews with principals, vice principals, and teachers from 21 public, private, charter, contract, and magnet schools in 4 cities in 4 states. From the interviews came five major conclusions: (1) The core of the principal's job is diagnosing the school's particular needs and deciding how to meet them; (2) regardless of school type, leadership is needed in seven areas: instructional, cultural, managerial, human resources, strategic, external development, and micropolitical; (3) principals are responsible for ensuring that leadership happens, but they do not have to provide it; (4) a school's governance structure affects the ways key leadership functions are performed; and (5) principals learn by doing and acquire skills on the job. The results suggest that a variety of leaders and leadership models can work within schools. The report concludes with some suggestions about how district and state policymakers and colleges of education can change to better support the variety of leaders and leadership. (WFA) ED481977 Making Sense of Leading Schools: A Study of the School Principalship. 2003-09-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. Policymakers 61 Center on Reinventing Public Education, Daniel J. Evans School of Public Affairs, University of Washington, Box 353060, Seattle, WA 98195-3060. Tel: 206-685-2214; Fax: 206-221-7402; e-mail: crpe@u.washington.edu; Web site: http://www.crpe.org/. For full text: http://www.crpe.org/pubs/pdf/MakingSense_PortinWeb.pdf. N/A 2004 2016-07-07 ED548024

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Yes Change Agents Change Strategies Comprehensive School Reform Educational Change Educational Improvement Elementary Secondary Education Leaders Guides Nongovernmental Organizations Nonprofit Organizations Partnerships in Education Public Agencies Relationship School Districts Balch-Gonzalez, Margaret Guides - Non-Classroom Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This booklet briefly presents some of the results of a study of the relationship between school districts and "reform support organizations" (RSOs). RSOs include a range of public, quasi-public, private for-profit, and private nonprofit organizations that seek to engage or are engaged by school districts in systemic reform efforts. The study looked at why districts chose to partner with an RSO, the nature of the engagement, expectations and interim results, key factors in the development of a relationship that promotes transformation, and elements of the interaction that lead to sustainable improvement. The full study--"Reforming Relationships: School District, External Organizations, and Systemic Change" (Kronley, R.A., & Handley, C., n.d.a.)--is available at www.schoolcommunities.org/portfolio. This booklet briefly discusses key elements of a successful RSO/district relationship, early signs of success in the RSO/district relationship, and other important issues for RSO/district relationships. It also contains lists of questions to ask about external reform support partnerships before engagement, following implementation to check on progress and outcomes, and for sustaining the reform. Several brief case studies are also included. (WFA) ED481978 A District Leader's Guide to Relationships That Support Systemic Change. 2002-03-00 Rockefeller Foundation, New York, NY. Ford Foundation, New York, NY. Carnegie Corp. of New York, NY. Administrators Practitioners 31 School Communities That Work, 895 Broadway, 5th Floor, New York, NY 10003. Tel: 212-375-9627; Fax: 212-375-9427. Annenberg Institute for School Reform, Brown University, Box 1985, Providence, RI 02912. Tel: 401-863-1897; Fax 401-863-1290; Web site: http://www.schoolcommunities.org. N/A 2004 8/20/2004 00:23:10 RIEJUN2004 Adapted from "Reforming Relationships: School Districts, External Organizations, and Systemic Change" (Robert A. Kronley and Claire Handley); see EA 032 659.

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Yes Activity Units Case Studies Change Agents Cooperative Learning Educational Change Educational Improvement Elementary Secondary Education Group Activities Learning Activities Learning Strategies School Effectiveness Small Group Instruction Study Centers Teaching Methods Hipp, Kristine A. Reports - Research Speeches/Meeting Papers Learning Circles Learning Communities Study Circles English This paper is a case study of a middle school in the Midwest that was involved with a national project over a 3-year period in trying to create a professional learning community. The case study includes background, areas of focused reflection, a school profile, case questions to stimulate dialogue and problem-solving, and author's reflections. The study focused on the issues of trust and the effects of mistrust on risk, relationships, organizational health, and openness to change. The intent is to stimulate inquiry among faculty and students in educational leadership programs as well as district staff. It is one of five cases that were part of a national project called Creating Continuous Communities of Inquiry and Improvement coordinated by the Southwest Educational Development Laboratory. (WFA) ED481979 Learning about Learning Communities: A Case Study Approach. Trust as a Foundation in Building a Learning Community. 2001-04-00 Southwest Educational Development Lab., Austin, TX. Administrators Practitioners Teachers 26 N/A 2004 2016-11-21

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Yes Accountability Centralization Change Agents Change Strategies Decentralization Educational Change Educational Improvement Elementary Secondary Education Government School Relationship Organizational Change School District Autonomy School Organization State Standards McNeal, Larry Christy, W. Keith Opinion Papers Speeches/Meeting Papers English This brief paper is a presentation that preceeded another case of considering the ongoing dialogue on the advantages and disadvantages of centralized and decentralized school-improvement processes. It attempts to raise a number of questions about the relationship between state-designed standards and accountability initiatives and change and systems theory. Following are three of those questions: (1) How can centralized school-improvement processes overcome the need to be conceptualized at the local level when they are not designed locally? (2) How can the dual nature of the school-improvement process be utilized to facilitate a different model of school improvement that combines the best of centralization and decentralization? and (3) How do change and systems theory impede or facilitate stakeholders' knowledge of the school-improvement process at the local and state level. (Author) ED481980 A Discussion of Change Theory, System Theory, and State Designed Standards and Accountability Initiatives. 2001-11-00 6 N/A 2004 8/20/2004 00:23:14 RIEJUN2004 Paper presented at the Annual Meeting of the Southern Regional Council on Educational Administration (Jacksonville, FL, November 1-4, 2001).

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Yes Academic Achievement Educational Assessment Higher Education Instructional Effectiveness Knowledge Level Learning Experience Learning Theories Outcomes of Education Student Evaluation Student Improvement Teacher Effectiveness Teacher Role Teaching Methods Teaching Styles McNeal, Larry Christy, W. Keith Chesser, Jo Opinion Papers Speeches/Meeting Papers English Interesting and rewarding questions arise around the issues of teaching and learning in higher education classrooms when the right questions are asked. When the focus of teaching and learning is on the teacher, certain questions are asked. For instance, what is the quality of the knowledge that the teacher transmits to students? Another set of questions arises, however, when the teaching process is switched to focus on the learning process. The student as learner involves two entirely different questions about the relationship between teaching and learning. For instance, what is the quality of the learning resulting from the teaching? What is the quality of the enhanced learning capability resulting from the teaching? The primary reason that the teaching and learning issues are so important is that the National Council for the Accreditation of Teacher Education process, through the Educational Leadership Constituent Council, requires a standard-based approach to the teaching and learning process. This paper discusses one program's efforts to move surface teaching and surface evaluation to deep teaching and deep evaluation. (Author) ED481981 The Intersect of Teaching and Evaluation. 2003-04-11 9 N/A 2004 8/20/2004 00:23:15 RIEJUN2004 Paper presented at the Arkansas Association of Colleges for Teacher Education/Association of Teacher Educators Spring Conference (Searcy, AR, April 10-11, 2003).

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Yes Charter Schools Economics of Education Educational Finance Educational Vouchers Elementary Secondary Education Enrollment Influences Enrollment Trends Home Schooling Nontraditional Education Private School Aid Public Schools School Choice School Funds School Support State Aid Student Costs Tax Credits Tuition Grants Christy, W. Keith Reports - Research Speeches/Meeting Papers Educational Management Organizations English In these times of reforming public education, considerable debate is being given to alternative schooling options. Many policymakers view school choice as a means of increasing parental influence of educational services and of reducing the control of government, professional administrators, and educators. These alternative schooling options have far-reaching impact beyond just the basis of satisfaction of participants. The impact of these school options must be based on what happens to the total public-school system, including how they change public-school enrollment patterns and what impact this may have on the fiscal needs of the public schools. Many state legislatures have enacted legislation that enables parents' choices of schooling for their children without consideration of the impact that these alternatives may have for the existing school-finance structure. These actions have occurred most notably in the passage and revision of legislation dealing with public-school finance, charter schools, home schools, choice enrollment, and vouchers. This paper examines some implications that state finance policy may have on the efforts to reform the traditional public-school system and to give greater freedom to alternative schooling options. (Author) ED481982 The Impact of Alternative Schooling Options on School Finance. 2000-03-00 17 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Charter Schools Educational Assessment Educational Environment Elementary Secondary Education Evaluation Methods Institutional Characteristics Institutional Evaluation Nontraditional Education Program Evaluation School Effectiveness School Organization McNeal, Larry Christy, Keith Opinion Papers Speeches/Meeting Papers English After more than 10 years into the charter-school movement, a fundamental issue remains to be addressed, according to this paper. The issue reduces the charter movement down to its basic core premise, which is effectiveness. The question for all stakeholders is how effective is the charter-school model. Evaluation within the context of the charter-school movement can be understood to mean the systematic assessment of the charter-school program for the purpose of school improvement. The paper claims that the charter-school evaluation process remains under construction with plenty of work remaining to be done. The paper presents a charter-school evaluation plan with that issue in mind. The plan reflects current best practices of charter-school evaluation. The paper focuses on three areas: (1) the evaluation criteria of the charter school under examination; (2) the relationship of the evaluation process to charter-school effectiveness; and (3) the problems and promises of the charter-school plan. The paper concludes that evaluation should be both formative and summative in scope. The evaluation approach should be manageable and reasonable in dimension and intent, and should address the relational and quantifiable problems. (WFA) ED481983 Charter Schools Under Construction: An Analysis of a Charter School Evaluation Plan. 2000-11-12 14 N/A 2004 8/20/2004 00:23:19 RIEJUN2004 Paper presented at the Southern Regional Council on Educational Administration Conference (Nashville, TN, November 11-13, 2000).

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Yes Academic Standards Accreditation (Institutions) Accrediting Agencies Administrator Education Administrator Qualifications College Outcomes Assessment Education Courses Education Majors Educational Administration Educational Assessment Higher Education Institutional Evaluation Instructional Leadership Management Development Quality Control School Administration Christy, W. Keith McNeal, Larry Chesser, Jo Reports - Descriptive Speeches/Meeting Papers Educational Leadership National Council for Accreditation of Teacher Educ National Policy Board for Educ Administration Arkansas Arkansas English Colleges of education in Arkansas are required to obtain accreditation by the National Council for Accreditation of Teacher Education (NCATE). This group refers the accreditation requirements to the National Policy Board for Educational Administration (NPBEA). One of the NPBEA responsibilities is that of establishing structure and maintaining quality of leadership preparation programs. The NPBEA assigns the specific responsibility of determining the standards and requirements to be included in an educational administration program to the Educational Leadership Constituent Council. In January 2003, the council revised the standards and the required reporting process. This revised system of accreditation requires institutions preparing educational administrators to make candidate performance the foundation of the learning experience. This transition takes the focus from just the teaching act to the effects of teaching on student learning, including knowledge, skills, and dispositions. Departments of educational administration at colleges and universities seeking NCATE accreditation must now meet the revised standards as part of their institutional review. This paper describes one program's experience with this process and offers suggestions to others approaching the task. (Author) ED481984 Implementing New Accreditation Standards: One Program's Experience. 2003-04-00 11 N/A 2004 2016-11-21

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No Boards of Education Collective Bargaining Contracts Court Litigation Elementary Secondary Education Employment Practices Lawyers Meetings Negotiation Agreements School Choice School Effectiveness School Law School Personnel School Prayer School Safety School Security State Church Separation Student Rights Teacher Rights Soronen, Lisa, Ed. Books Collected Works - General Speeches/Meeting Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 National School Boards Association, Alexandria, VA. Council of School Attorneys. English This is a compilation of presentations delivered at the National School Boards Association Council of School Attorneys' Annual School Law Seminar: "From Vouchers to One Nation Under God: A Review of Recent Decisions Affecting the Separation of Church and State in the Context of Public Education" (Jay Worona); "ACLJ Memorandum: Religion in the Public Schools" (Colby M. May); "No Child Left Behind: A Texas Perspective" (M. Kaye Dewalt); "Compliance Agreement Under Title I of the Elementary and Secondary Education Act Between the United States Department of Education and the Montana Office of Public Instruction" (Elizabeth Kaleva); "The No Child Left Behind Act of 2001: Public School Choice, Failing Schools, Student Safety and Privacy" (Giselle S. Johnson); "Miscellaneous Provisions of the NCLB Act: FERPA, Student Prayer, Military Recruiters and More" (David S. Doty); "Implementation of the No Child Left Behind Act: Employment and Hiring Practices" (David G. Miller and Candace M. Bandoian); "New Issues in Collective Bargaining" (Michael A. Loizzi, Jr.); "What Boards and Superintendents Should Know About School Attorneys" (Martin Semple); "Procedural Issues in Running School Board Meetings: Selected Issues" (Jim Walsh); "Ethical Consideration in Settlement Negotiations" (Nancy Fredman Krent and Jennifer M. Meskin); "Supreme Court Updates" (Julie Underwood); "Conflicts in the Circuits: What Is the Standard for Mainstreaming and Inclusion" (James A. Keith); and "Environmental Issues for Schools: Mold, Lead, Toxic Building Sites and Other Unmentionables" (Shamus P. O'Meara and Dale O. Thornsjo). (WFA) ED481986 School Law in Review, 2003. 2003-04-00 ISBN-0-88364-265-4 202 National School Boards Association, 1680 Duke Street, Alexandria, VA 22314 (Item no. 06-191-W, $40). Tel: 703-838-6722; Fax: 703-683-7590; e-mail: info@nsba.org; Web site: http://www.nsba.org/cosa. N/A 2004 2016-11-21

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Yes Administrator Attitudes Administrator Guides Collegiality Educational Improvement Elementary Secondary Education Instructional Leadership Interprofessional Relationship Organizational Climate Participative Decision Making School Administration School Policy Teacher Administrator Relationship Teacher Attitudes Teacher Collaboration Teacher Rights Teacher Welfare Trust (Psychology) Brewster, Cori Railsback, Jennifer Guides - Non-Classroom Northwest Regional Educational Lab., Portland, OR. English This booklet examines the issue of trust within the context of school improvement. Specifically, it looks at teacher-teacher and teacher-principal relationships. Drawing on existing research and the experiences of individual schools, it offers a summary of current literature and identifies specific steps that educators can take to increase the level of trust in their schools. It discusses in some detail the following topics: (1) the key components of trust, which are benevolence, reliability, competence, honesty, and openness; (2) what the research says about trust; (3) the obstacles to building and maintaining trust in schools; (4) building trust between principals and teachers; and (5) building trust among teachers. Included in the booklet are profiles of 2 schools working on school improvement, summaries of 6 research projects on trust in schools, a list of additional resources, and 30 references. (WFA) ED481987 Building Trusting Relationships for School Improvement: Implications for Principals and Teachers. By Request Series. 2003-09-00 Department of Education, Washington, DC. Administrators Practitioners Teachers 60 Northwest Regional Educational Laboratory, 101 S.W. Main St., Suite 500, Portland, OR 97204. Tel: 503-275-9500; e-mail: info@nwrel.org; Web site: http://www.nwrel.org/request. For full text: http://www.nwrel.org/request/2003sept/trust.pdf. N/A 2004 8/20/2004 00:23:26 RIEJUN2004 ED-01-CO-0013 Published three times per year.

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Yes Administrator Education Administrator Responsibility Administrator Role Educational Improvement Higher Education Inservice Education Instructional Leadership Management Development Middle Schools Occupational Information Principals Professional Development Professional Education Urban Schools Williamson, Ronald Reports - Descriptive Speeches/Meeting Papers Corpus Christi Independent School District TX Jefferson County Public Schools KY English Many urban school districts face persistent problems of low student achievement, high staff turnover, and demands for greater accountability. Confronted by such problems, Jefferson County (Kentucky) Public Schools and the Corpus Christi (Texas) Independent School District participated in a multi-year project to strengthen instructional leadership skills in the districts' middle-school principals. This paper reports on the project. The project engaged middle-school principals in a series of activities to strengthen their skills and build leadership capacity to improve student achievement. The projects was build on three principles: (1) the importance of principal leadership in sustaining school reform; (2) the value of embracing participants in more interactive and engaging professional development; and (3) the importance of incorporating constructivist approaches to learning. In addition to describing the project, this paper describes a study that evaluated the success of the professional development activities of the project participants. The study examined participants' reactions, learning, and use of new knowledge and skills. (WFA) ED481988 Renorming the Professional Development of Urban Middle School Principals. 2000-08-00 21 N/A 2004 2016-11-21

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Yes Administrative Policy Behavior Change Behavior Development Behavior Problems Classroom Techniques Early Intervention Educational Practices Emotional Development Parenting Skills Preschool Education Prevention Social Development Reports - Descriptive English The What Works Briefs are a series of short, easy-to-read, "how-to" information packets designed to: (1) promote practices that support young children's social and emotional development and prevent challenging behaviors; (2) highlight practices, strategies, and intervention procedures that have been found to effectively prevent and address children's challenging behaviors; (3) offer a variety of evidence-based practices, strategies, and intervention procedures; (4) present clear scientific and value-based support for the practices' effectiveness; (5) help early childhood professionals and families of young children select practices, strategies, and intervention procedures; and (6) offer procedures that have been used in various settings, such as homes, classrooms, centers, and other community environments with a variety of children, families and professionals. This introduction to the briefs describes what each brief contains, how the briefs can be used, who can benefit from the briefs, and five guiding principles of sound teaching that need to be in place to produce meaningful change for children and families. The scope of the briefs is limited to prevention and intervention practices in the social-emotional domain for children ages 2 through 5. The briefs also include policies and procedural and administrative practices needed to support the use of evidence-based practices. (SG) ED481989 Introduction to the What Works Briefs. What Works Briefs. 2002-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 5 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:30 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes Behavior Change Behavior Development Behavior Problems Classroom Techniques Cultural Influences Early Intervention Educational Practices Emotional Development Family Characteristics Preschool Education Prevention Second Language Learning Social Development Santos, R. M. Ostrosky, M. M. Guides - Non-Classroom English This brief discusses the challenge of learning English as a second language and the social interaction patterns these children exhibit, along with limited communication abilities, that are similar to those exhibited by children identified with specific language impairments or with speech impairments. It is not uncommon for many of these children to be labeled as having challenging behaviors or communication disorders, when in fact they are following a fairly typical developmental path in acquiring a second language. This brief uses a question and answer format to address the following issues related to working with preschool-aged children who are second language learners: (1) Why is understanding the impact of language so confusing?; (2) How can I tell if it is really a behavior problem?; (3) What behaviors can I expect from young English-language learners?; (4) What can I do?; (5) Who are the children who have participated in research on this topic?; (6) Where do I find more information on the topic of second-language acquisition?; and (7) What is the scientific basis for this practice?. Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG) ED481990 Understanding the Impact of Language Differences on Classroom Behavior. What Works Briefs. 2002-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 4 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:32 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes Behavior Change Behavior Development Behavior Problems Classroom Techniques Early Intervention Educational Practices Emotional Development Planning Preschool Education Prevention Scheduling Social Development Ostrosky, M. M. Jung, E. Y. Hemmeter, M. L. Thomas, D. Guides - Non-Classroom Daily Routines English Studies have documented that schedules and routines influence children's emotional, cognitive, and social development. Predictable and consistent schedules in preschool classrooms help children feel secure and comfortable. Also, schedules and routines help children understand the expectations of the environment and reduce the frequency of behavior problems, such as tantrums and acts of aggression. This brief provides practical information on the use of schedules and routines with preschoolers. Using a question and answer format, it addresses the following issues: (1) What are schedules and routines?; (2) Why are schedules and routines important?; (3) Who are the children who have participated in research on schedules and routines?; (4) Who are the children who have participated in research on schedules and routines?; (5) Where do I find more information on implementing this practice?; (6) What is the scientific basis for this practice? Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG) ED481991 Helping Children Understand Routines and Classroom Schedules. What Works Briefs. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 6 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 2016-11-21

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Yes Behavior Change Behavior Development Behavior Problems Classroom Techniques Early Intervention Educational Practices Emotional Development Planning Preschool Education Prevention Social Development Transitional Programs Ostrosky, M. M. Jung, E. Y. Hemmeter, M. L. Guides - Non-Classroom English This brief discusses the confusion some young children feel in moving from one activity to another (e.g., bus to classroom, cubbies to book reading, art time to lunch) that often results in frustration and challenging behaviors. The paper provides practical information on a variety of strategies to help preschool children make smooth, independent transitions. Using a question and answer format, it addresses the following issues: (1) What are transitions between activities?; (2) Why is it important to address transitions between activities?; (3) Who are the children who have participated in research on transitions?; (4) Where do I find more information on implementing this practice?; and (5) What is the scientific basis for this practice? Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG) ED481992 Helping Children Make Transitions between Activities. What Works Briefs. 2002-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 6 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:35 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes Behavior Change Behavior Development Behavior Problems Classroom Techniques Disabilities Early Intervention Educational Practices Emotional Development Peer Relationship Preschool Education Prevention Social Behavior Social Development Bovey, T. Strain, P. Guides - Non-Classroom English Research has indicated a strong relationship between low peer status in childhood of children with and without and later problems in adolescence and adulthood and children with social deficits often show similar patterns of behavior. They may be withdrawn and hesitant to interact with peers, socially aloof and "unaware" of their peers, or they may want to interact with their peers but not have the skills to do so successfully. To help prevent problems later in life, promoting children's social development is one of the primary goals of preschool. This brief discusses a number of ways to support peer interaction during routines and activities that occur frequently within early childhood settings. Using a question and answer format, the brief addresses the following issues: (1) Why is it important to create opportunities to support peer interactions?; (2) How are activities and routines used as opportunities to support peer interaction?; (3) Who are the children who have participated in this intervention?; (4) Where do I find more information on implementing this practice?; and (5) What is the scientific basis for this practice? Examples of how specific practices might be used and a one page summary handout for practitioners and families are included. (SG) ED481993 Using Classroom Activities & Routines as Opportunities To Support Peer Interaction. What Works Briefs. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 6 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:37 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes Behavior Change Classroom Techniques Disabilities Early Intervention Educational Practices Peer Relationship Preschool Education Social Behavior Social Development Bovey, T. Strain, P Guides - Non-Classroom English Research on environmental strategies to increase positive peer interactions has been conducted on a wide range of children, including 2- to 5-year-old typically developing children and children with a variety of developmental and social disabilities. Intervention efforts have been successful with both typically developing children and children with mild to moderate disabilities, although research has indicated that for children with more severe social needs, intervention effects may take longer. This "What Works Brief" discusses a number of environmental strategies that teachers and other caregivers can make to promote positive social interactions among children in the classroom. Because the strategies are primarily based on teacher planning and organization, they can be easily adapted to meet the needs of culturally and linguistically diverse children. The brief is arranged in an easy-to-read format that answers the following five questions: (1) What are the environmental strategies to increase positive social interactions?; (2) Why are environmental strategies important for increasing positive social interactions?; (3) Who are the children who have participated in research on using environmental strategies to increase positive social interactions?; (4) Where do I find more information on implementing this practice?; and (5) What is the scientific basis for this practice? The brief contains vignettes that illustrate how specific strategies might be used and includes a one page summary handout for practitioners and families. (SG) ED481994 Using Environmental Strategies To Promote Positive Social Interactions. What Works Briefs. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Practitioners 7 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:39 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes At Risk Persons Behavior Change Behavior Development Behavior Problems Classroom Techniques Disabilities Early Intervention Educational Practices Preschool Education Prevention Social Behavior Fox, L. Garrison, S. Guides - Non-Classroom English Studies that show the effectiveness of self-management have been conducted with young children who have behavior problems, children with developmental delays, children at-risk, and children with identified disabilities. This "What Works Brief" presents strategies for teaching young children to manage their own behavior. It uses a simple format that answers the following questions: (1) What is self-management?; (2) How can I facilitate self-management?; (3) How does self-management work?; (4) Who are the children who have participated in research on self-management?; (5) What changes might occur as a result of a self-management system?; (6) Where do I find information on implementing this practice?; and (7) What is the scientific basis for this practice? The brief contains vignettes that illustrate how specific strategies might be used and includes a one page summary handout for practitioners and families. (SG) ED481995 Helping Children Learn To Manage Their Own Behavior. What Works Briefs. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 6 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:41 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes At Risk Persons Behavior Change Classroom Techniques Disabilities Early Intervention Educational Practices Peer Relationship Preschool Education Social Behavior Social Development Bovey, T. Strain, P. Guides - Non-Classroom English Research suggests that the use of positive social skills with peers early on can lead to the development of positive peer relationships, acceptance, and friendships. Although many children develop these positive social skills naturally, some children do not. Children who are withdrawn as well as young children with mental retardation, autism, conduct problems, and emotional disturbances often have difficulty interacting appropriately with their peers and are thus at risk for later social problems. By teaching children appropriate social skills, providing them with willing and accepting peers to use the skills with, and creating opportunities for children to practice these skills, teachers can improve all children's social behaviors, potentially for a lifetime. This "What Works Brief" presents strategies for teaching children appropriate social skills in a simple format that answers the following questions: (1) What are positive social interactions? (2) Who are the children who have participated in research on teaching peers to promote social interactions? (3) Why is it important to teach positive social skills? (4) Where do I find information on implementing this practice? and (5) What is the scientific basis for this practice? The brief contains vignettes that illustrate how specific strategies might be used and includes a one page summary handout for practitioners and families. (SG) ED481996 Promoting Positive Peer Social Interactions. What Works Briefs. 2003-00-00 Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Administration on Children, Youth, and Families (DHHS), Washington, DC. Child Care Bureau. Parents Practitioners 6 Center on the Social and Emotional Foundations for Early Learning, 61 Children's Research Center, 51 Gerty Dr., University of Illinois at Urbana Champaign, Champaign, IL 61820 ($1). Tel: 217-333-4123; Fax: 217-244-7732; e-mail: csef@uiuc.edu; Web site: http://csefel.uiuc.edu. For full text: http://csefel.uiuc.edu/whatworks.html. N/A 2004 8/20/2004 00:23:42 RIEJUN2004 PHS-90YD0119 Prepared by the Center on Social and Emotional Foundations for Early Learning.

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Yes Class Activities Elementary Secondary Education English Instruction Fiction Instructional Effectiveness Literature Appreciation Literature Reviews Reading Strategies Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Research indicates that incorporating both pre-reading and post-reading activities into the English curriculum contributes to a more successful reading experience for students of all ages and backgrounds. The primary advantage of using either (or both) strategies is that they actively involve students in what they are reading and studying, enhancing both comprehension and appreciation of what is being read. This topical bibliography and commentary discusses research that demonstrates the value and impact of these strategies and summarizes activities that stress active communication between the reader and the writer. (Contains 16 references and 6 Internet addresses.) (RS) ED481997 Pre- and Post-Reading Strategies for Fiction. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:23:44 RIEJUN2004 ED-99-CO-0028

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Yes Administrator Role Beginning Teachers Elementary Secondary Education Faculty Development Field Experience Programs Mentors Teacher Competencies Teacher Persistence Teacher Role Andrews, Shirley P. Martin, Ellice Reports - Descriptive Speeches/Meeting Papers English Researchers and educators have suggested over the past several years that beginning teacher induction and mentoring programs play a significant role in the development and retention of quality teaching professionals. Induction programs provide the critical support that beginning teachers need as they experience the "reality" of the classroom and the constraints of working in an established school climate. One state mentor training program, the Teacher Support Specialist (TSS) program, prepares experienced teachers to be mentors through coursework and fieldwork. A local university has adapted and expanded this training to provide for system level specialists who can redeliver training locally. Administrators are involved as team members and trained supporters of both the mentors and the novice teachers. (Contains 36 references.) (Author/SM) ED481998 No Teacher Left Behind: Mentoring and Supporting Novice Teachers. 2003-03-00 20 N/A 2004 8/20/2004 00:23:46 RIEJUN2004 Paper presented at the Annual Meeting of the Georgia Association of Colleges for Teacher Education/Georgia Association of Teacher Educators (St. Simons Island, GA, Spring 2003).

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Yes Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Vocational Education Teachers Waterkamp, Dietmar Reports - Descriptive Speeches/Meeting Papers Europe Professionalization English The profession of vocational teacher is relatively new within the family of teaching professions. Preservice education for vocational teachers differs largely among industrialized and less industrialized countries. This paper focuses on three approaches to teacher education for vocational teachers: the bottom up, or add-on, approach; the top-down, or integral, approach; and the outcome-oriented approach. Examples of vocational teacher from several European and non-European countries demonstrate the differences that exist in teacher training practices within this field. The paper concludes that the profession of the vocational teacher exists in three very different stages of development, from a rudimentary qualification status to a well-established career pattern which equips the professional with a broad range of high-level qualifications. The relevance of this profession depends on the weight which vocational education is given within the educational system. The paper notes that vocational teacher training is being reformed in all of the countries mentioned, and in some of the countries, it has been raised to a professional status. (SM) ED481999 How a Teaching Profession Emerges: The Case of the Vocational Teacher. 2003-00-00 18 N/A 2004 2016-11-21

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Yes Computer Uses in Education Educational Research Elementary Secondary Education Foreign Countries Higher Education Online Courses Preservice Teacher Education Self Determination Student Motivation Student Teacher Attitudes Student Teachers Teacher Competencies World Wide Web Karsenti, Thierry Thibert, Gilles Reports - Research Intellectual Self Confidence Quebec Canada English This study was designed to better understand the motivational impact of a compulsory Web-based course, "Introduction to Educational Research," on student teachers' enrollment in a four-year teacher education program in a Quebec, Canada university. The hypothesis was that this course, which promoted self-determination, feelings of competence, and affiliation, would have a positive impact on student motivation. Results from quantitative and qualitative data on nine groups of student teachers taking the course indicated that the course had a positive impact on students' motivation to learn. However, the results also suggested that all students may not be ready to handle such autonomy or self-determination, and that the gap between the university classroom and the virtual classroom is substantial and often difficult to bridge. The gap was particularly evident in light of the significant decrease in students' motivation after only 4 weeks of the course. Despite obstacles, the results noted advantages of integrating information and communications technology into teacher education programs (e.g., greater autonomy, more access to information and knowledge, increased motivation to learn, and improved and more frequent communication among educators and learners, among learners themselves, and among educators). (Contains 43 references.) (SM) ED482000 Teaching Educational Research to Student Teachers: The Pros and Cons of Using Information and Communication Technology. 2002-04-00 27 N/A 2004 2016-11-21

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Yes Academically Gifted Algebra Calculus Mathematical Concepts Mathematics Education Problem Solving Reading Skills Secondary Education Secondary School Mathematics Writing Skills Fletcher, Mike Santoli, Susan Reports - Research English This article summarizes research conducted in Gifted Algebra I and Gifted Precalculus classes in a public, suburban high school in spring 2002, which investigated the importance of reading and writing in understanding mathematical principles. The classroom teacher supplemented traditional numerical problem solving with vocabulary quizzes, reading assignments, and problems which required the students to explain the processes they would use and why in answering math problems. Results of this project showed substantial increases in comprehension of the reasoning behind math concepts and problems in both experimental groups as opposed to the control group. Nine appendixes include: sources for reading, vocabulary checklist surveys, concept surveys, and survey results. (Author/SM) ED482001 Reading To Learn Concepts in Mathematics: An Action Research Project. 2003-00-00 27 N/A 2004 8/20/2004 00:23:51 RIEJUN2004

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Yes Action Research Instructional Effectiveness Listening Listening Skills Primary Education Visualization Sandall, Nancy Schramm, Kathy Seibert, Ann Dissertations/Theses Reports - Research Tests/Questionnaires Direct Instruction English This research project described strategies to improve listening skills. The targeted population consisted of kindergarten and second grade students in a midsized midwestern city who exhibited inadequate listening skills, which interfered with comprehension accuracy. Current research addresses the problem indicating teachers have an incorrect assumption that students entering school have the ability to listen. Literature shows a discrepancy in the amount of time spent listening during the school day compared to the amount of time students are instructed in reading, writing, and math. As much as 80% of the school day is spent listening, and yet little, or in most cases, no time is spent teaching listening skills. Numerous research articles attest to the enormous importance of having good listening skills to be successful throughout life. Research indicates possible solutions to correct the listening deficiency are direct instruction of listening strategies. Children's literature should be used to teach skills, which help students develop their ability to focus, summarize, and find the purpose for listening. Teachers also need to model good listening techniques and visual imagery to ensure improvement in listening and comprehension. Post intervention data indicated an increase in students' visualization and listening abilities. The students also showed a dramatic increase in the knowledge of the characteristics of a good listener. Appendixes contain: parent documents (an explanation of the intervention, consent letters, consent form, survey, and tally sheet); student documents (pre- and post-listening survey, and tally sheets); teacher documents (explanation of intervention, teacher listening survey, and tally sheets); blank weekly journal entry forms; a Ready to Listen checklist; "Picture This" documents (activities, a student worksheet, criteria for scoring rubric, individual student score sheet, classroom average score sheet, and tally sheets); and a 32-item annotated bibliography of children's literature. (Contains 54 references and 11 figures of data.) (Author/RS) ED482002 Improving Listening Skills through the Use of Children's Literature. 2003-05-00 106 N/A 2004 2016-11-21

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Yes Elementary Education Family School Relationship Foreign Countries Literacy School Community Relationship Teacher Certification Teacher Education Teaching Methods Tutoring Limbrick, Libby Parkhill, Faye Smith, John Reports - Descriptive Speeches/Meeting Papers New Zealand New Zealand English In 2001, the New Zealand Ministry of Education awarded a contract to a consortium of three colleges of education to provide a training program that would lead to a new national literacy qualification for a newly developed specialist literacy teaching position--Resource Teacher: Literacy. Resource Teachers of Literacy are skilled and experienced classroom teachers. They are required to work with teachers and children to provide quality learning opportunities for children in years one to eight who are making low progress in literacy. This includes advice and guidance to teachers and schools; one on one tutoring; and consultation and maintenance of effective relationships with schools, families, referral agencies, and the wider community. The training program was designed to spread over two years as part time study. The program creates specific challenges to both learners and providers. Key features of the program, structure and delivery, outcomes of the program, meeting the needs and expanding the program, and ongoing professional development are discussed. (Contains 17 references.) (PM) ED482003 Meeting the Challenges of Literacy Difficulties: Developing a Qualification for Specialist Literacy Teachers. 2003-07-04 12 N/A 2004 2016-11-21

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Yes Cultural Background Elementary Education Literacy Professional Development Student Motivation Teacher Attitudes Teacher Background Teaching Experience Teaching Methods Honaker, Peggy A. Reports - Evaluative Speeches/Meeting Papers African Americans English Studies have found that many teachers are not successful with African American students. This study grew out of the need to explore and learn from insights and knowledge of effective Title I White Reading teachers and their personal experiences, beliefs, and instructional practices. These experiences have helped the teachers bridge cultural barriers with African American students. Examples of such experiences are early educational experiences; college education and experiences which prepared them to teach culturally different students; and professional development experiences. Data collection techniques involved six interviews, which were open-ended with guided questions. The study revealed the following findings: the teachers shared many beliefs about literacy teaching and learning; and there were similarities in the teachers' goals and motivation of their African American students. (Contains 25 references.) (PM) ED482004 A Case Study of the Personal Experiences, Beliefs, and Instructional Practices of Two Effective Title I White Reading Teachers of African American Students. 2003-10-17 14 N/A 2004 2016-11-21

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Yes Classroom Communication Classroom Research Grade 1 Interpersonal Competence Language Acquisition Literacy Literature Reviews Oral Language Phonology Primary Education Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Research suggests that oral language development is directly related to literacy, and is crucial for success in learning to be literate. This topical bibliography and commentary discusses language acquisition theories, components of language, phonology in literacy, and a first-grade classroom study that explored "literate talk" in the classroom context. It concludes that in the activities literate talk was involved in, the class was enhancing their social skills as well as developing their ability to understand written language. (Contains 3 Internet addresses and 16 references.) (RS) ED482005 Oral Language Development as a Precursor to Literacy. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:24:00 RIEJUN2004 ED-99-CO-0028

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Yes Administrator Behavior Elementary Education Instructional Effectiveness Integrated Curriculum Language Arts Teacher Behavior Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Direct Instruction ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Most research supports the teaching of language arts in an integrated program. This topical bibliography and commentary addresses: how integrated language arts is carried out by school administrations; how integrated language arts is carried out by the teacher; whether integrated instruction helps improve learning performance in reading and writing; how the skills of phonics, comprehension, spelling, and grammar are developed in an integrated language arts environment; and whether there is room for direct instruction in an integrated language arts classroom. It concludes that as schools study the issue, they will become aware that integration is more than a different method of teaching, it is a philosophical change that will need support from administration, teachers, and parents. (Contains 16 references and 2 Internet addresses.) (RS) ED482006 Integrated Language Arts. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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Yes Beginning Writing Classroom Techniques Creative Dramatics Primary Education Student Centered Curriculum Teaching Methods Writing Instruction Writing Processes Writing Strategies Writing Workshops Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Minilessons ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary discusses several classroom techniques designed to encourage beginning writers to grow beyond uninspired composition. The strategies employed in the classroom are of equal value for both expository and creative writing. The various classroom techniques discussed share an emphasis on student-centered learning that prioritizes interaction and physicality over a traditional lecture format. These alternative techniques include the use of writing workshops, literature-based mini-lessons, and creative dramatics to encourage clearer, more lively writing. The incidental (although key) by-products of these strategies are increased student interest and greater interaction among students and teachers. (Contains 14 references and 2 Internet addresses.) (RS) ED482007 Writing: Classroom Techniques. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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No Counseling Techniques Counselor Training Counselors Crisis Intervention Guides Resource Materials Guides - Non-Classroom California California California Association for Counseling and Development, Fullerton. English In 1992 the Professional Development Committee for the California Association for Counseling and Development (CACD) launched a Crisis Intervention Project. This guidebook is the outcome of that project, and it demonstrates the committee's efforts to provide support for and assist counselors and other helping professionals deal with crisis. The materials, methods, and techniques presented in this manual have been gleaned from experienced professionals, printed resources, and special programs. Ideas and concepts are constantly brought to CACD's attention and an attempt has been made to incorporate workable ideas as they emerge. Designed as a user-friendly manual, the reader can add materials and select or adjust those ideas that work best for him or her. Instead of providing the user with just another handbook to read, workshops are provided to give participants hands-on practice and personal interaction. (Author) ED482008 Caution: Crisis Ahead. A Crisis Counseling Handbook. 1996-00-00 Counselors Practitioners 190 CACD, 2555 East Chapman Ave, Suite 720, Fullerton, CA 92831. Tel: 714-871-6460; e-mail: cacd@cacd.org; Web site: http://www.cacd.org/. N/A 2004 2016-11-21

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Yes Bullying Educational Environment Prevention Public Policy School Safety State Legislation Violence Ferrell-Smith, Finessa Reports - Evaluative National Conference of State Legislatures, Denver, CO. English As the safety of U.S. schools has become an important public policy issue, interest in the problem of school bullying has intensified. As awareness of harassment, intimidation and hate in the school setting has grown, state legislatures have begun to address this problem. At least 16 states have passed anti-bullying laws, and similar measures were considered in 23 states in the 2001-2002 legislative sessions. This publication reviews the definition of bullying, the link between bullying and school violence, and planning a legislative response to bullying. Two appendixes present examples of legislative definitions of bullying and a summary of selected state laws on bullying. (GCP) ED482009 School Violence: Tackling the Schoolyard Bully. Combining Policymaking with Prevention. 2003-10-22 ISBN-1-58024-292-8 Policymakers 21 National Conference of State Legislatures, 7700 E. First Place, Denver, CO 80230 (ISBN-1-58024-292-8, $15). N/A 2004 8/20/2004 00:24:07 RIEJUN2004

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Yes Disabilities Guides High School Students Individualized Transition Plans Postsecondary Education Special Needs Students Guides - Non-Classroom Wisconsin State Dept. of Public Instruction, Madison. English This handbook is designed as a guide to help students with disabilities take another step in preparing for "life after high school." While high school is an exciting time, what you do after high school can be just as exciting if you have done some careful and thoughtful planning. Students'"Transition Plans" include: thinking about their strengths as individuals, knowing what interests them, and considering different types of work and jobs. In addition, students must identify what knowledge and skills are needed for work and figure out how to get that knowledge and those skills. Finally, they must apply for, and get, fulfilling and rewarding work. Students transition and go in many different directions after high school. Some choose to go right into the workforce. Some go into the military service. Still others go on to postsecondary education. Students with disabilities have all of these options too. This guide deals with the last of these options, postsecondary education. Postsecondary education includes many kinds of education and training programs, technical college degree and certification programs, apprenticeship experience, two- and four-year colleges, private trade schools, on-the-job training, and more. (Author) ED482010 Opening Doors to Postsecondary Education and Training: Planning for Life after High School. 2003-09-00 Practitioners 22 WIDPI Professional Library, 125 S. Webster St., P.O. Box 7841, Madison, WI 53707-7841. For full text: http://www.dpi.state.wi.us/dpi/dlsea/een/pdf/tranopndrs.pdf. N/A 2004 8/20/2004 00:24:09 RIEJUN2004

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Yes Emotional Development Emotional Intelligence Program Descriptions Social Development Socialization Student Development Well Being Information Analyses Reports - Evaluative Evidence Based Practice English Social and emotional learning (SEL) is the process of developing the ability to recognize and manage emotions, develop caring and concern for others, make responsible decisions, establish positive relationships, and handle challenging situations effectively. SEL provides schools with a framework for preventing problems and promoting students' well-being and success. This guide provides educators with objective information about nationally available programs for the classroom that promote social and emotional learning. It details the costs, the grades covered, which have a rigorous evidencebase, which most effectively teach core social and emotional skills, and which provide high quality staff development and support. The guide offers information on these and dozens of other factors in a clear, easy-to-read "consumer report" format, along with narrative descriptions of each of the programs. If your school or district is just beginning work in this area, this guide will help in the planning and selection of a strong, evidence-based program that serves your students' needs. An appendix contains the program ratings table. (Contains 40 references.) (GCP) ED482011 Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. 2003-03-00 Practitioners 59 CASEL, Dept. of Psychology, Univ. of Illinois at Chicago, 1007 W. Harrison St., Chicago, IL ($10). E-mail: CASEL@uic.edu; Web site: www.CASEL.org. For full text: http://www.casel.org/1A_Safe_&_Sound.pdf. N/A 2004 2016-11-21

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Yes Emotional Development Emotional Intelligence Program Descriptions Social Development Socialization Student Development Well Being Reports - Descriptive Evidence Based Practice English This companion to "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs" provides information on each of the 80 programs in the review. The information is intended to give schools and individuals a better overall understanding of each program. The description includes the program's design and aims, its notable strengths and SEL coverage, evaluation results, professional development opportunities, and contact information. Most of the program aspects presented are narrative explanations of ratings that programs received in the Program Ratings Table. These descriptions were written by CASEL, not the program developers, and in most cases were based on information in the program materials. Training and cost information was collected via mail and phone surveys of program developers. (GCP) ED482012 Program Descriptions. A Companion to "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning (SEL) Programs". 2003-03-00 133 CASEL, Dept. of Psychology, Univ. of Illinois at Chicago, 1007 W. Harrison St., Chicago, IL ($10). E-mail: CASEL@uic.edu; Web site: www.CASEL.org. For full text: http://www.casel.org/1B_Descriptions.pdf. N/A 2004 2016-11-21

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Yes Emotional Development Emotional Intelligence Program Descriptions Social Development Socialization Student Development Well Being Reports - Evaluative Evidence Based Practice English "Safe and Sound: An Educational Leader's Guide to Evidence-Based Social and Emotional Learning Programs" introduces the concepts of SEL and comprehensive approaches to SEL, describes the value of such programming to the essential academic mission of schools, and suggests how to approach implementing such programming. This packet contains the rating scales CASEL program evaluators used when assessing programs on 10 "best SEL practice" criteria. The scales are presented in the order they appear in the "Program Ratings Table" in the Safe and Sound guide. Each rating criterion includes a rationale for why the criterion is important, definitions of evaluated variables, a description of each level of the scale, and examples of program practices that correspond to each of the levels. (Author) ED482013 Program Review Rating Scales: Introduction and Overview. 2003-03-00 24 CASEL, Dept. of Psychology, Univ. of Illinois at Chicago, 1007 W. Harrison St., Chicago, IL ($10). E-mail: CASEL@uic.edu; Web site: www.CASEL.org. For full text: http://www.casel.org/1C_Ratings.pdf. N/A 2004 2016-11-21

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Yes Early Childhood Education Early Experience Educational Quality Kindergarten Preschool Curriculum School Readiness State Standards Young Children Reports - Descriptive Delaware Delaware Delaware State Dept. of Education, Dover. English Recognizing that children's earliest years are critical, stakeholders in Delaware have joined together to define what types of experiences children should ideally have before they enter kindergarten. A statewide committee with policymakers, parents, and representatives from the early care and education community, schools, higher education, and family literacy programs met during 2002 to develop descriptions of the types of abilities and characteristics children should have the opportunity to develop before school entry. This resulting Foundations document was designed to provide a structure and a guide for planning instructional experiences that are essential to facilitate children's development to reach the instructional outcomes targeted. Feedback was obtained on earlier drafts of the document from focus groups held throughout the state and at a variety of meetings and conferences. The document is organized into two parts: (1) a statement of guiding principles; and (2) the Early Learning Foundations. Foundations are detailed in seven developmental domains paralleling those found in the Head Start Child Outcome Framework: language development, mathematics, science, creative arts, emotional and social development, approaches to learning, and physical health and development. The guiding principles relate to learning through play, kindergarten eligibility, individual differences, school accessibility, parents' role as child's first teachers, and the importance of quality early experiences in preparing a child for school success. Within each developmental domain are several developmental areas that further define important elements of the domain, and within each development area are outlines of the types of learning experiences children should have to promote success. A list of advisory work group members and focus group participants completes the document. (KB) ED482014 Delaware Early Learning Foundations for School Success. 2003-03-00 Administrators Practitioners Teachers 19 Delaware Department of Education, P.O. Box 1402, Dover, DE 19903-1402. Tel: 302-739-4601; Fax: 302-739-4654; Web site: http://www.doe.state.de.us. For full text: http://www.doe.state.de.us/early_childhood/Standards/28372_Schoolbook.pdf. N/A 2004 2016-11-21

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No Accountability Early Childhood Education Educational Quality Organizations (Groups) Position Papers Preschool Curriculum Preschool Evaluation Professional Associations Program Effectiveness Program Evaluation Standards State Departments of Education Student Evaluation Young Children Opinion Papers National Association Educ of Young Children Indicators National Association Early Childhood Specialists National Association for the Education of Young Children, Washington, DC. National Association of Early Childhood Specialists in State Departments of Education. English Noting that federal, state, and local decisionmakers are asking critical questions regarding the nature of young children's education, the National Association for the Education of Young Children (NAEYC) and the National Association of Early Childhood Specialists in State Departments of Education (NAECS/SDE) have issued this official position statement regarding early childhood curriculum, child assessment, and program evaluation. The NAEYC and the NAECS/SDE take the position that policymakers, the early childhood profession, and other stakeholders in young children's lives have a shared responsibility to: (1) construct comprehensive systems of curriculum, assessment, and program evaluation; (2)implement curriculum that is thoughtfully planned, challenging, engaging, developmentally appropriate, culturally and linguistically responsive, comprehensive, and likely to promote positive outcomes for all young children; (3) make ethically appropriate, valid, and reliable assessment a central part of early childhood programs; (4) regularly engage in program evaluation guided by program goals; and (5) provide the support, professional development, and other resources to allow staff to implement high-quality curriculum, assessment, and program evaluation practices and to connect those practices with well-defined early learning standards and program standards. Recommendations in the position statement relate to curriculum, assessment of young children, and program evaluation and accountability, with indicators of effectiveness explained. The position statement concludes with a call for public commitment, along with investments in a well-financed system of early childhood education and in other components of services for young children and their families to make it possible to implement the recommendations fully and effectively. (KB) ED482015 Early Childhood Curriculum, Assessment, and Program Evaluation: Building an Effective, Accountable System in Programs for Children Birth through Age 8. Position Statement. 2003-11-00 Administrators Policymakers Practitioners 7 National Association for the Education of Young Children, 1509 16th Street, NW, Washington, DC 20036-1426. Tel: 800-424-2460 (Toll Free); Tel: 202-232-8777; Fax: 202-328-1846; Web site: http://www.naeyc.org. For full text: http://www.naeyc.org/resources/position_statements/pscape.pdf. N/A 2004 2016-11-21

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No Active Learning Child Health Early Childhood Education Educational Environment Family Child Care Infant Care Learning Activities Newsletters Parent Materials Parent Participation Preschool Curriculum Professional Development Toddlers Young Children Durkin, Lisa L., Ed. Miller, Sandy, Ed. Collected Works - Serials Child Development Associate ISSN-1077-5544 English This document is comprised of weekly newsletters, compiled by month, for family child care providers for the year 2003. Each theme-based four-page newsletter contains: (1) creative activities for use with mixed-age groups of 2- to 5-year-olds; (2) ideas on guiding behavior, organization tips, and Monthly Planning Calendar; (3) special sections for infants and after-school students; and (4) at-home learning activities for caregivers to earn continuing education and Child Development Associate credit. In addition, a reproducible two-page parent handout is included with each month of newsletters sharing with parents book titles, songs, activities, and recipes used in the family child care setting. Theme topics include: parent involvement, observing the Surgeon General's call to action to decrease obesity among children, ending the school year with style, helping children develop thinking skills and background knowledge, and reading aloud to children. (HTH) ED482016 Everyday TLC: Teaching, Learning, Caring, 2003. Everyday TLC: Teaching, Learning, Caring, 2003. Jan-Dec 2003-00-00 Practitioners Teachers 290 TLC Press, 4 Gracewood Park, Cambridge, MA 02138 (one-year subscription, $17.95). Tel: 800-745-3400 (Toll Free); Fax: 937-890-0221; Web site: http://www.everydaytlc.com. N/A 2004 2016-11-21

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Yes Attention Caregiver Child Relationship Cognitive Development Curiosity Early Experience Multilingual Materials Parent Child Relationship Parent Role Personality Traits Play Preschool Children Teacher Role Teacher Student Relationship Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of 3 tip sheets, in English- and Spanish-language versions, relates specifically to children's characteristics within the early childhood curriculum. Titles are as follows: (1) "The Curious Child," on responding to children's questions; (2) "Dealing with Distraction," on holding children's attention; and (3) "Young Children Need to Play!" (HTH) ED482017 Illinois Early Learning Project Tip Sheets: Across the Curriculum. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 8 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:21 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative.

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Yes Art Activities Drama Dramatic Play Early Experience Fine Arts Multilingual Materials Music Activities Parent Role Preschool Children Teacher Role Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of three tip sheets, in English- and Spanish-language versions, relates specifically to children and the fine arts. The titles are as follows: (1) Drama and Young Children"; (2) "Things To Do while You're Waiting: Art Works!"; (3) "Things To Do while You're Waiting: Music, Sound, and Movement." (LPP) ED482018 Illinois Early Learning Project Tip Sheets: Fine Arts. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 8 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:23 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative.

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Yes Basic Vocabulary Beginning Reading Beginning Writing Books Early Experience Early Reading Emergent Literacy Language Acquisition Multilingual Materials Parent Role Prereading Experience Preschool Children Reading Aloud to Others Reading Readiness Story Reading Teacher Role Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of seven tip sheets, in English- and Spanish-language versions, relates specifically to children and the language arts. Titles are as follows: (1)"Fun at Home with Preschoolers: Getting Ready to Read"; (2) "Getting Ready to Read and Write in Child Care"; (3) "The Gift of Words: Conversation and Routines"; (4) "The Gift of Words: Reading and Games"; (5)"Sharing Books with Your Baby"; (6) "Sharing Books with Your Toddler"; and (7) "Things To Do while You're Waiting: Language and Literacy."(LPP) ED482019 Illinois Early Learning Project Tip Sheets: Language Arts. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 14 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:25 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative. Spanish-language versions of all of these tip sheets will be available in the future.

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Yes Breakfast Programs Enrollment Federal Programs Models Nutrition Participation Program Descriptions Program Effectiveness Program Evaluation School Health Services State Legislation Woo, Nicole Parker, Lynn Weill, Jim Vuong, Bi Hess, Doug Weinstein-Tull, Justin Putney, Wanda Reports - Evaluative School Breakfast Program Food Research and Action Center, Washington, DC. English The School Breakfast Program provides breakfast to millions of children from low-income families who otherwise might go hungry in the morning and be less ready to learn. This report is the thirteenth from the Food Research and Action Center (FRAC) to examine the program, its benefits, and the performance of the nation and of each state in reaching children with school breakfasts during the 2002-2003 school year. Data were obtained from state reports to the U.S. Department of Agriculture and from an annual FRAC survey of state nutrition officials. In a slightly different methodology from previous scorecards, the student participation estimates are based on nine-month averages of state data from the months of September through May. Findings indicate that approximately 8.2 million children participated in the School Breakfast Program nationwide during the 2002-2003 school year. Only 42.3 students received free or reduced price breakfast for every 100 students receiving free or reduced price lunch. Nationally, 78.3 percent of schools that offered free/reduced price lunch participated in school breakfast, up from 77.6 percent the prior year. Participation in the School Breakfast program varies significantly from state to state. FRAC estimates that state school breakfast programs failed to reach 2 million eligible children. At least 40 states have schools, and often large school districts, with universal breakfast programs, which provide breakfast at no charge to all children. Finally, direct certification, whereby households participating in other assistance programs can be certified for free school meals without filling out school meal applications has greatly simplified the process for both schools and families. The report also examines obstacles to participation in the School Breakfast Program and suggests solutions, and highlights opportunities/strategies during congressional reauthorization of child nutrition programs to increase participation. Several data tables, including a list of state legislation promoting school breakfast are included. (Contains a 14-item bibliography.) (HTH) ED482020 School Breakfast Scorecard, 2003: Thirteenth Annual Status Report on the School Breakfast Program. 2003-11-00 Annie E. Casey Foundation, Greenwich, CT. Policymakers 33 FRAC Publications, Attn. Wanda Putney, 1875 Connecticut Avenue, NW, Suite 540, Washington, DC 20009 ($5). Tel: 202-986-2200, Web site: http://www.frac.org. For full text: http://www.frac.org/pdf/2003Breakfast.pdf. N/A 2004 2016-11-21

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Yes Child Care Child Development Early Childhood Education Emergent Literacy Infants Interpersonal Communication Interpersonal Competence Language Acquisition Listening Skills Metacognition Preschool Children Reading Skills State Standards Toddlers Writing Skills Young Children Reports - Descriptive Washington Washington English This framework is designed to assist early care and education providers in planning and implementing early learning opportunities that will help prepare young children in Washington State for later success in meeting the essential academic learning requirements in reading, writing, and communication. The framework identifies characteristics of children from birth through age 5 in the areas of verbal communication, reading, and writing; it is not intended for use in screening, program placement, or school readiness determinations. The framework is organized into four sections. The introductory section presents the assumptions reflected in the framework and highlights the importance of building a strong foundation to support the development of literacy skills and linking that foundation to the essential academic learning requirements for kindergarten through third grade. Sections 2 through 4 focus on reading, writing, and communication, respectively. Each of these sections provides an overview of the contribution of the skills to future school success, details a continuum of characteristic skills that children typically achieve during infancy (birth to 18 months), toddlerhood (12 to 36 months), and the preschool years (30 months to 5 years), links these characteristics to essential K-3 academic learning requirements, and notes the type of assessment tool to be used such as observation or a work sample. (KB) ED482021 A Framework for Achieving the Essential Academic Learning Requirements in Reading, Writing, Communication: Birth to 5 Years. 2000-06-00 Practitioners Teachers 40 Washington Office of the State Superintendent of Public Instruction, Old Capital Building, P.O. Box 47200, Olympia, WA 98504-7200. Tel: 360-753-6731; Fax: 360-586-3336; Web site: http://www.k12.wa.us. For full text: http://www.k12.wa.us/CurriculumInstruct/pubdocs/birth-to-5.pdf. N/A 2004 2016-11-21

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Yes Caregiver Child Relationship Child Caregivers Cognitive Development Educational Objectives Emergent Literacy Emotional Development Guidelines Interpersonal Relationship Language Acquisition Listening Skills Parent Student Relationship Parents Parents as Teachers Preschool Children Preschool Education Preschool Teachers Self Control Social Development State Standards Teacher Student Relationship Guides - Non-Classroom Utah Utah Utah State Office of Education, Salt Lake City. English This document presents standards created for parents, preschool teachers, and child care providers as they endeavor to develop the best learning environment for the 3- and 4-year-old children in Utah. The document is organized in six sections. Section 1 defines the elements of a positive learning environment related to the unique nature of each child, the importance of family involvement, the caring and safe environment, the design of appropriate curriculum and instruction, the assessment of children's learning and development, and the support of social relationships. The remaining sections outline the behaviors and activities in which 3- and 4-year-olds should be involved and include standards, learning objectives, and subobjectives. Section 2 presents standards related to social/emotional development, including self control, the desire to participate and persist in meaningful activities, the ability to collaborate and relate confidently with others, and the ability to participate in and contribute to family, peer group, and community. Section 3 concerns standards related to language and literacy, including oral language development, listening skills, phonemic awareness, understanding and enjoyment of reading, and letter and print awareness. Section 4 offers standards related to cognitive development, including mathematics and science. Section 5 presents standards related to aesthetic development, including visual arts, dramatic play, music, and dance and creative development. Section 6 focuses on motor development, including gross motor development, perceptual motor skills, gross manipulative skills, and fine motor skills. (KB) ED482022 Pre-K Standards (Guidelines): Utah State Office of Education. 2000-00-00 Parents Practitioners Teachers 37 Utah State Office of Education, 250 East 500 South, Salt Lake City, UT 84111. Tel: 801-538-7500; Web site: http://www.usoe.k12.ut.us. N/A 2004 2016-11-21

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Yes Animals Early Experience Mathematical Concepts Mathematics Activities Multilingual Materials Parent Role Preschool Children Science Activities Scientific Concepts Scientific Methodology Teacher Role Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of four tip sheets, in English- and Spanish-language versions, relates specifically to mathematics and science. Titles are as follows: (1)"CSI: Child Scientist Investigates!" which discusses ways to draw on preschoolers' natural curiosity to teach them about science and scientific methods; (2) "Encouraging Scientific Thinking: Animal Study in the Classroom"; (3) "Things To Do while You're Waiting: Math"; and (4) "Things To Do while You're Waiting: Science." (LPP) ED482023 Illinois Early Learning Project Tip Sheets: Math and Science. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 10 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:32 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative.

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Yes Child Rearing Discipline Early Experience Family Life Field Trips Kindergarten Learning Activities Multilingual Materials Parent Role Pets Play Preschool Children Preschool Education School Choice School Readiness Stress Variables Student Adjustment Teacher Role Toddlers Toys Guides - Non-Classroom Multilingual/Bilingual Materials Manners Etiquette Hurried Childhood English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of 10 tip sheets, in English- and Spanish-language versions, relates specifically to parenting and family life. Titles are as follows: (1)"Five Tips on Choosing a Preschool"; (2) "Getting Ready for Kindergarten"; (3) "Learning and Fun on Family Field Trips"; (4) "Manners and Preschoolers"; (5) "Pets and Young Children"; (6) "Starting Kindergarten? Help Make It a Good Experience!"; (7) "Things To Do while You're Waiting: Learning Activity Kits"; (8) "Time To Play, Time To Dream: Unscheduling Your Child"; (9) "Using Words To Discipline Children"; and (10) "What Makes a Good Toy?" (LPP) ED482024 Illinois Early Learning Project Tip Sheets: Parenting and Family Life. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 21 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 2016-11-21

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Yes Child Care Centers Child Development Child Health Child Safety Dental Health Diseases Early Experience Eating Habits Health Promotion Lead Poisoning Multilingual Materials Nutrition Parent Role Physical Fitness Preschool Children Teacher Role Toddlers Toilet Training Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of 12 tip sheets, in English- and Spanish-language versions, relates specifically to children's physical development and health. Titles are as follows: (1) "Dental Health for Babies"; (2) "Fight Germs! Wash Your Hands!"; (3) "Is My Child OK?"; (4) "Keeping Young Children Safe in the Car"; (5) "No More Diapers: Getting Started"; (6) "No More Diapers: Is Your Child Ready?"; (7) "Physical Fitness for Toddlers"; (8) "Preventing Lead Poisoning in Children"; (9) "Say Yes to Healthy Snacks!"; (10) "Teaching Children To Avoid 'Stranger Danger'"; (11) "Too Sick To Go to Child Care?"; and (12) "When Should I Send a Sick Child Home?" (LPP) ED482025 Illinois Early Learning Project Tip Sheets: Physical Development and Health. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 25 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:36 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative.

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Yes Bullying Child Rearing Corporal Punishment Discipline Early Experience Emotional Development Friendship Multilingual Materials Parent Role Preschool Children Self Control Separation Anxiety Social Development Teacher Role Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials Encouragement Teasing English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of six tip sheets, in English- and Spanish-language versions, relates specifically to children's social and emotional development. Titles are as follows: (1) "Don't Spank! Here's What You Can Do Instead!"; (2) "Encouraging Words"; (3) "He's Teasing Me!"; (4) "Helping Children Develop 'Impulse Control'"; (5) "Making and Keeping Friends"; and (6) "Please Don't Go! Separation Anxiety and Children." (LPP) ED482026 Illinois Early Learning Project Tip Sheets: Social and Emotional Development. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 14 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 2016-11-21

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Yes Discussion (Teaching Technique) Early Experience Geography Housework Inclusive Schools Multilingual Materials Parent Role Preschool Children Social Sciences Special Needs Students Student Attitudes Teacher Role Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials English Spanish The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of four tip sheets, in English- and Spanish-language versions, relates specifically to social science. Titles are as follows: (1) "Cooperation in the Preschool Classroom: Class Discussions"; (2) "Neighborhood Geography with Young Children"; (3) "Real Work: Preschoolers Can Help"; and (4) "Understanding and Accepting Differences: Why Can't Maria Walk?" (LPP) ED482027 Illinois Early Learning Project Tip Sheets: Social Science. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 10 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:40 RIEJUN2004 Produced by the University of Illinois at Champaign-Urbana, College of Education, Early Childhood and Parenting (ECAP) Collaborative.

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Yes Computer Uses in Education Computers Early Experience Media Selection Multilingual Materials Parent Role Preschool Children Teacher Role Television Television Viewing Toddlers Guides - Non-Classroom Multilingual/Bilingual Materials Spanish English The Illinois Early Learning Project (IEL) is funded by the Illinois State Board of Education to provide information resources on early learning and training related to implementing the Illinois Early Learning Standards for parents and for early childhood personnel in all settings. The IEL tip sheets offer suggestions to parents and early childhood personnel on a variety of topics related to children's early experiences. This set of two tip sheets, in English- and Spanish-language versions, relates specifically to technology and media. Titles are as follows: (1) "Computers: Are They Good for Young Children?" and (2) "Television, Videos, and Young Children." (LPP) ED482028 Illinois Early Learning Project Tip Sheets: Technology and Media. 2003-00-00 Illinois State Board of Education, Springfield. Parents Practitioners Teachers 6 Illinois Early Learning Project, 29 Children's Research Center, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3227 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: iel@uiuc.edu; Web site: http://illinoisearlylearning.org. N/A 2004 8/20/2004 00:24:42 RIEJUN2004

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No Access to Education Distance Education Educational Environment Educational Media Educational Technology Elementary Secondary Education Information Technology Instructional Innovation Instructional Systems Internet Nontraditional Education Virtual Classrooms World Wide Web Abdal-Haqq, Ismat, Ed. Books Guides - Non-Classroom National School Boards Association, Alexandria, VA. Inst. for the Transfer of Technology to Education. English This book is designed to provide practical information about planning and operating virtual, or online, schools. It discusses and illustrates promising practices and successful models and approaches; provides planning resources for implementation; presents costs and benefits of launching virtual schools; offers preventive strategies that help districts anticipate and avoid common pitfalls; and features profiles of successful virtual-school programs. Chapter 1 looks at basic issues and concerns. Chapter 2 considers differences between face-to-face and online teaching and learning and discusses course design and professional development for the online environment. Chapter 3 presents profiles of seven online schools active in 2002 and includes sample online education policies in force at the time the profiles were drawn. Chapter 4 features print and electronic resources related to virtual schools. Included are appendices that include sample student and teacher evaluation forms, excerpts from an online school handbook, and an online course standards document. (WFA) ED482029 Virtual Realities: A School Leader's Guide to Online Education. A Technology Leadership Network Special Report. 2002-00-00 ISBN-0-88364-257-3 Administrators Practitioners Teachers 107 National School Boards Association, 1680 Duke Street, Alexandria, VA 22314 (Order no. 03-152-44: $28, members; $35, nonmembers). Tel: 703-838-6722; Tel: 800-706-6722 (Toll Free); Fax: 703-683-7590; e-mail: info@nsba.org; Web site: http://www.nsba.org. N/A 2004 8/20/2004 00:24:43 RIEJUN2004

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Yes Advanced Placement Computer Uses in Education Credits Elementary Secondary Education Enrollment Trends Extracurricular Activities International Education Language Laboratories Language Teachers Second Language Instruction Second Language Learning State Standards Teacher Shortage Reports - Descriptive Connecticut Connecticut Connecticut State Dept. of Education, Hartford. English This report addresses the extent to which students in Connecticut are receiving world language education that meets the Board's expectations. Data are presented on key world language opportunity-to-learn indicators, such as the following: staffing (e.g., with dramatic increases in enrollments in world languages at all levels, the demand for staffing has increased, and programs in world languages are starting in earlier grades); hours of instruction (e.g., since 1993, the average number of hours per year of instruction in world languages at the elementary and middle levels has increased); credits for graduation (the percentage of students taking three or more credits in a world language has increased steadily over time); facilities (e.g., language labs and computers are major instructional resources for such programs and curricular offerings); extracurricular offerings (many schools offer extracurricular activities related to specific languages); advanced placement tests (since 1993, the number of students taking advanced placement tests in world languages has increased significantly); and international education (e.g., international trips and exchanges are an excellent way for students to experience different cultures, languages, and traditions). A district summary profile of world languages is included. (SM) ED482030 The State of World Languages, 2001-02. Excerpted from "Profiles of Our Schools: The Condition of Education in Connecticut, 2001-2002." 2003-00-00 24 State of Connecticut Department of Education, Publications Office, 165 Capitol Avenue, Hartford, CT 06016. Tel: 860-713-6523; Fax: 860-713-7038. N/A 2004 2016-11-21

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Yes Bilingual Education Cultural Awareness Culturally Relevant Education Elementary Secondary Education English (Second Language) Hawaiian Immersion Programs Indigenous Populations Maori Native Language Instruction Teaching Methods Uncommonly Taught Languages Reyhner, Jon Reports - Descriptive Heritage Language Total Physical Response Northern Arizona Univ., Flagstaff. English This paper describes the benefits of indigenous mother tongue immersion programs, examining the Total Physical Response approach to immersion for beginning learners and focusing on the development of Maori and Hawaiian mother tongue language immersion programs. The paper discusses the importance of immersing students in a language-risk environment, noting that an effective natural approach to immersion is based on four principles: comprehension precedes production, students learn new language in stages, the objective of language learning is to be able to carry out a conversation in that language, and classroom activities need to lessen student anxiety. It cautions that it is very important to introduce English early on in bilingual programs in the United States and that the idea of never speaking English can be overdone. It also questions delaying English instruction for a considerable period, suggesting that bilingual programs should be fully bilingual with a strong English language arts program. (Contains 19 references.) (SM) ED482031 Native Language Immersion. 2003-00-00 7 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes Cherokee (Tribe) Cooperative Planning Culturally Relevant Education Early Childhood Education Elementary Secondary Education Evaluation Methods Immersion Programs Native Language Instruction Parent Participation Program Evaluation Second Language Learning Teaching Methods Peter, Lizette Reports - Descriptive Oklahoma Oklahoma Northern Arizona Univ., Flagstaff. English This paper illustrates how the Cherokee Nation of Oklahoma is exploring a new paradigm of evaluation that is responsive to the claims, concerns, and issues of stakeholders involved. Known as culturally responsive evaluation, this alternative conceived by the Initiative for Culturally Responsive Evaluation (ICRE) is considered more appropriate than conventional methods for evaluating language revitalization efforts, because it is respectful of the dignity, integrity, and privacy of stakeholders in that it allows for their full participation, parity, and control. CRE is an open-ended, inductive approach in which the impact of the program being evaluated is discovered empirically rather than mechanistically. The Cherokee immersion team members created the Cherokee First Immersion Center for preschool children. They believe that such an approach, more than its conventional counterpart, is appropriate for both evaluating and enhancing the Cherokee Immersion Preschool Center and that it meets the ICRE's call for evaluators to recognize the legitimacy of diverse cultural patterns and perspectives, develop awareness of their own values and perspectives, accept children's culturally conditioned behavior without evaluating it as wrong, and develop a sense of security about evaluation with ethnically diverse populations. (Contains 13 references.) (SM) ED482032 Assessing the Impact of Total Immersion on Cherokee Language Revitalization: A Culturally Responsive, Participatory Approach. 2003-00-00 19 For full text: http://jan.ucc.nau.edu/~jar/NNL/NNL_2.pdf. N/A 2004 2016-11-21

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Yes American Indian Education Culturally Relevant Education Elementary Secondary Education Immersion Programs Native Language Instruction Navajo Nouns Teaching Methods Uncommonly Taught Languages Verbs Holm, Wayne Silentman, Irene Wallace, Laura Reports - Research Speeches/Meeting Papers Situational Method Northern Arizona Univ., Flagstaff. English This paper describes situational Navajo language immersion programs, explaining that situational classrooms recreate a situation in which students need Navajo to communicate and noting that Navajo is a very verb centered language. Situational Navajo takes many of the recurring situations in the school and family setting and makes them the core of the language program. The paper presents sample noun-based and verb-based lessons and asserts that given the declining proportion of students now entering school with some ability to talk Navajo, immersion is the only type of program that will enable them to acquire enough Navajo to join the adult Navajo world. It also asserts that such programs will have to concentrate heavily on preschool, kindergarten, and first grade. Teachers of these immersion programs must know both Navajo and English to understand the kinds of problems that English speakers will likely have with Navajo. The paper discusses how formulae, gestures, meta-Navajo, survival Navajo, and background Navajo are needed in situational programs. It presents characteristics of situational Navajo (a focus on verbs, predictability, identifying verb content, and what is taught) and explains how to teach situationally (e.g., thinking/talking aloud, talking "verbfully," and reception/production). It describes how to organize for instruction, focusing on verb-based instruction and practice. Two appendixes present a teaching technique for situational Navajo and eliciting techniques. (SM) ED482033 Situational Navajo: A School-Based, Verb-Centered Way of Teaching Navajo. 2003-00-00 30 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes CD ROMs Computer Uses in Education Culturally Relevant Education Databases Elementary Secondary Education Higher Education Indigenous Populations Language Maintenance Language Usage Native Language Instruction Teaching Methods Telecommunications Uncommonly Taught Languages Yupik Cazden, Courtney B. Reports - Descriptive Speeches/Meeting Papers Heritage Language Tlingit Northern Arizona Univ., Flagstaff. English This paper describes how certain types of electronic technologies, specifically CD-ROMs, computerized databases, and telecommunications networks, are being incorporated into language and culture revitalization projects in Alaska and around the Pacific. The paper presents two examples of CD-ROMs and computerized databases from Alaska, describing how one elementary school produced a bilingual Yup'ik-English CD-ROM for a traditional story. It also examines how in southeast Alaska, Tlingit elders are working as consultants to create a computerized database (a talking map) of sites in the Glacier Bay area of historical and cultural significance to people of the Native village of Hoonah. The paper provides examples of how telecommunications are helping students use computers to write about their Native cultures and to write in their Native languages for distant audiences. It concludes that extending indigenous language use into cyber space will depend on local conditions (e.g., the condition of the telephone lines and the preferred orthography). It notes that for maximum value, the use of the Native language in cyberspace must always be a part of, and related to, its use in the face-to-face space of the classroom. (Contains 10 references.) (SM) ED482034 Sustaining Indigenous Languages in Cyberspace. 2003-00-00 7 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes American Indian Languages American Indians Computer Uses in Education Culturally Relevant Education Curriculum Development Elementary Secondary Education Language Maintenance Native Language Instruction Planning Uncommonly Taught Languages Bennett, Ruth Reports - Descriptive Speeches/Meeting Papers Hupa Hupa (Tribe) Northern Arizona Univ., Flagstaff. English This paper discusses the use of technology in instruction. It begins by examining research on technology and indigenous languages, focusing on the use of technology to get community attention for an indigenous language, improve the quantity of quality language, document spoken language, create sociocultural learning contexts, improve study skills, and expand reading comprehension skills. It describes the state of the Hupa language, focusing on a Hupa language class for the community on the Hoopa Valley Indian Reservation and noting that acceptance of technology among fluent speakers of an indigenous language can influence how successfully technology is used. Because Hupa is still a spoken language, the language class maintains an oral focus, with technology being a tool rather than an end to instruction. The paper describes how to create language lessons in a community language class, explaining that linking language lessons to objectives identified in prior research in technology and state curriculum standards makes language lessons more likely to be accepted by public school educators. It offers a process for developing a language curriculum that teachers can adapt to their own classroom situations (create a context for language, present a language lesson in the classroom, and develop a series of lessons). (Contains 39 references.) (SM) ED482035 Saving a Language with Computers, Tape Recorders, and Radio. 2003-00-00 21 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes Classroom Techniques Elementary Secondary Education Heritage Education Higher Education Indigenous Populations Language Proficiency Language Teachers Language Usage Lesson Plans Mentors Native Language Instruction Native Speakers Second Language Learning Story Telling Hinton, Leanne Reports - Descriptive Speeches/Meeting Papers Heritage Language Northern Arizona Univ., Flagstaff. English The majority of indigenous U.S. languages are no longer learned at home, and the last generation of native speakers are aging. There are increasingly strong efforts by communities to keep their languages alive by developing teaching programs in their schools and communities, although finding teachers is problematic. This paper focuses on how teachers who are not fluent in the language can develop effective lessons, explaining that elderly fluent speakers in the community may be too old to teach children but can still act as partners in language teaching by being language mentors to teachers (teacher-learners) who are not fluent. The paper suggests five components of a language lesson, noting that teacher-learners must select the topics for their learning efficiently in order to keep one step ahead of their students. The five components include the following: the lesson proper for a given day, rituals that will occur every day or on a regular basis, review of previous lessons, classroom management language, and classroom patter/chit chat. It is important for all components to occur in the target language. The paper describes how to use storytelling as a lesson proper (e.g., learn the story from the mentor, learn related vocabulary, and incorporate vocabulary and sentences into lessons). (SM) ED482036 How To Teach When the Teacher Isn't Fluent. 2003-00-00 15 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes Canada Natives Cultural Differences Curriculum Development Financial Support Foreign Countries Indigenous Populations Language Maintenance Language Usage Native Language Instruction Postsecondary Education Program Development Uncommonly Taught Languages Blair, Heather A. Paskemin, Donna Laderoute, Barbara Reports - Descriptive Speeches/Meeting Papers Saskatchewan Alberta Canada Heritage Language Language Policy Canada Northern Arizona Univ., Flagstaff. English This paper discusses the context of indigenous language education in western Canada, the hope of language revitalization, and the role of the Canadian Indigenous Languages and Literacy Development Institute (CILLDI) in reclaiming and stabilizing these languages. CILLDI was established in 1999 by a collective of language advocates and educators who saw the need for continued professional development for First Nations people as they struggled to stabilize their languages and provide effective language communities throughout Alberta and Saskatchewan. CILLDI believes that the knowledge inherent in indigenous languages and cultures and the voice of indigenous people is critical for the maintenance of linguistic and cultural diversity in Western Canada. In 2001, it offered four undergraduate courses and one graduate seminar. The paper outlines CILLDI goals; describes its development, administration, and funding; offers examples of curriculum and pedagogy; and discusses how they are contributing to the development of these languages as resources. Finally, it addresses ongoing issues and concerns. (Contains 29 references.) (SM) ED482037 Preparing Indigenous Language Advocates, Teachers, and Researchers in Western Canada. 2003-00-00 13 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes Foreign Countries Indigenous Populations Language Maintenance Maori Metaphors Native Language Instruction Native Speakers Uncommonly Taught Languages King, Jeannette Reports - Descriptive Speeches/Meeting Papers Heritage Language New Zealand New Zealand Northern Arizona Univ., Flagstaff. English This paper discusses the use of metaphors in describing relationships with indigenous languages, focusing on native and newly-fluent speakers of Maori in Aotearoa/New Zealand. Data come from interviews with male and female Maori speakers age 19-44 years who discussed their commitment to becoming fluent speakers of Maori and used a range of metaphors to explain how they perceived the language. Their images were supplemented with information from a variety of other sources, such as contemporary rhetoric, proverbs, and song. The paper discusses four principal metaphors employed in talking about the Maori language, comparing them with similar metaphors used in the Native American situation: language as a treasure, language as a journey, language as water (diving into the water), and language as sustenance (namely food) and as growth. Overall, among the relatively large group of newly fluent speakers of Maori, there was a tendency to emphasize the benefit to the individual of learning the language. These speakers did not see themselves as part of a language revitalization movement, but were learning the language for themselves. However, native speakers who were estranged from the language tended to use metaphors to emphasize the benefits for the language. (Contains 52 references.) (SM) ED482038 "'Whaia Te Reo': Pursuing the Language": How Metaphors Describe Our Relationships with Indigenous Languages. 2003-00-00 21 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes American Indian Culture American Indians Conferences Cultural Awareness Hawaiian Hawaiians Indigenous Populations Language Maintenance Uncommonly Taught Languages Yazzie, Evangeline Parsons St. Clair, Robert N. Reports - Descriptive Speeches/Meeting Papers Heritage Language Northern Arizona Univ., Flagstaff. English The co-directors of the 1998 Annual Symposium for Language Renewal and Revitalization describe how they came up with a focus and presenters for the symposium. They began by discussing their concern over the loss of indigenous languages and cultures, then decided to honor tribal elders by choosing one to represent them all as the symposium's keynote speaker. They selected a Yavapai man who was very articulate and brought with him a wealth of experience and wisdom. Another topic they discussed while planning the conference was the concept of highlighting a cultural group. They decided to recognize people from Hawaii at the conference and worked with the Department of Hawaiian and Indo-Pacific Languages at the University of Hawaii to come up with speakers, dancers, and chanters. The program booklet emphasized Hawaiian culture and also included maps, famous quotations, and cultural information from other indigenous groups. (SM) ED482039 Honoring the Elders. 2003-00-00 5 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes American Indian Languages American Indians Hearing Impairments Language Maintenance Sign Language Sociolinguistics Kelley, Walter P. McGregor, Tony L. Reports - Descriptive Speeches/Meeting Papers Keresan New Mexico Keres Pueblo (Tribe) New Mexico Northern Arizona Univ., Flagstaff. English This paper describes the use of Keresan Pueblo Indian Sign Language (KPISL) in one small, Keresan-speaking pueblo in central New Mexico, where 15 out of 650 tribal members have severe to profound hearing loss (twice the national average). KPISL did not originate for the same purposes as the Plains Indian Sign Language, (PISL) which was developed to facilitate inter-tribal communication between American Indian tribes that spoke different languages. Recently, there have been studies on what is left of PISL. Both KPISL and PISL have become endangered languages. KPISL is not much used today among the younger generation owing to their learning school English, American Sign Language, or signs that follow spoken English word order. English has now become the dominant language for many Pueblo Indians. Its use is eroding the traditions and values of the Pueblo Indian culture. As a result, KPISL may be slipping into extinction. An immediate step to record this unique language would be to develop illustrations of the signs found on the pueblo for a dictionary that can be placed in the pueblo's library and museum. (Contains 23 references.) (SM) ED482040 Keresan Pueblo Indian Sign Language. 2003-00-00 9 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes American Indian History American Indians Cultural Awareness Culturally Relevant Education Elementary Education Language Usage Local History Native Speakers Navajo Oral History Uncommonly Taught Languages Begay, Sara L. Jimmie, Mary Lockard, Louise Reports - Descriptive Speeches/Meeting Papers Northern Arizona Univ., Flagstaff. English This paper describes a collaborative project in which K-3 Navajo students used oral history interviews, archival photos, and primary documents to explore the history of their communities. Participating students attended schools that were implementing the Dine (Navajo) Language and Culture teaching perspective, which is based on the premises that education is best when it reflects a sense of place, education should be based on the philosophy and values of those being educated, and teacher preparation should reflect the Dine perspective of education. Each school had a reciprocal relationship with the community. The community helped identify themes to be explored, and the students conducting field research. Students identified proficiency in the Navajo language as a resource in conducting this research. Many respondents answered students' questions in Navajo. Navajo language place names were an important link to the history of the community, names, and stories that had lost their connection to the past in translation. This research took students outside the classroom to hear stories in the Navajo language, thus helping students understand of the need to retell the stories to share the wealth of their community for future generations. (SM) ED482041 Oral History Shares the Wealth of a Navajo Community. 2003-00-00 8 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 8/20/2004 00:25:05 RIEJUN2004 Paper presented at the Annual Stabilizing Indigenous Languages Symposium (8th, Flagstaff, AZ, June 14-16, 2001). In: Reyner, Jon, Octaviana V. Trujillo, Roberto Luis Carrasco, and Louise Lockard, Eds. Nurturing Native Languages. Flagstaff: Northern Arizona University, 2003.

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Yes American Indian Languages Creative Teaching Cultural Awareness Culturally Relevant Education Drama Elementary Secondary Education Immersion Programs Language Maintenance Native Language Instruction Navajo Teaching Methods Uncommonly Taught Languages Driskill, Qwo-Li Reports - Descriptive Speeches/Meeting Papers Northern Arizona Univ., Flagstaff. English This paper describes the use of Theatre of the Oppressed (TO), a movement of radical theater and popular education designed for communities sharing common oppression, to help First Nations people return to and stabilize their mother tongues. It suggests that for many First Nations people, relearning their languages involves confronting histories of shame and fear surrounding their mother tongues. TO enables participants to tell their stories to one another in an aesthetic and visceral manner that cuts through over-intellectualization and strikes at their emotions and spirits. It can help create social change, as it challenges assumptions of the possible and helps people imagine non-oppressive realities. The paper suggests that collectively, Native people suffer from severe posttraumatic stress disorder, which makes the use of TO very important. It concludes that because of the high population of Native people living away from their homelands, language restoration must be able to provide language resources for as many native languages as possible. Because U.S. society does not encourage multilingualism, Native Americans tend to believe they cannot learn their heritage languages (an attitude not found in other areas of the world where people pick up new languages throughout their lives). Ten tips for teaching in Navajo immersion programs are included. (Contains 11 references.) (SM) ED482042 Mothertongue: Incorporating Theatre of the Oppressed into Language Restoration Movements. 2003-00-00 12 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2020-07-23

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Yes American Indian Languages American Indians Christianity Cultural Differences Elementary Secondary Education Language Maintenance Native Language Instruction Navajo (Nation) Uncommonly Taught Languages United States History Yazzie, Evangline Parsons Reports - Research Speeches/Meeting Papers Missionaries Syncretic Literacy Northern Arizona Univ., Flagstaff. English This paper discusses the evolution of missionaries' role in U.S. settlement and education, focusing on the impact on American Indian languages. Missionaries did not know the respective cultures of the American Indian tribes they worked with, and they viewed cultures different from their own as inferior. They could not conceive of any difference between the Gospel and their own culture and could not imagine Native Americans following Christ within their tribal culture. They feared that their Indian converts would practice syncretism. The plight of many American Indians who accepted Christ was that there was no "halfway point," so if they converted, they had to wear white man's clothing, observe the Sabbath, send their children to school, and build a house. The fear of some Christian parents in regard to teaching Navajo in the schools is that as their children learn the language along with religion, their naivete and innocence will lead to syncretism. The paper presents recommendations for teaching the Navajo language. Three appendixes offer Navajo Christian parents' responses to the question, "Is the Navajo language important?"; Navajo Christian parents' objections to the teaching of Navajo in the schools; and recommendations of Navajo Christian parents for teaching Navajo in schools. (Contains 25 references.) (SM) ED482043 Missionaries and American Indian Languages. 2003-00-00 15 For full text: http://jan.ucc.nau.edu/~jar/NNL/. N/A 2004 2016-11-21

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Yes Access to Information Archives Computer Oriented Programs Conferences Exhibits Information Management Information Technology Museums Online Systems Technological Advancement World Wide Web Bearman, David, Ed. Trant, Jennifer, Ed. Collected Works - Proceedings Non-Print Media Museum Collections Museum Libraries Virtual Museums Web Site Design Archives and Museum Informatics, Pittsburgh, PA. English In this selection of papers from the conference, authors from 10 of the more than 35 countries and every continent (except Antarctica) provide discussions covering all levels of museum Web design. They brought a wide variety of experiences and backgrounds to the conference, all of which ensured new perspectives and new ideas. The meetings opened on Thursday with a plenary address, followed by a full day of sessions and two Crit Rooms. Friday featured sessions on accessibility, portals, and data interchange. This day also featured a variety of Mini-Workshops. The final day began with two groups of demonstrations that were followed by sessions on design, licensing, schools, and new technology. MW2001 ended with a closing plenary. This proceedings includes the register; schedule of workshops by leaders in the museum computing field; schedule of sessions, with links to abstracts and full text papers; a table listing speakers (identifying country, presentation title and indicating whether the paper is online); schedule of interaction sessions (Mini-Workshops and Crit Rooms), with links to abstracts of Mini-Workshops; schedule and description of demonstrations; list of exhibits with descriptions of vendors; schedule of events; "Best of the Web" awards; key dates for future meetings; links to Seattle and Puget Sound area museums and tourist information; and list of sponsors. An accompanying CD-ROM includes: a list of all the speakers at the conference and links to their abstracts, biographies, and papers (where available); an overview of the Museums and the Web 2000 conference program and links to abstracts and paper biographies; and the results of the Best of the Web 2000 conference (requires Internet connection). (AEF) ED482044 Museums and the Web 2001: Selected Papers from an International Conference (5th, Seattle, Washington, March 15-17, 2001). 2001-00-00 ISBN-1-885626-23-1 218 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217. E-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Information Technology Multimedia Materials Museums Technology Uses in Education User Needs (Information) Users (Information) Web Sites World Wide Web Bearman, David, Ed. Trant, Jennifer, Ed. Collected Works - Proceedings Non-Print Media Virtual Museums Web Site Design Electronic Resources Archives and Museum Informatics, Pittsburgh, PA. English This proceedings contains the following selected papers from the Museums and the Web 2002 international conference: "The Electronic Guidebook: Using Portable Devices and a Wireless Web-Based Network To Extend the Museum Experience" (Robert Semper, Mirjana Spasojevic); "Eavesdropping on Electronic Guidebooks: Observing Learning Resources in Shared Listening Environments" (Allison Woodruff, Paul M. Aoki, Rebecca E. Grinter, Amy Hurst, Margaret H. Szymanski, James D. Thornton); "Can You See Me? Exploring Co-Visiting Between Physical and Virtual Visitors" (Areti Galani, Matthew Chalmers); "The Museum Wearable: Real-Time Sensor-Driven Understanding of Visitors' Interests for Personalized Visually-Augmented Museum Experiences" (Flavia Sparacino); "Now That We've Found the 'Hidden Web,' What Can We Do With It? The Illinois Open Archives Initiative Metadata Harvesting Experience" (Timothy W. Cole, Joanne Kaczmarek, Paul F. Marty, Christopher J. Prom, Beth Sandore, Sarah Shreeves); "Combining the CIDOC CRM and MPEG-7 To Describe Multimedia in Museums" (Jane Hunter); "Today's Authoring Tools for Tomorrow's Semantic Web" (Andy Dingley, Paul Shabajee); "The Virtual Ramp to the Equivalent Experience in the Virtual Museum: Accessibility to Museums on the Web" (Liddy Nevile, Charles McCathieNevile); "Adding Value to Large Multimedia Collections through Annotation Technologies and Tools: Serving Communities of Interest" (Paul Shabajee, Libby Miller); "Content Management for a Content-Rich Website" (Nik Honeysett); "Here and There: Managing Multiply-Purposed Digital Assets on the Duyfken Web Site" (Marjolein Towler, Valerie Hobbs, Diarmuid Pigott); "Pyramid Power: A Train-the-Trainer Model To Increase Teacher Usage of the ArtsConnectEd On-Line Resource" (Scott Sayre, Kris Wetterlund); "Digital Primary Source Materials in the Classroom" (Nuala Bennett, Brenda Trofanenko); "Statistics, Structures & Satisfied Customers: Using Web Log Data To Improve Site Performance" (Darren Peacock); "How Do You Like To Learn? Comparing User Preferences and Visit Length of Educational Web Sites" (David T. Schaller, Steven Allison-Bunnell, Minda Borun, Margaret B. Chambers); "Evaluating The Features of Museum Websites: (The Bologna Report)" (Nicoletta Di Blas, Carolina Orsini, Maria Pia Guermandi, Paolo Panlini); "Towards Tangible Virtualities: Tangialities" (Slavko Milekic); "Making It Realtime: Exploring the Use of Optimized Realtime Environments for Historical Simulation and Education" (Chris Calef, Turlif Vilbrandt, Carl Vilbrandt, Janet Goodwin, James Goodwin); "Networked Multi-Sensory Experiences: Beyond Browsers on the Web and in the Museum" (Fabian Wagmister, Jeff Burke); "Systematically Speaking: How Do Natural History Museum Web Sites Represent Science?" (Roy Hawkey); "Hacking Culture" (Pia Vigh); and "Storytelling and the Web in South African Museums" (Katherine J. Goodnow, Yngvar Natland). Author biographies are included. An accompanying CD-ROM includes: a list of all the speakers at the conference and links to their abstracts, biographies, and papers (where available); an overview of the Museums and the Web 2002 conference program and links to abstracts and paper biographies; and the results of the Best of the Web 2002 conference (requires Internet access). Most papers contain references. (MES) ED482045 Museums and the Web 2002: Selected Papers from an International Conference (6th, Boston, Massachusetts, April 17-20, 2002). 2002-04-00 ISBN-1-885626-25-1 252 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217. Tel: 412-422-8530; Fax: 412-422-8594; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2002/. N/A 2004 2016-11-23

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Yes Archives Art Information Technology Institutional Libraries Internet Museums Program Development Special Libraries World Wide Web Bearman, David, Ed. Trant, Jennifer, Ed. Collected Works - Proceedings Non-Print Media Archives and Museum Informatics, Pittsburgh, PA. English This is the proceedings of the seventh annual Museums and the Web conference which took place March 19-22, 2003. MW2003 was the premier international venue to review the state of the Web in arts, culture, and heritage. The formal program consisted of two plenary sessions, eighteen parallel sessions, 35 museum project demonstrations, dozens of commercial exhibits, full-day and half-day pre-conference workshops, and one-hour mini-workshops combined with a day-long usability lab, a day-long design "crit room", and the Best of the Web awards. Participants were webmasters, educators, curators, librarians, designers, managers, and directors who work in museums, libraries, archives, historic sites, and the companies that support them. A contents table lists, in alphabetical order by contributor, the speaker, speaker's country, title of the paper, type (paper, workshop, demonstration, etc.), and whether the paper is online. Papers describe innovations and developments in programs, procedures and technology in museums and arts institutions including: "Integrating Databases with Maps: the Delivery of Cultural Data through TimeMap" (Ian Johnson); "Software Tools for Indigenous Knowledge Management" (Jane Hunter, Bevan Koopman, Jane Sledge); "Dublin Core: The Base For An Indigenous Culture Environment?" (Liddy Nevile, Sophie Lissonnet); "A Prototype Digital Library For 3D Collections: Tools To Capture, Model, Analyze, and Query Complex 3D Data" (Jeremy Rowe, Anshuman Razdan); "The More You Look the More You Get: Intention-based Interface using Gaze-tracking" (Slavko Milekic); "Re-assessing Practice: visual art, visually impaired people and the Web" (Caro Howell, Dan Porter); "From GUI to Gallery: A Study of Online Virtual Environments" (Stephen Lawrence Guynup); "Interfacing the Digital" (Steve Dietz); "Practicing What We Teach: How Learning Theory Can Guide Development of Online Educational Activities" (David T. Schaller, Steven Allison-Bunnell); "Evaluating the Authenticity of Egyptian Cartonnage Fragments: Educational Outreach in Search of the Truth" (Paul Marty, Kim Sheahan, Ann Lacy); "Focus your young visitors: Kids Innovation Fundamental changes in digital edutainment" (Sebastian Sauer, Stefan Gobel); "Investigating Heuristic Evaluation: A Case Study" (Kate Haley Goldman, Laura Bendoly); "New Vision, New Realities: Methodology and Mission in Developing Interactive Videoconferencing Programming" (Patricia Barbanell, John Falco, Diana Newman); "A Rolling Evaluation Gathers No Moss" (Lee Anne Burrough, Lorrie Beaumont, David Schaller, Ethalinda Cannon); "The SEE Experience: Edutainment in 3D Virtual Worlds" (Nicoletta Di Blas, Paolo Paolini, Susan Hazan); "Make Your Museum Talk: Natural Language Interfaces for Cultural Institutions" (Stefania Boiano, Giuliano Gaia, Morgana Caldarini); "Interactive Character as a Virtual Tour Guide to an Online Museum Exhibition" (Pilar de Almeida, Shigeki Yokoi); "Experiencing Art on the Web with Virtual Companions" (Ido A. Iurgel); "Using Cinematic Techniques in a Multimedia Museum Guide" (M. Zancanaro, O. Stock, I. Alfaro); "The State of the Art in Museum Handhelds in 2003" (Nancy Proctor, Chris Tellis); and "Designing Multi-Channel Web Frameworks for Cultural Tourism Applications: the MUSE Case Study" (Franca Garzotto, Tullio Salmon Cinotti, Massimiliano Pigozzi). An accompanying CD-ROM includes: a list of all the speakers at the conference and links to their abstracts, biographies, and papers (where available); an overview of the Museums and the Web 2003 conference program and links to abstracts and paper biographies; and the results of the Best of the Web 2003 conference (requires Internet connection). Author biographies are included. Most papers contain references. (AEF) ED482046 Museums and the Web 2003: Selected Papers from an International Conference (7th, Charlotte, North Carolina, March 19-22, 2003). 2003-00-00 ISBN-1-885626-27-1 260 Archives & Museum Informatics, 158 Lee Ave., Toronto, ON, M4E 2P3 Canada. Tel: 1-416-691-2516; Fax: 1-416-352-6025; e-mail: info@archimus.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2003/. N/A 2004 2020-07-23

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Yes Access to Education Accountability Change Strategies Child Care Child Care Quality Child Health Cost Effectiveness Early Childhood Education Educational Quality Mental Health Parent Role Parents as Teachers Preschool Education Preschool Teachers School Readiness State Action Statewide Planning Strategic Planning Teacher Qualifications Young Children Opinion Papers Caregiver Qualifications Infrastructure Maryland Work Sampling System (Meisels) Maryland Maryland State Dept. of Education, Baltimore. English As a result of lengthy deliberations and review of evidence-based proven practices by the Leadership in Action Program in Maryland, this action agenda details 6 goals, 25 strategies, and 106 action steps determined as most critical to ensuring that all of Maryland's children will enter school ready to learn. The action agenda was submitted to the Maryland Subcabinet for Children, Youth and Families for consideration in their deliberations concerning a 5-year school readiness strategic plan for submission to the Maryland General Assembly. The goals of the action agenda are as follows: (1) all children, birth through age 5, will have access to quality early care and education programs that meet families needs, including full-day options; (2) parents of young children will succeed in their role as their child's first teacher; (3) children, birth through age 5, and their families will receive necessary income support benefits and health and mental health care to ensure they arrive at school with healthy minds and bodies; (4) all early care and education staff will be appropriately trained in promoting and understanding school readiness; (5) all Maryland citizens will understand the value of quality early care and education as the means to achieve school readiness; and (6) Maryland will have an infrastructure that promotes, sufficiently funds, and holds accountable its school readiness efforts. Strategies in the action agenda range from those that are easily implemented to those requiring a large investment of funds, time, and energy and build upon efforts already underway to improve school readiness. Following introductory remarks, the action agenda provides a rationale for a school readiness focus, describes current school readiness levels based on Work Sampling System data, considers explanations for findings that only 49 percent of Maryland students enter kindergarten prepared, and delineates efforts to support families with young children and improve early care and education. Implementation of the action agenda is proposed to reach the target of 75 percent of kindergartners assessed as fully ready in the 2006-07 school year. Goals, strategies, and action steps are presented in tabular format, with level of monetary investment, degree of difficulty, and proposed timeframe indicated for each action step. A glossary of relevant terms and a cost of bad outcomes analysis are appended. (Contains 22 footnotes.) (KB) ED482047 Achieving School Readiness: A 5-Year Action Agenda for Maryland. Presented to the Subcabinet for Children, Youth and Families by the Leadership in Action Program. 2002-10-30 Annie E. Casey Foundation, Baltimore, MD. Community Parents Policymakers 36 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://mdk12.org. For full text: http://mdk12.org/instruction/ensure/readiness/pdfs/lap_report.pdf. N/A 2004 2016-11-21

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No Child Rearing Depression (Psychology) Emotional Adjustment Individual Development Modeling (Psychology) Mothers Motivation Multilingual Materials One Parent Family Parent Child Relationship Parent Role Rewards Story Telling Television Viewing Wolkoff, Sandra, Ed. Schwartzberg, Neala S., Ed. Collected Works - Serials Multilingual/Bilingual Materials ISSN-0887-0365 North Shore Child and Family Guidance Center, Roslyn Heights, NY. Lindner Early Childhood Training Inst. English Spanish This document consists of 10 monthly newsletter issues, in English- and Spanish-language versions, exploring topics related to early childhood behavior and parenting. Regularly appearing features include book recommendations, "Library Resources,""Preschoolers in the Kitchen,""Kids Crafts,""Research News," and "The Health Corner." Major topics of the newsletter issues are as follows: (1) cultivating children's strengths (January); (2) parents as role models (February); (3) postpartum depression (March); (4) answering children's "big" questions about life (April); (5) single parenting (May); (6) how babies change couples (June); (7) the family stories we tell our children (July/August); (8) the use and misuse of rewards to motivate children (September); (9) developing healthy television viewing habits (October); and (10) helping children deal with disappointments (November/December). (HTH) ED482048 Parent and Preschooler Newsletter: A Monthly Exploration of Early Childhood Topics, 2003. Parent and Preschooler Newsletter: A Monthly Exploration of Early Childhood Topics v17 N1-10 Jan-Nov/Dec 2003 2003-00-00 120 North Shore Child and Family Guidance Center, The Parent and Preschooler Newsletter, 480 Old Westbury Road, Roslyn Heights, NY 11577-2215 (English Edition, $32 for 1-year subscription; English/Spanish Edition, $52 for 1-year subscription). Tel: 800-595-9365 (Toll Free); Tel: 516-626-1971; Fax: 516-626-8043; Web site: http://www.northshorechildguidance.org. N/A 2004 8/20/2004 00:25:22 RIEJUN2004 For 2002 newsletters, see ED 472 192. Published 10 times per year.

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Yes Adults Cognitive Development Developmentally Appropriate Practices Listening Mathematics Skills Music Music Education Reading Skills Research Problems Rhythm (Music) Spatial Ability Transfer of Training Young Children Rauscher, Frances H. ERIC Publications ERIC Digests in Full Text Mozart Effect ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. Spanish Several studies have examined the effects of music instruction on children's abilities in other disciplines. Other studies have explored the effects of listening to music on adults' spatial abilities. Noting that these two sets of findings have been confused, leading to claims that listening to music can improve children's academic abilities, this Spanish-language Digest evaluates these claims and discusses the evidence regarding effects of music "instruction" on children's abilities. The Digest examines the so-called "Mozart Effect," noting that the effects of listening to music were studied only in adults, lasted only a few minutes, and were found only for spatial-temporal reasoning, but were nevertheless misinterpreted to mean that listening to music could make children"smarter." The Digest then reviews studies on the effects of music instruction, as opposed to simply listening, on children's spatial-temporal ability, mathematics ability, and reading ability. The research suggests that music may act as a catalyst for cognitive abilities in other disciplines, and the relationship between music and spatial-temporal reasoning is particularly compelling. The Digest cautions, however, that several concerns remain unaddressed: little is known regarding exact aspects of music instruction that contribute to the transfer effects; further longitudinal studies are needed to determine the duration of these effects; currently available tests of reading and math achievement may not be sufficiently sensitive to the complexity of language and mathematical learning potentially affected by music instruction. Care must be taken to ensure that scientific goals do not displace developmentally appropriate music instruction. (HTH) ED482049 Puede afectar la instruccion en musica el desarrollo cognitivo de los ninos? ERIC Digest. (Can Music Instruction Affect Children's Cognitive Development? ERIC Digest). 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 5 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/rauscher03s.html. N/A 2004 2016-11-21

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Yes Emotional Development Music Education School Readiness Stress Variables Young Children Preece, Laurel, Ed. Collected Works - Serials ERIC Publications ERIC Clearinghouse on Elementary Early Child Edu Mozart Effect ISSN-1093-5746 ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English This document consists of the two 2003 issues of the newsletter of the ERIC Clearinghouse on Elementary and Early Childhood Education (ERIC/EECE). Each issue contains a feature article and one or more short articles on topics related to early childhood education, calls for papers, announcements about Internet resources, news items about and list of publications from ERIC/EECE, and articles from the Adjunct ERIC Clearinghouse on Child Care. The feature articles are: "Stress and Young Children" (Jan Jewett and Karen Peterson) (Spring) and "ERIC/EECE Closes" (Fall). The Fall issue also excerpts from two ERIC digests: "The Mozart Effect: Myth or Reality?" (Frances H. Rauscher) and "Young Children's Emotional Development and School Readiness" (C. Cybele Raver). A brief article on early childhood terminology (Ron Banks) concludes this issue. (HTH) ED482050 ERIC/EECE Newsletter, 2003. ERIC/EECE Newsletter v15 n1-2 Spr-Fall 2003 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 12 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/eece-nl.html. N/A 2004 2016-11-21

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Yes Academic Achievement Child Development Emergent Literacy Emotional Adjustment Fathers Parent Attitudes Parent Child Relationship Parent Influence Parent Participation Parent Role Parent School Relationship Parenting Skills Preschool Education Young Children Gadsden, Vivian Ray, Aisha ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English Noting that our ability to incorporate the cultural strengths and the distinctive ways that families, specifically fathers, contribute to educational accomplishments of preschool children is severely constrained by major gaps and inadequacy in the research literature, this Digest explores what is known about the role of fathers in young children's academic achievement and early literacy. Among the research discussed is a critical review of research on father involvement in childrens education and schooling that concluded that fathers' participation in literacy activities, the barriers that parents face as a result of low literacy, and their perceptions of the role that they can play in their children's literacy development may affect children's preparedness for school. The Digest discusses research that examines the extent to which fathers are involved with their children's schools, and points out that even when fathers have limited schooling, their involvement in children's schools and school lives is a powerful factor in children's academic achievement. The Digest also points out that children's development of early literacy begins at birth and relies on a range of environmental stimuli, and that fathers can ensure that their children are exposed to the best environmental stimuli by participating at home and in early childhood education settings. The Digest concludes with suggestions for ways that early childhood educators can introduce fathers to approaches that provide opportunities for children to scribble and write, learn new vocabulary, identify letters and important words such as their names, and utilize relevant print within and outside the household. (LPP) ED482051 Fathers' Role in Children's Academic Achievement and Early Literacy. ERIC Digest. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Parents Practitioners Teachers 5 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 800-583-4135 (Toll Free); Tel: 217-333-1386; Fax: 217-333-3767; e-mail: ericeece@uiuc.edu; Web site: http://ericeece.org. For full text: http://ericeece.org/pubs/digests/2003/gadsden03.html. N/A 2004 2016-11-21

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No College Students Financial Support Foreign Countries Full Time Equivalency Higher Education National Surveys Guides - Non-Classroom England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This document asks institutions of higher education in England to complete the annual survey on full-time equivalent student load on recognized higher education courses. The data will give an early indication of the number of higher education students studying in the academic year 2003-2004. It will enable the Higher Education Funding Council for England to monitor the achievement of the funding agreement targets for 3003-3004, and, with data supplied to the Higher Education Statistics Agency, it will inform the allocation of teaching funds for 2004-2005. This document provides guidance for completing the survey, definitions used in the survey, and examples of the survey tables, which are distributed electronically. Responses are requested online by December 2003. Twenty annexes contain additional detailed information for sections of the survey. (SLD) ED482052 HESES03: Higher Education Students Early Statistics Survey, 2003-04. 2003-00-00 331 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes College Students Enrollment Higher Education Institutional Characteristics Private Colleges Numerical/Quantitative Data Reports - Descriptive Ohio Ohio Association of Independent Colleges and Universities of Ohio, Columbus. English This "Fact File" provides information about the independent colleges and universities in Ohio. Student enrollments at Ohio's independent colleges and universities range from under 200 to more than 10,000, with an average enrollment of 2,370. In fall, 1999, the institutions that are members of the Association of Independent Colleges and Universities of Ohio enrolled a total of 118,503 students. For 14 consecutive years, enrollment among Ohio's independent colleges and universities has grown. Among the 50 states, Ohio ranks sixth in private college enrollment, and 22% of all students attending college in Ohio attended private institutions. The report also provides information on nontraditional students in Ohio. (Contains 17 figures and 4 tables.) (SLD) ED482053 Association of Independent Colleges and Universities of Ohio 2000-2001 Fact File. 2001-00-00 25 N/A 2004 2016-11-23

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No Academic Advising College Faculty Delivery Systems Evaluation Methods Higher Education Resources Training Kramer, Gary L., Ed. Books Collected Works - General Guides - Non-Classroom English This collection explores faculty advising as a potential contributor to student college success and provides information on how to organize, deliver, and improve overall faculty advising in the current higher education climate. The chapters are: (1) "Advising as Teaching" (Gary L. Kramer); (2) "Faculty Advising: Practice and Promise" (Wesley R. Habley); (3) "The Importance of Faculty Advising: A CEO and CAO Perspective" (Robert E. Glennen); (4) "Expectations and Training of Faculty Advisors" (Faye Vowell and Phillip J. Farren); (5) "The Role of Evaluation and Reward in Faculty Advising" (Victoria A. McGillin); (6) "Organizational Models and Delivery Systems for Faculty Advising" (Margaret C. King); (7) "Managing and Leading Faculty Advising To Promote Success" (David H. Goldenberg and Steve B. Permuth); (8) "Resources To Improve Faculty Advising on Campus" (Betsy McCalla-Wriggins); (9) "Outstanding Faculty Advising Programs: Strategies That Work" (Franklin P. Wilbur); (10) "Evolution and Examination: Philosophical and Cultural Foundations for Faculty Advising" (Susan H. Frost and Karen E. Brown-Wheeler); (11) "Practical Legal Concepts for Faculty Advising" (Wesley R. Habley); and (12) "Faculty Advising and Technology" (Eric R. White and Michael J. Leonard). (Contains 212 references.) (SLD) ED482054 Faculty Advising Examined: Enhancing the Potential of College Faculty as Advisors. 2003-00-00 ISBN-1-882982-63-0 Practitioners Teachers 100 Anker Publishing, Inc., P.O. Box 2247, Williston, VT 05495-2247 ($39.95). Tel: 877-212-3838 (Toll Free); Fax: 802-864-7626; Web site: http://www.amkerpub.com. N/A 2004 8/20/2004 00:25:33 RIEJUN2004

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Yes Enrollment Higher Education Institutional Characteristics Minority Groups Private Colleges Racial Composition Student Financial Aid Reports - Descriptive Ohio Ohio Association of Independent Colleges and Universities of Ohio, Columbus. English This document updates the 2002-2003 "Fact File," which provided information about the independent colleges and universities in Ohio. It contains the most current facts about the 52 institutions that are members of the Association of Independent Colleges and Universities of Ohio (AICUO). Independent institutions of higher education in Ohio have experienced 17 consecutive years of enrollment growth. Students are attracted to these institutions because of the personal attention they receive; the average student to faculty ratio is 14.9 to 1. Students attending independent colleges in Ohio are successful. Nearly 81% of freshmen return for their sophomore years. Figures present information about enrollment, degrees conferred, minority success, tuition and financial aid, the Ohio Student Choice Grant, and Ohio Instructional Grants. A chart lists institutions responding to the survey on which the report is based. (SLD) ED482055 Fact File Update, 2003-04. 2003-09-00 7 For full text: http://www.aicuo.edu/fact_file.pdf. N/A 2004 2016-11-21

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Yes Foreign Countries Higher Education International Cooperation Research Research Needs Research Opportunities Collected Works - Proceedings Reports - Descriptive Canada United States Canada United States Association of Universities and Colleges of Canada, Ottawa (Ontario). English This report contains a synthesis of key themes and issues discussed within each question posed to panel members at a roundtable on the changing Canadian research landscape. The keynote address, "Knowledge, Innovation and International Cooperation: The Sisyphus Challenge," by Francisco Sagasti, is presented in its entirety. Canadian researchers involved in research in the South find that the uncertainty of the policy environment and the instability in resource availability often disrupt research and development initiatives. The report then summarizes the conversations in panel sessions: (1) "The Opportunity and the challenges of North-South Collaboration"; (2) "Operational Issues"; and (3) "Outside Perspectives." Among the ideas and issues that emerged were the concept of"research diplomacy" as a potential new dimension of Canadian foreign policy. It must be recognized at the national policy level and at individual Canadian universities that Canada's national interest is served through collaboration with Southern researchers. Any approach for increased collaboration must recognize the complexity and heterogeneity of Southern partners in terms of research capacity, strengths, and development needs. Three appendixes contain background information, a summary of campus-level roundtables on the internationalization of Canadian research, and a list of roundtable participants. (SLD) ED482056 Research without (Southern) Borders: The Changing Canadian Research Landscape. A National Roundtable on New Directions in International Research in Canada (Ottawa, Ontario, Canada, May 22-23, 2003). Final Report. 2003-05-22 International Development Research Centre, Ottawa (Ontario). ISBN-0-88876-221-6 72 Publications and Communications Division, Association of Colleges and Universities of Canada, 350 Albert Street, Suite 600, Ottawa ON K1R 1B1. Tel: 613-563-3961, ext. 205; Fax: 613-563-9745. Web site: http://www.aucc.ca/publications/aucepubs/aucepubs_e.html. N/A 2004 2016-11-21

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Yes Educational Trends Federal Aid Higher Education State Aid Student Costs Student Financial Aid Student Loan Programs Tables (Data) Trend Analysis Work Study Programs Baum, Sandy Payea, Kathleen Reports - Descriptive College Board, New York, NY. English This report presents annual data on the amount of financial assistance--grants, loans, and work-study--available to students to help pay for postsecondary education. The College Board began this data series in 1983 to track the value of financial aid over time from federal, state, and institutional sources. The report also contains information on federal education tax credits and unsubsidized loans to students. Students received more than $105 billion in financial aid for undergraduate and graduate study in 2002-2003, an increase of 12% after adjusting for inflation. Grant aid grew by 10% in real terms, while education loan volume rose by 14%. Grant aid per full-time equivalent (FTE) grew 9% in constant dollars, compared to a 13% increase in loans per FTE. Part of the increase is an increase in enrollment, but aid itself has increased. Aid from every source has more than doubled in constant dollars over the decade. Federal aid increased 120% in real terms, compared to 107% for state grants and 122% for institutional grant aid. In 2002-2003, loans constituted 54% of total aid; grants, 40%; work, 1%; and education tax credits, 5%. The federal government provides more than $70 billion in student aid during 2002-2003. Of this loans represented 69%, down from 78% in 1997-1998, but higher than the 64% a decade ago. More detailed information is presented about federal direct loan programs, parent loans, nonfederal loans, Pell grants, state programs, and institutional aid. The affordability gap and the distinction between need-based and nonneed-based aid are discussed. Four appendixes present supplemental data in table form. (Contains 15 tables and 12 figures.) (SLD) ED482057 Trends in Student Aid, 2003. 2003-00-00 25 College Board Publications, Box 886, New York, NY 10101-0886 ($15 plus $4 postage and handling). Tel: 800-323-7155 (Toll Free); Web site: http://www.collegeboard.com. N/A 2004 8/20/2004 00:25:39 RIEJUN2004 For the 2002 report, see ED 474 374.

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No Futures (of Society) Government Role Higher Education Labor Force Development Labor Needs Learning Skill Development Reports - Descriptive Business-Higher Education Forum, Washington, DC. American Council on Education, Washington, DC. English This report discusses the challenges of preparing a nation of learners to address the skills deficit for high-performing jobs and innovations in the future. A nation of learners is one that effectively and efficiently helps students achieve proficiency in the basic, lifelong skills, and also provides ongoing education and training tailored to individual and workplace needs. To increase the effectiveness of learning, educators must provide more engaging relevant content targeted to individual styles of learning and needs. The Business-Higher Education Forum (BHEF) recommends a bold new commitment to the U.S. learning future through the creation of a Presidential Commission on Learning. This high-level commission can enable the country to meet the needs of a new generation of learners, unlock the learning potential of each student, and ensure the competitive future of the United States. The BHEF urges policy makers to steer the United States into a new era of learning by taking several specific and critical steps in two key areas: developing new leadership and vision and focusing on learning redesign and dissemination. New regional innovation centers for learning redesign also should be created to develop best practices, disseminate learning solutions, help with the redesign of education, and underscore the role of technology. (SLD) ED482058 Building a Nation of Learners: The Need for Changes in Teaching and Learning To Meet Global Challenges. 2003-00-00 39 ACE Fulfillment Service, Department 191, Washington, DC 20055-0191 (Item no. 309521, $15 plus $6.95 shipping and handling). Tel: 301-632-6757; Fax: 301-843-0159. For full text: http://www.acenet.edu/bookstore. N/A 2004 8/20/2004 00:25:41 RIEJUN2004

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Yes Accountability College Preparation Higher Education Program Development Program Improvement Tierney, William G. Colyar, Julia E. Corwin, Zoe B. Reports - Descriptive English This monograph discusses the specific components that might be used to improve the college-going rates of low-income urban youth when they participate in "college preparation programs" that supplement or complement what takes place in school. Many people have ideas about helping youth, but not all approaches are equally successful. College preparation programs cannot be blamed for continuing disparities in educational achievement nor viewed as a cure-all for educational inequity. This monograph considers the program components that are most likely to improve educational achievement for underrepresented students and discusses nine key components: (1) a rigorous academic curriculum; (2) academic, college, and career counseling; (3) cocurricular activities; (4) incorporation of students' cultures; (5) family and community engagement; (6) peer support; (7) mentoring; (8) timing of interventions; and (9) funding priorities. (SLD) ED482059 Preparing for College: Building Expectations, Changing Realities. 2003-00-00 29 For full text: http://www.usc.edu/dept/chepa. N/A 2004 8/20/2004 00:25:43 RIEJUN2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA).

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Yes Administrators College Faculty Futures (of Society) Governance Higher Education Teacher Role Teacher Surveys Tierney, William G. Minor, James T. Reports - Research English This report is designed to help policymakers, administrators, faculty, and researchers address the challenges of institutional governance by providing empirical data on the current role of faculty in institutional governance. It presents the results of a survey of more than 2,000 faculty and provosts across the United States (response rate of 53%) that addressed the way faculty participate in governance, the degree and effectiveness of that participation, and faculty attitudes toward it. Findings show that governance bodies, known as faculty senates, exist in most of the surveyed institutions, with only 13% of schools not having a faculty senate or the equivalent. Not all respondents believe that their senate provides a significant means of faculty participation. At doctoral schools, three other venues were considered more important than senates for shared decision making: academic departments, standing committees, and ad-hoc committees. Findings show widespread dissatisfaction with faculty senates, although faculty do have strong influence in several areas, including undergraduate curriculum, general standards of proportion and tenure, and standards for evaluating teaching. While the concept of shared governance is widely values, there is disagreement about what shared governance means. However, most respondents considered levels of campus trust to be adequate, and most felt there is sufficient communication between the faculty and administrators. Institutions with collective bargaining did not report significant differences with regard to the importance placed on shared governance or the levels of trust between faculty and administration. (Contains 18 references.) (SLD) ED482060 Challenges for Governance: A National Report. 2003-00-00 25 For full text: http://www.usc.edu/dept/chepa. N/A 2004 8/20/2004 00:25:47 RIEJUN2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA).

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Yes Decision Making Governance Higher Education State Legislation Hearn, James C. McLendon, Michael K. Gilchrist, Leigh Z. Information Analyses Open Meetings Sunshine Laws English State open-meetings and records laws, often colloquially termed "sunshine laws," affect public higher education systems in numerous ways. Perhaps most visibly, the laws shape the governance activities of institutional boards and high-level campus leaders. Since their beginnings in the 1970s and 1908s, the laws have become an institutionalized element in public higher-education governance in most states. Unfortunately, however, the laws have only rarely been investigated systematically. This study begins an ongoing examination of sunshine laws with a review of the existing literature. Researchers are beginning an analysis of the current status of these laws using data from six selected cases plus data from a recent national governance survey. Data gathering is not complete; this paper reports on the literature review and discusses the characteristics, dimensions, and variations of the laws currently in place. It considers aspects of the laws deemed harmful or beneficial to effective governance, and describes several potential challenges to the laws. The paper concludes with cautions regarding the complexity of ascertaining the laws' benefits, costs, and ultimate effects. An appendix describes the ongoing study. (Contains 52 references.) (Author/SLD) ED482061 Governing in the Sunshine: The Impact of State Open-Meetings and Record Laws on Decision-Making in Higher Education. 2003-07-00 Association of Governing Boards of Universities and Colleges, Washington, DC. 32 N/A 2004 2016-11-21

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Yes Governance Higher Education Institutional Autonomy Political Influences Power Structure Leslie, David Opinion Papers Speeches/Meeting Papers English This paper draws on four perspectives on power and its exercise in organizations to analyze the practice of governing colleges and universities. The exploration uses political theories (particularly those assessing the legitimacy and effectiveness of stable political entities), leadership studies, analyses of how formal and informal organizations interact in the management of conflict, and analyses of the tension between bureaucratic and professional authority. The argument proposes that the processes of governing provide more useful data than structures of governance in understanding how college and university organizations manage conflict. It is concluded that power, conceptualized more in Jeffersonian than Machiavellian terms, can form the central theme of a way to govern academic institutions, and has a far better chance of succeeding than any particular structural form. (Contains 34 references.) (Author/SLD) ED482062 "Governance" or "Governing"? 2003-00-00 35 N/A 2004 8/20/2004 00:25:52 RIEJUN2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA). Paper presented to the Governance Roundtable (Santa Fe, NM, June 2003).

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Yes Capitalism College Faculty Democracy Educational Administration Educational Change Governance Higher Education Teacher Role Rhoades, Gary Opinion Papers Speeches/Meeting Papers Shared Responsibility Model English Patterns of governance in U.S. higher education are being shaped by patterns of academic capitalism in a new economy. The past 30 years have seen a shift from an academy shaped by an "academic revolution" to one shaped by a "managerial revolution" of increasingly powerful strategic academic managers. The structure of the academy has changed, and is increasingly being defined economically as "academic capitalism." This paper elaborates on the implications of capitalism, academic style, for governance in contemporary U.S. colleges and universities. The discussion is organized around the basic themes that capitalism is (1) a mode of management; (2) a mode of production; and (3) a cultural system. Each of these themes is developed with regard to structures and patterns of governance in higher education. For each of the three themes, the paper discusses responses to the challenges in the form of mechanisms that build on and modify the shared governance model of the American Association of University Professors. (Contains 78 references.) (Author/SLD) ED482063 Democracy and Capitalism, Academic Style: Governance in Contemporary Higher Education. 2003-00-00 49 N/A 2004 2016-11-21

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Yes College Faculty Efficiency Governance Higher Education Institutional Mission Teacher Role Birnbaum, Robert Opinion Papers English This paper argues that governance and institutional purpose are related, and that proposals to make governance more efficient by reducing or limiting the faculty role in shared governance are more likely to diminish institutional effectiveness. The rationalization of governance would not only reduce faculty trust and cooperation, delegitimize the governance process, and weaken internal processes of social regulation, it would also alter the missions of academic institutions. These institutions are best served by backward looking processes rooted in culture than by forward-looking processes based on rational choice. (Contains 41 references.) (Author/SLD) ED482064 The End of Shared Governance: Looking ahead or Looking back. 2002-00-00 32 N/A 2004 8/20/2004 00:25:56 RIEJUL2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA).

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Yes College Admission Decision Making Dismissal (Personnel) Educational Policy Foreign Students Higher Education Immigration Policy Formation Resource Allocation Test Results Olivas, Michael A. Reports - Descriptive Speeches/Meeting Papers English Richard Delgado and Jean Stefanic have examined a series of legal decisions they consider to be "serious moral errors,""embarrassingly inhumane decisions," and "moral abominations." Departing from their exploration of bad judicial decision making, this paper points out some examples of bad decision making in higher education. It identifies four examples of bas educational policy making and discusses why each is bad. The first is legacy or alumni preference admissions, a policy that is unfair, especially to minority students. The second is tying state appropriations to test scores. The third is program discontinuance as a way to get rid of faculty members. A fourth is playing immigration "cop," and making determinations about a student's right to be in the United States. (Contains 29 references.) (SLD) ED482065 Governing Badly: Theory and Practice of Bad Ideas in College Decisionmaking. 2002-00-00 32 N/A 2004 8/20/2004 00:25:58 RIEJUL2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA). Paper presented to the Governance Roundtable (Santa Fe, NM, June 2003).

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Yes College Preparation Financial Support High School Students High Schools Higher Education Program Improvement Guides - Non-Classroom English On March 28, 2003 the U.S. Department of Education (ED) issued a report titled "Race-Neutral Alternatives in Postsecondary Education: Innovative Approaches to Diversity." The purpose of this report is to describe a number of race-neutral approaches that postsecondary institutions across the United States are using. This staff assessment by the U.S. Commission on Civil Rights examines "Race-Neutral Alternatives" in light of the Commission's prior analyses, findings, and conclusions. ED stated that the "Race-Neutral Alternatives" document consisted of program descriptions, rather than best practices examples, and the report provides no criteria on which the programs are judged. The most the document can do is list programs that might work; it does not in fact provide alternatives. The greatest weakness of the report is that it ignores the growing body of research that challenges assertions that some of the programs are viable substitutes for affirmative action. (Contains 50 endnotes.) (SLD) ED482066 Making the Grade in College Prep: A Guide for Improving College Preparation Programs. 2002-00-00 24 Center for Higher Education Policy Analysis, University of Southern California, Rossier School of Education, WPH 701, Los Angeles, CA 90089-0031 ($10). Tel: 213-740-7218; Fax: 213-740-3889. For full text: http://www.usc.edu/dept/chepa. N/A 2004 8/20/2004 00:26:01 RIEJUL2004 Prepared by the Center for Higher Education Policy Analysis (Los Angeles, CA).

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Yes Admission Criteria Affirmative Action Class Rank College Admission Equal Education Higher Education Racial Integration Book/Product Reviews Commission on Civil Rights, Washington, DC. English On March 28, 2003 the U.S. Department of Education (ED) issued a report titled "Race-Neutral Alternatives in Postsecondary Education: Innovative Approaches to Diversity." The purpose of this report is to describe a number of race-neutral approaches that postsecondary institutions across the United States are using. This staff assessment by the U.S. Commission on Civil Rights examines "Race-Neutral Alternatives" in light of the Commission's prior analyses, findings, and conclusions. ED stated that the "Race-Neutral Alternatives" document consisted of program descriptions, rather than best practices examples, and the report provides no criteria on which the programs are judged. The most the document can do is list programs that might work; it does not in fact provide alternatives. The greatest weakness of the report is that it ignores the growing body of research that challenges assertions that some of the programs are viable substitutes for affirmative action. (Contains 50 endnotes.) (SLD) ED482067 The U.S. Department of Education's "Race-Neutral Alternatives in Postsecondary Education: Innovative Approaches to Diversity"--Are They Viable Substitutes for Affirmative Action? 2003-05-00 13 N/A 2004 8/20/2004 00:26:03 RIEJUL2004

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Yes Educational History Foreign Countries Higher Education Social Change Status Sabina, Elvira Martin Information Analyses Speeches/Meeting Papers Cuba Cuba English This paper reviews the development of higher education in Cuba and its current status. Current educational development in Cuba is the result of more than four decades of sustained social and political endeavor. Three main features of this development have been identified. The first is the absolute commitment of the state to the educational project. The second is the active participation and decisive involvement of the population in the educational actions that were made in this period, and the third is the capacity for change of the national system of education to provide the best responses to the socioeconomic needs and demands of society. Cuban education is quite different from the rest of Latin American and Caribbean systems, both in the high enrollment at elementary and secondary levels and the high quality of primary and secondary education. Higher education in Cuba is moving from a concept of the university towards the community to one of the university in the community. Higher education is not the solution to all social problems, but it can be a vital part of building a society of greater social equity and justice. (SLD) ED482068 Higher Education in Cuba in the 2000s: Past and Future. 2003-02-00 9 N/A 2004 2016-11-21

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Yes College Faculty Faculty Workload Higher Education Teacher Characteristics MacFarland, Thomas W. Reports - Evaluative Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English Because the faculty has such a critical role in the accreditation process and to support management of human and physical resources, Nova Southeastern University has created a systematic information reporting process on faculty teaching activities. Each Center completed a matrix, the data from which are the basis of this report. This report summarizes information from the fall 1998 faculty matrix. A set of eight tables attached to the report highlights the fall 1998 faculty. Overall, the university employed a faculty of 1,421, included 22 full-time faculty who did not have assigned courses during the term. Approximately 39% of all faculty were full-time employees and the remaining 61% were employed on a part-time basis. Full-time employees of the university taught 50.8% of all fall 1998 course sections. Findings also show that approximately two-thirds of all faculty received their highest degree since 1980 and approximately 5% received their highest degree before 1970. Twenty-seven percent of the faculty had earned their highest degree at Nova Southeastern University. (SLD) ED482069 An Analysis of Nova Southeastern University's Fall Term 1998 Faculty Matrix. 1999-08-00 35 N/A 2004 2016-11-21

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Yes College Students Higher Education Place of Residence Residential Patterns MacFarland, Thomas W. Reports - Research Nova Southeastern University FL Nova Southeastern Univ., Ft. Lauderdale, FL. Research and Planning. English This report was prepared to provide a comprehensive summary of permanent residence and place of class attendance statistics for calendar year 1998 for Nova Southeastern University, Florida. Data were gained from the Universitys Student Information System. In 1998, 73% of all students were permanent residents of Florida, and 42% were permanent residents of the tri-county South Florida area (Broward, Miami-Dade, and Palm Beach counties). Thirty-one percent were permanent residents of other Florida counties, and 27% of all students were permanent residents of other states or countries. Eighty-two percent of all students attended class in Florida, with 68 % in the tri-county area. Fourteen percent attended class in other Florida counties. Eighteen percent attended class in another state or at an unidentified location. Four percent attended class at international locations. Data are presented in nine tables. (SLD) ED482070 Place of Class Attendance and Permanent Residence of Nova Southeastern University Students during Calendar Year 1998. 1999-02-00 30 N/A 2004 2016-11-21

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Yes Assignments Computer Assisted Instruction Curriculum Development Elementary Secondary Education Exhibits Experiential Learning Grade 6 Instructional Innovation Museums Web Sites World Wide Web Adams, Carrie Cole, Traci DePaolo, Christina Edwards, Susan Reports - Descriptive Speeches/Meeting Papers Art Museums Curators Museum Collections Virtual Museums English The Seattle Art Museum's (SAM's) My Art Gallery Web site was born out of an actual experiment in the galleries of the museum itself. The project was called "Growing Up With Art" and was funded by a four-year grant from the Pew Charitable Trusts. SAM invited sixth-grade classes from local schools into the museum to curate two exhibitions using the museum's permanent collection. It was a project requiring collaboration from many corners of the institution--curators, educators, and registrars--as well as teachers and students in the public schools. Achieving an actual exhibition in the museum's galleries after only a ten-week lesson was an ambitious goal. Educators and a curatorial associate developed lessons for the students that would take them step by step through a "curatorial process." This process was designed to incorporate key elements of a curator's exhibition-development process and to tie into a sixth-grade curriculum as well as Washington State learning objectives. This paper explores the transformation of classroom curriculum into an engaging, Web-friendly, interactive experience, pointing out the Web-management and structural-design challenges that were faced to achieve this goal. Similar to the program that resulted in the physical exhibitions, the Web site project was ambitious; it required museum staff to work collaboratively and face new issues that were pushed to the forefront by this medium. Includes 11 illustrations. (Author/AEF) ED482071 Bringing the Curatorial Process to the Web. 2001-00-00 17 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Art Culture Design Preferences Designers Multimedia Materials User Needs (Information) World Wide Web Vergo, John Karat, Clare-Marie Karat, John Pinhanez, Claudio Arora, Renee Cofino, Thomas Riecken, Doug Podlaseck, Mark Reports - Research Speeches/Meeting Papers Streaming Video Video Technology Web Site Design English This paper summarizes a 10-month long research project conducted at the IBM T.J. Watson Research Center aimed at developing the design concept of a multi-institutional art and culture web site. The work followed a user-centered design (UCD) approach, where interaction with prototypes and feedback from potential users of the web site were sought throughout all the phases of the design process. In the first phase of the research, interviews were conducted with museum curators, questionnaires were issued to brick and mortar museum visitors, on-line surveys with users of museum web sites were performed, focus groups were run, and usability walk-throughs of best-of-breed museum web sites and of new web site design ideas. Results showed a surprisingly strong interest in streaming multimedia, TV-like experiences where users watched experts and artists talk about art and culture, augmented by links to additional and in-depth information. Such a design strategy was clearly favored by subjects over more interactive experiences, such as chat rooms, information search systems, or user curated tours. In other words, when users go to a web site of arts and culture looking for entertaining and educational content, they seem to be less interested in clicking to find information than in watching people, especially experts and celebrities, present and discuss artistic works from their perspective. Based on the results of the first phase, a prototype of a web site was developed based on the concept of "tours"--5-10 minute streaming multimedia experiences led by experts and artists and accessible by users with normal telephone connections. The tours resemble a slide show enhanced by narration, music, occasional video clips, and hot spots for extra information. Two pilot tours were fully produced and tested with users who reported great satisfaction with the tours in terms of their entertainment, engagement, and educational values. It was also observed that the most satisfied users were those who interacted and explored the least during a tour. (Author/AEF) ED482072 "Less Clicking, More Watching": Results from the User-Centered Design of a Multi-Institutional Web Site for Art and Culture. 2001-00-00 13 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Cooperative Programs Design Disabilities Internet Museums Web Sites Anable, Susan Alonzo, Adam Reports - Descriptive Speeches/Meeting Papers Web Site Design Access to Facilities Virtual Museums English Like other public institutions, museums strive to make their facilities accessible to people with disabilities, yet these same patrons may be hindered in their use of museum Web sites by electronic accessibility barriers. This presentation demonstrates that access was a primary design factor in the Virtual Museum Tour, part of the Web site of The Dayton Art Institute. Developed in collaboration with Wright State University (Ohio),planners of the Virtual Museum Tour faced the challenge of making a variety of Internet technologies accessible to people with visual or hearing impairment or mobility limitations. By adopting a set of Web accessibility guidelines and utilizing them in creative ways, the Virtual Museum Tour provides an enlightening art experience for all visitors. Includes seven figures. (Author) ED482073 Accessibility Techniques for Museum Web Sites. 2001-00-00 14 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Design Preferences Evaluation Foreign Countries Heuristics Museums Use Studies User Needs (Information) Web Sites World Wide Web Harms, Ilse Schweibenz, Werner Reports - Research Speeches/Meeting Papers West Germany (Saarland) West Germany English This paper presents a research project conducted by the Department of Information Science in cooperation with the Saarland Museum, the art museum of the Federal State of Saarland, Germany. The study had two aims. The first was to evaluate some methods of usability engineering for the Web, and the second was to evaluate the usability of the Saarland Museum's Web site and improve it. The applied usability engineering methods were an expert-judgment-focused evaluation using heuristic evaluation with the Heuristics for Web Communication and a user-focused evaluation conducting a laboratory test with actual users and the thinking-aloud method. The combination of heuristic evaluation and laboratory testing provided interesting results. The heuristic evaluation detected a vast number of usability problems. The laboratory test confirmed most of these findings as usability problems and added some usability problems that experts did not discover because actual users often have a different perspective. The evaluation led to a re-design of the Web site. Includes two figures and four tables. (Contains 19 references.) (Author) ED482074 Evaluating the Usability of a Museum Web Site. 2001-00-00 14 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Authoring Aids (Programming) Computer Software Computer Software Development Databases Exhibits Foreign Countries Hypermedia Museums World Wide Web Breiteneder, Christian Platzer, Hubert Hitz, Martin Reports - Descriptive Speeches/Meeting Papers Austria (Vienna) Virtual Museums Austria (Vienna) English In the course of a Web development project for the Museum fur Volkerkunde in Vienna, ViEx, a reuse framework supporting authoring and managing hypermedia exhibitions, has been developed. The framework consists of three major components: a relational content database, a corresponding browser based editing interface, and a Web page generator which creates the final Web exhibition. Strict separation of content, structure and layout information promises ease of maintenance, especially in the context of multiple versions of the same exhibition to cope with different presentation languages and client platform dependencies. This paper discusses goals and motivation for the development of the framework; presents the framework itself; puts the framework development into the perspective of the project history; and discusses some advantages and drawbacks of the approach taken. In a final section the authors' current work related to ViEx is briefly described. Includes three tables and six figures. (Author/AEF) ED482075 A Re-Usable Software Framework for Authoring and Managing Web Exhibitions. 2001-00-00 15 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Authoring Aids (Programming) Data Analysis Database Design Design Preferences Designers Hypermedia Museums User Needs (Information) Falquet, Gilles Guyot, Jacques Nerima, Luka Park, Seongbin Reports - Research Speeches/Meeting Papers Virtual Museums Design Methodology English Using the same data, which could come from local databases or external sources, such as the Web, virtual museum designers can build different hyperspaces. It is possible that visitors would find some of them more useful than others. Virtual museums designers should be equipped with a tool by which various hyperspaces for virtual museums can be easily designed and examined. This paper views a virtual museum as a hypertext that consists of nodes and links and shows that a database publishing tool called Lazy, which generates a hypertext view (derived hypertext) of a given database, can be used for designing virtual museums. The Lazy system consists of a declarative hypertext view specification language, a node schema compiler, and a node server that processes node requests. Since the language is purely declarative, it is fairly easy to construct and revise hyperspaces for a virtual museum. With this tool it becomes possible to adopt an iterative design methodology. Given a database for a virtual museum, first constructed is a hypertext using the procedure (Falquet & al., 1999) called an initial structure. The initial structure is then analyzed and possible refinement operations that can enhance the usability of the created hypertext are examined. For that purpose, a simple graph-based analysis is used, and kinds of analysis that can be done using the graph-based approach are shown. Once the structure is refined using the refinement operations, grammar-based formalism (Park, 1998) is applied to the refined structure to see whether a simpler grammar can be obtained, one that can generate the same hyperspace. The goal is to explore various analysis techniques on the hypertext and give insights into designing a good hyperspace using the analysis results. Includes six figures. (Author/AEF) ED482076 Design and Analysis of Virtual Museums. 2001-00-00 18 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Computer Interfaces Computer System Design Digital Computers Multimedia Materials Milekic, Slavko Reports - Descriptive Speeches/Meeting Papers Digital Technology Content Structure Digitizing Digital Communications Repurposing Digital Imagery Digital Information Services English With the introduction of the digital medium, an abundance of content previously obtainable through other media became available in digital form. Digital delivery implied the necessity for some kind of content modification dictated by the specific characteristics of the digital medium. The situation is further complicated by the convergence of different media used for the delivery of digital/digitized information. The same content has to meet the constraints of different display devices and bandwidth limitations. Furthermore,digital delivery makes possible adaptations of content not only in regard to characteristics of hardware used to display it, but also in regard to individual user's goals and needs. This paper presents the implications for content repurposing with the migration from the traditional to the digital medium as well as the problems that arise from convergence of different types of digital delivery mechanism. Includes four figures. (Contains 12 references.) (Author) ED482077 Re-Purposing of Content and Digital Delivery Convergence: Implications for Interface Design. 2001-00-00 12 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Access to Information Archives Information Dissemination Information Management Information Sources Information Storage Metadata Museums Online Systems World Wide Web Perkins, John Reports - Descriptive Speeches/Meeting Papers Dublin Core Museum Collections English Museums hold enormous amounts of information in collections management systems and publish academic and scholarly research in print journals, exhibition catalogs, virtual museum presentations, and community publications. Much of this rich content is unavailable to web search engines or otherwise gets lost in the vastness of the World Wide Web. The Open Archives Initiative (OAI) has developed an easily implemented protocol to enable data providers to expose their information and service providers to access and use it. The CIMI Consortium is working with the OAI to make it possible for museums to enhance the availability of their research resources, allowing them to be discovered in Web-space by the specialist audiences for which they are intended or by service providers who collect, distribute or in other ways provide access. By building on the OAI protocol, Dublin Core, and museum community XML developments, significant advancements can be made in exposing museum information resources. This paper introduces the OAI and its protocol, explores its potential relevance to museums, presents CIMI's work as an alpha tester of OAI, and looks ahead to future developments. (Contains 11 references.) (Author) ED482078 A New Way of Making Cultural Information Resources Visible on the Web: Museums and the Open Archive Initiative. 2001-00-00 8 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Accessibility (for Disabled) Disabilities Interactive Video Lifelong Learning Multimedia Materials Museums Program Design Programming (Broadcast) Technological Advancement Telecommunications Steinbach, Leonard Reports - Descriptive Speeches/Meeting Papers English The Cleveland Museum of Art has embarked on an innovative approach for delivering high quality video-on-demand and live interactive cultural programming, along with Web-based complementary material, to seniors in assisted living residence facilities, community-based centers, and disabled persons in their homes. The project is made possible in part by a grant from the Technology Opportunity Program (TOP), National Telecommunications and Information Administration, U.S. Department of Commerce totaling more than $500,000. The purpose of the grant is to demonstrate how emerging broadband telecommunications technology can deliver "lifelong learning and the arts" to populations for whom direct involvement with cultural institutions would otherwise not be possible. The approach uses Cisco IP/TV interactive video archive/broadcast servers and broadband multicast technology in a controlled public infrastructure environment, rather than the closed corporate or campus network environment for which it was designed. In addition to describing the program design and operation, this paper analyzes how this Museum, whose core competency is not, nor should be, advanced technology development and management, mustered the expertise to achieve technological innovation in pursuit of programmatic goals. It also focuses on the process of convening outside individuals, organizations, and expertise to complement each other to achieve a common goal. (Author) ED482079 Using Interactive Broadband Multicasting in a Museum Lifelong Learning Program. 2001-00-00 16 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2020-11-23

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Yes Institutional Advancement Internet Museums Technological Advancement Technology Integration Spadaccini, Jim Reports - Descriptive Speeches/Meeting Papers Streaming Audio Streaming Video Digital Technology Museum Collections English Streaming audio and video present new challenges and opportunities for museums. Streaming media is easier to author and deliver to Internet audiences than ever before; digital video editing is commonplace now that the tools--computers, digital video cameras, and hard drives--are so affordable; the cost of serving video files across the Internet has also significantly decreased. The initial growth of the World Wide Web was driven by the ease of authoring Web pages, the affordability of the medium, and the potential to reach large audiences. The same conditions are now in place for streaming audio and video, and we're just beginning to see the widespread use of the technology. The challenges and opportunities presented to museums today are similar to those that existed when the World Wide Web first became popular. Many questions raised are the same: Can this technology be used to expand the museum experience? Are there ways to take advantage of the "two-way" nature of the Internet? A few museums have already experimented with streaming media and some lessons have been learned. However, presentation methods and the technology itself continue to evolve. This paper shares experiences with streaming media(focusing on streaming video), and discusses some possible new directions for effective use of the medium within online museum environments. Includes six figures. (Author) ED482080 Streaming Audio and Video: New Challenges and Opportunities for Museums. 2001-00-00 13 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Cooperation Cooperative Programs Institutional Advancement Metaphors Museums Technology Integration Virtual Reality Barbieri, Thimoty Paolini, Paolo Reports - Descriptive Speeches/Meeting Papers Museum Collections Technology Implementation Virtual Museums English Cooperation Metaphors are sets of rules to support interaction and collaboration between users who want to explore complex content and information together. The rules determine how the collaborative community can be created and managed, how members of the community can operate on their own, or cooperate with other members. Different types of situations, tasks and user roles determine different behaviors and therefore need different metaphors. The paper describes in general what cooperation metaphors are and how they can be defined. A number of examples, related to typical activities for virtual museums (museums on the Web) are used in order to give a practical understanding of what cooperation is, or can be. The paper also suggests that virtual metaphors lack some of the features of real-life cooperation, but, on the other hand, can also offer unexpected, powerful and effective possibilities not available in (traditional) real-life. Finally, the paper describes how collaborative activities for virtual museums can be implemented using today's tools and applications for collaboration on the Web, such as Net2gether, Microsoft Research's Virtual Worlds, and the WebTalk series. Includes three figures. (Contains 25 references.) (Author) ED482081 Co-Operation Metaphors for Virtual Museums. 2001-00-00 18 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Exhibits Foreign Countries Hypermedia Multimedia Materials Museums Secondary Education World Wide Web Stuer, Peter Meersman, Robert De Bruyne, Steven Reports - Descriptive Speeches/Meeting Papers Europe Museum Collections Virtual Museums English Museums have always been, sometimes directly and often indirectly, a key resource of arts and cultural heritage information for the classroom educator. The Web now offers an ideal way of taking this resource beyond the traditional textbook or school visit. While museums around the globe are embracing the web and putting virtual exhibitions, cultural databases and archives on-line, the educator (or user in general) is still facing the daunting task of integrating this material into an active document, course, curriculum or presentation. This paper reports on the construction of a personalized theme creation engine as a possible catalyst to the active use in secondary education in Europe of digital media published on-line by selected museums. The HyperMuseum Theme Generator System (TGS) is part of the HyperMuseum system, a European virtual museum portal. Its function is to assist in the creation of so-called personalized themes. A personalized theme intends to allow the end user to bring together a unique collection of multimedia objects from the HyperMuseum Server, and to create a personalized rendering of the perceived and/or recorded relationships between these objects, realized as a new multimedia document (website, PowerPointRG presentation, hypertext or WordRG document etc.). The TGS supports this creative expression both during the discovery phase, exploring the collection and discovering thematic relationships, as well as the realization phase, the construction of the resulting documents. The primary target audience is non-expert users mainly from the secondary education community.This work is partly supported by the Telematics Program (4th Framework) of the European Commission under Project nr. 3088 (HyperMuseum). Includes five figures. (Contains 11 references.) (Author) ED482082 The HyperMuseum Theme Generator System: Ontology-Based Internet Support for the Active Use of Digital Museum Data for Teaching and Presentation. 2001-00-00 15 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Animation Computer Assisted Instruction Computer Graphics Computer Interfaces Computer System Design Cooperative Learning Man Machine Systems Museums Technological Advancement User Needs (Information) Bertoletti, Ana Carolina Moraes, Marcia Cristina da Rocha Costa, Antonio Carlos Reports - Evaluative Speeches/Meeting Papers Virtual Museums English The SAGRES system is an educational environment built on the Web that facilitates the organization of visits to museums, presenting museum information bases in a way adapted to the user's characteristics (capacities and preferences). The system determines the group of links appropriate to the user(s) and shows them in a resultant HTML page. In addition, SAGRES enables cooperative learning by supporting interaction among users and also among members of groups of users. Users in SAGRES are aided by personal assistants that are software agents, whose purpose is to monitor the visitors' actions, helping them during the navigation. Considering studies in human-computer interaction and aiming to provide a friendlier interface for the SAGRES system, the agents have a graphical representation as animate characters. These characters improvise a group of behaviors similar to human behaviors (happiness, satisfaction and vibration), making the interaction more attractive. To evaluate the user's degree of satisfaction with the agents, a questionnaire was developed and some favorable results were obtained. This system was developed in the Museu de Ciencias e Tecnologia (MCT) at Pontificia Universidade Catolica do Rio Grande do Sul (PUCRS), Porto Alegre, Brazil. Includes seven figures and two tables. (Contains 13 references.) (Author) ED482083 Providing Personal Assistance in the SAGRES Virtual Museum. 2001-00-00 11 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Archives Cooperative Programs Foreign Countries Indexing Information Management Multimedia Materials Research and Development Shared Resources and Services User Needs (Information) Betaille, Henri Nanard, Marc Nanard, Jocelyne Reports - Descriptive Speeches/Meeting Papers France Video Technology Virtual Communities France English INA, the 'Institut National de l'Audiovisuel' keeps records of national TV and radio production as French patrimonial archives. They are mainly accessed by specialists for research purposes, and by TV producers for inserting archive segments within new productions. INA and several other partners have initiated an R&D project, OPALES, to develop a distributed environment, which enhances experts' private work on multimedia archives and enables collaborative knowledge work on the Web. The challenge is to advance knowledge by building digital communities of experts who add value to the archival dataset by annotating items. The environment supports users working on multimedia archives, preserves their data in private workspaces, and helps them to share expertise. Each end-user accesses information within a private workspace. Any document (annotation as well as archive) is handled as a private copy, which can virtually be annotated, indexed, linked to other information, edited to be inserted into new documents, and so on. Direct anchoring of annotations within audio or video is supported. To manage information and knowledge sharing, OPALES introduces the notions of an "authoring point of view," which identifies annotation categories and of a "reading point of view," which specifies which categories of annotations a reader wants to see. This paper presents the features of OPALES, describes the mixing of points of view on video archives, and discusses some issues raised by knowledge sharing among experts. (Contains 13 references.) (Author/AEF) ED482084 OPALES: An Environment for Sharing Knowledge Among Experts Working on Multimedia Archives. 2001-00-00 11 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Distance Education Educational Resources Elementary Secondary Education Internet Multimedia Materials Museums Online Systems Outreach Programs User Needs (Information) Sumption, Kevin Information Analyses Speeches/Meeting Papers Interactive Systems Virtual Museums English The most ubiquitous of contemporary interactive multimedia (IMM), the Internet, is making steady progress as an interpretive tool within museums.However, its major impact is being felt beyond museum walls. As an outreach agent, the Internet has captivated many museums and particularly their educators. As a communication medium, the Internet allows museum educators to enter the homes and schools of students without their ever needing to visit the museum. Some museum education products try to simulate the spatial and social experience of visiting a museum. However, this approach is just one of many resource "types" educators have deployed as they grapple with the promise and reality of on-line education. This paper explores why and how museums are using the Internet for education outreach, as well as the diversity of emerging on-line education expressions. It also reviews current research into the unique interface, navigation and content preferences of various learners and discusses best practice teaching and learning strategies to help museum educators develop more effective on-line educational resources. (Author/AEF) ED482085 "Beyond Museum Walls"--A Critical Analysis of Emerging Approaches to Museum Web-Based Education. 2001-00-00 11 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Exhibits Foreign Countries Museums Three Dimensional Aids Virtual Reality Kenderdine, Sarah Reports - Descriptive Speeches/Meeting Papers Digital Technology Digitizing Greece (Ancient) Virtual Museums Web Site Design English This paper results from a recently completed project that augmented an exhibition at the Powerhouse Museum, Sydney, entitled "1000 Years of the Olympic Games: Treasures of Ancient Greece" (July 18-November 18, 2000). This Exhibition offered an opportunity to supplement the traditional visitor experience with the introduction of "virtual reality" components. These include a 3D digital reconstruction of the archaeological site of Olympia in 200 BC; the laser scan of the famous statue of Zeus from the archaeological museum in Athens; and the construction of a large-scale Web (http://www.phm.gov.au/ancient_greek_olympics) that combines the Exhibition components with a host of other information sources.The paper reflects on the theoretical concerns companion to the processes of digital reconstructions using historical and archaeological data sets. From this position it is possible to examine the curatorial and technical decisions made in creating the works. An outline of the web architecture and design is presented. A statistical analysis of the web since its launch is also examined. (Contains 21 references and 11 figures.) (Author) ED482086 1000 Years of the Olympic Games: Treasures of Ancient Greece--Digital Reconstruction at the Home of the Gods. 2001-00-00 20 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Cooperative Programs Elementary Secondary Education Instructional Materials Material Development Media Specialists Models Museums Organizational Development Partnerships in Education Program Development World Wide Web Frost, C. Olivia Reports - Descriptive Speeches/Meeting Papers Virtual Museums English This paper describes a model for the use of the Web to engage communities in better understanding and appreciation of cultures through partnership among a knowledge organization, K-12 teachers and learners, museums, and regional and virtual communities. Museums and other content providers offer artifacts for object-based learning. Content specialists contribute specialized content expertise and evaluate resources. Education specialists develop, evaluate, and use materials for instruction. Information specialists identify, evaluate, organize, and promote the use of web-based and other information resources. They also develop tools to capture and display content, to engage the teachers and learners in dialogue, and to reach out and extend the content and resources to both local and virtual communities. Communication tools enable members of the local as well as virtual communities to provide reflections and engage in dialogue, as well as to contribute their own content. Two recent projects developed from the model are described, in addition to four previous projects developed by the project team, that exemplify earlier applications of the model. Lessons learned from the project work are identified, and the paper discusses ways in which this type of project work reflects new roles for the professionals participating in the projects, as well as changes in the mission of their organizations and professions. (Contains 19 references.) (Author) ED482087 Engaging Museums, Content Specialists, Educators, and Information Specialists: A Model and Examples. 2001-00-00 17 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Art Appreciation Art Education Artists Computer Mediated Communication Electronic Mail Museums Public Service Web Sites World Wide Web Huberman, Anthony Reports - Descriptive Speeches/Meeting Papers Art Museums English For the recent exhibition "Greater New York: New Art in New York Now," the Education Department at P.S.1 Contemporary Art Center, a large museum located in the Long Island City section of Queens, New York, organized a unique email-based discussion. The museum set up an e-mail address for most participating artists using the free Hotmail.com service. These addresses were displayed on P.S.1's website, where each artist had his/her own Web-page, and on sheets available in the museum lobby; and most importantly, the addresses were printed directly on to the wall labels in the galleries. This established a platform where public and artist could discuss the work and exchange ideas. The forum was easy, free, international, immediate, private, and almost intimate. The museum relinquished its monopoly over the interpretation of the art by opening up unmediated channels of communication between artist and public. (Author) ED482088 Unseen Discussions: Artist@Hotmail.Com. 2001-00-00 12 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Artists Foreign Countries Information Sources Museums Graham, Beryl Cook, Sarah Information Analyses Speeches/Meeting Papers Curators Interactive Exhibits New Media Art Industry University of Sunderland (England) Art Museums English Using resources gathered for the CRUMB (Curatorial Resource for Upstart Media Bliss) website(http://www.newmedia.sunderland.ac.uk/crumb/), this paper presents some key information and debates regarding the curating of new media art, both on the web and in conventional gallery spaces. Including quotes from Sarah Diamond, Steve Dietz, Peter Weibel, Benjamin Weil and Kathy Rae Huffman, the paper discusses issues of how artists are paid, how new media art is archived, how audiences might respond to new media art, and the aesthetics concerning the presentation of new media genres. Practical examples from the authors' experience of curating new media art are also given. (Contains 27 references.) (Author) ED482089 A Curatorial Resource for Upstart Media Bliss. 2001-00-00 14 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Art Materials Artists Internet Museums Web Sites Hazan, Susan Reports - Evaluative Speeches/Meeting Papers Art Elements Virtual Museums Art Principles Benjamin (Walter) Information Age Art Concepts Magic English As Walter Benjamin described in his famous essay, "The Work of Art in the Age of Mechanical Reproduction", the role of art in society and the notion that art has become modified through mechanical reproduction has engaged not only artists, but also curators and the museum public. Benjamin embraced the severing of the quasi-mystical "aura" from the original as a potentially liberating phenomenon, both for the reproduction of works of art and for the art of film, thereby making works of art widely available, introducing new forms of perception in film and photography and allowing art to move from private to public, from the elite to the masses. While the loss of the aura for Benjamin represented new possibilities, what was forfeited in this process were the "aura" and the authority of the object containing within it the values of cultural heritage and tradition. This paper evaluates the different ways that museums are responding to life on the Internet, and looks to three models of museum Web-sites: the documentation of traditional collections through online databases, the virtual museum with no concrete counterpart to resonate the online experience and the proliferation of Web based contemporary art. This attempt to map out the different ways that museums formulate their identity on the Internet addresses the notion of the lost aura or perhaps the emergence of new cultural phenomena, the virtual aura. (Contains 14 references.) (Author) ED482090 The Virtual Aura--Is There Space for Enchantment in a Technological World? 2001-00-00 13 Archives & Museum Informatics, 2008 Murray Ave., Suite D, Pittsburgh, PA 15217; e-mail: info@archimuse.com; Web site: http://www.archimuse.com/. For full text: http://www.archimuse.com/mw2001/. N/A 2004 2016-11-21

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Yes Guides Information Technology Learning Activities Museums World Wide Web Semper, Robert Spasojevic, Mirjana Reports - Descriptive Speeches/Meeting Papers Wireless Technology Exploratorium CA Handheld Computers Mobile Equipment Technological Infrastructure English Recent advances in wireless network technologies create the potential to significantly enhance the experience of a visit to a museum. On the exhibit floor, visitors carrying wirelessly connected portable devices can be given opportunities for exploration, sharing, explanations, context, background, analytical tools, and suggestions for related experiences. When these devices are part of a Web-based network, they can help extend the museum visit: in advance, through activities that orient visitors; and afterward, through opportunities to reflect and explore related ideas. The Electronic Guidebook project is a study of visitors equipped with such technologies, conducted by the Exploratorium (San Francisco, California) in partnership with researchers at Hewlett-Packard Labs and the Concord Consortium. The project is investigating how a Web-based computing infrastructure can provide museum visitors with an augmented museum experience so that they can better plan their visit, get the most out of it while they are in the museum, and be able to refer back to their visit once they have returned to their home or classroom. The goals are to understand what technological infrastructure supports this extended museum experience, and to obtain preliminary data on how different aspects of the technologies and the content delivered through them affects engagement with the exhibits and pre- or post-visit learning activities. (Author/MES) ED482091 The Electronic Guidebook: Using Portable Devices and a Wireless Web-Based Network to Extend the Museum Experience. 2002-04-00 14 For full text: http://www.archimuse.com/mw2002/papers/semper/semper.html/. N/A 2004 2016-11-21

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Yes Audio Equipment Guides Information Technology Museums Use Studies Woodruff, Allison Aoki, Paul M. Grinter, Rebecca E. Hurst, Amy Szymanski, Margaret H. Thornton, James D. Reports - Research Speeches/Meeting Papers English This paper describes an electronic guidebook, "Sotto Voce," that enables visitors to share audio information by eavesdropping on each others guidebook activity. The first section discusses the design and implementation of the guidebook device, key aspects of its user interface, the design goals for the audio environment, the eavesdropping mechanism, the audio delivery mechanism, and the construction of the audio content. The second section covers three studies of visitors using electronic guidebooks in a historic house: one study with open air audio played through speakers and two studies with eavesdropped audio. An analysis of visitor interaction in these studies suggests that eavesdropped audio provides more social and interactive learning resources than open air audio played through speakers. (Contains 21 references.) (Author/MES) ED482092 Eavesdropping on Electronic Guidebooks: Observing Learning Resources in Shared Listening Environments. 2002-04-00 15 For full text: http://www.archimuse.com/mw2002/papers/woodruff/woodruff.html/. N/A 2004 8/20/2004 00:26:50 RIEJUL2004 In: Museums and the Web 2002: Selected Papers from an International Conference (6th, Boston, MA, April 17-20, 2002); see IR 058 778.

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Yes Foreign Countries Hypermedia Information Technology Museums Pilot Projects Social Environment Systems Development World Wide Web Galani, Areti Chalmers, Matthew Reports - Descriptive Speeches/Meeting Papers Virtual Museums Digital Technology Handheld Computers Mobile Equipment Scotland United Kingdom (Scotland) English This paper explores issues of social context and interaction between digital and physical museum visitors, using as a focus of discussion the "City" project, itself set within a larger interdisciplinary project called "Equator." The paper looks at collaborative environments that span different media, in particular handheld mobile devices, Web-based hypermedia, and 3D virtual environments. Two main research strands are discussed: the methods and results of two pilot visitor studies in two cultural institutions in Glasgow (Scotland)--the Lighthouse and the House for an Art Lover--and the development of a prototype system that establishes three-sided collaboration between physical, Web, and virtual environment visitors. Preliminary results and issues arising from the on-going system development and user trials are then presented. Future plans for further system evaluation and deployment are addressed. (Contains 15 references.) (Author/MES) ED482093 Can You See Me? Exploring Co-Visiting between Physical and Virtual Visitors. 2002-04-00 17 For full text: http://www.archimuse.com/mw2002/papers/galani/galani.html/. N/A 2004 2016-11-21

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Yes Audiovisual Aids Guides Information Technology Museums Sparacino, Flavia Reports - Descriptive Speeches/Meeting Papers Handheld Computers Mobile Equipment English This paper describes the museum wearable: a wearable computer that orchestrates an audiovisual narration as a function of the visitors' interests gathered from their physical path in the museum and length of stops. The wearable consists of a lightweight and small computer that people carry inside a shoulder pack. It offers an audiovisual augmentation of the surrounding environment using a small, lightweight eyepiece display (often called private-eye) attached to conventional headphones. Using custom-built infrared location sensors distributed in the museum space, and statistical mathematical modeling, the museum wearable builds a progressively refined user model and uses it to deliver a personalized audiovisual narration to the visitor. This device enriches and personalizes the museum visit as a visual and auditory storyteller that is able to adapt its story to the audience's interests and guide the public through the path of the exhibit. (Contains 19 references.) (Author/MES) ED482094 The Museum Wearable: Real-Time Sensor-Driven Understanding of Visitors' Interests for Personalized Visually-Augmented Museum Experiences. 2002-04-00 33 For full text: http://www.archimuse.com/mw2002/papers/sparacino/sparacino.html/. N/A 2004 2016-11-21

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Yes Information Retrieval Information Sources Information Technology Library Collections Metadata Museums World Wide Web Cole, Timothy W. Kaczmarek, Joanne Marty, Paul F. Prom, Christopher J. Sandore, Beth Shreeves, Sarah Reports - Descriptive Speeches/Meeting Papers Dublin Core University of Illinois English The Open Archives Initiative (OAI) Protocol for Metadata Harvesting (PMH) is designed to facilitate discovery of the "hidden web" of scholarly information, such as that contained in databases, finding aids, and XML documents. OAI-PMH supports standardized exchange of metadata describing items in disparate collections, of such as those held by museums and libraries. This paper describes recent work done by the University of Illinois Library, recipient of one of seven OAI-related grants from the Andrew W. Mellon Foundation. An overview is given of the process used to export metadata records describing holdings of the Spurlock Museum at the University of Illinois. These metadata records were initially created to help track artifacts as they were procured, stored, and displayed and now are used also to support end-user searching via the Spurlock Museum Website. Spurlock metadata records were mapped to Dublin Core (DC) and then harvested into the Illinois project's metadata repository. The details of the processes used to transform the Spurlock records into OAI compliant metadata and the lessons learned during this process are illustrative of the work necessary to make museum collections available using OAI-PMH. The OAI-based search and discovery services being developed by the University of Illinois are discussed. Issues, such as the need for normalization of metadata, importance of presenting search results in context, and difficulties caused by institution-to-institution variations in metadata authoring practices are covered. (Contains 13 references.) (Author/MES) ED482095 Now That We've Found the "Hidden Web," What Can We Do with It? 2002-04-00 15 For full text: http://www.archimuse.com/mw2002/papers/cole/cole.html/. N/A 2004 2016-11-21

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Yes Information Retrieval Information Technology Metadata Models Multimedia Materials Museums Semantics Standards World Wide Web Hunter, Jane Reports - Evaluative Speeches/Meeting Papers International Standards Interoperability Ontology English This paper describes a proposal for an interoperable metadata model, based on international standards, that has been designed to enable the description, exchange and sharing of multimedia resources both within and between cultural institutions. Domain-specific ontologies have been developed by two different ISO Working Groups to standardize the semantics associated with the description of museum objects (CIDOC Conceptual Reference Model) and the description of multimedia content (MPEG-7), but no single ontology or metadata model exists for describing museum multimedia content. This paper describes an approach that combines the domain-specific aspects of MPEG-7 and CIDOC-CRM models into a single ontology for describing and managing multimedia in museums. The result is an extensible model that could lead to a common search interface and the open exchange, sharing and integration of heterogeneous multimedia resources distributed across cultural institutions. (Contains 21 references.) (Author/MES) ED482096 Combining the CIDOC CRM and MPEG-7 to Describe Multimedia in Museums. 2002-04-00 16 For full text: http://www.archimuse.com/mw2002/papers/hunter/hunter.html/. N/A 2004 2016-11-21

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Yes Authoring Aids (Programming) Biodiversity Computer Software Development Conservation (Environment) Information Technology Metadata Museums Standards World Wide Web Dingley, Andy Shabajee, Paul Reports - Descriptive Speeches/Meeting Papers Information Infrastructure Ontology English This paper reports on the development of a prototype authoring tool developed as part of on-going research around the needs of the ARKive project. The project holds text, rich-media and descriptions of factual statements about bio-diversity and conservation information. A key user community is that of school age children, requiring the mark-up of educational metadata in open standards, such as IEEE LOM (Learning Objects Metadata). This publishing architecture is intended to serve a range of audiences (ages, language and level of language skills). By storage of the content as discrete units, with extensive metadata describing each one, units may be retrieved and served to the audience as appropriate. Future developments may extend this to support ad hoc queries, not just rigidly pre-defined standard pages. Authoring development has shown that a simple and pragmatic tool based on Microsoft Word may still address advanced technologies, such as RDF, DAML and the future of the Semantic Web. Careful design has separated the process of describing a museum's exhibits, and the problem domain of the museums area of interest. This improves the flexibility of solving the initial problem, allows the same code to be re-used on other projects, and assists publishing into other metadata formats. (Contains 10 references.) (Author/MES) ED482097 Today's Authoring Tools for Tomorrow's Semantic Web. 2002-04-00 12 For full text: http://www.archimuse.com/mw2002/papers/dingley/dingley.html/. N/A 2004 2016-11-21

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Yes Aboriginal Australians Access to Computers Access to Information Accessibility (for Disabled) Disabilities Information Technology Museums User Needs (Information) Users (Information) World Wide Web Nevile, Liddy McCathieNevile, Charles Reports - Descriptive Speeches/Meeting Papers Virtual Museums English This paper argues that a range of forms and modalities of resources should be provided to ensure accessibility and richness on the World Wide Web for all users. Based on experiences in developing virtual exhibitions of Quinkan Aboriginal Rock Art, the authors present a brief overview of the technology available for accessibility. Then they explore some different approaches to providing access through the perspective of the IMS Global Learning Consortium. They further develop these ideas with particular reference to their similarity with current museum practice and consider the implications for accessibility. Finally they recommend that museum exhibitors and authors, developing interactive or electronic resources, include planning for accessibility as part of their initial design process. (MES) ED482098 The Virtual Ramp to the Equivalent Experience in the Virtual Museum: Accessibility to Museums on the Web. 2002-04-00 11 For full text: http://www.archimuse.com/mw2002/papers/nevile/nevile.html/. N/A 2004 2016-11-21

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Yes Access to Information Biodiversity Databases Foreign Countries Indexing Information Retrieval Information Technology Metadata Models Multimedia Materials World Wide Web Shabajee, Paul Miller, Libby Dingley, Andy Reports - Descriptive Speeches/Meeting Papers United Kingdom Interoperability Ontology Semantic Webbing United Kingdom English A group of research projects based at HP-Labs Bristol, the University of Bristol (England) and ARKive (a new large multimedia database project focused on the worlds biodiversity based in the United Kingdom) are working to develop a flexible model for the indexing of multimedia collections that allows users to annotate content utilizing extensible controlled vocabularies. As part of the educationally focused ARKive-ERA project, a series of models for user annotation have been developed. One example is that of university lecturers and researchers studying a particular type of animal behavior. They may wish to identify all relevant images or video of that particular behavior and annotate them as good illustrations of aspects of that behavior. However, significant issues arise over, for example, the validation of information, access control and the use of such annotations by the resource discovery tools. The paper explores these and other issues and problems involved, and explains how the various models can help provide solutions to key problems and thus meet the needs of a diverse range of communities of interest, thereby adding significant value to online multimedia collections. (Contains 22 references.) (Author/MES) ED482099 Adding Value to Large Multimedia Collections through Annotation Technologies and Tools: Serving Communities of Interest. 2002-04-00 15 For full text: http://www.archimuse.com/mw2002/papers/shabajee/shabajee.html/. N/A 2004 2016-11-21

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Yes Computer System Design Design Preferences Material Development Museums Web Sites World Wide Web Honeysett, Nik Reports - Descriptive Speeches/Meeting Papers J Paul Getty Museum CA Virtual Museums Web Site Design English Over the last year the J. Paul Getty Trust's Web presence has evolved from a group of disparate, independently maintained Web sites into a homogeneous consistently branded one. This transformation recently culminated with the implementation of a leading Content Management System (CMS). There were and are many process-changes and challenges in implementing a CMS in an institution such as the Getty. These issues are not unique and span the gamut from social, to business, to technical. This paper will highlight the major issues, describe the route the Getty took, and give an insight into the functionality and capability of a leading CMS application for a content-rich museum Web site. Topics covered include: the maintenance burden of re-launching the Web site before implementing a CMS; preparing for a CMS; CMS requirements; implementation; environment; templating; the templating process; workflow; deployment; the rollout; and future initiatives. (Author/ MES) ED482100 Content Management for a Content-Rich Website. 2002-04-00 12 For full text: http://www.archimuse.com/mw2002/papers/honeysett/honeysett.html/. N/A 2004 2016-11-21

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Yes Databases Foreign Countries Information Retrieval Information Technology Metadata Models Multilingual Materials Web Sites World Wide Web Towler, Marjolein Hobbs, Valerie Pigott, Diarmuid Reports - Descriptive Speeches/Meeting Papers Netherlands English This paper describes a model for managing a dynamic Web site with multiple concurrent versions. The voyage of the Duyfken Replica (i.e., a replica of a 17th century Dutch ship) from Australia to the Netherlands has generated great interest in its associated Web site, and it is now planned to extend the original site to mirror sites in both Australia and the Netherlands, each completely bilingual, resulting in four different 'virtual' Web sites. However, the look and feel of the Web site needs to be the same across all the virtual sites, and the media resource used will be the same. This paper proposes a solution based on multiple sets of concurrent metadata and discusses some general implications of this approach for metadata harvesting and resource discovery. The prototype, which is based on a database that handles parallel sets of metadata, is described, together with the process for accession and annotation of media artifacts, and the dynamic generation of the Web pages from the database. The appendix contains the history of the Duyfken Web site. (Author/MES) ED482101 Here and There: Managing Multiply-Purposed Digital Assets on the Duyfken Web Site. 2002-04-00 23 For full text: http://www.archimuse.com/mw2002/papers/towler/towler.html/. N/A 2004 2020-11-23

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Yes Art Education Educational Technology Elementary Secondary Education Information Technology Inservice Teacher Education Museums Teaching Models Technology Integration Technology Uses in Education Training Web Sites World Wide Web Sayre, Scott Wetterlund, Kris Reports - Descriptive Speeches/Meeting Papers Minnesota Minnesota English In 2000, two Minnesota art museums began the development of statewide networks for training teachers to integrate Internet-based educational tools and resources into their classrooms and teaching techniques. This paper examines the design and implementation of a train-the-trainer program designed to promote the use of www.artsconnected.org (a Web site developed jointly by The Minneapolis Institute of Arts and Walker Art Center) in classrooms across the state of Minnesota. The following goals of the program are presented as a model for teacher training using technology in the 21st Century: (1) create a collaborative laboratory for exploring meaningful classroom applications of online teacher resources; (2) create a community that will sustain the use of online teacher resources throughout Minnesota; (3) build bridges between the cultures of the classroom and the art museum; (4) increase the sophistication of teachers' use of online teacher resources; and (5) expand teachers' use of technology in general. In addition, personal anecdotes and valuable lessons learned through formal evaluation of this program illuminate global issues of interest to all museum educators. (Author/MES) ED482102 Pyramid Power: A Train-the-Trainer Model to Increase Teacher Usage of the ArtsConnectEd On-Line Resource. 2002-04-00 22 For full text: http://www.archimuse.com/mw2002/papers/sayre/sayre.html/. N/A 2004 2016-11-21

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Yes Academic Libraries Cooperative Programs Cultural Education Elementary Secondary Education Higher Education Information Technology Institutional Cooperation Library Education Museums Primary Sources Professional Development Technology Integration Technology Uses in Education Bennett, Nuala Trofanenko, Brenda Reports - Descriptive Speeches/Meeting Papers Digital Technology Electronic Resources University of Illinois Urbana Champaign Cultural Resources English Digital technologies bring museums, libraries, and archives together to enhance learning by providing access to digitized primary and secondary cultural resources along with the more traditional bibliographic materials. At the University of Illinois at Urbana-Champaign, the University Library and the College of Education are developing a collaborative program that integrates digital primary source materials into K-12 curriculum and the educational programs of museums and libraries. "Teaching with Digital Content--Describing, Finding and Using Digital Cultural Heritage Materials" (http://images.library.uiuc.edu/projects/tdc) is a 2-year project funded by the Institute of Museum and Library Services. Through this project, a broad group of K-12 teachers, museum curators, educators, and librarians are being introduced to digital cultural heritage materials. The goal is to provide them with training and professional development activities to enable use of primary source materials in the classroom and in museum and library education programs. This paper describes the collaborative "Teaching with Digital Content" project and shows how the educators are using online materials in their learning environments. (Contains 13 references.) (Author/MES) ED482103 Digital Primary Source Materials in the Classroom. 2002-04-00 11 For full text: http://www.archimuse.com/mw2002/papers/bennett/bennett.html/. N/A 2004 2016-11-21

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Yes Evaluation Methods Foreign Countries Information Seeking Models Museums User Needs (Information) User Satisfaction (Information) Users (Information) Web Sites World Wide Web Peacock, Darren Reports - Descriptive Speeches/Meeting Papers Web Site Design Australia Virtual Museums Australia English This paper explores some of the ways in which the National Museum of Australia is using Web analysis tools to shape its future directions in the delivery of online services. In particular, it explores the potential of quantitative analysis, based on Web server log data, to convert these ephemeral traces of user experience into a strategic management approach for online service delivery. The goal is to present a methodology and a set of potential e-metrics for evaluating and improving user experience on museum Web sites. In this model, customer satisfaction, measured through quantitative analysis, provides benchmarks for site performance and directions for future development. A hierarchy of Web user needs is presented. The following four tiers of this proposed framework map the stages by which users access and explore a site: (1) Can I find it? (2) Does it work? (3) Does it have what Im looking for? and (4) Does it satisfy my needs? (Contains 13 references.) (MES) ED482104 Statistics, Structures & Satisfied Customers: Using Web Log Data to Improve Site Performance. 2002-04-00 14 For full text: http://www.archimuse.com/mw2002/papers/peacock/peacock.html/. N/A 2004 2016-11-21

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Yes Adult Learning Children Comparative Analysis Instructional Design Museums Use Studies User Needs (Information) User Satisfaction (Information) Web Based Instruction Web Sites World Wide Web Schaller, David T. Allison-Bunnell, Steven Borun, Minda Chambers, Margaret B. Reports - Research Speeches/Meeting Papers User Preferences Web Site Design English This paper reports results of a study designed to determine people's preferences for different types of Web-based educational activity. The primary research question was: How do people's preferences vary among types of Web-based learning activity? Six activity types were identified for comparison: Creative Play, Guided Tour, Interactive Reference, Puzzle/Interactive Mystery, Role-playing Story, and Simulation. A team of Web developers who work with museums and other learning sites collaborated with a team of educational researchers who work primarily with museums to conduct a survey of visitors to five different types of educational Web site. Two kinds of data were collected: user exit surveys, eliciting an evaluation of the study site and preferred genre or type of learning activity; and server statistics indicating the duration of stay. Results indicated that there are clear differences in the type of Web-based learning activity preferred by adults and children. Adults are more likely to select Interactive Reference or Simulation whereas children prefer Creative Play and Role-playing Stories. The adult sites yield more straightforward cognitive information, while the sites preferred by children allow more personal choice and interaction. Apparently, adults bring an intrinsic motivation to the learning experience. They know what they want to learn, and they want to learn it in the most direct way. Children, on the other hand, need to be motivated. They respond positively to the opportunity for interaction and choice within a goal-based environment that offers them an extrinsic purpose. (Contains 24 references.) (Author/MES) ED482105 How Do You Like To Learn? Comparing User Preferences and Visit Length of Educational Web Sites. 2002-04-00 20 For full text: http://www.archimuse.com/mw2002/papers/schaller/schaller.html/. N/A 2004 2016-11-21

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Yes Cultural Background Evaluation Methods Foreign Countries Hypermedia Multimedia Materials Museums Web Sites World Wide Web Di Blas, Nicoletta Guermand, Maria Pia Orsini, Carolina Paolini, Paolo Reports - Descriptive Speeches/Meeting Papers Usability Web Site Design English MiLE (Milano Lugano Evaluation Method) is an innovative method for evaluating the quality and usability of hypermedia applications. In short, an inspection with MiLE requires the following steps: (1) selection of the relevant portion of the application; (2) selection of the abstract tasks that are relevant for the intended user scenarios; (3) execution of the abstract tasks, providing scores for each attribute; (4) weighting of the attributes and of the tasks chosen (a certain task can be more relevant than another); and (5) production of quantitative evaluation measures (applying weights to scores). This paper focuses upon the specific module of MiLE concerning cultural heritage applications, synthesizing the results of research carried on by a group of seven museum experts of Bologna (Italy), with the joint coordination of IBC (Institute for the Cultural Heritage of the Emilia Romagna Region) and Politecnico di Milano. The "Bologna group" is composed of different professional figures working in the museum domain: museum curators of artistic, archaeological and historical heritage; museum communication experts; Web sites of cultural institutions' communication experts. This paper illustrates the general features of MiLE and the guidelines for evaluating for Cultural Heritage applications, and then briefly presents a few of the results to be published in the "Bologna Report." (Author/MES) ED482106 Evaluating the Features of Museum Websites: (The Bologna Report). 2002-04-00 13 For full text: http://www.archimuse.com/mw2002/papers/diblas/diblas.html/. N/A 2004 2016-11-21

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Yes Computer Interfaces Information Technology Interaction Man Machine Systems Problems Milekic, Slavko Reports - Descriptive Speeches/Meeting Papers Multimodal Methods English Rapid proliferation of different types of interaction devices that use more natural channels (voice, touch, gesture) for interfacing with the digital medium illustrates the trend towards the creation of more "humane" interaction mechanisms. However, the current historical paradox is that modern technological advances are dramatically ahead of our understanding of their possible uses and meaning on a conceptual level. This paper presents an overview of some of the currently available interaction technologies, the conceptual barriers that limit their use and the case for the creation of interaction mechanisms that make abstract (virtual) information more tangible. Topics covered include: (1) direct manipulation, i.e., the use of a mouse (cursor) for pointing at and manipulating graphically represented objects; (2) problems with the traditional interface; (3) multimodal interaction, focusing on ways of making the output in human-computer interaction more tangible by using different sensory channels; (4) barriers and problems associated with building tangialities, the effects on interaction of conflicting, competing, redundant, and complementary information; and the case for building tangialities. (Contains 20 references.) (MES) ED482107 Towards Tangible Virtualities: Tangialities. 2002-04-00 11 For full text: http://www.archimuse.com/mw2002/papers/milekic/milekic.html/. N/A 2004 2016-11-21

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Yes Computer Games Computer Simulation Foreign Countries Higher Education Material Development Models Museums World Wide Web Calef, Chris Vilbrandt, Turlif Vilbrandt, Carl Goodwin, Janet Goodwin, James Reports - Research Speeches/Meeting Papers University of Aizu (Japan) Usability Computer Models Virtual Museums Japan Three Dimensional Design Japan English As museums and educators struggle with the challenges of presenting their material in a digital format, many overlook the application that has spearheaded the development of virtual reality for the average consumer: 3D realtime game engines. These 3D game engines offer greater versatility, usability, maturity, simulation, and codebase than most current 3D realtime frameworks. At the University of Aizu (Japan), the authors are using the Quake engine in conjunction with the Povray raytracing engine to attack the problem of visualization and simulation from two sides. A temple from northern Japan that users can experience in realtime has been modeled. However, to deal with the limitations of simulation in realtime, the ability for users to select a view for greater detail has been added. The selected view is rendered in the background as the users continue to travel through the temple and is delivered in a separate window when finished. This paper describes relevant game paradigms, their usefulness, and the research in detail, including problems and solutions discovered along the way. It concludes with suggestions on how this work could assist museums and educators in simulation and modeling. (Contains 11 references.) (Author/MES) ED482108 Making It Realtime: Exploring the Use of Optimized Realtime Environments for Historical Simulation and Education. 2002-04-00 13 For full text: http://www.archimuse.com/mw2002/papers/calef/calef.html/. N/A 2004 2016-11-21

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Yes Databases Information Technology Interaction Multimedia Materials Museums Technology Uses in Education Theater Arts World Wide Web Wagmister, Fabian Burke, Jeff Reports - Descriptive Speeches/Meeting Papers Multisensory Modality University of California Los Angeles Artistic Performance Digital Technology English This paper presents a vision of digital technology for the museum as a dynamic connection-making tool that defines new genres and enables new experiences of existing works. The following media-rich interactive installations and performances developed at the HyperMedia Studio, a digital media research unit in the UCLA (University of California Los Angeles) School of Theater, Film and Television are described: (1) "...two, three, many Guevaras," an interactive database that analyzes the message and relevance of Latin American revolutionary Ernesto "Che" Guevara through the artworks he inspired; (2) "Time&Time Again...," a distributed interactive installation that extends media navigation to a site-specific context with both Web- and body-based interfaces; (3) "Invocation & Interference," which explores the cultural practices that regularly overlap and collide, producing unexpected readings and relational interpretations, as experienced from a car traveling in the Argentine pampas; and (4) "Hamletmachine," an installation featuring an original audio performance of "Hamletmachine" by the German playwright Heiner Muller. Also described are the recent UCLA performance collaborations "Fahrenheit 451,""Macbett," and "The Iliad Project." Core technologies are discussed, including instrumented objects and environments, dynamic media control, databases, distributed glue, aesthetic framework, context, presence, and process. (Contains 21 references.) (MES) ED482109 Networked Multi-Sensory Experiences: Beyond Browsers on the Web and in the Museum. 2002-04-00 19 For full text: http://www.archimuse.com/mw2002/papers/wagmister/wagmister.html/. N/A 2004 2016-11-21

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Yes Classification Epistemology Museums Sciences Scientific Methodology Web Sites World Wide Web Hawkey, Roy Reports - Research Speeches/Meeting Papers Web Site Design Natural History Systematicity Virtual Museums English This paper explores the representation of taxonomy, systematics and other aspects of science on selected natural history museum Web sites, using two different but related approaches. One uses a series of categories relating to the nature of science (derived from an evaluation of exhibitions) and applies these to each Web site. In essence, this approach seeks to identify and, where possible, quantify evidence of representation of science as a human endeavor, scientists at work, the status of scientific ideas, doubt and debate, and opportunities for visitors to formulate their own opinions. The second approach concentrates on science processes and practices, the methodology and operation of science, including selection of research programs, collection and analysis of data, evaluation of evidence and its interpretation, development of models, hypotheses and theories, and publication, debate, and peer review. The paper shows that some natural history museum Web sites are now beginning to share their passion for science, especially less fashionable areas, such as systematics, and that such developments coincide with changes in views about the public understanding of science and about the roles of museums. (Contains 38 references.) (Author/MES) ED482110 Systematically Speaking: How Do Natural History Museum Web Sites Represent Science? 2002-04-00 16 For full text: http://www.archimuse.com/mw2002/papers/hawkey/hawkey.html/. N/A 2004 2016-11-21

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Yes Art Products Foreign Countries Models Museums Role World Wide Web Vigh, Pia Reports - Descriptive Speeches/Meeting Papers Links (Indexing) Nordic Countries English The paper presents the model behind net2art, a joint Nordic project of creating a platform for Nordic net art. The projects background and scope, organization, impact and experiences, funding structures, and copyright issues are covered. The paper argues that museums do not have a natural role in the distribution of net art (i.e., art that is made for, by use of, on, and/or with the Internet as the decisive technical or conceptual prerequisite), that the conservation tradition and expertise of museums do not make them suited for creating historical collections of net art without undergoing major upgrading, and that older art institutions have shown a superficial understanding of net art. Other relevant institutions that have established themselves on the Internet are described, including socially-based link selections, personal link selections, liberally moderated link selections/guides, moderated electronic discussion forums, unmoderated mailing lists and open networks, collections curated in the net art environment, and collections curated by offline art institutions. (MES) ED482111 Hacking Culture. 2002-04-00 11 For full text: http://www.archimuse.com/mw2002/papers/vigh/vigh.html/. N/A 2004 2016-11-21

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Yes Apartheid Black Culture Black History Foreign Countries Information Technology Museums Oral History Story Telling Technology Uses in Education Web Sites World Wide Web Goodnow, Katherine J. Natland, Yngvar Reports - Descriptive Speeches/Meeting Papers South Africa South Africa English The Iziko museums in Cape Town, South Africa in collaboration with the International Museums Studies Programme at the University of Bergen, Norway, have jointly developed a Web-based concept that combines oral storytelling with new technology to connect schools in the South and North. Awaiting funding at the time of publication, this project was scheduled to be trail tested later in 2002. African storytelling traditions support communal ownership of stories and involve multiple forms of expression: mime, dance, music, as well as verbal narrative. The South African project considers how the Internet can be utilized to support and enhance these forms of storytelling with authors in the South and North. This paper considers parameters of community involvement in widely differing socio-economic contexts. Township involvement includes extending storytelling workshops at community centers to the Web. Focusing on technology transfer, the paper also considers the relationship between central museums developed within the apartheid system with newly established community centers on the periphery of urban centers. It reviews the need for changes to established museums in the post-apartheid period with a particular emphasis on incorporating black history and contemporary oral history into social and cultural museums, both physical and Web-based, in South Africa. (Author/MES) ED482112 Storytelling and the Web in South African Museums. 2002-04-00 11 For full text: http://www.archimuse.com/mw2002/papers/goodnow/goodnow.html/. N/A 2004 2016-11-21

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No Educational Improvement Foreign Countries Futures (of Society) Higher Education Research Research Universities Reports - Descriptive Canada Canada Association of Universities and Colleges of Canada, Ottawa (Ontario). English This brief describes the challenges facing higher education and university research in Canada. In recent years, the Canadian federal government has demonstrated that it understands the value of university research to Canada's competitiveness with new initiatives and ambitious goals for Canada's research performance. The realization of research targets will require building on recent federal initiatives. The far-sighted investments that the federal government has undertaken since 1997 have begun a major process of revitalization of Canada's university research effort. It is essential that the educational mission of Canadian universities be revitalized. The paramount issue is to ensure that universities have the institutional capacity to provide quality higher education to a growing number of students. (SLD) ED482113 Higher Education and University Research: Empowering Canadians and Their Communities. A Brief Submitted to the House of Commons Standing Committee on Finance by the Association of Universities and Colleges of Canada. 2003-09-08 9 N/A 2004 2016-11-21

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No Accountability Data Collection Database Management Systems Databases Elementary Secondary Education Higher Education Partnerships in Education State Programs Student Records L'Orange, Hans P., Ed. Collected Works - Serials State Higher Education Executive Officers Assn State Higher Education Executive Officers Association. National Center for Education Statistics (ED), Washington, DC. English This issue of "Network News" takes a look at emerging P-16/K-16 partnerships and data systems. The first article, "P-16 Data and Accountability Systems," by Hans L'Orange and Rick Voorhees (an adaptation of a policy brief) looks at data being used for accountability within P-16 systems and provides some general characteristics of these systems. The article also offers a closer look at data systems in both the K-12 and postsecondary environments. The next article, "Partnerships and Promising State Practices," looks at three promising state programs in this area, discussing: (1) the large data repository of Texas; (2) Florida's education data warehouse; and (3) the importance of K-16 partnerships in development areas in Maryland. An introduction is then provided to the State Higher Education Executive Officers (SHEEO) project "Building Statewide K-16 Systems for Student Success." The issues concludes with a few recommended resources in this area and introductions to the Network's new data analyst and senior research analyst. (SLD) ED482114 Focus on P-16 Partnerships. Network News v22 n1 Aug 2003 2003-08-00 9 For full text: http://www.sheeo.org/network/netnews/nn-v22-n1.pdf. N/A 2004 2016-11-21

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No Colleges Data Collection Educational Quality Foreign Countries Higher Education Learning Program Evaluation Qualitative Research Standards Guides - Non-Classroom England Quality Assurance United Kingdom (England) Higher Education Funding Council for England, Bristol. English In March 2002 the Higher Education Funding Council for England issued a report that set out categories of information that should be available within the higher education institution and that should be published as part of the revised quality assurance framework for higher education in England. This document provides final guidance on the provision of information on quality and standards of teaching and learning in higher education to be published on a national Teaching Quality Information (TQI) Web site. Institutions will be able to begin loading their reports onto the TQI Web site from March 2003 and are expected to provide the first complete set of annual information by December 2003. The detailed guidance in this report will be supplemented by further advice, support, and tools. (Author/SLD) ED482115 Information on Quality and Standards in Higher Education: Final Guidance. 2003-10-00 44 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes Animation Cultural Images Culture Database Design Databases Electronic Publishing Information Sources Maps Metadata Reference Materials Time Visual Aids Web Sites Johnson, Ian Reports - Descriptive Speeches/Meeting Papers English TimeMap is a unique integration of database management, metadata and interactive maps, designed to contextualise and deliver cultural data through maps. TimeMap extends conventional maps with the time dimension, creating and animating maps "on-the-fly"; delivers them as a kiosk application or embedded in Web pages; links flexibly to detailed content in Web pages and databases; connects to a wide variety of data sources, including textual databases and scanned historical maps, situated anywhere on the Internet; and allows locational data to be captured in a Web browser. This paper presents an overview of TimeMap, focusing on the flexible data model and metadata-based methodology which allow TimeMap to integrate seamlessly with existing databases and fulfill a wide range of application needs from museum kiosk to digital cultural atlas. Example applications include the Sydney TimeMap museum kiosk, MacquarieNet on-line encyclopedia, Fairfield multicultural tourism Web site, UNESCO World Heritage Sites database, and a map animation of the Khmer Empire. The paper also addresses some of the issues in handling complex datasets effectively on low bandwidth connections, and shows how TimeMap has addressed these through on-demand data loading, serverside filtering, dynamic map legends and dynamically constructed hotlinks. Includes nine figures. (Contains 12 references.) (Author) ED482116 Integrating Databases with Maps: The Delivery of Cultural Data through TimeMap. 2003-00-00 15 For full text: http://www.archimuse.com/mw2003/papers/johnson/johnson.html/. N/A 2004 2020-11-23

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Yes Access to Information Cataloging Catalogs Cooperative Programs Culture Foreign Countries Indigenous Populations Information Technology Metadata Preservation Programming Programming Languages Nevile, Liddy Lissonnet, Sophie Reports - Evaluative Speeches/Meeting Papers Digitizing Dublin Core Australia HTML Digital Collections Rock Art Digital Preservation XML Australia English A day in Cape York, in the far north east of Australia, can change the life of a modern Australian. In that time, one can see hundreds of examples of rock art that are up to 36,000 years old, sharply contrasting the history of Indigenous people and the immigration of Europeans.One such visit led to a proposed collaboration between the Quinkan Culture Elders and a team of metadata researchers. The researchers proposed a Qualified Dublin Core style catalog to be used to identify and record examples of Quinkan Culture so Elders could at last gain access to information needed to manage the proliferation of unauthorized publications about Quinkan culture, and to "bring back home" cultural representations. In addition, the catalog would allow the Elders to make decisions about publishing their own representations. This paper describes the journey of members of the team developing "Matchbox," a cataloging system, as they have sought a way of using Qualified DC metadata (QDC) to describe, collect, and represent Quinkan Culture. One focus in this paper is how developing a QDC representation has led to questions of cultural definition and, simultaneously, of the use of technologies such as HTML, XML and RDF. (Author) ED482118 Dublin Core: The Base for an Indigenous Culture Environment? 2003-00-00 9 For full text: http://www.archimuse.com/mw2003/papers/nevile/nevile.html/. N/A 2004 2016-11-21

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Yes Archives Data Data Analysis Data Collection Electronic Libraries Information Retrieval Knowledge Representation Models Museums Three Dimensional Aids Rowe, Jeremy Razdan, Anshuman Reports - Descriptive Speeches/Meeting Papers Digital Collections Museum Collections Spatial Cues English The Partnership for Research in Spatial Modeling (PRISM) project at Arizona State University (ASU) developed modeling and analytic tools to respond to the limitations of two-dimensional (2D) data representations perceived by affiliated discipline scientists, and to take advantage of the enhanced capabilities of three-dimensional (3D) data that raise the level of abstraction and add semantic value to 3D data. 3D data is complex, and application of modeling and analytic techniques significantly enhances the capacity for researchers to extract meaning from 3D information. The tool prototypes simplify analysis of surface and volume using curvature and topology to help researchers understand and interact with 3D data. The tools automatically extract information about features and regions of interest to researchers, calculate quantifiable, replicable metric data, and generate metadata about the object being studied. To make this information useful to researchers, the project developed prototype interactive, sketch-based interfaces that permit researchers to remotely search, identify and interact with the detailed, highly accurate 3D models of the objects. The results support comparative analysis of contextual and spatial information, and extend research about asymmetric man-made and natural objects that can significantly extend the interactive capabilities of museums for exhibitions, education, and outreach. Includes 13 figures. (Contains 23 references.) (Author) ED482119 A Prototype Digital Library for 3D Collections: Tools To Capture, Model, Analyze, and Query Complex 3D Data. 2003-00-00 National Science Foundation, Washington, DC. Arizona State Univ., Tempe. 16 For full text: http://www.archimuse.com/mw2003/papers/rowe/rowe.html/. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Accrediting Agencies Higher Education Proprietary Schools Kinser, Kevin Reports - Research Speeches/Meeting Papers Business Plans Nonprofit Sector (Labor Market) English This study developed a profile of regionally accredited for-profit institutions of higher education, studying their characteristics, whether there are regional differences in the characteristics of for-profit institutions, and whether there is a business strategy surrounding regional accreditation that suggests it is valued by owners above other forms of accreditation. Information was gathered through a review of institution Web sites. Focusing on institutional characteristics. The 65 regionally accredited for-profit institutions represent about 8% of all degree-granting for-profit institutions of higher education, and only 2% of all institutions accredited by the 8 commissions. About 25% can trace their origins back more than 100 years; others were founded quite recently. Most grant the associate degree, but 24 institutions offer graduate degrees. Many of these institutions have relatively traditional academic models and faculty roles, but more than half offer the opportunity to study in shortened terms or take accelerated programs. There are differences among the regional commissions as evidenced by the distribution of regionally accredited for-profit institutions, but based on the proportion of for-profit institutions accredited in each region compared to all accredited institutions, the regions are fairly similar. There is evidence that at least some institutions have intentionally sought North Central accreditation because it was perceived to be amenable to their nontraditional organization or academic program, but there is reason to doubt that this accreditation shopping is a widespread activity. Regional accreditation can be considered a business decision for owners of for-profit institutions because it adds value in that the connection between credit transfer and regional accreditation is a benefit and it allows the institution to be linked with other more traditional and well-known institutions of higher education. The investigation points out the need for a better classification of the for-profit sector. (Contains 1 table and 17 references.) (SLD) ED482120 A Profile of Regionally-Accredited For-Profit Institutions of Higher Education. 2003-11-14 31 N/A 2004 2016-11-21

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Yes College Students Feedback Higher Education Statistics Student Attitudes Teacher Student Relationship Earley, Mark A. Reports - Research Speeches/Meeting Papers English The purpose of this study was to talk with students about their experiences taking introductory statistics. There are few data in the current literature beyond "statistics anxiety" and test scores to tell us how students perceive the course. The researcher met with 11 students individually for 4 interviews throughout the semester, followed by a member-checking focus group during the last week of classes. One of the most salient themes to emerge from the data was the students' reliance on their instructor for feedback about performance, directions on taking notes, and creating a classroom environment that motivates them to study. Further, none of these students considered this course as different from any of their other courses except in content. The paper discusses some implications for helping instructors create supportive classroom environments through a model that stresses the interactions between students and instructors, both directly in the classroom and indirectly outside the classroom. (Author/SLD) ED482121 A Statistics Course with No Instructor? Why Students Would Revolt. 2003-10-00 15 N/A 2004 8/20/2004 00:28:01 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Computer Interfaces Eye Contact Eye Movements Eyes Intention Visual Measures Visual Perception Milekic, Slavko Reports - Descriptive Speeches/Meeting Papers Digital Technology Gaze Patterns Visual Tracking English Only a decade ago eye- and gaze-tracking technologies using cumbersome and expensive equipment were confined to university research labs. However, rapid technological advancements (increased processor speed, advanced digital video processing) and mass production have both lowered the cost and dramatically increased the efficacy of eye- and gaze-tracking equipment. This opens up a whole new area of interaction mechanisms with museum content. This paper describes a conceptual framework for an interface, designed for use in museums and galleries, which is based on non-invasive tracking of a viewer's gaze direction. Following the simple premise that prolonged visual fixation is an indication of a viewer's interest, the author dubbed this approach intention-based interface. Includes 16 figures. (Contains 27 references.) (Author) ED482122 The More You Look the More You Get: Intention-Based Interface Using Gaze-Tracking. 2003-00-00 20 For full text: http://www.archimuse.com/mw2003/papers/milekic/milekic.html/. N/A 2004 2016-11-21

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Yes Careers College Faculty Dual Career Family Higher Education Incentives Marriage Tenure Creamer, Elizabeth G. Reports - Research Speeches/Meeting Papers English This study examined the early career experiences of nine co-working academic couples who entered faculty careers in the mid 1970s and 1980s. Their retrospective accounts provide information about their initial attraction, the compacts they made during the decision to marry or enter into a long-term relationship, and how they negotiated the academic reward structure prior to tenure. Couples used a number of different strategies to establish their intellectual autonomy, including downplaying their personal relationship and their collaboration. Promotion and tenure polices are one of many work-life policies that communicate a family-friendly or couple-friendly culture. (Contains 5 tables and 24 references.) (Author/SLD) ED482123 Policies That Part: Early Career Experiences of Co-Working Academic Couples. 2003-11-00 35 N/A 2004 8/20/2004 00:28:07 RIEJUL2004 Paper prepared for the Annual Meeting of the Association for the Study of Higher Education (Portland, OR, November 13-16, 2003).

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Yes Access to Information Art Assistive Technology Blindness Computer Interfaces Computer Software Development Foreign Countries Museums Online Systems Visual Impairments World Wide Web Howell, Caro Porter, Dan Reports - Descriptive Speeches/Meeting Papers English The latest development to come out of ongoing research at Tate Modern, London's new museum of modern art, is i-Map art resources for blind and partially sighted people that are delivered online. Currently i-Map explores the work of Matisse and Picasso, their innovations, influences and personal motivations, as well as key concepts in modern art. Aimed at partially sighted and blind people with a general interest in art as well as art teachers and their visually impaired pupils, i-Map incorporates text, image enhancement and deconstruction, animation and raised images. Importantly, i-Map transformed a gallery-based practice that involved intensive 1:1 delivery, into an entirely new way of deconstructing art online and one where the user has the necessary tools to work independently. i-Map goes beyond straight description, attempting to simulate purely visual experiences and the usual focus on "what?" in favor of exploring the "why?" of art so that visually impaired users can make their own critical judgments. The process of reassessing the parameters and definitions of art education for visually impaired people revealed the Web to be an ideal vehicle for increasing intellectual access and delivering effective interpretation in a format that offers autonomy of exploration. However, in order for a project such as i-Map to confidently defy received Web design wisdom and develop tailor made solutions, its content needs to be the product of successful methodology and focused research. It is possible to provide blind and partially sighed people with intellectual access to any artwork and the Web offers enormous potential to do assist in this process. In attempting to achieve this, i-Map can provide useful practical and pedagogical pointers. (Author/AEF) ED482124 Re-Assessing Practice: Visual Art, Visually Impaired People and the Web. 2003-00-00 10 For full text: http://www.archimuse.com/mw2003/papers/howell/howell.html/. N/A 2004 8/20/2004 00:28:10 RIEJUL2004 In: Museums and the Web 2003: Selected Papers from an International Conference (7th, Charlotte, NC, March 19-22, 2003); see IR 058 801.

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No Colleges Educational Finance Financial Support Foreign Countries Higher Education Information Dissemination Resources Reference Materials - Directories/Catalogs England United Kingdom (England) Higher Education Funding Council for England, Bristol. English This guide lists the names and addresses of the universities and colleges funded by the Higher Education Funding Council for England (HEFCE). The guide is divided into these sections: (1) higher education institutions; (2) regional contacts; (3) further education colleges providing higher education courses; and (4) useful sources. (SLD) ED482125 Contacts in Higher Education. Guide. 2003-10-00 40 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 2016-11-21

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Yes Computer Interfaces Computer System Design Museums Online Systems Spatial Relationship (Facilities) Three Dimensional Aids Virtual Reality Guynup, Stephen Lawrence Reports - Descriptive Speeches/Meeting Papers Art Museums Digital Collections Digital Technology Virtual Museums English This paper began as an attempt to clarify and classify the development of Web3D environments from 1995 to the present. In that process, important facts came to light. A large proportion of these sites were virtual galleries and museums. Second, these same environments covered a wide array of architectural interpretations and represented some of the most cutting-edge work in the medium. It became clear that there is a relationship between galleries and virtual environments. At a fundamental level, both are information spaces. A primary difference is that the Web3D environments are bound to the computer and currently limited by mouse and screen. Factoring this in, the graphical user interface (GUI) and the Gallery were merged to create a native foundation for the development of virtual space. This paper discusses the relationship of GUI and gallery, and the impact of mouse and screen, and then showcases the exploration of several on-line virtual museums and galleries. Includes 15 figures. (Contains 17 references.) (Author) ED482126 From GUI to Gallery: A Study of Online Virtual Environments. 2003-00-00 13 For full text: http://www.archimuse.com/mw2003/papers/guynup/guynup.html/. N/A 2004 2016-11-21

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No Donors Financial Support Graduate Students Higher Education Income Research Research Assistants Guides - Non-Classroom Higher Education Funding Council for England, Bristol. English This document asks higher education institutions to update data on research students, research assistants, research fellows, and income from charities. These data will inform quality-related research (QR) funding for the academic year 2004-2005. It also asks institutions to update data on fundable research students who are eligible to pay certain fees. The document contains guidance notes for completing the survey, definitions used in the survey, examples of the survey tables, and details of how to obtain templates and upload data (Annex E). Five attachments (annexes) contain supplemental information useful in completing the survey. (SLD) ED482127 Research Activity Survey, 2003. 2003-10-00 24 Higher Education Funding Council for England, Northavon House, Coldharbour Lane, Bristol, BS16 1QD England. Tel: 0117-931-7317; Fax: 0117-931-7203; Web site: http://www.hefce.ac.uk. N/A 2004 8/20/2004 00:28:17 RIEJUL2004

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Yes Art Computer Interfaces Computer Oriented Programs Exhibits Museums Dietz, Steve Reports - Descriptive Speeches/Meeting Papers Digital Collections Digital Technology Telematics Virtual Museums Curators Walker Art Center MN English In the last 5 years, there has been at times heated debate not only about how best to present digital and specifically networked art in an institutional context but also whether to do so at all. Not all of the discussion revolves around issues of physical interfaces to such works, but their onsite presentation is a critical concern for both museums and artists--and their audiences. This paper is informed by these discussions, mostly online in the archives of nettime, rhizome, thingist, and CRUMB, but focuses on the author's personal experiences in curating 10 exhibitions over the past five years that have included network-based art. The paper presents work at the Walker Art Center (Minnesota) focusing on new physical interfaces, particularly for the presentation of digital art. Some examples include a freestanding revolving door portal for the exhibition Art Entertainment Network; a telematic table resulting from an international design competition; and a "temporary autonomous sarai" developed collaboratively by the new media artists Raqs Media Collective (New Delhi) and the architectural practice Atelier Bow-Wow (Tokyo). These and other projects are prototypes for new, interactive social spaces and functions being developed for the Walker's new building expansion, designed by the architects Herzog & de Meuron. (Includes 10 figures.) (Author) ED482128 Interfacing the Digital. 2003-00-00 13 For full text: http://www.archimuse.com/mw2003/papers/dietz/dietz.html/. N/A 2004 2016-11-21

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Yes Debt (Financial) Financial Aid Applicants Higher Education Loan Repayment Socioeconomic Status Student Financial Aid Student Loan Programs Marshall, Joan Reports - Descriptive Speeches/Meeting Papers English One of the goals of state prepaid tuition and college savings programs is that parents will soon consider participating in Section 529 plans for future higher education costs as commonly as they enroll in 401K plans for their retirement. Too many families are taking on far too much debt for college expenses, and tuition has been consistently rising at double the rate of inflation. The size of student loans is increasing, and more students are taking out loans. The ability of a state to increase the number of families who are prepared to meet higher education costs should eventually relieve pressure on that state's need-based financial aid requirements. As of October 17, 2000, 65 total programs were either operational or scheduled to launch. Establishing these programs and achieving broad-based acceptance is not easy, but such programs should continue to grow as families accept the responsibility of paying what they can afford toward their children's college educations. (SLD) ED482129 Goals and Implementation Issues for State Prepaid Tuition and College Savings Programs. 2000-00-00 5 N/A 2004 8/20/2004 00:28:22 RIEJUL2004 In: National Tax Association Annual Conference on Taxation Proceedings (93rd, Santa Fe, NM, November 9-11, 2000). Washington, DC: National Tax Association, 2000. p96-98.

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Yes Higher Education Paying for College Taxes Tuition Olivas, Michael A. Reports - Descriptive Speeches/Meeting Papers Tuition Savings Plans English College savings plans, which operate in 20 states, work on a simple premise: parents or grandparents place a lump sum in a contract or make monthly payments that guarantees the money will be sufficient for an equivalent of tuition and fees in a set period of time in the future. The state can guarantee the return by virtue of pooled assets. States have also created savings program trust funds that enable persons to invest in a state-operated investment fund. Recent legislation has given these funds tax-exempt status. In general, state plans have established well-run organizations, lobbied for tax relief, and gained the confidence of investors and state officials. Should the strong investment markets continue, the next generation of plans will become more innovative and flexible. However, there are some troubling seeds built into these systems. These concerns fall into three categories: (1) implications for equity, with the middle and upper classes most likely to benefit; (2) institutional implications, in that admissions might become predicated on ability to pay; and (3) legislative implications, as the programs have the potential to supplant, rather than support, state appropriates for higher education. While prepaid tuition plans have great potential, they also have far-ranging implications that require research and evaluation. (SLD) ED482130 College Savings Plans: Second Generation Progress and Problems. 2000-00-00 9 N/A 2004 2016-11-21

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Yes Constructivism (Learning) Exhibits Instructional Design Learning Activities Learning Theories Museums Online Systems World Wide Web Schaller, David T. Allison-Bunnell, Steven Reports - Descriptive Speeches/Meeting Papers Interactive Exhibits Interactive Systems Virtual Museums English Since the World Wide Web became in 1994 the first new mass medium since television, online learning design has evolved at Internet speed, taking in less than a decade what it took exhibit design over a century to develop in sophistication. Although virtual exhibits consisting of pictures and text are still common, educational Web designers increasingly employ techniques borrowed from interactive exhibit developers, video game producers, and museum educators to create compelling activities that fully exploit the strengths of the new medium. Constructivist learning theory often informs these new approaches. However, transplanting learning theory from the classroom or museum environment to the Web poses unique challenges. This paper reviews several theories of learning and explores ways that the authors have tried to incorporate them into the development and design process for interactive Web sites. Constructivism underlies much educational practice in museums and is the basis for all of the learning theories surveyed in this paper. Each of these, however, clarifies, expands upon, or revises the notion of constructivism in ways that can help Web designers better conceptualize and execute their projects. Includes four tables and nine figures. (Contains 22 references.) (Author/AEF) ED482131 Practicing What We Teach: How Learning Theory Can Guide Development of Online Educational Activities. 2003-00-00 18 For full text: http://www.archimuse.com/mw2003/papers/schaller/schaller.html/. N/A 2004 2016-11-21

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Yes Expenditures Higher Education Paying for College Student Financial Aid Coronado, Julia Lynn McIntosh, Susan Hume Reports - Research Speeches/Meeting Papers Savings Tuition Savings Plans English This study analyzed the impact tuition savings plans are likely to have on household savings. State-sponsored college savings programs rely mainly on tax incentives to motivate parents to save for their children's education in earmarked accounts. The first such programs were prepaid tuition plans, and other types of qualified tuition savings programs (QTSPs) have been developed. The current financial aid system provides powerful incentives for a significant number of families not to save in advance for education, both because families do not know in advance if a child will attend college and because the financial aid system poses a tax on parental assets. Because college savings plans reduce the tax on assets inherent in the financial aid system, they may increase savings for some households that are on the margin of eligibility. Still it appears that the introduction of QTSPs will not be likely to stimulate much participation among households with a great deal of uncertainty as to whether their children will attend college or who believe they will qualify for financial aid. In households that were planning to save for their children's education, the introduction of QTSPs implied a windfall gain in the form of reduced taxes, However, these households are likely to be in an early stage in the life cycle with low incomes and high expenses, and may spend the windfall and increase their consumption by more than the tax break. (SLD) ED482132 Qualified Tuition Savings Programs: The Impact on Household Saving. 2000-00-00 10 N/A 2004 2016-11-21

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Yes Elementary School Curriculum Elementary Secondary Education History Instruction Internet Learning Activities Middle Schools Museums Outreach Programs Problem Based Learning Program Evaluation Marty, Paul Sheahan, Kim Lacy, Ann Reports - Research Speeches/Meeting Papers Authentic Materials Authenticity University of Illinois Urbana Champaign English This paper presents preliminary results from a five year longitudinal study on the efficacy of integrating museum resources into elementary and middle school curricula through educational outreach activities, over the Internet and in the classroom. From 1997 to 2003, museum educators at the University of Illinois' Spurlock Museum have explored how students unable to travel to the museum could make the most effective use of the museum's online resources. Using problem-based learning methodologies, museum educators worked with several local school teachers to develop a series of projects that were closely integrated with the students' classroom activities. This paper evaluates the results of the program and presents the process of developing one of these projects: an analysis of the authenticity of ancient Egyptian cartonnage fragments. Three appendixes include: a donor letter (redacted), a sample page from a research packet, and an exhibit label copy. (Contains 10 references.) (Author) ED482133 Evaluating the Authenticity of Egyptian Cartonnage Fragments: Educational Outreach in Search of the Truth. 2003-00-00 19 For full text: http://www.archimuse.com/mw2003/papers/marty/marty.html/. N/A 2004 2016-11-21

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Yes Higher Education Parent Financial Contribution Paying for College Resource Allocation Tuition Ma, Jennifer Warshawsky, Mark J. Ameriks, John Blohm, Julia A. Reports - Descriptive Speeches/Meeting Papers Student Financial Contribution Tuition Savings Plans English This study used an expected utility framework with a mean-lower partial moment specification for investor utility to determine the asset allocation and the allowable contribution limits for qualified state-sponsored tuition savings plans. Given the assumptions about state policymakers' perceptions of investor utility, the study determined the necessary level of contributions needed to fund 5 years of education at the most expensive higher education institution in the United States. The approach determines simultaneously the optimal asset allocation and the annual contribution level needed in order to achieve the savings target. The modeling framework incorporates a specific, and reasonable, definition of risk aversion and optimal investment behavior. The paper contains background information on qualified tuition plans, the saving and asset allocation model used in the analysis, with an explanation of the way various parameters are calibrated, baseline simulation results, some sensitivity tests, and concluding remarks. (SLD) ED482134 An Economic Approach to Setting Contribution Limits in Qualified State-Sponsored Tuition Savings Plans. 2000-00-00 12 N/A 2004 2016-11-21

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Yes Colleges Futures (of Society) Governance Higher Education Instructional Leadership Strategic Planning Gayle, Dennis John Tewarie, Bhoendradatt White, A. Quinton, Jr. Books Information Analyses ERIC Publications ISSN-0884-0040 ERIC Clearinghouse on Higher Education, Washington, DC. Association for the Study of Higher Education. George Washington Univ., Washington, DC. Graduate School of Education and Human Development. English This volume explores approaches to effective leadership and strategic management in the 21st century university by considering the perceptions and attitudes of university leaders toward the institutional structures and organizational cultures from which universities are led and managed. The differences between treating universities as businesses and managing them in a business-like way are discussed. Also considered are the kinds of leadership that will best address challenges and how to gain consensus among constituents that change is needed. From historical background to modern e-learning techniques, the volume looks at governance to find systems that are effectively structured to balance the needs of students, educators, administrators, trustees, and legislators. The chapters are: (1) "Trends in University Governance Structures"; (2) "Structural and Cultural Elements of Governance"; (3) "Competing Perspectives and Expectations"; (4) "Governance and Teaching and Learning"; (5) "Governance, Information Technology, and Distance Education"; (6) "Resource Allocation and Governance"; and (7) "A Revised Model of Governance Structure in the Twenty-First Century University." Three appendixes contain information about enrollments, a survey of university governance, and a discussion of organizational culture and governance. (Contains 232 references.) (SLD) ED482135 Governance in the Twenty-First-Century University: Approaches to Effective Leadership and Strategic Management. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-7879-7174-X 153 Wiley Subscription Services, Inc., A Wiley Company, Jossey-Bass, 989 Market Street, San Francisco, Ca 94103-1741 ($24 plus shipping; $108 per year). Tel: 888-378-2537 (Toll Free); Fax: 888-481-2665 (Toll Free); Web site: http://www.interscience.wiley.com. N/A 2004 8/20/2004 00:28:37 RIEJUL2004 ED-99-00-0036 Published six times per year.

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Yes Children Computer Games Computer Interfaces Computer System Design Exhibits Immersion Programs Interdisciplinary Approach Multimedia Materials Museums Story Telling Sauer, Sebastian Gobel, Stefan Reports - Descriptive Speeches/Meeting Papers English With regard to the acceptance of human-computer interfaces, immersion represents one of the most important methods for attracting young visitors into museum exhibitions. Exciting and diversely presented content as well as intuitive, natural and human-like interfaces are indispensable to bind users to an interactive system with real and digital parts. In order to overcome the obstacles to attracting the young, the authors have taken an interdisciplinary approach to the fields of multimedia, media design,TV/movie or literature, and especially myths, to develop narrative "edutainment" applications for children. Similar to Hollywood, production content and dramaturgic scripts are generated by authoring tools and transmitted by multimodal interfaces enhanced by natural conversation forms. These concepts are enhanced by interaction design principles, methods and appliances; such as Kids Innovation or Momuna.This paper describes both existing technologies and new innovative methods and concepts of interactive digital storytelling and user interaction design to establish immersive edutainment applications and appliances using multimodal user interfaces. These approaches merging into Dino-Hunter as innovative game-oriented mobile edutainment appliances are discussed within the environment of mobile application scenarios for museums and their young visitors. Includes 13 figures. (Contains 18 references.) (Author) ED482136 Focus Your Young Visitors: Kids Innovation--Fundamental Changes in Digital Edutainment. 2003-00-00 16 For full text: http://www.archimuse.com/mw2003/papers/sauer/sauer.html/. N/A 2004 8/20/2004 00:28:39 RIEJUL2004 In: Museums and the Web 2003: Selected Papers from an International Conference (7th, Charlotte, NC, March 19-22, 2003); see IR 058 801.

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No College Faculty Educational Improvement Higher Education Organizational Development Professional Development Resources Wehlburg, Catherine M., Ed. Chadwick-Blossey, Sandra, Ed. Books Collected Works - General Guides - Non-Classroom Professional and Organizational Development Network in Higher Education. English An annual publication, "To Improve the Academy" offers a resource for improvement in higher education to faculty, instructional development staff, and administrators. The chapters of part 1, "Past, Present, and Future of SoTL," contains: (1) "The Scholarship of Teaching and Learning: Past Lessons, Current Challenges, and Future Visions" (Kathleen McKinney)). Part 2, "Assessment and Faculty Development," contains: (2) "Triangulating Faculty Needs for the Assessment of Student Learning" (D. Lynn Sorenson and Timothy W. Bothell); (3) "Documenting the Educational Innovations of Faculty: A Win-Win situation for Faculty and the Faculty Development Center" (Phyllis Blumberg); (4) "Evaluating the Return on Investment of Faculty Development" (Timothy W. Bothell and Tom Henderson); and (5)"Beyond Bean Counting: Making Faculty Development Needs Assessment More Meaningful" (Pamela M. Milloy and Corly Brooke). Section 3, "Curriculum Design and Evaluation," contains: (6) "Color-Coded Course Design: Educating and Engaging Faculty To Educate and Engage Students" (Marlene M. Preston); (7) "From SGID and GIFT to BBQ: Streamlining Midterm Student Evaluations To Improve Teaching and Learning" (Margaret K. Snooks, Sue E. Neeley, and Kathleen M. Williamson); and (8) "A Versatile Interactive Focus Group Protocol for Qualitative Assessments" (Barbara J. Millis). Section 4, "Faculty Development Tools," contains: (9) "A Transformative Model for Designing Professional Development Activities" (David J. Langley, Terence W. O'Connor, and Michele M. Welkener); (10) "A Systematic, Hands-On, Reflective, and Effective (SHORE) Approach to Faculty Development for New and Seasoned Faculty" (Scott E. Hampton, Craig D. Morrow, Ashleah Bechtel, and Marjorie H. Carroll); (11) "Foucault and the Practice of Educational Development: Power and Surveillance in Individual Consultations" (Peter Felten, Deandra Little, and Allison Pingree); (12) "Approaching Faculty Development Support from the Grassroots: Establishment of an Innovative, Formal, Untenured Faculty Organization" (Ellen N. Junn, Ellen Kottler, Jacqueline K. Coffman, Pamella H. Oliver, and Fred Ramirez); (13) "Fostering Diversity in a Faculty Development Organization" (Matthew L. Ouellett and Christine A. Stanley); and (14) "Playing Well with Others: Academic Development as a Team Sport" (Nancy Van Note Chisom). Section 5,"Student Learning and Faculty Development," contains: (15) "Problem-Based Service Learning: Rewards and Challenges with Undergraduates" (Kenneth France); (16) "Effective Peer Evaluation in Learning Teams" (Debbie Williams, Doug Foster, Bo Green, Paul Lakey, Raye Lackey, Fay Mills, and Carol Williams); (17) "An International Perspective on Assessing Group Projects" (Deborah Willis and Barbara J. Millis); and (18) "The Hesburgh Certificate and Portland State University's Faculty Development Approach to Supporting Service Learning and Community-University Partnerships" (Kevin Kecskes, Amy Spring, and Devorah Lieberman). Section 6, "Faculty Development with Part-Time Instructors," contains; (19) "Making Adjunct Faculty Part of the Academic Community" (Karen Krupar); and (20) "Graduate Student Mentors: Meeting the Challenges of the Ongoing Development of Graduate Student Instructors" (Chris O'Neal and Jennifer Karlin). (Contains 282 references.) (SLD) ED482137 To Improve the Academy: Resources for Faculty, Instructional, and Organizational Development, Volume 22. 2004-00-00 ISBN-1-882982-65-7 Administrators Teachers Practitioners 123 Anker Publishing Company, Inc., P.O. Box 249, Bolton, MA 01740-0249 ($37.95). Tel: 978-779-6190; Fax: 978-779-6366; e-mail: info@ankerpub.com; Web site: http://www.ankerpub.com. N/A 2004 8/20/2004 00:28:41 RIEJUL2004 Published annually. For Volume 21, see ED 471 252.

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Yes College Admission College Segregation Economic Factors Enrollment Enrollment Trends Higher Education Low Income Groups Selective Admission Social Class Collected Works - Serials Information Analyses ISSN-1068-9818 English The first report in this issue, "Economic Segregation of Higher Education Opportunity 1973 to 2001," describes the way higher education enrollments in U.S. colleges and universities are rapidly being sorted by family income and social class. Students born into different economic class backgrounds are increasingly concentrated in distinct segments of the higher education system, with students from low and lower middle income families concentrated in 2-year colleges, especially public 2-year colleges, and students from upper middle and higher income families concentrated in 4-year colleges. This analysis focuses on these changing enrollment patterns by looking at recipients of federal Pell Grants. The second report, "Admissions Selectivity of 4-Year Colleges and Universities 1986 to 2003," discusses a shift in from expanding higher education opportunity to redistributing it that is occurring in 4-year colleges and universities. Both public and private 4-year colleges and universities have grown more selective between 1986 and 2003, but they have done so in a growing market with increasing numbers of high school graduates to choose among. In the long run, the growing divergence between changing demographics and growing labor market needs for better trained workers will have consequences. Some are already evident: the rapid growth of proprietary education and the erosion of world leadership in college participation rates. More will appear in the future. (Contains 18 graphs.) (SLD) ED482138 Economic Segregation of Higher Education Opportunity, 1973 to 2001. Postsecondary Education Opportunity n136 Oct 2003 2003-10-00 18 Postsecondary Education Opportunity, P.O. Box 415, Oskaloosa, IA 52577-0415. Tel: 641-673-3401; Fax: 641-673-3411; Web site: http://www.postsecodnary.org. N/A 2004 2020-07-14

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Yes Evaluation Methods Heuristics Museums Online Systems Program Evaluation Use Studies World Wide Web Goldman, Kate Haley Bendoly, Laura Reports - Descriptive Speeches/Meeting Papers Usability Virtual Museums Web Site Design English When museum professionals speak of evaluating a web site, they primarily mean formative evaluation, and by that they primarily mean testing the usability of the site. In the for-profit world, usability testing is a multi-million dollar industry, while non-profits often rely on far too few dollars to do too much. Hence, heuristic evaluation is one of the most popular methods of usability testing in museums. Previous research has shown that the ideal usability evaluation is a mixed methods approach, using both qualitative and quantitative, expert-focused and user-focused methods. But some within the online museum field have hypothesized that heuristic evaluation alone is sufficient to recognize most usability issues. To date there have been no studies on how reliable or valid heuristic evaluation is for museum web sites. This is critical if heuristic evaluation is to be used alone rather than in tandem with other methods. This paper focuses on work being done at the Atlanta History Center as a case study for the effectiveness of heuristic evaluation in a museum web site setting. It is a project currently in the beginning stages of development. The Center is applying a thorough mixed methods approach to evaluation, including heuristic evaluation. The results of this project will assess how complete and how useful a rigorous heuristic evaluation is alone and in conjunction with other methods in the development and implementation of an online educational resource. (Author) ED482139 Investigating Heuristic Evaluation: A Case Study. 2003-00-00 11 For full text: http://www.archimuse.com/mw2003/papers/haley/haley.html/. N/A 2004 2016-11-21

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Yes Internet Longitudinal Studies Online Systems Practicums Student Teacher Attitudes Student Teachers Teacher Education Moffett, David Reports - Research Speeches/Meeting Papers Message Transmission English A longitudinal study has investigated the merit of using online Message Boards and online student expertise during practicum experiences for the past three academic years. First-year results provided data that suggested extending conversations online among practicum students was beneficial to students. In year 2, in which eight students participated, an increase was found in the mean across the semester regarding students' self-perceptions of their expertise in using online Message Boards but a slight decrease in the mean regarding students' perceptions of the merit of message boards. In year 3 (2002-2003) there were 12 participants. The researcher incorporated an additional online requirement and pretest-posttest means for both students' perceptions of the merit of using online Message Boards and their perceptions of their expertise in using online Message Boards increased. (Author/SLD) ED482140 A Longitudinal Study Examining the Merit of Internet Message Board Use and Related Student Expertise during Practicum Experiences. 2003-10-17 21 N/A 2004 2016-11-21

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Yes Administrator Effectiveness Criteria Educational Administration Educational Change Educational Research Elementary Secondary Education Models Research Utilization Zimmerman, Judith A. Reports - Descriptive Speeches/Meeting Papers English Two education initiatives in Ohio, the Pairwise Mentoring System and the Baldrige Approach for School Improvement, show promise for raising the achievement of K-12 students. As busy educational leaders who are expected to lead change efforts in their schools, preservice and inservice administrators can benefit by seeing the connections between new initiatives rather than by viewing them as add-ons. Pathwise and Baldrige are both frameworks that are based on research and proven practice. This paper summarizes their basic components and similarities, and presents an effort, in chart form, to align the 7 Baldrige categories with the 19 criteria in the 4 Pathwise domains. The paper also explores ways to integrate the study of Pathwise and Baldrige within the educational administration program. (SLD) ED482141 Balancing Research-Based Initiatives: Help for the Practitioner. 2003-10-17 12 N/A 2004 8/20/2004 00:28:51 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Academic Persistence College Students Higher Education Language Usage Prediction School Holding Power Writing Evaluation Writing Strategies Elkins, Hope Buckingham, Tom Cochran, Lynn Reports - Research Speeches/Meeting Papers English This preliminary study, focusing only on writing analysis, is part of a larger longitudinal study that will be used to develop an effective instrument to predict college retention. The methodology arose from a psychological model created by John Bean (2001) to ascertain "academic fit" in the college setting and a psycholinguistic model developed by James Gee to explain acculturation through the use of language management and positioning. The participants were four second semester freshmen and four second semester sophomores who submitted learning essays as a course exercise. Findings from the preliminary study show a positive correlation between twp students' high first person pronoun counts and extrinsic locus of control. The results seem to indicate that language analysis can be a viable predictive tool. To contextualize the preliminary study, an overview of the longitudinal study is offered. An appendix contains a writing prompt. (Contains 2 tables and 27 references.) (SLD) ED482142 In Their Own Words: Assessment To Understand the Dynamics of College Retention. 2003-10-19 19 N/A 2004 8/20/2004 00:28:53 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-19, 2003).

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Yes Computer Assisted Instruction Cooperative Programs Museums Partnerships in Education Program Development Barbanell, Patricia Falco, John Newman, Diana Reports - Descriptive Speeches/Meeting Papers Digital Communications Interactive Exhibits Interactive Systems Video Teleconferencing English As museums throughout the world enter the interactive arena of digital communications, a need has emerged to access strategies of program development that seamlessly interface with existing missions and resources. This paper describes how Project VIEW, a US Department of Education Technology Innovation Challenge Grant, collaborates with major museums--the Guggenheim (NY) Museum, the Whitney Museum,the Philadelphia Museum of Art, and others--to create templates for developing point-to-point interactive video conferences with asynchronous web-based resources that enhance student learning. Underlying the work of VIEW is the premise that, to achieve the promise of interactive technologies, it is necessary to change educational pedagogy. To accomplish this, Project VIEW employs multi-phase integration techniques that bring together the needs and missions of diverse yet intersecting educational delivery systems at museums and schools. While the development of a model for sustainable program development and content integration a core component of Project VIEW, the primary goal is to deliver instruction that produces evidence of higher student learning and academic performance. Interim evaluation by an external reviewer indicates evidence of enhanced student learning among students who participate in Project VIEW programs. Importantly, evidence confirms that outcomes for students are the result of VIEW training and development processes in which both schools and museums are transforming the way that they deliver education and through integrated, interactive videoconferencing and web-based learning. (Author) ED482143 New Vision, New Realities: Methodology and Mission in Developing Interactive Videoconferencing Programming. 2003-00-00 8 For full text: http://www.archimuse.com/mw2003/papers/barbanell/barbanell.html/. N/A 2004 2016-11-21

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Yes Conflict Resolution Federal Aid Financial Aid Applicants Higher Education Ombudsmen Student Financial Aid Reports - Descriptive Office of Federal Student Aid (ED), Washington, DC. English This pamphlet describes the Federal Student Aid Ombudsman, an impartial resource to help customers resolve student loan concerns when other approaches fail. The ombudsman helps resolve discrepancies in loan balances and payments, and helps customers understand interest and collection charges. The office helps resolve issues related to income tax refund offsets, default status, consolidations, bankruptcies, service quality, and other concerns. Loan repayment options and provisions for loan deferment or forbearance and cancellation or discharge are explained by the ombudsman. When and how to contact the Federal Student Aid Ombudsman is explained. (SLD) ED482144 Office of the Ombudsman. 2003-00-00 4 U.S. Department of Education, FSA Ombudsman, 830 First Street, NE, Fourth Floor, Washington, DC 20202-5144. Tel: 877-557-2575; Fax: 202-275-0549; Web site: http://ombudsman.ed.gov/ombudsman/index.html. N/A 2004 8/20/2004 00:28:58 RIEJUL2004

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Yes Annual Reports College Transfer Students Foreign Countries Higher Education Intercollegiate Cooperation Regional Cooperation Transfer Policy Transfer Programs Reports - Descriptive Alberta Canada Alberta Council on Admissions and Transfer, Edmonton. English The Alberta Council on Admissions and Transfer, Alberta, Canada, serves as the body through which Albertas postsecondary institutions work in a cooperative manner to ensure effective transferability. Basic to the work of the Council is the principle that a student should not have to repeat previous learning experiences in which competence has been demonstrated, nor be granted more transfer credit than previous learning would warrant. While actively involved with transfer credit issues, the 15-member Council is also interested in admission policies from a systemwide perspective. This annual report outlines the Council's mandate, mission, and goals, and describes some of the initiatives undertaken or completed since the last annual report. In May 2002 the Council published the 27th annual edition of the "Alberta Transfer Guide," a description that reflected 27,504 transfer agreements and 36 institutions in Alberta, Northwest Territories, and Nunavut. The transfer guide has been made available online, and the network of institutional representatives ("Contact Persons") also is described online. Work has begun on a common grading scale for Alberta institutions of higher education, communication links have been maintained with student organizations. The Council has continued its emphasis on admissions to enable students to make smooth transitions from secondary education. Other information dissemination and online efforts are described, and work toward the Business Plan goals and objectives is outlined. Addenda include: (1) a list of Council members; (2) terms of reference; (3) principles, policies, and procedures; (4) the Alberta transfer model; and (5) a list of Council publications. (SLD) ED482145 Alberta Council on Admissions and Transfer. Twenty-Eighth Annual Report, 1 April 2002-31 March 2003. 2003-07-15 32 N/A 2004 2016-11-21

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Yes Foreign Countries Interaction Peer Relationship Undergraduate Students Undergraduate Study Krause, Kerri-Lee McInnis, Craig Welle, Cindy Reports - Research Speeches/Meeting Papers University of Melbourne (Australia) English The nature of undergraduate students' out-of-class interactions with peers was studied through a survey of all undergraduate students at the University of Melbourne, Australia. The most common reason for peer interaction was to discuss assignments. There is a significant positive relationship between the frequency of such peer interaction and the variables of student satisfaction with the university experience and students' perceptions of how well they are coping with study. Differential interaction patters exist depending on year group, age, and language background. The study contributes to understandings of the role and nature of students' out-of-class peer interactions. It also has implications for enhancing the quality of student learning, engagement, and support structures. An appendix contains sample survey items. (Contains 2 tables, 1 figure, and 20 references.) (Author/SLD) ED482146 Out-of-Class Engagement in Undergraduate Learning Communities: The Role and Nature of Peer Interactions. 2003-11-13 8 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Benchmarking College Freshmen Higher Education Prediction Scores State Standards Test Results Tell, Christine A. McDonald, David Reports - Research Speeches/Meeting Papers Oregon Statewide Assessment Program Oregon Oregon English This study explored the relationship between Oregon high school students' performance in a standards-based system and their subsequent performance in the first year of college. Findings from 6,082 students from the Oregon University System and 12,519 from Oregon community colleges led to the conclusion that the 10th grade benchmark performance may be described as an early indicator of academic preparation. The recommendation is that high school teachers, counselors, parents, and students use the data on students' grade 10 benchmark performance as a planning tool for the last 2 years of high school. Further study is needed to determine the degree to which students' 10th grade benchmark performance is a predictor of first-year college success. Appendixes contain background information and supporting tables. (Contains 18 tables and 24 references.) (Author/SLD) ED482147 The First Year: Students' Performance on 10th Grade Standards and Subsequent Performance in the First Year of College (2001-02). 2002-11-13 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 57 N/A 2004 2016-11-21

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Yes Computer Mediated Communication Cooperative Programs Elementary Education Information Networks Museums Web Sites World Wide Web Burrough, Lee Anne Beaumont, Lorrie Schaller, David Cannon, Ethalinda Reports - Descriptive Speeches/Meeting Papers Childrens Museums Interactive Systems Virtual Museums English Continuous, formative evaluation, from inception to completion, with rapid revisions, was key to the successful development of Kids Design Network(KDN) by the DuPage Children's Museum (DCM). Although a thorough evaluation plan was developed at the beginning of the project, it soon became apparent that additional strategies were necessary to insure success. As new issues were identified and planned techniques were found inadequate, new evaluation techniques were developed and implemented. The development of KDN illustrates the importance of flexible, formative evaluation from the inception of a program to its completion. KDN is an interactive Internet-based learning program for elementary aged students. Using the KDN Web site, students work collaboratively with an engineer (via real-time communication on the KDN Engineer Chatboard), their classmates and teacher to design, build and test a gadget that meets an engineering challenge. Interactive portions of the Web site include a drawing program where students draw a design for their gadget and a whiteboard with chat where children and engineers can mark on the student's design and communicate via text chat. DCM brought in an evaluation consultant in the very early stages of KDN development. The evaluator became an integral part of development and continuously collaborated with the team. The collaborative nature of the evaluation and the fluidity of the plan ultimately produced a workable, user friendly Web site consistent with the museum's mission. (Author) ED482148 A Rolling Evaluation Gathers No Moss. 2003-00-00 15 For full text: http://www.archimuse.com/mw2003/papers/burrough/burrough.html/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Games Computer Mediated Communication Cooperative Programs Elementary Secondary Education Foreign Countries International Cooperation Internet Museums Online Systems Three Dimensional Aids Virtual Reality Di Blas, Nicoletta Paolini, Paolo Hazan, Susan Reports - Descriptive Speeches/Meeting Papers Israel (Jerusalem) Italy (Milan) Virtual Communities Edutainment Israel (Jerusalem) Italy (Milan) English Shared virtual worlds are innovative applications where several users, represented by Avatars, simultaneously access via Internet a 3D space. Users cooperate through interaction with the environment and with each other, manipulating objects and chatting as they go. Apart from in the well documented online action games industry, now often played out in real time over the Internet, the success stories of virtual worlds and shared VRML environments have been sporadic. Interest wanes from an enthusiastic beginning: the 3D world looks both enticing and promising, but the attention curve drops sharply as the users find the space either too difficult to navigate or not satisfyingly engaging. The key to the success or failure of these environments relates directly to the content offered and the ability of the environment to hold a critical mass of users in real time. This paper presents an innovative project, a shared virtual world geared to schools in an educational and highly structured environment. SEE,Shrine Educational Experience, is a cooperative project developed jointly by Shrine of the Book at the Israel Museum, Jerusalem, and the Politecnico di Milano, Italy, offering a pioneering educational environment based on a shared 3D virtual world, where classes from all over the world meet in order to learn and discuss issues related to the famous Dead Sea Scrolls and the tiny community (probably of Essenes) who once lived by the Dead Sea. Includes eight figures. (Contains 14 references.) (Author) ED482149 The SEE Experience: Edutainment in 3D Virtual Worlds. 2003-00-00 13 For full text: http://www.archimuse.com/mw2003/papers/diblas/diblas.html/. N/A 2004 2016-11-21

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Yes Artificial Intelligence Computer Interfaces Computer Oriented Programs Computer System Design Interaction Museums Natural Language Processing Boiano, Stefania Gaia, Giuliano Caldarini, Morgana Reports - Descriptive Speeches/Meeting Papers Virtual Museums Interactive Exhibits Interactive Systems English A museum can talk to its audience through a variety of channels, such as Web sites, help desks, human guides, brochures. A considerable effort is being made by museums to integrate these different means. The Web site can be designed to be reachable or even updateable from visitors inside the museum via touchscreen and wireless devices. But these efforts seem still far from reaching a real, complete integration due to the difficulty of creating a coherent and usable interface for different means and situations. One way to achieve a deeper integration comes from a new generation of natural language recognition systems and their user-friendly interfaces. These applications are able to understand text inputs and spoken language coming from any source (e-mail, chat, Web forms, phone). After getting the input, the system will try to find the appropriate answer by applying complex interpretation rules and by searching different databases inside or outside the museum's infosphere. After the answer is found, it can be transmitted to the user by a variety of means: Web, e-mail, cell phone messages, vocal messages. Such interfaces can integrate many useful applications: museum mascot,interactive guide, shop assistant, first level help desk, e-learning tutor and customer care. Since the system can dialogue in real time with users, also getting valuable data about their needs and desires, it could personally invite people to museum events, always in a very interactive and natural way. It is now possible to develop powerful and easily maintainable solutions on low-cost platforms, integrating the museum's technology infrastructure with artificial intelligence based characters. They could act as a front end for natural language recognition engines, speech recognition systems, and existing database and content management applications. This paper presents these new solutions, together with the first case histories of natural language interfaces usage. It explores some of the possibilities opened for museums and cultural institutions by the integration of these innovative means. (Author/AEF) ED482150 Make Your Museum Talk: Natural Language Interfaces for Cultural Institutions. 2003-00-00 10 For full text: http://www.archimuse.com/mw2003/papers/gaia/gaia.html/. N/A 2004 2016-11-21

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Yes Artificial Intelligence Computer Mediated Communication Computer System Design Exhibits Museums Online Systems Virtual Reality de Almeida, Pilar Yokoi, Shigeki Reports - Evaluative Speeches/Meeting Papers Interactive Exhibits Interactive Systems Virtual Museums English Online museums could benefit from digital "lifelike" characters in order to guide users to virtual tours and to customize the tour information to users' interests. Digital characters have been explored in online museum web sites with different degrees of interaction and modes of communication. Such research, however, does not explore interactive "conversational" characters. The main interest of this research is a tour-guide character that provides tour information through dialogue with the user. This research developed an interactive conversational character that establishes a "character-user" dialogue while guiding the user through the virtual tour. The tour guide character provides tour information and responses to users' textual inputs by speaking through audio output and gesturing accordingly. Moreover, the tour guide character attempts to provide adaptive guidance, to perform engaging storytelling and to promote users' participation through the virtual tour. This paper describes the experiment focusing on the systems implementation, the dialogue creation process and the character's ability to detect users' interests. It further describes and analyzes the system's evaluation. Lessons learned could serve as a base for developers of interactive characters as tour guides. Includes two tables and three figures. (Contains 15 references.) (Author/AEF) ED482151 Interactive Character as a Virtual Tour Guide to an Online Museum Exhibition. 2003-00-00 10 For full text: http://www.archimuse.com/mw2003/papers/almeida/almeida.html/. N/A 2004 2016-11-21

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Yes Access to Information Art Art Appreciation Art Education Art History Computer Mediated Communication Museums Story Telling Virtual Reality World Wide Web Iurgel, Ido A. Reports - Descriptive Speeches/Meeting Papers Virtual Museums English Experiencing artworks in the Web aggravates the problem of the absence of any historical, cultural and social context, because the Web is a veritable nowhere. This paper stresses the importance of a social and narrative access to art, and presents an interactive group of virtual characters as an alleviation of this problem. The benefits and overall concepts of this approach are examined. Particularly, the importance of guiding the virtual characters to establish close emotional relations with the user for achieving narrative immersion is stressed, and ways of accomplishing this task are sketched. Includes four figures. (Contains 19 references.) (Author) ED482152 Experiencing Art on the Web with Virtual Companions. 2003-00-00 11 For full text: http://www.archimuse.com/mw2003/papers/iurgel/iurgel.html/. N/A 2004 2016-11-21

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Yes College Students Ethnic Groups Ethnicity Higher Education Minority Groups Hubbard, Steven M. Information Analyses Speeches/Meeting Papers Identity Formation Identity (Psychological) Identity Status English Dr. Anna Ortiz is a scholar who explores the ethnic identity development of college students and the experiences of underrepresented college students in a context in which white culture represents the norm in higher education. This paper explored the background and research of Dr. Ortiz. Her research has been influenced by her cultural and educational experiences, her professional experiences, and her feminist perspective. The work of Anna Ortiz on ethnic identity development comes from psychosocial development models, with the work of A. Chickering a marked influence. The primary method of research conducted by Ortiz is qualitative. This paper reviews some of her research studies in the areas of ethnic identity development, the cultural identity of college, and the deconstructing of Whiteness. As a research, Dr. Ortiz is not afraid to challenge the current system to ask important questions about higher education and cultural identity. (Contains 13 references.) (SLD) ED482153 An Analysis of Dr. Anna M. Ortiz's Research: Developing a Foundation in Ethnic Identity Development. 2003-11-00 12 N/A 2004 2016-11-21

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Yes Audio Equipment Audiovisual Aids Multimedia Materials Museums Zancanaro, M. Stock, O. Alfaro, I. Guides - Non-Classroom Speeches/Meeting Papers Multimedia Information Systems Multimedia Technology Personal Digital Assistants Presentations Multimedia Computer Systems Virtual Museums English This paper introduces the idea of enhancing the audio presentation of a multimedia museum guide by using the PDA screen to travel throughout a fresco and identify the various details in it. During the presentation, a sequence of pictures is synchronized with the audio commentary, and the transitions among the pictures are planned according to cinematic techniques.The theoretical background is presented, discussing the language of cinematography and the Rhetorical Structure Theory to analyze dependency relationships inside a text. In building the video clips, a set of strategies similar to those used in documentaries was employed. Two broad classes of strategies were identified. The first class encompasses constraints imposed by the grammar of cinematography, while the second deals with conventions normally used in guiding camera movements in the production of documentaries.The results of a preliminary evaluation are also presented and discussed. Includes five figures. (Contains 11 references.) (Author) ED482154 Using Cinematic Techniques in a Multimedia Museum Guide. 2003-00-00 10 For full text: http://www.archimuse.com/mw2003/papers/zancanaro/zancanaro.html/. N/A 2004 2016-11-21

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Yes College Preparation Educational Improvement High Risk Students Intervention Middle School Students Middle Schools Program Effectiveness Cabrera, Alberto F. Prabhu, Radhika Deil-Amen, Regina Terenzini, Patrick T. Lee, Chul Franklin, Robert E., Jr. Reports - Research Speeches/Meeting Papers English This study, first in a planned series, sought to examine the aggregate, or overall, impact of comprehensive intervention programs (CIPs) on students' preparedness for college, as reflected in their reading and mathematics abilities. All of the schools in the study were involved in GEAR UP, but it is important to be clear that GEAR UP is something of a prototype. The study focuses not on GEAR UP but on the outcomes associated with the kinds of activities and services it embodies. The analytical focal group was cohorts of seventh graders at 180 California public schools in fall 1999, followed from sixth grade. Of these schools, 47 were CIP schools and 133 were similar "peer" schools. The two dependent variables were the mean scaled scores in the Stanford-9 tests in reading and mathematics. A series of t-tests revealed no significant differences between CIP and peer schools in the benchmark year on a variety of measures of readiness and school characteristics with one exception: CIP school showed lower mean scaled scores in mathematics than peer schools. Any of several reasons might explain the lack of an effect of CIP on reading as well as by the lower than anticipated performance in both reading and mathematics displayed by CIP sixth graders. Results do suggest that in reading, CIP activities and services appear to have had some effect, but gains were modest and not statistically significant. (Contains 2 figures, 6 tables, and 28 references.) (SLD) ED482155 Increasing the College Preparedness of At-Risk Students. 2003-11-00 Department of Education, Washington, DC. 22 N/A 2004 8/20/2004 00:29:22 RIEJUL2004 R305T010167-02 Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Portland, OR, November 13-16, 2003).

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Yes Art Foreign Countries Information Management Information Technology Models Museums Online Systems World Wide Web Zimmermann, Andreas Lorenz, Andreas Specht, Marcus Reports - Descriptive Speeches/Meeting Papers Germany Virtual Museums Germany English When art and technology meet, a huge information flow has to be managed. The LISTEN project conducted by the Fraunhofer Institut in St. Augustin (Germany) augments every day environments with audio information. In order to distribute and administer this information in an efficient way, the Institute decided to employ an information brokering tool for the management of information items. The generation of user profiles and the personalized presentation of information are possible by this means. This paper depicts an approach of transferring this information brokering experience to Web museum applications. It shows how the LISTEN domain model can easily be extended by an overlay model and adapted to a Web museum environment. (Contains 12 references.) (Author) ED482156 The Use of an Information Brokering Tool in an Electronic Museum Environment. 2003-00-00 12 For full text: http://www.archimuse.com/mw2003/papers/zimmermann/zimmermann.html/. N/A 2004 2016-11-21

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Yes Computer Networks Exhibits Foreign Countries Information Technology Multimedia Materials Museums Pilot Projects Proctor, Nancy Tellis, Chris Reports - Descriptive Speeches/Meeting Papers Handheld Computers Tour Guides Wireless Technology English This paper examines the rapidly changing state of museum handhelds from both a technology and content perspective. The paper also discusses the component parts for a successful museum installation: content, user interface, applications, form factor, positioning and the challenges to integrating these components. Specific examples are demonstrated from the 2002 Tate Modern installation and the authors' own research. Tate Modern's Multimedia Tour Pilot, open to the public from July through September 2002, was a 45-minute tour of the Still Life/Object/ Real Life galleries, in which visitors could experience audio, video, still images and a variety of interactive applications on handheld iPAQ computers loaned by HP; the content of the multimedia tour was delivered to the visitor through the museum's wireless network, using location-based technologies. The paper concludes that wireless interactive systems offer important tools and unique opportunities for the development of in-gallery interpretation and education programs, and the extension of these to a cultural experience of the wider city that links many museums and visitor attractions. The visitor response to the Tate Modern Multimedia Tour Pilot has given an unequivocal green light to future development of these handheld solutions within the museum. (Contains 14 references.) (Author/AEF) ED482157 The State of the Art in Museum Handhelds in 2003. 2003-00-00 14 For full text: http://www.archimuse.com/mw2003/papers/proctor/proctor.html/. N/A 2004 2016-11-21

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Yes Citizenship Education College Faculty Colleges Democracy Democratic Values Higher Education Participation Brown, David W., Ed. Witte, Deborah, Ed. Collected Works - General Charles F. Kettering Foundation, Dayton, OH. English This annual collection focuses on the obligation of higher education to democracy. Scholars from a variety if disciplines explore this question and related issues, such as the civic mission of the university, what it means to be an "engaged" university, and how a university can itself by a "good citizen." Following a foreword by Deborah Witte, the articles in the collection are: (1) "Public Environmental Philosophy: An Interview with Andrew Light"; (2) "'New York, New York': Community-Based Learning in the Context of September 11" (Maria Farland and Jennifer Santos); (3) "The Engaged University: An Interview with Peter Levine" (Peter Levine); (4) "Strategies for Involving the Faculty in Civic Renewal" (Barry Checkoway); (5) "Democracy's Universities: An Interview with Scott Peters" (Scott Peters); (6) "'The Metaphysical Club'" (Louis Menand); and (7) "Afterword" (David Mathews). Each chapter contains references. (SLD) ED482158 Higher Education Exchange, 2003. 2003-05-00 84 For full text: http://www.kettering.org/Book.pdf. N/A 2004 8/20/2004 00:29:28 RIEJUL2004 Published annually. For the 2002 edition, see ED 468143.

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Yes Access to Information Computer Interfaces Computer System Design Culture Foreign Countries Information Technology Museums Tourism World Wide Web Garzotto, Franca Salmon, Tullio Pigozzi, Massimiliano Reports - Descriptive Speeches/Meeting Papers Italy Italy English A framework for the design of multi-channel (MC) applications in the cultural tourism domain is presented. Several heterogeneous interface devices are supported including location-sensitive mobile units, on-site stationary devices, and personalized CDs that extend the on-site experience beyond the visit time thanks to personal memories gathered during the visit. The design framework is multi-layer in nature: it takes care of application design both at conceptual and implementation level. At conceptual level it supports content, navigation, interaction and presentation design. At implementation level it includes an interface independent execution engine as well as a set of tools mapping the design into a formal interface description that specifies the run-time rules-of-behavior to the execution engine. The proposed framework is going to be demonstrated in museums and archaeological sites in Italy. Includes 10 figures. (Contains 21 references.) (Author) ED482159 Designing Multi-Channel Web Frameworks for Cultural Tourism Applications: The MUSE Case Study. 2003-00-00 24 For full text: http://www.archimuse.com/mw2003/papers/garzotto/garzotto.html/. N/A 2004 2016-11-21

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Yes Academic Degrees College Graduates Disadvantaged Youth Economically Disadvantaged Higher Education Socioeconomic Status Time to Degree Cabrera, Alberto F. Burkum, Kurt R. La Nasa, Steven M. Reports - Research Speeches/Meeting Papers English The High School Sophomore Cohort of 1980 followed nine different pathways to a 4-year college degree. These paths were formed by a combination of different levels of academic preparation secured in high school and the first type of postsecondary institution attended. The pathway most likely to lead to a 4-year degree is one defined by acquiring high academic resources in high school and entering at a 4-year institution on high school completion. Those who followed this path had a 78% chance of graduating within 11 years. Highest-socioeconomic status (SES) students followed this pathway, resulting in an 81% graduation rate. Not all paths are equally available to all SES groups. Lowest-SES students journeyed on a pathway defined by moderate academic resources and first enrollment in a 2-year institution. Only 3.3% of these students earned a 4-year degree. A 44% SES-based degree completion gap separating lowest-SES students from highest-SES students found using simple descriptive statistics is reduced to 24% when myriad factors are considered simultaneously. Degree completion is most affected by SES, high school-based academic resources, degree aspirations, enrollment patterns, taking college courses in mathematics and science, financial aid, and having children while attending college. (Contains 10 tables and 152 references.) (Author/SLD) ED482160 Pathways to a Four-Year Degree: Determinants of Degree Completion among Socioeconomically Disadvantaged Students. 2003-11-00 Association for Institutional Research. 44 N/A 2004 8/20/2004 00:29:32 RIEJUL2004 00-107 Paper presented at the Annual Meeting of the Association for the Study of Higher Education (Portland, OR, November 13-16, 2003).

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No Community Development Educational Cooperation Futures (of Society) Higher Education Intercollegiate Cooperation International Cooperation International Education International Educational Exchange Zgaga, Pavel Reports - Descriptive European Communities Commission European Commission, Brussels (Belgium). English In Bologna, Italy, in 1999 a declaration was signed that spelled out the beginnings of a common European Higher Education Area. At a summit in Prague, Czech Republic, in 2001, the idea initiated in Bologna was clearly endorsed. In the successive period from 2001 to 2003, awareness of the importance of the Bologna process and the real need for the common higher education area dramatically increased all around Europe at governmental and institutional levels. "Bologna" has become a new European higher education brand, easily recognized in governmental policies, academic activities, international organizations, networks, and media. This report synthesizes, to the extent possible in the given frame, the evidence of problems and solutions and the essence of discussions and contributions in the followup period of 2001-2003. The first chapter evaluated the Bologna process from a current perspective. The second chapter focuses on the outcomes of events, including: (1) followup seminars and related activities; (2) further accessions to the Process and its external dimension; and (3) realization of the main goals from Bologna and Prague, pointing toward the summit planned for Berlin in September 2003. The third chapter focuses on problems and issues important for the near future, and the fourth relates to steering of the Bologna process. A bibliography and Internet sources are listed in chapter 5, and a list of abbreviations is in chapter 6. The annexes contain recommendations from all 10 official Bologna followup seminars. (Contains 106 references.) (SLD) ED482161 Bologna Process between Prague and Berlin. Report to the Ministers of Education of the Signatory Countries. 2003-09-00 116 For full text: http://www.ond.vlaanderen.be/bolognaproces/europa/doc/prague-berlin.htm. N/A 2004 2016-11-21

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Yes Coding College Applicants Colleges Higher Education Student Financial Aid Reference Materials - Directories/Catalogs Higher Education Act Title IV Higher Education Act Title IV Office of Federal Student Aid (ED), Washington, DC. English This list contains the unique codes assigned by the U.S. Department of Education to all postsecondary schools participating in Title IV student aid programs. The list is organized by state and alphabetically by school within each state. Students use these codes to apply for financial aid on Free Application for Federal Student Aid (FAFSA) forms or on the Web, entering the name of the school and its Federal Code for schools that should receive their information. The list includes schools in the United States and selected foreign schools. (SLD) ED482162 Federal School Code List, 2004-2005. 2003-00-00 162 Office of Federal Student Aid, U.S. Department of Education, 830 First Street, NE, Washington, DC 20202. Tel: 800-433-3243 (Toll Free); Web site: http://www.studentaid.ed.gov. N/A 2004 2016-11-21

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Yes Access to Health Care Child Health Children Enrollment Management Enrollment Trends Health Insurance Health Needs Outreach Programs Partnerships in Education Public Policy Public Schools School Health Services School Role Bianco, Diana Clavez, Elena Cryan, Mary Ann Imholz, Betsy Johns, David Landes, Rebecca Petke, Jen Reports - Evaluative California Uninsured Persons Childrens Health Insurance Program Health Policy Medicaid School Based Services California Childrens Health Insurance Program Consumers Union, San Francisco, CA. West Coast Regional Office. English The rising number of uninsured children in California underscores the need to redouble efforts to enroll all eligible children in the Healthy Families Program (California's State Children's Health Insurance Program), or in Medi-Cal (California's Medicaid program). This report describes the research and fieldwork conducted by Consumers Union's Healthy Kids, Healthy Schools project exploring opportunities to connect schools with Healthy Families and Medi-Cal. The report describes existing school-based enrollment efforts, and offers policy recommendations for making outreach and enrollment activities an integral part of the mission of California's public schools. Between January and June of 1999, Healthy Kids, Healthy Schools compiled demographic data on California's schools in areas with the greatest need for school-based outreach for children's health insurance programs. Written surveys were conducted with school nurses and Healthy Start staff and telephone surveys were conducted with school personnel statewide. Both survey responses and fieldwork indicated that partnerships between schools, nonprofit organizations, and government agencies are highly effective in promoting Healthy Families and Medi-Cal. Resulting policy recommendations include: (1) finding additional resources to initiate and support school outreach and enrollment activities; (2) testing school-based outreach and enrollment strategies through pilot projects; (3) developing policy to institutionalize school-based efforts to reduce numbers of uninsured children; (4) developing policy to reflect schools' experiences with health insurance outreach and enrollment initiatives and to facilitate schools' participation in these activities; (5) improving the state's methods for gathering and analyzing data on Healthy Families/Medi-Cal enrollment to identify the most effective forms of outreach; (6) and conducting additional research on the connection between health insurance and school performance. The report concludes by asserting that linking schools and health insurance offers a golden opportunity to expand health care coverage to all of California's children--the first step toward healthier kids and healthier schools. (Contains 42 endnotes.) (KB) ED482163 A Golden Opportunity: Improving Children's Health through California's Schools. 2000-03-00 David and Lucile Packard Foundation, Los Altos, CA. Administrators Practitioners Policymakers 52 Consumers Union of U.S., Inc., West Coast Regional Office, 1535 Mission Street, San Francisco, CA 94103. Tel: 415-431-6747; Fax: 415-431-0906; Web site: http://www.consumersunion.org. For full text: http://www.consumersunion.org/health. N/A 2004 2016-11-21

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Yes Academic Achievement Comparative Analysis Disabilities Early Intervention Elementary School Students Longitudinal Studies Low Income Groups Mathematics Achievement Outcomes of Education Poverty Preschool Education Program Effectiveness Reading Achievement Special Education Special Needs Students Standardized Tests Young Children Gamel-McCormick, Michael Amsden, Deborah Reports - Evaluative Delaware Project Head Start Delaware English This report details the outcomes for children enrolled in two types of early intervention programs in Delaware: those serving young children with disabilities and those serving young children living in poverty. The Delaware Early Childhood Longitudinal Study was designed as a retrospective, two-group, posttest-only design. Participating in the study were 717 kindergarten students entering school in the Fall of 1997 in 8 of Delaware's school districts. The sample was stratified according to socioeconomic level and presence of disability, and included 217 kindergartners with active Individualized Education Plans, 250 students qualifying for free lunch at the start of the school year, and 250 students from the general student population who did not have a disability or quality for free lunch. Forty-nine students had received early childhood or Head Start services, and 89 had received preschool special education services. Because only 5 children had received services from the birth-to-3 early intervention system, there was no analysis of this program's impact on child outcomes. Findings revealed that students who received services through the state funded programs, Head Start, or the special education preschool programs showed significantly better academic outcomes than students who did not receive these early intervention services. Children living in poverty who received early childhood education and Head Start services performed better academically 4 years after receiving these services than those children living in poverty who did not participate in the services. Students with disabilities who were identified during their preschool years and who received special services when they were 3 and 4 years old performed better academically 4 years after receiving those services than children who were not identified as needing special education services until they entered kindergarten or later. (Contains 11 references.) (KB) ED482164 Investing in Better Outcomes: The Delaware Early Childhood Longitudinal Study. 2002-04-00 Delaware State Dept. of Education, Dover. Policymakers 19 Center for Disabilities Studies, College of Human Services, Education, and Public Policy, University of Delaware, 166 Graham Hall, Academy Street, Newark, DE 19716-7355. Tel: 302-831-6974; Fax: 302-831-4690; Web site: http://www.udel.edu/cds. N/A 2004 2016-11-21

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Yes Adolescents Children Community Involvement Competence Early Intervention Educational Policy Juvenile Justice Kindergarten Public Policy Sherrod, Lonnie, Ed. Brooks-Gunn, Jeanne, Ed. Collected Works - Serials Society for Research in Child Development. English This document is comprised of the four 2003 issues of a publication providing a forum for scholarly reviews and discussion of developmental research and implications for social policies affecting children. Each issue focuses on a single topic as follows: (1)"Do You Believe in Magic?: What We Can Expect from Early Childhood Intervention Programs" (Jeanne Brooks-Gunn); (2) "Kindergarten: An Overlooked Educational Policy Priority" (Sara Vecchiotti); (3) "Toward an Understanding of Youth in Community Governance: Policy Priorities and Research Directions" (Shepherd Zeldin, Linda Camino, and Matthew Calvert); and (4)"Juveniles' Competence To Stand Trial as Adults" (Laurence Steinberg, and others). (HTH) ED482165 Social Policy Report, 2003. Social Policy Report v17 n1-4 2003 2003-00-00 74 SRCD Executive Office, University of Michigan, 3131 South State Street, Suite 302, Ann Arbor, MI 48108-1623 ($20, yearly subscription; $5, single issue). Tel: 734-998-6578; e-mail: srcd@umich.edu; Web site: http://www.srcd.org. For full text: http://www.srcd.org/spr.html. N/A 2004 8/20/2004 00:29:44 RIEJUL2004 Published quarterly. For the 2002 issues, see PS 031 511.

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Yes Community Colleges Educational Assessment Institutional Cooperation Partnerships in Education State Norms State Programs State Surveys Statewide Planning Two Year Colleges Gaber, Devron Reports - Descriptive British Columbia Canada Association of Canadian Community Colleges. English This document addresses a study that aimed to better understand the historical development of British Columbia community college, university college, and institute system with special attention given to recent changes in inter-institutional collaboration in relation to provincial coordination. The study also addresses centralization and decentralization in the British Columbia system. The data was gathered through analyzing primary and secondary sources of literature as well as interviews with key informants. Therefore the methodology used was qualitative and interpretive in nature and based on the historical method and underlying assumptions of hermeneutics. The study found that throughout the decades, the B.C. system has had a history of voluntary collaboration, but the collaboration has been gradually blended over time with provincial coordination as government built a system of autonomous institutions. The study makes the following conclusions based on the data: (1) an appropriate balance may be achieved between centralization and decentralization in order to create an effective system; (2) B.C.'s history and other experiences; and (3) the Ministry and institutions should build on the history of voluntary collaborative efforts. (MZ) ED482166 Provincial Coordination and Inter-Institutional Collaboration in British Columbia's College, University College and Institute System. Monograph Series. 2003-05-00 65 N/A 2004 2016-11-21

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Yes Accountability Community Colleges Institutions Master Plans Mission Statements Organizational Objectives Planning Commissions Policy Formation Statewide Planning Strategic Planning Two Year Colleges Reports - Descriptive South Carolina Technical College System South Carolina State Board for Technical and Comprehensive Education, Columbia. English This document provides an understanding of the South Carolina Technical College System, System office vision, missions, and values as well as an overview of key strategic goals of the system as a whole. The report was compiled by the State Board for Technical and Comprehensive Education. The six goals that guide the system are ensuring excellence and value, achieving greater efficiency and effectiveness, providing responsible and flexible access to education, developing a world class workforce, acquiring financial and infrastructure resources needed, and demonstrating accountability for achieving the System mission. Reduced higher education funding and equipment and technology deficiency are barriers to the success of the system. Despite barriers, the SC Technical College System has had several major achievements in recent years, which are highlighted in the report. The document provides a business overview, which addresses the system office's function and responsibility, general enrollment information, and base budget expenditures and appropriations. The document provides a section on the elements of Baldridge, which is divided into seven categories. They are the following: (1) leadership; (2) strategic planning; (3) customer focus; (4) information and analysis; (5) human resource focus; (6) process management; and (7) business management. (Author/MZ) ED482167 South Carolina Technical College System 2001/2002 Accountability Document. 2002-00-00 30 N/A 2004 2016-11-21

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Yes Community Colleges Educational Research School Statistics School Surveys Schools Student Attitudes Student Characteristics Student Interests Student Needs Student Surveys Two Year Colleges Yindra, Kathy Huppertz, Mary Reports - Research Waukesha County Technical College WI Waukesha County Technical Coll., Pewaukee, WI. English The purpose of this report is to assess the student's satisfaction with the college's academic offerings, services, facilities, policies, and practices in Waukesha Technical College and the results may be used to guide college wide and department improvement efforts. The questionnaire was administered to students in 125 courses and 1,451 forms were analyzed. The following are some of the key findings of the report: (1) the WCTC students used parking facilities, cafeteria/food services, student health services, and job placement services more often than the normative group; (2) "courses of interest" is the number one reason that WCTC students elected to enroll at WCTC followed by "could work while attending" and "convenient location"; (3) when asked, "If you could start college over, would you choose to attend the WCTC?" about 64% said probably and definitely in 1999 and 2002; and (4) 78% of WTCC students rate the overall quality of education and either good or excellent. The data indicates that when the WCTC makes an effort to make improvements to its services, facilities and processes, students take notice. The document provides tables and graphs that chart the ratings on the college in 1999 and 2002. Contains numerous graphs and tables. (MZ) ED482168 Student Opinion Survey: 2002 Findings and Comparisons between the 2002 and 1999 Studies. Internal Report. 2003-03-00 51 N/A 2004 2016-11-21

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Yes Community Colleges Educational Assessment Educational Indicators Educational Policy Educational Practices Educational Quality Educational Trends Evaluation Methods Institutional Evaluation Institutional Research Outcomes of Education Program Evaluation School Effectiveness School Statistics Two Year Colleges Numerical/Quantitative Data Reports - Research Austin Community College TX Austin Community Coll., TX. Office of Institutional Effectiveness. English Austin Community College contracted with MGT of America, Inc. in spring 1999 to develop a peer and benchmark (best) practices analysis on key indicators. These indicators were updated in spring 2002 using data from eight Texas community colleges and four non-Texas institutions that represent large, comprehensive, urban community colleges, similar to Austin Community College. A survey was sent out to each of the comparison colleges to collect information on their programs, students, space, facilities, library holdings, staffing, revenues, expenditures, and operations. The findings presented represent findings from the survey results, from information collected from the National Center for Education Statistics, the League for Innovation, the National Association of College and university Business Officers, the College Board, the Association of College and Research Libraries, the Association of Physical Plant Administrators, the Council for Educational Facilities Planners, International and the Texas Higher Education Coordinating Board. Outlines major findings in the following areas: (1) enrollments; (2) faculty; (3) revenues and expenditures; (4) tax base, tax collections, and service area; (5) library and learning resource centers; (6) facilities; and (7) staffing and compensation. Appendix A includes the list of peer benchmarking institutions. Appendix B includes definitions of terms. Appendix C includes the Benchmarking Survey for Austin Community College. (Contain 21 tables and 16 Graphs.) (JS) ED482169 Austin Community College Benchmarking Update. 2002-04-16 81 N/A 2004 2016-11-21

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Yes Community Colleges Males Minority Group Influences Minority Group Teachers Teacher Education Teacher Education Programs Teacher Effectiveness Two Year Colleges Baker, Beryle I. Henry, Pearl Reynolds, Newburn Reports - Research Speeches/Meeting Papers English The purpose of this document is to review the findings of a research project designed to: (1) determine what efforts were being conducted to address the shortage of male and minority teachers in the National Council for the Accreditation of Teacher Education (NCATE) institutions; (2) identify articulation agreements, innovative recruitment and retention programs between two year college and NCATE institutions. The following are some of the key findings of the report: (1) Out of a 116,705 students enrolled in teacher education programs, 18,067 (15%) are male and 9,052 (8%) are minorities; (2) there are 55 programs that recruit minorities; (3) there are six specific programs that recruit males such as Arkansas State University and Concordia College in Nebraska; and (4) most collaborative recruitment efforts are informal with a variety of structures, purposes, and targeted populations. The document concludes with a discussion of data and recommendations. Some of these recommendations include the following: (1) having eminent teacher organizations, such as the NCATE, establishing task forces in the teacher education arena; and (2) accrediting agencies and policy makers should hold their teacher education institutions accountable for retention and recruitment of males and students of color. (Contains 49 references.) (MZ) ED482170 Reflections on an NCATE Study: The Recruitment and Retention of Males and Minorities in National Council of Accreditation Teacher Education (NCATE) Institutions: The Role of the Two-Year College in Teacher Education. 1998-00-00 52 N/A 2004 8/20/2004 00:29:55 RIEJUL2004 Presented at numerous conferences, including The Association of Teacher Educators, Williamsburg, Virginia, July 2002.

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Yes Academic Discourse Achievement Tests College English Community Colleges English English Curriculum English Instruction English Teachers Two Year Colleges Willett, Terrence Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This document discusses the Puente program at Gavilan Community College. The Puente program has historically focused on Latino students who intended to transfer to four-year institutions and it is currently focusing in underrepresented students with transfer intent, but is open to all. Puente students are able to enroll in English classes designed to meet their needs and the goals of these classes are to help provide a supportive academic where Puente students can succeed. This report compares the rates of success, retention, and persistence of Puente students to other Gavilan students in English 250 and 1A. The report provides definition for success rate, retention rate, and persistence rate. The data was analyzed using Chi-square values. The following are some of the key findings: (1) Compared to non Puente students, Puente students succeeded in significantly higher rates in English 250A and 1A; (2) these students were retained at significantly higher rates in English 250 and persisted from English 250 to 1A at significantly higher rates when including all students; and (3) performance enhancement was more pronounced in English 250, Practical Writing, than in the subsequent course, English 1A, Composition. (MZ) ED482171 Puente Student English Success, Retention, and Persistence at Gavilan Community College. 2002-04-00 9 N/A 2004 2016-11-21

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Yes Assistantships Awards Categorical Aid Community Colleges Educational Finance Grants Student Costs Student Financial Aid Two Year Colleges Reports - Research Oregon Oregon English This document provides a brief Oregon Opportunity Grant. The Grant was started in 1971 and it is the only state-supported need based financial aid program for students at Oregons seventeen community college, seven public four-year universities, and sixteen private four-year institutions. The Grant provides awards that consist of a combination of state funds and federal funds. The document gives a list of qualifications that students must meet in order to be eligible to apply for the Grant and a list of 2001-2002 opportunity grant recipients. Once students have received the Grant, they must make satisfactory academic progress to continue to receive the Grant at their institutions. In the years 2001-2002, nineteen million dollars was awarded to students. The report provides a comparison of the Grant program to similar programs in other states such as Washington. The system is currently facing three major issues: (1) unmet needs; (2) student work and loan burden; and (3) merit based aid. The report concludes that although Oregon is currently facing a fiscal crisis, it is still moving towards an investment in public services that will increase access to an affordable post-secondary education for citizens of Oregon. (Contains 25 references). (MZ) ED482172 Research Brief: Oregon Opportunity Grant. 2003-10-00 9 N/A 2004 2016-11-21

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Yes Community Colleges Curriculum Design Curriculum Development Educational Development Teacher Education Teacher Education Curriculum Teacher Education Programs Teacher Educator Education Two Year Colleges Hampton, Julie Clark Dissertations/Theses - Doctoral Dissertations Information Analyses Reports - Research Jefferson College MO English This document iscusses teacher education reform and how it has led to many changes in the Missouri Department of Elementary and Secondary Education (DESE) approval process for colleges of education. The curricula of teacher education programs have since gone through changes in efforts to adapt to statewide initiatives. The paper outlines findings from research to develop the most appropriate curriculum for the teacher education program at Jefferson College, a Community College in Missouri. It also describes how the curriculum was developed by: (1) reviewing literature regarding teacher preparation, learning theories, and community colleges; (2) analyzing the relevant documents such as the Missouri Standards for Teacher Education Programs (MoSTEP), the Statewide Teacher Education Articulation Project (STEAP) guidelines, and the Credit Transfer: Guidelines for Student Transfer and Articulation Among Missouri Colleges and Universities; (3) the findings from the literature review and the document analyses were synthesized to produce the framework for an effective teacher education program; (4) areas of consonance and dissonance were noted between the developed program and the former program; and (5) a new program was designed for Jefferson College based on all of these findings. Contains the MoSTEP standards, the STEAP guidelines, the Credit Transfer: Guidelines for Student Transfer and Articulation Among Missouri Colleges and Universities, an outline of the data gathered, 17 tables, and 82 references. (JS) ED482173 Teacher Education: A Community College Perspective. 2001-00-00 157 N/A 2004 2016-11-21

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Yes Academic Degrees Academic Persistence College Outcomes Assessment Community Colleges Demography School Effectiveness School Holding Power Self Evaluation (Groups) Student Attrition Transfer Rates (College) Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Diablo Valley Coll. Pleasant Hill, CA. English This Fact Book offers information regarding Diablo Valley College (DVC), California. The report offers summary statistics about DVC's students and programs, and the state and county (Contra Costa) environment in which DVC functions. The population of Contra Costa County is one of the most highly educated in the nation; has a diverse population, with 19% of its citizens foreign born; and has a relatively low unemployment rate, although in 2000 this ranged from 3.7% to 6.4% in different areas of the county. This disparity among the service areas is magnified when one examines the unemployment rate for individual cities. Nonetheless, the unemployment rate for the state was 7% during the same period. The report argues that the low unemployment rate in the service area is affected by DVC's and other colleges' vocational education programs. DVC serves an enrollment population of more than 23,000 students each semester, with female students typically outnumbering male students. The percentage of white students has declined from 62.3% in 1997-98 to 54.3% in 2001-02. The report is divided into the following six sections: (1) External Environment; (2) Internal Environment; (3) Enrollment Patterns; (4) Underprepared Students; (5) Special Populations; and (6) Accountability and Institutional Effectiveness. Contains more than 200 tables and figures. (NB) ED482174 Diablo Valley College Institutional Effectiveness Fact Book, 2002-2003. 2003-07-00 302 N/A 2004 2020-11-23

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Yes Community Colleges Ethnic Distribution Ethnic Groups Ethnic Origins Ethnic Status Ethnic Studies Ethnicity Social Integration Two Year Colleges Willett, Terrence Numerical/Quantitative Data Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This report compares the ethnicities of residents aged 18 and over, Gavilan students, and high school seniors from the cities of Gilroy, Hollister, and Morgan Hill for 1999-2000. The data was gathered from the 2000 census website, California Department of Education Dataquest website, and the campus MIS data warehouse. Some of the key findings of the report are as follows: (1) Gilroy has the closest congruence of students to non-students; (2) Galvin has proportionately more Native Americans but fewer White, non Hispanic from Hollister; (3) for Morgan Hill African Americans and Latinos are more numerous than expected and White, non-Hispanics less numerous than expected at Live Oak High relative to the city population aged 18 and over; and (4) Asians from Morgan Hill are less numerous than expected and Latinos from Morgan Hill are more numerous than expected at Galvin relative to the city population aged 18 and over. Overall, these differences in that data are explained by stating that a higher proportion of "minority" persons as students and fewer "majority" persons as students. The author concludes that further research should be completed in the form of a community survey. (MZ) ED482175 Comparative Ethnic Identification of Residents, Gavilan Students, and High School Seniors from Gilroy, Hollister, and Morgan Hill for 1999-2000. 2002-04-00 8 N/A 2004 2016-11-21

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Yes Accreditation (Institutions) College Outcomes Assessment Community Colleges Curriculum Evaluation Institutional Characteristics Institutional Evaluation Institutional Research Instructional Effectiveness Instructional Improvement Learning Program Evaluation Two Year Colleges Reports - Descriptive Howard Community College MD Howard Community Coll., Columbia, MD. Office of Planning and Evaluation. English Illustrates progress made at Howard Community College (HCC) in the last three years in efforts to improve student learning, instructional effectiveness, and curriculum. Information for this progress report was compiled with input from offices involved in monitoring outcomes assessment of student learning at the college. These include the office of the vice president of academic affairs, the learning outcomes assessment office, and the planning, research and organizational development office. Emphasizes the college's commitment to change and innovation. Each year, HCC faculty and staff use assessment projects to identify activities that may steer the college through the waves of mounting educational change. Part one, Institutional Impact of Assessment, reviews information found in the Middles States accreditation review conducted at Howard Community College in fall 2001 and highlights how the assessment of student learning has affected educational processes at HCC. Part two, Programmatic Assessment, outlines the major changes and improvements that have taken place in selected academic programs as a result of assessment of student learning outcomes. Also provides four examples to illuminate some of the trends that are discussed and to demonstrate viable changes to student modes of inquiry within certain disciplines. (JS) ED482176 Progress Report on Student Learning Outcomes Assessment. A Report to the Maryland Higher Education Commission from Howard Community College. 2001-06-01 11 N/A 2004 2016-11-21

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Yes Basic Writing College Bound Students Community Colleges Compensatory Education Developmental Studies Programs High School Graduates Remedial Instruction Remedial Mathematics Remedial Programs Remedial Reading Two Year Colleges Reports - Research Washington State Community College System Washington State Board for Community and Technical Colleges, Olympia. English Discusses role and trend information on developmental or remedial education for recent high school graduates attending Washington community and technical colleges. More specifically, it provides information on high school graduates who attended a community or technical college in the year following graduation. Also provides separate information on students who attended the college within one or two years after high school graduation. Some key findings include: (1) The proportion of high school graduates new to the community and technical colleges prepared to do college level work was larger in 2001-02 than in previous years. Of the new students, 46% enrolled in college level courses only in their first year compare to 44% in the prior two years. (2) A substantial proportion of graduates enroll in pre-college developmental math, English or reading. In their first year after high school, 10,204 graduates (54%) enrolled in one or more of these developmental classes. And (3) community and technical colleges continue to be the choice for a substantial proportion of high school graduates with 31% of graduates coming straight to college and an additional 16% attending for the first time one or two years after high school graduation. Within three years of graduation, 47% have enrolled at community or technical college in Washington. (JS) ED482177 Role of Developmental (Remedial) Education for Recent High School Graduates Attending Washington Community and Technical Colleges--System Summary for Students Enrolled in 2001-2002. Research Report. 2003-03-00 7 N/A 2004 2016-11-21

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Yes Community Colleges Curriculum Based Assessment Curriculum Development Curriculum Problems Improvement Improvement Programs Performance Based Assessment Performance Factors Review (Reexamination) Two Year Colleges Wilson, H. Neyle Reports - Descriptive South Carolina South Carolina Horry-Georgetown Technical Coll., Conway, SC. English This document is the Horry-Georgetown Technical College comprehensive assessment of missions, goals, and objectives. The assessment addressed the mission statement of the college as well as its long-term goals. The mission statement was unchanged. In regards to long-term goals for the college, the college deleted one goal that had already been achieved and changed some of the other goals in order to better reflect the mission of the school. The Administrative Review Committee evaluated two major administrative departments, as well as the relationship between college and the College Foundation. The Academic Program Review Committee also assessed the effectiveness of the following eight curricula: (1) Developmental Studies; (2) Civil Engineering Technology; (3) Electronics Engineering Technology; (4) Electronics Technology; (5) Forestry Management Technology; (6) Massage Therapy; (7) Personal Trainer; and (8) Phlebotomy. The assessment was successful in several ways. For one, it found that there were no major problems with the system. Secondly, the assessment yielded a list of tasks to be accomplished in the near future that will allow the college to attain its long-range goals. The document concludes by mentioning that the college is currently in the midst of developing the Annual Objectives for 2003-2004 and completing a list of administrative and academic programs for review. (MZ) ED482178 Horry-Georgetown Technical College Summary Report on Institutional Effectiveness. 2003-08-00 8 N/A 2004 2016-11-21

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Yes Community Colleges Economics Educational Benefits Educational Status Comparison Outcomes of Education Socioeconomic Background Socioeconomic Influences Socioeconomic Status Two Year Colleges Robison, M. Henry Christophersen, Kjell A. Reports - Research New Jersey New Jersey New Jersey State Dept. of Higher Education, Trenton. Office of Community Coll. Programs. English This document addresses the benefits generated by New Jersey's 19 community colleges. Some of the benefits are students earning more money and society benefiting through avoided costs such as reduced welfare and unemployment, improved health, and reduced crime. The study is divided into the following four chapters: (1) overview of the benefits measured; (2) the major assumptions underlying the analysis; (3) presentation of the main socioeconomic, business, and statewide economic results; and (4) a sensitivity analysis of some the key assumptions and tracking the changes in the changes in the results as assumptions are changed. The authors address the fact that although all sectors of society benefit directly or indirectly through higher education, higher education requires a big investment. Therefore all education stakeholders (such as taxpayers, legislatures, employers, and students) want to know that they are getting their money's worth. To address this concern, the study investigates the attractiveness of the returns generated in the state relative to alternative public investments. The benefits are presented on three ways: (1) annual benefits; (2) present values of future annual benefits including rates of return and benefit/cost ratios; and (3) statewide economic benefits including returns to the business community. (MZ) ED482179 The Socioeconomic Benefits Generated by New Jersey's 19 Community Colleges. Volume 1: Main Report. 2003-04-21 88 N/A 2004 2016-11-21

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Yes Affective Measures Community Colleges Educational Assessment Evaluation Methods Program Development Program Evaluation Program Improvement School Effectiveness Two Year Colleges Reports - Descriptive Austin Community College TX Austin Community Coll., TX. Office of Institutional Effectiveness. English This document is the annual effectiveness improvements report for Austin Community College in 2003. The report summarizes which improvements have been implemented and whether they have been successful or not. The seven areas of improvement that are looked at are: (1) workforce education; (2) transfer programs; (3) continuing education; (4) adult education; (5) developmental education; (6) access and diversity; and (7) student retention. The document addresses improvements that were made in each area and concludes with the following recommendation to be implemented in the future: (1) effectiveness measures should be defined in such a way to align with the mission of the school meaning that new goals should be redefined for the future; (2) the Associate Vice Presidents are responsible for revisiting the current measures in order to ensure that each area is reporting information in such a way to allow the school to fulfill its mission statement; (3) Associate Vice Presidents are responsible for reporting improvement data that has been made in different areas in order to help in the writing in the next annual effectiveness report; (4) all information collected on the measures and levels of improvement should be used in order to create a master plan; and (5) unit level assessment should address at least one critical success area. (MZ) ED482180 Austin Community College Effectiveness Improvements Report, Summer 2003. 2003-00-00 11 N/A 2004 2016-11-21

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Yes Ancillary School Services College Students Community Colleges Comparative Analysis Computer Uses in Education Educational Status Comparison Study Habits Study Skills Technology Two Year College Students Two Year Colleges Kuo, James Miller, Michael T. Hagie, Chris Reports - Research English Community college and 4-year university students differ in many ways, ranging from career aspirations and intention for pursuing a college degree to the types of experiences they look for in a college. Beyond baseline demographic data, little comparative work has been completed that examines how they differ, particularly in areas such as study behavior and technology use. This initial, exploratory study was conducted in response to questions by scholars visiting the United States who particularly wanted to see how these students differ, and what kinds of implications these differences might have regarding the delivery of services or creation of policy. A survey instrument was distributed at seven geographically disparate community college campuses, and at two geographically disparate university campuses. One hundred and one four-year students and 218 two-year students completed the surveys. The questions relevant to the current discussion pertained to study skills and technology abilities. Findings indicate that community college students, perhaps because they are older and already participating in the work force, show a greater reliance on technology. Neither group indicated they made use of tutors or college skills centers, and both groups indicated that they studied at home and alone. (NB) ED482181 A Comparison of Two- and Four-Year College Student Use of Study Skills and Technology Use. 2003-05-00 14 N/A 2004 8/20/2004 00:30:26 RIEJUL2004

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Yes Community Colleges Economics Educational Benefits Outcomes of Education Return on Investment Rewards Socioeconomic Background Socioeconomic Influences Socioeconomic Status Two Year Colleges Robison, M. Henry Christophersen, Kjell A. Reports - Research Hillsborough Community College FL Hillsborough Community Coll., Tampa, FL. English This document addresses the benefits that area created by the Hillsborough Community College for the Tampa Bay economy and the State of Florida. The study addresses four types of benefits: (1) contributions to job and income formation; (2) higher earnings captured by existing students; (3) a broad collection of social benefits (improved health, reduced crime, lower welfare, and unemployment); and (4) the return to the taxpayers for their community college support. The results of the study on these benefits areas are as follows: (1) by educating students and adding them to the local workforce, the HCC instruction adds $683.7 million in annual earnings to the Tampa Bay economy; (2) for every credit completed, the average student will earn $143 more per year; and (3) the money spent by the state government on education is beneficial to the taxpayers since people with higher education are less likely to abuse substances, use welfare or unemployment benefits, and commit crimes. The document gives much more evidence regarding the benefits of the HCC and concludes that the HCC is a great investment from a variety of perspectives. The college expands the minds of students, reduces demands for social services, and contributes to state and local economies. (MZ) ED482182 The Socioeconomic Benefits Generated by Hillsborough Community College. Executive Summary. 2003-02-28 8 N/A 2004 2016-11-21

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Yes Articulation (Education) Community Colleges Engineering Education Mathematics Mathematics Education Science Curriculum Science Education Science Instruction Science Programs Technology Technology Education Two Year Colleges Bailey, Thomas R. Matsuzuka, Yukari Jacobs, James Morest, Vanessa Smith Hughes, Katherine L. Reports - Descriptive Columbia Univ., New York, NY. Teachers College. English This document reports on a study conducted by the National Science Foundation (NSF) that examines the Advanced Technological Education (ATE) program. ATE aims to promote systemic reform of the nation's science, technology, engineering, and mathematics (STEM) education. The study analyzed the influence of the ATE program on the nature of STEM programs in community colleges, the partnerships they formed, and the characteristics of the colleges in which they are located. Six ATE projects and four national centers were examined between October 2000 and January 2002. Information was gathered through site visits and ATE project and center websites. The study aimed to answer questions regarding how the ATE centers influence STEM pedagogy, how inquiry-based teaching infuses underlying academic knowledge into the training of technicians, what role ATE programs play in developing and improving articulation between community colleges and four-year institutions, and a number of other questions. A central goal of the study was to analyze the ATE projects and centers with respect to the institutionalization and sustainability of ATE-initiated or funded activities once funding ceases. The study found that output strategies have been more prevalent in the programs than process-oriented approaches, in spite of the fact that process-oriented strategies are more sustainable. The NSF would like to see the innovations and reforms that it funds institutionalized and sustained once ATE funding ends. (Contains 36 references.) (NB) ED482183 Institutionalization and Sustainability of the National Science Foundation's Advanced Technological Education Program. 2003-10-00 National Science Foundation, Arlington, VA. 135 N/A 2004 8/20/2004 00:30:31 RIEJUL2004 DUE-0053267

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No College Administration College Planning College Presidents Community Colleges Developmental Programs Diversity (Institutional) Educational Change Educational Development Educational Improvement Educational Innovation Educational Planning Leadership Leadership Qualities Leadership Training School Administration Two Year Colleges Campbell, Dale F., Ed. Collected Works - General Opinion Papers Reports - Descriptive American Association of Community Colleges, Washington, DC. English This document outlines the role of community colleges to maintain a diverse, flexible, innovative and creative college environment in order to respond to the educational and training needs of a changing society. It also discusses the upcoming possibility of a leadership shortage in community colleges as many of the current college presidents and administrators may be facing retirement in the next few years. In a survey conducted by the American Association of Community Colleges in fall 2000, 45 percent of the presidents surveyed indicated that they would be retiring in the next 6 years. The document emphasizes the growing need for college leadership recruitment and training that is conducive to the community college mission. It also focuses on methods of college leadership recruitment, selection, orientation, training, and development. Program models and tools for ongoing leadership development are also presented. Chapters include: (1) Leadership Profile Research and Consortium; (2) Leadership Team Selection and Development; (3) Commitment to Leadership Development Begins with the CEO; (4) Beacon Leadership Program; (5) Recruiting and Developing Leaders for the 21st Century; (6) Reaching Divers Populations and Using New Tools in Executive Selection; (7) Selecting Community College Presidents for the 21st Century: a Trustees Perspective; (8) Leadership in Colleges Engaged in Quality Improvement; and (9) Recommendations for Executive Development and Selection. (JS) ED482184 The Leadership Gap: Model Strategies for Leadership Development. 2002-00-00 ISBN-0-87117-346-8 110 Community College Press, P.O. Box 311, Annapolis Junction, MD 20701-0311 ($33, nonmembers; $26, members). Web site: http://www.aacc.nche.edu; Tel: 800-250-6557 (Toll Free). N/A 2004 8/20/2004 00:30:33 RIEJUL2004

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Yes Community Colleges Labor Force Planning School Business Relationship Statewide Planning Strategic Planning Two Year Colleges Urban Planning Bird, Keith W. Opinion Papers Reports - Descriptive Kentucky Community and Technical Coll. System, Lexington. English This document, presented in PowerPoint slide print-outs, discusses the Kentucky Community and Technical College System's role as strategic partner in Kentucky's economic and workforce development system. The KCTCS is composed of 25 colleges in sixteen geographic districts. The KCTCS has 3 main goals that it hopes to achieve by 2020: (1) access throughout the commonwealth to certificate, diploma, technical and transfer degrees; (2) training to develop a workforce with the skills to meet the needs of new and existing industries; and (3) remedial and continuing education to improve the employability of citizens. Special attention is given to the following areas and its significance to the KCTCS: (1) partnership with KERA; (2) partnership with adult education; (3) New Economy Initiative; (4) Perkins Profiling Project; (5) partnership with the WIA system; and (6) numerous certificate and licensure programs. Important elements of a successful planning process are discussed and set up as guidelines to follow for the KCTCS system. Some of these elements are a research base to guide strategic decisions, strategies that can be implemented at the community level, and guidelines for sustainability. The document concludes with the statement that "random acts of progress" lead to "best practices," which leads to strategic systems. (MZ) ED482185 Bridges to Opportunity for New Mexico. 2003-09-00 50 N/A 2004 8/20/2004 00:30:35 RIEJUL2004

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Yes Community Colleges Educational Research School Statistics School Surveys Schools Student Characteristics Student Needs Student Surveys Two Year Colleges Reports - Research English This document is the program evaluation of the associate of Arts Degree in Holmes Community College (Mississippi) that was completed in 2001. The Southern Association of Colleges and Schools mandate the evaluation so that all colleges have the opportunity to evaluate themselves and use the results of the evaluation to improve instruction. The academic department chairs and the Office for Academic Programs initiated the project. The focus of the project is on academic core courses. The evaluation began with the administration of tests in the following areas: (1) reading and writing; (2) oral communication; (3) mathematics; (4) natural sciences; (5) general chemistry II and physical sciences; (6) social/behavior science, humanities, and fine arts: Sociology; (7) social/behavior science, humanities, and fine arts: music appreciation; (8) social/behavior science, humanities, and fine arts: visual art; and (9) computer science. After the data was organized, the faculty located the areas with the lowest scores and activities were written to improve these student outcomes with the greatest deficiencies. The overall goal of the report is to improve the academic educational program at Holmes Community College through self-evaluation that leads to future improvements. Contains numerous tables. (Author/MZ) ED482186 Program Evaluation of the Associate of Arts Degree. Revised. 2003-01-00 46 N/A 2004 8/20/2004 00:30:38 RIEJUL2004 Prepared by Holmes Community College (Goodman, MS).

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Yes Admission Criteria Articulation (Education) Community Colleges Relocation School Policy Transfer Policy Transfer Programs Transfer Students Two Year Colleges Guides - Non-Classroom California Articulation Number System California Articulation Number System Project Office, Sacramento. English This document is the seventh edition of the California Articulation Number (CAN) System guide, which was revised in 2002. Some of CAN's goals are to help community college students transfer smoothly to four year universities, promote the development of a common method of course identification within each segment of public postsecondary education, and help identify courses with comparable content so that certain competencies can be expected upon completion of such courses. The document gives an overview of CAN and its goals for the future. The report is divided into the following chapters: (1) what is course articulation?; (2) what is CAN?; (3) how to take a CAN course; (4) how does CAN work?; (5) steps to participate in CAN; (6) how to prepare and submit a CAN articulation report?; and (7) what is next for CAN. The document contains fourteen appendices which provides information on approved list of courses in CAN, CAN course prefixes, glossary of CAN terms, CAN institutional statement of commitment, diverse numbering of qualified courses identified by CAN, and sample major preparation agreements between two year and four year institutions and between four year and four year institutions. Contains numerous tables and diagrams throughout report. (MZ) ED482187 CAN Guide. Revised. Seventh Edition. 2002-00-00 96 N/A 2004 2016-11-21

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Yes Academic Freedom Access to Computers Community Colleges Computer Uses in Education Copyrights Fair Use (Copyrights) Intellectual Property Internet Technology Two Year Colleges World Wide Web Guides - Non-Classroom Reports - Descriptive Academic Senate for California Community Colleges, Sacramento. English This position paper of the Academic Senate for California Community Colleges examines the increasing use of technology in education and the fundamental, academic implications of this increase for the traditional understanding of academic freedom, privacy, copyright, and fair use. This is the third paper in a four-part series. The widespread use of computer email systems for both faculty and student communication, and of web sites and the Internet for research, teaching, and dissemination has raised concerns regarding the protection of academic freedom. This paper examines a variety of educational computer use policies and makes recommendations for good practice in this area. In addition, the paper discusses evolving interpretations of copyright and fair use in light of the availability of digital material, and makes recommendations to both authors and users of this material. Finally, it provides a philosophical setting for discussions of intellectual property issues. Specific recommendations for involvement and action of local academic senates are included, as well as suggestions to faculty in general. The paper argues for faculty behaving less like buyers and sellers and more like a single, global consciousness in pursuit of knowledge. Includes an annotated bibliography with 67 categorized references. (NB) ED482188 Academic Freedom, Privacy, Copyright and Fair Use in a Technological World. 2001-00-00 35 N/A 2004 8/20/2004 00:30:44 RIEJUL2004 Adopted Fall 1999.

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Yes Community Colleges Continuing Education Followup Studies Graduate Surveys Nursing Nursing Education Objectives Student Surveys Two Year College Students Two Year Colleges Vocational Followup Numerical/Quantitative Data Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. English This document reports on outcomes of the College of the Canyons, California, 2002 survey of nursing alumni. Surveys of RN, LVN, and LVN-RN graduates and their employers aimed to assess graduates' satisfaction with the preparation and training they received. Surveys also collected information intended to assess the current position in which the alumnus is employed, current salary, employment status, and future educational plans. The sample consisted of 17 nursing alumni and five employer respondents. The vast majority (70%) of alumni surveyed intend to continue their education in a degree program. One hundred percent of employers agreed or strongly agreed that the employee was able to assume the RN role, was competent in basic patient/client care skills, and provided quality care. One hundred percent of graduates felt they use the critical thinking skills they acquired as students in their current positions. Only 50% of LVN students were satisfied or very satisfied with availability of courses, and 67% were satisfied or very satisfied with the quality of instruction. Based on a review of the survey results, the report recommends, among other things, providing more preparation opportunities for the Board Exam, and increasing availability of LVN courses. Survey instruments appended. (NB) ED482189 Nursing Alumni Surveys: 2002 Graduates. 2003-00-00 72 N/A 2004 2016-11-21

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No Academic Achievement Community Colleges Educational Assessment Educational Indicators Educational Needs Educational Objectives School Effectiveness Two Year Colleges Numerical/Quantitative Data Dalton State College GA Dalton State Coll., GA. Office of Institutional Research and Planning. English This document is the annual Accountability Report Card that was created by the Dalton State College Office of Institutional Research and Planning for the academic year 2002-2003. The document addresses improvements made according to indicators in a variety of areas that have also been used in previous years. The results for the 2001-2002 are compared to the improvement targets that had been set for 2002-2003 in the previous year. The document also provides the improvement targets and actual results for the 2000-2001 academic years. The indicators that are tracked in the study are the following: (1) incoming/new freshmen cohort achievement; (2) learning support; (3) enrollment; (4) efficiency; (5) degree progress and student achievement; (6) general education; (7) licensure examination program; (8) retention rate; (9) graduation rate; (10) graduate employment; (11) student satisfaction; (12) employer satisfaction; (13) fiscal; (14) faculty profile; (15) faculty satisfaction; (16) staff satisfaction; and (17) academic support and administrative efficiency/ satisfaction (this category is divided up into 27 different areas and each are addressed individually). The actual results for the 2002-2003 academic years is not yet available, but by looking at this document one gain a good sense of what is expected of the Dalton State College in 2002-2003. (MZ) ED482190 Key Performance Indicators Accountability Report Card, 2000-2003. 2003-00-00 22 N/A 2004 2016-11-21

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Yes Community Colleges Educational Indicators Outcomes of Education Program Effectiveness Program Evaluation School Effectiveness School Statistics Two Year Colleges Barr, Jim Higgins, Jim Grill, Cathie Numerical/Quantitative Data Reports - Descriptive American River Coll., Sacramento, CA. Office of Research and Development. English This document addresses the key effectiveness indicators for American River College between 1997-2002. The figures are presented in table and graph format and some figures shown present detailed enrollment numbers for fall, spring, and summer while in other figures terms are collapsed into one full academic year. Dramatic enrollment gains were made during 1998 with the addition of the Sacramento Regional Public Safety Training Center (SRPSTC). Some of the key findings of the report are the following: (1) there was an increase of 27.3% in full time students, an increase of 29.8% in middle time, and part time students increased 57.4%; (2) the combined day and evening average class enrollment has increased by 6.2%; (3) overall success rates remain in the 67 to 70% range; (4) the 2001-2002 academic year is the first time male students have slightly outperformed female students in the past decade; (5) most ethnic groups have shown increases in success rates over the past five years with the exception of Asian students; and (6) morning enrollment show the greatest gains in success rates from five years ago. Contains numerous graphs and tables that compare indicators across the five year period. (MZ) ED482191 Key Effectiveness Indicators (KEI Report): American River College Five-Year Profile, 1997-2002. 2002-09-00 30 For full text: http://research-web.arc.losrios.edu/Documents/KEI_F2002_1.pdf. N/A 2004 2020-11-23

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Yes Articulation (Education) College Outcomes Assessment Community Colleges Institutional Cooperation Outcomes of Education Program Evaluation Student Attitudes Student Behavior Transfer Policy Transfer Programs Transitional Programs Two Year College Students Two Year Colleges Flaga, Catherine Therese Dissertations/Theses - Doctoral Dissertations Information Analyses Reports - Research Michigan State University English This dissertation examines transfer shock and its impact on community college students after transfer to four-year institutions. The author utilized the concept of consequential transition as developed by King Beach as a lens for examining progress over time in the relationship of the transfer student to the new four-year university. Thirty-five transfer students were interviewed in January of their second semester at Michigan State University (MSU) regarding their community college experiences and their first semester at MSU. Thirty students returned to recount their second semester experiences and to compare them with their first semester and their community college experiences. The author developed five themes: (1) Learning Resources; (2) Connecting; (3) Familiarity; (4) Negotiating; and (5) Integrating. The themes played out in three environments: (1) Academic; (2) Social; and (3) Physical. The 35 students were lived both on- and off-campus. They had attended only one community college, transferred in with 45 credits or more, were ages 18-24, and were full-time students with various majors. The author found that a transfer orientation course can be valuable, and that informal sources, such as friends who were MSU natives, were the most highly utilized resource. Campus activities and formal peer mentor programs, as well as living on campus, assisted in the peer connection process. (Contains 83 references.) (NB) ED482192 The Process of Transition for Community College Transfer Students. 2002-00-00 173 N/A 2004 2016-11-21

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Yes Aging in Academia College Faculty Community Colleges Diversity (Faculty) Faculty Faculty Development Faculty Recruitment Retirement School Orientation Staff Orientation Teacher Orientation Teacher Retirement Teachers Two Year Colleges Horton, Judy A. Hintz, Suzanne S. Opinion Papers Reports - Descriptive Northern Virginia Community College English This document describes a potential crisis at Northern Virginia Community College (NVCC) due to the large numbers of faculty who are approaching or have already reached retirement age. NVCC is the third largest community college in the nation, made up of five campuses, soon to be six, and an Extended Learning Institute for distance learning. NVCC mirrors their diverse community with an equally diverse student, staff and faculty population. A study by the NVCC Office of Institutional Research found that a large number of the current staff are eligible to retire and many more are approaching eligibility. The Division Chairs Round Table (DCRT) met to discuss how to confront the potential crises of hiring as much as 50% of the division's instructional faculty at one time. The article reviews research on the successful nature of orientation and mentoring programs for faculty. It also describes a plan developed by the DCRT to create a New Faculty Orientation Task Force and the specifics of the task force including the members, the budget, the meeting schedule, and the proposed goals. Following this, the paper describes the development, implementation and the outcomes of the New Faculty Orientation and Mentoring Program. Includes a figure illustrating the phases of the NVCC New Faculty Orientation and Mentoring Program. (JS) ED482193 The New Faculty Orientation and Mentoring Program: A Strategic Approach. 2002-02-28 10 N/A 2004 2016-11-21

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Yes Administrator Attitudes Classroom Environment College Environment Community Colleges Educational Environment Educational Facilities Educational Research Institutional Environment Institutional Research Organizational Climate Teacher Attitudes Teacher Response Teacher Surveys Teaching Conditions Two Year Colleges Sheldon, Caroline Numerical/Quantitative Data Reports - Research Tests/Questionnaires Cypress College CA Cypress Coll., CA. English This document discusses results from a Campus Climate survey conducted at Cypress College on faculty and staff during the fall 2000 semester. The survey queried employees regarding their general perception of the campus, ethnic diversity, job satisfaction, and perceptions of the students and programs. This was the first time such a study was conducted among the faculty and staff at Cypress College. The survey was sent out to all the faculty, staff and administrators at Cypress College, approximately 1,000 individuals. The response rate was about 33%. Respondents from the survey were predominantly full-time, Caucasian, male, and members of the faculty. The article outlines and discusses results for: (1) socio-demographic characteristics; (2) general college atmosphere; (3) facilities and safety; (4) campus communication; (5) diversity and gender; (6) student recruitment and retention; (7) perceptions of students; and (8) job satisfaction. It concludes that, in general, employees have a positive view of the college, their jobs, and the students they serve. However, campus facilities received negative ratings by nearly half the respondents. Appendix A contains the full text of the survey. Appendix B contains responses to the qualitative survey items. (Contain 25 tables.) (JS) ED482194 Campus Climate Survey: Faculty and Staff Opinions of the Campus Environment. 2001-05-00 68 N/A 2004 2016-11-21

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Yes Community Colleges Cross Cultural Studies Data Economic Impact Economic Progress Ethnicity Race School Community Relationship Sex Differences Tables (Data) Two Year Colleges Robison, M. Henry Christophersen, Kjell A. Numerical/Quantitative Data Reports - Research Hillsborough Community College FL Hillsborough Community Coll., Tampa, FL. English This document presents the results from an economic impact analysis in detail by gender, ethnicity, and entry level of education at Hillsborough Community College. The information in this volume is intended to supplement the main report on The Socioeconomic Benefits Generated by Hillsborough Community College. The main study focuses only on the overall economic impacts generated by community colleges without reference to gender or ethnicity differences. These results were kept separate from the main report because gender and ethnicity were not the focus of the study. However, it is noted that gender and ethnicity are important variables that help to characterize the student body profile. This document also emphasizes that these results are made available for the sake of completeness of the study, and that they should be used with caution and not for any political agendas. These results are made available with the intent to provide community college presidents with pertinent information should they have any specific questions regarding the data of the main report. Lastly, the document explains that tables 19 and 20 in this report are particularly important because they provide data needed for computing the investment analysis results that are described in the main report. (Contains 20 tables.) (JS) ED482195 The Socioeconomic Benefits Generated by Hillsborough Community College. Volume 2: Detailed Results. 2003-02-28 10 N/A 2004 2016-11-21

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Yes Adult Education Adult Programs Adult Students Andragogy Educational History Educational Trends Foreign Countries Theory Practice Relationship Lavrnja, Ilija Klapan, Anita Reports - Descriptive Speeches/Meeting Papers Croatia Croatia English Major trends in the development of adult education in Croatia can be considered in four periods: (1) from the time that Croatia was part of the Austro-Hungarian empire; (2) the period between the two World Wars when Croatia was part of the Kingdom of Yugoslavia; (3) the post-World-War-II period when Croatia was part of the Yugoslav socialist economy; and (4) from 1990, the period of independence and development of a state governed by democratic rule. This paper traces the development of adult education through these periods. Despite the fact that andragogic practice and theory in Croatia evolved under unfavorable conditions, analyses of adult education development in Croatia point to a series of achievements in the sphere of adult education and the development of andragogic ideas that form a solid basis for further development. Future development of adult education in Croatia will be similar to that of other countries in transition (Czech Republic, Slovakia, Poland, Slovenia, and Lithuania). These include the problems of education for democracy, retraining, additional education for the market economy, and for the other forms of adult education that are meant to improve the transition processes of society. (Contains 14 references.) (BT) ED482196 The Development of Adult Education in Croatia, 1820 to 1990. 2000-00-00 11 N/A 2004 2016-11-21

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Yes Academic Achievement Curriculum Elementary Secondary Education Faculty Development Foreign Countries Higher Education Inservice Teacher Education Merit Pay Preservice Teacher Education Program Effectiveness Program Evaluation Teacher Certification Teacher Competencies Teacher Evaluation Teacher Placement Teacher Qualifications Teacher Salaries Teacher Selection Teacher Supply and Demand Tenure Phillips, Susan M. Reports - Descriptive Society for the Advancement of Excellence in Education, Kelowna (British Columbia). English This report examines the impact of teacher quality on student achievement in Canada, analyzing current research, practices, and innovations to provide a better understanding of the complexity of teaching and effective teacher deployment. The nine chapters focus on: (1) "Introduction"; (2) "Indicators of Teacher Quality" (defining teacher quality and the effect of teacher quality on student achievement); (3) "Supply of Teachers" (teacher shortage or distribution, availability of Canadian data sources of teachers in Canada, factors impacting Canada's teacher supply and demand teacher participation in the workforce, and strategies to balance teacher supply and demand); (4) "Initial Preparation of Teachers" (e.g., preservice training; determination and evaluation of program curriculum and delivery; and typical teacher education program components); (5) "Hiring and Assignment Practices" (e.g., teacher federations and collective agreements, the role of tenure, the posting and assignment process, and innovations in hiring and assignment to increase teacher quality); (6) "Professional Development" (e.g., link between professional development and teacher quality, funding for staff development, and innovative practices); (7) "Evaluation" (e.g., why teacher evaluation is important for teacher quality and peer assistance); (8) "Compensation" (why pay matters, current compensation practices, and incentives); and (9) "Policy Implications." (Contains approximately 120 references.) (SM) ED482197 Teacher Quality in Canada. SAEE Research Series. 2002-08-00 ISBN-0-9689936-7-2 117 Society for the Advancement of Excellence in Education, 211-1889 Springfield Road, Kelowna, British Columbia V1Y 5V5, Canada. Tel: 250-717-1163; Fax: 250-717-1134; Web site: http://www.saee.ca. N/A 2004 8/20/2004 00:31:09 RIEJUL2004 Contains an extensive amount of faded, illegible text.

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Yes Accountability Data Collection Disadvantaged Youth Elementary Secondary Education Equal Education Family School Relationship Federal Government Federal Legislation Government Role Higher Education Preservice Teacher Education State Government State Standards Teacher Competencies Teacher Effectiveness Teacher Placement Teacher Qualifications Teaching Skills Reports - Evaluative Department of Education No Child Left Behind Act 2001 No Child Left Behind Act 2001 Education Trust, Washington, DC. English This report presents 10 suggestions for what the U.S. Department of Education can do to help schools raise achievement for all students and close the achievement gap by increasing teacher quality: (1) make improving teacher quality job one; (2) insist on good data; (3) ensure that states make an immediate priority of fixing the indefensible distribution of under-qualified teachers to disadvantaged students; (4) help separate fact from fiction and dispel the myth that getting better teachers is an unattainable goal; (5) relieve some of the pressure on K-12 by putting greater pressure on higher education to increase its production of teachers in the areas of greatest need; (6) send clear, unequivocal signals that "highly qualified" means just that; (7) make clear that No Child Left Behind provides flexibility for schools, particularly those in small, rural communities, to hire and retain highly qualified teachers; (8) support parents' right to know; (9) embrace state efforts to develop real measures of teacher effectiveness; and (10) push for significant improvements to the Higher Education Act. (SM) ED482198 In Need of Improvement: Ten Ways the U.S. Department of Education Has Failed To Live Up to Its Teacher Quality Commitments. 2003-08-00 12 Education Trust 1725 K Street, N.W., Suite 200, Washington, DC 20006. Web site: http://www.edtrust.org. N/A 2004 2016-11-21

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Yes Computer Uses in Education Cooperating Teachers Educational Technology Higher Education Pedagogical Content Knowledge Preservice Teacher Education Program Effectiveness Program Evaluation Secondary Education Secondary School Teachers Student Diversity Student Needs Student Teacher Attitudes Student Teachers Teacher Knowledge Hsiung, Yu-Lu Arvold, Bridget Johnson, Nancy Wojtowicz, Patricia Reports - Research Speeches/Meeting Papers Subject Content Knowledge University of Illinois Urbana Champaign English This study, an evaluation component of the Mathematics English Technology Education Resources (METER) project, examined student teachers' and cooperating teachers' perceptions of the Secondary Teacher Education Program redesign at the University of Illinois Urbana-Champaign. METER was part of the Illinois Professional Learners' Partnership (IPLP) a federally funded 5-year program to improve the quality of teacher education programs. This study examined four of nine key focus areas of IPLP: teaching diverse student populations, content area knowledge, clinical experience, and technology integration. It focused on students' satisfaction with program components, cooperating teachers' perceptions of the program, and how the program responded to students' needs. Data were collected via program feedback forms, and results were organized by content area, student cohort, semester of enrollment, and common themes. Data analysis indicated that students' and cooperating teachers' perceptions of the program were inconsistent across content areas. There was evidence that the program responded to student needs. Students perceived program improvement in some areas but program decline in other areas. An appendix presents data on the percentage of students whose comments were significant themes. (SM) ED482199 Students' and Cooperating Teachers' Perceptions of the Secondary Teacher Education Program. 2003-04-00 Department of Education, Washington, DC. 14 N/A 2004 2016-11-21

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Yes Action Research College School Cooperation Cooperating Teachers Elementary Secondary Education Faculty Development Graduate Study Higher Education Internship Programs Partnerships in Education Preservice Teacher Education Principals Self Evaluation (Individuals) Student Teacher Supervisors Student Teachers Supervision Oja, Sharon Nodie Reports - Descriptive Speeches/Meeting Papers Developmental Theory Collaborative Supervision English his paper describes the validity and value of self-study and action research by a cooperating teacher, supervisors, and a principal who were involved in a school-university partnership at the University of New Hampshire. The self-study and action research projects were completed by participants enrolled in a course, "Developmental Perspectives on Adulthood." Projects focused attention on linkages between adult development theory and supervision. The paper describes key ideas from each research project, focusing on (1) self-study research: a principal's perspective on collaborative supervision and teacher and school development; a teacher's inquiry into her own self-directed development and experiences in collaborative supervision; teacher development (a close look at secondary school interns); and developing an awareness of complex issues and skills for successful teaching; and (2) action research: teacher development steps for preservice exploring teachers; investigating interns' needs for structure and flexibility; and supporting the teacher as learner. The paper considers questions that can be asked about the emphasis in these projects on developmental theory and discusses attributes of the action research and self-study research that made the research valuable and valid for collaborative supervision in school-university partnerships (Contains 27 references.) (SM) ED482200 Action Research and Self-Study by Supervisors, Cooperating Teachers, and School Principals Working with Interns in School-University Partnerships. 2003-04-03 21 N/A 2004 2016-11-21

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Yes Elections Presidents of the United States Secondary Education Simulation Social Studies United States History Voting Guides - Classroom - Learner Guides - Classroom - Teacher Bush (George W) Electoral College Gore (Albert Jr) Constitutional Rights Foundation, Los Angeles, CA. English All evening on election night 2000, candidates George W. Bush and Al Gore were deadlocked in the tightest-ever race for the office of President of the United States. As the numbers were reported from each state, the battle for votes in the electoral college swung back and forth from Republicans to Democrats. The next morning, the issue was still not decided. But was this unprecedented? In fact, a presidential election was deadlocked in the electoral college twice before. Deadlocks occurred in the 1800 election between Thomas Jefferson and Aaron Burr and in the 1824-25 election between John Quincy Adams and Henry Clay. This unit recounts the story of the elections of 2000 and of 1824-25 and provides three discussion/writing questions as well as a 10-step voting activity simulation. (BT) ED482201 Closest Presidential Race Ever...Or Is It? 2000-00-00 Practitioners Teachers Students 8 Constitutional Rights Foundation, 601 South Kingsley Drive, Los Angeles, CA 90005. Tel: 213-487-5590; Fax: 213-386-0459; Web site: http://www.crf-usa.org/. N/A 2004 2016-11-21

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Yes Case Studies Change Strategies Discipline Based Art Education Educational Change Educational Cooperation Educational Practices Elementary Secondary Education Museums Professional Development Public Schools Theory Practice Relationship Wilson, Brent Guides - Non-Classroom Reports - Descriptive Getty Center for Education in the Arts, Los Angeles, CA. English How can lasting change be made in the way art is taught in U.S. schools? This was the challenge facing six regional professional development consortia sponsored by the Getty Education Institute for the Arts (Los Angeles, California). This publication documents the change effort, which is unique because it has affected thousands of students and teachers in hundreds of school districts. The volume provides a compelling history of the evolution of arts education practice and theory in the institutes, including a detailed anecdotal account of how each professional development institute built a coherent, comprehensive approach to arts education. This comprehensive approach to improving art education, known as discipline-based art education (DBAE), has become the cornerstone of efforts by the Getty Education Institute. It can serve as an guide to the many strategies developed by the regional consortia to change the schools they serve. Preceding the eight chapters are an "Executive Summary", "Prologue" (Vicki J. Rosenberg), and "Introduction." The chapters are: (1) "The Evolution of DBAE in the Regional Institute Programs: Creating Educational Change Communities"; (2) "The DBAE Summer Professional Development Institute: An Art World Rite of Passage"; (3) "Multiple Forms of DBAE: From Theory to Practice to Theory"; (4) "The Implementation of DBAE in School Districts and Schools"; (5) "Exemplary DBAE Practices in Elementary Schools: Issues and Instruction"; (6) "DBAE in Secondary Schools: Issues, Problems, and Exemplary Practices"; (7) "DBAE in Art Museums: Collaboration with Schools"; and (8) "The Role of DBAE in Reforming Education." Contains 16 figures, an "Epilogue" (Vicki J. Rosenberg), extensive references, and three appendices. (BT) ED482202 The Quiet Evolution: Changing the Face of Arts Education. 1997-00-00 ISBN-0-89236-409-2 261 The J. Paul Getty Museum, 1200 Getty Center Drive, Suite 1000, Los Angeles, CA 90049-1687. Tel: 310-440-7300; Web site: http://www.getty.edu/. N/A 2004 8/20/2004 00:31:22 RIEJUL2004

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Yes Classroom Techniques Educational Practices Elementary Education Instructional Effectiveness Social Studies Student Needs Teaching Methods Hoge, John Douglas Guides - Non-Classroom Speeches/Meeting Papers Social Studies Teachers Best Practices English This paper outlines the best practices in elementary social studies teaching. The paper enumerates five elements that make for powerful social studies teaching and learning. It focuses on how social studies elementary teaching should be implemented in the classroom, identifying 17 best practices. (BT) ED482203 Best Practices in Elementary Social Studies. 2000-11-00 5 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability After School Programs Educational Change Educational Improvement Educational Quality Elementary Secondary Education Faculty Development Human Capital Instructional Leadership Postsecondary Education Reading Instruction School Choice School Community Relationship School Districts School Effectiveness Student Development Teacher Competencies Teaching Skills Urban Schools Guides - Non-Classroom Reports - Descriptive Chicago Public Schools IL Learning Communities Chicago Public Schools, IL. English This education plan sets out a vision for instruction and school development so that Chicago Public Schools, Illinois, can become the premier urban school district in the United States. It represents a year of planning and program development in the areas of human capital, professional development, the Chicago Reading Initiative, the redesign of regions, after-school, and accountability, as well as a broad planning effort designed to identify overarching themes and challenges. This broad planning effort included an analysis of trends in student and school performance, a review of research on effective schools and school reform both locally and nationally, and an agenda-setting process that brought together diverse groups of participants to discuss the central issues facing K-12 schools. The plan details eight goals: (1) building instructional capacity; (2) high quality teaching and leadership; (3) learning communities and professional development; (4) support for student development and postsecondary training and education; (5) schools as centers of communities in partnership with families; (6) strengthening existing high school programs; (7) expanded choice within neighborhoods; and (8) accountability to support improvement in all schools. (Contains 16 references.) (SM) ED482204 Every Child, Every School: An Education Plan for the Chicago Public Schools. 2002-09-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. Chicago Public Education Fund, IL. Administrators Policymakers Practitioners 67 For full text: http://edplan.cps.k12.il.us/pdfs/cps_education_plan.pdf. N/A 2004 2016-11-21

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Yes Comparative Education Democracy Educational Policy Educational Practices Elementary Secondary Education Foreign Countries Perry, Laura B. Opinion Papers Speeches/Meeting Papers Europe (Central) Europe (East) Europe English The fall of communism in 1989 brought a renewed interest in the educational systems of central and eastern Europe. Many foreign scholars claim that post-communist schooling is undemocratic, or at best transitionally democratic. For schools to democratize, they argue, teachers must become less authoritative; teaching methods should focus more on critical thinking skills, rather than memorization; schools should become warmer, more informal, and student-centered; and authorities should develop new civics textbooks and curricula. The belief that schooling in the post-communist region is less democratic than in the western school systems is based on two assumptions: (1) school atmosphere and relations, teaching methods, and curriculum are indeed anti-democratic in the post-communist countries; and (2) education's role in fostering democratization is limited to these in-school, micro-level mechanisms. The paper addresses these two assumptions and considers democratic aspects of post-communist schooling, such as the way schools are funded. It concludes that, rather than western educators feeling superior when they study education in post-communist countries, they should realize these post-communist countries can offer insights into some of the most pressing problems in education at the beginning of the 21st century. (Contains 16 references.) (BT) ED482205 Democratic Aspects of Post-Communist Schooling. 2002-03-00 13 N/A 2004 2016-11-21

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Yes Character Education Classroom Techniques Elementary Education Role Playing Social Studies Hoge, John D. Guides - Classroom - Teacher Speeches/Meeting Papers English Compassion, according to Nancy Rue (1991), is not pity. Compassion, Rue asserts, "involves a mixture of feeling one's kinship with others, being purely selfless (at least for the moment) and having the courage to get involved." P. M. Oliner (1983) wrote that "Prosocial content needs to show people behaving in giving and helping ways toward others. Teachers need to incorporate such materials into their ongoing social studies structure." This paper provides five activity ideas for teaching compassion in the elementary classroom and also offers a compassion role play. The paper cites 10 annotated ERIC sources on the subject of compassion. Contains three references. (BT) ED482206 Sample Lessons Illustrating the Common Good with Elementary Students: Teaching Compassion in the Classroom. 1999-11-00 Teachers Practitioners 9 N/A 2004 8/20/2004 00:31:33 RIEJUL2004 Paper presented at the Annual Meeting of the National Council for the Social Studies (79th, Orlando, FL, November 19-21, 1999).

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No Classroom Techniques Educational Games Elementary Secondary Education Geographic Concepts Geography Geography Instruction Group Instruction Learning Motivation Social Studies Teacher Developed Materials Haas, Mary E. Laughlin, Margaret A. Guides - Classroom - Teacher Opinion Papers Geographic Literacy English Games are motivating instructional resources that provide opportunities to learn and practice map, group work, and communication skills. Using the designs of popular commercial, folk, or media games, teachers can create games for their classroom that support geographic education. Many games can be used by students on their own before and during the school day, thereby providing additional and flexible opportunities to experience geographic learning. This paper presents a rationale for using geographic games and discusses how teachers can create their own small-group games. The paper crafts guidelines for making or adapting small-group games and describes teacher-made games. The more informal structure of small-group games provides a break from the regimentation of traditional school activities and offers opportunities for students to make choices during the day that serve their individual needs and interests. With forethought and planning, teachers can incorporate games for both large and small groups into the geography class with positive results. (BT) ED482207 Games for Geography Classes. 2002-10-00 Teachers Practitioners 15 N/A 2004 2016-11-21

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No Classroom Techniques Current Events Elementary Secondary Education Instructional Effectiveness Resource Materials Social Studies Haas, Mary E. Laughlin, Margaret A. Guides - Classroom - Teacher Opinion Papers National Council for the Social Studies Social Studies Teachers English Teacher members of the National Council for the Social Studies (NCSS) describe the study of current events as essential or very important to the social studies curriculum. Most teachers indicated using current events to provide contemporary examples of abstract historical, social, economic, and political concepts or to illustrate the continuity of social issues over time and across cultures. A number of teachers indicated that current events help to teach inquiry as a process. This paper describes ways that teachers can use the study of current events in the classroom, such as individual student reports, cooperative group reporter strategy, and long-term in-depth study of a single event. The document enumerates readily available media instructional resources for current events, such as C-SPAN, "Time" and "Newsweek," local newspapers, and television networks Web sites. It cites categories for assessing and evaluating student works with current events. (BT) ED482208 Multiple Strategies for Teaching Current Events. 2002-11-00 Practitioners Teachers 15 N/A 2004 2016-11-21

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Yes Academic Standards Graduation Requirements High Schools History History Instruction Secondary Education Social Studies State Departments of Education State Standards Student Evaluation Brown, Sarah Drake ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English During the past 10 years, there has been a movement among state education departments to develop academic content standards, standards-based assessments of student achievement, and standards-related high school graduation requirements for students. This Digest discusses: (1) state content standards in history; (2) standards-based student assessment and graduation requirements; and (3) recommendations for improving history education through national and state content standards, assessments of student achievement in history, and graduation requirements. Lists 12 references. (BT) ED482209 History Standards in the Fifty States. ERIC Digest. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Elementary Secondary Education History Instruction Knowledge Base for Teaching Social Studies State Licensing Boards State Standards Teacher Certification Teacher Education Teacher Qualifications Brown, Sarah Drake ERIC Publications ERIC Digests in Full Text History Teachers ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English In concert with a rising interest in history education, there is concern about the quality of education and certification of history teachers. Many researchers, theorists, and specialists have weighed in on the issue of teacher preparation and certification. To what extent are history teachers prepared and certified to teach the discipline? This Digest discusses: (1) general findings about out-of-field teaching; (2) findings about state teacher certification requirements; (3) findings about national and state content standards for teacher preparation and licensure; and (4) recommendations for improving preparation and certification requirements for history teachers. (Contains 11 references.) (BT) ED482210 State Certification Requirements for History Teachers. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Citizenship Education Educational Research Methods Courses Political Issues Political Science Secondary Education Social Studies Teacher Education Teaching Methods Avery, Patricia G. ERIC Publications ERIC Digests in Full Text ERIC Digests Social Studies Teachers Student Engagement ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English Recent research in civic education suggests much for shaping and focusing secondary social studies methods course work. This Digest: (1) provides an overview of selected findings from recent studies of secondary students' civic understanding and engagement; and (2) offers five research-based suggestions for social studies methods instructors. Lists nine references. (BT) ED482211 Civic Education in the Preparation of Social Studies Teachers: Research-Based Recommendations for the Improvement of Teaching Methods Courses. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Civil Rights Due Process Elementary Secondary Education Instructional Effectiveness Justice Law Related Education Laws Social Studies Vontz, Thomas S. ERIC Publications ERIC Digests in Full Text Historical Background Legal Information Supreme Court ERIC Digests ERIC Clearinghouse for Social Studies/Social Science Education, Bloomington, IN. English Fundamental constitutional and legal principles are central to effective instruction in the K-12 social studies curriculum. To become competent citizens, students need to develop an understanding of the principles on which their society and government are based. Few principles are as important in the social studies curriculum as due process of law. This ERIC Digest traces the history and development of due process of law, contrasts procedural and substantive due process, and highlights three World Wide Web resources helpful in teaching and learning about due process of law. (BT) ED482212 Teaching about Due Process of Law. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 ERIC Clearinghouse for Social Studies/Social Science Education, 2805 East Tenth Street, Suite 120, Bloomington, IN 47408. Tel: 800-266-3815 (Toll Free); Fax: 812-855-0455; e-mail: ericso@indiana.edu; Web site: http://ericso.indiana.edu. N/A 2004 2016-11-21

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Yes Educational Objectives Educational Theories Jews Judaism Religious Education Saks, Jeffrey Reports - Descriptive Professionalization Torah English This paper puts forth an argument for new lines of inquiry and deliberation in the process of professionalizing Orthodox Jewish education. Using professionalization to describe a process that emanates from within the profession and its practitioners, and not issues (such as salary, benefits, and status) which are largely controlled by those working outside of the profession. The paper argues for the development of a Jewish theory of education as a hallmark of enriching a communal endeavor enabling educators to fulfill the decree of walking in His ways as they educate the Jewish people. (Contains 30 notes.) (Author/BT) ED482213 Teachers (Melamdim) and Educators (Mehankhim)--Who Are We? Implications for Professionalizing Orthodox Jewish Education. 2001-00-00 11 Academy for Torah Initiatives and Directions, 9 HaNassi Street, Jerusalem 92188, Israel. Tel: 972-2-567-1719; Fax: 972-2-567-1723; e-mail: atid@atid.org; Web site: http://www.atid.org/. N/A 2004 2016-11-21

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Yes Curriculum Development Discourse Communities Jews Judaism Religion Studies Religious Factors Research Methodology Scholarship Furst, Rachel Reports - Descriptive Historical Methods Jewish Studies Torah English This project examines the religious implications of an approach to "limmudei kodesh" (primarily the study of Talmud) and "halakhah" (an integration of academic scholarship with traditional Torah study and the evaluation of the educational pros and cons of a curriculum built on such a synthesis). In the concerted effort over the past century to develop a program of "Torah U-Madda" that synthesizes Torah and worldly pursuits, Torah scholars have endorsed the value of secular knowledge as a complimentary accoutrement to the "Talmud Torah" endeavor, but few have validated the application of secular academic tools and methodologies to Torah study or developed a model for such integrated Torah learning. The Torah scholar committed to synthesis seeks to employ historical knowledge and methodological tools in the decoding of halakhic texts as a means of contributing to the halakhic discourse. Traditional "Talmud Torah" does not address the realm of pesak halakhah, but it is nonetheless considered the highest form of religious expression. This project explores the expansion of "Talmud Torah" boundaries and the religious dimensions of such an expansion. The suggestion is that for students who question the applicability of halakhic practice to contemporary reality, an approach to Torah study that attempts to synthesize historical, academic scholarship with classical Torah learning has the potential to deepen appreciation for the richness and compelling authority of tradition by demonstrating that for 2000 years, halakhic Jews have been struggling with the same essential question: how to make ancient law meaningful to modern man. (Contains 43 references and 75 notes.) (Author/BT) ED482214 The Religious Implications of an Historical Approach to Jewish Studies. 2001-00-00 59 Academy for Torah Initiatives and Directions, 9 HaNassi Street, Jerusalem 92188, Israel. Tel: 972-2-567-1719; Fax: 972-2-567-1723; e-mail: atid@atid.org; Web site: http://www.atid.org/. N/A 2004 2016-11-21

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Yes Educational Assessment Educational Improvement Information Utilization National Surveys Research Utilization Student Evaluation Student Surveys El-Khawas, Elaine Reports - Descriptive National Survey of Student Engagement National Survey of Student Engagement American Association for Higher Education, Washington, DC. English In the 2002-2003 academic year, a series of roundtable discussions was conducted to explore uses of data from the National Survey of Student Engagement (NSSE) for the improvement of student learning. This paper reports on one roundtable, held in June 2003 in Seattle, Washington. Participants included campus officers responsible for student assessment and institutional research and others with experience using NSSE data. The paper summarizes the key points about uses of the data, effective communication strategies, and ideas for further uses of NSSE data. NSSE data are being used to assess the first year experience, assess graduating seniors, and assess student experiences by academic department and major. The data have been embedded in larger improvement initiatives that include accreditation reports and reviews, agendas for improvement, and faculty participation in improvement. Campus leaders are referring to NSSE data in their work, and survey participants have developed good communication strategies to emphasize the portions of NSSE data that are most useful for a designated purpose. Among the suggestions for future uses of NSSE data are: (1) develop a comparison group of institutions; (2) develop a strategy for oversampling; (3) pay close attention to response rates; and (4) enlist student interest in and support of the NSSE survey. (SLD) ED482215 Using NSSE Data for Assessment and Institutional Improvement. National Roundtable Series. 2003-08-00 6 For full text: http://www.aahe.org/DEEP/Assessment%20roundtable%20summary.pdf. N/A 2004 2016-11-21

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No Educational Finance Financial Policy Financial Support Higher Education Policy Formation Student Financial Aid Jones, Dennis Information Analyses Western Interstate Commission for Higher Education, Boulder, CO. English This paper notes that financing policy is potentially the most powerful policy tool states can use to influence how institutions, students, and employers behave in ways consistent with broader public purposes. It is often not wielded effectively. After identifying elements of financing policy and major issues that relate to these elements, the paper looks at decision points for state policymakers and suggests some approaches to enhance the decision-making process and its results. These approaches include: (1) ensuring that policies and decisions are made as a coherent package; (2) recognizing that the economy that leaves states with revenue shortfalls also affects students and families negatively; (3) developing understanding of financial adequacy for institutions; (4) avoiding making student financial aid policy a solely institutional responsibility; (5) aligning some part of institutional funding specifically around state policies; (6) making funding distinctions among institutions to protect institutions that make the greatest contribution to state priorities; and (7) recognizing that methods of allocation are key elements of policy. The paper also identifies several examples of how different objectives and different roles in the decision process may lead to decisions that have counterproductive results. (SLD) ED482216 Financing in Sync--Policy Brief. Policy Insights. 2003-10-00 Lumina Foundation for Education, Indianapolis, IN. 6 For full text: http://www.wiche.edu/Policy/PolicyInsights/PoliciesInSync/JonesInsight.pdf. N/A 2004 8/20/2004 00:31:58 RIEJUL2004 Excerpted from the paper "Finance in Sync: Aligning Fiscal Policy with State Objectives" in the Western Interstate Commission for Higher Education report "Policies in Sync: Appropriations, Tuition, and Financial Aid for Higher Education."

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Yes Accountability College Students Data Analysis Higher Education Information Utilization National Surveys Research Utilization State Programs Student Surveys El-Khawas, Elaine Reports - Descriptive Kentucky National Survey of Student Engagement Kentucky National Survey of Student Engagement American Association for Higher Education, Washington, DC. English During the 2002-2003 academic year, six roundtables were held to explore uses of the data from the National Survey of Student Engagement (NSSE) for improvement of student learning. This paper describes the roundtable discussion held in Kentucky in December 2002. This roundtable focused on ways the NSSE can contribute to state-level efforts on accountability and institutional improvement. Participants included individuals with state-level responsibilities for higher education and representatives of three universities. Kentucky has already taken steps to combine attention to accountability with efforts to support institutional improvement. In recent years, all colleges and universities in the state have engaged in substantial activity to demonstrate and increase their educational effectiveness. Statewide surveys and workshops have been conducted, and the state has set specific goals and timelines for institutional action. In its review of Kentucky's experience, the roundtable focused on: (1) state-level uses of NSSE data; (2) institutional perspectives on uses of NSSE data; (3) observations of greater uses of NSSE data; and (4) NSSE data as a new source for communicating with important audiences. (Author/SLD) ED482217 State-Level Uses of NSSE Data: Observations from Kentucky. National Roundtable Series. 2003-01-00 6 For full text: http://www.aahe.org/DEEP/Kentucky%20roundtable%20summary.pdf. N/A 2004 2016-11-21

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Yes College Students Data Analysis Educational Improvement Higher Education Information Utilization National Surveys Research Utilization Student Personnel Services Student Personnel Workers Student Surveys Kezar, Adrianna Reports - Descriptive National Survey of Student Engagement National Survey of Student Engagement American Association for Higher Education, Washington, DC. English During the 2002-2003 academic year, six roundtables were held to explore uses of the data from the National Survey of Student Engagement (NSSE) for improvement of student learning. This paper describes the roundtable discussion held in St. Louis, Missouri, in March 2003. Participants were student affairs administrators from a range of institutions across the United States with representation from nearly every sector of higher education. Participants focused on the ways student affairs administrators have used data from the National Survey of Student Engagement (NSSE) on their campuses. Specific topics were: (1) the impact of NSSE data use; (2) ways that data are used by participants to meet divisional missions; (3) ways in which student affairs staff can interpret NSSE data for students and other members of the community; (4) possible applications of the data that are desirable but that have not yet been attempted; and (5) tracking access and use of NSSE data by constituents. Important themes and issues that emerged from the roundtable include key institutional uses of NSSE data, creative uses of data by student affairs administrators, and ideas for improving data collection and use. (Author/SLD) ED482218 Student Affairs Administrators: Building Collaborations with Students and Academic Affairs for Institutional Improvement. National Roundtable Series. 2003-06-00 6 For full text: http://www.aahe.org/DEEP/56029%20NASPA%20Roundtable.pdf. N/A 2004 2016-11-21

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Yes Change Strategies College Faculty Data Analysis Educational Change Faculty Development Higher Education Information Utilization National Surveys Research Utilization Student Surveys Kezar, Adrianna Reports - Descriptive National Survey of Student Engagement National Survey of Student Engagement American Association for Higher Education, Washington, DC. English During the 2002-2003 academic year, six roundtables were held to explore uses of the data from the National Survey of Student Engagement (NSSE) for improvement of student learning. This paper describes the roundtable discussion held in October 2002 at the Professional Organizational Development conference in Atlanta, Georgia. Thirteen faculty developers from across the country and nearly every higher education sector discussed institutional uses of data from the NSSE. The discussion focused on the ways in which faculty developers have used this new source of data available to campuses. Specific topics examined were impacts of use, availability of data, uses of data in faculty development activities, and ways in which NSSE data can be interpreted for faculty members. The roundtable focused on the: (1) need for inclusion of faculty developers in overall campus planning efforts; (2) data as the impetus for conversations about learning, diagnosing problems, priority setting, and resource allocation; (3) creation of a campus culture of change through using the data in faculty and teaching assistant orientation and in supporting services of Centers of Teaching and Learning; and (4) challenges of and suggestions for interpreting data for faculty. (Author/SLD) ED482219 Faculty Developers Using the National Survey of Student Engagement (NSSE) To Be Change Agents. National Roundtable Series. 2002-12-00 6 N/A 2004 2016-11-21

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No Academic Degrees Academic Persistence College Students Federal Aid Grants Higher Education State Aid Student Financial Aid Heller, Donald E. Reports - Descriptive Western Interstate Commission for Higher Education, Boulder, CO. English This issue of "Policy Briefs" briefly examines the major sources of student financial aid and the relationships among grants, persistence, and degree attainment. Aid comes from federal and state governments and from institutions in the forms of grants, loans, and work-study. The positive effects of financial aid on persistence have been reported for all three forms of aid. In some studies the results are more pronounced among students who stay enrolled from the first semester to the second than on year-to-year persistence. Grants have often been found to be the best type of aid for promoting persistence, and they are most effective when targeted at financially needy students who need the aid in order to be able to afford to stay enrolled. One study found that for every $1,000 in state or institutional grants received in the first year, a student's probability of persisting into the second year increased 5 to 10 percentage points. Public institutions in the low-aid states have been found more likely to award institutional grants to students than were institutions in high-aid states. In both groups of states across all three sectors of higher education, need-based and non-need grants were different from one another. The policy implications of these research findings are discussed, and some questions state and institutional policymakers might ask about the use of state resources are posed. (SLD) ED482220 Financial Aid and Student Persistence. Policy Insights. 2003-10-00 Lumina Foundation for Education, Indianapolis, IN. 6 N/A 2004 8/20/2004 00:32:08 RIEJUL2004

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Yes College Credits Dual Enrollment Enrollment Trends High School Students High Schools Higher Education Transitional Programs Michelau, Demaree K. Collected Works - Serials National Conference of State Legislatures, Denver, CO. English Many states are beginning to notice discontinuities in policy between the K-12 and higher education systems. One approach to easing the high school to college transition is to establish postsecondary enrollment options (PSEO) programs. Currently, 32 states have laws or recently have passed legislation to establish and govern PSEO programs. The benefits of such programs include that they provide more course options and offer more challenging courses to students during their last 1 or 2 years of high school. In addition, the programs decrease the cost of college by allowing high school students to get a head start on their coursework. There are a number of challenges associated with these programs, including student readiness, funding, and administration difficulties, as well as the assertion by some that PSEO programs remove the top students from the high schools. The National Conference of State Legislatures conducted data on program components, focusing on eligibility, program structure, funding and financial aid, institutional accountability, and addition policies about PSEO programs. A look at recently introduced state legislation indicates that PSEO programs continue to be a widely used method in the United States to align K-12 and higher education systems more adequately and to ease the transition from high school to college. Eleven appendixes summarize state legislation in various areas in chart form. (SLD) ED482221 Postsecondary Enrollment Options Programs. State Legislative Report v26 n4 Apr 2001 2001-04-00 Office of Educational Research and Improvement (ED), Washington, DC. 32 NCSL Book Order Department, 1560 Broadway, Suite 700, Denver, CO 80202. Tel: 303-830-2054; Fax: 303-863-8003; e-mail: info@ncsl.org; Web site: http://www.ncsl.org. N/A 2004 8/20/2004 00:32:11 RIEJUL2004 Theme issue. Published 12 to 18 times a year.

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Yes Adult Students College Students Eligibility Federal Aid Higher Education Part Time Students Student Loan Programs Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative Pell Grant Program Stafford Student Loan Program Pell Grant Program Stafford Student Loan Program General Accounting Office, Washington, DC. English Concerns have been raised that adult undergraduates, those 24 and older, receive inadequate assistance in meeting the costs of postsecondary education, especially those who take one to five credits per term, or less than halftime. Less-than-halftime students are not eligible for the Stafford loan programs and are eligible to receive only one of the two federal higher education tax credits. In response to a Congressional inquiry, the U.S. General Accounting Office (GAO) was asked to identify the extent to which adults enroll less than halftime, the extent to which such students receive federal, state, and other assistance, and the implications of changing the Pell Grant Program to allow less-than-halftime students to count room and board costs and personal expenses in their applications for financial aid and changing the Stafford loan programs to allow their participation. GAO found that in the 1999-2000 school year, 2.3 million adults enrolled in undergraduate education on a less-than-halftime basis. Three of four such students expect to complete a degree or certificate program, but most leave school without completing one. About 70% of less-than-halftime students received some assistance, about 44% of their schooling costs, typically from sources other than state and federal aid. The GAO estimated, using data from various sources, that proposed changes to the Pell Grant system would cost the federal government a minimum of $25 million for the 2003-2004 school year. Allowing less-than-halftime students to participate in Stafford loans would cost about $113 million per year. College administrators expressed reservations about expanding Stafford Loan eligibility because of concerns about increasing default rates. Costs of expanding these programs may outweigh their potential benefits. Five appendixes contain supplemental and background information. (Contains 32 tables.) (SLD) ED482222 Federal Student Aid: Expanding Eligibility for Less Than Halftime Students Could Increase Program Costs, but Benefits Uncertain. Report to Congressional Requesters. 2003-09-00 61 U.S. General Accounting Office, 441 G Street NW, Room LM, Washington, DC 20548 ($2; Orders for 100 or more copies discounted by 25%). Tel: 202-512-6000; Fax: 202-512-6061. For full text: http://www.gao.gov. N/A 2004 2016-11-21

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Yes Academic Persistence Adults College Bound Students College Preparation Educational Attainment Educational Quality High Schools Higher Education Junior High School Students School Holding Power Surveys Reports - Research Jobs for the Future, Boston, MA. Lake Snell Perry & Associates, Inc., Washington, DC. English A survey was conducted to explore public knowledge about the U.S. educational system and postsecondary degree completion in particular. The survey studied public knowledge of and perceptions about the challenges facing high school students, including low-income and minority groups, trying to move on to college and succeed once they are there. The study also gauged public opinion about various policy options to improve the system so that more students move successfully from high school and on to and through college. The national survey, which was conducted in fall 2003, included 1,010 U.S. citizens aged 18 and older, with oversampling of African Americans and Hispanics. Most respondents believed that high schools need improvement, and almost half believe major changes are needed. More than half of those surveyed believed that the secondary and postsecondary systems do not work well together, and that better coordination is needed to help students move successfully from high school into and through college. Most Americans realize how few students who begin high school will eventually complete college. There is near universal agreement that the large numbers of students who do not earn college degrees is a problem for the United States. Americans believe that cost is the primary impediment for students, especially lower income students, in pursuit of a degree. Majorities believe increasing financial aid would help more students complete their degrees, but a majority agrees that cost is not the only obstacle. They want to see high schools do a better job and to see better teachers in the schools. Americans are divided about the best way to increase the number of minority students who go to college succeed once they are there. Americans also disagree about who should be responsible for fixing the problems of the education system, with variations by race, ethnicity, educational attainment, and political party. (SLD) ED482223 Leaks in the Postsecondary Pipeline: A Survey of Americans. 2003-00-00 12 N/A 2004 8/20/2004 00:32:16 RIEJUL2004

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Yes Full Time Faculty Higher Education Part Time Faculty Salaries School Personnel Knapp, Laura G. Kelly, Janice E. Whitmore, Roy W. Wu, Shiying Huh, Seungho Levine, Burton Broyles, Susan G. Numerical/Quantitative Data Reports - Research Integrated Postsecondary Education Data System National Center for Education Statistics (ED), Washington, DC. Research Triangle Inst., Research Triangle Park, NC. English This report presents findings from the Integrated Postsecondary Education Data System (IPEDS) winter 2001-2002 data collection that included both race and gender information for staff employed in fall 2001 and salaries and fringe benefits of full-time instructional faculty for academic year 2001-2002. Data were collected through a Web-based data collection system from postsecondary institutions in the 50 states and the District of Columbia. Participation in IPEDS is a requirement for most institutions that participated in Title IV federal student financial aid programs in the 2001-2002 academic year. In 2001-2002, 4,143 institutions were required to complete the IPEDS salaries component, and 4,990 Title IV institutions were required to complete the fall staff and salaries components. In fall 2001, Title IV institutions employed more than 3.1 million individuals. Two-thirds were employed full time, and 53% were women. Faculty constituted 36% if all employees, other professional staff accounted for 33%, and the remaining 31% were nonprofessional staff. Similar patterns were observed at public and private not-for-profit institutions. About 55% of faculty were full-time. In the 2001-2002 academic year, full-time instructional faculty on 9/10 month contracts earned an average salary of about $60,000 , and full-time instructional faculty on 11/12 month contracts earned an average salary of about $67,000. As expected, salaries varied by rank and gender, with faculty holding higher ranks earning higher average salaries. In general, men earned higher average salaries than women, regardless of contract length or rank. (Contains 41 tables.) (SLD) ED482224 Staff in Postsecondary Institutions, Fall 2001, and Salaries of Full-Time Instructional Faculty, 2001-02. E.D. Tabs. 2003-11-00 80 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Assessment Educational Quality Higher Education Measurement Techniques Research Methodology State Action Bell, Julie Davis Guides - Non-Classroom National Conference of State Legislatures, Denver, CO. English This booklet is a guide to the report on the "Measuring Up" study of the National Center for Public Policy and Higher Education. "Measuring Up" provides a picture of state postsecondary policy and an overall picture of higher education in the states. The report can help states analyze their strengths and weaknesses and evaluate their progress through the snapshot it provides. The "Measuring Up" report grades six performance categories: (1) preparation; (2) participation; (3) affordability; (4) completion; (5) benefits; and (6) learning. In "Measuring Up, 2002" each state is given an "I" (incomplete) in Learning because there are no good data with which to measure learning at present. Other information is arranged as report cards for the states. How to use the report cards is discussed. It is noted that since "Measuring Up" began in 2000, 30 states have improved in preparation and comparable numbers in other categories, with 49 states improving in affordability. (SLD) ED482225 State Higher Education: Is It Measuring Up? 2003-00-00 Pew Charitable Trusts, Philadelphia, PA. ISBN-1-58024-283-9 28 National Conference of State Legislators, 7700 East First Place, Denver, CO 80203 (Item no. 3150, $15). Tel: 303-364-7700. N/A 2004 8/20/2004 00:32:23 RIEJUL2004

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No Doctoral Degrees Educational Improvement English English Curriculum Graduate Students Graduate Study Lunsford, Andrea Abernethy Opinion Papers Carnegie Foundation for the Advancement of Teaching, Princeton, NJ. English The Carnegie Foundation commissioned a series of essays as part of the Carnegie Initiative on the Doctorate (CID). The essays and essayists represent six disciplines that are part of the CID: chemistry, education, English, history, mathematics, and neuroscience. The essay explores the Ph.D. in English and suggests changes the author would make in departmental culture to improve the program. The essay discusses access to the Ph.D. and entry and persistence in the profession of teaching English in college. It describes the changes in admissions policies and curriculum and in the hurdles students must leap in pursuing the degree. Paternalism and patronizing persist in English studies, and women and minorities continue to be excluded in many instances. Inclusive admissions policies that did not favor intense competition would ignore the Graduate Record Examinations and look at the qualities of the student. Graduate study could be made more open-ended and wide-ranging, but would benefit from a clear and detailed articulation of what constitutes the purview of English studies. In the "new" Ph.D. program, graduate students would be colleagues rather than acolytes, partners in learning. (Contains 16 references.) (SLD) ED482226 Rethinking the Ph.D. in English. Carnegie Essays on the Doctorate: English. 2003-00-00 12 N/A 2004 8/20/2004 00:32:26 RIEJUL2004

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No Academic Persistence College Freshmen Colleges Data Analysis Dropout Rate Higher Education National Surveys Research Methodology School Holding Power Student Surveys Guides - Non-Classroom Cooperative Institutional Research Program Higher Education Research Inst., Inc., Los Angeles, CA. English This report explains using data from the Cooperative Institutional Research Program (CIRP) to evaluate undergraduate persistence. A recent study (A. Astin and I. Oseguera) has found that two-thirds of the variation among institutions in degree completion rates is attributable to differences in their entering classes rather than to differences in the effectiveness of their undergraduate retention program. An institution can use the formulas provided in that study to complete an "expected" degree completion rate that can be compared with actual retention rates to gauge the effectiveness of student retention programs. The CIRP Freshman Survey contains all the data needed to compute expected degree completion rates. The approach is illustrated with data from the Astin and Oseguera study for 56,818 students who entered 262 4-year colleges and universities in fall 1994. (SLD) ED482227 How "Good" Is Your Retention Rate? Using the CIRP Survey To Evaluate Undergraduate Persistence. 2003-03-00 5 Higher Education Research Institute, UCLA, Graduate School of Education and Information Studies, R. 3005 Moore Hall, Box 95121, Los Angles, CA 90095-1521. Tel: 310-825-19925; Web site: http://www.gseis.ucla.edu/heri/heri.html. N/A 2004 2016-11-21

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No College Administration Educational Change Enrollment Influences Enrollment Management Enrollment Trends Higher Education Social Change Strategic Planning Black, Jim, Ed. Books Collected Works - General Reports - Descriptive American Association of Collegiate Registrars and Admissions Officers, Washington, DC. English The chapters of this collection describe a transformational period in higher education. The paradigm shift in higher education requires new organizational models, new strategies, new resources, and new tools, with new ways of thinking, especially about strategic enrollment management (SEM). The chapters of part 1, "The Contextual Framework for Strategic Management," contains: (1) "On the Brink of a Profession" (Stanley E. Henderson); (2) "The Environment for Higher Education Opportunity" (Thomas G. Mortenson); and (3) "Conceptual and Theoretical Thinking about Enrollment Management" (Don Hossler and Larry Hoezee). Part 2, "Operationalizing SEM," contains: (4) "Moving from Theory to Action" (Richard Whiteside); (5) "Models for Successful Change" (Richard Whiteside); and (6) "SEM as a Driver for Institutional Change" (Rita R. Owens). Part 3, "SEM Architecture," contains: (7) "Building the Enrollment Organizational Model" (Tom Huddleston); (8) "Developing a SEM Plan" (Robert J. Massa); (9) "Garnering Resources and Building Infrastructure" (Jim Black); and (10) "Tomorrow's SEM Organization" (David H. Kalsbeek). Part 4, "Harnessing the Power of Technology," contains: (11) "Implementing a Student Information System" (Reta Pikowsky); (12) "Information of the Realm" (R. B. Wilkinson and Ange Peterson); and (13) "Students in the Dot-Com World" (Jim Black). An epilogue summarizes the discussions. (Contains 182 references.) (SLD) ED482228 Strategic Enrollment Management Revolution. 2001-00-00 ISBN-0-57858-050-1 Practitioners Administrators 306 AACRAO Distribution Center, P.O. Box 231, Annapolis Junction, MD 20701 ($55 members; $77 nonmembers). Tel: 301-490-7651; Fax: 301-206-9789; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org. N/A 2004 8/20/2004 00:32:30 RIEJUL2004

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No College Admission College Students Foreign Students Higher Education Immigration International Education International Educational Exchange Study Abroad Sevigny, Jospeh Books Guides - Non-Classroom Visas American Association of Collegiate Registrars and Admissions Officers, Washington, DC. English This updated guide is designed to provide college admissions personnel with a resource that covers aspects of the admission of international students to colleges and universities in the United States and helps with exchange programs in which U.S. students study abroad. The chapters are: (1) "Institutional Mission Statement and Policy Considerations Regarding International Education"; (2) "International Recruitment Principles and Practice"; (3) "The International Admission Office: Policies, Procedures, and Processes"; (4) "Technology in the International Office"; (5) "International Academic Credential Evaluation: Basic Methodology"; (6) "Credential Evaluation in an Undergraduate Setting"; (7) "Fraudulent Credentials: How To Protect Your Institution against Fraud"; (8) "Determining Transfer Credit from International Academic Credentials"; (9) "Roles and Issues for Community Colleges"; (10) "English Proficiency and Admission Policy"; (11) "Admitting International Students: The Student Visa"; (12) "Certification of Finances for Obtaining the Student Visa"; (13) "Study Abroad Program Development and Legal Considerations"; and (14) "Professional Development: Expanding Your International Horizon." Three appendixes contain a list of resource organizations and institutions, a list of publications and useful resources, and the bill of rights of the American Association of Collegiate Registrars and Admission Officers. (SLD) ED482229 The AACRAO International Guide: A Resource for International Education Professionals. AACRAO Professional Development & Education Series. 2001-00-00 ISBN-1-57858-050-1 Practitioners Administrators Support Staff 174 AACRAO Distribution Center, P.O. Box 231, Annapolis Junction, MD 20701 ($60, members; $80, nonmembers). Tel: 301-490-7651; Fax: 301-206-9789; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org. N/A 2004 2016-11-21

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No College Students Educational Legislation Federal Legislation Higher Education Parent Rights Privacy Student Records Student Rights Rainsberger, Richard A. Baker, Eliott G. Hicks, Dennis Myers, Brad Noe, Jim Weese, Faith A. Books Guides - Non-Classroom Family Educational Rights and Privacy Act 1974 Family Educational Rights and Privacy Act 1974 American Association of Collegiate Registrars and Admissions Officers, Washington, DC. English The primary purpose of this publication is to provide guidance and suggested implementation procedures for complying with the Family Educational Rights and Privacy Act of 1974, as amended ("the Act" or "FERPA"). It is designed to help institutional records-keepers and other school officials at he postsecondary level in understanding their roles and responsibilities for implementing the Act. It contains practical tips for daily use. The chapters are: (1) "Introduction"; (2) "Definitions of Terms"; (3) "Requirements for Compliance"; (4) "Procedures and Strategies for Compliance"; (5) "Issues"; (6) "FERPA Training Materials"; and (7) "How Would You Handle...?" Eighteen appendixes contain supplemental materials, including sample forms and legislative background. (SLD) ED482230 The AACRAO 2001 FERPA Guide: The Family Educational Rights & Privacy Act. AACRAO Professional Development & Education Series. 2000-00-00 ISBN-1-57858-024-2 204 AACRAO Distribution Center, P.O. Box 231, Annapolis Junction, MD 20701 ($50, members; $70, nonmembers). Tel: 301-490-7651; Fax: 301-206-9789; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org. N/A 2004 2016-11-21

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No Academic Records Higher Education Recordkeeping Records Management Student Records Books Guides - Non-Classroom American Association of Collegiate Registrars and Admissions Officers, Washington, DC. English This guide is a source of information on a wide range of issues involving student records and transcripts. It focuses on the necessity of reconciling the need to provide accurate information promptly to various constituencies and the need to safeguard privacy. Recommendations are provided for database and transcript elements, and current issues are addressed, including recording academic and disciplinary actions on transcripts, the use of Social Security numbers, name changes, transcription of nontraditional work, and requirements of the U.S. Patriot Act. Electronic standards for data interchange are also discussed. The chapters are: (1) "Introduction"; (2) "Database, Academic Record, and Transcript: Distinctions Based on Historical Perspective"; (3) "Database and Transcript Components"; (4) "Key to the Transcript"; (5) "Some Current Issues"; (6) "FERPA, US PATRIOT Act, and Their Impact on Release of Student Educational Records"; (7) "Transcript Services"; (8) "Fraudulent Transcripts"; (9) "Transcription of Nontraditional Work"; (10) "Continuing Education Unit (CEU) Records"; (11) "Security of Records"; and (12) "Electronic Standards for Data Interchange: EDI and XML." Six appendixes contain supplemental information and a sample transcript. (Contains 43 references.) (SLD) ED482231 The AACRAO 2003 Academic Record and Transcript Guide. AACRAO Professional Development & Education Series. 2003-00-00 ISBN-1-57858-045-5 Administrators Practitioners 86 AACRAO Distribution Center, P.O. Box 231, Annapolis Junction, MD 20701 ($50, members; $75, nonmembers). Tel: 301-490-7651; Fax: 301-206-9789; e-mail: pubs@aacrao.org; Web site: http://www.aacrao.org. N/A 2004 8/20/2004 00:32:36 RIEJUL2004 Prepared by the Task Force on "The 2003 Academic Record and Transcript Guide" of the American Association of Collegiate Registrars and Admissions Officers.

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No Academic Libraries Access to Information Databases Elementary Secondary Education Evaluation Criteria Higher Education Information Literacy Information Retrieval Library Instruction Library Services Public Libraries Reference Materials Reference Services School Libraries Search Strategies Special Libraries Web Sites World Wide Web Woolums, Jill L. Guides - Non-Classroom Opinion Papers Speeches/Meeting Papers Information Value English Despite increasing and widespread access to more information, finding published research, studies, and literature in the field of education and psychology has become more complex. This paper demonstrates how to access published literature in various formats, including books, journal articles, conference proceedings, lesson plans, media, Web sites, reports, studies, statistics, and laws. Key online databases (found on the "hidden Web"), where to find them, and how to use them are identifies. Key Internet resources, including government, organizational, and commercial Web sites, are recommended. The paper includes tips for target searching, guidelines for evaluation of search results, and how to best utilize electronic and contemporary libraries in a public, school, or academic setting. (Author/MES) ED482232 Navigating the Library and Electronic Research Maze. 2003-01-02 13 N/A 2004 2016-11-21

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Yes Committees Planning Program Development Workshops Lewis, Dorothy G. Guides - Non-Classroom Church and Synagogue Library Association, Portland, OR. English This document provides guidelines for workshop planning. The first section, "Getting Started," discusses identifying needs, choosing the workshop format, setting goals, and forming a planning committee. The second section, "Procedure for the Planning Committee," lists seven main tasks. The third section, "Duties of the Personnel," outlines the responsibilities of the Chair, Treasurer, Registrar, Local Arrangements committee, Exhibits committee, Publicity committee, and Program committee, as well as incidentals such as the moderator, attendance packets, program brochure, and small workshops. The fourth section, "Timetable," provides a 6-month approach. The appendix contains a sample workshop chart, floor plans, program schedule, registration form, and budget. (MES) ED482233 Simple Steps to a Successful Workshop. CSLA Guide. 2003-00-00 ISBN-0-915324-47-4 26 Church and Synagogue Library Association, P.O. Box 19357, Portland, OR 97280-0357 ($8.50, non-members; $7, members; plus postage and handling). Tel: 503-244-6919; Tel: 800-542-2752 (Toll Free); Fax: 503-977-3734; e-mail: csla@worldaccessnet.com; Web site: http://www.worldaccessnet.com/~csla/pubs.htm/. N/A 2004 8/20/2004 00:32:41 RIEJUL2004

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Yes Library Planning Mission Statements Organizational Objectives State Agencies State Government State Libraries Strategic Planning Reports - Descriptive Texas Texas State Library Texas Texas State Library and Archives Commission, Austin. English This document presents the Texas State Library and Archives Commission Agency Strategic Plan for fiscal years 2003-2007. Contents include an overview outlining the vision, mission, philosophy and goals of the Texas State Government and the Texas State Library and Archives Commission and eight chapters: Overview of Our Agency Scope and Functions; Organizational of Our Agency; Fiscal Aspects; Service Population Demographics and Economic Variables; Technological Developments; Impact of Federal Statutes and Regulations; Other Legal Issues; and Self-Evaluation and Opportunities for Improvement. Appendixes include: the Agency's planning process and timetable; Agency organization chart; five-year projections for outcomes; measure definitions; workforce plan; survey of organizational excellence results; and information resources policies and practices. (AEF) ED482234 Helping Texans Turn Information into Knowledge: Agency Strategic Plan, Fiscal Years 2003-2007. 2002-00-00 120 Texas State Library and Archives Commission, P.O. Box 12927, Austin, TX 78711-2927. Tel: 512-463-5460; Fax: 512-463-5436. For full text: http://www.tsl.state.tx.us/pubs/stratplan_0307.pdf/. N/A 2004 2016-11-21

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Yes Archives Cooperative Programs Information Management Information Networks Information Services Information Storage Library Collection Development Library Networks Preservation Reference Materials Shared Library Resources Shared Resources and Services Reilly, Bernard F., Jr. Reports - Research Council on Library and Information Resources Council on Library and Information Resources, Washington, DC. English This study is an outgrowth of recommendations made in a report issued by the Council on Library and Information Resources (CLIR) in 2001 (Nichols and Smith 2001). The report made three broad recommendations for addressing print preservation: (1) Establish regional repositories to house and provide proper treatment of low-use print matter drawn from various collections; (2) Investigate the establishment of archival repositories that would retain a "last, best copy" of American imprints; (3) Build interinstitutional networks for information sharing about the status of artifacts and delegation of responsibilities for caring for them. This report examined how, and to what degree, various consortia and university systems are using repositories to move beyond the immediate goal of providing cost-effective collection storage and delivery and to be-gin to cooperatively manage and preserve their research collections. The report also suggests which practices, policies, and programs best foster the equitable sharing of the costs of collections care and to identify which practices and organizational and financial structures best support the integration of cooperative collection development and preservation efforts. Finally, it explores the extent to which the repositories studied represent an emerging architecture of broader cooperation, whereby the participating libraries might move beyond serving their regional communities and participate in a national network for cooperative preservation. A further purpose of this study was to appraise prospects for further rationalization of libraries' efforts to manage the growing print corpus in institutions across the nation. Appendixes include four tables and brief overviews of the Australian National Collections Storage Program, national collections planning in the United Kingdom, and a Collaborative Academic Library Store for Scotland; and information on methodology and sources for the study. (Contains 13 references.) (AEF) ED482235 Developing Print Repositories: Models for Shared Preservation and Access. Managing Economic Challenges. 2003-06-00 ISBN-1-932326-01-4 66 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($20). Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/reports/pub117/pub117.pdf/. N/A 2004 2016-11-21

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Yes Cultural Background Cultural Centers Information Management Information Technology Program Evaluation Zorich, Diane M. Reports - Research Academic Program Evaluation Paradigm North America Council on Library and Information Resources Cultural Organizations Digital Preservation Digital Technology North America Council on Library and Information Resources, Washington, DC. English In September 2002, the Council on Library and Information Re-sources (CLIR) commissioned a survey of North American-based digital cultural heritage initiatives (DCHIs). The purpose of the survey was to identify the scope, financing, organizational structure, and sustainability of DCHIs. To gain a funder's perspective on these initiatives, the survey also included a few public and private funding organizations that support projects with a digital cultural heritage component. Thirty-three organization or projects and five funding agencies or foundations were included in the survey. The findings outlined throughout this report identify concerns about the current status and tenuous state of many digital cultural initiatives. These findings, in concert with the recommendations proposed, offer a blueprint for those exploring appropriate strategies to support and strengthen digital cultural initiatives. The number and diversity of issues that affect DCHIs and jeopardize their future warrant a coordinated and consensus-driven approach to the problem. The report consists of five parts: background; review of Digital Cultural Heritage Initiatives; review of funders of Digital Cultural Heritage Initiatives; recommendations; and summary. Appendixes include a list of participating organizations and contacts; CLIR survey for DCHIs; CLIR survey for organizations funding DCHIs. (AEF) ED482236 A Survey of Digital Cultural Heritage Initiatives and Their Sustainability Concerns. Managing Economic Challenges. 2003-06-00 ISBN-1-932326-02-2 56 Council on Library and Information Resources, 1755 Massachusetts Ave., NW, Suite 500, Washington, DC 20036 ($20). Web site: http://www.clir.org/. For full text: http://www.clir.org/pubs/reports/pub118/pub118.pdf/. N/A 2004 2016-11-21

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No Library Expenditures Library Funding Library Materials Library Personnel Library Services Library Statistics Public Libraries Salaries Tables (Data) Web Sites World Wide Web Numerical/Quantitative Data Reports - Research Colorado Output Measures for Public Libraries Colorado Colorado State Library, Denver. English This document is a compilation of data collected from the 2001 Colorado Public Library Annual Report sent to each Colorado public library jurisdiction in January of 2002. State totals, grouped by the size of the population served, report data for general information, paid staff in full-time equivalents (FTEs), library funding sources, staff expenditures, materials expenditures, other expenditures, selected library materials, library hours and service, program offerings, program attendance, interlibrary lending, circulation, input measures (i.e., FTE ratios, items per 1,000 served ratios, square footage per capita funding ratios, percentage of operating expenditures), services per capita, and children's services as percentage of total. Data for individual libraries includes addresses, phone and fax numbers, Web sites, directors, borrowers, outlets, bookmobiles, staff in FTEs, computers and networking, library income, staff expenditures, expenditures on library materials and resources, miscellaneous and total expenditures, selected library materials, circulation, public service hours, visits, reference transactions, interlibrary loans, program offerings and attendance, input measures, output measures, salaries and wages, and square footage. (MES) ED482237 Statistics & Input-Output Measures for Colorado Public Libraries, 2001. 2002-09-00 132 Library Research Service, 201 East Colfax Ave., Suite 309, Denver, CO 80103-1799. Tel: 303-866-6906; Web site: http://www.lrs.org/. For full text: http://www.lrs.org/html_public/io_2001.htm/. N/A 2004 2016-11-21

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Yes Access to Information Information Technology Internet Library Services Library Surveys Public Libraries Questionnaires Use Studies User Satisfaction (Information) Users (Information) Moe, Tammi Lance, Keith Curry Reports - Research Tests/Questionnaires Digital Divide Access to Technology Colorado Colorado Colorado State Library, Denver. English This report analyzes data from an April 2002 survey of Colorado adult and young adult (high school age or older) public library patrons. Findings indicated that: technology in public libraries spans all demographics and fulfills a highly demanded patron need; technology have-nots are not limited to the poor or under-educated; and library patrons are teaching themselves new technology skills, communicating on a global level, and accessing online information on a wide variety of topics. A question-by-question analysis presents results related to: (1) how many years the respondent has been using the Internet; (2) how often the Internet is used at each location; (3) whether the availability of computers is one of the reasons the respondent visited the library; (4) technology skills acquired through the library; (5) how technology skills are acquired at the library; (6) how often public library computers are used for Internet access; (7) outcomes for recent library computer use; and (8) whether needed information was found through the Internet. Cross tabulations by race/ethnicity, age, education, and income are provided. Appendices contain graphs of results, a list of libraries surveyed, and a copy of the questionnaire. (MES) ED482238 Colorado Public Libraries & the "Digital Divide," 2002. 2002-10-00 44 Library Research Service, 201 East Colfax Ave., Suite 309, Denver, CO 80103-1799. Tel: 303-866-6906; Web site: http://www.lrs.org/. For full text: http://www.lrs.org/html_public/io_2001.htm/. N/A 2004 2016-11-21

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Yes Access to Information Benchmarking Elementary Secondary Education Internet Library Expenditures Library Materials Library Services Library Statistics School Libraries Tables (Data) Numerical/Quantitative Data Reports - Research Colorado Output Measurements Colorado Colorado State Library, Denver. English This document presents statistics and input-output measures for K-12 school libraries in Colorado for 2002. Data are presented by type and size of school, i.e., high schools (six categories ranging from 2,000 and over to under 300), junior high/middle schools (five categories ranging from 1,000-1,999 to under 300), elementary schools (four categories ranging from 700-999 to under 300), and combined schools (four categories ranging from 700-999 to under 300). Information provided for each school library includes: school identification (district, address, city, county, zip code); respondent identification (name, title, phone, fax, e-mail); service hours per typical week; library staffing per typical week; activities of paid staff percentage of hours per week; library usage per typical week; computers with access to school library resources; Internet access for students; school library collection; and annual operating expenses. Data on the following benchmarks is included: staffing ratios; weekly service ratios; collection ratios; percentage of weekly library staff hours spent in leadership or collaborative activities; and funding ratios. State totals by school level and enrollment range are given for: services per typical week; staff; collections; computer access; and budgets. (MES) ED482239 Statistics & Input-Output Measures for School Libraries in Colorado, 2002. 2003-05-00 297 Library Research Service, 201 East Colfax Ave., Suite 309, Denver, CO 80103-1799. Tel: 303-866-6906; Web site: http://www.lrs.org/. For full text: http://www.lrs.org/html_public/io_2002.htm/. N/A 2004 2016-11-21

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Yes Cultural Enrichment Educational Resources Elementary Secondary Education Enrichment Activities Learning Activities Museums Partnerships in Education Surveys Reports - Research Childrens Museums Institute of Museum and Library Services, Washington, DC. English This report documents the support museums of all types from art, history and children's museums to science centers and zoos provide to the nation's education of K-12 school children for 2000/2001. It is the second systematic survey of the range and scale of educational activities that museums provide in partnership with the nation's K-12 schools. The original survey looked at educational activities museums provided schools for 1995. Where possible, comparisons are reported between the two studies to show trends. Findings of this survey, which included 376 valid responses, revealed that: museums of all types and all sizes offer educational programs; cumulatively, museums spent over a billion dollars on K-12 educational programs in 2000-01, and provided millions of instructional hours; museums offer a wide range of learning activities that include not only visits, but pre- and post-visit services to students and teachers; resource kits and traveling exhibits, Web-based experiences and curricula, and in-service teacher training; museums serve students in all grades and in all regions of the nation, from inner cities to rural and suburban communities; museum teaching methods, curriculum fit, and resource materials are likely to be important influencers in a school's decision to partner with a museum, as are cost and convenience; partnerships use support and expertise from both institutions; museums provide many education programs specifically designed to support school curriculum standards and learning objectives; and most museums report that the number of students, teachers, and schools they serve has continued to increase since about 1991. (AEF) ED482240 True Needs, True Partners: Museums Serving Schools. 2002 Survey Highlights. 2002-00-00 17 Institute of Museum and Library Services, 1100 Pennsylvania Ave., NW, Washington, DC 20506. Tel: 202-606-8536; e-mail: imlsinfo@imls.gov; Web site: http://www.imls.gov/. For full text: http://www.imls.gov/pubs/pdf/m-ssurvey.pdf/. N/A 2004 2016-11-21

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Yes Adult Literacy Adult Programs Adults Disabilities Library Planning Library Role Library Services Library Surveys Physical Mobility Poverty Public Libraries Questionnaires User Needs (Information) Users (Information) Huntington, Barbara Swanson, Coral Guides - Non-Classroom Reports - Descriptive Wisconsin State Dept. of Public Instruction, Madison. English This publication is intended to assist Wisconsin's public libraries and public library systems in providing service to adults with special needs (ASN). Twelve chapters cover the following topics: (1) planning for success, including planning services and measuring progress; (2) a Wisconsin vision for the future, including creating the vision and community needs; (3) effective strategies, i.e., plan, train staff, diversity collections and services, collaborate, ensure accessibility, and market services and materials; (4) cognitive disabilities, including causes, demographics, and related issues; (5) mental illness, including types of mental disorders, demographics, and barriers to services; (6) mobility, including causes of some mobility impairments, and parents of children with mobility limitations; (7) speech and hearing, including deafness and the deaf community, causes of deafness, hearing loss and literacy, and tips for communicating with deaf or hard-of-hearing people; (8) vision, including causes of blindness, related issues, and parents of children who are born blind; (9) literacy, including people in Wisconsin who have literacy needs, literacy in the state corrections system, agencies providing literacy instruction in Wisconsin, and the role of public libraries; (10) poverty, including hunger, homelessness, health care insurance, and parents and children living in poverty; (11) aging, including health issues; and (12) supporting data, including census data on age, race and ethnic background, living arrangements for people over age 65, literacy indicators, poverty status, and disabilities. A copy of the survey questions and a summary of responses for the Survey of Library Services to Adults with Special Needs are included. Chapters 4 through 11 discuss results of the survey related to barriers to service, planning and collaboration, staff training, collections and services, accessible buildings and services, marketing, as well as suggestions for getting started with little money and time. Appendices include appropriate vocabulary when talking or writing about people with disabilities, a list of agencies and people contacted, Wisconsin public library standards, and a glossary. (Most chapters contain references.) (MES) ED482241 Adults with Special Needs. A Resource and Planning Guide for Wisconsin's Public Libraries. 2002-00-00 167 WI Department of Public Instruction, Division for Libraries, Technology, and Community Learning-Public Library Development, 125 S. Webster St., Madison, WI 53707-7841. Tel: 608-267-5077; Fax 608-267-1052; Web site: http://www.dpi.state.wi.us. For full text: http://www.dpi.state.wi.us/dltcl/pld/special/asn.html/. N/A 2004 2020-11-28

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Yes Academic Achievement College School Cooperation Educational Change Faculty Development Higher Education History Instruction Inservice Teacher Education Knowledge Base for Teaching Partnerships in Education Secondary Education Secondary School Teachers Teacher Competencies Teaching Skills United States History Ragland, Rachel G. Reports - Descriptive Speeches/Meeting Papers History Teachers Student Engagement English Middle and high school American history teachers in Lake County, Illinois, use an innovative model of professional development created through collaboration between higher education institutions and public school districts. Goals of McRAH (Model Collaboration: Rethinking American History) are to (1) raise student achievement and engagement by improving teachers' knowledge, understanding, teaching strategies, and appreciation of American history and (2) develop, evaluate, and disseminate a high quality, cohesive model of inservice professional development for grade 6-12 American history teachers, including collaboration with history professors and teacher educators at scholarly institutions. McRAH was precisely tailored to the needs of participating teachers based on work with the first cohort of fellows. Planners determined that teachers needed professional development to improve instruction, raise student achievement and engagement, and improve teacher status and engagement. Data gathered before and after the summer institute indicated that pre-intervention, teachers' practices were heavily teacher-centered, lecture-based, and focused on covering and retaining factual material. However, the institute successfully met teachers' concerns and needs, with teachers becoming more student-centered and reflective. Six appendixes include the McRAH grant table B (participant activities), McRAH grant table A (McRAH design); phase one needs assessment; McRAH strategies; McRAH Peer Observation Team Observation/Conversation Strategy Checklist; and participant survey on use and concerns regarding McRAH strategies. (SM) ED482242 Best Practices in Professional Development: Meeting Teachers at Their "Point of Need". 2003-10-00 38 N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Mediated Communication Distance Education Educational Quality Focus Groups Higher Education Instructional Development Instructional Improvement Online Systems State Programs Student Participation Student Reaction Burton, Laura Goldsmith, Diane Reports - Research Speeches/Meeting Papers Connecticut Connecticut English As part of the continuing efforts to improve the quality of online learning in the course and program offerings of a state-wide consortium of higher education institutions, the Connecticut Distance Learning Consortium has undertaken a 3-year research project to better understand how online students first approach Web-based learning and how that approach changes as they become more experienced. This paper explores and evaluates the development of a methodology for conducting electronic focus groups to evaluate student experiences in distance learning. Researchers are beginning to understand that using Web-based technologies augments the benefits of focus group methods. Electronic focus groups will allow participants to discuss and interact through a medium that is a part of their online learning environment. The benefits realized during the course of the two online focus group projects included lack of participant apprehension to communicate thoughts and the ability to discuss difficult topics. An additional benefit that has not been noted in previous research was the depth of discussion following participant agreement with other focus group members' comments. (Author/AEF) ED482243 The Medium Is the Message: Using Online Focus Groups To Study Online Learning. 2002-06-04 15 For full text: http://www.ctdlc.org/Evaluation/mediumpaper.pdf/. N/A 2004 2016-11-21

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Yes Academic Libraries Bibliographic Databases Bibliographic Records Cataloging Catalogs Data Analysis Library Catalogs Library Materials Online Catalogs Public Libraries Research Libraries School Libraries Special Libraries Tables (Data) Perrault, Anna H. Numerical/Quantitative Data Reports - Research English In 2001, WorldCat, the primary international bibliographic utility, contained 45 million records with over 750 million library location listings. These records span over 4,000 years of recorded knowledge in 377 languages. Under the auspices of an OCLC/ALISE (Online Computer Library Center/Association of Library and Information Science Educators) research grant, a bibliometric study was conducted of WorldCat. A 10% systematic random sample of the database was analyzed utilizing the OCLC iCAS product to profile the monographic bibliographic records in WorldCat by type of library, subject, language, and publication date parameters. The profile details the information commons of global publication made accessible through the OCLC international network. There were 3,378,272 usable records from the 10% systematic random sample of which 2,199,165 records had call numbers and could be analyzed by subject. Five types of library groupings were established for the study: research, academic, public, special, and school. The research libraries grouping has the largest number or records in the sample with call numbers at 1,745,034. The missions of the different types of libraries can be discerned in the subject profiles for each library grouping. Among the findings of the study are that the profile of WorldCat by time period and by subject divisions is mirrored in the profile of the grouping of research libraries. Of all of the records in the 10% sample, approximately 65% are English language materials with 35% for foreign language materials. The analysis by number of unique records and title overlap demonstrate that the universe of materials under bibliographic control in WorldCat shows a high level of diversity of resources with 53% of records having only one library location symbol. The number of records in the analysis show a sharp decline by most measures from 1992 to the last imprint year in the study. An analysis was performed of the records in the sample with ISBN numbers, finding that only 21% of the 3 million plus records in the study had ISBN numbers. This can be due to the amount of retrospective titles published before the numbering system came into use and also the number of publications that are not from mainstream publishers. But for publications since 1970, 57% of all records with call numbers have ISBN numbers, leaving an intriguing 43% of records with call numbers that do not have ISBN numbers. The findings establish that WorldCat is a rich resource for cataloging records, verification of the existence of titles, and identifying prospective materials for resources sharing. As OCLC continues to implement its Global Strategy, Extending the Cooperative, the number of international members and thus foreign language records and unique titles may continue to increase. (Contains 47 tables, 9 figures, and 30 references.) (Author) ED482244 Global Collective Resources: A Study of Monographic Bibliographic Records in WorldCat. 2002-00-00 OCLC Online Computer Library Center, Inc., Dublin, OH. 166 For full text: http://www.oclc.org/research/grants/reports/perrault/intro.pdf/. N/A 2004 2020-10-06

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Yes Computer Security Computer Software Computer Uses in Education Costs Educational Technology Legal Problems Legal Responsibility Stealing Lesisko, Lee James Reports - Research Computer Piracy Piracy of Intellectual Property Software Piracy English This study analyzes the controversy of software piracy in education. It begins with a real world scenario that presents the setting and context of the problem. The legalities and background of software piracy are explained and true court cases are briefly examined. Discussion then focuses on explaining why individuals and organizations pirate software. The controversy of software piracy is examined through a cost benefit analysis. The two major stakeholders include the school district and the employees. The study investigates the pros and cons of pirating software from each stakeholder's point of view along with the probability of importance and occurrence. The final section of this report provides information on how to prevent software piracy. A table at the end of the document provides a quick reference table for analyzing piracy in education, providing information on stakeholder; power; costs of pirating, with probability of importance and probability of occurrence; and benefits of pirating, with probability of importance and probability of occurrence. (Contains 12 references.) (Author/AEF) ED482245 Analyzing Software Piracy in Education. 2003-05-19 12 N/A 2004 2016-11-21

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Yes Assignments Classroom Environment Classroom Observation Techniques Classroom Research Elementary Secondary Education Feedback Grade 6 Instructional Effectiveness Learning Motivation Mathematics Education Mathematics Instruction Middle School Students Personal Autonomy Student Attitudes Student Motivation Teaching Methods Oginsky, Terri Reports - Research English This study took place in a sixth grade math class at Webber Middle School in Saginaw, Michigan. A literature review indicated that a classroom that students perceive as safe, supportive of their autonomy, and of their learning increases intrinsic motivation. With this in mind, the author created a study, which would look for connections between positive, non-controlling feedback and students' views of the classroom as a safe learning environment followed by evidence of an increase in intrinsic motivation. The study further examined whether allowing choice in assignments would increase intrinsic motivation as evidenced by an increase in completed assignments, completed portfolios and an increase in a desire to complete assignments. And finally, it explored whether sharing the content standards and benchmarks with students and asking them to write their own goals, thus supporting autonomy, would increase students' learning and intrinsic motivation as evidenced by pre- and post-tests and a self-assessment of their desire to learn. Appendixes include: the letter indicating completion (to be inserted); student journal form; tally sheet for classroom observation of student active involvement; student classroom environment survey; tally sheet of teacher feedback; tally sheet for completed assignments, extra credit assignments and portfolios; interest inventory--assignment choice; student self-assessment of desire to learn; tally sheet of correct answers for pre- and post-tests; and tally sheet for goals set and goal completion; (Contains 13 references.) (Author) ED482246 Supporting the Development of Intrinsic Motivation in the Middle School Classroom. 2003-06-20 39 N/A 2004 8/20/2004 00:33:29 RIEJUL2004

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Yes Educational Principles Elementary Secondary Education Instructional Design Learning Resources Centers Library Instruction Library Policy Library Services School Libraries User Needs (Information) Users (Information) Ediger, Marlow Guides - Non-Classroom Opinion Papers English The first section of this paper on the school library and the learner discusses policies and the school library. Recommendations are offered related to hours, creating an inviting atmosphere, convenience, collection, computer services, reading material selection, storytelling, and reading aloud. The second section addresses principles of learning and the school librarian. The following principles are discussed: (1) pupils need to pay attention to the ongoing learning activity; (2) pupils need to attach meaning to the ongoing experience; (3) there needs to be purpose for and in learning; (4) success in learning is important; and (5) individual differences need to receive adequate provision. Questions for the school librarian to ask him/herself are listed. (MES) ED482247 The School Library and the Learner. 2003-07-03 9 N/A 2004 8/20/2004 00:33:32 RIEJUL2004

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Yes Advocacy Librarians Library Development Library Funding Library Role Library Services Marketing Public Libraries Publicity Resource Allocation Roy, Loriene Alonzo, Daniel Reports - Evaluative English This paper illustrates how both marketing and advocacy are crucial skills to keeping the public aware of the library's impact. If marketing is promoting an individual library to increase public use, advocacy is broadcasting the purpose of libraries and the role of the librarian to garner public support. The issue of image of must be confronted, a professional image that has been diminished by insufficient salaries and a stereotyped image that is maintained by popular culture. Libraries and librarians can position themselves through marketing, including developing a public library Web site and designing promotional materials or using ready-made materials available through sources such as the American Library Association's (ALA's) Public Information Office. Librarians can get help in marketing by participating in large-scale advocacy efforts such as ALA's Campaign for America's Libraries, known by its familiar "@ Your Library" trademark; state libraries, public libraries, and ALA chapters have created marketing slogans by customizing the "@ Your Library" logo. In addition to developing partnerships, the following tasks can be added to the "how-to list" for marketing libraries and librarians: share stories of successes; announce needs by sharing bad news along with the good; create a better online presence; see each day as an opportunity to not only tell the public what you do and who you are; and market libraries by marketing yourself. (AEF) ED482248 What's Marketing Got To Do with It? 2003-00-00 9 N/A 2004 8/20/2004 00:33:34 RIEJUL2004

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No Elementary Secondary Education Guidelines Learning Resources Centers Library Guides Library Networks Library Policy Library Services Material Development Professional Development School Districts School Libraries Brown, Gerald R. Reports - Evaluative Speeches/Meeting Papers Library Procedures English This presentation investigates the various kinds of services that are needed in school library systems. It relates to the leadership style and organizational needs for small, medium, and large systems at district, regional, or state levels. The content addresses some of the components of the print versions of school library system handbooks and the electronic versions of system policies and practices that are currently models in the field, including: (1) philosophy of education; (2) policies; (3) vision statement; (4) goal statements; (5) program components related to information literacy, independent learning skills, resource based learning, cooperative planning and teaching, literacy/literary and cultural appreciation, information and reference services, materials production and editing skills, media and electronic technology skills, inter-agency collaboration, advocacy/leadership/communication skills, organization and administrative functions, professional growth and development, assessment and evaluation processes, and research activities; (6) curriculum and instructional components; (7) procedures, including local policy statements, standardized processes, forms used in the system, and reports and reporting; (8) inter-agency collaboration; (9) professional development options; and (10) supporting documents. Special attention is given to the kinds of materials that are appropriate for each media. Methods of developing the materials to gain maximum commitment from the field workers are addressed. (Author/MES) ED482249 School Library Systems: Developing Handbooks for Use at the System Level? 2003-06-00 10 N/A 2004 2016-11-21

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No Elementary Secondary Education Global Approach Information Literacy Learning Resources Centers Library Role Library Services Models School Libraries Brown, Gerald R. Reports - Evaluative Speeches/Meeting Papers English This presentation addresses the issues of change in perception of the role and program of modern school library and information services (SLIS). A brief review of the various aspects of school librarianship over the past decade is addressed from the global perspective. The purpose and function of the modern SLIS is examined. The role of the student, teacher, and teacher-librarian are central to the discussion for each of these dynamics of a program. A model is shared that provides opportunity to examine each of the components, including information literacy, independent learning skills, resource based learning, cooperative (or collaborative) planning and teaching, literacy/literary and cultural appreciation skill, information and reference services, materials production and editing skills, media and electronic technology skills, inter-agency collaboration, advocacy-leadership-communication skills, organization and administrative functions, professional growth and development, assessment and evaluation processes, and educational research activities. Samples of the kinds of activities that fall into each component are discussed. Methods of assessing the success of the SLIS program as an integral part of the school are considered for each component. (Author/MES) ED482250 Components of a Quality School Library Program: What Do They Look Like? How Do We Assess Where We Are? 2003-06-00 8 N/A 2004 8/20/2004 00:33:38 RIEJUL2004 Versions of this paper presented at the Annual Meetings of the: International Conference of Crimea (10th, Sudak, Crimea, Ukraine, June 7-15, 2003); Graduate Teachers' Seminar, University of Asmara (Asmara, Eritrea, June 26, 2003); International Association of School Librarianship Conference (Durban, South Africa, July 8, 2003); Ministry of Basic Education, Sports & Culture, National Library, School Library Services Seminar (Namibia, July 22, 2003); Botswana University, Department of Library Science Seminar (Botswana, July 25, 2003).

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No Cognitive Style Elementary Secondary Education Information Literacy Learning Resources Centers Librarian Teacher Cooperation Librarians Library Services School Libraries Teaching Styles Brown, Gerald R. Reports - Descriptive Speeches/Meeting Papers English This paper examines tools that a teacher-librarian may be able to use effectively to develop cooperative planning and teaching to develop information literate students. It addresses the perspective of the teacher in the learning process and shows ways that the teacher-librarian can be a collaborative partner in the process. Issues related to teaching and learning styles are addressed. The paper is divided into four sections that present guidelines related to the following responsibilities of teacher-librarians: (1) instruction and cooperative planning and teaching; (2) expertise and educational credibility; (3) management of resources; and (4) program advocacy. (MES) ED482251 Helping Teachers Use the Modern School Library More Effectively. 2003-06-00 8 N/A 2004 8/20/2004 00:33:44 RIEJUL2004 Paper presented at the Annual International Conference Crimea (10th, Sudak, Crimea, Ukraine, June 7-15, 2003).

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Yes Coding Computer Assisted Instruction Computer Mediated Communication Computer System Design Critical Thinking Discussion Groups Discussion (Teaching Technique) Educational Technology Online Systems Student Evaluation MacKinnon, Gregory R. Reports - Research English A "cognote" system was developed for coding electronic discussion groups and promoting critical thinking. Previous literature has provided an account of the strategy as applied to several academic settings. This paper addresses the research around establishing the inter-rater reliability of the cognote system. The findings suggest three indicators of reliability: (1) raters assign similar grades to student's discussion group contributions; (2) raters predominantly assign the same cognotes to student's discussion group contributions; and (3) raters are selecting in excess of 50% of the same text in assigning the same cognotes. (Contains 18 references.) (AEF) ED482252 Inter-Rater Reliability of an Electronic Discussion Coding System. 2003-00-00 23 N/A 2004 8/20/2004 00:33:46 RIEJUL2004

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Yes Academic Achievement Educational Research Elementary Secondary Education Foreign Countries Library Research Library Role Library Services Literature Reviews School Libraries Lonsdale, Michele Information Analyses Australia Australia Australian Council for Educational Research, Victoria. English This review, undertaken on behalf of the Australian School Library Association (ASLA), was conducted over a 4-week period in November-December 2002 with the purpose of: reporting on the nature and extent of the evidence that has linked school libraries to student achievement since 1990, identifying the strengths and gaps in existing data as it might relate to an Australian setting, and suggesting some strategies for developing further research in Australia. The review was conducted with the intention of providing a clear and accessible synthesis of existing research to inform subsequent strategic action and research directions in an Australian context. This report is based on a critical desktop review, which looked at a range of studies both overseas and in Australia since 1990, including earlier overviews of the research. In general, the literature confirms the need for local, evidence-based practice if the roles of the school library and teacher librarian in student learning are to be valued in the way that the research suggests they should be valued. Such research is an important strategic tool for raising the profile and prestige of library professionals and for reinforcing in the minds of policy-makers and school communities the crucial contribution that school libraries can make to student achievement. (Contains 81 references.) (AEF) ED482253 Impact of School Libraries on Student Achievement: A Review of the Research. 2003-00-00 ISBN-0-86431-6976 41 For full text: http://www.asla.org.au/research/. N/A 2004 2016-11-21

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Yes Academic Failure Accountability Achievement Tests Dropout Characteristics Dropout Rate Dropout Research Dropouts Educational Assessment Exit Examinations Graduation Requirements High School Students High Schools Outcomes of Education School Holding Power Student Attrition Withdrawal (Education) Chudowsky, Naomi Gayler, Keith Information Analyses Speeches/Meeting Papers Center on Education Policy, Washington, DC. English This paper summarizes a panel discussion that addressed exit-exam policies and dropout issues. It presents the panel members' conclusions about existing research and their recommendations on what kinds of further work are needed. Research on how exit exams affect dropout rates is limited and inconclusive, so policies continue to be made in the absence of good information about the consequences for students and society. Most of the paper focuses on the paucity of research as it offer recommendations for further research, including longitudinal studies. The paper does, however, recap some research on dropouts that focused on the underlying reasons for dropping out. The paper concludes with the following recommendations for policymakers to support better information and practices on the potential costs and benefits of exit exams: (1) Report more informative exit-exam results; (2) improve data systems; (3) provide incentives for accurate recordkeeping; (4) keep historical records; (5) consider menus of policies; and (6) support success. (Contains 19 references.) (WFA) ED482254 Effects of High School Exit Exams on Dropout Rates: Summary of a Panel Discussion. 2003-03-15 Policymakers 20 Center on Education Policy, 1001 Connecticut Avenue N.W., Suite 522, Washington, DC 20036. Tel: 202-822-8065; Fax: 202-822-6008; e-mail: cep-dc@cep-dc.org; Web site: http://www.cep-dc.org. For full text: http://www.cep-dc.org/highschoolexit/1/hspanelsummary/hspanel.summary15mar03.pdf. N/A 2004 8/20/2004 00:33:51 RIEJUL2004 Summary of Panel Discussion held on March 15, 2003. Panel members included: Marguerite Clarke; Sherman Dorn; Phillip Kaufman; Nettie Letgers; Dean Lillard; and John Robert Warren.

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Yes Educational Change Educational Development Educational Environment Educational Improvement Elementary Secondary Education Instructional Design Instructional Development Instructional Improvement Instructional Leadership Learning Strategies Literature Reviews Professional Development School Effectiveness School Organization Teacher Administrator Relationship Teacher Collaboration Hipp, Kristine Kiefer Huffman, Jane Bumpers Reports - Evaluative Speeches/Meeting Papers Tests/Questionnaires Learning Communities English This presentation addresses three topics: (1) the assessment of professional learning communities in schools; (2) the design and development of professional learning communities in schools; and (3) the effects of professional learning communities in schools. The purpose of this brief document is to share descriptions, processes, and materials designed as part of the authors' research in the area of professional learning communities (PLCs) and engage participants in reflection and discussion. The paper discusses the design and development of PLCs and provides a 5-year project schedule. In an appendix it presents the five dimensions of a PLC: (1) supportive and shared leadership; (2) shared values and vision; (3) collective learning and application of learning; (4) supportive conditions; and (5) shared personal practice. Other appendices contain a "communities of continuous inquiry and improvement research protocol"; a list of PLC dimensions and critical attributes; a PLC organizer matrix; and a PLC assessment instrument. (Contains 14 references.) (WFA) ED482255 Professional Learning Communities: Assessment--Development--Effects. 2003-01-05 22 N/A 2004 2016-11-21

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No Community Services Educational Environment Educational Research Elementary Secondary Education Instructional Design Instructional Innovation Learning Strategies Nontraditional Education Partnerships in Education Public Service School Community Programs School Community Relationship Service Learning Student Participation Teacher Effectiveness Billig, Shelley H., Ed. Eyler, Janet, Ed. Books Collected Works - General Information Analyses English This book presents service-learning research that focuses on units of analysis ranging from the individual student to the community partnership. It contains the following chapters/articles: "Enhancing Theory-Based Research on Service-Learning" (Robert G. Bringle); "The Missing Link: Exploring the Content of Learning in Service-Learning" (Deborah Hecht); "Dilemmas of Service-Learning Teachers" (Katherine M. Kapustka); "The Diffusion of Academic Service-Learning in Teacher Education: A Case Study Approach" (Jane Callahan and Susan Root); "The Sustaining Factors of Service-Learning at a National Leader School: A Case Study" (Bruce J. Pontbriand); "Finding the Community in Service-Learning Research: The 3-'I' Model" (Melinda Clarke); "Ethical Relationships in Service-Learning Partnerships" (Marjorie A. Schaffer, Jennell Williams Paris, and Kristin Vogel); "Using Written Protocols to Measure Service-Learning Outcomes" (Pamela Steinke and Peggy Fitch); "Service and Motivation to Serve: An Exploration and Model" (Christine M. Stenson, Janet Eyler, and Dwight Giles); "Service-Learning and Resilience in Disaffected Youth: A Research Study" (Nancy Kraft and Jim Wheeler); "Service-Learning Internationally: Developing a Global Civil Society" (John Annette); and "The State of Service-Learning and Service-Learning Research" (Shelley H. Billig and Janet Eyler). (WFA) ED482256 Deconstructing Service-Learning: Research Exploring Context, Participation, and Impacts. Advances in Service-Learning Research. 2003-00-00 ISBN-1-59311-070-7 278 Information Age Publishing Inc., 80 Mason Street, P.O. Box 4967, Greenwich, CT 06830 (hardbound: ISBN-1-59311-071-5, $65.95; paperbound: ISBN-1-59311-070-7, $31.95). Tel: 203-661-7602; Fax: 203-661-7952; Web site: http://www.infoagepub.com. N/A 2004 8/20/2004 00:33:56 RIEJUL2004

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No Academic Achievement Administrator Behavior Administrator Characteristics Administrator Effectiveness Administrator Role Change Agents Educational Change Educational Environment Educational Improvement Elementary Secondary Education Instructional Leadership Literature Reviews Principals School Security Teacher Administrator Relationship Cotton, Kathleen Books Information Analyses Reference Materials - Bibliographies Administrator Involvement Student Administrator Relationship Association for Supervision and Curriculum Development, Alexandria, VA. English This book identifies 26 essential traits and behaviors of effective principals to show how they achieve success as instructional leaders. The contents and conclusions are based on 81 key research articles from the last 20 years. The book also reviews differences in instructional leadership between elementary and secondary principals; male and female principals; and principals in high- and low-socioeconomic status schools. Following are some of the key points made in the analysis. Strong administrative leadership is a key component of schools with high student achievement. Many leadership traits and behaviors are positively related to student achievement, attitudes, and social behavior. Principals of high-achieving schools are effective in the following areas, among others: safe and orderly school environment; goals focused on high levels of student learning; high expectations of students; self-confidence, responsibility, and perseverance; visibility and accessibility; positive and supportive school climate; communication and interaction; interpersonal support; community outreach and involvement; rituals, ceremonies, and other symbolic actions; shared leadership and staff empowerment; instructional leadership; norm of continuous improvement; classroom observations and feedback to teachers; teacher autonomy; support of risk taking; and professional development opportunities and resources. (Contains 82 annotated references.) (WFA) ED482257 Principals and Student Achievement: What the Research Says. 2003-00-00 ISBN-0-87120-827-X 124 Association for Supervision and Curriculum Development (ASCD), 1703 N. Beauregard Street, Alexandria, VA 22311 (Stock no. 103309: $18.95 members; $23.95 nonmembers). Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 2016-11-21 ED561940

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No Curriculum Development Educational History Educational Methods Educational Philosophy Educational Practices Educational Theories Elementary Secondary Education Humanistic Education Individual Development Learning Theories Progressive Education Egan, Kieran Books Opinion Papers Dewey (John) Piaget (Jean) Spencer (Herbert) English This book sets out to prove that the progressivist tenets that have become the foundation of American education are mistaken. The author does not argue against progressivism on the basis of the usual alternatives of liberal or traditional theories of education because it is not adequately attuned to preparing students for jobs. The author sets out to expose the flaw in the most widely held beliefs among educators today. To further her argument, the author discusses the works and influences of Herbert Spencer (1820-1903), Jean Piaget (1896-1980), and John Dewey (1859-1952). However, this book is not be construed as biography or history; it is a platform to further an alternative view of how to better educate children in the modern world. Chapter 1 outlines some of the basic ideas of progressivism, showing their early expression in the work of Spencer. Chapters 2 through 4 examine ideas about learning, development, and the curriculum. In chapter 5, the author argues that much modern educational research is flawed by presuppositions related to those the author identifies in progressivism. Throughout the book, the author indicates the direction educators need to move in to get beyond the pervasive flaw of progressivism. (WFA) ED482258 Getting It Wrong from the Beginning: Our Progressivist Inheritance from Herbert Spencer, John Dewey, and Jean Piaget. 2002-08-00 ISBN-0-300-09433-7 204 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 ($26). Tel: 203-432-0960; Fax: 203-432-0948; Web site: http://www.yale.edu/yup/. N/A 2004 2016-11-21

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No Change Agents Educational Change Educational Environment Educational Improvement Elementary Education Instructional Improvement Instructional Leadership Occupational Information Professional Development School Culture Teacher Associations Teacher Education Teacher Empowerment Teacher Improvement Teacher Qualifications Teacher Shortage Teacher Welfare Teaching (Occupation) Troen, Vivian Boles, Katherine C. Books Opinion Papers English This book is about educational reform, focusing on the role of teachers. Chapter 1 explores the reasons behind the chronic shortage of good teachers. Chapter 2 presents a brief history of teaching in America to explain the structure and organization of schools, the feminization of teaching, the qualifications of those who choose to go into teaching, and the impact of those developments on teaching and school culture. Chapter 3 expresses the weaknesses of teacher preparation programs and reveals how inadequate teaching training and lack of followup professional development affect the quality of classroom teaching. Chapter 4 describes the professional work life of the teacher and shows how the culture of schools and schooling defeats good teachers and obstructs education reform. Chapter 5 identifies the most popular of today's education reforms and analyzes why each of them fails to achieve its purpose. This chapter also describes the role of unions in education reform. Chapter 6 proposes the authors' solution to the dysfunctions of public education in the form of what they call the "Millennium School." This chapter describes the components and features of the Millennium School, how it is structured, staffed, and operated. (Author/WFA) ED482259 Who's Teaching Your Children? Why the Teacher Crisis Is Worse Than You Think and What Can Be Done about It. 2003-02-00 ISBN-0-300-09741-7 222 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 ($24.95). Tel: 203-432-0960; Fax: 203-432-0948; Web site: http://www.yale.edu/yup/. N/A 2004 8/20/2004 00:34:05 RIEJUL2004

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No Academic Achievement Access to Education Educational Environment Elementary Secondary Education Females Gender Issues Males Politics of Education Private Schools School Choice School Culture School Law School Role Sex Bias Sex Discrimination Sex Fairness Single Sex Schools Student Characteristics Student Rights Salomone, Rosemary C. Books Opinion Papers Reports - Evaluative English This book presents an argument for supporting single-sex education. It examines the history and politics of gender and schooling; philosophical and psychological theories of sameness and differences; findings on educational achievement and performance; research evidence on single-sex schooling; and the legal questions that arise from single-sex schooling. The author shifts the debate from the merits of sex separation per se to the question of how best to provide an appropriate education for all children based not on group stereotypes but on informed understandings of individual needs as they, at times, coalesce around gender. Chapters are titled as followed: (1) "Text and Subtext"; (2) "A Tale of Three Cities"; (3) "Equality Engendered"; (4) "Myths and Realities in the Gender Wars"; (5) "Who's Winning, Who's Losing, and Why?"; (6) "Legal Narratives"; (7) "Reconciling the Law"; (8) "The Research Evidence"; and (9) "Rethinking Single-Sex Schooling." (Contains a subject index.) (WFA) ED482260 Same, Different, Equal: Rethinking Single-Sex Schooling. 2003-05-00 ISBN-0-300-09875-8 287 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 ($29.95). Tel: 203-432-0960; Fax: 203-432-0948; Web site: http://www.yale.edu/yup/. N/A 2004 8/20/2004 00:34:07 RIEJUL2004

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No Early Childhood Education Educational Change Educational Development Educational History Educational Improvement Educational Policy Educational Principles Educational Research Elementary Secondary Education Government School Relationship Politics of Education Research Utilization Vinovskis, Maris A. Books Information Analyses Opinion Papers Even Start Project Head Start English This book analyzes the lessons that history can teach those who wish to reform the American education system. It traces the evolving role of the federal government in educational research; explores the course of early-childhood education in the 19th and 20th centuries; examines the history of the Follow Through program, which existed from 1967 to 1994 to help Head Start children make the transition into regular schools; reviews the development of the Even Start program, which works to improve the literacy of disadvantaged parents while providing early-childhood education for their children; discusses changing views of the economic benefits of education; assesses the validity and usefulness of the idea of systemic or standards-based reform; and develops a conceptual framework for mapping and analyzing education research and reform activities. The book's eight chapters are grouped into four parts: (1) "History and Policymaking"; (2) "The Federal Role in Educational Research and Statistics"; (3) "Early Childhood Education"; and (4) "Other Research and Reform Efforts." The conclusion chapter is titled "The Uses of History in Educational Policymaking." (Contains a subject index.) (WFA) ED482261 History and Educational Policymaking. 1999-03-00 ISBN-0-300-07571-5 336 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 ($50). Tel: 203-432-0960; Fax: 203-432-0948; Web site: http://www.yale.edu/yup/. N/A 2004 2016-11-21

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No Educational Improvement Educational Policy Elementary Education Elementary School Teachers Government School Relationship Instructional Improvement Mathematics Achievement Mathematics Curriculum Mathematics Education Mathematics Instruction Mathematics Teachers Politics of Education State Action State Programs State Standards Teacher Improvement Cohen, David K. Hill, Heather C. Books Guides - Non-Classroom Reports - Evaluative California California English Disputing the claim that improved student learning requires stronger academic standards and stiffer tests, the authors of this book contend that effective state reform depends on coherence in policy and practice, and opportunities for professional learning. It draws on a study of a program in California that worked to improve mathematics teaching and learning. The study showed that state policy had a constructive influence on math education in the elementary grades when there was a consistency among the tests and other policy instruments, the curricula, and other instruments of classroom practices, and when teachers had substantial opportunities to learn the practices proposed by the policy. When these conditions were met, students posted higher scores on state math tests. The book also shows that most teachers did not have access to consistent instruments of classroom practice, nor did they have opportunities to learn the new practices that state policymakers proposed. The book further discusses the ways policy and practice can be linked in successful educational reform and why such linkage is difficult to achieve. It also offers suggestions to practitioners and policymakers seeking to improve education and to analysts seeking to understand it. (WFA) ED482262 Learning Policy: When State Education Reform Works. 2001-12-00 ISBN-0-300-08947-3 Policymakers Administrators Practitioners 226 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 ($35). Tel: 203-432-0960; Fax: 203-432-0948; Web site: http://www.yale.edu/yup/. N/A 2004 2016-11-21

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No Academic Standards Curriculum Development Curriculum Evaluation Curriculum Research Educational Assessment Educational Planning Elementary Secondary Education Instructional Development Instructional Improvement National Standards State Curriculum Guides State Standards Tests Turner, Jennifer R. Information Analyses Educational Research Service, Arlington, VA. English As educators work to address the challenge of students meeting state standards, alignment of what is tested with what is taught has been identified as a key to successful improvement efforts. This research brief focuses on what research and best practices say about improving alignment between state assessments and district and school curricula. It also discusses the other elements needed to ensure this curriculum is successfully taught. More specifically, this brief describes curriculum coherence, curriculum alignment, and the differences between intended curriculum, implemented curriculum, and attained curriculum. It also provides results from studies that examined curriculum alignment. The brief goes on to discuss the critical elements needed to increase curriculum coherence and alignment, and the benefits and challenges of curriculum coherence and alignment. The brief concludes with a list of critical, teacher-focused components of alignment activities that should be embedded in the process: (1) Make time; (2) keep it simple and focused; (3) make it realistic; (4) raise awareness and keep it raised; (5) decide when, where, how much, and how often; (6) think interdisciplinary; (7) share ideas, tips, and practices; and (8) remember the test. (Contains 25 references.) (WFA) ED482263 Ensuring What Is Tested Is Taught: Curriculum Coherence and Alignment. The Informed Educator Series. 2003-00-00 16 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock no. IE-0579: base price, $9.60; comprehensive subscriber, $4.80; individual subscriber, $7.20). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/20/2004 00:34:12 RIEJUL2004

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Yes Civil Rights Civil Rights Legislation Compliance (Legal) Court Litigation Elementary Secondary Education Federal Legislation Federal Programs Federal Regulation Government Publications Government Role Public Policy Rudert, Eileen Alba, Manuel Zieseniss, Mireille Wolf, Michael Legal/Legislative/Regulatory Materials Reports - Evaluative Commission on Civil Rights, Washington, DC. English During the 1990s, the U.S. Commission on Civil Rights issued reports evaluating the operations of 11 major federal civil-rights enforcement agencies. The reports focused on the enforcement process. From these original reports rose a series of subsequent reports of federal implementation of recommendations for enforcement. This report catalogs and summarizes recommendations made between 1992 and 2000 to the 11 federal agencies that were subject to the original examinations. In evaluating federal agencies' civil-rights enforcement programs in the 1990s, the commission identified the following elements for effective civil-rights enforcement: (1) a high priority for civil-rights enforcement; (2) an organizational structure that expresses the priority of civil rights; (3) planned civil-rights goals and activities; (4) clear and pertinent policy guidance, current regulations, technical assistance, education, and outreach; (5) effective complaint processing systems; (6) systems to ensure review of all funding recipients' compliance before and after awards are made and to correct deficiencies; and (7) regular staff training on civil-rights statutes and emerging issues. This report also includes strategies for effective civil-rights enforcement, descriptions of the enforcement reports, key civil-rights statues and regulations, and a checklist for evaluating federal agencies' civil-rights enforcement. (WFA) ED482264 Ten-Year Check-Up: Have Federal Agencies Responded to Civil Rights Recommendations? Volume I: A Blueprint for Civil Rights Enforcement. 2002-09-00 92 U.S. Commission on Civil Rights, 624 Ninth Street, N.W., Washington, DC 20425. Tel: 202-376-8128; TTY: 202-376-8116; Web site: http://www.usccr.gov. For full text: http://www.usccr.gov/pubs/10yr02/vol1/main.htm. N/A 2004 8/20/2004 00:34:15 RIEJUL2004

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Yes Administrator Attitudes Administrator Characteristics Administrator Education Administrator Qualifications Administrator Responsibility Administrator Role Educational Administration Elementary Secondary Education Instructional Leadership Management Development Occupational Information Principals School Administration School Supervision Growe, Roslin Fontenot, Candace Montgomery, Paula S. Information Analyses Opinion Papers Reports - Evaluative English Several trends in education are affecting administrators on a daily basis. This paper attempts to heighten understanding of a few of the current trends in administration. The first trend that is increasingly coming to the forefront is the lack of personnel willing to pursue a career in administration. Personnel in schools are not willing to take on the job of administration due to the lack of control, high stress level, and what is perceived as inadequate compensation for the job. Another trend is the number of administrators leaving their current positions. They do not want the added responsibility that has come with school accountability. If these trends continue, there will be a severe shortage of administrators in the next few years. The question we must now ask is why. Another trend is the changing role of administrators. While no school should become stagnant, administrators are constantly confronting additional responsibilities. The roles of administrators are now as diverse as the administrators themselves. Administration and the trends affecting it are changing with the times. Hopefully, we will be able to fill the administrator positions in the future with qualified candidates. (Author/WFA) ED482265 Tomorrow's Leaders: Who Are They and How Will They Lead? 2003-10-00 23 N/A 2004 8/20/2004 00:34:19 RIEJUL2004

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No Academic Standards Accountability Administrator Attitudes Administrator Responsibility Administrator Role Board Administrator Relationship Educational Finance Educational Improvement Elementary Secondary Education Instructional Leadership National Surveys Politics of Education Principals School Administration Superintendents Teacher Education Teacher Qualifications Tenure Farkas, Steve Johnson, Jean Duffett, Ann Reports - Research Tests/Questionnaires No Child Left Behind Act 2001 No Child Left Behind Act 2001 Public Agenda Foundation, New York, NY. English This publication summarizes the main conclusions of a national survey of 925 public school principals and 1,006 superintendents. The survey was intended to bring about a better understanding of the day-to-day realities school leaders face. The survey asked the principals and superintendents about their priorities, most pressing problems, and perspectives on the state of the profession of educational leadership. It gathered information about the issues principals and superintendents face in large districts versus small districts and in urban, suburban, and rural areas. Findings from the survey revolved around the following themes: (1) insufficient funding; (2) the overregulation and micromanagement of schools; (3) the challenges of school leadership; (4) the politics of education; (5) the standards and accountability movement; (6) the mandates of the No Child Left Behind Act; (7) improving teacher quality; (8) teacher tenure; (9) the role of the principal; and (10) the role of the superintendent. The text is supplemented with numerous graphs, charts, and tables. The report also contains the survey's complete methodology and complete survey questions and results. (WFA) ED482266 Rolling up Their Sleeves: Superintendents and Principals Talk about What's Needed To Fix Public Schools. 2003-00-00 ISBN-1-889483-83-4 77 Public Agenda, 6 East 39th Street, New York, NY 10016 ($10). Tel: 212-686-6610; Fax: 212-889-3461; Web site: http://www.publicagenda.org. N/A 2004 2016-11-21

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Yes Accountability Educational Improvement Elementary Secondary Education Government School Relationship Instructional Improvement National Standards Paraprofessional School Personnel Public Policy Rural Schools School Administration School Effectiveness Small Schools Teacher Education Teacher Recruitment Barton, Rhonda Information Analyses Montana No Child Left Behind Act 2001 Oregon Alaska Washington Idaho Alaska Idaho Montana Oregon Washington No Child Left Behind Act 2001 Northwest Regional Educational Lab., Portland, OR. Div. of Planning and Service Coordination. English Complying with the No Child Left Behind Act (NCLB) has presented special problems for small, rural, and isolated schools. This document presents results of surveys and interviews of county and district superintendents, principals, teachers, trustees, and curriculum directors of small, rural, and isolated schools in Alaska, Idaho, Montana, Oregon, and Washington. The surveys were intended to examine some of the creative solutions to fulfilling NCLB requirements and some of the impediments. What emerges from the research is a picture of small and rural schools struggling with a lack of resources but determined to meet the needs of students as well as all the requirements of NCLB. The report looks first at the key challenges these school face, such as declining enrollments and geographical isolation. It next discusses impediments and innovations, focusing on adequate yearly progress, quality teacher recruitment and training, and higher qualifications and appropriate roles of paraprofessionals. It concludes with other issues and opportunities specific to small, rural, and isolated schools. (WFA) ED482267 Challenges and Opportunities of NCLB for Small, Rural, and Isolated Schools. Topical Summary. 2003-06-00 Department of Education, Washington, DC. 14 Northwest Regional Educational Laboratory, 101 S.W. Main St., Suite 500, Portland, OR 97204. Tel: 503-275-9500; e-mail: info@nwrel.org; Web site: http://www.nwrel.org/partnerships. For full text: http://www.nwrel.org/planning/reports/NCLB/NCLB.pdf. N/A 2004 2016-11-21

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Yes Item Banks Matrices Sampling Test Construction Test Content Test Items Timed Tests Childs, Ruth A. Jaciw, Andrew P. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest describes matrix sampling of test items as an approach to achieving broad coverage while minimizing testing time per student. Matrix sampling involves developing a complete set of items judged to cover the curriculum, then dividing the items into subsets and administering one subset to each student. Matrix sampling, by limiting the number of items administered to each student, limits the amount of testing time required, while still providing, across students, coverage of a broad range of content. As state or provincial testing officials consider using matrix sampling, they must recognize that every test design, whether or not it involves a matrixed component, carries with it certain costs. The choice of design requires careful consideration of these costs, and every design represents a compromise in terms of one or more costs. (SLD) ED482268 Matrix Sampling of Test Items. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1120 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). Web site: http://ericae.net. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Evaluation Methods Higher Education Measurement Techniques Metacognition Scoring Rubrics Self Report Chapman, Elaine ERIC Publications ERIC Digests in Full Text ERIC Digests Student Engagement ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English This Digest defines student engagement and describes various methods used to measure it, both in empirical research studies and at the classroom level. Student engagement has been defined in various ways, but it is evident that students who are engaged show sustained behavioral involvement in learning activities accompanied by a positive emotional tone. The use of metacognitive strategies may be taken to indicate active task engagement, while the use of shallow strategies may be taken to indicate superficial engagement. The most common way that student engagement is measured is through information reported by students themselves. A few studies have used summative rating scales to measure student engagement levels. These may include teacher report scales. Evidence of higher-order problem solving and metacognitive learning strategies may be gathered form sources such as student projects, portfolios, performances, and other demonstrations. The efficacy of these methods depends on the use of suitably structured tasks and scoring rubrics. Focused case studies can collect detailed descriptive accounts of engagement rates. Teachers interested in assessing student engagement in the classroom should consider using separate measures to get at cognitive, affective, and behavioral aspects of task engagement. (Contains 18 references.) (SLD) ED482269 Assessing Student Engagement Rates. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1120 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). Web site: http://ericae.net. N/A 2004 2016-11-21

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Yes Costs Matrices Reliability Sampling Scoring Test Construction Test Items Validity Childs, Ruth A. Jaciw, Andrew P. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Assessment and Evaluation, College Park, MD. English Matrix sampling of test items, the division of a set of items into different versions of a test form, is used by several large-scale testing programs. This Digest discusses nine categories of costs associated with matrix sampling. These categories are: (1) development costs; (2) materials costs; (3) administration costs; (4) educational costs; (5) scoring costs; (6) reliability costs; (7) comparability costs; (8) validity costs; and (9) reporting costs. These categories will vary in importance depending on the testing program. (SLD) ED482270 Costs of Matrix Sampling of Test Items. ERIC Digest. 2003-09-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Assessment and Evaluation, 1120 Shriver Laboratory, University of Maryland, College Park, MD 20742. Tel: 800-464-3742 (Toll Free). Web site: http://ericae.net. N/A 2004 2016-11-23

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No Data Analysis Data Collection Data Interpretation Doctoral Dissertations Qualitative Research Research Methodology Theses Thomas, R. Murray Books Guides - Non-Classroom Research Replication English This guide discusses combining qualitative and quantitative research methods in theses and dissertations. It covers a wide array of methods, the strengths and limitations of each, and how they can be effectively interwoven into various research designs. The first chapter is "The Qualitative and the Quantitative." Part 1, "A Catalogue of MethodsQualitative and Quantitative," contains: (2) "Historical Perspectives"; (3) "Present-Status PerspectivesQualitative": (4) "Present-Status PerspectivesQuantitative"; (5) "Data Collection Processes and Instruments"; (6) "Researcher Role Perspectives"; and (7) "Interpretation Methods." Part 2, "A Variety of Theses and Dissertation Proposals," contains: (8) "Solving Immediate Problems"; (9) "Establishing Foundations for Planning"; (10)"Applying, Testing, and Generating Theories"; (11) "Contributing to Research Methodology"; (12) "Replicating Others' Research"; (13) "Publishing the Results"; and (14) "Reviewing the Themes." (Contains 135 references.) (SLD) ED482271 Blending Qualitative & Quantitative Research Methods in Theses and Dissertations. 2003-00-00 Practitioners Students Teachers 246 Corwin Press, Inc., Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-3932-6, $29.95; library binding: ISBN-0-7619-3931-8, $65.95). Tel: 800-818-7243 (Toll Free); Tel: 805-499-9774; Fax: 800-583-2665. Web site: http://www.sagepub.com. N/A 2004 2016-11-21

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No Classroom Techniques Elementary Secondary Education Student Motivation Teacher Student Relationship Teaching Methods Vitto, John M. Books Guides - Non-Classroom English This book combines information about resiliency, classroom management, and discipline into a user-friendly discussion suitable for all teachers. The material covers both preventive strategies and reactive strategies. The chapters of part 1, "Reinventive Strategies," are: (1) "Relationship-Driven Classroom Management and Resilience"; (2) "Attributes of Relationship-Driven Teachers"; (3) "Proactive Classroom Management Strategies"; (4) "Strengthening Relationships with Students"; (5) "Teaching and Modeling Social-Emotional Skills"; (6) "Enhancing Student Motivation"; and (7) "Enhancing Student Responsibility." Part 2, "Reactive Strategies," contains: (8) "Creating and Implementing Effective Consequences"; (9) "Building Relationships with Difficult and Resistant Students"; and (10)"Reflecting on Your Classroom Management Skills." A resource tool presents "Further Strategies for Adapting Instruction." (Contains 111 references.) (SLD) ED482272 Relationship-Driven Classroom Management: Strategies That Promote Student Motivation. 2003-00-00 248 Corwin Press, Inc., Sage Publications, 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-4678-0, $29.95; library binding: ISBN-0-7619-4677-2, $65.95). Tel: 800-818-7243 (Toll Free); Tel: 805-499-9774; Fax: 800-583-2665. Web site: http://www.sagepub.com. N/A 2004 8/20/2004 00:34:33 RIEJUL2004

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Yes Advanced Placement Advanced Placement Programs College Entrance Examinations Disadvantaged Youth Enrollment High School Students High Schools Student Participation Andrews, Heather Reports - Research International Baccalaureate Southern Regional Education Board, Atlanta, GA. English This study examined the progress member states of the Southern Regional Education Board (SREB) are making toward leading the nation in enrollment and pass rates for Advanced Placement (AP) and International Baccalaureate (IB) courses. SREB states lead the country in the percentage of public schools that offer the AP program, 74%, compared with 65% nationally. Nearly half of the schools nationwide that offer IB courses are in SREB states. In SREB states the number of students who take AP exams has more than doubled since 1992. More minority students are taking AP courses in SREB states than before, and the numbers of minority and majority students taking IB courses in SREB states has increased. As more students take AP courses, the passing rates typically decrease. This has been the case in SREB states as well, but more than one-third of white students, one-third of Hispanic students, and one-half of black students who passed AP courses nationwide lived in SREB states. The history of AP and IB programs in the SREB states is traced. (Contains 11 tables and 6 references.) (SLD) ED482273 Progress in Advanced Placement and International Baccalaureate in SREB States. College Readiness Series. 2003-00-00 Department of Education, Washington, DC. 27 N/A 2004 2016-11-21

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Yes Case Method (Teaching Technique) Case Studies Educational Research Elementary Secondary Education Higher Education Professional Education Teaching Methods Fasko, Daniel, Jr. Reports - Descriptive Speeches/Meeting Papers English Using case studies and the case method of instruction to improve teaching and learning have been reported in the education literature since the early 1900s. The popularity of these techniques and strategies increased in the 1950s. The impetus for using these strategies came from C. Christensen and A. Hanson, and Moore's "Teaching and the Case Method" (1987). Much of the literature relates to the use of these instructional strategies in higher and professional education. However, there appears to be a dearth of data on the usefulness of these techniques, especially in K-12 schools. The paper discusses implications for research and practice. (Contains 18 references.) (SLD) ED482274 Case Studies and Methods in Teaching and Learning. 2003-04-00 10 N/A 2004 8/20/2004 00:34:38 RIEJUL2004 Paper presented at the Annual Meeting of the Society of Educators and Scholars (Louisville, KY, April 2003).

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Yes Adult Students Evaluation Methods Evaluators Professional Personnel Program Effectiveness Program Evaluation Staff Development Mehrotra, Chandra M. Reports - Evaluative Speeches/Meeting Papers English This study evaluated a program that was designed to empower staff members form nonprofit organizations to design evaluations that help further their organizational mission, addressing the needs of their clients more effectively and efficiently. In 2001-200, the program was offered in five bimonthly, 2-day sessions. Twenty participants from 10 nonprofits attended these sessions. Program topics included utilization-focused evaluation, the programs theory of action, evaluation designs, assessment methods, data analysis, and reporting results. While enrolled in this year-long program, all participants conducted a wide range of evaluation activities in their organizations drawing on what they had learned. At each session they shared their progress with fellow participants, provided feedback to each other, and sought instructors' guidance. This active and collaborative learning allowed them to develop a better understanding of key concepts, principles, and methods in the context of their work. They gave uniformly high ratings to the program (4.5 to 5.0 on a five-point scale). These high ratings were confirmed by their enthusiasm and engagement throughout the program, by the high rate of attendance at each session, by the positive tone of response to the open-ended questions, and by their openness in sharing their work with each other. (Contains 11 references.) (Author/SLD) ED482275 Teaching Program Assessment to Adult Learners. 2003-08-00 10 N/A 2004 8/20/2004 00:34:40 RIEJUL2004 Paper presented at the Annual Meeting of the American Psychological Association (111, Toronto, Ontario, Canada, August 7-10, 2003).

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Yes Elementary Secondary Education Learning Models Teacher Education Teacher Education Programs Theory Practice Relationship Hoban, Garry F. Reports - Descriptive Speeches/Meeting Papers English This paper discusses what is wrong with the conventional model of teacher education that is stimulating calls for reform and questions whether there is a better way. The paper is organized into three sections. The first examines the relationship between conceptions of teaching and views about learning to teach. The second section identifies the problems that exist in a conventional teacher education model, and the third section proposes a way of thinking based on four interrelated dimensions that will lead to a more connected way of designing teacher education programs. These are: (1) conceptual links across the university-based curriculum; (2) theory-practice links between university and schools; (3) social-cultural links between participants in the program; and (4) personal links in establishing the identity of a teacher educator. (Contains 31 references.) (SLD) ED482276 The Complexity of Learning To Teach: A Four Dimensional Approach to Designing Teacher Education Program. 2003-04-00 11 N/A 2004 8/20/2004 00:34:43 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Competence Educational Assessment Knowledge Level Preservice Teacher Education Preservice Teachers Student Evaluation Teachers Mertler, Craig A. Reports - Research Speeches/Meeting Papers English Assessing student performance is one of the most critical aspects of the job of a classroom teacher; however, many teachers do not feel adequately prepared to assess their students' performance. In order to measure and compare preservice and inservice teachers'"assessment literacy," both groups were surveyed using the Classroom Assessment Inventory (CALI), which was designed to parallel the "Standards for Teacher Competence in the Educational Assessment of Students." Inservice teachers performed highest on Standard 3"Administering, Scoring, and Interpreting Results of Assessments"and lowest on Standard 5"Developing Valid Grading Procedures." Respondents were 67 preservice teachers and 197 inservice teachers. Preservice teachers performed highest on Standard 1"Choosing Appropriate Assessment Methods"and lowest on Standard 5"Developing Valid Grading Procedures. Comparisons between the two groups revealed significant differences on five of seven competency areas, as well as on the total scores. In all cases where significant differences were found, the inservice teachers scored higher than their preservice counterparts. (Contains 2 tables and 25 references.) (Author/SLD) ED482277 Preservice Versus Inservice Teachers' Assessment Literacy: Does Classroom Experience Make a Difference? 2003-10-00 29 N/A 2004 8/20/2004 00:34:46 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Mail Surveys Research Methodology Response Rates (Questionnaires) Responses World Wide Web Mertler, Craig A. Reports - Research Speeches/Meeting Papers English A study was conducted to compare the psychometric qualities of two identical forms of a survey administered in paper-and-pencil format and in Web format to 197 teachers randomly split into two paper and Web groups. While the rates of response were quite discrepant, the respective measures of reliability were extremely similar for the two versions of the survey. A followup study was conducted with the nonrespondents in the Web group to investigate reasons behind their decision not to complete the survey. Several methodological issues are raised as a result of the followup. (Contains 3 tables and 16 references.) (SLD) ED482278 What...Another Survey??? Patterns of Response and Nonresponse from Teachers to Traditional and Web Surveys. 2003-10-00 25 N/A 2004 8/20/2004 00:34:48 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Data Collection Evaluation Methods Focus Groups Group Discussion Measurement Techniques Research Methodology Villard, Judith A. Reports - Descriptive English This paper describes the use of focus groups as a qualitative research method. The focus group is a carefully designed discussion that allows people to express their points of view and provide researchers with indicators of program impact. Participants in focus groups possess certain characteristics related to the subject under study. They are most productive when used to determine information on new proposals pr programs, assess the strength or weaknesses of a program, assess whether a program is working, and in the evaluation of program success. Planning the focus group is discussed, with emphasis on designing the focus group questions. (SLD) ED482279 Use of Focus Groups: an Effective Tool for Involving People in Measuring Quality and Impact. 2003-07-16 11 N/A 2004 8/20/2004 00:34:51 RIEJUL2004

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Yes Academic Achievement Accountability Achievement Tests Educational Improvement National Competency Tests State Programs Test Use Testing Problems Testing Programs Landgraf, Kurt M. Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress Educational Testing Service, Princeton, NJ. English This document comments on the future of educational testing in the United States and the plans of the Bush administration for increased use of testing for educational accountability. The "achievement gap" does not appear to be closing. One of the keys to closing the gap is having the data to understand it so that teachers can use test results appropriately. The president's plan calls for school-by-school report cards with mathematics and reading tests broken down by ethnicity, gender, disability, and English proficiency. Sanctions and rewards based on closing achievement gaps and improving English proficiency can help, but creating an accountability system does not automatically produce a productive learning environment. The rewards/sanctions system needs to be planned carefully to avoid being trivial, counterproductive, or corrupted. President Bush's plans require testing some 22 million students in grades 3 through 8 each year in reading and mathematics. The plan also requires that such tests be aligned with the state's academic standards. To accomplish this, a major test creation and administration effort will be required in a number of states. This is doable given sufficient time and resources. Any testing program, however, is only as good as the weakest link in the process. The stakes are high, and it is essential that test developers implement safeguards established by the assessment profession. The president's testing program should go forward, but it should be done right. Recommendations are made to bring this about. (SLD) ED482280 Using Assessments and Accountability To Raise Student Achievement. 2003-00-00 16 N/A 2004 2016-11-21

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Yes Educational Assessment Literacy Primary Education Professional Development Student Evaluation Systems Development Test Construction Test Use Young Children Jones, Jacqueline Reports - Descriptive Monitoring Educational Testing Service, Princeton, NJ. Policy Information Center. English This report outlines a system-wide framework for monitoring the literacy development of children in preschool through second grade. Specific early literacy assessment instruments and instructional approaches are not suggested. Instead, the report focuses on some of the essential elements of an assessment system intended to monitor the progress of young children's literacy development. A useful assessment system requires multiple literacy assessments and the coherent use of an array of instruments consisting of screening, diagnostic, and classroom-based instruments to inform instructional practice and evaluate program effectiveness. An effective system also requires strong and stable leadership, with solid administrative support for well-prepared teachers. Coherent professional development programs are a final component of a useful assessment system. Well-trained and reflective teachers must understand cognitive and literacy development and the basic concepts of appropriate assessment. The financial resources being allocated to literacy testing will only be useful to children and teachers if the critical roles of multiple forms of assessment is recognized and system wide changes are made to incorporate professional development for teachers and administrators. (SLD) ED482281 Early Literacy Assessment Systems: Essential Elements. Policy Information Perspective. 2003-06-00 31 Policy Information Center, Mail Stop 04-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($10). Tel: 609-734-5694. For full text: http://www.ets.org/research/pic. N/A 2004 2016-11-21

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Yes Educational Change High Schools Program Evaluation Program Implementation School Restructuring School Size Sporte, Susan E. Correa, Macarena Kahne, Joe Easton, John Q. Reports - Evaluative Chicago Public Schools IL Reform Efforts Consortium on Chicago School Research, IL. English In fall 2002, three large traditional high schools in Chicago, Illinois, started a conversion process that opened five new small schools. In partnership with Mills College, the Consortium on Chicago School Research designed a short-term, interview-based study to provide a snapshot of these new small schools in their first year of planning and implementation. Principals or directors were interviewed at the five small schools, and principals were interviewed in the three host schools. Three program staff members and 50% of the teachers were interviewed, and focus groups were held with groups of 5 to 10 students. Question and answer sessions were held with parents at two small schools. Findings show that the level of student-teacher personalism increased, and teacher professional community was strengthened in at least four of the small schools. Small school staff members reported that the focus on instruction was limited in year one, and participants reported implementation challenges. The current and future relationships between small schools and the host school were not clearly defined, but overall there was a sense of optimism and commitment for the next year. (SLD) ED482282 Chicago High School Redesign Initiative: A Snapshot of the First Year of Implementation. 2003-08-00 25 N/A 2004 2016-11-21

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Yes Accountability Educational Change Educational Quality Elementary Secondary Education Federal Legislation Parent Attitudes Public Opinion Student Attitudes Surveys Teacher Attitudes Test Use Numerical/Quantitative Data Reports - Research No Child Left Behind Act 2001 No Child Left Behind Act 2001 Business Roundtable, Washington, DC. English Providing clear and timely information will be a key to holding public support for the improvements the No Child Left Behind Act promises. To have an impact, this information needs to be presented on the publics terms. This report contains data on recent public opinion about education issues, gathered from several polls conducted by national organizations. Graphs show that improving schools is a top priority, and that the public generally agrees that change is needed. There is strong support for the reforms in the new federal law, especially for requiring teachers to be licensed in the subjects they teach. There is strong support for closing the achievement gap, but most attribute the gap to factors outside school walls. The public strongly supports standards and accountability, but support for testing has limits. Testing in moderation is supported, and using test scores in addition to teacher evaluations receives public support. The public generally believes that education should be protected from budget cuts, and support for education outweighs support for all other spending priorities combined. Teacher support for standards, testing, and accountability is waning, in comparison with 1999 findings. Teachers think parent involvement and lack of discipline are top problems facing schools. Students take learning seriously, but feel that too much emphasis is placed on test scores. (Contains 12 references.) (SLD) ED482283 What Parents, Students and Teachers Think about Standards, Tests, Accountability... and More. Updated March 2003. 2003-03-00 29 N/A 2004 2016-11-21

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Yes Competence Foreign Countries High School Students High Schools Individual Development Story Reading Bierschenk, Bernhard Bierschenk, Inger Reports - Research Agent Action Objective Model Kinematics Story Comprehension ISSN-0281-9864 Copenhagen Univ. (Denmark). Cognitive Science Research. Lund Univ. (Sweden). Cognitive Science Research. English This paper presents the second study in a series that has been designed to manifest the emergence of consciousness and to measure developed competence. Its major aim has been to demonstrate that an invariant formulation of the Agent-action-Objective model and an analysis of it's a-O kinematics have the capacity to reproduce contour similarity over time. Within the studied evolutionary-developmental context, the biokinetics of the discovered AaO-mechanism has governed the synthesizing of information. Through the design of a single-subject experiment, it has been possible to demonstrate individual variations in growth as changes in complexity. When the two participating students are compared, obvious differences in their perspectives and consequently in their attractor spaces become apparent. Based on coordinated structural invariance, it has been possible to show that the convoluted spaces of the student who has followed the analytic-descriptive approach is concerned with the concrete level of the tested story. On the other hand, the student who is following a synthetic-reflective strategy seems to concentrate mainly on the symbolic level of the tested materials. Thus, from a developmental point of view, it has been possible to demonstrate that the AaO-mechanism is tracing embodied growth, which becomes manifest in the differences of the students' ability to adapt to the main idea of the given story. (Contains 8 figures and 14 references.) (Author/SLD) ED482284 Individual Growth in Competence. 2003-00-00 27 N/A 2004 2016-11-21

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Yes Cognitive Processes Competence Foreign Countries High School Students High Schools Individual Development Story Reading Bierschenk, Bernhard Bierschenk, Inger Reports - Research Agent Action Objective Model Denmark Denmark ISSN-0281-9864 Copenhagen Univ. (Denmark). Cognitive Science Research. Lund Univ. (Sweden). Cognitive Science Research. English This article presents the third study of a series that has been designed to manifest consciousness and to measure developed competence. The emphasis of the main hypothesis of this experiment has been put on the students ability to adapt to the main idea of a given story and to express his comprehension verbally. The way the two students of the previous two experiments have been able to accomplish the experimental task is reflected in the state attractors of the produced fitness landscapes. The student who has continued to follow the analytic-descriptive approach has focused on the conditions of that part of the study that relates to a critic of empiricism. Since it has been shown that the process of naming the resulting state attractors provides a sound theoretical basis, it can be concluded that the student has not been conscious of this purpose and consequently has been unable to abstract the criticism of empiricism. In contrast, the other student has continued to follow the synthetic-reflective approach. The produced narrative has made it evident that this student has been able to abstract the criticism of idealism. It follows that the proper outcome is "rationalism," which is validating that the degree of developed competence can be approached in a direct and obvious manner. (Author/SLD) ED482285 Evolution of Growth in the Development of Competence. 2003-00-00 29 N/A 2004 2016-11-21

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Yes Cognitive Development Elementary School Students Formal Operations Grade 4 High Stakes Tests Intermediate Grades Piagetian Theory State Programs Test Results Testing Programs Aagaard, Lola Boram, Robert Reports - Research Speeches/Meeting Papers Concrete Operations Kentucky Kentucky English Jean Piaget's classic theory of cognitive development would imply that the higher-order items on the Kentucky state assessment would only be possible for students well into concrete operations or beginning formal operations. The implication would be that Kentucky fourth graders who are not fully concrete yet may be hitting a developmental ceiling on the state assessment. In the week following state testing in spring 2003, 87% (n=47) of the total fourth grade at one Kentucky elementary school was tested with the Piaget conservations tasks for number, liquid, mass, and area, and tasks involving group classification and class inclusion. Fewer than half the students passed all the conservation and classification tasks, and nearly 20% missed two to six tasks each. About 28% of the total were also in transition to formal thought. This fourth grade clearly had a wide range of cognitive developmental levels that may have an impact on the school's standing on the state assessment. (Contains 4 tables and 12 references.) (SLD) ED482286 Cognitive Development of Fourth Graders in a High-Stakes State. 2003-11-00 16 N/A 2004 2016-11-21

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Yes Heterogeneous Grouping Homogeneous Grouping Scores Test Results Undergraduate Students Undergraduate Study Skidmore, Ronald L. Aagaard, Lola Reports - Research Speeches/Meeting Papers Testing Conditions English The purpose of this study was to investigate the relationship between testing condition and student test scores. The testing conditions studied were: independent, cheat sheet, homogenous grouping with cheat sheet, and heterogeneous group without cheat sheet. Participants were 141 undergraduates in a course required for entry into the teacher education program at a regional state university. Five tests were given over the course. The first two were given in traditional fashion (independent work), and the others each embodied one of the testing conditions. Heterogeneous group discussion resulted in the highest average test score. All the alternative formats resulted in higher scores than students earned in the traditional individual format. Additional research is necessary to determine why the homogeneous group discussions resulted in the highest scores, but it may be that thinking together is powerful scaffolding for dealing with the mechanics of testing. (Contains 5 tables, 2 figures, and 28 references.) (SLD) ED482287 The Relationship between Testing Condition and Student Test Scores. 2003-11-00 22 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Elementary Secondary Education Evaluation Methods Measurement Techniques Success Sultana, Qaisar Information Analyses Speeches/Meeting Papers Commonwealth Accountability Testing System KY Kentucky Kentucky Education Reform Act 1990 Kentucky Kentucky Education Reform Act 1990 English This paper summarizes some studies designed to measure the effectiveness of reforms brought about by the Kentucky Educational Reform Act and the changes resulting from the implementation of the current assessment system, the Commonwealth Accountability Testing System (CATS). Results of one study indicate that the use of the writing portfolio did not improve the writing skills of Kentucky high school graduates. Data from the Kentucky Department of Education and the National Assessment of Educational Progress do indicate that Kentucky students are improving at all grade levels. CATS data show improvements, but many are skeptical for reasons of possible test bias and questions of test validity. Measuring the success of educational reform in Kentucky is nearly impossible. Real life examples can be found to support all of the different opinions about the relative success of school reform in Kentucky. (Contains 8 tables and 13 references.) (SLD) ED482288 Measuring the Success of Education Reform in Kentucky. 2003-11-00 15 N/A 2004 2016-11-21

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Yes Adults Child Abuse Children Cognitive Psychology Outcomes of Treatment Sexual Abuse Therapy Gardner, Yun Hui Reports - Descriptive Sexual Abuse Survivors Child Abuse Survivors English Recent research has revealed the efficacy of cognitive behavioral interventions with sexual abuse survivors. Cognitive behavioral treatment (CBT) interventions require trauma survivors to confront their painful memories directly. This allows for assessment of cognitive distortions that need to be challenged and reframed. The extent and amount of confronting, or re-exposing the survivor to the traumatic memories is often a delicate and controversial issue. A common question in therapy with sexual abuse survivors is whether to expose or not expose the survivor to the traumatic events in order for healing to take place. This paper provides a rationale for the efficacy of using exposure-based CBT in treating adult sexual abuse survivors. A brief overview of CBT methods will be presented. (Contains 15 references.) (Author/SLD) ED482289 The Efficacy of Exposure-Based Cognitive Therapy with Survivors of Childhood Sexual Abuse. 2003-11-00 11 N/A 2004 2016-11-21

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Yes Educational Technology Electronic Mail Elementary Secondary Education Grants Program Evaluation Research Methodology Student Teachers Surveys Teacher Education Technology Uses in Education Klecker, Beverly M. Hunt, Steve Hunt, Darla Lackner, Katherine Reports - Evaluative Speeches/Meeting Papers English This study was designed for evaluation of the Preparing Tomorrow's Teachers for Technology (PT3) Grant goal that all preservice teachers will effectively integrate technology into instruction and serve as role models and mentors for inservice teachers as determined by qualitative and quantitative assessment tools. The Group Support System (an electronic meeting system; GSS) was used to collect qualitative data and a paper-and-pencil survey was used to collect quantitative data from 110 candidates as they completed student teaching. Descriptive statistics from the analyses were compared. Results from the GSS data analysis found that 36 different technologies were used during student teaching. PowerPoint presentation software (n=57) and Internet )n=49) were the most frequently used. Ninety-one percent of the student teachers stated that using technology increased student learning in their classrooms. Through quantitative analysis, competency levels using different technologies were identified. Qualitative analysis also identified areas for future training. Both National Council for Accreditation of Teacher Education (NCATE) and National Teacher Standards require new teachers to have technology competencies. The paper includes a description of the GSS process and the survey developed for the study. (Contains 5 tables and 14 references.) (Author/SLD) ED482290 Evaluating Student Teachers' Technology Use with Group Support Systems and Questionnaire. 2003-11-00 18 N/A 2004 8/20/2004 00:35:18 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Counseling Techniques Junior High School Students Junior High Schools Problem Based Learning School Counseling Hall, Kimberly R. Reports - Research English This study examined the use of problem-based learning (PBL) in an actual counseling session and the effects on student assertiveness skills. A group of seventh-grade students, who were all victims of bullies, participated in the study. The students, two boys and one girls, were 13 and 14 years old. Teachers rated the level of assertiveness skills that students exhibited when confronted by other students. After the establishment of baseline skills, group counseling sessions were conducted twice a week for 3 weeks according to an adapted PBL model. Students identified a common problem they wanted to resolve. They then made a list of facts and asked open-ended questions concerning the problem. They held a discussion about each question, formed hypotheses, identified counseling issues, and listed resources. Student assertiveness skills were measured after the intervention, and findings indicate that treatment using the PBL methodology was effective in increasing assertiveness skills. An appendix contains the assertiveness rating scale. (SLD) ED482291 Implementing Problem-Based Learning in the Counseling Session. 2003-00-00 10 N/A 2004 8/20/2004 00:35:21 RIEJUL2004

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Yes Databases Program Evaluation Research Methodology Self Efficacy Student Teacher Evaluation Student Teachers Teacher Education Programs Jones, Reid Dent, Lauren Jenkins, Kathleen Cronin, C. H. House, Lynn J. Jenkins, K. B. Collected Works - General Reports - Research Speeches/Meeting Papers English This symposium evolved from a research interest and the need to develop validity, reliability, and accountability measures to be used in the teacher education program at Delta State University, Mississippi. Researchers wanted to study student teacher self-efficacy and to establish a continuing database on the program's student teachers. The papers are: (1)"Overall Methodology and Results" (Reid Jones and Lauren Dent); (2) "Assessment of Elementary and Secondary School Student Teachers" (Kathleen Jenkins); (3) "Development of the Student Teacher Assessment Instrument (STAI). Reliability and Validity" (C. H. Cronin and K. B. Jenkins); (4) "Self-Efficacy, Student Teaching, and the Teacher Education Program" (Lynn J. House and Reid Jones); and (5) "Effective Assessment of the Student Teaching Program" (Lynn J. House and K. B. Jenkins). An appendix contains three developed scales. (Contains 27 references.) (SLD) ED482292 Assessing Performance and Self Efficacy of Student Teachers. 2003-11-00 42 N/A 2004 8/20/2004 00:35:23 RIEJUL2004 Papers from a symposium at the Annual Meeting of the MidSouth Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes College Students Grades (Scholastic) Higher Education Learning Strategies Prediction Psychology Student Attitudes Student Motivation Skidmore, Ronald L. Reports - Research Speeches/Meeting Papers Final Examinations Procrastination English This study examined the effectiveness of using selected self-report measures assessing motivational orientation, learning strategies, procrastination, and perceptions of daily hassles to facilitate the prediction of final examination grades in a self-paced introductory psychology course. Four surveys purporting to measure the constructs were chosen, and a demographic survey was also administered. The course used a local area network of personal computers to administer all materials and to collect data for each participant. Students agreeing to participate in the study were administered the surveys during the first three class sessions of the semester. The course was self-paced, with students determining their rate of engagement. A criterion level of accumulated points determined course letter grade and course completion. Data were collected on 149 students, 122 of whom completed the course. The final examination was given in two segments. Part 1 covered core modules that all students were required to master during the course of the semester before they attempted additional modules. Part 2 covered additional modules. Hierarchical regression analyses indicated that self-efficacy for learning and performance was positively related to grades on part 1 of the final examination. Results suggest that self-efficacy contributes to student performance. Implications for early interventions to improve student self-efficacy and achievement are discussed. (Contains 3 tables and 82 references.) (Author/SLD) ED482293 Predicting Final Examination Grades in a Self-Paced Introductory Psychology Course: The Role of Motivational Orientation, Learning Strategies, Procrastination, and Perception of Daily Hassels. 2003-11-00 36 N/A 2004 2016-11-21

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Yes College Faculty Delivery Systems Educational Technology Higher Education Online Systems Teacher Attitudes Anderson, Jeffery W. Reports - Research Speeches/Meeting Papers Blackboard Instructional Planner English This study was a qualitative examination of faculty perceptions about the Blackboard 5 learning platform. The study took place within the School of Education at the University of Alabama at Birmingham during the fall of 2001. The study involved content analysis of cases developed from recorded interviews of conversations with faculty members concerning their experiences with the Blackboard course delivery system. Interviews were conducted with five participants, four who were Blackboard users and one who chose not to use Blackboard in his class. Ten categories emerged from content analysis. Several of these categories were similar and revolved around the benefits of increased communication/collaboration/community through online instruction. (Author/SLD) ED482294 Faculty Perspectives of the Blackboard Course Delivery System. 2003-11-00 24 N/A 2004 2016-11-21

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No Administrator Role Administrators Child Care Child Caregivers Early Childhood Education Family School Relationship Leadership Newsletters Parent Participation Program Administration Teacher Recruitment Clark, Doug, Ed. Reports - Descriptive Illinois Illinois National-Louis Univ., Wheeling, IL. Center for Early Childhood Leadership. English This document consists of the 2003 issues of a quarterly newsletter for Illinois early childhood program directors, providing information on current issues in early childhood education. Regular features in each issue include: "The Director's Toolbox," delineating practical suggestions for directors related to program policies and staff issues; "The Accreditation Corner," detailing procedures for self-evaluation related to accreditation; "Family Friendly Practices," describing early childhood programs especially involved in meeting families' needs; and "Director's Profile," highlighting the accomplishments of early childhood education or care program directors in Illinois. Periodic features include updates on current training opportunities and grant availability, summaries of relevant research, and book reviews. The Spring issue explores the notion of staff recruitment as a continuous process. The Summer 2003 issue highlights director leadership as critical to improving quality of early care and education. The Fall 2003 issue focuses on preparing a leadership succession plan for early childhood centers. The Winter 2003 issue focuses on what early childhood programs can do to foster partnerships with parents (HTH) ED482295 The Director's Link, 2003. 2003-00-00 Chicago Community Trust, IL. Chicago Public Schools, IL. Field Foundation of Illinois, Chicago. Administrators Practitioners 26 Center for Early Childhood Leadership, 6310 Capitol Drive, Wheeling, IL 60090-7201. Tel: 800-443-5522 (Toll Free); Fax: 847-465-5910; Web site: http://www.nl.edu/cecl. N/A 2004 2016-11-21

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No Academic Standards Behavior Standards Bibliographies Books Developmentally Appropriate Practices Educational Objectives Emergent Literacy Parent Materials Parent Student Relationship Parents as Teachers Phonological Awareness Preschool Children Preschool Education Reading Instruction State Standards Student Educational Objectives Teacher Student Relationship Teaching Guides Writing Instruction Written Language Guides - Classroom - Teacher Guides - Non-Classroom Multilingual/Bilingual Materials Indicators Missouri Print Awareness Symbolic Representation Missouri Missouri State Dept. of Elementary and Secondary Education, Jefferson City. English Serbocroatian Spanish This document is comprised of five publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten literacy standards; (2) a teacher's guide to prekindergarten literacy standards; (3) a parent handbook regarding early literacy; (4) a Spanish-language version of the parent handbook; and (5) a Bosnian-language [Serbo-Croatian] version of the parent handbook. The standards, developed by a broad-based group of individuals representing the multi-faceted Missouri early childhood community, provide descriptions of what most children should know and be able to do by kindergarten entry and represent shared expectations for preschoolers in early literacy. The standards publication delineates the Missouri prekindergarten guiding principles and presents process standards, indicators of competency development, and examples of behaviors children may exhibit in the following areas: (1) symbolic development; (2) spoken/expressive language; (3) listening/receptive language; (4) written language; (5) knowledge of print and books; and (6) phonological awareness. The teacher's guide provides an explanation of the standards and offers practical suggestions for creating engaging, developmentally appropriate learning communities in which each child's literacy development is fostered. Also included in the guide are suggestions for involving families and a 42-item resource list of books, websites, magazines, newsletters, and brochures. The parent handbook introduces the standards, provides information on how a child may exhibit progress toward a particular standard or goal, and offers suggestions for parental support of children's literacy development. The handbook closes with lists of reading tips, literacy websites, suggested books for children, and additional resources for parents. (KB) ED482296 Missouri Pre-K Literacy Standards, Early Literacy Teacher's Guide, [and] Early Literacy Parent Handbook. 2002-02-00 Parents Practitioners Teachers 88 Missouri Department of Elementary and Secondary Education, P.O. Box 480, Jefferson City, MO 65102-0480. Tel: 573-751-4212; Fax: 573-751-8613; Web site: http://dese.state.mo.us. For full text of standards: http://dese.state.mo.us/divimprove/fedprog/earlychild/pdf/PREKSTANDARDS.pdf. N/A 2004 2016-11-21

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No Behavior Standards Child Responsibility Developmentally Appropriate Practices Emotional Development Interpersonal Competence Interpersonal Relationship Multilingual Materials Parent Materials Parent Student Relationship Parents as Teachers Personal Autonomy Preschool Children Preschool Education Problem Solving Social Development State Standards Student Educational Objectives Student Responsibility Teacher Student Relationship Teaching Guides Guides - Classroom - Teacher Guides - Non-Classroom Multilingual/Bilingual Materials Confidence Indicators Missouri Self Awareness Missouri Missouri State Dept. of Elementary and Secondary Education, Jefferson City. English Serbocroatian This document is comprised of four publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten standards related to social and emotional development and approaches to learning; (2) a teacher's guide to early social and emotional development and approaches to learning; (3) a parent's handbook for early social and emotional development and approaches to learning; and (4) a Bosnian-language [Serbo-Croatian] version of the parent handbook. The standards, developed by a broad-based group of individuals representing the multi-faceted Missouri early childhood community, provide broad descriptions of what most children should know and be able to do by kindergarten entry and represent a shared set of expectations for preschoolers in social and emotional development. The standards publication delineates the Missouri prekindergarten guiding principles and presents process standards, indicators of competency development, and examples of behaviors children may exhibit related to their knowledge of self, knowledge of others, and approaches to learning. The teacher's guide provides an explanation of the standards and offers practical suggestions for creating engaging, developmentally appropriate learning communities in which each child's social and emotional development is fostered and in which positive approaches toward learning can be cultivated. Also included in the guide are suggestions for communicating with families and a 51-item resource list of books, websites, magazines, and brochures. The parent handbook introduces the standards, provides information on how a child may exhibit progress toward a particular standard or goal, and offers suggestions for parental support of children's social and emotional development and the development of positive approaches to learning. The handbook closes with a list of general tips for parents, a 16-item bibliography, and a list of children's books related to feelings, fears, new siblings, death, divorce, relationships, moving, illness/surgery, and diversity. (KB) ED482297 Missouri Pre-K Social and Emotional Development Standards and Approaches to Learning, Teacher's Guide, [and] Parent Handbook: Early Social and Emotional Development and Approaches to Learning. 2002-11-00 Parents Practitioners Teachers 76 Missouri Department of Elementary and Secondary Education, 205 Jefferson Street, Jefferson City, MO 65102-0480. Tel: 573-751-4446; Fax: 573-751-1179; Web site: http://www.dese.mo.gov. For full text: http://dese.mo.gov/divimprove/fedprog/earlychild/Pre-K Standards.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Developmentally Appropriate Practices Educational Objectives Mathematics Education Parent Materials Parent Student Relationship Parents as Teachers Preschool Children Preschool Education State Standards Student Educational Objectives Teacher Student Relationship Teaching Guides Guides - Classroom - Teacher Guides - Non-Classroom Missouri Missouri State Dept. of Elementary and Secondary Education, Jefferson City. English This document is comprised of three publications of the early childhood section of the Missouri Department of Elementary and Secondary Education: (1) prekindergarten mathematics standards; (2) a teacher's guide for early mathematics; and (3) a parent's handbook for early mathematics. The standards, developed by a broad-based group of individuals whose backgrounds represent the many facets of the Missouri early childhood community, provide broad descriptions of what most children should know and be able to do by the time they enter kindergarten and represent a shared set of expectations for preschoolers in the field of mathematics. The standards publication delineates the Missouri prekindergarten guiding principles and presents process standards, indicators of competency development, and examples of behaviors children may exhibit in their mathematical development in the following areas: (1) number and operations; (2) geometry and spatial sense; (3) patterns and relationship; (4) measurement; and (5) exploring data. The teacher's guide explains the standards and offers practical suggestions for creating engaging, developmentally appropriate learning communities that foster each child's mathematical thinking. The guide includes definitions of the mathematical concepts used in the standards, suggested teaching strategies for each standard area, suggestions for involving parents and families, and a 62-item resource list of books, websites, magazines, and other materials. The parent handbook introduces the mathematics standards, defines mathematical terms, provides information on how a child may exhibit progress toward a particular standard or goal, and offers suggestions for parental support of mathematical development. The handbook closes with a list of general tips for parents, an 11-item bibliography, and a list of 63 books for young children incorporating mathematical concepts. (KB) ED482298 Missouri Pre-K Mathematics Standards, Teacher's Guide, [and] Parent Handbook: Early Mathematics. 2003-09-00 Parents Practitioners Teachers 57 Missouri Department of Elementary and Secondary Education, 205 Jefferson Street, P.O. Box 480, Jefferson City, MO 65102-0480. Tel: 573-751-4446; Fax: 573-751-1179; Web site: http://dese.mo.gov. For full text of standards: http://dese.mo.gov/divimprove/fedprog/earlychild/Pre-K Standards/mathstandards.pdf. N/A 2004 2020-11-03

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No Administrators Advocacy Early Childhood Education Educational Practices Educational Quality Effective Schools Research Elementary School Students Emergent Literacy Family School Relationship High Risk Students Instructional Leadership Preschool Children Primary Education Principals Program Improvement Reading Instruction Teacher Administrator Relationship Teacher Improvement Writing Instruction Murphy, Joseph Books Information Analyses English Arguing that students' success almost always depends upon their mastery of literacy during the fundamental prekindergarten through Grade 3 years, this text draws upon 20 years of research to prove the link between effective literacy programs and instructional leadership. This book examines the foundation of highly effective literacy programs in the primary grades, focusing on the ways research on effective classrooms and productive schools can be used to promote literacy achievement for all students, especially those at risk for failure. The resource is designed to provide principals and administrators with tools needed: to achieve quality literacy programs through effective leadership, to focus on literacy mastery among young children, to influence political decisions that affect literacy programs, to prevent literacy problems in students before they lead to school failure, and to reach at-risk students and students of all levels and backgrounds. Chapter 1 establishes the framework for an exploration of literacy leadership, featuring a comprehensive design for strengthening literacy at the primary grades involving effective schools, quality instruction, successful reading programs, and school leadership. Chapters 2 through 4 frame the concepts of literacy and leadership, discuss the current state of literacy in the United States, and review foundational principles of high-quality reading programs. Chapters 5 through 12 focus on practices to improve both programs and classroom delivery simultaneously by promoting quality instruction, managing time productively, focusing on phonics, deepening the curriculum, building effective prevention and remediation programs, coordinating the curricular and instructional programs, promoting the learning of staff, and collaborating with the home to strengthen literacy achievement. (Contains 282 references.) (KB) ED482299 Leadership for Literacy: Research-Based Practice, PreK-3. 2004-00-00 ISBN-0-7619-4579-2 Administrators Practitioners 249 Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA ($74.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 00:35:41 RIEJUL2004

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Yes Budgeting Child Care Early Childhood Education Federal Aid Federal Programs Fees Financial Policy Financial Support Fiscal Capacity Public Policy State Action State Legislation State Programs Tax Credits Taxes Clothier, Steffanie Clemens, Beth Poppe, Julie Reports - Descriptive State Policy Child Care Costs State Legislators State Legislatures National Conference of State Legislatures, Denver, CO. English Because of an increasingly challenging fiscal climate, state lawmakers are faced with making tough financial decisions regarding their early childhood systems. This document describes and examines various funding sources used when making decisions about possible early childhood initiatives combined with policy choices that may be considered in times of fiscal stress. The report highlights a range of funding and policy approaches for legislators and other policymakers to consider when developing a law, policy, or budget action. The report further outlines strategic fiscal and policy questions. The sources of funding for early care and education include: (1) federal funds (Child Care and Development Fund, Temporary Assistance to Needy Families, Head Start, Early Head Start, Child and Adult Care Food Program, Social Services Block Grant, and Individuals with Disabilities Education Act); (2) state funds (general fund appropriations, tobacco settlement revenues, special taxes, family leave revenue sources, business tax credits, loans and grants, lotteries, gaming revenues, and special fees); (3) local sources (financial match or in-kind donations); and (4) philanthropic foundations. Next, policy choices are examined related to selecting a legislative focus; coordinating programs and funds; addressing program quality through teacher education and training, accreditation, or other standards; addressing the supply of early education programs; making choices within the child care subsidy system related to eligibility, copayments, and reimbursement rates; and investing in prekindergarten programs. Issues to consider in early childhood education policy are then delineated. The report concludes with key resource information designed to aid in the development of legislative proposals. (Contains 34 endnotes.) (KB) ED482300 Financing Early Care and Education: Funding and Policy Choices in a Changing Fiscal Environment. 2003-07-00 ISBN-1-58024-299-5 Policymakers 17 National Conference of State Legislatures, 7700 East First Place, Denver, CO 80230 ($15, Item No. 6162). Tel: 303-364-7700; Fax: 303-364-7800; e-mail: info@ncsl.org; Web site: http://www.ncsl.org. N/A 2004 2016-11-21

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Yes Comparative Analysis Coping Elementary School Students Foreign Countries Middle School Students Minority Group Children Secondary Education Secondary School Students Student Adjustment Student Attitudes Surveys Teacher Attitudes Transitional Programs Well Being Graham, Catherine Hill, Malcolm Reports - Research Scotland Transitional Activities United Kingdom (Scotland) ISSN-1741-0924 Scottish Council for Research in Education, Edinburgh. English A long-standing feature of the Scottish education system has been the transfer of most children at about the age of 11 from a smaller primary school to a larger secondary school with a different type of class organization and curriculum. This study surveyed children in the Glasgow area nearing the end of primary education and those just beginning their secondary education regarding their experiences with the transition to secondary school. Survey findings were supplemented with information obtained through a small number of focus group discussions and data obtained from teachers and school records. Findings suggested that most children coped well with the move and were positive about preparation programs. There were indications that more children of minority ethnic backgrounds than white children encountered more difficulties and disappointments in their adjustment to secondary school. Primary school teachers' predictions about how well individual students would manage the social and environmental aspects of the transition corresponded well with the actual experiences that the child later reported. Education policy and school practice implications include making slight modifications to existing transition preparation programs, paying additional attention to transition problems as secondary students adjust to their new placement, and giving particular attention to assisting pupils of minority ethnic backgrounds. (KB) ED482301 Negotiating the Transition to Secondary School. SCRE Spotlight. 2003-09-00 ISBN-1-86003-078-5 6 Scottish Council for Research in Education Centre, University of Glasgow, 61 Durbin Street, Edinburgh EH3 6NL, Scotland. Tel: 0131-557-2944; Fax: 0131-556-9454; e-mail: scre.info@scre.ac.uk; Web site: http://www.scre.ac.uk. For full text: http://www.scre.ac.uk/spotlight. N/A 2004 2016-11-21

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Yes Computer Games Context Effect Family Environment Imitation Infants Mass Media Effects Mass Media Use Music National Surveys Parent Attitudes Parents Play Preschool Children Reading Television Viewing Toddlers Video Games Rideout, Victoria J. Vandewater, Elizabeth A. Wartella, Ellen A. Reports - Research Electronic Media Home Computers Henry J. Kaiser Family Foundation, Menlo Park, CA. English Despite the plethora of new electronic media aimed at very young children, little is known about which media are available to children and whether or how children engage with them. This study reports on a nationally representative telephone survey of more than 1,000 parents of children ages 6 months through 6 years, conducted in Spring 2003. The most significant findings cited in the study are as follows: (1) children six and under spend an average of 2 hours daily with screen media, mostly TV and videos; (2) TV watching begins at very early ages, well before the medical community recommends; (3) a high proportion of very young children are using new digital media, including 50 percent of 4- to 6-year-olds who have played video games and 70 percent who have used computers; (4) two out of three 6-year-olds and under live in homes where the TV is left on at least half the time, even without viewers present, and one-third live in homes where the TV is on "almost all" or "most" of the time-- children in the latter group appear to read less than other children and to be slower to learn to read; (5) many parents see media as an important educational tool, beneficial to their children's intellectual development, and parents' attitudes on this issue appear to be related to the amount of time their children spend using each medium; and (6) parents clearly perceive that their children's TV watching has a direct effect on their behavior, and are more likely to see positive rather than negative behaviors being copied. (KB) ED482302 Zero to Six: Electronic Media in the Lives of Infants, Toddlers and Preschoolers. 2003-00-00 39 Henry J. Kaiser Family Foundation, 2400 Sand Hill Road, Menlo Park, CA 94025. Tel: 650-854-9400; Fax: 650-854-7465; Web site: http://www.kff.org. For full text: http://www.kff.org/entmedia/loader.cfm?url=/commonspot/security/getfile.cfm&PageID=22754. N/A 2004 2016-11-21

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Yes Child Care Early Childhood Education Intervention Learning Readiness Parent Education Preschool Children Program Effectiveness Program Evaluation School Readiness Irvine, David J. Reports - Evaluative Smart Start NC Granville County Schools, Oxford, NC. Franklin-Granville-Vance Partnership for Children, Henderson, NC. English This evaluation study examined changes in school readiness among 35 children who participated during the 2002-2003 fiscal year in two programs: (1) Project Family Read, an educational and parent education program operating during the school year for families of children not enrolled in regulated child care in Granville County, North Carolina; and (2) Kinder Camp, a more focused summer readiness program for children from Project Family Read who entered kindergarten in August. Both programs are supported through Smart Start funds. The measure of school readiness was the Cognitive/Language Profile of the Early Screening Profiles. Pretests were given soon after children's entry into Project Family Read, and posttests were given during the final week of Kinder Camp. Children's scores were converted into age equivalents (AE) for comparison with the children's chronological ages (CA). Results indicated that the average pretest AE was approximately 55 months, almost equivalent to the average CA at the time. The average posttest AE was approximately 70 months, in comparison to the average CA of about 63 months. Every child made a gain in AE score on the Cognitive/Language Profile. The results were consistent with those obtained in two previous years in which the average gain in AE scores was approximately double the change in CA between the children's entrance to Project Family Read and the end of Kinder Camp. The findings reinforce the conclusion that Project Family Read and Kinder Camp are effective in improving the readiness of children for kindergarten. (KB) ED482303 The Impact of Participation in Project Family Read and Kinder Camp on Children's Readiness for School, 2002-2003. 2003-09-00 Policymakers 5 Franklin-Granville-Vance Partnership for Children, P.O. Box 142, Henderson, NC 27536. Tel: 252-433-9110; Fax: 252-433-9230. N/A 2004 2016-11-21

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Yes Accountability Child Care Child Care Quality Child Caregivers Early Childhood Education Educational Environment Educational Practices Educational Quality Parent School Relationship Partnerships in Education Preschool Curriculum Preschool Teachers Professional Development Program Administration Program Implementation Program Improvement School Community Relationship Self Evaluation (Groups) State Standards Student Evaluation Guides - Non-Classroom Maryland Project Head Start Maryland Maryland State Dept. of Education, Baltimore. English As public schools collaborate with the Head Start and child care communities to improve the quality of early childhood education and care, practitioners working with young children need guidance and support in implementing best practices in early learning. This manual provides guidance to teachers engaged in improving their programs in concert with using the Maryland-developed Standards for Implementing Quality Early Learning Programs for self-appraisal or validation. The manual provides brief descriptions of practices in early learning programs based on research and current literature. The descriptions are aligned with each of the Standards' indicators and include references to relevant literature for further study. Following introductory remarks, the remainder of the manual presents the standards in the areas of: (1) program administration (mission statement, personnel, program continuity, and program accountability); (2) program operation (environment, curriculum, instruction, and assessment); and (3) home-school-community partnership. (Contains 13 references.) (KB) ED482304 Standards for Implementing Quality Early Learning Programs: Manual of Best Practices To Implement Quality Early Learning Programs. 1998-00-00 Administrators Practitioners Teachers 21 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 410-767-0027; Fax: 410-333-2017; Web site: http://www.msde.state.md.us. N/A 2004 2016-11-21

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Yes Academic Standards Beginning Reading Beginning Writing Behavior Standards Developmentally Appropriate Practices Early Childhood Education Educational Practices Emergent Literacy Preschool Curriculum Primary Education Reading Instruction Reading Motivation State Standards Student Evaluation Teacher Student Relationship Writing Instruction Young Children Guides - Non-Classroom Evidence Based Practice New York New York New York State Education Dept., Albany. English The New York State Education Department has adopted the national reading goal that all children will be able to read independently and well by the end of Grade 3. Building on previous English language arts documents of the Department, this document provides teachers with additional specificity regarding the early literacy skills that students should know and be able to demonstrate in grades prekindergarten through 3. The document is presented in three sections. Section 1 delineates early literacy competencies in reading, writing, listening, and speaking. Section 2 summarizes the major findings of reading research regarding effective early reading and language arts practices, offers examples of instructional activities consistent with these recommendations, and contains references with additional instructional examples. Teachers are encouraged to use ongoing diagnostic assessments to inform their instruction. Section 3 presents strategies for achieving the English language arts standards. Each section is organized by grade level for prekindergarten/kindergarten, Grade 1, Grade 2, and Grade 3. (Contains 70 references.) (KB) ED482305 Early Literacy Guidance: Prekindergarten - Grade 3. 2002-00-00 Practitioners Teachers 81 New York State Department of Education, Education Building, 89 Washington Avenue, Albany, NY 12234. Tel: 518-474-3852; Web site: http://www.nysed.gov. For full text: http://www.emsc.nysed.gov/ciai/ela/early.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Child Health Child Safety Creative Development Creative Expression Developmentally Appropriate Practices Educational Environment Educational Quality Guidelines Interpersonal Competence Language Arts Mathematics Education Physical Development Preschool Curriculum Preschool Education Social Development State Curriculum Guides State Standards Student Motivation Reports - Descriptive Oklahoma Program Characteristics Oklahoma Oklahoma State Dept. of Education, Oklahoma City. English This document presents curriculum guidelines intended for use as a recommended curriculum for children attending early childhood programs in Oklahoma. The introductory section describes critical characteristics of quality early childhood programs, noting that early childhood programs should be appropriate for the age, developmental level, and special needs of each child and that the learning environment should foster all areas of development and provide the challenge to learn for all children. The remainder of the document presents standards in the following areas: (1) approaches to learning; (2) creative skills; (3) language arts; (4) mathematics; (5) health, safety, and physical development; (6) science; (7) social and personal skills; and (8) social studies. Indicators of progress for each standard are delineated. A glossary of relevant terms completes the document. (KB) ED482306 Oklahoma Pre-Kindergarten Curriculum Guidelines. 2003-07-24 Administrators Practitioners Teachers 14 Oklahoma State Department of Education, 2500 North Lincoln Boulevard, Oklahoma City, OK 73105-4599. Tel: 405-521-2293; Fax: 405-522-5393; Web site: http://www.sde.state.ok.us. For full text: http://www.sde.state.ok.us/publ/pass.html. N/A 2004 2016-11-21

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Yes Accountability Child Development Developmentally Appropriate Practices Early Childhood Education Educational Objectives Educational Philosophy Educational Quality Elementary School Students Family School Relationship Partnerships in Education Preschool Children Preschool Curriculum Preschool Evaluation Preschool Teachers Primary Education Program Evaluation State Standards Student Evaluation Guides - Classroom - Teacher Guides - Non-Classroom Michigan Michigan Michigan State Board of Education, Lansing. English Recognizing the value and need for quality early childhood education programs for children ages four through eight years, the Michigan State Board of Education appointed an ad hoc committee to develop standards of quality. Based on the draft developed by this committee, this standards guide is designed to assist administrators, teachers, and parents in developing high quality early childhood education programs for children and assist local administrators in their efforts to implement the state mandates for the Core Curriculum. The outcomes recommended elaborate on the Model Core Curriculum Outcomes, with specific emphasis on early childhood developmentally appropriate practices. Critical program components are presented as distinct areas for which standards have been established, used to define quality, and recognized as determinants of expected program outcomes. The critical components are: (1) statement of philosophy; (2) accountability; (3) coordination, cooperation, and program support, including funding, instructional staff, and administrative/supervisory personnel; (4) family and community collaboration; (5) child development; (6) curriculum, including climate and strategies and content areas; and (7) assessment and evaluation of program goals and learner outcomes. The content areas of the curriculum are: (1) cognitive development; (2) mathematics; (3) science; (4) creative arts; (5) language arts; (6) physical development; (7) health, nutrition, and safety; (8) social and emotional development; and (9) social studies. Within the first five critical components and the climate and strategies area of the curriculum component, standards are delineated with accompanying criterion, quality indicators, and supporting references. Included within the content areas of the curriculum component are learner outcomes, indicators, suggested instructional strategies, and relevant references. The assessment and evaluation of program goals and learning outcomes component includes standards, indicators, suggested strategies, and supporting references. Appended is a glossary of relevant terms. (KB) ED482307 Early Childhood Standards of Quality for Prekindergarten through Second Grade. 1992-12-15 Administrators Practitioners Teachers 132 Office of School Excellence, Early Childhood and Parenting Program, Michigan State Department of Education, P.O. Box 30008, Lansing, MI 48909. Tel: 517-373-8483; Fax: 517-335-0592. N/A 2004 2016-11-21

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Yes Administrator Education Doctoral Degrees Doctoral Programs Higher Education Instructional Leadership Laboratory Training Toma, J. Douglas Opinion Papers Speeches/Meeting Papers English This paper discusses the Ed.D. and the Ph.D. in Education degrees. Both degrees socialize students into a profession based in service, that enjoys autonomy, and that is grounded in a knowledge base. However, the Ed.D. prepares administrators for professional practice through a practical curriculum, and the Ph.D. concentrates on training faculty and researchers. The ideal is a clear difference between the two degrees, with the Ed.D. training researching professionals and the Ph.D. training professional researchers. This distinction, however, has long been a fiction across U.S. higher education programs. The focus of this essay is that most higher education programs err by using the Ph.D. to prepare administrators, either by preparing them through the wrong means or by labeling Ed.D. training as the Ph.D. Drawing real distinctions between the two degrees is a necessary starting point to move education closer to other professional fields. Ed.D. programs can be more nontraditional and can use new formats that serve students better. The Ed.D. lends itself to the case method, as in law and medicine, and thus to innovation in teaching. Steps toward differentiating the two degrees have been taken at the University of Pennsylvania. In essence, that university has addressed the issue of inputs in differentiating between the two programs, but concerns related to process and outcomes remain. (Contains 37 references.) (SLD) ED482308 Legitimacy, Differentiation, and the Promise of the Ed.D. in Higher Education. 2002-11-00 29 N/A 2004 8/20/2004 00:36:07 RIEJUL2004 Paper prepared for the Annual Meeting of the Association for the Study of Higher Education (Sacramento, CA, November 21-24, 2002).

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Yes College Role College Students Disabilities Family Role Higher Education Planning Self Determination Student Role Field, Sharon Guides - Non-Classroom George Washington Univ., Washington, DC. HEATH Resource Center. English This fact sheet emphasizes the importance of self-determination in effective transition planning for students with disabilities, their families, teachers, and service organizations. Encouraging student self-determination is a key component of quality transition programming, and the importance of self-determination is underscored in the Individuals with Disabilities Education Act legislation and amendments. Guidelines are provided so that schools, families, and adult agencies can promote student self-determination. (SLD) ED482309 Self Determination; Assuming Control of Your Plans for Postsecondary Education. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 5 N/A 2004 8/20/2004 00:36:10 RIEJUL2004 H326H010005

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Yes Academic Accommodations (Disabilities) College Students Compliance (Legal) Disabilities Federal Legislation Higher Education Legal Responsibility Rothstein, Laura Reports - Descriptive Individuals with Disabilities Education Act Individuals with Disabilities Education Act George Washington Univ., Washington, DC. HEATH Resource Center. English In spite of almost 30 years of judicial and federal agency interpretation, the issues facing colleges and universities with respect to students with disabilities have become increasingly complex, in part because of the increasing number of college-ready students with disabilities and the expectations they bring to higher education. Many such students do not understand that educators in K-12 have very different obligations than those in higher education. Colleges only have an obligation to ensure that qualified applicants and students with disabilities have access to the colleges program and are provided necessary academic adjustments, including auxiliary aids and services. The burden is on the student to make known the disability and to provide and pay for appropriate documentation in a timely manner. The institution, unlike K-12 education, is not required to provide programming, such as specialized tutoring. High schools are now required to counsel parents and students that the burden of identifying the students disability and needs shifts after high school. At the same time, college and university administrators need to be aware of student expectations. Higher education administrators would be wise to anticipate and avoid challenges resulting from students erroneous conceptions about the legal requirements of K-12 institutions compared with those of higher education institutions. (SLD) ED482310 Students with Disabilities and Higher Education: A Disconnect in Expectations and Realities. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Adults College Students Higher Education Language Impairments Learning Disabilities Resources Comstock, Renee Kamara, Carol A. Reports - Descriptive George Washington Univ., Washington, DC. HEATH Resource Center. English A language/learning disability (LLD) is a disorder that may affect the comprehension and use of spoken or written language as well as nonverbal language, such as eye contact and tone of speech in both adults and children. Most research, treatment, and support resources emphasize childhood LLD, but the problems do not disappear once a person has reached adulthood. Many people with LLD can use intelligence to cover their difficulties, but other adults need guidance, resources, and professional treatment by speech-language pathologists and others to assist them with their disability. This paper outlines some areas in which LLD problems are apparent and identifies some specific skill breakdown patterns. The paper also provides some resources and tips for adults with LLD, including suggestions about reviewing job descriptions when applying for employment. (SLD) ED482311 Adult Language/Learning Disability: Issues and Resources. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 7 N/A 2004 8/20/2004 00:36:15 RIEJUL2004 H326H010005

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Yes Admission Criteria Affirmative Action College Admission Court Litigation Diversity (Student) Federal Courts Medical Schools Minority Groups School Policy Selective Admission Guides - Non-Classroom Gratz et al v Bollinger et al Grutter et al v Bollinger et al Supreme Court Gratz et al v Bollinger et al Grutter et al v Bollinger et al Association of American Medical Colleges, Washington, DC. English This document, which is not legal advice, has been designed to help medical schools work with legal counsel to put into practice the rulings from two Michigan court cases that provide tools for enhancing medical school diversity and outline the contours of a race-conscious/ethnicity-conscious admissions policy likely to pass legal muster. The document focuses on using the diversity rationale in building race-conscious/ethnicity-conscious admissions policies. It offers: (1) brief summaries with an analysis of both Grutter v Bollinger, et al. (the law school case) and Gratz et al. v. Bollinger et al. (the undergraduate case); (2) policy considerations associated with the U.S. Supreme Court rulings in these cases; (3) a list of considerations to help medical schools think about how to implement narrowly tailored, race-conscious/ethnicity-conscious admissions policies or assess existing policies; and (4) appendices that include historical highlights of affirmative action in education and selected references for readers to obtain more information about how the Court ruled and the implications of its rulings. With the Supreme Court rulings an important mechanism for promoting diversity has been preserved, although opponents of affirmative action will continue to challenge institutions that use race-conscious/ethnicity-conscious policies. (Contains 40 references.) (SLD) ED482312 Assessing Medical School Admissions Policies: Implications of the U.S. Supreme Court's Affirmative-Action Decisions. 2003-00-00 29 For full text: http://www.aamc.org/morediversity. N/A 2004 2016-11-21

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Yes Clinical Teaching (Health Professions) Curriculum Development Graduate Medical Education Health Services Integrated Curriculum Reports - Descriptive Association of American Medical Colleges, Washington, DC. English The American Association of Medical Colleges (AAMC) appointed a task force in November 1999 to examine how AAMC member institutions and others were developing, and could develop, new ways to integrate education and patient care. Mechanisms were identified that would aid in reorienting residency programs to education, rather than services. These were: (1) re-engineering services to incorporate new medical technologies, greater efficiencies, and other improvements in quality and cost-effectiveness; (2) introducing new educational technologies, such as virtual surgery; (3) selectively shifting some resident tasks to nurses and other personnel, creating new patient care teams; (4) adding content and implementing a graduate medical education (GME) core curriculum at the institutional level; (5) changing resident supervision and resident responsibilities in response to Medicare requirements; and (6) expanding educational opportunities in outpatient and other non-hospital settings. Appendix A contains some examples of clinical or educational redesign that balances education and service, and appendix B lists experts consulted. (SLD) ED482313 Integrating Education and Patient Care. Observations from the GME Task Force. 2003-00-00 19 N/A 2004 8/20/2004 00:36:20 RIEJUL2004

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No Beliefs College Students Higher Education Spiritual Development Spirituality Student Attitudes Student Surveys Astin, Alexander W. Astin, Helen S. Reports - Research Tolerance Higher Education Research Inst., Inc., Los Angeles, CA. English This is the first in a series of reports on a national study of college students spiritual development currently being conducted at the Higher Education Research Institute. The results are derived from a sample of 3,680 undergraduates attending 46 diverse colleges and universities across the United States. Each student completed a specially designed followup questionnaire in spring 2003 (the junior year in college) in addition to an extensive survey when they first entered college 3 years earlier. Substantial numbers of third-year undergraduates express a strong interest in spiritual matters. More than half place a high value on "integrating spirituality into my life" and more than two-thirds report that they have had a spiritual experience. Three-fourths believe that "we are all spiritual beings." Only 12% said that they did not consider themselves to be on a spiritual quest. In spite of this high degree of personal religious commitment, most students also demonstrate a substantial degree of religious tolerance and acceptance of nonbelievers. About one student in five evidences a high degree of religious and spiritual skepticism, but most students appear to have achieved a relatively high level of "spiritual equanimity." (SLD) ED482314 Spirituality in College Students: Preliminary Findings from a National Study. 2003-00-00 John Templeton Foundation, Radnor, PA. 7 Higher Education Research Institute, 3005 Moore Hall, Box 951521, Los Angeles, CA 90095-1521. Tel: 310-825-8331. N/A 2004 2016-11-21

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Yes Academic Degrees Educational Finance Educational Trends Enrollment Higher Education Student Characteristics Student Financial Aid Tables (Data) Tuition Numerical/Quantitative Data Reports - Descriptive New Mexico New Mexico New Mexico Commission on Higher Education. English This annual report describes the recent history of higher education in New Mexico, but it is also intended to provide information useful in preparing for the expanded roles education must play if it is to meet the needs of the state in the coming years. The report begins with summary statements about students and their progress, tuition and financial aid, and public funding of higher education in New Mexico. In 2001, nearly 106,000 students were enrolled in New Mexico's public colleges and universities. Most (54%) were studying on-campus, with the remainder taking courses at off-campus sites. Some 54% of on-campus students are enrolled in community colleges, but since many of these are part-time students, they represent only 44% of the full-time equivalent enrollment. Eighty-seven percent of these enrolled students were New Mexico residents. In the 2000-2001 academic year, New Mexico's public colleges and universities awarded a slightly lower number of degrees (1%) than in 1999-2000; there were 5,405 bachelor's degrees awarded. On average, resident undergraduate students at the states three research universities paid nearly $3,100 in tuition and fees per academic year, and tuition at the three comprehensive universities averaged about $2,232. All six universities raised tuition in the academic year. Students received nearly $310 million in student financial assistance, and of this sum, more than $273 million was awarded from public funding sources. Instructional programs at New Mexico's public postsecondary institutions continue to receive significant support from state funds, as detailed. Data tables contain further detail on each of these areas. (Contains 2 figures and 47 tables.) (SLD) ED482315 The Condition of Higher Education in New Mexico, 2002. 2003-00-00 63 N/A 2004 2016-11-21

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Yes Educational Finance Enrollment Enrollment Trends Higher Education Minority Groups State Programs Student Characteristics Student Financial Aid Tuition Numerical/Quantitative Data Reports - Descriptive New Mexico New Mexico New Mexico Commission on Higher Education. English This document is the annual report of factual information about New Mexico's public colleges and universities and their student customers. It contains demographic information about the students, their completion of degree programs, the tuition and fees paid, and financial aid received by students, and the revenues and institutional expenditures that undergird the diverse educational programs available to New Mexicans. In 2001, nearly 106,000 students were enrolled in New Mexico's public colleges and universities. Most (96%) were studying on-campus, although off-campus enrollments had increased by 11%, continuing the upswing that began in 1998. Fifty-three percent of on-campus students were enrolled in community colleges. Nearly 87% of students enrolled at New Mexico's colleges and universities in fall 2000 were state residents. In the 1999-2000 academic year, New Mexico's public colleges and universities awarded a slightly greater number of degrees than in the previous year, with 5,605 bachelor's degrees and 4,523 associate degrees or certificates. New Mexico students received nearly $290 million in student financial aid in 1999-200, and more than $257 million was awarded from public funding sources. About 84% came from federal sources, and 16% from the state. The instructional programs of the public postsecondary institutions continued to receive significant support from state funds. However, the proportion of the state's general fund available for higher education continued to decline. Further details in each of these areas are presented in data tables. (Contains 2 figures and 39 tables.) (SLD) ED482316 The Condition of Higher Education in New Mexico, 2001. 2001-00-00 60 N/A 2004 2016-11-21

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No College Students Enrollment Enrollment Trends Full Time Equivalency Higher Education Public Colleges Numerical/Quantitative Data New Mexico New Mexico New Mexico Commission on Higher Education. English This document is the annual report of factual information about New Mexico's public colleges and universities and their student customers. It contains demographic information about the students, their completion of degree programs, the tuition and fees paid, and financial aid received by students, and the revenues and institutional expenditures that undergird the diverse educational programs available to New Mexicans. In 2001, nearly 106,000 students were enrolled in New Mexico's public colleges and universities. Most (96%) were studying on-campus, although off-campus enrollments had increased by 11%, continuing the upswing that began in 1998. Fifty-three percent of on-campus students were enrolled in community colleges. Nearly 87% of students enrolled at New Mexico's colleges and universities in fall 2000 were state residents. In the 1999-2000 academic year, New Mexico's public colleges and universities awarded a slightly greater number of degrees than in the previous year, with 5,605 bachelor's degrees and 4,523 associate degrees or certificates. New Mexico students received nearly $290 million in student financial aid in 1999-200, and more than $257 million was awarded from public funding sources. About 84% came from federal sources, and 16% from the state. The instructional programs of the public postsecondary institutions continued to receive significant support from state funds. However, the proportion of the state's general fund available for higher education continued to decline. Further details in each of these areas are presented in data tables. (Contains 2 figures and 39 tables.) (SLD) ED482317 Enrollment at New Mexico Public Post-Secondary Institutions, Fall 2002. 2003-00-00 13 N/A 2004 2016-11-21

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Yes College Faculty Gender Issues Higher Education Sex Differences Rajeswaren, Anita Nimi Dissertations/Theses - Masters Theses Reports - Research Gender Gap Gender Mix English Faculty gender ratios vary considerably across institutions, and past research has shown that certain characteristics of institutions have a significant effect on these gender ratios. Understanding the drivers of faculty gender ratio variation is important since the concentration of women in particular types of institutions contributes to gender differences in earnings, career patterns, and employment outcomes. This study tested the hypothesis, drawn from theories of organizational behavior, that gender ratios of assistant professors are influenced by employers' discriminatory preferences, the gendered composition of the student body, and women's preferences for employment in teaching versus research universities. In addition, it was hypothesized that public institutions and institutions located in highly populated areas would have a greater proportion of female assistant professors. The explanatory variables suggested by the hypothesis were examined using cross-sectional data for 233 research and doctoral universities from two separate years, and a fixed-effects analysis was used to obtain unbiased estimates. Results support all of the hypotheses except for the preference of women for employment in teaching universities. This thesis also attempts to explain the variation in faculty gender ratios across economics departments. It was hypothesized that the departmental model would be more accurate than the institutional model since hiring decisions are made at the departmental level. The results, however, do not support this hypothesis. The implications for future studies of interorganizational variation in faculty gender ratios are discussed. (Contains 13 references.) (Author/SLD) ED482318 Determinants of Faculty Gender Ratios across Institutions and Departments. 2000-05-00 42 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Academic Achievement College Students Disabilities Higher Education Learning Outcomes of Education School Orientation Johnson, Jodi Reports - Research English This study assessed the learning outcomes of students with disabilities who attended the "New Student Orientation Program" at California State University, Northridge in the fall 2003 semester. Forty-two students completed a locally developed pretest and posttest that contained 25 core questions. These questions covered the content areas of accommodation services provided, student advocacy, office location, and timelines to acquire accommodations. A comparison of the pretest scores to the posttest scores demonstrates that students' knowledge about the content increased by 12% overall. However, the students scored lower on the posttest in the five accommodation service areas. A "freshman" subgroup scored lower in three additional content areas. Further study is required to determine the cause of this score discrepancy. A satisfaction survey was also part of the posttest. It indicated that 98% of the students were satisfied with the program. Although this rating is high, several program changes were recommended to ensure higher levels of learning. These included consistent use of language, more one-on-one program time, and ensuring that content areas are covered thoroughly. The pretest and posttest are attached. (Contains 21 references.) (SLD) ED482319 An Assessment of Learning Outcomes for an Orientation Program for Students with Disabilities. 2003-10-31 33 N/A 2004 8/20/2004 00:36:35 RIEJUL2004

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Yes Academic Persistence College Students Higher Education School Holding Power Service Learning Theories Mundy, Meaghan Eyler, Janet Reports - Descriptive Tinto (V) Tinto Theory English This paper describes and explores key parallels between college student retention theory and service-learning to better inform the practices of each. Service learning encompasses the various pedagogies that link community service and academic study so that each strengthens the other. It is a form of experiential education in which students engage in activities that address human and community needs together with structured opportunities designed to promote student learning and development. Service learning is a good fit with the interactionalist theory of V. Tinto and theories of retention in general because it provides multiple, meaningful connections between students, faculty, and community in ways that allow for diversity. The bonds service learning can promote appear to contribute to social integration. The paper presents 10 guidelines that combine what is known about service learning and retention to inform and extend both. As the guidelines are implemented, the key appears to be a provision of sound research that reinforces what appear to be logical connections between retention theory and service learning. (Contains 35 references.) (SLD) ED482320 Service-Learning & Retention: Promising Possibilities, Potential Partnerships. 2002-00-00 21 N/A 2004 2016-11-21

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Yes Agency Cooperation Culturally Relevant Education Distance Education Early Childhood Education Educational Strategies Elementary Secondary Education Family English Literacy Interstate Programs Migrant Education Migrant Programs Parent Student Relationship Student Recruitment Salinas, Cinthia, Ed. Franquiz, Maria E., Ed. Books Reports - Descriptive Migrant Education Program AEL, Inc., Charleston, WV. ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This book examines the challenges faced by migrant students and their families and by the educators, recruiters, and other professionals involved in helping these children succeed. Sections focus on the history of advocacy and legislation in migrant education, identification and recruitment, coordination of services, early childhood education, secondary education and credit accrual, parents' influence and participation, technology and distance education, and culturally and linguistically appropriate practices. Special attention is paid to the implications of No Child Left Behind for migrant education. Following a foreword by Leonard Baca and a preface, "Making Migrant Children and Migrant Education Visible," by Cinthia Salinas and Maria E. Franquiz, the chapters are: (1) "A History of Advocacy for Migrant Children and Their Families: More Than 30 Years in the Fields" (Angela Branz-Spall, Al Wright); (2) "The Legislation of Migrancy: Migrant Education in Our Courts and Government" (Eleni Pappamihiel); (3) "Identification and Recruitment: Trends and Issues" (Susan Duron); (4) "Ideas and Strategies for Identification and Recruitment" (Tom Hanley, Ray Melecio); (5) "Migrant Service Coordination: Effective Field-Based Practices" (Priscilla Canales, June Harris); (6) "Casa de la Esperanza: A Case Study of Service Coordination at Work in Colorado" (Maria E. Franquiz, Carlota Loya Hernandez); (7) "An Integrated Approach: Even Start Family Literacy Model for Migrant Families" (Patricia A. Ward, Maria E. Franquiz); (8) "Scholastic Demands on Intrastate and Interstate Migrant Secondary Students" (Jorge J. Solis); (9) "Graduation Enhancement and Postsecondary Opportunities for Migrant Students: Issues and Approaches" (Cinthia Salinas, Reynaldo Reyes); (10) "Bringing the Mountain to Mohammed: Parent Involvement in Migrant-Impacted Schools" (Gerardo R. Lopez); (11) "Against All Odds: Lessons from Parents of Migrant High-Achievers" (Roberto E. Trevino); (12) "Making Connections: Building Family Literacy through Technology" (Rosario Carrillo); (13) "Project SMART: Using Technology to Expand Educational Opportunities for Migrant Children" (Patricia Meyertholen, Sylvia V. Castro, Cinthia Salinas); (14) "Alternative Secondary Mathematics Programs for Migrant Students: Cultural and Linguistic Considerations" (Sylvia Celedon-Pattichis); (15) "Effective Instruction: Integrating Language and Literacy" (Iliana Alanis); (16) "The Challenge of Change: A Gringo Remembers Tough Choices" (Scott A. L. Beck); and (17) "Breaking Through in Migrant Education" (Blandina Cardenas). (Contains references in many chapters and an index) (SV) ED482321 Scholars in the Field: The Challenges of Migrant Education. 2004-00-00 Institute of Education Sciences (ED), Washington, DC. ISBN-1-891677-23-3 278 AEL, Box 1348, Charleston, WV 25325-1348. Tel: 800-624-9120 (Toll Free). N/A 2004 2016-11-21

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Yes Academic Achievement Accountability American Indian Education American Indian Students Educational Testing Elementary Secondary Education High Stakes Tests Standardized Tests Test Bias Test Use Test Validity Testing Problems Tippeconnic, John W., III ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This digest focuses on academic testing and American Indian and Alaska Native (AI/AN) students. Ideally, test results should be used to improve student learning. Proponents of high-stakes testing say it is needed to measure student achievement and school quality and to hold students and teachers accountable. High-stakes testing is also used to publicly compare schools and districts; to determine entrance into particular programs, schools, or colleges; as criteria for promotion or graduation; and to make decisions about resource allocation. Opponents of testing argue that current testing programs do not provide valid or reliable information, especially for low-income and minority students, and have unintended, negative consequences. Nationally, AI/AN students have scored well below White and other minority groups of students on standardized tests of reading, language, and mathematics. Testing of AI/AN students has been a concern for years, as AI/AN cultures and languages were long considered obstacles to achievement, and the performance of White students was the benchmark for all. Standardized tests fail to consider the vast diversity of AI/AN languages and cultures, leading to serious issues regarding cultural bias, content comparability, norming of tests, and test validity. Other issues include environmental factors; student physical or emotional health; risk-taking behaviors of youth; and poorly funded, low-quality schools serving AI/AN students. Nine strategies are listed for improving test scores of special populations, including AI/AN students. (SV) ED482322 The Use of Academic Achievement Tests and Measurements with American Indian and Alaska Native Students. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 12 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes Cost Effectiveness Disadvantaged Schools Economically Disadvantaged Educational Change Educational Finance Educational Strategies Elementary Secondary Education Resource Allocation Rural Schools Small Schools Roellke, Christopher ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English Educators are under increasing pressure from policymakers and the public to demonstrate that educational resources are used in appropriate ways. This demand, coupled with an environment of increased standards and shrinking budgets, is a major challenge to rural, small, and low-income schools. This digest reviews contemporary research on resource allocation issues in rural and small schools. Structural constraints that can complicate the resource allocation process for rural and small schools include fragmented school schedules; federal and state guidelines for curriculum offerings, teacher certification, and special services; inflexible job definitions for teachers; and specialized programs that may be peripheral to the academic mission. Meta-analyses and literature reviews have shown a high level of inconsistency across studies of the cost-effectiveness of various educational investments such as class-size reduction and teacher salaries. Policymakers and school leaders may find guidance and support for meeting the challenges of resource allocation through creative reallocation of existing resources, consideration of successful whole-school reform models, and pursuit of nontraditional revenues and new funding streams targeted explicitly for rural, small, and low-income schools. (SV) ED482323 Resource Allocation in Rural and Small Schools. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 12 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes American Indian Education Cultural Education Educational Attitudes Elementary Secondary Education Higher Education Indigenous Personnel Native Language Instruction Preservice Teacher Education School Surveys Student Teacher Attitudes Teacher Education Programs Teacher Shortage Tribally Controlled Education Manuelito, Kathryn D. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English Since 1975, the political climate has increasingly supported the inclusion of American Indian culture and language in Native education and the training of Native teachers. Native teachers enhance the teacher-student relationship for Native students, are role models for Native youth, and are aware of Native learning styles. The ongoing Native Educators Research Project, examining how language and culture are included in the education of American Indian, Alaska Native, and Hawaiian teachers, surveyed 238 students in 27 Native teacher preparation programs and interviewed program administrators. Although most programs articulated a focus on Native language and culture, course contents and requirements often did not reflect that intent. About half the respondents reported that they spoke and understood their Native language and were knowledgeable about their Native culture. About a third could write in their Native language. Nearly all respondents felt that Native language and culture should be included in the schooling of Native children, but only about a quarter felt prepared to teach their Native language, English as a second language, or bilingual education. While more than half felt prepared to teach multicultural education, only about a quarter felt prepared to teach Native culture. Seventy percent of respondents felt prepared to use cooperative/group instructional strategies, but only 40 percent felt prepared in the area of Native learning styles. (TD) ED482324 Building a Native Teaching Force: Important Considerations. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 12 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes American Indian Culture American Indian Education Cultural Awareness Culturally Relevant Education Educational Environment Educational Needs Educational Strategies Elementary Secondary Education Holistic Approach Student School Relationship Teacher Attitudes Teacher Expectations of Students Pewewardy, Cornel Hammer, Patricia Cahape ERIC Publications ERIC Digests in Full Text ERIC Digests Transformative Education ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English Culturally responsive teaching cannot be approached as a recipe or series of steps that teachers can follow to become effective with American Indian and Alaska Native (AI/AN) students. Instead, it relies on the development of certain dispositions toward learners and a holistic approach to curriculum and instruction. This digest draws on a five-part conceptual framework first derived from the broader multicultural literature by Phuntsog and ties these concepts to recent research in AI/AN education. This framework reflects elements that researchers found to be crucial to culturally responsive education: (1) cultural literacy (teachers' knowledge of Native cultures and history and awareness of Native learning styles); (2) teachers' self-reflection and analysis of their own attitudes, beliefs, and stereotypes; (3) caring, trusting, and inclusive classrooms; (4) actions of the school that model respect for diversity, Indigenous knowledge, and alternative ways of knowing; and (5) a transformative curriculum that promotes critical thinking and the advancement of society toward equality of opportunity and social justice. (SV) ED482325 Culturally Responsive Teaching for American Indian Students. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 14 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes Alaska Natives American Indian Education American Indians Child Development Child Health Disability Identification Early Childhood Education Intelligence Quotient Screening Tests Special Education Young Children Hammer, Patricia Cahape Demmert, William G., Jr. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English This digest reports on the very limited research that has focused specifically on early childhood issues in American Indian and Alaska Native (AI/AN) health, development, and education. Extant research focuses primarily on infant mortality, birth weight and growth, obesity, and hearing and speech. Beginning in 1985, a longitudinal study called the Flower of Two Soils investigated intellectual development, mental health, and academic achievement among young Native children. Various reports based on this study looked at differences in IQ scores between Native and non-Native children; the influences of poverty, poor prenatal care, English-language skills, and parental educational attitudes on those differences; and the possible relationship of culture to symptoms of hyperactivity and attention deficit disorders. Other studies have evaluated various approaches to assessing language-learning disabilities in young Native children who may have limited English-language skills. The ongoing Early Childhood Longitudinal Survey, which includes an oversample of AI/AN children entering kindergarten, is conducting a thorough study of AI/AN early childhood health, development, and education. (SV) ED482326 American Indian and Alaska Native Early Childhood Health, Development, and Education Assessment Research. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 12 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes Adolescent Development Adult Education Basic Skills Career Academies Career Education Disadvantaged Youth Education Work Relationship High Risk Students Integrated Services Nontraditional Education Out of School Youth Outcomes of Education Program Effectiveness Psychoeducational Methods Secondary Education Social Support Groups Student Characteristics Youth Opportunities Youth Problems Youth Programs Kerka, Sandra ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Educators are considering ways to help youth identified as "at-risk" succeed in school and beyond. Alternative programs (AP) can be effective environments for students who may not fit the mainstream mold and need additional support. Effective AP use a holistic approach that encompasses social, academic, psychological and career-related needs. The following eight factors consistently recur in research reports and descriptions of effective AP: (1) caring, knowledgeable adults; (2) a sense of community; (3) an assets approach; (4) respect for youth; (5) high expectations for academic achievement and responsible behavior; (6) holistic, comprehensive, multidimensional developmental curriculum; (7) authentic, engaging learning that connects school and work; and (8) support and long-term followup services. Some examples of AP include: career academies (small learning communities that engage students by focusing on career interests and rigorous academics that reflect high expectations); YouthBuild USA (program features include supportive peer-group communities, community service, culturally appropriate curricula, youth leadership, and follow-up through alumni clubs and support services such as information, counseling, and job placement); and Bridge over Troubled Waters (comprehensive programs and services include nontraditional outreach, runaway services, a preemployment program reflecting an assets approach, health education/peer counseling, parenting support, and a program for youth with developmental disabilities). (CG) ED482327 Alternatives for At-Risk and Out-of-School Youth. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Academic Education Academic Persistence Associate Degrees Bachelors Degrees Colleges Education Work Relationship Educational Certificates Educational Indicators Educational Trends Employment Level Employment Potential Employment Statistics Graduation Rate Longitudinal Studies Outcomes of Education Postsecondary Education Salary Wage Differentials Sex Differences Technical Education Vocational Education Wonacott, Michael E. ERIC Publications High School and Beyond (NCES) National Education Longitudinal Study 1988 Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English In 1970, 55 percent of the US population over age 25 had completed high school or some college and 11 percent had completed 4 or more years of college; by 1999, those figures had reached 83 percent and 25 percent, respectively. A comparison between 1982 and 1992 high school seniors found more completing some postsecondary credits (from 53 percent to 76 percent) and higher percentages completing degrees (from 27 percent completing an associate degree or higher to 29 percent completing a bachelors degree or higher). College offers a payoff in terms of lower unemployment and higher wages and the benefits increase with higher levels of education. An analysis of postsecondary technical certificates, academic and technical associate degrees and baccalaureate degrees shows that field of study, gender, related employment and program completion all have different effects on employment outcomes. However, many students enter but do not complete college, often because of inadequate academic preparation in high school. Analysts agree that some postsecondary training is essential for success in the workplace and that appropriate academic preparation for college is critical. For students lacking the academic foundations, a technical certificate or associate degree may be a wiser investment than attempting but failing to complete a bachelors degree. (CG) ED482328 Everyone Goes to College. Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) Adult Development Adult Education Adult Educators Adult Learning Adult Students Basic Skills Cognitive Style Educational Environment Learning Strategies Lifelong Learning Postsecondary Education Secondary Education Student Attitudes Student Educational Objectives Teacher Attitudes Teacher Student Relationship Teaching Methods Teaching Styles Vocational Education Brown, Bettina Lankard ERIC Publications ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Teaching styles reflect the beliefs and values that teachers hold about the learners' role in learning; learning styles provide insight into the ways learners perceive, interact with and respond to the environment in which learning occurs. Many teachers teach in the way they were taught which usually can be characterized as field independent (content oriented, formal teaching methods, less student involvement, structured class activities); a style that can work well with students who are field dependent (prefer structure and guidance from the teacher). When students' learning preferences match their instructor's teaching styles, student motivation and achievement usually improve, but some students may do better with a learning/teaching style mismatch. Learners need to become better all-around learners by adapting their learning style to non-preferred teaching styles. Teachers can become more flexible by being willing to change their view of the role of students. The following five perspectives on teaching can help teachers to identify, articulate, and justify their teaching approaches: (1) transmission (focus on content, teacher directed); (2) developmental (values students' prior knowledge, directs students to develop more complex understandings); (3) apprenticeship (authentic tasks in real world settings); (4) nurturing (focus on interpersonal elements and students' emotional and intellectual needs); and (5) social reform (relate ideas explicitly to the lives of the students). (CG) ED482329 Teaching Style vs. Learning Style. Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 8/20/2004 00:37:01 RIEJUL2004 ED-99-CO-0013

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Yes Business Cycles Career Development Decentralization Economic Change Economic Climate Economic Impact Employer Employee Relationship Employment Potential Employment Qualifications Information Technology Job Skills Labor Force Development Lifelong Learning Organizational Change Organizational Culture Postsecondary Education Productivity Technological Advancement Unemployment Vocational Maturity Brown, Bettina Lankard ERIC Publications Career Patterns Information Economy ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The "New Economy" implies a society in which information/communication technology is changing the nature of the workplace and contributing to more efficient and productive practices geared toward improving the quality of products and services. Recent events such as the collapse of dot.coms and corporate scandals have led some to doubt that the promises were based on anything substantial. Do productivity gains support the promises of the New Economy? Although there are signs of economic recovery, many remain jobless, and some believe that the recent surge in consumer spending is temporary and is not accompanied by steady improvement in the labor market. Are companies positioning themselves for an economic rebound? There is evidence that some companies are changing production practices and work organization, which some believe are signs of the New Economy. Does the New Economy demand a top-notch work force? Efficient and effective use of information technology and the capacity for lifelong learning are characteristics of the kinds of workers many employers now require. Are new technologies creating the most jobs? Some contend that the New Economy is not about job creation, but about the use of enhanced technology to perform work. Finally, the New Economy is characterized by the decentralization of economic power and opportunities. Portfolio careers and career resilience may be hallmarks of the New Economy's work force. (Contains 14 references.) (SK) ED482330 The "New Economy": Real or High-Tech Bubble? Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Education Adult Educators Evaluation Problems Inquiry Inservice Teacher Education Instructional Effectiveness Outcomes of Education Professional Continuing Education Professional Development Professional Training Reflective Teaching Teacher Collaboration Teacher Effectiveness Teacher Improvement Teacher Researchers Teaching Methods Transformative Learning Workshops Kerka, Sandra ERIC Publications Impact Evaluation Reflective Inquiry Critical Reflection ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English An evidence-based connection between adult educator professional development (PD) and learner outcomes is difficult to document, yet there is an intuitive assumption that professional development is linked to better teaching and learning outcomes. The field appears to be shifting away from one-shot PD to practitioner engagement in sustained, collaborative knowledge construction. PD workshops have many limitations, such as location, time, and costs. Single workshops may be a useful way to provide information and raise awareness of issues, but changes in behavior and practice require longer-term approaches. Collaborative practitioner inquiry/research is being used extensively in PD in adult basic education, and evaluations have demonstrated significant changes in practice. However, such approaches are difficult to implement on a large scale, and their effects are subject to numerous other influences. Rather than asking which PD method or model is more effective, professional development should be considered a transformative process of critical reflection that leads to thinking and acting differently. How to demonstrate the impact of professional development on learning outcomes is in dispute. Using learner achievement as a measure is problematic, because factors associated with the practitioners, learners, programs, and PD system also influence outcomes. A more inclusive definition of PD and a broader conception of impact can help in assessing the effectiveness of professional development. (Contains 16 references.) (SK) ED482331 Does Adult Educator Professional Development Make a Difference? Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Education Career Change Career Development Cross Cultural Training Economic Change Education Work Relationship Educational Attainment Employment Level Employment Potential Globalization International Trade Job Skills Lifelong Learning Occupational Mobility Overseas Employment Postsecondary Education Salary Wage Differentials Technological Advancement Temporary Employment Unemployment Brown, Bettina Lankard ERIC Publications Career Paths Contingent Employment Outsourcing ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Is the positive potential of globalization being realized? Are transnational careers becoming a reality? What effects are uncertainty and continuous change having on career development? There is evidence that a growing number of companies are exporting both blue- and white-collar jobs overseas, although some contend that it is new technologies that have reduced the demand for more workers by increasing productivity. Some believe that jobs in fields where the level of expertise is high will remain in the United States. Workers who have high levels of education and skill may be more able to reap career benefits from global integration than those with only high school education or less. Lifelong learning is touted as a key to employability. Globalization's effects may be seen in increasingly lateral career paths, work that is increasingly portfolio centered rather than position centered, and an increase in contingent and temporary employment. Besides educational attainment and occupational proficiency, employment in a globalized world will require understanding and appreciation of a wide variety of cultures and the ability to work cooperatively and collaboratively in teams and across cultures. (Contains 18 references.) (SK) ED482332 Effects of Globalization on Careers. Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy Basic Skills Economic Development Educational Philosophy Educational Principles Employer Attitudes Employer Employee Relationship Employment Opportunities Federal Programs Functional Literacy Globalization Job Skills Labor Force Development Public Policy Skill Obsolescence State Programs Teaching Methods Work Environment Workplace Literacy Imel, Susan ERIC Publications Contextual Learning Equipped for the Future National Workplace Literacy Program Workforce Investment Act 1998 Workforce Investment Act 1998 ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Workplace literacy was the focus of attention during the era of the National Workplace Literacy Program (NWLP), funded by the U.S. Department of Education from 1988-1996. Since then, it has not disappeared, in part because recent legislation such as the Workforce Investment Act (WIA) and Welfare Reform Act has increased the work-related focus of adult basic and literacy education. At the national level, projects such as the National Institute for Literacy's Equipped for the Future are signs of continued federal attention to workplace literacy. Much of the leadership now resides at the state level. At the local level are WIA and union-funded programs. What is missing, however, is leadership and support from policy makers and funders. During the NWLP era, two instrumental assumptions were as follows: (1) a direct relationship exists between inadequate basic skills and economic problems and (2) the functional context approach is the most effective way of improving basic skills. However, assumptions about the relationship between individual skills and the economy tend to overlook such factors as globalization, how organizations structure work, and social and economic policies. Alternatives to functional context such as participatory and sociocultural approaches are being advocated. Since NWLP ended, there is still a great deal of workplace literacy activity, and adult educators are still dealing with many of the same issues. (Contains 14 references.) (SK) ED482333 Whatever Happened to Workplace Literacy? Myths and Realities. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Academic Achievement Apprenticeships Cooperative Education Education Work Relationship Experiential Learning Outcomes of Education Partnerships in Education Program Effectiveness School Business Relationship Secondary Education Vocational Education Work Environment Work Experience Programs Brown, Bettina Lankard ERIC Publications ERIC Digests in Full Text ERIC Digests Work Based Learning Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Work-based learning (WBL) includes a range of activities that extend beyond traditional cooperative education, such as job shadowing, service learning, internships, and apprenticeships--all of which provide career and technical education (CTE) students with valuable experience in the world of work. Several issues are involved in developing meaningful worksite learning experiences. Employer recruitment and commitment are crucial. High-quality and effective partnerships with employers have the following features: explicit learning outcomes, formal assessment processes, identification of standards, application of appropriate quality assurance and enhancement processes, and recognition through the awarding of credit or certification. Quality of the teaching staff is another issue. CTE teachers should be prepared to facilitate learning and be effective coaches and mentors by engaging in their own work-based experiences. WBL has been shown to facilitate workplace preparation; however, outcomes related to academic achievement are less clear. Questions used to encourage reflection in collaborative learning programs may help educators find ways to document student learning, not just outcomes related to retention, completion, and placement. Work-based learning helps students to integrate knowledge and experience and gain a broad perspective of the learning and skill development that is required to make successful transitions from school to the workplace or further education. (Contains 15 references.) (SK) ED482334 CTE and Work-Based Learning. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Access to Education Civil Rights Legislation Compliance (Legal) Disabilities Disadvantaged Diversity (Student) Educational Quality English (Second Language) Equal Education Federal Legislation Females High School Students Occupational Segregation Racial Discrimination Secondary Education Sex Fairness Teacher Education Teacher Shortage Vocational Education Scott, Michael L., Ed. Annexstein, Leslie T. Ordover, Eileen L. Esters, Levon T. Bowen, Blannie E. Reeve, Edward M. ERIC Publications Opinion Papers Individuals with Disabilities Education Act Title IX Education Amendments 1972 Barriers to Participation Career and Technical Education Carl D Perkins Vocational Technical Educ Act 1998 Carl D Perkins Vocational and Technical Education Act 1998 Education Amendments 1972 Individuals with Disabilities Education Act Title IX Education Amendments 1972 ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Students in career and technical education programs increasingly represent gender, racial, and cultural diversity. Students with disabilities from a wide range of backgrounds are entering the work force and career and technical education programs. This paper takes a critical look at equity issues in career and technical education. After a brief foreword providing context, the first chapter gives an overview of why career and technical education programs are important for women and girls, with an emphasis on nontraditional education and training along with the barriers faced by female students in career and technical education programs. The second chapter describes a legal framework for developing high-quality, just, and equitable career and technical education systems for individuals with disabilities. A discussion of equity issues involving race and ethnicity comprises the third chapter. Equity issues in career and technical education that face immigrants or those for whom English is a second language are addressed in chapter four. Contains 81 references. (SK) ED482335 Equity Issues in Career and Technical Education. Information Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 51 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Accountability Adult Basic Education Adult Development Adult Learning Adult Literacy Adult Students Educational History Educational Research Family Literacy Federal Legislation Health Education High School Equivalency Programs Literacy Education Numeracy Politics of Education Professional Development Public Policy Special Needs Students Teaching Methods Theory Practice Relationship Belzer, Alisa St. Clair, Ralf Historical Materials ERIC Publications General Educational Development Tests Traumas Workforce Investment Act 1998 Workforce Investment Act 1998 General Educational Development Tests ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English This paper reviews significant events and resources that have emerged since the 1992 publication of "Adult Literacy Education: Current and Future Directions. An Update" by Hanna Fingeret. It analyzes major milestones in research and practice in literacy education that have occurred in the last decade. The paper begins by looking at the current context for doing research, including the legislative influences of the Welfare Reform Act and the Workforce Investment Act. Next, the monograph explores major aspects of the infrastructure that support the field, related to policy, assessment and accountability, and professional development. The next section summarizes and analyzes the state of the field with regard to the following areas of teaching and learning: adult learning and development; instructional strategies; learner engagement; special populations; trauma; reading, writing, and numeracy; teaching for the General Educational Development Test; family literacy; work force literacy; health literacy; and technology. The document concludes with reflections on the ways in which these milestones challenge the development of the field of adult literacy education. Contains 196 references. (SK) ED482336 Opportunities and Limits: An Update on Adult Literacy Education. Information Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 59 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Afrocentrism Andragogy Behaviorism Blacks Constructivism (Learning) Critical Theory Cultural Context Educational Philosophy Gender Issues Immigrants Independent Study Learning Theories Postmodernism Postsecondary Education Race Social Class Theory Practice Relationship Transformative Learning Baumgartner, Lisa M. Lee, Ming-Yeh Birden, Susan Flowers, Doris Guides - Non-Classroom ERIC Publications Knowles (Malcolm S) Self Direction ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The purpose of this monograph is to serve as a primer for practitioners on the foundational theories of adult learning. It begins with an explanation two lenses through which learning theory is viewed: behaviorism and constructivism. The next section defines andragogy and delineates Knowles's five assumptions about adult learners. This is followed by a critique of Knowles's assumptions of andragogy through the eyes of foreign-born adult learners that examines the historic, political, and sociocultural contexts that influenced Knowles. The paper then presents several perspectives on transformative learning theory, describing theoretical approaches and criticisms of the theory. The next chapter discusses definitions, history, philosophical underpinnings, models, and criticisms of self-directed learning. A chapter on critical and postmodern theory explains their historical development, underlying philosophical tenets, and the differences between them. The next chapter examines race and its intersection with class and gender as it applies to learning theory and African Americans' learning processes; it discusses the tenets of Afrocentricity and its role in adult education. The concluding section considers the future of learning theory in adult education. Contains 166 references. (SK) ED482337 Adult Learning Theory: A Primer. Information Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 57 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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No Ability Identification Delivery Systems Elementary Secondary Education Eligibility Gifted Needs Assessment Parent Teacher Cooperation Program Development Program Evaluation Program Implementation Delisle, Jim Lewis, Barbara A. Books Guides - Non-Classroom Reference Materials - Vocabularies/Classifications English This guide is intended for teachers and administrators of programs for gifted students. Following an introductory chapter, six chapters present six survival strategies (sample subtopics in parentheses): (1) set a solid foundation for your program (stating your mission and philosophy, conducting a needs assessment); (2) cast a wide net to identify students (defining your terms, using a range of identification methods); (3) lay the groundwork for a well-structured program (four steps, such as noting "gifted gaps," setting program goals, and establishing program structure); (4) plan programming you can build on (gifted services in the regular classroom, special classes for gifted students, special schools for gifted students, and other options); (5) plan and conduct ongoing evaluation (identifying purpose and participants in the evaluation, reporting and using the results); and (6) strengthen your program by communicating and building relationships (keeping the program visible, supporting gifted students' social and emotional needs, addressing parents' concerns). Also provided is a "Who's Who in Gifted Education," a list of key players past and present and a glossary of terms. Additional resources are organized into those for educators, parents and gifted students; organizations; and publishers of gifted education materials. (Individual chapters contain references.) (DB) ED482338 The Survival Guide for Teachers of Gifted Kids: How To Plan, Manage, and Evaluate Programs for Gifted Youth K-12. 2002-09-00 ISBN-1-57542-116-X Administrators Practitioners Teachers 176 Free Spirit Publishing Inc., 217 Fifth Ave. North, Ste. 200, Minneapolis, MN 55401-1299 ($24.95). Tel: 800-735-7323 (Toll Free); Tel: 612-338-2068; Fax: 612-337-5050; e-mail: help4kids@freespirit.com; Web site: http://www.freespirit.com. N/A 2004 8/20/2004 00:37:21 RIEJUL2004

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No Academic Achievement Black Stereotypes Black Youth Educational Discrimination Educational History Educational Strategies Elementary Secondary Education Environmental Influences Gifted Racial Discrimination Self Concept Social Attitudes Underachievement Perry, Theresa Steele, Claude Hilliard, Asa G., III Books Information Analyses Opinion Papers African Americans English In three linked but separate essays, this book explores how African-American students experience school in a society that has historically devalued their intellectual abilities. It calls for a new understanding of the unique obstacles black students face in American schools and points to a variety of educational practices that can mitigate those challenges and promote academic excellence. In the first essay, Theresa Perry argues that African-American students face dilemmas, founded in the experience of race and ethnicity in America, that makes the task of achievement distinctive and difficult. The essay discusses an African-American philosophy forged against such obstacles and capable of addressing them by reading African-American narratives. In the second essay, Claude Steele reports empirical psychological evidence that when black students believe they are being judged as members of a stereotyped group they do worse on tests. The subtle psychology of "stereotype threat" is analyzed and the implications of research for education are discussed. The final essay, by Asa Hilliard, argues against a variety of false theories and misguided views of African-American achievement and focuses on actual schools, programs, and teachers around the country that allow African-American students to achieve at high levels. (References are provided for each essay.) (CR) ED482339 Young, Gifted, and Black: Promoting High Achievement among African-American Students. 2003-00-00 ISBN-0-8070-3154-2 183 Beacon Press, 25 Beacon Street, Boston, MA 02108-2892 ($25). Tel: 617-742-2110; Fax: 617-742-2290; Fax: 617-723-3097; Web site: http://www.beacon.org. N/A 2004 2016-11-21

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Yes Adolescents Biological Influences Classroom Techniques Clinical Diagnosis Cognitive Restructuring Counseling Techniques Depression (Psychology) Disability Identification Elementary Secondary Education Environmental Influences Etiology Genetics Inclusive Schools Symptoms (Individual Disorders) Teaching Methods Guetzloe, Eleanor ERIC Publications ERIC Digests in Full Text Bipolar Traits ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This digest discusses the most frequently diagnosed mood disorders in children and adolescents, including major depressive disorder, dysthymic disorder, and bipolar disorder. The symptoms of these disorders are described, along with family and genetic causal factors, biological causal factors, and cognitive causal factors. The digest then addresses the diagnosis and assessment of depressive illness in young people and treatment of depressive disorders. Educators are urged to provide a positive and supportive environment, components of which include satisfaction of basic needs, caring relationships with adults, and physical and psychological security. It stresses that any inclusion in a student's program that serves to enhance feelings of self-worth, self-control, and optimism has the potential for ameliorating feelings of depression. Educators are also urged to use instructional strategies that are both positive and effective, so that the student will achieve success and enjoy the learning process. Examples include direct instruction with positive reinforcement, thematic instructional units with varied levels of classroom assignments, learning strategies, and utilization of principles of universal design for learning that promote access to the general curriculum for students with learning problems. (Contains 17 references.) (CR) ED482340 Depression and Disability in Children and Adolescents. ERIC Digest. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Arlington, VA 22201-5704. Tel: 703-620-3660; Tel: 800-328-0272 (Toll Free); For full text: http://www.ericcec.org. N/A 2004 2016-11-21

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No Elementary Secondary Education Gifted Independent Study Interest Inventories Research Projects Selection Tools Self Evaluation (Individuals) Student Interests Student Projects Redmond, Lindy T. Guides - Classroom - Learner Guides - Classroom - Teacher English This book is designed to guide students through a step-by-step process of looking at interests, finding an area of research, and narrowing it down to an appropriate topic for an independent project. It is also intended to help students choose a project in which they can share their research with others. Section 1, "Charting a Course," includes a questionnaire about students families, schools, likes, and dislikes, to help students start thinking about what topics or activities they like to study. It then provides sentences describing students, so that students can identify the methods of learning best suited for their needs. A list of broad topics to study is provided, along with more specific interests. Section 2, "Embarking on a Journey of Discovery," helps students gather information about an area of study and interview people. Section 3, "Sharing Your Journey with Others," provides pages to help stimulate ideas about how the student would like to present their research and an appropriate audience. The final section, "In Your Travel Case," provides a letter to parents on the topic selected for research, a chart to help keep track of topic areas selected, and a planning page for future studies. (CR) ED482341 Choosing and Charting: Helping Students Select, Map Out, and Embark on Independent Projects. 2002-00-00 ISBN-0-936386-91-6 Students 94 Creative Learning Press, Inc., P.O. Box 320, Mansfield, CT 06250 ($19.95). Tel: 888-518-8004 (Toll Free); Tel: 860-429-8118; Fax: 860-429-7783; e-mail: clp@creativelearningpress.com; Web site: http://www.creativelearningpress.com. N/A 2004 8/20/2004 00:37:27 RIEJUL2004

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No Cluster Grouping Educational Principles Elementary Secondary Education Enrichment Activities Gifted Guidelines Homogeneous Grouping Program Design Program Evaluation Program Implementation Special Programs Student Interests Teaching Methods Renzulli, Joseph S. Gentry, Marcia Reis, Sally M. Books Guides - Non-Classroom English This guidebook provides a rationale and guidelines for implementing a student-driven learning approach using enrichment clusters. Enrichment clusters allow students who share a common interest to meet each week to produce a product, performance, or targeted service based on that common interest. Chapter 1 discusses different models of learning. Chapter 2 defines enrichment clusters. Guidelines for enrichment clusters are provided and include: (1) focus on application of content and process; (2) allow students and teachers to select the clusters in which they wish to participate; (3) group students across grades by interest areas; (4) do not use predetermined unit or lesson plans; (5) guide clusters with the authentic methods and advanced content and materials that investigators and creative professionals use; (6) provide opportunities to develop multiple talents within an enrichment cluster through division of labor; (7) set aside designated time blocks for enrichment clusters; and (8) suspend the customs of regular schooling. Chapter 3 describes seven steps to implementing an enrichment cluster program. Chapter 4 provides guidelines for developing an enrichment cluster. Chapter 5 addresses staff development and program evaluation. Chapter 6 discusses research underlying the enrichment cluster program. Extensive appendices include surveys and planning forms. (Contains 30 references.) (CR) ED482342 Enrichment Clusters: A Practical Plan for Real-World, Student-Driven Learning. 2003-00-00 ISBN-0-936386-94-0 Practitioners 176 Creative Learning Press, Inc., P.O. Box 320, Mansfield, CT 06250 ($34.95). Tel: 888-518-8004 (Toll Free); Tel: 860-429-8118; Fax: 860-429-7783; e-mail: clp@creativelearningpress.com; Web site: http://www.creativelearningpress.com. N/A 2004 8/20/2004 00:37:29 RIEJUL2004

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Yes Clinical Diagnosis Communication Disorders Cultural Influences Data Collection Data Interpretation Disability Identification Elementary Secondary Education Family Influence Language Impairments Language Minorities Minority Group Children Speech Impairments Student Evaluation Crowley, Catherine J. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This digest discusses the difficulty of assessing the speech and language of culturally and linguistically diverse students and recommends strategies for identifying communication disorders. It begins by reviewing what qualifies as a communication disorder, discussing the limitations of speech and language tests, and outlining test considerations. Critical information that needs to be gathered to determine if there is a communication disorder is then highlighted and includes: (1) comprehensive data concerning the student's significant current and past exposure to particular languages and dialects, and consideration of the student's proficiencies in those languages and dialects; (2) data about the student's speech and language skills in a number of settings and covering different types of language, such as social language and more demanding uses, such as for comparison, synthesis, and problem solving; (3) parent/long-time caregiver reports that include developmental history, parent's education, family history, and parent's perceptions; (4) teacher interviews and portfolio reviews on overall school performance; (5) outcomes of tasks designed to probe particular areas of speech and language; and (6) information on the student's ability to learn. The digest closes by discussing factors that evaluators need to analyze to determine whether any apparent difficulties are due to a communication disorder. (CR) ED482343 Diagnosing Communication Disorders in Culturally and Linguistically Diverse Students. ERIC Digest. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 N. Glebe Rd., Ste. 300, Arlington, VA 22201-5704. Tel: 800-328-0272 (Toll Free); Fax: 703-620-4334; e-mail: ericec@cec.sped.org. For full text: http://ericec.org. N/A 2004 2016-11-21

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Yes Attention Deficit Disorders Disability Identification Elementary Secondary Education Gifted Disabled Hyperactivity Interdisciplinary Approach Intervention Student Adjustment Student Evaluation Student Needs Teaching Methods Neihart, Maureen ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. English This digest summarizes what is known about gifted children with attention deficit hyperactivity disorder (ADHD). It identifies three subtypes of ADHD, noting both criteria for diagnosis and the subjective determination of what constitutes significant impairment. Discussion of differences in gifted and non-gifted children with ADHD reports findings that identified, gifted ADHD children are more impaired than other ADHD children and that high ability can mask ADHD, while ADHD can depress test scores and academic performance used to identify giftedness. Other findings indicate the social and emotional immaturity of children with ADHD may hamper their adjustment in gifted programs. The paper recommends multidisciplinary team diagnosis of ADHD. It finds agreement that intervention should focus on developing talent while attending to the disability. However, it also suggests that there is evidence that some commonly recommended interventions for ADHD children (such as decreasing stimulation) may make problems worse for those who are gifted. The digest concludes that finding a good fit that provides both intellectual challenge and needed support and interventions for these students is challenging. (Contains 19 references.) (DB) ED482344 Gifted Children with Attention Deficit Hyperactivity Disorder (ADHD). ERIC Digest. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Disabilities and Gifted Education, 1110 N. Glebe Rd., Ste. 300, Arlington, VA 22201-5704. Tel: 800-328-0272 (Toll Free); Fax: 703-620-4334; e-mail: ericec@cec.sped.org. For full text: http://ericec.org. N/A 2004 2016-11-21

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Yes Accountability Change Agents Educational Environment Educational Improvement Educational Planning Elementary Secondary Education Foreign Countries Instructional Leadership Participative Decision Making Partnerships in Education School Administration School Based Management School Business Relationship School Effectiveness School Organization Gamage, David Reports - Research Speeches/Meeting Papers Australia Australia English The research methodology of this study included both quantitative and qualitative approaches. Samples consisted of school counselors from 66 Victorian, 33 ACT, and 71 NSW schools in Australia. Findings show that building genuine partnerships between school and external communities requires lots of effort, commitment, and time. Effectiveness of a partnership depends on building mutual understanding, trust, and confidence between the parties. It takes time, due to suspicion and feelings of insecurity, but the experience gained enables them to build genuine partnerships to do their best for the children. Schools being people-oriented social organizations, a high level of commitment and dedication of those involved could lead to significant differences in performance. In achieving the cultural change, the administrators have to work hard in developing the trust and confidence among different categories of stakeholders leading to empowerment toward the realization of the set goals. Findings from both the quantitative and qualitative methodologies suggest that when compared with what they experienced under centralized bureaucratic models, school-based management has created more autonomous, flexible, better quality, effective schools accountable not only to the system managers, but also to school communities. (Author) ED482345 School-Based Management Leads to Shared Responsibility and Quality in Education. 2003-03-00 Administrators Practitioners Teachers 23 N/A 2004 2016-11-21

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Yes Business Responsibility Consumer Protection Corporate Support Educational Environment Elementary Secondary Education Marketing Private Sector School Business Relationship School Community Relationship School Support Student Welfare Molnar, Alex Opinion Papers Speeches/Meeting Papers Consumer Awareness Educational Management Organizations Commercialism English Commercialism in schools is the topic of this transcribed presentation. It addresses advertisements on school buses and educational websites; schools and districts exclusive agreements with bottling companies to sell only their products; corporate marketing to schools; corporate presence at educational conferences; corporate sponsorship of curriculum materials; and similar commercial activities in schools. The presentation begins with a history of commercialism in schools and follows with a discussion of the difference between education and marketing. The presentation goes on to discuss details of marketing campaigns aimed at schools; the costs of corporate support for education; the obesity problem among school-aged children; and education management organizations. The presentation ends with a question-and-answer session. (WFA) ED482346 The Commercial Assault on Children and the School Environment. 2003-03-09 Administrators Practitioners Teachers 30 N/A 2004 2016-11-21

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Yes Administrator Effectiveness Administrator Evaluation Administrator Responsibility Board Administrator Relationship Educational Administration Elementary Secondary Education Evaluation Criteria Evaluation Methods Instructional Leadership Occupational Information Principals School Administration Lashway, Larry ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Educational Management, Eugene, OR. English In recent years, the role of the principal has become more critical in the success of schools. School improvement is often tied to principal performance, yet the practice of evaluating principal performance leaves a lot to be desired, according to some educators. This ERIC Digest reviews current principal evaluation practices and describes some emerging issues and alternatives. It begins with a discussion of how principals are typically evaluated, noting that while there is little evidence that principals or their districts see evaluation as a major problem, neither is there any indication that evaluation plays a significant role in school improvement. The Digest next discusses the shortcomings of current practices, stressing that because of the complex nature of the job, principal evaluation is difficult. The Digest then discusses the key elements of effective evaluation, what standards should be used, and what assessment instruments are available. It states that productive evaluation processes are anchored in explicit standards that make expectations clear. Increasingly, policymakers are turning to comprehensive national standards, such as those devised by the Interstate School Leaders Licensure Consortium. Checklists seem to be the most commonly used assessment instrument. Portfolios are also being used to complement checklists. (WFA) ED482347 Improving Principal Evaluation. ERIC Digest. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334. N/A 2004 2016-11-21

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Yes Compensation (Remuneration) Contract Salaries Educational Finance Educational Policy Elementary Secondary Education Merit Pay Occupational Information School District Spending Teacher Employment Teacher Employment Benefits Teacher Recruitment Teacher Salaries Teacher Welfare Murray, James E. Brown, Kathleen Sullivan Reports - Research Speeches/Meeting Papers English This study reviewed the historical development of the teacher-compensation paradigm, discussed the current trends in alternative compensation policy strategies, and examined the teacher-compensation policies and practices in one state. The study was a mixed-methods policy analysis that used multiple linear regression, cluster analysis, and interpretative interviews to examine how 24 local school districts in a major metropolitan area of a Midwestern state develop and implement teacher-compensation policies. A significant relationship was found between the percentage of district revenue received from the state and the ratio of actual classroom teachers to students and the districts beginning teacher salary and maximum teacher salary. Interview data examined the role of the local human-resource officer in implementing policy and developing strategic practices. Local policy and practice, as shown through the human-resource officer, illustrates regional similarity and significant local variation as the districts seek to recruit, reward, and retain highly qualified teachers in an atmosphere of increasing accountability and decreasing revenue. (Author) ED482348 Paying Teachers for Their Worth: Policies on Teacher Compensation at the School District and Regional Levels. 2003-10-00 Teachers Administrators Practitioners 36 N/A 2004 8/20/2004 00:37:43 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Administrator Characteristics Administrator Role Case Studies Educational Environment Educational Improvement Elementary Secondary Education School Administration School Culture School Effectiveness School Organization School Surveys Teacher Administrator Relationship Work Environment Chiang, Linda H. Reports - Research Speeches/Meeting Papers Tests/Questionnaires English It has become more and more common to read and hear that the essential factor underlying effective schools is an ethos or culture of excellence and that effective school leaders are culture builders. The main purpose of this study was to ascertain administrators' views of their schools' climate. The second purpose was to examine imperative skills for success as administrators create positive school environments. Forty-one administrators from a school cooperation in a city in Indiana participated in the study. Data were collected before those administrators participated in two 3-hour workshops on the topic of diversity in fall 2001 and spring 2002. The study found that administrators perceived their support for teachers was high, but teacher absenteeism in their respective schools was a problem. Administrators ranked "developing positive relationships with staff and school personnel" as the most important skill. Suggestions generated from participating administrators provide information for other administrators as they strive to cultivate positive school cultures. (The survey instruments used for the study are included in appendices.) (Author) ED482349 Shaping Positive School Culture: Judgments of School Administrators. 2003-10-00 Administrators Practitioners Teachers 12 N/A 2004 8/20/2004 00:37:45 RIEJUL2004 Paper presented at the Annual Conference of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Alaska Natives American Indian Culture American Indian Education American Indians Culturally Relevant Education Health Indigenous Knowledge Role of Education School Community Relationship Spirituality Teacher Student Relationship Wellness Jacobs, Don Trent ERIC Publications ERIC Digests in Full Text Healing Intergenerational Transmission Traumas Cultural Values ERIC Digests ERIC Clearinghouse on Rural Education and Small Schools, Charleston, WV. English Historical trauma may be a significant cause of the well-documented disparities between the health of American Indians and the general population. The inability to resolve past injustices against American Indians may continue to have health consequences as long as this history continues to repeat itself. Schools can play a role in healing American Indian communities. A focus on traditional Native dispositions of respect, upholding promises, kindness, peacefulness, courage, and moderation will help Native communities regain their traditional role as protectors of the Earth. Work skills are also important, but they should be taught in concert with cultural values and in terms of sustainable economic goals for the community. Schools need to treat children as respected, sacred beings, a traditional imperative in Native cultures. Children then will feel significant. Schools can become venues for community adults to teach traditional knowledge, thus ending alienation caused by eurocentric curricula. The sharing of Native perspectives and observation skills in school can validate Native wisdom so that Native communities become more confident in following traditional paths toward wellness. (TD) ED482350 How Schools Can Help Heal American Indian and Alaska Native Communities. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 12 Archives at http://www.ael.org/. N/A 2004 2016-11-21

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Yes Administrator Behavior Administrator Effectiveness Administrator Role Case Studies Change Agents Educational Improvement Elementary Secondary Education Organizational Change Principals Professional Development School Effectiveness School Organization School Restructuring Teacher Administrator Relationship Zimmerman, Judith A. Grier, Harriett Reports - Research English Effective building leadership and time utilization are important to the success of implementing change. The purpose of this qualitative case study was to describe the experiences of an urban junior high school principal involved in a collaborative change effort. Specifically studied were the principal's actions, behavior, communication, and reflections as she responded to teacher requests and utilized grant resources in attempting to design a school master schedule that included common planning time for the teachers. The study is unique in two ways. First, it represents a case study (designing a master schedule) within a case study (the principal's experiences as a change agent) within a case study (the restructuring process). A second unique feature is that a university professor and the principal were co-researchers of the study. How the researchers came together is explained by the context of the study. (Contains 42 references.) (Author) ED482351 School Restructuring: Fitting the Pieces Together. 2003-09-23 35 N/A 2004 8/20/2004 00:37:51 RIEJUL2004

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Yes Academic Achievement Access to Education Educational Discrimination Educational Opportunities Educational Research Elementary Secondary Education Equal Education Gender Issues Instructional Effectiveness Nondiscriminatory Education Sex Discrimination Student Rights Student School Relationship Grayson, Dolores A. Information Analyses Speeches/Meeting Papers Tests/Questionnaires English This paper presents the results of efforts focusing on equitable practices in education in three states. The paper has three objectives: (1) to provide an overview of the implementation of equitable instructional strategies designed to increase student achievement and close identified performance gaps between and within traditional underserved populations; (2) to examine a number of methodologies for collection and quantifying data as a self-monitoring and decision-making strategy for practitioners; and (3) to summarize experiences and findings from three different studies in collaboration with practitioner researchers in Arizona, California, and New York. It was the goal of this paper to share a synthesis of the literature, experiences, and findings related to perception and expectations of those in positions of educational influence; examine the connections among instructional interaction patterns, curriculum content, and learning environments; and identify effective techniques for data collection and self-monitoring. In addition, this paper relates how practitioners can apply and transfer the accumulated knowledge and experience to others in education. Included in an appendix is a survey instrument from one of the studies. (Author/WFA) ED482352 Using Equitable Practices to Improve Educational Quality: Implementation Examples and Results. 2003-04-22 23 N/A 2004 8/20/2004 00:37:53 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Access to Education Economics of Education Educational Finance Educational Opportunities Educational Vouchers Elementary Secondary Education Enrollment Influences Equal Education Family Characteristics Public Schools School Choice Student Characteristics Student Costs Student Financial Aid Student Needs Paul, Kelli Legan, Natalie Metcalf, Kim Reports - Research Speeches/Meeting Papers English The purposes of this paper were to report the results of an examination of differential entry into a publicly funded voucher program in Cleveland, Ohio, and to address other issues around the nature of the voucher population. Specifically, the study attempted to answer the following questions for the academic years 1997-98 through 2000-01: (1) Are there racial/ethnic differences between the applicant cohort and the population from which applicants derive? (2) Are there racial/ethnic differences between applicant subgroups? (3) Do the applicant subgroups differ in terms of family income? (4) Do the groups differ in terms of family size? and (5) Do the groups differ in terms of previous school of enrollment (public or private school). The results of the study showed that applicants to the voucher program were highly similar to the general student population in the district; the process by which vouchers are initially awarded to families is effective in focusing opportunities toward targeted families; and students who won but did not use vouchers were of lower income and more likely to be minority than those who won and used vouchers. (WFA) ED482353 A Longitudinal Examination of the Demographic Characteristics of Applicants and Entrants to the Cleveland Scholarship and Tutoring Program. 2003-04-00 Practitioners Researchers 28 N/A 2004 8/20/2004 00:37:55 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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No Academic Standards Adolescents Curriculum Educational Assessment Educational History Educational Vouchers High Schools Home Schooling Middle Schools Private Schools Public Schools Rural Schools School Business Relationship Secondary Education Secondary Schools Single Sex Schools Small Schools Urban Schools Vocational Schools Year Round Schools Villaverde, Leila E. Books Reference Materials - General English This book attempts to serve as a compendium and a chronology of secondary education in the United States, taking a broad rather than a narrow approach and touching on a great many topics and issues. Chapters 1 and 2 present a history of secondary schools and a discussion of adolescence. Chapter 3 discusses curriculum in secondary schools, addressing such topics as textbooks, humanism, vocational education, curriculum differentiation, and postmodern curriculum. Chapter 4 looks briefly at types and characteristics of secondary schools, homeschooling, year-round schools, virtual schools, extracurricular activities, and school athletics. Chapter 5 discusses the standardization of secondary education, focusing on standards, assessments, performance and portfolio assessments, and accountability. Chapter 6 examines the commercialization of secondary education and includes a discussion of voucher programs. Chapter 7 presents a comprehensive list of organizations, associations, and government agencies whose work deals with education and learning, educational reform, and specifically secondary education. Chapter 8 provides a selected list of print and nonprint resources. Each of the first six chapters contains its own reference list. (Contains a subject index) (WFA) ED482354 Secondary Schools: A Reference Handbook. Contemporary Education Issues. 2003-00-00 ISBN-1-57607-981-3 254 ABC-CLIO, Inc., 130 Cremona Drive, P.O. Box 1911, Santa Barbara, CA 93116-1911 (hardbound: ISBN-1-57607-981-3, $45; e-book: ISBN-1-57607-982-1, $50). Tel: 805-968-1911; Tel: 800-368-6868 (Toll Free); Fax: 805-685-9685; e-mail: sales@abc-clio.com; Web site: http://www.abc-clio.com. N/A 2004 8/20/2004 00:37:57 RIEJUL2004

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No Academic Achievement Change Agents Change Strategies Curriculum Development Educational Change Educational Environment Educational Improvement Elementary Secondary Education Family School Relationship Instructional Improvement Instructional Leadership Professional Development Research Utilization School Administration School Community Relationship School Effectiveness Teacher Evaluation Protheroe, Nancy Shellard, Elizabeth Turner, Jennifer Books Guides - Non-Classroom No Child Left Behind Act 2001 No Child Left Behind Act 2001 Educational Research Service, Arlington, VA. English This report highlights the research on how schools across the country have successfully transformed themselves into high-performing schools. It provides suggestions for how school leaders can use this knowledge base as they examine their schools' instructional and administrative practices. Chapter titles reflect the contents: (1) "Introduction"; (2) "High Expectations with Support as Needed"; (3) "Curriculum Alignment and Coherence"; (4) "Data-Based Decision Making"; (5) "Improving Teacher Skills through Teacher Evaluation"; (6) "Professional Development for Instructional Improvement"; (7) "A Caring School Community as a Support for Student Learning"; (8) "Family and Community Involvement"; (9) "Effective Leadership"; (10) "School Improvement: Understanding the Change Process"; and (11) "Developing an Action Plan." Although intentionally research based, the report is intended to act as a guide to action. Each chapter contains useful checklists, rubrics, action steps, and a space for readers to jot down notes, questions, or personal action items. Also included is a list of Web-based resources and 189 references. (WFA) ED482355 A Practical Guide to School Improvement: Meeting the Challenges of NCLB. ERS Report. 2003-00-00 ISBN-1-931762-24-4 Administrators Practitioners Teachers 126 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0529; nonsubscriber, $28; comprehensive subscriber, $14; individual subscriber, $21; quantity discounts available). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 2016-11-21

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Yes Administrative Change Administrator Characteristics Administrator Qualifications Administrator Selection Beginning Principals Educational Environment Elementary Secondary Education Employment Opportunities Instructional Leadership Occupational Information Personnel Needs Principals Teacher Recruitment Teacher Shortage Teacher Supply and Demand Work Environment Lashway, Larry ERIC Publications ERIC Digests in Full Text Educational Leadership ERIC Digests Principal Succession ERIC Clearinghouse on Educational Management, Eugene, OR. English While the shortage of qualified administrators is not as serious as the shortage of qualified teachers, some schools continue to fail to attract qualified leaders. Referred to as "hard-to-staff" schools, they are often characterized by high-poverty students, low test scores, high staff turnover, and under qualified teachers. This ERIC Digest reviews the available evidence of a leadership shortage for troubled schools and discusses likely ways that districts can improve the supply of qualified principal candidates. The Digest begins with a discussion of the problem of troubled schools finding qualified administrators. It continues with a discussion of recruiting strategies, including the possibility of financial incentives. One effective strategy is to identify, recruit, and train prospective principals from within the district's teacher corps. Financial incentives as a recruitment strategy may be only a part of the solution. The Digest next discusses how the principalship can be made more satisfying. Noting the inherent stresses in the principalship, some researchers suggest that the burden could be lessened by modifying the position through some sort of distributed leadership. The Digest concludes by discussing candidate qualifications, noting that leadership experience is often considered to be more important than teaching experience. (WFA) ED482356 Finding Leaders for Hard-to-Staff Schools. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Educational Management, 5207 University of Oregon, Eugene, OR 97403-5207. Tel: 541-346-2332; Tel: 800-438-8841 (Toll Free); Fax: 541-346-2334. N/A 2004 2016-11-21

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Yes Adult Education Correspondence Schools Distance Education Educational History Educational Practices Educational Radio Educational Television Educational Theories Higher Education Internet Online Courses Open Universities Professional Associations Scholarship Telecommunications Theory Practice Relationship Virtual Universities Web Based Instruction Moore, Michael Grahame Historical Materials ERIC Publications ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English This document reviews the history of distance education (DE) in the United States beginning with the early years of correspondence study, radio, and television. It chronicles the rise of DE universities internationally, the impact of the Internet and Web-based education, and the emergence of virtual universities. The paper discusses the emergence of DE theory in the last 30 years and provides a history of its scholarship, including tools such as publications, conferences, professional development, and professional associations. The concluding chapter addresses the question of whether and how DE has changed over the last century, examining the issue in terms of technology, pedagogy, organization, policy, and scholarship. The monograph ends with three reaction papers in which invited scholars provide additional perspectives on the history of distance education: "The Best Place to Start: Moore and 'From Chautauqua to the Virtual University'" (Von Pittman); "Critically Examining Distance Education Practice" (Terry Anderson); and "Redesigning Distance Education to Deal with Equity Problems" (Cheris Kramarae). Contains 103 references. (SK) ED482357 From Chautauqua to the Virtual University: A Century of Distance Education in the United States. Information Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 65 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-109. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 8/20/2004 00:38:03 RIEJUL2004 ED-99-CO-0013

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Yes Cost Effectiveness Disadvantaged Education Work Relationship Employment Level Federal Programs Job Training Outcomes of Education Program Effectiveness Reentry Workers State Programs Welfare Recipients Welfare Reform Youth Wonacott, Michael E. ERIC Publications ERIC Digests in Full Text ERIC Digests Florida Self Sufficiency Connecticut Short Term Training District of Columbia Welfare to Work Programs Connecticut District of Columbia Florida ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Reauthorization of welfare reform legislation has focused attention on the effectiveness of short-term training as a means for welfare recipients to attain self-sufficiency. Its effects on employment and earnings have been one focus of recent evaluations of federal programs. Although some Job Opportunities and Basic Skills programs produced moderate employment and earnings gains for the most disadvantaged sample members, overall, few programs produced large effects. Job Corps participants enjoyed positive employment and earnings benefits that were relatively even across genders and high- and low-risk groups. Similar effects have been found in studies of state and local programs involving short-term training promoting self-sufficiency, among other services: (1) Connecticut's Jobs First evaluation; (2) Job Search Assistance Demonstration of unemployment insurance claimants in the District of Columbia and Florida; (3) the Los Angeles Jobs-First GAIN evaluation; and (4) Parents' Fair Share. Other research has identified characteristics of effective programs, including being targeted to the local labor market and to jobs with relatively high earnings, employment growth, and opportunities for advancement, a mix of academic education, occupational skills training, and work-based learning, and other supportive services. Short-term training programs can increase welfare recipients' employment and earnings, but increases are usually small. (Contains 21 references.) (SK) ED482358 Effectiveness of Short-Term Training for Self-Sufficiency. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 For full text: http://cete.org/acve. N/A 2004 2016-11-21

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Yes Education Work Relationship Educational History Educational Legislation Educational Philosophy Federal Legislation Job Skills Postsecondary Education Role of Education Secondary Education Vocational Education Wonacott, Michael E. Collected Works - General Historical Materials ERIC Publications Career and Technical Education Dewey (John) Prosser (Charles) Smith Hughes Act Snedden (David Samuel) Smith Hughes Act ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The purpose of this compilation is to sketch the evolution of the field from vocational education to career-technical education throughout the 20th century in the United States. It includes information and excerpts from a variety of sources, including both original and foundational documents from the early 20th century and more recent histories and syntheses from the end of the century. It begins by sketching traditional preparation for work and describing the influential philosophies of Snedden, Dewey, and Prosser. The changes brought about by federal legislation, including the Smith-Hughes Act and successive reauthorizations of the Perkins Act are detailed. The issues that underlie the reconceptualization of vocational education in the last decades of the 20th century are outlined, followed by a brief look at the future of the field. Throughout this compilation, excerpted material, which in some cases is extensive, is visually highlighted. Contains 36 references. (SK) ED482359 History and Evolution of Vocational and Career-Technical Education. A Compilation. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 21 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Education Demand Occupations Economic Change Education Work Relationship Employment Patterns Employment Projections Futures (of Society) Globalization Job Skills Labor Force Development Labor Market Labor Needs Labor Supply Learning Processes Postsecondary Education Role of Education Technological Advancement Trend Analysis Wages Work Environment Cho, DaeYeon Imel, Susan Collected Works - General ERIC Publications Opinion Papers Electronic Learning Flexible Staffing High Performance Work Organizations Workplace Learning ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English The question of what the future of work in the United States will be is examined in this publication using current information on trends and issues related to work, the economy, and the labor force. The compilation intended to give an overview of selected aspects of the topic and provide information about other resources. In the first section, four trends--globalization, technology, flexible employment practices, and demographics--that will affect the future of work are examined. The second section reviews current arguments related to the high-skills/low-wage debate and poses some possible scenarios for the future. The third section reviews current trends in workplace learning, including social capital, informal learning, electronic learning, and workplace learning, to make projections about learning in the workplace of the future. The importance of learning as a social process is a common theme in the trends considered. An annotated list provides 13 print resources and 5 websites on the future of work. Contains 105 references. (SK) ED482360 The Future of Work: Some Prospects and Perspectives. A Compilation. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 29 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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Yes Adult Development Adult Education Adult Learning Adult Literacy Annotated Bibliographies Basic Skills Citizenship Education Cognitive Processes Communication (Thought Transfer) Critical Thinking Cultural Literacy Discourse Analysis Educational Philosophy Educational Practices Health Education Information Literacy Media Literacy Sociocultural Patterns Technological Literacy Thinking Skills Hull, Glynda A. Mikulecky, Larry St. Clair, Ralf Kerka, Sandra Collected Works - General ERIC Publications Critical Reflection Electronic Literacy Environmental Literacy Multiple Literacies Critical Literacy ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Recent developments have broadened the definition of literacy to multiple literacies--bodies of knowledge, skills, and social practices with which we understand, interpret, and use the symbol systems of our culture. This compilation looks at the various literacies as the application of critical abilities to several domains of importance to adult life in the 21st century. It begins with an examination of critical literacy for "challenging times," making the case for its potential to move adult literacy education beyond "neutral and neutralizing notions" of technical skill. In the next chapter, how people acquire digital/electronic literacy and how adult educators can support this effort are examined. Environmental literacy is used as an example of education for effective critique rather than instrumental purposes in the third chapter. The fourth chapter takes a different perspective on health literacy by addressing its importance for all adults, not just those with low levels of basic skills. An annotated resource list provides sources of more information about critical aspects of the following literacy domains: multiple, critical, civic, digital/electronic, environmental, financial, geographic, health, media, and technological/scientific. Contains 124 references. (SK) ED482361 Multiple Literacies. A Compilation for Adult Educators. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 33 Publications, Center on Education and Training for Employment, 1900 Kenny Road, Columbus, OH 43210-1090. Tel: 800-848-4815, ext. 24277 (Toll Free); Fax: 614-292-1260; Web site: http://www.cete.org/products. For full text: http://www.cete.org/acve. N/A 2004 2016-11-21

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No Administrator Responsibility Administrator Role Board of Education Role Case Studies Change Strategies Educational Change Educational Improvement Educational Research Elementary Secondary Education Instructional Improvement Instructional Leadership Organizational Change Research Utilization School Districts Teacher Collaboration Teacher Responsibility Cawelti, Gordon Protheroe, Nancy Books Guides - Non-Classroom Information Analyses Educational Research Service, Arlington, VA. English This report synthesizes the findings of four studies that focused on school districts as the center of focus for school-improvement efforts. The studies did not examine school systems that had been high performing for a long time; rather, they took their data from districts serving high percentages of students who typically struggle but were improving. A chapter is devoted to a summary of each of the four studies. Each study differed in scope and methodology, but the results identified some elements common to most of the improvement efforts: (1) State accountability programs drove the change efforts; (2) superintendents accepted the role of leaders of reform; (3) change efforts took a systems approach; (4) there was an emphasis on curriculum and instruction; (5) resources were shifted to support improvement efforts; (6) principals and teachers were held accountable for student improvement; (7) research data were used to inform decisions; (8) more time was allotted for teacher and staff collaboration; (9) professional development of staff was used to support instructional improvement; and (10) the central office provided support for school-based efforts. Although intentionally research based, the report is intended to act as a guide to action. (Contains 29 references.) (WFA) ED482362 Supporting School Improvement: Lessons from Districts Successfully Meeting the Challenge. 2003-00-00 ISBN-1-931762-25-2 Administrators Practitioners Teachers 86 Educational Research Service, 2000 Clarendon Boulevard, Arlington, VA 22201-2908 (Stock No. 0530; nonsubscriber, $28; comprehensive subscriber, $14; individual subscriber, $21; quantity discounts available). Tel: 703-243-2100; Tel: 800-791-9308 (Toll Free); Fax: 703-243-1985; Fax: 800-791-9309 (Toll Free); e-mail: ers@ers.org; Web site: http://www.ers.org. N/A 2004 8/20/2004 00:38:13 RIEJUL2004

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Yes Academic Achievement Costs Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditures Human Resources Personnel Policy Resource Allocation School District Spending School District Wealth Staff Utilization State School District Relationship Student Characteristics Bray, Judy Collected Works - Serials Information Analyses Louisiana New Mexico Staffing Patterns Texas Arkansas Arkansas Louisiana New Mexico Texas Southwest Educational Development Lab., Austin, TX. English This policy brief presents findings from Southwest Educational Development Laboratory research on resource allocation in 1,504 independent school districts in Arkansas, Louisiana, New Mexico, and Texas. Using 5 years' data from the federal Common Core of Data and the Census Bureau along with 3 years of student performance data from each state department of education, the study analyzed operating expenditures by function; teacher and administrator staffing; various district and student characteristics; and student achievement test scores. Using a variety of analysis tools and a wide array of collected data, the study answered the following research questions: (1) What are the expenditure patterns over time in school districts across varying levels of student performance? (2) How do improvement districts (districts with consistent increases in student performance over time) allocate their financial and human resources? (3) What allocation practices have improvement districts implemented that they identify as effective? and (4) What barriers and challenges have improvement districts faced in allocation practices? The policy brief includes study results for each state, definitions, recommendations for policymakers, and a short list of resources. (WFA) ED482363 Investing in Instruction for Higher Student Achievement. Insights on Education Policy, Practice, and Research n15 Sep 2003 2003-09-00 Institute of Education Sciences (ED), Washington, DC. Policymakers 14 Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701. Tel: 800-476-6861 (Toll Free); e-mail: info@sedl.org; Web site: http://www.sedl.org. For full text: http://www.sedl.org/policy/insights/n15/insights15.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Accountability Administrator Responsibility Administrator Role Change Agents Change Strategies Comprehensive School Reform Educational Environment Educational Improvement Educational Quality Elementary Secondary Education Instructional Leadership Principals School Administration School Culture School Effectiveness School Policy School Supervision Information Analyses Learning Communities Mid-Atlantic Lab. for Student Success, Philadelphia, PA. English This publication, one in a series, is intended to bridge the information gap between what the research says and what actually transpires when various programs and reform initiatives are implemented in schools. This particular publication presents 30 questions to 5 participants of the Distinguished Principal Fellows program. The questions are framed around the larger questions: "What do principals need to know about instruction and learning, and what must they be able to do to transform their schools into high-performing learning communities?" Following are some of the specific questions asked of the principals: "How did you communicate the urgency for change and that school reform would be an ongoing and long-term effort?""What support is required at the district level to facilitate reform at the school level?""How do you implement school reform at the secondary level when most models are elementary based?""How do you distribute leadership in the change process?""How do you address the incongruence between state mandates, state and national standards, and some comprehensive school reform model requirements?""What role must teachers play in whole school reform?" (WFA) ED482364 Transforming Schools into High-Performing Learning Communities--Principals Speak Out. LSS Field Notes. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 30 The Mid-Atlantic Regional Educational Laboratory at Temple University, 1301 Cecil B. Moore Ave., Philadelphia, PA 19122-6091. Tel: 800-892-5550 (Toll Free); Fax: 215-204-5130; e-mail: lss@temple.edu; Web site: http://www.temple.edu/LSS/. For full text: http://www.temple.edu/lss/pdf/fieldnotes/summer2003.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Black Culture Black History Curriculum Enrichment Elementary Secondary Education Heritage Education Public Schools Resource Materials Social Studies State Standards United States History Guides - Classroom - Teacher South Carolina South Carolina South Carolina State Dept. of Education, Columbia. English This resource guide for teaching the African-American experience in South Carolina's public schools is designed to serve as a supplement to the "South Carolina Social Studies Curriculum Standards." Focusing on the history and culture of Africa and African-Americans within the specific context of the state's curriculum standards and enunciating specific performance-based content standards for the educators, the document is an important tool for educators in their effort to infuse African-American studies into the curriculum. This resource guide is divided into seven sections: (1) "Introduction"; (2) "The African-American History Program in South Carolina's Public Schools"; (3) "Key Resource Books: Tables of Contents"; (4) "Key Resource Books and Performance-Based Standards" (Kindergarten: Introduction to Social Studies; Grade 1: Introduction to Social Studies; Grade 2: Introduction to Social Studies; Grade 3: Introduction to Social Studies/South Carolina Studies; Grade 4: U.S. Studies 1877 to Present; Grade 5: United States Studies 1877 to Present; Grade 6: Early Cultures through 1500s; Grade 7: Contemporary World Regions; Grade 8: U.S. and South Carolina Studies; Grades 9-10: Global Studies--World Geography/World History; Grades 11-12: U.S. and South Carolina Studies Government/Economics); (5) "Additional Resource Books"; (6) "Resources on the Internet"; and (7) "Instructional Television Resources." (BT) ED482365 Teaching the African-American Experience in the Palmetto State. Educator Resource Guide. 2003-00-00 Practitioners Teachers 36 South Carolina Department of Education, 1429 Senate Street, Columbia, SC 29201. Tel: 803-734-8500; Web site: http://www.sde.state.sc.us/. N/A 2004 2016-11-21

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Yes Cooperative Learning Educational Philosophy Jews Judaism Religious Education Spirituality Student Educational Objectives Segal, Aliza Reports - Descriptive Torah Cognitive Models Historical Background English This monograph explores the philosophy behind the havruta method of learning. It examines the history of learning be-havruta, describes the benefits, and evaluates whether two models from the world of general education cooperative learning and the cognitive approach may enhance the havruta system. The monograph outlines how this method was applied in a classroom used as a laboratory to test educational techniques. The volume explains that the havruta system blends directly into the experiential side of Torah study. (Contains 27 notes.) (BT) ED482366 Havruta Study: History, Benefits, and Enhancements. Notes from ATID. 2003-00-00 28 Academy for Torah Initiatives and Directions, 9 HaNassi Street, Jerusalem 92188, Israel. Tel: 972-2-567-1719; Fax: 972-2-567-1723; e-mail: atid@atid.org; Web site: http://www.atid.org/. N/A 2004 2016-11-23

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Yes Jews Judaism Religious Education Secondary Education Spirituality Student Educational Objectives Finkelman, Yoel, Ed. Collected Works - General Reports - Descriptive English This collection of articles serves as a record of some of the deliberations of members of the Academy for Torah Initiatives and Directions (ATID) (Jerusalem, Israel). The collection captures the collective thinking that the ATID fellows and faculty members underwent as they explored methods of transforming prayer in Jewish schools into a more meaningful experience. Articles in the collection are: "Reflections on Role Models for Spirituality and Prayer" ("Devarim She-Ba'al Peh al Avobah She-ba-Lev") (Chaim Brovender); "Response" (Joel B. Wolowelsky); and "Educating toward Meaningful 'Tefillah': Some Suggestions for Orthodox Jewish Secondary Schools--Notes from the Deliberations of the ATID Fellows" (Prayer and Inwardness; Prayer as a Social Activity; Prayer for Girls and Young Women). (BT) ED482367 Educating toward Meaningful Tefillah. Notes from ATID. 2001-00-00 28 Academy for Torah Initiatives and Directions, 9 HaNassi Street, Jerusalem 92188, Israel. Tel: 972-2-567-1719; Fax: 972-2-567-1723; e-mail: atid@atid.org; Web site: http://www.atid.org/. N/A 2004 2020-11-03

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Yes Catholic Educators Catholic Schools Governing Boards Group Behavior Models Religious Education Spirituality McKinney, Mary Benet Reports - Descriptive Organizational Supervision Prayer Catholic Church National Catholic Educational Association, Washington, DC. English The church board movement began to take shape in the U.S. Roman Catholic Church in the early 1970s. This booklet offers board members many suggestions for continual spiritual growth or formation within the context of their governance role, ensuring that the institution is living out its mission, and that their decisions reflect specifically that mission and the Gospel. The booklet states that an organization's greatest source of strength is personal strength: the character, courage, determination, knowledge, and the skills of the individual members of the organization. It states that this theory applies to boards, commissions, and councils of Catholic education. Following the "Foreword" and "Introduction," the booklet is divided into eight chapters: (1) "The Call to Minister"; (2) "Defining Spirituality"; (3) "A Church Model of Decision Making"; (4) "A Spirituality that Supports the Model"; (5) "Discerning Membership"; (6) "Group Behavior"; (7) "Prayer as an Integral Part of Meetings"; (8) "Nurturing the Spirit"; and "Some Final Thoughts." (BT) ED482368 Learners and Leaders: A Spirituality for Board Members. 2002-00-00 ISBN-1-55833-292-8 54 National Catholic Educational Association, 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852. Tel: 202-337-6232; Fax: 202-333-6706; e-mail: nceaadmin@ncea.org; Web site: http://www.ncea.org/. N/A 2004 2016-11-21

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Yes Citizenship Education Democracy Elementary Secondary Education History Public Schools Skill Development Social Studies State Programs State Standards Guides - Non-Classroom California National Civics and Government Standards Scope and Sequence California Center for Civic Education, Calabasas, CA. Los Angeles County Office of Education, Downey, CA. English California, the most populous and diverse state in the United States, must maintain its commitment to civic education. The curricular goal of democratic understanding and civic values is centered on an essential understanding of the nation's identity and constitutional heritage. This scope and sequence for civic education describes ways in which civic education content and skills are introduced in the primary grades and built upon through high school. A sequential civic education program is not an additional requirement for California's history-social studies teachers since civic education is embedded in the History-Social Science Content and Analysis Skill Standards adopted by the California State Board of Education. The scope and sequence for each grade level is organized as follows: civic education content and skills drawn from the California History-Social Science Standards; an overview of the content for that grade level; a description of the topics addressed within each grade level; and a matrix, displaying the columns: California History-Social Science Standards, National Standards for Civics and Government, Other Relevant California Standards, Sample Classroom Applications, and Sample Resources. The scope and sequence is consonant with the strands of the "History Social Science Framework" and is designed to assist school administrators, district curriculum development coordinators, and classroom teachers in their efforts to meet state-adopted standards that help them achieve the civic mission of the schools. (BT) ED482369 Education for Democracy: California Civic Education Scope & Sequence. 2003-00-00 California State Dept. of Education, Sacramento. ISBN-0-89818-193-3 272 Center for Civic Education, 5146 Douglas Fir Road, Calabasas, CA 91302-1467. Tel: 818-591-9321; Fax: 818-591-9330; e-mail: cce@civiced.org; Web site: http://www.civiced.org/. N/A 2004 2016-11-21

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Yes College Freshmen Course Objectives Distance Education Educational Technology Higher Education Remedial Instruction Remedial Programs Parsad, Basmat Lewis, Laurie Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. Westat, Inc., Rockville, MD. English This study, conducted through the Postsecondary Quick Information System (PEQIS) of the National Center for Education Statistics, was designed to provide current national estimates of the prevalence and characteristics of remedial courses and enrollments in degree-granting 2-year and 4-year postsecondary institutions that enrolled freshmen in fall 2000 and to report changes in remediation from fall 1995. Remedial education courses were defined as courses in reading, writing, or mathematics for college-level students lacking the skills to perform work at the level required by the institution. The study examined two issues not covered in the 1995 survey: types of technology used in the delivery of remedial education through distance education courses and the use of computers as a hands-on instructional tool for on-campus remedial education. Data are presented by institution type. In fall 2000, about three-quarters (76%) of the Title IV degree-granting 2-year and 4-year institutions that enrolled freshmen offered at least one remedial reading, writing, or mathematics course. A higher proportion offered remedial courses in mathematics and writing than in reading. Remedial course offering were generally limited to a small number of courses; the average number of different remedial courses was 2.0 for reading and writing and 2.5 for mathematics. Public 2-year colleges were more likely than other institutions to provide remedial education, and they offered a greater number of remedial courses. In fall 2000, 28% of entering freshmen enrolled in one or more redial reading, writing, or mathematics courses, with the largest proportion enrolling in remedial mathematics. At that time 13% of the institutions offered remedial courses through distance education, compared with 3% in 1995. Appendixes discuss the methodology and contain standard error tables and the questionnaires for 1995 and 2000. (Contains 11 figures, 12 tables, and 26 references.) (SLD) ED482370 Remedial Education at Degree-Granting Postsecondary Institutions in Fall 2000. Statistical Analysis Report. 2003-11-00 84 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 8/20/2004 00:38:32 RIEJUL2004 Project Officer, Bernard Greene.

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Yes College Athletics Higher Education Institutional Mission Values Values Clarification Zemsky, Robert, Ed. Collected Works - Serials Reports - Descriptive Knight Higher Education Collaborative, Philadelphia, PA. English This issue explores how competitive intercollegiate athletics affects both admissions practices and the nature of academic community at private colleges and universities that practice selective admission. It is based on a roundtable that took place in February 2003. It is clear that the athletic profile of such selective campuses is considerably different than the culture of high-stakes, big-media collegiate sports at the large, mainly public, universities. Athletic participation on these selective campuses can be seen as preparation for life rather than preparation for work. As the competition intensifies for admission to these institutions, so too does the contention over how athletic ability should figure in the mix of factors that determine which students gain admission from a pool of highly capable and promising applicants. At an earlier age, students in high-aspiration communities come to understand the need to excel in a specific area, to develop a talent that distinguishes them in the competition for admission to the most selective institutions. The subject of athletics has become a focal point for a deeper set of uncertainties within the academy, including the question of what values these institutions seek to foster in their students and learning communities. In all of higher education, there is an uneasy disparity between the drive to academic distinction and athletic prowess. What seems to be missing if not the discussion of athletics per se, but the articulation of the institutional and educational values to provide a context for considering the role that athletics should play and the resources it should command. The college president has the central leadership role in the explorations of these values and the place of college athletics. (SLD) ED482371 When Values Matter. Policy Perspectives v11 n2 Nov 2003 2003-11-00 John S. and James L. Knight Foundation, Miami, FL. 14 Knight Higher Education Collaborative, Institute for Research on Higher Education, University of Pennsylvania, 4200 Pine Street, 5A, Philadelphia, PA 19104-4090. Tel: 215-898-4585; e-mail: pp-requests@irhe.upenn.edy. For full text: http://www.irhe.upen.edu/pubs. N/A 2004 8/20/2004 00:38:35 RIEJUL2004 Published three times per year. Theme issue. Based on a National Roundtable on Intercollegiate Athletics and Selective Admissions, convened at the University of Pennsylvania in February 2003.

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No Annual Reports College Athletics Governing Boards Higher Education Program Descriptions Program Development Program Effectiveness Trustees Reports - Descriptive Association of Governing Boards of Univs and Colls Association of Governing Boards of Universities and Colleges, Washington, DC. English This annual report describes the goals and activities of the Association of Governing Boards of Universities and Colleges (AGB). The AGB is dedicated to strengthening the performance of boards of public and independent colleges and universities and to advancing the practice of citizen trusteeship that distinguishes U.S. higher education. This report shows a year of solid achievement for the AGB. Major new initiatives included continued work on efforts to restore academic integrity to the world of college athletics and an online strategic benchmarking service that will soon become available to AGB members. A Governance Institute for Public Sector Presidents and Chancellors will be launched in 2004. Planned as an annual event, this institute will provide fresh ideas, strategies, and tools to help chief executives enable good governing boards to become more effective. The programs and research of the AGB are outlined, with a focus on the efforts of the Center for Public Trusteeship and Governance, the National Conference on Trusteeship, and the Zwingle Research Center. AGB publications in 2003 are outlined, and member services are described. AGB member institutions are listed. (SLD) ED482372 Association of Governing Boards of Universities and Colleges 2003 Annual Report. Association of Governing Boards of Universities and Colleges 2003-00-00 28 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A 2004 2016-11-21

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No Governance Governing Boards Higher Education Individual Characteristics Selection Trustees Opinion Papers Appointments Political Appointments Association of Governing Boards of Universities and Colleges, Washington, DC. English This paper makes the case for establishing recruitment and screening panels to help governors appoint public college and university trustees. It offers ideas that can be adapted to the diverse traditions and cultures of state governments and public higher education systems. It also provides illustrative lists of the responsibilities of public governing boards and individual trustees as well as the qualifications to be sought in outstanding appointees. In most states, governors have the responsibility and privilege to make appointments to many boards and commissions. But pressures from campaign donors and special-interest groups sometimes compromise efforts to identify the most deserving and experienced citizens for higher education trusteeships. The quality of all gubernatorial appointments is important, of course, but college and university trusteeships have such long-term and consequential efforts on the economic, social, and cultural needs of students and the state that institutionalizing merit screening and recruitment is a good practice. No selection process is perfect, but a rigorous process sends the message to the public and to those being considered for trusteeships that the work of citizen boards matters and is consequential--to the public's welfare, the quality of life in the state, and to economic development. A thorough and transparent process also lets the public and the media know that elected political leaders are determined to practice effective governance. Three attachments discuss the responsibilities of public governing boards, responsibilities of individual trustees, and qualifications of outstanding appointees. (Author/SLD) ED482373 Merit Screening of Citizens for Gubernatorial Appointment to Public College and University Trusteeship. State Policy Brief. 2003-09-00 Policymakers 12 For full text: http://www.centerforgovernance.net. N/A 2004 2016-11-21

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Yes College Bound Students College Preparation Disabilities Higher Education Student Adjustment Summer Programs Reference Materials - Directories/Catalogs George Washington Univ., Washington, DC. HEATH Resource Center. English This list has been prepared as a reference for students with disabilities who are looking for ways to prepare for college and enhance college performance. Campus disability support providers report that students who receive some preview of the college experience can manage the first year with fewer adjustment problems than others. Colleges not listed may have summer programs for students who have been admitted to that college, or may hold summer programs as a precondition of acceptance into the general academic program. Twelve programs are described. (SLD) ED482374 Summer Pre-College Programs for Students with Disabilities, 2003. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 6 For full text: http://www.heath.gwu.edu/PDFs/Summer%20Precollege.pdf. N/A 2004 8/20/2004 00:38:40 RIEJUL2004 H326H010005

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Yes Academic Accommodations (Disabilities) College Students Disabilities Emotional Problems Higher Education Mental Disorders Psychiatric Services Services Eudaly, Jan Reports - Descriptive George Washington Univ., Washington, DC. HEATH Resource Center. English The evidence, largely anecdotal, suggests that disability support service providers in higher education are serving an increasing number of students with psychiatric disabilities. This paper discusses the responses of college disability support services. Many factor complicate the delivery of services for students with psychiatric disabilities, and the nature of such disabilities makes them challenging to accommodate. Students with current documentation of a psychiatric impairment who request services are entitled to accommodations that specifically and appropriately address their needs, such as permission to use peer note takers or extended time to complete examinations. In addition to the challenges posed by the disabilities themselves, students may encounter prejudice and ignorance. In the end, the academic and personal successes are well worth the efforts of the student, faculty, and staff. (SLD) ED482375 A Rising Tide: Students with Psychiatric Disabilities Seek Services in Record Numbers. 2003-00-00 Special Education Programs (ED/OSERS), Washington, DC. 4 For full text: http://www.heath.gwu.edu/PDFs/Psychiatric%20Disabilities.pdf. N/A 2004 8/20/2004 00:38:42 RIEJUL2004 H326H010005

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No Educational Finance Financial Support Governing Boards Medical Schools Trustees Universities Wegner, Gregory R. Reports - Descriptive Academic Health Centers Association of Governing Boards of Universities and Colleges, Washington, DC. English This paper provides an overview to help trustees of higher education institutions learn how to form a collective knowledge base and ask penetrating questions about academic health center (AHC) governance practices, which vary by institution. The advice offered is addressed particularly to governing board members, chief executive officers, and administrators who need a framework for understanding their responsibilities as they attempt to balance the academic and revenue-producing missions. The paper summarizes efforts by participants at a June 2003 symposium, organized by the Association of Governing Boards of Universities and Colleges (AGB), the Association of Academic Health Centers, and the Association of American Medical Colleges, that considered: (1) what university governing boards have learned about the crisis in academic medicine and its implications for institutional governance; (2) what university governing boards need to know in order to fulfill their governance responsibilities more effectively; (3) how a university can ensure appropriate governance oversight of its AHC; and (4) what the Association of Governing Boards of Universities and Colleges (AGB) can do to help meet the needs of governing boards with responsibilities for AHCs. (SLD) ED482376 Academic Health Center Governance and the Responsibilities of University Boards and Chief Executives (Report of a Symposium). Occasional Paper Series. Association of Governing Boards of Universities and Colleges 2003-00-00 Commonwealth Fund, New York, NY. Robert Wood Johnson Foundation, Princeton, NJ. 12 Association of Governing Boards of Universities and Colleges. 1133 20th Street NW Suite 300, Washington, DC 20036. Tel: 800-356-6317; Tel: 202-296-8400; Fax: 202-223-7053; Web site: http://www.agb.org N/A 2004 2016-11-21

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Yes Curriculum Development Health Conditions Medical Education Medical Students Public Health Terrorism Reports - Descriptive Association of American Medical Colleges, Washington, DC. English The Association of American Medical Colleges (AAMC) convened a multidisciplinary group of experts to share their insights about the learning objectives and educational experiences that they would recommend for the training of future physicians about bioterrorism. The expert panel broadened the scope of their discussion beyond bioterrorism to include other potential weapons of mass destruction (WMD). Their deliberations identified medical student competencies that should prepare students to identify and response specifically to WMD incidents. The panel agreed that an integral component of the curriculum should focus on physicians' interactions with the public health system to help facilitate effective and coordinated medical and public health response to WMD and to more common threats to health. Panelists acknowledged that better coordination between medicine and public health would improve the management of public health challenges ranging from food-borne illnesses to natural disasters to infectious diseases. They recognized that in the absence of WMD incidents, conventional public health threats help "drill" the coordinated health systems that are central to an effective medical and public health response in the event of a WMD incident. Panelists also concluded that medical students should be taught to adopt a life-long learning perspective with regard to this subject. (SLD) ED482377 Training Future Physicians about Weapons of Mass Destruction: Report of the Expert Panel on Bioterrorism Education for Medical Students. 2003-00-00 Centers for Disease Control and Prevention (DHHS/PHS), Atlanta, GA. 21 Association of American Medical Colleges, 2450 N Street, NW, Washington, DC 20037-1134. Web site: http://www.aamc.org. N/A 2004 8/20/2004 00:38:46 RIEJUL2004 U36/CCU-319276

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No Colleges Community Development Employees Higher Education Low Income Groups Salaries School Personnel Wages Reports - Descriptive Living Wage Massachusetts Univ., Boston. New England Resource Center for Higher Education. English The New England Resource Center for Higher Education has taken an interest in what colleges and universities are doing to address the needs of the "community within," an interest that began with the realization that many campuses achieved great success in outreach programs while ignoring the needs of low-paid employees of the colleges themselves. This paper discusses the concept of the "community within" and describes the background information gathered for a planned exploration of this topic. Simply defining the target as low-wage workers or lowest-paid college employees was not adequate, but defining it as workers paid an hourly wage opens the way for future studies. Many campuses do in fact offer programs to support the needs of the lower-income employees on campus, and these can be the basis for further study. The institution's human resources department can be a starting place, and is apt to offer the programs that are most relevant for the study. It is important, however, to go beyond the human resources benefit program model to think about how to help campuses institutionalize a commitment to serve their own communities as part of the civic engagement agenda. An such engagement effort must be carried out in an environment of respect. Pennsylvania State University is an institution that has successfully articulated its obligation to supporting staff and linked this with creative action and comprehensive programming. In spite of economic pressures on higher education, paying a living wage is absolutely critical to building a strong and sustainable community. As the Penn State example shows, it is not the only thing campuses can do to foster a caring and supporting environment in which respect is an institutional priority. (SLD) ED482378 Reversing the Telescope: Community Development from Within. Taking the First Look. 2003-00-00 13 N/A 2004 2016-11-21

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Yes Annual Reports Dual Enrollment Enrollment Enrollment Trends Higher Education Public Colleges State Colleges Schepp, Julie Padilla, Gina Numerical/Quantitative Data Reports - Descriptive North Dakota North Dakota University System North Dakota North Dakota Univ. System, Bismarck. English This report provides data about enrollment in the institutions of the North Dakota University System (NDUS) in 2002-2003, specifically Summer 2002, Fall 2002, and Spring 2003 NDUS Institutions of Higher Education. The unduplicated total of degree credit, nondegree credit, and noncredit enrollments was 52,480. Some students were enrolled in more than one institution or program; totals that include duplicated students are also provided. Tables also show enrollments by degree credit status and for noncredit enrollment. (SLD) ED482379 North Dakota University System Annual Enrollment Report, 2002-2003. 2003-11-00 18 N/A 2004 2016-11-21

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Yes Economic Factors Educational Improvement Educational Indicators Educational Objectives Higher Education Performance Factors State Programs Reports - Descriptive Illinois Illinois Illinois State Board of Higher Education, Springfield. English This is the first report on the performance indicators adopted by the Illinois Board of Higher Education in February 2003 to assess progress toward the six goals of "The Illinois Commitment." This imitative is a work in progress that will be implemented and refined over multiple years. This first report focuses on the statewide and "common" institutional indicators for which data are currently available. Data about these indicators indicate that Illinois colleges and universities are facing a growing and more diverse student population. Increasing enrollments and changing demographics will challenge higher education institutions in coming years. Higher levels of education are required in the "knowledge economy," and the demand will place pressures on the higher education system to respond. The educational capacity of Illinois exceeds that of the national average on many measures, but more effort is needed to further enhance educational participation and attainment levels. Funding constraints of recent years have contributed to tuition increases that fuel both affordability and fiscal accountability concerns. Greater reliance on student loans and a widening of the affordability gap for low-income students may hinder a student's access to, and choice among, higher education opportunities. Policy implications are discussed for each of the goals of the Illinois Commitment: (1) economic growth; (2) partnerships with P-12 education; (3) affordability; (4) access and diversity; (5) quality; and (6) productivity and accountability. Appendixes list effective practices reported by institutions and data sources and definitions and provide institutional data. (Contains 60 exhibits.) (SLD) ED482380 Assessing Progress toward Meeting the Goals of "The Illinois Commitment": Performance Indicators, 2003 Annual Report. 2003-12-00 130 N/A 2004 2016-11-21

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No Acculturation Active Learning Beginning Teachers College Faculty Discussion (Teaching Technique) Educational Environment Faculty Advisers Faculty Publishing Grantsmanship Higher Education Lecture Method Legal Responsibility Mentors Student Participation Teacher Effectiveness Teacher Role Teaching Methods Lucas, Christopher J. Murry, John W., Jr. Books Guides - Classroom - Teacher Teacher Socialization English This book offers "survival" advice for faculty newcomers, organizing the discussion under the actual categories of work in which faculty typically engage. Chapter 1, "Institutional Environment and the Academic Community," examines the culture of an academic institution and how faculty newcomers become acculturated or socialized to its norms. Chapter 2, "Faculty Mentoring," highlights the benefits of mentoring relationships, offering suggestions regarding how to succeed and what to do in order to secure hard answers to questions that are important during the first teaching year. Chapter 3, "Teaching: Lectures and Discussions," emphasizes steps teachers can take to enhance their prospects for effectiveness in college classrooms. Chapter 4, "Active Learning and Other Instructional Management Issues," explores nontraditional teaching formats, particularly those that seek to transform passive learners into active ones. Chapter 5, "Advising Students," discusses the importance of student advising and how to work with student advisees. Chapter 6, "Getting Published," highlights issues surrounding the "publish or perish" syndrome. Chapter 7, "The Art of Grantsmanship," offers suggestions for developing grantsmanship skills. Chapter 8, "Faculty Service," discusses various types and levels of professorial service and their advantages and drawbacks. Chapter 9, "Legal Issues and the Professorate," discusses potential pitfalls and how to avoid them. Chapter 10, "Further Thoughts," offers suggestions for new faculty members. (SM) ED482382 New Faculty: A Practical Guide for Academic Beginners. 2002-00-00 ISBN-0-312-29537-5 Practitioners Teachers 273 Palgrave Macmillan, 175 Fifth Avenue, New York, NY 10010 (hardback: ISBN-0-312-29506-5, $79.95; paperback: ISBN-0-312-29537-5, $24.95). Web site: http://www.palgrave.com. N/A 2004 2016-11-21

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No Computer Uses in Education Discussion (Teaching Technique) Distance Education Elementary Secondary Education Evaluation Methods Higher Education Internet Learning Theories Online Courses Student Evaluation Teacher Role Teaching Methods Bender, Tisha Books Guides - Non-Classroom English This book creates a vision of online pedagogy based on the author's experience and desire to create a virtual environment that involves students and fosters their deep learning. There are 9 chapters in three parts. Part 1, "Theoretical Implications: Building a Body of Online Pedagogy," includes (1) "The Distance Factor"; (2) "The Optimal Role of the Online Teacher"; and (3) "Rethinking Learning Theory within the Online Class." Part 2, "Practical Applications," includes (4) "Course Design"; (5) "Starting to Teach the Online Class"; (6) "Aspects of Online Communication"; and (7) "Innovative Online Teaching Techniques." Part 3, "Assessment," includes (8) "Opinions about Online Teaching and Learning" and (9) "Building a Model of Assessment of Online Education." A glossary of relevant terms is included. (Contains 102 references.) (SM) ED482383 Discussion-Based Online Teaching To Enhance Student Learning: Theory, Practice, and Assessment. 2003-00-00 ISBN-1-57922-065-7 Practitioners Teachers 206 Stylus Publishing, 22883 Quicksilver Drive, Sterling, VA 20166-2012 ($24.95). Web site: http://www.Styluspub.com. N/A 2004 8/20/2004 00:38:57 RIEJUL2004

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No Benchmarking Clinical Experience Communication Skills Computer Uses in Education Cooperative Learning Curriculum Development Dentistry Graduate Study Higher Education Information Technology Large Group Instruction Medical Education Medical Students Online Courses Physician Patient Relationship Problem Based Learning Small Group Instruction Student Evaluation Teaching Methods Veterinary Medical Education Sweet, John, Ed. Huttly, Sharon, Ed. Taylor, Ian, Ed. Books Collected Works - General Reflective Thinking English This collection of papers includes: (1) "Opportunities in Medical, Dental and Veterinary (MDV) Educational Development" (John Sweet); (2) "Culture, Collegiality, and Collaborative Learning" (George Brown, Madeline Rohin, and Michael Manogue); (3) "Communication Skills: On Being Patient-Centered" (Jeff Wilson); (4) "Curriculum" (John Sweet); (5) "Assessment of the Student Practitioner" (Joy Crosby); (6) "Large Group Teaching and Interactive Lectures" (Iain Robbe); (7) "Learning in Small Groups and Problem-Based Learning" (Joy Crosby); (8) "Using Information Technologies and Teaching Online" (John Eyers and Andrew Sackville); (9) "Supporting Students" (Jeff Wilson and John Sweet); (10) "Learning Environments: A Teacher's Survey" (Ronald Brown and John Sweet); (11) "Learning in the Clinical Environment" (Gerry Mullins, John Wetherell, and Iain Robbe); (12) "Developing Reflective Clinical Practice" (Stephen Brigley); (13) "Drawing Together Quality Issues, Institutional Benchmarking and Revalidation" (Iain Robbe); and (14) "The Way Ahead for Medical, Dental and Veterinary Education" (Heather Fry and Sharon Huttly). (Papers contain references.) (SM) ED482384 Effective Learning & Teaching in Medical, Dental & Veterinary Education. 2003-00-00 ISBN-0-7494-3562-3 Practitioners Teachers 228 RoutledgeFalmer, Routledge Customer Service, 10650 Toebben Drive, Independence, KY 41051 ($32.95). Tel: 800-634-7064 (Toll Free); Fax: 800-248-4724 (Toll Free); e-mail: cserve@routledge-ny.com; Web site: http://www.routledge-ny.com. N/A 2004 2016-11-21

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No Administrator Responsibility Collegiality Higher Education Leadership Qualities Leadership Responsibility Leadership Styles Modeling (Psychology) Teacher Administrator Relationship Kouzes, James M. Posner, Barry Z. Books Guides - Non-Classroom English This book shows how anyone can develop the key leadership skills needed to "get extraordinary things done" on their college and university campuses. It outlines the principles and practices that are solidly based in more than two decades of quantitative and qualitative research. The book: describes the proven Five Practices of Exemplary Leadership; explains the fundamental principles supporting the key leadership practices; provides actual case examples of real people on college and university campuses who demonstrate each practice; offers specific recommendations on what to do to own these practices; and shows how to continue to develop as a leader. Nine chapters focus on: (1) "Leadership is a Relationship"; (2) "Model the Way"; (3) "Inspire a Shared Vision"; (4) "Challenge the Process"; (5) "Enable Others to Act"; (6) "Encourage the Heart"; and (7) "Leadership is Everyone's Business." (Contains 67 references.) (SM) ED482385 The Jossey-Bass Academic Administrator's Guide to Exemplary Leadership. 2003-00-00 ISBN-0-7879-6664-9 Administrators Practitioners 112 Jossey-Bass, Customer Care Center, Customer Accounts, 10475 Crosspoint Boulevard, Indianapolis, IN 46256 ($20). Tel: 877-762-2974 (Toll Free); Fax: 800-597-3299 (Toll Free); e-mail: customer@wiley.com; Web site: http://www.josseybass.com. N/A 2004 8/20/2004 00:39:02 RIEJUL2004

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Yes College Students Enrollment Trends Federal Aid Higher Education Need Analysis (Student Financial Aid) Scholarships School Holding Power State Aid Student Financial Aid Singell, Larry D., Jr. Reports - Research English Few studies have examined whether financial aid affects college retention. This paper models the decision to enroll and re-enroll in college, which yields a bivariate probit model that is estimated using detailed individual data from a large public university. The analysis uses the unique detail of institution-specific data to examine the effect of financial aid on the re-enrollment decision, and exploits the sequential college completion process to condition the re-enrollment probabilities for college selection such that the implications are broader than is typical of a single-institution study. Overall, the results indicate that some types of need-based aid improve retention but that merit-based aid has the largest retention effects, particularly for well-to-do enrollees. (Author/SM) ED482386 Come and Stay a While: Does Financial Aid Effect Enrollment and Retention at a Large Public University? 2001-08-00 25 N/A 2004 8/20/2004 00:39:04 RIEJUL2004 Support provided by Cornell Higher Education Research Institute, Cornell University.

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Yes Academic Achievement Employer Attitudes Higher Education Income Outcomes of Education Peer Influence Predictor Variables Scores Secondary Education Student Characteristics Cheslock, John J. Hilmer, Michael J. Reports - Descriptive English This paper analyzes how the composition of an institution's student body affects performance of that institution's students, examining how average student quality and dispersion in student quality within the student body affects individual students' future earnings. The first section examines two reasons why one's peers would affect future labor market success: peer effects and employer screening. Peers can augment or detract from human capital accumulation through numerous types of interactions. Employer screening captures the role of one's fellow students in shaping the beliefs of employers about the quality of students at the institution. These may affect employers' actions in two ways (the level of student quality may affect the intensity by which employers recruit, and the dispersion in student quality may affect the degree to which employers screen by ability when interviewing students). The paper reviews relevant research, then uses 1982 High School and Beyond Survey data to provide additional evidence. Findings are consistent with previous research. Overall, level of student quality at an institution is an important determinant of earnings. A 100-point increase in the median SAT relates to a 3-percent increase in student annual earnings. Students with lower SAT scores appear to receive the highest premium from attending an institution with a high median SAT. (Contains 21 references.) (SM) ED482387 How College Enrollment Strategies Affect Student Labor Market Success. 2001-12-00 Andrew W. Mellon Foundation, New York, NY. 26 N/A 2004 8/20/2004 00:39:06 RIEJUL2004 Support also provided by Cornell Higher Education Research Institute, Cornell University.

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Yes Access to Education Educational Finance Enrollment Trends Higher Education Private Colleges Public Colleges Transfer Students Cheslock, John J. Reports - Descriptive English This paper investigates determinants of transfer enrollment within four-year institutions. After outlining probable determinants (e.g., enrollment supply and demand and financial considerations), data from a national sample of institutions from 1984-1997 are used to examine whether these factors explain the composition of a school's enrollment. Next, the paper examines variation in enrollments across institutional types and finds three main differences: (1) the transfer enrollment rate, the percentage of an institution's incoming students who are transfers, is larger at public than private institutions; (2) the transfer enrollment rate falls for private institutions as they become more selective, but the relationship between selectivity and transfer enrollment share is more complex for public institutions; and (3) private liberal arts I colleges have lower transfer enrollment rates than other schools. Finally the paper investigates factors besides institutional type that determine the composition of a school's new student enrollment. For both public and private institutions, transfer enrollment rates are higher at institutions with more student attrition, less financial resources, less freshmen in campus housing, lower tuition and fees, and more students attending two-year institutions in the school's state. (Contains 17 references.) (SM) ED482388 The Determinants of an Institution's Transfer Student Enrollment. 2001-12-00 Andrew W. Mellon Foundation, New York, NY. 37 N/A 2004 8/20/2004 00:39:08 RIEJUL2004 Support also provided by Cornell Higher Education Research Institute, Cornell University.

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Yes Class Size Classroom Environment Grades (Scholastic) Higher Education Minority Groups Sex Differences Small Classes Dillon, Michael Kokkelenberg, E. C. Christy, Sean M. Reports - Research English This paper uses an earnings function to model how class size affects the grade students earn. It tests the model using an ordinal logit with and without fixed effects on 363,023 undergraduate observations. It finds that class size negatively affects grades. Average grade point average declines as class size increases, precipitously up to class sizes of ten, and more gradually but monotonically through class sizes of 400 plus. The probability of getting a B plus or better declines from 0.9 for class sizes to 20 to about 0.5 for class sizes of 120, and almost 0.4 for class sizes of 400. (Contains 47 bibliographic references.) (Author/SM) ED482389 The Effects of Class Size on Student Achievement in Higher Education: Applying an Earnings Function. 2002-11-00 29 N/A 2004 8/20/2004 00:39:10 RIEJUL2004 Support also provided by Cornell Higher Education Research Institute, Cornell University.

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Yes Econometrics Economic Research Economics of Education Educational Finance Educational Research Enrollment Trends Governance Graduation Higher Education Institutional Characteristics Labor Market Majors (Students) Ehrenberg, Ronald G. Information Analyses Reports - Descriptive English The econometrics of higher education emerged from the development of human capital theory and efforts to estimate rates of return to education in the 1960s and 1970s. This paper surveys the various strands of the literature on the econometrics of higher education that have developed during the last 40 years and indicates how a collection of papers fits into this literature. It also discusses: the estimation of rates of return to higher education; determinants of college enrollment, college graduation, and choice of major; studies of the academic labor market; studies relating to models of university behavior; and studies relating to higher education as an industry and higher education governance. The paper stresses that the central econometric problem faced by higher education researchers who employ individual-level data is that of selection. Similarly, the central econometric problem faced by researchers who use market-level data is the difficulty of disentangling demand and supply shocks. Much of the challenge that empirical higher education researchers face is attempting to satisfactorily resolve these problems. (Contains 174 references.) (SM) ED482390 Econometric Studies of Higher Education. 2003-01-15 Andrew W. Mellon Foundation, New York, NY. 44 N/A 2004 8/20/2004 00:39:12 RIEJUL2004 Prepared by Cornell Higher Education Research Institute, Cornell University. Support also provided by Atlantic Philanthropies.

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Yes Art Education Critical Reading Elementary Education Internet Lesson Plans Listening Skills Peace Poetry Reader Response Reading Instruction Reading Strategies Symbols (Literary) Technology Uses in Education Units of Study Writing (Composition) Moreillon, Judi Guides - Classroom - Teacher Picasso (Pablo) MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Students and teachers employ think-aloud strategies as they read literature, compose poems, and create artwork related to the theme of peace. This unit is designed for collaborative teaching among classroom, art, and technology teachers, and school librarians. A single educator can also teach this unit. During nine and a half hours, plus publishing time, students will: practice think-aloud strategies when reading literature; apply think-aloud strategies when listening to poetry and viewing art; compile questions and personal responses to literature using a graphic organizer; study the symbol of the dove via the Internet and re-envision Picasso's dove in their own artwork; brainstorm and compose a shared classroom poem about peace; use technology tools in the prewriting, composition, revision, and publication stages of the writing process; and compose individual poems inspired by their own artwork. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A graphic organizer; a peace poem template; a sample peace web and poem; a think-aloud monitoring sheet; teacher modeling sheet; and a rubric for Picasso Peace Dove Poem are attached. (PM) ED482391 Peace Poems and Picasso Doves: Literature, Art, Technology, and Poetry. 2003-04-15 Practitioners Teachers Students 15 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 2016-11-21

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Yes Educational Objectives Evaluation Methods Illustrations Lesson Plans Poetry Prediction Primary Education Reading Comprehension Reading Instruction Rhyme Sentence Structure Vocabulary Development Reed, Jennifer Guides - Classroom - Teacher International Reading Association, Newark, DE. MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. English This lesson plan can help teach primary students about sentence structure, rhyming words, sight words, vocabulary, and print concepts using a weekly poem. These important skills for reading and writing are demonstrated in a whole-to-parts approach using engaging poems, shared reading, and independent activities. During five 15-minute class sessions, students will: learn new vocabulary; recognize rhyming words; develop an understanding of print concepts; demonstrate reading comprehension through illustrations; make predictions based on prior knowledge; and learn the elements of a sentence. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A drawing sheet; a weekly poem rubric; a sample letter to parents; and a skills search sheet are attached. (PM) ED482392 Poetry Portfolios: Using Poetry to Teach Reading and Writing. 2003-06-11 Students Practitioners Teachers 11 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:16 RIEJUL2004

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Yes Critical Reading Educational Objectives Elementary Education Evaluation Methods Lesson Plans Oral Reading Poetry Reading Fluency Reading Instruction Seitz, Sheila Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English In this lesson plan, grade 3 to 5 students examine elements of fluent reading through oral poetry performance. They use the Internet to identify a poem to prepare and perform for the class. The main objective of this lesson concerns improving fluency. During four hours over a span of five days, students will: be able to identify text written in poetry form and the elements that are applicable (e.g., rhyme, repetition, onomatopoeia); analyze oral expressions (e.g., pause, accent, rhythm) that are used in poetry to convey meaning; develop effective styles for reading poetry out loud; and create an oral performance of a self-chosen piece of poetry using fluency and expression to convey meaning. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A performance critique is attached. (PM) ED482393 Poetry: A Feast to Form Fluent Readers. 2002-12-20 Practitioners Teachers Students 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:19 RIEJUL2004

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Yes Critical Reading Educational Objectives Evaluation Methods Inferences Lesson Plans Middle Schools Picture Books Reading Instruction Henry, Laurie Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English In this lesson plan, middle school students analyze the structure of a postmodern picture book to uncover how authors form relationships between words and illustrations. An online teacher resource explains the intent of the picture book "Black and White" and provides background information and suggestions for classroom discussion. During one 45-minute session students will: explore unfamiliar text formats; interpret multiple meanings from a text; analyze writer's craft and writing techniques; and discuss relationships between literacy and artistic techniques. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A story map is attached. Includes 2 figures. (PM) ED482394 Postmodern Picture Books in the Middle School. 2003-03-28 Students Practitioners Teachers 6 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:21 RIEJUL2004

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Yes Audience Awareness Creativity Editing Educational Objectives Elementary Education Evaluation Methods Lesson Plans Multiple Intelligences Peer Evaluation Writing Instruction Kimbro, Michelle Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English Description can make a piece of writing come alive. This lesson plan combines art and word play, emphasizing writing for an audience while drawing on multiple intelligences. Peer review and feedback reinforces the revision process as students create trading cards by drawing pictures of monsters and describing and categorizing them in detail. During two 50-minute sessions, grade 3 to 5 students will: self-edit to see what kind of details they currently use in writing and revise for clarity and creativity; give feedback to their peers on use of descriptive language; improve the amount and quality of description in their writing based on feedback from their peers; and make the connection between graphical elements and use of details in writing. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A monster trading card template; a rubric for monster trading cards; and a monster trading card example are attached. (PM) ED482395 Powerful Writing: Description in Creating Monster Trading Cards. 2003-04-22 Practitioners Students Teachers 7 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:22 RIEJUL2004

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Yes Educational Objectives Evaluation Methods Intermediate Grades Interpersonal Competence Large Group Instruction Lesson Plans Mathematics Instruction Metacognition Peer Relationship Prediction Prior Learning Tables (Data) Thinking Skills Word Problems (Mathematics) Beyersdorfer, Janet Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English In this lesson, students identify the question-answer relationship (QAR) for word problems that relate to a graphic or table. They then use the QAR strategy to determine the mathematical and cognitive actions required to answer the word problem. This activity is particularly appropriate for fourth- and fifth-grade students. During two 40-minute sessions, students will: preview tables to stimulate prior knowledge, make predictions, interact with print, and generate questions and answers about the content; understand that the format of a table supports comprehension of the relationship between data and the self-monitoring of responses to questions; practice analyzing word problems using the QAR strategy to predict a computation strategy and determine a response; understand that the type of question may indicate the need for different cognitive and mathematical actions; apply think-aloud strategies in small groups to aid in metacognition and to verbalize their thinking process; and discuss the material with peers, monitor and correct their own work, encourage and support one another, and reinforce social skills in collaborative learning groups. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A century of change worksheet; a teacher's guide; a collaborative group worksheet; a discussion questions sheet; and a guide sheet about using QARs with graphics are attached. (PM) ED482396 QARs + Tables = Successful Comprehension of Math Word Problems. 2003-06-02 Practitioners Students Teachers 11 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:24 RIEJUL2004

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Yes Educational Objectives English Instruction Evaluation Methods Lesson Plans Metaphors Middle Schools Novels Prediction Reading Comprehension Vocabulary Development Writing Instruction Hebert, Lara Guides - Classroom - Teacher MarcoPolo Education Foundation. National Council of Teachers of English, Urbana, IL. International Reading Association, Newark, DE. English This lesson plan based on "Freak the Mighty" by Rodman Philbrick includes the modeling and practicing of specific reading comprehension strategies, vocabulary and word study, a figurative language activity, and a selection of final projects which can be used for assessment with the accompanying rubric. During three 60-minute sessions for four weeks, students will: make predictions based on the content that is read as a means of improving comprehension; make personal connections to the text as a means of improving comprehension; demonstrate comprehension of the novel; choose and use appropriate voice in their writing; recognize and create examples of metaphor and hyperbole; and increase their written and spoken vocabulary. The instructional plan, lists of resources, student assessment/reflection activities, and a list of National Council of Teachers of English/International Reading Association (NCTE/IRA) Standards addressed in the lesson are included. A comprehension assessment rubric is attached. (PM) ED482397 Reading and Writing Workshop: "Freak the Mighty." 2002-11-01 Practitioners Students Teachers 8 Managing Editor, ReadWriteThink, International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. E-mail: comments@readwritethink.org. For full text: http://www.readwritethink.org/lessons. N/A 2004 8/20/2004 00:39:26 RIEJUL2004

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Yes Class Activities Classroom Research Curriculum Development Elementary Education Information Literacy Literature Reviews Middle Schools Program Effectiveness Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English The research reviewed in this topical bibliography and commentary generally pursues two lines of inquiry: what exactly information literacy is, and how educators can apply theories of information literacy to the day-to-day problems of elementary and middle-school students. The research contains a particular emphasis on the inability of current elementary school curricula to relate class work to "real-world" problems and produce students who are adapted to an economy based more on information than labor. The research reviewed in the topical bibliography and commentary both argues and demonstrates through successful classroom experiments the superiority of the information literacy program in achieving such results. Contains 5 references and annotated links to 3 Internet resources. (RS) ED482398 Information Literacy: Classroom Applications. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:29 RIEJUL2004 ED-99-CO-0028

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Yes Curriculum Development Educational Trends Elementary Secondary Education Information Literacy Internet Literature Reviews Technological Advancement Technological Literacy Thinking Skills Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary reviews research to examine the current trends in information literacy. It notes that the most recent studies of information literacy reflect the following concerns: (1) the effects of new information technologies (especially the Internet) on traditional methods of research and instruction in research; (2) the ways in which these new technologies are shaping current notions of literacy; and (3) the absence or virtual absence in most primary and secondary education curricula of classes suited to these new problems. The topical bibliography and commentary concludes that all authors reviewed share a common interest in providing teachers and scholars in the field of education with definitions of "literacy," which are suited to the technological environment of the early 21st century, and with suggesting means of adapting their methods of instruction to this relatively new and confusing environment. Contains 9 references and annotated links to 2 Internet resources. (RS) ED482399 Current Trends in Information Literacy. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 5 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:31 RIEJUL2004 ED-99-CO-0028

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Yes Elementary Secondary Education English (Second Language) Free Writing Instructional Effectiveness Literature Reviews Process Approach (Writing) Teaching Methods Writing Instruction Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Direct Instruction ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Teachers of second language writing classes are faced with the task of choosing writing methods that provide their students the greatest opportunity to gain writing skills, but there is a lack of research in this area. This topical bibliography and commentary reviews existing research on second language writing instruction. It concludes that free writing offers value to second language learners, while a strictly grammatically based writing strategy has been shown to be detrimental. It appears that the most advantageous approach to second language writing instruction is to include some skills from both schools of writing (product and process approaches) and to avoid a one-sided teaching method. (RS) ED482400 Second Language Learners: Writing. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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Yes Childrens Literature Cooperation Cultural Influences Elementary Secondary Education English (Second Language) Instructional Effectiveness Language Acquisition Literature Reviews Peer Relationship Social Influences Teaching Methods Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Conversation ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English Although there is a substantial research knowledge base in the field of teaching English as a Second Language (ESL), this topical bibliography and commentary suggests that much misinformation still persists. The articles that form the basis for this topical bibliography and commentary agree on the approach that is most effective for ESL acquisition: child relevant materials and conversation that focus on content and concepts. Another important aspect is peer collaboration and the fostering of an environment in which real conversation can take place. The articles summarized in this topical bibliography and commentary also agree that student language acquisition is a social and cultural as well as a cognitive process. Conversation is more than vocabulary and grammar; it involves learning the social and cultural aspects of communication. Contains 14 references and annotated links to 2 Internet resources. (RS) ED482401 Teaching English as a Second Language. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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Yes Childrens Writing Computer Uses in Education Elementary Education Instructional Effectiveness Student Publications Writing for Publication Writing Instruction Writing Processes Smith, Carl B., Ed. Information Analyses ERIC Publications Reports - Research ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English There are many ways and options available for children to publish their work, other than just writing for their teachers. This research summary discusses the benefits of publishing students' writing and ways that students go public with their writing: the author's chair, publishing individual authors, classbooks, classroom and school newspapers, and Young Author's conferences. It also discusses the role of technology and computers in publishing children's writing. It concludes that whatever the chosen method, teachers can rest assured that when they publish their students' work, they will not only see improvement in their students' writing skills, but also witness the students' sense of satisfaction and heightened self-esteem as they make their writing public. Contains 23 references and links to 3 Internet resources. (RS) ED482402 Various Methods of Publishing Children's Writing. ERIC Research Summary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:37 RIEJUL2004 ED-99-CO-0028

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Yes Class Activities Classroom Communication Communication Skills Elementary Secondary Education Language Acquisition Second Language Instruction Second Language Learning Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Conversation ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary discusses how the principles in first language acquisition can be applied to second language learning and summarizes a variety of techniques employed by teachers towards that end. It discusses first language acquisition, narrative strategies, conversational strategies, and creating contextual experiences. It concludes that whether a teacher uses narrative strategies to initiate dialogue, provides opportunities for guided, instructional conversations, or utilizes tools to help provide a greater context to lesson plans, second language learners will benefit from meaningful, purposeful, and relevant experiences to hear, learn, and practice speaking in their newly acquired language. Contains 22 references and links to 5 Internet resources. (RS) ED482403 Oral Language and the Second Language Learner. ERIC Research Summary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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Yes Alternative Assessment Elementary Secondary Education Evaluation Methods Reliability Student Evaluation Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary addresses methods of alternative, or informal, assessment that have proven effective, and how these methods have been, or can be, established as reliable alternatives to standardized testing. It discusses authentic assessment, forms of alternative assessment (unstructured written activities, unstructured oral activities, and structured activities), and reliability of alternative assessments. It concludes that as teachers learn how to measure authentic assessment techniques "consistently and accurately" parents and administrators will gain a greater sense of confidence with alternative assessment methods. Contains 10 references and annotated links to 2 Internet resources. (RS) ED482404 Alternative Forms of Assessment. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:41 RIEJUL2004 ED-99-CO-0028

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Yes Elementary Education Literature Reviews Phonemic Awareness Phonics Reading Achievement Reading Improvement Reading Instruction Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies Explicit Instruction ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary provides an overview of current thinking on the role of phonics in reading instruction. It discusses the value of phonics, phonics and phonemic awareness, the need for explicit instruction, principles in phonics instruction, and recommended instructional procedures. It concludes that findings from research reveals that phonemic awareness training will enhance children's auditory skills in segmenting and blending unfamiliar words as well as improve their reading achievement. Contains 9 references and links to 3 Internet resources. (RS) ED482405 The Teaching of Phonics. ERIC Research Summary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 2016-11-21

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Yes High Schools Reading Material Selection Reading Materials Resource Materials Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary discusses resource aids that help educators evaluate and select high quality reading materials for young adults. It discusses general resource articles as aids. Examples are: specific themes, booklists, and school system aids. It concludes that there are no succinct lists of criteria or resources; rather, educators must consult numerous sources, some of which are cited in this topical bibliography and commentary, before making wise selections. Contains 26 references and links to 3 Internet resources. (RS) ED482406 Selecting Reading Materials for High School Students. ERIC Research Summary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:45 RIEJUL2004 ED-99-CO-0028

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Yes Curriculum Design Instructional Effectiveness Interdisciplinary Approach Language Arts Literature Reviews Middle Schools Thematic Approach Smith, Carl B., Ed. Information Analyses ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse on Reading, English, and Communication, Bloomington, IN. English This topical bibliography and commentary highlights the major points of the available literature on the value of using a "thematic organization" for the teaching of language arts classes in grades 6 through 8. It begins with a definition of the thematic organization approach, as culled from the literature. It then presents briefly a few examples of thematic organization techniques that have been used in language arts classes. The topical bibliography and commentary next examines the benefits of the thematic approach. It concludes that thematic organization is a highly effective and valuable technique. Contains 9 references and annotated links to 2 Internet resources. (RS) ED482407 The Value of a Thematic Organization for Language Arts, Grades 6-8. ERIC Topical Bibliography and Commentary. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 6 ERIC Clearinghouse on Reading, English and Communication, 2805 E. 10th St., #140, Bloomington, IN 47408-2698. Web site: http://reading.indiana.edu. N/A 2004 8/20/2004 00:39:48 RIEJUL2004 ED-99-CO-0028

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Yes Academic Achievement Charter Schools Educational Finance Educational Legislation Elementary Secondary Education Public Education School Districts Special Education Urban Schools Little, David Roberts, Gregory Ward, Diane Bianchi, Alison B. Metheny, Mary Reports - Evaluative New York New York English The New York State School Boards of Association investigated how charter schools in the state were faring as they reached the fifth year in the state's charter school experiment, noting how they were educating special education students and how they had impacted public school districts in these times of financial stress. Data came from annual reports from 30 charter schools statewide, the American Federation of Teachers, the Charter Schools Institute at the State University of New York, the New York State Board of Regents, Edison Schools, and the U.S. General Accounting Office. Results indicate that demand for charter schools in New York State is waning; charter schools are not making the grade academically; special education students are underrepresented in New York's charter schools and in their annual reports; and charter schools have wreaked tremendous fiscal havoc on New York's public school districts. The report concludes that at a time when traditional public schools, which educate the majority of children in New York, are struggling to cope with a fiscal crisis that threatens to derail their success, the investment in charter schools is not justified. Recommendations to the state legislature include: provide transitional funding via the charter school stimulus fund to local districts to help them better plan and absorb the impact of a charter school established in or near the district and limit the authorization of charters to low-performing districts. (SM) ED482408 Charter Schools: Investment in Innovation or Funding Folly? 2003-04-00 25 New York State School Boards Association, 24 Century Hill Drive, Suite 200, Latham, NY 12210-2125. Tel: 518-783-2022; Tel: 800-342-3360 (Toll Free); Fax: 518-783-0211; e-mail: info@nyssba.org; Web site: http;/www.nyssba.org. N/A 2004 2016-11-21

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Yes Charter Schools Educational Administration Elementary Secondary Education Institutional Evaluation Instructional Leadership Leadership Qualities Principals Strategic Planning Frumkin, Peter Reports - Descriptive Annie E. Casey Foundation, Baltimore, MD. English This report presents a framework for thinking about the multiplicity of charter school management activities and how they connect with each other. It demonstrates that there are three management tasks: building support and legitimacy within the authorizing environment; mobilizing effective operational capacity to deliver services; and defining a proposition or mission to guide the school. The report focuses on: the elements of strategy; strategy and stages of school development; the three elements of charter school management; and performance measurement. It concludes that charter school leaders cannot focus on educational matters alone, but instead must have an understanding of how to manage and position an organization, usually a nonprofit organization, in a changing environment in which they are responsible for the stewardship of resources and the mobilization of support. The report also asserts that charter school management is difficult because it requires both the political skills of traditional public school principals and the operational eye for detail of successful private school headmasters. Finally, it notes that as the charter school movement continues to grow, the need for leaders with strong management skills will become more pressing. (SM) ED482409 Creating New Schools: The Strategic Management of Charter Schools. 2003-00-00 36 Annie E. Casey Foundation, 701 St. Paul Street, Baltimore, MD 21202. Tel: 410-223-2890; Fax: 410-547-6624; Web site: http://www.aecf.org. N/A 2004 8/20/2004 00:39:51 RIEJUL2004

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No Academic Achievement Asian American Students Black Students Cultural Differences Disadvantaged Youth Educational Finance Elementary Secondary Education Equal Education Federal Programs High Risk Students Hispanic American Students Minority Group Children Public Schools Racial Differences Racial Discrimination Student Evaluation Teacher Competencies Thernstrom, Abigail Thernstrom, Stephan Books Reports - Descriptive Achievement Gap Barriers to Change English This book analyzes the achievement gap in education, examining the depth of the problem, the inadequacy of conventional explanations, and the limited impact of Title I, Head Start, and other familiar programs. It explains how, scattered across the country, there are excellent schools getting good results with high-needs students. These rare schools share a distinctive vision of what great schooling looks like and are free of many constraints that compromise education in traditional public schools. The book notes that in a society that espouses equal opportunity, there is still a racially identifiable group of educational "have-nots"--young African Americans and Latinos whose opportunities in life will almost inevitably be limited by their inadequate education. There are 13 chapters in five parts. Part 1, "The Problem," includes (1) "Left Behind" and (2) "Tests Matter." Part 2, "Great Teaching," offers (3) "Building Academic Skills" and (4) "Not by Math Alone." Part 3, "Culture Matters," focuses on (5) "Asians," (6) "Hispanics," and (7) "Blacks." Part 4, "The Conventional Wisdom," includes (8) "Send Money," (9) "Racial Isolation," and (10) "Teacher Quality." Part 5, "Serious Effort, Limited Results," offers (11) "Congress Strikes Out," (12) "Raising the Bar," and (13) "Roadblocks to Change." (Each chapter contains endnotes; includes an index.) (SM) ED482410 No Excuses: Closing the Racial Gap in Learning. 2003-10-00 John M. Olin Foundation, Inc., Alton, IL. ISBN-0-7432-0446-8 334 Simon & Schuster, Rockefeller Center, 1230 Avenue of the Americas, New York, NY 10020 ($26). Tel: 800-456-6798 (Toll Free); e-mail: business@simonandschuster.com; Web site: http://www.simonsays.com. N/A 2004 2016-11-21

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Yes Academic Achievement Access to Education Accountability Disabilities Educational Policy Educationally Disadvantaged Elementary Secondary Education English (Second Language) Equal Education Federal Legislation Poverty Program Evaluation Remedial Programs Special Needs Students Supplementary Education Urban Schools Reports - Evaluative Low Performing Schools New York (New York) No Child Left Behind Act 2001 New York (New York) No Child Left Behind Act 2001 Advocates for Children of New York, Inc., Long Island City. English This report discusses findings from 2003 surveys conducted by Advocates for Children of New York (AFC), which assessed the implementation and effectiveness of the Supplemental Education Services program (SES) required under the No Child Left Behind Act. SES services, which began in 2002-2003, offered over 240,000 eligible children in schools considered "in need of improvement" the possibility of receiving extra academic services such as tutoring and remediation outside the school day. AFC works with thousands of poor parents, helping them obtain mandated services for their children. During the past school year, parents informed AFC of their difficulties in applying for and receiving SES services. The survey asked SES private providers serving these children about strengths and barriers in implementing this program. SES services have been portrayed as a panacea for assisting poor students in failing schools succeed, and it was AFC's goal to assess how successful this assistance was to at-risk students. Of the 21 private providers serving NYC students, 16 responded to the survey. Results found major problems with implementation, both with state and city overseers giving information and assistance to private providers and providers being able to reach and serve eligible students. Services to children at especially high risk, those who were English language learners and those who were disabled, were especially problematic. (Contains over 70 endnotes.) (SM) ED482411 Serving Those Most In Need or Not? A Report on the Implementation of the NCLB's Supplemental Education Services in New York City. 2003-10-00 Rockefeller Foundation, New York, NY. 40 Advocates for Children of New York, Inc., 151 West 30th Street, 5th Floor, New York, NY 10001. Web site: http://www.advocatesforchildren.org. N/A 2004 2016-11-21

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Yes Age Differences Census Figures Extended Family Family Caregivers Family Structure Geographic Distribution Grandparents Minority Groups Racial Differences Simmons, Tavia Dye, Jane Lawler Numerical/Quantitative Data Reports - Research Census 2000 Bureau of the Census (DOC), Washington, DC. Economics and Statistics Administration. English This report presents information obtained from three questions on the U.S. Census 2000 long form about coresident grandparents, focusing on data from people over age 29 years. Results indicated that the percentage of coresident grandparents varied sharply by race and Hispanic origin. More than half of American Indian and Alaska Native coresident grandparents and black coresident grandparents were responsible for their grandchildren. Younger grandparents were more likely to be responsible for their grandchildren. The west had the highest percentage of coresident grandparents. Counties in the midwest had some of the lowest coresident grandparent percentages. At the state level, Hawaii had the highest percentage of grandparents living with grandchildren, and North Dakota had the lowest. For many grandparent caregivers, this responsibility was a long-term commitment. San Diego, California, had the lowest percentage of coresident grandparents among the 10 largest cities in the United States. Of the 5.8 million coresident grandparents in 2000, 64 percent were women. Nearly all of grandparent caregivers were either the householder or the spouse of the householder. Nearly 20 percent of grandparent caregivers had incomes below the poverty level. (SM) ED482412 Grandparents Living with Grandchildren: 2000. Census 2000 Brief. 2003-10-00 11 U.S. Department of Commerce, U.S. Census Bureau, Customer Service Center. Tel: 301-763-4636; e-mail: webmaster@census.gov; Web site: http://www.census.gov. N/A 2004 2016-11-21

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Yes Adolescent Development Adolescents Community Action Community Development Community Responsibility Crime Prevention Delinquency Neighborhoods Urban Areas Youth Programs Mendel, Richard Reports - Descriptive Massachusetts Youth Development Model Massachusetts Enterprise Foundation, Columbia, MD. English This report is designed to help community-based organizations, youth-serving agencies, and the criminal justice and juvenile justice systems recognize their common stake in supporting healthy and positive youth development, both to revitalize their neighborhoods and to control crime. It focuses on: "The Basics: Youth, Crime and Community Development"; "Effective Community Responses: 20 Strategies to Reduce Youth Crime and Steer Young People toward Success (community youth development, enlightened action for troubled youth, and community-focused crime prevention); and "Putting it All Together" (learning from Boston and from other cities and getting started in one's community by organizing a community youth-crime prevention task force, analyzing the community's youth-crime challenge, inventorying and mapping the community's delinquency prevention and youth development efforts, learning what works in youth-crime prevention, partnering and planning clear and measurable goals, raising funds and implementing the community anti-crime plan, and monitoring, revising, and sustaining the effort). (SM) ED482413 Youth, Crime and Community Development: A Guide for Collaborative Action. 2003-00-00 American Legion Child Welfare Foundation, Inc., Indianapolis, IN. ISBN-0-942901-99-1 70 Enterprise Foundation, 10227 Wincopin Circle, Suite 500, Columbia, MD 21044-3400. Tel: 410-964-1230; Tel: 800-205-5122 (Toll Free); Fax: 410-964-1918; Web site: http://www.enterprisefoundation.org. N/A 2004 2016-11-21

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Yes Antisocial Behavior Delinquency Discipline Educational Environment Elementary Secondary Education Expulsion Principals Public Schools School Policy School Safety Sexual Abuse Student Characteristics Suspension Violence Weapons Miller, Amanda K. Numerical/Quantitative Data Reports - Research Tests/Questionnaires Aggravated Robbery Fighting National Center for Education Statistics (ED), Washington, DC. English This report analyzes the national 2000 School Survey on Crime and Safety (SSOCS), which surveyed 2,270 regular public K-12 schools regarding school crime and safety. The study asked school principals about the characteristics of school policies, school violence prevention programs and practices, violent deaths at school and elsewhere, frequency of crime and violence, disciplinary problems and actions, and other school characteristics associated with school crime. Results indicated that 71 percent of the schools experienced at least one violent incident in 1999-00 (including rape, sexual battery other than rape, physical attacks or fights with and without a weapon, threats of physical attack with and without a weapon, and robbery with and without a weapon). Overall, approximately 1,466,000 such incidents were reported. One or more serious violent incidents occurred in 20 percent of all public schools. Secondary schools, city schools, schools with the lowest achievement, and schools where students had a larger number of classroom changes were the most likely to report violent incidents. About 7 percent of public schools accounted for 50 percent of the total violent incidents. Tables of estimates, tables of standard errors, figures, and an appendix (SSOCS Questionnaire) comprise the bulk of the document. (Contains 37 references.) (SM) ED482414 Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety. Statistical Analysis Report. 2003-10-00 107 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-4ED-PUBS (Toll Free); Web site: http://www.edpubs.org. N/A 2004 2016-11-21

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Yes Employment Opportunities Employment Patterns English (Second Language) Immigrants Job Training Limited English Speaking Second Language Learning Urban Areas Welfare Recipients Welfare Reform Welfare Services Tumlin, Karen C. Zimmerman, Wendy Reports - Research New York (New York) Personal Responsibility and Work Opp Recon Act Temporary Assistance for Needy Families New York (New York) Personal Responsibility and Work Opportunities Reconciliation Act Temporary Assistance for Needy Families Urban Inst., Washington, DC. English This paper examines immigrant participation in welfare, employment patterns and barriers among immigrant welfare recipients, and opportunities for and limits to enrollment in English as a Second Language (ESL) and other training programs while on welfare. It stems from interviews with public officials, employment service providers, welfare office workers, immigrant and refugee service providers, advocates, and others in Houston, Texas; Los Angeles, California; and New York, New York. It uses case studies conducted for the Urban Institute's Assessing the New Federalism project. It also uses Current Population Survey and 2000 Census data. Despite declining use of welfare nationally, immigrants and limited English speakers still comprise a significant share of people on welfare. Immigrants compose one-third of the Temporary Assistance for Needy Families (TANF) California's and New York's caseload and one-fifth of Texas'. Many immigrants on welfare have significant barriers to work (lower education levels and less work history than natives). Many job training programs have English language requirements that limit access to immigrants with little English. Proposed TANF reforms increasing the number of required hours of work and limiting the types of activities that count as work will make it harder for immigrants to receive language or vocational training. Combining an emphasis on employment with opportunities for developing skills could be an especially effective model for limited English speakers. (Contains 28 references.) (SM) ED482416 Immigrants and TANF: A Look at Immigrant Welfare Recipients in Three Cities. Occasional Paper. Assessing the New Federalism: An Urban Institute Program to Assess Changing Social Policies. 2003-10-00 Annie E. Casey Foundation, Baltimore, MD. Kellogg Foundation, Battle Creek, MI. Robert Wood Johnson Foundation, Princeton, NJ. Ford Foundation, New York, NY. John D. and Catherine T. MacArthur Foundation, Chicago, IL. 32 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; e-mail: paffairs@ui.urban.org; Web site: http://www.urban.org. N/A 2004 2016-11-21

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Yes Dropout Rate Educational Attainment Employment Patterns English (Second Language) Immigrants Labor Force Language Proficiency Limited English Speaking Second Language Learning Sex Differences Urban Areas Wages Capps, Randy Fix, Michael Passel, Jeffrey S. Ost, Jason Perez-Lopez, Dan Reports - Research Urban Inst., Washington, DC. English Immigrants compose an increasingly large share of the U.S. labor force and growing share of low-wage workers. Immigrants' hourly wages are lower on average than those for natives. Immigrant workers are much more likely than native workers to drop out of high school. Three-fourths of all U.S. workers with less than a ninth grade education are immigrants. Nearly two-thirds of low-wage immigrant workers do not speak English proficiently, and most of these workers have little formal education. Two of every five low-wage immigrant workers are undocumented. While the low-wage native labor force is mainly female, men dominate the low-wage immigrant labor force. Even though they are less likely to participate in the labor force, female immigrant workers are better educated and more likely to be in the country legally than male immigrants. Foreign-born women earn substantially lower wages than foreign-born men and native women. Although immigrants dominate a few low-wage occupations, such as farming and private household work, immigrants in these occupations represent a small share of all immigrant workers. There are more foreign-born workers in low-skilled manufacturing and services. (SM) ED482417 A Profile of the Low-Wage Immigrant Workforce. Immigrant Families and Workers. Facts and Perspectives Brief. 2003-11-00 Hitachi Foundation, Washington, DC. Annie E. Casey Foundation, Baltimore, MD. 9 Urban Institute, 2100 M Street, N.W., Washington, DC 20037. Tel: 202-833-7200; Fax: 202-429-0687; e-mail: paffairs@ui.urban.org; Web site: http://www.urban.org. N/A 2004 8/20/2004 00:40:10 RIEJUL2004

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Yes Affirmative Action Class Rank College Admission Educationally Disadvantaged Higher Education Low Income Groups Minority Groups Racial Factors Selective Admission Socioeconomic Influences Carnevale, Anthony P. Rose, Stephen J. Reports - Research Century Foundation, New York, NY. English This study analyzes longitudinal National Center for Education Statistics data, including individualized high school records, college entrance exams, and socioeconomic background. It looks at how admissions officers currently make decisions and trends in admissions decisions between 1979-2000. Reports findings of an Educational Testing Service poll of the American public on admissions questions. These data are applied to the nation's most competitive four-year colleges. Chapter 1, "Who Attends Selective Universities", finds that under current affirmative action policies, racial minorities and low-income students are underrepresented. Chapter 2, "Why It Matters Who Attends Selective Universities", finds that attending a selective institution provides greater likelihood of graduating, greater access to graduate schooling, and a wage premium in the labor market. Chapter 3, "Defining Merit and Fairness in College Admissions", examines how merit is defined by key audiences, concluding that a dynamic concept of merit is widely accepted as appropriate. Chapter 4, "Economic Affirmative Action", concludes that while selective colleges purport to provide preferences to low-income students, they actually do not provide systemic preference. Chapter 5, "Simulation of Alternative Admission Strategies", concludes that a system of grades and test scores would significantly reduce racial and ethnic diversity but increase income diversity. Chapter 6, "Policy Recommendations", emphasizes class rank plans, economic affirmative action, race based affirmative action, and financial aid policies. (Contains 43 endnotes and 19 tables/figures.) (SM) ED482419 Socioeconomic Status, Race/Ethnicity, and Selective College Admissions. A Century Foundation Paper. 2003-03-00 81 The Century Foundation, 41 East 70th Street, New York, NY 10021. Tel: 212-535-4441; Fax: 212-535-7534; e-mail: info@tcf.org; Web site: http://www.tcf.org. N/A 2004 8/20/2004 00:40:14 RIEJUL2004

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Yes Adoption Child Welfare Children Debt (Financial) Drug Therapy Early Childhood Education Educational Policy Elementary Secondary Education Environmental Education Family Income Foster Care Home Visits Juvenile Courts Low Income Groups Philanthropic Foundations Privacy Public Policy Taxes McQuillan, Lawrence J., Ed. Collected Works - General Reports - Descriptive Family Preservation Services Orphanages Universal Preschool English This collection of papers explains why deep reforms are necessary if today's children are to reach their full potential as productive, independent, and responsible adults. The papers are: (1) "Orphanages as Villages" (Richard B. McKenzie); (2) "Medicating Children" (Linda Gorman); (3) "Government Drug Pushers and the Ritalin Controversy" (Shelley P. Avery); (4) "How Real are Environmental Health Risks to Children?" (Kenneth W. Chilton); (5) "How the Green Curriculum Misleads Children" (Jane S. Shaw); (6) "How Privacy Policies Affect Children" (7) "Why Universal Preschool Will Not Help Children" (Darcy Ann Olsen); (8) "Private Philanthropy and the Education of Low-Income Children" (Thomas C. Dawson); (9) "Helping Children by Reforming America's Family Court Systems" (Doug Bandow); (10) "Adopting Solutions" (Charmaine Crouse Yoest); (11) "What Lawmakers Need to Know about Family Preservation Policies" (Laura Anne Dykes); (12) "Are Home-Visitation Programs Good for Children?" (Stanley Watson); (13) "Taxing Times for American Families" (Lawrence J. McQuillan); and (14) "The Children's Burden: Generational Accounting" (Laurence Kotlikoff). (Contains 16 tables.) (SM) ED482420 A Brighter Future: Solutions to Policy Issues Affecting America's Children. 2003-02-00 96 Pacific Research Institute, 755 Sansome Street, Suite 450, San Francisco, CA 94111. Tel: 415-989-0833; e-mail: pripp@pacificresearch.org; Web site: www.pacificresearch.org. N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Attitudes Class Size Expenditure per Student Family School Relationship Leadership Qualities Mathematics Skills Middle Schools Minority Group Children Nontraditional Education Parent Participation Principals Reading Skills Scores Standardized Tests Teacher Salaries Urban Schools Fenzel, L. Mickey Deal, Debby Reports - Research Speeches/Meeting Papers English The present study is a pilot investigation of six alternative urban middle schools for students of color that follow the Nativity model. This model emphasizes small class and school size, extended instruction, and strong relationships with family. The six schools included in the study are found in five different urban locations in the United States. In five of the six schools, students showed improvements in standardized test scores in reading and mathematics that exceeded one grade level per year and high grade 6-to-8 persistence rates. Across all schools, student academic performance was found to be related to principals' perceptions of parents' commitment to their children's education, students' social maturity ratings, ratings of students' leadership, and, to a lesser extent, student academic effort. School data show that student academic performance was related negatively to school size, average class size, and student-teacher ratio and positively to the expenditure for teacher salaries per student. This preliminary research will serve to inform a more extensive investigation of the model to include factors such as the quality of administrative leadership and teaching. (Contains 10 references.) (SM) ED482421 A National Evaluation of the Success of an Alternative Middle School Model for Urban Children of Color. 2003-04-00 22 N/A 2004 8/20/2004 00:40:24 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 24, 2003).

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Yes Accountability Charter Schools Educational Finance Elementary Secondary Education Governance Quality Control State Standards Callahan, Kathe Sadovnik, Alan Visconti, Louisa Reports - Evaluative New Jersey New Jersey English This study assessed how New Jersey's state accountability system encouraged or thwarted charter school success, how effectively performance standards were defined and enacted by authorizing agents, and how individual charter schools were developing accountability processes that made them more or less successful than their charter school counterparts. Between 2001-2002, researchers conducted qualitative research in four New Jersey charter schools, examining the accountability system's monitoring and oversight; warning and probation systems; authorization, renewal, and closure processes; the agency's role in assisting charter schools in trouble; and benchmarks established for judging charter performance. The study also examined charter schools' curriculum and teaching practices and their academic and non-academic programs. Findings showed that the state authorizer lacks the capacity and authority to develop an effective performance-based accountability system. Results also indicated that New Jersey charter schools were far from free of district or state rules and regulations, and charter law generally reproduced the bureaucracy found in district schools. While charter schools had to comply with all state education laws (except a few facility standards), they were expected to do so with less funding. Because each charter school acted as a self-contained district, administrative burdens of reporting to the state Department of Education combined with the monetary need to apply for federal grants requiring extensive documentation created a perilous strain on charter school administrators' time, resources, and energy. (Contains 29 references.) (SM) ED482422 Performance-Based Accountability: Newarks Charter School Experience. 2002-12-00 27 For full text: http://www.cornwall.rutgers.edu/publications.htm. N/A 2004 2016-11-21

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No Academic Achievement Black Students Child Welfare Culturally Relevant Education Curriculum Development Delinquency Educational Vouchers Elementary Secondary Education Excellence in Education Family School Relationship Federal Legislation Higher Education Males Minority Group Children Nontraditional Education Preservice Teacher Education Racial Discrimination School Choice Social Bias Urban Schools Yeakey, Carol Camp, Ed. Henderson, Ronald D., Ed. Books Collected Works - General Achievement Gap No Child Left Behind Act 2001 Brown v Board of Education Texas California Florida Language Policy California Florida Texas Brown v Board of Education No Child Left Behind Act 2001 English This volume includes the first 15 papers in a 32-paper collection. After a prologue by Mkhululi David Graham Du Bois entitled "Seeking Truth in Research", the papers are: (1) "`Knowledge is Light, Knowledge is Power': African American Education in Antebellum America" (Christopher M. Span); (2) "Curriculum, Culture, and Power: Reshaping the Education of African Americans" (William H. Watkins); (3) "The Changing Faces of Education for African Americans after Brown: Equity, Excellence, Choice, Vouchers, and Privatization" (Frank Brown); (4) "Language, Race, and Schooling: A Conceptual and Historical Legacy of Educational Language Policies and Politics Affecting the Ethnolinguistic Minority Child of African Descent" (Rodney K. Hopson); (5) "Family and School Environments Working Together to Impact Academic Achievement in African American Adolescents" (DeMarquis Hayes and Michael Cunningham); (6) "Battling before Birth: Institutionalized Barriers to the Health and Well-Being of African American Children" (Jeanita W. Richardson); (7) "African American Violence Exposure: An Emerging Health Issue" (Alvin L. Killough, Wendy L. Webster, Valerie B. Brown, Eric Houch, Christopher L. Edwards, and Patrick E. Logue); (8) "Dashed Hopes and Withered Dreams: Alternative Schools for Boys who `Don't Fit In'" (Christopher Dunbar, Jr. and Reitumetse Obakeng Mabokela); (9) "From Classrooms to Cellblocks: African American Juveniles in the Justice System" (Carol Camp Yeakey); (10) "Sports, Opportunities, and the American Dream: Athletic Investment and Mobility Aspirations of Ethnically Diverse High School Students" (Amber Rodriguez and Jomills Henry Braddock II); (11) "`Leaving No Child Behind': Examining Issues of School Reform and Social Justice" (Beverly D. Epps and Harriet R. Morrison); (12) "Historical and Developmental Perspectives on Black Academic Achievement: Debunking the `Acting White' Myth and Posing New Directions for Research" (Margaret Beale Spencer, William E. Cross, Jr., Vinay Harpalani and Tyhesha N. Goss); (13) "The Imputation of Black Inferiority: Does it Contribute to the Achievement Gap?" (Barbara A. Sizemore); (14) "The More Things Change...Trends in Identification with Academics among Minority Students from 1972-1992" (Jason W. Osborne); and (15) "One Size Does Not Fit All: An Examination of Issues in Enhancing the Academic Achievement of African American Pre-College Students" (Diane S. Pollard and Olga M. Welch). (Papers contain references.) (SM) ED482423 Surmounting All Odds: Education, Opportunity, and Society in the New Millennium. Volume 1. A Volume in Research on African American Education. 2003-00-00 ISBN-1-931576-26-2 406 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830. Web site: http://www.infoagepub.com. N/A 2004 2016-11-23

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No Academically Gifted Adolescents Affirmative Action Black Colleges Black Students College Admission Community Colleges Culturally Relevant Education Curriculum Development Dropout Rate Elementary Secondary Education Equal Education Gender Issues Higher Education Low Income Groups Minority Group Children Preservice Teacher Education Racial Discrimination School Holding Power Urban Schools Yeakey, Carol Camp, Ed. Henderson, Ronald D., Ed. Books Collected Works - General Florida Language Policy Achievement Gap No Child Left Behind Act 2001 Brown v Board of Education Social Justice California Texas California Florida Texas Brown v Board of Education No Child Left Behind Act 2001 English This volume includes papers 16-32 in a 32-paper collection: (16) "Mining the Fields of Teacher Education: Preparing Teachers to Teach African American Children in Urban Schools" (Patricia A. Edwards, Gwendolyn T. McMillon, and Clifford T. Bennett); (17) "Mentoring Adolescents At Risk or At Promise" (Tammie M. Causey and Kassie Freeman); (18) "Why are There So Few African Americans in Gifted Education Programs?" (Frank C. Worrell); (19) "The Disproportionality of African Americans in Special Education: An Enduring Threat to Equality and Opportunity" (Audrey Davis McCray, Gwendolyn Webb-Johnson, and La Vonne I. Neal); (20) "The Dropout Rate among African American Males: A Policy Perspective" (Richard A. Verdugo and Ronald D. Henderson); (21) "School A or School B? The Nexus between Race and School Choice" (RoSusan D. Bartee, M. Christopher Brown II, and William T. Trent); (22) "A New Model for Governance in Big City School Districts" (Richard C. Hunter, Frank Brown, and Susan Donahoo); (23) "Two Steps Forward, Three Steps Back: Campus Climate, Gender, and African American Representation in Higher Education" (Gniesha Y. Dinwiddie and Walter R. Allen); (24) "Affirmative Action Attitudes of African American Community College Students: The Impact of Educational Aspirations, Self-Interest, and Racial Affect" (Eboni M. Zamani); (25) "Challenging the Academic Divide: An Examination of Persistence Factors among Low-Income Students of Color" (Eugene L. Anderson, Carol Camp Yeakey, Harriet R. Morrison, and Beverly D. Epps); (26) "Misrepresented and Misunderstood: Contemporary Dilemmas Facing HBCUs" (Jeanita W. Richardson); (27) "Navigating the Shape of the River: Helping Black Students Succeed in Colleges and Universities" (Joy L. Gaston); (28) "A Different World: The Social and Educational Objectives of the Historically Black Colleges and Universities Before and After the Brown Decision" (V.P. Franklin); (29) "When and Where We Enter: African American Students' Marginalization in the Context of a Predominantly White Multicultural Education Course" (Heather M. Pleasants); (30) "The Importance of Increasing the Numbers of Individuals of Color to Enhance Cultural Responsiveness in Program Evaluation" (Henry T. Frierson); (31) "Percentage Plans in Admissions: Redefining Access in American Higher Education in Texas, California, and Florida" (Eugene L. Anderson); and (32) "A Case for Race Consciousness" (T. Alexander Aleinikoff). (Papers contain references.) (SM) ED482424 Surmounting All Odds: Education, Opportunity, and Society in the New Millennium. Volume 2. A Volume in Research on African American Education. 2003-00-00 ISBN-1-931576-26-2 393 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830. Web site: http://www.infoagepub.com. N/A 2004 2016-11-23

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Yes Academic Achievement Collegiality Educational Change Educational Environment Educational Improvement Elementary Secondary Education Faculty Development Financial Support Instructional Leadership Parent Participation School Community Relationship Self Esteem Student Behavior Teacher Collaboration Teacher Competencies Teacher Improvement Smylie, Mark A. Wenzel, Stacy A. Reports - Evaluative Annenberg Foundation Chicago Public Schools IL Psychosocial Factors Consortium on Chicago School Research, IL. English This study examined whether the Chicago Annenberg Challenge promoted improvement in schools it supported and in student achievement and other outcomes; factors that might explain improvement or lack thereof among Annenberg schools; and what could be learned from the Challenge's experiences. It highlighted the period between 1996-1997 through 2000-2001. Results suggest that among the schools it supported, the Challenge had little impact on school improvement and student outcomes, with no statistically significant differences between Annenberg and non-Annenberg schools in rates of achievement gain, classroom behavior, student self-efficacy, and social competence. The study also examined trends in school improvement among a small group of "Breakthrough Schools," which received special financial and professional support from the Challenge between 1990-2001, a time during which the Challenge began withdrawing funds from the other Annenberg schools. Overall, Breakthrough schools began to develop in ways that distinguished them from other Annenberg schools and sustained or strengthened aspects of teacher professional community, school leadership, and relational trust while other Annenberg schools did not. Factors distinguishing strong and weak schools included cultivation of strong, distributive leadership and use of an array of complementary, reinforcing strategies. Appendixes contain research methodology and results. (Contains 59 figures, 27 tables, and 131 endnotes.) (SM) ED482425 The Chicago Annenberg Challenge: Successes, Failures, and Lessons for the Future. Final Technical Report of the Chicago Annenberg Research Project. 2003-08-00 270 Consortium on Chicago School Research, 1313 East 60th Street, Chicago, IL 60637. Tel: 773-702-3364; Fax: 773-702-2010; Web site: http://www.consortium-chicago.org. N/A 2004 2016-11-21

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Yes Accountability Catholic Schools Educational Policy Elementary Secondary Education Financial Support Free Enterprise System Private Schools School Choice Standards State Regulation Omand, H. Lillian Reports - Descriptive Cato Inst., Washington, DC. English Private school regulation is a growing concern among school choice proponents. This paper uses a national survey of private schools to analyze the potential effects of various regulations. More than 1,000 schools answered questions about their willingness to participate in school choice programs if they had to comply with particular regulations. Results revealed that directors of many private schools would rather turn down "free money" than compromise the core qualities of their schools. Different kinds of schools often did not agree on what those core qualities were. The paper examines some economic flaws in school choice programs and explains why limiting student eligibility narrows the market and stunts improvement and why school choice policies must be carefully crafted to consider the dominance and funding structure of Catholic schools. Finally, the paper provides guidelines for school choice policymakers: create broad-based demand; create a wide-open playing field on which schools may differentiate themselves and compete, and eliminate entry barriers to new schools; avoid skewing prices with tuition caps, or non-need-based subsidization; and avoid conflicts of interest between the people paying for education and the parents and children benefiting by creating a system that maximizes direct payment by parents and minimizes coercive wealth transfers through the state. (Contains 68 endnotes.) (SM) ED482426 The Struggle for School Choice Policy after Zelman: Regulation vs. the Free Market. Policy Analysis. 2003-10-29 25 Cato Institute, 1000 Massachusetts Avenue, N.W., Washington, DC 20001 ($6). Tel: 800-767-1241 (Toll Free); Fax: 202-842-3490; Web site: http://www.cato.org. N/A 2004 8/20/2004 00:40:35 RIEJUL2004

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Yes Academic Achievement Access to Education Disadvantaged Youth Educational Innovation Elementary Secondary Education Grade Repetition Graduation School Choice School Effectiveness Urban Schools Feldman, Jay Tung, Rosann Ouimette, Monique Reports - Evaluative Student Engagement Boston Public Schools MA Learning Communities Center for Collaborative Education, Boston, MA. English This report examines the efficacy of the Boston Pilot Schools, an innovative model of urban schools created to promote innovation and increased choice options within the Boston school district. The report uses school and district level data to examine student demographics, achievement, and engagement at the 11 Pilot Schools that were in operation for over 1 year. Overall, while the Pilot Schools serve a student population generally representative of the Boston Public Schools, their students perform well on all available measures of student engagement and performance and are among the top performing of all Boston Public Schools. This report concludes that with an enrollment roughly mirroring the district's student population, the Pilot Schools have succeeded in creating communities of learning which meet students academic and emotional needs. These schools have low grade retention and high graduation rates and send significantly more students on to postgraduate education. The Pilot Schools succeed because their status, with autonomy from the district over budget, staffing, scheduling, governance, and curriculum, allows them to create unified learning communities. Their smallness allows staff and students to know each other well, and structures such as smaller learning communities and advisories allow relationships among school community members to build over time. (Contains 12 references.) (SM) ED482427 How Are Boston Pilot School Students Faring? Student Demographics, Engagement, and Performance, 1997-2002. 2003-10-00 Boston Foundation, MA. Bill and Melinda Gates Foundation. 46 Center for Collaborative Education, 1135 Tremont Street, Suite 490, Boston, MA 02120. N/A 2004 2016-11-21

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Yes Dropout Rate Dropout Research Graduation High Schools Minority Groups Racial Differences School Districts Tables (Data) Urban Schools Young, Beth Aronstamm Numerical/Quantitative Data National Center for Education Statistics (ED), Washington, DC. English This report presents the number and percentage of students dropping out of and completing public school for the 2000-2001 school year. Information came from the Common Core of Data (CCD) surveys, which provide basic data on public K-12 institutions, students, and staff. A total of 45 states reported dropouts using the CCD definition. The 9th-12th grade dropout rate ranged from 2.2 percent in North Dakota to 10.9 percent in Arizona. Most states had rates from 4.0 to 7.0 percent. Data on high school dropout rates for each of five racial/ethnic groups indicated that the rates were generally lowest for white, non-Hispanic and Asian/Pacific Islander students and highest for American Indian/Alaska Native; black, non-Hispanic; and Hispanic students. Relatively high dropout rates were most often observed in reporting school districts serving large or midsize cities and least frequently in rural areas. States' numbers of high school completers varied widely. Most high school completion credentials were in the form of a diploma. Asian/Pacific Islander and White, non-Hispanic students were more likely to have higher completion rates than the other three groups. Large city school districts were more likely than other districts to have a relatively low high school 4-year completion rate of less than 60 percent. (SM) ED482428 Public High School Dropouts and Completers from the Common Core of Data: School Year 2000-01. Statistical Analysis Report. 2003-11-00 22 National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education, 1990 K Street, N.W., Washington, DC 20006. Web site: http://www.nces.ed.gov/pubsearch. N/A 2004 8/20/2004 00:40:39 RIEJUL2004 For a related document, see ED 465 841.

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No Basic Business Education Business Education Business Skills Economics Education Educational Games Financial Services Investment Long Range Planning Money Management Postsecondary Education Retirement Benefits Secondary Education Student Participation Teaching Guides Teaching Methods Okula, Susan Collected Works - Serials Guides - Classroom - Teacher Financial Planning Stock Market National Business Education Association, Reston, VA. English This issue of Keying In, the newsletter of the National Business Education Association, focuses upon teaching young adults how to develop both investment strategies and an understanding of the stock market. The first article, "Sound Investing Know-How: A Must for Today's Young Adults," describes how young adults can plan for their own financial security by saving 10% of their gross salary and investing it in order to face these three long-term financial challenges: buying a home, funding their children's education, and saving for their own retirement. The second article, "Teaching Strategies: A Deliberate Walk Down Wall Street," describes ways to teach young adults about the stock market, including some of the following: (1) introduce basic concepts; (2) play simulation games; (3) bring in current events and topics; (4) do not feel obligated to familiarize students with every type of investment; (6) use outside resources; (7) find training; and (8) explain the difference between saving and investing. Other articles include "Investing for Life: The Importance of Diversification and Financial Discipline" and "Who Wants to Be a Millionaire?" Contains a list of terms and concepts recommended by teachers of investment and personal finance classes that students need to know and a list of 16 Web site resources. (MO) ED482429 Stock Market Savvy. Keying In v14 n1 Sep 2003 2003-09-00 Practitioners Teachers 10 National Business Education Association, 1914 Association Drive, Reston, VA 20191-1596 ($3.50 per issue). Tel: 703-860-8300; Fax: 703-620-4483; Web site: http://www.nbea.org. N/A 2004 2016-11-21

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Yes Academic Persistence Achievement Gains Adult Basic Education Adult Literacy Adult Students College Instruction College Role Community Colleges Delivery Systems Differentiated Staffs Evaluation Criteria Labor Force Literacy Education Outcomes of Education Program Evaluation Resource Staff State Aid Student Characteristics Volunteers Welfare Recipients Rickard, Patricia Stiles, Richard Jacobsen, Jared Reports - Research Hawaii Iowa Oregon California Connecticut California Connecticut Hawaii Iowa Oregon Comprehensive Adult Student Assessment System, San Diego, CA. English Student-level data were collected in 5 states California, Connecticut, Hawaii, Iowa, and Oregon and analyzed to build understanding and improve the role of community colleges in adult education and literacy. The states illustrate the degree of diversity in governance systems and local provider systems and allow for comparative analyses by provider type. The following areas were explored: (1) the number of community colleges providing adult basic education (ABE) services and the number of students they serve; (2) how demographics of ABE learners differ among providers; (3) educational functioning levels of ABE learners at entry; (4) program service patterns of community colleges; (5) how learning gains and persistence rates compare among community colleges and other providers; (6) labor force status and public assistance status of ABE learners served in community colleges; (7) the staffing patterns of ABE classes in community colleges; and (8) the characteristics of California ABE classes in community colleges. Conclusions reached about community colleges among the states studied are as follows: (1) they are viable providers of adult education and appear to deliver ABE at least as well as other providers; (2) they appear to be serving those populations in need; (3) they use a variety of staffing personnel to deliver ABE, including volunteers; and (4) among follow-up studies needed to further analyze state delivery of ABE are those on whether economies of scale exist, how differences in state funding relate to quality of delivery systems, how state policies differ on providing ABE programs to welfare recipients, and how staffing patterns differ. (Appendices include project goals and members of the Community College Task Force.) (MO) ED482430 Adult Basic Education & Community Colleges in Five States: A Report from the Comprehensive Adult Student Assessment System (CASAS) to the Council for Advancement of Adult Literacy. 2003-09-00 Council for Advancement of Adult Literacy, New York, NY. 37 For full text: http://www.caalusa.org/casasworkingpaper.pdf. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Classroom Communication Course Organization Learning Activities Learning Strategies Teacher Clarity Teacher Student Relationship Teacher Workshops Teaching Guides Teaching Methods Technical Education Transfer of Training Levine, S. Joseph Guides - Classroom - Learner English This workshop handout presents six basic principles intended to guide teachers in organizing instructional presentations for adult learners. The section on principle one tell the adults what you're about to tell them suggests that teachers describe what they will be teaching and then teach those things. The section on principle two organize your material for presentation in a logical order describes the following three ways to logically organize materials: (1) by content, for ideas which are foundational; (2) by experience, to clearly link materials to the relevant experiences of the audience; and (3) by interest, to keep the audience focused. The section on principle three don't feel that you have to tell them everything suggests telling the audience a bit and then creating ways to let them tell you what else they need to know. The section on principle four understand what you want the adults to do with the information you are presenting describes the following four levels, each of which builds upon the previous one: know information, understand information, use information, and share information with others. The section on principle five know when to teach and when to learn suggests that teachers and students can learn from one another. The section on principle six help the adults transfer the concepts to their own situation describes the importance of the transfer of learning. (MO) ED482431 The Challenge of Helping Adults Learn: Principles of Teaching Technical Information to Adults. 2001-00-00 Students 9 For full text: http://www.learnerassociates.net/workshop/adltlrn2.pdf. N/A 2004 8/20/2004 00:40:45 RIEJUL2004 One of a series of workshop handouts made available by LearnerAssociates.net.

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No Career Development Child Behavior Child Care Child Care Centers Child Care Occupations Child Caregivers Child Development Child Health Child Welfare Cognitive Development Educational Facilities Emotional Development Money Management Occupational Home Economics Postsecondary Education Program Administration Secondary Education Social Development State Curriculum Guides Teaching Guides Guides - Classroom - Learner Guides - Classroom - Teacher Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English These three publications comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of child care and guidance. The curriculum guide is the teacher component of the series. Contents include the Texas Essential Knowledge and Skills (TEKS); sample course outlines; instructional strategies organized topically, by chapters, each containing a chapter focus, chapter vocabulary, resources, instructional strategies, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 37 resource organizations, 33 print resources, and 73 web sites; 114 teaching aids; and 13 program tools. Chapter topics include careers; child development; health and safety; daily routines; teaching strategies; child guidance; and management--curriculum, facility, food service, and financial. The reference book is a student text that provides information needed by employees in the child care profession. Each chapter contains a chapter focus, chapter vocabulary, "essential questions" boxes, chapter highlights, 21 references, and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB) ED482432 Child Care and Guidance, Management, and Services. Curriculum Guide [and] Student Activity Book [and] Reference Book. 2002-00-00 Students Practitioners Teachers 1080 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1352 (Guide) $34; No. 1358 (Activity Book) $20; No. 1357 (Reference) $28). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Adolescent Development Career Development Career Education Career Exploration Child Development Competency Based Education Educational Facilities Elementary School Teachers Employment Potential Field Experience Programs Grade 11 Grade 12 High School Students Job Skills Secondary Education State Curriculum Guides Teacher Aides Teaching Guides Teaching Methods Teaching (Occupation) Guides - Classroom - Teacher Crosswalks (Linking) Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English This teacher resource guide is an instructional resource for these three separate courses: exploring education careers, elementary school teacher assistant, and elementary school teaching internship. (Exploring education careers is designed as a field-based internship that provides students a background knowledge of child and adolescent development principles and principles of effective teaching practice; they work under the direction and supervision of career educators in direct instructional roles with elementary, middle, and/or high school-aged students. Elementary school teacher assistant and elementary school teaching internship are designed as work-based internships that provide students learning experience in child development while they work directly with young children and career elementary school teachers.) Contents include the Texas Essential Knowledge and Skills (TEKS) crosswalk with the three courses; sample block plans; instructional strategies in nine sections, each containing a topical outline, notes column, and suggested resources; blended activities; creative ideas; lists of 17 resource organizations, 18 print resources, and 36 web sites; and 107 teaching aids. Section topics include school district and campus management, school environment, growth and development of young children and adolescents, learning opportunities, parent and community involvement, careers, employability skills, and supervised career-connections experience. (YLB) ED482433 Education Careers: Teacher Resource Guide. 2002-07-00 Texas Education Agency, Austin. Div. of Career and Technology Education. Practitioners Teachers 332 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1701, $30). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Business Education Career Development Cooks Dining Facilities Family Work Relationship Food Handling Facilities Food Service Foods Instruction Hospitality Occupations Instructional Materials Job Skills Marketing Education Nutrition Occupational Home Economics Postsecondary Education Secondary Education Service Workers State Curriculum Guides Teaching Guides Waiters and Waitresses Mumme, Debbie Koukel, Sonja Guides - Classroom - Teacher Texas Essential Knowledge and Skills Customer Services Texas Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English This curriculum guide provides occupationally specific training designed to develop knowledge and skills for employment in the area of food production, management, and services. Contents include the Texas Essential Knowledge and Skills (TEAKS); sample course outlines; instructional strategies organized topically by chapters, each containing a chapter focus, chapter vocabulary, and suggested resources; instructional strategies; suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 34 resource organizations, 35 print resources, and 68 web sites; 127 teaching aids; and 31 program tools. Instruction is on operation and management of food service establishments, marketing strategies, quantity food production skills, food presentation and service techniques, and technology applications in the food service industry. Legal considerations, customer service, career options, and managing multiple family, community, and career roles are covered. (LB) ED482434 Food Production, Management, and Services: Curriculum Guide. 2002-07-00 Practitioners Teachers 464 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (Th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1362, $34). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Coeducation Educational Practices Educational Research Females Gender Issues Longitudinal Studies Private Schools Public Schools Sex Fairness Single Sex Classes Single Sex Schools Womens Education Streitmatter, Janice L. Reports - Descriptive Title IX Education Amendments 1972 Education Amendments 1972 Title IX Education Amendments 1972 English This book examines research and public policy regarding single-sex schooling, particularly girls-only classes in public, coeducational schools. The book explains that since the passage of Title IX in 1972, which calls for equal access and participation regardless of gender, educators have attempted to address gender equity issues in schools. It contends that current research on the progress of female students in U.S. public schools suggests that efforts have not sufficiently addressed concerns such as academic underachievement in the areas of mathematics and science, lower self esteem from the advent of early adolescence, and vulnerability to sexual harassment. Despite Title IX, some educators have turned to the creation of single-sex classes and programs for female students to address these critical issues better. The book examines the longitudinal results of one study, reviews other research, and considers policy implications in conflict with Title IX. Contains 91 references. Appendices present teacher and student protocols from public and private schools. (BT) ED482435 For Girls Only: Making a Case for Single-Sex Schooling. 1999-00-00 ISBN-0-7914-4094-X 155 State University of New York Press, 90 State St., Suite 700, Albany, NY 12207 ($20.95). Tel: 518-472-5000; Fax: 518-472-5038; e-mail: info@sunypress.edu; Web site: http://www.sunypress.edu/. N/A 2004 2016-11-21

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Yes Classroom Techniques Constructivism (Learning) Educational Environment High Schools History Instruction Secondary Education Social Studies Hoagland, Matthew A. Dissertations/Theses - Practicum Papers Reports - Descriptive Piaget (Jean) Vygotsky (Lev S) English When an adult outside the classroom learns history, it almost always begins with some connection or personal interest. The learning may be haphazard, but it will probably include movies, primary sources, trips to historical sites, and contacts with others with similar interests. The result is an understanding that is actively constructed, not just passively received. Among current approaches to teaching, constructivism most closely resembles the model used by adult learners. Applying constructivist concepts to the teaching of social studies can revolutionize the learning environment, and perhaps recapture the joy of learning that is central to human nature. This paper defines constructivism and explains the theories of the educators who elaborated on it, most importantly Jean Piaget and Lev Vygotsky. The paper discusses the consequences of adopting constructivism in the classroom. It notes that some history subjects, such as world history, are so vast that they cannot possibly be covered completely. By focusing on relevancy and connections to modern issues, teachers can create criteria for deciding what is worth covering. The paper discusses obstacles and criticisms of constructivism. For example, it might not be a completely accurate theory of how people learn. Constructivism does not fit the current educational environment, with its push for objectivism and standardized tests. The paper includes examples of constructivist-style lessons for high school classrooms. It also describes the capstone project as a year-end activity. Contains a 20-item select bibliography. (BT) ED482436 Utilizing Constructivism in the History Classroom. 2000-00-00 22 N/A 2004 2016-11-21

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No Catholic Schools Catholics Cognitive Style Demography Educational Research Elementary Secondary Education Literature Reviews Religious Education Social Capital Special Needs Students Hunt, Thomas C., Ed. Joseph, Ellis A., Ed. Nuzzi, Ronald J., Ed. Collected Works - General Information Analyses Reports - Research National Catholic Educational Association, Washington, DC. English The collection of articles in this publication offers a review of the research on Catholic schools during the past decade, and as such, represents an update of "Catholic Schools Make a Difference: Twenty-Five Years of Research." Following the "Introduction," the volume is divided into five sections: (1) "Catholic Schools and the Broader Church" ("Faith Leadership" (E. A. Joseph) and "Catholic Identity" (R. J. Nuzzi)); (2) "Internal and External Factors" ("Environment" (R. M. Jacobs) and "Outcomes" (E. A. Meegan; J. B. Carroll; M. J. Ciriello)); (3) "Human Resources" ("Teachers" (T. J. Cook); "Parents: The Primary and Principal Educators" (J. M. Frabutt); "Students in Catholic Schools" (R. J. McGrath)); (4) "Teaching and Learning" ("Gifted Education in Catholic Schools" (L. S. Rebhorn); "Serving Students with Special Needs in Catholic Schools" (H. R. Weaver; M. F. Landers); "Learning Styles" (D. D. Miles; L. J. Bufkin; A. M. Rule); "Technology" (J. Hagelskamp)); and (5) "Social, Fiscal, and Political Capital" ("Catholic School Demography: Changes from 1990-2000" (F. X. Savage); "Governance and Administration" (P. M. Kelleher); "School Choice and Vouchers" (W. F. Davis); "Finance and Development" (T. J. Wallace)). Contains an extensive list of references. (BT) ED482437 Catholic Schools Still Make a Difference: Ten Years of Research, 1991-2000. 2002-00-00 ISBN-1-55833-278-2 269 National Catholic Educational Association, 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852 ($33). Tel: 202-337-6232; Fax: 202-333-6706; e-mail: nceaadmin@ncea.org; Web site: http://www.ncea.org. N/A 2004 8/20/2004 00:41:05 RIEJUL2004

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Yes Computer Software Selection Educational Research Educational Resources Experiential Learning High Schools Internet Secondary Education Social Studies Student Evaluation Teacher Surveys Davis, Brenda M. McClain, William Reports - Research Social Studies Teachers Administrator Surveys English A study focused on identifying what resources social studies teachers (n=120) were using in their classrooms for the benefit of their students as well as identifying experiential learning resources on the Internet, in software programs, and in central Virginia. Studies were reviewed to determine the effects of experiential learning on students. The studies indicated experiential learning does benefit students in ways traditional teaching methods may not. A teacher survey was distributed to high school social studies teachers in three counties in Virginia to identify what resources teachers were using for experiential learning and whether or not they were using them. A second survey was given to administrators at six sites. Results indicated reasons teachers were not using the resources. All respondents listed high-stakes standardized assessments as primary reasons. Findings also suggest that interest in and understanding of the value of experiential learning are other reasons teachers did not use the resources. Suggestions are offered to promote experiential learning within the standards-based teaching environment. Includes two figures. Contains 13 references. (Author/BT) ED482438 Social Studies Teachers, Experiential Learning, Standards-Based Curriculum and Assessment. 2003-00-00 20 N/A 2004 2016-11-21

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Yes Attitude Change Citizenship Cultural Pluralism Definitions Democracy Educational Objectives Elementary Secondary Education Foreign Countries Higher Education Multicultural Education Mavrikos-Adamou, Tina Opinion Papers Speeches/Meeting Papers Balkans Europe (Southeast) Europe English Multicultural education and multiculturalism have emerged in the post-1989 era as important movements intended as a means of explaining and understanding today's pluralistic societies. Problematic is the ubiquitous usage of the term, as well as the fact that multiculturalism and multicultural education have different meanings and usage in the United States and Europe. In Europe, and in particular southeastern Europe (SEE) multiculturalism rests on varying interpretations and definitions, distinct from those found in the United States. The paper focuses on uncovering how multicultural education might be used as a vehicle for changing attitudes and perceptions held on the part of citizens. It also can be seen as a movement toward educating students in SEE, particularly in the Balkans, about respecting diversity which appears to be a necessity, as individuals need to acquire the ability to comprehend that differences do not necessarily have to be accompanied by negative characterizations. For the purpose of this paper, multiculturalism is understood as the realization and awareness that people are living in a multicultural, interdependent, global world that necessitates that individuals understand and comprehend peoples of other cultures, religions, and political systems so that they can be effective members of their own society. The paper discusses what multicultural education means in practice, multicultural societies in SEE and multicultural education, multicultural education and democracy where they intersect, and how educators know when they are achieving their goals. Includes 18 notes. (BT) ED482439 Multicultural Education and Democratic Enhancement. 2003-08-00 11 N/A 2004 2016-11-21

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Yes Debate Gender Issues High Schools Higher Education Multivariate Analysis Politics Simulation Skill Development Social Science Research Student Behavior Student Participation Rosenthal, Cindy Simon Rosenthal, James A. Reports - Research Speeches/Meeting Papers Variables English Certain kinds of extracurricular activities develop interpersonal, leadership, and participatory skills that are important to citizenship and politics. In this research, the focus is on simulated legislative debate and the question is how such activities might contribute to persistent gender differences observed in elite political participation in adulthood. Specifically, gender dynamics, interaction, and success of students participating in a national competition of legislative debate were analyzed. Data came from the 2001 John C. Stennis National Student Congress sponsored by the National Forensic League (NFL). Women are distinctly underrepresented among participants and are significantly less successful in the competition. The young women are less likely to exhibit behaviors high in verbal and nonverbal dominance, but those who engage in aggressive verbal behavior rebutting and referencing others are more likely to be successful. The competitive simulation of legislative debate reproduces gender status hierarchies and rewards masculine behavior in political learning. Includes two notes and four tables. Contains 25 references. (Author/BT) ED482440 Learning and Talking about Politics: Gender Dynamics, Interaction and Success in NFL Model Congress. 2003-08-00 29 N/A 2004 2016-11-21

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Yes Children Family Life Females Gender Issues Higher Education Males Prediction Social Science Research Student Attitudes Undergraduate Students Undergraduate Study Chang, I. Joyce Kennedy, Gregory E. Brown, Gregory E. Reports - Research Speeches/Meeting Papers Student Preferences English A study examined undergraduate student (n=310) attitudes and expectations about future parenting experiences, particularly their attitudes regarding the gender preference for their first child. Findings revealed that female college students were more likely to predict having a son as their first child. A strong preference for boys (92%) was observed among the male college students (chi square X2=61.2 p<001). Most of the female students (57%), however, predicted having daughters first. Prior research has suggested that parents, in general, and fathers, specifically, demonstrate differing levels of involvement and commitment when their child is of a favored gender or not. As family life educators work with expectant parents, implications from this study may alert them to this potentially important variable in the processes of early parenthood. Contains six references. (Author/BT) ED482441 Oh Boy! Oh Boy!: College Students' Prediction for Their First Child. 2002-11-00 10 N/A 2004 2016-11-21

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Yes Educational Policy Public Schools Religion State Church Separation Student Needs McJunkin, Kyle Stewart Dissertations/Theses - Masters Theses Opinion Papers Historical Background Religious Practices Supreme Court United States Constitution United States Constitution English Religion has a positive role to play in institutions of learning. Public schools should not be afraid to openly explore ways of accommodating religious practices. This thesis aims to challenge and change those attitudes that uncritically push for the strict separation of church and state. The thesis examines the development of religious diversity and the historical relationship between religion and education. It examines the relevant Supreme Court cases that deal with issues of public education and religious accommodation. The thesis concludes with observations about the problems of accommodation as well as possible solutions. Includes 53 notes. Contains a 14-item bibliography. (BT) ED482442 Sacred Acts, Secular Spaces: Why Public Schools Should Follow a Policy of Religious Accommodation. 2003-03-00 39 N/A 2004 2016-11-21

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No Curriculum Enrichment Hispanic American Culture Mexican Americans Secondary Education Sharecroppers Social Studies State History Student Educational Objectives Black, Mary S. Guides - Classroom - Teacher Cotton Production Daily Activities Site Visits Texas Texas Texas Univ., San Antonio. English This packet of six lesson plans highlights Mexican-American life on a Texas cotton farm in the early 20th century. Each lesson provides a lesson overview; states educational objectives; cites materials needed; details the procedure for classroom implementation; offers a closure activity; and suggests an extension activity. The packet is divided into eight sections: (1) "Suggested Assessments"; (2) "Suggested Daily Agendas for 50-minute Classes"; (3) "LP1 Living on a Cotton Farm: Mexican-American Life in Texas"; (4) "LP2 Mapping Immigration from Mexico to Texas (Student Handout)"; (5) "LP3 Graphing Hispanic Population Growth" (Student Handout); (6) "LP4 Sharecropping: Life on a Cotton Farm" (Student Handout); (7) "LP5 Living in a Farm House" (Student Handout); and (8) "LP6 Playing Marbles" (Student Handout). Appendix A contains 10 photographs and drawings of daily activities at the tenant farm and of archaeological activity at the site. Appendix B contains Spanish translations of the six lessons. (BT) ED482443 Living on a Cotton Farm: Mexican American Life in Texas. 2001-10-00 Texas State Department of Transportation, Austin. Practitioners Teachers 50 Texas Department of Transportation, Environmental Affairs Division, 125 E. 11th St., Austin, Texas 78701-2483. Tel: 512-416-3001; Web site: http://www.dot.state.tx.us/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Exhibits Intermediate Grades Middle Schools Social Studies State History State Standards Student Educational Objectives Guides - Classroom - Teacher Texas Texas English The Star of the Republic Museum (Washington, Texas), the Historical Museum of the Texas Republic, has created lesson plans to enhance student understanding of Texas state history. Regardless of the opportunity to visit the museum, the lessons can enrich the classroom experience by making objects from the museum accessible to students. The educational packet contains four lessons: (1) "Gone to Texas" (Texas Broadside); (2) "Letters to Home" (Letter 1 from A. Mitchell; Letter 2 from A. Mitchell); (3) "Spreading the Word" (Excerpts from Gail Borden, Pioneer; Washington Hand Press); and (4) "Quest for Freedom" (Pictures by Charles Shaw; Major Events of the Revolution Chart Answer Key; Major Events of the Revolution Chart). Each lesson cites an instructional objective and appropriate grade level; addresses Texas Essential Knowledge and Skills (TEKS) social studies standards; lists materials and resources needed; discusses how to prepare for the lesson; details the teaching procedure; and suggests extension and assessment activities. (BT) ED482444 Star of the Republic Lesson Plans. 2002-00-00 Practitioners Teachers 35 Star of the Republic Museum, P.O. Box 317, Washington, TX 77880. Tel: 936-878-2461; Fax: 936-878-2462; e-mail: star@blinn.edu; Web site: http://www.starmuseum.org/sitemap.htm. N/A 2004 2016-11-21

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Yes College Faculty Doctoral Programs Educational Finance Expenditures Higher Education Laboratories Laboratory Equipment Research Universities Teacher Researchers Teacher Salaries Ehrenberg, Ronald G. Rizzo, Michael J. Condie, Scott S. Reports - Descriptive Starting Salaries English This report briefly summarizes findings from the 2002 Cornell Higher Education Research Institute survey of start-up costs at the over 220 universities classified as research and doctoral universities by the Carnegie Foundation in 1994. It reports the mean start-up cost packages across institutions for new assistant professors and senior faculty, broken down by institutional type (public/private), Carnegie classification, and field (biology, chemistry, engineering, physics, and astronomy) and also discusses the sources of funding for start-up costs. (Author/SM) ED482445 Start-Up Costs in American Research Universities. 2003-03-11 Andrew W. Mellon Foundation, New York, NY. 12 N/A 2004 2016-11-21

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Yes Community Colleges Data Collection Databases Postsecondary Education Research Methodology Transfer Rates (College) Transfer Students Romano, Richard M. Wisniewski, Martin Reports - Research Speeches/Meeting Papers English This study shows how community colleges can track almost all of their own students who transfer into both public and private colleges and across state lines using the National Student Clearinghouse (NSC) database. It utilizes data from the student information systems of Broome Community College, New York; Cayuga Community College, New York; the State University of New York central database; and the NSC database. Data analysis indicates that using the NSC data more than doubled the number of community college transfer students who could be tracked. By using these data, researchers were able to show that current research has underestimated the transfer rate by as much as 25 percent. Results also find that: community college students are probably less likely to cross state borders when they transfer than are students at four-year colleges; transfer rates to private and out-of-state colleges are more likely when those colleges are close to home; transfer rates from community college transfer programs are significantly higher than transfer rates from non-transfer programs; more students transfer without the associate degree than with the degree, although a greater percentage of graduates transfer than non-graduates; and the location of transfer can be affected by local economic conditions. (Contains 29 references.) (SM) ED482446 Tracking Community College Transfers Using National Student Clearinghouse Data. 2003-03-23 31 N/A 2004 8/20/2004 00:41:30 RIEJUL2004 Paper presented at the Annual Meeting of the Council for the Study of Community Colleges (45th, Dallas, TX, April 4-5, 2003).

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Yes College Faculty Costs Educational Finance Financial Needs Financial Support Higher Education Labor Turnover Private Colleges Public Colleges Scientific Research Teacher Persistence Teacher Researchers Teacher Salaries Ehrenberg, Ronald G. Reports - Descriptive Speeches/Meeting Papers English This paper discusses the growing resource imbalance that is emerging between public and private institutions of higher education and the growing inequality of resources that is occurring within the public and private sectors. It illustrates implications of some of these changes for patterns of faculty compensation and faculty turnover observed across academic institutions. The paper looks at the growing importance of scientific research to universities and the growing costs that universities are incurring for this research, noting that the enormous costs of scientific research are increasingly being borne by the institutions themselves, and institutions need to understand who actually bears the burden of these costs. The paper suggests that although institutions are increasingly hoping to generate revenue to support their research through the commercialization of faculty members' research findings, very few institutions are generating substantial funding from commercialization activities. It concludes with speculations about the directions in which the U.S. higher education system will evolve over the next few decades and discusses potentially major financial issues facing academic institutions in the future. (Contains 23 references.) (SM) ED482447 Financing Higher Education Institutions in the 21st Century. 2003-03-25 Andrew W. Mellon Foundation, New York, NY. 33 N/A 2004 8/20/2004 00:41:32 RIEJUL2004 Prepared by Cornell Higher Education Research Institute, Cornell University. Support also provided by Atlantic Philanthropies. Paper presented at the Annual Meeting of the American Educational Finance Association (Orlando, FL, March 29, 2003).

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Yes Class Size College Faculty Costs Educational Finance Educational Research Expenditures Federal Aid Higher Education Laboratories Teacher Researchers Teacher Salaries Teacher Student Ratio Ehrenberg, Ronald G. Rizzo, Michael J. Jakubson, George H. Reports - Descriptive Starting Salaries English This paper sketches the reasons for the tremendous increase in university expenditure on research out of internal funds including changes in federal indirect cost reimbursement policies and the growing cost of start-up funds for new faculty. It presents evidence, based on a survey of department chairs, deans, and vice presidents for research at over 200 public and private universities on the magnitude of start-up packages received by researchers in science and engineering disciplines. It then uses panel data for 21 years and over 200 universities to estimate the impact of growing internal expenditures on research on student/faculty ratios, the substitution of lecturers for tenure track faculty, on average faculty salaries and on tuition levels at public and private universities. Among the most important findings is that universities whose research expenditures per faculty member out of internal funds has been growing the most rapidly in absolute terms, "ceteris paribus," have the greatest increase in student/faculty ratios. So while undergraduate students may benefit from being in close proximity to great researchers, they also bear part of the costs in the form of larger class sizes and fewer full-time faculty members. (Contains 15 references.) (Author/SM) ED482448 Who Bears the Growing Cost of Science at Universities? 2003-04-07 Andrew W. Mellon Foundation, New York, NY. 42 N/A 2004 2016-11-21

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Yes College Faculty Doctoral Degrees Graduate Students Graduate Study Higher Education Productivity Supervision Teacher Researchers Teacher Responsibility Crosta, Peter M. Packman, Iris G. Reports - Research English This study used data on all PhDs produced during a 7-year period at Cornell University to investigate whether the degree of inequality in PhD student supervision across faculty members within a broad field of study varied across fields, also noting determinants of differences in PhD student supervision responsibilities across individual faculty members within each broad field. The study focused on how faculty members' productivity in the supervision of PhD students varied over their life cycles. Data analysis indicated that PhD supervisory responsibilities were unequally distributed both across broad fields and within each broad field category at the university and that substantial fractions of tenured and tenure track faculty failed to chair or serve as a minor member of any PhD committee during the 7-year period. Across faculty members in a given field, productivity in supervising PhD students varied systematically with several measures that reflected on the research productivity of the faculty members. On average, more productive researchers supervised the research of more PhD students. The number of PhD students a faculty member supervised varied systematically over the faculty member's life cycle at Cornell, with productivity first increasing and then decreasing with years at Cornell. (Contains 15 references.) (SM) ED482449 Faculty Productivity in Supervising Doctoral Students' Dissertations at Cornell University. 2003-05-14 Andrew W. Mellon Foundation, New York, NY. 29 N/A 2004 8/20/2004 00:41:36 RIEJUL2004 Prepared by Cornell Higher Education Research Institute, Cornell University. Support also provided by Atlantic Philanthropies.

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Yes College Graduates Higher Education Merit Scholarships Outcomes of Education Place of Residence Residential Patterns Student Financial Aid Groen, Jeffrey A. Reports - Research English This paper investigates the impact of attending college in a state on the probability of working in that state, looking at states' adoption of merit based scholarship programs as a major source of student financial aid. The study uses information on the set of colleges that students applied to as a way to account for selection in college attendance patterns. Analysis of data from two longitudinal data sets of students who attended college in the 1970s (including information on students' location during high school, colleges they applied to and attended, and state of residence 10-15 years after college) indicates that there is a modest link between attending college in a state and working in the state. The magnitude of the effect raises doubts that location-choice considerations alone can justify merit scholarship programs. The translation of additional students to additional college educated workers in a state is much less than one-for-one because the labor market acts to re-sort students across states after college. Thus, the mobility of college graduates across states limits the effectiveness of merit scholarship program. (Contains 24 references.) (SM) ED482450 The Effect of College Location on Migration of College-Educated Labor. 2003-07-30 Michigan Univ., Ann Arbor. Population Studies Center. 33 N/A 2004 8/20/2004 00:41:37 RIEJUL2004 ED525088 Support also provided by Cornell Higher Education Research Institute, Cornell University.

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Yes College Faculty Higher Education Labor Turnover Teacher Persistence Teacher Salaries Teaching Conditions Nagowski, Matthew P. Reports - Research Assistant Professors English This paper utilizes individual institutional level data upon which the published American Association of University Professors (AAUP) salary survey results are based to compute continuation rates for associate professors during the 1996-97 and 2001-02 period. It summarizes the levels of continuation rates, by institutional category and public/private form of control during the period, and it uses AAUP institutional level data and data from other sources to estimate continuation rate equations. A key concern of the paper is the level of average faculty compensation at an institution and its effect on professorial turnover. Data analysis indicates that associate professor continuation rates are positively associated with the average level of compensation that associate professors receive. Holding other factors constant, including the public/private control of an institution, unionization of faculty, and highest degree that the institution grants, a $10,000 increase in associate professor compensation is related to a 0.5-0.8 percentage point increase in its associate professor continuation rate and thus an equivalent decline in its associate professor turnover rate. (SM) ED482451 Associate Professor Turnover in American College and Universities. 2003-08-03 Andrew W. Mellon Foundation, New York, NY. 19 N/A 2004 2016-11-21

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Yes College Faculty Educational Finance Full Time Faculty Higher Education Part Time Faculty Teacher Salaries Tenure Ehrenberg, Ronald G. Klaff, Daniel B. Reports - Research Lecturers State University of New York English This study uses institutional level data from the Office of Institutional Research and Analysis of the State University of New York (SUNY) System to investigate reasons for growth in the share of faculty members in U.S. colleges and universities who are part-time or full-time without tenure track status. It presents background data on how the ratios of full-time lecturers to full-time professorial faculty and of part-time faculty to full-time faculty changed at SUNY from 1985-2001. It offers a conceptual framework illustrating why an institution's usage of part-time and non-tenure track faculty members should depend upon both the revenue per student received by the institution and the relative costs to the institution of the different types of faculty. Finally, it estimates the roles that average salaries of both types of faculty members and revenues received by institutions play in explaining the observed changes in faculty composition. Results suggest that growing use of full-time, non-tenure track faculty is at least partially due to resource constraints faced by institutions increasing costs of professorial faculty relative to lecturers. Lack of data on the salaries of part-time faculty members in the SUNY System prevented similar analyses for their increased usage. (Contains 11 references.) (SM) ED482452 Changes in Faculty Composition within the State University of New York System: 1985-2001. 2003-08-13 Andrew W. Mellon Foundation, New York, NY. 24 N/A 2004 2016-11-21

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Yes College Faculty Equal Opportunities (Jobs) Higher Education Teacher Salaries Monks, James Reports - Research Income Level Income Disparities English This study examined earnings inequality for college and university faculty, using data from the National Study of Postsecondary Faculty to examine whether earnings for this group increased from the late 1980s to the late 1990s. The study was the first to decompose faculty earnings inequality into the proportion of the earnings inequality that is attributable to differences in earnings across institutions and the proportion of earnings inequality that is attributable to differences within institutions. It attempted to identify sources of the growing earnings inequality within institutions. Data analysis indicated that overall earnings inequality among college and university faculty increased from the late 1980s to late 1990s. This increase was the product of both increases in between-institutions earnings inequality, as well as to increases in within-institution earnings inequality, even conditional upon rank, tenure status, experience, seniority, gender race, citizenship, and field of specialization. Overall, the dispersion of earnings among observationally equivalent faculty has increased. (Contains 14 references.) (SM) ED482453 Increasing Earnings Inequality in Faculty Labor Markets. 2003-08-00 32 N/A 2004 2016-11-21

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Yes Cognitive Style College Students Demography Higher Education Online Courses Personality Traits Prediction Predictor Variables Satisfaction Stokes, Suzanne P. Reports - Research Speeches/Meeting Papers English Undergraduate college students enrolled in courses that incorporated Web-based modules were surveyed to assess their satisfaction with learning in a digital instructional environment with the goal of identifying possible predictors of satisfaction according to temperament, preferred learning styles, and the demographic characteristics of gender, age, grade point average, major according to academic division, experience with using the World Wide Web, and previous courses taken that incorporated Web-based lessons. Temperament classifications were guardian, artisan, idealist, and rational, and were determined through the Keirsey Temperament Sorter II. Preferred learning style categories were active/reflective, sensory/intuitive, visual/verbal, and sequential/global, based on Felder and Solomons Index of Learning Styles. Satisfaction was measured on a 16-item satisfaction scale developed by the researcher. Forward selection logistic regression analysis of the data revealed that the level of experience with using the World Wide Web and gender were significant predictors of student satisfaction when all other variables were controlled. Students who described themselves as being at ease with using the Web were more likely than less experienced users to be satisfied with the digital learning environment. Females were more likely to be satisfied with digital learning than were males. Considered important from the research findings is the absence of predictors of satisfaction, with the view that students considering enrolling in courses that incorporate digital learning, but who may be reluctant to register because of perceived mismatches between personal traits and the digital environment should be reassured that the environment is not restrictive in terms of temperament, preferred learning styles, age, grade point average, university classification, major, or previous digital learning experience. The developed questionnaire is attached. (Contains 5 tables and 49 references.) (Author/SLD) ED482454 Temperament, Learning Styles, and Demographic Predictors of College Student Satisfaction in a Digital Learning Environment. 2003-11-00 36 N/A 2004 8/20/2004 00:41:48 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes College Students Concurrent Validity Emotional Intelligence Higher Education Measures (Individuals) Tapia, Martha Marsh, George E., II Reports - Research Speeches/Meeting Papers English This study examined the concurrent validity of the Emotional Intelligence Inventory (M. Tapia, 2001) and the Emotional Intelligence Scale (N. Schutte and others, 1998). The responses to the inventories of 234 college students, 84 males and 250 females, were analyzed. Correlations between the total score on the two scales were significant. Correlations between each subscale of the Emotional Intelligence Inventory and the Emotional Intelligence Scale were significant. Correlations were calculated across gender, and all correlations were significant. These results indicate that the Emotional Intelligence Inventory and the Emotional Intelligence Scale have concurrent validity across gender and by gender. (Contains 2 tables and 11 references.) (Author/SLD) ED482455 A Validation of the Emotional Intelligence Inventory. 2003-11-00 12 N/A 2004 8/20/2004 00:41:50 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxii, MS, November 5-7, 2003).

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Yes Graduate Students Graduate Study Research Skills Sex Differences Kennedy, Robert L. Broadston, Pamela M. Reports - Research Speeches/Meeting Papers English This study investigated the effectiveness of an approach to teaching an advanced research class by comparing test scores of male and female students on a test of research fundamentals before and after the course. Four classes, between 2001 and 2003, all taught by the same instructor, incorporated article critiques (based on an instrument from V. Wilson and A. Ongwuegbuzie), a critique-based examination, and an oral presentation of a grant application completed by the student. There was complete information for 51 students, 31 females and 20 males. A 30-item posttest yielded a Cronbachs alpha of 0.63. Since there were no initial differences in the pretest scores as to sex, a two-sample t-test was run on the posttest scores. The assumptions of normality and homoscedasticity were verified by the Omnibus Normality of Residuals and Modified-Levene Equal-Variance tests, but random selection was not possible since students are not randomly assigned to classes. The t-test indicated that the null hypothesis of no statistical significant difference between the mean pretest and posttest scores could not be rejected at the 0.05 level (t=0.0079, p=0.99). The effect size, d=0.05, was negligible. The Mann-Whitney U-test agreed. Results indicate that there was no practical difference in the test scores in the classes, suggesting no particular performance differences between males and females. Two-sample test reports are attached. (Contains 17 references.) (Author/SLD) ED482456 Graduate Research Class Performance by Gender. 2003-11-00 25 N/A 2004 8/20/2004 00:41:54 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Graduate Students Graduate Study Statistics Student Attitudes Kennedy, Robert L. Broadston, Pamela M. Reports - Research Speeches/Meeting Papers English This study investigated the attitudes toward statistics of graduate students who used a computer program as part of the instructional effort, which allowed for an individualized, self-paced, student-centered activity-based course. The 9 sections involved in the study were offered in 2001 through 2003, and there were 75 participants for whom there were complete data. Of these, 75% were female. The design of the study was a single-sample pretest-posttest with no control group since the students were taught by the same instructor. The instruction was the Statistics Attitude Survey (D. Roberts and E. Bilderback, 1980). Findings indicate differences in the distributions of ranks between pretest and posttest results. Most of these differences occurred as increases in the rankings marked at each end of the scales. That is, after the course, students felt more strongly that they agreed or disagreed with statements about some aspects of statistics. For example, students agreed more strongly that statistics would be useful to test the superiority of one method over another and that statistics provide a useful way to improve the quality of professional performance. They disagreed more strongly that one should be good at mathematics before attempting statistics and that statistics is too theoretical to be much use to the average professional. Comments from the open-ended evaluation forms may help explain survey results. Findings suggest that offering the course using computers may help improve students attitudes about certain aspects of statistics. The course syllabus is attached. (Contains 2 tables and 15 references.) (Author/SLD) ED482457 Students' Attitudes in a Graduate Statistics Class. 2003-11-00 23 N/A 2004 8/20/2004 00:41:57 RIEJUL2004 Paper presented at the Annual Meeting of the Mid_South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Academic Achievement Course Content Graduate Students Graduate Study Measurement Techniques Pretests Posttests Program Effectiveness Broadston, Pamela M. Kennedy, Robert L. Reports - Research Speeches/Meeting Papers English To determine the effectiveness of a graduate educational assessment course in measurement processes, this study compared test scores from the beginning and from the end of the course. The three sections that were the focus of the study were offered in 2002 and 2003 by the same instructor. The course was offered as a traditional face-to-face class using PowerPoint presentations during all of the lectures. All sections incorporated several quizzes, hands-on activities, and a 50-question multiple choice final examination. There were 44 participants for whom there was complete information, 35 females and 9 males. The assumptions for the dependent t-test and the Wilcoxon test could not be met, so a quantile (sign) test was run to compare the pretest and posttest scores. The assumption that the measurement scale be at least ordinal was met since the data comprised frequency counts, but random selection was not possible since students are not randomly assigned to classes. However, the students did not exhibit any obviously exclusive characteristics. The test indicated that the null hypothesis of no statistically significant difference between the pretest and posttest scores could be rejected at the p=0/.00024 level (13 higher and 0 lower). It is concluded, then, that there were differences relative to the pretest and posttest scores, suggesting that the class was effective for learning the measurement topics introduced. The syllabus is attached. (Contains 2 figures, 2 tables, and 32 references.) (SLD) ED482458 Effectiveness of a Graduate Measurement Course. 2003-11-00 15 N/A 2004 8/20/2004 00:41:59 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi. MS, November 5-7, 2003).

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Yes Academic Achievement Black Students Environmental Influences Family Influence Males Performance Factors Qualitative Research Rural Youth Wilson-Jones, Linda Reports - Research Speeches/Meeting Papers Mississippi Mississippi English This study investigated factors that promote and inhibit the academic success of elementary African American males in grades 3 through 6 in a rural school in Mississippi. The qualitative study analyzed interview data gathered in 6 face-to-face interviews with 16 African American males over a 3-month period in the 2002-2003 academic year. All students were regular education students between 8 and 13 years old. The interviews focused on home and school experiences and how these two environments affected their academic success. Findings reveal that academic assistance and parental involvement were primary factors supporting and promoting their academic success. In addition, classroom distractions, study habits, problems at school, and school safety concerns were inhibitors of their academic success. Among students who did not perform well academically, early literacy activities had not been a substantial part of their preschool experiences. Recommendations growing from the study included a similar study with African American males from different parts of the United States and a replication with African American girls to compare their responses to see if they have the same viewpoints related to academic success and failure. (Contains 24 references.) (Author/SLD) ED482459 Factors that Promote and Inhibit the Academic Achievement of Rural Elementary African American Males in a Mississippi School: A Qualitative Study. 2003-11-00 24 N/A 2004 2016-11-21

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Yes Adult Students College Faculty Doctoral Degrees Graduate Students Graduate Study Higher Education Midlife Transitions Nontraditional Education Nontraditional Students Kondrick, Linda C. Reports - Descriptive English This narrative tells the story of a nontraditional student who completed her education to become a college teacher when returning to school was quite unusual. Twenty years after high school graduation, the teacher received a bachelors degree and began a 14-year career teaching mathematics and physical sciences in a public high school. In that time, she completed a Masters program in Natural Science Education, largely to climb the pay scale. She eventually enrolled in a doctoral program, which required 6 years more, and took a position as a visiting instructor as she was completing her Ph. D. The position subsequently was converted to a tenure track position. The author discusses the demands and rewards of her nontraditional education and eventual career path. She also outlines some of the differences in teaching at secondary and tertiary levels. (SLD) ED482460 Back to School: Negotiating the Transition from Secondary to Tertiary Education. 2003-11-00 11 N/A 2004 8/20/2004 00:42:03 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Educational Research Elementary Secondary Education Research Utilization Researchers Onwuegbuzie, Anthony J. Leech, Nancy L. Reports - Descriptive Speeches/Meeting Papers English The purpose of this paper is to demonstrate how quantitative research articles can be made much more reader-friendly. It illustrates how statistical language and research terminology can be simplified in reports. The paper also demonstrates how quantitative reports could be restructured to make them more reader friendly without sacrificing any important statistical information. It is suggested that by restructuring these reports, practitioners and stakeholders would be in a much better position to read quantitative research articles, the findings of which could be used to improve the quality of education. Not only would the divide between researchers and practitioners be reduced, educational research studies would have a larger impact on schools. (Contains 3 tables and 22 references.) (Author/SLD) ED482461 A Framework for Making Quantitative Educational Research Articles More Reader-Friendly for Practitioners. 2003-11-00 26 N/A 2004 8/20/2004 00:42:05 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi. MS ( November 5-7, 2003).

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Yes Pragmatics Qualitative Research Research Methodology Researchers Onwuegbuzie, Anthony J. Leech, Nancy L. Reports - Descriptive Speeches/Meeting Papers English The last 100 years have witnessed a fervent debate in the United States about quantitative and qualitative research paradigms. Unfortunately, this has led to a great divide between quantitative and qualitative researchers, who often view themselves in competition with each other. Clearly, this polarization has promoted purists, i.e., researchers who restrict themselves exclusively to either quantitative or qualitative research methods. Mono-method research is the biggest threat to the advancement of the social sciences. As long as researchers stay polarized in research they cannot expect stakeholders who rely on their research findings to take their work seriously. The purpose of this paper is to explore how the debate between quantitative and qualitative is divisive, and thus counterproductive for advancing the social and behavioral science field. This paper advocates that all graduate students learn to use and appreciate both quantitative and qualitative research. In so doing, students will develop into what is termed pragmatic researchers. (Contains 41 references.) (Author/SLD) ED482462 On Becoming a Pragmatic Researcher: The Importance of Combining Quantitative and Qualitative Research Methodologies. 2003-11-00 25 N/A 2004 8/20/2004 00:42:06 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Cohort Analysis College Planning College Preparation College School Cooperation Middle School Students Middle School Teachers Middle Schools Program Evaluation Sustainable Development Skolits, Gary Lashley, Terry King, Peggy Reports - Evaluative Speeches/Meeting Papers English The Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) program was implemented in a partnership between the University of Tennessee (UT) and two rural East Tennessee school systems. The study addressed the residual impact of UT GEAR UP on middle school teachers and schools that were left behind as the cohort progressed to project high schools. The study also examined the extent to which GEAR UP project elements were sustained approximately 1 year later. The UT GEAR UP project provided interventions to only one cohort of students, the class of 2006. Services began in 2000-2001, and, although they continue at the high school level, they have been completed for the middle school level. The study used data collected as part of the annual reporting requirements and findings of the projects external evaluator. In addition, teacher participants for the study of sustainability were the 50 teachers in the 14 middle schools that participated in the project years and administrators at those schools. Findings show that 1 year after the project terminated, teachers and administrators continued to hold favorable attitudes about the activities and interventions. There was some evidence of residual impacts of the program, but few project interventions were actually sustained at a meaningful level a year later. Lack of resources, lack of time, and lack of overall project leadership and staff were reported as barriers to sustaining GEAR UP initiatives. From the perspective of sustainability, these schools need immediate support. It appears unlikely that the project can be sustained at the high school level after the graduation of the project cohort. There is, however, some evidence that GEAR UP project efforts are consistent with recognized dimensions of meaningful school change. (Contains 37 references.) (SLD) ED482463 The Sustainability of GEAR UP Project Initiatives in East Tennessee Middle Schools: A Study of the Residual Impacts of the University of Tennessee GEAR UP Partnership. 2003-11-00 49 N/A 2004 8/20/2004 00:42:09 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Academic Achievement Economically Disadvantaged Grade 1 Kindergarten Kindergarten Children Longitudinal Studies Prediction Success Jiang, Ying Hong Mok, Doris Weaver, Robert R. Reports - Research Speeches/Meeting Papers Latent Growth Project Head Start English The purpose of this study was to use data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 database for public use (version 2.9.2.1; Westat, 2000) to examine a sample of Head Start children and families to predict kindergarten and first grade success, The study controlled family variables of income level, family structure, and parent education level while predicting kindergarten and first grade success. Both repeated measures analysis of variance and latent curve analysis (LCA) were used to predict the academic success of kindergarten and first grade children. Results show that both income level and parent education level had statistically significant (p<0.05) effects on reading, mathematics, and general knowledge item response theory (IRT) scale scores, while family structure had a much weaker effect (nonsignificant) on reading, mathematics, and general knowledge IRT scale scores. Further, the means of Head Start children from families at or above the poverty level were consistently higher than those of children from families below the poverty level. The study compared LCA model fit statistics for the models tested. The growth model used for reading appears to provide the best-fit statistics. The growth model for knowledge provides the second best-fit statistics. The growth model for mathematics fit well overall, although the fit statistics are not as ideal as the reading and knowledge growth models. More studies need to be done in that area. (Author/SLD) ED482464 Predicting Kindergarten Success for Economically Disadvantaged Head Start Children: A Latent Curve Analysis. 2003-04-21 14 N/A 2004 2016-11-21

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Yes Case Studies Educational Cooperation Educational Improvement Middle School Students Middle School Teachers Middle Schools Partnerships in Education Gopalan, Pritha Reports - Evaluative Michigan Michigan Academy for Educational Development, Inc., New York, NY. English This case study documented the collaboration of Lake Middle School (pseudonym for a school in Michigan) with Middle Start, a middle-grades reform model and its progress and struggles implementing the model. Middle Start was coordinated by the Michigan Middle Start Partnership, and alliance that provided technical assistance, professional development, networking, policy development, research, and other services. Middle Start seeks to build academically excellent developmentally responsive, and socially equitable learning environments for middle graders by developing small learning communities, varied and rigorous instruction, meaningful family and community involvement, and schoolwide reflection and assessment. The principal of Lake Middle School and the Technical Assistant (TA) assigned by the partnership shared the vision that Lake would be a full-service school, and over the 4 years of the collaboration, Lake made several improvements, including small learning communities, expanded special education inclusion, innovative instructional strategies, better programs for family involvement and health and counseling, and improved preparation for high school and beyond. Data for this qualitative study were collected from spring 2000 to spring 2001. Findings show that students at Lake found their classes engaging and the school climate safe and supportive. They also improved their performance on standardized tests. In the future, the school will attempt to extend its improvement efforts through deepening professional development in instructional strategies for staff and fostering meaningful opportunities for family and community involvement in the school. (SLD) ED482465 Michigan Middle Start Studies of Middle Start School Improvement, Lake Middle School: A Case Study. 2001-10-31 Kellogg Foundation, Battle Creek, MI. 31 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Educational Improvement Middle School Students Middle School Teachers Middle Schools Reports - Evaluative Reform Efforts Academy for Educational Development, Inc., New York, NY. English The W. K. Kellogg Middle Start Initiative is a comprehensive educational reform effort to foster school improvement efforts and build public support for middle-grades reform in Michigan. Begun in 1993-1994, Middle State has to date involved more than 220 schools, including those that have received grants for comprehensive school improvement (CSI) and focused grants to improve reading and mathematics. The Academy for Educational Development has been conducting the documentation and cluster evaluation of the Middle Start Initiative since its beginning in spring 1994. This study examined the progress of 12 schools receiving CSI grants as part of their involvement in Middle Start. The case studies were designed to capture the pathways adopted by the schools over time to evolve into middle-grades schools that promoted academic achievement, healthy development, and social equity. The study included interviews with CSI principals, interviews with CSI teacher teams, classroom observations in CSI schools, review of annual reports of CSI schools and technical assistance partners, site observations, documentation of network meetings, and data from evaluation forms at networking conferences. Findings show that schools obtained the best student outcomes when they developed an integrated focus on varied aspects of middle-school reform. Technical assistance partners played key roles in guiding the integration of time, expertise, and partnerships. Six schools led in the comprehensive and integrated nature of their reforms. Four schools demonstrated moderate progress for students, and two schools struggled to meet their Middle Start goals and showed lower levels of outcomes for students. (SLD) ED482466 Progress of the Middle Start Comprehensive School Improvement Schools. W. K. Kellogg Foundation Middle Start Initiative. Cluster Evaluation Report, 1997-98. Working Paper #4. 1998-12-31 Kellogg Foundation, Battle Creek, MI. 54 N/A 2004 2016-11-21

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No Biology High School Students High Schools School Schedules State Programs Test Results Testing Programs Marchette, Fran Reports - Research Speeches/Meeting Papers English A mixed modal study was conducted that compared the results of Mississippi Biology subject area mean scores of students that used 4X4 block, A/B block, and traditional year-long schedules in large, medium, and small-sized schools. This research also explored data about whether schedule configurations allow sufficient time for students to construct knowledge. Interviews were conducted with secondary administrators and teachers concerning the type of schedule configuration used and the influence that the schedule has on student academic performance on the Biology subject area test. The study used a quasi-comparative method for the quantitative portion of the study and a constant comparative method for the qualitative portion to explore the relationship of schedule configuration on student academic achievement on the Biology subject area test. The selected student scores indicated that the Mississippi Biology Subject Area test when used as a measure of student performance revealed no significant different on student achievement for the three school schedule configurations. Adjustment for initial differences of gender, minority status, and school size on each schedule configuration were made. Results suggest that schools may use various schedule configurations and still expect student performance on the Biology subject area test to be unaffected. However, many areas of concern were identified in the interviews that might have an impact on school learning environments. These relate to classroom management, the active involvement of students in learning, the adequacy of teacher education programs, and the stress of testing on everyone involved in high stakes testing. (Contains 31 references.) (SLD) ED482467 Impacts of Scheduling Configurations on Mississippi Biology Subject Area Testing. 2003-11-00 15 N/A 2004 8/20/2004 00:42:16 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, October 5-7, 2003).

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No Action Research Models Research Methodology Task Analysis Kondrick, Linda C. Franklin, Kathy K. Reports - Descriptive Speeches/Meeting Papers English Action research is an umbrella term referring to research by practitioners for the purpose of improving their practice. Action research in higher education is being conducted by a growing number of practitioners whose formal training is outside of the discipline of education research. This has precipitated a need for faculty development and consequently, a conceptual model for analyzing the requisite skills for various action research methodologies, referred to as tasks. L. Daniel, A. Ongwuegbuzie, and A. Dellinger have proposed a three-dimensional model for categorizing action research strategies based on three criteria: research goal, method of inquiry, and level of expertise needed to execute the research design. This paper extends the discussion of the three-dimensional requisite skills model to a global task-analysis model. Three major differences exist between these two models. First, rather than assessing the degree to which the research strategy varies from the practitioners normal activity, the currently proposed model offers a means of analyzing the level of skill implied in a given action research strategy. The development needs of the practitioner can thus be matched to the task-analysis of the proposed study. Second, rather than a three-dimensional system, this pyramidal model is multidimensional. It is readily adaptable to any number of methods criteria that the faculty development facilitator deems appropriate. Third, the method presented in this paper provides a multidimensional model for conceptualizing the balance among the various criteria in the design of the study. It therefore can be applied not only as a skills analysis tool, but also as a tool for categorizing and describing the nature of a particular action research strategy. Examples are given for use of this model as a training tool, a research planning tool, and evaluation tool. (Contains 8 figures and 14 references.) (SLD) ED482468 A Conceptual Model for a Task Analysis of Methods in Action Research Design. 2003-11-00 29 N/A 2004 8/20/2004 00:42:18 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Academic Achievement Competition Educational Quality Evaluation Methods Higher Education Institutional Characteristics Ehrenberg, Ronald G. Reports - Descriptive Speeches/Meeting Papers Ranking Scholastic Aptitude Test U S News and World Report SAT (College Admission Test) English This paper examines why Americans are so preoccupied with the "U.S. News and World Report" ("USNWR") annual rankings of colleges and universities and why higher education institutions have become equally preoccupied with them. It discusses the rankings categories (academic reputation, student selectivity, faculty resources, graduation and retention rate, alumni giving, financial resources, and graduation rate performance), and it notes how the rankings methodology allows colleges and universities to take actions to manipulate their rankings and the effects that such actions have on higher education. The paper questions why colleges and universities continue to participate in the rankings if they are flawed, discussing some of the major problems with the rankings. The paper concludes that the problem with "USNWR" rankings is not its presentation of information on individual data elements but rather its effort to aggregate these elements into a single index, noting that if it stopped doing this, many of the objections that people have about the ratings would stop. Finally, the paper offers thoughts about how the "USNWR" could alter its rating formula in ways that would be more socially desirable. (Contains 20 references.) (SM) ED482469 Method or Madness? Inside the "SNWR" College Rankings. 2003-09-07 Andrew W. Mellon Foundation, New York, NY. 23 N/A 2004 2016-11-21

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Yes College Bound Students Engineering Education Females Higher Education Majors (Students) Minority Groups Racial Differences Sex Differences Womens Education Noeth, Richard J. Cruce, Ty Harmston, Matt T. Reports - Descriptive ACT, Inc., Iowa City, IA. English This report describes the background and academic preparation of high school graduates who planned to major in engineering upon college entry, presenting the information by gender and race/ethnicity. Data come from 12 years of research on 750,000 students from the graduating high school classes of 1991-2002 who registered for the ACT Assessment and planned to major in an engineering field upon college entrance. Over 12 years, the number of students planning to major in engineering decreased. The percentages of potential engineering majors in college preparatory programs and in the top quarter of their high school graduating class also decreased. However, a greater percentage of potential engineering majors completed core course requirements, and their overall high school GPA increased. Potential engineering majors were somewhat better prepared in mathematics and science than in the past. Gender representation remained relatively unchanged, with females comprising only 18-20 percent of all potential engineering majors. The percentage of potential engineering majors among various minority groups improved over the 12 years, although this improvement was largely due to decreases in the numbers of Caucasians planning to major in engineering. Policy and program recommendations are included. (Contains 27 references.) (SM) ED482470 Maintaining a Strong Engineering Workforce. ACT Policy Report. 2003-00-00 58 For full text: http://www.act.org/research/policy/pdf/engineer.pdf. N/A 2004 2020-08-08

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No Computer Uses in Education Distance Education Educational Policy Financial Support Higher Education Online Courses State Aid Virtual Classrooms Epper, Rhonda M. Garn, Myk Reports - Descriptive Western Interstate Commission for Higher Education, Boulder, CO. Western Cooperative for Educational Communications. State Higher Education Executive Officers Association. English This project examined: states' organizational and financial models of virtual colleges and universities (VCUs); statewide goals for which VCUs were created; and policies, programs, and student participation in VCUs. Data came from a survey of all known statewide and systemwide VCUs and interviews with VCU leaders. Overall, VCUs are gravitating toward two service models (one that is centralized and provides services to students, and another this is a distributed service model where the VCU hosts an online catalog but institutions provide most of the services). Most VCUs are expanding access to geographically underserved populations. Most VCUs were initiated with direct or indirect state appropriations and continue to rely heavily on this funding source for operations. However, some VCUs are building sustainable revenue streams. Out of 20 goals studied at the VCUs' founding and at present, current goals are more attuned to increasing state/system higher education efficiency and meeting state workforce needs. Most VCUs are expected to play a role in system/state level policy change related to distance learning. In general, the higher a VCUs funding level, the higher it perceives its overall goals have been met. The more highly funded and more centralized it is, the greater impact on policy change a VCU is likely to report. Research methodology and study participants are appended. (Contains 18 references.) (SM) ED482471 Virtual College & University Consortia: A National Study. 2003-08-00 58 State Higher Education Executive Officers, 707 Seventeenth Street, Suite 2700, Denver, CO 80202-3427. Tel: 303-299-3686; Fax: 303-296-8332; Web site: http://www.sheeo.org/. N/A 2004 8/20/2004 00:42:23 RIEJUL2004

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Yes Higher Education Leadership Training Program Evaluation Student Leadership Student Surveys Williams, Jennifer R. Townsend, Christine D. Reports - Research English The purpose of this study was to determine how well selected leadership competencies were remembered and used 1, 2, and 3 years after the completion of a structured collegiate leadership course. The study also investigated self-perceived leadership skills of the students 1, 2, and 3 years removed from the course and the use of selected leadership competencies compared to leadership experience. A 3-part survey was prepared and e-mailed to 25 members of the spring 2000 class, 24 members from spring 2001, and 25 members of the spring 2002 class. Students reported the same "amount" of knowledge comprehension about the 12 leadership competencies whether they had taken the class, 1, 2, or 3, years earlier. Students applied the competencies with the same regularity whether they had taken the course 1, 2, or 3 years earlier. There were no statistically significant differences between self-perceived leadership skills and the number of years after the collegiate leadership course. Findings did suggest that the use of certain leadership competencies was enhanced with time. (SLD) ED482472 The Intellectual Capacity of Leadership Competencies as Perceived by Past Members of a Collegiate Sophomore Leadership Course. 2003-07-16 9 N/A 2004 8/20/2004 00:42:25 RIEJUL2004

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Yes Academic Accommodations (Disabilities) Civil Rights College Bound Students College Students Disabilities Higher Education School Responsibility Student Responsibility Student Rights Guides - Non-Classroom Office for Civil Rights (ED), Washington, DC. Spanish This pamphlet, in Spanish, intended for postsecondary students with disabilities, explains the rights and responsibilities of these students and the obligations of a postsecondary school to provide academic adjustments. The federal legislation on which the information is based is described. Information for students is presented in question and answer form. Topics covered include denial of admission because of disability, academic accommodations, documentation needed to establish disability status, and how to address discrimination. Contact information is provided for the Office of Civil Rights of the U.S. Department of Education. (SLD) ED482473 Estudiantes con discapacidades preparandose para la educacion postsecundaria: Conozca sus derechos y responsabilidades (Students with Disabilities Preparing for Postsecondary Education: Know Your Rights and Responsibilities). 2002-09-00 16 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244. For full text: http://www.ed.gov/ocr/. N/A 2004 8/20/2004 00:42:27 RIEJUL2004 For the English version, see ED 468 329.

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Yes Educational Research Foreign Countries Higher Education Nonprofit Organizations Private Colleges Private Education Program Development Program Implementation Research Needs Research Projects Levy, Daniel C. Reports - Descriptive State Univ. of New York, Albany. English This paper describes the Program for Research on Private Higher Education (PROPHE), a program that seeks to build knowledge about private higher education around the world. The program focuses on discovery, analysis, and dissemination of information, as well as creation of an international base of trained researchers. The main mission of the PROPHE global network is scholarship. The program's initial topic, "The Global Growth of Private Higher Education," concentrates on identifying the scope, contours, and patterns of rapid expansion. A crucial goal is bolstering and revising the three general categories of private higher education growth and functioning developed in the literature so far: (1) cultural distinctions; (2) academic or socioeconomic advantage; and (3) demand-absorption. A recent development that merits particular attention is the surge in for-profit activity. Once it builds its knowledge base, PROPHE will turn increasingly to matters of policy. Some of the program's planned "outputs," data, publications, collaborative production, and training, are outlined. (Contains 13 references.) (SLD) ED482474 PROPHE Background Paper. 2001-09-00 7 For full text: http://www.albany.edu/~prophe/program/background.html. N/A 2004 8/20/2004 00:42:29 RIEJUL2004 Prepared by the Program for Research On Private and Higher Education (PROPHE).

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Yes Educational Trends Foreign Countries Global Education Higher Education Nonprofit Organizations Private Colleges Proprietary Schools Levy, Daniel C. Reports - Descriptive South Africa South Africa State Univ. of New York, Albany. English South Africa's private higher education system is an illustration of the worldwide surge in commercial private higher education. Important features in the South African case epitomize worldwide growth or show it in stark form. At the core of the starkness is the for-profit nature of South African private higher education. For-profit logic plays out in nearly all matters key to the country's private higher education, including missions, actors' roles within and beyond the higher education institutions, ties to the job market, and relationships with public entities. In contrast, private higher education outside South Africa is usually nonprofit; more aptly states, however, it is nonprofit in name and legal status but often for-profit in much form and behavior. For its profits and practicality thrust, South Africa presents an intriguing case through which to explore the nature of the world's expanding commercial private higher education. Tendencies in South Africa lead to or support significant hypotheses about this form of education, particularly in its for-profit manifestation. In turn, such hypotheses, along with data on other countries (especially the United States) help guide empirical exploration of the South African case. (Contains 53 endnotes.) (Author/SLD) ED482475 Profits and Practicality: How South Africa Epitomizes the Global Surge in Commercial Private Higher Education. Working Paper. 2002-03-00 49 For full text: http://www.albany.edu/~prophe/publication/Profits.pdf. N/A 2004 2016-11-21

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No European History Foreign Countries Korean War Leadership Leadership Responsibility Learning Activities Political Issues Primary Sources Resource Materials Secondary Education Social Studies United States History World War II Thompson, Rachel Yarnell Sittig, Linda H. Guides - Classroom - Teacher Europe Marshall (George C) Marshall Plan English This teaching unit about George C. Marshall contains a teacher's guide, a resource packet, and a teacher's notebook. The teacher's guide includes ten introductory, overarching, and culminating activities: (1) About this Guide; (2) Getting to Know Him; (3) Marshal on Video; (4) Share a Space with a Hero; (5) On a Global Stage--Links; (6) A Picture Is Worth a Thousand Words; (7) Mural, Mural on the Wall and Read Me a Story; (8) The Military Life; (9) Marshall's Memory; (10) Getting to Know Him: Teacher's Version. The packet contains 18 items: (1) Contents; (2) Getting to Know Him; (3-4) George C. Marshall: Soldier and Statesman; (5) U.S. Organizational Chart; (6-7) Two Marshall Stories: "The Ponderosa Tomatoes" and "The Bee"; (8) General Pershing's Letter to President Roosevelt, Sept. 16, 1943; (9) President Roosevelt's Response to Pershing, Sept. 20, 1943; (10) Online Map; (11) Marshall Plan Poster Contest Examples; (12) Political Cartoon: Korean War Policy; (13) Political Cartoon: Senator McCarthy "Attacks" Marshall; (14) Burpee Seed Company Letter; (15) Marshall Plan Recipient Countries; (16) Chronology of General Marshall's Life; and (17-18) Marshall's Harvard Speech and Nobel Prize Acceptance Speech. The teacher's notebook contains three parts: (1) Lessons; (2) Resources for Worksheets or Transparencies; and (3) Photo Pack. (BT) ED482476 America's Hero to the World, George C. Marshall. Teacher's Guide. Second Edition [and] Resource Packet [and] George C. Marshall: An American Leader. A Teacher's Notebook. 2000-00-00 Practitioners Teachers 137 George C. Marshall International Center, 212 East Market Street, Leesburg, VA 20175. Web site: http://www.bnt.com/marshall/incenter.html. N/A 2004 2016-11-21

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No Biographies European History Foreign Countries Korean War Leadership Leadership Responsibility Political Issues Secondary Education Social Studies United States History World War II Skutt, Mary Sutton Thompson, Rachel Yarnell Guides - Classroom - Learner Guides - Classroom - Teacher Europe Marshall (George C) Marshall Plan Philippines Philippines English George C. Marshall (1880-1959), head of the U.S. Army in World War II, Secretary of State (1947-49), Secretary of Defense (1950-51), and Nobel Peace Prize winner (1953), was one of the late people as a child. He liked to play and was reasonably athletic, anxious to try out new ideas, and was particularly interested in history, but he was not especially good in school. This book traces General Marshall's life from childhood to old age. Following the "Introduction" (Larry I. Bland), chapters in the book are: (1) "The Uniontown Years" (A Small Town Boyhood); (2) "VMI Years" (First Class Yankee); (3) "A Young Officer" (From the Philippines to the Great War); (4) "Duty with Pershing" (Lessons from the Top); (5) "The Making of a General" (From Ft. Benning to Vancouver Barracks); (6)"Army Chief of Staff Years" (Preparing for War); (7) "Army Chief of Staff" (War Duty in Washington); (8) "The Statesman Years" (From Ancient Land to the Marshall Plan); and (9) "Service without Uniform" (A Recall and a Long Rest). Includes 78 notes. Contains a 19-item selected bibliography. (BT) ED482477 America's Hero to the World, George C. Marshall. Second Edition. 2000-00-00 ISBN-0-9675406-0-7 Practitioners Students Teachers 133 George C. Marshall International Center, 212 East Market Street, Leesburg, VA 20175. Web site: http://www.bnt.com/marshall/incenter.html. N/A 2004 2016-11-21

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Yes Andragogy Classroom Techniques Controversial Issues (Course Content) Cultural Context Group Discussion Higher Education Instruction International Relations War Bangura, Abdul Karim Opinion Papers Speeches/Meeting Papers United States Constitution United States Constitution English The most fundamental ideas ingrained in U.S. culture are the notions of freedom and democracy. The United States Constitution guarantees certain inalienable rights and protections. However, a person only needs to read "The Chronicle of Higher Education" since the September 11, 2001 attacks on the World Trade Center (New York) and the Pentagon (Washington, D.C.), the subsequent passage of the USA Patriot Act, and the U.S. wars in Afghanistan and Iraq to realize that discussing the current U.S. wars in the classroom can be impact a professor's career. If the professor is untenured or not on tenure track, student evaluations can influence an instructor's reappointment. Yet, those who teach international relations/studies courses cannot shy away from discussing controversial current events that are part of the curriculum. This paper offers an approach that allows a professor to employ both pedagogical and andragogical techniques to ease the difficulties of discussing current U.S. wars in the classroom. It notes that the basic difference between pedagogy and andragogy is one of treating learners as passive and dependent individuals or as relatively autonomous and self-directed individuals. (Author/BT) ED482478 Discussing America's Wars in the Classroom: Pedagogical and Andragogical Approaches. 2003-04-14 10 N/A 2004 2016-11-21

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Yes Academic Achievement Action Research Cognitive Style Grade 5 Interdisciplinary Approach Intermediate Grades Intervention Learning Strategies Music Music Activities Program Development Program Implementation Social Studies Brogla-Krupke, Cheryl Dissertations/Theses Reports - Descriptive Iowa Iowa English This report describes a program to improve student achievement through the use of music strategies. The targeted population was fifth-grade students in a small Iowa community. The absence of music integration into the social studies area was observed through data that displayed the lack of motivation and in-depth learning by the students. Analysis of probable cause data revealed evidence of shallow learning and an inability to see relationships between the two disciplines. The time factor in planning interdisciplinary studies discouraged implementing a plan. A review of solution strategies suggested by knowledgeable others, combined with analysis of the problem setting resulted in selection of three major categories of intervention: (1) accommodate with various learning styles; (2) implement cross-curricular thematic instruction; and (3) use aesthetic education. Students experienced music that encouraged them to become more aware of characteristics of the historical period they studied. The aesthetics of music helped to make history more personal and real than merely reading the chapter in the social studies text. Post-intervention data indicated an increase in student motivation, increase in understanding relationships between the two disciplines, and increase in in-depth learning. Student reactions, test results, and the teacher comments regarding the project indicated that it was a positive experience. If the project were to be repeated with another group of students, more student-driven research and less teacher-directed teaching would be planned. (Contains 2 tables and 35 references.) (Author/BT) ED482479 Improving Student Achievement through the Use of Music Strategies. 2003-05-00 47 N/A 2004 2016-11-21

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Yes Classroom Techniques Computer Assisted Instruction Elementary Secondary Education Instructional Innovation Social Studies Technology Integration Ray, Beverly Guides - Non-Classroom Opinion Papers Handheld Computers Social Studies Teachers English Handheld computers have gone beyond the world of business and are now finding their way into the hands of social studies teachers and students. This paper discusses how social studies teachers can use handheld computers to aid anytime/ anywhere course management. The integration of handheld technology into the classroom provides social studies teachers an opportunity to promote student-centered learning. Integration strategies that promote technology integration and student-centered learning are described. Ideas range from the use of handhelds as creative and reflective writing journals to the use of handhelds as databases that store data to promote analysis. The range of software promoting the integration of handhelds into the K-12 setting expands daily. (Contains 11 references.) (Author/BT) ED482480 Handheld Computers in the Classroom: Integration Strategies for Social Studies Educators. 2003-00-00 Practitioners Teachers 8 N/A 2004 2016-11-21

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Yes Civil War (United States) Heritage Education Intermediate Grades Primary Sources Secondary Education Social Studies State History Student Educational Objectives Teacher Developed Materials Thematic Approach Oakley, Lisa, Ed. Collected Works - General Guides - Classroom - Teacher English These teacher developed lessons focus on the Civil War's impact on east Tennessee. The forum for develop ling the lessons includes a series of inservice lectures by experts in the areas of Civil War scholarship and interpretation, tours, and hands-on experiences at historic sites in the region. During the week-long program, teachers traveled throughout east Tennessee. They prepared lesson or unit plans using the local heritage experiences gained from their travels. The manual contains 18 lesson plans: (1) "Graveyard Investigation" A Civil War Culminating Activity (Janet Blackwell); (2) "Classroom Debate: East Tennessee Secession or Unionism" (Steve Broyles); (3) "Promote a Community Poster" (Steve Broyles); (4) "Sequencing of Events" (Jane S. Crosby); (5) "East Tennessee Geography: Landforms and the Civil War in East Tennessee" (Scott Dorsett); (6) "Digging Up Our Civil War Past" (Traci Freeman); (7) "Museum of Local Heritage" (Catherine S. Haynes); (8) "Lest We Forget" (Steve Irwin); (9) "Siege of Knoxville" (Sherry G. Johnson); (10) "Oral History of World War II Veterans" (Sandra Johnson); (11) "Tennessee Secession Vote: Election of June 8, 1861" (Scott Linn); (12) "Where Have All the Soldiers Gone?" (Scott Linn); (13) "Story Poem of 'Nettie's Trip South'" (Wanda Mash); (14) "Civil War through Music" (David Neidig) (15) "This Week in the Civil War" (Doris Noland Parton); (16) "Don't You Know Me, I'm Your Native Son" (Pat Swartz); (17) "The Raging War within East Tennessee" (Pam Thomas); and (18) "Living History and the Civil War" (Pam Thomas). The lessons provide objectives/purpose; cite appropriate grade level, time, and group size; include background information; list materials needed; suggest strategies/procedures; and address evaluation/assessment. (BT) ED482481 Teaching Tennessee History: Lesson Plans for the Classroom. Volume II. 2001-00-00 Practitioners Teachers 45 East Tennessee Historical Society, PO Box 1629, Knoxville, TN 37901-1629. Tel: 865-215-8827; Fax: 865-215-8819; Web site: http://www.east-tennessee-history.org/. N/A 2004 8/20/2004 00:42:40 RIEJUL2004 Developed by participants of the Annual Teachers History Institute (3rd, Knoxville, TN, June 11-15, 2001). Prepared by the East Tennessee Historical Society. Support provided by Humanities Tennessee; the East Tennessee Foundation; and the Katie Dean Foundation. Volume I of this series was never produced. For Volume III, see SO 035 438.

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Yes Elementary Secondary Education Heritage Education Intermediate Grades Secondary Education Social Studies State History Student Educational Objectives Teacher Developed Materials Thematic Approach United States History World War II Oakley, Lisa, Ed. Collected Works - General Guides - Classroom - Teacher New Deal English These teacher developed lessons focus on the impact of the New Deal and World War II on east Tennessee. The forum for developing the lessons included a series of lectures by experts in 20th-century scholarship and interpretation, tours, and experiences at historic sites in the region. During the week long program, teachers traveled throughout east Tennessee. They prepared lesson or unit plans using the local heritage experiences gained from their travels. This manual contains three sets of lesson plans: (1) "Intermediate School Level" (Genealogy Study (Jenifer A. R. Ohriner); WW II: The Home Front (Sherry W. Rogers)); (2) "Middle School Level" (Battle of King's Mountain (Marylaine Dreise); The CCC in Tennessee: A History Project (Bill Graves); History of Oak Ridge, Tennessee/O.R.N.L. (Pam McBroom); The New Deal 'Alphabet Soup' in Tennessee (Elizabeth Rose); Successful Oral History Interviews (Liz Shugart); The Civilian Conservation Corps: National History Day Project (Suzanne Terrell)); (3) "High School Level" (Impact of TVA on the Tennessee Valley (DeAnna Davis); Living History (Regina Headden); Tracking World War II (Regina Headden); Where Were You? (Regina Headden); East Tennessee and the New Deal (Mike Hickman); America in the Great Depression and World War II: The Reel Story (Mark White)). Lesson plans describe the lesson's purpose; cite objectives; give grade level, group size, and lesson time; provide background information; list materials and resources needed; suggest strategies/procedures; and address evaluation/assessment. (BT) ED482482 Teaching Tennessee History: Lesson Plans for the Classroom. Volume III. 2002-00-00 Practitioners Teachers 50 East Tennessee Historical Society, PO Box 1629, Knoxville, TN 37901-1629. Tel: 865-215-8827; Fax: 865-215-8819; Web site: http://www.east-tennessee-history.org/. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Curriculum Elementary Secondary Education French Graduate Students Higher Education Holistic Approach Language Proficiency Language Teachers Methods Courses Preservice Teacher Education Second Language Instruction Teaching Assistants Teaching Methods Teaching Styles Team Teaching Textbooks Magnan, Sally Seiloff, Ed. Books Collected Works - General Minnesota Minnesota English This collection of papers includes the following: "Style Wars: Teacher-Student Style Conflicts in the Language Classroom" (Rebecca L. Oxford, Madeline E. Ehrman, and Roberta Z. Lavine); "Articulating Learning in High School and College Programs: Holistic Theory in the Foreign Language Curriculum" (Janet Swaffar); "Reconsidering the FL Requirement: From Seat-Time to Proficiency in the Minnesota Experience" (Betsy K. Barnes, Carol A. Klee, and Ray M. Wakefield); "Team Teaching French with Teaching Assistants" (Theodore E.D. Bruan and Bonnie A. Robb); "On Apples and Oranges: The Effects of Integrating Beginners and False Beginners in Elementary French Classes" (Steven J. Loughrin-Sacco); "The Question of Language Program Direction is Academic" (James F. Lee and Bill VanPatten); "The Graduate Teaching Assistant in an Age of Standards" (Joseph A. Murphy); "Advancing the Case for an Advanced Methods Course" (John F. Lalande II); "Bridging the Gap Between Teaching and Learning: A Critical Look at Foreign Language Textbooks" (Renate A. Schulz); "CALL Today: Implications for Multisectioned Language Programs" (Robert Ariew); and "The Preparation and Support of Graduate Teaching Assistants in Foreign Languages: A Bibliography" (David P. Benseler and Christine Cronjaeger). (Papers contain references.) (SM) ED482483 Challenges in the 1990s for College Foreign Language Programs. Issues in Language Program Direction: A Series of Annual Volumes. 1990-00-00 ISBN-0-8384-2548-8 244 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes College Students Evaluation Methods Exit Examinations French Global Approach Higher Education Language Proficiency Listening Skills Native Speakers Reading Skills Second Language Learning Secondary Education Self Evaluation (Individuals) Spanish Speech Skills Student Evaluation Teaching Assistants Test Construction Teschner, Richard V., Ed. Books Collected Works - General University of Iowa English This collection of papers includes: "Foreign Language Testing Today: Issues in Language Program Direction" (Frank Nuessel); "Assessing the Problems of Assessment" (M. Peter Hagiwara); "Testing in Foreign Language Programs and Testing Programs in Foreign Language Departments: Reflections and Recommendations" (Elizabeth B. Bernhardt and Craig Deville); "Two Philosophies of Language Program and Language Testing Design" (Hector Hammerly); "The Development of a Foreign Language Placement System at the University of Iowa" (Irene Wherritt, Cynthia Druva-Roush, and Joyce E. Moore); "Self-Assessment and Placement: A Review of the Issues" (L. Kathy Heilenman); "Using an Exit Requirement to Assess the Global Performance of Undergraduate Foreign Language Students" (Ken Fleak); "Just Do It: Directing TAs toward Task-Based and Process-Oriented Testing" (Sally Sieloff Magnan); "A Survey and Analysis of Tests Accompanying Elementary French Textbooks" (Joel Waltz); "On the Dual Nature of the Second-Language Reading Proficiency of Beginning Language Learners" (James F. Lee); "Assessing Foreign Language Listening: Processes, Strategies, and Comprehension" (Susan M. Bacon); and "The Oral Task of Picture Description: Similarities and Differences in Native and Nonnative Speakers of Spanish" (Terry L. Ballman). (Papers contain references.) (SM) ED482484 Assessing Foreign Language Proficiency of Undergraduates. Issues in Language Program Direction: A Series of Annual Volumes. 1991-00-00 ISBN-0-8384-3915-2 245 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes College Students Cultural Awareness Elementary Secondary Education Graduate Study Higher Education Language Teachers Methods Courses Native Speakers Preservice Teacher Education Professional Development Second Language Instruction Self Concept Student Evaluation Supervision Teaching Assistants Uncommonly Taught Languages Walz, Joel C., Ed. Books Collected Works - General English This collection of papers includes three parts. Part 1, "TA Development Programs," offers "Undergraduate Teaching Assistants: One Model" (Katherine M. Kulick); "Teaching Assistant Development: A Case Study" (Julia Herschensohn); and "Breaking Out of the Vicious Circle: TA Training, Education, and Supervision for the Less Commonly Taught Languages" (Benjamin Rifkin). Part 2, "The Methods Course," includes "The Seamless Web: Developing Teaching Assistants as Professionals" (Marva A. Barnett and Robert Francis Cook) and "Beyond the Methods Course: Designing a Graduate Seminar in Foreign Language Program Direction" (Keith Mason). Part 3, "Specific Aspects of TA Development and Supervision," includes "What TAs Need to Know to Teach According to the New Paradigm" (Charles J. James);"'Poof! You're a Teacher!': Using Introspective Data in the Professional Development of Beginning TAs" (Mary E. Wildner-Bassett); "Sensitizing Teaching Assistants to Native-Speaker Norms in the Communicative Classroom" (Nadine O'Connor Di Vito); "Toward a Revised Model of TA Training" (Cynthia A. Fox); "Thinking Culturally: Self-Awareness and Respect for Diversity in the Foreign Language Classroom" (Madeline Cottenet-Hage, John E. Joseph, and Pierre M. Verdaguer); and "Improving Inter-Rater Reliability in Scoring Tests in Multisection Courses" (Robert M. Terry). (Papers contain references.) (SM) ED482485 Development and Supervision of Teaching Assistants in Foreign Languages. Issues in Language Program Direction: A Series of Annual Volumes. 1992-00-00 ISBN-0-8384-5124-1 275 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 8/20/2004 00:42:52 RIEJUL2004 Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs.

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Yes Elementary Secondary Education High Risk Students Higher Education Language Teachers Preservice Teacher Education Professional Development Second Language Instruction Student Empowerment Student Evaluation Supervision Teaching Assistants Benseler, David P., Ed. Books Collected Works - General Peer Supervision Placement Tests English This collection papers begins with "Introduction: The Dynamics of Successful Leadership in Foreign Language Programs," then features the following: "The Undergraduate Program: Autonomy and Empowerment" (Wilga M. Rivers); "TA Supervision: Are We Preparing a Future Professoriate?" (Cathy Pons); "Applied Scholarship in Foreign Languages: A Program of Study in Professional Development" (Katherine Arens); "The Dynamics and Visibility of Foreign Language Programs: A Five-Year Survey of the 'Chronicle of Higher Education'" (Francis Lide); "TA Programs; The Fit between Foreign Language Teacher Preparation and Institutional Needs" (Lynn Carbon Gorell and Jorge Cubillos); "The 'Culture and Commerce' of the Foreign Language Textbook: A Preliminary Investigation" (L. Kathy Heilenman and Erwin Tschirner); "The Dynamics of Placement Testing: Implications for Articulation and Program Revision" (Diane W. Birckbichler, Kathryn A. Corl, and Craig Deville); "Identifying and Instructing At-Risk Foreign Language Learners in College" (Richard L. Sparks and Leonore Ganschow); "After the Classroom Visit: A Model for the Preparation of Peer Supervisors" (Robert L. Davis and Joan F. Turner); (Papers contain references.) (SM) ED482486 The Dynamics of Language Program Direction. Issues in Language Program Direction: A Series of Annual Volumes. 1993-00-00 ISBN-0-8384-5456-9 274 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Adult Learning Arabic Curriculum Development Demography Educational Research Elementary Secondary Education Error Correction French Gender Issues Higher Education Individual Differences Learning Strategies Native Language Instruction Native Speakers Second Language Learning Sex Differences Sociolinguistics Spanish Student Characteristics Uncommonly Taught Languages Klee, Carol A., Ed. Books Collected Works - General English The papers in this collection fall into three categories. Part 1, "Overview of Research," includes "New Directions in Language Anxiety Research" (Dolly Jesusita Young) and "Native Genderlects and Their Relation to Gender Issues in Second Language Classrooms: The Sex of Our Students as a Sociolinguistic Variable" (Lydie E. Meunier). Part 2, "Research Studies on Learner Variables," includes "Weakest and Strongest Learners in Intensive Language Training: A Study of Extremes" (Madeline Ehrman); "Affective Outcomes of Error Correction: An Aptitude-Treatment Interaction Study" (Robert M. DeKeyser); "Teachers Turned Learners: How Do They Learn?" (M. Mahodi Alosh); "Gender Differences in Language Learning Strategy Use in University-Level Introductory French Classes: A Pilot Study Employing a Strategy Questionnaire" (Sadia Zoubir-Shaw and Rebecca L. Oxford); "Language Anxiety and Gender Differences in Adult Second Language Learners: Exploring the Relationship" (Christine M. Campbell and Victor M. Shaw); and "Demographically Induced Variation in Students' Curricular Preferences" (Monika Chavez). Part 3, "Policy and Curricular Implications," includes "Making Learning Strategy Instruction a Reality in the Foreign Language Curriculum" (Susan J. Weaver and Andrew D. Cohen); "Students Labeled Learning Disabled and the Foreign Language Requirement: Background and Suggestions for Teachers" (Ann Sax Mabbott); and "A Student-Centered Spanish-for-Native-Speakers Program: Theory, Curriculum, Design, and Outcome Assessment" (Cecilia Rodriguez Pino and Daniel Villa). (Papers contain references.) (SM) ED482487 Faces in a Crowd: The Individual Learner in Multisection Courses. Issues in Language Program Direction: A Series of Annual Volumes. 1994-00-00 ISBN-0-8384-6367-3 390 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 8/20/2004 00:42:58 RIEJUL2004 Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs.

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Yes Administrators Chinese Computer Uses in Education Cultural Awareness Educational Environment Elementary Secondary Education Ethnography Feminism Governance Higher Education Language Teachers Language Usage Literacy Education Multilingualism Poetry Reflective Teaching Second Language Learning Sociolinguistics Study Abroad Teaching Assistants Kramsch, Claire, Ed. Collected Works - General Postcolonialism Professionalization Boundaries English The papers in this volume fall into five categories. After "Introduction: Making the Invisible Visible" (Claire Kramsch), Part 1, "Theoretical Boundaries," includes "The Metamorphosis of the Foreign Language Director, or: Waking Up to Theory" (Mark Webber) and "Subjects-in-Process: Revisioning TA Development through Psychoanalytic, Feminist, and Postcolonial Theory" (Linda M. von Hoene). Part 2, "Educational Boundaries," includes "Redefining the Boundaries of Language Use: The Foreign Language Classroom as a Multilingual Speech Community" (Carl Blyth), "Poetics to Pedagogy: The Imagistic Power of Language" (Hung-nin Samuel Cheung); and "A Framework for Investigating the Effectiveness of Study Abroad Programs" (Thom Huebner). Part 4, "Cultural Boundaries," includes "Using Ethnography to Bridge the Gap between Study Abroad and the On-Campus Language and Culture Curriculum" (Richard Jurasek) and "Searching for Averroes: Reflections on Why It is Desirable and Impossible to Teach Culture in Foreign Language Courses" (Nicolas Shumway). Part 5, "Language Learning Environments and Their Boundaries," includes "The Electronic Language Learning Environment" (James S. Noblitt) and "The Foreign Language Problem: The Governance of Foreign Language Teaching and Learning" (Peter C. Petrakis). (Papers contain references.) (SM) ED482488 Redefining the Boundaries of Language Study. Issues in Language Program Direction: A Series of Annual Volumes. 1995-00-00 ISBN-0-8384-6029-1 194 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Bilingualism Case Studies Chinese Curriculum Development Demography Diversity (Student) Elementary Secondary Education French Gender Issues German Higher Education Intercultural Communication Literature Native Language Instruction Second Language Instruction Spanish Student Attitudes Student Characteristics Student Evaluation Two Year Colleges Liskin-Gasparro, Judith E., Ed. Books Collected Works - General Georgia Georgia English This collection of papers is divided into three parts. Part 1, "Changing Patterns: Curricular Implications," includes "Basic Assumptions Revisited: Today's French and Spanish Students at a Large Metropolitan University" (Gail Guntermann, Suzanne Hendrickson, and Carmen de Urioste) and "Le Francais et Mort, Vive le Francais: Rethinking the Function of French" (H. Jay Siskin, Mark A. Knowles, and Robert L. Davis). Part 2, "Changing Patterns: Student Populations," includes "Do German Students Hold Gender Biases about Their TAs?" (Monika Chavez); "Teaching Chinese to the Chinese: The Development of an Assessment and Instructional Model" (Scott McGinnis); "Students Classified as Learning Disabled and the College Foreign Language Requirement: A Case Study of One University" (Richard L. Sparks, Lois Philips, and Leonore Ganschow); "Changing Demographics in Foreign Language Study and the Impact Upon Two-Year Colleges: A Case Study from Georgia" (Carol A. Wilkerson); and "Communication Policy for a Unique Bilingual Community: The National Technical Institute for the Deaf" (Christine Monikowski and Donna E. Gustina). Part 3, "Pedagogical Models," includes "The Foreign Language Class: A Forum for Intercultural Communication" (Gloria Sawicki) and "A Cognitive Model for the Teaching of the Literary Elements in the Second-Year Language Class" (Joan F. Turner and Glynis Cowell). (Papers contain references.) (SM) ED482489 Patterns and Policies: The Changing Demographics of Foreign Language Instruction. Issues in Language Program Direction: A Series of Annual Volumes. 1996-00-00 ISBN-0-8384-5732-0 246 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Case Studies Computer Assisted Instruction Computer Uses in Education Distance Education Educational Technology Electronic Mail French Higher Education Interpersonal Relationship Literacy Education Second Language Instruction Speech Skills Student Motivation Teaching Assistants Teaching Methods Muyskens, Judith A., Ed. Books Collected Works - General English This collection of papers is divided into three parts. After "Introduction," (Judith A. Muyskens), Part 1, "Issues in Teaching with Technology: Implications for the Future Training of Teaching Assistants," includes "Exploring the Link between Teaching and Technology: An Approach to TA Development" (Virginia M. Scott) and "A Revolution from Above: The Race for Technology in Foreign Languages" (Winnifred Adolph and Leona LeBlanc). Part 2, "Applications and Case Studies in Technology and Foreign Language Education," includes "Enhancing Foreign Culture Learning through Electronic Discussion" (Elizabeth Bernhardt and Michael Kamil); "Technology, Social Interaction, and FL Literacy" (Richard G. Kern); "Write to Speak: The Effects of Electronic Communication on the Oral Achievement of Fourth Semester French Students" (Margaret Healy Beauvois); and "Remote Access for Foreign or Second Language Acquisition: New Interpretations of Distance Learning" (Michael Graham Fast). Part 3, "Learning, Foreign Languages, and Technology," includes "Personality and Motivational Factors in Computer-Mediated Foreign Language Communication (CMFLC) (Lydie E. Meunier) and "Cognition, Context, and Computers: Factors in Effective Foreign Language Learning" (Judith G. Frommer). (Papers contain references.) (SM) ED482490 New Ways of Learning and Teaching: Focus on Technology and Foreign Language Education. Issues in Language Program Direction: A Series of Annual Volumes. 1997-00-00 ISBN-0-8384-7809-3 240 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 8/20/2004 00:43:06 RIEJUL2004 Prepared by the American Association of University Supervisors, Coordinators, and Directors of Foreign Language Programs.

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Yes English (Second Language) High Schools Higher Education Second Language Instruction Second Language Learning Student Needs Student Placement Writing (Composition) Writing Instruction ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Languages and Linguistics, Washington, DC. English An increasing number of U.S. high school graduates enter college while still in the process of learning English. Referred to as generation 1.5 students because they share characteristics of both first- and second-generation immigrants, they do not fit into any of the traditional categories of nonnative English speakers enrolled in college writing courses, nor have they been the focus of much research on students learning to write in English as a second language. Familiar with U.S. culture and schooling, generation 1.5 students have different learning needs from other English language learners, such as immigrants with limited English proficiency and international students who travel to the United States for the express purpose of earning an American college degree. This digest discusses some of the special needs of generation 1.5 students in the area of writing instruction and explores issues faced by English-as-a-Second-Language (ESL) and college writing programs in providing these students with appropriate writing instruction at the college level. (Author/VWL) ED482491 Generation 1.5 Students and College Writing. ERIC Digest. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street NW, Washington, DC 20016. Tel: 800-276-9834 (Toll Free). For full text: http://www.cal.org/ericcll/DIGEST. N/A 2004 2016-11-21

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Yes Guidelines Learning Strategies Program Design Second Language Instruction Second Language Learning Teaching Methods Cohen, Andrew ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Languages and Linguistics, Washington, DC. English Students of foreign language are being encouraged to learn and use a broad range of language learning strategies that can be tapped throughout the learning process. This approach is based on the belief that learning will be facilitated by making students aware of the range of strategies from which they can choose during language learning and use. The most efficient way to heighten learner awareness is to provide strategy training--explicit instruction in how to apply language learning strategies--as part of the foreign language curriculum. This digest discusses the goals of strategy training, highlights approaches to such training, and lists steps for designing strategy training programs. The guidelines for implementing strategy training programs provide a variety of options for tailoring the training to meet the needs of a large number of students, as well as to the needs of the individual institution or language program. The most important considerations in the design of a strategy training program are the students' needs, the available resources (e.g, time, money, materials, availability of teacher trainers), and the feasibility of providing this kind of instruction. (VWL) ED482492 Strategy Training for Second Language Learners. ERIC Digest. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street NW, Washington, DC 20016. Tel: 800-276-9834 (Toll Free). For full text: http://www.cal.org/ericcll/DIGEST. N/A 2004 2016-11-21

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Yes Academic Achievement Immersion Programs Language Proficiency Literacy Parent Participation Second Language Instruction Second Language Learning Teaching Methods Fortune, Tara W. Tedick, Diane J. ERIC Publications ERIC Digests in Full Text ERIC Digests Native Language ERIC Clearinghouse on Languages and Linguistics, Washington, DC. English Modeled after the pioneering French immersion programs developed in Canada in the 1960s, foreign language immersion programs in the United States are designed to enrich the education of native-English-speaking students by teaching them all of their academic subjects in a second language. The goal is for students to become proficient in the second language and develop increased cultural awareness while reaching a high level of academic achievement. Students develop proficiency in the second language by hearing and using it to learn all of their school subjects rather than by studying the language itself. Parents who are considering an immersion program for their child usually have many questions. This digest provides introductory responses to some of the questions most commonly posed by parents such as the following: What is a foreign language immersion program and how does it work? How will learning everything in a second language affect my child's English language and literacy development? Will my child become proficient in the second language? How long will that take? Is immersion an appropriate choice for all children? What can I do to support my child's immersion experience if I don't speak the second language? Immersion education offers an exciting opportunity for students to reach high levels of academic achievement and to acquire strong proficiency in English and another language. Parents who are interested in immersion for their children should become as well informed as possible about this program model. (Author/VWL) ED482493 What Parents Want To Know about Foreign Language Immersion Programs. ERIC Digest. 2003-08-00 Office of Educational Research and Improvement (ED), Washington, DC. Parents 4 ERIC Clearinghouse on Languages and Linguistics, 4646 40th Street NW, Washington, DC 20016. Tel: 800-276-9834 (Toll Free). For full text: http://www.cal.org/ericcll/DIGEST. N/A 2004 2016-11-21

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No Adult Vocational Education Capitalism Career Education Community Colleges Economically Disadvantaged Employment Financial Support Job Skills Job Training Outcomes of Education Power Structure Relevance (Education) Two Year College Students Two Year Colleges Edington, Susan Bohannon Dissertations/Theses - Doctoral Dissertations Tests/Questionnaires Kentucky Kentucky English This dissertation examines the dual relationship Job Training Partnership Act (JTPA) students at Kentucky community colleges have with their institution as provider of academic education and as a social service agency. JTPA is an employment training program that focuses on securing employment for the unemployed. JTPA provides the financial means for short-term job training for in-demand occupations. Recipients are unemployed, economically disadvantaged adults, youth, and dislocated workers. The federal government assumes a minimal role in the program, which is largely the responsibility of state and local governments. The author interviewed 16 JTPA participants during their third and fourth semesters at the community college. Students were contacted again three months and 6 months after their designated graduation date. The author aimed to discover if the students' situations had changed after their 3-month follow-up, once the scaffolding of financial and emotional support offered by the program was removed. Some of the participants were experiencing setbacks. However, all students believed setbacks would be temporary, and that their lives had improved as a result of the program. The author found there to be a forced satisfaction with the program due to an unequal distribution of power. The dissertation argues for JTPA offering a bachelor's degree in order to allow true participation in the workforce. Research instrument is appended. (Contains 81 references.) (NB) ED482494 Don't Look a Gift Horse in the Mouth: Social Appeasement in the Lives of Client-Students in Kentucky Community Colleges. 2000-00-00 224 N/A 2004 2016-11-21

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Yes Academic Standards Cognitive Processes Community Colleges Comparative Testing Content Analysis Evaluation Objectives Skill Analysis Task Analysis Test Construction Two Year Colleges Barr, James E. Rasor, Richard A. Grill, Cathie Reports - Evaluative American River College CA American River Coll., Sacramento, CA. English This document addresses how well ARC's computerized placement tests (Compass) assist individuals in reaching informed decisions about enrolling in selected courses, including English composition, reading, mathematics, and ESL. The document addresses the question of whether Compass scores add any relevant information in the decision-making process surrounding course placement. To answer this question, evidence is considered based upon the test content, relations to future external variables, and consequences of testing, convergent data, and professional judgment. Data is analyzed for each subject test and tables of correlational data is provided for coefficients between Compass scores and grades under varying data conditions for English, Math, Reading and correlation coefficients between Compass scores and grades for ESL. The study concludes that the original correlations are either very low, non-existent, or even negative. This means that counselors who believe that Compass tests should be given heavy weight are misguided and that entry decisions based partly upon Compass test outcomes are of dubious values. A possible solution is to have instructors of the same course write specific entrance skills that all students must have as a prerequisite to enrolling in a course. The document concludes with a list of implications for planning. (MZ) ED482495 The Evaluation of Present Course Placement Procedures Using the Compass Tests. 2002-01-00 44 N/A 2004 2016-11-21

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Yes Active Learning Case Method (Teaching Technique) Community Colleges Community Services Problem Based Learning Public Service School Community Programs Service Learning Services Student Participation Two Year Colleges Turner, Roselyn M. Grizzaffi, Karen Opinion Papers Reports - Descriptive Speeches/Meeting Papers Blooms Taxonomy English This document discusses how service learning has developed over the past century in its practices from involvement in volunteerism to active civic engagement. It is so beneficial to both learners and the community that many educators and government leaders believe it should be a required component in the educational career of all students. The findings from a study about Service Learning and Problem-Based Learning concluded that student and teacher motivation substantially increased when combining Problem Based Learning (PBL) with Service Learning in the Communication classroom. Reciprocity of motivations exists between the teacher and her/his students. Students' communication skills improve, having successfully engaged in collaborative writing, speaking, and listening processes, and public speaking opportunities and additionally students report transfer of communication skills to other settings. The data shows that this process causes students to move through all five levels of Bloom's (1964) Affective Taxonomy. By combining two pedagogies, students met or exceeded cognitive learning outcomes. It is important to understand the critical role of the teacher in combing the two pedagogies effectively because the immersion of the teacher in the student endeavors makes him/her a stakeholder in the project's outcomes. (MZ) ED482496 Creative Alternatives for Service Learning: A Project-Based Approach. 2003-05-00 6 N/A 2004 2016-11-21

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Yes College Bound Students College Preparation Community Colleges Cooperative Programs Dual Enrollment Higher Education Institutional Cooperation Tech Prep Transfer Programs Transitional Programs Two Year Colleges Bailey, Thomas Karp, Melinda Mechur Reports - Research Columbia Univ., New York, NY. Community Coll. Research Center. English This paper seeks to answer some of the many questions that exist about credit-based transition programs. The paper reviews 45 published and unpublished reports, articles, and books on the most common credit-based transition programs: dual enrollment, Advanced Placement (AP), International Baccalaureate (IB), Tech Prep, and middle college high schools (MCHS). The report examines the programs and their characteristics and reviews what is known about their ability to increase college access and success for a wide range of students. Though promoting college success for less-prepared students may seem counterintuitive, policy literature, program information, and practitioners advance a variety of arguments for why such programs can serve a wide variety of students. The benefits range from preparing students for the academic rigors of college to improving students' motivation through interesting courses and high expectations. The report divides the programs into three categories: (1) Singleton Programs, which are stand-alone college-level courses; (2) Comprehensive Programs, which subsume most of a student's academic experience; and (3) Enhanced Comprehensive Programs, which offer students college coursework coupled with guidance and support to ensure their success. Research on the impact of these programs is at an early stage, and this report found few quantitative research reports that measured the effects of program participation. (Contains 49 references.) (NB) ED482497 Promoting College Access and Success: A Review of Credit-Based Transition Programs. 2003-06-00 Office of Vocational and Adult Education (ED), Washington, DC. 46 N/A 2004 8/20/2004 00:43:19 RIEJUL2004 ED484631

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Yes Change Strategies Community Colleges Educational Planning Enrollment Institutional Administration Long Range Planning Policy Formation Strategic Planning Trend Analysis Two Year Colleges Reports - Descriptive Austin Community Coll., TX. English This Austin Community College (ACC) District Master Plan for 2004-2006 continues ACC's efforts to manage growth and change through a comprehensive planning process. The planning process was coordinated with the ACC Southern Association of Colleges and Schools (SACS) Alternate Self Study. This study addresses the following areas: (1) Fiscal Resources; (2) Instructional Programs; (3) Instructional Support Services; (4) Administrative Services; (5) Strategies for Enrollment; (6) External Partnerships and Collaborations; and (7) Facilities. Some of the highlights of the study follow: ACC's tuition rates are among the highest of any community college in Texas, creating access issues for many who most need the community college. ACC experienced a budget shortfall of $3.3 million in FY01, and in the 2 subsequent years, cut its operating budget. The report recommends that ACC seek voter approval for increasing the College's tax rate and to issue general obligation bonds to address facilities and equipment needs. The report also recommends that ACC improve its strategies for tracking the progress of underrepresented students once they leave ACC, and that ACC should increase the transfer rates of underrepresented populations, especially African American and Hispanic students. (Contains 16 tables and figures.) (NB) ED482498 The Austin Community College District Master Plan: FY 2004-2006. 2003-00-00 87 N/A 2004 2020-11-23

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Yes Academic Education Adult Literacy Community Colleges Cooperative Planning Cooperative Programs Job Training School Community Relationship Transfer Programs Two Year Colleges Vocational Education Reports - Descriptive Wyoming Wyoming Wyoming Community Coll. Commission, Cheyenne. English This document offers individual institution reports for partnership programs in Wyoming's seven community colleges. The colleges are: (1) Casper College; (2) Central Wyoming College; (3) Eastern Wyoming College; (4) Laramie County Community College; (5) Northwest College; (6) Sheridan College; and (7) Western Wyoming Community College. Wyoming community colleges establish and maintain numerous partnerships and agreements in recognition of the need for collaboration, diversity, and dedication. The partnerships differ from college to college, just as the communities in Wyoming differ from one another. Laramie County Community College, for example, offers brief descriptions of the following partnership programs: (1) Concurrent Enrollment; (2) Education Program Practicums, which provide classroom experience for education majors; (3) Government Internship Program, which collaborates with the State of Wyoming Legislative Services Office to place student interns with legislators; (4) Dental Hygiene Program; (5) Nursing Program; and (6) Collaborations with various universities and colleges regarding articulation agreements. Casper College offers brief descriptions of programs, which include the following: (1) ACT Center, which provides workforce development and advanced skills courses, as well as high stakes testing; and (2) North Casper Elementary School, which offers Adult Basic Education/GED courses partially funded by Casper College. (NB) ED482499 Wyoming Community Colleges Partnership Report, July 1, 2002-June 30, 2003. 2003-00-00 103 N/A 2004 2016-11-21

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Yes Community Colleges Educational Research Graduate Surveys School Statistics School Surveys Schools Student Attitudes Student Characteristics Student Surveys Two Year Colleges Salmon, Robert O. Wing, Barbara Fairchilds, Angie Quinley, John W. Reports - Descriptive Yavapai College AZ Yavapai Coll., Prescott, AZ. English The Yavapai College Districts Board and members of Yavapai College administration and staff developed this report. It contains 12 statements that compromise the core outcomes of the Yavapai College Mission. The extent to which each college addresses these outcomes is then reflected in a series of indicators that are tied to the individual Community Benefits Statements (CBS). Some of the major CBS are student satisfaction, graduate satisfaction with preparation for transfer and preparation for career development, access to benefits of partnership, and the capacity to access information, expertise, technology assistance, and resources needed to be competitive in a global economy. Some of the major findings of the study are as follows: (1) over three fourths of Yavapai College students were satisfied or very satisfied with how well they were prepared for transfer; (2) the number of occupational degrees awarded has decreased; and (3) students expressed high satisfaction with college services. The study concludes that more detailed studies centered on any of the indicators and CBS would be beneficial to aid in better understanding the college's achievement, the achievement of individual programs, and creating specific subsequent action plans. Contains numerous charts and graphs. (MZ) ED482500 Yavapai College Community Benefits Statements. 2003-05-00 257 N/A 2004 2016-11-21

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Yes Academic Advising Career Counseling Class Organization Community Colleges Course Organization Course Selection (Students) School Schedules Student Attitudes Student Interests Time Blocks Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Tests/Questionnaires Glendale Community College AZ Glendale Community Coll., AZ. English This student interest survey was conducted in Spring 2003 by Glendale Community College North (GCCN), Arizona. The purpose of the survey was to determine student preference for courses, course times and frequencies, and for other college student services they might need and want. In addition, an attempt was made to uncover any enrollment obstacles students might encounter. The survey was administered to over 1,000 students. Findings indicate that over two-thirds of students want their classes to meet twice a week, while just over 20% want classes that meet once a week, and 10% want classes to meet three times a week. Respondents also preferred course sessions of either 15 or 8 weeks, rather than the shorter 2- and 5-week classes. Almost three-quarters of respondents attend GCCN because of its proximity to their homes, while less than four percent attend because of its proximity to their work. Almost 85% of GCCN students are employed, and approximately 50% of those employed work the near equivalent of a full-time job. 20.25% of respondents were interested in career counseling, 19.62% were interested in academic counseling, and 13.6% were interested in job referrals. Contains 12 tables, raw survey results, and research instrument. (NB) ED482501 Glendale Community College North Student Survey of Interests. 2003-07-00 55 N/A 2004 2016-11-21

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Yes Community Colleges Economic Development Institutional Cooperation Partnerships in Education Program Evaluation Program Implementation School Community Relationship Two Year Colleges Ferrier, Kay Magee, Mike Reports - Descriptive California California California Community Colleges, Sacramento. Economic Development Coordination Network (EDNet). English This document discusses the Small Business Development Center initiative which addresses the needs of California businesses to grow through the delivery of one-on-one counseling, seminars, workshops, conferences, and other technical activities. The community colleges host 21 full centers. Some of the major objectives of the initiative are the following: (1) create and retain jobs; (2) create investment in companies to stimulate economic investment; and (3) increase business sales, thereby increasing economic impacts on regions served. Some of the strengths of the initiatives are that it actively promotes to the small business community college programs and services, offering diverse services to colleges, and partnering with local organizations including colleges, chambers of commerce, cities, economic development organizations and private business. There are four systematic barriers to the success of the initiative: (1) communication and leadership barriers between the three main stakeholders; (2) different funding formulas have created problems so that funds have not been distributed to rural centers; (3) limited funding; and (4) demands for services exceed center resources and it does not seem that this situation will change in the near future. The document also addresses the emerging opportunities for this initiative, whether the initiative could be sustained without categorical funding, and how additional funds would be used if they were made available. (MZ) ED482502 California Community Colleges Economic Development Program Annual Report, 2000-2001. 2001-00-00 60 N/A 2004 2016-11-21

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Yes Academic Persistence Attendance Attrition (Research Studies) College Students Community Colleges Dropout Attitudes Dropout Characteristics Dropout Research Student Attrition Two Year Colleges Withdrawal (Education) Numerical/Quantitative Data Reports - Research British Columbia Canada Okanagan Coll., Kelowan (British Columbia). English This 2003 study was designed to collect data on the outcomes of short stay students, or former students who leave British Columbia's colleges, university colleges, and institutes after completing between 9 and 23 credits. Out of 2,273 former students eligible for surveying, 871 completed the survey, for a response rate of 38%. The survey collected data on these short stay students' overall satisfaction with their institution, objectives for enrolling, reasons for leaving, employment outcomes, and further studies. 56% of students surveyed identified themselves as female, and the students had a mean age of 26 for females and 24 for males, and a mean GPA of 2.35. The majority of short stay students were in open enrollment programs, with 63% in the Arts and Sciences. 58% of respondents reported they were very motivated when they first enrolled. The top four reasons for leaving that were rated as somewhat or very important by respondents were: (1) they had completed all credits needed or intended (48%); (2) they changed their mind about program or job goals (45%); (3) they transferred or qualified for admission elsewhere (38%); and (4) they got a job or decided to work (36%). Full transcript of student comments appended. (NB) ED482503 Short Stay Summary Report, Spring 2003. 2003-00-00 57 For full text: http://www.ouc.bc.ca/avpfinance/ir/publications/Shortstay2003.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Educational Development Research Research and Development Research Methodology Research Needs Research Opportunities Research Problems Research Projects Research Proposals Two Year Colleges Hom, Willard C. Reports - Descriptive English This paper discusses the seven types of research tools that have potential for advancing knowledge about student services in California Community Colleges. The seven tools are the following: literature review, data validation, survey research, case study, quasi experiment, meta analysis, and statistical modeling. The report gives reasons why each research tool is important. An appreciation of their individual qualities as well as their complementary uses in various scenarios is instrumental in developing a multi-year plan of research. With the use of a hypothetical example, research in outreach for financial aid, the author demonstrates the nuances of the tools as they fit into a plan for research. The report concludes with these recommendations: (1) documentation and dissemination of research is critical for researchers to link studies with other similar studies; (2) people need to recognize that research will have increased value if we can use it to help program staff in the field which means that program staff needs to have involvement in studies even if the staff may lack the experience and duties of a full time researcher; and (3) it is important to incorporate the concept of cost in the research program. (Contains 22 references and 2 tables.) (MZ) ED482504 Planning Research on Student Services: Variety in Research Tools. 2003-09-15 16 N/A 2004 8/20/2004 00:43:33 RIEJUL2004

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Yes College Attendance College Transfer Students Community Colleges Educational Trends Enrollment Enrollment Rate Enrollment Trends School Registration Two Year Colleges Reports - Research Contra Costa Community College District CA Contra Costa Community Coll. District, Martinez, CA. English This report analyzes enrollment figures for Contra Costa Community College District in 2000-2001. The data for 2002 is compared with the data from 1997-1998, 1998-1999, and 1999-2000. The following are some of the major findings of the report: (1) both resident and non-resident FTES totals have increased over 1995/1996 levels; (2) the growth observed for the District's Resident FTES is attributed to mostly Diablo Valley's increase; (3) the number of units per student in increasing for the district; (4) the increase observed for the District's fall semester reflects mostly Diablo Valley's headcount growth; (5) over the last five semesters, 57% of first-census students were female and 42% were male; (6) over the last five fall semesters, on average 51% of students reported themselves as "White" and 42% identified themselves as member of various ethnic minority groups; (7) the most common goal for students was transfer to a four year institution, which was a significant increase in comparison with the previous years; and (8) the majority of students are 24 years or younger although the 30-49 age group has a significantly large segment of the student population. (Contains 11 tables and 8 graphs.) (MZ) ED482505 Contra Costa Community College District Enrollment Report, October 2000. 2000-10-00 18 N/A 2004 2016-11-21

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Yes Administration Ancillary School Services College Faculty College Outcomes Assessment Community Colleges Institutional Evaluation Personnel Program Evaluation Satisfaction Self Evaluation (Groups) Two Year Colleges Amaker, Corey Freeland, Joyce Reports - Research Tests/Questionnaires Horry-Georgetown Technical Coll., Conway, SC. English The Office of Institutional Research and Assessment (OIRA) at Horry-Georgetown Technical College, South Carolina, conducted an OIRA Satisfaction with Services Survey for the fall 2002 period. The survey was distributed to 100 faculty and staff members on the three college campuses. Thirty-one (31%) faculty and staff members responded to questions regarding three main areas: (1) Personnel; (2) Documents and Publications; and (3) Website. The purpose of the survey is to determine the satisfaction levels of faculty and staff with services provided by the OIRA office. 65% of respondents reported interacting with OIRA often or very often. Nearly 42% of respondents were staff members, while 29% were administrators and another 29% were faculty. While a baseline of 85% satisfaction is commonly used, OIRA sets its sights on at least a 90% rating. 97% of respondents were satisfied with overall personnel characteristics, 97% were satisfied with overall reports/publications characteristics, and 98% were satisfied with the overall appearance of the website. Categorical results yielded lower satisfaction ratings for faculty than for the other respondent groups. 100% of administrators and staff were satisfied with OIRA personnel, while 90% of faculty were satisfied. The report recommends that steps be taken to improve the relationship between OIRA and faculty. Research instrument appended. (NB) ED482506 Office of Institutional Research & Assessment Departmental Survey, October 2002. 2002-10-00 40 For full text: http://www.hgtc.edu/ir/OIRA%20Departmental%20Survey%20October%202002.pdf. N/A 2004 8/20/2004 00:43:37 RIEJUL2004 Prepared by the Office of Institutional Research & Assessment.

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Yes Cultural Awareness Cultural Differences Disadvantaged Environment Disadvantaged Youth Females Foreign Countries Language Proficiency Practicums Preservice Teacher Education Preservice Teachers Study Abroad Faulconer, Tracy Reports - Research Speeches/Meeting Papers Mexico Mexico English This study of three female preservice teachers who took part in a practicum teaching experience in Mexico focused on what the students learned, how they met the challenges of the experience, and how the experience affected their personal and professional lives later. This qualitative study used interviews with each student and observation field notes to investigate the relationships of the preservice teachers with their elementary school students and the Mexican cooperating teachers. Key changes in students views were identified. The students learned what it means to function in a new culture without language fluency and without familiarity with the standards for behavior. Students also gained significant insight into their own prejudices related to Mexico and Mexican people, and they gained empathy for those who have to function in a new culture. Students left the program thinking that they would use the new insights as they developed ideas for teaching and for advocating for Hispanic children in their classes. Students comments revealed some profound growth in self-awareness about their own vulnerabilities. Most important to their future as teachers was their discovery that Mexican children were bright, capable, and working at grade level in spite of very limited school, family, and financial circumstances. (Contains 26 references.) (SLD) ED482507 These Kids Are So Bright! Pre-service Teachers' Insights and Discoveries during a Three-Week Student Teaching Practicum in Mexico. 2003-04-23 22 N/A 2004 2016-11-21

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Yes Anxiety College Students Higher Education History Libraries Majors (Students) Physical Education Student Attitudes Brannan, Joyce A. Dissertations/Theses - Masters Theses Reports - Research English This study compared the factors of library anxiety in 23 upper level history and 24 physical education majors. The Library Anxiety Scale (LAS) was administered. This scale measures the five factors of library anxiety: barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. A t-test was run to measure the difference in the level of anxiety experienced by both groups. The t-statistic was 2.554, which is a statistically significant difference. A series of algorithms was performed for each factor for both groups allowing a study of the individual factor responses. Implications are discussed, and suggestions for future research are made. Appendixes contain 30 charts and graphs, the LAS, a table of factor values by factor, and letters used in the study. (Contains 39 references.) (Author/SLD) ED482508 A Study of Library Anxiety in History and Physical Education Majors. 2003-05-00 72 N/A 2004 2020-12-02

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Yes Goal Orientation High School Students High Schools Science Instruction Sciences Simulated Environment Water Quality Web Based Instruction World Wide Web Azevedo, Roger Ragan, Susan Cromley, Jennifer G. Pritchett, Stacy Reports - Research Speeches/Meeting Papers Self Regulated Learning English This study examined the role of different goal setting instructional interventions in facilitating high school students' regulation of their conceptual understanding of ecological systems while using a Web-based water quality simulation environment. Building on the information processing theory of self-regulated learning (SRL) of P. Winne and colleagues, the study examined: (1) students' self-regulation; (2) co-regulation; and (3) the role of the teacher as an external regulator during a knowledge construction activity. Sixteen 11th and 12th graders were randomly assigned to one of two goal-setting instructional conditions (teacher-set goals (TSG)and learner generated sub-goals (LGSG)). Students used RiverWeb (tm), the simulation, collaboratively during a 3-week curriculum on environmental science. The students' emerging understanding was assessed using their pretest and posttest scores, and was also assessed through an analysis of their discourse during several collaborative problem-solving episodes. The LGSG condition facilitated a shift in students' mental models significantly more than did the TSG condition. Students in the LGSG condition were also better at regulating and co-regulating their learning ability during the knowledge construction activity. In general, they planned and monitored their learning more efficiently by creating sub-goals, activating prior knowledge, and engaging in adaptive help-seeking. They also used more effective learning strategies and were more effective in handling task difficulties and demands than was the TSG group. Results provide an initial characterization of the complexity of self- and co-regulated learning in a complex, dynamic technology-enhanced student-centered classroom. (Contains 1 table, 5 figures, and 49 references.) (Author/SLD) ED482509 Do Different Goal-Setting Conditions Facilitate Students' Ability to Regulate Their Learning of Complex Science Topics with RiverWeb? 2002-04-00 33 N/A 2004 2016-11-21

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Yes Context Effect Disadvantaged Environment Disadvantaged Youth Environment Negotiation Agreements Urban Youth Youth Agencies Youth Programs Deschenes, Sarah McDonald, Morva Reports - Evaluative Speeches/Meeting Papers San Francisco Bay English This paper details the efforts of four organizations that have been able to negotiate their environments effectively, in the hopes that the analysis provides insights into how organizations are able to establish valuable learning environments for youth in nonschool hours. The negotiation, the process of dealing with various layers of environments and systems, that contributes to the effectiveness of these organizations and their capacity to work successfully with youth. The 4 organizations were selected from 32 organizations in the San Francisco Bay area involved in a study of youth organizations and the learning environments they promote. The four organizations are: (1) a multiservice community center that offers youth of all ages opportunities to participate in a diverse array of programs; (2) a program to help high school youth develop action projects; (3) a community center that draws on community resources and cultural surroundings to run programs in local schools and the neighborhood; and (4) a Boys and Girls Club in a distressed neighborhood. These organizations have been successful in negotiating in external contexts because they have used the neighborhoods as learning resources, learned to work with the schools, and developed collaborative atmospheres in low-income areas. The four organizations look and are quite different, but they have all made choices about supporting youth and creating strong learning environments. The examples in this paper suggest some ways other organizations can make better or more effective choices to support youth development and learning. (Contains 19 references.) (Author/SLD) ED482510 Negotiation: How Four Youth Organizations Create Learning Environments. 2003-04-00 35 N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Tests Exit Examinations Graduation Requirements High School Seniors High Schools State Programs State Standards Thayer, Donna L. Dissertations/Theses - Masters Theses Reports - Research California California English The purpose of this study was to determine the extent to which the institution of content standards-driven curriculum in secondary English language arts and mathematics has led to student success on the California High School Exit Exam. The study tested the hypothesis that the increased focus on the alignment of English language arts and mathematics curriculum has had a positive impact on the passing scores of students who have been increasingly instructed with standards-based curriculum. Data were collected through survey questionnaires completed by English and Algebra teachers at two comprehensive and four alternative secondary schools and from school district and state records. A majority of site principals and the teachers surveyed concur that teachers are well prepared for the task of readying students for the California High School Exit Examination. Principals at the comprehensive sites agree that students have adequate knowledge of the exit exam and that the school sites and the district office are providing adequate knowledge of such facets as test components and testing dates to both students and parents. Alternative site principals do not entirely agree on this point. Teachers also generally agree that adequate activities and materials are provided for teachers who are responsible for preparing students for the exit examination. Teachers also believe the curriculum in use is either mostly or fully aligned with the academic content standards. Data from the administrations of the exit examination show that student scores are steadily rising. This is true for all students, including those in special-needs and English learner subgroups. It is important to note that scores for the subgroups are still lower than for the general population. Three appendixes contain the surveys and cover letters. (Contains 6 tables 38 references.) (SLD) ED482511 The California High School Exit Exam: A Blueprint for Success. 2003-09-00 96 N/A 2004 2016-11-21

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Yes Change Educational Research Elementary Secondary Education Intellectual Disciplines Mathematics Education Mathematics Teachers Sociology Tsatsaroni, Anna Lerman, Stephen Xu, Guo-Rong Reports - Descriptive Speeches/Meeting Papers English This paper presents aspects of a study that aims to describe and make sense of changes over time in the intellectual field of mathematics education research. Drawing on the work of B. Bernstein, especially his essay on intellectual fields and knowledge structures, the paper seeks to raise questions about the fields standing in the wider field of intellectual knowledge production, the position of the fields actors in their own field, and their positioning vis-a-vis the official and public discourses and everyday school practice. Underpinning these questions is the view that changes in power relations are inscribed in the form of research activity that shapes the field, and that such changes are expressed in the mode of regulation that affects the identities of actors in the field. To study changes in the form of specialization of research activity and to give a systematic yet critical account of the field, researchers produced an empirical description and at the same time attempted to generate a language capable of showing the effects of that which it describes. The method of working was to look at a representative sample of published papers in the field to develop a tool for recording and analyzing these texts, and to create a model to help interpret the data. As well as presenting and demonstrating the usefulness of the analytical tool in the resulting description of the data, the paper sketches a provisional picture about the state of the field that captures the changing nature of its discourse, and depicts the positions it creates for the actors in the field, through the resources it makes available to them. This provides evidence to argue that researchers identities in mathematics education research bear the mark of a historical turn in educational studies, the knowledge structure of teacher education, toward its technologizing," and also the marks of the current mode of its regulation, which tends to produce identities with products that have an exchange value either in their own field or the field of supposed application. Three appendixes contain supplemental information in table form. (Contains 11 tables and 32 references.) (SLD) ED482512 A Sociological Description of Changes in the Intellectual Field of Mathematics Education Research: Implications for the Identities of Academics. 2003-04-00 54 N/A 2004 8/20/2004 00:43:48 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Deans Administrator Role Education Surveys Task Analysis Teacher Role Bruess, Clint E. McLean, James E. Sun, Feng Reports - Research Speeches/Meeting Papers English The academic deanship is among the least studied and most misunderstood positions in the academy. The purpose of this study was to identify the functions that experienced deans found most important. This survey of education deans used a paired-comparison method. The survey was administered to all the deans/chairs of education who were members of the American Association of Colleges of Teacher Education (AACTE). The survey was e-mailed to 564 deans and chairs. The usable return rate was 29.0%. Deans selected the most important tasks from 20 dean tasks identified in the literature. The most important tasks were promoting quality teaching, hiring strong faculty, and developing effective partnerships with schools. The least important tasks were keeping central administration well informed, promoting staff development, and remaining current in his/her own discipline. Deans indicated it was more important to work well with their faculty than with those in central administration. (Author/SLD) ED482513 Determining Education Deans' Priorities. 2003-01-00 19 N/A 2004 8/20/2004 00:43:50 RIEJUL2004 Version of a paper presented at the Annual Meeting of the American Association of Colleges for Teacher Education (New Orleans, LA, January 2003).

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Yes Elementary Education Elementary School Students Reading Achievement Reading Instruction Reading Programs Tutorial Programs Tutors Volunteers Wilson, Jennifer Reports - Evaluative Speeches/Meeting Papers Mississippi America Reads Challenge AmeriCorps Mississippi English The America Reads Challenge (ARC) program, part of AmeriCorps, has the primary goal of ensuring that all children can read proficiently by the end of third grade. In Mississippi, the ARC program is referred to as the America Reads-Mississippi (ARM) program. In 1999, 37 schools in 25 school districts participated in this program, sponsored by 3 regional centers in Mississippi. An evaluation was conducted to study program history, examine impact on student reading achievement and student attitudes, and determine the attitudes of volunteer tutors, regional coordinators and assistant coordinators, and site supervisors (n=13). Findings show that principals did not have time to serve as site supervisors, and program implementation varied among program sites. However, standardized achievement test scored improved for students involved in ARM, and reading performance improved. Students in the program enjoyed reading, and tutors appear to be beneficial in helping students interest and proficiency in reading. Tutors themselves had positive attitudes about the program, although they thought more training would be useful. Recommendations are made for program improvement. (Contains 19 references.) (SLD) ED482514 An Investigation of the America-Reads Mississippi Program: What Works and What Doesn't Work. 2003-11-00 24 N/A 2004 2016-11-21

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Yes Academic Achievement Educational Vouchers Elementary Secondary Education Free Choice Transfer Programs Program Effectiveness Program Evaluation School Choice Urban Schools Costa, Alicia, Sister Elseginy, Siham Lusco, Ellen Pinney, Jean Information Analyses Speeches/Meeting Papers English Voucher proposals are flourishing nationwide, pushed by the fact that too many children are trapped in failing schools, and there is a great deal of disagreement about educational vouchers. This paper traces the history of voucher programs and describes some voucher programs in different cities (Milwaukee, Wisconsin and Cleveland, Ohio) and in the state of Florida. Evaluations of these programs are reviewed. The proposed voucher program for Louisiana is described. Issues surrounding vouchers are discussed, as are the reasons voters have rejected vouchers in some places. Research findings about vouchers have been mixed, with some studies suggesting that they increase student achievement and parent and student satisfaction, and other studies indicating that they do not have these effects. Commentary by the individual authors is presented, with one author making the point that limiting private school autonomy may be too great a price to pay to participate in voucher programs. Three others outline reasons for believing vouchers undermine the public schools. (Contains 70 references.) (SLD) ED482515 Vouchers: A School Choice. 2003-11-00 55 N/A 2004 8/20/2004 00:43:54 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, 2003).

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Yes Anxiety Junior High School Students Junior High Schools Sex Differences Victimization Violence Tollett, Connie L. Reports - Research Speeches/Meeting Papers Mediating Factors English This study examined anxiety as a mediator on the relation between exposure to violence and victimization mediated by gender. The sample consisted of 1,311 seventh graders attending 8 middle schools in a small southern city. Gender was found to be a significant moderator for the relation of exposure to violence and victimization; therefore, subsequent analyses were conducted separately for males and females. Differences were noted on measures of anxiety, exposure to violence, and victimization, with males reporting more exposure to violence and victimization, but less anxiety for females. For both males and females, anxiety was found to be a partial mediator for the relation of exposure to violence and victimization. Implications of these findings are discussed. (Contains 5 tables and 47 references.) (Author/SLD) ED482516 Anxiety as a Mediating Effect on the Relation between Exposure to Violence and Victimization Moderated by Gender for 7th Grade Students. 2003-11-00 27 N/A 2004 2016-11-23

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Yes College Faculty Higher Education Instructional Effectiveness Student Attitudes Teacher Characteristics Teacher Effectiveness Witcher, Ann E. Onwuegbuzie, Anthony J. Collins, Kathleen M. T. Filer, Janet D. Wiedmaier, Cheryl D. Moore, Chris Reports - Research English Virtually all college teachers are required or expected to administer to their students some type of course evaluation instrument at one or more points during each course. These evaluation measures are based on what faculty and administrators consider to be characteristics of effective college teaching, with little or no input from students. Although recent research has documented what college students think are attributes of effective primary and secondary teachers, scant information exists about what students perceive to be characteristics of effective college teachers. Thus, this qualitative study used a multistage concurrent mixed-methodological analysis to examine students perceptions of the characteristics of effective college teachers as a function of several demographic variables (e.g., students gender, age, year of study, major). Participants were 912 undergraduate and graduate students from various academic majors enrolled at a university in a mid-southern state. In order of endorsement level, a phenomenological analysis revealed the following nine characteristics that students considered to reflect effective college teaching: (1) student-centered (58.88%); (2) knowledgeable about subject matter (44.08%); (3) professional (40.79%); (4) enthusiastic about teaching (29.82%); (5) effective at communication (23.46%); (6) accessible (23.25%); (7) competent at instruction (21.82%); (8) fair and respectful (21.60%); and (9) provider of adequate performance feedback (5.04%). These themes were related to a variety of demographic variables. (Contains 1 figure, 5 tables, and 58 references.) (Author/SLD) ED482517 Students' Perceptions of Characteristics of Effective College Teachers. 2003-00-00 48 N/A 2004 8/20/2004 00:43:58 RIEJUL2004

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Yes Achievement Tests Disabilities Elementary Education Elementary School Students Grade 4 Grade 8 Junior High School Students Special Education Student Placement Test Results Luster, Jane Nell Durrett, John Reports - Research Speeches/Meeting Papers English This study explored the relationship between general education placements and performance of students with disabilities on state level assessments for grades 4 and 8 and graduation rates of students with disabilities. Analyses were for all 66 school districts in a Southern state. Results indicate there may be a relationship between the percent of students with disabilities receiving their education in general education classes and indicators of educational results. It has been asserted that the movement toward greater inclusion leads to greater positive educational results for students with disabilities. The findings of significant correlations of greater inclusion to higher rates of high school diplomas and of eighth-grade test passage are encouraging. (Contains 5 figures and 13 references.) (Author/SLD) ED482518 Does Educational Placement Matter in the Performance of Students with Disabilities? 2003-11-00 20 N/A 2004 8/20/2004 00:44:00 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 2003).

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Yes Administrator Education Educational Improvement Elementary Secondary Education Instructional Leadership Leadership Training Principals Program Effectiveness Program Evaluation Bauer, Scott C. Haydel, Juanita Cody, Caroline Reports - Evaluative Speeches/Meeting Papers English The state of Louisiana has commissioned several pilot projects to design, implement, and evaluate a teacher leader curriculum leading to eligibility for the new teacher leader certificate. The purpose of this paper is to describe one of these pilots, the St. Charles Teacher Leader Institute (TLI), which was implemented as a partnership between the St. Charles Parish public schools, Louisiana, and the University of New Orleans. The first part of the paper describes the TLIs design and implementation structure. The second part summarizes an outside evaluation of the program, and the third identifies some lessons learned in the design and implementation of the pilot project. The TLI included the equivalent of nine credit hours of graduate course work and spanned parts of two academic semesters. It integrated the study of school leadership with an array of field-based problem solving and school improvement activities. The TLI used an electronic, Web-based instructional support system. Each student designed, enacted, and evaluated a project that supported the schools current improvement plan, and they then presented and defended their proposal, budget, and evaluation plan. The external evaluation, which drew on focus groups of participants, interviews with professors, and other sources of data, found that the program increased the pool of potential principals. The evaluation identified some reasons for staying in the program and other reasons for leaving it. In spite of complaints about the amount of time required to complete the assignments and the ambiguity students experienced, they felt successful and were positive about the substance of the program. A primary lesson learned from the program is the importance of partnership. Also identified as important was the outside funding provided by the BellSouth Foundation, which helped attract and retain students. An appendix summarizes topics, activities, and performances. (Contains 18 references.) (SLD) ED482519 Cultivating Teacher Leadership for School Improvement. 2003-11-00 41 N/A 2004 8/20/2004 00:44:02 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 2003).

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Yes Age Differences Cognitive Style Graduate Students Graduate Study Learning Noise (Sound) Sex Differences Teacher Education van der Jagt, Johan W. Anzelmo-Skelton, Nicki Madison, Marion Gum, Louann Reports - Research Speeches/Meeting Papers English This study investigated the relationships among environmental noise (i.e., location, type, and constancy) and graduate student preferred learning styles (visual-overhead transparencies, auditory-lecture, kinesthetic-activity), gender, and age differences. The participants were 43 graduate students, who were currently teachers with experience ranging from 5 to 30 years. Six were male, and 36 were female; 76.7% were White, and 16.3% were African American. Participants completed a survey and indicated their demographic factors, preferred learning styles, and environmental noise variables. Data were analyzed using the Statistical Package for the Social Sciences and inferential statistical procedures. The independent variables were environmental noise (location, type, and constancy) gender, and age, and the dependent variables were preferred learning styles. Results indicate that graduate students enrolled in teacher education courses preferred auditory-visual and kinesthetic activities. There were no significant differences among noise, gender, or age and preferred learning style. Limitations and implications for future research are discussed. (Contains 11 tables and 11 references.) (Author/SLD) ED482520 Graduate Student Learning Styles and the Environmental Factor of Noise: A Pilot Study. 2003-11-00 35 N/A 2004 8/20/2004 00:44:04 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 2003).

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Yes Illustrations Imagery Middle School Students Middle Schools Sex Differences Social Studies Student Attitudes Kariuki, Patrick Wilson, Lisa Reports - Evaluative Speeches/Meeting Papers English The purpose of this study was to examine the effects of middle school students gender on their illustration of a gender-neutral historical image and on their attitude toward social studies. The sample consisted of 15 males and 15 females randomly selected from each of grades 5, 6, 7, and 8. Data collection instruments included a Likert-type questionnaire and a creative/constructive projection test. Data analysis used the t-test for independent means. Results indicate a significant difference between genders in their tendency to draw figures of the participants own gender, with both genders drawing mostly make figures. Results also indicate a significant difference in attitude only in the fifth grade group. Recommendations included that educators encompass more female contributions in their curricula and attempt to raise student attitudes toward social studies. (Contains 2 tables and 13 references.) (Author/SLD) ED482521 The Effect of Students' Gender on Attitude toward Social Studies and the Illustration of Historical Images at a Selected Middle School. 2003-11-00 23 N/A 2004 8/20/2004 00:44:06 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 2003).

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No Career Development Competency Based Education Dining Facilities Food Service Hospitality Occupations Hotels Instructional Materials Job Skills Learning Activities Marketing Education Nutrition Occupational Home Economics Occupational Information Sanitation Secondary Education Service Occupations Service Workers State Curriculum Guides Student Organizations Teaching Guides Guides - Classroom - Learner Guides - Classroom - Teacher Building Security Texas Essential Knowledge and Skills Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English These three publications comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the multifaceted hospitality services industry. The curriculum guide is the teacher component of the series. Contents include the Texas Essential Knowledge and Skills (TEKS); sample course outlines; instructional strategies organized topically by chapters, each containing a chapter focus, chapter vocabulary, suggested resources, instructional strategies, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 30 resource organizations, 81 print resources, and 143 web sites; 138 teaching aids; and 8 program tools. Chapter topics include history and future of the hospitality services industry; careers; technology; sales and marketing; safety; sanitation; customer relations; quantity food production; human resources; accounting; security; and engineering. The reference book is a student text that provides information needed by employees in the hospitality profession. Each chapter contains a chapter focus, chapter vocabulary, "essential questions" boxes, chapter highlights. There are also 27 references and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB) ED482522 Hospitality Services. Curriculum Guide [and] Student Activity Book [and] Reference Book. 2003-00-00 Texas Education Agency, Austin. Div. of Career and Technology Education. Practitioners Teachers Students 1045 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1392 (Guide) $34; No. 1398 (Activity Book) $20; No. 1397 (Reference Book) $28). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Architecture Building Design Building Trades Career Development Entrepreneurship Furniture Furniture Arrangement Home Furnishings Housing Instructional Materials Interior Design Interior Space Job Skills Occupational Home Economics Occupational Safety and Health Secondary Education Service Occupations Service Workers State Curriculum Guides Structural Elements (Construction) Koukel, Sonja D. Guides - Classroom - Learner Guides - Classroom - Teacher Customer Services Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English These two publications are two of three that comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of housing, furnishings, and equipment production, management, and services. The reference book is a student text that provides information needed by employees in the housing, furnishings, and equipment industries. Each chapter contains a chapter focus (the Texas Essential Knowledge and Skills standards addressed in that chapter), chapter vocabulary list, "essential questions" boxes, and chapter highlights. Topics of the 25 chapters include career opportunities; design; selection and coordination of floor plans, furnishings, and accessories; walls and ceilings; floors and floor coverings; furniture; fabrics; window treatments; bedding; safety and sanitation; tools and equipment; floral design; entrepreneurial opportunities; marketing; and customer relations. There are 11 references and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB) ED482523 Housing, Furnishings, and Equipment Production, Management, and Services. Student Activity Book [and] Reference Book. 2001-11-00 Students Practitioners Teachers 605 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1407 (Reference Book) $28; No. 1408 (Activity Book) $20). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Building Operation Buildings Career Development Cleaning Custodian Training Facilities Management Housekeepers Instructional Materials Job Skills Laundry Drycleaning Occupations Maintenance Occupational Home Economics Occupational Safety and Health Secondary Education Service Occupations Service Workers State Curriculum Guides Teaching Guides Teaching Methods Trade and Industrial Education Koukel, Sonja D. Guides - Classroom - Learner Guides - Classroom - Teacher Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English These publications are two of three that comprise a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of institutional maintenance management and services. The reference book is a student text that provides information needed by employees in the institutional maintenance industry. Each chapter contains a chapter focus (the Texas Essential Knowledge and Skills standards addressed in that chapter), chapter vocabulary list, "essential questions" boxes, and chapter highlights. Topics of the 18 chapters include careers; self-employment; job success; client relationships; communication skills; organizational goals, procedures, and policies; safety; sanitation; housekeeping equipment and supplies; floor care; above-floor care; planning maintenance tasks; time management and work simplification; disinfection techniques; laundry procedures and equipment; and proper care and handling of linens. There are a list of 8 references and 18 web sites, and an index. The student activity book contains paper-and-pencil activities that reinforce essential information presented in each chapter of the reference book. (YLB) ED482524 Institutional Maintenance Management and Services. Student Activity Book [and] Reference Book. 2001-09-00 Practitioners Teachers Students 514 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1388 (Activity Book) $20; No. 1387 (Reference Book) $28). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Adolescent Development Career Development Career Education Career Exploration Child Development Cognitive Development Communication Skills Elementary Secondary Education Emotional Development Field Experience Programs Grade 11 Grade 12 Instructional Materials Postsecondary Education School Community Relationship Social Development State Curriculum Guides Teaching Guides Teaching Methods Teaching (Occupation) Guides - Classroom - Teacher Family and Consumer Sciences Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English This curriculum guide contains instructional materials for a one- or two-year field-based internship that provides students a background knowledge of child and adolescent development principles and principles of effective teaching practices by allowing students to work under the joint direction and supervision of both a family and consumer sciences teacher and exemplary educators in direct instructional roles with elementary, middle, and/or high school-aged students. Contents include an introduction, the Texas Essential Knowledge and Skills (TEKS) covered; sample course outlines; instructional strategies organized by TEKS, each containing a resource list, detailed instructions for the teacher to implement the curriculum, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 12 resource organizations, 18 print resources, and 55 web sites; 149 teaching aids; and 5 program tools. Topics covered include career exploration; teaching skills; child and adolescent development; communication skills; instructional planning and strategies; learning environment; teaching and learning assessment; school-society relationship; technology applications; and continuing professional development. (YLB) ED482525 Ready, Set, Teach ! I and II: Curriculum Guide. 2003-06-00 Texas Education Agency, Austin. Div. of Career and Technology Education. Teachers Practitioners 396 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1702, $34). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Adult Day Care Adult Development Age Differences Aging Education Aging (Individuals) Caregiver Training Caregivers Elder Abuse Geriatrics Gerontology Grade 11 Grade 12 Home Health Aides Job Skills Long Term Care Older Adults Secondary Education Service Workers State Curriculum Guides Teaching Guides Mumme, Debbie Guides - Classroom - Teacher Texas Texas Essential Knowledge and Skills Elder Care Elder Neglect Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English This curriculum guide contains materials for a course that provides occupationally specific training designed to develop knowledge and skills for employment in the area of services for older adults. Contents include an introduction, the Texas Essential Knowledge and Skills (TEKS) covered; sample course outlines; instructional strategies organized topically, by chapters, each containing a chapter focus, chapter vocabulary list, resources list, detailed instructions for the teacher to implement the curriculum, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 39 resource organizations, 11 print resources, and 28 web sites; 128 teaching aids; and 8 program tools. Topics addressed include the aging process; contributions made by older adults; laws and legal issues; communication techniques; dietary needs; meeting elder persons' physical, emotional, mental, financial, housing, transportation, and social needs; career opportunities; ethical practices; managing multiple family, community, and wage-earner roles; fitness and exercise; elder abuse and neglect; ways to cope with terminal illness; and other current information needed by those employed in the field. (YLB) ED482526 Services for Older Adults: Curriculum Guide. 2003-05-00 Teachers Practitioners 367 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1342, $34). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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No Career Development Clothing Clothing Design Clothing Instruction Competency Based Education Fashion Industry Instructional Materials Job Skills Material Culture Needle Trades Occupational Home Economics Postsecondary Education Secondary Education Service Occupations Service Workers Sewing Instruction State Curriculum Guides Student Organizations Teaching Guides Textiles Instruction Killman, Letitia Guides - Classroom - Teacher Texas Texas Essential Knowledge and Skills Texas Texas Essential Knowledge and Skills Texas Tech Univ., Lubbock. Curriculum Center for Family and Consumer Sciences. English This curriculum guide contains materials for a course that provides occupationally specific training designed to develop knowledge and skills for employment in the textile and apparel industries. Contents include an introduction; the Texas Essential Knowledge and Skills (TEKS) covered; sample course outlines; instructional strategies organized topically by chapters, each containing a chapter focus, chapter vocabulary list, resource list, detailed instructions for the teacher to implement the curriculum, and suggested Family, Career, and Community Leaders of America activities; blended activities; creative ideas; lists of 28 resource organizations, 58 print resources, and 60 web sites; 108 teaching aids; and 6 program tools. Content topics include textile and apparel manufacturing systems, fibers, fabrics, laws, technology applications, career options, and managing multiple family, community, and career roles. The training specialization in production addresses apparel production from design concept to finished product, including the production of products. The management services specialization addresses the apparel production process, coordination of clothing and accessories, and marketing and promotional techniques. The services specialization content includes techniques for alterations, repair, customization, and commercial care of textile and apparel products to meet industry standards. (YLB) ED482527 Textile & Apparel Production, Management, and Services: Curriculum Guide. 2003-06-00 Teachers Practitioners 330 Texas Tech University, The Curriculum Center for Family and Consumer Sciences, Box 41161 (15th and Akron, Human Sciences 02), Lubbock, Texas 79409-1161 (No. 1372, $34). Tel: 806-742-3029; Fax: 806-742-3034; Web site: http://www.hs.ttu.edu/ccfcs/. N/A 2004 2016-11-21

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Yes Clerical Occupations Court Reporters Demand Occupations Dropout Characteristics Dropouts Employment Patterns Employment Statistics Enrollment Rate Enrollment Trends Keyboarding (Data Entry) Labor Needs National Standards Office Occupations Education Postsecondary Education Public Opinion Shorthand Student Attitudes Student Characteristics Student Recruitment Typewriting Reports - Research English National Court Reporters Association (NCRA)-approved court reporting programs offer a curriculum based on criteria and standards in "General Requirements and Minimum Standards." Declining enrollments have resulted in closure of reporter programs of all sizes and institution type. Factors negatively affecting public perception of court reporting as a career are media reports that predict its replacement by alternative technologies; negative media reports on reporter performance in high-profile cases; and reporters' negative statements on declining financial opportunities and working conditions. Individual schools' aggressive promotion increases enrollments. The rate at which students exit programs prior to graduation has not worsened, but moderately improved; yet it remains at an unacceptably high level. Reasons cited are program difficulty; extremely complex manual dexterity, mental skills, and excellent language skills required; and cost. Successful students are single, childless, employed part-time or not at all, avid readers, and enrolled full-time; have good grammar and keyboarding skills; and have received faculty motivation. NCRA's student recruitment and education initiative integrates programs of work in these four key areas: public relations to improve the profession's image; emphasis on student recruitment; reinventing realtime reporter education; and a federal initiative. NCRA has renewed its commitment to promoting higher levels of education. (YLB) ED482528 The Status of Reporter Education: Trends and Analysis. 2003-09-00 17 For full text: http://www.ncraonline.org/education/schools/report/index.shtml. N/A 2004 8/20/2004 00:44:32 RIEJUL2004 Produced by National Court Reporters Association, Council on Approved Student Education. Revision of the June 2002 report.

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Yes Academic Persistence Adult Students Bachelors Degrees Educational Certificates Fringe Benefits Full Time Students Nontraditional Students Outcomes of Education Part Time Employment Part Time Students Paying for College Postsecondary Education Student Educational Objectives Student Employment Student Financial Aid Undergraduate Students Withdrawal (Education) Berker, Ali Horn, Laura Carroll, C. Dennis Numerical/Quantitative Data Reports - Research MPR Associates, Berkeley, CA. English Working adult undergraduates can be broken into two groups: employees who study (those who work full-time and pursue postsecondary education to obtain skills necessary to advance in their careers) and students who work (those who work part-time and attend school full-time). In 1999-2000 roughly two-thirds of working undergraduates aged 24 or older reported that work was their primary activity, and among these nearly 70% combined full-time work with part-time attendance. These working adults make up a large percentage of the undergraduate population and nearly one-half received some sort of financial aid, including one-quarter who received aid from their employers. However, full-time work and part-time attendance combined with family responsibilities appeared to be barriers to completing a credential. Despite the fact that most employees who study thought it was important to earn a formal credential, 62% had not done so within 6 years. Moreover, among those who left, most did so in their first year. In contrast, their counterparts whose focus was on postsecondary enrollment students who work experienced more positive educational outcomes. These students, who were more likely to have fewer family responsibilities, were more likely to earn postsecondary credentials, especially bachelor's degrees. (Appendices include a glossary, technical notes and methodology, and supplementary tables. Contains 31 tables, 9 figures, and 16 references.) (MO) ED482529 Work First, Study Second: Adult Undergraduates Who Combine Employment and Postsecondary Enrollment. Postsecondary Educational Descriptive Analysis Reports. 2003-08-00 National Center for Education Statistics (ED), Washington, DC. 89 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 800-228-8813 (Toll Free); Fax: 301-470-1244; TTY/TDD: 800-437-0833 (Toll Free); e-mail: edpuborders@edpubs.org; Web site: http://www.ed.gov/about/ordering.jsp. For full text: http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2003167. N/A 2004 2016-07-07 ED556748

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Yes Access to Education Community Colleges Distance Education Educational Policy Educational Technology Enrollment Projections Internet Nontraditional Education Online Courses Outcomes of Education Postsecondary Education Program Costs Program Development Student Characteristics Vocational Education Web Based Instruction Johnson, Scott D. Benson, Angela D. Duncan, John Shinkareva, Olga N. Taylor, Gail Diane Treat, Tod Information Analyses Career and Technical Education National Research Center for Career and Technical Education, St. Paul, MN. English There is limited understanding of the scope and impact of distance learning on postsecondary career and technical education (CTE). Descriptive analysis of questionnaire responses and telephone interviews from 512 community colleges (response rate of 53.3%) sought to determine the following in relation to postsecondary CTE: (1) how prominent is distance education; (2) what are the institutional drivers and desired outcomes of distance education; (3) which institutions and students participate in distance courses and programs; and (4) what types of technologies are used to deliver distance courses. Some of the conclusions are as follows: (1) community colleges are providing CTE courses via distance learning to meet the needs of students by increasing access and convenience, but not to reduce costs; (2) lack of faculty interest and program development costs are the primary reasons for not offering CTE courses via distance learning; (3) a significant portion of community college CTE courses are offered via distance learning; (4) community colleges are offering few CTE programs that can be completed fully via distance learning; (5) enrollments in distance learning courses and programs are expected to increase; (6) distance learning CTE courses attract more working professionals, employed students, and single parents compared to on-campus classes; and (7) Internet-based courses are the most prominent form of distance learning. (Contains 28 tables, 2 figures, and 62 references.) (MO) ED482530 Distance Learning in Postsecondary Career and Technical Education. 2003-10-00 Office of Vocational and Adult Education (ED), Washington, DC. 73 NDCCTE Product Sales Office, Ohio State University,1900 Kenny Road, Columbus, Ohio 43210-1090. Tel: 800-678-6011 ext. 24277 (Toll Free); Tel: 614-292-4277; Fax: 614-688-3258; Fax: 614-292-1260; e-mail: ndccte@osu.edu (Order code: RR3007; $12). For full text: http://www.nccte.org/publications/infosynthesis/r&dreport/Distance_Learning_Post_CTE.pdf. N/A 2004 2016-11-21

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Yes Access to Education Employer Attitudes Employment Practices Employment Projections English (Second Language) Equal Opportunities (Jobs) Immigrants Institutional Cooperation Intercultural Programs Job Placement Job Training Labor Conditions Labor Force Labor Force Development Policy Formation Population Trends Public Policy Second Language Learning Unskilled Workers Working Poor Moran, Tyler T. Petsod, Daranee Information Analyses Opinion Papers English First-generation immigrants play a crucial role in the U.S. economy, but despite their pivotal role many immigrant workers confront enormous challenges in the labor force. The immigrant population increased from 19.8 million in 1990 to 31.1 million in 2000, comprising 11.1% of the U.S. population and 12.4% of the nation's workforce. Immigrants are expected to account for half of the working-age population growth between 2006 and 2015 and for all of the growth between 2016 and 2035, yet they are concentrated in low-skill, low-pay jobs. Some of the challenges that keep immigrants in working poverty are as follows: (1) immigration status; (2) inaccessibility of job training and placement programs; (3) rarity of job-based benefits; (4) ineligibility for government programs; and (5) discrimination and exploitation in the workplace. Some of the recommendations to funders to improve conditions are as follows: (1) enhance language access to programs; (2) integrate job training with English-acquisition and cultural orientation; (3) develop workforce programs that forge multisector partnerships; (4) help immigrants gain fair recognition and receive accreditation for their skills and education; (5) successfully educate children of immigrants; (6) educate and develop the leadership of immigrant workers; (7) protect immigrant workers who risk intimidation for union activities; and (8) improve public policy, employer practices, and economic outcomes for low-wage immigrants. (Contains endnotes, recommended readings, and resources on immigrant worker issues.) (MO) ED482531 Newcomers in the American Workplace: Improving Employment Outcomes for Low-Wage Immigrants and Refugees. 2003-00-00 Rockefeller Foundation, New York, NY. Ford Foundation, New York, NY. Hitachi Foundation, Washington, DC. 49 Grantmakers Concerned with Immigrants and Refugees, P.O. Box 1100, Sebastopol, CA 95473-1100 ($13). Tel: 707-795-2705; Fax: 707-581-1716; Web site: htp://www.gcir.org. N/A 2004 8/20/2004 00:44:38 RIEJUL2004 Produced by Grantmakers Concerned with Immigrants and Refugees, and Neighborhood Funders Group.

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No Adolescents At Risk Persons Compliance (Legal) Crime Prevention Daily Living Skills Delinquency Delinquency Prevention Delinquent Rehabilitation Delivery Systems Integrated Services Juvenile Justice Probationary Period Program Effectiveness Public Policy Resource Allocation State Legislation State Programs Statewide Planning Youth Problems Youth Programs Turner, Susan Davis, Lois M. Steinberg, Paul S. Fain, Terry Reports - Evaluative California California English The Comprehensive Youth Services Act (CYSA), which was enacted in 1997 to fund juvenile probation services, had the following three basic goals: (1) keep probation youths from further crime; (2) help probation and at-risk youths develop essential skills to avoid dependence on public assistance; and (3) help achieve overarching federal Temporary Assistance to Needy Family (TANF) goals. In evaluating the success of CYSA/TANF in accomplishing these goals, the following five areas were explored: (1) program implementation; (2) services provided; (3) services and programs provided in juvenile halls and camps/ranches; (4) the impact at the individual and system level; and (5) the funding environment and county claiming experiences. Overall, county probation departments (CPD) appear to have closely followed the planning guidelines laid out in the CYSA. The 23 services eligible for CYSA/TANF funding were provided in the context of a number of different programs, and the CPDs used their CYSA/TANF funds both to add new services and to enhance existing services in the service delivery areas stipulated by the legislation. Lessons learned during the evaluation occurred in the following areas: (1) tightening legislative intent; (2) demonstrating program effectiveness; and (3) understanding the difference between large and small counties. (Contains 22 figures, 31 tables, and 5 references.) (MO) ED482532 Statewide Evaluation of the CYSA/TANF Program. Final Report. 2003-00-00 ISBN-0-8330-3471 Policymakers 122 RAND, P.O. Box 2138, Santa Monica, CA 90407-2138 ($20). Tel: 877-584-8642 (Toll Free); Tel: 310-451-7002; Fax: 310-451-6915; e-mail: order@rand.org; Web site: http://www.rand.org/. For full text: http://www.rand.org/publications/MR/MR1730/MR1730.pdf. N/A 2004 2016-11-21

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Yes Adult Education Educational Objectives Evidence (Legal) Identification Interviews Investigations Job Training Law Enforcement Learning Activities Lesson Plans Police Police Education Questioning Techniques Recognition (Psychology) Teaching Guides Guides - Classroom - Learner Guides - Classroom - Teacher Mug Shots Witnesses Department of Justice, Washington, DC. National Inst. of Justice. English This training manual and guide (which consists of a set of 142 slides) were created by experienced law enforcement investigators, prosecutors, defense lawyers, and psychology researchers and are intended to be used by law enforcement trainers to teach law enforcement personnel how to collect accurate and reliable eyewitness evidence. The manual and guide are each divided into two sections, interviewing and identification. Each of the manual sections includes suggested exercises, demonstrations, and discussion ideas that correspond to the procedures, as well as key points that should be highlighted during classroom discussions. The interviewing lesson plan includes the following sections: answering the 9-1-1/emergency call; investigating the scene; obtaining information from witnesses; pre-interview preparations and decisions; initial (pre-interview) contact with the witness; conducting the interview; recording witness recollections; assessing the accuracy of individual elements of a witness's statements; and maintaining contact with the witness. The identification lesson plan includes the following sections: preparing mug books; developing and using composite images; instructing the witness; documenting the procedure; conducting showups; recording showup results; composing lineups; instructing the witness prior to viewing a lineup; conducting the identification procedure; and recording identification results. A CD-ROM (not available from ERIC) includes a multimedia presentation that can supplement trainers' discussions and make the training sessions more interactive and interesting for the students. The manual contains a section on further reading. (MO) ED482533 Eyewitness Evidence: A Trainer's Manual for Law Enforcement. NIJ Special Report. 2003-09-00 Practitioners Teachers Students 205 For full text (manual): http://www.ncjrs.org/nij/eyewitness/188678.pdf. For full text (guide/slides): http://www.ncjrs.org/nij/eyewitness/eyewitness_evidence_slides.pdf. N/A 2004 2016-11-21

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Yes Access to Education Adult Education Adult Learning Advocacy Comparative Education Delivery Systems Development Educational Administration Educational Indicators International Cooperation International Educational Exchange International Programs Lifelong Learning Partnerships in Education Policy Analysis Policy Formation Program Implementation Student Participation Trend Analysis Collected Works - Proceedings Information Analyses United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific. English This report is a synthesis of the Midterm Review of the Fifth International Conference on Adult Education (CONFINTEA V), a systematic effort to determine how recommendations made at CONFINTEA V in 1997 have been implemented and its commitments met by examining activities carried out worldwide in the field of adult education and learning since 1997. The introduction states that a series of thematic workshops addressed such adult education contexts and approaches as democracy, poverty, literacy, work, gender, health and environment, higher education institutions, teacher training, and museums, libraries and cultural heritage; five sessions were held on regional views; and four working groups highlighting major issues were devoted to the following: (1) rethinking of and advocacy for adult learning in the light of international agendas; (2) policy: structuring, finance, partnerships; (3) monitoring adult education; and (4) increasing participation in adult learning. An analysis of adult education and learning since 1997 includes findings in the following areas: (1) understanding adult learning; (2) making policies for adult learning; (3) structuring adult learning; (4) adult learning for what?; (5) participating in adult learning; (6) enhancing the quality of adult learning; (7) cultivating partnerships in adult learning; and (8) investing in adult learning. The document also contains sections concerning challenges to adult education and learning and a call for action and accountability. (MO) ED482534 Recommitting to Adult Education and Learning: Synthesis Report of the CONFINTEA V Midterm Review Meeting (Bangkok, Thailand, September, 6-11, 2003). 2003-09-00 Ministry of Education, Bangkok (Thailand). 21 For full text: http://www.unesco.org/education/uie/pdf/recommitting.pdf. N/A 2004 8/20/2004 00:44:45 RIEJUL2004

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Yes Adolescents At Risk Persons Case Records Caseworker Approach Children Community Services Delivery Systems Evaluation Methods High School Equivalency Programs Job Training Postsecondary Education Resource Materials Secondary Education Social Support Groups State Programs Systems Development Tutoring Youth Opportunities Youth Problems Youth Programs Adams, Anne Thomas Franklin, Sundra Taylor, Rebecca Guides - Non-Classroom Case Management General Educational Development Tests Scholastic Aptitude Test Youth Development Model Youth Opportunity Program General Educational Development Tests SAT (College Admission Test) Employment and Training Administration (DOL), Washington, DC. Office of Youth Opportunities. English This resource manual has been developed to assist both case managers and management staff in implementing a case management system as an infrastructure for delivering services that will facilitate the positive growth and development of youth and the achievement of individual and organizational performance goals. (The goal of case managers is to have 80% of active enrollees participating in one or more of the following youth development program activities in a given month: [1] internship/subsidized employment; [2]community service; [3] sports/recreation; [4] support groups; [5] peer to peer mentoring; [6] alumni groups; [7] life skills training; [8] individual tutoring; [9] secondary school extra curricular activities; [10] job readiness training; [11] reading/math remediation; [12] GED prep; [13] college/SAT prep; [14] short term occupational skills training; and [15] short term unsubsidized employment.) The manual is organized around the following major themes: (1) youth opportunity program goals and practices; (2) bi-level case management; (3) building relationships; (4) assessment; (5) case planning and ISS development; (6) delivery of services; (7) record-keeping; and (8) tools for managing a caseload. Each section includes some or all of the following components: glossaries; models; charts; tests; interviews; tools; and exercises. Contains nine references and lists four Youth Opportunity Programs. (MO) ED482535 Case Management: A Resource Manual. 2002-00-00 Practitioners Administrators 194 For full text: http://www.doleta.gov/youth_services/pdf/YO_Case_MRM_2002.pdf. N/A 2004 2016-11-21

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Yes Acculturation Career Choice Career Counseling Career Development Counselor Client Relationship Cross Cultural Studies Cultural Exchange Cultural Pluralism Cultural Relevance Cultural Traits Equal Opportunities (Jobs) Ethnicity Minority Groups Occupational Aspiration Racial Identification Reference Groups Self Concept Values Work Attitudes World Views Kerka, Sandra ERIC Publications ERIC Digests in Full Text ERIC Digests Work Identity ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Career development theories and approaches have been criticized for lack of applicability to diverse populations. Traditional career development theories and models assume that: everyone has a free choice among careers; career development is a linear, progressive, rational process; and individualism, autonomy and centrality of work are universal values. Career development research sometimes neglects important determinants such as racism, sexism, family background and opportunity structure in racial and ethnic minority populations. Career development practitioners must be prepared to work with clients in culturally sensitive and appropriate ways and should be aware of factors that affect the career choices of diverse individuals. These factors include world view (such as cooperation/communality versus competitive/individualistic, individualist versus collectivist), identity (racial, gender, group, bicultural), values (career, cultural), and context (internal and external barriers and resources). Culturally competent practitioners recognize how and why individuals' career-related experiences might be different and think outside their own cultural frames of reference in assisting people with their career development. (Contains 15 references.) (CG) ED482536 Career Development of Diverse Populations. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Counselors 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Academic Education Business Education Career Development Decision Making Economic Opportunities Education Work Relationship Entrepreneurship Experiential Learning Goal Orientation High Risk Students Individual Characteristics Literature Reviews Occupational Aspiration Problem Solving School Business Relationship Self Employment Small Businesses Social Networks Teaching Methods Team Training Brown, Bettina Lankard ERIC Publications ERIC Digests in Full Text ERIC Digests Business Careers Business Plans Career and Technical Education ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English Entrepreneurship, or small business ownership, is an increasingly attractive option to young people and adults (including low-income populations, at-risk youth, and women) who are striving to find careers that are exciting to them and offer the potential for personal and financial success. Entrepreneurs must be self-starters, innovative, willing to try new things and take risks; they must be able to get along with others and be receptive to suggestions and criticism; they must be able to look at a situation, identify opportunities, gather resources, make business plans, and be persistent. Career and technical education (CTE) can help students develop these skills by integrating entrepreneurship education with academic and technical curricula that stresses financial, people management, interpersonal/communication, and business planning skills. Of significance in promoting entrepreneurship are curriculum approaches and delivery techniques that motivate students to stay connected to school and learn the skills required to succeed as small business owners. Flexibility in program structure and delivery, cultural competence, and collaboration are key components to entrepreneurship programs. (Contains 15 references.) (CG) ED482537 The Role of CTE in Entrepreneurship. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Teachers Practitioners 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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Yes Aging (Individuals) Career Change Career Counseling Career Development Employment Patterns Employment Potential Holistic Approach Job Skills Lifelong Learning Mentors Midlife Transitions Occupational Information Older Adults Older Workers Retirement Role Models Self Concept Skill Development Volunteers Imel, Susan ERIC Publications ERIC Digests in Full Text ERIC Digests Identity Formation Work Identity ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH. English A number of factors and trends contribute to an increase in older adults in the workforce including demographics, financial concerns, changing concepts of retirement, longer and healthier life spans, and demand for the knowledge and skills possessed by the current generation of older workers. Careers are now considered to be more fluid, nonlinear and unstable and the later career stage can be a period of growth, maintenance, or decline. Adults in late midlife are a diverse group with varied career development needs such as the opportunity to change jobs within an organization, learn new skills or use their skills in different ways. These five suggestions can provide some direction both to older adults and to those assisting them with their career development: (1) acknowledge that careers belong to individuals; (2) learn how to find and use career information; (3) prepare for unplanned disruptions in careers; (4) provide role models for older employees; and (5) view career from a holistic and connected perspective. More research and theory development are needed to understand fully what career development interventions are appropriate for older adults. (Contains 15 references.) (CG) ED482538 Career Development of Older Adults. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Counselors 4 For full text: http://www.ericacve.org/pubs.asp. N/A 2004 2016-11-21

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No Data Analysis Data Collection Educational Research Elementary Secondary Education Higher Education Preservice Teacher Education Research Methodology Research Reports Teacher Researchers Hubbard, Ruth Shagoury Power, Brenda Miller Books Guides - Non-Classroom English This book presents ways that preservice and inservice teachers can conduct research in their classrooms, showing how they can carefully and systematically ask and answer their own questions about learning. Seven chapters focus on: (1) "Try to Love the Questions Themselves: Finding and Framing a Research Question"; (2) "Form and Function: The Research Design"; (3) "The Artist's Toolbox: Strategies for Data Collection"; (4) "Pentimento: Strategies for Data Analysis"; (5) "The Legacy of Distant Teachers: Creative Review of Literature"; (6) "Perishable Art: Writing Up Research"; and (7)"You are Not Alone: Finding Support for Your Research." Six appendixes include research designs, data collection writing strategies, sample field notes, writing: starting with a word and writing quotes, resources for publication, and incentive education: project proposal form. (Contains 95 references.) (SM) ED482539 The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. Revised Edition. 2003-00-00 ISBN-0-325-00543-5 235 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($25). Tel: 603-431-7894; Fax: 603-431-7840; Fax: 603-431-4971; Web site: http://www.heinemann.com. N/A 2004 8/20/2004 00:44:54 RIEJUL2004

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No Academically Gifted Creative Teaching Curriculum Development Decision Making Elementary Secondary Education Instructional Leadership Interpersonal Communication Language Arts Leadership Qualities Leadership Training Problem Solving Research Projects Science Instruction Social Studies Parker, Jeanette Plauche Begnaud, Lucy Gremillion Guides - Non-Classroom English This book provides an overview of leadership in grades 6-12. Drawing upon theories based on cognitive and affective leadership and the role of leadership in gifted education, it discusses leadership as it pertains to research projects, problem solving, interpersonal communication, and decision-making. The book offers strategies for curriculum planning and units for developing leadership. There are 10 chapters in two parts. Part 1, "Perspectives on Leadership," includes (1) "What is Leadership?"; (2) "Developing Gifted Leadership for the New Millennium; (3) "Using the Leadership Training Module as a Foundation for Curriculum Planning"; and (4) "Leadership Identification Scales." Part 2, "Academic Units," includes (5) "Dreams of Greatness"; (6) "Nursery 'Mines,''Me'sop Fables, and'For Real' Tales" (language Arts; adaptable to all grades); (7) "The Art of Science" (science; grades 6-9); (8) "Talking Dogs, Singing Frogs, and Chocolate Cows: An Advertising Unit" (advertising; grades 6-10); (9) "From Babe Ruth to Breadlines: A Historical Perspective" (social studies; grades 9-12); and (10) "Shakin' Up Shakespeare: The Life and Times of a Great Playwright and Poet" (social studies and language arts; grades 6-12). Two appendixes present the NASA moon survival task and the "Leadership Training Model" unit outline. (SM) ED482540 Developing Creative Leadership. Gifted Treasury Series. 2003-10-00 ISBN-1-56308-631-X Practitioners Administrators 158 Teacher Ideas Press, 361 Hanover Street, Portsmouth, NH 03801-3912 ($25). Tel: 603-431-7894; Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Web site: http://www.teacherideaspress.com. N/A 2004 8/20/2004 00:44:55 RIEJUL2004

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No Arithmetic Educational Research Elementary Secondary Education English (Second Language) Inner City Listening Skills Mathematics Education Personal Narratives Reading Skills Research Methodology Science Instruction Second Language Instruction Second Language Learning Speech Skills Student Diversity Teacher Collaboration Teacher Researchers Urban Schools Videotape Recordings Writing Skills McNamara, Olwen, Ed. Collected Works - General Collaborative Research English This book presents case studies of classroom research into the teaching and learning of English, mathematics, and sciences, drawing on the experiences of teacher researchers who, in partnership with their local education agencies and local universities, set out to intervene in key areas of the primary curriculum. After "Introduction: Inviting Research" (Olwen McNamara and Bill Rogers), there are 12 papers in three parts. Part 1, "Emerging Issues in Teacher Research," includes (1) Evidence-Based Practice through Practice-Based Evidence" (Olwen McNamara); (2) "Research and the Professional Self" (Anne Campbell); and (3) "Using Videos to Investigate Speaking and Listening" (Liz Jones). Part 2, "Insights into Teacher Research," includes (4) "Happily Ever After: Plotting Effective Narrative Writing with 10-Year-Old Children" (Gudrun Heatley and Ian Stronach); (5) "Helping Weak Readers Up the Reading Ladder" (Sue Jennings); (6) "One Mouth, Two Ears: Seeking Ways to Make Children and Teachers Effective Speakers and Listeners" (Sarah Brealey and Claire Van-Es); (7) "'Not Only, but Also...': 'Hard' and 'Soft' Research Stories" (Mandy Walsh and Dave Hustler); (8) "Temple Goes Mental: Researching the Learning and Teaching of Mental Arithmetic" (Gary Gornell and Rob Halsall); (9) 'Homing in' on Mathematics" (Brian Corbin and Sandy Holt); (10) "Balancing the Forces: Researching Primary Science in the Classroom" (Dave Heywood and Ann-Marie Roberts); and (11) "Streaming Reviewed: Some Reflections from an Inner-City, Multi-Ethnic Primary School" (Mike Berry, Helen White, and Peter Foster). Part 3, "Reflections upon Collaborative Research," includes (12) "Working Together: The Long Spoons and Short Straws of Collaboration" (Ian Stronach and Olwen McNamara). (Papers contain references.) (SM) ED482541 Becoming an Evidence-Based Practitioner: A Framework for Teacher-Researchers. 2002-00-00 ISBN-0-415-25244-X 188 RoutledgeFalmer, 29 West 35th Street, New York, NY 10001-2200 ($39.95). Tel: 212-216-7800; Fax: 212-643-1430; Web site: http://www.routledgefalmer.com. N/A 2004 2016-11-21

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No Action Research Administrators Cooperating Teachers Educational Research Elementary Secondary Education Evaluation Methods Faculty Development Family School Relationship Higher Education Instructional Leadership Literacy Education Preservice Teacher Education Problem Based Learning Reading Achievement Research Methodology Teacher Collaboration Teacher Researchers Teacher Student Relationship Vocabulary Development World Wide Web Clarke, Anthony, Ed. Erickson, Gaalen, Ed. Collected Works - General Caring Collaborative Research Knowledge Development English This book includes 22 papers in three parts. After (1) "Teacher Inquiry: A Defining Feature of Professional Practice" (Anthony Clarke and Gaalen Erickson), Part 1, "Enacting Teacher Research in Practice Settings," includes (2) "Writing Matters: Exploring the Relationship between Writing Instruction and Assessment" (Kim Douillard); (3) "Play(ing)--Living: Researching Creative Growth" (Miriam Cooley and Chris Lugar); (4) "Learning through Sketching" (Danan McNamara); (5) "Shall We Dance? Researching the Way We Match Student Teachers with School Advisors" (Peter Gouzouasis and Barbara Leigh); (6) "One Teacher-Researcher's Continued Quest to Improve Her Students' Vocabulary to Boost Their Achievement in Reading" (Vinnie E. Acklin); (7) "Teaching from the Inside Out: An Image-Based Case Study of Teacher Development in 'Learning through the Arts'" (Kit Grauer and Rosamar Garcia); (8) "Tunngavik Homework Helpers: An Action Research Project Exploring a Northern School-Family Partnership" (Elizabeth Kreuger and Jim Kreuger); (9) "Circles of Caring: Living Curriculum in the Classroom" (Ron Avery, Marina Carter, Sukhy Dhillon, Donelda Henderson, Kathy Lavery, and Louise Panziera); (10) "Ethical Obligations in Teacher Research" (Sharon Shockley Lee and Owen Van Den Berg); (11) "What are the New Literacies? Writing and Teaching and Living with the Questions" (Erika Hasebe-Ludt, Robin Bright, Cynthia Chambers, Leah Fowler, Michael Pollard, and Pamela Winsor); and (12) "How We Have Grown: Reflections on Professional Development" (Donna F. Nelson, Kay Strouse, Christine Waechter, and Henry St. Maurice). Part 2, "Methods and Models in Teacher Research," includes (13) "Using the World Wide Web for Researching Teaching-Learning Relationships" (Garry Hoban); (14) "Problem-Based Learning as a Research Tool for Teachers" (Elizabeth Jordan, Marion Porath, and Gillian Bickerton); (15) "Poetic Moments in the Classroom: Poetry as a Tool for Teacher Research and Professional Development" (Amanda Nicole Gulla); and (16) "Experiences of Fear and Pain in Teaching: A Collaborative Arts-Based Inquiry" (Susan Walsh). Part 3, "Emergent Issues in Teacher Research," includes (17) "Exploring the Nature of Teacher Research" (John Loughran); (18) "Knowledge-Creation in Educational Leadership and Administration through Teacher-Research" (Jack Whitehead and Jacqueline D. Delong); (19) "Why Do Teacher Research? Perspectives from Four Stakeholders" (Ian Mitchell); (20) "Working on the Underbelly of the Underdog: Listening for the Ring-of-Truth in a Teacher-Researcher's Story" (Judith McBride); (21) "Working it Out: When is Evaluation Not Evaluation?" (Jean McNiff); and (22) "The 'Look' of the Teacher: Using Digital Video to Improve the Professional Practice of Teaching" (Sarah Fletcher and Jack Whitehead). (Papers contain references.) (SM) ED482542 Teacher Inquiry: Living the Research in Everyday Practice. 2003-00-00 ISBN-0-415-29795-8 247 RoutledgeFalmer, 29 West 35th Street, New York, NY 10001-2200 ($29.95). Tel: 212-216-7800; Fax: 212-643-1430; Web site: http://www.routledgefalmer.com. N/A 2004 2016-11-21

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No Art Education Classroom Design Classroom Environment Classroom Techniques Conflict Resolution Discipline Elementary Education Grade 1 Health Education Literacy Education Mathematics Instruction Parent Teacher Cooperation Reading Instruction Reading Skills Science Instruction Self Control Social Sciences Student Motivation Writing Instruction Dragan, Pat Barrett Books Guides - Classroom - Teacher Learning Communities Beginning of School Year English This book presents a step-by-step guide to creating a smoothly functioning, literacy-rich first-grade classroom. It helps teachers do such things as bond with their new classes, create happy and cohesive environments, develop students' organizational skills and self-control, keep students motivated, integrate children's literature and the arts into all curriculum areas, and work with English language learners and children having little help at home. The 14 chapters focus on: (1) "Getting Ready to Teach"; (2) "Designing and Setting Up Your First-Grade Classroom"; (3) "Celebrating the First Day of School"; (4) "Managing Your Classroom and Motivating Your Students"; (5) "Connecting with Families"; (6) "Helping Children Work on Discipline and Self-Control"; (7) "Our School Family: Creating Community, Managing Conflicts"; (8) "The Beginnings of Literacy: Children's Faces Looking Up"; (9) "Reading Isn't Just Curriculum, It's a Miracle!"; (10) "Creating and Maintaining Literacy Centers"; (11) "Teaching Writing: From Scribbles to Authorship"; (12) "Math Matters"; (13) "Ya Gotta Have Art!"; and (14) "Making Social Studies, Health, and Science Come Alive through Literacy and Play." (SM) ED482543 Everything You Need To Know To Teach First Grade. 2003-00-00 ISBN-0-325-00391-2 Practitioners Teachers 452 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 ($29.50). Tel: 603-431-7894; Fax: 603-431-7840; Fax: 603-431-4971; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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No Educational Research Higher Education Libraries Research Methodology Research Reports Resource Materials Student Research Technical Writing Writing Skills Kesselman-Turkel, Judi Peterson, Franklynn Guides - Classroom - Learner English This book presents 38 research shortcuts: (1) "Decide Who You're Researching For"; (2) "Make Sure You Know What Your Topic Is"; (3) "Isolate the Purpose of Your Research"; (4) "Keep Your Topic's Time Requirements Under Control"; (5) "Pick Out the Correct Working Title"; (6) "Prepare a Preliminary Outline"; (7) "Turn Your Research Needs into Precise Questions"; (8) "Determine What Kind of Answers You Need"; (9) "Decide Whether Your Answers Should Come from Secondary or Primary Sources"; (10) "Prepare a Work File"; (11) "Keep a Bibliography as You Go"; (12) "Key Your Notes for Easy Access"; (13) "Take Adequate Notes"; (14) "Keep Your Notes Legible and Segmented"; (15) "Head for the Right Library"; (16) "Learn the Library's Book Storage System"; (17) "Find the Storage Places for Periodicals"; (18) "Discover Where Pamphlets, Clippings, and Nonprinted Resources are Stored"; (19) "Use the Most Specific Resource Guides First"; (20) "Skim the Front Matter before You Use a Reference Guide"; (21) "Make Wise Use of Modern Aids to Research"; (22) "Ask the Librarian"; (23) "Research to Fit the Rule of Three"; (24) "Stick to Dependable Sources"; (25) "Skim for Your Answers"; (26) "Find Leads to Literature from Groups with Causes"; (27) "Write Letters that Get Your Questions Answered"; (28) "Make Face-to-Face Interviews Pay Off"; (29) "Use the Telephone or E-mail"; (30) "Become Your Own Expert"; (31) "Rethink Before You Write"; (32) "Zip Through Your First Draft"; (33) "Choose the Best Specifics in Your File"; (34) "Quote Wisely"; (35) "Paraphrase Carefully"; (36) "Know the Fine Line between Fair Use and Plagiarism"; (37) "Fiddle with Your First Draft"; and (38) "Print a First-Class Final Draft." (SM) ED482544 Research Shortcuts. Revised Edition. The Study Smart Series. 2003-00-00 ISBN-0-299-19164-8 Students 108 University of Wisconsin Press, 1930 Monroe Street, Madison, WI 53711 ($6.95). Web site: http://www.wisc.edu/wisconsinpress/. N/A 2004 8/20/2004 00:44:59 RIEJUL2004

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No Higher Education Outlining (Discourse) Plagiarism Prewriting Writing (Composition) Writing Skills Writing Strategies Kesselman-Turkel, Judi Peterson, Franklynn Guides - Classroom - Learner Points of View (Writing) Titles English This book explains how to work with ideas to hone them into words, providing techniques and exercises for brainstorming, choosing the right approach, working with an unknown or boring assigned topic, and selecting the best point of view. It presents 10 steps, noting related problems: (1) "Decide on Size" (no specific length is assigned); (2) "Tackle the Topic" (e.g., how to recognize an idea or to find one's own topic); (3) "Adopt an Approach" (e.g., confusion over what abstract means and wanting to tackle two approaches); (4) "Test the Title" (eg., uncertainty over whether the title covers certain ideas); (5) "Pick a Point of View" (e.g., confusion between approach and point of view and between aspect and point of view); (6) "Chart Your Course" (e.g., going blank when thinking about subtopics and where to put ideas that are not part of the main idea); (7) "Formulate Your First Words" (the introduction has to be extra special); (8) "Build the Body"; (9) "Conclude Concisely"; and (10) "Check for Quality Control" (the paper is not the right size). An appendix presents an edited first draft of a paper. (SM) ED482545 Secrets to Writing Great Papers. The Study Smart Series. 2003-00-00 ISBN-0-299-19144-3 Students 78 University of Wisconsin Press, 1930 Monroe Street, Madison, WI 53711 ($6.95). Web site: http://www.wisc.edu/wisconsinpress/. N/A 2004 2016-11-21

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No Higher Education Lecture Method Notetaking Outlining (Discourse) Research Textbooks Kesselman-Turkel, Judi Peterson, Franklynn Guides - Classroom - Learner English This book describes two successful methods of organizing notes (outlining and patterning), providing shortcuts to make note taking easy. Eight chapters include: (1) "There's No Substitute for Taking Your Own Good Notes" (e.g., note taking helps in paying attention and remembering); (2) "How to Tell What's Worth Noting" (criteria for deciding what is worth preserving and aids that put notes into perspective); (3) "How to Organize Notes" (using an outline form, working outline form into a memory clue system, and using patterning to organize notes); (4) "Shortcuts for Note-Taking" (using shorthand for quicker note taking); (5) "Taking Notes from Assigned Text" (learning how to read for a course, how to take notes on non-textbook nonfiction, and learning how to write in one's books); (6) "Taking Lecture Notes" (e.g., listening versus reading, organizing one's tools, and keeping the course outline handy); (7) "Taking Research Notes" (preparing a preliminary outline, listing research questions, and using good note taking tools); and (8) "Taking Minutes of Meetings." The seven appendixes present notes on chapter 1; practice in analyzing information and taking notes on lectures; course outline for "Methods of Note-Taking"; speech outline and speech clue words; shorthand notes on chapter 4; and "Agent X" research questions. (SM) ED482546 Note-Taking Made Easy. The Study Smart Series. 2003-00-00 ISBN-0-299-19154-0 Students 98 University of Wisconsin Press, 1930 Monroe Street, Madison, WI 53711 ($6.95). Web site: http://www.wisc.edu/wisconsinpress/. N/A 2004 8/20/2004 00:45:02 RIEJUL2004

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No Conjunctions Grammar Higher Education Nouns Prepositions Pronouns Punctuation Sentence Structure Sentences Verbs Writing Skills Kesselman-Turkel, Judi Peterson, Franklynn Guides - Classroom - Learner English This grammar handbook emphasizes formal written usage, offering clues to help with comprehension. The seven sections discuss: (1) "Nouns" (e.g., most nouns can follow "the," and possessives can show more than possession); (2) "Pronouns" (e.g., pronouns come in small groups, and some pronouns defy logic); (3) "Verbs" (e.g., some plural subjects take singular verbs); (4) "Modifiers" (e.g., some words cannot be compared, and watch the pronouns that follow comparisons); (5) "Sentences" (e.g., compound sentences show related and equally important thoughts, and sentence fragments do not fully answer questions); (6) "Conjunctions and Prepositions" (e.g., four tricky conjunction pairs, and when to end a sentence with a preposition); and (7) "Punctuation" (punctuating by ear, and other punctuation marks). Check-up quizzes follow each section, with answers given at the back of the book. (SM) ED482547 The Grammar Crammer: How To Write Perfect Sentences. The Study Smart Series. 2003-00-00 ISBN-0-299-19134-6 Students 120 University of Wisconsin Press, 1930 Monroe Street, Madison, WI 53711 ($6.95). Web site: http://www.wisc.edu/wisconsinpress/. N/A 2004 8/20/2004 00:45:03 RIEJUL2004

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Yes Accountability Grade Inflation Grade Point Average Grades (Scholastic) Rural Schools Secondary Education Standardized Tests State Standards Student Evaluation Goodwin, Deborah Hayes Holman, David M. Reports - Descriptive Speeches/Meeting Papers Arkansas Arkansas English In an effort to hold schools accountable, Arkansas added grade inflation into the accountability system. The Arkansas Legislature mandated that the Arkansas Department of Education identify high schools with "statistically significant variance" between students' grade point averages (GPAs) and ACT performances. A grade inflation index developed and applied to the high schools found 46 schools with inflated grades. These schools were listed in the newspaper. Examination of grade inflation at one rural school revealed many problems with identifying such schools. The paper suggests that the practice of "accusing" schools of inflating grades based on only 1 year of data is irresponsible. For the rural school, in only 1 of 5 years would the school have been identified under the state's formula as having inflated grades. Another problem with the statistical analysis used to indict this and similar schools was the sample. Rural schools often have small numbers in their senior classes. A sample ratio analysis utilizing these small numbers cannot be reliable due to the large amount of variability in small samples. Other variables were also not considered in the grade inflation issue (students identified as having inflated grades also had 3.0 or higher GPAs in college, and all students at the school in question who might consider attending college are encouraged to take the ACT, not just high achievers). (SM) ED482548 Accountability and Grade Inflation in a Rural School. 2003-11-07 9 N/A 2004 2016-11-21

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Yes Access to Computers Computer Literacy Computer Uses in Education Educational Technology Elementary Education Elementary School Teachers Higher Education Mentors Predictor Variables Preservice Teacher Education Student Teacher Attitudes Student Teaching Teaching Methods Negishi, Meiko Elder, Anastasia D. Hamil, J. Burnette Mzoughi, Taha Reports - Research Speeches/Meeting Papers English A growing concern in teacher education programs is technology training. Research confirms that training positively affects perservice teachers' attitudes and technology proficiency. However, little is known about the kinds of factors that may predict preservice teachers' integration of technology into their own instruction. The goal of this study is to explore which factors affect elementary education candidates' integration of technology into their instruction during field placement. A multiple regression analysis was conducted on seniors' responses to a survey administered immediately after completion of the field placement experience. Results revealed that four predictors accounted for 24.8 percent of the variance in candidates' reported integration of technology into their field placement instruction. Significant findings showed that candidates tended to integrate a higher degree of technology into their instruction if they reported high general technology proficiency, if more technology was available in their classroom, and if their mentor teachers used technology more frequency. However, a belief about technology being motivating was not a strong predictor. (Author/SM) ED482550 Predicting Elementary Education Candidates' Technology Integration during Their Field Placement Instruction. 2003-11-06 Department of Education, Washington, DC. 14 N/A 2004 8/20/2004 00:45:08 RIEJUL2004 P342A99024199121122 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MI, November 5-7, 2003).

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Yes Computer Software Computer Uses in Education Cultural Differences Culturally Relevant Education Educational Technology Elementary Secondary Education Higher Education Preservice Teacher Education Social Bias Student Diversity Teaching Methods Grant, Allen C. Information Analyses English The recent proliferation of technology in educational settings is giving teachers new and innovative methods of teaching an inquiry-based curriculum within a constructivist framework. One problem within the nation's schools is the growing cultural divide. The cultural divide is the extent of the cultural barrier that exists between educators and students of one culture with those of others. Current researchers are working to document the extent of the cultural divide and the methods of reducing this divide through technological innovations in preservice education programs, software development, and in the classroom. (Contains 27 references.) (Author/SM) ED482551 Technology and the Cultural Divide: A Review of the Literature. 2003-00-00 27 N/A 2004 8/20/2004 00:45:10 RIEJUL2004

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Yes Elementary Secondary Education Parent Attitudes Parent Participation Parent School Relationship State Standards Teacher Attitudes Gbadamosi, Tara Lin, Huey-Ling Reports - Research English This study examined what school activities parents were involved in and the relationship between parents' interests and level of participation. Parents completed self-report questionnaires examining activities they were currently involved in and activities they would like to do in their children's classrooms. Out of 208 surveys distributed, 114 were returned. Twelve K-3 teachers completed interviews regarding levels of parental involvement in their classrooms. Results were organized by: what parents would like to do and actually do in the classroom; level of parental involvement in the classroom; and level of parental involvement based on the teacher interviews. More than half of parents reported they would like to have lunch with their children, attend field trips, and visit or observe the classroom. More than 10 percent of parents participated in activities they liked doing. Of the 12 teachers, 3 reported having formal, structural involvement in their classrooms, 6 reported having high-level involvement, and 3 reported having low-level involvement. High parent involvement levels related to participation in activities that parents liked to do in the classroom. Findings suggest that by identifying activities parents are interested in, parents are able to be involved in their children's education. However, there is a need for teachers to provide such activities to increase the level of parent involvement. (SM) ED482552 Parent's Interests, Current Involvement and Level of Parental Involvement in School Activities. 2003-11-00 19 N/A 2004 8/20/2004 00:45:11 RIEJUL2004

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No Accountability Educational Change Educational Improvement Elementary Education State Legislation Student Evaluation Teacher Attitudes Boling, Nancy Reports - Research Kentucky Education Reform Act 1990 Kentucky Education Reform Act 1990 English In this study, Kentucky elementary school teachers provided feedback concerning the state's school reform process after 13 years of implementing the Kentucky Education Reform Act of 1990 (KERA). Five counties were randomly selected out of twenty-four in western Kentucky, with one school chosen from each county. Elementary teachers who had taught from before 1990 to the present in each of the five schools were invited to complete a 41-item survey that examined challenges created by KERA, perceptions of KERA's effectiveness, thoughts concerning the implementation of KERA, and suggestions for improving Kentucky's education. Results showed that participants had several major concerns about KERA, including: lack of time to cover the vast amount of material required by KERA, significant increases in their stress levels, the pressure of the assessment process on teachers and students, the effect of test results and accountability procedures on their careers, the increased workload during and after school, restrictions of the curriculum, the changing of programs, emphasis placed on portfolios, the same requirement for all students regardless of students' abilities, and lack of time to listen to students' personal problems. (SM) ED482553 Teachers Have Their Turn: Teacher Perceptions and Attitudes about Educational Reform. 2003-11-00 21 N/A 2004 2016-11-21

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Yes Affective Measures College Students Films Higher Education Teaching Methods Videotape Recordings Cofield, Jay L. Reports - Research Speeches/Meeting Papers Affective Response Streaming Video English This study investigated whether or not low-bandwidth streaming video could be useful for affective purposes. A group of 30 students in a cinema course at a public, liberal arts university viewed a 10-minute dramatic video scene by either videotape or low-bandwidth streaming video. They also took a survey to determine their affective responses and perceptions about the video they watched. Two students from each group also completed a brief interview about their perceptions of the video and medium they watched it on. Results indicated that the low-bandwidth, low-quality nature of the streaming video did impact the affective meanings that participants received from the streaming video. Participants viewing the videotape tended to rate the video higher on items concerning the overall experience than did participants who viewed the streaming video. Those who viewed the streaming video tended to be more divided in their responses than did those who viewed the videotape, and they also seemed to miss some of the subtleties of the video. (Contains 26 references.) (SM) ED482554 Comparing Streaming Video and Videotapes: Can Streaming Video Convey Affective Meaning as Well as Videotape? 2003-11-05 35 N/A 2004 2016-11-21

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Yes Educational Environment Females Gender Issues Higher Education Sex Differences Sex Discrimination Teacher Expectations of Students Teacher Student Relationship Womens Education Morris, LaDonna K. Reports - Research Speeches/Meeting Papers English Since Hall and Sandler's original work on the chilly classroom climate for women, which was published in 1982 by the Project on the Status and Education of Women of the Association of American Colleges, there has been much controversy and debate about its existence. Critics point out that the original work was nothing more than a literature review, no data were collected, and much of the information presented was anecdotal in nature. Proponents of the existence of the chilly climate maintain that women are, in fact, treated differently from men both in and out of the classroom, and this differential treatment negatively impacts their performance in college. Over the past 20 years, empirical research on the chilly climate for women has yielded conflicting results. While some authors have focused exclusively on the classroom environment, others have included the campus environment as well. This review of literature on the chilly climate for women includes a historical overview of the major reports and studies that substantiate its existence as well as data that refute it, and the various tools that have been used for measuring chilly climate. (Contains 20 references.) (Author/SM) ED482555 The Chilly Climate for Women: A Literature Review. 2003-11-06 22 N/A 2004 8/20/2004 00:45:17 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MI, November 5-7, 2003).

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Yes Faculty Workload Full Time Faculty Higher Education Nontenured Faculty Personnel Policy Teacher Salaries Holub, Tamara ERIC Publications ERIC Digests in Full Text Contract Employment ERIC Digests ERIC Clearinghouse on Higher Education, Washington, DC. English This Digest discusses issues related to full-time, nontenure track, contract college faculty, sometimes called contingent faculty. Recent data from several sources show that the opportunities for tenure are declining, while the numbers of nontenure positions are increasing. Part of the increase in full-time nontenure faculty is due to the decrease of federal and state aid to higher education institutions during the early 1990s. Other external factors include loss of public confidence in higher education, federal policies that influence faculty personnel policies, the cost of technology, the flexibility required for distance education, increased competition for students, downsizing trends, and criticisms of tenure. Many internal factors have been cited as contributing to this trend, including the dynamics of the academic labor market. Many concerns have been voiced about the increased reliance on contingent faculty, but some positive results have been noted, especially with regard to economic factors and flexibility. The continued rise in the employment of contract faculty is a significant trend that is likely to have a lasting impact. A positive outcome of these changes most likely depends on the ability of administrators and faculty to meet each other halfway to ensure the quality of student learning and some degree of job security in challenging financial times. (SLD) ED482556 Contract Faculty in Higher Education. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-7.pdf. N/A 2004 2016-11-21

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Yes College Students Higher Education Paying for College Tuition Loane, Shannon ERIC Publications ERIC Digests in Full Text Savings Tuition Savings Plans ERIC Digests ERIC Clearinghouse on Higher Education, Washington, DC. English To cover the costs of college, students and their families are using loans, grants, savings, and, increasingly, a specific type of college savings plan known as a "529." These planned are named after a Section of the Internal Revenue Code that confers tax exemption to qualified state tuition programs. There are two types of 529 plans: prepaid tuition plans and college savings plans. With a prepaid plan, families may purchase future tuition years or units. College savings plans allow families to establish, and contribute to, a special savings or investment account dedicated to a student's future higher education expenses at any accredited postsecondary institution. The most appealing benefit for many families is the tax saving. As of January 1, 2002, the earnings on these accounts are exempt from federal taxes, provided the money is used for educational expenses. There are some drawbacks, chief of which is the investment risk of college savings plans. The assumptions on which many prepaid tuition plans were established proved to be faulty, as tuition rates have risen faster than investment income from the plans. Several states have temporarily stopped accepting applications for these plans. In spite of these complications, however, interest and investment in Section 529 college savings plans is growing. In September 2003, a new type, the Independent 529 plan, was opened. This plan will allow families to prepay for any one of more than 220 private colleges and universities that are participating. This plan hopes to avoid the problems of others by having the participating colleges assume the risk that if tuition increases outpace investment returns, they will not receive full payment. (SLD) ED482557 Paying for College: Prepaid Tuition and College Savings Plans. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-8.pdf. N/A 2004 2016-11-21

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Yes College Faculty Educational History Grade Inflation Grades (Scholastic) Grading Higher Education Young, Carol ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Higher Education, Washington, DC. English Grade inflation has commanded increasing attention in the academic world in recent years, with administrators, faculty, and academic analysts unable to agree on whether grade inflation actually exists or is a myth to be debunked. This Digest reviews research in support of and against the existence of grade inflation. A statistical analysis report by the U.S. Department of Education found that student grades have actually declined slightly over the last 20 years, but other researchers have found evidence supporting the existence of grade inflation and have linked it with various causes. (SLD) ED482558 Grade Inflation in Higher Education. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 630, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-06.pdf. N/A 2004 2016-11-21

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Yes College Students Foreign Students Higher Education Immigration Student Records Wood, Patricia ERIC Publications ERIC Digests in Full Text Visas ERIC Digests Student Tracking Systems ERIC Clearinghouse on Higher Education, Washington, DC. English According to the latest report by the Institute of International Education, 586,323 foreign students studied in the United States in the 2002-2003 academic year. Foreign students benefit U.S. colleges and universities in many ways, including economic contributions and the value of their work as teachers and researchers, but there has been increased concern about foreign students since the terrorist attacks of September 11, 2001. The United States began establishing a student tracking system in the mid-1990s, and following the September 11 attacks, Congress authorized more than $36 million to implement and expand the tracking system. The Student and Exchange Visitors System (SEVIS) was completed to allow officials to collect information about foreign students and exchange visitors. Schools enrolling foreign students are required to report certain information about student enrollment and changes to address, name, or field of study. SEVIS has faced a number of challenges, especially because of difficulties in meeting tight deadlines for implementation. The Bureau of Immigration and Customs Enforcement has begun working to reduce the backlog in student visas and ensure that students from schools pending certification can gain entry into the United States. (SLD) ED482559 Tracking Foreign Students in the U.S.: Recent Developments. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 603, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/. N/A 2004 2016-11-21

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Yes Educational Administration Futures (of Society) Governance Higher Education Leadership Effectiveness Models Strategic Planning Gayle, Dennis John Tewarie, Bhoendradatt White, A. Quinton, Jr. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Higher Education, Washington, DC. English University governance refers to the structure and process of authoritative decision making across issues that are significant for external and internal stakeholders within a university. A number of fundamental challenges to effective governance occur within the typical university environment, including too many constituencies, conflicting agendas, differing philosophies, traditions, and differences in perspectives among stakeholder. There are some core governance-related issues for the 21st century, especially: (1) technology and distance learning; (2) teaching and learning; and (3) resource allocation. A new model for governance may be in order for the university of the future, a model that places the attitudes, values, and expectations of internal and external stakeholders at the center. In this model, inputs, processes, outputs, and outcomes are all mediated by stakeholders' attitudes, values, and expectations. The university of the future is already evolving, and the necessary governance structures are beginning to evolve as well. (Contains 12 references.) (SLD) ED482560 Governance in the Twenty-First-Century University: Approaches to Effective Leadership and Strategic Management. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Higher Education, Institute for Education Policy Studies, Graduate School of Education and Human Development, One Dupont Circle, Suite 603, Washington, DC 20036-1183. Tel: 800-956-7739 (Toll Free). For full text: http://www.eriche.org/digests/2003-10.pdf. N/A 2004 2016-11-21

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Yes Access to Information Elementary Secondary Education Evaluation Criteria Federal Programs Grants Grantsmanship Library Materials Library Services Literacy Education Reading Achievement Reading Improvement School Libraries Mardis, Marcia A. ERIC Publications ERIC Digests in Full Text ERIC Digests No Child Left Behind Act 2001 No Child Left Behind Act 2001 ERIC Clearinghouse on Information and Technology, Syracuse, NY. English This ERIC Digest is intended to help eligible school library personnel write an effective proposal for the "Improving Literacy Through School Libraries" (LSL) grant program, which provides funding for high-need K-12 school library programs to improve reading achievement by providing students with increased access to school library materials, to technologically advanced school libraries, and to certified school librarians. Eligibility for the program and components of the application are summarized. The LSL evaluation criteria for each of the following sections are described: (1) Meeting the Purpose of the Statute; (2) Need for School Library Resources; (3) Use of Funds; (4) Use of Scientifically Based Research; (5) Broad-Based Involvement and Coordination; and (6) Evaluation of Quality and Impact. (MES) ED482561 The Improving Literacy through School Libraries Program of "No Child Left Behind": Tips for Writing a Winning Grant Proposal. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. Media Staff Practitioners 4 ERIC Clearinghouse on Information & Technology, Syracuse University, 621 Skytop Rd., Suite 160, Syracuse, NY 13244-5290. Tel: 315-443-3640; Tel: 800-464-9107 (Toll Free); Fax: 315-443-5448; e-mail: eric@ericit.org; Web site: http://ericit.org/. For full text: http://ericit.org/digests/EDO-IR-2003-06.shtml/. N/A 2004 2016-11-21

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No Elementary Education Field Trips Integrated Activities Rivers Science Instruction Science Interests Water Resources Zoos Duvall, Todd Guides - Classroom - Teacher English This teacher's resource guide was created to accompany the Amazon Flooded Forest exhibit at the Oregon Zoo. The enclosed lessons and activities are designed to extend into several aspects of daily curriculum including science, math, reading, writing, speaking, and geography. The materials are intended for use in grades 3-6 although most activities can easily be adapted to meet the needs of other classes. Within each thematic section is found age-appropriate information on the flooded forest as well as a variety of activities for use in the classroom. There is also a series of reproducible worksheets complete with instructions incorporated onto each sheet. A guide for chaperones to use with their groups on visits to the zoo is also included. Activities include: (1) "Compare and Contrast a Flooded Forest and a Coniferous Forest"; (2) "Track the Weather-Here At Home and In the Amazon"; (3) "Map the Amazon River Basin" (worksheet); (4) "Lead a Research Expedition into the Flooded Forest"; (5) "Explore the Concept of Natural Cycles" (worksheet); (6) "Learn How Flooding and Fire Can Be a Good Thing"; (7) "Apply Estimating and Measurement Skills to the Flooded Forest" (worksheet); (8) "Make a Rain Stick"; (9) "Create an Amazon Flooded Forest Habitat" (worksheet); (10) "Research, Write and Illustrate an Amazon A-to-Z Book"; (11) "Amazon Flooded Forest Word Search"; (12) "Identify Niches in the Amazon Flooded Forest" (worksheet); (13) "Write a First-Person Story About an Amazon Animal"; (14) "Explore a Mini Ecosystem"; (15) "Create Camouflage for a Poison Dart Frog" (clip art); (16) "Compare Amazon and Northwest Animals" (worksheet); (17) "Build Amazon Flooded Forest Food Chains" (worksheet); (18) "Write a Dr. Seuss-Like Story or Poem About the Flooded Forest"; (19) "Create a First-Person Amazon Journal or Diary"; (20) "Make a Ron- Ron Toy"; (21) "Compare and Contrast Life Here with Life in the Flooded Forest"; (22) "Amazon Vocabulary Words"; (23) "Raise Cardinal Tetras in Your Classroom"; (24) "Brainstorm Positive Ways to Use the Flooded Forest"; (25) "Who's Who in the Amazon Flooded Forest" (worksheet); (26) "Teacher Resources"; and (27) "Field Trip Questions" (worksheet for chaperones). (MVL) ED482562 Amazon Flooded Forest. Teacher Resource Guide. 2001-09-00 Practitioners Teachers 29 Oregon Zoo, Education Division, 4001 SW Canyon Road, Portland, OR 97221. N/A 2004 8/20/2004 00:45:28 RIEJUL2004 Produced by Metro Washington Park Zoo.

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Yes Adult Education Foreign Countries Higher Education Mathematical Concepts Mathematics Instruction Damasceno, Jose Elias Dias, Ana Lucia Braz Reports - Research Speeches/Meeting Papers English This paper investigates the meanings of the word "chance" in adult education. A questionnaire for assessing the level of probability understanding was administered to students in three countries--Canada, Brazil, and Hungary. Of the 18 questions on the questionnaire, four concerned language use. This paper reports on data relative to one of those questions. Students were asked to write a sentence ending with "E is something that happens by chance." The analysis found that students may have very unorthodox uses for the word "chance" and that until it is determined what students actually think chance is, there is little chance of influencing them toward using probability theory. (MVL) ED482563 Different Interpretations of Chance by Brazilian Adults. 2001-00-00 6 N/A 2004 8/20/2004 00:45:30 RIEJUL2004 Paper presented at the Annual Adults Learning Mathematics Conference (8th, Roskilde, Denmark, June 28-30, 2001).

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No Elementary Secondary Education Mathematics Education State Standards Ong, Faye, Ed. Lucia, Bill, Ed. Yee, Kimberly, Ed. Reports - Descriptive California California California State Board of Education, Sacramento. English This document contains the mathematics content standards for California public schools for grades K-12. With the adoption of these content standards in mathematics, California is going beyond reform and redefining the state's role in public education. For the first time, the content that students need to acquire at each grade level is specifically stated. These standards are rigorous. The content is attainable by all students, given sufficient time, except for those few who have severe disabilities. These standards are regarded as firm but not unyielding and will be modified in future years to reflect new research and scholarship. Fifteen years from now, the adoption of these standards will be viewed as the signal event that began a rising tide of excellence in Californian schools. (Author/MVL) ED482564 Mathematics Content Standards for California Public Schools: Kindergarten through Grade Twelve. 1997-12-00 ISBN-0-8011-1457-8 73 California Dept. of Education, 721 Capitol Mall, P.O. Box 944272, Sacramento, CA 94244-2720. N/A 2004 2016-11-21

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Yes Educational Resources Higher Education Internet Mathematics Activities Mathematics Instruction Teaching Methods World Wide Web Butler, M. K. Kay, A. Booth, D. J. Gordon, N. A. Middleton, W. Stone, J. A. Guides - Classroom - Teacher Speeches/Meeting Papers English The main purpose of this paper is to provide teachers of mathematics in higher education with a guide to a selection of web-based resources which it is hoped will be useful in their teaching. Short reviews of a number of web sites are provided. It is not claimed that the collection of sites reviewed is exhaustive, or indeed that those reviewed are the best available. However, it is hoped that the present work will at least give an impression of the wealth of material that is available on the web and stimulate the reader to investigate further. It should be noted at the outset that many more sites were visited by members of the working group than have been included here; we have included those sites which we consider have something to offer the practicing lecturer. (Author) ED482565 The Use of the Internet in Teaching Mathematics (Group B). 2000-09-00 Practitioners Teachers 16 Web site: http://www.umtc.ac.uk. N/A 2004 8/20/2004 00:45:33 RIEJUL2004 In: Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000).

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Yes Beginning Teacher Induction Elementary Secondary Education Interdisciplinary Approach Literature Mathematics Education Mentors Pictorial Stimuli Teaching Methods Thorson, Annette, Ed. Reports - Descriptive Eisenhower National Clearinghouse for Mathematics and Science Education, Columbus, OH. English The mission of the Eisenhower National Clearinghouse (ENC) is to identify effective curriculum resources, create high-quality professional development materials, and disseminate useful information and products to improve K-12 mathematics and science teaching and learning. This issue of "ENC Focus" contains articles related to mathematics teaching and teacher collaboration. Articles include: (1) "Bringing Literature into the High School Math Class" (Laurie Pines)-- through a high school literacy program, a program combining literature and mathematics is developed; (2) "Using Picture Books in High School Math" (Judy Spicer)--high school students enjoy and learn from picture books the same as younger students do; and (3) "Collaborating with Colleagues to Improve Student Learning" (Harry Wong)--the elements of effective programs for helping new teachers succeed is presented. (MVL) ED482566 ENC Focus Review. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 17 Eisenhower National Clearinghouse for Mathematics and Science Education, 1929 Kenny Road, Suite 400, Columbus, OH 43210-1079. Tel: 800-621-5785 (Toll Free); Fax: 614-292-2066; e-mail: info@enc.org; Web site: http://www.enc.org. N/A 2004 2020-11-23

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Yes Algebra Computer Software Computer Uses in Education Higher Education Mathematics Education Dogan, Hamide Reports - Descriptive Speeches/Meeting Papers Mathematica English This paper is part of a dissertation defended in January 2001 as part of the author's Ph.D. requirement. The study investigated the effects of use of Mathematica, a computer algebra system, in learning basic linear algebra concepts, It was done by means of comparing two first year linear algebra classes, one traditional and one Mathematica implemented class. A total of fifty-five students participated. Each class had a different instructor; The traditional class was taught by a professor in the mathematics department, and the experimental class was taught by the investigator. Students enrolled in each section were used in the study. They were no told the nature of the experiment until after the enrollment was completed. The traditional section was in lecture format whereas the experimental section was in mostly discovery format; Students in the experimental group discovered definitions of basic abstract concepts mostly through visual-based Mathematica notebook demonstration, whereas the students in the traditional group were given the definitions. Data was collected through a background questionnaire, post questionnaire, pre-test scores, post-test scores, interviews and observation notes. This study discusses a variety of comparison between the traditional and the experimental classes. The data shed light on a range of differences in understanding basic linear algebra concepts. (Author) ED482567 A Comparison Study between a Traditional and Experimental Program. 2001-06-00 6 Paper presented at the International Conference on Intelligent Systems (10th, Arlington, VA, June 13-15, 2001). N/A 2004 2016-11-21

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Yes Case Studies Course Selection (Students) Educational Change Elementary Secondary Education Mathematics Achievement Partnerships in Education Science Achievement Science Interests Student Interests Urban Education Urban Teaching Urban Youth Kim, Jason J. Crasco, Linda M. Reports - Evaluative Systemic Research, Inc., Norwood, MA. English The Comprehensive Partnerships for Mathematics and Science Achievement (CPMSA) is a National Science Foundation program launched in 1993, designed to improve the mathematics and science education of urban students in medium-sized cities. The goals of the program, in addition to increased enrollments in mathematics and science classes, were to improve student achievement, teacher knowledge and skills, and to enhance student interest in mathematics and science careers. As the program matured, the focus shifted to standards-based curriculum, instruction, assessment, and professional development. This report highlights the achievements of the program overall and presents case studies of five selected CPMSA sites: (1) Omaha, Nebraska; (2) Jackson, Michigan; (3) Laredo, Texas; Oakland, California; and (5) Montgomery, Alabama. Data were collected from a variety of sources. Findings show that the primary goal of increasing the enrollment and successful completion of college preparatory mathematics and science courses was accomplished. Other measures of achievement also showed positive results; 12 of 17 sites with available data showed improvement in the percentage of students passing the fourth-grade mathematics test. Disparities in achievement and achievement gaps between white and minority students were narrowed. Details are provided about program success in each of the case study cities. An appendix describes overall student outcomes in 26 exhibits. (Contains 4 tables, 72 figures, and 65 references.) (SLD) ED482568 Overcoming Challenges in Urban Education, CPMSA Achievement Highlights and Case Stories of Five Sites. 2003-00-00 National Science Foundation, Arlington, VA. ISBN-0-9702968-708 160 N/A 2004 2020-12-07

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Yes Benchmarking Comparative Analysis Elementary Secondary Education Models Report Cards Technical Education Technical Institutes Coulton, Bill Reports - Descriptive Speeches/Meeting Papers English In 2002, five state agencies overseeing technology centers and technical colleges formed a consortium with the Council on Occupational Education, a national accreditor of workforce education institutions. The purpose was to develop common benchmarks and a common report card. Subsequently, the consortium received a 3-year grant in 2001 from the Fund for the Improvement of Postsecondary Education to supplement major funding by the participating states. The model project is built on four premises: (1) a valid and reliable report card must compare like institutions having common missions and common goals; (2) the report card should emphasize excellence and best practices; (3) the benchmark must be based on consistently applied and nationally recognized standards, such as those validated by a recognized authority in the field; and (4) every aspect of data collection, processing, and verification must be consistent to ensure accuracy and a "level playing field" among the participating institutions and states. The project is in its third year. This interim report presents several outcomes from the first 2 years and expresses opinions about what would occur in the third year and beyond. So far, the yield of positive and unexpected results has proved invaluable to all. (Author/SLD) ED482569 A National Report Card for Technical Education Institutions: An Interim Report. 2003-11-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 16 N/A 2004 8/20/2004 00:45:42 RIEJUL2004 Produced by the Council on Occupational Education.

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No Academic Achievement Educational Assessment Learning Student Evaluation Test Use Earl, Lorna M. Books Guides - Non-Classroom English This book takes the mystery and confusion out of assessment by reframing its purpose in student evaluation and learning by providing teachers and school and district administrators with mechanisms for the effective use of assessment, real-life examples and case studies, sample rubrics and lesson plans, and a discussion of the changing role of schooling, the new understanding of learning, and the role of assessment. The chapters are: (1) "The Evolution of Assessment"; (2) "Rethinking Assessment"; (3) "Assessment of Learning, for Learning, and as Learning"; (4) "A Focus on Learning"; (5) "Assessment and Learning"; (6) "Using Assessment To Identify What Students Believe To Be True"; (7) "Using Assessment To Motivate Learning"; (8) "Using Assessment To Make Connections"; (9) "Using Assessment To Extend Learning"; (10) "Using Assessment for Reflection and Self-Monitoring"; and (11) "Using Assessment for Optimum Learning." (Contains 107 references.) (SLD) ED482570 Assessment As Learning: Using Classroom Assessment To Maximize Student Learning. 2003-00-00 ISBN-0-7619-4625-X Administrators Practitioners Teachers 149 Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($24.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 00:45:43 RIEJUL2004

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No Educational Assessment Elementary Secondary Education Standards Student Evaluation Wingate, Lori A. Books Guides - Non-Classroom Facilitators English This guide is designed to provide the framework needed to introduce a school community to the 28 student evaluation standards of the Joint Committee on Standards for Educational Evaluation. It outlines workshop objectives, workshop participants, and the design and logistics for workshops to discuss the "Standards." It uses a case study approach to discuss the relevance of standards, with an overview and exercises on applying the standards. The guide ends with reflection and discussion points, a review, and workshop evaluation. The guide also contains materials that can be photocopied from the book or tailored to meet the specific needs of a facilitator. The sections on "Facilitator Information" and "Workshop Activities" are supplemented by 11 appendixes that contain sample forms and suggested activities.(SLD) ED482571 The Student Evaluation Standards: Facilitator's Guide. 2004-00-00 ISBN-0-7619-3131-7 Administrators Practitioners Teachers 71 Corwin Press, Inc., 2455 Teller Road, Thousand Oaks, CA 91320 ($29.95). Tel: 805-499-9734; Fax: 805-499-5323; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Educational Research Foreign Countries Higher Education Research Skills Universities Gorard, Stephen Taylor, Chris Rushforth, Katie Smith, Emma Reports - Research Cardiff Univ. (Wales). School of Social Sciences. English This paper considers the range of research methods used by the United Kingdom education research community. Using insights from 25 interviews with key stakeholders, it seeks to describe what the current strengths and weaknesses in methods are, and the methodological developments that are needed for the future health of the field. Using survey returns from 521 active researchers, the paper goes on to describe the techniques that the field can use, and those where further "training" or experience is required. Using the 8,691 individual Research Assessment Exercise returns (from a survey of higher education research activities), the paper then summarizes the methods reported to be in actual use. Finally, it uses a brief analysis of journal contents as triangulating evidence. The informants were generally in agreement that there is currently a widespread weakness in the quality of UK education research. Much of this weakness is attributed by them to a shortage of skills in quantitative methods. Other data sources suggest that the latter is less likely than the informants believe. A clear majority of education researchers report having used quantitative methods, and the substantial number of publications involving quantitative methods supports this view. It is, perhaps, rather the type and quality of both quantitative and qualitative research that leads to the poor public image of education research. Improvement is not going to come simply by enlarging the group of people using quantitative methods. Two appendixes provide information about the data collected. (Contains 23 references.) (SLD) ED482572 What Is the Research Capacity of the UK Education Research Community? Reconsidering the Shortage of Quantitative Skills Phenomenon. Occasional Paper Series. 2003-06-00 56 N/A 2004 8/20/2004 00:45:46 RIEJUL2004

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Yes Community Surveys Elementary Secondary Education Foreign Countries High School Students Parents Public Opinion Special Needs Students Student Surveys Reports - Evaluative Canada Alberta Learning, Edmonton. English This report summarizes findings from the Learner, Parent, and Public Satisfaction Survey, Alberta, Canada, a set of four surveys conducted annually to provide feedback form parents, learners, and the public regarding their perceptions of Alberta's learning system. Responses were received from 800 parents of severe special needs children, 818 parents of regular education students, 800 high schools students, and 3,109 members of the general public. The vast majority of high school students and their parents are satisfied with the quality of education in Alberta, and the greater the involvement of the stakeholder, the higher their degree of satisfaction. Most high school students and their parents are satisfied with the responsiveness of the education system to their needs and expectations. Most parents and students agree that students are learning what they need to know. Overall, adult learners are satisfied with the quality of adult education programs, and most learners and nonlearners are satisfied that adults are getting the skills they need for the workforce. Most high school students are satisfied that graduates are well prepared for citizenship, as are more than half of parents (a significant rise from the preceding year). Half of the parents and slightly more than one-third of the public have been involved in decision making at their local school. More than two-thirds of parents and slightly more than half of the public are satisfied that they are receiving value for the money spent in their community's schools. An appendix discusses the research background and methodology. (Contains 4 tables and 21 graphs). (SLD) ED482573 Learner, Parent and Public Satisfaction Survey Summary Report, 2002/2003. 2003-06-00 ISBN-0-7785-2596-1 30 N/A 2004 2020-08-08

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No Dictation Grammar Languages for Special Purposes Second Language Instruction Second Language Learning Spanish Teaching Methods Translation Vocabulary Lunn, Patricia V. Lunsford, Ernest J. Books Guides - Classroom - Learner Guides - Classroom - Teacher Spanish This publication, written primarily in Spanish, is an activity book designed to teach Spanish through translation based on the theory that, in order to produce an acceptable translation, students must focus their attention on lexical and grammatical detail. The book combines incisive grammar explanations, relevant lexical information, and a wide variety of translation texts and exercises, both from Spanish into English and from English into Spanish. Translating into English requires students to understand every detail of the Spanish text, and then decide how these details might best be expressed in English. Translating into Spanish requires students to recognize how Spanish structures and words do--and do not--parallel those of English. Both activities provide advanced students of Spanish with an invigorating linguistic workout, and serve as an effective introduction to the practice of translation. Part I, "Basic Concepts," includes: "Dictionary Use"; "Cognates and False Friends"; "Stories"; "Descriptions"; "Personification"; and "Levels of Affirmation." Part II, "Applied Translation," includes: "Dialectical Variations"; "The Ton"; "Euphemism"; "Social Background of the Speaker"; "Invectives"; and "Slang." It also includes sections on language for business, marketing, medicine, news, law, and computers. (AS) ED482574 En otras palabras: Perfeccionamiento del espanol por medio de la traduccion (In Other Words: Perfecting Spanish Language Skills through Translation). 2003-00-00 ISBN-0-87840-133-4 Practitioners Students Teachers 150 Georgetown University Press, c/o Hopkins Fulfillment Service, P.O. Box 50370, Baltimore, MD 21211-4370 ($22.50). Tel: 800-537-5487 (Toll Free); Tel: 410-516-6956; Fax: 410-516-6998; Web site: http://press.georgetown.edu/. N/A 2004 8/20/2004 00:45:54 RIEJUL2004 The following sections are written in English: Acknowledgments; Preface to the Teacher; Preface to the Student; and one story at the end of each chapter.

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Yes English (Second Language) Fine Arts Imagination Intercultural Communication Second Language Instruction Second Language Learning Teaching Methods Zoreda, Margaret Lee Opinion Papers Speeches/Meeting Papers Spanish This paper reflects on the need to include the arts in the teaching of English as a Foreign Language, thus strengthening the students' imagination. The article begins by defining the concepts of "the arts, "imagination," and "emotion." It goes on to examine the perspectives and claims of studies from different disciplines on these concepts and their ensuing interrelationships. Based on these observations, the paper discusses how the arts and the use of imagination can contribute to intercultural understanding. Finally, the article ends by reflecting on the possible impact of including the arts in English language programs and by posing the question, "Exactly how can the arts widen your horizon?" (SM) ED482575 Artes e imaginacion en la ensenanza-apprendizaje de ingles (The Arts and Imagination in the Teaching and Learning of English). 2003-09-00 19 N/A 2004 8/20/2004 00:45:56 RIEJUL2004 Paper presented at the Annual Colloquium on Foreign Languages (4th, Azcapotzalco, Mexico, September 11-12, 2003).

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Yes Cognitive Processes Cognitive Style Elementary Secondary Education Higher Education Learning Strategies Learning Theories Multisensory Learning Second Language Instruction Robles, Teresita del Rosario Caballero Uglem, Craig Thomas Chase Reports - Descriptive Speeches/Meeting Papers Brain Based Learning Connectionism English This paper reviews some theories that through history have explained the process of learning. It also taps some new findings on how the brain learns. Multisensory instruction is a pedagogic strategy that covers the greatest number of individual preferences in the classroom, language laboratories, and multimedia rooms for a constant and diverse stimulation of cognitive functions. Ongoing research focuses on the planning of activities that will foster cognitive functions under individualized learning experiences. (Contains 17 bibliographic references.) (Author/SM) ED482576 Multisensory Instruction in Foreign Language Education. 2003-10-00 13 N/A 2004 2016-11-21

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Yes Constructivism (Learning) Educational Philosophy Elementary Secondary Education English (Second Language) Reading Instruction Student Centered Curriculum Teaching Methods Whole Language Approach Meredith, David Information Analyses English This paper reviews a small sampling of recent research-supported method studies that were consistent with the prominent current philosophical practice in English-as-a-Second-Language/English-as-a-Foreign-Language (ESL/EFL) reading education. It focuses on the following: The Advent of Whole Language in ESL/EFL Study; Teaching from a Constructivist Perspective; Constructivist Reading: An Interactive Process; and Student-Centered, Teacher-Moderated, Text-Rich Approach. The paper concludes that there is enormous support for a whole language approach to ESL/EFL reading education, with very few studies disagreeing with whole language or constructivism. A strong majority of educators doing research in the field have adopted this view, and all of the classroom methods they advocate share common elements related to certain general principles (integration of reading as a component of language along with writing, speaking, and listening; a constructivist approach in reading instruction that builds on students' prior knowledge of and experience with language; the idea of reading as an interactive process between text and reader to build meaning; and the advocacy of a learning situation that is student centered but teacher monitored in a text-rich environment). (Contains 22 references.) (SM) ED482577 Current Philosophy & Practice in ESL/EFL Reading Education: An Analysis. 2003-00-00 18 N/A 2004 8/20/2004 00:45:59 RIEJUL2004

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No Access to Education Elementary Secondary Education English (Second Language) Equal Education Foreign Countries Language Teachers Limited English Speaking Mainstreaming Public Education Second Language Instruction Student Diversity Teacher Role Meyers, Mary Reports - Descriptive Ontario (Toronto) Canada (Toronto) English This article examines how two institutions (Ontario's provincial Ministry of Education and Training, as represented by the Minister of Education, and administrators and principals in multiethnic school boards) have chosen paths that have led directly to the current problems with language provision, and concomitantly, to a high percentage of student failures on report cards and standardized tests. After discussing the current state of English as a Second Language (ESL) in K-12 schools (ESL as a non-entity and rhetoric versus reality), the article delineates "myths, related delusions, and damning consequences" of poor decisions made in the name of public education, including the following: misinterpretation of inclusive education; the role of the ESL teacher; the myth that all teachers are ESL teachers; learning languages through content instruction; the myth of equity; and the myth of responsibility. The article concludes that until educators can articulate the mistakes that have been made, they can never redirect practice or redress injustices in any real way. Data from research on ESL students are attached. (SM) ED482578 Myths and Delusions: The State of ESL in Large Canadian School Boards. 2003-05-00 ISBN-0-9731493-1-0 23 MainStreams Publications, P.O. Box 22535, 300 Coxwell Avenue, Toronto, Ontario M4L 2A0, Canada. Tel: 416-988-3279; e-mail: mainesl@hotmail.com. For full text: http://www.teslontario.ca/research/MythsandDelusions.pdf. N/A 2004 2016-11-21

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Yes Communication Skills English (Second Language) Foreign Countries High School Students Language Proficiency Second Language Learning Secondary Education Student Attitudes Huang, Shenghui Cindy Tsai, Rumei Rebecca Reports - Research Taiwan Taiwan English Researchers have discovered that learners' language learning beliefs play a crucial role in influencing learners' choices throughout the learning process. Some researchers suggest that understanding learners' beliefs about language learning can help improve their learning skills. Educators in Taiwan have long been concerned about learners' English language learning. However, few studies have been devoted to exploring the relationship between learners' language learning beliefs and their proficiency levels. This study investigated differences in the beliefs that high-English-proficiency and low-English-proficiency learners held about English learning. Data were collected from two high school classes via interviews and surveys. Results revealed significant belief discrepancies between high-English-proficiency and low-English-proficiency learners in five areas (foreign language WP, the difficulty of language learning, the nature of language learning, learning and communication strategies, and motivation). High-proficiency learners tended to have more positive language learning beliefs than low-proficiency learners. Instructional implications are noted. Two appendixes present sample interview questions and items with statistically significant differences. (Contains 16 references.) (SM) ED482579 A Comparison between High and Low English Proficiency Learners' Beliefs. 2003-00-00 11 N/A 2004 2016-11-21

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Yes Chinese Elementary Secondary Education English (Second Language) Immigrants Language Proficiency Limited English Speaking Low Achievement Program Effectiveness Second Language Learning Zen, Deqi Reports - Descriptive Speeches/Meeting Papers English This paper examines problems in U.S. English-as-a-Second-Language (ESL) programs, focusing on the stories of three Chinese ESL learners from immigrant families. All three of these people had been long-term ESL students in New York City (they had been enrolled in ESL programs for 4-8 years but had not mastered the cognitive and academic skills in English needed to compete at grade level). In describing their ESL programs, the students reported such things as never having had any textbooks in their ESL classes, seldom being given any homework, never receiving help for math or other subjects, and not learning anything. One student had a good first-year ESL teacher who helped students with math and science and taught them English. However, she never tested out of the ESL classes and reported that the ESL class was called a "class for the retarded." The paper concludes that much of ESL education fails because the programs hold no standards or clearly defined expectations for their learners and because the urgent needs of ESL students are not well understood or adequately addressed. It also fails because many ESL classes are conducted by poorly trained teachers. (SM) ED482580 What Is Wrong with ESL Programs in Schools? 2001-00-00 12 N/A 2004 8/20/2004 00:46:04 RIEJUL2004 Paper presented at the Annual Meeting of Mid-America Teachers of English to Speakers of Other Languages (Lee's Summit, MO, October 19-20, 2001).

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Yes Bilingual Students Elementary Education Elementary School Students Grade 1 Interference (Language) Kindergarten Children Language Proficiency Literacy Education Oral Language Phonological Awareness Phonology Spanish Transfer of Training Vocabulary Development Vowels San Francisco, Andrea Rolla Reports - Research Segmentation (Verbal) English This study examines whether Spanish-English bilingual children's phonological awareness (PA) performance reflects specific contrasts between English and Spanish by focusing on children's segmentation of vowels treated as single units in English but as two units in Spanish (/eI/ and /aI/). The role of oral language proficiency, specifically vocabulary, in the phonological awareness of bilingual children is also explored. Bilingual kindergartners and first graders in English or Spanish literacy instruction and a comparison group of monolingual English-speaking peers were administered tests of expressive vocabulary in English and Spanish and a phonemic segmentation task in English. Bilingual children, particularly those with higher Spanish language proficiencies, tended to hypersegment long diphthongized vowels. English language proficiency predicted correct performance on English phonemic segmentation more powerfully for children with low Spanish language proficiency and for children in English literacy instruction. For Spanish-instructed children, Spanish language proficiency predicted English phonemic segmentation, suggesting cross-language transfer. (Contains 32 references.) (Author/SM) ED482581 Cross-Language Interference in the Phonological Awareness of Spanish-English Bilingual Children. 2003-00-00 34 N/A 2004 2016-11-21

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Yes Cognitive Processes English (Second Language) Grammar Listening Skills Prediction Second Language Learning Semantics Lingzhu, Ji Reports - Descriptive English This paper asserts that while predicting in listening is a very important listening skill and listening habit, English language learners are often reluctant to use prediction. It recommends that teachers should work to cultivate students' predicting ability so that the students can form a natural and effective listening habit and can predict based on the topic, topic sentence, key words, sentence development, grammatical relations, and logical development. The paper focuses on the following: how people listen in their native language; how English learners listen in English; the cognitive process of predicting; predicting as a pre-listening activity; helping students to predict (prediction in the before-listening stage and prediction while listening); and sentence-by-sentence prediction (e.g., sentence-by-sentence is the natural predicting process in listening, the stock formula of the language helps listeners to predict, and the stress on a particular word in the first part of an utterance is often explained or clarified by a comment in the second). The paper concludes that teachers must remind their students that prediction and guessing is a good thing in foreign language listening and must encourage them to do so. (SM) ED482582 Training the University English Learners To Predict in Listening Class. 2003-00-00 22 N/A 2004 8/20/2004 00:46:07 RIEJUL2004

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Yes College Students English (Second Language) Foreign Countries Higher Education Instructional Effectiveness Language Proficiency Language Skills Learning Motivation Learning Processes Learning Strategies Second Language Learning Huang, Shenghui Cindy Reports - Research Taiwan Affective Domain Strategy Training Taiwan English It has been commonly assumed that language learning strategy training would improve language learning and should be included in foreign language instruction. However, few empirical studies have explored that effectiveness of strategy training in improving learners' target language learning. The effectiveness of strategy training on language learning is still not conclusive. This study evaluates a semester-long language learning strategy course in terms of its effect on the target language learning process. Moreover, the long-term effect of the training is examined. The study participants were 47 Taiwanese college students who were divided into an experimental group and a control group. The experimental group participants attended the language strategy training course, while the control group participants did not receive the strategy training. The main findings address the effectiveness of strategy training on students' target language learning in terms of their improvement in strategy use, the affective domain, and proficiency levels. Factors that might hinder students' strategy application are also identified. (Contains 40 references.) (Author/SM) ED482583 Training of Foreign Language Learning Strategies: Effects on Learning Process. 2003-00-00 35 N/A 2004 2016-11-21

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Yes Computer Assisted Testing Computer Uses in Education Evaluation Methods French Higher Education Language Tests Listening Comprehension Second Language Instruction Spanish Student Evaluation World Wide Web Fritz, Kathleen M. Reports - Descriptive Blackboard Instructional Planner English During academic year 2001-02, approximately 165 students in eight sections of Introductory Spanish and French completed weekly online quizzes as part of their final grades. While most of them completed traditional quizzes, two third-semester Spanish classes completed multimedia listening comprehension quizzes based on audio and video from the Web. All of the quizzes were accessed from the University's Blackboard account. Students were instructed to log in and follow the on-screen instructions to complete the assignment. This paper focuses on creation of the traditional quiz; creation of the multimedia quizzes; and saving and making available the quizzes. It also presents results from anonymous online student surveys that asked about students' experiences with the digital quizzes. Results indicate that the weekly quizzes were viable for foreign language classes. Because the students successfully manipulated the new medium, between 10-15 minutes of class time were saved each week, which were more profitably used in the mastery of course material. Instructor time was also greatly conserved since the quizzes were self-correcting and self-tabulating. Disadvantages to using the Blackboard system included the integrity of the examination process itself (since students were unsupervised during their quizzes) and, for the quiz creator, locating stable, appropriate, and archived audio/video for the multimedia quizzes. (Contains 9 references.) (SM) ED482584 Using Blackboard 5 To Deliver Both Traditional and Multimedia Quizzes On-Line for the Foreign Language Class. 2003-08-00 24 N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Computer Uses in Education Distance Education English (Second Language) Internet Nontraditional Students Teaching Methods Videotape Recordings Ramirez, Sylvia Savage, K. Lynn ERIC Publications Reports - Descriptive National Center for ESL Literacy Education, Washington, DC. English This brief identifies advantages and challenges to using video-based distance education for adult English language learners (ELLs), describing implementation alternatives and suggesting practical implementation strategies. Advantages include multiple mentoring opportunities and the ability to reach more learners. Challenges include identifying learners who can succeed at a distance, training teachers, funding, and assessment and accountability. Implementing video-based distance education involves accessing videos and providing instructional support. Suggestions for implementation include using forms (goal setting forms, study plan forms, and learner logs) and building community among learners to prevent learner isolation. Evaluation studies provide evidence that video-based distance education programs are popular with students and attract many who may be unwilling or unable to attend traditional classes. Teachers report that students in video-based distance education programs make education gains. However, more rigorous research with control groups and standardized pre- and post-testing procedures are recommended. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 21 references.) (SM) ED482585 Video-Based Distance Education for Adult English Language Learners. ERIC Brief. 2003-07-00 Office of Vocational and Adult Education (ED), Washington, DC. 6 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. N/A 2004 8/20/2004 00:46:13 RIEJUL2004 ED-99-CO-0008

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Yes Adult Education Adult Learning English (Second Language) Literacy Education Reading Instruction Reading Skills Second Language Learning Transfer of Training Burt, Miriam Peyton, Joy Kreeft ERIC Publications Reports - Descriptive National Center for ESL Literacy Education, Washington, DC. English This brief describes how literacy in the first language (L1) can affect the acquisition of reading skills in English, examining ways that instruction should be developed. It explains that learning to read is especially difficult for adults learning to read in a second language. According to the research, all English language learners (ELLs), regardless of the type of L1 literacy in their background, need direct teaching in the English symbol system and in English sound-symbol correspondences. In 2001, 42 percent of adults enrolled in state-administered, federally-funded adult education programs were enrolled in English-as-a-Second-Language classes. These adults come from diverse backgrounds and have widely differing experiences with literacy in their first languages. These factors must be considered in all areas of instructional program planning, student placements, and instructional approaches. The brief examines six types of L1 literacy and their impact on ELLs' development of English language literacy: limited literate learners (preliterate, nonliterate, and semiliterate learners) and literate learners (non-alphabet literate, non-Roman alphabet literate, and Roman alphabet literate learners). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 18 references.) (SM) ED482586 Reading and Adult English Language Learners: The Role of the First Language. ERIC Brief. 2003-02-00 Office of Vocational and Adult Education (ED), Washington, DC. 6 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. N/A 2004 8/20/2004 00:46:14 RIEJUL2004 ED-99-CO-0008

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Yes Adolescents Correctional Education Cultural Differences English (Second Language) Hispanic Americans Limited English Speaking Literacy Education Prisoners Second Language Instruction Young Adults DelliCarpini, Margo ERIC Publications ERIC Digests in Full Text ERIC Digests Incarcerated Youth National Center for ESL Literacy Education, Washington, DC. English This digest discusses issues and challenges in providing English language instruction to Latino and other linguistically diverse (LCD) incarcerated youth, aged 16-24, suggesting best practices and models to provide this intervention in correctional settings. It focuses on th following: the rationale for instruction (the instruction that LCD youth receive in correctional facilities may be the first positive learning experience in their lives); issues affecting incarcerated youth (disconnection, parenting, and mismatch of facility and educational goals); issues specific to LCD incarcerated youth (e.g., limited English proficiency and cultural knowledge and interrupted or inadequate education); factors to consider when designing programs (provide students with a learning environment built on mutual respect, implement a variety of motivational strategies, develop literacy skills through a balanced approach that combines basic skills instruction with functional uses of literacy, support native language literacy development, promote family literacy, and offer a variety of educational programs); and transitional programs (programs should include specific academic and transitional components and support services after release in order to succeed). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 12 references.) (SM) ED482587 English Language Instruction for Incarcerated Youth. ERIC Digest. 2003-05-00 Office of Vocational and Adult Education (ED), Washington, DC. 4 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org/ncle N/A 2004 2016-11-21

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Yes Adult Education Bilingual Education Case Studies English (Second Language) Hispanic American Students Second Language Instruction Student Empowerment Student Projects Teaching Methods Womens Education Johnson, Cameron Reports - Research English This case study offers a perspective on the effectiveness of project-based bilingual curricula in empowering the adult English language learner. The purpose of this study is to examine the English acquisition process of adult Latina women who participate in a project based bilingual language program. The program uses techniques that include different learning modalities, instructional methods, and the appreciation of language building through real world experiences and skills. The sample population includes four Latinas, ages 21 to 34 years, with varied levels of English language acquisition. These students are enrolled in a community adult school in northern California that offers English classes. Data collection procedures include 8 weeks of classroom observation, information collected from student surveys, and informal and formal conversations. Participants reported that bilingual project based learning, in this setting, serves as an important motivation factor and an aid in increasing their self-confidence, and it enables them to use English in practical, real-world settings. (Contains 64 references.) (Author/SM) ED482588 A Perspective of the Effectiveness of Project Based Bilingual Curriculum in Personal Empowerment of the Adult English Language Learner: A Case Study. 2003-05-00 84 N/A 2004 8/20/2004 00:46:18 RIEJUL2004

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Yes Definitions Health Literacy Literacy Education Social Work Singleton, Kate Reports - Research English Low health literacy is a societal problem, the significance of which has been increasingly recognized in recent years by the United States healthcare community and the federal government. However, its implications have thus far garnered little attention in the field of social work. This paper examines commonly accepted definitions of health literacy and their appropriateness for the social work field. Occurrences of low health literacy in clinical settings will be examined and analysis provided as to how the social work field already addresses or might better address health literacy issues in social work training and service provision. Finally, ways in which social work can further and more formally represent client needs in cross-disciplinary efforts to address problems Will be examined. (Adjunct ERIC Clearinghouse for Literacy Education) (Author/VWL) ED482589 Health Literacy and Social Work. 2003-09-00 23 N/A 2004 8/20/2004 00:46:20 RIEJUL2004

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No Black Population Trends Community Colleges Ethnic Distribution Ethnic Groups Ethnic Origins High Schools Private Education Secondary Education Time to Degree Two Year Colleges Baldwin, Anne Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This report addresses data gathered from the Miami-Dade County Public and Private Schools. This report covers Fall/Spring terms 1999-00 through 2001-02. Completers are from 28 traditional public and 11 special public high schools in Miami-Dade County. These completers are 21 years old or younger. In 2002, Miami-Dade County Public High School completions increased by 2,231 students (15.2%) over the past three years while the number of these students enrolling at M-DCC increased by 883 (16.7%). For 2001-2001, there were 16,898 high school completers and the M-DCC draw was 6,183 (36.6%). Although high school completions for all ethnic subgroups increased, Hispanic completion increased the most by 1.369 students (18.4%). The next largest increase was in the Black non-Hispanic completion rates, which increased by 119 students (5%). Over time, the draw of Black non-Hispanic students improved by 2.5 percentage points, remained unchanged for Hispanic students, and varied or fluctuated for White non-Hispanic students. The report discusses the following five campus recruiting schools: North Campus, Kendall Campus, Wolfson Campus, Homestead Campus, and InterAmerican Campus. The document provides descriptions of special Miami-Dade Public High Schools. Contains 8 tables, which provide data from 1999-00 through 2001-02 for individual campuses. (MZ) ED482590 Draw from Miami-Dade County Public and Private Schools. Research Report. 2002-06-00 14 N/A 2004 2016-11-21

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Yes Community Colleges Cross Cultural Studies Cultural Background Ethnic Groups Ethnic Studies Minority Groups Multicultural Education Two Year Colleges Baldwin, Anne Numerical/Quantitative Data Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This document discusses retention rate based on ethnicity for Miami-Dade Community College (M-DCC) for December 2002. The study found that the 2001 Fall-Spring retention rates increased among all ethnic groups. The total college retention rate rose by 2.7 percentage points to 75.2%. Among individual groups, the highest retention rate of 76.9% was for Black non-Hispanic students. The rate was 75.1% for Hispanic students and 71.8% for White non-Hispanic students. The study also calculated the combined graduation and retention rate. This figure for the Black non-Hispanic students was 79.9%, which not only represents the group's highest for the 5 years studied, but also exceeds the rates of the other major ethnic groups. The retention plus graduation rate for White non-Hispanic students was also at its highest level, 78.2% in 2001. Additionally, the retention rate for new students peaked at 80.3% in 2001. All major ethnic groups achieved higher retention and were led by Black non-Hispanic students at 81% and White non-Hispanic students at 74.4%. New student retention rates across the years surpass continuing student retention rates and other student category retention rates. (Contains 13 tables.) (MZ) ED482591 Retention Rate by Ethnicity. Information Capsule. 2002-12-00 12 N/A 2004 2016-11-21

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Yes Community Colleges Dropout Rate Graduates Graduation Graduation Rate School Holding Power School Surveys Student Attitudes Student Characteristics Student Interests Student Needs Student Surveys Two Year Colleges Brenner, Viktor Sanford, Doug Reports - Research Waukesha County Technical College WI Waukesha County Technical Coll., Pewaukee, WI. English This study addresses Waukesha County Technical College's (WCTC) 5-year retention and graduate rates. Some of the key findings of the report are as follow: (1) overall, 35.4% of cohort students graduated; (2) a 4-year combined graduation rate for ethnic minorities was 26%, well below the overall average; (3) the percent of cohort that graduated within 5 years has gone from 29.6% to 40.9% while the size of the cohort decreased by 40%; (4) ethnic minority students make up 4-7% of the total population; (5) the year 1999 was a 10-year low in term of cohort size; (6) the median time between first course and graduation for A.A. students is 3 years; and (7) graduation rates among full time program enrolled students have increased to 71%, with a 4-year combined rate of 60%. After the discussion of the data, the study points out that graduation rates are not the only indicators of success. Other important indicators of success are transfer rates and achievement of educational goals. The article concludes with special attention to two facts. First, most students take more than the minimum time to complete their programs. Secondly, minority and special population graduation rates lag behind that all of all students. (MZ) ED482592 WCTC 5-Year Graduation Rates. Retention for Learning Presentation. 2000-00-00 9 N/A 2004 2016-11-21

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Yes Community Colleges Educational Finance Finance Reform Financial Audits Financial Exigency Financial Needs Financial Policy Financial Services Self Report Student Records Surveys Two Year Colleges Piotrowski, Craig Moore, Anne Numerical/Quantitative Data Reports - Descriptive Waukesha County Technical College WI Waukesha County Technical Coll., Pewaukee, WI. English The purpose of this Financial Activity & Condition Taxpayer Summary (FACTS) is to provide information about the Waukesha County Technical College (WCTC) for the 2002 fiscal year. The detailed report is divided into the following sections: (1) WCTC Board Members; (2) The President's Outlook; (3) Service Efforts and Accomplishments; (4) Brief History, Profile, and Map; (5) Operational and Financial Reviews; (6) Financial Condition; (7) Financial Activity; (8) Educational Services & Unrestricted Net Access; (9) Demographic and Per Capita Statistics; (10) Property Values and Taxes; (11) Student Information; (12) Graduate Follow Up; and (13) Strategic Planning Process. The report does a good job of discussing the community that is served by the WCTC. Specifically, the report discusses characteristics of typical WCTC students during the span of 1998-2002. Some of these characteristics include cost per student contact hour, percent of graduates employed in related occupations, percent of graduates in taxing districts, and average monthly salary for program graduates. To better serve the needs of students, the WCTC is involved in teamwork to share course curriculum, library networks, and student and administrative systems with other colleges to better utilize technology in support of students. Contains numerous tables and graphs. (MZ) ED482593 Financial Activity & Condition Taxpayer Summary (FACTS), 2002. 2002-00-00 29 N/A 2004 2016-11-21

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Yes Articulation (Education) College Attendance Community Colleges Reverse Transfer Students Transfer Rates (College) Transfer Students Two Year College Students Two Year Colleges Urban Areas Urban Schools Hagedorn, Linda Serra Moon, Hye Sun Cypers, Scott Maxwell, William E. Lester, Jaime Reports - Research Los Angeles Community College District CA University of Southern California, Los Angeles. School of Education. English This document discusses the American sport baseball as a metaphor to help describe a way to measure, comprehend and visualize student progression through the American community college. This analysis is based on data from the Transfer and Retention of Urban Community College Students (TRUCCS) study. TRUCCS is a longitudinal study of 5,000 community college students from the nine campuses of the Los Angeles Community College District. The study used a 47-item questionnaire on the community college experience. The questionnaire was administered during the Spring 2001 semester to 5,000 students across 241 classrooms. Complete transcripts were also collected as part of the study. Of the total TRUCCS sample, 66% (n=3,318) indicated an intention to transfer. Results indicated that only about half of the students had made any progress towards transferring. Discusses some possible reasons for students not progressing in their transfer efforts. The study finds that it typically takes 9.5 semesters for students to become transfer ready, thus providing evidence against the notion of a "two year" college. It analyzes differences in groups based on gender, ethnicity, age, and native language. Appendix A contains a list of the kinds classes that fulfill the partial completion of transfer requirements as specified by the Intersegmental General Education Transfer Curriculum (IGETC) in California. (Contains 6 tables and 15 references.) (JS) ED482594 Transfer between Community Colleges and Four-Year Colleges: The All American Game. 2003-00-00 28 N/A 2004 2016-11-21

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Yes Community Colleges Educational Assessment Evaluation Learning Processes Outcomes of Education Program Development Program Effectiveness Program Evaluation Student Records Two Year Colleges Morante, Edward A. Guides - Non-Classroom College of the Desert CA College of the Desert, Palm Springs, CA. English This document begins with a brief overview of what assessment is, including a definition, purpose, brief history, and important process considerations in creating a successful and effective assessment effort on each campus. The three key questions in creating an effective assessment for each school are: (1) what do faculty members expect students to learn; (2) can it be demonstrated that students have learned; and (3) how can the results of the assessment be used to help student learning. There are two modes of assessment: direct assessment and indirect assessment. The document explores various methods and tools in carrying out assessment of student learning outcomes. Four key areas of student learning general education, program/major, basic skills, and students and academic support services. Issues of access and equity are discussed in the last section of the report and are essential components of an effective assessment program. It is stressed that assessment is a never-ending process that must provide ongoing feedback to help improve student learning and insure student success. The document concludes with a list of definitions, a bibliography, including websites, and a variety of examples of assessment related materials for two-year colleges. Contains 87 references and 7 appendices. (MZ) ED482595 A Handbook on Outcomes Assessment for Two Year Colleges. 2003-00-00 California Community Coll. Fund for Instructional Improvement. 78 For full text: http://www.losmedanos.net/groups/research/assessmenthandbook.pdf. N/A 2004 2016-11-21

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Yes College Faculty Community Colleges Demography Economic Impact Enrollment Trends Financial Support Outcomes of Education Student Characteristics Transfer Rates (College) Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Iowa Iowa Western Iowa Tech, Sioux City. English This Fact Book for Western Iowa Tech Community College (WIT) offers statistics regarding governance; curriculum; demographics for students, staff, and faculty; financial information; and student outcomes. WIT is a publicly supported comprehensive community college serving an area population of 170,000. The Fall 2002 unduplicated credit enrollment in degree programs at WIT was 5,132. In FY2003, WIT students earned over 13 credit hours per student. In 2003, 49.3% of WIT students were female, the average age of students was 24, and the average family income was $35,781. The data indicate that Hispanic students at WIT have stronger persistence patterns than do students of other racial/ethnic backgrounds. Student tuition and fees accounted for 46.8% of the WIT budget in 2002-03, compared to 35.7% in 1997-98. State general aid accounted for 37.3% in 2002-03, compared to 43.7% in 1997-98. About 32.1% of expenditures go to vocational technical education, while 20.1% goes to general institution expenses, 13.0% goes to Liberal Arts and Sciences, and 6.5% goes to student services. The report makes comparisons between WIT and selected state schools, as well as comparing WIT data with national trends. The Fact Book also reports on the overall effect of WIT on the regional economy. (NB) ED482596 Western Iowa Tech Community College Fact Book, 2002-2003. 5th Edition. 2003-00-00 117 N/A 2004 2016-11-21

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Yes Academic Persistence Community Colleges Goal Orientation School Holding Power Student Attrition Student Educational Objectives Student Needs Two Year College Students Two Year Colleges Yindra, Kathy Brenner, Viktor Reports - Descriptive Waukesha County Technical College WI Waukesha County Technical Coll., Pewaukee, WI. English This presentation examines Waukesha County Technical College (WCTC), Wisconsin, students' goals and how those goals relate to academic persistence. Students who registered for Spring 2003 classes via the Internet were funneled through a brief survey. Survey results indicate that 59% of students aimed to complete a program, 23% aimed to complete 1 or 2 courses, 8% aimed to complete several courses but not a program, and 10% were undecided. About 58% of respondents expected to complete their program within 2 years, while 26% of Associate's Degree students expected to take more than 2 years to complete their degrees. Also, 56% of respondents were program-enrolled and, of those, 89% intended to complete a program. Findings indicate 26% of respondents were preparing to get a job, 21% were taking courses for personal interest, and 9% had no definite purpose. About 6% of respondents were preparing to transfer to another college. These numbers indicate that students at WCTC might benefit from career exploration services. The paper also argues that failure to complete a program is not necessarily a failure of retention, as substantial numbers of students do not intend to complete a program. (NB) ED482597 What Student Goals Can Teach Us about Retention at WCTC. Retention for Learning Presentation. 2002-00-00 9 N/A 2004 2016-11-21

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Yes College Graduates College Outcomes Assessment Community Colleges Education Work Relationship Outcomes of Education Satisfaction Student Attitudes Two Year College Students Two Year Colleges Numerical/Quantitative Data Reports - Research Waukesha County Technical College WI Waukesha County Technical Coll., Pewaukee, WI. English This paper reports on a survey of 2001-02 graduates of Waukesha County Technical College (WCTC), Wisconsin. The report indicates 1,257 students were awarded Associate's Degrees, technical diplomas, and apprenticeship certificates by WCTC in 2001-02. Of those graduates, 702 (56%) responded to the Graduate Follow-up Survey. Also, 84% of all respondents were employed 6 months after graduation. It also indicates that 93% of graduates who were in the labor market were employed 6 months after graduation. About 76% of employed graduates worked in a field related to their education. Also, 95% of graduates were satisfied or very satisfied with their education. Occupational programs offered at WCTC range from business and health occupations to industrial and service occupations. Business occupations include technical occupations such as microcomputer and network specialists. The document lists each occupational program offered, the number graduates from each program, the number of graduates employed in the field, the number of graduates seeking employment, the salary ranges for the field, and job titles and employers. The document also includes data for apprenticeship program, and multidisciplinary and shared program graduates. The 5-year trend in WCTC graduate student salaries indicates that salaries have increased by an average of $633 per year. (NB) ED482598 WCTC Graduate Follow-Up Report, 2002. 2003-00-00 22 N/A 2004 2016-11-21

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Yes Community Colleges Development Development Communication Developmental Programs Educational Development Individual Development Remedial Instruction Remedial Programs Two Year Colleges Reports - Evaluative Contra Costa Community College District CA Contra Costa Community Coll. District, Martinez, CA. English This document addresses the needs of students that enter community colleges unprepared at entry postsecondary coursework and therefore require remedial, basic skills, and/or developmental education programs. The major student groups served by developmental programs are recent high school graduates, returning adults, high school dropouts, illiterate adults, and immigrants and students with limited English proficiency. In the last 10 years, community colleges have begun using new approaches towards developmental education. They include the following: (1) successful collaboration between high school and community colleges; (2) model 2-year and 4-year partnerships; (3) service learning programs on community college campuses; and (4) urban community college systems configured to serve as "Gateways to Democracy." The document discusses recent trends in remedial education as explained by two major studies completed by the American Association of Community Colleges and the National Study of Community College Remediation. Other topics addressed in the document include challenges to the educational community, basic skills education, assessment, and mission at Colleges of Contra Costa, standing policy issues, strategic planning discussions on basic skills, future challenges and goals of basic skills education, and grant opportunities and available resources. Contains 22 references and 5 addendums. (MZ) ED482599 Districtwide Performance and Planning Report: Serving Students in Basic Skills Education. 2001-11-00 67 N/A 2004 2016-11-21

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Yes Community Colleges Community Development Curriculum Development Educational Change Educational Improvement Excellence in Education Improvement Programs Innovation Two Year Colleges Vocational Education Vocational Interests Numerical/Quantitative Data Reports - Descriptive Contra Costa Community Coll. District, Martinez, CA. Office of District Research. English This report provides an overview of the legislative and administrative context of Vocational Education and profiles Vocational Education nationally, statewide, and at Contra Costa Community College District (CCCCD). Certain national trends, economic trends, and labor market trends have created implications for vocational and technical education in California. For example, the volume of the educational opportunities must increase greatly to meet the demands created by California's rapidly increasing population. Therefore, it is necessary that California community colleges create a kind of vocational and technical education that is technically sound and up-to-date as well as academically vigorous and culturally inclusive. The document discusses the five priorities of the California State Plan, which include performance accountability, curriculum development and improvement, professional development, student support structures, and partnership development. The document also addresses the recommendations made by the California's Field Review Committee on the development of vocational education in many areas including linkage and partnerships, student support services, student organizations, and funding. The document also addresses California's three components of nontraditional indicators, which address programs leading to employment in nontraditional occupations and the relationship between participation rates and completion rates. (Contains 43 tables, 16 figures, and 81 references.) (MZ) ED482600 Contra Costa Community College District Vocational Education Report. 2002-06-00 115 N/A 2004 2020-12-01

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Yes Community Colleges Diversity (Institutional) Educational Trends Enrollment Rate Enrollment Trends School Demography Student Characteristics Student Experience Student Interests Trend Analysis Two Year Colleges Willett, Terrence Numerical/Quantitative Data Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This report contains the student profile of opening enrollment for Gavilan College between Fall 2000 and Fall 2003. The document provides highlights of the data as well as tables and graphs that visually depict the data. Some of the highlights of the report are as follows: (1) Fall 2003 headcount is similar to Spring 2003 but with a slight decrease in evening students; (2) proportionately more students are continuing from Spring compared to previous Fall semesters; (3) the median age of Gavilan students has remained at about 25 years old; (4) gender proportions have remained fairly constant with three females for every two males; (5) Latinos are the most numerous ethnic group and are proportionately increasing with White, non-Hispanics being the next most abundant; (6) Almost a quarter of students do not speak English as their primary language; (7) The specific gender proportions for the Fall 2003 are 39 percent male and 61 percent female; and (8) the specific ethnic proportions for class of 2003 are 2.2% African American, 5% Asian/Pacific Islander, 47% Latino, and 39.7% White, non-Hispanic. The document provides a map of the Gavilan College District Boundary, which is formed by combining the unified school districts served by Gavilan College. (MZ) ED482601 Gavilan College Student Profile of Opening Enrollment, Fall 2000-Fall 2003. 2003-10-00 8 For full text: http://www.gavilan.edu/research/reports/precen037.pdf. N/A 2004 2016-11-21

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Yes Academic Probation Community Colleges Expulsion Grades (Scholastic) Questionnaires Research Methodology Student School Relationship Suspension Telephone Surveys Two Year Colleges Maple, Chelley Reports - Research Tests/Questionnaires College of the Canyons CA College of the Canyons, Santa Clarita, CA. Office of Institutional Development. English This study focuses on students enrolled in academic CPR workshops in the summer of 2002. The goal of the study is to examine changes in the population of students with academic problems. The CPR workshops are a requirement for students that are subject to dismissal. The study was conducted in the summer of 2003 on the telephone with a random sample of 20 of the 304 students. These are some of the conclusions that were drawn based on the interviews: (1) students were satisfied with the workshops giving it a score of 7.9 out 10; (2) students found the content of the workshops to be useful, especially time management skills; (3) students expressed that barriers to success were objective test taking and limited tutoring and counseling; and (4) students accepted responsibility for being on academic probation. Based on these findings, this document makes several recommendations: (1) future studies should be done with a larger sample; (2) future studies should be done right after the end of the summer classes so that the students have more fresh memories; and (3) since workshops appear to be effective, it would be wise to expand these workshops in the future. Contains a copy of the questionnaire used in the phone interviews. (MZ) ED482602 Interviews with Students Enrolled in Academic CPR Workshops, Summer 2002. 2002-00-00 15 N/A 2004 2016-11-21

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Yes Community Colleges Efficiency Institutional Characteristics Institutional Evaluation Program Evaluation Social Change Social Characteristics Social Indicators Two Year Colleges Numerical/Quantitative Data Reports - Evaluative Contra Costa Community Coll. District, Martinez, CA. Office of District Research. English This document addresses the 2000 institutional effectiveness report for Contra Costa Community College District. The document discusses the following ten indicators which are directly aligned with Partnership for Excellence (PFE) 2005-2006 Goals: (1) Student Goal Attainment; (2) Course Success/ Persistence/ Retention Rates; (3) Certificate/ Degree Completion Numbers/ Rates; (4) Placement Number/ Rate in Workforce; (5) Transfer: Who are Eligible, Who Transfer, and Performance After Transfer; (6) Success in Subsequent Related Course Work; (7) Demonstration of Critical Literacy Skills (General Education Outcomes); (8) Responsiveness to the Community; (9) Participation Rate in Service Area; and (10) Correspondence of Fiscal Expenditures and Board Values. For certain measures, the results for the 2002 academic year are compared with results from 1995-1996, 1996-1997, 1997-1998, and 1998-1999 statistics. Since each community college within the district serves a unique purpose, the results for indicators are reported separately based on the school district in addition to a report of indicator results for the whole district. The findings are descriptive only and an interpretive context is needed to further evaluate and explain findings. The document contains three appendices, which provide statewide percent change improvement needed to achieve Partnership for Excellence Goals by Year 2005-06. (MZ) ED482603 Contra Costa Community College District Institutional Effectiveness Report. 2001-06-00 42 N/A 2004 8/20/2004 00:46:48 RIEJUL2004

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Yes Community Colleges Counseling Counseling Effectiveness Counseling Techniques Counseling Theories Retention (Psychology) School Holding Power Student Attrition Two Year Colleges Willett, Terrence Numerical/Quantitative Data Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This document reports on a study done at Gavilan College regarding counseling intervention for students that are subject to academic dismissal. The students that were studied were required to visit a dedicated follow up counselor prior to enrolling in classes in order to assist them in designing an achievable academic plan. The data gathered came from 68 students in fall 2000 and 85 students in Spring 2001. The study found that study skills counseling alone resulted in increased persistence and higher GPA's even though those students did not self-report improved study habits. Furthermore, follow up counseling is most strongly related to an increase in retention and persistence and a decrease in the number of units attempted without a decrease in the number of units completed. Although there was a lack of increase in GPA, this may be due to the difficulty of raising grades in a short amount of time. Outreach efforts appeared to occur at a level sufficient to attract interested students. Future analysis will explore the number of visits to other counselors, planned work hours, educational goals and other potentially influencing factors. (MZ) ED482604 Impact of Follow Up Counseling on Academic Performance and Persistence. 2002-05-00 12 N/A 2004 2016-11-21

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Yes Community Colleges Employee Responsibility Employees Employer Attitudes Employment Employment Interviews Interviews Research Methodology Two Year Colleges Reports - Research Tests/Questionnaires Saskatchewan Institute of Applied Sci and Techn Saskatchewan Inst. of Applied Science and Technology, Saskatoon. English This study aims to determine the satisfaction levels with the skills and training that Saskatchewan Institute of Applied Science and Technology (SIAST) students receive. SIAST Planning, Research and Development Institutional Research & Analysis Office prepared this study. A telephone survey was conducted with 626 employers, which is a 74% increase over the last year's employer-listing figure of 359. Some of the key findings of the study are the following: (1) 96% of employers are very satisfied or satisfied with the preparation of graduates for positions in their company; (2) 75% of employers rated the general job-related knowledge of the graduates as very good or good; (3) 76% of employers rated the technical job-related skills of the graduates as very good or good; (4) 76% rate the overall job preparation as very good or good; and (5) 97% of employers stated that they would hire SIAST graduates again. Overall, the study concludes that employers continue to be satisfied with training SIAST graduates receive in their studies and the results indicate a high level if employer satisfaction with SIAST graduates. The document contains comparative figures from the survey carried out last year to this year's data. (MZ) ED482605 Employer Survey of 2002 SIAST Graduates. 2003-06-00 10 N/A 2004 2016-11-21

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Yes Academic Standards Accountability Community Colleges Institutions Organizational Objectives Outcomes of Education Two Year Colleges Reports - Descriptive William Rainey Harper College IL William Rainey Harper Coll., Palatine, IL. Office of Planning and Research. English This document presents the institutional outcomes for 2002-2003 for William Rainey Harper College. The document begins with the Presidents Introduction, which includes a list of accomplishments of the college. Some of these success are: (1) 90% retention rates for students involved in retention services and programs; (2) achieving a hiring diversity rate of 30%; (3) raising over $8 million in new and pledged external funding; (4) creating an integrated, strategic communication and messaging plan; (5) enhanced web-based services; (6) negotiating 4 union contracts; and (7) resolving a faculty strike while retaining enrollment growth through Fall and Spring semesters. The president explains that these accomplishments portend the college's long-term success. The document discusses the six institutional directions in detail. They are fostering discussion of teaching and learning issues, enhancing campus climate, integration of a comprehensive strategic enrollment plan, continuing to develop a learner-centered campus with optimal systems and facilities, maintaining and creating new relationships with outside constituents, and developing technological resources to enhance instruction, student services, and student support. Also includes a discussion of additional outcomes sorted by task and area. (MZ) ED482606 Institutional Outcomes Report, 2002-2003. 2003-00-00 85 N/A 2004 2016-11-21

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Yes Ancillary School Services College Students Community Colleges Economically Disadvantaged Educational Counseling Financial Support Low Income Groups Nontraditional Students Program Evaluation Special Needs Students Transfer Programs Tutorial Programs Two Year Colleges Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This report presents an overview of the Extended Opportunity Programs and Services (EOPS) Operational Program Reviews (OPRS) conducted at 18 California Community Colleges in the academic year 2001-2002. It sets findings about programs' strengths and weaknesses in the context of the eight EOPS program components: management and coordination, outreach, instructional development and support, counseling and advising, transfer and career transition, financial aid coordination, special activities, and the CARE (Cooperative Agencies Resources for Education) program. The reviews drew data from questionnaires returned by 545 faculty and staff and 819 students, with 655 additional detailed interviews with faculty and staff, and 309 interviews with students. Operational Program Review teams make recommendations based on the eighteen reviews. Each review is individualized, and programs are not compared with one another. Some of the 104 recommendations are as follows: (1) 8 recommendations were made for more adequate program space to enhance privacy for counselors; (2) 3 programs were directed to develop a written recruitment plan, or to improve the existing plan; (3) 11 recommendations were made regarding instructional support activities including tutoring services and practices; and (4) 30 recommendations were suggested in the counseling/advising component, which included the need to hire more counselors. (NB) ED482607 EOP&S in Review: Report of the 2001-2002 Program Reviews. Revised. 2002-03-00 54 N/A 2004 8/20/2004 00:46:56 RIEJUL2004

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Yes Community Colleges Financial Support School Business Relationship School Community Relationship School Support Two Year Colleges Reports - Descriptive Wyoming Wyoming Wyoming Community Coll. Commission, Cheyenne. English This report discusses how in Wyoming, the State Board of Vocational Education is in charge of dividing Perkins funds between secondary and postsecondary institutions. The purpose of this report is to discuss a requirement in the Perkins Actdeveloping a rationale for allocating money between secondary and postsecondary education. When Perkins funding is offered across the country, it is given in two categories: counting enrollment (vocational or non vocational) or some kind of needs assessment. Currently Wyoming allocates 65% to secondary schools and 35% to postsecondary schools and the Wyoming State Board of Vocational Education (WSBVE) must decided if it will leave the split as is (65/35) or modify it. Overall, career-technical education is more expensive to deliver than traditional academic coursework. Therefore, both secondary and postsecondary institutions struggle with decisions as what they can and cannot afford to offer in the vocational arena. Information is provided on other states' rational for funding, purposes of Perkins Funding, and Wyoming data on vocational full time equivalency. The report concludes with a discussion on the history and purposes of federal vocational funding programs and four major reasons why some favor a greater split for postsecondary education. (Contains 11 references.) (MZ) ED482608 Developing a Rationale for Wyoming's Carl Perkins Funding Split. 2003-03-13 9 N/A 2004 2016-11-21

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Yes Accountability Community Colleges Educational Needs Educational Objectives Educational Quality Excellence in Education Instructional Effectiveness Program Effectiveness Two Year Colleges Reports - Research Texas Univ., Austin. Community Coll. Leadership Program. English This report introduces five national benchmarks of effective educational practice in community colleges. The benchmarks are: active and collaborative learning, student effort, academic challenge, student faculty interaction, and support for learners. All address institutional practices and student behaviors that research has shows are important in promoting student learning and retention. Some of the key findings of the report are the following: (1) 64% of students actively participate in class discussions versus 36% who do not; (2) 31% of students have never made a class presentation; (3) 67% of full time students spend ten or fewer hours preparing for class; (4) 49% of students worked harder than they thought they could to meet an instructor's demands; (5) 67% of students claim that exams are relatively to extremely challenging; and (6) 31% of full time students read four or fewer assigned textbooks or books during the school year. Students were questioned regarding Academic and Support Services and they ranked the following as areas that they are most dissatisfied with: (1) career counseling; (2) job placement assistance; (3) financial aid advising; and (4) transfer credit assistance. The goal of this report is to aid colleges improve programs and services for students. Contains numerous graphs and tables. (MZ) ED482609 Engaging Community Colleges: National Benchmarks of Quality. Summary of 2003 Findings [and] 2003 Findings. 2003-00-00 Pew Charitable Trusts, Philadelphia, PA. Lumina Foundation for Education, Indianapolis, IN. 30 Community College Leadership Program, The University of Texas at Austin, 1 University Station D5600, Austin, TX 78712-0378. Tel: 512-471-6807; Fax: 512-471-4209; Web site: http://www.ccsse.org; e-mail: info@ccsse.org. For full text of Summary: http://www.ccsse.org/publications/ExecutiveSummary2003.pdf. For full text of 2003 Findings: http://www.austin.cc.tx.us/oiepub/ext_rpts/ccsse/2003/report_2003.pdf. N/A 2004 8/20/2004 00:46:59 RIEJUL2004 Produced by Community College Survey of Student Engagement (CCSSE). Support also provided by the MetLife Foundation. Co-Sponsors are The Pew Forum on Undergraduate Learning and The Carnegie Foundation for the Advancement of Teaching. For the 2002 Findings, see ED 471 535.

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Yes Articulation (Education) Community Colleges Educational Planning Information Dissemination Information Sources Transfer Policy Transfer Programs Transfer Students Two Year Colleges Legal/Legislative/Regulatory Materials North Carolina Community College System University of North Carolina North Carolina Community Coll. System, Raleigh. English The purpose of this document is to report on the implementation of the provisions of House Bill 739 and Senate Bill 1161. The provisions of the legislation are consistent with the strategic directions adopted by the University of North Carolina Board of Governors and the State Board of the North Carolina Community College System. The two boards approved a "Proposed Plan to Further Simplify and Facilitate Transfer of Credit Between Institutions." The report lays out the requisites for transfer in the following areas: (1) transfer of general education core course for non graduates; (2) transfer agreements for major or professional specialty course; (3) transfer of associate in fine arts degree course credits; (4) transfer of associate in applied science degree course credit; and (5) transfer of course not originated at NC community colleges. The report also discusses the transfer information system created by the Transfer Information System sub-committee. The committee's role is to determine the status of the appropriate technologies to facilitate the electronic transfer of information, academic records, and admissions applications between NC community colleges and UNC institutions. The committee is currently focusing on email network accessibility for transfer counselors and students, online catalogues, and computerized common transfer application, which can be transmitted electronically. (MZ) ED482610 Comprehensive Articulation Agreement between the University of North Carolina and the North Carolina Community College System. Revised. 2002-10-00 13 For full text of most recent version (April 2003): http://intranet.northcarolina.edu/docs/assessment/caa/caa.pdf. N/A 2004 2016-11-21

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Yes Community Characteristics Community Colleges Community Needs Community Surveys Educational Research Performance Performance Based Assessment Performance Factors Two Year Colleges Pickett, Michael Numerical/Quantitative Data Reports - Research Los Angeles Community Colleges CA Los Angeles Community Coll. District, CA. Office of Institutional Research and Information. English This report presents the results of the California Community Colleges Partnership for Excellence Survey of Local Investments of Partnership Funds as completed by the Los Angeles Community Colleges. The goal of this report is to provide an informative analysis of that survey data in relation to the five Partnerships for Excellence goals as a basis for review by the Board of Trustees of the Los Angeles Community College District to complete the certification of the survey to the state Chancellor's Office. The following are the districts' overall investment summaries, which are discussed in the study: (1) total investments by college (as a district the investment was $23,619,925); (2) investment by object code (Overall, 85% of total investments were spent on salaries); (3) goal percentage investment by college (The 2 largest goals, with 26% each, are transfer and successful course completion); and (4) persons hired or paid by college (The largest investment categories were part-time students and part-time/temporary faculty. The study also provides individual college itemized investments, which are illustrated within their respective sections. Contains numerous tables and charts comparing the rates of individual colleges in a category to the district average. (MZ) ED482611 Partnership for Excellence Investment Survey Report. 2002-08-00 53 For full text (MS Word): http://research.laccd.edu/research/Publications.htm. N/A 2004 2016-11-21

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No Data Analysis Data Collection Educational Research Qualitative Research Research Methodology Research Reports Hatch, J. Amos Books Guides - Non-Classroom English This book, designed for novice researchers, provides a step-by-step guide to the development of a research project. It emphasizes learning how to do qualitative work and provides specific examples from real studies. The chapters are: (1) "Deciding To Do a Qualitative Study"; (2) "Designing Qualitative Studies"; (3) "Collecting Qualitative Data"; (4) "Analyzing Qualitative Data"; and (5) "Reporting Qualitative Research." Five appendixes contain sample protocols, a list of Internet resources, interview transcript, and an master outline for dissertation findings. (Contains 290 references.) (SLD) ED482612 Doing Qualitative Research in Education Settings. 2002-00-00 308 State University of New York Press, c/o CUP Services, Box 6525. Ithaca, NY 14851 (paperback: ISBN-0-7914-5504, $26.95; hardback: ISBN-0-7914-5503-3 (out of print). Tel: 800-666-2211 (Toll Free); Fax: 800-688-2877 (Toll Free); Web site: http://www.sunypress.edu. N/A 2004 8/20/2004 00:47:04 RIEJUL2004

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No Administrative Principles Administrators Beginning Principals Educational Objectives Educational Principles Elementary Secondary Education Instructional Leadership Management Systems Occupational Information Principals School Administration School Community Relationship School Personnel School Supervision Standards Ubben, Gerald C. Hughes, Larry W. Norris, Cynthia J. Books Guides - Non-Classroom Management Theories English This fourth edition of this book is organized around the Interstate School Leaders Licensure Consortium model standards developed specifically for school leaders. The six standards focus on the key issues that inform effective leadership. Attention is given to issues of learning and teaching, and the creation of powerful learning environments. Each standard is supported by a framework of knowledge, dispositions, and performances that provide greater specificity to each standard. (A list of the six standards, along with their critical knowledge, dispositions, and performances, is contained in an appendix.) The book is organized into four parts centered on the six standards and framed with one or two of the standards as the main theme: (1) "Creating a Vision of Leadership and Learning" discusses vision and ethics; (2) "Developing a Positive School Culture" focuses on instructional programs and professional growth; (3) "Managing the Organization" addresses ways to maintain a safe, efficient, and effective learning environment; and (4) "Interacting with the External Environment" discusses community relations and the school within political, social, economic, legal, and cultural contexts. Following each section are a summary, suggested activities for practitioners, and a list of selected readings. (Contains 24 case studies and a subject index.) (WFA) ED482613 The Principal: Creative Leadership for Effective Schools. Fourth Edition. 2001-00-00 ISBN-0-205-32211-5 Administrators Practitioners 426 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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Yes Educational Finance Elementary Secondary Education Enrollment Enrollment Projections Expenditure per Student Higher Education Income Population Trends Public Education Resources School Funds School Statistics State Federal Aid Tax Allocation Teacher Employment Teacher Salaries Numerical/Quantitative Data Reports - Research Rank Order National Education Association, Washington, DC. English This document contains National Education Association research data on issues and trends affecting public education systems and their employees. The data come from state departments of education and other, mostly governmental, sources. Part 1, rankings of the states for 2002, contains information on the following: (1) state population data; (2) enrollment figures for 2001-02; (3) the number of classroom teachers; (4) classroom teachers' salaries; (5) expenditures per student for 2001-02; (6) total personal income; (7) state and local government revenues; (8) school funding; and (9) government expenditure for public education, including higher education. Part 2, estimates of school statistics for 2003, offers projections on the following: (1) enrollment patterns; (2) the number of classroom teachers; (3) classroom teachers' salaries; (4) expenditures per students; and (5) public school financial support from federal and state governments. Along with many tables and figures, the report contains an executive summary that provides highlights of the report and a glossary. (WFA) ED482614 Rankings & Estimates: Rankings of the States, 2002 and Estimates of School Statistics, 2003. 2003-05-00 125 National Education Association, 1201 16th Street, N.W., Washington, DC 20036-3290. Tel: 202-833-4000; Fax: 202-822-7974; Web site: http://www.nea.org. For full text: http://www.nea.org/edstats/images/03rankings.pdf. N/A 2004 2016-11-21

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No Administrative Principles Bureaucracy Educational Administration Elementary Secondary Education Instructional Leadership Management Development Management Systems Organizational Change Organizational Development Organizational Theories Social Theories Systems Approach Theory Practice Relationship Hanson, E. Mark Books Guides - Non-Classroom Opinion Papers Management Theories English This book attempts to link academic theory and research on educational practices and organizational administration to classroom practices. Written within the framework of the social and behavioral sciences, it describes and critiques concepts, analytical tools, case material, and organizational theory and behavior from the public, business, and education sectors. It presents the notion that the field of educational administration tends to be configured around three holistic conceptual frameworks: (1) the classical hierarchical model; (2) the social systems model; and (3) the open system model. These three models say a great deal about how an organization functions. The book addresses the key processes of communication, leadership, motivation, conflict, and organizational change and how they influence educational administration. It also explains how and why it is possible for one school to be "smarter" than other schools, a concept highlighted recently by management science. Following each of the 13 chapters are cases studies built on the knowledge base of the chapter and discussion questions intended to initiate examination of important issues. (Contains a name index and a subject index.) (WFA) ED482615 Educational Administration and Organizational Behavior. Fifth Edition. 2003-00-00 Administrators Practitioners 367 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrative Principles Administrator Guides Beginning Principals Change Strategies Educational Administration Educational Improvement Educational Principles Elementary Secondary Education Instructional Leadership Management Systems Occupational Information Principals School Administration School Culture School Effectiveness School Personnel Standards Teacher Administrator Relationship Teacher Supervision Values Education Sergiovanni, Thomas J. Books Guides - Non-Classroom Opinion Papers Management Theories English This book addresses the concepts, values, principles, and practices of the principalship. Its five major themes are as follows: (1) toward a new theory; (2) providing leadership; (3) building community; (4) the development of human resources; and (5) the moral dimension. Chapter titles reflect its contents: (1) "Views of the Principal's Job"; (2) "The Limits of Traditional Management Theory"; (3) "A New Theory for the Principalship"; (4) "The School as a Moral Community"; (5) "The Forces of Leadership and the Culture of Schools"; (6) "The Stages of Leadership: A Developmental View"; (7) "Becoming a Community of Leaders"; (8) "Characteristics of Successful Schools"; (9) "Becoming a Community of Mind"; (10) "Layered Standards, Holistic Assessment"; (11) "Teaching, Learning, and Community"; (12) "Teacher Development and Supervision"; (13) "Motivation, Commitment, and the Teacher's Workplace"; (14) "The Change Process"; and (15) "Administering as a Moral Craft." Following each chapter are references. Throughout the book are a number of tables, charts, rubrics, inventories, and questionnaires. Their purpose is to help raise and clarify issues, stimulate thought, encourage reflection, and provide a basis for discussion of concepts and ideas. (Contains a subject index.) (WFA) ED482616 The Principalship: A Reflective Practice Perspective. Fourth Edition. 2001-00-00 ISBN-0-205-32185-2 373 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrator Characteristics Administrator Guides Administrator Responsibility Administrators Conflict Resolution Crisis Management Decision Making Educational Administration Elementary Secondary Education Higher Education Human Relations Human Relations Programs Human Resources Instructional Leadership Interpersonal Communication Interpersonal Relationship Management Systems Organizational Communication Personnel Directors Rebore, Ronald W. Books Guides - Non-Classroom Management Theories English This book centers on the human-relation skills and knowledge that educational leaders need to lead public schools effectively. The purpose of the book is to help administrators and those studying to become administrators enhance their human-relations skills. The content and method of this book are centered on the first four of the six Interstate School Leaders Licensure Consortium standards developed specifically for school leaders. Each standard is operationalized through three dimensions: knowledge, dispositions, and performance. The book is organized into three sections: (1) "Psychological Foundations of Human Relations" addresses establishing the fundamental psychological principles necessary for developing and improving human-relations skills; (2) "Ethical and Philosophical Foundations of Human Relations" is concerned with establishing the fundamental theoretical principles upon which effective human-relations skills are based; and (3) "Human Communication and Human Relations" discusses the various forms of human communication. Each of the book's 15 chapters contains a summary section, a selected bibliography, and questions and statements for discussion. The book also contains self-assessment instruments and other types of exercises, exhibits, figures, tables, case studies, and a subject index. (WFA) ED482617 A Human Relations Approach to the Practice of Educational Leadership. 2003-00-00 ISBN-0-205-30631-4 Administrators Practitioners Students 206 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrative Principles Administrator Guides Administrator Responsibility Administrator Role Educational Administration Educational Environment Educational Practices Educational Principles Elementary Secondary Education Instructional Development Instructional Leadership Occupational Information School Administration Standards Teacher Administrator Relationship Teacher Supervision Hoy, Anita Woolfolk Hoy, Wayne Kolter Books Guides - Non-Classroom Student Administrator Relationship Interstate School Leaders Licensure Consortium Management Theories English This book was written with the assumption that teachers and administrators must work as colleagues to improve instruction and learning in schools. It was written to be consistent with the Interstate School Leaders Licensure Consortium (ISLLC) standards for school administrators, especially Standards 1 and 2, which emphasize a learning-centered approach that focuses on students. Chapter titles reflect the book's contents: (1) "Introduction to Teaching and Learning"; (2) "Students"; (3) "Learning"; (4) "Motivation"; (5) "Teaching"; (6) "Classroom Management"; (7) "Assessing Student Learning"; and (8) "Assessing and Changing School Culture and Climate." Each chapter begins with a preview of key points and a leadership challenge, an actual problem of practice that demonstrates the chapter's contents. Each chapter concludes with a summary; a list of key terms; professional portfolio exercises (assignments for practicing the skills and using the information in the chapter); and an instructional leader's toolbox (a collection of contemporary reading, useful websites, and helpful organizations). Appended are suggestions for helping new teachers, guidelines for classroom observation, questions for job interviews, instruments for assessing school learning environments, and the ISLLC standards. It also contains an extensive list of references and a subject index. (WFA) ED482618 Instructional Leadership: A Learning-Centered Guide. 2003-00-00 ISBN-0-205-35497-1 387 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrator Responsibility Curriculum Development Educational Philosophy Elementary Secondary Education Higher Education Instructional Improvement Instructional Leadership Management Systems Occupational Information Organizational Development Professional Development School Administration School Culture School Supervision Teacher Supervision Values Education Glickman, Carl D. Gordon, Stephen P. Ross-Gordon, Jovita M. Books Guides - Classroom - Learner Guides - Non-Classroom Management Theories English This sixth edition of this book continues with its original perspective on instructional leadership. As in earlier editions, it brings perspectives of change, classroom practice, instructional leadership, adult development, staff development, evaluation, and political and social theory into the everyday life of schools. It is designed as a textbook for students learning to become administrators and as a guide for practicing administrators. New to this edition are such topics as school improvement, constructivist teaching, professional development, Chaos Theory, and state-mandated standards. It is organized into six parts: (1) "Introduction" includes background material; (2) "Knowledge" looks at effective-schools research, adult and teacher development, and educational philosophy; (3) "Interpersonal Skills" discuses various types and styles of supervisory behavior; (4) "Technical Skills" addresses assessing, planning, observing, research, and evaluation skills; (5) "Tasks of Supervision" discusses group, professional, teacher, and curriculum development; and (6) "Functions of Supervisor" addresses educational change and reform. Following each chapter are a summary, sets of exercises for students and practitioners, a list of references, and a list of suggested readings. (Contains three appendices, a name index, and a subject index.) (WFA) ED482619 SuperVision and Instructional Leadership: A Developmental Approach. Sixth Edition. 2001-00-00 ISBN-0-205-38079-4 Administrators Practitioners Students 524 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrative Principles Administrator Characteristics Administrator Guides Administrator Responsibility Administrator Role Assistant Principals Beginning Principals Elementary Secondary Education Instructional Improvement Instructional Leadership Occupational Information Principals School Administration School Supervision Teacher Administrator Relationship Matthews, L. Joseph Crow, Gary M. Books Guides - Non-Classroom Management Theories English This book, for the practicing school principal, is intended to bridge the gap from the traditional notion of the principal's role to innovative conceptions that respond to changing conditions and demands. It describes the traditional understandings of the role and then proposes innovative conceptions that focus on change and instructional improvement. Chapter titles reflect the book's contents: (1) "New Conceptions of the Principalship"; (2) "Historical View of the Principal's Role"; (3) "The Principal as Learner"; (4) "The Principal as Mentor"; (5) "Principal as Supervisor"; (6) "Principal as Leader"; (7) "Principal as Manager"; (8) "Principal as Politician"; (9) "Principal as Advocate"; (10) "Becoming an Innovative Principal"; and (11) "Looking to the Future as a Principal." Each chapter contains a chapter conclusion; case studies and questions related to the latest thinking in the field; various activities, including questions and assignments for peer-, whole class-, and self-reflection; professional dilemma boxes, which are situations to consider; examples and illustrations from actual principals' and schools' experiences; a list of key terms; a list of useful websites; and a list of references. (Contains a subject index.) (WFA) ED482620 Being and Becoming a Principal: Role Conceptions for Contemporary Principals and Assistant Principals. 2003-00-00 ISBN-0-321-08060-2 Administrators Practitioners 328 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrator Guides Administrator Role Case Studies Educational Administration Educational Environment Educational Research Elementary Secondary Education Evaluation Methods Qualitative Research Quasiexperimental Design Research Design Research Methodology Research Projects Research Utilization Researchers Theory Practice Relationship Haller, Emil J. Kleine, Paul F. Books Guides - Non-Classroom Research Results Research Training English The purpose of this book is to help school administrators who use educational research by describing and explaining the components of research and skills of researchers. Chapter 1 defines educational research. Chapter 2 describes streams of research on particular administrative problems. Chapter 3 illustrates the conduct of a research review and discusses reading research for decision-making. Chapter 4 introduces the major criteria commonly used to assess research quality. In chapters 5 through 10, each presents a brief case developing some practical problem in a school or district and the need to review the research regarding it. These cases focus on common problems such as school discipline and parental involvement. Also, chapter 5 through 10 address such research design elements as large-scale experiments, statistical significance, effect size, qualitative research, quasi-experimental research, correlations, causality, and measurement. Chapter 11 closes the book by drawing together the major ideas that should govern sophisticated and critical administrators' use of empirical research to address practical problems in their schools. Each chapter begins with an introduction and end with a conclusion and a list of references. (Contains a name index and subject index.) (WFA) ED482621 Using Educational Research: A School Administrator's Guide. 2001-00-00 ISBN-0-8013-1635-9 Administrators Practitioners 434 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Academic Achievement Educational Equity (Finance) Educational Finance Educational Improvement Elementary Secondary Education Finance Reform Financial Policy Financial Support Full State Funding Merit Pay Politics of Education Premium Pay Private Financial Support Resources School Based Management School Choice School Support State Federal Aid Tax Allocation Teacher Salaries King, Richard A. Swanson, Austin D. Sweetland, Scott R. Books Guides - Non-Classroom English This third edition of this book explores traditional economic and political models and contemporary issues that affect the social, political, and economic state of schools. Like the previous two editions, this edition takes a balanced approach to understanding school finance issues by using paradigms of both the economist and the political scientist. Part I begins with a discussion of the educational decision-making process in a political-economic system divided between public and private sectors. Part II examines the sources of money that society devotes to support public education. Part III focuses on the merits and structures of general and categorical aid programs at state and federal levels in the United States. Part IV examines the potential of school finance policies to achieve high standards. Part V examines how changing the incentives provided by financial rewards in state policies and by teacher compensation within districts might improve school and student performance. Part VI concludes with a discussion of some implications of the systemic-reform movement on the changing policy context. (Contains a name index and a subject index.) (WFA) ED482622 School Finance: Achieving High Standards with Equity and Efficiency. Third Edition. 2003-00-00 ISBN-0-205-35498-X 540 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 8/20/2004 00:47:43 RIEJUL2004

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No Administrator Selection Collective Bargaining Compensation (Remuneration) Conflict Resolution Discipline Policy Dismissal (Personnel) Educational Administration Elementary Secondary Education Employment Practices Human Resources Motivation Techniques Personnel Management Personnel Policy Professional Development School Effectiveness School Personnel Teacher Burnout Teacher Evaluation Teacher Rights Teacher Selection Seyfarth, John T. Books Guides - Non-Classroom English This book is about managing people in schools. Its objective is to make prospective and practicing school administrators aware of the wide range of activities covered by the term "human resources management" and to present the best of current practice in personnel work. Chapter titles reflect the book's content: (1) "Human Resources Management and Effective Schools"; (2) "Planning for Staffing Needs"; (3) "Preparing for Personnel Selection"; (4) "Obtaining Information and Evaluating Applicants"; (5) "Selecting Administrative and Support Personnel"; (6) "Motivation of Personnel"; (7) "Induction"; (8) "Professional Development for Educational Personnel"; (9) "Evaluating Employee Performance"; (10) "Compensation and Rewards"; (11) "Creating Productive Work Environments"; (12) "Legal Issues in Human Resources Management"; (13) "Collective Bargaining in Schools"; (14) "Managing Conflicts in Schools"; and (15) "Termination and Reduction in Force." Each chapter begins with a plan of the chapter and ends with a summary, suggested activities, a list of online resources, and a list of references. (Contains three case studies and a subject index.) (WFA) ED482623 Human Resources Management for Effective Schools. Third Edition. 2002-00-00 ISBN-0-205-33363-X 314 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 8/20/2004 00:47:46 RIEJUL2004

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No Administrative Principles Administrator Behavior Administrator Characteristics Administrator Education Administrator Guides Administrator Responsibility Administrator Role Administrators Career Planning Educational Administration Elementary Secondary Education Government School Relationship Higher Education Institutional Administration Instructional Leadership Politics of Education Private Education School Administration School Organization Women Administrators Kowalski, Theodore J. Books Guides - Classroom - Learner English This book addresses career-related questions commonly asked by students beginning the study of school administration. As an introductory text, it presents a broad overview of school administration as a specialized field of study and as an applied field of professional practice. Special attention is given to describing the social, political, and economic contexts of contemporary practice. Chapter titles reflect the book's content: (1) "Perspective of Educational Administration"; (2) "Administration Roles in Professional Education"; (3) "The Study of School Administration"; (4) "School Administration: Requirements and Opportunities "; (5) "Control and Authority in Public Education"; (6) "Social, Political, and Historical Context of Private Education"; (7) "Organizational Dimensions of Schools"; (8) "The Roles of School in Society"; (9) "Administrative Strategies and Styles"; (10) "Behavior, Decision Making, and Reflective Practice"; (11) "Important Aspects of Practice"; (12) "Demands for School Reform"; (13) "Responses to Student Needs and Public Dissatisfaction"; (14) "Transforming the School"; (15) "Women and Minorities in School Administration"; and (16) "Planning Your Career." Each chapter contains implications for practice, points for further discussion, suggested activities, and list of references. (Contains a subject index.) (WFA) ED482624 Contemporary School Administration: An Introduction. Second Edition. 2003-00-00 ISBN-0-205-34792-4 Administrators Practitioners Teachers 369 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 8/20/2004 00:47:49 RIEJUL2004

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No Academic Freedom Collective Bargaining Contract Salaries Copyrights Court Litigation Due Process Educational Environment Elementary Secondary Education Freedom of Speech In Loco Parentis Laws Legal Responsibility School Choice School Law Student Rights Teacher Employment Teacher Evaluation Teacher Responsibility Teacher Rights Tenure Fischer, Louis Schimmel, David Stellman, Leslie Books Guides - Non-Classroom Legal/Legislative/Regulatory Materials English This book is about teachers and the laws that affect them. New to this sixth edition are new court cases and a chapter that highlights likely controversies in the coming years, including school choice, high-stakes testing, control of the Internet, and gang clothing. The book is divided into two parts. Part I, "The Legal Aspects of Teaching," addresses questions related to teacher contracts, dismissals, tenure, collective bargaining, liability, child abuse, defamation, and copyright laws. Part II, "Teachers' and Students' Rights," explores legal issues related to the scope and limits of personal freedom of expression, covering such topics as religion and conscience, personal appearance, due process, privacy, homeschooling, bilingual and multicultural education, student records, sex and racial discrimination, free speech, and academic freedom. The book follows a question-and-answer format. Most of the questions and answers are based on reported court cases. Each chapter begins with an overview and ends with a summary and endnotes. Included in appendices are selected provisions of the U.S. Constitution, a summary of major civil laws affecting schools, and a list of legal resources for teachers. The book also contains a glossary, a selected bibliography, and a subject index. (WFA) ED482625 Teachers and the Law. Sixth Edition. 2003-00-00 ISBN-0-321-08210-9 Practitioners Teachers 476 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 8/20/2004 00:47:54 RIEJUL2004

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No Administrative Principles Administrator Characteristics Administrator Guides Administrator Responsibility Administrators Central Office Administrators Educational Administration Educational Finance Elementary Secondary Education Human Resources Institutional Advancement Instructional Improvement Instructional Leadership Occupational Information Organizational Development Partnerships in Education School Administration School Community Relationship School Law School Organization Cunningham, William G. Cordeiro, Paula A. Books Guides - Non-Classroom Interstate School Leaders Licensure Consortium Management Theories English Chapter titles of this book on educational leadership reflect its contents: (1) "Administrative Theory and Leadership Responsibility"; (2) "Context and Perspective for Educational Leaders"; (3) "School Reform"; (4) "Cultural Diversity and Community Relations"; (5) "School District Organizational Structure and Leadership"; (6) "Successful School Leadership"; (7) "Moral and Ethical Dimensions of Leadership"; (8) "Program Development, Delivery, and Assessment"; (9) "Pupil Personnel Services"; (10) "Human Resources Management"; (11) "Schools and the Law"; (12) "Resource Allocation and Management"; and (13) "Problem-Based Learning Projects." The contents are closely aligned with the Interstate School Leaders Licensure Consortium (ISLLC) model standards developed specifically for school leaders. Each chapter contains short original essays addressing the chapter's contents; a conclusion; a set of ideas for items to be used to build a professional portfolio; and a brief listing of terms and suggested readings. The book also contains a list of the ISLLC standards, an extensive list of references, a name index, and a subject index. (WFA) ED482626 Educational Leadership: A Problem-Based Approach. Second Edition. 2003-00-00 ISBN-0-205-34793-2 433 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 2016-11-21

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No Administrator Education Administrator Guides Administrators Boards of Education Case Studies Educational Administration Educational Assessment Educational Finance Educational Research Elementary Secondary Education Employment Practices Higher Education Institutional Advancement Instructional Leadership School Administration School Based Management Teacher Administrator Relationship Teacher Evaluation Theory Practice Relationship Women Administrators Kowalski, Theodore J. Books Guides - Non-Classroom English This book contains 24 case studies selected to demonstrate the different types of challenges in contemporary educational leadership. It is intended to help prospective administrators develop decision-making skills. The cases are quite complex with multiple viewpoints and aspects. They represent a range of problems encountered by practitioners in local districts and individual schools and are meant to be indicative of the way problems exist in the real world of practice. For example, a case may involve conflict resolution, effective communication, power, participatory decision-making, and leadership style. The narrative forms of the cases differ as well. Some are divided into sections with information about the community, school district, school, and the incident presented under subheadings. Others contain a great deal of dialogue. Variation in the way information is presented is meant to reflect the unevenness of communication that exits in districts and schools. Following each case are three components: (1) the challenge, a question or action for the reader; (2) a set of key issues and questions related to the topics of the case; and a list of suggested readings. The book also contains a matrix of topics by case number and a subject index. (WFA) ED482627 Case Studies on Educational Administration. Third Edition. 2001-00-00 ISBN-0-321-08143-9 Administrators Practitioners Teachers 231 Allyn & Bacon/Longman Publishing, a Pearson Education Company, 1760 Gould Street, Needham Heights, MA 02494. Web site: http://www.abacon.com. N/A 2004 8/20/2004 00:48:01 RIEJUL2004

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Yes Access to Education Charter Schools Educational Environment Educational Innovation Educational Opportunities Elementary Secondary Education Nontraditional Education Nontraditional Students Public Schools School Choice Student Characteristics Student Participation Student Role Farris-Berg, Kim Schroeder, Jon Reports - Descriptive Minnesota Minnesota English This report is the first in a series exploring a variety of the organizational spaces being developed under strategies to change and improve K-12 education in Minnesota. One strategy seeks to create an environment that focuses on creating new and different schools and with them new choices for students and families. These reports are designed to inform policymakers, educators, families, and others on what has been happening to create new and different schools. This first report is intended to provide background on Minnesota's alternative-education programs, stimulate discussion, and highlight a number of important policy questions. It is not meant to be formal academic research or an exhaustive description of what alternative-education programs are or could be. Alternative-education programs are similar to charter schools in that they create space to design new and different learning models. But they enroll more students. This report specifically addresses the following: (1) what alternative-education programs are; (2) who their students are; (3) how their students differ; (4) what the schools do differently with students; (5) why not much is known about them; and (6) what role they play in the current discussion about creating spaces through which new learning models can emerge. (WFA) ED482628 Alternative-Education Programs: The "Quiet Giant" in Minnesota Public Education. 2003-06-00 Parents Policymakers Practitioners 21 Education Evolving, 1295 Bandana Boulevard, Suite 165, St. Paul, MN 55108. Tel: 651-644-6115; e-mail: info@educationevolving.org; Web site: http://www.educationevolving.org. For full text: http://www.educationevolving.org/pdf/alternatives.pdf. N/A 2004 2016-11-21

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Yes Business Responsibility Child Health Consumer Protection Corporate Support Court Litigation Educational Environment Elementary Secondary Education Health Behavior Marketing Nutrition Private Sector Resources School Business Relationship School Support Student Welfare Molnar, Alex Information Analyses Opinion Papers Consumer Awareness Commercialism Arizona State Univ., Tempe. Education Policy Studies Lab. English This report discusses commercialism in schools and its possible connection to student health. Sections of the report are titled as follows: "The Context in Which School Commercialism Flourishes"; "Schoolhouse Commercialism: Marketing Methods"; "Nutrition-Related Marketing in Schools"; "Exclusive Agreements with Soft Drink Bottlers: Two Examples"; "Schools' Dilemma: Money or Health"; "The Money Children Spend"; "Health Policy Implications of Schoolhouse Commercialism"; "Community Opposition"; "Professional Guidelines"; "Legislation"; "Litigation"; and "The Research Needed." The report concludes that as recently as 20 years ago, there was a broad national consensus that public education should be free of commercial pressure on students. Research has documented, however, that pressure on schools to permit a broad array of marketing activities is now intense and pervasive. Appended are examples of school commercialism; examples of nutrition-related commercialism; and a summary of federal and state health-related legislation. (Contains 62 references.) (WFA) ED482629 School Commercialism, Student Health, and the Pressure To Do More with Less. 2003-07-00 40 Education Policy Studies Laboratory, College of Education, Educational Leadership & Policy Studies, Box 872411, Arizona State University, Tempe, AZ 85287-2411. Tel: 480-965-1886; Fax: 480-965-0303; e-mail: epsl@asu.edu; Web site: http://edpolicyreports.org. For full text: http://www.asu.edu/educ/epsl/CERU/Documents/EPSL-0307-105-CERU.doc. N/A 2004 2016-11-21

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No Data Collection Data Interpretation Educational Finance Educational Improvement Educational Legislation Elementary Secondary Education Government School Relationship Resources School Administration School Choice School District Autonomy School Funds Supplementary Education Teacher Effectiveness Teacher Qualifications Lewis, Joy W. Information Analyses No Child Left Behind Act 2001 No Child Left Behind Act 2001 WestEd, San Francisco, CA. English This brief discusses how school districts nationwide are dealing with the challenges of the No Child Left Behind Act (NCLB). To understand how districts are reacting to NCLB, the researchers interviewed staff, visited websites, and examined other documentation from districts across the country and from national and regional education organizations. The research identified four main areas or concern about district-level NCLB implementation. First, within their overall efforts to turn around low-performing schools, districts are particularly concerned with NCLB requirements of providing students with supplemental services and public school choice when their schools do not make adequate yearly progress. Second, districts are concerned with ensuring that their teachers are highly qualified and their paraprofessionals are adequately trained. Third, districts want to build data capacity to expand data collection, use, and reporting. Fourth, districts also express concern about the adequacy of financial resources to carry out the mandates of NCLB. (WFA) ED482630 District Implementation of "No Child Left Behind." Policy Notes. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 4 WestEd, 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 415-565-3000; Tel: 877-493-7833 (Toll Free); Fax: 415-565-3012; e-mail: customerservice@WestEd.org; Web site: http://www.wested.org. For full text: http://www.wested.org/online_pubs/pn-03-01.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Academic Standards Educational Development Educational Improvement Educational Practices Educational Quality Elementary Secondary Education Instructional Effectiveness Instructional Improvement Interdistrict Policies Philanthropic Foundations School Effectiveness School Support Teacher Effectiveness Fouts, Jeffrey T. Information Analyses Gates (Bill) Washington Washington Seattle Pacific Univ., Lynnwood, WA. Washington School Research Center. English This report is a synthesis of selected studies that focused on the efforts of educational reform legislation passed in Washington State in 1993. It set out to answer the following questions about educational reform in Washington: (1) Are certain classroom approaches to teaching and learning related to student success on the new learning outcomes? (2) What schoolwide practices are related to student success on the new learning outcomes? (3) What are the characteristics of the schools where students are most successful? (4) To what degree are district central-office practices related to student success? and (5) What role does the district play in school success and student achievement? The first section presents an overview of educational reform in Washington. The next section focuses on the research findings around classroom instruction. The third section focuses on the research findings about effective schoolwide and district policies and practices. The fourth section reviews what has been learned from research and evaluation efforts in more than 200 schools attempting reform with the assistance of the Bill & Melinda Gates Foundation. The final section synthesizes the findings and discusses the implications for further reform efforts in Washington. (Contains 36 references.) (WFA) ED482631 A Decade of Reform: A Summary of Research Findings on Classroom, School, and District Effectiveness in Washington State. Research Report. 2003-04-00 72 Washington School Research Center, Seattle Pacific University, 3500 188th Street, Suite #328, Lynnwood, WA 98037. Tel: 425-744-0992; Fax: 425-744-0821; Web site: http://www.spu.edu/wsrc. For full text: http://www.spu.edu/wsrc/ADecadeofReformOctober192003v5.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Achievement Gains Black Students Educational Environment Educational Quality Elementary Secondary Education Equal Education Hispanic American Students Scores Student Characteristics Suburban Schools Suburban Youth Tests White Students Alson, Allan Information Analyses National Clearinghouse for Comprehensive School Reform, Washington, DC. George Washington Univ., Washington, DC. English Suburban schoolchildren of color, in the aggregate, do not perform as well as their white counterparts. In fact, the academic achievement gaps in many suburban communities are actually greater than those in urban school districts. This research brief looks at the achievement gap in suburban schools, offering preliminary answers to the following questions: (1) How is it possible that some of our best public schools continue to show disappointing results for their students of color? (2) What are the factors that cause, exacerbate, and even sustain the academic achievement gaps in the suburbs? (3) How can educators understand the complexities that confound the simple presentation of scores? and (4) What can schools and communities do to ameliorate and ultimately eliminate these gaps? The brief concludes that knocking down barriers to high achievement for students of color in the suburbs demands interactive strategies that attend to the whole set of factors that affect achievement. School leaders need to involve students, staff, and the community to develop focused plans and courses of action. Included in the brief is a basic description of the Tripod project, an example of ways of changing classroom practices that may serve to reduce the gap. (WFA) ED482632 The Academic Achievement Gap: The Suburban Challenge. CSR Connection. 2003-00-00 Office of Elementary and Secondary Education (ED), Washington, DC. 14 National Clearinghouse for Comprehensive School Reform, 2121 K Street N.W., Suite 250, Washington, DC 20037-1801. Tel: 877-766-4277 (Toll Free); Fax: 877-308-4995 (Toll Free); Web site: http://www.goodschools.gwu.edu. N/A 2004 8/20/2004 00:48:10 RIEJUL2004 ED-99-CO-0137

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No Cognitive Style Elementary Secondary Education Gifted Individual Differences Instructional Design Measures (Individuals) Psychometrics Research and Development Student Evaluation Test Reliability Test Validity Testing Theory Practice Relationship Renzulli, Joseph S. Rizza, Mary G. Smith, Linda H. Books Guides - Non-Classroom Tests/Questionnaires Learning Styles Inventory Learning Style Inventory English This book is a manual for the administration and interpretation of the Learning Styles Inventory, Version III (LSI-III). Part 1 is reproducible (so each teacher who administers the LSI can have a copy) and answers the following concerns: what the LSI-III is and what it measures; administering and scoring the LSI-III; interpreting students' scores on the LSI-III; and altering teaching styles to accommodate students' learning styles. Part 2 reports the research that established the technical qualities of this revised edition of the LSI and includes sections that describe the content validity, construct validity, and reliability. Appendix A describes the theoretical rationale and underlying research that supports the usefulness of information about student learning styles and reviews the major theoretical perspectives on human abilities, interests, and styles. Appendix B describes other instruments that can help educators evaluate student abilities, interests, and learning and expression styles. Appendix C provides sample pages from some of these other instruments. Finally, Appendix D includes samples of both the elementary and middle school versions of the LSI-III as well as the teacher edition. (Contains approximately 110 references.) (DB) ED482633 Learning Styles Inventory, Version III: A Measure of Student Preferences for Instructional Techniques. Technical and Administrative Manual. 2002-00-00 ISBN-0-936386-93-2 Practitioners 40 Creative Learning Press, Inc., P.O. Box 320, Mansfield, CT 06250 ($17.95). Tel: 888-518-8004 (Toll Free); Tel: 860-429-8118; Fax: 860-429-7783; e-mail: clp@creativelearningpress.com; Web site: http://www.creativelearningpress.com. N/A 2004 2016-11-21

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No Consultation Programs Demonstration Programs Elementary Secondary Education Gifted Program Development Program Implementation Teacher Collaboration Team Teaching Teamwork Landrum, Mary S. Books Guides - Non-Classroom Differentiated Curriculum (Gifted) English This manual is a guide to consultation and collaboration for educators of gifted children and is based on the Resource Consultation and Collaboration Program implemented at 10 schools in Charlotte, North Carolina, over 2 years. Individual chapters of the manual address the following topics: (1) overview of resource consultation and collaboration programs; (2) components of resource consultation and collaboration programs; (3) implementing a resource consultation and collaboration program in gifted education; (4) resource consultation and collaboration program staff development; (5) exemplary practices in differentiating curricula and instruction for gifted learners through resource consultation and collaboration; (6) exemplary differentiated lessons delivered through resource consultation and collaboration; (7) prototype schools with resource consultation and collaboration programs in gifted education; and (8) program pointers and potential pitfalls. An appendix provides various reproducible forms. (Contains 12 references.) (DB) ED482634 Consultation in Gifted Education: Teachers Working Together To Serve Students. 2003-00-00 ISBN-0-936386-92-4 Counselors Practitioners Teachers 138 Creative Learning Press, Inc., P.O. Box 320, Mansfield, CT 06250 ($29.95). Tel: 888-518-8004 (Toll Free); Tel: 860-429-8118; Fax: 860-429-7783; e-mail: clp@creativelearningpress.com; Web site: http://www.creativelearningpress.com. N/A 2004 2016-11-21

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Yes Disabilities Early Childhood Education Educational Improvement Elementary Secondary Education Federal Legislation Hearings Outcomes of Education Prereferral Intervention Program Improvement Special Education Legal/Legislative/Regulatory Materials Reports - Evaluative Individuals with Disabilities Education Act Congress of the U.S., Washington, DC. House Committee on Education and the Workforce. English The U.S. House of Representatives Subcommittee on Education Reform held a hearing on March 13, 2003, to hear testimony on the Individuals with Disabilities Education Act (IDEA). This booklet contains the minutes of the hearing. The hearing focused on how IDEA could be improved and on pre-referral intervention. The booklet is divided into the following sections: Opening Statement of Senator Chairman Michael N. Castle; Opening Statement of Ranking Member Lynn C. Woolsey; Statement of Dianne Talarioc, Superintendent, Canton City School District, Canton Ohio; Statement of Harriet P. Brown, Director, ESE Policy and Procedures, Orlando, Florida; Statement of Douglas Carnine, Director and Professor, National Center to Improve the Tools of Educators, University of Oregon; Statement of Larry Lorton, Superintendent, Caroline County School District, Denton, Maryland; Prepared Opening Statement of Chairman Michael N. Castle; Prepared Opening Statement of Ranking Member Lynn C. Woolsey; Written Statement of Dianne Talarico; Written Statement of Harriet P. Brown; Written Statement of Douglas Carnine; Written Statement of Larry Lorton; Written Set of Proposals and Position Statement produced by the IDEA Funding Coalition; Written Statement by Zero to Three Policy Center; Letters of Correspondence; and Written Statement from Michael Resnick, Associate Executive Director, National School Boards Association. (CR) ED482635 IDEA: Focusing on Improving Results for Children with Disabilities. Hearing before the Subcommittee on Education Reform of the Committee on Education and the Workforce. House of Representatives, One Hundred Eighth Congress, First Session. 2003-03-00 111 U.S. Government Printing Office, Mail Stop: SSOP, Washington, DC 20402-0001. Tel: 866-512-1800 (Toll Free); Fax: 202-512-2250. For full text: http://www.house.gov. N/A 2004 2020-11-28

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No Classroom Research Data Analysis Data Collection Data Interpretation Disabilities Educational Research Educational Researchers Elementary Secondary Education Evaluation Methods Evaluation Research Exceptional Child Research Literature Reviews Qualitative Research Research Design Research Methodology Research Proposals Research Utilization Student Evaluation Student Participation Surveys Mertens, Donna M. McLaughlin, John A. Books Guides - Non-Classroom Council for Exceptional Children, Arlington, VA. English This text is designed to enable educators to design, conduct, and report research and evaluation in a way that transforms special education by addressing the needs of persons with disabilities as heterogeneous, cultural groups. The book explores ways to adapt those research methods to the special education context by providing a framework for developing research questions and methods, as well as critically analyzing and conducting research. In chapters 1 through 3, research in special education is used to explore the use of the literature review; to define the theoretical framework; and to identify research questions, variables, and the most appropriate approach to the research. Specific implications of quantitative, qualitative, mixed methods, or evaluation-based designs are critically evaluated in special education research in chapters 4 through 7. Issues such as the identification of subjects, the definition of populations, the heterogeneity of subjects, appropriate sampling techniques, and ethics are addressed in chapter 8, and reliability, validity, and accommodations for populations with disabilities are examined for data collection in chapter 9. Data analysis and interpretation issues are discussed in terms of appropriate use of analytic methods in chapter 10. Appendices include disability definitions and resources. (Contains approximately 300 references.) (CR) ED482636 Research and Evaluation Methods in Special Education. 2003-00-00 ISBN-0-7619-4653-5 282 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Rd., Thousand Oaks, CA 91320-2218 ($32.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 00:48:16 RIEJUL2004 A joint publication of the Council for Exceptional Children and Corwin Press.

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Yes Career Awareness Career Development Career Education Career Exploration Career Planning Disabilities Education Work Relationship Employee Responsibility Employer Employee Relationship Employment Experience Program Design Secondary Education Student Employment Supported Employment Teaching Models Transitional Programs Work Environment Work Experience Work Experience Programs Luecking, Richard Gramlich, Meredith Guides - Non-Classroom Reports - Descriptive National Center on Secondary Education and Transition, Minneapolis, MN. English This brief highlights the benefits of work-based learning for students with disabilities, what constitutes quality work-based learning, and selected evidence-based models of work-based learning. Benefits to students include providing them with the opportunity to identify career interests, skills, and abilities, explore career goals, develop employability skills, and gain work experience. Characteristics of quality work-based programs are listed and include clear program goals; clear roles and responsibilities for work site supervisors, mentors, teachers, support personnel, and other partners; training plans that specify learning goals tailored to individual students with specific outcomes connected to student learning; convenient links among students, schools, and employers; on-the-job learning; range of work-based learning opportunities; mentor(s) at work site; clear expectations and feedback to assess progress toward goals; assessments to identify skills, interests, and support needs; reinforcement of work-based learning outside of work; and appropriate academic, social, and administrative support for students, employers, and all partners. Successful models of work-based learning programs are highlighted, including the "High School/High Tech" model and the "Bridges... from School to Work" program. The issue concludes with a list of basic responsibilities of students, teachers, and employers that contribute to the effectiveness of work-based learning experiences. (Contains 13 references.) (CR) ED482637 Quality Work-Based Learning and Postschool Employment Success. Issue Brief. 2003-09-00 Special Education Programs (ED/OSERS), Washington, DC. 8 National Center on Secondary Education and Transition (NCSET), Institute on Community Integration, University of Minnesota, 6 Pattee Hall, 150 Pillsbury Dr., SE, Minneapolis, MN 55455. Tel: 612-624-2097; Fax: 612-624-9344; e-mail: ncset@umn.edu. For full text: http://www.ncset.org. N/A 2004 8/20/2004 00:48:18 RIEJUL2004 H326J000005 Volume 2, Number 2.

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No Behavior Problems Child Advocacy Cognitive Processes Coping Elementary Secondary Education Gifted Psychological Characteristics Self Esteem Stress Management Student Characteristics Callard-Szulgit, Rosemary Books Guides - Non-Classroom Information Analyses Perfectionism English This book explains how perfectionism can immobilize some children, cause social adjustment problems for others, and be a major contributing factor to why school assignments and personal responsibilities are not being completed by so many of todays gifted children. Chapter 1 discusses the characteristics of perfectionists. It explains that because perfectionists can see many solutions to one problem they often cannot feel comfortable with a finishing point. Chapter 2 presents the nine most prevalent myths about gifted children and the realities associated with them. The six profiles of gifted learners in the Autonomous Learner Model are outlined and common characteristics of gifted children are described. Chapters 3, 4, and 5 discuss common negative behaviors of perfectionists, the positives of perfectionism (none), and the negatives of perfectionism. Chapter 6 provides suggestions for recovering from perfectionism and chapter 7 provides answers to commonly asked questions about perfectionism. The last chapters focus on child advocacy, discuss strategies parents can use to ensure the needs of their gifted students are being met at school, and provide comments from gifted students on giftedness. An appendix provides resources. (Contains 15 references.) (CR) ED482638 Perfectionism and Gifted Children. 2004-01-00 ISBN-1-57886-061-X 144 Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706 ($21.95). Tel: 800-462-6420 (Toll Free); Fax: 800-338-4550 (Toll Free); e-mail: custserv@rowman.com; Web site: http://www.scarecroweducation.com. N/A 2004 2016-11-21

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No Classroom Techniques Disabilities Educational Principles Elementary Education Inclusive Schools Mathematics Instruction Number Concepts Remedial Instruction Special Needs Students Student Characteristics Teaching Methods Sliva, Julie A. Books Guides - Non-Classroom National Council of Teachers of Mathematics English This book is intended to provide practical guidance to elementary grade teachers in inclusive classrooms with students having difficulties in learning mathematics. Following an introductory chapter, chapter 1 provides an overview through the use of case studies of three students that note research on learning difficulties in mathematics, and on special education legislation and the process of determining special education eligibility. Chapter 2 considers research on typical characteristics of students with learning disabilities and how these affect mathematics learning. Learning difficulties in the areas of information processing, language, cognitive and metacognition, and attitudes toward learning are addressed. Chapter 3 examines each of the areas that can impact a student's learning of mathematics and suggests multiple compensatory strategies, such as tips for helping students understand textbooks and complete their homework successfully. Chapter 4 offers a framework for assessing students who have difficulties with mathematics. A reproducible observation checklist is provided. The last chapter offers general strategies for teaching inclusive mathematics for all students based on principles proposed by the National Council of Teachers of Mathematics. (Contains approximately 135 references.) (DB) ED482639 Teaching Inclusive Mathematics to Special Learners, K-6. 2004-00-00 ISBN-07619-3891-5 Practitioners 162 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 ($23.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Epilepsy Foreign Countries Health Immigrants Intercultural Communication Interviews Linguistics Medicine Minority Groups Multilingualism Physician Patient Relationship Surgery Translation Gajo, Laurent, Ed Mondada, Lorenza, Ed. Collected Works - Serials Belgium Canada (Toronto) ISSN-1023-2044 Association Suisse de Linguistique Appliquee, Neuchatel (Switzerland). Neuchatel Univ. (Switzerland). Inst. de Linguistique. French This issue, primarily written in French, contains articles by researchers in the fields of linguistics and social sciences and by health care professionals. The articles include the following: "The Collective Working Out of Medical Knowledge" (Lorenza Mondada); "Involvement and Constraint in a Surgical Consultation Room" [written in English] (Tiago Moreira); "Intervention from a Distance in Surgical Operations: Interactive Organization of Participation Spaces" (Lorenza Mondada); "Patients' Expertise in Working Out the Medical Diagnosis. Linguistic Analysis of Interviews with Patients with Epileptic and Non-Epileptic Disorders" (Ingrid Furchner and Elisabeth Gulich); "Expert and Lay Formulation of 'Normality' in Genetic Counseling" [written in English] (Srikant Sarangi); "Medical Expertise as Public Discourse: The Discussion on Medically Assisted Procreation" (Alain Bovet;) "Communication Between Caregivers and Migrant Patients" (Myriam Graber, Maria Eugenia Molina, Myriam Graber, and Andreina D'Onofrio); "Authoritative Points of View on Medical Consultation Subject to Translation" (Pascal Singy); "Linguistic Barriers and Communication in a Medical Outpatient Clinic" (Alexander Bischoff, Louis Loutan, and Hans Stalder); "Minorities and Health: Discursive Formations of Francophone Communities and Institutions in Toronto" (Normand Labire, Adrienne Chambon, Monica Heller, Fasal Konoute, Amal Madibbo, and John Maury); "Application of Linguistic Laws in Hospital Policies and the Emergency Network in the Capital City of Brussels: Balancing the Supply and Demand of a Multilingual and Multicultural City" (Myriam Verkouter); "Medical Discourse and Young Homosexual Men: Presentation of a Study Underway" (Pascal Singy, Pierre Cochand, Gilles Dennler, and Orest Weber). (AS) ED482640 Bulletin suisse de linguistique appliquee, 2001 (Swiss Bulletin for Applied Linguistics, 2001). Bulletin suisse de linguistique appliquee n74 Aut 2001 2001-00-00 272 N/A 2004 2020-11-23

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Yes Autobiographies Bilingualism English (Second Language) Foreign Countries Language Attitudes Models Second Language Learning Sociolinguistics Adamzik, Kirsten, Ed Roos, Eva, Ed. Collected Works - Serials Spain Switzerland Spain Switzerland ISSN-1023-2044 Association Suisse de Linguistique Appliquee, Neuchatel (Switzerland). Neuchatel Univ. (Switzerland). Inst. de Linguistique. French German This special issue, written in German and French, is a collection of articles that were presented to the Swiss Association for Applied Linguistics during 2001 and which can be categorized as "linguistic biographies" organized under the auspices and support of the Forum du bilingualisme (Forum of Bilingualism) in Bienne (Biel) and the Cercle de realizations et de recherche pour l'eveil au langage et l'ouverture aux langues a l'ecole (Circle for the implementation of and research for raising language awareness and access to languages at school). The articles--autobiographies and research reports--describe the various aspects of bilingualism, such as the acquisition of a second language and new attitudes and perspectives gained with each acquired language, as well as sociolinguistic experiences inherent in bilingualism. This issue also features the reviews of the following books: "Die funfte Landessprache? Englisch in der Schweiz" (The fifth national language? English in Switzerland) by R. Watts, & H. Murray (2000) and "L'Espagne et ses langues. Un modele ecolinguistique?" [Spain and its languages. An ecolinguistic model?] by H. Boyer & C. Lagarde (2002). In addition, the contributions of VALS-ASLA members to two symposiums, held in 2002, are summarized, and two symposiums, to take place in fall 2003, are announced. (AS) ED482641 Bulletin suisse de linguistique appliquee, 2002 (Swiss Bulletin for Applied Linguistics, 2002). Bulletin suisse de linguistique appliquee v76 Win 2002 2002-00-00 240 N/A 2004 2016-11-21

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Yes Bulgarian Contrastive Linguistics Elementary Education French German Grammar Portuguese Second Language Instruction Second Language Learning Semantics Spanish Syntax Teaching Methods Uncommonly Taught Languages Verbs Beguelin, Marie-Jose, Ed. de Pietro, Jean-Francois, Ed. Naf, Anton, Ed. Collected Works - Serials Object (Grammar) ISSN-1010-1705 Neuchatel Univ. (Switzerland). Inst. de Linguistique. French This issue deals with verb-object complementation, a complex and controversial but important topic, in particular in connection with the teaching and learning of a second language. The articles are a response to a long debate about the harmonization of grammatical terminology used in schools and the simplification of grammar for students. The subject is of special importance for achieving a better integration of methods used in early language learning. The articles include the following: "Don't Complements Only Complement the Verb? And the Verb, is it not Complemented Only by the Complement?" (Michel Maillard); "What if We Reapplied a Regimen to Grammar?" (Alain Berrendonner); "Verbal Complementation: A Short Introduction to Verbal Valency" (Claire Blanche-Benveniste); "Are the Main Dividing Lines in French Grammar to be Explained Through a Description of Portuguese and Spanish Grammar?" (Maria-Elisete Almeida);"The French 'Faire': A Syntactic, Semantic, and Contrastive Approach (French/Bulgarian)" (Iva Novakova); "French Speakers Faced with the German Language: A Hopeless Case?" (Anton Naf); "Quotation and Verbal Complementation in Text Elaboration for Students of French as a Second Language" (Therese Jeanneret); and "Should Past Participle Agreement Rules be Relaxed?" (Marie-Jose Beguelin). (AS) ED482642 Approches interlinguistiques de la complementation verbale: Quels savoirs pour l'enseignant? Quels savoirs pour l'eleve? (Interlinguistic Approaches to Object-Verb Complementation: What the Teacher Needs To Know? What the Student Needs To Know?). Travaux neuchatelois de linguistique (TRANEL) v37 Dec 2002 2002-12-00 188 N/A 2004 2016-11-21

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No Advanced Students Advertising Elementary Education English (Second Language) Foreign Countries Language Attitudes Language Role Language Teachers Second Language Instruction Second Language Learning Writing (Composition) Murray, Heather, Ed. Collected Works - Serials Content Area Teaching Switzerland Switzerland ISSN-1023-2044 Association Suisse de Linguistique Appliquee, Neuchatel (Switzerland). Neuchatel Univ. (Switzerland). Inst. de Linguistique. English French This issue, written in English and French, focuses on the increasing role of English in Switzerland, as it affects both the general public and the education system. The articles include the following: "The Function of English in Swiss Advertisement" [written in French] (Marc Bonhomme); "Unpacking before Take-Off: English for Swiss Purposes in Code-Mixed Advertisement Texts for 14-30-Year Olds" (Iris Schaller-Schwaner); "Anglicisms in Media Language in German-Speaking Switzerland" [written in French] (Stephanie Plaschy); "The Swiss Debate on Foreign Language Instruction: Reflections on Self-Regulation in the Swiss Community" [written in French] (Dunya Acklin Muji); "Embedded English: Integrating Content and Language Learning in a Swiss Primary School Project" (Daniel Stolz and Tessa Meuter); "What's Wrong with Our Swiss Students' English? An Analysis of Advanced Learners' Written Productions" (Maureen Ehrensberger-Dow and Chris Ricketts); "English in Switzerland: Is It Legal?" (Silvia Dingwall); and "Swiss English Teachers and Euro-English: Attitudes toward a Non-Native Variety" (Heather Murray). (AS) ED482643 Bulletin suisse de linguistique appliquee, 2003 (Swiss Bulletin for Applied Linguistics, 2003). Bulletin suisse de linguistique appliquee n77 Spr 2003 2003-00-00 178 N/A 2004 2016-11-21

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Yes Curriculum Design Educational Objectives Educational Philosophy Elementary Secondary Education Foreign Countries Guides Preschool Education Guides - Non-Classroom Alberta Canada ISSN-1703-4019 Alberta Learning, Edmonton. Direction de l'education francaise. French This guide, written in French, is for use by administrators, counselors, teachers, and other parties involved in the delivery of quality basic education. It contains policies, procedures, and organizational information required to operate schools, or provides directions for obtaining this information. It addresses the following issues: the philosophy and goals of Alberta's education program; the legal framework (school act); curricula and programs; program administration; and resources and services. (AS) ED482644 Guide de l'education: Maternelle-12e annee, 2003-2004 (Guide to Education: Preschool-Grade 12, 2003-2004). 2003-00-00 Counselors Practitioners 226 N/A 2004 2016-11-21

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Yes Academic Standards Administrators College Admission College Faculty Educational Research Epistemology Error Correction Evaluation Methods Faculty Development French Higher Education Japanese Language Proficiency Program Administration Second Language Instruction Second Language Learning Sociocultural Patterns Sociolinguistics Student Evaluation Teaching Assistants Heilenman, L. Kathy, Ed. Books Collected Works - General Hand Gestures Professionalization University of California Berkeley English This collection of papers is divided into two parts. After "Introduction" (L. Kathy Heilenman), Part 1, "Research and Language Program Directors: The Relationship," includes "Research Domains and Language Program Direction" (Bill VanPatten); "Language Program Direction and the Modernist Agenda" (Celeste Kinginger); "The Research-Pedagogy Interface in L2 Acquisition: Implications for Language Program Directors" (Raphael Salaberry); and "Applications of Sociolinguistic and Sociocultural Research to the French Language Classroom" (Nadine O'Connor Di Vito). Part 2, "Research and Language Program Directors: Possibilities," includes "Beliefs and Practices of Teacher Assistants toward Target Language Use in Elementary French Classes" (Michael Morris); "Gesture in Japanese Language Instruction: The Case of Error Correction" (Naoko Muramoto); "Investigating the Properties of Assessment Instruments and the Setting of Proficiency Standards for Admission in to University Second Language Courses" (Micheline Chalhoub-Deville); "Positional Pedagogies and Understanding the Other: Epistemological Research, Subjective Theories, Narratives, and the Language Program Director in a `Web of Relationship'" (Mary E. Wildner-Basset and Birgit Meerholz-Haerle); and "The Professionalization of Language Teachers: A Case Study of the Professional Development Needs of Lecturers at the University of California, Berkeley" (Nelleke Van Deusen-Scholl, Linda von Hoene, and Karen Moller-Irving). (Papers contain references.) (SM) ED482646 Research Issues and Language Program Direction. Issues in Language Program Direction: A Series of Annual Volumes. 1998-00-00 ISBN-083841023-5 291 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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No Cognitive Development Cultural Awareness Cultural Differences Elementary Secondary Education Higher Education Independent Study Language Teachers Learning Strategies Listening Skills Personal Autonomy Preservice Teacher Education Reading Instruction Reading Skills Second Language Instruction Second Language Learning Speech Skills Student Diversity Student Participation Teacher Role Writing Instruction van Esch, Kees, Ed. St. John, Oliver, Ed. Books Collected Works - General Reports - Descriptive ISSN-1437-3157 English This book examines whether learner autonomy as a pedagogical approach can improve the quality of foreign language learning. Chapter 1, "A Framework for Freedom," discusses "Learning in Process,""What Is Learner Autonomy? Towards a Definition"; "Why Learner Autonomy? A Rationale"; and "Implications of Learner Autonomy for Foreign Language Learning and Teaching." Chapter 2, "Intercultural Competence," includes "'Diving to Learn',""Defining Intercultural Competence and Approaching Intercultural Learning"; "Why Teach Intercultural Competence? A Reinforced Rationale," and "Towards a Pedagogy for Intercultural Competence and Learner Autonomy." Chapter 3, "'A License for Learning': Evaluation, Teacher Roles and the Project's Development in Perspective," includes "Assessment and Evaluation,""Teacher Roles, and "The Challenge of Implementing Learner Autonomy in the Classroom." Chapter 4, "Modules for Intercultural Learning," includes "'Monoculturalism, Stereotypes and Beyond'" (Lees van Esch and Adri Elsen); "Cognitive and Attitudinal Development in Intercultural Learning" (Gloria Jover); "'Home and Horizon'" (Ragnar Aagard and Oliver St. John); "Intercultural Learning: Celebrating Christmas as an Example of a Religious Celebration in a Multicultural Group of Learners" (Helga Deeg); and "'Meeting for Meals'" (Marion Friedrich). Chapter 5, "Learning to Learn a Foreign Language: Listening, Reading and Speaking," includes "Learning to Teach How to Understand Spoken Language" (Gloria Jover); "Learning to Teach How to Read in a Foreign Language" (Petra Bohn, Adri Elsen, Kees van Esch, and Marion Friedrich); and "Learner Autonomy in Speaking Skills Development" (Ragnar Aagard and Oliver St. John). Chapter 6, "Learning to Learn a Foreign Language: Writing Skills," includes "'Profiling for Progress': Learner Autonomy in Writing Skills Development" (Adri Elsen and Oliver St. John); "Learner Autonomy in Initial Foreign Language Teacher Training: Writing Skills" (Marion Friedrich and Kees van Esch); and "Learner Autonomy in Developing Writing Skills" (Ragnar Aagard, Helga Deeg, and Gloria Jover). (Contains 81 references.) (SM) ED482647 A Framework for Freedom: Learner Autonomy in Foreign Language Teacher Education. Foreign Language Teaching in Europe. 2003-00-00 ISBN-0-8204-5958-5 234 Peter Lang Publishing, 275 Seventh Avenue, 28th Floor, New York, NY 10001 ($42.95). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Web site: http://www.peterlangusa.com/index.cfm/. N/A 2004 8/20/2004 00:48:41 RIEJUL2004 Support provided by Socrates & Youth Bureau Lingua A project no. 56318.

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No Animals Early Childhood Education Instructional Materials Kindergarten Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Brennan, Carol Ann Pottenger, Larma M. Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for the Kindergarten level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; and (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482648 DASH: Developmental Approaches in Science, Health and Technology: Kindergarten. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 655 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:48:43 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades 1-5, see SE 067 328-332.

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No Animals Elementary Education Grade 1 Instructional Materials Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Brennan, Carol Ann Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 1st grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482649 DASH: Developmental Approaches in Science, Health and Technology. Grade 1. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 538 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:48:44 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades K-5, see SE 067 327- 332.

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Yes Cooperation Dance Elementary Education Interdisciplinary Approach Mathematics Education Multiple Intelligences Student Attitudes Student Interests Teaching Methods Werner, Linnette Guides - Classroom - Teacher English This paper presents results of a study that sought to answer the question, "How does integrating dance and math in an intense co-teaching model of integration affect student attitudes toward learning math?" The goal of the dance/math project was to engage students in math in ways that reached students' multiple intelligences and encouraged them to make complex connections and try new problem solving techniques. The classroom teachers who designed and implemented the project hypothesized that students who worked with a dancer once a week to learn math concepts would become more engaged in mathematics and have more successful and positive experiences with mathematics than students who did not work with a dancer. Overall there was a significant difference between the dance/math students' and the non-dance/math students' attitudes toward mathematics. (MM) ED482650 Arts for Academic Achievement. Changing Student Attitudes toward Math: Using Dance To Teach Math. 2001-10-00 Practitioners Teachers 8 N/A 2004 8/20/2004 00:48:46 RIEJUL2004

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Yes Change Strategies Educational Change Mathematics Instruction Mathematics Teachers Secondary Education Kitchen, Richard S. Reports - Research Speeches/Meeting Papers English In the US, while policy-makers and researchers continue to recommend broad changes in school mathematics content, instruction and assessment, little is known about why teachers struggle to implement reforms. This is particularly problematic for teachers who work in high poverty, diverse school districts precisely because of the unique sociopolitical contexts of schooling in these communities. In this paper, preliminary results of a research study are reported in which 28 secondary-level mathematics teachers who work with diverse students in one of the poorest states in the US identify barriers to employing progressive instructional strategies in their classrooms. Specifically, the teachers describe how the intensification of their workload, the lack of support provided by administrators, colleagues, and parents and resistance from significance of a sociopolitical perspective to understand barriers to reform particularly for teachers working with high poverty, diverse communities. (Author) ED482651 Transforming Mathematics Education: Barriers To Reform in High Poverty, Diverse Schools. 2003-11-00 9 N/A 2004 8/20/2004 00:48:47 RIEJUL2004 Paper presented at the International Conference on Mathematics Education and Society (MES3) (3rd, Helsingor, Denmark, April 2-7, 2002).

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Yes Change Strategies Educational Change Educational Technology Elementary Secondary Education Mathematics Education Jones, Peter Reports - Descriptive English All have benefited from the industrial revolution which began in the 18th century and saw the gradual replacement of manual labor by machine. In the late 20th century, another revolution has been brought about by the rapid development of increasingly cheap and powerful computer-based technologies. Whereas the industrial revolution occurred through the mechanization of manual labor, the current electronic revolution is being achieved through a mechanization of certain sorts of intellectual skills. The brain rather than the hand is being made redundant. Initially from the mathematical point of view, the sort of intellectual skills that could be mechanized on an everyday basis might be dismissed as being relatively elementary in nature. However, high- level mathematical skills which used to be solved by complex algebraic expressions are now solved by handheld computer algebra systems. The key then is to see that emerging technologies do appear to threaten to make much of what was taught in the past redundant but they also offer real opportunities to enhance the mathematical capabilities of students. (Author/MVL) ED482652 Educating Students for Their Future Not Our Past: A Challenge for Teachers of Mathematics. 2000-00-00 10 N/A 2004 2020-10-07

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Yes Inservice Education Learning Theories Mathematics Education Pedagogical Content Knowledge Secondary Education Brodie, Karin Reports - Research Vygotsky (Lev S) English This paper presents a case-study of a mathematics teacher who has substantively developed her mediational strategies and her conceptions of mathematical knowledge as a result of her participation in an in- service program. Her new teaching practices raise serious dilemmas for her in relation to her teaching context, in particular, the limited knowledge of her pupils. Using Vygotsky's notion of mediation in the zone of proximal development, it is argued that her successes, dilemmas and constraints raise important questions for mathematics teacher development programs in such contexts. In particular the position of contextually grounded pedagogical content knowledge is considered. (Author) ED482653 Mathematics Teacher Development and Learner Failure: Challenges for Teacher Education. 2000-03-00 11 N/A 2004 2016-11-21

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Yes Academic Achievement Concept Formation Mathematics Education Secondary Education Student Attitudes Boaler, Jo Wiliam, Dylan Zevenbergen, Robyn Reports - Research English Drawing on data from 120 interviews with secondary schools students of mathematics aged from 14 to 18 in England and the United States, this paper argues that young people's developing identities are an important and neglected factor in success at secondary school mathematics. Students in both countries believe mathematics to be rigid and inflexible, and in particular, that it is a subject that leaves no room for negotiation of meaning. However, while the lack of opportunity for understanding mathematics was important, a much more salient factor in determining students' attitudes towards mathematics was that they did not see success at mathematics as in any way relevant to their developing identities, except insofar as success at mathematics allowed access to future education and careers. (Author) ED482654 The Construction of Identity in Secondary Mathematics Education. 2000-03-00 12 N/A 2004 2020-09-05

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Yes Comparative Education Educational Change Elementary Secondary Education Foreign Countries Instructional Effectiveness Mathematics Curriculum Mathematics Instruction Professional Development Bass, Hyman, Ed. Usiskin, Zalman P., Ed. Burrill, Gail, Ed. Collected Works - Proceedings Reports - Descriptive National Academy of Sciences - National Research Council, Washington, DC. Mathematical Sciences Education Board. English The Ninth International Congress on Mathematics Education (ICME-9) held in Makuhari, Japan, in August 2000 provided a unique opportunity for the Mathematical Sciences Education Board and the U.S. National Commission on Mathematics Instruction. Together with educators from the Japanese mathematical community, they hosted a workshop on teacher development immediately following the Congress. The aim of the workshop was to draw upon the expertise of participants from the two countries to work on developing a better understanding of the knowledge that is needed to teach mathematics well and how to help teachers gain this knowledge. The workshop focused on using the study of classroom events to help elementary mathematics teachers improve their teaching. In the first part of the workshop, participants considered a professional development approach that the Japanese refer to as jugyokenkyu or "lesson study". In the second part of the workshop, participants considered the use of classroom documentation and written cases, highlighting some of the work performed in the United States. The workshop consisted of large group plenary sessions, panel discussions, activity-based sessions, and small group discussion. Interactions between the two cultures were made possible by simultaneous translation. "Studying Classroom Teaching as a Medium for Professional Development" is a record of what took place at the workshop. The first section consists of papers written after the workshop by two participants reflecting on their experiences during the workshop. The body of the proceedings consists of edited transcriptions of the talks presented in plenary sessions and of the remarks given by panel members on various topics. The final section of the document contains the summaries of small group discussions describing the group response to one or two focused questions. A 90-minute videotape accompanies the book and includes video selections of classroom lessons and a Japanese post-lesson discussion that were shown at the workshop. These segments--along with written cases describing mathematics classes--were used to engage participants in observing and discussing classroom practices, allowing them to consider how such materials might be used in professional development contexts. Supporting print materials, such as transcripts and lesson plans, are in the appendixes. (Author) ED482655 Studying Classroom Teaching as a Medium for Professional Development: Proceedings of a U.S.-Japan Workshop (9th, Tokyo/Makuhari, Japan, July 31-August 6, 2000). 2002-00-00 Spencer Foundation, Chicago, IL. National Science Foundation, Washington, DC. MCI WorldCom, Arlington, VA. ISBN-0-309-08252-8 266 National Academy Press, 2101 Constitution Avenue NW, Lockbox 285, Washington, DC 20418. Tel: 800-624-6242 (Toll Free); Tel: 202-334-3313; Web site: http://www.nap.edu. N/A 2004 2020-07-23

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Yes Educational Resources Instructional Materials Integrated Activities Interdisciplinary Approach Mathematics Education Science Education History Science Instruction Teaching Methods Berlin, Donna F. Lee, Hyonyong ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English During the past century, one distinctive effort to improve science and mathematics education is an approach that recognizes the commonalities between science and mathematics and seeks to appropriately and effectively integrate these two disciplines in teaching and learning. Philosophically and theoretically, there is strong support for the integration of science and mathematics education as a way to enrich science and mathematics learning experiences and improve student understanding of and attitude toward these disciplines. This bibliography was prepared for classroom teachers, teacher educators, curriculum reformers and developers, and educational researchers interested in the exploration of the topic of integrated science and mathematics teaching and learning. The first volume of the bibliography contained 555 citations published between 1905 and the first half of 1991 related to the integration of science and mathematics teaching and learning. This volume is an updated bibliography of publications from the second half of 1991 through 2001 and includes documents that were inadvertently omitted in the first volume. The major purposes of both volumes are to: (1) provide resources for classroom practice, policy decisions, and research; (2) facilitate the development of new curriculum and instructional materials; (3) stimulate additional research; (4) identify K-12 and teacher preparation and enhancement models; and (5) present a century-long portrayal of trends and issues. (MVL) ED482656 A Bibliography of Integrated Science and Mathematics Teaching and Learning Literature. Volume 2: 1991-2001. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 89 ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2004 8/20/2004 00:48:57 RIEJUL2004 ED-99-CO-0024

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Yes Academic Achievement Disadvantaged Youth Educational Research Elementary Secondary Education Higher Education Low Achievement Minority Group Children Racial Differences Socioeconomic Status Miller, L. Scott ERIC Publications Reports - Descriptive Achievement Gap ERIC Clearinghouse on Urban Education, New York, NY. English This monograph in the Urban Diversity Series takes an in-depth look at the nature of academic achievement gaps and the efforts since the 1960s to close these gaps. The monograph provides a comprehensive analysis of achievement data from pre-school through higher education. It concludes with recommendations for developing evidence-based educational strategies and creating the organizational requirements necessary for implementing these strategies. The first section of this paper focuses on "Societal Efforts to Improve Educational Outcomes for Underrepresented Groups" (laying the foundations in the 1960s, factors that make closing of achievement and attainment gaps more challenging, and efforts to improve educational outcomes from the late 1960s to the present). The second section presents "Overview of the Academic Achievement Gaps (research suggests that there continue to be large achievement gaps to close in preK-16 education). The third section discusses "Promoting More Rapid Progress Over the Long Term," offering recommendations in two categories (tasks concerned with developing more evidence-based strategies and organizational requirements for pursuing these tasks). The final section discusses the amount of time that will be required to address and remedy the achievement gap It notes that efforts to address the high achievement issue and the within-class issue are not likely to emerge over the next 5-10 years as significant priorities for PreK-16 education because the low achievement of disadvantaged students remains a very pressing matter which will command an enormous amount of attention for a long time, and because few leading academic researchers, school reformers, and policymakers have shown much interest in the high achievement and within-class issues. (Contains 61 references.) (SM) ED482657 Working More Productively To Produce Similar Patterns of Educational Performance among Racial/Ethnic Groups in the United States. Urban Diversity Series. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 37 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Academic Standards Educational Environment Educational Improvement Elementary Secondary Education Evaluation Methods Faculty Development High Risk Students Program Effectiveness Program Evaluation Self Evaluation (Groups) Teacher Competencies Teacher Student Relationship Teaching Skills Thakur, Mala B., Ed. Guides - Non-Classroom Student Support Services National Youth Employment Coalition, Washington, DC. English NYEC EDNet Tool is designed to help educators and practitioners gather information to improve schools or education programs through self-assessment. It is designed for people working with vulnerable youth in alternative and traditional education programs and schools. The self-assessment requires a concerted effort over a period of time and the commitment of staff at all levels. It provides a structured ways of viewing and evaluating all the facets of an education program and can help develop staff, enhance teamwork, and document success. Step I includes a quick exercise to rate the various areas of a program. This section contains the criteria and indicators, grouped into three categories: teaching and learning; essential supports, opportunities, and services; and purpose, organization, and management. Step II is a diagnostic tool that contains a set of questions that rate directly to the criteria and indicators of effectiveness. Resources for teaching and learning are included. The five appendices contain acknowledgements, the NYEC Working Group, the Austin Group, the NYEC Executive Committee, and NYEC members. (SM) ED482658 NYEC EDNet: NYEC Education Development Network. Transforming Educational Options for Youth through Effective Teaching & Learning, Youth Development and Quality Management. 2002-11-00 Administrators Practitioners Teachers 54 National Youth Employment Coalition, 1836 Jefferson Place, N.W., Washington, DC 20036. Tel: 202-659-1064; Web site: http://www.nyec.org. N/A 2004 2016-11-21

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Yes Accountability Civil Rights Educational Quality Elementary Secondary Education Parent Participation Public Schools School Community Relationship Urban Schools Sullivan, Elizabeth Reports - Descriptive New York (New York) United Nations New York (New York) New York Univ., NY. Inst. for Education and Social Policy. English This paper asserts that while many factors contribute to the poor quality of education in New York City public schools, one of the primary obstacles to guaranteeing the right to education is a widespread lack of accountability by school officials. This lack of participation is tied to the school system's failure to ensure effective participation by parents and communities. The paper draws from a series of interviews with parents, community organizers, and education advocates to identify and critique obstacles to participation that exist in the current school system. In addressing the the role of civil society, the paper relies on international standards on civil, political, and human rights, including the United Nations' World Declaration on Education for All. Section 1, "New York City Fails to Ensure the Human Right to Education," describes the situation. Section 2, "Civil Society and the Right to Participation," discusses the importance of civil society participation in revitalizing urban public schools. Section 3, "Ensuring Parent and Community Participation in NYC Schools," discusses structures for participation (effectiveness, power, and equitable representation; creating accessible and welcoming environments for participation; transparency and adequate access to information; and building the capacity of parents and communities for informed and effective participation). Part 4, "Building Human Rights Structures: The Role of an Ombudsperson for the Right to Education," describes the responsibilities of the office of a human rights ombudsperson. An appendix presents articles on the right to educationfound in principal human rights conventions and declarations; excerpts from declarations, general comments and other documents expanding on the right to education; and excerpts from covenants and general comments on the right to participation. (Contains 57 endnotes.) (SM) ED482659 Civil Society and School Accountability: A Human Rights Approach to Parent and Community Participation in NYC Schools. 2003-06-00 46 Institute for Education and Social Policy, New York University, 162 Montague Street, Brooklyn, NY 11201. Tel: 212-998-5880; Fax: 212-995-4564; Web site: http://www.nyu.edu/iesp/. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Educational Legislation Educational Quality Elementary Secondary Education Federal Legislation Limited English Speaking Quality Control School Districts Special Needs Students State Standards Student Evaluation Teacher Competencies Testing Lonergan, James Guides - Non-Classroom ERIC Publications No Child Left Behind Act 2001 No Child Left Behind Act 2001 ERIC Clearinghouse on Urban Education, New York, NY. English This guide reviews the testing and accountability requirements of the No Child Left Behind Act of 2001 (NCLB). It discusses: subjects on which students will be tested and when (all states must test math and reading achievement annually in grades 3-8 and at least once during grades 10-12 by 2005-06); whether children with disabilities or limited English proficiency will be tested (NCLB requires testing of all students, and states must provide reasonable accommodation for students with special needs); and how schools will be graded (each district must produce and distribute annual report cards with information on how students performed on state tests in the entire district and each school). Report cards must be made available to parents by the beginning of each school year, though states and districts may publicize the information through other channels. The guide defines adequate yearly progress (a requirement of NCLB that states set minimum levels of student improvement that districts and schools must make within a certain period) and indicates that school report cards must indicate if schools are meeting state standards of adequate yearly progress or are needing improvement, corrective action, or restructuring. The guide explains that local districts are also held accountable for improving teacher quality (each state receiving Title II funds must have a plan guaranteeing that all teachers of core academic subjects are highly qualified by 2005-06). (SM) ED482660 A Guide to the Testing and Accountability Requirements of No Child Left Behind. For Parents, about Parents. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 5 ERIC Clearinghouse on Urban Education, Teachers College, Columbia University, 525 West 120th Street, Box 40, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Fax: 212-678-4012; e-mail: eric-cue@columbia.edu; Web site: http://eric-web.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Administrator Role Classroom Techniques Educational Legislation Elementary Secondary Education Family Mobility Homeless People Migrant Children Military Personnel Poverty Rural Schools Special Needs Students Student Mobility Urban Schools Popp, Patricia A. Stronge, James H. Hindman, Jennifer L. Guides - Non-Classroom Information Analyses ERIC Publications Stewart B McKinney Homeless Assistance Act 1987 Student Support Services Stewart B McKinney Homeless Assistance Act 1987 National Center for Homeless Education, Greensboro, NC. ERIC Clearinghouse on Urban Education, New York, NY. English This handbook synthesizes research on the education of various subpopulations of students who tend to be highly mobile and explores common characteristics and significant differences. It provides a comprehensive array of resources for teachers and schools. Part 1, "Defining Highly Mobile Children and Youth," includes: (1) "Students on the Move"; (2) "Children Living in High Poverty"; (3) "Migratory Children and Youth"; (4) "Children and Youth Experiencing Homelessness"; (5) "Children of Military Families"; (6) "Students Experiencing Mobility on a Global Scale"; and (7) "Future Steps." Part 2, "How to Reach and Teach the Highly Mobile Student," includes: (8) "Reaching Highly Mobile Students: What Administrators Can Do" and (9) "Teaching Highly Mobile Students: School and Classroom Strategies." Part 3, "Tools You Can Use," includes appendices containing a complete checklist of interventions and strategies to support highly mobile students, a PowerPoint presentation on the issues for staff development and training, children's literature and activities, and suggested references and resources. (Contains over 100 endnotes.)(SM) ED482661 Students on the Move: Reaching and Teaching Highly Mobile Children and Youth. Urban Diversity Series. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 199 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Academic Achievement Black Students Educational Vouchers Elementary Education Minority Group Children Private School Aid Private Schools School Choice Scores Test Results Tuition Urban Schools Peterson, Paul E. Howell, William G. Reports - Research Speeches/Meeting Papers New York (New York) New York (New York) English The voucher intervention sponsored by New York City's School Choice Scholarships Foundation (SCSF) has been a valuable source of information about such programs. It began in 1997, when K-4 public school students were invited to apply to SCSF for a voucher to help defray costs of private school tuition. Over 1,200 of 20,000 applicants were offered vouchers via a lottery. Since vouchers were awarded by lot, the SCSF program was evaluated as a randomized field trial. Researchers collected baseline test scores and other data prior to the lottery, administered the lottery, then collected followup data 1, 2, and 3 years later. A group families who did not win the lottery acted as the controls. For non-African Americans, and for students as a whole, private schools did not have any discernable impact on test scores. For African Americans, substantial improvements were observed in all 3 years. Although some researchers express strong doubts that African American benefitted much from the New York City voucher intervention, this study suggests that evidence supports the original contention that African Americans, and only African Americans, posted significant and positive test score gains associated with attending a private school that in year 3 ranged from one-quarter to two-fifths of a standard deviation, depending on the model estimated. (Contains 38 references.) (SM) ED482662 Latest Results from the New York City Voucher Experiment. 2003-11-00 62 For full text: http://www.ksg.harvard.edu/pepg/index.htm. N/A 2004 2016-11-21

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Yes Career Ladders Community Colleges Curriculum Development Disadvantaged Youth Dropouts Educational Attainment Employment Level Graduation Inservice Education Job Skills Labor Force Development Low Income Program Development Training Kazis, Richard Liebowitz, Marty Guides - Non-Classroom Reports - Descriptive Jobs for the Future, Boston, MA. English MDRC's Opening Doors to Earning Credentials Project and its early reports found that community colleges are the local educational institutions with the greatest potential for helping low-wage workers earn skills and credentials that lead to educational and career advancement. Opening Doors also identified serious obstacles to realizing that potential (e.g., characteristics of the low-wage workforce, institutional structure and priorities of most community colleges, and external policy environments in which they operate). MDRC asked Jobs for the Future to look at curricular and program redesign strategies being used in community colleges today to speed advancement from lower levels of skill into credential programs and to shorten the time commitment for earning a credential. This paper presents a framework for understanding the range of experimentation with program and class reformatting and design, identifying programs that exemplify promising approaches. The framework focuses on: developmental education approaches that can help improve college credential outcomes (innovative approaches to redesigning developmental education programs and lessons from innovative college programs); curricular and program redesign of college credential programs (innovative college program models); and programs for young high school dropouts or graduates who are still not college-ready. (Contains 12 references.) (SM) ED482663 Changing Courses: Instructional Innovations That Help Low-Income Students Succeed in Community College. Opening Doors to Earning Credentials Project Series. 2003-07-00 Annie E. Casey Foundation, Baltimore, MD. Ford Foundation, New York, NY. Joyce Foundation, Chicago, IL. KnowledgeWorks Foundation, Cincinnati, OH. Lumina Foundation for Education, Indianapolis, IN. Charles Stewart Mott Foundation, Flint, MI. Smith Richardson Foundation, Inc., Greensboro, NC. 37 MDRC, 16 East 34th Street, New York, NY 10016. Tel: 212-532-3200; Web site: http://www.mdrc.org. N/A 2004 8/20/2004 00:49:11 RIEJUL2004 Produced with MDRC.

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Yes Dropout Characteristics Dropout Rate Exit Examinations Grade Point Average High Risk Students High Stakes Tests Low Achievement Low Income Groups Secondary Education Socioeconomic Status Student Evaluation Reardon, Sean F. Galindo, Claudia Reports - Research English This paper considers the effect of high stakes promotion tests on early high school dropout patterns. Analysis of data from the National Educational Longitudinal Survey of 1988, a nationally representative survey of 8th grade students in the United States, indicates that the presence of an 8th grade promotion test requirement is strongly associated with an increased probability of dropping out. This association persists even after controlling for a moderate range of school and individual level characteristics associated with dropping out. The difference in dropout rates between students taking and not taking promotion tests is not trivial, particularly for students with low achievement, low grade point average, and low socioeconomic status, where the difference in dropout probabilities is as much as two percentage points. (Contains 18 references.) (SM) ED482665 Do High-Stakes Tests Affect Students' Decisions To Drop Out of School? Evidence from NELS. Working Paper. 2002-04-00 30 Population Research Institute, Pennsylvania State University, 601 Oswald Tower, University Park, PA 16802-6411. Tel: 814-865-0486; Web site: http://www.pop.psu.edu. N/A 2004 8/20/2004 00:49:15 RIEJUL2004 Produced by Pennsylvania State University, Population Research Institute.

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Yes Academic Achievement Academic Standards Change Strategies Educational Change Educational Improvement Educational Vouchers Elementary Secondary Education Federal Aid Federal Legislation Poverty School Districts Urban Schools Wong, Kenneth ERIC Publications ERIC Digests in Full Text Elementary Secondary Education Act Title I ERIC Digests Reform Strategies Elementary and Secondary Education Act Title I ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English As part of the federal government's war on poverty, Title I of the 1965 Elementary and Secondary Education Act was passed to provide financial assistance to local education agencies serving areas with high concentrations of children from low-income families. This digest explores the implementation of Title I from its beginnings as the first and largest attempt to provide federal money for education to its current place in the whole school reform effort. Although anti-poverty remains Title I's primary goal, its dominant policy objectives have broadened from fiscal accountability to improving the quality of instruction and achievement in Title I schools. The latest phase of development of Title I has been shaped by competing visions of how to raise student performance, including whole school reform, district-based support, and voucher programs. After describing fragmentation versus schoolwide reform, the report presents an example of schoolwide Title I implementation in Minneapolis. It also describes Title I and the Improving America's Schools Act and examines competing approaches to raising student performance in Title I schools (adopting externally designed models that have been proven effective; shaping Title I schools with district wide support and sanctions to raise academic standards, improve professional development, and make adequate yearly progress; and using educational vouchers). (Contains 17 references.) (SM) ED482666 Title I as a Reform Strategy in Urban Schools. ERIC Digest. 2003-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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No Animals Elementary Education Grade 2 Instructional Materials Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Brennan, Carol Ann Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 2nd grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482667 DASH: Developmental Approaches in Science, Health and Technology. Grade 2. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 712 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:49:18 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades K-5, see SE 067 327-332.

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No Animals Elementary Education Grade 3 Instructional Materials Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Brennan, Carol Ann Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 3rd grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Start-up Activities; (12) Activity Plans; (13) Scope and Sequence; (14) Material List; and (15) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482668 DASH: Developmental Approaches in Science, Health and Technology. Grade 3. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 853 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:49:19 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades K-5, see SE 067 327-332.

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No Animals Elementary Education Grade 4 Instructional Materials Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Pottenger, Larma M. Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 4th grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Support Materials; (12) Start-up Activities; (13) Activity Plans; (14) Scope and Sequence; (15) Material List; and (16) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482669 DASH: Developmental Approaches in Science, Health and Technology. Grade 4. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 1153 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:49:21 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades K-5, see SE 067 327- 332.

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No Animals Elementary Education Grade 5 Instructional Materials Lesson Plans Nutrition Physical Sciences Recycling Safety Science Activities Science Curriculum Science Instruction Pottenger, Francis M., III Pottenger, Larma M. Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The goal of the Developmental Approaches in Science, Health and Technology (DASH) program is to preserve the curiosity and capture the imagination of all elementary students through an experience of science, technology, and health that engages them in the excitement of exploring and understanding the unknown, inventing and building to solve problems, becoming better able to care for themselves, and gaining basic meaningful knowledge that will enable further school study. This document contains a teacher's guide for 5th grade level. The document is divided into sections based on content. Activities include: (1) Learning; (2) Time, Weather and Sky; (3) Animals; (4) Plants; (5) Food and Nutrition; (6) Health and Safety; (7) Wayfinding and Transportation; (8) Energy and Communication, Conservation, Recycling, and Decomposition; (10) Matter, Space and Construction; (11) Activity Plans; (12) Scope and Sequence; (13) Material List; and (14) Complimentary Materials. Each lesson plan includes objectives, background, student role, required materials, product, and procedure information. (Author/YDS) ED482670 DASH: Developmental Approaches in Science, Health and Technology. Grade 5. Teacher Guide. 2000-00-00 National Science Foundation, Arlington, VA. Practitioners Teachers 1337 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:49:22 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For teachers guide see SE 067 326; for grades K-4, see SE 067 327- 331.

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Yes Computer Uses in Education Distance Education Elementary Secondary Education Females Higher Education Masters Degrees Online Courses Preservice Teacher Education Teachers Teaching Methods Womens Education Atwell, Nedra Wheeler Reports - Research Speeches/Meeting Papers Western Kentucky University Appalachian People English Two of the author's favorite Appalachian women serve as thought mentors to help see the practical and educational opportunities available in cyberspace for meeting the critical shortage of teachers serving the Appalachian women and children of today. In classrooms and homes throughout Appalachia, women and children are logging on to computers to go to school and increase their educational opportunities and learn what characterizes good instructional utilization of technology. In the context of Western Kentucky University's online Masters of Education, this article describes what teachers must know and be able to do in order to implement successfully this type of learning with their students. (Author/SM) ED482671 Miss Willie and Nora Bonesteel: Teaching in Cyberspace. 2003-00-00 7 N/A 2004 2016-11-21

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Yes Cultural Differences Culturally Relevant Education Educational Legislation Elementary Secondary Education English (Second Language) Federal Legislation Higher Education Limited English Speaking Student Diversity Teaching Methods Grubbs, Scott T. Reports - Descriptive Speeches/Meeting Papers Total Physical Response English Although the United States has always been a linguistically diverse country, during the late 20th and early 21st centuries, the issue of educating students with Limited English Proficiency (LEP) has gained heightened attention and importance due to increasing demographic, judicial, political, and educational concerns. Many non-foreign language teachers who are facing the prospect of educating LEP students feel apprehensive due to their lack of preparation and training in the area. This paper examines these issues, focusing on: legal and legislative precedence for educating LEP students; challenges in working with LEP students; considerations for teachers of LEP students; and using total physical response and the natural approach in teaching LEP students. The paper concludes that the world of the 21st century will continue to change the notion of the United States as a homogeneous, monolingual culture, and if schools are a reflection of society, then delivering quality instruction in increasingly diverse classrooms is a reality with which teachers must come to terms. (Contains 19 references.) (SM) ED482672 The ABC's of ESOL: An Overview of English as a Second Language for Non-Foreign Language Teachers. 2003-00-00 18 N/A 2004 2016-11-21

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No Action Research Data Analysis Data Collection Elementary Secondary Education Professional Development Reflective Teaching School Districts Teacher Competencies Teacher Improvement Herrelko, Janet O'Connor, C. Richele Reports - Research Speeches/Meeting Papers Ohio Ohio English The third research study in a series of qualitative studies examines the functions and practices of local professional development committees in Ohio. This descriptive study interviewed key informants from five Local Professional Development Committees (LPDCs) regarding their processes and practices. Resultant data indicated that several districts were succeeding in helping teachers formulate goals for professional development, engage in reflective practice, and attempt action research projects in order to improve their teaching and student achievement. These positive results were balanced by continuing needs: (1) to develop means to collect and examine data collected from the Individual Professional Development Plans (IPDPs); (2) to provide uniform determinations for awarding credit; and (3) to meet all four goals for professional development of self, students, buildings, and district over the 5 years of the IPDP. It was clear from the interviews that educators are assuming the responsibility for shaping their professional growth. (Contains 15 references.) (Author/SM) ED482673 Local Professional Development Committees: A Case Study of Educators Shaping Professional Growth. 2003-00-00 18 N/A 2004 2016-11-21

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No Anxiety Elementary Secondary Education Higher Education Preservice Teacher Education Prior Learning Self Efficacy Student Teacher Attitudes Student Teachers Teacher Effectiveness Teaching Experience Yetkin, I. Elif Reports - Research Speeches/Meeting Papers English This study aimed to explain prospective teachers' anxiety about teaching in relation to their teaching efficacy beliefs and prior teaching experiences. Participants included 27 preservice teachers. Three instruments were used: Student Teacher Anxiety Scale (STAS), Prior Experiences in Teaching Questionnaire (PETQ), and Teachers' Sense of Efficacy Scale (TSES-Short Form). The predictor variables were prior teaching experience, number of teaching methods courses taken, and teaching efficacy, and the criterion variable was teaching anxiety. Correlation analysis demonstrated that teaching anxiety was negatively correlated with teaching efficacy. Regression analyses were carried out to determine the predictors of teaching anxiety. Results indicated that the regression equation of teaching anxiety, including all predictor variables, explained 40 percent of the variation in teaching anxiety. Teaching efficacy was found as the only significant predictor in the equation. (Contains 15 references.) (Author/SM) ED482674 Self-Efficacy and Prior Experiences as Predictors of Prospective Teachers' Teaching Anxiety. 2003-10-00 17 N/A 2004 8/20/2004 00:49:28 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-Western Educational Research Association (Columbus, OH, October 15-18, 2003).

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Yes Elementary Secondary Education Faculty Development Inservice Teacher Education Interpersonal Relationship Partnerships in Education Peer Teaching Teacher Collaboration Teacher Role Trust (Psychology) Ertmer, Peggy A. Richardson, Jennifer Cramer, Jeffry Hanson, Laura Huang, Wenhao Lee, Yekyung O'Connor, Debra Ulmer, John Um, Eun Joon Reports - Research Learning Communities Instructional Coaches English Current recommendations for achieving high quality professional development for teachers include the creation of a professional learning community wherein each member of the educational community--student, teacher, parent, community, principal, and staff--is both teacher and learner. Key to the success of this approach, however, is the role of the peer mentor or coach. This study was designed to determine what it takes to be a successful professional development coach by gathering data based on the perspectives and experiences of 31 peer coaches. Results suggest that, while content expertise is important, coaches must possess strong interpersonal skills in order to build trusting relationships with teachers. These relationships, then, enable coaches to use their content expertise to facilitate changes in teachers' practice. Suggestions for selecting and training peer coaches are included. (Contains 25 references.) (Author/SM) ED482675 Critical Characteristics of Professional Development Coaches: Content Expertise or Interpersonal Skills? 2003-10-16 30 N/A 2004 2016-11-21

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Yes Elementary Secondary Education Faculty Development Inservice Teacher Education Mentors Teacher Improvement O'Connor, Debra L. Ertmer, Peggy A. Reports - Research Coaching English School districts use a variety of professional development initiatives, many of them successfully. However, many teachers either endure the initiatives and return to their old ways after the initiatives are over, or they close their doors and ignore them altogether. Consequently, sustaining or growing the results of these initiatives is challenging. This study examines one Midwestern metropolitan school district's coaching initiative through the eyes of four coaches who described the perceived success of the initiative, their roles as coaches and their perceptions of what was needed to sustain that success after returning to their classrooms. Data were gathered via an online survey, documents provided by the district administration, and individual interviews with the coaches. Results indicated that coaches felt there was a need for continued support from various networked resources following the initiative in order to sustain or grow the results. (Contains 26 references.) (Author/SM) ED482676 Today's Coaches Prepare Tomorrow's Mentors: Sustaining the Results of Professional Development. 2003-09-13 30 N/A 2004 2016-11-21

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Yes Computer Uses in Education Cooperating Teachers Educational Technology Higher Education Preservice Teacher Education Secondary Education Student Teachers Workshops World Wide Web Durnin, John H. Reports - Research Speeches/Meeting Papers English This paper describes a project in which inservice teachers, who were educated in technology, offered workshops to undergraduate preservice teachers. Project goals were to enhance inservice teachers' ability with technology and to prepare preservice teachers for the use of technology in the classroom. Workshops were held during two semesters. Evaluation involved questionnaires administered anonymously to participants following the workshops. Results for the first semester preservice teachers indicated that they tended to agree to statements affirming their ability to apply what was learned for classroom instruction through the workshops. Results were similar for the second semester preservice teachers for all items except those regarding their ability to help students with databases and spreadsheets. These overall affirmative answers were supported by the answers of cooperating teachers. Inservice teachers tended to view themselves as more capable of helping others with technology than did preservice teachers. Many preservice teachers made positive comments about having inservice teachers conduct the workshops. (Contains 16 references.) (SM) ED482677 Pre-Service Teachers Taught Classroom Technology by In-Service Teachers. 2003-10-00 21 N/A 2004 8/20/2004 00:49:34 RIEJUL2004 Paper presented at the Annual Meeting of the Pennsylvania Association of Colleges and Teacher Educators (32nd, Grantville, PA, October 29-31, 2003).

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Yes Elementary Secondary Education Higher Education Knowledge Base for Teaching Preservice Teacher Education Teacher Educators Teacher Knowledge Smith, Kari Reports - Descriptive Speeches/Meeting Papers English Professional knowledge of teachers has been the topic of many research papers in the field of teacher education published in recent years. Less attention, however, is given to professional knowledge of teacher educators, the focus of this paper. The paper examines the issue by discussing some of the literature on the subject and by asking novice teachers and teacher educators about the characteristics of good teacher educators, the professional knowledge of teacher educators, and the difference between the professional knowledge of teacher educators and teachers. Furthermore, experienced teacher educators were asked to choose artifacts as evidence to be included in a presentation portfolio of their professional competence. Findings indicate that even though there is much overlapping in the professional knowledge of the two groups of professionals, there are also distinct differences of importance to the current discussion on education for and standards of teacher educators. (Contains 42 references.) (Author/SM) ED482678 Teacher Educators' Professional Knowledge--How Does It Differ from Teachers' Professional Knowledge. 2003-04-00 35 N/A 2004 8/20/2004 00:49:36 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Academic Achievement Democracy Disadvantaged Youth Elementary Secondary Education Equal Education Excellence in Education Higher Education Instructional Leadership Leadership Qualities Minority Groups Public Schools Racial Bias Social Influences Teacher Expectations of Students Lunenburg, Fred C. Opinion Papers Speeches/Meeting Papers Marginalized Groups Social Justice English Educational leadership for social justice is founded on the belief that schooling must be democratic and an understanding that schooling is not democratic unless its practices are excellent and equitable. Moreover, educational equity is a precondition for excellence. The failure to achieve universally effective education in U.S. society is known to be a correlate of failure to achieve social justice. By almost any measure, there continues to be serious differences between the level and quality of educational achievement for children coming from rich or poor families and from ethnic majority or some ethnic minority group families. It is important to achieve equal educational results for all children. Failure to do so will hamper specific groups from obtaining the fundamental, primary goods and services distributed by society--rights, liberties, self-respect, power, opportunities, income, and wealth. Education is a social institution, controlling access to important opportunities and resources. State and national accountability policy can leverage social justice. (Contains 32 references.) (Author/SM) ED482679 Leadership for Learning: State and National Accountability Policy Can Leverage Social Justice. 2003-08-06 18 N/A 2004 2016-11-21

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No Administrator Attitudes Administrators Disabilities Elementary Education Family School Relationship Parent Attitudes Parent Participation Special Education Urban Schools Gavin-Evans, Karen Munn, Marlene Malone, April Ervin, Brettany Reports - Research Speeches/Meeting Papers English This paper presents findings from a qualitative study exploring the family involvement process within the special education programs at one urban elementary school. Three families with elementary-age children diagnosed with disabilities are highlighted because they represent the "hard-to-reach" families in the United States. The families speak candidly about their family involvement in special education programming and intervention implementation and their dismay with under-committed school officials. School officials were interviewed about involvement expectations, specifically regarding the family who nominated them. Findings reveal that strong home-school connections can aid in the reciprocal creation of individual family involvement definitions tailored to the resources, needs, and barriers of the family. With support from relatives, friends, and agencies, families that faced significant household and community barriers found strategies for advocating for their children's individual needs. (Contains 16 references.) (Author/SM) ED482680 So What Are WE Going To Do? Family Advocacy as Involvement for Urban Parents of Children with Special Needs. 2003-04-23 22 N/A 2004 8/20/2004 00:49:39 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Adult Learning Computer Mediated Communication Computer Uses in Education Cooperative Learning Discussion Groups Graduate Study Group Dynamics Higher Education Interpersonal Relationship Nontraditional Students Online Courses Teaching Methods Trust (Psychology) Ingram, K. W. Conley, C. McDonald, S. Parker, V. Rivers, J. Reports - Research English This study examined how adult graduate students made use of technology to mediate group interactions and processes in an online learning environment, also noting why individual groups of students chose particular tools and methods. The online course was delivered using a third-party course management tool. The structure of the course and the use of computer-mediated communication tools to promote interaction were somewhat controlled by the course management tool's pedagogical assumptions of design and the resulting technological and structural capabilities. Data were collected via conversations with a student, surveys that examined students' beliefs about their group processes, and a focus group interview. Results indicated that time was a major factor in determining how one group structured their use of the available technology tools. The course tool limited some of the design decisions about interaction. However, based on the interactions within the three groups, the personalities and experiences of individual members also played a role in their interaction. The need and ability to trust was a common theme among respondents. For at least two of the groups, students' level of technological experience factored in at the beginning of the group project. (Contains 19 references.) (SM) ED482681 What Factors Affect the Way Teams Interact in an On-Line Graduate Course? 2003-11-05 17 N/A 2004 8/20/2004 00:49:41 RIEJUL2004

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Yes Elementary Education Elementary School Students Elementary School Teachers Feedback Foreign Countries Instructional Program Divisions Self Concept Sex Differences Student Attitudes Teacher Expectations of Students Chen, Yi-Hsin Thompson, Marilyn S. Reports - Research Taiwan Taiwan English This research investigated the relationships among teacher expectancy, student perception, and student self-concept. A sample of 1,598 Taiwanese elementary school children in grades 3-6 were administered a school self-concept scale and a measure of their perceptions of teachers' positive and negative oral feedback in academic and nonacademic domains. Homeroom teachers were asked to identify students for whom they had high or low expectations. Although amounts of all four types of perceived feedback differed significantly across expectancy groups, discriminant analysis indicated that student perceptions of positive and negative academic oral feedback were more heavily weighted in predicting teacher expectancy level. Furthermore, structural equation modeling showed that both positive and negative academic oral feedback were predictive of the three dimensions of school self-concept. The strongest relationship was between positive academic oral feedback and academic self-concept. Two-way ANOVAs evaluating grade and gender effects for oral feedback showed that males perceived more negative oral feedback from teachers than females in all four grades, although there were no significant gender differences on positive academic and nonacademic oral feedback. Regarding the effect of grade on perceived feedback, fourth grade students always perceived more positive and less negative oral feedback than fifth graders. Females' perceptions of negative feedback followed this trend, but differences were not significant across grade. Some suggestions for practitioners are noted. (Contains 22 references.) (Author/SM) ED482682 Relations among Teacher Expectancies, Student Perceptions of Teacher Oral Feedback, and Student Self-Concept: An Empirical Study in Taiwanese Elementary Schools. 2003-04-24 25 N/A 2004 2016-11-21

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Yes Attitude Change Childrens Literature Consciousness Raising Elementary Education Elementary School Students Gender Issues Grade 5 Sex Fairness Sex Role Sex Stereotypes Student Attitudes Flynn, Rachael A. Falconer, Renee Reports - Research Speeches/Meeting Papers English This study investigated the attitudes and perceptions of four white fifth graders in a southeastern U.S. state toward gender roles and expectations after reading and discussing children's literature that portrayed females and males in diverse, nontraditional roles. Prior to the study, the students completed an art expression activity to assess their attitudes. From this, the researchers selected appropriate literature and identified areas of need. This art activity was conducted a second time subsequent to the literature and discussion sessions to examine signs of growths. Data came from student interviews, observations, field notes, student writings and art products, and audiotaped literature discussions. Results indicated that all four students' attitudes and perceptions of gender roles and expectations were positively influenced through the reading and discussing of children's literature with characters in gender equitable roles. Students acknowledged the importance of gender equity and recognized the limitations gender stereotyping can exert on people's ambitions, interests, and behaviors. They looked within themselves for answers to the problems plaguing the characters, people within their environments, and themselves. (Contains 61 references.) (SM) ED482683 Exploring the Use of Children's Literature to Impact the Gender Role Expectations of Fifth-Grade Students. 2003-11-06 27 N/A 2004 8/20/2004 00:49:44 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Elementary Education Grade 4 Inclusive Schools Learning Disabilities Mainstreaming Reading Achievement Reading Instruction Regular and Special Education Relationship Resource Room Programs Rogers, Donna Power Thiery, Iris Marie Reports - Research Speeches/Meeting Papers English In the field of education, there is considerable controversy about the appropriateness of an inclusive setting as a more beneficial environment than a resource room for students with learning disabilities. The purpose of this research is to determine whether students with learning disabilities perform better in an inclusive setting or in a resource room setting. The research consisted of a 12-week study of reading instruction for five students diagnosed with learning disabilities. For the first 6 weeks, the students received reading instruction in a resource room. For the remainder of the time, the students received reading instruction in an inclusive setting. The academic achievements of these students in the two settings were compared. Results show that academically as well as behaviorally, all students performed better in an inclusive setting. (Contains 22 references.) (Author/SM) ED482684 Does an Inclusive Setting Affect Reading Comprehension in Students with Learning Disabilities? 2003-11-06 27 N/A 2004 8/20/2004 00:49:46 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Academic Standards Administrator Education Higher Education Internship Programs Principals Marshak, John J. Reports - Research Speeches/Meeting Papers English Due to increased emphasis on student success and increasing recognition of the school principal's role in creating/maintaining a culture of success, preparation programs in school administration are undergoing increased scrutiny. This prompted the creation of a set of standards for school leaders by the Council of Chief State School Officers and a guide to articulate those standards by the National Policy Board for Educational Administration. The emphasis of the standards is on the cognitive domain. At the State University of New York at Cortland, students are eligible to do an internship after seven or eight three-credit classes. Interns must submit letters of commitment from various administrators accepting the role of mentor and the responsibility for providing and/or opening the door to a wide variety of administrative experiences. Upon acceptance, a university supervisor is appointed. Most students dedicate themselves to the internship full-time. Researchers assessed what the internship taught and the needs that classroom preparation did not fulfill. Respondents focused on such areas as their learning to go with the flow, becoming a historian and anthropologist of the culture, developing an understanding of the school's purpose and value, dealing with the staggering demands of the job, and enjoying the rush of everything coming together. (Contains 10 references.) (SM) ED482685 What Interns in School Administration Said They Learned from Their Internship: Program Implications. 2003-11-00 14 N/A 2004 8/20/2004 00:49:48 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Budgeting Decentralization Decision Making Educational Finance Elementary Secondary Education Money Management Postsecondary Education Hall, George Metsinger, Jackie McGinnis, Patricia Reports - Descriptive Distributed Practice Responsibility Center Budgeting School Based Budgeting English In educational settings, decentralized budgeting refers to various fiscal practices that disperse budgeting responsibility away from central administration to the line education units. This distributed decision-making is common to several financial management models. Among the many financial management models that employ decentralized budgeting are site-based budgeting, contribution margin budgeting, and responsibility center management or responsibility center budgeting. While all of these models incorporate distributed decision making into their operation, the span of budgetary decision making responsibility appears to be related to the educational unit's influence over its revenue stream. All three models share characteristics common to both public school and postsecondary educational settings. From the perspectives of budgeting practitioners, the diversity of decentralized budgeting in educational settings is apparent. From public school settings, where administrators focus their budgeting energies on controlling costs, to universities, where administrators pursue alternative revenue sources, decentralized budgeting manifests the characteristics of different financial management models. Across the range of diverse manifestations, decentralized budgeting in education attempts to empower fundamental unit personnel with the ability to participate in, influence, and take ownership of expense and/or revenue decisions for which they are ultimately and uniquely responsible. (Contains 10 references.) (SM) ED482686 Decentralized Budgeting in Education: Model Variations and Practitioner Perspectives. 2003-11-00 12 N/A 2004 2016-11-21

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Yes Curriculum Development Higher Education Independent Study Preservice Teacher Education Problem Based Learning Secondary Education Self Efficacy Student Centered Curriculum Brocato, Kay Franz, Dana Reports - Descriptive Speeches/Meeting Papers Learner Centered Instruction Mississippi State University Professionalism Authentic Learning English ACHIEVE Mississippi was founded at Mississippi State University to infuse problem-based learning (PBL) and studio-based learning (SBL) into the field of teaching. The secondary education program area infused SBL into secondary majors' Planning and Managing Learning class and Methods of Teaching classes. SBL offered authentic ways for teacher educators to simulate cases in which teacher candidates could work toward professionalism. PBL and SBL helped faculty and students practice, in real ways, creating authentic learning spaces using authentic learning techniques, and it offered faculty ways to move away from teacher-centered learning. This paper discusses: SBL and self-directed learning; planning and resourcing a Positive Learning Places Plan unit; conducting the unit using SBL; and assessing the unit. Data from student surveys indicated that students were positive about SBL and its learning components. However, they felt lost, confused, unclear, and frustrated for the first part of the work, and then gradually caught on. The teacher's feelings of efficacy were mixed. The paper concludes that SBL and all it requires is a viable endeavor for secondary education, suggesting that as teacher candidates become aware of the expectation for them to direct their own learning, they may more readily embrace the creativity in the techniques and adopt SBL for their own classrooms. (Contains 10 references.) (SM) ED482687 A Model for Studio-Based Learning in Teacher Education: Application in Planning and Managing Learning. 2003-11-04 19 N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Education Grade 3 Lesson Plans Mathematics Achievement Mathematics Instruction Reading Achievement Reading Instruction Textbooks Year Round Schools Varner, Lynn W. Reports - Research Speeches/Meeting Papers English Numerous researchers have found positive effects of year round school on student achievement. This study examined the progress of third grade teachers from one traditional school and one year round school through their reading and mathematics textbooks in order to determine whether this purported benefit was realized in the year round school compared to the traditional school. Teachers from the two schools completed interviews. Researchers also reviewed students' achievement test scores and examined teachers' lesson plans. Using the textbooks and lesson plans, researchers examined the complexity of skills covered throughout the year. Results indicated that although all teachers showed progress through the textbook, overall, the year round school teachers progressed more quickly than did the traditional school teachers, especially near the beginning of the school year. Teachers' perceptions were related to the pacing of instruction. All teachers reported a preference for the type of calendar under which they were currently working. The year round teachers believed that they and their students experienced less burnout than they would have under a traditional calendar as a result of more frequent breaks from the school allowed by the year round school calendar. (Contains 24 references.) (SM) ED482688 Instructional Review Time in Year Round and Traditional Calendar Schools. 2003-11-05 23 N/A 2004 8/20/2004 00:49:53 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Collegiality Computer Literacy Elementary Secondary Education Higher Education Inquiry Interpersonal Communication Preservice Teacher Education Reflective Teaching Student Teacher Attitudes Student Teachers Teacher Characteristics Teacher Collaboration Teacher Competencies Teacher Expectations of Students Teaching Experience Teaching Skills Richardson, Dianne Onwuegbuzie, Anthony J. Reports - Research Speeches/Meeting Papers Professionalism English Universities and colleges accredited by the National Council for the Accreditation of Teacher Education are facing the prospects of measuring dispositions related to teaching. Dispositions selected for teacher candidates at the University of West Alabama are characteristics desirable in N-12 candidates. This pilot study was designed to assess attitudes toward these dispositions. The sample consisted of preservice teachers, inservice teachers, administrators, and college/university professors. These participants completed the Survey of Dispositions of Inservice and Preservice Teachers (SDIPT). The SDIPT is a 5-point Likert-type scale with 40 items anchored by strongly agree and disagree. Demographic information obtained from participants included age ranges, groups, years of experience, and work assignment. Responses to the item were compared across groups, across age ranges, and by years of experience. Results indicated that attitudes toward dispositions did not vary as a function of the demographic characteristics. Recommendations for future practice are outlined and implications for further research are provided. (Contains 17 references.) (Author/SM) ED482689 Attitudes Toward Dispositions Related to Teaching of Pre-Service Teachers, In-Service Teachers, Administrators, and College/University Professors. 2003-11-07 34 N/A 2004 2016-11-21

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Yes Active Learning Constructivism (Learning) Elementary Education Experiential Learning Higher Education Methods Courses Preservice Teacher Education Science Instruction Self Efficacy Student Teacher Attitudes Johnston, James D. Reports - Research Speeches/Meeting Papers English This study examined the relationship between a constructivist/hands-on elementary methods course in science and preservice teachers' dispositions toward science content and teaching. The study investigated how an active learning and teaching style in science methods courses would affect preservice teacher self-efficacy and attitude. Data came from preservice teachers' responses to two instruments (a pretest of general science knowledge and the Science Teaching Efficacy Belief Instrument, completed at the beginning and the end of the course). The data pool consisted of students' responses to the instruments as administered in six semesters and nine sections of the methods course entitled "Science for the P-8 Teacher". Results indicated that preservice teachers' attitudes were more positive at the end of the course. Negative attitudes seemed to be maintained in the semester that had fewer hands-on/open-ended activities. Preservice teachers seemed to enter the class with high outcome expectancies. Items revealed a slightly higher, but significant, change in teacher attitudes. (Contains 31 references.) (SM) ED482690 Active Learning and Preservice Teacher Attitudinal Change. 2003-11-06 23 N/A 2004 8/20/2004 00:49:56 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Elementary Secondary Education Higher Education Liberal Arts Preservice Teacher Education Self Esteem Sex Differences State Colleges Student Motivation Student Teacher Attitudes Tapia, Martha Marsh, George E., II Reports - Research Speeches/Meeting Papers English This study examined gender differences in attitudes toward mathematics of undergraduate students. The Attitudes Toward Mathematics Instrument (ATMI) was administered to students enrolled in introductory mathematics classes (Pre-Calculus, Calculus, and Business Calculus) at two Southeast universities, one a large state university and the other one a small private liberal arts college. The subjects of the study were 275 college students; 141 attended the state university and 134 attended the liberal arts college. General linear analysis revealed no significant differences between students from the state university and students from the liberal arts college in any of four factors (self-confidence, value of mathematics, enjoyment of mathematics, and motivation). Also, there were no significant differences between males and females on each of the four factors. These results suggest that gender differences in mathematics were not reflected in this sample. (Contains 10 references.) (Author/SM) ED482691 Unisex Math: Narrowing the Gender Gap. 2003-11-00 12 N/A 2004 8/20/2004 00:49:58 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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No Age Differences College Freshmen College Seniors Early Childhood Education Graduate Students Higher Education Multicultural Education Preservice Teacher Education Student Diversity Student Teacher Attitudes Dharmadasa, Indranie Dharmadasa, Kiri H. Reports - Research Speeches/Meeting Papers English The purpose of this study was to identify preservice teachers' perspectives related to preparedness for multicultural education and to examine the extent to which they differed according to their age and college seniority status. It is important for teachers to have knowledge, skills, and self-awareness in multicultural education. Study participants were 32 perservice teachers, mostly African American, from an early childhood program in a Midwestern university. To gather data on three phases of multicultural education: "How much do you know?""How much have you developed?" and "How much are you currently able to do?" an instrument was developed with items adapted from IMPAC Project (1993). An ANOVA was performed to test the effects of preservice teachers' age and college seniority status on the three phases of multicultural education. Data were analyzed using descriptive statistics. The college seniority status did not record statistically significant differences in the three phases of multicultural education. However, age factor showed a statistically significant difference in the "How much have you developed?" phase. Mean scores for college seniority status showed that graduate students rated highest in the "How much do you know?" and "How much have you developed" phases. The freshmen had the highest mean scores for "How much are you currently able to do?" phase. (Contains 12 references.) (Author/SM) ED482692 Pre-Service Teachers' Perspectives on Multicultural Education. 2003-11-00 15 N/A 2004 8/20/2004 00:50:00 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Academic Achievement Class Size Educational Research Elementary Secondary Education Minority Group Children Poverty Small Classes Teacher Student Ratio Miller-Whitehead, Marie Reports - Descriptive Speeches/Meeting Papers Tennessee Tennessee English This study provides an overview of class size research, examples of various class size and pupil-teacher-ratio (PTR) configurations commonly used by practitioners, and the most recent findings of scientifically controlled experimental Tennessee STAR studies. The learning environment is hierarchical in nature, with student-level data influenced by family characteristics external to school; school-level data influenced by school faculty, staff, and resources; and district-level data influenced by the schools and the community of which they are a part. This paper examines the results of two- and three-level class size models that have been able to account for more variability than one-level models and that thus have provided the most comprehensive interpretations available of the effects of small classes. Results have indicated that smaller classes have been effective with diverse populations of students but most effective in the earlier grades (K-3) with minorities or students living in poverty. The paper concludes that both PTR and class size provide important information for decision makers, that funding sources affect class size decisions, and that the class size configuration may often be determined by scheduling considerations and by availability of faculty and facilities. (Contains 18 references.) (SM) ED482693 Compilation of Class Size Findings: Grade Level, School, and District. 2003-11-05 22 N/A 2004 2016-11-21

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Yes Case Method (Teaching Technique) Case Studies Computer Literacy Computer Uses in Education Curriculum Development Distance Education Higher Education Online Courses Teaching Methods World Wide Web Sudzina, Mary R. Sudzina, Christine M. Reports - Research Speeches/Meeting Papers English Teaching online with case studies requires innovation and flexibility from both the instructor and the student that extends beyond traditional pedagogy. Online teaching, by nature, is interactive and requires constructivist, collaborative course structures and expectations. In addition to a rich and well-organized Website featuring a variety of cases and resources, several other factors need to be taken into consideration to ensure success, including: course organization, technology skills, case selection and content, assignments, accountability, and relevance. This paper explores these issues from both the instructor and graduate student points of view and makes recommendations for successfully teaching with cases online. (Contains 17 references.) (Author/SM) ED482694 Insights into Successfully Teaching with Cases On-Line: The View from Both Sides of the 'Net. 2003-06-30 12 N/A 2004 8/20/2004 00:50:04 RIEJUL2004 Paper presented at the Annual Meeting of the World Association for Case Method Research and Case Method Application (20th, Bordeaux, France, June 29-July 2, 2003).

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Yes Elementary Secondary Education Instructional Leadership Leadership Qualities Questionnaires Transformational Leadership Lunenburg, Fred C. Reports - Research Speeches/Meeting Papers Charisma Multifactor Leadership Questionnaire Multifactor Leadership Questionnaire English Most research on transformational leadership has used the multifactor leadership questionnaire (MLQ) developed by Bass and his associates. This paper examines the extent to which the MLQ measures the dimensions that it purports to measure in school organization, also assessing the relevance of idealized influence (charisma) in stable school organizations. Previous research has suggested that charismatic leadership would be more likely found in a new and struggling organization. The paper discusses empirical results from previous studies that have used the MLQ. It also presents the results from three studies that examined the conceptual adequacy and psychometric qualities of the MLQ. In Study 1 (Wooderson-Perzan, 2000), a content adequacy assessment of the transformational leadership items was conducted. In Study 2 (Wooderson-Perzan and Lunenburg, 2001) and in Study 3 (Blair and Lunenburg, 2002), a series of confirmatory factor analyses, internal consistency estimates, and correlations were conducted on a revised set of transformational leadership items. The paper concludes that, despite the MLQ's shortcomings, it does identify several leader behaviors that appear to be components of transformational leadership. It finds empirical support for three behaviorally oriented dimensions of transformational leadership that are consistent with theoretical propositions (intellectual stimulation, individualized consideration, and inspirational motivation). (Contains 24 references.) (SM) ED482695 Emerging Perspectives: The Usefulness of the Construct of Transformational Leadership in Educational Organizations. 2003-08-07 20 N/A 2004 2016-11-21

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Yes Child Development Disadvantaged Youth Early Childhood Education Early Intervention Elementary Education Family Literacy Minority Group Children Parent Participation Parent School Relationship Parents as Teachers Poverty Program Effectiveness Albritton, Shelly Klotz, Jack Roberson, Thelma Reports - Research Speeches/Meeting Papers Mississippi New Parents as Teachers Program Mississippi English This study investigated whether Mississippi's Parents as Teachers (PAT) program was advancing parent involvement in children's learning at home and when children entered formal schooling. It focused on whether there were differences in frequency of school participation and in levels of engagement in home learning activities between parents who had and had not participated in the PAT program. Participants were 40 parents who had been part of a PAT program for at least 10 months and 40 non-PAT parents who acted as controls. Both groups had children enrolled in public or private pre-kindergarten and kindergarten classes for 2002-03. A parent questionnaire was developed to collect data on parents' involvement in school activities and learning activities within the home. Most of the respondents' children lived in homes where there was one parent. Half of the parents had completed high school or obtained a GED certificate. About half of the children had been in Head Start for 2 years. Overall, the results found significant differences between the two groups on the frequency with which they engaged in school involvement activities and home learning activities, with PAT participants much more involved. (Contains 87 references.) (SM) ED482696 Parents as Teachers: Advancing Parent Involvement in a Child's Education. 2003-11-07 83 N/A 2004 2016-11-21

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Yes Antisocial Behavior Early Adolescents Emotional Response Interpersonal Relationship Males Middle Schools Social Environment Stress Management Student Behavior McLin, Arthur, Jr. Reports - Research Speeches/Meeting Papers English This study was designed to identify the percent of 12-14-year-old male students' emotion management scores that demonstrated an at-risk level of emotion management functioning. The Juvenile Emotion Management Scale was administered to male middle school students to assess their emotion management ability in responding to emotional arousal. Students' emotion management scores that fall below 70 percent (104 and below) of the maximum score (150) are considered at risk for managing socially appropriate emotions. Data analysis indicated that 48 percent of the sample scored at 104 and below, indicating deficiencies in their ability to manage emotional reactions to stressors or problems found in various social contexts. The areas of deficiency for these students were in their ability to alter their emotional response to provocative situations and to manage feelings concerning what is or is not appropriate to a given situation. (Contains 9 references.) (SM) ED482697 Emotion Management: Assessing Student Behavior. 2003-11-00 14 N/A 2004 8/20/2004 00:50:10 RIEJUL2004 Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Biloxi, MS, November 5-7, 2003).

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Yes Career Choice Career Development Educational Environment Environmental Influences Equal Education Equal Opportunities (Jobs) Females Feminism Gender Issues Goal Orientation Higher Education Mathematics Sciences Self Esteem Sex Bias Sex Differences Sex Role Social Support Groups Socioeconomic Status Student Motivation Kondrick, Linda C. Information Analyses Speeches/Meeting Papers Psychosocial Factors English The under-representation of women in physical science, technology, engineering, and mathematics (PSTEM) career fields is a persistent problem. This paper summarizes an extensive review of the literature pertaining to the many issues that surround this problem. The review revealed a wide range of viewpoints and a broad spectrum of research methodologies used to analyze the multiple factors associated with the under-representation of women in PSTEM career fields. It used four frameworks to examine the issue: social psychological framework: internal conflict models; environmental and economic framework: external conflict models; comprehensive framework: integrated models; and critical feminist framework: alternate assumptions models. Overall, regarding internal conflicts, confidence issues were found to be a barrier, and goal-orientation an asset. Regarding external conflicts, negative environments were offset by positive social support networks. Regarding integrated models, good preparation and good advising were necessary, but not sufficient, to sustain commitment. Regarding the feminist perspective, women avoid intervention strategies that label them as defective or try to fit them to the mold or a male-dominated paradigm. (Contains 83 references.) (SM) ED482698 What Does the Literature Say about the Persistence of Women with Career Goals in Physical Science, Technology, Engineering, and Mathematics? 2003-11-05 34 N/A 2004 2016-11-21

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Yes Character Education Elementary Secondary Education Ethical Instruction Higher Education Moral Values Preservice Teacher Education Teacher Responsibility Values Education Benninga, Jacques S. ERIC Publications ERIC Digests in Full Text ERIC Digests Professionalism ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English This digest addresses two components in the moral and ethical preparation of teachers: identification and assessment of professional ethical concepts and structures in teacher education, and foundations and specific models for the preservice training of teachers of character. A teacher's first moral obligation is to provide excellent instruction. Teachers with high levels of moral professionalism have a deep obligation to help students learn and to demonstrate their moral professionalism. Teachers' professional ethical dispositions must now be addressed as part of the National Council for Accreditation of Teacher Education (NCATE) accreditation process. Four components of ethical education include: moral sensitivity, moral judgment, moral motivation, and moral character. Each component is clearly defined, and educational goals, teaching strategies and assessment methods can be derived from those definitions. Professionals in education need objective knowledge about how children form a basic sense of right and wrong and how schools can reinforce appropriate development. An appropriate classroom environment can enhance students' positive dispositions if teachers receive proper training. The digest highlights three teacher education programs offering students the knowledge and professional skills to integrate character education into classroom practices. It concludes that moral and ethical issues, including character education, are slowly becoming part of teacher education programs, with deans and administrators of teacher education programs agreeing that core values can and should be taught in schools. (Contains 21 references). (SM) ED482699 Moral and Ethical Issues in Teacher Education. ERIC Digest. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, 1307 New York Ave., NW, Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free). N/A 2004 2016-11-21

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Yes Academic Achievement Faculty Development Homework Inservice Teacher Education Parent Child Relationship Parent Teacher Cooperation Parents as Teachers Student Diversity Battle-Bailey, Lora ERIC Publications ERIC Digests in Full Text ERIC Digests Interactive Teaching ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English Homework is a leading factor for improving academic performance among students who have the ability to work independently and adequate parental support to complete homework assignments. When parents are interested in children's homework, students are more likely to successfully complete their assignments. Teacher support is also necessary to significantly improve student achievement. Parent and teacher training is important in this process. Without training, some parents may be inadequately prepared to effectively equip children with skills to improve their overall academic outcomes. To improve parent involvement, teachers must be trained to design interactive homework (IH) assignments. When designing homework, teachers should consider elements that will facilitate: parent-child interactions, parent-child interest, students' reasoning, and students' self-management/self-directness. Teachers should also ensure that homework is suitable for diverse students and families. Because it is important for teachers to consider parents' and children's interests when designing interactive homework assignments, they should receive recommendations for gathering data regarding family backgrounds and interests using an Interest Inventory Checklist. Teachers must learn how to develop strategies to help students learn new vocabulary across the curriculum and how to formulate developmentally appropriate inference questions or word problems across the curriculum. Finally, training can help teachers learn to provide effective verbal and written directions for completing homework for parents and children. (Contains 24 references.) (SM) ED482700 Training Teachers to Design Interactive Homework. ERIC Digest. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, 1307 New York Ave., NW, Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free). N/A 2004 2016-11-21

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Yes Academic Standards Comprehensive School Health Education Elementary Secondary Education Higher Education Mental Health Preservice Teacher Education Program Effectiveness Teacher Qualifications Frauenknecht, Marianne ERIC Publications ERIC Digests in Full Text Health Educators ERIC Digests ERIC Clearinghouse on Teaching and Teacher Education, Washington, DC. English Comprehensive school health education (CSHE) can help youth obtain the greatest benefits from education and become healthy and productive adults. One child out of four has an emotional, social, or physical health limitation that interferes with learning. Because schools have the capacity to reach 53 million students every year for 12 years, they are in a unique position to influence young people's physical, mental, and social well-being. Recent reports identify CSHE as a necessary component of a national infrastructure to support children's health. The capacity of CSHE to prevent or eliminate health problems among young people depends on the effectiveness of their teachers. This digest reviews the essential elements of preservice preparation of school-based health educators, focusing on the need for effective, standards-based health education teacher preparation. It describes seven professional standards for the preparation of health education teachers, and it cites research showing that effective curricula implemented by well-prepared teachers can reduce risky behaviors among youth. It concludes that teachers trained according to national standards can have a positive impact on children's health knowledge, skills, and behaviors by effectively delivering CSHE. (Contains 20 references.) (SM) ED482701 The Need for Effective Professional Preparation of School-Based Health Educators. ERIC Digest. 2003-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Teaching and Teacher Education, 1307 New York Ave., NW, Suite 300, Washington, DC 20005-4701. Tel: 202-293-2450; Tel: 800-822-9229 (Toll Free). N/A 2004 2016-11-21

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Yes Community Colleges Educational Assessment Educational Indicators Educational Needs Educational Objectives Educational Planning Evaluation Methods Financial Support Two Year Colleges Beas, Allison Zarkesh, Maryam Reports - Research English This study updates the Education Commission of the States' (ECS) Report on State Funding for Community Colleges: a 50 State Survey, which examined the way community colleges were funded by each state. Specifically, the study addresses the use of performance-based indicators in community colleges. The data was gathered by calling individual community colleges or the educational governing board of each state. The study concludes that there has been an increase in the number of indicators, which are currently in use. A shift has occurred in how indicators are defined. Specifically, current indicators are more narrowly defined that those previously used. Although not all states have performance based funding as a policy, community colleges do use the indicators to gain additional funds from the state government. Furthermore, some community colleges use indicators to increase tuition. The large number of states that have changed their policy regarding indicators can be viewed as an indication of future changes in regards to how community colleges are funded. Furthermore, it is logical to assume that with the current national and state budget constraints further pressure will be added onto state education boards to make colleges responsible for outcomes. (MZ) ED482702 Indicators & Community Colleges Trends, 2000-2003. 2003-00-00 23 N/A 2004 8/20/2004 00:50:24 RIEJUL2004

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Yes College Faculty Community Colleges Faculty Faculty Development Faculty Evaluation Online Courses Online Systems Telecourses Two Year Colleges Hardy, Kimberly A. Dissertations/Theses - Doctoral Dissertations English The purpose of this dissertation is to identify the instructional goals of faculty who teach in the web-based environment and compare those to the goals of faculty who teach traditional, face-to-face course. Study participants were faculty members from two year public community colleges in Florida and the data was collected via a website that hosted the Teaching Goals Inventory (TGI). Faculty was divided into three groups based upon experience in teaching online courses and then matched on discipline. The study found definite preferences among faculty who teach traditional and web-related courses and that teaching in a web-based environment has an affect on their instructional goals. The study concludes that the findings in the report are significant and that they can lead to considerable improvements in overall teaching effectiveness. Further studies need to be completed on this topic because solely based upon the findings in this study, it is difficult to ascertain whether the effects on the teaching goal among the groups of faculty were influenced by the technology of the web-base setting or by the fact that faculty needed to readjust their teaching styles to accommodate a change in the learning environment. Contains 3 appendices and 96 references. (MZ) ED482703 Faculty Teaching Goals in the Online Environment. 2002-00-00 180 N/A 2004 8/20/2004 00:50:27 RIEJUL2004 Ph.D. Dissertation, Florida State University.

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No Japanese American Culture Japanese Americans Middle Schools Primary Sources Secondary Education Thematic Approach United States History World War II Collected Works - General Historical Materials Historical Background Internment Camps English This Historical Reader on "Japanese American Internment" in World War II introduces students to key events and issues during the period through the voices of people with firsthand experienced. Source documents and illustrations are arranged in chronological order and/or thematic units that establish context. Each selection is followed by critical thinking questions that can be used by the teacher as discussion starters or for short-essay assignments. Documents and illustrations in the reader are grouped under the following five parts: (1) "Pearl Harbor and Anti-Japanese Bias"; (2) "Evacuation and Internment"; (3) "Life in the Camps"; (4) "Fighting in the Courts and on the Battlefields"; and (5) "Remembrance and Redress." Throughout the reader, vocabulary words appear in boldface type and are footnoted; specialized or technical words and phrases appear in lightface type and are footnoted. (BT) ED482704 Japanese-American Internment. A Historical Reader. 2000-00-00 ISBN-0-618-00365-7 240 Nextext, Division of McDougal Littell, 1900 South Batavia, Geneva, IL 60134 ($9.99).Tel: 800-462-6595 (Toll Free); Fax: 888-872-8380 (Toll Free); Web site: http://www.nextext.com. N/A 2004 2016-11-21

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No Biographies Elementary Secondary Education Heritage Education Leadership Profiles Religion Resource Materials Social Studies Spirituality United States History Hall, Timothy L. Collected Works - General Reference Materials - Directories/Catalogs Biodata Religious History English Founded on the principle of religious pluralism, the United States comprises scores of religious traditions. Although the spiritual lives of most people throughout the nation's history are private and undocumented, an examination of the lives and influence of U.S. religious leaders offers insights into the religious heritage of the United States. The men and women profiled in this book felt impelled to preach, to found schools or other institutions, or to debate the relationship between church and government in the observance of their spiritual convictions. The book highlights the lives and achievements of more than 270 individuals who became important spiritual leaders, such as John Cotton, Father Damien, Mary Baker Eddy, Billy Graham, Rebecca Gratz, Sun Myung Moon, Elijah Muhammad, Tenskwatawa, Bishop Fulton Sheen, Bob Jones, and Martin Luther King, Jr. It features an introduction, glossary, general bibliography, two subject indexes that list entries by the subject's religious affiliation and year of birth, a comprehensive index, and about 60 photographs depicting prominent individuals. (BT) ED482705 American Religious Leaders. American Biographies. 2003-00-00 ISBN-0-8160-4534-8 430 Facts on File, Inc., 132 West 31st Street, 17th Floor, New York, NY 10001 ($65). Tel: 800-322-8755, ext. 228 (Toll Free); Fax: 800-678-3633 (Toll Free); e-mail: CustServ@factsonfile.com; Web site: http://factsonfile.com/. N/A 2004 2016-11-21

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No Art Activities Art Education Art Expression Classroom Techniques Cognitive Development Elementary Secondary Education Fine Arts Student Evaluation Thinking Skills Eisner, Elliot W. Books Opinion Papers Art Concepts Student Performances English This book contends that although the arts are often thought to be closer to the rim of education than to its core, they are in fact critically important for developing complex aspects of the mind. The book aims to dispel the idea that the arts are somehow intellectually undemanding. It argues that many of the most subtle forms of thinking take place when students either work meaningfully on the creation of images, be they visual, choreographic, musical, literary, or poetic, or on scrutinizing them appreciatively. The book describes how various forms of thinking are evoked, developed, and refined through the arts, showing how these forms of thinking are more helpful in teaching students how to deal with the ambiguities and uncertainties of daily life than are the formally structured curricula now employed in today's schools. Offering an array of examples, the book describes different approaches to the teaching of the arts and the virtues each possess when well taught. It also discusses nettlesome issues pertaining to the evaluation of performance in the arts. Following an Introduction, chapters in the book are: (1) "The Role of the Arts in Transforming Consciousness"; (2) "Visions and Versions of Arts Education"; (3) "Teaching the Visual Arts"; (4) "What the Arts Teach and How It Shows"; (5) "Describing Learning in the Visual Arts"; (6) "The Centrality of Curriculum and the Functions of Standards"; (7) "The Educational Uses of Assessment and Evaluation in the Arts"; (8) "What Education Can Learn from the Arts"; (9) "An Agenda for Research in Arts Education"; and (10) "Summary and Significance." (BT) ED482706 The Arts and the Creation of Mind. 2002-00-00 ISBN-0-300-09523-6 258 Yale University Press, P.O. Box 209040, New Haven, CT 06520-9040 (hardbound: ISBN-0-300-09523-6, $35). Tel: 203-432-0960; Fax: 203-432-0948; e-mail: customer.care@triliteral.org; Web site: http://www.yale.edu/yup/. N/A 2004 2016-11-21

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No Adolescents Child Role Childhood Attitudes Children Elementary Secondary Education Primary Sources Resource Materials Social Studies United States History Youth Reef, Catherine Historical Materials Reference Materials - General Chronology United States United States English This book surveys the history of the United States from the point of view of children. The book explores children's role in building the new nation as full participants in farm life in the early national period, as industrial workers in northeastern cities in the 19th century, and as pioneer and settlers of the West. It also examines the effects on children's lives of several national crises. It traces the evolution of attitudes toward children and childhood. Following an Introduction, the book is divided into thirteen chapters: (1) "The Youth of a New Nation: 1790-1850"; (2) "Schooling the Children: 1777-1867"; (3) "Slave Young, Slave Long: 1619-1861"; (4) "A National Crisis: The Civil War: 1861-1865"; (5) "An Age of Contrasts: 1860-1905"; (6) "Growing Up on the Western Frontier: 1840-1918"; (7) "Child Saving: 1817-1922"; (8) "The Era of the Adolescent: 1900-1928"; (9) "The Depression Alters Children's Lives: 1929-1943"; (10) "World War II: Children on the American Home Front: 1939-1945"; (11) "The Baby-Boom Generation: 1946-1970"; (12) "Hearts and Minds: African-American Children Face Challenges: 1865-1990"; and (13) "An America Inhospitable to Children: 1971-2000." Appendixes contain documents and biographies of major personalities. The book offers firsthand accounts of the periods-from daily entries, letters, speeches, and newspaper articles that illustrate how historical events appeared to those who lived through them. Each chapter also provides an introductory essay and a chronology of events. Contains an extensive bibliography. (BT) ED482707 Childhood in America. An Eyewitness History. 2002-00-00 ISBN-0-8160-4438-4 408 Facts On File, Inc., 132 West 31st Street, New York, NY 10001 (hardbound: ISBN-0-8160-4438-4, $75). Tel: 800-322-8755 (Toll Free); Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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No Colonial History (United States) Elementary Secondary Education Heritage Education Personal Narratives Primary Sources Resource Materials Revolutionary War (United States) Social Studies Burg, David F. Historical Materials Reference Materials - General Historical Figures Chronology English While the American Revolution officially began in Lexington, Massachusetts, in April 1775, the seeds of rebellion had been sown for decades. The struggle for representation in the British Parliament left many colonists eager to seek out independence. This book provides hundreds of firsthand accounts of the period from diary entries, letters, speeches, and newspaper articles that illustrate how historical events appeared to those who lived through them. Among the eyewitness testimonies included are those of George Washington, Benjamin Franklin, Abigail Adams, Thomas Paine, Lord Cornwallis, Thomas Jefferson, and Alexander Hamilton. Following an Introduction, there are nine chapters: (1) "Prelude to Revolt: 1756-1774"; (2) "Shots Heard Round the World: 1775"; (3) "Declaring Independence: 1776"; (4) "Victories and Losses: 1777"; (5) "From Valley Forge to Vincennes: 1778"; (6) "A Great Sea Battle: 1779"; (7) "Defeat and Treachery: 1780"; (8) "An Improbable Triumph: 1781"; and (9) "An Unpromising Outcome: 1782-1783." Appendixes contain documents, biographies of major personalities, and maps. Each chapter provides an introductory essay and a chronology of events. Contains a 66-item bibliography. (BT) ED482708 The American Revolution. An Eyewitness History. 2002-00-00 ISBN-0-8160-4135-0 432 Facts On File, Inc., 132 West 31st Street, New York, NY 10001 (hardbound: ISBN-0-8160-4135-0, $75). Tel: 800-322-8755 (Toll Free); Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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No Biographies Citizen Participation Elementary Secondary Education Heritage Education Leaders Leadership Politics Profiles Resource Materials Social Studies United States History Wilson, Richard L. Collected Works - General Reference Materials - Directories/Catalogs Political Action Political Communication Politicians English The men and women profiled in this book spring from diverse backgrounds. Each was elected or appointed to his or her position, and all have wielded political leadership in ways that have had a profound impact on the lives of their fellow citizens. The book highlights the lives and achievements of 250+ individuals with the qualities to have become effective leaders in the political arena and who have shaped their constituents' lives by using their political offices as platforms for altering, protecting, or enhancing life in the United States. From John Adams to Woodrow Wilson, this book explores the lives of such notables as: Madeleine Albright, William Jennings Bryan, Aaron Burr, Elizabeth Dole, Alan Greenspan, John Hancock, Fiorello La Guardia, John McCain, Daniel Patrick Moynihan, Richard Milhouse Nixon, Adam Clayton Powell, Theodore Roosevelt, and Daniel Webster. The book is intended for any reader with an interest in U.S. history or politics. It contains an introduction, a general bibliography, two subject indexes that list entries by office held and year of birth, a comprehensive index, and nearly 60 photographs of the individuals profiled. (BT) ED482709 American Political Leaders. American Biographies. 2002-00-00 ISBN-0-8160-4536-4 444 Facts On File, Inc., 132 West 31st Street, New York, NY 10001 (hardbound: ISBN-0-8160-4536-4, $75). Tel: 800-322-8755 (Toll Free); Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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No Achievement Bibliographies Biographies Entrepreneurship Inventions Leadership United States History Carey, Charles W., Jr. Reference Materials - Directories/Catalogs Biodata Business Executives Innovators Inventors Americans (United States) English This book offers a look at those men and women who have made history with their innovative ideas, entrepreneurial daring, and abilities to take the seemingly impossible and make it real. While not every person in the book is well known, many are household names. Their successes, the diversity of their backgrounds, and the talents that these individuals have honed to get to the apex of U.S. inventive and entrepreneurial society ensure that their stories will inspire future generations of innovators. The book offers a glimpse into the lives and achievements of 280+ individuals who have played a significant role in making the United States the most prosperous country in the world. It is intended for any reader with an interest in U.S. business, U.S. history, or the history of innovation and invention. It contains a general bibliography; two subject indexes that list entries by invention/business type and year of birth; a comprehensive index; and 50 photographs depicting these varied individuals. Individuals profiled in the book include: Wally Amos, Bill Gates, Thomas Alva Edison, Walt Disney, Benjamin Franklin, George Washington Carver, Ben Cohen and Jerry Greenfield, William Randolph Hearst, Candido Jacuzzi, Vince McMahon, Muriel Siebert, Martha Stewart, Ted Turner, and Oprah Winfrey. (BT) ED482710 American Inventors, Entrepreneurs, and Business Visionaries. American Biographies. 2002-00-00 ISBN-0-8160-4559-3 410 Facts On File, Inc., 132 West 31st Street, New York, NY 10001. (hardbound: ISBN-0-8160-4559-3, $75). Tel: 1-800-322-8755; Web site: http://www.factsonfile.com/. N/A 2004 2016-11-21

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No Active Learning Biographies Classroom Techniques Elementary Education Historical Interpretation History History Instruction Language Arts Student Research Zarnowski, Myra Guides - Classroom - Teacher Writing Contexts Sense Making Approach English This book adopts a questioning approach to studying history in which students become biographers who read, discuss, research, and write books about their subjects, providing their own original interpretations of the facts. By digging into the past and reflecting on what they have learned, students get involved in the process and are eager to do it again and again. And rather than merely memorizing facts, students engage in historical sense-making using the biography as an entryway into the larger issues of history. Each chapter in the book deals with a new way of questioning and dialoguing with biographies. Chapters are: (1) "A Questioning Approach to Biography: Putting Interpretation in the Forefront"; (2) "'What If?' History"; (3) "Powerful Pairs, Triplets, Quads, and More: Looking at Historical Interpretation"; (4) "Thinking with Visible Authors"; (5) "Sidebars, Captions, Timelines, and Authors' Notes"; and (6) "Simple Questions without Simple Answers." For each strategy, the book provides a rationale based on existing research, a procedure to follow when using that approach in the classroom, and samples of student work. Plentiful art work throughout the book, an extensive reference section, and lists of recommended biographies, including picture books and full-length works, will help teachers with using biographies in their classrooms. (BT) ED482711 History Makers: A Questioning Approach to Reading and Writing Biographies. 2003-00-00 ISBN-0-325-00434-X Practitioners Teachers 124 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 (paperbound: ISBN-0-325-00434-X, $15). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; e-mail: custserv@heinemann.com; Web site: http://www.heinemann.com/. N/A 2004 2016-11-21

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No Class Activities Classroom Techniques Critical Thinking Learning Activities Primary Sources Problem Solving Secondary Education Student Research Thinking Skills United States History Gerwin, David Zevin, Jack Guides - Classroom - Teacher Historical Explanation Historical Methods English One way to engage students in grades 7 through 12 is to encourage them to investigate history as a puzzle, a set of dilemmas, a collection of conflicting viewpoints in short, a mysterious and provocative subject. In this book a collection of cases have been assembled both real mysteries and purposely constructed classroom problems with techniques for solving them. In addition, these features are incorporated in the book to help teachers teach: rankings for "history mysteries" as minor, medium, or major in complexity; methods for drawing students into problem solving to promote literacy; guidelines and examples for manufacturing mysteries; classroom activities and decision-making exercises, including "Be a Detective" and "You Decide"; and consistent use of materials that promote higher-order thinking skills (analysis, interpretation, viewpoint, and judgment). The book is divided into the six chapters: (1) "Mystery in History: Guidelines and Levels of Investigation"; (2) "Isn't History Always a Mystery? Objectivity and Postmodernism, Plus Solving a Minor Mystery about the Vietnam War"; (3) "Truer Than True: Looking at Women in the Old West"; (4) "Solved Mysteries?: The Case of Thomas Jefferson and Sally Hemmings"; (5) "Beyond the Bare Facts: Exploring Race and History through Jefferson and Hemmings"; and (6) "Conclusion: Teaching History as Mystery." (BT) ED482712 Teaching U.S. History as Mystery. 2003-00-00 ISBN-0-325-00398-X Practitioners Teachers 163 Heinemann, 361 Hanover Street, Portsmouth, NH 03801-3912 (paperbound: ISBN-0-325-00398-X, $27.50). Tel: 800-225-5800 (Toll Free); Fax: 603-431-7840; Fax: 603-431-4971; Web site: http://www.heinemann.com. N/A 2004 2016-11-21

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No Dictionaries Educational Resources Elementary Secondary Education Geographic Concepts Geography Geography Instruction Social Studies O'Mahony, Kieran Reference Materials - Vocabularies/Classifications Educational Information Geographic Literacy English The object of study in geography is the earth, and more precisely, the earth as the home of man. Literacy, as applied to geography, involves a fresh new layer on the educational itinerary. It presumes that a person already has the ability to read and write and to communicate verbally. This dictionary of geographic literacy enhances this learning by providing a quick, and easy reference of core geographic knowledge. Its succinctness, its clarity, and its illustrations provide a pragmatic solution for society's ubiquitous lack of geographical dexterity and proposes a solid foundation for the acquisition of meaningful geographic knowledge and skills. Entries in the dictionary begin with A for "Aberdeen" and conclude with Z for "Zulu." (BT) ED482713 The Dictionary of Geography: The Complete Geographical Reference. 1993-00-00 ISBN-0-944638-08-2 374 Educare Press, P.O. Box 17222, Seattle, WA 98107 (paperbound: ISBN-0-944638-08-2, $19.95). Tel: 206-782-4797; Fax: 206-770-6458; e-mail: educarepress@educarepress.com; Web site: http://www.educarepress.com/. N/A 2004 2016-11-21

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No Audience Awareness Females Intermediate Grades Learning Activities Middle Schools Oral Interpretation Readers Theater Scripts United States History Womens History Smith, Chari R. Collected Works - General Creative Works Guides - Classroom - Teacher English Readers Theater is a presentation by two or more participants who read from scripts and interpret a literary work in such a way that the audience imaginatively sense characterization, setting, and action. Traditionally, the primary focus of readers theater is on an effective reading of the script, not on a dramatic presentation. The scripts in this collection on women were developed from historical events elements have been added for the purpose of illustrating the time period in which the women lived. The Readers Theater format of the collection's scripts empowers students to focus on learning about historical events of the women's lives while bringing those events to life in the classroom. Following an Introduction, chapters (scripts) in the collection are: (1) Warm-Up Theatre Activities; (2) Sacagawea; (3) Susan B. Anthony; (4) Harriet Tubman; (5) Elizabeth Blackwell; (6) Nellie Bly; (7) Amelia Earhart; (8) Laura Ingalls Wilder; (9) Eleanor Roosevelt; (10) Babe Didrikson Zaharias; and Conclusion. Each play includes a background, presentation suggestions, listing of characters, and follow-up activities. Contains 3 general references. (BT) ED482714 Extraordinary Women from U.S. History: Readers Theatre for Grades 4-8. 2003-00-00 ISBN-1-56308-989-0 Practitioners Teachers 123 Teacher Ideas Press, P. O. Box 6926, Portsmouth, NH 03802-6926 (Paperbound: ISBN-1-56308-989-0, $20). Tel: 800-225-5800 (Toll Free); Fax: 603-431-2214; e-mail: custserv@teacherideaspress.com; Web site: http://www.teacherideaspress.com/. N/A 2004 8/20/2004 00:50:41 RIEJUL2004

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No Aesthetic Education Childrens Literature Classroom Techniques Curriculum Development Curriculum Enrichment Elementary Education Humanities Humanities Instruction Interdisciplinary Approach Social Studies Fuchs, Lucy Guides - Classroom - Teacher Cultural Integration English The humanities, an area of study left out of the elementary curriculum, is essential as society becomes more global in nature. Because of the time restrictions in elementary teaching schedules, the humanities must be incorporated into the school program, not as an extra class, but as an enrichment of what is already taught. In this book, emphasis is not only on what is being taught in the classroom, but how it is taught. The book envisions the classroom's becoming a place where the humanities, in all their aspects, are daily being experienced. Following introductory material, the book is divided into these chapters: (I) The Humanities and Who and What We Are (Childhood Development; Beyond Babyhood; We Are What We Have Experienced... Vicariously); (II) The Humanities in the Elementary Classroom (Teaching Art; Teaching Music; Teaching Literature; Teaching Drama; Teaching Movement and Dance); (III) Divisions of the Humanities (The Primitive Era; The Classical Era; Modern Era); and (IV) Incorporating the Humanities into the Curriculum (General Suggestions for Grade Levels; Themes; Rhythm and Repetition; The Sun; Water; Hands; Rabbits; Mice; Birds; Humor; Masks; Self Concept; Love; Horror; The City and the Country; Technology and the Environment; War and Peace; Social Class: Royalty and Nobility; Peasants and Working People; Other Themes and Suggestions for Incorporation into Classwork; Final Advice). Appendixes are: Art Resources; Music Resources; Drama Resources; Dance Resources; Catalogue Resources. Contains a 107-item bibliography. (BT) ED482715 Humanities in the Elementary School: A Handbook for Teachers. Second Edition. 2003-00-00 ISBN-0-398-07435-6 Practitioners Teachers 162 Charles C. Thomas Publisher, Ltd., 2600 South First Street, Springfield, IL 62704 (hardbound: ISBN-0-398-07435-6, $40.95). Tel: 800-258-8980 (Toll Free); Fax: 217-789-9130; Web site: http://www.ccthomas.com/. N/A 2004 2016-11-21

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No Aging in Academia College Faculty Community Colleges Employment Interviews Evaluation Methods Faculty College Relationship Personnel Evaluation Personnel Selection Recruitment Two Year Colleges Flannigan, Suzanne Jones, Barbara Moore, William, Jr. Reports - Research English This article is based on an in-depth qualitative study which focuses on past and current faculty hiring practices in the community college system. It represents a comprehensive approach, including a review of literature, evaluation of practices across community college systems, and informal interviews with faculty and administrators about the hiring process at their institutions. The authors address issues of impending faculty retirements, effectiveness of hiring practices, and replacement of full-time faculty with adjunct instructors. The article argues that many of the faculty due to retire were hired at a time when the concept of college instruction was more aligned with public schools and the university model than with the learning-centered community college mission of the present. The traditional hiring process has not kept pace with changes in the institution. The authors contend that the interview process is one of the most problematic areas in current hiring practices. Interviewers must clearly define institutional missions, and interviewees must be able to clearly discuss their personal values. Innovative approaches to hiring begin with development of meaningful criteria and job descriptions, as well as offering comprehensive orientation programs for new faculty, and even performance-based hiring. (Contains 18 references.) (NB) ED482716 An Exploration of Hiring Practices in Community Colleges. 2003-08-19 23 N/A 2004 8/20/2004 00:50:44 RIEJUL2004

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Yes Community Colleges Institutional Evaluation Outcomes of Education Program Attitudes Program Effectiveness Program Evaluation Service Learning Two Year Colleges Reed, Carol B. Pietrovito, James A. Dissertations/Theses - Practicum Papers Tests/Questionnaires English This document discusses an evaluation of the Service Learning Program at Mount Wachusett Community College (MWCC). The study used a questionnaire that was previously designed to measure the extent to which the program objectives were being met by the students, faculty, and community partners of the Service Learning Program at MWCC. A total of 20 students, 16 faculty, and 20 community partners were randomly surveyed. The response rate was 40% for students, 81.25% for faculty, and 65% for community partners. Results indicated that the stakeholders of the program believed the service learning experience was of value and worth. Students commented on the importance of good communication and time management skills. Faculty indicated that students had the opportunity for real learning about life and work and practical application of the course curriculum. Challenges for the faculty included finding the time for additional tasks associated with the experience. Appendices include: (A) Formative Committee Members; (B) Summative Committee Members; (C) Introductory Letter; (D) Questionnaire; (E) Study Participant Consent Form; (F) Follow-Up Letter; (G) Second Follow-Up Letter; (H) Consent Form; (I) Summary of Evaluation; (J) Evaluation Form; (K) Summary of Findings Presented to Summative Committee; (L) Consent Form; and (M) Validation Form. (Contains 15 references.) (JS) ED482717 Evaluation of the Service Learning Program at Mount Wachusett Community College. History, Philosophy, and Practices of Adult Education. 2000-11-00 69 N/A 2004 8/20/2004 00:50:46 RIEJUL2004 Ed.D Practicum Paper, Nova Southeastern University.

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Yes Community Colleges Faculty Faculty Development Faculty Evaluation Faculty Publishing Faculty Workload Honors Curriculum Remedial Instruction Two Year Colleges Outcalt, Charles L. Kisker, Carrie B. Reports - Research Speeches/Meeting Papers English This document addresses the fact that community colleges have received little attention in research literature. The biggest gap in research is about community college instructors who teach the most and least prepared students through honors and developmental courses. Data was gathered from a national survey the professional practices and attitudes of community college faculty. Out of 1,993 surveys, 1,531 were returned for a response rate of 76.8%. The results showed that 8.6% had taught at least one honors course within the two years before they completed the survey and that 26.4% had taught at least one developmental course within the same time frame. The authors used logistic regressions to better understand the relationship between variables considered. The results indicate that professors that teach honors courses are characterized by an attachment to the four year university model of instruction and research and engages in traditional scholarly/research activities. Developmental instructors are characterized by an attachment to secondary school teachers, ideas, and methods, rely upon their colleagues in high schools for advice, and often have prior experience teaching in a high school. The document concludes with a recommendation for further research of the topic. (Contains 31 references.) (MZ) ED482718 The Nexus of Access and Curriculum, Analyzing the Teaching of Developmental and Honors Courses within Community Colleges. 2003-11-00 36 N/A 2004 8/20/2004 00:50:48 RIEJUL2004 Paper presented at the Annual Meeting of the Association for the Study of Higher Education (28th, Portland, OR, November 12-16, 2003).

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Yes Admission Criteria Articulation (Education) College Transfer Students Community Colleges Transfer Policy Transfer Programs Transfer Rates (College) Transfer Students Two Year Colleges Szelenyi, Katalin Information Analyses Reports - Research English This essay reports the results of the latest Transfer Assembly Project examining the transfer behavior of students entering community colleges in 1995 and moving on to public in-state senior institutions by 1999. The essay also addresses the strengths and weaknesses of the Centers transfer rate definition and the reasons underlying differences in transfer rates. Since this study took twelve years to complete, the study's methodologies and findings are presented in a historical and comparative perspective. The study found that the national rate of transfer was 25.2% which indicates that the transfer function of American community colleges in intact. Community colleges provide an important avenue of educational progress for a large portion of the population. It should be noted that the lowest transfer rate was 15.3% for black students followed by 16.9% for Hispanic students. The study concludes that the increase in transfer rate reported from the 1999 and 2001 Transfer Assemblies might be the first signs of such a trend. Furthermore, future administrations of the survey using the same definition will be able to further document changes in the community college transfer function. (Contains 18 references and 3 tables.) (MZ) ED482719 National Transfer Rates Are Up! Results of the 2001 Transfer Assembly Project. 2002-00-00 18 N/A 2004 8/20/2004 00:50:50 RIEJUL2004

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Yes Academic Achievement Elementary Secondary Education Science Instruction Student Evaluation Writing Across the Curriculum Writing Skills Hargrove, Tracy Y. Nesbit, Catherine ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest discusses science notebooks and how they can be used as a tool for increasing achievement not only in science but across the curriculum. The use of science notebooks allows students to become actively involved in their own learning and affords them the opportunity to investigate content in which they are naturally interested and wrestle with authentic problems. Using science notebooks to implement appropriate assessment practices is also discussed. (Author/NB) ED482720 Science Notebooks: Tools For Increasing Achievement Across the Curriculum. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Measurement Metric System Science Education Science Process Skills Haury, David L. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest concerns the fundamental science process skills of measurement. One only has to glance around the home or workplace to realize that measurement is fundamental to everyday life. International tests and student scores on measurement, measurement and curriculum standards, student difficulties and misconceptions, the challenge to science teachers, text resources, and web resources are discussed. (MVL) ED482721 Fundamental Skills in Science: Measurement. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Cognitive Development Concept Formation Elementary Secondary Education Mathematics Education Science Education Ishii, Drew K. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Many educators may or may not be familiar with the term constructivism, but probably recognize it as something to do with learning. The main tenet of constructivist learning is that people construct their own understanding of the world and in turn, their own knowledge. This ERIC Digest examines the constructivist view of learning and how it affects teaching, classroom practices, and student classroom behavior. Contents include: (1) "Constructivism in mathematics and science...A contradiction?"; (2) "The basics of constructivism(s)"; and (3) "Constructivism in the classroom". Web resources are also provided. (MVL) ED482722 Constructivist Views of Learning in Science and Mathematics. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Cognitive Development Concept Formation Elementary Secondary Education Misconceptions Science Education Scientific Concepts Suping, Shanah M. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest concerns the constructed knowledge (also called nave knowledge or prior conceptions) held by students and the changes required to alter students' framework to understand and believe the true science concepts involved. This process is called conceptual change. Theoretical framework of conceptual change, what exactly is conceptual change, and implications for classroom practice are discussed. Web resources are also provided. (MVL) ED482723 Conceptual Change among Students in Science. ERIC Digest. 2003-05-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2004 2016-11-21

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Yes Active Learning Elementary Secondary Education Experiential Learning Learning Strategies Problem Based Learning Problem Solving Science Education Sonmez, Duygu Lee, Hyonyong ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Problem-Based Learning (PBL) describes a learning environment in which problems drive the learning; that is, learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve it. This ERIC Digest discusses many aspects of PBL including a brief history, implementing PBL, modifying traditional instructional approaches to include PBL, and web resources. (MVL) ED482724 Problem-Based Learning in Science. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC/CSMEE, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2004 2016-11-21

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Yes Active Learning Elementary Secondary Education Experiential Learning Learning Strategies Mathematics Instruction Problem Based Learning Problem Solving Roh, Kyeong Ha ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Problem-Based Learning (PBL) describes a learning environment in which problems drive the learning; that is, learning begins with a problem to be solved and the problem is posed in such a way that students need to gain new knowledge before they can solve it. This ERIC Digest discusses many aspects of PBL including PBL and problem solving, PBL and constructivism, student understanding in PBL environments, and teacher roles in the PBL environment. (MVL) ED482725 Problem-Based Learning in Mathematics. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. Practitioners Teachers 4 N/A 2004 2016-11-21

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Yes Earth Science Middle Schools National Standards Resource Materials Science Education Secondary Education Space Sciences Teaching Methods Lee, Hyonyong ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest investigates the earth and space science guidelines of the National Science Education Standards. These guidelines are frequently referred to as the earth system and include components such as plate tectonics, the water cycle, and the carbon cycle. This Digest describes the development of earth systems science and earth systems education as developed in response to the science standards. Selected materials related to earth systems education and earth systems education on the web are presented. (MVL) ED482726 Teaching and Learning about the Earth. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Elementary Education Elementary School Mathematics Mathematical Concepts Mathematics Anxiety Mathematics Instruction Misconceptions Numeracy Yetkin, Elif ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English Learning mathematics with understanding is the vision of school mathematics recommended by the National Council of Teachers of School Mathematics (NCTM). In order to design and develop learning environments that promote understanding efficiently, teachers need to be aware of student difficulties in learning mathematics. Drawing from the research in mathematics education, this ERIC Digest focuses on student difficulties in learning written symbols, concepts, and procedures in elementary mathematics as well as the sources of these difficulties. Topics include difficulties in learning written symbols and difficulties in learning elementary mathematical concepts and procedures. (Author/MVL) ED482727 Student Difficulties in Learning Elementary Mathematics. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-23 ED532215

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Yes Elementary Secondary Education Marine Biology Oceanography Resource Materials Science Education Fortner, Rosanne W. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest is designed for teachers in grades K-12 to share a rationale for teaching about oceans and briefly introduce the kinds of resources available to assist with such efforts. Topics include: (1) Why teach about oceans?; (2) Where can I get resources for teaching about the ocean?; (3) Who is doing marine education in my area?; (4) What print materials are available for marine education?; and (5) What key Internet sites are available for marine education? (MVL) ED482728 Teaching about Oceans. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Cultural Context Culture Elementary Secondary Education Mathematics Education Rural Environment Bush, William S. ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This ERIC Digest provides an overview of concepts, writers, and tenets associated with the study of mathematics and culture and offers researchers a framework for the field, particularly with regard to rural contexts. (Author) ED482729 Understanding Mathematics and Culture in Rural Contexts. ERIC Digest. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 N/A 2004 2016-11-21

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Yes Academic Achievement Adolescents Educational Objectives Elementary Secondary Education Goal Orientation Mathematics Education Qualitative Research Ng, Chi-hung Reports - Research English Researchers in goal orientation studies have successfully demonstrated the distinct effects of two separate single learning goals, mastery and performance goal. To advance the understanding of learning goals, a new research direction should be geared towards exploring the notion of multiple goals. Recent work in the field has also called for the study of multiple goals. However, it is not clear how multiple goals should be conceptualized. Should multiple goals be understood as students having three to four separate learning goals? Alternatively, should these goals be conceptualized as related or connected in some manner? This paper advances the latter position and theorizes goals as connected in a systematic network. Qualitative data gathered from in- depth interviews were employed to corroborate this network perspective of multiple goals. In general, high achieving students tended to have a more complicated goal network than low achieving students, which provided them with a strong motivation to master the knowledge and to perform well. (Contains 30 references.) (Author) ED482730 Adolescent Students' Multiple Goals in Learning Mathematics. 1999-12-00 21 N/A 2004 8/20/2004 00:51:08 RIEJUL2004 Paper presented at the Annual Meeting of the Australian Association for Research in Education and the New Zealand Association for Research in Education (Melbourne, Australia, November 29-December 2, 1999).

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No Educational Technology Elementary Secondary Education Graphing Calculators Mathematics Curriculum Waits, Bert K. Demana, Franklin Reference Materials - General Computer Algebra National Council of Teachers of Mathematics, Inc., Reston, VA. English This essay begins with a brief history of calculator development and presents some lessons learned about using calculators in work dating back to the 1970s. A position statement on the appropriate use of calculator technology is presented along with a discussion of some of the controversial issues that have arisen as a consequence of the use of calculators. The importance of a balanced approach to the teaching and learning of mathematics that use both technology and paper-and-pencil techniques is presented. Some research evidence about calculator use is given. The status of the use of calculators in the teaching and learning of mathematics outside the United States, and recent advances in calculator technology are discussed. (MM) ED482731 Calculators in Mathematics Teaching and Learning: Past, Present, and Future. Part 2: Technology and the Mathematics Classroom. 2001-00-00 17 N/A 2004 2016-11-21

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No Elementary Secondary Education Inservice Teacher Education Mathematics Instruction Mathematics Teachers Professional Development Teacher Educators Teacher Effectiveness Wu, Hung-Hsi Journal Articles Guides - Classroom - Teacher Opinion Papers English This essay discusses inservice professional development and suggests that any improvement in mathematics education must begin with teachers already in the classroom. It includes three examples of mathematical presentations in professional development made in Californian schools relating to discrete mathematics, connections, and technology. (MM) ED482732 Professional Development of Mathematics Teachers. Notices of the American Mathematical Society v46 n5 p535-542 May 1999 1999-05-00 Practitioners Teachers 9 N/A 2004 8/20/2004 00:51:11 RIEJUL2004

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No Course Content Geometric Concepts Higher Education Mathematics Instruction Mathematics Teachers Plane Geometry Hartshorne, Robin Journal Articles Guides - Classroom - Teacher Euclid Euclidean Geometry English This essay contains some reflections and questions arising from encounters with the text of Euclid's Elements. The reflections arise out of the teaching of a course in Euclidean and non-Euclidean geometry to undergraduates. It is concluded that teachers of such courses should read Euclid and ask questions, then teach a course on Euclid and later developments arising out of these questions. (MM) ED482733 Teaching Geometry According to Euclid. Notices of the American Mathematical Society v47 n4 p460-465 Apr 2000 2000-04-00 Practitioners Teachers 7 N/A 2004 2016-11-21

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Yes College Faculty Doctoral Degrees Enrollment Influences Higher Education Mathematics Education Teacher Educators Reys, Robert E. Journal Articles Reports - General English This essay reports on the shortage of doctorates in mathematics education. The history of the production of doctorates in mathematics education is discussed as are the factors influencing supply and demand. Statistics are presented that indicate that almost 80% of faculty in mathematics education will be eligible for retirement in the years 2000- 2010. (MM) ED482734 Doctorates in Mathematics Education--An Acute Shortage. Notices of the American Mathematical Society v47 n10 p1267-1270 Nov 2000 2000-11-00 5 N/A 2004 8/20/2004 00:51:15 RIEJUL2004

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Yes Astronomy Earth Science Elementary Secondary Education Interdisciplinary Approach Lesson Plans Science Activities Science Curriculum Space Sciences Teaching Guides Units of Study Fraknoi, Andrew, Ed. Schatz, Dennis, Ed. Books Reports - Descriptive Astronomical Society of the Pacific, San Francisco, CA. Spanish The goal of this resource notebook is to provide activities selected by astronomers and classroom teachers, comprehensive resource lists and bibliographies, background material on astronomical topics, and teaching ideas from experienced astronomy educators. Activities are grouped into several major areas of study in astronomy including lunar phases and eclipses, the sun and the seasons, the planets, the scale of the solar system, comets and meteors, star-finding and constellations, stars, galaxies and the universe, space exploration and the Search for Extra-Terrestrial Intelligence (SETI), tools of the astronomer, debunking pseudoscience, and astronomy in different cultures. An extensive glossary and a section that provides interdisciplinary teaching ideas are included. (DDR) ED482735 El Universo a Sus Pies: Actividades y Recursos para Astronomia (Universe at Your Fingertips: An Astronomy Activity and Resource Notebook). 2002-00-00 National Science Foundation, Arlington, VA. ISBN-1-58381-199-0 457 PROJECT ASTRO, Astronomical Society of the Pacific, 390 Ashton Avenue, San Francisco, CA 94112. Tel: 415-337-1100; Fax: 415-337-5205; e-mail: astro@astrosociety.org; Web site: http://www.astrosociety.org. N/A 2004 2020-08-14

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Yes Community Colleges Computer Mediated Communication Computer Uses in Education Distance Education Extension Education Independent Study Internet Nontraditional Education Online Systems Two Year Colleges Valadez, James R. Reports - Evaluative Washington Univ., Seattle. Coll. of Education. English The goal of this report is to examine the progress of the Washington Learning Anytime Partnership (LAAP). In 1999, a 1.8 million dollar grant was given to Washington's community and technical colleges to increase and improve the courses offered through the Internet including the development of a "one-step system" to enable students to view and register for online course at a single web site. Part one of the report provides an analysis of data provided by the State Board of Community and Technical colleges. The data includes students enrolled in one or more online classes between July 1, 2000 and June 30, 2001. The majority (80%) of these students enrolled in a mixture of online and on campus classes. The study compares "online students" with "campus students." The data indicates the flexibility is a major reason for growth in online learning. Online learning particularly appeals to women, especially those with children. Although many students have expressed satisfaction with the format, content of courses, the instruction, and service provided by online courses, there have been low completion scores exhibited by online students. It should be noted that there has been an increase in faculty participation rate in online education. Contains three appendices. (MZ) ED482736 Second Year Evaluation Report of the Washington Learning Anytime Anywhere Partnership (LAAP). 2003-00-00 Fund for the Improvement of Postsecondary Education (ED), Washington, DC. 79 N/A 2004 8/20/2004 00:51:20 RIEJUL2004

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Yes Achievement Tests Community Colleges Criterion Referenced Tests Performance Based Assessment Performance Tests Scores Standardized Tests Tests Two Year Colleges Rodriguez, Silvio Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This document addresses the CLAST results for Miami-Dade Community College (M-DCC) in June 2002. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time pass rate increases in essay, reading, and mathematics, education majors CLAST first time pass rates exceed college wide first time pass rates, performance of first time examinees by skill area. Some of the key findings of the report are as follows: (1) first time pass rates from the June 2002 administration were higher in the essay, reading, and mathematics subtest compared with June 2001 results; (2) although M-DCC achieved increases in some of the pass rates, they remain low; (3) first time pass rates from the June 2002 administration were higher in all of the subtests for education majors compared with college-wide results; and (4) 2,373 students earned a CLAST alternative in mathematics, which is an 8% increase as compared to June 2001. The document contains three recommendations about how CLAST results can be improved in the future. Contains five tables, which present information such as results for first time and retake examinees and other Florida public institutions. (MZ) ED482737 CLAST Results, June 2002. Information Capsule. 2002-10-00 8 N/A 2004 2016-11-21

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Yes Achievement Tests Community Colleges Criterion Referenced Tests Performance Based Assessment Performance Tests Scores Standardized Tests Tests Two Year Colleges Rodriguez, Silvio Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This document addresses the CLAST results for Miami-Dade Community College (M-DCC) in 2001. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time and retake pass rates, performance of first time examinees by skill area, students earning CLAST alternatives. The author suggests that students' skills improvement should focus on these areas since it is likely to enhance the students' performance and increase the likelihood that they will pass the subtest. Some of the key findings of the report are as follows: (1) pass rates from 2001 administration were higher in the mathematics subtest for first timers and retakes; (2) despite the fact that M-DCC achieved increases in the mathematics pass rates, the scores remain low; (3) in all of the skills areas, the performance of M-DCC students was generally lower than the Statewide rates for the publics universities and community colleges; and (4) 3,601 students earned a CLAST alternative and 422 students were exempt from the entire CLAST. Contains nine tables, which show the statewide first time examinees in each public institution and statewide results for retake examinees. (MZ) ED482738 CLAST Results, October 2001. Information Capsule. 2002-01-00 7 N/A 2004 2016-11-21

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Yes Achievement Tests Community Colleges Criterion Referenced Tests Performance Based Assessment Performance Tests Scores Standardized Tests Tests Two Year Colleges Rodriguez, Silvio Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This document addresses the CLAST results for Miami Dade Community College (M-DCC) in 2002. The results can be useful in developing strategies to enhance the CLAST pass rates of M-DCC students. Specifically, the document addresses the following three areas: first time and retake pass rates, performance of first time examinees by skill area, students earning mathematics alternatives. The author suggests that students' skills improvement should focus on these areas since it is likely to enhance the students' performance and increase the likelihood that they will pass the subtest. Some of the key findings of the report are as follows: (1) pass rates from 2002 are higher in essay, reading, and mathematics subsets as compared to the 2001 results; (2) despite the M-DCC increases in most of the pass rates, they still remain low; (3) performance of first time examinees by skill area shows little change since 2001; and (4) in 2002, there was a 33% increase in the number of students who earned a CLAST alternative in Mathematics as compared to 2001. Contains nine tables, which show the statewide first time examinees in each public institution and statewide results for retake examinees. (MZ) ED482739 CLAST Results, February 2002. Information Capsule. 2002-06-00 7 N/A 2004 2016-11-21

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No Achievement Tests Community Colleges Criterion Referenced Tests Performance Based Assessment Performance Tests Scores Standardized Tests Tests Two Year Colleges Morris, Cathy Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This document addresses the retention of second language students at Miami-Dade Community College in October 2002. Overall, retention of second language students has improved since the previous year. It should be noted that despite the increase in retention, fewer students are passing all of their lower level EAP courses. The report contains campus retention rates data, progression of second language students' summary data, and EAP progression by level data for the following five campuses: Kendall Campus, Hialeah Center, InterAmerican Campus, Wolfson Campus, and North Campus. The data was gathered from the Student Data Base files. The report makes two major recommendations based upon the data. First, results from Enrollment Management focus groups suggest the need to better articulate Level 6 students into M-DCC credit programs. Secondly, retention rates by campus and level will be forwarded to campus chairs and discipline conveners to discuss with their faculty strategies to increase retention with a focus on level 1 students at Kendell Campus and Level 5 & 6 students at Haileah and InterAmerican. Contains fourteen tables, which provide data summary for individual schools. (MZ) ED482740 Retention of Second Language Students. Information Capsule. 2002-10-00 7 N/A 2004 2016-11-21

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Yes Achievement Tests Community Colleges Criterion Referenced Tests Performance Based Assessment Performance Tests Scores Second Language Learning Second Language Programs Standardized Tests Tests Two Year Colleges Baldwin, Anne Reports - Research Miami Dade Community College FL Miami-Dade Community Coll., FL. Office of Institutional Research. English This report discusses the steep increases in second language activity at Miami-Dade Community College (M-DCC) over the past two decades. During this time span, credit language course activity has grown from 28,391 credits in 1980 to 76,608 credits in 2001. This is an increase of 48,217 credits in second language courses. Total credits grew by 90,956 during this same period, which means that second language courses provided 53% of the M-DCC's credit growth. Furthermore, second language non-credit equivalents grew from 29.5% of all credit equivalents to 54% of all equivalents in 2001. Dramatic increases occurred in Fall term 2000 and again in Fall term 2001. Second language equivalents grew by 52,237 while total non-credit equivalents grew by 83,831 during this time frame. The document contains detailed data regarding second language credit and second language non-credit numbers for the following years: 1980, 1985, 1990, 1995, 2000, 2001. Contains three tables, which discuss trends in English as a second language for the following campuses: North Campus, Kendall Campus, Wolfson Campus, InterAmerican Campus, and Hialeah Center. Proportional credit second language activity was by far the greatest at the Hialeah Center. (MZ) ED482741 Trends in English as a Second Language. Information Capsule. 2002-07-00 5 N/A 2004 2016-11-21

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Yes Academic Achievement Adult Education English (Second Language) Evaluation Methods Language Proficiency Performance Based Assessment Second Language Instruction Student Evaluation Test Reliability Test Validity Kenyon, Dorry Van Duzer, Carol ERIC Publications Reports - Descriptive National Center for ESL Literacy Education, Washington, DC. English This document examines the concepts of validity, reliability, and appropriateness from a language testing perspective as they apply to the following four assessment issues raised by the National Reporting System (NRS): (1) What type of language assessment seems to be required by the NRS: proficiency or achievement?; (2) Knowing that the NRS focuses on what the learner can do in the real world, and knowing the challenges to classroom teaching, what type of assessment would be most appropriate for the NRS?; (3) Knowing that all these variables need to be attended to, what does validity entail for appropriate NRS assessment?; and (4) What does reliability mean for performance measures meeting the rigorous requirements of the NRS? The document concludes that ensuring that language tests for adult English language learners are appropriate, valid, and reliable is challenging. Performance based assessments are inherently complex to develop and implement. Yet, because the focus of assessment--both in the NRS descriptors and in the Department of Education's definition of content standards--is on what learners can do with the language, performance assessments are worth developing and validating. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 16 references.) (SM) ED482742 Valid, Reliable, and Appropriate Assessments for Adult English Language Learners. ERIC Q & A. 2003-11-00 Office of Vocational and Adult Education (ED), Washington, DC. 7 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Web site: http://www.cal.org/ncle. N/A 2004 8/20/2004 00:51:31 RIEJUL2004 ED-99-CO-0008

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Yes Adult Education Adult Literacy Books English (Second Language) Introductory Courses Literacy Education Second Language Instruction Second Language Learning ERIC Publications Reference Materials - Bibliographies National Clearinghouse for ESL Literacy Education, Washington, DC. English This document lists books commonly used with literacy and beginning level adult English language learners. Most titles include brief comments about the book's content, aims, and lay-out. The list is grouped by publisher. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482743 Literacy- and Beginning-Level Texts for English Language Learners. 2003-11-00 Office of Vocational and Adult Education (ED), Washington, DC. 5 N/A 2004 8/20/2004 00:51:33 RIEJUL2004

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Yes Accountability Adult Basic Education Adult Literacy English (Second Language) Evaluation Methods Language Tests Literacy Education Second Language Instruction Second Language Learning ERIC Publications Reports - Evaluative National Center for ESL Literacy Education, Washington, DC. English This brief article reports information gathered at a symposium on issues and challenges in assessment and accountability for adult English language learners, hosted ny the National Center for ESL Literacy Education (NCLE). Teachers, program administrators, researchers, test developers, and policy makers gathered to discuss the field's vision for English-as-a-Second-Language (ESL) program accountability and learner assessment. The following questions were addressed; What is our vision? What do we know? What assessment are available? What do we need? (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482744 Assessment and Accountability in Programs for Adult English Language Learners: What Do We Know? What Do We Have in Place? What Do We Need? 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. 9 N/A 2004 8/20/2004 00:51:35 RIEJUL2004

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Yes Adult Literacy Early Childhood Education English (Second Language) Family Environment Family Literacy Literacy Education Parent Child Relationship Parent Education Program Development Ullman, Claudia M. Opinion Papers City Univ. of New York, Bronx. Herbert H. Lehman Coll. Inst. for Literacy Studies. English This paper describes the work of the Even Start Family Literacy Study Group, which met over the course of the 1998-99 school year. Based on the personal experiences of the group's facilitator, the paper presents thoughts about family literacy and the relationship between families, literacy, and programs. In an effort to support family literacy program development, this paper focuses on the learning that occurs between parents and children in the home, the particular role the adult experience plays in a child's development, and the ways in which programs can develop and support that learning. (Author/VWL) ED482745 Building Bridges: Home Learning and Family Literacy Programs. Institute for Literacy Studies Occasional Paper. 2000-01-00 12 N/A 2004 8/20/2004 00:51:36 RIEJUL2004

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Yes Adult Education Beginning Teachers English (Second Language) Faculty Development Inservice Teacher Education Language Teachers Literacy Education Reading Instruction Second Language Instruction Teacher Competencies Teaching Skills Guides - Non-Classroom Teachers of English to Speakers of Other Languages Tennessee Tennessee Tennessee Univ., Knoxville. Center for Literacy Studies. Tennessee State Dept. of Labor and Workforce Development, Nashville. Office of Adult Education. English This guide contains material that has been piloted in Tennessee ESOL (English for Speakers of Other Languages) Regional Training Sessions over 2 years. It contains resources for teachers, student learning plans, student portfolio check sheets, information to help new teachers, and Internet sites where training videos and curriculum resources can be found. The 4-day training model is targeted toward the beginning ESOL teacher of adults, but it can also be useful for adult education supervisors who are interested in training methods for new ESOL teachers and experienced teachers. It was developed to provide ESOL adult education teachers with the knowledge, skills, and attitudes necessary to enable them to utilize, develop, and implement successful ESOL programs. The 4 days focus on the following: (1) what makes a good teacher; how to connect with students and help them connect with each other; and what experienced ESOL teachers say about their classroom experiences; (2) "Teaching ESOL: A Quick Reference"; (3) working with the publication, "Tennessee Adult ESOL Curriculum Resource Book"; and (4) questions to ask oneself; reading and the adult ESOL student; instructor competencies and performance indicators; and best practices in an ESOL classroom. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482746 Tennessee Teacher Training Program: Professional Development Manual for ESOL Teachers. 2002-00-00 Practitioners Teachers 23 Center for Literacy Studies, University of Tennessee, 600 Henley Street, Suite 312, Knoxville, TN 37996-4135. Tel: 865-974-4109; Tel: 877-340-0546 (Toll Free); Fax: 865-974-3857; Web site: http://www.cls.coe.utk.edu/. N/A 2004 2016-11-21

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Yes Adult Education Beginning Teachers Classroom Environment English (Second Language) Faculty Development Homework Inservice Teacher Education Instructional Materials Language Teachers Listening Skills Second Language Instruction Student Evaluation Student Needs Student Records Teacher Competencies Teaching Methods Teaching Skills Wilson, D. Lee Guides - Classroom - Teacher Beginning of School Year Teachers of English to Speakers of Other Languages Tennessee State Dept. of Labor and Workforce Development, Nashville. Office of Adult Education. Tennessee Univ., Knoxville. Center for Literacy Studies. English This guide presents suggestions from experienced teachers of English for Speakers of Other Languages (ESOL) for the first 2 days of class. An introduction describes how to organize the classroom. Next, the guide describes day 1 (begin to build a community spirit by introducing students to each other and the teacher in a nonthreatening manner) and day 2 (continue to build a friendly community spirit to help students relax and get acquainted, and become familiar with the textbook). The rest of the guide focuses on: "How Do We Discover Our Students' Needs?"; "What Resources are Available? What Materials Match My Students' Needs?"; "How Can I Find Out What Students Know?" (assessment); "How Much Homework is Necessary and What Kind?"; "Who Talks and How Much?"; "How Do Students Learn to Hear and Make English Sounds?"; "How Should Student Records and Reports be Kept?"; "What are Some Basic Teaching Approaches in an ESOL Class?"; "A Few More Thoughts"; and "Summary." (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482747 Teaching ESOL: A Quick Reference. 2001-00-00 Practitioners Teachers 24 Center for Literacy Studies, University of Tennessee, 600 Henley Street, Suite 312, Knoxville, TN 37996-4135. Tel: 865-974-4109; Tel: 877-340-0546 (Toll Free); Fax: 865-974-3857; Web site: http://www.cls.coe.utk.edu/. N/A 2004 2016-11-21

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Yes Acculturation Civics Curriculum Development English (Second Language) Immigrants Literacy Education Program Development Teaching Methods Guides - Classroom - Teacher Bronx Community Coll., NY. English This manual provides information about setting up and running an English literacy (EL) Civics program, based on the experience of one urban literacy program. Part 1, "Establishing and Managing an English Literacy and Civics Understanding Program," includes the following: (1) "Getting Started" (planning, goals and objectives, staffing, and gathering resources); (2) "Student Support" (recruitment; intake, assessment, registration, and placement and counseling in an EL civics program); and (3) "Program Management" (collaboration and community involvement, guest speakers, staff development, student accountability, and evaluation). Part 2, "Curriculum Development," includes a framework for CL civics instruction and civics content. Part 3, "Instructional Strategies," focuses on contextualization, field trips, planning a lesson/cycle, selected model lesson, career counseling as an instructional segment, and integration of technology. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482748 EL Civics "How-To" Manual: English Literacy and Civics Education. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Practitioners Teachers 151 N/A 2004 8/20/2004 00:51:42 RIEJUL2004 V191A000052

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No Adult Basic Education Adult Literacy Business English Curriculum Development Employees English (Second Language) Language Teachers Literacy Education Program Development Program Evaluation Second Language Instruction Second Language Learning Workplace Literacy Guides - Non-Classroom Tennessee Tennessee Tennessee State Dept. of Labor and Workforce Development, Nashville. Office of Adult Education. Tennessee Univ., Knoxville. Center for Literacy Studies. English This training manual is designed to help English for Speakers of Other Languages (ESOL) teachers and supervisors successfully develop a workplace ESOL class. Four modules include: (1) "Knowing and Presenting Your Adult Education Program to Business and Industry" (e.g., introduction to Tennessee's Workplace ESOL Initiative, the four-step process for Tennessee's Workplace ESOL Initiative, comparison of traditional and workplace ESOL, and teaching basic skills in the workplace); (2) "Knowing Your Community's Needs and Understanding the Workplace" (e.g., workplace ESOL scenarios, workplace literacy programs for nonnative English speakers, workplace code of ethics, and language task analysis activities); (3) "Designing a Plan to Deliver and Sustain Services" (e.g., budgetary worksheet, statement of confidentiality, checklist for employer establishing a workplace education program, and tips for adapting workplace materials for ESOL instruction); and (4) "Knowing Your Results by Monitoring and Evaluating Progress" (e.g., assessment and evaluation, Tennessee ESOL in the Workplace sample implementation guidelines, and action plan for praxis). Five appendixes present a glossary, workplace readiness guides and surveys, references, workplace tools, and PowerPoint slides. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 21 references.) (SM) ED482749 Tennessee ESOL in the Workplace: A Training Manual for ESOL Supervisors and Instructors. 2003-10-00 Administrators Practitioners Teachers 183 Tennessee Department of Labor and Workforce Development Office of Adult Education, 11th Floor, Davy Crockett Tower, 500 James Robertson Parkway, Nashville, TN 37243. Tel: 615-741-7054; Tel: 800-531-1515 (Toll Free); Fax: 615-532-4899; Web site: http://www.state.tn.us/education.aeintrolhtm. N/A 2004 2016-11-21

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Yes Cultural Influences Educational Attainment English (Second Language) Foreign Countries Land Settlement Literacy Refugees Bailey, Raleigh Information Analyses North Carolina North Carolina Center for Applied Linguistics, Washington, DC. Language and Orientation Resource Center. English This booklet provides a basic introduction to the history, cultures, and resettlement experiences of the Montagnard people of Vietnam. It is designed primary for service providers and others assisting Montagnard refugees in their new communities in the United States. Information has been drawn from many sources, especially from insights provided by Montagnards who have resettled in North Carolina. Information is provided on the Montagnard people and where they came from, their daily life and values, their language and literacy, education, and cross-cultural challenges (e.g., driving, alcohol, housing, learning English, youth, work and finances). (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482750 Montagnards: Their History and Culture. Culture Profile, 2002. 2002-00-00 Department of State, Washington, DC. Bureau of Population, Refugees, and Migration. 31 For full text: http://www.culturalorientation.net/montagnards. N/A 2004 2016-11-21

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Yes Action Research Educational Research Educational Theories Elementary Secondary Education Form Classes (Languages) Grammar Higher Education Language Teachers Linguistics Morphology (Languages) Preservice Teacher Education Reading Processes Second Language Instruction Teachers Word Order Lee, James F., Ed. Valdman, Albert, Ed. Books Collected Works - General Meaning Construction English This collection of papers is divided into three parts. After "Introduction" (James F. Lee and Albert Valdman), Part 1, "Theoretical Aspects of Focus on Form," includes "What Form to Focus On? Linguistics, Language Awareness, and the Education of L2 Teachers" (Cristina Sanz); "Five Types of Input and the Various Relationships between Form and Meaning" (James F. Lee); "Processing Instruction as Form-Meaning Connections: Issues in Theory and Research" (Bill VanPatten); and "Attention, Awareness, and Focus on Form Research: A Critical Overview" (Ronald P. Leow). Part 2, "The Teaching Context for Focus on Form," includes "Classroom Talk: Form, Meaning, and Activity Theory" (Celeste Kinginger) and "Meaning and Form in Classroom-Based SLA Research: Reflections from a College Foreign Language Perspective" (Heidi Byrnes). Part 3, "Pedagogical Applications," includes "Toward a Pedagogical Discourse of Grammar: Techniques for Teaching Word-Order Constructions" (Carl S. Blyth); "The Effect of Explicit Training on Successful Circumlocution: A Classroom Study" (Mary Ellen Scullen and Sarah Jourdain); "Relationships between the Process of Reading, Word Inferencing, and Incidental Word Acquisition" (Susanne Rott); and "Linking Form and Meaning in Reading: An Example of Action Research" (Catherine C. Fraser). (Papers contain references.) (SM) ED482751 Form and Meaning: Multiple Perspectives. Issues in Language Program Direction: A Series of Annual Volumes. 1999-00-00 ISBN-083840846-X 329 Heinle & Heinle Publishers, 20 Park Plaza, Boston, MA 02116. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Academic Standards Educational Legislation Elementary Secondary Education English (Second Language) Federal Legislation Language Proficiency Limited English Speaking State Standards Miller, Kirsten Collected Works - Serials Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 Mid-Continent Research for Education and Learning, Aurora, CO. English This article examines the impact of the No Child Left Behind Act of 2001 (NCLB) on English language learners (ELLs). Title III of NCLB describes specific requirements that states and districts must meet in educating ELLs. In February 2003, the U.S. Department of Education released non-regulatory guidance on the Title III state formula grant program, stating that "The major goals of Title III are to help ensure that limited English proficient children attain English proficiency, develop high levels of academic competence in English, and meet the same challenging state academic content and student achievement standards" as all other students. States are required to develop English language proficiency standards and implement English proficiency tests. They must also develop annual achievement objectives for increasing the English language proficiency of ELLs and assessing their progress in speaking, reading, writing, listening, and comprehension. State language proficiency standards must be linked to state academic standards. States are in the process of developing new English language proficiency assessments for ELLs. Rural schools may face specific challenges when working to meet the needs of ELLs (e.g., having to develop ESL programs from scratch). The NCLB grants states flexibility in designing programs that are most appropriate for their needs, although appropriately serving ELLs and meeting legislative requirements may entail creative solutions by states, schools, and districts. (SM) ED482752 English Language Learners and the No Child Left Behind Act. Changing Schools Fall 2003 2003-00-00 Department of Education, Washington, DC. 14 Mid-Continent Research for Education and Learning, 2550 South Parker Road, Suite 500, Aurora, CO 80014-1678. Tel: 303-337-0990; Fax: 303-337-3005; e-mail: info@mcrel.org; Web site: http://www.mcrel.org. N/A 2004 2016-11-21

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Yes Academic Standards Access to Education Accountability Elementary Secondary Education English (Second Language) Faculty Development Higher Education Limited English Speaking Preservice Teacher Education Public Education School Counselors Second Language Learning Standardized Tests State Legislation State Standards Student Evaluation Montgomery, Paula S. Roberts, Melissa Growe, Roslin Reports - Descriptive California California English This paper examines how English language learners (ELLs) are provided for in the U.S. public school system and whether they are receiving an equitable education. It focuses on: the development of assessment and accountability in the education of ELLs; the education of ELLs in San Francisco, California, whether there was great controversy over how to educate and evaluate these students; measuring growth in English by tracking students' development in English itself rather than using standardized tests; teaching ELLs (there has been little inservice or preservice training for current or future ELL teachers, although university teacher training programs nationwide are beginning to address the issue and inservice teacher training is being developed to promote the success of all students); the role of high school counselors (who can assist ELLs through the educational system and appropriately advise and inform them); English as a Second Language standards, which are necessary in order for counselors, teachers, parents, and students to all be on the same page; and the future of English language development (with a concrete set of standards specific to ELLs in place, the next step in securing educational equity is to ensure that educators are familiar with the standards and their implementation). (Contains 14 references.) (SM) ED482753 English Language Learners: An Issue of Educational Equity. 2003-00-00 23 N/A 2004 2016-11-21

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Yes American Indian Education American Indians Bilingual Students Case Studies Cultural Awareness Elementary Secondary Education Equal Education Language Proficiency Legal Responsibility Native Language Instruction Second Language Learning Social Influences Spanish Special Education Student Diversity Student Evaluation Guides - Non-Classroom Wisconsin Wisconsin Wisconsin State Dept. of Public Instruction, Madison. English This guide is a companion to its predecessors, "Linguistically and Culturally Diverse: African American and Hmong" and "Language Sample Analysis: The Wisconsin Guide." It focuses on children from American Indian and Spanish speaking populations. It provides information pertaining to: historical background, including legal and social issues; cultural factors influencing learning and language; recommended procedures for appropriate non-biased assessment; data collection as a result of analysis of language samples of typically developing Spanish speaking children; dialectical and phonological patterns that should be considered as differences and not errors or indicators of an impairment or disability; intervention strategies for regular and special education teachers; and case studies. The 19 appendixes present limited English proficiency (LEP) levels of English language learners; recommended tests for speech and language evaluation (Spanish emphasis); translators and interpreters; test evaluation form; checklist for potential discrimination of an assessment instrument; language sample analysis in English of native Spanish speaking children; classroom observation form; classroom teacher questions for self-evaluation prior to making a referral; communication skills inventory for bilingual children; consultation team questionnaire; records review form; teacher interview for consultation team; sample interview forms in English and Spanish; background information for students with LEP; hearing screening considerations; Wisconsin Tribal education directors; and English and Spanish glossaries. (SM) ED482754 Linguistically and Culturally Diverse Students: American Indian and Spanish-Speaking. Language Sample Analysis Companion Guide. 2003-00-00 ISBN-1-57337-111-4 144 Publications Sales, Wisconsin Department of Public Instruction, Drawer 179, Milwaukee, WI 53293-0179. Tel: 608-266-2188; Tel: 800-243-8782 (Toll Free); Fax: 608-267-9110; Web site: http://222.dpi.state.wi.us/pubsales. N/A 2004 2016-11-21

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No Chinese Cultural Awareness Cultural Differences Culturally Relevant Education Elementary Secondary Education English (Second Language) French German Higher Education Italian Japanese Language Usage Second Language Instruction Sociocultural Patterns Theory Practice Relationship Lo Bianco, Joseph, Ed. Crozet, Chantal, Ed. Books Collected Works - General Germans Australians Language Australia, Melbourne (Victoria). English This collection of papers discusses what researchers and classroom teachers think and do about culture in language education. There are nine chapters in two parts. Part 1, "Culture Theory," includes the following: (1) "Common Themes" (Joseph Lo Bianco); (2) "Culture: Visible, Invisible and Multiple" (Joseph Lo Bianco); and (3) "A Conceptual Framework to Help Teachers Identify Where Culture is Located in Language Use" (Chantal Crozet). Part 2, "Theory in Practice," includes (4) "Chinese" (Li Kaining); (5) "How Can We Make Australian English Meaningful to ESL Learners?" (Anne-Marie Barraja-Rohan); (6) "Teaching French Culture in Language Use" (Chantal Crozet and Louise Maurer); (7) "Are Germans Rude or Just Doing Things Differently? Understanding and Teaching Language and Culture" (Winifred Thielmann); (8) "Face Value: Teaching Italian Verbal and Socio-Cultural Interaction" (Piera Carroli, Adriana Pavone, and Vincenza Tudini); and (9) "The Teaching of Culture in Japanese" (Miyuki Toyoda and Shunichi Ishihara). (Papers contain references.) (SM) ED482755 Teaching Invisible Culture: Classroom Practice and Theory. 2003-00-00 ISBN-1-876768-55-X 233 Language Australia Ltd., GPO Box 372F, Melbourne, Victoria 3001, Australia ($33). Fax: ( 61 3) 9612 2601; Web site: http://languageaustralia.com.au/. N/A 2004 2016-11-21

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Yes Adolescents Cognitive Processes College School Cooperation Discipline Elementary Secondary Education Emotional Response Faculty Development Foreign Countries Higher Education Information Technology Multiple Intelligences Partnerships in Education Postmodernism Preservice Teacher Education Problem Solving Student Behavior Student Teachers Summer Programs Teaching Methods Writing Instruction Ho, Kwok Keung, Ed. Books Collected Works - Serials China Hong Kong Shame China Hong Kong ISSN-1683-1381 Hong Kong Teachers Association. English Chinese This journal, written in English and Chinese, includes the following papers: "Values for Creativity: A Study among Undergraduates in Hong Kong and Guangzhou" (Xia Dong Yue and Kok Leung); "The Present Situation of Family Education at the Turn of the Century: An Investigation in Three South-Eastern Provinces in China" (Feng Luo); "Philosophers Compete, Children Glitter: An Explication of the Characteristics of Postmodern Multiple Intelligences Inspired Education" (Kwok Cheung Cheung); "The Relation of Shame and Guilt-Proneness to Moral Orientations in Hong Kong Chinese Adolescents" (Kin Tung Wong); "Teacher Development: Knowing More about Emotions and Emotional Awareness" (Ching Leung Lung and Mei Ngan Tam); "The Everyday English Every Day Summer Camp" (Gertrude Sachs, Serlina Seun, Catherine Yung, Angel Lau, and Catherine Chan); "Enhancing the Professional Development of Student-Teachers in Primary and Secondary Education through Establishing Institute-School Partnership" (May Hung Cheng and Yee Fan Tang); Combining Information Technologies and Cognitive Apprenticeship to Provide Instruction in Expository Writing in Large University Classes" (Graham Passmore and John Mitterer); "Toward Solving the Disciplinary Problem of Students: Strategies of Some Christian Schools" (Che Leung Lau); and "A Developmental Profile and Chinese Index of New Horizons in Education" (William Wu and Kwok Keung Ho). (Papers contain references.) (SM) ED482756 New Horizons in Education, 2003. New Horizons in Education n47 May 2003 2003-05-00 109 Hong Kong Teachers' Association, Flat A, 7/F, National Court, 242 Nathan Road, Kowloon, Hong Kong. Tel: 852-2367-3420; Fax: 852-2722-4813. T 2004 2016-11-21

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Yes Career Counseling Career Planning Cultural Awareness Cultural Influences Foreign Countries Holistic Approach Models Offet-Gartner, Kathy Speeches/Meeting Papers First Nations Canada Canada English The Career-Life Planning Model for First Nations People (1997) was created by Drs. Rod McCormick and Norm Admundson to address the need for more culturally sensitive career planning with First Nations people. The most unique thing about this model is the inclusion of many cultural practices, such as: opening and closing prayers, the invitation to smudge, use an eagle feather or a traditional talking stick, as well as sharing the process with family and friends. The model is based upon traditional cultural beliefs and values that honor connectedness, harmony, balance, gifts, roles and responsibilities, and the importance of family and community. It is a holistic career and life planning tool for First Nations youth, their families and communities. It is an interactive and culturally respectful model that is a welcomed addition to the repertoire of any practitioner. (Author) ED482757 Career-Life Planning with First Nations People. 2003-01-00 Counselors Practitioners 9 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-16.pdf. N/A 2004 2016-11-21

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Yes Career Counseling Client Characteristics (Human Services) Counseling Techniques Disabilities Job Search Methods Cheek, Freddie Speeches/Meeting Papers English Career counselors and job search coaches must be prepared to assist disabled clients as this sector of the labor market increases. As the work force ages, there are greater numbers of workers dealing with disabilities and serious health problems. Sadly, individuals with disabilities often approach the job search process with misconceptions, misinformation, limited expectations, and fear of failure. Counselors must give these applicants the skills and confidence they need to be marketable candidates that employers will want to hire. This paper provides insight into the problem and offers techniques for helping clients increase their self-confidence, improve their job search skills, and prepare for job interviews. The author addresses the emotional barriers that many disabled job seekers place in their own path and gives practical advice on how to remove these road blocks. This information can be used with the most-needy clients to help them attain appropriate and satisfying employment. (Author) ED482758 Coaching the Job Seeker with Special Needs. 2003-01-00 Counselors Practitioners 8 For full text: http://www.contactpoint.ca/natcon-conat/2003/pdf/pdf-03-09.pdf. N/A 2004 8/20/2004 00:52:05 RIEJUL2004 Paper presented at the Annual NATCON Convention (29th, Jan. 20-23, 2003; Ottawa, Ontario). NATCON stands for National Consultation on Career Development.

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No Anxiety Behavior Disorders Early Identification Educational Environment Intervention School Phobia School Psychology Student Evaluation Wimmer, Mary B. Books Information Analyses School Refusal National Association of School Psychologists, Bethesda, MD. English Anxiety-based school refusal occurs in 2% of school-age children. The reasons why they refuse to go school range from mental illness and learning problems to general defiance and a desire for attention. Early identification and multi-faceted assessment and interventions are critical to addressing the problem. This book offers concise, practical guidance on assessment and interventions to help children with anxiety-based school refusal. The author incorporates the latest research findings and discusses causes, warning signs, and various strategies for working with children within a school setting and for communicating with parents and teachers. Chapters cover: understanding school refusal, history and etiology, identification and assessment, interventions, case illustration, and sample forms and handouts. (Contains 143 references.) (GCP) ED482759 School Refusal: Assessment and Intervention within School Settings. 2003-00-00 ISBN-0-932955-81 Counselors Practitioners 99 NASP, 4340 East West Highway, Suite 402, Bethesda, MD 20814 (ISBN-0-932955-81-9, $19). Tel: 301-657-0270; Fax: 301-657-0275; Web site: www.nasponline.org. N/A 2004 2016-11-21

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Yes Child Abuse Childrens Art Counseling Techniques Personality Traits Psychological Evaluation Psychometrics Sexual Abuse Deffenbaugh, Anne M. Information Analyses House Tree Person Projective Test English The House-Tree-Person test is based on the premise that unconscious aspects of the personality are exposed through the person's drawings of familiar items. Children who have experienced sexual abuse are often hesitant to respond to direct questioning about this experience. Researchers have studied the H-T-P to determine if these children produce discrete indicators of the abuse, however the test's validity and reliability have not been proven. Despite this lack of psychometric support, the test can be very valuable in providing general information about the child's personality and more importantly strengthen the professional relationship between child and counselor. (Contains 14 references.) (Author) ED482760 The House-Tree-Person Test with Kids Who Have Been Sexually Abused. 2003-02-00 Counselors Practitioners 17 N/A 2004 2016-11-21

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Yes Dual Career Family Employed Parents Family Structure Family Work Relationship Fathers Mothers Parent Attitudes Ryckebusch, Jenna-Lyn Miller, Heather Fulmer, Kimberly Fontanez, Mary Ellis, Trisha DiBlasi, Francis Paul Carey, Brandi Chambliss, Catherine Information Analyses Reports - Research English This study examines attitudes about maternal employment by comparing the responses of married parents from single versus two-paycheck families. Participants in this study were 138 mothers and 120 fathers given the Beliefs About the Consequences of Maternal Employment for Children Scale (BACMEC), which assesses views about maternal employment. Among the fathers surveyed, significant differences emerged in both the Cost and Benefits summary scales. Fathers from two-paycheck families perceived greater benefits associated with maternal employment than did fathers from single paycheck families. Fathers from two-paycheck families perceived fewer costs associated with maternal employment than did fathers from single paycheck families. Mothers' responses yielded a significant group difference on the benefits summary scale. Mothers from two-paycheck families perceived greater benefits associated with maternal employment than did mothers from single paycheck families. The results of the analysis indicate that participants' attitudes about maternal employment are generally congruent with their chosen lifestyles. In addition, on many of the BACMEC items, the responses from men whose wives did not work reflected the most negative attitudes about maternal employment. (Contains 49 references.) (Author) ED482761 Single versus Dual Paycheck: Married Parents' Attitudes about Maternal Employment. 2003-00-00 25 N/A 2004 8/20/2004 00:52:11 RIEJUL2004

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Yes Adolescents College Students High School Students Personality Measures Personality Traits Predictor Variables Substance Abuse Chambliss, Catherine Information Analyses Reports - Research Five Factor Model of Personality English High school and college students (N=321) completed the Mini Markers Five Factors Personality Scale (MMFFPS) and items assessing recent substance use, in order to permit an assessment of the relationship between five basic personality factors and reported use of cigarette, alcohol, and marijuana. A 2 x 2 MANOVA (personality factors; low and high; sex; male and female) on three types of self-reported substance use (cigarette, alcohol, and marijuana) was performed for each of the five personality factors assessed by the MMFFPS (openness, conscientiousness, extraversion, agreeableness, and neuroticism). A significant extraversion main effect was found for alcohol and marijuana use, and a significant conscientiousness main effect emerged on the alcohol use measure. A significant sex by conscientiousness interaction was obtained. No main effect emerged for sex on any of the three substance use measures. (Contains 20 references and 2 tables.) (Author) ED482762 The Association between Personality Factors and Self-Reported Substance Use in Adolescents. 2003-00-00 15 N/A 2004 2016-11-23

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No Birth Rate Early Parenthood Ethnicity Sexuality Sexually Transmitted Diseases Trend Analysis Moore, Kristin A. Papillo, Angela Manlove, Jennifer Franzetta, Kerry Ikramullah, Erum Ryan, Suzanne Terry-Human, Elizabeth Numerical/Quantitative Data Reports - Descriptive Child Trends, Inc., Washington, DC. English This publication reports trends in teen childbearing, adolescent sexual activity, and sexually transmitted diseases in the nation, in each state, and in large cities using data from the 2002 National Center for Health Statistics (NCHS). Rates of teenage childbearing continue to steadily decline, and the 2002 rates are historic lows for each age group. The percent of teens with four or more lifetime partners has also declined from 19% of high school students in 1991 to 14% in 2002. The chlamydia rate among 15-19-year-old-females showed an increase of approximately 20% since 1997. The rates of gonorrhea declined slightly. (GCP) ED482763 Facts at a Glance, 2003. 2003-11-00 William and Flora Hewlett Foundation, Palo Alto, CA. Charles Stewart Mott Foundation, Flint, MI. 8 Child Trends, Inc., 4301 Connecticut Avenue, NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; Web site; http://www.childtrends.org. N/A 2004 8/20/2004 00:52:15 RIEJUL2004

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Yes Clinical Diagnosis Counseling Drug Therapy Mental Disorders Neuropsychology Research and Development Smith, Robert L. Garcia, Elda E. ERIC Publications ERIC Digests in Full Text ERIC Digests Psychopharmacology ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Certain mental disorders are caused by or accompanied by neurochemical abnormalities. The use of psychotropic medications has dramatically increased over the past two decades in all age groups, particularly with children. Therefore, psychopharmacology, the branch of pharmacology dealing with the psychological effects of drugs, needs to be carefully studied by all helping professionals. This article addresses: the importance of diagnosis, understanding the basic psychotropic medications by name and how they work, an awareness of side-effects/complications, and the importance of staying current with research in this field. (GCP) ED482764 Psychopharmacology: A Guide for Helping Professionals. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes After School Programs Outcomes of Education Program Evaluation Research and Development School Counseling McComb, Errin M. Scott-Little, Catherine ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English After-school programs that provide additional learning opportunities for children are seen as potentially powerful opportunities to improve student learning and facilitate other positive youth outcomes. This digest summarizes a research synthesis conducted by the Regional Educational Laboratory at SERVE. The synthesis summarizes research and evaluations conducted on a variety of after-school programs in order to shed light on the overall status of research on after-school programs. (GCP) ED482765 A Review of Research on Participant Outcomes in After-School Programs: Implications for School Counselors. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Anger Behavior Modification Counseling Counseling Techniques Emotional Response Hogan, Eileen K. ERIC Publications ERIC Digests in Full Text ERIC Digests Anger Management ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Anger is a natural and healthy human emotion when managed effectively. But it can be a source of various physical, mental, emotional, social, or legal problems when not managed effectively. It is often a problem in one of these areas that brings a client in for counseling, either on a voluntary or a mandated basis. As a counselor, there are numerous and varied options for intervention. And there are numerous and varied aspects to consider before selecting an appropriate intervention. This digest highlights how practitioners can effectively attempt to understand the extent and expression of anger, the specific problems resulting from the anger, the function the anger serves, the underlying source of the anger, and the domain the problems occur in (e.g. emotional, physiological, or cognitive) before choosing interventions for the client. (GCP) ED482766 Anger Management 1: An Overview for Counselors. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Anger Behavior Modification Coping Counseling Counseling Techniques Counselor Client Relationship Emotional Response Intervention Problem Solving Hogan, Eileen K. ERIC Publications ERIC Digests in Full Text Anger Management ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Many different strategies and skills for anger management intervention have been tried and tested. Some of the most empirically supported interventions are cognitive-behavioral interventions including relaxation coping skills, cognitive interventions, behavioral coping and social skills training, and problem-solving skills training. This digest highlights the many factors for counselors to consider when selecting an effective anger management intervention. It also discusses how practitioners can attempt to understand the client's cultural needs with respect to dealing with the problem, the ability of the client to transfer new skills to their daily environments, and the client's readiness and skill level for dealing with the problem. (GCP) ED482767 Anger Management 2: Counselors Strategies and Skills. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Anger Behavior Modification Coping Counseling Counseling Techniques Counselor Client Relationship Emotional Response Intervention Program Descriptions Hogan, Eileen K. ERIC Publications ERIC Digests in Full Text Anger Management ERIC Digests ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English Numerous structured programs exist for helping clients learn to manage their anger more effectively. These programs vary in intended audience, theoretical basis, teaching method, and actual skills and techniques used. A review of several structured programs follows. It is important to remember that prior to selecting an intervention, one must assess the expression, function, source, and resulting problems of a client's anger. In addition, one must consider the client's cultural needs, the ability of the client to transfer new skills to their daily environments, and the client's readiness and skill level for dealing with the problem in order to select interventions that will be effective. (GCP) ED482768 Anger Management 3: Structured Programs and Interventions. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. Counselors Practitioners 4 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Alcohol Abuse Counselor Role Counselor Training Counselors Drug Abuse Drug Education Elementary School Students Elementary Schools High School Students High Schools Illegal Drug Use Prevention Program Implementation Risk Reduction School Counselors Smoking Substance Abuse Sales, Amos Books ERIC Publications ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English The focus of this book is on the identification of practical knowledge and skill needed and an action plan to implement prevention programming in schools. The text is written as a resource for practitioners, students, and faculty in school counseling. It is designed to facilitate development of knowledge necessary to implement comprehensive prevention efforts addressing substance abuse and other problem behaviors of youth across school curricula and extracurricular activities. The school counselor is identified as the professional best positioned in the school to initiate the changes needed to implement a comprehensive prevention program. A "prevention for change," the specific steps needed, is provided. Chapters include: (1) "Introduction"; (2) "Prevention of Substance Abuse"; (3) "Prevention: The School Context"; (4) "The Comprehensive School Prevention Program"; (5) "The School Counselor's Role"; (6) "Special Topics"; and (7) "Prescription for Change." Appendixes include: (A) "Common Drugs of Abuse"; (B) "Effects of Individual Drugs"; (C) "Stages of Dependency and Addiction"; (D) "A Self-Administered Short Michigan Alcoholism Screening Test (MAST)"; (E) "SARDI Substance Abuse Symptoms Checklist"; (F) "Twelve Steps"; (G) "Substance Abuse Treatment Approaches"; (H) "Assessment Instruments." (Contains 124 references.) (Author/ADT) ED482769 Preventing Substance Abuse: A Guide for School Counselors. 2004-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-101-4 Counselors Practitioners 152 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 8/20/2004 00:52:28 RIEJUL2004

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Yes Anxiety Children Coping Counselor Training Elementary School Students Elementary Schools Fear Kindergarten Children Middle School Students Middle Schools Prevention School Counselors Stress Management Stress Variables Robinson, Edward H. Rotter, Joseph C. Robinson, Sandra L. Fey, Mary Ann Vogel, Joanne E. Books ERIC Publications Traumas ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English This book explains how fears, anxiety, and stress develop in children, and how they can learn to successfully cope with these factors. It offers specific activities designed to assist in coping with a particular aspect of fear or stress. Part I, "Overview of Fears and Stress," contains activities to complement the various curricular areas of a typical elementary and middle school. Section 1 introduces the origin of fears and stress in children. Section 2 deals with fear-specific activities. Section 3 comprises general activities used for prevention of fear and to bolster children's feelings of security, self-worth, and control. Section 4 includes four appendixes. Part II, "Coping with Trauma," contains information regarding what happens to children as a result of traumatic events and how to manage the after-effects. Section 1 defines a traumatic event and discusses common symptoms. Section 2 offers a number of trauma-specific activities to be used individually or as a group intervention. Section 3 includes stress-reducing activities. Section 4 includes five appendixes. Part III, "Facilitator's Guide," is divided into eight sessions. The purpose of this guide is to provide training to teachers and counselors who wish to learn how to help children cope with fears and stress. (Contains over 150 references and resources.) (Author/ADT) ED482770 Fears, Stress and Trauma: Helping Children Cope. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-100-6 Practitioners 209 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 2016-11-21

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Yes Career Counseling Career Guidance Career Planning Counselor Training Cultural Pluralism Delivery Systems Guidance Centers High Risk Students High School Students High Schools Middle School Students Middle Schools National Programs Parent Participation Rural Schools School Counseling School Counselors School Guidance Technology Vocational Education Wakefield, Suzy Mygatt Sage, Howard Coy, Doris Rhea Books ERIC Publications ERIC Clearinghouse on Counseling and Student Services, Greensboro, NC. English The primary intent of this book is to provide a hands-on resource for educators in an effort to help all students with their plans after high school. A second purpose is to provide educators with insights about what is occurring in our schoolssuch as the lack of coordinated career guidance services, the number of disengaged students, and the concerning rate of high school dropouts. And a third purpose is to share insights about the changing workplace with its new configurations. A related issue is the importance of teaching employability skills now required by employers, such as reading and following instructions carefully, being a good team member, communicating clearly, and making decisions. The book has a total of 32 chapters and is divided up into eight sections: (1)"Societal Trends and Workplace Issues"; (2) "Comprehensive School Counseling Programs"; (3) "Project-Based Career Guidance Models" (4) "Innovative Approaches to Workplace Training"; (5) "Involving Parents in Their Teen's Career Planning"; (6) "Innovative Career Development Activities/Games"; (7) "Innovative Career Development Practices for Special Populations"; (8) "Internet Delivery Systems in Career Guidance." The final section, "ConclusionSumming Up" concludes with the chapter "How Do We Put All of This Together? What Needs to Be Done?" (Contains numerous references, tables, and figures.) (Author/ADT) ED482771 Unfocused Kids: Helping Students To Focus on Their Education and Career Plans. A Resource for Educators. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-1-56109-105-7 Practitioners Parents Teachers 579 ERIC Counseling and Student Services Clearinghouse, University of North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26170, Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel: 800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail: ericcass@uncg.edu; Web site: http://ericcass.uncg.edu. N/A 2004 8/20/2004 00:52:34 RIEJUL2004

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Yes Advanced Students Business Communication College Students Curriculum Design Graduate Study Heritage Education Higher Education Language Proficiency Language Styles Literacy Second Language Instruction Second Language Learning Spanish Study Abroad Teaching Methods Byrnes, Heidi, Ed. Maxim, Hiram H., Ed. Books Collected Works - General Heritage Language English This book includes the following chapters: "Literacy and Advanced Foreign Language Learning: Rethinking he Curriculum" (Richard G. Kern); "A Template for Advanced Learner Tasks: Staging Genre Reading and Cultural Literacy Through the Precis" (Janet Swaffar); "Fostering Advanced L2 Literacy: A Genre-Based, Cognitive Approach" (Heidi Byrnes, Katherine A. Sprang); "Heritage Language Speakers and Upper-Division Language Instruction: Findings from a Spanish Linguistics Program" (Daniel J. Villa); "heritage Speakers' Potential for High-Level language Proficiency " (Olga Kagan, Dillon, Kathleen); "Study Abroad for Advanced Foreign Language Majors: Optimal Duration for Developing Complete Structures" (Casilde A. Isabelli); "'What's Business Got to Do with It?': The Unexplored Potential of Business Language Courses for Advanced Foreign Language Learning" (Astrid Weigert); "Fostering Advanced-Level language Abilities in Foreign Language Graduate Programs: Applications of Genre Theory" (Cori Crane, Olga Liamkina, Marianna Ryshina-Pankova); and "Expanding Visions for Collegiate Advanced Foreign Language Learning" (Hiram H. Maxim). (Author/VWL) ED482772 Advanced Foreign Language Learning: A Challenge to College Programs. Issues in Language Program Direction. 2004-00-00 ISBN-141300040-1 219 Heinle, 25 Thomson Place, Boston, MA 02210. Tel: 800-730-2214 (Toll Free); Fax: 800-730-2215 (Toll Free); Web site: http://www.heinle.com. N/A 2004 2016-11-21

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Yes Business Communication Communication Apprehension Educational Change Elementary Secondary Education English (Second Language) Foreign Countries Grammar Higher Education Language Proficiency Language Teachers Phonetics Second Language Instruction Second Language Learning Student Attitudes Student Characteristics Student Motivation Study Abroad Tatsuki, Donna, Ed. Collected Works - Serials Japan Japan ISSN-0287-2420 Japan Association for Language Teaching, Tokyo. English This collection of papers includes the following: "Learner Characteristics of Early Starters and Late Starters of English Language Learning: Anxiety, Aptitude, and Motivation" (Tomoko Takada); "Uncovering First Year Students' Language Learning Experiences, Their Attitudes, and Motivations in a Context of Change at the Tertiary Level of Education" (Kevin O'Donnell); "Study Abroad, Language Proficiency, and Learner Beliefs about Language Learning" (Koichi Tanaka and Rod Ellis); and "What Do We Know About the Language Learning Motivation of University Students in Japan? Some Patterns and Survey Studies" (Kay Irie). There are also four review: "Intercultural Business Communication" (Robert Gibson), reviewed by Peter J. Farrell; "Individual Freedom in Language Teaching" (Christopher Brumfit), reviewed by Tim Knight; "Phonetics" (Peter Roach), reviewed by Matthew White; and "The Atoms of Language: The Mind's Hidden Rules of Grammar" (Mark C. Baker), reviewed by David Cozy. (Papers contain references.) (SM) ED482773 JALT Journal, 2003. JALT Journal v25 n1 May 2003 2003-05-00 118 JALT Central Office, Urban Edge Building, 5F 1-37-9 Taito, Taito-Ku, Tokyo 110-0016, Japan. Tel: 03-3837-1630; Fax: 03-3837-1631; e-mail: jalt@gol.com. N/A 2004 2016-11-21

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No Arabic English Grammar Native Speakers Second Language Instruction Second Language Learning Theory Practice Relationship Uncommonly Taught Languages Verbs El-Marzouk, Ghiath Reports - Research Passive Voice Universal Grammar ISSN-0332-3889 Trinity Coll., Dublin (Ireland). Centre for Language and Communication Studies. English This paper examines problems with description of the canonical passive construction, noting how new terminology facilitates consideration of a particular approach to frequency asymmetry. It compares the canonical passive construction in Arabic and English as examples of genetically unrelated languages, referring to other languages where appropriate. By generalizing across several versions of the derivational system of Universal Grammar, it traces a possible theoretical description of this construction. In light of the most recent incarnation of the P&P model, the paper reconsiders the entire terminological apparatus, accounting for all natural instances of the construction in terms of the syntactic behavior of the internal arguments that the main lexical verb has the potential to combine with. The approach to frequency asymmetry is identified with functional convergence and divergence between Arabic and English in the canonical passive construction from all possible angles, noting that, despite this frequency asymmetry, the two sorts of internalized knowledge of the canonical passive construction are symmetrically balanced in the minds of native speakers of English and Arabic. The paper discusses the problem of learnabilty within the natural order of the canonical passive construction in the process of L1 acquisition, suggesting a logical order of teachability in respect to the same construction in the process of L2 acquisition. (Contains 114 references.) (SM) ED482774 The Canonical Passive Construction: Theory and Practice. CLCS Occasional Paper. 2003-00-00 132 N/A 2004 2016-11-21

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Yes Class Activities Cloze Procedure Computer Uses in Education Construct Validity Educational Technology Elementary Secondary Education English (Second Language) Foreign Countries Higher Education Inservice Teacher Education Morphophonemics Negative Forms (Language) Oral Language Second Language Instruction Sentence Structure Student Attitudes Student Evaluation Teaching Methods World Wide Web Collected Works - Serials Taiwan ISSN-1023-7267 National Taiwan Normal Univ., Taipei. English Chinese This journal, written in primarily in Chinese, contains the following papers: "Introducing Web-Based Technology Enhanced Language Learning (TELL) Courses and Resources for In-Service EFL Teachers" (Hao-Jan Chen); "A Survey of Primary School English Education in Miao-li County" (Yu-Fang Chang); "Interactions between Classroom Activity, Enjoyment, Effectiveness, and Oral Participation" (Wen-Li Tsou); "English Negative Structures: A Barrier to Chinese ESL Learners" (Dan Lu); "Rational Cloze: Item-Generation Approaches and Construct Validity" [written in English] (Hsiu-Li Wu); and "Investigation of Test-Takers' Views on Difficulty at Task Level: A Case Study of GEPT-Intermediate Spoken Performance" [written in English] (Row-Whei Wu). (Papers contain references.) (SM) ED482775 English Teaching & Learning, 2002. English Teaching & Learning v26 n4 Apr 2002 2002-04-00 131 N/A 2004 2020-11-23

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No Adult Education Continuing Education Curriculum Development English (Second Language) Foreign Countries Higher Education Language Proficiency Second Language Learning Davidson, Liz Collected Works - Serials Australia Australia Language Australia, Melbourne (Victoria). Adult Education Resource and Information Service. English The Victorian ESL (English as a Second Language) Framework is currently undergoing renewal as part of the reaccreditation process. This ESL curriculum framework, developed in Victoria, Australia, is currently used in TAFE Institutes and private and community adult ESL programs. It provides a framework for 10 certificate courses across three streams at four certificate levels. The new version can be used for adult ESL courses anywhere in Australia. The framework is designed to provide flexibility and pathways for the range of adult ESL learners (beginner to advanced) in post-compulsory education and training. The three streams allow providers to offer courses with a general, academic, or vocational focus. This paper looks at the following: the project to date; reasons for a new structure and design; what the research shows on the subject; changes made in the areas of ESL levels, specialization at lower levels, achievement of proficiency, and new streams; the current and proposed framework at a glance; electives in the ESL framework; and transition arrangements. (SM) ED482776 The ESL Framework: Reaccreditation Project. ARIS Resources Bulletin v14 n3 Sep 2003 2003-09-00 5 Language Australia, GPO Box 372F Melbourne, Victoria 3001, Australia. Tel: 03 9612 2600; Fax: 03 9612 2601; e-mail: aris@languageaustralia.com.au; Web site: http://aris.com.au/. N/A 2004 2016-11-21

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No Democracy Elementary Secondary Education English (Second Language) Foreign Countries French German Higher Education Language Minorities Language Planning Political Issues Scholarly Writing Second Language Learning Sociolinguistics Liddicoat, Anthony J., Ed. Muller, Karis, Ed. Collected Works - General Croatia National Identity Europe France Germany Language Policy Croatia France Germany Language Australia, Melbourne (Victoria). English This collection of papers includes the following: "Language Issues and Language Planning in Europe" (Anthony J. Liddicoat and Karis Muller); "Language and National Identity" (Peter M. Hill); "Language Planning, Linguistic Diversity and Democracy in Europe" (Anthony J. Liddicoat); "Language Competition in European Community Institutions" (Karis Muller); "French Monopoly of the Linguistic Marketplace: A Regional Perspective" (Nicole George); "Jack Lang and Minority Languages: A Radical Change in French Linguistic Policies or More of the Same?" (Henri Jeanjean); "The Problem of English as the Lingua Franca of Scholarly Writing from a German Perspective" (Winifried Theilmann); "Croatia's Independence and the Language Politics of the 1990s" (Maja Mikula); "Doing it Our Way: Language Politics in the Clash between Istrian Regionalism and Croatian Nationalism" (Dean Vuletic); "Language and Politics in the Republika Srpska" (Andjelija Dragosavljevic). (Papers contain references.) (SM) ED482777 Perspectives on Europe: Language Issues and Language Planning in Europe. 2002-00-00 ISBN-1-876768-57-6 153 Language Australia Ltd., The National Languages and Literacy Institute of Australia, GPO Box 372F, Melbourne, Victoria 3001, Australia. Tel: 03 9612 2600; Fax: 03 9612 2601; e-mail: aris@languageaustralia.com.au; Web site: http://aris.com.au/. N/A 2004 2016-11-21

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Yes Chinese English (Second Language) Foreign Countries Higher Education Japanese Orthographic Symbols Reading Instruction Reading Skills Second Language Instruction Second Language Learning Teaching Methods Vocabulary Development Written Language Loucky, John Paul Journal Articles Reports - Research Kanji Script Asian Languages Japan Japan English What lessons can be learned from relevant research in vocabulary- and language-learning strategy training as well as from comparative studies on learning Oriental languages, which could have helpful applications to language learners from Kanji-background countries? Could both mnemonic and semantic field keyword approaches help these learners by building upon their well-known strengths of rote memorization, especially of visual images necessary for mastery in reading Kanji-based languages? These questions are examined in this study, which compares methods of teaching a Kanji-based language like Japanese to non-natives, with more effective methods for teaching students from Kanji-based countries how to develop better EFL vocabulary and reading skills. Because this is written from a Japanese perspective, the term "Kanji" is used in a generic sense to mean Chinese characters. When not capitalized, "kanji" will refer to Japanese specific use of these characters. (Contains 57 references.) (Author/SM) ED482780 When Eastern Oriental Meets Western Occidental Language System: Crossing the English Vocabulary Threshold versus Breaking the Kanji Barrier. Bulletin of Seinan Jogakuin Junior College n48 p19-38 Dec 2001 2001-12-00 22 N/A 2004 2016-11-21

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No Bilingual Education Bilingual Students CD ROMs Computer Uses in Education English (Second Language) Foreign Countries Higher Education Pacific Islanders Second Language Learning Non-Print Media Heritage Language Micronesia Pacific Islands Pacific Resources for Education and Learning, Honolulu, HI. English This CD-ROM provides a resource for anyone interested in the diverse languages of the Pacific. It contains a digital archive of approximately 700 booklets in 11 Pacific languages. The original booklets were produced several years ago by the PALM project in order to record Pacific regional languages and to serve as teaching tools. This digital PALM archive makes the original booklets available once again. The text and pictures appear on the screen as the pages appear in the original booklets, and they can be printed for use in the classroom. Included with the archive is "Putting the Mother Tongue Back into the Classroom: ESL and Bilingual Education in Micronesia" (Robert E. Gibson, PALM Project Coordinator for the original booklets). The CD-ROM includes a README file with information about installation, startup, navigation, searching, and printing; links to the PALM booklets in 11 Pacific Island languages; information about PREL; a search features for searching by specific words; and a list of credits. This CD-ROM may be used on IBM PC or Macintosh computers. (SM) ED482781 PALM: Pacific Area Language Materials. [CD-ROM]. 2003-00-00 Department of Education, Washington, DC. Practitioners Students Teachers Pacific Resources for Education and Learning, 900 Fort Street Mall, Suite 1300, Honolulu, HI 96813 ($30). Tel: 808-441-1300; Fax: 808-441-1385; e-mail: askprel@prel.org; Web site: http://www.prel.org/palm/. N/A 2004 2016-11-21

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Yes Discourse Analysis Dogmatism Elementary Secondary Education English Genetics Grammar Higher Education Immigration Metaphors News Media Relevance (Education) Sociolinguistics Student Attitudes Symmetry Scheu, Dagmar, Ed. Lopez-Maestre, M. D., Ed. Collected Works - Serials Curriculum Coherence Replication Synonyms Conversation ISSN-1578-7044 English This collection of articles includes: "Introduction: Discourse Analysis Today" (Dagmar Schue and M.D. Lopez-Maestre); "The Metaphorical and Metonymic Understanding of the Trinitarian Dogma" (Antonio Barcelona); "Symmetry as Conceptual Metaphor in Walker's The Color Purple" (Elena Tapia); "And She's Like it's Terrible, Like: Spoken Discourse, Grammar and Corpus Analysis" (Svenja Adolphs and Ronald Carter); "The Meaning of Genetics" (Svenja Adolphs, Graig Hamilton, and Brigitte Nerlich); "Repeat after Me: The Value of Replication" (Ronald Macaulay); "Sociolinguistics, Cognitivism and Discursive Psychology" (Jonathan Potter and Derek Edwards); "The Role of Cohesive Devices as Textual Constraints on Relevance: A Discourse-as-Process" (Ana Isabel Moreno); "Synonyms in Action: A Case Study" (Rebecca Clift); "A Century of News Discourse" (Allan Bell); and "Students' Discourse on Immigration Attitudes and Ideological Values: A Critical View" (Maria D. Lopez-Maestre and Dagmar Scheu-Lottgen). (Papers contain references.) (SM) ED482782 Discourse Analysis Today. International Journal of English Studies v3 n1 2003 2003-00-00 257 Servicio de Pulicaciones, Universidad de Murcia, c/o Actor Isidoro Marquez, 9-3, 30007 Vistalegre, Murcia, Spain (annual subscription: 15 Euro, individuals; 30 Euro, institutions; single issues: 10 Euro, individuals; 20 Euro, institutions). E-mail: servpubl@um.es. T 2004 2016-11-21

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Yes Citizenship Education Classroom Observation Techniques English (Second Language) Interviews Literacy Education Program Evaluation Surveys Becker, Aliza Wrigley, Heide Spruck Reports - Evaluative Adult Learning Resource Center, Des Plaines, IL. English The purpose of this evaluation of citizenship educational services in Illinois is to: (1) document an historic coming together of stakeholders to make available generous funding for citizenship educational services from public and private sources; (2) describe the kinds of programming and technical assistance made possible through this funding; (3) assess the quality of citizenship education programming and technical assistance, highlighting both successes and issues of concern; and (4) make recommendations to address issues raised by the study. The evaluation period extended from April 1999 to March 2000. Multiple methods were used to obtain information. The project kicked off with a meeting of the advisory panel. Information from this meeting helped in the development of the survey that went out to 39 citizenship education programs. Thirty-eight responses were received. Interviews with program administrators were conducted and classroom observations were carried out. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482783 Citizenship Education in Illinois: What Works? 2000-08-00 Illinois State Dept. of Human Services, Springfield. 111 N/A 2004 8/20/2004 00:53:10 RIEJUL2004

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Yes Bantu Languages Cultural Differences Dialects Dietetics Elementary Secondary Education English (Second Language) Females Foreign Countries Interpersonal Communication Literacy Education Moral Values Refugees Relocation Second Language Learning Slavery Lehman, Dan Van Eno, Omar Reports - Descriptive Somalia Somalis Bantu Peoples Refugee Camps Somalia Center for Applied Linguistics, Washington, DC. Language and Orientation Resource Center. English This booklet is a basic introduction to the people, history, and cultures of the Somali Bantu. It is designed primarily for service providers and others assisting Somali Bantu refugees in their new communities in the United States. It focuses on: "Introduction"; "Land"; "People" (place in society and social structures); "History" (colonial period, slavery, social impact of slavery, after slavery, 20th century, civil war, in refugee camps, and post-civil war); "Religious Life"; "Daily Life and Values" (family life, marriage and children, community life, festivities and ceremonies, diet, dress, and art, literature and music); "Language and Literacy" (Af Maay dialect and literacy); "Education"; "Resettlement Challenges" (housing, work and finances, health care, mental health, education, learning English, style of communication, special needs of women, and relations between Bantu and other Somalis); and "Af Maay Glossary." (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 23 references.) (SM) ED482784 The Somali Bantu: Their History and Culture. Culture Profile. 2003-00-00 Department of State, Washington, DC. Bureau of Population, Refugees, and Migration. Practitioners Teachers 40 Cultural Orientation Resource Center, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. N/A 2004 2016-11-21

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Yes Adult Education Adult Learning Computer Uses in Education Educational Research Educational Technology English (Second Language) Faculty Development Language Teachers Literacy Education Preservice Teacher Education Program Development Reading Skills Second Language Learning Student Evaluation Teaching Methods Van Duzer, Carol Florez, MaryAnn Cunningham Reports - Descriptive Center for Applied Linguistics, Washington, DC. National Center for ESL Literacy Education, Washington, DC. English This book provides educators and education policy makers a picture of where the field of teaching adult English language learners is today in order to build a more effective delivery system for the future. It places adult English-as-a-Second-Language (ESL) in the broader context of the U.S. education system (K-12 and adult education), then describes trends and issues in the areas of program design and instructional practice, assessment, teacher training and professional development, integration of research and practice, and technology. The book concludes that population trends and projections for the next 10 years suggest that the number of adult English language learners in the United States will continue to grow. The effective provision of services to these adults is a primary challenge to expanding and improving the U.S. adult education system. Adequate resources, as well as creative and alternative strategies, partnerships, and collaborative efforts, are needed to address the areas of assessment, teacher training and professional development, integration of research and practice, and technology. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 58 references.) (SM) ED482786 Adult English Language Instruction in the 21st Century. Issues in Preparing Adult English Language Learners for Success Series. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Policymakers Practitioners Teachers 40 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859 ($12.95). Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. For full text: http://www.cal.org/ncle/languageinstructionEng.pdf. N/A 2004 8/20/2004 00:53:16 RIEJUL2004 ED-99-CO-0008

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Yes Acculturation Cultural Awareness Cultural Differences Elementary Secondary Education English (Second Language) Females Islam Islamic Culture Literacy Education Mental Health Muslims Physical Health Refugees Religion Social Values Robson, Barbara Lipson, Juliene Reports - Descriptive Afghanistan Afghans Capacity Building Afghanistan Center for Applied Linguistics, Washington, DC. Language and Orientation Resource Center. English This booklet provides a basic introduction to the people, history, and cultures of Afghanistan. It is designed primarily for service providers and others assisting the Afghan refugees in their new communities in the United States. The 12 sections focus on: (1) "Preface"; (2) "Introduction" (recent Afghan refugees); (3) "The Land"; (4) "The Economy"; (5) "The People" (Pushtuns, Tajiks, Altaic groups, and other ethnic groups); (6) "History" (antiquity, early conquests, introduction of Islam, empires, beginnings of Afghanistan, western powers, formation of Afghanistan, modernization of Afghanistan, Soviet occupation, and current crisis); (7) "Religion" (the Sunni and the Shi's, the Taliban version of Islam, and Islam's impact on daily life); (8) "Daily Live and Values" (social structures, family life, key cultural and social values, festivities, food and drink, dress, and music and literature); (9) "Language and Literacy" (language roots, language use, features of Dari and Pashto, and names); (10) "Education"; (11) "Cross-Cultural and Adjustment Challenge" (physical health, mental health, educational concerns, learning English, women's issues, and capacity and community building); and (12) "Bibliography for Further Reading." (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482787 The Afghans: Their History and Culture. Culture Profile, 2002. 2002-00-00 Department of State, Washington, DC. Bureau of Population, Refugees, and Migration. Practitioners Support Staff Teachers 66 Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Tel: 202-362-0700; Fax: 202-362-3740; e-mail: info@cal.org; Web site: http://www.cal.org. For full text: http://www.culturalorientation.net/afghan/. N/A 2004 2016-11-21

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Yes Access to Health Care Adult Education Adult Literacy Cultural Awareness Cultural Differences Curriculum Development Health Education Health Promotion Health Services Literacy Education Singleton, Kate, Comp. Guides - Non-Classroom Virginia Adult Learning Resource Center, Richmond. English This toolkit is a resource to help adult education instructors and administrators better understand the problem of health literacy as it affects their learners. It is designed to support creative approaches to helping learners increase their health literacy as they engage in sound, productive adult literacy instruction. Information resources are provided to educate the educator about health care in the United States and cultural issues relating to health, and to simplify creation of health lessons and curricula for teachers and programs. Five sections examine the following: (1) "What Is Health Literacy?" (definitions of health literacy from various stakeholders); (2) "Why Is Health Literacy So Important?" (statistics and background information on health care among different population groups); (3) What Resources Are Available?" (affordable health services, potential program collaborators and funders, and Web and print health teaching resources for use with adults); (4) "Teaching Health Topics"; (the actual teaching of health, with recommendations for teaching approaches, content ideas, curriculum design, instructional supports, and learner projects); and (5) "Addressing Teachers' Concerns about Teaching Health" (suggestions for ways to keep instruction of health topics engaging, informative, and productive while minimizing teacher and learner discomfort). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482788 Virginia Adult Education Health Literacy Toolkit. 2003-07-00 Department of Education, Washington, DC. Practitioners Teachers 219 Virginia Adult Learning Resource Center, Virginia Commonwealth University, 1015 West Main Street, Richmond, VA 23284-2020. Tel: 800-237-0178 (Toll Free); e-mail: vdesk@vcu.edu; Web site: http://www.aelweb.vcu.edu. N/A 2004 8/20/2004 00:53:21 RIEJUL2004

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Yes Adult Literacy Attendance Patterns English (Second Language) Instructional Effectiveness Literacy Education Second Language Instruction Second Language Learning Student Characteristics Condelli, Larry Wrigley, Heide Spruck Yoon, Kwang Reports - Research Aguirre International, San Mateo, CA. American Institutes for Research, Washington, DC. English This study sought to identify ways in which programs can provide effective instruction to improve the English language and literacy skills of English-as-a-Second-Language (ESL) literacy students. The study also examined attendance patterns of adult ESL literacy students and instructional factors related to attendance and provided descriptive information about adult ESL literacy students, their classes, teachers, and the instruction that they receive. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482789 What Works Study for Adult ESL Literacy Students. Study Summary. 2002-09-00 Office of Vocational and Adult Education (ED), Washington, DC. 8 N/A 2004 8/20/2004 00:53:23 RIEJUL2004

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Yes Adult Basic Education Employment Opportunities English (Second Language) Immigrants Job Skills Job Training Limited English Speaking Literacy Education Vocational Education Pinkey, Diane Hofer, Judy Reports - Research New Mexico Coalition for Literacy, Santa Fe. English Under the 1998 Workforce Investment Act (WIA), One Stop Career Centers were developed to provide training and employment related services to adults, youths, and dislocated workers. This study investigated the extent to which adults with limited literacy and/or English language skills were being served at One Stop Career Centers in New Mexico. Data were collected from March-November of 2002 from One Stop customers, One Stop directors and staff, Adult Basic Education (ABE) and Literacy program directors, and employers via individual and focus group interviews. Results indicated that the population of need rarely gained access to job training services, was unlikely to get a formal referral to ABE and Literacy programs at the core level of service at the One Stop Centers, and was not guaranteed access to information about intensive and job training services either in their communities at large or within the One Stops (most received limited or no information about these services). Recommendations include show leadership on WIA in New Mexico by ensuring universal access to all WIA services by the population of need; create significant WIA policy changes; and improve services at One Stops in several priority areas. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 14 references.) (SM) ED482790 The Workforce Paradox for Adults with Limited Literacy or English Language Proficiency: A Report from the Field. 2003-02-00 115 New Mexico Coalition for Literacy, P.O. Box 6085, Santa Fe, NM 87502. Tel: 505-982-3997; Web site: http://www.nmcl.org. N/A 2004 8/20/2004 00:53:25 RIEJUL2004 Support provided by the New Mexico Department of Labor.

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Yes Adult Education Curriculum Elementary Secondary Education English (Second Language) Enrollment Immigrants Limited English Speaking Parent Participation Parent Role Parent School Relationship Public Schools Second Language Instruction Student Transportation Guides - Non-Classroom Illinois Illinois Adult Learning Resource Center, Des Plaines, IL. English This handbook provides information about the school system in the United States and Illinois. Nine chapters discuss the following issues: (1) "United States School System" (e.g., how schools are organized and what kinds of schools exist); (2) "Enrolling in School" (e.g., how to enroll a child and what medical forms and examinations students need to enroll); (3) "The School Calendar and the School Day" (how long children are in school each day and holiday or special days when students do not attend school); (4) "Getting to School" (how children can go to and from school); (5) "School Procedures" (e.g., what to do if a child is sick and whom to ask about school procedures); (6) "People Who Work in the Schools" (who the people are in the school district offices and the schools and whom to talk wit at the school about one's child); (7) "Instructional Programs" (e.g., help for students who do not speak English well and programs for children with special talents and abilities); (8) "Parents' Role in Their Children's Education and Learning" (e.g., how to learn about one's child's school and how to help make decisions about the schools); and (9) "Adult Education" (where to go to learn English or take other classes). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482791 A Guide to Your Children's Schools: A Parent Handbook. 2002-02-00 Illinois State Dept. of Human Services, Springfield. Illinois State Board of Education, Springfield. Parents 38 For full text: http://www.isbe.state.il.us/bilingual/pdfs/parentguide.pdf. N/A 2004 2016-11-21

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Yes Adult Education Class Activities Educational Games Elementary Secondary Education English (Second Language) Grammar Higher Education Interpersonal Competence Second Language Instruction Speech Skills Silliman, Anna, Ed. Collected Works - Serials ISSN-1056-2680 Hands-on English, Crete, NE. English These three issues contain educational activities and articles on the following topics: education for the future; learning about learning; readers' responses to requests for suggested article and activity topics; tools and techniques (revisiting the one-question interview, learning students' names, and getting to know one another); multi-level dictation (seasonal allergies, traffic hazards, and telemarketing calls); reading activities (getting new glasses and a call to the doctor's office); dictionary practice; multi-level crossword puzzle; grammar (using reported speech, combining sentences, and modals of ability); and conversation (controversy cards for debate, "I've had enough of this cough for 3 days," and "I couldn't come to class because I had to go to the INS); (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482792 Hands-On English: A Periodical for Teachers and Tutors of Adult English as a Second Language, 2003. Hands-On English v13 n1-3 May/Jun-Sept-Oct 2003 2003-00-00 Practitioners Teachers 62 Hands-On English, P.O. Box 256, Crete, NE 6833. Tel: 800-ESL-HAND (Toll Free); Fax: 402-826-3997; Web site: http://www.handsonenglish.com. N/A 2004 2020-11-23

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No Arabic Child Health Child Safety Child Welfare Culturally Relevant Education Health Promotion Hmong Immigrants Lao Parent Education Russian Somali Spanish Uncommonly Taught Languages Vietnamese La Rue, Charles, Ed. Guides - Non-Classroom Multilingual/Bilingual Materials Nuer Anoka County Community Health and Environmental Services, Coon Rapids, MN. Multi-Cultural Educational Services, Coon Rapids, MN. English Hmong Lao Russian Vietnamese This booklet, written in English, Hmong, Laotian, Vietnamese, Russian, Spanish, Bosnian, Arabic, Somali, and Nuer (this translation is published in the form of a Tape and Book Set) provides culturally appropriate educational information and photographs on baby and child safety, addressing: safe feeding; (always hold the baby when bottle-feeding so it does not spit up and choke); always staying with the baby when it is on a high place; always putting the sides of the crib up; never feeding a young baby hard foods that can cause choking; never leaving a baby alone in a walker; putting safety catches on drawers and cupboards containing dangerous things; keeping small things out of the baby's reach; keeping matches, lighters, and ashtrays out of the baby's reach; keeping cleaning products and medicines in high places; keeping knives and sharp objects out of children's reach; putting plastic caps on electrical outlets; never putting hot food or drinks close to the baby; turning the hot water heater temperature to 120 degrees; watching children carefully around water; never leaving small children alone in the bathroom; finding safe places for children to play; always having children wear safety equipment for sports; and always using a safe infant seat when driving. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482793 Safety for Babies and Children [with Translations in Hmong, Laotian, Vietnamese, Russian, Spanish, Bosnian, Arabic, Somali, and Nuer--Tape and Book Set]. 1997-00-00 Minnesota State Dept. of Children, Families, and Learning, St. Paul. Parents 128 Multi-Cultural Educational Services, 832 104th Lane, N.W., Coon Rapids, MN 55433. Tel: 763-767-7786; Web site: http://www.mcedservices.com. N/A 2004 2016-11-21

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No After School Programs Early Adolescents Elementary Education Elementary School Students Extracurricular Activities Middle School Students Middle Schools Program Effectiveness Supplementary Education Miller, Beth M. Reports - Evaluative Student Engagement English This report examines the effects of out-of-school time on children during early adolescence, when children go through dramatic physical, emotional, and cognitive changes. It discusses the role of afterschool programs in helping young people navigate early adolescence to successful adulthood. Nine sections look at: (1) "Introduction"; (2) "Early Adolescence in Context" (e.g., the family, media, economic, and educational context); (3) "Engagement in Learning" (e.g., involved parents and emotional attachments to caring adults); (4) "The Landscape of Afterschool Programs" (e.g., school-age care and extended learning); (5) "What to Do After Two P.M." (e.g., self-care and outcomes of extracurricular activities); (6) "Outcomes of Afterschool Programs" (e.g., formal afterschool programs and programs for elementary and middle school students); (7) "Program Strategies" (e.g., experiential education and service learning); (8) "Implementing Effective Programs" (e.g., homework and literacy development); and (9) "Critical Hours." Two appendixes include a brief summary of resiliency research and challenges to evaluation of afterschool programs. (Contains approximately 280 references.) (SM) ED482794 Critical Hours: Afterschool Programs and Educational Success. 2003-06-00 Nellie Mae Foundation, Braintree, MA. 126 Nellie Mae Education Foundation, 1250 Hancock Street, Suite 205 N, Quincy, MA 02169 (free). Tel: 781-348-4200; For full text: http://www.nmefdn.org. N/A 2004 2016-11-21

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Yes Arabic Child Development Child Rearing Culturally Relevant Education Discipline English (Second Language) Hmong Immigrants Lao Parent Child Relationship Parent Education Russian Somali Spanish Uncommonly Taught Languages Vietnamese Guides - Non-Classroom Multilingual/Bilingual Materials Anoka County Community Health and Environmental Services, Coon Rapids, MN. Multi-Cultural Educational Services, Coon Rapids, MN. English Hmong Lao Nuer Vietnamese This culturally appropriate booklet, written in English and Hmong, Laotian, Vietnamese, Nuer, Arabic, Somali, Bosnian, Russian, and Spanish, describes what to expect from birth to 5 years of age. The booklet explains that different cultures have different child rearing practices that influence the course of the child's development, and there are strengths in every culture. It focuses on the following: communicating with the baby (e.g., holding, talking, reading, listening, pointing out new things, and offering positive feedback); the need to learn English as a second language as well as to maintain the primary language; discipline; and what to expect developmentally from age infant to 18 months. Developmentally appropriate suggestions for playtime activities are provided to increase learning. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482795 Growth and Development [with Translations in Hmong, Laotian, Vietnamese, Nuer, Arabic, Somali, Bosnian, Russian, and Spanish]. 1998-00-00 Minnesota State Dept. of Children, Families, and Learning, St. Paul. Parents 125 Multi-Cultural Educational Services, 832 104th Lane, N.W., Coon Rapids, MN 55433. Tel: 763-767-7786; Web site: http://www.mcedservices.com. N/A 2004 2020-11-23

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Yes English (Second Language) Evaluation Methods Language Tests Literacy Education Second Language Learning Testing Burt, Miriam, Ed. Collected Works - Serials National Center for ESL Literacy Education, Washington, DC. English This issue of the National Clearinghouse for ESL Literacy Education (NCLE) newsletter includes an article titled "Assessment and Accountability: What Do We Know and Where Are We Going?" and a profile of Inaam Mansoor, director of the Arlington Education and Employment Program (REEP) in Arlington, Virginia. Also included are resource updates, news and notes, a review of Jhumpa Lahiri's book "Interpreter of Maladies," and a list of new publications. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (VWL) ED482796 Assessment and Accountability: What Do We Know and Where Are We Going? NCLEnotes v12 n1 Sum 2003 2003-00-00 13 National Center for ESL Literacy Education, Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Web site: http://www.cal.org/ncle. N/A 2004 8/20/2004 00:53:41 RIEJUL2004 Published twice per year. Theme issue.

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Yes Community Colleges Conference Proceedings Conferences Continuing Education Institutes (Training Programs) Meetings Organizations (Groups) Teleconferencing Two Year Colleges Workshops Collected Works - Proceedings Reports - Descriptive New Jersey New Jersey New Jersey State Dept. of Higher Education, Trenton. Office of Community Coll. Programs. English This report is a presentation of summaries from the 2002 New Jersey Council of County Colleges Best Practices Conference. The conference features 75 presenters from each of New Jersey's 19 community colleges. The 2002 conference was a large success with 250 members from New Jersey's Community College family attending the event. The goal of the conference is to share the most valuable innovations and other ideas for community college instruction, administration, and general "best practices." The following are those "best practices" discussed in the report: (1) Abbot District + Collaboration = Comprehensive Child Care Training; (2) adding value to online course; (3) armed and "centered" for the future; (4) conceptual approaches to the use of statistics in higher education; (5) doubling your employees' tax deferred options--instituting a section 475 (B) plan; (6) honors study; (7) innovations in faculty development; (8) leadership shore; (9) partnering at its best; (10) saving money through cooperation--opportunities with the joint purchasing consortium; (11) strategies for successful workplace literacy programs; (12) student leadership development; and (13) technology grant program--project and benefits. Each of the "best practices" is discussed in detail in an individual section and most sections contain a contact person that will provide more information regarding programs. (MZ) ED482797 New Jersey's Community Colleges: A Collection of Best Practices. Presentation Summaries from the 2002 New Jersey Council of County Colleges Best Practices Conference (2nd, North Branch, New Jersey, April 12, 2002). 2002-00-00 24 N/A 2004 2016-11-21

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Yes Academic Achievement Community Colleges Educational Assessment Educational Indicators Outcomes of Education Program Evaluation School Effectiveness School Statistics Two Year Colleges Burbey, Denise Welch, Kathy Vorp, Laurie Fellows, Zoe Winger, Gary Seguin, Dave Sorokes, Larry Numerical/Quantitative Data Reports - Research Jamestown Community College NY Jamestown Community Coll., NY. English This document discusses the performance indicators set forth by Jamestown Community College in 2002 in order to assess the effectiveness of the school in specified areas. The document begins with an overview of the vision and mission statement of the school. The mission statement is closely related to the indicators that are discussed in the document. The five strategic goals of the college are the following: (1) increasing student enrollment by providing programs, services, activities, etc.; (2) increasing the commitment to excellence by assessing programs, support services, campus climate, etc.; (3) strengthening commitment to excellence by valuing communication, trust, respect, and collegiality; (4) facilitating student learning; and (5) creating mutually beneficial relationships with the community. Indicators are divided into the following eight broad categories: (1) credit student enrollment/retention; (2) instruction; (3) effectiveness of college experience; (4) credit student post graduation satisfaction and success; (5) satisfaction with services, environment and climate, and facilities; (6) effective resource management; (7) supportive learning environment; and (8) non credit continuing education. For each individual indicator, the document provides the standards set for the school the previous year, the results, and an interpretation section that explains whether the school met the standard or failed to do so. Contains numerous tables. (MZ) ED482798 Performance Indicators for Jamestown Community College: Assessing Institutional Effectiveness. 2002-02-07 33 N/A 2004 2016-11-21

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Yes Community Colleges Economic Change Economic Factors Economic Progress Economic Status Economics Educational Equity (Finance) Fiscal Capacity Two Year Colleges Reports - Research Jefferson College MO Jefferson Coll., Hillsboro, MO. English The purpose of this study is to provide an estimation of the ways in which Jefferson College impacts and stimulates the economy of Jefferson County and the state of Missouri as a whole. It provides quantitative information for use by the Board of Trustees and the Administrative Cabinet in institutional planning endeavors. It is also a useful reference for faculty and staff regarding the economic significance for the College to the area it serves. This study uses the data from fiscal year 2002. The major findings of the study are the following: (1) the revenue stream in Jefferson County is enhanced by $18,606,234; (2) the total spending impact of the College in Jefferson County is estimated as $36,927,475; (3) the expected increments in county sales taxes from graduates over their working lives is $6,928,667; (4) total full time college related employment in Jefferson County in FY 2002 was estimated at 1,627; and (5) the annual cost for the average Jefferson County homeowner to support the college is estimated to be only pennies a day. The study concludes that Jefferson College has a major impact on the economy of Jefferson County and on the state as a whole. (MZ) ED482799 The Economic Impact of Jefferson College on the Community and the State, FY 2002. 2003-05-21 17 N/A 2004 2016-11-21

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Yes Community Characteristics Community Colleges Community Needs Community Surveys Performance Based Assessment Performance Factors Personnel Evaluation Statistical Surveys Two Year Colleges Reports - Descriptive Los Angeles Trade-Technical Coll., CA. English This assessment report concerns the Los Angeles Trade-Technical College and the information, which is reported to the Los Angeles Community College District. The data was gathered through interviews conducted by an outside company. The report summarizes what interviewers learned about Trade-Tech's past and present and offers recommendations to address the issues that emerged in the interviews. The findings of the assessment are organized in the following sections: (1) Trade-Tech's strengths; (2) uniting a campus: issues at Trade-Tech and a process for developing a common vision for its future; (3) recommended changes to improve basic functions at Trade Tech; and (4) appendix: triangle associates, Inc. Company Profile. The report labels the following as the four main strengths of Trade-Tech: (1) the fact that the mission of the college remains vital; (2) students continue to enroll in Trade-Tech's programs to build careers; (3) faculty, staff, and administrators are dedicated to helping students succeed; and (4) significant capital improvements will occur as a result of the 2001 Proposition A bond measure. The study provides various recommendations for solving problems that came up during interviews. The report contains a list of those interviewed for the assessment including faculty, administration, students, and others. (MZ) ED482800 Los Angeles Trade-Technical College Assessment Report. 2002-01-03 24 N/A 2004 8/20/2004 00:53:48 RIEJUL2004 Prepared by Triangle Associates, Inc.

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Yes Community Colleges Community Surveys School Statistics School Surveys Student Attitudes Student Interests Student Needs Student Surveys Two Year Colleges Prather, George Kelly, Dexter Numerical/Quantitative Data Reports - Research Los Angeles Community Colleges CA Los Angeles Community Coll. District, CA. Office of Institutional Research and Information. English This report gives a historical overview of the Los Angeles Community Colleges District Student Survey and provides details about the current survey results. The student survey was started in fall 1976 in order to provide a picture of students by identifying their goals, levels of college preparation, extra curricular interests, transportation patterns, employment workloads, and income levels. Although the survey has changed in throughout the years, its main goal is still to provide a clearer picture of the characteristics of college students. The survey strives to provide the most relevant information at the lowest possible cost and is administered in a class to randomly selected groups in the class. The goal is a minimum 100 classes per small college and 175 for larger universities. The student survey asks questions about the following eleven categories: (1) educational goals and plans; (2) student background; (3) financial resources; (4) college attendance; (5) college services; (6) educational programs; (7) campus involvement; (8) gains in skill and knowledge; (9) instructional support; (10) campus facilities and service; and (11) computer use. The results are presented in a table format, which shows the results of each college in comparison to the district average. Contains numerous tables. (MZ) ED482801 Los Angeles Community Colleges Fall 2000 Student Survey. 2002-06-00 42 For full text: http://www.piercecollege.com/offices/research/lessons/planning/Survey%202000%20Districtwide.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement Community Colleges Demography English (Second Language) Enrollment Trends Outcomes of Education Student Characteristics Student Improvement Transfer Rates (College) Two Year College Students Two Year Colleges Barr, James E. Rasor, Richard A. Grill, Cathie Numerical/Quantitative Data Reports - Research American River College CA American River Coll., Sacramento, CA. Office of Research and Development. English This report examines American River College (ARC), California, over a 5-year period from 1996-2001. It looks specifically at access, student assessment, overall student academic success, freshman success, performance in sequence courses, persistence, and rates for degrees, certificates, and transfer. ARC has experienced a 35.9% increase in unduplicated student count from 5 years ago, from 21,205 to 27,784. Summer enrollments during that period have increased from 6,909 to 10,534. The current issue is how to accommodate further increases. In addition, ARC student success rates have increased 1.5% from 5 years ago. The lowest success rates, however, are in English and math. The report correlates success with gender, ethnicity, and age of student. Being female, Asian, and older, correlate with higher success rates. So does being an ESL student and being affiliated with a student service. The freshman success rate for individual courses ranges from 38% to 87%. As a result, the report suggests that some courses should be deferred until the student is more accustomed to academic rigor. Associate degrees are up 17%, while certificates are up by 163%. Transfer ready and actual transfer rates have also increased. (Contains 67 figures.) (NB) ED482802 Institutional Effectiveness: A Five-Year Profile, 1996-2001. 2002-03-00 122 N/A 2004 2016-11-21

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Yes College Graduates College Outcomes Assessment College Transfer Students Community Colleges Evaluation Job Placement Job Training Outcomes of Education Success Transfer Programs Transfer Rates (College) Two Year Colleges Reports - Research Tests/Questionnaires Community College of Rhode Island Community Coll. of Rhode Island, Warwick. Office of Institutional Research and Planning. English The primary mission of the Community College of Rhode Island (CCRI) is to help students succeed in reaching their educational goals by preparing them to enter the workforce or transfer to a 4-year college or university. Each year, CCRI surveys the previous year's graduates as a way of measuring success. About 1,379 members of the class of 2001 were asked to provide information about place of employment, job title, salary, and status of continuing education. Also, 1,126 (81.7%) responded to the survey. The report indicates 517, or 45.9%, of graduates were employed full-time; 126 (11.2%) were employed full-time and going to school part-time; 106 (9.4%) were employed part-time, 20 (1.8%) were unavailable for employment; 55 (4.9%) were unemployed and searching; 112 (9.9%) were in school full-time; and 190 (16.9%) were in school full-time and working part-time. More than 93% of respondents were employed, continuing their education, or both. The report breaks down employment and transfer status into 26 different programs and departments, ranging from Business Administration to Liberal Arts and Technical Studies. Average salaries reported are based on a 40-hour week and are reported only for education-related employment. Research instrument appended. (NB) ED482803 Career Placement and Graduate Transfer Report, 2002. 2002-00-00 61 N/A 2004 2016-11-21

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Yes Advisory Committees College Planning Community Colleges Cooperative Planning Educational Legislation Needs Assessment Two Year Colleges Numerical/Quantitative Data Reports - Descriptive Montana Montana Montana Commission for Higher Education Facilities, Helena. English The Montana Commission of Higher Education put forth this report on the best practices in two-year colleges and operational recommendation in November 2002. The report describes the practices used in the best community colleges as the following: (1) responsiveness of the community college to the ever expanding needs of those they serve; (2) full range of educational services for adults; (3) tailoring learning to the needs of individual students; (4) helping students overcome delays and difficulties in their learning process; (5) helping students overcome delays and difficulties in their learning; (6) collaborating with secondary schools to address special needs; (7) responding to individual learning needs as they emerge; (8) responding to established and emerging workforce development needs in their communities; (9) partnering with regional businesses and agencies; and (10) being the resource of choice in the community. The report makes specific operational recommendations which are as follows: (1) multi-tiered pricing structure; (2) start up funds for colleges of technology; (3) running start program; (4) award of credit for experiential learning; (5) public information initiative; (6) MUS marketing of two-year education; (7) community involvement; and (8) partnership models. Contains numerous tables and graphs that show information on each community college in Montana. (MZ) ED482804 Task Force on Two-Year Education in Montana Interim Report to the Commissioner of Higher Education. 2002-11-00 36 N/A 2004 2016-11-21

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Yes Academic Achievement Community Colleges Educational Assessment Educational Indicators Outcomes of Education Program Evaluation School Effectiveness School Statistics Two Year Colleges McHewitt, Earl R. Taylor, Garry Reports - Research Virginia Virginia Community College System Virginia Virginia Community Coll. System, Richmond. English This report addresses the Virginia Community College System's (VCCS) core performance standards and measures for the years 2001-2002. There are four core indicators through which the VCCS is assessed. They are the following: (1) student attainment including academic and technical skills; (2) completion/graduation rate using first time, full-time freshmen; (3) placement and persistence rates which track students' employment rates and further study done in the future; and (4) equity: program enrollment and completion including a focus on "under-represented" programs. An exact definition is given for each of preceding indicators in the report as it is used in the document. These Perkins performance measure definitions were finalized with the Virginia and federal departments of education in the fall 2000. The report finds that for the 2001-02 cycle, the VCCS exceeded performance targets for 4 of the 7 broadly defined measure. There were increases for nontraditional students in nontraditional programs. The report displays the federally approved VCCS or system-level targets for the 2001-02 reporting cycle as well as college performance data for college and Workforce Development Services staff planning and evaluation activities. (MZ) ED482805 Perkins Core Performance Measures: Results and Targets, 2001-2002. 2003-01-00 8 For full text: http://www.vccs.edu/vccsasr/Research/perkcoll03_rrs.pdf. N/A 2004 2016-11-21

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Yes Community Colleges Cost Effectiveness Economic Factors Economic Impact Economics Educational Finance Expenditures Investment School Community Relationship School Effectiveness Two Year Colleges Christophersen, Kjell A. Robison, M. Henry Numerical/Quantitative Data Reports - Research Austin Community College TX Austin Community Coll., TX. Office of Institutional Effectiveness. English This paper examines the ways in which the State of Texas economy benefits from the presence of Austin Community College (ACC). ACC pays $70.9 million in direct faculty and staff wages and salaries. The college pays wages and salaries, which generate additional incomes as they are spent, and their operating and capital expenditures generate still further earnings. Altogether, these earnings account for $99.6 million annually in the ACC District economy--equal to that of 2,517 jobs. State and local government spent $54,525,472 in support of Austin Community College during the analysis year of 2001. This dollar amount is weighed against associated educational benefits in the future. This study argues that every dollar of local or state money spent on ACC returns a cumulative $4.59 over the next 5.5 years. Students benefit from an annual return of 26% on their investment of time and money. In addition, for every one dollar the student spends on their education, they will receive a cumulative $9.04 in higher future earnings over the next 30 years. The study concludes that ACC enriches the lives of students while reducing demand for tax-payer supported social services. The study quantifies the effects of ACC on reduction of crime, welfare, and unemployment. (Contains 20 tables and 37 references.) (NB) ED482806 The Socioeconomic Benefits Generated by Austin Community College. Executive Summary [and] Volume 1: Main Report [and] Volume 2: Detailed Results. 2002-05-24 87 N/A 2004 2016-11-21

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No Academic Persistence Access to Education Community Colleges Demography Diversity Enrollment Enrollment Influences Enrollment Trends Ethnic Groups Minority Groups Two Year College Students Two Year Colleges Drake, Tonya M. Forester, Christine A. Numerical/Quantitative Data Reports - Descriptive Arizona Arizona Arizona State Commission for Postsecondary Education, Phoenix. Arizona Minority Education Policy Analysis Center. English The Arizona Minority Education Policy Analysis Center (AMEPAC) is a policy center of the Arizona Commission for Postsecondary Education. AMEPAC's mission is to stimulate, through studies, statewide discussion, and debate, constructive improvement of Arizona minority students' early awareness, access, and achievement throughout all sectors of education. This resource guide offers minority student demographics, with each section providing information on students by gender and by race/ethnic population. Arizona has a more diverse population than the national average, with 35.3% of the population being people of color, compared to the national average of 29.4%. Hispanic populations comprise the largest (25.3%) race/ethnicity, followed by Native Americans (5.0%), African Americans (3.1%), and Asian Americans (1.9%). Addresses the following educational issues, with statistical tables: (1) PK-12 enrollment; (2) Dropout Rates; (3) Graduation Rates; (4) Advanced Placement Tests; (5) Eligibility for University Enrollment; (6) Act and SAT Test Scores; (7) College Enrollment, by institution type; (8) Graduation Rates, Postsecondary; (9) and 2001 Enrollments, by institution, age and ethnicity. Contains 11 tables, 4 figures, and glossary. Includes 18 demographic- and education-related resources, with Internet addresses where available. (NB) ED482807 Arizona Minority Student Success Report, Spring 2003. 2003-00-00 30 N/A 2004 2016-11-21

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Yes Community Colleges Institutional Cooperation Institutional Role Outcomes of Education School Effectiveness Student Mobility Transfer Policy Transfer Programs Transfer Students Two Year College Students Two Year Colleges Information Analyses Numerical/Quantitative Data Reports - Descriptive Contra Costa Community College District CA Contra Costa Community Coll. District, Martinez, CA. English This research report from Contra Costa Community College District (CCCCD), California, summarizes relevant findings from assessments of the performance of students receiving transfer education, and CCCCD's progress in meeting its Partnership for Excellence (PFE) goals in this area. Findings reported include the following: (1) Student Goal Attainment--No data are available and steps are being taken to correct the problem; (2) Transfer Course Success Rates--CCCCD continues to show an increase in the percentage of students who successfully complete their transfer course work, with a 71.8% success rate for 1999-2000; (3) Transfer Statistics/Number Transferred--The number of students CCCCD sent to University of California campuses in 2000-01 increased by 18% over 1995-96 totals--On the other hand, the number of transfers to California State University campuses decreased in the same period by 13.3%; (4) Transfer Statistics/Number Eligible--CCCCD's 1999-2000 total of transfer-prepared students declined by 15.1% from its 1997-98 level; (5) Academic Performance after Transfer--Findings indicate that on average, CCCCD is preparing its transfer students as well as are other California Community College districts; and (6) Degree Completion Rate--Because an associate degree is not required to transfer, it is not surprising that the number of associate degrees awarded by CCCCD has been declining over the years. (Contains 36 tables and more than 250 references.) (NB) ED482808 Contra Costa Community College District Transfer Education Report. 2002-01-00 104 N/A 2004 2016-11-21

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Yes Access to Education Budgets Community Colleges Educational Demand Educational Finance Financial Problems Public Education Retrenchment State Colleges State Universities Student Costs Student Financial Aid Two Year Colleges Nussbaum, Thomas J. Numerical/Quantitative Data Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This document focuses on two critical measures of California's investment in public education: (1) the extent to which California has provided access to higher education through each of the public segments of higher education; and (2) the extent to which the level of funding per full time student provided to each of the four public segments (UC, CSU, CCC, and k-12) has increased or decreased over time. The analysis shows that California has a very uneven record in providing access to higher education. Particularly in time of recession and budget deficits, the State has regularly denied hundreds of thousands of students the opportunity for higher education. This denial of access occurs in all three segments, but is especially volatile and pronounced in the California Community Colleges. Also, the report shows that California Community Colleges have become less accessible over time: significantly more access was afforded during the period of 1975 to 1990 than during the period of 1991 to present. Furthermore, it indicates that despite recent efforts to restore access, the State is now entering a period during which it will actually begin to reduce enrollments rather than address the demand to serve 600,000 additional students by 2011. (JS) ED482809 California's Investment in Public Education: A Look at the Past Three Decades. 2003-09-00 29 N/A 2004 8/20/2004 00:54:10 RIEJUL2004

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Yes Community Colleges Educational Research Graduate Surveys School Surveys Student Attitudes Student Characteristics Student Interests Student Needs Student Reaction Student Surveys Students Two Year Colleges Numerical/Quantitative Data Reports - Research Westchester Community College NY Westchester Community Coll., Valhalla, NY. Office of Institutional Research and Planning. English This document discusses a study completed in 2002 about the graduates of the Westchester Community College. The study addresses the effectiveness of WCC in helping achieve goals of the graduates in employment goals, transfer goals, academic goals, and personal goals. Of the 1,802 students that graduated from WCC in the Class of 2002, 317 returned a usable survey, yielding a return rate of 29.3%. Of the respondents, a majority (61.1%) were female and between the ages of 22 and 29. The respondents reported an increase in salaries over graduates from the previous years. The mean salary for those employed full time in a new job is $35,875, up $3,083 from the previous year. Almost three-fourths (73.8%) reported being employed after 6 months, which is very similar to last year's graduating class (74.1%). Almost four fifths of the graduates who responded were either very satisfied or somewhat satisfied with their jobs, and almost four fifths were either very satisfied or somewhat satisfied with their opportunity to advance. The respondents gave high marks to WCC on several broad categories such as overall college experience, availability of courses, goals met by college degree, and satisfaction with student services. (Contains 12 graphs and 22 tables.) (MZ) ED482810 Westchester Community College Study of the Graduates, 2002. 2003-00-00 22 N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Accessibility (for Disabled) Community Colleges Disabilities Special Needs Students Student Characteristics Student Development Student Evaluation Student School Relationship Two Year Colleges Numerical/Quantitative Data Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This document addresses characteristics students with a disability at Gavilan College (California). Over the past several years, a shift has occurred in the types of disability represented at Gavilan College. Learning disabled is the largest group, but has been proportionally declining as has mobility impaired students while developmentally delayed learners have been proportionally increasing over time. The study finds that leaning disabled students are three times more likely as other students to retain an award or certificate, which includes AA, AS, and Vocational Certificates. The study uses a classification and regression tree that attempts to profile students by using demographic and academic factors as predictors of disability status including age, ethnicity, gender, GPA, etc. The study concludes that only age was able to classify disability status where those over the age of 62 were more likely to have a non-learning disability. Thus, disabled students are very similar to other students based on these major variables. Overall, it appears that disabled students are performing at a level equal or above non-disabled students and that disabled students are not labeled disproportionately by age, ethnicity, or gender. (MZ) ED482811 Academic Performance in Math and English and Award Rates of Disabled Students. 2003-00-00 8 For full text: http://www.gavilan.edu/research/reports/dsps023.pdf. N/A 2004 2016-11-21

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Yes Academic Achievement College Transfer Students Community Colleges Ethnic Groups Student Characteristics Student Experience Transfer Rates (College) Two Year Colleges Numerical/Quantitative Data Reports - Research University of Hawaii Manoa University of Hawaii University of Hawaii Community College System Hawaii Univ., Honolulu. Institutional Research Office. English This document includes tables and graphs illustrating the transfer rates of University of Hawaii Community College (UHCC) students into the University of Hawaii (UH) four-year campuses. The population of the study was restricted to those students enrolled at UHCCs in either the Fall 2000 or Spring 2001 semester with a declared educational objective of either Associate in Arts or Associate in Science, and further restricted to those students who had completed 24 or more credit hours of course work at UHCC campuses. The first table and graphic show numbers of students with transfer rates by campus. The second table and graphic shows transfer rates by ethnic background of students. The third table and graphic shows selected characteristics for the student enrolled at UH Manoa. Overall, 14.1% of the UHCC students transferred to the UH four-year campuses over the time period. Among ethnic groups, American Indian and Alaskan students had the highest transfer rate (27.3%), but the small number of students in the UHCC group (33) precludes definitive conclusions. Of the 1,067 UHCC students who transferred to UH Manoa, 24.8% had received a degree from a UH campus, 56% were female and the average number of credit hours earned at the UHCC campuses prior to transfer measured 64.2 hours. (JS) ED482812 Transfer Rates: UH 2-Year to UH 4-Year Campuses. 2002-00-00 7 For full text: http://www.hawaii.edu/iro/adhoc/truhy01.pdf. N/A 2004 2016-11-21

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No Access to Education College Attendance Community Colleges Declining Enrollment Economics of Education Educational Demand Educational Finance Educational Supply Enrollment Enrollment Influences Student Costs Two Year Colleges Numerical/Quantitative Data Reports - Research California Community Colleges, Sacramento. Office of the Chancellor. English This document examines the effects of budget cuts and supply restriction and rationing within the California Community College (CCC) system during the fiscal year (FY) 2002-03. Fiscal Crises within the California State Government in FY 2002-03 have resulted in a reduction in available funding for the CCC system; as a result the system's ability to provide an adequate supply of courses to meet the demand of educational consumers in the state is in question. Prior to any enacted fee increases to help ameliorate the problem, a downward trend of section offerings occurred. Because the fee increase did not contribute to this downward trend, the student headcount and course section offering losses that occurred were primarily attributable to a supply constriction in the system. This document discusses and provides tables for the following areas: (1) funding; (2) student headcount; (3) course sections; and (4) student demographics. Findings from the study include: (1) a significant drop in the number of first-time and returning students; (2) a significant drop in the number in special admit (K-12) students; (3) an increase in the number of continuing students; (4) a decrease in the percentage of first-time/returning students who attend classes in the evening; and (5) a decrease in the percentage of students who were older. (Contains 22 tables.) (Author/JS) ED482813 Access Lost: An Examination of Supply Constriction and Rationing in the California Community College System. 2003-09-00 21 N/A 2004 8/20/2004 00:54:18 RIEJUL2004 Prepared by the Technology, Research, and Management Services Division.

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Yes Community Colleges Educational Innovation Information Needs Information Networks Information Technology Information Transfer Institutional Cooperation Technology Two Year Colleges Brennan, Paul Reports - Research Speeches/Meeting Papers Canada Canada Association of Canadian Community Colleges. English This paper examines the ways in which colleagues who have traditionally not worked together, or even met each other, can share experience-based knowledge. It discusses electronic information networks in Canadian colleges, and examines how these networks do and do not develop into communities of learning or communities of practice through sharing conceptualized knowledge, and common values and goals. The study aims to assess the 3-year experiment of creating numerous affinity groups, or national networks of college administrators, staff, faculty, and students who administer, teach, or study in the same domain or discipline. The author sent out an e-mail questionnaire to 134 randomly selected participants in 34 Association of Canadian Community Colleges (ACCC) affinity groups which had been in existence for at least 6 months. The author conducted in-depth interviews with nine of the 51 respondents. The author also reviewed case studies and used his own experience in meetings and projects. The findings cover motivation for joining affinity groups, development of trust and common values in face to face meetings, the need for ongoing dialogue, the role of technology in achieving group objectives, and working productively with sectoral councils and initiatives. (Contains 28 references.) (NB) ED482814 Not Just Another Listserve: The Contribution of ACCC Affinity Groups to Knowledge Exchange, Sectoral Initiatives and Innovation. Major Research Paper. Monograph Series. 2002-10-00 45 N/A 2004 2016-11-21

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Yes Community Colleges Disadvantaged Youth Economically Disadvantaged Educational Opportunities Educationally Disadvantaged Low Income Low Income Groups Nontraditional Education Two Year Colleges Reports - Descriptive California Community Colleges, Sacramento. Office of the Chancellor. English This report provides student demographic and academic outcome data pertaining to students participating in the California Community College Extended Opportunity Programs and Services (EOPS) and cooperative Agencies Education (CARE) programs. The EOPS program helps increase college access for students and support services for disadvantages students. The CARE program helps welfare dependent students that are single heads of household and enrolled in full time community colleges system. The study found that EOPS and CARE students persist form term to term at a higher rate than non-EOPS full-time students. The average units attempted and earned by EOPS and CARE students are greater than for non-EOPS full-time students. It should be noted that although EOPS students are more likely to earn a degree or certificate than other full time students, they are less likely to graduate. In addition, CARE students earn associate degrees and certificates at an even higher rate than other EOPS students, but their transfer rate is much lower at 18.2%. The report concludes that by helping over 106,000 low income and disadvantaged individuals, the EOPS and CARE program have allowed these students to perform at the same level or better than other community college students academically. (Contains 13 tables.) (MZ) ED482815 California Community Colleges Extended Opportunity Programs and Services and Cooperative Agencies Resources for Education, 2001-2002. 2002-00-00 19 N/A 2004 8/20/2004 00:54:22 RIEJUL2004

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Yes Audience Response Community Colleges Educational Research Mass Media Role Mass Media Use Media Research School Surveys Student Surveys Two Year Colleges Use Studies Willett, Terrence Cooke, Simon Reports - Research Gavilan College CA Gavilan Coll., Gilroy, CA. English This document aims to understand the patterns of media consumption among Gavilan students. The goals of the study are to determine the most consumed media product, determine differences in consumption of media modes by different variables, and conduct demographic profiles of the most consumed products within each media mode. The data was gathered from a set of Spring 2003 classes that were randomly selected for survey administration. The study found that almost all respondents reported consuming media of some type in the previous week. The three traditional modes (newspaper, radio, TV) did not show any differences in consumption rates and so appear equally likely to able to reach Gavilan students. About 55% of students indicated that they has visited at least one Web site within the week that they took the survey. Hispanic oriented media of various modes appears to have much overlap in consumption. The same is true for conservative talk radio, the local TV stations, the Hollister papers, and public access channels. This means that multiple ads in these clusters will reinforce each other rather than expand the scope of the audience. (Contains 4 graphs and 10 tables.) (MZ) ED482816 Gavilan College Student Media Survey. 2003-06-00 16 N/A 2004 2016-11-21

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Yes Advocacy Curriculum Elementary Secondary Education Equal Education Faculty Development Family School Relationship Health Education Knowledge Base for Teaching Learning Strategies Reflective Teaching School Community Relationship Student Diversity Student Evaluation Teacher Certification Teacher Collaboration Teacher Competencies Teacher Expectations of Students Teacher Knowledge Teacher Qualifications Teaching Methods Guides - Non-Classroom Health Educators National Board for Professional Teaching Standards, Arlington, VA. English This publication presents 11 standards, which represent a professional consensus on the characteristics of accomplished practice and provide a profile of the accomplished health education teacher. The standards are organized around student learning and divided into three categories. The first category, "Preparing for Student Learning," includes (1) "Knowledge of Students"; (2) "Knowledge of Subject Matter"; (3) "Promoting Skills-Based Learning"; and (4) "Curricular Choices." The second category, "Advancing Student Learning," includes (5) "Instructional Approaches"; (6) "High Expectations for Students"; (7) "Assessment"; and (8) "Equity, Fairness, and Diversity." The third category, "Supporting Student Learning," includes (9) "Partnerships with Colleagues, Families and Community"; (10) "Advocacy for the Profession"; and (11) "Reflective Practice and Professional Growth." (SM) ED482817 Health Education Standards for Teachers of Students Ages 11-18 plus. 2002-00-00 Department of Education, Washington, DC. National Science Foundation, Arlington, VA. ISBN-999-8059-27-5 Practitioners Teachers 66 National Board for Professional Teaching Standards, National Office, 1525 Wilson Boulevard, Suite 500, Arlington, VA 22209. Tel: 800-22TEACH (Toll Free); Web site: http://www.nbpts.org. N/A 2004 2016-11-21

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Yes Academic Achievement Action Research College School Cooperation Cooperative Planning Educational Research Elementary Secondary Education Higher Education Internship Programs Mentors Outcomes of Education Partnerships in Education Preservice Teacher Education Professional Development Schools Program Effectiveness Reading Achievement Regular and Special Education Relationship Student Participation Student Research Student Teaching Teacher Researchers Wiseman, Donna L., Ed. Knight, Stephanie L., Ed. Books Collected Works - General Collaborative Research Maryland Student Engagement Maryland American Association of Colleges for Teacher Education, Washington, DC. English This book provides a platform for an array of educators to discuss the impact of professional development schools and other school-university partnerships on student learning. The 11 papers include: (1) "Using Research to Connect School-University Partnerships to Student Outcomes" (Lee Teitel); (2) "Making a Difference: A Professional Development School's Impact on Student Learning" (Gerald J. Pine); (3) "Expanding the Potential of School-University Collaboration: Special and General Education as Partners in Improving Student Achievement in a Rural Professional Development School" (Troy V. Mariage and M. Arthur Garmon); (4) "Student Achievement in Maryland's Professional Development Schools" (David H. Cooper and Christy T. Corbin); (5) "Turning Student Voice Into Student Outcomes" (Melinda Cowart and Joyce Rademacher); (6) "Student Learning Outcomes in a Partnership Intern Program" (Kathleen Sullivan Brown and Carole Heitman Murphy); (7) "The Impact of Professional Development Activity on Student Reading Performance" (Woodrow Trathen, Pamela Schram, Philip Shomaker, Jennifer Maldonado, and Tonya McKinney); (8) "Implementing an Outcomes-Based Collaborative Partnership for Preventing Reading Failure" (Shirley V. Dickson and William Bursuck); (9) "The Impact of Teachers' Participation in Collaborative Research on Secondary Students' Classroom Behaviors and Engagement" (Stephanie L. Knight and Daniel J. Boudah); (10) "STAR: Students and Teachers in Action Research" (Alice C. Sagehorn and Brenda G. LeTendre); and (11) "Making the Case: Lessons Learned From and About School-University Partnership Research" (Stephanie L. Knight and Donna L. Wiseman). (Papers contain references.) (SM) ED482818 Linking School-University Collaboration and K-12 Student Outcomes. 2003-00-00 ISBN-0-89333-197-X 191 AACTE Publications, 1307 New York Avenue, N.W., Suite 300, Washington, DC 20005-4701 (AACTE members: $19.95; nonmembers: $24.95). Tel: 202-293-2450; Fax: 202-457-8095; Web site: http://www.aacte.org. N/A 2004 2016-11-21

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Yes Alternative Teacher Certification Elementary Secondary Education Higher Education Knowledge Base for Teaching Nontraditional Students Preservice Teacher Education Public Schools Student Financial Aid Teaching Skills Guides - Non-Classroom Connecticut Connecticut State Board of Governors for Higher Education, Hartford. English This document presents information on the Alternate Route to Certification (ARC) program, which prepares talented people from outside of education to enter teaching. It has been offered since 1988 by the Connecticut Department of Higher Education. ARC prepares aspiring teachers by: providing intensive non-credit preparation in teaching methods and in the essential skills required to teach in Connecticut public schools; affirming teacher candidates' command of their subject areas; and considering issues central to public education (professionalism, changing student populations, and school administration). ARC offers certification preparation in 15 fields. This document provides the following 10 sections: (1) "Overview"; (2) "Admission Qualifications"; (3) "Certification Requirements for ARC Candidates"; (4) "Testing Requirements for Connecticut Certification" (Praxis I Pre-Professional Skills Test, Praxis II Subject Matter Examination, and ACTFL Language Testing); (5) "Waivers"; (6) "Foreign Credential Review"; (7) "Certification Post-ARC"; (8) "Program Costs and Financial Assistance"; (9) "Key Dates"; and (10) "Helpful Resources and Contact Information." (SM) ED482819 The Alternate Route to Certification: Program Information and Application, 2004. 2003-00-00 Students 39 N/A 2004 2020-11-03

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Yes Beliefs Focus Groups National Surveys Politics Public Opinion Public Schools Religion Religious Cultural Groups School Prayer Farkas, Steve Johnson, Jean Foleno, Tony Reports - Research Public Agenda Foundation, New York, NY. English This report gives the results of a study that probes how typical individuals think about religion, faith, and personal morality. Alongside their belief in the power of religion to help individuals become better people, most people are also instinctively wary about injecting religion directly into politics, the public schools, and public life in general. The controversial question of prayer in the schools was probed more deeply than other studies by asking people to select their ideal school prayer policy. Given a full range of choices, over half of the people questioned think a moment of silence is the best way to deal with prayer in the classroom. The national survey was conducted with 1507 members of the general public and includes the views of Evangelical Christians, Catholics, Jews, and nonreligious individuals. Following an Introduction, the report contains nine chapters: (1) "The Blessings of Religion: Views on How Religion Could Improve American Life"; (2) "As the Twig Is Bent: Views on Religion in the Schools"; (3) "We Gather Together: Views on Religion and Social Interaction"; (4) "Good Government: Views on Religion and Elected Officials"; (5) "The More, the Better? Views on Religious Groups in Politics"; (6) "Evangelical Christians: Evangelical Views on Religion in Politics, the Schools and Social Life"; (7)" Some Beg to Differ: Views of Jewish and Nonreligious Americans on Religion and Public Life"; (8) "The Distinctive Voices of Journalists, Christian Leaders and Elected Officials"; and (9) "An Afterword" (Deborah Wadsworth). Includes 7 tables and 10 notes. Contains methodology information. (BT) ED482820 For Goodness' Sake: Why So Many Want Religion To Play a Greater Role in American Life. 2001-00-00 Pew Charitable Trusts, Philadelphia, PA. ISBN-1-889483-71-0 60 Public Agenda, 6 East 39th Street, New York, NY ($10). Tel: 212-686-6610; Fax: 212-889-3461; e-mail: infor@pulicagenda.org; Web site: http://www.publicagenda.org. N/A 2004 8/20/2004 00:54:33 RIEJUL2004 Written with Ann Duffett and Patrick Foley.

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Yes Citizenship Continuing Education Cultural Context Early Adolescents Education Educational Objectives Educational Policy Educational Research Higher Education Information Technology Philosophy Public Schools Religion Service Learning Social Problems World Wide Web Collected Works - Serials Opinion Papers Reports - Research Universidad de Navarra (Spain) Counter Culture Technological Change ISSN-1578-7001 Navarra Univ., Pamplona (Spain). English Spanish This journal, which provides abstracts of its articles mostly in Spanish and a few in English, contains studies (estudios) and notes (notas) about educational issues, as well as relevant book reviews (recensiones). Studies in this issue (No. 3, 2002) are: "Unprotected Time of Early Adolescence and Intergenerational Relations: A New Educational Issue" [written in English] (Pierpaolo Donati), which discusses social problems connected to the time in which young people (10-15 years) are unprotected by the socializing agencies in everyday life; "Cultura y Contracultura Educativas" [Educational Culture and Counterculture] (Tomas Melendo), which focuses on the impact of culture and counterculture on the day-to-day tasks of the education enterprise; "Conciliacion entre Fe y Cultura en la Escuela" [Conciliation between Faith and Culture in School] (Irene Maria Briones Martinez), which addresses the conflict that arose in one Italian public school when one group of persons invoked the principle of freedom of conscience to justify their refusal to participate in religious services held in school; "Una Sociedad Anestesiada: La Educacion como Alternativa para Salir de la Anestesia" [An Anesthetized Society: Education as an Alternative to Get Out of Anesthesia] (Alfredo Rodriguez Sedano; Juan Carlos Aguilera), which proposes a concept of domain that offers great advantages in facing the challenges that come with globalization; "Anai, una Forma de Publicacion en la Web" [A Better Way for Web Development] (Jesus Redrado; Luis Echarri; Concepcion Naval), which presents the strategy adopted by the University of Navarra for the creation of its Web content, the objective of which is to promote a decentralized system of Web content development; and "Some Contributions of Philosophy to Education" [written in English] (Israel Scheffler), which considers some general questions pertaining to philosophical activity in and of itself. Notes in this issue are: "Repensar la Ensenanza Universitaria desde las Tecnologias de la Informacion y la Comunicacion: Algunas Experiencias de Universidades de los Estados Unidos" [Rethinking University Teaching since Information and Communication Technologies: Some Experiences of American Universities], which describes some experiences in universities in the United States with information and communication technologies; "La Relacion Familia-Escuela" [Family-School Relationship] (Francisco Altarejos), which presents a model of home-school collaboration; "Centro Educativo y Formacion para el Voluntariado: Coordinacion Posible." [Education Center and Formation for Volunteerism: Possible Coordination] (Arantzazu Martinez-Odria), which discusses volunteerism as a new phenomenon in civil society, and the implementation of service learning education; and "Posibilidades Didacticas de las Tecnologias de la Informacion y la Comunicacion (TIC) en la Docencia Presencial" [Didactic Possibilities of Information/Communication Technologies in the Current Faculty] (Charo Reparaz; Luis Echarri; Concepcion Naval). (BT) ED482821 Estudios sobre Educacion, 2002 (Studies on Education, 2002). Estudios sobre Educacion n3 2002 2002-00-00 176 Universidad de Navarra, Facultad de Filosofia y Letras, Departamento de Educacion, Edificio de Biliotecas, 31080 Pamplona, Espana ($27). Tel: 34-948-425-600; Fax: 34-948-425-636; Web site: http://www.unav.es/. N/A 2004 2016-11-21

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No Cognitive Style Educational Environment Integrated Curriculum Intermediate Grades Jazz Music Activities Music Techniques Primary Education Spanoghe, Kelly Messenger, Bill Guides - Classroom - Teacher Non-Print Media Music Literature English Originally created to help children with learning disabilities by addressing different cognitive learning styles, this workbook and CD work equally well with classroom stars. Based on the premise that music makes learning fun, the workbook is guaranteed to bring each lesson to life lyrics are easy to learn, and students will love the rhythms and tunes, and the "Jazz for Kids" CD will also introduce children to a truly American art form. Intended for students in grades K-5, all lesson plans have been thoroughly classroom-tested, and whether used by classroom teachers or home-schooling parents, the workbook will allow teachers to create learning environments that support every learning style. The 10 stories in the workbook each one aimed at students in a different grade--correspond to the 10 musical selections on the CD. Each different story section contains an overview, theme, story, song lyrics, comprehension, vocabulary, and workbook activity. Contains a 52-item bibliography. (BT) ED482822 Jazzing Up Instruction: An Integrated Curriculum for Elementary Students. [Book and Audio CD]. 2002-00-00 ISBN-1-931596-00-X Practitioners Teachers 119 Scarecrow Press, Inc., 4720 Boston Way, Lanham, MD 20706 ($36.95). Tel: 301-459-3366; Fax: 301-429-5748; e-mail: custserv@rowman.com; Web site: http://www.scarecrowpress.com/. N/A 2004 2016-11-21

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Yes Curriculum Enrichment Elementary Secondary Education Heritage Education Primary Sources Social Studies Student Participation Thematic Approach United States History World History Mazzenga, Maria, Comp. Guides - Classroom - Teacher National History Day, College Park, MD. English The theme for 2004's National History Day is "Exploration, Encounter, Exchange in History." This is a broad theme, so topics should be carefully selected and developed in ways that best reflect student talents and abilities. Studies should include an investigation into available primary and secondary sources, analysis of the evidence, and a clear explanation of the relationship of the topic to the theme. Materials in this National History Day Curriculum Book are divided into eleven sections: (1) "What Is National History Day?"; (2) "Theme Narrative: Exploration, Encounter, Exchange in History"; (3) "Sample Topics for This Year's National History Day Theme"; (4) "Exploring NARA's Online Catalog, ARC, for Primary Sources"; (5) "Russia's March to the Pacific"; (6) "White House Encounters on the Web"; (7) "Exploring America's Past through Music: Resources on the Irish-American Experience"; (8) "Patriots and Loyalists: A Revolutionary Encounter"; (9) "Lewis and Clark: Across the Cultural Landscape"; (10) "Changing Hands: The American Economy and the Exchange of Power and Money during World War I"; and (11) "The Encounter with America through Numbers: Immigration and Demography." (BT) ED482823 Exploration, Encounter, Exchange in History: National History Day Curriculum Book, 2004. 2003-00-00 Practitioners Teachers 101 National History Day, 0119 Cecil Hall, University of Maryland, College Park, MD 20742. Tel: 301-314-9739; e-mail: national.history.day@umail.umd.edu; Web site: http://www.nationalhistoryday.org/. For full text: ftp://216.54.96.55/pub/Our_Documents_Sourcebook.pdf. N/A 2004 2020-08-25

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Yes Citizenship Education Classroom Techniques Cultural Context Educational Research Family Influence Foreign Countries Geographic Regions Globalization Mentors Moral Development Multicultural Education Teacher Education Collected Works - Serials Opinion Papers Reports - Research Tacit Knowing Europe ISSN-1578-7001 Navarra Univ., Pamplona (Spain). English Spanish This journal, which provides abstracts of its articles primarily in Spanish and a couple in English, contains studies (estudios) and notes (notas), as well as relevant book reviews (recensiones). Studies in this issue (No. 4, 2003) are: "Estrategias de Ensenanza para la Educacion Civica y Ciudadana en el Siglo XXI" (Teaching Strategies for Civic and Citizenship Education in the 21st Century) (Murray Print), which contends that a challenge for European civic educators will be to employ active, engaging teaching strategies which involve their students; "Del Relativismo Cultural al Etnocentrismo (y Vuelta)" (Of Cultural Relativism and Ethnocentrism) (Francisco Altarejos Masota and Antonio A. Moya Garcia-Montoto), which argues that ethnocentrism can actually be a consequence of a radical cultural relativism; "La Fuerza Desculturizadora de la Globalizacion" (The 'Deculturizing' Force of Globalization) (Alejandro Llano), which contends that globalization demands a profound evaluation of the foundations of international relations not only regarding economic aspects but also relating to the fields of culture and education; "Formacion del Profesorado en Pedagogia Intercultural: Contenidos Actitudinales" (Formation of Professors in Intercultural Pedagogy) (Rafaela Garcia Lopez), which states that teachers need to maintain a welcoming environment for multicultural students and receive institutional and social support; "Desarrollo Local, Educacion e Identidad Cultural" (Local Development, Education and Cultural Identity) (Gabriela Orduna Allegrini), which finds that education can play a crucial role in promoting the value of a cultural identity that is compatible with fostering equitable local development; and "La Educacion entre la Multiculturalidad y la Interculturalidad" (Education between Multiculturalism and Interculturalism) (Aurora Bernal), which states that multicultural education and intercultural education respond to different theories about notions such as human nature, the individual, sociability, and identity. Notes in this issue are: "La Interculturalidad y la Dignidad de la Persona. Mas Alla del Modelo Critico" (Interculturalism and the Dignity of the Person. Beyond the Critical Model.) (Andres Jimenez Abad), which notes that student diversity is a potential source of enrichment and examines different views of cultural models;"Dimensions of Intercultural Education in the Twenty-First Century" (Ruth Breeze), which states that the multicultural society is already a fact, and the challenge is to find ways of promoting intercultural education in practice; "La Familia como Escenario para Transgredir el Racismo" (The Family as the Scenario for Getting Past Racism) (Enric Prats Gil), which describes the family in the present plural and democratic context and proposes several suggestions about the family as the place for learning and management of values; "La Etica de la Atencion al Otro como Condicion para el Dialogo Intercultural y la Calidad de Vida" (The Ethics of the Attention of the Other as a Condition for Intercultural Dialogue and the Quality of Life) (Miguel Angel Rodriguez Rodriguez), which analyzes the causes of migratory movements and then deals with caring ethics as a condition for an effective quality of life for people; "Claves para el Estudio Historico de la Gestacion de una Europa Intercultural" (Keys to an Historic Study of the Gestation of an Intercultural Europe) (Javier Vergara), which analyzes multiculturalism and interculturalism within the context of the process of the development of Europe; and "Tacit Knowing, Moral Development and Pluralism: Thoughts on Mentoring, Judgment and Reform" (Stefania Jha), which states that the epistemology of tacit knowing in the ethics of mentoring is meant to be grounding for intelligent action. (BT) ED482824 Educacion intercultural (Intercultural Education). Estudios sobre Educacion n4 2003 2003-00-00 220 Universidad de Navarra, Facultad de Filosofia y Letras, Departamento de Educacion, Edificio de Biliotecas, 31080 Pamplona, Espana ($27). Tel: 34-948-425-600; Fax: 34-948-425-636; Web site: http://www.unav.es/. N/A 2004 2016-11-21

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No Academic Achievement Classroom Environment Classroom Techniques Discipline Elementary Secondary Education School Policy Student Behavior Teacher Student Relationship Marzano, Robert J. Books Guides - Non-Classroom Association for Supervision and Curriculum Development, Alexandria, VA. English This book analyzes research from more than 100 studies on classroom management to assess how classroom management affects student achievement, techniques that teachers find most effective, and how important schoolwide policies and practices are in setting the tone for individual classroom management. Findings are applied to a series of action steps for educators to use: get the classroom management effort off to a good start; establish effective rules and procedures; implement appropriate disciplinary interventions; foster productive student-teacher relationships; develop a positive "mental set"; help students contribute to a positive learning environment; and activate schoolwide measures for effective classroom management. The book provides real stories (Contains 116 references.) (SM) ED482825 Classroom Management That Works: Research-Based Strategies for Every Teacher. 2003-00-00 ISBN-0-87120-793-1 Practitioners Teachers 151 Association for Supervision and Curriculum Development, 1703 North Beauregard Street, Alexandria, VA 22311-1714 ($25.95). Tel: 703-578-9600; Tel: 800-933-2723 (Toll Free); Fax: 703-575-5400; e-mail: member@ascd.org; Web site: http://www.ascd.org. N/A 2004 8/20/2004 00:54:46 RIEJUL2004 Written with Jana S. Marzano and Debra J. Pickering.

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Yes Administrator Education Career Development Elementary Secondary Education Higher Education Labor Market Personnel Selection Principals School Districts Mitgang, Lee D. Reports - Descriptive Administrator Supply and Demand New York New York English This brief describes efforts to get an accurate picture of the current labor market for principals. Three projects were commissioned: an analysis of existing data on the national supply and career paths of school administrators; surveys of 83 school districts, supplemented by Common Core of Data information, to examine dimensions and implications of the labor market for principal candidates; and examination of research on the attributes and career paths of New York state principals and implications for policy. Researchers investigated whether there is a nationwide shortage of certified candidates, whether certain types of districts find it more difficult than others to attract certified candidates, personal and professional characteristics and career paths of people entering the field, and how state policies, local conditions, hiring practices, and job incentives affect districts' ability to attract a broader, potentially more able, pool of candidates. Results found no statistical evidence of a nationwide shortage of certified principal candidates. Districts and schools perceived as having the most challenging working conditions, large concentrations of impoverished or minority students, lower per-pupil expenditures, and lower salaries found it hardest to attract principals. Hiring practices and common search criteria were compounding districts' problems in attracting enough principal candidates capable of living up to heightened expectations for academic performance. Policy implications are noted. (Contains 28 endnotes.) (SM) ED482826 Beyond the Pipeline: Getting the Principals We Need, Where They Are Needed Most. Policy Brief. 2003-00-00 16 Wallace Foundation, Two Park Avenue, 23rd Floor, New York, NY 10016. Web site: http://www.wallacefoundation.org/WF/. N/A 2004 2016-11-21

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Yes Educational Environment Educational Quality Elementary Secondary Education Equal Education Instructional Leadership Leadership Qualities Leadership Responsibility Reflective Teaching Knapp, Michael S. Copland, Michael A. Talbert, Joan E. Guides - Non-Classroom Learning Communities Center for the Study of Teaching and Policy, Seattle, WA. DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. English The framework of reflective ideas and tools presented here, and in the companion, "Leading for Learning Sourcebook: Concepts and Examples," supports leaders' efforts to improve student learning in schools and districts. Overall, the framework sees to enable powerful, equitable learning for all students. Its ideas and tools highlight five areas of action for improvement and various routes for advancing student and professional learning, while building a system that connects and sustains these efforts. Used as a leaders' toolbox or dynamic organizer, the overall framework is designed primarily for school and district administrators who bear formal responsibility for improving student learning and are most able to bring influence and resources to support that goal. The ideas and suggestions are based on published and ongoing research combined with the craft knowledge of a wide range of practicing educators. The booklet includes: "A Call for Education Leadership"; "Hector's Challenge to School and District Leaders"; "Reflective Tools for Understanding and Action: How Leaders Influence Learning" (learning in context and leading for learning); "What Leading for Learning Means in Practice" (establishing a focus on learning, building professional communities that value learning, engaging external environments that matter for learning, acting strategically and sharing leadership, and creating coherence); and "Meeting Hector's Challenge." (SM) ED482827 Leading for Learning: Reflective Tools for School and District Leaders. CTP Research Report. 2003-02-00 Office of Educational Research and Improvement (ED), Washington, DC. Administrators Practitioners 35 Center for the Study of Teaching and Policy, University of Washington, Box 353600, Seattle, WA 98195-3600. Web site: http://www.ctpweb.org. N/A 2004 2016-11-21

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Yes Cognitive Style Elementary Secondary Education Foreign Countries Higher Education Learning Processes Multiple Intelligences Relevance (Education) Religious Education Thinking Skills Goldstein, Semadar Guides - Non-Classroom Israel Israel English This report describes how to implement Howard Gardner's multiple intelligences (MI) into Israel's Tanakh classrooms and includes samples of implemented materials. It also notes goals and obstacles encountered during this process and how they were overcome. To illustrate this process, the report provides an overview of Tanakh-centered activities for all eight intelligences (linguistic, logical-mathematical, spatial, bodily-kinesthetic, musical, interpersonal, intrapersonal, and natural), offering an in-depth look at the musical, logical-mathematical, spatial, and bodily-kinesthetic intelligences. The obstacles addressed include time factors in preparing, explaining, and implementing MI activities; classroom management adjustment by the teacher and students; and ways to learn the basic material. The report concludes that MI theory in the Bible classroom aims to target all students, accepting them and the society in which they live, while allowing them to express themselves individually. (Contains 11 references.) (SM) ED482828 Eight Biblical Interactive Learning Centers (Based on Gardner's Multiple Intelligences). 1999-00-00 50 Academy for Torah Initiatives and Directions in Jewish Education, 9 Hanassi Street, Jerusalem 92188 Israel. Tel: 02-567-1719; Fax: 02-567-1723; Web site: http://www.atid.org. For full text (MS Word): http://www.atid.org/journal98/default1.htm. N/A 2004 2016-11-21

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Yes Females Gender Issues Mentors Religious Education Role Models Secondary Education Student Attitudes Teacher Attitudes Teacher Influence Teacher Role Womens Education Furst, Rachel Reports - Research Identity Formation Religious Practices English This study examined the function of role models in young, religious women's construction of religious identity, exploring the meaning and relevance of religious role modeling to teenagers and their teachers in a Jerusalem girls' high school. Students and teachers completed interviews. Students were asked whether girls in religious high schools perceived their teachers as models for life or sources of information; whether they sought role models and where they found them; whether teacher gender affected their ability to perceive them as role models; and how they perceived teachers as religious figures and the impact of gender on doing so. Teachers were asked whether they were conscious of their function as religious models; how they presented themselves as religious models; types of religious models they presented; whether they perceived their students as searching for religious models; and whether their efforts at modeling were successful. Students had a self-expressed need for religious direction as the product of an educational system that did not hide complexity. Students and teachers alike probed the implications of exposing students to multiple voices of authority and stressed a need to balance students' long-range educational goals and immediate conflicts and concerns. The school had a dearth of role models and a confusing overabundance of religious figures whose messages often conflicted. (Contains 21 references.) (SM) ED482829 En-Gendering Identities: Accounting for Gender in Religious Educational Role Modeling. 2002-00-00 61 Academy for Torah Initiatives and Directions in Jewish Education, 9 Hanassi Street, Jerusalem 92188 Israel. Tel: 02-567-1719; Fax: 02-567-1723; Web site: http://www.atid.org. N/A 2004 2016-11-21

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Yes Classroom Techniques Constructivism (Learning) Elementary Secondary Education Higher Education Preservice Teacher Education Special Education Student Motivation Student Teacher Supervisors Student Teachers Supervision Teacher Competencies Teacher Expectations of Students Teaching Methods Teaching Skills Georgeson, Tina G. Gann, Cory G. Nourse, Steven W. Reports - Descriptive English This paper asserts that the tenets of a constructivist educational philosophy best meet the needs of special needs students (e.g., those who are limited English speaking, bilingual, low income, and homeless). The first section presents the tenets of a constructivist teaching philosophy. The second section discusses the implementation of best practice. The third section highlights best practices in the areas of instruction and classroom management. Six areas of emphasis for effective teaching are: structure, clarity, redundancy, enthusiasm, appropriate rate, and maximized engagement. An equation for keeping students engaged and interested in a given activity reads EV=M, expectancy of success times the value of completion equals motivation. If students are put into situations that challenges them, and if students have a high expectancy of success and value their learning of a skill, then they will be highly motivated during the activity. When they are highly motivated, they will be engaged in the activity, leaving no time to misbehave. It is the student teacher's job to design activities that are not only relevant to student needs but also equally motivating to them. Equally important to classroom management are small occurrences, such as greeting students by name at the door in the morning and having a 3:1 ratio of positive to negative interactions throughout the day. (SM) ED482830 Effective Methods of Supervising Student Teachers in Special Education Environments. 2003-08-00 10 N/A 2004 2020-10-07

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Yes Associate Degrees Early Childhood Education Educational Legislation Federal Legislation Inservice Teacher Education Teacher Competencies Teacher Qualifications Teacher Salaries Shaul, Marnie S. Legal/Legislative/Regulatory Materials Reports - Evaluative Project Head Start General Accounting Office, Washington, DC. English The 1998 Head Start Act mandated that 50 percent of all Head Start teachers nationwide have a minimum of an associate degree in early childhood education or a related field by September 2003 and that each classroom in center-based programs without such degreed teachers have a teacher with a Child Development Associate credential or equivalent state certificate. In preparation for the 2003 reauthorization of Head Start, a study examined: the extent to which Head Start met legislative mandates, whether Head Start teacher salaries increased and enabled grantees to attract and retain degreed teachers, and the extent to which degree and other programs in early childhood education are available for Head Start teachers. Results indicated that Head Start met the requirements for teacher qualifications by increasing the number of teachers with at least an associate degree in early childhood education or a related field to 52 percent. The number of classrooms that did not have at least one teacher with minimum credentials was not known. Respondents noted that quality improvement funds used to pay for teacher training and increase salaries were key to success. Agreements worked out with colleges to provide easily accessible early childhood education courses were also considered important in this effort. (SM) ED482831 Head Start: Increased Percentage of Teachers Nationwide Have Required Degrees, but Better Information on Classroom Teachers' Qualifications Needed. Report to Congressional Requesters. 2003-10-00 42 United States General Accounting Office, 441 G Street, N.W., Room LM, Washington, DC 20548. Tel: 202-512-6000; Fax: 202-512-6061. For full text: http://www.gao.gov/cgi-biin/getrpt?GAO-04-5. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Data Analysis Data Collection Elementary Secondary Education Equal Education Evaluation Methods Screening Tests Standardized Tests State Standards Student Evaluation Teacher Effectiveness Guides - Non-Classroom Reports - Descriptive No Child Left Behind Act 2001 Dynamic Assessment No Child Left Behind Act 2001 Department of Education, Washington, DC. English The No Child Left Behind Act of 2001 (NCLB) holds states, districts, and schools accountable for student achievement. NCLB requires regular assessments to mark progress and highlight weaknesses in core academic subjects. Assessment results must be reported in the aggregate and disaggregated by individual subgroups of students. Research shows that teachers who use student test performance to guide and improve their teaching are more effective than teachers who do not. While testing is an important part of measuring progress, how teachers use the data to drive instruction is critical. Standardized assessments are professionally developed tests administered under standard conditions, producing scores that can be used to evaluate programs or children. The type of standardized test required by NCLB determines whether children within a state are meeting state standards of learning for their grade and subject. Dynamic assessments are embedded in ongoing classroom instruction. Teachers assess individual students according to their instructional goals during teaching and learning interactions, using this information to tailor instruction to student needs and measure progress. Screening assessments are given to all children at the beginning of the class or school year. They identify children who may have difficulties in a subject area. Screening tests are short and involve questions that probe for the presence of basic skills and abilities. (SM) ED482832 Using Data To Influence Classroom Decisions. 2003-00-00 4 For full text: http://www.ed.gov/teachers/nclbguide/datadriven.pdf. N/A 2004 2016-11-21

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Yes Educational Policy Elementary Secondary Education Faculty Development Higher Education Mentors Preservice Teacher Education State Standards Teacher Certification Teacher Competencies Teacher Qualifications Teacher Recruitment Teaching Skills Hirsch, Eric Samuelsen, Shelby Collected Works - Serials Reports - Evaluative Maine Missouri North Carolina State Policy Maine Missouri North Carolina National Conference of State Legislatures, Denver, CO. English At least 36 states have made some changes to their teacher policies by passing more than 100 bills to strengthen preparation and licensure standards and provide additional funding for teacher mentoring and professional development. The National Commission on Teaching and America's Future (NCTAF) has been a catalyst in bringing teacher policy issues to the forefront of federal and state education agendas and is working in several partner states toward enacting policies based on recommendations put forth in its publication, "What Matters Most: Teaching for America's Future." Each partner state commissioned a status of teaching report using a policy inventory created by NCTAF (which addresses getting serious about standards, reinventing teacher preparation and professional development, fixing teacher recruitment and putting qualified teachers in every classroom, encouraging and rewarding teacher knowledge and skills, and creating schools organized for student and teacher success). This paper outlines common themes found across all state inventories and examines three states (North Carolina, Missouri, and Maine) to provide insight into how states are tackling teacher quality issues and how various policy strategies are being implemented. Common themes include: clear measurable, objective standards for teacher preparation and licensure are not common, student and teacher standards are not well aligned, and teacher supply and demand varies tremendously across districts. (SM) ED482833 Improving Teacher Quality: Teacher Policy Inventories. State Legislative Report v24 n9 Dec 1999 1999-12-00 ISBN-1-58024-033-X 13 National Conference of State Legislatures, 1560 Broadway, Suite 700, Denver,CO 80202-5140. Tel: 303-830-2200; Fax: 303-863-8003. N/A 2004 2016-11-21

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No Administrator Education Alternative Teacher Certification Classroom Observation Techniques Curriculum Development Early Adolescents Elementary Education Faculty Development Foreign Countries Higher Education Inservice Teacher Education Instructional Leadership Leadership Training Middle School Teachers Middle Schools Preservice Teacher Education Questionnaires School Culture Secondary School Teachers Student Teacher Attitudes Transformational Leadership Andrews, P. Gayle, Ed. Anfara, Vincent A., Jr., Ed. Books Collected Works - General Eastern Kentucky University National Board for Professional Teaching Standards New Zealand Structured Interviews New Zealand English Papers included in this volume include: "Leaders for Movement: An Introduction to the Professional Preparation and Development of Middle Level Teachers and Administrators" (P. Gayle Andrews and Vincent A. Anfara, Jr.); (1) "Middle Level Teacher Preparation: Status, Progress, and Challenges" (C. Kenneth McEwin, Tracy W. Smith, and Thomas S. Dickinson); (2) "When Puberty Defines Middle School Students: Challenging Secondary Education Majors' Perceptions of Middle Level Students, Schools, and Teaching" (Angela J. Lexmond); (3) "Preparing Middle Level Teachers in Field-Based Cohorts" (Micki M. Caskey); (4) "Approaching and Avoiding the Middle: Teacher Preparation in New Zealand" (C.J. Patrick Nolan, Ruth G. Kane, and Peter Lind); (5) "Professional Development and the Middle Level School: Tangled Threads" (Thomas S. Dickinson, Deborah A. Butler, and W. Michele Pittard); (6) "Effective Professional Development: What Is It?" (P. Elizabeth Pate and Katherine F. Thompson); (7) "Professional Development for Middle Grades Teachers: Does One Size Fit All?" (Nancy Flowers and Steven B. Mertens); (8) "National Board Certification as Staff Development: A Teacher's Perspective" (Timothy M. Mullen and P. Gayle Andrews); (9) "Leadership Standards or Leaving Standardization for Leadership? What Best Meets the Needs of a Middle Level Movement during Times of Severe Turbulence?" (Steven Jay Gross); (10) "Voices from the Middle: Pre-Service Preparation and Professional Development of Middle School Principals" (Vincent A. Anfara, Jr. and Kathleen M. Brown); (11) "Support for New and Experienced Middle Level Principals: A Proposed Model for Professional Development" (Vicki Nord Petzko); (12) "Developing Distributed Leadership in the Middle Grades: Lessons from School Self-Assessment" (Pritha Gopalan and Alexandra T. Weinbaum); (13) "Leadership for Results" (Ronald Williamson and Susan Galletti); (14) "Leadership Self-Efficacy: Beginning an Inquiry into the Development and Impact of Middle School Principal Leadership" (Stephen Earl Lucas); (15) "A Constructivist Approach to Developing Transformational Urban School Leaders" (Sue C. Thompson, Donna M. Davis, Loyce Caruthers, and Larry Gregg); (16) "Stranger in a Strange Land: School Culture, Theory, and Practice" (Mark T. Miles); (17) "Early Adolescent Developmental Psychology Syllabus" (T. Chris Riley-Tillman); (18)"Elementary and Middle School Curriculum" (Richard P. Lipka); (19) "Teacher Preparation, Licensure, and Recruitment" (The National Forum to Accelerate Middle-Grades Reform); (20) "Guidelines for Observation and Participation in the Classroom" (P. Maureen Muser and Rosalyn Edelson); (21) "Turning Points: Some Questions to Ask" (Sally N. Clark and Donald Clark); (22) "Using Structured Interviews to Facilitate Reflection and Systematic School Improvement" (Donald C. Clark and Sally Clark); (23) "Eastern Kentucky University's Middle Grades Methods" (Dorie Combs, Melinda Wilder, Keith Kull, Sara Moore, Faye Newsome, Rodney White, and John Brown); (24) "Middle Grades Master Teacher Interview Guide" (Holly Thornton); (25) "Tomorrow's Teachers Today: A Symposium on Middle Level Teacher Preparation: Summary Session--A Professional Development Technique" (Mary Henton); (26) "Middle Level Teacher Education Questionnaire" (Paul D. Deering and Barbara DeBaryshe); and (27) "Kimo's Not-So-Excellent Day in Intermediate School: A Parable about Life in Traditional Middle Level Schools" (Paul D. Deering). (Papers contain references.) (SM) ED482834 Leaders for a Movement: Professional Preparation and Development of Middle Level Teachers and Administrators. The Handbook of Research in Middle Level Education. 2003-00-00 ISBN-1-59311-086-3 478 Information Age Publishing, 80 Mason Street, Greenwich, CT 06830 (paperback: ISBN-1-59311-086-3, $31.95; hardback: ISBN-1-59311-087-1, $65.25). Web site: http://www.infoagepub.com. N/A 2004 2016-11-21

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No Change Strategies Class Activities Cooperative Learning Educational Change Elementary Secondary Education Faculty Development Inservice Teacher Education Instructional Leadership Leadership Training Teacher Improvement Kaagan, Stephen S. Books Guides - Classroom - Teacher Guides - Non-Classroom Reflective Thinking Coaching English This book presents a guide for educators who want to gain new ideas and a fresh perspective on staff development. It promotes individual and collective learning of all participants as they undertake formal staff development while enhancing the success and performance of the entire educational system. The 30 reflective exercises have been designed to meet the specific needs of educators and include: fostering effective change, developing leadership skill, identifying and capitalizing on staff assets, and gaining and using new perspectives. The three parts focus on: (1) "The Power of Reflective Exercises for Staff Development" (e.g., purpose and audience, guiding principles, and format of the exercises); (2) "30 Reflective Exercises" (maps and markers to expand the mental landscape; multiplicity, mutuality, and meaning: working collaboratively; and mission maintenance and momentum: moving to action); and (3) "Choosing Appropriate Exercises" (four vignettes). A resource presents exercises arranged by topic and purpose. (Contains 20 references.) (SM) ED482835 30 Reflective Staff Development Exercises for Educators. 2003-11-00 ISBN-0-7619-3884-2 Practitioners Teachers 113 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (hardbound: ISBN-0-7619-3884-2, $65.95; paperbound: ISBN-0-7619-3885-0, $29.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); e-mail: order@corwinpress.com; Web site: http://www.corwinpress.com. N/A 2004 2016-11-21

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Yes Adolescents Cultural Differences Cultural Influences Drinking Educational Environment Foreign Countries Health Behavior Parent Child Relationship Peer Relationship Physical Fitness Physical Health Secondary Education Smoking Student Characteristics Violence Well Being Reports - Descriptive Department of Health and Human Services, Washington, DC. English This chartbook investigates areas where U.S. adolescents' health or health-related behaviors emerged as significantly different from those of adolescents in other counties in positive, negative, or suggestive directions. Data come from the international Health Behavior in School-aged Children (HBSC) study, which has coordinated comparable, nationally representative school-based surveys of teens every 4 years since 1985-86. The HBSC study examines adolescent health and health-related behavior in the context of family, school, and peers, using international comparisons to demonstrate common factors and highlight differences associated with cultural influences. This report provides data on teens age 15 years old, although the study addresses teens age 11, 13, and 15 years. Results are presented on: (1) "Health and Well-Being"; (2) "Fitness"; (3) "Family and Peer Relationships"; (4) "School Environment"; (5) "Smoking and Alcohol Use"; and (6) "Violence." Overall, U.S. youth are more likely to have stomachaches, headaches, backaches, and difficulty sleeping than students in most other countries, possibly related to fitness levels. U.S. students find it easy to make new friends but are among the least likely to consider students in their classrooms kind and helpful. U.S. youth are less likely to smoke than students in most countries. They rank relatively high for never or rarely feeling safe at school. (Chapters contain references.) (SM) ED482836 U.S. Teens in Our World: Understanding the Health of U.S. Youth in Comparison to Youth in Other Countries. 2003-00-00 104 HRSA Information Center, 2070 Chain Bridge Road, Suite 450, Vienna, VA 22182-2536. Tel: 703-442-9051; Tel: 888-ASK-HRSA (Toll Free); Web site: http://www.hrsa.gov. For full text: http://www.mchirc.net/HTML/us_teens/main_pages/toc.htm. N/A 2004 8/20/2004 00:55:09 RIEJUL2004

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No Action Research Child Rearing Democratic Values Educational Environment Elementary Secondary Education Ethical Instruction Ethics Moral Development Moral Values Teacher Role Veugelers, Wiel, Ed. Oser, Fritz K., Ed. Books Collected Works - General Collaborative Research Professionalism ISSN-1424-9766 English This collection of papers is divided into three sections. After "Introduction" (Wiel Veugelers and Fritz K. Oser), the first section, "Learning from Morality," includes "On Becoming Moral: How Negative Experience Can Inspire the Moral Person" (Fritz K. Oser); "Who Should I Become? Citizenship, Goodness, Human Flourishing, and Ethical Expertise" (Darcia Narvaez, Leilani Endicott, and Tonia Bock); and "The Teacher's Integrity" (Kirsi Tirri). The second section, "Pedagogical Professionalism," includes "The Quest for Teacher Professionalism: The Importance of Commitment" (Tryvge Bergem); "Thinking about Pedagogy in Late Modernity. Child-Rearing Objectives of Teachers, Student Teachers and Parents" (Cees A. Klaassen); and "Collaborative Action Research and Social Role Taking" (Sharon Nodie Oja). The third section, "School Development," includes "Implementing 'Just and Caring Communities' in Elementary Schools: A Deweyan Perspective" (Wolfgang Althof); "Teachers Evaluate the Moral Development of their Students" (Maria Rosa Buxarrais, Miguel Martinez, Elena Noguera, and Amelia Tey); and "Moral and Democratic Education in Secondary Schools" (Weil Veugelers and Ewoud de Kat). (Papers contain references.) (SM) ED482837 Teaching in Moral and Democratic Education. Explorationen (Explorations). 2003-00-00 ISBN-0-8204-6861-4 216 Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th floor, New York, NY 10001-6708 ($48.95). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com. N/A 2004 2016-11-21

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No Action Research Bilingual Education Computer Uses in Education Educational Policy Educational Technology Elementary Secondary Education Foreign Countries Higher Education Inservice Teacher Education Language Teachers Preservice Teacher Education Reflective Teaching Social Environment Teacher Competencies Grenfell, Michael Kelly, Michael Jones, Diana Books Reports - Descriptive Europe English This book describes the European language teacher of tomorrow. Based on a European Union-commissioned study of 32 countries, it sets out the current provision of language teacher training, focusing on inservice and preservice training. Fifteen case studies of innovation and good practice are included. Four chapters look at: (1) "Contexts for Addressing Language Teacher Training" (policy, theoretical, language teaching and learning, and social and professional contexts); (2) "Current Provision in Language Teacher Training" (languages taught and preservice and inservice training); (3) "Case Studies of Good Practice" (e.g., bilingual education, primary intercultural teacher training, online consultancy, action research, primary languages initiative, Teaching and Learning Languages Enhanced by New Technologies, teaching practice portfolios, and reflexivity in training); and (4) "Furthering Good Practice" (analysis of training needs, recommendations for action, professional profile of the European language teacher, and portrait of the European Language Teacher). Study methodology is appended. (Contains 38 references.) (SM) ED482838 The European Language Teacher: Recent Trends and Future Developments in Teacher Education. 2003-00-00 ISBN-0-8204-6886-X 279 Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th floor, New York, NY 10001-6708 ($54.95). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlang.com. N/A 2004 2016-11-21

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No Academic Achievement Adult Basic Education Career Choice Decentralization Developing Nations Educational Theories Elementary Secondary Education Foreign Countries Governance Higher Education Politics of Education Preservice Teacher Education Rural Schools Social Capital Social Environment Teacher Attitudes Teacher Persistence Teaching (Occupation) Technical Education Vocational Education Lauglo, Jon Books Reports - Descriptive Africa Populism Germany Soviet History Japan Sweden Kenya Norway Africa Germany Japan Kenya Norway Sweden ISSN-0724-7583 English This volume provides an overview of some of the outstanding features of the work of the Norwegian sociologist and comparative educationist, Jon Lauglo. After an introduction, "'It Ain't Necessarily So!': Theories and Observations in Jon Lauglo's World of Education and Training" (Se-Yung Lim and Klaus Schaack), essays and studies are presented in five sections. Section 1, "Teachers and Social Contexts," includes "Teachers' Social Origins, Career Commitment during University, and Occupational Attitudes"; "Upper-Secondary Teaches in Norway: Organizational Participation and its Correlates"; and "Rural Primary School Teachers as Potential Community Leaders? Contrasting Historical Cases in Western Countries." Section 2, "Technical and Vocational Education and Training," includes"Concepts of 'General Education' and 'Vocational Education' Curricula for Post-Compulsory Schooling in Western Industrialised Countries: When Shall the Twain Meet?"; "Diversified Secondary Education in Kenya: The Status of Practical Subjects and Their Uses after School" (Jon Lauglo and Anders Narman); "Technical Secondary Students in Kenya: Origins, Achievement and Destinations"; and "Vocational Training: Analysis of Policy and Modes--Case Studies of Sweden, Germany and Japan." Section 3, "Control of Education," includes "Soviet Education Policy 1917-1935: From Ideology to Bureaucratic Control"; "Populism and Education in Norway"; and "Forms of Decentralization and Their Implications for Education." Section 4, "The 'Agency' for Education and Social Capital among Immigrant Youth," includes"Working Harder to Make the Grade: Immigrant Youth in Norwegian Schools" and "Social Capital Trumping Class and Cultural Capital? Engagement with School among Immigrant Youth." Section 5, "A Case for Adult Basic Education in Developing Countries," includes "A Case for Renewed Engagement with Adult Basic Education in Africa." (Papers contain references.) (SM) ED482839 Education, Training and Contexts: Studies and Essays. 2003-00-00 ISBN-0-8204-5981-X 433 Peter Lang Publishing, Inc., 275 Seventh Avenue, 28th floor, New York, NY 10001-6708 ($63.95). Tel: 800-770-5264 (Toll Free); Tel: 212-647-7706; Fax: 212-647-7707; e-mail: customerservice@plang.com; Web site: http://www.peterlangusa.com. N/A 2004 2016-11-21

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No Adult Education Dance Education Romanticism United States History Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media Nineteenth Century English This 35-minute VHS videotape is the first in a series of "How To Dance Through Time" videos. It provides how-to instructions to help beginning dancers learn the mid-19th century ballroom couple dances. It introduces dancers to the basic steps, which accompany the romantic dance music of the past. Each dance segment is introduced by a brief presentation of historical information and includes verbal instructions combined with demonstrations and repetition. This collection of beginning-level dances includes the waltz, the gallop, the polka, the schottische, and the polka mazurka. This videotape is also available in DVD format. (SM) ED482840 How To Dance through Time. Volume I: The Romance of Mid-19th Century Couple Dances. Beginning Level. [Videotape]. 1998-00-00 ISBN-0-9662074-2-4 Practitioners Teachers Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-21

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No Adult Education Dance Education Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media Baroque Music Eighteenth Century English This 45-minute VHS videotape is the fourth in a series of "How To Dance Through Time" videos. It shows how to dance the most influential social dances of the French Baroque Court. The ceremonious Minuet is the most famous of the 18th century dance invention. The Allemande is the pivotal bridge linking to the 19th century. The Contredance has endured the centuries before and after the Baroque era. Professional dancers demonstrate the dances with detailed step analysis. These dances are performed with the authentic music and fashions of the Baroque era. To provide an authentic, historical backdrop, each dance is introduced with historical information accompanied by original illustrations. This videotape is also available in DVD format. (SM) ED482841 How To Dance through Time. Volume IV: The Elegance of Baroque Social Dance. [Videotape]. 2000-00-00 ISBN-0-9662074-5-9 Practitioners Teachers Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-21

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No Dance Films United States History Videotape Recordings Teten, Carol Non-Print Media Twentieth Century English This 75-minute VHS videotape provides original film clips of social dances that have been lost to the public for many years. It focuses on four eras: 1897-1919: "From the Cakewalk to the Castle Walk" (e.g., charity ball, comedy cakewalk, one step, airplane waltz, and two-step); 1920-1929: "From the Blackbottom to the Lindy Hop" (e.g., charleston basics, charleston in newsreels, ballroom acrobats, shimmy, old fashioned waltz, and lindy hop); 1930-1939: "From Dance Marathons to Lindy Hop/Jitterbug Contests" (e.g., dance marathon newsreels, Susie Q basics, Big Apple basics, collegiate shag, and lindy hop newsreels); and 1939-1948: "From Romantic Dance to Acrobatic Classics" (e.g., adagio, Cuban Pete, Mexican jumping bean, conga loca, rhumba serenade, and lindy hop). This videotape is also available in DVD format. (SM) ED482842 America Dances! 1897-1948. A Collector's Edition of Social Dance in Film. 2003-00-00 Dancetime Publications, 5 Broadway, Kentfield, CA 94944 ($49.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-21

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No Adult Education Dance Education United States History Videotape Recordings Teten, Carol Non-Print Media Twentieth Century English This 50-minute VHS videotape is the second in a 2-volume series that presents 500 years of social dance, music, and fashion. It features dance and music of the 20th century, including; 1910s: animal dances, castle walk, apache, and tango; 1920s: black bottom and charleston; 1930s: marathon, movie musicals, big apple, and jitterbug; 1940s: rumba; 1950s: rock and roll and mambo; 1960s: twist, mod, and hippies; 1970s: disco; 1980s: break dancing, punk, and moonwalk; and 1990s: vogueing, hip hop, and country western. Each era reflects the changing relationships between men and women through the country's cultural heritage. This videotape is also available in DVD format. (SM) ED482843 Dancetime! 500 Years of Social Dance. Volume II: 20th Century. [Videotape]. 1998-00-00 ISBN-0-9662074-1-6 Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-23

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No Adult Education Dance Education Romanticism United States History Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media Victorian Period Nineteenth Century English This 55-minute VHS videotape is the fifth in a series of "How To Dance Through Time" videos. It continues the tradition of the romance of the mid-19th century couple dances, focusing on Victorian era couple dances. The videotape offers 35 variations of the renowned 19th century couple dances, including the waltz, the polka, the galop, and the mazurka. Professional dancers demonstrate each step in slow motion with close-up camera views. Historical information, with original illustrations, illuminate the evolutionary role of each dance. Authentic music and fashions of the Victorian era enhance the video. This videotape is also available in DVD format. (SM) ED482844 How To Dance through Time. Volume V: Victorian Era Couple Dances. [Videotape]. 2001-00-00 ISBN-0-9662074-6-7 Practitioners Teachers Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-21

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No Adult Education Dance Education Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media Renaissance English This 42-minute VHS videotape is the third in a series of "How To Dance Through Time" videos. It highlights the intricacies of an Italian court dance suite, which mirrors the episodic changes of courtship. Nido D'Amore" (The Nest of Love) exposes the technique for all the dance suites of the era, and features The Opening (which represents a proper meeting); The Galliard (a male virtuoso display); The Saltarello (which shows the couple in jubilation together); and The Canary (which shows the ongoing individualism that exists in all relationships). Professional dancers demonstrate each step in slow motion. The dance is performed with the authentic music and fashions of the era. Historical information, with original illustrations, illuminates the evolutionary role of the dance. This videotape is also available in DVD format. (SM) ED482845 How To Dance through Time. Volume III: The Majesty of Renaissance Dance. [Videotape]. 2000-00-00 ISBN-0-9662074-4-0 Practitioners Teachers Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-21

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No Adult Education Dance Education Romanticism Videotape Recordings Teten, Carol Non-Print Media Nineteenth Century Renaissance Seventeenth Century Baroque Music Sixteenth Century Eighteenth Century Victorian Period English This VHS videotape recording is the first in a two-volume series that presents 500 years of social dance, music, and fashion. It focuses on the 15th-19th centuries, including Renaissance nobility, Baroque extravagance, Regency refinement, and Victorian romanticism. Each era reflects the changing relationships between men and women through the country's cultural heritage. This videotape is also available in DVD format. (SM) ED482846 Dancetime! 500 Years of Social Dance. Volume I: 15th-19th Centuries. [Videotape]. 1998-00-00 ISBN-0-9662074-0-8 Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-23

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No Adult Education Dance Education United States History Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media English This 59-minute VHS videotape is the second in a series of "How To Dance Through Time" videos. It provides 44 step combinations and how-to instructions to help viewers learn to dance the most popular dances of the early 20th century (the ragtime era), including: the wild animal dances (fox trot, horse trot, kangaroo hop, duck waddle, squirrel, chicken scratch, turkey trot, and grizzly bear); the elegant castle walk; the sensuous tango; the South American maxixe; and the nostalgic hesitation waltz. Professional dancers show the dances with authentic music, fashions, and steps of the era. Dances are introduced with historical information accompanied by original photographs and drawings. When individual step instructions are completed, easy-to-learn dance sequences are performed. This videotape is also available in DVD format. (SM) ED482847 How To Dance through Time. Volume II: Dances of the Ragtime Era, 1910-1920. [Videotape]. 1999-00-00 ISBN-0-9662074-3-2 Practitioners Teachers 0 Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 8/20/2004 00:55:26 RIEJUL2004 For Volume I, see SP 041 826.

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No Adult Education Dance Education United States History Videotape Recordings Teten, Carol Guides - Classroom - Teacher Non-Print Media Nineteenth Century English This 48-minute VHS videotape is the sixth in a series of "How To Dance Through Time" videos. It shows the festivity of the 19th century group dances, enabling the viewer to plan and participate in the elegant opening to the ball, a refined square dance, and flirtatious Cotillion dancing games. Professional dancers demonstrate the patterns with both aerial and front camera views. Each dance is introduced with historical information, illuminating the social context of the dances. Original illustrations accompany the descriptions. The dances are performed with appropriate music and fashions of the era. This videotape is also available in DVD format. (SM) ED482848 How To Dance through Time. Volume VI: A 19th Century Ball--The Charm of Group Dances. [Videotape]. 2001-00-00 ISBN-0-9662074-7-5 Practitioners Teachers Dancetime Publications, 5 Broadway, Kentfield, CA 94904 ($39.95). Tel: 415-453-2989; Tel: 888-854-5602 (Toll Free); Fax: 419-453-3229; e-mail: info@DancetimePublications.com; Web site: http://www.DancetimePublications.com. N/A 2004 2016-11-23

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No Academic Standards Classroom Environment Computer Literacy Cultural Awareness Instructional Leadership Interpersonal Communication Middle School Students Middle School Teachers Middle Schools Reflective Teaching Self Evaluation (Individuals) Student Centered Curriculum Teacher Characteristics Teacher Leadership Teaching Methods Hunt, Gilbert H. Wiseman, Dennis G. Bowden, Sandra Pope Books Guides - Non-Classroom Learner Centered Instruction English Middle school educators face many challenges in today's education and political environment due to the focus on excellence as measured by achievement tests. This book discusses how middle schools can provide a strong standards-based academic program while, at the same time, remaining focused on the student-centered principles upon which the middle school experience should be based. It is intended to help readers develop the teaching philosophies, behaviors, and skills relevant to effective instruction in the unique middle school environment. This emphasis reflects the philosophy that teachers ultimately determine the quality of schooling and that the learning environment should be student-centered while maintaining a strong academic foundation. The book begins with an overview of the origins and essential elements of middle schools; proceeds through discussions of middle school teachers, students, schooling structures, and teaching strategies; and concludes with a view of the future. Specifically, chapters offer suggestions for teaching and learning in the middle school environment, for developing essential teaching characteristics, for creating a positive middle school climate, for planning the curriculum, for providing developmentally appropriate instruction, and for assessing and reporting student progress. (Contains approximately 300 references.) (SM) ED482849 The Modern Middle School: Addressing Standards and Student Needs. Second Edition. 2003-00-00 ISBN-0-398-07437-2 246 Charles C. Thomas Publisher, Ltd., 2600 South First Street, Springfield, IL 62704 (hardback: ISBN-0-398-07437-2, $62.95; paperback: ISBN-0-398-07438-0, $42.95). Tel: 800-258-8980 (Toll Free); Web site: http://www.ccthomas.com. N/A 2004 2016-11-21

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Yes Child Health Health Needs Hospitalized Children Hunger Infants Nutrition Public Policy Toddlers Trend Analysis Urban Areas Welfare Recipients Welfare Reform Skalicky, Anne Cook, John T. Reports - Research English This report summarizes the association of welfare sanctions--benefits terminated or reduced for failure to comply with behavioral requirements--with the health and food security of children younger than 3 years of age in 6 large U.S. cities (Baltimore, Boston, Little Rock, Los Angeles, Minneapolis, and Washington, D.C.). Information for the report includes data collected through the Children's Sentinel Nutrition Assessment Program (C-SNAP). The C-SNAP involved a sentinel sample of caregivers of infants and toddlers presenting at pediatric emergency rooms and primary care services for non-life- threatening conditions. Eligible caregivers were interviewed regarding the child's and parent's health, household demographics, use of public assistance programs, and food security. The main findings are summarized as follows: (1) welfare sanctions and benefits decrease are associated with significantly increased rates of hospitalizations for young children, and these effects were not altered by receipt of food stamp or WIC benefits; (2) welfare sanctions are associated with significantly increased rates of food insecurity in households of young children; (3) in Boston and Minneapolis, infants and toddlers in 2001 had approximately a 40 percent higher risk of food insecurity compared to 1999, a 30 percent higher risk of being underweight, and a 50 percent higher risk of being hospitalized during an emergency room visit. The report's three appendices provide additional detail on the study's methodology, the food security questions, and a description of welfare sanction policies. (Contains 27 references.) (KB) ED482850 The Impact of Welfare Sanctions on the Health of Infants and Toddlers. A Report from the Children's Sentinel Nutrition Assessment Program. 2002-07-00 Kellogg Foundation, Battle Creek, MI. Annie E. Casey Foundation, Baltimore, MD. Policymakers 24 Children's Sentinel Nutrition Assessment Program, 820 Harrison Avenue, FGH-3, Boston, MA 02118. Tel: 617-638-5251; Fax: 617-414-7047. For full text: http://dcc2.bumc.bu.edu/csnappublic/C-SNAP Report.pdf N/A 2004 8/20/2004 00:55:31 RIEJUL2004 Produced by the Children's Sentinel Nutrition Assessment Program.

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Yes Academic Standards Benchmarking Child Health Child Safety Classroom Environment Developmentally Appropriate Practices Educational Objectives Educational Quality Emergent Literacy Emotional Development Family School Relationship Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Professional Development School Community Relationship Social Development Standards Student Evaluation Guides - Classroom - Teacher New Jersey Family Community Relationship Indicators New Jersey New Jersey State Dept. of Education, Trenton. English This guide was developed by the New Jersey Department of Education to assist adults working with young children in providing high quality education experiences. Articulating the optimal relationships between and among families, the community, and schools, the guide describes developmentally appropriate teaching practices; identifies expected learning outcomes for young children, and defines the supportive learning environment. The guide also links indicators within the expectations section to the core curriculum content standards; provides guidance on the assessment of young children; includes examples for both preschool teaching practices and learning outcomes within each domain; and provides specific developmentally appropriate practices within the learning environment. The guide's introduction offers an overview of the expectations and discusses issues related to implementation, special educational needs, diversity and multiculturalism, and professional development. Standards are then presented in the following areas: (1) home, school, and community partnerships; (2) the learning environment; (3) assessment; (4) social/emotional development; (5) creative arts; (6) health, safety, and physical education; (7) language arts/literacy; (8) mathematics; (9) science; (10) social studies; and (11) world languages. Within each area, the guide discusses the area's role in facilitating children's development and learning, delineates standards or expectations, and highlights program actions or preschool teaching practices and preschool learning outcomes. (Contains 178 references, 6 Internet references, and a list of 26 national and state organizations.) (KB) ED482851 New Jersey State Department of Education Preschool Teaching & Learning Expectations: Standards of Quality. 2003-09-00 Practitioners Teachers 69 New Jersey Department of Education, Division of Early Childhood Education, P.O. Box 500, Trenton, NJ 08625-0500. Tel: 609-777-2074; Web site: http://www.state.nj.us. For full text: http://www.state.nj.us/njded/ece/expectations/expectations.pdf. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) Child Care Child Care Centers Child Caregivers Early Childhood Education Educational Environment Educational Quality Parent School Relationship Partnerships in Education Preschool Education Preschool Teachers Program Administration School Community Relationship School Readiness Self Evaluation (Groups) State Standards Guides - Non-Classroom Reports - Descriptive Tests/Questionnaires Maryland Project Head Start Maryland Maryland State Dept. of Education, Baltimore. English As part of efforts to improve school readiness by enhancing the quality of early childhood education, the state of Maryland developed standards for the use of staff in center-based child care and Head Start programs to mirror the standards in place for public school prekindergarten programs as well as a state accreditation process for center-based child care and Head Start programs. This document is comprised of a guide to accreditation and an instrument for self-appraisal and validation. The guide to accreditation provides information on the accreditation process, including implementation of the self-appraisal process; documentation of standards related to program administration, program operation, and home-school-community partnerships; and information on the validation process, including the validation visit and receipt of the validation decision. Appended is an overview of the accreditation process, including self-appraisal and validation, relevant forms, answers to frequently-asked questions about the standards and accreditation, and a glossary of relevant terms. The instrument for self-appraisal and validation is used by the program and by the validator team to rate the program's implementation of standards for program administration (mission statement, personnel, program continuity, and program accountability), program operation (environment, care and learning opportunities or curriculum, instruction, and assessment), and home-school-community partnerships. The instrument lists indicators rated on a 3-point scale (not met, partially met, or fully met) for the extent to which the indicator is in place. These indicators are linked to NAEYC standards and to Head Start program performance standards. (KB) ED482852 Standards for Implementing Quality Early Childhood Education Programs, Center-Based Child Care and Head Start. Guide to Accrediation: Self-Appraisal and Validation [and] Instrument for Self-Appraisal and Validation. 2000-09-00 Administrators Practitioners Teachers 53 Maryland State Department of Education, 200 West Baltimore Street, Baltimore, MD 21201-2595. Tel: 410-767-0600; Fax: 410-333-2275; Web site: http://mdk12.org. For full text: http://mdk12.org/instruction/ensure/readiness/pdfs/J. Nixon-Standards-Guide21.1105.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Child Care Centers Developmentally Appropriate Practices Educational Objectives Educational Quality Models Preschool Children Preschool Curriculum Preschool Education State Standards Teacher Student Relationship Picard, Cecil J. Guides - Classroom - Teacher Louisiana Project Head Start Louisiana Louisiana State Dept. of Education, Baton Rouge. English As part of Louisiana's efforts to expand and improve the quality of its early childhood programs, a committee of educators from across the state collaborated to develop standards for programs serving 4-year-olds. This guide presents program standards to assist the ongoing development, evaluation, and improvement of early childhood center-based programs and presents content practice standards to provide educators with a common understanding of what young children should know and be able to do. The standards were developed for all Louisiana preschoolers, including students with disabilities and those who are linguistically and culturally diverse, and as such, are not intended to be a curriculum or a checklist nor to limit any child's progress. The guide's introduction describes principles guiding the standards' development, the content standards' foundation skills, and the information literacy model for lifelong learning. The guide then presents program standards in the following areas: (1) physical environment; (2) transportation; (3) group size/ratios; (4) health/safety practices; (5) nutrition/food service; (6) family involvement/support; (7) staff qualifications and staff development; (8) interactions between staff and children and among children; (9) curriculum; (10) assessment; and (11) collaboration. Following a comparison of developmentally appropriate and inappropriate practices and a sample content standards page, content standards are then offered in the following areas: (1) cognitive development, including mathematical, science, and social studies development; (2) creative arts development; (3) health and physical development; (4) language and literacy development; and (5) social and emotional development. Each content standard delineates skill areas, broad outcomes, indicators, tips on how to assist children's optimal performance, and links to state K-4 content standards and to standards of various national organizations. All of the content standards are presented in tabular format to facilitate planning. A glossary of relevant terms, a 16-item bibliography, and lists of members of the standards committee and Louisiana Department of Education staff complete the guide. (KB) ED482853 Louisiana Standards for Programs Serving Four-Year-Old Children: Bulletin. 2003-06-00 Administrators Practitioners Teachers 107 Louisiana State Department of Education, P.O. Box 94064, Baton Rouge, LA 70804-9064. Tel: 225-342-3366; Web site: http://www.doe.state.la.us. For full text: http://www.doe.state.la.us/lde/uploads/3014.pdf. N/A 2004 2016-11-21

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Yes Academic Standards Adult Child Relationship Behavior Standards Caregiver Role Developmentally Appropriate Practices Early Experience Educational Objectives Emergent Literacy Limited English Speaking Mathematics Education Parent Role Preschool Children Preschool Curriculum Preschool Education Science Education Social Studies Special Needs Students State Standards Teacher Role Visual Arts Reports - Descriptive Indiana Indiana Indiana State Dept. of Education, Indianapolis. English Noting that young children need early childhood settings supporting the development of the full range of capacities that will serve as a foundation for future school learning, and that adults have an opportunity and an obligation to assist children in becoming active participants in the learning process, this document details foundations to Indiana's academic standards for preschool children to support the state's teachers, parents, and caregivers as they develop appropriate experiences for young children. The introductory section discusses the importance of developmentally appropriate learning environments for 3- to 5-year-olds, adaptations for exceptional learners, recommended practices for children who are English language learners, and technology for young children. The remainder of the document presents foundations for young children in the content areas of: (1) English/language arts (reading, reading comprehension, literacy and analysis, writing process, writing application, and listening and speaking); (2) mathematics (number sense, computation, algebra and function, geometry, measurement, and problem solving); (3) science (the nature of science, scientific thinking, environments, and communication); (4) social studies (history, civics and government, geography, economics, and individuals, society, and culture); (5) physical education (gross/fine motor and sensory development, learning and development of motor skills, enjoyment of motor and sensory experiences, responsible personal health and safety practices, and respect for differences); (6) music (appreciation, participation/exploration/ production, and analysis; and (7) visual arts (appreciation, creating art, and careers and community). Each content section includes an introduction, a statement of the guiding principles behind the foundation, and the early learning foundation for each of the Indiana Academic Standards for Kindergarten. Each individual foundation describes skills appropriate for 3- to 5-year-olds; gives examples of activities to support growth and learning in each area; describes the adult's role; offers suggestions for materials; and presents a variety of scenarios from the classroom, home, or outdoor environment to illustrate experiences addressing the foundation. Resources for adults and children are included at the end of each content area. Completing the document is a table delineating sequences of developmental growth, and a glossary of relevant terms. (KB) ED482854 Foundations for Young Children to the Indiana Academic Standards. 2001-08-30 Administrators Practitioners Teachers 155 Prime Time Division, Indiana Department of Education, Room 229, State House, 151 West Ohio Street, Indianapolis, IN 46204-2798. Tel: 317-232-9152; Fax: 317-232-9121; Web site: http://www.doe.state.in.us. For full text: http://paris.doe.state.in.us/downloads/PreschoolFoundations.doc. N/A 2004 2016-11-21

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Yes Annual Reports Child Care Developmentally Appropriate Practices Educational Change Educational Policy Educational Quality Full Day Half Day Schedules Kindergarten Philanthropic Foundations Preschool Children Preschool Curriculum Preschool Education Reports - Descriptive Foundation for Child Development Universal Preschool Foundation for Child Development, New York, NY. English This annual report highlights the grantmaking program of the Foundation for Child Development (FCD) over the past 6 years, reflects on lessons learned, and shares emerging directions for the foundation. The report begins with messages from the chair and the president highlighting the organization's commitment to universal prekindergarten in the United States. A special report examines the state of play in universal prekindergarten in the United States and the considerable challenges to its widespread implementation, concluding that the movement for universal prekindergarten collides with state and federal deficits and suffers from negative comparisons to Head Start programs in the "Head Start reauthorization wars." A list of selected FCD resources related to universal prekindergarten and full-day kindergarten is included in the report. In addition, a list of grants for universal prekindergarten and full-day kindergarten from 1997 to 2003 illustrate the evolution of the FCD focus from child care to universal prekindergarten and full-day kindergarten. Also included in the annual report is information on funding guidelines, and a financial statement. Closing the report is a list of the board of directors, council members, and FCD staff. (KB) ED482855 First Things First: Pre-Kindergarten as the Starting Point for Education Reform. 2003-10-00 33 Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/FCD-AR.pdf. N/A 2004 2016-11-21

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Yes Access to Education Change Strategies Child Care Classroom Environment Educational Quality Learning Readiness Poverty Preschool Children Preschool Curriculum Preschool Education School Readiness Social Differences Teacher Student Relationship Maeroff, Gene I. Reports - Descriptive Universal Preschool Barriers to Implementation Foundation for Child Development, New York, NY. English Commissioned by the Foundation for Child Development, this report examines the state of universal prekindergarten in the United States and the challenges to its widespread implementation. The report describes socioeconomic and ethnic/racial differences in school readiness and maintains that policymakers need to identify mechanisms in addition to UPK that help trigger productive experiences for preschool children. It is noted that quality in program and staff are often too low in many preschool programs. One of the major challenges for UPK, the report notes, is to provide access for the middle class and near poor children who do not qualify for Head Start and cannot afford unsubsidized nursery schools. Efforts in states such as Georgia and Florida are cited to illustrate the leadership efforts required to expand UPK in a fiscally stressed environment. The report notes that although the diverse settings in which early care and education are currently offered provide the rudiments of a UPK infrastructure, and that there is a precedent in the United States for fashioning an infrastructure from a combination of existing private and public providers, some UPK advocates steadfastly separate issues of UPK from those of child care, fearing that mixing the two will undermine the campaign for UPK. Public opinion in the United States is described as viewing prekindergarten as a downward extension of formal education and child care as a family responsibility. The report argues that it would be beneficial to regard prekindergarten and full-day kindergarten as part of the educational experience from age 3 to age 8, a P-3 continuum. It is asserted that a more comprehensive approach to education, including the use of the summer months, can help students retain the advances they make at each level. The report concludes by reiterating that the movement for universal prekindergarten collides with state and federal deficits, suffers from negative comparisons to Head Start programs in the "Head Start reauthorization wars," and requires bold, creative methods to maintain momentum. (Contains 20 endnotes.) (KB) ED482856 Universal Pre-Kindergarten: State of Play. Working Paper Series. 2003-11-00 Policymakers 16 Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/UniversalPre-KindergartenStateofPlay.pdf. N/A 2004 2016-11-21

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Yes Case Studies Change Agents Change Strategies Citizen Participation Preschool Children Preschool Education School Readiness State Action State Legislation State Programs Hampton, Jim Reports - Descriptive Constitutional Amendments Florida Universal Preschool Florida Foundation for Child Development, New York, NY. English In 2002, Florida voters placed on the ballot through petition and passed a state constitutional amendment mandating universal prekindergarten (UPK) for all 4-year-olds beginning in 2005; it was the nation's first voter-initiated, mandated UPK. This case study examines Florida's successful UPK campaign. The report highlights the leadership of David Lawrence Jr., the former publisher of The Miami Herald and chairman of the Florida Partnership for School Readiness (the gubernatorially appointed state board overseeing Florida's programs of child care and early education), and of Alex Penelas, the executive mayor of Miami-Dade County. The major impetus for the amendment was the 1999 School Readiness Act, which created the Florida Partnership for School Readiness to administer all child care, health, and educational programs for children birth to age 5, to allocate combined state and federal funding, and which required local School Readiness Coalitions. Rules suggested for achieving success in passing a constitutional amendment include: (1) polling to assess support for and opposition to UPK; (2) ensuring that the proposal can pass the state constitutions own legal tests and possible challenges; (3) raising money to gather the required petitions; and (4) hiring a professional petition-gatherer. Efforts to promote the UPK amendment included rallies and informational meetings, focus groups, and major conferences. The case study highlights the importance of identifying which vested interests are apprehensive about UPK and trying to allay their fears in every possible forum. Additional local actions described in the case study include the creation of The Children's Trust in Miami-Dade County and the passage of a levy for a half-mill (50 cents per $1,000 assessed valuation) property tax to finance its programs. State action included the formation of a UPK Advisory Council to analyze programmatic aspects and outcomes for UPK programs. Remaining challenges to the Governor and the legislature include selecting a government agency to house UPK and selecting someone to head the program. A summary of recommendations regarding UPK from the Florida Partnership for School Readiness is appended. (Contains 35 footnotes.) (KB) ED482857 How Florida's Voters Enacted UPK When Their Legislature Wouldn't. 2003-10-00 Community Policymakers 27 Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/HowFloridasVotersEnactedUPK.pdf. N/A 2004 2016-11-21

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Yes American Indian Students Black Students Comparative Analysis Elementary School Students Full Day Half Day Schedules Hispanic American Students Minority Groups Outcomes of Education Preschool Education Program Effectiveness Program Evaluation Public Policy Racial Differences Social Differences White Students Gormley, William T., Jr. Phillips, Deborah Reports - Evaluative Reports - Research Oklahoma Universal Preschool Ethnic Differences Oklahoma Foundation for Child Development, New York, NY. English Oklahoma is one of three states to offer a free prekindergarten (pre-K) program to all students in participating school districts on a voluntary basis. Fortuitous circumstances in Tulsa, Oklahoma, the state's largest school district, permitted an unusually rigorous evaluation of the pre-K program in Tulsa. Because 4-year-olds beginning pre-K and 5-year-olds beginning kindergarten were administered the same test in September 2001 and because strict eligibility cutoffs were applied (based on date of birth), it was possible to control for selection effects, in addition to gender, race/ethnicity, school lunch eligibility, and precise date of birth. The evaluation showed strong positive effects of the pre-K program on children's language and cognitive test scores, but not on scores for social-emotional or motor skills. Hispanic children benefited most from the program, and Black children also showed sharp gains, especially when they attended full-day programs. In contrast, only those white children enrolled in a half-day pre-K program showed significant gains and only in language skills. A similar pattern of results characterized children who qualified for free lunch, for whom significant benefits derived from full- and part-day programs; children who qualified for a reduced price lunch, for whom only full-day programs produced gains; and children who did not qualify for lunch benefits, where no net gain was apparent. The findings were examined in light of contemporary controversies regarding targeted or universal pre-K programs; full- or part-day programming; public school or multiple delivery sites; strategies for ensuring high quality, effective programs; and the need for rigorous program evaluations. (Contains 32 footnotes). (Author/KB) ED482858 The Effects of Universal Pre-K in Oklahoma: Research Highlights and Policy Implications. CROCUS Working Paper. 2003-00-00 34 Foundation for Child Development, 145 East 32nd Street, 14th Floor, New York, NY 10016-6055. Tel: 212-213-8337; Fax: 212-213-5897; Web site: http://www.ffcd.org. For full text: http://www.ffcd.org/pdfs/wtgdap.pdf. N/A 2004 2016-11-21

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No Child Health Child Welfare Children Data Collection Family (Sociological Unit) Federal Legislation Foreign Countries Information Sources National Surveys Newsletters Public Policy Social Change Social Indicators State Surveys Well Being Youth Brown, Brett, Ed. Smith, Berkeley, Ed. Collected Works - Serials Reports - Descriptive Vital Statistics Indicators No Child Left Behind Act 2001 South Africa South Africa No Child Left Behind Act 2001 Child Trends, Inc., Washington, DC. English This document consists of the 2002-2003 issues of a quarterly newsletter intended to communicate the major developments within each sector of the child and youth indicators field. The newsletters feature regular sections on the community, state, and national scenes, and include sections of resources and data. The Summer 2002 issue includes articles on the impact of the No Child Left Behind Act on state education indicators, the release of the Child Trends data bank, the International Social Survey Program, the 2002 National Youth Summit, and the Philadelphia Safe and Sound organization. The Winter 2003 issue includes articles on results of the California Health Interview Survey, sources of children's health data, a Child Trends research brief series on American teenagers, delays in the implementation of the American Community Survey, and technical assistance workshops for states regarding youth indicators. The Spring 2003 issue identifies new online resources from KIDS COUNT, describes data tools available through the Let's Invest in Families Today Web site, describes recent research from the Innocenti Research Center in Italy, and discusses the role of child well-being indicators in monitoring children in child welfare settings. The Summer/Fall 2003 issue includes articles on Oregon benchmarks, social indicators in the service of social change in South Africa, questions about the National Vital Statistics System, the Indicators of Positive Development Conference, and the Baltimore Neighborhoods Indicators Alliance. (KB) ED482859 The Child Indicator: The Child, Youth, and Family Indicators Newsletter, 2002-2003. The Child Indicator: The Child, Youth, and Family Indicators Newsletter v4 n1-4 Sum 02-Fall 03 2003-00-00 Annie E. Casey Foundation, Baltimore, MD. ISBN-0-932359-11-6 34 The Child Indicator, Child Trends, Inc., 4301 Connecticut Ave., NW, Suite 100, Washington, DC 20008. Tel: 202-362-5580; Fax: 202-362-5533; e-mail: childindicator@childtrends.org; Web site: http://www.childtrends.org/ci. N/A 2004 2016-11-21

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No Child Welfare Children Client Attitudes (Human Services) Data Collection Employment Evaluation Research Family Work Relationship Human Services Integrated Services Low Income Groups National Surveys Newsletters Poverty Program Evaluation Public Policy Research Methodology State Surveys Welfare Recipients Welfare Reform Well Being Oshinsky, Carole J., Ed. Collected Works - Serials Reports - Evaluative Indicators Temporary Assistance for Needy Families Welfare to Work Programs Temporary Assistance for Needy Families Columbia Univ., New York, NY. National Center for Children in Poverty. English This document contains the 2003 issues of a quarterly newsletter encouraging collaborative research and informed policy on welfare reform and focusing on use of an on-line database of child welfare research projects, as well as on research and policy issues related to implementation studies, indicators of well-being, and administrative data. Each issue focuses on a particular topic: (1) the importance of research on welfare programs during a period of uncertainty about welfare funding, including descriptions of key ongoing and new research projects (January); (2) multiple strategies and critical factors for integrating human services (March); (3) Congress' consideration of two options for measuring success of TANF for children (June); and (4) positive effects of increased work supports on employment, income, and child well-being (October). (KB) ED482860 The Forum, 2003. Research Forum on Children, Families, and the New Federalism. The Forum v6 n1-4 Jan-Oct 2003 2003-00-00 Chase Manhattan Foundations, New York, NY. Edna McConnell Clark Foundation, New York, NY. George Gund Foundation, Cleveland, OH. David and Lucile Packard Foundation, Los Altos, CA. United Way of New York City, NY. Department of Health and Human Services, Washington, DC. Annie E. Casey Foundation, Baltimore, MD. Policymakers 24 Research Forum on Children, Families, and the New Federalism, NCCP, 154 Haven Avenue, New York, NY 10032. Tel: 212-304-7150; Fax: 212-544-4200; e-mail: info@researchforum.org; Web site: http://www.researchforum.org. N/A 2004 2016-11-21

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No Child Care Cooperation Government Role Organizations (Groups) Partnerships in Education Position Papers Preschool Children Preschool Education State Federal Aid State Government Ryan, Joel Allen, Ben Opinion Papers Barriers to Innovation Head Start Program Performance Standards National Head Start Association Project Head Start Barriers to Change National Head Start Association, Alexandria, VA. English Based on the view that coordinated efforts among Head Start programs, child care programs and other prekindergarten programs, and states can be enhanced without devolving Head Start and its high quality standards to the states, this position paper draws on a Bush Administration report and the Head Start Program Performance Standards to demonstrate how Head Start programs collaborate extensively with organizations affiliated with or within states. The paper further describes extant barriers to collaboration and presents a vision for improving collaboration among Head Start programs and states. Testimony from the Assistant Secretary for Children and Families is cited to demonstrate Head Start's recognition of the states' important role in formulating and implementing policies and initiatives affecting low-income children and their families and the program's emphasis on partnerships, including partnerships with local school districts and local governments. The paper excerpts from Head Start Program Performance Standards to illustrate the encouragement given to programs to collaborate with state, local, and private organizations. Barriers to collaboration include having to work with partners of lesser quality, differing eligibility requirements, and a lack of strong incentives to pool resources and to work together. Five recommendations are offered that do not involve dismantling Head Start by sending the program to the states through block grants: (1) reform and expand the training and technical assistance system; (2) develop a process for joint community assessments and recruitment; (3) establish a vehicle to blend funding; (4) expand eligibility requirements; and (5) hold every early childhood program to the highest standards. The position paper concludes by pointing out that although Head Start is currently doing an extremely good job with collaboration and cooperation, there are many ways to break down barriers to collaboration and cooperation that can significantly improve the quality of Head Start programs and improve the efficiency of service delivery without altering the federal-to-local structure or dismantling the remaining components of the program. (KB) ED482861 National Head Start Association Position Paper: A Vision for Head Start and State Collaboration. 2003-00-00 Policymakers 11 National Head Start Association, 1651 Prince Street, Alexandria, VA 22314. Tel: 703-739-0875; Fax: 703-739-0878; Web site: http://www.nhsa.org. For full text: http://www.nhsa.org/download/research/StateCollaboration.pdf. N/A 2004 2016-11-21

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Yes Accreditation (Institutions) At Risk Persons Benchmarking Child Caregivers Educational Indicators Elementary School Students Enrollment Learning Readiness Measurement Techniques Outcomes of Education Poverty Preschool Children Preschool Education Preschool Teachers Reading Achievement School Readiness Social Indicators Special Education Student Placement Teacher Salaries Reports - Descriptive Indicators Project Head Start Risk Factors Arizona Arizona Children's Action Alliance, Phoenix, AZ. English In Arizona and around the country, there is an increased focus on ensuring that children start school ready to learn. Noting that the best way to know if Arizona's children are starting school ready to learn is to track their progress, this booklet details indicators or benchmarks in five categories used to measure the state's progress in school readiness efforts: (1) reading at grade level, based on standardized testing at third and fourth grades; (2) risk factors (young child poverty rates, children born into families with multiple risk factors, percent of first-graders in special education, and student mobility); (3) access to services (percent of poor 3- and 4-year-olds enrolled in Head Start, percent of low-income children under age 6 without health insurance, lack of adequate prenatal care, and percent of low-income children receiving assistance through Special Supplemental Nutrition Program for Women, Infants, and Children [WIC]); (4) quality of early education (child care providers' salaries relative to kindergarten teachers' salaries, preschool teachers' salaries relative to kindergarten teachers' salaries, and percent of licensed child care centers that are NAEYC accredited); and (5) readiness of schools (percent of fourth-graders in classes with 25 or fewer children). The indicator data show that the state's reading achievement scores remained stable between 1992 and 2002 but lagged behind the national average. About 20 percent of Arizona's children under age 5 currently live in poverty. About 8 percent of first-graders are placed in special education classes. Almost 60 percent of poor 3- and 4-year-olds are enrolled in Head Start. About one-third of Arizona's low-income children under age 6 lack health insurance. In Arizona, the salaries of child care providers and preschool teachers are a fraction of kindergarten teacher salaries. Slightly over 10 percent of licensed child care centers in the state are accredited through NAEYC. About half of Arizona's fourth-graders are in classes with 25 or fewer children, compared to 64 percent nationally. (KB) ED482862 Measuring School Readiness: How Do We Know When We're on Track? 2003-00-00 David and Lucile Packard Foundation, Los Altos, CA. Ford Foundation, New York, NY. 10 Children's Action Alliance, 4001 N. 3rd Street, Suite 160, Phoenix, AZ 85012. Tel: 602-266-0707; Fax: 602-263-8792; Web site: http://www.azchildren.org. For full text: http://www.azchildren.org/caa/_mainpages/publications/_measuring_readiness.pdf. N/A 2004 2016-11-21

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No Early Childhood Education Early Experience Educational Improvement Educational Quality Federal Legislation Government Role Organizations (Groups) Partnerships in Education Preschool Children Preschool Education Professional Associations Responsibility School Readiness Opinion Papers National Education Association Project Head Start Temporary Assistance for Needy Families Congress 108th Universal Preschool Early Head Start Temporary Assistance for Needy Families National Education Association, Washington, DC. English This paper details the recommendations of the National Education Association for the 108th Congress and the administration to better ensure that no child is left behind and that every child is fully prepared for a lifetime of quality education. The recommendations include: (1) enacting landmark legislation providing assistance to the states for the creation of free, universal, public, voluntary preschool programs; (2) strengthening Head Start and Early Head Start; (3) keeping Head Start in the Department of Health and Human Services; (4) reauthorizing Temporary Assistance to Needy Families with substantially increased funding for the Child Care and Development Block Grant; and (5) expanding Title I preschool services to cover currently unserved low-income children ages 3 to 5 years. The paper also discusses the crisis in child care, the importance of proper stimulation and education from birth through age six to ensure full brain development, and the benefits of early childhood education investments. It is argued that positioning early childhood education within the public school system will overcome what is perhaps the single greatest obstacle to quality early childhood education--the low pay, minimal benefits, and high turnover for staff. The paper asserts that by making free, universal, public school-linked, voluntary prekindergarten a centerpiece of national educational policy, the 108th Congress and the administration can help to ensure that every child enters school ready to learn and succeed and that no child is left behind. (Contains 34 endnotes.) (KB) ED482863 Keeping the Promise to America's Preschoolers. 2003-00-00 Policymakers 16 National Education Association, Professional Library Distribution Center, P.O. Box 2035, Annapolis Junction, MD 20701-2035. Tel: 800-229-4200 (Toll Free); Fax: 301-206-9789; Web site: http://www.nea.org. N/A 2004 2016-11-21

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Yes Adjustment (to Environment) At Risk Persons Caregiver Child Relationship Child Care Child Care Centers Child Care Quality Child Caregivers Consultants Emotional Development Infants Low Income Groups Mental Health Mental Health Programs Parent Participation Poverty Program Effectiveness Program Evaluation Social Development Toddlers Well Being Johns, Brian Reports - Descriptive Reports - Evaluative Tests/Questionnaires Consultant Role English Based on the view that promoting the emotional wellness of young children and fostering secure, warm relationships between chidren and their teachers are critical to healthy early development, the Jewish Family and Children's Services (JFCS)/Parents Place collaborated with the City and County of San Francisco's Community Mental Health Division and Day Care Consultants to recruit, train, and supervise mental health consultants to provide support for child care center staff. The partnership also involved a number of low-income San Francisco child care centers open to utilizing the services of mental health consultants to examine the effects of the intervention strategy on the quality of child care. This report details the experiences of JFCS/Parents Place as the organization created and implemented a model of service intended to improve the prospects for the most vulnerable children and families. Section 1 of the report presents the philosophy of the project. Section 2 details steps involved in beginning the consultation process. Section 3 describes how case consultation is initiated and includes a case study and key elements in beginning case consultation. Section 4 discusses parental involvement in case consultation. Section 5 describes how the consultant begins to implement a plan for individual children and families and discusses actions taken when consultation is not adequate. Section 6 addresses the program consultation process. Section 7 offers information on training mental health consultants. Section 8 presents preliminary evaluation findings related to overall program quality, caregiver interactions, caregiver attitudes and self-efficacy, and consultant effectiveness. Six appendices include the consultant's job description, a description of project partners, a discussion of costs for consultation, a 16-item bibliography, and evaluation instruments. (KB) ED482864 The Early Childhood Mental Health Project: Child Care Center Consultation in Action. 2003-01-00 58 Jewish Family and Children's Services, 2150 Post Street, San Francisco, CA 94115. Tel: 415-449-1200; e-mail: admin@jfcs.org; Web Site: http://www.jfcs.org. For full text: http://www.jfcs.org/Services/Children,_Youth,_and_Families/Parents_Place/Early_Childhood_Mental_Health_Consultation/ChildCareCenterConsultationAction.pdf. N/A 2004 2016-11-21

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No Child Development Childhood Needs Cognitive Development Computer Games Computer Simulation Computer Uses in Education Developmentally Appropriate Practices Early Childhood Education Educational Technology Individual Differences Information Technology Preschool Curriculum Social Development Teacher Student Relationship Young Children Siraj-Blatchford, John Whitebread, David Books Opinion Papers Reports - Descriptive Home Computers Interactive Toys English The rapid growth of information and communication technologies (ICT) has prompted concerns among parents, educators, and policymakers over the suitability of many educational applications and electronic toys for young children. This book provides information on how children from birth to age 6 develop an early awareness--and subsequently develop their knowledge, skills, and understanding--of ICT. The book further presents evidence that the use of ICT by young children is compatible with the principles of a developmentally appropriate curriculum and argues that many ICT applications can make significant and unique contributions to children's social and cognitive development. The chapters are: (1) "An Integrated Approach to ICT Education"; (2) "ICT in the Home, the Local Environment, and Early Years Education"; (3) "Responding to the Differing Needs of Children"; (4) "Programmable Toys and Control Technology"; (5) "Interactive Stories, Simulated Environments, and Adventure Games"; (6) "Creativity, Communication, and the Computer"; and (7) "Conclusions: The Way Forward." Included in the book are a glossary of relevant terms and four appendices containing the NAEYC position statement on technology and young children, information on ergonomic principles for computer use with young children, a list of software sources and early childhood sites, and sources of training for computer skills and ICT curriculum. (Contains 119 references.) (KB) ED482865 Supporting Information and Communications Technology in the Early Years. Supporting Early Learning Series. 2003-00-00 ISBN-0-335-20942-4 Parents Policymakers Practitioners 147 Open University Press, McGraw-Hill Education, McGraw-Hill House, Shoppenhangers Road, Maidenhead, SL6 2QL, United Kingdom (15.99, British Pounds Sterling). Tel: 44(0)-1628-502-500; Fax: 44(0)-1628-770-224; e-mail: enquires@openup.co.uk; Web site: http://www.openup.co.uk. N/A 2004 2016-11-21

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Yes Caregiver Attitudes Caregiver Training Child Care Child Care Quality Child Caregivers Comparative Analysis Early Childhood Education Foreign Countries National Standards Paraprofessional Personnel Student Attitudes Martin, Carolyn Wallace, Jennifer Bell, Andrew Reports - Research Caregiver Qualifications Scotland United Kingdom (Scotland) ISSN-1478-6788 Scottish Executive Education Dept., Edinburgh. English This study examined the extent to which existing awards and qualifications for the paraprofessional workforce in Scottish early education and care are appropriate to the needs of the sector as it responds to increasing regulation and concerns about quality. The study considered whether the qualifications provided a clear framework, how the qualifications are understood and accepted by employers and students, and the extent to which qualifications meet the requirement to support integrated service delivery. Information was collected through surveys and interviews with training providers, child care providers, current students, and key stakeholders. A relational database was constructed to compare the content of 13 current awards in early education, child care, and playwork to 15 topics drawn from an analysis of the standards and quality indicators in The National Care Standards and The Child at the Centre (a guide to self-evaluation for early years workers). Findings revealed that the mandatory components of the 13 awards offered common content across only 2 of the 15 topics: (1) organization of children and young people's play and learning; and (2) safety. Despite variations, there was a core purpose common to the awards, centering on working with children, safety, and professional relationships. Training providers and key stakeholders felt that child care providers had a very poor understanding of the qualifications framework. Although many interviewees felt that the theoretical aspects of awards equipped people to deal with the practical elements of the work, child care providers were concerned with increasing the practical elements of the awards. Although informal links between training providers and employers were plentiful, they did not represent the full range of employers involved in the sector. Child care providers and students were not fully familiar with the Care Standards. Interviewees made suggestions for improving the content of training to better meet future needs of the early care and education sector. (KB) ED482866 Awards in Early Education, Childcare and Playwork: A Qualifications Framework for the Future. Insight. 2003-11-00 14 Dissemination Officer, Research, Economic and Corporate Strategy Unit, Scottish Executive Education Department, Victoria Quay, Edinburgh EH6 6QQ, Scotland, United Kingdom. Tel: 0131-244-0092; Fax: 0131-244-5581; Web site: http://www.scotland.gov.uk. For full text: http://www.scotland.gov.uk/insight. N/A 2004 2016-11-21

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Yes Creativity Educational Objectives Emotional Development Language Acquisition Language Skills Mathematical Concepts Mathematics Curriculum Physical Development Preschool Children Preschool Curriculum Preschool Education School Readiness Science Curriculum Scientific Concepts Social Development State Programs Guides - Classroom - Teacher Georgia Georgia English This document presents the learning goals for children participating in Georgia's prekindergarten program. Twenty-three learning goals with accompanying subgoals are delineated in the following areas: (1) language development; (2) mathematical development; (3) scientific development; (4) creative development; (5) physical development; and (6) social and emotional development. Examples of appropriate materials or activities are included for each subgoal. (KB) ED482867 Georgia Prekindergarten Program Learning Goals. 2003-00-00 Practitioners Teachers 14 Georgia Office of School Readiness, 10 Park Place, South, Suite 200, Atlanta, GA 30303. Tel: 404-656-5957; Fax: 404-651-7184; Web site: http://www.osr.state.ga.us. For full text: http://www.osr.state.ga.us/prekgoals.htm. N/A 2004 2016-11-21

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Yes Administrator Guides Budgeting Delivery Systems Educational Practices Educational Quality Eligibility Enrollment Management Equipment Maintenance Fees Guidelines Instructional Materials Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Program Guides School Community Relationship Staff Development State Programs State Regulation Guides - Classroom - Teacher Tests/Questionnaires Georgia Student Support Services Georgia English This guide details the 2003-2004 program guidelines for Georgia prekindergarten programs, designed to assist educators in providing a quality educational prekindergarten program to eligible 4-year-olds and their families. Guidelines are delineated in six major areas: (1) operation and services, including eligibility, enrollment, instructional services/curriculum, equipment and materials, service delivery, resource coordination/support services, and program fees; (2) personnel and training, including requirements for lead teachers, teacher assistants, and resource coordinators; (3) funding, including contract notification and initial budgets, expenditures requirements, reimbursement process, and audit and accounting requirements; (4) report requirements; (5) community involvement; and (6) select information for new and expansion programs. The guide's 12 appendices include the state content standards, a program quality assessment instrument, and other state forms. (KB) ED482868 Georgia's Pre-K Program: 2003-2004 School Year Pre-K Providers' Operating Guidelines. 2003-07-00 Administrators Practitioners Teachers 93 Georgia Office of School Readiness, 10 Park Place, South, Suite 200, Atlanta, GA 30303. Tel: 404-656-5957; Fax: 404-651-7184; Web site: http://www.osr.state.ga.us. For full text: http://www.osr.state.ga.us/FYIGuide2004.pdf. N/A 2004 2016-11-21

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No Childhood Needs Classroom Design Classroom Environment Developmentally Appropriate Practices Furniture Arrangement Individual Needs Preschool Children Preschool Education Preschool Teachers Student Adjustment Teacher Student Relationship Videotape Recordings Workshops Dodge, Diane Trister Kittredge, Bonnie Guides - Classroom - Teacher Non-Print Media Teaching Strategies, Inc., Washington, DC. English A well-ordered classroom promotes learning, helps build a classroom community, and frees teachers to observe and interact with children in positive ways. This videotape shows how classroom and outdoor environments can convey six positive messages for preschool children: (1) this is a good place to be; (2) you belong here as a valued member of the community; (3) this is a place you can trust; (4) there are places you can be by yourself when you want to be; (5) you can do many things on your own; and (6) this is a safe place to explore and try out your ideas. The 24-minute videotape is organized by these messages to identify specific strategies teachers can use to create a positive and supportive environment for children. A combination of videotape footage of children in real classrooms and still photographs are used to illustrate several strategies, including: (1) dividing the classroom into distinct interest areas so children can have clear choices and can work in small groups; (2) locating quiet interest areas away from noisier ones; (3) placing interest areas near needed resources; (4) making each area attractive and inviting; (5) storing materials that go together in the same place; (6) using special containers to hold materials with small pieces; (7) displaying materials so they are accessible to and organized for children; (8) including materials that are familiar to children; (9) providing materials that encourage children to explore and discover; (10) making literacy materials available in all areas; (11) and adapting the environment so that all children can participate in classroom activities as fully as possible. An accompanying booklet outlines workshops to use as the videotape is shown to staff and families; a transcript of the video is included. Workshop directions suggest ways to introduce the topic, focus viewers' attention as they watch the video, and provide opportunities for participants to apply the information to their own settings. Two appendices contain a form for identifying the messages conveyed in an environment, and a community survey. (KB) ED482869 Room Arrangement as a Teaching Strategy. Video [with] Video Transcript. 2003-00-00 ISBN-1-879537-78-8 Administrators Practitioners Teachers 41 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($39.95; Teaching Strategies web site offers 15% discount, $33.96). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Fax: 202-364-7273; Web site: http://www.TeachingStrategies.com. N/A 2004 8/20/2004 00:56:19 RIEJUL2004

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No Child Development Classroom Environment Curriculum Guides Early Experience Family Role Leaders Guides Learning Centers (Classroom) Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Professional Development Teacher Role Workshops Jones, Candy Dodge, Diane Trister Guides - Non-Classroom Teaching Strategies, Inc., Washington, DC. English The Creative Curriculum for Preschool is a comprehensive resource for establishing and sustaining a quality preschool program. The first of two volumes of trainer's guides to The Creative Curriculum for Preschool, this book offers detailed workshops and handouts on the foundation of the curriculum, four of the five components of the curriculum framework, and application of the framework to children's interest areas. The guide is designed to support program administrators, education coordinators, and staff development specialists who are responsible for helping teachers learn about and implement the curriculum as well as to assist educators who wish to incorporate workshop activities into courses and seminars. The first section of the guide provides guidance in developing a plan for implementing the Creative Curriculum. The remainder of the guide presents the workshops, designed to be conducted in 30- to 90-minute sessions involving individual, dyad, and group activities. Part 1 contains workshops on the foundation of the curriculum and four of the five components of the curriculum framework: (1) "Setting the Stage"; (2) "How Children Develop and Learn"; (3) "The Learning Environment"; (4) "The Teacher's Role"; and (5) "The Family's Role." Part 2 includes workshops on 11 learning centers or interest areas: blocks, dramatic play, toys and games, art, library, discovery, sand and water, music and movement, cooking, computers, and outdoors. Each workshop series addresses how children's development and learning are fostered through play in the interest area; how to organize and equip the area; and how the teacher supports, promotes, and extends children's learning. A chart identifies points to be covered in each workshop, the needed materials and supplies, pages from the curriculum that are referenced, and the approximate amount of time required. Workshop instructions include preparation steps, introduction, workshop activities, and summary points. Appended is a master set of continuum cards for copying. (KB) ED482870 A Trainer's Guide to the Creative Curriculum for Preschool, Volume 1: Getting Started. 2004-00-00 ISBN-1-879537-44-3 Community Practitioners Teachers 401 Teaching Strategies, Inc., P.O. Box 42243, Washington, DC 20015 ($39.95; Teaching Strategies web site 15% discount, $33.96). Tel: 800-637-3652 (Toll Free); Tel: 202-362-7543; Fax: 202-364-7273; Web site: http://www.TeachingStrategies.com. N/A 2004 8/20/2004 00:56:24 RIEJUL2004 For the 4th edition of the Creative Curriculum for Preschoolers, see PS 030 856.

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Yes Comparative Analysis Early Intervention Elementary School Students Emergent Literacy Longitudinal Studies Mathematics Achievement Partnerships in Education Preschool Children Program Descriptions Program Evaluation Reading Achievement Standardized Tests Reports - Evaluative Speeches/Meeting Papers Project Head Start Saint Paul Foundation, St. Paul, MN. English The Words Work! early literacy initiative, in Ramsey Action Program (RAP) Head Start centers, was initiated to prepare children to be successful third-grade readers and mathematicians. These reports reflect the standardized test results collected in years 1 and 2 for the first cohort of Words Work! children from four RAP Head Start centers who recently completed first and second grade, respectively, in St. Paul, Minnesota public schools. Three comparison groups were identified for the evaluations: (1) non-Words Work! RAP Head Start children in 10 centers; (2) children who were on the RAP waiting list; and (3) a random sample of non-Head Start children. Test scores were adjusted based on the average demographic characteristics of children across all study groups. An analysis of variance model was used to compare the group means. Based on this model, Words Work! children, on average, performed at a higher level than those in all three comparison groups in reading, mathematics, and language arts. Mathematics appeared to be the strongest subject for Words Work! children, followed by reading and language arts. The third-year evaluation report notes continued performance of subjects at higher levels than comparison groups, and also evaluates specific program characteristics. The findings from the study suggest that Head Start programs that utilize Words Work! literacy-rich environments can make a difference. The report's three appendices include information on ethnicity and language characteristics of each study group, examples of adjusted scores, and confidence intervals. (Contains 28 footnotes across the 3 reports.) (Author/KB) ED482872 The Long-Term Impact of Words Work! A Five-Year Academic Comparison of Words Work! and Non-Words Work! Ramsey Action Programs Head Start Children in the St. Paul Public Schools. 2003-06-00 102 N/A 2004 2016-11-21

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No Accountability Child Health Creativity Developmentally Appropriate Practices Educational Objectives Emergent Literacy Emotional Development Expectation Interpersonal Competence Listening Skills Mathematical Concepts Motor Development Persistence Preschool Children Preschool Education Problem Solving Self Concept Speech Skills State Standards Well Being Guides - Non-Classroom Indicators Minnesota Risk Taking Scientific Thinking Minnesota English Stressing the importance of collective efforts among families, early childhood care and education programs, communities, and policymakers in supporting the learning and development of children, this resource guide provides a framework for understanding and communicating a common set of developmentally appropriate expectations for young children within a context of shared responsibility and accountability for helping children meet these expectations. The document is divided into six domains that reflect the full range of child development: (1) personal and social development (emotional development, self concept, and social competence); (2) approaches to learning (curiosity, risk taking, invention and imagination, persistence, and reflection); (3) language development and communication (listening, speaking, emergent reading, and emergent writing); (4) creativity and the arts (creating, responding, and evaluating); (5) cognitive development (mathematical and logical thinking, scientific thinking and problem solving, and social systems understanding); and (6) physical development (gross motor development, fine motor development, and physical health and well being). Each domain is further divided into three to five components that include indicators of children's progress in gaining concepts, knowledge, and skills. Strategies that family members and teachers and caregivers in early childhood care and education programs can use to facilitate children's development are listed for each component, as are suggested learning activities. Strategies community members and policymakers can use to promote and support children's development are also included in each domain. In order to provide markers of progress during the preschool period, the guide addresses widely-held developmental expectations observed in a child at approximately 4 years old. (Contains 26 references and lists 42 additional resources.) (KB) ED482873 Minnesota Early Childhood Indicators of Progress: A Resource Guide. 2000-08-00 Community Parents Practitioners 64 Minnesota State Dept. of Children, Families and Learning, Early Childhood and Family Initiatives, 1500 Highway 36 West, Roseville, MN 55113-4266. Tel: 651-582-8402; Fax: 651-582-8494; Web site: http://cfl.state.mn.us/ecfi. N/A 2004 2016-11-21

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Yes Academic Standards Behavior Standards Child Development Child Health Child Safety Cognitive Development Cognitive Style Emotional Development Eye Hand Coordination Interpersonal Communication Motor Development Physical Health Preschool Children Preschool Education Reading Skills School Readiness Scientific Concepts Social Development State Standards Writing Skills Guides - Classroom - Teacher Florida Sunshine State Standards FL Florida English The Florida Partnership for School Readiness, created as a result of the Florida School Readiness Act in 1999, is charged with adopting a system for measuring school readiness and developing school readiness performance standards and outcome measures. This guide presents school readiness performance standards for 3-, 4-, and 5-year-olds and is the result of a workgroup and advisory committee formed with representatives of district school systems, child care and health care providers, state agency partners, and state and national experts in child development, special needs, and measurement and assessment. The guide's prologue offers directions for using the standards most effectively. The remainder of the guide details the standards, organized by area of child development: (1) physical health; (2) approaches to learning; (3) social and emotional development; (4) language and communication; (5) cognitive development and general knowledge; and (6) motor development. Within each area of development, standards are organized by childs chronological age with cross-references to Head Start standards and two sets of Florida state standards. Accompanying each standard are examples illustrating some of the many ways that growth, development, and learning can be assured in the context of the learning experiences characterizing a stimulating learning environment. The guide concludes with a list of the board members of the Florida Partnership for School Readiness. (KB) ED482874 Florida School Readiness Performance Standards for Three-, Four-, and Five-Year-Old Children. 2002-00-00 Administration for Children and Families (DHHS), Washington, DC. Administrators Practitioners Teachers 97 Pearson Early Learning, 330 East Liberty, Suite 3C, Ann Arbor, MI 48104. Tel: 734-668-4870; Fax: 734-913-4750; Web site: http://www.myflorida.com. For full text: http://www.myflorida.com/myflorida/government/governorinitiatives/schoolreadiness/pdf/PerformanceStandards3-4-5.pdf. N/A 2004 2016-11-21

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No Child Development Colleges Early Childhood Education Higher Education Laboratory Schools Preschool Teachers Professional Development Research and Development Teacher Education Theory Practice Relationship Universities McBride, Brent A., Ed. Barbour, Nancy E., Ed. Books Information Analyses Paradigm Shifts ISSN-0270-4021 English The three-fold mission of facilitating and supporting teaching, research, and outreach activities has guided the actions of university-based child development laboratory programs since their inception. In recent years, campuses have reconsidered, reconceptualized, and restructured the ways in which these laboratory programs fit within the agendas and missions of the universities where they are located, the local communities surrounding the universities, and the child development and early childhood education professions in general. This book examines emerging issues and challenges facing child development laboratory programs nation-wide as they seek to solidify the roles they play within the child development and early childhood education field. Drawing upon the expertise of professionals working with such programs, each chapter presents a critical issue or problem related to the effective and productive functioning of child development laboratory programs and provides compelling evidence that such programs are viable and necessary on college and university campuses. The chapters are: (1) "Introduction to Volume 12: Bridging the Gap between Theory, Research and Practice" (Stuart Reifel); (2) "The Early History of Child Development Laboratory Programs" (Nancy E. Barbour); (3) "The Children's Center's Survival Brinkmanship, Persistence and Creativity" (Mac H. Brown and Nancy K. Freeman); (4) "The Dilemma of Linking Theory and Research with Practice and Innovation in Child Development Laboratory Programs" (Mellisa A. Clawson); (5) "An Inside Perspective of Paradigm Shifts in Child Development Laboratory Programs: Bridging Theory and Professional Preparation" (Andrew J. Stremmel, Lynn T. Hill, and Victoria R. Fu); (6) "Reconceptualizing the Child Development Laboratory School" (Carol Bersani and Pamela Hutchins); (7) "Bridging the Gap through Community Collaboration: An Evolving Role for Child Development Laboratory Programs" (Diane M. Horm and Susan D. G. Warford); (8) "Funding Dilemmas: Toward Sustainable and Creative Financing in Child Development Laboratory Programs" (Cheryl A. Wright); and (9) "The Changing Profile of Teaching, Research and Outreach Activities in Lab School Programs" (Brent McBride and Jennifer Baumgartner). Each chapter contains references. (KB) ED482875 Bridging the Gap between Theory, Research and Practice: The Role of Child Development Laboratory Programs in Early Childhood Education. Advances in Early Education and Day Care, Volume 12. 2003-00-00 ISBN-0-7623-1063-4 Practitioners Researchers Teachers 206 Elsevier, Customer Service Department, 11830 Westline Industrial Drive, St. Louis, MO 63146 ($90). Tel: 800-545-2522 (Toll Free); Fax: 800-535-9935 (Toll Free); e-mail: usbkinfo@elsevier.com; Web site: http://www.elsevier.com. N/A 2004 2016-11-21

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No Access to Education Adolescents Annual Reports Budgets Child Advocacy Child Health Children Childrens Rights Developed Nations Developing Nations Disease Control Elementary Secondary Education Equal Education Foreign Countries Immunization Programs Nutrition Organizations (Groups) Program Descriptions Public Opinion Well Being Reports - Descriptive United Nations Child Protection UNICEF United Nations Children's Fund, New York, NY. English The United Nations Children's Fund, UNICEF, is mandated by the U.N. General Assembly to advocate for the protection of children's rights, to help meet children's basic needs, and to expand their opportunities to reach their full potential. This report details the accomplishments and activities of UNICEF for the year 2002. Following statements from the United Nations Secretary-General and the UNICEF Executive Director, the report presents the priorities of UNICEF and the achievements of UNICEF and its partners in 2002 tied to specific targets in the areas of early years care, immunization and nutrition, equal access to education, avoidance of HIV/AIDS and care of orphans and others affected by the disease, and protection of children from harm, abuse, and violence. The annual report continues with a description of the Childrens Statement read at the U.N. General Assembly Special Session on Children and descriptions of the activities of national committees for UNICEF representing the organization in industrialized countries. Other activities described include the work of UNICEF and its national committees in developing successful alliances with corporations in industrialized and developing countries. The report includes a graph illustrating UNICEF's income sources and a table delineating programs funded from regular UNICEF resources. Improvements in financial and administrative management are also detailed. The report concludes with a list of the executive board members, a list of global partnerships and collaborations for each program or initiative, a list of offices and national committees, a list of international celebrity spokespersons, and a list of the organization's commitments. (KB) ED482876 UNICEF Annual Report, 2003. 2003-00-00 ISBN-92-806-3789-2 61 UNICEF, Division of Communication, 3 United Nations Plaza, H-9F, New York, NY 10017. Tel: 212-326-7513; Fax: 212-303-7985; e-mail: pubdoc@unicef.org; Web site: http://www.unicef.org. For full text: http://www.unicef.org/publications/pub_ar03_en.pdf. N/A 2004 2016-11-21

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Yes Adult Child Relationship Developmentally Appropriate Practices Educational Objectives Emergent Literacy Expectation Mathematical Concepts Mathematics Education Mathematics Skills Preschool Children Preschool Education State Standards Allen-Young, Darcy Amundson, Jane L. Bowers, Lori Goodwin Koehn, Jo Triolo-Moloney, Sharon Vendegna, Nan Peterson, Sandra Guides - Non-Classroom Colorado Indicators Colorado Colorado State Dept. of Education, Denver. English The Building Blocks to Colorado's Content Standards were developed to connect early childhood education to the K-12 content standards, to advocate for appropriate teaching strategies for preschool children, and to support awareness and understanding of early childhood foundational skills among parents and teachers. Five sets of building blocks are being developed, in the areas of science, social skills, the arts, reading and writing, and mathematics. This document is comprised of the reading and writing and the mathematics sets of building blocks. Both sets begin with an introduction summarizing research findings on the connection between quality early childhood programs and later academic, social, and emotional success. The reading and writing building blocks continue with a list of recommended teaching practices from the joint position statement of the International Reading Association and the National Association for the Education of Young Children. The mathematics building blocks continue with a discussion of mathematical literacy. Both sets of building blocks follow with a list of the relevant Colorado Content Standards for the K-12 system, followed by a more detailed description of each standard. This description is coupled with an Early Childhood Foundation for each standard--statements that reflect the types of experiences and interactions preschoolers need in order to develop the foundation for attaining the standards. Each individual standard is then broken down into three sections: (1) "building blocks for learning," describing skills appropriate for preschoolers, indicators of the early childhood curriculum that can be used as a guide in creating learning experiences and individualized plans for young children; (2) "steps for getting there," examples of interactions and experiences necessary for acquiring the building blocks, including descriptions of the adult's role as a facilitator of learning and suggestions for appropriate materials; and (3) examples of activities in which young children are engaged. The reading and writing building blocks section ends with a 13-item bibliography. The mathematics building blocks section ends with a 17-item bibliography and a list of 18 books for children. (KB) ED482877 Building Blocks to Colorado's Content Standards: Mathematics, Reading and Writing. 2003-08-00 Administrators Practitioners Teachers 80 Colorado State Department of Education, 201 E. Colfax Ave., Denver, CO 80203-1799. Tel: 303-866-6725; Fax: 303-866-6940; Web site: http://www.cde.state.co.us. Full text for mathematics standards: http://www.cde.state.co.us/earlychildhoodconnections/docs/pdf/MathBB.pdf. Full text for reading and writing standards: http://www.cde.state.co.us/earlychildhoodconnections/docs/pdf/building_blocks4-26.pdf. N/A 2004 2016-11-21

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No Administrative Problems Administrator Behavior Administrator Characteristics Administrator Effectiveness Administrator Guides Administrator Role Administrators Board Administrator Relationship Child Care Child Care Centers Early Childhood Education Partnerships in Education Professional Development Program Administration Staff Development Teacher Administrator Relationship Lee, Kathy Guides - Non-Classroom Student Administrator Relationship Church Based Child Care Parent Administrator Relationship English Noting that directors of early care and education programs face numerous challenges on a daily basis, this book is designed to provide real-world answers to common situations, in a format that directors can access immediately. The book is organized into seven chapters. Chapter 1 addresses staff-related challenges and includes a list of "how to's" on recruiting and hiring staff, conducting staff orientations, communicating effectively, handling sensitive subjects, conducting effective staff evaluations, handling gossip, addressing burnout, and creating a community. Chapter 2 concerns child-related challenges, with "how to's" on learning children's names, determining the director's classroom role, handling discipline, handling special diets and allergies, handling children's challenging life events, and creating classroom memories. Chapter 3 presents parent-related challenges, including "how-to" for giving tours, handling enrollment, dealing with overwhelmed and with academically minded parents, and creating memories for parents. Chapter 4 addresses detail-related challenges, including developing a vision for the center, scheduling, creating a website, budgeting, having an effective board of directors, and addressing director burnout. Chapter 5 concerns center-related challenges and includes "how-to's" for helping teachers learn to share materials and resources and handling security issues. Chapter 6 examines community-related challenges and includes "how-to's" for getting to know and connect with the community, bringing the community to the program, and working with other programs. Within Chapters 1 through 6, challenges are accompanied by suggested solutions, key points to remember, and suggestions for obtaining additional information. Chapter 7 concludes the book with suggestions specifically for directors of half-day preschool programs. Appended are sample forms and program activities, a list of essential books for a parent library, a list of resources on divorce, and suggested components for a parent handbook. The book concludes with a 167-item bibliography. (KB) ED482878 Solutions for Early Childhood Directors: Real Answers to Everyday Challenges. 2003-00-00 ISBN-0-87659-229-0 Administrators Practitioners 222 Gryphon House, Inc., Robins Lane Press, P.O. Box 207, Beltsville, MD 20704-0207 ($29.95). Tel: 800-638-0928 (Toll Free); Tel: 301-595-9500; Fax: 301-595-0051; e-mail: info@ghbooks.com; Web site: http://www.ghbooks.com. N/A 2004 2016-11-21

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Yes Affective Behavior Classroom Environment Cognitive Development Early Childhood Education Emotional Response Learning Readiness Personality School Readiness Young Children Blair, Clancy ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. Spanish Self-regulation of behavior generally refers to controlled, cognitive monitoring of the actions and steps required to obtain a goal, or to bring about a desired response from the environment. Age-related changes in self-regulation as well as individual differences at a given age or developmental stage play fundamental roles in shaping children's experiences and the responses children elicit from caregivers and others. However individual differences in children's temperamental emotional reactivity and the ability to control this reactivity are also important for understanding developing self regulation. This Spanish-language Digest focuses on emotional reactivity and its relation to the development of cognitive functions that promote self-regulation in young children. The Digest examines how emotions may influence the development of the cognitive functions that contribute to successful self-regulation and thereby to school readiness. Implications for caregivers are then detailed, including the following: (1) high quality preschool education programs can best promote school readiness by helping to secure the social and emotional foundation upon which children can build cognitive skills; and (2) preschool activities that exercise impulse control, sustained attention, and working memory are likely to promote the development of cognitive skills important for knowledge acquisition in the early elementary grades. (Contains 13 references.) (HTH) ED482879 La auto-regulacion y la preparacion para la escuela. ERIC Digest. (Self-Regulation and School Readiness. ERIC Digest). 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3277 (Toll Free); Tel: 217-244-4835; Fax: 217-333-3767; Web site: http://ecap.crc.uiuc.edu/info. For full text: http://ecap.crc.uiuc.edu/eecearchive/digests/2003/blair03s.html. N/A 2004 2016-11-21

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Yes Access to Information Child Care Centers Child Caregivers Family Needs Information Dissemination Information Needs Interpersonal Communication Parent Caregiver Relationship Parents Young Children Mendoza, Jean ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English Communication and the exchange of information are key components of the relationships between parents of young children and the staff of programs that serve them. Professionals who work with families are likely to be more effective when they are aware of how aspects of their own communication practices may affect parents' ability and willingness to engage with a program in the interests of their children. This Digest discusses the limited research and literature on parents' intellectual and physical access to information provided by programs that serve young children. In terms of intellectual access to information, the Digest notes that access to information can be seriously compromised by differences in reading level, understanding of jargon, vocabulary, and home language among parents and program staff. In terms of physical access to information, the Digest notes that distance and sensory or physical disabilities may impede access to information, and that programmatic factors such as scheduling may also interfere with people's ability to connect with information sources. The Digest concludes by noting that two-way open and frequent communication between parents and the people outside the family increases the likelihood that the exchange of information can be coordinated and provided in ways that have a direct or indirect positive impact on children's development. (LPP) ED482880 Communicating with Parents. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3277 (Toll Free); Tel: 217-244-4835; Fax: 217-333-3767; Web site: http://ecap.crc.uiuc.edu/info. For full text: http://ecap.crc.uiuc.edu/eecearchive/digests/2003/mendoza03.html. N/A 2004 2016-11-21

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Yes Caregiver Child Relationship Child Care Child Care Centers Child Care Effects Child Care Quality Child Caregivers Developmental Continuity Infant Care Infants Toddlers Cryer, Debby Hurwitz, Sarah Wolery, Mark ERIC Publications ERIC Digests in Full Text ERIC Digests ERIC Clearinghouse on Elementary and Early Childhood Education, Champaign, IL. English Higher-quality child care during the first 3 years of a child's life may have strong and enduring effects on the child's development and well-being. One practice that is theorized to promote higher quality of care is the provision of continuity of caregivers for young children. Continuity of caregivers means that infants and toddlers remain with the same teacher(s) during a significant part, if not all, of their first years in a program. The practice is intended to create a consistent personal relationship between a child and a teacher. This Digest describes the practice as it is usually implemented, discusses the theory and research behind the practice, and offers suggestions for centers interested in offering continuity of caregivers. These suggestions include: (1) recruiting new children to fill in at upper age levels when it is more appropriate to have more children per adult; (2) using mixed-age groupings; and (3) rewarding staff for longevity with the program. The Digest concludes by noting that the actual effects associated with the practice are based only on theoretical assumption and limited research, and that center staff may require more compelling evidence that a practice is a better option before undertaking the substantial modifications that are required in making a significant change. (LPP) ED482881 Continuity of Caregiver for Infants and Toddlers. ERIC Digest. 2003-12-00 Office of Educational Research and Improvement (ED), Washington, DC. 4 ERIC Clearinghouse on Elementary and Early Childhood Education, Children's Research Center, University of Illinois, 51 Gerty Drive, Champaign, IL 61820-7469. Tel: 877-275-3277 (Toll Free); Tel: 217-244-4835; Fax: 217-333-3767; Web site: http://ecap.crc.uiuc.edu/info. For full text: http://ecap.crc.uiuc.edu/eecearchive/digests/2003/cryer03.html. N/A 2004 2016-11-21

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Yes Adult Education Foreign Countries Indigenous Populations Rural Areas Social Influences Sociocultural Patterns Guerra, Alfonso Rangel, Ed. Collected Works - Serials Mexico Mexico ISSN-0188-8838 Centro de Cooperacion Regional para la Educacion de Adultos en America Latina y el Caribe (CREFAL), Patzcuaro (Mexico). Organizacion del los Estados Americanos (OEA) (Mexico). Oficina de la Secretaria General en Mexico. Spanish This collection of Spanish-language articles includes the following: "La Importancia del Contexto en la Alfabetizacion" (Judith Kalman); "Profesorodo y Formadores: La Formacion para la Transformation de los Distritos y las Comunidades" (Concepcion Dominquez Garrido and Antonio Medina Rivilla); "Valoracion de los Resultados del Proyecto: 'Mujeres Indigenas ante la Educacion y el Cambio Sociocultural': La Experienca de Huautla de Jimenez, Oaxaca" (Luis Arturo Avila Melendez); and "Socializaciones, Educacion y Puentes Interculturales. Reflexiones en Torno a un Proceso de Axcompanamiento Educativo Rural, en la Mesete Purhepecha" (Nuria Torres Latorre). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Papers contain references.) (SM) ED482882 Revista Interamericana de Educacion de Adultos, 2002 (Interamerican Review of Adult Education, 2002). Revista Interamericana de Educacion de Adultos v24 n3 2002 2002-00-00 105 CREFAL, Av. Lazaro Cardenas s/n, Patzcuaro, Michoacan, Mexico, C.P. 61609. Web site: http://www.crefal.edu.mx. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Education Computer Uses in Education Distance Education Educational Technology Foreign Countries Guerra, Alfonso Rangel, Ed. Collected Works - Serials Mexico Mexico ISSN-0188-8838 Centro de Cooperacion Regional para la Educacion de Adultos en America Latina y el Caribe (CREFAL), Patzcuaro (Mexico). Organizacion del los Estados Americanos (OEA) (Mexico). Oficina de la Secretaria General en Mexico. Spanish This journal offers a collection of Spanish-language articles, including: "Educacion a Distancia y Uso de las Tecnologias: Experiencias Desafios y Oportunidades Educativas para Jovenes y Adultos" (Ma. Mercedes Ruiz); "Volver a a Educacion Fundamental? Notas para una Arquelogia de los Mandatos Fundacionales del CREFAL" (Jorge Rivas Diaz); "Una Didactica Centrada en Valores para la Sociedad del Tercer Milenio" (Sergio Rolando Bravo); and "Educacion Fundamental: Educacion Comunitaria" (Jesus Balhen Ardila). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482883 Revista Interamericana de Educacion de Adultos, 2003 (Interamerican Review of Adult Education, 2003). Revista Interamericana de Educacion de Adultos v25 n1 2003 2003-00-00 179 CREFAL, Av. Lazaro Cardenas s/n, Patzcuaro, Michoacan, Mexico, C.P. 61609. Web site: http://www.crefal.edu.mx. N/A 2004 2016-11-21

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Yes Adult Basic Education Adult Literacy English (Second Language) Family English Literacy Limited English Speaking Literacy Education Second Language Learning Wong, Betsy Lindeman Guides - Classroom - Teacher Fairfax County Schools, VA. English The Fairfax County Family Literacy Curriculum is designed to be used in a multi-level adult English for Speakers of Other Languages (ESOL) family literacy class. There are four modules to choose from: Introductory (self, family, and community); Government (schools and community); Health (medicine and stress); and Consumerism (shopping and making a budget). Each module provides easy to follow lesson plans and activities for adult English language learners at the literacy through intermediate levels and includes parent-child activities, computer/Internet activities, and reproducible worksheets. A list of recommended texts and Web sites is included in the appendix. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (Contains 11 references.) (SM) ED482884 The Fairfax County Family Literacy Curriculum. 2003-00-00 Virginia State Dept. of Education, Richmond. Office of Adult Education and Literacy. Practitioners Teachers 162 N/A 2004 8/20/2004 00:56:53 RIEJUL2004

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Yes Adult Basic Education English (Second Language) Evaluation Methods Health Education Language Proficiency Literacy Education Performance Based Assessment Scoring Rubrics Speech Communication Student Evaluation Cora, Marie, Ed. Collected Works - Serials System for Adult Basic Education Support, Boston, MA. English This journal presents the following articles: "Introduction: Volume 14--Examining Performance" (Marie Cora) "Fair Assessment Practices: Giving Students Equitable Opportunities to Demonstrate Learning" (Linda Suskie); "Assessing Oral Communication at the Community Learning Center Development of the OPT (Oral Proficiency Test)" (JoAnne Hartel and Mina Reddy); "So What IS a BROVI, Anyway? And How Can It Change Your (Assessing) Life?" (Betty Stone and Vicki Halal); "A Writing Rubric to Assess ESL Student Performance" (Inaam Mansoor and Suzanne Grant); "Illuminating Understanding: Performance Assessment in Mathematics" (Tricia Donovan); "Student Health Education Teams in Action" (Mary Dubois); "Involving Learners in Assessment Research" (Kermit Dunkelberg); and "WMass Assessment Group--Tackling the Sticky Issues" (Patricia Mew and Paul Hyry). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482885 Adventures in Assessment: Learner-Centered Approaches to Assessment and Evaluation in Adult Literacy, 2002. Adventures in Assessment v14 Spr 2002 2002-00-00 World Education, Inc., Boston, MA. 73 World Education, 44 Farnsworth Street, Boston, MA 02210-1211. Tel: 617-482-9485. N/A 2004 8/20/2004 00:56:56 RIEJUL2004 Published annually. For the 2001 issue (Volume 13), see FL 801 626.

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Yes Adult Basic Education Adult Literacy Annotated Bibliographies Distance Education Educational Policy English (Second Language) Evaluation Methods Language Tests Literacy Education Oral Language Second Language Instruction Second Language Learning Cora, Maria, Ed. Collected Works - Serials Massachusetts Massachusetts System for Adult Basic Education Support, Boston, MA. English Articles in this volume include the following: "Assessment Challenges in Supported Distance Learning: How the ABE Distance Learning Project Is Implementing the Massachusetts ABE Assessment Policies and Procedures" (Roger Hooper); "The NIFL LINCS Assessment Special Collection" (Dianna Baycich, Tim Ponder); "Making Sense of REEP" (Luanne Teller); "The BEST Plus--A New Way to Assess Oral English Skills" (Carol Van Duzer); "The BEST Plus at YMCA" (Susan Arida); "The Best Plus at El Centro del Cardena" (Alexandra Sulikowski); and "'Adventures in Assessment' Briefly Annotated Bibliography of Articles Focusing on In-Take, Placement, and Goal-Setting" (Marie Cora). (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482886 Adventures in Assessment: Learner-Centered Approaches to Assessment and Evaluation in Adult Literacy, 2003. Adventures in Assessment v15 Spr 2003 2003-00-00 World Education, Inc., Boston, MA. 33 SABES/World Education, 44 Farnsworth Street, Boston, MA 02210-1211. Tel: 617-482-9485; Web site: http://sabes.org/resource.htm. N/A 2004 2016-11-21

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Yes Academic Standards Accountability Adult Basic Education Community Colleges Data Collection Educational Quality English (Second Language) Goal Setting Language Proficiency Literacy Education Partnerships in Education Cora, Marie, Ed. Collected Works - Serials System for Adult Basic Education Support, Boston, MA. English This collection of articles includes the following: "Introduction: Volume 13: Meeting the Accountability Challenge" (Maria Cora); "New Accountability Rules Pose Dilemma for Programs" (Steve Reuys); "Layers, Brushes, and Multi-Lane Highways: Examining Accountability in a Non-Traditional Program" (Marie Cora); "The Adventure Continues" (Janet Kelly); "Authentic Goal Setting with ABE Learners: Accountability for Programs or Process for Learning" (Sally Gabb); "Quinsigamond Community College's Site-Specific Assessment" (Chris Hebert, Anne Burke, Linda Gosselin, and Arpi Hedeshian); "What Works Literacy Partnership: Making Data Work for You" (Diane Rosenthal); and "Analyzing Your Organization's Data to Tell Your Story" (Carol L. Gabler and Heidi L. Fisher). (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482887 Adventures in Assessment: Learner-Centered Approaches to Assessment and Evaluation in Adult Literacy, 2001. Adventures in Assessment v13 Spr 2001 2001-00-00 World Education, Inc., Boston, MA. 54 World Education, 44 Farnsworth Street, Boston, MA 02210-1211. Tel: 617-482-9485. N/A 2004 8/20/2004 00:57:00 RIEJUL2004 Published annually. For Volume 12 (2000), see ED 451 332.

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Yes Adult Education Civics Democracy English (Second Language) Experiential Learning Housing Language Proficiency Public Education Public Health Public Libraries Role Playing Safety Second Language Instruction Vocabulary Development Bohlman, Carolyn Martin, Laura Porter, Catherine Guides - Classroom - Teacher Adult Learning Resource Center, Des Plaines, IL. English This reproducible, multilevel curriculum for English Literacy and Civics Education contains six field-tested and illustrated models: (1) The Democratic Process; (2) Community and Home Safety; (3) The Public Library; (4) The U.S. School System; (5) Public Health Services; and (6) Housing. The package includes the following: the Community Connections Curriculum (310 pages of illustrated, multilevel lessons and teaching techniques); a classroom picture set (243 pages of enlarged, cardstock illustrations from the curriculum); and a flashcard picture set (200 cardstock flashcards for individual and group vocabulary practice). The teaching techniques include using pictures for vocabulary development, using pictures for language experience, teaching the reading passages, teaching dialogues and role plays, and experiential activities (planning successful field trips and making the most of guest speakers). Curriculum materials can be integrated into any existing English-as-a-Second-Language curriculum. (Adjunct ERIC Clearinghouse for ESL Literacy Education.) (SM) ED482888 Community Connections: Education for Involved Communities. A Curriculum for English Literacy/Civics Education. 2003-00-00 Office of Vocational and Adult Education (ED), Washington, DC. Practitioners Teachers 312 Curriculum Publications Clearinghouse, Western Illinois University, 1 University Circle, Horrabin Hall 46, Macomb, IL 61455-1396. Tel: 309-298-1917; Tel: 800-322-305 (Toll Free); Fax: 309-298-2869; e-mail: CPC@wiu.edu; Web site: http://www.wiu.edu/CPC. N/A 2004 8/20/2004 00:57:05 RIEJUL2004

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Yes Adult Literacy Classroom Techniques Dictation English (Second Language) Grammar Literacy Education Pictorial Stimuli Second Language Instruction Second Language Learning Tenses (Grammar) Videotape Recordings Collected Works - General Guides - Non-Classroom Opinion Papers Arlington County Public Schools, VA. REEP, Arlington Education and Employment Program. English This document provides the Arlington Education and Employment Program's (REEP) favorite techniques for teaching English-as-a-Second-Language (ESL) grammar. The focus, levels, and materials needed are presented for each of the techniques as well as the steps to follow. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (Author/VWL) ED482889 REEP Grammar Favorites. 2003-00-00 15 For full text: http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/ reepcurriculum/reepgrammarfavorites.html. N/A 2004 8/20/2004 00:57:07 RIEJUL2004

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Yes College Bound Students Educational Finance Health Education Higher Education Physical Education Scholarship Funds Scholarships Student Financial Aid Okeke, Maria U. Geiger, Brian F. Guides - Non-Classroom Opinion Papers Speeches/Meeting Papers English This collection of 31 presentation slides provides suggestions for students applying for health and physical education scholarships, offering guidelines and specific resource information. It focuses on myths (e.g., scholarships only go to the best students, obtaining a loan decreases the chances of receiving a scholarship, and paying for a scholarship search service is a good investment); facts (e.g., over 1/3 of available funds are unclaimed annually, $28 billion worth of scholarships are available from the private sector annually, and awards are often highly competitive based on achievement); guidelines for scholarship applicants (e.g., be willing to spend time to locate and apply for awards; use free Web site searches; do not delay in ordering copies of official transcripts and test scores; submit completed applications early; and pay attention to spelling and grammar); selected scholarships in health, physical education, recreation and dance; and scholarship resources. (SM) ED482890 Seeking Scholarships: Application Tips for Graduate and Undergraduate Studies in Health and Physical Education. 2003-00-00 Students 22 N/A 2004 8/20/2004 00:57:09 RIEJUL2004 Paper presented at the Annual Meeting of the American Alliance for Health, Physical Education, Recreation and Dance (Philadelphia, PA, April 1-5, 2003).

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Yes Area Studies Art Activities Curriculum Development Epics Foreign Countries Literature Appreciation Reader Response Secondary Education Student Educational Objectives Student Reaction Green, Linda Q. Guides - Classroom - Teacher Opinion Papers Ramayana India Indian Literature Moral Orientation India United States Educational Foundation in India. English This lesson plan for teaching students about the epic poem of India, the "Ramayana," encompasses literary, artistic, and moral themes. The lesson plan states that: (1) students are told the story; (2) students illustrate a part of the story; and (3) students write the moral lessons to be derived from the "Ramayana." The lesson plan contains three parts: (1) the "Ramayana," contains a rationale, a procedure, and student challenges; (2) the lesson plan, "An Example of the Lesson in Art Class," contains helpful hints, student outcome, writings and art, and student evaluation of their learning; and (3) contains resources, an annotated bibliography, contains books, videos, and Web sites. (BT) ED482891 The Ramayana: A Story for All. Fulbright-Hays Summer Seminars Abroad 1998 (India). 1998-11-00 Center for International Education (ED), Washington, DC. Practitioners Teachers 20 N/A 2004 2016-11-21

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Yes Computer Uses in Education Curriculum Development Elementary Secondary Education Field Trips Information Seeking Inquiry Leadership Learning Strategies Museums Problem Based Learning Questioning Techniques School Culture Textbooks Thinking Skills World Wide Web Senne, Terry A. Reports - Research Speeches/Meeting Papers English This study examined nine cohort teacher candidates from each of two physical education teacher education (PETE) programs developed teaching portfolios in three consecutive semesters of comparable courses: (1) elementary methods; (2) secondary methods; and (3) the student teaching internship. Studied were changes over time in teacher candidate reflection themes; perceptions of the portfolio process, its value, and construction; and the impact of portfolio implementation on professional development. Lesson reflections, weekly reflection logs, focus group interviews, and portfolio questionnaires served as qualitative data sources. Findings demonstrated many similarities in teacher candidate reflection themes for both universities during the 3-semester portfolio implementation. The findings revealed the importance of time and a structured plan for accomplishing positive professional development among teacher candidates. Teacher candidates exposed to a well developed and executed conceptual framework of coaching and conditions to promote adult development faired better than their counterparts without such an explicit framework. (Author/AA) ED482892 Portfolio Development as a Three-Semester Process: The Value of Sequential Experience. 2003-04-23 33 N/A 2004 8/20/2004 00:57:13 RIEJUL2004 Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, April 21-25, 2003).

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Yes Childrens Literature Culturally Relevant Education Elementary Secondary Education Literacy Mexican American Literature Reading Instruction Reading Research Teacher Education Yearbooks Linder, Patricia E., Ed. Sampson, Mary Beth, Ed. Dugan, Jo Ann R., Ed. Brancato, Barrie, Ed. Books Collected Works - General Reports - Research College Reading Association Teaching Research Ukraine Ukraine College Reading Association. English The College Reading Association believes and values literacy education for all as one way to protect people's freedoms. This 24th Yearbook celebrates the varied "faces" of literacy. The yearbook contains the following special articles: (Presidential Address) "What Is Johnny Reading? A Research Update" (Maria Valerie Gold); (Keynote Addresses) "Effective Reading Instruction: What We Know, What We Need to Know, and What We Still Need to Do" (Timothy Rasinski); "Stories That Can Change the Way We Educate" (Patricia Edwards); (J. Estill Alexander Leaders' Forum Address) "What Research Reveals about Literacy Motivation" (Linda Gambrell); (Dissertation Award) "Effects of Three Organizational Structures on the Writing and Critical Thinking of Fifth Graders" (Suzanne A. Viscovich); and (Thesis Award) "Moving Adolescent Mothers and Their Children toward the Path of Educated Independence" (Joan Scott Curtis). "The Faces of Literacy Teachers" section contains these articles: "Comparing Career Choices and Expectations of Inservice and Preservice Teachers: A Case Survey" (Amy R. Hoffman and Evangeline V. Newton); "Learning to Use a Self-Assessment Instrument to Advance Reflection-Based Literacy Practice" (Linda S. Wold); "Preservice School Experiences Impact Literacy Staff Development of Inservice Teachers" (Jane Brady Matanzo and Eliah J. Watlington); and "Apples and Oranges: Teachers' Judgments of the Utility of Word Identification Software for Supporting Classroom Instruction" (Barbara J. Fox). "The Faces of Change" section contains these articles: "Literacy, Literature and Transdisciplinary Education: Collaborative Investigations in Apples, Bats, and the Democratic Process" (Mary Lou Morton and Nancy L. Williams); and "Implementing a Successful America Reads Challenge Tutoring Program: Lessons Learned" (Rita M. Bean; Katy Belski; Gregory H. Turner). "The Faces of Diverse Literacies" section contains these articles: "Literacy Possibilities and Concerns for Mexican-American Children's Literature: Readers, Writers, and Publishers Respond" (Janelle B. Mathis); "A Cultural Examination of the Functions of Literacy from a Contextual Setting in Western Ukraine" (I. La Verne Raine; Wayne M. Linek; Brenda Smith); and "Children's Literature as a Catalyst for an EFL/ESL Writing Class" (Sabiha T. Aydelott). "The Faces of Children and Families" section contains these articles: "Using Play as a Context for Children's Acquisition of Phonemic Awareness" (Nicole Regush; Jim Anderson; Elizabeth A. Lee); and "Family Stories in K-3 Classrooms: Promoting Culturally Responsive Instruction" (Julie K. Kidd; Eva K. Thorp; Sylvia K. Sanchez). (NKA) ED482893 Celebrating the Faces of Literacy. The Twenty-Fourth Yearbook: A Peer Reviewed Publication of the College Reading Association, 2002. [Papers from the College Reading Association Conference, 2001]. 2002-00-00 ISBN-1-883604-30-3 275 N/A 2004 2016-11-21

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Yes Adopted Children Diversity Elementary Secondary Education Play Social Cognition Carnes, Jim, Ed. Collected Works - Serials Guides - Classroom - Teacher Tolerance Keller (Helen) ISSN-1066-2847 Southern Poverty Law Center, Montgomery, AL. English This magazine provides teachers with classroom learning materials to help children learn to be tolerant with others. Articles in the magazine are: "A Standard to Sustain" (Mary M. Harrison); "Let's Just Play" (Janet Schmidt); "Who's Helen Keller?" (Ruth Shagoury Hubbard); "Margins of Error" (Joe Parsons); "Out of the Shadows" (Elizabeth Hunt); "Mixitup" (Dana Williams); and "It Happened Here" (Tim Walker). Departments in the magazine are: Hear and Now; Idea Exchange; Grant Spotlight; Teaching Tools; Story Corner; and One World. (BT) ED482894 Teaching Tolerance Magazine, 2003. Teaching Tolerance n24 Fall 2003 2003-00-00 Practitioners Teachers 69 Southern Poverty Law Center, 400 Washington Avenue, Montgomery, AL 36104. Tel: 888-414-7752 (Toll Free); Web site: http://www.splcenter.org/. N/A 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Agriculture Child Health Disease Incidence Elementary Secondary Education Environment Epidemiology Public Health Small Businesses Books Guides - Non-Classroom Peace Corps Peace Corps, Washington, DC. Information Collection and Exchange Div. English This idea book offers practical strategies for assessing and responding to the effects of HIV on each of the Peace Corps' project areas, including agriculture and environment, small enterprise development, health, youth, and education. It also offers examples of creative and effective strategies used by Peace Corps volunteers to integrate the issue of HIV into their activities through collaboration with other sectors or by designing activities targeting those most affected by AIDS. The book presents information on HIV/AIDS project design within the community, focusing on elements of the planning process, pre-activity learning and groundwork, and establishing direction/content. It goes on to examine potential obstacles and how to deal with them (e.g., fear of infection, cultural dissonance, and frustration, sadness, feelings of being overwhelmed, and apathy). An annotated listing of additional resources on HIV and AIDS is included. (SM) ED482895 HIV/AIDS: Integrating Prevention and Care into Your Sector. Idea Book. 2000-07-01 67 Peace Corps, Center for Field Assistance and Applied Research, Information Collection and Exchange, 1111 20th Street, N.W., Fifth Floor, Washington, DC 20526. Tel: 202-692-2640. N/A 2004 2016-11-21

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Yes Bilingual Education Computer Assisted Instruction Computer Software Computer Uses in Education Dictionaries English (Second Language) Foreign Countries Higher Education Reading Instruction Reading Skills Teaching Methods Vocabulary Development Loucky, John Paul Reports - Descriptive Bilingual Dictionaries Japan Japan English This article summarizes software which can help to enhance both local and specific reading skills (often done through what is known as intensive reading) and global or general reading skills (known as extensive reading). Although the use of computerized bilingual dictionaries (CBDs) and translation websites of various types does not appear to result in faster acquisition and better retention and productive activation of new target language vocabulary than what is possible for students using only bilingual book dictionaries, these findings have been limited to several hundred students studied so far. This article asserts that more research should be done on the beneficial language learning effects of using various computer assisted language learning reading software along with CBDs, especially when these are used more systematically to enhance specific essential lexical steps as recommended by the "Depth of Lexical Processing Scale." (Contains 29 references.) (SM) ED482896 Enhancing Japanese College Students' English Reading and Vocabulary Skills by Using CALL Innovations. 2003-00-00 16 For full text: http://els.nii.ac.jp/pdfout.php3?1083006281. N/A 2004 2016-11-21

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Yes Content Analysis Elementary Education Higher Education Literacy Research Methodology Scholarly Journals Scholarship Knudson, Ruth E. Theurer, Joan Leikam Boyd-Batstone, Paul Information Analyses Reports - Evaluative Journal of Educational Research English A total of 378 articles were published in the "Journal of Educational Research" from 1990-1999. Ninety-seven (26%) focused on literacy. Information was categorized for each article with respect to authors' gender, multiple versus single authorship, study design, use of statistics, age of subjects, number of subjects, and kind of research. There was no significant trend by year for the number of articles published by sole vs. multiple authors or by men, women, or male/female co-authors. More than 70% of the articles had multiple authors. There was no significant trend by year for design of study, statistics used, or number of subjects in the study. There was, however, a trend away from applied research after 1996. There were no applied research studies published 1997-1999 while approximately one literacy-focused applied research article a year was published 1991-1996. There was also some movement away from studies with "n" larger than 1000 from 1995 through 1999. The total number of articles focused on literacy decreased from 1996. The average number of articles published with a literacy focus 1990-1995 was 12.38. The average number 1996-1999 was 5.75. With respect to design, approximately 50% of the articles published were experimental while 22% were correlational and 21% were descriptive. Approximately 36% of the articles used ANOVA, 20% used correlation including multiple regression, 17% used descriptive statistics including percentages and frequencies, and 13% used other multivariate techniques such as MANOVA. The remaining articles employed path analysis, M/ANOVA with multiple regression, Yates' algorithm, chi square, factor analysis, or no statistics (4%). Fifty-four percent of the articles had elementary school subjects, 15% high school subjects, 14% multiple-age subjects (often children and their parents and/or teachers), 5% middle school subjects, 4% college students, 5% other adults, and 2% no human subjects. (Contains 6 tables of data and 99 references.) (Author/RS) ED482897 A Decade of Literacy Research in the "Journal of Educational Research". 2002-01-00 42 N/A 2004 2016-11-21

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No Educational Facilities Elementary Secondary Education Informal Education Integrated Activities Science Curriculum State Standards Zoos Guides - Classroom - Teacher English This document aligns Oregon state educational benchmarks and standards with Oregon Zoo resources. Benchmark areas examined include English, mathematics, science, social studies, and career and life roles. Brief descriptions of the programs offered by the zoo are presented. (SOE) ED482898 The Zoo, Benchmarks & You: How To Reach the Oregon State Benchmarks with Zoo Resources. 2002-09-00 Practitioners Teachers 53 Oregon Zoo, Education Division, 4001 SW Canyon Road, Portland, OR 97221. N/A 2004 8/20/2004 00:57:28 RIEJUL2004 Produced by Metro Washington Park Zoo.

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Yes Aging in Academia College Faculty Higher Education Older Workers Teacher Retirement Clery, Suzanne Lee, John Collected Works - Serials Numerical/Quantitative Data Reports - Descriptive National Education Association, Washington, DC. Higher Education Research Center. English This research update uses the U.S. Department of Education's National Survey of Postsecondary Faculty to analyze faculty retirement and its effects. It presents data regarding retirement and institution type, field of teaching, gender, union status, plans for retirement, and faculty relocation. It concludes that pending retirement does not appear to pose a threat of an overwhelming loss of talent in higher education, although the loss will be more noticeable in some fields and institutions. (EV) ED482899 Faculty Retirement: Loss or Opportunity? NEA Higher Education Research Center Update v7 n5 Dec 2001 2001-12-00 6 For full text: http://www.nea.org/he. N/A 2004 8/20/2004 00:57:30 RIEJUL2004 Theme issue.

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Yes Academic Achievement Black Students Elementary Secondary Education Hispanic American Students Peer Influence Racial Composition Racial Differences Racial Integration School Desegregation Hanushek, Eric A. Kain, John F. Rivkin, Steven G. Reports - Research Speeches/Meeting Papers African Americans Brown v Board of Education Texas Texas Brown v Board of Education English Uncovering the effects of school racial composition on academic achievement is difficult, because racial mixing in the schools represents a complex mixture of government and family choices. While the goals of school integration legally inspired by Brown v. Board of Education are very broad, this paper focuses on the contribution of school racial composition to the racial and ethnic achievement. It uses a unique matched panel data set on individual Texas students and schools to identify the impacts of racial composition on academic achievement and to differentiate these from other aspects of school quality and from differences in student ability and family background that might drive any observed relationship between achievement and school demographic composition. Results show that having a higher percentage of black schoolmates has a strong adverse effect on black students' achievement, and the effects are highly concentrated in students who have shown high academic achievement in the early grades. Racial composition has a noticeably smaller effect on the achievement of lower ability Blacks, of Whites, and Hispanics, suggesting that the results are not a simple reflection of unmeasured school quality. The results are consistent with the view that black students exert peer pressure on others to under-perform and that a higher proportion of Blacks in a school may lead teachers to lower their expectations for all black students. (Contains 47 references.) (SM) ED482900 New Evidence about "Brown v. Board of Education": The Complex Effects of School Racial Composition on Achievement. 2001-12-00 Andrew W. Mellon Foundation, New York, NY. Spencer Foundation, Chicago, IL. Smith Richardson Foundation, Inc., Greensboro, NC. 44 N/A 2004 2016-10-19 Yes R305A060067

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Yes Black Teachers Disadvantaged Youth Elementary Secondary Education Labor Turnover Minority Group Children Public Schools Racial Differences Student Characteristics Student Diversity Teacher Attitudes Teacher Persistence Teacher Salaries Teacher Shortage Teaching Conditions Urban Schools Hanushek, Eric A. Kain, John F. Rivkin, Steven G. Reports - Research African Americans Hispanic American Teachers Latinos Texas Texas English Many school districts experience difficulties attracting and retaining teachers, and schools in urban areas serving economically disadvantaged and minority students appear particularly vulnerable to these problems. This paper investigates factors that affect the probabilities that teachers will switch schools or exit the public schools entirely. Researchers used matched student/teacher panel data on Texas public elementary schools to gain a better understanding of the effects of salary and other school factors on teacher transitions. These data permitted a detailed description of student demographic and school characteristics and pre- and post-move comparisons for teachers who switched schools within Texas or left the Texas public schools. Teachers were divided by experience, school community type, ethnicity and other factors so researchers could examine differences in the responsiveness to salary and student characteristics on the basis of teacher experience, race, and ethnicity. Results indicate that teacher mobility is much more strongly related to characteristics of students, particularly race and achievement, than to salary, although salary exerts a modest impact once compensating differentials are taken into account. Non-black, non Hispanic teachers systematically prefer non-black, non-Hispanic students, while the opposite is true for black and Hispanic teachers. (Contains 56 references.) (SM) ED482901 Why Public Schools Lose Teachers. 2001-10-00 Smith Richardson Foundation, Inc., Greensboro, NC. 43 N/A 2004 2016-11-21 ED483071

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Yes Academic Achievement Disadvantaged Youth Educational Change Educational Quality Elementary Secondary Education Minority Group Children Student Mobility Transfer Students Urban Schools Hanushek, Eric A. Kain, John F. Rivkin, Steven G. Reports - Research Speeches/Meeting Papers Texas Texas English Most students change schools at some point in their academic careers, but some change very frequently, and some schools experience a great deal of turnover. Many researchers, teachers, and administrators argue that mobility harms students, particularly disadvantaged students in high turnover, inner city schools. However, economists emphasize the importance of Tiebout mobility in which parents change districts in pursuit of higher quality schools. Empirical research on mobility has yielded inconclusive results. This paper develops a general theoretical model that identifies school quality changes resulting from moving. The empirical analysis, which exploits the rich longitudinal data of the University of Texas at Dallas Texas Schools Project, disentangles the disruption effects associated with moves from changes in school quality. The results suggest that there is a small average increase in school quality for district switchers, while there is no evidence that those switching schools within districts obtain higher school quality on average. The results also show a significant externality from moves: students in schools with high turnover suffer a disadvantage, and the cost is largest for lower income and minority students who typically attend much higher turnover schools. (Contains 14 tables and 17 references.) (SM) ED482902 Disruption versus Tiebout Improvement: The Costs and Benefits of Switching Schools. 2001-08-00 Andrew W. Mellon Foundation, New York, NY. Donner (William H.) Foundation. Smith Richardson Foundation, Inc., Greensboro, NC. 56 N/A 2004 2016-11-21

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No Classroom Environment Decision Making Developmental Continuity Early Childhood Education Emergent Literacy Foreign Countries Leaders Guides National Curriculum Optical Disks Preschool Teachers Professional Development Reflective Teaching Sex Differences Staff Development Student Evaluation Teacher Student Relationship Videotape Recordings Young Children Hancock, Juliet, Ed. Guides - Non-Classroom Non-Print Media Scotland Daily Routines United Kingdom (Scotland) Learning and Teaching Scotland, Dundee. Scottish Executive Education Dept., Edinburgh. English In response to the growing need for addressing continuity in children's learning at transition points, this package of staff development materials was developed to provide support, guidance, and contexts for discussion enabling early years and primary school staff in Scotland to reflect and share information about effective assessment and documentation of children's learning experiences. The package is comprised of a book of staff development activities, a videotape upon which the activities are based, and a CD-ROM. Following introductory remarks, the book presents ideas and suggestions for group leaders and describes how to use the staff development package. Activities are designed for use in short informal meetings or in more formal inservice programs. Each activity contains information on the focus of the meeting, its estimated time, materials needed, leader's notes, and participant activity sheets. Three appendices provide videotape transcripts. The videotape features sequences from both early years and primary school settings, and focuses on various aspects of early years education: (1)decision-making opportunities in the classroom; (2) the role of the physical environment in supporting and enabling children's learning; (3) reflecting on and documenting children's language in peer social interaction; (4) the role of routines in children's lives in a range of contexts; (5) identifying how teachers might respond to gender differences in reading development; (6) supporting children's early reading; (7) using observation of children's self-initiated learning in existing plans for children's learning, and (8) sharing information on children's learning with others. The CD-ROM provides an example of the features in a Transition Record encompassing both the Curriculum Guidelines 3-5 and the 5-14 National Guidelines. The CD-ROM is divided into eight sections, which show by either short video clips, photographs, or text an explanation of what the transition feature might mean in practice: (1) expressive communication; (2) listening and talking; (3) mathematics; (4) personal, emotional, and social development; (5) physical coordination; (6) reading; (7) understanding the environment; and (8) writing. (KB) ED482903 Progress with Purpose: Supporting Continuity in Children's Learning, 3-8. [Educational Kit]. Early Education Support. 2002-00-00 ISBN-1-85955-761-9 121 Sales Department, Learning and Teaching Scotland, Gardyne Road, Dundee DD5 1NY, Scotland (22.50 British Pounds Sterling plus VAT 3.94 British Pounds Sterling). Tel: 01382-443600; Fax: 01382-443645/6; e-mail: orders@LTScotland.com; Web site: http://www.LTScotland.com. N/A 2004 2016-11-21

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No After School Programs Financial Support Homework Models Program Descriptions Program Development Program Effectiveness School Community Relationship Staff Development Harvey, Brooke, Ed. Collected Works - Serials Wellesley Coll., MA. National Inst. on Out-of-School Time. English This document comprises three issues of a newsletter highlighting the MOST Initiative (Making the Most of Out-of-School Time) published by the National Institute on Out-of-School Time. Appearing regularly in the newsletter are updates of after-school programs in Chicago, Seattle, and Boston. The January, 2000 issue features an interview with Institute staff exploring the concept of balanced programming in after-school programs. The November, 2000 issue features articles on building a stable high-quality after-school workforce, and the impact of quality advisors on staff retention. The 2001 issue provides an introduction followed by a spotlight on Boston, spotlight on Chicago, and spotlight on Seattle. The February, 2002 issue features an interview with a MOST project director reflecting on the initiative's progress from 1994-2002. (HTH) ED482904 Spotlight on MOST, 2000-2002. Spotlight on MOST v4 Jan 2000-Feb 2002 2002-00-00 DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY. 38 MOST Initiative, NIOST, Wellesley College, 106 Central Street, Wellesley College, Wellesley, MA 02481. Tel: 781-283-2547; Fax: 781-283-3657; Web site: http://www.niost.org. N/A 2004 8/20/2004 00:57:39 RIEJUL2004 This document contains the following: Volume 4, Number 1, Jan 2000; Volume 4, Number 2, Nov 2000; Spotlight 2001; and Volume 4, Number 2 (typo on document), Feb 2002.

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Yes Age Differences Beginning Teachers Elementary Secondary Education Faculty Mobility Labor Turnover Minority Group Teachers Public Schools Racial Differences Teacher Persistence Teaching Conditions Teaching (Occupation) Theobald, Neil D. Michael, Robert S. Reports - Research Illinois Indiana Minnesota Wisconsin Illinois Indiana Minnesota Wisconsin North Central Regional Educational Lab., Naperville, IL. English This study explored how many teachers were leaving public school districts in Illinois, Indiana, Minnesota, and Wisconsin during their first 5 years in teaching. Researchers analyzed four types of novice teachers, including those who: taught continuously in the same district all 5 years, transferred to another district within the state but remained in the state all 5 years, left public school teaching in a state and did not return to teaching, and left public school teaching in a state but returned. Statements were gathered from 5-year veterans regarding their reasons for staying with teaching. Over the 5 years, the cumulative loss of beginning teachers from the district that hired them was just over 50 percent (half of whom left teaching altogether). Minority teachers and teachers who entered the profession at age 30 or younger departed at significantly higher rates. While minority teachers were less likely to leave teaching altogether, they were much more likely to transfer among school districts. There was no significant difference in turnover by gender. Teachers with graduate degrees had lower turnover rates. Urban teachers were significantly more likely to move out of their district (though not to leave teaching). Mathematics and science teachers were much more likely to leave teaching and less likely to transfer among districts. (Contains 30 references.) (SM) ED482905 Teacher Turnover in the Midwest: Who Stays, Leaves, and Moves? Policy Issues. 2001-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 10 North Central Regional Educational Laboratory, 1120 East Diehl Road, Suite 200, Naperville, IL 60563-1486. Tel: 630-649-6500; Tel: 800-356-2735 (Toll Free); Web site: http://www.ncrel.org. N/A 2004 2016-11-21

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Yes College Faculty Computer Software Disabilities Educational Technology Elementary Secondary Education Higher Education Internet Standards Teacher Education Teacher Educators Teacher Surveys Technology Education Tanguma, Jesus Martin, Sylvia S. Crawford, Caroline M. Reports - Research Speeches/Meeting Papers English Faculty members (n=26) in an education personnel preparation program at a Southeastern university were surveyed regarding their modeling of technology use in their courses. Results indicated that faculty are: (1) incorporating software packages into the teaching of their subject areas; (2) using assistive technology (e.g., scanner, digital cameras, voice recognition) to develop and deliver instructional units in their teaching areas; (3) using technology (e.g., video conferencing) to teach students; and (4) using the Internet to gather resources (e.g., lesson plans for teaching in their subject areas). However, faculty are not using projection devices with a computer to develop and deliver instructional materials in their teaching areas. Results are discussed in terms of recommendations of the National Council for the Accreditation of Teacher Education and the standards developed by the Council for Exceptional Children. (DB) ED482906 Higher Education and Technology Integration into the Learning Environment: Results of a Survey of Teacher Preparation Faculty. 2002-00-00 7 N/A 2004 8/20/2004 00:57:44 RIEJUL2004 In: Proceedings of SITE 2002: Society for Information Technology & Teacher Education International Conference (13th, Nashville, TN, March 18-23, 2002); see IR 021 349.

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Yes Adult Basic Education Beginning Reading Child Development Child Rearing Emergent Literacy Family Literacy Learning Activities Literacy Education Parent Influence Parent Participation Parents as Teachers Prereading Experience Reading Material Selection Young Children Mraz, Maryann Padak, Nancy Baycich, Dianna Guides - Classroom - Teacher Ohio State Literacy Resource Center, Kent. English This publication provides information that can support parents in their efforts to assist their young children's literacy development. Provided in a format that can be copied, these "literacy tips" are supplied for these three age groups: ages 0-3, ages 4-6, and ages 7-8 and are preceded by lists of ideas for using them in a family literacy program. The lists are divided into the same three age groups. Each group of tips offers a few major developmental milestones, some suggestions for age-appropriate parent support, tips about the kind of books children might enjoy, and a short list of book titles appropriate for children at that age level. A list of six Web sites that contain research-based suggestions for parents and that are written to be accessible for parents in family literacy programs is also included. (YLB) ED482907 Literacy Tips for Children. 2002-00-00 Ohio State Dept. of Education, Columbus. Div. of Career-Technical and Adult Education. Practitioners Parents Teachers 10 For full text: http://literacy.kent.edu/Oasis/Pubs/child_lit_tips.pdf. N/A 2004 8/20/2004 00:57:45 RIEJUL2004

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Yes Access to Education Adult Basic Education Community Development Community Involvement Community Schools Elementary Education Foreign Countries Indigenous Personnel Paraprofessional School Personnel Partnerships in Education Rural Education School Community Relationship Womens Education Zaalouk, Malak Reports - Descriptive Egypt Facilitators International Aid Egypt ISSN-1020-0800 United Nations Educational, Scientific, and Cultural Organization, Paris (France). Education for All Forum Secretariat. United Nations Children's Fund, New York, NY. English In 1992, UNICEF signed an agreement with the government of Egypt to develop and coordinate a community schools project in the deprived villages of rural upper Egypt. Four pilot sites were selected in the governorate of Assiut based on minimum numbers of out-of-school children, lack of a school nearby, and the eagerness of the community to participate in the provision and management of the school. Genuine community involvement was considered critical to project success. Classes were scheduled at times convenient to community and family schedules. Maximum class size was 30 children with 2 facilitators. The facilitators were young women recruited locally and given intensive training in innovative teaching techniques. These included the use of art and music, self-learning, peer teaching, active learning, and enhancement of the official curriculum with subjects and activities relevant to the community and children's interests. In the second year, adult literacy classes were begun with trained, local women coordinators. The community schools became focal points for health services and community development activities. Outside evaluations showed that all children in the pilot schools completed first grade satisfactorily. By 1995, 125 community schools were in operation, with a 70 percent female enrollment rate and many positive outcomes. Remaining challenges are discussed, as well as program expansion and the need to integrate the community schools with a rural school project of the Egyptian government. (Contains photographs.) (SV) ED482908 Children of the Nile: The Community Schools Project in Upper Egypt. Education for All: Making It Work. Innovation Series. 1995-00-00 37 Documentation and Information Centre, Education Sector, UNESCO, 7 place de Fontenoy, 75352 Paris 07 SP, France (Reference no. 22.105, out of print, available in photocopy form only). Tel: 33-1-45-68-10-29; Fax: 33-1-45-68-56-24; e-mail: cdi-ed@unesco.org; Web site: http://www.unesco.org/education/catalogues/. N/A 2004 2016-11-21

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Yes Academic Achievement Elementary Secondary Education Instructional Materials National Standards Science Curriculum Science Instruction State Standards Kendall, John S. DeFrees, Keri Richardson, Amy Reports - Descriptive Mid-Continent Research for Education and Learning, Aurora, CO. English This study identifies a core set of exemplary standards and benchmarks that are accepted by a significant number of educators in the Mid-continent Research for Education and Learning (McREL) region. Specifically, the study provides a list of the knowledge and skills expected of students in most or all states in the Central Region (comprised of Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) that are also found in state standards documents that have been rated as exemplary by national organizations. In short, this list of standards and benchmarks embodies content that is highly valued nationally as well as within the Central Region. Such a list may assist educators in the region in sharing educational materials that support the academic content they all value. Current school reform efforts create a significant demand for curriculum materials that help students achieve specific and worthwhile standards. A shared set of standards and benchmarks should provide educators with a useful focus for their efforts to find or share high-quality materials that support exemplary standards and benchmarks. (Author) ED482909 Exemplary Science Benchmarks among the Seven States in the Central Region. 2003-06-01 Department of Education, Washington, DC. 20 McREL, 2550 S. Parker Road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; Web site: www.mcrel.org. N/A 2004 8/20/2004 00:57:49 RIEJUL2004 ED-01-CO-0006

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Yes Ability Academic Achievement Community Influence Elementary Secondary Education Gifted Institutional Characteristics Mathematics Education Science Education Statistics Boggs, Olivia M. Reports - Research English This study sought to determine the degree to which school and community factors influence mathematics and science achievement of public school students in Georgia. Of particular concern was identifying variables to assist educators, parents, and other child advocates in providing academic programs that are responsive to the needs of learners. Data were taken from the 1996-1997 academic year using school districts in Georgia's 159 counties. Thirty of the 40 correlations were statistically significant and documented that lower academic performance in science and mathematics is related to high unemployment, high infant mortality, high enrollment in remedial classes, high drop out rates, low income, low number of adults with high school diplomas, and low enrollment in gifted classes. The analysis verifies strong relationships between school performance and specific community and school characteristics. (Author/SOE) ED482910 Community and Institutional Correlates of Academic Achievement in Georgia Schools. 2003-06-00 15 N/A 2004 8/20/2004 00:57:51 RIEJUL2004 Produced by Georgia Governor's Office of Highway Safety.

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Yes Academic Achievement Elementary Education Elementary School Teachers Mathematics Curriculum Mathematics Instruction Professional Development Program Effectiveness Teacher Improvement Burkhouse, Barbara Loftus, Marie Sadowski, Barbara Buzad, Kathy Reports - Research English Researchers investigated the relationship between the American Federation of Teachers' Thinking Math (TM) professional development program and mathematics achievement of 5th grade students in an urban school district in the northeast. Four schools were studied; 3 had TM trained 5th grade math teachers. Questionnaires gathered demographic data and teacher self-evaluation of the influence, efficacy, and implementation of 7 TM principles. Student achievement was measured by Stanford Achievement Tests and the Pennsylvania State System of Assessment. Findings are based on 37 questionnaires from TM trained teachers and 203 student records. The TM program and, specifically, having a 5th~grade TM math teacher, had positive effects on mathematics and reading achievement scores. TM training's effect on teacher confidence and implementation varied across the principles. (Author) ED482911 "Thinking Mathematics" as Professional Development: Teacher Perceptions and Student Achievement. 2003-00-00 38 N/A 2004 8/20/2004 00:57:53 RIEJUL2004

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Yes Academic Achievement Action Research Competence Curriculum Design High Schools Mathematics Anxiety Mathematics Education Teacher Researchers Morgan, Susan Dissertations/Theses - Masters Theses Reports - Research English This action research project was designed to increase students' math competencies and reduce math anxiety in targeted high school classes in a Midwestern suburb. The study included 37 students and took place from September through December in 2002. Factors influencing students' math achievement included self-perceptions of math competence, teachers' perceptions of students' abilities, and an overemphasis on remediation which left students unchallenged and behind their peers (Fiore, 1999). Curriculum redesign is one way of improving students' confidence and competence in their math abilities (Allexsaht-Snider and Hart, 2001). Given this, a curriculum redesign was selected as an intervention for this study. To document student progress in mathematical achievement and improve self-perception, methods of assessment used included surveys, document analysis, and observations. Post-intervention data indicated an increase in students' comfort level related to math competencies. A review of solution strategies suggested within the literature, combined with an analysis of the setting, resulted in the selection of three primary solutions to be used as interventions: (1) a curriculum redesign that minimized tracking; (2) a constructivist teaching approach; and (3) the establishment of a community of learners. Data also revealed that students in the targeted groups were successful as a result of curriculum redesign. It is encouraged and suggested that discourse related to curriculum tracking provoked by this project continue within the site to further support students' math competencies. (Author/SOE) ED482912 A Curriculum Redesign in Response to Students' Anxiety to Math Competencies at the Secondary Level. 2003-05-00 41 N/A 2004 8/20/2004 00:57:55 RIEJUL2004 Master of Arts, St. Xavier University and SkyLight.

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Yes Academic Achievement Achievement Gains Curriculum Design Elementary Secondary Education Mathematics Education Science Education State Standards Student Improvement Student Needs Student School Relationship Kelly, Mary Kay, Ed. Johnson, Iris DeLoach, Ed. Collected Works - Proceedings Reports - Descriptive Ohio Ohio Miami Univ., Oxford, OH. School of Education. English These proceedings provide easy access to presentations and discussions from Ohio's Invitational Conference held in Oxford, OH, September 4-6, 2002. In addition, the collection of summaries of addresses, papers, and discussions from each segment of the conference may provide others with background information and insights into topics addressed and discussed. (SOE) ED482913 Proceedings of Ohio's Invitational Conference: Narrowing Achievement Gaps (Oxford, OH, September 4-6, 2002). 2003-00-00 92 Web site: http://www.discovery.k12.oh.us. N/A 2004 2016-11-21

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No Ecology Meteorology Science Activities Science Equipment Science Instruction Secondary Education Teaching Methods Weather Brantley, L. Reed, Sr. Demanche, Edna L. Klemm, E. Barbara Kyselka, Will Phillips, Edwin A. Pottenger, Francis M. Yamamoto, Karen N. Young, Donald B. Books Guides - Classroom - Teacher English This booklet presents some activities to measure various weather phenomena. Directions for constructing a weather station are included. Instruments including rain gauges, thermometers, wind vanes, wind speed devices, humidity devices, barometers, atmospheric observations, a dustfall jar, sticky-tape can, detection of gases in the air, and pH of rain water are illustrated using sample activities. (KHR) ED482914 Weather Instruments. 2001-00-00 ISBN-0-937049-26-3 Teachers Practitioners 51 Foundational Approaches in Science Teaching Project, Curriculum Research and Development Group, 1776 University Avenue, Honolulu, HI 96822-2463. e-mail: crdg@hawaii.edu; Web site: http://www.hawaii.edu/crdg. N/A 2004 8/20/2004 00:57:59 RIEJUL2004 Produced by Hawaii University, Curriculum Research and Development Group, Foundational Approaches in Science Teaching Project.

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Yes Curriculum Design Curriculum Development Knowledge Base for Teaching Primary Education Professional Development Science Instruction Science Teachers Goodnough, Karen Reports - Research Speeches/Meeting Papers English This study focuses on the nature of professional development. The approach to professional development that emerged in this inquiry was premised on a belief held by the author, a university researcher, and two K-1 teachers that professional development opportunities for teachers need to be ongoing, allow time for teachers to engage in learning, and occur in a collaborative community of learners. Over an eight month period from October 2000 to May 2001, the researchers developed and implemented science curriculum that targeted a K-1 multi- age classroom of 40 students. One of the main objectives of the inquiry was to foster the development of teacher professional knowledge in the context of primary science education. The second objective was to explore the nature of the collaborative inquiry that emerged and its influence on the development of teachers' professional knowledge. Two questions guided this study: (1) How will the participating teachers enhance their professional knowledge as a result of this experience?; and (2) Under what conditions will this approach to professional development be effective? The processes and contextual variables that contributed to the overall effectiveness of the approach are identified and described as well as outcomes related to the development of collaborating teachers' knowledge base for teaching primary science. (SOE) ED482915 Teacher Development through Collaborative Inquiry: Primary Teachers Enhance Their Professional Knowledge of Science Teaching and Learning. 2002-04-00 22 N/A 2004 8/20/2004 00:58:01 RIEJUL2004 Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (New Orleans, LA, April, 2002).

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No Animals Biology Educational Facilities Elementary Secondary Education Hands on Science Informal Education Inquiry Science Curriculum Science Instruction Student Motivation Zoos Henrie, Charis Guides - Classroom - Teacher English This curriculum provides background information and activities for teaching inquiry-based science in the classroom and at the Oregon Zoo. The ZooScope program was created to provide students with hands-on and minds-on activities that are crucial to taking theoretical learning into the real world. The hope is that as students begin asking about the animals they see, they will want to learn more and will be able to use the skills developed here to create their own research projects. The activities in the book are ready-made for upper elementary and middle school students but many are easily adapted for younger and older students. Informational materials include background information for teachers, pre- and post-visit activities, on-ground activities to use at the zoo, data sheets and sample graphs, background information on each of the animals featured in the questions, and a reference section that includes additional sources of information. (Author/SOE) ED482916 ZooScope. Teacher's Packet. 2000-03-00 Teachers Practitioners 60 Oregon Zoo, Education Division, 4001 SW Canyon Road, Portland, OR 97221. N/A 2004 8/20/2004 00:58:03 RIEJUL2004 Produced by Metro Washington Park Zoo.

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No Animals Biology Educational Facilities Elementary Education Informal Education Integrated Activities Marine Education Science Instruction Zoos Ward, Kristin Guides - Classroom - Teacher English The goal of this teacher guide is to promote education by providing resources and information to aid classroom teachers in using the Oregon Zoo as an educational setting. The unit also emphasizes the integration of science, mathematics, reading, writing, speaking, and problem solving. It is designed for grades 3-5 and is based on the Oregon State Standards for 5th grade. The guide includes both Student/Teacher and Teacher Only pages. Topics include: (1) The Northwest Coast; (2) Tropical Coast vs. Northwest Coast; (3) Steller Sea Lions; (4) Sea Lion Adaptation Activity; (5) Sea Lion Measurement Activity; (6) Buoyancy Activity; (7) Comparison Activity; (8) Research Lab; (9) Food Web Activity; (10) Awareness Ideas; (11) Sea Otters; (12) Kelp Forest; (13) Food Chain Activity; (14) Kelp Forest Activities; (15) Tide Pools; (16) Tide Pool Activity; (17) Tide Pool Manners Activity; (18) People of the Rocky Coast Activity; (19) Making a Difference; (20) Visit the Zoo; (21) Zoo Worksheet; (22) Assessment Worksheet; and (23) Teacher Resources. (SOE) ED482917 Steller Cove. Oregon Zoo Teacher Resource Guide. 2001-09-00 Teachers Practitioners 35 Oregon Zoo, Education Division, 4001 SW Canyon Road, Portland, OR 97221. N/A 2004 8/20/2004 00:58:05 RIEJUL2004 Produced by Metro Washington Park Zoo.

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Yes Access to Education Elementary Secondary Education Family Mobility Homeless People Immigrants Migrant Children Military Personnel Student Mobility Transient Children Walls, Charles A. ERIC Publications ERIC Digests in Full Text Reports - Descriptive Stewart B McKinney Homeless Assistance Act 1987 ERIC Digests Stewart B McKinney Homeless Assistance Act 1987 ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English The digest is a summary of the information presented in the monograph, "Students on the Move: Reaching and Teaching Highly Mobile Children and Youth". It describes the different reasons for high mobility and the characteristics of highly mobile families, explains the specific educational and social support needs of highly mobile students, and briefly reviews the findings on effective school programs and classroom practices. Highly mobile students include the children of migrant workers, of families experiencing domestic violence, of families in unstable work and home situations that result from high poverty, and of military and immigrant families. The academic consequences of high mobility are severe. High mobility hits urban children particularly hard. Inner city students are more likely to change schools frequently. Children of migrant workers cross school, district, and state lines. Subgroups within the migrant population include students with disabilities and older immigrant youth who enter school with little prior educational experience. To address school stability issues of homeless children, Congress passed the McKinney-Vento Homeless Education Assistance Act, which allows homeless students to remain in their original schools, even if they no longer live in the residency area, and schools must provide transportation. (Contains 20 references.) (SM) ED482918 Providing Highly Mobile Students with an Effective Education. ERIC Digest. 2003-11-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Academic Achievement Black Students Educational Research Elementary Secondary Education Hispanic American Students Low Achievement Racial Bias Student Attitudes Suburban Schools Flaxman, Erwin ERIC Publications ERIC Digests in Full Text Achievement Gap ERIC Digests Student Disengagement ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This digest examines findings from two studies on the minority achievement gap in suburban schools. The first study, by Ronald Ferguson, analyzed data on middle and high school students from the Minority Student Achievement Network. In the second study, John Ogbu investigated how K-12 African American students' identity as an oppressed group affected academic achievement and school experiences. The digest describes the fundamentals of the two arguments and points to the key differences in the authors' perspectives on how schools should help minority students be more academically successful. The first study concluded that schools should never assume systematic group-level differences in student effort or motivation and that schools should identify and respond to particular groups' specific skill and knowledge deficit problems, provide encouragement routinely, and offer more educational resources and learning experiences. The second study found that many African American students did not consider schooling preparation for future job success. They felt disparaged and disrepresented in the community, despite appearances of racial harmony. Whites considered the achievement gap due to social class, while blacks considered it due to racism. African Americans were unengaged in attitudes and behaviors needed for school success. They recognized the need for effort to meet high academic standards but chose not to make the effort. They were often not educated in honors or advanced placement classes because they had been assigned to less academically rigorous tracks in lower grades. (SM) ED482919 Closing the Achievement Gap: Two Views from Current Research. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Adolescents Dropout Rate Dropouts Educational Research Hispanic American Students Immigrants Secondary Education Student Mobility Fry, Richard ERIC Publications ERIC Digests in Full Text Reports - Research General Educational Development Tests ERIC Digests General Educational Development Tests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English Dropout rates are particularly problematic measures for Hispanic youth. One-third of Hispanic adolescents are foreign-born. Their sending countries tend to have much lower rates of secondary school completion than does the United States. This digest presents recent tabulations on the number of Latino high school dropouts, noting pitfalls in interpreting the statistics. It also examines the outcomes of Hispanic youth in U.S. schools by generation and the success of dropouts in ultimately finishing high school. U.S. Department of Education data clearly underline the disadvantages that Latino youth have, on average, upon entry into adulthood. The Hispanic dropout rate fell from 21.8 percent in 1990 to 21.1 percent in 2000, (three times greater than the 2000 non-Hispanic white dropout rate). The aggregate Hispanic high school dropout rate is a poor indicator of secondary school performance. Distinguishing between those who have never been exposed to U.S. schools and those who have is critical for the prospects and design of appropriate interventions. Hispanic immigrants educated in the United States have no worse educational outcomes than native-born Hispanics. Third generation Hispanics perform no better than their second generation peers. Among Hispanics who do not graduate from high school, about 40 percent obtain a GED certificate(Contains 13 references.) (SM) ED482920 High School Dropout Rates for Latino Youth. ERIC Digest. 2003-11-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Antisocial Behavior Crime Delinquency Discipline Educational Environment Elementary Secondary Education Principals School Policy School Safety School Security School Surveys Student Behavior Student Characteristics Urban Schools Violence Larsen, Eric ERIC Publications ERIC Digests in Full Text ERIC Digests ISSN-0889-8049 ERIC Clearinghouse on Urban Education, New York, NY. English This report analyzes data from the 2000 School Survey on Crime and Safety presented in "Violence in U.S. Public Schools: 2000 School Survey on Crime and Safety. Statistical Analysis Report." Principals at 3,314 nationally-representative K-12 schools described incidents of crime and violence, disciplinary problems and actions, use of security measures, safety policies and practices, violence prevention programs and activities, and school characteristics. Overall, 71 percent of schools experienced at least one violent incident, 20 percent experienced at least one seriously violent incident, 36 percent reported at least one violent incident to the police, and 15 percent reported at least one seriously violent incident to the police. Only 6 out of 17 school characteristics accounted for the prevalence of violence (demographics, urbanicity, academic achievement, number of classroom changes during the school day, number of schoolwide disruptions, and number of discipline problems). Five characteristics related to serious violence (enrollment size, percent of males, number of schoolwide disruptions, number of serious discipline problems, and urbanicity). Characteristics of schools with high violence included enrollment size, urbanicity, neighborhood crime, number of classroom changes, number of serious discipline problems, and number of schoolwide disruptions. Characteristics of schools with high serious violence included enrollment size, students below the 15th percentile on standardized tests, student-teacher ratio, number of serious discipline problems, number of students transferring from the school, and number of schoolwide disruptions. (SM) ED482921 Violence in U.S. Public Schools: A Summary of Findings. ERIC Digest. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 4 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Web site: http://www.eric-web.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Academic Achievement Bilingual Education Bilingual Students Educational Change Elementary Secondary Education English (Second Language) Immersion Programs Limited English Speaking Second Language Learning State Legislation State Programs Rossell, Christine H. ERIC Publications Reports - Research Proposition 227 (California 1998) California New York New York City Board of Education California New York Proposition 227 (California 1998) ERIC Clearinghouse on Urban Education, New York, NY. English This monograph in the Urban Diversity Series examines historical and current policy in the teaching of language minority students in New York and California. It explores the key issues in the public's understanding of bilingual education and defines bilingual education in terms of local educational legislation and implementations. Part I, "Teaching Language Minorities: Theory and Reality in New York City," discusses the history of bilingual education programs in New York City public schools and the theories that frame bilingual education policy. Using data from the New York City Department of Education (formerly, the Board of Education), it presents information on English Language Learner (ELL) enrollment from 1987 to 2002 and New York City and New York State standards for classifying students as Limited English Proficient or English Language Learners. The paper also analyzes the effectiveness of the bilingual education program in terms of reclassification rates of ELLs and general student achievement. Part II, "Dismantling Bilingual Education: The Impact of Proposition 227 in California," analyzes the implementation of Proposition 227 in California and its outcomes. The paper looks specifically at: 1) California law on instruction for English Learners before and after Proposition 227 and the implementation of Proposition 227 by school districts; 2) the process by which a child is designated limited-English proficient or English Learner, the characteristics of these students, and rates in the number of students redesignated fluent-English-proficient; 3) bilingual education enrollment before and after Proposition 227 and the characteristics of the students enrolled; 4) testing rates for all English Learners and English Learners enrolled in bilingual education; and 5) the impact of bilingual education on achievement in California and nationwide. Two appendices to the second part describe interpretations of Proposition 227 requirements for structured immersion in Los Angeles, San Diego, and San Francisco and Interpretations of Informed Consent and circumstances justifying parental waiver of Proposition 227 in Los Angeles, San Diego, and San Francisco. (Contains 40 references.) ED482922 Policy Matters in Teaching English Language Learners: New York and California. Urban Diversity Series. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. Public Policy Inst. of California, San Francisco. 65 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia; Web site: http://eric-web.tc.columbia.edu. N/A 2004 2016-11-21

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Yes Computer Assisted Instruction Computer Uses in Education Distance Education Distributive Education Educational Change Educational Development Educational Technology Futures (of Society) Individualized Instruction Intelligent Tutoring Systems Learner Controlled Instruction Nonprint Media Technological Advancement Training Fletcher, J. D. Tobias, Sigmund ERIC Publications Reports - Descriptive Department of Defense Interoperability ERIC Clearinghouse on Urban Education, New York, NY. English This monograph in the Urban Diversity Series describes the The Advanced Distributed Learning (ADL)initiative, relates it to research dealing with instruction generally and computer-mediated instruction specifically, and discusses its implications for education. ADL was undertaken to make instructional material universally accessible primarily, but not solely, through delivery on the World Wide Web. The ADL initiative was begun by the U.S. Department of Defense (DoD) in cooperation with the White House Office of Science and Technology (OSTP). It is intended to make education, training, and performance aiding available anytime, anywhere, and to anyone through the use of asynchronous, computer-mediated instruction. The purpose of this paper is to describe the ADL initiative to educators and educational researchers and to invite their participation in shaping and guiding its development and implementation to ensure its contribution to education practice and processes. ADL is of obvious importance to professionals concerned with training and education, but it has promise for other audiences as well. Included among these are individuals in schools serving rural areas remote from libraries and museums, minority students in urban areas attending schools with limited resources, and students seeking elective course offerings in specialized subject areas. Includes a glossary of information technology terms. (Contains 81 references.) (SM) ED482923 Implications of the Advanced Distributed Learning Initiative for Education. Urban Diversity Series. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 53 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Academic Achievement Educational Change Educational Finance Educational Improvement Educational Legislation Educational Quality Educational Vouchers Equal Education Minority Groups Urban Schools Walls, Charles A. Guides - Non-Classroom Educational Adequacy ERIC Clearinghouse on Urban Education, New York, NY. English This parent guide gives a general overview of student voucher programs. It explains the difference between vouchers and other school choice plans, such as charter schools and inter-district choice. It provides a summary of the research on the impact of vouchers on student academic outcomes and on public school performance. It describes how several cities have implemented voucher programs and the challenges they have confronted. The guide addresses the key issues surrounding vouchers, including the religious affiliations of many private schools receiving voucher funds, the ambiguity of evidence on academic gains for voucher students, parent satisfaction with private versus public schools, competition as an incentive for public schools, and financial impacts of vouchers on public schools. The guide suggests questions parents and communities should pose when considering voucher programs, including: To what extent is a private school accountable to government regulation? By what criteria does a private school admit and reject students? The guide provides a list of selected readings. (SM) ED482924 A Guide to Voucher Programs. For Parents, about Parents. 2003-12-00 7 ERIC Clearinghouse on Urban Education, Institute for Urban and Minority Education, Box 40, Teachers College, Columbia University, New York, NY 10027. Tel: 800-601-4868 (Toll Free); Tel: 212-678-3433; Fax: 212-678-4012; e-mail: eric-cue@columbia.edu. For full text: http://eric-web.tc.columbia.edu/pubget.asp?show=1. N/A 2004 2016-11-21

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Yes Accountability Administrator Attitudes Educational Finance Educational Quality Parent Participation Parents Principals Problems Teachers Roberson, Thelma Schweinle, William Styron, Ron Reports - Research Speeches/Meeting Papers National Issues English In spring 2003, more than 130 aspiring, novice, and experienced K-12 principals from public, private, and parochial schools were asked to identify in rank order the top 10 most critical issues facing schools. The issue most frequently identified as most critical was accountability, with staffing next, followed by discipline, time, funding, external support, parents, safety, special education, and plant operations, in that order. Findings of a survey of teachers by Phi Delta Kappa show that teachers most frequently cite the lack of parental support and interest as the most critical issue. Parents, responding to a Gallup poll, have identified the lack of financial support/funding/spending money as the most critical issue. The focus of this paper is on accountability and the demands accountability requirements place on principals. A plan is outlined to help principals engage teachers in improving school performance scores as related to accountability programs. The outlined plan was used in 2001-2002 at a high school in Louisiana and was judged to have increased school performance. Strategies are also suggested for fostering parent engagement. (Contains 14 references.) (SLD) ED482925 Critical Issues as Identified by Aspiring, Novice and Experienced Principals. 2003-11-00 29 N/A 2004 2016-11-21

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Yes Adaptive Testing College Entrance Examinations Computer Assisted Testing Difficulty Level Estimation (Mathematics) Field Tests Hambleton, Ronald K. Sireci, Stephen G. Swaminathan, H. Xing, Dehui Rizavi, Saba Reports - Research Anchor Tests Item Parameters Law School Admission Test Law School Admission Test Law School Admission Council, Newtown, PA. English The purposes of this research study were to develop and field test anchor-based judgmental methods for enabling test specialists to estimate item difficulty statistics. The study consisted of three related field tests. In each, researchers worked with six Law School Admission Test (LSAT) test specialists and one or more of the LSAT subtests. The three field tests produced a number of conclusions. A considerable amount was learned about the process of extracting test specialists' estimates of item difficulty. The ratings took considerably longer to obtain than had been expected. Training, initial ratings, and discussion took a considerable amount of time. Test specialists felt they could be trained to estimate item difficulty accurately and, to some extent, they demonstrated this. Average error in the estimates of item difficulty varied from about 11% to 13 %. Also the discussions were popular with the panelists, and almost always resulted in improved item difficulty estimates. By the end of the study, the two expected frameworks that developers thought they might provide test specialists, had merged to one. Test specialists seemed to benefit from the descriptions of items located at three levels of difficulty and from information about the item statistics of many items. Four appendixes describe tasks and contain the field test materials. (Contains 8 tables and 18 references.) (SLD) ED482926 Anchor-Based Methods for Judgmentally Estimating Item Difficulty Parameters. LSAC Research Report Series. 2003-10-00 48 N/A 2004 2016-11-21

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Yes Adaptive Testing Computer Assisted Testing Item Response Theory Participant Characteristics Responses Test Format Test Items Swygert, Kimberly A. Reports - Research Law School Admission Council, Newtown, PA. English In this study, data from an operational computerized adaptive test (CAT) were examined in order to gather information concerning item response times in a CAT environment. The CAT under study included multiple-choice items measuring verbal, quantitative, and analytical reasoning. The analyses included the fitting of regression models describing the relations of item parameters, ability measures, and item serial position with item-level response times. All of these analyses were performed for data collected under two different conditions: the first in which the test takers were only required to answer 80% of the items to receive a score, and the second in which the test-taker score was proportional to the number of items answered. The results for 2 datasets, 1 with 21,366 test takers and 1 with 11,301 test takers were compared. The results show that ability is predictive of item-level response times for items on the verbal section for both datasets, while item difficulty is predictive of item-level response times for certain sets of quantitative and analytical items. In each case, the regression equations explain more of the variability in the item-level response times when the data were administered under the proportional adjustment scoring rule. An appendix describes the method used and gives an example. (Contains 11 tables, 13 figures, and 29 references.) (Author/SLD) ED482927 The Relationship of Item-Level Response Times with Test-Taker and Item Variables in an Operational CAT Environment. LSAC Research Report Series. 2003-10-00 40 N/A 2004 8/20/2004 00:58:25 RIEJUL2004

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Yes Academic Achievement Educational Research Elementary Secondary Education Higher Education Research and Development Research Projects Research Utilization Reports - Descriptive Regional Educational Laboratories Regional Educational Lab. Network. English The Regional Educational Laboratory (REL) program was established more than 30 years ago, and 10 RELs have been working at school sites in all 50 states, the District of Columbia, and U.S. territories since 1985. The labs work on regional and national education issues, applying what they learn from their own and others' research and development projects to spur meaningful school change. The stories and tables in this report present an overview of the challenges the RELs are facing during the 2001-2005 contract as well as their strategies for addressing these challenges. Across the United States the labs are partnering with schools and districts to build capacity for school improvement and high student achievement. Because this was the first year of a new contract, many of the stories in the report describe early phases of research and development project. Other stories draw on work begin in a previous contract period that laid a foundation for additional research and development to be carried out through the contract period. Projects described have taken place at: (1) AEL and the AEL Higher Education Co-Venture; (2) the Northeast and Islands Regional Educational Laboratory at Brown University; (3) the Laboratory for Student Success; (4) Mid-continent Research for Education and Learning; (5) the North Central Regional Educational Laboratory; (6) the Northwest Regional Educational Laboratory; (7) Pacific Resources for Education and Learning; (8) the Southwest Educational Development Laboratory; (9) the Regional Education Laboratory for the Southeast (SERVE); (10) WestEd. Also described are the way the RELs network for success and the national leadership areas served by each of the RELs. (SLD) ED482928 Using Educational Research and Development To Promote Student Success. 2001 Annual Report. 2001-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 37 For full text: http://www.relnetwork.org. N/A 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Personnel School Districts State Departments of Education State Programs Surveys Testing Accommodations Training Langley, Jennifer Olsen, Ken Reports - Research Council of Chief State School Officers, Washington, DC. English The Federal No Child Left Behind Act (NCLB) and the Individuals with Disabilities Education Act (IDEA) both emphasize the need for students with disabilities to have appropriate instructional and statewide assessment accommodations to ensure access to the general curriculum and to be included in school, district, and state accountabilities systems. However, initial research indicates that teams making decisions about instructional and statewide assessment accommodations and teachers implementing these accommodations are ill prepared to do so. In the 2002-2003 school year, a study group of the special education State Collaborative on Assessment and Student Standards (SCASS) undertook a two-part research effort to address this issue. They surveyed 22 former and current members of the SCASS regarding the extent and focus of state level training and gathered and analyzed accommodations training resources. The results reflect a paucity of in-depth state staff development to help local school personnel and parents understand the need for and implications of instructional and statewide assessment accommodations. States reported more training in accommodations fro statewide assessment than for instruction. However, a number of promising resources were identified and indexed for SCASS adaptation and use. Recommendations are provided for the states regarding: (1) how they might approach accommodations training for both instruction and statewide assessment; (2) the potential content of the instruction; and (3) resources that might be adopted or adapted for these purposes. Appendixes contain the survey and information about the responses. (Contains 10 references.) (SLD) ED482929 Training District and State Personnel on Accommodations: A Study of State Practices, Challenges, and Resources. 2003-09-00 Special Education Programs (ED/OSERS), Washington, DC. Mid-South Regional Resource Center, Lexington, KY. 45 N/A 2004 8/20/2004 00:58:30 RIEJUL2004 H326R980003 Produced by the Assessing Special Education Students project of the State Collaborative on Assessment and Student Standards.

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Yes Bayesian Statistics Educational Assessment Item Response Theory Markov Processes Models Monte Carlo Methods Probability Mislevy, Robert J. Almond, Russell Dibello, Lou Jenkins, Frank Steinberg, Linda Yan, Duanli Senturk, Deniz Reports - Descriptive Conditional Probability California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English An active area in psychometric research is coordinated task design and statistical analysis built around cognitive models. Compared with classical test theory and item response theory, there is often less information from observed data about the measurement-model parameters. On the other hand, there is more information from the grounding psychological theory, and the task designer's insights into which patterns of skills lead to which patterns of performance. The paper describes a Bayesian approach to modeling these situations, which uses experts' judgments to produce prior distributions for the conditional probabilities in a multivariate latent-variable model, and Monte Carlo Markov Chain estimation to refine the estimated. Task-design schemes and expert judgments are used in the first phase to structure the conditional probability tablethat is, conjunctive, compensatory, or disjunctive models, or combinations thereof. Machinery form graded-response item response theory is used to translate experts' judgments about task requirements into prior distributions for model parameters, which in turn imply values for all the conditional probabilities. Bayesian estimation methods are then used to update the distributions for the model parameters in response to observed data. The approach is illustrated with examples from the Biomass biology assessment prototype. (Contains 9 figures, 12 tables, and 25 references.) (Author/SLD) ED482930 Modeling Conditional Probabilities in Complex Educational Assessments. CSE Technical Report. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 45 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Assignments Educational Quality Instruction Language Arts Measurement Techniques Secondary Education Secondary School Teachers Matsumura, Lindsay Clare Garnier, Helen E. Pascal, Jenny Valdes, Rosa Reports - Research Los Angeles Unified School District CA California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English This report describes the technical quality of a measure of the quality of classroom assignments piloted in the Los Angeles Unified School District's proposed new accountability system. The measure was developed by the Center for Research on Evaluation, Standards, and Student Testing (CRESST). For the study, 181 teachers were sampled from 35 schools selected at random. Participating teachers submitted 3 language arts assessments with samples of student work (n=50). Results indicate a fair level of agreement among the raters who scored the assignments and a high level of internal consistency within four dimensions of assignment quality. The stability of the ratings and the number of assignments needed to yield a consistent estimate of quality differed by elementary and secondary school levels. As a group, secondary students who received higher quality assignments produced higher quality written work and scored higher on the reading and language portions of the Stanford Achievement Test, Ninth Edition, adjusted for student background and prior achievement. (Contains 11 tables and 27 references.) (Author/SLD) ED482931 Measuring Instructional Quality in Accountability Systems: Classroom Assignments and Student Achievement. CSE Technical Report. 2002-11-00 Office of Educational Research and Improvement (ED), Washington, DC. 25 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Achievement Gains Correlation Data Analysis Ethnicity Racial Differences Student Characteristics Barton, Paul E. Information Analyses Achievement Gap Tracking (Cases) Educational Testing Service, Princeton, NJ. Policy Information Center. English The gaps in school achievement among racial and ethnic groups and between students from poor and nonpoor families are well documented. They are large, and have been persistent. This publication is about conditions that help create and perpetuate achievement gaps. It focuses on the many antecedents of differences in school achievement college-going rates. The effort begins with identifying school and home conditions that the research community, to a reasonable extent, agrees are closely associated with school achievement. Sometimes this does not mean complete agreement, since research is a continuing process of thesis and antithesis. For each of the 14 correlates of achievement examined, data were sought that would permit the disaggregation by race/ethnicity and some measure of family income or socioeconomic status. In all 14 cases, such data were available for race and ethnicity, and in 12 cases, data were also available for some measure of income. The report begins with a description of the process used, the sources of research findings, and a brief overview of the 14 correlates of achievement, along with whether there are racial, ethnic, or income differences. A detailed review of the research follows. (Contains 2 tables and 22 graphs.) (SLD) ED482932 Parsing the Achievement Gap: Baselines for Tracking Progress. Policy Information Report. 2003-00-00 40 Policy Information Center, Mail Stop 19-R, Educational Testing Service, Rosedale Road, Princeton, NJ 08541-0001 ($15, prepaid). Tel: 609-734-5694. For full text: http://www.ets.org/research/pic. N/A 2004 2016-11-21

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Yes Essays Language Patterns Language Variation Scoring Test Scoring Machines Cohen, Yoav Ben-Simon, Anat Hovav, Myra Information Analyses Speeches/Meeting Papers English This paper focuses on the relationship between different aspects of the linguistic structure of a given language and the complexity of the computer program, whether existing or prospective, that is to be used for the scoring of essays in that language. The first part of the paper discusses common scales used to assess writing products, then briefly describes various methods of Automated Essay Scoring (AES) and reviews several AES programs currently in use. It also presents empirical results attesting to the reliability and validity of these programs, principally with regard to essays written in English. The second part of the paper presents various linguistic features that may vary extensively across languages and examines the ramifications of these features on the complexity of the AES operational system. This analysis is presented chiefly with regard to Hebrew and English, which are used to illustrate the differences that may exist between languages. (Contains 5 tables and 30 references.) (SLD) ED482933 The Effect of Specific Language Features on the Complexity of Systems for Automated Essay Scoring. 2003-10-00 30 N/A 2004 8/20/2004 00:58:38 RIEJUL2004 Paper presented at the International Association of Educational Administration (Manchester, England, October 2003).

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Yes Academic Achievement Case Studies Charter Schools Educational Change Educational Research Elementary Secondary Education Higher Education Professional Development School Choice State Programs Testing Programs Glass, Gene V., Ed. Collected Works - Serials ISSN-1068-2341 English This document consists of articles 1 through 39 published in the electronic journal "Education Policy Analysis Archives" for the year 2003. (SLD) ED482934 Education Policy Analysis Archives, 2003. Education Policy Analysis Archives v11 n1-39 2003 2003-00-00 658 For full text: http://olam.ed.asu.edu/epaa. T 2004 8/20/2004 00:58:43 RIEJUL2004 "Education Policy Analysis Archives" is an electronic-only journal (see http://olam.edu.asu.edu/epaa) covered on an article by article basis in "Current Index to Journals in Education" (CIJE). For the 37 English language articles in this volume, see TM 525 625-661.

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Yes Access to Health Care Community Colleges Health Education Health Promotion Health Services Outreach Programs Student Personnel Services Two Year Colleges Wellness Broderick, Susan Reports - Descriptive English This document, put together by the Director of Santa Barbara City College Student Health Service, discusses how in the 108 community colleges in California the student health centers are in danger as administrators ponder budget cuts. To clarify the gravity of the situation, the report focuses on the Santa Barbara City College (SBCC) Student Health Services and Wellness Program (SHSWP). The report explains the success of the SHSWP by focusing on the following areas: (1) the need of the students for mental health counseling services and health education programs; (2) the academic programs and services initiated by the SHSWP that address the needs of the students; (3) the way that SHSWP has presented their model of success at local, state, and national conferences in order to encourage successful programs at community colleges across the U.S.; (4) program specifics; (5) data demonstrating the impact of the program; (6) demonstration of increased access, retention, completion or transfer rates for underrepresented students; and (7) program replicability. The document concludes with the conclusion that the SHSWP is only one example of a successful program that exists in California community colleges and how such programs should receive more recognition for their important contribution to students, the school, and society. (MZ) ED482935 The Significant Contribution of Student Health Services to Student Success. 2002-00-00 9 For full text: http://www.ijournal.us/issue_04/ij_issue04_SusanBroderick_01.htm. N/A 2004 8/20/2004 00:58:45 RIEJUL2004 With input from Alyson Bostwick and Madeline Burridge. In: iJournal n3 Mar 2003.

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Yes College Students English (Second Language) Foreign Countries Higher Education Language Proficiency Translation Writing Skills Liu, Candi Chen-Pin Reports - Research Speeches/Meeting Papers Synonyms Word Retrieval China Lexical Collocation China English This study examined strategy use in producing lexical collocations among freshman English majors at the Chinese Culture University. Divided into two groups by English writing proficiency, students completed three tasks: a collocation test, an optimal revision task, and a task-based structured questionnaire regarding their actions and mental processes involved in producing lexical collocations. Overall, retrieval, literal translation, de-lexicalized verbs, synonyms, and appeal to authority were the most effective types of strategy use leading to production of acceptable collocations. While good writers made better use of retrieval, de-lexicalized verbs, synonyms, and appeal to authority in producing acceptable collocations, poor writers used literal translation more successfully than good writers. The top four types of ineffective strategy use were literal translation, retrieval, approximate translation, and use of de-lexicalized verbs. Literal translation and approximate translation troubled good writers most, and retrieval and literal translation troubled poor writers most. Although a general pattern of strategy use could be observed in the production of acceptable/unacceptable collocations, there were individual differences in choice of preferred effective strategy use among good and poor writers. Implications for teaching and learning lexical collocations are noted. The collocation test is appended. (Contains 28 references.) (SM) ED482936 A Study of Strategy Use in Producing Lexical Collocations. 2000-11-00 14 N/A 2004 2016-11-21

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No Academic Standards Elementary Secondary Education State Standards Student Evaluation Student Writing Models Study Guides Test Items Test Wiseness Writing Achievement Writing Improvement Writing Tests Guides - Classroom - Learner Guides - Classroom - Teacher Delaware Student Testing Program Delaware Student Testing Program Delaware State Dept. of Education, Dover. English The purpose of this writing sampler is to provide teachers and students with work representing each of the rubric score points for the stand alone writing prompt on the 2001 Delaware Student Testing Program. The student papers included in this document are part of the "anchor sets" (collections of scored student work "anchored" to each of the score points on the Delaware writing rubric) created by Delaware teachers in February of 2001. Papers in the anchor set represent a consensus of thinking by the teacher committee that score it; the complete sets are used to train scorers of the Delaware student papers. Each student paper in this sampler includes a commentary explaining the reasoning for the assigned score point. Suggestions that might improve the student writing are also included. (RS) ED482937 Delaware Student Testing Program Item Sampler: Commentaries for 2001 Writing [Stand Alone] Prompts Grades 3, 5, 8, and 10. 2001-00-00 Practitioners Teachers Students 47 For full text: http://www.doe.state.de.us/aab/Writing%20Prompts%202001%20Commentaries.pdf. N/A 2004 2016-11-21

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Yes Elementary Secondary Education Student Evaluation Test Construction Test Content Test Items Test Validity Test Wiseness Writing Achievement Writing Tests Zhang, Liru Reports - Research Delaware Student Testing Program Delaware Student Testing Program Delaware State Dept. of Education, Dover. Assessment and Accountability Branch. English A study investigated possible reasons for the low performance in 2000 on the writing portion of the Delaware Student Testing Program (DSTP) by students, especially in grades 3 and 5. The study also investigated ways to improve classroom instruction in writing. A panel of teachers reviewed the anchor papers and the process of testing. Panel members re-scored the anchor papers. A second panel of teachers participated in a re-scoring of a sample of 100 text-based student writings per grade (without using anchor papers). Panel members also discussed related issues in test administration, test development, scoring, and classroom instruction. Results include: (1) two text-based writing prompts should not be given on the same day; (2) instructions should be written to draw students' attention; (3) the new scores and the original scores on anchor papers were highly consistent in grades 3 and 5, and moderately high in grade 8 and grade 10; (4) passages should be engaging and the difficulty level should be consistent from year to year; (5) wording in the prompt should always direct students back to the text; (6) tenth grade teachers pointed out that most of the writing done by high school students is text-based, and that text-based writing is not a separate type of writing; (7) fifth grade teachers suggested that committees or teams develop questioning activities for teachers to use to improve students' performance on text-based writing; and (8) grade patterns for correlation coefficients were identified, with grade 3 being the lowest and grade 10 the highest. Changes planned for the Spring 2001 writing assessment include: the range for the total writing scores will be 1 to 15; two text-based writing tasks will be administered on different days; a prewriting sheet and scratch paper will be provided; and the text-based writing prompts will be formatted closer to the stand-alone prompts. Contains 6 tables of data. Appendixes contain the writing scoring rubric and a correlation matrix between reading and writing. (RS) ED482938 Delaware Student Testing Program: Special Writing Study Report. 2000-11-00 30 For full text: http://www.doe.state.de.us/. N/A 2004 2016-11-21

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Yes Academic Standards Grade 3 Primary Education State Standards Student Evaluation Student Writing Models Study Guides Test Items Test Wiseness Writing Achievement Writing Tests Guides - Non-Classroom Delaware Student Testing Program Delaware Student Testing Program Delaware State Dept. of Education, Dover. English The purpose of this document is to familiarize educators and parents with the text-based portion of the Delaware Student Testing Program (DSTP) writing assessment for third grade. The DSTP writing assessment consists of one "stand-alone" writing prompt (representing 2/3 of the overall writing score) and one "text-based" prompt (representing the other 1/3 of the overall writing score). This document contains the DSTP General Rubric for Writing; the actual text-based writing prompt at third grade for 2001; and examples of student responses for each score point on the writing rubric. Comments explaining the score points are provided in an effort to clarify the text-based writing prompt. (RS) ED482939 Delaware Student Testing Program Item Sampler: [Commentaries for 2001] Text-Based Writing, Grade 3. 2001-06-00 Practitioners Parents Teachers 25 For full text: http://www.doe.state.de.us/. N/A 2004 2016-11-21

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Yes Data Collection Educational Research Planning Program Development Sonnenberg, William, Ed. Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English This report summarizes NCES's current statistical programs, major publications and plans for future work. The publication includes descriptions, timelines and plans for all of the NCES data collections, such as the Common Core of Data, Integrated Postsecondary Education Data system and the National Assessment of Education Progress. Also included are descriptions of NCES center wide programs and services such as, training, technology and customer service. (Author) ED482941 Programs and Plans of the National Center for Education Statistics. 2003 Edition. 2003-12-00 170 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://nces.ed.gov/pubs2004/2004027.pdf. N/A 2004 8/20/2004 00:59:01 RIEJUL2004 For the 2002 Edition, see ED 472 154.

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Yes Educational Improvement Educational Policy Reports Paige, Rod Opinion Papers Speeches/Meeting Papers Department of Education, Washington, DC. Office of the Secretary. English This document presents the text of a speech given by U.S. Secretary of Education Rod Page to the National Press Club September 24, 2003. This booklet also provides a transcript of Secretary Paige's responses to questions asked during the event. The main developments in American education, especially the implementation of the No Child Left Behind Act are discussed. (AA) ED482942 Education in America: The Complacency Must End. Remarks of U.S. Secretary of Education, Rod Paige (National Press Club, Washington, DC, September 24, 2003). 2003-09-24 28 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. To view the archived Webcast of this speech: http://www.connectlive.com/events/deptedu/. N/A 2004 8/20/2004 00:59:03 RIEJUL2004

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Yes College Outcomes Assessment Curriculum Development Engineering Education Faculty Development Higher Education Institutional Cooperation Research and Development Research Universities Researchers Ohland, Matthew, Ed. Anderson, Timothy J., Ed. Reports - Evaluative English Since 1992, the Southeastern University and College Coalition for Engineering Education (SUCCEED) has been funded by the National Science Foundation (NSF) to improve undergraduate engineering education. Faculty from eight southeastern colleges of engineering have developed innovations in key focus areas such as freshmen engineering, design, tools for accreditation, partnerships, student mentoring, faculty development, integrated programs, and teaching with technology. The focus of this report is to chronicle the work of the Coalition since the last report in April, 2001. This report accounts for significant changes in infrastructure, curricula, and institutional priorities. Significant developments outlined in the Major Accomplishments section all address culture change. SUCCEED continues to develop a cadre of faculty who are engineering education innovators. Partly due to the efforts of the program, the engineering education research community has strengthened in the past decade. In this report, special attention has been given to the number of ways that the community of innovators develop within SUCCEED. In addition to the qualitative changes, quantitative measures also point to the growth of this community. SUCCEED institutions contributed articles to engineering education in the past year. Another measure is the ability of SUCCEED faculty to obtain other funding for their educational research--$58 million in grants or endowments for educational research has already been identified from industrial, government, or foundation sources. Another $3,725,600 has been given by industrial concerns as cash or in-kind contributions in situations in which a return is expected. In addition to cash support, students on such projects commonly work with a liaison provided by the company, a significant value that has not been estimated in these figures. While some of this support is difficult to document, the significant amount noted is a clear indication of lasting change. The results of a market survey helped SUCCEED identify both the types of innovation most in demand and the market channels through which schools would be receptive to that innovation. As a result, SUCCEED has reached a significant number of schools with its innovations in the past year through regional conferences and campus visits. (SOE) ED482943 SUCCEED Year 10 Annual Report. 2002-09-25 National Science Foundation, Arlington, VA. 43 N/A 2004 8/20/2004 00:59:05 RIEJUL2004 Produced by Florida University, Southeastern University and College Coalition for Engineering Education. Colored photographs will not reproduce well.

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Yes Achievement Mathematics Scores Reports - Research National Center for Education Statistics (ED), Washington, DC. English This issue of The Nation's Report Card highlights mathematics in 2003. It includes sections on Average Scale Scores, Students Reaching NAEP Achievement Levels, Percentile Results, 2003 Assessment Design, State Results, Subgroup Results, Sample Mathematics Questions, Technical Notes, Additional Data Tables, and NAEP on the Web. (AMT) ED482944 The Nation's Report Card: Mathematics Highlights, 2003. 2003-00-00 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel: 877-4-ED-PUBS (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs.edpubs.html; e-mail: edpubs@inet.ed.gov. N/A 2004 2020-11-03

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Yes Resource Materials Teacher Aides Guides - Non-Classroom Department of Education, Washington, DC. English In support of President Bush's commitment to giving parents and teachers tools to help children succeed, the U.S. Department of Education has developed a number of publications featuring the latest research and most effective practices in subjects such as reading, homework, and staying drug free. This catalog provides brief descriptions of each volume, as well as information on how to obtain these publications in hard copy or online. Each is provided at no cost. This catalog will be updated as new publications become available. The research-based, yet easy-to-understand information in these publications can help families and educators make good decisions about children's learning. Well-informed parents and teachers are essential to an America where every child will be educated and no child left behind. (AMT) ED482945 Tools for Student Success: Selected Publications for Parents and Teachers. 2002-00-00 11 ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel: 877-4-ED-PUBS (Toll Free); Fax: 301-470-1244; Web site: http://www.ed.gov/pubs.edpubs.html; e-mail; edpubs@inet.ed.gov. N/A 2004 8/20/2004 00:59:09 RIEJUL2004

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Yes Concept Formation Higher Education Literature Novels Paranoid Behavior Postmodernism Secondary Education Semantics Jokhadze, Lali Reports - Descriptive Speeches/Meeting Papers Pynchon (Thomas) English This paper uses passages from Thomas Pynchon's novel, "Gravity's Rainbow," to examine basic concepts, explaining that the process of identifying the basic word-concepts in literary texts is to some extent a tension between anticipation and unexpected frustration. The paper focuses on an interpretation of the basic concept "paranoia" from Pynchon's novel. It presents passages from the novel that illustrate a simultaneous realization of several meanings of paranoia, noting a metaphorical transformation of the basic meaning "disease" from the semantic structure of the medical term rendered by non-medical contextual meanings into the world-concept. It suggests that Pynchon is a living classic of American postmodernist literature, noting he has developed a postmodernist sensibility that is a new cultural paradigm. The paper asserts that Pynchon rejects conventions and dogmas and makes the contexts of vision entirely new. This is achieved by stretching language and applying a method of pragmatic multiplicity. Molding the basic concepts, Pynchon presents an involuted case of the individual and his fate within the community. The paper concludes that Pynchon's postmodernist sensibility through his basic concepts can modulate paranoia into poetry and that the paranoid vision is extended across countries and time itself. (SM) ED482946 The Basic Concepts in Thomas Pynchon's "Gravity's Rainbow". 2003-00-00 14 N/A 2004 2016-11-21

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No CD ROMs Databases Demography Educational Finance Educational Trends Elementary Schools Elementary Secondary Education School Districts Secondary Schools Non-Print Media Numerical/Quantitative Data Common Core of Data Program Data Files Machine Readable Data National Center for Education Statistics (ED), Washington, DC. English The Common Core of Data (CCD) is NCES's primary database on elementary and secondary public education in the United States. CCD is a comprehensive, annual, national statistical database of all elementary and secondary schools and school districts, which contains data that are comparable across all states. The 50 states and the District of Columbia are included in the collection, as well as the outlying territories under U.S. jurisdiction, Department of Defense dependents' schools, and Bureau of Indian Affairs schools. This CD-ROM disc contains portions of 5 years of CCD data, beginning with school year 1996-1997 through 2000-2001 (for Schools, last 4 years; for Agencies, all 5 years; and for States, last 4 years). This disc contains nearly 380,000 School records, nearly 84,000 Agency records, and 234 State-level records. Agency finance data for fiscal years 1997, 1998, 1999, and 2000 have been merged with the appropriate Agency nonfiscal records. Some of the agency and demographic data were obtained from the 1990 Decennial Census and F-33 surveys conducted by the United States Bureau of the Census. State-level nonfiscal and fiscal data have been merged into a single file. State-level fiscal data are available for fiscal years 1998, 1999, and 2000 only. (Author) ED482947 Common Core of Data (CCD): School Years 1996-1997 through 2000-2001. [CD-ROM]. 2003-00-00 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). N/A 2004 2016-11-21

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No Evaluation Evaluation Criteria Evaluation Methods Investigations Validity Gott, Richard Duggan, Sandra Books Guides - Non-Classroom English The basic understanding which underlies scientific evidence--ideas such as the structure of experiments, causality, repeatability, validity and reliability--is not straightforward. But these ideas are needed to judge evidence in school science, in physics or chemistry or biology or psychology, in undergraduate science, and in understanding everyday issues to do with science. It is essential to be able to be critical of scientific evidence. The authors clearly set out the principles of investigation so that the reader will be confident in questioning the experts, making an informed choice or arriving at in informed opinion. The book is intended for a wide range of readers including those who want to: (1) collect their own evidence; (2) be able to question and judge a wide range of science-based issues that we come across in the press or other media in everyday life; and/or (3) teach others how to understand evidence. (Author) ED482948 Understanding and Using Scientific Evidence: How To Critically Evaluate Data. 2003-00-00 ISBN-0-7619-7084-3 209 Corwin Press, A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-7084, $24.95; hardback: ISBN-0-7619-7083-5, $70.95). Tel: 805-499-9734; Fax: 805-499-5323; Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 00:59:14 RIEJUL2004

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No Chemical Analysis Chemistry Chromatography Instructional Materials Lesson Plans Science Activities Science Instruction Secondary Education Teaching Methods Brantley, L. Reed, Sr. Demanche, Edna L. Klemm, E. Barbara Kyselka, Will Phillips, Edwin A. Pottenger, Francis M. Yamamoto, Karen N. Young, Donald B. Books Guides - Classroom - Teacher English This booklet presents some activities on chromatography. Directions for preparing leaf pigment extracts using alcohol are given, and paper chromatography and thin-layer chromatography are described as modifications of the basic principles of chromatography. (KHR) ED482949 Chromatography. 2003-00-00 ISBN-0-937049-28-X Teachers Practitioners 41 Foundational Approaches in Science Teaching Project, Curriculum Research and Development Group, 1776 University Avenue, Honolulu, HI 96822-2463. e-mail: crdg@hawaii.edu; Web site: http://www.hawaii.edu/crdg. N/A 2004 8/20/2004 00:59:15 RIEJUL2004 Produced by Hawaii University, Curriculum Research and Development Group, Foundational Approaches in Science Teaching Project.

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Yes Child Care Comparative Analysis Compliance (Legal) Consciousness Raising Education Work Relationship Employee Attitudes Employer Employee Relationship Employment Patterns Employment Practices Employment Problems Family Work Relationship Fashion Industry Federal Legislation Foreign Countries Fringe Benefits Government Role Housework Immigrants Job Skills Labor Conditions Labor Legislation Labor Standards Needle Trades Occupational Safety and Health Outcomes of Education Overtime Public Policy Quality of Working Life Salary Wage Differentials Sewing Machine Operators Teleworking Trend Analysis Unions Work Environment Working Hours Ng, Roxana Wong, Renita Yuk-Lin Choi, Angela Reports - Research Chinese Canadians Sweatshops Chinese Speaking Employer Responsibility Ontario (Toronto) Piecework Canada (Toronto) English The current conditions of home workers in the garment industry in Toronto, Canada, were examined through in-depth telephone interviews with 30 Chinese-speaking immigrant women who were employed as home workers in 1999. The paper dicusses the formal training and informal learning experiences of immigrant woman who are garment workers. A comparison of the results of the 1999 survey with those of similar surveys conducted in 1991 and 1993 revealed that the wages of sewing machine operators remained at the levels of the 1980s. Many subcontractors were circumventing the Employment Standards Act's provisions protecting home workers. Instead of receiving wage increases as they became more experienced, many home workers were actually "punished" for getting skilled. Most women were paid by check every 2 weeks and reported few problems getting paid. Although many women preferred home work because it gave them more flexibility and a chance to combine paid work with child care, many others expressed feeling internal pressures from having to work all the time and meet the multiple demands of household, family, and employment. The following were among common problems reported by the women: (1) not learning the piece rate until garments were completed; (2) no vacation pay despite the legislative provisions calling for paid vacations; and (3) no avenues of compensation for work-related health problems (repetitive strain syndrome, back pain). Education of the public and policymakers and broad-based action on the part of homeworkers and the government are needed. (Contains 19 endnotes) (MN) ED482950 Homeworking: Home Office or Home Sweatshop? Report on Current Conditions of Homeworkers in Toronto's Garment Industry. NALL Working Paper. 1999-06-00 12 For full text: http://www.oise.utoronto.ca/depts/sese/csew/nall/res/06homeworkers.htm. N/A 2004 2016-11-21

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Yes Computer Uses in Education Cooperative Planning Economic Development Education Work Relationship Educational Environment Educational Policy Educational Research Educational Technology Educational Trends Foreign Countries Futures (of Society) Information Technology International Cooperation International Educational Exchange Labor Force Development Needs Assessment Policy Formation Technology Transfer Technology Uses in Education Trend Analysis Bogdanowicz, Marc Burgelman, Jean-Claude Centeno, Clara Gourova, Elisavetta Carat, Gerard Opinion Papers Information Society Europe (East Central) European Union Indicators Information Economy European Union English Potential policies and strategies for building the information society (IS) in countries that are candidates for admission to the European Union were explored at a workshop attended by 39 experts from the European Commission (EC), the EC's Institute for Prospective and Technological Studies, and outside the EC. The workshop focused on the specific context for IS developments in candidate countries, paying special attention to the following topics: infrastructures; info-structures; capabilities and skills; and assessment of the present IS in candidate countries. The workshop also examined transferable lessons from selected information and computer technology (ICT)- related experiences in the European Union's 15 member states. After concluding that a simple scenario for the road forward does not exist, the workshop participants presented a series of provisional conclusions regarding how to put IS policy strategies at the service of countries' democratic development while optimizing their resources and economic output. (Sixty-eight endnotes, a 14-item bibliography, and a list of experts from the panel workshop are included. The following items are appended: lists of policy and research implications by the experts in the workshop's concluding session; a list of structural indicators for evaluating countries' needs; an action plan for creating an IS for all of Europe; definitions of ICT activity; and a list of ICT goods in the Standard International Trade Classification.) (MN) ED482951 Building the Information Society in Candidate Countries? A Prospective Analysis on Potential Trajectories To Realise the Lisbon Goals. IPTS Experts Workshop Report, February 23-25, 2003, Sevilla. 2003-06-00 43 For full text: ftp://ftp.jrc.es/pub/EURdoc/eur20754en.pdf. N/A 2004 2016-11-21

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No Curriculum Design Mathematical Concepts Mathematics Education Middle School Students Middle Schools Problem Solving Spatial Ability Slovin, Hannah Venenciano, Linda Ishihara, Melanie Beppu, Cynthia Books Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English This book introduces students to the types of problems and processes used throughout the "Reshaping Mathematics for Understanding" series. The problems in this unit deepen students' understanding of mathematics by encouraging them to clarify concepts and challenge their own assumptions. Additionally, by providing opportunities to give and follow directions, create representations, and explain their thinking, the problems encourage students to recognize and accept multiple strategies and to be flexible in their thinking. This book encourages students to ask questions, test ideas, and offer alternative points of view. These behaviors allow students to practice the skills they need to communicate effectively in a mathematics classroom and encourage them to share the responsibility for making the class successful. Five strands include: (1) Communication; (2) Problem Solving; (3) Representation; (4) Visual/Spatial Thinking; and (5) Motion. (KHR) ED482952 Reshaping Mathematics for Understanding: Getting Started. 2003-00-00 ISBN-1-58351-024-9 Teachers Practitioners 58 Reshaping Mathematics for Understanding Project, Curriculum Research and Development Group, 1776 University Avenue, Honolulu, HI 96822-2463. e-mail: crdg@hawaii.edu; Web site: http://www.hawaii.edu/crdg. N/A 2004 8/20/2004 00:59:21 RIEJUL2004 For related document, see SE 067 236.

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No Cooperative Learning Elementary Education Evaluation Methods Hands on Science Inquiry Kindergarten Science Instruction Teaching Methods Technology Pottenger, Francis M. III Young, Donald B. Brennan, Carol Ann Pottenger, Larma M. Guides - Classroom - Teacher Hawaii Univ., Honolulu. Curriculum Research and Development Group. English The Developmental Approaches in Science, Health and Technology (DASH) program provides opportunities for students to experience the worlds of scientists and technologists in elementary classrooms. It aims to build an understanding of technology and science through constructivism and hands-on science for K-6 graders. This instructional guide introduces the DASH program and presents its instructional strategies. Contents include: (1) Introduction; (2) DASH Instructional Strategies; (3) Grouping; (4) Inquiry Model; (5) Questioning; (6) Integration; (7) Technology; (8) Assessment; (9) Support; and (10) Addendum. (Author/YDS) ED482953 DASH: Developmental Approaches in Science, Health and Technology. Instructional Guide. 2000-00-00 National Science Foundation, Arlington, VA. Teachers Practitioners 75 DASH Project, Curriculum Research and Development Group, Office of Dissemination and Outreach, University of Hawaii, 1776 University Avenue, Honolulu, HI 96822. Tel: 808-956-4969; Tel: 800-799-8111 (Toll Free). N/A 2004 8/20/2004 00:59:22 RIEJUL2004 Additional support from Hawaii State Department of Business, Economic Development, and Tourism. For grades K-5, see SE 067 327-332.

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Yes Higher Education Mathematics Instruction Numeracy Teaching Methods Undergraduate Study Egerton, Patricia, Ed. Reports - Descriptive English The 27th Undergraduate Mathematics Teaching Conference took place in September of 2001 at the University of Birmingham. Major topics of the conference included preparing a teaching portfolio, engineering mathematics should be taught by engineers, issues in teaching discrete mathematics, action research, study skills, and issues for web-delivered assessment. Papers and presentations given at the conference include: (1) "Why Do Non-Mathematicians Need More Maths?" (Alison Wolf); (2) "Mathematics, Statistics and OR: Subject Provision Reviews, Benchmarking and Learning and Teaching" (Neville Davies); (3) "Computer-Based Learning and Assessment" (Neil Pitcher and Mike Barry); (4) "The Latex/PDF Route to Support Student Learning of Mathematics" (Robin Horan and Martin Lavelle); and (5)"The Lights Are Going Out All Over the UK" (Walter Middleton). Also included are reports of the working groups. (MVL) ED482954 Proceedings of the Undergraduate Mathematics Teaching Conference (Birmingham, England, September 3-6, 2001). 2001-09-00 67 Web site: http://www.umtc.ac.uk. N/A 2004 8/20/2004 00:59:24 RIEJUL2004 For individual papers, see SE 068 026.

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Yes Higher Education Mathematics Instruction Numeracy Teaching Methods Undergraduate Study Emery, David Reports - Descriptive English The 26th Undergraduate Mathematics Teaching Conference took place in September of 2000 at Sheffield Hallam University. Major topics of the conference included what use might mathematics education research be to university mathematics teachers?, attracting students to mathematics, use of the internet in teaching mathematics, and supporting the professional development of mathematics lecturers. Papers and presentations given at the conference include: (1) "The Popularization of Mathematics" (Simon Singh); (2) "The Professional Development of One Teacher of University Mathematics: Students, Maths, and History" (Bob Burn); (3) "Geometry in a Contemporary SettingNMaking Connections" (Christine Hill); (4) "Proof and Generic Examples in Number Theory" (Tim Rowland); (5) "Embedding Key Skills in Mathematics Degrees" (Ken Houston and Neil Challis); (6) "Enabling Access to Further Mathematics" (Richard Lissaman); (7) "The Influence of Research Findings on the Restructuring of Mathematics Courses at University College Chichester" (Christine Hill); and (8) ""Serving" Our Students Right!" (Patricia Egerton). Also included are reports of the working groups. (MVL) ED482955 Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000). 2000-00-00 115 Web site: http://www.umtc.ac.uk. N/A 2004 8/20/2004 00:59:27 RIEJUL2004 For individual papers, see SE 068 328-329.

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Yes Adult Basic Education Elementary School Teachers Higher Education Knowledge Base for Teaching Mathematics Teachers Professional Development Teacher Education Brover, Charles Deagan, Denise Farina, Solange Reports - Research Speeches/Meeting Papers English This paper explains the investigative attempts of The New York City Math Exchange Group (MEG) on elementary mathematics teachers' content knowledge in Adult Basic Education (ABE). The study is comparative in nature and took place in a workshop at the Adults Learning Maths Conference in Boston. The new members of the MEG professional development group were compared to the veteran members. It is observed that among the experienced MEG members, the ability to compute a division problem, create story problems, and reason mathematically and abstractly were higher than in other studies of U.S. teachers and the sample of new MEG members. It is concluded that it is only through comprehensive and ongoing staff development that all teachers can better understand, apply, and teach mathematics to their students. (SOE) ED482956 Why Understanding 1-3/4 divided by 1/2 Matters to Math Reform: ABE Teachers Learn the Math They Teach. 2001-00-00 6 N/A 2004 8/20/2004 00:59:28 RIEJUL2004 Paper presented at the Annual Adults Learning Mathematics Conference (8th, Roskilde, Denmark, June 28-30, 2001).

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Yes Adult Basic Education Algebra Concept Teaching Mathematical Concepts Mathematics Education Postsecondary Education Steinke, Dorothea Arne Reports - Research Speeches/Meeting Papers English This study investigates student understanding of the part-whole concept in mathematics at an independent two-year post-secondary institution in New Mexico. The mathematics portion of the Tests of Adult Basic Education (TABE) Summary Form was used as the evaluative instrument. Evidence for a lack of part-whole concept understanding as a hidden cause of innumeracy is reported. Data shows a trend of a higher final grade corresponding to better part-whole understanding at the start of the course. In light of this evidence, it is concluded that direct instruction of the part-whole concept should be part of adult basic math and algebra classes. (SOE) ED482957 Does "Part-Whole Concept" Understanding Correlate with Success in Basic Math Classes? 2001-00-00 7 N/A 2004 8/20/2004 00:59:30 RIEJUL2004 Paper presented at the Annual Adults Learning Mathematics Conference (8th, Roskilde, Denmark, June 28-30, 2001).

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Yes Academic Achievement Action Research Elementary Education Foreign Countries International Studies Journal Writing Mathematics Instruction Student Journals Student Motivation Amir, Yazilah Binte Lianghuo, Fan Reports - Research Singapore Singapore English This paper reports an action research in a mix-ability P5 EM2 class in a Singaporean primary school. The general purpose of the action research is to explore how to implement journal writing effectively in primary mathematics classrooms in the context of Singaporean educational system. The paper offers a relatively comprehensive description of the action research, including its background, objectives, procedure, the actual tasks used, and students' evaluation of journal writing. Drawing on the pupils' feedback and the teacher's experience from the action research, the paper also reports the advantages of journal writing and then provides specific suggestions on how to implement journal writing in the teaching of mathematics. (Author) ED482958 Exploring How To Implement Journal Writing Effectively in Primary Mathematics in Singapore. 2002-05-00 10 N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Financial Needs Reports - Evaluative Department of Education, Washington, DC. English This is a report on the progress of the U.S. Department of Education's accounting systems and management controls. Sections include: (1) Management's Discussion and Analysis; (2) Performance Details; (3) Financial Details; and (4) Other Statutorily Required Reports. Five appendixes are included along with a glossary of terms and a list of figures. (AMT) ED482959 U.S. Department of Education FY 2003 Performance and Accountability Report. 2003-11-14 268 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free); Web site: http://nces.ed.gov. N/A 2004 8/20/2004 00:59:35 RIEJUL2004

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Yes Elementary Secondary Education Higher Education National Surveys Private Schools Public Schools Marenus, Barbara Burns, Shelley Fowler, William Greene, Wilma Knepper, Paula Kolstad, Andrew McMillen Seastrom, Marilyn Scott, Leslie Collected Works - Serials ISSN-1521-3374 National Center for Education Statistics (ED), Washington, DC. English This publication provides a comprehensive overview of work done across all parts of the National Center for Education Statistics (NCES). Each issue contains short publications, summaries, and descriptions that cover all NCES publications and data products released in a 3-month period. Each issue also contains a message from the NCES on a timely subject and a featured topic with invited commentary. Some of the topics covered include Paying for College, Elementary and Secondary Education, Postsecondary Education, Libraries, International Statistics, Crosscutting Statistics, Data Products, Other Publications, and Funding Opportunities. (AMT) ED482960 Education Statistics Quarterly, 2003. Education Statistics Quarterly v5 n2 2003 2003-00-00 200 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov. N/A 2004 8/20/2004 00:59:39 RIEJUL2004 Published quarterly. Individual articles also cited in "Current Index to Journals in Education" (CIJE).

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Yes Crime Educational Environment School Safety DeVoe, Jill F. Peter, Katharin Kaufman, Phillip Ruddy, Sally A. Miller, Amanda K. Planty, Mike Snyder, Thomas D. Rand, Michael R. Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. Department of Education, Washington, DC. English This publication provides the most recent national indicators on school crime and safety. These indicators demonstrate that sizable improvements have occurred in the safety of students: between 1992 and 2001, the violent crime victimization rate at school declined from 48 violent victimizations per 1,000 students in 1992 to 20 such victimizations in 2001. This report provides detailed statistical information to inform the nation on the current status of crime in schools. The 2003 edition of Indicators included the most recent available data, including 2001 data and newly released data from the 2000 School Survey on Crime and Safety, a survey of our nation's public schools. (AMT) ED482961 Indicators of School Crime and Safety, 2003. Sixth Edition. 2003-10-00 178 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free). For full text: http://nces.ed.gov. N/A 2004 8/20/2004 00:59:41 RIEJUL2004

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No Black Students Elementary Education Hispanic American Students Minority Group Children Population Trends Poverty Racial Composition Racial Segregation Social Change Socioeconomic Status Urban Schools Orfield, Myron Discher, Anne Luce, Tom Reports - Research Miami Dade County Public Schools FL English This report highlights the social changes underway in Miami-area schools, discussing their implications for metropolitan growth policies. It focuses on changes in the racial and economic composition of elementary schools between 1993-2002. Data come from the Common Core of Data of the National Center for Education Statistics. Results indicate that the elementary school student population in the Miami metropolitan area is growing rapidly, but the growth is very unbalanced. The region's two school districts became poorer over this period, and the degree of income segregation worsened. As the region's schools became more diverse, racial segregation eased slightly but remained severe. The region's most dramatic social changes are taking place in the suburbs, which often must address growing need with dwindling fiscal resources. The paper notes that the concentration of poor and minority students in a particular school can fuel the flight of middle class families from the surrounding neighborhood. These changes contribute to a cycle of sprawl and disinvestment from existing communities. To help reverse some of these patterns, the paper recommends that state and local leaders explore reforms in land use, taxes, and regional governance. (SM) ED482962 Economic and Racial Segregation in Greater Miami's Elementary Schools: Trends Shaping Metropolitan Growth. 2003-08-00 John D. and Catherine T. MacArthur Foundation, Chicago, IL. 14 Brookings Institution, 1775 Massachusetts Avenue, N.W., Washington, DC 20036-2188 (Free). Tel: 202-797-6000; Fax: 202-797-6004. For full text: http://www.brook.edu/dybdocroot/es/urban/publications/200308_Orfield.pdf. N/A 2004 2016-11-21

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No Academic Achievement Bilingual Education Bilingual Students Educational Legislation Elementary Secondary Education English (Second Language) Immersion Programs Limited English Speaking Standardized Tests State Legislation Parrish, Thomas B. Linquanti, Robert Merickel, Amy Reports - Evaluative Achievement Gap Proposition 227 (California 1998) Proposition 227 (California 1998) WestEd, San Francisco, CA. American Institutes for Research, Washington, DC. English This update summarizes the first 2 years of a 5-year evaluation of the implementation of California's Proposition 227 (which replaces the state's bilingual education programs with 1-year English immersion programs) and its effects on the education of English language learners (ELLs). Researchers used the percentage of ELLs receiving primary language instruction at a school in 1997-1998, before Proposition 227, and 3 years later to classify three types of schools: continuing bilingual, never bilingual, and transitioning from bilingual. Results suggest that only 15 percent of California schools were substantially impacted by Proposition 227. However, the Proposition did affect a substantial portion of the state's ELLs enrolled in bilingual programs. Prior to Proposition 227, 29 percent of ELLs were receiving bilingual education. In 2002, that figure dropped to 11 percent. While ELLs scored significantly lower on standardized tests than their native English speaking peers, the performance gap was closing slightly. All three types of schools were equally effective in raising ELLs' achievement. Interviews with key stakeholders reported mixed or neutral effects of Proposition 227 on educational quality for ELLs. However other findings suggest that curriculum for ELLs may be watered down. Fifteen recommendations for education leaders and policymakers are included. (SM) ED482963 Proposition 227 and Instruction of English Learners in California: Evaluation Update. 2002-00-00 California State Dept. of Education, Los Angeles. 15 For full text: http://www.wested.org/online_pubs/prop227.pdf. N/A 2004 2016-11-21

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Yes Alcohol Abuse Higher Education Prevention School Health Services Guides - Non-Classroom Higher Education Center for Alcohol and Other Drug Prevention, Newton, MA. English This publication describes a variety of prevention strategies that campus and community prevention coalitions can consider as they develop a strategic plan for combating underage drinking and DUI, with a particular emphasis on creating environmental change. This analysis is grounded in a summary of the research literature published in 2002 by the National Institute on Alcohol Abuse and Alcoholism (NIAAA), "A Call to Action: Changing the Culture of Drinking at U.S. Colleges." With this publication, prevention planners can develop and implement strategies appropriate to their campus and community, based on an assessment of the environmental factors that encourage alcohol problems among local students and on the scientific evidence of what works. (AMT) ED482964 Safe Lanes on Campus. A Guide for Preventing Impaired Driving and Underage Drinking. 2003-00-00 Department of Transportation, Washington, DC. Department of Education, Washington, DC. 61 The Higher Education Center for Alcohol and Other Drug Prevention, Educational Development Center, Inc., 55 New Chapel Street, Newton, MA 02458. Tel: 800-676-1730 (Toll Free); Fax: 617-928-1537; e-mail: higheredctr@edc.org. For full text: http://www.ed.gov/about/offices/list/osdfs/index.html. N/A 2004 8/20/2004 00:59:47 RIEJUL2004 ED-99-CO-0094

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Yes College Faculty Community Colleges Statistics Student Financial Aid Tuition Two Year Colleges Reports - Descriptive Office of Vocational and Adult Education (ED), Washington, DC. English This publication summarizes the role community and technical colleges play in educating Americans. It also features a list of federal initiatives that support these valuable institutions and the growing number of students they serve in preparing America's future. Sections include: (1) Community Colleges: Economic Engines; (2) Who are Community College Students; (3) The Federal Role in Community Colleges; (3) The Federal Government/Community College Resource Guide; and (4) Other Federal Departments or Agencies Funding Community Colleges. (AMT) ED482965 Community Colleges: Federal Resources Supporting Local Opportunities. 2004-01-00 20 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/pubs/edpubs.html. N/A 2004 8/20/2004 00:59:49 RIEJUL2004 ED-99-CO-0163 Produced with DTI Associates, Inc.

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Yes High Schools Research Statistics Volunteer Training Planty, Mike Regnier, Michael Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. English This Statistics in Brief examines the patterns and characteristics of individual involvement in community service activities from high school through early adulthood. Using data from the National Education Longitudinal Study of 1988 (NELS:88), this Brief describes the characteristics of young adults who volunteered, when they volunteered, why they volunteered, and for which types of organizations they volunteered. Based on data from the NELS:88 1992 sample of 12th-grade students--who were asked about their high school volunteer service for the period 1990-92 and then re-interviewed in 1994 and again in 2000--this Brief also examines whether high school volunteer service was related to volunteering 2 years and 8 years after their scheduled high school graduation. (AMT) ED482966 Volunteer Service by Young People from High School through Early Adulthood. Statistics in Brief. 2003-12-00 14 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/ pubs/edpubs.html. N/A 2004 8/20/2004 00:59:51 RIEJUL2004

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Yes Bachelors Degrees Statistics Bradburn, Ellen M. Berger, Rachael Xiaojile, Li Katharin, Peter Rooney, Kathryn Reports - Descriptive National Center for Education Statistics (ED), Washington, DC. English This report provided a basic demographic profile of 1999-2000 bachelor's degree recipients and examines the institutional paths they took to complete the baccalaureate. It also describes the amount of time it took them to do so, assessed from both the time they completed high school and the time they entered postsecondary education. Estimates of time to degree are also compared with those for 1992-93 bachelor's degree recipients. A table compendium provides more detailed information about the demographic characteristics, undergraduate experiences, and current activities of these college graduates as of 2001. (AMT) ED482967 A Descriptive Summary of 1999-2000 Bachelor's Degree Recipients 1 Year Later: With an Analysis of Time to Degree. Statistical Analysis Report. 2003-00-00 195 ED Pubs, Education Publications Center, U.S. Department of Education, P.O. Box 1398. Tel: 877-433-7827 (Toll Free); TDD/TTY: 800-437-0833 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://www.ed.gov/ pubs/edpubs.html. N/A 2004 8/20/2004 00:59:54 RIEJUL2004

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Yes Computer System Design Library Networks Guides - Non-Classroom Reports - Descriptive Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped. English This document presents a current strategic business plan for the implementation of digital systems and services for the free national library program operated by the National Library Service for the Blind and Physically Handicapped, Library of Congress, its network of cooperating regional and local libraries, and the United States Postal Service. The program was established in 1931 and is funded annually by Congress. The plan will be updated and refined as supporting future studies are completed. (AMT) ED482968 Current Strategic Business Plan for the Implementation of Digital Systems. 2003-12-00 245 Reference Section, National Library Service for the Blind and Physically Handicapped, Library of Congress, Washington, DC 20542. For full text: http://www.loc.gov.html. N/A 2004 8/20/2004 00:59:58 RIEJUL2004

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Yes Elementary Education Reading Reading Ability Reading Comprehension Reading Habits Armbruster, Bonnie B. Lehr, Fran Osborn, Jean Reports - Research Department of Education, Washington, DC. Department of Health and Human Services, Washington, DC. National Inst. for Literacy, Washington, DC. National Inst. of Child Health and Human Development (NIH), Bethesda, MD. English This booklet contains a short summary of what scientific research says about how children learn to read and write. It also discusses things you can do with your child at three different grade levels -- kindergarten, first grade, and second and third grades. These activities will help the child become a reader. In addition, this booklet contains a list of helpful terms and ideas for books to read and organizations to contact if you would like more help or information. (AMT) ED482969 A Child Becomes a Reader: Kindergarten through Grade 3. Proven Ideas from Research for Parents. Second Edition. 2003-00-00 64 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7872 (Toll Free); Web site: http://nces.ed.gov. N/A 2004 8/20/2004 00:59:59 RIEJUL2004 ED-00C0-0093 Additional support from RMC Research Corporation.

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Yes Academic Advising College Curriculum Educational Counseling Educational Environment Higher Education Learning Processes Clarke, John Miles, Sherri, Ed. Reports - Evaluative Brown Univ., Providence, RI. Education Alliance for Equity in the Nation's Schools. English This is a workshop designed to help high school change teams increase their understanding of personalized learning and learn ways to adapt existing practices to improve student engagement. The series draws from six years of assisting schools that have been struggling to find ways for their diverse students to meet uniform expectations. It is also based on two earlier studies that form the foundation of the series: (1) a shadowing study of student engagement in seven high schools, "Making Learning Personal: Educational Practices That Work", and (2) a description of five high schools undertaking reform at different levels of organization, "Dynamics of Change in High School Teaching: A Study of Innovation in Five Vermont Professional Development Schools", both published by the Northeast and Islands Regional Educational Laboratory of the Education Alliance at Brown University. (AMT) ED482970 Changing Systems To Personalize Learning: Introduction to the Personalization Workshops. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 79 The Education Alliance at Brown University, 222 Richmond Street, Suite 300, Providence, RI 02903. Tel: 800-521-9550 (Toll Free); Fax: 401-421-7650; e-mail: info@alliance.brown.edu; Web site: http://www.alliance.brown.edu. N/A 2004 8/20/2004 01:00:02 RIEJUL2004 ED-01-CO-0010 For a similar document in this series, see EA032891.

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Yes Academic Advising College Curriculum Educational Counseling Educational Environment Higher Education Learning Processes Osofsky, Debbie Sinner, Gregg Wolk, Denise Miles, Sherri, Ed. Reports - Evaluative Brown Univ., Providence, RI. Education Alliance for Equity in the Nation's Schools. English This workshop stresses the importance of advisories to the learning process. It stresses that relationships and the personalization of learning are fundamentals to the learning process both in and out of school. It suggests that advisory groups, even in large schools, create the conditions for improving student achievement and behavior and enrich the lives of students and teachers through personalization of the learning experience. Research demonstrates that personalization of the learning environment--enabling students to know well, and be known well by, at least one adult in their school--leads to improved student outcomes in school. (AMT) ED482971 Changing Systems To Personalize Learning: The Power of Advisories. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 152 The Education Alliance at Brown University, 222 Richmond Street, Suite 300, Providence, RI 02903. Tel: 800-521-9550 (Toll Free); Fax: 401-421-7650; e-mail: info@alliance.brown.edu; Web site: http://www.alliance.brown.edu. N/A 2004 8/20/2004 01:00:04 RIEJUL2004 ED-01-CO-0010 For a similar document in this series, see EA032890. CD-ROM not available from ERIC.

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Yes Federal Aid Higher Education Guides - Non-Classroom Department of Education, Washington, DC. English This guide explains student financial aid programs the U.S. Department of Education's Federal Student Aid (FSA) office administers. The first three pages are a quick reference; the rest of the publication provides more of what you need to know about the financial aid programs offered. (AMT) ED482972 The Student Guide: High School Seniors/College Students, 2004-2005. 2004-00-00 37 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OSERS/OSEP. N/A 2004 8/20/2004 01:00:07 RIEJUL2004

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Yes Academic Achievement Academic Education Educational Improvement Educational Quality Faculty Development Self Evaluation (Individuals) Stanovich, Paula J. Stanovich, Keith E. Reports - Evaluative National Inst. of Child Health and Human Development (NIH), Bethesda, MD. Department of Education, Washington, DC. Department of Health and Human Services, Washington, DC. RMC Research Corp., Portsmouth, NH. English As professionals, teachers can become more effective and powerful by developing the skills to recognize scientifically based practice and, when the evidence is not available, use some basic research concepts to draw conclusions on their own. This paper offers a primer for those skills that will allow teachers to become independent evaluators of educational research. (Author) ED482973 Using Research and Reason in Education: How Teachers Can Use Scientifically Based Research To Make Curricular & Instructional Decisions. 2003-05-00 47 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OSERS/OSEP. N/A 2004 8/20/2004 01:00:09 RIEJUL2004 ED-00CO-0093

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Yes Evaluation Reading Hoffman, R. Gene Becker, D. E. (Sunny) Wise, Lauress L. Reports - Research Delaware Delaware National Center for Education Statistics (ED), Washington, DC. English In March 2003, the National Center for Education Statistics asked the Human Resources Research Organization to participate in a special study of 2002 reading assessment results for Delaware. This working paper summarizes the findings of that study. (AMT) ED482974 NAEP Quality Assurance Checks of the 2002 Reading Assessment Results for Delaware. Working Paper Series. 2003-08-00 103 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). For full text: http://www.ed.gov/offices/OSERS/OSEP. N/A 2004 2016-11-21

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Yes Administrators Instructional Leadership Principals School Administration Superintendents Reichardt, Robert Numerical/Quantitative Data Reports - Research Wyoming Wyoming Mid-Continent Research for Education and Learning, Aurora, CO. English This report begins with background information on the demographic changes affecting Wyoming public education. Following that, there is a short section on the methodology used for this report. The next section provides a general description of the principal and superintendent workforces, which is followed by a short section on leader certification. It then discusses principal and superintendent demand and supply issues. The report concludes with a short summary and discussion. (Author/AMT) ED482975 Laying the Groundwork: Information on Wyoming Superintendent and Principal Qualifications. Supply, and Demand. 2002-01-17 Wyoming State Dept. of Education, Cheyenne. 90 Mid-Continent Research for Education and Learning, 2550 S. Parker road, Suite 500, Aurora, CO 80014. Tel: 303-337-0990; Fax: 303-337-3005; Web site: http://www.mcrel.org. N/A 2004 2016-11-23

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Yes College Outcomes Assessment Correspondence Schools Cost Estimates Distance Education Educational Assessment Eligibility Postsecondary Education Program Budgeting Program Costs Student Financial Aid Ashby, Cornelia M. Legal/Legislative/Regulatory Materials Reports - Evaluative General Accounting Office, Washington, DC. English Distance education--that is, offering courses by Internet, video, or other forms outside the classroom--has changed considerably in recent years and is a growing force in postsecondary education. More than a decade ago, concerns about fraud and abuse by some correspondence schools led to federal restrictions on, among other things, the percentage of courses a school could provide by distance education and still qualify for federal student aid. Given the recent changes in distance education, GAO (United States General Accounting Office) was asked to review the extent to which the restrictions affect schools' ability to offer federal student aid and the Department of Education's assessment of the continued appropriateness of the restrictions. Additionally, GAO was asked to look at the extent to which accrediting agencies evaluate distance education programs, including their approach for assessing student outcomes. GAO recommends that Education provide data on the cost of waiving restrictions on distance education and develop guidelines with accrediting agencies and schools on assessing distance education quality. Appended are: Scope and Methodology; Comments from the Department of Education; and GAO Contacts and Staff Acknowledgments. (Author/MA) ED482976 Distance Education: Improved Data on Program Costs and Guidelines on Quality Assessments Needed To Inform Federal Policy. Report to Congressional Requesters. 2004-02-00 38 For full text: http://www.gao.gov/new.items/d04279.pdf. N/A 2004 8/20/2004 01:00:16 RIEJUL2004

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Yes Academic Achievement Desegregation Effects Desegregation Plans Magnet Schools Program Evaluation Christenson, Bruce Eaton, Marian Garet, Michael S. Miller, Luke C. Hikawa, Hiroyuki DuBois, Phyllis Numerical/Quantitative Data Reports - Evaluative Department of Education, Washington, DC. Office of the Under Secretary. American Institutes for Research, Washington, DC. English For nearly four decades, magnet schools have been an important element of American public school education. They have offered innovative programs not generally available in local schools and provided opportunities for students to learn in racially diverse environments. Magnet schools have been particularly important in districts that are trying to desegregate. This report examines the progress of MSAP (Magnet Schools Assistance Program) projects in achieving four legislative purposes of the Magnet Schools Assistance Program, including reducing minority group isolation, improving student achievement, promoting systemic reform, and encouraging innovative educational methods and practices. Also includes a glossary.(Contains 50 references and 32 exhibits.) (Author/MA) ED482977 Evaluation of the Magnet Schools Assistance Program, 1998 Grantees. Final Report. 2003-11-00 209 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). N/A 2004 8/20/2004 01:00:22 RIEJUL2004 Prepared for the Policy and Program Studies Service.

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No Administration Federal Aid Federal Regulation Student Financial Aid Guides - Classroom - Teacher Guides - Non-Classroom Free Application for Federal Student Aid Office of Federal Student Aid (ED), Washington, DC. English This document provides a Fundamentals of Title IV Administration Workshop Agenda. The agenda includes an introduction and high level overview: the process in general; history of the programs; laws and regulations; and overview of the programs. Following this is a section on applying to participate and understand your school's responsibilities which covers the following topics: being an eligible institution; applying to participate; signing a program participation agreement; and administering programs in accordance with the law and regulations. Next is a section on getting ready to administer the programs which includes: developing policies and procedures; preparing for fiscal obligations; and getting ready to participate electronically. A section on processing student applications is also included which covers: understanding student eligibility; completing the FAFSA correctly; calculating the expected family contribution; using information from output documents--ISIR/SAR; verifying information submitted on the FAFSA; package aid for the student; eliminating overawards; making adjustments and recalculations; and exercising professional judgment. The next section discusses disbursing aid to students which addresses: understanding when a disbursement occurs; conducting entrance counseling; disbursement when student is eligible; making late disbursements when applicable; reporting Pell grant disbursements to RFMS; notifying students; providing Title IV credit balances to students; and correcting/collecting overpayments. The last two sections cover student exits (providing loan exit counseling; preparing and sending student status confirmation records; and calculating and returning Title IV funds when student withdraws) and creating reports (preparing, providing, and sending required reports). (Author/MA) ED482978 Fundamentals of Title IV Administration: From Applying to Creating Reports, 2003-2004. 2003-00-00 Practitioners Administrators Teachers 308 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; Web site: http://www.edpubs.org/. N/A 2004 2016-11-21

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Yes Inservice Teacher Education Preservice Teacher Education Professional Development Neville, Katherine S. Robinson, Casey J. Reports - Research Finance Project, Washington, DC. English In December 2003, The Finance Project staff published and disseminated a paper that synthesizes the delivery and financing of professional development in education and gives an objective summary of the various debates in the field. This paper outlines the current status of both pre-service and in-service professional development for teachers, principals, and superintendents, including requirements for licensure, alternative routes to licensure, delivery of in-service professional development, and the difficult questions surrounding measuring effectiveness. The purpose of this guide is to provide information to those who are called upon to make decisions that affect training and professional development in education but who do not necessarily have a complete understanding of how the process currently operates and the debates in which the field is currently engaged. (Author) ED482979 The Delivery, Financing, and Assessment of Professional Development in Education: Pre-Service Preparation and In-Service Training. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 57 For full text: http://www.financeprojectinfo.org/Publications/prof%20dev%2011-2-03.pdf. N/A 2004 8/20/2004 01:00:29 RIEJUL2004 ED-99-CO-0007

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Yes Educational Finance Scientific Research Universities Reports - Research General Accounting Office, Washington, DC. English In fiscal year 2001, federal agencies provided $19 billion for university research, a vital part of the nation's research and development effort. GAO was asked to examine federal agencies' actions to ensure that (1) the results of the university research grants they fund are made available to the public and (2) universities receiving such grants implement policies for identifying and managing possible financial conflicts of interest. GAO reviewed the actions of eight federal agencies and conducted a Web-based survey of 200 leading research universities. GAO also met with officials in the Office of Science and Technology Policy to discuss the National Science and Technology Council's role in coordinating federal science policy. This report explains the study in detail. (Author) ED482980 University Research. Most Federal Agencies Need to Better Protect against Financial Conflicts of Interest. 2003-11-00 40 U.S. General Accounting Office, P.O. Box 6015, Gaithersburg, MD 20884-6015 (first copy free; additional copies $2 each; 100 or more: 25% discount). Tel: 202-512-6000. Web site: http://www.gao.gov. N/A 2004 8/20/2004 01:00:32 RIEJUL2004

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Yes Computer Assisted Instruction Educational Strategies High Risk Students Peer Teaching Teaching Methods Tutoring Snow, David Guides - Non-Classroom Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 Mid-Continent Research for Education and Learning, Aurora, CO. English Schools and districts across the country have long been focused on ensuring that students succeed in life and participate effectively in society. With the passage of the No Child Left Behind Act, efforts to realize this goal for all students have intensified. Though many children are successfully meeting state and local academic standards, others are not. To improve learning for all students, teachers and school leaders need information and guidance about evidence-based strategies that can assist students who are not meeting standards. In the summer and fall of 2002, McREL conducted a synthesis of recent research on strategies to assist students during the school day who are low achieving or at risk of failure. The resulting work was based on an extensive search and review of published and unpublished studies and qualitative as well as quantitative research. From this synthesis of research, McREL identified six general classroom strategies, which are reviewed in a condensed form in this edition of Noteworthy: whole-class instruction, cognitively oriented instruction, small-group instruction, tutoring, peer tutoring, and computer-based instruction. This issue of "Noteworthy" also includes a discussion guide designed to encourage dialogue about effective teaching for at-risk students. The guide is organized so that discussions can be organized around a single chapter topic or across a number of chapters. Questions are provided to provoke thought and conversation. The guide also provides a quick summary of the availability of research and results under each chapter heading, so it can also serve as a journal synopsis. (Author) ED482981 Noteworthy Perspectives: Classroom Strategies for Helping At-Risk Students. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. Policymakers Practitioners 68 For full text: http://www.mcrel.org/topics/productDetail.asp?productID=152. N/A 2004 2016-11-21

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Yes Age Discrimination Civil Law Civil Rights Civil Rights Legislation Disabilities Educational Policy Elementary Secondary Education Equal Protection Federal Legislation Federal Regulation Guidelines Racial Discrimination School Policy Sex Discrimination Journal Articles Legal/Legislative/Regulatory Materials Department of Education Office for Civil Rights Civil Rights Restoration Act 1987 Office for Civil Rights (ED), Washington, DC. English The Secretary amends the regulations governing nondiscrimination on the basis of race, color, national origin, sex, handicap, and age to conform with statutory amendments made by the Civil Rights Restoration Act of 1987 (CRRA). These amendments add a definition of "program or activity" or "program" that adopts the statutory definition of "program or activity" or "program" enacted as part of the CRRA. (AA) ED482982 Conforming Amendments to the Regulations Governing Nondiscrimination on the Basis of Race, Color, National, Origin, Disability, Sex, and Age under the Civil Rights Restoration Act of 1987; Final Rule. Federal Register, Part IV: Department of Education, 34 CFR Parts 100, 104, 106, and 110. Federal Register v65 n219 p68050-57 Nov 13 2000 2000-11-13 10 For full text: http://www.gpoaccess.gov/fr/index.html. N/A 2004 2016-11-21

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Yes Migrant Education Migrant Youth Parent Participation Professional Development Kirby, Sheila Nataraj McCombs, Jennifer Sloan Naftel, Scott Reports - Descriptive English This report uses a series of exhibits to present a snaphot of Title I schools serving migrant students on the eve of the passage of NCLB. In addition to updating the information provided in the earlier report, this report also focuses on a third evaluation question: What progress did these schools make over time between 1998-99 and 2000-01 in terms of implementation of the provisions of the 1994 legislation? (Author) ED482983 A Snapshot of Title I Schools Serving Migrant Students, 2000-01. 2003-00-00 Department of Education, Washington, DC. Office of the Under Secretary. 33 ED Pubs, Education Publications Center, P.O. Box 1398, Jessup, MD 20794. Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov. N/A 2004 8/20/2004 01:00:39 RIEJUL2004 EA-97010001 Produced with Policy and Program Studies Service.

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No Crime Public Schools Safety School Safety Violence Non-Print Media Numerical/Quantitative Data National Center for Education Statistics (ED), Washington, DC. English This CD-ROM contains the raw, public-use data from the 2000 School Survey on Crime and Safety (SSOCS) along with a User's Manual and Detailed Data Documentation. The data are provided in SAS, SPSS, STATA, and ASCII formats. The User's Manual and the Detailed Data Documentation are provided as .pdf files. (Author) ED482984 School Survey on Crime and Safety (SSOCS) 2000 Public-Use Data Files, User's Manual, and Detailed Data Documentation. [CD-ROM]. 2004-00-00 0 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). N/A 2004 8/20/2004 01:00:41 RIEJUL2004 Cover title varies.

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Yes Civil Rights Legislation Elementary Secondary Education Federal Aid Federal Regulation Sex Discrimination Single Sex Classes State Federal Aid Journal Articles Legal/Legislative/Regulatory Materials Federal Register Office for Civil Rights (ED), Washington, DC. English The Secretary provides notice that the Secretary intends to propose amendments to the regulations implementing Title IX of the Education Amendments of 1972 to provide more flexibility for educators to establish single-sex classes and schools at the elementary and secondary levels. The purpose of the amendments would be to support efforts of school districts to improve educational outcomes for children and to provide public school parents with a diverse array of educational options that respond to the educational needs of their children, while at the same time ensuring appropriate safeguards against discrimination. We want to permit appropriate latitude for innovative efforts to help children learn and to expand the choices parents have for their children's education consistent with the purposes of the Title IX statute and the Constitution. We are issuing a notice of intent to regulate (NOIR) to ensure adequate public input regarding these important and sensitive issues. (Author) ED482985 Nondiscrimination on the Basis of Sex in Education Programs or Activities Receiving Federal Financial Assistance; Proposed Rule. Federal Register, Part V: Department of Education, 34 CFR Part 106. Federal Register v67 n89 p31098-99 May 8 2002 2002-05-08 4 For full text: http://www.ed.gov/legislation/FedRegister/proprule/2002-2/050802a.html. N/A 2004 2016-11-21

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Yes Academic Degrees Elementary Secondary Education Enrollment Projections Expenditures High School Graduates Public Schools School Statistics Secondary School Students Secondary School Teachers Statistical Data Teacher Student Ratio Gerald, Debra E. Hussar, William J. Numerical/Quantitative Data Reports - Research National Center for Education Statistics (ED), Washington, DC. English This publication provides projections for key education statistics. It includes statistics on enrollment, graduates, teachers, and expenditures in elementary and secondary schools, and enrollment, earned degrees conferred, and current-fund expenditures of degree-granting institutions. For the Nation, the tables, figures, and text contain data on enrollment, teachers, graduates, and expenditures for the past 14 years and projections to the year 2013. For the 50 States and the District of Columbia, the tables, figures, and text contain data on projections of public elementary and secondary enrollment and public high school graduates to the year 2013. In addition, the report includes a methodology section describing models and assumptions used to develop national and state-level projections. Appended are: Projection Methodology; Supplementary Tables; Data Sources; and Glossary. (Contains 14 Summary of Projections figures, 36 Reference figures, 3 Summary of Projections tables, and 39 Reference tables.) (Author) ED482986 Projections of Education Statistics to 2013. Thirty-Second Edition. 2003-11-00 160 For full text: http://nces.ed.gov/pubs2004/2004013.pdf. N/A 2004 8/20/2004 01:00:46 RIEJUL2004 For the Thirty-First Edition, see ED 472 176.

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Yes Doctoral Dissertations Educational Research Elementary Secondary Education Higher Education Mathematics Education Reed, Michelle K., Ed. Owens, Douglas T., Ed. ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This annual listing of research in mathematics education contains annotated citations of research papers and monographs dated 1999 and abstracted for the ERIC database. Journal articles focusing on the interpretation and implications of mathematics education research are also featured. An index of dissertations by institution and a list of journals searched are included. (Author) ED482987 Research in Mathematics Education, 1999. 1999-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 77 ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2004 8/20/2004 01:00:48 RIEJUL2004 ED-99-CO-0024 For the 1998 edition, see ED 458 085.

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Yes Doctoral Dissertations Educational Research Elementary Secondary Education Higher Education Mathematics Education Reed, Michelle K., Ed. Owens, Douglas T., Ed. ERIC Publications Reference Materials - Bibliographies ERIC Clearinghouse for Science, Mathematics, and Environmental Education, Columbus, OH. English This annual listing of research in mathematics education contains annotated citations of research papers and monographs dated 2000 and abstracted for the ERIC database. Journal articles focusing on the interpretation and implications of mathematics education research are also featured. An index of dissertations by institution and a list of journals searched are included. (Author) ED482988 Research in Mathematics Education, 2000. 2000-00-00 Office of Educational Research and Improvement (ED), Washington, DC. 78 ERIC Clearinghouse for Science, Mathematics, and Environmental Education, 1929 Kenny Road, Columbus, OH 43210-1080. Tel: 800-276-0462 (Toll Free). N/A 2004 8/20/2004 01:00:51 RIEJUL2004 ED-99-CO-0024 For the 1999 edition, see ED 482 987.

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Yes Academic Achievement Elementary Secondary Education Equal Education High Risk Students Higher Education Low Achievement Preservice Teacher Education State Standards Teacher Competencies Teacher Qualifications Urban Schools Guides - Non-Classroom Department of Transportation, Washington, DC. English The purpose of this guide is to serve as an informational resource for educators and other interested professionals in planning and developing bicycle safety education programs. The guide examines 15 existing bicycle safety education programs in the United States and one from Canada. (Author) ED482989 Good Practices Guide for Bicycle Safety Education. 2002-00-00 72 N/A 2004 8/20/2004 01:00:54 RIEJUL2004

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Yes Educational Benefits Private Schools Students Teachers Reports - Descriptive Elementary Secondary Education Act No Child Left Behind Act 2001 Elementary and Secondary Education Act No Child Left Behind Act 2001 Department of Education, Washington, DC. Office of Nonpublic Education. English The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind Act of 2001, provides benefits to private school students, teachers and other education personnel, including those in religiously affiliated schools. These services are considered to be assistance to students and teachers and not to private schools. The reauthorized ESEA requires the equitable participation of private school students, teachers and other education personnel in some of its major programs. This brochure provides explanations of some of the law's provisions and brief summaries of relevant ESEA programs. The following topics are discussed: equitable participation; consultation; programs in the No Child Left Behind Act requiring equitable participation; other opportunities for private schools; and further information. (Author/MA) ED482990 The No Child Left Behind Act of 2001: Benefits to Private School Students and Teachers. 2003-12-00 19 For full text: http://www.dese.state.mo.us/divimprove/fedprog/grantmgmnt/benefitstops.pdf. N/A 2004 2016-11-23

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Yes Child Care Child Care Centers Nutrition Guides - Non-Classroom Department of Agriculture, Washington, DC. English This booklet serves to help all child-care providers with valuable information such as (1) How children grow and develop, (2) Nutrients needed for growth and development, (3) Dietary Guidelines for Americans, (4) The USDA Food Guide Pyramid for Young Children, and (3) Helping children learning about food and eating. The booklet also contains sample letters to parents and choking prevention information. (AMT) ED482991 Making Nutrition Count for Children. Nutrition Guidance for Child Care Homes. 2002-00-00 52 N/A 2004 8/20/2004 01:00:58 RIEJUL2004 133385

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Yes College Students Federal Aid Financial Aid Applicants Grants Higher Education Paying for College Student Financial Aid Student Loan Programs Guides - Non-Classroom Office of Federal Student Aid (ED), Washington, DC. Spanish This publication, written in Spanish, describes financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2) "Paying Tuition and Other Costs"; (3) "Applying for Financial Aid"; (4) "Eligibility Criteria"; (5) "Important Deadlines"; (6) "Federal Pell Grants"; (7) "Campus-Based Aid Programs"; (8) "Stafford Loans"; (9) "PLUS Loans (Parent Loans); (10) "Stafford and PLUS Loan Questions"; (11) "Contacting Us"; (12) "Reducing the Cost of School"; and (13) "Taking the Next Step." (AA) ED482992 Como pagar to educacion, 2004-2005 (Funding Your Education, 2004-2005). 2004-00-00 Students Practitioners 21 For full text: http://studentaid.ed.gov/students/attachments/ siteresources/Spanish_Funding_2004_2005.pdf. N/A 2004 8/20/2004 01:01:04 RIEJUL2004 For the English version, see HE 036 344.

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Yes College Students Federal Aid Financial Aid Applicants Grants Higher Education Paying for College Student Financial Aid Student Loan Programs Guides - Non-Classroom Office of Federal Student Aid (ED), Washington, DC. English This publication describes financial aid programs of the U.S. Department of Education and advises students about paying for college. It outlines things a student should ask about college and how to obtain financial aid, whether grants, work-study, or loans. Chapters provide information on: (1) "Education after High School"; (2) "Paying Tuition and Other Costs"; (3) "Applying for Financial Aid"; (4) "Eligibility Criteria"; (5) "Important Deadlines"; (6) "Federal Pell Grants"; (7) "Campus-Based Aid Programs"; (8) "Stafford Loans"; (9) "PLUS Loans (Parent Loans); (10) "Stafford and PLUS Loan Questions"; (11) "Contacting Us"; (12) "Reducing the Cost of School"; and (13) "Taking the Next Step." (AA) ED482993 Funding Your Education, 2004-2005. 2004-00-00 Practitioners Students 21 For full text: http://studentaid.ed.gov/students/attachments/siteresources/Funding_2004_2005.pdf. N/A 2004 2020-10-07

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Yes Academically Gifted Bilingual Students Bilingualism Children Cognitive Processes Communication Skills Elementary Secondary Education English (Second Language) Intelligence Interpreters Parent Child Relationship Research Methodology Teacher Education Translation Adger, Carolyn Temple, Ed. Snow, Catherine E., Ed. Christian, Donna, Ed. Books Guides - Classroom - Teacher Delta Systems Inc., McHenry, IL. Center for Applied Linguistics, Washington, DC. English This book represents a conversation among educators and others concerned with language and literacy development. The conversation began by chance at an international conference on literacy when Catherine Snow and Lily Wong Fillmore began talking about the escalating demands that the educational system in the United States places on teachers without giving them the support they need to meet those demands. Chapters include (1) What Teachers Need To Know about Language, (2) Language and Early Childhood Programs, (3) Educating Teachers about Language, (4) Teacher Knowledge about Language, (5) Incorporating Linguistic Knowledge in Standards for Teacher Performance, and (6) Preparing Teachers To Guide Children's Language Development. (Author/AMT) ED482994 What Teachers Need To Know about Language. 2003-00-00 National Library of Education (ED/OERI), Washington, DC. Carnegie Corp. of New York, NY. ISBN-1-887744-754 Practitioners Teachers 147 Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Web site: http://www.cal.org/ncle. N/A 2004 8/20/2004 01:01:09 RIEJUL2004 ED-99-CO-0008

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Yes Language Special Needs Students Artiles, Alfredo J., Ed. Ortiz, Alba A., Ed. Books Reports - Descriptive Center for Applied Linguistics, Washington, DC. English This publication is designed to provide practitioners with current information on topics, trends, and techniques in language teaching. Each chapter focuses on a different aspect of the topic and the knowledge we have about it. The chapters describe the strategies and techniques used by effective teachers and administrators and offer practical guidelines and suggestions to help others implement similar strategies in their own classrooms, school and districts. Each chapter closes with a summary of key points in the book and general guidelines and recommendations. (Author) ED482995 English Language Learners With Special Education Needs. 2002-00-00 National Library of Education (ED/OERI), Washington, DC. 249 Center for Applied Linguistics, 4646 40th Street, N.W., Washington, DC 20016-1859. Web site: http://www.cal.org/ncle. N/A 2004 2016-07-07 ED558163 ED508343

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No Evaluation Learning Research McEwan, Elaine K. McEwan, Patrick J. Books Guides - Non-Classroom English This book brings together the best of two worlds--the "real" world where education is practiced daily and the "ivory tower" world where research is ongoing. The authors have written this book for practitioners at all levels, from teachers making site-specific decisions such as allocating time, to administrators making schoolwide and policy decisions such as reducing class size. They outline and explain how quality research can inform, enlighten, and provide direction to educators that will save time and money, as well as make schools more effective and increase opportunities for students. Educators are increasingly accountable for the outcome of their efforts. This vital resource will assist them in assessing the validity of research claims by leading the reader through a revealing examination of five critical questions: (1) Does it work? (the causal question); (2) How does it work? (the process question); (3) Is it worthwhile? (the cost question); (4) Will it work for me? (the usability question); and (5) Is it working for me? (the evaluation question).This book will change the way you read and think about research, and thereby help you enhance school improvement, sustain your vision of quality education, and attain your mission, and ultimately increase student achievement. (Author) ED482996 Making Sense of Research: What's Good, What's Not, and How To Tell the Difference. 2003-00-00 ISBN-0-7619-7708-2 198 Corwin Press, A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320 (paperback: ISBN-0-7619-7708-2, $24.95; hardback: ISBN-0-7619-7707-4, $55.95). Tel: 805-499-9734; Fax: 805-499-5323; Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 01:01:14 RIEJUL2004 Foreword by Henry M. Levin.

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No Doctoral Dissertations Faculty Advisers Guides Social Support Groups Theories Bryant, Miles T. Books Guides - Non-Classroom English Getting your doctorate part-time or via the computer makes it difficult to schedule meetings with your advisor, use the library's resources, or discuss your topic ideas and dissertation difficulties with fellow students. Problems unique to nontraditional graduate students are alleviated with this easy-to-use dissertation guide. In sections devised to follow the conventional structure of a dissertation, Bryant organizes the book to help you locate vital information quickly and efficiently. Practical, targeted, and no-nonsense, this book includes suggestions and tips for: (1) Finding a topic, a theory, and a research method;(2) Creating a dissertation support group, plus an appendix listing activities for a support group; (3) Using a research library from off campus; and (4) Developing a productive relationship with your advisor.This book also contains an annotated bibliography of research books, a list of doctoral studies written about writing dissertations, and an assessment tool for you to evaluate your study. (Author) ED482997 The Portable Dissertation Advisor. 2003-00-00 ISBN-0-7619-4696-9 196 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-4696-9, $29.95; hardback: ISBN-0-7619-4695-0, $65.95). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 01:01:16 RIEJUL2004

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No Doctoral Dissertations Guides Research Methodology Students Clough, Peter Nutbrown, Cathy Books Guides - Non-Classroom English As a comprehensive and practical guide for students, this book presents clear and straightforward information and advice. The authors present a perspective on methodology as a process, which begins from the moment that curiosity about a topic is aroused. Although in dissertations and theses methodology is normally reported within a single methodology chapter, the authors show how every element of the account--from the framing of Research Questions to the drawing of Conclusions--is a function of methodology. Methodology describes what lies behind every single decision made in the creation of a research study. Methodology is about justifying the decisions researchers make in selecting and using their methods. The successful dissertation persuades the reader that what the researcher chose to do was not only appropriate but also necessary. The authors distinguish clearly between methods and methodology, and describe in detail how their relationship is articulated in practice. Methodology is not just a chapter, but a process, which begins from day one of research design. The text is supported by a series of activities, which will contribute directly to the writing of students' own methodology chapters. The authors refer to a wide range of other contemporary research guides, and include useful suggested Further Reading in specific areas. (Author) ED482998 A Student's Guide to Methodology: Justifying Enquiry. 2002-00-00 ISBN-0-7619-7422-9 Practitioners Students 221 Corwin Press, Inc., A Sage Publications Company, 2455 Teller Road, Thousand Oaks, CA 91320-2218 (paperback: ISBN-0-7619-7422-9, $23; hardback: ISBN-0-7619-7421-0, $72). Tel: 800-818-7243 (Toll Free); Fax: 800-417-2466 (Toll Free); Web site: http://www.corwinpress.com. N/A 2004 8/20/2004 01:01:18 RIEJUL2004

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Yes Agency Cooperation American Indian Education Early Childhood Education Educational Needs Elementary Secondary Education Federal Indian Relationship Higher Education Indigenous Personnel Reservation American Indians Special Education Tribally Controlled Education Reports - Evaluative Bureau of Indian Affairs Schools Individuals with Disabilities Educ Act Amend 1997 Office of Indian Education Programs Individuals with Disabilities Education Act Amendments 1997 Bureau of Indian Affairs (Dept. of Interior), Washington, DC. Office of Indian Education Programs. English Provisions in the Individuals with Disabilities Education Act (IDEA) Amendments of 1997 called for improved collaboration and coordination among tribal, federal, state, and local agencies in providing special education and related services to Indian children with disabilities. To meet these requirements, input was elicited from public meetings, a steering committee composed of relevant stakeholders, a Bureau of Indian Affairs (BIA) Special Education Advisory Board, surveys of BIA staff, a focus group of stakeholders, a roundtable discussion at the National Indian Education Association's legislative summit, and 10 tribal consultation meetings. Findings and recommendations focused on: (1) developing strategies to ensure that students in BIA-funded schools are not inappropriately referred to special education; (2) engaging national Indian education organizations and the Council for Exceptional Children in support of full funding of early childhood intervention programs for at-risk children, full funding of IDEA, and increased funding for research, preparation of American Indian personnel, technical assistance, and other supports to institutions of higher education (especially tribal colleges and universities), BIA education personnel and parents; (3) establishing agreements with other federal agencies to collect data on student postsecondary employment and education in order to ensure greater accountability for post-school results and facilitate transition planning for special education students; and (4) encouraging agreements among federal, state, and tribal agencies with authority over alternative education services or coordinated services for Indian children with disabilities. Appendices present an inventory of agencies and service providers and sample memoranda of agreements. (TD) ED482999 BIA Special Education Coordinated Services Plan. 2002-06-30 57 N/A 2004 2016-11-21

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Yes Demography Item Sampling Public Policy School Demography Socioeconomic Status Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress National Assessment Governing Board, Washington, DC. English This framework will define the purpose and scope of NAEP's system of collecting background information, including background questionnaires and other sources of non-cognitive data. It will establish criteria for reporting background information as part of the National Assessment. The approach it suggests provides for asking various groups of questions to various samples of students at various times. The framework reflects the following key principles: (1) The selection of background topics and questions shall be designed to fulfill all legal requirements for the National Assessment and to carry out decisions regarding what NAEP will report and how to report it; (2) Background information shall provide a context for reporting and interpreting achievement results and, as the statute provides, must be "directly related to the appraisal of academic achievement and to the fair and accurate presentation of such information"; (3) The collection of background data shall be designed to obtain information that is objective, valid, reliable, and of consistently high quality; (4) The system of background data collection shall be efficient and designed to minimize the burden on respondents and on the NAEP program--As much data as possible should be obtained from school records and other reliable data sources; (5) These principles shall apply both to the collection of general background information and to subject-specific background questions--The frameworks for the latter must be focused and prioritized, indicating a core set of variables for regular reporting and a more comprehensive set to be collected and reported less frequently; and (6) The priority order for background information is as follows: (1) reporting categories, as required by law; (2) contextual factors with a well-established relationship to achievement; and (3) subject-specific information. (Author) ED483000 Background Information Framework for the National Assessment of Educational Progress. 2003-08-01 67 For full text: http://www.nagb.org/pubs/backinfoframenew.pdf. N/A 2004 2016-11-21

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Yes Accountability Elementary Secondary Education Federal Aid Instructional Leadership Outcomes of Education Parent Participation Professional Development Profiles Program Evaluation School Funds Kirby, Sheila Nataraj McCombs, Jennifer Sloan Naftel, Scott Murray, Sheila E. Reports - Descriptive Elementary Secondary Education Act Title I Elementary and Secondary Education Act Title I Department of Education, Washington, DC. Office of the Under Secretary. RAND Corp., Arlington, VA. English This final report from the National Longitudinal Survey of Schools examines the implementation of the Title I program in 1998-99 through 2000-01 based on surveys of principals and teachers in a nationally representative sample of Title I schools. (Contains 42 exhibits.) (Author) ED483001 A Snapshot of Title I Schools, 2000-01. 2003-00-00 70 For full text: http://www.ed.gov/rschstat/eval/disadv/nlss2000/nlss-snapshot.pdf. N/A 2004 2016-11-21 ED561235

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Yes Disabilities General Education Giangreco, Michael F. Reports - Descriptive English This project addressed an important need of national significance, namely the development, implementation, and evaluation of a model to advnce the effective use of paraprofessionals to support students with disabilities in general education classes. This report describes the project's objective and their status along with 15 print products developed by the project that include 5 published research studies and one other study currently being prepared for publication review. The remainder of the report describes efforts to sustain the project's impact after the grant period ends and assurance of distribution. (Author) ED483002 Paraprofessional Support of Students with Disabilities in General Education. Final Report. 2003-10-01 28 For full text: http://www.uvm.edu/~cdci/parasupport/. N/A 2004 8/20/2004 01:01:27 RIEJUL2004 H324M980229 Supported by the Department of Education's Office of Special Education Programs.

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Yes Community Family (Sociological Unit) General Education Student Diversity Boethel, Martha Reports - Research Southwest Educational Development Lab., Austin, TX. English This research synthesis is the third in a series of reports to help local school, community, and family leaders obtain useful information about key educational issues. This synthesis addresses diversity as it relates to student achievement and school, family, and community connections. (Author) ED483003 Diversity: School, Family, & Community Connections. Annual Synthesis, 2003. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 101 National Center for Family & Community Connections with Schools, Southwest Educational Development Laboratory, 211 East Seventh Street, Austin, TX 78701. Tel: 800-476-6861 (Toll Free); Fax: 512-476-2286; Web site: http://www.sedl.org/connections/; e-mail: connections@ sedl.org. N/A 2004 8/20/2004 01:01:31 RIEJUL2004 ED-01-CO-0009

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No Academic Achievement Teacher Education Williams, Belinda, Ed. Books Reports - Evaluative Association for Supervision and Curriculum Development, Alexandria, VA. English This second edition of "Closing the Achievement Gap" argues that if education reform is to work, educators must become more sensitive to the worldviews of disadvantaged students--and incorporate this awareness into their day-to-day work. This book also offers specific suggestions for bridging the cultural divide through such diverse methods as direct vocabulary instruction, opportunity-to-learn strategies, and school-level organizational reform. (Author) ED483004 Closing the Achievement Gap: A Vision for Changing Beliefs and Practices. Second Edition. 2003-00-00 ISBN-0-87120-838-5 212 Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org; e-mail: member@ascd.org. N/A 2004 8/20/2004 01:01:32 RIEJUL2004

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Yes Academic Achievement Professional Development Student Attitudes Howard, Elizabeth R. Sugarman, Julie Christian, Donna Reports - Research Center for Research on the Education of Students Placed At Risk, Baltimore, MD. English Two-way immersion (TWI) is an instructional approach that integrates native English speakers and native speakers of another language (usually Spanish) and provides instruction to both groups of students in both languages. While the model has been in existence in the United States for almost 40 years, the most dramatic growth has been seen over the past 15 years. Not surprisingly, the recent growth of two-way immersion education has prompted increasing interest in various aspects of such programs, such as design and implementation, student outcomes, instructional strategies, cross-cultural issues, and the attitudes and experiences of students, parents, and teachers involved. (Author) ED483005 Trends in Two-Way Immersion Education. A Review of the Research. 2003-08-00 Institute of Education Sciences (ED), Washington, DC. 64 Publications Department, CRESPAR/Johns Hopkins University, 3003 N. Charles Street, Suite 200, Baltimore, MD 21218. For full text: http://www.csos.jhu.edu. N/A 2004 8/20/2004 01:01:34 RIEJUL2004 R117-D40005

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Yes Bilingual Education Reading Programs Slavin, Robert E. Cheung, Alan Reports - Research Center for Research on the Education of Students Placed At Risk, Baltimore, MD. English This report reviews experimental studies of reading programs for English language learners, focusing both on comparisons of bilingual and English-only programs and on specific, replicable models that have been evaluated with English language learners. (Author) ED483006 Effective Reading Programs for English Language Learners. A Best-Evidence Synthesis. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 70 Association for Supervision and Curriculum Development, 1703 N. Beauregard St., Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); Tel: 703-578-9600; Fax: 703-575-5400; Web site: http://www.ascd.org; e-mail: member@ascd.org. N/A 2004 8/20/2004 01:01:37 RIEJUL2004 R117-D40005

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Yes Student Financial Aid Student Loan Programs Numerical/Quantitative Data Reports - Evaluative General Accounting Office, Washington, DC. English This report suggests to congress that they consider clarifying whether Education may regulate the fees charged to borrowers under the Direct Loan Program. It also suggests that FSA collect information from schools that could be used to make improvements to the Direct Loan Program. (Author) ED483007 Direct Student Loan Program: Management Actions Could Enhance Customer Service. Report to the Ranking Minority Member, Committee on Health, Education, Labor, and Pensions, U.S. Senate. 2003-11-00 41 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-04-107. N/A 2004 2020-11-23

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Yes Student Financial Aid Student Loan Programs Numerical/Quantitative Data Reports - Evaluative General Accounting Office, Washington, DC. English In this report GAO recommends that the Secretary of Education assess the advantages of consolidation loans for borrowers and the government in light of program costs and identify options for reducing federal costs. Options could include targeting the program to borrowers at risk of default and extending existing consolidation alternatives to more borrowers. Education should also consider how best to distribute program costs among borrowers, lenders and the taxpayers. (Author) ED483008 Student Loan Programs. As Federal Costs of Loan Consolidation Rise, Other Options Should be Examined. Report to Congressional Requesters. 2003-10-00 47 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-04-101. N/A 2004 8/20/2004 01:01:42 RIEJUL2004

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Yes Adolescents Partnerships in Education Reports - Descriptive Temple Univ., Philadelphia, PA. English This report discusses the importance of school-family partnership strategies and practices that enable schools to work together to benefit all children. It refers to several studies that had positive outcomes. It also defines school-family partnerships and explains the benefits of such partnerships. (AMT) ED483009 Developmentally Appropriate School-Family Partnerships for Adolescents. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 22 ED Pubs, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244; e-mail: edpubs@inet.ed.gov; Web site: http://nces.ed.gov. N/A 2004 8/20/2004 01:01:43 RIEJUL2004

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Yes Academic Libraries College Libraries Carey, Nancy Justh, Natalie M. Williams, Jeffrey W. Numerical/Quantitative Data Reports - Research Institute of Education Sciences (ED), Washington, DC. National Center for Education Statistics (ED), Washington, DC. English This report discusses the state of academic libraries in 2000. It defines "academic library" as well as discusses library services, library collections, library staff, library expenditures, and electronic services. (Author/AMT) ED483010 Academic Libraries, 2000. E.D. Tabs. 2003-11-00 91 ED Pubs, P.O. Box 1398, Jessup, MD 20794. Tel 877-4ED-PUBS (Toll Free); Web site: http://www.edpubs.org. N/A 2004 8/20/2004 01:01:45 RIEJUL2004

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Yes Rural Education Scholarships Cowley, Kimberly S. Finch, Nicole L. Meehan, Merrill L. Reports - Evaluative AEL, Inc., Charleston, WV. English The purpose of this report is to provide a formative evaluation of the McKelvey Foundation Program to Distribute Scholarships to Entrepreneurial Rural Students in the States of Pennsylvania, New York, and West Virginia. This evaluation provides databased recommendations for making program adjustments to improve delivery of services and/or other suggestions for improving program efficiency and effectiveness. (Author) ED483011 Evaluation of Years 1 and 2 of the McKelvey Foundation Program To Distribute Scholarships to Entrepreneurial Rural Students in the States of Pennsylvania, New York, and West Virginia. 2003-10-00 Department of Education, Washington, DC. 204 AEL, P.O. Box 1348, Charleston, WV 25325. Tel: 304-347-0400; Tel: 800-624-9120; Web site: http://www.ael.org. N/A 2004 8/20/2004 01:01:48 RIEJUL2004

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Yes After School Programs Federal Legislation Government Role Investment Legal/Legislative/Regulatory Materials Reports - Evaluative Congress of the U.S., Washington, DC. Senate Committee on Appropriations. English This hearing considers the budget request by the Department of Education for fiscal year 2004 for the 21st Century Community Learning Centers Program. The request by the Department is for $600 million, a sharp reduction of last year's appropriation, which was $993 million. This is a program that serves approximately 1,300,000 students in 1,400 communities throughout the United States. It provides a wide variety of educational experiences and has generally been regarded to be a highly effective program until the Department of Education this year has cited what they conclude to be "disappointing initial findings from a rigorous evaluation." In light of this conclusion, albeit preliminary, the subcommittee concluded that it would be important to have a hearing and go into this issue in some detail. Statements in this hearing are given by: Senator Arlen Specter; Hon. William D. Hansen; Senator Barbara Boxer; Arnold Schwarzenegger; Hon. John DeStefano, Jr.; Harvey Sprafka; Steven Kinlock; and Madison White. (Author/MA) ED483012 Investment in After-School Programs. Hearing before a Subcommittee of the Committee on Appropriations, United States Senate. One Hundred Eighth Congress, First Session, Special Hearing (May 13, 2003). 2003-00-00 50 For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=108 senate hearings&docid=f:88459.pdf. N/A 2004 8/20/2004 01:01:50 RIEJUL2004

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Yes American Indian Culture American Indian Education American Indian Languages American Indians Committees Federal Indian Relationship Federal Regulation Government Role Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. Senate Committee on Indian Affairs. English This document includes statements given at this hearing by the following: William Y. Brown; John Cheek, Jennifer Chock; Rita Coosewon; David Dinwoodie; William Demmert, Jr.; Joycelyn DesRosier; Mary Hermes; Carla Herrera; Leanne Hinton; Holo Ho'opai; Hon. Daniel K. Inouye; Lawrence D. Kaplan; Keiki Kawaiaea; Rosalyn, LaPier; Lisa LaRonge; Vina Leno; Geneva Navarro; Travis Pecos; Namaka Rawlins; Mary Eunice Romero; Kalena Silva; Christine Sims; William Wilson; and Rosita Worl. Numerous prepared statements are appended as is additional material submitted for the record by Patricia C. Albers (letter); Blackfeet Nation (resolution); From Ocean Icons To Prime Suspects, Blaine Harden, "Washington Post" article; and Sealaska Heritage Institute (proposed amendments). (MA) ED483013 Native American Languages Act. Hearing before the Committee on Indian Affairs, United States Senate. One Hundred Eighth Congress, First Session on S. 575 To Amend the Native American Languages Act To Provide for the Support of Native American Language Survival Schools (May 15, 2003). 2003-00-00 168 For full text: http://a257.g.akamaitech.net/7/257/2422/14aug20031230/ www.access.gpo.gov/congress/senate/pdf/108hrg/87260.pdf. N/A 2004 8/20/2004 01:01:53 RIEJUL2004

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Yes Declining Enrollment Enrollment Management Enrollment Rate Reports - Evaluative General Accounting Office, Washington, DC. English In this report GAO recommends that the Secretary of HHS direct ACF to (1) ensure the accuracy of national enrollment data, (2) develop a standard criterion for regional offices to use in identifying grantees whos underenrollment merits action, (3) develop an additional enrollment measure that takes into consideration the different levels of service provided by full-day and part-day programs, and (4) develop a more systematic process for regional offices to collect reliable enrollment data during the program year. (Author) ED483014 Head Start: Better Data and Processes Needed To Monitor Underenrollment. Report to Congressional Requesters. 2003-12-00 46 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-04-17. N/A 2004 8/20/2004 01:01:55 RIEJUL2004

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Yes Career Academies Civics Class Activities Federal Government Federal Regulation Government School Relationship North American History Partnerships in Education Students Teachers Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. Senate Committee on Health, Education, Labor, and Pensions. English Statements by the following individuals were given at this hearing and are presented in this document: Hon. Lamar Alexander; David McCullough; Hon. Robert Byrd; Bruce Cole; Eugene W. Hickok; James H. Billington; Diane Ravitch; Hon. Christopher J. Dodd; and Russell Berg accompanied by Peter Sullivan and Blanche Deaderick. Additional material including statements, articles, publications, and letters relating to this hearing are appended. (MA) ED483015 Putting the Teaching of American History and Civics Back in the Classroom. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate. One Hundred Eighth Congress, First Session on Examining S. 504, To Establish Academies for Teachers and Students of American History and Civics and a National Alliance of Teachers of American History and Civics (April 10, 2003). 2003-00-00 88 For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=108 senate hearings&docid=f:86582.pdf. N/A 2004 8/20/2004 01:01:58 RIEJUL2004

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Yes Charter Schools Elementary Secondary Education Enrollment Home Schooling Low Income Groups Minority Group Children Parochial Schools Private Schools Public Schools School Choice School Districts Special Education Vocational Education Fisher, Susan Reports - Descriptive Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This study was geared foremost to the needs and interests of district leaders and seeks to help them understand RSO/district relationships and make informed decisions about collaborating with external organizations. Its findings can also be of use to other key leaders of school reform such as school board members and other elected and appointed officials, funders, union representatives, and civic and business leaders. All of these stakeholders play a critical role in reform and develop widely varying types of relationships with RSO's, sometimes as part of the superintendent's relationship and sometimes independently. (Author) ED483016 A District Leader's Guide to Relationships That Support Systemic Change. School Communities That Work: A National Task Force on the Future of Urban Districts. 2003-04-00 Ford Foundation, New York, NY. Carnegie Corp. of New York, NY. Rockefeller Foundation, New York, NY. 19 Brown University, Box 1985, Providence, RI, 02912. Tel: 401-863-1897; Fax: 401-863-1290. N/A 2004 8/20/2004 01:02:00 RIEJUL2004

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Yes Child Behavior Federal Regulation Government Role Interactive Video Video Games Violence Legal/Legislative/Regulatory Materials English Members met to discuss the various forms of interactive violence and the potential negative impact it has on children at this hearing. Statements made by the following individuals are included in this document: [Panel I]Senator Sam Brownback; Dr. David Walsh, President, National Institute on Media and the Family (additional documents); Mrs. Sabrina Steger, Pediatrics Nurse, Lourdes Hospital; Miss Danielle Shimotakahara, Student;[Panel II] Dr. Craig Anderson, Professor, Iowa State University, Department of Psychology; Dr. Eugene F. Provenzo, Professor, School of Education, University of Miami; and Dr. Jeanne Funk, Professor, University of Toledo, Department of Psychology. Submitted for the record were: Video Software Dealers Association (VSDA); Mr. Douglas Lowenstein, President, Interactive Digital Software Association; and Mr. Jeffrey Goldstein, Department of Social & Organizational Psychology, University of Utrecht, The Netherlands. (MA) ED483017 The Impact of Interactive Violence on Children. Hearing before the Committee on Commerce, Science, and Transportation, United States Senate. One Hundred Sixth Congress, Second Session (March 21, 2000). 2003-00-00 76 For full text: http://frwebgate.access.gpo.gov/cgi-bin/getdoc.cgi? dbname=106 senate hearings&docid=f:78656.pdf. N/A 2004 8/20/2004 01:02:02 RIEJUL2004

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Yes Constitutional Law Federal Regulation Government Role Veterans Legal/Legislative/Regulatory Materials Congress of the U.S., Washington, DC. House Committee on Veterans' Affairs. English This hearing provides the statements from the following individuals: Chairman Simpson; Hon. Silvestre Reyes; Hon. Ander Crenshaw; and Hon. Lane Evans (prepared statement of). This document also includes statements from over 10 wittinesses and contains an article, bill, chart, and statement submitted for the record relating to this hearing. Statements submitted for the record include those from: Disabled American Veterans; Janice Pointer, Director, Workforce New Jersey; and Capt. Thomas M. Hale, USN (ret.), Senior Vice President, Resource Consultant ants, Inc. (RCI). (MA) ED483018 H.R. 4015, Jobs for Veterans Act. Hearing before the Subcommittee on Benefits of the Committee on Veterans' Affairs, House of Representatives. One Hundred Seventh Congress, Second Session (April 18, 2002). 2003-00-00 183 For full text: http://veterans.house.gov/hearings/schedule107/apr02/4-18-02/4-18b-02.pdf. N/A 2004 8/20/2004 01:02:06 RIEJUL2004

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Yes Classroom Environment Educational Equipment Information Dissemination Information Technology Internet Public Education Public Schools Kleiner, Anne Lewis, Laurie Numerical/Quantitative Data Reports - Research Tests/Questionnaires Westat, Inc., Rockville, MD. National Center for Education Statistics (ED), Washington, DC. English This report presents data on Internet access in U.S. public schools from 1994 to 2002 by school characteristics. It provides trend analysis on the progress of public schools and classrooms in connecting to the Internet and on the ratio of students to instructional computers with Internet access. For the year 2002, this report also presents data on the types of Internet connections used; student access to the Internet outside of regular school hours; laptop computer loans; hand-held computers for students and teachers; and school Web sites. It also contains information on computer hardware, software, and Internet support and Web site support at the school; teacher professional development on how to integrate the use of the Internet into the curriculum; and technologies and procedures to prevent student access to inappropriate material on the Internet. Appended are the Methodology and Technical Notes; and Questionnaire. (Contains 43 tables and 4 figures.) (Author) ED483019 Internet Access in U.S. Public Schools and Classrooms: 1994-2002. E.D. Tabs. 2004-00-00 85 For full text: http://nces.ed.gov/pubs2004/2004011.pdf. N/A 2004 8/20/2004 01:02:08 RIEJUL2004 Project Officer, Bernard Greene. For the 1994-2001 edition, see ED 472 678.

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Yes Cohort Analysis Educational Research Evaluation Research Program Implementation Neufeld, Barbara Woodworth, Katrina Reports - Research Education Matters, Inc., Cambridge, MA. English Education Matters' working hypothesis in this report was that the quality of implementation of ILT (Instructional Leadership Teams) and LASW (Looking At Student Work) groups is related to the quality of implementation of other components of reform. Specifically, the authors anticipated that schools in which ILTs and LASW groups were well-established would show considerable evidence of a collegial collaborative culture--including teacher leadership--that focused on instruction. And, they proposed that such schools would be better positioned to implement additional components of reform, for example, performance assessments. The data analysis by the authors supports this hypothesis. Schools with high-functioning ILTs and LASW groups had better established collegial, collaborative, instructionally-focused cultures than did schools with lower-functioning ILTs and LASW groups. These schools demonstrated greater in-school capacity to take on the work of implementing performance assessments than schools with low-functioning ILTs and LASW groups. As a result of this analysis, in light of the theory of reform that guides Boston's school improvements work, these schools are now well-positioned to continue improving teaching and thereby, student learning and measured achievement. Appended are: (1) Boston Public Schools Plan for Whole-School Change; Boston Plan for Excellence Expectations for Performance-Based Assessment; (3) Boston Public Schools Assessment System Based on Learning Standards and High Expectations; (4) Self-Assessment Summary; (5) Phases Chart, 1998; and (6) Up-Date and Phases Chart, 2000. (Author/MA) ED483020 Taking Stock: The Status of Implementation and the Need for Further Support in the BPE-BAC Cohort I and II Schools. 2000-07-00 Office of Educational Research and Improvement (ED), Washington, DC. 121 N/A 2004 8/20/2004 01:02:10 RIEJUL2004 R215U7008 Written with assistance from Mary Bodwell, Jennifer Boothby, Jessica Evans, Guiomar Garcia, Margaret McConchie, and Julie Stewart. Support also provided by the Boston Annenberg Challenge. Appendices are not included in the ERIC version of this document.

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Yes Evaluation Research Learning Strategies Mathematics Reading Students Lauer, Patricia A. Akiba, Motoko Wilkerson, Stephanie B. Apthorp, Helen S. Snow, David Martin-Glenn, Mya Information Analyses Reports - Research Mid-Continent Research for Education and Learning, Aurora, CO. English This synthesis addresses the following research problem: Based on rigorous research and evaluation studies, what is the effectiveness of OST strategies in assisting low-achieving or at-risk students in reading and mathematics? An exhaustive literature search was conducted to identify both published and unpublished research and evaluation studies conducted after 1984 that addressed the effectiveness of a program, practice, or strategy delivered outside the regular school day for low-achieving or at-risk K-12 students. The synthesis resulted in statistically significant positive effects of OST on both reading and mathematics student achievement. (Author) ED483021 The Effectiveness of Out-of-School-Time Strategies in Assisting Low-Achieving Students in Reading and Mathematics: A Research Synthesis. Updated. 2004-01-00 Institute of Education Sciences (ED), Washington, DC. 108 For full text: http://www.mcrel.org/PDF/SchoolImprovementReform/ 5032RR RSOSTeffectiveness.pdf. N/A 2004 8/20/2004 01:02:13 RIEJUL2004 ED-01-CO-0006 ED505962

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Yes Elementary Secondary Education Expulsion Federal State Relationship Government Publications Gun Control Punishment Referral School Safety Tables (Data) Weapons Gray, Karen Sinclair, Beth Information Analyses Numerical/Quantitative Data Reports - Descriptive Gun Free Schools Act 1994 Gun Free Schools Act 1994 Westat, Inc., Rockville, MD. Department of Education, Washington, DC. English The Gun-Free Schools Act (GFSA) requires that each state or territory receiving federal funds under the Elementary and Secondary Education Act (ESEA) have a state law that requires all local educational agencies (LEAs) in the state or territory to expel from school for at least one year any student found bringing a firearm to school. (See Appendix A for a copy of the GFSA.) State laws must also authorize the LEA chief administering officer to modify any such expulsion on a case-by-case basis. In addition, the GFSA states that it must be construed so as to be consistent with the Individuals with Disabilities Education Act (IDEA). The GFSA requires states/territories to report information about the implementation of the GFSA annually to the Secretary of Education. In order to meet this requirement and to monitor compliance with the GFSA, the Department of Education (the Department) requires each state or territory to submit an annual report that provides: (1) The number of students expelled (by type of firearm and school level); (2) The number of expulsions that were modified on a case-by-case basis; (3) The number of modified cases that were not for students with disabilities; and (4) The number of expelled students who were referred to an alternative school or program. Starting with the 1999-00 school year, the reporting form used for this data collection was revised to collect more information regarding LEA compliance and state climate. The new data items can be found in questions 7 through 10 on the data collection form. A copy of this form can be found in Appendix B of this report. (Author) ED483022 Report on the State/Territory Implementation of the Gun-Free Schools Act, School Year 1999-2000. Final Report. 2002-07-00 141 For full text: http://www.ed.gov/about/reports/annual/gfsa/report992000.pdf. N/A 2004 2016-11-21

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Yes Civil Law Civil Rights Civil Rights Legislation Compliance (Legal) Elementary Secondary Education Equal Education Federal Regulation Higher Education Legal Responsibility Student Rights Reports - Descriptive Office for Civil Rights Office for Civil Rights (ED), Washington, DC. English This brochure describes the activities of the Office for Civil Rights (OCR) in the U.S. Department of Education. The OCR is a law-enforcement agency charged with upholding the federal civil-rights laws that prohibit discrimination on the basis of race, color, national origin, sex, disability, and age in programs and activities that receive federal financial assistance. The pamphlet describes how civil-rights laws apply to most educational institutions in the nation, including almost 15,000 school districts and more than 3,600 colleges and universities, as well as students and employees. The OCR receives discrimination complaints directly from the public, as many as 5,000 each year, featuring such issues as ability grouping, school desegregation, racial harassment, sexual harassment, treatment of students who are pregnant, accessibility of school facilities and programs, appropriate special-education services, and auxiliary aids for students with impaired sensory, manual, or speaking skills. Also described are the ways that OCR resolves complaints and how the agency carries out compliance reviews. The OCR also offers technical assistance for people and institutions to help them comply with federal law. A brief description of the impact of the civil-rights laws, as well as an overview of the future challenges of the OCR, are provided. (RJM) ED483023 Ensuring Equal Access to High-Quality Education. Revised. 2003-07-00 13 N/A 2004 2016-11-21

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Yes Higher Education Minority Groups Population Groups Race Student Diversity Swail, Watson Scott Books Information Analyses ERIC Publications ISSN-0884-0040 Association for the Study of Higher Education. ERIC Clearinghouse on Higher Education, Washington, DC. George Washington Univ., Washington, DC. Graduate School of Education and Human Development. English In the last decade, the rates of enrollment and retention of many students of color have declined. Access and completion rates for African American, Hispanic, and Native American students have always lagged behind white and Asian students, as have those for low-income students and students with disabilities. Because students of color often make up a much smaller percentage of students in studies, their experiences and needs are often lost and go undetected. As the authors note, the United States will become significantly less white over the next 50 years, so these issues are becoming more urgent. We must have institution-wide programs to improve the graduation rates of minority students. Pre-college preparation, admission policies, affirmative action, and financial aid are important factors, but campus-wide support, from the chancellor's office to the classroom, is critical to success. This ASHE-ERIC Higher Education Report is intended as a reference for key stakeholders regarding the realities of and strategies for student retention. It is our hope that it will serve as a compass for those with the complex task of improving retention. (Author) ED483024 Retaining Minority Students in Higher Education: A Framework for Success. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series. 2003-00-00 Office of Educational Research and Improvement (ED), Washington, DC. ISBN-0-7879-7247-9 204 Jossey-Bass, 989 Market Street, San Francisco, CA 94103-1741 ($24 plus shipping; $108 per year). Tel: 888-378-2537 (Toll Free); Fax: 800-605-2665; Web site: http://www.josseybass.com. N/A 2004 8/20/2004 01:02:21 RIEJUL2004 ED-99-00-0036 Written with Kenneth E. Redd and Laura W. Perna. Published six times per year.

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Yes Accountability Adaptive Testing Adjustment (to Environment) Evaluation Methods Evaluation Research Global Approach Methods Baker, Eva L. Reports - Descriptive National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English This paper examines multiple measures of performance in school accountability systems from two perspectives: laterally (different indicators of different domains) and vertically (indicators that are at different levels of depth of the same domain). From these perspectives, organizational responsibility and instructional sensitivity are examined. In particular, alternative procedures are explored for integrating into the multiple measures concept external, uniform top-down measures and responsive, locally adaptive bottom-up measures. (Author) ED483025 Multiple Measures: Toward Tiered Systems. CSE Report. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 16 For full text: http://www.cresst.org/reports/R607.pdf. N/A 2004 8/20/2004 01:02:23 RIEJUL2004 R305B6002

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Yes Classroom Communication Elementary Secondary Education Evaluation Research Bailey, Alison L. Butler, Frances A. Reports - Descriptive National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English With the No Child Left Behind Act (2001), all states are required to assess English language development (ELD) of English language learners (ELLs) beginning in the 2002-2003 school year. Existing ELD assessments do not, however, capture the necessary prerequisite language proficiency for mainstream classroom participation and for taking content-area assessments in English, thus making their assessment of ELD incomplete.What is needed are English language assessments that go beyond the general, social language of existing ELD tests to capture academic language proficiency (ALP) as well,thereby covering the full spectrum of English language ability needed in a school setting.This crucial testing need has provided impetus for examining the construct of academic language (AL) in depth and considering its role in assessment, instruction, and teacher professional development. This document provides an approach for the development of an evidentiary framework for operationalizing ALP for broad K-12 educational applications in these three key areas. Following the National Research Council (2002) call for evidence-based educational research, we assembled a wide array of data from a variety of sources to inform our effort. We propose the integration of analyses of national content standards (National Science Education Standards of the National Research Council), state content standards (California, Florida, New York, and Texas), English as a Second Language (ESL) standards, the language demands of standardized achievement tests, teacher expectations of language comprehension and production across grades, and the language students actually encounter in school through input such as teacher oral language, textbooks, and other print materials. The initial product will be a framework for application of ALP to test specifications including prototype tasks that can be used by language test developers for their work in the K-12 arena. Long-range plans include the development of guidelines for curriculum development and teacher professional development that will help assure that all students, English-only and ELLs alike, receive the necessary English language exposure and instruction to allow them to succeed in education in the United States. (Author) ED483026 An Evidentiary Framework for Operationalizing Academic Language for Broad Application to K-12 Education: A Design Document. CSE Report. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 46 For full text: http://www.cresst.org/reports/R611.pdf. N/A 2004 8/20/2004 01:02:26 RIEJUL2004 R305B960002

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Yes Delivery Systems Design Evaluation Evaluation Research Research Design Steinberg, Linda S. Mislevy, Robert J. Almond, Russell G. Baird, Andrew B. Cahallan, Cara Dibello, Louis V. Senturk, Deniz Yan, Duanli Chernick, Howard Kindfield, Ann C. H. Reports - Descriptive California Univ., Los Angeles. Center for the Study of Evaluation. National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. English This paper describes the design rationale for a prototype of an innovative assessment product, and the process that led to the design. The goals of the Biomass project were to demonstrate: (1) an assessment product designed to serve two new purposes in the transition from high school to college; and (2) the capability needed to produce this kind of assessment product. The conceptual design framework for the project is "evidence-centered assessment design," or ECD for short. This presentation describes the processes by which we designed the Biomass prototype within this framework. We discuss their importance in terms of the design objects and delivery system components, and justify the choices we made as design decisions that serve the product's purposes, in light of the constraints and affordances we have assumed. Fuller discussions of the ECD design process and delivery architecture can be found in Mislevy, Steinberg, and Almond (in press) and Almond, Steinberg, and Mislevy (in press). (Author) ED483027 Introduction to the Biomass Project: An Illustration of Evidence-Centered Assessment Design and Delivery Capability. CSE Report. 2003-09-00 Institute of Education Sciences (ED), Washington, DC. 57 For full text: http://www.cse.ucla.edu/reports/R609.pdf. N/A 2004 8/20/2004 01:02:28 RIEJUL2004 R305B960002

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Yes Educational Assessment Evaluation Research High Stakes Tests Test Validity Validity Koretz, Daniel M. Hamilton, Laura S. Reports - Descriptive National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English Previous studies of the validity of gains on high-stakes tests have compared trends in scores on a high-stakes test to trends on a lower-stakes test, such as NAEP. However, generalizability of gains is likely to be incomplete even when gains are meaningful because of differences in the inferences the two tests are designed to support. Therefore, this simple approach is useful only when the disparity in trends on the two tests is very large. A more sensitive but difficult approach requires identifying the specific aspects of performance that increase by varying amounts and comparing these to the specific inferences users base on the score increases. A key to this approach may be identifying the aspects of performance that teachers focus on in their attempts to raise scores. This report presents the results of a pilot study evaluating several types of survey questions designed to elicit from teachers detailed information on their instructional responses to testing. The types of responses explored are those that previous CRESST work (Koretz, McCaffrey, & Hamilton, 2001) suggested are important for validating score gains. Of the formats used, the most promising appears to be questions, the prompts for which are actual test items, including both items from the high-stakes test for which the teachers are preparing and other tests. (Author) ED483028 Teachers' Responses to High-Stakes Testing and the Validity of Gains: A Pilot Study. CSE Report. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 89 For full text: http://www.cresst.org/reports/R610.pdf. N/A 2004 8/20/2004 01:02:31 RIEJUL2004 R305B960002

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Yes Design Evaluation Evaluation Research Program Design Baker, Eva L. Reports - Descriptive Speeches/Meeting Papers National Center for Research on Evaluation, Standards, and Student Testing, Los Angeles, CA. California Univ., Los Angeles. Center for the Study of Evaluation. English Policymakers are fond of saying that we have enough research knowledge; however, one problem is that nobody is applying the knowledge we already have. This paper offers a discussion of the kinds of knowledge needed to improve students learning, what to do about this in the assessment and testing arena, and where assessment falls short. Types of knowledge are discussed, including research knowledge, which must be both usable and useful. Distinctions are made between usable and useful knowledge, and a case is made for how we might ultimately design our systems and our own actions to help us act with greater intelligence. (Author) ED483029 From Usable to Useful Assessment Knowledge: A Design Problem. CSE Report. 2003-10-00 Institute of Education Sciences (ED), Washington, DC. 19 For full text: http://www.cresst.org/reports/R612.pdf. N/A 2004 8/20/2004 01:02:33 RIEJUL2004 R305B960002 Keynote presentation at the Annual International Congress for School Effectiveness and Improvement (Sydney, Australia, 2003).

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Yes Case Studies Disadvantaged Schools Educational Change Elementary Secondary Education Professional Development Program Implementation Teacher Attitudes Numerical/Quantitative Data Reports - Research Tests/Questionnaires Southwest Educational Development Lab., Austin, TX. English Comprehensive School Reform (CSR) programs were implemented in 1998 in five states working with the Southwest Educational Development Laboratory (SEDL). SEDL's five-state region includes Arkansas, Louisiana, New Mexico, Oklahoma, and Texas. This study examined the implementation status of CSR programs since funding ended. Two hundred and sixty-eight surveys were distributed to schools that received CSR funding. In addition, on-site visits were conducted to a sample of school in each state. School and student performance, as available, was also examined. This study examines the following four aspects of the Comprehensive School Reform programs: (1) Student performance; (2) Program components still in place ; (3) Factors contributing to program continuation; and (4)Information on the model provider. Appended are: CSR Models Used in Five States; Letters of Support from State Departments of Education; Site Visit Summaries; and Surveys. (Contains 26 tables and 4 graphs.) (Author) ED483030 Follow-Up Study of Schools Implementing Comprehensive School Reform in the Southwest. Evaluation Report. 2003-12-00 Institute of Education Sciences (ED), Washington, DC. 101 For full text: http://www.sedl.org/rel/resources/csr-followup-report.pdf. N/A 2004 8/20/2004 01:02:35 RIEJUL2004 ED-01-CO-0009 Prepared by Academic Information Management, Inc. (Austin, TX).

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Yes Academic Achievement Case Studies Elementary Secondary Education Participative Decision Making Politics of Education Private Schools School Districts Urban Schools Reports - Evaluative Council of the Great City Schools, Washington, DC. English Over the last decade, a series of educational reforms have increased opportunities for private companies to play a role in public education. For instance, school districts have sometimes looked to private companies to manage poorly performing schools. The accountability provisions of the No Child Left Behind Act of 2001 may further increase such arrangements because schools that continuously fail to make adequate progress toward meeting state goals are eventually subject to fundamental restructuring by the state, which may include turning the operation of the school over to a private company. (Author) ED483031 Public Schools: Comparison of Achievement Results for Students Attending Privately Managed and Traditional Schools in Six Cities. Report to the Chairman, Committee on Education and the Workforce, House of Representatives. 2003-10-00 Office of Educational Research and Improvement (ED), Washington, DC. Ford Foundation, New York, NY. 64 For full text: http://www.gao.gov/cgi-bin/getrpt?GAO-04-62. N/A 2004 8/20/2004 01:02:37 RIEJUL2004

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Yes Art Education Conflict Resolution Brunson, Russell Conte, Zephryn Masar, Shelley Guides - Non-Classroom English This resource guide provides information and tools that introduce arts teachers to conflict resolution skills and processes. The guide also contains various arts-based exercises that can be used to introduce conflict resolution concepts to young people in the classroom. These exercises serve merely as a starting point; arts teachers are encouraged to develop their own activities that will work best within the settings in which they teach. Because this guide wad developed after four years of the Partnership's initiative to integrate conflict resolution into arts programs, it contains descriptions of how arts organizations have integrated conflict resolution into their work with youth, schools, and other community organizations. (Author) ED483032 The Art of Peacemaking: A Guide to Integrating Conflict Resolution Education into Youth Arts Programs. 2002-00-00 Department of Justice, Washington, DC. Office of Juvenile Justice and Delinquency Prevention. National Endowment for the Arts (NFAH), Washington, DC. 77 N/A 2004 8/20/2004 01:02:39 RIEJUL2004 98MU-SFX-K001 Produced by the National Center for Conflict Resolution.

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Yes Behavior Change Brain Cognitive Processes Cognitive Psychology Reports - Descriptive Mediated Learning Experience Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This report was written with the public, not professional educators in mind, and sought to tell a story without jargon. It discusses the challenges of changing public schools and the setbacks that must be faced. (Author) ED483033 The Annenberg Challenge: Lessons and Reflections on Public School Reform. 2002-00-00 63 Annenberg Institute for School Reform, Brown University, BOx 1985, Providence RI 02912. Web site: http://www.annenberginstitute.org. N/A 2004 2016-11-21

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Yes Academic Achievement Accountability Educational Policy Elementary Secondary Education Incentives State Government Reports - Evaluative Brown Univ., Providence, RI. Annenberg Inst. for School Reform. English This collection of essays is the latest contribution to the body of cross-site knowledge on the Annenberg Challenge. The intent of this publication is to further advance the understanding and practice of educators and policy leaders about what it takes to achieve and sustain large-scale reform, all the more urgent in light of new state and federal mandates.(Author) ED483034 Research Perspectives on School Reform: Lessons from the Annenberg Challenge. 2003-03-00 136 Annenberg Institute for School Reform, Brown University, BOx 1985, Providence RI 02912. Web site: http://www.annenberginstitute.org. N/A 2004 8/20/2004 01:02:44 RIEJUL2004

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Yes Academic Achievement Educational Quality Peer Coaching Teacher Effectiveness Wong, Kenneth Nicotera, Anna Reports - Research English The use of effective professional development strategies to improve the quality of teaching has become a critical aspect of school improvement across states. This report covers many aspects of this idea including: (1) Types of Peer Coaching Programs, (2) Effective Peer Coaching Strategies, (3) Necessary Support for a Peer Coaching Program, and (4) Problems Associated with Peer Coaching. (Author/AMT) ED483035 Enhancing Teacher Quality: Peer Coaching as a Professional Development Strategy. A Preliminary Synthesis of the Literature. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 11 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-4.pdf. N/A 2004 8/20/2004 01:02:46 RIEJUL2004

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Yes Child Welfare Cohabitation Economic Status Family Income Poverty Taylor, Ronald D. Seaton, Elenor Jacobson, Leanne Rodriguez, Antoinette U. Dominguez, Antonio Reports - Research English Social support from kin has been discussed as an important feature of family life among Puerto Rican families. This study examines the association between kinship support, family organization, and adolescent adjustment in Puerto Rican families. (Author) ED483036 Social Support, Family Organizations, and Adolescent Adjustment in Low-Income Puerto Rican Families. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 15 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-6.pdf. N/A 2004 8/20/2004 01:02:48 RIEJUL2004

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Yes Educational Finance Financial Needs Resources State Aid Reports - Evaluative Department of Health and Human Services, Washington, DC. English The goal of this report is to review evidence to determine the likelihood that states can meet the challenge of providing high quality, comprehensive early childhood education and whether states would be dedicated to this effort. It examines the role that states play in comprehensive early childhood education by reviewing: (1) states' level of support for pre-kindergarten programs, (2) the quality and effectiveness of state-funded pre-kindergarten, and (3) state efforts to build integrated, comprehensive early childhood systems for children from birth through age five that have a focus on school readiness. (Author) ED483037 State-Funded Pre-Kindergarten: What the Evidence Shows. 2003-12-00 39 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov. N/A 2004 8/20/2004 01:02:50 RIEJUL2004

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Yes Educational Improvement Educational Quality Walberg, Herbert J. Reports - Research English The purpose of this report is to synthesize (a) meta-analyses of control-group research and (b) econometric analyses of large-scale surveys, both of which reveal the causes of achievement. (Author) ED483038 Improving Educational Productivity. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 63 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-1.pdf. N/A 2004 8/20/2004 01:02:53 RIEJUL2004

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Yes Administration School Law School Policy School Role Stemler, Steven E. Sternberg, Robert J. Grigorenko, Elena L. Jarvin, Linda Macomber, Donna Reports - Research English This report discusses the idea that all children should receive the support that they require in order to meet their educational goals, and how the schools are supposed to provide this support. It discusses how United States schools are not all equally successful at accomplishing their goals. (AMT) ED483039 Policy Brief on Data Analyses and Their Implications for School Policy. 2003-01-00 Institute of Education Sciences (ED), Washington, DC. 31 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-7.pdf. N/A 2004 8/20/2004 01:02:55 RIEJUL2004

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Yes Instructional Leadership Principals School Supervision Sternberg, Robert J. Grigorenko, Elena L. Reports - Evaluative English This report discusses human resource decisions and their relation to performance levels in the workplace. It discusses the importance of training to improve knowledge and skills and providing rewards for good performance. (AMT) ED483040 Practical Intelligence and the Principal. 2001-00-00 Institute of Education Sciences (ED), Washington, DC. 33 For full text: http://www.temple.edu/lss/pdf/publications/pubs2001-2.pdf. N/A 2004 8/20/2004 01:02:57 RIEJUL2004

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Yes Comprehensive School Reform Educational Change School Effectiveness School Organization Wong, Kenneth Nicotera, Anna Manningm, JoAnn Reports - Research English The current wave of school reform focuses on restructuring schools to align all aspects of the school community around a consistent and guiding vision. While-school reform, or comprehensive school reform, has reached the forefront of educational reform, now that the research on effective schools shows that school communities with clear goals and objectives, leadership capable of maintaining a school vision, high expectations for students with an emphasis on academics, and parent and community involvement will raise the achievement of all students. (Author) ED483041 Synthesis of the Research Conducted in the First Three Years of the Comprehensive School Reform Demonstration Program. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 21 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-4.pdf. N/A 2004 8/20/2004 01:02:59 RIEJUL2004

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Yes Home Programs Home Schooling Nontraditional Education Elias, Maurice J. Bryan, Keli Patrikakouo, Eva N. Weissberg, Roger P. Reports - Evaluative English This report contains information about home-school collaboration. It discusses what happens as children move into adolescence, a critical development period. (AMT) ED483042 Challenges in Creating Effective Home-School Partnerships in Adolescence: Promising Paths for Collaboration. 2003-00-00 Institute of Education Sciences (ED), Washington, DC. 38 For full text: http://www.temple.edu/lss/pdf/publications/pubs2003-3.pdf. N/A 2004 8/20/2004 01:03:04 RIEJUL2004

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Yes Cooperative Programs Coordination Educational Cooperation Educational Improvement Partnerships in Education Maholmes, Valerie Reports - Evaluative English The goal of this paper is to highlight developmental pathways as they unfold during the elementary school years and to discuss the implications for the evaluation of school-community-family partnerships. (Author) ED483043 Understanding Child Development as a Basis for Evaluating Partnerships. 2001-00-00 Institute of Education Sciences (ED), Washington, DC. 14 For full text: http://www.temple.edu/lss/pdf/publications/pubs2001-3.pdf. N/A 2004 8/20/2004 01:03:06 RIEJUL2004

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Yes Advisory Committees Blue Ribbon Commissions Planning Commissions Reports - Descriptive Department of Education, Washington, DC. English This publication discusses The Blue Ribbons Schools Programs. It included information about (1) which schools may be nominated, (2) how schools are chosen, (3) which selection criteria is used, (4) what the benefits are, and (5) State Recognition Programs. (Author) ED483044 Blue Ribbon Schools Program: Schools Recognized, 1982-1983 through 1999-2002. 2003-00-00 91 ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free). Web site: http://www.ed.gov. For full text: http://www.ed.gov/programs/nclbbrs/list-1982.pdf. N/A 2004 8/20/2004 01:03:08 RIEJUL2004

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No Physical Disabilities Shared Library Resources Reference Materials - Directories/Catalogs ISSN-0364-1236 Library of Congress, Washington, DC. National Library Service for the Blind and Physically Handicapped. English This directory included information on various library agencies including (1) Network Libraries and Machine-Lending Agencies, (2) Affiliated Library Consortium, and (3) Other Library Resources at the National Level. (Author) ED483046 Library Resources for the Blind and Physically Handicapped. A Directory with Budget, Staff, and Collections Information and FY 2002 Statistics on Readership and Circulation. 2003-00-00 87 Library of Congress, National Library Service for the Blind and Physically Handicapped, 1291 Taylor St. N.W., Washington, DC 20542. Tel: 202-707-9275. N/A 2004 8/20/2004 01:03:16 RIEJUL2004

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Yes Academic Standards State Standards Student Evaluation Accountability Federal Legislation Compliance (Legal) Evaluation Methods Crane, Eric W. Rabinowitz, Stanley Zimmerman, Joy Information Analyses WestEd, San Francisco, CA. English Elementary Secondary Education This Knowledge Brief argues for the value of creating a district accountability system that complements the state?s federally prescribed effort. It also identifies essential decisions that must be made in developing a local system and includes or points to resources that can help inform and guide the process. No Child Left Behind (NCLB) requires all states to develop an accountability system that includes statewide academic standards, state assessments aligned to the standards, and student performance levels established, minimally, at basic, proficient, and advanced ? all with the ambitious goal of ensuring that, by school year 2013?14, every student in each state will perform at least at a proficient level. ED483174 Locally Tailored Accountability: Building on Your State System in the Era of NCLB. Knowledge Brief. WestEd 2004-00-00 US Department of Education, Institute of Education Sciences. Community Administrators Policymakers 12 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 Author

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Yes Partnerships in Education College School Cooperation Cooperative Programs Educational Change McRobbie, Joan Reports - Descriptive WestEd, San Francisco, CA. English Elementary Secondary Education Higher Education This Policy Brief examines the problems created by lack of K?16 alignment and identifies various local partnerships and systemic collaborations that are making a difference for students, their teachers, and their colleges. Additionally, a number of policy recommendations derived from these early successes are offered in support of increased K?16 collaboration and coherence. ED483198 School & College Partnerships: The Missing Link. K-18 Reform. WestEd Policy Brief WestEd 2004-03-00 Institute of Education Sciences, U.S. Department of Education 4 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC

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Yes Educational Technology Teaching Methods Computer Uses in Education Access to Computers Instructional Effectiveness Technology Integration Evaluation Needs Noeth, Richard J. Volkov, Boris B. Reports - Descriptive American Coll. Testing Program, Iowa City, IA. English This policy report provides a view of the issues concerning the effectiveness of technology in its role to enhance education. This report is intended for use by educational leaders and policymakers who are concerned with making optimal use of technology in the schools. This report: (1) Focuses on issues that need to be considered as the impact of technology is assessed and develop evidence-based strategies for technology integration that contribute to high achievement for all students; and (2) Provides useful information and specific recommendations about evaluating the effectiveness of technological applications implemented to enhance teaching, learning, and achievement. ED483855 Evaluating the Effectiveness of Technology in Our Schools. ACT Policy Report. American College Testing ACT Inc 2004-00-00 Administrators Policymakers 32 N/A 2004 2019-11-14 Author

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Yes Early Childhood Education Infants Toddlers Low Income Groups Program Effectiveness Program Descriptions Child Caregivers Day Care Centers Child Development Classroom Observation Techniques Love, John M. Constantine, Jill Paulsell, Diane Boller, Kimberly Ross, Christine Raikes, Helen Brady-Smith, Christy Brooks-Gunn, Jeanne Reports - Research Administration for Children, Youth, and Families (DHHS), Washington, DC. Head Start Bureau. Mathematica Policy Research, Princeton, NJ. English Early Childhood Education In 1994, the Secretary's Advisory Committee on Services for Families with Infants and Toddlers set forth a vision for Early Head Start programs in declaring that all child care settings used by Early Head Start families, whether or not the program provides the care directly, must meet the high standards of quality embodied in the Head Start Program Performance Standards. As part of the national Early Head Start Research and Evaluation project, extensive data on the child care settings used by Early Head Start and control group families for their children at three ages (14, 24, and 36 months) was collected. This report describes the patterns of child care use by Early Head Start families and the impacts that program participation had on families' child care use and the quality of care used. A high proportion of Early Head Start families placed their children in child care during the evaluation period, with higher levels of child care use among those in center-based sites: overall, nearly two-thirds of 3-year-old Early Head Start children spent at least 30 hours per week in some kind of child care arrangement. Early Head Start children attending classrooms in Early Head Start centers consistently experienced good-quality care across the three ages. Using a measure of caregiver-child interactions developed for this evaluation (the Child- Caregiver Observation System, C-COS), it was found that in about half the observation periods coded, Early Head Start caregivers were observed talking with the focus child; the frequency of caregiver talk was greater in Early Head Start than in community centers when children were 3 years old. Very high percentages of Early Head Start parents reported being satisfied with their recent primary child care arrangement--they liked how much attention the child received, how much he or she was learning, its safety features, and how "good" they thought the provider was with children. These results demonstrate the highly important role Early Head Start programs have played in responding to the vision of the Advisory Committee on Services for Families with Infants and Toddlers. The following are appended: (1) Supplementary Tables; and (2) Procedures for Training and Establishing Reliability on the Classroom Observation Quality Measures. (Contains 8 tables and 30 figures.) ED484318 The Role of Early Head Start Programs in Addressing the Child Care Needs of Low-Income Families with Infants and Toddlers: Influences on Child Care Use and Quality. US Department of Health and Human Services Head Start Bureau 2004-02-00 144 N/A 2004 2020-02-05 ERIC

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Yes Race School Districts Graduation Rate Ethnic Groups High School Graduates Federal Legislation Educational Improvement Comparative Analysis Research Methodology Reports - Evaluative WestEd, San Francisco, CA. English Secondary Education This brief reports on WestEd's review of California's graduation rate. It examines the methodological debate, provides comparisons between California and other states, and shows California results by race and ethnicity (including data from several of the state's large school districts). Finally, it draws three conclusions: (1) the state's graduation rate is approximately 70 percent, with wide variations across districts; (2) the rate has been relatively stable over time; and (3) a racial/ethnic gap persists. ED484737 California's Graduation Rate: The Hidden Crisis WestEd 2004-05-00 9 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC

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Yes Accountability Academic Achievement Federal Legislation State Standards National Competency Tests Scores Achievement Gains Low Achievement Statewide Planning Numerical/Quantitative Data Reports - Research WestEd, San Francisco, CA. English Elementary Secondary Education This brief examines student achievement in California. It describes California's evolving accountability and assessment mechanisms and how they interrelate today with new federal accountability requirements. It presents WestEd's analysis of achievement scores on state as well as national tests. Finally, it draws four conclusions: California continues to rank at or near the bottom among states, though the lag is not profound and must be considered in light of California's distinct demographics; The state's strategy appears to be working. Over the last four years, test scores have risen persistently, statewide, for all student groups, with the lowest-performing groups in some cases showing the greatest gains; progress needs to accelerate because student achievement remains low; Significant gaps persist between different groups of students. ED484738 Student Achievement in California: Steady Progress Made, Faster Improvement Needed WestEd 2004-05-00 12 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 Author

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Yes Secondary School Curriculum Web Based Instruction Online Courses Program Development Aronson, Julie Z. Timms, Mike J. Reports - Descriptive WestEd, San Francisco, CA. English Secondary Education The brief identifies key issues related to online learning that, if appropriately addressed, increase the likelihood of student success. It is intended primarily for districts or schools that are considering participating in an online learning program to expand course options, as well as for entities considering developing an online learning program. While some issues addressed in this brief pertain directly to participating schools, most fall within the purview of the online learning program itself. The information from this document is drawn from a review of the research literature and interviews with experts in the field about successful development and implementation of online learning programs for high school students. The brief also draws from WestEd's evaluation of the University of California's College Prep (UCCP) Initiative (see "The Origins of this Knowledge Brief"). ED484740 Net Choices, Net Gains: Supplementing High School Curriculum with Online Courses. Knowledge Brief WestEd 2004-00-00 16 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC

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Yes Foreign Countries Educational Improvement International Trade Academic Achievement Geographic Location Educational Strategies McRobbie, Joan Villegas, Malia Reports - Evaluative WestEd, San Francisco, CA. English This report points out that over the past decade, largely as a result of the North American Free Trade Agreement, enormous growth has characterized the border economy on both the U.S. and Mexican sides. With job creation came a population surge. The boom has occurred without planning, however. It has led to jobs but not prosperity. Its results have included crises in housing and health care, a water shortage, environmental degradation and a rise in environmental health concerns, and infrastructure challenges, such as insufficient roadway and power systems. ED484840 La Fronters: Challenges and Opportunities for Improving Education Along the U.S.- Mexico Border WestEd 2004-03-00 62 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC

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Yes Financial Support Grade Point Average Academic Achievement School Holding Power Self Esteem Educational Objectives Socioeconomic Status College Entrance Examinations Student Motivation Lotkowski, Veronica A. Robbins, Steven B. Noeth, Richard J. Reports - Research ACT, Inc., Iowa City, IA. English Higher Education This report provides information from a major technical study about the influence of non-academic factors, alone and combined with academic factors, on student retention and performance at four-year colleges and universities. A meta-analysis technique was used to identify the non-academic factors that had the most salient relationship to postsecondary retention. The extent to which each factor predicted postsecondary retention was also identified. Nine broad categories of non-academic factors were constructed to both structure the analysis and report the findings. Findings indicate that the non-academic factors of academic-related skills, academic self-confidence, academic goals, institutional commitment, social support, certain contextual influences (institutional selectivity and financial support), and social involvement all had a positive relationship to retention. The academic factors of high school grade point average (HSGPA) and ACT Assessment scores, and socioeconomic status (SES) had a positive relationship to college retention, the strongest being HSGPA, followed by SES and ACT Assessment scores. The overall relationship to college retention was strongest when SES, HSGPA, and ACT Assessment scores were combined with institutional commitment, academic goals, social support, academic self-confidence, and social involvement. In terms of performance, the findings indicate that of the non-academic factors, academic self-confidence and achievement motivation had the strongest relationship to college GPA. Of the academic factors, both HSGPA and ACT Assessment scores had a stronger relationship to GPA than did SES, the strongest being HSGPA followed by ACT Assessment scores and SES. The overall relationship to college performance was strongest when ACT Assessment scores, HSGPA, and SES were combined with academic self-confidence and achievement motivation. Recommendations include the implementation of formal retention programs that consider the academic, social, and emotional needs of students. ED485476 The Role of Academic and Non-Academic Factors in Improving College Retention. ACT Policy Report. American College Testing ACT Inc 2004-00-00 41 N/A 2004 2019-11-13 ERIC

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Yes Public Policy Teacher Education Public Schools Teacher Salaries Labor Market Teacher Supply and Demand Teacher Competencies Teacher Qualifications Teacher Characteristics Teacher Recruitment Loeb, Susanna Reininger, Michelle Reports - Descriptive Michigan State University, Education Policy Center English This report summarizes current knowledge about the labor market for teachers and provides policy recommendations to enhance the supply of high-quality teachers. Many schools throughout the country, particularly those with low-income and low-achieving students, have difficulty attracting and retaining high-quality teachers. These schools systematically employ less-experienced teachers with weak educational backgrounds and academic skills. Because teachers are a school's most important resource for raising student achievement, the inequitable distribution of high-quality teachers helps to perpetuate inferior learning opportunities for students in our nation?s highest priority schools. Economics provides a framework for understanding and predicting responses to policy change. Economics considers how individuals make choices given what they value and the constraints they face in terms of monetary resources, time and information. This report provides information on teachers' preferences and constraints. It describes the current teaching force and the systematic sorting of teachers across schools. It asks what factors influence teachers' decisions on whether and where to teach, focusing particularly on wages, working conditions and the location of available jobs. Ultimately, the report focuses on policy approaches for strengthening the teacher workforce, with particular emphasis on recruitment and training. It concludes that in order for reforms to effectively improve teaching for the students most at-risk of failure, policy changes must directly target the most difficult-to-staff schools, providing incentives for teachers to work in these schools. (Contains 19 tables & 16 figures.) ED485592 Public Policy and Teacher Labor Markets. What We Know and Why It Matters Education Policy Center at Michigan State University 2004-04-00 73 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes Females Tenure Gender Discrimination Dyer, Susan K., Ed. Reports - Descriptive American Association of Univ. Women Educational Foundation, Washington, DC. American Association of University Women Legal Advocacy Fund, Washington, DC. English Higher Education This report focuses on women who took their fight for tenure to the courts. Drawing on 19 cases supported by the American Association of University Women Legal Advocacy Fund since 1981, we document the challenge of fighting sex discrimination in academia. In the process, we illustrate the overt and subtle forms of sex discrimination that continue to bar women from tenure, the most venerated and secure status of academia. Sex discrimination in tenure decisions is not just unfair; it also has repercussions in the workplace and in society in general. Universities and colleges have been powerful cultural institutions in western culture since medieval times. Today, the college degree has become the standard credential used by employers to screen applicants for most better-paying jobs. Tenured faculty control curriculum and grading and, in so doing, play a central role in determining this credential. As teachers and mentors, professors help shape the intellect and social conscience of their students and, hence, of our society. Offering students a faculty as diverse as the world they live in and ensuring the fairness of the promotion process is thus of tremendous importance. The burgeoning pipeline of women professors with doctorates has yet to translate into full gender equity among tenured faculty. As the stories described in this report demonstrate, sex discrimination remains a critical part of the problem. Appended are: (1) Tables; (2) Selected Resources; and (3) Cited Tenure Cases Supported by the AAUW Legal Advocacy Fund. ED485718 Tenure Denied: Cases of Sex Discrimination in Academia American Association of University Women Educational Foundation 2004-10-00 ISBN-1-879922-34-7 115 American Association of University Women Educational Foundation, 1111 Sixteenth St. NW, Washington, DC 20036. Tel: 202-728-7602; Fax: 202-463-7169; TDD: 202-785-7777; e-mail: foundation@aauw.org; Web site: http://www.aauw.org. N/A 2004 2019-12-19 ERIC

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Yes Natural Resources Elementary Secondary Education Environmental Education Guidelines Guides - General North American Association for Environmental Education, Washington, DC. English Elementary Secondary Education Excellence in Environmental Education--Guidelines for Learning (Pre K-12) is part of a continuing series of documents published by the North American Association for Environmental Education (NAAEE) as part of the National Project for Excellence in Environmental Education. The Project is committed to synthesizing the best thinking about environmental education through an extensive process of review and discussion. Thus far, thousands of individuals and organizations representing all aspects of education and environmental education have reviewed working outlines and drafts. Reviewers include teachers, educational administrators, environmental scientists, curriculum developers, and natural resource agency and education department staff. Additional funding and support for this project has been received from the Environmental Education and Training Partnership (EETAP), Northern Illinois University, and the National Environmental Education and Training Foundation. ED485812 Excellence in Environmental Education--Guidelines for Learning (Pre K-12) North American Association for Environmental Education 2004-00-00 Environmental Protection Agency, Chicago, IL. Teachers Administrators Practitioners 129 North American Association for Environmental Education. 1725 DeSales Street NW, Washington, DC 20036. Tel: 202-419-0412; Web site: https://naaee.org/eepro/resources/international-journal-early-childhood-environmental-education-ijecee N/A 2004 2019-07-24 ERIC

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Yes Resource Materials Guidance School Readiness Parent Participation Child Development Family School Relationship Partnerships in Education Parents as Teachers Seitzinger Hepburn, Kathy Reports - Evaluative Georgetown University Center for Child and Human Development English The purpose of this tool kit is to provide guidance, resource materials and references that will assist communities in working with families as primary partners in their child's development and school readiness. By recognizing and building the capacity of parents as their child's first educator and engaging parents as decision makers for their child and leaders in the agencies and organizations that serve them, communities can strengthen families and support young children being ready for school. ED485897 Families as Primary Partners in their Child's Development and School Readiness Annie E. Casey Foundation 2004-12-00 Annie E. Casey Foundation, Baltimore, MD. 162 N/A 2004 2020-03-20 ERIC

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No Faculty Development Tutors Tutoring Teacher Improvement Specialists Reading Achievement Reading Consultants Teacher Role Teacher Qualifications Reports - Evaluative United States International Reading Association, Newark, DE. English The rapid proliferation of reading coaches is one of the responses to increased attention to reading achievement and the achievement gap in the United States. In recent years, reading has been the focus of both state and federal reading initiatives. With the changing roles have come a variety of new titles, such as reading coach and literacy coach, and there is considerable variability in the job descriptions for these coaches. Some coaches are volunteers with no specific training in reading, while others are school district employees with master?s degrees and reading specialist certifications. In some schools, tutors who work with students are also called coaches. These individuals have a variety of levels of training, and they may work for companies (both profit and nonprofit) that supply supplemental services to students attending schools labeled by the state as "in need of improvement," based on the guidelines of the No Child Left Behind Act of 2001. At present, there is little consistency in the training, backgrounds, and skills required for such positions, and there is little consistency in the general competence of coaches, in part because there are no agreed upon definitions or standards for the roles. This position statement addresses reading coaching as a means of providing professional development for teachers in schools. Specifically, there is evidence that one-shot, workshop oriented professional development efforts do not result in changes in classroom practices or in student learning. Coaching provides the additional support needed for teachers to implement various programs. however, that potential will be unfulfilled if reading coaches do not have sufficient depth of knowledge and range of skills to perform adequately in the coaching role. ED486188 The Role and Qualifications of the Reading Coach in the United States International Reading Association 2004-00-00 4 International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail: customerservice@reading.org; Web site: http://www.reading.org N/A https://www.literacyworldwide.org/docs/default-source/where-we-stand/reading-coach-position-statement.pdf?sfvrsn=f44ea18e_6 2004 2018-12-20 ERIC

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Yes Physical Health Income Ethnic Groups Risk Health Needs Accountability Academic Achievement Well Being Standardized Tests Scores Personality Hanson, Thomas L. Austin, Gregory Lee-Bayha, June Reports - Evaluative WestEd, San Francisco, CA. English Public schools have come under enormous pressure in recent years to demonstrate academic gains and to address deeply rooted disparities among students of different races, ethnic groups, and income levels. Clearly, boosting academic achievement should be a top priority. Less evident, however, is the long-term effect of supporting this goal by diverting attention and funding from programs that have traditionally supported student health and well-being. This study investigated how gains in test scores were related to three types of health-related barriers to student learning: (1) poor physical health indicators, such as lack of exercise and inadequate nutrition; (2) alcohol, tobacco, and other drug use (including use at school); and (3) violence, victimization, harassment, and lack of safety at school. Also investigated was how test scores were related to more beneficial influences on student well-being: (1) caring relationships; (2) high expectation messages; and (3) opportunities for participation and contribution. The study was conducted using longitudinal, school-level test-score data, as well as data from the state-sponsored California Healthy Kids Survey (a comprehensive student self-report assessment tool for monitoring the school environment, student health risks, and resilience assets. Also examined was whether or not student health risk and resilience were differentially related to changes in academic performance in low- and high-performing schools. Findings from this study suggest that efforts to improve schools should go beyond the current emphasis on standards and accountability measured by test scores. Policies and practices focusing exclusively on increasing test scores while ignoring the comprehensive health needs of students are almost certain to leave many children, and many schools, behind. These results have important policy implications for schools and stakeholders trying to meet accountability demands for improved academic performance. (Contains 11 figures.) ED486329 Ensuring that No Child is Left Behind. How are Student Health Risks & Resilience Related to the Academic Progress of Schools? WestEd 2004-00-00 Stuart Foundation, San Francisco, CA 16 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC ED546900

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No Teaching Methods Classroom Techniques Teaching Guides Wormeli, Rick Books Guides - Classroom - Teacher Reports - Descriptive Association for Supervision and Curriculum Development, Alexandria, VA. English According to research, summarization is one of the top nine most effective teaching strategies, but teachers often under use this technique because they think summarization is for written assignments only. Here's a practical guide to written, spoken, artistic, and kinesthetic summarization techniques for individual assignments and group activities--just the thing to make it much easier and a lot more fun to use summarization on a regular basis throughout the curriculum. Explore 50 time-tested summarization strategies and get all the steps and clear examples you need to start using summarization to improve students' comprehension and boost their long-term memory. The book is divided into three parts: (1) The Case for Summarization; (2) Summarization Savvy; and (3) Summarization Techniques. The following is appended: (1) Sample Texts and Summarization Practice Activities. ED489068 Summarization in Any Subject: 50 Techniques to Improve Student Learning Association for Supervision and Curriculum Development 2004-00-00 1-4166-0019-1 Teachers Practitioners 226 Association for Supervision and Curriculum Development (ASCD), 1703 North Beauregard Street, Alexandria, VA 22311. Tel: 800-933-2723 (Toll Free); e-mail: books@ascd.org. N/A https://shop.ascd.org/HOME.aspx 2004 2019-02-20 ERIC

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Yes Foreign Countries Educational Psychology Multilingualism Mathematics Education Inclusive Schools Student Diversity Classroom Techniques Educational Research Inquiry Algebra Comparative Analysis Conferences Hoines, Marit Johnsen, Ed.; Fuglestad, Anne Berit, Ed. Collected Works - Proceedings International Group for the Psychology of Mathematics Education. English This document contains the first volume of the proceedings of the 28th Annual Conference of the International Group for the Psychology of Mathematics Education. Conference presentations are centered around the theme "Inclusion and Diversity". In total, 147 presentations centered around the vision of mathematics for all. This volume features eight plenary and five research forum papers, and papers from four groups of discussions groups, working sessions, and short orals and poster presentations. Plenary Lectures; Plenary Panel compilations; and Research Forum compilations: (1) Classroom Business Same as Usual? (What) Do Researchers and Policy Makers Learn from Classroom Studies? (Kirsti Klette); (2) Grappling with Complexity: Co-Learning in Inquiry Communities in Mathematics Teaching Development (Barbara Jaworski); (3) Class, Diversity, and Race in Research on the Psychology of Mathematics Learning (Arthur B. Powell); (4) From Diversity to Inclusion and Back: A Lens on Learning (Rina Hershkowitz); (5) Lives, learning and Liberty: The Impact and Responsibilities of Mathematics Education (Peter Gates); (6) Do We Welcome Children's Mathematics? Who are We? (Marit Johnsen Hoines); (7) Learning (and Researching) as Participation in Communities of Practice (Madalena Pinto dos Santos); (8) Researching and Learning Mathematics at the Margin: From "Shelter" to School (Renuka Vithal); (9) Affect in Mathematics Education--Exploring Theoretical Frameworks (Markku Hannula, Jeff Evans, George Philippou, and Rosetta Zan); (10) Algebraic Equations and Inequalities: Issues for Research and Teaching (Luciana Bazzini and Pessia Tsamir); (11) International Perspectives on the Nature of Mathematical Knowledge for Secondary Teaching: Progress and Dilemmas (Helen Doerr and Terry Wood); (12) Contrasting Comparative Research on Teaching and Learning in Mathematics (Jonas Emanuelsson and David Clarke); and (13) Researching Mathematics Education in Multilingual Contexts: Theory, Methodology and Teaching Mathematics. (Individual papers contain references.) ED489178 Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (PME) (28th, Bergen, Norway, July 14-18, 2004). Volume 1 International Group for the Psychology of Mathematics Education 2004-07-00 390 International Group for the Psychology of Mathematics Education, 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Web site: http://igpme.org. N/A 2004 2019-11-14 ERIC

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Yes Teacher Persistence Labor Turnover Faculty Mobility Regular and Special Education Relationship Teachers Special Education Teachers Teaching Conditions Administrator Role Teacher Orientation Mentors College School Cooperation Program Implementation Program Evaluation Guides - Non-Classroom WestEd, Williston, VT. Northeast Regional Resource Center. English Elementary Secondary Education This user-friendly tool for retaining quality teachers--especially those in special education--contains a framework for action that can be used to create a plan at the school or district level, or to strengthen existing plans. Target audiences include state and local administrators for general and special education, including superintendents, curriculum coordinators, principals, special education coordinators, and leaders of personnel development and professional development. Organized into six sections, this document provides research to assist stakeholders in understanding why retention is such a compelling issue; focuses on the improvement of working conditions; provides strategies for administrative support at the district and building levels; emphasizes the importance of induction and mentoring programs as part of a retention initiative, providing several model programs and strategies; articulates the key role played by institutions of higher education in supporting recruitment and retention; and provides implementation and evaluation suggestions for states and local school districts. Each section includes resources, references, and appendixes. ED489440 Keeping Quality Teachers: The Art of Retaining General and Special Education Teachers. A Practical Guidebook for School Leaders Held Accountable for Student Success WestEd 2004-00-00 Office of Special Education (ED), Washington, DC. Administrators Practitioners 339 WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org N/A 2004 2018-11-27 ERIC

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Yes Income Educational Finance Public Education Expenditures Poverty Research Methodology Socioeconomic Status Trend Analysis Educational Attainment Behr, Todd Christofides, Constantinos Neelakantan, Pattabiraman Numerical/Quantitative Data Reports - Research National Education Association, Washington, DC. English Elementary Secondary Education The effects of education on people's income are well documented in the economics literature, and the benefits of investing in human capital--in terms of both higher earnings and of other economic and social benefits--are popular research topics for economists and other social scientists. The present study explores the effects of public education expenditures on the distribution of income among people living in the 50 states and the District of Columbia. The study's basic premise is that, since a state's income level depends on its residents' educational level then the income distribution within each state is dependent on the distribution of educational levels among its residents. There are, of course, other factors contributing to income level dispersion within a state, and these variables' effects are also considered. This reports chapters are: (1) Income and Poverty Trends and Distribution; (2) Methodology; (3) Empirical Results; and (4) Conclusions. There are two appendixes of summary and supporting tables and a bibliography that combines both referenced and non-referenced citations. The Trends and Distribution chapter discusses income distributions across the fifty states and the District of Columbia and compares other statistical characteristics, such as differences in public education spending. National trends in income equality from 1970 to 2000 are discussed, as well as trends in other state socioeconomic variables. (Contains 3 figures and 15 tables.) ED490830 The Effects of State Public K-12 Education Expenditures On Income Distribution. NEA Research Working Paper National Education Association Research Department 2004-04-00 National Education Association, Washington, DC. 37 National Education Association Research Department, 1201 16th St., NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org/books. N/A 2004 2020-03-18 ERIC

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Yes Resource Allocation Employment Level Economic Progress Educational Finance Educational Equity (Finance) Public Education Local Government State Government Expenditures Financial Policy Sims, Richard G. Numerical/Quantitative Data Reports - Evaluative National Education Association, Washington, DC. Research Div. English Elementary Secondary Education Recent court decisions and state studies indicate that none of the states measure up on even rough measures of adequacy and equity in school funding. Because of tax and spending limits, some states have school funding systems that are equitable, but hardly adequate. One way to address this problem is for states to get on a path toward achieving adequacy and equity by increasing education spending by a small percentage each year. However, given the compelling need to balance state budgets, governors and legislators frequently confront the difficult choice of cutting spending or raising taxes. A major aspect of this knotty fiscal dilemma is the effect such a fiscal policy decision will have on employment levels in the state. This study employs a set of state-specific dynamic computable general equilibrium (CGE) models to evaluate the employment effects of a fiscal policy decision relating to education-related taxing and spending. Specifically, the study looks at the consequences of an increase in education spending by 2 percent and an equal increase in state residents' consumer taxes. The analysis considers the development impacts of education as an economic "industry," employing resources and producing an output. It also considers effects that are unique to educational spending, such as its role in regional amenity enhancement (i.e., the value that the increased quality of life from better-supported schools has in attracting a productive and efficient workforce). The study finds that the number of jobs created by increasing education spending is larger than the number of jobs lost from increasing taxes to support that spending. The study reveals that such a strategy has significant net positive near- and long-term employment effects for each of the 50 states. The following are appended: (1) Education Expenditures of State and Local Governments, by State; (2) The Economic Model; and (3) Detailed Results of 50-State Analyses. (Contains 6 tables, 3 boxes, and 2 figures.) ED490872 School Funding, Taxes, and Economic Growth: An Analysis of the 50 States. NEA Research Working Paper National Education Association Research Department 2004-04-00 30 National Education Association Research Department, 1201 16th St., NW, Washington, DC 20036. Tel: 800-229-4200; Fax: 770-280-4134; Web site: http://www.nea.org/books. N/A 2004 2020-03-18 ERIC

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Yes Pharmacology Physicians Guidelines Physiology Drug Addiction Substance Abuse Psychiatry Patients Population Groups Legal Problems Intervention Drug Therapy Drug Use Outcomes of Treatment Drug Rehabilitation Boone, Margaret Brown, Nancy J. Moon, Mary A. Schuman, Deborah J. Thomas, Josephine Wright, Denise L. Guides - Non-Classroom Information Analyses United States American Institutes for Research, Washington, DC. English This Treatment Improvement Protocol (TIP) addresses the clinical use of buprenorphine in the treatment of opioid addiction. TIPs are best-practice guidelines for the treatment of substance use disorders that make the latest research in substance abuse treatment available to counselors and educators. The content was generated by a panel of experts in the fields of addiction psychiatry, medical detoxification, and substance abuse treatment, and reviewed by independent experts. The first chapter introduces the current state of opioid addiction treatment, gives practical guidelines for physicians, and explains the new treatment option of buprenorphine for opioid addiction. Chapter two explores the pharmacology and effectiveness of buprenorphine, alone and in combination with naloxone, as well as the issues of adverse reactions and interactions with other drugs. Chapter three focuses on the patient: determining the presence and nature of the patient's opioid use disorder, and his or her suitability for buprenorphine treatment. The fourth chapter contains treatment protocols for patient opioid detoxification, maintenance and management with buprenorphine. Chapter five discusses special populations of people with opioid use disorder, including pregnant women, adolescents, patients with pain and/or co-morbid conditions, and healthcare professionals who are addicted to opioids. Regulations, policies, procedures, and legal issues are covered in chapter six. Appended are: (1) Bibliography; (2)Assessment and Screening Instruments; (3) DSM-IV-TR Material; (4) Consent to Release of Information Under Title 42, Part 2, Code of Federal Regulations; (5) Clinical Toolbox: Chapter 3 Supplemental Information; (6) Federation of State Medical Boards--Model Policy Guidelines for Opioid Addiction Treatment in the Medical Office; (7) Stages of Change; (8) Sample Treatment Agreement/Contract; (9) Glossary; and (10) Field Reviewers. (Contains 6 figures.) ED491569 Clinical Guidelines for the Use of Buprenorphine in the Treatment of Opioid Addiction. Treatment Improvement Protocol (TIP) Series 40 Substance Abuse and Mental Health Services Administration 2004-00-00 Substance Abuse and Mental Health Services Administration (DHHS/PHS), Rockville, MD. Center for Substance Abuse Treatment. 198 SAMHSA's National Clearinghouse for Alcohol and Drug Information (NCADI), P.O. Box 2345, Rockville, MD 20847-2345. Tel: 800-729-6686 (Toll Free); Tel: 301-468-2600; TDD: 800-487-4889 (Toll Free). N/A http://www.samhsa.gov 2004 2019-12-10 ERIC

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Yes Foreign Countries Grade 8 Grade 4 Mathematics Teachers Mathematics Achievement Student Attitudes Student Characteristics Mathematics Curriculum Mathematics Instruction Classroom Environment Comparative Analysis Educational Trends Gender Differences Benchmarking Teaching Methods Time on Task Institutional Characteristics Mathematics Activities Computer Uses in Education Calculators Homework Mathematics Tests Parent Participation Educational Environment Attendance Patterns School Safety Self Esteem National Curriculum Teacher Education Teacher Characteristics Questionnaires Mullis, Ina V. S. Martin, Michael O. Gonzalez, Eugenio J. Chrostowski, Steven J. Books Information Analyses Numerical/Quantitative Data International Association for the Evaluation of Educational Achievement. Boston Coll., Chestnut Hill, MA. English Grade 4 Grade 8 The Trends in International Mathematics and Science Study (TIMSS) 2003 is the most recent in a very ambitious series of international assessments conducted in nearly 50 countries to measure trends in mathematics and science learning. The aim of TIMSS, the Trends in International Mathematics and Science Study, is to improve the teaching and learning of mathematics and science by providing data about students' achievement in relation to different types of curricula, instructional practices, and school environments. The variation across the nearly 50 participating countries provides a unique opportunity to study different approaches to educational practices and how these can improve achievement. TIMSS is a project of the International Association for the Evaluation of International Achievement (IEA), an independent international cooperative of national research institutions and government agencies that has been conducting studies of cross-national achievement since 1959. Conducted first in 1995 and then in 1999, the regular four-year cycle of TIMSS studies provides countries with an unprecedented opportunity to obtain comparative information about their students' achievement in mathematics and science. This report contains the mathematics results for 46 countries and four benchmarking participants at the eighth grade and for 25 countries and three benchmarking participants at the fourth grade. Trend data are provided at the eighth and fourth grades for those countries that also participated in 1995 and 1999. After an executive summary and introduction, this book presents eight chapters: (1) International Student Achievement in Mathematics; (2) Performance at International Benchmarks; (3) Average Achievement in the Mathematics Content Areas; (4) Students' Backgrounds and Attitudes Towards Mathematics; (5) The Mathematics Curriculum; (6) Teachers of Mathematics; (7) Classroom Characteristics and Instruction; and (8) School Contexts for Learning and Instruction. This book concludes with the following Appendices: (1) Overview of TIMSS Procedures for Assessing Mathematics; (2) Multiple Comparisons of Average Achievement in Mathematics Content Areas; (3) The Test-Curriculum Matching Analysis: Mathematics; (4) Percentiles and Standard Deviations of Mathematics Achievement; (5) Descriptions of Mathematics Items at Each Benchmark; (6) Syrian Arab Republic and Yemen--Mathematics Achievement; and (7) Acknowledgements. [This document was also published by the TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.] ED494650 TIMSS 2003 International Mathematics Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades International Association for the Evaluation of Educational Achievement 2004-00-00 National Center for Education Statistics (DHEW), Washington, DC. National Science Foundation, Washington, DC. World Bank, Washington, DC. United Nations Development Programme, New York, NY. Boston Coll., Chestnut Hill, MA. 1-8899-3834-3 465 International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl N/A 2004 2019-07-24 ERIC

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Yes Grade 8 Grade 4 Science Curriculum Science Achievement Benchmarking Mathematics Achievement Global Approach Research Reports Trend Analysis Academic Achievement Background Student Attitudes Science Teachers Class Activities Context Effect Item Analysis Foreign Countries Content Analysis Teacher Qualifications Comparative Education Martin, Michael O. Mullis, Ina V.S. Gonzalez, Eugenio J. Chrostowski, Steven J. Numerical/Quantitative Data Reports - Research Yemen International Association for the Evaluation of Educational Achievement, New York, NY. Boston Coll., Chestnut Hill, MA. English Grade 4 Grade 8 The Trends in International Mathematics and Science Study (TIMSS) 2003 is the third in a continuing cycle of international mathematics and science assessments conducted every four years. TIMSS assesses achievement in countries around the world and collects a rich array of information about the educational contexts for learning mathematics and science, with TIMSS 2003 involving more than 50 participants. This report contains the science results for 46 countries and four benchmarking participants at the eighth grade and for 25 countries and three benchmarking participants at the fourth grade. Trend data are provided at the eighth and fourth grades for those countries that also participated in 1995 and 1999. Following an Executive Summary and an Introduction, this book contains these eight chapters: (1) International Student Achievement in Science; (2) Performance at International Benchmarks; (3) Average Achievement in the Science Content areas; (4) Students' Backgrounds and Attitudes Towards Science; (5) The Science Curriculum; (6) Teachers of Science; (7) Classroom Characteristics and Instruction; and (8) School Contexts for Learning and Instruction. Appendices include: (1) Overview of TIMSS Procedures for Assessing Science; (2) Multiple Comparisons of Average Achievement in Science Content Areas; (3) The Text-Curriculum Matching Analysis: Science; (4) Percentiles and Standard Deviations of Science Achievement; (5) Descriptions of Science Items at Each Benchmark; (6) Syrian Arab Republic and Yemen - Science Achievement; and (7) Acknowledgements. ED494651 Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades. TIMSS 2003 International Science Report International Association for the Evaluation of Educational Achievement 2004-00-00 1-8899-3833-5 476 International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl N/A 2004 2019-07-24 ERIC

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Yes Sampling Quality Control Science Tests Grade 4 Mathematics Achievement Grade 8 Global Approach Cooperative Programs Research Methodology Evaluation Methods Program Descriptions Scaling Research Reports Data Collection Data Analysis Program Development Questionnaires Test Construction Media Adaptation Maintenance Item Analysis Academic Achievement Martin, Michael O., Ed. Mullis, Ina V.S., Ed. Chrostowski, Steven J., Ed. Collected Works - General Numerical/Quantitative Data Reports - Research International Association for the Evaluation of Educational Achievement. English Grade 4 Grade 8 This volume describes the technical aspects of TIMSS 2003 and summarizes the main activities involved in the development of the data collection instruments, the data collection itself, and the analysis and reporting of the data. The thirteen chapters contained herein are: (1) Overview of TIMSS 2003 (Michael O. Martin and Ina V. S. Mullis); (2) Developing the TIMSS 2003 Mathematics and Science Assessment and Scoring Guides (Teresa Smith Neidorf and Robert Garden); (3) Developing the TIMSS 2003 Background Questionnaires (Steven J. Chrostowski); (4) Translation and Cultural Adaptation of the TIMSS 2003 Instruments (Steven J. Chrostowski and Barbara Malak); (5) TIMSS 2003 Sampling Design (Pierre Foy and Marc Joncas); (6) TIMSS 2003 Survey Operations Procedures (Juliane Barth, Eugenio J. Gonzalez, and Oliver Neuschmidt); (7) Quality Assurance in the TIMSS 2003 Data Collection (Eugenio J. Gonzalez and Dana Diaconu); (8) Creating and Checking the TIMSS 2003 Database (Juliane Barth, Ralph Carstens, and Oliver Neuschmidt); (9) TIMSS 2003 Sampling Weights and Participation Rates (Marc Joncas); (10) Item Analysis and Review (Ina V. S. Mullis, Michael O. Martin, and Dana Diaconu); (11) Scaling Methods and Procedures for the TIMSS 2003 Mathematics and Science Scales (Eugenio J. Gonzalez, Joseph Galia, and Isaac Li); (12) Reporting Student Achievement in Mathematics and Science (Eugenio J. Gonzalez, Joseph Galia, Alka Arora, Ebru Erberber, and Dana Diaconu); and (13) Reporting TIMSS 2003 Questionnaire Data (Maria Jose Ramirez and Alka Arora). Appended are: (1)Acknowledgements; (2) Characteristics of National Samples; (3) Country Adaptations to Items and Item Scoring; (4) Item Parameters for IRT Analyses of TIMSS 2003 Data; and (5) Summary Statistics and Standard Errors for Proficiency in Mathematics and Science Content Areas in the Eighth and Fourth Grades. (Each chapter and appendix contains exhibits and references.) [This book was also published by TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.] ED494653 TIMSS 2003 Technical Report: Findings from IEA's Trends in International Mathematics and Science Study at the Fourth and Eighth Grades International Association for the Evaluation of Educational Achievement 2004-00-00 1-8899-3835-1 507 International Association for the Evaluation of Educational Achievement. Herengracht 487, Amsterdam, 1017 BT, The Netherlands. Tel: +31-20-625-3625; Fax: +31-20-420-7136; e-mail: department@iea.nl; Web site: http://www.iea.nl N/A 2004 2019-07-24 ERIC

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Yes Reading Research Thinking Skills Construct Validity Reading Achievement Performance Based Assessment Statistical Analysis Educational Assessment Cognitive Measurement Grade 3 Grade 7 Grade 10 Formative Evaluation State Surveys Individual Differences Schatschneider, Chris Buck, Julie Torgesen, Joseph Wagner, Richard Hassler, Laura Hecht, Stephen Powell-Smith, Kelly Reports - Evaluative Florida Comprehensive Assessment Test Florida State Univ., Tallahassee. English Grade 10 Grade 3 Grade 7 This study was conducted in order to identify the major reading, cognitive, and linguistic skills that contribute to individual differences in performance on the reading portion of the Florida Comprehensive Assessment Test (FCAT) at third, seventh, and tenth grades. The authors were also interested in understanding the primary deficiencies in skill and knowledge that are associated with below grade level performance on the FCAT (levels 1 and 2). The expectation was that this knowledge would be helpful in planning more effective methods to prevent performance difficulties on the FCAT and more effective remedial procedures for students who have demonstrated deficiencies on the FCAT. The results provide substantial evidence for the construct validity of the FCAT test as a measure of reading comprehension in which the proportion of items that assess "higher order thinking skills" increases substantially from third through tenth grade. (Contains 6 tables and 3 figures.) [Preliminary report was prepared December, 2004, by the Florida Center for Reading Research.] ED495465 A Multivariate Study of Individual Differences in Performance on the Reading Portion of the Florida Comprehensive Assessment Test: A Brief Report. FCRR Technical Report #5 Florida Center for Reading Research 2004-12-00 8 Florida Center for Reading Research. Florida State University, City Centre Building, 227 North Bronough Street Suite 7250, Tallahassee, FL 32301. Tel: 850-644-9352; Fax: 850-644-9085; e-mail: fcrr@fcrr.org; Web site: http://www.fcrr.org/ N/A 2004 2019-09-25 ERIC

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Yes Educational Quality Accreditation (Institutions) Grading Educational Indicators Scores Attendance Patterns Parent Participation State Standards Public Opinion Place of Residence Racial Differences African Americans Whites Educational Attainment Federal Legislation State Programs Accountability Educational Improvement Political Affiliation Reimann, Christopher B. Lee, Kwanghyun Donahue, Tara Reports - Descriptive Michigan Michigan State University, Education Policy Center English Elementary Secondary Education The State Board of Education and the Michigan Department of Education are about to publish letter grades for each of the state's 4,015 public elementary, middle and high schools. These grades are part of "Education Yes!", Michigan's new school accreditation system. The familiar ABCD/F grades of their youth will provide parents and the public with a summary measure of a number of school quality indicators, including test scores, attendance rates and parent involvement levels. The grades handed out by the state will be based on an extensive set of data, more data than has ever been available to the general public. Results from the most recent State of the State Survey (SOSS) show a sharp downturn in public confidence in the quality of public schools both locally and statewide. Overall, respondents gave their local schools higher grades than they gave schools across the state, a pattern which held true in every geographic area in the state. Grades from those with children under 18 years of age were comparable to grades from those without school-age children, but other results were more delineated: people who live in small cities, suburbs or rural areas rated local schools higher than the state system as a whole; urban respondents rated the state system barely more favorably than their local schools; less than one in six African-Americans give their local schools a favorable grade, compared to three of five white respondents; those without high school diplomas were least likely to give favorable grades; high school graduates and those with technical or junior college degrees were most likely to grade schools favorably; those earning $70,000 or above were most likely to give positive grades; people varied in their opinions by political affiliation. The widespread decline in favorable grades for schools both locally and statewide revealed by the 2003 SOSS results indicates a significant swing in public perception because the 2001 results were higher than those recorded in 1998. It is noted that the observed swings in grades awarded by the public may reveal more about changes in public perception of schools than changes in the schools themselves. If the grades schools awarded by the state under "Education Yes!" largely coincide with parent and community perceptions of their schools, confirming popular impressions with data, the state runs the public relations risk of irrelevancy: by telling people something they think they already know, people may conclude that the state has little new information to offer that might help Michigan schools improve their performance. If state grades for schools differ significantly from public opinion, the grades awarded by the state must be robust enough to withstand challenges to their accuracy: if lacking validity, the state risks the charge that the accreditation system is fundamentally, perhaps fatally, flawed. However, if state grades for schools differ from public perception, and that they come across as both credible and as helpful to parents and communities in understanding what is really happening (or not happening) in their schools, state grades may help citizens make accurate and informed judgments about their schools and what can be done to make them better. The theme of No Child Left Behind and "Education Yes!" is accountability, and evidence-based decisions about school improvement. If school grades can prompt educators and the public alike to shift from relying on anecdotal impressions and memories about their own schools to looking at factual evidence and recent trends, both within schools and across the state, they will have served a valuable role in improving education in Michigan. (Contains 2 figures and 5 tables.) ED498620 Michigan Residents Grade Their Schools: Results from the 2003 State of the State Survey. Policy Report No. 19 Education Policy Center at Michigan State University 2004-01-00 7 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes Teacher Recruitment Teacher Competencies Charter Schools Teaching Skills Public Schools Teacher Characteristics Teacher Selection Educational Policy Teacher Qualifications State Standards Collective Bargaining Financial Support Teaching Experience Educational Innovation Burian-Fitzgerald, Marisa Harris, Debbi Reports - Evaluative Michigan State University, Education Policy Center English Charter schools are expected to be innovative and to look different than traditional public schools. There is evidence that charter school administrators are taking advantage of opportunities to be innovative in their hiring practices and that teachers in charter schools look different than their colleagues in traditional public schools. It is not entirely clear whether this is a positive development since charter school teachers look stronger on some quality measures and weaker on others. Innovative charter school hiring practices offer an opportunity to evaluate the impact of various hiring practices in the public school setting. Traditional public, charter public, and private schools can all learn from the experimentation currently occurring in the charter sector. It is acknowledged that teacher quality can make a substantial difference in student learning. Teachers in charter and traditional public schools differ on several measurable characteristics that may impact student learning, including teaching experience, certification status and the selectivity of the teacher's undergraduate institution. When making hiring decisions, charter schools appear to place more of an emphasis on the selectivity of a teacher's undergraduate institution and less on certification and experience. Alternatively, this difference may reflect different preferences among potential teachers themselves: charter school administrators may be selecting their teachers from a labor pool that looks quite different from the one available to traditional public school administrators. Charter schools may be hiring teachers who differ from traditional public school teachers in other respects as well that are not measured by data included in this report. The hiring practices of charter schools appear to be particularly innovative when they are not bound by local collective bargaining agreements, when there are multiple authorizing entities, and when certification requirements are flexible. In addition, charter schools appear more able to compete with traditional public schools for experienced, certified teachers when their funding comes directly from the state. Policymakers vary in the amount of flexibility in hiring they have given charter school operators: findings range from no certification requirements to mandating certification for all charter school teachers. It is up to state policymakers to decide what qualifications they feel are important and then establish regulations that encourage charter school operators to select teachers with those qualifications without discouraging innovative hiring practices. (Contains 11 footnotes and 7 tables.) ED498621 Teacher Recruitment and Teacher Quality? Are Charter Schools Different? Policy Report Number 20 Education Policy Center at Michigan State University 2004-03-00 8 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes Federal Legislation Educational Quality Academic Achievement Low Achievement Educational Improvement State Standards Minority Group Children Low Income Groups Attendance Patterns Academic Standards Student Evaluation Reimann, Christopher B. Lee, Kwanghyun Reports - Evaluative Michigan No Child Left Behind Act 2001 Michigan State University, Education Policy Center English The Michigan Department of Education (MDE) recently released its second annual list of schools that have not met their Adequate Yearly Progress (AYP) goals. Targets for AYP are established by the state in accordance with the federal No Child Left Behind Act (NCLB) of 2001. The list, also known as the priority schools list, identifies 896 schools in Michigan that did not reach their targets. These 896 schools represent more than one in four schools in Michigan. These startling results deserve the attention of educators, policymakers, and parents, and should provide a wake up call about the pace of improvement expected of schools and students under No Child Left Behind and the state's Education Yes! accreditation process. The demographic data clearly indicate that poor and minority students have the most to gain--and the largest gains to make--under No Child Left Behind. Michigan's priority schools list brings into sharp focus the persistent inequity in educational opportunity that still exists across the state, and the size and nature of the challenge that the NCLB goals represent. (Contains 3 tables.) ED498622 Can Michigan Meet the NCLB Challenge? Interpreting the 2004 Priority Schools List. Policy Report Number 21 Education Policy Center at Michigan State University 2004-06-00 5 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes Teaching Conditions Faculty Workload Teacher Responsibility Teacher Salaries Educational Policy Incentives Teaching Experience Gender Differences Planning Expectation Noninstructional Responsibility Public Schools Institutional Characteristics Urban Schools Minority Group Children Poverty Enrollment Trends Charter Schools Teacher Characteristics Burian-Fitzgerald, Marisa Harris, Debbi Reports - Evaluative Michigan Michigan State University, Education Policy Center English The vast majority of Michigan's teachers work above and beyond their required work week; the average teacher works more than 45 hours per week. The time teachers spend outside regular school hours is often ignored by critics who deride the "short hours and long vacations" enjoyed by teachers. When discussing compensation policies and changes to the school year, policymakers need to consider the hours that teachers already spend working after the bell signals the end of the school day. Many factors influence the hours teachers spend working each week. School and organizational factors that are correlated with differences in teacher work weeks may be amenable to policy intervention. For example, the fewer hours worked by teachers in schools with high concentrations of poor and minority students in urban areas may highlight the need for more targeted pay incentives for teachers in those schools and the need for greater funding for extracurricular activities in those environments. Further, the differences attributed to individual teacher variables, such as years of experience and gender, may be influenced by the different expectations and incentives that they face. Relatively inexperienced teachers may be expected to take on responsibility for various school initiatives and student activities, despite the fact that they also need more time for instructional preparation than their more experienced peers. The amount of time teachers spend working outside school hours on activities such as preparation, grading, attending meetings, and talking with parents is noteworthy. Teachers often put in this time without receiving financial compensation for their efforts. If policymakers are concerned with the inequalities in the number of hours teachers spend in these activities across levels of poverty, minority enrollment and school community type, then perhaps they could restructure the teacher work week to include more time in the required--and compensated--working hours. For example, schools and districts could reorganize and possibly lengthen the school instructional day to provide teachers with more time for planning and grading within the school day. The data presented in this report suggest that the organizational conditions of schools influence the number of hours that teachers work each week and the types of activities on which they spend their time. The expectations, incentives and constraints that define the conditions under which teachers make decisions vary across schools. These differences have implications not only for teacher recruitment and retention in schools, but also for the instructional and extracurricular experiences students have in schools. (Contains 8 tables and 6 footnotes.) ED498623 Giving 110%: A Portrait of a Michigan Teacher's Work Week. Policy Report Number 22 Education Policy Center at Michigan State University 2004-06-00 Policymakers 8 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes State Legislation Federal Legislation Dropout Rate Ethnic Groups Economically Disadvantaged Academic Achievement Achievement Rating School Districts Weighted Scores Student Improvement Harris, Debbi Burian-Fitzgerald, Marisa Numerical/Quantitative Data Reports - Descriptive Michigan No Child Left Behind Act 2001 Michigan State University, Education Policy Center English Elementary Secondary Education The federal No Child Left Behind Act (NCLB) requires school districts in every state to publish and disseminate annual report cards with information on district performance. Schools are required to report similar information. These report cards must include not only information on overall student achievement, but also on the performance of measurable subgroups, including economically disadvantaged students, special education students, and students from major racial and ethnic groups. (In Michigan, student achievement for this purpose is measured by the Michigan Education Assessment Program (MEAP.) Michigan state law requires schools and districts to report most of this information for a generation. Along with provisions for several curricular reforms and new school programs, Public Act 25 of 1990 included a statewide requirement for a school report card. Under P.A. 25, school districts in Michigan are required to report annually on student test scores, school accreditation status, retention/dropout rates, and several other types of information for each of their schools and for the district overall. The reporting requirements of NCLB would seem to be superfluous for the state of Michigan, but before judging the value of the NCLB reporting requirements, the question to ask is whether schools and districts complied with existing state law? The authors of this report used data from the National Center for Educational Statistics (NCES) for the 1999-2000 school year to examine the district and school production of performance reports in Michigan, and at the information contained in those reports. Their analysis includes the responses of 143 Michigan school districts and 297 schools, and is weighted to be representative at the state level. These data were collected prior to the 2002 passage of NCLB and provide information about the types of reports that were available to the public before the new reporting requirements were even under serious discussion. The report concludes that most Michigan schools and districts were reporting performance data to parents and the community prior to the report card requirement of NCLB. The data suggests that reporting requirements do make a difference: reporting rates for information not specified by P.A. 25 were much lower than for information included in the legislation. The issue of reporting requirements will soon be eclipsed by the component of NCLB known as Adequate Yearly Progress (AYP). NCLB reporting requirements, then, is more of a report card to the federal government than to parents. The report contains two tables. Table 1 looks at the types of information reported by school districts and schools to the public they serve. Table 2 looks at reporting by a variety of district characteristics: size, urbanicity, degree of poverty and minority enrollment. ED498629 More Information or More Paperwork? Reporting Requirements for Michigan's Schools under No Child Left Behind. Policy Report 23 Education Policy Center at Michigan State University 2004-10-00 6 Education Policy Center. Michigan State University, 201 Erickson Hall, East Lansing, MI 48824-1034. Tel: 517-355-4494; Fax: 517-432-6202; e-mail: EPC@msu.edu; Web site: http://education.msu.edu/epc N/A 2004 2018-03-15 ERIC

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Yes College Freshmen Qualitative Research Early Intervention Institutional Research Writing Evaluation Student Attitudes Community Colleges Protocol Analysis Outcomes of Education Learning Strategies Learner Engagement School Holding Power Expectation Student Surveys Classroom Environment Student Evaluation Swing, Randy L., Ed. Books Collected Works - General National Resource Center for The First-Year Experience and Students in Transition English Higher Education Postsecondary Education This second volume of "Proving and Improving" collects essays from the First-Year Assessment Listserv, which is hosted by the Policy Center on the First Year of College and the National Resource Center. Like the first volume, this one brings together the nation's leading experts and practitioners of assessment in the first college year. They offer overviews of commercially available instruments and provide case studies of qualitative assessment strategies. The monograph also includes a comprehensive introduction by Randy Swing, describing strategies for implementing an effective assessment effort, and a typology of assessment instruments that allows readers to identify and compare instruments geared to the issues and programs they want to assess. This volume commences with a Preface (Mary Stuart Hunter); Overview of Essays (Randy L. Swing); and Introduction to First-Year Assessment (Randy L. Swing). It then divides into six parts and 37 articles, as follows. Part 1, "Institutional Records," contains: (1) Introducing the Data Audit and Analysis Toolkit (Karen Paulson); (2) Your First Stop for Information: The Office of Institutional Research (Karen Webber Bauer); (3) Using EnrollmentSearch to Track First-Year Success (John P. Ward); (4) Using Archived Course Records for First-Year Program Assessment (Debora L. Scheffel and Marie Revak); and (5) Freshman Absence-Based Intervention at The University of Mississippi (Catherine Anderson). Part 2, "Student Voices," contains: (6) Basics of Focus Groups (Libby V. Morris); (7) Looking at the First-Year Experience Qualitatively and Longitudinally (Marcia J. Belcheir); (8) Using "Think Alouds" to Evaluate Deep Understanding (Lendol Calder and Sarah-Eva Carlson); (9) The Promise Audit: Who's Promising What to Students (Marian Allen Claffey and Ned Scott Laff); (10) A Case Study on Developing Faculty Buy-In for Assessment (Lissa Yogan); and (12) The First-Year Prompts Project: A Qualitative Research Study Revisited (Elizabeth Hodges and Jean M. Yerian). Part 3, "End of Program/Course Evaluations," contains: (13) Using Interactive Focus Groups for Course and Program Assessments (Barbara J. Millis); and (14) The College Classroom Environment Scale (Roberta Jessen and Judith Patton). Part 4, "Surveys," contains: (15) The CIRP Freshman Survey and YFCY: Blending Old and New Tools to Improve Assessment of First-Year Students (Linda J. Sax and Shannon K. Gilmartin); (16) Survey Data as Part of First-Year Assessment Efforts: Using the Cooperative Institutional Research Program (CIRP) Annual Freshman Survey (J. Daniel House); (17) What Students Expect May Not Be What They Get: The PEEK (Perceptions, Expectations, Emotions and Knowledge about College) (Claire Ellen Weinstein, Cynthia A. King, Peggy Pei-Hsuan Hsieh, Taylor W. Acee and David R. Palmer); (18) Assessing Student Expectations of College: The College Student Expectations Questionnaire (Robert M. Gonyea); (19) The College Student Experiences Questionnaire: Assessing Quality of Effort and Perceived Gains in Student Learning (Michael J. Siegel); (20) The Community College Student Experience Questionnaire (Patricia H. Murrell); (21) Knowing How to Learn is as Important as Knowing What to Learn: The Learning and Study Strategies Inventory (Clarie Ellen Weinstein, Angela L. Julie, Stephanie B. Corliss, YoonJung Cho, and David R. Palmer); (22) The Retention Management System: Assessing for Early Intervention (Lana Low and Beth Richter); (23) The Study Behavior Inventory (Leonard B. Bliss); (24) The College Success Factors Index (Edmond C. Hallberg and Garrick Davis); (25) The National Survey of Student Engagement: Benchmarks of Effective Educational Practice (John Hayek); (26) Benchmarking Effective Educational Practice in Community Colleges (Kay M. McClenney); (27) What Matters in First-Year Seminars (Randy L. Swing); (28) Looking at High-Risk Behaviors (John Pryor); and (29) A More Precise Approach to Assessing Student Satisfaction (Julie L. Bryant). Part 5, "Cognitive Tests," contains: (30) Critical Thinking Assessment: Challenges and Options (Marc Cutright); (31) Evaluating General Education Outcomes: College BASE-lining Your First-Year Students (Pamela A. Humphreys); (32) CAAP General Education Assessment Program (David A. Lutz); and (33) The Cognitive Level and Quality Writing Assessment Instrument (Teresa L. Flateby). Part 6, "Trait Inventories," contains: (34) Hope Scale: A Measurement of Willpower and Waypower (Jerry Pattengale); (35) What are Learning Styles? Can We Identify Them? What is Their Place in an Assessment Program? (Linda Suskie); (36) Assessing the First-Year of College: Some Concluding Thoughts (Tracy L. Skipper and Marla Mamrick); and (37) Typology of Instruments (Randy L. Swing). [Individual chapters have references.] ED503169 Proving and Improving. Volume ll: Tools and Techniques for Assessing the First College Year. The First-Year Experience Monograph Series No. 37 National Resource Center for The First-Year Experience and Students in Transition 2004-00-00 ISBN-1-8892-7144-6 241 National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://www.sc.edu/fye/publications/index.html N/A http://www.sc.edu/fye/publications/monograph/monographs/ms037.html 2004 2020-03-19 ERIC

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Yes Professional Associations Literacy Education Reading Instruction Writing Instruction Teaching Methods Preservice Teacher Education Professional Development Politics of Education Cultural Pluralism Special Needs Students Elementary Secondary Education Adolescents Young Adults Technology Uses in Education Childrens Literature Dugan, Jo Ann R., Ed. Linder, Patricia E., Ed. Sampson, Mary Beth, Ed. Brancato, Barrie A., Ed. Collected Works - Proceedings Speeches/Meeting Papers College Reading Association English Elementary Secondary Education Higher Education Postsecondary Education This Yearbook begins with Robert J. Rickelman's presidential speech, "Predicting the Whether: Lessons Learned from the Past," which focused on looking at the "History of the College Reading Association" in order to predict some possible (the "whether") courses for the future of the organization. The author relied extensively on the "History of the College Reading Association: 1958-1998" (Alexander & Strode, 1999) as well as his own personal experiences from the past 25 years as a member and leader within the organization. The papers comprising this Yearbook that follow Rickelman's presidential address are: (1) Fast Start: Successful Literacy Instruction That Connects Schools and Homes (Nancy Padak and Tim Rasinski); (2) Preparing Elementary Teachers in Reading: Will University-Based Programs Move Forward or be "Left Behind" (James V. Hoffman); (3) Latino Children's Literature Is Mainstream (Becky Chavarria-Chairez); (4) Reflections, Remembrances and Resonances (Albert J. Mazurkiewicz); (5) Sharing Storybooks: A Study with Families from Diverse Cultural Backgrounds (Jacqueline Lynch); (6) The Effects of Visualization Instruction on First Graders' Story Retelling (Tracy Zimmerman); (7) Tuning into the Sounds of Language: Teaching Phonemic Awareness through Rhymes, Songs, Poetry and Children's Literature (JoAnn R. Dugan, Barrie A. Brancato, and Jocelynn L. Smrekar); (8) Teaching Fluently: Exploring Teaching Practices in Divergent Certification Programs (Catherine Zeek and Carole Walker); (9) Reading and Auditory Processing: A Collaborative Project (Daniel H. Sisterhen, Martha J. Larkin, Cathleen Doheny, and Donna M. Harkins); (10) Learner-Centered Teachers' Approaches to Literacy Instruction: Are They "Best Practice?" (Barbara Combs); (11) Author Study Inquiry Promotes "Theory into Practice" for Teaching Literacies (Linda S. Wold); (12) The Value of Interactive Writing as an Intervention for the Literacy Acquisition of Struggling First-Grade Students (Barbara K. O'Connor); (13) Engaging Preservice Teachers in Reading, "Sticky Note" Style: An Analysis and Practical Implications (Christene A. McKeon, Michelle L. Lenarz, and Linda C. Burkey); (14) Impacting Literacy Politics, Policies, and Legislation: Moving from Inactive Idlers and Reactive Regretters to Proactive Professionals (Francine Falk-Ross, Mona W. Matthews, Mary Beth Sampson, Barbara J. Fox, Jill Lewis, Maryann Mraz, Jill Reddish, D. Ray Reutzel, and Loraine T. Pace); (15) An Intervention Program for Helping Pre-Certified Teachers Succeed on the Teacher Licensing Exams (Agnes Marie Imburgin Stryker); (16) Preparing Preservice Teachers to Show Evidence of P-12 Pupil Learning (Jane F. Rudden and Lillie S. West); (17) How Preservice Teachers Score an Informal Reading Inventory: Strengths and Weaknesses (Jerry L. Johns and Susan K. L'Allier); (18) Becoming Teachers of Writing: A Model of Professional Development for Primary Teachers (Ruth A. Oswald and Kristine Lynn Still); (19) Early Childhood Teachers' Beliefs and Practices Toward Children's Subvocalizations During Reading (Carla Baker Deniz); (20) Someplace Special: Images of the Library Experience in Children's Literature (Suzanne S. Monroe); (21) SOLVE: An Innovative Assessment Tool for Facilitating Mathematics and Reading Literacy Among Diverse Learners (Rosalind Duplechain, Jill Reddish, and Elaine Roberts); (22) Student Led Literature Discussion Groups With High School ESL Students in Korea: The Journey (Donald D. Pottorff); (23) Dialogue with Caregivers: Perceptions of a Reading Clinic (Donna M. Harkins, Ronald S. Reigner, John M. Ponder, and Gary O. Gregg); (24) Follow the Reader: What Happens to Students Who Have Been Tutored in a University Reading Clinic? (Nancy G. Kennedy and Rita M. Bean); (25) Reading Between the Lines: Middle School Readers Uncover Messages in Magazine Advertisements (Roberta Linder and Francine Falk-Ross); (26) Recommended Procedures for Reading Mathematics in Current and Past Content/Secondary Reading Textbooks (Daniel L. Pearce and Nancy G. Reynolds); (27) Struggling Adolescent Readers: Just Because They're in a Developmental Reading Class Doesn't Mean They Need Phonics (Carol D. Wickstrom); (28) Summer Reading Programs: Perceptions of a University Freshman Reading Experience (Staci Stone, Bonnie Higginson, and Laura Liljequist); (29) Reading Professionals Learn On-Line: Using Threaded Discussions to Learn about Threaded Discussions (Judy S. Richardson, Charlene Fleener, and Linda Thistlewaite); and (30) Using Assistive Technology to Teach Content Area Literacy Strategies to Students with Disabilities (Kathleen Puckett and William Brozo). (Individual papers contain tables, figures, references, and appendices.) ED512604 Celebrating the Power of Literacy. The Twenty-Sixth Yearbook: A Peer Reviewed Publication of The College Reading Association [Papers from the College Reading Association Conference, 2004] College Reading Association 2004-00-00 ISBN-1-8836-0432-X 496 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Tel: 903-468-6069; Web site: http://www.collegereadingassociation.org N/A 2004 2020-02-01 ERIC

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Yes Fathers Parent Participation Early Childhood Education Federal Programs Disadvantaged Youth Demonstration Programs Program Development Program Effectiveness Sustainability Program Evaluation Burwick, Andrew Bellotti, Jeanne Nagatoshi, Charles Reports - Research Tests/Questionnaires California Colorado Connecticut Florida Georgia Illinois Indiana Massachusetts Michigan New Jersey New York Pennsylvania Puerto Rico South Dakota Texas Vermont Wisconsin Administration for Children, Youth, and Families (DHHS), Head Start Bureau English Early Childhood Education Father involvement enhances children's well-being. A growing body of research supports this conclusion, showing that children with involved fathers exhibit greater school readiness, increased cognitive development, higher levels of empathy, and other positive characteristics (Administration for Children and Families 2004a). Research also indicates that many low-income fathers are present and involved in the lives of their young children (Vogel et al. 2003). As the importance of fathers' involvement in raising children has become clear, policymakers' interest in effective strategies for engaging fathers in early childhood programs also has grown. In February 2001, the Administration on Children, Youth and Families (ACYF) partnered with the Office of Child Support Enforcement (OCSE) to fund 21 Early Head Start fatherhood demonstration projects. Selected through a competitive process, the demonstration grantees were funded for three years to develop and implement creative practices that would lead to increased involvement of fathers in Early Head Start and in the lives of their children. ACYF also commissioned an evaluation by Mathematica Policy Research, Inc. (MPR) to track the progress of grantees, focusing on the strategies they adopted and the challenges they faced. The first phase of the evaluation resulted in two reports, highlighting the demonstration programs' planning and implementation process and documenting lessons regarding staffing structures, making programs father-friendly, recruiting fathers and designing services for them, and creating partnerships with child support agencies. In this report, the authors present findings from the third year of the demonstration, focusing on the evolution of program practices, perceived results of the demonstration, and sustainability of father involvement projects. Appended are: (1) Staff Survey (Director Version); and (2) Father/Father-Figure Information Form. Individual sections contain footnotes. (Contains 10 tables and 4 figures.) ED543022 Paths to Father Involvement: The Early Head Start Fatherhood Demonstration in Its Third Year. Final Report US Department of Health and Human Services, Head Start Bureau 2004-10-00 90 US Department of Health & Human Services, Head Start Bureau. Available from: Head Start Information and Publication Center. 1133 15th Street NW Suite 450, Washington, DC 20005. Tel: 866-763-6481; Tel: 202-737-1030; Fax: 202-737-1151; Web site: http://transition.acf.hhs.gov/programs/ohs N/A 2004 2020-03-25 ERIC

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Yes Fathers Parent Participation Child Development Well Being Fatherless Family Parent Child Relationship Early Childhood Education Federal Programs Disadvantaged Youth Reports - Descriptive Administration for Children, Youth, and Families (DHHS), Head Start Bureau English Early Childhood Education Nearly 30 years ago, leading child psychologist Michael E. Lamb reminded us that fathers are the "forgotten contributors to child development." Since then, much work has been done to explore the ways fathers uniquely contribute to the healthy development of their children. Scholars now know that boys and girls who grow up with an involved father, as well as an involved mother, have stronger cognitive and motor skills, enjoy elevated levels of physical and mental health, become better problem-solvers, and are more confident, curious, and empathetic. They also show greater moral sensitivity and self-control. As they grow, well-fathered children are substantially less likely to be sexually involved at an early age, have babies out of wedlock, or be involved in criminal or violent behavior. They are much more likely to stay in school, do well there, and go to college. Fathers can help Head Start programs become more effective in achieving positive outcomes for children. Head Start programs can help to strengthen the parenting partnership, and help fathers to be more effective in their children's lives. These five "Building Blocks for Father Involvement" will support Head Start programs in their efforts to promote father involvement. "Building Block 1" provides up-to-date research on the essential role that fathers play in the healthy development of their children. It is important that Head Start staff and parents understand the importance of the parenting partnership and why fathers are essential to children's well-being. This knowledge will help them to better meet the needs of families and children. (Contains 11 resources and 46 endnotes.) ED543023 Building Blocks for Father Involvement: Building Block 1--Appreciating How Fathers Give Children a Head Start US Department of Health and Human Services, Head Start Bureau 2004-06-00 23 US Department of Health & Human Services, Head Start Bureau. Available from: Head Start Information and Publication Center. 1133 15th Street NW Suite 450, Washington, DC 20005. Tel: 866-763-6481; Tel: 202-737-1030; Fax: 202-737-1151; Web site: http://transition.acf.hhs.gov/programs/ohs N/A 2004 2020-02-09 ERIC

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Yes School Safety Delinquency Prevention Behavior Problems Program Effectiveness National Surveys Principals Administrator Attitudes Teacher Attitudes Student Attitudes Program Implementation Discipline Policy Educational Quality Program Evaluation Staff Development Morale Prediction Program Improvement Supervision Elementary Secondary Education Gottfredson, Gary D. Gottfredson, Denise C. Czeh, Ellen R. Cantor, David Crosse, Scott B. Hantman, Irene Reports - Research National Institute of Justice (NIJ) (DOJ) Westat, Inc. Gottfredson Associates, Inc. English Elementary Secondary Education Schools are expected to provide a safe environment and to play an active role in socializing children for participation in a civil society. Most schools have programs to prevent problem behavior and serious misconduct such as drug use and violence. But how good are these programs? A recent national study surveyed principals, teachers, program implementers, and students about school safety and the programs used to prevent problem behavior and promote a safe and orderly environment. Nearly all U.S. public schools are using a variety of delinquency prevention programs and disciplinary practices. Some programs and practices may be of poor quality. Problem behavior was found to be pervasive, and most common in urban schools and among children at the middle school level. Although many programs were judged potentially effective, nearly half failed to meet the study's criteria for quality. Staff training, program monitoring, and other organizational support from school leaders were found to be related to program quality. A school's organizational capacity--staff morale and stability and a history of implementing programs--predicted the extent of program use and student participation. These findings suggest that to improve delinquency prevention programs and promote safety, schools should focus on supervision, staff development, and overcoming organizational problems that have thwarted program implementation in the past. [This Research in Brief is based on "National Study of Delinquency Prevention in Schools," final report to the National Institute of Justice, July 2000, NCJ 194129 (ED459409).] ED575746 Toward Safe and Orderly Schools--The National Study of Delinquency Prevention in Schools. Research in Brief National Institute of Justice 2004-11-00 US Department of Justice, Office of Juvenile Justice and Delinquency Prevention Department of Education (ED) 20 National Institute of Justice. 810 Seventh Street NW, Washington, DC 20531. Tel: 202-307-2942; e-mail: ojp.ocom@usdoj.gov; Web site: http://www.nij.gov N/A 2004 2017-11-14 ERIC 96MUMU0008 98JNFX0004

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No Attendance Black Youth Enrollment Influences Foreign Countries Foster Children Risk Zimmerman, Frederick J. Journal Articles Reports - Research South Africa South Africa ISSN-0022-166X English Effects of the common practice of fostering were examined for 8,627 South African children. Foster children were not less likely to attend school; they tended to move from homes where they have difficulty enrolling to those where they can. Net effect of fostering is to reduce the risk of nonattendance by up to 22%. (Contains 28 references.) (SK) EJ672483 Cinderella Goes to School: The Effects of Child Fostering on School Enrollment in South Africa. Journal of Human Resources v38 n3 p557-90 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Attendance Family Income Graduation Rate Higher Education Low Income Groups Outcomes of Education Student Attrition Student Costs Tuition Grants Stinebrickner, Ralph Stinebrickner, Todd R. Journal Articles Reports - Research Berea College KY ISSN-0022-166X English Data from Berea College, which has a full-tuition subsidy and large room/board subsidies, were used to examine low college graduation rate of low-income students. The high attrition rate despite subsidies suggests that the cause is unrelated to costs and may be due to poor precollege educational opportunities or noncost-related difficulties in college. (Contains 44 references.) (SK) EJ672484 Understanding Educational Outcomes of Students from Low-Income Families. Evidence from a Liberal Arts College with a Full Tuition Subsidy Program. Journal of Human Resources v38 n3 p591-617 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Employment Patterns Foreign Countries Low Income Minimum Wage Research Methodology Young Adults Youth Employment Yuen, Terence Journal Articles Reports - Research Canada Canada ISSN-0022-166X English Canadian panel data 1988-90 were used to compare estimates of minimum-wage effects based on a low-wage/high-worker sample and a low-wage-only sample. Minimum-wage effect for the latter is nearly zero. Different results for low-wage subgroups suggest a significant effect for those with longer low-wage histories. (Contains 26 references.) (SK) EJ672485 The Effect of Minimum Wages on Youth Employment in Canada: A Panel Study. Journal of Human Resources v38 n3 p647-72 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adult Educators Adult Learning Educational Environment Educational Practices Reflective Teaching Spirituality Lauzon, Al Journal Articles Opinion Papers Caring ISSN-1045-1595 English Ways in which adult educators can bring spirituality into educational practice include engaging in autobiographical reflection, creating an environment for spiritual learning, creating a dialogical space, and fostering an ethic of care. (SK) EJ672486 The Challenges of Spirituality in the Everyday Practice of the Adult Educator. Blurring the Boundaries of the Personal and the Professional. Adult Learning v12 n3 p4-6 Sum 2001 2001-00-00 T 2004 2016-11-21

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No Adult Education Adult Educators Reflective Teaching Spirituality Well Being Hunt, Cheryl Journal Articles Opinion Papers Self Awareness ISSN-1045-1595 English By engaging in reflective practice, adult educators can identify and take ownership of assumptions, preferences, and habits and allow teaching to be informed by and freed from them. Spiritual reflection helps identify connections and contributes to well-being. (SK) EJ672487 A Way of Wellbeing? Approaching Spirituality through Reflective Practice. Adult Learning v12 n3 p7-9 Sum 2001 2001-00-00 T 2004 2016-11-21

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No Adult Education Adult Educators Educational Philosophy Educational Practices Spirituality Fenwick, Tara J. Journal Articles Opinion Papers ISSN-1045-1595 English Questions to consider include What drives educators' interest in spirituality? Does it have an ethical place in education? What is educators' position on individualist spirituality? What distinctions among spirituality are significant and defensible? What about the darker side? How is spirit conceptualized within larger social analysis? What is the real intent of pedagogy focused on spirituality? (SK) EJ672488 Critical Questions for Pedagogical Engagement of Spirituality. Adult Learning v12 n3 p10-12 Sum 2001 2001-00-00 T 2004 7/11/2004 11:23:28 CIJJAN2004 Theme--Contestations, Invitations, and Explorations: Spirituality in Adult Learning.

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No Adult Education Adult Educators Cultural Relevance Sociocultural Patterns Spirituality Transformative Learning Tisdell, Elizabeth J. Tolliver, Derise E. Journal Articles Opinion Papers ISSN-1045-1595 English Assumptions underlying teaching for transformation and cultural relevance include (1) how is spirituality defined; (2) transformative learning involves cognitive, affective and symbolic/spiritual aspects; (3) transformative learning must attend to sociocultural dimensions (personal, cultural, structural, political, sacred); and (4) instructors must bring their authentic selves. (SK) EJ672489 The Role of Spirituality in Culturally Relevant and Transformative Adult Education. Adult Learning v12 n3 p13-14 Sum 2001 2001-00-00 T 2004 7/11/2004 11:23:29 CIJJAN2004 Theme--Contestations, Invitations, and Explorations: Spirituality in Adult Learning.

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No Adult Educators Adult Learning Emotional Response Imagery Spirituality Transformative Learning Dirkx, John M. Journal Articles Opinion Papers ISSN-1045-1595 English Emotional reactions to text are manifestations of learners' inner selves. Adult learners can engage in the process of meaning making by working with images and integrating them into their holistic beings. (SK) EJ672490 Images, Transformative Learning and the Work of the Soul. Adult Learning v12 n3 p15-16 Sum 2001 2001-00-00 T 2004 7/11/2004 11:23:29 CIJJAN2004 Theme--Contestations, Invitations, and Explorations: Spirituality in Adult Learning.

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No Adult Educators Dialogs (Language) Participation Spirituality Writing (Composition) Lander, Dorothy A. Journal Articles Opinion Papers Public Records Composition Theory ISSN-1045-1595 English Discusses writing as witnessing, in which writers are obligated to record participants' testimony accurately, and writing as participation, a form of dialog in which interpretation is negotiated and which may involve multiple forms of testimony. (Contains 11 references.) (SK) EJ672491 Writing as Witness: Doing Justice to Participants' Testimony. Adult Learning v12 n3 p17-19 Sum 2001 2001-00-00 T 2004 2016-11-21

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No Adult Educators Leaders Leadership Qualities Organizational Culture Spirituality Work Environment Groen, Janet Journal Articles Reports - Research ISSN-1045-1595 English A study of five adult educators identified internal and external leadership qualities that support a spirituality-infused workplace, including a sense of vocation, a culture that encourages creativity and risk and balances work and home life, and leaders' willingness to express and implement an organization's values. (SK) EJ672492 How Leaders Cultivate Spirituality in the Workplace: What the Research Shows. Adult Learning v12 n3 p20-21 Sum 2001 2001-00-00 T 2004 7/11/2004 11:30:04 CIJJAN2004 Theme--Contestations, Invitations, and Explorations: Spirituality in Adult Learning.

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No Economic Factors Educational Finance Models Policy Formation School Choice Simulation Tables (Data) Nechyba, Thomas J. Information Analyses Journal Articles Computational Models Equilibrium Model ISSN-0028-0283 English Synthesizes lessons from school finance research that employs computational structural models to investigate different policy proposals. Suggests that full equilibrium analysis may lead to outcomes that differ from those predicted by partial equilibrium models. (Contains 50 references and 47 notes.) (JOW) EJ672493 What Can Be (and What Has Been) Learned from General Equilibrium Simulation Models of School Finance? National Tax Journal v56 n2 p387-414 Jun 2003 2003-00-00 National Tax Association, 725 15th Street, NW, Suite 600, Washington, DC 20005; http://www.ntanet.org. T 2004 2016-11-21

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No Data Analysis Economic Factors Educational Change Educational Policy Elementary Secondary Education Estimation (Mathematics) Loeb, Susanna Strunk, Katharine Journal Articles Reports - Research Policy Research ISSN-0028-0283 English Reviews findings related to policy debates over school finance, accountability, and choice. Demonstrates that techniques and datasets (census, city, state, national, experimental) have different advantages and disadvantages for addressing specific research questions and that analyses using different approaches can result in different estimates. (Contains 87 references.) (JOW) EJ672494 The Contribution of Administrative and Experimental Data to Education Policy Research. National Tax Journal v56 n2 p415-38 Jun 2003 2003-00-00 National Tax Association, 725 15th Street, NW, Suite 600, Washington, DC 20005; http://www.ntanet.org. T 2004 2016-11-21

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No Adult Education Corporations Ethics Safety Education Terrorism Trainers Training Hatcher, Tim Journal Articles ISSN-1535-7740 English Businesses, particularly training departments, have reacted to terrorist attacks, collapse of major businesses, and wrongdoing by religious figures. Trainers have responded by offering safety and security-related training, helping establish risk-management procedures, increasing ethics training, and rewriting ethics codes. (JOW) EJ672495 New-World Ethics. T+D v57 n8 p42-47 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:30:05 CIJJAN2004

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No Adult Education Competence Corporate Education Skill Development Training Gold, Martha Journal Articles Opinion Papers Electronic Learning ISSN-1535-7740 English The last in a five-part series of case studies on how large organizations are using and measuring enterprise-wide electronic learning tells how PNC Bank made the most of its learning management system to upgrade employee skills through a competence manager application. (JOW) EJ672496 Banking on Enterprise E-Learning. T+D v57 n8 p48-53 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Corporate Education Distance Education Educational Strategies Training Gold, Martha Journal Articles Electronic Learning ISSN-1535-7740 English Summarizes a series of case studies of enterprise-wide electronic learning with these recommendations: (1) standardize courseware and narrow course selection; (2) market new ideas to employees; (3) buy wisely; (4) increase security; (5) buy cautiously; (6) find best value for your organization; (7) get buy-in from management; and (8) offer information in small packages. (JOW) EJ672497 8 Lessons about E-Learning from 5 Organizations. T+D v57 n8 p54-57 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Business Administration Education Educational Objectives Higher Education Humanistic Education Role of Education Student Attitudes Ottewill, Roger Martin Journal Articles Instrumental Learning Expressive Learning ISSN-0040-0912 English Instrumental learning goals, influenced by the emphasis on education's economic role, threaten the integrity of higher education and clash with expressive learning. Ways to counter these effects include recognizing the affective dimension of education, committing to research-led teaching, and adopting creative methods of learner support. (Contains references. (SK) EJ672498 What's Wrong with Instrumental Learning? The Case of Business and Management. Education + Training v45 n4 p189-96 2003 2003-00-00 T 2004 2016-11-21

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No Affective Behavior Alternative Assessment Collage Employment Potential Individual Development Job Training Measures (Individuals) Stimuli Student Evaluation Young Adults Van der Wal, Rachel Jacoba Van der Wal, Ruurd Journal Articles Reports - Research ISSN-0040-0912 English Data collected from young adults in a life skills course with collage and stimulus instruments were classified as follows: reaction, remembering, learning, behavior change, and life philosophy. Pictorial stimuli proved effective in assessing affective goals and usefully supplemented other forms of assessment. (SK) EJ672499 Assessing Life Skills in Young Working Adults. Part 2: The Application of an Alternative Instrument. Education + Training v45 n4 p207-14 2003 2003-00-00 T 2004 7/11/2004 11:30:06 CIJJAN2004 For part 1, see CE 541 383.

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No Cognitive Style Critical Path Method Critical Thinking Evaluation Methods Higher Education Bourner, Tom Journal Articles Reflective Thinking ISSN-0040-0912 English Reflective learning is difficult to assess because it is subjective and emerges from experience rather than planned activity. The distinction between deep and surface learning that is used to assess critical thinking may be usefully applied in a questioning approach to the assessment of reflective learning. (SK) EJ672500 Assessing Reflective Learning. Education + Training v45 n5 p267-72 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Engineering Education Experiential Learning Higher Education Interdisciplinary Approach Laboratories Physics Teamwork Garvin, M. R. Ramsier, R. D. Journal Articles Reports - Descriptive ISSN-0040-0912 English A laboratory, project, and field experience matrix is used to identify achievement of learning outcomes in an engineering physics course that stresses teamwork and creativity in an interdisciplinary context. The interactive/experiential lab develops transferable skills for the technological workplace. (SK) EJ672501 Experiential Learning at the University Level: A US Case Study. Education + Training v45 n5 p280-85 2003 2003-00-00 T 2004 7/11/2004 11:30:06 CIJJAN2004

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No Business Education Educational Research Research Design Research Needs Scott, James Calvert Journal Articles Sustainability ISSN-0011-8052 English Business educators can develop a sustainable research program if they grasp what constitutes well-designed research, recognize the sources of research ideas, know how to refine research ideas, understand how to make a research program integrated and cohesive, realize the importance of replication, and enhance their research productivity using a variety of strategies. (SK) EJ672502 Conceiving and Building a Sustainable Research Program. Delta Pi Epsilon Journal v45 n1 p3-16 Win 2003 2003-00-00 T 2004 2016-11-21

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No Business Education Computer Use Distance Education Higher Education Information Technology Internet Student Attitudes Teacher Attitudes Zhao, Jensen J. Alexander, Melody W. Perreault, Heidi Waldman, Lila Journal Articles Reports - Research ISSN-0011-8052 English A survey of distance education technologies received responses from 81 business faculty and 153 students, who indicated that e-mail, Internet lectures/assignments, and discussion groups were most frequently used. There were few differences between teachers and students. A technology's frequent usage and positive impact on productivity did not necessary correlate with user preference. (Contains 28 references.) (SK) EJ672503 Impact of Information Technologies on Faculty and Students in Distance Education. Delta Pi Epsilon Journal v45 n1 p17-33 Win 2003 2003-00-00 T 2004 7/11/2004 11:30:07 CIJJAN2004

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No Business Communication Delivery Systems Distance Education Higher Education Master Teachers Models Online Courses Wilhelm, William J. Journal Articles Reports - Descriptive ISSN-0011-8052 English Indiana State University's business school online education program uses the Master Teacher Model adopted from the Open University. The model employs a hierarchy of instructors: program director, master teacher, and adjunct faculty. Methods include case analyses, threaded discussions, and e-mail for interactive group communication. (Contains 10 references.) (SK) EJ672504 Teaching Communications Online Using the Master Teacher Model. Delta Pi Epsilon Journal v45 n1 p34-47 Win 2003 2003-00-00 T 2004 7/11/2004 11:30:07 CIJJAN2004

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No Certification Computer Literacy Employment Potential Entry Workers Information Services Information Technology Job Skills Awang, Faridah Anderson, Marcia A. Baker, Clora Mae Journal Articles Reports - Research Support Personnel ISSN-0011-8052 English Responses to an Illinois survey by 19 human resource managers and 26 university and 71 community college information systems instructors rated the importance of workplace and technology skills for entry-level information services and support personnel. Both groups ranked nontechnical/soft skills and information technology certification as important. Community college and university instructors emphasized different areas. (Contains 36 references.) (SK) EJ672505 Entry-Level Information Services and Support Personnel: Needed Workplace and Technology Skills. Delta Pi Epsilon Journal v45 n1 p48-62 Win 2003 2003-00-00 T 2004 2016-11-23

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No Higher Education Instructional Materials Learning Motivation Learning Strategies Online Courses Relevance (Education) Undergraduate Study Laszlo, Frank, Jr. Kupritz, Virginia W. Journal Articles Reports - Research ISSN-0011-8052 English Human resource development students in online courses (n=45) completed the Instructional Material Motivation Survey and Motivated Strategies for Learning Questionnaire. Course relevance was the strongest motivator, followed by material that arouses curiosity, encourages frequent instructor feedback, facilitates completion, and supports the belief that learning the content is important. (Contains 21 references.) (SK) EJ672506 The Identification of Online Learning Motives in Use by Undergraduate Students. Delta Pi Epsilon Journal v45 n1 p63-72 Win 2003 2003-00-00 T 2004 7/11/2004 11:30:08 CIJJAN2004

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No Age Differences Baby Boomers Clothing Consumer Economics Expenditures Norum, Pamela S. Journal Articles Reports - Research ISSN-1077-727X English Data from the 1998 Consumer Expenditures Survey were used to estimate expenditure equations for apparel by age category: 1901-32, 1933-45, 1956-64, 1965-76, 1977-present). Significant differences were found between the 1956-64 cohort and others; they spent less on women's and more and children's clothing. The youngest group spent the highest percentage on apparel. (Contains 35 references.) (SK) EJ672507 Examination of Generational Differences in Household Apparel Expenditures. Family and Consumer Sciences Research Journal v32 n1 p52-75 Sep 2003 2003-00-00 T 2004 7/11/2004 11:30:08 CIJJAN2004

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No Canada Natives Culturally Relevant Education Foreign Countries Holistic Approach Indigenous Knowledge Literacy Literacy Education World Views Antone, Eileen M. Journal Articles Reports - Research Canada Canada ISSN-1705-7434 English A three-phase research project included a literature review on Canadian Aborigine literacy, interviews and focus groups, and a symposium and follow-up workshops. Findings were as follows: (1) Aboriginal literacy has a distinct, culturally appropriate holistic perspective; (2) no single educational practice is best; (3) funding tied to criterion-based outcomes is not culturally appropriate; and (4) Aboriginal literacy reflects distinct world views. (SK) EJ672508 Aboriginal Peoples: Literacy and Learning. Literacies: Researching Practice, Practising Research n1 p9-12 Spr 2003 2003-00-00 Movement for Canadian Literacy, 180 Metcalfe St., Suite 300, Ottawa, Ontario K2P 1P5, Canada; http://www.literacyjournal.ca/home.htm. N/A 2004 2016-11-21

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No Adult Education Community Involvement Literacy Literacy Education Research Research Utilization Social Networks Ewing, Guy Journal Articles ISSN-1705-7434 English The New Literacy Studies' assumptions of socially embedded literacy practices and multiple literacies support the following literacy education models: (1) involving communities in programs; (2) encouraging learner invention of literacy practices; and (3) helping learners adapt and expand literacy practices. (SK) EJ672509 The New Literacy Studies: A Point of Contact between Literacy Research and Literacy Work. Literacies: Researching Practice, Practising Research n1 p15-19,21 Spr 2003 2003-00-00 Movement for Canadian Literacy, 180 Metcalfe St., Suite 300, Ottawa, Ontario K2P 1P5, Canada; http://www.literacyjournal.ca/home.htm. N/A 2004 7/11/2004 11:30:08 CIJJAN2004

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No Cooperative Programs Higher Education Intergenerational Programs Networks Private Agencies Program Administration State Agencies State Programs Nichols, Allison H. Journal Articles Reports - Descriptive South Carolina South Carolina ISSN-1535-0770 English Analysis of Linking Intergenerational Networks in Communities (LINC), a 5-year collaboration among a university, private agency, and state offices of aging and education, resulted in the following lessons for collaboration: (1) establish individual and collaborative roles and responsibilities; (2) develop effective communication strategy; (3) use each partner's resources and expertise; and (4) have external evaluators. (Contains 23 references.) (SK) EJ672510 The LINC Project: An Intergenerational Statewide Collaborative Project. Journal of Intergenerational Relationships v1 n2 p33-46 2003 2003-00-00 Haworth Press, 10 Alice St., Binghamton, NY 13904-1580; http://www.HaworthPress.com. T 2004 2016-11-21

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No Elementary Education Foreign Countries Intergenerational Programs Partnerships in Education Volunteers Feldman, Susan Mahoney, Helen Seedsman, Terence Journal Articles Reports - Research Sustainability Australia Life Span Australia ISSN-1535-0770 English A collaborative project of an Australian university, elementary school, and older adult volunteers incorporated lifespan education in grades 2-4. Five elements enhanced sustainability: contextual monitoring, working with change, lifespan curriculum, changing demographics, and funding. Potential hindrances were time, an overcrowded curriculum, and lack of teacher professional development. (Contains 31 references.) (SK) EJ672511 School-Based Intergenerational Programs: Laying the Foundations for Sustainability. Journal of Intergenerational Relationships v1 n2 p47-66 2003 2003-00-00 Haworth Press, 10 Alice St., Binghamton, NY 13904-1580; http://www.HaworthPress.com. T 2004 2016-11-21

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No Higher Education Intergenerational Programs Internship Programs Occupational Therapy Older Adults Program Development Service Learning Wellness Pearlman, Victoria Wallingford, Minetta S. Journal Articles Reports - Research ISSN-1535-0770 English In an intergenerational service-learning project, occupational therapy interns provided wellness interventions for older adults residing in a community house. Occupational performance measures improved for six of eight clients. Students increased knowledge of wellness planning and programming. The program was consistent with the house's mission of interdependent experience. (Contains 13 references.) (SK) EJ672512 Intergenerational Wellness Programming in Occupational Therapy. Journal of Intergenerational Relationships v1 n2 p67-78 2003 2003-00-00 Haworth Press, 10 Alice St., Binghamton, NY 13904-1580; http://www.HaworthPress.com. T 2004 7/11/2004 11:30:09 CIJJAN2004

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No Intergenerational Programs Learning Activities Outcomes of Education Program Evaluation Research Needs Research Problems State of the Art Reviews Kuehne, Valerie S. Information Analyses Journal Articles ISSN-1535-0770 English This research review describes intergenerational program outcomes related to program activities and contexts. It identifies research and evaluation challenges: more effective use of theory, more cross-cultural research, expanded outcomes, and the need to use standardized measures. (Contains 41 references.) (SK) EJ672513 The State of Our Art: Intergenerational Program Research and Evaluation: Part Two. Journal of Intergenerational Relationships v1 n2 p79-94 2003 2003-00-00 Haworth Press, 10 Alice St., Binghamton, NY 13904-1580; http://www.HaworthPress.com. T 2004 7/11/2004 11:30:09 CIJJAN2004 For part one, see CE 541 321.

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No Access to Computers Community Organizations Computer Attitudes Foreign Countries Geographic Isolation Public Agencies Rural Areas Teleworking Simpson, Lyn Daws, Leonie Pini, Barbara Wood, Leanne Journal Articles Reports - Research Australia Telecommunications Infrastructure Australia ISSN-0268-1072 English Case studies of rural teleworking in an Australian government department and a community organization found that a key constraint is lack of telecommunications and services infrastructure. Teleworkers had differing views of working in isolation, depending on the nature of work roles, attitudes toward technology, and personal life experiences. (Contains 32 references.) (SK) EJ672514 Rural Telework: Case Studies from the Australian Outback. New Technology, Work and Employment v18 n2 p115-26 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Computer Attitudes Computer Science Education Females Majors (Students) Organizational Culture Participation Psychology Sex Fairness Student Attitudes Wilson, Fiona Journal Articles Reports - Research ISSN-0268-1072 English Surveys of 130 psychology students and 52 computer science students (20 of the latter were interviewed) indicated that more males read computer magazines and were confident in computer use. Many did not perceive an equity problem. Men seemed to feel the equity situation is improving. Some felt that women do not enjoy computing as much as men and that explains their low enrollment in computer science. (Contains 98 references.) (SK) EJ672515 Can Compute, Won't Compute: Women's Participation in the Culture of Computing. New Technology, Work and Employment v18 n2 p127-42 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:10 CIJJAN2004

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No Equal Opportunities (Jobs) Foreign Countries Racial Discrimination Sex Discrimination Stereotypes Journal Articles International Labour Organisation ISSN-1020-0010 English An International Labour Organisation report finds that workplace discrimination is a persistent global problem. Although sex discrimination is most prevalent, discrimination in racial, HIV/AIDS, disability, religious, and age categories is rising. Progress is uneven, and inequalities within groups are widening. (SK) EJ672516 Workplace Discrimination, A Picture of Hope and Concern. Global Report. World of Work n47 p9-12 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Accidents Foreign Countries Older Adults Outcomes of Education Prevention Robson, Ellie Edwards, Joy Gallagher, Elaine Baker, Dorothy Journal Articles Reports - Research Alberta Canada ISSN-0714-9808 English In a randomized trial of Steady as You Go, a falls-prevention program for the elderly, the treatment group (n=235) reduced eight of nine risk factors. Over a 4-month follow-up, the treatment group fell less than controls (n=236) and significantly fewer treatment group participants who had fallen before experienced falls (20%) compared to 35% of controls. (16 references) (SK) EJ672517 Steady As You Go (SAYGO): A Falls-Prevention Program for Seniors Living in the Community. Canadian Journal on Aging v22 n2 p207-16 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Advisory Committees Agricultural Education Alumni Beginning Teachers Secondary Education Teacher Role Vocational Education Journal Articles Opinion Papers Future Farmers of America ISSN-0732-4677 English Ten theme articles discuss the following: the need for and value of advisory committees in agricultural education; working with advisory committees, FFA alumni, and parent groups; how to define and choose stakeholders; teacher retention; the experiences of a first-year teacher; the value of the Veterinarian Care Council; and managing advisory committees (JOW) EJ672518 Theme: The Role of the Teacher in Using Advisory Committees and Other Stakeholder Groups. Agricultural Education Magazine v76 n1 p4-21 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Agricultural Education Educational Strategies Minority Groups Student Diversity Student Recruitment Vocational Education Jackson, Robert Williams, Chansi Journal Articles Opinion Papers ISSN-0732-4677 English Asserts that the percentage of minority students in agricultural education is extremely low and provides a list of suggestions that teachers can use to encourage minorities to enroll and to foster diversity in the classroom. (JOW) EJ672519 Diversity Is Not a Dirty Word. Agricultural Education Magazine v76 n1 p22-23 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:30:11 CIJJAN2004

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No Agricultural Education Agricultural Production Agricultural Sciences Science Education Technological Advancement Vocational Education Sparace, Salvatore A. Layfield, K. Dale Journal Articles ISSN-0732-4677 English The approach to agricultural production has come to rely on the application of modern science and technology for improvements and innovation. There has been a shift from traditional production careers to those involving science-driven agricultural development. (JOW) EJ672520 Embracing the Role of Science in Agriculture. Agricultural Education Magazine v76 n1 p24-25 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:30:11 CIJJAN2004

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No Learning Processes Learning Theories Research Transfer of Training Sun, Peter Y. T. Scott, John L. Information Analyses Journal Articles Conceptual Frameworks Learning Organizations Organizational Learning ISSN-0969-6474 English Distinguishes between organizational learning, which deals with learning processes in organizations, and the concept of learning organizations, which has a prescriptive and practical focus. Outlines a theoretical framework that links the two streams. Contains 55 references. (SK) EJ672521 Exploring the Divide--Organizational Learning and Learning Organization. Learning Organization v10 n4 p202-15 2003 2003-00-00 T 2004 2016-11-21

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No Benchmarking Case Studies Evaluation Methods Organizational Change Organizational Development Goh, Swee C. Journal Articles Reports - Research Learning Organizations Organizational Learning ISSN-0969-6474 English An organizational learning capability survey was used to benchmark the process by which two companies tried to become learning organizations. Over 2 years, both significantly improved learning capability via different paths. One used generic interventions with a small group; the other targeted a small group first with later diffusion across the organization. (Contains 31 references.) (SK) EJ672522 Improving Organizational Learning Capability: Lessons from Two Case Studies. Learning Organization v10 n4 p216-27 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Job Performance Outcomes of Education Teamwork Chan, Christopher C. A. Lim, Lynn Keasberry, Siew Kuan Journal Articles Reports - Research Brunei Organizational Learning Brunei ISSN-0969-6474 English A survey on learning processes received 90% response from 141 managers in Brunei. Individual learning was not significantly related to organizational learning. Learning within teams was partially related to organizational learning. Cross-functional team learning was significantly related to organizational learning. A three-factor model of organizational learning included learning commitment, shared vision, and open-mindedness. (Contains 68 references.) (SK) EJ672523 Examining the Linkages between Team Learning Behaviors and Team Performance. Learning Organization v10 n4 p228-36 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Evaluation Methods Job Performance Phenomenology Qualitative Research Sun, Peter Yih-Tong Scott, John L. Journal Articles Learning Organizations ISSN-0969-6474 English Three questions to guide qualitative performance measurement were formulated: Can the phenomenon be realistically measured? Are the measurement processes appropriate and influential? and Is the measure powerful in a practical environment? The framework was applied to 10 learning organization models, revealing some deficiencies in them. (Contains 38 references.) (SK) EJ672524 Towards Better Qualitative Performance Measurement in Organizations. Learning Organization v10 n5 p258-71 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Learning Processes Organizational Development Total Quality Management Murray, Peter Chapman, Ross Journal Articles Developmental Theory Organizational Learning ISSN-0969-6474 English Explores continuous improvement methods, which underlie total quality management, finding barriers to implementation in practice that are related to a one-dimensional approach. Suggests a multiple, unbounded learning cycle, a holistic approach that includes adaptive learning, learning styles, generative learning, and capability development. Contains 60 references and 3 additional readings. (SK) EJ672525 From Continuous Improvement to Organisational Learning: Developmental Theory. Learning Organization v10 n5 p272-82 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Group Discussion Group Dynamics Higher Education Outcomes of Education Driver, Michaela Journal Articles Reports - Research Chat Rooms ISSN-0969-6474 English Surveys, notes, and transcripts from 35 business administration students participating in group learning via chat rooms were analyzed. Qualitative and quantitative data indicated that electronic conferencing can effectively support groups in reflection, collective inquiry, and skillful discussion. (Contains 21 references.) (SK) EJ672526 Improving Group Learning through Electronically Facilitated Skillful Discussions. Learning Organization v10 n5 p283-93 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Local Government Organizational Change Staff Development Standards Training Berry, Carolyn Grieves, Jim Journal Articles Reports - Research United Kingdom Organizational Learning United Kingdom ISSN-0969-6474 English Survey responses from 120 British local governments that achieved the Investors in People (IiP) standard for training and development indicated that most found some benefits from the award; a number of barriers were identified. Results of this and other studies suggest that it is unclear how effective IiP is for improving business performance or enhancing change management. (Contains 24 references.) (SK) EJ672527 "To Change the Way We Do Things Is More Important Than the Certificate on the Wall": Does Investors in People Represent an Effective Intervention Strategy for Organisational Learning? Learning Organization v10 n5 p294-304 2003 2003-00-00 T 2004 2016-11-21

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No Competence Construction Industry Foreign Countries Job Performance Learning Strategies Outcomes of Education Murray, Peter Journal Articles Reports - Research Australia Organizational Learning Australia ISSN-0969-6474 English Responses from 26 of 30 New South Wales construction firms showed that competency subsystems embodied in routines have a greater impact on short-term performance. There was little support for impact on long-term performance with diminishing evidence that performance was influenced by higher-level learning routines. (Contains 45 references.) (SK) EJ672528 Organisational Learning, Competencies, and Firm Performance: Empirical Observations. Learning Organization v10 n5 p305-16 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Higher Education International Educational Exchange Nursing Students Outcomes of Education Pross, Elizabeth Journal Articles Reports - Research ISSN-0260-6917 English Results of a survey of 16 nursing students and interviews with 11 regarding international education experience were distilled into 4 themes--preparing, adjusting, caring, and transforming--that were influenced by culture, values, and ethics. All participants experienced shock related to culture or to the poverty they encountered. (Contains 19 references.) (SK) EJ672529 International Nursing Students: A Phenomenological Perspective. Nurse Education Today v23 n6 p396-403 Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:14 CIJJAN2004

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No Computer Assisted Instruction Higher Education Nursing Education Online Courses Personal Autonomy Epling, Michael Timmons, Stephen Wharrad, Heather Journal Articles Opinion Papers Self Monitoring Electronic Surveillance Panopticon ISSN-0260-6917 English Web-based learning can be liberating and enhance autonomy and reflection. However, new forms of computer-based learning also have the potential for panoptic surveillance and control of students, practices that are inimical to the values and philosophy of nursing education. (Contains 37 references.) (SK) EJ672530 An Educational Panopticon? New Technology, Nurse Education and Surveillance. Nurse Education Today v23 n6 p412-18 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Experience Foreign Countries Formative Evaluation Nursing Students Simulation Student Attitudes Teacher Attitudes Alinier, Guillaume Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0260-6917 English The Objective Structured Clinical Examination used in British nursing education can enhance skill development through simulated experiences. Survey results from 86 students and 39 lecturers show that it can be effective when used formatively for hands-on practice and feedback. (Contains 16 references.) (SK) EJ672531 Nursing Students' and Lecturers' Perspectives of Objective Structured Clinical Examination Incorporating Simulation. Nurse Education Today v23 n6 p419-26 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Graduate Study Nurses Outcomes of Education Patients Pelletier, Dianne Donoghue, Judith Duffield, Christine Journal Articles Reports - Research Australia Australia ISSN-0260-6917 English A longitudinal study of 403 Australian nurses who undertook postgraduate studies received 236 responses. Respondents indicated that postgraduate education had an impact on a number of professional behaviors but little or no effect on others, such as autonomy, time management, use of computers, and communication with patients. (Contains 25 references.) (SK) EJ672532 Australian Nurses' Perception of the Impact of Their Postgraduate Studies on Their Patient Care Activities. Nurse Education Today v23 n6 p434-42 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Drama Emotional Intelligence Experiential Learning Higher Education Mental Health Nursing Education Wasylko, Yolanda Stickley, Theodore Journal Articles ISSN-0260-6917 English Describes how psychodrama, forum theatre, and other forms of drama can facilitate active learning, develop empathy and reflective skills, and foster emotional intelligence in nursing education. Contains 21 references. (SK) EJ672533 Theatre and Pedagogy: Using Drama in Mental Health Nurse Education. Nurse Education Today v23 n6 p443-48 Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:15 CIJJAN2004

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No Delphi Technique Dropout Research Higher Education Nursing Students Student Attrition Last, Lynn Fulbrook, Paul Journal Articles Reports - Research ISSN-0260-6917 English Focus groups and interviews gathered professional opinions about why students leave nursing; results were formulated into a questionnaire administered to 32 students in a three-round Delphi. Factors contributing to attrition included theory-practice gap, university-clinical site relationships, unmet expectations, stress, and not feeling valued. (Contains 53 references.) (SK) EJ672534 Why Do Student Nurses Leave? Suggestions from a Delphi Study. Nurse Education Today v23 n6 p449-58 Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:15 CIJJAN2004

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No Adults Citizen Participation Democracy Meetings Public Agencies Public Opinion Tables (Data) Halvorsen, Kathleen E. Journal Articles Reports - Research ISSN-0033-3352 English Pre/post meeting surveys of 181 participants in public land management meetings (51% response) determined that high-quality public participation in public agency meetings affects participants' beliefs in the effectiveness of those agencies. Positive associations were also found with tolerance for differences of opinion. (Contains 28 references.) (Author/JOW) EJ672535 Assessing the Effects of Public Participation. Public Administration Review v63 n5 p535-43 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:30:15 CIJJAN2004

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No Access to Information Adults Citizen Participation Community Organizations Environmental Standards Internet Low Income Groups Minority Groups Policy Formation Pollution Tables (Data) Urban Areas Kellogg, Wendy A. Mathur, Anjali Journal Articles Reports - Research ISSN-0033-3352 English Studies suggest that urban residents in low-income and minority communities are subject to an unequal amount of environmental pollution and inequitable enforcement practices. Projects such as Sustainable Cleveland show that key components of implementing policies are access to Internet-based information and participation community-based organizations and citizens in the policy process. (Contains 41 references.) (JOW) EJ672536 Environmental Justice and Information Technologies: Overcoming the Information-Access Paradox in Urban Communities. Public Administration Review v63 n5 p573-85 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:30:16 CIJJAN2004

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No Expectation Public Administration Research Research Utilization Theory Practice Relationship Bolton, Michael J. Stolcis, Gregory B. Journal Articles Opinion Papers ISSN-0033-3352 English Discusses the gap between academic research and practice in public administration and argues that it can be traced to conflicts such as theoretical vs. pragmatic knowledge, data-supported vs. logic-driven information, scientific method vs. case studies, academic vs. practitioner journals, and tenure vs. organizational effectiveness. Explores research in other disciplines and offers solutions to narrow the gap. Contains 10 references. (JOW) EJ672537 Ties That Do Not Bind: Musings on the Specious Relevance of Academic Research. Public Administration Review v63 n5 p626-30 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:30:16 CIJJAN2004

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No College Environment College Students Cultural Awareness Culturally Relevant Education Higher Education Hispanic American Students Intercultural Communication Student Characteristics Student College Relationship Student Needs Torres, Vasti Journal Articles Reports - Research ISSN-1086-4822 English In order to improve the enrollment and retention statistics of Latino students, colleges and universities need to evaluate their approach toward Latino students and use culturally sensitive methods to asses how well students' needs are being met. This research focused on the relationship between ethnic identity and acculturation, which illustrates the differences among Latino students. (BF) EJ672538 Mi Casa Is Not Exactly Like Your House. About Campus v8 n2 p2-7 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:16 CIJJAN2004

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No College Environment College Outcomes Assessment Educational Change Educational Innovation Educational Objectives Higher Education Role of Education Student College Relationship Undergraduate Students Undergraduate Study Journal Articles ISSN-1086-4822 English Charles Schroeder, "About Campus" executive editor, interviews Russell Edgerton, director of the Pew Forum on Undergraduate Learning, to get his views of a number of important issues including the status of the undergraduate reform movement; the role of assessment in performance improvement; and the emergence of deep learning as a new focus in the undergraduate experience. (BF) EJ672539 What's Going On in Higher Education? Charles Schroeder Talks to Russell Edgerton. About Campus v8 n2 p8-15 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:16 CIJJAN2004

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No Alcoholic Beverages College Students Drinking Health Behavior Higher Education Student Attitudes Student Behavior Berkowitz, Alan David Journal Articles ISSN-1086-4822 English Does it matter which labels are used to define and discuss student drinking? A drink is a drink, right? According to the author, however, the words chosen when talking about drinking can impact the ability to address this pervasive and persistent problem. (Contains 11 references.) (BF) EJ672540 How Should We Talk about Student Drinking - And What Should We Do about It? About Campus v8 n2 p16-22 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:17 CIJJAN2004

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No College Students Higher Education Learning Strategies Skill Development Study Habits Study Skills Thinking Skills Commander, Nannette Evans Journal Articles ISSN-1086-4822 English On many campuses, study skills are taught separately from academic courses, or never taught at all. Georgia State University is pioneering a new approach for helping students master the complexities of thinking and learning-one that ties study strategies directly to academic course content. (BF) EJ672541 A Model for Strategic Thinking and Learning. About Campus v8 n2 p23-25 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:17 CIJJAN2004

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No Black Community Black Leadership Black Students Citizenship Responsibility College Environment College Students Cultural Awareness Higher Education Human Relations Minority Groups Role of Education Sociocultural Patterns Jenkins, Toby S. Journal Articles ISSN-1086-4822 English Discusses the role higher education plays in keeping students of color connected to their communities and instilling civic responsibility and cultural awareness. Education should empower students to be aware of all communities of need, and to understand that one of these communities may be the one to which they are racially or socially tied. (BF) EJ672542 The Color of Service. About Campus v8 n2 p30-32 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:17 CIJJAN2004

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No Art Therapy Cognitive Development Evaluation Methods Freehand Drawing Measures (Individuals) Primary Education Hagood, Maralynn M. Information Analyses Journal Articles Reports - Research Naglieri Draw a Person Test ISSN-0742-1656 English Investigates the use of the Naglieri Draw-a-Person Test (DAP) for its appropriateness for use by art therapists. A total of 306 drawings were collected from 34 children, ages 5 to 10, over a 1-year period in three phases. Concludes that the Naglieri DAP would be a useful tool for art therapists in the assessment of cognitive development. (Contains 59 references and 4 tables.) (GCP) EJ672543 The Use of the Naglieri Draw-a-Person Test of Cognitive Development: A Study with Clinical and Research Implications for Art Therapists Working with Children. Art Therapy: Journal of the American Art Therapy Association v20 n2 p67-76 Jun 2003 2003-06-00 T 2004 2016-11-21

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No Art Therapy Counseling Techniques Disabilities Evaluation Methods Freehand Drawing Measures (Individuals) Psychometrics Betts, Donna J. Information Analyses Journal Articles Reports - Research ISSN-0742-1656 English Describes the experience of creating and working with the Face Stimulus Assessment (FSA). Six samples of the FSA completed by clients with multiple disabilities are presented. As the FSA is a work in progress and has yet to be established as a valid and reliable assessment, implications for further research are also discussed. (Contains 32 references, 7 figures, and 2 appendixes.) (GCP) EJ672544 Developing a Projective Drawing Test: Experiences with the Face Stimulus Assessment (FSA). Art Therapy: Journal of the American Art Therapy Association v20 n2 p77-82 Jun 2003 2003-06-00 T 2004 7/11/2004 11:30:17 CIJJAN2004

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No Anger Anxiety Art Therapy Children Depression (Psychology) Freehand Drawing Psychological Patterns Self Esteem Siblings Tissue Donors Packman, Wendy L. Beck, Vanessa L. VanZutphen, Kelly H. Long, Janet K. Spengler, Gisele Information Analyses Journal Articles Reports - Research Emotional Distress Human Figure Drawing Test Human Figure Drawing Test ISSN-0742-1656 English There is little research on the psychological impact of bone marrow transplantation (BMT) on family members. This study uses the Human Figure Drawing (HFD) to measure siblings' emotional distress toward BMT. Among the siblings, feelings of isolation, anger, depression, anxiety, and low self-esteem emerged as major themes. Findings indicate the importance of attending to siblings' needs throughout the transplantation process. (Contains 44 references and 3 figures.) (GCP) EJ672545 The Human Figure Drawing with Donor and Nondonor Siblings of Pediatric Bone Marrow Transplant Patients. Art Therapy: Journal of the American Art Therapy Association v20 n2 p83-91 Jun 2003 2003-06-00 T 2004 2016-11-21

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No Art Therapy Freehand Drawing Patients Responses Self Esteem Weldt, Cristina Information Analyses Journal Articles Reports - Research Hemodialysis ISSN-0742-1656 English Investigates patients' responses to drawing experiences while in a hemodialysis unit. It was postulated that patients would be stimulated to talk about issues and experiences and improve their confidence and self-esteem. Results indicate that all patients enjoyed the experience of drawing; they became focused on doing the drawings and the hours passed more quickly. (Contains 25 references and 5 figures.) (GCP) EJ672546 Patients' Responses to a Drawing Experience in a Hemodialysis Unit: A Step towards Healing. Art Therapy: Journal of the American Art Therapy Association v20 n2 p92-99 Jun 2003 2003-06-00 T 2004 2016-11-21

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No Art Therapy Counseling Techniques Emotional Response Freehand Drawing Martin, Elaine Information Analyses Journal Articles Reports - Research Lifeline ISSN-0742-1656 English Examines correlations between five different line qualities and five different categories of emotions expressed in participant artwork. The sample consisted of 50 adult participants in a partial-psychiatric program. Results showed significant relationships between line quality and emotions. (Contains 15 references, 6 figures, and 2 tables.) (GCP) EJ672547 The Symbolic Graphic Lifeline: A Connection of Line Quality and Feeling Expression. Art Therapy: Journal of the American Art Therapy Association v20 n2 p100-05 Jun 2003 2003-06-00 T 2004 2016-11-21

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No Adolescents Adult Child Relationship Females Intergenerational Programs School Counseling Story Telling Bartlett, Jan R. Journal Articles Retreats Student Engagement ISSN-1537-6249 English Adolescents are under tremendous pressure to conform and sometimes lack bonds with adults beyond their own immediate family. A weekend retreat with adolescent girls and senior women shows the power of intergenerational storytelling as a way to help children learn from their elders' experiences. (GCP) EJ672548 Storytelling through the Ages. ASCA School Counselor v42 n6 p10-14 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Films School Counseling Therapy Dollarhide, Colette T. Journal Articles ISSN-1537-6249 English Movies may entertain, but they can teach students valuable lessons at the same time, helping them learn to effectively address their own problems and life challenges. This article discusses the use of cinematherapy, selecting appropriate material, assigning that material with a therapeutic purpose and discussing the student's experience. (GCP) EJ672549 Cinematherapy: Making Media Work. ASCA School Counselor v42 n6 p16-17 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:19 CIJJAN2004

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No Counseling Techniques Poetry School Counseling School Counselors Ingram, Michael Anthony Journal Articles ISSN-1537-6249 English Discusses the value of poetry as a learning tool for school counselors to use to help students enhance their understanding of others. (GCP) EJ672550 Rhyme with Reason. ASCA School Counselor v42 n6 p18-23 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:19 CIJJAN2004

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No Counseling Techniques Cultural Influences School Counseling Self Concept Self Esteem Richmond, Lee Journal Articles ISSN-1537-6249 English Proposes that helping students discover the cultural myths affecting their lives--and how much they buy into them--can go a long way toward improving students' self-esteem and self-worth. (GCP) EJ672551 Myths & Multiculturalism. ASCA School Counselor v42 n6 p24-27 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:19 CIJJAN2004

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No Anger Interpersonal Competence Intervention Junior High School Students Junior High Schools Males Modeling (Psychology) Outcomes of Treatment Problem Solving Self Control Seay, Heather A. Fee, Virginia E. Holloway, Keli S. Giesen, J. Martin Information Analyses Journal Articles Reports - Research Anger Management Self Talk ISSN-0731-7107 English Investigates a treatment package for anger control in boys ages 7 to 10 using a control group outcome design. The treatment package included modeling, rehearsal with self-talk problem-solving, daily report cards and a praise phase. At post-test treatment participants were significantly higher than controls on the Aggression Control factor of the Olweus Aggression Inventory and the Compliment observation category. (Contains 29 references and 2 tables.) (GCP) EJ672552 A Multicomponent Treatment Package To Increase Anger Control in Teacher-Referred Boys. Child & Family Behavior Therapy v25 n1 p1-18 2003 2003-00-00 T 2004 2016-11-23

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No Child Behavior Instructional Effectiveness Metaphors Preschool Children Relaxation Training Student Reaction Heffner, Michelle Greco, Laurie A. Eifert, Georg H. Information Analyses Journal Articles Reports - Research ISSN-0731-7107 English Investigates preference for and compliance with literal versus metaphorical instructions commonly used to teach relaxation to children. Exposed 33 non-clinical preschool children to both literal and metaphorical instructions. Results show that all children preferred metaphors to literal instructions. Findings also suggest that internalizing symptoms and higher levels of cognitive functioning are related to greater compliance with metaphors. (Contains 25 references, 2 tables, 1 figure, and 1 appendix.) (GCP) EJ672553 Pretend You Are a Turtle: Children's Responses to Metaphorical versus Literal Relaxation Instructions. Child & Family Behavior Therapy v25 n1 p19-33 2003 2003-00-00 T 2004 7/11/2004 11:30:20 CIJJAN2004

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No Adolescents Behavior Problems Homework Intervention Middle School Students Middle Schools Parent Child Relationship Parent Participation Toney, Leah P. Kelley, Mary Lou Lanclos, Nicole Francingues Information Analyses Journal Articles Reports - Research Progress Monitoring Self Monitoring ISSN-0731-7107 English Study compared the effects of two interventions for middle school students with homework problems: parental monitoring and structuring of homework, and adolescent self-monitoring and structuring of homework. Results indicate that Homework Problem Checklist scores significantly improved for both interventions compared to the control sample, but were not different from one another. Additionally, parents rated the two treatments as highly acceptable. (Contains 25 references, 2 tables, and 2 figures.) (GCP) EJ672554 Self- and Parental Monitoring of Homework in Adolescents: Comparative Effects on Parents' Perceptions of Homework Behavior Problems. Child & Family Behavior Therapy v25 n1 p35-51 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Denial (Psychology) Emotional Adjustment Family Counseling Intervention Mental Retardation Multiple Disabilities Systems Approach Ho, Kimberly M. Keiley, Margaret K. Information Analyses Journal Articles Family Systems Theory ISSN-1066-4807 English Some parents of children with multiple disabilities appear to deny that their children have intellectual disabilities. Health care professionals may be challenged in working with these parents during the assessment and intervention process. This article introduces the collaborative-resource approach from family systems theory in which family professionals collaborate with the parents to facilitate the process of adapting to intellectual disability. (Contains 39 references.) (GCP) EJ672555 Dealing with Denial: A Systems Approach for Family Professionals Working with Parents of Individuals with Multiple Disabilities. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p239-47 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Family Communication Family Structure Females Marital Instability Marriage Marriage Counseling Sex Role Rhoden, J. Lyn Information Analyses Journal Articles Marital Quality Nontraditional Lifestyles ISSN-1066-4807 English Compares reported levels of marital quality, marital stability, and the marital processes of cohesion, flexibility, and communication in the marriages of nontraditional and traditional women. Results indicated many similarities between the two groups; however, nontraditional women reported greater flexibility in their marriages. Implications of the findings for practice in clinical work with couples are addressed. (Contains 48 references and 1 table.) (GCP) EJ672556 Marital Cohesion, Flexibility, and Communication in the Marriages of Nontraditional and Traditional Women. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p248-56 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Counseling Effectiveness Counseling Theories Family Counseling Family Environment Sheidow, Ashli J. Woodford, Mark S. Information Analyses Journal Articles Multisystemic Therapy ISSN-1066-4807 English Multisystemic Therapy (MST) is a well-validated, evidenced-based treatment for serious clinical problems presented by adolescents and their families. This article is an introduction to the MST approach and outlines key clinical features, describes the theoretical underpinnings, and discusses the empirical support for MST's effectiveness with a variety of serious clinical issues. (Contains 39 references.) (GCP) EJ672557 Multisystemic Therapy: An Empirically Supported, Home-Based Family Therapy Approach. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p257-63 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Body Image Counseling Techniques Psychological Patterns Renshaw, Domeena C. Journal Articles Plastic Surgery Psychosocial Factors ISSN-1066-4807 English Misperceived ugliness is called body dysmorphia or dysmorphophobia, often only diagnosed after several discontented return visits to a plastic surgeon who refers the patient for counseling--rarely welcome referrals by the patient when they are convinced the problem is physical and not psychological. Careful listening and patient acceptance are essentials in management. (GCP) EJ672558 Body Dysmorphia, the Plastic Surgeon, and the Counselor. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p264-67 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Counselor Supervision Counselor Training Family Counseling Marriage Counseling Supervisory Methods Champe, Julia Kleist, David M. Information Analyses Journal Articles ISSN-1066-4807 English This article reviews research on live supervision published within the past 12 years. The focus of the research on live supervision can be conceptualized as addressing its prevalence and use, the impact of live supervision interventions, and perceptions of live supervision by supervisors, trainees, and clients. Implications for supervisors, practitioners, and future research are discussed. (Contains 17 references.) (Author) EJ672559 Live Supervision: A Review of the Research. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p268-75 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:21 CIJJAN2004

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No Anorexia Nervosa Bulimia Counseling Effectiveness Counseling Techniques Incidence Psychological Patterns Social Influences Murray, Trish Information Analyses Journal Articles Psychosocial Factors ISSN-1066-4807 English The purpose of this literature review is to examine prevalence and incident rates of both anorexia nervosa and bulimia nervosa. In addition, this article will review the psychological and sociological factors that contribute to the development and maintenance of an eating disorder. Finally, different treatment approaches will be discussed in relation to their effectiveness in addressing anorexia or bulimia. (Contains 36 references.) (GCP) EJ672560 Wait Not, Want Not: Factors Contributing to the Development of Anorexia Nervosa and Bulimia Nervosa. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p276-80 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Confidentiality Counseling Techniques Counselor Client Relationship Counselor Role Disclosure Ethics Family Counseling Fall, Kevin A. Lyons, Christy Information Analyses Journal Articles ISSN-1066-4807 English The literature largely ignores the ethical issues surrounding in-session disclosure of family secrets and the concomitant liability of the family therapist for the post-session well-being of the system's members. This article explores types of family secrets, provides a case example of in-session disclosure, and presents ethical considerations and practice recommendations. (Contains 17 references.) (GCP) EJ672561 Ethical Considerations of Family Secret Disclosure and Post-Session Safety Management. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p281-85 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:22 CIJJAN2004

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No Counselor Supervision Counselor Training Decision Making Emotional Response Ethics Peluso, Paul R. Information Analyses Journal Articles Genograms ISSN-1066-4807 English Addresses the underlying emotional factors that contribute to therapists' difficulties in making decisions in accordance with ethical codes. The ethical genogram can allow therapists to gain insights into the emotionally driven forces that can lead to difficulty making tough ethical decisions. Suggestions for using the ethical genogram in training and supervision are included. (Contains 13 references, 2 tables, and 2 figures.) (GCP) EJ672562 The Ethical Genogram: A Tool for Helping Therapists Understand Their Ethical Decisions-Making Styles. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p286-91 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Children Counseling Techniques Cultural Influences Emotional Adjustment Family Counseling Injuries Fernandez, M. Sylvia Journal Articles ISSN-1066-4807 English Family counselors working cross-culturally with children with traumatic injuries and their families assist them through the psychosocial stages of adjustment from a developmental and cultural perspective. Combining a developmental and cultural focus in family counseling with traumatically injured children provides the family counselor with an effective framework for selecting appropriately timed interventions. (Author) EJ672563 Culture and Families of Children with Traumatic Injuries. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p292-96 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:22 CIJJAN2004

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No Family Counseling Interpersonal Relationship Maturity (Individuals) Models Predictor Variables Psychosocial Development Sherman, Robert Journal Articles ISSN-1066-4807 English This article identifies the different stages or levels of psychosocial maturity in receiving, giving, and taking as indicators of the level of development of a given family or client. The proposed model spotlights specific beliefs, attitudes, and myths that guide client interactions and establishes baselines of behavior and setting goals for change. (GCP) EJ672564 Receiving, Giving, and Taking in Relationships: A Developmental Psychological Model. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p297-300 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:22 CIJJAN2004

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No Family Counseling Family Relationship Humor Self Evaluation (Individuals) Eckstein, Daniel Junkins, Enda McBrien, Robert Information Analyses Journal Articles ISSN-1066-4807 English Humor is an important aspect of couple and family relationships. This article features a self-assessment questionnaire. Representative quotes and suggested activities follow. The article concludes by inviting couples and families to make humor an important part of their relationship. (Contains 11 references.) (Author) EJ672565 Ha, Ha, Ha: Improving Couple and Family Healthy Humor (Healthy Humor Quotient). Family Journal: Counseling and Therapy for Couples and Families v11 n3 p301-05 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:22 CIJJAN2004

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No Cultural Differences Indigenous Populations Interviews Psychotherapy Englar-Carlson, Matt J. Journal Articles Opinion Papers Healing ISSN-1066-4807 English Presents an interview with Dr. Bradford Keeney, an internationally acclaimed teacher of psychotherapy and cultural healing practices who has spent three decades studying diverse healing cultures throughout the world. (Contains 10 references.) (GCP) EJ672566 Enough about Models and Abstractions, Let Your Therapeutic Soul Be Free: An Interview with Bradford Keeney. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p309-14 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Diagnosis Counseling Techniques Models Sexual Abuse Sexuality Wiederman, Michael W. Information Analyses Journal Articles Deviance ISSN-1066-4807 English This review article is structured around a brief historical overview of the diagnostic classification of atypical sexual behavior, descriptions of the types of atypical sexual behavior that receive clinical attention, an overview of models that have been proposed to explain the development of atypical sexual behavior, and finally a summary of the most common treatments for these problems. (Contains 26 references.) (GCP) EJ672567 Paraphilia and Fetishism. Family Journal: Counseling and Therapy for Couples and Families v11 n3 p315-21 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Children Correctional Institutions Family Environment Interviews Parent Child Relationship Stress Variables Arditti, Joyce A. Lambert-Shute, Jennifer Joest, Karen Information Analyses Journal Articles Reports - Research Incarcerated Parents ISSN-0197-6664 English Using a conceptual framework that acknowledges the losses associated with a parent's incarceration, 56 caregivers visiting an incarcerated family member during children's visiting hours were interviewed. Problems believed to be created by incarceration included parenting strain, emotional stress, and concerns about children's loss of involvement with their incarcerated parent. (Contains 77 references and 3 tables.) (GCP) EJ672568 Saturday Morning at the Jail: Implications of Incarceration for Families and Children. Family Relations v52 n3 p195-204 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Children Parent Participation Recruitment Research Design Research Problems Response Rates (Questionnaires) Fletcher, Anne C. Hunter, Andrea G. Information Analyses Journal Articles ISSN-0197-6664 English Researchers recruiting samples of children through schools typically face considerable challenges in obtaining completed consent forms from parents. Describes a set of procedures used to obtain active parental consent for child participation that resulted in a 95% return rate of consent forms. Rates of return were similar across schools that varied according to both racial and socioeconomic composition. (Contains 13 references and 3 tables.) (GCP) EJ672569 Strategies for Obtaining Parental Consent To Participate in Research. Family Relations v52 n3 p216-21 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:23 CIJJAN2004

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No Age Differences Attitudes Ethnicity Factor Analysis Marriage Counseling Mate Selection Measures (Individuals) Predictor Variables Psychometrics Religious Cultural Groups Sex Differences Young Adults Cobb, Nathan P. Larson, Jeffry H. Watson, Wendy L. Information Analyses Journal Articles Reports - Research ISSN-0197-6664 English The 32-item Attitudes about Romance and Mate Selection Scale (ARMSS) was developed to measure constraining beliefs about mate selection. Results of factor analysis showed few gender differences in the degree to which constraining beliefs about mate selection are held by single young adults. However, significant differences were found when age, religious affiliation, and ethnicity were considered. (Contains 34 references and 5 tables.) (GCP) EJ672570 Development of the Attitudes about Romance and Mate Selection Scale. Family Relations v52 n3 p222-31 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:24 CIJJAN2004

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No Age Differences Educational Attainment Family Relationship Parenting Skills Personality Traits Predictor Variables Sex Differences Stright, Anne Dopkins Bales, Stephanie Stigler Information Analyses Journal Articles Reports - Research Coparenting ISSN-0197-6664 English Child gender, age, and temperament; parents' personality and education; and coparenting quality in the parents' families of origin were used to predict the quality of coparenting during family interactions. Families with college-educated mothers had high levels of supportive coparenting during family interactions regardless of the quality of coparenting in the mother's family of origin. (Contains 54 references, 2 tables, and 1 appendix.) (GCP) EJ672571 Coparenting Quality: Contributions of Child and Parent Characteristics. Family Relations v52 n3 p232-40 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adoption Adoptive Parents Behavior Problems Child Rearing Family Environment Parent Attitudes Stress Variables Judge, Sharon Information Analyses Journal Articles Reports - Research International Adoption ISSN-0197-6664 English Investigates sources of variation in parents' assessment of parental stress and the effects of early institutionalization. Participants included 109 mother-father pairs who adopted children from Eastern Europe. Significant differences between mothers and fathers were obtained on child- and parent-related stress. Results indicated that children's behavior problems were highly associated with parenting stress for both mothers and fathers. (Contains 45 references and 3 tables.) (GCP) EJ672572 Determinants of Parental Stress in Families Adopting Children from Eastern Europe. Family Relations v52 n3 p241-48 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Clergy Family Work Relationship Protestants Questionnaires Social Support Groups Stress Variables Lee, Cameron Iverson-Gilbert, Judith Information Analyses Journal Articles Reports - Research ISSN-0197-6664 English Studies of clergy have emphasized the effects of stressors inherent to the profession and the impact of these on the minister's personal and family life. A model of family stress was employed to extend the focus to include three classes of variables: demands, social support, and perception. Results indicated that perception variables are more consistently correlated with outcome. (Contains 62 references, 3 tables, and 1 appendix.) (GCP) EJ672573 Demand, Support, and Perception in Family-Related Stress among Protestant Clergy. Family Relations v52 n3 p249-57 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:24 CIJJAN2004

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No Child Development Divorce Emotional Adjustment Parent Child Relationship Young Children Leon, Kim Information Analyses Journal Articles Risk Factors ISSN-0197-6664 English Reviews the literature on parental divorce and early childhood development, using developmental psychopathology as an organizing framework. Because this review is unique in its focus on divorce-related issues specific to young children, limitations of existing research are noted and directions for future research are suggested. (Contains 63 references and 2 tables.) (GCP) EJ672574 Risk and Protective Factors in Young Children's Adjustment to Parental Divorce: A Review of the Research. Family Relations v52 n3 p258-70 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Community Services Mothers Parent Participation Predictor Variables Public Health Social Isolation McGuigan, William M. Katzev, Aphra R. Pratt, Clara C. Information Analyses Journal Articles Reports - Research Client Engagement Home Visitors ISSN-0197-6664 English Investigates the impact of poor community health and maternal isolation on mothers' active engagement in a home-visiting family support program. Results showed that if the mother was living in a county that displayed poor community health, or if the mother was isolated from immediate family and friendship networks, the likelihood of actively engaging in home visits was significantly reduced. (Contains 39 references, 2 tables, and 1 figure.) (GCP) EJ672575 Multi-Level Determinants of Mothers' Engagement in Home Visitation Services. Family Relations v52 n3 p271-78 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Family Life Military Personnel Relocation Stress Variables Drummet, Amy Reinkober Coleman, Marilyn Cable, Susan Information Analyses Journal Articles ISSN-0197-6664 English Provides a summary of the limited research on three uniquely stressful experiences of military families: relocation, separation, and reunion. Using the insights derived from this literature, identifies and discusses interventions to assist and guide military families through these unique events. (Contains 64 references.) (GCP) EJ672576 Military Families under Stress: Implications for Family Life Education. Family Relations v52 n3 p279-87 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:25 CIJJAN2004

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No Child Development Early Adolescents Environmental Influences Ethnography Foster Children Interviews Whiting, Jason B. Lee, Robert E., III Information Analyses Journal Articles Reports - Research Social Constructivism ISSN-0197-6664 English Qualitatively analyzes the stories that 23 preadolescent foster children told about their lives. An ecological framework in conjunction with the social constructionist understanding of stories guided the ethnographic semistructured interviews. These stories contained both common and unique features and provided insight into the lives of foster children whose environments involved poverty, drugs, crime, violence, and racism. (Contains 52 references and 1 table.) (GCP) EJ672577 Voices from the System: A Qualitative Study of Foster Children's Stories. Family Relations v52 n3 p288-95 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Delivery Systems Ethnicity Family Environment Homeless Shelters Predictor Variables Runaways Thompson, Sanna J. Kost, Kathleen A. Pollio, David E. Information Analyses Journal Articles Reports - Research ISSN-0197-6664 English Investigates the likelihood of family reunification across ethnic groups of youth using runaway shelter services nationwide. Youths who reported abuse or neglect by their parental figures or had parent(s) who were unemployed were less likely to reunify following a runaway episode. However, completing youth shelter services markedly increased the likelihood of reunification. Discusses implications for cultural sensitivity in service delivery. (Contains 52 references and 3 tables.) (GCP) EJ672578 Examining Risk Factors Associated with Family Reunification for Runaway Youth: Does Ethnicity Matter? Family Relations v52 n3 p296-304 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:26 CIJJAN2004

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No Alcohol Abuse Denial (Psychology) Drinking Ethics Health Behavior Illegal Drug Use Self Disclosure (Individuals) Social Workers Siebert, Darcy Clay Journal Articles Reports - Research Professional Ethics Reasoning Impairment ISSN-0360-7283 English Investigated AOD (alcohol and other drug) use among social workers, examined its potential negative professional consequences and explored the denial that may facilitate AOD abuse. Results are reported from an anonymous survey of 751 NASW members in North Carolina. Research and practice implications for social workers, supervisors, and the profession are presented. (Contains 32 references.) (BF) EJ672579 Denial of AOD Use: An Issue for Social Workers and the Profession. Health & Social Work v28 n2 p89-97 May 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Counseling Techniques Drinking Guidelines Helping Relationship Illegal Drug Use Outcomes of Treatment Social Work Standards Burke, Anne Celeste Early, Theresa J. Journal Articles Reports - Research Evidence Based Practice ISSN-0360-7283 English Explores how substance abuse treatment providers for adolescents attempt to obtain and use information to guide a best practices approach to treatment. Focus group data were analyzed for themes indicating supportive attitudes toward adopting and evidence of capacity to implement an evidence-based approach. Although support was fairly strong, capacity was relatively weak. (Contains 18 references.) (BF) EJ672580 Readiness To Adopt Best Practices among Adolescents' AOD Treatment Providers. Health & Social Work v28 n2 p99-105 May 2003 2003-00-00 T 2004 2016-11-21

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No Client Characteristics (Human Services) Help Seeking Individual Characteristics Outcomes of Treatment Self Disclosure (Individuals) Self Motivation Social Work Substance Abuse Rapp, Richard C. Li, Li Siegal, Harvey A. DeLiberty, Richard N. Journal Articles Reports - Research Social Policy ISSN-0360-7283 English Examines the role of motivation in substance abusers' acceptance of treatment and its relation to treatment outcomes. Better motivation was consistently associated with severity of substance use. Motivation was not related to alcohol and drug use severity six months later. Severity associated with motivation at entry was not related to clients' success six months later. (Contains 26 references.) (BF) EJ672581 Demographic and Clinical Correlates of Client Motivation among Substance Abusers. Health & Social Work v28 n2 p107-15 May 2003 2003-00-00 T 2004 2016-11-21

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No Adoption (Ideas) Codes of Ethics Counseling Techniques Counselor Client Relationship Helping Relationship Psychological Patterns Sharing Behavior Social Work Substance Abuse Theory Practice Relationship Brocato, Jo Wagner, Eric F. Journal Articles Reports - Research Social Policy ISSN-0360-7283 English Examines how social workers may reduce ethical conflicts associated with efforts to address substance abuse by adopting a harm reduction approach to policy, practice, and research. Also examines current drug policies and their consequences and, in particular, how these policies affect social workers as practitioners, agents of social control, and guardians of social justice. (Contains 57 references.) (BF) EJ672582 Harm Reduction: A Social Work Practice Model and Social Justice Agenda. Health & Social Work v28 n2 p117-25 May 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Participation Client Characteristics (Human Services) Daily Living Skills Individual Development Interpersonal Competence Outcomes of Treatment Participant Characteristics Self Help Programs Social Behavior Social Support Groups Kurtz, Linda Farris Fisher, Michael Journal Articles Reports - Research 12 Step Programs ISSN-0360-7283 English Reports on qualitative study of recovering people who attended a 12-step fellowship and involved themselves in the community to find out how this involvement was affected by 12-step participation. Respondents reported fellowship prepared them for community activity by teaching them skills, offering opportunities to practice participation with others, and motivating them to contribute to community services. (Contains 31 references.) (BF) EJ672583 Twelve-Step Recovery and Community Service. Health & Social Work v28 n2 p137-45 May 2003 2003-00-00 T 2004 2016-11-21

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No Blacks Client Characteristics (Human Services) Counseling Effectiveness Counseling Techniques Drug Addiction Females Group Therapy Outcomes of Treatment Residential Care Washington, Olivia G. M. Moxley, David P. Journal Articles Reports - Research ISSN-0360-7283 English Presents finding from an investigation of two group therapy modalities involving 93 women with dependent children and limited education and income levels. An overview of intervention activities that participants found beneficial is presented. Programs were found to help participants develop a sense of community, reduce stress, improve self-efficacy, and increase potential for positive outcomes. (Contains 25 references.) (BF) EJ672584 Group Interventions with Low-Income African American Women Recovering from Chemical Dependency. Health & Social Work v28 n2 p146-56 May 2003 2003-00-00 T 2004 7/11/2004 11:30:27 CIJJAN2004 Special Issue on Substance Abuse. For related articles, see CG 556 549-555.

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No Drug Addiction Females Individual Differences Low Income Mental Disorders Mental Health Mothers Predictor Variables Racial Differences Social Influences Welfare Services Rosen, Daniel Spencer, Michael S. Tolman, Richard M. Williams, David R. Jackson, James S. Journal Articles Reports - Research ISSN-0360-7283 English Examined the prevalence of mental health disorders and the sociodemographic factors associated with having a mental health disorder in a probability sample of 185 African American and white single mothers. Analyses revealed that race and being on welfare were associated with increased risk of having a mental health disorder, highlighting the need for access to mental health services for this population (Contains 40 references.) (BF) EJ672585 Psychiatric Disorders and Substance Dependence among Unmarried Low-Income Mothers. Health & Social Work v28 n2 p157-64 May 2003 2003-00-00 T 2004 7/11/2004 11:30:27 CIJJAN2004 Special Issue on Substance Abuse. For related articles, see CG 556 549-554.

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No Daughters Eligibility Family Characteristics Family Financial Resources Family Influence Low Income Groups Predictor Variables Welfare Recipients Welfare Services Martin, Molly A. Journal Articles Reports - Research Aid to Families with Dependent Children Aid to Families with Dependent Children ISSN-0022-2445 English Daughters from low-income families not receiving Aid to Families with Dependent Children (AFDC) are compared to daughters from low-income families receiving assistance to better account for family in intergenerational association of AFDC. Although this research cannot establish a causal role, intergenerational transition of financial resources does explain part of intergenerational association of welfare use. (Contains 36 references and 4 tables.) (BF) EJ672586 The Role of Family Income in the Intergenerational Association of AFDC Receipt. Journal of Marriage and Family v65 n2 p326-40 May 2003 2003-00-00 T 2004 2016-11-23

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No Causal Models Child Development Cognitive Development Family Environment Family Income Family Life Influences Learning Readiness School Readiness Votruba-Drzal, Elizabeth Journal Articles Reports - Research ISSN-0022-2445 English Examines influence of household income on cognitive stimulation during the transition to school. Cross-sectional and longitudinal fixed effects regressions are estimated to examine income's effect. Household income was positively related to level of cognitive stimulation in children's home environments across both sets of analyses. Implication for programs and policies that reduce disparities in school readiness are discussed. (Contains 46 references, 3 tables, and 1 figure.) (BF) EJ672587 Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments. Journal of Marriage and Family v65 n2 p341-55 May 2003 2003-00-00 T 2004 7/11/2004 11:30:28 CIJJAN2004

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No Adults Attitude Measures Childlessness Children Family Planning Life Satisfaction Life Style Parent Attitudes Parent Child Relationship Quality of Life Social Indicators Stress Variables Nomaguchi, Kei M. Milkie, Melissa A. Journal Articles Reports - Research ISSN-0022-2445 English Compares six indicators of adults' lives for those who become parents and those remaining childless. Becoming a parent was found to be both detrimental and rewarding. With the exception of social integration, which is greater for all groups of new parents, compared with childless counterparts, the effects of parental status vary markedly by gender and marital status. (Contains 72 references, 4 tables, and 3 figures.) (BF) EJ672588 Costs and Rewards of Children: The Effects of Becoming a Parent on Adults' Lives. Journal of Marriage and Family v65 n2 p356-74 May 2003 2003-00-00 T 2004 7/11/2004 11:30:28 CIJJAN2004

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No Child Caregivers Child Rearing Family Characteristics Family Environment Family Life Grandchildren Grandparents Grandparents Raising Grandchildren Vandell, Deborah Lowe McCartney, Kathleen Owen, Margaret Tresch Booth, Cathryn Clarke-Stewart, Alison Journal Articles Reports - Research ISSN-0022-2445 English Routine child care by grandparents was examined for 1,229 children who were participants in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care. Findings suggest that grandparent care, whether part- or extended full-time, is heterogeneous and may occur in response to different family circumstances. (Contains 15 references and 2 tables.) (BF) EJ672589 Variations in Child Care by Grandparents during the First Three Years. Journal of Marriage and Family v65 n2 p375-81 May 2003 2003-00-00 T 2004 7/11/2004 11:30:28 CIJJAN2004

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No Family Life Father Attitudes Fathers Parent Child Relationship Parent Influence Parent Role Religion Religious Factors King, Valarie Journal Articles Reports - Research ISSN-0022-2445 English Explores how aspects of a father's religiousness are related to the type and quality of involvement with his children. Results indicate that religious fathers are more involved fathers and that they report higher quality relationships. Greater involvement of religious fathers is explained only in part by demographic factors and the mediating influences of traditional attitudes and marital quality. (Contains 66 references, 1 table, and 1 appendix.) (BF) EJ672590 The Influence of Religion on Fathers' Relationships with Their Children. Journal of Marriage and Family v65 n2 p382-95 May 2003 2003-00-00 T 2004 7/11/2004 11:30:29 CIJJAN2004

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No Adult Children Adults Extended Family Family Life Family Role Parent Child Relationship Parents Spouses Lee, Eunju Spitze, Glenna Logan, John R. Journal Articles Reports - Research ISSN-0022-2445 English Compared middle-aged married men's and women's contact and assistance to older parents-in-law and parents. Multivariate analysis shows that women contact and help parents more than in-laws, whereas for men there are no such differences. Findings suggest that although women give priority to relations with their own parents, men experience pulls in both directions. (Contains 19 references and 3 tables.) (BF) EJ672591 Social Support to Parents-in-Law: The Interplay of Gender and Kin Hierarchies. Journal of Marriage and Family v65 n2 p396-403 May 2003 2003-00-00 T 2004 7/11/2004 11:30:29 CIJJAN2004

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No Extended Family Family History Family Life Family Relationship Grandchildren Grandparents Holistic Approach Mueller, Margaret M. Elder, Glen H., Jr. Journal Articles Reports - Research ISSN-0022-2445 English Explores how relations between grandparents and grandchildren are contingent upon a matrix of intergenerational relationships. Findings indicated multiple dimensions of grandparents' involvement with grandchildren to be associated with grandparents relationship with their own grandparents; grandparent's perception of closeness with grandchild; and nuances in relationships of grandparents with parent generation. (Contains 28 references, 2 tables, 1 figure, and 1 appendix.) (BF) EJ672592 Family Contingencies across the Generations: Grandparent-Grandchild Relationship in Holistic Perspective. Journal of Marriage and Family v65 n2 p404-17 May 2003 2003-00-00 T 2004 7/11/2004 11:30:29 CIJJAN2004

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No Adult Children Caregiver Role Cultural Differences Daughters Family Caregivers Family Involvement Family Role Individual Differences Parent Child Relationship Spouses Shuey, Kim Hardy, Melissa A. Journal Articles Reports - Research ISSN-0022-2445 English Examines how couples organize transfers of assistance to aging parents and whether the flow of assistance is structured by family lineage. Findings indicate evidence of a tradeoff between types of assistance and a unilineal pattern of assistance. Couples were more responsive to the needs of the wife's parent(s). African American and Hispanic couples were consistently more likely to provide assistance. (Contains 46 references and 5 tables.) (BF) EJ672593 Assistance to Aging Parents and Parents-In-Law: Does Lineage Affect Family Allocation Decisions? Journal of Marriage and Family v65 n2 p418-31 May 2003 2003-00-00 T 2004 7/11/2004 11:30:29 CIJJAN2004

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No Affective Behavior Cohabitation Dating (Social) Interaction Process Analysis Marital Status Marriage Mate Selection Psychological Patterns Young Adults Binstock, Georgina Thornton, Arland Journal Articles Reports - Research Marital Separation ISSN-0022-2445 English The goal of this study was to track and compare the paths along which young adults arrange and time the entries and exits from marital and cohabiting unions. The focus was on the incidence, durations, and outcomes of dimensions that embrace residential separation. Results show that union trajectories are dynamic and involve a heterogeneous and multidimensional array of transitions. (Contains 30 references and 4 tables.) (BF) EJ672594 Separations, Reconciliations, and Living Apart in Cohabiting and Marital Unions. Journal of Marriage and Family v65 n2 p432-43 May 2003 2003-00-00 T 2004 2016-11-21

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No Cohabitation Dating (Social) Divorce Females Individual Differences Intimacy Marital Status Marriage Mate Selection Psychological Patterns Sexuality Social Development Teachman, Jay Journal Articles Reports - Research ISSN-0022-2445 English Examines association between intimate premarital relationships and subsequent marital dissolution. Results suggest neither premarital sex nor premarital cohabitation by itself indicate either preexisting characteristics or subsequent relationship environments that weaken marriages. Findings are consistent with the notion that premarital sex and cohabitation limited to one's future spouse has become part of the normal courtship process for marriage. (Contains 33 references and 4 tables.) (BF) EJ672595 Premarital Sex, Premarital Cohabitation, and the Risk of Subsequent Marital Dissolution among Women. Journal of Marriage and Family v65 n2 p444-55 May 2003 2003-00-00 T 2004 7/11/2004 11:30:30 CIJJAN2004

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No Affective Measures Child Rearing Cohabitation Housework Sex Differences Sex Role Spouses Kroska, Amy Journal Articles Reports - Research Division of Labor (Household) ISSN-0022-2445 English This study examines factors related to the affective meanings that spouses and cohabitors attach to child care, baby care, and nine household chores. Gender is related to about a third of these task meanings. Gender also moderates the relationship between work and twelve task meanings. (Contains 35 references, 8 tables, and 1 appendix.) (BF) EJ672596 Investigating Gender Differences in the Meaning of Household Chores and Child Care. Journal of Marriage and Family v65 n2 p456-73 May 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents College Students Family Life Hispanic American Culture Parent Child Relationship Parent Role Personality Traits Sex Differences Sexual Identity Sexuality Raffaelli, Marcela Green, Stephanie Journal Articles Reports - Research ISSN-0022-2445 English Latina female and Latino male college students completed self-report surveys regarding family of origin experience, including sexual communication with parents growing up. Latino parents of this sample tended to use direct rather than indirect strategies for communicating about sexuality. Analyses provide information regarding sexual communication in Latino families and suggest directions for future research. (Contains 30 references and 2 tables.) (BF) EJ672597 Parent-Adolescent Communication about Sex: Retrospective Reports by Latino College Students. Journal of Marriage and Family v65 n2 p474-81 May 2003 2003-00-00 T 2004 7/11/2004 11:30:30 CIJJAN2004

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No Adults Family Work Relationship Individual Differences Job Satisfaction Marital Satisfaction Predictive Measurement Psychological Patterns Sex Differences Rogers, Stacy J. May Dee C. Journal Articles Reports - Research ISSN-0022-2445 English Investigated process of spillover between marital quality and job satisfaction among married individuals. Results indicated increases in marital satisfaction were significantly related to increases in job satisfaction, and increases in marital discord were significantly related to declines in job satisfaction. These processes operate similarly for married women and married men. (Contains 44 references, 2 tables, and 1 figure.) (BF) EJ672598 Spillover between Marital Quality and Job Satisfaction: Long-Term Patterns and Gender Differences. Journal of Marriage and Family v65 n2 p482-95 May 2003 2003-00-00 T 2004 7/11/2004 11:30:31 CIJJAN2004

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No Children Elementary Secondary Education Friendship Peer Acceptance Peer Relationship Psychosocial Development Social Networks Gifford-Smith, Mary E. Brownell, Celia A. Journal Articles ISSN-0022-4405 English This review addresses several areas of contemporary research in children's peer relationships during the elementary and middle school years, with primary foci on children's peer acceptance, the ability to make and maintain friendships, and their participation in larger peer networks. It is argued that children's psychosocial development may be best informed by an integration of these somewhat independent research traditions. (Contains 186 references.) (GCP) EJ672599 Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks. Journal of School Psychology v41 n4 p235-84 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:31 CIJJAN2004 For related articles, see CG556 570-573.

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No Children Context Effect Elementary Secondary Education Friendship Interpersonal Competence Peer Acceptance Peer Relationship Psychosocial Development Social Networks Sheridan, Susan M. Buhs, Eric S. Warnes, Emily D. Information Analyses Journal Articles Opinion Papers ISSN-0022-4405 English Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). Focuses on the interaction of context, children's social skillfulness, and the type of peer relationship targeted as central elements in conceptualizing effective interventions. (Contains 12 references.) (GCP) EJ672600 Childhood Peer Relationships in Context. Journal of School Psychology v41 n4 p285-92 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:31 CIJJAN2004 For related articles, see CG556 569-573.

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No Action Research Children Counselor Training Elementary Secondary Education Environmental Influences Friendship Peer Acceptance Peer Relationship Psychosocial Development School Psychology Social Networks Student Development Elias, Maurice J. Dilworth, Janean E'guya Information Analyses Journal Articles Opinion Papers ISSN-0022-4405 English Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). Suggests that an ecological/developmental perspective of the development of peer relationships, the contextualization of knowledge, and the utilization of action research as essential to the future of school psychology training and policy development. (Contains 11 references.) (GCP) EJ672601 Ecological/Developmental Theory, Context-Based Best Practice, and School-Based Action Research: Cornerstones of School Psychology Training and Policy. Journal of School Psychology v41 n4 p293-97 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:31 CIJJAN2004 For related articles, see CG556 569-573.

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No Children Classroom Environment Educational Change Elementary Secondary Education Friendship Interpersonal Competence Peer Acceptance Peer Relationship Psychosocial Development Social Networks Gettinger, Maribeth Information Analyses Journal Articles Opinion Papers ISSN-0022-4405 English Presents a response to Gifford-Smith and Brownell's "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). A focus on enhancing social competence within the context of classrooms designed to accommodate the needs of all students is presented as an integrated framework for applying research concerning separate dimensions of peer relationships. (Contains 10 references.) (GCP) EJ672602 Promoting Social Competence in an Era of School Reform: A Commentary on Gifford-Smith and Brownell. Journal of School Psychology v41 n4 p299-304 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:32 CIJJAN2004 For related articles, see CG556 569-573.

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No Children Elementary Secondary Education Friendship Peer Acceptance Peer Relationship Psychosocial Development Social Networks Brownell, Celia A. Gifford-Smith, Mary E. Journal Articles Opinion Papers ISSN-0022-4405 English Presents a response to the three commentaries on the authors' original article, "Childhood Peer Relationships: Social Acceptance, Friendships, and Peer Networks" (this issue). Highlights those features of the commentaries the authors found most instructive, and that they hope researchers from developmental psychology, educational psychology, and school psychology will particularly take to heart. (GCP) EJ672603 Context and Development in Children's School-Based Peer Relations: Implications for Research and Practice. Journal of School Psychology v41 n4 p305-10 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:32 CIJJAN2004 For related articles, see CG556 569-572.

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No Audience Response College Students Higher Education Mass Media Effects Rock Music Self Destructive Behavior Suicide Rustad, Robin A. Small, Jacob E. Jobes, David A. Safer, Martin A. Peterson, Rebecca J. Journal Articles Reports - Research ISSN-0363-0234 English Two experiments exposed college student volunteers to rock music with or without suicidal content. Music and videos with suicide content appeared to prime implicit cognitions related to suicide but did not affect variables associated with increased suicide risk. (Contains 60 references and 3 tables.) (Author/JBJ) EJ672604 The Impact of Rock Videos and Music with Suicidal Content on Thoughts and Attitudes about Suicide. Suicide and Life-Threatening Behavior v33 n2 p120-31 Spr 2003 2003-00-00 T 2004 7/11/2004 11:30:32 CIJJAN2004

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No Foreign Countries Guns Males Suicide Young Adults Youth De Leo, Diego Dwyer, Jonathan Firman, David Neulinger, Kerryn Journal Articles Reports - Research Australia Australia ISSN-0363-0234 English This study examined the increase in the rate of suicide by hanging and an apparently simultaneous decrease in the rate of suicide by firearm as hypothetical evidence that Australian males have substituted one method of suicide for another. Individual suicide method choice may be related to independent changes in the social acceptability of each method. (Contains 32 references, 1 table, and 6 figures.) (Author/JBJ) EJ672605 Trends in Hanging and Firearm Suicide Rates in Australia: Substitution of Method? Suicide and Life-Threatening Behavior v33 n2 p151-64 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Cultural Differences Family Influence Family Structure Foreign Countries Higher Education Religious Factors Sex Differences Suicide Eshun, Sussie Journal Articles Reports - Research Ghana Ghana ISSN-0363-0234 English This study investigated the role of gender, family cohesion, religiosity, and negative suicide attitudes as potential determinants of cultural differences in suicide ideation among 375 college students from Ghana and the United States. Significant cultural differences were found for suicide ideation, family closeness, religiosity, and negative suicide attitudes. More extensive research on sociocultural influences on suicide is encouraged. (Contains 26 references and 2 tables.) (Author/JBJ) EJ672606 Sociocultural Determinants of Suicide Ideation: A Comparison between American and Ghanaian College Samples. Suicide and Life-Threatening Behavior v33 n2 p165-71 Spr 2003 2003-00-00 T 2004 2016-11-23

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No College Students Dependency (Personality) Depression (Psychology) Higher Education Life Events Personality Traits Prediction Self Concept Self Destructive Behavior Sex Differences Suicide Fazaa, Norman Page, Stewart Journal Articles Reports - Research ISSN-0363-0234 English Individuals have been theorized to develop anaclitic and introjective depression to the extent that they may be characterized as dependent and self-critical, respectively. Studied whether suicidal behavior could also be reliably broken down into two distinctive types. Sixty-four undergraduate students who had attempted suicide were interviewed, and the lethality of their attempts was assessed with the Risk-Rescue Rating scale. (Contains 42 references and 3 tables.) (Author/JBJ) EJ672607 Dependency and Self-Criticism as Predictors of Suicidal Behavior. Suicide and Life-Threatening Behavior v33 n2 p172-85 Spr 2003 2003-00-00 T 2004 7/11/2004 11:30:33 CIJJAN2004

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No Homosexuality Late Adolescents Lesbianism Parent Child Relationship Peer Groups Rejection (Psychology) Sexual Identity Suicide Young Adults Cato, Jennifer, E. Canetto, Silvia Sara Journal Articles Reports - Research ISSN-0363-0234 English A frequently cited precipitant of gay and lesbian nonfatal suicidal behavior is the turmoil associated with coming out to one's family. This study investigated young adults' attitudes toward peers who engaged in suicidal behavior after coming out and being rejected by their parents, and compared them with attitudes toward persons who had become suicidal in response to other stressors. (Contains 38 references, 2 tables, and 1 figure.) (Author/JBJ) EJ672608 Young Adults' Reactions to Gay and Lesbian Peers Who Became Suicidal Following "Coming Out" to Their Parents. Suicide and Life-Threatening Behavior v33 n2 p201-10 Spr 2003 2003-00-00 T 2004 7/11/2004 11:30:33 CIJJAN2004

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No Counselor Training Graduate Students Graduate Study Higher Education Psychology Suicide Dexter-Mazza, Elizabeth T. Freeman, Kurt A. Journal Articles Reports - Research ISSN-0363-0234 English Existing literature suggests that graduate programs may not provide adequate training in working with suicidal clients. Study surveyed 238 pre-doctoral psychology interns and assessed the prevalence of clients engaging in suicidal behaviors and the amount of formal training in managing suicidal clients received. Findings suggest a continued need for increased formal training in managing suicidal clients in graduate psychology programs. (Contains 17 references and 1 table.) (Author/JBJ) EJ672609 Graduate Training and the Treatment of Suicidal Patients: The Students' Perspective. Suicide and Life-Threatening Behavior v33 n2 p211-18 Spr 2003 2003-00-00 T 2004 7/11/2004 11:30:34 CIJJAN2004

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No Behavior Problems Bullying Counseling Effectiveness Counseling Techniques Educational Environment Elementary Education Elementary School Students Interpersonal Competence Intervention Recess Breaks Anderson-Butcher, Dawn Newsome, W. Sean Nay, Stephanie Information Analyses Journal Articles Reports - Research ISSN-0162-7961 English This study builds on two studies that explored the effect of a social skills intervention on problem behaviors displayed by elementary school children during recess. Findings conclude that social skills intervention significantly decreased problem behaviors among school children at recess. Implications for behavioral management and healthy school environments are explored. (Contains 34 references, 2 tables, and 1 figure.) (GCP) EJ672610 Social Skills Intervention during Elementary School Recess: A Visual Analysis. Children & Schools v25 n3 p135-46 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:34 CIJJAN2004

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No Adolescents Behavior Modification Cognitive Restructuring Curriculum Depression (Psychology) Educational Environment Low Income Groups Minority Groups School Social Workers Phillips, Jane Hanvey Corcoran, Jacqueline Grossman, Connie Journal Articles ISSN-0162-7961 English This article describes and recommends a school-based cognitive-behavioral curriculum for the treatment of depressed adolescents. The curriculum is adapted for application in the school setting with teenagers from low-income and ethnic minority families. The authors discuss the theoretical approach and present details of the six-week sessions so that social workers can implement the curriculum in the school setting. (Contains 30 references.) (GCP) EJ672611 Implementing a Cognitive-Behavioral Curriculum for Adolescents with Depression in the School Setting. Children & Schools v25 n3 p147-58 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:34 CIJJAN2004

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No Aggression Behavior Problems Bullying Middle School Students Middle Schools Peer Mediation Self Concept Fast, Jonathan Fanelli, Frank Salen, Louis Journal Articles Impulsiveness ISSN-0162-7961 English Describes a nine-month study conducted in an urban middle school to attempt to reduce the level of aggression of a small group of seventh graders by assigning them a positive role as mediators to fifth- and sixth-grade disputants. Pretest and posttest measures of self-concept and teacher's perception of problem behavior showed dramatic improvements. However, impulsivity scores and the rate of disciplinary referrals remained constant. (Contains 35 references and 3 tables.) (GCP) EJ672612 How Becoming Mediators Affects Aggressive Students. Children & Schools v25 n3 p161-71 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Court Litigation Educational Environment Peer Relationship School Responsibility School Social Workers Sexual Harassment Grube, Beth Lens, Vicki Information Analyses Journal Articles Davis v Monroe County Board of Education Davis v Monroe County Board of Education ISSN-0162-7961 English This article focuses on student-to-student harassment, discussing incidents of harassment in schools, the effects on students, and the reasons it occurs in schools. The legal framework is reviewed with attention to the new legal standard established by the Supreme Court ruling in "Davis v. Monroe County Board of Education." Discusses the implications of all this for social work practitioners. (Contains 38 references.) (GCP) EJ672613 Student-to-Student Harassment: The Impact of "Davis v. Monroe." Children & Schools v25 n3 p173-85 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Research Methodology Research Needs Standards Student Personnel Services Creamer, Don G. Information Analyses Journal Articles Council for the Advancement of Standards ISSN-0888-210X English This article suggests research projects that would extend the knowledge base about the use of Council for the Advancement of Standards in Higher Education (CAS) standards and guidelines in useful ways. Included are five research questions and specific research methodologies to guide researchers. (Contains 20 references.) (Author) EJ672614 Research Needed on the Use of CAS Standards and Guidelines. College Student Affairs Journal v22 n2 p109-24 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Blacks College Environment Higher Education Labor Turnover Mentors Salaries Student Personnel Workers Jackson, Jerlando F. L. Flowers, Lamont A. Information Analyses Journal Articles Reports - Research White Colleges ISSN-0888-210X English This study of African American student affairs administrators at predominantly White institutions (PWIs) derives four strategies that leaders at PWIs may consider when attempting to retain this population: communicate and integrate a philosophy of fairness into the campus environment; develop or support mentoring opportunities; empower African American student affairs administrators for success; and make salaries more representative of job contributions. (Contains 20 references.) (GCP) EJ672615 Retaining African American Student Affairs Administrators: Voices from the Field. College Student Affairs Journal v22 n2 p125-36 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Higher Education Interviews Responses Student Personnel Workers Reason, Robert D. Saunders, Kevin P. Information Analyses Journal Articles Reports - Research September 11 Terrorist Attacks 2001 ISSN-0888-210X English This article reports themes that emerged from interviews with 16 senior student affairs officers following the September 11th tragedies. Themes related to personal and professional reactions to the terrorist attacks are discussed. The authors focus on the stated desire of several SSAOs to compartmentalize their reactions and the possible consequences of this compartmentalization. (Contains 32 references.) (GCP) EJ672616 The Conflict between Personal and Professional Roles of Senior Student Affairs Officers during a Time of National Crisis. College Student Affairs Journal v22 n2 p137-49 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education School Law Sexual Abuse Student Personnel Services Turrentine, Cathryn G. Stites, Pamela T. Campos, Mary Grace T. Henke, Patty A. Information Analyses Journal Articles Reports - Research Sex Offenders ISSN-0888-210X English The Campus Sex Crimes Prevention Act requires that states inform institutions of higher education when a registered sex offender enrolls or is employed at the institution. This article reviews the history and requirements of the act and explores issues that this new law will raise for student affairs professionals. (Contains 17 references.) (GCP) EJ672617 The Campus Sex Crimes Prevention Act: What Student Affairs Professionals Need To Know. College Student Affairs Journal v22 n2 p150-66 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Experience Higher Education Self Concept Student Personnel Workers Cutler, Heather A. Information Analyses Journal Articles Reports - Research Professional Identity ISSN-0888-210X English A person's identity is closely tied to what he or she does professionally. This qualitative inquiry explores the perceptions of eight student affairs practitioners in relation to the development of their professional identities. The influences of pre-graduate, graduate, and post-graduate school experiences were elicited. Implications for fostering a professional identity in student affairs professionals are provided. (Contains 39 references.) (Author) EJ672618 Identity Development in Student Affairs Professionals. College Student Affairs Journal v22 n2 p167-79 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Affiliation Need Black Students College Environment College Students Grade Point Average Higher Education Racial Identification Parker, Max Flowers, Lamont A. Information Analyses Journal Articles Reports - Research Racial Identity Attitude Scale Social Connectedness White Colleges Racial Identity Attitude Scale ISSN-0888-210X English At a predominantly White institution 118 African American students completed the Racial Identity Attitude Scale to assess the effects of racial identity on grade point average and students' psychological sense of belonging on campus. The results of the study indicated that academic achievement was not related to any of the racial identity statuses. (Contains 40 references and 3 tables.) (GCP) EJ672619 The Effects of Racial Identity on Academic Achievement and Perceptions of Campus Connectedness on African American Students at Predominantly White Institutions. College Student Affairs Journal v22 n2 p180-94 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Females Leadership Leadership Training Professional Development Program Effectiveness Jurgens, Jill C. Dodd, Julie L. Information Analyses Journal Articles Reports - Research ISSN-0888-210X English The Women's Institute for Leadership Development (W.I.L.D.) was developed to prepare female students for professional endeavors by empowering them with the skills necessary to make them effective leaders. The authors investigated the impact of W.I.L.D., a seven-module intervention, on females' leadership skills awareness. The intervention was found to be effective in increasing leadership skills awareness in the sample population. (Contains 12 references.) (Author) EJ672620 Women's Institute for Leadership Development: A W.I.L.D. Venture. College Student Affairs Journal v22 n2 p195-202 Spr 2003 2003-00-00 T 2004 7/11/2004 11:30:36 CIJJAN2004

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No Change Counseling Evaluation Feedback Interpersonal Relationship Mental Health Self Concept Allen, Andrea Montgomery, Marilyn Tubman, Jonathan Frazier, Leslie Escovar, Luis Information Analyses Journal Articles Reports - Research ISSN-1040-2861 English An experiment was conducted to test the effects of assessment feedback on rapport and self-enhancement. Results suggest that both processes are mechanisms by which the provision of assessment feedback produces positive change. Implications for mental health counselors are drawn. (Contains 33 references and 2 tables.) (GCP) EJ672621 The Effects of Assessment Feedback on Rapport- Building and Self-Enhancement Processes. Journal of Mental Health Counseling v25 n3 p165-82 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:37 CIJJAN2004

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No Bereavement Change Coping Counseling Grief Interviews Mental Health Muller, Elizabeth D. Thompson, Charles L. Information Analyses Journal Articles Reports - Research ISSN-1040-2861 English Phenomenological methods were used to explore the experience of grief after bereavement. Nine bereaved adults volunteered to participate in interviews in which they discussed their experience of grief after the death of a loved one. An analysis of the interviews revealed the following themes in the experience of grief after bereavement: Coping, Affect, Change, Relationship, and Details. (Contains 50 references and 1 figure.) (GCP) EJ672622 The Experience of Grief after Bereavement: A Phenomenological Study with Implications for Mental Health Counseling. Journal of Mental Health Counseling v25 n3 p183-203 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:37 CIJJAN2004

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No Behavior Modification Cognitive Restructuring Counseling Effectiveness Music Therapy Teacher Burnout Cheek, James R. Bradley, Loretta J. Parr, Gerald Lan, William Information Analyses Journal Articles Reports - Research ISSN-1040-2861 English This study was conducted to determine the effectiveness of music therapy techniques as an intervention for teacher burnout. Results of the study indicated that teachers who participated in school-based counseling groups, using music therapy techniques in conjunction with cognitive behavioral interventions, reported lower levels of burnout symptoms than teachers in school-based counseling groups using cognitive behavioral interventions only. (Contains 61 references and 1 table.) (GCP) EJ672623 Using Music Therapy Techniques To Treat Teacher Burnout. Journal of Mental Health Counseling v25 n3 p204-17 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:37 CIJJAN2004

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No Counseling Effectiveness Eating Disorders Outcomes of Treatment Research Methodology Granello, Darcy Haag Hill, Laura Information Analyses Journal Articles Reports - Descriptive ISSN-1040-2861 English This article outlines a type of research study, the effectiveness study, which can provide a measure of treatment success. The article discusses choice-points for engaging in an effectiveness study and gives suggestions for research decisions. An example study is provided to assist practitioners and program administrators who are considering engaging in their own outcome research. (Contains 43 references.) (GCP) EJ672624 Assessing Outcome in Practice Settings: A Primer and Example from an Eating Disorders Program. Journal of Mental Health Counseling v25 n3 p218-32 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:37 CIJJAN2004

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No Acquired Immunodeficiency Syndrome Counseling Counseling Techniques Empowerment Mental Health Models Older Adults Orsulic-Jeras, Silvia Shepherd, J. Brad Britton, Paula J. Information Analyses Journal Articles Reports - Descriptive ISSN-1040-2861 English This article outlines a strength-based assessment and treatment model applicable for the mental health counseling of those aging with HIV. By focusing on the specific areas of life where clients are functioning effectively, this model works to decrease attention to pathology and stigma and, subsequently, works to empower clients to concentrate on areas of their lives that are controllable. (Contains 55 references and 1 table.) (Author) EJ672625 Counseling Older Adults with HIV/AIDS: A Strength-Based Model of Treatment. Journal of Mental Health Counseling v25 n3 p233-44 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:38 CIJJAN2004

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No Clinical Diagnosis Counseling Theories Models Posttraumatic Stress Disorder Refugees Myer, Rick A. Moore, Holly Hughes, Tammy L. Information Analyses Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 ISSN-1040-2861 English This article compares the experience of people working in the area of the World Trade Centers on September 11th to the experience of refugees. Positive and negative aspects of diagnosing victims of disasters are discussed both in general and specifically related to post-traumatic stress disorder. Information regarding the refugee experience is presented and related to the experience of WTC survivors. (Contains 45 references.) (GCP) EJ672626 September 11th Survivors and the Refugee Model. Journal of Mental Health Counseling v25 n3 p245-58 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Change Counseling Services Guidance Centers Higher Education Item Analysis Measures (Individuals) Outcomes of Treatment Psychometrics Weinstock, Marjorie C. Meier, Scott T. Information Analyses Journal Articles Reports - Research Principal Components Analysis ISSN-0748-1756 English This study compares the ability of 2 item-selection methodologies, principal components analysis and intervention item selection rules, to capture client changes on a 56-item self-report checklist. Scales formed with the intervention-sensitive items evidence larger effect sizes and reliability estimates. (Contains 26 references and 3 tables.) (Author) EJ672627 A Comparison of Two Item-Selection Methodologies for Measuring Change in University Counseling Center Clients. Measurement and Evaluation in Counseling and Development v36 n2 p66-75 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Factor Structure Measures (Individuals) Personality Psychometrics Test Reliability Prosnick, Kevin P. Evans, William J. Farris, Jaelyn R. Information Analyses Journal Articles Reports - Research Self Direction ISSN-0748-1756 English This research reports the development and psychometric properties of scores from the 10-item Short Index of Self-Directedness (SISD), drawn from the Temperament and Character Inventory (TCI; C. R. Cloninger, 1987/1992a) and the TCI-125 (C. R. Cloninger, 1992b). Factor structure, construct validity, internal consistency, and test-retest reliability of SISD scores are reported. (Contains 14 references and 2 tables.) (Author) EJ672628 Development and Psychometric Properties of Scores from the Short Index of Self-Directedness. Measurement and Evaluation in Counseling and Development v36 n2 p76-82 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Career Development Cultural Differences High Risk Students Measures (Individuals) Middle School Students Parent Student Relationship Psychometrics Self Efficacy Sex Differences Turner, Sherri L. Alliman-Brissett, Annette Lapan, Richard T. Udipi, Sharanya Ergun, Damla Information Analyses Journal Articles Reports - Research ISSN-0748-1756 English The authors describe the construction of the Career-Related Parent Support Scale and examine the validity of the scale scores within a sample of at-risk middle school adolescents. Four empirically distinct parent support factors were confirmed along A. Bandura's sources of self-efficacy information. Gender and ethnic differences in perceived access to parental support were found. (Contains 37 references and 3 tables.) (Author) EJ672629 The Career-Related Parent Support Scale. Measurement and Evaluation in Counseling and Development v36 n2 p83-94 Jul 2003 2003-00-00 T 2004 7/11/2004 11:30:39 CIJJAN2004

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No Counselor Characteristics Counselor Training Counselors Factor Analysis Measures (Individuals) Psychometrics Psychotherapy Test Reliability Test Validity Worthington, Roger L. Dillon, Frank R. Information Analyses Journal Articles Reports - Research Theoretical Orientation ISSN-0748-1756 English This study supported evidence of reliability and validity of the Theoretical Orientation Profile Scale-Revised (TOPS-R) scores. The TOPS-R was designed to measure theoretical orientation among counselors and trainees. Factor analysis yielded a 6-factor solution accounting for 87.5% of the total variance in the scale. The 6 factors corresponded to 6 schools of psychotherapy. (Contains 29 references and 2 tables.) (Author) EJ672630 The Theoretical Orientation Profile Scale-Revised: A Validation Study. Measurement and Evaluation in Counseling and Development v36 n2 p95-105 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Data Analysis Measures (Individuals) Psychometrics Salter, Daniel W. Information Analyses Journal Articles Reports - Research Categorical Data Log Linear Models ISSN-0748-1756 English Log-linear analysis (LLA) techniques for categorical variables are demonstrated and evaluated using data from the Myers-Briggs Type Indicator. Symmetrical LLA and asymmetrical LLA address questions of association and inference, respectively. Configural frequency analysis is examined as a strategy for whole types research. LLA approaches seem especially appropriate for typological data. (Contains 28 references, 5 tables, and 2 appendixes.) (Author) EJ672631 Log-Linear Techniques for the Analysis of Categorical Data: A Demonstration with the Myers-Briggs Type Indicator. Measurement and Evaluation in Counseling and Development v36 n2 p106-21 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Development Children Meta Analysis Models Research Methodology Self Concept Bracken, Bruce A. Lamprecht, M. Susan Information Analyses Journal Articles ISSN-1045-3830 English Examines the findings of self-concept studies and meta-analyses that examine the development of healthy self-concepts in children and adolescents. A theoretical model for self-concept is presented that proposes how healthy self-concepts develop and can be acquired. Recommends that future self-concept research employ only scientifically defensible intervention methodology and employ dependent measures that are theoretically and technically sound. (Contains 105 references and 2 figures.) (GCP) EJ672632 Positive Self-Concept: An Equal Opportunity Construct. School Psychology Quarterly v18 n2 p103-21 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:39 CIJJAN2004

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No Counseling Techniques Measures (Individuals) Models Motivation School Psychologists School Psychology Snyder, C. R. Lopez, Shane J. Shorey, Hal S. Rand, Kevin L. Feldman, David B. Journal Articles Reports - Research Hope ISSN-1045-3830 English The tenets of a cognitive, motivational model called hope theory (Snyder et al., 1991) are reviewed, along with the two accompanying instruments for measuring hope in children and adolescents. More than a decade of research on hope theory as it relates to students, teachers, and schools is summarized. Likewise, the applications of hope theory for school psychologists are reviewed. (Contains 57 references and 2 appendixes.) (Author) EJ672633 Hope Theory, Measurements, and Applications to School Psychology. School Psychology Quarterly v18 n2 p122-39 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Prevention Program Implementation Psychological Patterns School Psychologists School Psychology Social Cognition Social Responsibility Student Behavior Student Responsibility Bear, George G. Manning, Maureen A. Izard, Carroll E. Journal Articles Reports - Research ISSN-1045-3830 English The purpose of this article is to present a brief review of research linking social cognition and emotion to responsible behavior. Implications for school psychologists are discussed, with a particular emphasis on the importance of developing and implementing prevention and intervention programs that address the multiple components of responsible behavior. (Contains 88 references.) (GCP) EJ672634 Responsible Behavior: The Importance of Social Cognition and Emotion. School Psychology Quarterly v18 n2 p140-57 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:40 CIJJAN2004

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No Adolescents Difficulty Level Educational Environment High School Students High Schools Instructional Effectiveness Predictor Variables School Psychology Skills Shernoff, David J. Csikszentmihalyi, Mihaly Schneider, Barbara Shernoff, Elisa Steele Information Analyses Journal Articles Reports - Research Flow Theory Student Engagement ISSN-1045-3830 English Investigates how adolescents spent their time in high school and the conditions under which they reported being engaged. Participants experienced increased engagement when the perceived challenge of the task and their own skills were high and in balance, the instruction was relevant, and the learning environment was under their control. Participants were also more engaged in individual and group work. (Contains 39 references and 3 tables.) (GCP) EJ672635 Student Engagement in High School Classrooms from the Perspective of Flow Theory. School Psychology Quarterly v18 n2 p158-76 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Development Children Counselor Role Emotional Intelligence Emotional Response School Psychologists School Psychology Buckley, Maureen Storino, Meri Saarni, Carolyn Information Analyses Journal Articles ISSN-1045-3830 English This article articulates the central role school psychologists can play in enhancing the emotional competence of students. Provides an overview of the theoretical basis of emotional competence, as well as an exploration of the relevance of emotional competence for positive youth development. Presents emerging applications for the assessment of emotional competence and offers school-based methods of enhancing emotional competence. (Contains 42 references and 1 table.) (GCP) EJ672636 Promoting Emotional Competence in Children and Adolescents: Implications for School Psychologists. School Psychology Quarterly v18 n2 p177-91 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:40 CIJJAN2004

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No Adolescents Children Counseling Theories Life Satisfaction Measures (Individuals) Research School Psychology Gilman, Rich Huebner, Scott Information Analyses Journal Articles ISSN-1045-3830 English An important construct in positive psychology is life satisfaction (LS). Although its importance has been recognized by some school psychologists, research findings have remained unsynthesized. In this article, theory, measurement, and correlates of LS among children and youth are reviewed. Following this review, interrelationships among LS research, positive psychology, and school psychology are discussed. (Contains 70 references.) (Author) EJ672637 A Review of Life Satisfaction Research with Children and Adolescents. School Psychology Quarterly v18 n2 p192-205 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:41 CIJJAN2004

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No Adjustment (to Environment) Children Context Effect Educational Environment Environmental Influences Satisfaction School Psychology Baker, Jean A. Dilly, Laura J. Aupperlee, Jana L. Patil, Sonia A. Information Analyses Journal Articles ISSN-1045-3830 English This narrative review examines contemporary perspectives on positive adjustment in children and proposes a developmental-ecological perspective as one theoretical lens through which to view positive school adjustment. Critiques the empirical literature on contextual factors contributing to school satisfaction, one marker of positive school adjustment. Also makes recommendations for practice and research in this area. (Contains 60references.) (GCP) EJ672638 The Developmental Context of School Satisfaction: Schools as Psychologically Healthy Environments. School Psychology Quarterly v18 n2 p206-21 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:41 CIJJAN2004

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No Counseling Theories Prevention Research and Development School Psychology Theory Practice Relationship Meyers, Joel Meyers, Barbara Information Analyses Journal Articles ISSN-1045-3830 English The constructs associated with primary prevention are used to consider the tenets of positive psychology. At the same time, issues from the literature on positive psychology can help to expand and strengthen research on primary prevention. Conclusions are reached about the potential bi-directional influences that these fields can have on each other that may serve to augment theory, research, and practice. (Contains 24 references, 1 table, and 1 figure.) (Author) EJ672639 Bi-Directional Influences between Positive Psychology and Primary Prevention. School Psychology Quarterly v18 n2 p222-29 Sum 2003 2003-00-00 T 2004 7/11/2004 11:30:41 CIJJAN2004

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No College Students Higher Education Intellectual Property Plagiarism Scholarship Lipson, Abigail Reindl, Sheila M. Journal Articles ISSN-1086-4822 English Even students who are taking care not to plagiarize can misuse sources. The problem, argue the authors, isn't dishonesty or even carelessness, but students' misunderstanding of what it means to participate in a community of scholars. (GCP) EJ672640 The Responsible Plagiarist: Understanding Students Who Misuse Sources. About Campus v8 n3 p7-14 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:41 CIJJAN2004

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No College Freshmen Higher Education Student Characteristics Student Surveys Trend Analysis Sax, Linda J. Journal Articles ISSN-1086-4822 English For thirty-seven years the Cooperative Institutional Research Program has conducted an annual survey of the students entering colleges and universities. This article highlights some of the current trends from recent surveys. (GCP) EJ672641 Our Incoming Students: What Are They Like? About Campus v8 n3 p15-20 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:42 CIJJAN2004

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No College Environment College Students Higher Education Outcomes of Education Student Experience Student Surveys Astin, Alexander W. Information Analyses Journal Articles Opinion Papers Cooperative Institutional Research Program ISSN-1086-4822 English A fair amount of what we know about college students and how they are affected by their college experience has been learned from the data gathered in the Cooperative Institutional Research Program (CIRP). In this article, CIRP's founder surveys the past, present, and future of the thirty-seven-year-old program. (Contains 12 references.) (GCP) EJ672642 Studying How College Affects Students: A Personal History of the CIRP. About Campus v8 n3 p21-28 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Affection College Students Higher Education Interpersonal Relationship Intimacy Satisfaction Student Attitudes Gulledge, Andrew K. Gulledge, Michelle H. Stahmann, Robert F. Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English Examines college students' preferences and attitudes regarding romantic physical affection (PA) types and relationship satisfaction. In general, PA was found to be highly correlated with relationship and partner satisfaction as is suggested by prior research. (Contains 12 references and 4 tables.) (GCP) EJ672643 Romantic Physical Affection Types and Relationship Satisfaction. American Journal of Family Therapy v31 n4 p233-42 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:30:42 CIJJAN2004

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No Adolescents Attachment Behavior Family Structure Marital Instability Parent Child Relationship Predictor Variables Faber, Anthony J. Edwards, Anne E. Bauer, Karlin S. Wetchler, Joseph L. Information Analyses Journal Articles Reports - Research Identity Formation ISSN-0192-6187 English Examines the association between family structure, attachment, and identity formation. Results partially support the hypotheses and indicate that unresolved spouse conflict is associated with low levels of attachment in adolescents and attachment to father is linked to identity achieved and the diffused identity status. Findings support a link between parent/adolescent relationships and the identity formation process. (Contains 30 references and 3 tables.) (GCP) EJ672644 Family Structure: Its Effects on Adolescent Attachment and Identity Formation. American Journal of Family Therapy v31 n4 p243-55 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Counseling Theories Counselor Role Family Counseling Psychological Patterns Terrorism Miller, Laurence Information Analyses Journal Articles Traumas ISSN-0192-6187 English Reviews pertinent literature on terroristic trauma and combines this information with the author's experience in treating adults, children, and family victims and survivors of recent terrorist attacks. Describes the psychological syndromes resulting from terrorism and discusses the relevant individual and family therapy modalities for treating victims of terror. Highlights the role of mental health clinicians in response to terroristic trauma. (Contains 77 references.) (GCP) EJ672645 Family Therapy of Terroristic Trauma: Psychological Syndromes and Treatment Strategies. American Journal of Family Therapy v31 n4 p257-80 Jul-Sep 2003 2003-00-00 T 2004 2016-11-23

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No Behavior Problems Child Rearing Counseling Effectiveness Economically Disadvantaged Parent Education Skill Development Eamon, Mary Keegan Venkataraman, Meenakshi Information Analyses Journal Articles ISSN-0192-6187 English Parent management training (PMT) is a well-investigated, effective, and preferred treatment for children's externalizing behaviors and related disorders. This article explores why, unfortunately, PMT is not as effective for children living in poor families, who disproportionately exhibit the behaviors that PMT is designed to correct. (Contains 40 references.) (GCP) EJ672646 Implementing Parent Management Training in the Context of Poverty. American Journal of Family Therapy v31 n4 p281-93 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:30:43 CIJJAN2004

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No Counselor Evaluation Counselor Supervision Counselor Training Family Counseling Models Edwards, Todd M. Heshmati, Armann Information Analyses Journal Articles Reports - Descriptive ISSN-0192-6187 English A model for group supervision is presented to guide beginning family therapy supervisors. The stages of the model include: Checking in; Case Presentation; Questions from the Audience; Video Review; Commentator Reflections; Audience Reflections; and Post-supervision Supervisor Reflections. One student's perspective on the usefulness of the model is provided. (Contains 27 references.) (Author) EJ672647 A Guide for Beginning Family Therapy Group Supervisors. American Journal of Family Therapy v31 n4 p295-304 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:30:43 CIJJAN2004

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No Family Counseling Marriage Counseling Stress Variables War Nelson, Briana S. Journal Articles Reports - Descriptive Traumas Bosnia and Herzegovina Bosnia and Herzegovina ISSN-0192-6187 English The 1992-1995 war in Bosnia-Herzegovina caused mush devastation in that region of the world. This article describes the themes and issues that emerged from information gained from interviews with Bosnian professionals through a project entitled "Trauma and Reconciliation in Bosnia-Herzegovina." Recommendations and implications for family and marriage therapy are included. (GCP) EJ672648 Post-War Trauma and Reconciliation in Bosnia-Herzegovina: Observations, Experiences, and Implications for Marriage and Family Therapy. American Journal of Family Therapy v31 n4 p305-16 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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Yes Adjustment (to Environment) Coping Counseling Counseling Techniques Counselor Role Foreign Countries Foreign Students Higher Education Arthur, Nancy Information Analyses Journal Articles Reports - Descriptive Canada Cultural Reentry Canada ISSN-0828-3893 English Counselors play an integral role in assisting international students to manage cross-cultural transitions. Re-entry counseling can support international students to examine their transition experiences, provide education about re-entry, and help to develop anticipatory coping strategies. An example of a workshop is described as a method of generating discussion about leaving the host country and preparing for life at home. (Contains 24 references.) (GCP) EJ672649 Preparing International Students for the Re-Entry Transition. Canadian Journal of Counselling v37 n3 p173-85 Jul 2003 2003-00-00 T 2004 2016-11-21

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Yes Counseling Effectiveness Counselor Client Relationship Foreign Countries Outcomes of Treatment Social Environment Peavy, R. Vance Li, Han Z. Information Analyses Journal Articles Canada Multicultural Counseling Canada ISSN-0828-3893 English Argues that successful intercultural counseling depends on how well the counselor understands the social contextual factors surrounding the interaction. Discusses how intercultural counseling is a collaborative process, the success of which depends on how well the counselor and clients coordinate their communication on process and content. (Contains 46 references.) (GCP) EJ672650 Social and Cultural Context of Intercultural Counselling. Canadian Journal of Counselling v37 n3 p186-96 Jul 2003 2003-00-00 T 2004 2016-11-21

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Yes Counselor Training Group Counseling Higher Education Process Education Skill Development Pedersen, Paul B. Ivey, Allen E. Guides - Non-Classroom Journal Articles Multicultural Counseling ISSN-0828-3893 English Ten basic group microskills are defined, and matched with experiential and multicultural training exercises for teaching helping skills to group workers. Argues that these exercises will provide an opportunity to include community resource persons in the multicultural training process and by mobilizing the diverse backgrounds of students within the training setting as a teaching resource. (GCP) EJ672651 Culture-Centred Exercises for Teaching Basic Group Microskills. Canadian Journal of Counselling v37 n3 p197-204 Jul 2003 2003-00-00 T 2004 2016-11-21

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Yes Adjustment (to Environment) Canada Natives Cognitive Style Context Effect Counselor Training Foreign Countries Higher Education Student Characteristics Student Needs Morrissette, Patrick J. Information Analyses Journal Articles Canada Canada ISSN-0828-3893 English This paper discusses contextual issues unique to First Nations and Aboriginal (FNA) undergraduate counselor education. Although FNA and non-FNA student counselors share similar educational experience and needs, significant differences between these two groups require consideration and accommodation. Explores important features that influence student learning including student acclimatization, learning styles and participation, and the disclosure of cultural information. (Contains 28 references.) (GCP) EJ672652 First Nations and Aboriginal Counsellor Education. Canadian Journal of Counselling v37 n3 p205-15 Jul 2003 2003-00-00 T 2004 2016-11-21

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Yes Anxiety Counseling Theories Foreign Countries Models Neurosis Outcomes of Treatment Ishiyama, F. Ishu Information Analyses Journal Articles Canada Multicultural Counseling Canada ISSN-0828-3893 English Japanese Morita therapy is discussed to highlight its culturally and theoretically unique perspectives on human nature and client change. Key features of this theory are: theory of the nervous trait; multiple-dimensional model of causes and treatment of nervous neurosis; theory of mental attachment; reframing anxiety into constructive desires; and emphasis on action taking and experiencing. (Contains 34 references and 1 figure.) (GCP) EJ672653 A Bending Willow Tree: A Japanese (Morita Therapy) Model of Human Nature and Client Change. Canadian Journal of Counselling v37 n3 p216-31 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Behavior Child Rearing Measures (Individuals) Parent Child Relationship Test Reliability Test Validity Young Children Brestan, Elizabeth V. Eyberg, Sheila M. Algina, James Johnson, Suzanne Bennett Boggs, Stephen R. Information Analyses Journal Articles Reports - Research Tolerance ISSN-0731-7107 English Defines parental tolerance for misbehavior and provides reliability and validity data for two newly developed parent report measures of tolerance, the Child Rearing Inventory (CRI) and the Annoying Behavior Inventory (ABI). Data were collected from 262 primary caretakers of children ages 3 to 10. Results provide preliminary evidence of good reliability and initial validity of the CRI and the ABI. (Contains 35 references and 4 tables.) (GCP) EJ672654 How Annoying Is It? Defining Parental Tolerance for Child Misbehavior. Child & Family Behavior Therapy v25 n2 p1-15 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Change Behavior Modification Behavior Problems Classroom Techniques Compliance (Psychology) Young Children Banda, Devender R. Neisworth, John T. Lee, David L. Information Analyses Journal Articles Reports - Research ISSN-0731-7107 English Sixteen published empirical studies are reviewed in which high-probability request sentencing was used to increase compliance to requests in children 8 years of age and younger. Results across the studies show effectiveness of the technique. A theoretical framework, methodological adequacies, utility, and implications for research are addressed. (Contains 40 references and 1 table.) (GCP) EJ672655 High-Probability Request Sequences and Young Children: Enhancing Compliance. Child & Family Behavior Therapy v25 n2 p17-29 2003 2003-00-00 T 2004 7/11/2004 11:30:45 CIJJAN2004

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No Intervention Lying Parent Child Relationship Parent Education Program Effectiveness Stealing Venning, Helen B. Blampied, Neville M. France, Karyn G. Information Analyses Journal Articles Reports - Research ISSN-0731-7107 English Examines the effectiveness of a standard parent-training program in reducing stealing and lying in two boys, and measures changes in their mothers' adjustment and perceptions of child and family functioning. Parent suspicions of stealing and lying by their sons decreased during the intervention and were absent at a 10-week follow-up. (Contains 30 references, 2 tables, and 1 figure.) (GCP) EJ672656 Effectiveness of a Standard Parenting-Skills Program in Reducing Stealing and Lying in Two Boys. Child & Family Behavior Therapy v25 n2 p31-44 2003 2003-00-00 T 2004 7/11/2004 11:30:45 CIJJAN2004

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No Behavior Modification Habit Formation Outcomes of Treatment Social Support Groups Romaniuk, Cathryn Miltenberger, Raymond G. Deaver, Cristine Information Analyses Journal Articles Reports - Research Hair Pulling Pivotal Response Training ISSN-0731-7107 English Evaluates behavioral treatment for trichotillomania in an 11-year-old boy. Simplified habit reversal consisting of awareness training, competing response training, and social support decreased the behavior but did not eliminate it. A number of adjunct treatments further decreased and subsequently eliminated the hair pulling. (Contains 20 references and 4 figures.) (GCP) EJ672657 Long-Term Maintenance Following Habit Reversal and Adjunct Treatment for Trichotillomania. Child & Family Behavior Therapy v25 n2 p45-59 2003 2003-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Children Cultural Influences Drug Use Females Latin Americans Self Efficacy Sexuality Sociocultural Patterns Newcomb, Michael D. Locke, Thomas F. Goodyear, Rodney K. Information Analyses Journal Articles Reports - Research Psychosocial Factors Risk Factors Latinas ISSN-1099-9809 English This study determined how adverse childhood experiences influenced risky sexual behavior in a community sample of Latina adolescents in Los Angeles. Psychosocial, sociocultural, and environmental mediators of the relations between childhood experiences and risky sexual behavior were tested. Childhood maltreatment was associated with risky sexual practices. Drug use and general self-efficacy mediated several relationships. (Contains 51 references, 1 table, and 4 figures.) (GCP) EJ672658 Childhood Experiences and Psychosocial Influences on HIV Risk among Adolescent Latinas in Southern California. Cultural Diversity & Ethnic Minority Psychology v9 n3 p219-35 Aug 2003 2003-00-00 T 2004 2016-11-21

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No College Students Emotional Adjustment Family Relationship Friendship Higher Education Latin Americans Social Support Groups Stress Variables Well Being Rodriguez, Norma Mira, Consuelo Bingham Myers, Hector F. Morris, Julie K. Cardoza, Desdemona Information Analyses Journal Articles Reports - Research ISSN-1099-9809 English Compares the relative contribution of perceived family and friend support to psychological well-being and distress and examined whether family or friend support moderated the effects of stress on psychological adjustment in 338 Latino college students. Results showed that friend support made a slightly greater contribution to well-being than family support, while neither moderated the effects of stress on psychological adjustment. (Contains 48 references and 3 tables.) (GCP) EJ672659 Family or Friends: Who Plays a Greater Supportive Role for Latino College Students? Cultural Diversity & Ethnic Minority Psychology v9 n3 p236-50 Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:46 CIJJAN2004

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No Age Differences Counseling Cultural Influences Emotional Response Ethnicity Sex Differences Terrorism Walker, Katrina L. Chestnut, Dennis Information Analyses Journal Articles Reports - Research September 11 Terrorist Attacks 2001 ISSN-1099-9809 English Examines ethnocultural variables to better understand first reactions to, explanations for, and responses to what happened on September 11, 2001. Results suggest that ethnic background, gender, and age influence reactions to terrorism. Conclusions stress the importance of future mental health interventions and research giving strong consideration to ethnocultural variables when dealing with victims of terrorism. (Contains 19 references and 7 tables.) (GCP) EJ672660 The Role of Ethnocultural Variables in Response to Terrorism. Cultural Diversity & Ethnic Minority Psychology v9 n3 p251-62 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Black Students College Environment College Students Higher Education Minority Groups Racial Relations Student Attitudes Reid, Landon D. Radhakrishnan, Phanikiran Information Analyses Journal Articles Reports - Research ISSN-1099-9809 English Examines students' perceptions of racial and academic climate as possible mediators of racial differences in the perception of the university's general campus climate. Students evaluated their perceptions of racial, academic, and general campus climates. As expected, racial minority students, particularly African Americans, perceived more negative general campus, racial, and academic climates than White students. (Contains 33 references, 4 tables, and 3 appendixes.) (GCP) EJ672661 Race Matters: The Relation between Race and General Campus Climate. Cultural Diversity & Ethnic Minority Psychology v9 n3 p263-75 Aug 2003 2003-00-00 T 2004 7/11/2004 11:30:46 CIJJAN2004

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No Adolescent Attitudes Adolescents Black Youth Child Rearing Family Relationship Males Parent Child Relationship Physical Development Puberty Urban Environment Cunningham, Michael Swanson, Dena Phillips Spencer, Margaret Beale Dupree, Davido Journal Articles Parental Supervision ISSN-1099-9809 English Examines the relations between physical maturation and youths' perceptions of their family context and the associated daily stresses experienced. Results extend the literature on physical development and urban African American populations. Findings suggest that adolescent-perceived hassles are indications of parental monitoring and more adaptive parenting strategies are needed for high-risk neighborhoods. (Contains 36 references and 5 tables.) (GCP) EJ672662 The Association of Physical Maturation with Family Hassles among African American Adolescent Males. Cultural Diversity & Ethnic Minority Psychology v9 n3 p276-88 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Asian Americans Ethnic Groups Ethnicity Identification (Psychology) Self Concept Kim-Ju, Greg M. Liem, Ramsay Information Analyses Journal Articles Reports - Research European Americans ISSN-1099-9809 English This study found that ethnic self-awareness has different meanings for European Americans and Asian Americans and for Asian Americans with different ethnic identity orientations. Findings are discussed in relation to theories that predict salience of ethnicity and to educators and practitioners who deal with ethnic minority group members. (Contains 21 references, 1 table, and 2 figures.) (GCP) EJ672663 Ethnic Self-Awareness as a Function of Ethnic Group Status, Group Composition, and Ethnic Identity Orientation. Cultural Diversity & Ethnic Minority Psychology v9 n3 p289-302 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Cultural Influences Family Environment Family Violence Females Individual Needs Latin Americans Kasturirangan, Aarati Williams, Elizabeth Nutt Information Analyses Journal Articles Reports - Research Latinas Multicultural Counseling ISSN-0883-8534 English This qualitative study examined the experience of Latina survivors of domestic violence for information that might help counselors become more attuned to the needs of Latina women. The results highlight the importance of particular cultural variables, including gender socialization and familism. Implications and recommendations for counselors are also discussed. (Contains 30 references and 1 table.) (Author) EJ672664 Counseling Latina Battered Women: A Qualitative Study of the Latina Perspective. Journal of Multicultural Counseling and Development v31 n3 p162-78 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Counselor Attitudes Counselor Client Relationship Ethics Minority Groups Sadeghi, Maria Fischer, Jerome M. House, Sean G. Information Analyses Journal Articles Reports - Research Multicultural Counseling ISSN-0883-8534 English In a random survey of counselors working with socioracial minority clients (N=256), multicultural ethical dilemmas were rated according to frequency encountered and significance. Comparisons of counselors' ratings of multicultural ethical dilemmas determined specific dilemmas relevant to counselors in various professional settings. (Contains 33 references and 3 tables.) (Author) EJ672665 Ethical Dilemmas in Multicultural Counseling. Journal of Multicultural Counseling and Development v31 n3 p179-91 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Evaluation Methods Interpreters Language Proficiency Acevedo, Marcela C. Reyes, Carla J. Annett, Robert D. Lopez, Edith M. Guides - Non-Classroom Information Analyses Journal Articles Multicultural Counseling ISSN-0883-8534 English Current guidelines indicate that therapeutic interactions must be in the client's primary language. This article addresses the ethical dilemmas faced by monolingual clinicians and researchers who must assess the foreign language competence of an interpreter. Guidelines are proposed for assessing language competence of staff in clinical and research settings. (Contains 28 references.) (Author) EJ672666 Assessing Language Competence: Guidelines for Assisting Persons with Limited English Proficiency in Research and Clinical Settings. Journal of Multicultural Counseling and Development v31 n3 p192-204 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Acculturation Client Attitudes (Human Services) Counseling Foreign Students Help Seeking Zhang, Naijian Dixon, David N. Information Analyses Journal Articles Reports - Research Asians Multicultural Counseling ISSN-0883-8534 English Relationships between acculturation and attitudes toward psychological help seeking were studied with 170 Asian international students. Results showed a significant relationship between levels of acculturation and attitudes toward seeking professional psychological help. Significant correlations were found between students' levels of acculturation and stigma tolerance and confidence in mental health practitioners. (Contains 45 references and 3 tables.) (Author) EJ672667 Acculturation and Attitudes of Asian International Students toward Seeking Psychological Help. Journal of Multicultural Counseling and Development v31 n3 p205-22 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Counselor Role Holistic Approach Leadership School Counseling School Counselors Dollarhide, Colette T. Information Analyses Journal Articles ISSN-1096-2409 English This article discusses leadership contexts as they apply to school counseling. Outlines the activities and skills of each leadership context specific to school counseling, and provides an example of this holistic view of leadership as used by a school counselor. (Contains 39 references.) (GCP) EJ672668 School Counselors as Program Leaders: Applying Leadership Contexts to School Counseling. Professional School Counseling v6 n5 p304-08 Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:48 CIJJAN2004

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No Behavior Problems Counseling Theories Existentialism High Risk Students School Counseling School Counselors Theory Practice Relationship Violence Carlson, Laurie A. Information Analyses Journal Articles ISSN-1096-2409 English The purposes of this article are (a) to introduce the existential perspective as a viable theoretical framework for school counselors to utilize when addressing possible violent behavior in youth; and (b) to present a case study that introduces possible school counselor case conceptualization and interventions designed to address the existential factors that may influence youth at risk for violent behavior. (Contains 43 references.) (GCP) EJ672669 Existential Theory: Helping School Counselors Attend to Youth at Risk for Violence. Professional School Counseling v6 n5 p310-15 Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:48 CIJJAN2004

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No Career Development Community Programs Elementary Secondary Education Outcomes of Education Program Evaluation School Counseling Lapan, Richard T. Kosciulek, John F. Information Analyses Journal Articles Reports - Descriptive ISSN-1096-2409 English Presents a theoretical framework to guide community career system evaluation activities. This evaluation framework is intended to be comprehensive in scope to provide assistance to all school and community programs that are attempting to improve career development outcomes for students. (Contains 64 references, 2 figures, and 1 appendix.) (GCP) EJ672670 Toward a Community Career System Program Evaluation Framework. Professional School Counseling v6 n5 p316-31 Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:49 CIJJAN2004

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No Child Abuse Counselor Role Cultural Differences Legal Responsibility Rape School Counseling School Counselors Mitchell, Clifton W. Rogers, Reagan E. Information Analyses Journal Articles Mandatory Reporting of Abuse Reporting Laws ISSN-1096-2409 English This article explains the legal distinctions between rape, statutory rape, and child abuse and school counselors' obligations related to each. In addition, complicating issues such as cultural differences as well as the potential effect of mandated reporting on counselors' roles are addressed. (Contains 18 references.) (GCP) EJ672671 Rape, Statutory Rape, and Child Abuse: Legal Distinctions and Counselor Duties. Professional School Counseling v6 n5 p332-38 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Failure Data Collection High School Students High Schools Partnerships in Education School Counseling Dimmitt, Carey Information Analyses Journal Articles Reports - Research ISSN-1096-2409 English The University of Massachusetts is in partnership with a local school district as part of the Education Trust's Transforming School Counseling Initiative. This study evolved from the partnership's concern about the greater-than-expected number of high school students who were failing classes. Summarizes the broad research base the group used as a foundation for their approach to the data collection process. (Contains 32 references and 5 tables.) (GCP) EJ672672 Transforming School Counseling Practice through Collaboration and the Use of Data: A Study of Academic Failure in High School. Professional School Counseling v6 n5 p340-49 Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:49 CIJJAN2004

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No Academic Achievement Comprehensive Guidance Counseling Effectiveness Educational Change Elementary Education School Counseling Sink, Christopher A. Stroh, Heather R. Information Analyses Journal Articles Reports - Research ISSN-1096-2409 English Leading scholars in the school counseling profession have argued that counselors must show student growth across these developmental domains: academic, career, and personal-social. This study explores the premise that schools need to realign their counseling interventions and services within the context of a comprehensive school counseling program to realize this difficult goal. (Contains 73 references, 6 tables, and 7 figures.) (GCP) EJ672673 Raising Achievement Test Scores of Early Elementary School Students through Comprehensive School Counseling Programs. Professional School Counseling v6 n5 p350-64 Jun 2003 2003-00-00 T 2004 7/11/2004 11:30:49 CIJJAN2004

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No Educational Psychology Faculty Workload Foreign Countries Job Satisfaction Role Perception School Psychologists Stress Variables Male, Dawn B. Male, Trevor Information Analyses Journal Articles Reports - Research England United Kingdom (England) ISSN-0143-0343 English Describes the results of a study which investigated workload, job satisfaction and perceptions of role preparation of Principal Educational Psychologists (PEPs) in England. Results indicated that PEPs have a generally positive attitude to the profession and express overall job satisfaction. Despite the overall satisfaction, PEPs found the job stressful and were particularly dissatisfied with time constraints relating to administration. (Contains 22 references and 5 tables.) (GCP) EJ672674 Workload, Job Satisfaction and Perceptions of Role Preparation of Principal Educational Psychologists in England. School Psychology International v24 n3 p259-75 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Behavior Children Foreign Countries Measures (Individuals) Psychometrics School Psychology Self Concept Gladman, M. Lancaster, S. Information Analyses Journal Articles Reports - Descriptive Australia Behavior Assessment System for Children Australia Behavior Assessment System for Children ISSN-0143-0343 English Reviews the Behavior Assessment System for Children (BASC), a broadband assessment tool. The BASC is designed to measure the behaviors and self-perceptions of children across both maladaptive and adaptive behavior. Each of the five main BASC components is described and evaluated. Concludes that the BASC is a comprehensive and psychometrically sound assessment tool for psychologists working with children and adolescents. (Contains 31 references.) (GCP) EJ672675 A Review of the Behaviour Assessment System for Children. School Psychology International v24 n3 p276-91 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cross Cultural Studies Foreign Countries Guidance Programs Measures (Individuals) School Counseling Secondary Education Secondary School Teachers Trend Analysis Luk-Fong, Yuk Yee Pattie Lung, Ching Leung Information Analyses Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0143-0343 English Describes the initial development of a 45-item self-administered questionnaire/instrument for the evaluation of guidance services in schools. The sample comprises 39 in-service secondary school teachers taking certificate guidance and counseling courses in Hong Kong. This instrument describes the unique characteristics of guidance and counseling services, depicting a blend of international trends as well as local particularities in Hong Kong schools. (Contains 45 references, 3 tables, 1 figure, and 1 appendix.) (GCP) EJ672676 The Initial Development of an Instrument for the Evaluation of Guidance and Counselling Services in Schools. School Psychology International v24 n3 p292-312 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Modification Cognitive Restructuring Counseling Effectiveness Counseling Techniques Foreign Countries Meta Analysis Outcomes of Treatment School Counseling Test Anxiety Ergene, Tuncay Information Analyses Journal Articles Reports - Research Turkey Turkey ISSN-0143-0343 English This meta-analysis synthesized results from test anxiety reduction programs. The treatment of test anxiety has been quite successful in reducing the test anxiety level of clients. The most effective treatments appear to be those that combine skill-focused approaches with behavior or cognitive approaches. Individually conducted programs, along with programs that combined individual and group counseling formats, produced the greatest changes. (Contains 27 references and 1 table.) (GCP) EJ672677 Effective Interventions on Test Anxiety Reduction: A Meta-Analysis. School Psychology International v24 n3 p313-28 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Environment Elementary Education Factor Structure Foreign Countries Interpersonal Relationship Measures (Individuals) School Psychology Sex Differences Moore, Kathleen A. Mellor, David J. Information Analyses Journal Articles Reports - Research Australia Australia ISSN-0143-0343 English This study aims to ascertain the underlying factor structure of students' social interactions on scores on the Social Interaction Questionnaire (SIQ). Two independent factors emerged from the data: social/popular and confident/studious. There were no gender differences on these factors in the current data. Confirmation of the current factor structure is necessary and a matched comparison with gifted children is recommended. (Contains 3 tables and 1 appendix.) (GCP) EJ672678 The Nature of Children's Social Interactions at School. School Psychology International v24 n3 p329-39 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries High Risk Students Instructional Effectiveness Primary Education Reading Difficulties Remedial Instruction Papadopoulos, Timothy C. Das, J. P. Parrila, Rauno K. Kirby, John R. Information Analyses Journal Articles Reports - Research Canada Canada ISSN-0143-0343 English Reports two different experiments as part of a longitudinal study. The first experiment examines the long-term efficacy of two brief remedial procedures focusing on the differences in phonological and cognitive test performance of children who needed remediation. The second study reports the outcomes of an intensified version of the program that emphasizes strengthening the cognitive processes underlying reading. (Contains 58 references, 3 tables, 1 figure, and 1 appendix.) (GCP) EJ672679 Children at Risk for Developing Reading Difficulties: A Remediation Study. School Psychology International v24 n3 p340-66 Aug 2003 2003-00-00 T 2004 2016-11-23

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No College Students Emotional Experience Interpersonal Relationship Mental Health Peer Acceptance Peer Counseling Suicide Pearce, Katie Rickwood, Debra Beaton, Susan Journal Articles Reports - Research Suicide Prevention Programs Suicide Prevention ISSN-1446-7984 English Study evaluated the peer-based Suicide Intervention Project (SIP) in terms of changes experienced by its first participants. Improvements were expected in attitudes, norms, perceived behavioral control, self efficacy and intentions toward talking to other university students about personal feelings and mental health problems. Results are discussed in terms of the impact of SIP on the wider university community. (Contains 29 references and 2 tables.) (GCP) EJ672680 Preliminary Evaluation of a University-Based Suicide Intervention Project: Impact on Participants. Australian e-Journal for the Advancement of Mental Health v2 n1 2003 2003-00-00 T 2004 2016-11-23

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No Clinical Experience Counselor Educators Counselor Training Cultural Influences Higher Education Hispanic American Students Socialization Nelson, Kaye W. Jackson, Shelley A. Information Analyses Journal Articles Reports - Research Professional Identity ISSN-0011-0035 English In this qualitative study, 8 Hispanic counseling student interns told the story of their professional identity development. Qualitative analysis of the transcripts of audiotaped semistructured interviews revealed 7 general themes. Results may provide counselor educators with direction in facilitating the socialization of Hispanic graduate counseling students into the counseling profession. (Contains 28 references.) (GCP) EJ672681 Professional Counselor Identity Development: A Qualitative Study of Hispanic Student Interns. Counselor Education and Supervision v43 n1 p2-14 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,1,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 2016-11-21

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No Congruence (Psychology) Counseling Techniques Counseling Theories Counselor Training Metaphors Outcomes of Treatment Theory Practice Relationship Wickman, Scott A. Campbell, Cynthia Information Analyses Journal Articles Reports - Research Rogers (Carl) ISSN-0011-0035 English The counseling session between Carl Rogers and Gloria is one of the most widely used teaching tools in the field of counselor education. This article explores a framework for investigating conceptual metaphor, which provided a useful method for understanding how meaning negotiation took place within the session as well as how Rogers and Gloria arrived at a meaningful therapeutic outcome. (Contains 23 references.) (GCP) EJ672682 The Coconstruction of Congruency: Investigating the Conceptual Metaphors of Carl Rogers and Gloria. Counselor Education and Supervision v43 n1 p15-24 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,2,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 2016-11-21

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No Counselor Training Graduate Students Graduate Study Learning Experience Auxier, C. R. Hughes, Frances R. Kline, William B. Information Analyses Journal Articles Reports - Research Identity Formation Professional Identity ISSN-0011-0035 English Explores the identity development experiences of master's-degree counselor education students. Grounded theory procedures generated a tentative substantive theory that conceptualized these experiences. The theory illustrated how counselors-in-training used a recycling identity formation process that involved conceptual and experiential learning experiences to identify, clarify, and reclarify their identities as counselors. (Contains 22 references and 1 figure.) (GCP) EJ672683 Identity Development in Counselors-in-Training. Counselor Education and Supervision v43 n1 p25-38 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,3,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 2016-11-21

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No Competence Counselor Educators Counselor Training Cross Cultural Training Graduate Students Graduate Study Hill, Nicole R. Information Analyses Journal Articles Multicultural Counseling ISSN-0011-0035 English The author discusses the rationale for counselor education programs' promotion of the development of multicultural counseling competence in counselor trainees. The current status of multicultural counseling competence is discussed, and recommendations are made regarding how counselor education programs and faculty can enhance multicultural competence. An appendix provides specific action-based recommendations. (Contains 59 references and 1 appendix.) (Author) EJ672684 Promoting and Celebrating Multicultural Competence in Counselor Trainees. Counselor Education and Supervision v43 n1 p39-51 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,4,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 2016-11-21

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No Counselor Educators Job Satisfaction Quality of Working Life Surveys Well Being Leinbaugh, Tracy Hazler, Richard J. Bradley, Carla Hill, Nicole R. Information Analyses Journal Articles Reports - Research ISSN-0011-0035 English A national survey of 230 counselor educators was conducted to examine issues that encourage or discourage these educators to continue as faculty members. Three of the 5 factors were found to be correlated with a scale of happiness. The factors and their relationship to counselor educators' sense of well-being are discussed in relation to potential actions for institutions and individuals. (Contains 26 references and 2 tables.) (GCP) EJ672685 Factors Influencing Counselor Educators' Subjective Sense of Well-Being. Counselor Education and Supervision v43 n1 p52-64 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,5,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 7/11/2004 11:30:53 CIJJAN2004

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No Counselor Training Discourse Analysis Graduate Students Instructional Effectiveness Skill Development Teaching Methods Strong, Tom Information Analyses Journal Articles Reports - Descriptive Reflective Thinking ISSN-0011-0035 English Describes an exercise for counselor trainees that promotes counselor reflection on the counseling process. The exercise was introduced before, or concurrent with, skill development and required students to combine conversations and discourse analysis of their interaction with "clients." Methods of analysis are presented, along with specific instruction for the exercise, trainees' comments, and the author's reflections regarding the exercise. (Contains 41 references, 2 tables, and 1 appendix.) (GCP) EJ672686 Engaging Reflection: A Training Exercise Using Conversation and Discourse Analysis. Counselor Education and Supervision v43 n1 p65-77 Sep 2003 2003-00-00 T http://aca.metapress.com/app/home/contribution.asp?referrer=parent&backto=issue,6,7;journal,26,42;linkingpublicationresults,1:112972,1; 2004 2016-11-23

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No Community Involvement Consortia Empowerment Infant Mortality Program Effectiveness Social Work Thompson, Mildred Minkler, Meredith Bell, Judith Rose, Kalima Butler, Lisa Information Analyses Journal Articles Reports - Research Healthy Start Program ISSN-0360-7283 English Presents findings from a multisite case study of consortia in the federal Healthy Start Initiative to reduce infant mortality in high-risk communities. Examines the facilitators of well- functioning consortia in a framework of empowerment theory and community organizing with women of color. Implications for social work practice and for policy are provided. (Contains 32 references and 2 tables.) (GCP) EJ672687 Facilitators of Well-Functioning Consortia: National Healthy Start Program Lessons. Health & Social Work v28 n3 p185-95 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cancer Child Rearing Foreign Countries Parents Psychological Needs Social Work Ow, Rosaleen Information Analyses Journal Articles Reports - Descriptive Caregiver Burden Psychosocial Factors Singapore Singapore ISSN-0360-7283 English Discusses a two-phase qualitative study on parents' experiences of psychosocial needs arising from having a child with cancer over four to eight months in Singapore. Findings showed subjective burden consistently higher at both the initial stage of treatment phase and after discharge from hospital. Implications for psychosocial support for parents are discussed. (Contains 34 references and 1 table.) (GCP) EJ672688 Burden of Care and Childhood Cancer: Experiences of Parents in an Asian Context. Health & Social Work v28 n3 p232-40 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Affection Conflict Cross Cultural Studies Cultural Influences Foreign Countries Late Adolescents Parent Child Relationship Parenting Styles Claes, Michel Lacourse, Eric Bouchard, Celine Perucchini, Paula Information Analyses Journal Articles Reports - Research Canada France Italy Parent Control Canada France Italy ISSN-0140-1971 English Examines parental practices in late adolescence in three countries: Canada, France and Italy. Analyses of results indicated that the country of origin discriminated for most of the parental practice dimensions. Results were interpreted in the light of studies that have reported an influence of cultural background on both parental practices and parental decisions in each of these countries. (Contains 46 references and 3 tables.) (GCP) EJ672689 Parental Practices in Late Adolescence, a Comparison of Three Countries: Canada, France and Italy. Journal of Adolescence v26 n4 p387-99 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Aggression Antisocial Behavior Cultural Influences Family Characteristics Foreign Countries Juvenile Gangs Parent Child Relationship Parenting Styles Self Esteem Youth Kee, C. Sim, K. Teoh, J. Tian, C. S. Ng, K. H. Information Analyses Journal Articles Reports - Research Singapore Singapore ISSN-0140-1971 English Study compares 36 youths involved in street corner gangs in Singapore with 91 age-matched controls on measures of self-esteem, aggression, dysfunctional parenting and parent-adolescent communication. Results revealed that gang youths had lower self-esteem and higher levels of aggression than controls. Findings diverge from anticipated familial correlates of antisocial activity in youths. (Contains 62 references and 1 table.) (GCP) EJ672690 Individual and Familial Characteristics of Youths Involved in Street Corner Gangs in Singapore. Journal of Adolescence v26 n4 p401-12 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Behavior Development Behavior Problems Foreign Countries Sex Differences Sorvoll, Elisabet E. Wichstrom, Lars Information Analyses Journal Articles Reports - Research Norway Norway ISSN-0140-1971 English Examines whether there are gender differences in changes in the aggregate level and individual stability of conduct problems from early adolescence to early adulthood. Analyzes self-reported data from a study of Norwegian adolescents. Analyses showed that involvement in conduct problems for both genders peaked in mid-adolescence. In the long term, relative involvement was more stable for boys than for girls. (Contains 51 references, 5 tables, 1 figure, and 1 appendix.) (GCP) EJ672691 Gender Differences in Changes in and Stability of Conduct Problems from Early Adolescence to Early Adulthood. Journal of Adolescence v26 n4 p413-29 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Blacks Emotional Adjustment Females Predictor Variables Psychological Patterns Religious Factors Self Esteem Sexuality Urban Population Ball, Joanna Armistead, Lisa Austin, Barbara-jeanne Information Analyses Journal Articles Reports - Research Religiosity ISSN-0140-1971 English Study provides a description of religiosity in a sample of African-American female teens and examines religion as a resource for these adolescents by focusing on the association between religiosity and sexual activity, self-esteem, and general psychological functioning. Results reveal that greater overall religiosity was associated with greater self-esteem and better psychological functioning. (Contains 53 references and 3 tables.) (GCP) EJ672692 The Relationship between Religiosity and Adjustment among African-American, Female, Urban Adolescents. Journal of Adolescence v26 n4 p431-46 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Children Depression (Psychology) Early Adolescents Foreign Countries Parent Child Relationship Parenting Styles Liu, Yih-Lan Information Analyses Journal Articles Reports - Research Taiwan Taiwan ISSN-0140-1971 English Examines how perceptions of parenting and family messages are associated with the depressive symptoms of early adolescents from East Taiwan. Results show that higher levels of parental care and low levels of parental indifference were associated with lower depression scores. Perceptions of positive messages regarding children themselves, their world, and their future were found to be negatively associated with depression. (Contains 42 references.) (GCP) EJ672693 Parent-Child Interaction and Children's Depression: The Relationships between Parent-Child Interaction and Children's Depressive Symptoms in Taiwan. Journal of Adolescence v26 n4 p447-57 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Diseases Foreign Countries Health Social Influences Socioeconomic Background de Moura, Sergio Luiz Harpham, Trudy Lyons, Michal Information Analyses Journal Articles Reports - Research Brazil Brazil ISSN-0140-1971 English Investigates explanations of health and illness among adolescents from three socio-economic backgrounds in Sao Paulo, Brazil. The findings showed that adolescents from different socio-economic conditions draw upon similar explanatory models to make sense of health and illness. The findings suggest a need for health professionals to be sensitive to people's perspectives of health and illness and their link to socio-economic conditions. (Contains 29 references and 4 tables.) (GCP) EJ672694 The Social Distribution of Explanations of Health and Illness among Adolescents in Sao Paulo, Brazil. Journal of Adolescence v26 n4 p459-73 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents High School Students Measures (Individuals) Predictive Measurement Self Report Test Validity Lejuez, C. W. Aklin, Will M. Zvolensky, Michael J. Pedulla, Christina M. Information Analyses Journal Articles Reports - Research Risk Taking Behavior ISSN-0140-1971 English A sample of 26 adolescents tested the utility of the Balloon Analogue Risk Task (BART) as a behavioral measure of risk-taking propensity. Data indicate that riskyness on the BART was related to self-reported engagement in real-world risk-taking behaviors. These data suggest that the BART may be a useful addition to self-report batteries for the assessment of risk-taking behaviors in adolescents. (Contains 12 references and 1 table.) (GCP) EJ672695 Evaluation of the Balloon Analogue Risk Task (BART) as a Predictor of Adolescent Real-World Risk-Taking Behaviors. Journal of Adolescence v26 n4 p475-79 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Communication (Thought Transfer) Contraception Foreign Countries High School Students Knowledge Level Predictor Variables Sex Differences Hansen, Thomas Skjeldestad, Finn Egil Information Analyses Journal Articles Reports - Research Oral Contraception Norway Norway ISSN-0140-1971 English Examines communication about contraception and specific knowledge of oral contraceptives (OCs) in a sample of Norwegian high school students. More females than males discussed contraception at least monthly. Discussions were predominantly held with peers and not adults. Females were far more knowledgeable about OCs than males. The most significant predictors of high knowledge scores were gender and OC use (females). (Contains 23 references and 4 tables.) (GCP) EJ672696 Communication about Contraception and Knowledge of Oral Contraceptives amongst Norwegian High School Students. Journal of Adolescence v26 n4 p481-93 Aug 2003 2003-00-00 T 2004 2016-11-21

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No College Environment Higher Education Interpersonal Relationship Stress Variables Suicide Undergraduate Students Joiner, Thomas E., Jr. Information Analyses Journal Articles Reports - Research Roommates ISSN-0140-1971 English Vulnerable people may become susceptible to the effects of shared life stress. To test this possibility, undergraduates and their roommates completed questionnaires on suicidality and stress. Consistent with an assortative relating process, roommates who chose to room together were more similar on a suicide index than were roommates who were assigned to room together. (Contains 27 references, 3 tables, and 1 figure.) (GCP) EJ672697 Contagion of Suicidal Symptoms as a Function of Assortative Relating and Shared Relationship Stress in College Roommates. Journal of Adolescence v26 n4 p495-504 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Behavior Adolescents Foreign Countries Interpersonal Competence Measures (Individuals) Peer Acceptance Self Report Spanish Test Reliability Test Validity Translation Ingles, Candido J. Hidalgo, Maria D. Mendez, F. Xavier Inderbitzen, Heidi, M. Information Analyses Journal Articles Reports - Research Spain Teenage Inventory of Social Skills Spain ISSN-0140-1971 English Peer relationships play a critical role in the development of social skills and personal feelings essential for personal growth. The Teenage Inventory of Social Skills is a self-report designed exclusively to reflect behaviors functionally related to peer acceptance in adolescence. The aim of the present work was to determine the reliability and validity of the Spanish translation of the TISS. (Contains 15 references and 2 tables.) (GCP) EJ672698 The Teenage Inventory of Social Skills: Reliability and Validity of the Spanish Translation. Journal of Adolescence v26 n4 p505-10 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Counseling Techniques Counseling Theories Females Incest Preadolescents Self Concept Sexual Abuse Levendosky, Alytia A. Buttenheim, Margaret Information Analyses Journal Articles Reports - Descriptive Relational Models Traumas ISSN-1053-8712 English Presents a case study of the treatment of a pre-adolescent female survivor of incest. The treatment integrated relational and trauma theory perspectives in focusing on reducing self-blame, preventing further isolation, creating a safe, secure environment, and helping the patient develop positive connections with others and feelings of self-competence. (Contains 23 references.) (GCP) EJ672699 A Multi-Method Treatment for Child Survivors of Sexual Abuse: An Intervention Informed by Relational and Trauma Theories. Journal of Child Sexual Abuse v9 n2 p1-19 2002 2002-00-00 T 2004 2016-11-21

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No Aggression Child Abuse Developmental Delays Preschool Children Psychological Patterns Sex Differences Sexual Abuse Fontanella, Cynthia Harrington, Donna Zuravin, Susan J. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Examines whether sexually abused preschool boys and girls differed in terms of abuse characteristics or psychological outcomes. No differences were found between boys and girls in terms of the victim's age at the time of abuse, perpetrator's age, or the identity of the perpetrator. Results indicated that boys exhibited more developmental delays and aggressive symptoms than girls. (Contains 52 references and 4 tables.) (GCP) EJ672700 Gender Differences in the Characteristics and Outcomes of Sexually Abused Preschoolers. Journal of Child Sexual Abuse v9 n2 p21-50 2002 2002-00-00 T 2004 7/11/2004 11:30:57 CIJJAN2004

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No Agency Cooperation Attitudes Caregivers Child Abuse Foreign Countries Interviews Investigations Sexual Abuse Davies, Emma Seymour, Fred Read, John Information Analyses Journal Articles Reports - Research New Zealand New Zealand ISSN-1053-8712 English Perceptions of the child sexual abuse investigation process have received little research attention. In this study, interviews were conducted with 51 children and 124 primary carers where the children had made clear disclosures of sexual abuse. While the majority reported positive experiences of the professionals involved, there were problems with delays, interagency collaboration and provision of information, support, and control. (Contains 32 references and 2 tables.) (GCP) EJ672701 Children's and Primary Caretakers' Perceptions of the Sexual Abuse Investigation Process: A New Zealand Example. Journal of Child Sexual Abuse v9 n2 p41-56 2002 2002-00-00 T 2004 2016-11-23

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No Child Abuse College Students Ethnic Groups Females Incidence Individual Characteristics Sexual Abuse Surveys Kenny, Maureen C. McEachern, Adriana Garcia Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English A survey of 164 college women revealed that 18% recalled some instance of childhood sexual abuse. These women were from a variety of ethnic, cultural, and economic backgrounds. The majority were abused by nonfamily members, but strangers were the identified perpetrators in 21% of the cases. The importance of these findings is discussed as well as directions for future research. (Contains 37 references and 5 tables.) (GCP) EJ672702 Prevalence and Characteristics of Childhood Sexual Abuse in Multiethnic Female College Students. Journal of Child Sexual Abuse v9 n2 p57-70 2002 2002-00-00 T 2004 7/11/2004 11:30:57 CIJJAN2004

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No Child Abuse Dependency (Personality) Individual Characteristics Sex Differences Sexual Abuse Hill, Erica L. Gold, Steven N. Bornstein, Robert F. Information Analyses Journal Articles Reports - Research Child Abuse Survivors ISSN-1053-8712 English Investigates dependency in survivors of childhood sexual abuse (CSA). Analyses of CSA Interpersonal Dependency Inventory scores indicated that among women, CSA survivors obtained higher dependency scores than non-CSA psychiatric patients, community adults, and college students. Findings for men were less consistent. Follow-up analyses revealed that commonly investigated CSA characteristics were unrelated to survivors' dependency scores. (Contains 34 references and 6 tables.) (GCP) EJ672703 Interpersonal Dependency among Adult Survivors of Childhood Sexual Abuse in Therapy. Journal of Child Sexual Abuse v9 n2 p71-86 2002 2002-00-00 T 2004 2016-11-23

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No Behavior Standards Child Abuse Moral Values Pornography Sexual Abuse Social Influences Lemmey, Dorothy E. Tice, Pamela Paradis Information Analyses Journal Articles Child Pornography Child Prostitution ISSN-1053-8712 English The persistence and pervasiveness of two forms of child sexual abuse in particular, pornography and prostitution, undoubtedly lie in the perpetuation of societal norms that unwittingly support such tragic behaviors. Argues that the overall problem of child sexual abuse must be reconceptualized, and in-depth, long-term investigations of both child pornography and child prostitution must be undertaken. (Contains 78 references.) (GCP) EJ672704 Two Tragic Forms of Child Sexual Abuse: Are They Often Overlooked? Journal of Child Sexual Abuse v9 n2 p87-106 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Love Sex Differences Sexual Abuse Spanish Speaking Parra, Fernando Brown, Wayne C. Huynh, Phung D. Le Thao Thi Phuong Stubbs, Elizabeth C. Leon, Joseph J. Mejia, Alberto Information Analyses Journal Articles Reports - Research Latinos ISSN-1053-8712 English Ninety-nine adult Latino Spanish speaking participants in a court mandated psychotherapeutic group program for parents whose children have been sexually abused were administered a love-attitudes scale. The men in the study are the abusers. Analysis of gender difference showed that the mean scores and endorsement patterns deviated from those in earlier research with non-sexual child-abusing males. (Contains 10 references and 2 tables.) (GCP) EJ672705 Gender Differences in Love-Styles among Adult Latino Spanish Speaking Parents Whose Children Have Been Sexually Abused by the Father. Journal of Child Sexual Abuse v9 n2 p107-13 2002 2002-00-00 T 2004 2016-11-23

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No Clinical Diagnosis Counseling Theories Research Sexual Abuse Validity Dallam, Stephanie J. Information Analyses Journal Articles Pseudoscience False Memories ISSN-1053-8712 English Critically examines the assumptions underlying "False Memory Syndrome" to determine whether there is sufficient empirical evidence to support it as a valid diagnostic construct. A review of the relevant literature demonstrates that the existence of such a syndrome lacks general acceptance in the mental health field, and that the construct is based on a series of faulty assumptions. (Contains 107 references, 1 table, and 1 figure.) (GCP) EJ672706 Crisis or Creation? A Systematic Examination of "False Memory Syndrome." Journal of Child Sexual Abuse v9 n3-4 p9-36 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Court Litigation Evidence (Legal) Sexual Abuse Theories Cheit, Ross E. Information Analyses Journal Articles Reports - Descriptive ISSN-1053-8712 English Examines the criminal conviction of Robert Halsey for sexually abusing two young boys on his school-van route near Pittsfield, Massachusetts. Based on a comprehensive examination of the trial transcript, suggests that the credulous acceptance of the "false conviction" legend about Robert Halsey provides a case study in the techniques and tactics used to minimize and deny sexual abuse. (Contains 16 references.) (GCP) EJ672707 The Legend of Robert Halsey. Journal of Child Sexual Abuse v9 n3-4 p37-52 2001 2001-00-00 T 2004 7/11/2004 11:30:59 CIJJAN2004 Special Topic: "Misinformation Concerning Child Sexual Abuse and Adult Survivors." For related article, see CG 560 676.

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No Child Abuse Court Litigation Memory Sexual Abuse Theories Whitfield, Charles L. Information Analyses Journal Articles Reports - Descriptive False Memories Traumas ISSN-1053-8712 English Describes a seemingly sophisticated, but mostly contrived and often erroneous "false memory" defense, and compares it in a brief review to what the science says about the effect of trauma on memory. Each of 22 of the more commonly used components of this defense is described and discussed with respect to what the science says about them. (Contains 92 references, 2 tables, and 2 figures.) (GCP) EJ672708 The "False Memory" Defense: Using Disinformation and Junk Science In and Out of Court. Journal of Child Sexual Abuse v9 n3-4 p53-78 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Court Litigation Evidence (Legal) Sexual Abuse Brown, Daniel Information Analyses Journal Articles Reports - Research False Memories ISSN-1053-8712 English Addresses representations made by pro-false memory attorneys and expert witnesses in court regarding the long-term effects of childhood sexual abuse. Examining the testimony revealed that such pro-false memory testimony was based on a partial understanding of retrospective data. Reviewing the totality of the scientific evidence demonstrates that such pro-false memory testimony is inaccurate and has the potential of misleading the jury. (Contains 58 references and 1 table.) (GCP) EJ672709 (Mis) Representations of the Long-Term Effects of Childhood Sexual Abuse in the Courts. Journal of Child Sexual Abuse v9 n3-4 p79-107 2001 2001-00-00 T 2004 2016-11-21

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No Adult Child Relationship Child Abuse Codes of Ethics Criticism Government Role Intellectual Freedom Meta Analysis Sexual Abuse Dallam, Stephanie J. Journal Articles Reports - Research ISSN-1053-8712 English Study reviews a 1998 article, concerning the first study denounced by the House of Representatives, which recommended that a willing encounter with positive reactions would no longer be considered sexual abuse, but rather adult-child sex. Current article concludes that the previous study can best be described as an advocacy article inappropriately using science in an attempt to legitimize its findings. (Contains 74 references and 3 tables.) (ADT) EJ672710 Science or Propganda? An Examination of Rind, Tromovitch and Bauserman (1998). Journal of Child Sexual Abuse v9 n3-4 p109-34 2001 2001-00-00 T 2004 7/11/2004 11:30:59 CIJJAN2004 Special Topic: "Long Term Sequelae of Child Sexual Abuse and Clinical Implications." For related articles, see CG 560 681-682.

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No Adult Child Relationship Child Abuse Criticism Meta Analysis Research Methodology Sexual Abuse Whittenburg, John A. Tice, Pamela Paradis Baker, Gail L. Lemmey, Dorothy E. Journal Articles Reports - Research ISSN-1053-8712 English Presents a methodological critique of the 1998 meta-analysis of child sexual abuse outcomes by Rind et al. By restricting a supposedly broad meta-analysis to only some of the population in question, the conclusions they drew regarding this complex topic, primarily that adult-child sex is not necessarily harmful, are invalid. (Contains 33 references and 2 tables.) (ADT) EJ672711 A Critical Appraisal of the 1998 Meta-Analytic Review of Child Sexual Abuse Outcomes Reported by Rind, Tromovitch, and Bauserman. Journal of Child Sexual Abuse v9 n3-4 p135-55 2001 2001-00-00 T 2004 7/11/2004 11:31:00 CIJJAN2004 Special Topic: "Long Term Sequelae of Child Sexual Abuse and Clinical Implications." For related articles, see CG 560 680-682.

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No Adult Child Relationship Child Abuse Criticism Meta Analysis Research Methodology Sexual Abuse Tice, Pamela Paradis Whittenburg, John A. Baker, Gail L. Lemmey, Dorothy E. Journal Articles Reports - Research ISSN-1053-8712 English Presents a review of all types of child sexual abuse research ignored by Rind, Tromovitch, and Bauserman in their 1998 meta-analytic study. Eight major findings are addressed. Altogether these findings demonstrate the narrow focus of the meta-analysis. By restricting a broad meta-analysis to only some of the research and population in question, the conclusions drawn are invalid. (Contains 154 references.) (ADT) EJ672712 The Real Controversy about Child Sexual Abuse Research: Contradictory Findings and Critical Issues Not Addressed by Rind, Tromovitch, and Bauserman in Their 1998 Outcomes Meta-Analysis. Journal of Child Sexual Abuse v9 n3-4 p157-82 2001 2001-00-00 T 2004 7/11/2004 11:31:00 CIJJAN2004 Special Topic: "Long Term Sequelae of Child Sexual Abuse and Clinical Implications." For related articles, see CG 560 680-681.

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No Child Abuse Memory Sexual Abuse Courtois, Christine A. Information Analyses Journal Articles Recovered Memories ISSN-1053-8712 English Provides an overview of the positions taken by both sides in the dispute of "false memory." Then presents major findings of several professional task forces charged with reviewing the controversy and arriving at recommendations for research, clinical practice, and forensic practice regarding delayed recall of memories for sexual abuse. (Contains 65 references.) (ADT) EJ672713 Implications of the Mmory Controversy for Clinical Practice: An Overview of Treatment Recommendations and Guidelines. Journal of Child Sexual Abuse v9 n3-4 p183-210 2001 2001-00-00 T 2004 2016-11-21

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No Cohabitation Marital Instability Marital Satisfaction Marriage Predictor Variables Dush, Claire M. Kamp Cohan, Catherine L. Amato, Paul R. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines the relationship between premarital cohabitation and marital dysfunction a sample spouses in two marriage cohorts: those married between 1964 and 1980 (when cohabitation was less common) and those married between 1981 and 1997 (when cohabitation was more common). Spouses in both cohorts who cohabited prior to marriage reported poorer marital quality and greater marital instability. (Contains 45 references and 2 tables.) (GCP) EJ672714 The Relationship between Cohabitation and Marital Quality and Stability: Change across Cohorts? Journal of Marriage and Family v65 n3 p539-49 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:01 CIJJAN2004

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No Blacks Females Marital Satisfaction Marriage Predictor Variables Racial Differences Well Being Whites Goodwin, Paula Y. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Compares the predictors of marital well-being for African American and European American women by focusing on the influences of individual, interpersonal, and social and economic resources. Emotional health, trusting one's spouse, and feeling underbenefited in the relationship were significant predictors of marital well-being for both groups. Findings suggest the need to examine marital well-being within the context of race. (Contains 51 references and 3 tables.) (GCP) EJ672715 African American and European American Woman's Marital Well-Being. Journal of Marriage and Family v65 n3 p550-60 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:01 CIJJAN2004

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No Child Rearing Marital Satisfaction Meta Analysis Parent Role Parents Predictor Variables Role Conflict Twenge, Jean M. Campbell, W. Keith Foster, Craig A. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English This meta-analysis finds that parents report lower marital satisfaction compared with nonparents. There is also a significant negative correlation between marital satisfaction and number of children. The data suggest that marital satisfaction decreases after the birth of a child due to role conflicts and restriction of freedom. (Contains 30 references and 1 table.) (GCP) EJ672716 Parenthood and Marital Satisfaction: A Meta-Analytic Review. Journal of Marriage and Family v65 n3 p574-83 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:01 CIJJAN2004

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No Birth Rate Child Care Child Rearing Foreign Countries Parent Attitudes Parents Predictor Variables Public Schools Hank, Karsten Kreyenfeld, Michaela Information Analyses Journal Articles Reports - Research Germany Germany ISSN-0022-2445 English Investigates the role of child care in childbearing decisions in western Germany. Finds that access to informal care arrangements increases the probability of entering parenthood, but does not find any statistically significant effect of the public day care provision on fertility. (Contains 65 references, 5 tables, and 1 appendix.) (GCP) EJ672717 A Multilevel Analysis of Child Care and Women's Fertility Decisions in Western Germany. Journal of Marriage and Family v65 n3 p584-96 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Rearing Experience Parent Child Relationship Parenting Skills Parents Whiteman, Shawn D. McHale, Susan M. Crouter, Ann C. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Seeks evidence for the proposition that experiences with earlier-born adolescents will improve parents' interactions with and parenting of later-born adolescents. Findings suggest that when parent-adolescent relationships were measured at the same age for both siblings, parents experienced less conflict with their second-born and exhibited greater knowledge of their second-born offspring's daily activities. (Contains 33 references, 3 tables, and 4 figures.) (GCP) EJ672718 What Parents Learn from Experience: The First Child as a First Draft? Journal of Marriage and Family v65 n3 p608-21 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:02 CIJJAN2004

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No Conflict Cross Cultural Studies Family Relationship Family Violence Foreign Countries Verbal Abuse Felson, Richard B. Ackerman, Jeff Yeon, Seong-Jin Information Analyses Journal Articles Reports - Research Korea South Korea ISSN-0022-2445 English Examines the frequency of domestic violence and verbal altercations relative to the level of domestic conflict using survey data from the United States and Korea. Finds evidence that individuals are generally less likely to use violence during an altercation if the antagonist is a family member than if the antagonist is a stranger. (Contains 60 references and 4 tables.) (GCP) EJ672719 The Infrequency of Family Violence. Journal of Marriage and Family v65 n3 p622-34 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Classification Correlation Family Violence Males Marriage Psychopathology Delsol, Catherine Margolin, Gyala John, Richard S. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Tests A. Holtzworth-Munroe and G. L. Stuart's (1994) typology of male batterers in a community sample. Analyses based on severity of physical aggression, generality of violence, and psychopathology partially replicated the Holtzworth-Munroe and Stuart typology by identifying 3 types of violent men: family-only, medium-violence, and generally violent/psychologically distressed. Implications of conceptualizing marital violence from a multidimensional typology perspective are discussed. (Contains 60 references and 3 tables.) EJ672720 A Typology of Maritally Violent Men and Correlates of Violence in a Community Sample. Journal of Marriage and Family v65 n3 p635-51 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:02 CIJJAN2004

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No Aggression Family Violence Interpersonal Relationship Models Stress Variables Verbal Abuse DeMaris, Alfred Benson, Michael L. Fox, Greer L. Hill, Terrence Van Wyk, Judy Information Analyses Journal Articles Reports - Research Risk Factors ISSN-0022-2445 English Tests a model of couple violence drawn from several theoretical perspectives. The outcome distinguishes among nonviolent couples and those experiencing either physical aggression or intense male violence. According to the model, background characteristics of couples are related to relationship stressors, which affect the risk of violence via their tendency to promote verbal conflict. Considerable support for the model was found. (Contains 41 references and 2 tables.) (GCP) EJ672721 Distal and Proximal Factors in Domestic Violence: A Test of an Integrated Model. Journal of Marriage and Family v65 n3 p652-67 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Behavior Adolescents Aggression Family Relationship Low Income Groups Personal Autonomy Role Conflict Youth Employment Roche, Kathleen M. Ensminger, Margaret E. Chilcoat, Howard Storr, Carla Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines the association between independent roles occurring within different contexts (e.g. family, peer, work) and aggressive behavior among 516 low-income, urban middle school students. Overall, adolescent employment is related to increases in aggressive behavior. Greater engagement in familial independent roles is associated with decreased aggression among employed adolescents, but with increased aggression among unemployed youth. (Contains 53 references, 3 tables, and 2 figures.) (GCP) EJ672722 Establishing Independence in Low-Income Urban Areas: The Relationship to Adolescent Aggressive Behavior. Journal of Marriage and Family v65 n3 p668-80 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:03 CIJJAN2004

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No Cross Cultural Studies Elementary Education Family Structure Mathematics Achievement One Parent Family Public Policy Science Achievement Pong, Suet-Ling Dronkers, Jaap Hampden-Thompson, Gillian Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Investigates the gap in math and science achievement of third- and fourth-graders who live with a single parent versus those who live with two parents in 11 countries. Finds single parenthood to be less detrimental when family policies equalize resources between single- and two-parent families. Concludes that national family policies can offset the negative academic outcomes of single parenthood. (Contains 63 references, 5 tables, 2 figures, and 1 appendix.) (GCP) EJ672723 Family Policies and Children's School Achievement in Single- versus Two-Parent Families. Journal of Marriage and Family v65 n3 p681-99 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:03 CIJJAN2004

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No Child Development Poverty Predictor Variables Morris, Pamela A. Gennetian, Lisa A. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Prior research suggests that poverty can be detrimental to low-income children's development. Is this relation capturing the effects of poverty or the effects of other characteristics of low-income families associated with poverty? An instrumental variables estimation strategy is used with data from a pilot welfare reform program to answer these questions and identify the causal effects of income on children's development. (Contains 43 references and 3 tables.) (GCP) EJ672724 Identifying the Effects of Income on Children's Development Using Experimental Data. Journal of Marriage and Family v65 n3 p716-29 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:03 CIJJAN2004

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No Children Disabilities Discipline Educational Needs Legal Responsibility Social Services Special Education Altshuler, Sandra J. Kopels, Sandra Journal Articles Reports - Research Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0037-8046 English Article provides information regarding amended Individuals with Disabilities Education Act and the impact of those changes on children's education rights. Some changes and practice implications discussed include expansion of categories of children with disabilities; new requirements for mobile, homeless, or culturally diverse populations and participants in individualized education program process; and payment of private school placements for children with disabilities. (Contains 19 references and 2 tables.) (ADT) EJ672725 Advocating in Schools for Children with Disabilities: What's New with IDEA? Social Work v48 n3 p320-29 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Child Abuse Child Welfare Early Adolescents Foster Care Group Homes Sexual Abuse Social Services Welfare Services Jonson-Reid, Melissa Barth, Richard P. Journal Articles Reports - Research ISSN-0037-8046 English Examined school-age children after leaving child welfare foster or group care. Instability in placements significantly increased risk of transition to probation foster care. Among children exiting placements, those who first entered care at ages 12-14 or were first removed because of sexual abuse or neglect were at greater risk of probation out-of-home placement. Social work policy and services are discussed. (Contains 42 references, 2 tables, and 4 figures.) EJ672726 Probation Foster Care as an Outcome for Children Exiting Child Welfare Foster Care. Social Work v48 n3 p348-61 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:04 CIJJAN2004

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No Adopted Children Adoption Adoptive Parents Policy Social Services Social Work Siegel, Deborah H. Journal Articles Reports - Research Open Adoption ISSN-0037-8046 English Article explores parents' reactions now that their adopted children are school age. The research revealed changes in the openness in the adoptions over time and identified four dimensions along which open adoptions vary. Findings showed parents' enthusiasm for the openness in their adoptions, regardless of type and extent of openness. Implications for social work practice, education, and policy are explored. (Contains 48 references and 1 table.) EJ672727 Open Adoption of Infants: Adoptive Parents' Feelings Seven Years Later. Social Work v48 n3 p409-19 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Children Cooperation Human Services Mental Disorders Mental Health Programs School Health Services Farmer, Elizabeth M. Z. Burns, Barbara J. Phillips, Susan D. Angold, Adrian Costello, E. Jane Journal Articles Reports - Research ISSN-1075-2730 English Examined points of entry into mental health service system for children and adolescents and patterns of movement through five service sectors (specialty mental health services, education, general medicine, juvenile justice, child welfare). Education sector plays central role as point of entry. Interagency collaboration among education, specialty mental health services, and general medicine is critical to ensuring youths receive appropriate services. (Contains 24 references and 3 tables.) (Author) EJ672728 Pathways into and through Mental Health Services for Children and Adolescents. Psychiatric Services v54 n1 p60-66 Jan 2003 2003-00-00 American Psychiatric Publishing Inc., Circulation Dept., 1000 Wilson Blvd, Ste 1825, Arlington, VA 22209. T 2004 7/11/2004 11:31:04 CIJJAN2004

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No Computer Uses in Education Curriculum Development Discourse Analysis Elementary Secondary Education Higher Education Instructional Improvement Professional Development Teacher Attitudes Swenson, Janet Journal Articles Reports - Evaluative ISSN-0007-8204 English Analyzes the on-line teacher network, Write for Your Life (WFYL), that sought to facilitate transformative experiences for its K-12/university participants that would result in changed practices across the network, and in increased learning for the students of those practitioners. Analyzes the dialogic "web" the teachers spun across five years. Argues that teachers and teacher educators who participated in WFYL created an on-line "transformative teacher network." (SG) EJ672729 Transformative Teacher Networks, On-Line Professional Development, and the Write for Your Life Project. English Education v35 n4 p262-321 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:04 CIJJAN2004

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No Employment Qualifications English Instruction English Teacher Education Higher Education Politics of Education Teacher Certification Pence, Lucretia E. "Penny" Journal Articles Opinion Papers ISSN-0007-8204 English Considers how those who seek a teaching license in English language arts are assessed and the role that the National Council of Teachers of English (NCTE) plays in these processes. Hopes that the Conference on English Education's Commission on Teacher Candidate Assessment will provide a forum for the membership to discuss, learn, and think creatively about these issues. (SG) EJ672730 Teacher Candidate Assessment: Policy, Practice, and Professional Judgment. English Education v35 n4 p328-32 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:05 CIJJAN2004

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No Curriculum Design Diversity Higher Education Journalism Education Multicultural Education Racial Bias Teacher Attitudes Baldasty, Gerald J. Bramlett-Solomon, Sharon Deuze, Mark Gutierrez, Felix Liebler, Carol Sanchez, John Journal Articles Opinion Papers ISSN-1077-6958 English Concentrates primarily on race because it illustrates best the issues educators have been facing and dodging for the past decade in journalism and mass communication education. Discusses nine problems concerning diversity at the university level. Presents five educators' ideas and experiences on diversity in the university. (SG) EJ672731 Has the Dream Stalled? Journalism and Mass Communication Educator v58 n1 p7-25 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:05 CIJJAN2004

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No College Faculty Cultural Differences Diversity (Faculty) Higher Education Intervention Journalism Education Mass Media Program Evaluation Teacher Selection Becker, Lee B. Huh, Jisu Vlad, Tudor Journal Articles Reports - Research ISSN-1077-6958 English Examines three different factors that could explain the variability in attempts to diversify journalism and mass communication faculties: the characteristics of the region in which the journalism program is located, the characteristics of the university that houses the program, and the characteristics of the journalism program itself. Outlines nine specific observations that show how the interventions and observations at three universities were surprisingly consistent. (SG) EJ672732 Predictors of Diversification of Journalism & Mass Communication Faculties 1989-1998. Journalism and Mass Communication Educator v58 n1 p26-48 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:05 CIJJAN2004

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No Committees Cultural Differences Diversity (Institutional) Higher Education Journalism Education Politics of Education Profiles Stephens, Lowndes F. Journal Articles Reports - Research ISSN-1077-6958 English Examines the diversity profile of the Standing Committee on Professional Freedom and Responsibility of the Association for Education in Journalism and Mass Communication (AEJMC) membership. Focuses on the gender and ethnic identity of members. Finds that women are overrepresented in 11 of 31 subgroups; males are overrepresented in 3 subgroups; whites are overrepresented in 5 subgroups; and non-whites are overrepresented in 4 subgroups. (SG) EJ672733 Diversity Profile Report of the AEJMC Standing Committee on Professional Freedom and Responsibility. Journalism and Mass Communication Educator v58 n1 p49-63 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:05 CIJJAN2004

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No Decision Making Higher Education Instructional Improvement Journalism Education Student Attitudes Anyaegbunam, Chike Ryan, Leland "Buck" Journal Articles Reports - Research Civic Journalism Reflective Thinking ISSN-1077-6958 English Presents an experimental instructional model for introducing journalism students to the advantages and disadvantages of traditional and civic journalism approaches so that they can make up their own minds about the controversy. Hopes to give students the knowledge that would help them succeed along whatever journalistic path they choose or encounter after graduation. (SG) EJ672734 Students as Citizens: Experiential Approaches to Reflective Thinking on Community Journalism. Journalism and Mass Communication Educator v58 n1 p64-73 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Integrated Curriculum Large Group Instruction Observational Learning Primary Education Reading Comprehension Reading Instruction Science Instruction Teaching Methods Thinking Skills Writing Instruction McDonough, Nancy H. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1392-947X English Explains an integrated curriculum in which science content is at the core of teaching. Contends that study in an integrated curriculum invites students to build their world knowledge by offering them the time and continuous focus to know a subject well. Details an integrated unit called "Oceans" which included: observation; whole group instruction; micro-units; and procedural writing. (PM) EJ672735 Fitting It All In: How Sea Stars Taught Me To Integrate the Curriculum. Thinking Classroom v4 n2 p10-18 Apr 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:06 CIJJAN2004

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No Classroom Environment Communication Skills Grouping (Instructional Purposes) Primary Education Student Attitudes Student Behavior Student Needs Kaliyeva, Rysaldy Journal Articles Opinion Papers ISSN-1392-947X English Contends that introverted children pose a problem for elementary school teachers because they need to learn to express their thoughts, exchange opinions, and communicate. Explains how reorganizing group work can create a more comfortable atmosphere for quiet students. Proposes that educators need to teach children not to hurry, but rather think through each step of a problem. (PM) EJ672736 Working with the "Quiet Ones." Thinking Classroom v4 n2 p19-20 Apr 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:06 CIJJAN2004

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No Classroom Environment Creativity Critical Thinking Instructional Effectiveness Motivation Techniques Reading Strategies Secondary Education Student Attitudes Student Motivation Teaching Methods Writing Strategies Cretu, Daniela Guides - Classroom - Teacher Journal Articles Reports - Research ISSN-1392-947X English Presents an approach that teachers can use to promote and investigate students' motivation to learn in the classroom. Notes that the strategies used are from Reading and Writing for Critical Thinking courses. Explains the following motivational devices: dual-entry diary; clusters; know/want to know/learned; think/pair/share; discussion web; debate; reciprocal teaching; and situated motivation. Examines their instructional effectiveness. Finds that students' motivation is an assessment-based process. (PM) EJ672737 Students' Motivation in Class. Thinking Classroom v4 n2 p21-28 Apr 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:06 CIJJAN2004

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No Creativity Graphic Organizers Science Instruction Scientific Concepts Secondary Education Teaching Methods Vasilyev, Yury Guides - Classroom - Teacher Journal Articles ISSN-1392-947X English Presents a strategy that enables students to: effectively reflect on the information they are learning; to identify scientific interconnections between individual facts and concepts; and to develop a system of conclusions. Explains that a concept network is a set of ideas and facts relating to a particular topic, with the linkages between facts represented by arrows. Concludes that this strategy simplifies a learner's task. (PM) EJ672738 The Network of Concepts and Facts: Forming a System of Conclusions Through Reflection. Thinking Classroom v4 n2 p29-33 Apr 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:07 CIJJAN2004

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No Continuing Education English (Second Language) Foreign Countries Learner Controlled Instruction Literacy Secondary Education Student Motivation Teacher Attitudes Teacher Role Teaching Methods Li, Li-Te Guides - Non-Classroom Journal Articles Rogers (Carl) Taiwan Taiwan ISSN-1392-947X English Discusses connections between Carl Rogers and literacy by introducing Rogers' major contributions and by discussing the implementation of his ideas in an English as a Foreign Language (EFL) classroom in Taiwan. Explains Rogers' ideas about teachers as facilitators; learner-centered learning; and building freedom. Concludes that person-centered learning connect learning with life and encourages learners to be profound seekers. (PM) EJ672739 Carl Rogers and Me: Revisiting Teaching. Thinking Classroom v4 n2 p34-42 Apr 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 2016-11-21

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No Cultural Differences English Instruction Freshman Composition Higher Education Language Styles Reader Text Relationship Campbell, Lee Jacobs, Debra Guides - Non-Classroom Journal Articles English Presents and discusses three sets of texts that are excerpted from essays written for a second-semester, first-year composition course at a regional public university. Considers the relationship of the linguistic and sociolinguistic markedness of texts. Explores what the sociolinguistic markedness should be in the writing classroom given the linguistic markedness of a piece of text. (SG) EJ672740 Linguistic Stigmata: Marking and Unmarking Grapholectal, Dialectal, and Historical "Errors" in Student Writing. Composition Forum v12 n2 p87-100 2001 2001-00-00 Composition Forum, Department of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. T 2004 7/11/2004 11:31:07 CIJJAN2004

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No Academic Discourse Anthologies English Instruction Higher Education Ideology Rhetoric Scholarship Writing for Publication Micciche, Laura Journal Articles Reports - Evaluative English Describes general characteristics of edited collections and then offers a brief history of the genre in composition studies based in part on the existing data in CompPile, an online and ongoing bibliography. Explores several explanations for the proliferation of edited collections in the field. Makes note of what these explanations can say about the ideology of scholarship. (SG) EJ672741 The Role of Edited Collections in Composition Studies. Composition Forum v12 n2 p101-24 2001 2001-00-00 Composition Forum, Department of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. T 2004 7/11/2004 11:31:08 CIJJAN2004

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No Audience Awareness Higher Education Instructional Effectiveness Revision (Written Composition) Writing Instruction Cautrell, Dion C. Guides - Non-Classroom Journal Articles English Argues for the systematic use of patterns of arrangement to order and revise texts for a particular subject matter, purpose, and audience. Illustrates how writers mobilize textual patterns to some tangible effect and, as a consequence, how writing teachers and student-writers can overcome the pragmatic limitations ready-built into arrangement and revision as they are usually formulated. (SG) EJ672742 Patterns To Write By: Teaching Revision through Organization. Composition Forum v12 n2 p125-35 2001 2001-00-00 Composition Forum, Department of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. T 2004 7/11/2004 11:31:08 CIJJAN2004

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No Critical Thinking English Curriculum Higher Education Instructional Improvement Literacy Personal Narratives Writing for Publication Writing Processes Ryan, Cynthia Guides - Classroom - Teacher Journal Articles English Addresses the need to extend the conversation about critical literacy narratives beyond the composition classroom. Argues that students who plan to enter careers that will require them to produce and distribute written materials benefit greatly from an examination of literacy events in their lives. Describes a pedagogical exercise that attempts to teach future editors and writing professionals critical skills for examining reading and writing processes. (SG) EJ672743 The Editorial Eye/I: The Role of Critical Literacy Narratives in the Professional Writing Classroom. Composition Forum v12 n2 p137-56 2001 2001-00-00 Composition Forum, Department of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. T 2004 7/11/2004 11:31:08 CIJJAN2004

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No Business Education Discourse Analysis Higher Education Organizational Communication Scholarship Theory Practice Relationship Kuhn, Timothy Ashcraft, Karen Lee Guides - Non-Classroom Journal Articles Scandals ISSN-0893-3189 English Responds to communication scholars' increasing call for scholarship that yields meaningful responses to contemporary problems, thereby enriching public and private discourse and practice. Proposes the theory of the firm as one important frame for analysis, for it confronts key organizational questions at the heart of corporate scandal. (SG) EJ672744 Corporate Scandal and the Theory of the Firm: Formulating the Contributions of Organizational Communication Studies. Management Communication Quarterly v17 n1 p20-57 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Apartheid Business Administration Education Ethics Foreign Countries Group Dynamics Higher Education Leadership Training Nkomo, Stella M. Guides - Non-Classroom Journal Articles South Africa South Africa ISSN-0893-3189 English Describes the author's experience teaching a course on leadership and organizational dynamics to master of business administration students at the Graduate School of Business Leadership, University of South Africa. Considers how the structures of apartheid that permeated all sectors of South African society are only gradually being dismantled. (SG) EJ672745 Teaching Business Ethically in the "New" South Africa. Management Communication Quarterly v17 n1 p128-35 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Business Administration Education Ethics Higher Education Instructional Effectiveness Organizational Communication Jaques, Elliott Guides - Non-Classroom Journal Articles ISSN-0893-3189 English Notes that it is essential that business organizations establish organizational systems that require satisfactory ethical business behaviors from everyone concerned, regardless of differences in personal outlooks. Outlines what needs to be done in order to effectively teach business ethics. (SG) EJ672746 Ethics for Management. Management Communication Quarterly v17 n1 p136-42 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:09 CIJJAN2004

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No Business Administration Education Community Responsibility Ethics Higher Education Instructional Effectiveness Interpersonal Relationship DiTomaso, Nancy Parks-Yancy, Rochelle Post, Corinne Guides - Non-Classroom Journal Articles ISSN-0893-3189 English Offers several suggestions about how educators' efforts have gone wrong and makes recommendations about what they need to teach students about ethics and management to prepare students more adequately. Concludes that ethics are about structures, processes, and the relationships that endure, get reproduced, and that generate outcomes that affect everyone. (SG) EJ672747 Structure, Relationships, and Community Responsibility. Management Communication Quarterly v17 n1 p143-50 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:09 CIJJAN2004

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No Business Education Capitalism Ethical Instruction Ethics Higher Education Instructional Improvement Teacher Attitudes Stablein, Ralph Guides - Non-Classroom Journal Articles ISSN-0893-3189 English Notes that one of the most important contexts for ethical decision-making is the nature and operation of "contemporary capitalisms." Suggests that rather than issuing a call for teaching business ethics, the author emphasizes the need for more ethical business teaching. (SG) EJ672748 Teaching Business Ethics or Teaching Business Ethically? Management Communication Quarterly v17 n1 p151-54 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:09 CIJJAN2004

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No Business Education Capitalism Ethics Higher Education Instructional Improvement Anderson, James A. Journal Articles Opinion Papers ISSN-0893-3189 English Discusses the teaching of business ethics. Draws conclusions about teaching business ethics noting that such instruction must start with the principles of capitalism and the functions of a market economy. (SG) EJ672749 Forum Response: Ethics in Business and Teaching. Management Communication Quarterly v17 n1 p155-64 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:10 CIJJAN2004

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No Cognitive Processes Criticism Higher Education Language Usage Revision (Written Composition) Writing Instruction Writing Processes Harris, Joseph Journal Articles Opinion Papers ISSN-0010-0994 English Argues that in teaching students to write as critics, educators need to ask them to change not how they think but how they work--to take on a new sort of intellectual practice. Shows how helping students become more aware of choices they make in revising their texts can help them gain control of using the work of others and gain a reflectiveness about their own aims in writing. (SG) EJ672750 Revision as a Critical Practice. College English v65 n6 p577-92 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:10 CIJJAN2004

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No Activism Cultural Differences Higher Education Life Satisfaction Working Class O'Dair, Sharon Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0010-0994 English Offers an understanding of "class activism" that focuses less on the putative emotional needs of working-class students, of whatever ethnicity or gender, and more on the ways hierarchy and distinction are reproduced within and outside of the various institutions of higher education. Suggests that it is possible and even desirable for most people to lead culturally and intellectually satisfying lives without spending years in postsecondary education. (SG) EJ672751 Class Work: Site of Egalitarian Activism or Site of Embourgeoisement? College English v65 n6 p593-606 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:10 CIJJAN2004

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No Community Development Discourse Analysis English Instruction Higher Education Working Class Writing Instruction Greer, Jane Journal Articles Reports - Evaluative ISSN-0010-0994 English Believes that a historiographic inquiry into Meridel Le Sueur's work as a teacher of writing can extend conversations about textual property that are taking place in English studies today. Concludes that "Worker Writers" stands as Le Sueur's call to working-class women and men to strengthen their communal ties, to make their lives more visible through public discourse, and to work together for the common good. (SG) EJ672752 Refiguring Authorship, Ownership, and Textual Commodities: Meridel Le Sueur's Pedagogical Legacy. College English v65 n6 p607-25 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:10 CIJJAN2004

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No Audience Awareness Higher Education Reader Text Relationship Scholarly Writing Writing Apprehension Writing for Publication Crosby, Christina Journal Articles Opinion Papers ISSN-0010-0994 English Argues that scholarly writing entails entering into a complex network of relationships and engages the writer in a process that may have a multitude of ends. Discusses how professional writing is related to the logic of market in that writers must produce an exchangeable commodity, but the process is governed by the requirements of the profession and is not directly driven by the need to turn a profit. (SG) EJ672753 Writer's Block, Merit, and the Market: Working in the University of Excellence. College English v65 n6 p626-45 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:11 CIJJAN2004

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No Criticism Higher Education Literacy Literature Appreciation Popular Culture Hall, R. Mark Journal Articles Opinion Papers Winfrey (Oprah) Book Clubs ISSN-0010-0994 English Considers how although the influence of "Oprah's Book Club" has been well documented in the popular media, it has received little attention from the academic community. Examines the club as a literacy delivery system, asking how literacy takes its shape from the interests of both Winfrey and her readers. (SG) EJ672754 The "Oprahfication" of Literacy: Reading "Oprah's Book Club." College English v65 n6 p646-67 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Chinese Elementary Education English Grade 2 Grade 4 Grade 6 Metalinguistics Morphology (Languages) Reading Ability Reading Research Ku, Yu-Min Anderson, Richard C. Journal Articles Reports - Research ISSN-0922-4777 English Investigates the development of morphological awareness in Chinese and English. Indicates that morphological awareness develops with grade level and is strongly related to reading ability. Notes that Chinese students' acquisition of derivational morphology seems to lag behind that of compounding rules, which might reflect the nature of Chinese word formation in that there are far fewer derivatives than compounds in Chinese. (SG) EJ672755 Development of Morphological Awareness in Chinese and English. Reading and Writing: An Interdisciplinary Journal v16 n5 p399-422 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:11 CIJJAN2004

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No Arabic Cognitive Processes Dyslexia Elementary Education Morphology (Languages) Phonemic Awareness Reading Difficulties Reading Research Word Recognition Abu-Rabia, Salim Share, David Mansour, Maysaloon Said Journal Articles Reports - Research ISSN-0922-4777 English Investigates word identification in Arabic and basic cognitive processes in reading-disabled (RD) and normal level readers of the same chronological age, and in younger normal readers at the same reading level. Indicates significant deficiencies in morphology, working memory, and syntactic and visual processing, with the most severe deficiencies observed for phonological awareness. (SG) EJ672756 Word Recognition and Basic Cognitive Processes among Reading-Disabled and Normal Readers in Arabic. Reading and Writing: An Interdisciplinary Journal v16 n5 p423-42 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:12 CIJJAN2004

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No Definitions Educational Strategies Higher Education Imagery Writing (Composition) Sadoski, Mark Goetz, Ernest T. Stricker, Andrew G. Burdenski, Thomas K., Jr. Journal Articles Reports - Research Concreteness (Language) Dual Coding Theory ISSN-0922-4777 English Investigates the effects of word concreteness and either imagery, verbal, or control strategy instructions on the composition of written definitions. Reveals significant effects of word concreteness on several quantity and quality variables, but no significant effect of strategy instructions or interaction between concreteness and strategy instructions. (SG) EJ672757 New Findings for Concreteness and Imagery Effects in Written Composition. Reading and Writing: An Interdisciplinary Journal v16 n5 p443-53 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Chinese Cognitive Processes Higher Education Phonology Reading Instruction Structural Analysis (Linguistics) Leong, Che Kan Cheng, Pui-Wan Journal Articles Reports - Research Lexical Semantics Word Naming Technique ISSN-0922-4777 English Examines the notion inherent in the Interactive Constituency Model of Perfetti and colleagues that in reading 2-character Chinese words phonology is activated at the character level rather than at the word level. Notes that the two lexical decision experiments and the naming experiment uphold the generality of character-level consistency effect of heterophonic homographs, even though there are some slight variations from the original study. (SG) EJ672758 Consistency Effects of Lexical Decision and Naming of Two-Character Chinese Words. Reading and Writing: An Interdisciplinary Journal v16 n5 p455-74 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Persistence Dyslexia Foreign Countries Higher Education Reading Difficulties Student Motivation Richardson, John T. E. Wydell, Taeko N. Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0922-4777 English Compares United Kingdom college students with dyslexia and those with no reported disabilities in terms of demographic properties, programmes of study and academic attainment. Finds that students with dyslexia were more likely to withdraw during their first year of study and were less likely to complete their programmes of study, although with appropriate support the completion rate of students with dyslexia can match that of students with no disabilities. (SG) EJ672759 The Representation and Attainment of Students with Dyslexia in UK Higher Education. Reading and Writing: An Interdisciplinary Journal v16 n5 p475-503 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Educational Research Elementary Education Ethnography Literacy Student Attitudes Student Motivation Willis, Arlette Ingram Journal Articles Reports - Evaluative ISSN-1057-3569 English Addresses how some children from culturally and linguistically diverse backgrounds bring their lived experiences and distinctive cultural ways of knowing to learning literacy. Describes the interplay among issues of race, class, gender, and power in creating and teaching literacy lessons in diverse settings during student teaching. Presents suggestions for motivating, involving, and engaging culturally and linguistically diverse children in school literacy. (SG) EJ672760 Dissin' and Disremembering: Motivation and Culturally and Linguistically Diverse Students' Literacy Learning. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p293-319 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:13 CIJJAN2004

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No Accountability Curriculum Development Efficiency Elementary Education Literacy Student Attitudes Student Motivation Teacher Student Relationship Thorkildsen, Theresa A. Journal Articles Reports - Evaluative ISSN-1057-3569 English Highlights ways students' learning and motivation can be supported. Makes the case that issues of accountability and efficiency need to be tempered with a more personal approach that supports student motivation in literacy contexts. Outlines successful methods of communication that minimize alienation from the reading and writing enterprise. Describes some of the impediments to communication among students and teachers that contribute to feelings of alienation and isolation. (SG) EJ672761 Literacy as a Lifestyle: Negotiating the Curriculum To Facilitate Motivation. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p321-41 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:13 CIJJAN2004

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No Educational Research Elementary Education Literacy Student Attitudes Student Motivation Theory Practice Relationship Oldfather, Penny Information Analyses Journal Articles ISSN-1057-3569 English Presents five themes constructed through a cross-case analysis and synthesis of research and theory based on six articles collected for a two-part mini-themed issue of this journal on learning from students about overcoming motivation problems in literacy learning. Examines what can be learned by looking at different studies that address issues of motivations for literacy learning in order to contribute to a more robust grounded theory of intrinsic motivation. (SG) EJ672762 Learning from Students about Overcoming Motivation Problems in Literacy Learning: A Cross-Study Analysis and Synthesis. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p343-52 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:13 CIJJAN2004

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No Elementary Education Epistemology Instructional Effectiveness Reading Instruction Teaching Methods Fitzgerald, Jill Cunningham, James W. Journal Articles Reports - Evaluative ISSN-1057-3569 English Explores the epistemological underpinnings of a widely advocated approach to the teaching of reading called the balanced approach. Summarizes the differences and commonalities in different approaches that have been labeled "balanced." Formulates a preliminary epistemological theory of balance in reading. Explores the benefits of considering balanced reading approaches as emanating from an epistemological perspective. (SG) EJ672763 Balance in Teaching Reading: An Instructional Approach Based on a Particular Epistemological Outlook. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p353-64 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:13 CIJJAN2004

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No Cognitive Processes Curriculum Design Kindergarten Primary Education Reading Difficulties Reading Instruction Reading Motivation Tutoring Nierstheimer, Susan L. Journal Articles Reports - Descriptive ISSN-1057-3569 English Describes the experiences of an undergraduate student in a reading methods course during her practicum of tutoring a young child with reading difficulties. Discusses how she finally found a motivational tool that repeatedly engaged the child--tape recording the child as he read a predictable book and playing the tape back for the child to listen to as he re-read the same book aloud. (SG) EJ672764 Engaging David in the Reading Process. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p365-68 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:14 CIJJAN2004

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No Computer Uses in Education Elementary Secondary Education Evaluation Methods Internet Literacy Technological Advancement Balajthy, Ernest Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1057-3569 English Compares technology predictions from around 1989 with the technology of 2002. Discusses the place of computer-based assessment today, computer-scored testing, computer-administered formal assessment, Internet-based formal assessment, computerized adaptive tests, placement tests, informal assessment, electronic portfolios, information management, and Internet information dissemination. (SG) EJ672765 Information Technology and Literacy Assessment. Reading and Writing Quarterly: Overcoming Learning Difficulties v18 n4 p369-73 Oct 2002 2002-00-00 T 2004 7/11/2004 11:31:14 CIJJAN2004

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No Beginning Reading Kindergarten Primary Education Reading Aloud to Others Reading Research Word Recognition Uhry, Joanna K. Journal Articles Reports - Research Word Naming Technique ISSN-1088-8438 English Describes how kindergarten children in literature-based classrooms listen to stories again and again during shared readings by teachers, and then they pretend-read the stories on their own. Uses hierarchical regression to explore relationships among factors, such as one-to-one correspondence concepts and automaticity in letter name recognition. Finds significant unique contributions to variance in voice-print matching for tag-counting, and for speed in letter naming, as well as for invented spelling. (SG) EJ672766 Finger-Point Reading in Kindergarten: The Role of Phonemic Awareness, One-to-One Correspondence, and Rapid Serial Naming. Scientific Studies of Reading v6 n4 p319-42 2002 2002-00-00 T 2004 2016-11-21

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No Comparative Analysis Elementary Education Reading Instruction Reading Research Reading Skills Word Recognition Compton, Donald L. Olson, Richard K. DeFries, John C. Pennington, Bruce F. Journal Articles Reports - Research Word Naming Technique ISSN-1088-8438 English Investigates whether two different versions of the serial rapid automatized naming (RAN) task, using similar alphanumeric stimuli, would differentially predict performance on word level reading skills. Indicates that the RAN-Alternative measure explained significantly more unique variance in word recognition and orthographic-processing skills than the RAN-Traditional task. (SG) EJ672767 Comparing the Relationships among Two Different Versions of Alphanumeric Rapid Automatized Naming and Word Level Reading Skills. Scientific Studies of Reading v6 n4 p343-68 2002 2002-00-00 T 2004 2016-11-21

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No Cultural Differences English (Second Language) English Instruction Grade 1 Kindergarten Longitudinal Studies Primary Education Reading Research Reading Skills Chiappe, Penny Siegel, Linda S. Wade-Woolley, Lesly Journal Articles Reports - Research Phonological Processing ISSN-1088-8438 English Examines whether the same component processes are involved in reading acquisition for children with varying levels of proficiency in English in kindergarten and first grade. Finds that alphabetic knowledge and phonological processing were important contributors to early reading skill for children from both language groups (native English speakers and English-as-a-second-language speakers). (SG) EJ672768 Linguistic Diversity and the Development of Reading Skills: A Longitudinal Study. Scientific Studies of Reading v6 n4 p369-400 2002 2002-00-00 T 2004 2016-11-21 ED497258

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No Grade 3 Primary Education Reading Achievement Reading Difficulties Reading Research Reading Skills Spelling Sunseth, Kim Greig Bowers, Patricia Journal Articles Reports - Research Naming Task ISSN-1088-8438 English Studies the reading, spelling, and orthographic skills of Grade 3 children who met their criteria for double asset (DA), single phonological deficit (PD), single naming speed deficit (NSD), and double deficit (DD) groups. Reveals main effects of each factor, oftentimes modified by significant interactions, on the varied achievement measures. (SG) EJ672769 Rapid Naming and Phonemic Awareness: Contributions to Reading, Spelling, and Orthographic Knowledge. Scientific Studies of Reading v6 n4 p401-29 2002 2002-00-00 T 2004 2016-11-21

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No Childhood Attitudes Elementary Education Feminism Gender Issues Longitudinal Studies Muscular Strength Reader Response Tales Trousdale, Ann M. McMillan, Sally Journal Articles Reports - Evaluative ISSN-0045-6713 English Examines a young girl's responses to "feminist" and "patriarchal" folktales. Explains that issues raised by tales involved the exercise of personal agency, physical strength of males and females, and the symbolic significance of dress. Contends that findings challenge psychological theories about the appeal of folktales to young children, and highlight the importance of disrupting the layering of polarized gender norms and ideals through alternative narratives. (PM) EJ672770 "Cinderella Was a Wuss": A Young Girl's Responses to Feminist and Patriarchal Folktales. Children's Literature in Education v34 n1 p1-28 Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:15 CIJJAN2004

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No Feminism Gender Issues Higher Education Periodicals Reader Response Sex Role Sex Stereotypes Social Environment Delaney, Lesley Journal Articles Reports - Evaluative ISSN-0045-6713 English Proposes that the "Girl's Own Annual 1927" displays a distinctly Victorian construction of womanhood which was at odds with the views of "modern" girls in the 1920s. Examines tensions created by these differing social expectations and focuses on the intergenerational debate about the role of women in work and marriage. Suggests that the magazine's aim represents an effort to influence and control the behavior of a rebellious generation. (PM) EJ672771 Little Women, Good Wives: Victorian Constructions of Womanhood in the "Girl's Own Annual 1927." Children's Literature in Education v34 n1 p29-45 Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:15 CIJJAN2004

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No Childrens Literature Death Elementary Education Fantasy Platonism Reader Response Romanticism Lenz, Millicent Journal Articles Opinion Papers ISSN-0045-6713 English Explains that in "The Amber Spyglass," Philip Pullman extends the psychological depth of literature for young readers by presenting in palpable terms a confrontation with death met by the human capacity for dealing creatively, through story, with personal mortality. Contends that Pullman's portrayal of the power of storytelling is placed within the context of the Platonic tradition and neo-Platonic, 19th-century Romanticism. (PM) EJ672772 Story as a Bridge to Transformation: The Way beyond Death in Philip Pullman's "The Amber Spyglass." Children's Literature in Education v34 n1 p47-55 Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:16 CIJJAN2004

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No Childrens Literature Chinese Culture Elementary Education Foreign Countries Government Role Moral Issues Political Issues Bi, Lijun Journal Articles Reports - Evaluative China China ISSN-0045-6713 English Discusses what Chinese children have read in the last quarter of the 20th century. Notes that much of Chinese children's literature contains strong political, moral, and ideological messages. Examines the official guidelines for children's literature in the post-Mao era. Concludes that in the post-Mao period, the state has become more flexible, cautious, and subtle about using children's literature for its political purposes. (PM) EJ672773 Capitalist Bears and Socialist Modernisation: Chinese Children's Literature in the Post-Mao Period. Children's Literature in Education v34 n1 p57-73 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Characterization Childrens Literature Cultural Awareness Disabilities Diversity Elementary Education Reading Material Selection Smith-D'Arezzo, Wendy M. Guides - Non-Classroom Journal Articles ISSN-0045-6713 English Notes that diverse characters in children's literature have been used for many years to introduce children to a variety of cultures. Explains that using characters in literature is also a strategy that is available to introduce children in a classroom to their peers who have disabilities. Explores how such books can be analyzed and what educators should look for if they are using books that contain characters with disabilities. (PM) EJ672774 Diversity in Children's Literature: Not Just a Black and White Issue. Children's Literature in Education v34 n1 p75-94 Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:16 CIJJAN2004

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No Academic Discourse Childrens Literature Editing Higher Education Scholarly Journals Writing for Publication Hunt, Peter Lewis, David Doonan, Jane Paul, Lissa Ray, Sheila Crago, Maureen Crago, Hugh Moss, Elaine Hollindale, Peter Meek, Margaret Journal Articles Opinion Papers ISSN-0045-6713 English Outlines a brief history of "Signal," a journal on children's literature. Includes the reflections of 10 contributors to "Signal" on the importance of the journal. Explains that "Signal" ceased publication after its 100th issue in the summer of 2003. (PM) EJ672775 A Tribute to "Signal." Children's Literature in Education v34 n2 p95-109 Jun 2003 2003-00-00 T 2004 7/11/2004 11:31:17 CIJJAN2004

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No Characterization Critical Reading Employed Women Gender Issues Higher Education Novels Dawson, Janis Journal Articles Reports - Evaluative Alcott (Louisa May) ISSN-0045-6713 English Contends that attention to Louisa May Alcott's portrayal of domesticity has meant that her representation of working women has received little consideration. Proposes that Alcott's image of domesticity is underpinned by her experience as a working woman. Examines the foundations of Alcott's domestic ideal by focusing on the experiences of Alcott's working women in two of her most autobiographical novels. (PM) EJ672776 Little Women Out to Work: Women and the Marketplace in Louisa May Alcott's "Little Women" and "Work." Children's Literature in Education v34 n2 p111-30 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Drama Higher Education Literary Criticism Johnston, Rosemary Ross Journal Articles Reports - Descriptive Childrens Theater ISSN-0045-6713 English Seeks to extend current children's literature criticism into children's plays and children's theatre. Uses Norman Lindsay's "The Magic Pudding" as a prose introduction to an idea of a theatrical carnivalesque. Develops a theory of plays-as-the-performance-of-texts, relating this to the current debate on performance and performativity. Applies some of these ideas to David Almond's "Wild Girl, Wild Boy." (PM) EJ672777 Carnivals, the Carnivalesque, "The Magic Puddin'," and David Almond's "Wild Girl, Wild Boy": Toward a Theorizing of Children's Plays. Children's Literature in Education v34 n2 p131-46 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Artists Childrens Literature Elementary Education Humor Illustrations Picture Books Cashore, Kristin Journal Articles Reports - Evaluative ISSN-0045-6713 English Notes that in his 20-year tenure as a picture book artist, Jon Agee, has produced a number of books that greatly vary in appearance. Provides examples of Agee's evolution as an artist while demonstrating his metafictive experimentation with artistic conventions, his play with concepts of reality and impossibility, and his abundant talent for simplicity, funniness, and beauty. (PM) EJ672778 Humor, Simplicity, and Experimentation in the Picture Books of Jon Agee. Children's Literature in Education v34 n2 p147-81 Jun 2003 2003-00-00 T 2004 7/11/2004 11:31:17 CIJJAN2004

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No Ethics Foreign Countries Higher Education Journalism Education Mass Media Role Newspapers On the Job Training Socialization Staff Orientation Josephi, Beate Journal Articles Reports - Evaluative Singapore Singapore ISSN-1326-365X English Portrays the induction process of young journalists into the newsroom at the Singaporean English daily, "The Straights Times." Contends that professional journalism education is greatly influenced by the newsroom socialization process. Explains that front-end controls make the young reporters work in close cooperation with their assigned supervisor, and are thus inducted into the style of the paper and its ethical requirements. (PM) EJ672779 On the Cusp between Global and Local: Young Journalists at "The Straights Times," Singapore. AsiaPacific MediaEducator n12-13 p123-38 Dec 2002 2002-00-00 The Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. T 2004 2016-11-23

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No Communication Strategies Distance Education Electronic Mail Higher Education Public Relations Technology Integration World Wide Web Chia, Joy Guides - Non-Classroom Journal Articles ISSN-1326-365X English Contends that the management of relationships with stakeholders, key publics, and clients is central to the practice of public relations. Explores whether these relationships can be managed effectively within the changing communication environment of e-mail and websites. Discusses the ways in which practitioners are adjusting to these changes both online and through traditional communication, and how this can be reflected in educators' response to online teaching of public relations. (PM) EJ672780 E-mails, Educators, Practitioners and Changing Professional Paradigms. AsiaPacific MediaEducator n12-13 p156-67 Dec 2002 2002-00-00 The Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. T 2004 7/11/2004 11:31:18 CIJJAN2004

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No Democratic Values Educational Objectives Foreign Countries Government Role Higher Education Journalism Education Student Attitudes Teacher Role Western Civilization Zeitlin, Arnold Journal Articles Opinion Papers China China ISSN-1326-365X English Explains that at the core of an effort to teach journalism in English to students in the People's Republic of China is the question of whether there is a point to exposing western values to students. Includes an American journalist's experience teaching in an English-language journalism program at a Chinese University and his search for an answer to that question. (PM) EJ672781 Teaching Journalism in Guangzhou. AsiaPacific MediaEducator n12-13 p185-93 Dec 2002 2002-00-00 The Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. T 2004 2016-11-21

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No Communication (Thought Transfer) Higher Education Journalism Education Life Events Mass Media Role Writing Ability Morgan, Frank Journal Articles Opinion Papers ISSN-1326-365X English Contends that communication defines humanity and measures all media practice. Proposes that media practice is the quintessential expression and embodiment of contemporary humanity. Explains that in order to make sense of contemporary human experience, a new view of humanity must be developed. Concludes that dichotomies, such as those between nature and culture and technology and humanity, are false. (PM) EJ672782 A Never Ending Story: Capabilities for the Media Professions? AsiaPacific MediaEducator n12-13 p194-202 Dec 2002 2002-00-00 The Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. T 2004 7/11/2004 11:31:18 CIJJAN2004 The title for this article as listed in the table of contents does not match the title presented on the first page of the article.

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No Higher Education Internet Journalism Education News Reporting Teaching Methods Technology Uses in Education Robie, David Journal Articles Reports - Descriptive University of the South Pacific (Fiji) ISSN-1326-365X English Explains that since 1998, the Pacific Journalism Online training website at the University of the South Pacific has provided a problem-based approach to Internet news gathering and production based on real media assignments. Outlines the "reality" course methodology and strategies for providing news training from a campus-based newsroom. (PM) EJ672783 Cyberspace News on Campus: The South Pacific Experience. AsiaPacific MediaEducator n12-13 p203-19 Dec 2002 2002-00-00 The Graduate School of Journalism, University of Wollongong, NSW 2522 Australia. Full text at http://www.uow.edu.au/crearts/journalism/APME/edinfo.html. T 2004 2016-11-21

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No Drama Educational Objectives Elementary Secondary Education English Instruction English Teachers Professional Development Teacher Background Sommer, Paul Journal Articles Opinion Papers ISSN-0046-280X English Outlines the author's history as an English teacher. Suggests that English teaching is not hermetic but profoundly influenced by educational trends outside the subject itself. Explains that the author's commitment to English combines a sense of engagement with a sense of liberation. (PM) EJ672784 My English History. English in Australia n136 p5-8 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 7/11/2004 11:31:19 CIJJAN2004

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No Educational History Elementary Secondary Education English Instruction Literacy Preservice Teacher Education Teacher Attitudes Teacher Background Beavis, Catherine Journal Articles Opinion Papers ISSN-0046-280X English Discusses history as a way of rereading English in an attempt to reach a more complex understanding of what literacy and English teaching are. Explores the ways in which English teachers' background shaped not just their views on the subject but also their classroom practice, their stance toward new subjects, and their subjectivity as teachers immersed in and produced by particular configurations of what literature should be. (PM) EJ672785 English Teaching and the Uses of History. English in Australia n136 p9-13 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 7/11/2004 11:31:19 CIJJAN2004

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No Curriculum Development English (Second Language) English Curriculum English Literature Foreign Countries Secondary Education Manuel, Jacqueline Brock, Paul Journal Articles Reports - Evaluative Australia Australia ISSN-0046-280X English Outlines key transformations of secondary education in New South Wales in the twentieth century. Discusses the debate of whether the study of literature should be compulsory. Details the study of literature articulated in the 1965 syllabus and its revision in the 1990s. (PM) EJ672786 "W(h)ither the Place of Literature?": Two Momentous Reforms in the NSW Senior Secondary English Curriculum. English in Australia n136 p15-26 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Curriculum Development English Curriculum Foreign Countries Politics of Education Professional Isolation Program Effectiveness Secondary Education Teacher Attitudes Teacher Role Howells, Helen Guides - Non-Classroom Journal Articles Victorian Certificate of Education (Australia) Australia Australia ISSN-0046-280X English Contends that having the responsibility to develop and implement curriculum is crucial to teachers' professional identity. Proposes that teachers are currently marginalized in the curriculum development process. Describes the opportunity presented to English teachers in 1986 to develop a Study Design for the Victorian Certificate of Education. Sees this as a cautionary tale because it shows that teachers' professional responsibility for curriculum development can be circumscribed by political forces. (PM) EJ672787 Teaching Professionalism and Curriculum Power: A Cautionary Tale. English in Australia n136 p27-39 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-23

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No Academically Gifted Administrator Attitudes Curriculum Development Educational History Elementary Secondary Education Foreign Countries Government School Relationship Literacy Teaching Methods Hall, Janice M Journal Articles Reports - Descriptive Australia Australia ISSN-0046-280X English Contends there is a continuing Australian wariness of intellectual precocity and it is self-evident that strong feelings of egalitarianism are still prevalent in policy debates concerning New South Wales (NSW) educational history. Explores some of these aspects historically from convict beginnings to the present. Speculates about their effect on contemporary literacy learning. (PM) EJ672788 Gifted Readers in NSW: A History of Neglect? English in Australia n136 p40-43 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Critical Reading Critical Viewing Drama English Instruction Secondary Education Semiotics Teaching Methods Hughes, John Guides - Classroom - Teacher Journal Articles Reports - Descriptive Shakespeare (William) ISSN-0046-280X English Contends that play scripts are written to be performed and that a critical response to a play should reflect the fact that the script is a blueprint for a live happening. Proposes that students need to study a play both in the theatre and as written text. Explores aspects of Shakespeare's plays as performed theatrical works. (PM) EJ672789 Shakespeare: Teaching and Learning the Semiotics of Performance. English in Australia n136 p44-51 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Curriculum Development Drama Educational History English Instruction Evaluation Methods Foreign Countries Higher Education Secondary Education Teaching Methods Watson, Ken Journal Articles Reports - Evaluative Shakespeare (William) Australia Australia ISSN-0046-280X English Explains that throughout the past one hundred years, the question of how Shakespeare plays should be taught has been a point of contention in the New South Wales secondary English curriculum. Outlines the two main stances, the traditional literature-based approach and the active approach with emphasis on the text as play script. Discusses the interaction of examinations on the teaching of Shakespeare. (PM) EJ672790 Shakespeare in New South Wales Secondary Schools: A Brief History. English in Australia n136 p57-66 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Curriculum Development Educational History Educational Research English Curriculum English Instruction Foreign Countries Reading Instruction Secondary Education Teacher Education Vocational Education Cormack, Phillip Grant, Pat Kerin, Rosie Green, Bill Journal Articles Reports - Research Australia Australia ISSN-0046-280X English Explores the largely unexamined years of English teaching between the 1910s and 1960s in Australia in order to supplement available forms of English curriculum history. Contends that an examination of teacher training curriculum and materials for this period would provide a useful way of further investigating the kind of English "subject" being produced at that time. Concludes that there were different versions of English being produced in post-primary settings. (PM) EJ672791 Filling in a Historical Gap: Post-Primary English Curriculum in South Australia--from the 1920s to the 1950s. English in Australia n136 p67-78 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Curriculum Development Elementary Secondary Education English Instruction Learning Strategies Metaphors Student Role Teacher Role Mayher, John S. Journal Articles Opinion Papers ISSN-0046-280X English Explores a curricular framework for teaching and learning in schools by reconceptualizing the following ideas as a series of metaphors: for the teaching/learning process; for the roles taken by teachers and students; and for the curriculum as a whole. Contends that to return to a sense of what education could be, educators will have to change these metaphors. (PM) EJ672792 Metaphors We (Still) Teach By (?). English in Australia n136 p79-84 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 7/11/2004 11:31:21 CIJJAN2004

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No Elementary Secondary Education English Instruction Evaluation Methods Multicultural Education Teacher Workshops Teaching Methods Technology Uses in Education Dixon, John Journal Articles Reports - Descriptive Dartmouth Seminar on the Teaching of English ISSN-0046-280X English Discusses what a month-long seminar on English teaching in Dartmouth in 1966 accomplished and failed to accomplish. Outlines its stance on integrated activities and assessment. Notes questions not raised at the seminar, by default or inevitability. Proposes new questions and possibilities since Dartmouth. (PM) EJ672793 Two Steps Forward; One--or Two--Steps Back?: Reflections on Dartmouth 1966. English in Australia n136 p85-86 Aut 2003 2003-00-00 The Australian Association for the Teaching of English, PO Box 3203, Norwood, S.A. 5067, Australia. E-mail: aate@aate.org.au. T 2004 2016-11-21

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No Educational Strategies Elementary Education Reading Difficulties Self Concept Student Attitudes Chapman, James W. Tunmer, William E. Journal Articles Reports - Research ISSN-1057-3569 English Reviews a number of studies on the development of achievement-related self-system factors in relation to young children's reading acquisition. Shows that phonological processing ability and letter-naming knowledge at the outset of schooling not only predict subsequent reading performance but also academic self-concept and reading self-efficacy. Maintains that attention to the development of word-level skills and strategies is essential. (SG) EJ672794 Reading Difficulties, Reading-Related Self-Perceptions, and Strategies for Overcoming Negative Self-Beliefs. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p5-24 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:22 CIJJAN2004

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No Elementary Secondary Education Literature Appreciation Reading Difficulties Reading Instruction Reading Motivation Dreher, Mariam Jean Guides - Classroom - Teacher Journal Articles Reports - Evaluative Information Books ISSN-1057-3569 English Argues that by improving students' access to information books, teachers can do a better job of helping struggling readers become skillful, motivated readers. Documents the overwhelming use of stories in what students are expected to read and write, discusses the importance of balancing reading instruction with information text, and provides suggestions for taking advantage of the rich opportunities information books provide for struggling students. (SG) EJ672795 Motivating Struggling Readers by Tapping the Potential of Information Books. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p25-38 Jan-Mar 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Critical Thinking Elementary Education Intervention Reading Difficulties Reading Instruction Student Motivation Writing Instruction Miller, Samuel D. Journal Articles Reports - Evaluative ISSN-1057-3569 English Describes how most reading and writing assignments do not require the demonstration of sophisticated cognitive, social, or self-regulation skills. Describes an intervention study addressing this issue, in which students read and wrote complex prose, offered feedback to classmates, and monitored their learning progress. Focuses on how these new expectations influenced student motivation and learning and the implications of these findings for struggling readers and writers. (SG) EJ672796 How High- and Low-Challenge Tasks Affect Motivation and Learning: Implications for Struggling Learners. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p39-57 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:23 CIJJAN2004

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No Class Activities Instructional Improvement Middle Schools Reading Difficulties Reading Instruction Student Motivation Guthrie, John T. Davis, Marcia H. Guides - Classroom - Teacher Journal Articles ISSN-1057-3569 English Discusses the motivational and other aspects of struggling readers. Notes classroom practices that are barriers to struggling readers in many middle schools. Presents motivation theory as a basis of the authors' proposed engagement model of classroom practice. Proposes six aspects of teaching and classroom context that represent their model of engagement in literacy for teachers. (SG) EJ672797 Motivating Struggling Readers in Middle School through an Engagement Model of Classroom Practice. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p59-85 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:23 CIJJAN2004

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No Academic Achievement Elementary Education Parent Participation Parent Role Reading Difficulties Reading Improvement Reading Motivation Reading Research Student Attitudes Baker, Linda Guides - Classroom - Teacher Guides - Non-Classroom Journal Articles ISSN-1057-3569 English Informs practitioners working with struggling readers of the latest research on home influences on reading motivation. Provides research-based suggestions to teachers as to how they might enlist the assistance of parents in motivating struggling readers. Shows that supportive home environments foster motivation for reading, which leads to more frequent voluntary reading, which improves reading achievement. (SG) EJ672798 The Role of Parents in Motivating Struggling Readers. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p87-106 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:23 CIJJAN2004

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No Class Activities Critical Reading Inclusive Schools Journal Writing Middle Schools Reader Response Reader Text Relationship Student Attitudes Student Journals Richards, Janet C. Guides - Classroom - Teacher Journal Articles ISSN-1057-3569 English Discusses the Facts and Feelings Response Diary strategy for assisting middle school students in inclusive settings to connect both efferently and aesthetically with informational text. Notes that this activity stimulates students to focus their attention on important facts and details and to use their prior experiences, feelings, interests, cultural backgrounds, opinions, and special multiple intelligences to personally respond to the information they draw from content passages. (SG) EJ672799 Facts and Feelings Response Diaries: Connecting Efferently and Aesthetically with Informational Text. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n1 p107-11 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:31:24 CIJJAN2004

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No Elementary Secondary Education Instructional Improvement Self Efficacy Student Attitudes Student Motivation Linnenbrink, Elizabeth A. Pintrich, Paul R. Guides - Classroom - Teacher Journal Articles Student Engagement ISSN-1057-3569 English Focuses on the role of self-efficacy in classroom engagement and learning. Defines terms and describes a general framework for conceptualizing efficacy, engagement, and learning. Discusses how self-efficacy is related to different aspects of engagement and learning. Concludes with suggestions for classroom practice. (SG) EJ672800 The Role of Self-Efficacy Beliefs in Student Engagement and Learning in the Classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p119-37 Apr 2003 2003-00-00 T 2004 2016-11-21 ED512029

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No Academic Achievement Educational Strategies Higher Education Self Efficacy Student Motivation Writing Instruction Pajares, Frank Information Analyses Journal Articles ISSN-1057-3569 English Examines the contribution made by the self-efficacy component of A. Bandura's (1986) social cognitive theory to the study of writing in academic settings. Demonstrates that students' confidence in their writing capabilities influence their writing motivation as well as various writing outcomes in school. Offers academic implications and strategies that may help guide future research. (SG) EJ672801 Self-Efficacy Beliefs, Motivation, and Achievement in Writing: A Review of the Literature. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p139-58 Apr 2003 2003-00-00 T 2004 7/11/2004 11:31:24 CIJJAN2004

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No Educational Research Higher Education Reading Instruction Self Efficacy Self Evaluation (Individuals) Student Motivation Writing Instruction Schunk, Dale H. Journal Articles Reports - Evaluative ISSN-1057-3569 English Discusses theory, research, and applications relevant to one type of personal belief: perceived self-efficacy. Presents research evidence showing how social models, goal setting, and self-evaluation affect self-efficacy, motivation, and learning. Concludes with implications of the theory and research for educational practice. (SG) EJ672802 Self-Efficacy for Reading and Writing: Influence of Modeling, Goal Setting, and Self-Evaluation. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p159-72 Apr 2003 2003-00-00 T 2004 7/11/2004 11:31:24 CIJJAN2004 ED502398

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No Academic Achievement Educational Strategies Higher Education Reading Instruction Self Efficacy Self Evaluation (Individuals) Student Motivation Writing Instruction Walker, Barbara J. Guides - Classroom - Teacher Guides - Non-Classroom Journal Articles ISSN-1057-3569 English Summarizes the major points about self-efficacy and proposes instructional responses teachers can employ to raise self-efficacy. Delineates various instructional procedures that can enhance self-efficacy increasing motivation and achievement. Suggests that by giving choice, teaching literacy strategies, creating self-evaluations and changing the assessment context, teachers can lead students to experience positive self-efficacy during challenging tasks. (SG) EJ672803 The Cultivation of Student Self-Efficacy in Reading and Writing. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p173-87 Apr 2003 2003-00-00 T 2004 7/11/2004 11:31:25 CIJJAN2004

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No Adaptive Testing Elementary Secondary Education Inclusive Schools Interpersonal Relationship Mainstreaming Polloway, Edward A. Epstein, Michael H. Bursuck, William D. Journal Articles Reports - Evaluative ISSN-1057-3569 English Considers how the movement toward inclusive classrooms has enhanced significantly disabled students' opportunities for increased social interaction with their peers and it coincidentally has brought with it learning and achievement challenges for students as well as for their teachers and parents. Finds that the concept of treatment acceptability is useful for conceptualizing testing adaptations. (SG) EJ672804 Testing Adaptations in the General Education Classroom: Challenges and Directions. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p189-92 Apr 2003 2003-00-00 T 2004 7/11/2004 11:31:25 CIJJAN2004

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No Computer Software Evaluation Computer Uses in Education Elementary Education Literacy Technological Advancement Baker, Elizabeth A. (Betsy) Guides - Non-Classroom Journal Articles ISSN-1057-3569 English Proposes an Evaluative Framework that is designed to help users determine whether software and web pages fit with their literacy goals. Notes that this Evaluative Framework takes a global approach by including various theoretical perspectives, stances toward integrating literacy and technology, aspects of literacy, and types of educational software. (SG) EJ672805 Integrating Literacy and Technology: Making a Match between Software and Classroom. Reading and Writing Quarterly: Overcoming Learning Difficulties v19 n2 p193-97 Apr 2003 2003-00-00 T 2004 7/11/2004 11:31:25 CIJJAN2004

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No Chinese Grammar Higher Education Korean Language Universals Reading Instruction Reading Processes Perfetti, Charles A. Journal Articles Reports - Research ISSN-1088-8438 English Considers how reading has universal properties that can be seen across the world's writing systems. Discusses the most important universal language constraint: All writing systems represent spoken languages, a universal with consequences for reading processes. Draws on observations and research from Chinese and Korean to examine these universal writing-specific aspects of reading and considers the implications of the universal language constraint for learning to read. (SG) EJ672806 The Universal Grammar of Reading. Scientific Studies of Reading v7 n1 p3-24 2003 2003-00-00 T 2004 7/11/2004 11:31:25 CIJJAN2004

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No Beginning Reading Instructional Effectiveness Instructional Improvement Kindergarten Phoneme Grapheme Correspondence Phonemic Awareness Primary Education Spelling Castiglioni-Spalten, Maria L. Ehri, Linnea C. Journal Articles Reports - Research ISSN-1088-8438 English Examines whether kindergartners who were taught to segment words into phonemes either by monitoring articulatory gestures or by manipulating blocks would benefit in their ability to read and spell. Suggests that awareness of articulatory gestures facilitates the activation of graphophonemic connections that helps children identify written words and secure them in memory. (SG) EJ672807 Phonemic Awareness Instruction: Contribution of Articulatory Segmentation to Novice Beginners' Reading and Spelling. Scientific Studies of Reading v7 n1 p25-52 2003 2003-00-00 T 2004 7/11/2004 11:31:26 CIJJAN2004

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No Dyslexia Foreign Countries Higher Education Prisoners Reading Difficulties Reading Research Writing Skills Samuelsson, Stefan Herkner, Birgitta Lundberg, Ingvar Journal Articles Reports - Research Sweden Sweden ISSN-1088-8438 English Addresses how prison inmates or juvenile delinquents have been consistently compared with norms obtained for either an adult population or same-age comparison groups with more favorable opportunities to develop reading and writing skills. Concludes that prison inmates in Sweden possess reading and writing skills that are comparable to those found in an adult population and that the occurrence of dyslexic problems is very close to population incidences. (SG) EJ672808 Reading and Writing Difficulties among Prison Inmates: A Matter of Experiential Factors Rather Than Dyslexic Problems. Scientific Studies of Reading v7 n1 p53-73 2003 2003-00-00 T 2004 2016-11-21

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No Decoding (Reading) Elementary Education Grade 1 Instructional Effectiveness Reading Comprehension Reading Improvement Reading Skills McCandliss, Bruce Beck, Isabel L. Sandak, Rebecca Perfetti, Charles Journal Articles Reports - Research ISSN-1088-8438 English Examines the reading skills of children who have deficient decoding skills in the years following the first grade and traces their progress across 20 sessions of a decoding skills intervention called Word Building. Presents results in terms of the consequences of not fully engaging in alphabetic decoding during early reading experience, and the self-teaching role of alphabetic decoding for improving word identification, reading comprehension, and phonological awareness skills. (SG) EJ672809 Focusing Attention on Decoding for Children with Poor Reading Skills: Design and Preliminary Tests of the Word Building Intervention. Scientific Studies of Reading v7 n1 p75-104 2003 2003-00-00 T 2004 7/11/2004 11:31:26 CIJJAN2004

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No Academic Discourse Cognitive Processes Higher Education Reading Reading Research Scientific Methodology Stanovich, Keith E. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1088-8438 English Discusses how research into the psychology of reading has been characterized by an emphasis on correspondence theories of truth rather than coherence, an emphasis on analytic reductionism rather than holism, an emphasis on probabilistic prediction, the search for robust-process explanations, and a concern for consilience. Presents some thoughts on the difficulty of defining the scientific method. (SG) EJ672810 Understanding the Styles of Science in the Study of Reading. Scientific Studies of Reading v7 n2 p105-26 2003 2003-00-00 T 2004 7/11/2004 11:31:26 CIJJAN2004

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No Decoding (Reading) Elementary Education Listening Predictor Variables Reading Achievement Spelling Word Recognition Carver, Ronald P. Journal Articles Reports - Research Word Attack Skills ISSN-1088-8438 English Suggests measures of the reading-related variables are so closely connected that highly reliable measures of spelling level and word attack level for a student could be used to estimate or predict the student's levels of reading, listening, and word identification, and highly reliable measures of reading level and word identification level for a student could be used to estimate the student's levels of listening, spelling, and word attack. (SG) EJ672811 The Highly Lawful Relationships among Pseudoword Decoding, Word Identification, Spelling, Listening, and Reading. Scientific Studies of Reading v7 n2 p127-54 2003 2003-00-00 T 2004 2016-11-21

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No Dyslexia Elementary Secondary Education Instructional Effectiveness Intervention Reading Difficulties Spelling Harm, Michael W. McCandliss, Bruce D. Seidenberg, Mark S. Journal Articles Reports - Research ISSN-1088-8438 English Uses a connectionist model of reading development previously used to simulate detailed aspects of developmental dyslexia to explore why certain classes of interventions designed to overcome reading impairments are more effective than others. Finds that sound regularities are more effective than those targeting phonological development alone. (SG) EJ672812 Modeling the Successes and Failures of Interventions for Disabled Readers. Scientific Studies of Reading v7 n2 p155-82 2003 2003-00-00 T 2004 7/11/2004 11:31:27 CIJJAN2004

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No Chinese Higher Education Learning Strategies Reading Instruction Second Language Instruction Second Language Learning Wang, Min Perfetti, Charles A. Liu, Ying Journal Articles Reports - Research ISSN-1088-8438 English Examines how alphabetic readers learn to read Chinese. Explores the effect of the frequency of the characters in their curriculum on performance of a lexical decision and naming task. Finds that the beginning learners were sensitive to the structural complexity and composition of characters. Suggests that perceptual learning plays an important role in early nonalphabetic learning by alphabetic readers. (SG) EJ672813 Alphabetic Readers Quickly Acquire Orthographic Structure in Learning To Read Chinese. Scientific Studies of Reading v7 n2 p183-208 2003 2003-00-00 T 2004 7/11/2004 11:31:27 CIJJAN2004

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No Academic Achievement Community Involvement Elementary Education Ethnography Foreign Countries Literacy Mainstreaming Parent Participation Program Descriptions School Community Relationship Special Education Teaching Methods Stasz, Bird Tankersley, Dawn Journal Articles Reports - Evaluative Europe (Central) Europe (East) Roma Europe ISSN-1392-947X English Describes methodologies used successfully to engage the Roma community in Central and Eastern European schools. Notes that the goals of the project were to identify Roma children who were misplaced in special education schools, improve their academic skills, and integrate them back into the mainstream. Notes one of the methodologies used to engage Roma children and parents was a form of community-based ethnography. (SG) EJ672814 Community as a Source for Literacy Instruction. Thinking Classroom v4 n3 p8-13 Jul 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 2016-11-23

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No Elementary Secondary Education Foreign Countries High Risk Students Program Effectiveness Refugees Social Integration Student Attitudes Teacher Attitudes Vershok, Anna Journal Articles Reports - Descriptive Russia (Moscow) Russia (Moscow) ISSN-1392-947X English Notes that the Moscow Center for the Integration and Education of Refugee Children attempts to provide real schooling for refugee children displaced from the Chechen Republic. Suggests main task was to prepare the children for regular school, and to help them adapt to both their new school and their new home, Moscow. Hopes this experience may help teachers and administrators who are integrating refugees into their classes and schools. (SG) EJ672815 Integrating Refugee Children. Thinking Classroom v4 n3 p14-20 Jul 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 2016-11-21

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No Cultural Differences Elementary Education Instructional Improvement Social Integration Teacher Attitudes Teacher Role Miller, Susan Finn Guides - Non-Classroom Journal Articles ISSN-1392-947X English Shares some observations about the role of culture in the schooling of culturally and linguistically diverse families, and offers ideas on how teachers can support these learners. Writes about teachers who advocate for their students, and teachers who see themselves as co-learners with their students. (SG) EJ672816 Teachers as Co-Learners and Advocates for Diversity. Thinking Classroom v4 n3 p21-28 Jul 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:28 CIJJAN2004

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No Analogy Creativity Critical Thinking Elementary Secondary Education English Instruction Student Attitudes Greenwood, Scott C. Joiner, Jennifer L. Huff-Benkoski, Kelly Guides - Classroom - Teacher Journal Articles ISSN-1392-947X English Presents several ways to approach analogy instruction. Suggests that if teachers are to be truly accountable for student learning, they must encourage flexible, creative thinking that connects the known to the novel, that capitalizes on students' creativity and pattern-seeking and desire to make meaning. (SG) EJ672817 Word Analogies as Tools for Critical Thinking, and More! Thinking Classroom v4 n3 p29-35 Jul 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 7/11/2004 11:31:28 CIJJAN2004

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No Administrator Attitudes College School Cooperation Foreign Countries Higher Education Methods Courses Preservice Teacher Education Program Effectiveness Teacher Attitudes Erdei, Andrea Toth, Zsuzsa N. Journal Articles Reports - Descriptive Reports - Evaluative Hungary (Budapest) Hungary (Budapest) ISSN-1392-947X English Describes a practicum at the English Language and Literature Department at the Teacher Training College of Eotvos Lorand University in Budapest. Seeks to improve both the department's relationship with the school-based mentors and the connection between the methodology seminars and actual teaching practice. Notes changes made have generated positive feedback from participants. (SG) EJ672818 Strengthening the School-University Partnership. Thinking Classroom v4 n3 p36-43 Jul 2003 2003-00-00 International Reading Association, 800 Barksdale Road, PO Box 8139, Newark, DE 19714-8139. Web site: http://www.reading.org/publications/tc/. N/A 2004 2016-11-23

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No Business Education Case Studies Higher Education Interpersonal Communication Research Methodology Technical Writing Fox, Catherine Journal Articles Reports - Evaluative Burke (Kenneth) ISSN-1057-2252 English Answers Carl Herndl's call for furthering critical approaches to research in professional communication by forwarding Kenneth Burke's concepts of symbolic action, dramatism, and the pentad. Illustrates, through an analysis of data gathered in a case study of technical writers, how Burke provides educators with tools that can produce more varied terministic screens for how critical researchers conceptualize, interpret, and analyze workplace communication. (SG) EJ672819 Beyond the "Tyranny of the Real": Revisiting Burke's Pentad as Research Method for Professional Communication. Technical Communication Quarterly v11 n4 p365-88 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Business Education Curriculum Development Higher Education Instructional Effectiveness Service Learning Sapp, David Alan Crabtree, Robbin D. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Technical Communication ISSN-1057-2252 English Presents an argument for and offers illustrations of service learning in technical communication courses and curricula. Reviews service-learning literature, discussing specifically the advantages of projects to students, faculty, and the community. Describes three projects in which instructors and students integrated service learning and technical communication in innovative ways. (SG) EJ672820 A Laboratory in Citizenship: Service Learning in the Technical Communication Classroom. Technical Communication Quarterly v11 n4 p411-31 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Case Studies Classroom Communication Grade 8 Instructional Improvement Interpersonal Communication Middle Schools Social Influences Student Attitudes Writing Instruction Peterson, Shelley Guides - Classroom - Teacher Journal Articles Reports - Evaluative ISSN-0013-8355 English Argues for abundant classroom talk in helping students to shape their writing so that it accomplishes the desired academic and social purposes. Describes four eighth-grade students' informal talk during writing classes and how it supported and influenced the students' writing. Concludes by identifying ways in which teachers might work with students' unofficial and multiple social purposes to make the most of talk in the writing classroom. (SG) EJ672821 Making the Most of Talk in the Writing Classroom. English Quarterly v35 n1 p1-7 2003 2003-00-00 T 2004 7/11/2004 11:31:29 CIJJAN2004

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No Cognitive Processes Creative Teaching Literacy Primary Education Teacher Attitudes Writing Instruction Laidlaw, Linda Guides - Non-Classroom Journal Articles ISSN-0013-8355 English Considers how the possibility that the use of the specific "technology" of writing might itself alter thought, language, relations, identities, or pedagogical practice. Hopes to create learning environments which acknowledge and support the complex processes involved in learning to write, addressing literacy as an emergent phenomenon of language learning, rather than merely a set of transcription skills to be acquired. (SG) EJ672822 Translated By Text: A Complex Perspective on Writing Instruction. English Quarterly v35 n1 p9-13 2003 2003-00-00 T 2004 7/11/2004 11:31:29 CIJJAN2004

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No Class Activities Discussion (Teaching Technique) English (Second Language) English Literature Secondary Education Socialization Student Attitudes Early, Margaret Journal Articles Reports - Evaluative Lord of the Flies ISSN-0013-8355 English Examines how secondary students socialized into the complex and demanding discourse of English Literature. Considers what factors from the student's perspective, particularly those for whom English is their second language, distinguish those who more actively participate from those who do not. Addresses how one teacher sought to do this through an analysis of transcripts of a single social activity: an open classroom discussion of a novel. (SG) EJ672823 Literate Traditions Are "Culturally Constituted Tools." English Quarterly v35 n1 p14-20 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Class Activities Drama Readers Theater Secondary Education Student Attitudes Block, Lee Anne Guides - Classroom - Teacher Journal Articles Reports - Descriptive Legend of Sleepy Hollow (The) ISSN-0013-8355 English Describes the author's experience working on a reader's theatre version of a radio play based on the Legend of Sleepy Hollow. Reflects on how the grade 8 students created meaning for themselves and for their audience. Notes limitations of the script and format and her work within those limitations became the structure the group needed, a container that formed a safety net for both students and teacher. (SG) EJ672824 Containing Energy, Sustaining Agency-Drama in Middle Years. English Quarterly v35 n1 p21-24 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Critical Thinking Discussion (Teaching Technique) Elementary Secondary Education English Instruction Gifted High Risk Students Student Attitudes Student Empowerment Howard, April D. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0013-8355 English Uses the author's experiences to illustrate the challenge of teaching in today's schools. Discusses ways to provide a climate in which students feel they hold ownership, and have relationships with the community of learners around them to engage in discussion about the subject material and further develop their own thinking patterns. Presents suggestions that are highlighted as strategies for both at-risk and gifted students. (SG) EJ672825 Failing, but Not Failures: Assisting At-Risk Students in the English Classroom. English Quarterly v35 n1 p25-28 2003 2003-00-00 T 2004 7/11/2004 11:31:30 CIJJAN2004

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No Evaluation Methods Higher Education Instructional Effectiveness Program Implementation Slocum, Timothy A. Journal Articles Reports - Research Direct Instruction ISSN-1540-0077 English Defines four broad roles of measurement in Direct Instruction. Describes how to make effective use of assessments that are integrated into Direct Instruction programs and how to plan and implement evaluation of the broad outcomes for Direct Instruction programs. Discusses assessment, evaluation, and validity; formative evaluation; summative evaluation; scores for describing results; technical problems with grade/age equivalent and percentile scores; evaluation designs; interpreting results; and statistical summaries. (SG) EJ672826 Evaluation of Direct Instruction Implementations. Journal of Direct Instruction v3 n2 p111-37 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Elementary Secondary Education Intervention Program Implementation Student Behavior Martella, Ronald C. Nelson, J. Ron Guides - Classroom - Teacher Journal Articles Direct Instruction ISSN-1540-0077 English Discusses why classroom management is important; how behavior difficulties should be viewed as opportunities to instruct; and primary, secondary, and tertiary intervention techniques. Concludes that with adequate planning and implementation of a behavior plan, the student's behavior will change for the better. (SG) EJ672827 Managing Classroom Behavior. Journal of Direct Instruction v3 n2 p139-65 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Reading Instruction Reading Research Reading Skills Structural Analysis (Linguistics) Syllables Duncan, Lynne G. Seymour, Philip H. K. Journal Articles Reports - Research ISSN-0141-0423 English Examines sensitivity to the phonological and orthographic composition of multisyllabic words and nonwords amongst a group of English-speaking 11-year-olds. Finds that nonword but not word reading is affected by syllable length, and nonwords are assigned stress patterns which appear to be related to the lexical syllables that were used to construct these items. (SG) EJ672828 How Do Children Read Multisyllabic Words? Some Preliminary Observations. Journal of Research in Reading v26 n2 p101-20 Jun 2003 2003-00-00 T 2004 7/11/2004 11:31:31 CIJJAN2004

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No Dutch Dyslexia Elementary Secondary Education Instructional Effectiveness Psycholinguistics Reading Instruction Reading Research Tijms, Jurgen Hoeks, Jan J. W. M. Paulussen-Hoogeboom, Marja C. Smolenaars, Anton J. Journal Articles Reports - Research ISSN-0141-0423 English Evaluates short- and long-term effects of a treatment for dyslexia. Notes that the treatment focuses on learning to recognize and to make use of the phonological and morphological structure of Dutch words. Finds that the results of the treatment were clear improvements in reading words, reading text and spelling. (SG) EJ672829 Long-Term Effects of a Psycholinguistic Treatment for Dyslexia. Journal of Research in Reading v26 n2 p121-40 Jun 2003 2003-00-00 T 2004 7/11/2004 11:31:31 CIJJAN2004

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No Higher Education Reading Instruction Reading Rate Reading Research Reading Skills Word Recognition Neuhaus, Graham F. Post, Yolanda Journal Articles Reports - Research Homophones ISSN-0141-0423 English Uses a novel word-reading efficiency measure to determine if articulations or processing times associated with reading the word "aye" were enhanced through the phonological or orthographic qualities contained in the preceding word. Documents the importance of separating phonological and orthographic information in English homophones. (SG) EJ672830 Aye, Aye, Aye, Aye: Orthography Enhances Rapid Word Reading in an Exploratory Study. Journal of Research in Reading v26 n2 p141-50 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Dyslexia Elementary Education Reading Instruction Reading Research Spelling Caney, Annaliese Martin, Frances Heritage Journal Articles Reports - Research Nonwords ISSN-0141-0423 English Investigates the contributions of visual orthographic (analogy) and phonological processes in mediating nonword reading in children with dyslexia. Finds that children with dyslexia were the least likely to regularize nonword pronunciation and secondly, that all groups displayed an overall preference for words that were phonologically manipulated. (SG) EJ672831 Regularisation of Nonwords in Dyslexia: Contributions of Visual Orthographic and Phonological Onsets. Journal of Research in Reading v26 n2 p151-64 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Longitudinal Studies Preschool Education Reaction Time Reading Ability Reading Rate Reading Research Cobbold, Shirley Passenger, Terri Terrell, Colin Journal Articles Reports - Research Pausing (Speech) ISSN-0141-0423 English Examines serial naming speed and its association with reading ability. Suggests that children aged 4.0 to 5.5 years show wide variability in serial naming speed that is predominately attributable to the length of the pauses between the articulated words. Notes that there appears to be a developmental association between the duration of the pauses and word-level reading ability. (SG) EJ672832 Serial Naming Speed and the Component Elements of Speech Time and Pause Time: Relationships with the Development of Word-Level Reading in Children Aged Four to Five Years. Journal of Research in Reading v26 n2 p165-76 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Chinese Elementary Secondary Education Foreign Countries Instructional Effectiveness Reading Comprehension Reading Motivation Reading Research Reading Strategies Student Motivation Lau, Kit-ling Chan, David W. Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0141-0423 English Compares 83 good readers and 76 poor readers on their ability to use reading strategies in Chinese reading comprehension and on various reading motivation variables. Finds poor readers scored lower than good readers in using all reading strategies, and had lower intrinsic motivation in reading than good readers. Discusses implications of these findings for implementing effective reading instruction in Hong Kong Chinese language teaching. (SG) EJ672833 Reading Strategy Use and Motivation among Chinese Good and Poor Readers in Hong Kong. Journal of Research in Reading v26 n2 p177-90 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Decoding (Reading) Elementary Secondary Education Reading Research Reading Strategies Spelling Martin, Frances Claydon, Elizabeth Morton, Adam Binns, Sonia Pratt, Chris Journal Articles Reports - Research Phonological Processing ISSN-0141-0423 English Examines the use of orthographic and phonological deletion strategies by children in the 6-16 year age range. Reveals that younger readers were more accurate when using phonological strategies than when using orthographic strategies, whereas older readers showed superior orthographic and phonological processing abilities. Supports the suggestion that phonological and orthographic processing ability increase with age. (SG) EJ672834 The Development of Orthographic and Phonological Strategies for the Decoding of Words in Children. Journal of Research in Reading v26 n2 p191-204 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Interpersonal Communication Interpersonal Relationship Sewing Instruction Technical Writing Durack, Katherine T. Guides - Non-Classroom Journal Articles Technical Communication Technical Entrepreneurship ISSN-0047-2816 English Describes the history of the development of the paper sewing pattern, discusses the role personal communications with consumers played as the genre evolved, and offers observations on the kinds of instruction provided by sewing machine and pattern companies. Concludes that once a genre is sufficiently established to become a standard, industries adopt authority for only certain types of necessary information, and women's authorship becomes anonymous. (SG) EJ672835 Observations on Entrepreneurship, Instructional Texts, and Personal Interaction. Journal of Technical Writing and Communication v33 n2 p87-109 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Higher Education Instructional Innovation Technical Writing Writing Instruction Zielinska, Dorota Journal Articles Reports - Research Technical Communication ISSN-0047-2816 English Outlines the technical writing tutorial (TWT) that precedes an advanced English as a second language (ESL) writing course for students of English Philology at the Jagiellonian University, Poland. Finds a statistically significant increase in the performance of the students who had taken the TWT. Indicates that technical writing books and journals should be considered as an important source of information for teachers of writing to ESL students. (SG) EJ672836 Drawing on Technical Writing Scholarship for the Teaching of Writing to Advanced ESL Students--A Writing Tutorial. Journal of Technical Writing and Communication v33 n2 p125-39 2003 2003-00-00 T 2004 2016-11-21

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No Communication Research Higher Education Interpersonal Relationship Life Satisfaction Psychological Patterns Social Influences Segrin, Chris Journal Articles Reports - Research ISSN-0360-3989 English Examines the association between social support from various sources and psychosocial problems, and how these associations vary over the life span. Finds that perceived social support and contact with social network members appears to have beneficial effects for all participants, as evidenced through reduced symptoms of depression and loneliness. (SG) EJ672837 Age Moderates the Relationship between Social Support and Psychosocial Problems. Human Communication Research v29 n3 p317-42 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:33 CIJJAN2004

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No Adolescents Illegal Drug Use Marijuana Mass Media Effects Persuasive Discourse Secondary Education Student Attitudes Stephenson, Michael T. Journal Articles Reports - Research Public Service Advertising ISSN-0360-3989 English Investigates sensation seeking as a moderating variable of 368 adolescents' reactions to antimarijuana public service announcements. Notes that two structural equation models (one for high sensation seekers and the other for low sensation seekers) revealed two very different styles of processing the ads. Considers how antimarijuana attitudes for high sensation seekers were influenced directly and indirectly by sympathetic distress and directly by argument-based processing. (SG) EJ672838 Examining Adolescents' Responses to Anti-marijuana PSAs. Human Communication Research v29 n3 p343-69 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Health Behavior Higher Education Interpersonal Communication Risk Student Attitudes Rimal, Rajiv N. Real, Kevin Journal Articles Reports - Research Risk Assessment ISSN-0360-3989 English Introduces the risk perception attitude (RPA) framework that categorizes individuals into one of four attitudinal groups: responsive, avoidance, proactive, and indifference. Conducts two studies using college students as subjects. Finds that when risk and efficacy are made salient, people's risk perception guides most of their subsequent actions, but in a natural context, risk and efficacy jointly affect subsequent action. (SG) EJ672839 Perceived Risk and Efficacy Beliefs as Motivators of Change: Use of the Risk Perception Attitude (RPA) Framework To Understand Health Behaviors. Human Communication Research v29 n3 p370-99 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Change Higher Education Interpersonal Communication Nonprofit Organizations Organizational Communication Stakeholders Lewis, Laurie K. Richardson, Brian K. Hamel, Stephanie A. Journal Articles Reports - Research ISSN-0360-3989 English Examines a critical function of organizations by investigating the stakeholder communication of 66 nonprofit organizations undergoing change. Indicates that implementers generally follow a quid pro quo "matching rule" wherein stakeholders' resource importance serves as the basis on which they are awarded communicative attention. (SG) EJ672840 When the "Stakes" Are Communicative: The Lamb's and the Lion's Share During Nonprofit Planned Change. Human Communication Research v29 n3 p400-30 Jul 2003 2003-00-00 T 2004 7/11/2004 11:31:34 CIJJAN2004

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No Attitudes Communication Research Higher Education Research Methodology Risk Statistical Analysis O'Keefe, Daniel J. Guides - Non-Classroom Journal Articles Opinion Papers Type I Errors ISSN-0360-3989 English Explains that Type I error is a risk undertaken whenever significance tests are conducted, and the chances of committing a Type I error increase as the number of significance tests increases. Notes that adjusting the alpha level because of the number of tests conducted in a given study has no principled basis, commits one to absurd beliefs and practices, and reduces statistical power. (SG) EJ672841 Colloquy: Should Familywise Alpha Be Adjusted? Against Familywise Alpha Adjustment. Human Communication Research v29 n3 p431-47 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Communication Research Higher Education Research Methodology Risk Statistical Analysis Hewes, Dean E. Journal Articles Opinion Papers Type I Errors ISSN-0360-3989 English Tries to distinguish the key insights from some distortions by clarifying the goals of experiment-wise error control that D. O'Keefe correctly identifies as vague and open to misuse. Concludes that a better understanding of the goal of experiment-wise error correction erases many of these "absurdities," but the clarifications necessary to improve understanding make O'Keefe's challenges worthwhile. (SG) EJ672842 Methods as Tools: A Response to O'Keefe. Human Communication Research v29 n3 p448-54 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Communication Research Higher Education Research Methodology Risk Statistical Analysis Tutzauer, Frank Journal Articles Opinion Papers Type I Errors ISSN-0360-3989 English Responds to Daniel O'Keefe's "Against Familywise Alpha Adjustment," where O'Keefe maintains that one should never attempt to control Type I error introduced when many statistical tests are conducted. Argues that alpha adjustment should be applied only in the narrowly circumscribed instance when the researcher wants to make a strong claim that there is no Type I error in a specific collection of tests. (SG) EJ672843 On the Sensible Application of Familywise Alpha Adjustment. Human Communication Research v29 n3 p455-63 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Communication Research Higher Education Research Methodology Risk Statistical Analysis O'Keefe, Daniel J. Journal Articles Opinion Papers Type I Errors ISSN-0360-3989 English Responds to other articles in this colloquy. Notes that they propose that alpha adjustment can appropriately be mandated when the set of tests concerns the key claims of a single theory. Considers how consistent application of this reasoning commits one to bizarre beliefs and research practices--which suggests that this reasoning does not provide a satisfactory rationale for imposing alpha adjustments. (SG) EJ672844 Searching for a Defensible Application of Alpha-Adjustment Tools. Human Communication Research v29 n3 p464-68 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Fiction Individual Development Literature Appreciation Reading Materials Secondary Education Student Attitudes Boody, Robert M. Journal Articles Opinion Papers L Amour (Louis) ISSN-0034-0510 English Considers that because literature can exert such a powerful hold on the imagination, certain works can be used to invite students to become more literate and to encourage students to take responsibility for their ongoing personal development. Notes that reading and other ways of learning are shown in fictional works of Louis L'Amour to be a rich source for enjoyment, for personal growth, and for success in life. (SG) EJ672845 Encouraging Literacy for Personal Development. Reading Improvement v40 n3 p99-103 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Early Intervention Elementary Secondary Education English (Second Language) Literacy Literature Reviews Student Empowerment Russell, Ann Information Analyses Journal Articles No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0034-0510 English Provides a review of current literature with emphasis on the issues of student empowerment, early intervention strategies, and cultural issues in education which may stimulate solutions for restructuring literacy education in response to the No Child Left Behind legislation of 2001. Notes that reading failure for speakers of nonstandard English dialect is related more to cultural issues than language differences. (SG) EJ672846 Literacy Development for Students with No Voice: Scheme and Schema. Reading Improvement v40 n3 p104-09 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Elementary Education Group Instruction Instructional Improvement Instructional Innovation Reading Comprehension Reading Strategies Student Attitudes Simplicio, Joseph S. C. Journal Articles Reports - Descriptive ISSN-0034-0510 English Explores an innovative teaching methodology designed to improve students' reading abilities. Discusses how this strategy, know as "snap shot linkage," has proven to be effective in combating not only students' inabilities to read and learn, but the anxiety that often accompanies reading activities. (SG) EJ672847 Effectively Utilizing Group Reading Strategies To Enhance Comprehension. Reading Improvement v40 n3 p110-12 Fall 2003 2003-00-00 T 2004 7/11/2004 11:31:37 CIJJAN2004

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No Critical Thinking Elementary Education Instructional Improvement Reading Instruction Visual Arts Writing Instruction Richardson, Maurine V. Sacks, Mary Kathleen Ayers, Mary N. Guides - Classroom - Teacher Journal Articles ISSN-0034-0510 English Notes that using the visual arts enables students to gain better eye-hand coordination, visual representation skills, communicate ideas, and deeper understanding of the process of discovery. Considers how each of these areas contributes to the development of thinking, creating, problem solving and expressing thoughts through symbols. (SG) EJ672848 Paths to Reading and Writing through the Visual Arts. Reading Improvement v40 n3 p113-16 Fall 2003 2003-00-00 T 2004 7/11/2004 11:31:37 CIJJAN2004

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No Beginning Reading Class Activities Emergent Literacy Foreign Countries Preschool Education Reading Comprehension Reading Research Turkish Celenk, Suleyman Journal Articles Reports - Research Turkey Turkey ISSN-0034-0510 English Considers how reading and writing experiences gained during the preschool period have enormous effect on children's first learning to read and write. Initiates a cross-cultural dimension to the subject matter from an empirical paradigm. Provides some evidence that emergent literacy is extensible to experiences regardless of linguistic forms. (SG) EJ672849 The Effect of Selected Preschool Activities on the Success of Reading Comprehension: A Turkish Experience. Reading Improvement v40 n3 p117-25 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Educational Philosophy Elementary Secondary Education Reading Instruction Standardized Tests Ediger, Marlow Guides - Non-Classroom Journal Articles ISSN-0034-0510 English Lists advantages and disadvantages of statewide testing. Presents examples of highly specific objectives, as emphasized by realism as a philosophy of education. Considers the advantages idealism/perennialism, as a philosophy of instruction, has in a quality reading curriculum. (SG) EJ672850 Philosophy of Teaching Reading. Reading Improvement v40 n3 p126-31 Fall 2003 2003-00-00 T 2004 7/11/2004 11:31:37 CIJJAN2004

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No Computer Uses in Education Grade 1 Instructional Innovation Literacy Primary Education Reading Instruction Rankin-Erickson, Joan L. Wood, Lisa A. Beukelman, David R. Beukelman, Helen M. Journal Articles Reports - Research Talking Computers ISSN-0034-0510 English Notes that a computer equipped with a talking word processor was added to a first grade classroom. Finds that first grade students could successfully use computer technology for literacy support. Notes that this technology enables students to independently read words beyond their normal reading ability and to stay engaged in the literacy task at hand. (SG) EJ672851 Early Computer Literacy: First Graders Use the "Talking" Computer. Reading Improvement v40 n3 p132-44 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Broadcast Journalism Communication Research Higher Education Mass Media Effects Media Research News Reporting Research Methodology Technological Advancement Theory Practice Relationship Eveland, William P., Jr. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0021-9916 English Discusses the media effects approach broadly, to point out limitations the traditional approach imposes on the field, and discusses a "mix of attributes" approach with a focus on the study of "new" technologies for the dissemination of news. Argues that the mix of attributes approach would better serve to advance both theory and empirical research for new technologies and for more traditional media effects research. (SG) EJ672852 A "Mix of Attributes" Approach to the Study of Media Effects and New Communication Technologies. Journal of Communication v53 n3 p395-410 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:38 CIJJAN2004

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No Agenda Setting Broadcast Journalism Communication Research Crime Higher Education Mass Media Use News Reporting Television Viewing Gross, Kimberly Aday, Sean Journal Articles Reports - Research Cultivation Theory (Television) ISSN-0021-9916 English Tests two important theories in the history of mass communication research, agenda setting and cultivation, by comparing the effects of watching local television news with direct experience measures of crime on issue salience and fear of victimization. Finds that direct experience had no agenda-setting effect but did predict fear. (SG) EJ672853 The Scary World in Your Living Room and Neighborhood: Using Local Broadcast News, Neighborhood Crime Rates, and Personal Experience to Test Agenda Setting and Cultivation. Journal of Communication v53 n3 p411-26 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Communication Research Democracy Higher Education Mass Media Effects Mass Media Use Presidents of the United States Student Attitudes Television Viewing Undergraduate Students Holbert, R. Lance Pillion, Owen Tschida, David A. Armfield, Greg G. Kinder, Kelly Cherry, Kristin L. Daulton, Amy R. Journal Articles Reports - Research ISSN-0021-9916 English Uses priming as a theoretical basis to investigate potential effects of NBC's television program "The West Wing" on individual-level perceptions of the U.S. presidency among a group of undergraduate students. Finds the program primed more positive images of the U.S. Presidency that subsequently influenced individual-level perceptions. Extends political communication-based priming research to entertainment television content. Makes theoretical connections to previous work on role display and trust in democratic institutions. (SG) EJ672854 "The West Wing" as Endorsement of the U.S. Presidency: Expanding the Bounds of Priming in Political Communication. Journal of Communication v53 n3 p427-43 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:39 CIJJAN2004

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No Broadcast Journalism Communication Research Communism Foreign Countries Higher Education Marxism Mass Media Use Models Theory Practice Relationship Huang, Chengju Journal Articles Opinion Papers China China ISSN-0021-9916 English Discusses how Wilbur Schramm's "Soviet" communist model and J. Herbert Altschull's "Marxist" approach have been widely used as general theoretical frameworks to examine press systems in the Marxist world in general and China in particular. Argues that neither of the two models is sufficient in conceptualizing the Chinese case because of Chinese news media's transitional nature and the two models' inner theoretical flaws as normative press theories. (SG) EJ672855 Transitional Media Vs. Normative Theories: Schramm, Altschull, and China. Journal of Communication v53 n3 p444-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Elementary Education Fantasy Media Research Moral Values Student Reaction Violence Krcmar, Marina Curtis, Stephen Journal Articles Reports - Research ISSN-0021-9916 English Tests the efficacy of mental models in understanding the effect of exposure to fantasy violence on children's responses to and reasoning about moral dilemmas involving aggression. Offers a possible extension to mental models that is consistent with current theory in cognitive science. Suggests that the activation of mental models regarding violence is an automatic process that occurs somewhat independently of other potential mediators. (SG) EJ672856 Mental Models: Understanding the Impact of Fantasy Violence on Children's Moral Reasoning. Journal of Communication v53 n3 p460-78 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:39 CIJJAN2004

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No Females Mass Media Role Media Research Mexican Americans Racial Identification Secondary Education Soap Operas Television Viewing Mayer, Vicki Journal Articles Reports - Evaluative Telenovelas ISSN-0021-9916 English Examines the local reception of global Spanish-language soap operas, or telenovelas. Explores how young people talked about Mexican telenovelas in daily life. Concludes that the telenovela, within certain limits, reflected some of the national, ethnic, gender, and class tensions that defined the viewers' identities as working-class, Mexican American girls. (SG) EJ672857 Living Telenovelas/Telenovelizing Life: Mexican American Girls' Identities and Transnational Telenovelas. Journal of Communication v53 n3 p479-95 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Advertising Ethnography Females Foreign Countries Gender Issues Higher Education Mass Media Use Sex Role Television Viewing McMillin, Divya C. Journal Articles Reports - Evaluative India (Bangalore) India ISSN-0021-9916 English Examines the role of television advertising among unskilled female factory laborers in Bangalore, India. Demonstrates that television in the global city provides spaces for the expression of urban and gendered identities that could be accessed through the economic benefits of factory labor. Concludes that participatory communication and further ethnographic analysis are essential for long-lasting policy and social action. (SG) EJ672858 Television, Gender, and Labor in the Global City. Journal of Communication v53 n3 p496-511 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Communication Research High Risk Students Higher Education Illegal Drug Use Undergraduate Students Morgan, Susan E. Palmgreen, Philip Stephenson, Michael T. Hoyle, Rick H. Lorch, Elizabeth P. Journal Articles Reports - Research Public Service Advertising Sensation Seeking ISSN-0021-9916 English Identifies message design features that show the greatest promise for developing message high in sensation value for anti-drug campaigns and other interventions aimed at sensation-seeking risky behaviors. Investigates certain features of drug prevention Public Service Announcements (PSAs) associated with viewers' subjective responses to them. Finds that perceived message sensation value is at least in part a product of the formal and content features of a PSA. (SG) EJ672859 Associations Between Message Features and Subjective Evaluations of the Sensation Value of Antidrug Public Service Announcements. Journal of Communication v53 n3 p512-26 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Audience Response Communication Research Higher Education Nonverbal Communication Persuasive Discourse Television Viewing Nabi, Robin L. Hendriks, Alexandra Journal Articles Reports - Research Talk Show Hosts ISSN-0021-9916 English Explores the effects of nonverbal reactions of a talk show host and studio audience members to arguments presented by a talk show guest on a low-involvement topic. Suggests that positive audience or host reactions can enhance persuasive influence; however, if those cues are incongruent, persuasive influence may be negated. Addresses implications for the impact of multiple cues in persuasive messages. (SG) EJ672860 The Persuasive Effect of Host and Audience Reaction Shots in Television Talk Shows. Journal of Communication v53 n3 p527-43 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Reading Elementary Education Instructional Effectiveness Reading Instruction Reading Research Teaching Methods Pressley, Michael Journal Articles Opinion Papers National Reading Panel ISSN-1086-296X English Argues that the National Reading Panel is too narrow in its presentation of scientifically valid reading research. Presents a sample of practices that enjoy support but were ignored by the panel and qualitative research that was out of bounds because of the methodological guidelines of the panel. Concludes that most of the cutting edge of the scientific study of reading is entirely missing from the panel's report. (PM) EJ672861 Effective Beginning Reading Instruction. Journal of Literacy Research v34 n2 p165-88 Sum 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Instructional Effectiveness Literacy Middle Schools Reading Material Selection Secondary Education Self Efficacy Student Motivation Student Needs Teaching Methods Alvermann, Donna E. Journal Articles Opinion Papers ISSN-1086-296X English Discusses the importance of keeping adolescents' interests and needs foremost in mind when designing literacy instruction at the middle and high school level. Argues that effective adolescent literacy instruction must address issues of self-efficacy and student engagement with a variety of texts in diverse settings. Contends it must also attend to literacy demands of subject area classes, struggling readers, issues of critical literacy, and to participatory instructional approaches. (PM) EJ672862 Effective Literacy Instruction for Adolescents. Journal of Literacy Research v34 n2 p189-208 Sum 2002 2002-00-00 T 2004 7/11/2004 11:31:41 CIJJAN2004

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No Cognitive Processes Collaborative Writing Grade 2 Mothers Parent Role Primary Education Social Environment Socioeconomic Status Spelling Korat, Ofra Levin, Iris Journal Articles Reports - Research ISSN-1086-296X English Describes a study in which collaborative writing among 40 mothers and their second grade children was observed, and maternal beliefs on spelling were extracted from interviews. Finds low socioeconomic status children had more spelling errors and discussed spelling with their mothers more frequently than high socioeconomic status children. Finds correlations between the child's independent spelling level and the degree to which spelling was discussed in the interaction. (PM) EJ672863 Spelling Acquisition in Two Social Groups: Mother-Child Interaction, Maternal Beliefs and Child's Spelling. Journal of Literacy Research v34 n2 p209-36 Sum 2002 2002-00-00 T 2004 7/11/2004 11:31:41 CIJJAN2004

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No Critical Reading Educational Anthropology Educational Research Elementary Education Fiction Higher Education Literacy Philosophy Sumara, Dennis J. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1086-296X English Presents an interpretive text which functions as a report of the author's personal engagements with literary fiction and with philosophical, theoretical, and historical writings. Provides a theoretical and historical overview of literary anthropology as a research method. Concludes with a discussion of what literacy anthropological methods might contribute to literacy education and literacy education research. (PM) EJ672864 Creating Commonplaces for Interpretation: Literary Anthropology and Literacy Education Research. Journal of Literacy Research v34 n2 p237-60 Sum 2002 2002-00-00 T 2004 7/11/2004 11:31:42 CIJJAN2004

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No Basal Reading Beginning Reading Government School Relationship Grade 1 Primary Education Reading Materials Reading Programs Student Motivation Hoffman, James V. Sailors, Misty Patterson, Elizabeth U. Journal Articles Reports - Evaluative ISSN-1086-296X English Describes the features of the first grade texts included in basal readers used for beginning reading instruction in Texas in 2000. Investigates the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the text. Suggests that policy mandates have a direct influence on the content and nature of reading programs. (PM) EJ672865 Decodable Texts for Beginning Reading Instruction: The Year 2000 Basals. Journal of Literacy Research v34 n3 p269-98 Fall 2002 2002-00-00 T 2004 7/11/2004 11:31:42 CIJJAN2004

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No Communication Problems Glossaries Higher Education Literacy Phonology Reading Research Vocabulary Scarborough, Hollis S. Brady, Susan A. Guides - Non-Classroom Journal Articles ISSN-1086-296X English Notes that many phonological terms are found in contemporary literature on reading, and some inconsistencies are apparent in how they are used and understood. Presents definitions of many of these important words and several dozen related terms (for a total of 51 terms). Emphasizes the historical and conceptual links between similar terms, because those links are important for understanding connotations and current usage. (PM) EJ672866 Toward a Common Terminology for Talking about Speech and Reading: A Glossary of the "Phon" Words and Some Related Terms. Journal of Literacy Research v34 n3 p299-336 Fall 2002 2002-00-00 T 2004 7/11/2004 11:31:42 CIJJAN2004

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No Educational Research Educational Theories Elementary Secondary Education Literacy Models Social Environment Brandt, Deborah Clinton, Katie Journal Articles Opinion Papers Literacy as a Social Process ISSN-1086-296X English Reflects on how the social practice model of literacy, which defines reading and writing as situated, social practices, under-theorizes certain aspects of literacy. Proposes a set of analytical constructs that treat literacy not solely as an outcome or accomplishment of local practices, but also as a participant in them. (PM) EJ672867 Limits of the Local: Expanding Perspectives on Literacy as a Social Practice. Journal of Literacy Research v34 n3 p337-56 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Content Area Reading Content Area Writing Secondary Education Teacher Attitudes Teaching Methods Textbook Bias Textbook Content Draper, Roni Jo Journal Articles Reports - Evaluative ISSN-1086-296X English Outlines how nine content-area textbooks dealt with reading and writing instruction. Explains that the texts were read to be coded and to identify categories of literacy messages. Notes that content-area textbooks contain negative discussions about traditional teaching methods, and that the authors seem to care about content-area literacy but do not describe it in meaningful ways. (PM) EJ672868 Every Teacher a Literacy Teacher? An Analysis of the Literacy-Related Messages in Secondary Methods Textbooks. Journal of Literacy Research v34 n3 p357-84 Fall 2002 2002-00-00 T 2004 7/11/2004 11:31:43 CIJJAN2004

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No Adolescents Case Studies Higher Education Language Skills Literacy Secondary Education Student Attitudes Student Experience Teaching Methods Working Class Payne-Bourcy, Laura Chandler-Olcott, Kelly Journal Articles Reports - Evaluative ISSN-1086-296X English Explores of the influences of social class on one adolescent's language and literacy practices as she moved from high school in an isolated rural community to college in an urban framework. Notes the student became alienated by college courses that did not acknowledge language competencies related to her status as a working-class person. Concludes that secondary literacy teachers need to make social class a more salient category for inquiry. (PM) EJ672869 Spotlighting Social Class: An Exploration of One Adolescent's Language and Literacy Practices. Journal of Literacy Research v35 n1 p551-90 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:43 CIJJAN2004

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No Elementary Education Higher Education Interpretive Skills Literature Mass Media Effects Reader Response Mackey, Margaret Journal Articles Reports - Descriptive ISSN-1086-296X English Explains that as young readers respond to narrative texts in a variety of media, they repeatedly step in and out of the fictional universe of their different stories. Outlines contemporary texts that foster various forms of such border crossing, in and out of diegesis, the framework of events as narrated in the text. Explores how an awareness of this aspect of contemporary texts may enhance understanding of interpretive processes. (PM) EJ672870 At Play on the Borders of the Diegetic: Story Boundaries and Narrative Interpretation. Journal of Literacy Research v35 n1 p591-632 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:44 CIJJAN2004

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No Case Studies Class Activities Classroom Environment Elementary Secondary Education Interpersonal Relationship Literacy Student Attitudes Student Participation Teacher Attitudes Ares, Nancy M. Peercy, Megan M. Journal Articles Reports - Evaluative ISSN-1086-296X English Contends that a focus on social interaction in classrooms provides important perspectives on how teachers' and students' actions and the characteristics of the learning environment shape classroom interactions and outcomes. Identifies features of the classroom context that shape students' participation in the classroom literacy community. Explains that goals for participation, activity systems, and texts used and produced emerged as profound influences on students' opportunities to participate. (PM) EJ672871 Constructing Literacy: How Goals, Activity Systems, and Text Shape Classroom Practice. Journal of Literacy Research v35 n1 p633-62 Spr 2003 2003-00-00 T 2004 7/11/2004 11:31:44 CIJJAN2004

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No Higher Education Intercultural Communication Language Skills Literacy Models Oral Interpretation Reading Habits Religious Cultural Groups Elster, Charles A. Journal Articles Reports - Descriptive Multiple Literacies ISSN-1086-296X English Examines literacy practices in their sociohistorical contexts, drawing examples of religious reading practices and stances from Orthodox Jewish reading practices. Notes that religious reading practices highlight the repertoire of reading genres, strategies, and stances that members of modern multicultural societies learn to control. Concludes that because multiple reading traditions define communities, it is critical to avoid the danger of imposing one secularist model of reading on all activities. (PM) EJ672872 Authority, Performance, and Interpretation in Religious Reading: Critical Issues of Intercultural Communication and Multiple Literacies. Journal of Literacy Research v35 n1 p663-92 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Board of Education Policy Court Litigation Discipline Policy Due Process Educational Environment Elementary Secondary Education Expulsion Nontraditional Education Prevention Public Schools Student Rights Suspension Violence Zero Tolerance Policy Hunter, Richard C. Williams, Dawn G. Information Analyses Journal Articles Opinion Papers ISSN-0036-651X English Zero-tolerance policies have had no appreciable effect on reducing violence, have had an adverse effect on African American students, and are receiving mixed reactions in the courts. Effective solutions are seen as improving overall school climate to guide school operations related to student discipline. (Contains 13 references.) (MLF) EJ672873 Zero-Tolerance Policies: Are They Effective? School Business Affairs v69 n7 p6-10 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:31:44 CIJJAN2004

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No Court Litigation Educational Equity (Finance) Educational Finance Elementary Secondary Education Public Schools School Law State Courts Dayton, John Rienstra-Kiracofe, Christine Journal Articles Legal/Legislative/Regulatory Materials Opinion Papers Alabama Arkansas New Hampshire Ohio Tennessee Alabama Arkansas New Hampshire Ohio Tennessee ISSN-0036-651X English During the last 12 months, the highest courts in 5 states have issued opinions on the constitutionality of their public school funding systems. Briefly reviews decisions and discusses possible future directions of this litigation based on an analysis of the 3 decades of litigation since "Serrano v. Priest" (1971). (Contains 11 references.) (Author/MLF) EJ672874 Public School Funding Litigation: Recent Decisions and Future Directions. School Business Affairs v69 n7 p11-16 Jul-Aug 2003 2003-00-00 Policymakers Administrators Practitioners N/A 2004 2016-11-21

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No Costs Court Litigation Due Process Educational Finance Elementary Secondary Education Hearings Individualized Education Programs Public Schools School Law Special Education Brown, Frank Guides - Non-Classroom Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0036-651X English Shows the complexity of special-education programs and the Individuals with Disabilities Education Act (IDEA) due-process requirements and the costs associated with special education. Lists the procedural safeguards for parents under IDEA. (MLF) EJ672875 Due Process and Special Education: How To Stay Out of Court. School Business Affairs v69 n7 p18-21 Jul-Aug 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Constitutional Law Court Litigation Elementary Secondary Education Federal Courts Patriotism Public Schools State Courts Russo, Charles J. Journal Articles Opinion Papers Establishment Clause Pledge of Allegiance Supreme Court Establishment Clause ISSN-0036-651X English Traces the history of "The Pledge of Allegiance" litigation and discusses the probability the Supreme Court will agree to resolve the difference in judicial opinion over the constitutionality of including the words "under God" in the pledge. (Contains 32 references.) (MLF) EJ672876 "The Pledge of Allegiance": Patriotic Duty or Unconstitutional Establishment of Religion? School Business Affairs v69 n7 p22-27 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Court Litigation Elementary Secondary Education Personnel Evaluation Personnel Policy Public Schools Records (Forms) School Law School Personnel State Legislation Teacher Rights Tenure Unions Daniel, Philip T.K. Journal Articles Opinion Papers No Child Left Behind Act 2001 Personnel Files No Child Left Behind Act 2001 ISSN-0036-651X English Within the core of the No Child Left Behind Act (NCLB) are a number of measures to hold states, school districts, schools, and school personnel more accountable for student progress. Summarizes state legislation and court cases concerning school administrators, tenure, collective bargaining, and personnel records. (Contains 32 references.) (MLF) EJ672877 Personnel Evaluations in Education and the Law. School Business Affairs v69 n7 p29-33 Jul-Aug 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Child Labor Compliance (Legal) Elementary Secondary Education Federal Legislation Minimum Wage Legislation Overtime Recordkeeping Salary Wage Differentials School Districts School Personnel Soronen, Lisa E. Guides - Non-Classroom Journal Articles Class Action Employment Legislation Fair Labor Standards Act Fair Labor Standards Act ISSN-0036-651X English The Fair Labor Standards Act (FLSA) of 1938 covers six major topics: minimum wage, overtime, child labor, equal pay, retaliation, and record keeping. Most cases filed against school districts involve overtime and record-keeping requirements. Outlines steps to ensure district FLSA policies are legal, communicated, and enforced. (MLF) EJ672878 FSLA Litigation: Coming Soon to a School District Near You. School Business Affairs v69 n7 p34-37 Jul-Aug 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Blacks Educational Policy Educational Theories Elementary Secondary Education Equal Education Minority Groups National Standards Politics of Education Power Structure Race Racial Factors Racial Relations Whites Apple, Michael W. Journal Articles Opinion Papers Freire (Paulo) ISSN-1360-3124 English Discusses Paulo Freire's theories about the nature of differential power and the effects of the politics of exclusion and oppression. Contends it is not possible to understand "reforms" in education and society without placing race at the center of one's critical analysis. (Contains 5 notes and 31 references.) (Author/MLF) EJ672879 Freire and the Politics of Race in Education. International Journal of Leadership in Education v6 n2 p107-118 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Democratic Values Educational Change Educational Improvement Educational Sociology Elementary Secondary Education Global Approach Higher Education Leaders Leadership Responsibility Organizational Culture Politics of Education Power Structure Public Education Social Environment Gale, Trevor Densmore, Kathleen Journal Articles Opinion Papers Educational Leadership ISSN-1360-3124 English Suggests that education leaders are currently faced with changing bases of social cohesion, changing instruments of economic control, and changing forms of organization. Democratic leaders are seen as those that enable the formulation of social, learning, and culturally responsive public educational institutions. (Contains 2 notes and 49 references.) (Author/MLF) EJ672880 Democratic Educational Leadership in Contemporary Times. International Journal of Leadership in Education v6 n2 p119-136 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Democratic Values Disabilities Elementary Secondary Education Federal Legislation Leadership Styles Participative Decision Making Social Values Special Education Student Rights Teacher Administrator Relationship Doyle, Lynn H. Journal Articles Reports - Research Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-1360-3124 English Investigates perceptions about democratic leadership as they relate to serving students with disabilities. Qualitative data were collected through 15 interviews with both administrative and nonadministrative school staff. Discussion focuses on how democratic leaders share decisions and use tensions in the administration of special education. (Contains 4 notes and 50 references.) (Author/MLF) EJ672881 Democratic Leadership and Students with Disabilities: Discordant Conversations but Not Incompatible. International Journal of Leadership in Education v6 n2 p137-160 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Democratic Values Elementary Education Foreign Countries Group Dynamics Leadership Styles Parent School Relationship Participative Decision Making Teacher Administrator Relationship Court, Marian Journal Articles Reports - Evaluative Dual Principalship New Zealand New Zealand ISSN-1360-3124 English A case study of a New Zealand primary school coprincipalship describes the impact of some intergroup misunderstandings and struggles over power. Concludes that building a democratic school community requires a set of considerations and practices different from those promoted within a market-managerial approach. (Contains 7 notes and 51 references.) (Author/MLF) EJ672882 Towards Democratic Leadership: Co-principal Initiatives. International Journal of Leadership in Education v6 n2 p161-183 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Government School Relationship Politics of Education Private Schools Public Relations Public Schools School Community Relationship Tianping, Yang Journal Articles Opinion Papers China China ISSN-1360-3124 English Public relations is a basic function of a modern school's management, while external public relationship is a basic principle and component of it. To develop a school's public relationship, efforts should focus on its key publics, strengthening its coordination and communication with governments, education departments, and local communities. (Author) EJ672883 On the Development of Schools' External Public Relations in China. International Journal of Leadership in Education v6 n2 p185-191 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Critical Theory Cultural Pluralism Elementary Secondary Education Higher Education Leadership Multicultural Education Politics of Education Reflective Teaching Teacher Education Theory Practice Relationship Moss, Glenda Journal Articles Opinion Papers Educational Leadership ISSN-1360-3124 English Commentary on educational leadership includes portions of a critical research project to analyze revolutionary multiculturalism and McLaren's use of Che Guevara as a pedagogical leader for U.S. schools and culminating in a reflexive response to the rigorous dialogical study of the international scholar's work as well as the revision and publication process. (Contains 19 references.) (Author/MLF) EJ672884 Revolutionary Multiculturalism in US Schools: Educational Leadership Reconsidered. International Journal of Leadership in Education v6 n2 p193-200 Apr-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement High Schools Principals Recruitment Winter, Paul A. Morgenthal, Jayne R. Journal Articles Reports - Research Kentucky Kentucky ISSN-0013-161X English Examines the influence of school academic achievement on potential candidates' attraction to high school principal positions in Kentucky. Finds, for example, that low-performance schools are significantly disadvantaged in recruiting principals. (Contains 50 references, 2 tables, and 1 figure.) (PKP) EJ672885 Principal Recruitment in a Reform Environment: Effects of School Achievement and School Level on Applicant Attraction to the Job. Educational Administration Quarterly v38 n3 p319-40 Aug 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Schools Foreign Countries Participative Decision Making Principals Somech, Anit Journal Articles Reports - Research Israel Israel ISSN-0013-161X English Uses sample of 99 elementary principals in Israel to examine simultaneously 5 dimensions of participative management: decision domain, degree of participation, structure, target of participation, and rationale. Finds, for example, that principals tend to involve teachers more in the technical domain than the managerial domain. (Contains 76 references and 7 tables.)(PKP) EJ672886 Explicating the Complexity of Participative Management: An Investigation of Multiple Dimensions. Educational Administration Quarterly v38 n3 p341-71 Aug 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education State Programs Teacher Motivation Kelley, Carolyn Heneman, Herbert, III Milanowski, Anthony Journal Articles Reports - Research Kentucky Charlotte Mecklenburg Public Schools NC Kentucky ISSN-0013-161X English Summarizes findings from series of research studies on the motivational effects of school-based performance award (SBPA) programs in Kentucky and the Charlotte-Mecklenburg (North Carolina) School District. Finds that teachers associate various positive and negative outcomes with the programs. Draws several implications for design and implementation of SBPA programs. (Contains 62 references and 5 tables.)(PKP) EJ672887 Teacher Motivation and School-Based Performance Awards. Educational Administration Quarterly v38 n3 p372-401 Aug 2002 2002-00-00 T 2004 2016-11-23

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No Discourse Analysis Elementary Secondary Education Feminist Criticism Postmodernism Superintendents Women Administrators Brunner, C. Cryss Journal Articles Reports - Research ISSN-0013-161X English Using a feminist postmodern perspective, examines excerpts from traditional superintendency texts and several samples of women superintendent narratives to consider whether a reconsideration of superintendency discourse could support a reconception of the superintendency. (Contains 80 references.) (PKP) EJ672888 A Proposition for the Reconception of the Superintendency: Reconsidering Traditional and Nontraditional Discourse. Educational Administration Quarterly v38 n3 p402-31 Aug 2002 2002-00-00 T 2004 7/11/2004 11:31:48 CIJJAN2004

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No Administrator Role Central Office Administrators Elementary Secondary Education Organizational Theories School Community Relationship Honig, Meredith I. Journal Articles Reports - Research ISSN-0013-161X English Uses concepts from organizational learning theory to provide theoretical framework for case study of Oakland, California, central-office administrators' roles and capacity to support the implementation of school-community partnerships. Draws implications for research and practice. (Contains 111 references, 2 tables, and 1 figure.)(PKP) EJ672889 Building Policy from Practice: District Central Office Administrators' Roles and Capacity for Implementing Collaborative Education Policy. Educational Administration Quarterly v39 n3 p292-338 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:49 CIJJAN2004

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No Blacks Elementary Secondary Education Leadership Urban Schools Women Administrators Bloom, Collette M. Erlandson, David A. Journal Articles Reports - Research ISSN-0013-161X English Using a naturalistic inquiry approach, analysis of indepth interviews reveals portraits of three African American women administrators emerging from their visible absences, illusionary opportunities, and imaginary schools with stories of strength, identity formation, and a collective consciousness in working for and with the black community in urban schools. Draws implications for leadership theory, research, and practice. (Contains 56 references.)(Authors/PKP) EJ672890 African American Women Principals in Urban Schools: Realities, (Re)constructions, and Resolutions. Educational Administration Quarterly v39 n3 p339-69 Aug 2003 2003-00-00 T 2004 7/11/2004 11:31:49 CIJJAN2004

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No Academic Achievement Elementary Secondary Education Instructional Leadership Principals Teacher Effectiveness Marks, Helen M. Printy, Susan M. Journal Articles Reports - Research ISSN-0013-161X English Uses sample of 24 nationally selected restructured elementary, middle, and high schools to examine the relationship of transformational and instructional leadership to school performance as measured by the quality of teaching and student achievement. Finds that principals integrating transformational and instructional leadership have substantial influence on school performance. (Contains 72 references, 5 tables, and 1 figure.)(PKP) EJ672891 Principal Leadership and School Performance: An Integration of Transformational and Instructional Leadership. Educational Administration Quarterly v39 n3 p370-97 Aug 2003 2003-00-00 T 2004 2016-07-07 ED561940 ED557946

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No Academic Achievement Educational Research Elementary Secondary Education Leadership Meta Analysis Principals Witziers, Bob Bosker, Roel J. Kruger, Meta L. Journal Articles Reports - Research ISSN-0013-161X English Uses quantitative meta-analysis to examine studies on the direct and indirect effects of principal's leadership on student achievement. (Contains 48 references and 4 tables)(PKP) EJ672892 Educational Leadership and Student Achievement: The Elusive Search for an Association. Educational Administration Quarterly v39 n3 p398-425 Aug 2003 2003-00-00 T 2004 2016-07-07 ED561940 ED548024

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No Elementary Education Elementary School Students Freedom of Speech School Law Student Rights Zirkel, Perry A. Journal Articles Legal/Legislative/Regulatory Materials First Amendment Freedom of Association First Amendment ISSN-0271-6062 English Uses question and answer format to discuss scope of elementary students' First Amendment freedom of expression rights. For example, does the First Amendment prevent the disciplining of a sixth grader for writing a sexually inappropriate remark in another student's notebook? Answer: No. (Contains 13 references.) (PKP) EJ672893 Freedom of Expression in Elementary School. Principal v83 n1 p10,12 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administration Community Attitudes Elementary Secondary Education Expectation Instructional Leadership Principals Role Conflict Langer, Sondra Boris-Schacter, Sheryl Journal Articles Reports - Research ISSN-0271-6062 English Reports results of three year study of more than 200 principals about the tensions between role expectations and reality. Analysis of surveys and interviews finds most principals having to deal with three pairs of tensions: Between instructional leadership and management tasks, between personal and professional demands, and between the principal's role and community expectations. (PKP) EJ672894 Challenging the Image of the American Principalship. Principal v83 n1 p14-18 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:50 CIJJAN2004

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No Administrator Effectiveness Elementary Secondary Education Principals McAvoy, Julie Rhodes, Denise Journal Articles Reports - Descriptive ISSN-0271-6062 English Describes "Top 10" mistakes principals make and how to avoid them. Begins with number 10: Not notifying your immediate supervisor. Ends with number 1: Lacking balance in your life. (PKP) EJ672895 The Top 10 Mistakes that Principals Make. Principal v83 n1 p20-21 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:50 CIJJAN2004

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No Administrator Behavior Administrator Effectiveness Elementary Secondary Education Principals Tooms, Autumn Journal Articles Reports - Descriptive ISSN-0271-6062 English Offers newly hired principals three recommendations for job survival: Fit in with the superintendent, carefully consider if and when change should be made, and know when it's time to move on. (PKP) EJ672896 A Field Guide to Surviving the Principalship. Principal v83 n1 p24-28 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:51 CIJJAN2004

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No Administrator Effectiveness Elementary Schools Principals Sex Differences Social Support Groups Tenure Harvey, Tom Donaldson, Gordon Journal Articles Reports - Research ISSN-0271-6062 English Examines professional vitality (passion, vigor, facility, and satisfaction) among Maine elementary school principals. Finds three variables related to level of principal vitality: Tenure in the same school (longer tenure results in lower vitality), gender (women have more vitality than men), and support (more faculty and staff support equals higher vitality). (PKP) EJ672897 Professional Vitality: Do You Have It? Principal v83 n1 p30-33 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:51 CIJJAN2004

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No Administrator Role Budgeting Middle Schools Principals Retrenchment Kinney, Patti Journal Articles Reports - Descriptive Oregon Oregon ISSN-0271-6062 English Oregon middle school principal describes some strategies she found useful in dealing with deep cuts in the school budget. (PKP) EJ672898 Leading with Less. Principal v83 n1 p34-35,38-39 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Effectiveness Elementary Secondary Education Information Networks Networks Principals Social Support Groups Thomas, Douglas D. Grigsby, Carl J. Miller, Jeffrey C. Scully, William M., III. Journal Articles Reports - Descriptive Missouri Missouri ISSN-0271-6062 English Describes the practical benefits for principals of formal and informal networks. Also describes two extant networks in central Missouri--one among 12 school districts, the other at a university. (PKP) EJ672899 Networking: A Life Net for Embattled Principals. Principal v83 n1 p40-41,44 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrators Costs Educational Administration Educational Research Elementary Secondary Education Principals Statistics Protheroe, Nancy Journal Articles Reports - Descriptive ISSN-0271-6062 English Cites recent research and statistics to correct three misconceptions about school administration: There are too many administrators, too much money is spent on administration, and principals are paid too much. (PKP) EJ672900 Addressing Misperceptions about School Administration. Principal v83 n1 p46-48 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:51 CIJJAN2004

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No Academic Achievement Access to Computers Behavior Problems Demography Discipline Problems Educational Finance Educational Trends Elementary Secondary Education Enrollment Trends Reading Comprehension Snyder, Thomas D. Freeman, Catherine E. Journal Articles Reports - Descriptive National Center for Educational Statistics ISSN-0271-6062 English Presents several key findings from several recent National Center for Educational Statistics reports related national trends in education involving elementary school enrollment, poverty concentration, language minority students, student family characteristics, reading comprehension, academic achievement (math, science, geography), student access to computers, discipline and behavior problems, and school finances. (PKP) EJ672901 Trends in Education. Principal v83 n1 p50-52 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Role Elementary Secondary Education Principals School Secretaries Coffman, Carl Journal Articles Reports - Descriptive ISSN-0271-6062 English Describes several strategies to help principals and secretaries work together more effectively and efficiently. (PKP) EJ672902 Support Your Secretary! Principal v83 n1 p54-55 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:52 CIJJAN2004

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No Elementary Secondary Education Job Search Methods Principals Conran, Michael C. Melsheimer, William C. Journal Articles Reports - Descriptive ISSN-0271-6062 English Provide job-hunting principals tips on how to write a resume and cover letter, prepare for an interview, and write a follow-up letter. (PKP) EJ672903 Strategies for a Job-Hunting Principal. Principal v83 n1 p58-60 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:52 CIJJAN2004

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No Administrator Role Learning Disabilities Middle Schools Principals Special Needs Students Teacher Effectiveness Ring, Mary M. Reetz, Linda Journal Articles Reports - Research ISSN-0271-6062 English Offers principals some suggestions to help middle school teachers increase the success of students with learning disabilities. For example, discuss and implement grading policies that recognize and reward effort and achievement. (PKP) EJ672904 Meeting the Needs of Students with LD in the Middle Grades. Principal v83 n1 p69 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:31:52 CIJJAN2004

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No Elementary Secondary Education Higher Education Institutional Cooperation Leadership Training Stakeholders Young, Michelle D. Petersen, George J. Short, Paula M. Journal Articles Reports - Research ISSN-0013-161X English Examines several factors affecting current university-based educational leadership preparation programs. Calls for the stakeholders in leadership preparation--practitioners, professional associations, university faculty and administrators, accrediting agencies, and licensure boards--to work collectively to improve school leadership training. (Contains 74 references and 1 figure.) (PKP) EJ672905 The Complexity of Substantive Reform: A Call for Interdependence among Key Stakeholders. Educational Administration Quarterly v38 n2 p137-75 Apr 2002 2002-00-00 T 2004 7/11/2004 11:31:53 CIJJAN2004

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No Democratic Values Educational Change Educational Improvement Elementary Secondary Education Leadership Murphy, Joseph Journal Articles Reports - Research Social Justice ISSN-0013-161X English Argues for reframing the profession of school leadership based on unifying concepts of social justice, democratic community, and school improvement. Reframing provides context for a subsequent discussion of school leadership in terms of three metaphors: moral steward, educator, and community leader. (Contains 51 references.)(PKP) EJ672906 Reculturing the Profession of Educational Leadership: New Blueprints. Educational Administration Quarterly v38 n2 p176-91 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Administrator Education Higher Education Principals Standards Jackson, Barbara L. Kelley, Carolyn Journal Articles Reports - Research Knowledge Base for Administration Miami University OH Fordham University NY University of Kentucky Harvard University MA Hofstra University NY ISSN-0013-161X English Reviews efforts to define a knowledge base and standards for the preparation of educational administrators. Describes characteristics of six promising principal preparation programs. Reviews innovative preparation programs for district administrators at the University of Kentucky, Hofstra University, Fordham University, Miami University (Ohio), and Harvard University. (Contains 27 references, 2 tables, and 1 figure.) (PKP) EJ672907 Exceptional and Innovative Programs in Educational Leadership. Educational Administration Quarterly v38 n2 p192-212 Apr 2002 2002-00-00 T 2004 2016-11-23 ED561940

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No Elementary Secondary Education Leadership Training Principals Professional Development Peterson, Kent Journal Articles Reports - Descriptive ISSN-0013-161X English Describes characteristics and features of professional development programs for principals and current sources. Provides short descriptions of several professional development programs followed by an in-depth discussion of two state programs: the California School Leadership Academy and the Chicago Leadership Academy for Supporting Success. Offers recommendations for the design of professional development program for principals. (PKP) EJ672908 The Professional Development of Principals: Innovations and Opportunities. Educational Administration Quarterly v38 n2 p213-32 Apr 2002 2002-00-00 T 2004 7/11/2004 11:31:54 CIJJAN2004

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No Administrator Education Administrator Role Elementary Secondary Education Principals Professional Development Superintendents Grogan, Margaret Andrews, Richard Journal Articles Reports - Descriptive ISSN-0013-161X English Provides historical background and current context for school administrator preparation and professional development in the United States. Discusses changes in the work of principals and superintendents in last twenty years and draws implications administrator preparation and professional development. (Contains 92 references.)(PKP) EJ672909 Defining Preparation and Professional Development for the Future. Educational Administration Quarterly v38 n2 p233-56 Apr 2002 2002-00-00 T 2004 7/11/2004 11:31:54 CIJJAN2004

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No Administrative Change Administrator Education Elementary Secondary Education Higher Education Models Outcome Based Education Self Evaluation (Groups) Glasman, Naftaly Cibulka, James Ashby, Dianne Journal Articles Reports - Descriptive ISSN-0013-161X English Argues for self-evaluation to achieve continuous improvement of university-based administrator preparation programs. Suggests structural changes to achieve effective self-evaluation. Offers a self-evaluation model that includes the use of outcome-based measures. (Contains 22 references, 2 tables, and 1 figure.) (PKP) EJ672910 Program Self-Evaluation for Continuous Improvement. Educational Administration Quarterly v38 n2 p257-88 Apr 2002 2002-00-00 T 2004 7/11/2004 11:31:54 CIJJAN2004

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No Academic Achievement Comprehensive School Reform Cooperation Cooperative Programs Decentralization Educational Change Elementary Secondary Education Networks Organizational Development School Based Management Urban Schools Wohlstetter, Priscilla Malloy, Courtney L. Chau, Derrick Polhemus, Jennifer L. Journal Articles Reports - Research ISSN-0895-9048 English Data from an evaluation of the Annenberg Challenge in Los Angeles, a reform effort that experimented with school networks as a vehicle for improving schools, revealed that when school networks created structures that decentralized power and distributed organizational resources throughout the network, they also enhanced school capacity for reform. (Contains 7 notes and 39 references.) (MLF) EJ672911 Improving Schools through Networks: A New Approach to Urban School Reform. Educational Policy v17 n4 p399-430 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:54 CIJJAN2004

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No Accountability Compliance (Legal) Disabilities Elementary Secondary Education Federal Legislation Outcomes of Education Public Schools Special Education McLaughlin, Margaret J. Thurlow, Martha Information Analyses Journal Articles Opinion Papers Individuals with Disabilities Education Act No Child Left Behind Act 2001 Individuals with Disabilities Education Act No Child Left Behind Act 2001 ISSN-0895-9048 English New accountability requirements contain provisions that mandate the participation of students with disabilities in large-scale assessments and the public reporting of these students' performance along with other important educational outcomes. Discusses the technical, legal, and practical challenges to implementing the new accountability mandates. (Contains 67 references.) (Author/MLF) EJ672912 Educational Accountability and Students With disabilities: Issues and Challenges. Educational Policy v17 n4 p431-451 Sep 2003 2003-00-00 Administrators Policymakers Practitioners T 2004 2016-11-23

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No Elementary Education Ethnic Discrimination Parent Empowerment Politics of Education Racial Segregation School Choice Karsten, Sjoerd Ledoux, Guuske Roeleveld, Jaap Felix, Charles Elshof, Dorothe Journal Articles Reports - Research Dutch Speaking Netherlands Netherlands ISSN-0895-9048 English Explores how school choice has influenced ethnic segregation in Dutch primary schools. Shows that native Dutch parents are significantly more interested in a match between their social and cultural background and the pupil composition of schools than ethnic minority parents. Both groups of parents generally reject predominately "non-White" schools. (Contains 4 tables, 6 notes, and 47 references.) (Author/MLF) EJ672913 School Choice and Ethnic Segregation. Educational Policy v17 n4 p452-477 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Charter Schools Comprehensive School Reform Elementary Secondary Education Institutional Characteristics Marketing of Education Politics of Education Privatization Public Education Public Schools School Choice Lubienski, Christopher Journal Articles Opinion Papers Instrumentalism Michigan Michigan ISSN-0895-9048 English Draws from the implementation of reform policies in Michigan to examine both the politics and political economy on the effects of schools as instruments for serving consumer preferences--a perspective referred to as instrumentalism. Contends that instrumentalism emphasizes individual private purposes and nonpublic forms of governance and provision. (Contains 42 references.) (Author/MLF) EJ672914 Instrumentalist Perspectives on the "Public" in Public Education: Incentives and Purposes. Educational Policy v17 n4 p478-502 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Accountability Cooperation Educational Improvement Labor Relations Public Schools School Choice Urban Schools Urbanski, Adam Journal Articles Opinion Papers Learner Centered Instruction ISSN-0895-9048 English States that central to any efforts to improve urban schools is the relationship between the school managers and the teachers' union. Recommendations include creating learner-centered schools; focusing on improving the knowledge and skills of teachers; negotiating "Living Contracts"; and expanding school choice by making public schools more like private--without privatizing public education. (Author/MLF) EJ672915 Improving Student Achievement through Labor-Management Collaboration in Urban School Districts. Educational Policy v17 n4 p503-518 Sep 2003 2003-00-00 Administrators Policymakers Practitioners T 2004 2016-11-21

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No Afrocentrism Book Reviews Controversial Issues (Course Content) Creationism Curriculum Development Elementary Secondary Education Politics of Education Public Schools Apple, Michael W. Book/Product Reviews Journal Articles Opinion Papers Social Movements ISSN-0895-9048 English A review of "Contentious Curricula: Afrocentrism and Creationism in American Public Schools," by Amy Binder, claims it is a valuable analysis that employs a social movement perspective to uncover the dynamics involved in proposals for and the politics of curriculum change, especially in highly contested curriculum areas. (Contains 13 references.) (Author/MLF) EJ672916 What Effects Do Social Movements Have on Curricular Reform? Educational Policy v17 n4 p519-525 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Intervention Partnerships in Education Timperley, Helen S. Robinson, Viviane M. J. Journal Articles Reports - Research ISSN-0924-3453 English Describes strategy used by New Zealand Ministry of Education to intervene in 26 self-managing schools by developing a partnership with the schools and their communities. Documents difficulties encountered in the first phase (year one) of the intervention and the successes of the second phase (year two). (Contains 1 figure, 3 tables, and 27 references.) (PKP) EJ672917 Partnership as an Intervention Strategy in Self-Managing Schools. School Effectiveness and School Improvement v14 n3 p249-74 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:56 CIJJAN2004

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No Accountability Administrator Role Community Attitudes Cultural Context Elementary Secondary Education Foreign Countries Leadership Personality Traits Self Efficacy Simkins, Tim Sisun, Charles Memon, Muhammand Journal Articles Reports - Research Head Teachers Pakistan Pakistan ISSN-0924-3453 English Explores the nature of school leadership in Pakistan by drawing on two studies describing experiences of headteachers in Karachi. Identifies three determinants of personal efficacy of headteachers: The powers and accountability of the school system, community expectations within the context of the national culture, and the individual's personality and history. (Contains 1 figure and 27 references.)(PKP) EJ672918 School Leadership in Pakistan: Exploring the Headteacher's Role. School Effectiveness and School Improvement v14 n3 p275-91 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Schools Job Satisfaction Organizational Theories School Organization Secondary Schools Teacher Attitudes Pang, Nicolas Sun-Keung Journal Articles Reports - Research Loose Coupling ISSN-0924-3453 English Formulates theoretical model of four binding forces in school organizations--bureaucratic linkage, cultural linkage, tight coupling, and loose coupling--and examines their effects on teachers' feelings about school life. Finds, for example, that loose coupling had a positive effect on teachers' sense of community, job satisfaction, and commitment. Draws implications for practice. (Contains 2 figures, 6 tables, and 68 references.) (PKP) EJ672919 Binding Forces and Teachers' School Life: A Recursive Model. School Effectiveness and School Improvement v14 n3 p293-320 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Change Elementary Secondary Education Visscher, Adrie J. Coe, Robert Journal Articles Reports - Research ISSN-0924-3453 English Presents a conceptualization and analysis of school performance feedback systems (SPFS), followed by framework that includes factors crucial for their use and effects. Provides two examples of use of SPFS. Summarizes evidence on the process, problems, and impact of SPFS; suggests strategies for using performance feedback to improve schools. (Contains 1 figure and 50 references.)(PKP) EJ672920 School Performance Feedback Systems: Conceptualization, Analysis, and Reflection. School Effectiveness and School Improvement v14 n3 p321-49 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:57 CIJJAN2004

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No Decision Making Elementary Secondary Education Individual Power Information Dissemination Knowledge Level Leadership Qualities Rewards School Based Management Vision Briggs, Kerri L. Wohlstetter, Priscilla Information Analyses Journal Articles ISSN-0924-3453 English Syntheses of research findings from major studies of school-based management (SBM) generate eight elements of schooling associated with successful SBM: An active vision, meaningful decision-making authority, distribution of power, development and use of knowledge and skills, collecting and communicating information, rewards for progress, shared leadership, and cultivating resources. Draws implications for practice and grant-making. (Contains 34 references.) (PKP) EJ672921 Key Elements of a Successful School-Based Management Strategy. School Effectiveness and School Improvement v14 n3 p351-72 Sep 2003 2003-00-00 T 2004 7/11/2004 11:31:57 CIJJAN2004

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No Democratic Values Elementary Secondary Education Institutions Public Education School Choice School Readiness Houston, Paul D. Journal Articles Opinion Papers Civic Values ISSN-0036-6439 English Discusses ways to reinvigorate public education to enhance democratic values and civic virtues. Argues that school choice (charter schools, home schooling, and vouchers) fragments the current system of education. Calls for public schools and social institutions to work together to prepare children for school and make schools ready for children. (PKP) EJ672922 Time To Re-Public the Republic. School Administrator v60 n8 p10-12 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Competency Based Education Educational Change Elementary Secondary Education Lewis, Anne C. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0036-6439 English Panel of five education experts--Elliot Eisner, John Goodlad, Patricia Graham, Phillip Schlechty, and Warren Simons--answer questions related to recent school reform efforts, such as the No Child Left Behind Act, aimed at achieving universal educational proficiency. (PKP) EJ672923 From Universal Access to Universal Proficiency. School Administrator v60 n8 p14-16, 18-20 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Contracts Elementary Secondary Education Family Influence Parent Responsibility Belfield, C. R. Levin, Henry M. Journal Articles Opinion Papers ISSN-0036-6439 English Argues that because research finds that families have greater influence on student achievement than schools, proposes that families enter into metaphorical contracts to enhance the education of their children. Makes specific suggests for the terms of the contract. (PKP) EJ672924 Educational Contracts for Parents. School Administrator v60 n8 p22-24, 26-27 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:31:58 CIJJAN2004

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No Behavioral Objectives Educational Objectives Elementary Secondary Education School Choice Hess, Frederick M. Journal Articles Opinion Papers Public Interest ISSN-0036-6439 English Essay addresses three questions: What purposes should schools serve and who should determine those purposes? Who should set performance goals for schools? Does school choice comport schooling mission to serve the public interest? Argues for need to be more disciplined and explicit in determining the public interest that schools serve and how that is best achieved. (PKP) EJ672925 Public Schools and the Public Interest. School Administrator v60 n8 p28-31 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Communications Elementary Secondary Education School Community Relationship Carr, Nora Journal Articles Reports - Descriptive Charlotte Mecklenburg Public Schools NC ISSN-0036-6439 English Describes how Charlotte-Mecklenburg (North Carolina) district used a relational database, e-mail, electronic newsletters, cable television, telecommunications, and the Internet to enhance communications with their constituencies. (PKP) EJ672926 Electronic Strategies To Manage Key Relationships. School Administrator v60 n8 p32-33 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrative Problems Elementary Secondary Education School Personnel Smelter, Richard W. Journal Articles Reports - Descriptive ISSN-0036-6439 English Retired school administrator describes five types of school personnel that make an administrator's job difficult: Bushwackers, termites, CIA moles, rumor-mill addicts, and sartorial slobs. For example, termites are staff members who purposely volunteer for committees so they can sabotage the group's efforts from within. (PKP) EJ672927 Of Bushwahckers, Termites and Moles. School Administrator v60 n8 p34-35 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:31:59 CIJJAN2004

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No Board of Education Policy Elementary Secondary Education Extracurricular Activities Home Schooling State Legislation Allwein, Timothy M. Journal Articles Reports - Descriptive Pennsylvania Pennsylvania ISSN-0036-6439 English Assistant executive director of the Pennsylvania School Boards Association argues that local school districts, not the state legislature, should develop policies to allow home-schooled students to participate in extracurricular activities. (PKP) EJ672928 Giving Districts Final Say on Home-Schoolers' Play. School Administrator v60 n8 p40 Sep 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Criticism Elementary Secondary Education Public Opinion Batory, Joseph P. Journal Articles Opinion Papers Pennsylvania Pennsylvania ISSN-0036-6439 English Retired Pennsylvania superintendent uses three fictional medical terms to describe negative attitudes and actions of certain governmental and corporate leaders toward public education: Perverted distortionism, quantification syndrome, and simple simonitis. Describes perverted distortionism, for example, as a disease of organizations and individuals bent on destroying the public schools. (PKP) EJ672929 Sometimes You Must Act a Little Crazy. School Administrator v60 n8 p42-43 Sep 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Academic Achievement Block Scheduling Disabilities High School Students Bottge, Brian J. Gugerty, John J. Serlin, Ron Moon, Kyoung-Suk Journal Articles Reports - Research ISSN-0192-6365 English Compares the effects of traditional and block schedules on the academic achievement of high school students with and without disabilities. Finds no difference in academic achievement for either students with or those without disabilities whether enrolled in highs schools with traditional scheduling or those with block scheduling. (Contains 3 tables and 47 references.)(PKP) EJ672930 Block and Traditional Schedules: Effects on Students with and without Disabilities in High School. NASSP Bulletin v87 n636 p2-14 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:00 CIJJAN2004

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No Alternative Teacher Certification Beginning Teacher Induction Career Change Graduate Students Higher Education Teacher Effectiveness Teacher Motivation Salyer, Barbara A. Journal Articles Reports - Research ISSN-0192-6365 English Descriptive case study of one group of 38 university students seeking alternative certification, thirty-two of which were full-time teachers. Seeks to determine motivation for seeking alternative certification, perceptions about influence of previous careers on teaching performance, and nature of support during first year of teaching. Finds three common characteristics. Draws implications for principals. (Contains 26 references.)(PKP) EJ672931 Alternatively and Traditionally Certified Teachers: The Same but Different. NASSP Bulletin v87 n636 p16-27 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:00 CIJJAN2004

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No Administrator Effectiveness Elementary Secondary Education Teacher Attitudes Teacher Evaluation Zimmerman, Sherri Deckert-Pelton, Melanie Journal Articles Reports - Research Florida Florida ISSN-0192-6365 English Surveys 86 teachers from five Florida counties to determine their perceptions of their principals' effectiveness as evaluators. Finds four areas teachers consider essential for effective teacher evaluation: Principal initiated interaction with teachers, consistent evaluation process, principal commitment to effective evaluations, and principal knowledge of instruction, course content, and evaluation process. (Contains 1 appendix and 18 references.) (PKP) EJ672932 Evaluating the Evaluators: Teachers' Perceptions of the Principal's Role in Professional Evaluation. NASSP Bulletin v87 n636 p28-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Aggression Alcohol Abuse Alcohol Education Behavior Problems Males School Involvement Secondary School Students Finn, Kristin V. Frone, Michael R. Journal Articles Reports - Research ISSN-0192-6365 English Examines factors related to aggression at school, particularly involving alcohol use. Finds school aggression higher among students who are male, rebellious, have a weak sense of school identification, low academic achievement, and drink alcohol during the school day. Schools that encourage school involvement and alcohol resistance may help prevent school aggression. (Contains 4 tables and 53 references.)(Authors/PKP) EJ672933 Predictors of Aggression at School: The Effect of School-Related Alcohol Use. NASSP Bulletin v87 n636 p38-54 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:00 CIJJAN2004

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No Administrator Role Democratic Values High Schools Principals Student Attitudes Student Leadership Wallin, Dawn Journal Articles Reports - Research Saskatchewan Canada ISSN-0192-6365 English Uses ten-student focus group from Saskatchewan high school to examine student attitudes toward leadership involvement and decision making opportunities related to academics, building school climate, and cocurricular activities. Discusses student leadership issues involving relationships with staff members and social, school, and community relationships. Describes principal's role in creating democratic school. (Contains 81 references.) (PKP) EJ672934 Student Leadership and Democratic Schools: A Case Study. NASSP Bulletin v87 n636 p55-78 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Boards of Education Centralization Citizen Participation Democracy Elementary Secondary Education Governance Public Education Public Schools School Based Management School Community Relationship School District Size School Size Trust (Psychology) Meier, Deborah Journal Articles Opinion Papers ISSN-0003-0953 English Four critical first steps to establish trust among school boards, schools, and the public are: (1) building a community-wide consensus about the essential purposes of schools; (2) agreeing on how to provide choices for minority viewpoints; (3) selecting key education leaders; and (4) providing these leaders with the freedom they need to do the job. (Author/MLF) EJ672935 The Road to Trust. American School Board Journal v190 n9 p18-21 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:32:01 CIJJAN2004

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No Accountability Boards of Education Elementary Secondary Education Governance Parent Participation Public Education Public Schools Public Service School Community Relationship Trust (Psychology) Wadsworth, Deborah Nathan, Joe Hess, Frederick M. Dragseth, Kenneth A. Sokoloff, Harris Reeves, Douglas B. Johnson, Florence Sizer, Theodore Journal Articles Opinion Papers Meier (Deborah) ISSN-0003-0953 English Eight educators comment on Deborah Meier's prescription for rebuilding public trust in public education. (Author) EJ672936 Conversations along the Road. American School Board Journal v190 n9 p22-25 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Database Management Systems Educational Improvement Federal Legislation Federal Regulation Public Schools State Action State School District Relationship State Surveys Teacher Qualifications Sanders, Ted Journal Articles Reports - Research Education Commission of the States No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0003-0953 English Displays findings from a fall 2002 survey of all states to determine how they were progressing in meeting No Child Left Behind Act's list of requirements. Generally, states and local districts are stronger developing accountability systems but a significant gap remains between the federal law's demands and the capacity to meet them. (Author/MLF) EJ672937 Clearing the NCLB Hurdle. American School Board Journal v190 n9 p26-28 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Compliance (Legal) Court Litigation Educational Improvement Elementary Secondary Education Federal Legislation Federal Regulation Public Schools Hardy, Lawrence Journal Articles Opinion Papers Reports - Descriptive National Education Association No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0003-0953 English Provisions of the No Child Left Behind Act (NCLB) are putting pressure on schools. Last year, schools were only required to show gains for entire grade levels. This year, all states must also show specified improvement in various subgroups. Provides five examples. The National Education Association plans to file a lawsuit over the unfounded mandates of NCLB. (MLF) EJ672938 High Goal Hard Task. American School Board Journal v190 n9 p29-32 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Uses in Education Database Management Systems Educational Technology Educational Trends Futures (of Society) Internet Multimedia Instruction Online Systems Technology Integration Vail, Kathleen Information Analyses Journal Articles Handheld Computers Laptop Computers ISSN-0003-0953 English Practitioners and researchers in the education technology field asked to give their vision of the future list laptop computers, personal digital assistants, electronic testing, wireless networking, and multimedia technology among the technology advances headed soon for schools. A sidebar lists 12 online resources. (MLF) EJ672939 School Technology Grows Up. American School Board Journal v190 n9 p34-37 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Computer Uses in Education Educational Technology Educational Trends Elementary Secondary Education Futures (of Society) Internet Multimedia Instruction Technology Integration Buchanan, Bruce Information Analyses Journal Articles ISSN-0003-0953 English "Broadband," the term for a variety of high-speed Internet options, opens up many opportunities for online classroom learning. Challenges for school districts include keeping the network running, training teachers, and paying for it. A sidebar lists broadband resources. (MLF) EJ672940 The Broadband Buzz. American School Board Journal v190 n9 p38-40 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:32:03 CIJJAN2004

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No Computer Uses in Education Educational Technology Educational Trends Elementary Secondary Education Futures (of Society) Joyner, Amy Information Analyses Journal Articles Handheld Computers ISSN-0003-0953 English Handheld computers provide students tremendous computing and learning power at about a 10th the cost of a regular computer. Describes the evolution of handhelds; provides some examples of their uses; and cites research indicating they are effective classroom tools that can improve efficiency and instruction. A sidebar lists handheld resources. (MLF) EJ672941 A Foothold for Handhelds. American School Board Journal v190 n9 p42-44 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Compliance (Legal) Data Analysis Database Management Systems Educational Technology Educational Trends Elementary Secondary Education Futures (of Society) Public Schools School Districts Test Results Levine, Elliott Information Analyses Journal Articles No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0003-0953 English New technology promises to ease the work load to meet the requirements of the federal No Child Left Behind Act and set the stage for easier and more comprehensive data analysis and subsequent changes to instruction. A sidebar lists data resources. (MLF) EJ672942 The Data Trek. American School Board Journal v190 n9 p46-48 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Uses in Education Educational Technology Educational Trends Elementary Secondary Education Futures (of Society) Internet Staff Development Joyner, Amy Information Analyses Journal Articles Laptop Computers ISSN-0003-0953 English Wireless networks allow students to access technology when and where they need it. Describes a wireless network at a Florida magnet high school, methods of training teachers to use the new technology in their classrooms, and problem solving. A sidebar lists wireless resources. (MLF) EJ672943 No Strings Attached. American School Board Journal v190 n9 p50-52 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Discipline Policy Educational Environment Elementary Secondary Education Hotlines (Public) Peer Influence School Culture School Safety Student School Relationship Spitalli, Samuel J. Journal Articles Opinion Papers Secrecy Silence ISSN-0003-0953 English Students need to know the difference between snitching to get someone in trouble and disclosing disturbing information to save lives, prevent harm, or right a wrong. Elements in the school culture that would encourage students to confide in adults include trust, adults in close proximity, positive school climate, information hotlines, and reinforced codes of discipline. (MLF) EJ672944 Breaking the Code of Silence. American School Board Journal v190 n9 p56-58 Sep 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Academic Achievement Compliance (Legal) Educational Policy Elementary Secondary Education High Stakes Tests Scores Standardized Tests Student Motivation Teacher Student Relationship Test Use Imber, Michael Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0003-0953 English To improve students' standardized test performance, schools must organize their priorities to reinforce the message that student learning comes first--everything else is secondary. (Author/MLF) EJ672945 Teach the Student, Not the Test. American School Board Journal v190 n9 p60-62 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Crisis Management Elementary Secondary Education Emergency Programs Hotlines (Public) School Safety McGiboney, Garry W. Journal Articles Reports - Descriptive DeKalb School District GA ISSN-0003-0953 English In Georgia, the DeKalb School District's preparations for school safety include: fast-track evacuation procedures for schools near potentially dangerous sites; a plan that relocates students who are displaced from their schools; a capacity to provide shelter in case of emergency; and three means of internal communication. (MLF) EJ672946 School Safety After 9/11. American School Board Journal v190 n9 p63-64 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Board of Education Policy Constitutional Law Due Process Enrollment Parent Rights Private Schools Public Schools School Law School Personnel Dowling-Sendor, Benjamin Journal Articles Opinion Papers First Amendment First Amendment ISSN-0003-0953 English In "Barrow" the 5th Circuit erected a very high burden of proof for school districts to show that policies requiring employees to live within the district are necessary to sustain public confidence in public schools. (Author/MLF) EJ672947 A Question of "Patronage." American School Board Journal v190 n9 p71-72,76 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Child Advocacy Elementary Secondary Education Enrichment Activities Gifted Inclusive Schools Multiple Intelligences Negative Attitudes Special Programs Delisle, James R. Journal Articles Opinion Papers ISSN-1040-1350 English This article argues that the adoption of schoolwide enrichment options has resulted in the broadening of services to all children and a paucity of services for gifted children and that the theory of multiple intelligences has been used as a legitimate-sounding reason for administrators to dismiss gifted programs as superfluous. (Contains references.) (CR) EJ672948 The False Security of Inclusivity. Understanding Our Gifted v15 n2 p3-7 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:05 CIJJAN2004

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No Academic Achievement Acceleration (Education) Elementary Secondary Education Gifted Mentors Negative Attitudes Resistance to Change Social Bias Teacher Attitudes Teacher Behavior Teacher Student Relationship Gross, Miraca U.M. Journal Articles Opinion Papers Curriculum Differentiation ISSN-1040-1350 English This article examines the inconsistency between society's recognition of musical talent and athletic ability and the nonrecognition of intellectual giftedness. It explores reasons that teachers are resistant to acceleration, ability grouping, mentorships, recognition of academic achievement, provision of challenging work for gifted students, and opportunities for comparison. (Contains references.) (CR) EJ672949 All Gifts Are Equal but Some Gifts Are More Equal than Others. Understanding Our Gifted v15 n2 p8-12 Win 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Black Students Classification Definitions Educational Discrimination Elementary Secondary Education Gifted Minority Group Children Socioeconomic Influences Student Diversity Ford, Donna Y. Journal Articles Opinion Papers ISSN-1040-1350 English This article discusses how the broadening of the federal definition of giftedness will possibly increase the number of students identified as gifted. Far from dumbing down the definition, this article argues the new definition will allow many minority children to be identified and served as gifted students. (Contains 8 references.) (CR) EJ672950 "Dumbing Down" of Giftedness or "Reaching Down" for Giftedness. Understanding Our Gifted v15 n2 p13-15 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:05 CIJJAN2004

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No Ability Identification Classroom Observation Techniques Early Childhood Education Educational Assessment Evaluation Methods Gifted Parent Teacher Cooperation Portfolio Assessment Student Evaluation Talent Development Smutny, Joan Franklin Guides - Non-Classroom Journal Articles ISSN-1040-1350 English This article presents four strategies for identifying young gifted children: recognize the limits of testing; network with parents; consider new ways of thinking about and observing giftedness, including incorporating different learning styles in teaching; and use portfolios to collect actual samples of children's work. Advantages of portfolio assessments are listed. (Contains 7 references.) (CR) EJ672951 A Plea for Young Gifted Children. Understanding Our Gifted v15 n2 p16-18 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:05 CIJJAN2004

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No Ability Identification Academic Standards Educational Trends Elementary Secondary Education Gifted High Stakes Tests Inclusive Schools Minority Group Children Student Needs Talent Development Sisk, Dorothy Journal Articles Opinion Papers ISSN-1040-1350 English This article discusses the effects on gifted education of standards-based education, inclusive education, statewide assessment, including underrepresented students in gifted programs, and reaching different levels of giftedness in a classroom. It argues that educators of the gifted have become distracted and off-task in meeting the needs of gifted students. (Contains 3 references.) (CR) EJ672952 Knots on a Counting Rope. Understanding Our Gifted v15 n2 p19-20 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:06 CIJJAN2004

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No Acceleration (Education) Childrens Games Cognitive Development Educational Strategies Elementary Secondary Education Enrichment Activities Feedback Gifted Thinking Skills Thorp, Carmany Guides - Non-Classroom Journal Articles Curriculum Differentiation ISSN-1040-1350 English This article discusses strategies for encouraging the gifted child's brain to make the most of learning opportunities. Strategies include offering programming enrichment classes, accelerated classes, and teachers trained in differentiating instruction. The importance of providing enrichment, challenges, and feedback are stressed and the game "20 Connections" is described. (Contains 2 references.) (CR) EJ672953 Bringing the Brain to Class. Understanding Our Gifted v15 n2 p21-23 Win 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Literacy Computer Software Educational Resources Elementary Secondary Education Females Gifted Inquiry Internet Mathematics Achievement Mathematics Instruction Science Instruction Sex Differences Technology Integration World Wide Web Berger, Sandra Guides - Non-Classroom Journal Articles Reference Materials - Bibliographies ISSN-1040-1350 English This article discusses the paucity of gifted females taking advanced math and science courses and the widening gender gap in computer science courses and the information and technology (IT) field. A list of Internet resources that examine this issue is provided, along with resources for fostering IT skills in girls. (CR) EJ672954 Surfing the Net: Are We Dumbing Down Our Daughters? Understanding Our Gifted v15 n2 p24-27 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:07 CIJJAN2004

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No Access to Education Educational Strategies Elementary Secondary Education Gifted Independent Study Labeling (of Persons) Needs Assessment Self Concept Self Determination Teacher Student Relationship Strop, Jean Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1040-1350 English This article examines the effects of labeling students "gifted." Educators are urged to spend less time on identification and more on providing services, conduct ongoing needs assessments, allow students to self-select areas of independent study, and educate stakeholders so the label is not perceived as the access to services. (CR) EJ672955 The Affective Side: Programming beyond the Label. Understanding Our Gifted v15 n2 p27-29 Win 2003 2003-00-00 N/A 2004 7/11/2004 11:32:07 CIJJAN2004

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No Ability Identification Academic Achievement Academically Gifted Creative Thinking Creativity Divergent Thinking Elementary Secondary Education Gifted Personality Traits Student Characteristics Kingore, Bertie Information Analyses Journal Articles ISSN-1040-1350 English This article compares the characteristics of high achievers, gifted learners, and creative thinkers. It discusses the complexity of gifted student's thinking and the wild ideas of the creative thinker. A chart that lists the different characteristics and cartoons depicting the three different mindsets of the students are provided. (Contains 1 reference.) (CR) EJ672956 High Achiever, Gifted Learner, Creative Thinker. Understanding Our Gifted v15 n3 p3-5 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:07 CIJJAN2004

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No Ability Identification Cognitive Style Elementary Secondary Education Evaluation Methods Gifted Language Minorities Limited English Speaking Locus of Control Personality Traits Student Evaluation Harris, Carole Ruth Information Analyses Journal Articles ISSN-1040-1350 English This article discusses barriers to the identification of gifted students, including linguistic function, learning style attributes, self-concept perceptions, and locus of control issues. Methods of detecting hidden giftedness are provided for each of these barriers, along with approaches to intervention. (Contains 8 references.) (CR) EJ672957 Child-Centered Identification and the Hidden Child. Understanding Our Gifted v15 n3 p6-9 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:07 CIJJAN2004

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No Ability Identification Academic Achievement Classroom Observation Techniques Data Collection Educational Assessment Elementary Secondary Education Evaluation Methods Gifted Performance Factors Student Behavior Student Evaluation Testing Problems Bartek, Mary M. Journal Articles Opinion Papers ISSN-1040-1350 English Using a sci-fi matchmaking scenario to illustrate the fallibility of technology, this article discusses the practice of reducing a student to a series of test scores for gifted identification. The limits of testing are addressed, and student performance and behavior are urged as additional categories for identifying aptitude and achievement. (Contains 4 references.) (CR) EJ672958 G/T Identification and Sci-Fi Matchmaking: More Similar than They Should Be. Understanding Our Gifted v15 n3 p10-11 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:08 CIJJAN2004

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No Ability Identification Disproportionate Representation Educational Assessment Educational Discrimination Elementary Secondary Education Evaluation Methods Gifted Minority Group Children Racial Discrimination State Regulation Student Evaluation Hansford, Susan Journal Articles Opinion Papers ISSN-1040-1350 English This article discusses the underrepresentation of children from minority backgrounds in gifted education and the ultimate goal of gifted education to make children's lives better. Barriers to appropriate gifted identification are discussed and include state/local requirements and inadequate identification procedures, stereotypes and racism, and pragmatics. (Contains 3 references.) (CR) EJ672959 Gifted or Not Gifted--Is That the Question? Understanding Our Gifted v15 n3 p12-15 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:08 CIJJAN2004

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No Beginning Teachers Cooperating Teachers Curriculum Development Elementary Secondary Education Enrichment Activities Gifted Higher Education Preservice Teacher Education Student Teachers Summer Programs Teacher Collaboration Teacher Education Programs Milligan, Julie Campbell, Dennis Journal Articles Reports - Descriptive Reports - Evaluative Arkansas Arkansas ISSN-1040-1350 English This article discusses the collaboration among preservice teacher students that occurs during the Academy for Young Scholars in Arkansas, a summer enrichment program for gifted students ages 4-15. The benefits of the teacher collaboration are described, including benefits to students, increased confidence, and borrowed strategies. (Contains 6 references.) (CR) EJ672960 It's a Fit: Collaboration and Gifted Education. Understanding Our Gifted v15 n3 p18-21 Spr 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Cognitive Development Developmentally Appropriate Practices Elementary Secondary Education Gifted Incidence Intelligence Differences Intelligence Quotient Labeling (of Persons) Student Evaluation Student Needs Gross, Miraca U.M. Information Analyses Journal Articles Curriculum Differentiation ISSN-1040-1350 English This article emphasizes the importance of providing appropriate services to meet the needs of individual gifted students and the need to first diagnose the level of giftedness to administer the right "therapeutic dose." A chart is provided that defines levels of intellectual giftedness by IQ ranges and by prevalence. (Contains 5 references.) (CR) EJ672961 Musings: Giftedness, Labeling, and the Non-Therapeutic Dose. Understanding Our Gifted v15 n3 p22-24 Spr 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Child Advocacy Elementary Secondary Education Gifted Interpersonal Communication Parent School Relationship Parent Teacher Conferences Self Advocacy Strop, Jean Guides - Non-Classroom Journal Articles ISSN-1040-1350 English This article lists common pitfalls in parents' gifted advocacy attempts: believing exceptionality is synonymous with entitlement; responding to stated boredom without determining the meaning; waiting for a crisis before advocating; pushing for a response before agreeing on the issue; and advocating from their own issues. Strategies for developing self-advocacy are provided. (CR) EJ672962 The Affective Side: Gifted Identification and the Call to Advocacy. Understanding Our Gifted v15 n3 p24-26 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:09 CIJJAN2004

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No Ability Identification Achievement Tests Aptitude Tests Educational Assessment Educational Resources Elementary Secondary Education Evaluation Methods Gifted Internet Multiple Intelligences Screening Tests Student Evaluation World Wide Web Berger, Sandra Guides - Non-Classroom Journal Articles Reference Materials - General ISSN-1040-1350 English This article discusses identification methods and practices for gifted education and barriers to appropriate identification. Internet addresses are provided for accessing federal legislation requirements, a multiple intelligences framework for identification, the Renzulli Enrichment Triad model, and 13 assessments used to identify gifted students. (CR) EJ672963 Surfing the Net: Identification Tools. Understanding Our Gifted v15 n3 p27-30 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:32:09 CIJJAN2004

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No Achievement Need Anxiety Change Strategies Cognitive Processes Elementary Secondary Education Emotional Problems Gifted Psychological Characteristics Resistance to Change Systems Approach Ramsey, Deborah C. Ramsey, Philip L. Information Analyses Journal Articles Perfectionism ISSN-0162-3532 English This article uses system thinking to examine the dynamic complexity of perfectionism. These dynamics are explained as an attempt by the perfectionist to achieve cognitive consistency. The unrealistic worldview of a perfectionist generates a catch-22 situation that makes change difficult. Fundamental change requires a worldview that balances performance and learning. (Contains references.) (CR) EJ672964 Reframing the Perfectionist's Catch-22 Dilemma: A Systems Thinking Approach. Journal for the Education of the Gifted v26 n2 p99-111 Win 2002 2002-00-00 T 2004 2016-11-21

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No Ability Identification Cross Cultural Studies Cultural Differences Elementary Secondary Education Gifted Parent Role Special Classes Teacher Attitudes Teacher Student Relationship Tirri, Kirsi A. Tallent-Runnels, Mary K. Adams, Aida M. Yuen, Mantak Lau, Patrick S. Y. Journal Articles Reports - Research Hong Kong Finland Finland Hong Kong ISSN-0162-3532 English A study investigated predictors of teachers' attitudes (Finland=147, Hong Kong=214, United States=160) toward gifted education. Attitudes depended on whether or not they believed that their school had gifted children, all children are gifted, gifted children should help others, parents have the major responsibility, and special classes best meet students' needs. (Contains references.) (Author/CR) EJ672965 Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States. Journal for the Education of the Gifted v26 n2 p112-31 Win 2002 2002-00-00 T 2004 2016-11-21

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No Educational Strategies Elementary Education Gifted Language Minorities Limited English Speaking Talent Development Teacher Attitudes Teacher Student Relationship Thinking Skills Kitano, Margie K. Pedersen, Katie S. Journal Articles Reports - Research ISSN-0162-3532 English Twelve teachers of the gifted who serve elementary English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers. They recommended strategies consistent with identified needs and with the literature on best practices for English learners. (Contains references.) (Author/CR) EJ672966 Action Research and Practical Inquiry: Teaching Gifted English Learners. Journal for the Education of the Gifted v26 n2 p132-47 Win 2002 2002-00-00 T 2004 7/11/2004 11:32:10 CIJJAN2004

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No Academic Failure Classification Definitions Disability Identification Early Identification Early Intervention Elementary Education Eligibility Evaluation Methods Learning Disabilities Prevention Vaughn, Sharon Fuchs, Lynn S. Information Analyses Journal Articles Discrepancy Model ISSN-0938-8982 English In this introductory article, a response-to-instruction approach to learning disabilities (LD) identification is discussed. An overview of the promise and potential pitfalls of such an approach is provided. Benefits include identification of students based on risk rather than deficit and early identification. Questions concern the integrity of the LD concept. (Contains references.) (Author/CR) EJ672967 Redefining Learning Disabilities as Inadequate Response to Instruction: The Promise and Potential Problems. Learning Disabilities: Research & Practice v18 n3 p137-46 Aug 2003 2003-00-00 T 2004 2016-11-23 ED507315 ED504995

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No Academic Failure Classification Definitions Disability Identification Early Intervention Elementary Education Eligibility Evaluation Methods High Risk Students Learning Disabilities Outcomes of Education Prevention Reading Difficulties Remedial Instruction Validity Speece, Deborah L. Case, Lisa Pericola Molloy, Dawn Eddy Journal Articles Reports - Research Discrepancy Model ISSN-0938-8982 English Three studies investigated children's responsiveness to general education reading instruction as an indicator of need for more intensive interventions and found that the response-to-instruction model tested was valid. Results indicated that children at-risk (n=47) who received specially designed general education instruction had better outcomes and required fewer services. (Contains references.) (CR) EJ672968 Responsiveness to General Education Instruction as the First Gate to Learning Disabilities Identification. Learning Disabilities: Research & Practice v18 n3 p147-56 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Failure Classification Definitions Disability Identification Early Intervention Elementary Education Eligibility Evaluation Methods Learning Disabilities Prevention Problem Solving Student Evaluation Validity Fuchs, Douglas Mock, Devery Morgan, Paul L. Young, Caresa L. Information Analyses Journal Articles Discrepancy Model ISSN-0938-8982 English This article describes the two basic versions of the responsiveness-to-intervention (RTI) approach for identifying learning disabilities, the problem solving model and the standard-protocol approach. It reviews evidence on effectiveness and feasibility and concludes that more needs to be understood before RTI may be viewed as a valid identification means. (Contains references.) (Author/CR) EJ672969 Responsiveness-to-Intervention: Definitions, Evidence, and Implications for the Learning Disabilities Construct. Learning Disabilities: Research & Practice v18 n3 p157-71 Aug 2003 2003-00-00 T 2004 2016-11-23 ED507315

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No Academic Failure Classification Definitions Disability Identification Early Intervention Educational Assessment Elementary Education Eligibility Evaluation Methods Learning Disabilities Outcomes of Education Prevention Psychometrics Responses Student Evaluation Time Factors (Learning) Validity Fuchs, Lynn S. Information Analyses Journal Articles Discrepancy Model ISSN-0938-8982 English This article explores conceptual and technical issues associated with options for specifying three assessment components for implementing an intervention responsiveness approach to the identification of learning disabilities: the timing of the measurement of student response to intervention; the criterion for demarcating learning as inadequate; and the nature of the intervention. (Contains references.) (CR) EJ672970 Assessing Intervention Responsiveness: Conceptual and Technical Issues. Learning Disabilities: Research & Practice v18 n3 p172-86 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Academic Failure Classification Definitions Disability Identification Early Intervention Elementary Education Eligibility Evaluation Methods Learning Disabilities Prevention Problem Solving Program Design Program Effectiveness Referral Student Evaluation Marston, Doug Muyskens, Paul Lau, Matthew Canter, Andrea Journal Articles Reports - Descriptive Reports - Evaluative Discrepancy Model Minneapolis Public Schools MN ISSN-0938-8982 English This article describes the problem-solving model (PSM) used in the Minneapolis Public Schools to guide decisions regarding intervention in general education, special education referral, and evaluation for special education eligibility for high-incidence disabilities. Program evaluation indicates students received special education services earlier under the PSM than under the traditional approach. (Contains references.) (Author/CR) EJ672971 Problem-Solving Model for Decision Making with High-Incidence Disabilities: The Minneapolis Experience. Learning Disabilities: Research & Practice v18 n3 p187-200 Aug 2003 2003-00-00 T 2004 2016-11-21 ED507315 ED565615

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No Academic Failure Early Intervention Elementary Education Evaluation Methods Interprofessional Relationship Learning Disabilities Literacy Prevention Reading Instruction Research Utilization Student Evaluation Theory Practice Relationship Denton, Carolyn A. Vaughn, Sharon Fletcher, Jack M. Information Analyses Journal Articles Discrepancy Model ISSN-0938-8982 English This article analyzes factors related to bringing research-validated practices to scale to enable implementation of responsiveness-to- intervention models in special education. Key components of effective literacy programs are discussed, along with findings from reading intervention research. The need for professional collaboration among researchers, practitioners, teacher educators, and policymakers is emphasized. (Contains references.) (CR) EJ672972 Bringing Research-Based Practice in Reading Intervention to Scale. Learning Disabilities: Research & Practice v18 n3 p201-11 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Blindness Educational Testing Elementary Secondary Education Evaluation Methods Standardized Tests Test Bias Test Reviews Testing Accommodations Testing Problems Visual Impairments Knowlton, Marie Seeling, Sharon Martin, Jean Archer, Mary Guides - Non-Classroom Journal Articles Reports - Descriptive Minnesota Minnesota ISSN-0899-1510 English This article discusses the structure of a committee that evaluates assessments for students with visual impairments and the process by which the committee arrives at its recommendations to test developers and administrators. Concerns and preferred practices that have been revealed by the committee's two years of experience are discussed. (CR) EJ672973 Assessment Review Process for Addressing Visual Impairment Bias in the State of Minnesota's Standardized Tests. RE:view v35 n1 p7-13 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Blindness Early Childhood Education Early Intervention Educational Planning Educational Strategies Interdisciplinary Approach Regular and Special Education Relationship Teacher Collaboration Teamwork Visual Impairments Bahar, Cheryl Brody, Jill McCann, Mary Ellen Mendiola, Rosalinda Slott, Gayle Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0899-1510 English This article discusses the observations and experiences of a multidisciplinary team at the Blind Childrens Center in Los Angeles, which works specifically with children from birth to 5 years of age who have been diagnosed with optic nerve hypoplasia and may have septo-optic displasia. Strategies for educational interventions are explained. (Contains 1 reference.) (CR) EJ672974 A Multidisciplinary Approach to Educating Preschool Children with Optic Nerve Hypoplasia and Septo-Optic Nerve Dysplasia. RE:view v35 n1 p15-21 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:12 CIJJAN2004

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No Alphabets Blindness Braille Educational Strategies Elementary Secondary Education Mobility Aids Spatial Ability Visual Impairments McLennan, Mary Nelle Speer, Lee McComiskey, Anne Amato, Sheila Kirk, Alan Guides - Non-Classroom Journal Articles ISSN-0899-1510 English This article highlights ideas, adaptations, and strategies that have been effective for educators teaching students with visual impairments. Strategies are shared for teaching the concepts of left and right, using alphaboxes for teaching the alphabet, using CDs for Braille reinforcement activities, and using a lawn compass to teach orientation. (CR) EJ672975 Springboard. RE:view v35 n1 p22-28 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:12 CIJJAN2004

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No Daily Living Skills Educational Strategies Elementary Secondary Education Holistic Approach Multiple Disabilities Teaching Models Visual Impairments Visual Learning Li, Alicia Journal Articles Reports - Descriptive ISSN-0899-1510 English This article discusses a program that, by emphasizing individuality, integration, adaptability, and functionality (the IIAF model), improves the visual functioning of students who are visually impaired, have multiple disabilities, and function at a severely or profoundly impaired level. Examples of recommended visual learning activities are provided. (Contains references.) (CR) EJ672976 A Model for Developing Programs To Improve the Use of Vision in Students Who Are Visually Impaired with Multiple Disabilities. RE:view v35 n1 p31-47 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:12 CIJJAN2004

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No Behavior Disorders Developmental Psychology Drug Therapy Early Identification Early Intervention Elementary Secondary Education Emotional Disturbances Interdisciplinary Approach Interprofessional Relationship Mental Disorders Prevention Research Utilization Teacher Collaboration Forness, Steven R. Oswald, Donald Journal Articles Opinion Papers ISSN-0198-7429 English This article discusses the need to incorporate research findings in developmental psychopathology, psychiatric comorbidity, and psychopharmacology in school mental health programs to enable early detection and primary prevention of emotional and behavioral disorders in students. A response stresses the need for a multidisciplinary approach. (Contains references.) (CR) EJ672977 Parting Reflections on Education of Children with Emotional or Behavioral Disorders [and] Response to Forness. Behavioral Disorders v28 n3 p198-204 May 2003 2003-00-00 T 2004 7/11/2004 11:32:12 CIJJAN2004

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No Disabilities Educational Innovation Educational Trends Elementary Secondary Education Federal Aid Prevention Racial Attitudes Research Utilization Scientific Research Special Education Theory Practice Relationship Kauffman, James M. Sasso, Gary M. Journal Articles Opinion Papers ISSN-0198-7429 English Six issues in special education are analyzed: the erosion of science; the decline in the worth of special education; the lack of attention to prevention; the lack of primacy of academic instruction; the erosion of government programs; and the new racism that erodes the centrality of our common humanity. (Contains 3 references.) (CR) EJ672978 Reflections on the Field [and] An Examined Life: A Response to James Kauffman's Reflections on the Field. Behavioral Disorders v28 n3 p205-11 May 2003 2003-00-00 T 2004 7/11/2004 11:32:13 CIJJAN2004

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No Disabilities Educational Innovation Educational Trends Elementary Secondary Education Federal Aid Interdisciplinary Approach Prevention Research Utilization Scientific Research Special Education Teacher Collaboration Theory Practice Relationship Nelson, C. Michael Sugai, George M. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0198-7429 English This article discusses the poor services students with educational, emotional, and behavioral needs are receiving and advocates for the use of research-based practices. Recommendations for the field of emotional and behavioral disorders include making prevention appealing, embracing a collaborative approach, and advocating for science. A supportive response is included. (Contains references.) (CR) EJ672979 Through a Glass Darkly: Reflections on Our Field and Its Future [and] Mike Is Right: Lessons Learned from Reflections. Behavioral Disorders v28 n3 p212-20 May 2003 2003-00-00 T 2004 7/11/2004 11:32:13 CIJJAN2004

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No College School Cooperation Disabilities Educational Innovation Educational Trends Elementary Secondary Education Federal Aid Partnerships in Education Prevention Research Needs Research Utilization Scientific Research Special Education Teacher Education Programs Theory Practice Relationship Polsgrove, Lewis Gable, Robert A. Journal Articles Opinion Papers ISSN-0198-7429 English This article reflects on the gap between research and practice and three approaches that might be used to promote evidence-based strategies: increasing awareness; improving teacher training; and mounting a focused research agenda. A response echoes the need for research-based practice and discusses the benefits of teacher education programs partnering with schools. (Contains references.) (CR) EJ672980 Reflections on the Past and Future [and] Like It Is: Thoughts on the Career of Lewis Polsgrove. Behavioral Disorders v28 n3 p221-28 May 2003 2003-00-00 T 2004 7/11/2004 11:32:13 CIJJAN2004

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No Antisocial Behavior Behavior Disorders Behavior Modification Elementary Education Instructional Effectiveness Playground Activities Small Group Instruction Time on Task Lane, Kathleen L. Wehby, Joseph Menzies, Holly M. Doukas, Georgia L. Munton, Sarah M. Gregg, Rebecca M. Journal Articles Reports - Research Social Skills Training ISSN-0198-7429 English A study examined the effectiveness of a 10-week social skills instruction program for seven students (ages 8-9) at risk for antisocial behavior who were unresponsive to a schoolwide primary intervention program. Results indicated lasting decreases in both disruptive behaviors in the classroom and negative social interactions on the playground. (Contains references.) (Author/CR) EJ672981 Social Skills Instruction for Students At Risk for Antisocial Behavior: The Effects of Small-Group Instruction. Behavioral Disorders v28 n3 p229-48 May 2003 2003-00-00 T 2004 2016-11-21

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No Antisocial Behavior Athletics Behavior Disorders Child Neglect Discipline Elementary Secondary Education Expulsion Family Influence Predictor Variables Referral Student Characteristics Suspension Nelson, J. Ron Gonzalez, Jorge E. Epstein, Michael H. Benner, Gregory J. Information Analyses Journal Articles Reports - Research ISSN-0198-7429 English A review of 20 independent samples found a wide range of school and student variables influence the use of administrative discipline contacts, whereas administrator/teacher and family variables have less influence. Relevant variables include participation in athletics, child neglect, antisocial behavior, and anecdotal suspension report. (Contains references.) (Author/CR) EJ672982 Administrative Discipline Contacts: A Review of the Literature. Behavioral Disorders v28 n3 p249-81 May 2003 2003-00-00 T 2004 7/11/2004 11:32:13 CIJJAN2004

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No Behavior Disorders Elementary Secondary Education Evaluation Methods Functional Behavioral Assessment Research Needs Research Problems Student Evaluation Test Reliability Test Validity Gresham, Frank M. Information Analyses Journal Articles ISSN-0198-7429 English This article discusses evidence for functional behavioral assessment (FBA) procedures in terms of the meaning and interpretation of different forms of reliability and validity in FBA. It concludes that additional research needs to be conducted with various target behaviors across different settings to support the continued use of FBA. (Contains references.) (CR) EJ672983 Establishing the Technical Adequacy of Functional Behavioral Assessment: Conceptual and Measurement Challenges. Behavioral Disorders v28 n3 p282-98 May 2003 2003-00-00 T 2004 7/11/2004 11:32:14 CIJJAN2004 ED502720

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No Behavior Disorders Behavior Modification Educational Environment Family Environment Family Involvement Generalization Instructional Effectiveness Middle School Students Middle Schools Parent Teacher Cooperation Harvey, Mark T. Lewis-Palmer, Teri Horner, Robert H. Sugai, George Journal Articles Reports - Descriptive ISSN-0198-7429 English Individualized trans-situational interventions (TSIs) were implemented with three middle-school students at risk for school failure. Problem behaviors in school were reduced and linked to problem behavior reduction in the home when concurrent behavior support was established in the home and at school. (Contains references.) (Author/CR) EJ672984 Trans-Situational Interventions: Generalization of Behavior Support across School and Home Environments. Behavioral Disorders v28 n3 p299-312 May 2003 2003-00-00 T 2004 7/11/2004 11:32:14 CIJJAN2004 ED502720

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No Early Intervention Emotional Disturbances High Risk Students Instructional Effectiveness Kindergarten Children Phoneme Grapheme Correspondence Reading Difficulties Reading Instruction Word Recognition Trout, Alexandra L. Epstein, Michael H. Mickelson, William T. Nelson, J. Ron Lewis, Linda M. Journal Articles Reports - Research ISSN-0198-7429 English Six kindergartners with or at risk for emotional disturbance and reading deficits received a supplementary reading intervention over seven months. After instruction, participants outperformed six control at-risk and six norm-referencing students without disabilities on curriculum-based measures assessing early phonemic awareness and basic reading skills. (Contains references.) (CR) EJ672985 Effects of a Reading Intervention for Kindergarten Students At Risk for Emotional Disturbance and Reading Deficits. Behavioral Disorders v28 n3 p313-26 May 2003 2003-00-00 T 2004 2017-07-09 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/65937

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No Delivery Systems Educational Planning Educational Practices Elementary Secondary Education Hospitalized Children Interdisciplinary Approach Multiple Disabilities Parent Attitudes Special Health Problems Transitional Programs Borgioli, Jennifer A. Kennedy, Craig H. Journal Articles Reports - Research ISSN-0274-9483 English A study investigated the causes, educational continuity, and parental perceptions associated with 19 students with multiple disabilities transitioning from school to hospital. Sixty-one percent of hospitalizations were for emergencies and only 1 in 46 hospitalizations had a transition plan to deliver educational services while students were absent from school. (Contains references.) (CR) EJ672986 Transitions between School and Hospital for Students with Multiple Disabilities: A Survey of Causes, Educational Continuity, and Parental Perceptions. Research and Practice for Persons with Severe Disabilities v28 n1 p1-6 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:15 CIJJAN2004 Special Topic: International Inclusion.

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No Academic Accommodations (Disabilities) Classification Comparative Education Consultation Programs Delivery Systems Disability Identification Educational Strategies Elementary Secondary Education Foreign Countries Inclusive Schools Itinerant Teachers Severe Disabilities Special Education Stough, Laura M. Journal Articles Reports - Descriptive Costa Rica Costa Rica ISSN-0274-9483 English An overview of special education in Costa Rica is provided. Costa Rica has promulgated four educational service models that extend special education expertise: consulting teachers, educational assistance teams, itinerant teams, and resource centers. Their educational classification system describes the level of modifications required by students. (Contains references.) (Author/CR) EJ672987 Special Education and Severe Disabilities in Costa Rica: Developing Inclusion in a Developing Country. Research and Practice for Persons with Severe Disabilities v28 n1 p7-15 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Academic Accommodations (Disabilities) Attitudes toward Disabilities Autism Comparative Education Cultural Differences Delivery Systems Disabilities Educational Strategies Elementary Secondary Education Foreign Countries Inclusive Schools Special Education McCabe, Helen Journal Articles Reports - Descriptive China China ISSN-0274-9483 English This article describes special education and early inclusion efforts in China. National projects and local examples of children with disabilities, including children with autism, being included in public schools and educated in general education classrooms are described. Implications for inclusive practice, focusing on the importance of parent efforts, are discussed. (Contains references.) (Author/CR) EJ672988 The Beginnings of Inclusion in the People's Republic of China. Research and Practice for Persons with Severe Disabilities v28 n1 p16-22 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Agency Cooperation Comparative Education Delivery Systems Disabilities Educational Practices Educational Strategies Elementary Secondary Education Federal Legislation Foreign Countries Inclusive Schools Special Education Villa, Richard A. Tac, Le Van Muc, Pham Minh Ryan, Susan Thuy, Nguyen Thi Minh Weill, Cindy Thousand, Jacqueline S. Journal Articles Reports - Descriptive Vietnam Vietnam ISSN-0274-9483 English This article traces the evolution of special education policies and services and the introduction of inclusive education as a service delivery model in Viet Nam. The impact of a series of inclusion projects and resultant goals of the Ministry of Education and Training to expand inclusive education are described. (Contains 8 references.) (Author/CR) EJ672989 Inclusion in Viet Nam: More than a Decade of Implementation. Research and Practice for Persons with Severe Disabilities v28 n1 p23-32 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Comparative Education Cross Cultural Studies Cultural Differences Delivery Systems Disabilities Educational Practices Educational Strategies Elementary Secondary Education Foreign Countries Inclusive Schools Special Education Meyer, Luanna H. Journal Articles Opinion Papers China Costa Rica Vietnam China Costa Rica Vietnam ISSN-0274-9483 English This article discusses the importance of international perspectives in designing and promoting educational innovation and reform, cultural and financial limitations of imposing western special education inclusion principles and practices on developing countries, and special education practices in China, Vietnam, and Costa Rica. (Contains 2 references.) (CR) EJ672990 Wanted: Internationally Appropriate Best Practices. Research and Practice for Persons with Severe Disabilities v28 n1 p33-36 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Cooperative Learning Early Childhood Education Feedback Inclusive Schools Instructional Effectiveness Peer Acceptance Peer Relationship Play Praise Preschool Education Severe Disabilities Staff Development Schepis, Maureen M. Reid, Dennis H. Ownbey, Jean Clary, Jamie Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0274-9483 English A study evaluated a program for training two preschool educators to promote cooperative participation between preschoolers with and without disabilities. The training program consisted of viewing examples of how to promote and praise cooperative participation, along with specific instructions and on-the-job feedback. Instruction resulted in increases in cooperative participation. (Contains references.) (Author/CR) EJ672991 Training Preschool Staff To Promote Cooperative Participation among Young Children with Severe Disabilities and Their Classmates. Research and Practice for Persons with Severe Disabilities v28 n1 p37-42 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:16 CIJJAN2004 Special Topic: International Inclusion.

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No Disability Identification Elementary Education Learning Disabilities Questionnaires Screening Tests Spatial Ability Test Validity Visual Discrimination Visual Perception Cornoldi, Cesare Venneri, Annalena Marconato, Fabio Molin, Adriana Montinari, Cinzia Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0022-2194 English An 18-item "Shortened Visuospatial Questionnaire" (SVS) was validated twice, first by verifying that children (ages 8-13) identified with the SVS questionnaire as having visuospatial learning disability (VSLD) (n=54) actually showed visuospatial deficits on psychometric evaluation, and second, by rating with the SVS a clinically identified population of children with VSLD (n=18). (Contains references.) (Author/CR) EJ672992 A Rapid Screening Measure for the Identification of Visuospatial Learning Disability in Schools. Journal of Learning Disabilities v36 n4 p299-306 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:16 CIJJAN2004

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No Adolescents Brain Hemisphere Functions Cognitive Processes Disability Identification Dysgraphia Dyslexia Learning Disabilities Reading Difficulties Secondary Education Spelling Student Characteristics Mather, David S. Journal Articles Reports - Research ISSN-0022-2194 English A dual-task paradigm involving concurrent finger tapping and line orientation judgment was used to investigate brain processing differences in 12 early adolescent good readers/poor spellers, poor readers/poor spellers, and controls. In the right-hand tapping condition, the good spelling group displayed significantly less tapping disruption than both poor spelling groups. (Contains references.) (Author/CR) EJ672993 Dyslexia and Dysgraphia: More than Written Language Difficulties in Common. Journal of Learning Disabilities v36 n4 p307-17 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:16 CIJJAN2004

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No Adaptive Behavior (of Disabled) Attachment Behavior Developmental Delays Disability Identification Family Characteristics Family Influence Foreign Countries High Risk Students Kindergarten Children Learning Disabilities Parent Child Relationship Personality Traits Predictor Variables Resilience (Personality) Sex Differences Student Characteristics Theory Practice Relationship Al-Yagon, Michal Journal Articles Reports - Research Israel Israel ISSN-0022-2194 English A study involving 145 Israeli mother-child dyads examined the contribution of a multidimensional model of risk factors in explaining adaptive functioning among kindergartners with mild developmental delays considered at risk for developing learning disorders. Results indicated a high fit between the theoretical model and empirical findings. (Contains references.) (Author/CR) EJ672994 Children at Risk for Learning Disorders: Multiple Perspectives. Journal of Learning Disabilities v36 n4 p318-35 Jul-Aug 2003 2003-00-00 T 2004 2016-11-23

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No Attitudes toward Disabilities Bullying Educational Strategies Elementary Secondary Education Learning Disabilities Peer Acceptance Peer Relationship Predictor Variables Social Development Student Characteristics Victims of Crime Mishna, Faye Information Analyses Journal Articles Social Skills Training ISSN-0022-2194 English This article presents factors and characteristics that make children and youth with learning disabilities vulnerable to bullying. Risk factors and effects of bullying are reviewed and the following intervention strategies are highlighted: increasing community awareness and changing attitudes; social skills training; and individual, group, and family treatment. (Contains references.) (Author/CR) EJ672995 Learning Disabilities and Bullying: Double Jeopardy. Journal of Learning Disabilities v36 n4 p336-47 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Classification Disability Identification Evaluation Methods Higher Education Learning Disabilities Second Language Instruction Student Characteristics Student Evaluation Sparks, Richard L. Philips, Lois Javorsky, James Journal Articles Reports - Research ISSN-0022-2194 English A replication study compared 86 petition students who received course substitutions for the college foreign language (FL) requirement with 40 nonpetition students who fulfilled the requirement by passing FL courses. Findings indicate more than half of all the students did not meet criteria for learning disability classification. (Contains references.) (Author/CR) EJ672996 Students Classified as LD Who Petitioned for or Fulfilled the College Foreign Language Requirement--Are They Different? A Replication Study. Journal of Learning Disabilities v36 n4 p348-62 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:17 CIJJAN2004

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No Academic Accommodations (Disabilities) Childhood Attitudes Classification Clinical Diagnosis Dyslexia Elementary Secondary Education Labeling (of Persons) Learning Disabilities Self Esteem Student Evaluation McNulty, Michael A. Journal Articles Reports - Research ISSN-0022-2194 English The life stories of 12 adults diagnosed with dyslexia as children were examined. Findings indicate that by school age, all participants noted self-esteem problems when they experienced struggles or failures in school. Testing and diagnosis improved self-esteem when conducted in a relevant manner that led to adaptation. (Contains references.) (Author/CR) EJ672997 Dyslexia and the Life Course. Journal of Learning Disabilities v36 n4 p363-81 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:17 CIJJAN2004

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No Attention Deficit Disorders Behavior Rating Scales College Students Higher Education Hyperactivity Personality Traits Screening Tests Student Characteristics Test Reliability Weyandt, Lisa L. Iwaszuk, Wendy Fulton, Katie Ollerton, Micha Beatty, Noelle Fouts, Hillary Schepman, Stephen Greenlaw, Corey Journal Articles Reports - Research ISSN-0022-2194 English A study explored the construct of mental restlessness in 20 college students with and without attention deficit hyperactivity disorder (ADHD) using the Internal Restlessness Scale (IRS). Students with ADHD reported significantly higher ratings of internal restlessness. The IRS appears to have adequate test-retest reliability and a four-factor structure. (Contains references.) (Author/CR) EJ672998 The Internal Restlessness Scale: Performance of College Students with and without ADHD. Journal of Learning Disabilities v36 n4 p382-89 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:17 CIJJAN2004

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No Acceleration (Education) Cluster Grouping Counseling Services Creative Expression Curriculum Design Educational Strategies Elementary Secondary Education Enrichment Activities Gifted Homogeneous Grouping Program Design Service Learning Student Needs Teaching Models Bernal, Ernesto M. Journal Articles Reports - Descriptive ISSN-0016-9862 English The Growing Giftedness Model for teaching gifted students is presented, which includes the following features: identification that relies entirely on scores and on demonstrated performance; cluster grouping during elementary school and classes dominated by gifted students at the secondary level; acceleration and enrichment; creative expression opportunities; service learning; and counseling. (Contains references.) (CR) EJ672999 To No Longer Educate the Gifted: Programming for Gifted Students beyond the Era of Inclusionism. Gifted Child Quarterly v47 n3 p183-91 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:18 CIJJAN2004

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No Attention Deficit Disorders Elementary Education Error Patterns Gifted Disabled Hyperactivity Incidence Intelligence Differences Performance Factors Student Characteristics Chae, Paul Kyuman Kim, Ji-Hye Noh, Kyung-Sun Journal Articles Reports - Research Test of Variables of Attention ISSN-0016-9862 English A study involving 106 gifted children and 71 typical children (ages 6-9) evaluated the correlation between intelligence and performance on the Test of Variables of Attention (T.O.V.A). Results found gifted children with ADHD performed better on tasks of omission error, commission error, and response sensitivity than typical children with ADHD. (Contains references.) (Author/CR) EJ673000 Diagnosis of ADHD among Gifted Children in Relation to KEDI-WISC and T.O.V.A. Performance. Gifted Child Quarterly v47 n3 p192-201 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement British National Curriculum Educational Change Elementary Education Equal Education Females Foreign Countries Gifted Self Esteem Sex Differences Freeman, Joan Information Analyses Journal Articles Great Britain United Kingdom (Great Britain) ISSN-0016-9862 English This article discusses reasons why academic achievements of gifted girls in British grade schools are surpassing those of gifted boys: greater self-confidence in the girls, changes in the style and content of British curriculum and assessment that favor female study patterns, and greater attention to equal gender opportunities in the classroom. (Contains references.) (CR) EJ673001 Gender Differences in Gifted Achievement in Britain and the U.S. Gifted Child Quarterly v47 n3 p202-11 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Acceleration (Education) Gifted Physics Science Instruction Secondary Education Special Programs Summer Science Programs Time Factors (Learning) Hsu, Leonardo Journal Articles Reports - Research ISSN-0016-9862 English Students (n=128) enrolled in 8 summer intensive physics courses for academically gifted students participated in a study to assess the effectiveness of such courses compared to ordinary year-long high school physics courses. Average gains achieved by students were comparable to those achieved by students in the ordinary-length courses. (Contains references.) (Author/CR) EJ673002 Measuring the Effectiveness of Summer Intensive Physics Courses for Gifted Students: A Pilot Study and Agenda for Research. Gifted Child Quarterly v47 n3 p212-18 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:18 CIJJAN2004

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No Acceleration (Education) College Attendance Early Admission Gifted Higher Education Interpersonal Relationship Participant Satisfaction Peer Relationship Student Attitudes Muratori, Michelle Colangelo, Nicholas Assouline, Susan Journal Articles Reports - Research ISSN-0016-9862 English A study explored the first semester experiences of 10 students (ages 17-18) who enrolled in the National Academy of Arts, Science, and Engineering (NAASE), an early entrance program at the University of Iowa. Students' perceptions were influenced by their transition experiences, their relationships, and the quality of their learning experiences. (Contains references.) (CR) EJ673003 Early-Entrance Students: Impressions of Their First Semester of College. Gifted Child Quarterly v47 n3 p219-238 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:19 CIJJAN2004

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No Behavior Modification Behavior Problems Case Studies Consultation Programs Contingency Management Intervention Primary Education Program Effectiveness Wilkinson, Lee A. Journal Articles Reports - Research Single Subject Research Design ISSN-1045-988X English This case study of a 7-year-old general education student with behavior problems illustrates how school personnel can implement high quality consultative services. Evaluation of a behavioral intervention (contingency contracting) indicated a significant decrease in disruptive behavior from baseline. Positive treatment effects were maintained at 4-week follow-up. Perceived consultant effectiveness was high and consultee problem solving skills were increased. (Contains references.) (Author/DB) EJ673004 Using Behavioral Consultation To Reduce Challenging Behavior in the Classroom. Preventing School Failure v47 n3 p100-105 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Alternative Teacher Certification Disabilities Higher Education Portfolio Assessment Preservice Teachers Program Evaluation Special Education Teachers Student Evaluation Teacher Education Programs Conderman, Greg Guides - Non-Classroom Journal Articles ISSN-1045-988X English This article highlights current thinking and practice regarding the use of student portfolios to document performance of authentic teaching tasks in undergraduate special education teacher education programs. It describes ways to use portfolios for student and program assessment and includes suggestions for overcoming the subjectivity associated with portfolios and their evaluation. Portfolio use in alternative teacher certification is noted. (Contains references.) (Author/DB) EJ673005 Using Portfolios in Undergraduate Special Education Teacher Education Programs. Preventing School Failure v47 n3 p106-11 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:32:19 CIJJAN2004

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No Academic Failure Academic Standards Attendance English High Risk Students High Schools High Stakes Tests Language Arts Mathematics Outcomes of Education Predictor Variables Socioeconomic Status State Standards Nichols, Joe D. Journal Articles Reports - Research Indiana Indiana ISSN-1045-988X English This study explored possible predictors of failure to pass state proficiencies in English/Language Arts and Mathematics by more than 6,000 Indiana students in 2000-2002. Data explored included early test results, school attendance, grade point averages, gender, ethnicity, and socioeconomic status. Predictors included early poor achievement, frequent school absences, and low socioeconomic status. Results support early intervention with failing students. (Contains references.) (Author/DB) EJ673006 Prediction Indicators for Students Failing the State of Indiana High School Graduation Exam. Preventing School Failure v47 n3 p112-20 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Aggression Behavior Problems Elementary Secondary Education Intervention National Surveys Principals Trend Analysis McAdams, Charles R., III Lambie, Glenn W. Journal Articles Reports - Research ISSN-1045-988X English This article reports results of a national survey of 349 school principals regarding the frequency and trends of student aggression. It describes reactive and proactive subtypes of youth aggression and identifies trends in reactive and proactive youth aggression. Approaches to student aggression appropriate to either the reactive or proactive subtypes and responsive to current trends are suggested. (Contains references.) (Author/DB) EJ673007 A Changing Profile of Aggression in Schools: Its Impact and Implications for School Personnel. Preventing School Failure v47 n3 p122-30 Spr 2003 2003-00-00 T 2004 7/11/2004 11:32:20 CIJJAN2004

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No College Bound Students College Choice College Preparation High Schools Learning Disabilities Self Advocacy Student Personnel Services Transitional Programs Skinner, Michael E. Lindstrom, Bobbie D. Guides - Non-Classroom Journal Articles ISSN-1045-988X English This paper discusses strategies for school personnel when preparing students with learning disabilities (LD) for a successful transition from high school to college. Some of the 10 strategies discussed are: teaching students about compensatory strategies; teaching students to self-advocate; teaching students about the law; helping students select postsecondary schools wisely; and encouraging students to self-identify and seek appropriate assistance. (Contains references.) (Author/DB) EJ673008 Bridging the Gap between High School and College: Strategies for the Successful Transition of Students with Learning Disabilities. Preventing School Failure v47 n3 p132-37 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:32:20 CIJJAN2004

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No Disabilities Educational Practices Educational Principles Elementary Secondary Education Inclusive Schools Individual Differences Individualized Instruction Learning Activities Peer Evaluation Peer Teaching Teaching Models Voltz, Deborah L. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1045-988X English This article explains the combination of instructional practices called personalized contextual instruction (PCI) and illustrates its implementation by a general education teacher, a special education teacher, and a paraprofessional working together in a multiage primary inclusive classroom. The PCI approach incorporates individual learning profiles, individual goal-setting and evaluation, pull-in support, learning center activities, and peer-mediated learning formats. (Contains references.) (Author/DB) EJ673009 Personalized Contextual Instruction. Preventing School Failure v47 n3 p138-43 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:32:20 CIJJAN2004

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No Aggression Behavior Problems Classroom Observation Techniques Evaluation Methods Peer Relationship Preschool Children Preschool Education Rating Scales Sex Differences McEvoy, Mary A. Estrem, Theresa L. Rodriguez, Michael C. Olson, Michelle L. Journal Articles Reports - Research ISSN-0271-1214 English This study compared three methods for assessing relational aggression (RA) and physical aggression (PA) in preschool children: a teacher rating scale; a peer nomination measure; and a direct observation measure. Results showed intermethod agreement between peer and teacher ratings of RA for girls and PA for boys. All three methods indicated boys engaged in more aggressive behaviors than girls. (Contains references.) (Author/DB) EJ673010 Assessing Relational and Physical Aggression among Preschool Children: Intermethod Agreement. Topics in Early Childhood Special Education v23 n2 p53-63 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:20 CIJJAN2004 Theme Issue: Intervention and Prevention of Challenging Behaviors in Young Children.

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No Behavior Change Behavior Problems Curriculum Evaluation Early Childhood Education Emotional Development Instructional Effectiveness Instructional Material Evaluation Interpersonal Competence Preschool Education Social Development Joseph, Gail E. Strain, Phillip S. Book/Product Reviews Journal Articles ISSN-0271-1214 English This article reviews eight comprehensive social-emotional curricula for children under age 6 and describes two promising curricula currently under investigation. These programs have been successful in the promotion of interpersonal skills and the reduction or prevention of challenging behavior. Attention is given to the level of evidence or scientific believability associated with criteria that reflect efficacious adoption of curricula. (Contains references.) (Author/DB) EJ673011 Comprehensive Evidence-Based Social-Emotional Curricula for Young Children: An Analysis of Efficacious Adoption Potential. Topics in Early Childhood Special Education v23 n2 p65-76 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:21 CIJJAN2004 Theme Issue: Intervention and Prevention of Challenging Behaviors in Young Children.

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No Autism Developmental Disabilities Early Childhood Education Emotional Development Interpersonal Competence Intervention Parent Child Relationship Parent Education Parents as Teachers Pervasive Developmental Disorders Program Effectiveness Social Development Young Children Mahoney, Gerald Perales, Frida Journal Articles Reports - Evaluative Responsive Parenting ISSN-0271-1214 English This study investigated the effectiveness of a relationship-focused intervention on the socioemotional well-being of 20 young children with autism or pervasive developmental disorder. Weekly intervention sessions encouraged parents to use a responsive teaching curriculum to promote children's socioemotional development. The intervention resulted in increases in mothers' responsiveness and significant improvements in children's social interactions. (Contains references.) (Author/DB) EJ673012 Using Relationship-Focused Intervention To Enhance the Social-Emotional Functioning of Young Children with Autism Spectrum Disorders. Topics in Early Childhood Special Education v23 n2 p77-89 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Cooperative Programs Delivery Systems Interdisciplinary Approach Language Impairments Preschool Education Speech Impairments Speech Language Pathology Student Teachers Teacher Collaboration Teamwork Therapists Pena, Elizabeth D. Quinn, Rosemary Journal Articles Reports - Descriptive Project Head Start ISSN-1525-7401 English This article provides a case study of the development of classroom-based collaborative teams. Two speech-language pathology student clinicians worked with classroom teachers to implement a collaborative team model of service delivery in a Head Start Program. Clinician and supervisor journal entries illustrate the evolving nature of the collaborative team process. (Contains references.) (Author/DB) EJ673013 Developing Effective Collaboration Teams in Speech-Language Pathology: A Case Study. Communication Disorders Quarterly v24 n2 p53-63 Win 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Behavior Disorders Communication Skills Delinquency Females Interpersonal Communication Knowledge Level Pragmatics Secondary Education Self Evaluation (Individuals) Sanger, Dixie Coufal, Kathy L. Scheffler, Marilyn Searcey, Rhonda Journal Articles Reports - Evaluative Incarcerated Youth ISSN-1525-7401 English This article compared views of 23 incarcerated and 23 non-incarcerated female adolescents about their performance and knowledge of communication. Although findings on pragmatic practices and on knowledge of conversational rules were similar for the two groups, views of the incarcerated teenagers suggested they did not perceive themselves as conversational problems. Implications for dynamic assessment and interventions are discussed. (Contains references.) (Author/DB) EJ673014 Implications of the Personal Perceptions of Incarcerated Adolescents Concerning Their Own Communicative Competence. Communication Disorders Quarterly v24 n2 p64-77 Win 2003 2003-00-00 T 2004 2016-11-23

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No Certification Communication Problems Interaction Process Analysis Interpersonal Communication Interpreters Non English Speaking Paraprofessional Personnel Qualifications Speech Communication Standards Translation Hwa-Froelich, Deborah A. Westby, Carol E. Journal Articles Reports - Descriptive ISSN-1525-7401 English This article describes the current training and certification procedures in place for linguistic interpreters, the continuum of interpreter roles, and how interpreters' perspectives may influence the interpretive interaction. The specific skills needed for interpreting in either health care or educational settings are identified. A table compares medical, judicial (federal and state), and educational types of certification programs. (Contains references.) (Author/DB) EJ673015 Considerations When Working with Interpreters. Communication Disorders Quarterly v24 n2 p78-85 Win 2003 2003-00-00 T 2004 7/11/2004 11:32:22 CIJJAN2004

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No Case Studies Communication Problems Conflict Resolution Cultural Differences Cultural Influences Ethnic Groups Interpreters Non English Speaking Preschool Education Role Perception Vietnamese Hwa-Froelich, Deborah A. Westby, Carol E. Journal Articles Reports - Descriptive Project Head Start ISSN-1525-7401 English This article presents a case study of a Vietnamese interpreter/health service worker working for a Head Start center. It describes the different role expectations of the various participants and the conflict that occurred because of these differences. Discussion examines the following cultural constructs: interpreter roles; independence/interdependence; power/distance; and cultural perspectives about time. (Contains references.) (Author/DB) EJ673016 A Vietnamese Head Start Interpreter: A Case Study. Communication Disorders Quarterly v24 n2 p86-98 Win 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Administrator Characteristics Blindness Elementary Secondary Education Interpersonal Competence Leadership Qualities Special Schools Visual Impairments Oyinlade, A. Olu Gellhaus, Marva Darboe, Kebba Journal Articles Reports - Evaluative ISSN-0145-482X English This study examined the perceived essential behavioral leadership qualities necessary for effective leadership by principals and superintendents in schools for students with visual impairments. Findings of a survey of administrators at 25 schools in 25 states suggest that people-oriented leadership qualities are perceived to be better suited for effective leadership than are job-centered qualities in these schools. (Contains references.) (Author/DB) EJ673017 Essential Behavioral Qualities for Effective Leadership in Schools for Students Who Are Visually Impaired: A National Study. Journal of Visual Impairment & Blindness v97 n7 p389-402 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:22 CIJJAN2004

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No Caregiver Child Relationship Child Development Developmental Psychology Early Intervention Infants Interaction Process Analysis Mothers Parent Child Relationship Research and Development Theories Theory Practice Relationship Visual Impairments Loots, Gerrit Devise, Isabel Sermijn, Jasmina Journal Articles Opinion Papers ISSN-0145-482X English This article presents an intersubjective developmental theory that focuses primarily on the development of the interworld between caregiver and infant and uses it to integrate and interpret the seemingly incoherent and contradictory research findings on the interactions between mothers and their infants with visual impairments. Implications for further research and early intervention practices are drawn. (Contains references.) (Author/DB) EJ673018 The Interaction between Mothers and Their Visually Impaired Infants: An Intersubjective Developmental Perspective. Journal of Visual Impairment & Blindness v97 n7 p403-17 Jul 2003 2003-00-00 Practitioners Researchers T 2004 7/11/2004 11:32:22 CIJJAN2004

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No Blindness Children Congenital Impairments Elementary Education Facial Expressions Interpersonal Communication Nature Nurture Controversy Nonverbal Communication Galati, Dario Sini, Barbara Schmidt, Susanne Tinti, Carla Journal Articles Reports - Research ISSN-0145-482X English This study found that the emotional facial expressions of 10 congenitally blind and 10 sighted children, ages 8-11, were similar. However, the frequency of certain facial movements was higher in the blind children than in the sighted children, and social influences were evident only in the expressions of the sighted children, who often masked their negative emotions. (Contains references.) (Author) EJ673019 Spontaneous Facial Expressions in Congenitally Blind and Sighted Children Aged 8-11. Journal of Visual Impairment & Blindness v97 n7 p418-28 Jul 2003 2003-00-00 Researchers T 2004 7/11/2004 11:32:22 CIJJAN2004

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No Adults Blindness Employment Employment Patterns Foreign Countries Surveys La Grow, Steven J. Journal Articles Reports - Research New Zealand New Zealand ISSN-0145-482X English A survey of 150 working-age members of the Royal New Zealand Foundation for the Blind found just over a third were in paid employment, of whom nearly half were employed for less than 31 hours per week and 20-40% were underemployed. Of those employed, most had experienced breaks in employment averaging 5 years. (Contains 3 references.) (DB) EJ673020 Research Report: Employment among Working-Age Members of the Royal New Zealand Foundation for the Blind. Journal of Visual Impairment & Blindness v97 n7 p429-33 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Down Syndrome Early Childhood Education Elementary Education Grammar Language Acquisition Logical Thinking Syntax Verbs Young Children Grela, Bernard G. Journal Articles Reports - Research ISSN-0021-9924 English The language transcripts of seven children with Down syndrome (DS) and seven typically developing children with comparable mean length of utterance levels were compared for verb argument structure. Findings suggest that syntactic difficulties may delay children with DS in overcoming the optional subject phenomena and the lesser number of anomalous arguments shows their inadequate knowledge of argument structure. (Contains references.) (Author/DB) EJ673021 Do Children with Down Syndrome Have Difficulty with Argument Structure? Journal of Communication Disorders v36 n4 p263-79 Jul-Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:32:23 CIJJAN2004

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No Acoustics Adult Education Clinical Diagnosis Communication Disorders Evaluation Methods Neurological Impairments Speech Language Pathology Standards Voice Disorders Kent, R. D. Vorperian, H. K. Kent, J. F. Duffy, J. R. Journal Articles Reports - Descriptive Dysarthria ISSN-0021-9924 English Part 1 of this paper recommends procedures and standards for the acoustic analysis of voice in individuals with dysarthria. In Part 2, acoustic data are reviewed for dysarthria associated with Parkinson disease (PD), cerebellar disease, amytrophic lateral sclerosis, traumatic brain injury, unilateral hemispheric stroke, and essential tremor. (Contains references.) (Author/DB) EJ673022 Voice Dysfunction in Dysarthria: Application of the Multi-Dimensional Voice Program. Journal of Communication Disorders v36 n4 p281-306 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Children Elementary Education Expressive Language Pictorial Stimuli Reaction Time Reading Difficulties Vocabulary Walker, Marianna M. Rastatter, Michael P. Journal Articles Reports - Research ISSN-0021-9924 English This study measured naming reaction times of 40 normal or reading disordered (RD) children to picture stimuli of varying vocabulary age and spatial dimension. Dimension appeared to differentiate between the two groups with the control group faster in naming three-dimensional pictures and the RD group faster in naming two-dimensional stimuli. RD children were also slower to name later acquired vocabulary. (Contains references.) (Author/DB) EJ673023 The Influence of Vocabulary Age and Spatial Dimension on Rapid Picture Naming in Children with Reading Disorders. Journal of Communication Disorders v36 n4 p307-19 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:23 CIJJAN2004

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No Augmentative and Alternative Communication Autism Children Clinical Diagnosis Elementary Secondary Education Evaluation Methods Speech Language Pathology Symptoms (Individual Disorders) Diehl, Sylvia F. Journal Articles Opinion Papers ISSN-0161-1461 English This article introduces six articles on speech language pathology with children with autism spectrum disorder. Discussion briefly considers diagnosis, early indicators, assessment, augmentative and alternative communication, behavioral techniques, and social perspective taking. (Contains references.) (DB) EJ673024 Prologue: Autism Spectrum Disorder: The Context of Speech-Language Pathologist Intervention. Language, Speech, and Hearing Services in Schools v34 n3 p177-79 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:24 CIJJAN2004

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No Autism Clinical Diagnosis Disability Identification Early Childhood Education Early Identification Early Intervention Infants Symptoms (Individual Disorders) Toddlers Woods, Juliann J. Wetherby, Amy M. Guides - Non-Classroom Journal Articles ISSN-0161-1461 English This article first reviews early social and communication indicators of autism spectrum disorder (ASD) in infants and toddlers. It then reviews evidence-based intervention practices for children with ASD and identifies principles for providing intervention for infants and toddlers at risk for ASD. Issues addressed include providing intervention in natural environments, supporting families, and embedding intervention in daily routines. (Contains references.) (Author/DB) EJ673025 Early Identification of and Intervention for Infants and Toddlers Who Are at Risk for Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools v34 n3 p180-93 Jul 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:32:24 CIJJAN2004

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No Autism Children Delivery Systems Early Childhood Education Elementary Education Evaluation Methods Family Involvement Interdisciplinary Approach Models Parent Participation Prelock, Patricia A. Beatson, Jean Bitner, Brooke Broder, Carri Ducker, Amy Journal Articles Reports - Descriptive ISSN-0161-1461 English This paper describes an interdisciplinary model for the assessment of children with autism spectrum disorder (ASD) that includes families as active participants and collaborators and emphasizes cultural competence and a strengths perspective. Steps in the assessment process are detailed. Preliminary research on the assessment model indicates its positive impact on service provision. (Contains references.) (Author/DB) EJ673026 Interdisciplinary Assessment of Young Children with Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools v34 n3 p194-202 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:24 CIJJAN2004

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No Augmentative and Alternative Communication Autism Communication Aids (for Disabled) Elementary Secondary Education Research and Development Mirenda, Pat Guides - Non-Classroom Information Analyses Journal Articles ISSN-0161-1461 English This article summarizes research regarding the delivery of augmentative and alternative communication (AAC) supports to students with autism. Focus is on: (1) what AAC modality is preferable to use (manual signs or graphic symbols); and (2) what is known about the use of voice output communication aids with people with autism. (Author/DB) EJ673027 Toward Functional Augmentative and Alternative Communication for Students with Autism: Manual Signs, Graphic Symbols, and Voice Output Communication Aids. Language, Speech, and Hearing Services in Schools v34 n3 p203-16 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:24 CIJJAN2004

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No Autism Behavior Change Behavior Disorders Case Studies Early Childhood Education Intervention Buschbacher, Pamelazita W. Fox, Lise Guides - Non-Classroom Journal Articles Reports - Descriptive Positive Behavioral Support ISSN-0161-1461 English This article explains principles and use of positive behavior support to understand and intervene with the challenging behavior of young children with autism. The article describes the history, empirical support, and implementation steps of positive behavior support. A case study is provided to illustrate successful application of the process. (Contains references.) (Author/DB) EJ673028 Understanding and Intervening with the Challenging Behavior of Young Children with Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools v34 n3 p217-27 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Autism Case Studies Elementary Secondary Education Instructional Effectiveness Remedial Instruction Teaching Methods Koegel, Lynn Kern Koegel, Robert L. Frea, William Green-Hopkins, Israel Journal Articles Reports - Evaluative Priming Effects ISSN-0161-1461 English This study examined effects of "priming," or exposing two students (ages 5 and 15) with autism and disruptive behaviors to school assignments before their presentation in class. During priming sessions, the task to be presented in class the following day was targeted. Results indicated decreases in problem behavior and increases in academic responding following priming sessions. (Contains references.) (Author/DB) EJ673029 Priming as a Method of Coordinating Educational Services for Students with Autism. Language, Speech, and Hearing Services in Schools v34 n3 p228-35 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Autism Beliefs Cognitive Development Cognitive Processes Logical Thinking Perspective Taking Prompting Silliman, Elaine R. Diehl, Sylvia F. Bahr, Ruth Huntley Hnath-Chisolm, Theresa Zenko, Catherine Bouchard Friedman, Stephanie A. Journal Articles Reports - Research Theory of Mind ISSN-0161-1461 English This study investigated how 15 preadolescents and adolescents with autistic spectrum disorder (ASD) performed on false belief tasks that included social inferencing of psychological states as well a logical inferencing of physical states. Unlike the control groups, the ASD group performed better on the social inferencing tasks and use of a prompt hierarchy significantly improved overall task performance. (Contains references.) (Author/DB) EJ673030 A New Look at Performance on Theory-of-Mind Tasks by Adolescents with Autism Spectrum Disorder. Language, Speech, and Hearing Services in Schools v34 n3 p236-52 Jul 2003 2003-00-00 Researchers T 2004 2016-11-23

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No Autism Behavior Problems Cognitive Processes Communication Skills Elementary Secondary Education Evaluation Methods Family Involvement Intervention Perspective Taking Speech Language Pathology Diehl, Sylvia F. Journal Articles Opinion Papers ISSN-0161-1461 English A concluding article to a clinical forum on language, speech, and hearing services to students with autism spectrum disorder stresses: (1) importance of incorporating the family perspective in assessment and intervention; (2) social, behavioral, and communication challenges that influence assessment and intervention; and (3) effects of the perspective difference in children with ASD on communication assessment and treatment. (Contains 9 references.) (Author/DB) EJ673031 Epilogue: Autism Spectrum Disorder: The Context of Speech-Language Pathologist Intervention. Language, Speech, and Hearing Services in Schools v34 n3 p253-54 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:25 CIJJAN2004

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No Coping Decision Making Elementary Secondary Education Family Life Foreign Countries Guilt Mental Retardation Mothers Parent Child Relationship Residential Institutions Siblings Student Placement Mirfin-Veitch, Brigit Bray, Anne Ross, Nicola Journal Articles Reports - Research New Zealand New Zealand ISSN-1326-978X English The resettlement experiences of 36 New Zealand people (ages 0-20+) with intellectual disabilities were discussed by family respondents. Results indicated the families desired to have their relative live at home for as long as possible and an initial reluctance to consider alternative care arrangement outside of the family home. (Contains references.) (CR) EJ673032 "It Was the Hardest and Most Painful Decision of My Life!": Seeking Permanent Out-of-Home Placement for Sons and Daughters with Intellectual Disabilities. Journal of Intellectual and Developmental Disability v28 n2 p99-111 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adults Auditory Perception Autism Coping Life Events Personal Narratives Self Concept Sensory Experience Stress Management Stress Variables Tactual Perception Visual Perception Jones, Robert S. P. Quigney, Ciara Huws, Jaci C. Journal Articles Reports - Research ISSN-1326-978X English Five first-hand Web page accounts of unusual sensory perceptual experiences written by persons with high-functioning autism were selected for qualitative analysis. Four core categories emerged: turbulent sensory perceptual experiences; coping mechanisms; enjoyable sensory perceptual experiences; and awareness of being different, suggesting they experienced distress and enjoyment from sensory perceptual experiences. (Contains references.) (Author/CR) EJ673033 First-Hand Accounts of Sensory Perceptual Experiences in Autism: A Qualitative Analysis. Journal of Intellectual and Developmental Disability v28 n2 p112-21 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:26 CIJJAN2004

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No Academic Achievement Child Development Child Rearing Communication Skills Developmental Delays Early Childhood Education Foreign Countries Interpersonal Communication Language Acquisition Mental Retardation Mothers Parent Child Relationship Parents with Disabilities Performance Factors Self Care Skills Social Development McConnell, David Llewellyn, Gwynnyth Mayes, Rachel Russo, Domenica Honey, Anne Journal Articles Reports - Research Australia Australia ISSN-1326-978X English The developmental status of 37 Australian preschool children (ages 5-78 months) born to mothers with intellectual disability was assessed. In all developmental domains, a substantial proportion of the children (between 35 and 57%) showed a delay of at least 3 months. Delays in physical and communication development were most prevalent. (Contains references.) (CR) EJ673034 Developmental Profiles of Children Born to Mothers with Intellectual Disability. Journal of Intellectual and Developmental Disability v28 n2 p122-34 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Early Childhood Education Elementary Secondary Education Mental Retardation Parent Child Relationship Predictor Variables Severity (of Disability) Sleep Stress Management Symptoms (Individual Disorders) Richdale, Amanda L. Journal Articles Reports - Research Fragile X Syndrome ISSN-1326-978X English A study involving 13 children (ages 3-19) with Fragile X found four had a sleep problem that had been present for more than 2 years in three. Six additional children exhibited various problematic sleep behaviors. Parental reports of a sleep problem were associated with more severe psychopathology and parental stress. (Contains references.) (Author/CR) EJ673035 A Descriptive Analysis of Sleep Behaviour in Children with Fragile X. Journal of Intellectual and Developmental Disability v28 n2 p135-44 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Art Activities Art Expression Childrens Art Classical Music Elementary Education Fine Arts Instructional Effectiveness Painting (Visual Arts) Severe Mental Retardation Teaching Methods Riddoch, Jane V. Waugh, Russell F. Journal Articles Reports - Descriptive Reports - Evaluative ISSN-1326-978X English A recently developed pictorial and musical program was used to teach abstract art to 12 elementary students with severe intellectual disabilities and 12 controls. There was a significant main instructional effect favoring pictorial with classical music over both pictorial only and pictorial with rock music. (Contains references.) (Author/CR) EJ673036 Teaching Students with Severe Intellectual Disabilities Non-Representational Art Using a New Pictorial and Musical Programme. Journal of Intellectual and Developmental Disability v28 n2 p145-62 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:26 CIJJAN2004

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No Check Lists Disability Identification Eating Disorders Elementary Secondary Education Foreign Countries Mental Retardation Nutrition Screening Tests Special Health Problems Stewart, Lyn Journal Articles Reports - Descriptive Australia Dysphagia Swallowing Australia ISSN-1326-978X English This article discusses nutrition problems in people with intellectual disabilities, the need for nutrition risk screening, and the development of the Nutrition and Swallowing Checklist in New South Wales. The checklist ensures carer involvement in identifying risks and an interdisciplinary approach to the assessment and management of nutrition and dysphagia. (Author/CR) EJ673037 Development of the Nutrition and Swallowing Checklist, a Screening Tool for Nutrition Risk and Swallowing Risk in People with Intellectual Disability. Journal of Intellectual and Developmental Disability v28 n2 p171-87 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Adapted Physical Education Educational Change Educational Improvement Elementary Education Individual Characteristics Mental Retardation Music Activities Paraprofessional School Personnel Parent Attitudes Parent Grievances Reading Instruction Special Education Speech Therapy Student Needs Fidler, Deborah J. Lawson, John E. Hodapp, Robert M. Journal Articles Reports - Research Williams Syndrome Prader Willi Syndrome ISSN-1326-978X English An analysis of educational desires found parents of children with Down syndrome (n=39) wanted changes in speech therapy and reading services, parents of children with Prader-Willi syndrome (n=25) wanted increases in adaptive physical education services, and parents of children with Williams syndrome (n=26) wanted increases in music services and aides. (Contains references.) (Author/CR) EJ673038 What Do Parents Want?: An Analysis of Education-Related Comments Made by Parents of Children with Different Genetic Syndromes. Journal of Intellectual and Developmental Disability v28 n2 p196-204 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adults Community Programs Deinstitutionalization (of Disabled) Delivery Systems Elementary Secondary Education Mental Retardation Population Trends Residential Institutions State Federal Aid State Programs Student Placement Trend Analysis Lakin, K. Charlie Prouty, Robert Polister, Barbara Coucouvanis, Kathie Information Analyses Journal Articles ISSN-1326-978X English This article summarizes trends indicating a shift from institutional services to services in small community settings, an operational transformation from state government being the provider of services to being the purchaser, a shift from state financing of community services to federal-state cost-sharing, and an increase in people receiving services. (Contains 4 references.) (Author/CR) EJ673039 Data Briefs: Change in Residential Placements for Persons with Intellectual and Developmental Disabilities in the USA in the Last Two Decades. Journal of Intellectual and Developmental Disability v28 n2 p205-10 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:27 CIJJAN2004

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No Adolescents Deafness Decoding (Reading) Incidence Phonology Predictor Variables Reading Difficulties Secondary Education Student Characteristics Dyer, Annabella MacSweeney, Mairead Szczerbinski, Marcin Green, Louise Campbell, Ruth Journal Articles Reports - Research Naming Speed ISSN-1081-4159 English A study involving 49 students with deafness (MA=13) whose reading age (RA) was around age 7 found that although phonological awareness and decoding performance was poor compared with RA-matched controls, it nevertheless correlated with their RA. Rapid automatized naming of visual material was much faster in subjects than controls. (Contains references.) (Author/CR) EJ673040 Predictors of Reading Delay in Deaf Adolescents: The Relative Contributions of Rapid Automatized Naming Speed and Phonological Awareness and Decoding. Journal of Deaf Studies and Deaf Education v8 n3 p215-29 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adults College Students Deafness Memory Postsecondary Education Reading Comprehension Reading Difficulties Reading Processes Recall (Psychology) Student Characteristics Kelly, Leonard P. Journal Articles Reports - Research Storage (Memory) ISSN-1081-4159 English In this study, 16 skilled adult readers who are deaf and 14 less skilled readers completed a battery of experimental tasks that generated multiple indicators of storage capacity and automaticity. Results indicate less skilled readers must invest significantly more conscious mental effort than skilled readers to complete basic operations of reading. (Contains references.) (Author/CR) EJ673041 The Importance of Processing Automaticity and Temporary Storage Capacity to the Differences in Comprehension between Skilled and Less-Skilled College-Age Deaf Readers. Journal of Deaf Studies and Deaf Education v8 n3 p230-49 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cued Speech Deafness Instructional Effectiveness Phonology Postsecondary Education Rhyme Severe Disabilities Student Characteristics LaSasso, Carol Crain, Kelly Leybaert, Jacqueline Journal Articles Reports - Research ISSN-1081-4159 English A study compared the rhyme-generation ability of 20 college students with severe to profound deafness from cued speech (CS) and non-cued speech (NCS) backgrounds with 10 controls for consistent orthography-to-phonology (O-P) rhyming elements and inconsistent O-P. Participants from CS backgrounds did not differ significantly from the hearing controls. (Contains references.) (Author/CR) EJ673042 Rhyme Generation in Deaf Students: The Effect of Exposure to Cued Speech. Journal of Deaf Studies and Deaf Education v8 n3 p250-70 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:28 CIJJAN2004

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No Asian Americans Blacks College Students Cultural Differences Cultural Influences Deafness Hispanic Americans Identification (Psychology) Individual Characteristics Postsecondary Education Self Concept Social Influences Student Diversity Foster, Susan Kinuthia, Waithera Journal Articles Reports - Research African Americans ISSN-1081-4159 English Interviews with 33 students who are deaf of Asian American, Hispanic American, and African American background were analyzed for themes regarding self-reported identities. Results indicate people are constellations of many parts and that four factors are central to this intraindividual model: individual characteristics; situational conditions; social conditions; and societal conditions. (Contains references.) (Author/CR) EJ673043 Deaf Persons of Asian American, Hispanic American, and African American Backgrounds: A Study of Intraindividual Diversity and Identity. Journal of Deaf Studies and Deaf Education v8 n3 p271-90 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Communication Skills Cultural Influences Deafness Decision Making Early Childhood Education Elementary Education Hispanic Americans Interpersonal Communication Limited English Speaking Mothers Oral English Parent Attitudes Parent Child Relationship Parent Role Sign Language Steinberg, Annie Bain, Lisa Li, Yuelin Delgado, Gilbert Ruperto, Vivian Journal Articles Reports - Research ISSN-1081-4159 English A study examined the decision making processes of 29 Hispanic families who have a child with hearing impairments. Results indicate language and cultural barriers often complicate deliberations of parents. The communication method chosen tended to be the one recommended by professionals, usually a combination of spoken English and sign language. (Contains references.) (Author/CR) EJ673044 Decisions Hispanic Families Make after the Identification of Deafness. Journal of Deaf Studies and Deaf Education v8 n3 p291-314 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:28 CIJJAN2004

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No Elementary Secondary Education Foreign Countries Hearing Impairments Identification (Psychology) Inclusive Schools Loneliness Mainstreaming Peer Relationship Self Concept Self Disclosure (Individuals) Kent, B. A. Journal Articles Reports - Research New Zealand New Zealand ISSN-1081-4159 English A study examined identity issues and health behaviors of 52 mainstreamed students (ages 11-15) who are hard-of-hearing and 470 controls. Although there were few statistically significant differences, there were indications that subjects more often experienced a sense of loneliness. The majority did not self-identify as having a hearing disability. (Contains references.) (Author/CR) EJ673045 Identity Issues for Hard-of-Hearing Adolescents Aged 11, 13, and 15 in Mainstream Settings. Journal of Deaf Studies and Deaf Education v8 n3 p315-24 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Age Differences Communication Skills Elementary Secondary Education Emotional Adjustment Environmental Influences Hearing Aids Hearing Impairments Multiple Disabilities Parents with Disabilities Performance Factors Severity (of Disability) Social Development Speech Communication Student Adjustment Polat, Filiz Journal Articles Reports - Research ISSN-1081-4159 English A study involving 1,097 elementary and secondary students who are deaf found that degree of hearing loss, additional disability, and age at onset were negatively related to psychosocial adjustment. However, there was a positive relationship with the use of hearing aids, speech intelligibility, academic achievement, parental hearing status, and school communication methods. (Contains references.) (Author/CR) EJ673046 Factors Affecting Psychosocial Adjustment of Deaf Students. Journal of Deaf Studies and Deaf Education v8 n3 p325-39 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:29 CIJJAN2004

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No Cognitive Development Deafness Elementary Education Foreign Countries Interpersonal Competence Predictor Variables Sibling Relationship Siblings Sign Language Social Cognition Woolfe, Tyron Want, Stephen C. Siegal, Michael Journal Articles Reports - Research Great Britain Theory of Mind United Kingdom (Great Britain) ISSN-1081-4159 English A study examined the basis of "theory of mind" (ToM) reasoning in 20 native signers (ages 4-8) of British Sign Language. Children and their siblings were given a measure of the quality of sibling relations. Sibling quality as perceived by siblings predicted children's ToM score over age and referential communication. (Contains references.) (Author/CR) EJ673047 Siblings and Theory of Mind in Deaf Native Signing Children. Journal of Deaf Studies and Deaf Education v8 n3 p340-47 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Emotional Development Hearing Impairments Instructional Effectiveness Interpersonal Competence Oral Communication Method Psychoeducational Methods Social Cognition Social Development Dyck, Murray J. Denver, Esther Journal Articles Reports - Research ISSN-1081-4159 English A study evaluated the effectiveness of an 11-lesson psychoeducational program designed to enhance the ability of 14 children (ages 9-13) with hearing impairments to understand their own emotional experience and that of others. Children were enrolled in an "oral" education program. Results indicate significant increases in emotional vocabulary and comprehension. (Contains references.) (Author/CR) EJ673048 Can the Emotion Recognition Ability of Deaf Children Be Enhanced? A Pilot Study. Journal of Deaf Studies and Deaf Education v8 n3 p348-56 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:29 CIJJAN2004

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No Adult Education Adults Criminals Deafness Illiteracy Incidence Individual Characteristics Intelligence Quotient Prisoners Recidivism Sexual Abuse Miller, Katrina Vernon, McCay Journal Articles Reports - Research ISSN-1081-4159 English A study of 41 sex offenders who are deaf found the rate of sexual offending was 4 times the rate of sexual offending by hearing offenders, with 30% recidivism. Sixty-two percent of subjects were functionally illiterate. However, the performance IQs were comparable to those of the overall prison population. (Contains references.) (Author/CR) EJ673049 Deaf Sex Offenders in a Prison Population. Journal of Deaf Studies and Deaf Education v8 n3 p357-62 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:30 CIJJAN2004

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Yes Blacks Disabilities Disability Identification Disproportionate Representation Educational Discrimination Elementary Secondary Education Hispanic Americans Incidence Racial Differences Referral Special Education Student Characteristics Whites Hosp, John L. Reschly, Daniel J. Journal Articles Reports - Research ISSN-0022-4669 English A review of 10 studies on the rates of referral for intervention or assessment of students from three racial groups (Caucasian, African American, and Hispanic), found the mean risk ratios comparing the referral rates between African American and Caucasian students were significantly different from zero. (Contains references.) (Author/CR) EJ673050 Referral Rates for Intervention or Assessment: A Meta-Analysis of Racial Differences. Journal of Special Education v37 n2 p67-80 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:30 CIJJAN2004

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Yes Disability Identification Elementary Education Evaluation Methods Grade 1 Phoneme Grapheme Correspondence Reading Ability Reading Difficulties Screening Tests Student Evaluation Test Content Visual Perception Word Recognition Compton, Donald L. Journal Articles Reports - Research Naming Task Naming Speed ISSN-0022-4669 English A study investigated whether changing the letter composition of the Denckla and Rudel rapid automatized naming (RAN) task influenced task performance and the RAN word identification skill relationships in 383 first graders. Substituting a letter that was visually similar to other letters had the greatest influence on RAN speed and accuracy performance. (Contains references.) (Author/CR) EJ673051 The Influence of Item Composition on RAN Letter Performance in First-Grade Children. Journal of Special Education v37 n2 p81-94 Sum 2003 2003-00-00 T 2004 2016-11-21

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Yes Case Studies Curriculum Based Assessment Early Intervention Elementary Education Literacy Prevention Program Design Program Effectiveness Reading Difficulties Reading Fluency Reading Improvement Reading Instruction Research Utilization Theory Practice Relationship Greenwood, Charles R. Tapia, Yolanda Abbott, Mary Walton, Cheryl Journal Articles Reports - Research Evidence Based Practice ISSN-0022-4669 English A study investigated the multiyear effects of evidence-based literacy practices and a program to prevent early reading failure in one elementary school. Results indicate teachers did implement new evidence-based practices, use of these practices resulted in increases in silent reading, and growth in reading fluency was substantial overall. (Contains references.) (Author/CR) EJ673052 A Building-Based Case Study of Evidence-Based Literacy Practices: Implementation, Reading Behavior, and Growth in Reading Fluency, K-4. Journal of Special Education v37 n2 p95-110 Sum 2003 2003-00-00 T 2004 2016-11-21

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Yes Adolescents Emotional Disturbances Mental Disorders Parent Child Relationship Peer Relationship Secondary Education Self Concept Social Influences Social Isolation Special Education Student Characteristics Urban Youth Talbott, Elizabeth Fleming, Jane Journal Articles Reports - Research ISSN-0022-4669 English Data were examined for 4,088 urban youth with and without mental health problems. Students with externalizing and comorbid problems reported greater numbers of friends engaged in risk behavior, and students with internalizing and comorbid problems reported feeling less well-liked by peers and teachers than those with externalizing problems. (Contains references.) (Author/CR) EJ673053 The Role of Social Contexts and Special Education in the Mental Health Problems of Urban Adolescents. Journal of Special Education v37 n2 p111-23 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:31 CIJJAN2004

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Yes Cues Elementary Education Feedback Generalization Learning Strategies Memory Mild Disabilities Observational Learning Recall (Psychology) Teaching Methods Werts, Margaret Gessler Caldwell, Nicola K. Wolery, Mark Journal Articles Reports - Research ISSN-0022-4669 English A study found that 4 boys (age 11) with mild disabilities were able to acquire the behaviors for instructive feedback stimuli when the stimuli were presented after trials on any of a set of target behaviors and could acquire instructive feedback behaviors during acquisition of or mastery of target behaviors. (Contains references.) (Author/CR) EJ673054 Instructive Feedback: Effects of a Presentation Variable. Journal of Special Education v37 n2 p124-33 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:31 CIJJAN2004

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No Attitudes toward Disabilities Competence Disabilities Disability Discrimination Elementary Secondary Education Honesty Interpersonal Communication Labeling (of Persons) Mental Retardation Prevention Social Bias Special Education Kauffman, James M. Journal Articles Opinion Papers Euphemism ISSN-0741-9325 English In this article, the practical aspects of clothing are compared to effective practices in special education. Actual competence is more important than the appearance, or cloak, of competence. It is argued that speaking openly about disability will do more to reduce its stigma than will euphemisms. (Contains references.) (Author/CR) EJ673055 Appearances, Stigma, and Prevention. Remedial and Special Education v24 n4 p195-98 Jul-Aug 2003 2003-00-00 Practitioners T 2004 2016-11-21

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No Academic Failure Disabilities Educational Strategies Elementary Secondary Education Emotional Problems Foster Children Prevention Teacher Role Teacher Student Relationship Transitional Programs Emerson, John Lovitt, Thomas Guides - Non-Classroom Journal Articles ISSN-0741-9325 English This article is designed to increase awareness of teachers and other school personnel to the difficulties of many foster children, specifically, the problems these youngsters have while they are in school and once they have left. Recommended actions to improve the education of foster children are listed, along with transition strategies. (Contains references.) (Author/CR) EJ673056 The Educational Plight of Foster Children in Schools and What Can Be Done about It. Remedial and Special Education v24 n4 p199-203 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:32 CIJJAN2004

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No Academic Accommodations (Disabilities) Attention Deficit Disorders Elementary Secondary Education Prenatal Drug Exposure Student Characteristics Teacher Attitudes Teacher Expectations of Students Teacher Student Relationship Watson, Silvana M. R. Westby, Carol E. Journal Articles Reports - Research ISSN-0741-9325 English A study involving 34 children (ages 5-16) prenatally and environmentally exposed to drugs or alcohol, found teachers perceived the students as distractible, lazy, stubborn, and impulsive. Teachers who knew the children had been prenatally exposed seemed to be willing to adjust expectations and to modify the learning environment. (Contains references.) (Author/CR) EJ673057 Prenatal Drug Exposure: Implications for Personnel Preparation. Remedial and Special Education v24 n4 p204-14 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:32 CIJJAN2004

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No College School Cooperation Disabilities Elementary Education Mathematics Instruction Mentors Partnerships in Education Postsecondary Education Professional Development Program Evaluation Reading Instruction Regular and Special Education Relationship Teacher Collaboration Teacher Education Programs Mariage, Troy V. Garmon, M. Arthur Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0741-9325 English This article introduces Project PREPARE, a 5-year project to develop a collaborative site of practice and inquiry between two universities, primary and elementary schools in a poor rural town, and the school district. During the collaboration, there were steady improvement in student achievement in reading and mathematics on multiple measures. (Contains references.) (Author/CR) EJ673058 A Case of Educational Change: Improving Student Achievement through a School-University Partnership. Remedial and Special Education v24 n4 p215-34 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:32 CIJJAN2004

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No Computation Curriculum Based Assessment Disabilities Instructional Effectiveness Learning Strategies Mathematical Applications Mathematical Concepts Mathematics Instruction Peer Teaching Secondary Education Calhoon, Mary Beth Fuchs, Lynn S. Journal Articles Reports - Research ISSN-0741-9325 English A study examined effects of peer-assisted learning strategies (PALS) and curriculum-based measurement (CBM) on the mathematics performance of 92 secondary students with disabilities. PALS/CBM was implemented twice weekly and CBM weekly for 15 weeks. PALS/CBM students improved their computation math skills significantly more than controls, but not concepts/application math skills. (Contains references.) (Author/CR) EJ673059 The Effects of Peer-Assisted Learning Strategies and Curriculum-Based Measurement on the Mathematics Performance of Secondary Students with Disabilities. Remedial and Special Education v24 n4 p235-45 Jul-Aug 2003 2003-00-00 T 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/73260 ED528940

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No Disabilities Educational Trends Elementary Secondary Education Special Education Teachers Teacher Certification Teacher Qualifications Teacher Shortage Teacher Supply and Demand Trend Analysis Katsiyannis, Antonis Zhang, Dalun Conroy, Maureen A. Journal Articles Reports - Research ISSN-0741-9325 English A study examined trends in teacher availability in special education by analyzing data from annual reports to Congress from 1988-1989 to 1998- 1999. Findings indicate a nationwide shortage of teacher qualified to teach across all disabilities and a dramatic decrease in the teacher shortage rate beginning in the 1993-1994 year. (Contains references.) (Author/CR) EJ673060 Availability of Special Education Teachers: Trends and Tests. Remedial and Special Education v24 n4 p246-53 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:33 CIJJAN2004

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No Elementary Secondary Education Females Feminism Gifted Self Actualization Self Concept Sex Role Sex Stereotypes Social Change Roeper, Annemarie Journal Articles Opinion Papers ISSN-0278-3193 English In this reprint of an article published in 1978, the role of women in society and its impact on gifted girls is discussed. It is argued that gender stereotypes work against gifted girls and that the women's movement has helped gifted girls develop a new image and concept of womanhood. (CR) EJ673061 The Young Gifted Girl: A Contemporary View. Roeper Review v25 n4 p151-53 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:33 CIJJAN2004

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No Adults Creativity Elementary Secondary Education Employment Family Life Females Gifted Life Events Life Satisfaction Self Actualization Underachievement Reis, Sally M. Journal Articles Opinion Papers ISSN-0278-3193 English This article explores the advancement of gifted girls in the past 25 years and argues that the problem of underachievement of talented females continues to exist. The diversity of gifted women's creativity, their need to engage in meaningful work, and their need to balance work and family is discussed. (Contains references.) (CR) EJ673062 Gifted Girls, Twenty-Five Years Later: Hopes Realized and New Challenges Found. Roeper Review v25 n4 p154-57 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:33 CIJJAN2004

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No Ability Identification Educationally Disadvantaged Elementary Secondary Education Gifted Minority Group Children Research Needs Student Characteristics Student Diversity Talent Development Martin, Darlene E. Journal Articles Opinion Papers ISSN-0278-3193 English In this interview with Dr. Mary Frasier, the creator of the Frasier Talent Assessment Profile, her passion for discovering and helping develop the talents of children from diverse cultural backgrounds and atypical gifted children is discussed. The need for continued research on the signs of potential abilities in children is stressed. (Contains 2 references.) (CR) EJ673063 Mary M. Frasier: A Master and Mentor in the Field of Gifted Education. Roeper Review v25 n4 p158-62 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:33 CIJJAN2004

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No Classroom Techniques Educational Strategies Elementary Secondary Education Gifted Student Needs Teacher Qualifications Teaching Methods Teaching Models Validity Coleman, Laurence J. Journal Articles Opinion Papers ISSN-0278-3193 English This article explores the concept of gifted-child pedagogy (GCP) and consequences of adopting a GCP model. It argues that use of the term GCP can create a faux reality that GCP exists and that teachers who do not have this particular pedagogy cannot help gifted children. (Contains 7 references.) (CR) EJ673064 Gifted-Child Pedagogy: Meaningful Chimera? Roeper Review v25 n4 p163-64 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:34 CIJJAN2004

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No Classroom Techniques Educational Strategies Elementary Secondary Education Gifted Student Needs Teacher Qualifications Teaching Methods Teaching Models Validity Kaplan, Sandra Journal Articles Opinion Papers ISSN-0278-3193 English This article argues that there is not a gifted-child pedagogy, but rather a repertoire of instructional practices from which teachers can select the most appropriate. It stresses the need to determine the appropriate pedagogy by weighing factors, such as the nature of the content, subject matter, students' needs, and context. (CR) EJ673065 Is There a Gifted-Child Pedagogy? Roeper Review v25 n4 p165 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:34 CIJJAN2004

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No Ability Identification Educational Practices Elementary Secondary Education Gifted Middle Schools Research Utilization Surveys Talent Development Teacher Attitudes Teaching Models Theory Practice Relationship Bain, Sherry K. Bourgeois, Shawn J. Pappas, Danielle N. Journal Articles Reports - Research ISSN-0278-3193 English A survey of 50 teachers of gifted programs (grades K-9) found they had familiarity with at least one or more theory-based models for gifted identification or education. When asked if they follow a specific model, 26 of the teachers stated they did not. Ranking of program goals varied by grades. (Contains references.) (CR) EJ673066 Linking Theoretical Models to Actual Practices: A Survey of Teachers in Gifted Education. Roeper Review v25 n4 p166-72 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:34 CIJJAN2004

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No Educational Finance Elementary Secondary Education Expenditure per Student Funding Formulas Gifted State Aid State School District Relationship Baker, Bruce D. McIntire, Jay Journal Articles Reports - Research ISSN-0278-3193 English This article provides an overview of state finance polices for gifted education and frameworks for evaluating those policies. The frameworks are then applied for evaluating state school finance policies as of 1998-99 and state aid allocated in 2002. Only Florida provided both sufficient and equitable support for gifted education. (Contains references.) (Author/CR) EJ673067 Evaluating State Funding for Gifted Education Programs. Roeper Review v25 n4 p173-79 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:34 CIJJAN2004

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No Ability Identification Creative Writing Elementary Education Emotional Development Gifted Metaphors Psychological Characteristics Teaching Methods Writing Ability Writing Instruction Fraser, Deborah F. G. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0278-3193 English A range of metaphors composed by gifted elementary children are presented and discussed in terms of what they indicate about their personal worlds, special talents, and emotional insights. The approach to creative writing described in the article also has the potential to assist with the identification of linguistic talent. (Contains references.) (Author/CR) EJ673068 From the Playful to the Profound: What Metaphors Tell Us about Gifted Children. Roeper Review v25 n4 p180-84 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:35 CIJJAN2004

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No Creative Writing Creativity Elementary Education Environmental Influences Family Environment Gifted Student Characteristics Talent Development Writing (Composition) Writing Ability Edmunds, Alan L. Noel, Kathryn A. Journal Articles Reports - Research Precocious Learners ISSN-0278-3193 English This article presents the case of Geoffrey, a prolific 5-year-old writer. It examines his writing and how his intrapersonal factors and propitious environment contribute to his prodigious output. Childhood precocity is presented as an age-based comparable rather than as an adult-based predictor. A developmental theory of precocity is considered. (Contains references.) (Author/CR) EJ673069 Literary Precocity: An Exceptional Case among Exceptional Cases. Roeper Review v25 n4 p185-93 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Ability Identification Classification Definitions Educational Practices Elementary Secondary Education Gifted Individualized Education Programs Policy Formation State Departments of Education State Regulation Student Evaluation Surveys Shaunessy, Elizabeth Journal Articles Reports - Research ISSN-1076-2175 English A review of 2001 state policies on gifted education found that states varied on their definitions of giftedness. Twenty-seven mandate full or partial gifted education, 9 require an individualized education program for gifted students, but only 4 require gifted students and children with disabilities to be identified, located, and evaluated similarly. (Contains references.) (CR) EJ673070 State Policies Regarding Gifted Education. Gifted Child Today v26 n3 p16-21,65 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:35 CIJJAN2004

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No Academic Standards Curriculum Design Gifted Instructional Effectiveness Mathematical Concepts Mathematics Instruction Problem Solving Program Design Residential Programs Secondary Education Summer Programs Word Problems (Mathematics) Tretter, Thomas R. Journal Articles Reports - Descriptive Reports - Evaluative National Council of Teachers of Mathematics ISSN-1076-2175 English This article describes the positive outcomes of a 3-week residential program on mathematics problem solving for gifted rising high school seniors. The program incorporated a curriculum that integrated five process standards espoused by the National Council of Teachers of Mathematics including problem solving, reasoning and proof, communication, connections, and representations. (Contains references.) (CR) EJ673071 Gifted Students Speak: Mathematics Problem-Solving Insights. Gifted Child Today v26 n3 p22-33 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Early Childhood Education Early Intervention Females Gifted Science Instruction Scientific Concepts Scientific Literacy Scientific Principles Talent Development Gould, J. Christine Weeks, Valerie Evans, Sarah Journal Articles Reports - Descriptive ISSN-1076-2175 English This article describes the Science Starts Early program, which is designed to expose young, potentially gifted children, particularly girls, to basic scientific principles that will allow them to explore the world around them. A Science Starts Early program curriculum is described and examples are provided of experiments. (Contains references.) (CR) EJ673072 Science Starts Early. Gifted Child Today v26 n3 p38-41,65 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:35 CIJJAN2004

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No Advocacy Change Strategies Check Lists Child Advocacy Educational Change Elementary Secondary Education Gifted Metacognition Motivation Techniques Social Action Teacher Role Teaching Methods Kaplan, Sandra N. Guides - Non-Classroom Journal Articles ISSN-1076-2175 English This article explores the teacher's role as an advocate for gifted education. It discusses applying the principles of learning to the process of advocacy, including using motivational strategies, scaffolding, and metacognitive skills to advocate. The importance of facilitating the transfer of knowledge is stressed and an advocacy checklist is provided. (CR) EJ673073 Advocacy as Teaching: The Teacher as Advocate. Gifted Child Today v26 n3 p44-45 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:36 CIJJAN2004

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No Childrens Literature Creativity Elementary Secondary Education Fantasy Gifted Identification (Psychology) Imagery Imagination Moral Values Self Concept Student Needs Black, Sharon Information Analyses Journal Articles Bettelheim (Bruno) ISSN-1076-2175 English This article focuses on the enchantment of the Harry Potter series in the development of gifted imagination, self-concept, and worldview in light of Bruno Bettelheim's work, "The Uses of Enchantment." As the processes are discussed, suggestions to guide parents and teachers in facilitating them are included. (Contains references.) (Author/CR) EJ673074 Harry Potter: Enchantment for All Seasons. Gifted Child Today v26 n3 p46-54 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Elementary Education Fantasy Gifted Literature Appreciation Problem Solving Reading Comprehension Small Group Instruction Student Projects Teaching Methods Thematic Approach Thinking Skills Smith, Kenneth Weitz, Michele Guides - Non-Classroom Journal Articles Reports - Descriptive Curriculum Differentiation Literature Circles ISSN-1076-2175 English This article describes how teachers combined schoolwide enrichment and differentiated instruction models to design a fifth-grade fantasy literature unit. Small groups explored novels to learn the germane content and genre characteristics and then regrouped to refine and apply what was learned to a variety of open-ended problems. (Contains references.) (CR) EJ673075 Problem Solving and Gifted Education: A Differentiated Fifth-Grade Fantasy Unit. Gifted Child Today v26 n3 p56-60 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Gifted Mentors Self Concept Teacher Role Teacher Student Relationship Teaching Methods Teaching Styles Hargrove, Kathy Information Analyses Journal Articles ISSN-1076-2175 English This article explores different teaching styles, including instructional managers (who focus on orchestrating sets of activities for groups and individuals), caring persons (who are more deeply concerned about how the work of the classroom contributes to the students' growth as individuals), or generous experts (who act as mentors). (Contains 1 reference.) (CR) EJ673076 Images of Teaching. Gifted Child Today v26 n3 p62-64 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:36 CIJJAN2004

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No Asperger Syndrome Autism Children Elementary Education Interpersonal Communication Language Impairments Personal Narratives Story Telling Student Characteristics Verbal Ability Verbal Communication Losh, Molly Capps, Lisa Journal Articles Reports - Research ISSN-0162-3257 English A study examined the narrative abilities of 28 high-functioning children (ages 8-14) with autism or Asperger syndrome and 22 controls across two different discourse contexts. Compared to controls, the subjects performed relatively well in the storybook context but exhibited difficulty imbuing their narratives of personal experience with more sophisticated characteristics. (Contains references.) (Author/CR) EJ673077 Narrative Ability in High-Functioning Children with Autism or Asperger's Syndrome. Journal of Autism and Developmental Disorders v33 n3 p239-51 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:37 CIJJAN2004

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No Adolescents Asperger Syndrome Autism Cartoons Cognitive Ability Cognitive Processes Humor Interpersonal Competence Secondary Education Social Cognition Emerich, David M. Creaghead, Nancy A. Grether, Sandra M. Murray, Donna Grasha, Carol Journal Articles Reports - Research Jokes ISSN-0162-3257 English A study investigated the ability of 8 adolescents with Asperger syndrome or high-functioning autism to pick funny endings for cartoons and jokes. The adolescents with autism had significantly poorer comprehension of cartoons and jokes than age-matched controls. Both subjects and controls had more difficulty with the joke task. (Contains references.) (Author/CR) EJ673078 The Comprehension of Humorous Materials by Adolescents with High-Functioning Autism and Asperger's Syndrome. Journal of Autism and Developmental Disorders v33 n3 p253-57 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Aggression Autism Behavior Disorders Behavior Modification Drug Therapy Elementary Education Evaluation Methods Functional Behavioral Assessment Outcomes of Treatment Psychosis Crosland, Kimberly A. Zarcone, Jennifer R. Lindauer, Steven E. Valdovinos, Maria G. Zarcone, Troy J. Hellings, Jessica A. Schroeder, Stephen R. Journal Articles Reports - Research Risperidone ISSN-0162-3257 English The atypical antipsychotic medication risperidone was evaluated using a double-blind, placebo-controlled design to treat destructive behavior in two males (ages 6 and 24) with autism. Destructive behavior during the demand condition was significantly reduced during the medication phases, whereas it continued to occur to obtain tangible items and attention. (Contains references.) (Author/CR) EJ673079 Use of Functional Analysis Methodology in the Evaluation of Medication Effects. Journal of Autism and Developmental Disorders v33 n3 p271-79 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes toward Disabilities Autism Behavior Problems Clinical Diagnosis Early Childhood Education Family Life Influences Information Utilization Intention Mother Attitudes Parent Child Relationship Self Control Symptoms (Individual Disorders) Sperry, Laurie A. Symons, Frank J. Journal Articles Reports - Research Stereotyped Behavior ISSN-0162-3257 English Thirty-six mothers of children with autism rated videotapes of behavior from young children later diagnosed with autism who were then assigned to a diagnostic or a no-diagnostic information group. No differences were found on overall ratings of intentionality. Mothers in the diagnostic information group rated stereotyped behavior as less intentional. (Contains references.) (Author/CR) EJ673080 Maternal Judgments of Intentionality in Young Children with Autism: The Effects of Diagnostic Information and Stereotyped Behavior. Journal of Autism and Developmental Disorders v33 n3 p281-87 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autism Cognitive Development Cognitive Processes Developmental Delays Early Childhood Education Imagination Pretend Play Student Characteristics Young Children Rutherford, M. D. Rogers, Sally J. Journal Articles Reports - Research Theory of Mind ISSN-0162-3257 English A study examined the cognitive underpinnings of spontaneous and prompted pretend play in 28 children with autism (ages 2-3), 24 children with developmental disorders, and 26 controls (ages 1-3). Children with autism were significantly delayed on pretend play scores. They also had significant deficits in a theory of mind measure. (Contains references.) (Author/CR) EJ673081 Cognitive Underpinnings of Pretend Play in Autism. Journal of Autism and Developmental Disorders v33 n3 p289-302 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autism Cognitive Ability Elementary Education Facial Expressions Pattern Recognition Perceptual Impairments Social Cognition Student Characteristics Visual Perception Serra, M. Althaus, M. de Sonneville, L. M. J. Stant, A. D. Jackson, A. E. Minderaa, R. B. Journal Articles Reports - Research Facial Perception Facial Recognition ISSN-0162-3257 English A study investigated the accuracy and speed of face recognition in 26 children (ages 7-10) with Pervasive Developmental Disorder Not Otherwise Specified. Subjects needed an amount of time to recognize the faces that almost equaled the time they needed to recognize abstract patterns that were difficult to distinguish. (Contains references.) (Author/CR) EJ673082 Face Recognition in Children with a Pervasive Developmental Disorder Not Otherwise Specified. Journal of Autism and Developmental Disorders v33 n3 p303-17 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autism Behavior Rating Scales Children Clinical Diagnosis Diagnostic Tests Disability Identification Early Childhood Education Elementary Education Interviews Measures (Individuals) Student Evaluation Test Validity Toddlers Young Children Saemundsen, Evald Magnusson, Pall Smari, Jakob Sigurdaedottir, Solveig Journal Articles Reports - Research Childhood Autism Rating Scale Childhood Autism Rating Scale ISSN-0162-3257 English The agreement between the Autism Diagnostic Interview-Revised (ADI- R) and the Childhood Autism Rating Scale (CARS) was investigated in the diagnostic assessment of 54 children (ages 22-114 months) referred for possible autism. The observed agreement between the two systems was 66.7%. The CARS identified more cases of autism than the ADI-R. (Contains references.) (Author/CR) EJ673083 Autism Diagnostic Interview-Revised and the Childhood Autism Rating Scale: Convergence and Discrepancy in Diagnosing Autism. Journal of Autism and Developmental Disorders v33 n3 p319-28 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autism Cognitive Ability Early Childhood Education Elementary Secondary Education Intelligence Quotient Intelligence Tests Student Characteristics Verbal Ability Visual Perception Mayes, Susan Dickerson Calhoun, Susan L. Journal Articles Reports - Research Wechsler Intelligence Scale for Children III Stanford Binet Intelligence Scale Fourth Edition Stanford Binet Intelligence Scale Wechsler Intelligence Scale for Children ISSN-0162-3257 English Nonverbal IQs were greater than verbal IQs for children (ages 3-7) on the Stanford-Binet: IV (n=53). However, WISC-III verbal and nonverbal IQs were similar for older children, 6-15 years of age (n=63). Stanford-Binet: IV profiles were generally consistent for the low-IQ and high-IQ groups with high scores on visual matching tests. (Contains references.) (Author/CR) EJ673084 Analysis of WISC-III, Stanford-Binet: IV, and Academic Achievement Test Scores in Children with Autism. Journal of Autism and Developmental Disorders v33 n3 p329-41 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Adults Aggression Behavior Disorders Behavior Modification Drug Therapy Outcomes of Treatment Self Injurious Behavior Severe Mental Retardation Termination of Treatment Kalachnik, John E. Hanzel, Thomas E. Sevenich, Robert Harder, Stuart R. Journal Articles Reports - Research ISSN-0162-3257 English This article describes an individual (age 49) with mental retardation who experienced behavioral exacerbation associated with clonazepam prescribed at 2 mg/day to treat aggression, self-injurious behavior, property destruction, and screaming. When clonazepam was reduced and discontinued, these behaviors significantly decreased from 3.1% of intervals to 0.1% of intervals. (Contains references.) (Author/CR) EJ673085 Brief Report: Clonazepam Behavioral Side Effects with an Individual with Mental Retardation. Journal of Autism and Developmental Disorders v33 n3 p349-54 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:39 CIJJAN2004

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No Autism Classification Definitions Developmental Delays Early Childhood Education Elementary Secondary Education Etiology Labeling (of Persons) Symptoms (Individual Disorders) Benaron, Lisa D. Journal Articles Opinion Papers ISSN-0162-3257 English This article discusses the problem of over-including individuals in the autism classification. It argues that clinicians are doing a disservice to individuals who are given the diagnosis of autism by considering the group as a whole, without further efforts to subtype based on something other than behavioral characteristics. (Contains references.) (CR) EJ673086 Inclusion to the Point of Dilution. Journal of Autism and Developmental Disorders v33 n3 p355-59 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:39 CIJJAN2004

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No Agenda Setting College Students Educational Trends Federal Aid Hearing Impairments Postsecondary Education Research Needs Research Projects Schroedel, John G. Watson, Douglas Ashmore, Donnell H. Information Analyses Journal Articles ISSN-0002-726X English This article describes converging nationwide changes in the postsecondary education of students with hearing loss during the past 30 years that have led to the drafting of a National Research Agenda. The framework of the agenda is explained, as are its expected goals, criteria for research projects, benefits, and outcomes. (Contains references.) (Author/CR) EJ673087 A National Research Agenda for the Postsecondary Education of Deaf and Hard of Hearing Students: A Road Map for the Future. American Annals of the Deaf v148 n2 p67-73 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:39 CIJJAN2004

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No Deafness Education Service Centers Elementary Secondary Education Hearing Impairments Preschool Education Residential Schools Special Schools State Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. schools and programs for preschool, elementary, and secondary children who are deaf or hard of hearing. Under each state is an alphabetical listing by city of schools (residential, day, center schools), local programs, and other types of facilities. (Author/CR) EJ673088 Educational Programs for Deaf Students: Schools and Programs in the U.S. American Annals of the Deaf v148 n2 p76-121 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:39 CIJJAN2004

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No American Sign Language Communication Skills Counseling Services Cued Speech Deafness Educational Strategies Elementary Secondary Education Family Programs Gifted Hearing Impairments Institutional Characteristics Oral Communication Method Preschool Education Pupil Personnel Services Speech Therapy State Programs Vocational Rehabilitation Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This chart provides detailed information on the programs and services provided by U.S. schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by state and information is provided on enrollment, age range, educational services, and communication options. (CR) EJ673089 Schools and Programs in the U.S.: Programs and Services Chart. American Annals of the Deaf v148 n2 p122-41 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:40 CIJJAN2004

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No Deafness Education Service Centers Elementary Secondary Education Foreign Countries Hearing Impairments Preschool Education Residential Schools Special Schools State Programs Journal Articles Reference Materials - Directories/Catalogs Canada Canada ISSN-0002-726X English This listing provides directory information on Canadian schools and programs for preschool, elementary, and secondary children who are deaf or hard of hearing. Under each province is an alphabetical listing by city of schools (residential and day), provincial programs, local programs, and other types of facilities. (Author/CR) EJ673090 Educational Programs for Deaf Students: Schools and Programs in Canada. American Annals of the Deaf v148 n2 p142-44 Sum 2003 2003-00-00 T 2004 2016-11-21

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No American Sign Language Communication Skills Counseling Services Cued Speech Deafness Educational Strategies Elementary Secondary Education Family Programs Gifted Hearing Impairments Institutional Characteristics Oral Communication Method Preschool Education Pupil Personnel Services Speech Therapy State Programs Vocational Rehabilitation Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This chart provides detailed information on the programs and services provided by Canadian schools for preschool, elementary, and secondary children who are deaf or hard of hearing. Schools are listed by province and information is provided on enrollment, age range, educational services, and communication options. (CR) EJ673091 Schools and Programs in Canada: Programs and Services Chart. American Annals of the Deaf v148 n2 p145-46 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:40 CIJJAN2004

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No Academic Degrees College Students Deafness Hearing Impairments Institutional Characteristics Postsecondary Education Special Programs Special Schools State Programs Student Personnel Services Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. postsecondary schools specifically for people who are deaf and other postsecondary programs with supportive services for students with deafness. Schools and programs are listed by state and information is provided on the number of students with deafness enrolled, degrees offered, and special services. (Author/CR) EJ673092 Postsecondary Programs. American Annals of the Deaf v148 n2 p147-54 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:40 CIJJAN2004

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No Academic Degrees College Students Deafness Hearing Impairments Institutional Characteristics Postsecondary Education Special Programs Special Schools State Programs Teacher Education Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. teacher training programs designed to prepare teachers for teaching students with hearing impairments. Schools are listed by state and information is provided on the degrees offered and the number of 2003 graduates and all graduates. (Author/CR) EJ673093 Programs for Training Teachers. American Annals of the Deaf v148 n2 p156-61 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:40 CIJJAN2004

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No College Students Deaf Blind Doctoral Degrees Institutional Characteristics Masters Degrees Postsecondary Education Special Programs State Programs Teacher Education Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. teacher training programs designed to prepare teachers for teaching students with deaf blindness. Seven schools are listed by state and information is provided on the master and doctoral degrees offered. (Author/CR) EJ673094 Programs for Training Teachers of Deaf-Blind Students. American Annals of the Deaf v148 n2 p162 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:41 CIJJAN2004

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No Academic Degrees Audiology College Students Deafness Graduate Study Hearing Impairments Institutional Characteristics Media Specialists Postsecondary Education Professional Development Psychologists Rehabilitation Counseling Special Programs Special Schools Specialists State Programs Undergraduate Study Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. programs of advanced study for professionals working with children and adults with deafness or hearing impairments. The programs are designed to develop professional leadership among rehabilitation counselors, psychologists, audiologists, media personnel, and others. Schools are listed by state and include degree information. (Author/CR) EJ673095 Programs for Professional Specialists. American Annals of the Deaf v148 n2 p163-64 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:41 CIJJAN2004

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No Academic Degrees College Students Deaf Interpreting Deafness Graduate Study Hearing Impairments Institutional Characteristics Interpreters Interpretive Skills Postsecondary Education State Programs Undergraduate Study Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. programs for training interpreters for individuals with deafness. Schools are listed by state and include director and degree information. (Author/CR) EJ673096 Programs for Training Interpreters. American Annals of the Deaf v148 n2 p165-70 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:41 CIJJAN2004

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No Deaf Blind Education Service Centers Educational Resources Elementary Secondary Education Preschool Education Special Programs Special Schools State Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information on U.S. schools and programs for preschool, elementary, and secondary children who are deaf blind. A list of three national programs is followed by a list of state schools, local programs, and other types of resources. (Author/CR) EJ673097 Programs for Deaf-Blind Children and Youth. American Annals of the Deaf v148 n2 p172-76 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:41 CIJJAN2004

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No Adult Education Deaf Blind Education Service Centers Educational Resources Elementary Secondary Education National Organizations Postsecondary Education Rehabilitation Centers Rehabilitation Programs Student Evaluation Journal Articles Reports - Research Helen Keller Centers for Deaf Blind Youth Adults ISSN-0002-726X English This listing provides directory information for the national Helen Keller Center and its 10 regional offices. The centers provide extensive evaluative and rehabilitation services to people who are deaf and blind. (CR) EJ673098 Helen Keller Centers for Deaf-Blind Youth and Adults. American Annals of the Deaf v148 n2 p177 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Deafness Educational Research Educational Resources Elementary Secondary Education Federal Programs Hearing Impairments Postsecondary Education Preschool Education Rehabilitation Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information for federal offices that provide educational and rehabilitation services information for individuals with disabilities, including those with hearing impairments. Information is provided on the Office of Special Education Programs, the National Institute on Disability and Rehabilitation Research, and the Rehabilitation Services Administration. (CR) EJ673099 Federal Programs. American Annals of the Deaf v148 n2 p180-81 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:42 CIJJAN2004

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No Deafness Educational Resources Hearing Impairments Postsecondary Education Rehabilitation Programs Secondary Education State Programs Vocational Education Vocational Rehabilitation Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information for state vocational rehabilitation offices for individuals with disabilities, including those who are deaf or who have hearing impairments. (CR) EJ673100 State Vocational Rehabilitation Offices. American Annals of the Deaf v148 n2 p182-85 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:42 CIJJAN2004

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No Assistive Technology Child Advocacy Community Organizations Deaf Interpreting Deafness Early Childhood Education Elementary Secondary Education Employment Services Hearing Impairments Independent Living Organizations (Groups) Outreach Programs Preschool Education Psychological Services Rehabilitation Programs State Programs Journal Articles Reports - Research ISSN-0002-726X English This listing provides directory information for community organizations offering services to people who are deaf or hard of hearing on the local and regional levels. Listing is in alphabetical order by state and city and includes information on the types of services the organization provides. (CR) EJ673101 Regional and Local Programs for Deaf People. American Annals of the Deaf v148 n2 p186-99 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:42 CIJJAN2004

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No Assistive Technology Deaf Interpreting Deafness Early Childhood Education Educational Resources Elementary Secondary Education Employment Services Hearing Impairments National Organizations Organizations (Groups) Preschool Education Professional Associations Rehabilitation Programs Religious Organizations Speech Therapy State Programs Journal Articles Reference Materials - Directories/Catalogs ISSN-0002-726X English This listing provides directory information for organizations, centers, associations, and offices that provide services for people with deafness or hard of hearing on a national level. Services provided include information, referral, and outreach relating to education, hearing, speech, interpreting, rehabilitation, religion, recreation, medical issues, technology, and research. (Author/CR) EJ673102 National Professional Organizations and Centers. American Annals of the Deaf v148 n2 p200-02 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:43 CIJJAN2004

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No Access to Education Accessibility (for Disabled) Adult Education Advocacy Civil Rights Deafness Elementary Secondary Education Employment Hearing Impairments National Organizations Organizations (Groups) Postsecondary Education Telecommunications Journal Articles Reference Materials - Directories/Catalogs National Association of the Deaf ISSN-0002-726X English This listing provides directory information for the national and state offices of the National Association of the Deaf, the oldest and largest nonprofit organization safeguarding the accessibility and civil rights of individuals with deafness and hearing impairments across a broad range of areas including education, employment, health care, and telecommunications. (Author/CR) EJ673103 National Association of the Deaf. American Annals of the Deaf v148 n2 p203 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adults Child Development Classroom Techniques Deafness Doctoral Dissertations Educational Strategies Elementary Secondary Education Hearing Impairments Individual Characteristics Literacy Peer Teaching Student Placement Journal Articles Reference Materials - Bibliographies ISSN-0002-726X English This listing provides the title, author, and length of doctoral dissertations completed during 2002 relating to children and adults with deafness or hearing impairments. Topics include speech development, literacy, peer tutoring, curriculum based assessment, and the effect of student placement on narration skills. Ordering information is provided. (CR) EJ673104 Doctoral Dissertations. American Annals of the Deaf v148 n2 p207-08 Sum 2003 2003-00-00 T 2004 7/11/2004 11:32:43 CIJJAN2004

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No Adults Athletes Athletics Competence Developmental Disabilities Elementary Secondary Education Parent Attitudes Participant Satisfaction Physical Fitness Predictor Variables Self Concept Special Olympics Weiss, Jonathan Diamond, Terry Demark, Jenny Lovald, Benedicte Journal Articles Reports - Research ISSN-0891-4222 English A study involving 97 participants (ages 9-43) in the Ontario Special Olympics (SO) and their parents, found the more athletes participated in competition the more positive their general self-worth. The length of time in SO and the total number of sports were found to predict self-concept of physical competence. (Contains references.) (CR) EJ673105 Involvement in Special Olympics and Its Relations to Self-Concept and Actual Competency in Participants with Developmental Disabilities. Research in Developmental Disabilities v24 n4 p281-305 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:32:43 CIJJAN2004

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No Behavior Disorders Behavior Modification Classroom Techniques Educational Strategies Emotional Disturbances Middle School Students Middle Schools Outcomes of Education Peer Teaching Secondary Education Social Studies Spencer, Vicky G. Scruggs, Thomas E. Mastropieri, Margo A. Journal Articles Reports - Research Strategy Training ISSN-0198-7429 English A study involving 30 middle school students with emotional or behavioral disorders investigated use of integrated explicit strategy instruction in social studies classes using a peer tutoring format. After four weeks, students who received peer tutoring scored higher on content tests and on-task behavior while in the tutoring condition. (Contains references.) (Author/CR) EJ673106 Content Area Learning in Middle School Social Studies Classrooms and Students with Emotional or Behavioral Disorders: A Comparison of Strategies. Behavioral Disorders v28 n2 p77-93 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Classification Depression (Psychology) Disability Identification Elementary Education Emotional Disturbances Fear Interpersonal Competence Learning Problems Social Development Student Characteristics Cullinan, Douglas Evans, Chan Epstein, Michael H. Ryser, Gail Journal Articles Reports - Research ISSN-0198-7429 English A study involving elementary students with (n=336) and without (n=548) emotional disturbance (ED) found students with ED exceeded controls on the five ED characteristics stated in the Individuals with Disabilities Education Act, which are inability to learn, relationship problems, inappropriate behavior, unhappiness or depression, and physical symptoms or fears. (Contains references.) (Author/CR) EJ673107 Characteristics of Emotional Disturbance of Elementary School Students. Behavioral Disorders v28 n2 p94-110 Feb 2003 2003-00-00 T 2004 7/11/2004 11:32:44 CIJJAN2004

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No Aggression Attention Deficit Disorders Behavior Disorders Behavior Rating Scales Depression (Psychology) Early Childhood Education Early Identification Emotional Problems Evaluation Methods Sleep Symptoms (Individual Disorders) Konold, Timothy R. Hamre, Bridget K. Pianta, Robert C. Journal Articles Reports - Research Child Behavior Checklist Child Behavior Checklist ISSN-0198-7429 English A study involving 1,097 2-year-olds examined whether the items located on the Child Behavior Checklist/1-5 would provide reasonable indicators of the seven first-order behavioral dimensions purportedly measured by this instrument. Results support the presence of six factors: somatic complaints, withdrawn, attention problems, aggressive behaviors, sleep problems, and emotionally reactive/anxious depressed. (Contains references.) (Author/CR) EJ673108 Measuring Problem Behaviors in Young Children. Behavioral Disorders v28 n2 p111-23 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Disorders Early Childhood Education Emotional Disturbances Instructional Effectiveness Interpersonal Competence Mental Health Prevention Problem Solving Serna, Loretta A. Nielsen, Elizabeth Mattern, Nancy Forness, Steven Journal Articles Reports - Research Project Head Start Social Skills Training ISSN-0198-7429 English A previous study demonstrated a 12-week universal intervention in three Head Start classrooms significantly improved outcomes on 5 of 10 measures of mental health. In this replication, regular Head Start teachers conducted the universal intervention. Outcomes for 98 children were significant on only two of eight outcome measures. (Contains references.) (Author/CR) EJ673109 Primary Prevention in Mental Health for Head Start Classrooms: Partial Replication with Teachers as Intervenors. Behavioral Disorders v28 n2 p124-29 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Academic Achievement Behavior Disorders Elementary Education Emotional Disturbances Mathematics Instruction Models Student Writing Models Time on Task Writing Assignments Miller, Kerrie A. Gunter, Philip L. Venn, Martha L. Hummel, John Wiley, Larry P. Journal Articles Reports - Research ISSN-0198-7429 English Results of a study found little difference in correct responding or on-task behavior of three children (ages 9-12) with emotional or behavioral disorders when a function was provided for written assignments, or arithmetic assignments were shortened, until a model for correct responding was added. (Contains references.) (CR) EJ673110 Effects of Curricular and Materials Modifications on Academic Performance and Task Engagement of Three Students with Emotional or Behavioral Disorders. Behavioral Disorders v28 n2 p130-49 Feb 2003 2003-00-00 T 2004 7/11/2004 11:32:45 CIJJAN2004

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No Behavior Disorders Career Development Family Characteristics Family Influence Females Life Events Locus of Control Occupational Aspiration Secondary Education Self Determination Self Efficacy Vocational Education Stuart, Shannon K. Journal Articles Reports - Research ISSN-0198-7429 English A study examined career aspirations of 15 girls (ages 14-19) with behavior disorders and the contribution of life experiences. Results indicate participants were highly engaged with their school-supported vocational experiences, family cohesion had a significant effect on career aspirations, and participants believed they had little control over their lives. (Contains references.) (Author/CR) EJ673111 Choice or Chance: Career Development and Girls with Emotional or Behavioral Disorders. Behavioral Disorders v28 n2 p150-61 Feb 2003 2003-00-00 T 2004 7/11/2004 11:32:45 CIJJAN2004

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No Aggression Behavior Disorders Coping Elementary Education Emotional Disturbances Outcomes of Treatment Relaxation Training Stress Management Lopata, Christopher Journal Articles Reports - Research ISSN-0198-7429 English A study evaluated the effectiveness of progressive muscle relaxation (PMR) as a proactive single-component aggression-reduction intervention for 24 students (ages 6- 9) classified as having emotional disabilities in a day school/treatment program. Students also had histories of aggressive behavior. Results supported PMR as a proactive short-term aggression-reduction intervention. (Contains references.) (Author/CR) EJ673112 Progressive Muscle Relaxation and Aggression among Elementary Students with Emotional or Behavioral Disorders. Behavioral Disorders v28 n2 p162-72 Feb 2003 2003-00-00 T 2004 7/11/2004 11:32:45 CIJJAN2004

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No Behavior Disorders Behavior Modification Classroom Techniques Discipline Elementary Education Emotional Disturbances Incidence Journal Articles Research Needs Teacher Role Hardman, Elizabeth L. Smith, Stephen W. Information Analyses Journal Articles Reports - Research ISSN-0198-7429 English A study analyzed the discipline-related content of 13 elementary education journals published over a 10-year period (77 articles) and found that only 1% of articles were about classroom discipline and that the content often failed to define specifically and substantively the teacher's role in identifying and mediating behavior problems. (Contains references.) (Author/CR) EJ673113 Analysis of Classroom Discipline-Related Content in Elementary Education Journals. Behavioral Disorders v28 n2 p173-86 Feb 2003 2003-00-00 T 2004 7/11/2004 11:32:45 CIJJAN2004

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No Building Design College Buildings Educational Facilities Design Facility Case Studies Higher Education Photographs Physical Education Facilities Recreational Facilities Journal Articles Reports - Descriptive ISSN-0747-315X English Describes the designs of 38 college physical education/recreation buildings, including the educational context and design goals. Includes photographs. (EV) EJ673114 College/University Facilities. Athletic Business v27 n6 p68-131 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:46 CIJJAN2004 Special issue titled "16th Annual Architectural Showcase."

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No Building Design Educational Facilities Design Elementary Secondary Education Facility Case Studies Photographs Physical Education Facilities Recreational Facilities Journal Articles Reports - Descriptive ISSN-0747-315X English Describes the designs of four school physical education/recreation buildings, including the educational context and design goals. Includes photographs. (EV) EJ673115 School Facilities. Athletic Business v27 n6 p218-23 Jun 2003 2003-00-00 T 2004 7/11/2004 11:32:46 CIJJAN2004 Special issue titled "16th Annual Architectural Showcase."

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No Awards Building Design Educational Facilities Improvement Facility Case Studies High Schools Photographs School Buildings Babcock, Regina Raiford Journal Articles Reports - Descriptive Illinois Illinois ISSN-0007-3725 English Describes the renovation of Lisle Senior High School in Lisle, Illinois, including the educational context and design goals. Includes information on the architects, suppliers, and construction team. Also includes the floor plan and photographs. (EV) EJ673116 High Achiever: A School Modernization Uncovers Hidden Potential. Buildings v97 n6 p66-70 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Awards College Programs Community Colleges Educational Innovation Higher Education School Community Relationship Journal Articles Reports - Descriptive ISSN-1523-0910 English Describes eight winners in an inaugural contest to showcase innovative ways that community colleges are serving their communities. (EV) EJ673117 Community College Innovation Awards Program. College Planning & Management v6 n5 p13-18 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:46 CIJJAN2004

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No Higher Education Program Effectiveness School Security Self Evaluation (Groups) Weiner, Mitchell D. Guides - Non-Classroom Journal Articles Mail Rooms ISSN-1523-0910 English Describes five strategies to consider when evaluating the security of a campus mail center: mail center efficiency, electronic tracking, identifying dangerous mail, training, and continuity planning. (EV) EJ673118 Evaluating Your Campus Mail Center Security. College Planning & Management v6 n5 p20-22 May 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Flooring Higher Education Purchasing School Maintenance Wiens, Janet Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Presents tips from experienced facility professionals for the purchase, installation, and maintenance of flooring and carpet. (EV) EJ673119 Flooring's Trade Secrets Revealed. College Planning & Management v6 n5 p24-26 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:47 CIJJAN2004

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No College Buildings Higher Education Machine Tools Plumbing McKiernan, Ed Journal Articles Reports - Descriptive ISSN-1523-0910 English Describes a plumbing tool, the ProPress System, that allows campus facilities to eliminate the dangerous and time-consuming soldering process. (EV) EJ673120 Plumbing Tool Saves Times and Money. College Planning & Management v6 n5 p28-30 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:47 CIJJAN2004

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No College Buildings Higher Education Real Estate Urban Areas McCoy, Richmond S. Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Discusses reasons why universities may want to relinquish ownership of property in urban markets, such as to free credit capacity and alleviate day-to-day property management costs. (EV) EJ673121 Is Property Ownership Right for Your Institution? College Planning & Management v6 n5 p32 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:47 CIJJAN2004

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No Consortia Higher Education Intercollegiate Cooperation Paying for College Private Colleges Tuition Fickes, Michael Journal Articles Reports - Descriptive Tuition Savings Plans ISSN-1523-0910 English Desscribes the Tuition Plan Consortium, a consortium of nearly 300 private colleges and universities aimed at enabling students and their families to save for tomorrow's college education at today's tuition rates. (EV) EJ673122 A New Tuition Savings Plan. College Planning & Management v6 n5 p34-36 May 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Fire Protection Higher Education School Safety Thermal Insulation Michlovic, John Guides - Non-Classroom Journal Articles National Fire Protection Association ISSN-1523-0910 English Discusses two new governing standards from the National Fire Protection Association regarding plastic-coated cables, and other ways to improve cable safety. (EV) EJ673123 How To Improve Cabling Fire Safety. College Planning & Management v6 n5 p38 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Intercollegiate Cooperation Internet Sturgeon, Julie Journal Articles Reports - Descriptive New Jersey Private Enterprise New Jersey ISSN-1523-0910 English Describes NJEDge.Net, a private, high-speed Internet broadband network used by most New Jersey colleges and universities. Asserts that it will be a highly-copied model throughout the country. (EV) EJ673124 New Jersey's Private Internet Network. College Planning & Management v6 n5 p41-43 May 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Educational Facilities Design Higher Education Physical Education Facilities Recreational Facilities Journal Articles Reports - Descriptive University of Wisconsin Whitewater ISSN-1523-0910 English Describes the designs of the Williams Center and DLK/Kachel Fieldhouse athletic and recreational facility and the University of Wisconsin-Whitewater, and the Student Recreation Center at the University of Montana in Missoula. (EV) EJ673125 Recreation Centers. College Planning & Management v6 n5 p44-45 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Ecology Educational Environment Educational Facilities Design Elementary Secondary Education School Districts Fickes, Michael Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes the U.S. Green Building Council program, Leadership in Environmental and Energy Design, that has helped school districts around the country apply comprehensive environmental techniques to the design of 34 K-12 school buildings since 1999. (SLD) EJ673126 Green Schools That Don't Cost Too Much. School Planning & Management v42 n5 p14-16,18,20 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:48 CIJJAN2004

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No Allergy Carpeting Educational Facilities Elementary Secondary Education Health Braun, Werner Journal Articles Reports - Descriptive ISSN-1086-4628 English Presents research evidence in support of the contention that carpet holds and traps allergens in the fiber, effectively keeping them out of the breathing zone until they can be removed with an environmentally friendly vacuum. Emphasizes that schools are no less healthy if they have carpet. (SLD) EJ673127 Scientific Data Dispels "Urban Myths." School Planning & Management v42 n5 p22,24,26-27 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:49 CIJJAN2004

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No Communications Computer Software Construction Management Educational Facilities Elementary Secondary Education Internet Simpson, Ward Journal Articles Reports - Descriptive Scottsdale Unified School District AZ ISSN-1086-4628 English Describes the Internet-based information system that has provided effective communications and reporting for the upgrade to K-12 schools in Scottsdale, Arizona. The Website and software applications created valuable communications in the construction process and improved reporting on progress. (SLD) EJ673128 Integrated Communication Systems. School Planning & Management v42 n5 p28,30,32 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Construction Management Delivery Systems Design Educational Facilities Elementary Secondary Education Dolan, Thomas G. Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes project delivery methods that are replacing the traditional Design/Bid/Build linear approach to the management, design, and construction of new facilities. These variations can enhance construction management and teamwork. (SLD) EJ673129 Project Delivery Methods. School Planning & Management v42 n5 p33-34,36 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:49 CIJJAN2004

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No Educational Facilities Elementary Secondary Education School Maintenance Geiger, Philip E. Journal Articles Reports - Descriptive Custodial Contracting Outsourcing ISSN-1086-4628 English Discusses issues involved in outsourcing school maintenance and custodial services. There are many advantages to this approach, but it has definite drawbacks. In many instances, a combination of contract and employee services works well. (SLD) EJ673130 Contracting Maintenance Services: An Easy Question, but a Difficult Answer. School Planning & Management v42 n5 p38,40-41 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Elementary Secondary Education Federal Legislation Information Systems Reports Student Records Brooks-Young, Susan Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1086-4628 English Discusses the stronger accountability required under the No Child Left Behind Act of 2001 and explores how Student Information Systems (SIS) or Student Management Systems may be used to meet the stringent reporting requirements of the new legislation. SIS can enable the school district to manipulate data to generate reports to suit various needs. (SLD) EJ673131 Technology's Role in Accountability Reporting. School Planning & Management v42 n5 p42-44 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Crime Prevention Design Educational Facilities High School Students Junior High School Students Pilot Projects School Safety Secondary Education Carter, Sherry P. Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes a pilot exercise in teaching middle and high school students how to conduct an assessment of the physical conditions and policies of their schools. Students were taught to use Crime Prevention through Environmental Design principles and to apply them in their own schools. (SLD) EJ673132 Safety and Security by Design. School Planning & Management v42 n5 p46-47 May 2003 2003-00-00 N/A 2004 7/11/2004 11:32:50 CIJJAN2004

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No Aggression Prevention Violence Work Environment Rice, Edward D. Journal Articles Reports - Descriptive Workplace Security ISSN-0882-7249 English Addresses workplace violence prevention, beginning by defining violence, why people become violent, and the cycle of violence. Then discusses steps in prevention, including pre-incident planning, an incident management team, threat management, assessment, post-incident response, and training. (EV) EJ673133 Workplace Violence in Higher Education. Facilities Manager v19 n2 p28-31 Mar-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Accessibility (for Disabled) Compliance (Legal) Design Requirements Disabilities Educational Facilities Physical Mobility Standards Brennan, Martin L. Guides - Non-Classroom Journal Articles Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 ISSN-0882-7249 English Discusses how to create or refocus a transition plan for compliance with the Americans with Disabilities Act (ADA). Steps include documenting needs, documenting solutions, prioritizing needs, and creating a schedule. Also briefly addresses accessibility requirements, the concept of undue burden, finding help, and summarized Title II requirements. (EV) EJ673134 The ADA: What's Your Plan? Facilities Manager v19 n2 p32-33 Mar-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Improvement Energy Conservation Higher Education Sturgeon, Julie Guides - Non-Classroom Journal Articles Sustainability ISSN-1523-0910 English Suggests ways to renovate buildings with sustainability in mind, with specific tips in the areas of: (1) lights; energy management; (3) walls and roofs; (4) water; and (5) aesthetics. No one thing will make a building sustainable; it is the aggregate that makes it effective. (SLD) EJ673135 How To Renovate for Sustainability. College Planning & Management v6 n6 p16,18-21 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrators College Housing Costs Educational Facilities Higher Education Improvement School Safety Surveys Abramson, Paul Journal Articles Reports - Research ISSN-1523-0910 English Responses of chief housing officers of 118 4-year colleges and universities to a survey focusing on costs, security, policies, and preferences provide a picture of college housing. More than 67% of respondents say that their colleges are planning to build more residential space. (SLD) EJ673136 Special Report: College Housing. College Planning & Management v6 n6 p22-42 passim Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:32:51 CIJJAN2004

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No Colleges Communications Consortia Cooperation Higher Education Fickes, Michael Journal Articles Reports - Descriptive Fiber Optics ISSN-1523-0910 English Describes consortia formed by college and university administrators to buy, manage, and maintain their own fiber-optic networks with the goals of cutting costs of leasing fiber-optic cable and planning for the future. Growth capacity is the real advantage of owning fiber-optic systems. (SLD) EJ673137 Buying Fiber-Optic Networks. College Planning & Management v6 n6 p38,40 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Colleges Educational Facilities Planning Higher Education Integrated Activities Strategic Planning Jons, Tom Olfert, Bill Journal Articles Reports - Descriptive Contractors ISSN-1523-0910 English Discusses strategic planning in higher education and describes an integrated institutional planning system developed by a planning firm that guides administrators in developing, implementing, and monitoring a strategic plan. The system process uses an orderly sequence of activities assembled into five phases, from defining purpose through evaluation. (SLD) EJ673138 Solving the Planning Dilemma. College Planning & Management v6 n6 p44,46 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No College Housing Colleges Educational Facilities Higher Education Milshtein, Amy Guides - Non-Classroom Journal Articles Laundries ISSN-1523-0910 English Discusses whether or not a college or university should own its own laundry equipment or contract out laundry services, including machine maintenance, and outlines the advantages of different types of washing machines for the student housing setting. Also reviews issues related to payment methods. (SLD) EJ673139 The Spin Zone: Choosing Laundry Equipment. College Planning & Management v6 n6 p48,50 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Accessibility (for Disabled) College Students Disabilities Educational Facilities Federal Legislation Higher Education Barraza, Douglas A. Journal Articles Reports - Descriptive Americans with Disabilities Act 1990 University of Missouri Americans with Disabilities Act 1990 ISSN-1523-0910 English Describes a new basketball arena at the University of Missouri that meet the accessibility requirements of the Americans with Disabilities Act through careful use of the site to take advantage of site grading and provide multiple accessible entries while ensuring visibility and circulation. (SLD) EJ673140 Using a Building's Site To Maximize Accessibility. College Planning & Management v6 n6 p52,54 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Colleges Higher Education Inspection School Maintenance Watkins, Daniel L. Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Provides guidelines for inspecting the roof of a facility. Suggests that periodic roof inspections should be performed on a quarterly or semi-annual basis and after severe storms. Proactively identifying potential problem areas is the best defense against roof leaks. (SLD) EJ673141 Guidelines for Inspecting Your Roof Systems. College Planning & Management v6 n6 p56,58-59 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:32:52 CIJJAN2004

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No College Housing Higher Education School Maintenance Wiens, Janet Journal Articles Reports - Descriptive Seating Massachusetts Institute of Technology ISSN-1523-0910 English Describes the seating chosen for residence halls at the Massachusetts Institute of Technology and the University of New England. The seating required depends on ergonomics, aesthetics, durability, cost, and code requirements. In addition, residence halls must have a range of seating types to accommodate various uses. (SLD) EJ673142 Residence Hall Seating That Works. College Planning & Management v6 n6 p60,62,65 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Building Design Colleges Higher Education Journal Articles Reports - Descriptive ISSN-1523-0910 English Describes four examples of residence hall design, one renovation and three new residence halls, that exemplify design principles that meet student and institutional requirements. The examples are at (1) the University of Illinois at Chicago; (2) Bowdoin College; (3) Muhlenberg College; and (4) Spring Arbor University. (SLD) EJ673143 Facility Focus: Residence Halls. College Planning & Management v6 n6 p66-69 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:32:53 CIJJAN2004

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No Bilingualism Comparative Analysis Dutch English (Second Language) Foreign Countries Reading Comprehension Second Language Learning Secondary Education Secondary School Students Uncommonly Taught Languages Van Gelderen, Amos Schoonen, Rob de Glopper, Kees Hulstijn, Jan Snellings, Patrick Simis, Annegien Stevenson, Marie Journal Articles Reports - Research ISSN-1367-0069 English Presents an analysis of the relationship between third language reading comprehension and its constituent skills for bilingual Dutch students for whom English is a third language (L3), compared to monolingual Dutch students for whom English is a second language (L2). (Author/VWL) EJ673144 Roles of Linguistic Knowledge, Metacognitive Knowledge, and Processing Speed in L3, L2, and L1 Reading Comprehension: A Structural Equation Modelling Approach. International Journal of Bilingualism v7 n1 p7-25 Mar 2003 2003-00-00 T 2004 7/11/2004 11:32:53 CIJJAN2004 Special issue: The Effect of Bilingualism on Third Language Acquisition.

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No Bilingualism English (Second Language) Foreign Countries Immersion Programs Language Maintenance Language of Instruction Second Language Learning Spanish Uncommonly Taught Languages Writing Skills Errasti, Maria Pilar Sagasta Journal Articles Reports - Research ISSN-1367-0069 English Reports a study carried out on bilingual adolescents in a school in the Basque Country in which the language of instruction is Basque. Spanish and English are taught starting in Grade 3. Results show that all students are highly competent in Basque and Spanish, but students who use Basque in more domains get the best scores in English. (Author/VWL) EJ673145 Acquiring Writing Skills in a Third Language: The Positive Effects of Bilingualism. International Journal of Bilingualism v7 n1 p27-42 Mar 2003 2003-00-00 T 2004 7/11/2004 11:32:53 CIJJAN2004 Special issue: The Effect of bilingualism on Third Language Acquisition.

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No Bilingualism English (Second Language) Metacognition Pragmatics Second Language Learning Jorda, Maria Pilar Safont Journal Articles Reports - Research Requests ISSN-1367-0069 English Examines the role of bilingualism in third language use. Aims to ascertain the effect of bilingualism in third language learners' pragmatic production and metapragmatic awareness with a focus on request acts linguistic formulations. (Author/VWL) EJ673146 Metapragmatic Awareness and Pragmatic Production of Third Language Learners of English: A Focus on Request Acts Realizations. International Journal of Bilingualism v7 n1 p43-69 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Cognitive Development Language Proficiency Metacognition Metalinguistics Second Language Learning Cenoz, Jasone Journal Articles Opinion Papers ISSN-1367-0069 English Looks at the general effects of bilingualism on cognitive development and highlights the specific effects of bilingualism on third language acquisition. Examines effects of bilingualism on cognitive development, metalinguistic awareness, and communicative skills, then focuses on the specific effects of bilingualism on third language proficiency by discussing the results of research conducted in different settings and contexts. (Author/VWL) EJ673147 The Additive Effect of Bilingualism on Third Language Acquisition: A Review. International Journal of Bilingualism v7 n1 p71-87 Mar 2003 2003-00-00 T 2004 7/11/2004 11:32:54 CIJJAN2004 Special issue: The Effect of bilingualism on Third Language Acquisition.

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No Cultural Pluralism English (Second Language) Foreign Countries Second Language Learning Sociocultural Patterns Kim, Lee Su Journal Articles Reports - Research Malaysia Malaysia ISSN-1534-8458 English Presents findings of a qualitative research study that set out to investigate the relation between language and the sociocultural identities of individuals learning English as a Second Language (ESL). Focus is on how English impacts the construction of sociocultural identities of Malaysian ESL speakers. (Author/VWL) EJ673148 Multiple Identities in a Multicultural World: A Malaysian Perspective. Journal of Language, Identity, and Education v2 n3 p137-58 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Grammar Language Standardization Language Teachers Mass Media Second Language Instruction Second Language Learning Kramer-Dahl, Anneliese Journal Articles Opinion Papers Singapore Singapore ISSN-1534-8458 English The teaching of grammar has recently reemerged in Singapore as a topic within the English teaching profession and in public discourse about education. Debates about the role of grammar in political discussions and in popular media typically proceed in terms of a crisis and falling standards. Focuses on ways this discourse of crisis constructs standard English and the local vernacular. (Author/VWL) EJ673149 Reading the "Singlish Debate": Construction of a Crisis of Language Standards and Language Teaching in Singapore. Journal of Language, Identity, and Education v2 n3 p159-190 2003 2003-00-00 T 2004 2016-11-21

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No Academic Discourse College Students Cooperative Learning English (Second Language) Higher Education Immigrants Ronesi, Lynne Marie Journal Articles Reports - Research Content Area Teaching ISSN-1534-8458 English Examines the prosocial potential of a cooperative learning content-based English-as-a-Second-Language program in which native born and immigrant undergraduate pairs work to develop the immigrant students' academic English. (Author/VWL) EJ673150 Enhancing Postsecondary Intergroup Relations at the University through Student-Run ESL Instruction. Journal of Language, Identity, and Education v2 n3 p191-210 2003 2003-00-00 T 2004 2016-11-21

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No Cross Cultural Studies Heritage Education Public Policy Van Deusen-Scholl, Nelleke Journal Articles Opinion Papers Heritage Language ISSN-1534-8458 English Argues that the concepts of heritage language and heritage learner need clarification and should be placed within a larger national policy perspective. Examines pedagogical and sociopolitical issues surrounding the current heritage language debate from a crosscultural and historical perspective. (Author/VWL) EJ673151 Toward a Definition of Heritage Language: Sociopolitical and Pedagogical Considerations. Journal of Language, Identity, and Education v2 n3 p211-30 2003 2003-00-00 T 2004 2016-11-21

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No Dialects Diglossia Foreign Countries German Introductory Courses Second Language Instruction Second Language Learning Standard Spoken Usage Textbooks Boss, Bettina Journal Articles Opinion Papers Switzerland Switzerland ISSN-0155-0640 English Examines three current textbooks for German as a foreign language with regard to their coverage of Switzerland as a German-speaking nation. Concludes by suggesting that pluricentric German language textbooks for beginners are rare. (Author/VWL) EJ673152 Swiss Themes in Three "Pluricentric" German Language Textbooks. Australian Review of Applied Linguistics v26 n1 p6-18 2003 2003-00-00 T 2004 2016-11-21

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No Age Elementary School Students Elementary Secondary Education English (Second Language) Foreign Countries Language Variation Secondary School Students Sex Socioeconomic Status Speech Communication Standard Spoken Usage Student Evaluation Teacher Attitudes Writing Evaluation Haig, Yvonne Oliver, Rhonda Journal Articles Opinion Papers Australia Australia ISSN-0155-0640 English Suggests that while language variation is widespread and natural, it is subject to judgment and that where a standard has developed other varieties are judged against the standard. Investigates how teachers judge the speech of school-aged students and what influences that judgment. Results show teachers' perceptions of speech were most strongly influenced by students' use of nonstandard varieties of English. (Author/VWL) EJ673153 Is It a Case of Mind Over Matter? Influences on Teachers' Judgements of Student Speech. Australian Review of Applied Linguistics v26 n1 p55-70 2003 2003-00-00 T 2004 2016-11-21

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No Language Research Phonology Second Language Learning Archibald, John Young-Scholten, Martha Journal Articles Opinion Papers ISSN-0267-6583 English Introduces this special issue of the journal on the acquisition of second language segmental phonology and offers a snapshot of current research streams on the topic. (Author/VWL) EJ673154 The Second Language Segment Revisited. Second Language Research v19 n3 p163-67 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:55 CIJJAN2004 Special issue: The Second Language Segment Revisited.

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No Language Research Phonemes Phonology Pronunciation Second Language Learning Eckman, Fred R. Elreyes, Abdullah Iverson, Gregory K. Journal Articles Reports - Research Native Language ISSN-0267-6583 English Reports on research related to phonemic contrasts in the learning of second language pronunciation. Identifies three interesting learning situations that involve the target language's having different phonemic contrasts from the native language. (Author/VWL) EJ673155 Some Principles of Second Language Phonology. Second Language Research v19 n3 p169-208 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Auditory Perception English Language Research Native Speakers Phonology Second Language Learning Thai Uncommonly Taught Languages Pater, Joe Journal Articles Reports - Research ISSN-0267-6583 English Presents a follow-up of a study of the perceptual acquisition of Thai laryngeal contrasts by native speakers of English, which found that subjects performed better on contrasts in voice than aspiration. This study further investigated possible task effects by examining the discrimination and categorization of the same stimuli in various experimental conditions. (Author/VWL) EJ673156 The Perceptual Acquisition of Thai Phonology by English Speakers: Task and Stimulus Effects. Second Language Research v19 n3 p209-23 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:56 CIJJAN2004 Special issue: The Second Language Segment Revisited.

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No English (Second Language) Language Research Linguistic Theory Phonology Second Language Learning Lombardi, Linda Journal Articles Opinion Papers Fricatives ISSN-0267-6583 English Addresses the question of differential substitution in English phonology, arguing that an optimality theoretical analysis makes finer-grained predictions than earlier accounts. Suggests that crosslinguistically the substitution of [t] for/0/ is the default and that a [s] substitution only will arise when certain phonological alternations are found in the first language involving stops, affricates, and fricatives. (Author/VWL) EJ673157 Second Language Data Constraints on Manner: Explaining Substitutions for the English Interdentals. Second Language Research v19 n3 p225-50 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Auditory Perception English (Second Language) Japanese Korean Language Research Native Speakers Phonemes Phonology Second Language Learning Uncommonly Taught Languages Aoyama, Katsura Journal Articles Reports - Research ISSN-0267-6583 English Investigated how learners' perception of second language segments is affected by their first language by examining native Korean and Japanese speakers' perception of nasal segments in English. Also examined the perceived relationship between English syllable-final nasals and Japanese categories to provide insight into why one of the contrasts was particularly difficult for the Japanese speakers. (Author/VWL) EJ673158 Perception of Syllable-Initial and Syllable-Final Nasals in English by Korean and Japanese Speakers. Second Language Research v19 n3 p251-66 Jul 2003 2003-00-00 T 2004 7/11/2004 11:32:56 CIJJAN2004 Special issue: The Second Language Segment Revisited.

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No Affective Behavior Cognitive Style Individual Differences Learning Strategies Second Language Learning Ehrman, Madeline E. Leaver, Betty Lou Oxford, Rebecca L. Journal Articles Opinion Papers ISSN-0346-251X English Offers a brief overview of the field of individual differences in language learning, especially as they are reflected in learning styles, learning strategies, and affective variables. Touches on areas for further research. (Author/VWL) EJ673159 A Brief Overview of Individual Differences in Second Language Learning. System v31 n3 p313-30 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:56 CIJJAN2004 Special issue: Individual Differences: Advancing Knowledge.

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No Cognitive Style Communication (Thought Transfer) English (Second Language) French Individual Differences Learning Strategies Second Language Learning Littlemore, Jeanette Journal Articles Reports - Research ISSN-0346-251X English Examines compensation strategies--techniques for dealing with knowledge gaps between learner and interlocutor--used by French learners of English and relates them to synoptic and ectenic learning. Suggests reasons that ectenic learners, who need conscious control of what they are learning, seem to communicate meanings of words to judges better than synoptics, who feel freer to rely on their intuition and pre-conscious processing. (Author/VWL) EJ673160 The Communicative Effectiveness of Different Types of Communication Strategy. System v31 n3 p331-47 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:57 CIJJAN2004 Special issue: Individual Differences: Advancing Knowledge.

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No Educational Technology English (Second Language) Foreign Countries High Risk Students Higher Education Individual Differences Reading Comprehension Reading Instruction Reading Strategies Second Language Learning Dreyer, Carisma Nel, Charl Journal Articles Opinion Papers South Africa South Africa ISSN-0346-251X English Many South African students who enroll in higher education are underprepared and have low reading ability. Outlines the reading strategic component of an English for professional purposes course offered for such students in a technology-enhanced environment. Results indicate that students who received strategic reading instruction received higher marks on reading comprehension measures than students in a control group. (Author/VWL) EJ673161 Teaching Reading Strategies and Reading Comprehension Within a Technology-Enhanced Learning Environment. System v31 n3 p349-65 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Individual Differences Learning Strategies Second Language Learning Griffiths, Carol Journal Articles Reports - Research New Zealand New Zealand ISSN-0346-251X English This study was conducted in a private language school in Auckland, New Zealand to investigate the relationship between course level and reported frequency of language learning strategy use by speakers of other languages and to look for patterns of strategy use according to course level and other learner variables (Author/VWL) EJ673162 Patterns of Language Learning Strategy Use. System v31 n3 p367-83 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Individual Differences Japanese Learning Strategies Second Language Learning Takeuchi, Osamu Journal Articles Reports - Research ISSN-0346-251X English Reports on a qualitative study conducted in the Japanese foreign language context about good foreign language learners, in which strategy use is analyzed in 67 books reporting on "how I have learned a foreign language." Results suggest that there are strategies especially favored in the Japanese foreign language context and that the issue of some strategies are closely connected to specific stages of learning. (Author/VWL) EJ673163 What Can We Learn from Good Foreign Language Learners? A Qualitative Study in the Japanese Foreign Language Context. System v31 n3 p385-92 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:57 CIJJAN2004 Special issue: Individual Differences: Advancing Knowledge.

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No Case Studies Cognitive Style Individual Differences Second Language Learning Ehrman, Madeline Leaver, Betty Lou Journal Articles Opinion Papers ISSN-0346-251X English Presents a new approach to understanding and using cognitive styles to enhance individual language learning. Introduces a new construct (Ehrman & Leaver, 2002) and illustrates it with two student cases. (Author/VWL) EJ673164 Cognitive Styles in the Service of Language Learning. System v31 n3 p393-415 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:58 CIJJAN2004 Special issue: Individual Differences: Advancing Knowledge.

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No Applied Linguistics Cooperation Discourse Analysis Physician Patient Relationship Work Environment Sarangi, Srikrant Candlin, Christopher N. Journal Articles Opinion Papers ISSN-0142-6001 English Introduces this special issue of the journal and highlights the contents, which focus mainly on text and talk in the context of healthcare and medicine. (Author/VWL) EJ673165 Introduction to the Special Issue: Trading between Reflexivity and Relevance: New Challenges for Applied Linguistics. Applied Linguistics v24 n3 p271-85 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:58 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Cooperation Discourse Analysis Physician Patient Relationship Work Environment Engestrom, Yrjo Engestrom, Ritva Kerosuo, Hannele Journal Articles Reports - Research ISSN-0142-6001 English Analyzes sessions in which medical professionals, along with patient and researcher interventionists, discuss the care of a patient with multiple chronic illnesses, aiming at the creation of a new, collaborative care practice. (Author/VWL) EJ673166 The Discursive Construction of Collaborative Care. Applied Linguistics v24 n3 p286-315 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:58 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Applied Linguistics Discourse Analysis Hospitals Work Environment Iedema, Rick Scheeres, Hermine Journal Articles Opinion Papers ISSN-0142-6001 English Considers the ways in which work is changing in two very different sites; a gaming machine factory and a metropolitan teaching hospital. Explores the implications of these changes for research and discourse analysis. (Author/VWL) EJ673167 From Doing Work to Talking Work: Renegotiating Knowing, Doing, and Identity. Applied Linguistics v24 n3 p316-37 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:58 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Applied Linguistics Discourse Analysis Medical Consultants Medicine Work Environment Roberts, Celia Sarangi, Srikant Journal Articles Reports - Research ISSN-0142-6001 English Focuses on relations between applied discourse analysts and professional colleagues in the field of medicine. Examines how discourse-based research findings were taken up and responded to by the medical professions. (Author/VWL) EJ673168 Uptake of Discourse Research in Interprofessional Settings: Reporting from Medical Consultancy. Applied Linguistics v24 n3 p338-59 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:59 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Applied Linguistics Discourse Analysis Problem Solving Research Methodology Work Environment Cicourel, Aaron V. Journal Articles Opinion Papers ISSN-0142-6001 English Comments on the methodological questions associated with applied linguistic field research, such as gaining access, data preparation, type of intervention, methods of data collection and analysis, and how to deal with requests for help and with the practitioners' expectation that discourse consultants will make recommendations for change. Focuses on two difficult aspects of the application of discourse analysis to solving problems in the workplace. (Author/VWL) EJ673169 On Contextualizing Applied Linguistic Research in the Workplace. Applied Linguistics v24 n3 p360-73 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:59 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Applied Linguistics Cooperation Discourse Analysis Medicine Physicians Social Sciences Work Environment Clarke, Angus Journal Articles Opinion Papers ISSN-0142-6001 English Comments on the changed expectations of what it means to be a professional given the discursive and self-reflective turn in professional practice and the mistrust between the hard medical sciences and the soft social sciences. Discusses the necessary but difficult collaboration between observer and observed, researcher and researched, and the engagement and commitment that such a collaboration requires. (Author/VWL) EJ673170 On Being an Object of Research: Reflections from a Professional Perspective. Applied Linguistics v24 n3 p374-85 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:59 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Applied Linguistics Discourse Analysis Medicine Physician Patient Relationship Work Environment Candlin, Sally Journal Articles Opinion Papers ISSN-0142-6001 English Comments on the changing dynamics in work practices. Argues that such changes are not new but have become more visible due to the increased access by outsiders, such as researchers and the media to the increase in litigation claims that exert additional pressure on practitioners. (Author/VWL) EJ673171 Issues Arising When the Professional Workplace Is the Site of Applied Linguistic Research. Applied Linguistics v24 n3 p386-94 Sep 2003 2003-00-00 T 2004 7/11/2004 11:32:59 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Language Research Literature Poetry Second Language Instruction Second Language Learning Hall, Geoff Information Analyses Journal Articles Opinion Papers ISSN-0142-6001 English Cites research that the typical second language classroom experience of literature is indeed a task rather than a pleasure. Asks whether pleasure and learner-centeredness cannot be developed further than is usually the case to maximize the potential of literature for second language learners. (Author/VWL) EJ673172 Poetry, Pleasure, and Second Language Learning Classrooms. Applied Linguistics v24 n3 p395-99 Sep 2003 2003-00-00 T 2004 7/11/2004 11:33:00 CIJJAN2004 Special issue: Researching the Discourses of Workplace Practice.

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No Foreign Countries Indigenous Populations Language Maintenance Language of Instruction Skutnabb-Kangas, Tove Journal Articles Opinion Papers Papua New Guinea Papua New Guinea ISSN-0950-0782 English Situates two papers on Papua New Guinea in the context of discussion about maintenance and revitalization of endangered languages and about education through the medium of indigenous and minority languages. The articles are "What Is Our Culture? What Is Our Language? Dialogue Towards the Maintenance of Indigenous Culture and Language in Papua New Guinea" and "The Use of Indigenous Languages in Early Basic Education in Papua New Guinea." (Author/VWL) EJ673173 Revitalisation of Indigenous Languages in Education: Contextualising the Papua New Guinea Experience. Language and Education v17 n2 p81-86 2003 2003-00-00 T 2004 2016-11-21

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No Culturally Relevant Education Elementary Education Elementary School Teachers Foreign Countries Indigenous Populations Instructional Innovation Language Maintenance Multilingualism Uncommonly Taught Languages Nagai, Yasuko Lister, Ronah Journal Articles Opinion Papers Papua New Guinea Papua New Guinea ISSN-0950-0782 English Three local elementary school teachers in the Milne Bay province of Papua New Guinea are trying to determine their real culture and language in order t devise better ways to maintain them. Portrays the experience of these teachers' dilemmas and frustrations, as well as their joys throughout the process of innovation. (Author/VWL) EJ673174 What Is Our Culture? What Is Our Language? Dialogue towards the Maintenance of Indigenous Culture and Language in Papua New Guinea. Language and Education v17 n2 p87-104 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Indigenous Populations Multilingualism Uncommonly Taught Languages Klaus, David Journal Articles Opinion Papers Papua New Guinea Papua New Guinea ISSN-0950-0782 English Suggests Papua New Guinea offers a practical example of how a small, multilingual country with limited resources has developed a package of strategies for dealing with the challenges of multilingualism and using its multiplicity of languages in education as a tool for improving teaching and learning, saving resources, and moving towards education for all. Presents information gained from working on education in Papua New Guinea over a 6-year period. (Author/VWL) EJ673175 The Use of Indigenous Languages in Early Basic Education in Papua New Guinea: A Model for Elsewhere? Language and Education v17 n2 p105-11 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Interviews Longitudinal Studies Preservice Teacher Education Questionnaires Second Language Instruction Secondary Education Secondary School Teachers Teacher Attitudes Urmston, Alan Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0950-0782 English Presents findings from a longitudinal study of teachers learning to teach English in Hong Kong secondary schools who were enrolled in a Teaching English as a Second Language course at the city University of Hong Kong. Reveals that preservice teachers beliefs are based on their experiences as students within the education system, are strongly influenced by their time in classrooms during practice teaching. (Author/VWL) EJ673176 Learning To Teach English in Hong Kong: The Opinions of Teachers in Training. Language and Education v17 n2 p112-37 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Cooperation Graduate Study Second Language Instruction Uncommonly Taught Languages Wildsmith-Cromarty, Rosemary Journal Articles Opinion Papers Zulu ISSN-0950-0782 English Discusses a case study in the learning and teaching of Zulu as an additional language. It involved the organic development of a mutually supportive relationship between two lecturers from separate disciplines who assumed multiple identities in order to more effectively collaborate in the revision and development of two graduate courses. (Author/VWL) EJ673177 Mutual Apprenticeship in the Learning and Teaching of an Additional Language. Language and Education v17 n2 p138-54 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Context Effect Cultural Influences Elementary Secondary Education Foreign Countries Second Language Instruction Second Language Learning Teaching Methods Scarino, Angela Journal Articles Opinion Papers Australia Australia ISSN-0005-3503 English In addressing the theme of transition in learning languages, describes aspects of three projects. Data are drawn from the projects to highlight issues in context, culture, and communication and principles that support transition and continuity in learning languages. (Author/VWL) EJ673178 Transition and Continuity in Learning Language in the School Setting: An Issue of Context, Culture, and Communication. Babel v38 n1 p4-8 Win 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Elementary Secondary Education Foreign Countries Outcomes of Education Second Language Instruction Second Language Learning Spanish Teaching Methods Parsons, Miriam Journal Articles Opinion Papers Australia Australia ISSN-0005-3503 English Highlights strategies and processes implemented across two schools as part of the Languages Focus Schools project in Australia. The intention was to improve outcomes for student learning in Spanish through a streamlined approach to programming, assessment, and transition from the first year of primary school to Grade 9, with a focus on the middle years. (Author/VWL) EJ673179 Effective Strategies for a Successful R-9 Language Program. Babel v38 n1 p9-12 Win 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Elementary Secondary Education Foreign Countries Program Descriptions Second Language Instruction Second Language Learning Purvis, Kathy Ranaldo, Tracey Journal Articles Opinion Papers Australia Australia ISSN-0005-3503 English Describes a collaborative project whose goal was to explore ways to improve transition for students who have been learning a language in primary school for up to 7 years and choose to continue with this language when they enter high school. (Author/VWL) EJ673180 Providing Continuity in Language Teaching and Learning from Primary to Secondary. Babel v38 n1 p13-18 Win 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Elementary Secondary Education Foreign Countries Second Language Instruction Second Language Learning Student Evaluation Hill, Kathryn Journal Articles Opinion Papers Australia Australia ISSN-0005-3503 English Discusses assessment of student language learning in relation to the transition from elementary to secondary level education in Australia. (Author/VWL) EJ673181 Assessment in Transition. Babel v38 n1 p19-22 Win 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Elementary Secondary Education Foreign Countries Second Language Instruction Second Language Learning Tolbert, Sue Journal Articles Opinion Papers ISSN-0005-3503 English Discusses transitioning students from primary to secondary language programs from a Tasmanian perspective. Identifies factors important in a smooth transition from the primary to secondary level, based on research, and outlines the Tasmanian issues and action plans and acknowledges the challenges that remain. (Author/VWL) EJ673182 Primary to Secondary Transition: The Tasmanian Experience. Babel v38 n1 p25-30 Win 2003 2003-00-00 T 2004 7/11/2004 11:33:02 CIJJAN2004

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No Articulation (Education) Elementary Secondary Education Foreign Countries Second Language Instruction Second Language Learning Steigler-Peters, Susi Moran, Wendy Piccioli, Maria Teresa Chesterton, Paul Journal Articles Opinion Papers Australia Australia ISSN-0005-3503 English Focuses on what has been learned from the implementation and evaluation of the Australian Language and Continuity Initiative (LCI) in relation to addressing transition issues in language education. (Author/VWL) EJ673183 Addressing Transition Issues in Languages Education. Babel v38 n1 p31-38 Win 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Discourse Analysis Discourse Modes Measures (Individuals) Parent Child Relationship Reading Aloud to Others Videotape Recordings McDonnell, Susan A. Friel-Patti, Sandy Rollins, Pamela Rosenthal Journal Articles Reports - Research ISSN-0142-7164 English Mother and child dyads were videotaped four times over 16 days as they repeatedly read an initially unfamiliar storybook. Results are discussed in terms of maternal scaffolding approaches, child participation, importance of context and the nature of the task, and implications for intervention. (Author/VWL) EJ673184 Patterns of Change in Maternal-Child Discourse Behaviors across Repeated Storybook Readings. Applied Psycholinguistics v24 n3 p323-41 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:03 CIJJAN2004

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No Aphasia Comparative Analysis Grammar Korean Oral Language Uncommonly Taught Languages Kim, Young-Joo Kim, Hyanghee Song, Hong-Ki Journal Articles Reports - Research ISSN-0142-7164 English Examines production of predicates by Korean agrammatic aphasic patients with respect to argument structure distribution of predicates. Analyzed narrative production and picture/scene description data elicited from three Broca's aphasic patients compared with matched controls. Focused on whether subjects have the same type difficulties that Kegl's English agrammatic patient exhibited in production of noncopular unnaccusative constructions. (Author/VWL) EJ673185 Argument Structure Distribution of Predicates in Korean Agrammatic Speech. Applied Psycholinguistics v24 n3 p343-67 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:03 CIJJAN2004

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No Curriculum Design Second Language Instruction Second Language Learning Semantics Teaching Methods Vocabulary Development Finkbeiner, Matthew Nicol, Janet Journal Articles Reports - Research ISSN-0142-7164 English Addresses a long-standing assumption that presenting new second language (L2) vocabulary in semantically grouped sets is an effective method of teaching. Discusses findings in terms of theoretical models of second language lexical representation and development, as well as in more practical terms of L2 curriculum design and vocabulary instruction. (Author/VWL) EJ673186 Semantic Category Effects in Second Language Word Learning. Applied Psycholinguistics v24 n3 p369-83 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:03 CIJJAN2004

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No Linguistic Theory Retention (Psychology) Vocabulary Development Wauters, Loes N. Tellings, Agnes E. J. M. Van Bon, Wim H. J. Van Haaften, A. Wouter Journal Articles Reports - Research ISSN-0142-7164 English Examines the reliability and validity of the construct, "mode of acquisition" (MOA). The MOA of a word denotes the way in which the word's meaning is learned. Subjects in one study were volunteers from third year special education courses and in a second study, educational professionals. (Author/VWL) EJ673187 "Mode of Acquisition" of Word Meanings: The Viability of a Theoretical Construct. Applied Psycholinguistics v24 n3 p385-406 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:04 CIJJAN2004

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No Elementary Education Reading Processes Reading Rate Task Analysis Vocabulary Skills Van den Bos, Kees P. Zijlstra, Bonne J. H. Van den Broeck, Wim Journal Articles Reports - Research ISSN-0142-7164 English Investigated, at three elementary levels, how word reading speed is related to rapidly naming series of numbers, letters, colors, and pictures, and to general processing speed. Also sought to determine how these relationships vary with the reading task employed. (Author/VWL) EJ673188 Specific Relations Between Alphanumeric-Naming Speed and Reading Speeds of Monosyllabic and Multisyllabic Words. Applied Psycholinguistics v24 n3 p407-30 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:05 CIJJAN2004

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No Arabic Beginning Reading Decoding (Reading) Diglossia Elementary School Students Foreign Countries Grade 1 Interference (Language) Kindergarten Kindergarten Children Metalinguistics Phonemes Second Language Instruction Second Language Learning Uncommonly Taught Languages Saiegh-Haddad, Elinor Journal Articles Opinion Papers ISSN-0142-7164 English Examined phonemic awareness and pseudoword decoding in kindergarten and first grade Arabic native children. Hypothesized that because Arabic speakers learn to read in Modern Standard Arabic (MSA)--a language structurally distinct from the local form of the language they grow up speaking--linguistic differences between the two varieties would interfere with reading in MSA. (Author/VWL) EJ673189 Linguistic Distance and Initial Reading Acquisition: The Case of Arabic Diglossia. Applied Psycholinguistics v24 n3 p431-51 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:06 CIJJAN2004

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No Adults Advanced Students Ambiguity English (Second Language) German Greek Native Speakers Phrase Structure Second Language Instruction Second Language Learning Uncommonly Taught Languages Felser, Claudia Gross, Rebecca Roberts, Leah Marinis, Theodore Journal Articles Opinion Papers ISSN-0142-7164 English Investigates the way adult second language (L2) learners of English resolve relative clause attachment ambiguities. Advanced learners of English who were Greek or German native speakers participated in a set of off-line and on-line tasks. Results indicate L2 learners do not process ambiguous sentences of this type in the same way adult native speakers of English do. (Author/VWL) EJ673190 The Processing of Ambiguous Sentences by First and Second Language Learners of English. Applied Psycholinguistics v24 n3 p453-89 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:06 CIJJAN2004

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No Decoding (Reading) Linguistic Input Listening Comprehension Second Language Instruction Second Language Learning Spanish Videotape Recordings Jensen, Eva Dam Vinther, Thora Journal Articles Reports - Research Repetition (Speech) Speech Rate ISSN-0023-8333 English Reports on two studies on input enhancement used to support learners' selection of focus of attention in Spanish second language listening material. Input consisted of video recordings of dialogues between native speakers. Exact repetition and speech rate reduction were examined for effect on comprehension, acquisition of decoding strategies, and linguistic features. (Author/VWL) EJ673191 Exact Repetition as Input Enhancement in Second Language Acquisition. Language Learning v53 n3 p373-428 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Chinese Measures (Individuals) Memory Metalinguistics Phonology Preschool Children Second Language Instruction Second Language Learning Vocabulary Development Hu, Chieh-Fang Journal Articles Reports - Research ISSN-0023-8333 English Examined the role of phonological memory and phonological awareness in foreign language word learning. Measures of phonological memory and phonological awareness were administered to 58 Chinese-speaking 4-year-olds four times over 2 years. Results suggest phonological memory may support foreign language word learning but phonological awareness may play a specific role when words are relearned. (Author/VWL) EJ673192 Phonological Memory, Phonological Awareness, and Foreign Language Word Learning. Language Learning v53 n3 p429-62 Sep 2003 2003-00-00 T 2004 7/11/2004 11:33:06 CIJJAN2004

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No French Grade 7 Learning Strategies Listening Skills Second Language Instruction Second Language Learning Vandergrift, Larry Journal Articles Reports - Research Authentic Materials ISSN-0023-8333 English Reports on an investigation of listening strategy applications by Grade 7 students learning French. Examines types of strategies used and differences in strategy use by more skilled and less skilled listeners while they listen to authentic texts in French. (Author/VWL) EJ673193 Orchestrating Strategy Use: Toward a Model of the Skilled Second Language Listener. Language Learning v53 n3 p463-96 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Attention Control Italian Language Proficiency Second Language Instruction Second Language Learning Gass, Susan Svetics, Ildiko Lemelin, Sarah Journal Articles Reports - Research ISSN-0023-8333 English Questions the extent to which attention differentially affects different parts of language and how this differential effect interacts with increased linguistic knowledge. Subjects were native English speaking learners of Italian. (Author/VWL) EJ673194 Differential Effects of Attention. Language Learning v53 n3 p497-545 Sep 2003 2003-00-00 T 2004 7/11/2004 11:33:07 CIJJAN2004

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No Dutch English (Second Language) Figurative Language Native Speakers Retention (Psychology) Second Language Instruction Second Language Learning Uncommonly Taught Languages Vocabulary Development Verspoor, Marjolijn Lowie, Wander Journal Articles Opinion Papers ISSN-0023-8333 English Argues that abstract, figurative senses of polysemous words are better retained when learners are given core senses as cues, because providing a core sense helps learners develop a "precise elaboration." Results of a series of vocabulary studies involving Dutch learners of English show that providing a core sense results in better guessing and long-term retention. (Author/VWL) EJ673195 Making Sense of Polysemous Words. Language Learning v53 n3 p547-86 Sep 2003 2003-00-00 T 2004 7/11/2004 11:33:07 CIJJAN2004

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No Cognitive Processes Error Patterns Morphology (Languages) Tenses (Grammar) Vowels Stemberger, Joseph Paul Middleton, Christine Setchell Journal Articles Reports - Research ISSN-0169-0965 English In morphological processing in adult speech, irregular forms are subject to several types of errors, including overgeneralization and overtensing. A morphonaming task found that probability of these errors is affected by a phonological factor that derives from vowel phoneme frequencies in a complex fashion: whether the vowel in the past tense form is dominant relative to the vowel in the base form or recessive relative to the base vowel. (Author/VWL) EJ673196 Vowel Dominance and Morphological Processing. Language and Cognitive Processes v18 n4 p369-404 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:08 CIJJAN2004

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No Cognitive Processes Morphology (Languages) Sentence Structure Tenses (Grammar) Verbs Allen, Mark Badecker, William Osterhout, Lee Journal Articles Reports - Research Parsing ISSN-0169-0965 English Examined the effects of syntactic (tense) violations occurring on regularly versus irregularly inflected verbs using event-related brain potentials (ERPs). Discusses implications of the results with respect to morphological parsing, the time course of syntactic feature analysis, and their consequent effects on temporal properties of ERP components. (Author/VWL) EJ673197 Morphological Analysis in Sentence Processing: An ERP Study. Language and Cognitive Processes v18 n4 p405-30 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Cues Phrase Structure Pictorial Stimuli Task Analysis Wheeldon, Linda R. Smith, Mark C. Journal Articles Reports - Research ISSN-0169-0965 English Investigated the effect of phrase structure priming on sentence production latencies. Demonstrated the priming effects to be short lived. This finding contrasts with more persistent effects recently demonstrated in off-line picture description tasks. (Author/VWL) EJ673198 Phrase Structure Priming: A Short-Lived Effect. Language and Cognitive Processes v18 n4 p431-42 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:08 CIJJAN2004

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No Cognitive Processes Longitudinal Studies Reading Comprehension Reading Skills Word Recognition Oakhill, J. V. Cain, K. Bryant, P. E. Journal Articles Reports - Research ISSN-0169-0965 English Discusses the relative contribution of several theoretically relevant skills and abilities in accounting for variance in both word reading and text comprehension. Data is presented from two waves of a longitudinal study. Shows there is a dissociation between the skills and abilities that account for variance in word reading, and those that account fro variance in text comprehension. (Author/VWL) EJ673199 The Dissociation of Word Reading and Text Comprehension: Evidence from Component Skills. Language and Cognitive Processes v18 n4 p443-68 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:08 CIJJAN2004

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No Ambiguity Cognitive Processes Linguistic Theory Reading Strategies Pickering, Martin J. Traxler, Matthew J. Journal Articles Reports - Research Parsing ISSN-0169-0965 English Three experiments investigated strategies readers use to process locally ambiguous unbounded dependency constructions. Discusses implications of the results for theories of parsing. (Author/VWL) EJ673200 Evidence against the Use of Subcategorisation Frequency in the Processing of Unbounded Dependencies. Language and Cognitive Processes v18 n4 p469-503 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Government Role Language Maintenance Language Planning Multilingualism Policy Formation Public Policy Annamalai, E. Journal Articles Reports - Research ISSN-1568-4555 English Suggests that a policy of multilingualism must aim for maintenance of a functional network of languages from which the maintenance of individual languages evolves. It must recognize limitations and special interests orientation of the government as the prime agent of language policy and allow agency to communities and individuals to shape policy through negotiation with the government to accommodate their language policy as exhibited in their language behavior. (Author/VWL) EJ673201 Reflections on a Language Policy for Multilingualism. Language Policy v2 n2 p113-32 2003 2003-00-00 T 2004 7/11/2004 11:33:09 CIJJAN2004

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No Foreign Countries Indigenous Populations Language Planning Literacy Multilingualism Politics of Education Public Policy Omoniyi, Tope Journal Articles Reports - Research Africa Africa ISSN-1568-4555 English Discusses the intricate connections between local education cum literacy policies in Africa and the global economic, cultural, and political forces that impact them. (Author/VWL) EJ673202 Local Policies and Global Forces: Multiliteracy and Africa's Indigenous Languages. Language Policy v2 n2 p133-52 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Indigenous Populations Language Planning Legislators Official Languages Public Policy Uncommonly Taught Languages Matiki, Alfred J. Journal Articles Reports - Research Malawi Chichewa Malawi ISSN-1568-4555 English Examines opinions of Malawian legislators with respect to the efficacy of introducing local languages into the Malawi National Assembly. Using data collected through questionnaires, interviews, participant observation, and document analysis, argues for the need to introduce Chichewa, the national lingua franca, into the Malawi National Assembly as an alternative language to aid legislators who are not sufficiently competent in English. (Author/VWL) EJ673203 Linguistic Exclusion and the Opinions of Malawian Legislators. Language Policy v2 n2 p153-77 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Government Role Language Planning Linguistics Public Policy Refugees Eades, Diana Fraser, Helen Siegel, Jeff McNamara, Tim Baker, Brett Journal Articles Reports - Research Australia Australia ISSN-1568-4555 English Raises concerns about the language analysis that is being done by overseas agencies and that is being used by the Australian government in determining the nationality of refugee claimants, and concludes that "language analysis" as it is currently used is not valid and reliable. (Author/VWL) EJ673204 Linguistic Identification in the Determination of Nationality: A Preliminary Report. Language Policy v2 n2 p179-99 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Grammar Linguistic Theory Second Language Instruction Second Language Learning Teaching Methods Ritchie, Graeme Journal Articles Reports - Research ISSN-1513-0630 English Features of presentation-practice-production (PPP) and task-based learning (TBL) models for language teaching are discussed with reference to language learning theories. Pre-selection of target structures, use of controlled repetition, and explicit grammar instruction in a PPP lesson are given. Suggests TBL approaches afford greater learning opportunities. (Author/VWL) EJ673205 Presentation-Practice-Production and Task-Based Learning in the Light of Second Language Learning Theories. English Teacher: An International Journal v6 n2 p112-24 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:33:10 CIJJAN2004

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No Adverbs Elementary Education Elementary School Students English (Second Language) Error Correction Foreign Countries Second Language Instruction Second Language Learning Sentence Structure Chan, Alice Y. W. Li, David C. S. Kwan, Becky S. C. Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1513-0630 English Discusses the nature and causes of a common problem encountered by elementary English-as-a-Second-Language learners in Hong Kong--the placement of the intensifying adverb "very" in sentences involving a degree expression. Suggests an algorithmic approach to error correction to help students overcome the problem. (Author/VWL) EJ673206 Misplacement and Misuse of "Very": Helping Students Overcome the "Very + Verb" Problem. English Teacher: An International Journal v6 n2 p125-32 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No English (Second Language) Foreign Countries Instructional Effectiveness Second Language Instruction Second Language Learning Textbooks Mukundan, Jayakaran Journal Articles Reports - Research Malaysia Malaysia ISSN-1513-0630 English Discusses the ineffectiveness of state-sponsored English textbooks in Malaysia. Recent surveys show that some teachers have abandoned the textbook. Reasons for this rejection are highlighted. (Author/VWL) EJ673207 State-Sponsored Textbooks: Are There Hidden Costs in These "Free" Books? English Teacher: An International Journal v6 n2 p133-43 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No College Students Computer Literacy English (Second Language) English for Academic Purposes Foreign Countries Higher Education Language Proficiency Second Language Instruction Second Language Learning Prapphal, Kanchana Journal Articles Reports - Research ISSN-1513-0630 English Aims to answer the following research questions: (1) Are general English ability and specific purpose English ability related to computer skills? and (2) Is general English ability transferable to specific purpose English ability? Subjects were third year science students enrolled in an English for academic purposes course. (Author/VWL) EJ673208 General English Ability, Specific Purpose English Ability, and Computer Skills. English Teacher: An International Journal v6 n2 p144-52 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:33:11 CIJJAN2004

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No English (Second Language) Evaluation Criteria Foreign Countries Second Language Instruction Second Language Learning Textbooks Gadusova, Zdenka Hart'anska, Jana Journal Articles Reports - Research Slovakia Slovakia ISSN-1513-0630 English Discusses course book selection criteria for English-as-as-Second/Foreign-Language instruction. Provides research data on course book selection in Slovakia . (Author/VWL) EJ673209 Coursebook Evaluation Criteria; Why Are They a Problem for Teachers? English Teacher: An International Journal v6 n2 p155-62 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Consciousness Raising English (Second Language) Foreign Countries Grammar Instructional Materials Second Language Instruction Second Language Learning Teaching Methods Textbooks Maddalena, Sean R. Journal Articles Reports - Research Japan Japan ISSN-1513-0630 English Presents one teacher's evaluation of his own English-as-a-Second/Foreign-Language teaching materials produced in response to a textbook "gap" in Japan. Focuses on a consciousness-raising exercise created to elucidate clearly the difference between two grammatical forms. (Author/VWL) EJ673210 DIY Materials: A Consciousness-Raising Exercise Prepared in Response to a Textbook "GAP." English Teacher: An International Journal v6 n2 p163-79 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Classroom Techniques Creative Writing English (Second Language) Foreign Countries Poetry Second Language Instruction Second Language Learning Secondary Education Lai, Amy Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1513-0630 English Discusses creative writing in Hong Kong secondary school classrooms, a place where the concept of "creative" is relatively alien. Provides examples of poetry written by Hong Kong students, and discusses strategies for promoting creative writing. (Author/VWL) EJ673211 To Write Is To Live: Creative English Writing in Hong Kong Secondary School Classrooms. English Teacher: An International Journal v6 n2 p180-84 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No English (Second Language) Poetry Second Language Instruction Second Language Learning Manara, Christine Journal Articles Reports - Research ISSN-1513-0630 English Shows different ways in which a poem can be exploited in the English-as-a-Second/Foreign-Language classroom. (Author/VWL) EJ673212 Love Your Enemy (Exploiting a Poem). English Teacher: An International Journal v6 n2 p188-92 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:33:12 CIJJAN2004

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No English (Second Language) Internet Second Language Instruction Second Language Learning Writing (Composition) Sperling, Dave Journal Articles Reports - Research ISSN-1513-0630 English Provides a guide to writing resources on the Internet, including resources for business writing, dictionaries and thesauruses, e-mail, encyclopedias, free Web space, grammar, fun, online help, online writing labs, punctuation, and spelling. Lists useful Internet tips. (Author/VWL) EJ673213 Dave Sperling's Guide to the Internet's Best Writing Resources. English Teacher: An International Journal v6 n2 p193-205 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:33:12 CIJJAN2004

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No Classroom Techniques English (Second Language) Games Language Teachers Second Language Instruction Second Language Learning Al-Issa, Ali S. M. Journal Articles Reports - Research ISSN-1513-0630 English Proposes a number of games for promoting second language learners' linguistic skills. Theses include spot the errors, order and match, match, out of the bag, the panel, and terminology square. (Author/VWL) EJ673214 Teachers Like To Play Too! (Games for English Teachers). English Teacher: An International Journal v6 n2 p206-209 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:33:12 CIJJAN2004

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No Bilingualism Foreign Countries Guarani Language Attitudes Language Usage Parent Attitudes Secondary Education Secondary School Students Spanish Student Attitudes Uncommonly Taught Languages Choi, Jinny K. Journal Articles Reports - Research Paraguay Paraguay ISSN-1367-0050 English Examines the language attitudes of parents and secondary school students who are participating in programs where both official languages of Paraguay--Spanish and Guarani--are taught. Studies the relationship between linguistic attitudes and usage. (Author/VWL) EJ673215 Language Attitudes and the Future of Bilingualism: The Case of Paraguay. International Journal of Bilingual Education and Bilingualism v6 n2 p81-94 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Linguistic Theory Second Language Learning Han, ZhaoHong Journal Articles Reports - Research ISSN-1367-0050 English Discusses major conceptual and methodological issues surrounding language fossilization. Shows that fossilization is related to various manifestations of failure in second language learning. Argues that in constructing theories of second language acquisition, fossilization remains a central issue to be confronted and explained and suggests the need to develop principled approaches to investigating it. (Author/VWL) EJ673216 Fossilisation: From Simplicity to Complexity. International Journal of Bilingual Education and Bilingualism v6 n2 p95-128 2003 2003-00-00 T 2004 7/11/2004 11:33:13 CIJJAN2004

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No Bilingual Education Bilingualism International Law Laws Native Language Instruction Scots Gaelic Uncommonly Taught Languages Smith, Rhona K. M. Information Analyses Journal Articles Opinion Papers ISSN-1367-0050 English Focuses on the legal framework supporting the development of bilingual education. Reviews minority language issues and relevant issues from international law and regional law establish the legal parameters of its promotion. Practical ramifications of this are illustrate with reference o Scottish Gaelic. (Author/VWL) EJ673217 Mother Tongue Education and the Law: A Legal Review of Bilingualism with Reference to Scottish Gaelic. International Journal of Bilingual Education and Bilingualism v6 n2 p129-145 2003 2003-00-00 T 2004 7/11/2004 11:33:13 CIJJAN2004

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No Classroom Techniques Cultural Differences English (Second Language) Second Language Instruction Second Language Learning Quiring, Dean Journal Articles Reports - Research ISSN-1056-7941 English Examines issues related to teaching in culturally diverse classrooms. Provides proactive strategies teachers and administrators can use that begin the process of sharing cultural differences and working toward creating mutually agreeable solutions. (Author/VWL) EJ673218 "They're Just Students to Me": Strategies for Addressing Cultural Differences in the School Setting. TESOL Journal v12 n2 p3-4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:13 CIJJAN2004

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No English (Second Language) Family School Relationship Foreign Countries Grade 1 Second Language Instruction Second Language Learning Story Reading Teaching Methods Akrofi, Amma Journal Articles Reports - Research Ghana Ghana ISSN-1056-7941 English Discusses how increasing access to storybooks and involving teachers and parents in home-school reading and writing partnerships has proved an effective strategy for promoting English literacy in Ghana. (Author/VWL) EJ673219 English Literacy in Ghana: The Reading Experiences of ESOL First Graders. TESOL Journal v12 n2 p7-12 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Classroom Techniques English (Second Language) Oral Language Pronunciation Pronunciation Instruction Second Language Instruction Second Language Learning Levis, John M. Grant, Linda Journal Articles Reports - Research ISSN-1056-7941 English Two language teachers offer guidance to help other English-as-a-Second-/Foreign-Language educators incorporate pronunciation activities into oral communication courses as well as other instructional settings. (Author/VWL) EJ673220 Integrating Pronunciation into ESL/EFL Classrooms. TESOL Journal v12 n2 p13-19 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:14 CIJJAN2004

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No English (Second Language) Learning Strategies Linguistics Second Language Instruction Second Language Learning Teaching Methods Schleppegrell, Mary Achugar, Mariana Journal Articles Reports - Research ISSN-1056-7941 English By closely examining how different parts of language function to shape meaning in historical texts, English as a Second or other Language students not only develop strategies to improve their reading and other linguistic skills but also achieve grade-level standards in the content area. (Author/VWL) EJ673221 Learning Language and Learning History: A Functional Linguistics Approach. TESOL Journal v12 n2 p21-27 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:14 CIJJAN2004

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No Business Communication English (Second Language) Intensive Language Courses Interdisciplinary Approach Second Language Instruction Second Language Learning Delk, Cheryl Hoger, Beth Journal Articles Reports - Research ISSN-1056-7941 English Suggests that cultural scenarios combining Intensive English program students and native English speaking students benefit both groups when linguistic and nonlinguistic information is exchanged. Discusses activities for combining English as a Second or Other Language and business communication students. (Author/VWL) EJ673222 Combining ESOL and Business Communication Students in the U.S. Classroom. TESOL Journal v12 n2 p28-32 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:14 CIJJAN2004

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No Classroom Techniques Cooperation Electronic Mail Employment Opportunities English (Second Language) Error Correction Second Language Instruction Second Language Learning Writing (Composition) Jones, Tamara Iannacone, Vince Melby-Mauer, Jean Tanner, Mark W. Journal Articles Opinion Papers ISSN-1056-7941 English The tips discussed here center around favor asking and English as a Second Language, a collaborative writing activity, e-mail assignments nd online correction, and facilitating full-time employment in TESOL (Author/VWL) EJ673223 Favor Asking and ESL: Something to Break the Routine: A Collaborative Writing Activity; Using E-Mail Assignments and Online Correction in ESL Instruction; Tips for facilitating Full-Time Employment in TESOL. TESOL Journal v12 n2 p33-42 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:14 CIJJAN2004 "Tips from the Classroom."

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No English (Second Language) Family Literacy Literacy Education Second Language Instruction Second Language Learning Red, David L. Journal Articles Reports - Research ISSN-1098-6553 English Discusses family literacy and English as a Second Language, focusing on types of family literacy programs, issues in family literacy, and future directions in family literacy. Highlights one program and lists the components of three approaches to family literacy: intervention prevention, multiple literacies, and social change. (Author/VWL) EJ673224 Family Literacy and ESL. ESL Magazine v6 n4 p10-12 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:33:15 CIJJAN2004

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No Classroom Techniques English (Second Language) Second Language Instruction Second Language Learning Vocabulary Development Nation, Paul Journal Articles Reports - Research ISSN-1098-6553 English Examines effective ways of building vocabulary among learners of English as a Second Language. Discusses using word cards, studying word parts, and using a dictionary and highlights the keyword approach. (Author/VWL) EJ673225 Effective Ways of Building Vocabulary Knowledge. ESL Magazine v6 n4 p14-15 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:33:15 CIJJAN2004

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No Classroom Techniques English (Second Language) Second Language Instruction Second Language Learning Oakes, Lee Rosenthal, Marilyn Journal Articles Reports - Research ISSN-1098-6553 English Discusses cryptograms--word puzzles that rely on a simple system of substituting one letter for another in a pre-determined pattern so that a word, phrase, or sentence becomes a puzzle--in the the English-as-a-Second/Foreign-Language classroom. (Author/VWL) EJ673226 Cryptograms in the EFL/ESL Classroom. ESL Magazine v6 n4 p22-23 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:33:15 CIJJAN2004

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No English (Second Language) Second Language Instruction Second Language Learning Schaetzel, Kirsten Journal Articles Reports - Research ISSN-1098-6553 English Focuses on ways of creating a congenial environment in English-as-a-Second/Foreign-Language classrooms. Discusses managing group work and managing teacher biases. (Author/VWL) EJ673227 Creating Congenial Classrooms. ESL Magazine v6 n4 p26-27 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:33:16 CIJJAN2004

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No Curriculum Law Schools Law Students Legal Education (Professions) Student Attitudes Teaching Methods Henderson, Bethany Rubin Journal Articles Reports - Descriptive ISSN-0022-2208 English Explores the purpose of law school and its impact on students' perceptions of professional norms. Reviews reasons for student dissatisfaction with law school and examines the current pedagogical and curricular practices. Offers suggestions to improve the relevance of legal education to the real world lawyers will encounter. (SLD) EJ673228 Asking the Lost Question: What Is the Purpose of Law School? Journal of Legal Education v53 n1 p48-79 Mar 2003 2003-00-00 T 2004 7/11/2004 11:33:16 CIJJAN2004

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No Accreditation (Institutions) Black Students Equal Education Law Schools Law Students Legal Education (Professions) Racial Discrimination Shepherd, George B. Journal Articles Reports - Descriptive American Bar Association ISSN-0022-2208 English Focuses on a major barrier to the full entry of blacks into the legal profession: the elaborate system of the American Bar Association (ABA) for accreditation of law schools. Discusses the academic racism and financial racism of the ABA accreditation system. (SLD) EJ673229 No African-American Lawyers Allowed: The Inefficient Racism of the ABA's Accreditation of Law Schools. Journal of Legal Education v53 n1 p103-56 Mar 2003 2003-00-00 T 2004 2016-11-21

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No College Admission College Applicants Dental Schools Dental Students Enrollment Student Characteristics Weaver, Richard G. Haden, N. Karl Ramanna, Satyan Valachovic, Richard W. Journal Articles Reports - Descriptive ISSN-0022-0337 English Presents findings of the annual analysis of dental school applicant numbers and characteristics conducted by the American Dental Education Association. There were 7,412 applicants to dental schools in 2001, and 57.6% were enrolled in 2001. Provides other data about applicants and admissions. (SLD) EJ673230 Applicant Analysis: 2001 Entering Class. Journal of Dental Education v67 n6 p690-709 Jun 2003 2003-00-00 T 2004 7/11/2004 11:33:16 CIJJAN2004

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No Access to Education Affirmative Action College Admission Disadvantaged Youth Economic Factors Equal Education Higher Education Low Income Groups Racial Differences Social Class Roach, Ronald Journal Articles Reports - Descriptive ISSN-0742-0277 English Discusses class-based, or economic, affirmative action, touted by the Bush administration as a race-neutral alternative to race-conscious affirmative action in college admissions. Explores whether such policies will result in fewer minority admissions and considers the "fairness" of the approach. (SLD) EJ673231 Class-Based Affirmative Action. Black Issues in Higher Education v20 n9 p22-26 Jun 19 2003 2003-00-00 N/A 2004 7/11/2004 11:33:17 CIJJAN2004

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No Citizenship Education College Role Democracy Futures (of Society) Higher Education Institutional Mission Sullivan, William M. Journal Articles Reports - Descriptive English Discusses the future of higher education and the role of the university as a critical participant in the democratic public sphere. Advocates a civic perspective that can provide educational leaders with the direction for developing a democratic and reflective public. (SLD) EJ673232 The University as Citizen: Institutional Identity and Social Responsibility. A Special Report. Civic Arts Review v16 n1 p4-16 Spr 2003 2003-00-00 The Arneson Institute for Practical Politics and Public Affairs at Ohio Wesleyan University, Delaware, OH 43015. N/A 2004 7/11/2004 11:33:17 CIJJAN2004 Originally published by the Council of Public Policy Education.

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No Curriculum Development Experimental Curriculum Higher Education Jazz Music Education Sarath, Ed Journal Articles Reports - Descriptive Contemplation University of Michigan ISSN-0742-5627 English Describes the design and advocacy of the Bachelor of Fine Arts in Jazz and Contemplative Studies curriculum at the University of Michigan School of Music. Considers issues, such as the structure of the curriculum, the reconciliation of contemplative studies and conventional notions of academic rigor, avoidance of possible conflicts between church and state, and other challenges encountered in gaining support for the plan. (EV) EJ673233 Meditation in Higher Education: The Next Wave? Innovative Higher Education v27 n4 p215-33 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Doctoral Programs Education Majors Graduate Students Student Development Reybold, L. Earle Journal Articles Reports - Research New Faculty Identity Formation ISSN-0742-5627 English Examined the development of initial faculty identities of doctoral students in education as they transitioned to the professorate. Identified five archetypal pathways to the professorate: anointed, pilgrim, visionary, philosopher, and drifter. (EV) EJ673234 Pathways to the Professorate: The Development of Faculty Identity in Education. Innovative Higher Education v27 n4 p235-52 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Gender Issues Higher Education Women Administrators Women Faculty Gerdes, Eugenia Proctor Journal Articles Reports - Research Advice Giving ISSN-0742-5627 English Distributed an open-ended question, requesting advice for women students and women beginning careers in higher education, to senior women faculty and administrators who began their careers around 1970. Categorized advice as background information, cautions, facts of life, life choices, coping strategies, or personal wisdom. Overall, respondents exhibited optimism about women's progress. (EV) EJ673235 Do It Your Way: Advice from Senior Academic Women. Innovative Higher Education v27 n4 p253-75 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Diversity (Institutional) Educational Environment Higher Education Institutional Research Research Methodology Single Sex Colleges Womens Education Langdon, Emily A. Giovengo, Annette L. Journal Articles Reports - Descriptive Chatham College PA ISSN-0271-0579 English Outlines the history of women's colleges and concludes with a case study of institutional assessment at Chatham College that provides insights for research and analysis. (EV) EJ673236 Survey and Assessment in Women's Colleges: An Issue of Context. New Directions for Institutional Research n118 p7-26 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Black Colleges Diversity (Institutional) Educational Environment Higher Education Institutional Research Research Methodology Self Evaluation (Groups) Brown, M. Christopher, II Journal Articles Reports - Descriptive Fallacies ISSN-0271-0579 English Delineates the disparate aspects of internal and external assessments and dispels many common fallacies about historically black colleges and universities. (EV) EJ673237 Emics and Etics of Researching Black Colleges: Applying Facts and Avoiding Fallacies. New Directions for Institutional Research n118 p27-40 Sum 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture College Outcomes Assessment Diversity (Institutional) Educational Environment Higher Education Institutional Research Research Methodology Tribally Controlled Education Ortiz, Anna M. Boyer, Paul Journal Articles Reports - Descriptive ISSN-0271-0579 English Explores how the unique culture and traditions of Native American communities affect college student outcomes and attendance patterns. Emphasizes that the interpretation of assessment and accountability mechanisms needs to account for these contextual issues. (EV) EJ673238 Student Assessment in Tribal Colleges. New Directions for Institutional Research n118 p41-49 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:18 CIJJAN2004 Theme issue titled "Studying Diverse Institutions: Contexts, Challenges, and Considerations," edited by M. Christopher Brown, II and Jason E. Lane.

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No College Outcomes Assessment Community Colleges Diversity (Institutional) Educational Environment Higher Education Institutional Evaluation Institutional Research Lane, Jason E. Journal Articles Reports - Descriptive ISSN-0271-0579 English Discusses how diversity of mission, student intent, and student demographics should influence state- and institution-level assessment and evaluation of community colleges. (EV) EJ673239 Studying Community Colleges and Their Students: Context and Research Issues. New Directions for Institutional Research n118 p51-67 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:19 CIJJAN2004 Theme issue titled "Studying Diverse Institutions: Contexts, Challenges, and Considerations," edited by M. Christopher Brown, II and Jason E. Lane.

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No Distance Education Diversity (Institutional) Educational Environment Higher Education Institutional Research Research Methodology Virtual Classrooms Kinser, Kevin Journal Articles Reports - Descriptive ISSN-0271-0579 English Asserts that the dynamic nature of virtual classrooms presents numerous challenges to assessment and interpretation. Provides an overview of these challenges and sets forth general measures to guide research. (EV) EJ673240 Diversity within the Virtual Classroom. New Directions for Institutional Research n118 p69-77 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:19 CIJJAN2004 Theme issue titled "Studying Diverse Institutions: Contexts, Challenges, and Considerations," edited by M. Christopher Brown, II and Jason E. Lane.

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No Diversity (Institutional) Educational Environment Higher Education Institutional Evaluation Institutional Research Military Schools Research Methodology Forest, James J. F. Journal Articles Reports - Descriptive Military Academy (West Point) NY ISSN-0271-0579 English An overview of the U.S. service academies is followed by a discussion of contextual dimensions that provide a framework for understanding the success of West Point's recent curricular and assessment initiatives. Some challenges for the service academies in the 21st century are noted, and suggestions are offered for further research on these institutions. (EV) EJ673241 Service Academies of the United States: Issues of Context, Curriculum, and Assessment. New Directions for Institutional Research n118 p79-103 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Diversity (Institutional) Educational Environment Higher Education Institutional Research Research Methodology Lane, Jason E. Brown, M. Christopher, II Journal Articles Reports - Evaluative ISSN-0271-0579 English Summarizes characteristics of the higher education landscape and provides an overview of considerations of common interest to institutional researchers at colleges and universities serving diverse populations. (EV) EJ673242 Looking Backward To See Ahead: Implications for Research, Policy, and Practice. New Directions for Institutional Research n118 p105-11 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:19 CIJJAN2004 Theme issue titled "Studying Diverse Institutions: Contexts, Challenges, and Considerations," edited by M. Christopher Brown, II and Jason E. Lane.

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No Biculturalism Career Development College Faculty Diversity (Faculty) Faculty College Relationship Higher Education Minority Group Teachers Sadao, Kathleen C. Journal Articles Reports - Research ISSN-0162-5748 English This qualitative study examined the career histories of 19 faculty of color from a research university in the western United States and analyzed the variables influencing their career choices and success in academe. It offers a model of the development of bicultural skills in successful faculty. (Author/EV) EJ673243 Living in Two Worlds: Success and the Bicultural Faculty of Color. Review of Higher Education v26 n4 p397-418 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:20 CIJJAN2004

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No Departments Educational Change Feminism Feminist Criticism Higher Education Intellectual Disciplines Women Faculty Safarik, Lynn Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0162-5748 English Using a feminist poststructuralist perspective, investigated academic feminism as a case of transformation in higher education. Used narrative analysis to examine the transformative role of feminist scholarship in the contexts of disciplines, departments, and the university, illustrated by the life histories of nine diverse feminists and their perceptions of transformation in sociohistoric, generational, and multiple structural contexts. (Author/EV) EJ673244 Feminist Transformation in Higher Education: Discipline, Structure, and Institution. Review of Higher Education v26 n4 p419-45 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:20 CIJJAN2004 Earlier version presented at the conference of the American Educational Research Association (Seattle, WA, April 2001).

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No Case Studies College Faculty Cooperation Epistemology Higher Education Research Creamer, Elizabeth G. Journal Articles Reports - Research ISSN-0162-5748 English Case studies of long-term collaborators were used to test the links between inquiry paradigm or worldview and the practical aspects of the conduct of scholarly inquiry. Findings revealed that differences in ontological and epistemological assumptions do not always translate into practical differences in collaboration, while those who share the same inquiry paradigm can also have substantial differences in working methods. Concludes that multiple models exist of effective collaboration. (Author/EV) EJ673245 Exploring the Link between Inquiry Paradigm and the Process of Collaboration. Review of Higher Education v26 n4 p447-65 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:20 CIJJAN2004

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No Attitudes Citizenship Education College Students Community Leaders Higher Education Public Officials School Community Relationship Service Learning Brisbin, Richard A., Jr. Hunter, Susan Journal Articles Reports - Research ISSN-0162-5748 English Examined the linkage between experiential educational programs that emphasize civic engagement and the activities of local governmental and nonprofit organizations. While leaders of governments and organizations have only irregular contacts with higher education programs that might encourage civic engagement, and leaders perceive a diverse range of benefits and costs associated with student service, they perceive that students' involvement in collective organizations can meaningfully change their sense of civic engagement. (Author/EV) EJ673246 Community Leaders' Perceptions of University and College Efforts To Encourage Civic Engagement. Review of Higher Education v26 n4 p467-86 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:20 CIJJAN2004

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No Criticism Cultural Context Cultural Pluralism Higher Education History Scholarship Osei-Kofi, Nana Journal Articles Speeches/Meeting Papers Master Narratives ISSN-0162-5748 English The literature on diversity in higher education spans a broad range of issues. However, while broad in range, contemporary scholarship on diversity in higher education often suffers from a view of diversity that is ahistorical and acontextual. Through a critique of a study by Wolf-Wendel, Toma, and Morphew (2001), aims to demonstrate how ahistorical and acontexual approaches to diversity perpetuate powerful mythical master narratives that uphold the status quo. (Author/EV) EJ673247 Whose "I/Eye" Counts?: The Reproduction of Mythical Master Narratives. Review of Higher Education v26 n4 p487-96 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Athletics Cultural Context Cultural Pluralism Higher Education Scholarship Student Diversity Morphew, Christopher C. Wolf-Wendel, Lisa E. Toma, J. Douglas Journal Articles Opinion Papers ISSN-0162-5748 English This paper responds to a rejoinder written about the article, "There Is No 'I' in Team," published in the "Review" in 2001. It agrees with the rejoinder's author that it is important to consider the historical and social contexts of athletics when looking at it as a model for diversity. Nonetheless, it continues to maintain that those in athletics can teach something about working with individuals from different backgrounds. (Author/EV) EJ673248 A Response to the Rejoinder. Review of Higher Education v26 n4 p497-501 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:21 CIJJAN2004 For related article, see HE 545 428.

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No Academic Standards Accreditation (Institutions) Educational Assessment Educational Quality Higher Education Vaughn, John Journal Articles Speeches/Meeting Papers National Research Council Ranking Association of American Universities ISSN-0379-7724 English Discusses five aspects of higher education assessment: institutional and program accreditation, commercial rankings, the National Research Council's effort to assess research doctorate programs, the Association of American Universities' (AAU) revised membership policy and its evaluation component, and an AAU project seeking to develop better measures of university quality. (EV) EJ673249 Accreditation, Commercial Rankings, and New Approaches to Assessing the Quality of University Research and Education Programmes in the United States. Higher Education in Europe v27 n4 p433-41 2002 2002-00-00 T 2004 2016-11-23

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No Academic Standards Accreditation (Institutions) Educational Assessment Educational Quality Higher Education Clarke, Marguerite Journal Articles Speeches/Meeting Papers Ranking ISSN-0379-7724 English While rankings are a popular method for comparing the relative quality of higher education institutions, there is much confusion and debate over which indicators to use and how to present the information in ranked format. This article offers some guidelines in both areas as well as questions to consider at each stage of the ranking process. (Author) EJ673250 Some Guidelines for Academic Quality Rankings. Higher Education in Europe v27 n4 p443-59 2002 2002-00-00 T 2004 2016-11-21

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No Academic Standards Accreditation (Institutions) Educational Assessment Educational Quality Higher Education Models Merisotis, Jamie P. Journal Articles Speeches/Meeting Papers Ranking ISSN-0379-7724 English Drawing on an international roundtable, presents summary principles to establish a typology of different countries' ranking of higher education institutions. The principles are intended to be of assistance in future discussions about the different benefits and limitations of ranking and league table systems. (EV) EJ673251 Summary Report of the Invitational Roundtable on Statistical Indicators for the Quality Assessment of Higher/Tertiary Education Institutions: Ranking and League Table Methodologies. Higher Education in Europe v27 n4 p475-80 2002 2002-00-00 T 2004 2016-11-21

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No Academic Standards Accreditation (Institutions) Distance Education Educational Assessment Educational Quality Higher Education Nontraditional Education Virtual Universities Capogrossi, Douglass Journal Articles Reports - Descriptive Ranking ISSN-0379-7724 English Sketches a set of standards that non-traditional higher education providers should uphold so that they provide a high-quality education without having to adopt characteristics of classical universities that detract from their non-traditional innovations. (EV) EJ673252 The Assurance of Academic Excellence among Non-Traditional Universities. Higher Education in Europe v27 n4 p481-90 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Higher Education Organizational Change Organizational Theories Prestige Selective Colleges Morphew, Christopher C. Huisman, Jeroen Journal Articles Reports - Evaluative ISSN-0379-7724 English Examines patterns of academic drift (a drift toward the structure and norms typical of more prestigious universities) in multiple higher education systems and tests the concept of "isomorphism in organizational fields" as discussed in institutional theory. Argues that the theoretical framework provided by institutional theory presents a useful lens through which to examine and explain why academic drift occurs in higher education systems. (EV) EJ673253 Using Institutional Theory To Reframe Research on Academic Drift. Higher Education in Europe v27 n4 p491-506 2002 2002-00-00 T 2004 7/11/2004 11:33:22 CIJJAN2004

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No Competition Education Work Relationship Educational Trends Futures (of Society) Higher Education Interdisciplinary Approach Legal Education (Professions) Online Courses Daly, Mary C. Journal Articles Reports - Evaluative ISSN-0022-2208 English Discusses challenges facing the legal profession: the increasing importance of a law school's identity as national, regional, or local to graduates' career trajectories; disjunction between the legal academy and the profession; the threat to local and regional law schools' economic viability from online education; and emergence of new types of competitors from the blurring of boundaries between the law and other disciplines. (EV) EJ673254 The Structure of Legal Education and the Legal Profession, Multidisciplinary Practice, Competition, and Globalization. Journal of Legal Education v52 n4 p480-90 Dec 2002 2002-00-00 T 2004 7/11/2004 11:33:22 CIJJAN2004 Special section titled "Out-of-the-Box Dialogs."

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No College Environment Cultural Pluralism Educational Change Higher Education Law Schools Legal Education (Professions) Student College Relationship Student Diversity Reynoso, Cruz Amron, Cory Journal Articles Reports - Evaluative ISSN-0022-2208 English Asserts that the diversity that law schools strive for today must envision much more than a student body that adequately reflects the larger community: the next step must involve the embrace of structural, curricular, and pedagogical innovation. Attention should be focused on the quality of interactions once minority groups are inside the institution. (EV) EJ673255 Diversity in Legal Education: A Broader View, a Deeper Commitment. Journal of Legal Education v52 n4 p491-505 Dec 2002 2002-00-00 T 2004 7/11/2004 11:33:23 CIJJAN2004 Special section titled "Out-of-the-Box Dialogs."

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No Computer Uses in Education Educational Change Educational Trends Higher Education Information Technology Legal Education (Professions) Martin, Peter W. Journal Articles Reports - Evaluative ISSN-0022-2208 English This position paper on information technology use in legal education undertakes a brief review of some of the more prominent opportunities, impediments to change flowing from limited notions of institutional role and from structural features that limit the capacity to change, and likely consequences of inertia. (EV) EJ673256 Information Technology and U.S. Legal Education: Opportunities, Challenges, and Threats. Journal of Legal Education v52 n4 p506-15 Dec 2002 2002-00-00 T 2004 7/11/2004 11:33:23 CIJJAN2004 Special section titled "Out-of-the-Box Dialogs."

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No Costs Educational Finance Higher Education Legal Education (Professions) Paying for College State Aid Tuition Sebert, John A. Journal Articles Reports - Evaluative ISSN-0022-2208 English Discusses developments in the financing of legal education, such as sharp tuition increases, program expenditure increases, reduction in state support, and increased student borrowing and debt. Explores actions that law schools are taking or might consider to counter their negative impact. (EV) EJ673257 The Cost and Financing of Legal Education. Journal of Legal Education v52 n4 p516-27 Dec 2002 2002-00-00 T 2004 7/11/2004 11:33:23 CIJJAN2004 Special section titled "Out-of-the-Box Dialogs."

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No Accountability Computer Uses in Education Educational Trends Efficiency Governance Higher Education Law Schools Legal Education (Professions) Lahey, John L. Griffith, Janice C. Journal Articles Reports - Descriptive ISSN-0022-2208 English Discusses the impact of trends in higher education regarding increasing demands for accountability, greater financial efficiency, increasing use of technology, and changes in organization and governance. Discusses the implications for law schools. (EV) EJ673258 Recent Trends in Higher Education: Accountability, Efficiency, Technology, and Governance. Journal of Legal Education v52 n4 p528-39 Dec 2002 2002-00-00 T 2004 7/11/2004 11:33:23 CIJJAN2004

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No Career Choice College Role Education Work Relationship Higher Education Liberal Arts Student Development Undergraduate Study Lagemann, Ellen Condliffe Journal Articles Opinion Papers Speeches/Meeting Papers Vocational Identity ISSN-0024-1822 English Asserts that a sense of vocation implies knowing one's self, one's beliefs and values, and one's position in the world. Suggests that a central goal of contemporary undergraduate education should be to cultivate an initial sense of vocation. (EV) EJ673259 The Challenge of Liberal Education: Past, Present, and Future. Liberal Education v89 n2 p6-13 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Role Citizenship Civil Liberties Higher Education Political Issues Sassen, Saskia Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-0024-1822 English Explores how the complexity of citizenship provides a lens through which one might view such issues as globalization, human rights, and the relation between nation states and citizens. (EV) EJ673260 Citizenship Destabilized. Liberal Education v89 n2 p14-21 Spr 2003 2003-00-00 T 2004 7/11/2004 11:33:24 CIJJAN2004 Special section titled "The Courage To Question: Liberal Education for the 21st Century." Excerpted from a lecture at the pre-conference symposium of the 2003 Annual Meeting of the AAC&U.

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No Change Strategies College Administration Educational Finance Educational Trends Higher Education State Aid Strategic Planning Marcy, Mary Guskin, Alan Journal Articles Reports - Evaluative ISSN-0024-1822 English Presents thinking from the Project on the Future of Higher Education on the economic climate for higher education and the possibilities of a transformative, rather than "muddling through," approach to offering a hopeful future for the quality of faculty work life and for meaningful student learning. (EV) EJ673261 Project on the Future of Higher Education: Teaching and Learning in a Climate of Restricted Resources. Liberal Education v89 n2 p22-29 Spr 2003 2003-00-00 T 2004 7/11/2004 11:33:24 CIJJAN2004 Special section titled "The Courage To Question: Liberal Education for the 21st Century."

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No Criticism Higher Education Politics of Education United States History Foner, Eric Journal Articles Opinion Papers Speeches/Meeting Papers September 11 Terrorist Attacks 2001 ISSN-0024-1822 English Explores why, following September 11, historical education should provide a framework that eschews pronouncements about our own superiority and prompts greater self-consciousness among Americans and greater knowledge of those arrayed against us. (EV) EJ673262 Rethinking American History in a Post-9/11 World. Liberal Education v89 n2 p30-37 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation High Schools Higher Education Interdisciplinary Approach Secondary Education Rhodes, Terry L. Journal Articles Reports - Descriptive Portland State University OR ISSN-0024-1822 English Asserting that collaboration between high schools and universities involves the coordination of their shared learning outcomes, describes how Portland State University has incorporated a collaborative program into its University Studies curriculum. Faculty work with high school teachers to expand the university's interdisciplinary inquiry course to local high schools. (EV) EJ673263 Connecting High School and University for Student Learning. Liberal Education v89 n2 p38-40 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards College School Cooperation Education Work Relationship Educational Needs Employer Attitudes Employment Qualifications Higher Education Job Skills Jones, Roberts T. Journal Articles Reports - Descriptive ISSN-0024-1822 English Describes the expectations held by employers for graduates in a world of global competition and rapid change, and discusses why preparation for work and for higher education now require the same academic standards. (EV) EJ673264 What Employers Expect of Education. Liberal Education v89 n2 p41-43 Spr 2003 2003-00-00 T 2004 7/11/2004 11:33:25 CIJJAN2004 Special section titled "Greater Expectations: High School/College Connections."

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No College School Cooperation Educational Improvement Educational Policy Elementary Secondary Education Higher Education School Business Relationship State Programs Oliver, Katharine M. Journal Articles Reports - Descriptive Maryland Maryland ISSN-0024-1822 English Describes specific K-12 policy initiatives of the State Board of Education, fiscal support from the government, and partnerships with the business community and higher education that are aligning and improving student learning outcomes in Maryland at all levels of education. (EV) EJ673265 Improving Student Learning on All Levels in Maryland. Liberal Education v89 n2 p43-45 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education College Role Economic Climate Higher Education Liberal Arts Relevance (Education) Harrington, L. Katharine Journal Articles Opinion Papers ISSN-0024-1822 English Asserts that the moral imperative for higher education is to prepare citizen-leaders for society. Suggests that this imperative must respond to the challenges of relevance and economics that confront higher education today. (EV) EJ673266 To Seek a Newer World: Revitalizing Liberal Education for the 21st Century. Liberal Education v89 n2 p46-51 Spr 2003 2003-00-00 T 2004 7/11/2004 11:33:25 CIJJAN2004

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No Change Strategies Educational Improvement Educational Innovation Higher Education Bassis, Michael S. Journal Articles Opinion Papers ISSN-0024-1822 English Offers six lessons learned from intentionally innovative colleges as guideposts for change for institutions striving to attain increased effectiveness and efficiency: create a self-fulfilling prophecy; cultivate the whole, not just the parts; build a culture of engagement; honor experiential learning; sell hard; and find a subsidy or innovate again. (EV) EJ673267 Lessons from the Edge: What We Can Learn from Colleges that Have Broken the Rules. Liberal Education v89 n2 p52-57 Spr 2003 2003-00-00 T 2004 7/11/2004 11:33:26 CIJJAN2004

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No College Curriculum College Instruction Computer Uses in Education Educational Change Higher Education Information Technology Watts, Margit Misangyi Journal Articles Opinion Papers Catalysts ISSN-0271-0633 English The issue editor introduces the various components of this volume to the reader by looking at the new communication technologies in light of cultural change. Addresses some of the implications of technologies for teaching and learning, viewing technology as a catalyst to improving educational practice. (EV) EJ673268 Introduction: Technology as Catalyst. New Directions for Teaching and Learning n94 p3-12 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Curriculum College Instruction Computer Uses in Education Educational Change Higher Education Information Technology Metaphors Taniguchi, Megumi I. Journal Articles Opinion Papers ISSN-0271-0633 English Approaches the metaphors that have been constructed for technology with an eye to how they may be rethought for students, asserting that redefinition of metaphors is vital to taking the distance out of education. (EV) EJ673269 Internet Metaphors Matter. New Directions for Teaching and Learning n94 p13-21 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:26 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No College Libraries Computer Uses in Education Educational Change Higher Education Information Technology Hensley, Randy Burke Journal Articles Opinion Papers ISSN-0271-0633 English Suggests that the library has morphed into a new "place," one that has been enhanced by technology in a manner transcending just new databases and actually informing new educational practice. (EV) EJ673270 Technology as Environment: From Collections to Connections. New Directions for Teaching and Learning n94 p23-30 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:26 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No Computer Uses in Education Educational Trends Futures (of Society) Higher Education Information Technology Interviews Watts, Margit Misangyi Journal Articles Opinion Papers ISSN-0271-0633 English Describes an interview with the editor of the technology-oriented "Wired" magazine which addressed his thoughts on technology's role in society and its implications for education. (EV) EJ673271 Interlude: A Conversation with Kevin Kelly, Editor of "Wired" Magazine. New Directions for Teaching and Learning n94 p31-36 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:27 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No College Curriculum College Instruction Computer Uses in Education Educational Change Educational Trends Higher Education Information Technology Maid, Barry M. Journal Articles Opinion Papers ISSN-0271-0633 English Addresses what technology will do for higher education and what it cannot do. Advocates realism about its ability to make profits and improve pedagogical practice. (EV) EJ673272 No Magic Answers. New Directions for Teaching and Learning n94 p37-43 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:27 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No College Curriculum College Instruction Computer Uses in Education Educational Change Educational Trends Higher Education Information Technology Personal Narratives Philosophy Cooper, Wesley Journal Articles Opinion Papers ISSN-0271-0633 English Offers a personal account of how one philosophy professor was lured into the use of the new communication technologies in his teaching. (EV) EJ673273 A MOOcentric Perspective on Education and Information Technology. New Directions for Teaching and Learning n94 p45-49 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:27 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No Case Studies College Curriculum College Instruction Computer Uses in Education Distance Education Educational Change Educational Trends Higher Education Information Technology Romanoff, Stephen J. Journal Articles Reports - Research University of Hawaii Manoa University of Southern Maine ISSN-0271-0633 English Presents a case study of two classes that created a community of learners across the expanse of the North American continent and the Pacific Ocean. Participants in the Russell Scholars Program of the University of Southern Maine and the Rainbow Advantage Program of the University of Hawaii at Manoa collaborated on a traveling art exhibit entitled "Celebrations: Windows into Culture." (EV) EJ673274 A Case Study: Linking Students across Geographical and Cultural Distances. New Directions for Teaching and Learning n94 p51-59 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Curriculum College Instruction Computer Uses in Education Educational Change Higher Education Information Technology Service Learning Watts, Margit Misangyi Journal Articles Opinion Papers ISSN-0271-0633 English Using the example of an online service learning course, makes a case for the inclusion of service learning in higher education and the ability to do so seamlessly by using new communication technologies. (EV) EJ673275 Passion for Learning, Passion for Life. New Directions for Teaching and Learning n94 p61-67 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:28 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No Computer Uses in Education Educational Trends Futures (of Society) Higher Education Information Technology Virtual Reality Watts, Margit Misangyi Journal Articles Opinion Papers ISSN-0271-0633 English Describes a discussion with Howard Rheingold, one of the founders of an asynchronous online community, about technology, virtual communities, and the future. (EV) EJ673276 Interlude: A Conversation with Howard Rheingold, Founder of the Well, an Online Community. New Directions for Teaching and Learning n94 p69-74 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:28 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No Computer Uses in Education Educational Change Higher Education Information Technology Writing Instruction Bertsch, Michael Journal Articles Opinion Papers Immersion Instructional Model ISSN-0271-0633 English Explains why and how the teaching of writing can be enhanced by using a text immersion method in which students master the machines of information as a consequence of learning to read and write. (EV) EJ673277 The Shallow End of Cyberspace. New Directions for Teaching and Learning n94 p75-81 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Instruction Computer Uses in Education Discussion (Teaching Technique) Distance Education Educational Trends Higher Education Information Technology Internet Cooper, Wesley Journal Articles Opinion Papers Socratic Method ISSN-0271-0633 English Describes the use of learning cells to facilitate Socratic-like discussion and discusses how they can be adapted to the Internet. (EV) EJ673278 Cyberphilosophy, Learning Cells, and Distance Education. New Directions for Teaching and Learning n94 p83-87 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Curriculum College Instruction Computer Uses in Education Educational Trends Experiential Learning Higher Education Information Technology Wolsk, David Journal Articles Opinion Papers ISSN-0271-0633 English Explores the crucial importance of experience to making meaning. Asserts that much of pedagogy functions backwards by starting with textbooks and theory and then moving to "real world" experience. (EV) EJ673279 Experiential Knowledge. New Directions for Teaching and Learning n94 p89-95 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:29 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No College Curriculum College Instruction Computer Uses in Education Distance Education Educational Philosophy Educational Trends Higher Education Information Technology Watts, Margit Misangyi Journal Articles Opinion Papers ISSN-0271-0633 English This concluding chapter offers thoughts about educational philosophy and how higher education might view technology as it moves between the seemingly paradoxical ideas of making the academic experience more user-friendly and making distance education available to the masses. (EV) EJ673280 Taking the Distance out of Education. New Directions for Teaching and Learning n94 p97-103 Sum 2003 2003-00-00 T 2004 7/11/2004 11:33:29 CIJJAN2004 Theme issue titled "Technology: Taking the Distance out of Learning," edited by Margit Misangyi Watts.

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No Higher Education Incentives Response Rates (Questionnaires) Student Surveys Porter, Stephen R. Whitcomb, Michael E. Journal Articles Reports - Research ISSN-0361-0365 English A controlled experiment tested the effects of lottery incentives using a prospective college applicant Web survey, with emails sent to more than 9,000 high school students. Found minimal effect of postpaid incentives for increasing levels of incentive. (EV) EJ673281 The Impact of Lottery Incentives on Student Survey Response Rates. Research in Higher Education v44 n4 p389-407 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:29 CIJJAN2004

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No Higher Education Incentives Mail Surveys Response Rates (Questionnaires) Student Surveys Sax, Linda J. Gilmartin, Shannon K. Bryant, Alyssa N. Journal Articles Reports - Research Nonresponse Bias ISSN-0361-0365 English Examined response rates and nonresponse bias across four groups administered the survey "Your First College Year": paper only, paper with Web option, Web only with response incentive, and Web only without response incentive. Found that response rates vary by mode of administration; moreover, predictors of response differed by administration group. (EV) EJ673282 Assessing Response Rates and Nonresponse Bias in Web and Paper Surveys. Research in Higher Education v44 n4 p409-32 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence College Attendance Dropout Research First Generation College Students Longitudinal Studies Student Attrition Ishitani, Terry T. Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0361-0365 English Investigated longitudinal effects of being a first-generation college student on attrition. Results indicated that first-generation students were more likely to depart than their counterparts over time. After controlling for factors such as race, gender, high school grade point average (GPA), and family income, the risk of attrition was 71 percent higher. (EV) EJ673283 A Longitudinal Approach to Assessing Attrition Behavior among First-Generation Students: Time-Varying Effects of Pre-College Characteristics. Research in Higher Education v44 n4 p433-49 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:30 CIJJAN2004 Earlier version presented at the Annual Conference of the Indiana Association for Institutional Research (16th, Nashville, TN, March 29, 2002).

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No Bachelors Degrees Education Work Relationship Higher Education Salaries Salary Wage Differentials Perna, Laura W. Journal Articles Reports - Research ISSN-0361-0365 English Uses data from the 1992 follow-up to the High School and Beyond longitudinal study to identify the percentage of the observed earnings premium attributable to a bachelor's degree, extent to which this percentage varies based on characteristics taken into account in the analyses (e.g., ability, job tenure and experience, industry, and occupation), and extent to which this percentage varies based on sex, race, and socioeconomic status. (EV) EJ673284 The Private Benefits of Higher Education: An Examination of the Earnings Premium. Research in Higher Education v44 n4 p451-72 Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:30 CIJJAN2004

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No Graduate Students Higher Education Mentors Selection Test Construction Test Validity Rose, Gail L. Journal Articles Reports - Research Protege Mentor Relationship ISSN-0361-0365 English Developed and validated the Ideal Mentor Scale (IMS), a new measure designed to help graduate students consider the qualities they as individuals most value in a potential mentor. Found that two universal qualities were central to students' definitions of a mentor: communication skills and provision of feedback. Three individual differences dimensions underlaid students' importance ratings of mentor attributes: integrity, guidance, and relationship. (EV) EJ673285 Enhancement of Mentor Selection Using the Ideal Mentor Scale. Research in Higher Education v44 n4 p473-94 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Participation Citizenship Education Higher Education Public Service School Community Relationship Service Learning Musil, Caryn McTighe Journal Articles Opinion Papers ISSN-1541-1389 English Explores the possibility of creating an integrated, intentional approach to service learning and civic engagement in higher education, rather than the "helter-skelter" approach that is currently common. Discusses different faces/phases of academic citizenship. (EV) EJ673286 Educating for Citizenship. Peer Review v5 n3 p4-8 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 7/11/2004 11:33:31 CIJJAN2004

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No Citizen Participation Citizenship Education College Faculty Higher Education Public Service School Community Relationship Service Learning Zlotkowski, Edward Williams, Dilafruz Journal Articles Opinion Papers Portland State University OR ISSN-1541-1389 English Discusses why liberal and professional education must be reinvented to include socially responsive knowledge as a key component of every college student's education. Describes faculty attitudes toward civic engagement and faculty initiatives at Portland State University. (EV) EJ673287 The Faculty Role in Civic Engagement. Peer Review v5 n3 p9-11 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 2016-11-21

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No Case Studies Citizen Participation Citizenship Education Higher Education Program Descriptions Public Service School Community Relationship Service Learning Cone, Richard Journal Articles Reports - Descriptive University of Southern California ISSN-1541-1389 English Examines the effectiveness of service learning as a pedagogy through a case study of one of the oldest continuously operating service learning programs, the Joint Educational Project at the University of Southern California. (EV) EJ673288 Service-Learning and Civic Education: Challenging Assumptions. Peer Review v5 n3 p12-15 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 2016-11-21

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No Citizen Participation Citizenship Education Community Development Higher Education Public Service School Community Relationship Service Learning Trostle, James Hersh, Richard H. Journal Articles Reports - Descriptive Trinity College CT ISSN-1541-1389 English Describes the community involvement and redevelopment efforts of Trinity College in Hartford, Connecticut, including the implications for curriculum, the importance of evaluation, and the need to institutionalize such efforts. (EV) EJ673289 Lessons from a College Promoting Civic Engagement. Peer Review v5 n3 p16-19 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 2016-11-21

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No Citizen Participation Citizenship Education Critical Pedagogy Higher Education Participatory Research Public Service School Community Relationship Service Learning Calderon, Jose Journal Articles Reports - Descriptive Pitzer College CA ISSN-1541-1389 English Describes initiatives in community-based participatory research by students at Pitzer College, such as the creation of the Pomona Day Labor Center and the school's Center for California Cultural and Social Issues. (EV) EJ673290 Partnership in Teaching and Learning: Combining the Practice of Critical Pedagogy with Civic Engagement and Diversity. Peer Review v5 n3 p22-24 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 2016-11-21

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No Citizen Participation Citizenship Education Higher Education Liberal Arts Public Service School Community Relationship Service Learning Rhoads, Robert A. Journal Articles Opinion Papers ISSN-1541-1389 English Asserts that juxtaposing traditional notions of liberal education with emerging views of civic engagement, captured most forcefully by the service learning movement, reveals common themes rooted in a democratic vision of society and the power of education to advance citizenship. (EV) EJ673291 How Civic Engagement Is Reframing Liberal Education. Peer Review v5 n3 p25-28 Spr 2003 2003-00-00 Association of American Colleges and Universities, 1818 R St., N.W., Washington, DC 20009. Tel: 202-387-3760; Web site: http://www.aacu.org. T 2004 7/11/2004 11:33:32 CIJJAN2004

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No College Administration Educational Innovation Financial Problems Higher Education Organizational Change Guskin, Alan E. Marcy, Mary B. Guides - Non-Classroom Journal Articles ISSN-0009-1383 English Discusses how dire, long-term financial pressures for both public and private colleges and universities could lead to a fundamental restructuring of their organizational and learning systems around the most promising innovations in teaching and learning. Offers three organizing principles and seven transformative actions. (EV) EJ673292 Dealing with the Future Now: Principles for Creating a Vital Campus in a Climate of Restricted Resources. Change v35 n4 p10-21 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:32 CIJJAN2004

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No Computer Uses in Education Cost Effectiveness Course Organization Higher Education Information Technology Introductory Courses Program Descriptions Twigg, Carol A. Guides - Non-Classroom Journal Articles ISSN-0009-1383 English Discusses 30 institutions participating in a program exploring how large-enrollment introductory courses can be redesigned using technology to extend access to a new population of students without trading quality for cost savings. (EV) EJ673293 Improving Quality and Reducing Cost: Designs for Effective Learning. Change v35 n4 p22-29 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:32 CIJJAN2004

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No Access to Education College Administration Educational Quality Higher Education Organizational Change Gumport, Patricia J. Zemsky, Robert Journal Articles ISSN-0009-1383 English Explores why, as the higher education community shifts its focus from "access" to "access to what?," new maps--language and conceptions--are needed to help institutional leaders and policymakers update what is known about institutional structures and practices. (EV) EJ673294 Drawing New Maps for a Changing Enterprise. Change v35 n4 p30-35 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:33 CIJJAN2004

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No Higher Education Learning Processes Learning Theories Retention (Psychology) Transfer of Training Halpern, Diane F. Hakel, Milton D. Guides - Non-Classroom Journal Articles ISSN-0009-1383 English Discusses why experts from different areas of the learning sciences conclude that higher education's primary goals--enhancing long-term retention and the transfer of knowledge--depend on educators applying tested principles drawn from what is now known about human learning. Describes some of these principles. (EV) EJ673295 Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer. Change v35 n4 p36-41 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:33 CIJJAN2004

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No College Credits High School Students Higher Education Minority Groups Nontraditional Students Hoffman, Nancy Journal Articles Reports - Descriptive ISSN-0009-1383 English Discusses why an explosion of options for students to earn college credit while still in high school underscores the progress in creating a seamless K-16 educational system and demonstrates that academic challenges provided by college-level courses can be an inspiration, not a barrier. (EV) EJ673296 College Credit in High School: Increasing College Attainment Rates for Underrepresented Students. Change v35 n4 p42-48 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:33 CIJJAN2004

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No College Administration College Presidents Educational Innovation Financial Problems Higher Education Goldstein, Matthew Journal Articles Reports - Descriptive ISSN-1099-3681 English The chancellor of the City University of New York says that public institutions of higher education can convert daunting budgetary challenges into opportunities for innovation. Representatives of the University Kansas, Kent State University, and Southern Illinois University also offer their perspectives. (EV) EJ673297 Weathering the Budgetary Storm. Presidency v6 n2 p18-23 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:33 CIJJAN2004

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No College Athletics College Presidents Higher Education Sex Fairness Harter, Carol C. Journal Articles Opinion Papers Title IX Education Amendments 1972 Education Amendments 1972 Title IX Education Amendments 1972 ISSN-1099-3681 English The president of the University of Nevada, Las Vegas explains why, with so much progress made in gender equity in athletics over the last 30 years, Title IX is still needed. (EV) EJ673298 Defending Title IX. Presidency v6 n2 p24-28 Spr 2003 2003-00-00 N/A 2004 2016-11-21

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No College Curriculum College Presidents Educational Change Higher Education School Business Relationship Smith, L. Dennis Journal Articles Opinion Papers ISSN-1099-3681 English The president of the University of Nebraska argues that the remarkable shift to a knowledge economy demands that colleges and universities rethink how they are preparing students for life after graduation, including consideration of partnerships with industry. (EV) EJ673299 Business-Academic Partnerships: Creating a Curriculum That Mirrors the Real World. Presidency v6 n2 p30-33 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:34 CIJJAN2004

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No Citizenship Education College Role Democracy Democratic Values Foreign Countries Higher Education Research Daxner, Michael Journal Articles Reports - Descriptive European Union European Union ISSN-1099-3681 English The president emeritus of Carl von Ossietzky University in Germany describes a research project examining the university's role in creating a democratic citizenship, prompted by the European Union's need to create societies in which citizens can participate actively in determining their own future. (EV) EJ673300 Creating Civil Societies: The University's Role. Presidency v6 n2 p34-37 Spr 2003 2003-00-00 N/A 2004 2016-11-21

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No College Presidents Computer Uses in Education Decision Making Higher Education Information Technology Leadership Ward, David Hawkins, Brian L. Journal Articles Reports - Descriptive ISSN-1099-3681 English Explores the importance of top-level participation in information technology decision making in the higher education context, providing illustrations from actual campus experience and highlighting the illustrations with advice from experienced college and university presidents. (EV) EJ673301 Presidential Leadership for Information Technology. Presidency v6 n2 p1-11 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:34 CIJJAN2004 Special supplement.

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No Financial Problems Higher Education Student Recruitment Tuition Lamkin, Martha D. Guides - Non-Classroom Journal Articles Tuition Discounts ISSN-1068-1027 English Discusses why customized financial aid packages designed to attract selected students to fill a desired niche can jeopardize a college's fiscal health. (EV) EJ673302 Tuition Discounting: Proceed with Caution. Trusteeship v11 n4 p13-17 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No College Athletics Governing Boards Higher Education Student Recruitment Trustees Swan, William E. Journal Articles Reports - Descriptive Ethical Violations Saint Bonaventure University NY ISSN-1068-1027 English Describes how, after a basketball recruiting violation made national headlines, the board of St. Bonaventure University acted decisively. (EV) EJ673303 The Real March Madness. Trusteeship v11 n4 p18-22 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Distance Education Financial Problems Higher Education Program Design Program Termination Maeroff, Gene I. Journal Articles Reports - Descriptive ISSN-1068-1027 English Discusses how the collapse of online learning enterprises at several colleges and universities offers lessons for all in this still-promising field. (EV) EJ673304 Distance Learning: Ctrl, Alt, or Del? Trusteeship v11 n4 p23-28 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:33:35 CIJJAN2004

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No Governing Boards Higher Education Trustees Martin, Roger H. Journal Articles Reports - Descriptive Special Interest Groups Trustee Recruitment ISSN-1068-1027 English Discusses why, though well-intentioned and in some states mandatory, policies that reserve board seats for campus interest groups produce conflicted boards of trustees. (EV) EJ673305 The Problem with Student & Faculty Trustees. Trusteeship v11 n4 p29-32 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Developing Nations Futures (of Society) Higher Education International Education Altbach, Phillip Journal Articles Reports - Descriptive English "Unpacks" the realities of globalization and internationalization in higher education and highlights some of the ways in which globalization affects the university. Focuses on how globalization is affecting higher education in developing countries, the nations that will experience the bulk of higher education in the future. (SLD) EJ673306 Globalization and the University: Myths and Realities in an Unequal World. Current Issues in Catholic Higher Education v23 n1 p5-26 Win 2002 2002-00-00 T 2004 7/11/2004 11:33:35 CIJJAN2004

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No Administrators Educational Finance Financial Support Futures (of Society) Higher Education Information Technology Surveys Crawford, Grant Rudy, Julia A Journal Articles Reports - Research Data Security ISSN-1528-5324 English Conducted the fourth consecutive survey of pressing information technology (IT) challenges on campuses. Responses of 542 EDUCAUSE member representatives show that funding has become the number one IT challenge, with security and identity management the next most notable problem area. Identifies other priority IT issues for higher education. (SLD) EJ673307 Fourth Annual EDUCAUSE Survey Identifies Current IT Issues. Educause Quarterly v26 n2 p12-26 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Educational Environment Educational Technology Foreign Countries Higher Education Networks Johnson, Worth Journal Articles Reports - Descriptive Canada Simon Fraser University (Canada) Wireless Technology Canada ISSN-1528-5324 English Describes the wireless local area network (WLAN) at Simon Fraser University, British Columbia, Canada. Originally conceived to address computing capacity and reduce university computer space demands, the WLAN has provided a seamless computing environment for students and solved a number of other campus problems as well. (SLD) EJ673308 Secure Wireless Networking at Simon Fraser University. Educause Quarterly v26 n2 p28-33 2003 2003-00-00 T 2004 2016-11-21

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No Electronic Text Formative Evaluation Portfolio Assessment Portfolios (Background Materials) Standards Summative Evaluation Treuer, Paul Jenson, Jill D. Journal Articles Reports - Descriptive University of Michigan ISSN-1528-5324 English Describes the electronic portfolio system developed at the University of Michigan to give each student, faculty member, and staff member lifelong ownership and control of an individual electronic portfolio. Describes the system's design standards and the range of formative and summative evaluation activities the portfolio supports. (SLD) EJ673309 Electronic Portfolios Need Standards To Thrive. Educause Quarterly v26 n2 p34-42 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Computer Managed Instruction Higher Education Teaching Methods World Wide Web Powel, Wayne Gill, Chris Journal Articles Reports - Descriptive Gonzaga University WA ISSN-1528-5324 English Describes the Web site development practices of Gonzaga University, Spokane, Washington, and the content management systems that allow owners of information to control content while the university controls the look of the Web site. More than 150 content managers assume control of some portion of the Web site. (SLD) EJ673310 Web Content Management Systems in Higher Education. Educause Quarterly v26 n2 p43-50 2003 2003-00-00 T 2004 2016-11-21

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No Educational Facilities Improvement Educational Planning Higher Education Strategic Planning Hignite, Karla Journal Articles Reports - Descriptive University of Alaska Anchorage ISSN-0147-877X English Describes the first phase of a master plan to expand the University of Alaska-Anchorage by purchasing a shopping mall and reconfiguring campus services to take advantage of the additional space. The master plan calls for eventually moving administration to the periphery of the campus and migrating academic programs to the campus center. (SLD) EJ673311 Reconfiguring a Campus--Fast. Business Officer v37 n1 p16-17,21-22,25-26 Jul 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Computer Uses in Education Futures (of Society) Higher Education Information Technology Goldstein, Philip Olson, Mark Katz, Richard N. Journal Articles Reports - Descriptive ISSN-0147-877X English A 2-day meeting of EDUCAUSE and the National Association of College and University Business Officers explored the value of information technology (IT) for higher education. Presents the major conclusions reached by forum attendees and suggests a direction for future discussion. (SLD) EJ673312 IT: What's It Worth? Business Officer v37 n1 p28-30,33-34,37 Jul 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 7/11/2004 11:33:37 CIJJAN2004

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No College Administration Compliance (Legal) Higher Education Program Descriptions Program Implementation Risk Risk Management Chaffin, Charles G. Ginsburg, Sigmund G. Journal Articles Reports - Descriptive University of Texas System ISSN-0147-877X English Describes the program implemented at the University of Texas system that provides real-time compliance status related to all applicable laws, rules, regulations, policies, and procedures unique to higher education so that compliance risk management becomes an integral part of the everyday activities of all employees. (SLD) EJ673313 No More Risky Business. Business Officer v37 n1 p40-42,45 Jul 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Administrators Colleges Educational Administration Higher Education Ginsburg, Sigmund G. Journal Articles Reports - Descriptive Chief Financial Officers ISSN-0147-877X English Describes the attributes and actions that underlie the success of a chief business officer, drawing on the experiences of a chief business and chief financial officer at four types of institutions, including a museum, a small independent college, a large state university, and a medium-sized independent university. (SLD) EJ673314 Hallmarks of a Successful CBO. Business Officer v37 n1 p47-48,51 Jul 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Activism College Students Colleges Conservation (Environment) Conservation Education Ecology Higher Education Recycling Student Participation Diskin, Brooke Mullen, Kyla Lancaster, Kate Journal Articles Reports - Descriptive California Polytechnic State University English Describes a campaign to promote recycling and energy and water conservation at the California Polytechnic State University campus in San Luis Obispo. The student-led effort influenced students to think about their actions and change their behaviors to be more eco-friendly. (SLD) EJ673315 Think before for a Better After. Bulletin v71 n4 p14-18 Jul 2003 2003-00-00 Association of College Unions International, One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925; telephone: 812-855-8550. N/A 2004 2016-11-21

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No Computer Mediated Communication Distance Education Educational Technology Higher Education Lecture Method Teaching Methods Foreman, Joel Journal Articles Reports - Descriptive ISSN-1527-6619 English Addresses concerns related to the replacement of large lecture courses by immersive digital environments with similarities to advanced videogames. Explains why the large lecture format deserves replacement, reviews the field of game-based learning, and illustrates the approach in the example of an introductory psychology class. (SLD) EJ673316 Next-Generation Educational Technology versus the Lecture. EDUCAUSE Review v38 n4 p12-16,18,20-22 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:38 CIJJAN2004

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No Educational Administration Educational Change Higher Education Leadership Networks Strategic Planning Hanna, Donald E. Journal Articles Reports - Descriptive ISSN-1527-6619 English Outlines 11 strategic challenges facing higher education and makes the case that colleges and universities must change their public image from that of the ivory tower to that of a networked communication-rich and more accessible environment. Acknowledges the importance of involving the entire institution in such change. (SLD) EJ673317 Building a Leadership Vision: Eleven Strategic Challenges for Higher Education. EDUCAUSE Review v38 n4 p24-28,30-34 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:38 CIJJAN2004

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No Adult Students Cognitive Style College Students Higher Education Student Characteristics Technology Oblinger, Diana Journal Articles Reports - Descriptive Generation X Generation Y Millennial Generation ISSN-1527-6619 English Describes characteristics of the "new" college student, who may be an adult learner from the Baby Boomer era, a high school member of the "Millennial" generation, or a "Gen-Xer." Explores the learning styles of each type of student and discusses the importance of technology to each group. (SLD) EJ673318 Boomers, Gen-Xers, and Millennials: Understanding the "New Students." EDUCAUSE Review v38 n4 p36-40,42,44-45 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer Managed Instruction Educational Technology Higher Education Katz, Richard N. Journal Articles Reports - Descriptive ISSN-1527-6619 English Discusses the use of course management systems in the context of the development of the U.S. higher education system. Course management systems automate and standardize elements of the higher education mission that have been the subject of refinement for nearly 1,000 years. (SLD) EJ673319 Balancing Technology and Tradition: The Example of Course Management Systems. EDUCAUSE Review v38 n4 p48-54,56,57-59 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:33:39 CIJJAN2004

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No Academic Degrees Access to Education Black Students Colleges Educational Attainment Equal Education Graduate Students Graduate Study Participation Anyaso, Hilary Hurd, Ed. Collected Works - Serials Journal Articles Reports - Descriptive ISSN-0742-0277 English Articles in this theme issue discuss the current status of graduate education in the United States, exploring whether there is or is not a crisis and discussing economic factors that affect participation in graduate study. Featured is the annual list of the top 100 producers of graduate degrees for black students. (SLD) EJ673320 Top 100 Degree Producers 2003. Part II: Graduate Degrees. Black Issues in Higher Education v20 n10 Jul 3 2003 2003-00-00 N/A 2004 7/11/2004 11:33:39 CIJJAN2004 For Part I, see HE 035 998.

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No Budgeting Institutional Mission Medical Education Medical Schools Medical Students School Role Watson, Robert T. Journal Articles Reports - Descriptive ISSN-1040-2446 English Offers suggestions to help medical schools, so often subsumed in Academic Medical Centers, rediscover their unique reasons for existence and distinguish their core missions from core businesses. Calls for mission-based management and mission-based budgeting and discusses the role of medical education. (SLD) EJ673321 Rediscovering the Medical School. Academic Medicine v78 n7 p659-65 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:39 CIJJAN2004 Special theme article.

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No Behavior Change Graduate Surveys Medical Education Physicians Professional Development Armstrong, Elizabeth G. Doyle, Jennifer Bennett, Nancy L. Journal Articles Reports - Research ISSN-1040-2446 English Studied the long-term effects of a professional development program on physician educators. Responses of 63 participants in a program for physician educators suggest that the program changed behaviors in significant ways and these changes persisted over time. (SLD) EJ673322 Transformative Professional Development of Physicians as Educators: Assessment of a Model. Academic Medicine v78 n7 p702-08 Jul 2003 2003-00-00 T 2004 7/11/2004 11:33:40 CIJJAN2004

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No Medical Education Medical Students Teaching Methods Hatem, Charles J. Journal Articles Reports - Descriptive Professionalism ISSN-1040-2446 English Describes two complementary teaching initiatives that contribute to the development of professionalism in the medical academic environment: a resident-as-teacher program and an approach to faculty bedside teaching that mirrors and extends the lessons of the resident-as-teacher effect. (SLD) EJ673323 Teaching Approaches That Reflect and Promote Professionalism. Academic Medicine v78 n7 p709-13 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College Athletics Equal Education Federal Legislation Higher Education Participation Sex Discrimination Womens Athletics Hammer, Ben Journal Articles Reports - Descriptive Higher Education Act Title IX Higher Education Act Title IX ISSN-0742-0277 English Discusses the controversy over Title IX and women's participation in college athletics. Critics say the mandate shortchanges men's teams, while proponents say that women's sports programs remain underfunded in spite of Title IX. Describes some proposed modifications to Title IX and their potential effects. (SLD) EJ673324 Reconsidering the Status of Title IX. Black Issues in Higher Education v20 n4 p20-21,39 Apr 10 2003 2003-00-00 N/A 2004 2016-11-21

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No Affirmative Action Black Students College Admission College Students Court Litigation Higher Education Racial Discrimination Roach, Ronald Journal Articles Reports - Descriptive University of Michigan ISSN-0742-0277 English Academic officials have begun taking stock of their admissions policies in light of the U.S. Supreme Court decision in the University of Michigan admissions case. The survival of the use of race in college admissions has supporters breathing a little easier for the time being. (SLD) EJ673325 Taking Stock, Resuming Course. Black Issues in Higher Education v20 n11 p16-19 Jul 17 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Persistence College Freshmen High Risk Students Higher Education Program Descriptions School Holding Power Hammer, Ben Journal Articles Reports - Descriptive ISSN-0742-0277 English Describes retention programs for at-risk freshmen that have been recognized as successful in a study by the consulting firm Noel-Levitz. Provides details about the retention efforts at 10 colleges and universities. (SLD) EJ673326 Award-Winning Approaches to Retention. Black Issues in Higher Education v20 n11 p28-32 Jul 17 2003 2003-00-00 N/A 2004 7/11/2004 11:33:41 CIJJAN2004

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No Budgeting Economic Factors Educational Finance Financial Support Higher Education Private Colleges Retrenchment State Programs Hebel, Sandra Journal Articles Reports - Descriptive ISSN-0009-5982 English As states struggle to close deficits, direct taxpayer support to private colleges and student aid programs are in jeopardy in many states. Provides examples of reductions in state funds to private colleges and discusses the likelihood that increases in student grants will not make up the difference for private colleges. (SLD) EJ673327 Private Colleges Face Cuts in Public Dollars. Chronicle of Higher Education v49 n47 pA19-20 Aug 1 2003 2003-00-00 N/A 2004 7/11/2004 11:33:41 CIJJAN2004

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No Colleges Economic Factors Educational Finance Educational Policy Higher Education Program Descriptions Gose, Ben van der Werf, Martin June, Audrey Wiliams Pulley, John L. Journal Articles Reports - Descriptive ISSN-0009-5982 English Provides descriptions of the policies and practices that enabled six colleges, once in danger of closing, to achieve turnarounds and regain financial health. The institutions profiled are: (1) Rocky Mountain College, Montana; (2) Bellevue University, Washington; (3) Muskingum College, Ohio; (4) University of the Ozarks, Arkansas; (5) University of Hartford, Connecticut; and (6) Chatam College, Pennsylvania. (SLD) EJ673328 How 6 Colleges Once in Decline Reversed Their Fortunes. Chronicle of Higher Education v49 n47 pA22-28 Aug 1 2003 2003-00-00 N/A 2004 7/11/2004 11:33:41 CIJJAN2004

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No Colleges Computer Software Cooperation Higher Education World Wide Web Olsen, Florence Journal Articles Reports - Descriptive ISSN-0009-5982 English Colleges and universities are beginning to consider collaborating on open-source-code projects as a way to meet critical software and computing needs. Points out the attractive features of noncommercial open-source software and describes some examples in use now, especially for the creation of Web infrastructure. (SLD) EJ673329 Sharing the Code. Chronicle of Higher Education v49 n47 pA31-32 Aug 1 2003 2003-00-00 N/A 2004 7/11/2004 11:33:41 CIJJAN2004

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No Diversity (Faculty) Higher Education Program Implementation Research Student Diversity Student Participation Undergraduate Students Kingston-Mann, Esther Journal Articles Reports - Descriptive University of Massachusetts Boston ISSN-1052-5017 English Describes the Diversity Research Initiative (DRI) at the University of Massachusetts, Boston, a project that used the university as the site of inquiry into issues of diversity and invited a diverse group of undergraduates to acquire research skills by participating in this initiative. Explores the problems and successes of the DRI and draws lessons from its implementation. (SLD) EJ673330 The Transformative Powers of Research: A Diversity Research Initiative at University of Massachusetts Boston. Transformations v19 n1 p83-103 Spr 2002 2002-00-00 The New Jersey Project on Inclusive Scholarship, Curriculum, and Teaching, William Paterson University, Wayne, NJ 07470. T 2004 2016-11-21

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No Audiovisual Communications Computer Mediated Communication Information Retrieval News Media Search Engines Search Strategies Web Sites World Wide Web Hock, Ran Journal Articles Reports - Descriptive Digital Imagery Timeliness ISSN-0146-5422 English Discusses various types of information that can be retrieved from the Web via search engines. Highlights include Web pages; time frames, including historical coverage and currentness; text pages in formats other than HTML; directory sites; news articles; discussion groups; images; and audio and video. (LRW) EJ673331 A New Era of Search Engines: Not Just Web Pages Anymore. Online v26 n5 p20-22,24-27 Sep-Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Databases Search Engines Search Strategies Standards Syntax World Wide Web Ojala, Marydee Journal Articles Reports - Descriptive ISSN-0146-5422 English Presents a chart that explains the search syntax, features, and commands used by the 12 most widely used general Web search engines. Discusses Web standardization, expanded types of content searched, size of databases, and search engines that include both simple and advanced versions. (LRW) EJ673332 Web Search Engines: Search Syntax and Features. Online v26 n5 p28-31 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:33:42 CIJJAN2004

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No Consortia Costs Electronic Journals Information Technology Library Expenditures Library Funding Library Materials Models Scholarly Communication Stern, David Journal Articles Reports - Descriptive Electronic Resources Organizational Needs Pricing Pricing Formulas ISSN-0146-5422 English Discusses new pricing and payment options for libraries in light of online products. Topics include alternative cost models rather than traditional subscriptions; use-based pricing; changes in scholarly communication due to information technology; methods to determine appropriate charges for different organizations; consortial plans; funding; and organizational needs. (LRW) EJ673333 Pricing Models and Payment Schemes for Library Collections. Online v26 n5 p54-59 Sep-Oct 2002 2002-00-00 N/A 2004 2016-11-23

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No Case Studies Change Strategies Communication (Thought Transfer) Futures (of Society) Information Services Research Administration Skill Development Special Libraries Neidorf, Robin Journal Articles Reports - Descriptive Knowledge Management ISSN-0146-5422 English Discussion of knowledge management focuses on a case study of an organizational research department that began implementing information management initiatives. Highlights include the role of the department, including organizing and disseminating different types of information; identifying stakeholders; upgrading skills; communications to all stakeholders; and future plans. (LRW) EJ673334 Knowledge Management: Changing Cultures, Changing Attitudes. Online v26 n5 p60-62 Sep-Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Academic Libraries Higher Education Library Services Library Statistics Library Surveys Measurement Techniques Online Systems Public Libraries Reference Services User Needs (Information) Users (Information) Value Judgment Plosker, George R. Journal Articles Reports - Descriptive ISSN-0146-5422 English Offers practical tips and suggestions on how to conduct user surveys to evaluate library services. Topics include how trends, such as online services impact library reference services; incorporating survey questions into reference interviews; segmenting academic and public library users; questionnaire design; measuring value; and tabulating results. (LRW) EJ673335 Conducting User Surveys: An Ongoing Information Imperative. Online v26 n5 p64-68 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:33:43 CIJJAN2004

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No Automatic Indexing Character Recognition Foreign Countries Library Catalogs Online Catalogs Optical Scanners Relevance (Information Retrieval) Scientific and Technical Information Search Strategies Hauer, Manfred Simedy, Walton Journal Articles Reports - Descriptive Austria PDF Tables of Contents Weighted Term Searching Austria ISSN-0167-5265 English Describes an online library catalog that was developed for an Austrian scientific library that includes table of contents in addition to the standard bibliographic information in order to increase relevance for searchers. Discusses the technology involved, including OCR (Optical Character Recognition) and automatic indexing techniques; weighted terms; and PDF (Portable Document Format - Adobe Acrobat) files. (LRW) EJ673336 intelligentCAPTURE 1.0 Adds Tables of Content to Library Catalogues and Improves Retrieval. Information Services & Use v22 n4 p145-49 2002 2002-00-00 T 2004 2016-11-21

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No Cataloging Employment Qualifications Information Technology Job Application Librarians Library Administration Library Education Khurshid, Zahiruddin Journal Articles Reports - Research Advertisements Technology Role ISSN-0730-9295 English Reviews job advertisements published in "American Libraries" and "College and Research Libraries News" to assess the impact of the use of information technology in libraries on job requirements and qualifications for catalogers. Examines position titles, degree requirements, and required skills, and suggests implications for library educators and administrators. (Author/LRW) EJ673337 The Impact of Information Technology on Job Requirements and Qualifications for Catalogers. Information Technology and Libraries v22 n1 p18-21 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Educational Technology Foreign Countries Higher Education Information Technology Mentors Staff Development Training Needs McNaught, Carmel Kennedy, Paul Journal Articles Reports - Descriptive ISSN-0968-7769 English Discusses the need for staff development and training in higher education due to communication and information technologies and describes a program at RMIT University (Royal Melbourne Institute of Technology, Australia) that addressed the adoption of computer-facilitated learning, including a distributed learning system and a learning technology mentor program. (LRW) EJ673338 Staff Development at RMIT: Bottom-Up Work Serviced by Top-Down Investment and Policy. Association for Learning Technology Journal v8 n1 p4-18 2000 2000-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 7/11/2004 11:33:44 CIJJAN2004

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No Audiovisual Communications Communication Skills Computer Mediated Communication Educational Technology Higher Education Information Technology Learning Strategies Lifelong Learning Musselbrook, Kerry McAteer, Erica Crook, Charles Macleod, Hamish Tolmie, Andy Journal Articles Reports - Descriptive Flexible Learning Video Teleconferencing ISSN-0968-7769 English Discusses the need for more flexible learning frameworks for higher education and lifelong learning, and considers the use of communication and information technology to meet those needs. Focuses on conferencing technologies, including video conferencing; text-based communication (email, bulletin boards, and conferencing); and audio conferencing. (LRW) EJ673339 Learning Networks and Communication Skills. Association for Learning Technology Journal v8 n1 p71-79 2000 2000-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-21

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No Course Content Evaluation Criteria Foreign Countries Higher Education Interviews Student Evaluation Student Participation Teacher Expectations of Students Web Based Instruction Jones, Chris Asensio, Mirea Goodyear, Peter Journal Articles Reports - Research Faculty Attitudes Phenomenography United Kingdom Best Practices United Kingdom ISSN-0968-7769 English Investigates the experiences of instructors of Web-based networked learning in higher education in the United Kingdom, using interviews informed by a phenomenographic approach. Discusses tight versus loose structures of course design, including assessment criteria and course requirements; low student participation; instructor expectations; and best practice. (Author/LRW) EJ673340 Networked Learning in Higher Education: Practitioners' Perspectives. Association for Learning Technology Journal v8 n2 p18-28 2000 2000-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Biology Evaluation Methods Feedback Foreign Countries Higher Education Large Group Instruction Learning Strategies Lifelong Learning Online Systems Self Evaluation (Individuals) Student Attitudes Web Based Instruction Peat, Mary Journal Articles Reports - Research University of Sydney (Australia) Blooms Taxonomy Collaborative Learning ISSN-0968-7769 English Examines the use of Web-based online self-assessment in a large first-year biology class at the University of Sydney (Australia). Discusses a more student-centered focus to aid lifelong learning; collaborative learning; suitable and timely feedback; the use of Bloom's taxonomy; and student evaluations of self-assessment modules. (LRW) EJ673341 Online Self-Assessment Materials: Do These Make a Difference to Student Learning? Association for Learning Technology Journal v8 n2 p51-57 2000 2000-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Adult Education Educational Technology Foreign Countries Higher Education Information Technology Innovation Learning Strategies Political Issues Professional Development Research and Development Social Influences Theory Practice Relationship Howard, Ursula Journal Articles Reports - Descriptive Change Analysis Technology Role United Kingdom United Kingdom ISSN-0968-7769 English Discusses information and learning technology in further education and higher education, especially in the United Kingdom. Topics include change and the influence of information technology; information technology research in further education; political and social issues; professional development concerns; and research, development, and innovation. (LRW) EJ673342 Learning with IT: Towards a Research Agenda - Questions and Issues. Association for Learning Technology Journal v8 n3 p31-40 2000 2000-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-21

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No Computer Assisted Instruction Equal Education Gender Issues Higher Education Interaction Literature Reviews Gunn, Cathy French, Sheila McLeod, Hamish McSporran, Mae Conole, Grainne Journal Articles Reports - Descriptive Flexible Learning Course Development ISSN-0968-7769 English Discusses gender-related differences in performance and interaction styles in computer-supported learning (CSL) environments. Presents a summary of gender-related issues identified by international research and academic practice together with opinions expressed in an online discussion forum, and offers suggestions to increase the flexibility of CSL courses to offer more equal opportunities to all students. (Author/LRW) EJ673343 Gender Issues in Computer-Supported Learning. Association for Learning Technology Journal v10 n1 p32-44 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-21

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No Comparative Analysis Conventional Instruction Cultural Influences Distance Education Foreign Countries Higher Education Individual Differences Duffy, Tim Gilbert, Iain Kennedy, David Kwong, Poon Wai Journal Articles Reports - Research Hong Kong United Kingdom Hong Kong United Kingdom ISSN-0968-7769 English This retrospective study presents a comparison of assessment results achieved by distance learning students undertaking the same module in a degree course to compare the quality of distance education versus conventional instruction in the United Kingdom and Hong Kong. Identifies educational, cultural, and personal factors to explain higher scores among distance learning students. (Author/LRW) EJ673344 Comparing Distance Education and Conventional Education: Observations from a Comparative Study of Post-Registration Nurses. Association for Learning Technology Journal v10 n1 p70-82 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Higher Education Instructional Materials Literature Reviews Material Development Models Staff Utilization Time Management Plewes, Louise Issroff, Kim Information Analyses Journal Articles Reports - Descriptive Phenomenography ISSN-0968-7769 English Presents a literature review of research concerned with the production of learning resources in higher education. Identifies and discusses six models which may be used to understand the development and reuse of learning resources; considers staff time in the production of resources, and recommends a phenomenographic approach. (Contains 52 references.) (Author/LRW) EJ673345 Understanding the Development of Teaching and Learning Resources: A Review. Association for Learning Technology Journal v10 n2 p4-16 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-21

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No Accessibility (for Disabled) Computer Software Development Computer Software Evaluation Course Evaluation Courseware Disabilities Evaluation Methods Foreign Countries Guidelines Higher Education Models Online Courses Student Attitudes World Wide Web Pearson, Elaine J. Koppi, Tony Journal Articles Reports - Descriptive Faculty Attitudes University of New South Wales (Australia) Course Development ISSN-0968-7769 English Discusses an evaluation of WebCT (Web Course Tools) in practice at University of New South Wales (Australia) to assess the accessibility of WebCT for people with sensory, cognitive, and physical disabilities. Topics include evaluation methodology; learner-centered courseware design model; course evaluation by students; staff perceptions; and guidelines for WebCT course design. (Author/LRW) EJ673346 Inclusion and Online Learning Opportunities: Designing for Accessibility. Association for Learning Technology Journal v10 n2 p17-28 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Distance Education Electronic Text Evaluation Methods Higher Education Instructional Materials Masters Programs Navigation (Information Systems) Notetaking Reading Processes Screen Design (Computers) Waycott, Jenny Journal Articles Reports - Research Personal Digital Assistants Activity Theory Mobile Equipment Open University (Great Britain) ISSN-0968-7769 English Discussion of using Personal Digital Assistants (PDAs) to read electronic text focuses on a study that evaluated the use of PDAs for reading course materials in an Open University (United Kingdom) master's course. Considers activity theory and how the PDA changed reading, including portability, screen display, navigation difficulties, and note-taking. (Author/LRW) EJ673347 Reading with New Tools: An Evaluation of Personal Digital Assistants as Tools for Reading Course Materials. Association for Learning Technology Journal v10 n2 p38-50 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Computer Assisted Instruction Computer Simulation Foreign Countries Learning Strategies Modeling (Psychology) Teaching Methods Web Sites Riley, David Journal Articles Reports - Descriptive Educational Technologists United Kingdom United Kingdom ISSN-0968-7769 English Discusses computer assisted learning and simulation modeling from a United Kingdom perspective. Highlights include modeling with the DMS (Dynamic Modelling System); modeling with STELLA; learning and teaching simulation modeling; educational development roles for learning technologists; and a list of relevant Web sites. (Contains 52 references.) (LRW) EJ673348 Simulation Modelling: Educational Development Roles for Learning Technologists. Association for Learning Technology Journal v10 n3 p54-69 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-21

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No Comparative Analysis Higher Education Masters Programs Online Courses Student Attitudes Student Characteristics Student Surveys Teacher Student Relationship Macht, Lauren-Nicole Preece, Jenny Journal Articles Reports - Research Student Expectations Student Satisfaction Demographics Faculty Attitudes ISSN-0968-7769 English Describes a study that was conducted to examine issues of expectations, concerns, demographics, and satisfaction level of students in an online masters program. A comparison of instructors' opinions and results of student surveys revealed that online instructors did have a good grasp of online students' expectations, concerns, demographics, and satisfaction level. (Author/LRW) EJ673349 How Accurately Do Instructors Judge Students' Attitudes Online? A Measurement of Expectations and Level of Satisfaction with an Online Information Systems Masters Program. Association for Learning Technology Journal v10 n3 p70-82 2002 2002-00-00 Alt-J Subscriptions, University of Wales Press, 6 Gwennyth Street, Cathays, Cardiff CF24 4YD, UK. e-mail: journals@press.wales.ac.uk; Web site: http://www.uwp.co.uk/book desc/alt.html/. T 2004 2016-11-23

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No Class Activities Course Integrated Library Instruction Curriculum Development Educational Resources Elementary Secondary Education Health Education Language Arts Learning Activities Learning Resources Centers Librarian Teacher Cooperation Library Skills Reading Instruction School Libraries Science Activities Science Instruction Thematic Approach Robinson, Alice A. Guides - Classroom - Teacher Journal Articles Reference Materials - Bibliographies ISSN-0889-9371 English Provides six library media activities that are designed for use with specific curriculum units in health, science, language arts, and social studies. Each activity identifies library media skills and curriculum objectives, grade levels, resources, instructional roles, procedures, evaluation guidelines, and follow-up activities. (AEF) EJ673350 In the Curriculum. Health: Mental Agility and Memory; Reading/Language Arts: The Writer/Reader Connection; Science: Stars. School Library Media Activities Monthly v19 n8 p12-17 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:48 CIJJAN2004

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No Educational Philosophy Elementary Secondary Education Information Literacy Learner Controlled Instruction Learning Resources Centers Librarian Teacher Cooperation Library Development Library Instruction Library Services School Libraries Teaching Models Veltze, Linda Journal Articles Reports - Descriptive ISSN-0889-9371 English Examines the Pitts/Stripling model of information literacy, describing its key aspects and showing the relationship between the model and Stripling's vision of the library media center for the twenty-first century. The model promotes caring, student-centered, holistic, humanistic, and realistic library practices that are respectful of the developmental ages of students. Includes suggested readings. (AEF) EJ673351 The Pitts/Stripling Model of Information Literacy. School Library Media Activities Monthly v19 n8 p19-20,43 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:49 CIJJAN2004

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No Assignments Copyrights Elementary Secondary Education Instructional Design Intellectual Property Learning Activities Lesson Plans Photography Poetry Student Developed Materials Student Projects Student Research Pappas, Marjorie L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0889-9371 English Describes a unit that provides opportunities for students to examine the relationship between poetry and pictures as they select published poems, write their own poetry, and take photographs to accompany the poems in an anthology. Describes lesson one on intellectual property and copyright, and lesson two on appreciation. Includes a unit guide and lesson plans. (AEF) EJ673352 My America in Poetry and Pictures. School Library Media Activities Monthly v19 n8 p21-24,26 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:49 CIJJAN2004

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No Educational Research Educational Resources Educational Technology Elementary Secondary Education Higher Education Instructional Materials Printed Materials Reading Materials Teaching Methods Textbooks Callison, Daniel Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0889-9371 English Discusses the textbook as instructional technology; research providing insight on the impact textbooks have on curriculum, teaching approaches, and student learning; the award-winning book "Lies My Teacher Told Me"; research indicating how the textbook can be more dominant in influencing learning than primary sources; advantages and disadvantages; stages for multiple resource reading; and the "THIEVES" strategy to help students extract information from textbooks. (AEF) EJ673353 Textbook. School Library Media Activities Monthly v19 n8 p31-35,40 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:49 CIJJAN2004

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No Annotated Bibliographies Childrens Literature Educational Resources Elementary Education Information Sources Instructional Materials Library Materials Reading Materials Science Instruction Scientific Concepts Danielson, Kathy Everts Lickteig, Mary J. Journal Articles Reference Materials - Bibliographies ISSN-0889-9371 English Discusses the benefits of using informative trade children's books in elementary science instruction. Presents an annotated bibliography of 15 trade books that have special features that should complement any active science curriculum. (AEF) EJ673354 Finding Scientific Experiences and Information in Children's Books. School Library Media Activities Monthly v19 n8 p36-38 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:49 CIJJAN2004

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No Annotated Bibliographies Authors Biographical Inventories Biographies Childrens Literature Poetry Poets Publications Reading Materials Brodie, Carolyn S. Journal Articles Reference Materials - Bibliographies Reports - Descriptive ISSN-0889-9371 English Presents a profile of Myra Cohn Livingston who was best known as a children's poet and anthologist and also known for her teaching and mentoring of students and fellow writers through classes, lectures, and professional writings. Provides suggestions for extension ideas honoring the life and work of Livingston. Includes an annotated bibliography of selected poetry books by and edited by Livingston. (AEF) EJ673355 Myra Cohn Livingston: Poet, Anthologist, Author, Educator, Critic, and Musician. School Library Media Activities Monthly v19 n8 p44-46,51 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:50 CIJJAN2004

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No Educational Finance Educational Resources Educational Technology Federal Government Grants Legislation Library Funding Library Role Media Specialists Resource Allocation School Libraries Barron, Daniel D. Journal Articles Reports - Descriptive ISSN-0889-9371 English Suggests library media specialists have a responsibility to make educational funding laws work for their children and communities. Discusses the No Child Left Behind (NCLB) Act; NCLB and libraries, and online resources; Reading First Grants; "VISIONS 2020: Transforming Education and Training through Advanced Technologies" and "Technology in Schools: Suggestions, Tools, and Guidelines for Assessing Technology in Elementary and Secondary Education"; and removing "dated" www.ed.gov material. (AEF) EJ673356 Library Media Specialists and Federal Legislation. School Library Media Activities Monthly v19 n8 p48-51 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:50 CIJJAN2004

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No Childrens Libraries Constructivism (Learning) Librarians Library Role Library Services Public Libraries Reference Services Scaffolding (Teaching Technique) Teaching Methods Danley, Elizabeth Journal Articles Reports - Descriptive ISSN-0163-5506 English Examines the following elements of scaffolding, providing insight into the librarian's role as educator: attention, ownership, collaboration, appropriateness, modeling, support, adjustment, and internationalization. A sidebar lists 10 ways to recognize a constructivist children's reference librarian. (AEF) EJ673357 The Public Children's Librarian as Educator. Public Libraries v42 n2 p98-101 Mar-Apr 2003 2003-00-00 T 2004 7/11/2004 11:33:50 CIJJAN2004

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No Audiovisual Aids Books Information Services Information Sources Library Acquisition Library Collection Development Library Material Selection Library Services Nonprint Media Periodicals Publications Reading Materials Spanish Speaking Marquis, Solina Kasten Journal Articles Reports - Descriptive ISSN-0163-5506 English Describes factors that have hindered Spanish-language collection development and suggests strategies and tools that can help the non-Spanish-speaking librarian select and acquire Spanish-language monographs, periodicals, and audiovisual media for adult and youth audiences. Provides lists of selected resources for Spanish-language and Latino book publications; bibliographies and lists of recommended children's and young adult materials; and acquisition sources for Spanish-language and Latino-focused books, periodicals, and audiovisual materials. (AEF) EJ673358 Collections and Services for the Spanish-Speaking: Issues and Resources. Public Libraries v42 n2 p106-12 Mar-Apr 2003 2003-00-00 T 2004 7/11/2004 11:33:50 CIJJAN2004

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No Literature Marketing Newsletters Periodicals Publications Publishing Industry Spanish Literature Spanish Speaking Morales, Ed Journal Articles Reports - Descriptive Book Clubs Hispanic Literature ISSN-1535-6132 English Describes Mosaico, a new Spanish-language book club from the Bookspan group. Discusses Mosaico's direct mail marketing campaign and advertisement in magazines; snapshots of the average Hispanic reader/customer; most popular titles; Mosaico's special relationship with publishers in its role as editorial publication, distribution network, publishing partner, and bookseller; and the Hispanic book market. (AEF) EJ673359 The Mosaico Connection. Criticas v3 n2 p24-27 Mar-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Certification Information Scientists Information Services Library Development Library Role Library Services Medical Libraries Medical Research Medicine Professional Personnel Reference Services Shipman, Jean Homan, Michael Journal Articles Reports - Descriptive Medical Information Systems ISSN-0363-0277 English Discusses how librarians in the new role of "informationist" can help doctors and researches of medical information. Describes existing models of the informationist; potential benefits of working across professional boundaries outside the library; professional requirements; and unresolved issues for the new role, including potential licensing requirements, malpractice accountability, and required/desired credentials. (AEF) EJ673360 Medicine's Library Lifeline. Library Journal v128 n6 p49-50 Apr 1, 2003 2003-00-00 N/A 2004 2016-11-21

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No Information Scientists Journal Articles Library Research Library Science Library Services Periodicals Public Libraries Publications Scholarly Journals School Libraries Foote, Margaret DuBose, Stefanie Durant, David Hersberger, Julie Demas, Christopher Dickinson, Gail K. Collected Works - General Journal Articles ISSN-0029-2540 English This section includes five articles on research and librarianship including a case study on research and practice in academic libraries; select peer-reviewed journals that examine the current state of public library research (1996-2000); development of research on school library media programs; benefits of collaborative authorship for librarians from all types of libraries; and research from the church library perspective. (AEF) EJ673361 Research & Librarianship. Research and Practice in Academic Libraries: A Case Study; The Current State of Public Library Research in Select Peer-Reviewed Journals: 1996-2000; From Research to Action in School Library Media Programs; Collaborative Authorship in 'North Carolina Libraries': Past, Present, and Future; Publications and Sinners: Research from the Church Library Perspective. North Carolina Libraries v59 n1 p4-25 Spr 2001 2001-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 7/11/2004 11:33:51 CIJJAN2004

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No Information Services Information Sources Library Science Library Services Online Systems Publications Reference Materials Reference Services User Needs (Information) Web Sites Wilson, Steve Wise, Suzanne Koonts, Russell S. Sumner, Jim Meier, James R. Gonzalez, Lena Ruszczyk, James R. Fiedler, Stephanie Mayo, Kim P. Holmes, Gerald Collected Works - General Journal Articles Sports Literature Sports Stories ISSN-0029-2540 English Eight articles in this section focus on sports: the baseball mystique and scholarly publishing; importance of archiving sporting activities; museums and libraries partner to make sport history live; online resources for sports information; Webliography of general sports sites; public libraries responding to changing needs; sports fiction; and "ten best" sports titles in the public library, media center, high school library, and academic library. (AEF) EJ673362 Sport: The Liveliest Art. Diamonds Are a Publisher's Best Friend: The Baseball Mystique and Scholarly Publishing; "Take Me Out to the Ball Game...." The Importance of Archiving Sporting Activities; Telling the Story: Museums and Libraries Partner To Make Sport History Live; "I'm Not Surfing. This is My Job"; Sideline: Webliography of General Sports Sites: The Big Four; Public Libraries Step Up to the Plate: Knowing and Responding to the Needs of Our Rapidly Changing Communities; Sideline: Sports Fiction; Ten Best Sport Titles...in My Public Library, in My Media Center, in My High School Library, in My Academic Library. North Carolina Libraries v59 n2 p52-77 Sum 2001 2001-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-21

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No Client Attitudes (Human Services) Evaluation Methods Improvement Programs Performance Performance Technology Problem Solving Professional Personnel Maslak, Gregg Journal Articles Reports - Descriptive Performance Improvement Performance Management Systems English Performance improvement practitioners can be stymied to solve clients' problems. Clients may fail to recognize problems, would rather address symptoms than root causes and practitioners unable to convince clients to institute a meaningful solution. Practitioner can use internally developed data to build a case for action, create a clear vision of the solution and tie the benefits of the solution to something important to the client. (AEF) EJ673363 The Performance Improvement Dilemma. Performance Improvement v42 n4 p13-15 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Design Preferences Evaluation Criteria Evaluation Methods Improvement Programs Information Science Information Technology Performance Performance Technology Professional Personnel Schneider, Edward W. Journal Articles Reports - Descriptive Performance Improvement Performance Management Systems English Human performance technology is a collection of techniques for evaluating and designing human performance systems. It isn't a philosophy, a moral imperative, or a way of life. When technologists promote as more than what it is, they jeopardize their credibility and distort their own roles as performance engineers. (Author) EJ673364 Applying Human Performance Technology While Staying out of Trouble. Performance Improvement v42 n4 p16-25 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Alternative Assessment Evaluation Criteria Evaluation Methods Improvement Programs Measurement Techniques Organizational Development Performance Factors Performance Technology Program Development Standards Ross, Linda Journal Articles Reports - Descriptive Performance Improvement Performance Management Systems English Recent work with automotive e-commerce clients led to the development of a performance analysis methodology called the Seven Performance Drivers, including: standards, incentives, capacity, knowledge and skill, measurement, feedback, and analysis. This methodology has been highly effective in introducing and implementing performance improvement. (AEF) EJ673365 Seven Performance Drivers. Performance Improvement v42 n4 p26-29 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Cooperative Programs Corporations Evaluation Methods Improvement Programs Job Performance Organizational Development Organizational Objectives Performance Factors Professional Development Program Development Buchen, Irving H. Journal Articles Reports - Evaluative English There are a number of problems posed by employee evaluation, and professional development often suffers from similar issues. Suppose employee evaluation and professional development were intertwined in a collaborative and evolving relationship, and both components were brought to bear on linking individual and company goals. The answer is the subject of this analysis of a process that fuses job description with job aspiration. (AEF) EJ673366 Aligning Performance Evaluation with Professional Development and Vise Versa. Performance Improvement v42 n4 p30-33 Apr 2003 2003-00-00 T 2004 7/11/2004 11:33:53 CIJJAN2004

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No Cognitive Processes Computer Assisted Instruction Distance Education Instructional Design Instructional Development Learning Strategies Online Systems Problem Solving Troubleshooting Jonassen, David H. Journal Articles Reports - Descriptive English Describes the cognitive processes required to troubleshoot faults and describes an architecture based on that cognitive model for designing learning environments that engage novices in troubleshooting while supporting their construction of requisite knowledge. This model can be applied to different kinds of troubleshooting problems, enhancing the scalability of online learning environments. (AEF) EJ673367 Instructional Design for Learning To Troubleshoot. Performance Improvement v42 n4 p34-38 Apr 2003 2003-00-00 T 2004 7/11/2004 11:33:53 CIJJAN2004

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No Cooperative Programs Information Networks Information Services Library Cooperation Library Development Library Planning Library Services Online Systems Program Development Reference Services Schaake, Glenda Sathan, Eleanor Journal Articles Reports - Descriptive Virtual Reference Desk Question Answering Systems ISSN-1041-7915 English Memorial Hall Library in Andover, Massachusetts wanted to offer live reference service online but with limited resources, they couldn't do it alone. The 24/7 Reference cooperative program administered by the California State Library required Memorial Hall's librarians to monitor only 10 hours a week in return for live reference coverage. Memorial Hall Library developed a marketing plan, and statistics climbed from fewer than 40 to over 100 questions a month. (AEF) EJ673368 We Jumped on the Live Reference Band Wagon, and We Love the Ride! Computers in Libraries v23 n4 p20-22,24-25 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Cooperative Programs Information Networks Information Services Library Cooperation Library Services Online Systems Program Development Reference Services Bromberg, Peter Journal Articles Reports - Descriptive New Jersey Question Answering Systems Virtual Reference Desk New Jersey ISSN-1041-7915 English Describes the live virtual reference service, Q and A NJ (Question and Answer New Jersey), strategies used to meet the challenges of day-to-day management, scaled growth and quality control. Describes how it began; how long it took; how to manage a large project (constant communication; training and practice; transcript analysis and privacy; customer feedback; and marketing and scaled growth); and where they are now and where they are going. (AEF) EJ673369 Managing a Statewide Virtual Reference Service: How Q and A NJ Works. Computers in Libraries v23 n4 p26-31 Apr 2003 2003-00-00 N/A 2004 2016-11-23

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No Annotated Bibliographies Childrens Libraries Comics (Publications) Decision Making Elementary Secondary Education Library Acquisition Library Collection Development Library Material Selection Middle Schools School Libraries Kan, Kat Journal Articles Reference Materials - Bibliographies Reports - Descriptive Youth Service Graphic Novels English Provides information for school libraries interested in acquiring graphic novels. Discusses theft prevention; processing and cataloging; maintaining the collection; what to choose, with two Web sites for more information on graphic novels for libraries; collection development decisions; and Japanese comics called Manga. Includes an annotated list of "must haves" (first titles only of series) for middle school libraries, as well as other recommendations if the budget allows. (AEF) EJ673370 Getting Graphic at the School Library. Library Media Connection v21 n7 p14-19 Apr-May 2003 2003-00-00 N/A 2004 2016-11-21

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No Books Government Publications Information Seeking Information Sources Internet Nonprint Media Periodicals Printed Materials Student Projects Student Research Block, Marylaine Journal Articles Reports - Descriptive English Describes the four largest sources of publicly available resources, illustrated with a pie chart: government documents, books, periodicals, and the Internet, with the Internet being the smallest of the four. Adds to this the unpublished information inside individual minds. Discusses how to steer students away from using only the Internet in research, and provides an example of community-based, original research. (AEF) EJ673371 Getting Students beyond the Net. Library Media Connection v21 n7 p52-55 Apr-May 2003 2003-00-00 N/A 2004 7/11/2004 11:33:54 CIJJAN2004

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No Citation Analysis Citations (References) Evaluation Criteria Evaluation Methods Information Sources Publications Research Scholarly Writing Scientific Research Writing for Publication Kotiaho, Janne S. Information Analyses Journal Articles ISSN-1061-9321 English Examines possible sources of bias in the citation process and discusses consequences they may have on researchers. Discusses subjective and biased choice of citations; whether to cite reviews or original publications; citation errors; and whether citation analysis is a good measure of quality. Concludes citation analysis may be far from ideal way of assessing research quality, but there are no better methods currently available. (AEF) EJ673372 Ethical Considerations in Citing Scientific Literature and Using Citation Analysis in Evaluation of Research Performance. Journal of Information Ethics v11 n2 p10-16 Fall 2002 2002-00-00 McFarland & Company, Inc., Publishers, Box 611, Jefferson, NC 28640. ($38 subscription by volume only). Tel: 800-253-2187; Fax: 336-246-5018; Web site: http://www.mcfarlandpub.com/. T 2004 7/11/2004 11:33:54 CIJJAN2004

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No Access to Information Citations (References) Copyrights Ethics Higher Education Information Sources Intellectual Property Internet Research Technology Integration Peace, A. Graham Hartzel, Kathleen S. Information Analyses Journal Articles ISSN-1061-9321 English Outlines several major ethical and social concerns that face an institution in attempting to integrate "cyberspace" into its academic arena. Focuses on American universities, though the issues are relevant for all levels of education in all geographic areas. Discusses major ethical dilemmas that academic use of cyberspace may present. Identifies stakeholders and discusses the impact of Internet technology on each group. (AEF) EJ673373 Ethical Concerns Raised by the Use of the Internet in Academia. Journal of Information Ethics v11 n2 p17-32 Fall 2002 2002-00-00 McFarland & Company, Inc., Publishers, Box 611, Jefferson, NC 28640. ($38 subscription by volume only). Tel: 800-253-2187; Fax: 336-246-5018; Web site: http://www.mcfarlandpub.com/. T 2004 7/11/2004 11:33:54 CIJJAN2004

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No Information Retrieval Information Sources Internet Librarians Nonprint Media Printed Materials Reference Materials Reference Services Relevance (Information Retrieval) Research User Needs (Information) Isaacson, David Journal Articles Opinion Papers ISSN-1061-9321 English This essay extends observations made by the author to Dan Marmion, in his editorial, "The Bully Pulpit" ("Information Technology and Libraries," June 1999). The author makes the point that sometimes a user can find an answer to a reference question more efficiently and effectively in a print source, sometimes in an electronic source, and sometimes in both; the important extra ingredient provided by a reference librarian is the human factor. (AEF) EJ673374 Should We Trust the Internet for Research? Journal of Information Ethics v11 n2 p46-52 Fall 2002 2002-00-00 McFarland & Company, Inc., Publishers, Box 611, Jefferson, NC 28640. ($38 subscription by volume only). Tel: 800-253-2187; Fax: 336-246-5018; Web site: http://www.mcfarlandpub.com/. T 2004 7/11/2004 11:33:54 CIJJAN2004

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No Cheating Computer Software Ethics Information Sources Internet Librarians Plagiarism Student Problems Writing (Composition) Writing Instruction Hamilton, Denise Journal Articles Reports - Descriptive ISSN-1070-4795 English While technology has made plagiarism easier, it has also made it easier to detect. This article explains how librarians are getting involved in this battle, what can tip off a plagiarized hand, and the software that can turn suspicion into confirmation. A list of online sources of plagiarism guidelines is provided. (AEF) EJ673375 Plagiarism: Librarians Help Provide New Solutions to an Old Problem. Searcher v11 n4 p26-28 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:55 CIJJAN2004

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No Academic Libraries Design Preferences Evaluation Criteria Higher Education Library Services Research Libraries Trend Analysis Web Sites Mach, Michelle Oling, Lori Journal Articles Reports - Evaluative Association of Research Libraries Web Page Design ISSN-1087-5301 English One hundred twenty-three Association of Research Libraries (ARL) Web sites were examined for the presence of a virtual tour. Over half offered at least one. Each main or undergraduate library tour was reviewed for the use of standard Web conventions, features, content and navigation using a checklist of 32 items. Emerging trends and recommendations for virtual tour designers were identified. The checklist is appended. (Author/AEF) EJ673376 The Reality of Virtual Tours in ARL Libraries. Internet Reference Services Quarterly v7 n4 p1-11 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Tel: 800-HAWORTH (800-429-6784)(Toll Free); e-mail getinfo@haworthpressinc.com; Web site: http://www.HaworthPress.com/. T 2004 2016-11-21

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No Archives Conferences Futures (of Society) Information Technology Library Collections Library Development Library Policy Library Services Scholarly Writing Special Libraries Wendorf, Richard Journal Articles Opinion Papers Technology Role Manuscript Collections Rare Books ISSN-0894-8631 English The conclusions reached at the conference "Rare Book and Manuscript Libraries in the Twenty-first Century," (Houghton Library, Harvard University, 1992), summarized in this essay, provide a context for the "Flair" Symposium. Some issues have changed; others have not. Newer technologies have produced aids and challenges for scholarly research. (Author) EJ673377 Special Collections Libraries: Looking Ahead by Looking Back. Libraries & Culture v37 n1 p19-25 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Cooperative Programs Foreign Countries Futures (of Society) Higher Education Humanities Library Administration Library Cooperation Library Development Library Services Research Libraries Strategic Planning Brindley, Lynne Journal Articles Reports - Descriptive British Library (England) ISSN-0894-8631 English Surveys the new directions for research in the humanities that are both under way and projected. Digital applications and collaborative partnerships are key elements. Discusses collaboration and partnership; new strategic directions for the British Library; the British Library's e-strategy; collaborative e-ventures in support of research and scholarship; e-curatorship; collaboration with higher education; and collaboration for wider public access. (AEF) EJ673378 The Future of Libraries and Humanities Research: New Strategic Directions for the British Library. Libraries & Culture v37 n1 p26-36 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Educational Finance Educational Planning Fund Raising Grants Library Funding Library Planning Organizational Development Program Development Resource Allocation Strategic Planning Dunlap, Ellen Journal Articles Opinion Papers Enhancement Funding ISSN-0894-8631 English In a series of personal reminiscences, the author provides insight into issues involved in funding and fund-raising at various institutions with which she has had associations (HRC University of Texas (Austin), Rosenbach Museum and Library (Philadelphia), American Antiquarian Society). Introduces a panel at the Fleur Cowles "Fleur" Symposium 2000 (Austin, TX). (Author/AEF) EJ673379 "Only Connect!": Institutional Planning and Funding. Libraries & Culture v37 n1 p37-41 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Archives Information Technology Library Collection Development Library Collections Library Development Library Materials Library Technical Processes Nonprint Media Printed Materials Hirtle, Peter B. Journal Articles Reports - Descriptive Digital Collections ISSN-0894-8631 English Digitization benefits the users of special collections through increase in traditional use of materials, development of new avenues of research, and the appearance of new types of research using rare books and manuscripts. It challenges the relative value given to paper originals of rare materials as digital holdings increase. Special collections need to justify their unique value through a deeper understanding of their holdings and an extension of their scope. (Author/AEF) EJ673380 The Impact of Digitization on Special Collections in Libraries. Libraries & Culture v37 n1 p42-52 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-23

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No Archives Information Management Library Acquisition Library Collection Development Library Collections Preservation Printed Materials Browar, Lisa Journal Articles Reports - Descriptive Book Dealers Manuscript Collections Rare Books ISSN-0894-8631 English Several specialists in rare books and manuscripts discuss new developments in the commodification of manuscripts and archival material and the implications these have for acquisition, preservation, and broad utilization. (Author) EJ673381 Pushing Paper: Dealers and Institutional Collectors. Libraries & Culture v37 n1 p53-56 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Archives Humanities Information Sources Library Collections Library Role Primary Sources Reference Materials Researchers Scholarly Writing Trend Analysis Schuchard, Ronald Journal Articles Opinion Papers Rare Books Manuscript Collections ISSN-0894-8631 English A literary scholar recounts his personal experiences with manuscripts and archival materials of great variety and sees a pendulum shift back toward examining original source materials. Special collections need to reinsert themselves into the mainstream of intellectual life and promote themselves to students and scholars more effectively. (Author) EJ673382 Excavating the Imagination: Archival Research and the Digital Revolution. Libraries & Culture v37 n1 p57-63 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Books Librarians Library Collections Library Materials Library Role Library Science Library Services Literature Printed Materials Publications Research Libraries Scholarship User Needs (Information) Gould, Warwick Journal Articles Opinion Papers ISSN-0894-8631 English A literary scholar interacts with various other speakers at the Fleur Cowles "Fleur" Symposium 2000 (Austin, TX) and makes his own case for the necessity of physical materials that are always yielding new insights. He rues the apparent denigration of paper materials and the reduction of books even in research libraries and suggests that research librarians should be scholars as well. (Author) EJ673383 My Infinite Library. Libraries & Culture v37 n1 p64-71 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 7/11/2004 11:33:57 CIJJAN2004 Essay included in the Fleur Cowles "Fleur" Symposium 2000 (4th, Austin, TX, Nov 3-4, 2000): "The Infinite Library, Old Worlds and New: Manuscripts, Archives, and Special Collections in the Twenty-First Century."

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No Cooperative Programs Foreign Countries Library Collection Development Library Collections Library Cooperation Library Materials National Libraries Research Libraries Resource Centers Shared Resources and Services Prochaska, Alice Journal Articles Reports - Descriptive ISSN-0894-8631 English Shared knowledge, while not a new concept, is receiving new emphasis in a global society. National and other research libraries can fruitfully collaborate to maximize the public value of their materials. The partnership of the British Library with the Harry Ransom Center (University of Texas at Austin) is one example of this. (Author) EJ673384 National Collections, Global Collecting: The Responsibilities of Librarians as Collectors. Libraries & Culture v37 n1 p72-76 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 7/11/2004 11:33:57 CIJJAN2004 Essay included in the Fleur Cowles "Fleur" Symposium 2000 (4th, Austin, TX, Nov 3-4, 2000): "The Infinite Library, Old Worlds and New: Manuscripts, Archives, and Special Collections in the Twenty-First Century."

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No Information Industry Information Services Information Sources Library Collections Library Development Reference Materials Scholarly Communication Scholarly Writing Gifford, Prosser Journal Articles Opinion Papers ISSN-0894-8631 English Bringing the scholarly world and the collections of scholarly resources together is an ongoing challenge that involves providing a variety of inducements, rediscovering the potential riches of collections, and encouraging imagination and innovative perspectives in the use of special collections. (Author) EJ673385 The Bridge Beyond. Libraries & Culture v37 n1 p77-79 Win 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 7/11/2004 11:33:57 CIJJAN2004 Essay included in the Fleur Cowles "Fleur" Symposium 2000 (4th, Austin, TX, Nov 3-4, 2000): "The Infinite Library, Old Worlds and New: Manuscripts, Archives, and Special Collections in the Twenty-First Century."

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No Developing Nations Foreign Countries Library Development Library Science Library Services Models Modernization Maymi-Sugranes, Hector J. Historical Materials Journal Articles Reports - Descriptive American Library Association Good Neighbor Commission Latin America United States United States ISSN-0894-8631 English Through American Library Association (ALA) projects in Latin America, American librarianship progressed from conceptualization to implementation as the model in modernizing Latin American library practices and societies. Development of library practices was fundamental to pursuit of a "modern" society. In fighting fascist propaganda, the United States portrayed itself since World War II as a "modern" model whose prosperity and economic growth were important achievements achievable in a democratic way. (Author/AEF) EJ673386 The American Library Association in Latin America: American Librarianship as a "Modern" Model during the Good Neighbor Policy Era. Libraries & Culture v37 n4 p307-38 Fall 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-23

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No Academic Libraries Females Higher Education Librarian Attitudes Library Collection Development Library Development Library Services Research Libraries Womens Studies Lee, Hur-Li Journal Articles Reports - Evaluative Rutgers the State University NJ ISSN-0894-8631 English Womens' studies librarians' view that women should be represented at the center of library collections and services generates conflict in the United States academic library. An examination of the development of a women's studies research library in the Rutgers University Libraries System between 1970 and the mid-1990s reveals the bibliographic and political dimensions of the controversy. (Contains 70 references.) (Author/AEF) EJ673387 Activism in Library Development: Women's Studies at Rutgers University, 1970-1995. Libraries & Culture v37 n4 p339-62 Fall 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-23

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No Credentials Foreign Countries Higher Education Librarians Library Education Library Schools Library Science Professional Development Professional Personnel Bak, Greg Historical Materials Journal Articles Canada (Maritime Provinces) ISSN-0894-8631 English Lacking a regional library school in the 1930s, librarians of the Maritime Library Institute (MLI) did not view themselves as inferior to the "trained librarians" of central Canada, but crafted a professional identity through mutual support and shared expertise. This essay discusses creation of the MLI; transforming the Maritime Library Association (MLA); defining professional credentials; and professional development and professional identity in the Maritimes. (AEF) EJ673388 "The Greatest Librarians of the World...Were Not Graduates of Library School." Libraries & Culture v37 n4 p363-78 Fall 2002 2002-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-23

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No Background Developing Nations Libraries Library Development Public Libraries Special Libraries Frohnsdorf, Gregory Historical Materials Journal Articles Reports - Descriptive Private Libraries ISSN-0894-8631 English Discusses early libraries of Antigua. Highlights include Thomas Bray's libraries in the 1690s; meeting literary needs in the 1700s; private libraries of the time; rise of library organizations in the mid-1800s, including the Antigua Library Society and the Presbyterian Church Library; racial issues; difficult economic times; and transformation of the Antigua Library Society into the public library in 1854. (Contains 115 references.) (AEF) EJ673389 "Before the Public": Some Early Libraries of Antigua. Libraries & Culture v38 n1 p1-23 Win 2003 2003-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Elementary Secondary Education Legislation Library Development Library Funding Resource Allocation Rural Areas School Libraries Lindell, Lisa Historical Materials Journal Articles Reports - Descriptive South Dakota South Dakota ISSN-0894-8631 English Books were scarce in nineteenth-century South Dakota. Limited resources and a lack of widespread interest worked to hinder the growth of libraries in rural schools. Library advocates persisted in their cause, voicing their support, engaging in fund-raising activities, and proposing library legislation. Their efforts eventually led to the passage of a law in 1901 mandating a library in every school district in South Dakota. (Contains 70 references.) (Author/AEF) EJ673390 "A Few Good Books": South Dakota's Country School Libraries. Libraries & Culture v38 n1 p24-49 Win 2003 2003-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 512-471-4531; Fax: 512-320-0668; e-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jlc.html/. T 2004 2016-11-21

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No Interviews Library Administration Library Development Library Facilities Library Planning Library Role Public Facilities Public Libraries Strategic Planning Block, Marylaine Journal Articles Opinion Papers Reports - Descriptive ISSN-0002-9769 English Presents interviews with Fred Kent, founder of the Project for Public Spaces (PPS) and Phil Myrick, PPS's assistant vice president, about transforming libraries into desirable public spaces. Discusses qualities people value in public spaces; great library buildings and what they are doing right; the first thing library directors should do when planning an expansion or new building; and whether a brand-new central library building can help restore a dying downtown. (AEF) EJ673391 How To Become a Great Public Space. American Libraries v34 n4 p72-74,76 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:33:59 CIJJAN2004

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No Assignments Educational Resources History Instruction Instructional Materials Reading Materials Social Studies Student Projects Historical Materials Journal Articles Canadian History Historical Fiction ISSN-0227-3780 English Includes 22 articles that address Canadian history and the importance of having students honor Canada's past by providing articles relating to the areas of History and Social Studies covering: historical fiction as instructional material; Canadian scientists; agricultural fairs; the Historical Foundation; social science books on Canada; student projects; online resources; top selling National Film Board titles; an annotated bibliography of Canadian historical fiction; and atlases and maps of Canada. (AEF) EJ673392 Canadian History. School Libraries in Canada v22 n3 p2-44 2003 2003-00-00 Canadian Library Association, 328 Frank Street, Ottawa, ON K2P 0X8. Web site: http://slic-csla.ca/. T 2004 2016-11-21

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No Audiovisual Aids Information Services Internet Multimedia Materials Online Searching Organizations (Groups) Search Strategies Fritz, Mark Journal Articles Reports - Descriptive Streaming Audio Streaming Video Multimedia Databases Multimedia Technology ISSN-1525-2531 English Singingfish provides multimedia search services that enable Internet users to locate audio and video online. Over the last few years, the company has cataloged and indexed over 30 million streams and downloadable MP3s, with 150,000 to 250,000 more being added weekly. This article discusses a deal with Microsoft; the technology; improving the streambase; and future plans. (AEF) EJ673393 Singingfish: Advancing the Art of Multimedia Search. EContent v26 n4 p52-53 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescents Authors Interviews Novels Reading Interests Reading Materials Reading Motivation Recreational Reading Science Fiction Secondary Education Young Adults Moltz, Sandy Journal Articles Opinion Papers Reports - Descriptive Reading Groups ISSN-0160-4201 English Presents an interview with Greg Bear and David Brin, two science fiction writers who started Reading for the Future, an international project geared toward secondary school students that shows teachers and librarians how science fiction inspires young readers. Discusses programs that have come out of this group; standards for books geared toward young adults; perceptions about science fiction; and the state of reading among young adults. (AEF) EJ673394 Forging Futures with Teens and Science Fiction: A Conversation with Greg Bear and David Brin. Voice of Youth Advocates v26 n1 p15-18 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Adolescents Library Services Outreach Programs Recreational Reading Young Adults Kunzel, Bonnie Journal Articles Reports - Descriptive Book Talks Reading Groups Youth Service Book Clubs ISSN-0160-4201 English Discusses a teen book group's discussion of "Shattering Glass," a new young adult novel by Gail Giles. Describes planning; the book's plot; the book discussion; the librarians' conversation with the author which passed along students' comments; and reflections on the experience. (AEF) EJ673395 Shattered by "Shattering Glass": A Teen Book Group Forsakes Fantasy for Realism. Voice of Youth Advocates v26 n1 p19-21 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Access to Information Higher Education Library Equipment Library Materials Library Policy Library Services Library Statistics Library Surveys Research Libraries Users (Information) Courtney, Nancy Journal Articles Reports - Research ISSN-0099-1333 English Most of 814 academic libraries surveyed allow onsite access to unaffiliated users, and many give borrowing privileges to certain categories of users. Use of library computers to access library resources and other computer applications is commonly allowed although authentication on library computers is increasing. Five tables show statistics. (Author/AEF) EJ673396 Unaffiliated Users' Access to Academic Libraries: A Survey. Journal of Academic Librarianship v29 n1 p3-7 Jan 2003 2003-00-00 T 2004 7/11/2004 11:34:00 CIJJAN2004

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No Academic Libraries Design Preferences Donors Fund Raising Library Funding Research Libraries Resource Allocation Web Sites Hazard, Brenda L. Journal Articles Reports - Research Association of Research Libraries Web Site Design ISSN-0099-1333 English Assesses the practice of online fundraising on Association of Research Libraries (ARL) library Web sites. Sites were examined for the appearance of specific fundraising and development-related elements: E-mail contact; friends pages; development pages; donor recognition pages; secure donation forms; interactive forms; and Web events. Results indicate placement of links and descriptors used may be more important than an extensive, feature-laden site. Data collection form is appended. (Contains 54 references.) (Author/AEF) EJ673397 Online Fundraising at ARL Libraries. Journal of Academic Librarianship v29 n1 p8-15 Jan 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Comparative Analysis Data Analysis Data Collection Higher Education Information Sources Information Technology Library Statistics Online Systems Vendors Web Sites Duy, Joanna Vaughan, Liwen Journal Articles Reports - Research North Carolina State University Web Servers ISSN-0099-1333 English Vendor-provided electronic resource usage statistics are not currently standardized across vendors. This study investigates the feasibility of using locally collected data to check the reliability of vendor-provided data. Vendor-provided data were compared with local data collected from North Carolina State University (NCSU) Libraries' Web servers. Findings indicate the two types of data correlate well in terms of use patterns, but actual usage values differ for many products. (Author/AEF) EJ673398 Usage Data for Electronic Resources: A Comparison between Locally Collected and Vendor-Provided Statistics. Journal of Academic Librarianship v29 n1 p16-22 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Case Studies Decision Making Higher Education Library Administration Library Collection Development Library Policy Library Services Research Libraries Social Influences User Needs (Information) Lee, Hur-Li Journal Articles Reports - Research ISSN-0099-1333 English This case study examines social influences in research libraries' collection development. It shows that individuals' ideologies and political agenda shape their impression of user needs and their decision making. The study also reveals how the institution's operating structures, campus politics of interdisciplinarity, personnel deployment, and aspiration for prestige dominate collection development. (Author) EJ673399 Collection Development as a Social Process. Journal of Academic Librarianship v29 n1 p23-31 Jan 2003 2003-00-00 T 2004 7/11/2004 11:34:01 CIJJAN2004

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No Comparative Analysis Cultural Pluralism Library Policy Library Science Library Services Minority Groups Mission Statements Organizational Objectives Philosophy User Needs (Information) World Views Weissinger, Thomas Journal Articles Reports - Research ISSN-0099-1333 English Librarianship's worldview or philosophy preconditions understanding of ideas such as core value, diversity, and equity. Adherents to the orthodox version of this worldview restrict minority interests while aspiring to become a scientific profession. Those in favor of a modified version of the worldview support cultural diversity and non-positivist knowledge systems. (Author) EJ673400 Competing Models of Librarianship: Do Core Values Make a Difference? Journal of Academic Librarianship v29 n1 p32-39 Jan 2003 2003-00-00 T 2004 7/11/2004 11:34:01 CIJJAN2004

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No Academic Libraries Computer Networks Educational Technology Higher Education Information Technology Library Equipment Technological Advancement Cain, Mark Journal Articles Reports - Evaluative Handheld Computers Personal Digital Assistants Wireless Technology ISSN-0099-1333 English Discusses personal digital assistants (PDAs). Highlights include history and characteristics of PDAs; beyond the "organizer" function and use of PDAs in higher education and academic libraries; problems and possibilities of a wirelessly networked PDA in a library; and the future outlook for PDAs. (AEF) EJ673401 PDA: Paradigm-Disrupting Appliance? Journal of Academic Librarianship v29 n1 p44-48 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Information Sources Information Technology Library Collection Development Library Development Library Equipment Library Materials Library Services Technological Advancement Technology Integration Fox, Megan K. Journal Articles Reports - Descriptive Handheld Computers Personal Digital Assistants Wireless Technology ISSN-0363-0277 English Examines how librarians are customizing their services and collections for handheld computing. Discusses the widest adoption of PDAs (personal digital assistants) in libraries that serve health and medical communities; PDA-friendly information pages; the reference focus; journals and databases; lending materials; publicity; use of PDAs by library staff; integrated library system (ILS) vendors getting into the act; and future outlooks. (AEF) EJ673402 A Library in Your Palm. Library Journal p10-14 supp Spr 2003 2003-00-00 N/A 2004 2016-11-23

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No Design Preferences Information Sources Libraries Library Equipment Library Services Online Systems Web Sites World Wide Web Kupersmith, John Journal Articles Reports - Descriptive Web Page Design Web Site Design ISSN-0363-0277 English Examines special-purpose entry points to library Web sites. Discusses in-house homepages; branch-specific pages or single library system-wide pages; staff use pages; versions in different languages; "MyLibrary" pages where users can customize the menu; standalone "branded" sites; publicly accessible pages; and best practices. (AEF) EJ673403 The Other Homepage. Library Journal p16-18 supp Spr 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Analysis Computer Uses in Education Data Analysis Decision Making Educational Technology Elementary Secondary Education Evaluation Criteria Evaluation Methods Needs Assessment Selection Tests Olson, Allan Journal Articles Reports - Descriptive ISSN-1075-0479 English Focuses on weighing the options to find the right technology-based assessment tool in schools and discusses questions to ask: "Do our state tests meet our needs?"; "What type of data is of most value?"; "How do today's assessment choices compare?"; "How important is support?"; and "Which criteria are most important in choosing the right test?" (AEF) EJ673404 The Answer To Getting Better Test Data: Ask the Right Questions. MultiMedia Schools v10 n3 p28-31 May-Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:34:02 CIJJAN2004

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No Case Studies Cognitive Style Doctoral Programs Evaluation Methods Higher Education Interaction Learning Processes Models Qualitative Research Social Cognition Teleconferencing Schrire, Sarah Journal Articles Reports - Research Discourse Nova Southeastern University FL ISSN-0892-4872 English Presents a qualitative multiple-case study of three online asynchronous computer conferences that were part of a doctoral program at Nova Southeastern University. Examines the learning process from the points of view of interaction, cognition, and discourse analysis and proposes a model for assessing sociocognitive processes in computer conferencing. (Author/LRW) EJ673405 A Model for Evaluating the Process of Learning in Asynchronous Computer Conferencing. Journal of Instruction Delivery Systems v17 n1 p6-12 Win 2003 2003-00-00 N/A 2004 2016-11-21

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No Active Learning Class Size Discussion (Teaching Technique) Higher Education Interaction Large Group Instruction Learning Strategies Outcomes of Education Student Motivation Student Participation Teacher Student Relationship Teaching Methods Web Based Instruction Christopher, Doris A. Journal Articles Reports - Descriptive California State University Los Angeles Collaborative Learning ISSN-0892-4872 English Presents techniques to use in stimulating interest and effective learning outcomes in large classes, based on experiences at California State University, Los Angeles. Topics include active learning; collaborative learning; interactive learning; and use of the Web for student motivation and engaging in in-class discussions. (Author/LRW) EJ673406 Interactive Large Lecture Classes and the Dynamics of Teacher/Student Interaction. Journal of Instruction Delivery Systems v17 n1 p13-18 Win 2003 2003-00-00 N/A 2004 2016-11-21

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No Foreign Countries Higher Education Library Education Practicum Supervision Practicums Problems Program Evaluation Program Improvement Questionnaires Student Attitudes Student Surveys Value Judgment Jorosi, B. N. Metzger, A. J. B. Journal Articles Reports - Research University of Botswana ISSN-0957-9575 English Reports findings of a questionnaire-based study of graduates of the Diploma in Library and Information Studies at the University of Botswana (Africa) regarding their practical placement experience. Discusses perceived value of the practical placement, problems relating to the management of the program, inadequate supervision, and suggestions for improvement. (Author/LRW) EJ673407 Students' Evaluation of Their Practical Placement: The Case of the Department of Library and Information Studies, University of Botswana. Education Libraries Journal v45 n2 p13-22 Sum 2002 2002-00-00 LISE (Librarians of Institutes and Schools of Education), Leicester University, Education Library, 21 University Road, Leicester LE1 7RF United Kingdom. Tel: 0116-252-3735; e-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. T 2004 2016-11-21

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No Academic Libraries Foreign Countries Higher Education Library Acquisition Library Collection Development Library Collections Aguolu, I. E. Bukar, A. Idakwo, M. Journal Articles Reports - Research Nigeria Nigeria ISSN-0957-9575 English Describes a study of 10 academic libraries in Nigeria that investigated collection size and devices employed in collection-building, particularly gifts and exchanges. Concludes that gifts and exchanges are only palliatives, not a panacea for the paucity of academic library collections. (Author/LRW) EJ673408 Dearth of Academic Library Collections: Gifts and Exchanges as a Panacea? Education Libraries Journal v45 n2 p23-29 Sum 2002 2002-00-00 LISE (Librarians of Institutes and Schools of Education), Leicester University, Education Library, 21 University Road, Leicester LE1 7RF United Kingdom. Tel: 0116-252-3735; e-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. T 2004 2016-11-21

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No Academic Libraries Educational Resources Foreign Countries Higher Education History Instruction Lesson Plans Library Role Library Services Secondary School Teachers Teacher Interns Murray, Vanya Journal Articles Reports - Research University of Oxford (England) Change Analysis Resource Utilization ISSN-0957-9575 English Describes a project conducted at the University of Oxford (England) that examined the use of resources by trainee secondary history teachers to determine what history interns are taught about resource use, how approaches to resource use in their lesson planning change, and how libraries can better support trainee history teachers. (LRW) EJ673409 The Use of Resources by Trainee History Teachers: Implications for Effective Library Support: A Report. Education Libraries Journal v46 n1 p5-14 Spr 2003 2003-00-00 LISE (Librarians of Institutes and Schools of Education), Leicester University, Education Library, 21 University Road, Leicester LE1 7RF United Kingdom. Tel: 0116-252-3735; e-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. T 2004 2016-11-21

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No Academic Libraries Foreign Countries Gender Issues Higher Education Information Needs Library Materials Library Research Library Surveys Use Studies Users (Information) Adomi, Esharenana E. Ogbomo, Monday O. Journal Articles Reports - Research Nigeria Nigeria ISSN-0957-9575 English Discusses results of a survey of gender factors in library resource use at Delta State University, Abraka, Nigeria (Africa). Highlights include reasons for library use, how library materials are located, materials consulted, relevance of library materials to information needs, frequency of use, and factors inhibiting effective use of the library. (Author/LRW) EJ673410 Gender Factor in Utilisation of Library Resources at Delta State University, Abraka, Nigeria. Education Libraries Journal v46 n1 p15-19 Spr 2003 2003-00-00 LISE (Librarians of Institutes and Schools of Education), Leicester University, Education Library, 21 University Road, Leicester LE1 7RF United Kingdom. Tel: 0116-252-3735; e-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. T 2004 2016-11-21

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No Educational Needs Educational Sociology Elementary Secondary Education Foreign Countries Information Needs Library Development Library Funding Library Materials Library Personnel Library Research Library Role Library Standards Problems Rural Areas School Libraries Kargbo, John A. Journal Articles Reports - Descriptive Change Analysis Sierra Leone Sierra Leone ISSN-0957-9575 English Examines the role of school libraries in Sierra Leone's (Africa) educational system and the problems affecting their development. Discusses the need for materials to support teaching activities; sociological factors; teachers' and students' information needs; current trends and changes; rural areas with no school libraries; and lack of standards, funding, and qualified staff. (Author/LRW) EJ673411 School Libraries in Sierra Leone's Educational System: Quo Vadis? Education Libraries Journal v46 n1 p20-25 Spr 2003 2003-00-00 LISE (Librarians of Institutes and Schools of Education), Leicester University, Education Library, 21 University Road, Leicester LE1 7RF United Kingdom. Tel: 0116-252-3735; e-mail: rwk3@leicester.ac.uk; Web site: http://www.educ.cam.ac.uk/lise/liseelj.htm/. T 2004 2016-11-21

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No Foreign Countries Graphs Higher Education Search Engines Web Sites World Wide Web Thelwall, Mike Wilkinson, David Journal Articles Reports - Descriptive Australia Data Sets Links (Indexing) New Zealand United Kingdom Australia New Zealand United Kingdom ISSN-3318-3324 English Explains how the Web can be modeled as a mathematical graph and analyzes the graph structures of three national university publicly indexable Web sites from Australia, New Zealand, and the United Kingdom. Topics include commercial search engines and academic Web link research; method-analysis environment and data sets; and power laws. (LRW) EJ673412 Graph Structure in Three National Academic Webs: Power Laws with Anomalies. Journal of the American Society for Information Science and Technology v54 n8 p706-12 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Automatic Indexing Costs Full Text Databases Vocabulary World Wide Web Heinz, Steffen Zobel, Justin Journal Articles Reports - Descriptive Inverted Files Speed ISSN-3318-3324 English Discusses index construction for text collections, reviews principal approaches to inverted indexes, analyzes their theoretical cost, and presents experimental results of the use of a single-pass inversion method on Web document collections. Shows that the single-pass approach is faster and does not require the complete vocabulary of the indexed collection in main memory. (Author/LRW) EJ673413 Efficient Single-Pass Index Construction for Text Databases. Journal of the American Society for Information Science and Technology v54 n8 p713-29 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Chinese English Foreign Countries Information Retrieval Multilingual Materials World Wide Web Yang, Christopher C. Li, Kar Wing Journal Articles Reports - Research Dynamic Programing Hong Kong Hong Kong ISSN-3318-3324 English Discussion of multilingual corpora and cross-lingual information retrieval focuses on research that constructed English/Chinese parallel corpus automatically from the World Wide Web. Presents an alignment method which is based on dynamic programming to identify one-to-one Chinese and English title pairs and discusses results of experiments conducted in Hong Kong. (Contains 59 references.) (Author/LRW) EJ673414 Automatic Construction of English/Chinese Parallel Corpora. Journal of the American Society for Information Science and Technology v54 n8 p730-42 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Databases Higher Education Information Retrieval Linguistics Longitudinal Studies Measurement Techniques Search Strategies Statistical Analysis Users (Information) Web Sites Wang, Peiling Berry, Michael W. Yang, Yiheng Journal Articles Reports - Research Linguistic Analysis Query Processing Relational Concepts Search Behavior Data Mining Word Associations ISSN-3318-3324 English Analyzed user queries submitted to an academic Web site during a four-year period, using a relational database, to examine users' query behavior, to identify problems they encounter, and to develop techniques for optimizing query analysis and mining. Linguistic analyses focus on query structures, lexicon, and word associations using statistical measures including Zipf distributions. (Author/LRW) EJ673415 Mining Longitudinal Web Queries: Trends and Patterns. Journal of the American Society for Information Science and Technology v54 n8 p743-58 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Correlation Higher Education Information Needs Longitudinal Studies Search Strategies Student Research Subject Index Terms Undergraduate Students Pennanen, Mikko Vakkari, Pertti Journal Articles Reports - Research Conceptual Analysis Knowledge Development Kuhlthau Model Query Formulations ISSN-3318-3324 English Focuses on analyzing undergraduate students' information needs in terms of conceptual understanding of the topic they propose to study and its consequences for the search process and outcome. Highlights include the ASK (anomalous states of knowledge) hypothesis; subject knowledge and searching; Kuhlthau's model; conceptual structure; knowledge level; and query facets and terms. (Author/LRW) EJ673416 Students' Conceptual Structure, Search Process, and Outcome while Preparing a Research Proposal: A Longitudinal Case Study. Journal of the American Society for Information Science and Technology v54 n8 p759-70 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Classification Concept Mapping Information Science Tables (Data) Hawkins, Donald T. Larson, Signe E. Caton, Bari Q. Journal Articles Reports - Research Information Science Research ISSN-3318-3324 English Continues earlier research on the development of a new definition of information science and the creation of a map of the field showing subjects central to it and their relationship to those on the periphery. A case study describes the creation of a new classification structure for the "Information Science Abstracts" database. (Author/LRW) EJ673417 Information Science Abstracts: Tracking the Literature of Information Science. Part 2: A New Taxonomy for Information Science. Journal of the American Society for Information Science and Technology v54 n8 p771-81 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Decision Making Information Retrieval Information Seeking Search Strategies Statistical Data User Needs (Information) Web Sites World Wide Web Haas, Stephanie W. Journal Articles Reports - Research Bureau of Labor Statistics Domain Knowledge Query Formulations ISSN-3318-3324 English Discusses information searching as a series of user decisions and considers the effects of the user's knowledge and the configuration of the information retrieval system. Investigates what the user needs to know to make informed search decisions at the United States Bureau of Labor Statistics Web site and describes user queries. (Author/LRW) EJ673418 Improving the Search Environment: Informed Decision Making in the Search for Statistical Information. Journal of the American Society for Information Science and Technology v54 n8 p782-97 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Computer Networks Computer Security Internet Logic Mathematical Formulas Lee, M. C. Fung, Chun-Kan Journal Articles Reports - Descriptive Client Server Computing Systems Network Protocols ISSN-3318-3324 English Discusses network denial-of-service attacks which have become a security threat to the Internet community and suggests the need for reliable authentication protocols in client-server applications. Presents a public-key based authentication and key establishment protocol coupled with a client puzzle protocol and validates it through formal logic theory. (Author/LRW) EJ673419 A Public-Key Based Authentication and Key Establishment Protocol Coupled with a Client Puzzle. Journal of the American Society for Information Science and Technology v54 n9 p810-23 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Copyrights Distance Education Federal Legislation Ownership Lipinski, Tomas A. Journal Articles Reports - Descriptive Digital Data Digital Millennium Copyright Act 1998 Technological Perspective World Intellectual Property Organization Digital Millennium Copyright Act 1998 ISSN-3318-3324 English Discusses the accelerating trend of ownership rights in digital property, specifically copyright, which is in contrast to the stated legislative purpose of copyright law to be technologically neutral. Topics include the Digital Millennium Copyright Act (DMCA); the World Intellectual Property Organization (WIPO); and TEACH (Technology, Education and Copyright Harmonization) Act, related to distance education. (Author/LRW) EJ673420 The Myth of Technological Neutrality in Copyright and the Rights of Institutional Users: Recent Legal Challenges to the Information Organization as Mediator and the Impact of the DMCA, WIPO, and TEACH. Journal of the American Society for Information Science and Technology v54 n9 p824-35 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Higher Education Information Seeking Search Strategies Success Undergraduate Students Web Sites Drabenstott, Karen M. Journal Articles Reports - Research Experts University of Michigan Ann Arbor Domain Knowledge ISSN-3318-3324 English Discussion of information-seeking strategies of domain experts and nondomain experts (undergraduates) focuses on a study at the University of Michigan, Ann Arbor that investigated whether nondomain experts enlisted the strategies of domain experts when using information gateways on the library Web page; if so, how they learned about them; and whether they were successful. (Author/LRW) EJ673421 Do Nondomain Experts Enlist the Strategies of Domain Experts? Journal of the American Society for Information Science and Technology v54 n9 p836-54 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Academic Discourse Collaborative Writing Journal Articles Philosophy Psychology Scholarly Journals Scholarly Writing Tables (Data) Cronin, Blaise Shaw, Debora La Barre, Kathryn Journal Articles Reports - Research Authorship ISSN-3318-3324 English Chronicles the use of acknowledgments in 20th-centry scholarship by analyzing and classifying research articles published in the journals "Psychological Review" and "Mind" to determine the extent of coauthorship and subauthorship collaboration. Demonstrates that the acknowledgment has gradually established itself as a constitutive element of academic writing. (Author/LRW) EJ673422 A Cast of Thousands: Coauthorship and Subauthorship Collaboration in the 20th Century as Manifested in the Scholarly Journal Literature of Psychology and Philosophy. Journal of the American Society for Information Science and Technology v54 n9 p855-71 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Information Management Information Utilization Systems Development Users (Information) Bergman, Ofer Beyth-Marom, Ruth Nachmias, Rafi Journal Articles Reports - Descriptive Subjectivity Value Added Personal Information Systems ISSN-3318-3324 English Explains personal information management (PIM) systems and suggests a user-subjective approach to PIM system design. Advocates that PIM systems relate to the subjective value-added attributes that the user gives the stored data so that the user can find information again, recall it when needed, and use it effectively in the next interaction. (Author/LRW) EJ673423 The User-Subjective Approach to Personal Information Management Systems. Journal of the American Society for Information Science and Technology v54 n9 p872-78 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Decision Making Hypothesis Testing Information Seeking Information Sources Media Selection Multiple Regression Analysis Professional Personnel Profiles Research Needs Surveys User Satisfaction (Information) Stefl-Mabry, Joette Journal Articles Reports - Research Empirical Research Social Judgment Theory User Preferences ISSN-3318-3324 English Describes a study that empirically identified individual preferences profiles to understand information-seeking behavior among professional groups for six selected information sources. Highlights include Social Judgment Analysis; the development of the survey used, a copy of which is appended; hypotheses tested; results of multiple regression analyses; and hypotheses for future research. (Contains 85 references.) (Author/LRW) EJ673424 A Social Judgment Analysis of Information Source Preference Profiles: An Exploratory Study to Empirically Represent Media Selection Patterns. Journal of the American Society for Information Science and Technology v54 n9 p879-904 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Criteria Information Needs Information Retrieval Relevance (Information Retrieval) Borlund, Pia Journal Articles Reports - Descriptive Dynamic Concept Analysis Situational Analysis ISSN-3318-3324 English Introduces the concept of relevance as viewed and applied in the context of IR (information retrieval) evaluation by presenting an overview of the multidimensionality and dynamic nature of the concept. Topics include classes and types of relevance; relevance criteria; degrees of relevance; levels of relevance; situational relevance; and information needs. (Contains 68 references.) (Author/LRW) EJ673425 The Concept of Relevance in IR. Journal of the American Society for Information Science and Technology v54 n10 p913-25 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Databases Information Retrieval Models Molecular Biology Scholarly Communication Scientific and Technical Information World Wide Web Brown, Cecelia Journal Articles Reports - Research Change Analysis Discourse ISSN-3318-3324 English Discusses the growth in use and acceptance of Web-based genomic and proteomic databases (GPD) in scholarly communication. Confirms the role of GPD in the scientific literature cycle, suggests GPD are a storage and retrieval mechanism for molecular biology information, and recommends that existing models of scientific communication be updated to incorporate GPD data deposition. (Author/LRW) EJ673426 The Changing Face of Scientific Discourse: Analysis of Genomic and Proteomic Database Usage and Acceptance. Journal of the American Society for Information Science and Technology v54 n10 p926-38 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Data Analysis Information Science Niemi, Timo Hirvonen, Lasse Jarvelin, Kalervo Journal Articles Reports - Descriptive Multidimensional Approach Query Languages Data Models ISSN-3318-3324 English Discusses multidimensional data analysis, or online analytical processing (OLAP), which offer a single subject-oriented source for analyzing summary data based on various dimensions. Develops a conceptual/logical multidimensional model for supporting the needs of informetrics, including a multidimensional query language whose basic idea is to support the definition of views in a way, which is natural and intuitive for lay users in the informetrics area. (Author/LRW) EJ673427 Multidimensional Data Model and Query Language for Informetrics. Journal of the American Society for Information Science and Technology v54 n10 p939-51 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cooperation Data Analysis Interviews Scholarly Communication Scientific and Technical Information Social Influences Sociometric Techniques Surveys Hara, Noriko Solomon, Paul Kim, Seung-Lye Sonnenwald, Diane H. Journal Articles Reports - Research Video Teleconferencing ISSN-3318-3324 English Describes collaboration among a group of scientists and considers how their experiences are socially shaped. Data analysis of interviews, observations of videoconferences and meetings, and a sociometric survey led to the development of a framework that identifies forms of collaboration that emerged among scientists and factors which influenced collaboration. (Contains 51 references.) (Author/LRW) EJ673428 An Emerging View of Scientific Collaboration: Scientists' Perspectives on Collaboration and Factors That Impact Collaboration. Journal of the American Society for Information Science and Technology v54 n10 p952-65 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Algorithms Artificial Intelligence Classification Computer Software Cooperation Information Services Thesauri Mukhopadhyay, Snehasis Peng, Shengquan Raje, Rajeev Palakal, Mathew Mostafa, Javed Journal Articles Reports - Descriptive Interactive Systems Document Analysis Information Analysis ISSN-3318-3324 English Discussion of automated information services focuses on information classification and collaborative agents, i.e. intelligent computer programs. Highlights include multi-agent systems; distributed artificial intelligence; thesauri; document representation and classification; agent modeling; acquaintances, or remote agents discovered through interaction; and a learning algorithm based on the past history of collaboration. (LRW) EJ673429 Multi-Agent Information Classification Using Dynamic Acquaintance Lists. Journal of the American Society for Information Science and Technology v54 n10 p966-75 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Educational Technology Electronic Mail Information Skills Internet Listservs Models Problem Solving Search Engines Technology Integration Web Sites Eisenberg, Mike B Journal Articles Reports - Descriptive Big Six Conceptual Frameworks ISSN-8756-3894 English Explains the Big6 model of information problem solving as a conceptual framework for learning and teaching information and technology skills. Highlights include information skills; examples of integrating technology in Big6 contexts; and the Big6 and the Internet, including email, listservs, chat, Web browsers, search engines, portals, Web authoring, and Web sites. (LRW) EJ673430 Technology for a Purpose: Technology for Information Problem-Solving with the Big6[R]. TechTrends v47 n1 p13-17 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Elementary Secondary Education Evaluation Methods Information Literacy Information Seeking Information Skills Information Sources Internet Librarian Teacher Cooperation Problem Solving School Libraries Search Engines Standards Student Research Murray, Janet Journal Articles Reports - Descriptive Big Six ISSN-8756-3894 English Describes the use of Big6 strategies in guiding student research projects as part of a cooperative program between teachers and the school librarian. Topics include information seeking strategies; evaluating information sources; locating information using search engines; analyzing information sources; and achieving information literacy and national educational technology standards. (LRW) EJ673431 CyberConnect: Use the Internet with Big6[R] Skills To Achieve Standards. TechTrends v47 n1 p18-21 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Computer Software Curriculum Development Elementary Education Evaluation Methods Information Literacy Library Skills Research Skills Student Research Gill, Suzanne L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Big Six ISSN-8756-3894 English Describes the use of IMSeries software, a relational database capable of implementing curriculum design, in an elementary school. Topics include Big6 research skills; tracking the scope and sequence of curriculum; tying library skills to curricular disciplines; information literacy; and examples of a lesson unit and assessment strategy. (LRW) EJ673432 Tracking the Integration of Library Skills in the Curriculum. TechTrends v47 n1 p23-24 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Budgeting Databases Elementary Secondary Education Government Role Learning Resources Centers Library Collection Development Library Cooperation Library Materials Media Specialists Online Systems Reference Materials Retrenchment School Libraries Technology Uses in Education Union Catalogs Schrader, Susan Journal Articles Reports - Descriptive Iowa Iowa ISSN-8756-3894 English Discusses money shortages in Iowa that are affecting school library media specialists and highlights two collaborative efforts: cooperative purchasing of online reference databases, and the Com Cat union catalog. Explains the role of the area education agency (AEA) system in supporting schools and how online databases are being used. (LRW) EJ673433 Thinking Big in Iowa: Collaboration and Technology in School Library Media Centers. TechTrends v47 n1 p25-26 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Access to Information Cataloging Classification Futures (of Society) Instructional Program Divisions State Standards Teacher Developed Materials Videotape Recordings Web Sites Scott, Elainea Journal Articles Reports - Descriptive California Teacher Needs California ISSN-8756-3894 English Discusses how the Tulare (California) County Office of Education, Educational Resource Services department made the California Academic Content Standards more accessible to teachers by cataloging and classifying the collection of materials that support the standards and creating Web pages according to grade levels. Discusses future plans that include teacher-developed videos explaining the standards. (LRW) EJ673434 Making the Standards a "Hit" with Teachers. TechTrends v47 n1 p27-28 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Advisory Committees Databases Elementary Secondary Education Full Text Databases Intermediate Administrative Units Journal Articles Learning Resources Centers Library Personnel Marketing Media Specialists Online Systems School Libraries Training Needs Videotape Recordings Web Sites Workshops Hauser, Judy Journal Articles Reports - Descriptive Michigan Michigan ISSN-8756-3894 English Describes services of the New Media Information Center to media specialists in Oakland Schools, the intermediate school district (ISD) for Oakland County (Michigan). Highlights include database training videos; online database tutorials; full-text periodical articles; district database sheets; face-to-face workshops for media specialists and staff; marketing; the advisory council; and Web site. (LRW) EJ673435 Media Specialists--Targeted for TechTrends! TechTrends v47 n1 p29-32 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Grants Guidelines Library Funding Partnerships in Education Program Proposals Resource Materials School Libraries Web Sites Nutt, Pam Journal Articles Reports - Descriptive ISSN-8756-3894 English Explains how school librarians can write a grant proposal to obtain new equipment that is not covered in their normal budget. Topics include designing a grant for a specific need; finding a grant and following the guidelines; statement of need; collaboration and partnerships; and a list of Web sources for writing grants. (LRW) EJ673436 Anatomy of a Grant Proposal. TechTrends v47 n1 p33-35 Jan-Feb 2003 2003-00-00 T 2004 7/11/2004 11:34:11 CIJJAN2004 Issue theme: K-12 School Libraries.

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No Elementary Secondary Education Futures (of Society) Professional Development Resource Materials School Libraries Web Sites Clyde, Laurel A. Journal Articles Reports - Descriptive International Association of School Librarianship ISSN-8756-3894 English Describes the School Libraries Online Web site, created as the Web site of the International Association of School Librarianship to help improve library and information services in schools by helping school librarians to locate appropriate resources. Discusses current events and news; resources to support professional practice; professional development resources; special projects; and future plans. (LRW) EJ673437 School Libraries Online: A Professional Web Site for School Library Personnel. TechTrends v47 n1 p36-40 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Course Content Course Objectives Educational Technology Elementary Education Higher Education Instructional Design Teaching Methods Technology Uses in Education Walsh, Joseph Frontczak, Kristie Pretti Journal Articles Reports - Descriptive Presentations ISSN-8756-3894 English Discusses the importance of using good instructional design principles when using new technologies for education. Highlights include identifying instructional objectives; understanding the target audience, and augmenting a presentation with technology instead of letting technology dominate it; organizing the content; and preparing for instructional delivery. (LRW) EJ673438 Back to Basics: Non-Technical Tips for Improving Technology-Based Presentation Skills. TechTrends v47 n1 p41-45 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Technology Higher Education Performance Based Assessment Preservice Teacher Education Standards Student Attitudes Student Teaching Technological Literacy Technology Integration Technology Uses in Education Persichitte, Kay A. Caffarella, Edward P. Ferguson-Pabst, Donna Journal Articles Reports - Descriptive Instructional Support Teacher Needs University of Northern Colorado Course Development ISSN-8756-3894 English Describes the evolution of preservice teacher technology courses at the University of Northern Colorado (Greeley, CO). Highlights include technology integration; student teaching requirements; student attitudes about technology; revised curricula that include state and professional organization technology standards, performance-based assessments, and instructional support for students; and support for faculty. (LRW) EJ673439 A Continuing Journey toward Technology Infusion within Teacher Preparation. TechTrends v47 n2 p12-14 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Elementary School Teachers Faculty Development Higher Education Methods Courses Preservice Teacher Education Secondary School Teachers Technological Literacy Technology Integration Technology Uses in Education Marra, Rose M. Howland, Jane Wedman, Judy Diggs, Laura Journal Articles Reports - Descriptive University of Missouri ISSN-8756-3894 English Discusses the need for elementary and secondary school teachers to integrate technology into the classroom and explains the University of Missouri's (Columbia, MO) technology-focused development program, the Technology Learning Cycle (TLC), for faculty who teach undergraduate teacher methods courses. Examines the application of the TLC to two faculty members with widely disparate entry-level technology skills. (LRW) EJ673440 A Little TLC (Technology Learning Cycle) as a Means to Technology Integration. TechTrends v47 n2 p15-19 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Instructional Effectiveness Partnerships in Education Professional Associations Standards Teacher Competencies Teacher Education Teacher Educators Technology Uses in Education Peck, Kyle L. Augustine, Catherine Popp, David Journal Articles Reports - Descriptive Teacher Needs Department of Education ISSN-8756-3894 English Explains the AECT (Advancing the Educational Contribution of Technology) Project, a consortium of professional associations, businesses, and universities funded by the Department of Education's Preparing Tomorrow's Teachers to use Technology (PT3) program to provide standards for technology competencies for preservice and inservice teachers and to meet the needs of teacher educators. (LRW) EJ673441 The AECT Project: Modeling the Effective Use of Technology in Teacher Preparation. TechTrends v47 n2 p21-23 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Educational Technology Elementary School Science Elementary School Teachers Higher Education Pilot Projects Preservice Teacher Education Student Diversity Technology Integration Technology Uses in Education Cavanaugh, Cathy Journal Articles Reports - Descriptive Learning Communities University of North Florida ISSN-8756-3894 English Describes two pilot programs at the University of North Florida (Jacksonville, FL) that connect instructional technology into the teacher education program: one uses technology in a community-based learning environment to improve preservice elementary teachers' science education preparation; the second involves a learning community of students enrolled in instructional technology and a course in teaching diverse populations. (LRW) EJ673442 Information Age Teacher Education: Educational Collaboration To Prepare Teachers for Today's Students. TechTrends v47 n2 p24-27 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Benchmarking Higher Education Models Preservice Teacher Education Standards Teacher Competencies Technology Uses in Education Ring, Gail L. Foti, Sebastian L. Journal Articles Reports - Descriptive University of Florida Authentic Learning Electronic Portfolios ISSN-8756-3894 English Describes the electronic portfolio project at the University of Florida that uses Florida Accomplished Practices, benchmarks for teacher competency, to promote preservice students' reflections about their teaching and learning by promoting authentic tasks in authentic contexts. Explains the portfolio model that requires students to use technology to communicate their proficiency. (LRW) EJ673443 Addressing Standards at the Program Level with Electronic Portfolios. TechTrends v47 n2 p28-32 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Higher Education Preservice Teacher Education Student Teaching Teacher Competencies Technology Integration Chiero, Robin Sherry, Lorraine Bohlin, Roy Harris, Susan Journal Articles Reports - Descriptive Department of Education Learning Communities ISSN-8756-3894 English Describes the development of learning communities among student teachers, university supervisors, and master teachers to increase the quantity and quality of technology integration in student teaching experiences. Project TALENT (Teaching and Leading for Educational Needs with Technology), funded by the Department of Education's PT3 (Preparing Tomorrow's Teachers to Use Technology) program, is explained. (LRW) EJ673444 Increasing Comfort, Confidence, and Competence in Technology Infusion with Learning Communities. TechTrends v47 n2 p34-38 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Interaction Online Courses Scaffolding (Teaching Technique) Student Responsibility Teacher Responsibility Dabbagh, Nada Journal Articles Reports - Descriptive Self Reliance Electronic Learning Self Regulated Learning ISSN-8756-3894 English Proposes a distributed and shared approach to scaffolding where teacher-student, student-student, and student-content interactions are supported through the use of online learning tools, and where responsibility of scaffolding is shared amongst learners, teachers, and resources. Enables students who engage in online learning to become more self-directed, self-regulated, and self-reliant. (LRW) EJ673445 Scaffolding: An Important Teacher Competency in Online Learning. TechTrends v47 n2 p39-44 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Constructivism (Learning) Higher Education Instructional Development Preservice Teacher Education Student Role Teacher Role Baylor, Amy L. Kitsantas, Anastasia Hu, Haihong Journal Articles Reports - Descriptive Empirical Research Self Regulation ISSN-8756-3894 English Discusses how to teach instructional planning in preservice teacher education and describes two methods to facilitate self-regulation: the Instructional Planning Self-Reflective Tool and the Constructivist Planning Self-Reflective Tool. Highlights include recommendations for use based on empirical research; objectives, including audience; roles of students and teachers; and activity characteristics. (LRW) EJ673446 Two Tools To Facilitate Pre-Service Teachers' Self-Regulation during Instructional Planning. TechTrends v47 n2 p45-49 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Objectives Instructional Design Instructional Effectiveness Interaction Models Web Based Instruction Web Sites Ingram, Albert L. Hathorn, Lesley G. Journal Articles Reports - Descriptive Links (Indexing) Web Site Design ISSN-8756-3894 English Presents a model to help instructional designers ensure that an instructional Web site includes the necessary elements to support the desired learning. Highlights include goals for the instructional system and Web site; information presentation; interactions on the Web; and linked connections to other information. (LRW) EJ673447 Designing Your Web Site for Instructional Effectiveness and Completeness: First Steps. TechTrends v47 n2 p50-56 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Evaluation Methods Graduate Study Partnerships in Education Student Evaluation Student Projects Technology Uses in Education Theory Practice Relationship Kapp, Karl M. Phillips, Timothy L. Journal Articles Reports - Descriptive Bloomsburg University PA Collaborative Learning Electronic Learning Prototypes Requests for Proposals ISSN-8756-3894 English Describes a program developed at Bloomsburg University (Pennsylvania) to prepare graduate students to be technologically savvy and to teach them the business aspects of instructional technology and electronic learning. Discusses partnerships with instructional technology professionals; collaborative student projects; a request for proposal exercise; developing prototypes; and student evaluations. (LRW) EJ673448 Teaching the Business of Instructional Technology: A Collaborative Corporate/Academic Partnership. TechTrends v47 n1 p46-51 Jan-Feb 2003 2003-00-00 T 2004 2016-11-23

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No Communication (Thought Transfer) Discussion (Teaching Technique) English Teacher Education Middle School Students Practicum Supervision Practicums Preservice Teacher Education Technology Uses in Education Web Based Instruction Doering, Aaron Johnson, Marc Dexter, Sara Journal Articles Reports - Descriptive University of Minnesota ISSN-8756-3894 English Discusses the need for preservice teachers to interact with students and describes the use of Web-based asynchronous discussion to increase the quality and quantity of English education initial licensure program students' interactions with middle school students during a practicum experience at the University of Minnesota. Topics include supervision; communication needs; and technical needs. (LRW) EJ673449 Using Asynchronous Discussion To Support Preservice Teachers' Practicum Experiences. TechTrends v47 n1 p52-55 Jan-Feb 2003 2003-00-00 T 2004 2016-11-23

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No Educational Technology Federal Government Government Role Information Technology Instructional Design Instructional Innovation Technology Uses in Education Kemp, Jerold E. Journal Articles Reports - Descriptive Association for Educational Communications Tech Instructional Systems Design ISSN-8756-3894 English Suggests that AECT (Association for Educational Communications and Technology) should include ISD (instructional systems design) more clearly in its mission. Highlights include the transition from audiovisual education to information technology; innovative instruction; designing instruction with the use of technology; and the federal government's role in supporting new technology. (LRW) EJ673450 AECT and ISD...Can We Expand the Relationship? TechTrends v47 n1 p56-59 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Adoption (Ideas) Curriculum Development Educational Planning Educational Technology Foreign Countries Futures (of Society) Information Technology Instructional Design Material Development Problems Professional Development Recordkeeping Teacher Collaboration Technology Integration Technology Uses in Education Time Management Backhouse, Bruce Journal Articles Reports - Descriptive Manitoba Teacher Needs Canada ISSN-8756-3894 English Discusses problems with integrating information and communication technology in education and describes a tool developed by the Curriculum Information Technology Integration Project in Manitoba to save teachers time and make it easier for technology integration. Highlights include planning; preparation of classroom materials; professional learning; record keeping, collaboration; differentiated instructional design; and future plans. (LRW) EJ673451 Information and Communication Technology Integration: Beyond the Early Adopters. TechTrends v47 n3 p5-8 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Computer Assisted Instruction Computer Software Elementary Education Grade 4 Learning Theories Reading Comprehension Reading Instruction Reading Tests Student Developed Materials Thinking Skills Writing Instruction Brown, Carol Journal Articles Reports - Research Accelerated Reader Program Generative Processes Mapping Query Formulations ISSN-8756-3894 English Discusses the Accelerated Reader software program and describes a project conducted with fourth grade students that investigated strategies for teaching reading and writing comprehension. Topics include generative learning theory; higher order thinking skills; generating original reading comprehension questions; and thinking maps and question writing. (LRW) EJ673452 Guiding Elementary Students To Generate Reading Comprehension Tests. TechTrends v47 n3 p10-15 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation Curriculum Development Rural Schools Skill Development Teacher Certification Teacher Education Teacher Improvement Technology Integration Training Needs Curry-Corcoran, Daniel E. O'Shea, Patrick M. Journal Articles Reports - Descriptive Old Dominion University VA Brunswick County Public Schools VA ISSN-8756-3894 English Describes the ACTT Now (Aligning Certification with Technology Training) project in Brunswick County Public Schools (Virginia) that, in partnership with Old Dominion University (Norfolk, VA), has created a Field-Based Master's Program to help overcome the disadvantages of a small, rural district in providing teacher training for technology integration. (LRW) EJ673453 ACTT Now: A Collaboration Reshaping Teacher Technology Training. TechTrends v47 n3 p16-19 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cooperative Learning Elementary School Teachers Elementary Secondary Education Equal Education Internet Professional Development Rural Schools Social Problems Technology Integration Falvo, David Journal Articles Reports - Research Learner Centered Instruction Teacher Isolation ISSN-8756-3894 English Discusses the role of the Internet in rural schools, both for use in the classroom and for developing professional relationships. Reports results of a qualitative study of seven elementary school teachers who used the Internet to offset their rural isolation, deal with social justice and equality issues, develop learner-centered instruction, and facilitate cooperative learning. (LRW) EJ673454 Developing Professionalism in Teaching through Technology Skill Development among Rural Teachers. TechTrends v47 n3 p21-25 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Discussion (Teaching Technique) Elementary Secondary Education Field Studies Higher Education Online Courses Preservice Teacher Education Special Education Teachers Student Journals Teacher Collaboration Technology Uses in Education Geer, Cynthia H. Hamill, Lee B. Journal Articles Reports - Research ISSN-8756-3894 English Discusses the need for communication and collaboration between special education and general education teachers, beginning with teacher preparation programs. Describes the use of threaded online discussion during field placements prior to student teaching; discussion prompts; and online journaling. (LRW) EJ673455 Using Technology To Enhance Collaboration between Special Education and General Education Majors. TechTrends v47 n3 p26-29 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:34:16 CIJJAN2004

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No Higher Education Leadership Training Preservice Teacher Education Teacher Improvement Technology Integration Technology Uses in Education Resta, Paul Allen, Nancy J. Noonan, Coral M. Journal Articles Reports - Descriptive Learning Communities New Mexico Oklahoma Department of Education Texas Kansas Kansas New Mexico Oklahoma Texas ISSN-8756-3894 English Describes the Technology Leadership Academy (University of Texas at Austin) whose mission is to develop a learning community among teacher preparation programs to improve technology integration. Explains the academy's development, which was part of a grant from the Department of Education's Preparing Tomorrow's Teachers To Use Technology initiative in Kansas, New Mexico, Oklahoma, and Texas. (LRW) EJ673456 Developing a Learning Community for Technology Infusion in Teacher Preparation. TechTrends v47 n3 p30-34 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Conventional Instruction Distance Education Graduate Study Technology Uses in Education Time on Task Watkins, Ryan Schlosser, Charles Journal Articles Reports - Descriptive Time Oriented Data Carnegie Unit ISSN-8756-3894 English Traces the origin of the Carnegie Unit (that measures seat time in the classroom) and its application to educational equivalency, suggests that technology has changed equivalency, proposes Capabilities-Based Educational Equivalency Units as an alternative, and illustrates its use in a graduate program at a university that offers distance education and conventional classroom instruction. (LRW) EJ673457 It's Not about Time: A Fresh Approach to Educational Equivalency. TechTrends v47 n3 p35-40 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No College Role Curriculum Development Educational Change Higher Education Information Technology Teacher Collaboration Technology Uses in Education Mereba, Tamarat Journal Articles Reports - Descriptive Collaborative Learning Paradigm Shifts ISSN-8756-3894 English Discusses changes taking place in higher education as a result of incorporating new technologies that affect teaching and learning. Topics include linking pedagogy with technology; the institution's responsibility to distinguish between elements that should be transformed by technology and those that should be preserved; curricular collaboration; and paradigm shifts. (LRW) EJ673458 Managing Transformation: Aligning Technology Initiatives with Institutional Priorities. TechTrends v47 n3 p42-44 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Degrees Administration Faculty Workload Instructional Design Research and Development Research Methodology Research Needs Surveys Time Management Cox, Suzy Osguthorpe, Russell T. Journal Articles Reports - Research Professional Activities Time Oriented Data Instructional Design Professionals Job Titles ISSN-8756-3894 English Discusses results of a survey of instructional design professionals that was conducted to determine how they spend their time. Highlights include job titles; undergraduate and masters degrees; faculty positions; design work; project management and administration; research; and suggestions for further research and the use of new research methodologies. (LRW) EJ673459 How Do Instructional Design Professionals Spend Their Time? TechTrends v47 n3 p45-47,29 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Annual Reports Copyrights Distance Education Electronic Libraries Elementary Secondary Education Information Literacy Internet Job Layoff Library Expenditures Library Services Online Systems Privacy Publishing Industry Recruitment Reference Services Salaries Scholarly Communication School Libraries Special Libraries Minkel, Walter Milliot, Jim Collected Works - Serials Journal Articles Reports - Descriptive Electronic Books Legal Issues Library Journal ISSN-0068-0540 English Includes three articles: one reviews top stories from "Library Journal" regarding budget problems, salaries and recruitment, privacy, legal issues, virtual reference, electronic books, distance education, special libraries, and scholarly innovation; one discusses school library issues, including layoffs, Internet concerns, and information literacy; and one reviews publishing trends, including copyright and sales. (LRW) EJ673460 News of the Year. LJ News Report: Victories Muted by Money Worries; The Year in K-12 Libraries: School Librarians Redefine Themselves; Publishing in 2002: Few Trends Emerge from a Year of Ups and Downs. Bowker Annual Library and Book Trade Almanac n48 p3-22 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Administration Annual Reports Budgets Databases Electronic Libraries Federal Government Futures (of Society) Government Libraries Government Role Information Management International Programs Legislation Library Collections Library Expenditures Library Funding Library Personnel Library Services Library Statistics Preservation Public Agencies Users (Information) Web Sites Fischer, Audrey Cole, John Y. Tarr, Susan M. Carey, Len Mehnert, Robert Sherman, Andrew M. Davis, Linda Leahy, Debra W. Chute, Adrienne Willard, Robert S. Dunn, Christina Collected Works - Serials Journal Articles Reports - Descriptive Customer Services Library Security ISSN-0068-0540 English Includes annual reports from 12 federal agencies and libraries that discuss security, budgets, legislation, digital projects, preservation, government role, information management, personnel changes, collections, databases, financial issues, services, administration, Web sites, access to information, customer service, statistics, international activities, funding, outreach, and future plans. (LRW) EJ673461 Federal Agency and Federal Library Reports: Library of Congress; Center for the Book; Federal Library and Information Center Committee; National Agricultural Library; National Library of Medicine; United States Government Printing Office; National Technical Information Service; National Archives and Records Administration; National Center for Education Statistics Library Statistics Program; National Commission on Libraries and Information Science; National Library of Education; Educational Resources Information Center. Bowker Annual Library and Book Trade Almanac n48 p23-127 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Administration Annual Reports Awards Copyrights Diversity Electronic Libraries Government Role Information Policy Information Technology International Programs Leadership Library Services National Organizations Preservation Professional Associations Publishing Industry Scholarly Communication Scholarships Statistics Technological Advancement Freedman, Maurice J. Platt, Judith Hoynes, Michael Webster, Duane E. Johnson, Richard Smith, Kathlin Collected Works - Serials Journal Articles Reports - Descriptive Council on Library and Information Resources Economics of Information American Library Association Association of American Publishers Association of Research Libraries ISSN-0068-0540 English Includes six reports from national associations and organizations. Highlights include annual meetings; government affairs; copyright; administration; diversity; new technologies; international programs; scholarly communication; information policy; access to information; preservation; statistics and measurement; digital libraries; economics of information; leadership; and scholarships and awards. (LRW) EJ673462 National Association and Organization Reports. American Library Association; Association of American Publishers; American Booksellers Association; Association of Research Libraries; Scholarly Publishing and Academic Resources Coalition (SPARC); Council on Library and Information Resources. Bowker Annual Library and Book Trade Almanac n48 p129-202 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Awards Electronic Libraries Employment Projections Foreign Countries Government Role Information Policy International Organizations Library Associations Library Services Mergers Wiggins, Beacher Adams, Karen G. Starr, Mary Jane Collected Works - Serials Journal Articles Reports - Descriptive Historical Background International Federation of Library Associations Canada National Library of Canada Digital Divide Digital Technology Canada ISSN-0068-0540 English These three reports discuss international library organization issues, including awards and grants, digital technology, and membership; and Canadian library issues, including federal information policy issues, library services, projected shortage of librarians, mergers, digital divide, and a history of the National Library of Canada. (LRW) EJ673463 International Reports. International Federation of Library Associations and Institutions; Canada's Libraries in 2002: A Year of Partnerships; A Golden Celebration: The National Library of Canada at 50. Bowker Annual Library and Book Trade Almanac n48 p203-30 2003 2003-00-00 N/A 2004 2016-11-23

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No Annual Reports Computer Software Electronic Libraries Employment Projections Federal Government Freedom of Information Government Publications Information Management Information Policy Labor Turnover Library Personnel Library Role Privacy Recruitment Scientific and Technical Information Web Sites World Wide Web Relyea, Harold C. Halchin, L. Elaine Hogue, Henry B. Agnew, Grace Martin, Mairead Schottlaender, Brian E. C. Jackson, Mary E. Collected Works - Serials Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 Digital Technology Electronic Resources ISSN-0068-0540 English Theses five reports address five special issues: the effects of the September 11 attacks on information management, including homeland security, Web site information removal, scientific and technical information, and privacy concerns; federal policy for electronic government information; digital rights management and libraries; library Web portal software; and recruitment and retention of library staff. (LRW) EJ673464 Special Reports; Homeland Security and Information Management; The Development of Electronic Government in the United States: The Federal Policy Experience; Digital Rights Management: Why Libraries Should Be Major Players; The Current State and Future Promise of Portal Applications; Recruitment and Retention: A Professional Concern. Bowker Annual Library and Book Trade Almanac n48 p231-302 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Copyrights Federal Legislation Freedom of Information Government Publications Privacy Publishing Industry Technological Advancement Telecommunications Sheketoff, Emily Costabile, Mary R. Adler, Allan Collected Works - Serials Journal Articles Reports - Descriptive Electronic Surveillance Library Legislation Office of Educational Research and Improvement ISSN-0068-0540 English Reviews legislation and regulations affecting libraries and the publishing industry, including the Museum and Library Services Act; Office of Educational Research and Improvement (OERI); copyright; access to electronic government information; telecommunications and technology; electronic surveillance and privacy, including the USA Patriot Act; Technology, Education and Copyright Harmonization Act; E-Government Act; and the Trade Act. (LRW) EJ673465 Legislation: Legislation and Regulations Affecting Libraries in 2002; Legislation and Regulations Affecting Publishing in 2002. Bowker Annual Library and Book Trade Almanac n48 p305-34 2003 2003-00-00 N/A 2004 2016-11-23

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No Annual Reports Awards Federal State Relationship Financial Support Grants Leadership Library Services Museums State Programs Phelps, Thomas C. Martin, Robert S. Collected Works - Serials Journal Articles Reports - Descriptive National Endowment for the Humanities Native Americans Institute of Museum and Library Services ISSN-0068-0540 English Includes reports from the National Endowment for the Humanities, discussing grants, federal-state partnerships, and a directory of state humanities councils; and from the Institute of Museum and Library Services Library Programs, including state-administered programs, funding, national leadership grant awards, Native American grants, and national awards for museum and library service. (LRW) EJ673466 Funding Programs and Grant-Making Agencies: National Endowment for the Humanities; Institute of Museum and Library Services Library Programs. Bowker Annual Library and Book Trade Almanac n48 p335-62 2003 2003-00-00 N/A 2004 2016-11-23

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No Accreditation (Institutions) Annual Reports Awards Employment Opportunities Gender Issues Information Science Education Information Scientists Information Sources Internet Job Placement Job Search Methods Library Schools Masters Programs Minority Groups Salaries Scholarship Funds Scholarships Tables (Data) Barr, Catherine Terrell, Tom Collected Works - Serials Journal Articles Reports - Descriptive ISSN-0068-0540 English These five articles report on library and information science employment sources on the Internet; librarians' placement and salary trends, including library school graduates, gender differences, and minorities; a list of accredited Mater's programs; a list of library scholarship sources; and a list of library scholarship and award recipients. (LRW) EJ673467 Employment Sources on the Internet; Placements and Salaries 2001: Salaries Rebound, Women Break Out; Accredited Master's Programs in Library and Information Studies; Library Scholarship Sources; Library Scholarship and Award Recipients, 2002. Bowker Annual Library and Book Trade Almanac n48 p365-412 2003 2003-00-00 N/A 2004 7/11/2004 11:34:20 CIJJAN2004 In Part 3: Library/Information Science Education, Placement, and Salaries.

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No Academic Libraries Annual Reports Awards Budgets Cost Indexes Elementary Secondary Education Foreign Countries Grants Higher Education Library Acquisition Library Expenditures Library Facilities Library Research Library Statistics Public Libraries School Libraries Special Libraries Tables (Data) Lynch, Mary Jo Oder, Norman Halstead, Kent Fox, Bette-Lee Collected Works - Serials Journal Articles Reports - Research Canada National Center for Education Statistics United States Canada United States ISSN-0068-0540 English Includes seven reports that discuss research on libraries and librarianship, including academic, public, and school libraries; awards and grants; number of libraries in the United States and Canada; National Center for Education Statistics results; library expenditures for public, academic, special, and government libraries; library budgets; price indexes; and library building projects. (LRW) EJ673468 Library Research and Statistics. Research on Libraries and Librarianship in 2002; Number of Libraries in the United States and Canada; Highlights of NCES Surveys; Library Acquisition Expenditures, 2001-2002: U.S. Public, Academic, Special, and Government Libraries; LJ Budget Report: A Precarious Holding Pattern; Price Indexes for Public and Academic Libraries; Library Buildings 2002: The Building Buck Doesn't Stop Here. Bowker Annual Library and Book Trade Almanac n48 p415-90 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Book Reviews Books International Trade Publishing Industry Statistics Tables (Data) Sullivan, Sharon G. Grabois, Andrew Greco, Albert N. Collected Works - Serials Journal Articles Reports - Research Book Sales Booksellers Canada Price United States Canada United States ISSN-0068-0540 English Includes six reports related to book trade statistics, including prices of U.S. and foreign materials; book title output and average prices; book sales statistics; book exports and imports; book outlets in the U.S. and Canada; and numbers of books and other media reviewed by major reviewing publications. (LRW) EJ673469 Book Trade Research and Statistics. Prices of U.S. and Foreign Published Materials; Book Title Output and Average Prices: 2001 Final and 2002 Preliminary Figures; Book Sales Statistics, 2002: AAP Preliminary Estimates; U.S. Book Exports and Imports:2002; Number of Book Outlets in the United States and Canada; Review Media Statistics. Bowker Annual Library and Book Trade Almanac n48 p491-537 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescent Literature Annual Reports Cataloging Childrens Libraries Classification Copyrights Distance Education Electronic Libraries Government Publications Information Literacy Information Science Intellectual Freedom Interlibrary Loans Libraries Library Administration Library Collection Development Library Facilities Library Funding Library Instruction Library Personnel Library Services Museums Preservation Reference Services Serials Users (Information) Bourdon, Cathleen Collected Works - Serials Journal Articles Reference Materials - Bibliographies Customer Services ISSN-0068-0540 English This selective bibliography is organized by subject headings that include administration and personnel; bibliographic instruction/information literacy; cataloging and classification; children's and young adults; collection development; copyright; customer service; distance education; electronic libraries; evaluation of library services; fund raising; government documents; information science; intellectual freedom; interlibrary loan; buildings; museums; preservation; reference services; and serials. (LRW) EJ673470 Bibliographies: The Librarian's Bookshelf. Bowker Annual Library and Book Trade Almanac n48 p541-53 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Books Publishing Industry Serials Koltay, Emery Collected Works - Serials Journal Articles Reports - Descriptive International Standard Book Number International Standard Serial Number ISSN-0068-0540 English These three articles describe ISBNs (International Standard Book Numbers); ISSNs (International Standard Serial Numbers); and SANs (Standard Address Numbers), for organizations served by the book industry; and explains how to apply to obtain the appropriate numbers. (LRW) EJ673471 Ready Reference. How To Obtain an ISBN; How To Obtain an ISSN; How To Obtain an SAN. Bowker Annual Library and Book Trade Almanac n48 p555-64 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescent Literature Annual Reports Atlases Audiodisks Audiotape Recordings Awards Books Childrens Literature Computer Software Fiction Nonfiction Poetry Videotape Recordings Maryles, Daisy Riippa, Laurele Ink, Gary Collected Works - Serials Journal Articles Reference Materials - Bibliographies Almanac Reluctant Readers ISSN-0068-0540 English Includes bibliographies of notable books of 2002, including fiction, nonfiction, and poetry; books for young adults, including fiction, nonfiction, audiobooks, and titles for reluctant readers; notable books for children; videos for children; children's recordings and software; bestsellers, fiction and nonfiction; paperback bestsellers; almanacs, atlases, and annuals; children's bestsellers; and a list of literary prize winners. (LRW) EJ673472 Distinguished Books. Notable Books of 2002; Best Books for Young Adults; Audiobooks for Young Adults; Quick Picks for Reluctant Young Adult Readers; Notable Children's Books; Notable Children's Videos; Notable Recordings for Children; Notable Software for Children; Bestsellers of 2002; Literary Prizes, 2002. Bowker Annual Library and Book Trade Almanac n48 p565-628 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Consortia Foreign Countries International Organizations Learning Resources Centers Library Associations Library Cooperation National Libraries National Organizations School Libraries State Agencies Collected Works - Serials Journal Articles Reference Materials - Directories/Catalogs Canada United States Canada United States ISSN-0068-0540 English Includes seven lists of cooperative library organizations; national libraries and information industry associations in the United States and Canada; state, provincial, and regional library associations in the United States and Canada; state and provincial library agencies; state school library media associations; international library associations; and foreign library associations. (LRW) EJ673473 Directory of Library and Related Organizations. Networks, Consortia, and Other Cooperative Library Organizations; National Library and Information-Industry Associations, United States and Canada; State, Provincial, and Regional Library Associations; State and Provincial Library Agencies; State School Library Media Associations; International Library Associations; Foreign Library Associations. Bowker Annual Library and Book Trade Almanac n48 p631-766 2003 2003-00-00 N/A 2004 2016-11-21

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No Annual Reports Foreign Countries International Organizations National Organizations Publishing Industry Collected Works - Serials Journal Articles Reference Materials - Directories/Catalogs Canada United States Canada United States ISSN-0068-0540 English Includes two lists: one of book trade associations in the United States and Canada, and one of international and foreign book trade associations. Concludes with National Information Standards Organization (NISO) standards; calendar, 2003-2012; acronyms; index of organizations; and subject index. (LRW) EJ673474 Directory of Book Trade and Related Organizations. Books Trade Associations, United States and Canada; International and Foreign Book Trade Associations; National Information Standards Organization (NISO) Standards; Calendar, 2003-2012; Acronyms; Index of Organizations; Subject Index. Bowker Annual Library and Book Trade Almanac n48 p767-823 2003 2003-00-00 N/A 2004 2016-11-21

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No Analysis of Covariance Analysis of Variance Comparative Analysis Conventional Instruction Discriminant Analysis Distance Education Educational Television Higher Education Pretests Posttests Undergraduate Students Rovai, Alfred P. Lucking, Robert Journal Articles Reports - Research Sense of Community Face to Face Communication ISSN-1042-1629 English Describes a study that measured sense of community in a television-based undergraduate distance education course and in the same course taught by the same instructor in a traditional face-to-face learning environment. Reports results of pretests and posttests, analysis of variance, analysis of covariance, and discriminant analysis. (Author/LRW) EJ673475 Sense of Community in a Higher Education Television-Based Distance Education Program. Educational Technology Research and Development v51 n2 p5-16 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Computer Assisted Instruction Courseware Higher Education Instructional Design Instructional Effectiveness Maps Methods Research Undergraduate Students Kealy, William A. Bakriwala, Darshan J. Sheridan, Philip B. Journal Articles Reports - Research Adjunct Aids Instructional Analysis Questions ISSN-1042-1629 English Discusses instructional design, focusing on the use of instructional tactics and their effects on cognitive processes. Describes a study of undergraduates using computer programs that investigated whether the effectiveness of an instructional adjunct, in this case maps, may sometimes be undermined when used concurrently with another instructional intervention, in this case prequestions. (LRW) EJ673476 When Tactics Collide: Counter Effects between an Adjunct Map and Prequestions. Educational Technology Research and Development v51 n2 p17-39 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Individualized Instruction Instructional Design Instructional Improvement Instructional Materials Pacing Preservice Teacher Education Skill Development Technology Uses in Education Lohr, Linda Javeri, Manisha Mahoney, Chris Gall, Jim Li, Kathy Strongin, Dawn Journal Articles Reports - Research Usability Rapid Prototyping ISSN-1042-1629 English Discussion of instructional design focuses on the use of rapid application development (RAD) procedures for producing timely instruction, particularly self-paced instruction for teaching technology skills. Describes research that examined the use of a RAD approach to improve the usability of instructional materials for a preservice technology course. (LRW) EJ673477 Using Rapid Application Development To Improve the Usability of a Preservice Teacher Technology Course. Educational Technology Research and Development v51 n2 p41-55 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Computer Assisted Instruction Courseware Interpersonal Relationship Middle Schools Science Instruction Student Evaluation Teacher Attitudes Teacher Role Pedersen, Susan Liu, Min Journal Articles Reports - Research Learner Centered Instruction ISSN-1042-1629 English This case study examined 15 teachers' beliefs about student-centered learning as they implemented Alien Rescue, a computer-based program for middle school science that was designed to create a student-centered learning environment (SCLE) in the classroom. Discusses the goal of student activity, the role of the teacher, assessment, and student interaction. (Author/LRW) EJ673478 Teachers' Beliefs about Issues in the Implementation of a Student-Centered Learning Environment. Educational Technology Research and Development v51 n2 p57-76 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Constructivism (Learning) Instructional Design Student Role Hung, David Chen, Der-Thanq Journal Articles Reports - Descriptive Conceptual Frameworks Goal Based Education Authenticity Collaborative Learning ISSN-0952-3987 English Proposes a framework for the design of computer-mediated communication (CMC) environments that combines constructivist learning environments (CLEs) and dynamic learning environments (DLEs). Highlights include learner involvement in the problem authenticity; computer-supported collaborative learning; goal-based scenarios; integrating CLEs and DLEs; and design considerations for CMC learning environments. (LRW) EJ673479 A Proposed Framework for the Design of a CMC Learning Environment: Facilitating the Emergence of Authenticity. Educational Media International v40 n1-2 p7-13 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Style Constructivism (Learning) Foreign Countries Higher Education Instructional Design Programmed Tutoring Web Based Instruction Web Sites Clerehan, Rosemary Turnbull, Jill Moore, Tim Brown, Alanna Tuovinen, Juhani Journal Articles Reports - Descriptive Monash University (Australia) ISSN-0952-3987 English Describes the Online Student Resource Centre Web site, developed at Monash University (Australia), which offers stand-alone tutorials. Outlines the process and philosophy of development of the tutorials, based on a constructivist framework, with guided and self-directed learning paths designed to accommodate a range of learning styles. (LRW) EJ673480 Transforming Learning Support: An Online Resource Centre for a Diverse Student Population. Educational Media International v40 n1-2 p15-31 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Computer Mediated Communication Discussion (Teaching Technique) Focus Groups Foreign Countries Higher Education Online Courses Preservice Teacher Education Questionnaires Student Attitudes Surveys Teacher Role Lim, Cher Ping Cheah, Poh Teen Journal Articles Reports - Research Transaction Log Analysis National Institute of Education (Singapore) ISSN-0952-3987 English Provides an account of the perceptions and experiences of preservice teachers on the roles of their tutors in online discussions, based on a study at the National Institute of Education (Singapore). Reports results of a questionnaire survey, focus group interviews, and analyses of the discussion records. (Author/LRW) EJ673481 The Role of the Tutor in Asynchronous Discussion Boards: A Case Study of a Pre-Service Teacher Course. Educational Media International v40 n1-2 p33-47 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Adult Students Computer Mediated Communication Educational Strategies Graduate Study International Programs Online Courses Student Participation Teamwork Wang, Minjuan Sierra, Christina Folger, Terre Journal Articles Reports - Research Collaborative Learning Electronic Learning Learning Communities ISSN-0952-3987 English Examines the nature of learning communities constructed among a diverse group of adult learners in an international online graduate-level course. Discusses independent work, team tasks, the variety of computer-mediated communication tools used, and implications for promoting adult learners' active participation in online learning and instructional strategies to facilitate the community-building process. (Author/LRW) EJ673482 Building a Dynamic Online Learning Community among Adult Learners. Educational Media International v40 n1-2 p49-61 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Computer Mediated Communication Course Evaluation Foreign Countries Higher Education Instructional Effectiveness Language Skills Pilot Projects Student Attitudes Surveys Teleconferencing McIntosh, Sandy Braul, Bryan Chao, Tracy Journal Articles Reports - Research University of Alberta (Canada) Voice Based Learning System Computer Assisted Language Instruction ISSN-0952-3987 English Discussion of asynchronous communication technology focuses on a pilot project in the English for Academic Purposes program at the University of Alberta where two courses incorporated a voice-based conferencing tool to improve their oral skills. Describes the evaluation survey that tested student reactions and investigated course effectiveness. (Author/LRW) EJ673483 A Case Study in Asynchronous Voice Conferencing for Language Instruction. Educational Media International v40 n1-2 p63-73 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Computer Mediated Communication Foreign Countries Instructional Design Pilot Projects Vocational Education Vocational English (Second Language) Web Based Instruction Linder, Ute Rochon, Rebecca Journal Articles Reports - Research Germany Quality Assurance Chat Rooms Collaborative Learning Computer Assisted Language Learning Germany ISSN-0952-3987 English Explores challenges that the design and realization of Web-based collaborative learning activities present for authors, tutors, and students, and suggests how quality can be assured. Describes a pilot study at a German vocational institution in a business English class that used a chat tool as computer mediated communication. (Author/LRW) EJ673484 Using Chat To Support Collaborative Learning: Quality Assurance Strategies To Promote Success. Educational Media International v40 n1-2 p75-89 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Computer Mediated Communication Corporate Education Distance Education Field Studies Group Dynamics Instructional Design Learning Processes Models Participation Web Based Instruction Munzer, Stefan Journal Articles Reports - Research Chat Rooms Empirical Research Synchronous Learning ISSN-0952-3987 English Describes an empirical field study on synchronous cooperative distance learning carried out in a large software company. Topics include Web-based training that included a chat tool; analysis of group discourse that showed variations in learning processes; participant attitudes; amount of participation; and the need for effective instructional design, including the development of task-specific process models. (Author/LRW) EJ673485 An Evaluation of Synchronous Co-operative Distance Learning in the Field: The Importance of Instructional Design. Educational Media International v40 n1-2 p91-99 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Computer Networks Conventional Instruction Discussion (Teaching Technique) Higher Education Online Courses Student Attitudes Student Characteristics Student Participation Ellis, Ainslie E. Journal Articles Reports - Research Myers Briggs Type Indicator Personality Types Myers Briggs Type Indicator ISSN-0952-3987 English Discussion of networked learning environments and learner characteristics focuses on personality type as determined using the Myers Briggs Type Indicator. Investigates the relationship between personality type and student participation within a networked learning environment using asynchronous threaded discussion for a university course run both online and face-to-face and reports student attitudes. (Author/LRW) EJ673486 Personality Type and Participation in Networked Learning Environments. Educational Media International v40 n1-2 p101-14 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Processes Computer Mediated Communication Foreign Countries Interaction Student Participation Teacher Education Teacher Student Relationship Technology Uses in Education Thinking Skills Khine, Myint Swe Yeap, Lay Leng Lok, Anthony Tan Chin Journal Articles Reports - Research Quality Indicators Singapore Singapore ISSN-0952-3987 English Discusses computer mediated communication in education and reports findings from a study of a teacher training program in Singapore that examined the quality of message ideas, thinking, and interaction in an asynchronous CMC environment. Topics include participation and quantity of individual messages; interaction with peers and lecturers; and thinking and information processing. (Author/LRW) EJ673487 The Quality of Message Ideas, Thinking and Interaction in an Asynchronous CMC Environment. Educational Media International v40 n1-2 p115-25 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Computer Mediated Communication Higher Education Interaction Mathematics Teachers Online Courses Professional Isolation Science Teachers Social Isolation Teacher Role Maor, Dorit Journal Articles Reports - Descriptive Reflective Thinking Social Constructivism Learning Communities ISSN-0952-3987 English Discusses the lecturer's role as facilitator in a higher education online unit using computer mediated communication that was designed for science and mathematics teachers who were geographically and socially isolated. The goal was to create a networked community of learners that encouraged peer learning and focused on reflective thinking, based on social constructivism. (Author/LRW) EJ673488 The Teacher's Role in Developing Interaction and Reflection in an Online Learning Community. Educational Media International v40 n1-2 p127-37 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Computer Mediated Communication Discussion (Teaching Technique) Higher Education International Programs Online Courses Outcomes of Education Whatley, Janice Bell, Frances Journal Articles Reports - Research Collaborative Learning ISSN-0952-3987 English Discussion of computer mediated communication in higher education online learning focuses on a report of two cycles of action research into the use of online discussion forums to enable groups of students from different countries to collaborate with each other in achieving learning outcomes specific to each group. (Author/LRW) EJ673489 Discussion across Borders: Benefits for Collaborative Learning. Educational Media International v40 n1-2 p139-52 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Computer Mediated Communication Curriculum Development Educational Change Educational Technology Elementary Education Elementary School Science Foreign Countries Information Technology Interpersonal Relationship Science Instruction Yuen, Allan H. K. Journal Articles Reports - Research Knowledge Acquisition Learning Communities Hong Kong Hong Kong ISSN-0952-3987 English Discusses curricular innovation, educational reform, and the advancement of information and communications technologies and describes a study in Hong Kong that explored knowledge construction using a computer mediated communication platform called Knowledge Forum. Explains how primary schools participated in building learning communities through science projects and discusses the development of social processes. (Author/LRW) EJ673490 Fostering Learning Communities in Classrooms: A Case Study of Hong Kong Schools. Educational Media International v40 n1-2 p153-62 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Curriculum Development Higher Education Learning Strategies Navigation (Information Systems) Nontraditional Students Online Courses Teacher Role Teaching Methods Miller, Michael T. Lu, Mei-Yan Journal Articles Reports - Research Electronic Learning Faculty Attitudes ISSN-0952-3987 English Discussion of online education focuses on a study that investigated the efforts of faculty who teach courses online to adapt the curriculum to meet the needs of nontraditional students. Examines online teaching strategies, faculty engagement, learning support, and overall online services and navigation. (Author/LRW) EJ673491 Serving Non-Traditional Students in E-Learning Environments: Building Successful Communities in the Virtual Campus. Educational Media International v40 n1-2 p163-69 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Educational Objectives Evaluation Methods Foreign Countries Higher Education Independent Study Information Seeking Instructional Design Problem Based Learning Student Educational Objectives Yeung, Ella Au-Yeung, Stephanie Chiu, Thomas Mok, Nicola Lai, Patrick Journal Articles Reports - Research Hong Kong Polytechnic University ISSN-1470-3297 English Discusses problem-based learning and describes a study at Hong Kong Polytechnic University that compared learning issues generated by students with the objectives set by teaching staff, and explored students' self-directed learning practice and the ability to search for information in meeting the learning objectives. (LRW) EJ673492 Problem Design in Problem-Based Learning: Evaluating Students' Learning and Self-Directed Learning Practice. Innovations in Education and Teaching International v40 n3 p237-44 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Discussion (Teaching Technique) Educational Technology Faculty Development Foreign Countries Higher Education Technology Uses in Education Teleconferencing Use Studies Web Based Instruction Shephard, Kerry Riddy, Paul Warren, Adam Mathias, Haydn Journal Articles Reports - Research Student Support Services University of Southampton (England) Usability ISSN-1470-3297 English Describes Web conferencing in a staff development program for lecturers at the University of Southampton (United Kingdom), designed to enhance the quality of learner support in higher education through the use of learning technologies. Highlights include use of the Web conference; perceived usability; appropriate use; and whether it influenced possible use in classrooms. (LRW) EJ673493 Exploring the Role of On-line Discussion in Academic Staff Development for New Lecturers. Innovations in Education and Teaching International v40 n3 p245-53 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Analysis English (Second Language) Foreign Countries Higher Education Independent Study Phonology Student Attitudes Student Projects Holmes, Richard Journal Articles Reports - Research Paired Student Interaction Collaborative Learning Malaysia Malaysia ISSN-1470-3297 English Examines the project work of university students in a TESOL (Teaching of English as a Second Language) program in Malaysia. Compares phonetics and phonology projects completed by students working in pairs with those completed by students alone and reports student attitudes and strategies. (Author/LRW) EJ673494 Collaborative Projects: A Study of Paired Work in a Malaysian University. Innovations in Education and Teaching International v40 n3 p254-59 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Corporate Education Learning Strategies Online Courses Technology Uses in Education Virtual Classrooms Web Based Instruction Orey, Michael Koenecke, Lynne Crozier, Jane Journal Articles Reports - Descriptive Chat Rooms Learning Communities Network Management ISSN-1470-3297 English Describes learning experiences of three students enrolled in a training company's Web-based course on network administration that included a variety of online technologies, including a live virtual classroom, coaches, chat, and bulletin boards, to try and develop an online learning community. Concludes that learners must be taught how to form online learning communities. (Author/LRW) EJ673495 Learning Communities via the Internet a la Epic Learning: You Can Lead the Horses to Water, but You Cannot Get Them To Drink. Innovations in Education and Teaching International v40 n3 p260-69 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Foreign Countries Instructional Design Interaction Interpersonal Relationship Masters Programs Online Courses Social Environment Social Problems Nicol, David J. Minty, Ian Sinclair, Christine Journal Articles Reports - Descriptive Face to Face Communication Scotland Electronic Learning United Kingdom (Scotland) ISSN-1470-3297 English Explores the social dimensions of online learning, including ways in which learners interact and communicate with other learners and tutors using electronic communication networks based on experiences in a Masters program in Scotland. Concludes that the social context of online learning is qualitatively different from face-to-face learning and discusses implications for online learning design. (Author/LRW) EJ673496 The Social Dimensions of Online Learning. Innovations in Education and Teaching International v40 n3 p270-80 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer Science Education Foreign Countries Higher Education Peer Evaluation Scientific and Technical Information Student Attitudes Student Surveys Technical Writing Writing Processes Venables, Anne Summit, Raymond Journal Articles Reports - Research Australia Australia ISSN-1470-3297 English Explains scientific writing processes and describes a trial at Victoria University (Australia) that introduced Computer Science students to the task of technical and scientific writing, including the process of peer review. Includes reports on student attitudes gathered through anonymous surveys. (Author/LRW) EJ673497 Enhancing Scientific Essay Writing Using Peer Assessment. Innovations in Education and Teaching International v40 n3 p281-90 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer System Design Foreign Countries Industrial Training Information Technology Multimedia Materials Water Treatment Web Based Instruction Forcheri, Paola Molfino, Maria Teresa Moretti, Stefano Quarati, Alfonso Journal Articles Reports - Descriptive Europe Autonomous Learning Collaborative Learning ISSN-1470-3297 English Describes the development of a multimedia Web-based system in Europe which combines an autonomous approach to learning involving both collaborative and trainer-guided activities. Focuses on the opportunities offered by information and communication technology to the training of technicians who have to gain shared knowledge on water network maintenance and rehabilitation. (Author/LRW) EJ673498 Designing ICT-Based Training Systems for the Water Industry. Innovations in Education and Teaching International v40 n3 p291-302 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Action Research Educational Improvement Epistemology Evaluation Methods Learning Processes Scholarship Badley, Graham Journal Articles Reports - Descriptive Reflective Practice ISSN-1470-3297 English Offers suggestions for improving the scholarship of teaching and learning. Highlights include a general concept of scholarship; merging the scholarship of teaching with the paradigm of learning; action research; epistemology of reflective practice; Glassick's evaluative framework to assess scholarship in general; and reflective critique. (Author/LRW) EJ673499 Improving the Scholarship of Teaching and Learning. Innovations in Education and Teaching International v40 n3 p303-9 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Higher Education Information Literacy Library Role Longitudinal Studies Student Attitudes Tables (Data) Trend Analysis Undergraduate Students Value Judgment Kuh, George D. Gonyea, Robert M. Journal Articles Reports - Research College Student Experiences Questionnaire Student Engagement Student Satisfaction College Student Experiences Questionnaire ISSN-0010-0870 English Examines the nature and value of undergraduate students' experiences with the academic library based on responses from more than 300,000 students between 1994 and 2002 to the College Student Experiences Questionnaire (CSEQ). Highlights include demonstrating the library's educational value; information literacy; satisfaction with the college experience; trend analysis; and six appendices regarding the CSEQ. (Contains 50 references.) (Author/LRW) EJ673500 The Role of the Academic Library in Promoting Student Engagement in Learning. College & Research Libraries v64 n4 p256-82 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Comparative Analysis Higher Education Interlibrary Loans Library Materials User Needs (Information) Gregory, David J. Pedersen, Wayne A. Journal Articles Reports - Research Book Availability Time Oriented Data Turnaround Time ISSN-0010-0870 English Describes a study that tests the assumption that locally owned books that an academic library patron finds unavailable due to checkout can be obtained more quickly via recall than via interlibrary loan. Establishes average turnaround time for circulation recalls for comparison with turnaround times for interlibrary loans. (Contains 50 references.) (Author/LRW) EJ673501 Book Availability Revisited: Turnaround Time for Recalls versus Interlibrary Loans. College & Research Libraries v64 n4 p283-299 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Citation Analysis Citations (References) Content Analysis Editors Guidelines Information Science Research Skills Scholarly Communication Search Strategies World Wide Web Casserly, Mary F. Bird, James E. Journal Articles Reports - Research Electronic Resources Library Science Literature URLs Availability Rate Change Analysis ISSN-0010-0870 English Examines the changing nature of scholarly communications by examining citations to Internet resources included in library and information science research articles. Highlights include citation frequency; citation characteristics; content availability at URLS cited or elsewhere on the Web; researcher skills; and guidance from editors and publishers. (LRW) EJ673502 Web Citation Availability: Analysis and Implications for Scholarship. College & Research Libraries v64 n4 p300-317 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Foreign Countries Library Collections Library Facilities Library Surveys Paper (Material) Preservation Printed Materials Baird, Brian J. Schaffner, Bradley L. Journal Articles Reports - Descriptive Library Materials Conservation Ukraine Bulgaria (Sofia) Europe (East Central) Bulgaria Ukraine ISSN-0010-0870 English Discussion of the threat of disintegration of library collections in East Central Europe focuses on a study of collection condition surveys and preservation operations of three major academic libraries in L'viv, Ukraine and Sofia, Bulgaria. Considers inferior materials used to produce most Slavic publications and inadequate facilities to house the collections. (Author/LRW) EJ673503 Slow Fires Still Burn: Results of a Preservation Assessment of Libraries in L'viv, Ukraine and Sofia, Bulgaria. College & Research Libraries v64 n4 p318-30 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Electronic Journals Futures (of Society) Information Dissemination Interaction Publishing Industry Research Methodology Research Reports Scholarly Communication Scientific and Technical Information Krantz, Murray Journal Articles Reports - Descriptive Research Trends ISSN-1081-8677 English Considers the future of online publication of scientific journals and how electronic research reports (eReports) and electronic research journals (eJournals) will change the way research is reported, disseminated, consumed, and conducted by the scientific community. Suggests there will be a more interactive dynamic discourse between authors and readers. (LRW) EJ673504 The Future of Research Publishing: The eReport and eJournal. Educational Technology Review v11 n1 2003 2003-00-00 Available electronically: http://aace.org/pubs/etr/issue4/krantz.cfm/. N/A 2004 2016-11-21

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No Child Development Children Cognitive Development Computer Assisted Instruction Computer Software Computer Use Creativity Elementary Education Emotional Development Language Acquisition Mathematics Instruction Motivation Science Instruction Simulation Social Cognition Social Development Thinking Skills Word Processing Writing (Composition) Clements, Douglas H. Sarama, Julie Information Analyses Journal Articles ISSN-1081-8677 English Responds to a recent critical report on computers in childhood. Highlights include computers, children, and research; social and emotional development; types of software; motivation; social and cognitive interactions; cognitive development; creativity; language and literacy; writing and word processing; mathematics and reasoning; and science and simulations. (Contains 259 references.) (LRW) EJ673505 Strip Mining for Gold: Research and Policy in Educational Technology-A Response to "Fool's Gold." Educational Technology Review v11 n1 2003 2003-00-00 Available electronically: http://aace.org/pubs/etr/issue4/clements.cfm/. N/A 2004 7/11/2004 11:34:30 CIJJAN2004

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No Adolescents Child Development Children Computer Use Internet Interpersonal Communication Mass Media Effects Mass Media Use Multimedia Materials Participation Socialization Quigley, Marian Blashki, Kathy Journal Articles Reports - Descriptive Restrictiveness (Child Rearing) ISSN-1081-8677 English Suggests that the Internet plays an important role in socialization and that children need to be recognized as active participants rather than passive recipients of multimedia texts and messages. Argues that there needs to be a shift away from the current emphasis on restriction to a focus on communication between adults and children. (LRW) EJ673506 Beyond the Boundaries of the Sacred Garden: Children and the Internet. Educational Technology Review v11 n1 2003 2003-00-00 Available electronically: http://aace.org/pubs/etr/issue4/quigley.cfm/. N/A 2004 2016-11-21

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No Attribution Theory Conventional Instruction Goal Orientation Incentives Literature Reviews Locus of Control Online Courses Self Efficacy Self Motivation Social Cognition Student Motivation Success Miltiadou, Marios Savenye, Wilhelmina C. Information Analyses Journal Articles Reports - Descriptive Self Regulation ISSN-1081-8677 English Relates findings from a review of the literature on six academic motivational constructs studied in traditional environments to online education concepts. Examines self-efficacy, locus of control, attributions, goal orientation, intrinsic versus extrinsic motivation, and self-regulation to identify methods for ensuring student success in online courses. (Contains 106 references.) (Author/LRW) EJ673507 Applying Social Cognitive Constructs of Motivation To Enhance Student Success in Online Distance Education. Educational Technology Review v11 n1 2003 2003-00-00 Available electronically: http://aace.org/pubs/etr/issue4/militadou.cfm/. N/A 2004 2016-11-21

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No Access to Information Content Analysis Innovation Motivation Skill Development Social Differences Social Networks Harper, Vernon Journal Articles Reports - Descriptive Knowledge Acquisition Access to Technology Policy Implications Barriers to Innovation Digital Divide Historical Background ISSN-1081-8677 English Discussion of the digital divide focuses on a social divide rather than a lack of access to information technology for specific groups. Topics include historic trends in technology diffusion; policy implications; motivational barrier to technology use; knowledge and skill barrier; content barrier; and social network barrier. (LRW) EJ673508 The Digital Divide (DD): A Reconceptualization for Educators. Educational Technology Review v11 n1 2003 2003-00-00 Available electronically: http://aace.org/pubs/etr/issue4/harper.cfm/. N/A 2004 2016-11-23

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No Case Studies Information Literacy Inquiry Learning Resources Centers Library Role Media Specialists Middle Schools Parent Student Relationship Research Methodology Research Skills School Libraries Science Fairs Stakeholders Student Research Teacher Role Watson, Jinx Stapleton Journal Articles Reports - Research ISSN-1523-4320 English Discusses student research, information literacy and research skills, and the role of inquiry in the research process. Presents a case study of a middle school science fair project that examined what students should accomplish in their research and what the role of stakeholders is, including teachers, parents, and school library media specialists. (LRW) EJ673509 Examining Perceptions of the Science Fair Project: Content or Process? School Library Media Research v6 2003 2003-00-00 Available electronically: http://www.ala.org/Content/NavigationMenu/AASL/Publications and Journals/Sc hool Library Media Research/Contents1/Volume 6 (2003)/Volume 6 (2003).htm/. T 2004 7/11/2004 11:34:31 CIJJAN2004

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No Case Studies Civil Rights Grade 8 Information Skills Metacognition Middle Schools Models Problem Solving Research Methodology Research Skills Scaffolding (Teaching Technique) Student Research Wolf, Sara Brush, Thomas Saye, John Journal Articles Reports - Research African Americans Big Six ISSN-1523-4320 English Discussion of the Big Six information skills model focuses on a case study that examines the effect of Big6 on a class of eighth-grade students doing research on the African-American Civil Rights movement. Topics include information problem solving; metacognition; scaffolding; and Big6 as a metacognitive scaffold. (Author/LRW) EJ673510 The Big Six Information Skills as a Metacognitive Scaffold: A Case Study. School Library Media Research v6 2003 2003-00-00 Available electronically: http://www.ala.org/Content/NavigationMenu/AASL/Publications and Journals/Sc hool Library Media Research/Contents1/Volume 6 (2003)/Volume 6 (2003).htm/. T 2004 2016-11-21

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No Academic Achievement Comparative Analysis Distance Education Instructional Design Instructional Effectiveness Learner Controlled Instruction Medical Education Problem Based Learning Student Role Teacher Role Virtual Classrooms Web Based Instruction Bowdish, Bruce E. Chauvin, Sheila W. Kreisman, Norman Britt, Mike Journal Articles Reports - Research Prototypes ISSN-0020-4277 English Reports results of an investigation of the effectiveness of a prototype virtual problem-based learning (VPBL) exercise delivered via the World Wide Web to first year medical students. Compares the VPBL and a text-based version of the same exercise on students' achievement and examines instructional design issues including learner control and teacher and learner roles. (Contains 91 references.) (Author/LRW) EJ673511 Travels towards Problem Based Learning in Medical Education (VPBL). Instructional Science v31 n4-5 p231-53 Jul-Sep 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Processes Educational Technology Gender Issues International Relations Internet Problem Based Learning Secondary Education Self Efficacy Sex Differences Simulation Skill Development Technology Uses in Education Brown, Scott W. Boyer, Mark A. Mayall, Hayley J. Johnson, Paula R. Meng, Lin Butler, Michael J. Weir, Kimberly Florea, Natalie Hernandez, Magnolia Reis, Sally Journal Articles Reports - Research Technology Based Instruction ISSN-0020-4277 English Describes the GlobalEd project, which employs a technology-rich environment for high school students to participate in a simulation of international relations and negotiation via the Internet. Reports participants' changes in academic and technology self-efficacy skills and the use of educational technology and discusses results in terms of self-efficacy and gender differences in cognitive process. (Contains 65 references.) (Author/LRW) EJ673512 The GlobalEd Project: Gender Differences in a Problem-Based Learning Environment of International Negotiations. Instructional Science v31 n4-5 p255-76 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Chemistry Deafness Earth Science Middle Schools Reading Ability Science Instruction Secondary Education Student Motivation Visual Learning Web Based Instruction Lang, Harry G. Steely, Donald Journal Articles Reports - Research Empirical Research ISSN-0020-4277 English Discusses Web-based science instruction for deaf students and the need to be aware of factors such as reading ability, motivation, and the need for visual reinforcement of science content. Summarizes three empirical research studies related to earth science, chemistry, and physical science instruction for deaf students. (Author/LRW) EJ673513 Web-Based Science Instruction for Deaf Students: What Research Says to the Teacher. Instructional Science v31 n4-5 p277-98 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Information Sources Information Utilization Pilot Projects Web Based Instruction Recker, Mimi M. Walker, Andrew Lawless, Kimberly Journal Articles Reports - Research Empirical Research Filters Electronic Commerce Electronic Resources ISSN-0020-4277 English Examines results from one pilot study and two empirical studies of a collaborative filtering system applied in higher education settings. Explains the use of collaborative filtering in electronic commerce and suggests it can be adapted to education to help find useful Web resources and to bring people together with similar interests and beliefs. (Author/LRW) EJ673514 What Do You Recommend? Implementation and Analyses of Collaborative Information Filtering of Web Resources for Education. Instructional Science v31 n4-5 p299-316 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Method (Teaching Technique) Comparative Analysis Conventional Instruction Internet Literacy Multimedia Instruction Multimedia Materials Preservice Teacher Education Technology Uses in Education Videotape Recordings Schrader, P. G. Leu, Donald J., Jr. Kinzer, Charles K. Ataya, Rosemarie Teale, William H. Labbo, Linda D. Cammack, Dana Journal Articles Reports - Research Cognitive Apprenticeships ISSN-0020-4277 English Explores the effects of using CTELL (Case Technologies Enhancing Literacy Learning) cases on preservice teachers' learning. Describes CTELL as cases delivered via the Internet that incorporate a multimedia interface based on a cognitive apprenticeship model to promote literacy instruction; and compares traditional instruction, traditional plus video, and traditional plus CTELL cases. (Author/LRW) EJ673515 Using Internet Delivered Video Cases, To Support Pre-Service Teachers' Understanding of Effective Early Literacy Instruction: An Exploratory Study. Instructional Science v31 n4-5 p317-40 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Instruction Community Colleges Leadership Leadership Qualities Two Year Colleges Yim, So-Young C. Baker, George A., III Journal Articles Reports - Research Seneca College of Applied Arts and Technology ON South Carolina Technical College System Durham College of Applied Arts and Technology ON Mohawk College of Applied Arts and Technology ON ISSN-1068-610X English Examines leadership styles of community college faculty at South Carolina's technical colleges and at the College of Applied Arts and Technology in Ontario, Canada. Reports that a relationship was found between the number of years of teaching and a faculty member's others-orientation, implying that time and experience are critical in effectively teaching college students. (Contains 22 references.) (RC) EJ673516 A Comparative Study of Community College Faculty. Journal of Applied Research in the Community College v10 n1 p7-18 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Community Colleges Educational Planning Long Range Planning Policy Formation Strategic Planning Systems Analysis Two Year Colleges Ebbers, Larry H. Gardner, Gene Journal Articles Reports - Descriptive Iowa Community College System ISSN-1068-610X English Summarizes the strategic planning process and findings outlined in the final report of the Iowa Community Colleges @ 2000 research project, initiated by the Iowa Association of Community College Trustees. Addresses the continued importance of access, workforce preparation, quality and the identification of best practices. (Contains 10 references.) (RC) EJ673517 Seeking Stakeholder Views: Iowa Community Colleges @ 2000. Journal of Applied Research in the Community College v10 n1 p19-23 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Bound Students College Choice Community Colleges Parent Materials Parent Participation Parents Two Year Colleges Bers, Trudy H. Galowich, Pamela M. Information Analyses Journal Articles Reports - Research ISSN-1068-610X English Examines parents' expectations from a community college and their roles in the college choice process of community college-bound students. Reports that, overall, parents had high academic goals for their children, wanted the college to prepare for bachelor's degrees, and overestimated their children's academic abilities. Discusses implications for improved communications with parents of prospective community college students. (Contains 27 references.) (RC) EJ673518 Parents and the College Choice Process for Community College Students. Journal of Applied Research in the Community College v10 n1 p24-40 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:33 CIJJAN2004

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No Academic Achievement College Transfer Students Community Colleges Comparative Analysis Higher Education Two Year Colleges Porter, Stephen R. Information Analyses Journal Articles Reports - Research ISSN-1068-610X English Discusses a research project that compared the academic performance of community college transfer students with returning students at a four-year institution. Reports that native students demonstrated stronger academic performance than transfers at this institution. (Contains 33 references.) (RC) EJ673519 Assessing Transfer and First-Time Freshmen Student Performance. Journal of Applied Research in the Community College v10 n1 p41-56 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:33 CIJJAN2004

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No Academic Degrees Community Colleges Economically Disadvantaged Educational Benefits Employment Instructional Effectiveness Outcomes of Education Program Effectiveness Salaries Two Year Colleges Urban Education Brauchle, Paul E. Hastings, Janel H. Journal Articles Reports - Research ISSN-1068-610X English Describes a study that used Unemployment Insurance/Social Security Insurance wage data to examine the effects of participation in educational programs at a multicultural, inner city community college. Reports impressive gains in earnings for economically disadvantaged students who completed associate degrees (257%) and for associate degree completers with a vocational/technical area of concentration (200%). (Contains 16 references.) (RC) EJ673520 Using Unemployment Wage Data To Assess Educational and Economic Outcomes in a Multicultural Inner-City Community College. Journal of Applied Research in the Community College v10 n1 p57-70 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:33 CIJJAN2004

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No College Outcomes Assessment Community Colleges Educational Planning Institutional Evaluation Institutional Research Models Two Year Colleges Polinsky, Tracy L. Journal Articles Reports - Descriptive Butler County Community College PA ISSN-1068-610X English Describes an institutional research office's establishment of an outcomes-oriented self-assessment model rooted in the college's mission and goals. Reports that the framework enables institutional research departments to evaluate their effectiveness, and more importantly, to use the results of self-assessment to plan future activities, thereby ensuring effective customer service and continuous improvement. (RC) EJ673521 The JARCC Toolbox: The IR-EP: A Powerful Model for Self-Assessment and Planning in Institutional Research. Journal of Applied Research in the Community College v10 n1 p71-76 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Outcomes Assessment Community Colleges Educational Assessment Institutional Evaluation Institutional Research Two Year Colleges Alfred, Richard Journal Articles Opinion Papers ISSN-1068-610X English Discusses the need to adopt a strategically guided model for community college research that changes the basis for assessment from institutional performance in a commoditized market to institutional advantage in a turbulent market. Focuses on how research data can be generated and used to achieve an advantage by differentiating one institution from others in competition for students and resources. (RC) EJ673522 Invited Article: Designing Research for Organizational Change: From Analysis to Advantage. Journal of Applied Research in the Community College v10 n1 p77-88 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:34 CIJJAN2004

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No Community Colleges Data Collection Educational Research Educational Resources Two Year Colleges Albright, Brenda Norman Journal Articles Reports - Descriptive National Postsecondary Education Cooperative ISSN-1068-610X English Outlines recent organizational and programmatic changes within the National Postsecondary Education Cooperative, including a data feedback system of institutional indicators; a persistence/completion methodologies dictionary; state information data initiatives; briefing papers; and the maintenance and enhancement of ANSWERS, a Web-based tool that presents sources for postsecondary education data. (RC) EJ673523 NPEC UPDATE: New Directions. Journal of Applied Research in the Community College v10 n1 p89-92 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education College Role Community Colleges Community Education Continuing Education Lifelong Learning Noncredit Courses Professional Continuing Education School Community Relationship Two Year Colleges Peterman, Dana S. Journal Articles Reference Materials - Bibliographies ISSN-1068-610X English States that community colleges serve their communities through programs that make available lifelong learning opportunities, continuing education, and training for local and global industries. Presents a list of citations and abstracts for ERIC documents and journal articles that address the theme of planning noncredit programs and services in community colleges. (Contains 14 references.) (RC) EJ673524 Planning Noncredit Programs and Services in Community Colleges: Recent ERIC Documents. Journal of Applied Research in the Community College v10 n1 p93-97 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:34 CIJJAN2004

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No Catholic Schools Catholics Institutional Mission Organizational Objectives Religious Education Spiritual Development Spirituality Values Casey, John Journal Articles Opinion Papers ISSN-0026-914X English Discusses ways in which Catholic schools can reflect on the Catholic vision and identity within the institution. Reminds Catholic educators that the Catholic vision includes personal and societal transformation in the light of the Gospel. Suggests particular consideration is due the areas of leadership training, social justice, and spiritual life. (NB) EJ673525 Without a Vision the People Perish. Momentum v33 n2 p10-14 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:35 CIJJAN2004

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No Age Groups Catholic Educators Catholic Schools Catholics Religious Education Teacher Recruitment Teacher Shortage Teachers Cook, Timothy Journal Articles Opinion Papers Reports - Descriptive ISSN-0026-914X English Argues that faculty hiring is one of the most important duties a principle performs. Catholic schools suffer from a shortage of religion teachers. Author's research suggests that new recruitment methods must be employed, including recruiting teachers from within the schools who are in other disciplines. (Contains four references.) (NB) EJ673526 Cast a Wide Net: Tips for Recruiting Future Religion Teachers. Momentum v33 n2 p16-19 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:35 CIJJAN2004

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No American Indian Culture American Indians Catholic Schools Catholics Ceremonies Cultural Background Religion Religious Education Spirituality Cunningham, Larry Journal Articles Opinion Papers ISSN-0026-914X English Discusses the history of the Plains Indians' relationship with the Catholic Church. Argues that some Catholics who denied the validity of Native American ritual turned Indians away from the Church. But currently, the Church's attempts to allow incorporation of those rituals into Church services have helped to revitalize the Native Catholic Church. (NB) EJ673527 Inculturation: Sowing Seeds of Catholicism in Native Soil. Momentum v33 n2 p20-23 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:35 CIJJAN2004

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No Black Culture Catholic Schools Catholics Education Ethnic Groups Music Religion Religious Differences Religious Education Student Centered Curriculum Urban Education Lody, Jason Journal Articles Reports - General ISSN-0026-914X English Discusses ways in which an inner city Catholic school in Albany, New York, whose students are 97% non-Catholic, continues its mission. The school incorporates other religions into its religious instruction, and offers student-led para-liturgical services in various faith traditions. Argues that in urban Catholic schools, ecumenism is necessary. (NB) EJ673528 Are You the Pope? Momentum v33 n2 p24-26 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:35 CIJJAN2004

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No Catholic Schools Catholics Culture Religion Studies Religious Education Rural Areas Rural Education Social History Symbolism Vallero, Jan Journal Articles Opinion Papers United States (South) ISSN-0026-914X English Discusses ways in which the "New" South expresses its history through iconography such as the cross, the Bible, and the Confederate flag. Analyzes the meaning of and the opportunities for Catholic evangelism in this New South. (Contains eight references.) (NB) EJ673529 Amazing Grace: Catholic Evangelization in the New South. Momentum v33 n2 p28-32 May 2002 2002-00-00 N/A 2004 2016-11-21

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No Administrators Beliefs Catholic Schools Catholics Principals Religion Religious Education Spiritual Development Spirituality Dreliszak, Joseph Journal Articles Opinion Papers Reports - Descriptive ISSN-0026-914X English Details results of a study of Catholic school principals who were questioned regarding the role of the principal as spiritual leader. The study followed principals at four schools in the Diocese of Greensburg, Pennsylvania, for one week. Among the six conclusions reached was the suggestion that principals must have a clear faith vision for the school. (NB) EJ673530 It's Time for a Diocesan Director of Catholic Identity. Momentum v33 n2 p33-35 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:36 CIJJAN2004

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No Adult Education Catholic Schools Catholics Costs Educational Finance Family Needs Family Programs Financial Services Financial Support Planning Religious Education De Luca, Barbara M. Block, David J. Rau, Patricia A. Journal Articles Opinion Papers Reports - General ISSN-0026-914X English Describes a program called Faith, Finances, and You, which aims to help parishioners of St. Albert the Great in Ohio become better stewards in their personal and financial lives. Program involves a series of workshops that were adjusted according to participant feedback. The parish plans to expand the program to schools. (NB) EJ673531 Faith-Based Education: Personal and Family Finances. Momentum v33 n2 p38-40 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:36 CIJJAN2004

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No Catholic Educators Catholic Schools Catholics Cultural Context Curriculum Institutional Mission Religion Religious Education Spiritual Development DeLong, Allen Journal Articles Opinion Papers ISSN-0026-914X English Offers suggestions for ways in which Catholic educators can set priorities for developing religious education programs. Recommends visual symbols of Catholicism in each classroom, required prayer, a sacred place on campus, spiritual retreats for students, and reaching out to students. Also suggests that students be required to invest hours in service projects each year. (NB) EJ673532 Make Your School Measurably and Visually Catholic. Momentum v33 n2 p42-43 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:36 CIJJAN2004

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No Catholic Schools Educational Quality Excellence in Education Program Effectiveness Recognition (Achievement) Religious Education Rewards Caruso, Michael P. Journal Articles Reports - General Reports - Descriptive ISSN-0026-914X English Outlines a model program for rewarding excellence, primarily in a Catholic elementary school that has discretionary funds for rewards and recognition, though it may be adapted for any school. Presents a monthly award system that utilizes Catholic culture and permeates the entire school year. Cites Disney program as a model. (NB) EJ673533 Begin Planning this Spring for a Yearlong Program Recognizing and Celebrating Quality. Momentum v33 n2 p46-51 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:37 CIJJAN2004

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No Catholic Schools Computer Uses in Education Computers Curriculum Development Professional Development Recognition (Achievement) Religious Education Technology Technology Integration McKenna, Kate Risley, JoAnne Journal Articles Reports - Descriptive ISSN-0026-914X English Offers a model for the integration of technology into the school curriculum. The school described here used an integrated program that empowers students, faculty, administration, and parents to utilize technology for the promotion and enhancement of academic excellence, Christian ethics, and global responsibility. School won a U.S. Department of Education Blue Ribbon Award in Technology. (NB) EJ673534 How Did They Do It? Momentum v33 n2 p52-54 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:37 CIJJAN2004

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No Audiovisual Aids Catholic Schools Distance Education Educational Technology Religious Education Technology Technology Integration Video Equipment Zukowski, Angela Ann Journal Articles Opinion Papers ISSN-0026-914X English Argues that, though many schools have the technological infrastructure required to keep up with advances in educational technology, many of them do not know what to do with it. Suggests that educators define what they want to accomplish and try it out with pilot projects using equipment already available. (NB) EJ673535 We Have It...So Now What? Momentum v33 n2 p71-72 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:37 CIJJAN2004

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No Accountability Catholic Schools Educational Finance Educational Policy Federal Aid Financial Support Performance Performance Based Assessment Religious Education McDonald, Dale Journal Articles Reports - General No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0026-914X English Describes the No Child Left Behind Act (NCLB), George W. Bush's reauthorization of the Elementary and Secondary Education Act of 1965. Discusses ways in which the NCLB affects private religious schools, as well as offering suggestions for the ways in which Catholic schools should be addressing the changes in the law. (NB) EJ673536 Education Policy Shifts in New Law. Momentum v33 n2 p73-74 May 2002 2002-00-00 N/A 2004 2016-11-21

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No Catholic Educators Catholic Schools Catholics Curriculum Elementary Education Program Evaluation Religion Religious Education Values Lawlor, Antoine Therese Journal Articles Reports - General Reports - Descriptive ISSN-0026-914X English Describes one educator's experiences with developing core K-8 curriculum standards that reflect the four pillars of the Catechism of the Catholic Church and the dimensions of the General Directory for Catechesis. Standards were applied in author's diocese. Also describes pilot year for program and offers some qualitative feedback. (NB) EJ673537 The Experience of One Diocese: Elementary Religion Curriculum Written in the Sprit of the General Directory for Catechesis. Momentum v33 n2 p75-77 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:38 CIJJAN2004

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No Catholic Educators Catholic Schools Catholics Internet Nurses Nursing Religious Education Resource Materials World Wide Web Journal Articles Reference Materials - Bibliographies ISSN-0026-914X English Offers web addresses for three different sources that might be useful to Catholic educators: (1) U.S. Government Printing Office, which provides educational information; (2) New Moon Magazine, which urges young people to focus on good works rather than good looks; and (3) Discover Nursing, which aims to recruit people interested in nursing careers. (NB) EJ673538 Resources Ready To Use. Momentum v33 n2 p78-79 May 2002 2002-00-00 N/A 2004 7/11/2004 11:34:38 CIJJAN2004

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No American Indian Culture American Indian Education American Indian Students American Indians Community Colleges Science Education Science Instruction Tribally Controlled Education Two Year Colleges Lambert, Lori Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses the significance and challenges associated with connecting the beliefs and values of Native American science-the set of scientific skills that Native American people value and use-to the principles and practices of western science. Presents the strategic position of tribal colleges as a means to indigenize science as tribal-centered learning. (Author/RC) EJ673539 From 'Savages' to Scientists: Mainstream Science Moves toward Recognizing Traditional Knowledge. Tribal College Journal v15 n1 p10-13 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:38 CIJJAN2004

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No American Indian Culture American Indian Education American Indians College Presidents Community Colleges Leaders Leadership Qualities Leadership Styles Leadership Training Tribally Controlled Education Two Year Colleges Gipp, Gerald Journal Articles Reports - Descriptive ISSN-1052-5505 English Compares and contrasts Native American and western leadership perspectives, underscoring the need to develop tribal college leaders capable of guiding institutions using traditional Native values and beliefs. Highlights a W.K. Kellogg Foundation initiative focused on developing and enhancing the leadership capacity of the Indian country. (RC) EJ673540 Chiefs & Visionaries: AIHEC Molds Leadership Initiative To Match Tribal Values. Tribal College Journal v15 n1 p14-16 Fall 2003 2003-00-00 T 2004 7/11/2004 11:34:38 CIJJAN2004

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No American Indian Culture American Indian Education American Indian Students American Indians Educational Legislation Elementary Secondary Education Reservation American Indians Tribally Controlled Education Williams, Richard B. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1052-5505 English Discusses the challenges associated with holding reservation schools accountable to the educational standards established in the 2001 "No Child Left Behind Act." Predicts that this educational initiative will widen the performance gap and hinder native schools' abilities to achieve educational parity with their non-native peers. (RC) EJ673541 Voices: Will Indian Education Be Left Behind? Tribal College Journal v15 n1 p54-55 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence Achievement Gains Community Colleges Individual Characteristics Student Behavior Student Participation Students Two Year Colleges Schmid, Carol Abell, Patricia Journal Articles Reports - Research ISSN-0091-5521 English Examines the prevalence of demographic risk factors related to student success and compares these factors across three different groups of students: current students, graduates, and nonreturners. Reports that key findings indicate that nonreturning students had substantially greater rates in three risk factor areas: (1) working full-time; (2) enrolling part-time; and (3) being financially independent. Contains 26 references. (RC) EJ673542 Demographic Risk Factors, Study Patterns, and Campus Involvement as Related to Student Success among Guilford Technical Community College Students. Community College Review v31n1 p1-16 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:39 CIJJAN2004

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No Cheating Community Colleges Comparative Analysis Discipline Problems Ethics Two Year Colleges Smyth, M. Lynnette Davis, James R. Journal Articles Reports - Research University System of Georgia ISSN-0091-5521 English Analyzes the experiences of two-year college students with cheating. Reports that males are more likely than are females to admit to collegiate cheating, and males and dorm residents report a greater willingness to assist others in cheating. States that, although most respondents believed cheating is ethically wrong, nearly half say it is socially acceptable. Adds that academic major and cheating are not independent variables. Contains 21 references. (RC) EJ673543 An Examination of Student Cheating in the Two-Year College. Community College Review v31n1 p17-32 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Behavior Administrator Characteristics Administrators Community Colleges Rural Schools Student Personnel Services Student Personnel Workers Two Year Colleges Lawrenz, Frances Keiser, Nanette Lavoie, Bethann Journal Articles Reports - Research ISSN-0091-5521 English Reports that the literature on community colleges focuses extensively on students, faculty members and the top leadership; noticeably absent are studies about administrators such as those who provide services for students. Examines the elements of administrative work life at two rural community colleges, finding patterns in the nature of work, rewards, and relationships that professionals encounter. (RC) EJ673544 Editor's Choice: The Worklife of Student Service Professionals at Rural Community Colleges. Community College Review v31n1 p33-55 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:39 CIJJAN2004

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No Community Colleges Institutional Characteristics Institutional Environment Institutional Mission Proprietary Schools Two Year Colleges Outcalt, Charles L. Schirmer, James E. Journal Articles Reports - Research ISSN-0091-5521 English Explores the recent literature on proprietary schools, focusing on the characteristics of proprietary schools and the distinctions between proprietary schools and community colleges. Poses the questions of whether proprietary schools are converging with community colleges and whether proprietary schools are a threat to community colleges. Urges further research to explore the possibility of collaboration between proprietary schools and community colleges. Contains 30 references. (RC) EJ673545 ERIC Review: Understanding the Relationships between Proprietary Schools and Community Colleges: Findings from Recent Literature. Community College Review v31n1 p1-16 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:39 CIJJAN2004

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No College Role Community Colleges Models Teacher Certification Teacher Education Teacher Education Curriculum Teacher Shortage Teachers Two Year Colleges Floyd, Deborah L. Walker, David A. Journal Articles Opinion Papers Reports - Research ISSN-1066-8926 English Discusses possible solutions to the shortage across the nation of certified public school teachers, focusing on the community college role in meeting this critical need. Reports on and analyzes findings of a 2002 survey of state community college directors. Presents four programmatic models. Contains 21 references and research instrument. (NB) EJ673546 Community College Teacher Education: A Typology, Challenging Issues, and State Views. Community College Journal of Research and Practice v27 n8 p643-663 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:40 CIJJAN2004

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No Basic Writing Cognitive Style Community Colleges Developmental Studies Programs Outcomes of Education Performance Factors Teaching Methods Two Year College Students Two Year Colleges Writing (Composition) Rochford, Regina A. Journal Articles Opinion Papers Reports - Research ISSN-1066-8926 English Argues that few new techniques for teaching remedial writing courses work. Suggests that learning styles, a research-based teaching approach, has demonstrated statistically significant results. Explains that learning styles aims to provide learning strategies that are compatible with individual learners. Reports on two experiments conducted at an urban community college. Contains 23 references. (NB) EJ673547 Assessing Learning Styles To Improve the Quality of Performance of Community College Students in Developmental Writing Programs: A Pilot Study. Community College Journal of Research and Practice v27 n8 p665-677 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:40 CIJJAN2004

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No Accounting Business Education Community Colleges Recruitment School Holding Power Two Year College Students Two Year Colleges Glass, J. Conrad Oakley, Billie Journal Articles Reports - Research ISSN-1066-8926 English Reports on a study that asked four questions of accounting department chairpersons in one state's community college system regarding recruitment and retention of accounting students. Offers conclusions and recommendations for community college counselors, administrators, and accounting faculty. Among the important strategies are funding for tutors and remedial courses. Contains 11 references. (NB) EJ673548 Attrition and Retention among Accounting Majors in Community Colleges: Problems and Possible Remediation. Community College Journal of Research and Practice v27 n8 p679-698 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:40 CIJJAN2004

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No Cognitive Processes Community Colleges Epistemology Learning Learning Problems Learning Processes Prior Learning Two Year Colleges Schreiber, James B. Shinn, David Journal Articles Opinion Papers Reports - Research ISSN-1066-8926 English Argues that epistemological beliefs of community college students can impact their learning processes. Explains that epistemological beliefs interact with other knowledge structures. Reports on a study that explores the association between students' epistemological beliefs and learning processes. Suggests there are relationships between Fixed Ability and Agentic, Deep, and Elaborative Processing. Contains 34 references. (NB) EJ673549 Epistemological Beliefs of Community College Students and Their Learning Processes. Community College Journal of Research and Practice v27 n8 p699-709 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:40 CIJJAN2004

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No College Faculty Community Colleges Emotional Experience Emotional Response Personality Traits Teacher Evaluation Two Year College Students Two Year Colleges Downey, John A. Journal Articles Opinion Papers Reports - Research ISSN-1066-8926 English Argues that student emotional awareness influences the way students complete faculty evaluations. States that researchers analyzed 112 questionnaires received from undergraduate males and females; results lend support to the contention that intrinsic emotion-laden factors influence student ratings on evaluative surveys. Makes recommendations for faculty seeking to improve ratings. Contains 47 references. (NB) EJ673550 Emotional Awareness as a Mediator of Community College Student Statistical Ratings. Community College Journal of Research and Practice v27 n8 p711-720 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:41 CIJJAN2004

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No Community Colleges Competence Competency Based Education Curriculum Outcome Based Education Outcomes of Education Two Year Colleges Warren, Joan Journal Articles Opinion Papers Reports - General ISSN-1066-8926 English Reviews concerns associated with restructuring curricula to match current competency requirements. Identifies need for change, presents three models that can provide faculty with a starting point for implementing change, and discusses models for assessing colleges that are in the process of formulating student learning outcomes approaches. Contains 22 references. (NB) EJ673551 Changing Community and Technical College Curricula to a Learning Outcomes Approach. Community College Journal of Research and Practice v27 n8 p721-730 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:41 CIJJAN2004

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No Access to Information Community Colleges Information Literacy Information Utilization Search Strategies Two Year College Students Two Year Colleges Sophos, Patty Journal Articles Reference Materials - Bibliographies ISSN-1066-8926 English Offers references for information literacy in the community college. Information literacy includes the ability to access, evaluate, and use information from a variety of sources, such as libraries and computers. Presents 13 annotated references that include descriptions of recent research and standards related to information literacy. (NB) EJ673552 Information Literacy at Community Colleges. Community College Journal of Research and Practice v27 n8 p735-739 Sep 2003 2003-00-00 T 2004 7/11/2004 11:34:41 CIJJAN2004

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No Classroom Environment Comparative Analysis Educational Philosophy Elementary Education Elementary School Curriculum Montessori Method Montessori Schools Public Schools Teaching Methods Rosanova, M. J. Journal Articles Reports - General Concept Comparisons Educational Ideologies ISSN-1054-0040 English Presents an overview of Montessori versus traditional education programs. Focuses on differences of philosophy, curriculum, study, classroom environment, values, preparation for life, and productivity. Defines the major philosophical points of adaptation and development, and meaning. Addresses the Montessori perspective on elementary and the middle childhood years. (SD) EJ673553 Montessori Elementary Is Different: What Children Study, What Children Do. Montessori Life v15 n2 p8-10 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Children Classroom Environment Montessori Method Montessori Schools Time Time Factors (Learning) Time Management Time Perspective Selman, Ruth Corey Journal Articles Opinion Papers Time Expressions Chronology Greeks ISSN-1054-0040 English Differentiates chronological time and the Greek concept of "Kairos" (a quality of time without measure) as they relate to Montessori philosophy. Argues that the child's need for "Kairos" time conflicts with the adult "Chronos" world of schedules, and that the Montessori classroom environment is successful due to its support for and acceptance of the child's need for "Kairos" time. (SD) EJ673554 Of Time and Montessori: "Kairos" and "Chronos." Montessori Life v15 n2 p11-12 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Altruism Childhood Attitudes Children Classroom Environment Gender Issues Homophobia Homosexuality Montessori Schools Sex Role Sex Stereotypes Sexual Orientation Social Bias Powell, Mark Journal Articles Opinion Papers ISSN-1054-0040 English Addresses the issue of homophobia, how it affects young children, and how it is commonly exhibited in the classroom environment. Recounts a classroom discussion about what "gay" means, including children's observations and comments. Asserts that children need accurate information, and that all children should be encouraged to be compassionate and tolerant. (SD) EJ673555 Homophobia--Hate's Last Refuge? Montessori Life v15 n2 p14-16 Spr 2003 2003-00-00 T 2004 7/11/2004 11:34:42 CIJJAN2004

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No Children Classroom Environment Early Childhood Education Educational Philosophy Montessori Method Montessori Schools Personal Autonomy Teacher Role Kirby, Karen Journal Articles Opinion Papers Montessori (Maria) Academic Choice Presentation Mode Childrens Preferences Curriculum Choice Free Choice Learning ISSN-1054-0040 English Addresses the issue of whether the child must be presented with a lesson before choosing it, or should be allowed to choose any work desired. Presents arguments for each philosophy, and the pros and cons of each choice. Asserts that the free choice option is most consistent with Montessori philosophy. (SD) EJ673556 A Question of Choice. Montessori Life v15 n2 p18-20 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Family Involvement Language Acquisition Montessori Method Montessori Schools Outreach Programs Parent Participation Parents as Teachers Preschool Education Second Language Learning Second Language Programs Second Languages Spanish Goren, Dorothy Journal Articles Reports - Descriptive ISSN-1054-0040 English Describes the creation of a flexible and varied family-school partnership for second-language learning at a Montessori preschool. Highlights how the program provided students with an opportunity to participate in second-language learning in an optimal environment while providing parents access to home-based activities that were in concert with their schedules, learning styles, and interests. (SD) EJ673557 Preschool Second-Language Acquisition: A Parent Involvement Program To Reinforce Classroom Learning. Montessori Life v15 n2 p23-24 Spr 2003 2003-00-00 T 2004 7/11/2004 11:34:42 CIJJAN2004

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No Behavior Problems Children Evaluation Evaluation Criteria Guidelines Learning Disabilities Learning Problems Montessori Method Montessori Schools Referral Teacher Role Pickering, Joyce S. Journal Articles Reports - Evaluative ISSN-1054-0040 English Presents guidelines for referral and test evaluation of students with suspected learning or behavioral challenges for Montessori schools and staff. Includes an observation checklist in the areas of classroom behavior, classroom performance, and social behavior for teachers to use when a student is experiencing difficulties. Concludes with strategies for taking action and making referrals for testing. (SD) EJ673558 Guidelines for Referral and Test Evaluation for Montessori Schools. Children with Disabilities. Montessori Life v15 n2 p25-26 Spr 2003 2003-00-00 T 2004 7/11/2004 11:34:43 CIJJAN2004

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No Character Education Children Classroom Environment Early Childhood Education Educational History Montessori Method Montessori Schools Moral Development Moral Values Vardin, Patricia A. Journal Articles Opinion Papers Virtues Character Development Lickona (Thomas) Montessori (Maria) ISSN-1054-0040 English Notes the resurgence of interest in character education in American schools, and summarizes the history of character education in American culture. Explores Montessori's views on character education, and character education as presented in the Montessori classroom. Lists 11 criteria teachers can use to enhance character education in the 21st century classroom. Asserts that adults must pass on the values that are the foundations of society. (SD) EJ673559 Character Education in America. Montessori Life v15 n2 p32-34 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Children Early Childhood Education Manipulative Materials Mathematical Models Mathematics Activities Mathematics Curriculum Mathematics Education Mathematics Instruction Montessori Method Montessori Schools Puzzles Barton, Patricia Shea Guides - Classroom - Teacher Journal Articles Pascal (Blaise) Pascal Triangle ISSN-1054-0040 English Notes that Montessori classrooms provide children with the opportunity to explore and discover mathematics. Describes the introduction to Pascal's Triangle as a suggested opportunity to connect young children to deep mathematical truths. Provides teachers with materials requirements, and notes ideas on what can be acquired from the problem, the connection to mathematics foundations, and visual information obtained. (SD) EJ673560 Pascal's Triangle. Montessori Life v15 n2 p35-36 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Developmental Stages Early Childhood Education Emergent Literacy Montessori Method Montessori Schools Prereading Experience Reading Reading Readiness Reading Strategies Rhyme Woods, Carol S. Guides - Classroom - Teacher Journal Articles Montessori (Maria) Word Games ISSN-1054-0040 English Offers strategies for preparing children for literacy in the early Montessori classroom through emphasis on phonemic awareness. Specifically addresses activities to develop phonological and phonemic awareness including song, the alphabet, rhyming activities, "I spy" games, word games, and word segmentation. Presents a case study in support of phonological and phonemic awareness activities. (SD) EJ673561 Phonemic Awareness: A Crucial Bridge to Reading. Montessori Life v15 n2 p37-39 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Educational Technology Elementary Education Learning Experience Montessori Method Montessori Schools Technology Technology Integration Technology Uses in Education Hubbell, Elizabeth Ross Guides - Classroom - Teacher Journal Articles Technology Implementation Technology Role ISSN-1054-0040 English Asserts that if used correctly, with forethought and respect to the Montessori philosophy, technology will advance and complement the experiences made available to children. Addresses the integration of technology into the Montessori elementary classroom focusing on the learning environment and the reduction of teacher time spent on tedious tasks. (SD) EJ673562 Integrating Technology into the Montessori Elementary Classroom. Montessori Life v15 n2 p40-41 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Calculators Graphing Calculators Mathematics Activities Mathematics Education Mathematics Instruction Middle Schools Montessori Method Montessori Schools Technology Integration Technology Uses in Education Margaritis, Aki Journal Articles Opinion Papers Exploration Technology Implementation Technology Role ISSN-1054-0040 English Asserts that graphing calculators give students and teachers the ability to investigate, explore, compare, and discover concepts in a much more comprehensive way than simple calculators or no calculators at all. Offers specific examples that illustrate the advantage of graphing calculators in the Montessori middle school classroom. Lists three resources for further information. (SD) EJ673563 Using Graphing Calculators in the Montessori Middle School Classroom. Montessori Life v15 n2 p42-43 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Classroom Techniques Conflict Resolution Developmental Stages Early Childhood Education Educational Practices Prevention Skill Development Teacher Role Teacher Student Relationship Violence Young Children Chen, Dora W. Information Analyses Journal Articles ISSN-1082-3301 English Explores the relationship between conflict and violence by reviewing literature about young children's peer conflict, focusing on questions about the nature of peer conflict and teachers' responses. Concludes that peer conflicts do not necessarily lead to violence, but when children are unable to resolve their own conflict and are not supported in resolution efforts, violence is likely to result. Urges teachers to provide assistance as needed in skill development. (Author/KB) EJ673564 Preventing Violence by Promoting the Development of Competent Conflict Resolution Skills: Exploring Roles and Responsibilities. Early Childhood Education Journal v30 n4 p203-08 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:44 CIJJAN2004

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No Acceleration (Education) Child Development Childhood Needs Curriculum Enrichment Early Childhood Education Family Relationship Gifted Parent Student Relationship Peer Relationship Socialization Talent Talent Development Teacher Student Relationship Young Children Rotigel, Jennifer V. Journal Articles Reports - Descriptive ISSN-1082-3301 English Describes characteristics of young gifted or talented children that affect the way they learn and develop. Asserts that teachers and parents should consider each child's unique needs as they plan for their education. Discusses concerns such as uneven development, the need for acceleration or enrichment, appropriate socialization and peer interactions, and modification of the curriculum. Includes suggestions and resources for teachers and parents. (Author/KB) EJ673565 Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators. Early Childhood Education Journal v30 n4 p209-14 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:44 CIJJAN2004

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No Change Agents Cultural Differences Educational Opportunities Enrichment Foreign Countries Nonprofit Organizations Partnerships in Education Philanthropic Foundations Poverty Preschool Children Preschool Education Program Descriptions Special Education Desouza, Josephine M. Shireen Zeck, Patricia Arnett Journal Articles Reports - Descriptive Ecuador Orphanages Ecuador ISSN-1082-3301 English Describes socioeconomic conditions in Ecuador challenging optimal child development. Describes operation of a preschool in a poor neighborhood and discusses visits to an orphanage and to a special education facility during collaboration with the parochial leadership, medical personnel, and educators in the town of Quito. Reflects on successful activities and opportunities for students and staff in these diverse settings, noting the importance of teachers as change agents. (Author/KB) EJ673566 Reflections on an Ecuadorian Preschool: Identifying Opportunities for Assistance. Early Childhood Education Journal v30 n4 p215-24 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Child Care Early Childhood Education Educational Environment Educational History Educational Quality Family Involvement Family Programs Models Parent Empowerment Parent Participation Hamilton, Muriel E. Roach, Mary A. Riley, David A. Journal Articles Reports - Descriptive Historical Background Wisconsin Wisconsin ISSN-1082-3301 English Presents historical background on family participation in early care/education programs. Highlights the vision and activities of four Wisconsin Early Childhood Centers for Excellence offering family-centered services with services to young children. Illustrates various strategies used to empower parents and strengthen bonds between parents and professionals. Infers from their success that new models based on family-centered goals can improve the overall quality of early care/education for young children. (Author/KB) EJ673567 Moving toward Family-Centered Early Care and Education: The Past, the Present, and a Glimpse of the Future. Early Childhood Education Journal v30 n4 p225-32 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Child Care Centers Classroom Design Classroom Environment Color Color Planning Early Childhood Education Educational Environment Educational Facilities Design Young Children Read, Marilyn A. Journal Articles Reports - Descriptive ISSN-1082-3301 English Compared the use of color in physical design features associated with the exterior and interior designs of 101 child care centers in Alabama. Found that color was evidenced on the exterior of the centers at just over half of the sample. The interior environments had warm colors and bright accents in the setting; however, the majority of centers used only white, off- white, or gray on the walls. (Author/KB) EJ673568 Use of Color in Child Care Environments: Application of Color for Wayfinding and Space Definition in Alabama Child Care Environments. Early Childhood Education Journal v30 n4 p233-39 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:45 CIJJAN2004

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No Child Behavior Classroom Techniques Comparative Analysis Emotional Experience Mixed Age Grouping Observation Preschool Children Preschool Education Pretend Play Teacher Guidance Gmitrova, Vlasta Gmitrov, Juraj Journal Articles Reports - Research Cognitive Domain Affective Domain ISSN-1082-3301 English Examined the effects of two forms of organization of pretend play on children's behavior in the cognitive and affective domains as observed in a mixed-age environment: teacher-directed frontal play, with all children involved, and child-directed small group play. Found a significant increase in cognitive domain behavior during child-directed group play compared with teacher-directed management of play. Play in groups lasted longer than that in teacher-directed whole-class activities. (Author/KB) EJ673569 The Impact of Teacher-Directed and Child-Directed Pretend Play on Cognitive Competence in Kindergarten Children. Early Childhood Education Journal v30 n4 p241-46 Sum 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Attention Deficit Disorders Behavior Rating Scales Early Childhood Education Elementary Education Elementary School Students Hyperactivity Interrater Reliability Longitudinal Studies Preschool Children Preschool Teachers Rating Scales Student Evaluation Test Reliability Loughran, Sandra B. Journal Articles Reports - Descriptive Conners Teacher Rating Scale Test Retest Reliability Conners Teacher Rating Scale ISSN-1082-3301 English Investigated the agreement and stability of three teacher rating scales used to assess attention deficit/hyperactivity disorder (ADHD) in preschoolers. Found that agreement among the rating scales and interrater agreement between teacher and assistant teacher ratings yielded noticeably stronger correlations at elementary school than at preschool 4 years earlier. Over the 4-year period, there was a significant decrease in the number of children identified as potential ADHD risks. (Author/KB) EJ673570 Agreement and Stability of Teacher Rating Scales for Assessing ADHD in Preschoolers. Early Childhood Education Journal v30 n4 p247-53 Sum 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Child Development Early Childhood Education Early Experience Emotional Development Emotional Experience Males Parent Influence Sex Differences Sexual Identity Social Influences Teacher Influence Young Children Mercurio, Christine M. Journal Articles Reports - Descriptive Emotional Regulation ISSN-1082-3301 English Describes gender differences that are supported by research and how society, parents', and teachers' influences shape gender identity during early development. Discusses problems boys in particular may face later in life if they are not taught how to handle their emotions during childhood. Offers suggestions for teachers and parents to guide boys in early childhood to mature in more emotionally sound ways. (Author/KB) EJ673571 Guiding Boys in the Early Years To Lead Healthy Emotional Lives. Early Childhood Education Journal v30 n4 p255-58 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Decision Making Early Childhood Education Early Intervention Elementary School Teachers Information Needs Information Seeking Special Education Student Evaluation Student Needs Values Young Children Malone, D. Michael Denno, Dawn Journal Articles Reports - Descriptive ISSN-1082-3301 English A 6-step assessment-based process allows teachers to gather information to make better decisions about curriculum adjustments, program planning, and supporting student needs. Steps include identifying the purpose of the decision, identifying necessary questions, deciding the type of information needed to answer the questions, and determining how to incorporate values, expectations, goals, and insights of stakeholders. A continuous assessment system can then be designed following information gathering. (Author/KB) EJ673572 Decision Making in Early Childhood Intervention. Early Childhood Education Journal v30 n4 p265-73 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:46 CIJJAN2004

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No Cultural Differences Cultural Influences Early Childhood Education Empowerment Family School Relationship Nonverbal Communication Parent School Relationship Partnerships in Education School Community Relationship Swick, Kevin J. Journal Articles Reports - Descriptive Family Community Relationship ISSN-1082-3301 English Explores topics related to how families, schools, and communities can use communication to strengthen their partnerships. Discusses how communication empowers participants in a shared-learning process, and explores how attitudes shape communication efforts. Examines the role of culture in the communication process, focusing on how cultural differences can be used to enrich relationships. Discusses the role of nonverbal communication related to parent-teacher communication and family- school-community partnerships. (KB) EJ673573 Communication Concepts for Strengthening Family-School-Community Partnerships. Early Childhood Education Journal v30 n4 p275-80 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Processes Early Childhood Education Emergent Literacy Imagination Modeling (Psychology) Play Pretend Play Teacher Behavior Young Children Trawick-Smith, Jeffrey Picard, Theresa Journal Articles Opinion Papers Reports - Descriptive ISSN-0009-4056 English Raises concerns about whether literacy-enriched play in early childhood settings is really play. Presents a vignette to illustrate how a teacher can model literacy unobtrusively, thereby enhancing literacy, but unwittingly draw children away from meaningful play activities. Differentiates the cognitive processes involved in play and literacy activities, focusing on the nonliteral thinking involved in pretend play. Offers suggestions for rescuing play in classrooms and placing literacy into proper perspective. (KB) EJ673574 Literacy Play: Is It Really Play Anymore? Issues in Education. Childhood Education v79 n4 p229-31 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:46 CIJJAN2004

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No Early Childhood Education Educational Practices Interpersonal Competence Literature Reviews Peer Acceptance Peer Relationship Popularity Shyness Teacher Student Relationship Withdrawal (Psychology) Young Children Kim, Yanghee A. Information Analyses Journal Articles Social Rejection ISSN-0009-4056 English Differentiates behaviors of peer-rejected and peer-neglected children at the early childhood level. Offers suggestions for teaching alternative behaviors to aggressive or withdrawn children, direct entry behaviors, positive responses to peers' initiation, verbal assertiveness, engagement in complex pretend play, and ways to show positive affection toward peers. Discusses effective ways of teaching social skills and the importance of teachers taking an active role in promoting peer acceptance. (KB) EJ673575 Necessary Social Skills Related to Peer Acceptance. Review of Research. Childhood Education v79 n4 p234-36 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Developmental Continuity Early Childhood Education Educational Administration Educational Environment Educational Philosophy Educational Practices Preschool Curriculum Young Children Mayfield, Margie I. Journal Articles Reports - Descriptive Pacific Rim Discontinuity ISSN-0009-4056 English Cites examples from Pacific Rim countries to illustrate concerns about the ongoing process of continuity between early childhood programs. Includes discussion of philosophical, curricular, developmental, physical, organizational, and administrative continuities. Reiterates that the challenge of maintaining continuity among early childhood programs is longstanding and that there are many strategies available for fostering such continuity. (KB) EJ673576 Continuity among Early Childhood Programs: Issues and Strategies from an International View. Teaching Strategies. Childhood Education v79 n4 p239-41 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Family Involvement Parent Participation Parent School Relationship Parent Student Relationship Parents Young Children Greene, Paula K. Tichenor, Mercedes S. Journal Articles Reports - Descriptive Family Community Relationship ISSN-0009-4056 English Offers suggestions for ways parents can participate in schools. Suggestions include individual activities, such as reflecting on one's assumptions about school, activities with children, such as providing a space and time for homework, cooperation with teachers by asking for needed resources to help in homework supervision, activities at school such as volunteering, and activities in the community such as writing about positive school events for the local newspaper. (KB) EJ673577 Parents and Schools: No Stopping the Involvement! For Parents Particularly. Childhood Education v79 n4 p242-43 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Developmentally Appropriate Practices Educational Environment Kindergarten Play Preschool Children Preschool Curriculum Program Descriptions School Readiness Student Centered Curriculum Student School Relationship Cassidy, Deborah J. Mims, Sharon Rucker, Lia Boone, Sheresa Journal Articles Reports - Descriptive Emergent Curriculum North Carolina North Carolina ISSN-0009-4056 English Describes the curriculum activities in one child-centered, developmentally appropriate child care facility preschool classroom. Explains how activities are selected according to children's needs, interest, and ability, and how activities address the kindergarten core competencies mandated by the North Carolina public school system. Asserts that only through developmentally appropriate curriculum and assessment can educators be assured that each child is adequately prepared for kindergarten. (KB) EJ673578 Emergent Curriculum and Kindergarten Readiness. Childhood Education v79 n4 p194-99 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Developmentally Appropriate Practices Early Childhood Education Educational Practices English (Second Language) Preschool Children Second Language Learning Teacher Student Relationship Lake, Vickie E. Pappamihiel, N. Eleni Information Analyses Journal Articles ISSN-0009-4056 English This article synthesizes key principles that teachers should utilize to support English language learners in mainstream early childhood classrooms. Principles include treating children fairly, which entails treating children differently; providing an appropriate language environment; providing adequate English instruction to allow basic interaction communication skill development and cognitive academic language proficiency; and understanding that children do not automatically learn language faster than adults. Stages of second-language acquisition are described. (KB) EJ673579 Effective Practices and Principles To Support English Language Learners in the Early Childhood Classroom. Childhood Education v79 n4 p200-03 Sum 2003 2003-00-00 T 2004 7/11/2004 11:34:48 CIJJAN2004

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No Cultural Awareness Elementary Education Elementary School Curriculum Intergroup Relations Minority Group Children Multicultural Education Stereotypes Student Diversity Young Children Pattnaik, Jyotsna Journal Articles Opinion Papers Cultural Sensitivity ISSN-0009-4056 English Highlights some common misunderstandings of multicultural education that impede understanding among minority children. Provides society-, school-, family-, and child-related justifications for intercultural understanding among children from different minority groups. Offers suggestions for an ideal intercultural program, focusing on schools' policies and practices and curriculum design. Includes suggestions for intergroup, issue-based, and literature-based curricula. Urges schools to address the existing omission of intercultural understanding among minority children. (KB) EJ673580 Learning about the "Other": Building a Case for Intercultural Understanding among Minority Children. Childhood Education v79 n4 p204-11 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Down Syndrome Educational Planning Inclusive Schools Individualized Education Programs Preschool Children Preschool Education Special Education Special Needs Students Student Evaluation McCormick, Linda Wong, Mai Yogi, Lisa Journal Articles Reports - Descriptive Ecological Assessment Ecological Perspective ISSN-0009-4056 English Cites the example of a 4-year-old with Down syndrome attending an inclusive early childhood program to illustrate how the ecological assessment and planning process is used to individualize instruction. Includes a list of the child' IEP goals and objectives, a copy of the ecological planning form, and a description of adaptations and arrangements. Asserts that deliberate, systematic, and collaborative planning is necessary for children with special needs. (KB) EJ673581 Individualization in the Inclusive Preschool: A Planning Process. Childhood Education v79 n4 p212-17 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Age Differences Children Comparative Analysis Learning Disabilities Memory Performance Factors Reading Ability Swanson, H. Lee Journal Articles Reports - Research Memory Span Retrieval (Memory) Working Memory M Capacity Memory Deficits ISSN-0022-0965 English Examined whether age-related working memory deficits in learning disabled (LD) readers across four age groups (7, 10, 13, and 20) reflected retrieval efficiency or storage capacity problems. Found that LD readers' working memory performance was inferior to skilled readers' on verbal and visual-spatial working memory tasks across all ages. Differences increased on gain and maintenance conditions. Findings supported the general capacity explanation of reading group differences. (Author/KB) EJ673582 Age-Related Differences in Learning Disabled and Skilled Readers' Working Memory. Journal of Experimental Child Psychology v85 n1 p1-31 May 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Children Cognitive Development Comparative Analysis Individual Differences Interviews Performance Factors Questioning Techniques Sexual Abuse Test Validity Finnila, Katarina Mahlberg, Nina Santtila, Pekka Sandnabba, Kenneth Niemi, Pekka Journal Articles Reports - Research Interviewer Effects Suggestibility ISSN-0022-0965 English Examined the relative contributions of internal and external sources of variation in children's suggestibility in interrogative situations. Found that internal sources of individual differences in suggestibility measured on a suggestibility test did influence children's answers during an interview, but that external sources or interview styles had a stronger impact. Cognitive, developmental factors were identified, but not when abuse-related questions were asked or high-pressure interview methods used. (Author/KB) EJ673583 Validity of a Test of Children's Suggestibility for Predicting Responses to Two Interview Situations Differing in Their Degree of Suggestiveness. Journal of Experimental Child Psychology v85 n1 p32-49 May 2003 2003-00-00 T 2004 2016-11-21

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No Children Comparative Analysis Computation Concept Formation Developmental Disabilities Disabilities Mental Age Number Concepts Numeracy Performance Factors Predictor Variables Ansari, Daniel Donlan, Chris Thomas, Michael S.C. Ewing, Sandra A. Peen, Tiffany Kapmiloff-Smith, Annette Journal Articles Reports - Research Cardinal Numbers Cardinality Williams Syndrome ISSN-0022-0965 English Understanding of the cardinality principle in children with Williams Syndrome (WS) was compared to that of typically developing children. Findings indicated that such understanding was extremely delayed in WS children and only at the level predicted by their visuo-spatial mental age. Findings suggested that visuo-spatial ability played a greater role than language ability in development of cardinality understanding in typical children, whereas the opposite obtained for the WS children. (Author/KB) EJ673584 What Makes Counting Count? Verbal and Visuo-Spatial Contributions to Typical and Atypical Number Development. Journal of Experimental Child Psychology v85 n1 p50-62 May 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Speech) Children Cochlear Implants Deafness Memory Recall (Psychology) Speech Habits Speech Improvement Speech Skills Burkholder, Rose A. Pisoni, David B. Journal Articles Reports - Research Rehearsal (Memory) Timing Working Memory Digit Span Tasks Memory Span ISSN-0022-0965 English Compared speaking rates, digit span, and speech timing in profoundly deaf 8- and 9-year-olds with cochlear implants and normal-hearing children. Found that deaf children displayed longer sentence durations and pauses during recall and shorter digit spans than normal-hearing children. Articulation rates strongly correlated with immediate memory span in both groups. Findings demonstrated that subvocal verbal rehearsal speed and memory scanning processes are not only dependent on chronological age. (Author/KB) EJ673585 Speech Timing and Working Memory in Profoundly Deaf Children after Cochlear Implantation. Journal of Experimental Child Psychology v85 n1 p63-88 May 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Adolescents Aggression Behavior Problems Child Behavior Children Peer Acceptance Peer Relationship Personality Traits Research Needs Hawley, Patricia H. Vaughn, Brian E. Journal Articles Reports - Research ISSN-0272-930X English Asserts that effective children and adolescents can engage in socially undesirable behavior to attain personal goals at relatively little personal or interpersonal cost, implying that relations between adjustment and aggression may not be optimally described by standard linear models. Suggests that if researchers recognize that some aggression serves an adaptive function, they can focus efforts on identifying the configurations of form and function that are associated with negative consequences. (KB) EJ673586 Aggression and Adaptive Functioning: The Bright Side to Bad Behavior. Merrill-Palmer Quarterly v49 n3 p239-42 Jul 2003 2003-00-00 T 2004 7/11/2004 11:34:49 CIJJAN2004 Special Issue on: "Aggression and Adaptive Functioning: The Bright Side to Bad Behavior." See PS 534 458 and PS 534 459 for comments on this article.

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No Aggression Child Behavior Comparative Analysis Interpersonal Competence Low Income Groups Peer Relationship Predictor Variables Preschool Children Sex Differences Vaughn, Brian E. Vollenweider, Margaret Bost, Kelly K. Azria-Evans, Muriel R. Snider, J. Blake Journal Articles Reports - Research Project Head Start ISSN-0272-930X English Observed Head Start and community samples with regard to children's initiations of negative interactions. Found that Head Start children tended to have higher scores for negative initiations and for one aggression scale, but these results were qualified. Found that aggression and negative behavior measures were positive predictors of social competence in both samples, suggesting that aggression and negative interactions may have a positive impact on preschoolers' social development. (Author/KB) EJ673587 Negative Interactions and Social Competence for Preschool Children in Two Samples: Reconsidering the Interpretation of Aggressive Behavior for Young Children. Merrill-Palmer Quarterly v49 n3 p245-78 Jul 2003 2003-00-00 T 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/80376

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No Adjustment (to Environment) Adolescent Behavior Aggression Comparative Analysis Cooperation Early Adolescents Evolution Hostility Models Peer Acceptance Popularity Prosocial Behavior Resource Allocation Self Concept Hawley, Patricia H. Journal Articles Reports - Research Likability Machiavellianism Coercive Behavior ISSN-0272-930X English Studied self- and other-reported characteristics of 1,700 fifth through tenth graders varying in their use of coercive (aggression) and prosocial (cooperative) strategies of resource control. Found that children using both control strategies, labeled Machiavellians, possessed positive and negative characteristics and were socially central, liked by peers, socially skilled, and well adjusted. Explored the utility of an evolutionary perspective to resource control and social competence as a model of aggression. (Author/KB) EJ673588 Prosocial and Coercive Configurations of Resource Control in Early Adolescence: A Case for the Well-Adapted Machiavellian. Merrill-Palmer Quarterly v49 n3 p279-309 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Behavior Adolescents Aggression Correlation Longitudinal Studies Peer Acceptance Peer Relationship Popularity Reputation Prinstein, Mitchell J. Cillessen, Antonius H. N. Journal Articles Reports - Research ISSN-0272-930X English Two studies examined concurrent and longitudinal associations between adolescents' aggression, victimization, and high status. Findings indicated that both provocateurs and targets of reputational aggression had high levels of peer-perceived popularity. Proactive aggression was also associated with high popularity, while reactive aggression was associated with low social preference. High peer-perceived popularity and low social preference predicted all forms of aggression over a 17-month interval. (Author/KB) EJ673589 Forms and Functions of Adolescent Peer Aggression Associated with High Levels of Peer Status. Merrill-Palmer Quarterly v49 n3 p310-42 Jul 2003 2003-00-00 T 2004 7/11/2004 11:34:50 CIJJAN2004 Special Issue on: "Aggression and Adaptive Functioning: The Bright Side to Bad Behavior." See PS 534 458 and PS 534 459 for comments on this article.

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No Academic Achievement Adjustment (to Environment) Adolescents Aggression Child Behavior Correlation Emotional Adjustment Hostility Interpersonal Competence Motivation Problem Solving Shyness Social Adjustment Little, Todd D. Brauner, Jessica Jones, Stephanie M. Nock, Matthew K. Hawley, Patricia H. Journal Articles Reports - Research Frustration ISSN-0272-930X English Compared five subgroups of aggressive children and adolescents on several adjustment correlates. Found that the reactive group and the group high on both instrumental and reactive reasons for aggression showed consistent maladaptive patterns across the adjustment correlates. The instrumental and typical groups (moderate on instrumental and reactive reasons) showed adaptive and well-adjusted patterns. The group low on both instrumental and reactive reasons showed high aggression and consistent maladaptive patterns. (Author/KB) EJ673590 Rethinking Aggression: A Typological Examination of the Functions of Aggression. Merrill-Palmer Quarterly v49 n3 p343-69 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Age Differences Aggression Behavior Problems Children Developmental Stages Emotional Adjustment Social Adjustment Social Behavior Social Differences Underwood, Marion K. Journal Articles Opinion Papers Ethnic Differences ISSN-0272-930X English Considers four issues pertaining to aggression and adaptation: (1) conceptual and operational definitions of aggression; (2) how aggression relates to adjustment difficulties for boys and girls and for children from different ethnic and socioeconomic groups; (3) whether specific forms of aggression relate to truly positive correlates and whether relations depend on the developmental period; and (4) the specific social processes accounting for when aggression is and is not maladaptive. (Author/KB) EJ673591 The Comity of Modest Manipulation, the Importance of Distinguishing among Bad Behaviors. Merrill-Palmer Quarterly v49 n3 p373-89 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Aggression Child Behavior Children Group Dynamics Group Status Intergroup Relations Interpersonal Competence Peer Relationship Power Structure Bukowski, William M. Journal Articles Opinion Papers ISSN-0272-930X English Asserts that associations between child and adolescent aggression and competence need to be understood according to basic aspects of group process, such as dominance, resource control, and regulation of retaliatory gestures between group members. Maintains that although moderately aggressive children may be given status and power within the peer group, it does not mean that they are adjusted or that they will receive affection or kindness from peers. (Author/KB) EJ673592 What Does It Mean To Say That Aggressive Children Are Competent or Incompetent? Merrill-Palmer Quarterly v49 n3 p390-400 Jul 2003 2003-00-00 T 2004 7/11/2004 11:34:51 CIJJAN2004 Special Issue on: "Aggression and Adaptive Functioning: The Bright Side to Bad Behavior." Comments on PS 534 453 through PS 534 457 in this issue.

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No Adult Child Relationship Child Care Curriculum Evaluation Early Childhood Education Play Preschool Curriculum Standards Theories Young Children van Oers, Bert Journal Articles Opinion Papers Vygotsky (Lev S) Play Learning ISSN-1350-293X English Argues that there is no absolute standard for defining high-quality early childhood education and care and that current approaches to effective teaching/learning are of limited value in defining standards for effective early education. Explores from a Vygotskian perspective play as a format for children's activities, concluding that effective learning is a characteristic of shared playful activity in which children are stimulated to use as many available resources as possible. (Author/KB) EJ673593 Learning Resources in the Context of Play: Promoting Effective Learning in Early Childhood. European Early Childhood Education Research Journal v11 n1 p7-26 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Quality Foreign Countries Nursery Schools Preschool Teachers Public Policy Young Children Adams, Catherine Journal Articles Reports - Evaluative Policy Implementation Professionalism Scotland United Kingdom (Scotland) ISSN-1350-293X English Examines effects of policies concerning nursery education over a 20-year span in Scotland. Highlights publication of school inspection reports, increased demand for written curriculum plans, and the controversial policy in one region to integrate education and social work nurseries. Focuses on effects of education authorities in three regions on head teachers of nursery schools and argues that there was a related negative effect on the quality of children's experience. (Author/KB) EJ673594 How Policy Implementation Affected Nursery Education in Scotland between 1975 and 1996: A Review of the Careers of Nursery Head Teachers. European Early Childhood Education Research Journal v11 n1 p27-38 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Comparative Analysis Educational Practices Educational Principles Foreign Countries Preschool Education Preschool Teachers Teacher Attitudes Einarsdottir, Johanna Journal Articles Reports - Research Iceland Iceland ISSN-1350-293X English Investigated working methods of two Icelandic preschool teachers, their beliefs about early childhood education, and goals of their programs. Found that their methods, goals, and beliefs reflected a romantic view of children and childrearing. One teacher had more content-oriented goals than the other, more in line with contemporary U.S. early childhood education. The second teacher's goals were more global and related to Scandinavian and Icelandic preschool tradition. (Author/KB) EJ673595 Principles Underlying the Work of Icelandic Preschool Teachers. European Early Childhood Education Research Journal v11 n1 p39-53 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Practices Ethnocentrism Family School Relationship Foreign Countries Indigenous Populations Parent Attitudes Theories Western Civilization Young Children Fleer, Marilyn Journal Articles Opinion Papers Reports - Research Australia Australia ISSN-1350-293X English Discusses the traditional practices and the theories that have been adopted by many early childhood professionals in Australia. Questions the implicit codes of Western schooling, highlighting the ethnocentric framework of early childhood education in many countries. Presents and discusses findings from a study of Australian indigenous families regarding their child's early childhood schooling experience. (Author/KB) EJ673596 Post-Vygotskian Lenses on Western Early Childhood Education: Moving the Debate Forward. European Early Childhood Education Research Journal v11 n1 p55-67 2003 2003-00-00 T 2004 2016-11-21

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No Adult Child Relationship Cultural Influences Dramatic Play Early Childhood Education Educational Practices Narration Play Pretend Play Young Children Lindqvist, Gunilla Journal Articles Reports - Research Play Learning ISSN-1350-293X English Describes how narratives can stimulate children's play and how it is possible to create playworlds. Shows how cultural context has a positive influence on children's quest for meaningful action. Asserts that a child's imagination is captured by the narrative, which gives objects and actions their meaning. Maintains that when adults play roles and dramatize a chain of events, they open a door to a playworld for children to enter. (Author/KB) EJ673597 The Dramatic and Narrative Patterns of Play. European Early Childhood Education Research Journal v11 n1 p69-78 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Practices Educational Quality Preschool Teachers Teacher Background Teacher Effectiveness Teacher Qualifications Teacher Student Relationship Teaching Experience Kontos, Susan Wilcox-Herzog, Amanda Information Analyses Journal Articles North America North America ISSN-1350-293X English Reviews research published in North America concerning how years of education, amount of specialized education, and years of experience relate to early childhood teaching practices. Finds that amount of formal schooling correlated with overall classroom quality and, less often, with effective teacher behavior. Specialized education may be causally related to classroom quality and was correlated with effective teacher behavior. Teachers' experience was not consistently linked to either outcome. (Author/KB) EJ673598 Effective Preparation for Early Childhood Education: What Does North American Research Tell Us? European Early Childhood Education Research Journal v11 n1 p79-92 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Early Experience Educational Principles Emergent Literacy Foreign Countries Prior Learning Student Diversity Teacher Student Relationship Values Young Children Makin, Laurie Journal Articles Reports - Research Australia Australia ISSN-1350-293X English Draws on findings from three early literacy research projects conducted in Australia between 1998 and 2001 to identify guiding principles to assist early childhood educators in reflecting upon their early literacy practices and in constructing more inclusive literacy narratives for children prior to school entry. Emphasizes the importance of recognizing, valuing, and building upon the literacy understandings, values, and skills that children bring to early childhood settings. (Author/KB) EJ673599 Literacy Prior to School Entry: Narratives of Access and Exclusion. European Early Childhood Education Research Journal v11 n1 p93-103 2003 2003-00-00 T 2004 2016-11-21

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No Childhood Attitudes Cultural Differences Early Childhood Education Foreign Countries Intergroup Relations Interviews Judaism Religious Cultural Groups Religious Differences Young Children Roer-Strier, Dorit Weil, Shalva Adan, Hila Journal Articles Reports - Research Secularism Tolerance Identity Formation Israel Religiosity Israel ISSN-1350-293X English Examined effects of planned encounters between religious and secular Jewish children and parents at a school in Jerusalem, Israel, on perceptions of religiosity and secularism. Results suggest that each group was aware of its affiliation, could discern similarities and differences, and did not have stereotyped perceptions. Social encounters enhanced tolerance and broadened the basis for friendships. Parents identified advantages and disadvantages of such encounters for children's identity formation. (Author/KB) EJ673600 The Unique and the Unifying: Children's Narratives of Cultural Differences. European Early Childhood Education Research Journal v11 n1 p105-24 2003 2003-00-00 T 2004 2016-11-23

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No Books Childrens Literature Comparative Analysis Experiments Expressive Language Family Environment Foreign Countries National Curriculum Parents as Teachers Preschool Children Preschool Education Receptive Language Story Telling Umek, Ljubica Marjanovi Fekonja, Urska Kranjc, Simona Musek, Petra Lesnik Journal Articles Reports - Research Slovenia Slovenia ISSN-1350-293X English Explored the impact of regular reading of selected children's books in Slovenian preschools on the development of language competencies among 4- to 6-year-olds. Found significant differences in receptive language, expressive language, and storytelling between children exposed to 2 selected books per week over 2 months and those exposed only to the national curriculum. Found that quality of language education at home related to some language development scores and storytelling. (Author/KB) EJ673601 The Impact of Reading Children's Literature on Language Development in the Preschool Child. European Early Childhood Education Research Journal v11 n1 p125-35 2003 2003-00-00 T 2004 2016-11-21

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No Arithmetic Cognitive Development Concept Formation Mathematical Concepts Problem Solving Thinking Skills Young Children Rasmussen, Carmen Ho, Elaine Bisanz, Jeffrey Journal Articles Reports - Research ISSN-0022-0965 English Presented preschoolers and first graders with 3-term inversion problems such as 3 + 2 - 2 and similar standard problems to examine whether children used the inversion principle and if use was based on qualitative identity, length, or quantity. Found that both age groups showed evidence of using inversion in a fully quantitative manner, indicating that this principle is available in some form prior to extensive formal mathematics instruction. (Author/KB) EJ673602 Use of the Mathematical Principle of Inversion in Young Children. Journal of Experimental Child Psychology v85 n2 p89-102 Jun 2003 2003-00-00 T 2004 7/11/2004 11:34:53 CIJJAN2004

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No Children Cognitive Development Comparative Analysis Elementary School Students Intelligence Quotient Learning Disabilities Longitudinal Studies Mathematics Achievement Reading Achievement Jordan, Nancy C. Hanich, Laurie B. Kaplan, David Journal Articles Reports - Research ISSN-0022-0965 English Compared reading and mathematics competencies of children with poor arithmetic fact mastery at the end of third grade to those of grade-level peers with good arithmetic fact mastery. Found that children with poor fact mastery showed little growth on timed number facts across second and third grades, despite normal growth in other mathematics areas. Found that fact mastery deficits were persistent and appeared independent of reading and language abilities. (Author/KB) EJ673603 Arithmetic Fact Mastery in Young Children: A Longitudinal Investigation. Journal of Experimental Child Psychology v85 n2 p103-19 Jun 2003 2003-00-00 T 2004 7/11/2004 11:34:54 CIJJAN2004

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No Age Differences Behavior Patterns Children Cognitive Development Developmental Stages Difficulty Level Motor Development Perceptual Motor Coordination Perceptual Motor Learning Performance Factors Getchell, Nancy Whitall, Jill Journal Articles Reports - Research Dual Tasks Time Sharing Ability ISSN-0022-0965 English Compared coupling characteristics of clapping simultaneous with walking or galloping, consistency across trials, and phasing variability among 4-, 6-, 8-, and 10-year-olds. Found that for walk/clap tasks, children adopted adult-like coupling patterns by age 8 and with the same consistency by age 10. Across age, children became less variable in clapping and stepping movements separately and as coupled together. In gallop/clap tasks, all measures became more consistent with age. (Author/KB) EJ673604 How Do Children Coordinate Simultaneous Upper and Lower Extremity Tasks? The Development of Dual Motor Task Coordination. Journal of Experimental Child Psychology v85 n2 p120-40 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Cognitive Development Cognitive Processes Models Reaction Time Theories van der Maas, Han L. J. Jansen, Brenda R. J. Journal Articles Reports - Research Cognitive Strategies Proportional Reasoning Rule Application ISSN-0022-0965 English Predictions about reaction times (RT) from Siegler's model were tested for the balance scale task with 6- to 22-year-olds. Regression analyses provided additional knowledge of the rules. Rule II was reformulated as a rule that always involves the encoding but not always the correct application of the distance rule. RTs provided evidence for use of a buggy-rule and not an addition-rule. Rule inconsistency was related to increased RT. (Author/KB) EJ673605 What Response Times Tell of Children's Behavior on the Balance Scale Task. Journal of Experimental Child Psychology v85 n2 p141-77 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Cognitive Development Cognitive Processes Comparative Analysis Developmental Stages Learning Disabilities Weiler, Michael David Forbes, Peter Kirkwood, Michael Waber, Deborah Journal Articles Reports - Research Cognitive Speed ISSN-0022-0965 English This study contrasted development of processing speed in 122 children between 7.5 and 11.8 years with learning disabilities and that of 206 nondisabled controls. No differences were found in relation to age in processing speed development in the two groups. Findings suggest that underlying etiologies for the normal developmental change in processing speed and for the relative deficiencies in processing speed seen among children with learning disabilities were different. (Author/KB) EJ673606 The Developmental Course of Processing Speed in Children with and without Learning Disabilities. Journal of Experimental Child Psychology v85 n2 p178-94 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Clinical Diagnosis Eating Disorders Etiology Incidence Literature Reviews Reijonen, Jori H. Pratt, Helen D. Patel, Dilip R. Greydanus, Donald E. Information Analyses Journal Articles Differential Diagnosis ISSN-0743-5584 English Selectively reviews the literature on the diagnostic criteria for eating disorders (anorexia nervosa, bulimia nervosa, and binge-eating disorder) as described in "Diagnostic and Statistical Manual of Mental Disorders" (4th ed.) and "International Classification of Diseases" (10th ed.). Discusses the prevalence and course of eating disorders, theories regarding their etiology, and issues of comorbidity and differential diagnosis. (Author/EV) EJ673607 Eating Disorders in the Adolescent Population: An Overview. Journal of Adolescent Research v18 n3 p209-22 May 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Eating Disorders Ethnicity Homosexuality Incidence Literature Reviews Minority Groups Race Sex Socioeconomic Status Walcott, Delores D. Pratt, Helen D. Patel, Dilip R. Information Analyses Journal Articles ISSN-0743-5584 English Briefly reviews the common assumptions and knowledge about eating disorders, then reviews and compares recent research that is beginning to address underrepresented groups of color. Concludes with a brief statement of findings, the implications of eating disorders on a national level, and the rising risk to teenagers. (EV) EJ673608 Adolescents and Eating Disorders: Gender, Racial, Ethnic, Sociocultural, and Socioeconomic Issues. Journal of Adolescent Research v18 n3 p223-43 May 2003 2003-00-00 T 2004 7/11/2004 11:34:55 CIJJAN2004 Special issue on: "Eating Disorders in Adolescents."

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No Adolescents Anorexia Nervosa Clinical Diagnosis Drug Therapy Medical Evaluation Medical Services Nutrition Outcomes of Treatment Pharmacology Physical Health Prevention Psychotherapy Patel, Dilip R. Pratt, Helen D. Greydanus, Donald E. Information Analyses Journal Articles ISSN-0743-5584 English Reviews research on the treatment of adolescents with anorexia nervosa, including the general approach, treatment setting, treatment of medical complications, nutritional management, psychopharmacotherapy, psychotherapy, treatment efficacy and outcome studies, comparison studies, and prevention programs. (EV) EJ673609 Treatment of Adolescents with Anorexia Nervosa. Journal of Adolescent Research v18 n3 p244-60 May 2003 2003-00-00 T 2004 7/11/2004 11:34:55 CIJJAN2004 Special issue on: "Eating Disorders in Adolescents."

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No Adolescents Behavior Modification Bulimia Clinical Diagnosis Cognitive Restructuring Drug Therapy Medical Evaluation Medical Services Nutrition Outcomes of Treatment Pharmacology Physical Health Psychotherapy Phillips, Elaine L. Greydanus, Donald E. Pratt, Helen D. Patel, Dilip R. Information Analyses Journal Articles ISSN-0743-5584 English Reviews the current literature on psychological and psychopharmacologic treatments for bulimia nervosa in the adolescent population. Describes the two most researched psychological treatments--cognitive behavior therapy and interpersonal therapy--in terms of treatment protocols and outcome research. Reviews psychopharmacologic treatment, including treatment indications, contraindications, dose respondent information, and the need for future research. (Author/EV) EJ673610 Treatment of Bulimia Nervosa: Psychological and Psychopharmacologic Considerations. Journal of Adolescent Research v18 n3 p261-79 May 2003 2003-00-00 T 2004 7/11/2004 11:34:56 CIJJAN2004 Special issue on: "Eating Disorders in Adolescents."

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No Adolescents At Risk Persons Athletes Eating Disorders Incidence Literature Reviews Males Medical Services Physical Health Prevention Patel, Dilip R. Greydanus, Donald E. Pratt, Helen D. Phillips, Elaine L. Information Analyses Journal Articles ISSN-0743-5584 English Reviews research on eating disorders in adolescent athletes, including prevalence, its uncommonness among male athletes, risk factors, medical complications, prevention strategies, and implications for sport and exercise participation, management, and prognosis. (EV) EJ673611 Eating Disorders in Adolescent Athletes. Journal of Adolescent Research v18 n3 p280-96 May 2003 2003-00-00 T 2004 7/11/2004 11:34:56 CIJJAN2004 Special issue on: "Eating Disorders in Adolescents."

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No Adolescents At Risk Persons Clinical Diagnosis Eating Disorders Etiology Incidence Knowledge Level Literature Reviews Medical Evaluation Medical Services Outcomes of Treatment Research Needs Pratt, Helen D. Phillips, Elaine L. Greydanus, Donald E. Patel, Dilip R. Information Analyses Journal Articles ISSN-0743-5584 English Provides a brief overview (research design, prevalence, risk factors, assessment, treatment, outcome, and obstacles to care) of the status of knowledge of eating disorders among adolescents. Offers recommendations for future research. (EV) EJ673612 Eating Disorders in the Adolescent Population: Future Directions. Journal of Adolescent Research v18 n3 p297-317 May 2003 2003-00-00 T 2004 7/11/2004 11:34:56 CIJJAN2004 Special issue on: "Eating Disorders in Adolescents."

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No Academic Achievement Educational Change Educational Environment Middle School Students Middle Schools Program Implementation School Organization Brown, Kathleen M. Roney, Kathleen Anfara, Vincent A., Jr. Journal Articles Reports - Evaluative Organizational Health ISSN-0094-0771 English Explored the implementation of middle level reform components in both high- and low-performing middle schools, seeking to identify factors linked to student achievement. Found that organizational health, which includes academic focus, teacher affiliation, and resource support, more directly influences student performance than simple implementation of middle school concepts. (EV) EJ673613 Organizational Health Directly Influences Student Performance at the Middle Level. Middle School Journal v34 n5 p5-15 May 2003 2003-00-00 T 2004 2016-11-21

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No Character Education Educational Environment Emotional Intelligence Interpersonal Competence Middle School Students Middle Schools Program Descriptions Prosocial Behavior School Culture Bencivenga, Anthony S. Elias, Maurice J. Journal Articles Reports - Descriptive Character Development New Jersey New Jersey ISSN-0094-0771 English Describes the educational program at Benjamin Franklin Middle School in Ridgewood, New Jersey, as an example of the potential for synergy between content instruction and character development. Highlights how the school follows guidelines from the publication "Promoting Social and Emotional Learning, Guidelines for Educators." (EV) EJ673614 Academic Learning Thrives in a Caring, Sharing Educational Community. Middle School Journal v34 n5 p16-22 May 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Instructional Improvement Middle Schools Reader Response Reading Instruction Schemata (Cognition) Teaching Models Theory Practice Relationship Fuhler, Carol J. Guides - Non-Classroom Journal Articles Best Practices Literary Response Schema Theory ISSN-0094-0771 English Describes three theories supporting reading instruction--schema theory, the constructivist approach, and literary response theory--and offers best classroom practices that support these theories. Provides a sample lesson illustrating possible cross-curricular interactions, also considered a best practice. (EV) EJ673615 Joining Theory and Best Practice To Drive Classroom Instruction. Middle School Journal v34 n5 p23-30 May 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Educational Improvement Middle Schools Reflective Teaching Self Evaluation (Groups) Deering, Paul D. Perez, Alejandro Wong, Caroline Leong, Debra Yap, Jamie Journal Articles Reports - Descriptive Hawaii Hawaii ISSN-0094-0771 English Describes how two middle schools in Hawaii have used a six-step inquiry-based approach to make dramatic improvements in their learning environments. The steps are: (1) inquiry, clarification, goal-setting; (2) examination of alternatives; (3) development of innovation; (4) consideration and adoption; (5) implementation of innovation; and (6) inquiry, clarification, evaluation. (EV) EJ673616 What's Driving You Crazy? A Question To Drive Collaborative, Inquiry-Based Middle School Reform. Middle School Journal v34 n5 p31-37 May 2003 2003-00-00 T 2004 2016-11-21

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No Building Innovation Design Preferences Educational Facilities Educational Facilities Design House Plan Middle Schools School Organization Student Needs George, Paul S. Journal Articles Reports - Descriptive ISSN-0094-0771 English Discusses "pods,""team areas," and "houses" as middle school physical environments that support the type of learning opportunities young adolescents need. Offers examples of such school designs from Cleveland, Tennessee; British Columbia; and Milledgeville, Georgia. Concludes by suggesting specifications for new middle school buildings. (EV) EJ673617 Middle School Buildings for the 21st Century. Middle School Journal v34 n5 p38-45 May 2003 2003-00-00 T 2004 7/11/2004 11:34:58 CIJJAN2004 Adapted from "The Exemplary Middle School," 3rd ed., by Paul S. George and William Alexander, 2003, Wadsworth.

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No Educational Environment Educational Improvement Educational Practices Educational Quality Middle Schools Erb, Tom Journal Articles Opinion Papers Organizational Health ISSN-0094-0771 English Discusses the importance of joining the middle school concept to organizational health and briefly introduces this journal issue's articles on the subject. (EV) EJ673618 Middle School Concept + Organizational Health = Positive Student Outcomes. Middle School Journal v34 n5 p4 May 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Educational Improvement Educational Policy Educational Research Educational Theories Federal Legislation Government School Relationship Middle Schools Theory Practice Relationship Arhar, Joanne M. Journal Articles Reports - Evaluative No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0094-0771 English Examines beliefs about education that underlie the "No Child Left Behind Act" and the "Secretary of Education's Annual Report on Teacher Quality," and compares them to perspectives of middle level educators. Supplements the discussion with educational theory and research findings. Offers a perspective on reform that places decision-making in the hands of professionals informed by collegial inquiry and research. (EV) EJ673619 "No Child Left Behind" and Middle Level Education: A Look at Research, Policy, and Practice. Middle School Journal v34 n5 p46-51 May 2003 2003-00-00 T 2004 2016-11-21

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No Functional Reading Instructional Materials Literacy Middle Schools Publications Reading Instruction Reading Skills Teaching Methods Mraz, Maryann Wood, Karen D. Guides - Non-Classroom Journal Articles Document Literacy Skills ISSN-0094-0771 English Provides a rationale for developing document literacy--the ability to read and use the many printed forms of information encountered on a regular basis, such as applications, forms, and instructions. Offers practical suggestions for using such documents in middle school classrooms. (EV) EJ673620 Integrating Document Literacy into the Middle School Curriculum. Middle School Journal v34 n5 p52-56 May 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Early Adolescents Latchkey Children Middle School Students Student Adjustment Well Being Youth Problems Mertens, Steven B. Flowers, Nancy Mulhall, Peter F. Journal Articles Reports - Research ISSN-0094-0771 English Examined the latchkey status of young adolescents and its effect on their well-being. Found that students at home after school for less than 3 hours report adjustment scores similar to those of students not home alone after school. Students left longer reported much higher levels of depression and behavior problems and lower levels of self-esteem and academic efficacy. (EV) EJ673621 Should Middle Grades Students Be Left Alone after School? Middle School Journal v34 n5 p57-61 May 2003 2003-00-00 T 2004 7/11/2004 11:34:59 CIJJAN2004

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No Books Childrens Literature Computation Developmentally Appropriate Practices Early Childhood Education Emergent Literacy Mathematical Concepts Mathematics Instruction Picture Books Preschool Children Preschool Curriculum Standards Slanina, Anne M. Journal Articles Reports - Descriptive Daily Routines National Council of Teachers of Mathematics ISSN-1084-6603 English Addresses how the early childhood educator can develop mathematical concepts in the context of goals and standards set by the National Council of Teachers of Mathematics and simultaneously enhance literacy development. Includes suggestions for daily story time using children's books with strong mathematics and science connections, and for teaching children to touch objects as they count to develop rational counting ability. Lists relevant teacher resources and children's books. (KB) EJ673622 Mathematics through Literature in the Early Childhood Classroom. Developmentally Appropriate Practice. Journal of Early Education and Family Review v10 n5 p6-10 May-June 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Behavior Change Behavior Problems Change Strategies Child Care Child Safety Classroom Techniques Early Childhood Education Emotional Development Intervention Labeling (of Persons) Peer Relationship Play Prevention Social Development Teacher Student Relationship Young Children Cooper, Mark Filer, Janet Journal Articles Reports - Descriptive Biting ISSN-1084-6603 English This article discusses explanations for aggressive biting among young children and describes an intervention for family or early childhood settings. Strategies include avoiding labeling the child, teaching the child to view biting as unsafe, teaching appropriate play behaviors with peers, acknowledging appropriate behaviors, providing opportunities for appropriate behaviors, using a monitoring system to remind adults to recognize appropriate behavior, nurturing compliance, and improving the adult-child relationship. (KB) EJ673623 Taking the Bite Out of Aggressive Biting: An Action Plan. Teaching Strategies. Journal of Early Education and Family Review v10 n5 p11-19 May-June 2003 2003-00-00 T 2004 2016-11-21

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No Caregiver Training Child Care Child Care Effects Child Caregivers Children Compensation (Remuneration) Haller, Marilyn L. Journal Articles Numerical/Quantitative Data Opinion Papers Child Care Needs Day Care Regulations Caregiver Qualifications ISSN-1084-6603 English Documents the need for and importance of high-quality child care; the influence of caregivers on children's cognitive, social, and emotional development; qualifications of and remuneration for child caregivers; and the relation of quality care to lower juvenile crime. Proposes that child caregivers be given adequate training (including alternate routes to certification) and compensation comparable to that in the public school system, and that child care programs have adequate regulations. (KB) EJ673624 Childhood in Crisis: Our Future at Risk. Issues in Education. Journal of Early Education and Family Review v10 n5 p26-31 May-June 2003 2003-00-00 T 2004 2016-11-23

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No Child Abuse Child Neglect Child Welfare Children Family (Sociological Unit) Family Environment Measures (Individuals) Outcomes of Treatment Parenting Skills Social Support Groups Test Reliability Test Validity Welfare Recipients Well Being Berry, Marianne Cash, Scottye J. Mathiesen, Sally G. Journal Articles Reports - Research Ecological Perspective Family Strengths ISSN-0009-4021 English Examined the validity and reliability of the Strengths and Stressors Tracking Device (SSTD), a rapid assessment measure of family well-being to help guide case planning and evaluate treatment effectiveness. Found high internal consistency in all domains measured: environmental conditions, social support, caregiver skills, and child well-being. Determined that the SSTD distinguished between physical abuse and neglect and was sensitive to specific changes made by families during treatment. (Author/KB) EJ673625 Validation of the Strengths and Stressors Tracking Device with a Child Welfare Population. Child Welfare v82 n3 p293-318 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Child Abuse Family Environment Infants Measures (Individuals) Mothers Parent Child Relationship Prenatal Care Prenatal Influences Screening Tests Test Validity Weberling, Lara Cady Forgays, Deborah Kirby Crain-Thoreson, Catherine Hyman, Ira Journal Articles Reports - Research Risk Assessment Risk Assessment Tool Risk Factors Protective Factors ISSN-0009-4021 English Tested the validity of the Brigid Collins Risk Screener (BCRS) to assess child abuse risk in a sample of 49 expectant mothers. Found that at 3 months postpartum, high-risk mothers scored significantly lower on the quality of infants' physical, social, and emotional environments than moderate or low-risk mothers. Concluded that the BCRS appears to offer a noninvasive, efficient approach to assessing risk of child abuse. (Author/KB) EJ673626 Prenatal Child Abuse Risk Assessment: A Preliminary Validation Study. Child Welfare v82 n3 p319-34 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Child Welfare Children Drug Rehabilitation Drug Use Foster Care Parent Attitudes Parent Background Parent Child Relationship Parenting Skills Poverty Program Effectiveness Regression (Statistics) Smith, Brenda D. Journal Articles Reports - Research Compliance (Medical) Proportional Hazards Models Conceptual Frameworks Family Reunification Child Placement Placement (Foster Care) Compliance (Counseling) Placement Rate ISSN-0009-4021 English Cox regression was used to assess the relationships among parental drug use, drug treatment compliance, and reunification from substitute care. Findings indicated that drug treatment compliance was associated with faster reunification, even when accounting for ongoing drug use and three parenting measures. Findings were consistent with a conceptual framework suggesting that certain client actions, such as drug treatment compliance, may serve as markers that substantially affect client outcomes. (Author/KB) EJ673627 How Parental Drug Use and Drug Treatment Compliance Relate to Family Reunification. Child Welfare v82 n3 p335-65 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Access to Health Care Child Health Child Welfare Children Foster Care Foster Children Health Insurance Health Maintenance Organizations Health Needs Leslie, Laurel K. Kelleher, Kelly J. Burns, Barbara J. Landsverk, John Rolls, Jennifer A. Journal Articles Reports - Descriptive Medicaid ISSN-0009-4021 English Reviews issues surrounding the delivery of managed health care services to children in foster care. Details the unique characteristics of children in foster care, including limited medical histories upon entry into foster care, multiple health care needs, lack of a clearly identified medical care coordinator, and frequent placement changes. Describes the provision of insurance coverage for foster care children through Medicaid and solutions for meeting foster children's unique needs. (Author/KB) EJ673628 Foster Care and Medicaid Managed Care. Child Welfare v82 n3 p367-92 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Administrative Organization Child Care Child Care Centers Comparative Analysis Foreign Countries Nonprofit Organizations Organizational Effectiveness Organizations (Groups) Canning, Patricia M. Lyon, Mary E. Kienapple, Kim Young, Jeffrey Journal Articles Reports - Research Proprietary Organizations Quality of Care Canada Profit Making Programs Canada ISSN-0827-0899 English Examined how Canadian day care centers are operated and managed, to identify differences in organizational structure and behavior between non-profit and for-profit centers and characteristics of structure and management linked with high quality care. Found that non-profit centers were more complex, more formalized, and less centralized than for-profit centers, characteristics associated with better management and more effective organization, regardless of auspice. Findings pose implications for policy and practice. (Author/KB) EJ673629 Organizational Structure and Behaviour in Day Care: Differences between Non-Profit and For-Profit Centres. Canadian Journal of Infancy & Early Childhood v9 n2 p67-78 Dec 2002 2002-00-00 T 2004 2016-11-23

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No Children Classification Cognitive Development Foreign Countries Gender Issues Measures (Individuals) Research Methodology Sex Role Sex Stereotypes Sexual Identity Test Validity Time Sokal, Laura Journal Articles Reports - Evaluative Canada Relevance (Evaluation) Sex Role Learning Index Canada ISSN-0827-0899 English This study examined whether the gender stereotypes used for comparison in a popular test of gender development--the Sex Role Learning Index (SERLI)--are relevant to contemporary children in Canada. Findings indicated that the SERLI's feminine stereotypes were no longer normative, while the SERLI's masculine stereotypes were still temporally valid. Findings highlight implications of technology and sports on gender roles and implications for researchers studying gender development. (Author/KB) EJ673630 Temporal Issues in Gender Schema Inventories. Canadian Journal of Infancy & Early Childhood v9 n2 p91-96 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Behavior Problems Caregiver Role Child Care Child Caregivers Child Development Developmental Stages Disability Identification Early Identification Emotional Problems Family Child Care Incidence Literature Reviews Observation Reliability Young Children Tardif, Genevieve Coutu, Sylvain Lavigueur, Susanne Dubeau, Diane Information Analyses Journal Articles ISSN-0827-0899 French Reviews and summarizes the literature on developmental and behavior problems displayed by young children. Focuses on the definition and classification of problems found in family or child care settings, prevalence of problems as reported by epidemiological studies, and the relative stability of behavior problems from preschool to adolescence. Discusses the importance of using care providers' assessments and daily observations for early identification of children with special needs. (Author/KB) EJ673631 Problemes de Developpement et D'Adaptation Sociale. [Problems of Development and Social Adjustment.] Canadian Journal of Infancy & Early Childhood v9 n2 p97-107 Dec 2002 2002-00-00 T 2004 7/11/2004 11:35:01 CIJJAN2004

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No Behavior Problems Caregiver Attitudes Caregiver Child Relationship Caregiver Training Child Caregivers Classroom Techniques Coping Discipline Family Child Care Foreign Countries Incidence Intervention Special Needs Students Young Children Tardif, Genevieve Coutu, Sylvain Lavigueur, Susanne Dubeau, Diane Journal Articles Reports - Research Canada Caregiver Behavior Caregiver Qualifications Externalization Canada ISSN-0827-0899 French This study identified developmental and behavior problems Canadian child care providers find most challenging, strategies used to cope with these behavior problems, and how providers evaluate the effectiveness of their interventions. Interview responses indicated that externalizing problems were the most frequent difficulty, involving more than one-third of the special needs children. Caregivers' personal qualities, level of experience, and training, and availability of educational materials related to caregivers' coping ability. (Author/KB) EJ673632 Defis Particuliers en Milieu de Garde. [Challenges Particular to Family Day Care.] Canadian Journal of Infancy & Early Childhood v9 n2 p109-19 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Book Reviews Children Classroom Techniques Discipline Elementary Education Elementary School Teachers Interpersonal Relationship School Psychologists Teacher Effectiveness Teacher Student Relationship Theories Theory Practice Relationship Ryan, Bruce Book/Product Reviews Journal Articles ISSN-0827-0899 English Describes Pianta's book as a manual to guide teachers through a theory and analyses that should lead to more effective relationship skills in their work with individual children and groups of children. Highlights how Pianta argues effectively that instructional strategies are embedded in a system of interpersonal relationships that can enhance or impede those strategies; when teachers attend to the wider interpersonal context, their teaching becomes more powerful. (KB) EJ673633 "Enhancing Relationships between Children and Teachers," by Robert Pianta. Book Review. Canadian Journal of Infancy & Early Childhood v9 n2 p121 Dec 2002 2002-00-00 T 2004 7/11/2004 11:35:02 CIJJAN2004

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No Adult Child Relationship Book Reviews Early Childhood Education Mass Media Effects Mass Media Role Mass Media Use Socialization Television Television Viewing Values Young Children Weber, Sandra Brody, Marie-Helene Book/Product Reviews Journal Articles ISSN-0827-0899 English Presents a critical, comparative review of three popular books about children and television. Raises questions and concerns about the multiple roles that television can assume in children's lives and the roles that adults can play in mediating children's experiences. Focuses on three key themes/concerns: changing functions of television, the importance of examining the medium as well as the message, and the role of personal and cultural values. (KB) EJ673634 Books against Television? Making an Issue of Television in Early Childhood Education. Book Review. Canadian Journal of Infancy & Early Childhood v9 n2 p123-29 Dec 2002 2002-00-00 T 2004 7/11/2004 11:35:02 CIJJAN2004 Compares three popular books: "Remote Control Childhood: Combating the Hazards of Media Culture" (Diane Levin), "TV Proof Your Kids: A Parents' Guide to Safe and Healthy Viewing" (Lauryn Axelrod), and "Television and the Lives of Our Children: A Manual for Teachers and Parents (Gloria DeGaetano).

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No Academic Achievement At Risk Persons Behavior Problems Child Development Children Family Environment Individual Differences Longitudinal Studies Personality Change Personality Development Personality Studies Personality Traits Predictor Variables Reliability Resilience (Personality) Student Behavior Hart, Daniel Atkins, Robert Fegley, Suzanne Journal Articles Reports - Research Moderator Variables (Statistics) Person Centered Approach Personality Types Project Head Start Behavioral Stability Risk Factors ISSN-0037-976X English Applied a person-centered approach to childhood personality development in 28 diverse samples of 3- to 6-year-olds studied over 6 years. Identified resilient, overcontrolled, and undercontrolled personality types. Found that the undercontrolled personality type related to intellectual decline over 6 years. The number of family risks predicted change in personality type over 2 years. Personality type moderated the association of Head Start participation with childhood cognitive development and behavior problems. (Author/KB) EJ673635 Personality and Development in Childhood: A Person-Centered Approach. Monographs of the Society for Research in Child Development v68 n1 p1-109 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Children Individual Differences Personality Change Personality Development Personality Studies Personality Theories Personality Traits Predictive Validity Research Needs Resilience (Personality) Robins, Richard W. Tracy, Jessica L. Journal Articles Opinion Papers Intraindividual Variability Person Centered Approach Personality Types ISSN-0037-976X English Describes features and benefits of the person-centered approach to studying personality, identifies unanswered questions, and suggests research directions. Benefits noted include focus on intraindividual structure, descriptive efficiency, use of types as moderator variables, predictive validity, and conceptual clarity and intuitive appeal. Unanswered questions point to research needs in refining the taxonomy of personality types, identifying developmental origins and sequelae, and working toward deeper theoretical understanding of the types. (Author/KB) EJ673636 Setting an Agenda for a Person-Centered Approach to Personality Development. Monographs of the Society for Research in Child Development v68 n1 p110-122 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Adolescents American Indian Culture American Indian Students At Risk Persons Children Cognitive Development Comparative Analysis Cross Cultural Studies Persistence Self Concept Self Congruence Suicide Theories Youth Problems Chandler, Michael J. Lalonde, Christopher E. Sokol, Bryan W. Hallett, Darcy Journal Articles Reports - Research Self Stability Stability (Personal) Suicide Prevention Continuity Identity Formation ISSN-0037-976X English Five studies examined personal continuity among Native and non-Native North American adolescents. Demonstrated that reasoning about personal persistence proceeds in an orderly and increasingly sophisticated manner over identity development. Failures to warrant self-continuity were strongly associated with increased suicide risk. Efforts to preserve and promote Aboriginal culture related to dramatic reductions in youth suicide. Aboriginal and non-Aboriginal youth used different strategies for resolving the personal persistence and change paradox. (Author/KB) EJ673637 Personal Persistence, Identity Development, and Suicide: A Study of Native and Non-Native North American Adolescents. Monographs of the Society for Research in Child Development v68 n2 p1-130 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Adolescents American Indian Students At Risk Persons Children Cognitive Development Construct Validity Memory Persistence Self Concept Self Congruence Suicide Test Validity Theories Youth Problems Marcia, James E. Journal Articles Opinion Papers Identity Formation Self Stability Stability (Personal) Continuity Discriminant Validity ISSN-0037-976X English Suggests explanations for derailment of the self-continuity warranting process. Maintains that although Chandler's studies used important concepts without sufficient evidence for construct validity, such use may be justified by the need to address the high Native youth suicide rate. Concludes that Chandler et al. have begun to validate a measure of self-warranting strategies and are well-poised to examine links between level and track of self-warranting in suicidality among Native youth. (KB) EJ673638 Treading Fearlessly: A Commentary on Personal Persistence, Identity Development, and Suicide. Monographs of the Society for Research in Child Development v68 n2 p131-38 2003 2003-00-00 T 2004 2016-11-21

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No Acculturation Adjustment (to Environment) Biculturalism Context Effect Coping Cultural Maintenance Hispanic Americans Immigrants Measures (Individuals) Models Psychological Studies Research Needs Social Environment Cabassa, Leopoldo J. Information Analyses Journal Articles Reports - Descriptive ISSN-0739-9863 English Examines prominent theoretical models and assumptions about contextual factors that drive acculturation measures, which are used widely in educational research with Hispanics and other minorities. Uses Hispanic acculturation measures, particularly the Bidimensional Acculturation Scale for Hispanics and the Acculturation Rating Scale for Mexican Americans, Revised, to illustrate the application of theoretical foundations in unidimensional and bidimensional (bicultural) empirical measures. Presents recommendations for improving these measures. (Contains 33 references.) (SV) EJ673639 Measuring Acculturation: Where We Are and Where We Need To Go. Hispanic Journal of Behavioral Sciences v25 n2 p127-46 May 2003 2003-00-00 T 2004 7/11/2004 11:35:04 CIJJAN2004

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No Adolescents Blacks Depression (Psychology) Ethnicity Hispanic Americans Mental Health Minority Groups Multiracial Persons Peer Acceptance Racial Differences Secondary Education Sex Differences Student Surveys Ramos, Blanca Jaccard, James Guilamo-Ramos, Vincent Journal Articles Reports - Research Latinos ISSN-0739-9863 English A study of depression in Afro-Latino adolescents used national longitudinal data on over 12,000 secondary students in 134 schools, with oversamples of Black, Chinese, Cuban, and Puerto Rican adolescents. All groups of adolescent females, especially Afro-Latino females, showed higher levels of depression than adolescent males, and older adolescents showed higher levels than younger adolescents. (Contains 64 references.) (TD) EJ673640 Dual Ethnicity and Depressive Symptoms: Implications of Being Black and Latino in the United States. Hispanic Journal of Behavioral Sciences v25 n2 p147-73 May 2003 2003-00-00 T 2004 2016-11-21

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No Achievement Aspiration Educational Attainment Educational Attitudes Employed Women Human Capital Immigrants Mexican Americans Qualitative Research Secondary Education Self Esteem Technical Education Morgan, Ellen Journal Articles Reports - Research ISSN-0739-9863 English A study examined the experiences of Mexican immigrant women holding a vocational certificate from a technical school in Mexico. Interviews with eight Mexican women living in San Francisco and rural Idaho indicated that vocational education did not ensure success as measured by common social science indicators. However, the informants were highly successful women when measured by their personal standards. (Contains 22 references.) (Author/TD) EJ673641 Against the Odds: An Exploratory Study of Mexican Immigrant Women with Technical Education. Hispanic Journal of Behavioral Sciences v25 n2 p201-21 May 2003 2003-00-00 T 2004 7/11/2004 11:35:04 CIJJAN2004

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No Academic Aspiration Acculturation High School Students Hispanic American Students Immigrants Mexican Americans Parent Influence Parent Student Relationship Secondary Education Sex Differences Student Motivation Student Surveys Plunkett, Scott W. Bamaca-Gomez, Mayra Y. Journal Articles Reports - Research California California ISSN-0739-9863 English A study examining Mexican-born parents' influence on their children's academic outcomes surveyed 273 Mexican American students attending three Los Angeles high schools. Girls reported higher academic motivation and educational aspirations than boys. Parent behaviors of helping, monitoring, and supporting positively affected academic motivation. Parents' educational level and English usage at home were positively related to students' educational aspirations. (Contains 36 references.) (TD) EJ673642 The Relationship between Parenting, Acculturation, and Adolescent Academics in Mexican-Origin Immigrant Families in Los Angeles. Hispanic Journal of Behavioral Sciences v25 n2 p222-39 May 2003 2003-00-00 T 2004 2016-11-23

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No Acculturation Elementary School Students Ethnicity Hispanic American Students Intermediate Grades Language Usage Measures (Individuals) Rural Youth Student Attitudes Student Surveys Test Reliability Test Validity Serrano, Elena Anderson, Jennifer Journal Articles Reports - Evaluative ISSN-0739-9863 English The Short Acculturation Scale for Hispanic Youth (SASH-Y) was used to assess acculturation among 137 fourth- and fifth-grade children in rural southern Colorado, including 11 Mexican, 33 Mexican American, and 93 Euro-American children. The SASH-Y, especially questions related to language use, was found to be robust with a young, rural Latino population. (TD) EJ673643 Assessment of a Refined Short Acculturation Scale for Latino Preteens in Rural Colorado. Hispanic Journal of Behavioral Sciences v25 n2 p240-53 May 2003 2003-00-00 T 2004 7/11/2004 11:35:05 CIJJAN2004

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No Adjustment (to Environment) Creativity Eskimos Experiential Learning Foreign Countries Geographic Isolation Indigenous Knowledge Lifelong Learning Rural Areas McLaughlin, Hooley Journal Articles Opinion Papers Arctic Canada (North) Canada ISSN-0013-1253 English Preparations for a Canadian exhibit in a Paris museum prompted reflections on how the adversity encountered in Canada's northern wilderness has fostered Inuit inventiveness and creativity. Anecdotes of other people's adaptations to harsh conditions illustrate that inventiveness is universal to the human condition. Perhaps the best example of Canadian indigenous inventiveness is dedication to human equality and tolerance for diversity. (TD) EJ673644 North, South, Survival, Invention. Education Canada v43 n3 p4-7 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Education Aspiration College Preparation Community Characteristics Foreign Countries Geographic Isolation Higher Education Rural Education Rural Urban Differences Socioeconomic Influences Sawh, Natasha Charron, Jocelyn Information Analyses Journal Articles Canada Canada ISSN-0013-1253 French The access to postsecondary education that is offered to students in rural areas differs significantly from the access available to urban students. An overview is given of the various factors and structural obstacles influencing rural access to postsecondary education, including aspirations, college preparation, socioeconomic characteristics of family and community, structure of the postsecondary education system, and distance issues. Recommendations are offered for reducing the rural disadvantage. (Author/TD) EJ673645 L'acces des jeunes de regions rurales aux etudes postsecondaires (The Access of Youth from Rural Areas to Postsecondary Studies). Education Canada v43 n3 p8-11 Sum 2003 2003-00-00 N/A 2004 2016-11-23

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No Canada Natives Distance Education Educational Needs Elementary Secondary Education Foreign Countries Geographic Isolation Public Policy Quality of Life Rural Development Rural Education Rural Urban Differences Small Towns Baker, Chris Journal Articles Opinion Papers Canada Canada ISSN-0013-1253 English Canadians identify education as key to economic opportunity and advancement, yet rural areas experience teacher shortages, school closings, and extended transportation times. A growing native population in the North needs teachers with cultural and linguistic qualifications. Advantages of rural areas are close communities, good school-community relationships, and a better quality of life. A focus on education distinguishes entrepreneurial communities and is necessary to community economic development. (TD) EJ673646 Education in Small, Remote and Northern Communities: Challenges To Meet. Education Canada v43 n3 p13-14 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Achievement Gains Educational Change Educational Cooperation Emergent Literacy Foreign Countries High Risk Students Intervention Primary Education Professional Development Program Descriptions Program Effectiveness Reading Achievement School Culture Gordon, Christine J. Donnon, Tyrone Journal Articles Reports - Descriptive Alberta (Calgary) Canada (Calgary) ISSN-0013-1253 English The Whole School Approach to Early Literacy Development program, implemented in high-needs schools in Calgary (Alberta), focused on changing school culture so that teachers, administrators, parents, specialists, and students cooperated to meet high expectations for student achievement. Participating schools committed to six requirements that support improvement in classroom instruction, teacher professional development, and school improvement. Assessment results showed remarkable gains in grade 1-2 reading achievement. (TD) EJ673647 Early Literacy: A Success Story. Education Canada v43 n3 p16-19 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Change Strategies Consolidated Schools Distance Education Educational Change Educational Policy Elementary Secondary Education Foreign Countries Geographic Isolation Literacy Professional Development Recruitment Resource Allocation Rural Education Teacher Shortage Press, Harold Galway, Gerald Collins, Alice Journal Articles Reports - Descriptive Labrador Newfoundland Intranets Canada ISSN-0013-1253 English Newfoundland and Labrador has many rural communities, low literacy rates, high unemployment, declining enrollment and population, and teacher shortages. Policy responses have been to consolidate schools, increase rural teacher pay, increase teacher recruitment, implement distance learning and distance professional development, intensify assessment, and provide incentives for student teaching and teaching in rural areas. Literacy rates and educational attainment have increased. (TD) EJ673648 Maintaining Quality Programming in Rural Newfoundland and Labrador: A Case Study in Policy and Structural Change. Education Canada v43 n3 p20-23,38-39 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No American Indian Education Canada Natives Colonialism Culturally Relevant Education Educational Change Educational History Educational Needs Educational Policy Foreign Countries Holistic Approach Rural Education Tribally Controlled Education Antone, Eileen M. Historical Materials Journal Articles Opinion Papers Canada Department of Indian Affairs N Devel (Canada) Canada ISSN-0013-1253 English Canada Natives have experienced many educational changes. Their traditional education and culture were negated by Euro-Western schooling, leaving Aboriginal people in a deficit position without a strong voice for many years. Only recently have Aboriginal people strengthened their voice in calling for their cultural values and beliefs to be the focus of learning. The medicine wheel provides an organizing typology for redefining Indian education. (TD) EJ673649 The Changing Face of Aboriginal Education in Rural and Northern Canada. Education Canada v43 n3 p25-27,31 Sum 2003 2003-00-00 N/A 2004 2016-11-23

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No Academic Accommodations (Disabilities) Assistive Technology Attitudes toward Disabilities Foreign Countries Inclusive Schools Parent Participation Peer Relationship School Culture Severe Disabilities Special Needs Students Nielsen, Deborah Journal Articles Reports - Descriptive Manitoba Canada ISSN-0013-1253 English A student with multiple medical conditions and mental disabilities attends a Manitoba public school. A large interdisciplinary team, which includes his parents and a registered nurse/teaching assistant who accompanies him daily, works on his educational agenda, which focuses on individual skill development. His presence has enhanced professional teamwork at the school and positively impacted student attitudes toward disabilities. (TD) EJ673650 "A Gift to Our School": Inclusion of the Medically Complex Student. Education Canada v43 n3 p28-31 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Strategies Foreign Countries Geographic Isolation Material Development Multigraded Classes Partnerships in Education Professional Development Rural Education Teacher Developed Materials Teaching Guides Teaching Methods Lataille-Demore, Diane Journal Articles Reports - Descriptive Ontario (North) Canada ISSN-0013-1253 French A training and teaching tools development project aims to help multigrade classroom teachers in remote areas of Ontario. The project presents multiple instructional strategies, such as collaborative learning, differentiated teaching, and subject integration. Sixty teaching activities, created and tested by teachers, are contained on a CD that will be distributed throughout Ontario next summer. (Author/TD) EJ673651 Strategies pedagogiques dans les classes a niveaux multiples du nord de l'Ontario--Un compte rendu (Teaching Strategies for Multigraded Classes in Northern Ontario: An Account). Education Canada v43 n3 p32,34-35,43 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Boards of Education Change Strategies Educational Change Educational Policy Elementary Secondary Education Foreign Countries Governance Rural Schools School Community Relationship School District Autonomy Sekulich, James Journal Articles Opinion Papers Reports - Descriptive Local Control Saskatchewan Canada ISSN-0013-1253 English Declining population in rural Saskatchewan has led to declining resources. The Minister of Education has proposed consolidating schools and creating school councils that, although involved in local decision making, will not govern directly. It is unclear whether boards of education will remain intact or be consolidated with other human services providers. School boards understand their communities and should remain intact. (TD) EJ673652 The Future Is Here: What Will It Mean for Rural Saskatchewan? Education Canada v43 n3 p36-37 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Boards of Education Confidentiality Court Litigation Elementary Secondary Education Foreign Countries Freedom of Information Legal Responsibility Privacy Student Records Student Surveys Hoffer, Marion Green, Jason Journal Articles Reports - Descriptive Ontario Alberta (Edmonton) Canada Canada (Edmonton) ISSN-0013-1253 English In three court cases: an Alberta school board's action was upheld in copying a response to the same parties copied in the original complainant's letter, because the complainant was requesting public scrutiny; an Alberta school board was faulted for not getting parents' consent before administering a questionnaire to elementary students; and school personnel's "personal" notes on students were found to be subject to Ontario's freedom of information act. (TD) EJ673653 Freedom of Information and Privacy: Who Owns Board Records? Education Canada v43 n3 p40-42 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescents Community Characteristics Educational Attainment Family Characteristics Foreign Countries Reading Ability Rural Urban Differences School Community Relationship Secondary Education Socioeconomic Influences Student Surveys Journal Articles Reports - Research Canada Canada ISSN-0013-1253 English A Canadian study compared rural-urban differences in 15-year-olds' reading performance. Data from national and international surveys indicated that family socioeconomic status and community characteristics were the only significant variables, and community variables far outweighed socioeconomic status. Parent occupational status was the strongest community variable, followed by variables related to the education level of area jobs. (TD) EJ673654 Understanding the Rural-Urban Reading Gap. Education Canada v43 n3 p44-47 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Philosophy Environmental Education Epistemology Experiential Learning Holistic Approach Outdoor Education Theory Practice Relationship Nicol, Robbie Journal Articles Opinion Papers Deep Ecology Sustainability English Deep ecology is suited to outdoor education because it depends on direct experience of the environment for self-realization to occur. Joining experiential, presentational, propositional, and practical ways of knowing with deep ecology creates an educational framework that will enable outdoor education to deliver outcomes relating to sustainability education, sustainable living, or environmental education. (Contains 71 references.) (Author/TD) EJ673655 Outdoor Education: Research Topic or Universal Value? Part Three. Journal of Adventure Education and Outdoor Learning v3 n1 p11-27 2003 2003-00-00 T 2004 2016-11-21

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No Criticism Holistic Approach Mental Health Milieu Therapy Psychology Psychotherapy Wilderness Beringer, Almut Martin, Peter Journal Articles Opinion Papers Adventure Therapy Ecotherapy Environmental Awareness Healing Nature English The anthropomorphic paradigm in psychology and psychotherapy has prevented nature from being considered a factor in the curative relationship in adventure therapy. The effectiveness of therapeutic interventions are credited instead to human factors such as program design and facilitation. A paradigm shift is needed in adventure therapy to accept and honor the healing powers of nature. (Contains 50 references.) (TD) EJ673656 On Adventure Therapy and the Natural Worlds: Respecting Nature's Healing. Journal of Adventure Education and Outdoor Learning v3 n1 p29-39 2003 2003-00-00 T 2004 2016-11-23

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No Adventure Education Education Work Relationship Educational Strategies Experiential Learning Higher Education Internship Programs Leadership Training Models Outdoor Education Outdoor Leadership Student Empowerment Theory Practice Relationship Wurdinger, Scott Paxton, Todd Journal Articles Opinion Papers Reports - Descriptive English Presents a model of four levels of experience in training adventure education leaders: direct instruction, student interaction in class, technical skill development, and internships. Internships allow students to think for themselves and solve real-world problems while experiencing teaching on their own. Utilizing all levels increases student autonomy and better prepares them for employment. (Contains 26 references.) (TD) EJ673657 Using Multiple Levels of Experience To Promote Autonomy in Adventure Education Students. Journal of Adventure Education and Outdoor Learning v3 n1 p41-48 2003 2003-00-00 T 2004 7/11/2004 11:35:09 CIJJAN2004

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No Adventure Education Bias Context Effect Criticism Outcomes of Education Outdoor Education Program Effectiveness Social Psychology Transfer of Training Brookes, Andrew Information Analyses Journal Articles Opinion Papers Character Development English "Neo-Hahnian" approaches to outdoor adventure education assume their programs "build character." Social psychology research has found that "character" is almost entirely illusory. Outdoor adventure education programs may provide situations that elicit certain behaviors, but the belief in character building must be seen as a source of bias, not foundation. Implications for research are discussed. (Contains 25 references.) (TD) EJ673658 A Critique of Neo-Hahnian Outdoor Education Theory. Part One: Challenges to the Concept of "Character Building." Journal of Adventure Education and Outdoor Learning v3 n1 p49-62 2003 2003-00-00 T 2004 2016-11-21

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No Adventure Education Case Studies Context Effect Decision Making Foreign Countries Models Outdoor Education Outdoor Leadership Physical Environment Risk Safety Social Environment Boyes, Michael A. O'Hare, David Journal Articles Opinion Papers Reports - Research New Zealand New Zealand English Decision making by outdoor adventure educators revolves around balancing risk and competence. A model of outdoor adventure decision making is presented that draws on naturalistic decision-making processes and emphasizes the importance of situational recognition and prior experience. Leaders draw key information from the natural environment, people, and goals. Two case studies illustrate the model. (Contains 27 references.) (TD) EJ673659 Between Safety and Risk: A Model for Outdoor Adventure Decision Making. Journal of Adventure Education and Outdoor Learning v3 n1 p63-76 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Educational Cooperation Educational Needs Educational Objectives Environmental Education Field Trips Foreign Countries National Parks Outdoor Education Secondary Education Teacher Education Teacher Role Lugg, Alison Slattery, Deirdre Journal Articles Reports - Research Sense of Place Australia Park Rangers Australia English A study examined the objectives of outdoor education teachers and park staff involved in secondary school visits to Victoria (Australia) national parks. Interviews with teachers and park staff, observations, and document analysis indicate that outdoor education teachers needed training in socially critical environmental education, ecology, and land management. The educational merits of national parks versus local places are discussed. (Contains 35 references.) (TD) EJ673660 Use of National Parks for Outdoor Environmental Education: An Australian Case Study. Journal of Adventure Education and Outdoor Learning v3 n1 p77-92 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents At Risk Persons Behavior Change Cognitive Restructuring Coping Counseling Effectiveness Counseling Theories Counselor Client Relationship Experiential Learning Risk Therapy Gillen, Mark C. Information Analyses Journal Articles Opinion Papers Adventure Therapy English Adventure therapy and cognitive behavioral therapy share elements, including transformation of distorted thinking patterns, a focus on current and future functioning, consideration of the counselor-client relationship, and the use of stress in the change process. Recognizing cognitive behavioral therapy as an empirically sound theory underlying adventure therapy will increase understanding of adventure therapy's effectiveness. (Contains 30 references.) (TD) EJ673661 Pathway to Efficacy: Recognizing Cognitive Behavioral Therapy as an Underlying Theory for Adventure Therapy. Journal of Adventure Education and Outdoor Learning v3 n1 p93-102 2003 2003-00-00 T 2004 2016-11-21

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No American Indians Civil Rights Cultural Awareness Cultural Maintenance Educational Policy Ethnic Discrimination Foreign Countries Interviews Latin Americans Poverty Presidents Public Policy Sweeney, Thomas W. Toledo, Alejandro Journal Articles Opinion Papers Reports - Descriptive Peru Quechua People Peru ISSN-1528-0640 English Alejandro Toledo, the first Native person to be elected president of Peru, talks about his Quechua roots; his proposed constitutional amendment to ensure equal rights for indigenous peoples; financial support for Native cultural preservation efforts; and his number one priority--to fight poverty through education, focusing on basic education, women's education, rural education, and bilingual education at all levels. (SV) EJ673662 Peru's Gentle Revolutionary. National Museum of the American Indian v4 n2 p21-25 Sum 2003 2003-00-00 NMAI, Member Services, P.O. Box 23473, Washington, DC 20026-3473; Tel: 800-242-6624 (toll-free) (subscription included with membership; back issues: $5.00 each). N/A 2004 2016-11-23

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No Active Learning Educational Environment Educational Innovation Elementary Secondary Education Experiential Learning Interdisciplinary Approach Locus of Control Outcomes of Education Outdoor Education Relevance (Education) Teaching Styles Henderson, Bob Journal Articles Opinion Papers Learner Centered Instruction ISSN-0840-8114 English Factors keeping teachers "in the box" of traditional education are the physical and psychological environment, the moral setting, and staying true to the discipline. "Out of the box" teaching is experiential, student-centered, interdisciplinary, and cooperative. Each way of teaching leads to a particular way of knowing. Teaching in the box is not necessarily bad, but variety is needed. (TD) EJ673663 Teaching in and out of the Box. Pathways: The Ontario Journal of Outdoor Education v15 n3 p4-11 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Disadvantaged Youth Environmental Education Experiential Learning Foreign Countries Holistic Approach Outdoor Education Partnerships in Education Program Descriptions Resident Camp Programs Evanson, Jason Journal Articles Reports - Descriptive Nature Ontario Outdoor Education Centers Canada ISSN-0840-8114 English Tim Horton Children's Foundation operates camps for disadvantaged children that build their self-confidence. The newest camp, Onondaga Farms in Ontario, is also a year-round outdoor education center. Its five program streams--environmental education, creative arts, agriculture, adventure, and recreation--all have direct links to Ontario's curriculum expectations. Partnerships with six professional organizations enhance programming. (TD) EJ673664 Tim Horton Camps: Spotlight on Onondaga Farms. Pathways: The Ontario Journal of Outdoor Education v15 n3 p21-23 Sum 2003 2003-00-00 N/A 2004 2016-11-23

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No Access to Health Care American Indians Child Development Child Health Community Characteristics Educational Attainment Failure to Thrive Family Characteristics Foreign Countries Health Promotion Indigenous Populations Infant Mortality Latin Americans Physical Health Poverty Rural Urban Differences Rural Youth Sanitation Heaton, Tim B. Forste, Renata Journal Articles Reports - Research Bolivia Bolivia ISSN-0036-0112 English In Bolivia, a third of rural children are stunted, and rural infants are twice as likely to die before age 2 than urban infants. National survey data indicate child survival and development are related to maternal education and literacy, community sanitation practices, access to health care, and socioeconomic status. Parental knowledge about treating infant diarrhea was important in poor rural communities lacking health services. (Contains 39 references.) (SV) EJ673665 Rural/Urban Differences in Child Growth and Survival in Bolivia. Rural Sociology v68 n3 p410-33 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Differences Economic Status Educational Attainment Educational Status Comparison Ethnic Discrimination Ethnic Groups Ethnicity Foreign Countries Indigenous Populations Language Usage Maya (People) Poverty Rural Areas Rural Population Well Being Whites Beckett, Megan Pebley, Ann R. Journal Articles Reports - Research Guatemala Guatemala ISSN-0036-0112 English In rural Guatemala, long-standing ethnic differences in economic well-being widened during 1988-95 despite rapid national economic growth. Analysis of data from three national surveys found that returns to education were substantially lower for rural indigenous households, especially those where the head of household did not speak Spanish. Education appeared to increase awareness of economic deprivation among indigenous women. (Contains 40 references.) (SV) EJ673666 Ethnicity, Language, and Economic Well-Being in Rural Guatemala. Rural Sociology v68 n3 p434-58 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Acculturation American Indian Education Canada Natives Cultural Maintenance Culturally Relevant Education Educational Philosophy Foreign Countries Holistic Approach Indigenous Knowledge Lifelong Learning Literacy Models Role of Education World Views Antone, Eileen Journal Articles Opinion Papers Reports - Descriptive Ontario Canada ISSN-0710-1481 English More than just the development of reading and writing skills, Aboriginal literacy is a wholistic concept, with spiritual, physical, mental, and emotional aspects, involving relationships between self, community, nation, and creation. Models are presented for incorporating traditional Aboriginal knowledge and methodologies into Aboriginal learning to counteract the assimilation process that continues to be detrimental to Native societies. (TD) EJ673667 Culturally Framing Aboriginal Literacy and Learning. Canadian Journal of Native Education v27 n1 p7-15 2003 2003-00-00 T 2004 2016-11-23

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No American Indian Education Biculturalism Canada Natives Creativity Critical Thinking Cultural Maintenance Educational Principles Experiential Learning Foreign Countries Holistic Approach Literacy Traditionalism Transformative Learning World Views Gamlin, Peter Journal Articles Opinion Papers Canada Reflective Thinking Canada ISSN-0710-1481 English Literacy is discussed in the broadest sense. From an Aboriginal perspective, literacy is about sustaining a world view and culture, resymbolizing and reinterpreting past experience while honoring traditional values, living these values, and visioning a future in which an Aboriginal way of being will continue to thrive. Meaningful Aboriginal literacy is transformative, developing and finding expression in everything that is done. (Author/TD) EJ673668 Transformation and Aboriginal Literacy. Canadian Journal of Native Education v27 n1 p16-22 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Education Cultural Maintenance Educational Needs Hegemony Holistic Approach Lifelong Learning Literacy Nonformal Education Oral Tradition World Views Paulsen, Rhonda L. Information Analyses Journal Articles Opinion Papers Intergenerational Transmission Tribal Elders ISSN-0710-1481 English Aboriginal literacy encompasses oral tradition, culture, language, identity, and world view in addition to the written word, and is a process of lifelong learning, much of which occurs beyond school walls. When defining Native literacy, one must move away from measuring Aboriginal students by Euro-Western definitions and move toward a balanced, noncompetitive relationship between the cultures. (Contains 41 references.) (TD) EJ673669 Native Literacy: A Living Language. Canadian Journal of Native Education v27 n1 p23-28 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Education Canada Natives Cognitive Style Cultural Maintenance Culturally Relevant Education Foreign Countries Holistic Approach Literacy Models Multiple Intelligences Oral Tradition Program Descriptions George, Ningwakwe Priscilla Journal Articles Opinion Papers Reports - Descriptive Canada Medicine Wheel Canada ISSN-0710-1481 English Aboriginal literacy programs in Canada are using literacy as a means of reclaiming Aboriginal languages and a positive cultural identity. The Rainbow/Holistic Approach to Aboriginal literacy uses seven ways of knowing, each corresponding to a color. The approach recognizes that spirit, heart, mind, and body equally contribute to a life of balance, and nurtures them all. (TD) EJ673670 The Rainbow/Holistic Approach to Aboriginal Literacy. Canadian Journal of Native Education v27 n1 p29-40 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture American Indian Education Canada Natives Educational Change Educational Needs Holistic Approach Literacy Spirituality Transformative Learning Gaikezehongai, Sally Journal Articles Opinion Papers ISSN-0710-1481 English Prophecies say that Aboriginal peoples of the Americas will educate and illuminate the world by sharing their Sacred Fire, the spiritual strength that has enabled their survival. Such a vision sustains Aboriginal literacy practitioners, who are developing a unique holistic foundation for the healing and nurturing of minds, bodies, and spirits. Challenges include articulating standards, documenting learning outcomes, and finding a place to champion their cause. (TD) EJ673671 Aboriginal Literacy: Raising Standards, Blazing Trails. Canadian Journal of Native Education v27 n1 p41-44 2003 2003-00-00 T 2004 7/11/2004 11:35:13 CIJJAN2004 Theme issue title: "Advancing Aboriginal Languages and Literacy."

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No Adult Education Adult Literacy American Indian Education Canada Natives Culturally Relevant Education Daily Living Skills Foreign Countries Holistic Approach Independent Study Interpersonal Competence Program Descriptions Self Management Spirituality Jones, Christianna Journal Articles Reports - Descriptive Ontario Canada ISSN-0710-1481 English An adult literacy program at M'Chigeeng First Nation (Manitoulin Island, Ontario) helps learners become aware of themselves, their skills, family dynamics, and community involvement. The holistic approach uses the Seven Grandfathers' teachings of the Ojibway to develop mind, body, spirit, and emotions. The program is defining self-management and self-direction, developing related activities for an online literacy project, and linking self-management skills to learner success. (TD) EJ673672 Self-Management and Self-Direction in the Success of Native Literacy Learners. Canadian Journal of Native Education v27 n1 p45-54 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Adult Literacy American Indian Education Canada Natives Daily Living Skills Employment Potential Foreign Countries Interpersonal Competence Literacy Education Mental Health Program Descriptions Self Esteem Lickers, Elva Journal Articles Reports - Descriptive Healing Barriers to Participation Canada Canada ISSN-0710-1481 English The Canadian residential school system damaged Native cultures and values and left a legacy of shame and low self-esteem. The government now provides funding to overcome tangible barriers to Native education, such as childcare needs, but ignores mental, emotional, and spiritual barriers. A Six Nations pre-employment training program has achieved a 90 percent success rate by combining life skills training with adult literacy training. (TD) EJ673673 Healing the Spirit. Canadian Journal of Native Education v27 n1 p55-60 2003 2003-00-00 T 2004 2016-11-23

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No Adult Literacy American Indian Education Canada Natives Cognitive Style Culturally Relevant Education Educational Practices Foreign Countries Holistic Approach Student Motivation Teacher Student Relationship Teaching Experience Teaching Styles Swanson, Sharon Journal Articles Reports - Descriptive Ontario (North) Sense of Community Canada ISSN-0710-1481 English A teacher at a northern Ontario adult Native literacy program describes how she cultivates student motivation. The teacher-student relationship is the most influential factor for motivating students. By focusing on cultural awareness, cultural teaching practices, and a sense of community, teachers can help students be successful. Program flexibility is also important for accommodating seasonal traditions. (TD) EJ673674 Motivating Learners in Northern Communities. Canadian Journal of Native Education v27 n1 p61-73 2003 2003-00-00 T 2004 2016-11-23

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No American Indian Culture American Indian Education Canada Natives Cultural Relevance Deaf Blind Deaf Interpreting Deafness Foreign Countries Multiple Disabilities Residential Schools Sign Language Special Needs Students Miller, Charles Journal Articles Opinion Papers Reports - Descriptive Ontario Canada ISSN-0710-1481 English A Canada Native with hearing and vision disabilities describes his educational experiences of being isolated because he was deaf and Aboriginal. He now works as a deaf/hearing translator and as an advocate for urban Natives with disabilities who need culturally appropriate services. Hearing persons cannot lead deaf Native literacy programs because they don't have the cultural grounding. (TD) EJ673675 Visible Minorities: Deaf, Blind, and Special Needs Adult Native Literacy Access. Canadian Journal of Native Education v27 n1 p74-78 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Education Canada Natives Foreign Countries Holistic Approach Instructional Materials Language Maintenance Language Standardization Material Development Native Language Instruction Ojibwa Resource Materials Pheasant-Williams, Shirley Journal Articles Reports - Descriptive Ontario Medicine Wheel Canada ISSN-0710-1481 English Revitalization of the Nishinaabeg language started in 1998 with the development of language materials. A committee on Nishinaabemwin orthography advised on the development of the text and writing system. Teaching methods follow the four parts of Medicine Wheel teachings: spiritual, emotional, physical, and mental. An interactive hockey game and a book that organizes words into six themes have been developed. (TD) EJ673676 The Development of Ojibway Language Materials. Canadian Journal of Native Education v27 n1 p79-83 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Education Canada Natives Culturally Relevant Education Educational Needs Educational Strategies Elementary Secondary Education Foreign Countries Higher Education Language Maintenance Native Language Instruction Ojibwa Resource Materials Self Determination Toulouse, Isadore Bebamikawe Journal Articles Opinion Papers Reports - Descriptive Ontario Traumas Canada ISSN-0710-1481 English Traumas from the Canadian residential school system have been transmitted through generations of Canada Natives, which has interfered with learning. Curricula need to be developed by and for First Nations people. Strategies are presented for working with Native learners and for developing language instructional materials. To become fluent in Ojibwe, one must be in an environment where the language is spoken all the time. (TD) EJ673677 Transference of Concepts from Ojibwe into English Contexts. Canadian Journal of Native Education v27 n1 p84-88 2003 2003-00-00 T 2004 2016-11-21

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No Acculturation American Indian Culture American Indian Education American Indian Languages Canada Natives Cultural Differences Foreign Countries Language Attitudes Language Role Literacy Oral Tradition Reminiscence Story Telling Keeshig-Tobias, Lenore Journal Articles Opinion Papers Reports - Descriptive Canada Canada ISSN-0710-1481 English For Canada Natives, storytelling and describing dreams are the beginnings of literacy. Many elders survived abuse in residential schools because of language, and claim that one cannot be Indian without the language. This author works in English, yet her writings are informed by Native culture. Language can be a tool or a weapon; it depends on how it is used. (TD) EJ673678 Of Hating, Hurting, and Coming to Terms with the English Language. Canadian Journal of Native Education v27 n1 p89-100 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture Cultural Maintenance Language Maintenance Language Role Ojibwa Oral Tradition World Views Young, Mary Journal Articles Opinion Papers ISSN-0710-1481 English The Anishinabe language is alive, and Anishinabe world view is embedded in it. It is important to continue speaking the language because not doing so contributes to language loss and the undermining of the Anishinabe world view. Dictionaries can help in preserving Native languages, but they must be written by Natives from a Native perspective. The oral nature of Aboriginal languages must be kept in mind. (TD) EJ673679 Anishinabemowin: A Way of Seeing the World, Reclaiming My Identity. Canadian Journal of Native Education v27 n1 p101-07 2003 2003-00-00 T 2004 7/11/2004 11:35:15 CIJJAN2004 Theme issue title: "Advancing Aboriginal Languages and Literacy."

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No American Indian Education American Indian Languages American Indian Studies Biculturalism Canada Natives College Curriculum Culturally Relevant Education Curriculum Development Educational Cooperation Foreign Countries Higher Education Holistic Approach Indigenous Personnel Language Maintenance Native Language Instruction Teacher Education Programs McLeod, Yvonne Journal Articles Reports - Descriptive British Columbia Canada ISSN-0710-1481 English A British Columbian Native teacher education program is guided by a team of First Nations educators and elders, university faculty, a representative of the teacher federation, and students. Aboriginal languages are incorporated into a Native cultural studies course using a holistic approach based on the Medicine Wheel that empowers students to walk in both worlds. (TD) EJ673680 Change Makers: Empowering Ourselves Thro' the Education and Culture of Aboriginal Languages: A Collaborative Team Effort. Canadian Journal of Native Education v27 n1 p108-26 2003 2003-00-00 T 2004 2016-11-23

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No Adult Students Camping Cultural Education Experiential Learning Foreign Countries Higher Education Holistic Approach Immersion Programs Native Language Instruction Program Descriptions Teaching Methods Moore, Patrick J. Journal Articles Reports - Descriptive Kaska Tribal Elders Yukon Territory Canada ISSN-0710-1481 English Thirteen Kaska Elders took a leading role in a University of British Columbia Kaska language course held in three locations in Kaska territory in the Yukon. The elders conducted a variety of cultural activities, and entire families participated, creating an environment in which the language was constantly spoken and relevant to the activities. Discusses implications for practice. (Contains 29 references.) (TD) EJ673681 Lessons on the Land: The Role of Kaska Elders in a University Language Course. Canadian Journal of Native Education v27 n1 p127-39 2003 2003-00-00 T 2004 2016-11-21

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No Agricultural Education Community Development Economic Climate Entrepreneurship Foreign Countries Human Services Indigenous Populations Job Training Poverty Rural Schools School Role Self Help Programs Urban Schools Durbin, Paula Journal Articles Reports - Descriptive Inter American Foundation Argentina Argentina ISSN-0733-6608 English Examines how Inter-American Foundation's grantees in Argentina are coping with the country's economic crisis of 2001. Describes community development projects in Indigenous regions, the role of urban schools as the only functioning public institution providing human services, literacy education in Patagonia, job training and support for entrepreneurs, self-help projects, and a rural center that prepares young adults for agricultural careers and supports rural development. (SV) EJ673682 The IAF's Argentine Grantees: Caught in the Crisis. Indigenous Awakening; Self-Help and the Cities; Storm Clouds and Hope on the Pampa. Grassroots Development v24 n1 p1-14 2003 2003-00-00 For full text: http://www.iaf.gov/publications/Journal/2003 24 1 en/IAF GRD 2003.pdf. N/A 2004 2016-11-21

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No American Indian Culture Community Development Community Involvement Community Organizations Community Resources Cultural Maintenance Foreign Countries Indigenous Populations Museums Networks Nonformal Education Tourism Healy, Kevin Journal Articles Reports - Descriptive Mexico (Oaxaca) Mexico (Oaxaca) ISSN-0733-6608 English Since the late 1980s, a network of community museums has spread throughout Oaxaca (Mexico), serving as an autonomous force for broad-based cultural development, supporting the maintenance and revitalization of local Indigenous cultures, countering Western cultural hegemony, and involving Indigenous communities in museum development and related cultural and tourism projects. The concept has spread to Guatemala and to Mexican migrant communities in the U.S. Southwest. (SV) EJ673683 Mobilizing Community Museum Networks in Mexico--and Beyond. Grassroots Development v24 n1 p15-24 2003 2003-00-00 For full text: http://www.iaf.gov/publications/Journal/2003 24 1 en/IAF GRD 2003.pdf. N/A 2004 2016-11-23

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No Community Development Community Health Services Entrepreneurship Foreign Countries Illiteracy Individual Development Maya (People) Poverty Profiles Rural Women Self Help Programs Sex Bias Womens Education Cruz, Rosamaria Journal Articles Reports - Descriptive Guatemala Guatemala ISSN-0733-6608 English In recent decades, rural Mayan women in Guatemala have been working to overcome long-standing disadvantages: illiteracy, poverty, lack of basic community services, and lack of respect for women's abilities and contributions. Profiles of 10 Mayan women describe their educational experiences and their community development work, particularly in the area of community health care. (SV) EJ673684 Development and Gender in Guatemala. Grassroots Development v24 n1 p25-33 2003 2003-00-00 For full text: http://www.iaf.gov/publications/Journal/2003 24 1 en/IAF GRD 2003.pdf. N/A 2004 2016-11-21

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No American Indian Education American Indian Students College Students Culture Conflict Higher Education Nonreservation American Indians Reservation American Indians Satisfaction Student Adjustment Student Alienation Student Attitudes Student Surveys Traditionalism Huffman, Terry Journal Articles Reports - Research ISSN-0021-8731 English A study compared college experiences of American Indian students raised on reservations and those raised elsewhere. A survey of 232 American Indian students attending a midwestern university found that reservation students reported more difficulties with academics and adjusting to college but also reported that being in college increased their appreciation of their American Indian heritage. Contains 48 references. (TD) EJ673685 A Comparison of Personal Assessments of the College Experience among Reservation and Nonreservation American Indian Students. Journal of American Indian Education v42 n2 p1-16 2003 2003-00-00 T 2004 7/11/2004 11:35:16 CIJJAN2004

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No Academic Achievement American Indian Education American Indian Students Attendance Culturally Relevant Education Educational Environment Elementary Secondary Education Outcomes of Education Parent Participation Social Integration Student School Relationship Teacher Student Relationship Urban American Indians Powers, Kristin Potthoff, Sandra J. Bearinger, Linda H. Resnick, Michael D. Journal Articles Reports - Research ISSN-0021-8731 English A study examined the influence of cultural programming on American Indian students' school outcomes. Structural equation modeling was used to analyze survey data from 240 urban American Indian students aged 9-18. Cultural programming moderately, and largely indirectly, influenced student outcomes. The strongest predictors of school success were supportive personnel and safe, drug-free environments. Contains 53 references. (TD) EJ673686 Does Cultural Programming Improve Educational Outcomes for American Indian Youth? Journal of American Indian Education v42 n2 p17-49 2003 2003-00-00 T 2004 7/11/2004 11:35:17 CIJJAN2004

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No American Indian Students Children Elementary Education Evaluation Methods Intelligence Tests Limited English Speaking Local Norms Navajo (Nation) Reservation American Indians Standardized Tests Test Bias Test Validity McLellan, Mary J. Nellis, Leah Journal Articles Reports - Research Wechsler Intelligence Scale for Children III Wechsler Intelligence Scale for Children ISSN-0021-8731 English The Wechsler Intelligence Scale for Children-Third Edition (WISC-III) was administered to 175 Navajo children at 2 reservation elementary schools. Local normative information was developed to reduce test bias associated with the English-laden content in the test. A procedure was developed for converting WISC-III scores, enabling comparison of Navajo children to non-Navajo children. Contains 23 references. (TD) EJ673687 Using the WISC-III with Navajo Children: A Need for Local Norms. Journal of American Indian Education v42 n2 p50-60 2003 2003-00-00 T 2004 2016-11-23

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No Administrators Camping Employer Employee Relationship Feedback Group Dynamics Organizational Communication Participant Satisfaction Personnel Management Program Evaluation Surveys Shelton, Michael Guides - Non-Classroom Journal Articles ISSN-0740-4131 English Camp directors who do not seek feedback from staff, campers, and parents waste valuable resources, need to develop their leadership skills, and could obstruct camp growth. Combined with satisfaction surveys and goal setting, ongoing feedback will contribute to a more accurate camp program evaluation than one based on the camp director's memory. Obstacles to feedback and ways to encourage it are discussed. (TD) EJ673688 Evaluating a Good Season. Camping Magazine v76 n5 p16-18,20-22 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:35:17 CIJJAN2004

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No Camping Character Education Child Behavior Moral Development Motivation Participative Decision Making Prosocial Behavior Social Development Social Environment Social Values Theory Practice Relationship Kohn, Alfie Guides - Non-Classroom Journal Articles Opinion Papers Facilitative Leadership ISSN-0740-4131 English Some character education programs are based on assumptions about children and how they learn that may undermine camp programs' long-term objectives for children. Key elements to consider are the assumptions made about human nature and children; how program structures like competition or cooperation influence character; whether kids are involved in decision making; and whether rewards and punishments erode children's intrinsic motivation to be caring or helpful. (TD) EJ673689 Rethinking Character Education: Challenging the Conventional Wisdom about Camp and Kids. Camping Magazine v76 n5 p24-29 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrators Camping Employer Employee Relationship Group Dynamics Interpersonal Communication Organizational Climate Personnel Management Social Cognition Grenny, Joseph Guides - Non-Classroom Journal Articles ISSN-0740-4131 English "Crucial conversations" are about issues such as poor performance. How a camp director handles them can have a profound influence on a camp. Tips for succeeding at crucial conversations include; recognizing when you're having a crucial conversation; holding the right conversation; starting with your intent, not your content; starting with facts, not feelings; learning to doubt your feelings; and ending with clarity. (TD) EJ673690 Crucial Conversations Can Make or Break a Camp. Camping Magazine v76 n5 p30-33 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:35:18 CIJJAN2004

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No Camping Cataloging Computer Software Databases Facilities Planning Recordkeeping Records Management Risk Management Whyman, Wynne Guides - Non-Classroom Journal Articles Reports - Descriptive Property Management ISSN-0740-4131 English A property records system organizes data to be utilized by a camp's facilities department and integrated into other areas. Start by deciding what records to keep and allotting the time. Then develop consistent procedures, including organizing data, creating a catalog, making back-up copies, and integrating procedures. Use software tools. A good property records system enables proactive management. (TD) EJ673691 How Do I Start a Property Records System? Camping Magazine v76 n5 p34-37 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Camping Caregiver Child Relationship Child Behavior Child Development Child Psychology Context Effect Cultural Influences Imitation Parenting Styles Role Models Socialization Thurber, Christopher A. Information Analyses Journal Articles Behavior Management ISSN-0740-4131 English Three child psychology studies illustrate that although behavior can be shaped by rewards and punishments, children also learn through imitating adult role models. When parents combine control and warmth, children are more independent, responsible, and content than when either control or warmth is absent. Human behavior is influenced by context and culture. Applications to the camp setting are discussed. (TD) EJ673692 Do As I Do: The Circle of Parenting and Socialization. Camping Magazine v76 n5 p38-43 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Camping Grievance Procedures Legal Responsibility Personnel Management Personnel Policy Safety Sexual Harassment Staff Development Work Environment Oakleaf, Linda Grube, Angela Johnson Guides - Non-Classroom Information Analyses Journal Articles ISSN-0740-4131 English Employers are responsible for sexual harassment perpetrated by a supervisor. Camps may be responsible for sexual harassment between campers. Steps to reduce liability include providing multiple channels for reporting sexual harassment; having written policies prohibiting sexual harassment and procedures for reporting it; posting these policies and procedures in staff areas; and teaching staff to look out for sexual harassment. (TD) EJ673693 Sexual Harassment at Camp: Reducing Liability. Camping Magazine v76 n5 p44-47 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:35:19 CIJJAN2004

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No Adolescents Camping Children Chronic Illness Individual Development Interpersonal Competence Program Effectiveness Role Models Self Esteem Social Environment Social Support Groups Powell, Gwynn M. Journal Articles Reports - Research Peer Support Social Comparison ISSN-0740-4131 English A study of 66 children with cancer and 43 siblings attending the Ronald McDonald Camp found that disease-specific camps allow children membership in a community of peers, which enhances self-esteem and social acceptance. A separate, longitudinal study of 38 beginning and experienced campers found that campers' intrapersonal and interpersonal growth resulted from the camp environment. Discusses implications for camp. (TD) EJ673694 What Happens to Campers at Camp? Camping Magazine v76 n5 p50-52 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-23

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No Biology Botany Higher Education Laboratory Experiments Medicine Pharmaceutical Education Science Activities Science Instruction Teaching Methods Moore, Susan A. Guides - Classroom - Teacher Journal Articles Herbs ISSN-0002-7685 English Presents a laboratory activity to teach medical biology to undergraduate nonmajor business students. Uses herbalism as the theme concept to integrate subjects, such as anatomy, physiology, medical theory, and terminology. Includes topics, such as herb collection, medicine preparation, and herb storage. (SOE) EJ673695 A Prairie Pharmacy: An Introduction to Herbalism. American Biology Teacher v65 n4 p249-56 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Biology High School Students Science Instruction Science Teachers Secondary Education Student Motivation Teaching Methods Wilson, William Carl Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Suggests a non-medical approach to teaching biology to high school students. Explains how high school biology teachers can use the "Think Aloud" program as an example to this type of approach. (SOE) EJ673696 A Non-Medical Approach to Dealing with Hyperactivity in Adolescent Students. American Biology Teacher v65 n4 p259-62 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:19 CIJJAN2004

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No Biochemistry Biology Higher Education Laboratory Experiments Misconceptions Mythology Peer Evaluation Scientific Methodology Student Motivation Student Surveys Teaching Methods Team Teaching Hoefnagels, Marielle H. Rippel, Scott A. Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Presents a collaborative learning exercise intended to teach the unfamiliar terminology of experimental design both in biology classes and biochemistry laboratories. The exercise promotes discussion and debate, develops communication skills, and emphasizes peer review. The effectiveness of the exercise is supported by student surveys. (SOE) EJ673697 Using Superstitions & Sayings To Teach Experimental Design in Beginning and Advanced Biology Classes. American Biology Teacher v65 n4 p263-68 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:20 CIJJAN2004

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No Middle Schools Paleontology Peer Evaluation Research Reports Science Instruction Scientific Methodology Scientists Teaching Methods Gift, Nancy Krasny, Marianne Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Describes a lesson that engages middle school students in learning about peer review. Uses the article "Archaeoraptor Fossil Trail," which was published in the November, 1999 issue of "National Geographic" as an example of a real life story of how peer review forces scientists to critically re-examine a fossil discovery. (SOE) EJ673698 The Great Fossil Fiasco: Teaching about Peer Review. American Biology Teacher v65 n4 p270-78 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:20 CIJJAN2004

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No Computer Uses in Education Environmental Education Inquiry National Standards Science Curriculum Science Instruction Scientific Methodology Secondary Education Student Motivation Teaching Methods World Wide Web Bombaugh, Ruth Sparrow, Elena Mal, Tarun Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Describes how high school biology teachers can use the Global Learning and Observations to Benefit the Environment (GLOBE) program protocols and data in their classrooms. Includes background information on plant phenology, an overview of GLOBE phenology protocols and materials, and implications for protocols with both deciduous trees and grasses in treeless areas. (SOE) EJ673699 Using GLOBE Plant Phenology Protocols To Meet the "National Science Education Standards." American Biology Teacher v65 n4 p279-85 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:20 CIJJAN2004

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No Active Learning Animals Biology Evolution Experiential Learning Higher Education Inquiry Laboratory Experiments Science Instruction Scientific Methodology Teaching Methods McGee, Elizabeth Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Describes a series of hands-on experiments that engage students in hypothesis testing and promotes active learning of the concepts of evolution and adaptation. Laboratory exercises demonstrate how features of the hands and eyes distinguish primates from other mammals. (SOE) EJ673700 What Is a Primate? American Biology Teacher v65 n4 p286-91 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:20 CIJJAN2004

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No Biodiversity Biology Ecology Experiential Learning Habitats Higher Education Laboratory Experiments Science Activities Science Instruction Statistical Analysis Stewart, Timothy W. Embrey, Tracey R. Guides - Classroom - Teacher Journal Articles Predator Prey Relationship ISSN-0002-7685 English Presents a laboratory investigation to demonstrate that habitat structure promotes increased organism abundance and species diversity by reducing predator effects on prey abundance. Investigates the effects of goldfish (Carassius auratus) predators on Gammarus sp. (an amphipod) and Daphnia magna (a cladoceran) prey in the absence and presence of a habitat structure created by stones and ceramic tiles. (Author/SOE) EJ673701 Demonstrating That Habitat Structure Facilitates Coexistence of Prey & Predator: A Laboratory Investigation Using Goldfish & Invertebrates. American Biology Teacher v65 n4 p292-97 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Art Biology Books Cultural Differences Higher Education Science Education Teaching Methods Visual Arts Flannery, Maura C. Journal Articles Opinion Papers ISSN-0002-7685 English Discusses multiple ways to view nature by giving examples from several books and publications. Suggests that each art form and cultural perspective provides a different approach to the essence of an organism. Warns educators about the pros and cons of scientific imaging. (SOE) EJ673702 Looking at Things Differently. American Biology Teacher v65 n4 p298-303 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:21 CIJJAN2004

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No Alternative Assessment Computer Uses in Education Elementary Education Portfolio Assessment Student Evaluation Student Motivation Garthwait, Abigail Verrill, Jim Guides - Classroom - Teacher Journal Articles Electronic Portfolios ISSN-0036-8148 English Explains how e-portfolios were developed using the resources available at an elementary school. Concludes that e-portfolios help students get motivated, take educational risks, and learn topics in greater depth. (SOE) EJ673703 E-Portfolios: Documenting Student Progress. Science and Children v40 n8 p22-27 May 2003 2003-00-00 T 2004 2016-11-21

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No Alternative Assessment Biodiversity Creativity Elementary Education Habitats Marine Biology Oceanography Science Instruction Student Evaluation Student Motivation Teaching Methods Reinemann, Deborah Thomas, Jolie Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Explains a 4th grade lesson on oceans in which students create imaginary marine animals. Creatively assesses student understanding of habitat and adaptation. Overviews 14 lessons in the oceanography unit. (SOE) EJ673704 New Species Found! Science and Children v40 n8 p28-33 May 2003 2003-00-00 T 2004 7/11/2004 11:35:22 CIJJAN2004

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No Elementary Education Student Evaluation Test Items Matkins, Juanita Jo Sterling, Donna R. Guides - Classroom - Teacher Journal Articles National Assessment of Educational Progress National Assessment of Educational Progress ISSN-0036-8148 English Explains different ways to use National Assessment of Educational Progress (NAEP) test items for classroom assessment. Presents examples from 4th grade questions. (SOE) EJ673705 Designing Assessments. Science and Children v40 n8 p34-37 May 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Integrated Curriculum Reading Science Instruction Science Programs Student Improvement Holliday, William G. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Discusses research results from three successful integrated science and reading programs. Makes suggestions to teachers who are considering creating an integrated science and reading program. (SOE) EJ673706 Teaming Up for Science and Reading Success. Science and Children v40 n8 p38-40 May 2003 2003-00-00 T 2004 7/11/2004 11:35:22 CIJJAN2004

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No Earth Science Elementary Education Higher Education Inquiry Preservice Teachers Science Instruction Student Evaluation Summative Evaluation Volkmann, Mark J. Abell, Sandra K. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Demonstrates how student assessment can be embedded in a moon unit that is based on the 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) learning model. (SOE) EJ673707 Seamless Assessment. Science and Children v40 n8 p41-45 May 2003 2003-00-00 T 2004 7/11/2004 11:35:22 CIJJAN2004

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No Color Concept Teaching Elementary Education Light Science Activities Science Instruction Damonte, Kathleen Guides - Classroom - Teacher Journal Articles Bubbles ISSN-0036-8148 English Presents a hands-on science activity in which students can explore interesting science concepts related to soap, light, and color. Includes materials, directions, and related questions. (SOE) EJ673708 Bubble Shapes. Science and Children v40 n8 p55-56 May 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers Elementary Education Elementary School Teachers Knowledge Base for Teaching Pedagogical Content Knowledge Science Curriculum Science Instruction Teaching Methods Appleton, Ken Journal Articles Reports - Research ISSN-0157-244X English Analyzes the ways in which some beginning primary school teachers cope when faced with teaching science. Examines aspects of a group of beginning primary teachers' science teaching practices in order to better understand the basis of their practice. Finds that activities that work have a close relationship with science Pedagogical Content Knowledge (PCK). Discusses implications for primary science curriculum. (Author/SOE) EJ673709 How Do Beginning Primary School Teachers Cope with Science? Toward an Understanding of Science Teaching Practice. Research in Science Education v33 n1 p1-25 2003 2003-00-00 T 2004 7/11/2004 11:35:23 CIJJAN2004

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No Elementary Education Elementary School Science Science Interests Student Motivation Teaching Methods Thinking Skills Boddy, Naomi Watson, Kevin Aubusson, Peter Journal Articles Reports - Descriptive ISSN-0157-244X English Most primary school teachers do not use constructivist teaching because they find it difficult and impractical to implement. Uses the Five Es model (Engagement, Exploration, Explanation, Elaboration and Evaluation) and results show that it is found interesting and fun by students, motivates learning, and promotes higher-order thinking skills. (SOE) EJ673710 A Trial of the Five Es: A Referent Model for Constructivist Teaching and Learning. Research in Science Education v33 n1 p27-42 2003 2003-00-00 T 2004 7/11/2004 11:35:23 CIJJAN2004

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No Case Studies Chemistry Higher Education Learning Metacognition Science Instruction Science Laboratories Davidowitz, Bette Rollnick, Marissa Journal Articles Reports - Research ISSN-0157-244X English Explores the Competency Tripod model and flow diagrams as two sources for enabling students' metacognition in a second year undergraduate chemistry laboratory. Results indicate that all four students engaged in metacognitive practices, all believed that flow diagrams are extremely useful, and all understood the Competency Tripod model, but only two found it useful. (Author/SOE) EJ673711 Enabling Metacognition in the Laboratory: A Case Study of Four Second Year University Chemistry Students. Research in Science Education v33 n1 p43-69 2003 2003-00-00 T 2004 7/11/2004 11:35:23 CIJJAN2004

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No Density (Matter) Learning Processes Physics Pressure (Physics) Science Instruction Scientific Concepts Secondary Education Teaching Methods Fassoulopoulos, Georgios Kariotoglou, Petros Koumaras, Panagiotis Journal Articles Reports - Research ISSN-0157-244X English Investigates whether pupils aged 12-15 years perceive physical quantities as intensive or extensive. Written questionnaires were administered to 300 pupils comprising four tasks for each intensive quantity, density and pressure. Analysis reveals three models of consistent pupils' reasoning. (Author/SOE) EJ673712 Consistent and Inconsistent Pupils' Reasoning about Intensive Quantities: The Case of Density and Pressure. Research in Science Education v33 n1 p71-87 2003 2003-00-00 T 2004 7/11/2004 11:35:24 CIJJAN2004

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No Constructivism (Learning) Curriculum Development Elementary Education Elementary School Teachers Professional Development Science Instruction Teaching Methods Peers, Cheryl (Shelley) E. Diezmann, Carmel M. Watters, James J. Journal Articles Reports - Research ISSN-0157-244X English Discusses supporting factors necessary for teacher professional growth and issues of concern that are evident during one primary teacher's implementation of a unit that used constructivist pedagogical strategies. Support factors for teacher growth are found to be an appropriate program of professional development, teacher understanding of the elements of the curriculum innovation, and successful experiences in implementing new approaches. (Author/SOE) EJ673713 Supports and Concerns for Teacher Professional Growth during the Implementation of a Science Curriculum Innovation. Research in Science Education v33 n1 p89-110 2003 2003-00-00 T 2004 7/11/2004 11:35:24 CIJJAN2004

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No Biology Case Studies Computer Software Computer Uses in Education Concept Formation Genetics Science Education Secondary Education Student Interests Student Motivation Thinking Skills Tsui, Chi-Yan Treagust, David F. Journal Articles Reports - Research ISSN-0157-244X English Explores a case study of a class of 10th grade students whose learning of genetics involved activities using BioLogica, a computer program that features multiple external representations (MERs). Findings indicate that the MERs in BioLogica contributed to students' development of genetics reasoning by engendering their motivation and interest but only when students are mindful in their learning. (Author/SOE) EJ673714 Genetics Reasoning with Multiple External Representations. Research in Science Education v33 n1 p111-35 2003 2003-00-00 T 2004 7/11/2004 11:35:24 CIJJAN2004

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No Curriculum Design Curriculum Development Elementary Secondary Education Inquiry Problem Based Learning Science Instruction Barab, Sasha Alexander Luehmann, April Lynn Journal Articles Reports - Descriptive ISSN-0036-8326 English Discusses the challenges of scaling out university-developed, project-based science curricula. Investigates what constitutes and why implement inquiry-based, project focused learning environments; the role of integrating technology to support their implementation; the value of engaging in design experiments for their development; the importance of local adaptation; and the process of curricular diffusion. (Author/SOE) EJ673715 Building Sustainable Science Curriculum: Acknowledging and Accommodating Local Adaptation. Science Education v87 n4 p454-67 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:25 CIJJAN2004

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No Case Studies Classroom Environment Computer Uses in Education Curriculum Design Elementary Secondary Education Environmental Education Higher Education Learning Modules Problem Based Learning Science Curriculum World Wide Web Squire, Kurt D. MaKinster, James G. Barnett, Michael Luehmann, April Lynn Barab, Sasha L. Journal Articles Reports - Research Ozone ISSN-0036-8326 English Examines four teachers implementing a project-based curriculum (Air Quality module) on a web-based platform (ActiveInk Network) in four very different settings. Discusses each case across two themes by examining how the project-level question was contextualized to meet local needs and the cultural context that surrounded the implementation of the curriculum. (SOE) EJ673716 Designed Curriculum and Local Culture: Acknowledging the Primacy of Classroom Culture. Science Education v87 n4 p468-89 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Computer Software Curriculum Design Inquiry Middle Schools Science Education Science Teachers Suburban Schools Urban Schools Songer, Nancy Butler Lee, Hee-Sun McDonald, Scott Journal Articles Reports - Research ISSN-0036-8326 English Examines the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school environment. Examines three classrooms of urban teachers in high-poverty environments and two classrooms of maverick teachers in middle-class suburban environments. (SOE) EJ673717 Research towards an Expanded Understanding of Inquiry Science beyond One Idealized Standard. Science Education v87 n4 p490-516 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:25 CIJJAN2004

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No Computer Interfaces Computer Uses in Education Curriculum Design Elementary Secondary Education Inquiry Science Curriculum Teaching Methods World Wide Web Linn, Marcia C. Clark, Douglas Slotta, James D. Journal Articles Reports - Descriptive ISSN-0036-8326 English Examines the implementation of Web-based Inquiry Science Environment (WISE), which can incorporate modeling tools and hand-held devices. Describes WISE design team practices, features of the WISE learning environment, and patterns of feature use in WISE library projects. (SOE) EJ673718 WISE Design for Knowledge Integration. Science Education v87 n4 p517-38 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:26 CIJJAN2004

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No Accountability Elementary Secondary Education Evaluation Methods Identification (Psychology) Perspective Taking Program Evaluation Science Curriculum Science Programs Hickey, Daniel T. Zuiker, Steven J. Journal Articles Reports - Descriptive ISSN-0036-8326 English Outlines a sociocultural perspective on program evaluation consistent with sociocultural views of knowing and learning. Perspective is characterized by rigorous use of multiple-choice tests, performance assessments, and event-based analyses; a dialectical approach to conflicting conclusions from individual assessments and between individual and event-oriented assessments; and pragmatic focus on the differences between various implementations of the innovation. (Author/SOE) EJ673719 A New Perspective for Evaluating Innovative Science Programs. Science Education v87 n4 p539-63 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:26 CIJJAN2004

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No Criticism Curriculum Problems Elementary Secondary Education Identification (Psychology) Perspective Taking Science Education Fishman, Barry J. Krajcik, Joseph Journal Articles Opinion Papers ISSN-0036-8326 English Introduces the idea of usability as a guiding principle for the successful design of sustainable and scalable science curricula. Presents a framework for examining usability in school contexts. (Author/SOE) EJ673720 What Does It Mean To Create Sustainable Science Curriculum Innovations? A Commentary. Science Education v87 n4 p564-73 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:26 CIJJAN2004

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No Aesthetics Elementary Education Interviews Science Curriculum Science Instruction Surveys Teaching Methods Girod, Mark Rau, Cheryl Schepige, Adele Journal Articles Reports - Research Dewey (John) ISSN-0036-8326 English Articulates the major components of aesthetic understanding, pedagogy designed to foster it, and the results of a pilot study designed to investigate its effectiveness. Survey results indicate that the pedagogical moves were effective in scaffolding aesthetic understanding in treatment class students. (Author/SOE) EJ673721 Appreciating the Beauty of Science Ideas: Teaching for Aesthetic Understanding. Science Education v87 n4 p574-87 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Elementary School Teachers Higher Education Middle School Teachers Preservice Teachers Reflective Teaching Science Education Science Teachers Teacher Collaboration Teacher Researchers van Zee, Emily Lay, Diantha Roberts, Deborah Journal Articles Reports - Research ISSN-0036-8326 English Presents perspectives and experiences of prospective science teachers who developed science lessons and small educational projects in collaboration with practicing elementary and middle school teachers. Concludes that prospective teachers perceived themselves to be more confident and more competent to teach science after the collaboration. (SOE) EJ673722 Fostering Collaborative Inquiries by Prospective and Practicing Elementary and Middle School Teachers. Science Education v87 n4 p588-612 Jul 2003 2003-00-00 T 2004 7/11/2004 11:35:27 CIJJAN2004

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No Algebra Arithmetic Instructional Materials Mathematics Activities Mathematics Instruction Patterns in Mathematics Secondary Education Teaching Methods Mason, John H. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Demonstrates how students' power to recognize and express patterns and generality can be exploited in a variety of different ways that are connected to both arithmetic and algebra. Uses the Tunja sequence approach to teach multiplication of negative numbers and simplification of factors. (KHR) EJ673723 Tunja Sequences as Examples of Employing Students' Powers To Generalize. Mathematics Teacher v94 n3 p164-68 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:27 CIJJAN2004

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No Communication (Thought Transfer) Discourse Analysis Mathematics History Mathematics Instruction Secondary Education Mendez, Edith Prentice Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Examines textbooks and classrooms from antiquity through the 19th century in search of historical precedents for mathematical communication in the form of dialogue between teacher and student. (KHR) EJ673724 A History of Mathematical Dialogue in Textbooks and Classrooms. Mathematics Teacher v94 n3 p170-73 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:27 CIJJAN2004

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No Algebra Instructional Materials Mathematics Activities Mathematics Instruction Patterns in Mathematics Problem Solving Secondary Education Teaching Methods Word Problems (Mathematics) Rubenstein, Rheta N. Guides - Classroom - Teacher Journal Articles Quilts ISSN-0025-5769 English Presents a quilting problem that engages students at many levels, has multiple possible solution paths, lends itself to a variety of representations, and connects many mathematical ideas. (KHR) EJ673725 A Quilting Problem: The Power of Multiple Solutions. Mathematics Teacher v94 n3 p176-78 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Discovery Learning Instructional Materials Mathematics Activities Mathematics History Mathematics Instruction Patterns in Mathematics Probability Problem Solving Secondary Education Teaching Methods Kiernan, James F. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents the problem of points and the development of the binomial triangle, or Pascal's triangle. Examines various attempts to solve this problem to give students insight into the nature of mathematical discovery. (KHR) EJ673726 Points on the Path to Probability. Mathematics Teacher v94 n3 p180-83 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:28 CIJJAN2004

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No Algebra Concept Formation Discovery Learning Instructional Materials Lesson Plans Mathematics Activities Mathematics Instruction Patterns in Mathematics Secondary Education Teaching Methods Fluster, Matt E. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes an investigation-based, lecture-free first-year algebra course in which students are responsible for compiling their own textbooks. Discusses the purpose and procedures of the activity. Includes student worksheets. (KHR) EJ673727 Geometric Meaning in the Geometric Mean Means More Meaningful Mathematics. Mathematics Teacher v94 n3 p186-92 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:28 CIJJAN2004

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No Concept Formation Geometry Interdisciplinary Approach Learning Processes Mathematical Applications Mathematics Activities Mathematics Instruction Polygons Secondary Education Teaching Methods Moyer, Patricia S. Hsia, Wei Shen Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes an investigation of polygons and their properties in which students apply very basic understandings of geometric properties. (KHR) EJ673728 The Archeological Dig Site: Using Geometry To Reconstruct the Past. Mathematics Teacher v94 n3 p193-99,206-07 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:29 CIJJAN2004

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No Communication (Thought Transfer) Concept Formation Discourse Analysis Geometric Concepts Geometry Mathematics Activities Mathematics Instruction Polygons Secondary Education Teaching Methods Winicki-Landman, Greisy Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes an activity connected with mathematical definitions that illustrates the process of gradual refinement as a way to understand and construct knowledge. Presents a gradual construction of a specific geometry concept that was the result of interaction between participants in a mathematical discourse. (KHR) EJ673729 Equiareal Polygons: A Mathematical Conversation about a "New" Concept. Mathematics Teacher v94 n3 p211-16 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:29 CIJJAN2004

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No Algebra Deduction Discovery Learning Induction Interdisciplinary Approach Mathematics Instruction Numbers Patterns in Mathematics Secondary Education Teaching Methods DiDomenico, Angelo S. Tanner, Randy J. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Shows how all primitive Pythagorean triples can be generated from harmonic sequences. Use inductive and deductive reasoning to explore how Pythagorean triples are connected with another area of mathematics. (KHR) EJ673730 Pythagorean Triples from Harmonic Sequences. Mathematics Teacher v94 n3 p218-22 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:29 CIJJAN2004

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No Computer Uses in Education Concept Formation Geometry Mathematics Activities Mathematics Instruction Patterns in Mathematics Secondary Education Teaching Methods Thinking Skills Glass, Brad Deckert, Walter Guides - Non-Classroom Information Analyses Journal Articles ISSN-0025-5769 English Examines existing research literature which suggests that introducing computing tools can help students focus on the relevant aspects of a problem, function at higher levels of geometric understanding, distinguish between drawings and constructions, and develop and reason about conjectures on the basis of generalization of patterns. (KHR) EJ673731 Making Better Use of Computer Tools in Geometry. Mathematics Teacher v94 n3 p224-29 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:29 CIJJAN2004

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No Cognitive Ability Curriculum Development Educational Objectives Mathematics Instruction Mental Computation Secondary Education Teaching Methods Rubenstein, Rheta N. Journal Articles Reports - Descriptive ISSN-0025-5769 English Discusses the importance of mental mathematics beyond the middle school. Presents sample objectives for different courses or strands, and teaching ideas to make mental mathematics an important, ongoing goal in secondary mathematics instruction and beyond. (KHR) EJ673732 Mental Mathematics beyond the Middle School: Why? What? How? Mathematics Teacher v94 n6 p442-46 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:30 CIJJAN2004

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No Algebra Gifted Interdisciplinary Approach Learning Strategies Mathematics Activities Mathematics Instruction Secondary Education Teaching Methods Socha, Susan Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes a teaching experience through student-centered activities in a second year algebra class with gifted and talented students. Concludes that students learned more mathematics than the teacher originally planned to teach. (KHR) EJ673733 Less Is Sometimes More. Mathematics Teacher v94 n6 p450-52 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:30 CIJJAN2004

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No Algebra Concept Formation Geometry Instructional Materials Interdisciplinary Approach Mathematics Activities Mathematics Instruction Measurement Number Concepts Secondary Education Teaching Methods Coffey, Margaret E. Guides - Classroom - Teacher Journal Articles Irrational Numbers ISSN-0025-5769 English Describes a low-tech, hands-on activity to improve student understanding of irrational numbers. Each student creates a number line from adding machine tapes and uses a square and a precisely folded triangle as the only measuring device. (KHR) EJ673734 Irrational Numbers on the Number Line: Perfectly Placed. Mathematics Teacher v94 n6 p453-55 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Cross Cultural Studies Foreign Countries Instructional Materials Mathematics History Mathematics Instruction Number Concepts Secondary Education Swetz, Frank J. Guides - Classroom - Teacher Journal Articles China Magic Squares China ISSN-0025-5769 English Discusses the historical and cultural background of magic squares. (KHR) EJ673735 The Most Magical of All Magic Squares. Mathematics Teacher v94 n6 p458-63 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Curriculum Design Functions (Mathematics) Geometry Instructional Materials Mathematics Activities Mathematics Instruction Secondary Education Teaching Methods Winicki-Landman, Greisy Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes an activity that allows students to investigate families of linear functions and families of quadratic functions. Offers an opportunity for students to conjecture, explain, and justify in an environment based on Euclidean geometry. Includes a teacher's guide, answers, and student worksheets. (KHR) EJ673736 Searching Families as a Source of Surprise. Mathematics Teacher v94 n6 p468-78 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:31 CIJJAN2004

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No Computation Concept Formation Graphing Calculators Learning Strategies Mathematics Instruction Proof (Mathematics) Secondary Education Teaching Methods Cuoco, Al Manes, Michelle Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents two examples of using the limitations of calculators to help students understand important mathematical ideas. The first example shows how a simple algebraic calculation can make a recursive model work long enough to perform the job at hand while the second shows how the limitations of a calculator can be used to introduce the need for mathematical proof. (KHR) EJ673737 When Memory Fails. Mathematics Teacher v94 n6 p489-93 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:31 CIJJAN2004

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No Educational Objectives Learning Problems Mathematics Instruction Problem Solving Secondary Education Symbols (Mathematics) Word Problems (Mathematics) Kinzel, Margaret Tatem Journal Articles Reports - Descriptive ISSN-0025-5769 English Describes a student's work on a word problem after which she was very comfortable with her answer but her work was not correct. Discusses symbol sense, goals for students, and how tasks can be used to help meet those goals. (KHR) EJ673738 Linking Task Characteristics to the Development of Symbol Sense. Mathematics Teacher v94 n6 p494-99 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:31 CIJJAN2004

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No Concept Formation Functions (Mathematics) Induction Logical Thinking Mathematics Instruction Secondary Education Teaching Methods Thinking Skills Allen, Lucas G. Journal Articles Reports - Descriptive ISSN-0025-5769 English Describes experience using a new approach to teaching induction that was developed by the Mathematical Methods in High School Project. The basic idea behind the new approach is to use induction to prove that two formulas, one in recursive form and the other in a closed or explicit form, will always agree for whole numbers. (KHR) EJ673739 Teaching Mathematical Induction: An Alternative Approach. Mathematics Teacher v94 n6 p500-04 Sep 2001 2001-00-00 T 2004 7/11/2004 11:35:32 CIJJAN2004

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No Instructional Materials Mathematical Applications Mathematical Models Mathematics Instruction Problem Solving Proof (Mathematics) Relevance (Education) Secondary Education Word Problems (Mathematics) Hodgson, Ted Riley, Kate J. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents student solutions to real-world problems that allow students to develop and defend their mathematical models of the situations. Elicits proofs and offers recommendations for the potential of real-world problems as contexts for proof. (KHR) EJ673740 Real-World Problems as Contexts for Proof. Mathematics Teacher v94 n9 p724-28 Dec 2001 2001-00-00 T 2004 7/11/2004 11:35:32 CIJJAN2004

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No Honesty Instructional Materials Logical Thinking Mathematical Logic Mathematics Education Problem Sets Secondary Education Thinking Skills Baltus, Christopher Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Describes experience of teaching truth tables and problems that exercise students' critical reasoning. (KHR) EJ673741 A Truth Table on the Island of Truthtellers and Liars. Mathematics Teacher v94 n9 p730-32 Dec 2001 2001-00-00 T 2004 7/11/2004 11:35:32 CIJJAN2004

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No Algorithms Functions (Mathematics) Graphing Calculators Mathematics Instruction Secondary Education Teaching Methods Visualization Fisher, Tony J. Guides - Classroom - Teacher Journal Articles Newton (Isaac) ISSN-0025-5769 English Describes a calculator exercise that can help students develop a better visual and numeric feel for Newton's method. (KHR) EJ673742 Black Dots: Newton's Method and a Simple One-Dimensional Fractal. Mathematics Teacher v94 n9 p734-37 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Cognitive Development Concept Formation Evaluation Functions (Mathematics) Graphs Mathematics Instruction Secondary Education Teaching Methods Clement, Lisa L. Journal Articles Reports - Descriptive ISSN-0025-5769 English Explores developing a concept image of functions. Includes assessment items, describes students' responses to these items, and interprets those responses. (KHR) EJ673743 What Do Students Really Know about Functions? Mathematics Teacher v94 n9 p745-48 Dec 2001 2001-00-00 T 2004 7/11/2004 11:35:33 CIJJAN2004

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No Algebra Graphing Calculators Mathematical Concepts Mathematics Activities Mathematics Instruction Secondary Education Teaching Guides Goel, Sudhir Kumar Reid, Denise T. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents five guided activities that use a graphing calculator to help students discover the fundamental theorem of algebra. Includes student worksheets and illustrates solutions. (KHR) EJ673744 A Graphical Approach to Understanding the Fundamental Theorem of Algebra. Mathematics Teacher v94 n9 p749-59 Dec 2001 2001-00-00 T 2004 7/11/2004 11:35:33 CIJJAN2004

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No Cultural Influences Instructional Materials Mathematicians Mathematics History Mathematics Instruction Secondary Education Lightner, James E. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Examines several periods of world history including Greece, the middle ages, and the 17th century to gain a better understanding of the development of mathematics and share this information with students so that they can learn mathematics as a product of the people who lived their lives surrounded by the cultural influences and distractions of their eras. (KHR) EJ673745 Mathematics Didn't Just Happen. Mathematics Teacher v94 n9 p780-84 Dec 2001 2001-00-00 T 2004 7/11/2004 11:35:33 CIJJAN2004

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No Concept Formation Curriculum Development Evaluation Foreign Countries Mathematical Models Mathematics Activities Mathematics Instruction Metacognition Secondary Education Teaching Methods Thinking Skills Tanner, Howard Jones, Sonia Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0268-3679 English Investigates the use of mathematical modeling tasks in 11- and 12-year-old students and the development of mathematical thinking skills using practical modeling activities. Analyzes the development of students' mathematical thinking with interviews of a form of dynamic assessment. Reports that some students proved to be naturally mindful and meta-cognitive thinking might be taught in secondary schools. (Author/KHR) EJ673746 Assessing Children's Mathematical Thinking in Practical Modelling Situations. Teaching Mathematics and Its Applications v21 n4 p145-59 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Technology Evaluation Graphing Calculators Learning Problems Mathematics Education Secondary Education Brown, R. Davies, E. W. Journal Articles Reports - Descriptive ISSN-0268-3679 English Considers the impact of the introduction of graphic calculators into assessment within the International Baccalaureate Diploma. Discusses difficulties that arise in the development of practice questions, how these difficulties were resolved in the questions that appeared on the examinations, and problems of different calculator syntax. (Author/KHR) EJ673747 The Introduction of Graphic Calculators into Assessment in Mathematics at the International Baccalaureate Organization: Opportunities and Challenges. Teaching Mathematics and Its Applications v21 n2 p173-87 Dec 2002 2002-00-00 T 2004 7/11/2004 11:35:34 CIJJAN2004

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No Ethnomathematics Geometric Concepts Interdisciplinary Approach Mathematical Applications Mathematical Models Mathematics Instruction Matrices Measurement Multicultural Education Patterns in Mathematics Problem Solving Secondary Education Green, Roger A. Snyder, Laura A. Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-0025-5769 English Explains that primitive living structures furnish real-world problems that are solvable using mathematics and computer-modeling techniques. (KHR) EJ673748 Primitive Living Structures: Tents and Tipis. Mathematics Teacher v93 n9 p738-44 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:34 CIJJAN2004

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No Creativity Geometry Instructional Materials Mathematics Activities Mathematics Instruction Measurement Patterns in Mathematics Problem Solving Secondary Education Student Motivation Thinking Skills Nakagomi, Koji Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents materials and methods that maintain student interest and encourage them to think creatively, develop mathematical reasoning, and look at problems from different perspectives, all within an open-ended approach to problem solving. Includes questions for discussion. (KHR) EJ673749 Gathering Circles: An Experience in Creativity and Variety. Mathematics Teacher v93 n9 p746-51 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:34 CIJJAN2004

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No Area Geometric Concepts Mathematics Instruction Measurement Patterns in Mathematics Problem Solving Secondary Education Thinking Skills House, Peggy Guides - Classroom - Teacher Journal Articles Circles ISSN-0025-5769 English Discusses various ways of representing arrangements of tightly packed circles and poses questions concerning related functions and problems. (KHR) EJ673750 An Extension: Gather Your Students around the Gathering Circles. Mathematics Teacher v93 n9 p751-52 Dec 2000 2000-00-00 T 2004 2016-11-21

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No Algebra Concept Formation Discourse Modes Graphing Calculators Graphs Mathematics Instruction Number Systems Secondary Education Thinking Skills Lee, Mary Ann Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents an insightful approach to algebra that enhances both personal and classroom communication through the process of solving a linear equation. (KHR) EJ673751 Enhancing Discourse on Equations. Mathematics Teacher v93 n9 p755-56 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:35 CIJJAN2004

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No Concept Formation Intuition Learning Problems Mathematicians Mathematics Instruction Probability Secondary Education Gross, Jay Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Poses a probability problem with counterintuitive results which ultimately leads to a lesson in how mathematicians work and think. (KHR) EJ673752 A Bernoulli Investigation. Mathematics Teacher v93 n9 p756-57 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:35 CIJJAN2004

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No Algebra Decimal Fractions Graphs Interdisciplinary Approach Mathematical Applications Mathematics Activities Mathematics Instruction Measurement Secondary Education Thinking Skills Stump, Sheryl L. Guides - Classroom - Teacher Journal Articles Bicycles ISSN-0025-5769 English Describes an activity in which students examine bicycle chain-rings, cogs, and gear ratios as a means of exploring algebraic relationships, data collection, scatter plots, and lines of best fit. (KHR) EJ673753 Doing Mathematics with Bicycle Gear Ratios. Mathematics Teacher v93 n9 p762-68,775-76 Dec 2000 2000-00-00 T 2004 2016-11-21

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No Educational Change Mathematics Instruction Mathematics Teachers Professional Development Secondary Education Edwards, Barbara S. Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents requisites for and characteristics of reform, identifies sources of problems teachers face when implementing change, and gives tips for success. (KHR) EJ673754 The Challenges of Implementing Innovation. Mathematics Teacher v93 n9 p777-81 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:36 CIJJAN2004

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No Females Gender Issues Mathematics History Professional Development Secondary Education Simon, Marilyn K. Journal Articles Reports - Descriptive Women in Mathematics ISSN-0025-5769 English Traces the historical exclusion of women from mathematics and science, cites attempts to support their involvement, assesses their current status, and highlights some programs that encourage young women to enter the profession. (KHR) EJ673755 The Evolving Role of Women in Mathematics. Mathematics Teacher v93 n9 p782-86 Dec 2000 2000-00-00 T 2004 2016-11-21

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No Algebra Functions (Mathematics) Graphs Instructional Materials Mathematics Instruction Polynomials Secondary Education Transformations (Mathematics) Lipp, Alan Guides - Classroom - Teacher Journal Articles ISSN-0025-5769 English Presents a classification of factorable cubics and shows how the associated factor graphs determine domains of disconnected branches and furnish a skeletal framework for the number and shape of the branches. Illustrates three dimensional visualization and examines level curves and spikes of surfaces. (KHR) EJ673756 Cubic Polynomials. Mathematics Teacher v93 n9 p788-92 Dec 2000 2000-00-00 T 2004 7/11/2004 11:35:36 CIJJAN2004

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No Algebra Curriculum Design Educational Change Group Activities Higher Education Instructional Design Mathematical Applications Mathematics Instruction Fay, Temple H. Hardie, Keith A. Guides - Classroom - Teacher Journal Articles ISSN-0730-8639 English Suggests that the classical exact formula for the conversion of degrees Celsius and degrees Fahrenheit is not user-friendly. Offers an approximate linear transformation that is easier to remember and use. Investigates both the exact conversion and the approximate conversion and provides interesting and relevant problems for small group investigation and discussion. (KHR) EJ673757 Fahrenheit to Celsius: An Exploration in College Algebra. Mathematics and Computer Education v37 n2 p207-09 Spr 2003 2003-00-00 T 2004 7/11/2004 11:35:37 CIJJAN2004

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No Academic Achievement Calculus Curriculum Development Educational Change Evaluation Higher Education Mathematics Education Prerequisites Cadena, Juan Travis, Betty Norman, Sandy Journal Articles Reports - Research ISSN-0730-8639 English Addresses the assertion that the teaching of calculus using reform techniques puts students at a disadvantage when they must take subsequent math or science courses that are not instructed using the reform techniques. Answers the question of whether one method of instruction in calculus is better than another with regard to students' grades in subsequent courses for which calculus is a prerequisite. (KHR) EJ673758 An Evaluation of Reform in the Teaching of Calculus. Mathematics and Computer Education v37 n2 p210-20 Spr 2003 2003-00-00 T 2004 7/11/2004 11:35:37 CIJJAN2004

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No Educational Games Elementary Education Inventions Mathematics Activities Mathematics Instruction Probability Puzzles Teaching Methods Uslick, JoAnn Barr, Susan G. Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents a sample of Probability Carnival activities and suggests how they might be adapted for the classroom. (KHR) EJ673759 Children Play Mathematics at Camp Invention. Teaching Children Mathematics v7 n7 p392-94 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:37 CIJJAN2004

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No Arithmetic Computation Cultural Influences Curriculum Development Early Childhood Education Elementary Education Instructional Materials Mathematics Education Multicultural Education Sociocultural Patterns Butterworth, Susan Lo Cicero, Ana Maria Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Describes a project approach that uses children's own stories as a source for teaching and learning mathematics while developing language and cultural awareness. (KHR) EJ673760 Storytelling: Building a Mathematics Curriculum from the Culture of the Child. Teaching Children Mathematics v7 n7 p396-99 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:37 CIJJAN2004

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No Area Arithmetic Elementary Education Family School Relationship Mathematical Applications Mathematics Instruction Measurement Multicultural Education Civil, Marta Khan, Leslie H. Journal Articles Opinion Papers ISSN-1073-5836 English Highlights how instruction linking home and school can be used to teach mathematics by building on experiences shared by most students. (KHR) EJ673761 Mathematics Instruction Developed from a Garden Theme. Teaching Children Mathematics v7 n7 p400-05 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:38 CIJJAN2004

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No Educational Principles Elementary Education Geometry Mathematical Vocabulary Mathematics Education Measurement Professional Development Standards Lindquist, Mary M. Clements, Douglas H. Guides - Classroom - Teacher Journal Articles National Council of Teachers of Mathematics ISSN-1073-5836 English Provides suggestions for implementing the geometry standards in an elementary curriculum by including all aspects of geometry. (KHR) EJ673762 Geometry Must Be Vital. Teaching Children Mathematics v7 n7 p409-15 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Curriculum Design Elementary Education Instructional Materials Mathematics Activities Mathematics Instruction Patterns in Mathematics Problem Sets Problem Solving Mistretta, Regina Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents weekly activities that focus on strategies derived from generalizations and patterns found in explorations using hundreds charts, manipulatives, and other models. (KHR) EJ673763 March Ahead to Basics. Teaching Children Mathematics v7 n7 p416-17 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:38 CIJJAN2004

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No Consumer Education Curriculum Design Data Analysis Elementary Education Mathematical Applications Mathematical Concepts Mathematics Activities Mathematics Instruction Statistics Teaching Methods Methany, Dixie Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Investigates consumer research through an activity that helps students distinguish between qualitative and quantitative data. (KHR) EJ673764 Consumer Investigations: What Is the "Best" Chip? Teaching Children Mathematics v7 n7 p418-20 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:39 CIJJAN2004

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No Arithmetic Division Elementary Education Fractions Learning Processes Learning Strategies Logical Thinking Mathematical Concepts Mathematics Education Multiplication Empson, Susan B. Journal Articles Reports - Research ISSN-1073-5836 English Discusses examples of children's invented equal-sharing strategies that lay a foundation for reasoning about equivalence by connecting ideas from multiplication, division, and fractions. (KHR) EJ673765 Equal Sharing and the Roots of Fraction Equivalence. Teaching Children Mathematics v7 n7 p421-25 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:39 CIJJAN2004

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No Arithmetic Computation Elementary Education Mathematics Activities Mathematics Instruction Numeracy Probability Problem Solving Olson, Melfried Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents a problem of triangular tiles that involves counting and probability. Includes instructor guiding questions. (KHR) EJ673766 Painting Tiles. Teaching Children Mathematics v7 n7 p426-27 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:39 CIJJAN2004

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No Elementary Education Learning Processes Learning Strategies Mathematics Education Problem Solving Olson, Melfried Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents responses to the Stair Skipping problem that appeared in the April, 2000 issue of this journal. (KHR) EJ673767 Responses to the Stair Skipping Problem. Teaching Children Mathematics v7 n7 p428-30 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:39 CIJJAN2004

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No Cognitive Development Elementary Education Evaluation Geometry Learning Theories Mathematics Education Measurement Thinking Skills Sharp, Janet M. Hoiberg, Karen Bush Journal Articles Reports - Descriptive ISSN-1073-5836 English Analyzes one student's thinking using the Van Hiele levels of geometric thinking. (KHR) EJ673768 And Then There Was Luke: The Geometric Thinking of a Young Mathematician. Teaching Children Mathematics v7 n7 p432-39 Mar 2001 2001-00-00 T 2004 7/11/2004 11:35:40 CIJJAN2004

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No Academic Achievement Computer Uses in Education Curriculum Development Educational Technology Foreign Countries Gender Issues Secondary Education Sex Differences Technology Education Bryson, Mary Petrina, Stephen Braundy, Marcia Journal Articles Reports - Research Canada Canada English Analyzes provincial trends in gender-differentiated participation and performance of students in technology-intensive courses in British Columbia public secondary education at a time in Canadian history when competence and confidence with a range of technologies are essential for full cultural participation. Represents a step towards the development of an information-rich database for monitoring technology course enrollments in Canadian schools. (Author/KHR) EJ673769 Conditions for Success? Gender in Technology-Intensive Courses in British Columbia Secondary Schools. Canadian Journal of Science, Mathematics and Technology Education v3 n2 p185-93 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Elementary Education Gender Issues Mathematics Education Preservice Teachers Science Education Teacher Education Programs Textbooks Nolan, Kathleen Journal Articles Reports - Research English Uses the metaphor of shadows in a critical exploration of what it means to know and how the cultures of classrooms have shaped these images of knowing. Directs attention to objects that cast shadows on the learning and knowing of mathematics and science through the voices of preservice teachers. Discusses shadow casting toward textbooks, teachers, and gendered ideology. (Author/KHR) EJ673770 Casting Shadows in the Science Classroom. Canadian Journal of Science, Mathematics and Technology Education v3 n2 p213-29 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:40 CIJJAN2004

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No Foreign Countries Learning Strategies Science Education Secondary Education Social Influences Sociocultural Patterns Thinking Skills Bader, Barbara Journal Articles Reports - Research Quebec Canada French Sketches out the argumentative strategies used by three 17-year-old boys to interpret the disagreement presented to them. Shows that they were inclined to adduce current ideas about science--framed according to a realist, empiricist epistemology--but that there are grounds for thinking that high school students would be capable of actualizing their way of seeing the social character of science. (Author/KHR) EJ673771 Interpretation d'une Controverse Scientifique: Strategies Argumentatives d'Adolescentes et d'Adolescents Quebecois (Interpretation of a Scientific Controversy: Argument Strategies of Adolescents and Quebecois Adolescents). Canadian Journal of Science, Mathematics and Technology Education v3 n2 p231-50 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Philosophy Elementary Education Geometry Mathematics Instruction Middle Schools Preservice Teachers Professional Development Teacher Education Programs Malloy, Carol E. Guides - Classroom - Teacher Journal Articles Opinion Papers English Presents an instructional model and philosophy of a mathematics course for preservice elementary and middle grades teachers that could help make the vision of geometry teaching and learning a reality. (KHR) EJ673772 Teaching and Learning Geometry through Student Ownership. New England Mathematics Journal v35 n2 p16-27 May 2003 2003-00-00 The Association of Teachers of Mathematics in New England, Keene State College, Dept. of Mathematics, 229 Main Street, Keene, NH 03435-2001. T 2004 7/11/2004 11:35:41 CIJJAN2004 Focus issue: Learning and Teaching Geometry.

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No Academic Achievement Educational Change Elementary Secondary Education Evaluation Mathematics Education Standardized Tests Latterell, Carmen M. Journal Articles Reports - Research National Council of Teachers of Mathematics ISSN-1062-9017 English Investigates how well National Council of Teachers of Mathematics (NCTM)-oriented students do on standardized mathematics tests and whether the tests truly measure the skills that these students have. Shows that students in one NCTM-oriented curriculum displayed such qualities as engagement, eagerness, communication, flexibility, and curiosity to a much higher degree than traditional students did. Implies revision or supplementation of assessment methods. (Author/KHR) EJ673773 Testing the Problem-Solving Skills of Students in an NCTM-Oriented Curriculum. Mathematics Educator v13 n1 p5-14 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Alternative Assessment Educational Change Evaluation Methods Mathematics Education Mathematics Teachers Middle Schools Lowery, Norene Vail Journal Articles Reports - Research ISSN-1062-9017 English Discusses reform efforts in mathematics education that challenge teachers to assess traditional forms of assessment and explore and implement alternative ones. Highlights insightful perspectives on assessment strategies and techniques currently being addressed and implemented. Describes middle school mathematics teachers' experiences and reflections in addressing current assessment practices and ventures in innovative and alternative approaches to assessment. (Author/KHR) EJ673774 Assessment Insights from the Classroom. Mathematics Educator v13 n1 p15-21 Spr 2003 2003-00-00 T 2004 7/11/2004 11:35:41 CIJJAN2004

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No Curriculum Development Elementary Education Evaluation Methods Mathematics Education Performance Based Assessment Preservice Teachers Professional Development Teacher Education Programs McDuffie, Amy Roth Akerson, Valarie L. Morrison, Judith A. Journal Articles Reports - Descriptive ISSN-1062-9017 English Describes a project in an elementary mathematics methods course in which preservice teachers developed performance assessment tasks then administered these tasks in a K-8 classroom. Presents the guiding framework for this project, the project design, and the teaching and learning experiences for project leaders and preservice teachers. Includes recommendations and reflections. (Author/KHR) EJ673775 Designing and Implementing Meaningful Field-Based Experiences for Mathematics Methods Courses: A Framework and Program Description. Mathematics Educator v13 n1 p22-32 Spr 2003 2003-00-00 T 2004 7/11/2004 11:35:42 CIJJAN2004

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No Classroom Techniques Higher Education Learning Activities Learning Motivation Mathematics Education Social Cognition Student Centered Curriculum DeLong, Matthew Winter, Dale Yackel, Carolyn A. Journal Articles Reports - Descriptive ISSN-1051-1970 English Describes a research-based analytical framework for motivation, activity, learning, and attribution to exam classroom management issues in student-centered instruction. Reviews research in classroom management for university and college-level classrooms. Describes the research base for the framework. (Contains 88 citations.) (Author/KHR) EJ673776 Management, Motivation and Student-Centered Instruction I: Analytical Framework. Primus v13 n2 p97-123 Jun 2003 2003-00-00 T 2004 7/11/2004 11:35:42 CIJJAN2004

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No Curriculum Design Higher Education Learning Strategies Majors (Students) Mathematics Instruction Peer Teaching Shell-Gellasch, Amy Journal Articles Reports - Descriptive ISSN-1051-1970 English Describes a way to teach mathematics majors as guest instructors in their classroom to utilize resources with a wealth of experience, ideas, and enthusiasm. (Author/KHR) EJ673777 Majors in the Classroom. Primus v13 n2 p124-28 Jun 2003 2003-00-00 T 2004 7/11/2004 11:35:42 CIJJAN2004

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No Calculus Curriculum Development Educational Change Higher Education Mathematics Education Performance Teaching Methods Teaching Styles Chappell, Kelly K. Journal Articles Reports - Research ISSN-1051-1970 English Examines the performance of two groups of students in traditionally-taught second semester calculus: students who took reform first semester calculus and students who took traditionally-taught first semester calculus. Identifies and explores the issues that reform students faced as they transitioned into traditionally-taught second semester calculus. (Author/KHR) EJ673778 Transition Issues That Reform Calculus Students Experience in Traditional Second Semester Calculus. Primus v13 n2 p129-51 Jun 2003 2003-00-00 T 2004 7/11/2004 11:35:42 CIJJAN2004

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No Educational Administration Educational Policy Evaluation Higher Education Mathematics Education Placement Screening Tests Test Construction Test Validity Latterell, Carmen M. Regal, Ronald R. Journal Articles Reports - Research ISSN-1051-1970 English Describes the writing of a new placement test and provides detailed results of a validity study on the test. Concludes that placement testing does not work very well. Suggests that undergraduate mathematics departments consider using existing data rather than giving a separate placement test. (Author/KHR) EJ673779 Are Placement Tests for Incoming Undergraduate Mathematics Students Worth the Expense of Administration? Primus v13 n2 p152-64 Jun 2003 2003-00-00 T 2004 7/11/2004 11:35:43 CIJJAN2004

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No Higher Education Instructional Materials Learning Strategies Mathematics History Mathematics Instruction Teaching Methods Textbook Selection Swetz, Frank J. Journal Articles Opinion Papers ISSN-1051-1970 English Raises issues and questions concerning the judicious choice of a textbook to teach the history of mathematics. (Author/KHR) EJ673780 Teaching the History of Mathematics, Choosing a Text "Whither Thou Goest?" Primus v13 n2 p165-73 Jun 2003 2003-00-00 T 2004 7/11/2004 11:35:43 CIJJAN2004

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No Diversity Foreign Countries Low Achievement Science Education Secondary Education Teacher Attitudes Thinking Skills Zohar, Anat Dori, Yehudit J. Journal Articles Reports - Research Israel Israel ISSN-1050-8406 English Examines whether teachers treat low-achieving students differently than their high-achieving counterparts with regard to teaching higher order thinking skills. Asks whether low-achieving students gain from teaching and learning processes designed to foster higher order thinking skills. Findings indicate that while students with high academic achievements gained higher thinking scores than their peers with low achievements, both groups made considerable progress. (Contains 81 references). (Author/NB) EJ673781 Higher Order Thinking Skills and Low-Achieving Students: Are They Mutually Exclusive? Journal of the Learning Sciences v12 n2 p145-81 2003 2003-00-00 T 2004 2016-11-21

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No Cooperation Higher Education Learning Processes Models Science Education Suthers, Daniel D. Hundhausen, Christopher D. Journal Articles Reports - Research Representations (Mathematics) ISSN-1050-8406 English Evaluates the influence of tools for constructing representations of models on collaborative learning. Pairs of participants worked with either a graph, matrix, or text while investigating complex science and public health problems. Results indicate that representational notations can have significant effects on learners' interactions and may differ in their influence on subsequent collaborative use of the knowledge being manipulated. (Contains 35 references). (Author/NB) EJ673782 An Experimental Study of the Effects of Representational Guidance on Collaborative Learning Processes. Journal of the Learning Sciences v12 n2 p183-218 2003 2003-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Narration Story Telling Workshops Abma, Tineke A. Journal Articles Reports - Research ISSN-1350-5076 English Views organizational learning as a collective and relational process in which groups of people gain knowledge and appreciation of issues through stories and an ongoing dialogue between stories. Identifies and implements an organizational learning intervention to facilitate learning through storytelling workshops. Illustrates the value of these workshops using a case study on health care in The Netherlands. (Contains 40 references.) (Author/NB) EJ673783 Learning by Telling: Storytelling Workshops as an Organizational Learning Intervention. Management Learning v34 n2 p221-40 Jun 2003 2003-00-00 Published by SAGE Publications, 2455 Teller Road, Thousand Oaks, CA 91359. T 2004 7/11/2004 11:35:44 CIJJAN2004

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No Outreach Programs Program Effectiveness Recycling Waste Disposal Miller, Kivi Leroux Journal Articles Reports - Descriptive ISSN-0744-4710 English Lists seven approaches not to take when developing a public outreach campaign on recycling. Methods include: (1) environmental education will increase participation; (2) everyone cares about recycling; (3) guilt works; (4) keep repeating the same ads; (5) non-English speakers need translated literature; (6) scheduling workshops; and (7) kids will make their parents recycle. (NB) EJ673784 The Seven Deadly Sins of Public Outreach Programs. Resource Recycling v22 n5 p12,14-16 May 2003 2003-00-00 Published by Resource Recycling, Inc., 600 S.E. Powell Blvd., Portland, OR 97202-2623. N/A 2004 7/11/2004 11:35:44 CIJJAN2004

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No Elementary Secondary Education Integrated Curriculum Language Arts Mathematical Concepts Mathematics Instruction Science Instruction Scientific Concepts Writing Across the Curriculum Stepanek, Jennifer Guides - Classroom - Teacher Journal Articles English Recommends skillful use of language arts to help students make sense of scientific and mathematical concepts. Suggests that connecting language arts with science and mathematics explicitly and intentionally strengthens teaching and learning in all three areas of the curriculum. (Author/NB) EJ673785 Science and Mathematics through the Lens of Language. Northwest Teacher v4 n1 p2-4,13 Fall 2002 2002-00-00 Published by the Northwest Eisenhower Regional Consortium for Mathematics and Science, 101 SW Main Street, Suite 500, Portland, OR 97204. N/A 2004 7/11/2004 11:35:44 CIJJAN2004

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No Elementary Secondary Education Environmental Education Environmental Influences Partnerships in Education Sustainable Development Yoder, Jon Duncan, Susan Guides - Classroom - Teacher Journal Articles English Presents guiding questions for learning more about the environment. Each question includes an on-line example to inspire community-based projects for sustainability. This strategy places students in circumstances in which they can increase awareness and the capacity for decisions that favor sustainable communities. (Author/NB) EJ673786 Partnerships for Sustainability. Clearing n114 p19-22 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:35:45 CIJJAN2004

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No Basic Skills Community Resources Educational Change Elementary Secondary Education Outdoor Education Knapp, Clifford E. Journal Articles Opinion Papers English Advocates expanding the concept of classroom to include community outdoor laboratories. Presents research from John Dewey and Howard Gardner to support this viewpoint. (NB) EJ673787 Teaching the 3 R's with the 3 C's: Connecting, Curriculum and Community. Clearing n114 p23-25 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:35:45 CIJJAN2004

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No Art Activities Elementary Education Middle Schools Recycling Toys Guides - Classroom - Teacher Journal Articles English Presents an activity from "Healthy Foods from Healthy Soils" for making puppets using recycled food packaging materials. Includes background information, materials, instructions, literature links, resources, and benchmarks. (NB) EJ673788 Recycled Art: Create Puppets Using Recycled Objects. Clearing n114 p30-31 Spr 2003 2003-00-00 N/A 2004 7/11/2004 11:35:45 CIJJAN2004

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No Elementary Secondary Education Higher Education Science and Society Science History Science Instruction Scientific Literacy Oliver, J. Steve Jackson, David F. Chun, Sajin Kemp, Andrew Tippins, Deborah J. Leonard, Ruth Kang, Nam Hwa Rascoe, Barbara Journal Articles Reports - Descriptive English Suggests that an understanding of the historical roots of scientific literacy can help contemporary science educators better address current and future controversies. Shows that modern controversies about this goal actually revolve around much older and more general debates about the broader importance of science in society, science in education, and the means for achieving understanding of science through schooling. (Author/NB) EJ673789 The Concept of Scientific Literacy: A View of the Current Debate as an Outgrowth of the Past Two Centuries. Electronic Journal of Literacy through Science v1 n1 2001 2001-00-00 http://sweeveyhall.sjsu.edu/ejlts T 2004 7/11/2004 11:35:45 CIJJAN2004

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No Biology Higher Education Scientific Literacy Undergraduate Study Buxton, Cory A. Journal Articles Reports - Descriptive English Examines the construct of science-literacy-in-practice within the context of a university biology department. Points to a trajectory of definitions of science literacy and what these definitions imply for science educators in enacting science literacy for all. (Author/NB) EJ673790 Exploring Science-Literacy-in-Practice: Implications for Scientific Literacy from an Anthropological Perspective. Electronic Journal of Literacy through Science v1 n1 2001 2001-00-00 http://sweeveyhall.sjsu.edu/ejlts T 2004 7/11/2004 11:35:46 CIJJAN2004

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No Bilingual Teachers Cultural Influences Discourse Analysis Elementary Education Inquiry Science Education Kelly, Gregory Breton, Therese Journal Articles Reports - Research English Uses discourse processes to examine how two bilingual elementary school teachers in three classrooms framed science as disciplinary inquiry. Data sources were drawn from studies encompassing multiple years and multiple teachers and included extensive videotaped records of classroom interaction. Identifies cultural themes that included ways in which common understandings were developed by classroom participants. (Author/NB) EJ673791 Framing Science as Disciplinary Inquiry in Bilingual Classrooms. Electronic Journal of Literacy through Science v1 n1 2001 2001-00-00 http://sweeveyhall.sjsu.edu/ejlts T 2004 7/11/2004 11:35:46 CIJJAN2004

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No Bilingual Students Constructivism (Learning) Elementary Education Elementary School Teachers Interdisciplinary Approach Science Instruction Scientific Concepts Writing (Composition) Merino, Barbara J. Hammond, Lorie Journal Articles Reports - Research English Describes how elementary school teachers who work with bilingual students facilitate the learning of scientific concepts and skills through writing as they implement a science-based, interdisciplinary curriculum that uses a sheltered constructivist approach. (Author/NB) EJ673792 How Do Teachers Facilitate Writing for Bilingual Learners in "Sheltered Constructivist" Science? Electronic Journal of Literacy through Science v1 n1 2001 2001-00-00 http://sweeveyhall.sjsu.edu/ejlts T 2004 7/11/2004 11:35:46 CIJJAN2004

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No Elementary Secondary Education Inclusive Schools Inquiry Science Curriculum Scientific Literacy Standards Hampton, Elaine Licona, Miguel Journal Articles Reports - Descriptive English Examines the emerging definition of science literacy from the authors of the science standards, policymakers' desire to standardize, and inclusive education perspectives. Proposes designing science curricula in light of inquiry learning, cultural and local relevance, an inclusive approach, and a real world setting that brings personal benefit to the learner and leads to science literacy for all. (Author/NB) EJ673793 An Emerging Understanding of Science Literacy: Moving toward a Curriculum of Inclusion. Electronic Journal of Literacy through Science v1 n1 2001 2001-00-00 http://sweeveyhall.sjsu.edu/ejlts T 2004 7/11/2004 11:35:47 CIJJAN2004

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No Class Size Classroom Techniques Hazardous Materials Laboratory Safety Middle Schools School Safety Science Laboratories Science Teachers Secondary Education Teacher Responsibility Roy, Ken Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Discusses the importance of laboratory safety in science classrooms. Urges middle school teachers to address class size in an effort to establish and maintain a safe working environment. Answers a teacher's question related to having newts and salamanders in the classroom. (SOE) EJ673794 Space: The Final Frontier! Science Scope v26 n8 p14-15 May 2003 2003-00-00 T 2004 7/11/2004 11:35:47 CIJJAN2004 Focus issue: Stellar Science.

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No Demonstrations (Science) Middle Schools Pressure (Physics) Science Activities Science Instruction Secondary Education Temperature Goates, Wayne Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Presents a science experiment to introduce the concept of air pressure based on a demonstration aired on the television show "Watch Mr. Wizard" in 1951. Illustrates the way temperature affects pressure. Discusses some safety concerns and possible extensions to the activity. (SOE) EJ673795 Egg-in-the-Bottle Demonstration. Science Scope v26 n8 p16-17 May 2003 2003-00-00 T 2004 7/11/2004 11:35:47 CIJJAN2004 Focus issue: Stellar Science.

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No Earth Science Middle Schools Planetariums Science Instruction Secondary Education Solar System Space Exploration Space Sciences Stars Story Telling Student Motivation Rios, Jose Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Explains the design of a planetarium that can be used by middle school teachers to teach earth science concepts such as the solar system, the lunar cycle, and seasons. Includes materials and procedures for making the planetarium. (SOE) EJ673796 Stargazing in Your Classroom. Science Scope v26 n8 p20-23 May 2003 2003-00-00 T 2004 7/11/2004 11:35:47 CIJJAN2004 Focus issue: Stellar Science.

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No Data Collection Data Interpretation Earth Science Global Approach International Cooperation Internet Middle Schools Moons Preservice Teachers Science Activities Science Instruction Secondary Education Space Exploration Smith, Walter S. Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Engages middle school students and preservice teachers in a long-term (16 weeks) investigation of the moon and provides an opportunity to share, via the internet, their observations with other students around the world. Explains the design of the study including multicultural connections, student observations, internet discussions, and assessments. (SOE) EJ673797 Meeting the Moon from a Global Perspective. Science Scope v26 n8 p24-28 May 2003 2003-00-00 T 2004 7/11/2004 11:35:48 CIJJAN2004 Focus issue: Stellar Science.

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No Data Analysis Data Collection Data Interpretation Hypothesis Testing Middle Schools Research Projects Science Curriculum Science Instruction Secondary Education Student Research Hugick, Julie Donahue, Rick Guides - Classroom - Teacher Journal Articles Reports - Descriptive Ultraviolet Radiation ISSN-0887-2376 English Explains the design and implementation of a student research project called Project SunSHINE. Explores the relationships between ultraviolet light and humidity, temperature, cloud type, and cloud cover. (SOE) EJ673798 Project SunSHINE: A Student-Based Research Program. Science Scope v26 n8 p29-33 May 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Psychology Critical Thinking Electricity Inquiry Learning Strategies Middle School Teachers Productive Thinking Scaffolding (Teaching Technique) Science Instruction Secondary Education Student Development Student Improvement Flick, Lawrence B. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0887-2376 English Explains the use of student reflections as a way of promoting instructional scaffolding. Concludes that scaffolding helps students develop skills through a structured practice of those skills within a specific subject matter, electricity. (SOE) EJ673799 Teaching Science as Inquiry by Scaffolding Student Thinking. Science Scope v26 n8 p34-38 May 2003 2003-00-00 T 2004 7/11/2004 11:35:49 CIJJAN2004 Focus issue: Stellar Science.

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No Astronomy Class Activities Earth Science Inquiry Instructional Materials Science Instruction Secondary Education Space Sciences Student Motivation Smith, Denise Eisenhamer, Bonnie DeVore, Edna Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Discusses various ways to use the National Aeronautics and Space Administration's (NASA) Origin's Education Forum's Electromagnetic Spectrum poster to teach earth science concepts. Includes the poster. (SOE) EJ673800 The Electromagnetic Spectrum: Using Light and Color To Search for Astronomical Origins. Science Scope v26 n8 p40-42 May 2003 2003-00-00 T 2004 7/11/2004 11:35:49 CIJJAN2004 Focus issue: Stellar Science.

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No Class Activities Creative Activities Creativity Earth Science Science Instruction Secondary Education Solar System Space Sciences Student Motivation Visual Aids Chillot, Lisa A. Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Explains the design and implementation of a creative class activity that teaches students characteristics of the planets. Requires students to research and synthesize information about a specific planet and sell it through an oral presentation and visual aids. Includes a grading rubric. (SOE) EJ673801 Planetary Real Estate. Science Scope v26 n8 p54-55 May 2003 2003-00-00 T 2004 7/11/2004 11:35:49 CIJJAN2004 Focus issue: Stellar Science.

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No Class Activities Design Heating Inquiry Science Instruction Secondary Education Solar Energy Student Motivation Teamwork Galus, Pamela Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Presents an inquiry activity in which students design a solar cooking apparatus. Students are also asked to write a paragraph that explains the ways in which science knowledge helped them in the design of their cooker. Includes a grading rubric. (SOE) EJ673802 A Slice of Solar Cooking. Science Scope v26 n8 p56-57 May 2003 2003-00-00 T 2004 7/11/2004 11:35:50 CIJJAN2004 Focus issue: Stellar Science.

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No Data Analysis Data Collection Government School Relationship Partnerships in Education Science Instruction Scientific Research Scientists Secondary Education Space Sciences Ibe, Mary MacLaren, Dave Guides - Classroom - Teacher Journal Articles ISSN-0887-2376 English Describes the Goldstone Apple Valley Radio Telescope (GAVRT) project as a way of teaching astronomy concepts to middle school students. The project provides students opportunities to work with professional scientists. (SOE) EJ673803 Goldstone Apple Valley Radio Telescope Project. Science Scope v26 n8 p58-59 May 2003 2003-00-00 T 2004 7/11/2004 11:35:50 CIJJAN2004 Focus issue: Stellar Science.

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No Black Culture Black History Blacks Colonial History (United States) Higher Education Historiography Race Secondary Education Slavery Social Studies Wright, Donald R. Journal Articles Reference Materials - Bibliographies ISSN-0882-228X English Provides a review of literature published on slavery in colonial North America, focusing on how this literature has changed over the years. Includes literature in topical areas, such as the Atlantic slave trade, African American culture, and race. Includes a bibliography. (CMK) EJ673804 Recent Literature on Slavery in Colonial North America. OAH Magazine of History v17 n3 p5-9 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:50 CIJJAN2004

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No Black History Blacks CD ROMs Colonial History (United States) Higher Education Migration Secondary Education Slavery Social History Social Studies Technology Walsh, Lorena S. Journal Articles Reports - Descriptive Maryland Virginia Chesapeake Bay Eighteenth Century Maryland Virginia ISSN-0882-228X English Explores the slave trade system that brought slaves to the Chesapeake Bay area during the eighteenth century colonial United States. Uses information from the "Trans-Atlantic Slave Trade: A Database on CD-ROM" to examine slave routes. Provides information on the origins and distribution of slaves in the Chesapeake Bay region and the experiences of slaves. (CMK) EJ673805 The Transatlantic Slave Trade and Colonial Chesapeake Slavery. OAH Magazine of History v17 n3 p11-15 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Black History Blacks Colonial History (United States) Higher Education Racial Relations Secondary Education Slavery Social History Social Influences Social Studies United States History White, Shane Journal Articles Reports - Descriptive Eighteenth Century United States (North) ISSN-0882-228X English Focuses on the history of slavery in the northern United States during the eighteenth century. Addresses the life of African Americans within the U.S. Explores issues, such as the murder of a slave holder, the Negro Election Day, and Pinkster. (CMK) EJ673806 Slavery in the North. OAH Magazine of History v17 n3 p17-21 Apr 2003 2003-00-00 T 2004 2016-11-21

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No American Indians Black History Blacks Colonial History (United States) Foreign Countries Higher Education Racial Relations Revolutionary War (United States) Secondary Education Slavery Social History Social Studies Landers, Jane Journal Articles Reports - Descriptive France Spain England France Spain United Kingdom (England) ISSN-0882-228X English Provides a detailed account of slave history within the Lower South region of the colonial United States. Focuses on the experiences of Africans in the colonies. Explores the role of the English, Spanish, and French in establishing slavery within the future United States. Addresses the systems of slavery used and treatment of the Africans. (CMK) EJ673807 Slavery in the Lower South. OAH Magazine of History v17 n3 p23-27 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Authors Black History Blacks Books Colonial History (United States) Higher Education History Instruction Poetry Secondary Education Slavery Social Studies United States History Basker, James G. Journal Articles Reports - Descriptive ISSN-0882-228X English Describes the book, "Amazing Grace: An Anthology of Poems about Slavery 1660-1810." Presents poems, written by 250 writers, that focus on slavery during the 150 year period. Provides examples of materials included in this book and how it can enable students to increase their understanding of slavery. (CMK) EJ673808 "Amazing Grace": Literature as a Window on Colonial Slavery. OAH Magazine of History v17 n3 p28-30 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:51 CIJJAN2004

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No Advertising Black History Blacks Colonial History (United States) Educational Strategies History Instruction National Standards Revolutionary War (United States) Secondary Education Slavery Social Studies United States History Mason, Matthew Koman, Rita G. Guides - Classroom - Teacher Journal Articles ISSN-0882-228X English Presents a lesson plan that teaches students about slavery in the colonial United States. Focuses on the differences between slavery in the northern and southern parts of the country. Explains that the lesson includes and uses slave advertisements to teach about slavery. Offers additional resources. (CMK) EJ673809 Complicating Slavery: Teaching with Runaway Slave Advertisements. OAH Magazine of History v17 n3 p31-34 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:52 CIJJAN2004

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No Black History Blacks Colonial History (United States) Discussion (Teaching Technique) Educational Strategies Group Activities History Instruction Primary Sources Secondary Education Slavery Social Studies Hart, Gary Guides - Classroom - Teacher Journal Articles Eighteenth Century Virginia Virginia ISSN-0882-228X English Presents a lesson plan to teach students about the Black Codes created in Virginia during the eighteenth century. Explains that the students read the included primary document, gather in groups to answer a set of questions, and meet as a class to relate their answers. (CMK) EJ673810 Virginia's Black Codes: Uncovering the Evolution of Legal Slavery. OAH Magazine of History v17 n3 p35-36 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Black History Blacks Colonialism Comparative Analysis Educational Strategies Foreign Countries History Instruction National Standards Primary Sources Secondary Education Slavery Social Studies United States History Arlyck, Kevin Guides - Classroom - Teacher Journal Articles France France ISSN-0882-228X English Presents a lesson focusing on the history of slavery. Compares two systems of slavery in North America to teach students about slavery within and outside of the United States. States that the lesson uses the "Code Noir" to help students understand the similarities and differences between the systems. (CMK) EJ673811 The Code Noir: Construction of Slavery in French Colonial Louisiana. OAH Magazine of History v17 n3 p37-40 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Black History Blacks Educational Strategies Historical Interpretation History Instruction Military Service Primary Sources Revolutionary War (United States) Secondary Education Slavery Social Studies United States History Mintz, Steven Guides - Classroom - Teacher Journal Articles ISSN-0882-228X English Explores the use of primary sources when teaching about U.S. slavery. Includes primary sources from the Gilder Lehrman Documents Collection (New York Historical Society) to teach about the role of slaves in the Revolutionary War, such as a proclamation from Lord Dunmore offering freedom to slaves who joined his army. (CMK) EJ673812 Using Primary Source Documents. OAH Magazine of History v17 n3 p41-43 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:52 CIJJAN2004

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No Black History Blacks Class Activities Discussion (Teaching Technique) Educational Strategies Group Activities History Instruction Interviews Lecture Method Secondary Education Slavery Social Studies United States History Freeman, Damon Guides - Classroom - Teacher Journal Articles Petitions ISSN-0882-228X English Presents a lesson for teaching students about slavery in the United States by using slavery petitions. Describes a lesson that spans over two class periods, explaining that on the first day students listen to an interview with Professor Loren Schweninger about the "Talking History" program. Includes reproductions of the petitions. (CMK) EJ673813 Using Petitions To Teach Slavery. OAH Magazine of History v17 n3 p44-45 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Course Content Educational Strategies Group Activities Higher Education History Instruction Introductory Courses Social Studies Undergraduate Students Undergraduate Study Jeffrey, Julie Roy Journal Articles Opinion Papers ISSN-0882-228X English States that many students enroll in the introductory history survey course soley because of curricular requirements. Discusses assignments and content of the course, including topics and teaching strategies. Focuses on group activities that engage students and prompt them to participate. (CMK) EJ673814 The Survey, Again. OAH Magazine of History v17 n3 p52-54 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:53 CIJJAN2004

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No Black History Blacks Computer Uses in Education History Instruction Primary Sources Secondary Education Slavery Social History Social Studies United States History Web Sites Bucy, Ellen Journal Articles Opinion Papers ISSN-0882-228X English Provides a collection of Web sites useful for teaching about slavery in the United States and the transatlantic slave trade. States that some Web sites include access to primary sources on slavery while others offer teaching materials on the topic. (CMK) EJ673815 The Transatlantic Slave Trade and American Slavery. OAH Magazine of History v17 n3 p55-56 Apr 2003 2003-00-00 T 2004 7/11/2004 11:35:53 CIJJAN2004

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No Art Education Art History Design Educational Strategies Elementary Secondary Education Exhibits History Instruction Museums Johnson, Mark M. Journal Articles Opinion Papers Armor ISSN-0004-3931 English Discusses an art exhibit, "The Age of Armor," presented by the Higgins Armory Museum (Worcester, Massachusetts). Includes the itinerary for the exhibit. Provides background information on armor as an artform and examples of armor. (CMK) EJ673816 The Age of Armor from the Higgins Armory Museum. Arts & Activities v132 n4 p15-17 Dec 2002 2002-00-00 N/A 2004 2016-11-21

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No Art Education Art Materials Art Products Design Educational Objectives Educational Strategies Freehand Drawing Learning Experience Secondary Education Skill Development Skophammer, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson that focuses on the technique "repousse." Explains that the lesson teaches students about art concepts, such as rhythm, repetition, pattern, and design. Discusses in detail how the students use this method and includes materials and learning objectives. (CMK) EJ673817 Rhythmic Repousse. Arts & Activities v132 n4 p18-19 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:54 CIJJAN2004

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No American Indian Culture American Indians Art Education Art Materials Childrens Art Educational Strategies Elementary Education Grade 4 Grade 5 Handicrafts St. Clair, Sharon Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an art lesson used when teaching about North American Indians to fourth- and fifth-grade students. Explains that the students learn how to make baskets using a coil-wrap technique with colored yarns and beads. Provides a step-by-step explanation of how to create the baskets. (CMK) EJ673818 Bead-Dazzled Baskets. Arts & Activities v132 n4 p20-21 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:54 CIJJAN2004

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No Art Education Art Expression Art Materials Art Products Clothing Cultural Awareness Educational Strategies Elementary Education Elementary School Students Handicrafts Nicholson, Jeffrey A. Guides - Classroom - Teacher Journal Articles New York (Rochester) New York (Rochester) ISSN-0004-3931 English Describes an elementary art project in which students create a "mud cloth." States that the project was inspired by the clothing worn by teachers at the City School District (Rochester, New York). Includes a list of additional resources. (CMK) EJ673819 Expressing Culture through Art. Arts & Activities v132 n4 p22-23 Dec 2002 2002-00-00 N/A 2004 2016-11-21

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No Art Education Art Materials Childrens Art Educational Objectives Educational Strategies Elementary Education Handicrafts Puppetry Skill Development Student Projects Herberholz, Barbara Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an art lesson in which students used the spool knitting technique to create finger puppets. Describes the process in detail for creating the puppets. Lists the learning objectives and the materials needed for the project. (CMK) EJ673820 Spool-Loom Creations Take Center Stage. Arts & Activities v132 n4 p24 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:55 CIJJAN2004

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No Art Education Art Expression Art History Artists Body Language Educational Strategies Facial Expressions Learning Activities Painting (Visual Arts) Secondary Education Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents background information about the life and work of the artist Ivan Albright. Includes learning activities and a reproduction of his painting "Into the World There Came a Soul Called Ida." Provides information on the content of the painting. (CMK) EJ673821 Classroom Use. Clip and Save. Arts & Activities v132 n4 p25-28 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:55 CIJJAN2004

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No Art Education Art Materials Childrens Art Educational Objectives Educational Strategies Elementary Education Grade 2 Grade 3 Handicrafts Skill Development Gray, Alison Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents a second and third grade art activity called "Weaving in the Round" that teaches the students about weaving. Describes how the children created their artwork and includes lists of materials and learning objectives. (CMK) EJ673822 Circles of Woven Color. Arts & Activities v132 n4 p29,46 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:55 CIJJAN2004

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No Art Education Art Materials Collage Course Content Design Educational Strategies High School Students Secondary Education Skill Development Studio Art Basso, Robert Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes a high school art lesson in a studio art course where students created a landscape collage using mixed media. Discusses how the students created their collages explaining that carpet samples are used as the surface material. (CMK) EJ673823 Roll Out the Carpet. Arts & Activities v132 n4 p30-31,50 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:55 CIJJAN2004

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No Art Education Art Expression Art Materials Childrens Art Clothing Creative Thinking Creativity Educational Strategies Elementary Education Teacher Role Szekely, George Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Discusses how clothing choices can be a form of art expression in children and young adults and believes that art teachers should encourage such creativity. Describes types of outlets for artistic dress-up that can be used in the classroom. (CMK) EJ673824 Dress-Up Artists. Arts & Activities v132 n4 p32,41 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:56 CIJJAN2004

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No Art Education Art Teachers Artists Careers Educational Strategies Elementary Secondary Education Interviews Student Projects Studio Art Gamble, Harriet Journal Articles Opinion Papers ISSN-0004-3931 English Presents an interview with Rebecca Zimmerman, an artist who works with polymer clay. Focuses on topics, such as her interest in art during her life, her use of polymer clay as a medium, and using this medium with students. Includes directions for a project where students make flowers from polymer clay. (CMK) EJ673825 Exploring the Possibilities...An Interview with Rebecca Zimmerman. Arts & Activities v132 n4 p34-36,40 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:35:56 CIJJAN2004

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No College Seniors Educational Research Higher Education Majors (Students) Psychology Scores Student Characteristics Student Evaluation Testing Undergraduate Study Stoloff, Michael L. Feeney, Kellie J. Journal Articles Reports - Research ISSN-0098-6283 English Examines the relationship among senior psychology student scores on the Major Field Test in Psychology (MFT), the student characteristics, and the effects of courses taken by the students. Finds that students' scores correlated with other measures of success and with the number of psychology courses already completed. (CMK) EJ673826 The Major Field Test as an Assessment Tool for an Undergraduate Psychology Program. Teaching of Psychology v29 n2 p92-98 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:56 CIJJAN2004

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No Business Departments Educational Benefits Educational Planning Educational Practices Higher Education Marketing Models Strategic Planning Universities Nelson, Elizabeth McGhee Journal Articles Opinion Papers ISSN-0098-6283 English Believes that university departments should use a business model in developing a strategic plan. Describes how to create this type of strategic plan that includes three steps: (1) developing the vision and goals; (2) marketing and evaluating the competition; and (3) using feedback and revising. (CMK) EJ673827 Why Every Department Needs a Strategic Plan. Teaching of Psychology v29 n2 p98-101 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:57 CIJJAN2004

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No Animals Comparative Analysis Course Content Developmental Psychology Educational Research Higher Education Research Textbook Content Textbook Evaluation Textbooks Eaton, Rebecca F. Sleigh, Merry J. Journal Articles Reports - Research ISSN-0098-6283 English Asserts that current animal research enables students to understand basic developmental principles. Presents results from a study that evaluated the content of 24 developmental textbooks published between 1995 and 2000, demonstrating that older studies are typically used. (CMK) EJ673828 The Need for Comparative Research in Developmental Textbooks: A Review and Evaluation. Teaching of Psychology v29 n2 p101-05 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:57 CIJJAN2004

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No Bibliographies Clinical Psychology Course Content Cultural Awareness Death Developmental Psychology Discussion (Teaching Technique) Educational Strategies Higher Education Psychology Werth, James L., Jr. Guides - Classroom - Teacher Journal Articles ISSN-0098-6283 English Discusses the reasons why teaching about the process of dying is relevant content for psychology courses. Offers suggestions for teaching about end-of-life issues in various courses on: (1) ethical, legal, and professional issues courses; (2) adult and life span development; (3) counseling diverse populations; and (4) assessment and diagnosis. Includes a bibliography. (CMK) EJ673829 Incorporating End-of-Life Issues into Psychology Courses. Teaching of Psychology v29 n2 p106-11 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:57 CIJJAN2004

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No Educational Research Educational Strategies Higher Education Learning Experience Plagiarism Psychology Questionnaires Skill Development Surveys Undergraduate Students Undergraduate Study Landau, Joshua D. Druen, Perri B. Arcuri, Jennifer A. Guides - Classroom - Teacher Journal Articles ISSN-0098-6283 English Describes an experiment used with undergraduate students to educate students about plagiarism and paraphrasing techniques. Discusses the procedure used for the experiment as well as results from the experiment and a postexperiement questionnaire. (CMK) EJ673830 Methods for Helping Students Avoid Plagiarism. Teaching of Psychology v29 n2 p112-15 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:57 CIJJAN2004

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No Comparative Analysis Educational Research Higher Education Introductory Courses Learning Strategies Outcomes of Education Psychology Scores Undergraduate Students Undergraduate Study Fleming, Victoria Manion Journal Articles Reports - Research ISSN-0098-6283 English Presents the results of a study, based on student test scores, that explored the effects of teaching students about learning strategies. Focuses on students (n=65) in two separate sections of introductory psychology classes where one section was taught about learning strategies and the other was not. (CMK) EJ673831 Improving Students' Exam Performance by Introducing Study Strategies and Goal Setting. Teaching of Psychology v29 n2 p115-19 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:58 CIJJAN2004

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No Advertising Educational Research Higher Education Outcomes of Education Psychology Questionnaires Scores Skill Development Statistics Student Projects Testing Undergraduate Students Undergraduate Study Rajecki, D. W. Guides - Classroom - Teacher Journal Articles Reports - Research ISSN-0098-6283 English Focuses on an undergraduate student project which asked students to write a paper based on their examination of age preferences indicated by writers of personal advertisements appearing in newspapers. Reports on the student responses to this project using a questionnaire. Examines the student scores on the final examination for the course. (CMK) EJ673832 Personal Ad Content Analysis Teaches Statistical Applications. Teaching of Psychology v29 n2 p119-22 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:58 CIJJAN2004

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No Active Learning Critical Thinking Educational Games Educational Research Educational Strategies Experiential Learning Higher Education Psychology Undergraduate Students Undergraduate Study Christopher, Andrew N. Marek, Pam Guides - Classroom - Teacher Journal Articles Reports - Research ISSN-0098-6283 English Discusses a game in which students must guess the flavor of LifeSaver candy without the aid of sight and smell. Explains that this demonstration assists students to understand the phenomenon of random occurrences. Describes how the presentation is conducted as well as the outcomes of the demonstration. (CMK) EJ673833 A Sweet Tasting Demonstration of Random Occurrences. Teaching of Psychology v29 n2 p122-25 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:58 CIJJAN2004

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No Behavior Problems Course Content Drug Addiction Educational Research Educational Strategies Graduate Study Higher Education Psychology Surveys Undergraduate Study Bristow, Ann R. Provost, Jennifer Morton, Kristin Journal Articles Reports - Research ISSN-0098-6283 English Presents the results of a study conducted for a course called "Drugs and Behavior." Assigns students to evaluate their experiences from attending a 12-step meeting, such as Alcoholic Anonymous. Reports that students saw these experiences as relevant and beneficial. (CMK) EJ673834 Attending Step Meetings as a Course Requirement: A Preliminary Investigation. Teaching of Psychology v29 n2 p125-28 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:58 CIJJAN2004

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No Death Discussion (Teaching Technique) Educational Research Educational Strategies Heuristics Higher Education Psychology Social Psychology Undergraduate Students Undergraduate Study Morrow, Jannay Journal Articles Reports - Research ISSN-0098-6283 English Presents a technique used to understand the anchoring-adjustment heuristic and to integrate the concept with social psychological principles. Explains that students estimated the number of yearly stroke-related deaths that occur in the United States. Reports that the interaction between anchor and familiarity with the heuristic predicted stroke estimates. (CMK) EJ673835 Demonstrating the Anchoring-Adjustment Heuristic and the Power of the Situation. Teaching of Psychology v29 n2 p129-32 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:59 CIJJAN2004

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No Course Content Educational Research Educational Strategies Group Activities Higher Education Persuasive Discourse Psychology Student Projects Student Reaction Undergraduate Students Undergraduate Study Carlsmith, Kevin M. Cooper, Joel Journal Articles Reports - Descriptive Collaborative Learning ISSN-0098-6283 English Describes the 12-week long collaborative learning project used in a persuasion and propaganda course. Explains that the students worked in groups on a persuasive campaign to change a target population. States that the student projects were persuasive. (CMK) EJ673836 A Persuasive Example of Collaborative Learning. Teaching of Psychology v29 n2 p132-35 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Academic Aspiration Educational Research Grade Point Average Grades (Scholastic) Higher Education Psychology Student Reaction Surveys Undergraduate Students Undergraduate Study Wendorf, Craig A. Journal Articles Reports - Research ISSN-0098-6283 English Examines student grade expectations throughout a semester in which students offered their expectations three times during the course: (1) within the first week; (2) midway through the semester; and (3) the week before the final examination. Finds that their expectations decreased stating that their cumulative grade point average was related to the change. (CMK) EJ673837 Grade Point Average and Changes in (Great) Grade Expectations. Teaching of Psychology v29 n2 p136-38 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:59 CIJJAN2004

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No Educational Research Higher Education Introductory Courses Psychology Questionnaires Student Behavior Test Wiseness Testing Undergraduate Students Undergraduate Study LoSchiavo, Frank M. Shatz, Mark A. Journal Articles Reports - Research ISSN-0098-6283 English Presents the results of a study, using a test-taking strategies questionnaire, that investigated the reasons why students in introductory psychology write on a 50-item multiple choice test. Reports that there are seven reasons students used for why they wrote on the examination. (CMK) EJ673838 Students' Reasons for Writing on Multiple-Choice Examinations. Teaching of Psychology v29 n2 p138-40 Spr 2002 2002-00-00 T 2004 7/11/2004 11:35:59 CIJJAN2004

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No Course Content Departments Educational Research Graduate Students Graduate Study Higher Education Psychology Questionnaires Surveys Teaching (Occupation) Buskist, William Tears, Rachel S. Davis, Stephen F. Rodrigue, Karen M. Journal Articles Reports - Research ISSN-0098-6283 English Presents the results of a survey to determine the prevalence and content of courses on teaching of psychology for graduate teaching assistants. Finds that 67 percent of psychology departments have a formal course on the teaching of psychology. (CMK) EJ673839 The Teaching of Psychology Course: Prevalence and Content. Teaching of Psychology v29 n2 p140-42 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:00 CIJJAN2004

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No Active Learning Case Method (Teaching Technique) Course Content Educational Strategies Higher Education Introductory Courses Learning Activities Psychology Undergraduate Students Undergraduate Study Leonard, Julie A. Mitchell, Kirsten L. Meyers, Steven A. Love, Jacqueline D. Guides - Classroom - Teacher Journal Articles ISSN-0098-6283 English Discusses the use of case studies to teach students in introductory psychology courses. Explains the process of using this active learning strategy. Includes how the teacher should create the case study to meet the types of questions that should accompany the case study. (CMK) EJ673840 Using Case Studies in Introductory Psychology. Teaching of Psychology v29 n2 p142-44 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:00 CIJJAN2004

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No Course Content Educational Practices Educational Research Higher Education Introductory Courses Psychology Textbook Content Textbook Evaluation Textbooks Vocabulary Griggs, Richard A. Mitchell, Montserrat C. Journal Articles Reports - Research ISSN-0098-6283 English Examines whether there was a common vocabulary present within introductory psychology textbooks during the 1950s and if a classic core vocabulary exists. Reports that no common core existed in the textbooks during the 1950s, but there is a set of 100 classic vocabulary terms. (CMK) EJ673841 In Search of Introductory Psychology's Classic Core Vocabulary. Teaching of Psychology v29 n2 p144-47 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:00 CIJJAN2004

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No Active Learning Auditory Perception Educational Strategies Elementary Secondary Education Experiential Learning Higher Education Learning Activities Listening Listening Skills Psychology Haws, LaDawn Oppy, Brian J. Guides - Classroom - Teacher Journal Articles ISSN-0098-6283 English Presents activities to help students gain understanding about auditory perception. Describes demonstrations that cover topics, such as sound localization, wave cancellation, frequency/pitch variation, and the influence of media on sound propagation. (CMK) EJ673842 Classroom Demonstrations of Auditory Perception. Teaching of Psychology v29 n2 p147-50 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:01 CIJJAN2004

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No Active Learning Class Activities Educational Strategies Higher Education Learning Activities Models Peer Teaching Psychology Skill Development Theories Nichols, Joe D. Journal Articles Reports - Descriptive Piaget (Jean) ISSN-0098-6283 English Describes a class demonstration in which students learn about Jean Piaget's concepts of schemata, assimilation, accommodation, and equilibration. Explains that students work in pairs (but cannot see one another) where one teaches the other how to make a duplicate of an already constructed block model. (CMK) EJ673843 Schema Theory: A New Twist Using Duplo Models. Teaching of Psychology v29 n2 p150-51 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Active Learning Critical Thinking Educational Strategies Higher Education Learning Activities Periodicals Psychology Scholarship Statistics Student Publications Writing for Publication Writing Instruction Ware, Mark E. Badura, Amy S. Davis, Stephen F. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0098-6283 English Focuses on the use of student publications in journals as a teaching tool. Explores the use of this technique in three contexts: (1) enabling students to understand experimental methodology; (2) teaching students about statistics; and (3) helping students learn more about the American Psychological Association (APA) writing style. (CMK) EJ673844 Using Student Scholarship To Develop Student Research and Writing Skills. Teaching of Psychology v29 n2 p151-54 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:01 CIJJAN2004

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No Content Analysis Educational Research Higher Education Industry Introductory Courses Organization Psychology Textbook Content Textbook Evaluation Textbooks Undergraduate Study Maynard, Douglas C. Geberth, Karen L. Joseph, Todd A. Journal Articles Reports - Research Organizational Psychology ISSN-0098-6283 English Examines the extent to which industrial/organizational (I/O) psychology is covered within introductory psychology textbooks (n=54). Determined whether I/O psychology was in a section, appendix, or chapter; and also compiled the number of pages that contained I/O psychology. Reports that only one-fourth of the textbooks had an overview. (CMK) EJ673845 Coverage of Industrial/Organizational Psychology in Introductory Psychology Textbooks: An Update. Teaching of Psychology v29 n2 p154-57 Spr 2002 2002-00-00 T 2004 2016-11-21

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No College School Cooperation Course Content Field Studies Grade 4 Grade 5 Grade 6 Higher Education Mathematics Education Mathematics Instruction Psychology Service Learning Undergraduate Students Undergraduate Study Pezdek, Kathy Journal Articles Reports - Descriptive ISSN-0098-6283 English Describes the content of an undergraduate course called "Field Work in Applied Psychology: Teaching Mathematics." Assigns students to gain field work experience by teaching fourth-, fifth-, or sixth-grade students mathematics. Reviews the goals for the teacher, college students, and elementary schools. (CMK) EJ673846 Teaching Psychology in the Context of a University-Community Partnership. Teaching of Psychology v29 n2 p157-59 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:02 CIJJAN2004

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No Computer Uses in Education Educational Research Evaluation Experimental Psychology Higher Education Introductory Courses Learning Modules Psychology Undergraduate Students Undergraduate Study World Wide Web Varnhagen, Connie K. Digdon, Nancy Guides - Classroom - Teacher Journal Articles Reports - Research ISSN-0098-6283 English Offers a description of a learning module called "Reading the Research" that teaches students about empirical research. Presents the results of a formative evaluation with students in an experimental psychology course as well as an evaluation with students in an introductory psychology course. (CMK) EJ673847 Helping Students Read Reports of Empirical Research. Teaching of Psychology v29 n2 p160-65 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:02 CIJJAN2004

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No Computer Uses in Education Educational Research Educational Technology Higher Education Introductory Courses Lecture Method Outcomes of Education Psychology Undergraduate Students Undergraduate Study Web Sites World Wide Web Wilson, Steffen Pope Harris, Amy Journal Articles Reports - Research ISSN-0098-6283 English Presents the results of a study that examined the effectiveness of assignments from the Web site "Psychology Place." Focuses on its use in an introductory psychology course," Psychology as a Natural Science" with undergraduate students (n=94). (CMK) EJ673848 Evaluation of the Psychology Place: A Web-Based Instructional Tool for Psychology Courses. Teaching of Psychology v29 n2 p165-68 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:02 CIJJAN2004

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No Careers College Faculty Editors Higher Education Interviews Periodicals Psychology Secondary Education Teaching (Occupation) Teaching Experience Scoby, Alma Journal Articles Opinion Papers ISSN-0098-6283 English Presents an interview with Randolph A. Smith, the editor of the journal "Teaching of Psychology." Covers topics, such as his background, his thoughts on issues related to the journal, his teaching experiences, and the relationship between his teaching and editorial post. (CMK) EJ673849 A View from the ToP and Beyond: An Interview with Randolph A. Smith. Teaching of Psychology v29 n2 p169-76 Spr 2002 2002-00-00 T 2004 7/11/2004 11:36:03 CIJJAN2004

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No Birth Rate Differential Equations Economics Education Higher Education Living Standards Macroeconomics Mathematics Skills Population Trends Research Methodology Teaching Methods Technological Advancement Undergraduate Study Pingle, Mark Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0022-0485 English Declares the use of dynamic models is increasing in macroeconomics. Explains how to introduce dynamic models to students whose technical skills are modest or varied. Chooses Malthus's Principle of Population as a natural context for introducing dynamic analysis because it provides a method for reviewing the mathematical tools and theoretical constructs used in economics. (JEH) EJ673850 Introducing Dynamic Analysis Using Malthus's Principle of Population. Journal of Economic Education v34 n1 p3-20 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:03 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Demonstrations (Educational) Economics Economics Education Game Theory Higher Education Microeconomics Teaching Methods Undergraduate Study Ortmann, Andreas Journal Articles Reports - Descriptive ISSN-0022-0485 English Presents a brief classroom demonstration illustrating Bertrand price undercutting by outlining the experiment, discussing the game theory solution and experiences, and presenting related literatures. States that students remember the lesson because of the significant amounts of money each could have earned. (JEH) EJ673851 Bertrand Price Undercutting: A Brief Classroom Demonstration. Journal of Economic Education v34 n1 p21-26 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:03 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Competition Discussion (Teaching Technique) Economics Economics Education Game Theory Higher Education International Trade Undergraduate Study Beckman, Steven R. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Price Wars ISSN-0022-0485 English Describes a series of matrix choice games that illustrate for students the concepts of monopoly, shared monopoly, Cournot, Bertrand, and Stackelberg behavior given either perfect complements or perfect substitutes. Suggests that the use of the games also allows for student dialogue about international trade and price wars. (JEH) EJ673852 Cournot and Bertrand Games. Journal of Economic Education v34 n1 p27-35 Win 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Critical Thinking Discussion (Teaching Technique) Distance Education Economics Economics Education Higher Education Liberal Arts Teaching Methods Undergraduate Study Greenlaw, Steven A. DeLoach, Stephen B. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Declares that one of the products of a liberal undergraduate education is the ability to think critically. Explains that this is a crucial skill for economics majors to master. Describes how electronic discussion provides a natural framework for effectively teaching this skill. (JEH) EJ673853 Teaching Critical Thinking with Electronic Discussion. Journal of Economic Education v34 n1 p36-52 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:04 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Algebra Economic Factors Economics Economics Education Geometry Higher Education Mathematics Skills Taxes Teaching Methods Undergraduate Study Trandel, Gregory A. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes a teaching method to explain excess burden, a key concept in the public economics field. Demonstrates that changing any relevant variable has the same effect on excess burden when viewed as an area of a triangle under a demand curve or as the value of a mathematical formula. (JEH) EJ673854 Demonstrating the Equivalence between Two Methods of Measuring Excess Burden. Journal of Economic Education v34 n1 p54-59 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:04 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Algebra Economic Factors Economics Economics Education Geometry Higher Education Mathematics Skills Opinions Taxes Teaching Methods Undergraduate Study Brown, Eleanor Journal Articles Opinion Papers ISSN-0022-0485 English Comments on Gregory Trandel's article that explores two teaching strategies using geometry and algebra to demonstrate the equivalence between two methods of measuring excess burden. States that for students with limited mathematics skills, measuring excess burden can be expressed algebraically using a simple formula (excess burden =area=1/2(base)(height). (JEH) EJ673855 Comment: An Algebra-Based Complement to "Demonstrating the Equivalence between Two Methods of Measuring Excess Burden." Journal of Economic Education v34 n1 p60 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:05 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal. For Trandel article, see SO 536 276.

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No Asian History Economic Factors Economic Impact Economics Education Foreign Countries Higher Education Macroeconomics Undergraduate Study World War II Valdes, Benigno Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Provides an explanation of the post-World War II economic phenomenon of Japan as a process of economic convergence within the framework of the neoclassical Solo-Swan model of economic growth. States that this interpretation helps students understand economic growth and development and Japan's modern economic history. (JEH) EJ673856 An Application of Convergence Theory to Japan's Post-WWII Economic "Miracle." Journal of Economic Education v34 n1 p61-81 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:05 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Controversial Issues (Course Content) Discussion (Teaching Technique) Economics Education Higher Education Microeconomics Moral Issues Policy Formation Undergraduate Study Colander, David Journal Articles Reports - Descriptive ISSN-0022-0485 English Argues that microeconomics principles courses are structured around an approach to policy that avoids many controversial but central policy issues including: the interplay of moral issues and efficiency; questions of consumer sovereignty; and questions of the interrelation between measures of efficiency and income distribution. Suggests a dual market-failure and failure-of-market-outcome policy framework instead. (JEH) EJ673857 Integrating Sex and Drugs into the Principles Course: Market-Failures versus Failures-of-Market Outcomes. Journal of Economic Education v34 n1 p82-91 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:05 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Computer Mediated Communication Cooperation Economics Economics Education Higher Education Listservs Teaching Methods Undergraduate Study World Wide Web Barbour, Jim Journal Articles Reports - Descriptive ISSN-0022-0485 English Outlines the importance of having a forum for extended conversations about ideas and methods that work and do not work in teaching economics. States that a discussion listserv was established in 1993 afford opportunities for collaboration on projects, papers, and discussion. Describes the list's archival function for previous discussions. (JEH) EJ673858 The Teaching of Undergraduate Economics: A Discussion List. Journal of Economic Education v34 n1 p92 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:06 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal. The referenced Web site is http://www.elon.edu/econ/tch-econ/.

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No Computer Assisted Instruction Economic Research Economics Economics Education Higher Education Macroeconomics Research Methodology Spreadsheets Teaching Methods Undergraduate Study Naevdal, Eric Guides - Non-Classroom Journal Articles Reports - Descriptive Microsoft Excel ISSN-0022-0485 English Explains how optimal control problems can be solved with a spreadsheet, such as Microsoft Excel. Suggests the method can be used by students, teachers, and researchers as a tool to find numerical solutions for optimal control problems. Provides several examples that range from simple to advanced. (JEH) EJ673859 Solving Continuous-Time Optimal-Control Problems with a Spreadsheet. Journal of Economic Education v34 n2 p99-122 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Economics Education Higher Education Microeconomics Research Methodology Teaching Methods Undergraduate Study Ruffle, Bradley J. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes a pit-market experiment using the work of Charles A. Holt to illustrate to students the real world relevance of the competitive equilibrium concept. Explains how to set up and conduct a pit-market experiment, discusses features of the data, and provides accompanying materials. (JEH) EJ673860 Competitive Equilibrium and Classroom Pit Markets. Journal of Economic Education v34 n2 p123-37 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:06 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Classroom Techniques Computer Assisted Instruction Economics Economics Education Higher Education International Trade Spreadsheets Teaching Methods Undergraduate Study Tohamy, Soumaya M. Mixon, J. Wilson, Jr. Guides - Non-Classroom Journal Articles Reports - Descriptive Microsoft Excel ISSN-0022-0485 English Uses the Specific Factors model to illustrate the meaning of economic efficiency, how complex economies simultaneously determine prices and quantities, and how changes in demand conditions or technology can affect income distribution among owners of factors of production. Employs spreadsheets to help students see how the model works. (JEH) EJ673861 Lessons from the Specific Factors Model of International Trade. Journal of Economic Education v34 n2 p139-50 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Computer Assisted Instruction Cooperative Learning Economics Economics Education Higher Education Internet Simulation Teaching Methods Undergraduate Study World Wide Web Schmidt, Stephen J. Journal Articles Reports - Descriptive ISSN-0022-0485 English Cites advantages of using computers and the World Wide Web in classroom simulations. Provides a sample simulation that teaches the basic economic principles of trade, investment, and public goods in the context of U.S. economic history. (JEH) EJ673862 Active and Cooperative Learning Using Web-Based Simulations. Journal of Economic Education v34 n2 p151-67 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:07 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Economics Education Higher Education Microeconomics Research Methodology Teaching Methods Undergraduate Study Dickinson, David L. Guides - Non-Classroom Journal Articles Reports - Descriptive Bargaining ISSN-0022-0485 English Describes bargaining examples that use expected utility theory. Provides example results that are intuitive, shown graphically and algebraically, and offer upper-level student samples that illustrate the usefulness of the expected utility theory. (JEH) EJ673863 Illustrated Examples of the Effects of Risk Preferences and Expectations on Bargaining Outcomes. Journal of Economic Education v34 n2 p169-80 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Economics Economics Education Environment Higher Education Pollution Public Policy Undergraduate Study Smith, Stefani C. Yates, Andrew J. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0022-0485 English Presents a simple diagrammatic exposition of a pollution-permit market in which firms that generate pollution and consumers who are harmed by pollution are allowed to purchase permits at a single market price. Illustrates that the market equilibrium is efficient only if the endowment of permits is equal to the efficient level of pollution. (JEH) EJ673864 Should Consumers Be Priced Out of Pollution-Permit Markets? Journal of Economic Education v34 n2 p181-89 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:07 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No CD ROMs Economics Economics Education Higher Education Textbooks Undergraduate Study World Wide Web Schenk, Robert Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes CyberEconomics, a complete, free, two-semester principles of economics textbook available on the World Wide Web. Contains chapters, sections, a table of contents, a set of learning objectives, and links to chapter introductions and sections. Offers a CD-ROM version available for a fee that contains interactive review questions. (JEH) EJ673865 CyberEconomics. Journal of Economic Education v34 n2 p191 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:08 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal. Referenced Web site is http://www.saintjoe.edu/~bobs/econ/TOC.html.

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No Advocacy Educational Trends Elementary Secondary Education Industry Music Music Education Organizations (Groups) Outreach Programs Technology World Wide Web Ponick, F. S. Journal Articles Opinion Papers ISSN-1069-7446 English Focuses on the connections between the music industry and music education. Address the trends in outreach and advocacy in the music industry. Includes a list of Web sites for the music industry and a list of organizations in the music industry. (CMK) EJ673866 Takin' Care of Business. Teaching Music v10 n3 p20-27 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:08 CIJJAN2004

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No Bands (Music) Class Activities Concerts Educational Strategies Grade 7 Improvisation Music Education Music Techniques Secondary Education Songs Fitzsimonds, Geneva Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Discusses how to incorporate improvisation into a band program. Describes five-minute exercises used with seventh-grade band students. Offers ideas for providing performance opportunities that incorporate improvisation. Includes a list of the different levels of improvisation and a questionnaire for students about improvisation. (CMK) EJ673867 Improvise in Five Minutes a Day. Teaching Music v10 n3 p28-33 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:08 CIJJAN2004

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No Audience Response Concerts Educational Practices Educational Strategies Elementary Secondary Education Higher Education Music Education Music Techniques Songs Student Behavior Nimmo, Douglas Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Provides suggestions for developing a successful concert. Covers aspects of the performance such as literature selections, the sequence of the songs within the concert, the needs of the audience, appearance of the students, and appropriate concert length for all grades levels. (CMK) EJ673868 Programming the Perfect Concert. Teaching Music v10 n3 p34-38 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:09 CIJJAN2004

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No Educational Practices Judges Music Education Music Teachers Music Techniques Secondary Education Singing Student Behavior Student Improvement Teacher Role Batey, Angela L. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Explores the different categories judges use during adjudication in the Choral-Large Group section: (1) tone; (2) intonation; (3) diction; (4) technique; (5) balance; (6) interpretation; (7) musical effect; and (8) other factors such as stage presence. (CMK) EJ673869 Take the Terror Out of Adjudication. Teaching Music v10 n3 p40-46 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:09 CIJJAN2004

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No Educational Benefits Guidelines Middle Schools Music Education Music Teachers Musical Composition Orchestras Secondary Education String Instruments Writing for Publication Olah, Donald E. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English States that music teachers should write their own string orchestra music to create more music choices. Discusses how to write and publish the music. Includes a list of guidelines for writing and publishing music, as well as chart of factors that teachers should consider. (CMK) EJ673870 Why Not Write Music for String Orchestra? Teaching Music v10 n3 p48-53 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:09 CIJJAN2004

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No Educational Benefits Educational Strategies Elementary Education Guidelines Kinesthetic Perception Learning Experience Movement Education Music Education Music Techniques Tactual Perception Mueller, Alicia K. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Focuses on the use of movement in the music classroom to teach young children. Addresses the benefits of using movement and includes guidelines and teaching suggestions for incorporating movement into the music classroom. Offers a sample lesson for lower/middle elementary and middle/upper elementary students. (CMK) EJ673871 Music and Movement Make Natural Partners. Teaching Music v10 n3 p56-59 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:36:09 CIJJAN2004

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No Biographies Careers Educational Strategies Elementary Secondary Education Learning Experience Music Education Musical Composition Musicians Resource Materials Songs Mason, Keith Guides - Classroom - Teacher Journal Articles Twentieth Century ISSN-0027-4321 English Discusses how to teach students about the music of Richard Rodgers in an effort to educate them about music in the twentieth century. Explores his work over the years, particularly in association with other composers. Includes a collection of resources and a lesson plan that focuses on "The Carousel Waltz." (CMK) EJ673872 Richard Rodgers: The Man and His Music. Music Educators Journal v88 n6 p17-25,60 May 2002 2002-00-00 T 2004 2016-11-21

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No Educational Strategies Group Activities High Schools Listening Skills Music Education Musical Instruments Scoring Rubrics Secondary Education Self Evaluation (Individuals) Student Evaluation Student Reaction Burrack, Frederick Guides - Classroom - Teacher Journal Articles Instrumental Music ISSN-0027-4321 English Discusses how to implement student self-assessment and large-group assessment in the high school instrumental music classroom. Reports on the students' thoughts about these assessment types. Includes various forms to assist in assessment. (CMK) EJ673873 Enhanced Assessment in Instrumental Programs. Music Educators Journal v88 n6 p27-32 May 2002 2002-00-00 T 2004 2016-11-21

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No Books Choral Music Educational Strategies Middle Schools Music Education Popular Culture Secondary Education Singing Songs Theater Arts Gary, Charles L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Twentieth Century ISSN-0027-4321 English Addresses the second volume of "Get America Singing...Again." Focuses on using songs from the theater to teach students in the music classroom. Provides a discussion of songs in various categories, such as family, regionalism, and recreational activities. (CMK) EJ673874 A Treasury of American Song. Music Educators Journal v88 n6 p33-37,61 May 2002 2002-00-00 T 2004 2016-11-21

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No Educational Strategies Exercise Health Behavior High School Students Human Body Injuries Muscular Strength Music Education Musicians Physical Fitness Secondary Education Frederickson, Karen B. Guides - Classroom - Teacher Journal Articles Strength Training ISSN-0027-4321 English Focuses on preventing performance-related injuries for music students. Discusses techniques for preventing injury, such as warm-ups, information on stretching and strength training, exercises for the upper arms, torso, and for selected muscle groups. Includes illustrations for some exercises. (CMK) EJ673875 Fit To Play: Musicians' Health Tips. Music Educators Journal v88 n6 p38-44 May 2002 2002-00-00 T 2004 2016-11-21

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No Educational Benefits Educational Strategies Group Activities Music Music Education Resource Materials Secondary Education Singing Songs Student Evaluation Stamer, Rick A. Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Discusses the process of creating small ensembles in the choral classroom addressing various issues such as how to develop the groups, choose the music for the groups, and rehearsals and performances. Explores the benefits of small ensembles. Includes a bibliography of resources and information on evaluation. (CMK) EJ673876 Choral Ensembles for Independent Musicianship. Music Educators Journal v88 n6 p46-53 May 2002 2002-00-00 T 2004 7/11/2004 11:36:11 CIJJAN2004

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No Bibliographies Curriculum Curriculum Design Curriculum Development Elementary Secondary Education Guidelines Inservice Teacher Education Music Education National Standards Writing (Composition) Conway, Colleen Journal Articles Opinion Papers National Music Education Standards ISSN-0027-4321 English Explains the process for creating a curriculum in music education. Offers a definition of curriculum and address issues to be considered while designing the curriculum. Discusses how to incorporate the National Standards for Music Education, describes important music concepts, and offer guidelines for writing. (CMK) EJ673877 Curriculum Writing in Music. Music Educators Journal v88 n6 p54-59 May 2002 2002-00-00 T 2004 2016-11-21

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No Economics Economics Education Gender Issues Higher Education Personality Race Student Characteristics Undergraduate Study Borg, Mary O. Stranahan, Harriet A. Journal Articles Reports - Research Myers Briggs Type Indicator Myers Briggs Type Indicator ISSN-0022-0485 English Demonstrates that personality type is an important explanatory variable in student performance in upper level economics courses. Finds that certain personality types, combined with race and gender effects, produce students who outperform other students. Introverts and those with the Keirsey-Bates temperament combination of sensing/judging performed better in upper level courses. (JEH) EJ673878 Personality Type and Student Performance in Upper-Level Economics Courses: The Importance of Race and Gender. Journal of Economic Education v33 n1 p3-14 Win 2002 2002-00-00 T 2004 2016-11-21

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No Economics Education Higher Education Macroeconomics Metacognition Performance Predictive Measurement Tests Undergraduate Students Undergraduate Study Grimes, Paul W. Journal Articles Reports - Research ISSN-0022-0485 English Examined the effect of demographic characteristics, academic endowments, course preparation, and course performance variables on the accuracy of pretest expectations when asking students to predict their performance on a regularly scheduled macroeconomics midterm examination. Finds overconfidence and misjudgments about the scope of the midterm were associated with lower predictive calibration scores. (JEH) EJ673879 The Overconfident Principles of Economics Student: An Examination of a Metacognitive Skill. Journal of Economic Education v33 n1 p15-30 Win 2002 2002-00-00 T 2004 7/11/2004 11:36:12 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Computer Assisted Instruction Economics Education Games Higher Education Internet Simulation Teaching Methods Undergraduate Study Santos, Joseph Guides - Non-Classroom Journal Articles Reports - Descriptive Federal Reserve System ISSN-0022-0485 English Describes the Financial System Simulator game, an Internet-based, interactive teaching aid that introduces undergraduate students to the domestic and international consequences of monetary policy. States that student surveys indicate the game keeps learners motivated and interested and helps them understand monetary policy. (JEH) EJ673880 Developing and Implementing an Internet-Based Financial System Simulation Game. Journal of Economic Education v33 n1 p31-40 Win 2002 2002-00-00 T 2004 2016-11-21

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No Economics Economics Education Game Theory Higher Education Teaching Methods Undergraduate Study Eckalbar, John C. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Illustrates how principles and intermediate microeconomic students can gain an understanding for strategic price setting by playing a relatively large oligopoly game. Explains that the game extends to a continuous price space and outlines appropriate applications. Offers the Mathematica code to instructors so that the assumptions of the game can be varied. (JEH) EJ673881 An Extended Duopoly Game. Journal of Economic Education v33 n1 p41-52 Win 2002 2002-00-00 T 2004 7/11/2004 11:36:12 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Economics Economics Education Geometry Higher Education International Trade Microeconomics Proof (Mathematics) Teaching Methods Undergraduate Study Jehle, Geoffrey A. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English States that often constant returns to scale are also much more and that many important results depend on the very special properties of this class of production function. Offers a unified set of simple proofs, employing only familiar diagrams and high school geometry, for most of the crucial analytical properties of constant returns production. (JEH) EJ673882 On the Geometry of Constant Returns. Journal of Economic Education v33 n1 p53-68 Win 2002 2002-00-00 T 2004 7/11/2004 11:36:12 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Economics Economics Education Graphs Higher Education Natural Resources Proof (Mathematics) Teaching Methods Undergraduate Study Wiseman, Clark Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Offers graphical proof of the proposition that the dynamically efficient allocation of a depletable, nonrenewable resource allows higher net benefits to users in both time periods than any other allocation. States that in this proof the result is more general and does not require the numerical specification of other previous models. (JEH) EJ673883 The Mutual Intertemporal Benefits from Depletable Resource Use. Journal of Economic Education v33 n1 p69-72 Win 2002 2002-00-00 T 2004 7/11/2004 11:36:13 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No College Curriculum Curriculum Development Difficulty Level Enrollment Influences Graduate Study Higher Education Undergraduate Study Shmanske, Stephen Journal Articles Reports - Descriptive ISSN-0022-0485 English States that when a college or graduate school toughens its curriculum, entry requirements, or graduation requirements, two opposite effects on enrollment occur: (1) students know more and command higher salaries which enhances enrollment and (2) the pool of eligible students diminishes which has a negative effect on enrollment. (JEH) EJ673884 Enrollment and Curriculum: A Laffer Curve Analysis. Journal of Economic Education v33 n1 p73-82 Win 2002 2002-00-00 T 2004 7/11/2004 11:36:13 CIJJAN2004 The Journal of Economic Education is a peer reviewed journal.

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No Economics Economics Education Games Language Arts Mathematics Secondary Education Simulation Social Studies Maier, Mark H. Information Analyses Journal Articles Stock Market ISSN-0022-0485 English Reviews "Learning from the Market: Integrating 'The Stock Market Game' across the Curriculum" guide for teachers in grades 4 to 12. Believes the guide suffers from errors of fact and omission. Suggests corrections and alternative activities that enable instructors to continue to use the material. (JEH) EJ673885 A Critical Review of "Learning from the Market: Integrating 'The Stock Market Game' across the Curriculum." Journal of Economic Education v33 n1 p83-88 Win 2002 2002-00-00 T 2004 2016-11-21

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No Economics Economics Education Higher Education Spreadsheets Teaching Methods Undergraduate Study World Wide Web Mixon, J. Wilson Tohemy, Soumaya M. Journal Articles Reports - Descriptive Microsoft Excel ISSN-0022-0485 English Describes a Web site that contains Microsoft Excel workbooks that draft consistent short-run and long-run cost curves and the text describing them. Details a common error in representing the curves. Reports that the Web site also presents revenues and profits for a price taker and a price maker. (JEH) EJ673886 Cost Curves and How They Relate. Journal of Economic Education v33 n1 p89 Win 2002 2002-00-00 T 2004 2016-11-21

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No Cognitive Style Cultural Differences Foreign Countries High School Students Secondary Education Sex Differences Honigsfeld, Andrea Dunn, Rita Journal Articles Reports - Research Bermuda Brunei Hungary New Zealand Sweden Bermuda Brunei Hungary New Zealand Sweden ISSN-0022-0671 English Investigated gender differences in the learning styles of high school boys and girls from Bermuda, Brunei, Hungary, Sweden, and New Zealand. Data from student surveys indicated that although boys' and girls' learning styles differed in numerous ways, individuals within each group were more unique then either group as a whole. Country-specific gender differences were evident. (SM) EJ673887 High School Male and Female Learning-Style Similarities and Differences in Diverse Nations. Journal of Educational Research v96 n4 p195-206 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Affective Behavior Cognitive Processes College Students Decision Making Higher Education Student Attitudes Flowerday, Terri Schraw, Gregory Journal Articles Reports - Research Affective Response Choice Behavior Cognitive Engagement Student Engagement ISSN-0022-0671 English Examined the impact of choice on college students' cognitive task performance and affective engagement. Data from two studies supported the enhanced affective engagement hypothesis, which states that even short-term choice can increase positive affective response. Choice had no positive effect on cognitive engagement but a positive effect on attitude and effort. Measures of attitude indicated positive affective engagement associated with choice of study time. (SM) EJ673888 Effect of Choice on Cognitive and Affective Engagement. Journal of Educational Research v96 n4 p207-15 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Ability Grouping Academic Achievement Foreign Countries Junior High School Students Junior High Schools Self Esteem Cheung, Chau-Kiu Rudowicz, Elizabeth Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0022-0671 English Collected data from 2,720 Hong Kong junior high school students and obtained teachers' reports about students' academic achievement, ability grouping, and the classes' ability level. Results revealed no significant detrimental effect caused by the ability-grouped class and the ability level of the ability-grouped class. Students in classes that were more homogeneous according to past achievement tended to have significantly higher subsequent academic achievement and self-esteem. (SM) EJ673889 Academic Outcomes of Ability Grouping among Junior High School Students in Hong Kong. Journal of Educational Research v96 n4 p241-54 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Policy Elementary Secondary Education Governance Higher Education Inservice Teacher Education Preservice Teacher Education Teacher Competencies Teacher Qualifications Fung, Alex C. W. Journal Articles Reports - Descriptive Hong Kong Professionalization of Teaching Hong Kong English Describes the current situation of teacher education in Hong Kong, focusing on: the education system and its basic structure (governance, structure, and provision); the teaching profession (teacher registration and entry into the profession, inservice and preservice teacher education, and teacher education provision); and new trends to improve qualifications and competencies (e.g., enhancement of the professional status of teachers benchmarking, and continuing professional development). (SM) EJ673890 Teacher Education in Hong Kong: Policy Changes in the Past Decade. Journal of the International Society for Teacher Education v7 n1 p1-10 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloomington, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No Educational History Elementary Secondary Education Foreign Countries Higher Education Moral Values Preservice Teacher Education Teacher Attitudes Glegg, Alastair Journal Articles Reports - Descriptive British Columbia Canada English Examines the changing nature of expectations for teachers in British Columbia, from the first formal teacher examinations to the present, showing how different forces helped determine what constitutes right-minded teachers. The paper focuses on: the Victorian age (moral exemplars); the normal years (imperial apprentices); between the wars (conservative progressives); the post-war years (social reformers); and the recent years (politicized professionals). (SM) EJ673891 Creating Right-Minded Teachers: British Columbia, 1872-2002. Journal of the International Society for Teacher Education v7 n1 p11-21 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloominton, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Mathematics Instruction Mathematics Skills Numeracy Preservice Teacher Education Teacher Attitudes Fulcher, Gordon Journal Articles Reports - Research United Kingdom United Kingdom English Reports on numeracy in the United Kingdom, presenting findings from interviews with principals and numeracy coordinators about numeracy education and the government's National Numeracy Strategy. Most respondents rated the numeracy strategy positively. Teachers noted that the effort was driven by the pursuit of standards, yet introduction of a "numeracy hour" impinged on other aspects of the curriculum.(SM) EJ673892 The Numeracy Issue: A Curriculum Initiative. Journal of the International Society for Teacher Education v7 n1 p22-29 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloomington, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No Change Strategies College School Cooperation Educational Change Elementary Secondary Education Faculty Development Higher Education Inner City Partnerships in Education Planning Poverty Science Education Urban Schools Ebler, Beth Anne Giacalone Willis, Jacalyn Journal Articles Reports - Descriptive Newark School System NJ Reform Efforts English The Newark School System has implemented a systemwide reform, "Learn through the Lens of Science," which has several components that build and sustain the district's capacity for science education (e.g., establishing long-range planning processes, partnering with universities, and creating a science materials distribution center). The paper focuses on three key elements for efficiency and effectiveness of reform: planning, professional development, and university partnerships. (SM) EJ673893 Efficiency and Effectiveness in Science Education Reform: The Case of the Newark Public Schools, New Jersey, U.S.A. Journal of the International Society for Teacher Education v7 n1 p30-38 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloomington, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No College Students Democratic Values Elementary Secondary Education Foreign Countries Higher Education Moral Values Preservice Teacher Education Schools of Education Social Values Student Attitudes Al-Musawi, Nu'man Al-Hashem, Abdulla Karam, Ebraheem Journal Articles Reports - Descriptive Bahrain Kuwait Bahrain Kuwait English Explored the role of the colleges of education in developing college students' humanistic values. Surveys of students in Bahrain and Kuwait indicated that colleges of education in the Arab Gulf States really contribute to the formation of human values among college students. However, schools of education are not devoting sufficient time and effort to reinforcing values of democracy, loyalty, ambition, responsibility, honesty, and faithfulness at the university campus. (SM) EJ673894 The Role of the Colleges of Education in Developing Human Values among University Students in Bahrain and Kuwait. Journal of the International Society for Teacher Education v7 n1 p39-47 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloominton, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No Elementary Secondary Education English (Second Language) Foreign Countries Listening Skills Oral Language Second Language Instruction Teacher Attitudes Ramanathan, Hema Bruning, Merribeth D. Journal Articles Reports - Research India India English Teachers within a private, Indian, English-medium school discussed their beliefs and practices regarding teaching English in India. Respondents acknowledged the premier position of English in academies and throughout the world, believing their students needed good oral communication skills. However, oral and listening skills were not emphasized in class. Barriers to implementation included large class size, low parental education, first language predominance, and assessment patterns. (SM) EJ673895 Reflection on Teaching Oral English Skills in India: A Research Report. Journal of the International Society for Teacher Education v7 n1 p48-55 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloominton, IL 61701-3317; http:teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-21

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No Cultural Differences Elementary Secondary Education English (Second Language) Foreign Countries Foreign Students Graduate Students Graduate Study Higher Education Interpersonal Relationship Language Proficiency Preservice Teacher Education Student Attitudes Schutz, Alice Richards, Merle Journal Articles Reports - Research Canada Canada English Examined the experiences of international graduate students enrolled in a Canadian university. Interviews with these second language learners highlighted recurrent themes related to practical concerns of daily life, development of the academic skills needed in North American universities, and the relationship of academic life to the personal self-development of learners immersed in a new culture and language. (SM) EJ673896 International Students' Experience of Graduate Study in Canada. Journal of the International Society for Teacher Education v7 n1 p56-63 Jan 2003 2003-00-00 1102 Elmwood Rd., Bloomington, IL 61701-3317; http://teachernet.hkbu.edu.hk/jiste.htm N/A 2004 2016-11-23

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No Administrator Role Beginning Teachers Faculty Development Mentors Principals Teacher Collaboration Teacher Persistence Monsour, Florence Guides - Non-Classroom Journal Articles ISSN-0022-8958 English Suggests that mentoring shows great promise and proven results in supporting new teachers, describing the successful Beginning Teacher Assistance Program at the University of Wisconsin River Falls and examining: what makes mentoring work, the importance of commitment to the theory of mentoring, benefits for mentees, overcoming obstacles to mentoring, logistics, the larger context of support, and the role of the school principal. (SM) EJ673897 Mentoring To Develop and Retain New Teachers. Kappa Delta Pi Record v39 n3 p134-35 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:17 CIJJAN2004

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No Black Students Computer Literacy Computer Uses in Education Educational Technology Elementary Secondary Education High Risk Students Higher Education Preservice Teacher Education Teaching Methods Simmons, Martha Poole Macchia, Peter, Jr. Guides - Non-Classroom Journal Articles Alabama State University ISSN-0022-8958 English A U.S. Department of Education grant helped Alabama State University's education students learn to integrate technology in the classroom. Developed by a consortium involving the university, two high schools, and an elementary school (which served predominantly minority students), the grant provided training and gave participants take-home laptop computers.(SM) EJ673898 Strategies for Modeling Technology Integration. Kappa Delta Pi Record v39 n3 p136-39 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Accountability Educational Legislation Educational Policy Elementary Secondary Education Equal Education Evaluation Methods Federal Legislation High Stakes Tests School Districts Standardized Tests State Standards Student Evaluation Goertz, Margaret Duffy, Mark Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0040-5841 English Describes the types of state assessment and accountability policies in place when Congress enacted the No Child Left Behind (NCLB) Act of 2001, noting how districts in eight states responded to these policies and identifying four challenges facing states and districts as they implement the NCLB (e.g., the need to expand the size and scope of state assessment programs and the system's capacity to support change in practice). (SM) EJ673899 Mapping the Landscape of High-Stakes Testing and Accountability Programs. Theory into Practice v42 n1 p4-11 Win 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Elementary Secondary Education Evaluation Methods High Stakes Tests Standardized Tests Student Evaluation Student Motivation Sloane, Finbarr C. Kelly, Anthony E. Journal Articles Reports - Descriptive ISSN-0040-5841 English Examines several issues at the heart of the debate over high stakes testing, highlighting: the types of tests used, the effects on student motivation and morale, the degree of alignment between the test and the curriculum, and the distinction between assessment of learning and assessment for learning. The article notes the need for teacher input in crafting testing programs that maximize benefits in each of these areas. (SM) EJ673900 Issues in High-Stakes Testing Programs. Theory into Practice v42 n1 p12-17 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:17 CIJJAN2004 Theme Issue: "The Impact of High-Stakes Testing."

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No Academic Achievement Accountability Elementary Secondary Education Evaluation Methods High Stakes Tests Scores Standardized Tests State Standards Student Evaluation Student Motivation Teacher Attitudes Abrams, Lisa M. Pedulla, Joseph J. Madaus, George F. Journal Articles Reports - Research ISSN-0040-5841 English Discusses teachers' views on state-mandated testing. Data from a literature review and teacher surveys indicate that high stakes, state-mandated testing can lead to instruction that contradicts teachers' views of sound educational practice. Teachers feel that pressure to raise test scores encourages them to emphasize instructional and assessment strategies mirroring the content and format of the state test, and to devote large amounts of classroom time to test preparation. (SM) EJ673901 Views from the Classroom: Teachers' Opinions of Statewide Testing Programs. Theory into Practice v42 n1 p18-29 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:18 CIJJAN2004 Theme Issue: "The Impact of High-Stakes Testing."

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No Disadvantaged Youth Elementary Secondary Education Evaluation Methods High Stakes Tests Minority Group Children Standardized Tests State Standards Student Evaluation Horn, Catherine Journal Articles Reports - Descriptive Massachusetts North Carolina Massachusetts North Carolina ISSN-0040-5841 English Examines research on high stakes testing and its relationship to student outcomes, presenting data from Massachusetts and North Carolina on state trends related to high stakes testing. Findings suggest that non-white, non-Asian students, and students with special needs and English language learners, are the groups most deeply affected by high stakes testing. The article offers suggestions on the appropriate uses of testing for educational decision making. (SM) EJ673902 High-Stakes Testing and Students: Stopping or Perpetuating a Cycle of Failure? Theory into Practice v42 n1 p30-41 Win 2003 2003-00-00 T 2004 2016-11-23

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No Accountability Elementary Secondary Education Evaluation Methods High Stakes Tests Standardized Tests Student Evaluation Gulek, Cengiz Journal Articles Reports - Descriptive No Child Left Behind Act 2001 Teaching to the Test No Child Left Behind Act 2001 ISSN-0040-5841 English Describes how to prepare students for high stakes tests in ways that do not detract from real learning, noting the need for teachers to take charge of the assessment process by becoming assessment literate. This means becoming informed as to what constitutes appropriate and inappropriate uses of test results and staying apprised of the latest research on how students learn and how to best assess what they know. (SM) EJ673903 Preparing for High-Stakes Testing. Theory into Practice v42 n1 p42-50 Win 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Educational Philosophy Elementary Secondary Education Evaluation Methods High Stakes Tests Standardized Tests Student Evaluation Gunzenhauser, Michael G. Journal Articles Reports - Descriptive ISSN-0040-5841 English Asserts that high stakes testing may lead to a default philosophy of education that holds in high regard a narrow bundle of knowledge and skills, offering suggestions for what educators can do in the current context (e.g., maintain dialogue in schools, expand internal accountability, engage high standards, connect to higher-order concepts, and take community responsibility for all schools). (SM) EJ673904 High-Stakes Testing and the Default Philosophy of Education. Theory into Practice v42 n1 p51-58 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:18 CIJJAN2004 Theme Issue: "The Impact of High-Stakes Testing."

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No Elementary Secondary Education Evaluation Methods Federal Legislation High Stakes Tests Standardized Tests Student Evaluation Hombo, Catherine M. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 National Assessment of Educational Progress No Child Left Behind Act 2001 National Assessment of Educational Progress ISSN-0040-5841 English The National Assessment of Educational Progress (NAEP) has played a vital role in assessing and reporting on the state of U.S. education for more than 30 years. Under the No Child Left Behind Act of 2001, NAEP will play an even more prominent role in the evaluation of adequate yearly progress in the states, jurisdictions, and territories receiving Federal Title I assistance. NAEP procedures are appended. (SM) EJ673905 NAEP and No Child Left Behind: Technical Challenges and Practical Solutions. Theory into Practice v42 n1 p59-65 Win 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Evaluation Methods Foreign Countries High Stakes Tests Standardized Tests Student Evaluation Gregory, Kelvin Clarke, Marguerite Journal Articles Reports - Descriptive England Singapore Singapore United Kingdom (England) ISSN-0040-5841 English Presents an overview of the English and Singaporean education systems, focusing on the high stakes assessment systems operating at the elementary level in both countries. The effects of these high stakes assessments on teachers and students are described, noting potential lessons for U.S. educators related to establishing credibility, engaging the assessment system, and communicating with non-educators). (SM) EJ673906 High-Stakes Assessment in England and Singapore. Theory into Practice v42 n1 p66-74 Win 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Competence Elementary Secondary Education Evaluation Methods High Stakes Tests Standardized Tests Student Evaluation Chudowsky, Naomi Pellegrino, James W. Journal Articles Reports - Descriptive ISSN-0040-5841 English Describes the construct problem within achievement testing, asserting that current research in the cognitive sciences, measurement, and technology make this an opportune time to move forward in assessing critical aspects of learning. Designing new kinds of situations for capturing the complexity of learning requires breaking out of the current "drop-in-from-the-sky" standardized testing mode and promoting sustained, collaborative efforts among specialties in academic content, learning, and assessment. (SM) EJ673907 Large-Scale Assessments that Support Learning: What Will It Take? Theory into Practice v42 n1 p75-83 Win 2003 2003-00-00 T 2004 7/11/2004 11:36:19 CIJJAN2004 Theme Issue: "The Impact of High-Stakes Testing."

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No Educational Change Elementary Secondary Education Higher Education Norms Role of Education Social Change Social Integration Social Values Heyting, Frieda Kruithof, Bernard Mulder, Ernst Journal Articles Reports - Descriptive ISSN-0013-2004 English Discusses the prevailing way of relating education to social integration, which rests on a thesis of social integration that depends on a foundation of shared societal values, noting that since the 18th century, this thesis has been challenged repeatedly and examining: a tradition of calls for the reformation of manners; society and the education of individuals; an alternative theoretical tradition; and the emergent character of social integration. (SM) EJ673908 Education and Social Integration: On Basic Consensus and the Cohesion of Society. Educational Theory v52 n4 p381-96 Fall 2002 2002-00-00 T 2004 7/11/2004 11:36:20 CIJJAN2004

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No Academic Standards Constructivism (Learning) Elementary Secondary Education Higher Education Inquiry Pragmatics Gregory, Maughn Rollins Journal Articles Opinion Papers Self Correction ISSN-0013-2004 English Examines how to reconcile constructivist pedagogy that emphasizes free student inquiry and self-correction with the demand that students learn content and inquiry methods required in the discipline-based educational standards, tracing this dilemma to an ambivalent regard for professional knowledge related to the pragmatist epistemology and reconciling the pragmatist defense of "warrantability" with the pragmatist credo of fallibilism. (SM) EJ673909 Constructivism, Standards, and the Classroom Community of Inquiry. Educational Theory v52 n4 p397-408 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Educational Theories Elementary Secondary Education Higher Education Davis, Brent Sumara, Dennis Journal Articles Opinion Papers ISSN-0013-2004 English Examines different interpretations and versions of constructivism, highlighting common elements and points of disjuncture; exploring a possible shared intuition; discussing the ways in which constructivist vocabularies have been assimilated into the discourse of professional practice, curriculum development, and related projects; and speculating on the sorts of revisions and accommodations that might help frame relevant constructivist insights in terms that are useful and appropriate to discussions of education. (SM) EJ673910 Constructivist Discourses and the Field of Education: Problems and Possibilities. Educational Theory v52 n4 p409-28 Fall 2002 2002-00-00 T 2004 7/11/2004 11:36:20 CIJJAN2004

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No Context Effect Evaluative Thinking Higher Education Learning School Business Relationship Work Experience Programs Halliday, John Hager, Paul Journal Articles Opinion Papers Dewey (John) ISSN-0013-2004 English Examines the assessment of work-based learning, noting distinctions between "pure" and "professional" knowledge by offering a genealogy of learning; asserting that the distinction between academic and non-academic learning has become what Dewey termed a false dualism; examining relationships between judgment, activity, practice, and tradition; offering implications for learning; and concluding that there are inevitable tensions between good practice within limited contexts and potential good practice within wider contexts. (SM) EJ673911 Context, Judgment, and Learning. Educational Theory v52 n4 p429-43 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Amish Basal Reading Compulsory Education Court Litigation Elementary Secondary Education Public Schools Religious Factors Textbook Content Reich, Rob Journal Articles Opinion Papers Mozert v Hawkins County Public Schools Wisconsin v Yoder ISSN-0013-2004 English Examines the legal reasoning behind the Yoder and Mozert court cases, which objected to mandatory secondary education and to a required reading series, respectively, discussing why one was granted and the other rejected; asserting that the two cases are essentially similar, turning on the notion of mere exposure as harm; and discussing how the courts might best incorporate the voices of children into legal proceedings concerning their educational futures. (SM) EJ673912 Opting Out of Education: Yoder, Mozert, and the Autonomy of Children. Educational Theory v52 n4 p445-61 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Disabilities Elementary Secondary Education Inclusive Schools Labeling (of Persons) Mainstreaming Multicultural Education Social Values Special Education Fitch, E. Frank Journal Articles Opinion Papers Deviance ISSN-0013-2004 English Proposes the theoretical reappropriation of the labeling perspective as a theory of transformative social valuing, considering how misappropriations of labeling deviance theory undercut the salience of its critique and legitimate segregationist and deficit models of remedial and special education. The paper asserts that if there is to be any progress beyond the politics of exclusion, disability must be re-framed within a wider cultural, historical context and critical discourse. (SM) EJ673913 Disability and Inclusion: From Labeling Deviance to Social Valuing. Educational Theory v52 n4 p463-77 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Computer Uses in Education Culturally Relevant Education Epistemology Higher Education Online Courses Teaching Methods World Wide Web Voithofer, Rick Journal Articles Opinion Papers ISSN-0013-2004 English Explores culturally responsive epistemologies and pedagogies in online education that integrate differences (e.g., race, gender, ethnicity, sexuality, and physical ability); open-endedness; and conductive reasoning through practices of collage, appropriation, and fragmentation, proposing online education practices that possess greater sensitivity to student, teacher, and text relations by encouraging online educators and designers to consider social and cultural differences and identities, contexts of viewing, and historical moments of learning. (SM) EJ673914 Nomadic Epistemologies and Performative Pedagogies in Online Education. Educational Theory v52 n4 p479-94 Fall 2002 2002-00-00 T 2004 7/11/2004 11:36:21 CIJJAN2004

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No Black Students Class Activities Classroom Environment Elementary Education Elementary School Teachers Family Characteristics Racial Differences Student Characteristics Time Factors (Learning) White Students Roth, Jodie L. Brooks-Gunn, Jeanne Linver, Miriam R. Hofferth, Sandra L. Journal Articles Reports - Research ISSN-0161-4681 English To investigate elementary students' school day, teachers recorded exact beginning and ending times for students' activities. Length of school day varied widely based on student and classroom characteristics. Students with longer days tended to be white and have fewer special needs. How students spent their time varied by student, family, and classroom characteristics. Black students spent more time on academics and less on enrichment and recess than white students. (SM) EJ673915 What Happens during the School Day? Time Diaries from a National Sample of Elementary School Teachers. Teachers College Record v105 n3 p317-43 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:22 CIJJAN2004

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No Academic Standards Evaluation Methods Foreign Countries National Standards Secondary Education Secondary School Teachers Standardized Tests Student Evaluation Teacher Attitudes Bulterman-Bos, Jacquelien Verloop, Nico Terwel, Jan Wardekker, Wim Journal Articles Reports - Research Netherlands Netherlands ISSN-0161-4681 English Conflict over whether Dutch standardized tests and national standards are appropriate relates to goals ascribed to student evaluation (a measurement goal for selection decisions or a pedagogical goal to support learning). Interviews with Dutch secondary teachers who worked in a context that combined national standards in the final year with classroom evaluation in the first year indicated it was possible to reconcile the advantages of the two approaches. (SM) EJ673916 Reconciling the Pedagogical Goal and the Measurement Goal of Evaluation: The Perspectives of Teachers in the Context of National Standards. Teachers College Record v105 n3 p344-74 Apr 2003 2003-00-00 T 2004 2016-11-23

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No Dropout Rate Dropouts Education Work Relationship Graduation Human Capital Labor Market Nontraditional Education Norms Secondary Education Smith, Thomas M. Journal Articles Reports - Descriptive General Educational Development Tests General Educational Development Tests ISSN-0161-4681 English Examines the paradox of strong individual demand and strong institutional support for the General Educational Development (GED) credential despite educational and economic returns markedly lower than those of traditional high school graduates, suggesting that the GED program is a low-cost way to integrate thousands of off-track individuals back into the mainstream, while providing an efficient means for the educational system to meet dropout reduction goals. (Contains references.) (SM) EJ673917 Who Values the GED? An Examination of the Paradox Underlying the Demand for the General Educational Development Credential. Teachers College Record v105 n3 p375-415 Apr 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Classroom Techniques Educational Environment High School Students Interpersonal Relationship Poverty Power Structure Public Schools Reputation Secondary Education Status Student Attitudes Urban Schools Hemmings, Annette Journal Articles Reports - Research Respect ISSN-0161-4681 English Explored the crisis of respect needed to establish authority in two urban public high schools. Data from observations and interviews indicated that in classrooms, battles for respect involved defending the dominant educational regime and control over the daily regimen of pedagogical practice. In corridors, students moved between mainstream respectability and streetwise reputation while vying for power in peer relations. Recommendations for resolving this crisis are included. (SM) EJ673918 Fighting for Respect in Urban High Schools. Teachers College Record v105 n3 p416-37 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academically Gifted Acceleration (Education) Honors Curriculum Mathematics Achievement Mathematics Anxiety Secondary Education Secondary School Mathematics Student Attitudes Ma, Xin Journal Articles Reports - Research ISSN-0161-4681 English Examined the effects of early mathematics acceleration on the development of junior and senior high school students' mathematics attitudes and anxiety. Longitudinal Study of American Youth data indicated that for gifted and honors students, early acceleration did not necessarily confer negative emotional effects, while for regular students, it had negative effects. When regular students were not accelerated, anxiety developed similar to that of honors students. (SM) EJ673919 Effects of Early Acceleration of Students in Mathematics on Attitudes toward Mathematics and Mathematics Anxiety. Teachers College Record v105 n3 p438-64 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:23 CIJJAN2004

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No Access to Education Culturally Relevant Education Elementary Secondary Education Equal Education Science Education Student Diversity Lee, Okhee Journal Articles Reports - Descriptive ISSN-0161-4681 English Addresses issues of equity in science learning and teaching for linguistically and culturally diverse students, synthesizing major issues and research findings for effective classroom practices in the multicultural science education literature. The article offers recommendations for a research agenda that contributes to achieving the goal of science for all, including linguistically and culturally diverse students. (Contains references.) (SM) EJ673920 Equity for Linguistically and Culturally Diverse Students in Science Education: A Research Agenda. Teachers College Record v105 n3 p465-89 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:23 CIJJAN2004

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No Educational Change Educational Improvement Educational Quality Elementary Secondary Education Equal Education Higher Education Preservice Teacher Education Teacher Persistence Teacher Recruitment Zeichner, Kenneth M. Journal Articles Reports - Descriptive Professionalization of Teaching Social Justice Achievement Gap Deregulation ISSN-0161-4681 English Analyzes the strengths and weaknesses of three major approaches to U.S. teacher education reform (the professionalization, deregulation, and social justice agendas), noting that although each has contributed to improving teacher education in order to lessen the achievement gap, each has certain weaknesses that undermine this goal. There are also important issues of inequality in U.S. society that none of the agendas address. (SM) EJ673921 The Adequacies and Inadequacies of Three Current Strategies To Recruit, Prepare, and Retain the Best Teachers for All Students. Teachers College Record v105 n3 p490-519 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Blacks Citizen Participation Educational History Elementary Secondary Education Gender Issues Public Education Racial Factors Woyshner, Christine Journal Articles Reports - Descriptive Parent Teacher Association ISSN-0161-4681 English Examines the origins of the National Parent-Teacher Association, questioning its image as a white, middle class women's association; explaining its relationship to late 19th century maternalist ideology; asserting that the emphasis on woman-as-mother created tension between women volunteers and male school administrators; and investigating the National Congress of Mothers' racially inclusive policy, a central component of maternalist thinking, which posed significant challenges to the organization. (SM) EJ673922 Race, Gender, and the Early PTA: Civic Engagement and Public Education, 1897-1924. Teachers College Record v105 n3 p520-44 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Athletes Body Weight College Athletics Drinking Eating Disorders Females Higher Education Gutgesell, Margaret E. Moreau, Kerrie L. Thompson, Dixie L. Journal Articles Reports - Research ISSN-1062-6050 English Compared eating behaviors and alcohol drinking habits between female varsity college athletes and female controls (non-athletes). Data from a student survey indicated that self-reported problem drinking and eating behaviors existed in both groups at similar rates. There did not appear to be a significant relationship between self-reported alcohol use and eating disorders. (SM) EJ673923 Weight Concerns, Problem Eating Behaviors, and Problem Drinking Behaviors in Female Collegiate Athletes. Journal of Athletic Training v38 n1 p62-66 Jan-Mar 2003 2003-00-00 T 2004 7/11/2004 11:36:24 CIJJAN2004

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No Athletes College Athletics Developmental Stages Emotional Response Higher Education Interpersonal Competence Interpersonal Relationship Rehabilitation Sport Psychology Sports Medicine Harris, Laura L. Journal Articles Reports - Research Psychosocial Factors Sport Injuries Identity Formation ISSN-1062-6050 English Integrated a psychosocial developmental theory (the Kubler-Ross Stage Theory) and a psychological stage theory (the Ross Stage Theory) and a psychological stage theory (the Chickering and Reisser psychosocial and developmental theory) for challenging injured collegiate student-athletes' personal development. A search of online databases from 1990-2001 suggested that presenting and integrating such theories was beneficial in providing athletic training students/trainers additional skills.(SM) EJ673924 Integrating and Analyzing Psychosocial and Stage Theories To Challenge the Development of the Injured Collegiate Athlete. Journal of Athletic Training v38 n1 p75-82 Jan-Mar 2003 2003-00-00 T 2004 2016-11-23

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No Computer Uses in Education Distance Education Health Education Higher Education Internet Online Courses Hohman, Stephen Guides - Non-Classroom Journal Articles ISSN-8756-5943 English Ohio University's Community Health Program has developed a unique online personal health course that combines online learning and classroom participation to support student success. It has improved the consistency of information presented to students and increased overall quality. Guidelines are presented for preparing and implementing such courses (course preparation, developing the course, online activities and resources, asynchronous communication tools, classroom interactive reinforcing activities, exams, teachers, and in-class groupings). (SM) EJ673925 Personal Health: An Online Model for Health Education. Health Educator: Journal of Eta Sigma Gamma v35 n1 p9-14 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:25 CIJJAN2004

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No Bisexuality College Students Higher Education Homosexuality Sexuality Social Environment Eisenberg, Marla E. Journal Articles Reports - Research Risk Taking Behavior ISSN-0744-8481 English Examined campus resources for gay, lesbian, and bisexual (GLB) students at 119 U.S. colleges to determine how the presence of such resources affected sexually active students' condom use. Students completed surveys, and researchers analyzed condom use across schools with different levels of GLB resources. Results indicated that campus resources for GLB students appeared to be associated with college students' condom use. (SM) EJ673926 The Association of Campus Resources for Gay, Lesbian, and Bisexual Students with College Students' Condom Use. Journal of American College Health v51 n3 p109-16 Nov 2002 2002-00-00 T 2004 2016-11-21

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No College Students Drinking Higher Education White, Aaron M. Jamieson-Drake, David W. Swartzwelder, H. Scott Journal Articles Reports - Research Binge Drinking Risk Taking Behavior ISSN-0744-8481 English Surveyed college students about their experiences with blackouts following binge drinking. About half of those who had ever consumed alcohol had experienced a blackout at some time. Many learned later that during the blackout they had engaged in risky behaviors. Experiencing three or more blackouts related to such other experiences as heavier drinking, lower grades, earlier drinking onset, and having others express concern about their drinking. Gender differences were evident. (SM) EJ673927 Prevalence and Correlates of Alcohol-Induced Blackouts among College Students: Results of an E-Mail Survey. Journal of American College Health v51 n3 p117-31 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Body Composition Exercise Physiology Foreign Countries Heart Rate Males Obesity Ayub, Beatriz Volpe Bar-Or, Oded Journal Articles Reports - Research Canada Canada ISSN-0195-9131 English Compared the energy cost of treadmill walking in pairs of obese and lean adolescent boys matched for total body mass. Results found no intergroup differences in the net energy cost at the two lower speeds, but obese boys expended more energy at a higher speed. Heart rate was considerably higher in obese boys. Body mass, rather than adiposity, was the main predictor of energy cost. (SM) EJ673928 Energy Cost of Walking in Boys Who Differ in Adiposity but Are Matched For Body Mass. Medicine & Science in Sports & Exercise v35 n4 p669-74 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Cardiovascular System Exercise Physiology Females Heart Rate Higher Education Metabolism Older Adults Young Adults Campbell, Jennifer A. D'Acquisto, Leo J. D'Acquisto, Debra M. Cline, Michael G. Journal Articles Reports - Research ISSN-0195-9131 English Compared the metabolic and cardiovascular responses of young and older women while performing shallow water exercise (SWE). Overall, SWE elicited metabolic and cardiovascular responses that met American College of Sports Medicine's guidelines for establishing health benefits. Older females self-selected a greater relative exercise intensity during SWE than their younger counterparts. (SM) EJ673929 Metabolic and Cardiovascular Response to Shallow Water Exercise in Young and Older Women. Medicine & Science in Sports & Exercise v35 n4 p675-81 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:26 CIJJAN2004

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No Birth Weight Blacks Child Health Early Intervention Predictor Variables Pregnancy Premature Infants Prenatal Care Racial Differences Socioeconomic Status Whites Hueston, William J. Gilbert, Gregory E. Davis, Lucy Sturgill, Vanessa Journal Articles Reports - Research ISSN-0094-5145 English Assessed whether the timing of prenatal care related to low birth weight delivery, adjusting for sociodemographic and behavioral risk factors. Data on births to white and African American women showed no benefits for early initiation of prenatal care in reducing the risk of low birth weight.(SM) EJ673930 Delayed Prenatal Care and the Risk of Low Birth Weight Delivery. Journal of Community Health v28 n3 p199-208 Jun 2003 2003-00-00 T 2004 7/11/2004 11:36:26 CIJJAN2004

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No Cognitive Style Dance Education Elementary Secondary Education Higher Education Intelligence Differences Learning Theories Multiple Intelligences Warburton, Edward C. Journal Articles Reports - Descriptive ISSN-1529-0824 English Reviews the contributions of Gardner's Theory of Multiple Intelligences (MI) to dance education by placing MI theory in the context of historical perspectives on intelligences and examining the assumptions behind traditional models of intelligence and some of the more recent pluralistic approaches. The paper reviews the principal tenets of MI theory in relation to the goals of education, suggesting that MI theory validates dance as a domain of knowledge. (SM) EJ673931 Intelligence Past, Present, and Possible: The Theory of Multiple Intelligences in Dance Education. Journal of Dance Education v3 n1 p7-15 2003 2003-00-00 J. Michael Ryan Publishing, Inc., 24 Crescent Drive North, Andover, NJ 07821-4000. T 2004 7/11/2004 11:36:26 CIJJAN2004

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No Cardiovascular System Exercise Physiology Muscular Strength Sex Differences Bloomer, Richard J. Information Analyses Journal Articles Heart Resistance Training Steroids Strength Training ISSN-1524-1602 English Reviews the literature on the left ventricular structural adaptations induced by resistance/strength exercise, focusing on human work, particularly well-trained strength athletes engaged in regular, moderate- to high-intensity resistance training (RT). The article discusses both genders and examines the use of anabolic-androgenic steroids in conjunction with RT. (SM) EJ673932 Does Resistance Training Stimulate Cardiac Muscle Hypertrophy? Strength and Conditioning Journal v25 n2 p7-15 Apr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Exercise Physiology Females Gymnastics Higher Education Training Brooks, Toby J. Guides - Classroom - Teacher Journal Articles ISSN-1524-1602 English Describes the process of developing a multifactorial training program for collegiate female gymnasts, which requires comprehensive examination of all factors that contribute to overall athletic achievement and formalization of objectives in the areas of performance, technical, physical, nutritional, psychological, academic, and social.(SM) EJ673933 Women's Collegiate Gymnastics: A Multifactorial Approach to Training and Conditioning. Strength and Conditioning Journal v25 n2 p23-37 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:27 CIJJAN2004

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No Adolescents Adventure Education Outdoor Activities Self Efficacy Student Attitudes Youth Programs Sibthorp, Jim Journal Articles Reports - Research Antecedents Outward Bound ISSN-0022-2216 English Examined potential aspects of Walsh and Golins' (1976) model of the Outward Bound process in the context of current education literature and theory, testing the relationship between participant antecedent factors, perceptions of characteristics of an adventure experience, and self-efficacy. Data on teens from a summer adventure camp indicated that programs in which students felt more empowered and supported resulted in more developmental gains for students. (Contains references.) (SM) EJ673934 An Empirical Look at Walsh and Golins' Adventure Education Process Model: Relationships between Antecedent Factors, Perceptions of Characteristics of an Adventure Education Experience, and Changes in Self-Efficacy. Journal of Leisure Research v35 n1 p80-106 2003 2003-00-00 T 2004 2016-11-21

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No Allied Health Personnel Community Education Higher Education Interdisciplinary Approach Professional Education Harris, Dona L. Henry, Rebecca C. Bland, Carole J. Starnman, Sandra M. Voytek, Kristin L. Journal Articles Reports - Research Sustainability ISSN-1356-1820 English Investigated whether multidisciplinary health professions education in community settings could be sustained post-funding, noting facilitators and barriers to sustainability. Pre and post surveys of students and faculty from U.S. health professions education institutions, site visits, evaluations, and reports highlighted facilitators (leadership, complementary missions, partnership boards, and faculty development) and barriers (structural differences, costs, and unclear goals) to sustainability. The multidisciplinary components were the most challenging. (SM) EJ673935 Lessons Learned from Implementing Multidisciplinary Health Professions Educational Models in Community Settings. Journal of Interprofessional Care v17 n1 p7-20 Feb 2003 2003-00-00 Taylor & Francis, Ltd., 4 Park Square, Milton Park, Abingdon OX14 4RN, United Kingdom; Tel: 44-1235-828600; World Wide Web: http://www.tandf.co.uk/journals. T 2004 2016-11-21

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No Curriculum Development Developmental Stages Educational Games Elementary Education Evaluation Methods Learning Activities Physical Education Student Evaluation Collier, Connie S. LaVine, Mary E. Guides - Classroom - Teacher Journal Articles ISSN-1045-4853 English Summarizes how a series of articles use a range of perspectives to present developmentally appropriate content progressions, pedagogically sound practices, and assessments that have the potential to strengthen the way elementary teachers implement net/wall games, focusing on: common features for modifying net/wall games for elementary children; assessing net/wall games in elementary physical education; and net/wall games and the elementary physical education curriculum. (SM) EJ673936 Net/Wall Games: Part II. Potential of Net/Wall Games in Elementary Physical Education. Teaching Elementary Physical Education v14 n2 p28-30 Mar 2003 2003-00-00 T 2004 7/11/2004 11:36:28 CIJJAN2004

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No Competence Elementary Secondary Education Higher Education National Standards Professional Education School Nurses Bobo, Nichole Adams, Virginia W. Cooper, Leslie Journal Articles Reports - Descriptive ISSN-1059-8405 English Developing national standards for school nurse competencies can influence professional practice, student wellbeing, and achievement. Collaboration between national experts is key. Closely aligning work of the Southern Regional Education Board Council on Collegiate Education for Nursing on entry-level competencies with the "Standards of Professional School Nursing Practice" provides guiding framework. Continued competency development offers guidance for academic programs that prepare school nurses and for practice settings that hire them. (SM) EJ673937 Excellence in School Nursing Practice: Developing a National Perspective on School Nurse Competencies. Journal of School Nursing v18 n4 p277-85 Oct 2002 2002-00-00 T 2004 7/11/2004 11:36:28 CIJJAN2004

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No Athletics Cardiovascular System Football Health Promotion Heart Disorders Obesity Physical Health Screening Tests Turner, John L., Jr. Walters, Rod Leski, Mark J. Saywell, Robert M., Jr. Wooldridge, J. Scott Journal Articles Reports - Research Cholesterol Referees Blood Pressure ISSN-0091-3847 English Reviewed prevalence data on health parameters for football officials, noting outcomes when screening criteria were applied in preseason exams. Referees had a lower risk than the national 10-year coronary heart disease risk but a higher risk compared with that of the low-risk population. Results suggested that more graded exercise testing was needed and that rates of obesity warranted detailed screening for coronary heart disease risk factors. (SM) EJ673938 Preparticipation Screening of Athletic Officials: SEC Football Referees at Risk. Physician and Sportsmedicine v31 n3 p43-48 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Creative Teaching Elementary Education High Risk Students Language Arts Language Skills Low Income Groups Story Telling Teaching Methods Major, David W. Journal Articles Reports - Descriptive New Jersey New Jersey ISSN-1046-6193 English Describes the work of Storytelling Arts Inc, a nonprofit group that sends storytellers into New Jersey schools to spin age-old yarns and encourage young children and their teachers to speak their mind. The nonprofit's main goal is to inspire low income children to master the language arts. Teachers note that storytelling helps students with their linguistic skills while also emboldening them with confidence to tell stories themselves. (SM) EJ673939 Voice Lessons. Teacher Magazine v13 n4 p18-25 Jan 2002 2002-00-00 N/A 2004 2016-11-21

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No Career Development School Business Relationship Secondary Education Technical Education Johnston, Theresa Journal Articles Reports - Descriptive California California ISSN-1046-6193 English When poor skills and a flat economy threatened the future of teens in one California district, educators forged a new school from work-world projects. At the career-oriented Center for Advanced Research and Technology, students tackle internships involving such projects as designing security systems and pitching products in the hopes of becoming tech-savvy workers who will entice corporations to the region. (SM) EJ673940 Hands-On High. Teacher Magazine v13 n5 p24-29 Feb 2002 2002-00-00 N/A 2004 2016-11-21

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No Athletics Females Gender Issues Higher Education Secondary Education Wrestling Portner, Jessica Journal Articles Reports - Descriptive ISSN-1046-6193 English Notes that when girls face off against boys on the wrestling mat, they must also deal with critics who say that are not serious and not welcome. The paper highlights the experiences of one California high school girl involved in wrestling, looking at the physical, emotional, and social obstacles she has encountered during her participation in high school wrestling. (SM) EJ673941 Wrestling Issues. Teacher Magazine v13 n6 p10-13 Mar 2002 2002-00-00 N/A 2004 7/11/2004 11:36:29 CIJJAN2004

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No Debate Inner City Low Income Groups Persuasive Discourse Secondary Education Student Development Urban Schools Ruenzel, David Journal Articles Reports - Descriptive Debate Tournaments ISSN-1046-6193 English Nationwide, debate teams provide an outlet for low income, inner city students. The creator of the Urban Debate League believes that if students could use words to tackle issues and get the attention of decisionmakers, they would not need to use their fists. Participants find that urban debate is transformative, enhancing students' analytical skills and directly changing students' lives in ways that school reforms do not. (SM) EJ673942 Making Themselves Heard. Teacher Magazine v13 n7 p24-30 Apr 2002 2002-00-00 N/A 2004 2016-11-21

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No Cancer Child Health Children Elementary Secondary Education School Health Services School Nurses VanDenburgh, Kari Guides - Non-Classroom Journal Articles ISSN-1080-7543 English The school nurse is a resource and support to students, school personnel, and communities with respect to students with cancer. This article discusses: general cancer information and statistics; childhood cancer versus adult cancer; treatments for childhood cancer; and information for school nurses (e.g., central venous catheters in school, immunizations and vaccinations, chicken pox and measles, physical education, interventions for side effects, and terminally ill children and school). (SM) EJ673943 Childhood Cancer in the Classroom: Information for the School Nurse. School Nurse News v20 n2 p28-33 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:36:30 CIJJAN2004

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No Disabilities Leisure Time Recreational Activities Self Efficacy Social Cognition Social Theories Therapeutic Recreation Wise, James B. Journal Articles Reports - Research Self Regulation ISSN-0040-5914 English Discusses how social cognitive theory can serve as a framework for therapeutic recreation, noting it is well-suited for such a role due to various characteristics, and highlighting three constructs (self-efficacy, outcome expectancy, and self- regulation). After examining social cognitive theory and disabling conditions, the article explains that to maximize the impact of therapeutic recreation interventions, the guiding theory must illuminate how the component constructs can be altered. (Contains references.) (SM) EJ673944 Social Cognitive Theory: A Framework for Therapeutic Recreation Practice. Therapeutic Recreation Journal v36 n4 p335-51 4th Qtr 2002 2002-00-00 T 2004 2016-11-21

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No Cultural Influences Recreational Activities Self Determination Social Bias Therapeutic Recreation Dieser, Rodney B. Journal Articles Reports - Research ISSN-0040-5914 English Discusses culturally biased assumptions in human services, reviewing three newer therapeutic recreation (TR) models (self- Determination and Enjoyment Enhancement, Aristotelian Good Life, and Optimizing Lifelong Health Through TR) and providing multicultural critiques of each model. Suggestions for the future include: conduct cross-cultural assessment to judge appropriate TR practice models, and include and develop cross-cultural perspectives and assumptions from diverse fields into TR practice models. (Contains references.) (SM) EJ673945 A Cross-Cultural Critique of Newer Therapeutic Recreation Practice Models: The Self-Determination and Enjoyment Enhancement Model, Aristotelian Good Life Model, and the Optimizing Lifelong Health Through Therapeutic Recreation Model. Therapeutic Recreation Journal v36 n4 p352-68 4th Qtr 2002 2002-00-00 T 2004 7/11/2004 11:36:30 CIJJAN2004

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No Adolescents College Students Foreign Countries Higher Education Individual Characteristics Parent Child Relationship Parents Well Being Ben-Zur, Hasida Journal Articles Reports - Research Israel Mastery Motivation Israel ISSN-0047-2891 English Studied the association of personal and parental factors with subjective well-being (SWB) in adolescents through 2 studies involving 97 college students and 185 adolescents in Israel and 121 Israeli adolescents and their parents. Results highlight the importance of mastery, optimism, and positive adolescent-parent relationships in contributing to the well-being of adolescents. (SLD) EJ673946 Happy Adolescents: The Link between Subjective Well-Being, Internal Resources, and Parental Factors. Journal of Youth and Adolescence v32 n2 p67-79 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Affective Behavior Attitudes Beliefs Body Image Body Weight Daughters Parent Attitudes Parents Self Esteem Geller, Josie Srikameswaran, Suja Zaitsoff, Shannon L. Cockell, Sarah J. Poole, Gary D. Journal Articles Reports - Research Accuracy ISSN-0047-2891 English Examined parents' awareness of their daughters' attitudes, beliefs, and feelings about their bodies. Sixty-six adolescent daughters completed an eating disorder scale, a body figure rating scale, and made ratings of their shape and weight. Greater discrepancies between parents' estimates of daughters' body esteem and daughters' self-reported body esteem were associated with greater body dissatisfaction in daughters. (SLD) EJ673947 Mothers' and Fathers' Perceptions of Their Adolescent Daughters' Shape, Weight, and Body Esteem: Are They Accurate? Journal of Youth and Adolescence v32 n2 p81-87 Apr 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents College Students Demography Depression (Psychology) Higher Education Young Adults Turner, Heather A. Butler, Melissa J. Journal Articles Reports - Research Childhood Experiences Traumas ISSN-0047-2891 English Examined whether cumulative trauma in childhood and adolescence is related to depressive symptoms in young adults and explored mediating factors. Results for 649 college students indicate clear differences in cumulative trauma by sociodemographic characteristics, with high trauma associated with early onset of depression and later depressive symptoms. (SLD) EJ673948 Direct and Indirect Effects of Childhood Adversity on Depressive Symptoms in Young Adults. Journal of Youth and Adolescence v32 n2 p89-103 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Body Image Change Longitudinal Studies Males Parent Child Relationship Peer Relationship Physical Development Prediction McCabe, Marita P. Ricciardelli, Lina A. Journal Articles Reports - Research ISSN-0047-2891 English Examined factors predicting body change strategies to increase weight and muscle mass among adolescent males over an 8-month period. Results for 435 adolescent boys show that extreme body change strategies are predicted by the adoption of more normative body change strategies at an earlier time, and that body change strategies are affected by perceived peer and parent pressure. (SLD) EJ673949 A Longitudinal Study of Body Change Strategies among Adolescent Males. Journal of Youth and Adolescence v32 n2 p105-13 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:31 CIJJAN2004

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No Adolescents Blacks Delinquency Family Relationship Student School Relationship Whites Vazsonyi, Alexander T. Pickering, Lloyd E. Journal Articles Reports - Research Deviance ISSN-0047-2891 English Examined the importance of family (closeness, monitoring, and conflict) and school (grades, homework time, educational aspirations, and commitment) domains on 809 African American and Caucasian youth. Both developmental domains revealed independent relationships with different measures of adolescent deviance, and results were similar for both races. (SLD) EJ673950 The Importance of Family and School Domains in Adolescent Deviance: African American and Caucasian Youth. Journal of Youth and Adolescence v32 n2 p115-28 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Classification Dating (Social) Focus Groups Sex Differences Social Life Social Problems Grover, Rachel L. Nangle, Douglas W. Journal Articles Reports - Research ISSN-0047-2891 English Developed a taxonomy of teen-identified problematic heterosocial situations through 10 same-sex focus groups involving 58 adolescents. Results suggest the importance of romantic relationships in the lives of participating adolescents and show the range of situations identified in addition to dating. (SLD) EJ673951 Adolescent Perceptions of Problematic Heterosocial Situations: A Focus Group Study. Journal of Youth and Adolescence v32 n2 p129-39 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:32 CIJJAN2004

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No Behavior Patterns Comprehension Curriculum Individual Differences Interpersonal Relationship Moral Development Preadolescents Self Concept Bosacki, Sandra Leanne Journal Articles Reports - Research ISSN-0047-2891 English Examined individual differences in the relations among preadolescents' sociomoral understanding and self-understanding and teacher and peer ratings of school behavior. Findings for 239 preadolescents are discussed in terms of curricular implications for inter- and intrapersonal understandings. (SLD) EJ673952 Psychological Pragmatics in Preadolescents: Sociomoral Understanding, Self-Worth, and School Behavior. Journal of Youth and Adolescence v32 n2 p141-55 Apr 2003 2003-00-00 T 2004 7/11/2004 11:36:32 CIJJAN2004

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No Competence Foreign Countries Mathematical Concepts Mathematics Teachers Teacher Effectiveness Teaching Methods Leung, Frederick Park, Kyungmee Journal Articles Reports - Research Korea Hong Kong Hong Kong South Korea ISSN-0883-0355 English Studied the competence of nine mathematics teachers in Hong Kong and nine in Korea and their pedagogy. Findings show that teachers possessed conceptual and procedural understanding of mathematics, but most of their teaching strategies were procedurally rather than conceptually directed. (SLD) EJ673953 Competent Students, Competent Teachers? International Journal of Educational Research v37 n2 p113-29 2002 2002-00-00 T 2004 2016-11-21

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No Foreign Countries Mathematics Teachers Preservice Teachers Professional Development Teacher Education Training Lim-Teo, Suat Khoh Journal Articles Reports - Descriptive Singapore Singapore ISSN-0883-0355 English Describes the teacher education programs of Singapore for mathematics teachers. Focuses on their pedagogical training and their mathematical education. A coherent system of continuing education will need to be developed to meet teachers' needs in Singapore. (SLD) EJ673954 Pre-Service Preparation of Mathematics Teachers in the Singapore Education System. International Journal of Educational Research v37 n2 p131-43 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Elementary Education Elementary School Teachers Foreign Countries Mathematics Teachers Teacher Education Teaching Methods Lo, Jane-Jane Hung, Chih-cheng Liu, Shiang-tung Journal Articles Reports - Evaluative Reform Efforts Taiwan Taiwan ISSN-0883-0355 English Analyzed teacher education reform in Taiwan since 1994 through a case study of three elementary teacher education programs at two institutions. Discusses the potential impact of changes on the preparation of mathematics teachers in Taiwan. (SLD) EJ673955 An Analysis of Teacher Education Reform in Taiwan since 1944 and Its Potential Impact on the Preparation of Mathematics Teachers at the Elementary School Level. International Journal of Educational Research v37 n2 p145-59 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Education Elementary School Teachers Mathematical Concepts Mathematics Teachers Multimedia Instruction Multimedia Materials Research Design Student Teachers Teacher Education Teaching Methods Dolk, Maarten den Hertog, Jaap Gravemeijer, Koeno Journal Articles Reports - Research ISSN-0883-0355 English Studied the use of multimedia cases to support teacher education in learning to mathematize and didactize and to learn how to use multimedia cases with their student teachers. Findings from the study of one course result in a six-step framework for working with multimedia cases. (SLD) EJ673956 Using Multimedia Cases for Educating the Primary School Mathematics Teacher Educator: A Design Study. International Journal of Educational Research v37 n2 p161-78 2002 2002-00-00 T 2004 7/11/2004 11:36:33 CIJJAN2004 Theme issue titled "Developing and Improving Mathematics Teachers' Competence: Practices and Approaches across Educational Systems."

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No Curriculum Elementary Education Elementary School Teachers Foreign Countries Mathematics Teachers Methods Courses Teacher Education Teaching Methods Textbook Content Li, Yeping Journal Articles Reports - Research China China ISSN-0883-0355 English Examined mathematical methods courses as part of pedagogical training provided to prospective Chinese elementary school teachers through the analysis of textbooks and courses given at two teacher education sites. Results show that knowing, understanding, and exploring the content and design of textbooks used in elementary classrooms were greatly emphasized in methodology courses. (SLD) EJ673957 Knowing, Understanding and Exploring the Content and Formation of Curriculum Materials: A Chinese Approach To Empower Prospective Elementary School Teachers Pedagogically. International Journal of Educational Research v37 n2 p179-93 2002 2002-00-00 T 2004 2016-11-23

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No Children Elementary Education Elementary School Students Elementary School Teachers Mathematical Concepts Mathematics Teachers Methods Courses Models Preservice Teachers Teacher Education Thinking Skills Philipp, Randolph A. Thanheiser, Eva Clement, Lisa Journal Articles Reports - Research ISSN-0883-0355 English Studied a model for integrating mathematical content and children's mathematical thinking earlier so that prospective mathematics teachers engage with children's thinking in their first mathematics course. Preliminary data from 47 preservice teachers indicate that the sophistication of students taught through this model increased more than the sophistication of beliefs held by preservice teachers in other mathematics educator training. (SLD) EJ673958 The Role of Children's Mathematical Thinking Experience in the Preparation of Prospective Elementary School Teachers. International Journal of Educational Research v37 n2 p195-210 2002 2002-00-00 T 2004 7/11/2004 11:36:34 CIJJAN2004 Theme issue titled "Developing and Improving Mathematics Teachers' Competence: Practices and Approaches across Educational Systems."

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No Children Elementary Education Elementary School Students Focus Groups Interviews Learning Strategies Mathematical Concepts Mathematics Teachers Preservice Teachers Teacher Education Thinking Skills McDonough, Andrea Clarke, Barbara Clarke, Doug M. Journal Articles Reports - Evaluative ISSN-0883-0355 English Studied the effectiveness of a teacher training approach in which preservice mathematics teachers conduct and analyze one-to-one mathematics assessment interviews with primary-aged children. Findings from interviews with five teachers and a focus group of six indicate teachers are more aware of the strategies children use including their variety and relative level of sophistication. (SLD) EJ673959 Understanding, Assessing and Developing Children's Mathematical Thinking: The Power of a One-to-One Interview for Preservice Teachers in Providing Insights into Appropriate Pedagogical Practices. International Journal of Educational Research v37 n2 p211-26 2002 2002-00-00 T 2004 7/11/2004 11:36:34 CIJJAN2004 Theme issue titled "Developing and Improving Mathematics Teachers' Competence: Practices and Approaches across Educational Systems."

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No Competence Elementary Secondary Education Mathematics Instruction Mathematics Teachers Preservice Teachers Teacher Education Lappan, Glenda Li, Yeping Book/Product Reviews Journal Articles ISSN-0883-0355 English Reflects on the chapters of this theme issue and summarizes information about children as learners and knowledge about school mathematics, both of which are essential components for effective mathematics instruction. (SLD) EJ673960 Reflections and Recommendations. International Journal of Educational Research v37 n2 p227-32 2002 2002-00-00 T 2004 7/11/2004 11:36:34 CIJJAN2004 Theme issue titled "Developing and Improving Mathematics Teachers' Competence: Practices and Approaches across Educational Systems."

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No Cognitive Processes Communications Employees Learning Metaphors Participation Social Influences Elmholdt, Claus Journal Articles Reports - Research Support Personnel ISSN-0031-3831 English Analyzed expressions of cognitive "acquisition" and social "participation" metaphors for learning in the practice of support people in an information and communication technology company department of 100 employees. Findings show the support people's practice is characterized by interplay between these two metaphors. (SLD) EJ673961 Metaphors for Learning: Cognitive Acquisition versus Social Participation. Scandinavian Journal of Educational Research v47 n2 p115-31 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Cluster Analysis Elementary Education Elementary School Students Foreign Countries Listening Comprehension Narration Lehto, Juhani E. Anttila, Minttu Journal Articles Reports - Research Finland Sentence Verification Expository Text Finland ISSN-0031-3831 English Studied aspects of listening comprehension skills in 107 second, fourth, and sixth graders in Finland using the Sentence Verification technique. Findings, comparable with previous research, show age-related improvement in listening comprehension for narrative, but not expository, passages. Cluster analysis produced four comprehension strategies. (SLD) EJ673962 Listening Comprehension in Primary Level Grades Two, Four and Six. Scandinavian Journal of Educational Research v47 n2 p133-43 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Experience Research Methodology Pang, Ming Fai Journal Articles Reports - Descriptive Phenomenography Variability ISSN-0031-3831 English Discusses "new" phenomenography and its links with research tradition, which are not immediately obvious. Makes the case that an interest in variation is the thread that runs through the phenomenographic movement as it explores the different ways in which people experience the same henomena. (SLD) EJ673963 Two Faces of Variation: On Continuity in the Phenomenographic Movement. Scandinavian Journal of Educational Research v47 n2 p145-56 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Practices Foreign Countries Learning Teaching Methods Vocational Education Vocational Education Teachers Lindberg, Viveca Journal Articles Reports - Research Sweden Sweden ISSN-0031-3831 English Identified the learning practices created by 12 vocational teachers in Sweden from 5 programs in the tasks they gave students. The different learning practices represented by the tasks can be seen as bridging the social practice of the school to the practice of the vocation. (SLD) EJ673964 Learning Practices in Vocational Education. Scandinavian Journal of Educational Research v47 n2 p157-79 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Autobiographies Constructivism (Learning) Moral Values Personal Narratives Student Teachers Teacher Education Estola, Eila Journal Articles Reports - Research Identity Formation ISSN-0031-3831 English Examined how student teachers constructed their teacher identities by using autobiographical stories. Analysis of 35 student teacher essays shows that autobiographical studies are a powerful tool in making the moral dimensions of teachers' identities visible. (SLD) EJ673965 Hope as Work--Student Teachers Constructing Their Narrative Identities. Scandinavian Journal of Educational Research v47 n2 p181-203 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Concept Formation Context Effect Ecology Elementary Education Elementary School Students Foreign Countries Longitudinal Studies Thinking Skills Hellden, Gustav Journal Articles Reports - Research Continuity Sweden Sweden ISSN-0031-3831 English Studied personal context and continuity in the thinking of 23 Swedish students from grade 2 through grade 8 using data from a longitudinal study of conceptualizations of ecological processes. While there was substantial conceptual development, there was also a strong element of personal continuity for these students. (SLD) EJ673966 Personal Context and Continuity of Human Thought as Recurrent Themes in a Longitudinal Study. Scandinavian Journal of Educational Research v47 n2 p205-17 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Attention Coding Cognitive Ability College Students Higher Education Perception Schweizer, Karl Koch, Wolfgang Journal Articles Reports - Research Variance (Statistical) ISSN-0160-2896 English Examined the contribution of perceptual processes to cognitive ability with respect to stimulus complexity, response mode, level of encoding, and attention. Findings for 124 college students show that about 70% of common variance of perceptual processes and cognitive ability was due to attentive processes, with 30% resulting from pre-attentive processes. (SLD) EJ673967 Perceptual Processes and Cognitive Ability. Intelligence v31 n3 p211-35 2003 2003-00-00 T 2004 2016-11-21

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No Adults Cognitive Ability Decision Making Intelligence Quotient Intelligence Tests Psychometrics Burns, Nicholas R. Nettelbeck, Ted Journal Articles Reports - Research Chronometric Techniques Fluid Intelligence Inspection Time ISSN-0160-2896 English Results of a battery of psychometric and chronometric tests administered to 90 adults show that inspection time (IT) and decision time measured different processes, and that Wechsler performance IQ does not measure fluid ability. Findings suggest that IT does not measure fluid ability, but whether information processing speed is common to all cognitive abilities is still an open question. (SLD) EJ673968 Inspection Time in the Structure of Cognitive Abilities: Where Does IT Fit? Intelligence v31 n3 p237-55 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Females Intelligence Longitudinal Studies Stauder, Johannes E. A. van der Molen, Maurits W. Molenaar, Peter C. M. Journal Articles Reports - Research ISSN-0160-2896 English Studied the relationship between event-related brain activity, age, and intelligence using a visual oddball task presented to girls at 9, 10, and 11 years of age. Findings for 26 girls suggest a qualitative shift in the relation between event-related brain activity and intelligence between 9 and 10 years of age. (SLD) EJ673969 Age, Intelligence, and Event-Related Brain Potentials during Late Childhood: A Longitudinal Study. Intelligence v31 n3 p257-74 2003 2003-00-00 T 2004 7/11/2004 11:36:37 CIJJAN2004

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No Ability Cognitive Processes Experience Higher Education Intelligence Personality Traits Undergraduate Students Bates, Timothy C. Shieles, Alexandra Journal Articles Reports - Research Crystallized Intelligence General Factor (Intelligence) Inspection Time Openness ISSN-0160-2896 English Explored the relationship of inspection time (IT) and the personality domain of openness (O) to general intelligence ("g") and crystallized intelligence (Gc). Findings for 64 undergraduates support the independence of O from speed of information processing and from general ability. (SLD) EJ673970 Crystallized Intelligence as a Product of Speed and Drive for Experience: The Relationship of Inspection Time and Openness to "g" and Gc. Intelligence v31 n3 p275-87 2003 2003-00-00 T 2004 2016-11-21

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No Adults Factor Structure Individual Differences Spatial Ability Visual Perception Burton, Lorelle J. Fogarty, Gerard J. Journal Articles Reports - Research Visual Imagery Confirmatory Factor Analysis ISSN-0160-2896 English Studied whether a primary imagery (IM) factor can be identified as a separate dimension of individual differences in the spatial ability domain. Findings for 213 adults suggest the existence of three first-order IM factors, and a second-order confirmatory factor analysis suggests that the visual imagery dimensions can be located within the spatial ability domain. (SLD) EJ673971 The Factor Structure of Visual Imagery and Spatial Abilities. Intelligence v31 n3 p289-318 2003 2003-00-00 T 2004 2016-11-21

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No Data Collection Drinking Field Studies Research Methodology Surveys Fletcher, Linda A. Erickson, Darin J. Toomey, Traci L. Wagenaar, Alexander C. Journal Articles Reports - Evaluative Handheld Computers ISSN-0193-841X English Compared data collected through paper survey forms to data collected with handheld computer-based forms in a field study of alcohol purchase attempts at 47 community festivals. Agreement between the two methods was greater than 95%. Findings show handheld computers to be a feasible alternative to paper forms for field data collection. (SLD) EJ673972 Handheld Computers: A Feasible Alternative to Paper Forms for Field Data Collection. Evaluation Review v27 n2 p165-78 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Adolescents Behavior Patterns Interrater Reliability Parents Physical Examinations Prediction Puberty Dorn, Lorah D. Susman, Elizabeth J. Ponirakis, Angelo Journal Articles Reports - Research ISSN-0047-2891 English Studied whether pubertal timing by self-report (SR), parent report (PR), or physical examination predicted the same aspects of adjustment and behavior problems. Findings for 52 girls, 56 boys, and their parents show that pubertal timing by SR and PR did not always provide the same level of prediction as did physical examination. (SLD) EJ673973 Pubertal Timing and Adolescent Adjustment and Behavior: Conclusions Vary by Rater. Journal of Youth and Adolescence v32 n3 p157-67 Jun 2003 2003-00-00 T 2004 7/11/2004 11:36:38 CIJJAN2004

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No Adolescents Attitudes Cross Cultural Studies Cultural Differences Ethnic Groups Foreign Countries Secondary Education Secondary School Students Alberts, Charl Mbalo, Ndileka F. Ackerman, Christiaan J. Journal Articles Reports - Research Identity Formation South Africa South Africa ISSN-0047-2891 English Studied the perceptions of the relative importance of identity related domains for South African Afrikaans-, English-, and Xhosa-speaking secondary school students (n=1,217). Findings demonstrate the importance of considering the domains included in future research on identity formation carefully, depending on the characteristics of the research groups. (SLD) EJ673974 Adolescents' Perceptions of the Relevance of Domains of Identity Formation: A South African Cross-Cultural Study. Journal of Youth and Adolescence v32 n3 p169-84 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Coping Depression (Psychology) Late Adolescents Life Events Parent Child Relationship Prevention Vocational Education Kraaij, Vivian Garnefski, Nadia de Wilde, Erik Jan Dijkstra, Arie Gebhardt, Winnie Maes, Stan ter Doest, Laura Journal Articles Reports - Research ISSN-0047-2891 English Studied the effects of parental bonding and cognitive coping in the relationship between negative life events and depressive symptoms in 1,310 adolescents in a vocational education school. Findings show the importance of parental bonding and the even greater importance of cognitive coping strategies in preventing depressive symptoms. (SLD) EJ673975 Negative Life Events and Depressive Symptoms in Late Adolescence: Bonding and Cognitive Coping as Vulnerability Factors. Journal of Youth and Adolescence v32 n3 p185-93 Jun 2003 2003-00-00 T 2004 7/11/2004 11:36:38 CIJJAN2004

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No Adolescents Attitude Change Cultural Differences Drinking Drug Use Foreign Countries Prevention Social Change Trend Analysis Palmqvist, Riia A. Martikainen, Liisa K. von Wright, Maijaliisa Rauste Journal Articles Reports - Research Finland Finland ISSN-0047-2891 English Studied the reasons given by Finnish adolescents for alcohol use and the use of alcohol and narcotics by others. Findings for 396 adolescents in 1984 and 488 in 1999 suggest that adolescents' attitudes have become more liberal toward alcohol and narcotics use and that prevention campaigns may be aiming at a moving target of cultural opinion. (SLD) EJ673976 A Moving Target: Reasons Given by Adolescents for Alcohol and Narcotics Use, 1984 and 1999. Journal of Youth and Adolescence v32 n3 p195-203 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Individual Characteristics Individual Development Music Personality Traits Profiles Schwartz, Kelly D. Fouts, Gregory T. Journal Articles Reports - Research Preference Patterns ISSN-0047-2891 English Studied the personality characteristics and developmental issues of three groups of adolescent music listeners divided by preferred type of music. Findings for 164 adolescents show that each of the three music preference groups is inclined to demonstrate a unique profile of personality dimensions and developmental issues. (SLD) EJ673977 Music Preferences, Personality Style, and Developmental Issues of Adolescents. Journal of Youth and Adolescence v32 n3 p205-13 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Coping Family Environment Family Structure Foreign Countries Mothers Parent Child Relationship Verbal Abuse Violence Pagani, Linda Larocque, Denis Vitaro, Frank Tremblay, Richard E. Journal Articles Reports - Research Canada Canada ISSN-0047-2891 English Studied factors that can increase the risk of abusive behaviors toward mothers. Findings for 6,397 French-speaking Canadian adolescents show that parental divorce is associated with a greater risk of physical aggression directed toward mothers, but family environment and parental coping strategies partially mediated that relationship. (SLD) EJ673978 Verbal and Physical Abuse toward Mothers: The Role of Family Configuration, Environment, and Coping Strategies. Journal of Youth and Adolescence v32 n3 p215-22 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Intelligence Tests Theories Brody, Nathan Journal Articles Reports - Descriptive General Factor (Intelligence) Sternberg Triarchic Abilities Test Triarchic Theory of Intelligence (Sternberg) ISSN-0160-2896 English Presents an alternative theoretical analysis of several analyses presented by R. Sternberg and his colleagues of studies designed to validate the Sternberg Triarchic Abilities Test. Makes the case that "g" theory is required to understand the relationships obtained by Sternberg and his colleagues. (SLD) EJ673980 Construct Validation of the Sternberg Triarchic Abilities Test: Comment and Reanalysis. Intelligence v31 n4 p319-29 2003 2003-00-00 T 2004 2016-11-21

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No Aptitude Treatment Interaction Construct Validity Intelligence Tests Theories Sternberg, Robert J. Book/Product Reviews Journal Articles Sternberg Triarchic Abilities Test General Factor (Intelligence) ISSN-0160-2896 English Discusses a number of issues raised in Brody's analysis of ability measurements based on the triarchic theory of successful intelligence, such as restriction of range, obtained variance attributed to "g," and aptitude-treatment interactions. (SLD) EJ673981 Issues in the Theory and Measurement of Successful Intelligence: A Reply to Brody. Intelligence v31 n4 p331-37 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Intelligence Tests Theories Brody, Nathan Book/Product Reviews Journal Articles General Factor (Intelligence) Sternberg Triarchic Abilities Test ISSN-0160-2896 English Responds to issues raised by R. Sternberg in his response to commentary on the Sternberg Triarchic Abilities Test. Presents a synopsis of the conclusions that should have been derived from data obtained by Sternberg and his colleagues about the construct validity of the measure. (SLD) EJ673982 What Sternberg Should Have Concluded. Intelligence v31 n4 p339-42 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Intelligence Theories Gottfredson, Linda S. Book/Product Reviews Journal Articles General Factor (Intelligence) ISSN-0160-2896 English The two key theoretical propositions of "Practical Intelligence in Everyday Life" are made plausible only if one ignores considerable evidence contradicting them. The six key empirical claims rest primarily on the illusion of evidence enhanced by selective reporting of results. (SLD) EJ673983 Dissecting Practical Intelligence Theory: Its Claims and Evidence. Intelligence v31 n4 p343-97 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Intelligence Tests Theories Sternberg, Robert J. Book/Product Reviews Journal Articles General Factor (Intelligence) Sternberg Triarchic Abilities Test ISSN-0160-2896 English Discusses the research program construct validating the triarchic theory of successful intelligence and discusses objections raised to the triarchic theory and the criticisms of L. Gottfredson. (SLD) EJ673984 Our Research Program Validating the Triarchic Theory of Successful Intelligence: Reply to Gottfredson. Intelligence v31 n4 p399-413 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Intelligence Tests Theories Gottfredson, Linda S. Book/Product Reviews Journal Articles General Factor (Intelligence) Sternberg Triarchic Abilities Test ISSN-0160-2896 English Comments that R. Sternberg does not address criticisms previously made by L. Gottfredson, but rather discusses his theory of successful intelligence and answers only self-posed objections from unspecified critics. (SLD) EJ673985 On Sternberg's "Reply to Gottfredson." Intelligence v31 n4 p415-24 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Elementary School Teachers Interpersonal Relationship Personal Narratives Preschool Education Professional Development Social Influences Anadon, Marta Bouchard, Yvon Gohier, Christiane Chevrier, Jacques Journal Articles Reports - Research Identity Formation Professional Identity Canada Canada ISSN-0380-2361 French Examined the dimension of the identity construction process relating to identification with others. Analysis of the life stories of 20 experienced preschool and elementary school teachers shows aspects of the social structure that shape teachers' professional and personal evolution. (SLD) EJ673986 Interactions Personnelles et Sociales et Identite Professionnelle. Canadian Journal of Education v26 n1 p1-17 2001 2001-00-00 T 2004 2016-11-21

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No Case Studies Elementary Secondary Education Inclusive Schools Political Influences Public Opinion Public Schools Student Diversity Gaskell, Jane Journal Articles Reports - Research Canada Canada ISSN-0380-2361 English Explored the debate about common schooling in an increasingly diverse and less deferential Canada through a case study of how a school board reacted when parents tried to establish a traditional school. Parents made clear the lack of agreement about the meaning of inclusion and the nature of schooling. (SLD) EJ673987 The "Public" in Public Schools: A School Board Debate. Canadian Journal of Education v26 n1 p19-36 2001 2001-00-00 T 2004 2016-11-21

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No Alternative Teacher Certification Educational Change Foreign Countries Preservice Teachers Program Effectiveness Teacher Education Russell, Tom McPherson, Suzin Martin, Andrea K. Information Analyses Journal Articles Canada Canada ISSN-0380-2361 English Used a framework of critical analysis to examine shortcomings of traditional programs of teacher education in Canada and considered some characteristics of alternative approaches from the literature. Stresses the importance of attention to program design and delivery and stakeholder collaboration. (SLD) EJ673988 Coherence and Collaboration in Teacher Education Reform. Canadian Journal of Education v26 n1 p37-55 2001 2001-00-00 T 2004 2016-11-21

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No Chinese Disadvantaged Youth Foreign Countries Preschool Children Li, Guofang Journal Articles Reports - Research Canada Chinese Canadians Situated Learning Canada ISSN-0380-2361 English Studied the early literacy practices of a 3-year-old Chinese girl in her family restaurant in an underprivileged community in Canada. The literacy practices indicate that home contexts have a role in shaping emergent literacy. Discusses implications for teaching minority children. (SLD) EJ673989 Literacy as Situated Practice: The World of a Pre-Schooler. Canadian Journal of Education v26 n1 p57-75 2001 2001-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Chinese Cultural Differences Foreign Countries High School Students High Schools Minority Groups Minichiello, Diane Journal Articles Reports - Research Canada Chinese Canadians Canada ISSN-0380-2361 English Studied the adjustment experiences of 23 Chinese-speaking foreign-born high school students in Vancouver, Canada. Findings suggest that the large number of these minority students enables them to reproduce their home community rather than adjusting and adapting to Canadian culture. (SLD) EJ673990 Chinese Voices in a Canadian Secondary School Landscape. Canadian Journal of Education v26 n1 p77-96 2001 2001-00-00 T 2004 2016-11-21

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No Disadvantaged Youth Foreign Countries International Education International Studies Mathematics Achievement School Effectiveness Science Achievement Socioeconomic Status Ma, Xin Journal Articles Reports - Research Canada Third International Mathematics and Science Study Canada Trends in International Mathematics and Science Study ISSN-0380-2361 English Used data from the Third International Mathematics and Science Study for Canada to study the stability of within-school socioeconomic gaps in mathematics and science achievement. Discusses the success of schools and teachers in fighting socioeconomic gaps in mathematics and science achievement. (SLD) EJ673991 Stability of Socio-economic Gaps in Mathematics and Science Achievement among Canadian Schools. Canadian Journal of Education v26 n1 p97-118 2001 2001-00-00 T 2004 2016-11-21

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No Definitions Mathematical Models Selection Dzhafarov, Ehtibar N. Journal Articles Reports - Descriptive Conditional Independence Random Variables ISSN-0033-3123 English Presents a generalization and improvement for the definition proposed by E. Dzhafarov (2001) for selectiveness in the dependence of several random variables on several (sets of) external factors. This generalization links the notion of selective influence with that of conditional independence. (SLD) EJ673992 Selective Influence through Conditional Independence. Psychometrika v68 n1 p7-25 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Bayesian Statistics Comparative Analysis Sampling Structural Equation Models Theories Lee, Sik-Yum Song, Xin-Yuan Journal Articles Reports - Research Nonlinear Models Covariation ISSN-0033-3123 English Proposed a new nonlinear structural equation model with fixed covariates to deal with some complicated substantive theory and developed a Bayesian path sampling procedure for model comparison. Illustrated the approach with an illustrative example using data from an international study. (SLD) EJ673993 Model Comparison of Nonlinear Structural Equation Models with Fixed Covariates. Psychometrika v68 n1 p27-47 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Factor Analysis Factor Structure Lorenzo-Seva, Urbano Journal Articles Reports - Descriptive Simplicity Index ISSN-0033-3123 English Proposes an index for assessing the degree of factor simplicity in the context of principal components and exploratory factor analysis. The index does not depend on the scale of the factors, and its maximum and minimum are related only to the degree of simplicity in the loading matrix. (SLD) EJ673994 A Factor Simplicity Index. Psychometrika v68 n1 p49-60 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Classification Matrices Probability Simulation Meulders, Michel De Boeck, Paul Van Mechelen, Iven Journal Articles Reports - Research Decomposition Analysis (Statistics) Latent Structure Analysis ISSN-0033-3123 English Proposed a taxonomy of latent structure assumptions for probability matrix decomposition (PMD) that includes the original PMD model and a three-way extension of the multiple classification latent class model. Simulation study results show the usefulness of the taxonomy. (SLD) EJ673995 A Taxonomy of Latent Structure Assumptions for Probability Matrix Decomposition Models. Psychometrika v68 n1 p61-77 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Item Response Theory Nonparametric Statistics Selection Test Items Validity Scheiblechner, Hartmann Journal Articles Reports - Descriptive Monotonicity Analysis Polytomous Items ISSN-0033-3123 English Presented nonparametric tests for testing the validity of polytomous unidimensional ordinal probabilistic polytomous item response theory models along with procedures for testing the comonotonicity of two item sets and for item selection. Describes advantages of the new approach. (SLD) EJ673996 Nonparametric IRT: Testing the Bi-Isotonicity of Isotonic Probabilistic Models (ISOP). Psychometrika v68 n1 p79-96 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Algorithms Correlation Hanafi, Mohamed ten Berge, Jos M. F. Journal Articles Reports - Descriptive Eigenvalues Optimality Theory ISSN-0033-3123 English It is known that the Maxbet algorithm, which is an alternative to the method of generalized canonical correlation analysis and Procrustes analysis, may converge to local maxima. Discusses an eigenvalue criterion that is sufficient, but not necessary, for global optimality of the successive Maxbet algorithm. (SLD) EJ673997 Global Optimality of the Successive Maxbet Algorithm. Psychometrika v68 n1 p97-103 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Models Multivariate Analysis Timmerman, Marieke E. Kiers, Henk A. L. Journal Articles Reports - Descriptive Time Series Analysis ISSN-0033-3123 English Discusses a class of four simultaneous component models for the explanatory analysis of multivariate time series collected from more than one subject simultaneously. Shows how the models can be ordered hierarchically and illustrates their use through an empirical example. (SLD) EJ673998 Four Simultaneous Component Models for the Analysis of Multivariate Time Series from More Than One Subject To Model Intraindividual and Interindividual Differences. Psychometrika v68 n1 p105-21 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Prediction Test Format Test Theory True Scores Holland, Paul W. Hoskens, Machteld Journal Articles Reports - Descriptive Parallel Test Forms ISSN-0033-3123 English Gives an account of classical test theory that shows how it can be viewed as a mean and variance approximation to a general version of item response theory and then shows how this approach can give insight into predicting the true score of a test and the true scores of tests not necessarily parallel to the given test. (SLD) EJ673999 Classical Test Theory as a First-Order Item Response Theory: Application to True-Score Prediction from a Possibly Nonparallel Test. Psychometrika v68 n1 p123-49 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Item Response Theory Measurement Techniques Test Construction Test Items Bolt, Daniel Book/Product Reviews Journal Articles ISSN-0033-3123 English Any item response theory (IRT) researcher or practitioner will find something of interest in this book, which covers a broad range of topics in essays by well-known researchers. Chapters are organized into sections devoted to parametric and nonparametric IRT topics. (SLD) EJ674000 Essays on Item Response Theory. A. Boomsma, M. A. J. van Duijn, and T. A. B. Snijders (Eds.) [Book Review]. Psychometrika v68 n1 p155-58 Mar 2003 2003-00-00 T 2004 7/11/2004 11:36:45 CIJJAN2004 Reviews "Essays on Item Response Theory" by A. Boomsma, M. A. J. van Duijn, and T. A. B. Snijders, Eds. New York, NY: Springer-Verlag, 2001.

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No Academic Achievement Community Attitudes Economically Disadvantaged Elementary Secondary Education School Attitudes School Schedules Cooper, Harris Valentine, Jeffrey C. Charlton, Kelly Melson, April Information Analyses Journal Articles ISSN-0034-6543 English Synthesizes studies of the effects of modifying the academic calendar in grades K-12 to do away with the long summer break without increasing the length of the school year. Findings show that evidence on such modification is weak, but that modified calendars are associated with higher achievement for economically disadvantaged students. (SLD) EJ674001 The Effects of Modified School Calendars on Student Achievement and on School and Community Attitudes. Review of Educational Research v73 n1 p1-52 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:46 CIJJAN2004

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No Cognitive Processes Delivery Systems Educational Environment Training Work Environment Smith, Peter J. Information Analyses Journal Articles Workplace Learning ISSN-0034-6543 English Reviews some of the conceptualizations of workplace learning and its cognitive bases and examines workplaces as learning environments. Also considers the special challenges involved in the flexible delivery of training to workplaces. (SLD) EJ674002 Workplace Learning and Flexible Delivery. Review of Educational Research v73 n1 p53-88 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Gains Elementary Secondary Education Teacher Certification Teacher Characteristics Teacher Qualifications Wayne, Andrew J. Youngs, Peter Information Analyses Journal Articles ISSN-0034-6543 English Reviews studies that examine the relationships between student achievement gains and the characteristics of teachers. Describes determinate relationships for four categories of teacher characteristics: college ratings, test scores, degrees and coursework, and certification status. (SLD) EJ674003 Teacher Characteristics and Student Achievement Gains. Review of Educational Research v73 n1 p89-122 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:46 CIJJAN2004 ED501286

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No Evaluation Evaluators Self Report Theory Practice Relationship Christie, Christina A. Journal Articles Reports - Research ISSN-1097-6736 English Studied the self-reported evaluation practices of eight evaluation theorists and the real-world practices of 138 program evaluators. Derived a comparative framework to illustrate the similarities and differences among the eight theories as they are applied. (SLD) EJ674004 What Guides Evaluation? A Study of How Evaluation Practice Maps onto Evaluation Theory. New Directions for Evaluation n97 p7-35 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:46 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation."

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No Evaluation Methods Evaluators Research Needs Theories Theory Practice Relationship Datta, Lois-ellin Information Analyses Journal Articles ISSN-1097-6736 English Triangulates Christie's findings with other research on the evaluation practice-theory relationship and offers additional methods and directions for future research on evaluation practice. (SLD) EJ674005 Important Questions, Intriguing Method, Incomplete Answers. New Directions for Evaluation n97 p37-46 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:47 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation." Comments on "What Guides Evaluation? A Study of How Evaluation Practice Maps into Evaluation Theory" by Christina A. Christie, "New Directions for Evaluation" n97 p7-35 Spr 2003 (TM 525 338).

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No Evaluation Methods Evaluators Theories Theory Practice Relationship Fetterman, David Book/Product Reviews Journal Articles Reports - Descriptive Process Models ISSN-1097-6736 English Discusses the concept of process use as an important distinction between the evaluation theories of E. House and D. Fetterman, thus helping to explain the discordant results of C. Christie for these two theories. (SLD) EJ674006 Fetterman-House: A Process Use Distinction and a Theory. New Directions for Evaluation n97 p47-52 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Participation Stakeholders Theories Theory Practice Relationship House, Ernest R. Journal Articles Reports - Descriptive Stakeholder Evaluation ISSN-1097-6736 English Discusses the nature of stakeholder participation in evaluation and contrasts E. House's commitment to involving all stakeholders to ensure that interests of all are included with other theorists' preference to involve a few stakeholders more intensely. (SLD) EJ674007 Stakeholder Bias. New Directions for Evaluation n97 p53-56 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Evaluators Theories Theory Practice Relationship King, Jean A. Journal Articles Reports - Descriptive ISSN-1097-6736 English Discusses why evaluation has a field has not studied its own theory systematically and examines the tensions between the often-cited claim of K. Lewin that there is noting as practical as a good theory and the response of M. Fullan that there is nothing as theoretical as good practice. (Author/SLD) EJ674008 The Challenge of Studying Evaluation Theory. New Directions for Evaluation n97 p57-67 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:48 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation."

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No Agenda Setting Evaluation Research Evaluators Needs Assessment Research Needs Theory Practice Relationship Henry, Gary T. Mark, Melvin M. Book/Product Reviews Journal Articles Reports - Descriptive ISSN-1097-6736 English Builds on C. Christie's innovative work to chart a future course for research on evaluation. Describes a variety of forms that a more evidence-based approach to evaluation theory could take and offers suggestions to help increase the amount and impact of evidence in evaluation theory. (SLD) EJ674009 Toward an Agenda for Research on Evaluation. New Directions for Evaluation n97 p69-80 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:48 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation." Comments on "What Guides Evaluation? A Study of How Evaluation Practice Maps into Evaluation Theory" by Christina A. Christie, "New Directions for Evaluation" n97 p7-35 Spr 2003 (TM 525 338).

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No Evaluation Evaluators Synthesis Theories Theory Practice Relationship Alkin, Marvin C. Information Analyses Journal Articles ISSN-1097-6736 English Provides a synthesis of the critical commentary of each of the contributors to this volume. The field is a long way from a descriptive theory of evaluation, but small, well-defined steps that might be taken are outlined. (SLD) EJ674010 Evaluation Theory and Practice: Insights and New Directions. New Directions for Evaluation n97 p81-89 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:48 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation."

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No Evaluation Methods Evaluators Theories Theory Practice Relationship Christie, Christina A. Book/Product Reviews Journal Articles ISSN-1097-6736 English Makes summary comments on the empirical study of evaluation theory and practice. Research has indicated that the statistical fit between theorists' and everyday evaluators' practice is weak, and the approaches used by everyday evaluators are not easily aligned with constructs assumed to be the theoretical terrain. (SLD) EJ674011 Understanding Evaluation Theory and Its Role in Guiding Practice: Formal, Folk, and Otherwise. New Directions for Evaluation n97 p91-93 Spr 2003 2003-00-00 T 2004 7/11/2004 11:36:48 CIJJAN2004 Theme issue titled "The Practice-Theory Relationship in Evaluation."

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No Academic Achievement Academic Standards Educational Change Elementary Secondary Education Equal Education Minority Group Children Public Schools Racial Differences Racial Discrimination School Choice Standardized Tests Urban Schools Hunter, Richard C. Bartee, RoSusan Journal Articles Reports - Descriptive No Child Left Behind Act 2001 Achievement Gap No Child Left Behind Act 2001 ISSN-0013-1245 English Asserts that closing the racial achievement gap does not necessarily require more competition and choice, but does require that educational objectives are clearly defined, practices adequately aligned, and evaluations based on long-term effectiveness. Highlights the No Child Left Behind Act (NCLB), discussing sociological and historical perspectives of competition, racial and nonracial effects of standardized testing, and implications of the achievement gap for the NCLB. (SM) EJ674012 The Achievement Gap: Issues of Competition, Class, and Race. Education and Urban Society v35 n2 p151-60 Feb 2003 2003-00-00 T 2004 2016-11-23

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No College School Cooperation Community Involvement Elementary Secondary Education Partnerships in Education School Business Relationship School Community Relationship Service Learning Urban Schools Sanders, Mavis G. Information Analyses Journal Articles ISSN-0013-1245 English Reviews the current theoretical and empirical literature on community involvement in schools, describing different rationales for community involvement. Discusses four major forms of school-community partnerships (business, university, service learning, and school-linked service integration) and factors influencing their implementation and results. Offers suggestions to increase the capacity of community involvement in schools to positively affect students, professional educators, families, and communities. (Contains references.) (SM) EJ674013 Community Involvement in Schools: From Concept to Practice. Education and Urban Society v35 n2 p161-80 Feb 2003 2003-00-00 T 2004 7/11/2004 11:36:49 CIJJAN2004

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No Academic Achievement Black Students College Students Focus Groups High Schools Higher Education Interpersonal Relationship Mentors Student Attitudes Urban Schools Wasonga, Teresa Christman, Dana E. Journal Articles Reports - Research Student Engagement ISSN-0013-1245 English Examined the perceptions of African American university students and how they constructed meaning from high school experiences. Five urban students attending a moderately selective midwestern U.S. university participated in a focus group. Overall, the students had transcended the attitudinal disconnect from serious schoolwork and separatism. The ability to develop interpersonal relationships with mentors and peers outside their own racial group provided more access to information and resources. (SM) EJ674014 Perceptions and Construction of Meaning of Urban High School Experiences among African American University Students: A Focus Group Approach. Education and Urban Society v35 n2 p181-201 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Asian American Students Black Students Elementary Secondary Education Hispanic American Students Meta Analysis Minority Group Children Parent Participation Racial Differences Urban Schools Jeynes, William H. Journal Articles Reports - Research ISSN-0013-1245 English Conducted a meta-analysis of 21 studies to determine the impact of parental involvement on minority students' academic achievement. The impact of parental involvement was significant for all minority groups studied. Also for all groups, parental involvement affected all academic variables by at least two tenths of a standard deviation unit. However, among some of the races, certain aspects of parental involvement had a greater impact than did others. (SM) EJ674015 A Meta-Analysis: The Effects of Parental Involvement on Minority Children's Academic Achievement. Education and Urban Society v35 n2 p202-18 Feb 2003 2003-00-00 T 2004 7/11/2004 11:36:50 CIJJAN2004

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No Case Studies Charter Schools Educational Research Elementary Secondary Education Nontraditional Education Teacher Attitudes Teacher Salaries Teaching Conditions Urban Schools Malloy, Courtney L. Wohlstetter, Priscilla Journal Articles Reports - Research ISSN-0013-1245 English Synthesizes research on the work of charter school teachers, juxtaposing it with case studies of teachers in six urban elementary charter schools. Charter schools, with increased autonomy over personnel and budget, were free to make decisions regarding hiring, salary, and working conditions. Charter teachers worked longer hours with less job security (and often less pay) than public school teachers. Teachers tended to enjoy their professional lives in charter schools. (SM) EJ674016 Working Conditions in Charter Schools: What's the Appeal for Teachers? Education and Urban Society v35 n2 p219-41 Feb 2003 2003-00-00 T 2004 7/11/2004 11:36:50 CIJJAN2004

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No Academic Standards Educational Change Elementary Education Elementary School Teachers Resistance (Psychology) Teaching Methods Urban Schools Bushnell, Mary Journal Articles Reports - Research Professionalism ISSN-0013-1245 English Illustrates how educational reforms subordinate teachers and reduce their opportunities for professionalism, interviewing beginning and experienced female elementary school teachers. Results address the social construction of the teacher (curricular standards and pedagogy); evidence of resistance; and teacher complicity and constraint. Suggests that teachers are complicit in their own subordination and are left with limited opportunities for resistance. (SM) EJ674017 Teachers in the Schoolhouse Panopticon: Complicity and Resistance. Education and Urban Society v35 n3 p251-72 May 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education High Stakes Tests Instructional Leadership Leadership Qualities Spirituality Student Evaluation Urban Schools Dantley, Michael E. Journal Articles Reports - Descriptive ISSN-0013-1245 English Examines purposeful leadership, a concept grounded in "prophetic spirituality." Suggests that educational leaders who build their professional practice in purpose-driven leadership clearly understand the multidimensional aspects of their daily challenges yet find the inner strength to resist hegemonic structures and forms of oppression and systemic inequities in education. Asserts that high stakes testing is an obstacle that must be submitted to purposeful leadership strategies. (SM) EJ674018 Purpose-Driven Leadership: The Spiritual Imperative to Guiding Schools beyond High-Stakes Testing and Minimum Proficiency. Education and Urban Society v35 n3 p273-91 May 2003 2003-00-00 T 2004 7/11/2004 11:36:50 CIJJAN2004

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No Access to Education Change Strategies Early Childhood Education Educational Improvement Educational Policy Elementary Secondary Education Urban Schools Bainbridge, William L. Lasley, Thomas J., II Sundre, Steven M. Guides - Non-Classroom Journal Articles ISSN-0013-1245 English Examines how to improve urban schools, outlining 14 strategies that urban educators can consider as they seek to handle the unique problems confronting urban students. Strategies include increasing the availability of well-planned early childhood education programs, increasing student time on task by lengthening the school year, developing initiatives to ease tension for children in stepfamilies, carefully examining school governance structures, and eliminating social promotion. (SM) EJ674019 Policy Initiatives To Improve Urban Schools: An Agenda. Education and Urban Society v35 n3 p292-99 May 2003 2003-00-00 T 2004 7/11/2004 11:36:51 CIJJAN2004

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No Academic Achievement Educational Change Educational Improvement High Schools Inner City Interpersonal Relationship Sanctions Urban Schools Hess, G. Alfred, Jr. Journal Articles Reports - Descriptive Chicago Public Schools IL ISSN-0013-1245 English Examined what happened to high schools placed on probation or reconstituted in 1996 and 1997. Data were collected while monitoring the effects of a systemwide effort to redesign inner city Chicago high schools by enhancing personalism at all city high schools and increasing the pressure for academic improvement. Though little of the reorganization intended to enhance personalism occurred, students did enroll in more challenging courses, and their academic achievement improved. (SM) EJ674020 Reconstitution--Three Years Later: Monitoring the Effect of Sanctions on Chicago High Schools. Education and Urban Society v35 n3 p300-27 May 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Elementary Secondary Education Foreign Countries Governance Parent Participation Parent School Relationship Urban Schools Heystek, Jan Journal Articles Reports - Research South Africa South Africa ISSN-0013-1245 English Examined parents' obligation to participate in their children's education as partners and governors, focusing on black schools, as well as other schools, in South Africa. Data from surveys and interviews with educators indicated that parent involvement was limited. Negative attitudes toward schools and inferior feelings prevented parents from being effective partners. However, they played an important role in the school governing body. (SM) EJ674021 Parents as Governors and Partners in Schools. Education and Urban Society v35 n3 p328-51 May 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Improvement Elementary Education High Risk Students Higher Education Literacy Education Minority Group Children Student Diversity Teacher Expectations of Students Janisch, Carole Johnson, Margaret Journal Articles Reports - Research ISSN-1082-4669 English Examined a project in an elementary school serving diverse students to promote effective literacy practices among high-risk students. Data from teacher interviews and classroom observations indicated that successful teaching and learning depended on teachers' commitment to improving their instructional practices; selection of challenging and interesting curriculum; use of whole texts; implementation of meaningful, engaging literacy practices; use of alternative assessment; and prevailing rhetoric that all children can succeed. (SM) EJ674022 Effective Literacy Practices and Challenging Curriculum for At-Risk Learners: Great Expectations. Journal of Education for Students Placed at Risk v8 n3 p295-308 2003 2003-00-00 T 2004 7/11/2004 11:36:51 CIJJAN2004

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No Academic Achievement Behavior Change Dropout Research Dropouts High School Students Locus of Control Secondary Education Self Esteem Student Attitudes Student Behavior Student Motivation Teacher Student Relationship Lan, William Lanthier, Richard Journal Articles Reports - Research ISSN-1082-4669 English Investigated changes in high school dropouts' personal attributes between 8th and 12th grade. Data on several variables (e.g., academic achievement, motivation, relationships with peers and teachers, and self-esteem) from three waves of the National Educational Longitudinal Study indicated that in 8th grade, students scored at the national average in all attributes except academic achievement, but scores were significantly below average by 10th and 12th grade. (Contains references.) (SM) EJ674023 Changes in Students' Academic Performance and Perceptions of School and Self before Dropping Out of Schools. Journal of Education for Students Placed at Risk v8 n3 p309-32 2003 2003-00-00 T 2004 7/11/2004 11:36:52 CIJJAN2004

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No Black Students Elementary Education Grade 1 Low Income Groups Paraprofessional School Personnel Reading Instruction Tutoring Miller, Samuel D. Journal Articles Reports - Research ISSN-1082-4669 English Evaluated the feasibility of using classroom assistants to tutor 1st-grade struggling readers in a school with limited financial and personal resources. Comparison of intervention students, students in traditional tutoring, and control students indicated that, although equivalent at the year's start, both intervention groups outperformed the control group at the end of the year, and students with classroom assistants outperformed the other two groups on reading comprehension. (SM) EJ674024 Partners-in-Reading: Using Classroom Assistants To Provide Tutorial Assistance to Struggling First-Grade Readers. Journal of Education for Students Placed at Risk v8 n3 p333-49 2003 2003-00-00 T 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/77668 ED544194

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No Academic Achievement Basketball High Risk Students Males Middle School Students Middle Schools Program Effectiveness Student Behavior Slate, John R. Jones, Craig H. Journal Articles Reports - Research Positive Behavioral Support ISSN-1082-4669 English Middle school boys at risk for behavior problems participated in an initiative (administered via an intramural basketball program) that taught positive skills and provided incentives for achieving academically and following rules. Participation depended on appropriate academic achievement and adherence to school rules. Participants displayed large reductions in disciplinary sanctions and significant gains in academic achievement. Participants and teachers perceived significant improvement in student behavior. (SM) EJ674025 Helping Behaviorally At-Risk Middle School Students with the No Bad Actions Program: Winning with the N.B.A. Journal of Education for Students Placed at Risk v8 n3 p351-62 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Hispanic American Students Immigrants Parent Attitudes Parent Participation Parent School Relationship Ramirez, A. Y. Fred Journal Articles Reports - Research California California ISSN-0042-0972 English Interviewed Latino immigrant parents within a predominantly Latino California community regarding involvement in their children's schools. Parents desired to be a part of their children's education but felt the schools did not listen to their needs. Forces within the schools prevented them from becoming involved. There was no language support for Spanish speakers. Parents felt abandoned and helpless while trying to gain information regarding their children's education. (SM) EJ674026 Dismay and Disappointment: Parental Involvement of Latino Immigrant Parents. Urban Review v35 n2 p93-110 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Educational Environment Gender Issues Inner City Labeling (of Persons) Metaphors Poetry Racial Bias Resistance (Psychology) School Safety Secondary Education Urban Schools Violence McCormick, Jennifer Journal Articles Reports - Descriptive Identity (Psychological) ISSN-0042-0972 English Attempts to create a safe environment at many inner city high schools tend to separate students, who are largely black, working class, and poor, into criminal and noncriminal categories, creating a labeling system that denies complex individuality. Demonstrates how teens reaffirmed and subverted harmless/dangerous labels by disguising themselves and creating personas using clothing, graffiti, and poetry. Analyzes how poetry becomes a means to explore individual interests and fears. (SM) EJ674027 "Drag Me to the Asylum": Disguising and Asserting Identities in an Urban School. Urban Review v35 n2 p111-28 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Discipline Educational Policy Elementary Secondary Education Racial Segregation School Security School Segregation Urban Schools Casella, Ronnie Journal Articles Reports - Research Consumerism ISSN-0042-0972 English Examines school security in relation to consumerism, pointing out that security is big business. Draws from studies in education, geography, and communication to demonstrate how security has developed into a consumer activity involving suburbanization, technology, self-segregation, and the partitioning of neighborhoods in schools in homogeneous and often-private microsocieties. Examines schooling in relation to the uses of security that lead to residential isolation and school segregation. (SM) EJ674028 Security, Schooling, and the Consumer's Choice To Segregate. Urban Review v35 n2 p129-48 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Elementary Education Family School Relationship Parent Participation Partnerships in Education School Community Relationship Standardized Tests Urban Schools Sheldon, Steven B. Journal Articles Reports - Research Maryland Maryland ISSN-0042-0972 English Examined the relationship between the quality of school, family, and community partnership programs and student performance on Maryland's state-mandated achievement tests. Data from 82 urban elementary schools indicated that the degree to which schools were working to overcome challenges to family and community involvement predicted higher percentages of students scoring at or above a satisfactory level on the state achievement tests. (SM) EJ674029 Linking School--Family--Community Partnerships in Urban Elementary Schools to Student Achievement on State Tests. Urban Review v35 n2 p149-65 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Censorship Elementary Secondary Education Political Correctness Politics of Education Textbook Content Textbook Publication Textbooks Ravitch, Diane Journal Articles Reports - Descriptive ISSN-0148-432X English This article asserts that the Right wants textbooks to reflect their idealized past (two-parent families, mothers at home, obedient children), while the Left wants texts to reflect their idealized future (old people are not frail, race and gender are not issues, and blindness is not a disability). To accommodate both, publishers now censor themselves, using "bias and sensitivity" guidelines that result in textbooks "drained of life and delight." (SM) EJ674030 Thin Gruel: How the Language Policy Drain the Life and Content from Our Texts. American Educator v27 n2 p6-19 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:36:54 CIJJAN2004

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No Access to Education Curriculum Early Childhood Education Educational Quality High Risk Students School Readiness State Aid Griffin, Darion Lundy-Ponce, Giselle Journal Articles Reports - Descriptive State Policy ISSN-0148-432X English The American Federation of Teachers completed a 50-state study of key elements of state policies designed to ensure that all children, especially those most at risk, have full access to early childhood education. Overall, nearly every state provides funds for some type of preschool program, although the breadth of the programs remains limited. A sidebar notes the content that all early education programs should offer. (SM) EJ674031 At the Starting Line: Early Childhood Education Programs in the 50 States. American Educator v27 n2 p20-27,45 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Acculturation Civil Liberties Civil Rights Democracy Immigrants Racial Discrimination Farkas, Steve Duffett, Ann Johnson, Jean Moye, Leslie Vine, Jackie Journal Articles Reports - Descriptive ISSN-0148-432X English Interviewed immigrants regarding how they view life in the United States. Respondents say that while the United States is not perfect, it is far better than what they left. Very few have any regrets or want to leave. More than half consider themselves Americans. While more than half maintain strong ties with the homeland, this connection weakens over time. Economic opportunity and freedom are the main reasons for immigrating. (SM) EJ674032 Now that I'm Here: What America's Immigrants Have To Say about Life in the U.S. Today. American Educator v27 n2 p28-36 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:36:54 CIJJAN2004

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No Cognitive Development Elementary Secondary Education Learning Processes Memorization Memory Willingham, Daniel T. Journal Articles Reports - Descriptive Knowledge Development ISSN-0148-432X English Based on decades of research on learning and memory, this article asserts that "what you think about is what you remember," noting that implications for teaching and assignments are substantial. Suggests that in the early stages of learning, students may display shallow learning, but deep, connected knowledge must be encouraged by getting students to think about the interrelation of the various pieces of knowledge they have acquired. (SM) EJ674033 How We Learn: Ask the Cognitive Scientist. Students Remember...What They Think About. American Educator v27 n2 p37-41 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Political Attitudes Terrorism Violence Elshtain, Jean Bethke Journal Articles Reports - Descriptive Terrorist Tactics September 11 Terrorist Attacks 2001 ISSN-0148-432X English Notes the importance of distinguishing between terrorists and freedom fighters, suggesting that how people describe the attack closely relates to how they speak about the attackers. Emphasizes the importance of clear thinking and language, concluding that if people do not distinguish the killing of combatants from the intended targeting of peaceable citizens and the deliberate sowing of terror among citizens, they live in a world of moral nihilism. (SM) EJ674034 Thinking about September 11: Defining Terrorism and Terrorists. American Educator v27 n2 p42-44 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Alternative Teacher Certification Educational Finance Elementary Secondary Education Higher Education Hispanic American Students Poverty Preservice Teacher Education Public Schools Socioeconomic Status Urban Schools Reyes, Augustina H. Journal Articles Reports - Research ISSN-0013-1245 English Six teacher preparation categories were studied as significant components within the flow of resources for their effect on student achievement at one high-poverty middle school. Results found no significant mathematics achievement differences among students taught by teachers with full certification, alternative certification, or math temporary teaching permits. At risk students taught reading by alternatively certified teachers scored significantly higher than those taught by fully certified teachers. (SM) EJ674035 Does Money Make a Difference for Hispanic Students in Urban Schools? Education and Urban Society v35 n4 p363-79 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:55 CIJJAN2004

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No Alternative Teacher Certification Elementary Secondary Education Organizational Objectives Public Schools Teacher Shortage Urban Schools Ng, Jennifer C. Journal Articles Reports - Descriptive ISSN-0013-1245 English Examines the impact of teacher recruitment approaches via university-based and alternative certification programs. Asserts that traditional and alternative certification efforts are by themselves limited in their potential to address the problem of teacher shortages in urban schools. Suggests that an organizational view of schools, which looks beyond individual teachers as lone indicators of instructional performance and educational equity, might better guide future research and policy formation. (SM) EJ674036 Teacher Shortages in Urban Schools: The Role of Traditional and Alternative Certification Routes in Filling the Voids. Education and Urban Society v35 n4 p380-98 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:55 CIJJAN2004

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No Educational Environment Juvenile Gangs Middle Schools Public Schools School Safety School Uniforms Self Concept Self Esteem Student Attitudes Teacher Attitudes Urban Schools Wade, Kathleen Kiley Stafford, Mary E. Journal Articles Reports - Research Gangs ISSN-0013-1245 English Examined the relationship between public school uniforms and student self-worth and student and staff perceptions of gang presence and school climate. Surveys of middle school students and teachers indicated that although students' perceptions did not vary across uniform policy, teachers from schools with uniform policies perceived lower levels of gang presence. Students from schools without uniforms reported higher self-perception than students from schools with uniform policies. (SM) EJ674037 Public School Uniforms: Effect on Perceptions of Gang Presence, School Climate, and Student Self-Perceptions. Education and Urban Society v35 n4 p399-420 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Educational Change Elementary Education Inclusive Schools Low Income Groups Public Schools Special Education Special Education Teachers Teacher Attitudes Urban Schools Koh, Myung-Sook Robertson, Janna Siegel Journal Articles Reports - Research Accelerated Schools Reform Efforts ISSN-0013-1245 English Surveyed elementary teachers regarding the impact on special education of three comprehensive reform models (Accelerated Schools, Roots and Wings, and Voices of Love and Freedom). There were no differences in educators' perceptions of the models related to professional development, resources, pedagogical changes, or outcomes. Teachers reported increased inclusion and social interaction for special education students. Weaknesses included fast-paced curricula and lack of modifications for special education students. (SM) EJ674038 School Reform Models and Special Education. Education and Urban Society v35 n4 p421-42 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Elementary Secondary Education Higher Education Multicultural Education Preservice Teacher Education Public Schools Student Diversity Student Teacher Attitudes Urban Schools Chizhik, Estella Williams Journal Articles Reports - Descriptive ISSN-0013-1245 English Examines various challenges in preparing suburban preservice teachers for working in urban schools, describing one African American educator's attempt to teach mostly white, female, suburban preservice teachers about multicultural issues in urban schools. Many of her preservice teachers resisted some of the pertinent cultural issues. Uses qualitative data to explore possible reasons for this resistance: differing expectations, pedagogical matters, and the culture of power. (SM) EJ674039 Reflecting on the Challenges of Preparing Suburban Teachers for Urban Schools. Education and Urban Society v35 n4 p443-61 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:56 CIJJAN2004

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No Academic Achievement Charter Schools Educational Equity (Finance) Elementary Secondary Education Equal Education Nontraditional Education Public Schools Racial Balance School Choice Urban Schools Wamba, Nathalis Guy Ascher, Carol Journal Articles Reports - Research ISSN-0013-1245 English Investigates the implications of charter school choice for equity, discussing three standards of equity (racial balance, resources, and outcome). Reviews the equity provisions of state charter legislation, research on who chooses charter schools for their children and why, and analyses of the demographic characteristics of charter school students. Results suggest that charter schools have not overcome racial isolation. (SM) EJ674040 An Examination of Charter School Equity. Education and Urban Society v35 n4 p462-76 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:57 CIJJAN2004

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No Adolescents Affective Behavior Blacks Competition Coping Cultural Influences High School Students Individualism Racial Discrimination Secondary Education Spirituality Scott, Lionel D., Jr. Journal Articles Reports - Research Optimism ISSN-0095-7984 English Explored whether the resonance of certain orientations and dimensions purportedly distinctive of black culture (affect, communalism, and spirituality) and mainstream American culture (competition, effort optimism, and individualism) related to African American youths' strategies for coping with perceived discrimination. Surveys of Ohio and Alabama high school students indicated that orientations and corresponding dimensions of black culture and mainstream culture evidenced varying degrees of resonance among these disparate black youth. (SM) EJ674041 Cultural Orientation and Coping with Perceived Discrimination among African American Youth. Journal of Black Psychology v29 n3 p235-56 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Blacks Cognitive Processes Elementary Secondary Education Older Adults Racial Segregation School Desegregation School Segregation Thinking Skills Whitfield, Keith E. Wiggins, Sebrina A. Journal Articles Reports - Research ISSN-0095-7984 English Examined the influence of educational desegregation on cognitive performance. Data from African American adults who had attended desegregated (DS) versus segregated (SS) schools indicated that DS adults had significantly higher mean cognitive scores than SS adults. After controlling for age, gender, years of education, and years in desegregated schools, results showed no differences between groups on measures of number concept, inductive reasoning, and general fluid and crystallized abilities. (SM) EJ674042 The Impact of Desegregation on Cognition among Older African Americans. Journal of Black Psychology v29 n3 p275-91 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:57 CIJJAN2004

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No Adolescents Blacks High School Students High Schools Racial Factors Stress Variables Seaton, Eleanor K. Journal Articles Reports - Research ISSN-0095-7984 English Administered the Index of Race-Related Stress (IRRS), previously used with adults and college students, to urban African American high school students. Results provided evidence of validity for the IRRS, particularly for measuring race-related stress among adolescents. The measure required some modification, including deleting some items and rewording some questions to make them relevant to adolescents. The modified IRRS provided evidence of individual, collective/institutional, and cultural racism. (SM) EJ674043 An Examination of the Factor Structure of the Index of Race-Related Stress among a Sample of African American Adolescents. Journal of Black Psychology v29 n3 p292-307 Aug 2003 2003-00-00 T 2004 7/11/2004 11:36:57 CIJJAN2004

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No Afrocentrism Blacks Content Validity Demography Test Validity Kwate, Naa Oyo A. Journal Articles Reports - Research Caribbean Americans ISSN-0095-7984 English Cross-validated the Africentrism Scale, investigating the relationship between Africentrism and demographic variables in a diverse sample of individuals of African descent. Results indicated that the scale demonstrated solid internal consistency and convergent validity. Age and education related to Africentrism, with younger and less educated individuals endorsing less Africentrism. Caribbeans had a slightly lower score than others after controlling for age. (SM) EJ674044 Cross-Validation of the Africentrism Scale. Journal of Black Psychology v29 n3 p308-24 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Students College Students Higher Education Racial Identification Self Esteem Lockett, Charles T. Harrell, Jules P. Journal Articles Reports - Research Racial Identity Attitude Scale Racial Identity Attitude Scale ISSN-0095-7984 English To examine the relationship between racial identity, self-esteem, and academic achievement, this study administered the Racial Identity Attitude Scale, Rosenberg Self-Esteem Scale, and a background questionnaire to African American students from a historically black college. Results showed that the unique effect of racial identity on academic outcome was minimal. More than half of racial identity's effect on academic outcome was predicted by individual differences in self-esteem. (SM) EJ674045 Racial Identity, Self-Esteem, and Academic Achievement: Too Much Interpretation, Too Little Supporting Data. Journal of Black Psychology v29 n3 p325-36 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Blacks Parent Influence Predictor Variables Secondary Education Sexuality Mandara, Jelani Murray, Carolyn B. Bangi, Audrey K. Journal Articles Reports - Research Risk Taking Behavior ISSN-0095-7984 English Investigated predictors of African American adolescent sexual activity, testing an ecological model of risk factors influencing sexual activity. Data collected over three years indicated that risk factors at the personal, familial, and extrafamilial levels of adolescents' social ecology related to being a virgin or not. Males and older adolescents were less likely to be virgins because their parents monitored them less. (SM) EJ674046 Predictors of African American Adolescent Sexual Activity: An Ecological Framework. Journal of Black Psychology v29 n3 p337-56 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Behavior Patterns Environmental Influences Geographic Isolation Psychology Palinkas, Lawrence A. Information Analyses Journal Articles Isolation Effect Antarctica Antarctica ISSN-0003-066X English Reviews lessons learned from research in Antarctica with relevance to understanding human behavior in other isolated and confined environments. Outlines four distinct characteristics of psychosocial adaptation to such environments and discusses some of the benefits for individuals seeking challenging experiences. (Contains references.) (SLD) EJ674047 The Psychology of Isolated and Confined Environments: Understanding Human Behavior in Antarctica. American Psychologist v58 n5 p353-63 May 2003 2003-00-00 T 2004 2016-11-21

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No Cross Cultural Studies Foreign Countries High School Students High Schools Selective Admission Marsh, Herbert W. Hau, Kit-Tai Journal Articles Reports - Research Academic Self Concept Big Fish Little Pond Effect ISSN-0003-066X English Conducted a cross-cultural study of the big-fish-little-pond effect (BFLPE), which posits that a student will have a lower academic self-concept in an academically selective school than in a non-selective school. Findings for 103,558 high school students in 26 countries support the BFLPE. (SLD) EJ674048 Big-Fish-Little-Pond Effect on Academic Self-Concept: A Cross-Cultural (26 Country) Test of the Negative Effects of Academically Selective Schools. American Psychologist v58 n5 p364-76 May 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Educational Practices Multicultural Education Organizational Change Psychologists Research Training Guides - Non-Classroom Journal Articles ISSN-0003-066X English Provides psychologists with the rationale and needs for addressing multiculturalism and diversity in education, training, research, practice, and organizational change, along with basic information and relevant terminology to support these guidelines. Provides references for additional information and discusses paradigms that broaden the purview of psychology as a profession. (Contains references.) (SLD) EJ674049 Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists. American Psychologist v58 n5 p377-402 May 2003 2003-00-00 T 2004 7/11/2004 11:36:59 CIJJAN2004 Theme issue titled, "Multicultural Guidelines: Education, Research, and Practice."

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No Adolescents Child Abuse Children Elementary Secondary Education Internet Sexual Abuse Victimization Violence World Wide Web Berson, Ilene R. Information Analyses Journal Articles Chat Rooms Cyberspace ISSN-1538-8220 English Presents an overview of the benefits and risks of Web-based interactions for youth. Discusses, as an illustrative example, the psychosocial effects of online "grooming" practices that are designed to lure and exploit children by enticing them, typically in a nonsexual way, toward a sexual encounter. Suggests constructive solutions and a plan for action to foster protective and productive learning. (SLD) EJ674050 Grooming Cybervictims: The Psychosocial Effects of Online Exploitation for Youth. Journal of School Violence v2 n1 p5-18 2003 2003-00-00 T 2004 2016-11-21

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No Children Data Collection Information Technology Internet Privacy Trend Analysis Victimization World Wide Web Lewandowski, Judith L. Journal Articles Reports - Research ISSN-1538-8220 English Used data collected by a trend analysis company on 111 Web sites commonly visited by children to identify specific privacy issues faced by children when exploring child-oriented and adult-oriented Web sites. Discusses the complexity of issues raised by the expansion of information technology. (SLD) EJ674051 Stepping Off the Sidewalk: An Examination of the Data Collection Techniques of Websites Visited by Children. Journal of School Violence v2 n1 p19-55 2003 2003-00-00 T 2004 7/11/2004 11:37:00 CIJJAN2004 "Special Feature on Cyberviolence."

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No Court Litigation Freedom of Speech High School Students Internet Libel and Slander Prevention Privacy Secondary Education Speech Verbal Abuse World Wide Web Willard, Nancy Journal Articles Reports - Descriptive ISSN-1538-8220 English Discusses issues related to off-campus, harmful student speech on the Internet, exploring the characteristics of this harmful speech and reviewing recent court cases in which schools have perceived such speech to be harmful or defamatory. Discusses prevention strategies in the context of the social and behavioral factors involved in offensive online speech. (SLD) EJ674052 Off-Campus, Harmful Online Student Speech. Journal of School Violence v2 n1 p65-93 2003 2003-00-00 T 2004 7/11/2004 11:37:00 CIJJAN2004 "Special Feature on Cyberviolence."

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No Foreign Countries Internet Safety Victimization Violence World Wide Web Butterfield, Liz Journal Articles Reports - Descriptive Cyberspace Impact New Zealand Protective Factors New Zealand ISSN-1538-8220 English Describes the national initiative of the New Zealand Internet Safety Group to prevent cyberviolence through education. The effort includes distribution of an Internet Safety Kit to each school in the country, research on Internet use in New Zealand, and a national symposium on the social impact of the Internet. (SLD) EJ674053 The New Zealand Model for Prevention of Cyberviolence. Journal of School Violence v2 n1 p95-104 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Case Studies Child Safety Elementary Secondary Education Online Systems School Responsibility World Wide Web Berson, Michael J. Berson, Ilene R. Journal Articles Reports - Research Cyberspace ISSN-1538-8220 English Presents two case studies that illustrate the emerging strategies of school systems as they attempt to ensure the safety of youth online. The initial focus of creating a framework for Internet safety has emphasized the role of the schools since students have gained access to cyberspace in schools at a faster rate than in the home. (SLD) EJ674054 Lessons Learned about Schools and Their Responsibility To Foster Safety Online. Journal of School Violence v2 n1 p105-17 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Education Educational Anthropology Multicultural Education Policy Formation Bekerman, Zvi Journal Articles Reports - Descriptive Discourse ISSN-1478-8551 English Presents a critique of the multicultural discourse of policymakers and educators in the context of modern democracies from an anthropological perspective, underscoring the dangers of the reified conceptualization and use of the term "culture" with its concomitant racial undertones. (SLD) EJ674055 Hidden Dangers in Multicultural Discourse. Race Equality Teaching v21 n3 p36-41 Sum 2002 2002-00-00 T 2004 2016-11-21

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No Adolescent Development Child Development Community Programs Elementary Secondary Education Health Promotion Prevention Youth Problems Youth Programs Weissberg, Roger P. Kumpfer, Karol L. Seligman, Martin E. P. Journal Articles Reports - Descriptive ISSN-0003-066X English Introduces a collection of articles that proposes standards for empirically supported prevention programming for children and youth and steps to integrate prevention science with practice. Articles highlight key research findings and common principles for effective programming across family, school, community, health care, and policy interventions and discuss their implications for practice. (Contains references.) (SM) EJ674056 Prevention That Works for Children and Youth: An Introduction. American Psychologist v58 n6-7 p425-32 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:01 CIJJAN2004 Special Issue: "Prevention that Works for Children and Youth."

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No Adolescent Development Behavior Problems Child Development Epidemiology Health Promotion Prevention Research Scientific Methodology Youth Programs Biglan, Anthony Mrazek, Patricia J. Carnine, Douglas Flay, Brian R. Journal Articles Reports - Descriptive Monitoring ISSN-0003-066X English Describes the integration of research-based practices into youth problem behavior prevention, examining the developing integration of science and prevention practice regarding: increasing use of epidemiological evidence about youth problem behaviors to guide prevention; a system for monitoring the incidence, prevalence, and context of youth problems; increasing sophistication in identifying preventive interventions worthy of dissemination; and increased advocacy for empirically evaluated interventions and scientific methods. (Contains references.) (SM) EJ674057 The Integration of Research and Practice in the Prevention of Youth Problem Behaviors. American Psychologist v58 n6-7 p433-40 Jun-Jul 2003 2003-00-00 T 2004 2016-11-23

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No Community Programs Delinquency Drinking Pregnancy Prevention Secondary Education Substance Abuse Youth Problems Wandersman, Abraham Florin, Paul Journal Articles Reports - Descriptive ISSN-0003-066X English Defines community level interventions for prevention and health promotion, describing their appeal, offering examples of community level interventions that demonstrate their promise, summarizing literature reviews that document that the promise is not realized regularly, and proposing that models to bridge the gap between science and practice via accountability processes and technical assistance systems for prevention may increase the effectiveness of preventive interventions. (SM) EJ674058 Community Interventions and Effective Prevention. American Psychologist v58 n6-7 p441-48 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:01 CIJJAN2004 Special Issue: "Prevention that Works for Children and Youth."

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No Academic Achievement Delinquency Health Promotion Prevention Program Effectiveness Sexuality Substance Abuse Violence Youth Problems Youth Programs Nation, Maury Crusto, Cindy Wandersman, Abraham Kumpfer, Karol L. Seybolt, Diana Morrisey-Kane, Erin Davino, Katrina Information Analyses Journal Articles Reports - Evaluative Program Characteristics ISSN-0003-066X English Uses a review-of-reviews approach across four areas (substance abuse, risky sexual behavior, school failure, and juvenile delinquency and violence) to identify characteristics consistently associated with effective prevention programs. Programs were comprehensive, included varied teaching methods, provided sufficient dosage, were theory driven, were appropriately timed, provided opportunities for positive relationships, were socioculturally relevant, included outcomes evaluation, and involved well-trained staff. (Contains references.) (SM) EJ674059 What Works in Prevention: Principles of Effective Prevention Programs. American Psychologist v58 n6-7 p449-56 Jun-Jul 2003 2003-00-00 T 2004 2016-11-21

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No Family Involvement Family Programs Parenting Skills Prevention Program Effectiveness Youth Problems Kumpfer, Karol L. Alvarado, Rose Information Analyses Journal Articles Reports - Evaluative ISSN-0003-066X English Reviews two federal studies that involved national searches for effective parenting and family interventions targeting pre-birth to adolescence. Results identified 3 effective program approaches, 13 principles of effectiveness, and 35 programs. Recommendations include increased dissemination research on training and technical assistance systems, adoption with fidelity and quality, and gender-, age-, and culturally sensitive adaptations. (Contains references.) (SM) EJ674060 Family-Strengthening Approaches for the Prevention of Youth Problem Behaviors. American Psychologist v58 n6-7 p457-65 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:02 CIJJAN2004 Special Issue: "Prevention that Works for Children and Youth."

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No Academic Achievement Educational Environment Educational Research Elementary Secondary Education Emotional Development Mental Health Prevention Social Influences Substance Abuse Youth Problems Greenberg, Mark T. Weissberg, Roger P. O'Brien, Mary Utne Zins, Joseph E. Fredericks, Linda Resnik, Hank Elias, Maurice J. Information Analyses Journal Articles ISSN-0003-066X English Reviews a broad range of evidence indicating that school-based prevention and youth development interventions are most beneficial when they simultaneously enhance students' personal and social assets and improve the quality of the environments in which students are educated. Asserts that school-based prevention programming--based on coordinated social, emotional, and academic learning--should be fundamental to preK-12 education. (Contains references.) (SM) EJ674061 Enhancing School-Based Prevention and Youth Development through Coordinated Social, Emotional, and Academic Learning. American Psychologist v58 n6-7 p466-74 Jun-Jul 2003 2003-00-00 T 2004 2016-07-07 ED502720 ED565617

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No Behavior Problems Behavior Theories Health Behavior Health Promotion Prevention Psychologists Youth Problems Johnson, Suzanne Bennett Millstein, Susan G. Journal Articles Reports - Descriptive ISSN-0003-066X English Reviews changing patterns of health and illness that have led to increased interest in the role of patient and provider behaviors, discussing the advantages of using health care settings as prevention sites. Presents examples of successful behaviorally-based prevention programs, offering evidence supporting their cost-effectiveness. Describes challenges presented within health care settings. Emphasizes opportunities for psychologists' involvement across a wide variety of health care delivery sites. (SM) EJ674062 Prevention Opportunities in Health Care Settings. American Psychologist v58 n6-7 p475-81 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:03 CIJJAN2004 Special Issue: "Prevention that Works for Children and Youth."

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No Child Health Child Welfare Children Federal Programs Government Role Lead Poisoning Prevention Public Policy Research Ripple, Carol H. Zigler, Edward Journal Articles Reports - Descriptive Earned Income Tax Credit Medicaid Project Head Start Earned Income Tax Credit ISSN-0003-066X English Reviews five federal policy-based initiatives for children and families (Project Head Start; lead poisoning prevention; Medicaid; Special Supplemental Program for Women, Infants, and Children; and Earned Income Tax Credit), discussing aspects of federal prevention program design, implementation, policy, and research. (Contains references.) (SM) EJ674063 Research, Policy, and the Federal Role in Prevention Initiatives for Children. American Psychologist v58 n6-7 p482-90 Jun-Jul 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Cultural Awareness Educational Research Elementary Secondary Education Ethnicity Higher Education Minority Groups Poverty Racial Differences Socialization Student Diversity Lee, Carol D. Spencer, Margaret Beale Harpalani, Vinay Journal Articles Opinion Papers ISSN-0013-189X English Recommends the integration of cultural socialization and identity processes in learning within educational research in order to improve educational outcomes for racial/ethnic minorities and youth facing persistent intergenerational poverty. Suggests that educational researchers must understand the cultural niches in which young people develop, illustrating this through the lenses of the Cultural Modeling Framework and the Phenomenological Variant of Ecological Systems Theory. (SM) EJ674064 "Every Shut Eye Ain't Sleep": Studying How People Live Culturally. Educational Researcher v32 n5 p6-13 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:03 CIJJAN2004 Theme Issue: "Reconceptualizing Race and Ethnicity in Educational Research."

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No Cultural Awareness Educational Research Elementary Secondary Education Ethnicity Higher Education Minority Groups Racial Differences Student Diversity Nasir, Na'ilah Suad Saxe, Geoffrey B. Journal Articles Reports - Descriptive Identity Formation ISSN-0013-189X English Asserts that minority group youth often manage tensions between ethnic and academic identities as they are positioned in relation to cultural practices within and outside of school. Recommends a three-strand framework to understand these emerging tensions and their management in the lives of minority youth: positioning in face-to-face interactions, positioning over developmental time, and the cultural capital associated with practices themselves over the social histories of communities. (SM) EJ674065 Ethnic and Academic Identities: A Cultural Practice Perspective on Emerging Tensions and Their Management in the Lives of Minority Students. Educational Researcher v32 n5 p14-18 Jun-Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cultural Influences Educational Research Elementary Secondary Education Ethnicity Higher Education Minority Groups Racial Differences Student Diversity Gutierrez, Kris D. Rogoff, Barbara Journal Articles Reports - Descriptive ISSN-0013-189X English Examines how to characterize commonalities in learning approaches of individuals from educationally underserved ethnic groups, disagreeing with the common assumption that regularities are static and individuals' general traits are attributable categorically to ethnicity. Suggests that a cultural-historical approach can help move beyond this assumption by focusing on variations in individuals' and groups' histories of engagement in cultural practice. (SM) EJ674066 Cultural Ways of Learning: Individual Traits or Repertoires of Practice. Educational Researcher v32 n5 p19-25 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:04 CIJJAN2004 Theme Issue: "Reconceptualizing Race and Ethnicity in Educational Research."

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No Blacks Cultural Awareness Educational Research Elementary Secondary Education Ethnicity Higher Education Hispanic Americans Minority Groups Racial Differences Student Diversity Orellana, Marjorie Faulstich Bowman, Phillip Journal Articles Reports - Descriptive ISSN-0013-189X English Identifies two conceptual and methodological limitations to current treatments of cultural diversity in social science research: the tendency to treat race, ethnicity, culture, and social class as fixed categories and the tendency to focus on single levels of analysis. Proposes strategic guidelines for mitigating these limitations, illustrating them with examples from research on bilingual Hispanic children's work as translators and on African American "culture retainers." (SM) EJ674067 Cultural Diversity Research on Learning and Development: Conceptual, Methodological, and Strategic Considerations. Educational Researcher v32 n5 p26-32 Jun-Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:04 CIJJAN2004 Theme Issue: "Reconceptualizing Race and Ethnicity in Educational Research."

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No Measures (Individuals) Personality Personality Theories Prediction Vocational Interests Staggs, Gena D. Larson Lisa M. Borgen, Fred H. Journal Articles Reports - Research Multidimensional Personality Questionnaire Strong Interest Inventory Multidimensional Personality Questionnaire Strong Interest Inventory ISSN-1069-0727 English Replication of Larson and Borgen's study with a college sample (n=200) who completed the Multidimensional Personality Questionnaire (MPQ) and Strong Interest Inventory (SII) supported hypothesis that specific MPQ scales contribute significantly to prediction of SII basic interest scales. Results confirm that specific interests are related to specific personality dimensions. (Contains 40 references.) (SK) EJ674068 Convergence of Specific Factors in Vocational Interests and Personality. Journal of Career Assessment v11 n3 p243-61 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Evaluation Criteria Foreign Countries Personality Self Evaluation (Individuals) Success Heslin, Peter A. Journal Articles Reports - Research Canada Social Comparison Canada ISSN-1069-0727 English Business students (n=71) evaluated their career success thus far. Framed by social comparison theory, results showed that 68% used other-referent criteria to assess their success. Participants who believed that ability and personality are fixed attributes had greater reliance on other-referent criteria. (Contains 100 references.) (SK) EJ674069 Self- and Other-Referent Criteria of Career Success. Journal of Career Assessment v11 n3 p262-86 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Career Change Emotional Intelligence Job Satisfaction Models Personality Theories Personality Traits Resilience (Personality) Lounsbury, John W. Loveland, James M. Sundstrom, Eric D. Gibson, Lucy W. Drost, Adam W. Hamrick, Frances L. Journal Articles Reports - Research Optimism ISSN-1069-0727 English Personality traits related to career satisfaction for 5,932 individuals were measured for the group and in 14 occupations. Traits related to satisfaction across occupations were emotional resilience, optimism, and work drive. The Big Five traits of conscientiousness, extraversion, and openness were also correlated with career satisfaction. (Contains 76 references.) (SK) EJ674070 An Investigation of Personality Traits in Relation to Career Satisfaction. Journal of Career Assessment v11 n3 p287-307 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Career Counseling College Students Interest Inventories Personality Measures Sex Differences Vocational Interests Roberti, Jonathan W. Fox, Daniel J. Tunick, Roy H. Journal Articles Reports - Research Hollands Hexagonal Model Personality Types ISSN-1069-0727 English The Vocational Preference Inventory, two personality questionnaires, and the Sensation-Seeking Scale were completed by 126 college students. Younger students had undifferentiated vocational profiles. Men tended toward Realistic, Enterprising, and Investigative occupations, women toward Social, Enterprising, and Artistic. Significant convergence between similar scales on the instruments was indicated. (Contains 38 references.) (SK) EJ674071 Alternative Personality Variables and the Relationship to Holland's Personality Types in College Students. Journal of Career Assessment v11 n3 p308-27 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Career Choice College Students Decision Making Foreign Countries Measures (Individuals) Test Items Tak, Jinkook Lee, Ki-Hak Journal Articles Reports - Research Korea South Korea ISSN-1069-0727 English Five analyses using Korean college students (n=283, 700, 844, 306, 315) were conducted to develop the Korean Career Indecision Inventory. Five factors emerged consistently and were confirmed by factor analysis: lack of career information, lack of necessity recognition, lack of self-identity, indecisiveness, and external barriers. Reliability and convergent and criterion-related validity were supported. (Contains 44 references.) (SK) EJ674072 Development of the Korean Career Indecision Inventory. Journal of Career Assessment v11 n3 p328-45 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Diffusion (Communication) Extension Education Farmers Innovation Outreach Programs Socioeconomic Status Theories Stephenson, Garry Journal Articles ISSN-1077-5315 English Innovation diffusion theory, the basis of Extension agriculture outreach, has been criticized for favoring wealthy farmers and increasing economic inequities. The field has not kept pace with developments in the theory. Ways to improve include tailoring communications to all categories of farmers, encouraging use of appropriate technology, focusing on harder-to-reach audiences, and reassessing extension's constituency. (Contains 33 references.) (SK) EJ674073 The Somewhat Flawed Theoretical Foundation of the Extension Service. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/a1.shtml T 2004 7/11/2004 11:37:06 CIJFEB2004

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No Adult Education Constructivism (Learning) Educational Principles Extension Education Inservice Education Peer Teaching Transformative Learning Grudens-Schuck, Nancy Cramer, Julianne Exner, Derrick Shour, Mark Journal Articles ISSN-1077-5315 English To improve the teaching skills of peer educators in Iowa Extension, workshops exposed them to constructivist and transformative approaches to adult education. Attendees identified two challenges as impediments to adopting or adapting the contemporary model for adult education: low confidence in facilitating discussions and concerns about subject-matter mastery. (Contains 20 references.) (SK) EJ674074 The New Adult Education: Bringing Peer Educators Up to Speed. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/a2.shtml T 2004 7/11/2004 11:37:06 CIJFEB2004

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No Advisory Committees Extension Education Interdisciplinary Approach Nontraditional Students Training Water Resources Conway, Flaxen D. L. Godwin, Derek Cloughesy, Mike Nierenberg, Tara Journal Articles Reports - Descriptive Oregon Stewardship Watersheds Oregon ISSN-1077-5315 English The Watershed Stewardship Education Program (WSEP) is a multidisciplinary Oregon Extension designed to help watershed councils, landowners, and others work effectively together on water management. Components include practical, easy-to-use educational materials, training in effective collaboration, a Master Watershed Stewards program, and advanced stewardship education. WSEP addresses nontraditional audiences such as nongovernmental organizations, environmental groups, and citizen associations. (SK) EJ674075 Watershed Stewardship Education Program--A Multidisciplinary Extension Education Program for Oregon's Watershed Councils. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/a4.shtml T 2004 2016-11-23

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No Delivery Systems Educational Planning Extension Education Intergenerational Programs Needs Assessment Kaplan, Matthew Liu, Shih-Tsen Radhakrishna, Rama B. Journal Articles Reports - Research ISSN-1077-5315 English A needs assessment of 161 Extension educators in family and consumer science and 4-H/youth development received 28 responses indicating preferences regarding intergenerational program content and delivery format. Results were used to develop curriculum and program delivery strategies and begin planning for a statewide intergenerational program. (SK) EJ674076 Intergenerational Programming in Extension: Needs Assessment as Planning Tool. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/a5.shtml T 2004 7/11/2004 11:37:06 CIJFEB2004

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No Access to Education Adults Extension Education Low Income Groups Nutrition Instruction Participation Relevance (Education) Rural Areas Richardson, John G. Williams, Jo Ann Y. Mustian, R. David Journal Articles Reports - Research North Carolina North Carolina ISSN-1077-5315 English A study of Expanded Foods and Nutrition Education Program clientele in a low-income rural county (n=20) identified the following as major or minor barriers to participation in educational programs: transportation (85%), family responsibilities (80%), difficulty reading information (80%), lack of information about programs (45%), and lack of relevance of the information (45%). (SK) EJ674077 Barriers to Participation in Extension Expanded Foods and Nutrition Programs. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/a6.shtml T 2004 2016-11-21

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No Communications Satellites Distance Education Extension Education Participant Satisfaction Water Resources Schmidt, Katherine L. Swistock, Bryan R. Sharpe, William E. Journal Articles Reports - Evaluative Ponds ISSN-1077-5315 English Evaluations by 175 of 557 Pennsylvania pond owners who attended an Extension program via satellite revealed that most were interested in aesthetic/recreational pond use and pond management. They wanted more in-depth information over a shorter time frame. Only 10% did not favor satellite delivery. Shorter, more focused satellite programs and videotapes of satellite programs were recommended. (SK) EJ674078 Distance Education of Pennsylvania Pond Owners. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/rb2.shtml T 2004 2016-11-21

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No Adults Extension Education Leaders Motivation Volunteers White, David J. Arnold, Mary E. Journal Articles Reports - Research 4 H Programs ISSN-1077-5315 English An exit survey of 160 4-H adult volunteer leaders who had terminated their leadership role (51 responses) indicated they had participated because their children were involved or they desired to make a difference for youth. They left because children were no longer involved and because of time demands. Program factors did not influence leaving, although ways to improve were identified. (SK) EJ674079 Why They Come, Why They Go, and Why They Stay: Factors Affecting Volunteerism in 4-H Programs. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/rb5.shtml T 2004 2016-11-21

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No Adolescents Elementary Secondary Education Service Learning Student Development Volunteers Safrit, R. Dale Auck, Allen W. Journal Articles Reports - Research Ohio 4 H Programs Community Service Ohio ISSN-1077-5315 English Random samples of Ohio 4-H community club members ages 10-14 (n=504, 25% response) and ages 15-19 (n=504, 27% response) were surveyed. Nearly 100% in both groups are involved in community service. Respondents spent equal amounts of time volunteering through school, out of school, on their own, or through 4-H youth development experiences. (SK) EJ674080 Volunteerism, Community Service, and Service-Learning by Ohio 4-Hers in Grades 4-12. Journal of Extension v41 n4 Aug 2003 2003-00-00 http://www.joe.org/joe/2003august/rb6.shtml T 2004 2016-11-21

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No Business Education Computer Software Computer Uses in Education Educational Technology Higher Education Cudd, Mike Lipscomb, Thomas Tanner, John Journal Articles Reports - Research Finance ISSN-0883-2323 English A nationwide survey of 1,468 finance faculty received 145 responses that revealed an extensive shift to the use of computer image projection in the classroom. More than 86% used presentation software. Only small numbers used an intranet or videoconferencing for teaching; 42% used the Internet for 20% or less of class meetings. (Contains 18 references.) (SK) EJ674081 Technology in the Classroom: An Assessment of Hardware and Software Use in Finance Instruction. Journal of Education for Business v78 n5 p244-48 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education Conferences Doctoral Programs Employment Interviews Higher Education Job Search Methods Teacher Recruitment Hunt, Steven C. Sawhney, Rajeev Journal Articles Reports - Research Business Schools ISSN-0883-2323 English A survey of 200 doctoral students who interviewed with business schools at the Academy of Management conference received 74 responses. On average, they interviewed with 15.74 schools and did considerable preconference information gathering. Many complained of the physical conditions and lack of interviewer preparation. (Contains 20 references.) (SK) EJ674082 Management PhD Candidates' Job Search: The Initial Interview. Journal of Education for Business v78 n5 p249-54 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No College Students Higher Education Labor Economics Metaphors Student College Relationship Halbesleben, Jonathon R. B. Becker, Jennifer A. H. Buckley, M. Ronald Journal Articles Opinion Papers Customer Services ISSN-0883-2323 English Labels the student-as-customer metaphor in higher education as problematic and proposes a more appropriate conception using the notion of customer labor contributions, in which students do not merely purchase education but make contributions that enhance it. Presents implications for performance management and motivation. (SK) EJ674083 Considering the Labor Contributions of Students: An Alternative to the Student-as-Customer Metaphor. Journal of Education for Business v78 n5 p255-57 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Accounting Course Content Fraud Higher Education Instructional Materials Peterson, Bonita K. Journal Articles ISSN-0883-2323 English Reports that limited fraud education takes place in accounting due to a crowded curriculum and misunderstanding of the extent of fraud. Suggests ways to develop content on the topic and provides a list of teaching materials (textbooks, workbooks, trade books, case materials, videos, and reference materials). (Contains 16 references.) (SK) EJ674084 Fraud Education for Accounting Students. Journal of Education for Business v78 n5 p263-67 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:09 CIJFEB2004

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No Business Education Evaluation Criteria Feedback Group Activities Higher Education Peer Evaluation Student Projects Teamwork Brooks, Charles M. Ammons, Janice L. Journal Articles Reports - Research ISSN-0883-2323 English Students in an interdisciplinary business course (n=330) worked in teams on 3 modules and completed 3 peer evaluations. An evaluation system that provided specific feedback at early and multiple points during group projects helped reduce the problem of free riding and improved student perceptions of group work. (Contains 23 references.) (SK) EJ674085 Free Riding in Group Projects and the Effects of Timing, Frequency, and Specificity of Criteria in Peer Assessments. Journal of Education for Business v78 n5 p268-72 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:09 CIJFEB2004

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No Accountants Accounting Attitude Change Career Choice Higher Education Majors (Students) Student Attitudes Student Recruitment Fedoryshyn, Michael W. Tyson, Thomas N. Journal Articles Reports - Research ISSN-0883-2323 English In two of four sections of an accounting course, students attended presentations by accountants. Precourse (n=138) and postcourse (n=99) questionnaires indicated that those exposed to presentations had far more positive attitude changes regarding accountants, the profession, and accounting careers. (SK) EJ674086 The Impact of Practitioner Presentations on Student Attitudes about Accounting. Journal of Education for Business v78 n5 p273-84 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:09 CIJFEB2004

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No Business Education Course Content Higher Education Law Related Education Morgan, James F. Journal Articles Business Law ISSN-0883-2323 English Discusses the growing importance of law to business and real and perceived rationales for business law's lack of status in business education. Proposes steps to achieve the discipline's full potential. (Contains 21 references.) (SK) EJ674087 Legal Studies in Business: Toward Realizing Its Potential in the New Millennium. Journal of Education for Business v78 n5 p285-89 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Course Content Economics Education Higher Education Intellectual Property Internet Microeconomics Supply and Demand Englander, Fred Moy, Ronald L. Journal Articles ISSN-0883-2323 English Addresses issues related to the ways in which the Internet is affecting supply and demand, competition, property rights, information costs, and economies of scale. Suggests ways to incorporate these topics into the study of microeconomics. (Contains 19 references.) (SK) EJ674088 Supply, Demand, and the Internet--Economic Lessons for Microeconomic Principles Courses. Journal of Education for Business v78 n5 p290-94 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:10 CIJFEB2004

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No Academic Education Core Curriculum Education Work Relationship Integrated Curriculum Secondary Education Team Teaching Cutshall, Sandy Journal Articles Career and Technical Education ISSN-1527-1803 English The best examples of career and technical education demonstrate education that is challenging both technically and academically, integrating core academic skills directly into the curricula to prepare students for the workplace or further education. More collaborative teaching is needed. (JOW) EJ674089 The Core Connection. CTE and Academics: A Perfect Fit. Techniques: Connecting Education and Careers v78 n6 p18-21 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Articulation (Education) Consortia Postsecondary Education Secondary Education Tech Prep Reese, Susan Journal Articles Career and Technical Education Ohio Texas Ohio Texas ISSN-1527-1803 English Suggests that the most important result of the establishment of tech prep consortia is the increase in articulation agreements between secondary and postsecondary institutions. Discusses the success of programs on Ohio and Texas. (Author/JOW) EJ674090 Making the Case for Tech Prep. Techniques: Connecting Education and Careers v78 n6 p23-25,42 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Reading Instruction Reading Skills Secondary Education Teaching Methods Vocational Schools Vaites, George Journal Articles Career and Technical Education ISSN-1527-1803 English Discusses how career and technical education can develop reading proficiency of students through changes in teaching practices, such as increasing reading time and increasing content literacy. Describes methods used at Lenape Technical School in Pennsylvania. (JOW) EJ674091 Improving Reading Proficiency through CTE. Techniques: Connecting Education and Careers v78 n6 p26-30 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Classroom Environment Stress Variables Student Attitudes Student Motivation Teaching Methods Tests LaBelle, Sandy Journal Articles ISSN-1527-1803 English Discusses ways of improving student attitudes and motivation, such as changing the focus of tests, making students responsible for their work, using a grid to show test results, instituting in-class breaks, using a personal grade book, discussing with students the effects of sleep deprivation, and using separate folders for papers of each class. (JOW) EJ674092 Working Smarter, Not Harder (Part IV). Techniques: Connecting Education and Careers v78 n6 p31-34 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:37:11 CIJFEB2004 For parts I-III, see EJ 610 900, EJ 631 906, and EJ 653 160.

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No Computer Assisted Design Experiential Learning Science Education Secondary Education Technology Education Vocational Education Teachers Smith, Steve Reese, Susan Journal Articles Reports - Descriptive Career and Technical Education ISSN-1527-1803 English Describes a technology education program at Newburyport High School in Massachusetts that provides hands-on learning through a virtual shop class 3-D computer-aided design. (JOW) EJ674093 Vital Virtual Hands-on Learning. Techniques: Connecting Education and Careers v78 n6 p35-37 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Education Educational Change Integrated Curriculum Secondary Education State Standards Tech Prep Technology Education Reese, Susan Journal Articles Reports - Descriptive Career and Technical Education Virginia Virginia ISSN-1527-1803 English Describes a program in Virginia in which academics and career and technical education work together and the state's Standards of Learning are being integrated. (JOW) EJ674094 A Role To Play in School Reform. Techniques: Connecting Education and Careers v78 n6 p39-41 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Clinical Experience Conflict Court Litigation Evaluation Criteria Grading Higher Education Nursing Education Teacher Student Relationship Boley, Paula Whitney, Karen Journal Articles ISSN-0022-3158 English A review of court litigation, including three landmark cases that have implications for nursing education, indicates that courts support faculty judgment in assigning grades. However, faculty must be fair and consistent and be able to explain the criteria used for grading. (Contains 11 references.) (SK) EJ674095 Grade Disputes: Considerations for Nursing Faculty. Journal of Nursing Education v42 n5 p198-203 May 2003 2003-00-00 T 2004 7/11/2004 11:37:12 CIJFEB2004

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No High Risk Students Higher Education Nursing Education Peer Teaching Teaching Skills Tutoring Blowers, Sally Ramsey, Priscilla Grooms, Janelle Merriman, Carolyn Journal Articles Reports - Descriptive ISSN-0022-3158 English A peer tutoring program at an Appalachian university was designed to meet the needs of students with poor academic backgrounds and multiple risk factors. Tutoring patterns included dyad, small group, large group, skill based, assignment based, and question based. Qualitative evaluation data revealed that each pattern required different tutor skills and all contributed to improved performance. (Contains 16 references.) (Author/SK) EJ674096 Patterns of Peer Tutoring in Nursing. Journal of Nursing Education v42 n5 p204-11 May 2003 2003-00-00 T 2004 7/11/2004 11:37:12 CIJFEB2004

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No Decision Making Educational Games Ethics Higher Education Nursing Education Simulation Metcalf, Barbara L. Yankou, Dawn Journal Articles ISSN-0022-3158 English An ethics game involves nursing students in defending actions in ethics-based scenarios. Benefits include increased confidence, ability to see multiple perspectives, values clarification, and exposure to decision-making models, professional responsibilities, ethical principles, social expectations, and legal requirements. Difficulties include class size and limited time for students to learn course content to use in the game. (Contains 14 references.) (SK) EJ674097 Using Gaming To Help Nursing Students Understand Ethics. Journal of Nursing Education v42 n5 p212-15 May 2003 2003-00-00 T 2004 7/11/2004 11:37:12 CIJFEB2004

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No Competence Data Analysis Higher Education Nursing Students Qualitative Research Undergraduate Study Reising, Deanna L. Journal Articles Reports - Research Research Training ISSN-0022-3158 English To learn the skills of qualitative analysis, 28 nursing students selected research questions, interviewed each other, and conducted data analysis. Students' analyses had 89% agreement with the instructor's on the topic of lab-to-clinic skill transfer, 96% agreement on the influence of experience, and 61% on nervousness during clinical supervision. (Contains 35 references.) (SK) EJ674098 Establishing Student Competency in Qualitative Research: Can Undergraduate Nursing Students Perform Qualitative Data Analysis? Journal of Nursing Education v42 n5 p216-19 May 2003 2003-00-00 T 2004 2016-11-21

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No Construct Validity Content Validity Cultural Awareness Higher Education Measures (Individuals) Multicultural Education Nursing Students Rew, Lynn Becker, Heather Cookston, Jeff Khosropour, Shirin Martinez, Stephanie Journal Articles Reports - Research ISSN-0022-3158 English A multicultural awareness scale completed by 72 nursing students obtained a Cronbach's alpha reliability coefficient of .91. An expert panel analyzed content validity and the revised scale was completed by 118 students. Factor analysis supported the measure's construct validity. (Contains 30 references.) (SK) EJ674099 Measuring Cultural Awareness in Nursing Students. Journal of Nursing Education v42 n6 p249-57 Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:13 CIJFEB2004 Theme: Cultural Diversity.

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No Doctoral Programs Educational Environment Higher Education Nursing Education Organizational Climate Racial Bias Hassouneh-Phillips, Dena Beckett, Ann Journal Articles Reports - Research ISSN-0022-3158 English Interviews explored experiences of nine women of color in a nursing doctoral program. The pervasive influence of racism at personal/interpersonal, institutional, and cultural levels was evident. Themes included wearing masks, maintaining the status quo, and moving on. (Contains 20 references.) (SK) EJ674100 An Education in Racism. Journal of Nursing Education v42 n6 p258-65 Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:13 CIJFEB2004 Theme: Cultural Diversity.

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No Attitude Change Higher Education International Educational Exchange Nursing Education World Views Walsh, Linda V. DeJoseph, Jeanne Journal Articles Reports - Research Cultural Competence ISSN-0022-3158 English Ten nursing students and two faculty mentors participated in an immersion experience in Guatemala. Themes from interviews included the experience of being "other," growth as a professional nurse, and expansion of world views. (Contains 16 references.) (SK) EJ674101 "I Saw it in a Different Light": International Learning Experiences in Baccalaureate Nursing Education. Journal of Nursing Education v42 n6 p266-72 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Higher Education Nursing Education Role Playing Simulation Shearer, Ruth Davidhizar, Ruth Journal Articles Cultural Competence ISSN-0022-3158 English Role playing is a useful method for teaching cultural competence in nurse-patient situations. Successful implementation depends on identification of objectives and grading criteria, adequate time, guidelines for role specifications, monitoring of the process, delineation of the relationship to theory, and facilitation of constructive analysis. (Contains 12 references.) (SK) EJ674102 Using Role Play To Develop Cultural Competence. Journal of Nursing Education v42 n6 p273-76 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Bias Cultural Pluralism Culturally Relevant Education Guidelines Higher Education Instructional Material Evaluation Nursing Education Byrne, Michelle M. Weddle, Carriette Davis, Ernestine McGinnis, Patricia Journal Articles ISSN-0022-3158 English Describes the development of a guide for evaluating content of nursing instructional materials, including the gender, ethnicity, and multicultural inclusion models used. Outlines six categories of bias: invisibility/omission, stereotyping, imbalance, selectivity, unreality, fragmentation/isolation, and linguistic bias. (Contains 38 references.) (SK) EJ674103 The Byrne Guide for Inclusionary Cultural Content. Journal of Nursing Education v42 n6 p277-81 Jun 2003 2003-00-00 T 2004 7/11/2004 11:37:14 CIJFEB2004 Theme: Cultural Diversity.

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No Higher Education Nursing Education Nursing Students Qualitative Research Teacher Knowledge Teaching Methods McAllister, Margaret Rowe, Jennifer Journal Articles Opinion Papers Research Training ISSN-0022-3158 English Asserts that the craft knowledge of skilled teachers must be shared to help nursing students become competent, committed qualitative researchers. Strategies to develop a qualitative eye, deal with challenges such as ethical conduct, inform approaches to fieldwork, and extend capacity and confidence to interpret data, play with ideas, analyze themes, and contribute to knowledge are described. (Contains 31 references.) (SK) EJ674104 Blackbirds Singing in the Dead of Night?: Advancing the Craft of Teaching Qualitative Research. Journal of Nursing Education v42 n7 p296-303 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Community Health Services Community Programs Empowerment Health Promotion Higher Education Inner City Nursing Education Kraus, Marjorie B. Morgan, Connie M. Matteson, Peggy S. Journal Articles Reports - Descriptive ISSN-0022-3158 English In New Orleans, nursing faculty and students partnered with inner-city schools and churches to mobilize neighborhood assets and improve health care. Students learned community assessment skills and worked with empowered citizens who reclaimed their health resources. (Contains 28 references.) (SK) EJ674105 "Razoo Health:" A Community-Based Nursing Education Initiative. Journal of Nursing Education v42 n7 p304-10 Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:15 CIJFEB2004

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No Definitions Higher Education Nursing Nursing Students Student Attitudes Cook, Tom H. Gilmer, Mary Jo Bess, Carolyn J. Journal Articles Reports - Research Professional Identity ISSN-0022-3158 English Interviews with 114 beginning nursing students were distilled into an inductive framework of professional nursing identity based on their definitions of nursing. Multiple categories were classified into three themes: nursing as noun, verb, and transaction. Results show the extent of students' understanding of the profession. (Contains 21 references.) (SK) EJ674106 Beginning Students' Definitions of Nursing: An Inductive Framework of Professional Identity. Journal of Nursing Education v42 n7 p311-17 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Ethnography Graduate Study Higher Education Nursing Education Qualitative Research Synthesis Beck, Cheryl Tatano Journal Articles Reports - Descriptive ISSN-0022-3158 English Describes a project that required graduate nursing students to conduct qualitative meta-synthesis of ethnographic research, using Noblit and Hare's approach. Discusses the process of meta-synthesis, interpretation of outcomes, and students' reactions to the project. (Contains 16 references.) (SK) EJ674107 Seeing the Forest for the Trees: A Qualitative Synthesis Project. Journal of Nursing Education v42 n7 p318-23 Jul 2003 2003-00-00 T 2004 7/11/2004 11:37:16 CIJFEB2004

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No Adult Education Advisory Committees Educational History Foreign Countries Models Dadswell, Gordon Information Analyses Journal Articles Australia Australia English Presents evidence demonstrating that, although Colin Robert Badger claimed to have originated the model for Australia's Council of Adult Education, another unacknowledged model had actually formed the basis of it. States that the Badger narrative has become an enduring myth in Australian adult education history. (Contains 20 archival and 36 secondary references.) (SK) EJ674108 The Model for the Council of Adult Education? Beyond the Myth. Australian Journal of Adult Learning v43 n2 p185-202 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Aboriginal Australians Colonialism Cultural Maintenance Foreign Countries History Indigenous Knowledge Mass Media Baxter, Cliff Information Analyses Journal Articles Australia Revisionism Australia English Analysis of newspapers of the dominant and indigenous cultures of Australia from colonial times to the present shows how they provide different perspectives on Australian history. The recent growth of the indigenous press will tell a different side of that history in the future. (Contains 29 references.) (SK) EJ674109 "Manufacture" of Australian History: Indigenous Press and the Aboriginal Renaissance Challenge Snippers from Colonial Values. Australian Journal of Adult Learning v43 n2 p203-19 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Responsibility Cultural Pluralism Democracy Foreign Countries Nonformal Education Role of Education Tampubolon, Mangatas Journal Articles Indonesia Indonesia English Examines nonformal education's part in expanding democratic culture in Indonesia; discusses contextual constraints on democracy, use of nonformal education for literacy and life skills development, and the influence on developing citizen awareness of responsibilities in a democratic society. (Contains 28 references.) (SK) EJ674110 Non-formal Education and Its Role in Establishing a Democratic Culture within Indonesian Heterogeneous Society. Australian Journal of Adult Learning v43 n2 p220-52 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Continuing Education Environmental Education Foreign Countries Knowledge Level Literacy Kumari, P. Vasantha Obulescu, M. C. Journal Articles Reports - Research Environmental Awareness India India English A survey of 50 newly literate learners in India found no differences in environmental knowledge and awareness related to age, gender, or caste. Results supported the inclusion of environmental content in continuing education curricula. (SK) EJ674111 Environmental Awareness among Neo-Literates. Australian Journal of Adult Learning v43 n2 p302-10 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Competition Corporations Educational Quality Hidden Curriculum Higher Education Universities Values Bok, Derek Journal Articles Opinion Papers ISSN-0893-0384 English Discusses competition and profit in higher education and the effect of the profit motive on educational quality. Describes the impact of the lucrative executive education field, extension education, the Internet, and the hidden curriculum of advertising and corporate dollars in universities. (SK) EJ674112 Preserving Educational Values. Continuing Higher Education Review v66 p7-29 Fall 2002 2002-00-00 T 2004 7/11/2004 11:37:17 CIJFEB2004

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No Accountability Competition Continuing Education Educational Policy Educational Trends Futures (of Society) Higher Education Marketing of Education Newman, Frank Journal Articles Opinion Papers ISSN-0893-0384 English The director of "The Futures Project: Policy for Higher Education in a Changing World" discusses the competitive environment of higher education, the emergence of new providers, and the effect of market forces on accountability and responsiveness. Addresses policies and institutional strategies for this new environment. (SK) EJ674113 Continuing Education's New Life in the Fast Lane. Continuing Higher Education Review v66 p30-49 Fall 2002 2002-00-00 T 2004 7/11/2004 11:37:17 CIJFEB2004

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No Computer Literacy Constructivism (Learning) Continuing Education Educational Environment Higher Education Instructional Design Social Networks Brown, John Seely Journal Articles Opinion Papers Electronic Learning ISSN-0893-0384 English Technology is driving much of education, but learning is socially constructed. Learning, including electronic forms, should be designed to create a social learning environment. This can help bridge the divide between the "analog" professor and the "digital" student. (SK) EJ674114 The Social Life of Learning: How Can Continuing Education Be Reconfigured in the Future? Continuing Higher Education Review v66 p50-69 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Helping Relationship Higher Education Interpersonal Relationship Nursing Education Personality Self Concept Teaching Methods Leenerts, Mary Hobbs Journal Articles Opinion Papers Reports - Research Communication Styles Keirsey Temperament Sorter Nurse Patient Relationship ISSN-0029-6554 English Personal knowledge is essential for learning the artful use of self in therapeutic relationship but is difficult to teach. The Keirsey Temperament Sorter was used to help nursing students identify their communication and interaction preferences and acquire personal knowledge on a journey toward understanding the power of therapeutic nurse-patient relationships. (Contains 17 references.) (JOW) EJ674115 Teaching Personal Knowledge as a Way of Knowing Self in Therapeutic Relationship. Nursing Outlook v51 n4 p158-64 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Employment Patterns Intention Labor Needs Labor Turnover Nurses Rambur, Betty Palumbo, Mary Val McIntosh, Barbara Mongeon, Joan Journal Articles Reports - Research Nursing Shortage Vermont Vermont ISSN-0029-6554 English Secondary analysis of registered nurse work force data from Vermont (n=4,418, 85% response) identified predictors of intention to leave current position. Differences in intention vary by educational attainment, hours worked, gender, practice role, and practice activity. Improving retention will require increased attention to compensation, education, and career development. (Contains 72 references.) (JOW) EJ674116 A Statewide Analysis of RNs' Intention To Leave Their Position. Nursing Outlook v51 n4 p182-88 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Corporate Education Organizational Change Staff Development Trainers Training Harris, Paul Journal Articles Outsourcing ISSN-1535-7740 English States that the lure of cost savings and other incentives are prompting more organizations to outsource their entire learning function. Suggests that this will provide different opportunities for trainers. Looks at incentives, services, and advantages of outsourcing training. (JOW) EJ674117 Outsourced Learning: A New Market Emerges. T+D v57 n9 p30-34,36-38 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Learning Theories Teaching Methods Training Forman, David C. Journal Articles ISSN-1535-7740 English Provides 11 common-sense learning principles for trainers: tell stories, play games, explore and experiment, use pictures, have a coach, learn with others, focus on what is important, take breaks, have lunch, be passionate, and keep learning. (JOW) EJ674118 Eleven Common-Sense Learning Principles. T+D v57 n9 p39-42,44-46 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:37:19 CIJFEB2004

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No Adult Education Crisis Management Emergency Programs Training Kaplan-Leiserson, Eva Journal Articles September 11 Terrorist Attacks 2001 ISSN-1535-7740 English Describes how organizations and trainers are preparing for the unexpected in the wake of the September 11, 2001 terrorist attacks. Includes to-do lists, emergency procedures, and additional resources. (JOW) EJ674119 People and Plans: Training's Role in Homeland Security. T+D v57 n9 p66-74 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Participation Small Businesses Training Johnston, Karen Loader, Kim Journal Articles Reports - Research ISSN-0309-0590 English A case study of training for small- to medium-sized enterprises (SMEs) at a university found that the following factors influenced SME participation: preliminary consultation with SMEs on design and delivery, free half-day workshops in repeated cycles, individual pacing of learning, and business focus. (Contains 14 references.) (JOW) EJ674120 Encouraging SME Participation in Training: Identifying Practical Approaches. Journal of European Industrial Training v27 n6 p273-80 2003 2003-00-00 T 2004 7/11/2004 11:37:19 CIJFEB2004

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No Age Differences Career Planning Foreign Countries Job Layoff Motivation Organizational Culture Training Marshall, Verena Bonner, Dede Journal Articles Reports - Research Career Anchors Downsizing Australia Australia ISSN-0309-0590 English The relationships among career anchors, age, culture, gender, employment experience, and the impact of career planning on downsizing were examined with data from 423 management students (49% had been downsized). Lifestyle was the most valued anchor across age groups, stability/security the least; compared with Schein's earlier anchors research, this represented a shift in values. (Contains 39 references.) (JOW) EJ674121 Career Anchors and the Effects of Downsizing: Implications for Generations and Cultures at Work. A Preliminary Investigation. Journal of European Industrial Training v27 n6 p281-91 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Employee Attitudes Employment Programs Federal Programs Foreign Countries Job Training Occupational Tests Program Effectiveness Yardley, Sandra Dorothy Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0309-0590 English Perceptions, attitudes, and job outcomes of participants in four British preemployment government-sponsored training programs were compared (78 job club, 95 work-based training, 52 Jobplan, 106 New Deal) were compared. Respondents in job club and work-based training had positive reactions and consequently got more jobs. Responses will provide guidance for improving future programs. (Contains 22 references.) (JOW) EJ674122 Perceptions/Comparisons: Voluntary and Mandatory Pre-employment Government Training. Journal of European Industrial Training v27 n7 p341-54 2003 2003-00-00 T 2004 2016-11-21

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No Competence Employment Qualifications Foreign Countries Job Skills Job Training Older Adults Older Workers Kroll, Martin Journal Articles Reports - Research Germany Germany ISSN-0309-0590 English Analyzes the weaknesses of current structural options in Germany that allow older workers to keep on working. Points out that data do not indicate older workers are reluctant to participate in training. Suggests that management of competency development is unsuitable for the further employment of older adults. (Contains 56 references and 36 notes.) (JOW) EJ674123 The Challenge of the Age and Competency Structure in Industry for Innovations and Human Resource Policy. Journal of European Industrial Training v27 n7 p355-71 2003 2003-00-00 T 2004 2016-11-21

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No Competency Based Education Corporate Education Educational Strategies Informal Education Partnerships in Education Training Ellis, Kristine Journal Articles Knowledge Management ISSN-0095-5892 English Provides examples of how companies are using the following strategies in innovative ways: knowledge sharing using knowledge-management portals, informal learning, real-time learning, competency-based learning linked to business strategies, calculation of the return on investment in learning, and academic-corporate partnerships. (SK) EJ674124 Top Training Strategies: New Twists on Familiar Ideas. Training v40 n7 p30-34,36 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Asian Americans Bias Competence Ethnic Stereotypes Negative Attitudes Physical Characteristics Gilbert, Jackie Carr-Ruffino, Norma Ivancevich, John M. Lownes-Jackson, Millicent Journal Articles Reports - Research African Americans ISSN-0091-0260 English Undergraduates (n=127) read career histories (including photographs) of fictitious employees in a 2x2x2 design depicting job type (engineer/human resources), ethnicity (Asian or African American), and gender, with the same qualifications and performance information. African-American males were rated most negatively on work characteristics; Asian-Americans were regarded as more serious and polite. (SK) EJ674125 An Empirical Examination of Inter-Ethnic Stereotypes: Comparing Asian American and African American Employees. Public Personnel Management v32 n1 p251-66 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Classification Competence Evaluation Methods Job Analysis Job Skills Vocational Evaluation Heneman, Robert L. Information Analyses Journal Articles ISSN-0091-0260 English Describes advantages and disadvantages of work evaluation methods: ranking, market pricing, banding, classification, single-factor, competency, point-factor, and factor comparison. Compares work evaluation perspectives: traditional, realist, market advocate, strategist, organizational development, social reality, contingency theory, competency, cognitive decision-making. Concludes that traditional systems remain relevant but need to reflect the changing nature of public sector work. (Contains 73 reference notes.) (SK) EJ674126 Job and Work Evaluation: A Literature Review. Public Personnel Management v32 n2 p47-71 Sum 2003 2003-00-00 T 2004 7/11/2004 11:37:21 CIJFEB2004

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No Accessibility (for Disabled) Court Litigation Disabilities Equal Opportunities (Jobs) Human Resources Legal Responsibility Public Administration Crampton, Suzanne M. Hodge, John W. Journal Articles Employer Responsibility Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 ISSN-0091-0260 English Reviews recent Supreme Court decisions from 1998-2002, finding that they have expanded coverage of the Americans with Disabilities Act but also show ways to reduce employer liability. Makes recommendations for public sector hiring, accommodations, harassment policies, and discharge procedures. (SK) EJ674127 The ADA and Disability Accommodations. Public Personnel Management v32 n2 p143-54 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Aging (Individuals) Allied Health Occupations Education Educational Gerontology Elective Courses Higher Education Learning Modules Namazi, Kevan H. Green, Gordon Journal Articles ISSN-0090-7421 English Gives an overview of the aging population, allied health professions, and gerontology. Describes the modularization process used at the University of Texas--breaking a three-credit course into interdependent one-credit courses as a way to expose allied health students to a wide variety of gerontology topics through elective courses. (Contains 19 references.) (SK) EJ674128 Gerontologic Education for Allied Health Professionals. Journal of Allied Health v32 n1 p18-26 Spr 2003 2003-00-00 T 2004 7/11/2004 11:37:21 CIJFEB2004

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No Allied Health Occupations Allied Health Occupations Education Database Design Information Retrieval Information Systems Lankes, R. David Bonner, Hugh W. Journal Articles Information Infrastructure ISSN-0090-7421 English Presents a five-part framework for an information infrastructure: (1) aggregating (digital storage); (2) organizing (imposing higher-level structure); (3) using (retrieval processes); (4) tool building (designing and developing technologies for steps 1-3); and (5) policy making (metadata, selection criteria, use policies). Applies the framework to allied health information. (Contains 27 references.) (SK) EJ674129 Building an Education Infrastructure for Allied Health. Journal of Allied Health v32 n1 p32-37 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Business Skills Cognitive Ability Competence Foreign Countries Outcomes of Education Small Businesses Bosire, Joseph Etyang, Martin Journal Articles Reports - Research Kenya Microenterprises Kenya ISSN-1363-6820 English Interviews, observations, and checklists were used to measure business skills cognition of 208 informal-sector microenterprise owners in Kenya (91 had some primary, 109 some secondary, and 4 some postsecondary education). The association between educational level and business skills cognition was significant and positive. (Contains 27 references.) (SK) EJ674130 The Effect of Education on Business Skills Cognition: The Case of Indigenous Microscale Enterprise Owners in Kenya. Journal of Vocational Education & Training v55 n1 p5-20 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Change Educational Research Foreign Countries Organizational Theories Research Needs Systems Approach Training Vocational Education Chappell, Clive Journal Articles Reports - Research Australia Australia ISSN-1363-6820 English Analyzes 50 recent Australian vocational education and training research studies using an organizational theory framework to assess the degree of organizational and socioeconomic complexity. Finds that most explore the familiar (organizational) domain and only three investigate problems involving both organizational and socioeconomic domains. (Contains 34 references.) (SK) EJ674131 Researching Vocational Education and Training: Where To Go from Here? Journal of Vocational Education & Training v55 n1 p21-32 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Opportunities Foreign Countries Influences Participation Predictor Variables Public Policy Sociocultural Patterns Training Gorard, Stephen Journal Articles Reports - Research Great Britain Work Based Learning United Kingdom (Great Britain) ISSN-1363-6820 English Data from a South Wales study (n=1,104) and British adult learner survey (n=5,885) found little clear evidence supporting the economic imperative for lifelong learning. Policies have not resulted in increased training opportunities. Many employers are not supporting work-based learning; participation is largely predictable from individuals' social and family characteristics. (Contains 32 references.) (SK) EJ674132 Patterns of Work-Based Learning. Journal of Vocational Education & Training v55 n1 p47-63 2003 2003-00-00 N/A 2004 2016-11-21

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No Foreign Countries Government Role Networks Public Policy Social Capital Training Vocational Education Strathdee, Rob Journal Articles New Zealand New Zealand ISSN-1363-6820 English Evaluations of the New Zealand labor government's vocational education and training programs suggest they have created social capital. However, this social capital is narrow in scope, highly regulated, and tied to networks of professional training providers and employers. (Contains 52 references.) (SK) EJ674133 Vocational Education and Training and Social Capital in New Zealand. Journal of Vocational Education & Training v55 n1 p65-83 2003 2003-00-00 N/A 2004 2016-11-21

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No Credentials Educational Quality Employment Qualifications Foreign Countries Participation Standards Vocational Education Swailes, Stephen Roodhouse, Simon Journal Articles Reports - Research National Vocational Qualifications (England) ISSN-1363-6820 English Interviews and case studies involved 80 British universities, National Training Organizations, small business services, learning and skills councils, employers, and student completers of higher-level National Vocational Qualifications (NVQs). The most successful NVQs are linked to professional qualification paths and have generic application. Some have credibility problems, variable delivery quality, and perceptions of high cost. (Contains 55 references.) (SK) EJ674134 Structural Barriers to the Take-up of Higher Level NVQs. Journal of Vocational Education & Training v55 n1 p85-110 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Development Foreign Countries Learner Controlled Instruction Portfolio Assessment Prior Learning Vocational Education Tillema, Harm H. Journal Articles Reports - Descriptive Developmental Assessment Netherlands Self Regulation Netherlands ISSN-1363-6820 English The Educational Development and Assessment System in a Dutch university's vocational education program involves student-directed, self-regulated evaluation methods and integrates assessment with instruction. Evaluation focuses on competencies and portfolio assessments. (Contains 29 references.) (SK) EJ674135 Integrating Developmental Assessment with Student-directed Instruction: A Case in Vocational Education in the Netherlands. Journal of Vocational Education & Training v55 n1 p113-25 2003 2003-00-00 N/A 2004 2016-11-21

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No Citizenship Democracy Personal Autonomy Popular Culture Role of Education Scholarship Dolby, Nadine Information Analyses Journal Articles Cultural Studies Youth Culture ISSN-0017-8055 English A literature review explores how scholars have approached the study of popular culture--as text or lived experience. Examines the concepts of youth culture, individual agency, and cultural citizenship. Argues that the importance of popular culture lies in its role as a site for democratic practice. (Contains 88 reference notes.) (SK) EJ674136 Popular Culture and Democratic Practice. Harvard Educational Review v73 n3 p258-84 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Imperialism Mass Media Effects Media Research Popular Culture Scholarship Violence Trend, David Information Analyses Journal Articles Cultural Studies ISSN-0017-8055 English Research has done little to advance understanding of who accesses the violent imagery in popular culture. The narrow perspective provided by mass-produced media violence must be broadened by critical viewpoints that provide information people need to participate in the democratic process. (Contains 85 reference notes.) (SK) EJ674137 Merchants of Death: Media Violence and American Empire. Harvard Educational Review v73 n3 p285-308 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Children Foreign Countries Mass Media Effects Parody Play Popular Culture Postmodernism Social Change Buckingham, David Information Analyses Journal Articles ISSN-0017-8055 English Postmodern media culture widens the gap between school and children's external environments; it challenges the critical objective of media education. Students' efforts at media production manifest a more playful concept of knowledge and learning, requiring a more comprehensive postmodern approach to media education. (Contains 47 references.) (SK) EJ674138 Media Education and the End of the Critical Consumer. Harvard Educational Review v73 n3 p309-27 Fall 2003 2003-00-00 T 2004 7/11/2004 11:37:24 CIJFEB2004 Special Issue: Popular Culture and Education.

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No Childhood Attitudes Children Elementary Education Grade 1 Interpersonal Relationship Literacy Mass Media Effects Popular Culture Toys Dyson, Anne Haas Journal Articles Reports - Research African Americans ISSN-0017-8055 English An ethnographic study of African American first graders showed how their use of media material is linked to family and community memberships. Storytelling and play involved recontextualization (borrowing, translating, retelling) of the material. Context shaped their participation in school literacy practices. (Contains 70 references.) (SK) EJ674139 "Welcome to the Jam": Popular Culture, School Literacy, and the Making of Childhoods. Harvard Educational Review v73 n3 p328-61 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Black Community Black Culture Ethnography Oral Tradition Poetry Popular Culture Speech Communication Fisher, Maisha T. Journal Articles Reports - Research African Diaspora Participatory Literacy ISSN-0017-8055 English An ethnographic study examined oral poetry venues in black communities in Oakland and Sacramento as African Diaspora participatory literacy communities. These literary centers in out-of-school contexts served as sites for the development of cultural identity and the practice of multiple literacies. (Contains 43 references.) (SK) EJ674140 Open Mics and Open Minds: Spoken Word Poetry in African Diaspora Participatory Literacy Communities. Harvard Educational Review v73 n3 p362-89 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Compulsory Education Educational Attitudes Popular Culture Social Change Working Class Willis, Paul Journal Articles Opinion Papers Consumption Dialectical Thought Youth Culture ISSN-0017-8055 English Positions the school as a site through which cultural responses to material conditions are played out. Identifies responses to three waves of modernization--universal schooling, postindustrial society, and commodified electronic culture--that are accompanied by specific cultural forms such as youth culture. Suggests that these forms are sites for social change. (Contains 40 references.) (SK) EJ674141 Foot Soldiers of Modernity: The Dialectics of Cultural Consumption and the 21st-Century School. Harvard Educational Review v73 n3 p390-415 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Community Education Cultural Maintenance Culture Democracy Government Role Politics Popular Culture Kennerley, Cati Marsh Historical Materials Journal Articles Puerto Rico Puerto Rico ISSN-0017-8055 English Explains the work of the Puerto Rican government's educational agency in promoting the first governor's ideas about culture and democratic citizenship. Sets these initiatives within the context of Puerto Rico's ambiguous political status and discusses the role of government-sponsored cultural projects. (Contains 86 references.) (SK) EJ674142 Cultural Negotiations: Puerto Rican Intellectuals in a State-Sponsored Community Education Project, 1948-1968. Harvard Educational Review v73 n3 p416-48 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Culture Curriculum Development Immigration Mass Media Effects Popular Culture McCarthy, Cameron Giardina, Michael D. Harewood, Susan Juanita Park, Jin-Kyung Journal Articles Opinion Papers Cultural Capital Identity (Psychological) ISSN-0017-8055 English Draws on articles in this special issue to find implications for educators of developments in popular culture, cultural globalization, and electronic images. Addresses questions concerning the reproduction of culture, identity, and community within contemporary educational debates. (Contains 48 references.) (Author/SK) EJ674143 Afterword. Contesting Culture: Identity and Curriculum Dilemmas in the Age of Globalization, Postcolonialism, and Multiplicity. Harvard Educational Review v73 n3 p449-65 Fall 2003 2003-00-00 T 2004 2016-11-21

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No American Indians Educational Experience Films Higher Education Hispanic Americans Nursing Education Qualitative Research Student Recruitment Evans, Bronwynne C. Journal Articles Reports - Research Washington Washington ISSN-1536-5026 English A recruitment film to attract American Indian and Hispanic/Latino students to nursing was based on interviews exploring the meaning of education to seven nurses with these backgrounds. The meaning domains identified led to nine patterns of characteristics depicted in the film. (Contains 32 references.) (SK) EJ674144 "That Spirit, That Thing Inside": Using Qualitative Research Techniques To Produce a Recruitment Film for Hispanic/Latino and American Indian Students. Nursing Education Perspectives v24 n5 p230-37 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Environment Higher Education Nursing Education Teaching Styles Schaefer, Karen Moore Zygmont, Dolores Journal Articles Reports - Research Learner Centered Instruction Teacher Centered Instruction ISSN-1536-5026 English Nursing faculty (n=187, 37% response) completed the Principles of Adult Learning Scale. Results suggested that they were more teacher than learner centered and written philosophies reflected teacher centeredness. However, their use of student-centered language indicates they recognize the need but do not know how to implement it. (Contains 31 references.) (Author/SK) EJ674145 Analyzing the Teaching Style of Nursing Faculty: Does It Promote a Student-Centered or Teacher-Centered Learning Environment? Nursing Education Perspectives v24 n5 p238-45 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Persistence Grade Point Average Higher Education Nursing Students Prerequisites Science Achievement Tutoring Potolsky, Alicia Cohen, Jayne Saylor, Coleen Journal Articles Reports - Research ISSN-1536-5026 English The academic performance of first-semester nursing students who attended 5 or more (n=18) or fewer than 5 (n=19) tutorials was compared. A significant relationship was found between grades in prerequisite science courses and first-semester performance. Those who attended fewer tutorials had higher prerequisite course grades. (Contains 17 references.) (SK) EJ674146 Academic Performance of Nursing Students: Do Prerequisite Grades and Tutoring Make a Difference? Nursing Education Perspectives v24 n5 p246-50 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:26 CIJFEB2004

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No Case Studies Higher Education Learning Disabilities Metacognition Nursing Students Undergraduate Study Kolanko, Kathrine M. Journal Articles Reports - Research ISSN-1536-5026 English Data from seven nursing students with learning disabilities were analyzed using Stake's model for collective case studies. Five themes emerged: struggle, learning to learn with disabilities, time, social support, and personal stories. Direct instruction, structure, consistency, clear directions, organization, and positive instructor attitudes were helpful; anxiety, social isolation, and limited time were hindrances. (Contains 18 references.) (SK) EJ674147 A Collective Case Study of Nursing Students with Learning Disabilities. Nursing Education Perspectives v24 n5 p251-56 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:27 CIJFEB2004

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No Beginning Teachers Higher Education Nontenured Faculty Nursing Education Social Support Groups Lewallen, Lynne Porter Crane, Patricia B. Letvak, Susan Jones, Ellen Hu, Jie Journal Articles Reports - Descriptive Nurse Educators ISSN-1536-5026 English To facilitate the success of beginning nursing faculty, a self-governing support group was formed to share information and experiences and conduct scholarly projects. Emotional and instrumental support and tenure-related activities helped reduce stress, increase collegiality, and enhance faculty success. (Contains 15 references.) (SK) EJ674148 An Innovative Strategy To Enhance New Faculty Success. Nursing Education Perspectives v24 n5 p257-60 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Decision Making Nursing Research Utilization Scientific Research Romyn, Donna M. Allen, Marion N. Boschma, Geertje Duncan, Susan M. Edgecombe, Nancy Jensen, Louise A. Ross-Kerr, Janet C. Marck, Patricia Salsali, Mahvash Tourangeau, Ann E. Warnock, Fay Journal Articles Evidence Based Practice ISSN-8755-7223 English Addresses these questions: To what end is evidence sought? What is the nature of evidence? What kinds of evidence are valued by the nursing profession? and What kinds of evidence should underlie clinical decision making? (Contains 28 references.) (SK) EJ674149 The Notion of Evidence in Evidence-Based Practice by the Nursing Philosophy Working Group. Journal of Professional Nursing v19 n4 p184-88 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Experience Clinical Teaching (Health Professions) Higher Education Nursing Education Partnerships in Education Public Health Socialization Bartz, Claudia Dean-Baar, Susan Journal Articles Reports - Descriptive ISSN-8755-7223 English A nursing school-clinic partnership was designed to teach nursing students community health practice skills. A longitudinal evaluation is being conducted to ensure that it meets the goals of baccalaureate education and urban health nursing and that it follows a multilevel process model of organizational socialization. (Contains 37 references.) (SK) EJ674150 Reshaping Clinical Nursing Education: An Academic-Service Partnership. Journal of Professional Nursing v19 n4 p216-22 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:27 CIJFEB2004

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No Credentials Doctoral Degrees Higher Education Nursing Education Program Development Keithley, Joyce K. Gross, Deborah Johnson, Mary E. McCann, Judith Faux, Sandra Shekleton, Maureen Horton, Betty Trufant, John Journal Articles Reports - Research Rush University IL ISSN-8755-7223 English At Rush University's nursing college, a task force interviewed 21 nurse leaders at doctorate-granting institutions. Differences between the doctor of nursing science and doctor of philosophy degrees were identified in terms of focus, coursework, and external recognition. Almost half recommended that Rush retain the doctorate of nursing science, citing the strengths of practice-oriented research. (Contains 18 references.) (SK) EJ674151 Why Rush Will Keep the DNSc. Journal of Professional Nursing v19 n4 p223-29 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence Epidemiology Higher Education Intervention Nursing Education Student Attrition Undergraduate Study Wells, Marcia I. Information Analyses Journal Articles ISSN-8755-7223 English In place of Tinto's model of student retention, an epidemiological approach is recommended for nursing education. It includes primary, secondary, and tertiary interventions for preventing student attrition. (Contains 37 references.) (SK) EJ674152 An Epidemiological Approach to Addressing Student Attrition in Nursing Programs. Journal of Professional Nursing v19 n4 p230-36 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:28 CIJFEB2004

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No Comparative Education Foreign Countries Higher Education Nursing Education Outcomes of Education Student Attitudes Study Abroad DeDee, Lynda S. Stewart, Stephanie Journal Articles Reports - Research ISSN-8755-7223 English Responses were received from 38 of 100 nursing graduates who completed a 2-week international study tour. International study had a significant impact on personal development, the nurse's role, international perspective, and intellectual development. (SK) EJ674153 The Effect of Student Participation in International Study. Journal of Professional Nursing v19 n4 p237-42 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:28 CIJFEB2004

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No Adult Education Communicable Diseases Computer Literacy Computer Networks Farmers Foreign Countries Information Needs Risman, Ann Journal Articles Reports - Descriptive United Kingdom User Training United Kingdom ISSN-0955-2308 English During an epidemic of cattle disease, British farmers' needs for information and communication were served by the establishment of a network that enabled farmers to borrow computers, receive training, and access the Internet. The program served 1,675 farmers, who were largely older learners without computer experience. (SK) EJ674154 Journal of the Plague Year. Adults Learning (England) v15 n1 p7-9 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Education Continuing Education Distance Education Entrepreneurship Higher Education Innovation Universities Ebersole, John Journal Articles Opinion Papers ISSN-0955-2308 English Continuing education programs in universities are challenged to provide access to learning as well as generate revenue. Entrepreneurial investments in distance education are resulting in innovations, but these must be balanced with attention to educational quality. (SK) EJ674155 It's Not Whether to Innovate, but How. Adults Learning (England) v15 n1 p10-11 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:37:29 CIJFEB2004

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No Access to Education Foreign Countries Poverty Social Change Working Class Jones, Bill Journal Articles England Eighteenth Century United Kingdom (England) ISSN-0955-2308 English The experiences of three 18th-century working class writers illustrate how elements of pure chance contributed to their success or lack of advancement. Their stories raise questions about the motives behind and the issues raised by today's policy initiatives to address poverty. (SK) EJ674156 An Eighteenth Century "Excellence Challenge." Adults Learning (England) v15 n1 p18-19 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Education Accessibility (for Disabled) Adult Education Continuing Education Foreign Countries Physical Disabilities Stanistreet, Paul Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0955-2308 English At a British community college, students with physical disabilities formed a group focused on expanding educational opportunities in the mainstream for people with disabilities and to change community attitudes. (SK) EJ674157 "I Used To Sit There Until Somebody Noticed Me. Now If I Need Something I'll Ask for It." Adults Learning (England) v15 n1 p26-27 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Correctional Education High School Equivalency Programs High School Graduates Outcomes of Education Recidivism Tables (Data) Nuttall, John Hollmen, Linda Staley, E. Michele Journal Articles Reports - Research General Educational Development Tests General Educational Development Tests ISSN-0022-0159 English Compared recidivism rates of inmates who earned their General Educational Development (GED) certificate while incarcerated (n=2,330) with those who were released with no degree (n=9,419) and those who already had a high school diploma (n=4,868). Findings indicate that those who earned a GED had a significantly lower recidivism rate. (Contains 13 references.) (JOW) EJ674158 The Effect of Earning a GED on Recidivism Rates. Journal of Correctional Education v54 n3 p90-94 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Agency Cooperation Communication (Thought Transfer) Contract Training Correctional Education Correctional Institutions Delinquency Organizational Climate Youth Jensen, W. Mark Journal Articles Opinion Papers ISSN-0022-0159 English Describes challenges affecting educational providers and correctional staff at Nebraska Correctional Youth Facility and how the joint effort of the staffs resulted in a structure that is characterized by improved communication and collaborative decision making. (Contains 21 references.) (JOW) EJ674159 The Quest for Collaboration and Cooperation: Communication Is the Most Demanding Adjustment between Contract Education Providers and Department of Corrections Staff in Achieving a Joint Perspective of Service Coordination. Journal of Correctional Education v54 n3 p98-104 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:30 CIJFEB2004

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No Accessibility (for Disabled) Correctional Education Delinquency Disabilities Special Education Teacher Knowledge Teacher Role Moody, Barbara A. Journal Articles Reports - Research Oregon Oregon ISSN-0022-0159 English Interviews with 11 Oregon juvenile corrections educators examined their understanding of their role in the special education process. Their responses revealed some misunderstandings about accommodations, emotional disturbances, and learning disabilities, indicating a need for professional development. (JOW) EJ674160 Juvenile Corrections Educators: Their Knowledge and Understanding of Special Education. Journal of Correctional Education v54 n3 p105-07 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Art Education Correctional Education Delinquency Outcomes of Education Program Effectiveness Program Evaluation Recidivism Ezell, Mark Levy, Michelle Journal Articles Reports - Evaluative ISSN-0022-0159 English A 3-year, multimethod evaluation of an innovative arts program that facilitates teaching and interaction between artists and institutionalized juvenile offenders found that youth attending workshops (n=184) displayed significantly less disruptive behavior. Results also suggested that involvement with the arts reduced recidivism for participants. (Contains 24 references.) (JOW) EJ674161 An Evaluation of an Arts Program for Incarcerated Juvenile Offenders. Journal of Correctional Education v54 n3 p108-14 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:30 CIJFEB2004

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No Correctional Education Educational Change Educational History Foreign Countries Teacher Influence Gehring, Thom Bowers, Fredalene B. Historical Materials Journal Articles England Prison Reform United Kingdom (England) ISSN-0022-0159 English Describes Mary Carpenter's (1807-1877) work in prison reform and correctional education. Provides biographical information and selections from her writings. (Contains 11 references and a chronology of her work.) (JOW) EJ674162 Mary Carpenter: 19th Century English Correctional Education Hero. Journal of Correctional Education v54 n3 p116-22 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Learning Activities Teacher Collaboration Technology Education Seymour, Richard D. Journal Articles ISSN-0746-3537 English Discusses how to share technology-based lessons with other teachers. Includes an outline for documenting activity suggestions and offers recommendations for preparing print resources for colleagues. Includes essential elements of a published technology-based activity. (JOW) EJ674163 Sharing Technology-Based Activity Ideas with Others. Technology Teacher v63 n1 p7-10 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:31 CIJFEB2004

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No Curriculum Development Elementary Secondary Education Professional Development Program Effectiveness Standards Technological Literacy Journal Articles Reports - Descriptive ISSN-0746-3537 English Provides an overview of the "Standards for Technological Literacy: Content for the Study of Technology" (STL) and "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards" (AETL). Shows how the documents work together to advance the technological literacy of technology educators and K-12 students. (JOW) EJ674164 The Complete Picture: "Standards for Technological Literacy" and "Advancing Excellence in Technological Literacy." Technology Teacher v63 n1 p29-31 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:31 CIJFEB2004

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No Adult Day Care Adult Education Developing Nations Educational Development Foreign Countries Older Adults Well Being Imhabekhai, Clement I. Journal Articles Nigeria Nigeria ISSN-0360-1277 English Gives an overview of the aging population in nations such as Nigeria and of adult education's role in their adjustment and well being. Recommends adult day programs rather than isolation in homes for the aged. (Contains 16 references.) (SK) EJ674165 Educational and Social Welfare Programs for Older Populations in Nigeria. Educational Gerontology v29 n7 p573-83 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Daily Living Skills Educational Needs Foreign Countries Older Adults Physical Disabilities Hori, Shigeo Fujiwara, Mizuho Journal Articles Reports - Research Japanese People ISSN-0360-1277 English A survey of 364 Japanese adults over 60 with physical disabilities found that 87% have learning needs in the areas of health care, communication, and leisure activities. Instrumental/social learning ranked higher among those with serious activity limitations. Expressive/communicative learning was more important for those with moderate limitations. (Contains 20 references.) (SK) EJ674166 Learning Needs and Activity Limitations of Elderly Japanese with Physical Disabilities. Educational Gerontology v29 n7 p585-95 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Continuing Education Geriatrics Health Personnel Interactive Television Mental Health Mental Retardation Professional Development Johnson, Helen Arleen Roman, Marian Journal Articles Reports - Research ISSN-0360-1277 English Describes the design of two 40-hour geriatrics education programs based on Moore's Theory of Transactional Distance and delivered via interactive televison to mental health/mental retardation professionals. Discusses budgeting, technical support, and training issues involved. (Contains 28 references.) (SK) EJ674167 Geriatric Continuing Education in the Workplace: Utilizing Interactive Television (ITV) Technology in Theory and Practice. Educational Gerontology v29 n7 p597-616 Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:32 CIJFEB2004

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No Course Content Educational Gerontology Higher Education Majors (Students) Recreation Beland, Robert Kapes, Cory Journal Articles Reports - Research ISSN-0360-1277 English Among 112 institutions offering recreation and leisure studies programs, 51.8% provided undergraduate-level aging courses, 11.6% graduate-level courses; 67% had an aging minor or gerontology certification. Therapeutic recreation was emphasized in 83% of programs, with required internships or practica. (Contains 21 references.) (SK) EJ674168 Gerontology Education for Recreation Service Majors: Meeting the Needs of the 21st Century. Educational Gerontology v29 n7 p617-26 Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:32 CIJFEB2004

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No Adult Education Cognitive Ability Educational Needs Educational Objectives Older Adults Program Design Program Development Mehrotra, Chandra M. Journal Articles Opinion Papers ISSN-0360-1277 English Older adults participate in education to fulfil coping, expressive, contributive, influence, and transcendence needs. Learning can promote sustained mental functioning and increase self-efficacy and social support. (Contains 15 references.) (SK) EJ674169 In Defense of Offering Educational Programs for Older Adults. Educational Gerontology v29 n8 p645-55 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:33 CIJFEB2004

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No Age Discrimination Counselor Attitudes Counselor Client Relationship Counselors Foreign Countries Psychologists Helmes, Edward Gee, Susan Journal Articles Reports - Research Australia Therapeutic Communication Australia ISSN-0360-1277 English Vignettes of depressed females aged 42 or 72 were reviewed by 414 psychologists and 293 counselors (38% response). Most correctly identified depression regardless of client age. The elder client was considered to be less able to develop a therapeutic relationship, to have a poor prognosis, and to be less acceptable as a client. (Contains 54 references.) (SK) EJ674170 Attitudes of Australian Therapists toward Older Clients: Educational and Training Imperatives. Educational Gerontology v29 n8 p657-70 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Frail Elderly Geriatrics Higher Education Internship Programs Medical Education Portfolio Assessment Web Based Instruction Duque, Gustavo Bonnycastle, Michael Nazerali, Najmi Bailey, Robert Ferrier, Catherine Heilpern, Paul Gold, Susan Journal Articles Reports - Descriptive Canada Canada ISSN-0360-1277 English In a mandatory 4-week program, medical students assessed and managed the care of frail elderly with acute medical problems and disabilities. Web-based lectures with pre/posttests and electronic portfolio assessment were included. The experience was intended to promote reflection, interactive learning, and feedback. (Contains 24 references.) (SK) EJ674171 Building a Learning Experience: The Implementation of a Clerkship in Geriatric Medicine. Educational Gerontology v29 n8 p671-83 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Gerontology Higher Education Older Adults Quality of Life Research Projects Research Utilization Service Learning Lagana, Luciana Information Analyses Journal Articles ISSN-0360-1277 English Describes potential areas for service-learning research involving older adults. Provides methodological recommendations intended to address such issues as recruitment, retention, and randomization of participants; appropriateness of assessment tools; student training in research methods; and treatment of topics such as sexuality. (Contains 46 references.) (SK) EJ674172 Using Service-Learning Research To Enhance the Elderly's Quality of Life. Educational Gerontology v29 n8 p685-701 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:33 CIJFEB2004

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No Adult Education Aging (Individuals) Continuing Education Foreign Countries Older Adults Participation Yenerall, Joseph D. Journal Articles Reports - Research Universities of the Third Age Finland Finland ISSN-0360-1277 English The University of the Third Age in Finland has evolved from English and French models to include lectures, discussion groups, and research groups. A survey of 165 adult learners found their primary reason for participating was to acquire general education and self-knowledge. Socializing and meeting people were among the lowest ranked motivations. (SK) EJ674173 Educating an Aging Society: The University of the Third Age in Finland. Educational Gerontology v29 n8 p703-16 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Human Resources Information Dissemination Information Technology Information Utilization Organizational Climate Personnel Management Gardner, Sharyn D. Lepak, David P. Bartol, Kathyrn M. Journal Articles Reports - Research ISSN-0001-8791 English Responses from 357 complete pairs of human resources executives and professionals from the same company showed that information technology has increased autonomy, the responsiveness of their information dissemination, and networking with other professionals; they spend more time in technology support activities. Organizational climate moderated the impact of information technology. (Contains 73 references.) (SK) EJ674174 Virtual HR: The Impact of Information Technology on the Human Resource Professional. Journal of Vocational Behavior v63 n2 p159-79 Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:34 CIJFEB2004 Special Issue: Technology and Careers.

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No Information Technology Job Performance Self Efficacy Teleworking Vocational Adjustment Working Hours Raghuram, Sumita Wiesenfeld, Batia Garud, Raghu Journal Articles Reports - Research ISSN-0001-8791 English Responses from 31.5% of 723 telecommuters revealed a positive association between self-efficacy and both adjustment to teleworking and behaviors for structuring work. The more extensive the telecommuting, the stronger these positive relationships. Women were more proactive in structuring work behavior. (Contains 43 references.) (SK) EJ674175 Technology Enabled Work: The Role of Self-Efficacy in Determining Telecommuter Adjustment and Structuring Behavior. Journal of Vocational Behavior v63 n2 p180-98 Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:34 CIJFEB2004 Special Issue: Technology and Careers.

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No Cognitive Style Information Sources Information Technology Information Utilization Teamwork Teleworking Workman, Michael Kahnweiler, William Bommer, William Journal Articles Reports - Research Commitment ISSN-0001-8791 English Sternberg's Thinking Style Inventory and the Organizational Commitment Questionnaire were completed by 261 of 552 teleworkers in virtual teams. Cognitive styles and types of media (rich/lean) were associated with commitment to telework and to the team. Results have implications for staff development and the design of telework. (Contains 74 references.) (SK) EJ674176 The Effects of Cognitive Style and Media Richness on Commitment to Telework and Virtual Teams. Journal of Vocational Behavior v63 n2 p199-219 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Family Work Relationship Flexible Working Hours Job Performance Motivation Teleworking Hill, E. Jeffrey Ferris, Maria Martinson, Vjollca Journal Articles Reports - Research ISSN-0001-8791 English A comparison was made of IBM employees in traditional offices (n=4,316), virtual offices (n=767), and home offices (n=441). Home office teleworking helped balance work and family and enhanced business performance with cost savings. Virtual office teleworking was associated with less work-family balance and less successful personal/family life. (Contains 49 references.) (SK) EJ674177 Does It Matter Where You Work? A Comparison of How Three Work Venues (Traditional Office, Virtual Office, and Home Office) Influence Aspects of Work and Personal/Family Life. Journal of Vocational Behavior v63 n2 p220-41 Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:35 CIJFEB2004 Special Issue: Technology and Careers.

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No Attitudes Job Applicants Organizational Effectiveness Recruitment Web Sites Williamson, Ian O. Lepak, David P. King, James Journal Articles Reports - Research Utility Theory ISSN-0001-8791 English To obtain information on job opportunities, business students (n=252) visited company websites having either a recruitment or selection orientation or both. Attractiveness of the organization was significantly higher for recruitment-oriented sites. Perceived usefulness and ease of use influenced outcome expectancy and organizational attractiveness. (Contains 48 references.) (SK) EJ674178 The Effect of Company Recruitment Web Site Orientation on Individuals' Perceptions of Organizational Attractiveness. Journal of Vocational Behavior v63 n2 p242-63 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Mentors Online Systems Research Needs Role Ensher, Ellen A. Heun, Christian Blanchard, Anita Information Analyses Journal Articles ISSN-0001-8791 English A literature review explored issues of mentoring in a computer-mediated context: the effect on mentor roles, influence of type of mentoring, challenges (miscommunication, technical difficulties, privacy), and opportunities (access to mentors, reduced costs, status equality). Areas for research and a typology of computer-mediated mentoring were identified. (Contains 90 references.) (SK) EJ674179 Online Mentoring and Computer-mediated Communication: New Directions in Research. Journal of Vocational Behavior v63 n2 p264-88 Oct 2003 2003-00-00 T 2004 7/11/2004 11:37:35 CIJFEB2004 Special Issue: Technology and Careers.

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No Distance Education Employee Attitudes Instructional Effectiveness Outcomes of Education Staff Development Training Burgess, Jennifer R. D. Russell, Joyce E. A. Information Analyses Journal Articles Electronic Learning ISSN-0001-8791 English A literature review examined the effectiveness of electronic learning in business and academic settings, finding positive anecdotal reports about trainee reactions, learning outcomes, and organizational results, but limited empirical evidence. More research on distance learning's effect on job and career development is needed. (Contains 47 references.) EJ674180 The Effectiveness of Distance Learning Initiatives in Organizations. Journal of Vocational Behavior v63 n2 p289-303 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education College Role Competition Corporate Education Educational Change Higher Education Prince, Christopher Beaver, Graham Information Analyses Journal Articles Business Schools ISSN-0950-4222 English Corporations are increasingly aware of the importance of staff development, are using more technology and external accreditation, and are seeking training partners. This creates new opportunities for business schools that are expert in translating business client needs into accessible and relevant staff development programs. (Contains 33 references.) (SK) EJ674181 University Business Schools 2 Business. The Changing Dynamics of the Corporate Education Market. Industry & Higher Education v17 n4 p241-49 Aug 2003 2003-00-00 T 2004 2016-11-21

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No College Role Economic Development Higher Education Institutional Cooperation Nonprofit Organizations Private Sector Public Sector Regional Programs Universities Hughey, Aaron W. Journal Articles Opinion Papers ISSN-0950-4222 English Advocates collaboration by universities with public, private, and nonprofit organizations to create value-added innovative economies in their regions. Discusses the advantages of such partnerships and various approaches to regional economic development. (Contains 29 references.) (SK) EJ674182 Higher Education and the Public, Private and Non-Profit Sectors. Equal Partners in Promoting Regional Economic Development. Industry & Higher Education v17 n4 p251-56 Aug 2003 2003-00-00 T 2004 7/11/2004 11:37:36 CIJFEB2004

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No Curriculum Development Economic Development Foreign Countries Globalization Higher Education Job Skills Skill Development Work Experience Hobrough, John Journal Articles Reports - Descriptive Europe ISSN-0950-4222 English Comparison of small and medium-sized enterprises' skill requirements in the European Union and Eastern/Central Europe shows considerable similarities and identifies skill needs universities need to address. New courses and modules are being developed by the University of Surrey in conjunction with Eastern/Central European partners. (Contains 14 references.) (SK) EJ674183 Responding to the Global Economy. Student Skills Development across an Expanding Europe. Industry & Higher Education v17 n4 p257-64 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Business Education Curriculum Development Educational Innovation Environmental Education Foreign Countries Higher Education Industry Ulhoi, John P. Madsen, Henning Journal Articles Reports - Research Environmental Management Europe ISSN-0950-4222 English Three years of data from 42 providers in 4 European countries were used to examine the status of environmental management education. A review of innovative projects (a course for environmental business economists, a "green" middle management curriculum, an environmental awareness course at a vocational training center) revealed a gap between provision and participants' needs and expectations. (SK) EJ674184 Greening of the Industry-Related Education Sector. Experiences from Four European Countries. Industry & Higher Education v17 n4 p265-73 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Business Education Concept Formation Course Organization Ecology Environmental Education Foreign Countries Student Evaluation Maubrey, Regis Journal Articles Reports - Research France Collaborative Learning Environmental Awareness France ISSN-0950-4222 English In two environmental sciences courses for business students, observations were made of student reactions to concept presentation and instructional organization. Most trainees successfully learned to apply two of three knowledge types (theoretical, procedural, practical) to primary concepts. (SK) EJ674185 Teaching Environmental and Ecological Sciences to Business Students. Exploring Approaches through Student Evaluation. Industry & Higher Education v17 n4 p275-82 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change Chemical Engineering Conservation (Environment) Engineering Education Foreign Countries Higher Education Models Thinking Skills Values Fehr, Manfred Journal Articles Sustainability ISSN-0950-4222 English A thinking model was designed to overcome engineering students' stereotypical notions about the environment. It contains objective, transparent, and progressive evaluation schemes; management tools; performance indicators; and impact assessment. It is based on the formation of values related to sustainability. (SK) EJ674186 Overcoming Established Thinking Models. The Role of Engineering Education in Environmental Sustainability. Industry & Higher Education v17 n4 p283-89 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Environmental Education Foreign Countries Needs Assessment Teaching Skills Training Ezeanya, Emmanuel Nwabueze Journal Articles Reports - Research Environmental Awareness Nigeria Nigeria ISSN-0950-4222 English A needs assessment of professionals in Nigerian social conservation clubs (n=37) and state environmental protection agencies (n=37) indicated that they are not adequately prepared to implement environmental education and public awareness programs. Specifically, they lack knowledge of major environmental problems, appropriate training methods, and use of a variety of instructional resources. (SK) EJ674187 Training Environmental Education Stakeholders for an Environment-Friendly Africa. Industry & Higher Education v17 n4 p291-95 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Community Programs Health Programs Health Promotion Occupational Safety and Health Public Health Farmer, Frank L. Clarke, Leslie L. Flocks, Joan D. Bryant, Carol A. Romund, Camilla S. Albrecht, Stan L. Journal Articles Reports - Research Arkansas Florida Social Marketing Arkansas Florida ISSN-0010-3829 English Two community-based projects employed social marketing to design and implement interventions to promote health. The Arkansas project involved key informant interviews, actuarial analysis, citizen and student surveys, and participant observation. The Florida approach included focus groups and provider, worker, and employer surveys. (Contains 25 references.) (JOW) EJ674188 Community-Based Social Marketing: Involvement in Health Programs. Journal of the Community Development Society v33 n2 p1-18 2002 2002-00-00 T 2004 2016-11-21

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No Community Development Demonstration Programs Economic Development Economic Factors Socioeconomic Influences Hibbard, Michael Karle, Kristen Journal Articles Reports - Descriptive Capacity Building Ecological Restoration ISSN-0010-3829 English A demonstration project to test the possibilities of ecosystem restoration as a tool for community development was evaluated in 1998 and 2001. The socioeconomic climate and community problem-solving capacity were compared in four demonstration communities and two control communities. Results showed economic development must be coordinated with other capacity-building activities. (Contains 22 references.) (JOW) EJ674189 Ecosystem Restoration as Community Economic Development? An Assessment of the Possibilities. Journal of the Community Development Society v33 n2 p39-60 2002 2002-00-00 T 2004 2016-11-21

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No Community Coordination Community Development Community Leaders Higher Education Leadership Training Program Development School Community Relationship Williams, Mitchell R. Wade, Vickey M. Journal Articles Reports - Research ISSN-0010-3829 English A survey of 67 professionals who design and implement leadership programs identified who they considered to be ideal partners. Results indicate that institutions of higher education should work with community-based organizations to plan and deliver these programs. (Contains 13 references.) (JOW) EJ674190 Sponsorship of Community Leadership Development Programs: What Constitutes an Ideal Partnership? Journal of the Community Development Society v33 n2 p61-71 2002 2002-00-00 T 2004 7/11/2004 11:37:38 CIJFEB2004 Theme: Research on Community Development Practice.

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No Access to Information Community Development Environmental Influences Higher Education School Community Relationship Service Learning Kellogg, Wendy A. Journal Articles Reports - Descriptive Capacity Building Environmental Quality ISSN-0010-3829 English Describes the use of a service learning framework to guide faculty and students who engage in community development and capacity-building activities. A case study describes projects regarding access to information for environmental problem solving in a Cleveland neighborhood. (Contains 35 references.) (Author/JOW) EJ674191 Community Development and Environmental Quality: Benefits and Challenges Using a Service Learning Model for University Engagement. Journal of the Community Development Society v33 n2 p72-90 2002 2002-00-00 T 2004 2016-11-21

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No Agricultural Education Cost Effectiveness Electronic Publishing Higher Education Information Dissemination Optical Disks Rhodenbaugh, Eric Holcombe, Gloria Hartman, Amy Journal Articles Reports - Descriptive ISSN-1051-0834 English The Agricultural Experimental Station at Kansas State University switched from paper publication to compact discs. The change resulted in savings of more than $20,000 in 1 year and allowed for a searchable, comprehensive package of information rather than a single publication. (Contains 10 references.) (JOW) EJ674192 Changing Horses: Shifting Agricultural Experiment Station Publications from Paper to Electronic Format. Journal of Applied Communications v87 n1 p7-26 2003 2003-00-00 T 2004 7/11/2004 11:37:39 CIJFEB2004

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No Farm Labor Farmers Telephone Communications Systems Grieshop, James I. Delgadillo, Viviana Flores, Nicolas Ramirez, Debora Journal Articles Reports - Research Access to Technology California California ISSN-1051-0834 English A survey of California farm workers (n=34), former farm workers (n=7), vendors of telephone technology (n=13), and farm camp managers (n=5) revealed a pattern of low access to and availability of telephones and problems in the use of prepaid telephone cards. Results show that farm worker communities are largely forgotten in discussions of the digital divide. (Contains 23 references.) (JOW) EJ674193 Invisible Divide: Farm Workers and Telephone Accessibility. Journal of Applied Communications v87 n1 p27-38 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Behavior Modification Males Program Effectiveness Residential Institutions Residential Programs Sexual Abuse Youth Shapiro, Jeremy P. Welker, Carolyn J. Pierce, Janice L. Information Analyses Journal Articles Reports - Evaluative ISSN-1053-8712 English Investigates the effectiveness of a residential treatment program for boys with histories of sexually aggressive behavior. Clients were assessed at the beginning and end of treatment and at several time points in between. There was evidence of improved functioning on 10 of the 12 measures. On most of the measures, improvement occurred gradually over the course of treatment. (Contains 37 references and 6 tables.) (GCP) EJ674194 An Evaluation of Residential Treatment for Sexually Aggressive Youth. Journal of Child Sexual Abuse v10 n1 p1-21 2001 2001-00-00 T 2004 7/11/2004 11:37:40 CIJFEB2004

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No Adolescents Counseling Males Motivation Residential Institutions Sexual Abuse Theory Practice Relationship LeGrand, Scott Martin, R. Chris Information Analyses Journal Articles Reports - Descriptive ISSN-1053-8712 English Juvenile male sexual offenders completed the Quality of Motivation Questionnaire (QMQ) upon entry into a residential treatment facility. The concepts of Quality of Motivation (QM) Theory are presented to explain the QMQ scores. Recommendations of treatment issues for therapists are prioritized according to QM Theory and presented in a treatment plan format called the Personal Development Plan (PDP). (Contains 17 references, 3 tables, and 1 appendix.) (GCP) EJ674195 Juvenile Male Sexual Offenders: The Quality of Motivation System of Assessment and Treatment Issues. Journal of Child Sexual Abuse v10 n1 p23-49 2001 2001-00-00 T 2004 7/11/2004 11:37:40 CIJFEB2004

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No Child Abuse Context Effect Counseling Theories Daily Living Skills Family Environment Posttraumatic Stress Disorder Sexual Abuse Gold, Steven N. Information Analyses Journal Articles Traumas ISSN-1053-8712 English Describes contextual therapy, which proposes that many childhood sexual abuse survivors grow up in an interpersonal context that fails to transmit the capacities needed for effective daily functioning. Contextual therapy retains trauma-focused interventions as one component of a broader framework aimed at helping survivors develop adaptive capacities that may have never been attained in the first place. (Contains 78 references and 1 figure.) (GCP) EJ674196 Conceptualizing Child Sexual Abuse in Interpersonal Context: Recovery of People, Not Memories. Journal of Child Sexual Abuse v10 n1 p51-71 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Behavior Problems Delinquency Emotional Abuse Emotional Problems Predictor Variables Sex Differences Sexual Abuse Gore-Felton, Cheryl Koopman, Cheryl McGarvey, Elizabeth Hernandez, Nicole Canterbury, R. J., II Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Examines the relationships of sexual, physical and emotional abuse to emotional and behavioral problems among incarcerated girls and boys. Analyses indicated that girls were more likely than boys to internalize their problems. The only abuse variable that was positively and significantly associated with emotional problems was emotional abuse. Different types of abuse appear to have different effects on adolescent behavior. (Contains 46 references and 3 tables.) (GCP) EJ674197 Relationships of Sexual, Physical, and Emotional Abuse to Emotional and Behavioral Problems among Incarcerated Adolescents. Journal of Child Sexual Abuse v10 n1 p73-88 2001 2001-00-00 T 2004 7/11/2004 11:37:40 CIJFEB2004

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No Age Differences Help Seeking Predictor Variables Sex Differences Sexual Abuse Victimization Victims of Crime Green, Thomas M. Ramelli, Adriana Mizumoto, Mavis Information Analyses Journal Articles Reports - Research Hawaii Hawaii ISSN-1053-8712 English This research is based on intake forms from Hawaii's only statewide provider of services to the victims of sexual assault. The analyses reveal that significant differences exist between male and female victims, by age and by assault characteristics, including the type of sexual assault, use of force and injury, length of assault, and the relationship between victim and offender. (Contains 63 references and 6 tables.) (GCP) EJ674198 Patterns among Sexual Assault Victims Seeking Treatment Services. Journal of Child Sexual Abuse v10 n1 p89-108 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Coping Family Violence Foreign Countries Mothers Predictor Variables Sexual Abuse Hiebert-Murphy, Diane Information Analyses Journal Articles Reports - Research Canada Canada ISSN-1053-8712 English To explore partner abuse among women in families in which a child has disclosed sexual abuse, 102 mothers completed a measure of partner abuse and the Coping Responses Inventory. Results suggest that, like women in the general population, mothers of children who have been sexually abused have often experienced partner abuse. (Contains 39 references and 1 table.) (GCP) EJ674199 Partner Abuse among Women Whose Children Have Been Sexually Abused: An Exploratory Study. Journal of Child Sexual Abuse v10 n1 p109-18 2001 2001-00-00 T 2004 2016-11-21

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No Ethics Foreign Countries Guidelines Psychologists Sexual Abuse Pettifor, Jean Crozier, Sharon Chew, Judy Guides - Non-Classroom Information Analyses Journal Articles Canada Professional Ethics Recovered Memories Canada ISSN-1053-8712 English There is a need for guidelines on recovered memories to support the work of professionals and provide protection for clients. This paper highlights the value added by the Canadian Psychological Association's "Guidelines for Psychologists Addressing Recovered Memories" in assisting professionals to deal with ethical issues in this area. (Contains 15 references.) (GCP) EJ674200 Recovered Memories: Ethical Guidelines to Support Professionals. Journal of Child Sexual Abuse v10 n2 p1-15 2001 2001-00-00 T 2004 2016-11-21

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No Coping Cultural Influences Ethnic Groups Females Foreign Countries Incest Self Disclosure (Individuals) Sexual Abuse Social Influences Values Tyagi, Smita Vir Information Analyses Journal Articles Reports - Research Canada Canada ISSN-1053-8712 English Experiences relating to community, culture, and family need to be acknowledged as salient aspects of the experiences of women of color who are also incest survivors. Twelve participants were interviewed regarding their experiences related to disclosure and coping. Participants described value systems, community mindedness, social attitudes, negative consequences amongst other social and cultural issues as factors affecting incest disclosure. (Contains 72 references and 1 table.) (GCP) EJ674201 Incest and Women of Color: A Study of Experiences and Disclosure. Journal of Child Sexual Abuse v10 n2 p17-39 2001 2001-00-00 T 2004 2016-11-23

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No Child Abuse Cultural Influences Foreign Countries Mothers Parent Child Relationship Religious Factors Responses Sexual Abuse Alaggia, Ramona Information Analyses Journal Articles Reports - Research Canada Canada ISSN-1053-8712 English Reports the findings of a grounded theory study exploring facets of maternal response, and aspects of more and less supportive responses, to children who were sexually abused by the mother's intimate partner. Research revealed cultural and religious influences as affecting how mothers made meaning of the sexual abuse and the actions they took. Practice implications and research directions are discussed. (Contains 44 references.) (GCP) EJ674202 Cultural and Religious Influences in Maternal Response to Intrafamilial Child Sexual Abuse: Charting New Territory for Research and Treatment. Journal of Child Sexual Abuse v10 n2 p41-60 2001 2001-00-00 T 2004 2016-11-21

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No Attribution Theory Child Abuse College Students Foreign Countries Higher Education Sex Differences Sexual Abuse Student Attitudes Beling, Joel Hudson, Stephen M. Ward, Tony Information Analyses Journal Articles Reports - Research Australia Australia ISSN-1053-8712 English Examines gender differences in undergraduates' attributions for child sex offending. Results showed that undergraduates' reasons for child sexual abuse strongly parallel contemporary scientific theories of abuse, and that there were significant gender differences in the frequency with which participants cited various types of reasons given for sexual abuse. (Contains 35 references and 3 tables.) (GCP) EJ674203 Female and Male Undergraduates' Attributions for Sexual Offending against Children. Journal of Child Sexual Abuse v10 n2 p61-82 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Females Life Events Posttraumatic Stress Disorder Sexual Abuse Stress Variables Koopman, Cheryl Gore-Felton, Cheryl Classen, Catherine Kim, Peea Spiegel, David Information Analyses Journal Articles Reports - Research Traumas Child Abuse Survivors Sexual Abuse Survivors ISSN-1053-8712 English Examines symptoms of Acute Stress Disorder (ASD), often thought of as a precursor to Posttraumatic Stress Disorder (PTSD), among 54 women who already had PTSD for childhood sexual abuse. Findings suggest that a significant proportion of women with PTSD for childhood sexual abuse may be highly symptomatic for everyday stressful events that would not be experienced as traumatizing to others. (Contains 48 references and 3 tables.) (GCP) EJ674204 Acute Stress Reactions to Everyday Stressful Life Events among Sexual Abuse Survivors with PTSD. Journal of Child Sexual Abuse v10 n2 p83-99 2001 2001-00-00 T 2004 2016-11-21

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No At Risk Persons Child Abuse Correlation Psychological Patterns Sexual Abuse Sexuality Batten, Sonja V. Follette, Victoria M. Aban, Inmaculada B. Information Analyses Journal Articles Reports - Research Avoidance Behavior Child Abuse Survivors Sexual Abuse Survivors ISSN-1053-8712 English The process of experiential avoidance has been proposed to account for many of the correlates of child sexual abuse (CSA). Explores variables related to two of the long-term correlates of CSA, general psychological distress and high risk sexual behavior. Results indicate that CSA survivors report higher levels of experiential avoidance and high-risk sexual behavior. (Contains 43 references and 4 tables.) (GCP) EJ674205 Experiential Avoidance and High-Risk Sexual Behavior in Survivors of Child Sexual Abuse. Journal of Child Sexual Abuse v10 n2 p101-20 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Counseling Theories Family Counseling Sexual Abuse Siblings Theory Practice Relationship Baker, Juanita N. Tanis, Heyley J. Rice, Jennifer B. Information Analyses Journal Articles Reports - Descriptive ISSN-1053-8712 English Describes the necessity of including siblings in the treatment of victims of child sexual abuse. Theoretical and practical reasons to include siblings in treatment are discussed. Case examples using a particular intervention approach and results of client satisfaction surveys are described. (Contains 18 references.) (GCP) EJ674206 Including Siblings in the Treatment of Child Sexual Abuse. Journal of Child Sexual Abuse v10 n3 p1-16 2001 2001-00-00 T 2004 7/11/2004 11:37:43 CIJFEB2004

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No Blacks Child Abuse Counseling Feminism Interpersonal Relationship Lesbianism Self Disclosure (Individuals) Sex Role Sexual Abuse Parks, Carlton W. Cutts, Rhona Nicole Woodson, Kamilah M. Flarity-White, Laurie Information Analyses Journal Articles Couple Therapy Multicultural Counseling Sexual Abuse Survivors Child Abuse Survivors ISSN-1053-8712 English Focuses on four potential stumbling blocks in the multicultural feminist couple treatment of African-American, lesbian, adult child sexual abuse survivors: gender roles; "coming out" to self, family, and the community; lesbian couple relationships; and the expression of lesbian sexuality. Proposes that these four potential barriers to therapeutic outcome need to be systematically addressed during the provision of clinical services. (Contains 74 references.) (GCP) EJ674207 Issues Inherent in the Multicultural Feminist Couple Treatment of African-American, Same-Gender Loving Female Adult Survivors of Child Sexual Abuse. Journal of Child Sexual Abuse v10 n3 p17-34 2001 2001-00-00 T 2004 2016-11-21

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No Behavior Problems Child Behavior Models Parent Child Relationship Parent Influence Parent Role Sexuality Heiman, Marsha Information Analyses Journal Articles Reports - Descriptive ISSN-1053-8712 English Describes a model for helping parents address their child's sexually inappropriate behavior. The model focuses on: supporting parents and facilitating their ability to accept their child's sexual problems, processing their affective and cognitive reactions, and devising a plan to help parents talk directly with their child about the sexually problematic behavior. (Contains 28 references.) (GCP) EJ674208 Helping Parents Address Their Child's Sexual Behavior Problems. Journal of Child Sexual Abuse v10 n3 p35-57 2001 2001-00-00 T 2004 7/11/2004 11:37:43 CIJFEB2004

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No College Students High Schools Higher Education Sex Differences Sexuality Student Attitudes Teacher Student Relationship Fromuth, Mary Ellen Holt, Aimee Parker, April L. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Explores the effects of respondent gender, gender combination, and teacher age on the perception of a sexual relationship between a teacher and a 16-year-old student. Results yielded significant main effects for respondent gender and gender combination. The male teacher/female student combination was generally viewed more negatively than the female teacher/male student pairing. (Contains 19 references and 2 tables.) (GCP) EJ674209 Factors Affecting College Students' Perceptions of Sexual Relationships between High School Students and Teachers. Journal of Child Sexual Abuse v10 n3 p59-73 2001 2001-00-00 T 2004 7/11/2004 11:37:44 CIJFEB2004

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No Child Abuse College Students Females Higher Education Predictor Variables Self Destructive Behavior Sexual Abuse Rodriguez-Srednicki, Ofelia Information Analyses Journal Articles Reports - Research Sexual Abuse Survivors Child Abuse Survivors Dissociation ISSN-1053-8712 English Female college students reporting a history of childhood sexual abuse and not reporting a history of childhood sexual abuse were compared on indices of six self-destructive behaviors, including drug use, alcohol abuse, binge eating, self-mutilation, risky sex, and suicidality. The CSA group had significantly higher mean scores on all the indices of self-destructive behavior except self-mutilation, and on both measures of dissociation. (Contains 33 references and 5 tables.) (GCP) EJ674210 Childhood Sexual Abuse, Dissociation, and Adult Self-Destructive Behavior. Journal of Child Sexual Abuse v10 n3 p75-90 2001 2001-00-00 T 2004 2016-11-21

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No Attitudes Child Abuse Community Relations Federal Legislation Prevention Sexual Abuse Redlich, Allison D. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Megan's law enables law enforcement to notify communities when convicted sex offenders reside in their neighborhoods. Investigates community members', law enforcement officials', and law students' attitudes toward community notification and other child abuse prevention measures. The groups significantly differed in support of Megan's Law and surrounding issues. (Contains 38 references and 4 tables.) (GCP) EJ674211 Community Notification: Perceptions of Its Effectiveness in Preventing Child Sexual Abuse. Journal of Child Sexual Abuse v10 n3 p91-116 2001 2001-00-00 T 2004 7/11/2004 11:37:44 CIJFEB2004

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No Counseling Internet Sexual Abuse Buttell, Frederick P. Carney, Michelle M. Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Evaluates treatment providers' perceptions of the impact of the Internet on the treatment of sex offenders. Analysis indicated that most treatment providers were unaware of the potential negative impact of the Internet on their treatment efforts with clients. Implications of the findings for improving treatment services for sex offenders were explored and discussed. (GCP) EJ674212 Treatment Provider Awareness of the Possible Impact of the Internet on the Treatment of Sex Offenders: An Alert to a Problem. Journal of Child Sexual Abuse v10 n3 p117-25 2001 2001-00-00 T 2004 2016-11-21

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No Cultural Relevance Curriculum Evaluation Drug Use Outcomes of Education Preadolescents Prevention Program Descriptions Student Needs Gosin, Monika Marsiglia, Flavio Francisco Hecht, Michael L. Information Analyses Journal Articles Reports - Descriptive ISSN-0047-2379 English Research has shown that students respond more favorably to drug prevention programs when they see their culture and themselves represented in the prevention message. Describes development of the keepin' it R.E.A.L. curriculum, focusing on the methods used to ensure cultural grounding. Reviews literature on cultural approaches in prevention, presents a theoretical framework, and summarizes key outcomes of the curriculum evaluation. (Contains 85 references, 2 tables, 1 figure, and 1 appendix.) (GCP) EJ674213 keepin' it R.E.A.L.: A Drug Resistance Curriculum Tailored to the Strengths and Needs of Pre-Adolescents of the Southwest. Journal of Drug Education v33 n2 p119-42 2003 2003-00-00 T 2004 7/11/2004 11:37:45 CIJFEB2004

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No Counselor Attitudes Counselor Training Drug Rehabilitation Focus Groups Foreign Countries Research Methodology Therapeutic Environment Tsiboukli, Anna Wolff, Kim Information Analyses Journal Articles Reports - Descriptive Greece Greece ISSN-0047-2379 English Examines the use of focus group interviews in understanding staff perceptions of training to work with drug users in the Therapeutic Community model. Discusses methodological issues relevant to the use of focus groups and the individual responses to the training program and the content and structure of the training program are also discussed. (Contains 23 references.) (GCP) EJ674214 Using Focus Group Interviews To Understand Staff Perceptions from Training in the Therapeutic Community Model. Journal of Drug Education v33 n2 p143-57 2003 2003-00-00 T 2004 2016-11-21

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No Alcohol Abuse Brief Psychotherapy College Students Counseling Effectiveness Drinking Group Counseling Higher Education Intervention Motivation McNally, Abigail M. Palfai, Tibor P. Information Analyses Journal Articles Reports - Research ISSN-0047-2379 English Explores whether components of brief interventions could be effectively administered to mixed groups of drinking and non-drinking students. Among at-risk drinkers, significant reductions in heavy drinking episode frequency at four-week follow-up were found for the self-norm group only. Results suggest that self-norm discrepancy enhancement strategies may be more effective than actual-ideal discrepancy strategies when used with a mixed drinking group. (Contains 34 references, 1 table, and 2 figures.) (GCP) EJ674215 Brief Group Alcohol Interventions with College Students: Examining Motivational Components. Journal of Drug Education v33 n2 p159-76 2003 2003-00-00 T 2004 7/11/2004 11:37:45 CIJFEB2004

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No Alcohol Abuse Drinking Employee Attitudes Legal Responsibility Policy Formation Predictor Variables Training Burns, Edward D. Nusbaumer, Michael R. Reiling, Denise M. Journal Articles Reports - Research Bartenders ISSN-0047-2379 English Examines practices used by servers to assess intoxication. The analysis was based upon questionnaires mailed to a random probability sample of licensed servers from one state (N = 822). Indicators found to be most important were examined in relation to a variety of occupational characteristics. Implications for training curricula, policy formation, and future research are discussed. (Contains 19 references.) (GCP) EJ674216 Think They're Drunk? Alcohol Servers and the Identification of Intoxication. Journal of Drug Education v33 n2 p177-86 2003 2003-00-00 T 2004 2016-11-21

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No Drug Use Incidence Prevention Self Report Yacoubian, George S., Jr. Boyle, Cynthia Harding, Christine A. Loftus, Elizabeth A. Information Analyses Journal Articles Reports - Research Ecstasy (Drug) ISSN-0047-2379 English This study collected self-report drug use information from 70 adult "club rave" attendees. Eighty-six percent of the respondents reported lifetime ecstasy use, 51 percent reported 30-day use, and 30 percent reported using ecstasy within the two days preceding the interview. Findings suggest that rave attendees may be an important population for ecstasy-related prevention efforts. (Contains 15 references, 3 tables, and 1 figure.) (GCP) EJ674217 It's a Rave New World: Estimating the Prevalence and Perceived Harm of Ecstasy and Other Drug Use among Club Rave Attendees. Journal of Drug Education v33 n2 p187-96 2003 2003-00-00 T 2004 2016-11-21

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No Addiction Health Personnel Instructional Effectiveness Medical Education Workshops Erickson, Carlton K. Wilcox, Richard E. Miller, Gary W. Littlefield, John H. Lawson, Kenneth A. Information Analyses Journal Articles Reports - Research ISSN-0047-2379 English Assesses the instructional effectiveness of three-hour addiction science workshops presented to health-care professionals. The workshop participants showed significant knowledge gain and belief changes. After six months, knowledge gains decreased, but were still higher than pre-test scores. Concludes that motivated health-care professionals can experience important knowledge gains and belief changes by participating in such workshops. (Contains 22 references and 4 tables.) (GCP) EJ674218 Effectiveness of Addiction Science Presentations to Treatment Professionals, Using a Modified Solomon Study Design. Journal of Drug Education v33 n2 p197-216 2003 2003-00-00 T 2004 7/11/2004 11:37:46 CIJFEB2004

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No Condoms Disease Control Drug Use Females Measures (Individuals) Skills Farris, Coreen A. Fenaughty, Andrea M. Lindemann, Dana F. Information Analyses Journal Articles Reports - Research ISSN-0047-2379 English Describe the development and properties of a scale measuring demonstrated condom use skill using a sample of 261 drug-using women. Analysis of scale scores revealed high levels of condom skill among the population. Preliminary analysis suggests that the Condom Skill Scale is a potentially valid and reliable instrument, and may have application as a tool assessing condom skill level. (Contains 52 references, 1 table, 2 figures, and 1 appendix.) (GCP) EJ674219 A Condom Skill Scale: Assessing Condom Skills among Female Drug Users. Journal of Drug Education v33 n2 p217-31 2003 2003-00-00 T 2004 7/11/2004 11:37:47 CIJFEB2004

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No Behavior Modification Correctional Rehabilitation Criminals Prevention Program Effectiveness Rehabilitation Programs Substance Abuse Transcendental Meditation Hawkins, Mark A. Information Analyses Journal Articles Risk Factors ISSN-1050-9674 English Reviews research on the Transcendental Meditation (TM) program relevant to the treatment and prevention of criminal behavior and substance abuse. Incarcerated offenders show rapid positive changes in risk factors associated with criminal behavior, including anxiety, aggression, hostility, moral judgment, in-prison rule infractions, and substance abuse. (Contains 2 tables.) (GCP) EJ674220 Effectiveness of the "Transcendental Medication" Program in Criminal Rehabilitation and Substance Abuse Recovery: A Review of the Research. Journal of Offender Rehabilitation v36 n1-4 p47-65 2003 2003-00-00 T 2004 2016-11-21

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No Antisocial Behavior Behavior Modification Educational Environment Prevention Program Effectiveness School Safety Transcendental Meditation Violence Jones, Christopher Clayborne, Mawiyah Grant, James D. Rutherford, George Information Analyses Journal Articles Risk Factors ISSN-1050-9674 English Presents the thesis that Consciousness-Based education, including the practice of the Transcendental Meditation (TM) technique, can be a highly effective tool for reducing or eliminating violent behavior in schools. Reviews research demonstrating that practice of the technique reduces 23 identified risk factors for crime in four broad categories-physiological, psychological, and sociological circumstances and substance abuse. (Contains 5 tables.) (GCP) EJ674221 Attacking Crime at Its Source: "Consciousness-Based" Education in the Prevention of Violence and Antisocial Behavior. Journal of Offender Rehabilitation v36 n1-4 p229-55 2003 2003-00-00 T 2004 2016-11-21

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No Coping High Risk Students Middle Schools Program Effectiveness Program Evaluation Psychological Patterns Secondary Education Self Concept Student Adjustment Student Development Thinking Skills Urban Schools Ayotte, Violaine Saucier, Jean-Francois Bowen, Francois Laurendeau, Marie-Claire Fournier, Michel Blais, Jean-Guy Information Analyses Journal Articles Reports - Evaluative ISSN-0278-095X English Evaluates a program that promoted adaptation of students in their first year of secondary school. The program focused on developing healthy self-perceptions, and cognitive, affective and behavioral skills. Analyses revealed the predicted positive effects of the program on psychological and social outcomes. Findings underline the need to address the specific coping competencies of students more at-risk. (Contains 42 references and 1 table.) (GCP) EJ674222 Teaching Multiethnic Urban Adolescents How To Enhance Their Competencies: Effects of a Middle School Primary Prevention Program on Adaptation. Journal of Primary Prevention v24 n1 p7-23 Fall 2003 2003-00-00 T 2004 7/11/2004 11:37:47 CIJFEB2004

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No Incentives Participant Characteristics Participation Prevention Research Methodology Research Problems Statistical Bias Guyll, Max Spoth, Richard Redmond, Cleve Information Analyses Journal Articles Reports - Research ISSN-0278-095X English Examines the influence of a research incentive ($100) and requirement (videotaping) on decisions to participate in prevention research. Individuals were significantly attracted by the incentive, and marginally deterred by the requirement. Findings indicate that monetary incentives may help reduce sampling bias by increasing rates most strongly among individuals who are typically less likely to take part in research projects. (Contains 35 references, 1 table, and 2 figures.) (GCP) EJ674223 The Effects of Incentives and Research Requirements on Participation Rates for a Community-Based Preventive Intervention Research Study. Journal of Primary Prevention v24 n1 p25-41 Fall 2003 2003-00-00 T 2004 7/11/2004 11:37:48 CIJFEB2004

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No Black Students Empathy Intermediate Grades Prevention Program Effectiveness Program Evaluation Prosocial Behavior Urban Schools Violence McMahon, Susan D. Washburn, Jason J. Information Analyses Journal Articles Reports - Evaluative ISSN-0278-095X English Examines the impact of a violence prevention program among African American students in two inner-city schools in Chicago. Students in 5th through 8th grade participated in Second Step: A Violence Prevention Program, and completed surveys at pretest and posttest. Findings reveal significant increases in self-reported knowledge and skills, self-reported empathy, and teacher-reported prosocial behavior. (Contains 72 references and 2 tables.) (GCP) EJ674224 Violence Prevention: An Evaluation of Program Effects with Urban African American Students. Journal of Primary Prevention v24 n1 p43-62 Fall 2003 2003-00-00 T 2004 7/11/2004 11:37:48 CIJFEB2004

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No Advertising Court Litigation Drinking Intervention Policy Formation Prevention Giesbrecht, Norman Greenfield, Thomas K. Information Analyses Journal Articles Legal Drinking Age Media Campaigns ISSN-0278-095X English Provides an overview of research focusing on several general strategies for reducing drinking-related problems, including controls on alcohol advertising and counter advertising; laws and regulations pertaining to minimum legal drinking age, and service to minors and drinking and driving. Concludes with a commentary on the potential effectiveness of different interventions, support for policy interventions, challenges facing enhanced initiatives. (Contains 248 references.) (GCP) EJ674225 Preventing Alcohol-Related Problems in the US through Policy: Media Campaigns, Regulatory Approaches and Environmental Interventions. Journal of Primary Prevention v24 n1 p63-104 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive Programs Health Promotion Program Implementation Rural Schools School Psychologists School Psychology School Safety Student Development Furlong, Michael Paige, Leslie Z. Osher, David Information Analyses Journal Articles ISSN-0033-3085 English Provides an overview of this special issue that examines the implementation of the Safe Schools/Healthy Students (SS/HS) Initiative in seven local communities. An overview of the SS/HS Initiative is provided. Critical lessons learned from the seven sites are discussed with a focus on the special role that school psychologists can play in implementing these complex violence prevention programs. (Contains 49 references.) (Author) EJ674226 The Safe Schools/Healthy Students (SS/HS) Initiative: Lessons Learned form Implementing Comprehensive Youth Development Programs. Psychology in the Schools v40 n5 p447-56 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:49 CIJFEB2004 Special Issue: "Implementing the Safe Schools/Healthy Students Projects." For related articles, see CG 570 732-738.

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No Comprehensive Programs Health Promotion Mental Health Prevention Program Evaluation Program Implementation School Psychology School Safety Student Development Welsh, Janet Domitrovich, Celene E. Bierman, Karen Lang, Joann Information Analyses Journal Articles Reports - Descriptive Pennsylvania Pennsylvania ISSN-0033-3085 English Describes the Safe Schools/Healthy Students (SS/HS) Initiative currently underway in the Tyrone Area School District. The goals of the SS/HS Initiative involve reducing risk and building competencies for students and their families through integration of law enforcement and mental health into school-based prevention efforts. Program evaluation is varied, and reflects the different programs and student populations served. (Contains 32 references, 2 tables, and 1 figure.) (GCP) EJ674227 Promoting Safe Schools and Healthy Students in Rural Pennsylvania. Psychology in the Schools v40 n5 p457-72 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Health Promotion Mental Health Program Evaluation Program Implementation School Safety Student Development Wellness Guerra, Nancy G. Williams, Kirk R. Information Analyses Journal Articles Reports - Descriptive Riverside Unified School District CA ISSN-0033-3085 English Describes the planning, implementation, and evaluation of school-based Wellness Centers operated by the Riverside Unified School District in Riverside, CA, as part of the Safe Schools/Healthy Students Initiative. Describes the program as planned in terms of the theoretical model for the intervention and the evaluation design, and discusses the actual implementation including accomplishments and challenges. (Contains 16 references and 1 table.) (GCP) EJ674228 Implementation of School-Based Wellness Centers. Psychology in the Schools v40 n5 p473-87 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive Programs Health Promotion Mental Health Program Evaluation Program Implementation School Psychologists School Safety Student Development Armstrong, Kathleen Hague Massey, Oliver T. Boroughs, Michael Bailey, Ralph LaJoie, Diane Information Analyses Journal Articles Reports - Descriptive Pinellas County School System FL ISSN-0033-3085 English The Safe Schools/Healthy Students Initiative in Pinellas County, FL, emerged as a part of a broader local effort to implement creative educational and mental health programs to support children and families. Describes Pinellas County's plan, and highlights the instrumental roles played by school psychologists, which included grant writing, program and resource coordination, clinical services, program evaluation, and parent advocacy. (Contains 48 references and 2 tables.) (GCP) EJ674229 Safe Schools/Healthy Students Initiative: Pinellas County, Florida. Psychology in the Schools v40 n5 p489-501 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Cooperative Programs Health Promotion Mental Health Program Evaluation Program Implementation School Safety Student Development Substance Abuse Violence Elizondo, Fernando Feske, Ken Edgull, Dana Walsh, Kelle Information Analyses Journal Articles Reports - Descriptive Salinas Union High School District CA ISSN-0033-3085 English In Salinas, California, a Safe Schools/Healthy Students (SS/HS)-funded program is helping children and their families grapple with issues pertaining to violence, substance abuse, mental health, and academic success. In just two years, the program has helped educators and service providers deter school crime, provide on-campus therapy to troubled youth, increase participation in parenting programs, and decrease truancy at several schools. (Contains 15 references.) (GCP) EJ674230 Creating Synergy through Collaboration: Safe Schools/Healthy Students in Salinas, California. Psychology in the Schools v40 n5 p503-13 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Health Promotion Mental Health Program Evaluation Program Implementation School Psychologists School Safety Student Development Giancola, Susan P. Bear, George G. Information Analyses Journal Articles Reports - Evaluative ISSN-0033-3085 English PROJECT BLUE was funded during the first phase of the Safe Schools/Healthy Students initiative and proposed to provide students in its District with a range of services to improve school safety, decrease school violence, decrease alcohol and drug use, and improve student mental health. Selected results are highlighted and lessons learned from the evaluation of this project are documented. (Contains 16 references and 1 table.) (GCP) EJ674231 Face Fidelity: Perspectives from a Local Evaluation of the Safe Schools/Healthy Students Initiative. Psychology in the Schools v40 n5 p515-29 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:50 CIJFEB2004 Special Issue: "Implementing the Safe Schools/Healthy Students Projects." For related articles, see CG 570 731-738.

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No Health Promotion Prevention Program Evaluation Program Implementation Resilience (Personality) Rural Schools School Psychology School Safety Paige, Leslie Z. Kitzis, Stephen N. Wolfe, Joyce Information Analyses Journal Articles Reports - Evaluative ISSN-0033-3085 English Rural Underpinnings for Resiliency and Linkages (RURAL) is an example of a Safe Schools/Healthy Students project. Using a public health approach to increase school safety and promote healthy behaviors, RURAL introduced strategies designed to provide universal prevention for the school population, early intervention for at-risk children and families, and intensive services for those with the greatest needs. Preliminary evaluation findings are presented. (Contains 34 references and 4 tables.) (GCP) EJ674232 Rural Underpinnings for Resiliency and Linkages (RURAL): A Safe Schools/Healthy Students Project. Psychology in the Schools v40 n5 p531-47 Sep 2003 2003-00-00 T 2004 7/11/2004 11:37:50 CIJFEB2004 Special Issue: "Implementing the Safe Schools/Healthy Students Projects." For related articles, see CG 570 731-738.

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No Educational Environment Health Promotion Prevention Program Implementation School Community Relationship School Psychology School Safety Violence Telleen, Sharon Maher, Susan Pesce, Rosario C. Information Analyses Journal Articles Reports - Descriptive Illinois Illinois ISSN-0033-3085 English Describes the Safe Schools/Healthy Students Initiative in Morton High School District 201, Cicero, IL, which used a social ecological systems perspective to implement its goals. Social-emotional learning and violence-prevention strategies were provided at the levels of the community, school, and individual. Creation of a safe school environment cut across developmental levels from preschool through high school. (Contains 31 references and 2 tables.) (GCP) EJ674233 Building Community Connections for Youth To Reduce Violence. Psychology in the Schools v40 n5 p549-63 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Competence Employment Employment Patterns Foreign Countries Mental Disorders Predictor Variables Social Networks Vocational Rehabilitation Shankar, Janki Collyer, Fran Information Analyses Journal Articles Reports - Research Australia Australia ISSN-1446-7984 English Examines the role of several factors in shaping the employment outcomes of people with mental illness. While several aspects of work history and work competence were important for gaining employment, equally critical was the role of the social network, particularly family members and employers, in influencing employment outcomes. (Contains 31 references and 3 tables.) (GCP) EJ674234 Vocational Rehabilitation of People with Mental Illness: The Need for a Broader Approach. Australian e-Journal for the Advancement of Mental Health v2 n2 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adventure Education Cooperative Programs Experiential Learning Foreign Countries Mental Disorders Nursing Education Program Effectiveness Program Evaluation Stuhlmiller, Cynthia M. Information Analyses Journal Articles Reports - Descriptive Australia Stigma Australia ISSN-1446-7984 English Describes an outdoor adventure camp to help mental health consumers and nursing students explore the issues of mental health and illness through experiential and perceived risk challenges. Evaluation data reveals a breakdown in the stigma of mental illness as consumers and students came to know, trust, and count on each other in order to succeed in the adventure challenges. (Contains 24 references.) (GCP) EJ674235 Breaking Down the Stigma of Mental Illness through an Adventure Camp: A Collaborative Education Initiative. Australian e-Journal for the Advancement of Mental Health v2 n2 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Biochemistry Children Etiology Genetics Models Psychological Characteristics Research and Development Substance Abuse Theory Practice Relationship Tarter, Ralph E. Vanyukov, Michael M. Information Analyses Journal Articles Risk Factors ISSN-1067-828X English Presents an introduction to the articles in this monograph examining the genetic, biochemical, and psychological components of substance use disorder liability. Highlights the Center for Education and Drug Abuse Research's theory-guided comprehensive prospective research strategies and activities. (Contains 5 tables and 5 figures.) (GCP) EJ674236 Introduction: Theoretical and Operational Framework for Research into the Etiology of Substance Use Disorders. Journal of Child and Adolescent Substance Abuse v10 n4 p1-12 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Behavior Problems Children Etiology Evaluation Methods Research and Development Substance Abuse Clark, Duncan B. Pollock, Nancy K. Mezzich, Ada Cornelius, Jack Martin, Christopher Information Analyses Journal Articles Temporal Patterning ISSN-1067-828X English Comprehensive developmental assessment of substance involvement is a prerequisite for conducting rigorous research designed to advance understanding of the progression of substance use behavior to a substance use disorder (SUD). At the Center for Education and Drug Abuse Research, a protocol has been developed for detailed temporal assessment of substance involvement. This article describes the evaluation procedures. (Contains 20 references.) (GCP) EJ674237 Diachronic Substance Use Assessment and the Emergence of Substance Use Disorders. Journal of Child and Adolescent Substance Abuse v10 n4 p13-22 2001 2001-00-00 T 2004 2016-11-21

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No At Risk Persons Etiology Evaluation Methods Measurement Techniques Predictor Variables Psychometrics Substance Abuse Youth Kirisci, Levent Tarter, Ralph E. Information Analyses Journal Articles Reports - Research Risk Factors Multidimensional Approach ISSN-1067-828X English Designs and evaluates a multidimensional schema for the assessment of alcohol, tobacco and other drug use topology. Findings illustrate the value of multidimensional assessment for identifying youth at high risk for substance use disorder (SUD) as well as for elucidating the factors contributing to the transition to suprathreshold SUD. (Contains 10 references, 5 tables, and 1 figure.) (GCP) EJ674238 Psychometric Validation of a Multidimensional Schema of Substance Use Topology: Discrimination of High and Low Risk Youth and Prediction of Substance Use Disorder. Journal of Child and Adolescent Substance Abuse v10 n4 p23-33 2001 2001-00-00 T 2004 2016-11-21

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No At Risk Persons Emotional Response Etiology Evaluation Methods Measurement Techniques Predictor Variables Psychometrics Substance Abuse Youth Mezzich, Ada C. Tarter, Ralph E. Giancola, Peter R. Kirisci, Levent Information Analyses Journal Articles Reports - Descriptive Emotional Regulation Risk Assessment Risk Factors ISSN-1067-828X English Evidence indicates that psychological dysregulation is an integral component of the liability for substance use disorder (SUD). This report discusses the rationale underlying the Dysregulation Inventory (DI), methods employed in item selection and scale construction, and preliminary results regarding psychometric properties. Results indicate that the DI may be useful for detecting youth who are at high risk for SUD. (Contains 29 references and 3 tables.) (GCP) EJ674239 The Dysregulation Inventory: A New Scale To Assess the Risk for Substance Use Disorder. Journal of Child and Adolescent Substance Abuse v10 n4 p35-43 2001 2001-00-00 T 2004 2016-11-23

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No Early Identification Etiology Predictor Variables Prevention Screening Tests Substance Abuse Test Validity Youth Tarter, Ralph E. Kirisci, Levent Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Investigates the Drug Use Screening Inventory's (DUSI) utility for identifying youth who will develop a disorder of abuse/dependence. Findings indicate that the DUSI, taking only 15-20 minutes to complete, is a useful practical instrument to identify youth who could benefit most from prevention interventions. (Contains 12 references and 4 tables.) (GCP) EJ674240 Validity of the Drug Use Screening Inventory for Predicting DSM-III-R Substance Use Disorder. Journal of Child and Adolescent Substance Abuse v10 n4 p45-53 2001 2001-00-00 T 2004 7/11/2004 11:37:53 CIJFEB2004 Special Issue: "Etiology of Substance Use Disorder in Children and Adolescents." For related articles, see CG 560 741-752.

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No Biochemistry Drug Addiction Etiology Genetics Heredity Males Predictor Variables Substance Abuse Vanyukov, Michael M. Maher, Brion S. Ferrell, Robert E. Devlin, Bernard Marazita, Mary L. Kirillova, Galina P. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English The heritability of substance dependence (SD) liability is based on polymorphisms at the genes that are likely to be related to the function of the central nervous system. We have recently shown an association between the dopamine D5 receptor gene and SD liability. We report herein a replication of this association in an independent case-control sample. (Contains 28 references and 2 tables.) (Author) EJ674241 Association between the Dopamine Receptor D5 Gene and the Liability to Substance Dependence in Males: A Replication. Journal of Child and Adolescent Substance Abuse v10 n4 p55-63 2001 2001-00-00 T 2004 7/11/2004 11:37:53 CIJFEB2004 Special Issue: "Etiology of Substance Use Disorder in Children and Adolescents." For related articles, see CG 560 741-752.

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No Biochemistry Children Etiology Parent Child Relationship Predictor Variables Sex Differences Stress Variables Substance Abuse Pajer, Kathleen Gardner, William Kirillova, Galina P. Vanyukov, Michael M. Information Analyses Journal Articles Reports - Research Hydrocortisone Risk Factors Emotional Regulation ISSN-1067-828X English Determines the extent to which cortisol level covaries with psychological dysregulation. Results indicated that dysregulation was higher and cortisol level lower in boys compared to girls. Concludes that boys and girls differ with respect to biochemical indicators of stress reactivity underlying psychological dysregulation, a putative phenotype associated with the liability for SUD. (Contains 41 references and 5 tables.) (GCP) EJ674242 Sex Differences in Cortisol Level and Neurobehavioral Disinhibition in Children of Substance Abusers. Journal of Child and Adolescent Substance Abuse v10 n4 p65-76 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Behavior Patterns Etiology Maturity (Individuals) Parent Child Relationship Sexuality Substance Abuse Kirillova, Galina P. Vanyukov, Michael M. Gavaler, Judith S. Pajer, Kathleen Dunn, Marija Tarter, Ralph E. Information Analyses Journal Articles Reports - Research Self Regulation Sensation Seeking ISSN-1067-828X English Tests a theory positing a role of sexual maturation and behavioral self-regulation in the development of early onset substance use disorders. The rate of maturation in adolescent males across three timepoints was found to be associated with parental substance use disorder (SUD). Parental, especially maternal, SUD was related to the sons' SUD. (Contains 26 references, 2 tables, and 3 figures.) (GCP) EJ674243 Substance Abuse in Parents and Their Adolescent Offspring: The Role of Sexual Maturation and Sensation Seeking. Journal of Child and Adolescent Substance Abuse v10 n4 p77-89 2001 2001-00-00 T 2004 2016-11-23

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No Adolescents Behavior Problems Children Environmental Influences Etiology Predictor Variables Smoking Substance Abuse Reynolds, Maureen Kirisci, Levent Information Analyses Journal Articles Reports - Research Emotional Regulation ISSN-1067-828X English Examines the extent to which behavioral dysregulation in late childhood predicted daily cigarette smoking in mid-adolescence. Daily smoking at age 16 was predicted by behavioral dysregulation with 67% classification accuracy. Results indicate that both individual and environmental factors conjointly contribute to the emergence of daily smoking between childhood and adolescence. (Contains 30 references and 3 tables.) (GCP) EJ674244 The Relationship between Behavioral Dysregulation in Late Childhood and Cigarette Smoking at Age 16. Journal of Child and Adolescent Substance Abuse v10 n4 p91-99 2001 2001-00-00 T 2004 2016-11-21

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No Children Emotional Response Etiology Parent Child Relationship Predictor Variables Substance Abuse Suicide Cornelius, Jack Kirisci, Levent Tarter, Ralph E. Information Analyses Journal Articles Reports - Research Emotional Regulation ISSN-1067-828X English The results reported herein indicate that psychological dysregulation in childhood is a risk factor for substance use disorder (SUD) but not suicidality. Offspring of men with SUD do, however, report a higher rate of suicidal ideation and attempts compared to offspring of psychiatrically normal men. (Contains 28 references and 4 tables.) (GCP) EJ674245 Suicidality in Offspring of Men with Substance Use Disorder: Is There a Common Liability? Journal of Child and Adolescent Substance Abuse v10 n4 p101-09 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Affective Behavior Cognitive Processes Etiology Family History Males Substance Abuse Shoal, Gavin D. Gianocola, Peter R. Information Analyses Journal Articles Reports - Research Negative Affect Risk Factors ISSN-1067-828X English Examines the association between executive cognitive functioning (ECF), negative affectivity (NA) and drug use in adolescent males. The high average risk group had lower ECF scores and higher NA scores than the low average risk group. Low ECF and high NA were significantly correlated. Family history moderated the relation between ECF and drug use frequency and problems. (Contains 28 references, 5 tables, and 2 figures.) (GCP) EJ674246 Executive Cognitive Functioning, Negative Affectivity, and Drug Use in Adolescent Boys with and without a Family History of a Substance Use Disorder. Journal of Child and Adolescent Substance Abuse v10 n4 p111-21 2001 2001-00-00 T 2004 2016-11-21

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No Child Neglect Child Rearing Etiology Family Environment Models Parent Child Relationship Substance Abuse Dunn, Marija G. Mezzich, Ada Janiszewski, Susan Kirisci, Levent Tarter, Ralph E. Information Analyses Journal Articles Reports - Research Emotional Regulation ISSN-1067-828X English Paternal and maternal models of transmission of child neglect were tested separately in offspring of men with a substance use disorder (SUD). Child dysregulation was independently related to neglect severity. SUD in the mother directly correlated with severity of neglectful parenting. (Contains 51 references and 2 tables.) (GCP) EJ674247 Transmission of Neglect in Substance Abuse Families: The Role of Child Dysregulation and Parental SUD. Journal of Child and Adolescent Substance Abuse v10 n4 p123-32 2001 2001-00-00 T 2004 2016-11-21

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No Behavior Disorders Cognitive Restructuring Family Counseling Outcomes of Treatment Problem Solving Program Effectiveness Program Evaluation Substance Abuse Youth Azrin, Nathan H. Donohue, Brad Teichner, Gordon A. Crum, Thomas Howell, Jennifer DeCato, Leah A. Information Analyses Journal Articles Reports - Evaluative ISSN-1067-828X English There is a strong comorbid relationship between conduct and substance disorders in youth. In the present study, 56 such youth were randomly assigned to receive either individual-cognitive therapy or family-behavioral therapy. Subjects in both groups demonstrated significant improvements in their conduct and reductions in their use of illicit drugs from pre-treatment to post-treatment, and these results were maintained at follow-up. (Contains 98 reference, 7 tables, and 2 figures.) (GCP) EJ674248 A Controlled Evaluation and Description of Individual-Cognitive Problem Solving and Family-Behavior Therapies in Dually-Diagnosed Conduct-Disordered and Substance-Dependent Youth. Journal of Child and Adolescent Substance Abuse v11 n1 p1-43 2001 2001-00-00 T 2004 7/11/2004 11:37:55 CIJFEB2004

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No Adolescents Behavior Problems Disadvantaged Youth Family Relationship Peer Relationship Predictor Variables Socialization Student School Relationship Substance Abuse Atkinson, John S. Richard, Alan J. Carlson, Jerry W. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Tests the Primary Socialization Hypothesis of deviant behavior in examining drug use in a sample of adolescents participating in a federally sponsored program for disadvantaged youth. The theory holds that peer, family, and schools are the principal agents in instilling pro-social norms in adolescents. As predicted by the theory, family and school problems were significantly associated with negative peer influence. (Contains 19 references and 2 tables.) (GCP) EJ674249 The Influence of Peer, Family, and School Relationships in Substance Use among Participants in a Youth Jobs Program. Journal of Child and Adolescent Substance Abuse v11 n1 p45-54 2001 2001-00-00 T 2004 7/11/2004 11:37:55 CIJFEB2004

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No Adolescents Drinking Emotional Response High School Students High Schools Mexican Americans Predictor Variables Prevention Whites Swaim, Randall C. Chen, Julie Deffenbacher, Jerry L. Newcomb, Michael D. Information Analyses Journal Articles Reports - Research Negative Affect ISSN-1067-828X English Examines the effects of negative affect on adolescent alcohol use among non-Hispanic White and Mexican American 9-12th grade students. Results indicate that unique components of negative affect relate to adolescent alcohol use in different patterns across different groups of youth. However, the small magnitude of these effects calls into question the benefit of targeting these variables for alcohol use prevention. (Contains 42 references and 4 tables.) (GCP) EJ674250 Negative Affect and Alcohol Use among Non-Hispanic White and Mexican American Adolescents. Journal of Child and Adolescent Substance Abuse v11 n1 p55-75 2001 2001-00-00 T 2004 2016-11-21

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No Drinking Inner City Junior High School Students Junior High Schools Predictor Variables Youth Epstein, Jennifer A. Botvin, Gilbert J. Griffin, Kenneth W. Diaz, Tracy Information Analyses Journal Articles Reports - Research Protective Factors Risk Factors ISSN-1067-828X English Evaluates the buffering effect of cumulative protection on adolescent alcohol use in the presence of high and moderate cumulative risk. Students with high scores on the cumulative risk factor index engaged in more alcohol use compared to those with low scores; those with high scores on the cumulative protective factor index engaged in less alcohol use relative to those with low scores. (Contains 25 references and 2 tables.) (GCP) EJ674251 Protective Factors Buffer Effects of Risk Factors on Alcohol Use among Inner-City Youth. Journal of Child and Adolescent Substance Abuse v11 n1 p77-90 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Drug Rehabilitation Outcomes of Treatment Predictor Variables Substance Abuse Godley, Mark D. Godley, Susan H. Funk, Rodney R. Dennis, Michael L. Loveland, David Information Analyses Journal Articles Reports - Research Discharge (from Treatment) ISSN-1067-828X English Assesses the relationship between discharge status and therapeutic outcomes after discharge from a residential treatment program for adolescents. Results of this study did not indicate superior outcomes for the planned discharge group. Several issues are raised regarding the use of discharge status as a performance indicator and recommendations are made for further research in this area. (Contains 44 references and 2 tables.) (GCP) EJ674252 Discharge Status as a Performance Indicator: Can It Predict Adolescent Substance Abuse Treatment Outcome? Journal of Child and Adolescent Substance Abuse v11 n1 p91-109 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Drug Rehabilitation Outcomes of Treatment Predictor Variables Program Effectiveness Substance Abuse Harrison, Patricia A. Asche, Stephen E. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English A statewide treatment outcomes monitoring system included baseline interviews with 387 adolescents and 363 parents representing 37 programs. This study examined adolescent and parent predictors of treatment completion and 6-month outcomes. Only 21.4% of the adolescents reported abstinence for the 6 months following treatment; however, marijuana use frequency, symptom counts, illegal activities, and emotional distress declined significantly. (Contains 23 references and 3 tables.) (GCP) EJ674253 Adolescent Treatment for Substance Use Disorders: Outcomes and Outcome Predictors. Journal of Child and Adolescent Substance Abuse v11 n2 p1-17 2001 2001-00-00 T 2004 7/11/2004 11:37:56 CIJFEB2004

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No Adolescents Change Factor Structure Measures (Individuals) Motivation Psychometrics Substance Abuse Test Validity Bauman, Sheri Merta, Rod J. Steiner, Robert Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Describes the initial development and validation of an adolescent-specific multi-dimensional scale to measure motivation to change related to substance use. Preliminary psychometric findings reveal adequate internal consistency and a factor structure corresponding to the inventory's subscales. Implications for future research and for practice are discussed. (Contains 43 references, 4 tables, and 1 figure.) (GCP) EJ674254 The Development of a Measure of Motivation To Change in Adolescent Substance Users: Preliminary Psychometric Findings. Journal of Child and Adolescent Substance Abuse v11 n2 p19-39 2001 2001-00-00 T 2004 7/11/2004 11:37:57 CIJFEB2004

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No Adolescents Behavior Problems Family Characteristics Identification Predictor Variables Substance Abuse Symptoms (Individual Disorders) Rowe, Cynthia L. Liddle, Howard A. Dakof, Gayle A. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English In this study, 236 clinically referred substance abusing adolescents were grouped on level of self-reported and parent-reported internalizing and externalizing symptoms and compared on important variables. Results reveals that clinically referred adolescent substance abusers can be meaningfully distinguished on levels of externalizing and internalizing problems, and that family characteristics differentiate these groups. (Contains 54 references and 5 tables.) (GCP) EJ674255 Classifying Clinically Referred Adolescent Substance Abusers by Level of Externalizing and Internalizing Symptoms. Journal of Child and Adolescent Substance Abuse v11 n2 p41-65 2001 2001-00-00 T 2004 7/11/2004 11:37:57 CIJFEB2004

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No Adolescents Drinking Drug Use Minority Groups Neighborhoods Peer Relationship Predictor Variables Psychosocial Development Scheier, Lawrence M. Miller, Nicole L. Ifill-Williams, Michelle Botvin, Gilbert J. Information Analyses Journal Articles Reports - Research Negative Affect Risk Factors ISSN-1067-828X English Examines the moderating influences of psychosocial functioning on the relation between perceived neighborhood risk and alcohol, cigarette, and marijuana use in inner-city, ethnic minority youths. Neighborhood risk uniquely predicted alcohol, cigarette, and marijuana use; however, some relations were qualified by level of psychosocial functioning. Negative affect, peer relations, and social concern moderated the effects of neighborhood risk on alcohol use. (Contains 77 references, 3 tables, and 3 figures.) (GCP) EJ674256 Perceived Neighborhood Risk as a Predictor of Drug Use among Urban Ethnic Minority Adolescents: Moderating Influences of Psychosocial Functioning. Journal of Child and Adolescent Substance Abuse v11 n2 p67-105 2001 2001-00-00 T 2004 2016-11-23

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No Adolescents Drinking Family Influence Family Involvement Marijuana Predictor Variables Sibling Relationship Smoking Substance Abuse Vakalahi, Halaevalu F. Information Analyses Journal Articles Reports - Research Religious Affiliation ISSN-1067-828X English Examines family-based variables as predictors of adolescent substance use. Overall, this study supported prior research, indicating certain family variables as predictors of adolescent substance use. Sibling marijuana use, family involvement, and religious affiliation were predictors of adolescent tobacco use. Family involvement, sibling tobacco use, and religious affiliation were predictors of adolescent alcohol use. (Contains 66 references and 3 tables.) (GCP) EJ674257 Family-Based Predictors of Adolescent Substance Use. Journal of Child and Adolescent Substance Abuse v11 n3 p1-15 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Behavior Problems Factor Analysis Psychometrics Screening Tests Substance Abuse Test Reliability Test Validity Danseco, Evangeline R. Marques, Paul R. Information Analyses Journal Articles Reports - Research Problem Oriented Screening Instru Teen Risk Factors ISSN-1067-828X English The Problem-Oriented Screening Instrument for Teenagers (POSIT) screens for multiple problems among adolescents at risk for substance use. A shortened version of the POSIT was developed, using factor analysis, and correlational and reliability analyses. The POSIT-SF shows potential for a reliable and cost-efficient screen for youth with substance abuse problems. (Contains 31 references and 5 tables.) (GCP) EJ674258 Development and Validation of a POSIT-Short Form: Screening for Problem Behaviors among Adolescents at Risk for Substance Use. Journal of Child and Adolescent Substance Abuse v11 n3 p17-36 2002 2002-00-00 T 2004 2016-11-23

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No Adolescents At Risk Persons Delinquency Etiology Longitudinal Studies Models Predictor Variables Substance Abuse Dembo, Richard Wothke, Werner Seeberger, William Shemwell, Marina Pacheco, Kimberly Rollie, Matthew Schmeidler, James Livingston, Stephen Hartsfield, Amy Information Analyses Journal Articles Reports - Research Drug Trafficking ISSN-1067-828X English Baseline, one-year and two-year follow-up interviews were obtained from 164 arrested youths processed at a juvenile assessment center in a prospective longitudinal study. A structural equation model that included cross-sectional and longitudinal associations among drug (alcohol and marijuana), drug sales and index offenses was supported by the data. Research, theoretical, and policy implications of the results are drawn. (Contains 38 references, 4 tables, and 3 figures.) (Author) EJ674259 Testing a Longitudinal Model of the Relationships among High Risk Youths' Drug Sales, Drug Use and Participation in Index Crimes. Journal of Child and Adolescent Substance Abuse v11 n3 p37-61 2002 2002-00-00 T 2004 2016-11-23

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No Context Effect Educational Environment Prevention Program Effectiveness Secondary Education Smoking Surveys Teacher Attitudes Tubman, Jonathan G. Vento, Rita Soza Barr, Jessica E. Langer, Lilly M. Information Analyses Journal Articles Reports - Research Florida Florida ISSN-1067-828X English Data were collected via brief telephone surveys of middle school and high school teachers responsible for tobacco use prevention education (TUPE) in Florida. Differences in teachers' perceptions of TUPE were significantly associated with perceived barriers and features of school contexts. Implications of these findings for the effective delivery of TUPE programming to adolescents at different developmental levels are discussed. (Contains 34 references and 6 tables.) (GCP) EJ674260 Teachers' Perceptions of Tobacco Use Prevention Education (TUPE) Programs in Florida: Relations with Perceived Barriers and Other Contextual Factors. Journal of Child and Adolescent Substance Abuse v11 n3 p63-88 2002 2002-00-00 T 2004 2016-11-23

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No Adolescents Prevention Program Development Secondary Education Substance Abuse Fearnow-Kenney, Melodie Hansen, William B. McNeal, Ralph B., Jr. Journal Articles Psychosocial Factors ISSN-1067-828X English Compares potential for twelve psychosocial variables to act as change agents in substance use prevention programs. Students (grades 6-11) were surveyed during a two-year longitudinal study. A model of psychosocial influences was used to predict subsequent alcohol, cigarette, and marijuana use. Structural equation modeling revealed the factor Drug Attitudes most consistently related to decreased future use of all three substances. (Contains 43 references, 3 tables, and 3 figures.) (GCP) EJ674261 Comparison of Psychosocial Influences on Substance Use in Adolescents: Implications for Prevention Programming. Journal of Child and Adolescent Substance Abuse v11 n4 p24 2002 2002-00-00 T 2004 2016-11-21

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No Caregiver Child Relationship Cognitive Development Infants Intelligence Quotient Predictor Variables Prenatal Drug Exposure Substance Abuse Butz, Arlene M. Pulsifer, Margaret O'Brien, Eileen Belcher, Harolyn M. E. Lears, Mary Kathleen Miller, Deborah Kaufmann, Walter Royall, Richard Information Analyses Journal Articles Reports - Research ISSN-1067-828X English In a study of 66 in-utero drug exposed (IUDE) infants, evaluated infant cognitive status, caregiver-infant interaction, and caregiver cognitive functioning (IQ) to determine which caregiver variables were associated with infant cognitive status. Analysis indicated that caregiver IQ was the only statistically significant coefficient in the model predicting poor infant cognitive status; however, caregiver-infant interaction showed a moderate effect. (Contains 28 references and 4 tables.) (GCP) EJ674262 Caregiver Characteristics Associated with Infant Cognitive Status in In-Utero Drug Exposed Infants. Journal of Child and Adolescent Substance Abuse v11 n4 p25-41 2002 2002-00-00 T 2004 7/11/2004 11:37:59 CIJFEB2004

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No Adolescents Delinquency Early Intervention Males Prevention Program Effectiveness Substance Abuse Violence Friedman, Alfred S. Terras, Arlene Glassman, Kimberly Information Analyses Journal Articles Reports - Evaluative Drug Trafficking Multimodal Methods ISSN-1067-828X English In this prevention-early intervention project, court-adjudicated male adolescents were randomly assigned to either a program participant group, or to a control group. Results showed that the program group reported a significantly greater degree of reduction in drug use/abuse, and in the selling of drugs, but not in alcohol use, or in illegal violent behavior, or in school problems. (Contains 31 references and 4 tables.) (GCP) EJ674263 Multimodel Substance Use Intervention Program for Male Delinquents. Journal of Child and Adolescent Substance Abuse v11 n4 p43-65 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Family Influence Outcomes of Treatment Parent Child Relationship Predictor Variables Substance Abuse Whitney, Stephen D. Kelly, John F. Myers, Mark G. Brown, Sandra A. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Examines family variables that may influence adolescent substance use during the 6 months following inpatient treatment: parental substance use, family aftercare attendance, and adolescent ratings of family helpfulness. Results revealed no relationship between either parental substance use and family aftercare attendance or reports of family helpfulness. Findings highlight the importance of family behaviors on adolescent substance abuse treatment outcome. (Contains 24 references, 2 tables, and 2 figures.) (GCP) EJ674264 Parental Substance Use, Family Support and Outcome Following Treatment for Adolescent Psychoactive Substance Use Disorders. Journal of Child and Adolescent Substance Abuse v11 n4 p67-81 2002 2002-00-00 T 2004 7/11/2004 11:37:59 CIJFEB2004

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No Burnout Employee Attitudes Job Satisfaction Stress Variables Work Environment Angerer, John M. Information Analyses Journal Articles Maslach Burnout Inventory Maslach Burnout Inventory ISSN-0022-0787 English Presents an overview of job burnout, discusses the pioneering research and current theories of the burnout construct, along with the history of the main burnout assessment--the Maslach Burnout Inventory. Concludes that an understanding of the interaction between employee and his or her environment is critical for grasping the origin of burnout. (Contains 29 references.) (GCP) EJ674265 Job Burnout. Journal of Employment Counseling v40 n3 p98-107 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Delinquency Disabilities High School Students High Schools Vocational Maturity Smedley, Mark Levinson, Edward M. Barker, William F. DeAngelis, Danielle L. Information Analyses Journal Articles Reports - Research ISSN-0022-0787 English Investigates the level of career maturity of adjudicated and nonadjudicated high school students with and without disabilities. No significant differences existed between nonadjudicated and adjudicated students without disabilities. Adjudicated students with emotional and learning disabilities scored significantly lower than nonadjudicated students without disabilities on the overall measure of career maturity. (Contains 46 references and 2 tables.) (GCP) EJ674266 Differences in Career Maturity among Adjudicated and Nonadjudicated Male Students with and without Disabilities. Journal of Employment Counseling v40 n3 p108-22 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:00 CIJFEB2004

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No Organizational Climate Prevention Rape Sexual Abuse Work Environment Lee, Ellen Kleiner, Brian H. Journal Articles ISSN-0022-0787 English Each year approximately 51,000 incidents of rape and sexual assault occur in the workplace. If an incident of rape occurs in the workplace, management can adopt several procedures for both the assaulted victim and the organization. This article highlights those procedures, as well as administrative controls and environmental designs that function as preventive measures. (GCP) EJ674267 How Organizations Should Respond to Rape in the Workplace. Journal of Employment Counseling v40 n3 p123-28 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:00 CIJFEB2004

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No Coherence Competence Models Personality Traits Vocational Adjustment Strauser, David R. Lustig, Daniel C. Information Analyses Journal Articles Reports - Research Work Personality Profile Self Report ISSN-0022-0787 English Examines the relationship between sense of coherence and a model of work adjustment, specifically, the individual domains of work personality and work competencies. Results indicated a medium relationship between sense of coherence and the Work Personality Profile Self-Report, with sense of coherence accounting for 18% of the variance. (Contains 28 references and 2 tables.) (GCP) EJ674268 The Moderating Effect of Sense of Coherence on Work Adjustment. Journal of Employment Counseling v40 n3 p129-40 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Career Counseling Career Development Futures (of Society) Professional Associations Savickas, Mark L. Journal Articles National Career Development Association ISSN-0889-4019 English To commemorate the 90th anniversary of the National Career Development Association and to anticipate its centennial, this special issue presents 9 analyses of the career counseling profession's strengths, weaknesses, opportunities, and threats. (GCP) EJ674269 Introduction to the Special Issue. Career Development Quarterly v52 n1 p4-7 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Career Counseling Futures (of Society) Labor Market Political Influences Public Policy Social Influences Herr, Edwin L. Journal Articles ISSN-0889-4019 English Discusses the interactions of career counseling and public policy; the strengths, weaknesses, opportunities, and threats related to such interactions; and selected strategic issues facing professional career counselors in the 21st century. (GCP) EJ674270 The Future of Career Counseling as an Instrument of Public Policy. Career Development Quarterly v52 n1 p8-17 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:01 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Career Counseling Career Development Counseling Theories Counselor Training Futures (of Society) Intervention Harris-Bowlsbey, JoAnn Information Analyses Journal Articles ISSN-0889-4019 English During the 90 years that the National Career Development Association has been in existence, there has been significant development of theory, tools, and interventions as well as standards for the preparation of the members of the career development profession. The author reviews those accomplishments and suggests some needed directions for the immediate future. (Contains 22 references.) (GCP) EJ674271 A Rich Past and a Future Vision. Career Development Quarterly v52 n1 p18-25 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:01 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Career Counseling Career Development Counselor Training Futures (of Society) Parmer, Twinet Rush, Lee Covington Information Analyses Journal Articles ISSN-0889-4019 English Articulates the strengths, weaknesses, opportunities, threats, and future vision for career counseling using a cocoon maintenance or metamorphosis metaphor. Concludes with a vision for the future for the discipline and profession of career counseling. (Contains 40 references.) (GCP) EJ674272 The Next Decade in Career Counseling: Cocoon Maintenance or Metamorphosis? Career Development Quarterly v52 n1 p26-34 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:02 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Career Counseling Counseling Techniques Futures (of Society) Research and Development Theory Practice Relationship Whiston, Susan C. Information Analyses Journal Articles ISSN-0889-4019 English In the next 10 years, there will be opportunities to provide career assistance through novel means to reach more individuals; however, some of these opportunities, such as the Internet, can also have adverse effects if not used appropriately. Discusses a vision that involves a resurgence of theory, research, and practice related to career counseling. (Contains 25 references.) (GCP) EJ674273 Career Counseling: 90 Years Old Yet Still Healthy and Vital. Career Development Quarterly v52 n1 p35-42 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:02 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Advocacy Career Counseling Career Development Change Agents Counselor Role Futures (of Society) Public Policy Hansen, Sunny S. Information Analyses Journal Articles Equality (Social) National Career Development Association ISSN-0889-4019 English This analysis of the career counseling profession's strengths, weaknesses, opportunities, and threats emphasizes the importance of the profession's contributions to fostering equality in a democratic society. Career counseling professionals and their National Career Development Association are well positioned to expand their concentration on fostering the career development of individuals to encompass advocacy about public policy and agency in changing systems. (Contains 22 references.) (GCP) EJ674274 Career Counselors as Advocates and Change Agents for Equality. Career Development Quarterly v52 n1 p43-53 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Career Counseling Counselor Training Curriculum Development Futures (of Society) Pope, Mark Information Analyses Journal Articles ISSN-0889-4019 English Analyzes the context in which professional career counseling in the U.S. exists at the beginning of the 21st century and makes recommendations to enhance the growth and development of the profession. Issues addresses include developing curricula, training career counselors, and broadening the focus of career decision making to include work adjustment. (Contains 10 references.) (GCP) EJ674275 Career Counseling in the Twenty-First Century: Beyond Cultural Encapsulation. Career Development Quarterly v52 n1 p54-60 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:02 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Career Counseling Career Development Context Effect Counselor Training Evaluation Methods Futures (of Society) Research and Development Theory Practice Relationship Tang, Mei Information Analyses Journal Articles Professional Identity ISSN-0889-4019 English Discusses major strengths and weaknesses of career development practice. Strengths include helping individuals adapt to changing environments, a solid theoretical framework, effective assessment tools and technology, and a clear professional identity. Areas of weakness include lack of integration of contextual factors, poor communication between practitioners and researchers, and inadequate training. (Contains 41 references.) EJ674276 Career Counseling in the Future: Constructing, Collaborating, Advocating. Career Development Quarterly v52 n1 p61-69 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Action Research Career Counseling Counseling Techniques Futures (of Society) Intervention Models Social Action Niles, Spencer G. Information Analyses Journal Articles ISSN-0889-4019 English The current challenges confronting career counselors require increased discourse regarding career counseling models. As career counselors construct contemporary intervention models, they will need to engage in social action research to demonstrate accountability and to document that their services are effective. Career counselors can embrace these activities by building on past practices to construct a vision for the future. (Contains 39 references.) (GCP) EJ674277 Career Counselors Confront a Critical Crossroad: A Vision of the Future. Career Development Quarterly v52 n1 p70-77 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:03 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-781.

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No Bisexuality Career Counseling Counseling Techniques Counseling Theories Counselor Training Futures (of Society) Homosexuality Lesbianism Research and Development Chung, Y. Barry Information Analyses Journal Articles Transsexuals ISSN-0889-4019 English Proposes future directions for career counseling with lesbian, gay male, bisexual male and female, and transgendered persons. Suggestions include efforts for theory development, empirical research, career assessment, counseling practice, and counselor education. (Contains 53 references.) (GCP) EJ674278 Career Counseling with Lesbian, Gay, Bisexual, and Transgendered Persons: The Next Decade. Career Development Quarterly v52 n1 p78-86 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Career Counseling Career Development Change Strategies Futures (of Society) Objectives Savickas, Mark L. Information Analyses Journal Articles ISSN-0889-4019 English Discusses the 9 analyses of the career counseling profession's strengths, weaknesses, opportunities, and threats that appear in this September 2003 special issue of "The Career Development Quarterly." Identifies points of convergence, proposes a mission statement, and summarizes what career counselors seem intent on doing in the coming years. (Contains 19 references.) (GCP) EJ674279 Advancing the Career Counseling Profession: Objectives and Strategies for the Next Decade. Career Development Quarterly v52 n1 p87-96 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:04 CIJFEB2004 Special Issue: "Career Counseling in the Next Decade." For related articles, see CG 560 774-780.

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No Adolescents Attachment Behavior Drinking Parent Child Relationship Parent Influence Peer Influence Predictor Variables Crawford, Lizabeth A. Novak, Katherine B. Information Analyses Journal Articles Reports - Research Binge Drinking Control Theory ISSN-1067-828X English Assesses the relative effects of parents and peers on adolescent alcohol use via mechanisms of attachment and opportunity. Results indicated that peers are more influential than parents in shaping adolescents' patterns of alcohol consumption and that unstructured peer interaction is an especially powerful predictor of adolescent alcohol use and binge drinking. (Contains 60 references, 3 tables, and 5 figures.) (GCP) EJ674280 Parental and Peer Influences on Adolescent Drinking: The Relative Impact of Attachment and Opportunity. Journal of Child and Adolescent Substance Abuse v12 n1 p1-26 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Conceptual Tempo Foreign Countries Predictor Variables Sex Differences Substance Abuse Baker, Joseph R. Yardley, John K. Information Analyses Journal Articles Reports - Research Canada Sensation Seeking Canada ISSN-1067-828X English Examines the moderating effect of gender on the predictive relationships between a measure of sensation seeking and impulsivity and four adolescent substance use outcomes. Main-effect relationships were consistently found for sensation seeking-impulsivity with each outcome, but not for gender. Gender was found to moderate the relationship between sensation seeking-impulsivity and alcohol use. (Contains 42 references, 3 tables, and 2 figures.) (GCP) EJ674281 Moderating Effect of Gender on the Relationship between Sensation Seeking-Impulsivity and Substance Use in Adolescents. Journal of Child and Adolescent Substance Abuse v12 n1 p27-43 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Behavior Problems Measures (Individuals) Psychometrics Substance Abuse Test Reliability Violence Perry, Cheryl L. Komro, Kelli A. Jones, Resa M. Munson, Karen Williams, Carolyn L. Jason, Leonard Information Analyses Journal Articles Reports - Research Wisdom ISSN-1067-828X English The objective of this study was to create an Adolescent Wisdom Scale, based on Jason et al.'s Functional Value Scale. The scale was found to have high internal consistency and three subscales which were significantly associated with less involvement with alcohol use, cigarette use, and violent behaviors. (Contains 27 references and 6 tables.) (GCP) EJ674282 The Measurement of Wisdom and Its Relationship to Adolescent Substance Use and Problem Behaviors. Journal of Child and Adolescent Substance Abuse v12 n1 p45-63 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Behavior Modification Cognitive Restructuring Counseling Techniques Group Therapy Smoking Moolchan, Eric T. Ruckel, Susan J. Journal Articles Smoking Cessation ISSN-1067-828X English Describes a cognitive-behavioral therapeutic approach to help teenagers better manage life stressors by using effective and adaptive coping skills, while identifying and addressing specific factors that lead either to smoking or maintaining abstinence from smoking behavior. Discusses specific group exercises that empower teens to take control of multiple dimensions of cessation along with suggested session goals and content. (Contains 59 references, 2 tables, and 1 appendix.) (GCP) EJ674283 Tobacco Cessation for Adolescents: Developing a Group Therapy Approach. Journal of Child and Adolescent Substance Abuse v12 n1 p65-83 2002 2002-00-00 T 2004 2016-11-21

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No Community Programs Evaluation Methods Models Outcomes of Treatment Prevention Program Effectiveness Program Evaluation Substance Abuse Albers, Eric C. Santangelo, Linda K. McKinlay, George Cavote, Steve Rock, Stephen L. Evans, William Information Analyses Journal Articles Reports - Descriptive ISSN-1067-828X English Presents a three-dimensional model for conceptualizing existing prevention programs, defining and measuring effects of prevention programs, and making a connection between those programmatic effects, and the interests of the funder. This paper describes the methodology and its use for promoting the efficiency and effectiveness of substance abuse prevention programs. (Contains 14 references and 4 figures.) (GCP) EJ674284 A Conceptual Three-Dimensional Model for Evaluating Community-Based Substance Abuse Prevention Programs. Journal of Child and Adolescent Substance Abuse v12 n2 p1-11 2002 2002-00-00 T 2004 7/11/2004 11:38:05 CIJFEB2004

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No Adolescents Client Characteristics (Human Services) Compliance (Psychology) Drug Rehabilitation Outcomes of Treatment Wong, Mamie M. Hser, Yih-Ing Grella, Christine E. Information Analyses Journal Articles Reports - Research Client Engagement ISSN-1067-828X English Compliance during drug treatment reflects treatment engagement. Examines self-assessed compliance, behavioral compliance, and their influences, among adolescents in treatment. Stepwise logistic regression showed that desire for help was significantly related to more compliance. Discusses the implications of these findings for adolescent treatment engagement. (Contains 24 references and 5 tables.) (GCP) EJ674285 Compliance among Adolescents during Drug Treatment. Journal of Child and Adolescent Substance Abuse v12 n2 p13-31 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Cultural Differences Dominicans Ethnicity Hispanic Americans Predictor Variables Puerto Ricans Sex Differences Substance Abuse Epstein, Jennifer A. Botvin, Gilbert J. Diaz, Tracy Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Examines polydrug use among adolescents residing in an inner-city region by Hispanic ethnicity (Puerto Rican versus Dominican) and gender. Results indicate that in the first year of middle school, gender moderated the effect of Hispanic ethnicity on lifetime polydrug use. Concludes that both Hispanic ethnicity and gender mattered in determining adolescent polydrug use. (Contains 48 references and 3 tables.) (GCP) EJ674286 Gateway Polydrug Use among Puerto Rican and Dominican Adolescents Residing in New York City: The Moderating Role of Gender. Journal of Child and Adolescent Substance Abuse v12 n2 p33-46 2002 2002-00-00 T 2004 7/11/2004 11:38:06 CIJFEB2004

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No Adolescents Children Drug Use Ethnicity Family Environment Hispanic Americans Models Parent Influence Peer Influence Predictor Variables Whites Richardson, Mark A. Newcomb, Michael D. Myers, Hector F. Coombs, Robert H. Journal Articles Reports - Research Psychosocial Factors ISSN-1067-828X English Evaluates a social development model of psychosocial predictors of drug use in Anglo and Hispanic children and adolescents. Structural equation models reveal that patterns and predictors of drug use are distinct for each sub-group, by age and ethnicity. Later drug use was primarily associated with prior use, exposure to parental and peer models of drug use, and family disruption. (Contains 58 references, 2 tables, and 4 figures.) (GCP) EJ674287 Psychosocial Predictors of Recent Drug Use among Anglo and Hispanic Children and Adolescents. Journal of Child and Adolescent Substance Abuse v12 n2 p47-76 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Behavior Disorders Injuries Predictor Variables Sex Differences Substance Abuse Aarons, Gregory A. Ziegenhorn, Leslie A. Brown, Sandra A. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Examines the relationship of two types of common behavioral problems of adolescence, substance involvement (SI) and Conduct Disorder Behavior (CDB), to traumatic injury related health problems (TRHP) during adolescence and young adulthood. Analyses suggest that early SI places females at risk for TRHP, while CDB is more related to TRHP for males. (Contains 47 references and 4 tables.) (GCP) EJ674288 Adolescent Conduct Disorder, Substance Use, and Traumatic Injury. Journal of Child and Adolescent Substance Abuse v12 n3 p1-18 2003 2003-00-00 T 2004 7/11/2004 11:38:06 CIJFEB2004

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No Age Differences Childhood Attitudes Children Cocaine Cognitive Processes Drinking Predictor Variables Bridges, Lisa J. Sigelman, Carol K. Brewster, Albert B. Leach, Diane B. Mack, Keisha L. Rinehart, Cheryl S. Sorongon, Alberto G. Information Analyses Journal Articles Reports - Research ISSN-1067-828X English Examines age differences in, and associations among, children's attitudes and intentions regarding alcohol and cocaine use and possible cognitive underpinnings of such orientations. Attitudes and intentions were negative and became less negative with age for alcohol, but more negative with age for cocaine. The cognitive predictors contributed to the prediction of attitudes toward cocaine, but not alcohol. (Contains 36 references, 3 tables, and 1 figure.) (GCP) EJ674289 Cognitive Predictors of Children's Attitudes toward Alcohol and Cocaine. Journal of Child and Adolescent Substance Abuse v12 n3 p19-44 2003 2003-00-00 T 2004 7/11/2004 11:38:07 CIJFEB2004

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No Adolescents Correlation Depression (Psychology) Drinking Sex Differences Locke, Thomas F. Newcomb, Michael D. Information Analyses Journal Articles Reports - Research Psychosocial Factors ISSN-1067-828X English Examines correlations between Alcohol Involvement, Dysphoria, and their combined effects, with Social Conformity, Perceived Opportunity, Relationship Satisfaction, Parental Divorce, and Family Support/Bonding in a sample of late adolescents. Results revealed gender differences between Alcohol Involvement and Dysphoria. (Contains 74 references, 2 tables, and 3 figures.) (GCP) EJ674290 Gender Differences and Psychosocial Factors Associated with Alcohol Involvement and Dysphoria in Adolescence. Journal of Child and Adolescent Substance Abuse v12 n3 p45-70 2003 2003-00-00 T 2004 2016-11-21

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No Addiction Counseling Techniques Drug Rehabilitation Substance Abuse Youth Kurst-Swanger, Karel Stockweather, Danielle Information Analyses Journal Articles Reports - Research Smoking Cessation ISSN-1067-828X English Examines how institutions, which are part of the substance abuse treatment industry, address the connection between tobacco and other drugs in youth. Results suggest that the majority of treatment programs are routinely assessing tobacco use of the youth in their care, but only a small proportion follow through with tobacco cessation as an integral part of treatment planning. (Contains 27 references and 4 tables.) (GCP) EJ674291 Maintaining Addiction: Tobacco Cessation Policy and Substance Abuse Treatment for Youth. Journal of Child and Adolescent Substance Abuse v12 n3 p71-86 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Modification Behavior Problems Child Abuse Cognitive Restructuring Counseling Techniques Counselor Client Relationship Evaluation Methods Intervention Outcomes of Treatment Sexual Abuse Rasmussen, Lucinda A. Information Analyses Journal Articles Expressive Therapy ISSN-1053-8712 English Presents intervention strategies based on the Trauma Outcome Process, an integrated treatment model for guiding clinical practice with children with sexually abusive behavior problems. The steps for completing a comprehensive assessment are reviewed, and strategies are presented to help clinicians create a therapeutic alliance and increase these children's self-awareness of their thoughts, feelings, and body sensations. (Contains 61 references and 2 figures.) (GCP) EJ674292 Integrating Cognitive-Behavioral and Expressive Therapy Interventions: Applying the Trauma Outcome Process in Treating Children with Sexually Abusive Behavior Problems. Journal of Child Sexual Abuse v10 n4 p1-29 2001 2001-00-00 T 2004 2016-11-23

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No Child Abuse Correlation Court Litigation Criminals Disclosure Predictor Variables Sexual Abuse Faller, Kathleen Coulborn Birdsall, William Chalk Henry, James Vandervort, Frank Silverschanz, Peregrine Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Examines correlates of offender confession in criminal sexual conduct cases involving children. The following four variables are associated with suspect confession: (1) having the state police conducting the law enforcement part of the investigation, (2) more serious abuse, (3) younger age of the suspect, and (4) having a court appointed (as opposed to a retained) attorney. (Contains 24 references, 4 tables, and 2 figures.) (GCP) EJ674293 What Makes Sex Offenders Confess? An Exploratory Study. Journal of Child Sexual Abuse v10 n4 p31-49 2001 2001-00-00 T 2004 7/11/2004 11:38:08 CIJFEB2004

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No Child Abuse Emotional Response Measures (Individuals) Sexual Abuse Symptoms (Individual Disorders) Test Validity Victims of Crime Fricker, Adrienne E. Smith, Daniel W. Information Analyses Journal Articles Reports - Research Traumas ISSN-1053-8712 English Examines two issues in the assessment of child sexual abuse victims: sensitivity to trauma-related symptoms and validity of self-reports. The Trauma Symptom Checklist for Children (TSCC) and Personality Inventory for Youth (PIY) were completed by 41 sexually abused children. Results reveal that TSCC validity scales moderately correlate with PIY scales measuring similar constructs. (Contains 10 references and 4 tables.) (GCP) EJ674294 Trauma Specific versus Generic Measurement of Distress and the Validity of Self-Reported Symptoms in Sexually Abused Children. Journal of Child Sexual Abuse v10 n4 p51-66 2001 2001-00-00 T 2004 2016-11-21

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No Behavior Problems Child Welfare Children Foster Care Needs Assessment Residential Care Sexuality Welfare Services Baker, Amy J. L. Schneiderman, Mel Parker Rob Information Analyses Journal Articles Reports - Research Sex Knowledge ISSN-1053-8712 English New York City Administration for Children's Services agencies were surveyed about problematic sexualized behaviors (PSB) of children within the child welfare system. Results revealed that almost all agencies reported PSB within their foster boarding home and residential treatment centers. A majority of agencies perceived PSB to be a significant problem for which staff and families were not sufficiently trained. (Contains 24 references and 4 tables.) (GCP) EJ674295 A Survey of Problematic Sexualized Behaviors of Children in the New York City Child Welfare System: Estimates of Problem, Impact on Services, and Need for Training. Journal of Child Sexual Abuse v10 n4 p67-80 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Child Abuse Delinquency Emotional Response Religious Factors Sex Differences Sexual Abuse Victimization Phan, Debra L. Kingree, J. B. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English This study focused on sexual abuse victimization and psychological distress among 272 adolescent offenders. Female respondents reported more sexual abuse victimization and psychological distress than did their male counterparts. Furthermore, church attendance moderated the association between sexual abuse victimization and psychological distress among the male respondents. (Contains 27 references and 2 tables.) (GCP) EJ674296 Sexual Abuse Victimization and Psychological Distress among Adolescent Offenders. Journal of Child Sexual Abuse v10 n4 p81-90 2001 2001-00-00 T 2004 7/11/2004 11:38:09 CIJFEB2004

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No Child Abuse Family Influence Family Relationship Incest Sexual Abuse Crowley, M. Sue Seery, Brenda L. Information Analyses Journal Articles Reports - Research Child Abuse Survivors Sexual Abuse Survivors ISSN-1053-8712 English Explores the prevalence of multiple abusers and polyincest in a clinical sample of 88 adult women. Results suggest the need for further research on the frequency of multiple abusers among victims of sexual abuse, as well as the ways in which family and social contexts serve as collusive environments for the practice of CSA. (Contains 24 references and 3 tables.) (GCP) EJ674297 Exploring the Multiplicity of Childhood Sexual Abuse with a Focus on Polyincestuous Contexts of Abuse. Journal of Child Sexual Abuse v10 n4 p91-110 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Predictor Variables Psychopathology Sexual Abuse Victims of Crime Coxe, Ray Holmes, William Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English This study of 147 sex offenders on probation explores whether there is support for the cycle of abuse theory among child molesters. Results indicate that being abused as a child is related to being a child molester. It was also found that the MMPI-2 did not predict the status of the subjects in regard to being abused as a child and having a victim under 10-years-old. (Contains 14 references.) (GCP) EJ674298 A Study of the Cycle of Abuse among Child Molesters. Journal of Child Sexual Abuse v10 n4 p111-18 2001 2001-00-00 T 2004 2016-11-21

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No Child Abuse Counseling Counseling Techniques Sex Education Sexual Abuse Victims of Crime Rubenzahl, Samuel A. Gilbert, Brenda O. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Surveys of agencies specializing in treating victims of child sexual abuse indicate that sexual education is covered in treatment with children of all ages, with male and female clients, and in both individual and group therapy. There was a statistically significant difference in the coverage of sexual education based on clients' age, but not based on gender or treatment modality. (Contains 25 references, 4 tables, and 1 appendix.) (GCP) EJ674299 Providing Sexual Education to Victims of Child Sexual Abuse: What Is a Clinician To Do? Journal of Child Sexual Abuse v11 n1 p1-25 2002 2002-00-00 T 2004 7/11/2004 11:38:09 CIJFEB2004

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No Child Abuse Power Structure Sexual Abuse State Legislation Weiss, Karen Information Analyses Journal Articles Authority Coercive Behavior Power Sex Offenders ISSN-1053-8712 English Discusses child sexual abuse by a person in a position of authority. Tracks the recent trend toward recognizing position of authority in both state legislation and judicial precedent. Concludes that all states should recognize position of authority in their child abuse statutes and that such statutes should be interpreted broadly by the courts. (Contains 1 appendix.) (GCP) EJ674300 Authority as Coercion: When Authority Figures Abuse Their Positions To Perpetrate Child Sexual Abuse. Journal of Child Sexual Abuse v11 n1 p27-51 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Higher Education Individual Characteristics Laws Outcomes of Treatment Sexual Abuse Student Attitudes Undergraduate Students Victims of Crime Reynolds, Lisa L. Birkimer, John C. Information Analyses Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Examines interactions between victim age and victim response, and victim relation to perpetrator and victim response influencing perceptions of child sexual abuse (CSA). Results suggest that undergraduate students' perceptions of CSA are influenced by several factors and that laws regarding CSA may not be well understood. (Contains 29 references, 4 tables, and 1 figure.) (GCP) EJ674301 Perceptions of Child Sexual Abuse: Victim and Perpetrator Characteristics, Treatment Efficacy, and Lay vs. Legal Opinions of Abuse. Journal of Child Sexual Abuse v11 n1 p53-74 2002 2002-00-00 T 2004 2016-11-21

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No Anger Child Abuse Child Development Fear Females Life Events Public Health Sexual Abuse Sexual Harassment Whealin, Julia M. Information Analyses Journal Articles Reports - Research Risk Factors ISSN-1053-8712 English Describes the occurrence of childhood Unwanted Sexual Attention (UWSA) and explores its relation to child sexual abuse (CSA). Findings suggest that UWSA is an almost universal experience for girls that causes significant anger and fear. Assessing UWSA will be important from a public health perspective in evaluating if such behaviors pose a risk factor for negative developmental outcomes for girls. (Contains 28 references, 6 tables, and 1 appendix.) (GCP) EJ674302 Women's Report of Unwanted Sexual Attention during Childhood. Journal of Child Sexual Abuse v11 n1 p75-93 2002 2002-00-00 T 2004 2016-11-21

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No Attachment Behavior Child Abuse Counseling Theories Sexual Abuse Social Bias Bolen, Rebecca Information Analyses Journal Articles Family Systems Theory ISSN-1053-8712 English Considers whether attachment theory as it is applied to child sexual abuse might be susceptible to biases that reflect the larger sociocultural context. Although this paper concludes that attachment theory can potentially add an important dimension to the conceptualization of child sexual abuse and its dynamics, it is also suggested that attachment theory may remain at risk for becoming a vehicle for transmitting political and ideological agendas. (Contains 155 references.) (GCP) EJ674303 Child Sexual Abuse and Attachment Theory: Are We Rushing Headlong into Another Controversy? Journal of Child Sexual Abuse v11 n1 p95-124 2002 2002-00-00 T 2004 2016-11-21

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No Attachment Behavior Child Abuse Counseling Theories Sexual Abuse Social Bias Olafson, Erna Journal Articles Opinion Papers ISSN-1053-8712 English Presents a response to Bolen's article, "Child Sexual Abuse and Attachment Theory: Are We Rushing Headlong into Another Controversy?" (this issue). Heralds the article as a welcome addition to the child abuse field and further explores the issues pertaining to attachment theory and child abuse. (GCP) EJ674304 Attachment Theory and Child Abuse: Some Cautions. Journal of Child Sexual Abuse v11 n1 p125-29 2002 2002-00-00 T 2004 7/11/2004 11:38:11 CIJFEB2004

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No Clinical Diagnosis Delinquency Females Life Events National Surveys Sexual Abuse Vick, Jennifer McRoy, Ruth Matthews, Bobbie M. Information Analyses Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Reviews the literature on female sex offenders and presents the results of a nationwide survey of mental health providers on approaches to diagnosing prior sexual abuse history and/or perpetration among juvenile females. Key findings include the lack of research, tools, and literature on young female sex offenders and perceived differences between male and female offenders including history, treatment, and characteristics. (Contains 32 references and 4 tables.) EJ674305 Young Female Sex Offenders: Assessment and Treatment Issues. Journal of Child Sexual Abuse v11 n2 p1-23 2002 2002-00-00 T 2004 2016-11-21

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No Client Characteristics (Human Services) Delinquency Males Posttraumatic Stress Disorder Predictor Variables Sexual Abuse McMackin, Robert A. Leisen, Mary Beth Cusack, John R. LaFratta, Joseph Litwin, Peter Information Analyses Journal Articles Reports - Research Risk Factors Sex Offenders ISSN-1053-8712 English Study identifies ways that traumatic experiences and trauma-associated feelings can be offense triggers for juvenile sex offenders. Researchers interviewed the treating clinicians of 40 male juvenile sex offenders. Overall, clinicians identified prior trauma exposure as being related to the offense triggers in 85% of offenders. Implications for sex offender treatment programs are discussed. (Contains 30 references and 5 tables.) (GCP) EJ674306 The Relationship of Trauma Exposure to Sex Offending Behavior among Male Juvenile Offenders. Journal of Child Sexual Abuse v11 n2 p25-40 2002 2002-00-00 T 2004 2016-11-23

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No Child Abuse Empathy Incest Individual Characteristics Intimacy Locus of Control Loneliness Sexual Abuse Parton, Felicity Day, Andrew Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Compares a group of familial and non-familial child sex offenders on a number of relationship dimensions thought to be important in explaining offending. No statistically significant differences were found between these groups on measures of general empathy, intimacy and loneliness, although non-familial offenders were found to have higher levels of cognitive empathy and a more internal locus of control. (Contains 33 references and 1 table.) (GCP) EJ674307 Empathy, Intimacy, Loneliness and Locus of Control in Child Sex Offenders: A Comparison between Familial and Non-Familial Child Sexual Offenders. Journal of Child Sexual Abuse v11 n2 p41-57 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse High Schools Legal Responsibility Middle Schools Principals School Counselors School Responsibility Surveys Kenny, Maureen C. McEachern, Adriana G. Information Analyses Journal Articles Reports - Research Mandatory Reporting of Abuse ISSN-1053-8712 English A survey on experiences with child abuse reporting was obtained from 116 middle and high school counselors and principals across the U.S. Results revealed that counselors throughout their careers had made more reports than principals and perceived themselves to be better trained on child abuse. Those school professionals with fewer years of experience reported more adequate pre-service training. (Contains 30 references, 1 table, and 1 appendix.) (GCP) EJ674308 Reporting Suspected Child Abuse: A Pilot Comparison of Middle and High School Counselors and Principals. Journal of Child Sexual Abuse v11 n2 p59-75 2002 2002-00-00 T 2004 2016-11-21

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No Delinquency Outcomes of Treatment Predictor Variables Psychometrics Sexual Abuse Test Construction English, Kim Retzlaff, Paul Kleinsasser, Dennis Information Analyses Journal Articles Reports - Descriptive Risk Assessment Tool Sex Offenders ISSN-1053-8712 English Documents the development of an adult sex offender risk assessment tool. A risk scale was developed based upon criminal and therapeutic outcomes of 494 sex offenders. The final risk scale included prior juvenile felony convictions, prior adult felony convictions, victim being intoxicated, denial in therapy, sexual deviance in therapy, and motivation in therapy. (Contains 39 references and 4 tables.) (GCP) EJ674309 The Colorado Sex Offender Risk Scale. Journal of Child Sexual Abuse v11 n2 p77-96 2002 2002-00-00 T 2004 2016-11-23

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No Child Abuse Cross Cultural Studies Cultural Influences Delivery Systems Foreign Countries Integrated Services Sexual Abuse de Zoysa, Piyanjali Information Analyses Journal Articles Opinion Papers Sri Lanka Sri Lanka ISSN-1053-8712 English Discusses the background of child sexual abuse in Sri Lanka and its current status, and brings to light various cultural dimensions that serve to call attention to the issue of sexual abuse of children in Sri Lanka. Elucidates the main issues and barriers in Sri Lanka that need to be surmounted in order to have integrated service delivery. (Contains 10 references.) (GCP) EJ674310 Child Sexual Abuse in Sri Lanka: The Current State of Affairs and Recommendations for the Future. Journal of Child Sexual Abuse v11 n2 p97-113 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Cross Cultural Studies Cultural Influences Delivery Systems Foreign Countries Integrated Services Sexual Abuse Lamers-Winkelman, Francien Information Analyses Journal Articles Opinion Papers Netherlands Sri Lanka Netherlands Sri Lanka ISSN-1053-8712 English Presents a response to de Zoysa's article "Child Sexual Abuse in Sri Lanka: The Current State of Affairs and Recommendations for the Future" (this issue). Discusses the many historic and socio-cultural factors that contribute to the sexual abuse of young children and discusses how Sri Lanka has made a major effort to combat such abuse. (Contains 19 references.) (GCP) EJ674311 Child (Sexual) Abuse: A Universal Problem, and Sri Lanka Is No Exception. Journal of Child Sexual Abuse v11 n2 p115-24 2002 2002-00-00 T 2004 2016-11-21

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No Change Child Abuse Children Emotional Adjustment Models Mothers Parent Child Relationship Sexual Abuse Corcoran, Jacqueline Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Describes use of the Stages of Change Model and Motivational Interviewing to enhance supportiveness of mothers in child intra-familial sexual abuse. Research indicates many mothers are ambivalent and vary in their levels of support; however, the crucial impact of maternal support on child adjustment and recovery has been emphasized. Further study should examine how this Model works with non-offending mothers. (Contains 39 references and 1 table. (ADT)) EJ674312 The Transtheoretical Stages of Change Model and Motivational Interviewing for Building Maternal Supportiveness in Cases of Sexual Abuse. Journal of Child Sexual Abuse v11 n3 p1-17 2002 2002-00-00 T 2004 2016-11-21

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No At Risk Persons Child Abuse Females Mental Health Predictor Variables Sexual Abuse Social Support Groups Banyard, Victoria L. Williams, Linda M. Siegel, Jane A. Journal Articles Reports - Research Traumas ISSN-1053-8712 English Study examined risk factors related to re-traumatization in women sexually abused in childhood. Eighty women were interviewed once in childhood, twice in early adulthood. Risk factors were measured at second interview and used to predict reported trauma exposure between interviews two and three. Some factors (e.g. homelessness, depression) were predictive of re-traumatization risk; social support satisfaction was a protective factor. (Contains 75 references and 6 tables.) (ADT) EJ674313 Retraumatization among Adult Women Sexually Abused in Childhood: Exploratory Analysis in a Prospective Study. Journal of Child Sexual Abuse v11 n3 p19-48 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Females Sexual Abuse Suicide Victimization Nilsen, Wendy Conner, Kenneth R. Journal Articles Reports - Research ISSN-1053-8712 English In a sample of 494 female undergraduates, current suicidal ideation was assessed and victimization was assessed retrospectively. Analyses revealed an association between suicidal ideation and emotional and physical abuse in childhood and a history of partner violence. No relationship was found between childhood sexual abuse or forced sex in adulthood and suicidal ideation. (Contains 45 references and 3 tables.) (ADT) EJ674314 The Association between Suicidal Ideation and Childhood and Adult Victimization. Journal of Child Sexual Abuse v11 n3 p49-62 2002 2002-00-00 T 2004 7/11/2004 11:38:14 CIJFEB2004

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No Adolescents Behavior Disorders Child Abuse Delinquency Sexual Abuse Kubik, Elizabeth K. Hecker, Jeffrey E. Righthand, Sue Journal Articles Reports - Research Juvenile Sex Offenders ISSN-1053-8712 English Two-part study compared sexually-offending females with a sample of non-sexually-offending females and a sample of sexually-offending males. Sexually-offending sample had significantly fewer antisocial behavior problems (drug use, fighting, problems at school) than the non-sexually-offending female group. The two sex-offending groups were remarkably similar. However, the female group had experienced more severe and pervasive abuse compared to males. (Contains 28 references and 5 tables.) (ADT) EJ674315 Adolescent Females Who Have Sexually Offended: Comparisons with Delinquent Adolescent Female Offenders and Adolescent Males Who Sexually Offend. Journal of Child Sexual Abuse v11 n3 p63-83 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Interpersonal Relationship Sexual Abuse Stress Variables Nelson, Briana S. Wampler, Karen S. Journal Articles Reports - Research Dyads Traumas Child Abuse Survivors ISSN-1053-8712 English Study compared female childhood sexual abuse (CSA) survivors and their male partners with a group of couples reporting no CSA. Both female CSA survivors and their partners reported higher symptoms of stress, suggesting support for the theory of secondary traumatic stress. Relationship impairment results did not support the hypothesis that CSA would negatively impact the dyadic functioning of couples. (Contains 47 references and 3 tables.) (ADT) EJ674316 Further Understanding the Systemic Effects of Childhood Sexual Abuse: A Comparison of Two Groups of Clinical Couples. Journal of Child Sexual Abuse v11 n3 p85-106 2002 2002-00-00 T 2004 2016-11-21

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No Attachment Behavior Child Abuse Mothers Parent Child Relationship Parenting Styles Sexual Abuse Leifer, Myra Kilbane, Teresa Skolnick, Linda I. Journal Articles Reports - Research ISSN-1053-8712 English Study assessed the relationships between maternal adult attachment style, children's perceptions of maternal support following disclosure of sexual abuse, and maternal perceptions of children's behavioral and emotional responses to sexual abuse. Findings indicate that fostering parent-child attachment is important in order to decrease the risk for behavior problems and symptomatology in sexually abused children. (Contains 62 references and 1 table.) (ADT) EJ674317 Relationships between Maternal Adult Attachment Security, Child Perceptions of Maternal Support, and Maternal Perceptions of Child Responses to Sexual Abuse. Journal of Child Sexual Abuse v11 n3 p107-24 2002 2002-00-00 T 2004 7/11/2004 11:38:15 CIJFEB2004

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No Counselor Attitudes Counselor Client Relationship Dual Career Family Family Counseling Family Work Relationship Haddock, Shelley A. Rattenborg, Karen Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English Examines the benefits and challenges derived from the dual-earner lifestyle for couples who successfully balance family and work. Many therapists harbor negative and stereotypical assumptions of the quality of dual-earner family life, but the findings of this study are helpful in providing a more balanced, informed view of the possibilities of this family arrangement. (Contains 40 references and 1 table.) (GCP) EJ674318 Benefits and Challenges of Dual-Earning: Perspectives of Successful Couples. American Journal of Family Therapy v31 n5 p325-44 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:15 CIJFEB2004

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No Counseling Effectiveness Depression (Psychology) Emotional Response Intervention Marriage Counseling Outcomes of Treatment Pharmacology Symptoms (Individual Disorders) Dessaulles, Andre Johnson, Susan M. Denton, Wayne H. Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English Emotion-focused therapy (EFT) for couples was compared to pharmacotherapy in the treatment of major depressive disorder. Both interventions were equally effective in symptom reduction. Results suggest EFT might be useful in the treatment of comorbid major depressive disorder and relational distress. (Contains 34 references and 1 figure.) (GCP) EJ674319 Emotion-Focused Therapy for Couples in the Treatment of Depression: A Pilot Study. American Journal of Family Therapy v31 n5 p345-53 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:15 CIJFEB2004

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No Animation Family Relationship Films Marriage Mass Media Role Popular Culture Sex Differences Tanner, Litsa Renee Haddock, Shelley A. Zimmerman, Toni Schindler Lund, Lori K. Information Analyses Journal Articles Reports - Research Childrens Films Walt Disney Studios ISSN-0192-6187 English Examines themes about couples and families portrayed in 26 Disney animated classics and recent movies. Four overarching themes were identified: family relationships are a strong priority; families are diverse, but the diversity is often simplified; fathers are elevated, while mothers are marginalized; and couple relationships are created by "love at first sight" and are often characterized by gender-based power differentials. (Contains 20 references and 1 table.) (GCP) EJ674320 Images of Couples and Families in Disney Feature-Length Animated Films. American Journal of Family Therapy v31 n5 p355-73 Oct-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Coping Heterosexuality Homosexuality Interpersonal Attraction Marriage Marriage Counseling Sexual Orientation Yarhouse, Mark A. Pawlowski, Lisa M. Tan, Erica S. N. Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English This study is of heterosexually married couples in which one partner reports having experienced same-sex attraction and both partners report satisfaction with their marriage despite facing such constraints. Analysis suggested a number of themes related to how spouses learned about their partners' experiences of same-sex attraction, motivations for keeping the marriage intact, and coping activities. (Contains 20 references and 1 table.) (GCP) EJ674321 Intact Marriages in which One Partner Dis-Identifies with Experiences of Same-Sex Attraction. American Journal of Family Therapy v31 n5 p375-94 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:16 CIJFEB2004

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No Client Characteristics (Human Services) Family Life Marital Satisfaction Marriage Marriage Counseling Sex Differences Miller, Richard B. Yorgason, Jeremy B. Sandberg, Jonathan G. White, Mark B. Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English Examines reports of marital problems from couples at different stages of the life course. Results indicated that presenting problems were generally the same, regardless of whether the couple was newly married, in the childbearing years, or married over a decade. Moreover, wives reported more problems in the their relationships than did husbands, especially among wives married longer than 10 years. (Contains 27 references and 3 tables.) (GCP) EJ674322 Problems That Couples Bring to Therapy: A View across the Family Life Cycle. American Journal of Family Therapy v31 n5 p395-407 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:16 CIJFEB2004

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No Evaluation Methods Marital Instability Marriage Counseling Measures (Individuals) Spanish Speaking Translation Mead, D. Eugene Thurber, Shawn L. Crane, Brent E. Information Analyses Journal Articles Reports - Descriptive ISSN-0192-6187 English To better serve the growing number of Spanish-speaking couples and families in the U.S., it is useful to have a battery of instruments to assess the nature of their marital distress. This article presents the standard assessment battery that Brigham Young University uses to evaluate marital distress. (Contains 11 references and 1 table.) (GCP) EJ674323 Spanish Translations of a Standard Assessment Battery for Marital Distress. American Journal of Family Therapy v31 n5 p409-12 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:16 CIJFEB2004

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No Counseling Theories Counselor Client Relationship Family Counseling Personal Autonomy Religion Spirituality Hoosestraat, Tricia Trammel, Jean Information Analyses Journal Articles ISSN-0192-6187 English Spiritual and religious discussion within therapy can be essential for treatment. Proposes that therapists must be aware of their personal level of differentiation in order to effectively integrate spiritual/religious discussion in therapy. (Contains 28 references.) EJ674324 Spiritual and Religious Discussions in Family Therapy: Activities To Promote Dialogue. American Journal of Family Therapy v31 n5 p413-26 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:17 CIJFEB2004

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No Adolescents Behavior Problems Chinese Culture Cultural Influences Economically Disadvantaged Student Adjustment Well Being Shek, Daniel T. L. Tang, Vera Lam, C. M. Lam, M. C. Tsoi, K. W. Tsang, K. M. Information Analyses Journal Articles Reports - Research ISSN-0192-6187 English Studies the relationship between Chinese beliefs about adversity and psychological well-being in 229 economically disadvantaged families. Results showed that adolescents with stronger endorsement for positive Chinese beliefs about adversity generally displayed better psychological well-being and school adjustment and less problem behavior. (Contains 47 references and 2 tables.) (GCP) EJ674325 The Relationship between Chinese Cultural Beliefs about Adversity and Psychological Adjustment in Chinese Families with Economic Disadvantage. American Journal of Family Therapy v31 n5 p427-43 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:38:17 CIJFEB2004

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No Art Therapy Attachment Behavior Evaluation Methods Freehand Drawing Substance Abuse Francis, Denille M. Kaiser, Donna Deaver, Sarah P. Information Analyses Journal Articles Reports - Research ISSN-0742-1656 English Presents results of a study of the graphic indicators in drawings by patients with substance abuse disorders. The Bird's Nest Drawing, an assessment task previously devised to elicit pictorial representations of attachment security, was used to examine attachment patterns of volunteers. Results showed that those with substance abuse diagnoses were more likely to have insecure attachment and used less color. (Contains 49 references, 3 tables, and 10 figures.) (GCP) EJ674326 Representations of Attachment Security in the Bird's Net Drawings of Clients with Substance Abuse Disorders. Art Therapy: Journal of the American Art Therapy Association v20 n3 p125-37 Sept 2003 2003-09-00 T 2004 7/11/2004 11:38:17 CIJFEB2004

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No Art Therapy Coping Counseling Techniques Life Events Self Management Stress Variables Rankin, Anita B. Taucher, Lindsey C. Information Analyses Journal Articles Reports - Descriptive Traumas Task Orientation ISSN-0742-1656 English Proposes the use of a carefully chosen mix of expressive, narrative, explorative, management, and integrative art interventions to address six basic trauma-focused tasks: safety planning, self-management, telling the trauma story, and relational-development. Suggestions for working with adult clients, along with specific examples of art interventions, are presented. (Contains 57 references.) (GCP) EJ674327 A Task-Oriented Approach to Art Therapy in Trauma Treatment. Art Therapy: Journal of the American Art Therapy Association v20 n3 p138-47 Sept 2003 2003-09-00 T 2004 2016-11-21

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No Art Therapy Counseling Techniques Creativity Grief Intervention Middle Aged Adults Models Prevention Turetsky, Cheryl J. Hays, Ronald E. Information Analyses Journal Articles Reports - Descriptive ISSN-0742-1656 English Presents an integrated model as an appropriate intervention to enable mourning and creativity and thus help in the prevention and treatment of unresolved grief in midlife. Two examples of this model in art-psychotherapy group treatment are provided. (Contains 53 references, 1 table, and 2 figures.) (GCP) EJ674328 Development of an Art Psychotherapy Model for the Prevention and Treatment of Unresolved Grief during Midlife. Art Therapy: Journal of the American Art Therapy Association v20 n3 p148-56 Sept 2003 2003-09-00 T 2004 7/11/2004 11:38:18 CIJFEB2004

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No Art Therapy Behavior Patterns Child Behavior Children Counseling Effectiveness Creativity Emergency Shelters Carr, Mary B. Vandiver, Trish A. Information Analyses Journal Articles Reports - Research ISSN-0742-1656 English Compares the effects of instructional art projects on children's behavioral responses and creativity in a sample of children residing in an emergency shelter. Results reveal that children produced more formed expressions and creative/design elements and less chaotic discharge and stereotypic art through the art project that involved few instructions and few materials. (Contains 23 references, 3 tables, and 1 figure.) (GCP) EJ674329 Effects of Instructional Art Projects on Children's Behavioral Responses and Creativity within an Emergency Shelter. Art Therapy: Journal of the American Art Therapy Association v20 n3 p157-62 Sept 2003 2003-09-00 T 2004 7/11/2004 11:38:18 CIJFEB2004

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No Art Therapy Credibility Psychology Surveys Bellmer, Elizabeth A. Hoshino, Janice Schrader, Brian Strong, Melissa Hutzler, Jennifer B. Information Analyses Journal Articles Reports - Research Faculty Attitudes ISSN-0742-1656 English Explores the credibility of the discipline of art therapy as perceived by psychology educators across the country. Also provides information on how current faculty members in higher education perceive the usefulness and utilization of art therapy. The negative results of this study may pose a challenge to members of the profession to educate others about the efficacy of art therapy. (Contains 3 tables and 5 figures.) (GCP) EJ674330 Perception of the Art Therapy Field by Psychology Professors. Art Therapy: Journal of the American Art Therapy Association v20 n3 p163-69 Sept 2003 2003-09-00 T 2004 2016-11-21

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No Cognitive Development College Students Correlation Higher Education Objective Tests Outcomes of Education Predictor Variables Sex Differences Whitt, Elizabeth J. Pascarella, Ernest T. Nesheim, Becki S. Elkins Marth, Brian P. Pierson, Christopher T. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English We examined the correlation between sex and cognitive outcomes of a national sample of students at four-year institutions. Outcomes data included objective tests and self-reported gains. In the presence of controls for a wide variety of potentially confounding variables, significant differences were found between women and men in outcomes and in factors influencing those outcomes. (Contains 40 references and 3 tables.) (Author) EJ674331 Differences between Women and Men in Objectively Measured Outcomes, and the Factors That Influence Those Outcomes, in the First Three Years of College. Journal of College Student Development v44 n5 p587-610 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:38:19 CIJFEB2004

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No College Students Cultural Pluralism Higher Education Outcomes of Education Personality Traits Predictor Variables Racial Factors Student Diversity Student Participation Milem, Jeffrey F. Umbach, Paul D. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English This study builds upon earlier research on personality types, educational outcomes of diversity, and school and community desegregation to explore how students' plans for involvement in diversity-related activities in college varied by racial background and personality type and how students' exposure to diversity prior to college affected these plans. (Contains 34 references, 3 tables, and 2 figures.) (Author) EJ674332 The Influence of Precollege Factors on Students' Predispositions Regarding Diversity Activities in College. Journal of College Student Development v44 n5 p611-24 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:38:19 CIJFEB2004

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No Affirmative Action Asian American Students Higher Education Pacific Americans Racial Relations Student Attitudes Undergraduate Students Inkelas, Karen Kurotsuchi Information Analyses Journal Articles Reports - Research Blumer (Herbert) ISSN-0897-5264 English This study examines Asian Pacific American undergraduates' views on affirmative action and their perspectives on U.S. race relations through Herbert Blumer's (1958) theory of group position. Results indicate that Asian Pacific American (APA) students may perceive other minority student applicants as inferior to APA applicants and feel threatened by both majority and minority groups in the college admissions process. (Contains 32 references.) (GCP) EJ674333 Caught in the Middle: Understanding Asian Pacific American Perspectives on Affirmative Action through Blumer's Group Position Theory. Journal of College Student Development v44 n5 p625-43 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Coping Depression (Psychology) Eating Disorders Females Higher Education Self Concept Substance Abuse Undergraduate Students Schwarze, Nicole J. Oliver, J. M. Handal, P. J. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English In an investigation of Heatherton and Baumeister's (1991) theory of binge eating, 207 female undergraduate students were grouped as binge eaters (BE) or non-eating-disordered (NED) for analyses. The BE group scored significantly higher than the NED group on avoidance coping and substance use when depression was not controlled; however, after controlling for depression, only substance use remained significant. (Contains 34 references and 1 table.) (Author) EJ674334 Binge Eating as Related to Negative Self-Awareness, Depression, and Avoidance Coping in Undergraduates. Journal of College Student Development v44 n5 p644-52 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:38:19 CIJFEB2004

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No Aspiration College Students Females Leadership Predictor Variables Psychological Patterns Self Esteem Sex Role Boatwright, Karyn J. Egidio, Rhonda K. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English Investigates the influence of psychological variables upon female college students' aspirations for leadership positions in their future careers. Results demonstrated that connectedness needs, gender role, self-esteem, and fears of negative evaluation accounted for a significant amount of the variance in predicting college women's leadership aspirations. Implications of these findings for improving leadership development initiatives for college women are discussed. (Contains 69 references and 3 tables.) (GCP) EJ674335 Psychological Predictors of College Women's Leadership Aspirations. Journal of College Student Development v44 n5 p653-69 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:38:20 CIJFEB2004 Contributions from the Kalamazoo College Women's Leadership Research Team.

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No Counseling Higher Education Married Students Single Students Stress Variables Student Adjustment Undergraduate Students Meehan, Dawna-Cricket-Martita Negy, Charles Information Analyses Journal Articles Reports - Research Student Adaptation to College Questionnaire Student Adaptation to College Questionnaire ISSN-0897-5264 English Married undergraduate students were compared with single students on the Student Adaptation to College Questionnaire. Results indicated that married students have moderate difficulties adjusting to the demands of higher education relative to unmarried students. Findings underscore the importance of university counselors being prepared to help couples adapt to these new roles and find constructive ways to manage and decrease stress. (Contains 31 references and 5 tables.) (GCP) EJ674336 Undergraduate Students' Adaptation to College: Does Being Married Make a Difference? Journal of College Student Development v44 n5 p670-90 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Students Helping Relationship Higher Education Peer Relationship Student Reaction Sharkin, Bruce S. Plageman, Paula M. Mangold, Susan L. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English Explores emotional peer helping, whereby students attempt to provide support, comfort, be understanding, and/or listen to the problems of their peers, particularly peers with who they feel close. Results suggest that many students may find themselves helping a peer with problems, yet most students chose not to contact the campus counseling service regarding their troubled peer. (Contains 21 references.) (GCP) EJ674337 College Student Response to Peers in Distress: An Exploratory Study. Journal of College Student Development v44 n5 p691-98 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:38:20 CIJFEB2004

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No Elementary Education Foreign Countries Kindergarten Children Phonology Predictor Variables Reading Difficulties Reading Improvement Reading Rate Kirby, John R. Parrila, Rauno K. Pfeiffer, Shannon L. Information Analyses Journal Articles Reports - Research Canada Word Naming Technique Canada ISSN-0022-0663 English Investigates how well kindergarten phonological awareness (PA) and naming speed (NS) account for reading development to Grade 5. PA was most strongly related to reading in the first two years of school, and NS's initially weaker relationship increased with grade level. Children with weak PA and slow NS were most likely to develop reading difficulties by Grade 5. (Contains 43 references, 9 tables, 4 figures, and 2 appendixes.) (GCP) EJ674338 Naming Speed and Phonological Awareness as Predictors of Reading Development. Journal of Educational Psychology v95 n3 p453-64 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Basic Vocabulary Emergent Literacy Language Skills Oral Language Phonology Preschool Children Preschool Education Reading Ability Reading Achievement Dickinson, David K. McCabe, Allyssa Anastasopoulos, Louisa Peisner-Feinberg, Ellen S. Poe, Michele D. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Describes 2 points of view about the relationship between oral-language and literacy skills: The phonological sensitivity approach posits that vocabulary provides the basis for phonological sensitivity, which then is the key language ability supporting reading, and the comprehensive language approach posits that varied language skills interact with literacy knowledge and continue to play a vital role in subsequent reading achievement. (Contains 120 references, 4 tables, and 3 figures.) (GCP) EJ674339 The Comprehensive Language Approach to Early Literacy: The Interrelationships among Vocabulary, Phonological Sensitivity, and Print Knowledge among Preschool-Aged Children. Journal of Educational Psychology v95 n3 p465-81 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:21 CIJFEB2004

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No English Instruction Grade 1 Predictor Variables Primary Education Reading Achievement Spanish Speaking Word Recognition Lindsey, Kim A. Manis, Franklin R. Bailey, Caroline E. Information Analyses Journal Articles Reports - Research Cross Language Transfer ISSN-0022-0663 English Examines longitudinal prediction of English and Spanish reading skills in a sample of 249 Spanish-speaking English-language learners at 3 time points in kindergarten through Grade 1. Phonological awareness transferred from Spanish to English and was predictive of word-identification skills. Other variables showing cross-linguistic transfer were letter and word knowledge, print concepts, and sentence memory. (Contains 68 references and 9 tables.) (GCP) EJ674340 Prediction of First-Grade Reading in Spanish-Speaking English-Language Learners. Journal of Educational Psychology v95 n3 p482-94 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Achievement Tests Black Students Family Influence High Risk Students Models Parent Child Relationship Parenting Styles Parents Predictor Variables Preschool Children Self Efficacy Turner, Lisa A. Johnson, Burke Information Analyses Journal Articles Reports - Research Mastery Motivation ISSN-0022-0663 English Tests a theoretical model of mastery motivation with 169 4-year-old African American at-risk children and their parents. The results showed that parents' education predicted parenting beliefs, parents' global self-efficacy predicted parenting beliefs and parent-child relationships, parenting beliefs predicted parent-child relationships, parent-child relationships predicted children's mastery, and children's mastery predicted children's performance on achievement tests controlling for pretest differences. (Contains 62 references, 2 tables, and 3 figures.) (GCP) EJ674341 A Model of Mastery Motivation for At-Risk Preschoolers. Journal of Educational Psychology v95 n3 p495-505 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Foreign Countries Group Activities Group Discussion Group Dynamics High School Students Predictor Variables Problem Solving Success Chiu, Ming Ming Khoo, Lawrence Information Analyses Journal Articles Reports - Research Hong Kong Rudeness Hong Kong ISSN-0022-0663 English Rudeness and status can affect group-problem-solving processes. A new statistical method for analyzing group processes was used to analyze predictors of agreement and solution score. In successful groups, agreement was affected positively by academic status and negatively by justifications. In unsuccessful groups, however, agreement was affected positively by recent agreements and negatively by recent rude actions. (Contains 124 references, 3 tables, 3 figures, and 3 appendixes.) (GCP) EJ674342 Rudeness and Status Effects during Group Problem Solving: Do They Bias Evaluations and Reduce the Likelihood of Correct Solutions? Journal of Educational Psychology v95 n3 p506-23 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Comprehension Learning Strategies Questioning Techniques Graesser, Arthur C. Olde, Brent A. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Models of question asking predict that questions are asked when comprehenders experience cognitive disequilibrium, which is triggered by contradictions, anomalies, obstacles, salient contrasts, and uncertainty. Study results reveal that deep comprehenders did not ask more questions, but did generate a higher proportion of good questions about plausible faults that explained the breakdowns. (Contains 61 references, 3 tables, and 1 figure.) (GCP) EJ674343 How Does One Know Whether a Person Understands a Device? The Quality of the Questions the Person Asks When the Device Breaks Down. Journal of Educational Psychology v95 n3 p524-36 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:22 CIJFEB2004 ED498555

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No Adolescents Cognitive Development Cognitive Style Foreign Countries Personal Narratives Writing (Composition) McKeough, Anne Genereux, Randy Information Analyses Journal Articles Reports - Research Canada Canada ISSN-0022-0663 English Investigates the development of narrative thought by analyzing the structural complexity and social-psychological understanding displayed in the story compositions of 151 adolescents aged 10 to 18 years. A clear developmental progression was observed in structural complexity in terms of plot structure and the construction of flashbacks. (Contains 75 references, 5 tables, 1 figure, and 4 appendixes.) (GCP) EJ674344 Transformation in Narrative Thought during Adolescence: The Structure and Content of Story Compositions. Journal of Educational Psychology v95 n3 p537-52 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Body Language Foreign Countries Nonverbal Communication Student Attitudes Student Evaluation of Teacher Performance Student Reaction Teacher Student Relationship Teaching Methods Babad, Elisha Avni-Babad, Dinah Rosenthal, Robert Information Analyses Journal Articles Reports - Research Israel Israel ISSN-0022-0663 English Examines if a few seconds of high school teachers' nonverbal (NV) behavior can predict students' ratings of these teachers (SRT). NV behaviors while administering the class and using the board were unrelated to SRT. Positive judgments of NV behavior while disciplining the class and interacting with students were positively related to SRT. (Contains 52 references and 1 table.) (GCP) EJ674345 Teachers' Brief Nonverbal Behaviors in Defined Instructional Situations Can Predict Students' Evaluations. Journal of Educational Psychology v95 n3 p553-62 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Developmental Stages Educational Theories Knowledge Base for Teaching Secondary Education Teaching Methods Thinking Skills Torff, Bruce Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Secondary-level history teachers participated in a study examining differences among experts, experienced teachers, and novices in classroom use of higher order thinking skills (HOTS) and content knowledge. The results support the theory that development of teaching expertise is associated with a change from HOTS-lean and content-rich (curriculum-centered) practices to HOTS-rich and content-lean (learner-centered). (Contains 67 references and 5 tables.) (GCP) EJ674346 Developmental Changes in Teachers' Use of Higher Order Thinking and Content Knowledge. Journal of Educational Psychology v95 n3 p563-69 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:23 CIJFEB2004

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No Correlation Cultural Pluralism Educational Change Educational Environment Middle School Students Middle Schools School Safety Student Adjustment Brand, Stephen Felner, Robert Shim, Minsuk Seitsinger, Anne Dumas, Thaddeus Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Examines the structure of perceived school climate and the relationship of climate dimensions to adaptation of students who attend middle-grade-level schools. The climate scales exhibited a stable dimensional structure, high levels of internal consistency, and moderate levels of stability. Ratings of multiple climate dimensions were associated consistently with indexes of academic, behavioral, and socioemotional adjustment. (Contains 66 references and 12 tables.) (GCP) EJ674347 Middle School Improvement and Reform: Development and Validation of a School-Level Assessment of Climate, Cultural Pluralism, and School Safety. Journal of Educational Psychology v95 n3 p570-88 Sep 2003 2003-00-00 T 2004 2016-07-07 ED546900

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No Affective Behavior Competence Foreign Countries High School Students Mathematics Achievement Secondary Education Self Concept Self Efficacy Pietsch, James Walker, Richard Chapman, Elaine Information Analyses Journal Articles Reports - Research Australia Australia ISSN-0022-0663 English Examines the relationship among self-concept, self-efficacy, and performance in mathematics among 416 high school students. Confirmatory factor analyses supported the existence of two self-concept components--a competency component and an affective component. Self-efficacy items and the competency items of self-concept also loaded on a single factor. Social comparison information was equally influential in the formation of each construct. (Contains 51 references, 4 tables, 4 figures, and 2 appendixes.) (GCP) EJ674348 The Relationship among Self-Concept, Self-Efficacy, and Performance in Mathematics during Secondary School. Journal of Educational Psychology v95 n3 p589-603 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Need Educational Objectives Learning Strategies Learning Theories Models Self Efficacy Statistics Test Anxiety Bandalos, Deborah L. Finney, Sara J. Geske, Jenenne A. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Tests a model of statistics performance based on achievement goal theory. Both learning and performance goals affected achievement indirectly through study strategies, self-efficacy, and test anxiety. Implications of these findings for teaching and learning statistics are discussed. (Contains 47 references, 3 tables, 3 figures, and 1 appendix.) (GCP) EJ674349 A Model of Statistics Performance Based on Achievement Goal Theory. Journal of Educational Psychology v95 n3 p604-16 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:24 CIJFEB2004

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No College Students Defense Mechanisms Foreign Countries Goal Orientation Higher Education Student Behavior Martin, Andrew J. Marsh, Herbert W. Williamson, Alan Debus, Raymond L. Information Analyses Journal Articles Reports - Research Australia Pessimism Self Handicapping Australia ISSN-0022-0663 English Interviews with university students selected as high or low in either self-handicapping or defensive pessimism identified personal perspectives on the nature of self-handicapping and defensive pessimism, the perceived reasons why they engage in these strategies and the perceived advantages that follow from them, and the extent to which ego goals and task goals mark their approach to their studies. (Contains 66 references, 1 table, and 2 appendixes.) (GCP) EJ674350 Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students. Journal of Educational Psychology v95 n3 p617-28 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Diagrams Foreign Countries Instructional Design Instructional Materials Sciences Carlson, Robert Chandler, Paul Sweller, John Information Analyses Journal Articles Reports - Research Cognitive Load Working Memory Australia Australia ISSN-0022-0663 English Learning and understanding of science instructional material was examined from a cognitive load perspective. Diagrams were expected to reduce cognitive load by allowing students to process information using fewer elements in working memory than an equivalent text-based format. Two experiments using different chemistry instructions confirmed these hypotheses and so highlight the role of cognitive load factors in instructional design. (Contains 34 references, 2 tables, 7 figures, and 2 appendixes.) (GCP) EJ674351 Learning and Understanding Science Instructional Material. Journal of Educational Psychology v95 n3 p629-40 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement College Students Grade Point Average Higher Education Moods Stress Management Symptoms (Individual Disorders) Writing (Composition) Lumley, Mark A. Provenzano, Kimberly M. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Tests whether writing about stressful events improves grade point averages (GPAs) and whether decreases in writing-induced negative mood from the first to last day of writing predicts GPA improvements. Results reveal that writing about general life stress leads to improved academic functioning, particularly among those who become less distressed over writing days. (Contains 42 references, 2 tables, and 2 figures.) (GCP) EJ674352 Stress Management through Written Emotional Disclosure Improves Academic Performance among College Students with Physical Symptoms. Journal of Educational Psychology v95 n3 p641-49 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:24 CIJFEB2004

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No Achievement Tests Comparative Education Mathematics Sciences Sex Bias Penner, Andrew M. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English The author used data from the Third International Mathematics and Science Survey to examine whether Gender X Item Difficulty interactions like those in American mathematics exist in mathematics and science in 10 countries. For both mathematics and science, the author detected male advantages that were minimal on easy questions and increased as questions grew more difficult. (Contains 39 references, 2 tables, and 1 appendix.) (Author) EJ674353 International Gender X Item Difficulty Interactions in Mathematics and Science Achievement Tests. Journal of Educational Psychology v95 n3 p650-55 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:25 CIJFEB2004

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No Disabilities Employment Patterns Fringe Benefits Health Insurance Retirement Benefits Vacations Vocational Rehabilitation Lustig, Daniel C. Strauser, David R. Donnell, Chandra Information Analyses Journal Articles Reports - Research Employees with Disabilities ISSN-0034-3552 English Compares access to health insurance, paid vacation, paid sick leave, and retirement of full-time employed individuals with disabilities to access of workers in the general population. Results indicated that workers with disabilities had access at a lower rate than workers in the general population. Implications for rehabilitation counselors are discussed. (Contains 41 references, 3 tables, and 1 figure.) (GCP) EJ674354 Quality Employment Outcomes: Benefits for Individuals with Disabilities. Rehabilitation Counseling Bulletin v47 n1 p5-14 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Homeless People Mental Disorders Referral Substance Abuse Veterans Vocational Rehabilitation Drebing, Charles E. Rosenheck, Robert Schutt, Russell Kasprow, Wesley J. Penk, Walter Information Analyses Journal Articles Reports - Research ISSN-0034-3552 English Studies homeless adults entering the Healthcare for Homeless Veterans program to identify whether the rate of referral and admission to vocational rehabilitation differed between adults with psychiatric disorders and those with a coexisting substance-use disorder (SUD). Participants with an SUD had an 11% greater chance of being referred to vocational rehabilitation than those with a psychiatric disorder alone. (Contains 32 references and 2 tables.) (GCP) EJ674355 Patterns in Referral and Admission to Vocational Rehabilitation Associated with Coexisting Psychiatric and Substance-Use Disorders. Rehabilitation Counseling Bulletin v47 n1 p15-23 Fall 2003 2003-00-00 T 2004 7/11/2004 11:38:25 CIJFEB2004

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No Disabilities Employment Patterns Hearing Impairments Labor Force Outcomes of Treatment Vocational Rehabilitation Capella, Michele E. Information Analyses Journal Articles Reports - Research ISSN-0034-3552 English Examines four different aspects of employment that can be used to evaluate vocational rehabilitation (VR) outcomes beyond successful closure. Comparisons were made among VR consumers with hearing loss, VR consumers with other disabilities, and the general labor force. Results indicate that differences between both consumer groups and the general labor force were found across all employment outcome areas. (Contains 28 references and 4 tables.) (GCP) EJ674356 Comparing Employment Outcomes of Vocational Rehabilitation Consumers with Hearing Loss to Other Consumers and the General Labor Force. Rehabilitation Counseling Bulletin v47 n1 p24-33 Fall 2003 2003-00-00 T 2004 7/11/2004 11:38:25 CIJFEB2004

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No Change Community Programs Factor Analysis Measures (Individuals) Outcomes of Treatment Readiness Rehabilitation Counseling Substance Abuse Cardoso, Elizabeth Da Silva Chan, Fong Berven, Norman L. Thomas, Kenneth R. Information Analyses Journal Articles Reports - Research ISSN-0034-3552 English The "Stages of Change Scale-Substance Abuse" (SCS-SA) was developed to measure readiness to change among individuals in treatment for substance abuse and was field tested with 457 participants. Factor analysis on SCS-SA items defined 4 subscales: Precontemplation, Determination, Participation, and Relapse. The SCS-SA appears to have potential in facilitating treatment planning and research to better understand readiness to change. (Contains 45 references and 3 tables.) (GCP) EJ674357 Measuring Readiness to Change among Individuals in Residential Therapeutic Community Programs for Treatment of Substance Abuse. Rehabilitation Counseling Bulletin v47 n1 p34-44,49 Fall 2003 2003-00-00 T 2004 7/11/2004 11:38:26 CIJFEB2004

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No Client Attitudes (Human Services) Counselor Characteristics Counselor Client Relationship Counselor Training Disabilities Sex Strohmer, Douglas C. Leiere, Stephen J. Hotard, Jacqueline M. Stuckey, Rebecca I. Information Analyses Journal Articles Reports - Research ISSN-0034-3552 English Examines the expressed counselor preferences of individuals entering a community-based counselor-training clinic. Clients were asked whether they had a preference regarding counselor age, disability status, education, gender, and race. Of these characteristics, only for gender did even a moderate number of clients (30%) express a preference. Research, education, and practice implications are discussed. (Contains 1 figure.) (GCP) EJ674358 Counselor Preferences of Clients Entering a Counselor-Training Clinic. Rehabilitation Counseling Bulletin v47 n1 p45-49 Fall 2003 2003-00-00 T 2004 7/11/2004 11:38:26 CIJFEB2004

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No Adjustment (to Environment) Chronic Illness Diabetes Quality of Life Martz, Erin Journal Articles Opinion Papers ISSN-0034-3552 English Diabetes is a chronic illness that can wreak havoc on many systems of the body. Despite this, having diabetes does not have to be viewed as the antithesis of a full and happy life. After describing the biological aspects of diabetes, this article details multiple aspects of living with diabetes and some of its implications that the author has experienced. (GCP) EJ674359 Living with Insulin-Dependent Diabetes: Life Can Still Be Sweet. Rehabilitation Counseling Bulletin v47 n1 p51-57 Fall 2003 2003-00-00 T 2004 7/11/2004 11:38:26 CIJFEB2004

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No Family Financial Resources Foster Family Labor Turnover Recruitment Rhodes, Kathryn W. Orme, John G. Cox, Mary Ellen Buehler, Cheryl Information Analyses Journal Articles Reports - Research Psychosocial Factors ISSN-1070-5309 English This longitudinal study examined the effect of family resources and psychosocial problems on retention for foster families. Almost 50 percent of families who started preservice training did not complete it. Families with more psychosocial problems and fewer resources were more likely to express uncertainly about continuing. These results have important implications for recruitment and retention of foster families. (Contains 105 references, 4 tables, and 2 figures.) (GCP) EJ674360 Foster Family Resources, Psychosocial Functioning, and Retention. Social Work Research v27 n3 p135-50 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Alaska Natives Alcoholism Client Characteristics (Human Services) Drug Rehabilitation Predictor Variables Sex Differences Substance Abuse Parks, Cheryl A. Hesselbrock, Michie N. Hesselbrock, Victor M. Segal, Bernard Information Analyses Journal Articles Reports - Research ISSN-1070-5309 English Investigates alcohol treatment among Alaska Natives. Time between age at diagnosis and first treatment was similar for men and women. Women were more likely to be parents and reported more contact with health and mental health providers. Among men, acting as a parent, lifetime depression, and type of professional consulted were significantly associated with elapsed time to treatment. (Contains 32 references and 5 tables.) (GCP) EJ674361 Factors Affecting Entry into Substance Abuse Treatment: Gender Differences among Alcohol-Dependent Alaska Natives. Social Work Research v27 n3 p151-61 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:27 CIJFEB2004

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No Adolescents Aggression Behavior Problems Family Relationship Predictor Variables Prevention Religious Factors Student School Relationship Violence Herrenkohl, Todd I. Hill, Karl G. Chung, Ick-Joong Guo, Jie Abbott, Robert D. Hawkins, J. David Information Analyses Journal Articles Reports - Research Protective Factors ISSN-1070-5309 English Examines factors in adolescence that affect the probability of violent behavior at age 18 among youths who received high teacher ratings of aggression at age 10. Study found a lower probability of violence was associated with religious services attendance, good family management by parents, and bonding to school. Implications of these findings for the development of preventive interventions are discussed. (Contains 46 references, 1 table, and 2 figures.) (GCP) EJ674362 Protective Factors against Serious Violent Behavior in Adolescence: A Prospective Study of Aggressive Children. Social Work Research v27 n3 p179-91 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Business Communication Employment Interviews Evaluation Methods Higher Education Story Telling Teaching Methods Ralston, Steven M. Kirkwood, William G. Burant, Patricia A. Guides - Classroom - Teacher Journal Articles ISSN-1080-5699 English Notes that employers' use of behavioral description interviews has increased dramatically within the past decade. Explains that behavioral description questions require respondents to tell stories and that storytelling is now critical to applicants' success in employment interviews. Presents criteria to judge the effectiveness of applicants' stories and demonstrates how business communication instructors might use these criteria to help applicants tell better stories. (PM) EJ674363 Helping Interviewees Tell Their Stories. Business Communication Quarterly v66 n3 p8-22 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:27 CIJFEB2004

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No Business Communication Educational Environment Higher Education Instructional Effectiveness Research Needs Teaching Methods Team Teaching Booth, Rosemary Dixon-Brown, Melody Kohut, Gary Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-1080-5699 English Contends that shared teaching is an innovative way to balance teaching and research. Provides a review of the literature on the topic and examines two distinct shared teaching models. Proposes opportunities for further study looking at whether shared teaching is more effective in graduate or undergraduate courses, and whether some areas of business communication are better suited for shared teaching than others. (PM) EJ674364 Shared Teaching Models for Business Communication in a Research Environment. Business Communication Quarterly v66 n3 p23-38 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:28 CIJFEB2004

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No Business Communication Higher Education Job Applicants Minority Groups Resumes (Personal) Social Discrimination Student Attitudes Teaching Methods Davis, Barbara D. Muir, Clive Guides - Classroom - Teacher Guides - Non-Classroom Journal Articles ISSN-1080-5699 English Discusses personal observations of how minority students grapple with the resume writing challenge. Examines the parts of the resume that could prove problematic to minority students. Describes perceptions of two human resource managers when given a prototype resume that removed ethnic identifiers. Discusses how business communication educators can raise these issues in their classes and help their minority students overcome these rhetorical challenges. (PM) EJ674365 Resume Writing and the Minority Student. Business Communication Quarterly v66 n3 p39-51 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:28 CIJFEB2004

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No Business Communication Corporations Higher Education Linguistic Theory Mass Media Role Public Opinion Teaching Methods Levin, Leslie A. Behrens, Susan J. Journal Articles Reports - Evaluative Nike Corporation ISSN-1080-5699 English Employs linguistic theory to analyze how Nike's image is created through internal and external forms of communication. Finds a parallel use of positive images in communication created by both Nike and the media in the early 1980s to late 1990s and a divergence of images when Nike is accused of labor violations. Notes introducing language analysis challenges business students to assess the structure of business communications. (PM) EJ674366 From Swoosh to Swoon: Linguistic Analysis of Nike's Changing Image. Business Communication Quarterly v66 n3 p52-65 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Career Centers Higher Education Interviews Job Skills Occupational Information Teaching Methods Mulvaney, Mary Kay Guides - Classroom - Teacher Journal Articles ISSN-1080-5699 English Notes that university students know little about the realities of the workplace. Explains an assignment in which students interview a person currently working in a job that logically follows their major. Explains how to find the appropriate interviewee, and how to prepare, conduct, and report on the interview. Notes that end-of-class evaluations indicated this was the most popular assignment. (PM) EJ674367 The Information Interview: Bridging College and Beyond. Business Communication Quarterly v66 n3 p66-72 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:28 CIJFEB2004

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No Business Communication Educational Objectives Higher Education Intercultural Communication Teacher Attitudes Teaching Methods Bargiela-Chiappini, Francesca Bulow-Moller, Anne Marie Nickerson, Catherine Poncini, Gina Zhu, Yunxia Journal Articles Opinion Papers ISSN-1080-5699 English Provides a summary of a discussion on intercultural business communication inspired by research panels at two different conferences. Includes educators' stories of their own perspectives on intercultural business communication and their own work. Discusses how to best define culture as a construct. Notes four of the educators are permanently resident outside their native countries and all regularly work in a language other than their first. (PM) EJ674368 Five Perspectives on Intercultural Business Communication. Business Communication Quarterly v66 n3 p73-96 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:29 CIJFEB2004

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No Business Communication Higher Education Imitation Letters (Correspondence) Medieval History Teaching Methods Thomas, Martha Wetterhall Historical Materials Journal Articles Opinion Papers Rhetorical Strategies ISSN-1080-5699 English Argues that Thomas Sampson, author of the 1396 "Modus Dictandi," deserves attention because of his work as a teacher. Explains that Sampson was a practitioner and instructor of the art of letter writing. Contends that Sampson's work is a discursive artifact yielding multiple insights into the origins of business communication as taught and practiced in English-speaking countries today. (PM) EJ674369 Textual Archaeology: Lessons in the History of Business Writing Pedagogy from a Medieval Oxford Scholar. Business Communication Quarterly v66 n3 p98-105 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Communication Strategies Curriculum Development Higher Education Instructional Effectiveness Language Usage Literary Genres Richardson, Malcolm Historical Materials Journal Articles Opinion Papers Modern Language Association ISSN-1080-5699 English Contends that professional communication studies could do a better job of teaching effective and responsible language usage to students in a way more coherent to an overall university education and to a healthy civic discourse. Provides lessons from history which suggest that a clear grasp of the theory and practice of genre can help unify contentious university curricula and move professional rhetoric more to the center. (PM) EJ674370 Professional Communication Studies, the MLA, and Civic Discourse. Business Communication Quarterly v66 n3 p105-13 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Business Communication Distance Education Higher Education Mobile Educational Services Teaching Methods Technology Uses in Education Eaton, Angela Journal Articles Reports - Descriptive Professional Communication Rensselaer Polytechnic Institute NY Technical Communication ISSN-1080-5699 English Provides three examples of innovative methods of incorporating technology to benefit pedagogy at Rensselaer Polytechnic Institute. Outlines some major trends for the future of technology-supported pedagogy, such as remote guest lecturers, a mobile computing program, and distance education. (PM) EJ674371 Technology-Supported Pedagogy in Business, Technical, and Professional Communication. Business Communication Quarterly v66 n3 p113-17 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Business Education Curriculum Development English Departments Higher Education Teacher Attitudes Teaching Methods Locker, Kitty O. Guides - Non-Classroom Journal Articles Opinion Papers Technical Communication ISSN-1080-5699 English Reviews the growth of business and technical communication courses as college courses in universities. Documents the move to "professional" communication in English departments. Explains why technical communication dominates "professional" communication. Argues that faculty who teach business communication in business schools should care about terminological practices in English departments and show why "business" communication needs to retain an identity separate from "professional" communication. (PM) EJ674372 Will Professional Communication Be the Death of Business Communication? Business Communication Quarterly v66 n3 p118-32 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Broadcast Journalism Credibility Higher Education Internet Mass Media Effects Mass Media Role Student Attitudes Bucy, Erik P. Journal Articles Reports - Research Synergy ISSN-1077-6990 English Examines the combined effects of on-air and online network news exposure, placing student and adult news consumers in broadcast news, online news, and telewebbing conditions. Indicates that perceptions of network news credibility are affected by channel used. Offers evidence for the existence of a synergy effect between on-air and online news. (PM) EJ674373 Media Credibility Reconsidered: Synergy between On-Air and Online News. Journalism and Mass Communication Quarterly v80 n2 p247-64 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Athletics Bias Higher Education Mass Media Effects News Reporting Reader Response Student Attitudes Arpan, Laura M. Raney, Arthur A. Journal Articles Reports - Research ISSN-1077-6990 English Examines the interaction among different news sources, individual levels of partisanship, and the hostile media effect in sports news. Explains that university students read a balanced story about their home-town college football team in one of three newspapers: the home-town, the cross-state rival university's town, or a neutral town paper. Concludes that the news source was important in the hostile media effect. (PM) EJ674374 An Experimental Investigation of News Source and the Hostile Media Effect. Journalism and Mass Communication Quarterly v80 n2 p265-81 Sum 2003 2003-00-00 T 2004 7/11/2004 11:38:30 CIJFEB2004

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No Bias Higher Education Mass Media Effects Media Research News Reporting Reader Response Student Attitudes D'Alessio, Dave Journal Articles Reports - Research ISSN-1077-6990 English Explores perceptions of media bias by manipulating expectations of bias and news topic. Explains that university students read dummy newspaper articles and then responded to a survey. Concludes that readers were more likely to designate material opposing their own views as biased. (PM) EJ674375 An Experimental Examination of Readers' Perceptions of Media Bias. Journalism and Mass Communication Quarterly v80 n2 p282-94 Sum 2003 2003-00-00 T 2004 7/11/2004 11:38:31 CIJFEB2004

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No Decision Making Ethics Higher Education Race Scholastic Journalism Student Attitudes Coleman, Renita Journal Articles Reports - Research ISSN-1077-6990 English Investigates the effects of race of news subjects on student journalists' ethical reasoning. Explains that journalism students were presented with four ethical dilemmas that working journalists might encounter. Concludes that the race of the people in the ethical dilemmas presented had a significant impact on ethical reasoning. (PM) EJ674376 Race and Ethical Reasoning: The Importance of Race to Journalistic Decision Making. Journalism and Mass Communication Quarterly v80 n2 p295-310 Sum 2003 2003-00-00 T 2004 7/11/2004 11:38:31 CIJFEB2004

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No Bilingual Students Ethnography Family Literacy Kindergarten Parent Participation Primary Education Reading Research Volk, Dinah de Acosta, Martha Journal Articles Reports - Evaluative Puerto Rico Puerto Rico ISSN-0034-527X English Analyzes literacy events co-constructed by three bilingual, mainland Puerto Rican kindergarteners and the network of adults and children in their homes who support their developing literacy. Reveals and gives value to some of the many literacies in the children's lives and communicates a respectful approach to the study of literacy in families from diverse backgrounds. (SG) EJ674377 Reinventing Texts and Contexts: Syncretic Literacy Events in Young Puerto Rican Children's Homes. Research in the Teaching of English v38 n1 p8-48 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies English Instruction English Teachers Literature Appreciation Secondary Education Teacher Attitudes Teacher Role Teacher Student Relationship Hamel, Fred L. Journal Articles Reports - Evaluative ISSN-0034-527X English Examines three English teachers' conceptions of their students' literary understandings. Explores how the three case-study teachers framed reading in generalized terms separated from the concerns of literature as a discipline, and how the teachers' own experienced ways of reading literature played a role in directing attention away from learner competencies and toward the content concerns of a literature classroom. (SG) EJ674378 Teacher Understanding of Student Understanding: Revising the Gap between Teacher Conceptions and Students' Ways with Literature. Research in the Teaching of English v38 n1 p49-84 Aug 2003 2003-00-00 T 2004 7/11/2004 11:38:32 CIJFEB2004

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No Case Studies Cultural Differences Grade 4 Grade 5 Intermediate Grades Literacy Literature Appreciation Student Participation Kong, Ailing Pearson, P. David Journal Articles Reports - Evaluative ISSN-0034-527X English Describes a year-long process in which a group of fourth- and fifth-grade students with diverse cultural and linguistic backgrounds learned to participate in reading, writing, and talking about books in a literature-based instructional program. Reveals a gradual release of responsibility from the teacher to students as they developed the knowledge and skills needed to respond to books and explore personal meanings collaboratively through guided participation. (SG) EJ674379 The Road to Participation: The Construction of a Literacy Practice in a Learning Community of Linguistically Diverse Learners. Research in the Teaching of English v38 n1 p85-124 Aug 2003 2003-00-00 T 2004 7/11/2004 11:38:32 CIJFEB2004

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No Blue Collar Occupations Cognitive Processes Educational Research Higher Education Workplace Literacy Rose, Mike Journal Articles Opinion Papers ISSN-0034-527X English Discusses a research project exploring the thought it takes to do physical work, the cognitive processes involved in various blue collar and service occupations like waitressing, hairstyling, plumbing, welding, industrial assembly, and the like. Considers the way occupations are categorized, defines intelligence, and thinks about learning and schooling. Reconsiders some of the traditional ways to define and discuss written language, numbers, and graphics. (SG) EJ674380 Words in Action: Rethinking Workplace Literacy. Research in the Teaching of English v38 n1 p125-28 Aug 2003 2003-00-00 T 2004 7/11/2004 11:38:32 CIJFEB2004

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No Authors Childrens Literature Elementary Education Interviews Mexican American Literature Picture Books Writing for Publication Barrera, Rosalinda B. Journal Articles Opinion Papers ISSN-0895-1381 English Presents an interview with Francisco Jimenez. Notes that he recently received the Tomas Rivera Mexican American Book Award for his authorship of "Breaking Through." Discusses his works and new ideas for future writing. (SG) EJ674381 Secrets Shared: A Conversation with Francisco Jimemez. New Advocate v16 n1 p1-8 Win 2003 2003-00-00 T 2004 7/11/2004 11:38:32 CIJFEB2004

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No Childrens Literature Elementary Education Interviews Literature Appreciation Picture Books Writing for Publication Pearson, Susan Journal Articles Opinion Papers ISSN-0895-1381 English Discusses how the author, currently Editor-at-Large of Chronicle Books, chooses books to publish and discusses four attributes in a book that catch her eye. Presents an interview with Randy DuBurke and a conversation about his first picture book, "The Moon Ring." (SG) EJ674382 "The Moon Ring": A Conversation with Randy DuBurke. New Advocate v16 n1 p9-16 Win 2003 2003-00-00 T 2004 7/11/2004 11:38:33 CIJFEB2004

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No Drama Instructional Improvement Kindergarten Primary Education Social Influences Writing Instruction Crumpler, Thomas P. Guides - Classroom - Teacher Journal Articles ISSN-0895-1381 English Describes the sequences of drama involving two stories and analyzes two samples of responses from three students in a kindergarten classroom. Suggests how process drama, informed by an understanding of social semiotics, could help teachers begin to reimagine writing instruction using drama as central to their work with young writers. (SG) EJ674383 Becoming Dragons and Pirates: The Possibilities of Using Process Drama with Literature To Reimagine Young Children's Writing Instruction. New Advocate v16 n1 p17-27 Win 2003 2003-00-00 T 2004 7/11/2004 11:38:33 CIJFEB2004

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No Content Area Reading Literacy Primary Education Reading Strategies Albright, Lettie K. Burbano de Lara, Anna Davis, Kelly Journal Articles Reports - Descriptive ISSN-0895-1381 English Discusses the authors' efforts as teachers to incorporate more informational text into primary grade lessons with the use of content literacy practices. Describes two lessons using content reading strategies and practices with informational text. Encourages other teachers in primary grades to incorporate informational text into their classrooms by using these and other content reading strategies and practices. (SG) EJ674384 Powerful Possibilities for Primary Grades: Combining Informational Text with Content Literacy Practice. New Advocate v16 n1 p29-41 Win 2003 2003-00-00 T 2004 7/11/2004 11:38:33 CIJFEB2004

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No Adolescent Literature Racial Identification Secondary Education Student Attitudes Franzak, Judith K. Guides - Non-Classroom Journal Articles Opinion Papers African Americans Critical Race Theory Hopelessness ISSN-0895-1381 English Notes that "Tears of a Tiger" is the story of a young African American man's responsibility for a drunk-driving crash that killed his best friend. Offers a reading of "Tears of a Tiger" and "Whirligig" through the lens of critical race theory. Suggests that, paired together, these novels afford a powerful opportunity for students to explore racial identity and concepts of justice, healing, and hope. (SG) EJ674385 Hopelessness and Healing: Racial Identity in Young Adult Literature. New Advocate v16 n1 p43-56 Win 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Students Case Studies Childrens Literature Elementary Education Instructional Effectiveness Student Attitudes Peralta-Nash, Claudia Journal Articles Reports - Evaluative Literature Circles ISSN-0895-1381 English Shares selected observations on bilingual children's language and role choices within literature circles, focusing on one particular student. Concentrates on one child within one cycle of literature circles, but notes that the data speak to learner behaviors that also were observable in other instructional groups and cycles in this classroom. (SG) EJ674386 Literature Circles in a Bilingual Classroom: The Power of Language Choice. New Advocate v16 n1 p57-61 Win 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Education Grade 3 Literacy Professional Development Teacher Researchers Teacher Student Relationship Bintz, William Wright Pam Guides - Non-Classroom Journal Articles ISSN-0895-1381 English Describes how the authors plan professional development for teachers interested in using high-quality and award-winning literature across the curriculum. Shares a vignette that describes one demonstration conducted in a third grade classroom, and shares what they have learned from this lesson about the power of ownership and potential of conversation in teaching and learning. (SG) EJ674387 Teacher Research: Reading & Writing Texts for Multiple Voices. New Advocate v16 n1 p63-68 Win 2003 2003-00-00 T 2004 7/11/2004 11:38:34 CIJFEB2004

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No Cultural Differences English Instruction Higher Education Intercultural Communication Mentors Teacher Education Ruwe, Donelle Al-Wazedi, Umme Journal Articles Reports - Descriptive ISSN-0009-8655 English Describes the differences between the second author's teaching experiences in Bangladesh and in the United States. Shares her approach to teaching James Joyce's "Araby," a short story commonly taught in high schools and in first-year undergraduate classes, and how her methods reflect differences in international approaches to education. Discusses issues that everyone must consider when mentoring student teachers who come from different nations with dramatically different teaching philosophies. (SG) EJ674388 Training a Non-Native Teacher. Clearing House v76 n5 p228-29 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:34 CIJFEB2004

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No Community Involvement Faculty Mobility Interpersonal Relationship Labor Turnover Program Effectiveness Secondary Education Teacher Attitudes Minarik, Melanie M. Thornton, Bill Perreault, George Guides - Non-Classroom Journal Articles ISSN-0009-8655 English Discusses the challenges of teacher retention and proposes that systems thinking can be used to address those challenges. Considers five strategies for retaining teachers. Suggests that the five strategies discussed can provide comprehensive programs to reduce teacher attrition and create stable teacher teams. (SG) EJ674389 Systems Thinking Can Improve Teacher Retention. Clearing House v76 n5 p230-34 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:34 CIJFEB2004

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No Classroom Environment Discussion (Teaching Technique) English Instruction Grade 9 Poetry Secondary Education Student Participation Teacher Attitudes Teacher Student Relationship Connolly, Bill Smith, Michael W. Guides - Classroom - Teacher Journal Articles Reports - Evaluative ISSN-0009-8655 English Investigates what would happen when a ninth-grade honors English teacher taught a poem that he was encountering for the first time along with his students compared with what happened when he taught a poem that he had read and taught many times before. Notes that the teacher and the students felt the classroom dialogue improved when the teacher was reading the poem for the first time with the students. (SG) EJ674390 Dropping in a Mouse: Reading Poetry with Our Students. Clearing House v76 n5 p235-39 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:35 CIJFEB2004

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No Case Studies Grade 6 Instructional Effectiveness Intermediate Grades Prewriting Student Teacher Evaluation Writing Instruction Writing Strategies Holmes, Kerry P. Journal Articles Reports - Evaluative ISSN-0009-8655 English Discusses problems experienced during the prewriting phase of a sixth grade writing lesson, observations of the lesson, and advice from leading educators on how to initiate an effective writing lesson. Presents an account of one writing lesson that typifies writing lessons that the author has observed during the evaluation of student teachers. (SG) EJ674391 Show, Don't Tell: The Importance of Explicit Prewriting Instruction. Clearing House v76 n5 p241-43 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:35 CIJFEB2004

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No Academic Achievement Academic Standards Black Students Cognitive Style Cultural Differences Elementary Secondary Education Mathematics Instruction Student Attitudes Berry, Robert Q., III Journal Articles Opinion Papers African Americans ISSN-0009-8655 English Posits that African American students receive mathematics instruction that is not consistent with mathematics education reform; furthermore, the mathematics instruction that many African American students receive is in opposition to their cultural styles and learning preferences. Suggests that if African American students receive mathematics instruction recommended by certain standards, such instruction will complement their cultural styles and learning preferences. (SG) EJ674392 Mathematics Standards, Cultural Styles, and Learning Preferences: The Plight and the Promise of African American Students. Clearing House v76 n5 p244-49 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Business Education High Schools Investment Money Management Program Descriptions Program Implementation Student Attitudes McInerny, Paul M. Journal Articles Reports - Descriptive ISSN-0009-8655 English Describes the Student Endowment Investment Fund (SEIF), a project to give high school students at Dominican High School in Whitefish Bay, Wisconsin practical money-management opportunities and to help stimulate their interest in learning about other financial skills. Notes that the objective of the fund is to provide an educational investment opportunity for students. Discusses implementation of this program. (SG) EJ674393 The Student-Managed Investment Fund at the High School Level. Clearing House v76 n5 p252-54 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:36 CIJFEB2004

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No Educational Strategies Higher Education Interpersonal Communication Stress Management Student Motivation Teacher Attitudes Teacher Student Relationship Nagel, Liza Brown, Sheri Guides - Non-Classroom Journal Articles ISSN-0009-8655 English Describes stress management for teachers and presents strategies that teachers can use to lessen the impact of stress. Outlines the ABCs of stress: Acknowledge, Behavior Modification, and Communication. Notes that stress can motivate teachers to explore new instructional strategies, adopt innovative approaches to increasing student motivation, and reflect on their teaching. (SG) EJ674394 The ABCs of Managing Teacher Stress. Clearing House v76 n5 p255-58 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:38:36 CIJFEB2004

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No Cooperative Learning Educational Environment Educational Improvement Elementary Secondary Education Leadership Metacognition Doyle, Lynn H. Doyle, Patrick M. Journal Articles Reports - Descriptive Caring ISSN-0009-8655 English Suggests that a caring community has an "ethic of care" that works to develop students who will become empathetic adults and transport a caring mission beyond the walls of the school into their communities. Discusses establishing powerful policies for equity, empowering groups, teaching caring in classrooms, caring for students, and caring by students. (SG) EJ674395 Building Schools as Caring Communities: Why, What, and How? Clearing House v76 n5 p259-61 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Community Involvement Outreach Programs Secondary Education Theater Arts Kelley, Laura C. Guides - Non-Classroom Journal Articles ISSN-1077-2561 English Describes incorporating a community outreach program. Notes that it is a smart and reliable strategy that theatre artists - onstage and backstage alike - can use to engage their audiences and build stronger ties to the community in which they work that go beyond just filling seats. (SG) EJ674396 Building an Audience: Community Outreach Benefits Everyone. Teaching Theatre v14 n4 p1-6 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:38:36 CIJFEB2004

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No Characterization Class Activities Drama Instructional Innovation Secondary Education Skill Development Miller, Bruce Guides - Classroom - Teacher Journal Articles ISSN-1077-2561 English Presents an exercise to guide student actors through the process of building a character by identifying the story and conflict, finding and playing actions that serve the story and define character, selecting and using props, choosing costume and make-up that will help reveal character, and choosing a physicality and voice consistent with the story and the character. (SG) EJ674397 The Externals of Character: The Work that Needs To Be Done To Make an Actor's Actions Effective. Teaching Theatre v14 n4 p8-14 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:38:37 CIJFEB2004

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No Acting Exercise Higher Education Psychomotor Skills Secondary Education Renaud, Lissa Tyler Guides - Classroom - Teacher Journal Articles Warm Up Exercises ISSN-1077-2561 English Presents a series of warm-up stretching exercises for student actors to do in a seated position. (SG) EJ674398 Sitting Down To Warm Up: How to Prepare without Lying Down. Teaching Theatre v14 n4 p15-18 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Interpersonal Relationship Program Implementation Secondary Education Theater Arts Volunteers Strom, Jo Guides - Non-Classroom Journal Articles ISSN-1077-2561 English Describes how the author applies the four Rs of volunteerism: research, recruit, retain, and recognize. Outlines the basics of each and how they can be incorporated in a school program. (SG) EJ674399 Getting Help: How To Find and Keep Volunteers for Your Program. Teaching Theatre v14 n4 p19-22 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:38:37 CIJFEB2004

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No Educational Research Higher Education Preservice Teachers Student Attitudes Theater Arts Garcia, Lorenzo Journal Articles Reports - Evaluative ISSN-0892-9092 English Notes that the data for this study come from a focused inquiry into the hopes and fears of seven university theatre students who anticipated becoming teachers. Concludes that as they explored their past and present experiences, and their future positions as teachers, self-reclamation was at the heart of their stories. (SG) EJ674400 The Stories of Pre-Service Theatre Teachers Who "Resist." Youth Theatre Journal v17 p1-16 2003 2003-00-00 T 2004 7/11/2004 11:38:37 CIJFEB2004

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No Class Activities Educational History Instructional Innovation Secondary Education Story Telling Theater Arts Tennyson, Jinni Guides - Classroom - Teacher Historical Materials Journal Articles Ethical Culture Schools ISSN-0892-9092 English Discusses how Felix Adler's Ethical Culture School, through its innovative practices, impacts public education and settlement work, and plays a significant role in shaping the methodologies, practices, and content of educational drama in the United States from the inception of the field. Describes the use of story dramatization/storytelling, festivals, assemblies, and class day exercises. (SG) EJ674401 Felix Adler's Universal Moral Code: Drama Activities in the Ethical Culture School. Youth Theatre Journal v17 p17-26 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Homophobia Secondary Education Sexual Identity Theater Arts Theory Practice Relationship Chapman, Jennifer Sykes, Heather Swedberg, Anne Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0892-9092 English Intends to show how the unique ideological perspectives of theory and practice in theatre/drama education can lead to a productive tension that furthers research questions and challenges artists to create better products. Concludes that the performance/workshop/discussion piece "Wearing the Secret Out" uses a dramatic form to challenge current and future teachers to disrupt heterosexism and homophobia in their classrooms and other learning environments. (SG) EJ674402 "Wearing the Secret Out": Performing Stories of Sexual Identities. Youth Theatre Journal v17 p27-37 2003 2003-00-00 T 2004 7/11/2004 11:38:38 CIJFEB2004

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No Audience Awareness Dinosaurs Elementary Secondary Education Student Attitudes Theater Arts Virtual Reality Klein, Jeanne Journal Articles Reports - Evaluative Childrens Theater ISSN-0892-9092 English Describes how a "virtual reality" production by the University of Kansas Theatre for Young People provided the opportunity to garner the perceptions and responses of child audiences as a descriptive study. Discusses students' perceptions of results. Provides little evidence of a "videocy" dimension of perceived reality, for it does not appear that young spectators' minds were dominated or controlled by the computerized animations. (SG) EJ674403 Children's Interpretations of Computer-Animated Dinosaurs in Theatre. Youth Theatre Journal v17 p38-50 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Conference Papers Elementary Education Theater Arts Kincaid, James R. Guides - Non-Classroom Journal Articles Opinion Papers Childrens Theater ISSN-0892-9092 English Lists nine assertions pertaining to the field of theatre for children and youth. Spurs questions and discussion that provides useful contextualization for all of the papers presented for a symposium--papers which ranged widely over diverging ideological subjects. (SG) EJ674404 What's a Young Audience?: An Argument. Youth Theatre Journal v17 p53-58 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Elementary Education Feminism Teacher Attitudes Theater Arts Levy, Jonathan Information Analyses Journal Articles Childrens Theater ISSN-0892-9092 English Considers how in the past 15 years, with renewed interest in women writers and education for girls, there has been a revival of interest in the Theatre of Education, a large, coherent body of plays for children written in Europe and America between 1750 and 1830. Discusses plays written for children from the 1500s to the early 1900s. (SG) EJ674405 "Le Theatre d'Education": An Introduction. Youth Theatre Journal v17 p59-64 2003 2003-00-00 T 2004 2016-11-21

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No Critical Pedagogy Drama Feminism Higher Education Instructional Improvement Theory Practice Relationship Grady, Sharon Guides - Non-Classroom Journal Articles ISSN-0892-9092 English Begins with a brief meditation on the underpinnings of both applied drama work and critical pedagogy. Examines critical pedagogy through the work of three prominent post-structural feminist scholars. Makes some suggestions about how "I/we" might find a productive and useful way through this seeming theoretical "stuck place." (SG) EJ674406 Accidental Marxists?: The Challenge of Critical and Feminist Pedagogies for the Practice of Applied Drama. Youth Theatre Journal v17 p65-81 2003 2003-00-00 T 2004 7/11/2004 11:38:39 CIJFEB2004 See CS 764 939-946 for related articles from a symposium entitled "What Is Cinderella Hiding? Theatre and Drama/Ideology/Young People.

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No Change Strategies Elementary Secondary Education Federal Government Financial Support Ideology Social Services Theater Arts Hager, Lori L. Guides - Non-Classroom Journal Articles Childrens Theater National Endowment for the Arts ISSN-0892-9092 English Examines contexts out of which federal youth arts funding emerged, and discusses federal youth arts programs during the Nixon and Carter presidential administrations when youth arts were formalized through the Department of Education arts-in-education programs, and subsequently through programs with other federal agencies. Discusses contemporary changes in the National Endowment for the Arts youth arts programs that have created an ideological platform for youth arts in social service practice. (SG) EJ674407 Partnerships, Policies, and Programs: Ideological Constructions in Federal Youth Arts and Drama. Youth Theatre Journal v17 p82-89 2003 2003-00-00 T 2004 2016-11-23

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No Discourse Analysis Elementary Secondary Education Ideology Program Effectiveness Theater Arts Theory Practice Relationship Bedard, Roger L. Guides - Non-Classroom Journal Articles ISSN-0892-9092 English Considers how school agendas dominate virtually every aspect of professional theatre for young audiences (TYA) companies. Proves the historical heritages of this ideological dance. Explores the TYA field through perspectives of agency - the implications of the overt activities of the field in the signifying discourses of the field. (SG) EJ674408 Negotiating Marginalization: TYA and the Schools. Youth Theatre Journal v17 p90-101 2003 2003-00-00 T 2004 7/11/2004 11:38:40 CIJFEB2004 See CS 764 939-946 for related articles from a symposium entitled "What Is Cinderella Hiding? Theatre and Drama/Ideology/Young People.

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No Elementary Secondary Education Higher Education Imagination Literature Appreciation Social Influences Theater Arts Kinkaid, James R. Journal Articles Opinion Papers Peter Pan ISSN-0892-9092 English Explores the story of "Peter Pan." Considers its creation, its role on the stage, and its impact on society. Considers how "Peter Pan" is about the inability to have make-believe and the true stick together: it dramatizes an artistic failure, the failure to make the vision of the play successful. (SG) EJ674409 Loving Peter Pan. Youth Theatre Journal v17 p102-08 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Higher Education Ideology Theater Arts Theory Practice Relationship Van de Water, Manon Journal Articles Opinion Papers Childrens Theater ISSN-0892-9092 English Defines ideology and representation as manifested in the field of theatre for youth. Discusses these theoretical constructs as they relate to practice in the field. Concludes that the field of theatre for young audiences is under-theorized. Hopes that the symposium has made participants more aware of the role of ideology, representation, and constructions of child and childhood in the field. (SG) EJ674410 Adults Performing Children: Ideology, Representation, and the Construction of "Real." Youth Theatre Journal v17 p109-18 2003 2003-00-00 T 2004 2016-11-21

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No Ethics Higher Education Ideology Interpersonal Relationship Theater Arts Theory Practice Relationship Woodson, Stephani Etheridge Journal Articles Opinion Papers ISSN-0892-9092 English Notes that in academic theatre there is a deep division between those individuals who consider themselves practitioners and those who consider themselves theorists. Considers the role of ideology in theater practice. Discusses the author's experience teaching drama with an idealistic view. (SG) EJ674411 A Meditation on Ideology, Truth, and Personal Ethics. Youth Theatre Journal v17 p119-29 2003 2003-00-00 T 2004 7/11/2004 11:38:40 CIJFEB2004 See CS 764 939-946 for related articles from a symposium entitled "What Is Cinderella Hiding? Theatre and Drama/Ideology/Young People.

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No Conference Papers Higher Education Teacher Attitudes Theater Arts Knapp, Margaret M. Journal Articles Opinion Papers ISSN-0892-9092 English Presents the author's remarks based on her advanced reading of papers on the symposium "What is Cinderella Hiding?" and on observations of the conversations that unfolded in the course of the symposium. (SG) EJ674412 "What Is Cinderella Hiding?": An Outsider's View. Youth Theatre Journal v17 p130-33 2003 2003-00-00 T 2004 7/11/2004 11:38:41 CIJFEB2004 See CS 764 939-946 for related articles from a symposium entitled "What Is Cinderella Hiding? Theatre and Drama/Ideology/Young People.

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No Childrens Literature Elementary Education Illustrations Interviews Writing for Publication Segel, Elizabeth Journal Articles Opinion Papers ISSN-0895-1381 English Presents an interview with Vera B. Williams, the distinguished author and illustrator of 13 children's books, as well as the illustrator of several other books. Discusses the reissuing of "A Chair for My Mother,""Something Special for Me," and "Music, Music for Everyone." (SG) EJ674413 Creating the Imagined Ideal: A Conversation with Vera B. Williams. New Advocate v16 n2 p87-95 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:42 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Black Culture Childrens Literature Elementary Education Illustrations Interviews Willis, Arlette Ingram Harris, Violet J. Journal Articles Opinion Papers ISSN-0895-1381 English Presents an interview with Bryan Collier. Shares his journey from artist to children's book illustrator. Shares his views and vision with the readers. (SG) EJ674414 Threads of Connection: A Conversation with Bryan Collier, Illustrator. New Advocate v16 n2 p97-103 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:42 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Attitudes Educational Policy Elementary Education Literacy Politics of Education Reading Instruction Whole Language Approach Taxel, Joel Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0895-1381 English Addresses the whole language versus phonics debate. Catalogues some of the central features of the Bush administration's educational policy, No Child Left Behind Act of 2001. Supports a dynamic, literature-based curriculum. (SG) EJ674415 Final Notes from a Former Editor. New Advocate v16 n2 p105-07 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Educational Improvement Educational Policy Elementary Education Literacy Politics of Education Saul, Wendy Guides - Non-Classroom Journal Articles Opinion Papers Maryland No Child Left Behind Act 2001 Maryland No Child Left Behind Act 2001 ISSN-0895-1381 English Considers how despite the fact that reading scores have not in fact declined, advocates for more phonics instruction, together with the local newspaper, managed to create a climate of crisis in Maryland. Describes how the Maryland State Department of Education developed a list of what teachers need to know in order to help students read. Discusses unintended consequences of the No Child Left Behind Act of 2001 (SG) EJ674416 A Burgeoning Pessimism. New Advocate v16 n2 p109-11 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Childrens Literature Educational Policy Elementary Secondary Education Literacy Politics of Education Scholarly Journals Fox, Dana L. Journal Articles Opinion Papers ISSN-0895-1381 English Presents reflections on the demise of this journal. Considers how the "New Advocate" stands apart as a journal that privileges the sociocultural and political aspects of children's and adolescent literature. Notes that it served important roles in developing and extending professional conversations about children's literature and teaching. (SG) EJ674417 Advocating for the Power of Literature for Young People. New Advocate v16 n2 p113-15 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:43 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Black Culture Cultural Differences Elementary Secondary Education Literacy Politics of Education Publishing Industry Standardized Tests Short, Kathy G. Journal Articles Opinion Papers ISSN-0895-1381 English Presents reflections on the demise of this journal. Argues that in this capitalistic society, neither literary quality nor cultural authenticity are valued and the numbers of authors of color and high quality books that reflect the cultural diversity of our world continues to decrease. (SG) EJ674418 Why Literature Matters in a World of Tests and Standards. New Advocate v16 n2 p117-19 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:44 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Elementary Secondary Education Federal Legislation Literacy Politics of Education Social Bias Student Centered Curriculum Willis, Arlette Ingram Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0895-1381 English Presents reflections on the demise of this journal. Considers how the message of No Child Left Behind is: separate instruction, instruction based upon assumptions that certain children cannot learn, is inherently unequal. Suggests that equality of education means receiving a quality education that meets the learning needs of each child. (SG) EJ674419 Civil Rights Legislation, Federal Law, and Literacy. New Advocate v16 n2 p121-22 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Cultural Differences Elementary Education Reading Material Selection Ching, Stuart H. D. Pataray-Ching, Jann Information Analyses Journal Articles Opinion Papers Asian American Literature ISSN-0895-1381 English Presents and discusses criteria for selecting multiethnic children's literature. Suggests some points of departure for critical deliberation of Asian literature. Finds the terms and language of socio-political frameworks necessary in facilitating ethical deliberation over the function, value, and purpose of the multiethnic work. (SG) EJ674420 Toward a Socio-Political Framework for Asian American Children's Literature. New Advocate v16 n2 p123-28 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Black Literature Childrens Literature Elementary Education Higher Education Racial Bias Teacher Attitudes McNair, Jonda C. Journal Articles Opinion Papers African Americans ISSN-0895-1381 English Considers how virtually all African Americans from celebrities to intellectuals to the working middle class have to contend with and negotiate innumerable incidents of racism in their everyday lives. Presents a discussion of the insider/outsider debate and the opinions of various scholars and authors of children's literature as well as the author's own. (SG) EJ674421 It Really Is the Little Things: More Thoughts about the Insider/Outsider Debate. New Advocate v16 n2 p129-37 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Black Culture Black Literature Childrens Literature Elementary Education Poetry Racial Identification Tate, Eleanora E. Journal Articles Opinion Papers ISSN-0895-1381 English Discusses how Langston Hughes poem, "The Negro Speaks of Rivers," vividly describes the connectivity between Black people and home and the world. Notes how it subconsciously validated the author's feeling and supported her need to know that it was all right and wonderful to write words that celebrated Black families and the neighborhoods and communities that she knew and loved. (SG) EJ674422 From the Oral to the Written. New Advocate v16 n2 p139-47 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:45 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Black Culture Childrens Literature Elementary Education Feminism Novels Racial Identification Parsons, Linda P. Guides - Non-Classroom Journal Articles African Americans ISSN-0895-1381 English Discusses how Virginia Hamilton was a preeminent author of texts in which African American children could see their experiences, heritage, and cultures represented. Considers how the novel "Zeely" examines the theme of taking pride in and accepting oneself and one's African American heritage. (SG) EJ674423 Zeely: A "Foremother" of the Feminist Children's Novel. New Advocate v16 n2 p149-60 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Critical Thinking Instructional Innovation Kindergarten Primary Education Reading Aloud to Others Teacher Role Urban Schools Sipe, Lawrence R. Journal Articles Reports - Evaluative Student Engagement ISSN-0895-1381 English Hopes to describe and understand one kindergarten teacher's style of reading aloud to children, a style that seemed to be quite effective in both engaging children and encouraging their critical thinking and thoughtful literary interpretation. Describes the roles and scaffolding functions of the teacher during storybook readalouds that helped young children develop "literary competence." (SG) EJ674424 It's a Matter of Style: One Teacher's Storybook Reading in an Urban Kindergarten. New Advocate v16 n2 p161-70 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Black Literature Childrens Literature Elementary Education Grade 3 Reading Material Selection Reading Research Student Attitudes Hefflin, Bena R. Journal Articles Reports - Evaluative African Americans ISSN-0895-1381 English Outlines what educators and academics describe as the "power" of children's literature and multicultural children's literature, which includes African American children's literature. Explores what four African American third-graders have to say about the "power" of six African American children's books. Concludes with the patterns and implications their voices suggest for the way educators think about and use this literature. (SG) EJ674425 What's So "Powerful" about African American Children's Literature?: Let's Ask the Students. New Advocate v16 n2 p171-84 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Christianity Cultural Pluralism Elementary Education Ideology Publishing Industry Reading Material Selection Sekeres, Diane Information Analyses Journal Articles ISSN-0895-1381 English Considers what ideology is reflected in the books that are available through Christian bookstores and Christian publishing houses. Discusses Christian fiction in general, liberation theology, and multiculturalism in literature. Offers an analysis of four books that are top sellers for their publishing house. (SG) EJ674426 Love Thy Neighbor: Private and Public Religion in Children's Christian Literature. New Advocate v16 n2 p185-97 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:46 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Childrens Literature Civil Rights Grade 4 Intermediate Grades Literature Appreciation Program Implementation Student Attitudes Primeaux, Joan Raney, Paige Guides - Classroom - Teacher Journal Articles Reports - Descriptive Student Engagement Parks (Rosa) ISSN-0895-1381 English Describes how the authors implemented a plan that involved building conceptual knowledge through the use of manipulatives and common threads in literature to teach a week-long unit on Rosa Parks. Notes that the students were guided to build conceptual knowledge as they personally connected with fictional heroes and real heroes, such as Rosa Parks, through the power of literature. (SG) EJ674427 Building Conceptual Knowledge in a Fourth-Grade Classroom. New Advocate v16 n2 p199-205 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Interviews Poetry Secondary Education Writing Processes Williams, Shawyn O. Journal Articles Opinion Papers ISSN-0895-1381 English Presents an interview with Julienne Coleman discussing her memories of homeschooling, her protectiveness of her younger brother, her very first book "Bubbles," and her writing process. (SG) EJ674428 A Conversation with Twelve-Year-Old Poet, Julienne Coleman. New Advocate v16 n2 p207-11 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:46 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Elementary Education Literature Appreciation Middle Schools Poetry Reading Instruction Teacher Attitudes Workshops Primeaux, Joan Clark, Tiffany Pece, Judy Perkins, Jo Wingler, Lynda Journal Articles Reports - Descriptive ISSN-0895-1381 English Summarizes how a group of five elementary and middle school teachers gathered during a summer reading workshop to discuss their views on teaching reading using literature. Concludes with one teacher leading the group to create a poem that captures the essence of the discussion. (SG) EJ674429 Reading Opens Doors. New Advocate v16 n2 p213 Spr 2003 2003-00-00 T 2004 7/11/2004 11:38:47 CIJFEB2004 The editor's introduction indicates that this is the final issue.

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No Behavior Modification Cognitive Restructuring Correctional Education Foreign Countries Higher Education Program Descriptions Rehabilitation Programs Theater Arts Violence Balfour, Michael Journal Articles Reports - Descriptive Reports - Evaluative United Kingdom United Kingdom ISSN-1356-9783 English Explains that criminal justice agencies have acknowledged that imaginative and engaging styles of education are crucial to rehabilitative work with offenders. Investigates the ways in which a drama-based cognitive-behavioral program in the United Kingdom for violent offenders can construct and review its theoretical approach through practice. Concludes that the theatre in prisons and probation (TIPP) Centre's Pump Challenging Violence program serves as an example of a creative educational project. (PM) EJ674430 Drama, Masculinity, and Violence. Research in Drama Education v5 n1 p9-21 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Communication Strategies Drama Higher Education Language Usage Learning Strategies Research Methodology Systems Analysis Teaching Methods Wright, David Journal Articles Opinion Papers Reports - Descriptive ISSN-1356-9783 English Notes that the pursuit of meaning in drama is part of a larger pursuit of the means by which meaning is created and shared. Explains that a systems analysis allows researchers to step back from the subject, to imagine, and construct connections more clearly. Concludes that systems analysis is a useful tool in finding a language appropriate to a discussion of the learning made available through drama education. (PM) EJ674431 Drama Education: A "Self-Organising System" in Pursuit of Learning. Research in Drama Education v5 n1 p23-31 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:47 CIJFEB2004

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No Decision Making Skills Drama Integrated Activities Language Usage Secondary Education Teaching Methods Fleming, Michael Guides - Classroom - Teacher Journal Articles ISSN-1356-9783 English Introduces the concept of an "integrated" approach to the teaching of drama. Contends that arguments against dualism, which writers have advanced run the risk of moving drama towards an arid form of behaviorism. Uses the writing of Wittgenstein to elucidate the concept of "integration." Concludes that an appropriate approach to teaching drama will seek to integrate content and form, means and ends, and "internal" and "external" dimensions of experience. (PM) EJ674432 Wittgenstein and the Teaching of Drama. Research in Drama Education v5 n1 p33-44 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:47 CIJFEB2004

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No Daily Living Skills Drama Educational Research Emotional Experience Imagination Learning Processes Secondary Education Story Telling Henry, Mallika Guides - Non-Classroom Information Analyses Journal Articles ISSN-1356-9783 English Surveys relevant literature on the question of how people learn through doing drama. Proposes a construct to describe this learning process. Concludes that drama, even more than other storytelling and other fictional processes, employs the world-creating and hypothetical processes some have attributed to basic learning processes, which permeate daily life. (PM) EJ674433 Drama's Ways of Learning. Research in Drama Education v5 n1 p45-62 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:48 CIJFEB2004

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No Drama Ethical Instruction Instructional Effectiveness Interpersonal Relationship Secondary Education Student Attitudes Teacher Attitudes Edmiston, Brian Journal Articles Opinion Papers ISSN-1356-9783 English Outlines a theory of drama as ethical education. Discusses how the concept of positioning can complicate the view of the ethical dimension of ongoing interactions in and out of role. Reveals how dialogic sequencing can create conditions in which students may begin to re-examine the ethical assumptions of their discourses. (PM) EJ674434 Drama as Ethical Education. Research in Drama Education v5 n1 p63-84 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:48 CIJFEB2004

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No Drama Educational Objectives High Schools Minority Groups Multicultural Education Patriotism Relevance (Education) Cousins, Heather Journal Articles Opinion Papers ISSN-1356-9783 English Questions the educational value of the traditional high-school play. Argues that the traditional school play upholds mainstream American culture through a process of patriotism and exclusion of minority groups as well as mainstream theatre. Recommends the use of non-mainstream theatre practices such as devised drama as an alternative to the traditional school play. (PM) EJ674435 Upholding Mainstream Culture: The Tradition of the American High School Play. Research in Drama Education v5 n1 p85-94 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:48 CIJFEB2004

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No Curriculum Development Drama Elementary Secondary Education Foreign Countries Political Issues Teaching Methods Textbook Selection Szauder, Erik Journal Articles Reports - Descriptive Hungary Hungary ISSN-1356-9783 English Summarizes the different spheres of drama and theatre activities in Hungary. Outlines the history of drama teaching in Hungary. Describes the achievements and problems of the present, such as the place of drama in the curriculum and help that benefits Hungarian speaking teachers elsewhere. Provides a short overview of the youth theatre of the country and its connections to educational drama activities. (PM) EJ674436 The Status of Drama Teaching in Hungary Today. Research in Drama Education v5 n1 p97-101 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Audience Participation Drama Educational Objectives Evaluation Methods Higher Education Program Effectiveness Social Action Thompson, James Journal Articles Opinion Papers ISSN-1356-9783 English Discusses problems that arise in evaluating social participatory art. Contends that concentrating solely on the social policy function during project development can have the effect of drying out the artistic content of the work. Proposes that evaluation processes are needed, but they must evolve from the structures of the projects and the needs and ambitions of the participants. (PM) EJ674437 "It Don't Mean a Thing If It Ain't Got That Swing": Some Questions on Participatory Theatre, Evaluation, and Impact. Research in Drama Education v5 n1 p101-04 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:49 CIJFEB2004

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No Drama Educational Research Higher Education Interdisciplinary Approach Teacher Education Teacher Role Teaching Methods Melrose, Susan Journal Articles Opinion Papers ISSN-1356-9783 English Discusses two articles related to the question of what is the nature of research in the actor-training context, where that training includes a major skills-acquisition component. Contends that one of the problems of interdisciplinary approaches is that while analogy may seem to illuminate a targeted disciplinary field such as teacher training, that analogy itself may be grounded in a misrepresentation of a source field such as actor training. (PM) EJ674438 "The View from Here": Reflections on Disciplinary and Interdisciplinary Fields in "Openness-to-Experience...," by James McKenzie et al., and "The Thought of Doing Drama Scares Me to Death," by Peter Wright (RIDE 4.2). Research in Drama Education v5 n1 p104-12 Feb 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:49 CIJFEB2004

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No Academic Achievement Classroom Environment Elementary Education Federal Legislation High Stakes Tests Reading Instruction Reading Skills Self Efficacy Student Motivation Test Wiseness McCabe, Patrick P. Guides - Non-Classroom Journal Articles ISSN-0034-0561 English Provides suggestions and guidance to help students who are good readers, but have low self-efficacy for taking reading tests. Discusses four sources of self-efficacy: enactive mastery; vicarious experiences; verbal persuasion; and physiological/affective state. Concludes that these four sources provide a framework for developing and evaluating efforts to enhance student achievement and self-efficacy for high-stakes tests. (PM) EJ674439 Enhancing Self-Efficacy for High-Stakes Reading Tests. Reading Teacher v57 n1 p12-20 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:49 CIJFEB2004

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No Classroom Environment Cultural Background Elementary Secondary Education English (Second Language) Phonology Reading Instruction Spelling Teaching Methods Vocabulary Development Drucker, Mary J. Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Lists some factors that can complicate the reading process for nonnative speakers of English. Offers suggestions and strategies that can support students as they strive to acquire skills, such as orthography, phonology, cultural background, and vocabulary. Concludes that a culturally relevant teaching approach means that students' second languages can be viewed as an additive to the classroom environment. (PM) EJ674440 What Reading Teachers Should Know about ESL Learners. Reading Teacher v57 n1 p22-29 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:50 CIJFEB2004

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No Family Influence Literacy Literary Genres Primary Education Reading Habits Reading Materials Socioeconomic Status Duke, Nell K. Purcell-Gates, Victoria Journal Articles Reports - Evaluative ISSN-0034-0561 English Reports on genres found at home and at school for two groups of young children from low socioeconomic status background. Notes that children learn about literacy at home and at school. Contends that being aware of genres young children encounter at home and at school offers opportunities to bridge home and school literacies and enhance children's literacy development. (PM) EJ674441 Genres at Home and at School: Bridging the Known to the New. Reading Teacher v57 n1 p30-37 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:50 CIJFEB2004

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No Academic Achievement Classroom Environment Curriculum Development Independent Reading Nonfiction Primary Education Reading Instruction Reading Material Selection Reading Materials Student Attitudes Palmer, Rosemary G. Stewart, Roger A. Journal Articles Reports - Research Trade Books ISSN-0034-0561 English Finds that many nonfiction books chosen were at inappropriate reading levels for the primary-level students. Suggests what hindered some teachers was lack of knowledge of what is available and lack of access to quality nonfiction. Provides a portrait for classroom in which a wide variety of nonfiction is available and a variety of reading levels are represented so all children can read at both independent and instructional levels. (PM) EJ674442 Nonfiction Trade Book Use in Primary Grades. Reading Teacher v57 n1 p38-48 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Community Support Mobile Classrooms Parent Attitudes Primary Education Program Effectiveness Reading Achievement Reading Instruction Reading Programs Reading Skills Socioeconomic Status Summer Programs Malach, Denise A. Rutter, Robert A. Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0034-0561 English Notes that student learning declines or remains stagnant during the summer months and that the magnitude of change differs by socioeconomic status. Explains a summer reading program called Continued Connections which used a converted recreational vehicle as a mobile classroom. Concludes that this program helped students increase their reading proficiency over the summer. (PM) EJ674443 For Nine Months Kids Go to School, but in the Summer This School Goes to Kids. Reading Teacher v57 n1 p50-54 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:50 CIJFEB2004

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No Biographies Cultural Background Grade 2 Illustrations Interpersonal Competence Literacy Local History Primary Education Reading Instruction Teaching Methods Teamwork Writing Instruction Leal, Dorothy J. Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Notes that writing narrative stories about students' own lives has been shown to help children develop personal, social, and cultural connections. Explains a project in which second graders expanded their knowledge of their community and deepened their understanding of the reading and writing process. Describes the process in which the students worked on a collaborative illustrated book and a biography of a close relative. (PM) EJ674444 Digging Up the Past, Building the Future: Using Book Authoring To Discover and Showcase a Community's History. Reading Teacher v57 n1 p56-60 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:51 CIJFEB2004

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No Educational Experiments Educational Research Elementary Secondary Education Evaluation Methods Federal Legislation Instructional Effectiveness Literacy Reading Instruction Teaching Methods Pressley, Michael Journal Articles Opinion Papers ISSN-0034-0561 English Presents 12 points about experimentation all teachers concerned with evidence-based reading instruction should keep in mind as they evaluate assertions about literacy education. Reflects on how responsible experimenters who wish to inform literacy instruction should communicate research results to classroom practitioners. Concludes that educators and policymakers need to spend time looking at scientific evidence to determine how to reform literacy teaching. (PM) EJ674445 A Few Things Reading Educators Should Know about Instructional Experiments. Reading Teacher v57 n1 p64-71 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:51 CIJFEB2004

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No Elementary Secondary Education Listening Skills Poetry Reading Aloud to Others Reading Instruction Student Attitudes Teacher Attitudes Teaching Methods Thinking Skills Writing Instruction Finney, Mary Jo Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Notes the challenge of teaching with multiple perspectives. Explains that studying a poem with two voices shows students how to consider multiple perspectives. Concludes that looking at different perspectives on a topic not only widens students' views, but also deepens their understanding. (PM) EJ674446 A Bumper Sticker, Columbus, and a Poem for Two Voices. Reading Teacher v57 n1 p74-78 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:51 CIJFEB2004

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No Elementary Education Films Learning Disabilities Literacy Reading Aloud to Others Reading Fluency Reading Writing Relationship Scripts Student Motivation Teaching Methods Hoffner, Helen Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Explains a reading and writing assignment called "Writing a Movie" in which students view a short film segment and write a script in which they describe the scene. Notes that this assignment uses films to develop fluency and helps students understand the reading and writing connections. Concludes that students learn to summarize a scene from film, write a script, and read with expression and flair. (PM) EJ674447 Writing a Movie. Reading Teacher v57 n1 p78-81 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:52 CIJFEB2004

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No Elementary Education Individualized Instruction Instructional Effectiveness Reading Comprehension Reading Instruction Reading Strategies Self Efficacy Teaching Methods Massey, Dixie D. Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Provides one method for dealing with students' comprehension breakdowns by proposing a comprehension checklist. Explains that this checklist is designed to give struggling writers a starting point for fixing their own comprehension breakdowns by suggesting strategies and helping them self regulate their learning. Notes that the key to its effective use is individualizing the checklist around the students' strengths. (PM) EJ674448 A Comprehension Checklist: What If It Doesn't Make Sense? Reading Teacher v57 n1 p81-84 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:52 CIJFEB2004

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No Classroom Environment Illustrations Kindergarten Phonics Primary Education Teacher Role Teaching Methods Writing Instruction Writing Workshops Behymer, Angela Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Contends that in order to have a successful writing workshop, teachers need to model writing for their students through interactive writing. Outlines a writing workshop which includes: a drawing stage; guided phonics-based spelling; adult underwriting and individual minilessons; large-group focused minilessons; "minisharing"; and the publication stage. Concludes that after months of teacher modeling and assistance, the children become independent writers. (PM) EJ674449 Kindergarten Writing Workshop. Reading Teacher v57 n1 p85-88 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:52 CIJFEB2004

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No Classroom Environment Elementary Education Evaluation Methods High Stakes Tests Instructional Effectiveness Literacy Teacher Attitudes Johnston, Peter Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0034-0561 English Contends that high stakes tests provide no useful or timely information to help teachers accomplish assessment goals, and they encourage an interactional climate that can undermine them. Outlines how assessments can improve learning. Concludes that since assessments of children, as enacted in classrooms, are part of the intellectual environment into which they will grow, the features of literate behavior that are focused on have consequences. (PM) EJ674450 Assessment Conversations. Reading Teacher v57 n1 p90-92 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:52 CIJFEB2004

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No Annotated Bibliographies Childrens Literature Classics (Literature) Elementary Education Imagination Literacy Reading Materials Student Attitudes Thinking Skills Livingston, Nancy Kurkjian, Catherine Journal Articles Reference Materials - Bibliographies ISSN-0034-0561 English Notes that there are certain books in children's literature that have stood the test of time. Explains that these books not only have artistic and literary merit, but also generate strong personal response and have universal appeal. Presents an annotated list of 17 such children's books, published between 1719 and 1985. (PM) EJ674451 Timeless and Treasured Books. Reading Teacher v57 n1 p96-103 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:53 CIJFEB2004

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No Elementary Education Imagination Literacy Metaphors Reading Instruction Student Attitudes Thinking Skills Spencer, Margaret Meek Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-0034-0561 English Contends that for children learning to read, imagination is not something separate or extra that their teachers add to their learning. Notes that how hard children work to make sense of the world is evinced in their play and in research analyses of it. Explains that young imaginations often move into a mental space they recognize from what they read. (PM) EJ674452 What More Needs Saying about Imagination? Reading Teacher v57 n1 p105-11 Sep 2003 2003-00-00 T 2004 7/11/2004 11:38:53 CIJFEB2004 Originally prepared as a paper for the opening plenary session of the International Reading Association World Congress, Edinburgh, Scotland, in July 2002.

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No Art Therapy Audience Response Case Studies Drama Elementary Education Higher Education Program Effectiveness Lev-Aladgem, Shulamith Journal Articles Reports - Evaluative ISSN-1356-9783 English Describes the basic characteristics of the "carnivalesque enactment" and its therapeutic potential. Explains a case study of the drama project at the Rabin Children's Medical Centre, how the carnivalesque enactment was developed step by step, and the kind of effect it stimulated among the children. Suggests new theatrical experiments with carnivalesque enactment. (PM) EJ674453 Carnivalesque Enactment at the Children's Medical Centre of Rabin Hospital. Research in Drama Education v5 n2 p163-74 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:53 CIJFEB2004

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No Art Education Community Involvement Elementary Education Integrated Curriculum Literacy Multicultural Education Program Effectiveness Teaching Methods Wilkinson, Joyce Journal Articles Reports - Descriptive Reports - Evaluative ISSN-1356-9783 English Describes the Community Arts and Education Partnership, a community-system arts and literacy program for students at all grade levels. Notes that in this program, professional community artists and generalist classroom teachers delivered a sequential, integrated curriculum to over 500 students of diverse ethnicities. Concludes that literacy gains by students may be attributed to this program, and that this model offers promise as an effective methodology for multicultural classrooms. (PM) EJ674454 Literacy, Education and Arts Partnership: A Community-System Programme Integrating the Arts across the Curriculum. Research in Drama Education v5 n2 p175-97 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:54 CIJFEB2004

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No Critical Thinking Drama Educational Objectives Elementary Education Foreign Countries Historic Sites Local History Museums Program Effectiveness Jackson, Anthony Journal Articles Reports - Evaluative United Kingdom United Kingdom ISSN-1356-9783 English Investigates ways in which both overt and "borderline" forms of theatre at heritage sites may enhance the education of casual visitors and schoolchildren. Examines two different types of "living history" projects: Plimoth Plantation (Massachusetts) and the work of the Young National Trust Theatre in the U.K. Argues that the deployment of widely differing theatre techniques can make distinct contributions to the ways in which people think about the past. (PM) EJ674455 Inter-acting with the Past--The Use of Participatory Theatre at Museums and Heritage Sites. Research in Drama Education v5 n2 p199-215 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Art Education Cognitive Ability Drama Elementary Secondary Education Learning Strategies Multiple Intelligences Parent Attitudes Roper, Bill Davis, David Journal Articles Reports - Descriptive Gardner (Howard) ISSN-1356-9783 English Notes that Howard Gardner's theory of Multiple Intelligences (MI) has afforded support to educators and parents who want to see their children as equals no matter in what area of ability they develop competence. Explains the usefulness of Gardner's approach, based on Kantian notions of the power of mind to give order to the world. Discusses the approach in relation to social constructivist and dialectical materialist approaches. (PM) EJ674456 Howard Gardner: Knowledge, Learning and Development in Drama and Arts Education. Research in Drama Education v5 n2 p217-33 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Acting Cognitive Processes Cultural Context Drama Educational Research Higher Education Language Usage Metaphors Psychology Research Needs Banfield, Chris Journal Articles Opinion Papers Theater Research ISSN-1356-9783 English Discusses metaphorical languages of acting commonly to be found passing as "psychological" perspectives. Contends there is a need for greater scientific rigor in the use of such languages. Explains the issue of operationalisation of acting for research purposes. (PM) EJ674457 Acting with Both Sides of Your Brain? Considering the Consequences of Adopting More Rigorous Psychological Languages in Acting Research. Research in Drama Education v5 n2 p235-47 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Adult Education Autobiographies Cultural Context Drama Foreign Countries Postsecondary Education Self Concept Student Attitudes Taylor, Anna-Marie Journal Articles Opinion Papers United Kingdom Wales United Kingdom United Kingdom (Wales) ISSN-1356-9783 English Contends that experimental drama interrogates the schism between the actor's real self and her/his playing of a stage role. Explores connections between experimental theatre practice and progressive educational work, through examples of drama and performance work in two Welsh adult education contexts. Discusses some of the pedagogical and wider cultural questions raised through working from experience and autobiography, such as those to do with cultural identity and biographical expectations. (PM) EJ674458 (Auto)biography and Drama: Life History Work with Adult Returners to Education. Research in Drama Education v5 n2 p249-61 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Anger Attitude Change Audience Response Behavior Change Counseling Techniques Drama Gender Issues Primary Education Teaching Methods Violence Bundy, Penny Guides - Non-Classroom Journal Articles ISSN-1356-9783 English Discusses theories of aggression and questions commonly held assumptions regarding the link between violence and anger. Examines the link between strategies drama educators use and those utilized by counselors and psychologists. Considers whether the potential of drama-based programs might lie in the impact of shared engagement in the dramatic process. (PM) EJ674459 Extending the Possibilities: The Use of Drama in Addressing Problems of Aggression. Research in Drama Education v5 n2 p263-66 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:55 CIJFEB2004

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No Audience Awareness Community Development Cultural Education Curriculum Development Drama Workshops Foreign Countries Higher Education Theater Arts Prentki, Tim Journal Articles Reports - Descriptive Bangladesh Theater for Development Bangladesh ISSN-1356-9783 English Explains the Higher Education Academic link, which promotes Theatre for Development in both the university and non-governmental organization sectors in Bangladesh. Highlights some of the most important and innovative issues which emerged from the link. Describes activities in the university sector which engaged students in practical workshops which focused on the transformative possibilities of theater methods grounded in life experiences. (PM) EJ674460 New Horizons: Higher Education Academic Link between King Alfred's College, Winchester and the Universities of Dhaka and Khulna, Bangledesh. Research in Drama Education v5 n2 p266-69 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Art Education Curriculum Development Drama Educational Attitudes Educational Policy Elementary Secondary Education Foreign Countries Government School Relationship National Curriculum Teaching Methods Jung, Shu-Hwa Journal Articles Reports - Descriptive Taiwan Taiwan ISSN-1356-9783 English Discusses the background of arts education policy in Taiwan. Explains that a new curriculum for arts and humanities gives drama a place in the national curriculum. Concludes that people in Taiwan are beginning to use drama as a teaching medium and to use drama as education. (PM) EJ674461 The New Place of Drama Education in Taiwan. Research in Drama Education v5 n2 p269-71 Sep 2000 2000-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Drama Educational Objectives Higher Education Role Playing Teacher Role Teaching Methods Ackroyd-Pilkington, Judith Guides - Non-Classroom Journal Articles ISSN-1356-9783 English Proposes a re-evaluation of the activity of teacher-in-role. Notes that the word "theatre" now encompasses a range of practices, including classroom drama. Argues that with a broader concept of acting emerging in theatre and performance, it is difficult to maintain notions of teacher-in-role as director and playwright, but not actor. (PM) EJ674462 Acting, Representation and Role. Research in Drama Education v6 n1 p9-22 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:56 CIJFEB2004

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No Audience Awareness Drama Educational Objectives Foreign Countries Gender Issues Higher Education Political Attitudes Sex Role Social Action Tanyi-Tang, Anne Journal Articles Opinion Papers Reports - Descriptive Cameroon Cameroon ISSN-1356-9783 English Contends that theatre has the power to induce oppressors to change their attitudes permanently towards the groups they oppress. Describes theatrical performances by women in Mundemba Sub-Division, Cameroon, which created lasting changes in men's attitudes. Concludes that theatre calls for sociocultural and economic changes and it has the power to make such changes if it is used prudently. (PM) EJ674463 Theatre for Change: An Analysis of Two Performances by Women in Mundemba Sub-Division. Research in Drama Education v6 n1 p23-38 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Drama Drug Education Foreign Countries Primary Education Program Effectiveness Role Playing Secondary Education Student Attitudes Teaching Methods Winston, Joe Journal Articles Reports - Evaluative England Theatre in Education Program United Kingdom (England) ISSN-1356-9783 English Provides a detailed evaluation of a recent initiative in the field of drug education through Theatre in Education (TIE) carried out by a local education authority in England. Explains that in this project, students from secondary schools devised and performed their own TIE pieces for local primary school children. Discusses project's rationale and its implementation. Offers a detailed evaluation of its achievements, and an analysis of its more problematic features. (PM) EJ674464 Drug Education through Creating Theatre in Education. Research in Drama Education v6 n1 p39-54 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Classroom Environment Drama Elementary Education Ethical Instruction Ethnography Story Telling Student Participation Teaching Methods Cabral, Beatriz A. V. Journal Articles Reports - Evaluative Rituals ISSN-1356-9783 English Examines the role and function of theatre rituals for approaching ethics in the curriculum. Discusses the ritual's main traits as a collective experience, constituting performed actions with symbolic status, within a structure of formal qualities and defined relationships. Concludes that theatre rituals: enable children's individual voices to emerge in the process, create a theatrical environment which supports collective manifestations, and deal with contradictory points of view. (PM) EJ674465 Ritual and Ethics--Structuring Participation in a Theatrical Mode. Research in Drama Education v6 n1 p55-67 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Adolescents Behavior Problems Case Studies Community Programs Creativity Drama Males Secondary Education Social Development Student Attitudes Student Participation Horitz, Tony Journal Articles Reports - Research ISSN-1356-9783 English Explains a study in which male drama students, several of whom had behavioral difficulties, engaged in creating two scenes for a community play. Concludes that the play was a catalyst for significant growth in the boys, who valued highly the opportunity to share ownership of the content. Notes certain elements of the creative process need to be reviewed in future productions. (PM) EJ674466 "B-O-U-R-N-E-M-O-U-T-H! Our Town!" Effects on Male Teenagers of Participation in a Community Play. Research in Drama Education v6 n1 p69-84 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:57 CIJFEB2004

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No Drama Empowerment Higher Education Marxism Political Attitudes Social Action Socialism O'Sullivan, Carmel Journal Articles Reports - Descriptive ISSN-1356-9783 English Examines Augusto Boal's relationship to and understanding of Marxism, and its influence on the development of his work. Explains that Boal's reformist politics as reflected in his practice would therefore appear a negation of socialism as Marx conceived it. Concludes Boal's approach appears to encourage people to look for that insight in terms of their own lives, thus effecting change for themselves, exercising an individualist attitude towards empowerment. (PM) EJ674467 Searching for the Marxist in Boal. Research in Drama Education v6 n1 p85-97 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:57 CIJFEB2004

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No Conferences Drama Educational Research Higher Education Minority Groups Social Problems Teacher Attitudes Saldana, Johnny Journal Articles Opinion Papers ISSN-1356-9783 English Discusses issues surrounding research questions and inquiry, motivated by keynote speakers, discussions, and reflections from the third annual International Drama in Education Research Institute, July 2000. Outlines the author's frustration on the lack of responses to important questions asked. Notes that culturally marginalized groups tend to be more concerned with answers to social problems than others. (PM) EJ674468 "If You Ask Tough Questions,..." Research in Drama Education v6 n1 p99-101 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:57 CIJFEB2004

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No Critical Thinking Curriculum Development Drama Higher Education Teacher Role Teaching Methods Young, David L. Journal Articles Opinion Papers ISSN-1356-9783 English Responds to an article in an earlier issue of this journal which proposes that drama educators should cultivate and provide students with opportunities to analyze, reflect upon, and reconcile daily human life experiences. Proposes that drama curriculum is a product of each teacher's abilities credibly to deliver basic elements of their own humanity to their students, and through this unique sharing, the actual language of drama is formed. (PM) EJ674469 Why Drama? One Teacher's Reflections and Responses to Mallika Henry's "Drama's Ways of Learning." Research in Drama Education v6 n1 p101-05 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:58 CIJFEB2004

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No Autobiographies Drama Higher Education Self Concept Student Attitudes Heddon, Deirdre E. Journal Articles Reports - Descriptive ISSN-1356-9783 English Responds to an article in the previous issue of this journal on the intersections between performance and autobiography. Notes that the majority of recent work on autobiography appears to involve a series of double gestures, such as the performer using autobiographical forms to question the form of autobiography. (PM) EJ674470 Autobiography of a Lecturer. Research in Drama Education v6 n1 p105-08 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:58 CIJFEB2004

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No Acting Communication Strategies Drama Educational Objectives Higher Education Individual Development Psychology Student Motivation Vulova, Marina Journal Articles Opinion Papers ISSN-1356-9783 English Contends that the aim of professional actor training is to reveal and develop an actor's individuality. Proposes that the responsibility of drama teachers is to lead training in such away that students feel accepted, understood, and respected. Proposes that psychodrama is the most appropriate method for student and professional actors' personal development. (PM) EJ674471 Who Needs What? Some Thoughts on the Possibility of Using Psychology in Actor Training. Research in Drama Education v6 n1 p108-11 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:58 CIJFEB2004

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No Curriculum Development Drama Educational Research Higher Education Individual Differences Multiple Intelligences Reader Response Teaching Methods Saxton, Juliana Miller, Carole Journal Articles Opinion Papers Gardner (Howard) ISSN-1356-9783 English Responds to an article in the previous issue of this journal discussing Howard Gardner's work and its relation to drama education. Suggests that when Gardner's multiple intelligences theory is applied in teaching, differences are valued and communities are strengthened. Concludes that Gardner's theory helps to validate the practice and place of drama in educational contexts. (PM) EJ674472 "Sophisticated Pedagogical Underpinnings"? A Response to Roper and Davis's "Howard Gardner: Knowledge, Learning and Development in Drama and Arts Education" (RIDE, 5[2]). Research in Drama Education v6 n1 p111-15 Mar 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Disabilities Educational Cooperation Foreign Countries Head Injuries Higher Education Social Bias Theater Arts Burn, Andrew Franks, Anton Nicholson, Helen Journal Articles Reports - Descriptive England Identity (Psychological) United Kingdom (England) ISSN-1356-9783 English Describes a collaborative piece of theatre made by members of Headway, a charity working with head-injured people, and students and staff at Parkside Community College, an 11-16 school in Cambridge, England. Considers how the piece employs multimodal forms of expression and representational resources to challenge the invisibility of disability, and to perform a narrative of identity and resistance pieced together from combinations of memory, aspiration and polemic. (SG) EJ674473 Looking for Fruit in the Jungle: Head Injury, Multimodal Theatre, and the Politics of Visibility. Research in Drama Education v6 n2 p161-77 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Acting Drama Higher Education Secondary Education Scheiffele, Eberhard Guides - Non-Classroom Journal Articles ISSN-1356-9783 English Uses notions from the field Psychology of Consciousness, including an explanation of how psychologists define and investigate Altered States of Consciousness (ASCs). Argues that actors routinely enter an ASC. Establishes acting as a way to enter an ASC and discusses why theater artists, educators, and advocates need to be aware of both the dangers and benefits of experiencing altered states. (SG) EJ674474 Acting: An Altered State of Consciousness. Research in Drama Education v6 n2 p179-91 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:38:59 CIJFEB2004

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No Case Studies Cultural Differences Educational Research Foreign Countries Higher Education Interpersonal Relationship Maori (People) Theater Arts Greenwood, Janinka Journal Articles Reports - Evaluative New Zealand Pakehas (People) Postcolonialism New Zealand ISSN-1356-9783 English Describes aspects of a research project which, investigated how drama and theatre were used to explore the space that is emerging through the interaction of Maori and Pakeha cultures in New Zealand. Discusses two case studies: a project that used the arts as a catalyst to explore cultural difference, and an account of reflective practice in a program for student teachers. (SG) EJ674475 Within a Third Space. Research in Drama Education v6 n2 p193-205 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Critical Thinking Drama Educational Research Metacognition Secondary Education Student Attitudes Innes, Maureen Moss, Tim Smigiel, Heather Journal Articles Reports - Research ISSN-1356-9783 English Reports on two studies, which addressed the value of the role of drama by listening to the opinions of students in regard to their own learning. Compares and contrasts the findings from two studies, and notes that some surprising similarities emerged, in terms of what students said about their learning. Demonstrates that students are capable of reflecting upon their learning in meaningful ways. (SG) EJ674476 What Do the Children Say? The Importance of Student Voice. Research in Drama Education v6 n2 p207-21 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:39:00 CIJFEB2004

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No Drama Feminism Secondary Education Sex Differences Sex Fairness Sexual Identity Olliff, Sam Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1356-9783 English Proposes the secondary drama classroom is a powerful arena for exploring the politics of gender. Suggests that a policy for Equal Opportunity which takes a purely binary perspective of sexual identity, focusing on the boy/girl dichotomy, is fundamentally oppressive. Concludes that it is only by making cultural issues of oppression explicit and open to examination within the curriculum, that a school can offer a truly emancipatory vision to its pupils. (SG) EJ674477 Differentiating for Gender in the Drama Classroom. Research in Drama Education v6 n2 p223-29 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:39:00 CIJFEB2004

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No Drama Ethics Foreign Countries Geographic Location Higher Education Hoogland, Cornelia Journal Articles Opinion Papers Brazil Brazil ISSN-1356-9783 English Presents a response to Beatriz Cabral's "Ritual & Ethics - Structuring Participation in a Theatrical Mode." Describes the people, stories, settings and rituals of the drama and then comments on its overall significance with regard to locality or place. Responds to a drama to which the author is a textual witness only. (SG) EJ674478 Brazilian Walkabout: Stories in Place and Place in Stories. A Response to Beatriz Cabral's "Ritual & Ethics - Structuring Participation in a Theatrical Mode" (RIDE, 6[1]). Research in Drama Education v6 n2 p231-35 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Drug Education Health Promotion Secondary Education Student Attitudes Theater Arts Ball, Steve Guides - Non-Classroom Journal Articles ISSN-1356-9783 English Considers how Joe Winston's article, "Drug Education through Creating Theatre in Education" (RIDE, 6[1]) provides a useful evaluation of an aspect of Catalyst Theatre in Health Education's work. Outlines the ways in which Catalyst has placed the arts at the center of the health promotion process. (SG) EJ674479 The Heart of the Matter: Placing the Arts at the Centre of Health Promotion. Research in Drama Education v6 n2 p235-37 Sep 2001 2001-00-00 Carfax Publishing, Taylor & Francis Ltd, Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:39:00 CIJFEB2004

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No Instructional Innovation Professional Development Scholarly Journals Secondary Education Teacher Attitudes Swensson, Jackie E. Journal Articles Opinion Papers English Journal National Council of Teachers of English ISSN-0013-8274 English Describes the author's experience with the Secondary Section of the National Council of Teachers of English (NCTE). Recommends that educators should belong to NCTE's Secondary Section--one primary reason is that the "English Journal" is published by NCTE for secondary teachers. Considers how because reading it regularly can change teachers lives, she hopes educators will find ways to entice others to read "English Journal." (SG) EJ674480 "English Journal" Led Me to the Council; the Convention Made Me Stay. English Journal v93 n1 p12-14 Sep 2003 2003-00-00 T 2004 2016-11-21

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No English Instruction Grade 9 Secondary Education Student Attitudes Teacher Attitudes Teacher Role Bronson, Julie S. Journal Articles Opinion Papers ISSN-0013-8274 English Notes that despite students' attitudes, educators need to remember the best in those students, the times when they show enormous kindness. Describes an example of this one winter day in the author's ninth-grade English class. (SG) EJ674481 A Reason To Remember. English Journal v93 n1 p15-16 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:01 CIJFEB2004 Theme: Talking Literature.

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No Critical Thinking English Instruction Instructional Improvement Motivation Secondary Education Writing Instruction Trenouth, Peter Guides - Non-Classroom Journal Articles ISSN-0013-8274 English Asks why students must learn English. Addresses motivation for teaching and learning English. Suggests a better approach that places observation first, then the classification and interpretation of perceptions, and then the formation, assemblage, and revision of complete thoughts. (SG) EJ674482 Heroic Teaching and Writing. English Journal v93 n1 p17-18 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:01 CIJFEB2004 Theme: Talking Literature.

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No Literature Oral Tradition Reading Material Selection Secondary Education Teacher Attitudes Adams, Cindy S. Lujan, Alfredo Celedon Schulze, Patricia Journal Articles Opinion Papers ISSN-0013-8274 English Presents three teachers' recommendations for works of literature that use a strong oral tradition. Discusses each of the teacher selections: "Harry Potter and the Sorcerer's Stone (J.K. Rowling); "Cuentos: Tales from the Hispanic Southwest" (compiled by Juan B. Rael); and "The Way to Rainy Mountain" (N. Scott Momaday). (SG) EJ674483 What Work of Literature Do You Recommend for Its Use of a Strong Oral Tradition? English Journal v93 n1 p19-20 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:02 CIJFEB2004 Theme: Talking Literature.

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No Class Activities Discussion (Teaching Technique) English Instruction Grade 11 Instructional Innovation Language Usage Novels Secondary Education Story Telling Units of Study Garrigues, Lisa Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0013-8274 English Discusses a four-week unit of study for an 11th-grade honors class on Zora Neale Hurston's "Their Eyes Were Watching God." Notes how they listened to the novel on audiocassette; discussed it in "Porch Groups"; reflected on what they read and heard in their notebooks; responded to each other's entries during Notebook Swaps; and invited a visiting storyteller who modeled storytelling as they prepared to tell their own stories. (SG) EJ674484 Porch Talk: Reading "Their Eyes Were Watching God." English Journal v93 n1 p21-28 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:02 CIJFEB2004 Theme: Talking Literature.

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No Class Activities Classroom Environment English Instruction Grade 9 Individual Needs Reading Attitudes Reading Strategies Secondary Education Student Attitudes Silva, Peggy Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0013-8274 English Considers how a teacher can help students become avid readers. Describes how cultivating a culture of reading in ninth-grade English has increased student interest and renewed the author's teaching. Suggests that all students are readers, but that the conditions of reading change from person to person. (SG) EJ674485 Can We Read Today, or Do We Hafta Do English? English Journal v93 n1 p29-32 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:02 CIJFEB2004 Theme: Talking Literature.

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No Computer Uses in Education Critical Thinking Discussion (Teaching Technique) English Instruction High Schools Instructional Innovation Rozema, Robert Adams Guides - Classroom - Teacher Journal Articles Reports - Descriptive Chat Rooms MOOs ISSN-0013-8274 English Describes how the author uses text-based virtual environments to connect his students to a course. Details his experiences with this innovative technology to explore the development of critical thinking and discussion with high school students. Defines a "MOO" as a text-based virtual environment, a sort of sophisticated chat room complete with its own architecture of interconnected rooms, stockpile of manipulable objects, and cast of interesting characters. (SG) EJ674486 Falling into Story: Teaching Reading with the Literary MOO. English Journal v93 n1 p33-38 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Discussion (Teaching Technique) English Instruction Grade 10 Grade 11 Grade 12 High Schools Instructional Innovation Journalism Education Richardson, Will Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0013-8274 English Details the use and appeal of Web logs to enhance classroom discussion and allow for outside involvement in the classroom. Defines a Web log, addresses discussing literature in a Web log, and describes the author's first attempts at using Web-log technology. Presents considerations for using Web logs as part of classroom instruction. (SG) EJ674487 Web Logs in the English Classroom: More Than Just Chat. English Journal v93 n1 p39-43 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:03 CIJFEB2004 Theme: Talking Literature.

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No Class Activities Creative Writing Poetry Secondary Education Student Attitudes Writing Workshops Ellis, Lindsay Gere, Anne Ruggles Lamberton, L. Jill Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0013-8274 English Describes a workshop on "slam poetry" and details how this form of performance poetry can lead students back to the written poem with a renewed sense of connection and understanding. Suggests a class exercise that can be adapted to either a creative writing or a literature unit. (SG) EJ674488 Out Loud: The Common Language of Poetry. English Journal v93 n1 p44-49 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:03 CIJFEB2004 Theme: Talking Literature.

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No English Instruction Grade 11 High Schools Individual Needs Reading Aloud to Others Reading Instruction Reading Interests Dreher, Stephen Guides - Classroom - Teacher Journal Articles Student Engagement ISSN-0013-8274 English Demonstrates the value of reading aloud to high school juniors. Provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts. Realizes that an individual's reading preferences are dynamic and that it is difficult to define someone as one specific type of reader. (SG) EJ674489 A Novel Idea: Reading Aloud in a High School English Classroom. English Journal v93 n1 p50-53 Sep 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Literature Oral Tradition Racial Bias Secondary Education Stereotypes Story Telling Bruce, Heather E. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Literature Circles ISSN-0013-8274 English Considers how misrepresentations of Indian culture can be addressed through the study of Native American oral traditions and literatures. Details the use of literature circles and storytelling in the classroom to combat negative stereotypes and racism. Discusses ways of weaving interpretive threads, examining misconceptions, reading and writing about the text, setting discussion agendas, and "circling to story." (SG) EJ674490 Hoop Dancing: Literature Circles and Native American Storytelling. English Journal v93 n1 p54-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Classics (Literature) English Instruction Grade 11 Instructional Innovation Literature Appreciation Secondary Education Student Attitudes Units of Study Baughn, Gary Guides - Classroom - Teacher Journal Articles Canterbury Tales ISSN-0013-8274 English Considers how high school students can see reading "The Canterbury Tales" as daunting. Shares a series of units of study "combining the literary and the vulgar" that fully engage the students with the text. Suggests that with a masterpiece like "The Canterbury Tales," students are better served when educators take it apart and let them play with the pieces. (SG) EJ674491 Avoid the Edifice Complex and Enjoy Teaching Chaucer. English Journal v93 n1 p60-65 Sep 2003 2003-00-00 T 2004 2016-11-21

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No English Instruction Grade 8 Instructional Effectiveness Middle Schools Oral Tradition Story Telling Values McCaleb, Joseph L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0013-8274 English Argues that the prevalence of print literacy has diminished the interest in and teaching of oral culture. Describes a storytelling experiences and illustrates the importance of considering oral narrative in the English classroom. Discusses the healing truth of stories, the mental health of adolescents, and the oral tradition and relational values. Addresses storytelling in eighth grade and the effectiveness of storytelling. (SG) EJ674492 Story Medicine. English Journal v93 n1 p66-72 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:04 CIJFEB2004 Theme: Talking Literature.

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No Class Activities Discussion (Teaching Technique) English Instruction Instructional Improvement Secondary Education Student Participation Johannessen, Larry R. Guides - Classroom - Teacher Journal Articles ISSN-0013-8274 English Suggests that authentic discussion is "classroom talk that is purposeful and engaging." Shares two activities that the author has used to create classrooms that are inquiry driven and characterized by an emphasis on dialogue rather than monologue. Describes two activities that utilize seven strategies that are helpful in initiating authentic discussion. Outlines the seven strategies. (SG) EJ674493 Strategies for Initiating Authentic Discussion. English Journal v93 n1 p73-79 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:04 CIJFEB2004 Theme: Talking Literature.

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No Adolescent Literature Literary Criticism Reading Instruction Reading Material Selection Secondary Education Donelson, Ken Blasingame, James, Jr. Nilsen, Alleen Pace Journal Articles Reference Materials - Bibliographies ISSN-0013-8274 English Presents annotations of eight new young adult books (published in 2002) that have each received at least three "best book" citations. Offers a brief synopsis as well as a thoughtful critique of each book. (SG) EJ674494 2002 Honor List: Signs of the Times. English Journal v93 n1 p80-86 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:04 CIJFEB2004 Theme: Talking Literature.

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No Discussion (Teaching Technique) English Instruction Reading Research Secondary Education Student Attitudes Student Participation VanDeWeghe, Rick Journal Articles Reports - Evaluative Student Engagement ISSN-0013-8274 English Suggests that if educators had a framework for understanding discussion, they might shape discussion in ways that engage students. Describes a study that provides a framework for examining class discussion so they can understand better how discussions shift from teacher-centered (monologic) to teacher/student-centered (dialogic). (SG) EJ674495 Classroom Discussions of Literature. English Journal v93 n1 p87-91 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers English Instruction Mentors Reflective Teaching Secondary Education Teacher Education Hunt, Tiffany J. Hunt, Bud Journal Articles Opinion Papers ISSN-0013-8274 English Notes that one of the major challenges facing a new teacher is reconciling all of the education and research with moment-by-moment real-life classroom action. Converts what the authors have learned from students into a set of seven guidelines that should be given to every graduating student teacher. (SG) EJ674496 Contradictions and Confidence: Reflections on Being the New Experts. English Journal v93 n1 p92-95 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:05 CIJFEB2004 Theme: Talking Literature.

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No Cultural Awareness English Instruction Globalization Politics Secondary Education Lindblom, Kenneth Guides - Non-Classroom Journal Articles Public Discourse ISSN-0013-8274 English Notes English teachers already do communal, even global, work whether or not they are conscious of doing so. Examines both positive and negative consequences of that work and suggests ways of understanding it most effectively. Presents ideas on the theme of this issue, "Talking Literature." Shares a brief essay by Wail S. Hassan in which he argues for increased attention to Arab American and Muslim literature. (SG) EJ674497 Literature and Public Discourse in Times of Global Unrest. English Journal v93 n1 p96-99 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Discussion (Teaching Technique) English Instruction Literature Appreciation Reflective Teaching Secondary Education Hamilton, Greg Guides - Classroom - Teacher Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 ISSN-0013-8274 English Recollects the author's teaching experiences during the attacks of September 11, 2001. Relives the events that took place in his classroom discussing "White Angel," a short story by Michael Cunningham, in light of the fact that they had no idea what was happening in the area until class was over. Notes that the morning's lesson took on an even greater aim than he had intended. (SG) EJ674498 Responding to Literature in the City. English Journal v93 n1 p100-04 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers Discussion (Teaching Technique) English Instruction Grade 8 Literature Appreciation Middle Schools Reading Attitudes Student Attitudes Student Participation Perry, Tonya Guides - Classroom - Teacher Journal Articles Reports - Descriptive Student Engagement ISSN-0013-8274 English Describes the author's first teaching year in an eighth-grade literature class in which the students had no interest in the topic. Introduces "authentic talk" to engage the students. Discusses how the students' interest in reading increased as they read and discussed favorite works of children's literature. (SG) EJ674499 Really Talking Literature. English Journal v93 n1 p105-08 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Diaries Fiction Higher Education Reader Response Secondary Education Story Telling Student Attitudes Teacher Attitudes Writing Difficulties Writing Instruction Writing Processes Avi Journal Articles Opinion Papers ISSN-1074-4762 English Outlines a successful children's literature author's struggle with writing in high school and college. Contends that stories are vital because they are experienced. Notes that children's literature is about the possibilities of childhood. (PM) EJ674500 A Sense of Story. Voices from the Middle v11 n1 p8-14 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:06 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Critical Reading Middle Schools Reader Response Reading Instruction Reading Material Selection Reading Strategies Synthesis Teacher Education Teaching Methods Visualization Goodman, Amy Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1074-4762 English Explains that a Middle School Literacy Teacher Expert supports and guides teachers with innovative strategies to help students master basic literacy skills to become lifelong learners. Explains the A.C.T.I.V.E. strategy to encourage students to ask, comment, track down, infer, visualize, and Eureka! (synthesize). (PM) EJ674501 Get A.C.T.I.V.E: Engaging Middle School Readers with Text. Voices from the Middle v11 n1 p15-23 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:06 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Context Clues Decoding (Reading) Instructional Effectiveness Interpretive Skills Middle Schools Reading Comprehension Reading Instruction Reading Strategies Student Attitudes Student Motivation Teaching Methods Lain, Sheryl Guides - Classroom - Teacher Journal Articles ISSN-1074-4762 English Describes how many students expect reading to be about answering literal-level questions, taking true-false tests, and figuring out what a teacher wants to know. Explains the Six Traits of Reading from Northwest Regional Educational Labs: decoding; building context; comprehending; interpreting; synthesizing; and evaluating. Notes that these sorts of strategies focus and align reading strategy instruction and improve student comprehension. (PM) EJ674502 Dimensions of Reading. Voices from the Middle v11 n1 p24-28 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:07 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Classroom Environment Critical Reading Discussion (Teaching Technique) Inferences Middle Schools Prediction Questioning Techniques Reading Comprehension Reading Instruction Student Motivation Moran, Karen Carson, Jennifer E. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1074-4762 English Contends that talking about texts in a conversational environment, during and after reading, allows students to think about a text and think about their thinking. Explains "conversation sparks," which push students to make a variety of type of comments that include predictions, questions, clarifications, and inferences. Concludes that giving students the room to pause and say something about a text creates the opportunity to ask questions. (PM) EJ674503 Conversation Sparks: How To Jumpstart Comprehension. Voices from the Middle v11 n1 p29-30 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:07 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Content Area Reading Metacognition Middle Schools Reading Comprehension Reading Strategies Student Attitudes Student Motivation Teacher Attitudes Teaching Methods Bennett, Mari Beth Journal Articles Reports - Evaluative ISSN-1074-4762 English Describes an informal investigation of students' familiarity with and knowledge of active reading strategies by administering the Metacognitive Awareness of Reading Strategies Inventory. Contends that student responses solidified the importance of helping students become aware of reading strategies. Concludes that the best way to encourage content area instructors to learn reading strategies is to point out the discrepancy between what they teach and what they do. (PM) EJ674504 From Practice to Preaching: Helping Content Area Teachers Teach Comprehension. Voices from the Middle v11 n1 p31-34 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:07 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Independent Reading Inferences Middle Schools Problem Solving Questioning Techniques Reading Instruction Reading Strategies Student Motivation Synthesis Teaching Methods Vocabulary Development Van Gorder, Bethany Lyn Guides - Classroom - Teacher Journal Articles ISSN-1074-4762 English Explains the process of focusing on one critical reading strategy--questioning. Notes that the teacher first modeled questioning while reading a book aloud. Concludes that as students become full participants in questioning, they understand new vocabulary, enjoy reading, and solve their problems. (PM) EJ674505 When Less Is More: Questioning the Text as a Strategy for Reading Success. Voices from the Middle v11 n1 p35-37 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:07 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Instructional Effectiveness Middle Schools Reader Response Reading Instruction Reading Processes Reading Strategies Second Language Learning Teaching Methods Thinking Skills Fagan, Barbara Guides - Classroom - Teacher Journal Articles Reports - Descriptive T Charts ISSN-1074-4762 English Contends that second language learners need to have a strong grasp of the reading process for school success. Explains how three intervention strategies (t-charts, sticky notes, and key words) were employed to give students an understanding of the reading process. Concludes that using t-charts helped students organize their thoughts, and using sticky notes helped them actively respond or question a text as they read. (PM) EJ674506 Scaffolds To Help ELL Readers. Voices from the Middle v11 n1 p38-42 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Elementary Education Fiction Instructional Effectiveness Middle Schools Nonfiction Picture Books Reader Response Reading Ability Reading Material Selection Thematic Approach Thinking Skills Kettel, Raymond P. Douglas, Nancy L. Journal Articles Reports - Evaluative Theme (Literary) ISSN-1074-4762 English Contends that when teachers use theme as a guiding force for instruction rather than the single text, students of diverse reading abilities can benefit. Notes that one advantage of a multi-book, single-theme approach with children's literature is that readers of all levels can participate because books of all levels can be used. Concludes that single-theme multiple text instruction helps students understand the theme from a variety of perspectives. (PM) EJ674507 Comprehending Multiple Texts: A Theme Approach Incorporating the Best of Children's Literature. Voices from the Middle v11 n1 p43-49 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Group Activities Group Discussion Middle Schools Performance Based Assessment Reading Habits Student Motivation Student Participation Daniels, Harvey Journal Articles Reports - Descriptive Literature Circles ISSN-1074-4762 English Discusses the challenge of assessing collaborative work, such as literature circles. Suggests the best way to evaluate literature circles is a legitimate performance assessment created by the students. Concludes that the rubric-creating exercise itself is a review of good reading and discussion habits. (PM) EJ674508 How Can You Grade Literature Circles? Voices from the Middle v11 n1 p52-53 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Middle Schools Reader Response Reading Instruction Reading Writing Relationship Teaching Methods Thinking Skills Writing Instruction Rief, Linda Guides - Classroom - Teacher Journal Articles ISSN-1074-4762 English Contends that the value of writing as a powerful tool for teaching reading is often underestimated. Explains that when students write and revise their writing, they are reading to make sure what they have written is clearly understood by themselves and their audience. Notes that for many students, reading what someone else thinks stimulates their thinking in ways they might not have managed on their own. (PM) EJ674509 Writing toward Understanding. Voices from the Middle v11 n1 p54-55 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:08 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Critical Reading Educational Objectives Middle Schools Reading Comprehension Reading Materials Student Motivation Probst, Robert E. Journal Articles Opinion Papers ISSN-1074-4762 English Contends that comprehension requires not just seeing the text, but seeing through the text to something that lies beyond it. Notes that comprehension is not something achieved but rather is a goal to keep working towards. Concludes that comprehending is a process of creating, often by means of multiple texts and exchanges with other readers. (PM) EJ674510 You Know What I Mean? Voices from the Middle v11 n1 p56-57 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:09 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Achievement Tests Elementary Secondary Education Instructional Effectiveness Overhead Projectors Teaching Methods Visualization Burke, Jim Journal Articles Opinion Papers Whiteboards ISSN-1074-4762 English Discusses the merits of three familiar classroom tools: overheads, whiteboards, and television monitors. Notes that each of these different tools offers a different means by which to introduce ideas and information, illustrate connections, and organize information. Concludes that using resources is important in the light of cutbacks many teachers have to face. (PM) EJ674511 The Essentials: Overheads, Whiteboards, and Monitors. Voices from the Middle v11 n1 p58-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Independent Reading Middle Schools Reading Comprehension Reading Instruction Reading Strategies Student Motivation Allen, Janet Journal Articles Opinion Papers ISSN-1074-4762 English Explains how to help students understand the relationship between figuring out words and the ability to comprehend a text. Describes how to solidify the word-learning/comprehension connection via explaining, modeling, and supporting transfer to independence. Concludes that explaining, modeling, and supporting transfer to independence form the foundation to help students recognize and use words to support comprehension. (PM) EJ674512 "I Can Comprehend...I Just Can't Read Big Words." Voices from the Middle v11 n1 p60-61 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:09 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Grammar Middle Schools Puns Reading Comprehension Reading Instruction Spelling Instruction Teaching Methods Vocabulary Development Templeton, Shane Guides - Classroom - Teacher Journal Articles Homographs Homonyms Homophones ISSN-1074-4762 English Explains that homophones, homographs, and homonyms provide opportunities rather than obstacles in learning. Notes that the verbal art form of puns depends mightily on homophones, homographs, and homonyms. Provides a sampling of resources that explore homophones, homographs, and homonyms. (PM) EJ674513 Comprehending Homophones, Homographs, and Homonyms. Voices from the Middle v11 n1 p62-63 Sep 2003 2003-00-00 T 2004 2016-11-21

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No English Instruction Fiction Middle Schools Reading Comprehension Reading Material Selection Reading Strategies Student Attitudes Teacher Attitudes Teaching Methods Jago, Carol Guides - Classroom - Teacher Journal Articles ISSN-1074-4762 English Explains that plot and structure, character, setting, point of view, style and language, symbol, and theme are the building blocks of fiction. Contends that these elements of literature provide readers with the tools they need for navigating difficult texts. Concludes that when teachers determine that a novel's setting is too foreign or the point of view too confusing, the students are short-changed. (PM) EJ674514 "The Call of The Wild": Using Elements of Literature for Comprehension. Voices from the Middle v11 n1 p64-65 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:10 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Elementary Secondary Education Graphic Organizers Internet Prior Learning Reader Response Reading Comprehension Reading Instruction Reading Strategies Teacher Attitudes Patterson, Nancy Journal Articles Reference Materials - Bibliographies ISSN-1074-4762 English Explains a shift in reading instruction theories, from defining reading as a set of discrete skills to understanding the role prior knowledge plays in comprehension. Presents annotations of 11 web sites that give teachers ideas about how to help students construct meaning and how to transact with text in powerful ways. Notes that these strategies can provide a foundation upon which students can build their thinking and their comprehension. (PM) EJ674515 Sharing the Power: Links to Comprehension Strategies Online. Voices from the Middle v11 n1 p66-67 Sep 2003 2003-00-00 T 2004 7/11/2004 11:39:10 CIJFEB2004 Theme: Comprehension: Unlocking Understanding.

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No Cooperative Education Drama Foreign Countries Memory Secondary Education MacKey, Sally Journal Articles Reports - Evaluative Identity (Psychological) England (Cornwall) United Kingdom (England) ISSN-1356-9783 English Discusses how particular leitmotifs emerged from the research concerning identity and groups, the resonance of landscape, collective and childhood memory and the particularity of site-specific theatre. Draws on two years of qualitative research of a many-layered theater education project taking place, annually, in Cornwall, England. Deconstructs two of these: landscape and memory. Suggests that events of this nature can offer a sense of "being in place." (SG) EJ674516 Drama, Landscape and Memory: To Be Is To Be in Place. Research in Drama Education v7 n1 p9-25 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Art Appreciation Artists Dance Drama Workshops Foreign Countries Program Effectiveness Secondary Education Student Attitudes Theater Arts Haanstra, Folkert Van Hoorn, Marjo Journal Articles Reports - Research Netherlands Netherlands ISSN-1356-9783 English Describes Dutch experimental theatre and dance projects in which the artists themselves participated in the preparatory lessons and/or subsequent workshop. Compares learning experiences of pupils 14 to 16 years of age who participated in the projects. Shows that besides gender and level of education, the involvement of the artist significantly affects the students' aesthetic appreciation. (SG) EJ674517 "Art Can Be Beautiful--If You Understand It...": Learning Effects of Arts Education Projects among Secondary School Pupils in the Netherlands. Research in Drama Education v7 n1 p27-42 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Cooperative Education Curriculum Development Drama Elementary Secondary Education Foreign Countries Interpersonal Relationship Learning Problems Program Descriptions Program Effectiveness Bayliss, Phil Dodwell, Cherry Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-1356-9783 English Reports the "Action Tract Project" (where a group of children with severe learning difficulties from a special school and a group of mainstream children from a neighboring high school in the South West of England) worked intensively together to produce a show "Together Again," which was performed for an invited audience. Concludes that "communitas" and membership occurred for both groups of students, which had positive intergroup effects. (SG) EJ674518 Building Relationships through Drama: The Action Track Project. Research in Drama Education v7 n1 p43-60 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Childrens Writing Critical Thinking Drama Educational Research Elementary Education Student Attitudes Student Reaction Writing Instruction Crumpler, Thomas Schneider, Jenifer Jasinski Journal Articles Reports - Evaluative ISSN-1356-9783 English Shares results from five interpretive studies that examined young children's writing in response to process drama. Focuses on composing in role and complexity of stance. Suggests that writing in response to drama can provide insights into the complexities of children's literacy processes by explicitly revealing the connections between children's perspectives, responses, and thoughts as well as the interplay among their oral, written, textual, and gestural symbol systems. (SG) EJ674519 Writing with Their Whole Being: A Cross Study Analysis of Children's Writing from Five Classrooms Using Process Drama. Research in Drama Education v7 n1 p61-79 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:39:11 CIJFEB2004

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No Drama Ethics Higher Education Politics of Education Trust (Psychology) Nicholson, Helen Journal Articles Opinion Papers ISSN-1356-9783 English Explores a key concept in drama education, that of trust. Aims to demystify the practice of trust in relation to drama education. Challenges the history of liberal thought, which regarded all sentiments as equally morally trustworthy. Argues that trust is dependent on context and is continually negotiated and re-negotiated in action, as a performative act. (SG) EJ674520 The Politics of Trust: Drama Education and the Ethic of Care. Research in Drama Education v7 n1 p81-91 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:39:11 CIJFEB2004

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No Curriculum Development Early Childhood Education Educational Improvement Foreign Countries Futures (of Society) Program Effectiveness Theater Arts Sextou, Persephone Journal Articles Reports - Descriptive Greece Greece ISSN-1356-9783 English Argues that the hard work of previous years has created advanced circumstances for further development in the provision of preschool and primary theatre education in Greece. Describes the Odyssebah program; makes reference to what could be gained from this experience for future use; and presents an agenda for the future of theatre education in Greece. (SG) EJ674521 Drama and Theatre in Education in Greece: Past Achievements, Present Demands and Future Possibilities. Research in Drama Education v7 n1 p93-101 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Developing Nations Females Foreign Countries Higher Education Participation Program Effectiveness Program Improvement Theater Arts Nogueira, Marcia Pompeo Journal Articles Opinion Papers Cameroon Theater for Development Cameroon ISSN-1356-9783 English Discusses the term Theatre for Development (TFD) by addressing the theatre practice developed by a group of women in Mundemba Sub-Division, Cameroon, which was presented in Anne Tanyi-Tang's article "Theatre for Change: An Analysis of Two Performances by Women in Mundemba Sub-Division" in an earlier issue of this journal. Considers theatre as development propaganda, the democratization of theatre, and participatory theatre. (SG) EJ674522 Theatre for Development: An Overview. Research in Drama Education v7 n1 p103-08 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Community Involvement Foreign Countries Higher Education Program Effectiveness Theater Arts Violence War Thompson, James Journal Articles Opinion Papers Sri Lanka Sri Lanka ISSN-1356-9783 English Considers the development of theatre programmes within war or conflict affected regions. Discusses how the practical and theoretical dilemmas, which are always apparent in applied or community theatre projects, are heightened by the dynamics of these violent situations. Touches on a few of these concerns in relation to the author's work within the civil war-affected communities of Sri Lanka. (SG) EJ674523 Ugly, Unglamorous and Dirty: Theatre of Relief/Reconciliation/Liberation in Places of War. Research in Drama Education v7 n1 p108-14 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Drama Foreign Countries Higher Education Intellectual Disciplines Intercultural Communication Teacher Attitudes O'Toole, John Journal Articles Opinion Papers Reports - Descriptive Australia Australia ISSN-1356-9783 English Describes the status of drama education in Australian tertiary schools. Suggests that drama and other arts educators are nobody's core business--either in the curriculum or the organizational structure of tertiary schools. Concludes that drama is fairly healthy in higher education in Australia. (SG) EJ674524 Scenes at the Top Down Under: Drama in Higher Education in Australia. Research in Drama Education v7 n1 p114-21 Mar 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Citizenship Education Cooperation Democratic Values Discipline Policy Elementary Secondary Education Hidden Curriculum Participative Decision Making Social Control Student Participation Student School Relationship Effrat, Andrew Schimmel, David M. Journal Articles Opinion Papers Authoritarian Behavior ISSN-0003-1003 English This special journal issues focuses on how educational institutions resolve the problem of order and the challenge of building a cooperative learning community, and preparation for the role of citizen in a democratic society. (Contains 49 references.) (Author/MLF) EJ674525 Walking the Democratic Talk: Introduction to a Special Issue on Collaborative Rule-Making As Preparation for Democratic Citizenship. American Secondary Education v31 n3 p3-15 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education Citizenship Responsibility Civics Codes of Ethics Cooperation Discipline Policy Educational Environment Elementary Secondary Education Hidden Curriculum Student Behavior Student School Relationship Schimmel, David M. Journal Articles Opinion Papers Reports - Research Authoritarian Behavior ISSN-0003-1003 English Outlines the features of most school codes of conduct and their negative consequences based on questionnaire responses from more than 250 teachers and administrators. Suggests a collaborative educational model for developing and reviewing school rules that will better prepare students to be responsible citizens. (Contains 23 references.) (MLF) EJ674526 Collaborative Rule-Making and Citizenship Education: An Antidote to the Undemocratic Hidden Curriculum. American Secondary Education v31 n3 p16-35 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Citizenship Responsibility Participative Decision Making Student Government Student Participation Student School Relationship Smith, Matthew Journal Articles Opinion Papers Reports - Descriptive ISSN-0003-1003 English A case study of how students have a voice in a school community. Describes the governance system and the ways students participate. Positive results have included a sense of ownership and pride, cooperative adult-student relationships, and the development of greater responsibility and citizenship. An appendix contains the school constitution. (MLF) EJ674527 Authentic Student Voice in School Governance: Developing Responsible Democratic Citizens. American Secondary Education v31 n3 p36-65 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:13 CIJFEB2004

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No Case Studies Cooperation Discipline Policy High Schools Participative Decision Making Student Government Student School Relationship Denton, Paula Journal Articles Opinion Papers Reports - Research ISSN-0003-1003 English Reports a case study of a large regional high school's approach to creating and maintaining a school code of conduct. Describes the goals and processes of the "Jefferson Committee" and examines its outcomes for the school's students, faculty, and administrators. (Author) EJ674528 Shared Rule-Making in Practice: The Jefferson Committee at Kingston High School. American Secondary Education v31 n3 p66-96 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:14 CIJFEB2004

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No Civil Liberties Democratic Values Discipline Policy High Schools Participative Decision Making Public Schools Student Responsibility Student Rights Student School Relationship Grandmont, Richard P. Journal Articles Opinion Papers Reports - Research Judicious Discipline ISSN-0003-1003 English Examines the practices in a large public high school where constitutional language and democratic citizenship education--judicious discipline--are introduced into the decision-making processes of the classroom. Data analysis suggests that a considerable number of students felt they possessed a high level of respect and responsibility as a result. (Author/MLF) EJ674529 Judicious Discipline: A Constitutional Approach for Public High Schools. American Secondary Education v31 n3 p97-117 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Administrator Qualifications Certification Elementary Secondary Education Principals Superintendents Hess, Frederick M. Journal Articles Reports - General ISSN-1539-9664 English Calls for the elimination of state licensure requirements for public school principals and superintendents. Argues that such action will increase the pool of those qualified to be school leaders. (Contains 2 tables, 1 figure.) (PKP) EJ674530 Lifting the Barrier. Education Next v3 n4 p12-19 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:14 CIJFEB2004

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No Elementary Secondary Education Leadership Training Principals Tucker, Marc Journal Articles Reports - Descriptive ISSN-1539-9664 English Describes the National Institute for School Leaders' principal preparation program, modeled after programs to train executives and military leaders. (PKP) EJ674531 Out with the Old. Education Next v3 n4 p20-24 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:14 CIJFEB2004

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No Compensation (Remuneration) Elementary Secondary Education Job Performance Journal Articles Opinion Papers ISSN-1539-9664 English Argues that attracting nontraditional leaders to school administration requires the adoption of results-based practices tying compensation to performance. Includes profiles of two nontraditional leaders: Jennifer Henry, executive director of the Academy for Urban School Leadership in Chicago and Paula Dawning, superintendent of the Benton Harbor Public Schools in Michigan. (PKP) EJ674532 The Power To Perform. Education Next v3 n4 p25-27 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:15 CIJFEB2004 Prepared by the Thomas B. Fordham Institute and the Broad Foundation. Adapted from "Better Leaders for America's Schools," a report released in May 2003. For full report, see www.edexcellence.net/manifesto.

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No College Students Court Litigation Scholarships State Church Separation State Courts Ryan, James E. Journal Articles Legal/Legislative/Regulatory Materials Establishment Clause Supreme Court Washington Washington Establishment Clause ISSN-1539-9664 English Reviews "Davey v. Locke," an Establishment Clause case before the Supreme Court. The Court will decide the constitutionality of Washington State's Blaine Amendment, prohibiting aid to religious schools. The lawsuit began when a state agency, citing the Blaine Amendment, revoked Joshua Davey's state-funded scholarship after he switched his major from sociology to theology at Northwest College. (PKP) EJ674533 The Neutrality Principle. Education Next v3 n4 p28-35 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Disability Identification High School Students Scores Freedman, Miriam Kurtzig Journal Articles Opinion Papers Scholastic Assessment Tests ISSN-1539-9664 English Argues the College Boards' decision to stop flagging the SAT scores of students with disabilities given extended time to take the test will compromise the test's validity. A civil rights organization urged the College Board to stop flagging SAT scores because the practice violated the rights of students with disabilities. Proposes three alternative solutions. (Contains 3 figures.) (PKP) EJ674534 Disabling the SAT. Education Next v3 n4 p37-43 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Bilingual Education Elementary School Students Enrollment Non English Speaking Secondary School Students State Legislation Rossell, Christine H. Journal Articles Reports - Research California California ISSN-1539-9664 English Discusses the effect of California's Proposition 227, passed in June 1998, requiring all children to be taught English in English. Reports that enrollment in bilingual education in elementary and secondary schools declined significantly between 1997-98 and 2001-2002, while the academic achievement of English Learners not enrolled in bilingual education improved during the same period. (Contains 2 figures.) (PKP) EJ674535 The Near End of Bilingual Education. Education Next v3 n4 p44-52 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Federal State Relationship Field Interviews Statewide Planning Ritter, Gary W. Lucas, Christopher J. Journal Articles Reports - Research Implementation Analysis No Child Left Behind Act 2001 Policymakers No Child Left Behind Act 2001 ISSN-1539-9664 English Reports on the results of qualitative research to determine the current status of states' efforts to implement the No Child Left Behind Act. Conducted open-ended, structured interviews with key policy makers in three high-readiness states (Florida, New York, Texas), two mid-readiness states (California and South Carolina), and three lower-readiness states (Missouri, New Hampshire, and Washington) (Contains 2 figures.) (PKP) EJ674536 Puzzled States. Education Next v3 n4 p54-61 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Elementary Secondary Education Federal Legislation National Standards Politics of Education Rudalevige, Andrew Journal Articles Reports - Research Implementation Analysis No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1539-9664 English Discusses the politics of reauthorization and implementation of the Elementary and Secondary Education Act, renamed the No Child Left Behind Act. Provides chart summarizing evolution of federal standards and accountability legislation leading to the No Child Left Behind Act. (PKP) EJ674537 The Politics of No Child Left Behind. Education Next v3 n4 p62-69 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Civics Elementary Secondary Education Intellectual Development Murphy, James B. Journal Articles Opinion Papers ISSN-1539-9664 English Argues that public schools should avoid teaching civic virtue and concentrate instead on teaching intellectual virtue. (PKP) EJ674538 Tug of War. Education Next v3 n4 p70-76 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:16 CIJFEB2004

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No Criticism Educational Theories Elementary Secondary Education Rochester, J. Martin Journal Articles Opinion Papers Giroux (Henry) ISSN-1539-9664 English Critical review of critical pedagogy, a body of education theory represented by the work of Henry Giroux and others. (PKP) EJ674539 Critical Demagogues. Education Next v3 n4 p77-82 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation Elementary Schools Leadership Secondary Schools Universities Firestone, William A. Fisler, Jennifer L. Journal Articles Reports - Research Boundary Spanning ISSN-0013-161X English Reviews eight years of history of one school-university partnership and detailed fieldwork for three years offers some insights into this undertheorized organizational arrangement. Work points to divergent interests and resources within each participating organization. Suggests that those in boundary-spanning roles are especially well placed to offer leadership for school university partnerships. (Contains 5 tables, 2 appendices, 41 references.) (Authors/PKP) EJ674540 Politics, Community, and Leadership in a School-University Partnership. Educational Administration Quarterly v38 n4 p449-93 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Accountability Administrator Behavior Elementary Secondary Education Incentives Principals State Programs Ladd, Helen F. Zelli, Arnaldo Journal Articles Reports - Research North Carolina North Carolina ISSN-0013-161X English Uses two sets of survey data from random sample of North Carolina school principals to investigate principals reported behavioral responses to the state's accountability and incentive program. Finds that the state's ABC program is a powerful tool for changing the behavior of school principals in both intended and unintended ways. (Contains 2 tables, 11 figures, 1 appendix, 19 references.) (Authors/PKP) EJ674541 School-Based Accountability in North Carolina: The Responses of School Principals. Educational Administration Quarterly v38 n4 p494-529 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Administrator Selection Age Discrimination High Schools Principals Racial Discrimination Teacher Selection Young, I. Phillip Fox, Julie A. Journal Articles Reports - Research Social Distance ISSN-0013-161X English To examine staff selection within the context of federal age and race discrimination in employment legislation, high school principals screen hypothetical job candidates of varying chronological age and national origin for either a teacher or an assistant principal position. Finds the screening decisions are influenced by age and national origin. Uses social distance theory. (Contains 4 tables, 5 figures, 24 references.)(PKP) EJ674542 Asian, Hispanic, and Native American Job Candidates: Prescreened or Screened Within the Selection Process. Educational Administration Quarterly v38 n4 p530-54 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Citizenship Responsibility Decision Making Elementary Secondary Education Foreign Countries Teacher Participation Somech, Anit Bogler, Ronit Journal Articles Reports - Research Israel Organizational Commitment Professional Behavior Israel ISSN-0013-161X English Examines the relationship of teacher professional and organizational commitment with participation in decision making and organizational citizenship behavior in Israel. Finds, for example, that teachers with high commitment to their organization and/or their profession report that they are more engaged in organizational citizenship behavior than do teachers with low commitment.(1 table, 2 figures, 83 references.)(PKP) EJ674543 Antecedents and Consequences of Teacher Organizational and Professional Commitment. Educational Administration Quarterly v38 n4 p555-77 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Enrollment Expenditure per Student Geographic Regions Salaries School Business Officials Williams, Alicia R. Journal Articles Reports - Descriptive ISSN-0036-651X English Education Research Service 2002-2003 salary survey compares salaries of school business officials with those of other administrators and teachers. Salaries school business officials receive are influenced by three factors: Geographic region, enrollment size, and per-pupil spending. (Contains 11 tables.) (PKP) EJ674544 2002-2003 Salary Survey Results. School Business Affairs v69 n8 p6-12 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:18 CIJFEB2004

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No Elementary Secondary Education Insurance Companies Risk Management Bambino, Robert Carruthers, J. Brett Markott, Frank Journal Articles Reports - Descriptive Value Added ISSN-0036-651X English Describes the basic components of risk management, elements of a school-specific risk management program, and the value-added services provided by insurance carriers and other educational support organizations. (PKP) EJ674545 Holistic Approach to Risk Management Allows School Districts To Maximize Their Investments. School Business Affairs v69 n8 p14-18 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Costs Elementary Secondary Education School Safety School Security Hunter, Richard C. Mazingo, Terri H. Journal Articles Reports - Descriptive Baltimore City Public Schools MD ISSN-0036-651X English Describes efforts by two school districts to address the potential threats of shootings and other school disruptions: Baltimore City Public Schools in Maryland and Charlotte-Mecklenburg Public Schools in North Carolina. Also describes the growing costs of providing safety and security in elementary and secondary schools. (Contains 13 references.) (PKP) EJ674546 School Security: Planning and Costs. School Business Affairs v69 n8 p20-23 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Data Collection Elementary Secondary Education School Safety Barnett, Rosemary V. Journal Articles Reports - Descriptive ISSN-0036-651X English Recommends six steps school districts should follow to effectively use data collection instruments to improve school safety: Survey each school respondent group, organize a safe schools action team, obtain additional information, conduct a safe schools analysis and develop recommendations, take action. Describes advantages collecting school safety data. (PKP) EJ674547 Effective Data Collection Aids in School Safety Action Planning. School Business Affairs v69 n8 p24-25 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:19 CIJFEB2004

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No Elementary Secondary Education Local Area Networks School Safety Telecommunications Guderian, Ben Journal Articles Reports - Descriptive ISSN-0036-651X English Describes how to increase school safety with the use of wireless local area networks and wireless telephones. (PKP) EJ674548 Increase School Safety with Wireless Communications. School Business Affairs v69 n8 p26-27 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:19 CIJFEB2004

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No Elementary Secondary Education Legal Problems School Security Wodarz, Nan Journal Articles Reports - Descriptive ISSN-0036-651X English Describes the use of video surveillance for school security, includes when to use video cameras, the features of video cameras, reasons not to use video surveillance, and legal issues. (PKP) EJ674549 School Security Systems: Spotlight on Video Surveillance. School Business Affairs v69 n8 p41-44 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:19 CIJFEB2004

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No Beginning Teachers Elementary Secondary Education Employment Interviews Predictive Measurement Principals Teacher Effectiveness Young, I. Phillip Delli, Dane A. Journal Articles Reports - Research ISSN-0013-161X English Preemployment responses on commercial interview protocol purported to predict future teacher performance are assessed relative to postemployment ratings of principals and to behavioral actions of newly hired teachers. Results indicate that a percentage of the systematic variance associated with postemployment performance is accounted for by preemployment responses to standardized commercial interview protocol. (Contains 5 tables, 1 figure, 33 references.)(Authors/PKP) EJ674550 The Validity of the Teacher Perceiver Interview for Predicting Performance of Classroom Teachers. Educational Administration Quarterly v38 n5 p586-612 Dec 2002 2002-00-00 T 2004 7/11/2004 11:39:20 CIJFEB2004

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No Educational Change Foreign Countries High Schools Leadership Qualities Student Participation Silins, Halia Claudia Mulford, William Richard Zarins, Silja Journal Articles Reports - Research Australia Organizational Learning Australia ISSN-0013-161X English Examines nature of organizational learning and leadership practices and processes that foster organizational learning in Australian high schools. Uses a path model to test relationships between school-level factors and school outcome measures in terms of students' participation in and engagement with school. Discusses importance of reconceptualizing schools as learning organizations. (Contains 4 tables, 1 figure, 75 references.)(Authors/PKP) EJ674551 Organizational Learning and School Change. Educational Administration Quarterly v38 n5 p613-42 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Education Leadership Organizational Effectiveness Principals Professional Development Teaching Skills Trust (Psychology) Urban Schools Youngs, Peter King, M. Bruce Journal Articles Reports - Research Professional Community Program Characteristics ISSN-0013-161X English Examines extent to which principal leadership for professional development at four urban elementary schools addressed three aspects of school organizational capacity: teachers' knowledge, skills, and disposition; professional community; and program coherence. Finds, for example, that effective principals can sustain high levels of capacity by establishing trust and creating structures that promote teacher learning. (Contains 2 tables, 2 figures, 36 references.)(Authors/PKP) EJ674552 Principal Leadership for Professional Development To Build School Capacity. Educational Administration Quarterly v38 n5 p643-70 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Administrator Behavior Elementary Secondary Education Emotional Abuse Principals Teacher Attitudes Teacher Effectiveness Work Environment Blase, Joseph Blase, Jo Journal Articles Reports - Research ISSN-0013-161X English Uses grounded-theory methodology to study sample of 50 teachers who believed they were subjected to mistreatment by principals. Briefly discusses descriptive, conceptual, and theoretical findings about principals' actions that teachers define as mistreatment. Discusses more fully harmful effects of such mistreatment on teachers' classroom instruction and relationships with colleagues. (Contains 2 tables and 128 references.) (Authors/PKP) EJ674553 The Dark Side of Leadership: Teacher Perspectives of Principal Mistreatment. Educational Administration Quarterly v38 n5 p671-727 Dec 2002 2002-00-00 T 2004 7/11/2004 11:39:20 CIJFEB2004

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No Elementary Secondary Education Politics of Education Scribner, Jay D. Maxcy, Brendan Aleman, Enrique Journal Articles Reports - Research Political Theories ISSN-0013-161X English Places the evolution of politics of education field in historical context and introduces a framework for understanding how three theoretical streams--micropolitics, political culture, and neoinstitutionalism--emerged as the behavioralist movement receded. Argues that the field has been advancing by means of integrative and aggregative drives that are complementary as well as competitive. (Contains 128 references.)(Authors/PKP) EJ674554 Emergence of the Politics of Education Field: Making Sense of the Messy Center. Educational Administration Quarterly v39 n1 p10-40 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Elementary Secondary Education Politics of Education Johnson, Bob L., Jr. Journal Articles Reports - Research Political Theories Theory Development Political Education ISSN-0013-161X English Examines perennial issues, needs, and tensions within the politics of education field: issues associated with defining and focusing the field, problems with theoretical hegemony and group-think, addressing and bridging the macro-micro politics divide, and the challenges of sustaining conceptual and theoretical rigor. Draws implications for the preparation of educational leaders in the political knowledge/skills domain. (Contains 150 references.) (Author/PKP) EJ674555 Those Nagging Headaches: Perennial Issues and Tensions in the Politics of Education Field. Educational Administration Quarterly v39 n1 p41-67 Feb 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Secondary Education Higher Education Leadership Politics of Education Racial Bias Lopez, Gerardo R. Journal Articles Reports - Research Critical Race Theory ISSN-0013-161X English Argues that the influence of Critical Race Theory has not spread significantly into the field of educational leadership, where the discourse on diversity has failed to penetrate the silence of racism in schooling. Confronts the silence on race in schools and summons scholars in the politics of education field to critically analyze race. (Contains 142 references.)(Author/PKP) EJ674556 The (Racially Neutral) Politics of Education: A Critical Race Theory Perspective. Educational Administration Quarterly v39 n1 p68-94 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Higher Education History Laws Marxian Analysis Politics of Education Sexual Orientation Lugg, Catherine A. Journal Articles Legal/Legislative/Regulatory Materials Reports - Research Theory Development Queer Theory ISSN-0013-161X English Seeks to chart a course through the contested area of gender and sexual orientation in hopes of establishing a theoretical framework and an agenda for much needed future research. Draws from two research traditions, particularly in the areas of history and law: neo-Marxist theory generally and Queer Legal Theory specifically. (Contains 161 references.)(Author/PKP) EJ674557 Sissies, Faggots, Lezzies, and Dykes: Gender, Sexual Orientation, and a New Politics of Education? Educational Administration Quarterly v39 n1 p95-134 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Role Court Litigation Drug Use Testing Elementary Secondary Education Search and Seizure Student Rights Ehrensal, Patricia A. Journal Articles Legal/Legislative/Regulatory Materials Reports - Research Fourth Amendment Supreme Court Fourth Amendment ISSN-0013-161X English Examines legal and ethical ramifications of three roles of school authorities (agents-of-state, custodial, tutelary) legitimated in two Supreme Court decisions: "New Jersey v. T.L.0." (search and seizure) and "Vernonia v. Action" (drug use testing). (Contains 34 references.)(PKP) EJ674558 The Three Faces of Power: The U.S. Supreme Court's Legitimization of School Authority's Parental, Police, and Pedagogic Roles. Educational Administration Quarterly v39 n2 p145-63 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Constitutional Law Court Litigation Educational Policy Elementary Secondary Education Equal Protection School Law Single Sex Schools Mead, Julie F. Journal Articles Legal/Legislative/Regulatory Materials Reports - Research Fourteenth Amendment Title IX Education Amendments 1972 Education Amendments 1972 Fourteenth Amendment Title IX Education Amendments 1972 ISSN-0013-161X English Provides brief review of single-gender programs in public elementary and secondary schools; discusses Equal Protection Clause of 14th Amendment and Title IX; analyzes the legality of single-gender programs; highlights several policy issues regarding the constitutionality of such programs. (Contains 2 tables and 42 references.)(PKP) EJ674559 Single-Gender "Innovations": Can Publicly Funded Single-Gender School Choice Options Be Constitutionally Justified? Educational Administration Quarterly v39 n2 p164-86 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Elementary Secondary Education Legal Problems Quinn, David M. Journal Articles Legal/Legislative/Regulatory Materials Reports - Research ISSN-0013-161X English Discusses several legal issues involving the use of educational technology: Freedom of speech, regulation of Internet material harmful to minors, student-developed Web pages, harassment and hostile work environment, staff and student privacy, special education, plagiarism, and copyright issues. Includes recommendations for addressing technology law issues in schools. (Contains 50 references.)(PKP) EJ674560 Legal Issues in Educational Technology: Implications for School Leaders. Educational Administration Quarterly v39 n2 p187-207 Apr 2003 2003-00-00 T 2004 7/11/2004 11:39:22 CIJFEB2004

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No Administrator Role Elementary Secondary Education School Law State Church Separation Seigler, Timothy John Journal Articles Legal/Legislative/Regulatory Materials Reports - Research Establishment Clause First Amendment Establishment Clause First Amendment ISSN-0013-161X English Discusses how school administrators can use the legal concepts of original intent and "stare decisis" to interpret the Establishment Clause of the First Amendment when faced with issues involving religion in the schools. (Contains 34 references.)(PKP) EJ674561 Understanding Original Intent and Stare Decisis: Two Methods of Interpreting the Establishment Clause. Educational Administration Quarterly v39 n2 p208-37 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Board of Education Policy Court Litigation Elementary Secondary Education State Boards of Education State Legislation Student Rights Zero Tolerance Policy Sughrue, Jennifer A. Journal Articles Legal/Legislative/Regulatory Materials Reports - Research Gun Free Schools Act 1994 Virginia Virginia Gun Free Schools Act 1994 ISSN-0013-161X English Traces zero tolerance from federal Gun-Free Schools Act of 1994 through state compliance and state board of education regulations to school district policy and guidelines in Virginia. Reviews Virginia case involving suspension of a middle-school student for having a paring knife in his locker. Reviews other zero-tolerance cases. Questions the efficacy of zero tolerance. (Contains 48 references.)(PKP) EJ674562 Zero Tolerance for Children: Two Wrongs Do Not Make a Right. Educational Administration Quarterly v39 n2 p238-58 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Court Litigation Educational Policy Elementary Secondary Education Justice School Demography Search and Seizure Student Rights Stefkovich, Jacqueline A. Torres, Mario S., Jr. Journal Articles Legal/Legislative/Regulatory Materials Strip Searches Supreme Court Fourth Amendment Fourth Amendment ISSN-0013-161X English Uses combination of legal research, policy analysis, and quantitative research to examine the impact of two Supreme Court decisions, "New Jersey v. T.L.O" and "Vernonia v. Acton," on student Fourth Amendment protection from unreasonable search and seizure. (Contains 1 table, 4 figures, 87 references)(PKP) EJ674563 The Demographics of Justice: Student Searches, Student Rights, and Administrator Practices. Educational Administration Quarterly v39 n2 p259-82 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Equity (Finance) Educational Finance Elementary Secondary Education Legislators Policy Analysis Resource Allocation School District Spending School Funds State Aid State Programs Baker, Bruce D. Journal Articles Reports - Research Common Core of Data Program State Policy ISSN-0098-9495 English Characterizes resource-allocation patterns across states and across districts within states using data on financial allocations to estimate the relationship between differences in state aid allocation policies and practices, district financial and demographic influences, and district-level allocation of financial and human resources. (Contains 46 footnotes and 4 tables.) (Author/MLF) EJ674564 State Policy Influences on the Internal Allocation of School District Resources: Evidence from the Common Core of Data. Journal of Education Finance v29 n2 p1-24 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Participation Demography Educational Vouchers Elections Ethnicity Models Politics of Education Public Opinion Public Schools Racial Identification Socioeconomic Status Statistical Analysis Voting Catterall, James S. Chapleau, Richard Journal Articles Reports - Research ISSN-0098-9495 English Describes the construction and results of a predictive model that could help identify what factors seemed to influence voter choices on a school voucher constitutional amendment in California. Precinct voting outcome data from the County of Los Angeles were linked to voter demographics along with measures of local school quality and existing schooling options. (Contains 13 references and 5 tables.) (Author/MLF) EJ674565 Voting on Vouchers: A Socio-Political Analysis of California Proposition 38, Fall 2000. Journal of Education Finance v29 n1 p25-47 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:24 CIJFEB2004

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No Educational Equity (Finance) Educational Finance Educational History Elementary Secondary Education Expenditure per Student Politics of Education Public Schools Racial Discrimination School District Spending Ng, Kenneth Halcoussis, Dennis Journal Articles Reports - Research United States (South) ISSN-0098-9495 English Analyzes the division of public school funds in seven states in the postbellum South and finds that the higher the ratio of black to white students, the more economic incentive white school boards had to discriminate. (Contains 13 endnotes and 4 tables.) (Author/MLF) EJ674566 Determinants of the Level of Public School Discrimination, 1885-1930. Journal of Education Finance v29 n1 p49-60 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Economics of Education Endowment Funds Higher Education Investment Mathematical Models Money Management Kaufman, Roger T. Woglom, Geoffrey Journal Articles Reports - Research ISSN-0098-9495 English Illustrates how nonendowment cash flows (tuition, grants, and gifts) affect the portfolio allocation decisions for the endowment and are "efficient" in terms of the total wealth of the institution. A mathematical appendix displays the reasoning behind the model. (Contains 12 references and 4 tables.) (Author/MLF) EJ674567 Incorporating Non-financial Wealth in College and University Investment Strategies. Journal of Education Finance v29 n1 p61-82 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:24 CIJFEB2004

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No Book Reviews Childrens Rights Elementary Secondary Education General Education Parent Rights Privatization Alexander, Kern Book/Product Reviews Journal Articles ISSN-0098-9495 English Summarizes Meira Levinson's argument that parental choice by and large reduces autonomy and, therefore, ultimately reduces the liberty of each succeeding generation. Recommends that all public educators read this book to grasp the magnitude of the potential effects that privatization of education may have on liberty and choice of future generations. (Author/MLF) EJ674568 "The Demands of Liberal Education," by Meira Levinson. Journal of Education Finance v29 n1 p83-86 Sum 2003 2003-00-00 Policymakers Practitioners Administrators T 2004 7/11/2004 11:39:24 CIJFEB2004

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No Educational Theories Elementary Secondary Education Liberalism Philosophy Brighouse, Harry Swift, Adam Journal Articles Opinion Papers ISSN-0268-0939 English Defends the liberal approach to education by diagnosing and correcting the most common reasons people have for rejecting it. Argues that in some cases those reasons are based on a misunderstanding of liberalism, while in others the understanding of liberalism is accurate, but the evaluation of the objection is mistaken. Focus is on the philosophical debate. (Contains 45 references.) (Authors/PKP) EJ674569 Defending Liberalism in Education Theory. Journal of Education Policy v18 n4 p355-73 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:39:25 CIJFEB2004

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No Elementary Secondary Education Foreign Countries School Organization Systems Analysis Dupriez, Vincent Maroy, Christian Journal Articles Reports - Research Belgium Belgium ISSN-0268-0939 English Theoretical analysis of the structural (institutional) framework involving the regulation of the school system in French-speaking Belgium. (Contains 29 references.) (PKP) EJ674570 Regulation in School Systems: A Theoretical Analysis of the Structural Framework of the School System in French-Speaking Belgium. Journal of Education Policy v18 n4 p375-92 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Competition Economic Research Educational Change Educational Cooperation Educational Policy Elementary Secondary Education Foreign Countries Incentives Adnett, Nick Davies, Peter Journal Articles Reports - Research England United Kingdom (England) ISSN-0268-0939 English Economic analysis of the impact of recent schooling reforms in England designed to promote competition or cooperation between schools. Outlines the theoretical relationships between school competition and cooperation and school effectiveness. Briefly describes the development of policy in England and analyzes the interaction between the incentives for competition and cooperation created by the system. (Contains 57 references.) (Authors/PKP) EJ674571 Schooling Reforms in England: From Quasi-Markets to Co-Opetition? Journal of Education Policy v18 n4 p393-406 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Criticism Culture Economics Educational Policy Elementary Secondary Education Foreign Countries Lifelong Learning Politics Edwards, Richard Boreham, Nicholas Journal Articles Reports - Research European Union European Union ISSN-0268-0939 English Critical analysis of the European Union's (EU) policy toward a learning society involving eight countries. Presents a theoretical framework composed of three different aspects of learning-society policy debate: economic, political, and cultural. Suggests that EU policy for a learning society is unstable and complex. (Contains 56 references.) (PKP) EJ674572 'The Centre Cannot Hold': Complexity and Difference in European Union Policy towards a Learning Society. Journal of Education Policy v18 n4 p407-21 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Elementary Secondary Education Foreign Countries Professional Development Standards Teachers Purdon, Aileen Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-0268-0939 English Examines the processes and procedures used to develop two standards for continuing professional development (CPD) for teachers in Scotland: the Standard for Full Registration and the Standard for Chartered Teacher. Concludes that policy focus of CPD framework limits opportunity for members of education community to consider alternative conceptions of teaching and education. (Contains 1 figure and 23 references.) (Author/PKP) EJ674573 A National Framework of CPD: Continuing Professional Development or Continuing Policy Dominance? Journal of Education Policy v18 n4 p423-37 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Compulsory Education Cultural Influences Curriculum Development Educational Policy Federal Legislation Foreign Countries Secondary Education Canning, Roy Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-0268-0939 English Questions current importance given in post-compulsory literature to curriculum planning models. Analyzes post-16 secondary data sources in Scotland and case study of a local school and college in Fife. Implementation of "Higher Still" provides policy backdrop to the research. Makes case for conceptualizing curriculum reform within a wider multilevel and culturally driven education model. (Contains 4 tables and 23 references.)(Author/PKP) EJ674574 Curriculum Discourses in Post-Compulsory Education: A Case Study on the Introduction of 'Higher Still' in Scotland. Journal of Education Policy v18 n4 p439-51 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Economic Development Primary Education Resource Allocation Teacher Salaries Mingat, Alain Tan, Jee-Peng Journal Articles Reports - Research ISSN-0272-7757 English Uses aggregate data to explore the relation between country wealth and various aspects of educational development, focusing particularly on primary schooling. Finds, for example, that resources for primary schooling become more plentiful as countries grow richer, and that falling teacher salaries relative to GNP is the overwhelming source of this increase. (Contains 4 tables, 4 figures, 13 references.)(Authors/PKP) EJ674575 On the Mechanics of Progress in Primary Education. Economics of Education Review v22 n5 p455-67 Oct 2003 2003-00-00 T 2004 7/11/2004 11:39:26 CIJFEB2004

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No Educational Attainment Elementary Secondary Education English Foreign Countries French Human Capital Immigrants Language Skills Postsecondary Education Salary Wage Differentials Chiswick, Barry R. Miller, Paul W. Journal Articles Reports - Research Canada Canada ISSN-0272-7757 English Analyzes the effects of language practice on earnings among adult male immigrants in Canada. Finds that earnings increase with schooling, pre-immigration experience and duration in Canada, as well as with proficiency in the official languages (English and French). Using selective correction techniques, finds that greater proficiency in the official languages enhances the effects on earnings. (Contains 7 tables and 15 references.) (Authors/PKP) EJ674576 The Complementarity of Language and Other Human Capital: Immigrant Earnings in Canada. Economics of Education Review v22 n5 p469-80 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Efficiency Elementary Secondary Education Equal Education Mathematics Achievement Resource Allocation Science Achievement Hanushek, Eric A. Luque, Javier A. Journal Articles Reports - Research Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-0272-7757 English Uses data from Third International Mathematics and Science Study to compare performance in different schooling systems. Finds general problems with the efficiency of resource usage similar to those found previously in the United States. Effects do not appear to be determined, for example, by school policies that involve compensatory application of resources. (Contains 6 tables, 2 figures, 64 references.) (Authors/PKP) EJ674577 Efficiency and Equity in Schools around the World. Economics of Education Review v22 n5 p481-502 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Economics of Education Elementary Secondary Education Foreign Countries Higher Education Human Capital Primary Education Salary Wage Differentials Moock, Peter R. Patrinos, Harry Anthony Venkataraman, Meera Journal Articles Reports - Research Vietnam Vietnam ISSN-0272-7757 English Analyzes the return to education of liberalization of the labor market in Vietnam. Finds, for example, that private rate of return to schooling is greater for primary education than for either secondary or higher education. Overall, estimated returns to schooling in Vietnam are low compared with those for other developing countries. (Contains 6 tables and 23 references.) (PKP) EJ674578 Education and Earnings in a Transition Economy: The Case of Vietnam. Economics of Education Review v22 n5 p503-10 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Literacy Numeracy Salary Wage Differentials Dougherty, Christopher Journal Articles ISSN-0272-7757 English Analyzes the contribution of numeracy and literacy to earnings. Finds that numeracy has a highly significant effect on earnings, while literacy has a smaller, less significant effect. (Contains 3 tables, 1 figure, 24 references.) (PKP) EJ674579 Numeracy, Literacy and Earnings: Evidence from the National Longitudinal Survey of Youth. Economics of Education Review v22 n5 p511-21 Oct 2003 2003-00-00 T 2004 7/11/2004 11:39:27 CIJFEB2004

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No Child Labor Costs Dropouts Economically Disadvantaged Educational Policy Elementary Secondary Education Foreign Countries Grants Tzannatos, Zafiris Journal Articles Reports - Research Thailand Exploitation Thailand ISSN-0272-7757 English Traces recent trends in child labor, conditions of employment, and schooling in Thailand. Finds, for example, that children withdraw from school and enter labor force because families cannot afford the cost of education. Describes the effect of education subsidies on poor families. Discusses policies and practices to eliminate exploitative forms of child labor. (Contains 12 tables, 1 figure, 17 references.) (PKP) EJ674580 Child Labor and School Enrollment in Thailand in the 1990s. Economics of Education Review v22 n5 p523-36 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education Civics Democracy Elementary Secondary Education Westheimer, Joel Kahne, Joseph Journal Articles Opinion Papers ISSN-0031-7217 English Introduces special section on democracy and civic engagement containing a series of articles arguing for the importance to a democratic society of continuing to emphasize the teaching of civics in schools. (Contains 12 references.)(PKP) EJ674581 Reconnecting Education to Democracy: Democratic Dialogues. Phi Delta Kappan v85 n1 p8-14 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:28 CIJFEB2004

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No Citizenship Education Democracy Elementary Secondary Education Student Participation Meier, Deborah Journal Articles Opinion Papers Reports - Descriptive Equal Rights ISSN-0031-7217 English Offers five propositions to help schools prepare students to participate equally in a democratic society: Schools need focus; one size does not fit all; a democratic school culture would have lots of human interaction; forms of governance would differ, too; and reform consistent with democracy takes time. Describes how several exemplary schools carried out these propositions. (PKP) EJ674582 So What Does It Take To Build a School for Democracy? Phi Delta Kappan v85 n1 p15-21 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Black History Black Students Citizenship Education Elementary Secondary Education Payne, Charles M. Journal Articles Opinion Papers Student Nonviolent Coordinating Committee ISSN-0031-7217 English Calls for the revival of the Freedom Schools established in Mississippi in 1964. Freedom Schools, developed for African American students by the Student Nonviolent Coordinating Committee, contained a citizenship component that included, for example, an emphasis on black history and the freedom movement. Describes several current citizenship programs based on the Freedom Schools model. (Contains 21 references.)(PKP) EJ674583 More Than a Symbol of Freedom: Education for Liberation and Democracy. Phi Delta Kappan v85 n1 p22-28 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Citizenship Education Citizenship Responsibility Civics Democracy Elementary Secondary Education Galston, William A. Journal Articles Opinion Papers ISSN-0031-7217 English Asserts that young people today are less knowledgeable and engaged in civic life than parents and grandparents. Blames schools for failing to transmit civic knowledge to students. Discusses why civic knowledge matters in a democratic society. Describes characteristics of an effective approach to civic education. (PKP) EJ674584 Civic Education and Political Participation. Phi Delta Kappan v85 n1 p29-33 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:29 CIJFEB2004

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No Adult Education Citizenship Education College Programs Democracy Educational Resources Elementary Secondary Education Program Development Kahne, Joseph Westheimer, Joel Journal Articles Reports - Descriptive ISSN-0031-7217 English Describes common curricular components of 10 education programs to teach students democratic citizenship. Highlights characteristics of three programs: a high school government course, a college-level program, and an adult education program. Describes three broad priorities of successful programs: commitment, capacity, and connection. Includes a guide to organizations, programs, and resources. (Contains 1 figure and 32 references.)(PKP) EJ674585 Teaching Democracy: What Schools Need To Do. Phi Delta Kappan v85 n1 p34-40,57-67 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:30 CIJFEB2004

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No Elementary Secondary Education Public Opinion Public Schools Rose, Lowell C. Gallup, Alec M. Journal Articles Reports - Research Phi Delta Kappa Gallup Poll No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0031-7217 English Reports results of the 35th annual Phi Delta Kappa/Gallup poll of the public's attitudes toward the public schools, focusing this year on the No Child Left Behind Act. (PKP) EJ674586 The 35th Annual Phi Delta Kappa/Gallup Poll of the Public's Attitudes toward the Public Schools. Phi Delta Kappan v85 n1 p41-52 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Public Opinion Public Schools School Choice Teacher Salaries Rose, Lowell C. Gallup, Alec M. Journal Articles Reports - Research Policy Implications Achievement Gap Gallup Poll No Child Left Behind Act 2001 Phi Delta Kappa No Child Left Behind Act 2001 ISSN-0031-7217 English Highlights several findings of the 35th annual Phi Delta Kappa/Gallup poll the have strong policy implications for the public schools. Categories include grading the public schools, No Child Left Behind Act, teachers and teacher salaries, the achievement gap, and school choice. (PKP) EJ674587 Policy Implications of the 35th Annual Phi Delta Kappa/Gallup Poll. Phi Delta Kappan v85 n1 p53-56 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Economic Factors Educational Change Elementary Secondary Education Reading Skills Allington, Richard L. McGill-Franzen, Anne Journal Articles Reports - Research Achievement Gap Summer Vacations ISSN-0031-7217 English Analyzes research on the impact of summer setback on the reading achievement gap between rich students and poor students. Draws implications for education reform efforts focused on closing the reading achievement gap. (Contains 43 references.)(PKP) EJ674588 The Impact of Summer Reading Setback on the Reading Achievement Gap. Phi Delta Kappan v85 n1 p68-75 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Charter Schools Independent Study Middle Schools Student Interests Student Needs Beem, Tawny Crispin, Joe Metzger, Devon Journal Articles Reports - Descriptive ISSN-0031-7217 English Describes the integration of a Walkabout program into the curriculum of a charter middle school in Chico, California. The Walkabout program provides a structure that enables students to make decisions about their learning based on personal needs and interest. (PKP) EJ674589 The Walkabout: Challenging Students in a California Charter Middle School. Phi Delta Kappan v85 n1 p76-80 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:31 CIJFEB2004

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No Cognitive Ability Competition Educational Research Elementary Secondary Education Nutrition Standardized Tests Bracey, Gerald W. Journal Articles Reports - Descriptive ISSN-0031-7217 English Discusses results of the World Economic Forum's "Global Competitiveness Report 2001-2002" wherein the U.S. ranked second. Also discusses research on errors in standardized tests and on the relationship between nutrition and cognitive ability during test week. (PKP) EJ674590 We're Number One (Again). Phi Delta Kappan v85 n1 p87-89 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:39:31 CIJFEB2004

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No Assistant Principals Bullying Court Litigation Females High Schools Negligence School Law State Courts Zirkel, Perry A. Journal Articles Legal/Legislative/Regulatory Materials New York New York ISSN-0031-7217 English Discusses New York case involving harassment of a female high school junior by three other girls culminating in physical attack that results in serious brain injuries to the girl. Girl's parents sued school officials for negligence. Jury finds that the vice-principal acted in reckless disregard for girl's safety and awards parents $11.2 million dollars. (Contains 11 references.)(PKP) EJ674591 Bullying: A Matter of Law? Phi Delta Kappan v85 n1 p90-91 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Air Pollution Court Litigation Elementary Secondary Education Environmental Standards Facilities Management School Districts Colgan, Craig Journal Articles Reports - Evaluative Sick Building Syndrome Molds (Biology) ISSN-0003-0953 English Mold and indoor air quality (IAQ) are matters of major concern to architects and their educational clients. The Environmental Protection Agency's Indoor Air Quality Tools for Schools program offers help to districts seeking to tackle IAQ issues. Strengthening community relations is one way to be ready in case of a bad environmental or IAQ report. (MLF) EJ674592 Is Mold the New Asbestos? American School Board Journal v190 n10 p14-18 Oct 2003 2003-00-00 Policymakers Administrators Practitioners N/A 2004 2016-11-21

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No Criticism Educational Testing Educational Vouchers Federal Legislation Interviews Privatization Public Education Public Schools Researchers School Restructuring Hardy, Lawrence Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0003-0953 English Education researcher Gerald Bracey claims that the No Child Left Behind Act (NCLB) will result in privatization and educational vouchers because schools are expected to show regular gains in the proportion of students judged "proficient." (MLF) EJ674593 The Contrarian. American School Board Journal v190 n10 p20-23 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Schools Cost Effectiveness Educational Facilities Improvement Educational Facilities Planning Elementary Secondary Education Neighborhood Schools Partnerships in Education Small Schools McCann, Barbara Beaumont, Constance Journal Articles Reports - Evaluative ISSN-0003-0953 English Smart growth schools are small in size, encourage broad community involvement, and make good use of existing resources. Promoting small, community-based schools requires innovation, new partnerships, and a commitment to working to overcome the barriers presented by traditional rules and regulations. (Author/MLF) EJ674594 Build "Smart". American School Board Journal v190 n10 p24-27 Oct 2003 2003-00-00 Administrators Policymakers Practitioners N/A 2004 7/11/2004 11:39:32 CIJFEB2004

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No Art Education Curriculum Development Educational Policy Elementary Secondary Education Humor Irony Student School Relationship Descollonges, Heather Eisner, Elliot Journal Articles Opinion Papers ISSN-0003-0953 English Ten not-so-serious recommendations for policymakers based on the rationale that art education takes time away from the classes that prepare students for standardized tests. (Author/MLF) EJ674595 Protecting Our Children from the Arts. American School Board Journal v190 n10 p28-31 Oct 2003 2003-00-00 Policymakers N/A 2004 7/11/2004 11:39:32 CIJFEB2004

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No Art Education Arts Centers Elementary Secondary Education Fine Arts Fund Raising Theater Arts Skilling, William C. Carstensen, Jerry Journal Articles Reports - Descriptive ISSN-0003-0953 English A school district and community endeavor brought a fine arts facility to Byron Center, Michigan. The Van Singel Fine Arts Center includes gallery space as well as a performing arts theater. Private donations purchased pianos and the acoustical shell. Academic results in the classroom include increases in average ACT scores for 5 consecutive years. (MLF) EJ674596 Arts Awakening. American School Board Journal v190 n10 p32-34 Oct 2003 2003-00-00 Policymakers Administrators Practitioners N/A 2004 7/11/2004 11:39:33 CIJFEB2004

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No Educational Environment Elementary Secondary Education Principals Stress Management Stress Variables Teacher Administrator Relationship Teacher Burnout Teacher Morale Teaching Conditions Black, Susan Information Analyses Journal Articles ISSN-0003-0953 English Many teachers feel overwhelmed about meeting the needs of students getting ready for tests, and about relations with principals. Four exceptionally high-stress factors that teachers admit carrying into their classrooms are money management, health, relationships, and care giving. A sidebar lists tips for administrators to help alleviate teachers' work-related stress. (MLF) EJ674597 Stressed Out in the Classroom. American School Board Journal v190 n10 p36-38 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:39:33 CIJFEB2004

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No Career Awareness Career Centers Interaction Middle School Students Middle Schools Technology Integration Technology Uses in Education Gereau, Leonard A. Journal Articles Reports - Descriptive ISSN-0003-0953 English The Center for Applied Technology and Career Exploration in Virginia is a middle school with a curriculum that emphasizes skills in problem solving, communication, critical thinking, and team building. Every eighth-grader must study for one semester at the center. (MLF) EJ674598 Prepared for the World. American School Board Journal v190 n10 p39-40,52 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:39:33 CIJFEB2004

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No Beginning Teachers Elementary Secondary Education Teacher Recruitment Teacher Selection Teacher Surveys Munoz, Marco A. Winter, Paul A. Ronau, Robert N. Guides - Non-Classroom Journal Articles Reports - Evaluative Jefferson County Public Schools KY ISSN-0003-0953 English Jefferson County Public Schools developed a survey instrument to learn from the applicant's perspective what new teachers had experienced during the hiring process and what they thought of the district's recruiting efforts. The goal was to determine the strong and weak points of the district's program and develop suggestions for improvement. (MLF) EJ674599 Finding the Right Fit. American School Board Journal v190 n10 p42-43,52 Oct 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Board of Education Policy Censorship Court Litigation Federal Courts Freedom of Speech High Schools School Law School Newspapers Student Publications Student Rights Dowling-Sendor, Benjamin Journal Articles Opinion Papers First Amendment First Amendment ISSN-0003-0953 English A federal case from Wooster, Ohio, illustrates the tension facing school boards and administrators when they deal with student expression. Explains the judge's reasoning about the issues involving First Amendment rights of student editors and the policies and relevant free-speech principles. (MLF) EJ674600 Stop the Presses? American School Board Journal v190 n10 p44-46 Oct 2003 2003-00-00 Administrators Policymakers Practitioners N/A 2004 2016-11-21

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No Elementary Education Management Teams School Districts Cash, Jeanie Infusino, Frank Journal Articles Reports - Descriptive Achievement Gap ISSN-1531-3174 English Describes how Chino Valley (California) Unified School District used district support team to close the achievement gap in its underperforming elementary schools. (PKP) EJ674601 Measuring Up. Leadership v33 n1 p8-11 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Central Office Administrators Educational Change Elementary Secondary Education Poverty Areas School Districts Togneri, Wendy Anderson, Stephen E. Journal Articles Reports - Descriptive Minnesota Rhode Island Texas California Maryland California Maryland Minnesota Rhode Island Texas ISSN-1531-3174 English Describes results of study of five high-poverty districts' successful efforts to improve academic achievement: Adline Independent School District (Texas), Chula Vista Elementary School District (California), Kent County Public Schools (Maryland), Minneapolis Public Schools (Minnesota), and Providence Public Schools (Rhode Island). Focuses on central-office change strategies implemented at the school level. (PKP) EJ674602 How High Poverty Districts Improve. Leadership v33 n1 p12-16 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-23

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No Educational Assessment Educational Research Elementary Secondary Education School Districts Standards Ananda, Sri Journal Articles Reports - Descriptive Curriculum Alignment No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1531-3174 English Describes how school districts can implement alignment between student learning standards and assessments used to measure that learning. Focuses on alignment between standards and assessment in No Child Left Behind Act, the types of alignment studies requested by states and districts, and using the results of alignment studies to inform practice. (Contains 11 references.) (PKP) EJ674603 Achieving Alignment. Leadership v33 n1 p18-21,37 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Charts Elementary Secondary Education Program Implementation School Districts Rosen, Karolee Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1531-3174 English Describes Fontana (California) Unified School District's No Child Left Behind Act implementation plan, focusing on the use of project charts. Illustrates the project chart function with examples from Title I and Title X. (PKP) EJ674604 It Takes a District. Leadership v33 n1 p22-24 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Principals Program Implementation Rural Schools School Districts Superintendents Tyler, Clifford E. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1531-3174 English Describes how superintendents and principals of small, rural school districts can implement the requirements of the No Child Left Behind Act. (PKP) EJ674605 NCLB: Tall Order for Small Districts. Leadership v33 n1 p26-27 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Role Educational Change Elementary Secondary Education Focus Groups National Standards School Community Relationship State Standards Journal Articles Reports - Descriptive ISSN-1531-3174 English Describes how focus-group research can guide administrator communications with parents about state and federal standards-based reform legislation. (PKP) EJ674606 Standards in Focus. Leadership v33 n1 p28-31 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:39:35 CIJFEB2004

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No Elementary Secondary Education Literacy Education Parent Participation Parent School Relationship Parent Workshops Reading Instruction School Districts Quezada, Reyes L. Diaz, Delia M. Sanchez, Maria Journal Articles Reports - Descriptive Latinos ISSN-1531-3174 English Describes barriers to Latino parent involvement in educational activities, factors to consider when involving Latino parents, and two examples of Latino involvement programs in California: Family Literacy Workshop at James Monroe Elementary School, Madera Unified School District, and Parents Take P.A.R.T. (Parent Assisted Reading Training) at Franklin Elementary School, Redlands Unified School District. (PKP) EJ674607 Involving Latino Parents. Leadership v33 n1 p32-34,38 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-23 ED493608

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No Community Involvement Elementary Secondary Education Neighborhood Schools Parent Participation School Community Programs School Districts Yates, Sonja L. Campbell, Ruth Journal Articles Reports - Descriptive ISSN-1531-3174 English Describes successful site-based parent/community involvement program at Central School District of San Bernardino County, California. (PKP) EJ674608 Grasp the Vision. Leadership v33 n1 p35-36 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:39:36 CIJFEB2004

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No Administrator Role Case Studies Educational Technology Elementary Secondary Education Policy Formation Principals Nance, Jason P. Journal Articles Reports - Research ISSN-0013-161X English Measures 256 Midwestern principals' involvement in technology policymaking at the building, district, state, and national levels. Finds, for example, that urban principals are less likely to become involved in technology policymaking in their buildings and districts than are suburban and rural principals. (Contains 8 tables and 20 references.) (Author/PKP) EJ674609 Public School Administrators and Technology Policy Making. Educational Administration Quarterly v39 n4 p434-67 Oct 2003 2003-00-00 T 2004 7/11/2004 11:39:36 CIJFEB2004

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No Administrator Education Case Studies Elementary Secondary Education Principals Professional Development Browne-Ferrigno, Tricia Journal Articles Reports - Research ISSN-0013-161X English Exploratory case study of the professional growth of 18 educational practitioners in principal preparation cohort program. Analysis of the data suggests that four major themes influence practitioners' growth: Role conceptualization of principalship, initial socialization into new community of practice, role-identity transformation, and purposeful engagement based on career aspirations. (Contains 4 tables and 93 references.)(Author/PKP) EJ674610 Becoming a Principal: Role Conception, Initial Socialization, Role-Identity Transformation, Purposeful Engagement. Educational Administration Quarterly v39 n4 p468-503 Oct 2003 2003-00-00 T 2004 7/11/2004 11:39:36 CIJFEB2004

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No Decision Making Elementary Secondary Education Principals Salaries Newton, Rose Mary Giesen, Judy Freeman, John Bishop, Harold Zeitoun, Peter Journal Articles Reports - Research ISSN-0013-161X English Reports results of research designed to assess whether specified attributes of the principalship influence the decision-making of men and women, as prospective job applicants, differently. Finds that both men and women are likely to make their job choice decisions based on salary. (Contains 4 tables and 63 references.) (Authors/PKP) EJ674611 Assessing the Reactions of Males and Females to Attributes of the Principalship. Educational Administration Quarterly v39 n4 p504-32 Oct 2003 2003-00-00 T 2004 7/11/2004 11:39:37 CIJFEB2004

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No Administrator Attitudes Higher Education Institutional Mission Institutional Role Occupational Information Research Murrell, Lisa E. Hughey, Aaron W. Journal Articles Reports - Research Provosts ISSN-0013-161X English Assesses the impact of job attributes, institutional mission, and institution type on the perceptions of potential applicants for the position of provost. Randomly selected deans (456), assuming the role of potential provost applicants, rated one of four position announcements. Deans rated announcements emphasizing a research mission more favorably than those emphasizing a teaching mission. (Contains 8 tables and 88 references.)(PKP) EJ674612 The Effects of Job Attributes, Institutional Mission Emphasis, and Institution Type on Perceptions of the Provost Position. Educational Administration Quarterly v39 n4 p533-65 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Elementary Secondary Education Interviews Leadership Principals Public Relations Sweetland, Scott R. Cybulski, Timonty G. Journal Articles Reports - Descriptive Ohio State University ISSN-0741-3653 English Interview with Joseph Murphy, professor and head of the Ohio Principals Leadership Academy at The Ohio State University. Murphy answers questions about principal leadership, administrator preparation, and school public relations. (PKP) EJ674613 School Public Relations and the Principalship: An Interview with Joseph Murphy. Journal of School Public Relations v23 n1 p7-13 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Elementary Secondary Education Principals Public Relations Flynn, Patricia Dodd Journal Articles Reports - Descriptive Nevada Nevada ISSN-0741-3653 English Interview with Steven Mulvenon, communications director of the Washoe County (Nevada) School District. Mulvenon answers questions about the principalship and school public relations. (PKP) EJ674614 School Public Relations and the Principalship: An Interview with Steven Mulvenon. Journal of School Public Relations v23 n1 p14-18 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Educational Trends Elementary Secondary Education Banach, William J. Journal Articles Reports - Descriptive ISSN-0741-3653 English Identifies top 10 educational "what hot" and "what's not" for the year 2000. States in the "what's hot" category, for example, that change must be advocated from a context of understanding. Asserts in the "what's not" category, for example, that we need more than lip service to improve our schools. (PKP) EJ674615 The Top Ten Educational Hot/Nots: Year 2002 Edition. Journal of School Public Relations v23 n1 p19-28 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:38 CIJFEB2004

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No Economically Disadvantaged Educational Change Elementary Secondary Education Family Income Parent Empowerment School Councils Teacher Empowerment Teacher Participation Teacher Student Relationship Bjork, Lars G. Keedy, John L. Journal Articles Reports - Research Kentucky Kentucky ISSN-0741-3653 English Describes school councils in Kentucky as illustrative of decentralization and empowerment; notes the largely disappointing results on teacher job attraction to council positions and on teacher and parent empowerment. Concludes that the teacher-parent-student relationship for poor families, precisely those targeted by the Kentucky reform cycle, is problematic. (Contains 48 references.) (Authors/PKP) EJ674616 Decentralization and School Council Empowerment in Kentucky: Implications for Community Relations. Journal of School Public Relations v23 n1 p30-44 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Parent Participation Parent School Relationship Program Evaluation Norton, M. Scott Nufeld, Jean C. Journal Articles Reports - Research ISSN-0741-3653 English Discusses why parent involvement is important for student achievement. Provides several recommendations for the implementation of an effective parent involvement program in schools, including early and ongoing assessment of program effectiveness. (Contains 34 references.)(PKP) EJ674617 Parental Involvement in Schools: Why It Is Important and How To Get It. Journal of School Public Relations v23 n1 p45-58 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:38 CIJFEB2004

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No Middle Schools Parent Participation Teacher Attitudes Smith, Douglas W. Journal Articles Reports - Research South Carolina South Carolina ISSN-0741-3653 English Surveys the perceptions and practices of 333 South Carolina middle-school teachers regarding parent involvement in their schools. Finds, for example, that teachers strongly supported having their students' parents involved in the schools. Discusses teacher suggestions for encouraging parental involvement using approaches that fell into two categories: schoolwide and classroom-oriented. (Contains 14 references.)(PKP) EJ674618 Teacher Perceptions of Parent Involvement in Middle School. Journal of School Public Relations v23 n1 p59-69 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Administrator Selection Elementary Secondary Education Public Relations School Community Relationship Suburban Schools Superintendents Lowery, Sandra Harris, Sandra Marshall, Russell Journal Articles Reports - Research Texas Texas ISSN-0741-3653 English Describes four-step process suburban school district in central Texas used to hire a new superintendent: Collaborate with all stakeholders, create a profile based on stakeholder input, communicate the profile to a broad base, and interview candidates with a clarity of purpose based on the profile. (Contains 22 references.)(PKP) EJ674619 Hiring a Superintendent: Public Relations Challenge. Journal of School Public Relations v23 n1 p70-79 Win 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Parent School Relationship Teacher Student Relationship Trust (Psychology) Hoy, Wayne K. Journal Articles Reports - Research ISSN-0741-3653 English Explores the complex nature and meaning of faculty trust; examines the impact of faculty trust in students and parents on student achievement. Finds that faculty trust is an important aspect of student achievement. Provides practical implications and recommendations for administrators and school boards. (Contains 1 figure and 23 references.) (PKP) EJ674620 Faculty Trust: A Key to Student Achievement. Journal of School Public Relations v23 n2 p88-103 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:39 CIJFEB2004

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No Administrator Role Elementary Education Principals Public Relations Foster, Lenoar Guyden, Janet A. Journal Articles Reports - Descriptive ISSN-0741-3653 English Interview with Darrell Rud, president of the National Association of Elementary School Principals and an elementary school principal. Rud shares his views about the role of the elementary principal in school public relations. (PKP) EJ674621 School Public Relations and the Principalship: An Interview with Darrell Rud. Journal of School Public Relations v23 n2 p104-11 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:39 CIJFEB2004

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No Administrator Role Interviews Principals Public Relations Secondary Education Johnson, Bonnie C. Journal Articles Reports - Descriptive ISSN-0741-3653 English Interview with Denny R. Vincent, president of the National Association of Secondary School Principals and a secondary school principal. Vincent provides his views about the role of the secondary principal in school public relations. (PKP) EJ674622 School Public Relations and the Principalship: An Interview with Denny R. Vincent. Journal of School Public Relations v23 n2 p112-30 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:40 CIJFEB2004

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No Competition Elementary Secondary Education School Choice Strategic Planning Schenk, Joseph A. Schaid, Julie A. Journal Articles Reports - Research ISSN-0741-3653 English Explores the impact of four elements of strategic planning: strategic positioning, external and internal analysis, measurable objectives, and evaluation with corrective action. By examining both the literature that guides districts in the development of strategic plans and actual district plans, identifies areas of weakness and suggests ways districts can create a competitive advantage. (Contains 3 tables and 11 references.) (Authors/PKP) EJ674623 Strategic Planning Imperatives for Educators: Creating Advantage in an Emerging Competition-Based Market. Journal of School Public Relations v23 n2 p131-47 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:40 CIJFEB2004

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No Community Involvement Elementary Education School Choice Suburban Schools Houle, Judith C. Journal Articles Reports - Research ISSN-0741-3653 English Case study demonstrates how one suburban elementary school district successfully increased public participation by adopting an in-district choice program. Uses factors that enabled and inhibited implementation of the choice program and parental and educator views about it to demonstrate effective approaches to engaging the community in public education. (Author/PKP) EJ674624 Engaging the Public in Public Schools through School Choice. Journal of School Public Relations v23 n2 p148-58 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:39:40 CIJFEB2004

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No Community Involvement Elementary Education Volunteers Chan, Tak Cheung He, Ming Fang Martin, Karen Journal Articles Reports - Descriptive Georgia Georgia ISSN-0741-3653 English Describes factors that contributed to the success of Helping Our Teachers (HOT) program, a community volunteer program to assist teachers and staff, started in 2000 at the Julia Bryant Elementary School in Statesboro, Georgia. (Contains 20 references.) (PKP) EJ674625 Community Support for Education: The Success Story of the HOT Program. Journal of School Public Relations v23 n2 p159-66 Spr 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Developmental Delays Early Intervention Instructional Effectiveness Interpersonal Communication Interpersonal Competence Language Impairments Peer Relationship Play Therapy Preschool Children Preschool Education Social Development Craig-Unkefer, Lesley A. Kaiser, Ann P. Journal Articles Reports - Research Social Skills Training Project Head Start ISSN-1053-8151 English This article describes success of an intervention to improve the social-communicative interactions of six Head Start children (age 3) at risk for delays in language and social skills. Skills targeted included: commenting about one's own play actions and actions of peers, asking and responding to peer questions, and taking turns. (Contains references.) (Author/CR) EJ674626 Increasing Peer-Directed Social-Communication Skills of Children Enrolled in Head Start. Journal of Early Intervention v25 n4 p229-47 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Uses in Education Early Intervention Expressive Language Instructional Effectiveness Phoneme Grapheme Correspondence Phonology Preschool Children Preschool Education Prevention Reading Difficulties Rhyme Lonigan, Christopher J. Driscoll, Kimberly Phillips, Beth M. Cantor, Brenlee G. Anthony, Jason L. Goldstein, Howard Journal Articles Reports - Research ISSN-1053-8151 English A study evaluated the use of computer-assisted instruction (CAI) to provide training in phonological sensitivity skills to 45 preschool children at-risk for reading problems. Children exposed to CAI made significantly greater gains on rhyming and elision skills compared to controls. Expressive vocabulary scores were predictive of pre- to posttest growth. (Contains references.) (Author/CR) EJ674627 A Computer-Assisted Instruction Phonological Sensitivity Program for Preschool Children At-Risk for Reading Problems. Journal of Early Intervention v25 n4 p248-62 Sum 2003 2003-00-00 T 2004 2016-10-19 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/65027 ED493666

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No Augmentative and Alternative Communication Communication Skills Disabilities Early Childhood Education Early Intervention Educational Strategies Inclusive Schools Interpersonal Communication Peer Teaching Teaching Methods Johnston, Susan S. McDonnell, Andrea P. Nelson, Catherine Magnavito, Angie Journal Articles Reports - Research ISSN-1053-8151 English Three children (ages 3-4) with disabilities were successfully taught functional communication behaviors using select augmentative and alternative communication (AAC) devices. Acquisition of AAC behaviors resulted from an intervention strategy that included creating communicative opportunities, providing a peer or teacher model of the behavior, prompting the behavior, and providing natural consequences. (Contains references.) (Author/CR) EJ674628 Teaching Functional Communication Skills Using Augmentative and Alternative Communication in Inclusive Settings. Journal of Early Intervention v25 n4 p263-80 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:41 CIJFEB2004

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No Cross Cultural Training Cultural Awareness Cultural Differences Disabilities Early Childhood Education Early Intervention Educational Resources Inservice Teacher Education Professional Development Theory Practice Relationship Time Factors (Learning) Lee, Hwa Ostrosky, Michaelene M. Bennett, Tess Fowler, Susan A. Journal Articles Reports - Research ISSN-1053-8151 English A survey of 123 early intervention professionals found they considered recommendations for providing culturally appropriate services important. However, multiple barriers often hindered implementation. Lack of time was the most common barrier to providing culturally appropriate practices, followed by lack of training and lack of materials. Implications are discussed. (Contains references.) (CR) EJ674629 Perspectives of Early Intervention Professionals about Culturally-Appropriate Practices. Journal of Early Intervention v25 n4 p281-95 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:42 CIJFEB2004

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No Child Development Child Rearing Down Syndrome Early Childhood Education Early Intervention Environmental Influences Family Influence Infants Interpersonal Communication Parent Child Relationship Parenting Styles Performance Factors Toddlers Hooste, Ann Van Maes, Bea Information Analyses Journal Articles ISSN-1053-8151 English This article provides an overview of important family and environmental factors that affect early development of infants and children with Down syndrome. It concludes that a moderately directive parenting style combined with sensitive, responsive, and reciprocal interactions, embedded in a general stimulating environment, are favorable to the child's development. (Contains references.) (CR) EJ674630 Family Factors in the Early Development of Children with Down Syndrome. Journal of Early Intervention v25 n4 p296-309 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:42 CIJFEB2004

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No Data Interpretation Disabilities Early Childhood Education Educational Research Effect Size Elementary Secondary Education Exceptional Child Research Research Design Research Methodology Sample Size Pedersen, Susan Information Analyses Journal Articles ISSN-1053-8151 English This article discusses alternative analyses that reflect the practical significance of test results and the role of sample size in the interpretation of results. It explores effect size reporting and using "what if" analyses to reflect on the role of sample size in the decision to accept the null hypothesis. (Contains references.) (Author/CR) EJ674631 Effect Sizes and "What If" Analyses as Supplements to Statistical Significance Tests. Journal of Early Intervention v25 n4 p310-19 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:42 CIJFEB2004

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No Adult Education Adults Disabilities Employment Opportunities Income Job Placement Program Improvement Salary Wage Differentials Staff Development State Programs Supported Employment Training Methods Transportation Vocational Rehabilitation Conley, Ronald W. Journal Articles Reports - Research Maryland Maryland ISSN-0047-6765 English A survey of 49 Maryland service providers offering vocational services found the weekly earnings of persons placed in supported employment were 3.5 times the earning of persons employed on the premises of the service provider. Nevertheless, there was strong evidence that substantial improvements are needed, and possible, in supported employment. (Contains references.) (Author/CR) EJ674632 Supported Employment in Maryland: Successes and Issues. Mental Retardation v41 n4 p237-49 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adaptive Behavior (of Disabled) Employment Family Involvement High School Graduates High School Students Mental Retardation Predictor Variables Quality of Life Severe Mental Retardation Supported Employment Transitional Programs Young Adults Kraemer, Bonnie R. McIntyre, Laura Lee Blacher, Jan Journal Articles Reports - Research ISSN-0047-6765 English The quality of life of 188 young adults with moderate or severe mental retardation was examined. Young adults who had exited high school had significantly higher overall quality of life scores than did those still attending school. Individuals with community jobs also had significantly higher levels of quality of life. (Contains references.) (Author/CR) EJ674633 Quality of Life for Young Adults with Mental Retardation during Transition. Mental Retardation v41 n4 p250-62 Aug 2003 2003-00-00 T 2004 7/11/2004 11:39:43 CIJFEB2004

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No Adaptive Behavior (of Disabled) Adult Education Adults Behavior Rating Scales Mental Retardation Sample Size Standardized Tests Test Norms Test Reliability Test Validity Testing Problems Beail, Nigel Information Analyses Journal Articles Vineland Adaptive Behavior Scales Vineland Adaptive Behavior Scales ISSN-0047-6765 English This article discusses the advantages and disadvantages of the Vineland Adaptive Behavior Scales for measuring adaptive behavior in adults with mental retardation. It concludes that the advantages of the coverage of the main domains of adaptive behavior, their standardization, impressive psychometrics, and brevity are becoming outweighed by significant disadvantages. (Contains references.) (CR) EJ674634 Utility of the Vineland Adaptive Behavior Scales in Diagnosis and Research with Adults Who Have Mental Retardation. Mental Retardation v41 n4 p286-89 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Ability Identification Educational Change Educational Improvement Educational Resources Educational Strategies Elementary Secondary Education Foreign Countries Gifted Policy Formation Program Design Special Programs Talent Development Dracup, Tim Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0261-4294 English This article discusses England's national strategy to improve the quality of gifted and talented education. The strategy includes: intensive area-based programs through localized excellence initiatives; a regional dimension through "GATE A", the new gifted and talented education arm of the London Challenge; and resources for student, parents, and educators. (CR) EJ674635 An Outline of England's Strategy for Gifted and Talented Education. Gifted Education International v17 n2 p112-19 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Educational Change Educational Improvement Educational Resources Educational Strategies Elementary Secondary Education Foreign Countries Gifted Policy Formation Program Design Special Programs Talent Development Urban Schools Lowe, Hilary Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0261-4294 English This article traces recent developments in a national strategy for the education of highly able pupils in England, focusing on the government's Excellence in Cities school improvement program. The program seeks to ensure that gifted and talented pupils are identified and provided with opportunities to fulfill their potential. (Contains references.) (Author/CR) EJ674636 Excellence in English Cities: Gifted and Talented Education and the 'Gifted and Talented Co-ordinators' National Training Programme. Gifted Education International v17 n2 p120-29 2003 2003-00-00 N/A 2004 2016-11-23

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No Ability Identification Educational Change Educational Improvement Educational Resources Educational Strategies Elementary Secondary Education Foreign Countries Gifted Outreach Programs Program Design Special Programs Special Schools Summer Schools Talent Development Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0261-4294 English This article discusses England's development of an Academy for Gifted and Talented Youth. The academy will develop, implement, and support educational opportunities for gifted and talented children up to the age of 19, as well as provide support for parents and educators. The academy's talent search, outreach program, summer schools are described. (CR) EJ674637 Gifted and Talented Youth: The National Academy. Gifted Education International v17 n2 p130-33 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Assessment Educational Improvement Educational Resources Elementary Secondary Education Foreign Countries Gifted International Cooperation International Programs Program Design Special Programs Student Evaluation Talent Development Testing Programs Tests Waldren, Jon Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0261-4294 English This article discusses the development of World Class Tests in England that enable gifted students to celebrate their achievement within an international context and to enter the World Class Arena. The Arena is being constructed as an international forum where educators and teachers can communicate on research and best practice. (CR) EJ674638 World Class Arena: Providing an International Perspective on Assessing Gifted and Talented Students. Gifted Education International v17 n2 p134-39 2003 2003-00-00 N/A 2004 2016-11-21

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No Ability Identification Elementary Secondary Education Enrichment Activities Foreign Countries Gifted Program Design Special Programs Student Recruitment Summer Schools Talent Development Workshops Huxtable, Marie Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0261-4294 English This article discusses the development of Able Pupils Extending Opportunities (APEX) Saturday Workshops and Summer Schools in England. The APEX program is focused on building confidence and extending the experiences of pupils from Year 1 to Year 9. Identification, recruitment, application procedures for workshops and summer schools are described. (Contains 9 references.) (CR) EJ674639 The Elasticated Learner: Beyond Curriculum Learning Opportunities in a Local Education Authority. Gifted Education International v17 n2 p140-50 2003 2003-00-00 N/A 2004 2016-11-21

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No Abstract Reasoning Cognitive Ability Discourse Analysis Elementary Education Expressive Language Gifted Imagination Metaphors Thinking Skills Hymer, Barry Journal Articles Reports - Research ISSN-0261-4294 English A study examined the transcript of a group enquiry conducted according to the practice of philosophical enquiry with eight gifted children (ages 8-12). Use of a central metaphor was seen to play the role of a "conceptual playground," permitting the children to exercise both their imagination and their reasoning abilities. (Contains references.) (Author/CR) EJ674640 "If You Think of the World as a Piece of Custard": Gifted Children's Use of Metaphor as a Tool for Conceptual Reasoning. Gifted Education International v17 n2 p151-64 2003 2003-00-00 N/A 2004 7/11/2004 11:39:45 CIJFEB2004

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No After School Programs Discovery Learning Elementary Secondary Education Enrichment Activities Field Experience Programs Foreign Countries Gifted Problem Solving School Business Relationship Science Interests Science Programs Journal Articles Reports - Descriptive Reports - Evaluative England United Kingdom (England) ISSN-0261-4294 English This article describes a project that involved two groups of able students (ages 11-14) identified by teachers to work on problems set by two local industries. The project was designed to enrich the curriculum by developing problem solving skills and understanding of the application of science and technology in industry. (CR) EJ674641 Following in Faraday's Footsteps: Applying Science to Everyday, with a Vision of The "Extending World and Enlarged Existence." Gifted Education International v17 n2 p165-74 2003 2003-00-00 N/A 2004 2016-11-21

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No Acceleration (Education) Case Studies Educational Strategies Elementary Secondary Education Enrichment Activities Faculty Handbooks Foreign Countries Gifted Inservice Teacher Education Music Education Musical Instruments Training Methods Journal Articles Reports - Research England United Kingdom (England) ISSN-0261-4294 English Four case studies of gifted education programs in England are described, including the development of a teacher handbook based on the principles behind accelerated learning, the identification of students with musical ability and the provision of musical instrument lessons, and the development of a portable information communication technology unit. (CR) EJ674642 Innovative Case Studies of Good Practice in England. Gifted Education International v17 n2 p185-99 2003 2003-00-00 N/A 2004 2016-11-23

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No Adult Education Foreign Countries Health Education Health Promotion Learning Disabilities Mental Retardation Participatory Research Program Design Research Methodology Burke, Anne McMillan, Jane Cummins, Lorraine Thompson, Agnes Forsyth, Watson McLellan, James Snot, Linda Fraser, Anne Fraser, Mary Fulton, Charity McGrindel, Elizabeth Gillies, Lorraine LeFort, Shelley Miller, Gail Whitehall, John Wilson, John Smith, Janet Wright, David Journal Articles Reports - Research England United Kingdom (England) ISSN-1354-4187 English A participatory research project was designed to teach eight British adults with learning disabilities about keeping healthy. The development of the project, the recruitment of the participants, and the involvement of the participants in the project are discussed, along with the role of researchers and support workers in participatory research. (Contains references.) (CR) EJ674643 Setting Up Participatory Research: A Discussion of the Initial Stages. British Journal of Learning Disabilities v31 n2 p65-69 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adults Deinstitutionalization (of Disabled) Foreign Countries Group Homes Independent Living Mental Retardation Personal Narratives Self Determination Self Management Transitional Programs Banham, Ken Garrett, Malcolm McClean, Arlene Strydom, Andre Hassiotis, Angela Williams, Val Palmer, Neil England, Tiffany Journal Articles Opinion Papers Reports - Descriptive England United Kingdom (England) ISSN-1354-4187 English This article is written by two British people with learning disabilities and their health care team. It is about their wish to move into homes in the community after years in hospitals. They explain the service experiences they have had and what they are looking forward to in the future. (CR) EJ674644 About Leaving: Making Sense of Moving On [and] Commentary: Making Sense of Moving On. British Journal of Learning Disabilities v31 n2 p70-74 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Behavior Problems Communication Problems Elementary Secondary Education Expressive Language Interpersonal Communication Interpersonal Competence Learning Disabilities Mental Retardation Receptive Language Kevan, Fiona Information Analyses Journal Articles ISSN-1354-4187 English This article highlights the fact that to date, emphasis has been upon promotion of the expressive communication skills of a person with a learning disability and challenging behavior. It is suggested that practitioners need to pay closer attention to the neglected and largely unmet need of receptive communication difficulties. (Contains references.) (Author/CR) EJ674645 Challenging Behaviour and Communication Difficulties. British Journal of Learning Disabilities v31 n2 p75-80 Jun 2003 2003-00-00 T 2004 7/11/2004 11:39:46 CIJFEB2004

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No Adult Education Adults Alzheimers Disease Clinical Diagnosis Data Collection Delivery Systems Down Syndrome Family Role Long Range Planning Older Adults Screening Tests Staff Development Watchman, Karen Information Analyses Journal Articles ISSN-1354-4187 English This article raises critical issues that need to addressed while considering the future needs of people with Down syndrome and dementia, along with suggestions as to how they may be met. It discusses dementia diagnosis, staff training, the family's role, advantages of health screening, and difficulties in collating accurate information. (Contains references.) (CR) EJ674646 Critical Issues for Service Planners and Providers of Care for People with Down's Syndrome and Dementia. British Journal of Learning Disabilities v31 n2 p81-84 Jun 2003 2003-00-00 T 2004 7/11/2004 11:39:46 CIJFEB2004

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No Adult Education Adults Autism Behavior Disorders Case Studies Clinical Diagnosis Disability Identification Down Syndrome Environmental Influences Foreign Countries Multiple Disabilities Organizational Change Staff Development Symptoms (Individual Disorders) Newman, David W. Summerhill, Lisa Mosley, Ellis Tooth, Claire Journal Articles Reports - Research England United Kingdom (England) ISSN-1354-4187 English This article examines the case of a male with Down syndrome who has been referred to a clinical psychology service due to challenging behaviors. It provides a case history and rationale for the assessment of autism, and describes the positive effects of an intervention for increasing staff awareness of autism. (Contains references.) (CR) EJ674647 Working with an Adult Male with Down's Syndrome, Autism and Challenging Behaviour: Evaluation of a Programme of Staff Support and Organizational Change. British Journal of Learning Disabilities v31 n2 p85-90 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Coping Early Childhood Education Family Problems Foreign Countries Guilt Intervention Marital Instability Parent Child Relationship Respite Care Severe Disabilities Severe Mental Retardation Withers, Paul Bennett, Lara Journal Articles Reports - Research England United Kingdom (England) ISSN-1354-4187 English This article describes an intervention designed to reduce the guilt of parents, experiencing marital difficulties, who had a child with profound physical and intellectual deficits. Following a formal assessment of their daughter, the emotional climate of the marriage was much improved and they felt more able to cope. (Contains references.) (CR) EJ674648 Myths and Marital Discord in a Family with a Child with Profound Physical and Intellectual Disabilities. British Journal of Learning Disabilities v31 n2 p91-95 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Academic Achievement Academic Standards Curriculum Based Assessment Disabilities Educational Environment Environmental Influences Performance Factors Postsecondary Education Secondary Education Teaching Methods Stodden, Robert A. Galloway, L. M. Stodden, Norma Jean Information Analyses Journal Articles ISSN-0014-4029 English This article examines the complex needs of students with disabilities in learning rigorous standards-based curricula, the need of educators to teach this population standards-based curricula effectively, and the contextual factors that affect teaching and learning standards-based curricula in secondary schools. Exemplary and promising practices are discussed, along with recommendations. (Contains references.) (Author/CR) EJ674649 Secondary School Curricula Issues: Impact on Postsecondary Students with Disabilities. Exceptional Children v70 n1 p9-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:47 CIJFEB2004

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No Court Litigation Disabilities Elementary Secondary Education Evaluation Problems Federal Legislation Parent Rights Parent School Relationship Policy Formation Student Evaluation Student Rights Imber, Steve C. Radcliff, David Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0014-4029 English Through an analysis of state and federal regulations, U.S. Department of Education policy letters, and state and federal case law on independent educational evaluations (IEEs), it is concluded that parents have the right to an unfettered IEE at the public expense when they disagree with a district's evaluation. (Contains references.) (CR) EJ674650 Independent Educational Evaluations under IDEA '97: It's a Testy Matter. Exceptional Children v70 n1 p27-44 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Access to Education Alternative Assessment Disabilities Educational Change Educational Practices Elementary Secondary Education Evaluation Methods Program Effectiveness State Programs Student Evaluation Teacher Expectations of Students Browder, Diane M. Spooner, Fred Algozzine, Robert Ahlgrim-Delzell, Lynn Flowers, Claudia Karvonen, Meagan Information Analyses Journal Articles ISSN-0014-4029 English This article reviews promises, practices, and provisos of alternative assessment as a basis for illustrating what is known about measuring progress of students with disabilities in statewide assessment programs. Nineteen data-based studies have been used to begin to document the effects of alternative assessment. However, it is concluded there are currently insufficient data to draw conclusions. (Contains references.) (Author/CR) EJ674651 What We Know and Need To Know about Alternate Assessment. Exceptional Children v70 n1 p45-61 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:48 CIJFEB2004

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No Disabilities Educational Planning Elementary Secondary Education Paraprofessional School Personnel Program Design Program Effectiveness Self Evaluation (Groups) Staff Role Teamwork Giangreco, Michael F. Edelman, Susan W. Broer, Stephen M. Journal Articles Reports - Research ISSN-0014-4029 English A study chronicled the use of a process of planning for paraeducator supports by teams in 46 schools in 13 states during the 2000-2001 and 2001-2002 school years. Findings indicated that the process assisted school teams in self-assessing their paraeducators practices, identifying priorities, and developing action plans and implementing them. (Contains references.) (Author/CR) EJ674652 Schoolwide Planning To Improve Paraeducator Supports. Exceptional Children v70 n1 p63-79 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:48 CIJFEB2004

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No Academic Standards Accountability Change Strategies Disabilities Educational Change Educational Improvement Educational Trends Elementary Secondary Education Longitudinal Studies Policy Formation Referral Special Education State Departments of Education State Regulation Student Placement Furney, Katharine S. Hasazi, Susan Brody Clark/Keefe, Kelly Hartnett, Johnette Journal Articles Reports - Research Vermont Vermont ISSN-0014-4029 English An analysis of four schools explored the degree to which positive outcomes of a 1990 state policy on educational reform had been sustained in the context of subsequent policies emphasizing standards-based reform. Results found an increased use of educational support systems, but also increased special education referrals and restrictive placements. (Contains references.) (Author/CR) EJ674653 A Longitudinal Analysis of Shifting Policy Landscapes in Special and General Education Reform. Exceptional Children v70 n1 p81-94 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Individualized Education Programs Knowledge Base for Teaching Parent Attitudes Parent Teacher Conferences Secondary Education Self Determination Student Participation Teacher Attitudes Teacher Competencies Grigal, Meg Neubert, Debra A. Moon, M. Sherril Graham, Steve Journal Articles Reports - Research ISSN-0014-4029 English Parents (n=234) and general and special education teachers (n=248) of high school students with disabilities were surveyed about their views on self-determination. Most parents believed the students should be taught skills and competencies underlying self-determination. However, more than one-third of the teachers indicated they were not familiar with this concept. (Author/CR) EJ674654 Self-Determination for Students with Disabilities: Views of Parents and Teachers. Exceptional Children v70 n1 p97-112 Fall 2003 2003-00-00 T 2004 7/11/2004 11:39:49 CIJFEB2004

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No Instructional Effectiveness Learning Disabilities Mathematics Achievement Mathematics Instruction Middle Schools Multimedia Instruction Problem Solving Teaching Methods Videotape Recordings Word Problems (Mathematics) Bottge, Brian A. Heinrichs, Mary Chan, Shih-Yi Mehta, Zara Dee Watson, Elizabeth Journal Articles Reports - Evaluative Anchored Instruction ISSN-0162-6434 English This study examined effects of video-based, anchored instruction and applied problems on the ability of 11 low-achieving (LA) and 26 average-achieving (AA) eighth graders to solve computation and word problems. Performance for both groups was higher during anchored instruction than during baseline, but no differences were found between instruction with applied problems and baseline. (Contains references.) (Author/DB) EJ674655 Effects of Video-Based and Applied Problems on the Procedural Math Skills of Average- and Low-Achieving Adolescents. Journal of Special Education Technology v18 n2 p5-22 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Assistive Technology Board of Education Policy Court Litigation Disabilities Educational Policy Elementary Secondary Education Federal Legislation School Districts Day, Janice Neibaur Huefner, Dixie Snow Journal Articles Reports - Evaluative Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 ISSN-0162-6434 English This paper examines federal policy, legislation, and adjudication related to assistive technology for students with disabilities. It considers the expanded mandate for assistive technology in IDEA 1997 and its implications, including costs and benefits. Recent federal court decisions, hearing decisions, and Section 504 rulings addressing assistive technology are discussed. School district responsibilities are explored and recommendations offered. (Contains references.) (DB) EJ674656 Assistive Technology: Legal Issues for Students with Disabilities and Their Schools. Journal of Special Education Technology v18 n2 p23-34 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Assistive Technology Augmentative and Alternative Communication Computer Uses in Education Core Curriculum Court Litigation Decision Making Disabilities Elementary Secondary Education Individualized Education Programs Inservice Teacher Education Occupational Therapists Postsecondary Education Professional Development Special Education Teachers Speech Therapy Student Evaluation Therapists Dissinger, Frankie K. Journal Articles Reports - Descriptive ISSN-0162-6434 English This article describes the development of a four-year course sequence in assistive technology (AT). Course participants learned how to assess student needs for AT, what AT devices were available, and how to make decisions within the individualized education program (IEP) team process. Major topical sections were data-gathering frameworks, legal issues, augmentative communication devices, and computer access adaptations and software. (Contains references.) (Author/LC) EJ674657 Core Curriculum in Assistive Technology: In-Service for Special Educators and Therapists. Journal of Special Education Technology v18 n2 p35-45 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:50 CIJFEB2004

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No Accessibility (for Disabled) Assistive Technology Disabilities Early Childhood Education Equipment Utilization Individualized Education Programs Johnston, Susan S. Journal Articles Opinion Papers Reports - Descriptive ISSN-0162-6434 English This article discusses the adaptation of single switch technology and activities, found in a wide range of battery-operated toys, electrical devices, and/or computer software, for children with disabilities. Incorporation of multiple toys in the individualized education program (IEP) to enhance the rate of skill acquisition and generalization, including creativity, cognitive development and problem solving, is also described. (Contains references.) (LC) EJ674658 Making the Most of Single Switch Technology: A Primer. Journal of Special Education Technology v18 n2 p47-50 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:39:50 CIJFEB2004

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No Assistive Technology Check Lists Disabilities Distance Education Elementary Secondary Education Guidelines Inservice Teacher Education Interactive Video Lesson Plans Professional Development Program Development Rural Areas Zabala, Joy Collins, Belva C. Guides - Non-Classroom Journal Articles ISSN-0162-6434 English This article offers guidelines for planning distance professional development via interactive video for special educators in rural areas. A comprehensive planning checklist is organized into nine tasks. Other suggestions address equipment and interaction tips for receiving sites and setting up the site to encourage inclusion and active participation. A sample lesson plan on assistive technology is appended. (Contains references.) (DB) EJ674659 No Surprises! A Collaborative Planning Guide for Professional Development via Interactive Video. Journal of Special Education Technology v18 n2 p51-57 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:39:51 CIJFEB2004

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No Assistive Technology Computer Software Computer Software Selection Computer Uses in Education Disabilities Elementary Secondary Education Organizations (Groups) World Wide Web Ludlow, Barbara L. Foshay, John D. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0162-6434 English This article describes five organizational Web sites that are good resources in selecting and using software with children who have special needs. The sites represent the DO-IT project, the Trace Research and Development Center, Special Needs Opportunity Windows, the Family Center on Technology and Disability, and the National Center for Technology Innovation. Potential uses of the sites are noted. (DB) EJ674660 Online Resources for Learning about Software. Journal of Special Education Technology v18 n2 p58-59 Spr 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:39:51 CIJFEB2004

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No Assistive Technology Disabilities Elementary Secondary Education Outcomes of Education Writing Evaluation Writing Instruction Edyburn, Dave Guides - Non-Classroom Journal Articles ISSN-0162-6434 English This column examines issues associated with measuring assistive technology outcomes in writing. Following an introduction to assistive technology and writing, it looks specifically at design, measurement, analysis, and decision making factors in the process of creating an outcomes system for measuring the impact of assistive technology on writing. A table compares various measurement options. (Contains references.) (DB) EJ674661 Measuring Assistive Technology Outcomes in Writing. Journal of Special Education Technology v18 n2 p60-64 Spr 2003 2003-00-00 Researchers Practitioners T 2004 7/11/2004 11:39:51 CIJFEB2004

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No Access to Computers Access to Education Accessibility (for Disabled) Disabilities Educational Media Elementary Secondary Education Eligibility Instructional Materials Material Development Standards Stahl, Skip Journal Articles Reports - Descriptive ISSN-0162-6434 English This column explains the National File Format, a proposed voluntary standard for accessible digital instructional materials for students with disabilities. It considers the role of digital materials, difficulties with the present system of disseminating accessible materials, how a consistent file format for digital materials will help, and ways to make more students eligible for accessible and universally designed digital curriculum resources. (DB) EJ674662 The NFF: A National File Format for Accessible Instruction Materials. Journal of Special Education Technology v18 n2 p65-67 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:51 CIJFEB2004

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No Disabilities Distance Education Elementary Secondary Education Extension Education Higher Education Inservice Teacher Education Online Courses Professional Development Special Education Teachers Teacher Certification World Wide Web Sun, Ling Bender, William N. Fore, Cecil, III Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0888-4064 English This article describes development and implementation of the Western Carolina University Teacher Support Program, a multi-component Web-based special education teacher development course. The program is intended to reduce stress and burnout, improve retention, develop problem solving strategies, and improve the effectiveness of teachers. Evaluation suggests Web-based courses can be effective and comparable to tradition courses. (Contains references.) (Author/DB) EJ674663 Web-Based Certification Courses: The Future of Teacher Preparation in Special Education? Teacher Education and Special Education v26 n2 p87-97 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:52 CIJFEB2004

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No Delivery Systems Disabilities Distance Education Graduate Study Higher Education Instructional Effectiveness Online Courses Outcomes of Education Preservice Teachers Special Education Teachers Caywood, KayDee Duckett, Jane Journal Articles Reports - Evaluative ISSN-0888-4064 English This study compared outcomes for 140 preservice special educators enrolled in either an online or on-campus graduate course on behavior management. Performance on multiple choice quizzes throughout the course and follow-up of classroom behavior management during student teaching as observed by a master teacher and university supervisor found no significant differences between the two groups. (Contains references.) (DB) EJ674664 Online vs. On-Campus Learning in Teacher Education. Teacher Education and Special Education v26 n2 p98-105 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:52 CIJFEB2004

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No Beginning Teacher Induction Beginning Teachers Disabilities Elementary Secondary Education Needs Assessment Special Education Teachers Teacher Attitudes Teacher Surveys Teaching Experience Whitaker, Susan D. Journal Articles Reports - Research South Carolina South Carolina ISSN-0888-4064 English This study surveyed 156 special education teachers in South Carolina after their first year of teaching. Teachers reported they received less assistance than needed in all areas, especially in learning special education policies, procedures, and paperwork; materials and resources; and curriculum and instruction. They reported receiving the most assistance from other special education teachers. (Contains references.) (Author/DB) EJ674665 Needs of Beginning Special Education Teachers: Implications for Teacher Education. Teacher Education and Special Education v26 n2 p106-17 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Career Choice Disabilities Elementary Secondary Education Interviews Job Satisfaction Paraprofessional School Personnel Quality of Working Life Tillery, Christina Young Werts, Margaret Gessler Roark, Rebecca Harris, Shirley Journal Articles Reports - Research ISSN-0888-4064 English This study examined issues related to retention or attrition of paraeducators in structured interviews with 21 paraeducators who had either stayed or left their jobs. Findings addressed: (1) length of time paraeducators stayed on the job; (2) primary reasons for taking a job as a paraeducator; (3) difficulties with low pay; and (4) issues related to working conditions. (Contains references.) (Author/DB) EJ674666 Perceptions of Paraeducators on Job Retention. Teacher Education and Special Education v26 n2 p118-27 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:53 CIJFEB2004

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No College Faculty Compliance (Legal) Copyrights Court Litigation Disabilities Distance Education Higher Education Intellectual Property Special Education Teacher Education Spooner, Fred Journal Articles Opinion Papers ISSN-0888-4064 English This introduction to an article for special education teacher faculty on understanding copyright and intellectual property notes the increasing relevance of the issue as faculty move into forms of distance and distributed education, technology-mediated instruction, or distance and blended education. (Contains 2 references.) (DB) EJ674667 You Probably Won't Go to Jail, but You Could Get Fined: Understanding Copyright in the Digital Age. Teacher Education and Special Education v26 n2 p128-29 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:53 CIJFEB2004

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No College Faculty Compliance (Legal) Copyrights Disabilities Educational Trends Federal Legislation Higher Education Intellectual Property Special Education Teacher Responsibility Trend Analysis Ludlow, Barbara L. Journal Articles Reports - Descriptive ISSN-0888-4064 English This article examines federal law and institutional policies relevant to copyright and intellectual property as they apply to faculty and students in teacher education programs in special education. Copyright law and intellectual property are explained, including changes associated with the Technology, Education, and Copyright Harmonization (TEACH) Act. Suggestions to ensure compliance as well as protection of rights are offered. (Contains references.) (Author/DB) EJ674668 Understanding Copyright and Intellectual Property in the Digital Age: Guidelines for Teacher Educators and Their Students. Teacher Education and Special Education v26 n2 p130-44 Spr 2003 2003-00-00 T 2004 7/11/2004 11:39:53 CIJFEB2004

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No Disabilities Elementary Secondary Education Graduate Study Performance Based Assessment Portfolio Assessment Practicums Special Education Teachers Teacher Certification Teacher Education Kossar, Kalie Journal Articles Reports - Descriptive West Virginia University ISSN-0888-4064 English This paper describes an alternative portfolio practicum option for veteran teachers seeking certification and/or a graduate degree in special education while on the job. It explains eligibility for students to participate in the Portfolio Practicum, mandatory components and learning activities (e.g., seminars and consultations), and outcomes for the 28 students who have completed the program. (Contains 5 references.) (DB) EJ674669 Graduate Practicum--Special Education: Assessment through Portfolio Development. Teacher Education and Special Education v26 n2 p145-49 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Disabilities Flexible Scheduling Graduate Study Higher Education Minority Groups Models Professional Development Special Education Teachers Student Diversity Teacher Educator Education Teacher Shortage Evans, Susan Andrews, Lanna Miller, Nikki Smith, Sherrye Journal Articles Reports - Descriptive University of San Francisco CA ISSN-0888-4064 English Noting a shortage of doctoral special educators, this article focuses on the need for training of special education faculty in California. It describes a new program at the University of San Francisco program that emphasizes coordinated professional development, flexible class schedule, student diversity, and minority group research. Outcomes for the first six graduates are noted. (Contains 8 references.) (DB) EJ674670 An Alternative Model for Preparing Special Education Teacher Educators. Teacher Education and Special Education v26 n2 p150-53 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Higher Education Inservice Teacher Education Professional Development Special Education Teachers Westling, David L. Cooper-Duffy, Karena Journal Articles Reports - Descriptive Western Carolina University NC ISSN-0888-4064 English This paper describes the Western Carolina University Teacher Support Program, serving special education teachers in Western North Carolina. Program components include collaborative problem solving and mutual teacher support sessions, electronic networking, an information and materials search service, mentoring, on-site/in-class consultation, teacher release time, and participant-designed workshops. Outcomes for the 48 teachers participating in the program's first year are summarized. (Contains references.) (DB) EJ674671 The Western Carolina University Teacher Support Program: A Multi-Component Program To Improve and Retain Special Educators. Teacher Education and Special Education v26 n2 p154-58 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Disabilities Educational Policy Educational Trends Elementary Secondary Education Inservice Teacher Education Instructional Effectiveness Needs Assessment Outcomes of Education Preservice Teacher Education Special Education Teacher Education Theory Practice Relationship Trend Analysis Mainzer, Richard W. Deshler, Donald Coleman, Mary Ruth Kozleski, Elizabeth Rodriguez-Walling, Matty Journal Articles Reports - Evaluative Council for Exceptional Children ISSN-0015-511X English This paper reviews progress made since a Council for Exceptional Children Commission in 2000 identified three outcomes fundamental to ensuring learning results for every exceptional learner. It concludes that the special education field will continue to lose its workforce without the active engagement of state and local policymakers, educators, and communities to ensure these three outcomes. (Contains references.) (DB) EJ674672 To Ensure the Learning of Every Child with a Disability. Focus on Exceptional Children v35 n5 p1-12 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Disabilities Educational Methods Educational Philosophy Educational Principles Elementary Secondary Education Models Special Education Knight, Jim Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0015-511X English This article compares two educational approaches, intensive-explicit instruction and constructivist instruction, considering how both can affect instruction for students with disabilities. It concludes by urging the integration of these two approaches, possibly by using models focused on the transformation of explicit knowledge into tacit knowledge, competence, or connoisseurship. (Contains references.) (DB) EJ674673 Crossing Boundaries: What Constructivists Can Teach Intensive-Explicit Instructors and Vice Versa. Focus on Exceptional Children v35 n4 p1-16 Dec 2002 2002-00-00 T 2004 7/11/2004 11:39:54 CIJFEB2004

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No Adults Death Elementary Secondary Education Epilepsy Foreign Countries Incidence Medical Services Mental Retardation Multiple Disabilities Use Studies Morgan, Christopher Ll. Baxter, Helen Kerr, Michael P. Journal Articles Reports - Research Wales United Kingdom (Wales) ISSN-0895-8017 English Examination of the prevalence of epilepsy and health service utilization in 1,595 people with intellectual disabilities in Wales found 16.1% had epilepsy. Standardized activity ratios were 3.07, 2.03, and 3.09 for inpatients, outpatients, and accident and emergency, respectively. Patients with intellectual disability and co-existing epilepsy used secondary care services more frequently than did those with intellectual disability only. (Contains references.) (Author/DB) EJ674674 Prevalence of Epilepsy and Associated Health Service Utilization and Mortality among Patients with Intellectual Disability. American Journal on Mental Retardation v108 n5 p293-300 Sep 2003 2003-00-00 Researchers N/A 2004 2016-11-21

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No Adults Behavior Disorders Children Incidence Mental Retardation Predictor Variables Probability Self Injurious Behavior Severe Disabilities Statistical Analysis Marion, Sarah DeBoard Touchette, Paul E. Sandman, Curt A. Journal Articles Reports - Research ISSN-0895-8017 English This study with 45 institutionalized individuals with mental retardation and self injurious behavior (SIB) calculated conditional probability using sequential analysis techniques. It found that successive episodes of self-injury were sequentially dependent and this association was not related to frequency or rate of occurrence. The best predictor of SIB was an earlier SIB episode, consistent with a contagious distribution. (Contains references.) (Author/DB) EJ674675 Sequential Analysis Reveals a Unique Structure for Self-Injurious Behavior. American Journal on Mental Retardation v108 n5 p301-13 Sep 2003 2003-00-00 Researchers N/A 2004 7/11/2004 11:39:55 CIJFEB2004

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No Autism Developmental Disabilities Disability Identification Elementary Secondary Education Multiple Disabilities Rating Scales Demark, Jenny L. Feldman, Maurice A. Holden, Jeanette J. A. Journal Articles Reports - Research Childhood Autism Rating Scale Fragile X Syndrome Childhood Autism Rating Scale ISSN-0895-8017 English This study compared 21 children with pervasive developmental disorders (autism group) with 15 children with fragile X syndrome on the Childhood Autism Rating Scale and the Reiss Scales for Children's Dual Diagnosis. Seven of the fragile X children also scored in the autism range and were more impaired than the other fragile X children. (Contains references.) (Author/DB) EJ674676 Behavioral Relationship between Autism and Fragile X Syndrome. American Journal on Mental Retardation v108 n5 p314-26 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adaptive Behavior (of Disabled) Adults Age Differences Behavior Patterns Behavior Problems Down Syndrome Mental Retardation Older Adults Predictor Variables Trend Analysis Urv, Tiina K. Zigman, Warren B. Silverman, Wayne Journal Articles Reports - Research ISSN-0895-8017 English Changes in patterns of maladaptive behavior related to age-associated adaptive declines were investigated in 529 adults with mental retardation (ages 30 to 84), 202 with Down syndrome. Certain maladaptive behaviors were related to the onset of adaptive declines, (e.g., lack of boundaries). Findings suggest similarities in the course of age-associated dementia of adults with and without mental retardation. (Contains references.) (Author/DB) EJ674677 Maladaptive Behaviors Related to Adaptive Decline in Aging Adults with Mental Retardation. American Journal on Mental Retardation v108 n5 p327-39 Sep 2003 2003-00-00 Researchers N/A 2004 7/11/2004 11:39:56 CIJFEB2004

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No Adults Developmental Disabilities Drug Therapy Epilepsy Incidence Injuries Institutionalized Persons Ryder, K. M. Williams, J. Womack, C. Nayak, N. G. Nasef, S. Bush, A. Tylavsky, F. A. Carbone, L. Journal Articles Reports - Research Fractures ISSN-0895-8017 English This study found a high incidence of nontraumatic fractures in adults with developmental disabilities living in a state-run facility, a 7.3% incidence among 391 adults. Factors associated with fractures included use of antiepileptic medication. Although bone mineral density (BMD) by heel ultrasound did not predict fracture, values were much lower than for the general population. (Contains references.) (DB) EJ674678 Appendicular Fractures: A Significant Problem among Institutionalized Adults with Developmental Disabilities. American Journal on Mental Retardation v108 n5 p340-46 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Child Development Classification Cognitive Development Developmental Delays Early Childhood Education Play Young Children Guralnick, Michael J. Hammond, Mary A. Connor, Robert T. Journal Articles Reports - Research ISSN-0895-8017 English Subtypes of nonsocial play were examined for matched groups of young typically developing children and children with mild developmental (cognitive) delays. Findings indicated that the nonsocial play of these children can be characterized as multidimensional in a manner similar to that of typically developing children. However, context did not influence nonsocial play subtypes and considerable heterogeneity within subtypes was found. (Contains references.) (Author/DB) EJ674679 Subtypes of Nonsocial Play: Comparisons between Young Children with and without Developmental Delays. American Journal on Mental Retardation v108 n5 p347-62 Sep 2003 2003-00-00 Researchers N/A 2004 7/11/2004 11:39:56 CIJFEB2004

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No Autism Compliance (Legal) Court Litigation Diagnostic Teaching Elementary Secondary Education Hearings Individualized Education Programs Instructional Effectiveness Legal Responsibility Student Educational Objectives Teaching Methods Etscheidt, Susan Journal Articles Reports - Research ISSN-0274-9483 English This article reviews 68 hearings and cases concerned with disputes regarding individualized education programs (IEPs) for students with disabilities. It concludes that IEP goals must be matched to evaluation data, team members must be qualified to develop programs, and the methodology selected must be able to assist the students in achieving identified IEP goals. (Contains references.) (Author/DB) EJ674680 An Analysis of Legal Hearings and Cases Related to Individualized Education Programs for Children with Autism. Research and Practice for Persons with Severe Disabilities v28 n2 p51-69 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:56 CIJFEB2004

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No Adult Education Assistive Technology Communication Aids (for Disabled) Communication Disorders Delivery Systems Elementary Secondary Education Eligibility Services Severe Disabilities Standards Snell, Martha E. Caves, Kevin McLean, Lee Mollica, Beth Mineo Mirenda, Pat Paul-Brown, Diane Romski, Mary Ann Rourk, Jane Sevcik, Rose Yoder, David Journal Articles Opinion Papers ISSN-0274-9483 English This article presents and discusses the position statement of the National Joint Committee for the Communication Needs of Persons with Severe Disabilities, which addresses concerns about inappropriate eligibility criteria in providing access to necessary communication supports and services. It discusses elements of the position statement, its uses, and eight invalid reasons for denying or providing communication services and supports. (Contains references.) (Author/DB) EJ674681 Concerns Regarding the Application of Restrictive "Eligibility" Policies to Individuals Who Need Communication Services and Supports: A Response by the National Joint Committee for the Communication Needs of Persons with Severe Disabilities. Research and Practice for Persons with Severe Disabilities v28 n2 p70-78 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:57 CIJFEB2004

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No Attitude Change Attitudes toward Disabilities College Students Disabilities Experiential Learning Higher Education Interviews Labeling (of Persons) Qualitative Research Self Evaluation (Individuals) Service Learning Values Smith, Valerie M. Journal Articles Opinion Papers Reports - Research ISSN-0274-9483 English This article presents knowledge about disability issues that seven undergraduate students constructed through participation in a semester-long service learning class. In-depth interviews and examination of reflective journals revealed that students used their experiences to question the nature of relationships with people with disabilities, the meaning and uses of disability labels, and the place of people with disabilities in society. (Contains references.) (Author/DB) EJ674682 "You Have To Learn Who Comes with the Disability": Students' Reflections on Service Learning Experiences with Peers Labeled with Disabilities. Research and Practice for Persons with Severe Disabilities v28 n2 p79-90 Sum 2003 2003-00-00 T 2004 7/11/2004 11:39:57 CIJFEB2004

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No Disabilities Educational Principles Elementary Secondary Education Foreign Countries Higher Education Inclusive Schools Student Attitudes Student Surveys Teacher Attitudes Agran, Martin Boykov, Dmitriy Journal Articles Reports - Evaluative Russia Russia ISSN-0274-9483 English A survey of 27 Russian students and educators enrolled in a defectology course found that most respondents were knowledgeable of and supported inclusion practices advocated in the United States and Western Europe, although belief in traditional practices of segregation of individuals with disabilities was also evident. The survey also addressed the parent role, curriculum development, transition outcomes, and best practices. (Contains references.) (DB) EJ674683 A Preliminary Survey of Professional and Student Opinion of Special Education Practice in Contemporary Russia. Research and Practice for Persons with Severe Disabilities v28 n2 p91-100 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adults Aphasia Children Generalization Language Impairments Semantics Kiran, Swathi Thompson, Cynthia K. Journal Articles Reports - Research Naming Task Single Subject Research Design ISSN-1092-4388 English The effect of typicality of category exemplars on naming was investigated using a single subject experimental design across participants and behaviors in four patients with fluent aphasia. Patients trained on naming of atypical exemplars demonstrated generalization to naming of intermediate and typical items. However, patients trained on typical items demonstrated no generalized naming effect to intermediate or atypical examples. (Contains references.) (DB) EJ674684 The Role of Semantic Complexity in Treatment of Naming Deficits: Training Semantic Categories in Fluent Aphasia by Controlling Exemplar Typicality. Journal of Speech, Language, and Hearing Research v46 n4 p773-87 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Adults Augmentative and Alternative Communication Communication (Thought Transfer) Communication Disorders Interpersonal Communication Bedrosian, Jan L. Hoag, Linda A. McCoy, Kathleen F. Journal Articles Reports - Research Conversational Analysis ISSN-1092-4388 English This study, with 96 sales clerks, examined conversational trade-offs with customers using augmentative or alternative communication (AAC) in scripted videotaped conversational conditions. The clerks rated the conditions involving slowly delivered relevant messages higher than quickly delivered partly relevant messages. Also, messages preceded by a conversational floorholder were rated higher than those without. (Contains references.) (DB) EJ674685 Relevance and Speed of Message Delivery Trade-Offs in Augmentative and Alternative Communication. Journal of Speech, Language, and Hearing Research v46 n4 p800-17 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Adults Aphasia Communication (Thought Transfer) Cooperation Interaction Process Analysis Interpersonal Communication Language Impairments Theories Hengst, Julie A. Journal Articles Reports - Research Conversation ISSN-1092-4388 English This study examined how four adults with aphasia collaborated with routine communication partners. Overall, these pairs completed the referencing task trials with accuracy and displayed referencing processes that conformed to the collaborative referencing model of communication. However, the pairs also used diverse verbal and nonverbal resources, actively negotiated the task, and layered their personal perspectives onto the interactions. (Contains references.) (Author/DB) EJ674686 Collaborative Referencing between Individuals with Aphasia and Routine Communication Partners. Journal of Speech, Language, and Hearing Research v46 n4 p831-48 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Children Cochlear Implants Consonants Hearing Impairments Oral Communication Method Speech Communication Speech Evaluation Total Communication Chin, Steven B. Journal Articles Reports - Research ISSN-1092-4388 English This paper presents qualitative descriptions of the consonant inventories of 12 children who have used cochlear implants for at least five years, as well as descriptions of sound correspondences between children's systems and the ambient language (English). Qualitative differences were found between the inventories of oral communication users and total communication users with implications for habilitative procedures. (Contains references.) (Author/DB) EJ674687 Children's Consonant Inventories after Extended Cochlear Implant Use. Journal of Speech, Language, and Hearing Research v46 n4 p849-62 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:39:58 CIJFEB2004

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No Elementary Secondary Education Grammar Language Impairments Morphemes Research Methodology Theories Verbs Leonard, Laurence B. Finneran, Denise Journal Articles Reports - Research Mean Length of Utterance Mean Length of Utterance ISSN-1092-4388 English This paper reports on two studies of finite verb use to determine whether children with specific language impairments, who use grammatical morphemes less than typical children matched for mean length of utterance (MLU), produce other language details more frequently. The paper concluded that offsetting effects are not necessary in principle, given the nature of MLU. (Contains references.) (Author/DB) EJ674688 Grammatical Morpheme Effects on MLU: "The Same Can Be Less" Revisited. Journal of Speech, Language, and Hearing Research v46 n4 p878-88 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Auditory Tests Evaluation Methods Hearing Impairments Listening Comprehension Partial Hearing Phonetics Severity (of Disability) Speech Acts Bochner, Joseph H. Garrison, Wayne M. Sussman, Joan E. Burkard, Robert F. Journal Articles Reports - Research Speech Recognition ISSN-1092-4388 English This study evaluated an assessment procedure designed to assess speech recognition ability in individuals with mild-to-moderate hearing losses. Sets of phonetic contrasts were presented within sentence contexts to 53 listeners (31 hearing impaired) in four listening conditions. The procedure distinguished between normal and hearing impaired listeners. Performance declined as hearing declined and was influenced by phonetic content. (Contains references.) (Author/DB) EJ674689 Development of Materials for the Clinical Assessment of Speech Recognition: The Speech Sound Pattern Discrimination Test. Journal of Speech, Language, and Hearing Research v46 n4 p889-900 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Adults Hearing Impairments Listening Comprehension Partial Hearing Sex Differences Speech Acts Mackersie, Carol L. Journal Articles Reports - Research Speech Recognition ISSN-1092-4388 English This study of 11 listeners with sensorineural hearing loss examined the ability to separate simultaneous spoken sentences of speakers of different gender and the ability to separate pitch patterns in a sequential stream segregation task. Results suggest that the importance of streaming in the perceptual separation of speakers may depend on the information provided by the changing pitch stream. (Contains references.) (Author/DB) EJ674690 Talker Separation and Sequential Stream Segregation in Listeners with Hearing Loss: Patterns Associated with Talker Gender. Journal of Speech, Language, and Hearing Research v46 n4 p912-18 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Adults Efficiency Maintenance Models Outcomes of Treatment Program Effectiveness Speech Impairments Speech Therapy Stuttering O'Brian, Sue Onslow, Mark Cream, Angela Packman, Ann Journal Articles Reports - Evaluative ISSN-1092-4388 English This paper examines a prolonged speech treatment model for stuttering, the Camperdown Program. Sixteen participants showed minimal or no stuttering in everyday speaking situations for up to 12 months after entering the program's maintenance phase, with speech rates in the normal range. Results were achieved in a mean of 20 hours of clinic attendance. (Contains references.) (Author/DB) EJ674691 The Camperdown Program: Outcomes of a New Prolonged-Speech Treatment Model. Journal of Speech, Language, and Hearing Research v46 n4 p933-46 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:39:59 CIJFEB2004

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No Behavior Patterns Computer Assisted Testing Language Processing Neurology Speech Impairments Stuttering Syntax Cuadrado, Elizabeth M. Weber-Fox, Christine M. Journal Articles Reports - Research ISSN-1092-4388 English Syntactic processing was explored in nine individuals who stutter (IWS). Grammaticality judgments and event-related brain potentials (ERPs) were obtained while participants read sentences, half containing verb-agreement violations, via computer or paper. Judgment accuracy of IWS for the online task, but not offline, was lower, especially for more syntactically complex sentences. Results suggest problems in underlying language processes in IWS. (Contains references.) (Author/DB) EJ674692 Atypical Syntactic Processing in Individuals Who Stutter: Evidence from Event-Related Brain Potentials and Behavioral Measures. Journal of Speech, Language, and Hearing Research v46 n4 p960-76 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:40:00 CIJFEB2004

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No Adults Classification Reliability Speech Evaluation Speech Impairments Speech Language Pathologists Stuttering Teesson, Kathryn Packman, Ann Onslow, Mark Journal Articles Reports - Research Expertise ISSN-1092-4388 English This study examined intrajudge and interjudge agreement for the Lidcombe Behavioral Data Language (LBDL), a behaviorally based stuttering taxonomy. Ten experienced speech language pathologists and 10 undergraduates applied the LBDL to stuttered speech on two occasions. Intrajudge agreement was high for both groups, but only the experienced judges achieved interjudge agreement. Results suggest some stuttering behaviors may be difficult to categorize. (Contains references.) (Author/DB) EJ674693 The Lidcombe Behavioral Data Language of Stuttering. Journal of Speech, Language, and Hearing Research v46 n4 p1009-15 Aug 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Elementary Secondary Education Evaluation Methods Language Impairments Readability Readability Formulas Reading Diagnosis Reading Difficulties Reading Material Selection Student Evaluation Gunning, Thomas G. Information Analyses Journal Articles ISSN-0271-8294 English This article emphasizes the importance of providing students with materials on the appropriate level of challenge. Major readability formulas and leveling systems that might be used to assess the difficulty level of materials are reviewed. It recommends using both objective and subjective factors when estimating readability levels. (Contains references.) (Author/CR) EJ674694 The Role of Readability in Today's Classrooms. Topics in Language Disorders v23 n3 p175-89 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:00 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Computer Software Dyslexia Elementary Secondary Education Evaluation Methods Learning Disabilities Readability Readability Formulas Reading Diagnosis Reading Material Selection Kotula, Andrea Winokur Information Analyses Journal Articles Reports - Descriptive Spache Readability Formula ISSN-0271-8294 English The matching of students with language learning disabilities and dyslexia to appropriate reading materials is discussed, and formal and informal methods are presented for determining reading levels for accuracy, fluency, and comprehension instruction and practice. The Spache Readability Formula, the New Dale-Challe Readability Formula, and evaluation software are described. (Contains references.) (Author/CR) EJ674695 Matching Readers to Instructional Materials: The Use of Classic Readability Measures for Students with Language Learning Disabilities and Dyslexia. Topics in Language Disorders v23 n3 p190-203 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Coherence Dyslexia Elementary Secondary Education Language Impairments Organization Performance Factors Readability Readability Formulas Reader Text Relationship Reading Diagnosis Reading Material Selection Text Structure Meyer, Bonnie J. F. Information Analyses Journal Articles ISSN-0271-8294 English This article discusses how text variables interact with reader, strategy, and task variables to affect readability, including text coherence, text organization, signaling, and text structure. It considers how classic readability formulas, in concert with consideration of text, text reader, and strategy variables, can be used to match texts to readers. (Contains references.) (CR) EJ674696 Text Coherence and Readability. Topics in Language Disorders v23 n3 p204-24 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:01 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Language Impairments Metaphors Pronouns Readability Readability Formulas Reader Text Relationship Reading Comprehension Reading Difficulties Reading Strategies Secondary Education Sentence Structure Student Characteristics Student Evaluation Text Structure Vocabulary Development Venable, Gail Portnuff Information Analyses Journal Articles ISSN-0271-8294 English This article discusses the reading fluency and comprehension problems of struggling secondary students who can read, with assistance, on a fourth-grade reading level or above. Difficulties with vocabulary and sentence construction are described, along with problems with pronoun reference and noun substitutions, metaphor, and conventions of print. (Contains references.) (Author/CR) EJ674697 Confronting Complex Text: Readability Lessons from Readers with Language Learning Disabilities. Topics in Language Disorders v23 n3 p225-40 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:01 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Elementary Secondary Education Evaluation Methods Language Impairments Performance Factors Readability Readability Formulas Reader Text Relationship Reading Comprehension Reading Difficulties Reading Material Selection Student Evaluation Testing Problems Vocabulary Development Stahl, Steven A. Information Analyses Journal Articles ISSN-0271-8294 English This article explores the relationships between vocabulary knowledge and text readability. It discusses how procedures used by readability formulas to assess the vocabulary factor can over- or underestimate text difficulty by counting syllables rather than assessing what the reader knows about the words in a text. (Contains references.) (Author/CR) EJ674698 Vocabulary and Readability: How Knowing Word Meanings Affects Comprehension. Topics in Language Disorders v23 n3 p241-47 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:01 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Case Studies Elementary Secondary Education Evaluation Methods Language Impairments Readability Readability Formulas Reader Text Relationship Reading Comprehension Reading Difficulties Reading Material Selection Reading Skills Speech Language Pathologists Student Evaluation Testing Problems Venable, Gail Portnuff Journal Articles Reports - Research ISSN-0271-8294 English Examples are provided that show readability in action in diverse settings. The first shows how readability analysis resulted in a new fluency monitoring protocol in three school districts in Northern California. The others present hypothetical school, clinic, and research situations that a speech language pathologist might encounter. (Author/CR) EJ674699 Readability Case Study and Scenarios. Topics in Language Disorders v23 n3 p248-51 Jul-Sep 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:40:02 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Elementary Secondary Education Evaluation Methods Language Impairments Readability Readability Formulas Reader Text Relationship Reading Comprehension Reading Difficulties Reading Material Selection Reading Skills Speech Language Pathologists Student Evaluation Testing Problems Venable, Gail Portnuff Guides - Non-Classroom Journal Articles ISSN-0271-8294 English These exercises and examples pertain to readability information presented in preceding articles. They are designed to help speech language pathologists test their intuitions about word and text difficulty and to see readability data from a number of quantitative formulas applied to passages across a wide range of levels. (Contains 8 references.) (Author/CR) EJ674700 Exercises and Examples. Topics in Language Disorders v23 n3 p252-59 Jul-Sep 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:40:02 CIJFEB2004 Theme Issue: Readability in Classroom and Clinic: New Perspectives.

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No Adult Education Adults Behavior Problems Foreign Countries Group Homes Housing Independent Living Individual Characteristics Life Satisfaction Mental Retardation Physical Mobility Predictor Variables Schwartz, Chaya Journal Articles Reports - Research Israel Israel ISSN-1326-978X English A study involving 247 adults with intellectual disability living in group homes, and semi-independent and independent apartments, found residents' personal and behavioral characteristics explained more of the variance of total lifestyle satisfaction than the living arrangement. Participants who did not need mobility assistance or has less problem behaviors expressed higher lifestyle satisfaction. (Contains references.) (Author/CR) EJ674701 Self-Appraised Lifestyle Satisfaction of Persons with Intellectual Disability: The Impact of Personal Characteristics and Community Residential Facilities. Journal of Intellectual and Developmental Disability v28 n3 p227-40 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Coping Deinstitutionalization (of Disabled) Elementary Secondary Education Family Problems Foreign Countries Mental Retardation Parent Attitudes Residential Institutions Satisfaction Tabatabainia, Mohammad Mehdi Journal Articles Reports - Research Australia Australia ISSN-1326-978X English A study of 22 Australian families whose relatives were living in an institution found families expressed their opposition to deinstitutionalization for the following reasons: adverse effects on themselves and on their relatives with intellectual disabilities; inadequate community-based residential settings; and provision of good services by the current institution. (Contains references.) (Author/CR) EJ674702 Listening to Families' Views Regarding Institutionalization & Deinstitutionalization. Journal of Intellectual and Developmental Disability v28 n3 p241-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Augmentative and Alternative Communication Behavior Modification Behavior Problems Elementary Secondary Education Interpersonal Communication Mental Retardation Program Effectiveness Hetzroni, Orit E. Journal Articles Reports - Research Positive Behavioral Support ISSN-1326-978X English A study investigated the effectiveness of an augmentative and alternative communication intervention as part of a school-wide positive behavioral support plan for enhancing the communication behaviors and reducing behavioral problems of 67 students (ages 6-21) with intellectual disabilities. After intervention, communication behaviors increased and problem behaviors decreased significantly. (Contains references.) (Author/CR) EJ674703 A Positive Behaviour Support: A Preliminary Evaluation of a School-Wide Plan for Implementing AAC in a School for Students with Intellectual Disabilities. Journal of Intellectual and Developmental Disability v28 n3 p283-96 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Accessibility (for Disabled) Adult Education Adults Delivery Systems Disabilities Disability Identification Federal Aid Federal Programs Foreign Countries Incidence Independent Living Needs Assessment Social Services Supported Employment Journal Articles Numerical/Quantitative Data Reports - Descriptive Australia Australia ISSN-1326-978X English This article provides information about the 44,426 consumers of Commonwealth/State Disability Agreement specialist disability support services in Australia. Most consumers have intellectual disabilities and access accommodation support services. Overall, consumers with intellectual disabilities expressed their highest need for support in education, work, and community living activities. (Contains 6 references.) (CR) EJ674704 A Snapshot of People with Intellectual and Developmental Disabilities Using Specialist Disability Services in Australia, 2002. Journal of Intellectual and Developmental Disability v28 n3 p297-304 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Change Agents Change Strategies Civil Rights Legislation Deinstitutionalization (of Disabled) Elementary Secondary Education Federal Legislation Foreign Countries History Independent Living Mental Retardation Social Change Meyer, Jan Journal Articles Reports - Descriptive Norway Norway ISSN-1326-978X English This article discusses how the intentions of the Norwegian commitment to create a "non-institutional society" with people with developmental disabilities living as fellow citizens is reflected in everyday life and support practices. The passage of the Norwegian Reform Act that required the end of institutional care is recounted. (Contains 8 references.) (CR) EJ674705 A Non-Institutional Society for People with Developmental Disability in Norway. Journal of Intellectual and Developmental Disability v28 n3 p305-08 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Autism Clinical Diagnosis Deafness Learning Disabilities Multiple Disabilities Screening Tests Student Characteristics Symptoms (Individual Disorders) Young Adults Roper, Louise Arnold, Paul Monteiro, Brendan Journal Articles Reports - Research ISSN-1362-3613 English Two parts of the Autism Screening Instrument were administered to 13 individuals with deafness and autism (ages 15-24), individuals with autism (n=12), and individuals with deafness and learning disabilities (n=15). No differences in symptomatology were found between those who had autism, although those with deafness were diagnosed with autism later. (Contains references.) (Author/CR) EJ674706 Co-Occurrence of Autism and Deafness: Diagnostic Considerations. Autism: The International Journal of Research and Practice v7 n3 p245-53 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:04 CIJFEB2004

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No Autism Behavior Change Behavior Problems Child Development Communication Skills Developmental Stages Elementary Secondary Education Interpersonal Communication Interpersonal Competence Social Development Symptoms (Individual Disorders) Fecteau, Shirley Mottron, Laurent Berthiaume, Claude Burack, Jacob A. Journal Articles Reports - Research ISSN-1362-3613 English A study examined developmental changes in symptoms retrospectively in 28 verbal children (ages 7-20) with autism. Findings indicate a significant improvement in three main domains. Improvement occurred in more symptoms in the social rather than the communication domain, and for more communication symptoms than the restricted interest and repetitive behavior domains. (Contains references.) (Author/CR) EJ674707 Developmental Changes of Autistic Symptoms. Autism: The International Journal of Research and Practice v7 n3 p255-68 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:04 CIJFEB2004

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No Adaptive Behavior (of Disabled) Autism Behavior Rating Scales Developmental Delays Early Childhood Education Elementary Education Interpersonal Communication Interpersonal Competence Social Development Socialization Student Characteristics Fenton, Gemma D'Ardia, Caterina Valente, Donatella Vecchio, Ilaria del Fabrizi, Anna Bernabei, Paola Journal Articles Reports - Research Vineland Adaptive Behavior Scales Vineland Adaptive Behavior Scales ISSN-1362-3613 English A study examined adaptive behavior profiles in children (ages 21-108 months) with moderate to severe developmental delay and autism (n=23) and without autism (n=27). The Vineland Adaptive Behavior Scales was administered, and contrary to initial predictions, the sample presented fairly homogeneous adaptive behavior profiles. (Contains references.) (CR) EJ674708 Vineland Adaptive Behavior Profiles in Children with Autism and Moderate to Severe Developmental Delay. Autism: The International Journal of Research and Practice v7 n3 p269-87 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Asperger Syndrome Behavior Modification Eating Habits Instructional Effectiveness Secondary Education Social Development Socialization Story Telling Bledsoe, Rebecca Myles, Brenda Smith Simpson, Richard L. Journal Articles Reports - Research Manners ISSN-1362-3613 English A study assessed the utility of a social story intervention to improve the lunchtime eating behaviors of an adolescent with Asperger syndrome. The social story program resulted in a decrease in the number of food and drink skills and an increase in the frequency of appropriate mouth-wiping during school lunch. (Contains references.) (Author/CR) EJ674709 Use of a Social Story Intervention To Improve Mealtime Skills of an Adolescent with Asperger Syndrome. Autism: The International Journal of Research and Practice v7 n3 p289-95 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Autism Communication Skills Elementary Education Foreign Countries Inservice Teacher Education Interpersonal Communication Knowledge Base for Teaching Pictorial Stimuli Professional Development Program Effectiveness Vocabulary Development Magiati, Iliana Howlin, Patricia Journal Articles Reports - Research England Picture Exchange Communication System United Kingdom (England) ISSN-1362-3613 English A study evaluated the effects of training 47 teachers of children with autism in the use of the Picture Exchange Communication System (PECS). Following training, significant, rapid increases were recorded in the level of PECS attained by the students (n=34), in students' PECS vocabulary, and in students' use of PECS. (Contains references.) (CR) EJ674710 A Pilot Evaluation Study of the Picture Exchange Communication System (PECS) for Children with Autistic Spectrum Disorders. Autism: The International Journal of Research and Practice v7 n3 p297-320 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Autism Early Childhood Education Educational Assessment Evaluation Methods Foreign Countries Program Evaluation Standardized Tests Student Evaluation Martin, Neil T. Bibby, Peter Mudford, Oliver C. Eikeseth, Svein Journal Articles Reports - Research England United Kingdom (England) ISSN-1362-3613 English Findings from reports of 75 children (ages 3-5) with autism indicate 39% had no standardized assessments before education authorities determined their special education provision and only 9% had follow-up assessments for evaluating progress. The development of a protocol for prescribing specific educational intervention and evaluating progress is recommended. (Contains references.) (Author/CR) EJ674711 Toward the Use of a Standardized Assessment for Young Children with Autism: Current Assessment Practices in the UK. Autism: The International Journal of Research and Practice v7 n3 p321-30 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Asperger Syndrome Autism Early Childhood Education Elementary Secondary Education Epidemiology Incidence Individual Characteristics Pervasive Developmental Disorders Population Trends Racial Differences Research Design Sex Differences Socioeconomic Influences Surveys Trend Analysis Fombonne, Eric Information Analyses Journal Articles ISSN-0162-3257 English This article reviews 32 epidemiological studies of pervasive developmental disorders (PDDs) published between 1966-2001. The design and sample characteristics of the surveys are described. Surveys have suggested that the rate for all forms of PDDs are around 30/10,000, but more recent surveys suggest it might be as high as 60/10,000. (Contains references.) (Author/CR) EJ674712 Epidemiological Surveys of Autism and Other Pervasive Developmental Disorders: An Update. Journal of Autism and Developmental Disorders v33 n4 p365-82 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:05 CIJFEB2004

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No Autism Early Childhood Education Elementary Education Family Influence Family Problems Marital Satisfaction Parent Child Relationship Sibling Relationship Siblings Rivers, Jessica Wood Stoneman, Zolinda Journal Articles Reports - Research ISSN-0162-3257 English Family systems theory was employed to study sibling relationships in 50 families with a child (ages 4-12) with autism. Typically developing siblings expressed satisfaction with their sibling relationships. Parents were somewhat less positive about the sibling relationships. Stress in the marital relationship was associated with compromised sibling relationships. (Contains references.) (Author/CR) EJ674713 Sibling Relationships When a Child Has Autism: Marital Stress and Support Coping. Journal of Autism and Developmental Disorders v33 n4 p383-94 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:06 CIJFEB2004

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No Autism Cost Estimates Early Childhood Education Elementary Education Evaluation Methods Family Problems Financial Problems Financial Support Foreign Countries Parent Financial Contribution Student Costs Jarbrink, Krister Fombonne, Eric Knapp, Martin Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0162-3257 English This article outlines the elements that were included in a study that measured the cost of providing informal care to children (ages 4-10) with autism. The application of the instrument in a study of 15 families offers tentative evidence on the parental economic burden and the costs of informal care. (Contains references.) (Author/CR) EJ674714 Measuring the Parental, Service and Cost Impacts of Children with Autistic Spectrum Disorder: A Pilot Study. Journal of Autism and Developmental Disorders v33 n4 p395-402 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Attention Deficit Disorders Autism Cognitive Processes Heart Rate Neurological Impairments Secondary Education Student Characteristics Symptoms (Individual Disorders) Toichi, Motomi Kamio, Yoko Journal Articles Reports - Research ISSN-0162-3257 English Autonomic response to mental tasks requiring sustained attention were examined in 20 adolescents with autism and 20 controls. Cardiac autonomic function (CAF) was evaluated based on heart rate variability. While controls showed a significant decrease in the parasympathetic function during mental tasks, subjects showed no significant change in CAF. (Contains references.) (Author/CR) EJ674715 Paradoxical Autonomic Response to Mental Tasks in Autism. Journal of Autism and Developmental Disorders v33 n4 p417-26 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:06 CIJFEB2004

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No Asperger Syndrome Autism Behavior Rating Scales Elementary Secondary Education Evaluation Methods Interpersonal Competence Pervasive Developmental Disorders Social Development Test Reliability Test Validity Constantino, John N. Davis, Sandra A. Todd, Richard D. Schindler, Matthew K. Gross, Maggie M. Brophy, Susan L. Metzger, Lisa M. Shoushtari, Christiana S. Splinter, Reagan Reich, Wendy Journal Articles Reports - Research ISSN-0162-3257 English A study compared the Social Responsiveness Scale (SRS) with the Autism Diagnostic Interview-Revised in 61 children (ages 4-16) with autism. Correlations between the test scores for DSM-IV criterion sets were on the order of 0.7. SRS scores were unrelated to I.Q. and exhibited inter-rater reliability on the order of 0.8. (Contains references.) (Author/CR) EJ674716 Validation of a Brief Quantitative Measure of Autistic Traits: Comparison of the Social Responsiveness Scale with the Autism Diagnostic Interview-Revised. Journal of Autism and Developmental Disorders v33 n4 p427-33 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:06 CIJFEB2004

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No Adolescents Females Interpersonal Competence Secondary Education Sensory Experience Sensory Integration Severe Mental Retardation Social Cognition Social Development Socialization Student Characteristics Symptoms (Individual Disorders) Mount, Rebecca H. Charman, Tony Hastings, Richard P. Reilly, Sheena Cass, Hilary Journal Articles Reports - Research Rett Syndrome ISSN-0162-3257 English The Autism Behavior Checklist measured autistic symptoms in 15 girls (ages 11-16) with Rett Syndrome (RS) and 14 with severe mental retardation. Girls with RS scored higher on the Sensory and Relating subscales. There were no differences on the Body and Object Use, Language, and Social and Self-Help subscales. (Contains references.) (Author/CR) EJ674717 Features of Autism in Rett Syndrome and Severe Mental Retardation. Journal of Autism and Developmental Disorders v33 n4 p435-42 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Autism Body Composition Child Health Children Eating Habits Elementary Secondary Education Nutrition Program Effectiveness Arnold, Georgianne L. Hyman, Susan L. Mooney, Robert A. Kirby, Russell S. Journal Articles Reports - Research Gluten Nutritional Status Amino Acids Diet Therapy ISSN-0162-3257 English The plasma amino acid profiles of 10 children with autism on gluten and casein restricted diets and 26 on unrestricted diets were reviewed. There was a trend for the children on restricted diets to have an increased prevalence of essential amino acid deficiencies and lower plasma levels of essential acids. (Contains references.) (Author/CR) EJ674718 Plasma Amino Acids Profiles in Children with Autism: Potential Risk of Nutritional Deficiencies. Journal of Autism and Developmental Disorders v33 n4 p449-54 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Autism Child Development Cognitive Development Developmental Stages Early Childhood Education Elementary Secondary Education Humor Language Acquisition Longitudinal Studies Moral Development Perceptual Impairments Pretend Play Social Cognition Steele, Shelly Joseph, Robert M. Tager-Flusberg, Helen Journal Articles Reports - Research Theory of Mind ISSN-0162-3257 English A longitudinal study investigated developmental change in theory of mind among 57 children (ages 4-14) with autism. Theory of mind tests were administered on an initial visit and one year later. Data indicated significant developmental improvement in theory of mind ability, which was primarily related to the children's language ability. (Contains references.) (Author/CR) EJ674719 Brief Report: Developmental Change in Theory of Mind Abilities in Children with Autism. Journal of Autism and Developmental Disorders v33 n4 p461-67 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Alzheimers Disease Behavior Change Behavioral Science Research Geriatrics Intervention Learning Processes Memory Neurological Impairments Older Adults Outcomes of Treatment Bayles, Kathryn A. Kim, Esther S. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0021-9924 English Discussion of behavioral interventions in Alzheimer's disease (AD) notes new understanding, including that memory is not a unitary phenomenon, that certain types of memory are relatively spared in AD, and that conceptual knowledge is largely intact. Intervention techniques that capitalize on spared memory systems and take advantage of principles of learning and remembering to improve functioning are explained. (Contains references.) (DB) EJ674720 Improving the Functioning of Individuals with Alzheimer's Disease: Emergence of Behavioral Interventions. Journal of Communication Disorders v36 n5 p327-43 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:40:08 CIJFEB2004

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No Assistive Technology Cues Instructional Effectiveness Memory Neurological Impairments Neuropsychology Older Adults Recall (Psychology) Rehabilitation Self Management Training Methods Bourgeois, Michelle S. Camp, Crmeron Rose, Miriam White, Blanche Malone, Megan Carr, Jaime Rovine, Michael Journal Articles Reports - Evaluative ISSN-0021-9924 English This study compared the effectiveness of spaced retrieval (SR) and a modified cueing hierarchy (CH), for teaching persons with dementia a strategy goal involving an external memory aid. Training of 25 persons with dementia found that the SR procedures resulted in significantly more goals being attained and maintained at both 1-week and 4-months post-training than with CR procedures. (Contains references.) (Author/DB) EJ674721 A Comparison of Training Strategies To Enhance Use of External Aids by Persons with Dementia. Journal of Communication Disorders v36 n5 p361-78 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:40:08 CIJFEB2004

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No Alzheimers Disease Communication Skills Exercise Interpersonal Competence Intervention Language Skills Neurological Impairments Older Adults Program Effectiveness Mahendra, Nidhi Arkin, Sharon Journal Articles Reports - Descriptive ISSN-0021-9924 English This article describes a comprehensive cognitive-linguistic intervention program for mild to moderate Alzheimer's disease (AD) patients that provided communication skills practice in the context of health-enhancing and esteem-building community-based activities, physical fitness training and supervised volunteer work. Effects for four participants are reported, noting maintained or improved performance on multiple discourse outcome measures. (Contains references.) (Author/DB) EJ674722 Effects of Four Years of Exercise, Language, and Social Interventions on Alzheimer Discourse. Journal of Communication Disorders v36 n5 p395-422 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:40:08 CIJFEB2004

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No Behavior Disorders Bullying Elementary Education Family Violence Foreign Countries Marital Instability Middle Schools Student Surveys Victims of Crime Violence Baldry, Anna C. Journal Articles Reports - Research Italy Italy ISSN-0145-2134 English This study examined the relationship between bullying and victimization in school and exposure to interparental violence with 1059 Italian elementary and middle school students. Hierarchical multiple regression analyses of questionnaire responses revealed that bullying and victimization were predicted by exposure to interparental violence, especially mother-to-father violence, over and above age, gender, and child abuse by father. (Contains references.) (Author/DB) EJ674723 Bullying in Schools and Exposure to Domestic Violence. Child Abuse & Neglect: The International Journal v27 n7 p713-32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Children Decision Making Followup Studies Foster Children Intervention Placement Quality of Life Social Work Davidson-Arad, Bilha Englechin-Segal, Dorit Wozner, Yochanan Journal Articles Reports - Evaluative ISSN-0145-2134 English Social workers assessed the quality of life (QOL) of 92 at risk children at the time of and six months after a decision to either keep the child in or remove the child from his/her home. Results supported these decisions as QOL either improved, stayed the same, or declined in accordance with the decisions and their implementation (or nonimplementation). (Contains references.) (DB) EJ674724 Short-Term Follow-Up of Children At Risk: Comparison of the Quality of Life of Children Removed from Home and Children Remaining at Home. Child Abuse & Neglect: The International Journal v27 n7 p733-50 Jul 2003 2003-00-00 T 2004 7/11/2004 11:40:09 CIJFEB2004

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No Acculturation Child Abuse College Students Emotional Abuse Females Hispanic Americans Incidence Minority Groups Sexual Abuse Young Adults Clemmons, John C. DiLillo, David Martinez, Isaac G. DeGue, Sarah Jeffcott, Michelle Journal Articles Reports - Research Latinas ISSN-0145-2134 English This study examined first, the incidence of co-occurring forms of child maltreatment (sexual, physical, emotional, and witnessing violence) in 112 Latina undergraduate students and second, degree of student acculturation. Twenty-nine percent reported experiencing multiple forms of child maltreatment. Acculturation was not directly related to trauma symptoms nor did it moderate the lasting correlates of maltreatment. (Contains references.) (Author/DB) EJ674725 Co-Occurring Forms of Child Maltreatment and Adult Adjustment Reported by Latina College Students. Child Abuse & Neglect: The International Journal v27 n7 p751-67 Jul 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Child Abuse Empathy Parent Child Relationship Personality Traits Stress Management Perez-Albeniz, A. de Paul, Joaquin Journal Articles Reports - Research ISSN-0145-2134 English Parents identified as either at high risk (n=36) or low-risk (n=38) for child physical abuse were assessed for dispositional empathy. High-risk parents showed lower total scores on the Hogan Empathy Scale and the Questionnaire Measure of Emotional Empathy. They also scored higher on the Interpersonal Reactivity Index "personal distress" dimension. (Contains references.) (Author/DB) EJ674726 Dispositional Empathy in High- and Low-Risk Parents for Child Physical Abuse. Child Abuse & Neglect: The International Journal v27 n7 p769-80 Jul 2003 2003-00-00 Researchers T 2004 7/11/2004 11:40:09 CIJFEB2004

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No Adolescents Aggression Child Abuse Demography Family Characteristics Family Problems Foreign Countries Parent Child Relationship Siblings Socioeconomic Influences Violence Haj-Yahia, Muhammad M. Abdo-Kaloti, Rula Journal Articles Reports - Research Palestine Palestine ISSN-0145-2134 English This examination of exposure of Palestinian adolescents to family violence found alarming rates of witnessing interparental and experiencing parent-to-child aggression and violence. Rates correlated with parents' levels of education, place of residence, family size, religious affiliation, family income, and housing conditions, as well as with parents' psychological adjustment problems and exposure to political stressors. (Contains references.) (Author/DB) EJ674727 The Rates and Correlates of the Exposure of Palestinian Adolescents to Family Violence: Toward an Integrative-Holistic Approach. Child Abuse & Neglect: The International Journal v27 n7 p781-806 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Abuse Children Correlation Death Longitudinal Studies Risk Victims of Crime Young Adults White, Helene Raskin Widom, Cathy Spatz Journal Articles Reports - Research ISSN-0145-2134 English This study compared mortality data and causes of death in a sample of 908 abused and/or neglected individuals and 667 matched controls followed for 25 years into young adulthood. The study found no significant differences in rates of mortality for the two groups and victims of child abuse and neglect were not more likely to experience a violent death. (Contains references.) (DB) EJ674728 Does Childhood Victimization Increase the Risk of Early Death? A 25-Year Prospective Study. Child Abuse & Neglect: The International Journal v27 n7 p841-53 Jul 2003 2003-00-00 T 2004 7/11/2004 11:40:10 CIJFEB2004

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No Classification Definitions Disabilities Disability Identification Educational Policy Elementary Secondary Education Foreign Countries Labeling (of Persons) Needs Assessment Special Education Special Needs Students Student Needs Wedell, Klaus Historical Materials Journal Articles Opinion Papers United Kingdom United Kingdom English This reprinted paper was originally published in 1981 and addresses issues of classification of children with disabilities in the United Kingdom. It considers several "within-child" and several interactive models in special education and concludes by encouraging the stating of children's special educational needs rather than classification and labeling by disability, a change put into effect and now being reconsidered. (Contains 7 references.) (Author/DB) EJ674729 Concepts of Special Educational Need. Journal of Research in Special Educational Needs v3 n2 p104-08 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Children Classification Disabilities Disability Identification Early Childhood Education Elementary Secondary Education Labeling (of Persons) Sociology Theory Practice Relationship Rains, Prudence M. Kitsuse, John L. Duster, Troy Freidson, Eliot Historical Materials Journal Articles Opinion Papers English This reprint of one chapter from the 1975 text, "Issues in the Classification of Children" by Nicholas Hobbs and others, addresses the theoretical, methodological, and empirical issues involved in the "labeling" approach to the sociology of deviance. It examines the social process of classification, the use of classification in social agencies, and effect on the classified. (Contains references.) (DB) EJ674730 The Labelling Approach to Deviance. Journal of Research in Special Educational Needs v3 n2 p109-14 Jun 2003 2003-00-00 T 2004 7/11/2004 11:40:10 CIJFEB2004

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No Accountability Disabilities Early Childhood Education Educational Policy Elementary Secondary Education Foreign Countries Parent Attitudes Parent Teacher Cooperation Partnerships in Education Recordkeeping Theory Practice Relationship Pinkus, Susanna Journal Articles Opinion Papers Great Britain United Kingdom (Great Britain) English Given the centrality of parent-professional partnerships in British government educational policy and the widespread reality of parent dissatisfaction, this article identifies key challenges to partnerships. These are: (1) defining partnership and associated processes; (2) achieving consensus about the purpose of the partnership and partner roles; and (3) establishing reporting mechanisms and a reviewed strategy for action. (Contains references.) (DB) EJ674731 All Talk and No Action: Transforming the Rhetoric of Parent-Professional Partnership into Practice. Journal of Research in Special Educational Needs v3 n2 p115-21 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Elementary Secondary Education Foreign Countries Inclusive Schools Parent Attitudes Special Needs Students Elkins, John van Kraayenoord, Christina E. Jobling, Anne Journal Articles Reports - Research Australia Australia English This study investigated the attitudes of 354 Australian parents who have a child with a disability attending a state school. Many parents favored inclusion, some would favor it if additional resources were provided, and a small number of parents favored special placement. Six tables provide detailed results. (Contains 11 references.) (Author/DB) EJ674732 Parents' Attitudes to Inclusion of Their Children with Special Needs. Journal of Research in Special Educational Needs v3 n2 p122-29 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Consultation Programs Disabilities Early Childhood Education Educational Policy Foreign Countries Inclusive Schools Pilot Projects Research and Development Research Utilization Theory Practice Relationship Jones, Phyllis Journal Articles Reports - Evaluative Great Britain United Kingdom (Great Britain) English This paper examines a British consultation project, the Early Years Development and Childcare Partnership, which is developing a charter for inclusion. The project obtained extensive input from stakeholders and concluded that a pilot project is the next natural stage of developing a charter for inclusion that is not merely rhetoric, but is driven by users and front-line service providers. (Contains references.) (DB) EJ674733 The Synergy between Research and Practice: Listening to the Perspectives of Key Stakeholders about the Development of an Inclusive Early Years Service. Journal of Research in Special Educational Needs v3 n2 p130-37 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adults Aging (Individuals) Alzheimers Disease Case Studies Cognitive Processes Down Syndrome Expressive Language Followup Studies Receptive Language Rondal, J. A. Elbouz, M. Ylieff, M. Docquier, L. Journal Articles Reports - Descriptive ISSN-0968-7912 English This paper reports on a 15-year follow-up of the linguistic and cognitive profile of a woman with standard trisomy 21 (Down syndrome). The follow-up found recent rapid deterioration in receptive and productive language skills. However, basic phonological and morphosyntactic skills are preserved. Her changing profile mirrors that found in aging adults in the general population with early Alzheimer disease. (Contains references.) (Author/DB) EJ674734 Francoise, a Fifteen-Year Follow Up. Down Syndrome Research and Practice v8 n3 p89-99 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:40:12 CIJFEB2004

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No Beginning Reading Down Syndrome Elementary Education Phonology Reading Difficulties Reading Skills Kennedy, Esther J. Flynn, Mark C. Journal Articles Reports - Research ISSN-0968-7912 English A battery of various tasks was used with nine children with Down syndrome (ages 5 to 8) to assess their phonological awareness and basic reading skills. Results suggest that children with Down syndrome are at risk for reading acquisition difficulties due to reduced phonological awareness skills and that these deficits are in addition to delays caused by reduced cognitive skills. (Contains references.) (Author/DB) EJ674735 Early Phonological Awareness and Reading Skills in Children with Down Syndrome. Down Syndrome Research and Practice v8 n3 p100-09 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:40:12 CIJFEB2004

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No Adults Down Syndrome Feedback Learning Processes Movement Education Training Methods Visual Perception Virji-Babul, Naznin Lloyd, Jennifer E. V. Van Gyn, Geraldine Journal Articles Reports - Research ISSN-0968-7912 English This study examined the learning of movement sequences in 10 adults with Down syndrome (DS) under two visual information conditions. Although DS individuals were significantly slower than neurologically typical participants, mean reaction and movement times were not affected by the visual information condition in either group. DS individuals improved their performance under both visual information conditions. (Contains references.) (Author/DB) EJ674736 Performing Movement Sequences with Knowledge of Results under Different Visual Conditions in Adults with Down Syndrome. Down Syndrome Research and Practice v8 n3 p110-14 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:12 CIJFEB2004

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No Adults Down Syndrome Sleep Resta, Onofrio Barbaro, Maria Pia Foschino Giliberti, Tiziana Caratozzolo, Gennaro Cagnazzo, Maria Grazia Scarpelli, Franco Nocerino, Maria Cristina Journal Articles Reports - Research ISSN-0968-7912 English This study evaluated sleep-related breathing disorders in six adults with Down syndrome. Five were found to have respiratory events justifying the diagnosis of sleep apnea syndrome. Results suggest that the nocturnal respiratory pattern of adults with Down syndrome depends on several pathogenetic factors such as age, severity of upper airway abnormalities, body mass index, other pathological conditions, and age-related brainstem dysfunction. (Contains references.) (Author/DB) EJ674737 Sleep Related Breathing Disorders in Adults with Down Syndrome. Down Syndrome Research and Practice v8 n3 p115-19 Aug 2003 2003-00-00 Researchers T 2004 7/11/2004 11:40:12 CIJFEB2004

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No Automation Building Operation Electronic Control Energy Management Facilities Management Popke, Michael Journal Articles Reports - Descriptive Computer Aided Facilities Management ISSN-0747-315X English Describes how new automation technologies are providing more amenities to users, and energy and cost savings to facilities managers, in the areas of lighting, mechanical systems, and water. (EV) EJ674738 Automatic Transition. Athletic Business v27 n4 p105-10 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Building Design Construction Costs Educational Facilities Design Facility Case Studies Photographs School Buildings Specifications Technical Education Journal Articles Reports - Descriptive Ohio Ohio ISSN-1093-846X English Describes this school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a case study of construction costs and specifications. Also includes the floor plan and photographs. (EV) EJ674739 Fairfield Career Center Addition, Carroll, Ohio. Design Cost Data v47 n4 p40-41 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Building Design Construction Costs Educational Facilities Design Facility Case Studies Middle Schools Photographs School Buildings Specifications Journal Articles Reports - Descriptive Arizona Arizona ISSN-1093-846X English Describes this school building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team; a general building description; and a case study of construction costs and specifications. Also includes the floor plan and photographs. (EV) EJ674740 Fountain Hills Middle School, Fountain Hills, Arizona. Design Cost Data v47 n4 p44-45 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Facilities Management Higher Education Interviews School Maintenance Schneider, Jay W. Journal Articles Opinion Papers Outsourcing English Presents an interview with Keith Reid, vice president of education services at a facility services outsourcing firm, about the conditions of today's college campuses, how schools are handling facility services, and the future of the industry. (EV) EJ674741 In & Out Privileges. School Construction News v6 n4 p27-29 May-Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Buildings Educational Environment Educational Facilities Elementary Secondary Education Environmental Influences Facility Improvement McIntosh, E. Ken Journal Articles Reports - Descriptive English Asserts that the primary objective of every school must be an indoor environment that creates a sense of wellbeing in order to facilitate learning (e.g., adequate space, good lighting, friendly conditions, an inviting exterior, a consistent climate/temperature, traffic control and parking, and sanitary conditions), noting that the messages sent to students and teachers by the indoor environmental quality affects teaching, learning, and attitudes. (SM) EJ674742 Human Performance: Does Indoor Environmental Quality Make a Difference? Facility Management Journal p36-38 Jul-Aug 2003 2003-00-00 International Facility Management Association, 1 E. Greenway Plaza, Suite 1100, Houston, TX 77046-0194 N/A 2004 7/11/2004 11:40:14 CIJFEB2004

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No Academic Achievement Educational Facilities Design Educational Facilities Planning Participative Decision Making Sustainable Development Ryland, James Journal Articles Reports - Evaluative Post Occupancy Evaluation ISSN-1086-4628 English Explores educational facilities issues from the personal perspective of being both an educator and an owner. Topics discussed include aligning curriculum and instruction with facilities design, green school rating systems, the relationship between facilities and achievement, longitudinal facilities research, post-occupancy evaluation, and communication during the planning and design phases between construction professionals and educators. (EV) EJ674743 Fads, Fancies and Fantasies: An Educator's Perspective on Current Educational Facility Issues. School Planning & Management v42 n6 p16-24 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Crime Prevention Doors Educational Facilities Inspection School Security Gottwalt, T. J. Guides - Non-Classroom Journal Articles Door Locks ISSN-1086-4628 English Emphasizes the importance of an annual security review of a school facility's door hardware and provides a description of the different types of locking devices typically used on schools and where they are best applied. (EV) EJ674744 Preventive Safety Measures: A Guide to Security Hardware. School Planning & Management v42 n6 p26-30 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Improvement Energy Conservation High Schools Roofing School Buildings Ladesich, Jim Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes the exterior renovation of Central Lee Community School District's high school, near Donnellson, Iowa, particularly the installment of a standing-seam metal roof system and other energy-related improvements. (EV) EJ674745 New Life for an Older School. School Planning & Management v42 n6 p32-36 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:15 CIJFEB2004

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No Building Innovation Educational Facilities Design Interior Design School Buildings Dolan, Thomas G. Journal Articles Reports - Descriptive ISSN-1086-4628 English Using three examples, illustrates how interior design for schools is moving away from an institutional appearance, using ideas, such as a main street/neighborhood look and student art work. Schools described are Ft. Recovery Elementary/Middle School in Ft. Recovery, Ohio; Detroit Country Day School in Beverly Hills, Michigan; and Ocotillo Elementary School in Arizona. (EV) EJ674746 Creating Warm and Exciting Environments. School Planning & Management v42 n6 p38-45 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:15 CIJFEB2004

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No Hospitals Partnerships in Education School Health Services Katz, Janet A. Journal Articles Reports - Descriptive Austin Independent School District TX ISSN-1086-4628 English Describes the successful public-private partnership between the Austin Independent School District and the Children's Hospital of Austin to provide student health services. (EV) EJ674747 Putting Health First. School Planning & Management v42 n6 p46-48 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Awards Building Innovation College Buildings Educational Facilities Design Elementary Secondary Education Higher Education Photographs School Buildings Journal Articles Reports - Descriptive ISSN-1086-4628 English This fourth annual special supplement recognizes outstanding architecture and design in K-12 schools and college facilities. Each entry contains photographs, a text description, and summarized project data. Most also include floor plans. Architect and manufacturer indexes complete the supplement. (EV) EJ674748 Education Design Showcase: Annual Awards 2003. School Planning & Management v42 n6 pEDS1-EDS80 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:15 CIJFEB2004 Special supplement.

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No Acoustic Insulation Acoustical Environment Classroom Design Classroom Environment Fickes, Michael Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes acoustical products and techniques that schools are using to keep distracting noise out of the classroom and to amplify useful classroom sound. (EV) EJ674749 The Sounds of a Sound Education. School Planning & Management v42 n6 p51-55 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:16 CIJFEB2004

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No Campus Planning Partnerships in Education School Community Relationship Shared Facilities Geiger, Philip E. Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes how the superintendent of Natomas Unified School District in Sacramento, California, along with three other educators and local government officials, teamed to create a joint-use campus that includes a community college, public library, and regional park. Taxpayer dollars are further stretched with the use of a "privately financed leased facilities" arrangement. (EV) EJ674750 Natomas Superintendent Seizes Opportunity Thinks outside the Box. School Planning & Management v42 n6 p56-59 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:16 CIJFEB2004

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No Building Conversion Educational Facilities Improvement School Buildings Hammond, Gerald S. Journal Articles Reports - Descriptive Historical Preservation Ohio Ohio ISSN-1086-4628 English Describes how school districts in Ohio have dealt with old, architecturally significant school buildings when state rules mandated that it would be cheaper to rebuild. Many districts found ways to renovate the buildings or convert them to other uses. (EV) EJ674751 Can What Is Old Be New Again? School Planning & Management v42 n6 p60-63 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No College School Cooperation Elementary Schools Partnerships in Education School Construction Lindsey, Thomas J. Journal Articles Reports - Descriptive Raymond Walters College OH ISSN-1086-4628 English Describes a unique partnership between the Sycamore Community School District in Ohio and the University of Cincinnati that resulted in a new K-4 elementary school located on the campus of Raymond Walters College. The facility's location offers opportunities for interaction and cooperative programs between the school district, the university, and the community. (EV) EJ674752 Taking the Road Less Traveled. School Planning & Management v42 n6 p64-67 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Design High Schools School Community Relationship Shared Facilities Missell, John A. Journal Articles Reports - Descriptive Pennsylvania (Fayette County) Pennsylvania ISSN-1086-4628 English Describes the design of the South Fayette Township High School outside Pittsburgh, the centerpiece of the area's 100-acre K-12 and community educational campus. The building strives to provide a balanced learning experience for both students and the community, integrating the academic, the artistic, and the physical. (EV) EJ674753 A Balancing Act. School Planning & Management v42 n6 p70-72 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Architects Campus Planning Higher Education Martin, Frank Edgerton Journal Articles Reports - Descriptive Landscape Architecture San Jose State University CA ISSN-0023-8031 English Describes how Richard Macias, a landscape architect and the university planner at San Jose State University, has learned to push the boundaries of how landscape architects coordinate the many disciplines involved in managing a modern campus that must constantly adapt to change. Offers lessons learned over the course of a career spanning the private and public sectors and many countries. (EV) EJ674754 Design for Learning. Landscape Architecture v93 n7 p92-94 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Blacks Educational Facilities Improvement School Buildings Granat, Diane Journal Articles Reports - Descriptive Historical Preservation Julius Rosenwald Fund United States (South) ISSN-1090-0031 English Describes efforts to find and preserve some 5,000 Rosenwald schools. These buildings were funded with seed money during the 1920s from Julius Rosenwald, president of Sears, Roebuck and Company, and served as schools and public buildings for black residents in the rural South. (EV) EJ674755 More than Blue Skies. Preservation v55 n4 p34-37 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Building Design College Buildings Educational Facilities Design Facility Case Studies Higher Education Photographs Dillon, David Journal Articles Reports - Descriptive Saint Edwards University TX ISSN-0003-858X English Describes the design of the title building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team. Also includes the floor plan and photographs. (EV) EJ674756 Trustee Hall, St. Edward's University, Texas. Architectural Record v191 n7 p94-101 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Arts Centers Building Design College Buildings Educational Facilities Design Facility Case Studies Higher Education Photographs Stephens, Suzanne Journal Articles Reports - Descriptive Bard College NY ISSN-0003-858X English Describes the design of the title building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team. Also includes the floor plan and photographs. (EV) EJ674757 Bard College Performing Arts Center, New York. Architectural Record v191 n7 p106-17 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Building Design College Buildings Educational Facilities Design Facility Case Studies Higher Education Photographs Giovannini, Joseph Journal Articles Reports - Descriptive ISSN-0003-858X English Describes the design of the title building, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team. Also includes the floor plan and photographs. (EV) EJ674758 Southern California Institute of Architecture, Los Angeles, California. Architectural Record v191 n7 p136-41 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:18 CIJFEB2004

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No Educational Facilities Educational Trends Facilities Management History School Buildings Kennedy, Mike Journal Articles Reports - Descriptive ISSN-0003-0945 English Reviews trends and developments over 75 years that have shaped today's schools and their educational facilities needs, and speculates on what the future may hold. Includes a timeline of important educational events. (EV) EJ674759 History in the Making. American School & University v75 n10 p20-34 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:18 CIJFEB2004

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No School Security Specifications Vendors Video Equipment Sorrentino, Dominic Guides - Non-Classroom Journal Articles Building Security Electronic Surveillance Requests for Proposals ISSN-0003-0945 English Describes the five components that should make up a school security total-systems-integration request for proposal: general terms and conditions, vendor information, description of requirements, specifications, and proposal submission and evaluation. (EV) EJ674760 Behind the Scenes. American School & University v75 n10 p50-53 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Cleaning Custodian Training School Buildings School Maintenance Toilet Facilities Morrison, Tom Guides - Non-Classroom Journal Articles ISSN-0003-0945 English Describes how school restrooms can get a fresher and healthier look with new technologies and better-trained custodial workers. Examples include more automated, no-touch systems and efficient cleaning products. (EV) EJ674761 A Cleaner Future. American School & University v75 n10 p54-57 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:19 CIJFEB2004

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No Capital Outlay (for Fixed Assets) College Housing Construction Costs Dormitories Higher Education School Surveys Tables (Data) Agron, Joe Journal Articles Reports - Descriptive ISSN-0003-0945 English This 14th annual residence hall construction report provides data indicating that colleges and universities are investing in new housing construction in a bid to keep students on campus. (EV) EJ674762 Close to Home. American School & University v75 n10 p58-60 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:19 CIJFEB2004

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No Buildings Construction Management Educational Environment Educational Facilities Elementary Secondary Education Facility Expansion Facility Improvement Higher Education Arsht, Steven Guides - Non-Classroom Journal Articles ISSN-0003-0945 English Explains that preconstruction planning is essential when undertaking the challenges of a school building renovation or expansion, focusing on developing a detailed estimate, creating an effective construction strategy, conducting reviews and value-engineering workshops, and realizing savings through effective risk analysis and contingency planning. A sidebar presents an example of effective preconstruction at one university. (SM) EJ674763 Construction Management: Planning Ahead. American School & University v75 n11 p18,21-22 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:20 CIJFEB2004

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No Accessibility (for Disabled) Architecture Educational Environment Educational Facilities Elementary Secondary Education Facility Improvement Higher Education Laboratories Physical Mobility Smyser, Michael Guides - Non-Classroom Journal Articles Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 ISSN-0003-0945 English Describes how to design school and university labs to comply with Americans with Disabilities Act (ADA) standards, focusing on counter height for students in wheelchairs; appropriate knee space and sink height in sink areas; ADA-compliant fume hoods; accessible laboratory doors and entryways; and safety concerns (e.g., emergency eyewash stations and emergency showers for people with disabilities). (SM) EJ674764 Accessibility: Maximum Mobility and Function. American School & University v75 n11 p24-28 Jul 2003 2003-00-00 N/A 2004 2016-11-23

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No Buildings Educational Facilities Facility Improvement Fire Protection Higher Education School Safety Ellsworth, Douglas Guides - Non-Classroom Journal Articles Sprinkler Systems ISSN-0003-0945 English In response to legislation, colleges and universities in several states must prepare to install sprinkler systems. Four basic issues an engineering study should examine include: whether the existing water service has the size, capacity, and pressure to support a sprinkler system; whether the protected facility will have to comply with more stringent code requirements; what the sprinkler system will cost; and what project planning and management will cost. (SM) EJ674765 Security/Life Safety: A Need for Change. American School & University v75 n11 p30-32 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Buildings Educational Environment Educational Facilities Elementary Secondary Education Facility Improvement Higher Education Frenette, Edward Dion, Martine Halm, Patrick Ferzacca, Nick Oldeman, Andy Guides - Non-Classroom Journal Articles ISSN-0003-0945 English Discusses the importance of providing K-12 and college students with a high quality, comfortable educational environment that is conducive to learning, focusing on the range of spaces comprising a typical campus: general studies classrooms, larger spaces, special spaces (e.g., laboratories and museums), gymnasiums, natatoriums, and ice arenas. (SM) EJ674766 Energy/IAQ: In Equal Measure. American School & University v75 n11 p34,36-37,40-41 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:20 CIJFEB2004

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No Accident Prevention Buildings Educational Environment Educational Facilities Elementary Secondary Education Facility Improvement Fire Protection School Safety Windows Razwick, Jerry Guides - Non-Classroom Journal Articles ISSN-0003-0945 English Although wired glass is extremely common in school buildings, the International Building Code adopted new standards that eliminate the use of traditional wired glass in K-12 schools, daycare centers, and athletic facilities. Wired glass breaks easily, and the wires can cause significant injuries by forming dangerous snags when the glass breaks. Many glass products are suitable replacements for wired glass, including ceramics and glass fire walls. (SM) EJ674767 Windows: Life after Wire. American School & University v75 n11 p42,44-46 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:21 CIJFEB2004

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No Carpeting Cleaning Educational Environment Educational Facilities Elementary Secondary Education School Maintenance Woolford, Alison Hill, Michael Guides - Non-Classroom Journal Articles ISSN-0003-0945 English With properly specified fiber and a comprehensive maintenance program, school carpets can retain their appearance longer. Discusses carpet characteristics; proper carpet installation; effective preventive-maintenance programs (keep outside areas clean, use soil barriers, protect desk areas, maintain HVAC systems, and specify eating, drinking, and smoking areas); and cleaning choices (bonnet cleaning; dry-foam cleaning; dry-compound cleaning; hot water extraction; and low moisture cleaning). (SM) EJ674768 Carpeting/Flooring: Revitalizing Carpets. American School & University v75 n11 p48,50,52 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:21 CIJFEB2004

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No Building Design Community Planning Educational Facilities Design Elementary Secondary Education Foreign Countries Higher Education Urban Areas Journal Articles Reports - Descriptive Italy Italy ISSN-1018-9327 English The Italian city of Cattolica has developed an urban complex, the Piazza della Repubblica, that offers a wide range of public services. In renovated facilities it provides a modern architectural setting based on the idea of a traditional town square. It houses a primary school, cultural center (including a library), and theater, and it is an exclusively pedestrian area. (SM) EJ674769 The Urban Complex in Cattolica, Italy. PEB Exchange v2 n49 p7-8 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Campus Planning Classroom Furniture Educational Facilities Design Elementary Secondary Education Energy Conservation Foreign Countries Higher Education Landscaping School Buildings Schwarz-Viechtbauer, Karin Journal Articles Reports - Descriptive Electromagnetic Field Austria Austria ISSN-1018-9327 English Summarizes four recent concerns of the Austrian Institute for School and Sport Facilities, which is responsible for current issues and problems related to educational buildings in the country: schools as low energy buildings, electromagnetic fields and school buildings, chairs and tables for educational buildings, and school grounds (learnscapes). (SM) EJ674770 Current Concerns for Austrian School Facilities. PEB Exchange v2 n49 p9-10 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Campus Planning Educational Facilities Design Elementary Secondary Education Foreign Countries Higher Education School Buildings de la Garza Reyna, Jaime Journal Articles Reports - Descriptive France Italy Japan Mexico France Italy Japan Mexico ISSN-1018-9327 English Summarizes presentations from a 2002 seminar on designing schools for tomorrow. The four presentations are: "Developing Digital Work Areas for Education in France" (Nicolas Chung); "The School of the Future: An Italian Perspective" (Giorgio Ponti); "Measures for School Facilities in Japan" (Naoto Fukabori); and "Mexico's Multifunctional Classroom Facility" (Jaime G. de al Garza Reyna). (SM) EJ674771 Designing Tomorrow's Schools. PEB Exchange v2 n49 p12-16 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Campus Planning Educational Facilities Design Educational Finance Elementary Secondary Education Foreign Countries Higher Education School Buildings Cankar, Marina Journal Articles Reports - Descriptive Slovenia Slovenia ISSN-1018-9327 English Since gaining independence in 1991, one of Slovenia's priorities has been to invest in education. The government has been investing its limited resources in the construction of buildings and their equipment, striving to provide quality, functional, flexible, and safe facilities. Much effort goes into searching for additional resources to invest in and maintain the country's educational infrastructure. (SM) EJ674772 Educational Facilities in Solvenia. PEB Exchange v2 n49 p17-18 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Design Educational Environment Educational Facilities Design Higher Education Libraries Library Planning School Buildings Thomas, Sarah E. Journal Articles Reports - Descriptive ISSN-1018-9327 English Examines how university libraries are thriving in an era of educational change, exploring ways in which to store print publications, examining how libraries are increasing space for services and activities, addressing new roles and partners for libraries, and offering architectural solutions to spatial constraints. (SM) EJ674773 Library Environments and Organisations: Opportunities or Constraints? PEB Exchange v2 n49 p19-23 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:22 CIJFEB2004

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No Campus Planning Educational Environment Educational Facilities Design Elementary Secondary Education Higher Education School Buildings Space Utilization Teacher Role Fisher, Kenn Journal Articles Opinion Papers ISSN-1018-9327 English Reviews designs for learning in the knowledge age, exploring the relationship between learning and the built environment, examining the role of teachers in designing educational spaces, and calling for a collaborative campaign, which relates space directly to changes in pedagogy, curriculum, and information and communication technologies and which puts place and space firmly on the agenda of teacher professional development. (SM) EJ674774 Designs for Learning in the Knowledge Age. PEB Exchange v2 n49 p24-26 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:40:23 CIJFEB2004

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No Educational Facilities Design Educational Finance Elementary Secondary Education Federal Aid Federal Legislation Public Schools School Buildings School Construction Edelstein, Fritz Larock, J. D. Journal Articles Reports - Descriptive ISSN-1086-4628 English The main federal support for school modernization comes via the Qualified Zone Academy Board (QZAB) program, which helps districts raise funds and offers low-income schools freedom from bond and loan interest. The Better Classroom Act of 2003 proposes to extend the QZAB program by promoting new school construction. Two other bills currently before Congress would also extend the QZAB program but are considered unlikely to pass. (SM) EJ674775 Washington Update. School Planning & Management v42 n7 p14,16-17 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:23 CIJFEB2004

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No Acoustic Insulation Acoustics Auditoriums Educational Facilities Design Elementary Secondary Education Multipurpose Classrooms Noise (Sound) School Buildings Brooks, Christopher Guides - Non-Classroom Journal Articles ISSN-1086-4628 English Discusses what do to about the poor acoustics in school multipurpose rooms, asserting that because the auditorium is the most critical function of a typical multipurpose room, the stage house is superficial and noise control is essential. Features to enhance auditorium function include a performance platform and reverberation control. The article describes acoustical requirements of speech versus music, discusses adjustable reverberation, and explains what sound systems do. (SM) EJ674776 Elements of a Sound Education. School Planning & Management v42 n7 p18,20-23 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:24 CIJFEB2004

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No Athletic Fields Educational Facilities Elementary Secondary Education Higher Education Maintenance Tennis Track and Field Webb, Richard Guides - Non-Classroom Journal Articles Summer ISSN-1086-4628 English When planning summer work, school athletic facility managers must address the maintenance and renovation of natural grass and synthetic fields, tennis courts, and running tracks. This article presents a guide to the simple, effective, and relatively inexpensive summer maintenance of athletic facilities in order to help extend the life of a schools athletic facilities. (SM) EJ674777 Field of Dreams. School Planning & Management v42 n7 p24-26 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Design Elementary Secondary Education Higher Education Maintenance Modular Building Design School Buildings Goodmiller, Brian D. Schendell, Derek G. Journal Articles Reports - Descriptive ISSN-1086-4628 English This supplement presents three articles on modular construction that look at: "Fast Track Expansion for a New Jersey School" (involving a modular addition); "Precast Construction Helps Schools Meet Attendance Boom" (precast concrete components are quick, durable, and flexible); and "Airing HVAC Concerns" (poor indoor air quality in prefabricated portable and relocatable classrooms). (SM) EJ674778 Modular Building Supplement: A Quick, Quality Solution for Schools. School Planning & Management v42 n7 pMB1,MB3-10 Supp Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:24 CIJFEB2004

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No Educational Facilities Design Elementary Secondary Education Maintenance School Buildings Toilet Facilities Vandalism Rittner-Heir, Robbin Guides - Non-Classroom Journal Articles ISSN-1086-4628 English Vandalism is the main problem in maintaining school washrooms. Ways to help schools meet this challenge include designing washrooms with hidden moving parts to cut down on vandalism and making toilet partitions of solid polyethylene plastic which is virtually indestructible, hard to deface, and easy to clean. The article suggests it is worth spending a little more money initially to have less to do in maintenance and repairs later. (SM) EJ674779 Off the Wall? School Planning & Management v42 n7 p27-29 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:24 CIJFEB2004

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No Educational Facilities Design Elementary Education Environmental Education Lighting Design School Buildings Willi, John G. Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes how one elementary school was designed to be a flexible, innovative campus that connects learning and the learning environment. The celebration of nature is carried out in many ways within the building. Students are exposed to great vistas from every interior location. Daylighting is infused throughout the school to reinforce the desire for a warm, caring, and cheerful learning environment. (SM) EJ674780 Daylighting in Classrooms. School Planning & Management v42 n7 p30-31 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:25 CIJFEB2004

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No Elementary Secondary Education Federal Aid Financial Support Grants School Buildings School Security Technology Fickes, Michael Journal Articles Reports - Descriptive ISSN-1086-4628 English Explains that although it is difficult to find money to pay for school security technology, there are places to look. For example, the Department of Education has a list serve that summarizes various funding opportunities. There is also a Federal Register list serve and a site put out by the Department of Justice. A sidebar presents three questions to ask before purchasing security technology. (SM) EJ674781 The Search for Security Technology Funding. School Planning & Management v42 n7 p32-34 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:25 CIJFEB2004

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No College Applicants Federal Legislation Foreign Students Higher Education National Security Milshtein, Amy Journal Articles Reports - Descriptive Visas Visiting Scholars Immigration Law ISSN-1523-0910 English Foreign students and visiting scholars are facing delays as, in the wake of the September 11th attacks, new requirements for visa interviews for every applicant are slowing down the process. Many students and visiting scholars are at risk of missing the start of the school year. Some school groups are petitioning the U.S. State Department for help. (SM) EJ674782 Federal Update: College Groups Ask Secretary of State To Postpone New Interview Requirements for Visa Applicants. College Planning & Management v6 n7 p14,16 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Computers Educational Facilities Higher Education Information Technology Internet Productivity School Maintenance Fickes, Michael Journal Articles Reports - Descriptive Cellular Telephones ISSN-1523-0910 English Describes how one university's facility managers use Nextel communications technology in conjunction with a Famis Software maintenance management system to improve the productivity of its maintenance technicians. The system uses a wireless Internet connection to automate the flow of work order information to and from technicians. The key to these improvements is a ruggedized cell phone with paging, two-way radio, and wireless Internet communications capabilities. (SM) EJ674783 Fixing Maintenance Productivity. College Planning & Management v6 n7 p20-21 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Conservation (Environment) Educational Facilities Design Higher Education Locker Rooms School Buildings Toilet Facilities Wiens, Janet Guides - Non-Classroom Journal Articles Sustainability ISSN-1523-0910 English Administrators and design teams can use proven approaches to create sustainable washrooms and locker rooms. Presents design strategies related to lighting, flooring, and water conservation that contribute to sustainability, then describes one college's experiences developing sustainable architecture, explaining how the building takes full advantage of natural light, and the washrooms use low-flow toilets, recycled tile, and faucets with on-off sensors to reduce energy consumption. (SM) EJ674784 Steps for Washroom and Locker Room Sustainability. College Planning & Management v6 n7 p22-24 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Educational Finance Higher Education Telephone Communications Systems Sturgeon, Julie Journal Articles Reports - Descriptive Cellular Telephones ISSN-1523-0910 English The trend toward wireless telephone service is leaving college administrators with a dilemma about whether or not to spend the money to install telephones in campus residence hall rooms. This article describes the various approaches colleges have taken to this situation, which include complete independence from landlines with discount wireless rates offered to students and staff. (SM) EJ674785 Switching from Landlines to Cell Phones. College Planning & Management v6 n7 p25-27 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Acoustics Classroom Environment Educational Facilities Design Higher Education Noise (Sound) School Construction Sturgeon, Julie Journal Articles Reports - Descriptive ISSN-1523-0910 English Discusses the importance of acoustic standards in classroom design, presenting an interview with the Acoustical Society of America's (ASA's) standards manager which focuses on reasons for the new ASA standards, the standards document (which was written for K-12 classroom but applies to college classrooms), the need to avoid echo and be able to hear, and whether today's manufacturers can deliver these standards. (SM) EJ674786 Sound Advice on Classroom Acoustics. College Planning & Management v6 n7 p29-31 Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:40:26 CIJFEB2004

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No Educational Facilities Facility Improvement Higher Education Historic Sites School Buildings Journal Articles Reports - Descriptive Historical Preservation ISSN-1523-0910 English Describes how two colleges are combining historical renovation with state-of-the-art design. The historic Thompson House on the campus of Austin College, Texas, is now a modern building adapted to the computer age with appropriate restoration to the aesthetic grandeur of the late 19th century. Yale University's Lillian Goldman Law Library now offers improved seating, better staff work areas, and on-site storage while maintaining historic authenticity. (SM) EJ674787 Historical Renovations. College Planning & Management v6 n7 p36 Jul 2003 2003-00-00 N/A 2004 2016-11-23

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No Building Design Early Childhood Education Educational Facilities Design Facility Case Studies Photographs School Buildings Soltero, Ed Journal Articles Reports - Descriptive Project Head Start ISSN-0040-4179 English Describes the design of the John E. Uxer Head Start Complex in El Paso, Texas, including the educational context and design goals. Includes information on the architects, manufacturers/suppliers, and construction team. Also includes the floor plan and photographs. (EV) EJ674788 A Place of Discovery. Texas Architect v53 n4 p28-31 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Architectural Character Educational Facilities Design Higher Education School Buildings Anderssen, Arthur Journal Articles Reports - Descriptive University of Texas Austin ISSN-0040-4179 English Describes the design of the University of Texas Austin's Seay Psychology and Child Development & Family Relationships building. With modern technique and materials, the Seay building adds to the established architectural language of the campus, offering a richly tactile structure and adjoining outdoor space embracing the tenets of successful campus work. The design combines landscape and architecture into an environment capable of becoming a destination. (SM) EJ674789 Psychology Today. Texas Architect v53 n4 p34-37 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Beliefs College Students Communication Apprehension Higher Education Internet Language Usage Questionnaires Second Language Instruction Second Language Learning Student Attitudes Teacher Attitudes Levine, Glenn S. Journal Articles Reports - Research ISSN-0026-7902 English Presents the results of an anonymous, Internet-based questionnaire study on target language and first language use in university-level foreign language classes. Goals were to develop preliminary components of a descriptive model of target language and first language use and explore the relationships between target language and student anxiety about target language use. (Author/VWL) EJ674790 Student and Instructor Beliefs and Attitudes about Target Language Use, First Language Use, and Anxiety: Report of a Questionnaire Study. Modern Language Journal v87 n3 p343-64 Aut 2003 2003-00-00 T 2004 7/11/2004 11:40:27 CIJFEB2004

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No Communication Apprehension English Foreign Countries French Language Teachers Preservice Teacher Education Second Language Instruction Second Language Learning Rodriguez, Maximo Abreu, Orangel Journal Articles Reports - Research Venezuela Venezuela ISSN-0026-7902 English Examined the stability of the general foreign language classroom anxiety construct across English and French. Subjects were preservice teachers from two western universities in Venezuela majoring in these languages. (Author/VWL) EJ674791 The Stability of General Foreign Language Classroom Anxiety across English and French. Modern Language Journal v87 n3 p365-74 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Communication Discourse Analysis German Second Language Instruction Second Language Learning Liebscher, Grit Dailey-O'Cain, Jennifer Journal Articles Reports - Research Content Area Teaching ISSN-0026-7902 English Focuses on ways in which the students and teacher in a content based German as a foreign language class used repair in order to negotiate meaning and form in their classroom. Discusses how repair in this institutional setting differed from repair in mundane conversation and how repair was used differently by the students and the teacher. (Author/VWL) EJ674792 Conversational Repair as a Role-Defining Mechanism in Classroom Interaction. Modern Language Journal v87 n3 p375-90 Aut 2003 2003-00-00 T 2004 2016-11-21

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No French Longitudinal Studies Reading Skills Second Language Instruction Second Language Learning Serbocroatian Skill Development Transfer of Training Uncommonly Taught Languages Pichette, Francois Segalowitz, Norman Connors, Kathleen Journal Articles Reports - Research ISSN-0026-7902 English Results from a longitudinal study with 52 Bosnians learning French supported the hypothesis that effective interlingual transfer of reading skills requires attainment of a particular threshold of second language knowledge. Results suggest failure to maintain first language (L1) reading does not prevent transfer of reading skills but maintaining L1 reading enhances transfer of reading skills. (Author/VWL) EJ674793 Impact of Maintaining L1 Reading Skills on L2 Skill Development in Adults: Evidence from Speakers of Serbo-Croatian Learning French. Modern Language Journal v87 n3 p391-403 Aut 2003 2003-00-00 T 2004 7/11/2004 11:40:28 CIJFEB2004

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No Context Effect Japanese Morphology (Languages) Second Language Instruction Second Language Learning Mori, Yoshiko Journal Articles Reports - Research Kanji Script ISSN-0026-7902 English Explores quantitative and Qualitative differences between context and word morphology as determinants of students' guesses of the meanings of novel kanji compounds. Japanese language learners interpreted unknown compounds consisting of familiar characters under three conditions. (Author/VWL) EJ674794 The Roles of Context and Word Morphology in Learning New Kanji Words. Modern Language Journal v87 n3 p404-20 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Brain Grammar Language Research Research Methodology Second Language Instruction Second Language Learning Mohan, Bernard Beckett, Gulbahar H. Journal Articles Reports - Research ISSN-0026-7902 English Analyzes the grammatical scaffolding by teacher and second language learner of causal explanations that form part of work by a group of second language students in a project on the human brain. Shows how a systemic functional linguistics analysis reveals different aspects of recast data sequences than does a focus on form approach. (Author/VWL) EJ674795 A Functional Approach to Research on Content-Based Language Learning: Recasts in Casual Explanations. Modern Language Journal v87 n3 p421-32 Aut 2003 2003-00-00 T 2004 7/11/2004 11:40:29 CIJFEB2004 This article is republished from Canadian Modern Language Review (v58 n1 pp. 133-55).

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No Cultural Awareness Doctoral Degrees Doctoral Dissertations Linguistics Literature Second Language Instruction Second Language Learning Beneseler, David P. Moore, Suzanne S. Journal Articles Opinion Papers ISSN-0026-7902 English Includes results of the "Modern Language Journal's" annual survey of doctoral degrees granted in foreign languages, literatures, cultures, linguistics, and foreign language education in the United States. (Author/VWL) EJ674796 Doctoral Degrees Granted in Foreign Languages in the United States: 2002. Modern Language Journal v87 n3 p433-48 Aut 2003 2003-00-00 T 2004 7/11/2004 11:40:29 CIJFEB2004

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No English (Second Language) Ethics Foreign Countries Language Variation Second Language Instruction Second Language Learning Dhillon, Pradeep A. Journal Articles Opinion Papers ISSN-0883-2919 English Discusses the significance of a Wittgensteinian approach to the ethics of language for world Englishes. Focuses on the role of metaphysics in the ethics of language and on the significance of context in the moral use of language. Argues that morality lies not only in its content but also in its use. (Author/VWL) EJ674797 Ethics in Language: The Case from World Englishes. World Englishes v22 n3 p217-26 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:29 CIJFEB2004 Special issue: Symposium on Ethics, Ideology, and World Englishes.

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No Artificial Intelligence Ethics Language Variation Second Language Instruction Second Language Learning Levinson, Stephen E. Journal Articles Opinion Papers ISSN-0883-2919 English Revisits the classic debate on whether there can be an artificial creation that behaves and uses language with intelligence and agency. Argues that many moral and spiritual objections to this notion are not grounded either ethically or empirically. (Author/VWL) EJ674798 Ethical Implications of an Experiment in Artificial Intelligence. World Englishes v22 n3 p217-26 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:30 CIJFEB2004 Special issue: Symposium on Ethics, Ideology, and World Englishes.

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No English (Second Language) Foreign Countries Ideology Language Variation Literary Criticism Literature Appreciation Second Language Instruction Second Language Learning Thumboo, Edwin Journal Articles Opinion Papers ISSN-0883-2919 English Situates the practices of literary criticism and the appreciation of literary texts in World English within a larger historical context. By drawing attention to the moral metaphors that have so far guided the interpretation of literary criticism, interpretations, and scholarship, sets a new agenda for literary criticism, interpretation, and scholarship in the plural present and future of E-Literatures. (Author/VWL) EJ674799 Closed and Open Attitudes to Globalised English: Notes on Issues. World Englishes v22 n3 p233-43 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:30 CIJFEB2004 Special issue: Symposium on Ethics, Ideology, and World Englishes.

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No English (Second Language) Ethics Foreign Countries Language Usage Language Variation Power Structure Second Language Instruction Second Language Learning Teacher Education Theory Practice Relationship Baumgardner, Robert J. Brown, Kimberley Journal Articles ISSN-0883-2919 English Points to the power struggles in the teaching of Englishes and the training of language professionals in expanding, outer, and inner circle contexts of English use. Argues that these conflicts are ethical in nature and that a framework for addressing them must be incorporated into the theory and practice of language teaching and teacher training. (Author/VWL) EJ674800 World Englishes: Ethics and Pedagogy. World Englishes v22 n3 p245-51 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:30 CIJFEB2004 Special issue: Symposium on Ethics, Ideology, and World Englishes.

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No Black Dialects English Ethnography Language Variation Filmer, Alice Ashton Journal Articles Opinion Papers ISSN-0883-2919 English Critically examines assumptions in teaching in a bi-dialectal context. Presents ethnographic data from one teacher's experience teaching a summer course in Shakespearean theater in which the students were speakers of African-American English. (Author/VWL) EJ674801 African-American Vernacular English: Ethics, Ideology, and Pedagogy in the Conflict between Identity and Power. World Englishes v22 n3 p253-70 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:31 CIJFEB2004 Special Issue: Symposium on Ethics: Ideology, and World Englishes.

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No Academic Discourse Creoles English (Second Language) Foreign Countries Language Variation Second Language Instruction Second Language Learning Transfer of Training Writing (Composition) Clachar, Arlene Journal Articles Opinion Papers Registers (Linguistics) ISSN-0883-2919 English Suggests second language writing research on English-as-a-Second-Language (ESL) learners' transfer of registers into their academic written discourse is predicated on a native speaker/nonnative speaker dichotomy. Addresses shortcomings of this strict native speaker/nonnative speaker ESL dichotomy by examining the extent to which creole-English students grapple with unfamiliar registers of academic written discourse. (Author/VWL) EJ674802 Paratactic Conjunctions in Creole Speakers' and ESL Learners' Academic Writing. World Englishes v22 n3 p271-89 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Foreign Countries Language Variation North American English Phonetics Second Language Instruction Second Language Learning Stress (Phonology) Wiltshire, Caroline Moon, Russell Journal Articles Opinion Papers English (Indian) ISSN-0883-2919 English Shows that results of a study that suggests one difference between Indian English (IE) and American English (AE) varieties is the phonetic realization of prominence may be due to misinterpretation of the positioning of stress in Indian English. Shows that by considering the louder syllable to the stressed one, IE stress correlates differ in magnitude but not in direction from AE. (Author/VWL) EJ674803 Phonetic Stress in Indian English vs. American English. World Englishes v22 n3 p291-303 Aug 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Females Foreign Countries Language Variation Personal Narratives Preadolescents Second Language Instruction Second Language Learning Levey, Stephen Journal Articles Reports - Research ISSN-0883-2919 English Examines variation in the quotative system of a group of 23 preadolescents. Explores how variation in reported speech is used particularly by female speakers in their creation of performed narratives, which communicate affective involvement with retold events, and simultaneously seek the engagement of addressees who are invited by way of dramatized recounts to vicariously re-experience the past. (Author/VWL) EJ674804 Reported Dialogue and Pragmatic Particles in the Narratives of Preadolescents. World Englishes v22 n3 p305-21 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:31 CIJFEB2004 Special issue: Symposium on Ethics, ideology, and World Englishes.

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No Cultural Awareness English (Second Language) Higher Education Literature Second Language Instruction Second Language Learning Lvovich, Natasha Journal Articles Opinion Papers English Examines how literature helps English-as-a-Second-Language learners connect to culture. (Author/VWL) EJ674805 Literature as a Door to Textual Home for Second Language Learners. College ESL v10 n1-2 p1-10 May 2003 2003-00-00 T 2004 7/11/2004 11:40:32 CIJFEB2004

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No Cultural Awareness Cultural Differences English (Second Language) Higher Education Second Language Instruction Second Language Learning Writing Instruction Kubota, Ryuko Journal Articles Opinion Papers English Presents a narrative fiction of a college writing teacher who transforms her conceptions about cultural difference through teaching English-as-a-Second-Language students and through learning various approaches to culture from different academic points of view. (Author/VWL) EJ674806 Unfinished Knowledge: The Story of Barbara. College ESL v10 n1-2 p11-21 May 2003 2003-00-00 T 2004 7/11/2004 11:40:32 CIJFEB2004

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No College Faculty English (Second Language) Foreign Countries High Schools Higher Education Interviews Second Language Instruction Second Language Learning Summer Programs Teaching Methods Chen, Suhong Boyd, Eulas Goh, David Journal Articles Reports - Research English Interviewed Chinese English-as-a-Second-Language students enrolled in a summer program and faculty members teaching these students. Data revealed a number of effective strategies instructors might use to teach these students, including homogeneous grouping, a structured classroom environment, and incorporating instruction on American culture and current events. (Author/VWL) EJ674807 Factors Affecting the Transition from High School to College of Disadvantaged and Unprepared Chinese ESL Students. College ESL v10 n1-2 p22-36 May 2003 2003-00-00 T 2004 7/11/2004 11:40:32 CIJFEB2004

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No English (Second Language) Higher Education Outcomes of Education Program Descriptions Second Language Instruction Second Language Learning Student Needs Goldschmidt, Myra Ziemba, Christine Journal Articles Opinion Papers English Discusses the rationale for a broad-based program tailored to the needs of generation 1.5 students, describes the program, and examines the observed outcomes of the program. (Author/VWL) EJ674808 Course Clustering: A Comprehensive Program for Generation 1.5. College ESL v10 n1-2 p22-36 May 2003 2003-00-00 T 2004 7/11/2004 11:40:33 CIJFEB2004

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No English (Second Language) Foreign Countries Higher Education Interdisciplinary Approach Second Language Instruction Second Language Learning Sociology Heuser, Linda Varga, Julie Journal Articles Opinion Papers Content Area Teaching English Japanese students enrolled in a sheltered social psychology/applied English course had an opportunity to learn language and content through active participation of a study of HIV/AIDS and sexual behavior. Reports on the integrative language and content activities developed by the sociologist and the English-as-a-Second-Language specialist to move students through the project. (Author/VWL) EJ674809 A Class Journey: Learning Language and Content through a Social Psychological Research Project. College ESL v10 n1-2 p37-48 May 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Grammar Higher Education Interdisciplinary Approach Program Descriptions Second Language Instruction Second Language Learning Tutors Writing Instruction Beebout, Linda Journal Articles Opinion Papers English Highlights a practicum course designed to train upper-level undergraduates as English-as-a-Second-Language (ESL) writing tutors for their peers. The course offers tutors intensive, basic training in tutoring, TESL, and pedagogical grammar for 2 weeks before they begin tutoring. (Author/VWL) EJ674810 On-the-Job Training for Novice ESL Writing Tutors: A Practicum Model. College ESL v10 n1-2 p49-59 May 2003 2003-00-00 T 2004 7/11/2004 11:40:33 CIJFEB2004

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No English (Second Language) Foreign Countries Higher Education Interviews Language Teachers Second Language Instruction Second Language Learning Student Needs Teacher Education Reichelt, Melinda Journal Articles Reports - Research English Interviewed students in an English-as-a-Second-Language (ESL) teacher education program to gain input for course and program revision. Lists 12 suggestion for improvement based on students' comments. (Author/VWL) EJ674811 Improving ESL Teacher Education: Meeting Students' Needs for More "Practical" Activities. College ESL v10 n1-2 p60-73 May 2003 2003-00-00 T 2004 7/11/2004 11:40:33 CIJFEB2004

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No Case Studies Foreign Countries Ideology Language Planning Uncommonly Taught Languages Yiddish Verschik, Anna Journal Articles Reports - Research Estonia Estonia ISSN-0272-2690 English This case study of non-Jewish support of Yiddishism in Estonia examines the arguments Paul Ariste--a famous Estonian linguist who learned Yiddish as a young man--used in a Yiddish-language speech in the general context of Yiddishist ideology. (Author/VWL) EJ674812 An Outsider's Support of Yiddishism in the Baltic States: The Case of Paul Ariste. Language Problems & Language Planning v27 n2 p115-36 Sum 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Language Planning Language Role Politics Chiti-Batelli, Andrea Information Analyses Journal Articles ISSN-0272-2690 English Examines the expanding role of English in the world and considers whether it is necessary and should be reversed. (Author/VWL) EJ674813 Can Anything Be Done about the "Glottophagy" of English? A Bibliographical Survey with a Political Conclusion. Language Problems & Language Planning v27 n2 p137-53 Sum 2003 2003-00-00 T 2004 7/11/2004 11:40:34 CIJFEB2004

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No Esperanto Language Research Resource Materials Uncommonly Taught Languages Blanke, Detlev Journal Articles Reports - Research Interlingua ISSN-0272-2690 English This study is intended to facilitate access to the scholarly literature on Interlinguistics and Esperanto by focusing on the myriad sources of material useful to the researcher. (Author/VWL) EJ674814 Interlinguistics and Esperanto Studies: Paths to the Scholarly Literature. Language Problems & Language Planning v27 n2 p155-92 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Child Language Language Acquisition Language Usage Speech Acts Structural Analysis (Linguistics) Swedish Uncommonly Taught Languages Josefsson, Gunlog Journal Articles Reports - Research Clauses ISSN-1048-9223 English Examines the use and structure of so-called nonfinite root clauses, including root infinitives and root supines, in Swedish child language. Investigation of four Swedish child language corpora shows that children use nonfinite root clauses in a systematic way. Also shows that children's use of root infinitives is closely associated with a particular speech act or speech function called the creative speech act. (Author/VWL) EJ674815 The Use and Function of Nonfinite Root Clauses in Swedish Child Language. Language Acquisition v10 n4 p273-320 2002 2002-00-00 T 2004 2016-11-21

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No Child Language Language Acquisition Morphology (Languages) Parent Child Relationship Russian Tenses (Grammar) Uncommonly Taught Languages Videotape Recordings Bar-Shalom, Eva Journal Articles Reports - Research ISSN-1048-9223 English Observed child-parent interaction to investigate the early temporal and aspectual morphology in four monolingual Russian speaking children. Analysis of data obtained in weekly videotaped sessions shows early mastery of all tenses as well as grammatical aspect at an early age. (Author/VWL) EJ674816 Tense and Aspect in Early Child Russian. Language Acquisition v10 n4 p321-37 2002 2002-00-00 T 2004 7/11/2004 11:40:35 CIJFEB2004

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No Chinese Multimedia Instruction Second Language Instruction Second Language Learning Spanish Teaching Methods World Wide Web LeLoup, Jean W. Ponterio, Robert Journal Articles Opinion Papers ISSN-1094-3501 English Examines some of the techniques used in a variety of online sites for learning several languages. The lessons featured were chosen for their quality, the variety of technical features, range of pedagogical techniques, and selection of languages taught. (Author/VWL) EJ674817 Interactive and Multimedia Technologies in Online Language Lessons: A Sampler. Language Learning & Technology v7 n3 p4-17 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:35 CIJFEB2004 Special issue: Distance Learning.

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No Distance Education Educational Technology Second Language Instruction Second Language Learning Teaching Methods World Wide Web Godwin-Jones, Bob Journal Articles Reports - Research ISSN-1094-3501 English Interest in the remote delivery of language instruction has increased significantly in recent years. This article highlights new web options, hybrid applications, and task-based language learning. A substantial resource list is provided. (Author/VWL) EJ674818 Tools for Distance Education: Towards Convergence and Integration. Language Learning & Technology v7 n3 p18-22 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:35 CIJFEB2004 Special issue: Distance Learning.

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No Educational Technology Psycholinguistics Second Language Instruction Second Language Learning Teaching Methods Uncommonly Taught Languages Doughty, Catherine J. Long, Michael H. Journal Articles Opinion Papers ISSN-1094-3501 English Defines 10 methodological principles for task-based language learning and illustrates their implementation in the case of foreign language distance learning for less commonly taught languages. (Author/VWL) EJ674819 Optimal Psycholinguistic Environments for Distance Foreign Language Learning. Language Learning & Technology v7 n3 p50-80 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:36 CIJFEB2004 Special issue: Distance Learning.

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No Cognitive Style Distance Education Educational Technology Higher Education Instructional Materials Language Proficiency Program Design Second Language Instruction Second Language Learning Strambi, Antonella Bouvet, Eric Journal Articles Reports - Research ISSN-1094-3501 English Following a preliminary experience in a low-tech environment for distance language learning and teaching, two challenges were identified in the design of university language courses: the necessity to build sufficient flexibility into materials to cater to learners' styles, interests, and skill levels, and a need to design materials that would present the necessary requisites of authenticity and interactivity. (Author/VWL) EJ674820 Flexibility and Interaction at a Distance: A Mixed-Mode Environment for Language Learning. Language Learning & Technology v7 n3 p81-102 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:36 CIJFEB2004 Special issue: Distance Learning.

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No College Students Distance Education Educational Objectives Educational Technology Foreign Countries Higher Education Masters Programs Second Language Instruction Second Language Learning Student Needs Sampson, Nicholas Journal Articles Reports - Research ISSN-1094-3501 English Draws on the experience of a cohort of 22 multinational and multilingual students enrolled in a Master's in Education distance learning program administered by a British university. The purpose was to locate aims and philosophies of distance learning within the experiences of actual distance learners to see if learners needs were being met by the program. (Author/VWL) EJ674821 Meeting the Needs of Distance Learners. Language Learning & Technology v7 n3 p103-18 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:36 CIJFEB2004 Special issue: Distance Learning.

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No Cooperation Distance Education Educational Technology Higher Education Inservice Teacher Education Second Language Instruction Second Language Learning Pawan, Faridah Paulus, Trena M. Yalcin, Senom Chang, Ching-Fen Journal Articles Reports - Research ISSN-1094-3501 English Analyzed the patterns and types of collaborative interactions taking place in three online teacher education classes and used the findings as a guide in the design of instructional interventions. (Author/VWL) EJ674822 Online Learning: Patterns of Engagement and Interaction among In-Service teachers. Language Learning & Technology v7 n3 p119-40 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:36 CIJFEB2004 Special issue: Distance Learning.

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No Distance Education Educational Technology Italian Native Speakers Second Language Instruction Second Language Learning World Wide Web Tudini, Vincenza Journal Articles Opinion Papers Chat Rooms ISSN-1094-3501 English Considers implications for distance learning of negotiations by a group of intermediate learners of Italian interacting in dyads on a Web-based Italian native speaker (NS) chat program. Explores whether NS chat rooms are likely to offer an optimal environment for second language acquisition. (Author/VWL) EJ674823 Using Native Speakers in Chat. Language Learning & Technology v7 n3 p141-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Cooperative Learning Second Language Instruction Second Language Learning Towndrow, Phillip A. Journal Articles Opinion Papers ISSN-1094-3501 English Ideas that resulted from reading Jean LeLoup and Robert Ponterio's tele-collaborative projects, Monsters.com, are discussed. (Author/VWL) EJ674824 Extending the Scope Tele-Collaboartive Projects: A Commentary Inspired by Jean LeLoup & Robert Ponterio's "Tele-Collaboartive Projects: Monsters.com?" Language Learning & Technology v7 n3 p160-63 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:37 CIJFEB2004 Special issue: Distance Learning.

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No Academic Discourse English (Second Language) English for Special Purposes Foreign Countries Nouns Second Language Instruction Second Language Learning Vocabulary Flowerdew, John Journal Articles Reports - Research ISSN-0889-4906 English Presents a description of a major class of vocabulary, signalling nouns, that have important discourse functions in establishing links across and within clauses. The description provides a framework useful to materials writers, teachers, and learners of English for academic purposes. (Author/VWL) EJ674825 Signalling Nouns in Discourse. English for Specific Purposes v22 n4 p329-46 2003 2003-00-00 T 2004 7/11/2004 11:40:37 CIJFEB2004

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No Academic Discourse Editors English for Special Purposes Journal Articles Letters (Correspondence) Scholarly Journals Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Bloch, Joel Journal Articles Reports - Research ISSN-0889-4906 English Proposes that an analysis of academic letters provides insight into the variety of language forms used both formally and informally in academic writing and into the entire process by which knowledge is produced, evaluated, and published. Analyzed a sample of letters to the editor. (Author/VWL) EJ674826 Creating Materials for Teaching Evaluation in Academic Writing: Using Letters to the Editor in L2 Composition Courses. English for Specific Purposes v22 n4 p347-64 2003 2003-00-00 T 2004 7/11/2004 11:40:38 CIJFEB2004

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No Applied Linguistics English (Second Language) English for Special Purposes Journal Articles Language Styles Research Reports Scholarly Writing Second Language Instruction Second Language Learning Ruiying, Yang Allison, Desmond Journal Articles Reports - Research ISSN-0889-4906 English Examines how selected research articles reporting empirical investigations in applied linguistic proceed from first presenting results to eventually offering final conclusions or some other form of closure. (Author/VWL) EJ674827 Research Articles in Applied Linguistics: Moving from Results to Conclusions. English for Specific Purposes v22 n4 p365-85 2003 2003-00-00 T 2004 7/11/2004 11:40:38 CIJFEB2004

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No Biology English (Second Language) English for Special Purposes Instruction Learning Strategies Metacognition Reading Processes Research Reports Second Language Instruction Second Language Learning Dhieb-Henia, Nebila Journal Articles Reports - Research ISSN-0889-4906 English Reports on an investigation into the reading processes of English-as-a-Foreign-Language/English for Special purposes students with respect to research articles in their specialty area: Biology. Specially explored how metacognitive strategy training influenced a group of readers' declarative and procedural knowledge and their choice and use of strategies while reading research articles. (Author/VWL) EJ674828 Evaluating the Effectiveness of Metacognitive Strategy Training for Reading Research Articles in an ESP Context. English for Specific Purposes v22 n4 p387-417 2003 2003-00-00 T 2004 7/11/2004 11:40:38 CIJFEB2004

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No Foreign Countries German Grammar Higher Education Immersion Programs Language Research Second Language Instruction Second Language Learning Second Language Programs Teaching Methods Klapper, John Rees, Jonathan Journal Articles Reports - Research United Kingdom United Kingdom ISSN-1362-1688 English Examines the extent to which research findings from second language and immersion programs--concerning the efficacy of different instructional approaches--are transferable to the context of foreign language learning in British higher education. Data are drawn from a study of German learners exposed to focus on form tuition and focus on forms instruction. (Author/VWL) EJ674829 Reviewing the Case for Explicit Grammar Instruction in the University Foreign Language Learning Context. Language Teaching Research v7 n3 p285-314 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis English (Second Language) Foreign Countries Grammar Language Research Second Language Instruction Second Language Learning Teaching Methods Loewen, Shawn Journal Articles Opinion Papers ISSN-1362-1688 English Investigates English-as-a-Second-Language classes in Auckland, New Zealand to compare the frequency and characteristics of incidental focus on form episodes occurring in these classes. (Author/VWL) EJ674830 Variation in the Frequency and Characteristics of Incidental Focus on Form. Language Teaching Research v7 n3 p315-45 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:39 CIJFEB2004

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No Essays Language Research Native Speakers Recall (Psychology) Second Language Instruction Second Language Learning Simulation Spanish Task Analysis Writing (Composition) Adams, Rebecca Journal Articles Reports - Research ISSN-1362-1688 English Extends a study on the developmental effects of learners noticing differences between their own and native speaker output. Spanish learners were assigned to three groups: task repetition, noticing, and noticing + simulated recall. Learners noticed differences between their own essays and reformulated writing and that there were quantitative differences in the output of participants from different treatment groups. (Author/VWL) EJ674831 L2 Output, Reformulation, and Noticing: Implications for IL Development. Language Teaching Research v7 n3 p347-76 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:39 CIJFEB2004

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No Computer Assisted Instruction Cultural Awareness Educational Technology Higher Education Multimedia Materials Second Language Instruction Second Language Learning Spanish Lear, Darcy Journal Articles Reports - Research ISSN-0018-2133 English Explores the divide between possibilities for technology use in classrooms and the realities of technology use in these same classrooms. Specific focus is on ways in which technology is used to teach culture in university Spanish classes. (Author/VWL) EJ674832 Using Technology To Cross Cultural and Linguistic Borders in Spanish Language Classrooms. Hispania v86 n3 p541-51 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:39 CIJFEB2004

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No College Students Higher Education Morphology (Languages) Second Language Instruction Second Language Learning Spanish Tenses (Grammar) Salaberry, Rafael Journal Articles Reports - Research ISSN-0018-2133 English Analyzed the development of past tense verbal morphology in Spanish second language acquisition among native English speakers divided into three levels of proficiency. Analysis shows that learners may use a default marker of past tense during the beginning stages of development of verbal morphology, but the choice of the default may be dependent on the type of text. (Author/VWL) EJ674833 Tense Aspect in Verbal Morphology. Hispania v86 n3 p559-73 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:40 CIJFEB2004

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No Higher Education Second Language Instruction Second Language Learning Service Learning Spanish Weldon, Alice Trautmann, Gretchen Journal Articles Opinion Papers ISSN-0018-2133 English Discusses the use of service learning as a way of enhancing student learning, especially in oral comprehension, conversation, and cultural understanding. Highlights a study of University of North Carolina-Asheville students who worked in the local health department, reporting the degree to which service learning helped them meet the American Council on the Teaching of Foreign Languages standards. (Author/VWL) EJ674834 Spanish and Service-Learning: Pedagogy and Praxis. Hispania v86 n3 p574-85 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:40 CIJFEB2004

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No Academic Standards Foreign Countries Inservice Teacher Education Language Teachers Methods Courses Professional Development Second Language Instruction Second Language Learning Spanish Summer Programs LeLoup, Jean W. Schmidt-Rinehart, Barbara C. Journal Articles Opinion Papers Venezuela Venezuela ISSN-0018-2133 English Presents a model of professional development that is suited to the inservice Spanish teacher with limited time and financial resources. Details a summer program for Spanish teachers in Venezuela that combines an immersion experience with an advanced methodology course emphasizing a standards-based approach to curriculum development. (Author/VWL) EJ674835 A Venezuelan Experience: Professional Development for Teachers, Meaningful Activities for Students. Hispania v86 n3 p586-91 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Computer Assisted Instruction Multimedia Materials Music Second Language Instruction Second Language Learning Spanish Trend Analysis Roman-Odio, Clara Hartlaub, Bradley A. Journal Articles Reports - Research ISSN-0018-2133 English Examines trends in computer assisted language learning (CALL) research and postulates strategies for classroom assessment of CALL. Describes a pilot study designed to evaluate a music-based multimedia program. (Author/VWL) EJ674836 Classroom Assessment of Computer-Assisted Language Learning: Developing a Strategy for College Faculty. Hispania v86 n3 p592-607 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:40 CIJFEB2004

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No Ambiguity Classroom Techniques Communicative Competence (Languages) Pictorial Stimuli Second Language Instruction Second Language Learning Spanish Wagner, Lisa Journal Articles Opinion Papers ISSN-0018-2133 Spanish Presents an activity for teaching communicative competence in the Spanish as a foreign language classroom. (Author/VWL) EJ674837 Mas alla de las formas correctas: La Practica de la competencia communicativa a traves de la ambiguedad y los elicitadores indirectos (Beyond Correct Forms: Practice in Communicative Competence Using Ambiguity and Indirect Elicitation). Hispania v86 n3 p608-11 Sep 2003 2003-00-00 T 2004 7/11/2004 11:40:41 CIJFEB2004

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No Higher Education Language Variation Native Speakers Phonetics Pronunciation Instruction Second Language Instruction Second Language Learning Self Esteem Spanish Student Role Teaching Methods Dunlap, Carolyn Journal Articles Opinion Papers Spanish Addresses the help that heritage speakers and other native Spanish speaking students can provide in a Spanish phonetics class. These students can improve the pronunciation of Spanish learners while enhancing their own self esteem, and can also make learners aware of different dialects of Spanish. (Author/VWL) EJ674838 Utilizing Our Resources: Heritage and Native Speakers as Pronunciation Coaches in the Spanish Phonetics Class. NECTFL Review n53 p25-31 Fall 2003 2003-00-00 T 2004 7/11/2004 11:40:41 CIJFEB2004

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No Conversational Language Courses Oral Language Second Language Instruction Second Language Learning Spanish Teaching Methods Godev, Concepcion B. Journal Articles Opinion Papers Spanish Presents a method for managing and teaching oral presentation in the conversational foreign language class. (Author/VWL) EJ674839 A Procedure for Delivering Successful Oral Presentations in Conversation Classes. NECTFL Review n53 p32-36 Fall 2003 2003-00-00 T 2004 7/11/2004 11:40:41 CIJFEB2004

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No College Students Higher Education Literature Reading Skills Reading Strategies Second Language Instruction Second Language Learning Secondary Education Secondary School Students Short Stories Spanish Teaching Methods Goetz, Lily Anne Journal Articles Opinion Papers Spanish Discuses the use of micro stories--shorter short stories--in the Spanish language classroom. Highlights the use of one micro story--Monterrosos'"El dinasauro"--as a point of departure for teaching literary reading skill to intermediate college and secondary level students. (Author/VWL) EJ674840 Short Cuts: A Model of Using the Shortest Stories To Teach Second Language Reading Skill. NECTFL Review n53 p37-52 Fall 2003 2003-00-00 T 2004 7/11/2004 11:40:41 CIJFEB2004

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No Cloze Procedure Cognitive Processes English (Second Language) Foreign Countries Language Proficiency Protocol Analysis Questionnaires Second Language Instruction Second Language Learning Sepassi, Forood Journal Articles Reports - Research ISSN-0379-0037 English A model of information processing is used in conjunction with two verbal protocol elicitation formats--the think aloud model and the retrospective questionnaire--to shed light on the mental processes involved in a learner's performance on the cloze. Results suggest the cloze is more suitable for learners of higher language ability, because it is more likely to employ heir pragmatic competence. (Author/VWL) EJ674841 How Do Learners of Different Language Ability Perform on the Cloze? A Verbal Protocol Analysis of EFL Test Takers Performance on Cloze Tests. Indian Journal of Applied Linguistics v29 n2 p5-33 Jul-Dec 2003 2003-00-00 T 2004 7/11/2004 11:40:42 CIJFEB2004

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No Cognitive Processes Foreign Countries Psycholinguistics Second Language Instruction Second Language Learning Vocabulary Development Basanta, Carmen Perez Journal Articles Opinion Papers ISSN-0379-0037 English Draws attention to psycholinguistic hypotheses connected with the mental lexicon and the implications for those actively working with the teaching of vocabulary. (Author/VWL) EJ674842 Psycholinguistics and Second Language Vocabulary Teaching. Indian Journal of Applied Linguistics v29 n2 p35-47 Jul-Dec 2003 2003-00-00 T 2004 7/11/2004 11:40:42 CIJFEB2004

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No English (Second Language) Essays Foreign Countries Second Language Instruction Second Language Learning Student Attitudes Teacher Attitudes Testing Writing Evaluation Nemati, Majid Journal Articles Opinion Papers Iran Iran ISSN-0379-0037 English Suggests English teaching in Iran has been a failure, partly because the language is not used as a means of communication, but is taught in isolated fragments. Discusses methods for testing writing, recommending essay tests over multiple-choice ones so the washback effect will encourage teachers and students to change their attitudes about language as "a dead set of grammatical rules." (Author/VWL) EJ674843 The Positive Washback Effect of Introducing Essay Writing Tests in EFL Environments. Indian Journal of Applied Linguistics v29 n2 p49-62 Jul-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Discourse Modes English (Second Language) Foreign Countries Linguistic Theory Sciences Second Language Instruction Second Language Learning Written Language Sarhady, T. Journal Articles Reports - Research ISSN-0379-0037 English Investigates the relationship between redundancy and transposition in scientific texts. Highlights different traditional and discoursal theories of redundancy. Analyzed 20 self-contained scientific texts; results show that most of the sample texts follow similar organization. (Author/VWL) EJ674844 Redundancy and Transposition in English. Indian Journal of Applied Linguistics v29 n2 p63-77 Jul-Dec 2003 2003-00-00 T 2004 7/11/2004 11:40:42 CIJFEB2004

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No Classroom Communication Classroom Observation Techniques English (Second Language) Foreign Countries Second Language Instruction Second Language Learning Teacher Student Relationship Golkar, Maryam Journal Articles Reports - Research Iran Iran ISSN-0379-0037 English Examined time spent in interaction by students and teachers in the classroom and patterns of question and answer through classroom observations. Results showed that much of class time is devoted to teacher talk rather than to student talk. The majority of questions asked by the teacher were of the display type, while the responses of the students were of the restricted nature. (Author/VWL) EJ674845 Classroom Observation: Interaction Time and Question and Answer Patterns (Acceptance Sent). Indian Journal of Applied Linguistics v29 n2 p79-89 Jul-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Dictation English (Second Language) Foreign Countries Interviews Second Language Instruction Second Language Learning Student Attitudes Teacher Attitudes Vesali, Iraj Journal Articles Opinion Papers ISSN-0379-0037 English Reviews, analyzes, discusses, and suggests possible uses of dictation on foreign language classes. Types and selections of dictations rediscussed and introduced. Results obtained through interviews with both teachers and students show dictation is useful learning device. (Author/VWL) EJ674846 Challenges Over the Employment of Dictation as a "Learning" and "Testing" Device in E.F.L. Classes. Indian Journal of Applied Linguistics v29 n2 p91-111 Jul-Dec 2003 2003-00-00 T 2004 7/11/2004 11:40:43 CIJFEB2004

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No College Students English (Second Language) Foreign Countries Higher Education Language Proficiency Learning Motivation Pretests Posttests Second Language Instruction Second Language Learning Student Attitudes Student Motivation Alimi, Modupe M. Akeredolu-Ale, Bola I. Journal Articles Reports - Research Nigeria Nigeria ISSN-0379-0037 English Argues that learner attitudes and motivation are equally important for the improvement of students' proficiency in a second language. Used pre- and post-test results in the Use of English course at a university in Nigeria. (Author/VWL) EJ674847 Learner Factors and performance: The case of Students in a Science Based University. Indian Journal of Applied Linguistics v29 n2 p113-24 Jul-Dec 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Immigrants Metacognition Metalinguistics Preschool Children Second Language Instruction Second Language Learning Young Children Shariati, Mohammad Journal Articles Reports - Research Iranians United Kingdom United Kingdom ISSN-0379-0037 English Presents three major types of language awareness elicited during a pilot study, using data collection instruments, such as interviews and tape recordings of the conversations of two groups of Iranian children living in the United Kingdom. (Author/VWL) EJ674848 LA Scrutiny in Iranians in England. Indian Journal of Applied Linguistics v29 n2 p125-41 Jul-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Colonialism English (Second Language) Foreign Countries Language Planning Language Role Second Language Instruction Second Language Learning Powell, Richard Information Analyses Journal Articles ISSN-1466-4208 English Provides historical context for discussions of language planning in postcolonial societies by focusing on policies that have influenced language in three former British colonies. Suggests British colonialism, along with the emergence of America in the 20th century, is the main reason for the global role played by English today and an indispensable element of debates about linguistic imperialism. (Author/VWL) EJ674849 Language Planning and the British Empire: Comparing Pakistan, Malaysia, and Kenya. Current Issues in Language Planning v3 n3 p205-79 2002 2002-00-00 T 2004 7/11/2004 11:40:44 CIJFEB2004

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No Colonialism Foreign Countries Language Planning Second Language Instruction Second Language Learning Spanish Sanchez, Aquilino Duenas, Maria Information Analyses Journal Articles Language Policy Spain Spain ISSN-1466-4208 English Reviews diffusion and promotion of the Spanish language from the first Spanish colonizers in the Americas to the present. Describes the situation of Spanish within Spain as a form of internal colonialization and reviews language policies. Analyzes present-day institutional efforts at maintaining language co-existence within different autonomous communities and for promoting Spanish abroad. (Author/VWL) EJ674850 Language Planning in the Spanish-Speaking World. Current Issues in Language Planning v3 n3 p280-305 2002 2002-00-00 T 2004 2016-11-21

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No African Languages Foreign Countries Indigenous Populations Language Planning Official Languages Portuguese Second Language Instruction Second Language Learning Uncommonly Taught Languages Vilela, Mario Information Analyses Journal Articles Africa Language Policy Africa ISSN-1466-4208 English Examines the place of Portuguese in Portugal's former African Colonies. Characterizes the postcolonial position of Portuguese in Africa as a complex relationship between Portuguese as the official language and the other languages of these countries. (Author/VWL) EJ674851 Reflections on Language Policy in African Countries with Portuguese as an Official Language. Current Issues in Language Planning v3 n3 p306-16 2002 2002-00-00 T 2004 2016-11-21

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No Colonialism Foreign Countries French Indigenous Populations Language Attitudes Language Planning Second Language Instruction Second Language Learning Uncommonly Taught Languages Salhi, Kamal Journal Articles Opinion Papers France France ISSN-1466-4208 English Argues that the question of the presence of French in former French colonies is not controversial. A study of French in the Francophone world is set in the context of the precoccupations that Francophones themselves have about the importance of the own languages--other than French--that can be defined in their relationship to France only from a postcolonial point of view. (Author/VWL) EJ674852 Critical Imperatives of the French Language in the Francophone World: Colonial Legacy--Postcolonial Policy. Current Issues in Language Planning v3 n3 p317-45 2002 2002-00-00 T 2004 2016-11-21

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No Bilingualism Code Switching (Language) Linguistic Input Linguistic Theory Tape Recordings Toddlers Comeau, Liane Genesee, Fred Lapaquette, Lindsay Journal Articles Reports - Research ISSN-1367-0069 English Discusses the modeling hypothesis, in which bilingual children's rates of code mixing are related to rates of mixing in the input addressed to them, and the assumption that children are sensitive to code mixing in the input and can adjust their own rates in accordance with the input. Reports a study of six bilingual toddlers recorded during play sessions with an assistant who engaged in code mixing. (Author/VWL) EJ674853 The Modeling Hypothesis and Child Bilingual Codemixing. International Journal of Bilingualism v7 n2 p113-26 2003 2003-00-00 T 2004 7/11/2004 11:40:45 CIJFEB2004

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No Case Studies Females Foreign Countries Language Variation Multilingualism Sex Differences Sociolinguistics Matsumoto, Kazuko Britain, David Journal Articles Reports - Research Palau Palau ISSN-1367-0069 English Examines the supposed "Gender Paradox" proposed by Labov (1990, 2001), which suggests women are both sometimes conversative and sometimes innovative in terms of linguistic variation and change. Explores the paradox from two perspectives: its applicability to multilingual as opposed to multidialectal communities and whether it is methodological or real. (Author/VWL) EJ674854 Investigating the Sociolinguistic Gender Paradox in a Multilingual Community: A Case Study from the Republic of Palau. International Journal of Bilingualism v7 n2 p127-52 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Language Attitudes Language Patterns Language Usage Multilingualism Sercombe, Peter Journal Articles Reports - Research Brunei Brunei ISSN-1367-0069 English Considers multilingualism among a group of ex-hunter gatherers, the Penans of Brunei. Findings suggest the language situation of the Penans is quite different from their neighbors and from other coastal-dwelling Bruneians. Explains underlying reasons of Penans' attitudes, as well as knowledge and patterns of language use among the Penans. (Author/VWL) EJ674855 Multilingualism among the Penans of Brunei. International Journal of Bilingualism v7 n2 p153-75 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Consonants English French Infants Language Acquisition Language Patterns Oral Language Phonology Toddlers Brulard, Ines Carr, Philip Journal Articles Reports - Research ISSN-1367-0069 English Examines onset, atrophy, and possible interaction of a set of patterns in the speech of a child acquiring French and English. Examines how data bear on the question of whether the bilingual child has two distinct production phonologies from the earliest stage. Tests recent claims consonant harmony patterns. (Author/VWL) EJ674856 French-English Bilingual Acquisition of Phonology: One Production System or Two? International Journal of Bilingualism v7 n2 p177-202 2003 2003-00-00 T 2004 7/11/2004 11:40:46 CIJFEB2004

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No College Students Grammar Heritage Education Higher Education Native Speakers Prior Learning Reading Habits Reading Skills Spanish Hislope, Kristi Journal Articles Reports - Research Heritage Language ISSN-1533-242X English Investigates the self-reported reading habits and levels of ability in reading of ten heritage speakers of Spanish enrolled in Spanish classes at Purdue University. Results warrant more explicit focus on form instruction and activation of background knowledge for heritage speakers. (Author/VWL) EJ674857 A Reading Study of Spanish Heritage Speakers. Reading Matrix: An International Online Journal v3 n2 Sep 2003 2003-00-00 http://www.readingmatrix.com/ T 2004 2016-11-21

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No Case Studies Classroom Techniques English for Science and Technology Foreign Countries Questionnaires Reading Instruction Second Language Instruction Second Language Learning Student Attitudes St. Louis, Rubena Pereira, Silvia Journal Articles Opinion Papers Venezuela Venezuela ISSN-1533-242X English Discusses an English for science and technology course at Simon Bolivar University in Venezuela in which students were allowed to choose reading activities and alternative forms of assessment were implemented. Results of a questionnaire used to evaluate the course are provided. (Author/VWL) EJ674858 Student Involvement in an EST Reading Course for Remedial Students: A Case Study. Reading Matrix: An International Online Journal v3 n2 Sep 2003 2003-00-00 http://www.readingmatrix.com/ T 2004 2016-11-21

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No Bilingualism English (Second Language) Females Learning Strategies Retention (Psychology) Second Language Instruction Second Language Learning Teaching Methods Vocabulary Marefat, Hamideh Shirazi, Masoomeh Ahmadi Journal Articles Reports - Research ISSN-1533-242X English Examined the effect of teaching direct learning strategies and their subcategories on the vocabulary retention of English-as-a-Foreign-Language (EFL) learners. Participants of the study were 60 female EFL learners, aged 15-17. (Author/VWL) EJ674859 The Impact of Teaching Direct Learning Strategies on the Retention of Vocabulary by EFL Learners. Reading Matrix: An International Online Journal v3 n2 Sep 2003 2003-00-00 http://www.readingmatrix.com/ T 2004 7/11/2004 11:40:47 CIJFEB2004

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No English (Second Language) Grammar Literature Reader Response Second Language Instruction Second Language Learning Teaching Methods Amer, Aly Anwar Journal Articles Opinion Papers ISSN-1533-242X English Discusses two pedagogically effective approaches to teaching first language narrative texts that have been gaining popularity in English-as-a-Second/Foreign-Language literature: the story grammar approach and the reader response approach. (Author/VWL) EJ674860 Teaching EFL/ESL Literature. Reading Matrix: An International Online Journal v3 n2 Sep 2003 2003-00-00 http://www.readingmatrix.com/ T 2004 7/11/2004 11:40:47 CIJFEB2004

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No Adults Distance Education English (Second Language) Learning Strategies Second Language Instruction Second Language Learning Teaching Methods Harris, Vee Journal Articles Opinion Papers ISSN-1072-4303 English Explores dilemmas posed in the design of strategy instruction (SI) for adults learning a range of languages in a distance learning context. Recent approaches to SI are reviewed and attempts to resolve the issues are described. (Author/VWL) EJ674861 Adapting Classroom-based Strategy Instruction to a Distance Learning Context. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 7/11/2004 11:40:47 CIJFEB2004

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No English (Second Language) Instructional Effectiveness Language Proficiency Learning Strategies Questionnaires Second Language Instruction Second Language Learning Self Efficacy Self Evaluation (Individuals) Student Attitudes Teaching Methods Rossiter, Marian J. Journal Articles Reports - Research ISSN-1072-4303 English Presents findings of an intervention designed to examine the effects of affective strategy instruction on measures of second language (L2) proficiency and self-efficacy. One group of adult English-as-a-Second-Language learners received affective strategy training; a second served as a comparison group. Data from self-report questionnaires and transcripts of audiotapes were used to analyze students' perceptions of self-efficacy and L2 performance. (Author/VWL) EJ674862 The Effects of Affective Strategy Training in the ESL Classroom. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 7/11/2004 11:40:48 CIJFEB2004

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No Arabic College Students English (Second Language) Foreign Countries Higher Education Language Proficiency Learning Strategies Majors (Students) Second Language Instruction Second Language Learning Sex Uncommonly Taught Languages Shmais, Wafa Abu Journal Articles Reports - Research Palestine Palestine ISSN-1072-4303 English Reports on current English language learning strategies used by Arabic-speaking English-majors enrolled at a University in Palestine. Results showed that gender and proficiency had no significant differences on the use of strategies. Recommends that more training should be given in using cognitive, memory and compensation strategies by embedding them into regular classroom activities. (Author/VWL) EJ674863 Language Learning Strategy Use In Palestine. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 2016-11-21

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No English (Second Language) Learning Strategies Second Language Instruction Second Language Learning Vocabulary Development Gu, Peter Yongqi Journal Articles Reports - Descriptive ISSN-1072-4303 English Reviews empirical research on vocabulary learning strategies in a second/foreign language. A tetrahedral model of person, task, context, and strategies is first proposed to foreground the review. Next, empirical research along task, person, and contextual dimensions is reviewed. Specifically, the review focuses on task-dependent guessing strategies, dictionary strategies, note-taking strategies, rote rehearsal strategies, and encoding strategies. (Author/VWL) EJ674864 Vocabulary Learning in a Second Language: Person, Task, Context and Strategies. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 7/11/2004 11:40:48 CIJFEB2004

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No English (Second Language) Learning Strategies Metacognition Second Language Instruction Second Language Learning Teaching Methods Vocabulary Development Rasekh, Zohreh Eslami Ranjbari, Reza Journal Articles Reports - Research ISSN-1072-4303 English The purpose of this study was to shed light on the issue of strategy training in second language learning. Investigated the effect of metacognitive strategy training through the use of explicit strategy instruction on the development of lexical knowledge of English-as-a-Foreign-Language students. (Author/VWL) EJ674865 Metacognitive Strategy Training for Vocabulary Learning. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 7/11/2004 11:40:48 CIJFEB2004

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No English (Second Language) Japanese Learning Strategies Second Language Instruction Second Language Learning Teaching Methods Transfer of Training Writing Processes Writing Strategies Wolfersberger, Mark Journal Articles Reports - Research ISSN-1072-4303 English Examines the composing process and writing strategies of three lower proficiency Japanese subjects in their first language (L1) and second language (L2). Found that while some L1 strategies may transfer to the L2 writing processes, lower proficiency writers struggle in utilizing all strategies that could help their writing process in the L2. Results suggest several compensating strategies for dealing with L2 language issues and facilitating L1 composing process transfer. (Author/VWL) EJ674866 L1 to L2 Writing Process and Strategy Transfer: A Look at Lower Proficiency Writers. TESL-EJ v7 n2 Sep 2003 2003-00-00 http://writing.berkeley.edu/TESL-EJ/ T 2004 7/11/2004 11:40:49 CIJFEB2004

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No Child Language Consonants Language Patterns Linguistic Theory Speech Communication Pater, Joe Barlow, Jessica A. Journal Articles Opinion Papers ISSN-0305-0009 English Applies two fundamental principles of optimalist theory to yield predictions about cluster reduction patterns. (Author/VWL) EJ674867 Constraint Conflict in Cluster Reduction. Journal of Child Language v30 n3 p487-526 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:49 CIJFEB2004

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No Acoustic Phonetics English (Second Language) German Language Acquisition Longitudinal Studies Phonology Second Language Instruction Second Language Learning Vowels Kehoe, Margaret M. Conxita, Lleo Journal Articles Reports - Research ISSN-0305-0009 English Studies of vowel length acquisition indicate an initial stage in which phonological vowel length is random followed by a stage in which either long vowels or short vowels and codas are produced. To determine whether this sequence of acquisition applies to a group of German-speaking children, monosyllabic and disyllabic words are transcribed and acoustically analyzed. Results are discussed. (Author/VWL) EJ674868 The Acquisition of Nuclei: A Longitudinal Analysis of Phonological Vowel-Length in Three German-Speaking Children. Journal of Child Language v30 n3 p527-56 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:49 CIJFEB2004

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No Case Studies Child Language Games Language Acquisition Longitudinal Studies Oral Language Rhyme Suffixes Inkelas, Sharon Journal Articles Reports - Research ISSN-0305-0009 English A longitudinal study of one children documents an invented language game consisting of suffixal reduplication and onset replacement. Argues that this game may more closely resemble adult rhyme. (Author/VWL) EJ674869 J's Rhymes: A Longitudinal Case Study of Language Play. Journal of Child Language v30 n3 p557-81 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:50 CIJFEB2004

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No Child Language Classroom Environment Developmental Stages Family Environment Inner Speech (Subvocal) Language Acquisition Preschool Children Winsler, Adam De Leon, Jesus Rene Wallace, Beverly A Carlton, Martha P. Willson-Quayle, Angela Journal Articles Reports - Research ISSN-0305-0009 English Examined developmental stability and change in children's private speech during the preschool years across-task constituency in children's self-speech, and across-setting relations between private speech in the laboratory and behavior at home and in the classroom. Clear associations were found between children's private speech use in the laboratory and their behavior in the classroom and at home. (Author/VWL) EJ674870 Private Speech in Preschool Children: Developmental Stability and Change, Across-task Constituency and Relations with Classroom Behaviour. Journal of Child Language v30 n3 p583-608 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:50 CIJFEB2004

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No Caregiver Role Language Acquisition Linguistic Input Mothers Parent Child Relationship Toddlers Verbs Rowland, Caroline F. Pine, Julian M. Lieven, Elena V. M. Theakston, Anna L. Journal Articles Reports - Research Wh Questions ISSN-0305-0009 English Analyzed naturalistic data from 12 2- to 3-year-old children and their mothers to assess the relative contribution of complexity and input frequency to wh-question acquisition. Results suggests that the relationship between acquisition and complexity may be a by-product of the high correlation between complexity and the frequency with which mothers use particular wh-words and verbs. (Author/VWL) EJ674871 Determinant of Acquisition Order in Wh-Questions: Re-Evaluating the Role of Caregiver Speech. Journal of Child Language v30 n3 p609-35 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adults Child Language Error Analysis (Language) Language Acquisition Oral Language Chouinard, Michelle M. Clark, Eve V. Journal Articles Reports - Research ISSN-0305-0009 English Examined whether there was negative evidence in adult reformulations of erroneous child utterances, and if so, whether children made use of that evidence. Findings show that adults reformulate erroneous utterances often enough for learning to occur. Children can detect differences between their own utterance and the adult reformulation and make use of that information.(Author/VWL) EJ674872 Adult Reformulations of Child Errors as Negative Evidence. Journal of Child Language v30 n3 p637-69 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:50 CIJFEB2004

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No Child Language Language Acquisition Phrase Structure Preschool Children Research Methodology Kidd, Evan Journal Articles Opinion Papers ISSN-0305-0009 English Eisenberg (2002) presents data from an experiment investigating 3- and 4-year-old children's comprehension of restrictive relative clauses. From the results, she argues that children do not have discourse knowledge of the felicity conditions of relative clauses before acquiring the syntax of relativization. This article evaluates this conclusion on the basis of the methodology used. (Author/VWL) EJ674873 Relative Clause Comprehension Revisited: Commentary on Eisenberg (2002). Journal of Child Language v30 n3 p671-79 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:51 CIJFEB2004

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No Children Context Effect Inferences Language Acquisition Reading Comprehension Reading Difficulties Vocabulary Development Cain, Kate Oakhill, Jane V. Elbro, Carsten Journal Articles Opinion Papers ISSN-0305-0009 English Investigated young children's ability to use narrative contexts to infer the meanings of novel vocabulary terms. Two groups of 15 7-and 8-year-olds participated; children with normally developing reading comprehension skills and children with weak reading comprehension skill. Results are discussed. (Author/VWL) EJ674874 The Ability To Learn New Word Meanings from Context by School-Age Children with and without Language Comprehension Difficulties. Journal of Child Language v30 n3 p681-94 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:51 CIJFEB2004

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No Child Language Language Acquisition Metacognition Phonology Rhyme Task Analysis Vocabulary Young Children De Cara, Bruno Goswami, Usha Journal Articles Reports - Research ISSN-0305-0009 English Investigates one plausible source of the emergence of phonological awareness--phonological neighborhood density in a group of 5-year-old children, most of whom were pre-readers. Subjects with a high vocabulary age showed neighborhood density effects in a rhyme oddity task, but 5-year-olds with lower vocabulary ages did not. (Author/VWL) EJ674875 Phonological Neighborhood Density Effects in a Rhyme Awareness Task in Five-Year-Old Children. Journal of Child Language v30 n3 p695-710 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:51 CIJFEB2004

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No Child Language Language Acquisition Linguistic Input Parent Child Relationship Story Reading Vocabulary Development Hall, Geoffrey D. Burns, Tracey C. Pawluski, Jodi L. Journal Articles Opinion Papers ISSN-0305-0009 English Twenty-four caregivers and their 2- to 4-year-old children took part in a storybook reading task in which caregivers taught children novel labels for familiar objects. Findings indicate parental speech could provide a rich source of information to children in learning how different lexical categories are expressed in their native language. (Author/VWL) EJ674876 Input and Word Learning: Caregivers' Sensitivity to Lexical Category Distinctions. Journal of Child Language v30 n3 p711-29 Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:51 CIJFEB2004

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No Computer Assisted Instruction Educational Technology Instructional Effectiveness Second Language Instruction Second Language Learning Zhao, Yong Journal Articles Opinion Papers ISSN-0742-7778 English Assessed the potential of technology for improving language education. A review of the effectiveness of past and current practices in the application of information and communication technology (ICT) in language education and the availability as well as capacities of current ICTs was conducted. (Author/VWL) EJ674877 Recent Developments in Technology and Language Learning: A Literature Review and Meta-analysis. CALICO Journal v21 n1 p7-27 2003 2003-00-00 T 2004 7/11/2004 11:40:52 CIJFEB2004

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No Computer Assisted Instruction Computer Software Computer Software Evaluation Instructional Materials Second Language Instruction Second Language Learning Burston, Jack Journal Articles Opinion Papers ISSN-0742-7778 English Provides guidance on making decisions regarding the selection of foreign language instructional software. Identifies sources of foreign language software, indicates sources of foreign language software reviews, and outlines essential procedures of software evaluation. (Author/VWL) EJ674878 Software Selection: A Primer on Source and Evaluation. CALICO Journal v21 n1 p29-40 2003 2003-00-00 T 2004 7/11/2004 11:40:52 CIJFEB2004

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No Computer Assisted Instruction Listening Comprehension Multimedia Materials Second Language Instruction Second Language Learning Vocabulary Development Jones, Linda C. Journal Articles Opinion Papers ISSN-0742-7778 English Extends Mayer's (1997, 2001) generative theory of multimedia learning and investigates under what conditions multimedia annotations can support listening comprehension in a second language. Highlights students' views on the effectiveness of multimedia annotations (visual and verbal) in assisting them in their comprehension and acquisition of vocabulary from aural texts. (Author/VWL) EJ674879 Supporting Listening Comprehension and Vocabulary Acquisition with Multimedia Annotations: The Students' Voice. CALICO Journal v21 n1 p41-65 2003 2003-00-00 T 2004 7/11/2004 11:40:52 CIJFEB2004

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No College Students Comparative Analysis Computer Assisted Instruction Computer Mediated Communication Discourse Analysis German Higher Education Oral Language Second Language Instruction Second Language Learning Written Language Bohlke, Olaf Journal Articles Reports - Research ISSN-0742-7778 English Examines synchronous computer-mediated communication used in a university environment. Compared the level of participation among students and contrasted their written German chatroom discourse with their oral discourse produced in small face-to-face discussion groups. (Author/VWL) EJ674880 A Comparison of Students Participation Levels by Group Size and Language Stages during Chatroom and Face-to-Face Discussions in German. CALICO Journal v21 n1 p67-87 2003 2003-00-00 T 2004 7/11/2004 11:40:53 CIJFEB2004

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No Computer Assisted Instruction Computer Mediated Communication Second Language Instruction Second Language Learning Perez, Luisa C. Journal Articles Reports - Research ISSN-0742-7778 English Investigates language productivity in foreign language learner output obtained via two different modes of computer-mediated communication: Asynchronous and synchronous. Examined which form of CMC would be more effective in increasing language productivity in foreign language learning, and which form of CMC participants would prefer. (Author/VWL) EJ674881 Foreign Language Productivity in Synchronous versus Asynchronous Computer-Mediated Communication. CALICO Journal v21 n1 p89-104 2003 2003-00-00 T 2004 7/11/2004 11:40:53 CIJFEB2004

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No Computer Assisted Instruction Dictionaries English (Second Language) Foreign Countries Higher Education Second Language Instruction Second Language Learning Vocabulary Development Loucky, John Paul Journal Articles Reports - Research ISSN-0742-7778 English Compares various computerized bilingual dictionaries for their relative effectiveness in helping Japanese college students at several language proficiency levels to access new English target vocabulary. (Author/VWL) EJ674882 Using Computerized Bilingual Dictionaries To help Maximize English Vocabulary Learning at Japanese Colleges. CALICO Journal v21 n1 p105-29 2003 2003-00-00 T 2004 7/11/2004 11:40:53 CIJFEB2004

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No Cognitive Style Computer Assisted Instruction Multimedia Materials Second Language Instruction Second Language Learning Visual Aids Vocabulary Development Yeh, Yuli Wang, Chai-wei Journal Articles Reports - Research ISSN-0742-7778 English Investigated the effectiveness of three types of vocabulary annotations on vocabulary learning for English-as-a-Foreign-Language college students: the annotation only, text plus picture, and text plus picture and sound. Determined whether learners with certain perceptual learning styles benefitted more from a particular type of vocabulary annotations. (Author/VWL) EJ674883 Effects of Multimedia Vocabulary Annotations and Learning Styles on Vocabulary Learning. CALICO Journal v21 n1 p131-44 2003 2003-00-00 T 2004 7/11/2004 11:40:53 CIJFEB2004

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No College Faculty Faculty College Relationship Foreign Countries Higher Education Teacher Welfare Smolentseva, Anna Journal Articles Reports - Descriptive Academic Community Russia Russia ISSN-0018-1560 English Analyzes the post-Soviet academic profession, focusing on the challenges it has to meet. Discusses the system of academic appointments and promotion, remuneration, motivation, evaluation of faculty, and academic freedom. (EV) EJ674884 Challenges to the Russian Academic Profession. Higher Education v45 n4 p391-424 Jun 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Faculty College Relationship Foreign Countries Higher Education Teacher Welfare Slantcheva, Snejana Journal Articles Reports - Descriptive Academic Community Bulgaria Bulgaria ISSN-0018-1560 English Analyzes the current status of the academic profession in Bulgaria at a time of difficult socioeconomic transition. After providing a brief overview of the historical development of Bulgarian academia, discusses faculty working conditions, the career path within the profession, and the legal framework for the professoriate. Highlights future key issues, including financial viability, difficulties in recruiting a new generation of scholars, the quality of teaching and learning, and faculty entrepreneurship. (EV) EJ674885 The Bulgarian Academic Profession in Transition. Higher Education v45 n4 p425-54 Jun 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Faculty College Relationship Foreign Countries Higher Education Teacher Welfare Kwiek, Marek Journal Articles Reports - Descriptive Poland Academic Community Poland ISSN-0018-1560 English Discusses changes in the academic profession in Poland, asserting that it has arrived at a stage of far-reaching autonomy and uncertain individual career prospects. Describes new laws intended to change the structure of recruitment, promotions, remuneration, working conditions, and appointments. Suggests that the sudden passage from an elite higher education system to mass higher education with a strong private sector has transformed the situation beyond all recognition. (EV) EJ674886 Academe in Transition: Transformations in the Polish Academic Profession. Higher Education v45 n4 p455-76 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Formative Evaluation Higher Education Student Evaluation Theory Practice Relationship Yorke, Mantz Journal Articles Opinion Papers ISSN-0018-1560 English Argues that there is a need for further theoretical development regarding formative assessment, which needs to take account of disciplinary epistemology, theories of intellectual and moral development, students' stages of intellectual development, and the psychology of giving and receiving feedback. Sketches the direction this development might take. Makes suggestions regarding research into formative assessment, and how research might contribute to the development of pedagogic practice. (EV) EJ674887 Formative Assessment in Higher Education: Moves towards Theory and the Enhancement of Pedagogic Practice. Higher Education v45 n4 p477-501 Jun 2003 2003-00-00 T 2004 7/11/2004 11:40:54 CIJFEB2004

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No Academic Discourse College Instruction Discourse Communities Higher Education Instructional Innovation Nontraditional Students Student Diversity Northedge, Andrew Journal Articles Opinion Papers ISSN-1356-2517 English Argues that neither traditional "knowledge delivery" models of teaching, nor a purely "student-centered" approach, adequately addresses the challenges of student diversity. Proposes an emphasis on the sociocultural nature of learning and teaching, modeling learning as acquiring the capacity to participate in discourses of an unfamiliar knowledge community, and teaching as supporting that participation. Outlines ways teachers can structure courses so that very diverse cohorts of students can progress together. (EV) EJ674888 Rethinking Teaching in the Context of Diversity. Teaching in Higher Education v8 n1 p17-32 Jan 2003 2003-00-00 T 2004 7/11/2004 11:40:55 CIJFEB2004

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No College Faculty College Instruction Democracy Democratic Values Foreign Countries Higher Education Rowland, Stephen Journal Articles Reports - Research Faculty Attitudes Great Britain Russia South Africa Russia South Africa United Kingdom (Great Britain) ISSN-1356-2517 English Examined how British, South African, and Russian faculty view the relationships between their teaching and their understandings of its democratic purposes. Found a concern for greater equality between teachers and learners, and a widely held view that globalization may negatively impact lecturers' educational and democratic purposes. However, the different cultures and histories of the countries heavily influence such understandings. (EV) EJ674889 Teaching for Democracy in Higher Education. Teaching in Higher Education v8 n1 p89-101 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Department Heads Higher Education Instructional Leadership Leadership Styles Teacher Attitudes Teacher Behavior Martin, Elaine Trigwell, Keith Prosser, Michael Ramsden, Paul Journal Articles Reports - Research ISSN-0307-5079 English Examined ways in which department heads and subject coordinators of large first-year subjects experience the leadership of teaching. Explored empirical relations between coordinators' conceptions of leadership and teachers' perceptions of leadership, and between teachers' perceptions of coordinators' leadership and teachers' approaches to teaching. Results provide evidence that the experience of academic leadership has an impact on the quality of student learning. (EV) EJ674890 Variation in the Experience of Leadership of Teaching in Higher Education. Studies in Higher Education v28 n3 p247-59 2003 2003-00-00 T 2004 7/11/2004 11:40:55 CIJFEB2004

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No Case Studies College Curriculum College Instruction Higher Education Information Literacy Johnston, Bill Webber, Sheila Journal Articles Reports - Research ISSN-0307-5079 English Reviews British, U.S., and Australian standards and models of information literacy in higher education and discusses its place in the curriculum. Identifies problems with current practice, in particular, prescriptive guidelines that encourage a surface learning approach, delivery by librarians who may lack both educational training and power to influence the curriculum, and poor assessment methods. Offers a case study of a credit-bearing information literacy class at Strathclyde Business School. (EV) EJ674891 Information Literacy in Higher Education: A Review and Case Study. Studies in Higher Education v28 n3 p335-52 2003 2003-00-00 T 2004 7/11/2004 11:40:56 CIJFEB2004

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No Academic Persistence College Attendance Economically Disadvantaged Higher Education Nontraditional Students School Holding Power Student College Relationship Success Yorke, Mantz Thomas, Liz Journal Articles Reports - Research ISSN-1360-080X English Conducted semi-structured interviews with senior managers responsible for retention and completion at English universities with success in student retention. Analysis suggested that success in retaining students from lower socioeconomic groups required a strong policy commitment to access and retention, backed up by practical action. A number of actions were identified as possible contributors to such success. (EV) EJ674892 Improving the Retention of Students from Lower Socio-Economic Groups. Journal of Higher Education Policy and Management v25 n1 p63-74 May 2003 2003-00-00 T 2004 7/11/2004 11:40:56 CIJFEB2004

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No Distance Education Faculty Development Higher Education Online Courses Taylor, Janet A. Journal Articles Reports - Research Situated Learning ISSN-1360-080X English Describes the implementation and management of staff development for online education underpinned by the principles of situated learning. Describes technological, human resource, pedagogical, and management initiatives and presents a case study of how a small regional institution changed to being an internationally recognized e-university. (EV) EJ674893 Managing Staff Development for Online Education: A Situated Learning Model. Journal of Higher Education Policy and Management v25 n1 p75-87 May 2003 2003-00-00 T 2004 2016-11-21

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No Criteria Curriculum Development Educational Indicators Educational Planning Higher Education Briggs, Charlotte L. Stark, Joan S. Rowland-Poplawski, Jean Journal Articles Reports - Research ISSN-0022-1546 English Studied 44 academic departments judged by provosts to be engaged in effective curriculum planning to identify practices of continuous curriculum planning. Identifies 4 criteria and 20 indicators for assessing continuous program planning in a department. (SLD) EJ674894 How Do We Know a "Continuous Planning" Academic Program When We See One? Journal of Higher Education v74 n4 p361-85 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:56 CIJFEB2004

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No College Graduates Debt (Financial) Enrollment Graduate Study Higher Education Professional Education Undergraduate Students Millett, Catherine M. Journal Articles Reports - Research Baccalaureate and Beyond Longitudinal Study (NCES) Baccalaureate and Beyond Longitudinal Study (NCES) ISSN-0022-1546 English Used data from the Baccalaureate and Beyond Study (1993-1994) to examine the relationships student background characteristics, collegiate performance, and financial indebtedness have with the decisions of recent bachelor's degree recipients to enroll in graduate or first professional school. Findings show the importance of student debt. (SLD) EJ674895 How Undergraduate Loan Debt Affects Application and Enrollment in Graduate or First Professional School. Journal of Higher Education v74 n4 p386-427 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Black Students College Students Higher Education Racial Discrimination Sex Differences Social Discrimination Student Attitudes Teacher Student Relationship Suarez-Balcazar, Yolanda Orellana-Damacela, Lucia Portillo, Nelson Rowan, Jean M. Andrews-Guillen, Chelsea Journal Articles Reports - Research African Americans ISSN-0022-1546 English Studied perceptions of differential treatment of students of color through surveys completed by Caucasian (n=500) and non-Caucasian (n=495) college students. Findings show African Americans experienced more incidents of differential treatment in peer-faculty situations and females rated higher both the degree of offensiveness and degree of discrimination experienced. (SLD) EJ674896 Experiences of Differential Treatment among College Students of Color. Journal of Higher Education v74 n4 p428-44 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Administrators College Faculty Higher Education Program Effectiveness School Effectiveness Welsh, John F. Metcalf, Jeff Journal Articles Reports - Research ISSN-0022-1546 English Compared faculty (n=794) and administrator (n=541) perspectives on the importance of institutional effectiveness activities in higher education and measures the impact of four control variables related to perceptions about such activities. Findings suggest some strategies institutions may use to cultivate faculty and administrative support for institutional effectiveness initiatives. (SLD) EJ674897 Faculty and Administrative Support for Institutional Effectiveness Activities: A Bridge across the Chasm? Journal of Higher Education v74 n4 p445-68 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:40:57 CIJFEB2004

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No College Students Educational Objectives Student Evaluation Theological Education Smith, Gordon T. Wood, Charles M. Journal Articles Reports - Research ISSN-0040-5620 English Surveyed schools that are members of the Association of Theological Schools to investigate the state of assessment of learning for religious vocation. Responses from 84 schools show considerable interest nationwide in assessment of learning and demonstrate characteristics of schools that are exploring new approaches to assessment of learning for religious vocation. (SLD) EJ674898 Learning Goals and the Assessment of Learning in Theological Schools: A Preliminary Survey. Theological Education v39 n1 p17-29 2003 2003-00-00 Association of Theological Schools in the United States and Canada, 10 Summit Park Drive, Pittsburgh, PA 15275-1103. Tel: 412-788-6505; Fax: 412-788-6510. Web site: http://www.ats.edu. T 2004 7/11/2004 11:40:58 CIJFEB2004 Theme issue titled: "The Character and Assessment of Learning for Religious Vocation."

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No Educational Assessment Higher Education Learning Literature Reviews Theological Education Jurkowitz, Carolyn M. Information Analyses Journal Articles ISSN-0040-5620 English Distills recent literature on learning and assessment in higher education to extract insights useful in theological education. The most useful insights appear to be those found in the K-12 literature and parallel professions. (SLD) EJ674899 What Is the Literature Saying about Learning and Assessment in Higher Education? Theological Education v39 n1 p53-92 2003 2003-00-00 Association of Theological Schools in the United States and Canada, 10 Summit Park Drive, Pittsburgh, PA 15275-1103. Tel: 412-788-6505; Fax: 412-788-6510. Web site: http://www.ats.edu. T 2004 7/11/2004 11:40:58 CIJFEB2004 Theme issue titled: "The Character and Assessment of Learning for Religious Vocation."

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No Course Content Curriculum Development Disabilities Theological Education Anderson, Robert C. Journal Articles Reports - Descriptive ISSN-0040-5620 English Discusses the absence of education about disability in theological education and the need to integrate studies of disability into the education of religious leaders. (SLD) EJ674900 Infusing the Graduate Theological Curriculum with Education about Disability. Theological Education v39 n1 p131-53 2003 2003-00-00 Association of Theological Schools in the United States and Canada, 10 Summit Park Drive, Pittsburgh, PA 15275-1103. Tel: 412-788-6505; Fax: 412-788-6510. Web site: http://www.ats.edu. T 2004 7/11/2004 11:40:59 CIJFEB2004 Theme issue titled: "The Character and Assessment of Learning for Religious Vocation."

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No Curriculum Development Educational Change Medical Education Medical Schools Slavin, Stuart J. Wilkes, Michael S. Usatine, Richard P. Hoffman, Jerome R. Journal Articles Reports - Descriptive University of California Los Angeles English Describes the evolution of the fourth year of medical school in the United States, current strengths and weaknesses of the fourth year program, and a major curricular reform initiative at the David Geffen School of Medicine at UCLA. (SLD) EJ674901 Curricular Reform of the 4th Year of Medical School: The Colleges Model. Teaching and Learning in Medicine: An International Journal v15 n3 p186-93 Sum 2003 2003-00-00 Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430; Tel: 201-258-2200. T 2004 2016-11-21

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No Curriculum Elective Courses Integrated Activities Medical Education Medical Students Program Evaluation Service Learning Elam, Carol L. Sauer, Marlene J. Stratton, Terry D. Skelton, Judith Crocker, Deidre Musick, David W. Journal Articles Reports - Evaluative University of Kentucky English Described the integration of a service-learning elective into a preexisting course at the University of Kentucky College of Medicine, in which there was little room to maneuver in an already crowded curriculum, and presented some preliminary evaluation findings based on reports on 206 participating students and 254 who did not participate in the elective. (SLD) EJ674902 Service Learning in the Medical Curriculum: Developing and Evaluating an Elective Experience. Teaching and Learning in Medicine: An International Journal v15 n3 p194-201 Sum 2003 2003-00-00 Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430; Tel: 201-258-2200. T 2004 2016-11-21

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No Course Content Curriculum Information Dissemination Interaction Medical Education Medical School Faculty Medical Schools Leipzig, Rosanne M. Wallace, Eleanor Z. Smith, Lawrence G. Sullivant, Jean Dunn, Kathel McGinn, Thomas Journal Articles Reports - Evaluative New York New York English Described and evaluated an interactive course designed to create a cadre of medical school faculty in New York who could integrate evidence-based medicine into their training programs. Findings for representatives of 30 internal medicine residency programs show the usefulness of the regional dissemination model used. (SLD) EJ674903 Teaching Evidence-Based Medicine: A Regional Dissemination Model. Teaching and Learning in Medicine: An International Journal v15 n3 p204-09 Sum 2003 2003-00-00 Lawrence Erlbaum Associates, Inc., 10 Industrial Ave., Mahwah, NJ 07430; Tel: 201-258-2200. T 2004 2016-11-21

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No Academic Achievement College Students Curriculum Design Discussion Groups Higher Education Student Attitudes Student Participation Williams, Christine B. Murphy, Thomas Journal Articles Reports - Research ISSN-1528-5324 English Used asynchronous electronic discussion groups across sections of a required introductory U.S. Government course. Findings for three course sections show the ways in which initial parameters affect student participation and perceived value. (SLD) EJ674904 Electronic Discussion Groups: How Initial Parameters Influence Classroom Performance. Educause Quarterly v25 n4 p21-29 2002 2002-00-00 T 2004 7/11/2004 11:41:00 CIJFEB2004

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No College Freshmen Computer Literacy Educational Trends Foreign Countries Information Technology Knowledge Level Skills Student Surveys Lee, Anita Chi-kwan Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1528-5324 English Studied the efforts of Hong Kong to embrace information technology (IT) in education, focusing on a survey of IT skills and attitudes among four cohorts of incoming college freshmen. Findings for 2,330 students over the 4 years show that in each successive year freshmen report higher levels of computer skills and greater confidence in using computers. (SLD) EJ674905 IT Trends in Four Years of Incoming Students at the University of Hong Kong. Educause Quarterly v25 n4 p30-37 2002 2002-00-00 T 2004 2016-11-21

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No Administrators Computer Software Educational Planning Higher Education Resource Allocation Strategic Planning Frantz, Pollyanne S. Southerland, Arthur R. Johnson, James T. Journal Articles Reports - Research ISSN-1528-5324 English Studied the perceptions of chief financial and information officers of enterprise resource planning (ERP) software implementation best practices. Usable responses from 159 respondents show consensus for the most part between the perceptions of the two groups and describe some best practices that represent common ground. (SLD) EJ674906 ERP Software Implementation Best Practices. Educause Quarterly v25 n4 p38-45 2002 2002-00-00 T 2004 7/11/2004 11:41:00 CIJFEB2004

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No Higher Education Information Technology Models User Needs (Information) Miller, Fredrick Journal Articles Reports - Descriptive ISSN-1528-5324 English Describes a model for thinking about information professionals working in information technology (IT). This Information Resources Model describes the roles of information professionals and how these roles relate to users of information resources. (SLD) EJ674907 Organizing Information Professionals on Campus. Educause Quarterly v25 n4 p46-51 2002 2002-00-00 T 2004 7/11/2004 11:41:01 CIJFEB2004

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No College Faculty Higher Education Humor Statistics Teacher Characteristics Teaching Methods Bartlett, Thomas Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes the ways in which a professor of statistics uses humor in the classroom. Ronald A. Berk uses humor as systematic teaching tool even though some other faculty and administrators consider his approach frivolous. (SLD) EJ674908 Did You Hear the One about the Professor? Chronicle of Higher Education v49 n46 pA8-A10 Jul 25 2003 2003-00-00 N/A 2004 7/11/2004 11:41:01 CIJFEB2004

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No Educational Finance Elementary Secondary Education Political Influences Program Effectiveness Public Service Arnone, Michael Journal Articles Reports - Descriptive AmeriCorps National and Community Service Trust Act 1993 ISSN-0009-5982 English Describes the difficulties faced by AmeriCorps. The laws that govern this national service program have not been updated. Although the Bush administration is expected to increase the number of participants, the long-term health and effectiveness of the program will depend on whether Congress and the administration can agree on legislation to overcome management problems. (SLD) EJ674909 A Decade of Troubles for AmeriCorps. Chronicle of Higher Education v49 n46 pA18-A19 Jul 25 2003 2003-00-00 N/A 2004 2016-11-21

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No Ethics Medical Schools Researchers Mangan, Katherine Journal Articles Reports - Descriptive Research Subject Relationship ISSN-0009-5982 English Discusses the growing involvement between medical schools and medical industries and the ethical problems this situation poses. The main concern is that investigators may expose subjects to unnecessary risks because they are driven by financial motives. (SLD) EJ674910 Medical-Research Ethics under the Microscope. Chronicle of Higher Education v49 n46 pA22-A24 Jul 25 2003 2003-00-00 N/A 2004 2016-11-21

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No Colleges Computer Software Constitutional Law Higher Education Intellectual Property Foster, Andrea L. Journal Articles Reports - Descriptive Eleventh Amendment Governmental Immunity Computer Piracy ISSN-0009-5982 English Outlines the confusion arising when public colleges invoke a constitutional shield when they are accused of pirating software. Some state institutions claim immunity under the 11th Amendment from prosecution for infringement of intellectual property. (SLD) EJ674911 Piracy without Penalty. Chronicle of Higher Education v49 n46 pA25-26 Jul 25 2003 2003-00-00 N/A 2004 2016-11-21

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No College Admission College Students Debate High School Students High Schools Minority Groups Persuasive Discourse Student Participation Hoover, Eric Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes the increasing interest in high school debate teams among minority group students. Participation in debate, no longer the province of white students alone, can result in increased college admissions, thanks in part to the Urban Debate League. (SLD) EJ674912 Resolved: Change Happens. Chronicle of Higher Education v49 n46 pA28-A29 Jul 25 2003 2003-00-00 N/A 2004 7/11/2004 11:41:02 CIJFEB2004

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No College Athletics Costs Educational Finance Equal Education Gender Issues Higher Education Sex Discrimination Suggs, Welch Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes advances in gender equity in college athletics, but also identifies the threat posed by rising costs, which undermine both women's and men's athletic programs. (SLD) EJ674913 Colleges Make Slight Progress toward Gender Equity in Sports. Chronicle of Higher Education v49 n46 pA30-A32 Jul 25 2003 2003-00-00 N/A 2004 7/11/2004 11:41:02 CIJFEB2004

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No College Freshmen Decision Making Higher Education Majors (Students) School Orientation Transitional Programs Donnelly, Diane L. Borland, Kenneth W., Jr. Journal Articles Reports - Research ISSN-1534-2263 English Studied patterns of student declarations of major at a university at which one-third of incoming freshmen are undeclared. Findings for 449 students show that in the study period, 248 students had declared majors, with more than half of these choosing by their second or third semester, and almost all declaring with fewer than 46 credits. (SLD) EJ674914 Undeclared Students' Patterns of Declaration: Practical and Political Implications for Orientation and Transition Programs. Journal of College Orientation and Transition v10 n1 p5-13 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:03 CIJFEB2004

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No Community Development Higher Education School Culture Manns, Derrick Journal Articles Reports - Descriptive ISSN-1534-2263 English Describes the challenges of fostering community and the role that campus culture plays in addressing these challenges. Identifies some student development programs that build community within specific student populations. (SLD) EJ674915 Building Meaningful Campus Community: Lesson from the Field. Journal of College Orientation and Transition v10 n1 p14-23 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:03 CIJFEB2004

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No Access to Education College Choice Costs Educational Attainment High School Seniors High Schools Higher Education Paying for College Student Characteristics Student Surveys David, Houston D. Noland, Brian E. Deaton, Russ Journal Articles Reports - Research Tennessee Tennessee ISSN-1534-2263 English Studied factors and characteristics that influence students' likelihood of pursuing postsecondary education through a survey completed by 1,372 high school seniors. Findings show that of the top 10 factors influencing college choice, four were related to cost. (SLD) EJ674916 A Survey of Postsecondary Education Opportunities in Tennessee. Journal of College Orientation and Transition v10 n1 p24-44 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 2016-11-21

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No Academic Achievement College Freshmen Grade Point Average Program Effectiveness Program Evaluation School Orientation Busby, Ralph R. Gammel, Hollie L. Jeffcoat, Nancy K. Journal Articles Reports - Evaluative Stephen F Austin State University TX ISSN-1534-2263 English Assessed the freshman orientation program at Stephen F. Austin State University in terms of academic success of participants. Data were obtained for freshman classes from 1986 to 1994, and results of data analyses indicated a significantly higher grade point average for those who attended orientation. (SLD) EJ674917 Grades, Graduation, and Orientation: A Longitudinal Study of How New Student Programs Relate to Grade Point Average and Graduation. Journal of College Orientation and Transition v10 n1 p45-57 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 2016-11-21

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No College Freshmen Higher Education Program Effectiveness Program Evaluation Satisfaction School Orientation Student Attitudes Miller, Michael T. Dyer, Beverly G. Nadler, Daniel P. Journal Articles Reports - Evaluative ISSN-1534-2263 English Evaluated a freshman orientation program at a southeastern research university through questionnaires completed by 1,048 (80%) of the entering freshman class. Responses suggest that students themselves are not sure what orientation programs do or are supposed to do, although they were generally satisfied with the program. (SLD) EJ674918 New Student Satisfaction with an Orientation Program: Creating Effective Learning Transitions. Journal of College Orientation and Transition v10 n1 p51-57 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:04 CIJFEB2004

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No College Students Higher Education Program Development School Orientation Student Characteristics Zis, Stacey L. Journal Articles Reports - Descriptive ISSN-1534-2263 English Describes the characteristics of today's college student population, noting ways in which they differ from the students of the past and exploring what the characteristics of these students means for the design and conduct of orientation programs. (SLD) EJ674919 Changing Student Characteristics: Implications for New Student Orientation. Journal of College Orientation and Transition v10 n1 p64-68 Fall 2002 2002-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:04 CIJFEB2004

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No Academic Persistence Distance Education Doctoral Programs Graduate Students Graduate Study Profiles School Holding Power Ivankova, Nataliya V. Stick, Sheldon L. Information Analyses Journal Articles ISSN-1534-2263 English Reviews selected studies of graduate student persistence in a program of study and highlights findings most influential in students' decisions to complete a program or drop out. Reviews student persistence, the distance education student profile, persistence in distance education, and persistence in distance education doctoral programs. (SLD) EJ674920 Distance Education Doctoral Students: Delineating Persistence Variables through a Comprehensive Literature Review. Journal of College Orientation and Transition v10 n2 p5-21 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:04 CIJFEB2004

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No Cognitive Style College Students Higher Education Learning Disabilities Training Tutorial Programs Tutors Layton, Carol A. Lock, Robin H. Journal Articles Reports - Research ISSN-1534-2263 English Studied the effects of training in learning style preferences on the ability of tutors to select appropriate learning strategies for student with disabilities. Findings for 68 tutors show that tutors were more successful in creating individualized strategy plans for students after training with the learning style chart. (SLD) EJ674921 Enabling Tutors To Identify Learning Style Preferences in Students with Learning Disabilities. Journal of College Orientation and Transition v10 n2 p22-34 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:05 CIJFEB2004

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No Academic Persistence College Students Higher Education School Holding Power Stress Management Stress Variables Student Employment Hey, William Calderon, Kristine S. Seabert, Denise Journal Articles Reports - Research ISSN-1534-2263 English Studied job stress of employed college students and considered the implications of this stress for college life and student retention. Findings for 275 college students at 2 universities show that for some students having a job adds more stress to their lives, increases exhaustion levels, and interferes with school responsibilities. (SLD) EJ674922 Student Work Issues: Implications for College Transition and Retention. Journal of College Orientation and Transition v10 n2 p35-41 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:05 CIJFEB2004

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No Attachment Behavior College Freshmen High Risk Students Higher Education Identification Student Adjustment Howard, Jeffrey A. Morey, Kristina M. Briancesco, Laura A. Journal Articles Reports - Research ISSN-1534-2263 English Studied the role of attachment theory in adjustment to college in an effort to determine students who would need or seek out student support services. Survey findings for 184 freshmen revealed their attachment styles. By mid-semester, the predicted significant differences identifying students in need of support began to emerge. (SLD) EJ674923 Roots and Wings: The Role of Attachment Theory in Adjustment to College. Journal of College Orientation and Transition v10 n2 p42-51 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:05 CIJFEB2004

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No College Applicants Expectation Higher Education Program Effectiveness Program Evaluation School Orientation Student Attitudes Singer, Wren Journal Articles Reports - Evaluative University of Wisconsin Madison ISSN-1534-2263 English Studied the messages being conveyed to prospective students in campus visits and summer orientation sessions at the University of Wisconsin-Madison. Findings for 497 prospective students show that the visit and orientation program may be effective, but programs are trying to communicate too much. Findings also show the importance of the campus visit for students of color. (SLD) EJ674924 The Role of the Campus Visit and Summer Orientation Program in the Modification of Student Expectations about College. Journal of College Orientation and Transition v10 n2 p52-59 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 2016-11-21

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No Access to Computers College Preparation College Students Computer Literacy Higher Education School Orientation Student Attitudes Twale, Darla J. Schaller, Molly A. Journal Articles Reports - Research ISSN-1534-2263 English Studied the perceptions of first and second year college students about their preparedness and technical competence at college entry to use the computer and software applications. Survey responses from 338 students suggest that entering students felt better prepared than second year thought they had been, and that all students make gains over time in hardware and software usage. (SLD) EJ674925 Mandatory Computer Purchases and Student Preparedness: Implications for New Student Orientation. Journal of College Orientation and Transition v10 n2 p60-69 Spr 2003 2003-00-00 National Orientation Directors Association, Washington State University, A.E. McCartan Administrative Suite, Streit-Perham Bldg. ($15 per single issue; $20 per subscription). Tel: (509) 335-6459; Web site: http://www.nodaweb.org. T 2004 7/11/2004 11:41:06 CIJFEB2004

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No Creativity Research Researchers Science Fiction Andreadis, Athena Journal Articles Reports - Descriptive ISSN-0748-8475 English Discusses why science needs science fiction, commenting on the author's book about science that draws heavily on the "Star Trek" series. The best science, in spite of popular thinking, comes from leaps of intuition, and science fiction provides a creative spark that encourages participation in science. (SLD) EJ674926 The Double Helix: Why Science Needs Science Fiction. Thought & Action v19 n1 p9-17 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:06 CIJFEB2004

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No College Faculty Educational Philosophy Higher Education Teacher Role Teaching Methods King, David Journal Articles Reports - Descriptive ISSN-0748-8475 English Describes a philosophy of teaching inspired by a love of the discipline being taught and the desire of the professor to give students something of substance and be fulfilled by their responses. (SLD) EJ674927 "Accustomed to the Light": A Philosophy of Teaching. Thought & Action v19 n1 p19-25 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:06 CIJFEB2004

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No College Faculty College Students Constructivism (Learning) Epistemology Higher Education Teaching Methods Takacs, David Journal Articles Reports - Descriptive ISSN-0748-8475 English Considers how what one is shapes what one knows about the world, and how one can become aware of the conceptual shackles imposed by one's own identity and experiences. Discusses the construction of knowledge by the interaction between the questioner and the world. (SLD) EJ674928 How Does Your Positionality Bias Your Epistemology? Thought & Action v19 n1 p27-38 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:07 CIJFEB2004

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No College Faculty College Students Community Development Community Involvement Higher Education Dolce, Philip C. Morales-Vasquez, Rubil Journal Articles Reports - Descriptive Bergen Community College NJ Sense of Place ISSN-0748-8475 English Describes a project at Bergen Community College, New Jersey, that attempts to develop a "sense of place" in students so that their private stake in a place can become a public concern and a personal issue. (SLD) EJ674929 Teaching the Importance of Place in the World of Virtual Reality. Thought & Action v19 n1 p39-48 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Higher Education Individual Development Professional Development Teacher Role Johnson, Lonnell E. Journal Articles Reports - Descriptive ISSN-0748-8475 English Recounts the process by which a college teacher became a teacher, specifically a teacher of writing. The experience of being taught by exceptional teachers created the desire to be such a teacher himself. (SLD) EJ674930 Reflections on My Journey through Academe. Thought & Action v19 n1 p49-57 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:07 CIJFEB2004

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No Citizenship Education Democracy Economic Factors Higher Education Smith, Woodruff D. Journal Articles Opinion Papers ISSN-0748-8475 English Reflects on the relationships among higher education, democracy, and the public sphere in a time of economic constraints and a decline of state support for public education that transcends the merely economic. The decline in the competence of those who participate in the public "conversation" is something higher education must address. (SLD) EJ674931 Higher Education, Democracy, and the Public Sphere. Thought & Action v19 n1 p61-73 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:08 CIJFEB2004

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No Academic Freedom College Faculty Higher Education Social Change Teaching Methods Cooper, Michelle Asha Journal Articles Reports - Descriptive ISSN-0748-8475 English Explores the challenges and criticism that some faculty members and the academy encountered following September 11, 2001, and highlights the notable efforts college faculty have made to engage their students, transform the classroom, and invigorate the academy while preserving academic freedom. (SLD) EJ674932 Academic Freedom and the Challenges of September 11. Thought & Action v19 n1 p75-85 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:08 CIJFEB2004

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No College Faculty College Students Higher Education Learning Teacher Student Relationship McKenzie, Judith Mikesch Journal Articles Reports - Descriptive Freire (Paulo) ISSN-0748-8475 English Discusses learning as a complex and messy process, and uses the ideas of Paolo Freire to describe the college teacher as one who faces students "face to face" as a knower facing other knowers. The neighborhood of education is the minds of students; faculty members are the transients in this neighborhood. (SLD) EJ674933 A Neighborhood without History. Thought & Action v19 n1 p87-97 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Ethics Foreign Countries Research Scholarship Carey, David, Jr. Journal Articles Reports - Descriptive Guatemala Guatemala ISSN-0748-8475 English Describes the experiences of a teacher researcher on a Fulbright fellowship in Guatemala in the development of local historical projects and the involvement of local people in the research behind the historical projects. (SLD) EJ674934 Symbiotic Research: A Case for Ethical Scholarship. Thought & Action v19 n1 p99-14 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Futures (of Society) Higher Education Leadership Newby, Howard Journal Articles Reports - Descriptive Speeches/Meeting Papers England Higher Education Funding Council for England United Kingdom (England) ISSN-1013-851X English Discusses the management of change in higher education, with a focus on the work of the Higher Education Funding Council for England. Meeting the challenges of higher education will require leaders of the highest caliber and managers who embrace change through developing management practices and strategic thinking. (SLD) EJ674935 The Management of Change in Higher Education. Higher Education Management and Policy v15 n1 p9-22 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Educational Change Foreign Countries Higher Education Incentives Institutional Autonomy Belloc, Bernard Journal Articles Reports - Descriptive France France ISSN-1013-851X English Describes the increasing openness of French higher education and the move toward increasing autonomy at French institutions of higher education. Describes the incentive mechanisms of the French system and the need for an even greater degree of autonomy. (SLD) EJ674936 Incentives and Accountability: Instruments of Change in Higher Education. Higher Education Management and Policy v15 n1 p23-41 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Educational Change Foreign Countries Futures (of Society) Higher Education Social Change Panizzi, Wrana Maria Journal Articles Reports - Descriptive Brazil Brazil ISSN-1013-851X English Describes two views of the future of higher education in Brazil. While one side of the debate stresses the urgent need to broaden the system and increase access to greater numbers of students, the other side advocates the expansion of higher education based on the conclusions of the 1998 World Conference on Higher Education in Paris. (SLD) EJ674937 Public Universities: A Benchmark for Higher Education in Brazil. Higher Education Management and Policy v15 n1 p43-56 2003 2003-00-00 T 2004 2016-11-21

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No Educational Administration Educational Change Educational Policy Foreign Countries Governance Higher Education Models Responses Holtta, Sepp Rekila, Eila Journal Articles Reports - Research Reform Efforts Finland Finland ISSN-1013-851X English Studied recent changes in the higher education system of Finland through two studies, one on the change in governmental steering instruments from the mid-1980s to the present and one on the institutional reaction to the new steering-by-results model. Data from various sources provide details of the reformulation of higher education policy. (SLD) EJ674938 Ministerial Steering and Institutional Responses: Recent Developments of the Finnish Higher Education System in Germany. Higher Education Management and Policy v15 n1 p57-70 2003 2003-00-00 T 2004 2016-11-21

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No Colleges Educational Administration Educational Finance Financial Support Higher Education Models Systems Development Kupper, Hans-Ulrich Journal Articles Reports - Descriptive Germany Germany ISSN-1013-851X English Highlights the manner in which different models for financing higher education can contribute to the management of higher education in Germany. Includes discussions of the management of student distribution within a given university and the development of systems for performance analysis. (SLD) EJ674939 Management Mechanisms and Financing of Higher Education. Higher Education Management and Policy v15 n1 p71-89 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Accountability Educational Policy Foreign Countries Government Role Higher Education Public Policy Taylor, John Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-1013-851X English Describes key objectives of government policy in higher education in the United Kingdom over the last 20 years, including efficiency and accountability, expansion of student numbers, selectivity in research funding, regionalization, widening participation, wealth creation, and measures used to implement these policies. (SLD) EJ674940 Sticks and Carrots: The Effectiveness of Government Policy on Higher Education in England Since 1979. Higher Education Management and Policy v15 n1 p91-103 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Governance Higher Education Nonprofit Organizations Research Universities Laredo, Philippe Journal Articles Opinion Papers France France ISSN-1013-851X English Makes the case that the fast increase of not-for-profit associations and foundations closely linked to universities is a lasting and promising feature of the connection between the university and society. Calls for more study of university governance, a pressing issue in a country like France. (SLD) EJ674941 University Research Activities: On-going Transformations and New Challenges. Higher Education Management and Policy v15 n1 p105-23 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement College Students Foreign Countries Higher Education Learning Disabilities Social Adjustment Visual Impairments Kowalsky, Ronen Fresko, Barbara Journal Articles Reports - Research Israel Israel ISSN-0729-4360 English Studied the effects of peer tutoring in higher education on 8 Israeli students with visual impairments and 44 college students with learning disabilities. Findings for indicate both academic and social benefits for tutees and tutors. Explores differences between the two populations. (SLD) EJ674942 Peer Tutoring for College Students with Disabilities. Higher Education Research & Development v21 n3 p259-71 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Ability Academic Accommodations (Disabilities) College Students Foreign Countries Learning Disabilities Heubeck, Bernd G. Latimer, Shane Journal Articles Reports - Research Australia Australia ISSN-0729-4360 English Assessed the ability and achievement characteristics of 30 self-referred Australian college students who were seeking accommodations under the Disability Discrimination Act. Findings show that the variability of profile patterns requires an individualized approach to assessment and careful application of the accommodations. (SLD) EJ674943 Ability and Achievement Characteristics of Australian University Students with Self-Reported Specific Learning Disabilities. Higher Education Research & Development v21 n3 p273-87 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Environment Foreign Countries Higher Education Learning Questionnaires Student Attitudes Teaching Methods Undergraduate Students Devlin, Marcia Journal Articles Reports - Research Australia Australia ISSN-0729-4360 English Studied the strengths and weaknesses of the Perceptions of Learning Environments Questionnaire (PLEG; Queensland University of Technology, 1993). Findings for 100 Australian undergraduates show that a modified version of the PLEG builds on the advances and addresses the limitations of the original. (SLD) EJ674944 An Improved Questionnaire for Gathering Student Perceptions of Teaching and Learning. Higher Education Research & Development v21 n3 p289-304 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Higher Education International Trade Lifelong Learning Services Treaties Larsen, Kurt Vincent-Lancrin, Stephan Journal Articles Reports - Descriptive General Agreement on Trade in Services Quality Assurance General Agreement on Trade in Services ISSN-1013-851X English Analyzes the challenges and opportunities that international trade in educational services represents for higher education systems in industrialized and developing countries and shows the importance of international quality assurance in education. Makes the case that the lifelong learning sector is most likely to be affected by developments related to international trade in educational services. (SLD) EJ674945 International Trade in Educational Services: Good or Bad? Higher Education Management and Policy v14 n3 p9-45 2002 2002-00-00 T 2004 2016-11-21

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No Higher Education International Trade Public Policy Services Treaties Sauve, Pierre Journal Articles Reports - Descriptive General Agreement on Trade in Services General Agreement on Trade in Services ISSN-1013-851X English Addresses some of the public policy controversies surrounding the treatment of education services under the World Trade Organization's General Agreement on Trade in Services (GATS). Describes the core features of GATS, highlighting how the four modes of supplying services relate to trade in education services and discusses the limited role GATS may play as a force for change in education. (SLD) EJ674946 Trade, Education and the GATS: What's In, What's Out, What's All the Fuss about? Higher Education Management and Policy v14 n3 p47-76 2002 2002-00-00 T 2004 2016-11-21

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No Higher Education International Trade Services Treaties Universities Barblan, Andris Journal Articles Opinion Papers General Agreement on Trade in Services General Agreement on Trade in Services ISSN-1013-851X English Discusses whether universities need the General Agreement on Trade in Services (GATS) of the World Trade Organization, and concludes that they do not at present. Many questions remain to be answered before GATS should be applied to trade in education services. (SLD) EJ674947 The International Provision of Higher Education: Do Universities Need GATS? Higher Education Management and Policy v14 n3 p77-92 2002 2002-00-00 T 2004 2016-11-21

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No Accreditation (Institutions) Higher Education International Trade Models Quality Control Services Treaties Van Damme, Dirk Journal Articles Reports - Descriptive Quality Assurance ISSN-1013-851X English Describes and analyzes four modes of development of international quality assurance in higher education: (1) strengthening national capacities for quality assurance and accreditation; (2) promoting cross-border quality assurance and mutual quality assurance and accreditation; (3) developing meta-accreditation on an international and global level; and (4) establishing international quality assurance and accreditation schemes. (SLD) EJ674948 Trends and Models in International Quality Assurance in Higher Education in Relation to Trade in Education. Higher Education Management and Policy v14 n3 p93-136 2002 2002-00-00 T 2004 2016-11-21

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No College Faculty Educational Change Educational Policy Foreign Countries Higher Education Interviews Henkel, Mary Journal Articles Reports - Research Occupational Identity Reform Efforts United Kingdom Identity Status United Kingdom ISSN-1013-851X English Studied the impacts of policy change on academic identities in the United Kingdom in two empirical studies: a three-country study of higher education reforms involving interviews with academics in seven disciplines and a study of the United Kingdom Foresight program, with interviews with scientists. Concludes that academic identities remained surprisingly stable in the period under study. (SLD) EJ674949 Academic Identity in Transformation? The Case of the United Kingdom. Higher Education Management and Policy v14 n3 p137-47 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Foreign Countries Higher Education International Trade Research Utilization Scientific Research Universities Laperche, Blandine Journal Articles Reports - Research Commercial Applications France France ISSN-1013-851X English Investigated factors in the successful commercialization of public research from higher education and then applied the ideas gleaned from a review of several case studies to the case of a young French university. Findings show the importance of close interaction between academic research and a wealthy local economy, lacking in the case of the focal university. (SLD) EJ674950 The Four Key Factors for Commercializing Research: The Case of a Young University in a Region in Crisis. Higher Education Management and Policy v14 n3 p149-75 2002 2002-00-00 T 2004 2016-11-21

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No College Students Futures (of Society) Higher Education Institutional Characteristics International Trade Profiles Student Diversity Teichler, Ulrich Journal Articles Reports - Descriptive ISSN-1013-851X English Considers the role institutional types play in the diversification of higher education and addresses recent moves to put more emphasis on levels of programs. Also considers the role individual profiles of higher education might play in the future. (SLD) EJ674951 Diversification of Higher Education and the Profile of the Individual Institution. Higher Education Management and Policy v14 n3 p177-88 2002 2002-00-00 T 2004 7/11/2004 11:41:13 CIJFEB2004 Theme issue focusing on international trade in educational services.

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No Educational Policy Foreign Countries Futures (of Society) Higher Education Theories Universities Nybom, Thorsten Journal Articles Opinion Papers Europe ISSN-0952-8733 English Discusses the uses and distortions that have been made over the years to the ideas about the university that Wilhelm von Humboldt advocated. Points out, however, that there remains much of value in the ideas articulated by Humboldt and his brother Alexander. (SLD) EJ674952 The Humboldt Legacy: Reflections on the Past, Present, and Future of the European University. Higher Education Policy v16 n2 p141-59 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Higher Education Political Influences Public Policy de Wit, Kurt Journal Articles Reports - Descriptive Europe European Union European Union ISSN-0952-8733 English Focuses on the growth of the European Union and the subsequent pressure on nation states as it relates to higher education policy. Outlines some consequences of the European construction of higher education for Europe and higher education research. (SLD) EJ674953 The Consequences of European Integration for Higher Education. Higher Education Policy v16 n2 p161-78 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Foreign Countries Governance Higher Education Organizational Change Vaira, Massimiliano Journal Articles Reports - Evaluative Reform Efforts Italy Italy ISSN-0952-8733 English Presents an analytical description of the recent reform process in higher education in Italy, with descriptions of the former governance and organizational structure, the reforming process and main features of the reforms instituted, and a provisional appraisal of the reforms to this point. (SLD) EJ674954 Higher Education Reform in Italy: An Institutional Analysis and a First Appraisal. Higher Education Policy v16 n2 p179-97 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Environmental Influences Higher Education Models Universities Gallardo, Francisca Orihuela Navarro, Jose Ruiz Journal Articles Reports - Descriptive ISSN-0952-8733 English Describes the need for the strategic management of universities in a dynamic and changing environment that requires flexibility from complex institutions like universities. Proposes a model of strategic change that takes into consideration the experience of change in large, complex organizations and recent approaches to strategic management. (SLD) EJ674955 A Model of Strategic Changes: Universities and Dynamic Capabilities. Higher Education Policy v16 n2 p199-212 Jun 2003 2003-00-00 T 2004 7/11/2004 11:41:14 CIJFEB2004 Theme issue titled "Europe: Higher Education in Transition."

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No Higher Education Institutional Characteristics Institutional Mission Private Colleges School Role Social Change Theories Tomusk, Voldemar Journal Articles Reports - Descriptive Europe (East) Europe ISSN-0952-8733 English Discusses private higher education as it emerged on a large scale in Eastern Europe after 1989 in the framework of institutional theory. Notes that the original mission of many such universities, challenging and replacing the existing institutional order, has changed, and the new private university, which was once an agent of change, has become an agent of the market. (SLD) EJ674956 The War of Institutions, Episode I: The Rise, and the Rise of Private Higher Education in Eastern Europe. Higher Education Policy v16 n2 p213-38 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Futures (of Society) Higher Education Universities Values Amaral, Alberto Magalhaes, Antonio Journal Articles Reports - Descriptive ISSN-0952-8733 English Describes the triple crisis of the university as one of hegemony, legitimacy, and institution. It is necessary for higher education to be reinvented, and for academics to make the case for the new kind of higher education that responds to market forces while preserving the fundamental core values of the university. (SLD) EJ674957 The Triple Crisis of the University and Its Reinvention. Higher Education Policy v16 n2 p239-53 Jun 2003 2003-00-00 T 2004 7/11/2004 11:41:15 CIJFEB2004 Theme issue titled "Europe: Higher Education in Transition."

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No Cultural Awareness Educational Change Foreign Countries Futures (of Society) Higher Education Student Diversity Universities Reid, Janice Hawkins, Rhonda Journal Articles Reports - Descriptive Australia Australia ISSN-1047-8485 English Describes "New Generation" universities in Australia and the challenges they face in fulfilling expectations of them as catalysts for regional development, providers of higher education for students from diverse backgrounds, developing innovative and applied research for social and economic issues, and being at the forefront of education for a variety of professions. (SLD) EJ674958 The Emergence of the New Generation University. Metropolitan Universities: An International Forum v14 n2 p7-17 2003 2003-00-00 N/A 2004 2016-11-21

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No Citizenship Education Foreign Countries Institutional Mission Universities Brown, Lawrence Muirhead, Bruce Journal Articles Reports - Descriptive Australia Europe Australia ISSN-1047-8485 English Discusses the origins and meaning of civic responsibility in the Australian model of the university, beginning with medieval European universities and progressing through Australian reforms of the 20th century. Warns against the university without a civic mission. (SLD) EJ674959 The Civic Mission of Australian Universities. Metropolitan Universities: An International Forum v14 n2 p18-32 2003 2003-00-00 N/A 2004 2016-11-21

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No Foreign Countries Higher Education Outreach Programs Partnerships in Education Universities Temple, Jan Tayebjee, Freny Pearce, Ross Journal Articles Reports - Descriptive University of Western Sydney Macarthur (Australia) ISSN-1047-8485 English Describes the development of the University of Western Sydney, Australia, from being a university with spasmodic and uncoordinated outreach programs to one that is truly engaged with its community. Presents two examples of educational partnerships in which the university exercises coherent purpose and strategic direction. (SLD) EJ674960 From Outreach to Engagement: Fostering Civil Society through Educational Partnerships. Metropolitan Universities: An International Forum v14 n2 p33-47 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Policy Foreign Countries Higher Education Partnerships in Education School Effectiveness Universities Garlick, Steve Journal Articles Reports - Evaluative Australia Australia ISSN-1047-8485 English Used findings from studies of exemplary knowledge-based partnerships between universities and communities in Australia to report on effective practices, benefits to the community and campus, and implications for higher education policy. (SLD) EJ674961 Creative Regional Development: Knowledge-Based Associations between Universities and Their Places. Metropolitan Universities: An International Forum v14 n2 p48-70 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Change Educational History Foreign Countries Higher Education Secondary Education Vazquez, Gonzalo Journal Articles Reports - Evaluative Reform Efforts Spain Spain English Examined the genesis and development of Spanish education reform since 1990 from a systemic perspective. Explored main concerns and positive effects of changes to secondary and higher educational systems. Notes the need for new responses to the demand for life-long and life-wide education. (SLD) EJ674962 The Reform of the Spanish Education System: An Evaluation and Perspective. Encounters on Education v2 p9-26 Fall 2001 2001-00-00 Available electronically: http://educ.queensu.ca/neoe/encounters_index.html. T 2004 2016-11-21

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No Foreign Countries Higher Education Institutional Mission Woodhouse, Howard Journal Articles Opinion Papers Canada Market Systems Approach Canada English Makes the case that the market model of education, which is enveloping Canadian universities, endangers the advancement and dissemination of shared knowledge as a public good. It fails to acknowledge that education has goals, motivations, methods, and standards of excellence that oppose those of the market. (SLD) EJ674963 The Market Model of Education and the Threat to Canadian Universities. Encounters on Education v2 p105-22 Fall 2001 2001-00-00 Available electronically: http://educ.queensu.ca/neoe/encounters_index.html. T 2004 2016-11-21

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No Administrator Characteristics College Presidents Educational Administration Educational Trends Higher Education Lay People Morey, Melanie M. Holtschneider, Dennis H. Journal Articles Reports - Research English Data from surveys completed by 55% of a sample of 222 Catholic college presidents make it possible to compare the backgrounds, aspirations, and career paths of religious and lay presidents. Findings show that presidents of Catholic colleges increasingly resemble their counterparts at other institutions of higher education. (SLD) EJ674964 Leadership and the Age of the Laity: Emerging Patterns in Catholic Higher Education. Current Issues in Catholic Higher Education v23 n2 p83-103 Sum 2003 2003-00-00 T 2004 7/11/2004 11:41:17 CIJFEB2004

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No Colleges Educational Administration Educational Environment Higher Education Organizational Climate Allen, D. K. Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0018-1560 English Studied the development of information strategies in 12 United Kingdom higher education institutions and highlighted the influence of different styles of management on organizational climate. Findings identify six issues that affect the climate of security or insecurity within different higher education institutions. (SLD) EJ674965 Organizational Climate and Strategic Change in Higher Education: Organizational Insecurity. Higher Education v46 n1 p61-92 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Delphi Technique Higher Education Instructional Effectiveness Scholarship Teacher Attitudes Teaching Methods Kreber, Carolin Journal Articles Reports - Research Experts ISSN-0018-1560 English Built on results of a previous Delphi study to compare the opinions of "experts" in the scholarship of teaching to those of other college faculty (with expertise in different areas). "Regular" academic staff were more likely to associate the scholarship of teaching with good or effective teaching. (SLD) EJ674966 The Scholarship of Teaching: A Comparison of Conceptions Held by Experts and Regular Academic Staff. Higher Education v46 n1 p93-121 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Educational Policy Foreign Countries Higher Education Stress Management Stress Variables Kinsman, Gail Jones, Fiona Journal Articles Reports - Research United Kingdom United Kingdom ISSN-1353-8322 English Studied job stress and demands of academics in the United Kingdom. Findings from an electronic survey completed by 782 college faculty members show that stressors have increased and that some of them are features that are not only characteristic of organizational structure but also of national educational policy. (SLD) EJ674967 "Running Up the Down Escalator": Stressors and Strains in UK Academics. Quality in Higher Education v9 n1 p21-38 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Grade Point Average Higher Education Portfolio Assessment Portfolios (Background Materials) Undergraduate Students Writing (Composition) Writing Instruction Lavelle, Ellen Journal Articles Reports - Research ISSN-1353-8322 English Conducted an ex post facto study to test for differences in the quality of university student writing as reflected in years 1 and 2 and again in years 3 and 4. Findings from 30 undergraduate portfolios show no significant differences between early and late samples and no significant relationship between grade point average and writing quality. (SLD) EJ674968 The Quality of University Writing: A Preliminary Analysis of Undergraduate Portfolios. Quality in Higher Education v9 n1 p87-93 Apr 2003 2003-00-00 T 2004 7/11/2004 11:41:18 CIJFEB2004

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No Change College Students Higher Education Mathematics Instruction Methods Courses Preservice Teachers Taylor, Ann R. Journal Articles Reports - Research Mikhail Bakhtin ISSN-1356-2517 English Used transcripts from an undergraduate elementary mathematics methods class (n=12) to show the struggles and transformation of students. Analysis of the change in student thinking using M. Bakhtin's concept of "appropriation" reveals the teacher's initial judgment of student resistance and lack of open-mindedness. (SLD) EJ674969 Transforming Pre-service Teachers' Understandings of Mathematics: Dialogue, Bakhtin and Open-Mindedness. Teaching in Higher Education v8 n3 p333-44 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Higher Education Models Outcomes of Education Teaching Methods Hussey, Trevor Smith, Patrick Journal Articles Reports - Descriptive Monitoring ISSN-1356-2517 English Makes the case that learning outcomes need to be reclaimed from their current use as devices for monitoring and audit and returned to use in aiding good teaching and learning. Introduces a model that starts from an articulated curriculum and embraces intended and emergent learning outcomes. (SLD) EJ674970 The Uses of Learning Outcomes. Teaching in Higher Education v8 n3 p357-68 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Higher Education Law Students Moral Issues Philosophy Teaching Methods Undergraduate Students Bielby, Philip Journal Articles Reports - Descriptive Controversy ISSN-1356-2517 English Suggests practical recommendations for realizing pedagogical objectives in teaching morally contentious issues using insights gained from teaching such issues to second- and third-year undergraduate law students as part of a legal philosophy module. (SLD) EJ674971 Courting Controversies: Using Insights from a Legal Philosophy Course To Develop Practical Recommendations for Realizing Pedagogical Objectives in Teaching Morally Contentious Issues. Teaching in Higher Education v8 n3 p369-81 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Agenda Setting College Faculty College Students Evaluation Utilization Higher Education Research Needs Student Evaluation of Teacher Performance Penny, Angela R. Journal Articles Reports - Descriptive ISSN-1356-2517 English Makes the case for a shift in the emphasis of research on student ratings of teaching in higher education. Identifies four shortcomings of student ratings as in need of attention to increase the practical usefulness of student ratings. (SLD) EJ674972 Changing the Agenda for Research into Students' Views about University Teaching: Four Shortcomings of SRT Research. Teaching in Higher Education v8 n3 p399-411 Jul 2003 2003-00-00 T 2004 7/11/2004 11:41:19 CIJFEB2004

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No Administrators College Faculty Developing Nations Foreign Countries Higher Education Modernization Self Determination Subramani, Surenda Kempner, Ken Journal Articles Reports - Research Malaysia Malaysia ISSN-0004-9441 English Explored problems of modernization and national identity in higher education in Malaysia through interviews with 10 senior administrators and career faculty. Findings show the continuing issue for countries like Malaysia to be how to modernize economy, society, education, and knowledge while sustaining and advancing development with self-determination. (SLD) EJ674973 Malaysian Higher Education: Captive or Post-Western? Australian Journal of Education v46 n3 p231-54 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Case Studies Educational Philosophy Globalization Governance Higher Education International Education James, Richard, Ed. Mok, Ka-Ho, Ed. Journal Articles Reports - Descriptive Asia Australia Asia Australia ISSN-0729-4360 English The nine articles of this special issue examine the internationalization and globalization of higher education in the Asian region from a number of perspectives. Three articles report new forms of governance and governance philosophies. Two case studies report on developments in Japan and China, and the other articles focus on Australia. (SLD) EJ674974 Going Global: The Internationalization of Higher Education in the Asian Region. Higher Education Research & Development v22 n2 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Cooperation Education Work Relationship Educational Research Employment Higher Education Interaction Teaching Methods Tynjala, Paivi Valimaa, Jussi Sarja, Anneli Journal Articles Reports - Descriptive ISSN-0018-1560 English Discusses the pedagogical aspects of the increasing interaction and collaboration between higher education and working life and the challenges this causes for higher education research. Suggests four different perspectives from which to examine the relationship between working life and higher education. (SLD) EJ674975 Pedagogical Perspectives on the Relationships between Higher Education and Working Life. Higher Education v46 n2 p147-66 Sep 2003 2003-00-00 T 2004 7/11/2004 11:41:20 CIJFEB2004

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No Ethnography Higher Education Qualitative Research Research Methodology Researchers Alvesson, Mats Journal Articles Reports - Descriptive ISSN-0018-1560 English Reviews some themes and methods within qualitative research and makes the case for self-ethnography as an approach to study universities and other settings with which the researcher is highly familiar. Outlines advantages and disadvantages of this approach. (SLD) EJ674976 Methodology for Close-up Studies--Struggling with Closeness and Closure. Higher Education v46 n2 p167-93 Sep 2003 2003-00-00 T 2004 7/11/2004 11:41:20 CIJFEB2004

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No Course Content Equal Education Hidden Curriculum Higher Education Instruction Liberal Arts Private Colleges Barfels, Sarah E. Delucchi, Michael Journal Articles Reports - Research ISSN-1356-2517 English Used the concept of "hidden curriculum" to examine how course content and instruction operate to reproduce inequality within three academic programs at private liberal arts colleges: regular, all-college honors, and core honors. Findings show differences in curricula, classroom tasks, and interaction, and followup data support the findings. (SLD) EJ674977 History Reproduces Itself: The Transmission of Symbolic Capital at a Private Liberal Arts College in the USA. Teaching in Higher Education v8 n2 p181-94 2003 2003-00-00 T 2004 11/14/2005 15:49:31 CIJFEB2004

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No Anxiety College Students Etiology Higher Education Literature Reviews Statistics Onwuegbuzie, Anthony J. Wilson, Vicki A. Information Analyses Journal Articles ISSN-1356-2517 English Provides a comprehensive summary of the literature on statistics anxiety, focusing on its nature, etiology, and prevalence. Identifies antecedents of statistics anxiety and the effects of these antecedents on statistics achievement. (SLD) EJ674978 Statistics Anxiety: Nature, Etiology, Antecedents, Effects, and Treatments--A Comprehensive Review of the Literature. Teaching in Higher Education v8 n2 p195-209 2003 2003-00-00 T 2004 11/14/2005 15:51:11 CIJFEB2004

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No College Faculty College Students Higher Education Learning Student Evaluation of Teacher Performance Teacher Effectiveness Validity Olivares, Orlando J. Journal Articles Reports - Descriptive ISSN-1356-2517 English Uses principles of validation as a conceptual framework for critiquing validity-invalidity evidence and arguments related to student ratings of teachers (SRTs). Also explores the utility of SRTs. (SLD) EJ674979 A Conceptual and Analytic Critique of Student Ratings of Teachers in the USA with Implications for Teacher Effectiveness and Student Learning. Teaching in Higher Education v8 n2 p233-45 2003 2003-00-00 T 2004 11/14/2005 15:55:15 CIJFEB2004

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No Cooperation Curriculum Development Foreign Students Graduate Students Graduate Study Teaching Assistants Workshops Gorsuch, Greta Stevens, Kathy Brouillette, Sherri Journal Articles Reports - Descriptive ISSN-1068-6096 English Describes a collaborative language-focused curriculum design project in a 3-week training workshop for international teaching assistants. The design attempts to deal with the shortcomings of short and intensive programs. Outlines the theoretical underpinnings and structure and process of the curriculum design effort. (SLD) EJ674980 Collaborative Curriculum Design for an International Teaching Assistant Workshop. Journal of Graduate Teaching Assistant Development v9 n2 p57-68 2003 2003-00-00 New Forums Press, Inc., 1018 S. Lewis Stlk Stillwater, OK 74074. Tel: 405-372-6158; Fax: 405-377-2237 N/A 2004 7/11/2004 11:41:21 CIJFEB2004

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No Classroom Techniques Graduate Students Graduate Study Teaching Assistants Teaching Methods Plotkin, Michael Guides - Non-Classroom Journal Articles ISSN-1068-6096 English Provides advice for graduate teaching assistants on how to organize the first meeting of a class and what to include so that they will be regarded as "real" teachers. Also provides a sample outline for a first class period. (SLD) EJ674981 Building Confidence and a Positive Classroom Community: An Agenda for Launching a Course. Journal of Graduate Teaching Assistant Development v9 n2 p69-73 2003 2003-00-00 New Forums Press, Inc., 1018 S. Lewis Stlk Stillwater, OK 74074. Tel: 405-372-6158; Fax: 405-377-2237 N/A 2004 7/11/2004 11:41:22 CIJFEB2004

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No Foreign Countries Orientation Peer Relationship Teaching Assistants Training Temple, N. F. Isaac, L. A. Adams, B. A. Haughland, D. L. Englestoft, C. Garcia, P. F. J. Journal Articles Reports - Descriptive Canada Canada ISSN-1068-6096 English Describes a peer-based, department-specific initiative to train graduate assistants in the Biology Department of the University of Victoria, Canada. Focuses on the resource manual and orientation day that are aspects of the program. (SLD) EJ674982 Development of a Peer Based, Department-Specific Teaching Assistant Manual and Orientation. Journal of Graduate Teaching Assistant Development v9 n2 p75-80 2003 2003-00-00 New Forums Press, Inc., 1018 S. Lewis Stlk Stillwater, OK 74074; Tel: 405-372-6158; Fax: 405-377-2237. N/A 2004 2016-11-21

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No Communication (Thought Transfer) Focus Groups Foreign Students Higher Education International Education Surveys Teaching Assistants Undergraduate Students Damron, Julie Journal Articles Reports - Research ISSN-1068-6096 English Used focus groups and an exit survey to assess the attitudes of undergraduate students (n=26) toward communicating with their international teaching assistants (ITAs). Results show that lack of willingness on the part of students to communicate with ITAs may be problematic for both students and ITAs. (SLD) EJ674983 What's the Problem? A New Perspective on ITA Communication. Journal of Graduate Teaching Assistant Development v9 n2 p81-88 2003 2003-00-00 New Forums Press, Inc., 1018 S. Lewis Stlk Stillwater, OK 74074; Tel: 405-372-6158; Fax: 405-377-2237 N/A 2004 7/11/2004 11:41:22 CIJFEB2004

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No Ethics Higher Education Teacher Student Relationship Teaching Assistants Workshops Diamond, Miriam Rosalyn Journal Articles Reports - Research ISSN-1068-6096 English Designed and presented a workshop to help teaching assistants (TAs) interact with students in an appropriate and ethical manner. End-of-semester comments by 94 participants indicated that the session enhanced their confidence to manage situations of ethical concern wisely. (SLD) EJ674984 How Would You Handle This Situation? Teaching Assistant Responses to an Ethics Workshop. Journal of Graduate Teaching Assistant Development v9 n2 p89-96 2003 2003-00-00 New Forums Press, Inc., 1018 S. Lewis Stlk Stillwater, OK 74074; Tel: 405-372-6158; Fax: 405-377-2237. N/A 2004 7/11/2004 11:41:22 CIJFEB2004

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Yes Enrollment Foreign Countries Higher Education Indigenous Populations Mainstreaming Participation Public Policy Brabham, Wendy Henry, John Bamblett, Esme Bates, Jennifer Journal Articles Reports - Descriptive Australia Student Engagement Australia ISSN-0818-8068 English Describes the ways the engagement of indigenous Australian peoples with higher education have changed under the "mainstreaming" policies implemented by the administration of John Howard. Discusses reasons for and consequences of the decreasing enrollment of indigenous peoples in higher education in Australia. (SLD) EJ674985 Indigenous Australian Participants in Higher Education: The Realities of Practical Reconciliation. Australian Universities' Review v45 n1 p10-14 2002 2002-00-00 T 2004 2016-11-21

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Yes Equal Education Foreign Countries Higher Education Indigenous Populations Minority Groups Student Rights McConville, Greg Journal Articles Reports - Descriptive Australia Australia ISSN-0818-8068 English Addresses the rights asserted by indigenous peoples and recognized by the United Nations and then considers Australian performance in higher education relative to these recognized rights. Presents some options aimed at making Indigenous education an enforceable right rather than a matter of administrative and political goodwill. (SLD) EJ674986 Regional Agreements, Higher Education and Representations of Indigenous Australian Reality (Why Wasn't I Taught That in School?). Australian Universities' Review v45 n1 p15-24 2002 2002-00-00 T 2004 2016-11-21

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No Business Administration Computer Assisted Instruction Distance Education Higher Education Information Technology Program Development Program Implementation Telecommunications Leno, Arthur J. Journal Articles Reports - Descriptive Peirce Junior College PA ISSN-0147-877X English Describes the development and implementation of the distance education program at Peirce College. This Internet-mediated distance learning program focuses on practical fields of study, drawing on the college's strengths in business administration, information technology, and paralegal studies. (SLD) EJ674987 Going the Distance. Business Officer v37 n2 p20-27 Aug 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Higher Education Integrated Activities Retirement Schaffer, Jerry Bram, Leslie Journal Articles Reports - Descriptive Retirement Communities University of Florida ISSN-0147-877X English Describes the retirement community supported by the University of Florida in Gainesville. The Oak Hammock facility is to be an integrated community in which retirees are active participants in the university campus community. The various university colleges will play different roles in the retirement community, whether in health care or administration. (SLD) EJ674988 Retired, on Campus, and at Home. Business Officer v37 n2 p26-32 Aug 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Access to Education Assistive Technology College Role College Students Disabilities Educational Technology Higher Education Grisham, Kenneth L. Journal Articles Reports - Descriptive ISSN-1097-8658 English Discusses the role of institutions of higher education in the provision of assistive technology to meet students' needs. New forms of assistive technology, especially digital applications, are raising new issues of accessibility. Professionals at institutions of higher education must be well informed about technology changes to enable students and to ensure that barriers to participation are removed. (SLD) EJ674989 Assistive Technologies Meet Students' Needs. Journal of Telecommunications in Higher Education v6 n4 p14-17 Win 2002 2002-00-00 Association for Communications Technology Professionals in Higher Education, 152 W. Zandale Drive, Suite 200, Lexington, KY 40403-2486 (free to members; nonmembers, $80 per year; $20 per issue). Tel: 859-278-3338; Fax: 859-278-3268. Web site: http://www.acuta.org. N/A 2004 7/11/2004 11:41:24 CIJFEB2004

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No Automation Higher Education Information Technology Telecommunications Statom, Megan Journal Articles Reports - Descriptive ISSN-1097-8658 English Discusses the uses of the automated attendant, that "voice" that leads a caller through a series of menus to reach the "answer". Considers ways the autoattendant can be useful or detrimental in the higher education setting. (SLD) EJ674990 Autoattendant: Boon or Bane? Journal of Telecommunications in Higher Education v6 n4 p19-21 Win 2002 2002-00-00 Association for Communications Technology Professionals in Higher Education, 152 W. Zandale Drive, Suite 200, Lexington, KY 40403-2486 (free to members; nonmembers, $80 per year; $20 per issue). Tel: 859-278-3338; Fax: 859-278-3268. Web site: http://www.acuta.org. N/A 2004 7/11/2004 11:41:24 CIJFEB2004

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No Academic Deans Art Education Curriculum Extracurricular Activities Medical Education Medical Students Strickland, Mathew A. Gambala, Cecilia T. Rodenhauser, Paul Journal Articles Reports - Research ISSN-1040-1334 English Studied the arts-related activities available in U.S. medical schools through a questionnaire completed by 100 medical school deans (78% response rate). Twenty-one medical schools offered arts-related required courses, 42 offered electives, and 89 offered extracurricular activities in the arts. (SLD) EJ674991 Medical Education and the Arts: A Survey of U.S. Medical Schools. Teaching and Learning in Medicine v14 n4 p264-67 Fall 2002 2002-00-00 Lawrence Erlbaum Associates, Inc., 10 Industrial Avenue, Mahwah, NJ 07430-2262 ($45, individuals; $390, institutions). Tel: 201-258-2200; 800-926-6579 (Toll Free); e-mail: orders@erlbaum.com. Web site: http://www.erlbaum.com. T 2004 7/11/2004 11:41:24 CIJFEB2004

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No Characterization Childrens Writing Computer Assisted Instruction Computer Software Cooperative Learning Cooperative Programs Creative Writing Educational Technology Elementary Secondary Education Role Playing Writing (Composition) Robertson, Judy Good, Judith Journal Articles Reports - Research Story Writing ISSN-1093-023X English Reports the results of a field study evaluation of a virtual role-play environment, "Ghostwriter," which was designed as a preparation activity for writing stories. Examines the effects of "Ghostwriter" has on characterization in children's imaginative writing. Participants were 60 children aged between 10-12 years. Results support the view that the virtual role-play environment is particularly beneficial to children with low literacy standards. (Author/AEF) EJ674992 Using a Collaborative Virtual Role-Play Environment To Foster Characterization in Stories. Journal of Interactive Learning Research v14 n1 p5-29 2003 2003-00-00 T 2004 2016-11-21

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No Acoustics Animation Computer Assisted Instruction Computer Oriented Programs Concept Mapping Educational Technology Information Technology Knowledge Representation Online Systems Visual Aids Alpert, Sherman R. Journal Articles Reports - Descriptive Digital Imagery ISSN-1093-023X English Describes a computer-based concept mapping tool that provides rich representational capabilities, including dynamic imagery (video, animated images, sound) and multiple levels of abstraction. The tool can automatically translate a concept map into an alternative representation-an outline-that contains all of the knowledge contained in a multi-level concept map. The tool is accessible through any standard Web browser. (Author/AEF) EJ674993 Abstraction in Concept Map and Coupled Outline Knowledge Representation. Journal of Interactive Learning Research v14 n1 p31-49 2003 2003-00-00 T 2004 2016-11-23

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No Computer Assisted Instruction Computer System Design Elementary Secondary Education Higher Education Instructional Design Learner Controlled Instruction Learning Strategies Problem Based Learning Problem Solving Science Education Student Attitudes Student Motivation Teaching Methods Pedersen, Susan Journal Articles Reports - Research Problem Based Methodology (Robinson) ISSN-1093-023X English Examine students' motivational orientation (intrinsic/extrinsic) during problem-based learning (PBL), comparing it to their orientation during typical class activities. Participants were regular education students who used "Alien Rescue," a computer-based PBL program designed for sixth grade science. Implications of the findings for design of PBL programs are discussed. (AEF) EJ674994 Motivational Orientation in a Problem-Based Learning Environment. Journal of Interactive Learning Research v14 n1 p51-77 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Discussion (Teaching Technique) Group Discussion Learning Activities Online Systems Student Attitudes Student Characteristics Student Participation Leinonen, Piritta Jarvela, Sanna Lipponen, Lasse Journal Articles Reports - Research ISSN-1093-023X English Investigates students' own interpretations of their contribution to computer-mediated discussions. Subjects were 20 students between the ages of 15 and 16, who participated in computer supported collaborative learning inquiry in literature. Results show how individual students interpret their contribution to the collaborative knowledge construction, and how their contribution activity to the networked discussions followed these interpretations. Coding schemes are appended. (AEF) EJ674995 Individual Students' Interpretations of Their Contribution to the Computer-Mediated Discussions. Journal of Interactive Learning Research v14 n1 p99-122 2003 2003-00-00 T 2004 7/11/2004 11:41:25 CIJFEB2004

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No Computer Networks Computer Security Libraries Library Administration Library Equipment Library Planning Library Policy Banerjee, Kyle Journal Articles Reports - Descriptive Library Security Computer Hackers Data Security ISSN-1041-7915 English Explains how to keep library systems healthy and functioning by taking sensible security measures. Examines why hackers would target library systems and how library systems are compromised. Describes tools that can help, including: firewalls; antivirus software; alarms; network analysis tools; and encryption. Identifies several strategies for making systems more secure and discusses what to do if the system is attacked. (AEF) EJ674996 How Much Security Does Your Library Need? Computers in Libraries v23 n5 p12-14,54-56 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Networks Computer Security Computer Software Libraries Library Equipment Library Planning Users (Information) Ferrer, Daniel Fidel Mead, Mary Journal Articles Reports - Descriptive Data Security Library Security ISSN-1041-7915 English Describes spyware, discusses how it gets on a computer. Explains how spyware can be useful for parents, employers, and libraries. Discusses how spyware is more often used for others' gain or for surveillance without notification, how it can go undetected, and how libraries can help keep computers and patrons protected from remote installation of spyware. Lists Web sites that offer information and software for cleaning spyware from the computer. (AEF) EJ674997 Uncovering the 'Spy' Network: Is Spyware Watching Your Library Computers? Computers in Libraries v23 n5 p16-21 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Course Integrated Library Instruction Curriculum Development Elementary Education Instructional Materials Language Arts Learning Activities Learning Resources Centers Library Skills Middle Schools Reading Instruction School Libraries Science Instruction Social Studies Thematic Approach Guides - Classroom - Teacher Journal Articles Reference Materials - Bibliographies ISSN-0889-9371 English Provides five fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, science, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for each activity. (LRW) EJ674998 Into the Curriculum. Reading/Language Arts: Arabian Nights; Reading/Language Arts: Birds in Picture Books: Characters, Plots, and Themes; Science: Birds in Their Nests; Social Studies: Written with Quills; Social Studies: Baghdad and Iraq History. School Library Media Activities Monthly v19 n9 p11-17 May 2003 2003-00-00 N/A 2004 7/11/2004 11:41:26 CIJFEB2004

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No Elementary Secondary Education Guidelines Information Seeking Information Utilization Learning Resources Centers Librarian Teacher Cooperation Library Role Media Specialists Models Problem Solving School Libraries Teacher Role Time Management Time on Task Oberg, Dianne Journal Articles Reports - Descriptive Intermediaries ISSN-0889-9371 English Describes Brock's Information Intermediary Process Model, which focuses on the role of the library media specialist as information intermediary. Highlights include information seeking and use; use of the model by teachers and librarians as well as their collaborative roles; guidelines for use of the model; and problem solving and use of time. (LRW) EJ674999 Kathy Thomas Brock's Information Intermediary Process Model. School Library Media Activities Monthly v19 n9 p19-21,38 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Standards Competence Curriculum Development Elementary Secondary Education Information Literacy Information Seeking Information Skills Inquiry Lesson Plans Student Research Technology Uses in Education Pappas, Marjorie L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Electronic Resources Kansas Kansas ISSN-0889-9371 English Explains how to develop lesson plans to help students become effective researchers using electronic searching tools. Uses a unit developed for Kansas landmarks to discuss information skills, competency standards, inquiry, technology use, information literacy and process skills, finding information, and an example of a research log. (LRW) EJ675000 State Landmarks. School Library Media Activities Monthly v19 n9 p22-25 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Childrens Writing Elementary Secondary Education Learning Resources Centers Library Materials Media Specialists Reference Materials School Libraries Writing Processes Writing Skills Safford, Barbara Ripp Journal Articles Reference Materials - Bibliographies Reports - Descriptive Quotations ISSN-0889-9371 English Discusses the role that school library media specialists can play in the development of children's writing skills. Recommends a number of reference books for student writers published by Scholastic, including a dictionary, thesaurus, dictionary of idioms, rhyming dictionary, dictionary of spelling, and a treasury of quotations. (LRW) EJ675001 Scholastic Reference Books To Help Children Learn To Write. School Library Media Activities Monthly v19 n9 p28-29,40 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Academic Standards Content Analysis Curriculum Development Educational Objectives Educational Resources Elementary Education Middle Schools Secondary Education Callison, Daniel Journal Articles Reports - Descriptive Collection Mapping ISSN-0889-9371 English Discussion of learning resources focuses on collection mapping to facilitate learning resource plans and application to learning standards and resources tied to curriculum needs. Presents sample learning resource profiles that include specific student performance objectives for selective knowledge content areas organized by school level. (LRW) EJ675002 Learning Resources, Part 1. School Library Media Activities Monthly v19 n9 p33-38 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Childhood Interests Childrens Literature Creative Activities Elementary Secondary Education Films Learning Activities Music Music Activities Resource Materials Zingher, Gary Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0889-9371 English Discusses children's tastes in music and reviews children's books that have music as a theme. Presents a creative activities sampler for younger and older children as well as a list of resources, including books and films. (LRW) EJ675003 My Kind of Music. School Library Media Activities Monthly v19 n9 p41-43,51 May 2003 2003-00-00 N/A 2004 7/11/2004 11:41:28 CIJFEB2004

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No Authors Awards Childrens Literature Interviews Latin American Literature Learning Activities Multilingual Materials Brodie, Carolyn S. Journal Articles Reference Materials - Bibliographies Reports - Descriptive Cuba Illustrators Cuba ISSN-0889-9371 English Discusses the work of children's author Alma Flor Ada, a Cuban native who has won awards honoring Latino writers and illustrators. Includes part of an interview that explores her background, describes activity ideas, and presents a bibliography of works written by her (several title published in both English and Spanish) as well as sources of biographical information. (LRW) EJ675004 Alma Flor Ada: Writer, Translator, Storyteller. School Library Media Activities Monthly v19 n9 p44-47 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Learning Resources Centers Library Research Literature Reviews Media Specialists Research Needs School Libraries Barron, Daniel D. Journal Articles Reference Materials - Bibliographies Reports - Descriptive ERIC Library Science Literature ISSN-0889-9371 English Presents results of a search of ERIC, "Wilson Library Literature", and "Dissertation Abstracts" that looked for any mention of school library media specialists or programs that deal specifically with research. Expresses concern about the lack of research reported in the field. (LRW) EJ675005 School Library Media Research: 2002. School Library Media Activities Monthly v19 n9 p49-51 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Cognitive Processes Computer Assisted Instruction Continuing Education Educational Development Educational Environment Educational Technology Learning Strategies Lifelong Learning Methods Professional Development Skill Development Teaching Methods Kinshuk Journal Articles Reports - Descriptive Knowledge Acquisition ISSN-1049-4820 English Introduces three papers that discuss the design methodology for developing learning systems for cognitive skills acquisition. Provides specific examples of processes that underlie the acquisition of cognitive skills. Confirms that through the embrace of lifelong learning, cognitive skills-based learning environments are finding a more prominent place is the learning process. (LRW) EJ675006 Cognitive Skills Acquisition in Life-Long Learning (Part 2). Interactive Learning Environments v11 n1 p1-2 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Graduate Students Higher Education Instructional Materials Material Development Printed Materials Skill Development Thinking Skills Sleight, Deborah Alpert Journal Articles Reports - Research Knowledge Acquisition Performance Support Systems ISSN-1049-4820 English Describes how graduate students used paper-based support tools to help them acquire a complex cognitive skill during unsupervised practice and explains why the tools were able to support the practice. Explains how to design such tools and describes a comparable computer-based performance support system. (Author/LRW) EJ675007 Use of Paper-Based Support Tools To Aid the Acquisition of Cognitive Skills during Unsupervised Practice. Interactive Learning Environments v11 n1 p3-22 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary School Students Elementary Secondary Education Instructional Design Middle School Students Multimedia Materials Secondary School Students Skill Development Thinking Skills Liu, Min Journal Articles Reports - Research ISSN-1049-4820 English Examines how to design interactive multimedia learning environments to provide necessary support for developing higher level cognitive skills. Describes an approach of engaging learners as multimedia designers using project-based learning and investigated the effects on cognitive skill development in high school, middle school, and elementary school students. (Author/LRW) EJ675008 Enhancing Learners' Cognitive Skills through Multimedia Design. Interactive Learning Environments v11 n1 p23-39 Apr 2003 2003-00-00 T 2004 7/11/2004 11:41:29 CIJFEB2004 For Part I, see IR 547 814 - Interactive Learning Environments; v10 n2 Aug 2002.

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No Engineering Education Higher Education Interaction Teacher Role Thinking Skills Virtual Universities Web Based Instruction Chung, SeJin Severance, Charles Chung, Moon-Jung Journal Articles Reports - Research Knowledge Acquisition Knowledge Development Student Support Services ISSN-1049-4820 English Studies how support tools facilitate knowledge building processes in a World Wide Web-based virtual university engineering course. Examines whether students engage in different types of knowledge building activities when they use support tools and assesses the effect of support tool use on student knowledge building. (LRW) EJ675009 Design of Support Tools for Knowledge Building in a Virtual University Course. Interactive Learning Environments v11 n1 p41-57 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Curiosity Fantasy Foreign Countries Higher Education Interaction Learning Motivation Literature Reviews Online Courses Self Motivation Student Motivation Kawachi, Paul Journal Articles Reports - Descriptive Challenge Japan Japan ISSN-1049-4820 English Discusses the need to initiate intrinsic motivation in Japanese students in online higher education. Presents an overview of the online education process with constructivist learning theory, including various learning interactions; and describes sub-types of personal intrinsic motivation including challenge, fantasy, and curiosity. (Contains 62 references.) (Author/LRW) EJ675010 Initiating Intrinsic Motivation in Online Education: Review of the Current State of the Art. Interactive Learning Environments v11 n1 p59-81 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Class Size Ethnic Origins Gender Issues Instructional Program Divisions Interpersonal Competence Predictor Variables Secondary Education Student Attitudes Student Characteristics Teacher Behavior Teacher Characteristics Teaching Experience Levy, Jack Den Brok, Perry Wubbels, Theo Brekelmans, Mieke Journal Articles Reports - Research Multilevel Analysis ISSN-1387-1579 English Examined variables associated with differences in students' perceptions of interpersonal teacher behavior in seven secondary schools. Focuses on seven variables in a multilevel analysis: student and teacher gender; student and teacher ethnic background; student age and grade; class size; grade level; subject taught; and teacher experience. (Contains 79 references.) (Author/LRW) EJ675011 Students' Perceptions of Interpersonal Aspects of the Learning Environment. Learning Environments Research v6 n1 p5-36 2003 2003-00-00 T 2004 2016-11-23

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No Advertising Business Computer Networks Models Search Engines World Wide Web Scott, David M. Journal Articles Reports - Descriptive Links (Indexing) Ranking Advertisements Electronic Commerce ISSN-1525-2531 English Explains how organizations can buy listings on major Web search engines, making it the fastest growing form of advertising. Highlights include two network models, Google and Overture; bidding on phrases to buy as links to use with ads; ad ranking; benefits for small businesses; and paid listings versus regular search results. (LRW) EJ675012 Paying Your Way to the Top: Search Engine Advertising. EContent v26 n5 p32-34,36-38 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Archives Computer Software Computer System Design Information Management Information Storage Information Utilization Policy Formation Value Judgment Zeichick, Alan Journal Articles Reports - Descriptive Digital Data Knowledge Management ISSN-1525-2531 English Discusses archiving digital information and the need for organizations to develop policies regarding digital asset management (DAM) and storage. Topics include determining the value of digital assets; formats of digital information; use of stored information; and system architecture, including hardware and asset management software. (LRW) EJ675013 Building a DAM To Last: Archiving Digital Assets. EContent v26 n5 p40-46 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Libraries Affective Objectives Cognitive Objectives Content Analysis Course Objectives Higher Education Information Literacy Instructional Design Learning Processes Library Instruction Models Outcomes of Education Service Learning Riddle, John S. Journal Articles Reports - Descriptive Reflective Practice Engagement Style ISSN-0099-1333 English Discusses service learning and presents models of instruction that academic libraries might offer to service learning pedagogy. Highlights include the role of information literacy; reflection; affective and cognitive learning outcomes of service learning; impact of service learning on libraries; learning process model; course objectives model; subject content model; and engaged library instruction. (LRW) EJ675014 Where's the Library in Service Learning?: Models for Engaged Library Instruction. Journal of Academic Librarianship v29 n2 p71-81 Mar 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Focus Groups Higher Education Library Catalogs Library Circulation Library Research Library Services Online Catalogs Problems Reliability User Satisfaction (Information) Ho, Jeannette Crowley, Gwyneth H. Journal Articles Reports - Research Texas A and M University ISSN-0099-1333 English Explored user perceptions of dependability and accuracy of Texas A&M library services through focus groups. Reports user difficulties in locating materials, inaccurate catalog and circulation records, inadequate signage, searching the online catalog, and late notification of interlibrary loan arrivals; and discusses the library's efforts to improve conditions. (Author/LRW) EJ675015 User Perceptions of the "Reliability" of Library Services at Texas A&M University: A Focus Group Study. Journal of Academic Librarianship v29 n2 p82-87 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Cataloging Higher Education Library Catalogs Library Research Library Surveys Spanish Subject Index Terms World Wide Web Creider, Laurence S. Journal Articles Reports - Research Hispanic Association of Colleges and Universities ISSN-0099-1333 English Discusses results of a Web survey on the use of Spanish language subject headings in local academic library catalogs. Indicates that, while few libraries assign such headings locally, many retain and display them in the catalog when they are provided through copy cataloging records. (Author/LRW) EJ675016 What Are Academic Libraries Doing with Spanish Language Subject Headings? Journal of Academic Librarianship v29 n2 p88-94 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Case Studies Higher Education Library Administration Library Catalogs Library Personnel Library Research Literature Reviews Online Catalogs Use Studies Web Sites World Wide Web Shropshire, Sandra Journal Articles Reports - Research Usability Professional Behavior ISSN-0099-1333 English Discusses Web site management, rather than design, as it relates to academic libraries. Reviews library literature as well as literature from other fields and presents results from four case studies that investigated staffing, professional rivalries, governing structure, usability studies, staff tool versus public resource, maintenance, and relationship to the OPAC. (LRW) EJ675017 Beyond the Design and Evaluation of Library Web Sites: An Analysis and Four Case Studies. Journal of Academic Librarianship v29 n2 p95-101 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Higher Education Library Automation Local Area Networks Resource Materials Standards Drew, Wilfred, Jr. Journal Articles Reports - Descriptive Data Security Indiana State University Wireless Technology ISSN-0099-1333 English Discusses the use of wireless technology in academic libraries. Topics include wireless networks; standards (IEEE 802.11); wired versus wireless; why libraries implement wireless technology; wireless local area networks (WLANs); WLAN security; examples of wireless use at Indiana State University and Morrisville College (New York); and useful resources. (LRW) EJ675018 Wireless Networks: New Meaning to Ubiquitous Computing. Journal of Academic Librarianship v29 n2 p102-6 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Freedom of Information Government Publications Government Role Library Role Propaganda Public Libraries War Becker, Patti Clayton Journal Articles Reports - Descriptive Library Community Relationship September 11 Terrorist Attacks 2001 American Library Association ISSN-0002-9769 English Examines the role of libraries, particularly public libraries, in times of war. Discusses similarities between responses after World War Two and the September 11, 2001 attacks; government restrictions on information; American Library Association responses, including propaganda and libraries; and the library and the community. (LRW) EJ675019 In Time of War. American Libraries v34 n5 p54-57 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Libraries Higher Education Library Research Library Services Library Surveys National Surveys Reference Services Web Sites World Wide Web Bao, Xue-Ming Journal Articles Reports - Research Interactive Systems ISSN-1094-9054 English Addresses issues of access and policy in developing Web-based interactive reference services via academic library home pages. Discusses results of a national survey that showed that less than half of surveyed institutions use Web-based interactive reference as an extension of traditional reference services. Tables include findings. (Author/LRW) EJ675020 A Study of Web-Based Interactive Reference Services via Academic Library Home Pages. Reference & User Services Quarterly v42 n3 p250-56 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Gender Issues Higher Education Instructional Innovation Navigation (Information Systems) Teacher Surveys Teaching Experience World Wide Web Crooks, Steven M. Yang, Yanyun Duemer, Lee S. Journal Articles Reports - Research Faculty Attitudes Electronic Resources ISSN-0047-2395 English Describes a survey that was designed to examine faculty perceptions about the navigability and content of a specific Web-based resource and their attitudes about the instructional use of Web-based resources in general. Discusses teaching experience and gender differences and suggests implications for Web-based resource use in higher education. (Author/LRW) EJ675021 Faculty Perceptions of Web-Based Resources in Higher Education. Journal of Educational Technology Systems v31 n2 p103-13 2002-2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Foreign Countries Higher Education Individual Differences Information Technology Questionnaires Social Influences Student Attitudes Tables (Data) Technology Uses in Education Undergraduate Students Fatt, James Poon Teng Journal Articles Reports - Research Tests/Questionnaires Faculty Attitudes Singapore Technology Role Singapore ISSN-0047-2395 English Describes a study conducted in Singapore that investigated the impact of information technology (IT) on undergraduate students. Discusses attitudes of teachers on the impact of IT; describes the questionnaire used for the study; and considers educational, personal, and social aspects of students toward the impact of IT. (Contains 21 tables.) (LRW) EJ675022 Perceptions of Information Technology in Higher Education. Journal of Educational Technology Systems v31 n2 p115-42 2002-2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Graduate Students Group Dynamics Higher Education Interpersonal Communication Productivity Skill Development Student Attitudes Technology Uses in Education Lawrence, Carolena Lyons Journal Articles Reports - Research Face to Face Communication Student Satisfaction Collaborative Learning ISSN-0047-2395 English Explores communication technology as an instructional tool in relationship to quality of interaction, individual productivity, group productivity, and satisfaction with the learning environment. Discusses collaborative learning skills and examines differences in graduate students' perception using groupware versus face-to-face learning. (Author/LRW) EJ675023 Communication Technology To Develop Collaborative Skills. Journal of Educational Technology Systems v31 n2 p191-204 2002-2003 2003-00-00 T 2004 2016-11-21

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No Communication Problems Computer Mediated Communication Cultural Differences Nonverbal Communication Questionnaires Social Influences Olaniran, Bolanle Journal Articles Reports - Research Face to Face Communication Language Barriers ISSN-0047-2395 English Discussion of text-based computer-mediated communication (CMC) focuses on a study that explored CMC in communication misunderstandings. Considers the lack of nonverbal cues, language and cultural barriers, and differences from face-to-face communication, and includes a copy of the questionnaire used in the study. (LRW) EJ675024 Computer-Mediated Communication: A Test of the Impact of Social Cues on the Choice of Medium for Resolving Misunderstandings. Journal of Educational Technology Systems v31 n2 p205-22 2002-2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Audience Analysis Computer Use Evaluation Criteria Foreign Countries Higher Education Library Instruction Search Engines Search Strategies Student Characteristics Student Surveys Users (Information) Web Sites World Wide Web Tillotson, Joy Journal Articles Reports - Research Canada Canada ISSN-1195-096X English Describes a survey that was conducted involving participants in the library instruction program at two Canadian universities in order to describe the characteristics of students receiving instruction in Web searching. Examines criteria for evaluating Web sites, search strategies, use of search engines, and frequency of use. Questionnaire is appended. (Author/LRW) EJ675025 A Portrait of the Audience for Instruction in Web Searching: Results of a Survey Conducted at Two Canadian Universities. Canadian Journal of Information and Library Science v27 n1 p3-28 Mar 2002-2003 2003-00-00 T 2004 2016-11-21

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No Bibliometrics Evaluation Methods Mathematical Formulas Scholarly Journals Scientific and Technical Information Egghe, Leo Rousseau, Ronald Journal Articles Reports - Descriptive Conceptual Frameworks Indicators ISSN-1195-096X English Discussion of the assessment and comparison of scientific journals, bibliometrics, and types of impact factors focuses on a general framework for the relative comparison of journal impact. Highlights include the relative impact of a journal within a set of journals, or meta-journal; and mathematical explorations of relative indicators. (Author/LRW) EJ675026 A General Framework for Relative Impact Indicators. Canadian Journal of Information and Library Science v27 n1 p29-48 Mar 2002-2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Futures (of Society) Higher Education Librarians Library Role Models Student Attitudes Tables (Data) Undergraduate Students Wilkinson, Margaret Ann Harris, Roma Journal Articles Reports - Research Professionalism Service Providers ISSN-1195-096X English Explores the perceptions of students entering university about the roles of librarians as well as other occupations by examining the role of professionalism in perceptions of occupations. Tests a model of professionalism developed by Elizabeth Graddy that focuses on the informational relationship between the professional service provider and those who receive the service. (Author/LRW) EJ675027 The Future of the Profession of Librarianship: Constructed or Ordained? Canadian Journal of Information and Library Science v27 n1 p49-78 Mar 2002-2003 2003-00-00 T 2004 2016-11-21

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No Public Libraries Risk Management Security (Psychology) Training Vandalism Violence Farrugia, Sarah Journal Articles Reports - Descriptive ISSN-0307-4803 English Outlines the problem of violence in U.S. and British public libraries, including groups incidents, drunks, unruly youths, and irate patrons. Library staff face managerial apathy and reluctance to tackle. Discusses the reasons for violence, suggests measures to reduce threats and deal with incidents, risk assessment, security measures and staff training. Discusses the 2001 survey of library workers view of violence in libraries and compares with the 1995 McGrath survey. (LRW) EJ675028 A Dangerous Occupation? Violence in Public Libraries. New Library World v103 n9 (1180) p309-319 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 7/11/2004 11:41:35 CIJFEB2004

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No Administrator Attitudes Higher Education Information Science Education Law Related Education Library Administrators Pilot Projects Arundale, Justin Journal Articles Reports - Research University of Brighton (England) Legal Information ISSN-0307-4803 English Discusses the teaching of elements of law within the Library and Information Studies curriculum, using the programs at the University of Brighton as an example. Describes a small-scale pilot research project which sought to characterize senior library and information service managers' views about legal knowledge and expertise. (Author/LRW) EJ675029 How Much Law Should Librarians Know? New Library World v103 n10 (1181) p376-84 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-21

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No Access to Information Communication (Thought Transfer) Information Scientists Information Technology Library Automation Library Role Latham, Joyce M. Journal Articles Reports - Descriptive Technologists Change Analysis Library Computer Systems Partnerships in Library Services Technological Change ISSN-0307-4803 English Examines changes in libraries due to information technology and discusses the need for partnerships between librarians, information scientists, and technologists. Topics include access to information as the core concept for communication; research into how library systems are actually used; testing libraries' use of technology; and how library roles should change. (LRW) EJ675030 "A Librarian, a Technologist and an Information Scientist Are Out in a Boat..." New Library World v103 n10 (1181) p393-98 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-21

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No Computer Literacy Critical Theory Critical Thinking Foreign Countries Higher Education Information Literacy Information Technology Science and Society Reffell, Pete Whitworth, Andrew Journal Articles Reports - Descriptive Habermas (Jurgen) United Kingdom United Kingdom ISSN-0307-4803 English Discusses information technology (IT) education in United Kingdom universities and considers the use of IT to foster more critical and foundational faculties. Investigates the potential impact of this approach using the critical theory of Jurgen Habermas and his concept of colonization, and discusses IT and society and computer fluency. (Author/LRW) EJ675031 Information Fluency: Critically Examining IT Education. New Library World v103 n11-12 (1182-83) p427-35 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-21

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No Competence Curriculum Development Developed Nations Developing Nations Educational Objectives Information Management Information Science Information Science Education Information Systems Gorman, G. E. Corbitt, B. J. Journal Articles Reports - Descriptive ISSN-0307-4803 English Discusses core competencies in library and information science and in information systems to use as a background for an examination of core competencies in information management. Suggests a set of core competencies and educational outcomes that might be applied to curricula in both developed and developing countries. (Author/LRW) EJ675032 Core Competencies in Information Management Education. New Library World v103 n11-12 (1182-83) p436-45 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 7/11/2004 11:41:36 CIJFEB2004

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No Academic Libraries Architects Design Requirements Facility Planning Higher Education Librarians Library Facilities Library Role Psychological Needs Spatial Relationship (Facilities) Rizzo, Joseph C. Journal Articles Reports - Descriptive Social Needs Spatial Context ISSN-0307-4803 English Discusses the role of academic libraries as campus meeting centers, highlighting the distinction between changing functional requirements that are addressed with space programming and the social and emotional needs of a community that are realized through the design of place. Offers examples of design ideas and recommendations for librarians and architects. (Author/LRW) EJ675033 Finding Your Place in the Information Age Library. New Library World v103 n11-12 (1182-83) p457-66 2002 2002-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-21

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No Consortia Library Materials Library Networks Publishing Industry Technological Advancement Long, Sarah Ann Journal Articles Reports - Descriptive Electronic Books ISSN-0307-4803 English Explores some of the applications of the electronic book (e-book) in the modern library. Discusses computing advances that have made electronic book technology viable for publishers and libraries; making products usable in a library environment; and library networks and consortia that share e-book subscriptions. (Author/LRW) EJ675034 The Case for E-Books: An Introduction. New Library World v104 n1-2 (1184-85) p29-32 2003 2003-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-21

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No College Graduates Competence Curriculum Development Expectation Foreign Countries Higher Education Library Education Skill Analysis Surveys Tables (Data) Middleton, Michael Journal Articles Reports - Research Weighted Data Australia Professional Guidelines Rank Order Australia ISSN-0307-4803 English Describes a study of Australian library school graduates that was conducted to establish a picture of the library profession's expectations of graduates; to rank skills (competencies) expected of professional graduates; and to provide indicators for curriculum development. A seven-page table is appended that shows a weighted listing of skills. (LRW) EJ675035 Skills Expectations of Library Graduates. New Library World v104 n1-2 (1184-85) p42-56 2003 2003-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel:888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-23

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No Bookmobiles Comparative Analysis Cost Effectiveness Foreign Countries Library Services Outreach Programs Public Libraries Rural Areas User Needs (Information) Haggis, Sarah Goulding, Anne Journal Articles Reports - Research Books by Mail Program United Kingdom User Preferences United Kingdom ISSN-0307-4803 English Discusses alternative methods of providing public library service to one-house stop clients of mobile libraries in the United Kingdom. Investigated books by mail, village shop libraries, extending housebound service, and transporting clients to the library; calculated costs to compare with mobile library cost; and surveyed staff and client opinions. (Author/LRW) EJ675036 Books to Rural Users: Public Library Provision for Remote Communities. New Library World v104 n3 (1186) p80-93 2003 2003-00-00 Emerald, 44 Brattle Street, 4th Floor, Cambridge, MA 02138. Tel: 888-622-0075 (Toll free); Fax: 44 (0) 1274 785200; E-mail: america@emeraldinsight.com; Web site: http://www.emeraldinsight.com/. T 2004 2016-11-23

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No Depository Libraries Federal Government Freedom of Information Government Publications Information Policy Hartnett, Cass Solomon, Judy Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 Government Printing Office ISSN-8756-4173 English Discusses factors that are combining to jeopardize access to government information throughout the country. Topics include the Federal Depository Library Program; what is not making it into the depository program, especially since the September 11 attacks; the Government Printing Office; and attempts to alter key federal government information policies. (LRW) EJ675037 Government Documents: We Do Not Want What We Haven't Got. Alki v19 n1 p13-15 Mar 2003 2003-00-00 Washington Library Association Journal, 4016 First Avenue N.E., Seattle, WA 98105-6502. E-mail: washla@wla.org; Web site: http://www.wla.org/. N/A 2004 2016-11-21

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No Electronic Libraries Information Technology Library Services Science and Society User Needs (Information) Novak, Jan Journal Articles Reports - Descriptive Change Analysis Technological Change ISSN-0004-8623 English Discussion of changes in society that have resulted from information and communication technologies focuses on changes in libraries and a new market for library services with new styles of clients. Highlights client service issues to be considered when transitioning to a virtual library situation. (Author/LRW) EJ675038 Virtual Libraries: Service Realities. Australian Academic & Research Libraries v33 n1 p1-13 Mar 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Academic Libraries Education Courses Higher Education Information Literacy Librarian Teacher Cooperation Library Education Library Role Lifelong Learning Nimon, Maureen Journal Articles Reports - Descriptive Faculty Attitudes Teacher Librarians ISSN-0004-8623 English Discusses the role of librarians in teaching information literacy in higher education. Topics include faculty opposition; preparing teacher librarians with educational training; partnerships in relationship management; and information literacy for lifelong learning. (LRW) EJ675039 Developing Lifelong Learners: Controversy and the Educative Role of the Academic Librarian. Australian Academic & Research Libraries v33 n1 p14-24 Mar 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Academic Libraries Analysis of Covariance Comparative Analysis Conventional Instruction Foreign Countries Higher Education Library Instruction Library Skills Online Courses Pretests Posttests Student Attitudes Churkovich, Marion Oughtred, Christine Journal Articles Reports - Research Confidence Deakin University (Australia) Face to Face Communication Interactive Computer Systems ISSN-0004-8623 English Compares an online interactive tutorial with traditional face-to-face instruction for library instruction at Deakin University (Australia). Results of analysis of covariance showed that students with traditional instruction had higher posttest mean scores and felt more confident about their library skills. A copy of the library skills tutorial pretest is appended. (Author/LRW) EJ675040 Can an Online Tutorial Pass the Test for Library Instruction? An Evaluation and Comparison of Library Skills Instruction Methods for First Year Students at Deakin University. Australian Academic & Research Libraries v33 n1 p25-38 Mar 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-23

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No Academic Libraries Course Integrated Library Instruction Evaluation Methods Foreign Countries Higher Education Information Literacy Information Management Navigation (Information Systems) Outcomes of Education Student Attitudes Student Surveys Virtual Reality Web Based Instruction Kittelson, Pat Jones, Sarah Journal Articles Reports - Descriptive University of Otago (New Zealand) Library Tours ISSN-0004-8623 English Describes the development of a Web-based virtual tour of the University of Otago (New Zealand) science library. Highlights include information literacy learning outcomes; information architecture, including information organization and navigation; integrating the tour into course work; and evaluation results. (LRW) EJ675041 Touring by Design: Using Information Architecture To Create a Virtual Library Tour. Australian Academic & Research Libraries v33 n1 p39-48 Mar 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Cognitive Processes Economic Factors Ethics Information Scientists Models Moral Values Professional Personnel Social Influences Theory Practice Relationship Iacovino, Livio Journal Articles Reports - Descriptive Client Relations Legal Issues Professional Ethics Regulatory Programs ISSN-0004-8623 English Focuses on ethical concepts and thinking processes and their application to professional issues, particularly to information professionals. Topics include conflicts between professional and organizational ethics; regulatory mechanisms and the professions; the practice skills model and the professional-client model for information professionals; and legal, economic, technological, and socio-cultural issues for professionals. (Author/LRW) EJ675042 Ethical Principles and Information Professionals: Theory, Practice and Education. Australian Academic & Research Libraries v33 n2 p57-74 Jun 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-23

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No Academic Libraries Higher Education Information Literacy Learning Processes Library Instruction Library Role Lupton, Mandy Journal Articles Reports - Descriptive Change Analysis Paradigm Shifts Teacher Librarians ISSN-0004-8623 English Challenges current information literacy practice in higher education. Discusses the shift in focus from teaching to learning and from bibliographic instruction to information literacy; changing role of academic librarians; the role of school teacher-librarians versus academic teaching librarians; student learning; training and teaching paradigms; and strategies for supporting teaching librarians. (LRW) EJ675043 The Getting of Wisdom: Reflections of a Teaching Librarian. Australian Academic & Research Libraries v33 n2 75-85 Jun 2002 2002-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Conventional Instruction Course Evaluation Foreign Countries Higher Education Information Literacy Lifelong Learning Online Courses Science and Society Search Strategies Student Evaluation Teacher Collaboration Undergraduate Students Web Based Instruction Web Sites Hiscock, Jane Marriott, Philip Journal Articles Reports - Descriptive Links (Indexing) University of South Australia ISSN-0004-8623 English Reports on a collaboration between academic teaching staff who coordinate an undergraduate foundation course in computers and society at the University of South Australia. Highlights include information literacy and lifelong learning; the combination of face-to-face and online instruction; links from the portal; student assessment; search strategies; and course evaluation. (Author/LRW) EJ675044 A Happy Partnership--Using an Information Portal To Integrate Information Literacy Skills into an Undergraduate Foundation Course. Australian Academic & Research Libraries v34 n1 p32-41 Mar 2003 2003-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Bachelors Degrees Cost Effectiveness Course Content Curriculum Development Foreign Countries Higher Education Information Literacy Preservice Teacher Education Orr, Debbie Cribb, Jackie Journal Articles Reports - Research Central Queensland University (Australia) Course Development ISSN-0004-8623 English Describes a study conducted at Central Queensland University (Australia) that analyzed costs associated with the creation and delivery of an information literacy program within the Bachelor of Learning Management degree program for teachers. Discusses the role of information literacy and linking information literacy skills and concepts with course content. (Author/LRW) EJ675045 Information Literacy--Is It Worth the Investment? Australian Academic & Research Libraries v34 n1 p42-51 Mar 2003 2003-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Academic Libraries Higher Education Information Literacy Information Skills Intellectual Disciplines Librarians Library Role Asher, Curt Journal Articles Reports - Descriptive ISSN-0004-8623 English Argues that any trend that moves librarians away from libraries and into academic classroom settings is accomplished at the expense of students and ultimately weakens, rather than strengthens, the role librarians can play in higher education. Suggests that librarians' areas of expertise lie in information skills rather than specific disciplines. (LRW) EJ675046 Separate but Equal: Librarians, Academics and Information Literacy. Australian Academic & Research Libraries v34 n1 p52-55 Mar 2003 2003-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 7/11/2004 11:41:40 CIJFEB2004

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No Academic Libraries Access to Information Databases Electronic Journals Electronic Libraries Foreign Countries Futures (of Society) Higher Education Librarian Attitudes Library Catalogs Library Research Library Services Online Catalogs User Satisfaction (Information) Web Sites Xia, Wei Journal Articles Reports - Research Victoria University of Wellington (New Zealand) ISSN-0004-8623 English Provides an overview of research conducted at Victoria University of Wellington regarding differing perceptions and expectations of user communities and librarians related to the usability of digital services. Considers access to services, currency of information on the Web site, the online public access catalog, databases, electronic journals, and future services. (Author/LRW) EJ675047 Digital Library Services: Perceptions and Expectations of User Communities and Librarians in a New Zealand Academic Library. Australian Academic & Research Libraries v34 n1 p56-70 Mar 2003 2003-00-00 Australian Library and Information Association, PO Box E441, Kingston ACT 2604 Australia. E-mail: enquiry@alia.org.au; Web site: http://alia.org.au/publishing/aarl/. T 2004 2016-11-21

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No Comparative Analysis Engineering Evaluation Methods Information Systems Information Technology Methods Models Systems Development Dahanayake, Ajantha Sol, Henk Stojanovic, Zoran Journal Articles Reports - Descriptive Distributed Computing Component Theory ISSN-1063-8016 English Explains component-based development (CBD) for distributed information systems and presents an evaluation framework, which highlights the extent to which a methodology is component oriented. Compares prominent CBD methods, discusses ways of modeling, and suggests that this is a first step towards a components-oriented systems development methodology engineering. (Contains 50 references.) (Author/LRW) EJ675048 Methodology Evaluation Framework for Component-Based System Development. Journal of Database Management v14 n1 p1-26 Jan-Mar 2003 2003-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Databases Information Utilization Organizational Communication Organizational Theories Systems Analysis Bae, Kyoung-Il Kim, Jung-Hyun Huh, Soon-Young Journal Articles Reports - Descriptive XML Conceptual Frameworks Electronic Commerce Object Oriented Programming Process Analysis ISSN-1063-8016 English Discusses process information sharing among participating organizations in a virtual enterprise and proposes a federated process framework and system architecture that provide a conceptual design for effective implementation of process information sharing supporting the autonomy and agility of the organizations. Develops the framework using an object-oriented database and Extensible Markup Language. (Author/LRW) EJ675049 Federated Process Framework in a Virtual Enterprise Using an Object-Oriented Database and Extensible Markup Language. Journal of Database Management v14 n1 p27-47 Jan-Mar 2003 2003-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-23

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No Computer Software Databases Systems Analysis Weippi, Edgar Klug, Ludwig Essmayr, Wolfgang Journal Articles Reports - Descriptive Contextual Analysis Data Security Database Development Java Programming Language ISSN-1063-8016 English Discusses database agents which can be used to establish federated information bases by integrating heterogeneous databases. Highlights include characteristics of federated information bases, including incompatible database management systems, schemata, and frequently changing context; software agent technology; Java agents; system architecture; database security; and application scenarios. (Author/LRW) EJ675050 A New Approach To Secure Federated Information Bases Using Agent Technology. Journal of Database Management v14 n1 p48-68 Jan-Mar 2003 2003-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-23

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No Doctoral Programs Faculty Publishing Faculty Workload Higher Education Hypothesis Testing Information Science Education National Surveys Productivity Teaching Experience Tenured Faculty Time Management Work Experience Hu, Qing Gill, T. Grandon Journal Articles Reports - Research Faculty Research Life Cycles ISSN-1040-1628 English Discusses the academic research productivity of faculty members and constructs hypotheses based on the life-cycle model of academic research and previous studies. Reports results of a national survey of information systems (IS) faculty that investigated time allocated to research activity, doctoral programs, faculty experience, teaching load, tenure status, and employment experience. (Author/LRW) EJ675051 IS Faculty Research Productivity: Influential Factors and Implications. Information Resources Management Journal v13 n2 p15-25 Apr-Jun 2000 2000-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Administration Adoption (Ideas) Attitude Change Computer Software Development Innovation Performance Factors Technological Advancement Technology Uses in Education Marshall, Thomas E. Byrd, Terry A. Gardiner, Lorraine R. Rainer, R. Kelly, Jr. Journal Articles Reports - Research Database Development Empirical Research Knowledge Bases ISSN-1040-1628 English Describes an empirical study that investigated how knowledge bases contributed to subjects' attitudes and performance in the use of a computer-assisted software engineering (CASE) tool in database design. Identifies requisite knowledge bases and provides alternatives for organization administration to promote more positive attitudes toward technology innovation acceptance and adoption. (Contains 50 references.) (Author/LRW) EJ675052 Technology Acceptance and Performance: An Investigation into Requisite Knowledge. Information Resources Management Journal v13 n3 p33-45 Jul-Sep 2000 2000-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-23

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No Cooperation Correlation Information Needs Information Technology Participation Productivity Systems Analysis Systems Development User Satisfaction (Information) Users (Information) Doll, William J. Deng, Xiaodong Journal Articles Reports - Research ISSN-1040-1628 English Investigates user participation in the development of collaborative work systems that use technology. Discusses collaborative versus non-collaborative applications; explains design issues that enhance user satisfaction and productivity; and considers how much users should participate in information needs analysis and in systems analysis issues. (Contains 82 references.) (Author/LRW) EJ675053 The Collaborative Use of Information Technology: End-User Participation and Systems Success. Information Resources Management Journal v14 n2 p6-16 Apr-Jun 2001 2001-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 7/11/2004 11:41:42 CIJFEB2004

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No Competence Competition Information Technology Models Byrd, Terry Anthony Journal Articles Reports - Descriptive Competitive Environment Technological Infrastructure ISSN-1040-1628 English Presents a model that depicts a possible connection between competitive advantage and information technology. Focuses on flexibility of the information technology infrastructure as an enabler of core competencies, especially mass customization and time-to-market, that have a relationship to sustained competitive advantage. (Contains 82 references.) (Author/LRW) EJ675054 Information Technology, Core Competencies, and Sustained Competitive Advantage. Information Resources Management Journal v14 n2 p27-36 Apr-Jun 2001 2001-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Information Technology Innovation Investment Value Judgment Kayworth, Timothy R. Chatterjee, Debabroto Sambamurthy, V. Journal Articles Reports - Descriptive Theoretical Analysis Competitive Environment Conceptual Frameworks Technological Infrastructure ISSN-1040-1628 English Proposes a theoretical framework to justify the value-creating potential of information technology (IT) infrastructure investments. Discusses the role of IT infrastructure as a competitive weapon and identifies three areas where it may create strategic value: responsiveness, innovativeness, and economies of scope. (Contains 65 references.) (Author/LRW) EJ675055 Theoretical Justification for IT Infrastructure Investments. Information Resources Management Journal v14 n3 p5-14 Jul-Sep 2001 2001-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Attitudes Foreign Countries Organizational Communication Public Agencies Rewards Self Efficacy Social Exchange Theory Bock, Gee-Woo Kim, Young-Gul Journal Articles Reports - Descriptive Knowledge Acquisition Korea Organizational Research Theory of Reasoned Action South Korea ISSN-1040-1628 English Discussion of organizational knowledge sharing focuses on a study of Korean public organizations that investigated factors affecting the individual's knowledge sharing behavior. Highlights include social exchange theory; self-efficacy; theory of reasoned action; and hypothesis testing that showed expected associations and contribution, rather than rewards, are major determinants of attitudes toward knowledge sharing. (Author/LRW) EJ675056 Breaking the Myths of Rewards: An Exploratory Study of Attitudes about Knowledge Sharing. Information Resources Management Journal v15 n2 p14-21 Apr-Jun 2002 2002-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Cognitive Style Constructivism (Learning) Higher Education Interaction Learning Theories Measurement Techniques Multimedia Instruction Outcomes of Education Student Attitudes Undergraduate Students Haseman, William D. Nuipolatoglu, Vichuda Ramamurthy, K. Journal Articles Reports - Research Empirical Research Interactive Systems Learning Style Inventory (Kolb) Learning Style Inventory ISSN-1040-1628 English Describes a study of undergraduates that investigated the influence of interactivity on the learning outcomes of users in a multimedia systems environment, based on behaviorist, cognitivist, and constructivist learning theories. Proposes a measurement scheme for interactivity, considers users' learning environment and attitudes, and discusses learning styles and Kolb's Learning Styles Inventory scale. (Contains 65 references.) (Author/LRW) EJ675057 An Empirical Investigation of the Influences of the Degree of Interactivity on User-Outcomes in a Multimedia Environment. Information Resources Management Journal v15 n2 p31-48 Apr-Jun 2002 2002-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Electronic Mail Factor Analysis Organizational Communication Regression (Statistics) Surveys McManus, Denise J. Sankar, Chetan S. Carr, Houston H. Ford, F. Nelson Journal Articles Reports - Research Interorganizational Relationships ISSN-1040-1628 English Discussion of communication within organizations and with the outside world focuses on results of a survey of managers in 41 companies that assessed intraorganizational and interorganizational uses of email. Describes the use of factor analysis and regression methodologies to investigate whether a significant relationship existed between internal and external uses and benefits of email. (Author/LRW) EJ675058 Intraorganizational versus Interorganizational Uses and Benefits of Electronic Mail. Information Resources Management Journal v15 n3 p1-13 Jul-Sep 2002 2002-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Decision Making Decision Support Systems Planning Commissions Urban Planning World Wide Web Sikder, Iftikhar U. Gangopadhyay, Aryya Journal Articles Reports - Descriptive Spatial Planning Support Systems Environmental Control ISSN-1040-1628 English Discusses the development of collaborative spatial support systems and identifies research issues on the design and implementation of a Web-based collaborative spatial decision-making system, in the specific context of distributed environmental planning. Demonstrates the use of GEO-ELCA for decision-making tasks by urban or municipal planning agencies. (Author/LRW) EJ675059 Design and Implementation of a Web-Based Collaborative Spatial Decision Support System: Organizational and Managerial Implications. Information Resources Management Journal v15 n4 p33-47 Oct-Dec 2002 2002-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-23

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No Audiovisual Aids Comparative Analysis Computer Mediated Communication Cooperation Decision Making Information Technology Literature Reviews Teamwork Work Environment Baker, Gary Information Analyses Journal Articles Reports - Research Video Technology Virtual Teams ISSN-1040-1628 English Discusses work collaboration via virtual work groups, communication, and improved connectivity via information technology. Reviews previous studies and compares the performance of 64 virtual teams using four different collaborative technologies: text only, audio only, text and video, and audio and video. (Contains 59 references.) (Author/LRW) EJ675060 The Effects of Synchronous Collaborative Technologies on Decision Making: A Study of Virtual Teams. Information Resources Management Journal v15 n4 p79-93 Oct-Dec 2002 2002-00-00 Idea Group Publishing, 701 E. Chocolate Avenue, Suite 200, Hershey, PA 17033-1240. Tel: 717-533-8845; Fax: 717-533-8661; E-mail: cust@idea-group.com; Web site: http://www.idea-group.com/journals/. T 2004 2016-11-21

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No Access to Information Cognitive Processes Computer Assisted Instruction Information Utilization Innovation Technological Advancement Visualization Kraidy, Ute Journal Articles Reports - Descriptive Digital Technology ISSN-1358-1651 English Argues that like other technological innovations, the rise of the digital information age is contributing to shape people's mode of cognition. Reviews the use of computers in teaching and learning in terms of their impact on our ability to process parallel data, access information in a non-linear order, and visualize information. (Author/LRW) EJ675061 Digital Media and Education: Cognitive Impact of Information Visualization. Journal of Educational Media v27 n3 p95-106 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Technology Higher Education Institutional Mission Masters Degrees Masters Programs Needs Assessment Online Courses Politics of Education Teacher Education Technology Uses in Education Willis, Elizabeth Tucker, Gary Gunn, Cathy Journal Articles Reports - Descriptive Course Development Learning Communities Northern Arizona University ISSN-1059-7069 English Describes the development of a new online degree program at Northern Arizona University, the Educational Technology Master of Education. Topics include the political process; evidence of need; teachers and technology; professional development for technology use; learning communities; the learning paradigm regarding the mission of a college; and revisions in the program. (Author/LRW) EJ675062 Developing an Online Master of Education in Educational Technology in a Learning Paradigm: The Process and the Product. Journal of Technology and Teacher Education v11 n1 p5-20 2003 2003-00-00 T 2004 2016-11-23

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No Databases Evaluation Methods Instructional Materials Lesson Plans Online Systems Search Strategies Teacher Characteristics Technological Literacy User Satisfaction (Information) Fitzgerald, Mary Ann Lovin, Vicki Branch, Robert Maribe Journal Articles Reports - Research Gateway to Educational Materials Electronic Resources ISSN-1059-7069 English Explains Gateway to Educational Materials (GEM), http://www.thegateway.org/ an online indexed database of lesson plans designed for teachers. Evaluates GEM and explores characteristics of teachers who use it to determine whether teachers possessed the technological skills needed to use GEM and if they were successful in their search for educational materials. Online questionnaire and survey are appended. (Author/LRW) EJ675063 The Gateway to Educational Materials: An Evaluation of an Online Resource for Teachers and an Exploration of User Behavior. Journal of Technology and Teacher Education v11 n1 p21-51 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Elementary School Teachers Evaluation Methods Higher Education Preservice Teacher Education Student Teachers Teacher Competencies Technological Literacy Albee, Julie J. Journal Articles Reports - Research ISSN-1059-7069 English Explains how one university addressed the assessment of technology skills needed by elementary preservice teachers and how it moved to close the gap between those identified needs and the level of elementary student teacher technology preparedness. Discusses technology competencies and skills desired by elementary administrators, acquired by student teachers, and taught in teacher education courses. (Author/LRW) EJ675064 A Study of Preservice Elementary Teachers' Technology Skill Preparedness and Examples of How It Can Be Increased. Journal of Technology and Teacher Education v11 n1 p53-71 2003 2003-00-00 T 2004 7/11/2004 11:41:45 CIJFEB2004

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No Case Studies Elementary School Teachers Elementary Secondary Education Higher Education Instructional Design Material Development Preservice Teacher Education Secondary School Teachers Technology Integration Undergraduate Students Kovalik, Cindy Journal Articles Reports - Research Ohio Quality Indicators Ohio ISSN-1059-7069 English Describes Technology-Enhanced Learning Outcomes (TELO), a grant funded by the Ohio Learning Network to help K-12 teachers integrate technology by having teams of undergraduate education students design and develop technology-enhanced instructional unites using existing curriculum topics. Presents a case study that investigated the nature and quality of TELO instructional units. (Author/LRW) EJ675065 Reflections on a Technology Integration Project. Journal of Technology and Teacher Education v11 n1 p73-90 2003 2003-00-00 T 2004 2016-11-21

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No Computer Software Critical Thinking Discussion (Teaching Technique) Graduate Students Group Dynamics Higher Education Interpersonal Relationship Measurement Techniques Models Online Courses Jeong, Allan C. Journal Articles Reports - Research Sequential Analysis Transaction Log Analysis ISSN-0892-3647 English Describes a preliminary test on graduate students of a software tool designed to perform computations required in event sequence analysis, that will enable researchers to measure and empirically test student interactions and critical thinking in threaded discussions. Explains the Discussion Analysis Tool (DAT) and suggests implications for critical thinking models and enhancing online discussion. (Author/LRW) EJ675066 The Sequential Analysis of Group Interaction and Critical Thinking in Online Threaded Discussions. American Journal of Distance Education v17 n1 p25-43 2003 2003-00-00 T 2004 2016-11-21

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No Change Agents Comparative Analysis Distance Education Higher Education Interpersonal Communication Interpersonal Competence Leadership Teacher Characteristics Teacher Competencies Teacher Role Williams, Peter E. Journal Articles Reports - Research ISSN-0892-3647 English Describes a study that identified the roles and competencies needed in distance education in higher education, rated the importance of those competencies, and compared results to those of a competency study conducted five years previously. Highlights include the roles of leader, change agent, and trainer; and interpersonal and communication skills. (Author/LRW) EJ675067 Roles and Competencies for Distance Education Programs in Higher Education Institutions. American Journal of Distance Education v17 n1 p45-57 2003 2003-00-00 T 2004 7/11/2004 11:41:46 CIJFEB2004

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No Assignments Course Content Discussion (Teaching Technique) Foreign Countries Global Education Higher Education Intercultural Communication Intercultural Programs Interdisciplinary Approach International Programs Online Courses Student Evaluation Teacher Student Relationship Cooper, Linda Journal Articles Reports - Descriptive Collaborative Learning University System of Georgia Course Development Electronic Learning Language Barriers University of Munich (West Germany) ISSN-0192-592X English Describes a collaborative program between the University System of Georgia and the University of Munch (Germany) that provides students with a global education experience through a virtual exchange program in order to improve student's understanding of global issues. Discusses course format, language barriers, class discussions, instructor and student interaction, and student assignments and assessments. (LRW) EJ675068 Interdisciplinary, Intercultural Online Courses Provide a Global Education Experience. T.H.E. Journal v30 n9 p24,26 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Quality Faculty Development Faculty Mobility Preservice Teacher Education Student Needs Teacher Improvement Fulton, Kathleen P. Journal Articles Reports - Descriptive Learning Communities National Commission on Teach and Americas Future Quality Indicators ISSN-0192-592X English Discusses findings of the National Commission on Teaching and America's Future that indicate that high teacher turnover and attrition are the greatest threats to teaching quality. Topics include redesigning schools; redesigning teacher preparation programs; professional development; successful learning environments; and schools as learning communities. (LRW) EJ675069 Redesigning Schools To Meet 21st Century Learning Needs. T.H.E. Journal v30 n9 p30-32,34,36 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Faculty Development Technology Integration Technology Uses in Education Peterman, Leinda Journal Articles Reports - Descriptive Collaborative Learning Department of Education Electronic Resources No Child Left Behind Act 2001 Best Practices Technology Innovation Challenge Grant Program No Child Left Behind Act 2001 ISSN-0192-592X English Provides examples of best practices in technology integration from five Technology Innovation Challenge Grant (TICG) programs, funded through the Department of Education to meet the No Child Left Behind technology goals. Highlights include professional development activities in Louisiana and New Mexico; collaborative learning applications; and online resources. (LRW) EJ675070 Teacher Models of Technology Integration. T.H.E. Journal v30 n9 p37-38 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Consortia Electronic Libraries Information Technology Library Collections Library Services Metadata Models Publishing Industry Epstein, Steven L. Journal Articles Reports - Descriptive Digital Data Digital Preservation Digital Technology Rare Books ISSN-1089-5914 English Discusses the growing world of the digital library movement, describes a number of ongoing digital projects, and focuses on the Digital Library Federation (DLF), a consortium of libraries and agencies that are pioneering the use of electronic information technologies to extend collections and services. Topics include access to rare books; metadata; and publishing models. (LRW) EJ675071 Where Did All the Books Go? Syllabus v16 n9 p12-14,16 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Analysis Courseware Cultural Differences Distance Education Foreign Countries Higher Education Instructional Design Learning Processes Mentors Teacher Education Fay, Richard Hill, Moira Journal Articles Reports - Descriptive University of Manchester (England) Greece Greece ISSN-0268-0513 English Discussion of the cultural complexities of distance learning (DL)programs focuses on collaboration between the Hellenic Open University and the University of Manchester on three distance learning programs. Highlights include courseware; writer mentoring; comparisons of methodological cultures; a conceptualization for the development of appropriate distance learning methodology; and meaning negotiation. (Contains 64 references.) (Author/LRW) EJ675072 Educating Language Teachers through Distance Learning: The Need for Culturally-Appropriate DL Methodology. Open Learning v18 n1 p9-27 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Content Analysis Distance Education Foreign Countries French Higher Education Interaction Online Courses Questionnaires Second Language Learning Lamy, Marie-Noelle Hassan, Xaviere Journal Articles Reports - Research Open University (Great Britain) Reflective Practice Task Characteristics ISSN-0268-0513 English Presents a study of four learners of French as a foreign language at the Open University (United Kingdom) interacting within three task frameworks. Defines a pedagogy prioritizing reflective interaction; investigates whether reflective interaction is more likely to arise from some task types than others; and relates a content analysis of learner messages to feedback questionnaires. (Author/LRW) EJ675073 What Influences Reflective Interaction in Distance Peer Learning? Evidence from Four Long-Term Online Learners of French. Open Learning v18 n1 p39-59 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Behavioral Objectives Computer Assisted Testing Grades (Scholastic) Guessing (Tests) Multiple Choice Tests Scoring Spreadsheets Statistical Analysis Harper, R. Journal Articles Reports - Descriptive ISSN-0266-4909 English Discusses multiple choice questions and presents a statistical approach to post-test correction for guessing that can be used in spreadsheets to automate the correction and generate a grade. Topics include the relationship between the learning objectives and multiple-choice assessments; and guessing correction by negative marking. (LRW) EJ675074 Correcting Computer-Based Assessments for Guessing. Journal of Computer Assisted Learning v19 n1 p2-8 Mar 2003 2003-00-00 T 2004 7/11/2004 11:41:48 CIJFEB2004

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No Concept Mapping Foreign Countries Higher Education Inquiry Knowledge Representation Learning Processes Models Undergraduate Students Web Based Instruction Chang, Kuo-Eng Sung, Y-T Lee, C-L. Journal Articles Reports - Research Learning Systems National Taiwan Normal University Collaborative Learning ISSN-0266-4909 English Proposes a Web-based collaborative inquiry learning system and describes a study of undergraduates at the National Taiwan Normal University based on a model system that investigated students' learning processes. Discusses the use of concept maps to anchor and represent knowledge during the inquiry process. (Author/LRW) EJ675075 Web-Based Collaborative Inquiry Learning. Journal of Computer Assisted Learning v19 n1 p56-69 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Analysis of Variance Case Method (Teaching Technique) Higher Education Multiple Choice Tests Problem Solving Undergraduate Students Hernandez-Serrano, J. Jonassen, David H. Journal Articles Reports - Research Short Answer Tests ISSN-0266-4909 English Describes a study of undergraduates that investigated the effects of providing access to a case library of related stories while solving ill-structured problems. Describes experimental, comparable, and control group treatments and discusses results of multiple-choice tests and short answer questions. (Author/LRW) EJ675076 The Effects of Case Libraries on Problem Solving. Journal of Computer Assisted Learning v19 n1 p103-14 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Computer Assisted Instruction Conventional Instruction Correlation Foreign Countries Geography Intermode Differences Learning Processes Secondary Education Spreadsheets Student Behavior Teacher Behavior Videotape Recordings Karasavvidis, Ilias Pieters, J. M. Plomp, T. Journal Articles Reports - Research Netherlands Netherlands ISSN-0266-4909 English Describes a study of secondary school students in the Netherlands that compared the use of paper and pencil or computer spreadsheets to solve correlational problems in geography. Discusses results of videotape transcripts that compared teacher and student behaviors and considered mechanisms through which computers contribute to learning. (Author/LRW) EJ675077 Exploring the Mechanisms through which Computers Contribute to Learning. Journal of Computer Assisted Learning v19 n1 p115-28 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Computer Software Foreign Countries Higher Education Information Technology Interviews Learning Processes Learning Strategies Models Prior Learning Teacher Education Taylor, Liz Journal Articles Reports - Research University of Cambridge (England) ISSN-0266-4909 English Reports on a one-year action research study at the University of Cambridge (United Kingdom) which explored processes by which a cohort of postgraduate teacher trainees learned personal information and communication technology (ICT) skills. Discusses learning strategies reported by students in interviews; considers previous experience and software attributes; and revises a model of the learning process. (Author/LRW) EJ675078 ICT Skills Learning Strategies and Histories of Trainee Teachers. Journal of Computer Assisted Learning v19 n1 p129-40 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Computer Use Factor Analysis Foreign Countries Internet Predictor Variables Regression (Statistics) Tables (Data) Telephone Surveys Leung, Louis Journal Articles Reports - Research Gratifications Obtained Hong Kong Stepwise Regression User Characteristics Hong Kong ISSN-0736-5853 English Describes a study that identified attributes that can characterize the Net generation and examines how these attributes, together with perceived seductive properties of the Internet (e.g., pleasure of control and fluidity of identity) and gratifications obtained from the Internet can predict popular Internet activities. Reports results of a telephone survey in Hong Kong. (Author/LRW) EJ675079 Impacts of Net-Generation Attributes, Seductive Properties of the Internet, and Gratifications-Obtained on Internet Use. Telematics and Informatics v20 n2 p107-29 May 2003 2003-00-00 Elsevier Science, PO Box 945, New York NY 10159-0945($881 per year subscription). Tel: 888-437-4636 (Toll Free); Tel: 212-633-3730; Fax: 212-633-3680; E-mail: usinfo-f@elsevier.com; Web Site: http://www.elsevier.com/. T 2004 2016-11-23

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No Age Differences Foreign Countries Government Role Information Technology Library Role Lifelong Learning Sex Differences Social Class Users (Information) Hull, B. Journal Articles Reports - Descriptive Computer Ownership Digital Divide United Kingdom United States Barriers to Innovation United Kingdom United States ISSN-0736-5853 English Examines the digital divide in the United Kingdom and the United States. Topics include the adequacy of government initiatives; findings from the "Barriers to Libraries as Agents of Lifelong Learning" research project; issues related to social class, gender, and age; personal computer ownership; and general use of libraries. (LRW) EJ675080 ICT and Social Exclusion: The Role of Libraries. Telematics and Informatics v20 n2 p131-42 May 2003 2003-00-00 Elsevier Science, PO Box 945, New York NY 10159-0945($881 per year subscription). Tel: 888-437-4636 (Toll Free); Tel: 212-633-3730; Fax: 212-633-3680; E-mail: usinfo-f@elsevier.com; Web Site: http://www.elsevier.com/. T 2004 2016-11-21

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No Generalization Research Methodology Research Reports Technical Writing Writing Improvement Cassidy, Michael Medsker, Karen Journal Articles Reports - Descriptive Research Results Authority ISSN-0898-5952 English Discusses the need to provide evidence when making claims, particularly when reporting research results. Suggests evidence should be precise; be wary of generalizations; question authority; and link the manuscript together in a coherent manner. (LRW) EJ675081 Assertions and Evidence. Performance Improvement Quarterly v16 n1 p3-4 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Role Critical Incidents Method Ellinger, Andrea D. Journal Articles Reports - Descriptive Coaching Learning Organizations Performance Improvement ISSN-0898-5952 English Discusses the role of managers in organizations that aspire to become learning organizations and considers the concept of the manager as coach. Describes findings from a qualitative critical incident study that investigates triggers for coaching and outcomes of coaching interventions for the employee, manager, and organization. (Author/LRW) EJ675082 Antecedents and Consequences of Coaching Behavior. Performance Improvement Quarterly v16 n1 p5-28 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Change Sales Workers Rohn, Don Austin, John Sanford, Alison Journal Articles Reports - Research Fast Foods Performance Improvement Sales Transactions Suggestibility Consumer Participation ISSN-0898-5952 English Discussion of the effectiveness of behavioral interventions in improving suggestive selling behavior of sales staff focuses on a study that examined the efficacy of a consumer-driven approach to improve suggestive selling behavior of three employees of a fast food franchise. Reports that consumer-driven intervention increased suggestive selling behaviors. (Author/LRW) EJ675083 A Consumer-Driven Approach To Increase Suggestive Selling. Performance Improvement Quarterly v16 n1 p29-39 2003 2003-00-00 N/A 2004 2016-11-21

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No Case Studies Elementary School Teachers Interviews Leadership Responsibility Learning Processes Lifelong Learning Secondary School Teachers Self Efficacy Teacher Characteristics Work Environment Lohman, Margaret C. Journal Articles Reports - Research Task Perception Site Visits ISSN-0898-5952 English Describes a study that conducted interviews and site visits with 22 teachers to identify work situations that trigger engagement in informal learning and personal characteristics that enhance motivation. Considers new teaching tasks; new leadership roles; adherence to policies and procedures; teachers' initiative; self-efficacy; commitment to lifelong learning; and interest in content area. (Author/LRW) EJ675084 Work Situations Triggering Participation in Informal Learning in the Workplace: A Case Study of Public School Teachers. Performance Improvement Quarterly v16 n1 p40-54 2003 2003-00-00 N/A 2004 2016-11-21

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No Competence Correlation Tables (Data) Theory Practice Relationship Guerra, Ingrid J. Journal Articles Reports - Research Human Resources Professionals Performance Improvement ISSN-0898-5952 English Describes a study that identified competencies required of competent performance improvement professionals and determined how often performance improvement practitioners believed they should be, and are, currently applying each of the identified competencies. Reports on correlations between what they believe they should apply and what they are currently applying. (Author/LRW) EJ675085 Key Competencies Required of Performance Improvement Professionals. Performance Improvement Quarterly v16 n1 p55-72 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Role Adoption (Ideas) Evaluation Methods Innovation Measurement Techniques Questionnaires World Wide Web Schaffer, Scott P. Keller, John Journal Articles Reports - Research Theoretical Analysis Conceptual Frameworks Performance Improvement ISSN-0898-5952 English Describes a study that used a Web-based questionnaire to measure attitudes of ISPI (International Society of Performance Improvement) members regarding adoption and implementation of Level 4, or results-oriented, evaluation. Discusses management support and considers a theoretical framework for human performance technology changes and innovations. (Author/LRW) EJ675086 Measuring the Results of Performance Improvement Interventions. Performance Improvement Quarterly v16 n1 p73-92 2003 2003-00-00 N/A 2004 2016-11-21

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No Identification Learning Processes Models Performance Technology Lubega, Khalid Journal Articles Reports - Descriptive Organizational Learning Organizational Research Performance Improvement Reflective Practice ISSN-0898-5952 English Examines learning and performance diagnosis, separately and in relation to each other, as they function in organization systems; explains the relationship between learning and performance diagnosis at the individual, process, and organizational levels using a three-level performance model; and discusses types of learning, including nonlearning, non-reflective learning, and reflective learning. (Author/LRW) EJ675087 The Relationship of Learning and Performance Diagnosis at Different System Levels. Performance Improvement Quarterly v16 n1 p93-106 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Information Services Disadvantaged Elementary Secondary Education Internet Models Public Housing Public Libraries Public Schools Users (Information) Tomasello, Tami K. McClure, Charles R. Journal Articles Reports - Descriptive Access to Technology Partnerships in Library Services Public Access ISSN-0161-6846 English Discusses ways of providing Internet access to the general public and analyzes eight models currently in use: public schools, public libraries, cybermobiles, public housing, community technology centers, community networks, kiosks, and cyber cafes. Concludes that public libraries may wish to develop collaborative strategies with other organizations to increase Internet access for disadvantaged users. (Author/LRW) EJ675088 Public Libraries and Internet Public Access Models: Describing Possible Approaches. Public Library Quarterly v21 n3 p11-37 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-23

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No Administrator Characteristics Change Strategies Competition Interprofessional Relationship Leadership Qualities Leadership Styles Library Administration Models Power Structure Doncevic, John Journal Articles Reports - Descriptive Librarian Administrator Relationship ISSN-0008-820X English Discussion of the need for library administration to change from traditional methods based on power and competition focuses on the concept of servant-leadership. Explains characteristics of a servant-leader, including being authentic, being present, being vulnerable and choosing appropriate responses, being accepting, and being useful. (LRW) EJ675089 Servant-Leadership as a Model for Library Administration. Catholic Library World v73 n3 p171-78 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Content Analysis Electronic Libraries Information Services Library Administration Library Collection Development Library Development Library Networks Library Planning Library Standards Program Implementation Public Libraries State Libraries Bertot, John Carlo Journal Articles Reports - Descriptive Digital Collections Maryland Support Services Technological Infrastructure Maryland ISSN-0161-6846 English Presents results of a study undertaken for the state library of Maryland to develop a process for the development of a Maryland Digital Public Library. Highlights include planning; management; implementation requirements; networked environments; technical infrastructure issues; collection development; standards; information content; information services; and support issues. (Author/LRW) EJ675090 Building a Statewide Digital Public Library: A Case Study. Public Library Quarterly v21 n2 p5-33 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-23

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No Comparative Analysis Fund Raising Library Directors Library Funding Library Surveys National Surveys Private Financial Support Public Libraries Public Support State Surveys Ashman, Allen B. Journal Articles Reports - Research Friends of the Library Kentucky Barriers to Participation Kentucky ISSN-0161-6846 English Compares results from three national surveys of fundraising in public libraries with the results of a survey done of public libraries in Kentucky. Discusses the role of Friends groups; obstacles identified by library directors; and the relationship between private and public dollars. (Author/LRW) EJ675091 A Comparative Examination of Public Library Fundraising. Public Library Quarterly v21 n2 p47-57 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-21

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No Academic Libraries Higher Education Librarians Self Concept Church, Gary Mason Journal Articles Reports - Descriptive Historical Background Professional Image ISSN-0276-3877 English Provides a summary of views, or images, of librarians extending back to the 18th century, focusing on academic librarians. Presents traits that comprise these images, sources or origins of the images, groups that hold the images, and why current images are indefinite and blurry. (Author/LRW) EJ675092 In the Eye of the Beholder: How Librarians Have Been Viewed over Time. Reference Librarian n78 p5-24 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-21

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No Academic Libraries Films Higher Education Librarians Library Services Males Reference Services Sex Stereotypes Television Dickinson, Thad E. Journal Articles Reports - Descriptive Professional Image Historical Background ISSN-0276-3877 English Discussion of library profession stereotypes focuses on academic male librarians. Topics include the position of the early academic librarians and the environment in which they worked; the beginnings of reference service; women in academic libraries; men in a feminized profession; and current images of male librarians in motion pictures and television. (Contains 63 references.) (Author/LRW) EJ675093 Looking at the Male Librarian Stereotype. Reference Librarian n78 p97-110 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-21

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No Academic Libraries Higher Education Librarian Attitudes Librarians Library Education Library Personnel Misconceptions Student Attitudes Student Surveys Undergraduate Students Fagan, Jody Journal Articles Reports - Research Tests/Questionnaires Professional Image ISSN-0276-3877 English Reports findings of a survey of 48 undergraduate students regarding their perceptions of academic librarians and discusses ideas for addressing existing misconceptions. Highlights include perceptions concerning librarians' education; librarians' skills, knowledge, and expertise; librarians versus clerical workers; and librarians' attitudes toward their jobs and toward students. A copy of the survey is appended. (Author/LRW) EJ675094 Students' Perceptions of Academic Librarians. Reference Librarian n78 p131-48 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-21

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No Age Differences Diversity Futures (of Society) Librarians Library Role Library Schools Recruitment Retirement Stereotypes Technological Literacy User Needs (Information) Mosley, Pixey Anne Journal Articles Reports - Descriptive Generation X Professional Image Technological Change Change Analysis Electronic Resources ISSN-0276-3877 English Identifies several areas of the library profession that will need to adapt to changing expectations in the future. Discusses librarian stereotypes; role redefinition in light of changing technology and electronic resources; greater diversity of user needs; technology literacy; generational issues, including retirement rates; and diversity and library school recruitment efforts. (LRW) EJ675095 Shedding the Stereotypes: Librarians in the 21st Century. Reference Librarian n78 p167-76 2002 2002-00-00 The Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-23

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No Computer Assisted Instruction Educational Objectives Elementary Education Females Gender Issues Grade 5 Grade 6 Interaction Interpersonal Relationship Student Participation Hakkarainen, Kai Palonen, Tuire Journal Articles Reports - Research Discourse Collaborative Learning Computer Supported Intentional Learning Environ ISSN-0360-1315 English Describes a study of fifth and sixth grade students that analyzed how intensively female and male students participated in discourse interaction within two computer-supported classrooms. Explains the use of the Computer-Supported Intentional Learning Environments and concludes that new technology should be subsumed under pedagogical goals to facilitate female students' participation in computer-supported learning. (Author/LRW) EJ675096 Patterns of Female and Male Students' Participation in Peer Interaction in Computer-Supported Learning. Computers & Education v40 n4 p327-42 May 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Instructional Effectiveness Learning Strategies Measurement Techniques Models Reliability Student Attitudes Student Surveys Undergraduate Students Validity Web Based Instruction Web Sites Selim, Hassan M. Journal Articles Reports - Research Empirical Research Usability ISSN-0360-1315 English Uses the Technology Acceptance Model constructs of usefulness and ease of use to assess university students' acceptance of course Web sites as an effective learning tool. Reports results of a survey of undergraduates and discusses the reliability and validity of the Course Website Acceptance Model. (Contains 56 references.) (Author/LRW) EJ675097 An Empirical Investigation of Student Acceptance of Course Websites. Computers & Education v40 n4 p343-60 May 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Evaluation Methods Foreign Countries Higher Education Online Courses Student Attitudes Student Participation Macdonald, Janet Journal Articles Reports - Research Faculty Attitudes Open University (Great Britain) Collaborative Evaluation Collaborative Learning ISSN-0360-1315 English Explores the role of assessment with respect to the processes and products of online collaborative study. Describes a qualitative case study of staff and student perspectives on two United Kingdom Open University courses, which have used online collaborative assessment, and discusses results which underline the importance of assessment in ensuring online participation. (Author/LRW) EJ675098 Assessing Online Collaborative Learning: Process and Product. Computers & Education v40 n4 p377-91 May 2003 2003-00-00 T 2004 2016-11-21

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No Authority Control (Information) Cataloging Classification Indexing Information Retrieval Metadata Research Methodology Subject Index Terms Thesauri World Wide Web Franklin, Rosemary Aud Journal Articles Reports - Descriptive Interoperability XML ISSN-1468-4527 English Examines the developing state of subject access on the Web. Topics include new scholarly research methods; authority control; cataloging and metadata; interoperability and thesauri development; extensibility, including XML and RDF (resource description framework); indexing and information retrieval; flexibility in subject classification; and current Web subject classification projects. (LRW) EJ675099 Re-Inventing Subject Access for the Semantic Web. Online Information Review v27 n2 p94-101 2003 2003-00-00 T 2004 2016-11-21

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No Academic Ability Computer Assisted Instruction High Risk Students Information Technology Instructional Design Interaction Low Achievement Student Motivation Lowyck, Joost Poysa, Johanna Van Merrienboer, Jeroen Information Analyses Journal Articles Reports - Descriptive Historical Background Learning Communities Collaborative Learning ISSN-1540-0182 English Explores how instructional design can contribute to building powerful learning environments. Highlights include a history of instructional design; personalized computer environments; collaborative learning; interaction and student-centered, knowledge-centered, assessment-centered, and community-centered learning environments; and the importance of motivation, especially for low ability learners and students at risk. (Contains 102 references.) (Author/LRW) EJ675100 Conditions of ICT-Based Design for Learning Communities. Technology, Instruction, Cognition and Learning v1 n2 p153-82 2003 2003-00-00 Old City Publishing, Journal Orders and Subscriptions, 628 North Second Street, Philadelphia, PA 19123; Tel: 215 925-4390; Fax: 215 925-4371; Web site: http://www.oldcitypublishing.com/. T 2004 2016-11-23

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No Computer Use Delivery Systems Independent Study Instructional Design Models Online Courses Physiology Training Methods Web Based Instruction Paquette, Gilbert Rosca, Ioan Journal Articles Reports - Descriptive Performance Support Systems Distributed Computing Experts Learning Systems ISSN-1540-0182 English Discusses instructional delivery models and their physiology in distributed learning systems. Highlights include building delivery models; types of delivery models, including distributed classroom, self-training on the Web, online training, communities of practice, and performance support systems; and actors (users) involved, including experts, learners, designers, and trainers. (LRW) EJ675101 Modeling the Delivery Physiology of Distributed Learning Systems. Technology, Instruction, Cognition and Learning v1 n2 p183-209 2003 2003-00-00 Old City Publishing, Journal Orders and Subscriptions, 628 North Second Street, Philadelphia, PA 19123; Tel: 215 925-4390; Fax: 215 925-4371; Web site: http://www.oldcitypublishing.com/. T 2004 2016-11-23

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No Comparative Analysis Conventional Instruction Critical Thinking Gender Issues Generation Gap Individual Differences Instructional Design Interaction Intermode Differences Learning Strategies Skill Development Thinking Skills Web Based Instruction Writing Skills Meyer, Katrina A. Information Analyses Journal Articles Reports - Descriptive Electronic Learning Learning Communities ISSN-0192-592X English Discusses studies that investigated the impact of the Web on student learning and compared Web-based with traditional courses. Focuses on individual differences, including gender differences and generational differences; instructional design, including interaction and electronic learning communities; and skills that are enhanced by online environments, including critical thinking and writing skills. (LRW) EJ675102 The Web's Impact on Student Learning. T.H.E. Journal v30 n10 p14,16,20,22,24 May 2003 2003-00-00 T 2004 2016-11-21

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No Administration Biology Clinical Experience Dentistry Environmental Research Geography Information Technology Intellectual Disciplines Medicine Museums Nursing Organizations (Groups) Pharmacy Science and Society He, Shaoyi Journal Articles Reports - Descriptive Legal Issues Neurosciences Health Sciences Historical Background ISSN-0264-0473 English Provides a brief survey of informatics, defined as the application of information technology to various fields, with respect to its historical background, disciplinary identity, fundamental aspects, applications, and challenges. Highlights include biological, clinical, dental, environmental, geomatics, health, legal, management, medical, museum, neuroinformatics, nursing, organizational, pharmacy, and social informatics. (Author/LRW) EJ675103 Informatics: A Brief Survey. Electronic Library v21 n2 p117-22 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Classification Foreign Countries Higher Education Library Circulation Users (Information) Pu, Hsiao-Tieh Yang, Chyan Journal Articles Reports - Research Hierarchical Analysis Taiwan Transaction Log Analysis Taiwan ISSN-0264-0473 English Explores the possibility of adding user-oriented class associations to hierarchical library classification schemes. Analyses a log of book circulation records from a university library in Taiwan and shows that classification schemes can be made more adaptable by analyzing circulation patterns of similar users. (Author/LRW) EJ675104 Enriching User-Oriented Class Associations for Library Classification Schemes. Electronic Library v21 n2 p130-41 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Cataloging Intercultural Communication Library Collections Library Personnel Library Services Public Libraries Second Language Learning Spanish Spanish Speaking Staff Development User Needs (Information) Marquis, Solina Kasten Journal Articles Reports - Descriptive Electronic Resources Shelving Practices ISSN-0163-5506 English Discusses making public library collections accessible to Spanish-speaking users and describes the consequences that can result from inattention to linguistic and cultural accessibility. Topics include cataloging issues and solutions; labeling; shelving; signage; electronic access; Spanish language training for staff; intercultural communication; and continuing professional support. (Author/LRW) EJ675105 Collections and Services for the Spanish-Speaking: Accessibility. Public Libraries v42 n3 p172-77 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Computer Interfaces Costs Higher Education Library Personnel Public Libraries User Needs (Information) Worcester, Lea Journal Articles Reports - Descriptive Electronic Commerce ISSN-0163-5506 English Discussion of personalized information environments (PIEs) focuses on library personalized interfaces. Describes academic library PIEs and commercial sites, such as Amazon.com that use personalization; explores the Public Library of Charlotte and Mecklenburg's personalized interface; and discusses opportunities and challenges PIEs offer public libraries, including user needs, costs, and staff support. (LRW) EJ675106 Personalized Information Environments: Do Public Libraries Want a Slice of the PIE? Public Libraries v42 n3 p178-82 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Access to Information Electronic Libraries Futures (of Society) Higher Education Metadata Primary Sources Ragon, Bart Journal Articles Reports - Descriptive Special Collections (Library) Text Encoding Initiative University of Virginia Digital Preservation XML Digitizing ISSN-1041-7915 English Describes work at the University of Virginia library to digitize special collections. Discusses the use of XML (Extensible Markup Language); providing access to original source materials; DTD (Document Type Definition); TEI (Text Encoding Initiative); metadata; XSL (Extensible Style Language); and future possibilities. (LRW) EJ675107 Castles Made of Sand: Building Sustainable Digitized Collections Using XML. Computers in Libraries v23 n6 p10-12,63-64 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Computer Software Database Design Electronic Libraries Library Collections Local History Public Libraries World Wide Web Helling, Bill Journal Articles Reports - Descriptive Digital Preservation Digital Scanning Digitizing Indiana Database Development Special Collections (Library) Indiana ISSN-1041-7915 English Describes a digitization project at the public library in Crawfordsville, Indiana that was designed to preserve their local history collection. Highlights include damage to the collection from fire, termites, use, and age; selecting a scanner and software; creating databases; and making information accessible on the Web. (LRW) EJ675108 Preserving the 'Athens of Indiana' through Digitization. Computers in Libraries v23 n6 p14-16,18 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Hypothesis Testing Learning Strategies Longitudinal Studies Political Attitudes Simulation United States Government (Course) Bernstein, Jeffrey L. Meizlish, Deborah S. Journal Articles Reports - Research Congress Cynicism ISSN-1046-8781 English Examined whether differences in students' self-reported knowledge, cynicism, and political participation depended on whether their American government college course included a character-playing simulation involving members of Congress. Discusses research hypotheses and describes testing for immediate effects as well as after three years. (Author/LRW) EJ675109 Becoming Congress: A Longitudinal Study of the Civic Engagement Implications of a Classroom Simulation. Simulation & Gaming v34 n2 p198-219 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Course Integrated Library Instruction Curriculum Development Elementary Education Junior High Schools Language Arts Learning Activities Learning Resources Centers Library Skills Reading Instruction School Libraries Social Studies Thematic Approach Robinson, Alice A. Guides - Classroom - Teacher Journal Articles Reference Materials - Bibliographies ISSN-0889-9371 English Provides two fully developed library media activities that are designed for use with specific curriculum units in reading, language arts, and social studies. Library media skills, curriculum objectives, grade levels, resources, instructional roles, activities and procedures, evaluation, and follow-up are described for each activity. (LRW) EJ675110 Into the Curriculum. Reading/Language Arts: Fostering Cultural Understanding; Social Studies/Reading/Language Arts: American Revolution. School Library Media Activities Monthly v19 n10 p11-15 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:41:58 CIJFEB2004

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No Criteria Elementary Secondary Education Foreign Countries Information Literacy Inquiry Learning Resources Centers Learning Strategies Media Specialists Models Student Needs Student Research Branch, Jennifer Oberg, Dianne Journal Articles Reports - Descriptive Great Britain Teacher Needs United Kingdom (Great Britain) ISSN-0889-9371 English Explains and analyzes three British information literacy models, focusing on the need to ensure that they work for students, teachers, and library media specialists. Describes criteria that are critical to an inquiry-based learning perspective in each of the three major phases of an inquiry process. (LRW) EJ675111 The British Models. School Library Media Activities Monthly v19 n10 p17-19,24 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Editorials Evaluation Methods Information Literacy Information Skills Language Arts Learning Resources Centers Lesson Plans Media Specialists Middle Schools Models Persuasive Discourse School Libraries Student Journals Student Research Thematic Approach Writing (Composition) Pappas, Marjorie L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0889-9371 English Presents a thematic unit for middle schools on editorial writing, or persuasive writing, based on the Pathways Model for information skills lessons. Includes assessing other editorials; student research process journals; information literacy and process skills; and two lesson plans that involve library media specialists as well as teachers. (LRW) EJ675112 Writing Editorials. School Library Media Activities Monthly v19 n10 p21-24 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:41:59 CIJFEB2004

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No Biotechnology Interdisciplinary Approach Learning Resources Centers Library Materials Media Specialists Middle Schools Reference Materials School Libraries Science Instruction Social Sciences Safford, Barbara Ripp Book/Product Reviews Journal Articles Reports - Descriptive ISSN-0889-9371 English Describes a reference source for middle school students on biotechnology that is useful for science and social science curricula as well as interdisciplinary approaches. Explains the four-volume format and various features that make it useful to media specialists and students. (LRW) EJ675113 Biotechnology--A Middle School Approach. School Library Media Activities Monthly v19 n10 p27-28 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:41:59 CIJFEB2004

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No Access to Information Budgets Cooperative Planning Curriculum Development Educational Media Educational Resources Elementary Secondary Education Inquiry Learning Resources Centers Librarian Teacher Cooperation Library Collection Development Library Expenditures Library Role Media Specialists Ownership School Libraries Teacher Collaboration Teacher Role Callison, Daniel Journal Articles Reports - Descriptive Best Practices ISSN-0889-9371 English Discusses collaborative planning for inquiry between teachers and library media specialists. Highlights include instructional media specialists; roles of teachers and library media specialists; curriculum development; learning resources; access over ownership; resource budgets; best practices for managing learning resource collections; and a sample budget plan for learning resources and inquiry theme. (LRW) EJ675114 Learning Resources, Part II. School Library Media Activities Monthly v19 n10 p31-35 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Annotated Bibliographies Computer Assisted Instruction Elementary Secondary Education Grade 12 Grade 4 Grade 8 Learning Resources Centers Media Specialists Peace Primary Sources School Libraries United States History War Web Sites Barron, Daniel D. Journal Articles Reference Materials - Bibliographies Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress ISSN-0889-9371 English Discusses results of the National Assessment of Educational Progress (NAEP) in U.S. History and what may have influenced them, including use of computers and use of primary source materials. Includes an annotated bibliography of Web sites regarding the concept of peace as an alternative to perpetuating the historical realities of war. (LRW) EJ675115 The Library Media Specialist: Teaching Peace and War. School Library Media Activities Monthly v19 n10 p47-50 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Electronic Journals Metadata Publishing Industry Scholarly Journals Scientific and Technical Information Standards Wusteman, Judith Journal Articles Reports - Descriptive SGML XML ISSN-0737-8831 English Discusses the introduction of the use of XML (Extensible Markup Language) in publishing electronic journals. Topics include standards, including DTDs (Document Type Definition), or document type definitions; aggregator requirements; SGML (Standard Generalized Markup Language); benefits of XML for e-journals; XML metadata; the possibility of incorporating different XML languages within one document, especially for scientific articles; and views of publishers. (Contains 56 references.) (LRW) EJ675116 XML and E-Journals: The State of Play. Library Hi Tech v21 n1 p21-33 2003 2003-00-00 T 2004 2016-11-21

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No Doctoral Dissertations Editors Higher Education Publishing Industry Scholarly Communication Writing for Publication Seamans, Nancy H. Journal Articles Reports - Research Electronic Records ISSN-0737-8831 English Discussion of the use of electronic theses and dissertations (ETDs) in higher education focuses on questions about their role in scholarly communication and publishing. Describes results of a survey of editors that investigated whether ETDs would be viewed as prior publications and therefore ineligible for publication in traditional journals. (Author/LRW) EJ675117 Electronic Theses and Dissertations as Prior Publications: What the Editors Say. Library Hi Tech v21 n1 p56-61 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Public Libraries Web Sites World Wide Web Prabha, Chandra Irwin, Raymond Journal Articles Reports - Research Web Site Design ISSN-0737-8831 English Discusses the ways in which public libraries are using Web technology and describes a study that assessed public library accessibility via the Web based on a random sample. Highlights include public library structures; hosts of public library Web sites; size and design of Web sites; and size of the population served. (Author/LRW) EJ675118 Web Technology in Public Libraries: Findings from Research. Library Hi Tech v21 n1 p62-69 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Computer Software Library Collections Publishing Industry Vendors Rao, Siriginidi Subba Journal Articles Reports - Descriptive Digital Technology Electronic Books ISSN-0737-8831 English Discusses electronic books and derives a comprehensive definition. Lists various types of e-books, their characteristics, pros and cons, and compares e-books reader hardware and software with their specifications and characteristics. Considers the publishing industry, impact on libraries, and digital rights management. (Author/LRW) EJ675119 Electronic Books: A Review and Evaluation. Library Hi Tech v21 n1 p85-93 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Content Analysis Costs Electronic Libraries Foreign Countries Futures (of Society) Higher Education Scholarly Journals Scientific and Technical Information Use Studies Bollen, Johan Vemulapalli, Soma Sekara Xu, Weining Luce, Rick Marcum, Deanna Friedlander, Amy Tenopir, Carol Grayson, Matt Zhang, Yan Ebuen, Mercy King, Donald W. Boyce, Peter Rogers, Clare Kirriemuir, John Tanner, Simon Deegan, Marilyn Marcum, James W. Journal Articles Reports - Descriptive Europe Research Trends United Kingdom Digital Preservation Digitizing United Kingdom ISSN-1082-9873 English Includes six articles that discuss use analysis and research trends in digital libraries; library history and digital preservation; journal use by scientists; a content management system-based Web site for higher education in the United Kingdom; cost studies for transitioning to digitized collections in European cultural institutions; and the future of academic libraries. (LRW) EJ675120 Usage Analysis for the Identification of Research Trends in Digital Libraries; Keepers of the Crumbling Culture: What Digital Preservation Can Learn from Library History; Patterns of Journal Use by Scientists through Three Evolutionary Phases; Developing a Content Management System-Based Web Site; Exploring Charging Models for Digital Cultural Heritage in Europe; Visions: The Academic Library in 2012. D-Lib Magazine v9 n5 May 2003 2003-00-00 Available electronically: http://www.dlib.org/dlib/may03/05contents.html/. N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Software Feedback Futures (of Society) Graduate Study Individual Differences Individualized Instruction Interaction Multimedia Materials Student Motivation Student Projects Mitchell, Mathew Journal Articles Reports - Descriptive Course Development ISSN-1525-9102 English Describes the implementation of two graduate courses in education where doctoral students completed their major assignments as multimedia projects rather than as written papers. Discusses affordable software; minimal in-class time; personalized feedback; parsimony; personalization; individual differences; interactivity; student motivation; and future directions. (Author/LRW) EJ675121 Constructing Multimedia: Benefits of Student-Generated Multimedia on Learning. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning v5 n1 Apr 2003 2003-00-00 Available electronically: http://imej.wfu.edu/articles/2003/1/03/index.asp/. T 2004 2016-11-21

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No Assignments Comparative Analysis Discussion (Teaching Technique) Distance Education Enrollment Foreign Countries Higher Education Lecture Method Management Systems Online Courses Aybay, Isik Dag, O. Oguz Journal Articles Reports - Descriptive Learning Systems Cyprus Cyprus ISSN-1303-6521 English Discusses distance education programs in higher education and describes the Eastern Mediterranean University (Cyprus) Learning Management System which was developed while the online program was offered to on-campus students. Explains functions of the system, including user enrollment, course management, lectures, quizzes, announcements, assignments, discussion board, and student tracking, and compares it to other learning management systems. (Author/LRW) EJ675122 A Learning Management System Developed at the Eastern Mediterranean University. Turkish Online Journal of Educational Technology v2 n2 Apr 2003 2003-00-00 Available electronically: http://www.tojet.sakarya.edu.tr/archive/volume2 issue2.htm/. T 2004 2016-11-21

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No Cost Effectiveness Full Text Databases Interlibrary Loans Library Acquisition Library Circulation Library Expenditures Library Funding Library Networks Library Services Public Libraries User Needs (Information) Amdursky, Saul J. Hulsey, Richard Brandau, Christie Pearson Journal Articles Reports - Descriptive ISSN-0363-0277 English Includes three articles that debate whether interlibrary loan (ILL) is the best way to get public library patrons what they need. Highlights include return on investment; funding; alternatives to ILL, including purchase on demand and online full-text databases; cost effectiveness; and the advantages of patron-initiated ILL through interconnected circulation systems. (LRW) EJ675123 ILL: Sacred Cow or Vital Service? Library Journal v128 n10 p76-79 Jun 1, 2003 2003-00-00 N/A 2004 7/11/2004 11:42:02 CIJFEB2004

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No Books Global Approach Latin Americans Library Collections Library Material Selection Marketing Mass Media Role News Media Publishing Industry School Libraries Spanish Journal Articles Reports - Descriptive Book Production Book Sales Pricing ISSN-1535-1632 English Reports on a meeting with a group of experts including Leylha Ahuile, Rene Alegria, Rueben Martinez, Diana Martinez Calice, Silvia Matute, Anne Messitte, and Teresa Mlawer from the Spanish language market for books. Topics include publishing; school and library markets; bookstores; the role of the Latino press and Latino authors; coverage in mainstream media; imported titles versus domestic titles; pricing; distributors; hardcover versus softcover; the global marketplace; and production issues. (LRW) EJ675124 The Spanish-Language Roundtable. Criticas: An English Speaker's Guide to the Latest Spanish Language Titles v3 n3 p22-29 May-Jun 2003 2003-00-00 Reed Business Information, PO Box 16976, North Hollywood, CA 91615-6976; Telephone: 866-456-0410; http://pubservice.com/CH.htm N/A 2004 2016-11-21

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No Classification Humanities Intellectual Disciplines Library Collections Professional Associations Publishing Industry Scholarly Writing Tables (Data) Wiberley, Stephen E., Jr. Journal Articles Reports - Research American Musicological Society Modern Language Association American Historical Association ISSN-1531-2542 English Examines data on prize-winning books during the 1990s from the American Historical Association, American Musicological Society, the College Art Association, and the Modern Language Association. Suggests that studying awards from the leading humanities scholarly associations can tell much about the disciplines, publishing industry, and library collections. (Author/LRW) EJ675125 The Humanities: Who Won the '90s in Scholarly Book Publishing. portal: Libraries and the Academy v2 n3 p357-74 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Academic Libraries Electronic Journals Graduate Students Higher Education Library Collection Development Library Materials Printed Materials Scholarly Journals Student Attitudes Surveys World Wide Web Dillon, Irma F. Hahn, Karla L. Journal Articles Reports - Research Tests/Questionnaires Faculty Attitudes University of Maryland ISSN-1531-2542 English Discusses results of a Web-based survey conducted by the University of Maryland libraries among faculty and graduate students to determine their views on and use of electronic journals. Distinguishes between print and electronic format preferences for journals most central to research as well as less important titles, and includes copies of the surveys. (Author/LRW) EJ675126 Are Researchers Ready for the Electronic-Only Journal Collection? Results of a Survey at the University of Maryland. portal: Libraries and the Academy v2 n3 p375-90 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Academic Libraries Communication (Thought Transfer) Electronic Libraries Higher Education Library Services Reference Services Training Needs Undergraduate Students Work Environment McKinstry, Jill Morrison McCracken, Peter Journal Articles Reports - Descriptive Support Services University of Washington Computer Services ISSN-1531-2542 English Describes changes in the undergraduate library at the University of Washington that resulted in combining the reference and computer support desks into one service desk. Discusses benefits and drawbacks to the new service and considers training, communication, the librarians' changing work environment, and expanded services. (Author/LRW) EJ675127 Combining Computing and Reference Desks in an Undergraduate Library: A Brilliant Innovation or a Serious Mistake? portal: Libraries and the Academy v2 n3 p391-400 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Academic Libraries Difficulty Level Higher Education Instructional Development Learning Processes Library Instruction Library Research Needs Assessment Surveys Training Needs Ware, Susan A. Journal Articles Reports - Research Pennsylvania State University ISSN-1531-2542 English Discusses academic library instruction and describes a study using the IDNA (Instructional Development Needs Assessment) survey where librarians at Penn State rated teaching tasks based on their assessment of task difficulty, importance in the learning process, and frequency of performance. Produced a prioritized list of instructional development needs and desired levels of training. (Author/LRW) EJ675128 IDNA for Librarians: Assessing Instructional Development Needs. portal: Libraries and the Academy v2 n3 p401-12 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Active Learning Discovery Learning Higher Education Information Literacy Interaction Personal Autonomy Student Motivation Teacher Effectiveness Jacobson, Trudi E. Xu, Lijuan Journal Articles Reports - Descriptive ARCS Model Course Development ISSN-1531-2542 English Discusses methods for enhancing student motivation, particularly in information literacy courses in higher education. Topics include Keller's ARCS (Attention, Relevance, Confidence, Satisfaction). motivation model; course design; teaching behaviors; teacher enthusiasm; clarity in presenting materials; interaction; active engagement; cooperative learning; discovery learning; active engagement and the ARCS model; and autonomy. (Contains 108 references.) (LRW) EJ675129 Motivating Students in Credit-Based Information Literacy Courses: Theories and Practice. portal: Libraries and the Academy v2 n3 p423-41 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Interpersonal Relationship Library Personnel Library Policy Library Research Library Services Qualitative Research Users (Information) Fidishun, Dolores Journal Articles Reports - Descriptive Symbolic Interactionism ISSN-1531-2542 English Explains symbolic interactionism as a theory for analyzing research based on a qualitative interpretive process that can help librarians to understand the way in which the library staff and users view services, training, policy, and other issues. The theory focuses on the symbolic meaning of objects, such as books, and events as they are interpreted through human interaction. Includes examples of how symbolic interactionism can be of value to librarians. (Author/LRW) EJ675130 Symbolic Interactionism and Library Research: Using a Qualitative Methodology To Understand Library Interchange. portal: Libraries and the Academy v2 n3 p443-53 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Academic Libraries Constructivism (Learning) Higher Education Instructional Design Instructional Effectiveness Library Instruction Library Services Reference Services Elmborg, James K. Journal Articles Reports - Descriptive Composition Theory ISSN-1531-2542 English Proposes that academic librarians use constructivist learning theory, primarily composition theory, to develop a pedagogy for the reference desk. Implies that reference is a form of teaching, and that to maximize their educational effectiveness, academic librarians need to approach reference transactions as academic conferences where teaching and learning take place. (Author/LRW) EJ675131 Teaching at the Desk: Toward a Reference Pedagogy. portal: Libraries and the Academy v2 n3 p455-64 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Academic Libraries Case Studies German Higher Education Humanities Instructional Innovation Librarian Teacher Cooperation Outcomes of Education Schmiesing, Ann Hollis, Deborah R. Journal Articles Reports - Descriptive Special Collections (Library) University of Colorado ISSN-1531-2542 English Analyzes the pedagogical rationale and learning outcomes for incorporating a special collections department in teaching humanities undergraduate and graduate courses. Presents a case study that highlights an innovative collaboration between a University of Colorado German professor and the special collections librarian and staff. (Author/LRW) EJ675132 The Role of Special Collections Departments in Humanities Undergraduate and Graduate Teaching: A Case Study. portal: Libraries and the Academy v2 n3 p465-80 Jul 2002 2002-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla2.3.ht ml/. T 2004 2016-11-21

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No Computer Security Higher Education Information Technology Wada, Kent Journal Articles Reports - Descriptive Academic Computing Data Security Digital Millennium Copyright Act 1998 National Aeronautics and Space Administration Digital Millennium Copyright Act 1998 ISSN-1089-5914 English Considers how to provide appropriate levels of information technology (IT) security in the higher education environment. Discusses implications of the Digital Millennium Copyright Act, the USA Patriot Act, the Health Insurance Portability and Accountability Act of 1996, California Information Practices Act, VISA USA Cardholder Information Security Program, and the NASA IT Security Clause. (LRW) EJ675133 IT Security on Campus: A Fragile Equilibrium. Syllabus v16 n10 p16-20 May 2003 2003-00-00 N/A 2004 2016-11-23

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No Access to Information Bibliographic Records Databases Electronic Libraries Foreign Countries Internet Library Development National Programs Scientific and Technical Information Users (Information) Bakelli, Yahia Journal Articles Reports - Descriptive Algeria Electronic Resources Quality Indicators Access to Technology Algeria ISSN-1057-2317 English Analyzes access behavior of Algerian users of information and documentation, focusing on the imbalance between user demand and quality of library access. Topics include Internet connectivity problems; national bibliographic catalogs and databases; creating digital collections to improve access, especially scientific information; and advantages of electronic documents. (LRW) EJ675134 Building Digital Collections in the Algerian Context: Assets and Prospects. International Information & Library Review v34 n2 p113-27 Jun 1 2002 2002-00-00 T 2004 2016-11-23

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No Access to Information Case Studies CD ROMs Computer Interfaces Developing Nations Electronic Libraries Foreign Countries Information Dissemination Bekele, Samson Journal Articles Reports - Descriptive Ethiopia Research Networks Ethiopia ISSN-1057-2317 English Discussion of formatting and disseminating information in the developing world focuses on efforts of Ethiopia's Organization for Social Science Research in Eastern and Southern Africa (OSSREA), a membership-driven research network. Describes plans to distribute a digital CD-ROM library that incorporates a user-friendly interface and provides different methods for accessing information. (LRW) EJ675135 The Role and Impact of the Digital Library on Capacity Building in the Developing World-A Case Study of the OSSREA Digital Library. International Information & Library Review v34 n2 p129-37 Jun 1 2002 2002-00-00 T 2004 2016-11-23

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No Computer Networks Data Collection Developing Nations Electronic Libraries Foreign Countries Internet Library Networks Metadata Fahmi, Ismail Journal Articles Reports - Descriptive Access to Technology Interoperability Bandwidth XML Digital Divide Indonesia Information Infrastructure Indonesia ISSN-1057-2317 English Describes the Indonesian Digital Library Network that is designed to develop Indonesia as a knowledge-based society. Highlights include the digital divide; problems in a developing country, including Internet accessibility, bandwidth capacity, and network delays; gathering information about national assets; information infrastructure; data integration; metadata architecture; interoperability; and XML (Extensible Markup Language). (Author/LRW) EJ675136 The Indonesian Digital Library Network Is Born To Struggle with the Digital Divide. International Information & Library Review v34 n2 p153-74 Jun 1 2002 2002-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Information Technology Technology Integration Kirillova, Irina Journal Articles Reports - Descriptive Kazakhstan Telecommunications Infrastructure Kazakhstan ISSN-1057-2317 English Discusses implementing information technology (IT) into education in Kazakhstan based on the work of the Kazakhstan Institute of Management, Economics, and Strategic Research under the President of the Republic of Kazakhstan (KIMEP). Topics include KIMEP's status as a leading higher education institution and stages of IT development, including improvements in the communication infrastructure. (Author/LRW) EJ675137 Through Information Technologies to a World-Class Level of Education. International Information & Library Review v34 n2 p175-82 Jun 1 2002 2002-00-00 T 2004 2016-11-21

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No Electronic Libraries Information Policy Information Systems Information Technology Internet Library Networks Science and Society Singh, Jagtar Journal Articles Reports - Descriptive India Information Infrastructure National Policy Digital Divide India ISSN-1057-2317 English Discusses the impact of information and communication technologies (ICTs) and the digital divide in India. Considers the impact of information technologies, including the Internet and the Web, on the life and work of people; digital determinism; library and information infrastructure and superstructure; digital library initiatives; and the need for a national policy for library and information systems. (Author/LRW) EJ675138 From Atoms to Bits: Consequences of the Emerging Digital Divide in India. International Information & Library Review v34 n2 p187-200 Jun 1 2002 2002-00-00 T 2004 2016-11-21

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No Developing Nations Foreign Countries Health Services Intercollegiate Cooperation International Programs Telecommunications Tadevosyan, A. Screnci, D. Journal Articles Reports - Descriptive Quality Indicators Telemedicine University of Massachusetts Armenia Boston University MA Armenia ISSN-1057-2317 English Discusses advances in telecommunications and telemedicine in developing countries and describes a partnership between the Emergency Scientific Medical Center in Armenia, Boston University School of Medicine, and the University of Massachusetts to exchange personnel for educational and technical assistance and to provide better services and increase the quality of health care in Armenia. ((Author/LRW) EJ675139 Our Achievements in Telemedicine within the Partnership Program with Boston University School of Medicine. International Information & Library Review v34 n2 p209-15 Jun 1 2002 2002-00-00 T 2004 2016-11-23

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No Capitalism Democracy Developed Nations Developing Nations Economic Change Foreign Countries Global Approach Internet Science and Society Socialism Telecommunications Dragulanescu, Nicolae-George Journal Articles Reports - Descriptive Europe (East Central) Romania Social Impact Barriers to Participation Digital Divide Romania ISSN-1057-2317 English Discusses the social impact of the digital divide in Central-Eastern European countries as well as between them and industrialized developed countries, based on experiences in Romania. Highlights include facts relating to digital divide worldwide; transition to a democratic and market-based economy and from socialism to capitalism; barriers to Internet use; and telecommunications. (Author/LRW) EJ675140 Social Impact of the "Digital Divide" in a Central-Eastern European Country. International Information & Library Review v34 n2 p139-51 Jun 1 2002 2002-00-00 T 2004 2016-11-23

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No Access to Information Branch Libraries Community Information Services Databases Disadvantaged Environment Foreign Countries Stalbovskaya, Maria S. Journal Articles Reports - Descriptive Uzbekistan Legal Information Remote Access Uzbekistan ISSN-1057-2317 English Discusses the practice and perspectives of free access for the public of Uzbekistan to legal resources, including distant and disadvantaged communities. Explains the legal database system and presents results of a project at the Open Library for Legal Information to organize legal information by regional libraries and public centers for legal information. (Author/LRW) EJ675141 The Practice and Perspectives of Free Access to the Legal Information of Citizens of the Republic of Uzbekistan. International Information & Library Review v34 n2 p201-7 Jun 1 2002 2002-00-00 T 2004 2016-11-23

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No Adolescent Literature Annotated Bibliographies Book Reviews Fantasy Fiction Nonfiction Journal Articles Reference Materials - Bibliographies Reports - Descriptive ISSN-0160-4201 English Explains the review procedures and rating system for teen books in "Voice of Youth Advocates" and provides annotated bibliographies for the twenty best books in 2001-2202, including fiction, nonfiction, and science fiction and fantasy. (LRW) EJ675142 The Perfect Tens: The Top Twenty Books Reviewed in "Voice of Youth Advocates" 2001-2002. Voice of Youth Advocates v26 n2 p98-99 Jun 2003 2003-00-00 T 2004 7/11/2004 11:42:08 CIJFEB2004

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No Adolescent Literature Authors Interviews Student Attitudes Shoemaker, Joel Journal Articles Opinion Papers Childhood Experiences Personal Experiences ISSN-0160-4201 English This interview with Jack Gantos, an author who writes books for young adults, focuses on how he uses his own personal experiences in his books. Discusses memories of his father and his childhood, drug-smuggling activities and the resulting jail time, and student reactions to his books. (LRW) EJ675143 Filling Holes with Words: An Interview with Jack Gantos. Voice of Youth Advocates v26 n2 p100-103 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Abstract Reasoning Computer Assisted Instruction Distance Education Higher Education Internet Learning Strategies Questionnaires Teaching Methods Thinking Skills Kanuka, Heather Journal Articles Reports - Research Experts ISSN-0830-0445 English Builds on the results of earlier research that investigated principles that facilitate higher levels of learning in Internet-based distance learning university courses. Explores how these can be applied to Internet-based distance learning environments, using results of questionnaires from experts and scholars that considered complex abstracted phenomena, multiple perspectives, relatedness, and instructional methods. (Author/LRW) EJ675144 A Principled Approach to Facilitating Distance Education: The Internet, Higher Education and Higher Levels of Learning. Journal of Distance Education v17 n2 p70-86 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Learning Processes Measurement Techniques Research Methodology Luppicini, Rocci J. Journal Articles Reports - Descriptive Learning Communities Conversational Analysis ISSN-0830-0445 English Examines methodological challenges in the study of computer-mediated learning communities and proposes a conversational system modeling (CSM) strategy as a guide for researchers. Discusses the growing concern for researchers to address a broader range of social, political, and cultural factors when studying computer-mediated learning communities; and considers challenges regarding measurement of learning processes and interactions. (Author/LRW) EJ675145 Toward a Conversation System Modeling Research Methodology for Studying Computer-Mediated Learning Communities. Journal of Distance Education v17 n2 p87-101 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Community Development Computer Software Distance Education Economic Climate Ethnography Field Studies Foreign Countries Geographic Isolation Information Technology Poverty Social Environment David, Matthew Journal Articles Reports - Descriptive Great Britain Infrastructure Telematics United Kingdom (Great Britain) ISSN-0736-5853 English Presents results from ethnographic fieldwork regarding a program to develop telematically delivered distance learning packages in Britain. Describes aims of the program, including building an infrastructure for distance learning and community development, to provide training software, and to identify limitations of attempts to break down economic marginality and geographic isolation. (Author/LRW) EJ675146 The Politics of Communication: Information Technology, Local Knowledge and Social Exclusion. Telematics and Informatics v20 n3 p235-53 Aug 2003 2003-00-00 Elsevier Science, PO Box 945, New York NY 10159-0945($881 per year subscription). Tel: 888-437-4636 (Toll Free); Tel: 212-633-3730; Fax: 212-633-3680; E-mail: usinfo-f@elsevier.com; Web Site: http://www.elsevier.com/. T 2004 2016-11-23

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No Cognitive Style Foreign Countries Higher Education Individual Differences Multimedia Instruction Multimedia Materials Perception Web Based Instruction Ghinea, Gheorghita Chen, Sherry Y. Journal Articles Reports - Research Quality Indicators Theoretical Analysis Brunel University (England) ISSN-0007-1013 English Describes a study conducted at Brunel University (United Kingdom) that examined the effect of users' cognitive styles on their perceptions of multimedia technology quality in Web-based instruction. Presents the theoretical background and discusses Quality of Service and Quality of Perception. (LRW) EJ675147 The Impact of Cognitive Styles on Perceptual Distributed Multimedia Quality. British Journal of Educational Technology v34 n4 p393-406 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Cognitive Style Evaluation Methods Individual Differences Instructional Systems Learning Strategies Measures (Individuals) Web Based Instruction Graff, Martin Journal Articles Reports - Research Electronic Learning Segmented Print (Reading) ISSN-0007-1013 English Discusses assessment of Web-based instruction and reports results of a study that investigated whether segmentation of information and the provision of an overview of the Web system differentially facilitated learning performance, measured with recall questions and a short essay question, for individuals with different cognitive styles. (LRW) EJ675148 Learning from Web-Based Instructional Systems and Cognitive Style. British Journal of Educational Technology v34 n4 p407-18 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Computer Assisted Instruction Computer Mediated Communication Higher Education Individual Differences Interpersonal Relationship Science Laboratories Student Attitudes Sonnenwald, Diane H. Li, Bin Journal Articles Reports - Research Competitiveness Face to Face Communication Learning Preference Scale (Students) Remote Access Collaborative Learning Repeated Measures Design ISSN-0007-1013 English Describes a repeat-measure study that provided data regarding learning styles based on social interaction and perceptions of a scientific collaboratory system from 40 university science students working face-to-face and remotely. Results showed students with strong competitive learning style preference had slightly more positive perceptions of the collaboratory system. (Author/LRW) EJ675149 Scientific Collaboratories in Higher Education: Exploring Learning Style Preferences and Perceptions of Technology. British Journal of Educational Technology v34 n4 p419-31 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Distance Education Educational Quality Higher Education Individual Differences Measures (Individuals) Student Attitudes Study Habits Web Based Instruction Richardson, John T. E. Journal Articles Reports - Research Open University (Great Britain) Quality Indicators ISSN-0007-1013 English Discussion of approaches to studying used by students in higher education focuses on a study at the Open University (United Kingdom) that administered the Course Experience Questionnaire and the Revised Approaches to Studying Inventory to students taking a Web-based course in computing. Discusses student perceptions of academic quality associated with approaches to studying. (Author/LRW) EJ675150 Approaches to Studying and Perceptions of Academic Quality in a Short Web-Based Course. British Journal of Educational Technology v34 n4 p433-42 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Foreign Countries Global Approach Higher Education Interaction Sequential Learning Student Attitudes Web Based Instruction Sabry, Khaled Baldwin, Lynne Journal Articles Reports - Research Brunel University (England) Interactive Systems Learning Systems ISSN-0007-1013 English Reports a study exploring the learning styles and perceptions of undergraduate and postgraduate students at Brunel University (United Kingdom) in relation to using the Web for learning. Explores the sequential/global learning style dimension in relation to three categories of Web-based interaction: learner-tutor, learner-leaner, and learner-information; and suggests implications for designing interactive learning systems. (Contains 54 references.) (Author/LRW) EJ675151 Web-Based Learning Interaction and Learning Styles. British Journal of Educational Technology v34 n4 p443-54 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Business Administration Education Cultural Background Curriculum Development Entrepreneurship Foreign Countries Graduate Surveys Higher Education Individual Differences Information Skills Prior Learning Research Skills Web Based Instruction Foster, Jonathan Lin, Angela Journal Articles Reports - Research Domain Knowledge Electronic Commerce Knowledge Acquisition University of Sheffield (England) ISSN-0007-1013 English Discusses results from a survey of graduates following a module in e-business and e-commerce at the University of Sheffield that suggest differences in prior knowledge and cultural background impact students' acquisition of domain knowledge and intellectual and information research skills. Considers implications for Web-based instruction. (Author/LRW) EJ675152 Individual Differences in Learning Entrepreneurship and Their Implications for Web-Based Instruction in E-Business and E-Commerce. British Journal of Educational Technology v34 n4 p455-65 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Cheating Computer Use Foreign Countries Gender Issues Higher Education Individual Differences Internet Maturity (Individuals) Plagiarism Prior Learning Risk Student Attitudes Undergraduate Students Web Based Instruction Underwood, Jean Szabo, Attila Journal Articles Reports - Research United Kingdom Electronic Learning United Kingdom ISSN-0007-1013 English Investigated the attitudes to, and extent of, self-reported involvement in Internet-supported dishonest academic practices such as plagiarism among United Kingdom undergraduates. Discusses Internet experience, acceptability of cheating, assessment of risk, gender, frequency of Internet use, and maturity of students, and outlines responses that should be considered by faculty to address this problem. (Author/LRW) EJ675153 Academic Offences and E-Learning: Individual Propensities in Cheating. British Journal of Educational Technology v34 n4 p467-77 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Access to Information Accessibility (for Disabled) Adult Learning Adult Students Learning Disabilities Literacy Multimedia Materials Student Motivation Web Based Instruction Web Sites Johnson, Rachel Hegarty, John R. Journal Articles Reports - Research ISSN-0007-1013 English Describes a project that explored the use of Web sites with adults with learning disabilities. Highlights include advantages and weaknesses of Web-based learning for adults with learning disabilities; creating multimedia work related to the Web sites; motivating effects; and Web site access difficulties for people with low literacy levels. (Author/LRW) EJ675154 Websites as Educational Motivators for Adults with Learning Disability. British Journal of Educational Technology v34 n4 p479-86 Sep 2003 2003-00-00 T 2004 7/11/2004 11:42:11 CIJFEB2004 Special Issue on Individual Differences in Web-Based Instruction.

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No Hypermedia Individual Differences Knowledge Level Navigation (Information Systems) Web Based Instruction Brusilovsky, Peter Journal Articles Reports - Descriptive Adaptive Instructional Systems Contextual Analysis Empirical Research ISSN-0007-1013 English Explains adaptive hypermedia, provides a brief overview of adaptive navigation support techniques in educational hypermedia systems, and analyzes the results of most representative empirical studies. Demonstrates the importance of context and knowledge levels of the users and suggests that meta-adaptive hypermedia systems should be the next step. (Author/LRW) EJ675155 Adaptive Navigation Support in Educational Hypermedia: The Role of Student Knowledge Level and the Case for Meta-Adaptation. British Journal of Educational Technology v34 n4 p487-97 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Computer Use Evaluation Higher Education Hypermedia Individual Differences Learning Modules Navigation (Information Systems) Outcomes of Education Prior Learning Student Characteristics Student Motivation Undergraduate Students Web Based Instruction Gauss, Boris Urbas, Leon Journal Articles Reports - Research Prototypes ISSN-0007-1013 English Reports the design and evaluation of a prototype for learning modules compliant to the SCORM (Sharable Content Object Reference Model) standard for use with hypermedia systems in Web-based instruction. Discusses a study of undergraduates that considered relations between individual differences in learner characteristics, including intrinsic motivation, computer experience, and navigation behavior; and learning outcome. (Author/LRW) EJ675156 Individual Differences in Navigation between Sharable Content Objects--An Evaluation Study of a Learning Module Prototype. British Journal of Educational Technology v34 n4 p499-509 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Content Analysis Guidelines Hypermedia Individual Differences Instructional Design Learning Strategies Navigation (Information Systems) Tables (Data) Web Based Instruction Magoulas, George D. Papanikolaou, Kyparisia Grigoriadou, Maria Journal Articles Reports - Descriptive Adaptive Instructional Systems ISSN-0007-1013 English Discussion of the development of educational hypermedia systems for the Web builds on theories from instructional design and learning styles to develop a design rationale and guidelines for adaptive Web-based learning systems that use individual differences as a basis of system adaptation. Considers content adaptation and adaptive navigation support. (Author/LRW) EJ675157 Adaptive Web-Based Learning: Accommodating Individual Differences through System's Adaptation. British Journal of Educational Technology v34 n4 p511-27 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Method (Teaching Technique) Constructivism (Learning) Epistemology Experience Hypermedia Individualized Instruction Knowledge Representation Learning Strategies Theory Practice Relationship Spiro, Rand J. Collins, Brian P. Thota, Jose Jagadish Feltovich, Paul J. Journal Articles Reports - Descriptive Digital Technology Interconnection Cognitive Flexibility Video Technology Collaborative Learning Context Dependence ISSN-0013-1962 English Explains the origin and goals of cognitive flexibility theory and discusses new directions being explored. Topics include hypermedia systems; multiple knowledge representations; interconnectedness; context-dependency; digital video cases; experience acceleration; and bridging knowledge and practice, cognitive, individualistic practices and collaborative views, and standards-based models and constructivist approaches. (LRW) EJ675158 Cognitive Flexibility Theory: Hypermedia for Complex Learning, Adaptive Knowledge Application, and Experience Acceleration. Educational Technology v43 n5 p5-10 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Technology Science and Society Scientific and Technical Information Technology Gibbons, Andrew S. Journal Articles Reports - Descriptive Convergence Theory Theoretical Analysis ISSN-0013-1962 English Distinguishes between the scientific and technological purposes of human activity to define separately the identity of the technological researcher and practitioner. Topics include the relationship between science and technology; a definition of technology; convergence; the nature of technological knowledge; and how this can influence instructional technology. (LRW) EJ675159 The Practice of Instructional Technology: Science and Technology. Educational Technology v43 n5 p11-16 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Games Context Effect Design Requirements Educational Games Educational Research Futures (of Society) Higher Education Hypothesis Testing Information Utilization Learning Strategies Problem Solving Simulation Squire, Kurt Jenkins, Henry Holland, Walter Miller, Heather O'Driscoll, Alice Tan, Katie Philip Todd, Katie. Journal Articles Reports - Descriptive Digital Technology Massachusetts Institute of Technology ISSN-0013-1962 English Discusses the rapid growth of digital games, describes research at MIT that is exploring the potential of digital games for supporting learning, and offers hypotheses about the design of next-generation educational video and computer games. Highlights include simulations and games; and design principles, including context and using information to solve complex problems. (LRW) EJ675160 Design Principles of Next-Generation Digital Gaming for Education. Educational Technology v43 n5 p17-23 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-23

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No Academic Failure Brain Curriculum Development High Risk Students Instructional Design Mastery Learning Parent School Relationship Prior Learning Student Interests Student Motivation Student Needs Reigeluth, Charles M. Beatty, Brian J. Journal Articles Reports - Descriptive Instructional Support Maslows Hierarchy of Needs ISSN-0013-1962 English Proposes four main reasons that children are left behind in schools: unmet needs, lack of motivation, lack of foundation and prior knowledge, and lack of support for learning. Discusses Maslow's hierarch of needs; partnerships with parents; connecting to student interests; insisting on mastery; curriculum sequencing; brain-based research; and principles of instruction. (Contains 62 references.) (LRW) EJ675161 Why Children Are Left Behind and What We Can Do about It. Educational Technology v43 n5 p24-32 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Mediated Communication Higher Education Interaction Interpersonal Relationship Online Courses Shared Resources and Services Stepich, Donald A. Ertmer, Peggy A. Journal Articles Reports - Descriptive Course Development Learning Communities Sense of Community Social Constructivism Collaborative Learning Support Systems ISSN-0013-1962 English Describes the use of computer-mediated communication tools to expand the classroom learning community to include students at two universities. Focuses on efforts to develop a sense of community among online learners through active interaction, collaborative learning, socially constructed meaning, sharing of resources, and expressions of support. (Author/LRW) EJ675162 Building Community as a Critical Element of Online Course Design. Educational Technology v43 n5 p33-43 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Futures (of Society) Higher Education Instructional Design Online Courses Web Sites Cox, Suzy Osguthorpe, Russell T. Journal Articles Reports - Descriptive Brigham Young University UT Virtual Communities Design Methodology Web Site Design Instructional Design Professionals Learning Communities Sense of Community ISSN-0013-1962 English Describes the development of a Web site based at Brigham Young University that aims to make the latest practical knowledge associated with online learning easily available to all instructional designers through the development of an online community. Explains the IDEA (Instructional Design Exchange Area) Web site and discusses challenges of designing for designers. (Author/LRW) EJ675163 Building an Online Instructional Design Community: Origin, Development, and the Future. Educational Technology v43 n5 p44-48 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Accommodations (Disabilities) Computer Assisted Instruction Computer Use Disabilities Foreign Countries Higher Education Student Surveys Technology Integration Technology Uses in Education Asuncion, Jennison V. Fichten, Catherine S. Journal Articles Reports - Research Access to Technology Adapted Computer Technology (for Disabled) Canada Canada ISSN-0013-1962 English Discusses results from a survey of Canadian college students with disabilities that investigated how they used computers, types of technologies being used, adaptive software and hardware, and problems accessing or using necessary technology. Includes recommendations for planners of technology integration. (LRW) EJ675164 Are You Considering All Students, Including Those with Disabilities, When Planning for Technology Integration? Educational Technology v43 n5 p49-52 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Technology Faculty Evaluation Faculty Publishing Scholarly Journals Value Judgment Holcomb, Terry L. Bray, Kaye E. Dorr, David L. Journal Articles Reports - Research Quality Indicators Rank Order Refereed Journals ISSN-0013-1962 English Discusses publishing in the field of education technology. Topics include publishing as a tool for faculty evaluation; perceptions about publishing; academic versus nonacademic publications; quality versus quantity of scholarly work; refereed status; and journal rankings by academic prestige, general reading, and classroom use. (LRW) EJ675165 Publications in Educational/Instructional Technology: Perceived Values of Ed Tech Professionals. Educational Technology v43 n5 p53-57 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Technology Futures (of Society) Higher Education Leaders Mentors Teacher Background Theory Practice Relationship Oswald, Daniel F. Journal Articles Opinion Papers Reports - Descriptive ISSN-0013-1962 English This interview with David Jonassen discusses his role in the field of educational technology; his background as a student in higher education; mentors; practical work and research; important writings; research agenda; current direction of the field; and future possibilities. (LRW) EJ675166 A Conversation with David Jonassen. Educational Technology v43 n5 p58-60 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:42:14 CIJFEB2004

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No Academic Standards Accountability Educational Assessment Educational Objectives Educational Policy Elementary Education Evaluation Evaluation Criteria Evaluation Methods School Effectiveness Secondary Education McDonald, Dale Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0026-914X English This article outlines the standards, accountability and assessment measures mandated by the No Child Left Behind Act (NCLB). In addition to summarizing the accountability measures, the author outlines the consequences associated with failing to meet performance expectations and provides a comprehensive list of NCLB assessment vocabulary terms and their corresponding definitions. (RC) EJ675167 No Child Left Behind Act Mandates Assessment Measures. Momentum v33 n3 p8-10 Sep-Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Catholic Schools Catholics Educational Assessment Elementary Education Measures (Individuals) Parochial Schools Religious Education Palladino, John M. Schroeder, Ann Journal Articles Reports - Descriptive ISSN-0026-914X English Describes how elementary teachers can design appropriate religion units that lead to authentic assessments. Explains how to design units of religion instruction using Thomas Groome's Shared Christian Praxis, combining it with the Catechism of the Catholic Church (1994) and the religion outcomes articulated by National Catholic Education Association. Uses an example of a preservice teacher's unit of instruction to illustrate the ease of combining these components. (RC) EJ675168 Using the Shared Christian Praxis in an Elementary Religion Curriculum. Momentum v33 n3 p16-21 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:15 CIJFEB2004

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No Adult Education Adult Students Catholics Continuing Education Measures (Individuals) Nonschool Educational Programs Religious Education Craven, Jack Journal Articles Reports - Descriptive ISSN-0026-914X English Describes the development and implementation of adult religious education programs by the Diocese of Boise. Utilizing both the Assessment of Catholic Religious Education (ACRE) and Information for Growth (IFG) assessment instruments, the pastors identified topics of particular interest to members of their congregation and then used this information to design new religious education initiatives. Outlines the steps governing a diocesan-wide administration of the IFG. (RC) EJ675169 Diocese of Boise Uses ACRE and IFG To Design Programs. Momentum v33 n3 p22-23 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:15 CIJFEB2004

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No Catholic Educators Catholics Educational Assessment Elementary Education Evaluation Methods Measures (Individuals) Nonschool Educational Programs Outcomes of Education Religious Education Secondary Education Poggio, John Journal Articles Reports - Descriptive ISSN-0026-914X English Outlines a new method of reporting scores on the National Catholic Education Association's Assessment of Catholic Religious Education (ACRE). Participants will receive group-score reports that break down and detail the percent of their students classified as advanced, proficient or in need of improvement. Users who choose to receive individual student score reports will receive information that classifies each student's score on the Part I Knowledge section of the instrument. (RC) EJ675170 NCEA ACRE's Performance Standards Reports Move Assessment beyond Percentile Rankings. Momentum v33 n3 p24-27 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:16 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics College Choice Educational Assessment Evaluation Methods Higher Education Measures (Individuals) Outcomes of Education Religious Education James, Michael J. Journal Articles Reports - Descriptive ISSN-0026-914X English Begins by distinguishing between internal and external forms of assessment. Methods and criteria for internal assessment are determined by the appropriate academic and governance structures within the institution. External assessment criteria usually are determined by an entity outside of an individual institution. Examines the utility of assessment data in the college choice process and offers a list of institutional characteristics that are useful when evaluating Catholic institutions. (RC) EJ675171 Assessment and Catholic Higher Education. Momentum v33 n3 p28-31 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:16 CIJFEB2004

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No Catholic Schools Catholics Elementary Education Evaluation Methods Parents Participant Satisfaction Religious Education Secondary Education Flick, Michael Armstrong, Pat Journal Articles Reports - Descriptive ISSN-0026-914X English Summarizes the development and administration of a survey by the Archdiocese of Cincinnati to assess the satisfaction of parents of children in archdiocesan schools. The survey measured both performance and the importance of 11 key areas of Catholic education (e.g., educational quality, extracurricular programming). Concludes with a discussion of key findings and implications for future action. (RC) EJ675172 Parents Examine Schools and Say, "Catholic Schools Are Very Successful." Momentum v33 n3 p32-35 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:16 CIJFEB2004

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No Catholic Schools Catholics Elementary Education Parent Child Relationship Parents Religious Education Dixon, Mary Journal Articles Reports - Descriptive ISSN-0026-914X English Summarizes a study designed to determine the effectiveness of parental influence on their children. The researcher interviewed nine students from a St. Louis, Missouri Catholic elementary school along with the students' parents and teachers. The author presents findings related to family discipline procedures, parental expectations for children, and teacher perceptions of family dynamics. (RC) EJ675173 Assessing Parents and Children. Momentum v33 n3 p36-38 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:17 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Educational History Elementary Education Religious Education Secondary Education Paulli, Kenneth Journal Articles Reports - Descriptive ISSN-0026-914X English Summarizes pedagogical innovations and the emergence of a social justice mission within the Catholic school system. The authors present a thorough historical review of the American Catholic school philosophy including dates, key figures, and the political and social contexts that framed these educational developments. (Contains 30 references.) (RC) EJ675174 Civic Virtue, Social Justice and Catholic Schools. Momentum v33 n3 p40-45 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:17 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Child Abuse Elementary Education Secondary Education Sexual Abuse Journal Articles Reports - Descriptive ISSN-0026-914X English Provides the text of the National Catholic Educational Association Statement on Child Abuse. This document, titled A Sacred Trust: The Safety of Our Children, was generated in response to the growing number of both confirmed and alleged cases of pedophilia and sexual abuse within the Catholic Church. (RC) EJ675175 A Sacred Trust: The Safety of Our Children. Momentum v33 n3 p46 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:17 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Child Abuse Elementary Education Secondary Education Sexual Abuse Journal Articles Reports - Descriptive ISSN-0026-914X English Provides the text for United States Conference of Catholic Bishops Charter for the Protection of Children and Young People. This document is part of a special collection of resources in the journal that address sexual abuse and the growing number of both confirmed and alleged cases of pedophilia and sexual abuse within the Catholic Church. (RC) EJ675176 Charter for the Protection of Children and Young People. Momentum v33 n3 p47-50 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:17 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Child Abuse Elementary Education School Law Secondary Education Sexual Abuse Journal Articles Reports - Descriptive ISSN-0026-914X English Provides a collection of Internet and print resources for understanding and coping with sexual abuse in its personal and legal ramifications. (Contains 15 print references and 12 Internet resources.) (RC) EJ675177 Resources for a Deeper Understanding. Momentum v33 n3 p51-52 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:18 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Elementary Education Public Relations Publicity School Community Relationship Secondary Education Wirth, Eileen Journal Articles Reports - Descriptive ISSN-0026-914X English Outlines the development process and essential elements of a crisis communication strategy. Key steps include: (1) selecting a spokesperson; (2) publicizing the spokesperson's identity; (3) preparing a crisis notebook; (4) providing cell phones; (5) choosing a news conference location; (6) rehearsing crisis scenarios; and (7) obtaining interview training. Also discusses communicating during a crisis, internal crisis communications, and two communication case studies. (RC) EJ675178 Write the Plan before You Have the Crisis. Momentum v33 n3 p54-57 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:18 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Elementary Education Poverty Poverty Programs Secondary Education Samaras, Anastasia P. Journal Articles Reports - Descriptive ISSN-0026-914X English Discusses the importance of developing curricular initiatives that educate students on the major facts and issues associated with poverty in America. Provides key poverty statistics and highlights useful Internet resources that offer resource lists, success stories, relevant press releases, and curriculum guides. For example, the PovertyUSA Web site introduces critical poverty concepts that can easily be integrated into teaching units for many subjects. (RC) EJ675179 Technology Helps Increase Poverty Awareness. Momentum v33 n3 p58-60 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:18 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Elementary Education School Community Programs School Community Relationship Secondary Education Service Learning King, Kathleen Journal Articles Reports - Descriptive ISSN-0026-914X English Articulates the importance of integrating service learning initiatives into Catholic school curricula and outlines a model service program sponsored by Maria High School in southwest Chicago. Briefly reviews five essential qualities of effective service-learning programs, including: (1) service is conducted with and meets the need of the community; and (2) service activities are designed to foster civic responsibility and student leadership. (RC) EJ675180 Students Realize They Can Shape the World. Momentum v33 n3 p61-64 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:18 CIJFEB2004

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No Adult Education Catholic Educators Catholic Schools Catholics Elementary Education Religious Education Secondary Education Spayd, Lloyes Journal Articles Reports - Descriptive ISSN-0026-914X English Offers a personal reflection on the beliefs, assumptions and values associated with the baptismal catechumenal process, the initiation process into the church. Outlines a series of actions that are influenced by these core ideas. Examples include designing catechetichical programs to accommodate a variety of spiritual needs at many levels and involve as many members of the parish community as possible. (RC) EJ675181 Baptismal Catechumenate: An Inspiration for Parish and Catholic School Programs. Momentum v33 n3 p8-10 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:19 CIJFEB2004

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No Catholic Educators Catholic Schools Catholics Educational Assessment Educational Objectives Elementary Education Evaluation Evaluation Methods Religious Education Secondary Education Arbuckle, Celeste Journal Articles Reports - Descriptive ISSN-0026-914X English Discusses the significance, challenges and process of infusing assessment practices into religious education programs. Reports key findings from an assessment survey distributed to parish catechetical staffs and then outlines how assessment contributes to the creation of a strategic plan for faith formation. (Contains seven references.) (RC) EJ675182 DRE Directions: Willingness to Assess. Momentum v33 n3 p73-74 Sep-Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:42:19 CIJFEB2004

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No Catholic Schools Catholics Educational Policy Educational Vouchers Elementary Education Politics of Education Private School Aid School Choice Secondary Education Tax Credits McDonald, Dale Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0026-914X English Summarizes recent judicial and legislative action regarding school choice programs and explains the connection between school choice and the increased discussion of federal education tax credit initiatives. A tax credit would allow beneficiaries to apply the credit amount toward yearly federal tax liability and, if the credit is refundable, provide the taxpayer with a cash refund. Concludes with an analysis of previous legislative attempts to secure an education tax credit. (RC) EJ675183 Capital Info: School Choice Options for Parents: Round Two. Momentum v33 n3 p75-76 Sep-Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Ancillary School Services Behavior Community Colleges Health Health Promotion Mental Health Student Welfare Two Year College Students Two Year Colleges Well Being Broderick, Susan Journal Articles Reports - Descriptive Santa Barbara City College CA ISSN-1067-1803 English Describes the Student Health Services and Wellness Program at Santa Barbara City College, California. The program is funded by student health fees, and offers mental health services, health education, and academic services. The program also presents professional development seminars, offers program development consultations, and offers services in Spanish. (Contains six references.) (NB) EJ675184 Student Health, Student Success. Community College Journal v74 n1 p10-15 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 2016-11-21

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No Community Colleges Computer Uses in Education Health Health Promotion Stress Management Student Welfare Technology Two Year College Students Two Year Colleges Well Being Koehler, Charles Journal Articles Reports - Descriptive ISSN-1067-1803 English Discusses ways in which colleges are making creative use of their existing computer and media technologies to promote healthier student choices through social norms campaigns and engaging web sites. Describes a campus AIDS project the utilized the web, as well as describing a study conducted by the author. (Contains five references.) (NB) EJ675185 Using Technology for Low-Cost/No-Cost Health Promotion. Community College Journal v74 n1 p16-19 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:42:20 CIJFEB2004

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No Community Colleges Health Health Promotion Stress Management Student Welfare Two Year College Students Two Year Colleges Well Being Wellness Sink, David W., Jr. Parkhill, Molly A. Shoemaker, Donald L. Jackson, Karen L. Journal Articles Reports - Descriptive Blue Ridge Community College NC ISSN-1067-1803 English Describes the workplace model offered by the Wellness Councils of America (WLECOA) and suggests ways for applying the model to the community college. Wellness is measured in social, physical, occupational, emotional, spiritual, and intellectual terms. Also describes the wellness program at Blue Ridge Community College, North Carolina. (Contains three references.) (NB) EJ675186 Energizing a Campus: Becoming a Well Workplace. Community College Journal v74 n1 p20-23 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 2016-11-21

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No Community Colleges Context Effect Gender Issues Health Health Promotion Homicide Stress Management Student Welfare Terrorism Two Year College Students Two Year Colleges Well Being O'Connell, April Grunder, Patricia Information Analyses Journal Articles Reports - Descriptive ISSN-1067-1803 English Describes a study conducted in Florida after five students were murdered by a serial killer. The study examined emotional and physical consequences of living with anxiety and fear for an entire term. Students who were 24 and younger and lived in the zone where the murders were committed were more seriously impacted, and had lower GPAs. (Contains eight references.) (NB) EJ675187 The Emotional, Physical, and Academic Impact of Living with Terror. Community College Journal v74 n1 p24-29 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:42:20 CIJFEB2004

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No Adjunct Faculty Community Colleges Crisis Intervention Crisis Management Health Health Promotion Responsibility Student Welfare Two Year College Students Two Year Colleges Well Being DeJong, William DeRicco, Beth Journal Articles Reports - Descriptive ISSN-1067-1803 English Examines the ethical questions involved in intervening when a student has emotional difficulties. Particularly asks how adjunct faculty can be prepared to handle these situations, given their busy schedules and minimal institutional involvement. Describes the student assistance program (SAP), a committee that offers guidance to faculty and services for students, as a possible solution. (NB) EJ675188 The Student Assistance Program: Meeting the Needs of Students in Crisis. Community College Journal v74 n1 p30-33 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:42:21 CIJFEB2004

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No College Faculty Community Colleges Excellence in Education Expectation Teacher Effectiveness Teacher Expectations of Students Two Year College Students Two Year Colleges Roueche, John E. Milliron, Mark David Roueche, Suanne D. Journal Articles Opinion Papers Reports - Descriptive ISSN-1067-1803 English Describes focus groups and studies conducted in an effort to identify and define community college teaching excellence. One of the most compelling findings suggested that both teachers and students perform at a higher level when held to higher expectations. (Contains 24 references.) (NB) EJ675189 The Power of Practical Magic. Community College Journal v74 n1 p34-39 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:42:21 CIJFEB2004

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No Community Colleges Costs Educational Finance Nursing Nursing Education Nursing Students Two Year College Students Two Year Colleges Vitiello, Erie Journal Articles Reports - Descriptive Los Rios Community College District CA ISSN-1067-1803 English Describes how Los Rios Community College District (LRCCD), California, the major provider of nursing graduates to the Sacramento area, addressed the issue of the nursing shortage crisis. LRCCD faced the dual issues of student/faculty ratio restrictions of 10/1 and funding that accommodated a 40/1 ratio. Describes LRCCD's new off-campus, collaborative program. (NB) EJ675190 Community Health Crisis: Solving the Nurse Shortage. Community College Journal v74 n1 p40-43 Sep 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 2016-11-21

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No Catholic Educators Catholic Schools Church Role Ethics Health Health Programs Medicine Moral Values Parochial Schools Religious Education Wuerl, Donald W. Journal Articles Opinion Papers ISSN-0026-914X English Discusses the place of the sciences and health care professions in Catholic education, and the moral and ethical issues that are attached to the professions. Argues for the inclusion of spiritual discussion in public life, including the field of health care. Discusses challenges teachers face in addressing ethical reflection in a technological age. (NB) EJ675191 Presenting the Correct Message. Momentum Volume 33 n4 p10-12 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:22 CIJFEB2004

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No Catholic Educators Catholic Schools Evolution Parochial Schools Religious Education Science Education Science Programs Science Projects Sciences Scientific Principles Raddell, William Journal Articles Opinion Papers ISSN-0026-914X English Explains why Catholics are free to believe in evolution and Catholic educators are free to teach evolution. Catholics do not take a fundamentalist approach to the interpretation of scripture. Argues that science and religion are compatible, and that religion has much to offer science in terms of moral issues. (NB) EJ675192 A Catholic Perspective on Religion and Science. Momentum Volume 33 n4 p13-15 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:22 CIJFEB2004

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No Catholic Educators Catholic Schools Evolution Parochial Schools Religious Education Science Education Science Programs Science Projects Sciences Scientific Principles Nelson, Suzanne Journal Articles Opinion Papers ISSN-0026-914X English Author discusses ways in which Catholic educators can incorporate science into religious education. Argues that science and religion both seek the truth, and therefore do not contradict each other. Offers suggestions for making connections between the two, and presents Internet resources for the educator. (Contains nine references and resources.) (NB) EJ675193 Relating Science Discovery to Catholic Teaching in a Parish Setting. Momentum Volume 33 n4 p16-19 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:22 CIJFEB2004

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No Catholic Educators Catholic Schools Church Role Ethics Health Health Programs Medicine Moral Values Parochial Schools Poverty Religious Education Services Place, Michael D. Journal Articles Opinion Papers ISSN-0026-914X English Discusses the role and challenges faced by the Catholic Church in the delivery of health care services. Crucial to the discussion is service to the poor and vulnerable, in spite of budgetary constraints. Commitment to the most vulnerable also shapes the Church's advocacy efforts. Discusses the Catholic role in reproductive services. (Contains seven references.) (NB) EJ675194 Testing the Heritage of Healing. Momentum Volume 33 n4 p20-23 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:22 CIJFEB2004

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No Brain Catholic Educators Catholic Schools Cognitive Processes Learning Theories Parochial Schools Physical Activity Level Religious Education Thinking Skills Water Weber, Jean Marie Journal Articles Opinion Papers Reports - Descriptive ISSN-0026-914X English Argues that physical activity and water can increase brain activity, and hence, learning. Findings of neuroscientists regarding the brain can inform educators. Brain-based teaching emphasizes teamwork, cooperative learning, and global responsibility. Argues against gathering information without relevance. Connects brain-based learning concepts to religious education. (Contains 12 references.) (NB) EJ675195 Brain-Based Teaching/Learning and Implications for Religious Education. Momentum Volume 33 n4 p24-28 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:23 CIJFEB2004

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No Catholic Educators Catholic Schools Parochial Schools Religious Education Science Education Science Programs Science Projects Sciences Scientific Principles Grant, Willie Lois Journal Articles Reports - Descriptive ISSN-0026-914X English Describes grade 5-8 school project designed to collect, preserve, prepare, and observe small items under a microscope. The project aimed to demonstrate the scientific method, as well as to teach students to search for their own questions and answers. Includes listing of materials and projects procedures. (Contains eight references.) (NB) EJ675196 Experiments Help Students Discover "It's a Small World, Isn't It?" Momentum Volume33 n4 p38-39 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:23 CIJFEB2004

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No Catholic Educators Catholic Schools Emotional Development Empathy Evaluation Interpersonal Relationship Moral Values Parochial Schools Religious Education Calfapietra, Elizabeth Journal Articles Opinion Papers ISSN-0026-914X English Argues that compassion trumps assessment and competition in the Catholic educator's classroom. Stresses that no strings can be attached to what the author refers to as teacherly love. Equates this compassion with the teachings of the Gospels. Describes teaching as a call to be an instrument of God's compassion. (Contains three references.) (NB) EJ675197 Beyond Assessment: Compassion as a Challenge to Catholic Teachers. Momentum Volume 33 n4 p40-42 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:23 CIJFEB2004

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No Catholic Educators Catholic Schools Efficiency Energy Energy Conservation Energy Management Parochial Schools Religious Education Hill, Willliam W. Journal Articles Reports - Descriptive ISSN-0026-914X English Describes a project designed to create an energy efficient high school in the diocese of Pittsburgh. The project will save over $850,000 in energy, operations, and maintenance costs over fifteen years. The design improves the physical premises as well by adding windows and eliminating fluorescent lighting. Offers tips for developing similar projects. (NB) EJ675198 Pittsburgh School Gets Energized. Momentum Volume 33 n4 p43-45 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:24 CIJFEB2004

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No Catholic Educators Catholic Schools Guides Parochial Schools Presidents Principals Religious Education School Policy Tuition Grants D'Onofrio, Mark Journal Articles Reports - General ISSN-0026-914X English Describes the major issues tackled by the school board in a New Jersey Diocese. The key areas addressed were: revision and expansion of tuition assistance program, a move to president/principal model of administration for high schools, and overhaul of school policy manuals. Describes characteristics of an effective board. (NB) EJ675199 Three Initiatives from One Outstanding Board. Momentum Volume 33 n4 p49-50 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:24 CIJFEB2004

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No Catholic Educators Catholic Schools Males Mentors Middle School Students Middle Schools Parochial Schools Religious Education Role Models DeMars, T. J. Journal Articles Opinion Papers Reports - General ISSN-0026-914X English Argues that boys are both tribal and individual creatures, and if they are to avoid developing a fragmented self, both these aspects must be nurtured. Charges that contemporary educational institutions must accept responsibility for their share of the fragmenting of the male self. Offers suggestions for teaching discipline and faith to boys in the K-8 school system. (Contains seven references.) (NB) EJ675200 And Our Sons Will Thrive: A Case for the Catholic K-8 School. Momentum Volume 33 n4 p51-54 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:24 CIJFEB2004

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No Beginning Reading Catholic Educators Catholic Schools Directed Reading Activity Parochial Schools Reading Reading Instruction Religious Education Johnson, Patricia M. Journal Articles Reports - General ISSN-0026-914X English Offers ideas for teaching young readers to appreciate books. Suggests creating activities, such as reading contests, book theater, book reviews with a twist, character essays, and game shows. Intended as a starting point to help inspire Catholic educators to come up with more ideas of their own. (NB) EJ675201 Seven Ways Children Will Love Reading. Momentum Volume 33 n4 p55 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:24 CIJFEB2004

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No Catholic Educators Catholic Schools Humanitarianism Justice Moral Values Parochial Schools Religious Education Service Learning Social Environment Social Values Ognibene, Richard Paulli, Kenneth Journal Articles Reports - General ISSN-0026-914X English Details the history of the Catholic Church's involvement in social justice issues from the Second Vatican Council (1962-65) on. Describes social justice programs in schools in the diocese of Albany, New York, as well as other programs. Stresses that social justice activity rises out gratitude for the gift of life and should be seen in the context of spiritual life. (NB) EJ675202 Civic Virtue, Social Justice and Catholic Schools: Part II. Momentum Volume 33 n4 p57-61 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:25 CIJFEB2004

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No Administrators Catholic Educators Catholic Schools Empowerment Mentors Parochial Schools Professional Development Recruitment Religious Education Piermarini, Louis R. Bertin, LaVerne Journal Articles Opinion Papers Reports - General ISSN-0026-914X English Discusses the difficulty Catholic schools face in recruiting Directors of Religious Education (DRE). Suggests that there are not enough skilled DREs to go around. Encourages schools to find talented lay people and mentor and empower them so that they can grow into the position. Presents some model approaches to the recruitment process. (NB) EJ675203 DRE Directions: Recruiting DREs: Are We I.N.T.I.M.E.? Momentum Volume 33 n4 p65-67 Dec 2002 2002-00-00 N/A 2004 7/11/2004 11:42:25 CIJFEB2004

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No Community Colleges Disabilities Postsecondary Education Resources Services Special Education Special Needs Students Two Year Colleges Parker, David R. Shaw, Stan F. McGuire, Joan M. Journal Articles Opinion Papers Reports - Descriptive Ocean County College NJ University of Colorado Boulder ISSN-0894-3907 English Argues that in an era of decreased funding, postsecondary education and occupational services for disabled young adults are disappointing. Recommends using findings in the article to create an evaluation action plan as a routine component in programs targeted towards the disabled as well as any program in higher education. (Contains 22 references.) (MZ) EJ675204 Program Evaluation for Postsecondary Disability Services. Journal of Developmental Education v27 n1 p2-10 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Cultural Differences Diversity (Institutional) Minority Groups Student Diversity Two Year Colleges Boylan, Hunter R. Sutton, E. Michael Anderson, James A. Journal Articles Opinion Papers ISSN-0894-3907 English Argues that a student's intellectual development can be improved by interacting with students of a different ethnic background. Recommends increasing retention of minority students by focusing on developmental education in a systematic way. Also recommends that developmental educators should view diversity in the classroom as a benefit and not a detriment to teaching. (Contains 38 references.) (MZ) EJ675205 Diversity as a Resource in Developmental Education. Journal of Developmental Education v27 n1 p12-17 Fall 2003 2003-00-00 T 2004 7/11/2004 11:42:25 CIJFEB2004

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No Community Colleges Commuter Colleges Commuting Students Educational Development Two Year Colleges Brittenham, Rebecca Cook, Richard Hall, Janet B. Moore-Whitesell, Phyllis Ruhl-Smith, Connie Shafii-Mousavi, Morteza Showalter, Jay Smith, Kenneth White, Karen Journal Articles Reports - Research ISSN-0894-3907 English Compares the outcomes of connected developmental mathematics and writing to those of nonconnected sections at a regional commuter campus at a Midwestern public university, proving that students enrolled in the two connected developmental classes had the highest retention rates. Recommends a holistic approach for institutions that teaches basic skills and encourages social and psychological adjustment. (Contains 25 references.) (MZ) EJ675206 Connections: An Integrated Community of Learners. Journal of Developmental Education v27 n1 p18-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:42:26 CIJFEB2004

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No At Risk Persons Community Colleges High Risk Students Student Attitudes Student Experience Student Projects Two Year Colleges Commander, Nannette Evans Valeri-Gold, Maria Journal Articles Reports - Descriptive ISSN-0894-3907 English Describes a student assignment that asks at-risk students to write letters to college freshmen on how to succeed in college. Explores ten common themes in the letters. Recommends the project because it is a good writing exercise for at-risk students and it is also beneficial for freshmen that can learn the tools needed for success. (Contains 20 references.) (MZ) EJ675207 Ideas in Practice: Letters of Advice from At-Risk Students to Freshmen. Journal of Developmental Education v27 n1 p28-34 Fall 2003 2003-00-00 T 2004 7/11/2004 11:42:26 CIJFEB2004

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No Community Colleges Critical Thinking Learning Strategies Problem Based Learning Two Year Colleges Elders, Linda Paul, Richard Journal Articles Opinion Papers ISSN-0894-3907 English Explores ways to help students take learning seriously and ask critical questions about their studies. Describes strategies for students to raise important questions, to distinguish between one-system and competing-systems disciplines, and how to ask questions about a field of study and textbooks. (MZ) EJ675208 Critical Thinking: Teaching Students How To Study and Learn (Part IV). Journal of Developmental Education v27 n1 p36-37 Fall 2003 2003-00-00 T 2004 7/11/2004 11:42:26 CIJFEB2004

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No Community Colleges Computer Literacy Computer Uses in Education Educational Technology Two Year Colleges Caverly, David C. MacDonald, Lucy Journal Articles Opinion Papers ISSN-0894-3907 English Discusses how technology has changed higher education and how it is important to teach developmental students to effectively use technology to become better students and more effective workers. Describes a variety of portable devices and learning strategy applications. Recommends that developmental educators seriously consider the use of Personal Digital Assistants for their low cost and increasing power. (Contains 26 references.) (MZ) EJ675209 Techtalk: How Technology Has Changed Developmental Education. Journal of Developmental Education v27 n1 p38-39 Fall 2003 2003-00-00 T 2004 7/11/2004 11:42:27 CIJFEB2004

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No Classroom Environment Cultural Awareness Cultural Pluralism Early Childhood Education Educational Practices Learning Centers (Classroom) Multicultural Education Student Diversity Young Children Sutherby, Linda Sauve, Brenda Journal Articles Reports - Descriptive Cultural Sensitivity ISSN-0833-7519 English Provides a sampling of culturally sensitive educational practices in early childhood education programs. Includes suggestions for classroom decor, educational materials, and the following classroom learning centers: dramatic play and prop boxes, blocks and construction, science and cooking, creative art, music and movement, and library. Asserts that representation of the diverse cultures of children and families must be pervasive through the program and its environment. (KB) EJ675210 We All Belong: Making Early Childhood Programs More Culturally Sensitive. Canadian Children v28 n1 p4-8 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Cooperation Early Childhood Education Educational Environment Environmental Education Gardening Interprofessional Relationship Learning Activities Partnerships in Education Preschool Education Reggio Emilia Approach School Community Relationship Young Children Luera, Gail R. Hong, Seong B. Journal Articles Reports - Descriptive Landscape Architecture ISSN-0833-7519 English Describes how the common guiding principles of environment, representation, and collaboration in the disciplines of environmental education, early childhood education, and landscape architecture provided the foundation for a school-based garden project. Shows how the gardening activities and integration of the three philosophies helped to enhance children's individual cognitive development, foster a sense of stewardship of the environment, and provide a link between the school and community. (KB) EJ675211 A Collaborative Long-Term Project: Early Childhood Education, Environmental Education, and Landscape Architecture. Canadian Children v28 n1 p9-15 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Adult Child Relationship Brain Early Childhood Education Media Literacy Neurological Impairments Neuropsychology Parent Child Relationship Preschool Curriculum Teacher Student Relationship Television Viewing Violence Young Children Eastman, Wayne Journal Articles Opinion Papers Brain Development ISSN-0833-7519 English Summarizes research findings on the effect of televised violence on young children's behavior and neurodevelopment. Suggests ways parents can manage their child's television viewing and outlines activities for early childhood educators to incorporate into their curriculum to help children cope with television. Asserts that it is essential that adults promote media literacy skills, empowering children with abilities to deal with images and issues portrayed on television. (KB) EJ675212 Beginnings and Beyond: The Relationship between Television Violence and Neurodevelopment of Young Children. Canadian Children v28 n1 p16-20 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Educational Practices Elementary School Students Grade 3 Individual Differences Models Multiple Intelligences Primary Education Science Education Scientific Concepts Student Evaluation Teacher Student Relationship Theory Practice Relationship Tippett, Chris Journal Articles Reports - Descriptive ISSN-0833-7519 English Examines how allowing Grade 3 students to demonstrate their understanding of science concepts through a variety of responses enables them to use different learning styles or intelligences. Presents examples of the kinds of work used to assess student understanding, including writing-to-learn activities, acrostic poetry, graphic organizers, such as Venn Diagrams, song writing, and cartoon drawing. Includes an appendix describing learning styles models. (KB) EJ675213 Demonstrating Understanding in Science: Connections to Learning Styles. Canadian Children v28 n1 p21-28 Spr 2003 2003-00-00 T 2004 7/11/2004 11:42:28 CIJFEB2004

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No Elementary School Curriculum Elementary School Science Elementary School Students Foreign Countries Grade 1 Insects Primary Education Science Education Scientific Concepts State Standards Whitham, Laurel Killoran, Isabel Journal Articles Reports - Descriptive Project Approach (Katz and Chard) Ontario Canada ISSN-0833-7519 English Describes the Project Approach and how it was used in a Grade 1 exploration of Painted Lady butterflies in Ontario, Canada. Outlines the students' experience with the project and examines the compatibility of the Project Approach with the Ontario Science and Technology Curriculum document. Maintains that the Project Approach supports and complements the provincial curriculum and provides a meaningful context in which to apply children's skills and dispositions. (Author/KB) EJ675214 Larvae, Ladies and Learning: The Project Approach. Canadian Children v28 n1 p29-34 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Culturally Relevant Education Dyslexia Early Childhood Education Educational Practices Emergent Literacy Family School Relationship Gender Issues Males Peer Acceptance Phonics Popularity Primary Education Second Language Learning Social Differences Socioeconomic Status Young Children Peterson, Shelley Journal Articles Reports - Descriptive ISSN-0833-7519 English Offers ideas for opening up new paths in literacy teaching in early childhood settings. Focuses on the role of phonics in everyday classroom instruction, working with dyslexic children, home reading programs, special concerns about boys' literacy, the impact of inequities in social status in the classroom on children's literacy opportunities, and the impact of socioeconomic status, mother tongue, dialect, and race on early literacy. (Author/KB) EJ675215 New Paths in Early Literacy Teaching and Learning. Canadian Children v28 n1 p35-39 Spr 2003 2003-00-00 T 2004 7/11/2004 11:42:28 CIJFEB2004

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No College Faculty International Educational Exchange Preschool Children Preschool Education Reggio Emilia Approach Ishigaki, Emiko Hannah Journal Articles Reports - Descriptive Italy (Reggio Emilia) Italy ISSN-0833-7519 English Recounts the experiences of a Japanese professor of Early Childhood Education participating in the Canadian delegation of a 6-day study tour in Reggio Emilia, Italy. Includes descriptions of lectures and workshops attended relating to the Reggio Emilia approach. Highlights facilities observed, including an educational materials recycling center, preschools, and infant-toddler centers. (KB) EJ675216 Experiencing the Reggio Emilia Way: Reflections from Japan. Canadian Children v28 n1 p40-43 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Adult Child Relationship Developmentally Appropriate Practices Emotional Experience Foreign Countries International Educational Exchange Preschool Children Preschool Education Program Descriptions Reggio Emilia Approach Student School Relationship Teacher Student Relationship Wien, Carol Anne Journal Articles Reports - Descriptive Reciprocity Belongingness Gifts Italy (Reggio Emilia) Italy ISSN-0833-7519 English Describes an activity in the "Scuola Neruda" in Reggio Emilia, Italy in which 5-year-olds create a school play area for 4-year-olds that will remain as a contribution of their class, focusing on how this gift is a gesture of reciprocity, and therefore truly creative. Recounts a child's selection of a location for her sculpture to illustrate the importance of keeping children embedded in circles of care and belonging. (KB) EJ675217 Scene for a Reflection: Neruda School, Reggio Emilia, Feb. 14th, 2002. Canadian Children v28 n1 p44-45 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Cognitive Processes Infant Behavior Infants Memory Performance Factors Mareschal, Denis Johnson, Mark H. Journal Articles Reports - Research Visual Occlusion Affordance (Cognition) Gaze Patterns Object Characteristics Representational Thinking ISSN-0010-0277 English Tested 4-month-olds' memory for surface feature and location information following brief occlusions. Found that when target objects were images of female faces or monochromatic asterisks, infants increased looking times following changes in identity or color but not changes in location or combinations of feature and location. When objects were images of manipulable toys, infants increased looking time following location change but not identity change or location and identity information. (Author/KB) EJ675218 The "What" and "Where" of Object Representations in Infancy. Cognition v88 n3 p259-76 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Development Error Patterns Expectation Infant Behavior Infants Memory Performance Factors Problem Solving Aguiar, Adrea Baillargeon, Renee Journal Articles Reports - Research Containment Perseveration ISSN-0010-0277 English Five experiments demonstrated that 6.5-month-olds perseverated in a violation-of-expectation task to examine reasoning about width information in containment events. After watching a familiarization event in which a ball was lowered into a wide container, infants failed to detect the violation when the same ball was lowered into a container half as wide as the ball. A problem-solving account of perseverative errors in means-end tasks was used to interpret results. (Author/KB) EJ675219 Perseverative Responding in a Violation-of-Expectation Task in 6.5-Month-Old Infants. Cognition v88 n3 p277-316 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Child Language Cognitive Development Comprehension Developmental Stages Early Experience Expressive Language Infants Language Acquisition Performance Factors Syntax Toddlers Tomasello, Michael Akhtar, Nameera Journal Articles Opinion Papers Priming Effects Semantic Priming ISSN-0010-0277 English Presents evidence that the supposed paradox in which infants find abstract patterns in speech-like stimuli whereas even some preschoolers struggle to find abstract syntactic patterns within meaningful language is no paradox. Asserts that all research evidence shows that young children's syntactic constructions become abstract in a piecemeal fashion, based on what children have heard in the input for each of the constructions. (KB) EJ675220 What Paradox? A Response to Naigles (2002). Cognition v88 n3 p317-23 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Language Cognitive Development Comprehension Developmental Stages Early Experience Expressive Language Infants Language Acquisition Performance Factors Syntax Toddlers Naigles, Letitia R. Journal Articles Opinion Papers Transitive Verbs ISSN-0010-0277 English Asserts that the posited paradox between infancy and toddlerhood language was not eliminated by Tomasello and Akhtar's appeal to infants' robust statistical learning abilities. Maintains that scrutiny of their studies supports the resolution that abstracting linguistic form is easy for infants and that toddlers find it difficult to integrate abstract forms with meaning. Claims that intermodal preferential looking studies demonstrate that toddlers can distinguish transitive and intratransitive frames. (KB) EJ675221 Paradox Lost? No, Paradox Found! Reply to Tomasello and Akhtar (2003). Cognition v88 n3 p325-29 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Development Infant Behavior Infants Memory Object Permanence Theories Luo, Yuyan Baillargeon, Renee Brueckner, Laura Munakata, Yuko Journal Articles Reports - Research Representational Thinking Search Behavior Visual Occlusion ISSN-0010-0277 English This study examined two alternative interpretations of violation-of-expectation findings that young infants can represent hidden objects. Findings indicated that 5-month-olds succeeded in reasoning about the interaction of a visible and a hidden object even though the 2 objects were never simultaneously visible and a 3- or 4-minute delay preceded the test trials. Results provide evidence for robust representations of hidden objects in young infants. (Author/KB) EJ675222 Reasoning about a Hidden Object after a Delay: Evidence for Robust Representations in 5-Month-Old Infants. Cognition v88 n3 pB23-B32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Age Differences Criteria Cultural Differences Cultural Influences Developmental Stages Foreign Countries Individualism Late Adolescents Parents Sex Differences Values Young Adults Mayseless, Ofra Scharf, Miri Journal Articles Reports - Research Israel United States Collectivism Israel United States ISSN-1520-3247 English Examined conceptions of adulthood among adolescents, emerging adults, and parents of adolescents in Israel. Found widespread support for individualistic criteria for adulthood, such as accepting responsibility for one's actions, deciding on one's own beliefs and values, and becoming financially independent. Found considerable support for collectivist-oriented criteria in the domains of responsible norm-abiding behavior and role transitions. Identified age, gender, and Israeli-U.S. differences. (KB) EJ675223 What Does It Mean To Be an Adult? The Israeli Experience. New Directions for Child and Adolescent Development n100 p5-20 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Cultural Differences Cultural Influences Developmental Stages Foreign Countries Individualism Sex Differences Social Differences Values Young Adults Facio, Alicia Micocci, Fabiana Journal Articles Reports - Research Argentina Collectivism Argentina ISSN-1520-3247 English Examined conceptions of emerging adulthood among Argentinians in their middle twenties. Found wide support for individualistic criteria for adulthood, but also criteria suggesting more collectivistic values. Identified gender, social class origin, and educational attainment differences. Concluded that emerging adulthood is a distinct developmental period in Argentina on the basis of demographic diversity and the fact that most respondents felt that they had not yet reached adulthood. (Author/KB) EJ675224 Emerging Adulthood in Argentina. New Directions for Child and Adolescent Development n100 p21-31 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Beliefs College Students Criteria Cultural Influences Demography Developmental Stages Individualism Life Events Religious Cultural Groups Religious Factors Values Young Adults Nelson, Larry J. Journal Articles Reports - Research Identity Formation Mormons Religious Practices Rites of Passage Collectivism ISSN-1520-3247 English Explored the role of rites of passage in emerging adulthood among Mormon college students. Found that the majority supported individualistic criteria for adulthood, but most also believed that rites of passage specific to their religion were necessary to become an adult. Determined that emerging adulthood is a distinct period of the life course for Mormons but is in a shortened and more structured form shaped by religious beliefs. (Author/KB) EJ675225 Rites of Passage in Emerging Adulthood: Perspectives of Young Mormons. New Directions for Child and Adolescent Development n100 p33-49 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Asian Americans Black Youth Comparative Analysis Criteria Cultural Differences Cultural Influences Developmental Stages Ethnic Groups Hispanic Americans Late Adolescents Life Events Sex Differences Social Differences Whites Young Adults Arnett, Jeffrey Jensen Journal Articles Reports - Research Collectivism Ethnic Differences African Americans ISSN-1520-3247 English Compared conceptions of the transition to adulthood among African Americans, Latinos, Asian Americans and white, European Americans. Found wide support for individualistic criteria for adulthood among the three ethnic groups, but each held culturally distinctive criteria, and all three endorsed collectivistic criteria more widely than European Americans did. Participants who were older, from lower SES families, and had become parents were more likely to feel they had reached adulthood. (Author/KB) EJ675226 Conceptions of the Transition to Adulthood among Emerging Adults in American Ethnic Groups. New Directions for Child and Adolescent Development n100 p63-75 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescent Development Age Differences Criteria Developmental Stages Early Adolescents Foreign Countries Maturity (Individuals) Sex Differences Theories Galambos, Nancy L. Barker, Erin V. Tilton-Weaver, Lauree C. Journal Articles Reports - Research Canada Identity Formation Implicit Theories Canada ISSN-1520-3247 English This study examined implicit theories of immaturity among 345 Canadian sixth- and ninth-graders. Qualitative analysis of adolescents' descriptions of an immature peer revealed six foci to implicit theories of immaturity. The majority of adolescents' descriptions focused on childlike behaviors, silly/goofy behaviors, or on mean/hurtful behaviors. Sixth-graders' theories were more likely to describe childlike behavior, whereas ninth-graders' theories were more likely to describe silly/goofy behavior. (Author/KB) EJ675227 Canadian Adolescents' Implicit Theories of Immaturity: What Does "Childish" Mean? New Directions for Child and Adolescent Development n100 p77-89 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Adult Child Relationship Behavior Patterns Comparative Analysis Context Effect Disabilities Inclusive Schools Peer Relationship Play Preschool Children Preschool Education Teacher Student Relationship Harper, Lawrence V. McCluskey, Karen S. Journal Articles Reports - Research ISSN-0885-2006 English Analyzed free play of 24 preschoolers (3 to 4 years old), half of whom had disabilities. Found that the proportions of time that each child spent interacting with peers and with adults were negatively correlated for 21 of the children. After an adult had initiated an interaction with them, children were less likely to initiate interaction with a peer and more likely to initiate another interaction with an adult. (Author/KB) EJ675228 Teacher-Child and Child-Child Interactions in Inclusive Preschool Settings: Do Adults Inhibit Peer Interactions? Early Childhood Research Quarterly v18 n2 p163-84 2003 2003-00-00 T 2004 7/11/2004 11:42:32 CIJFEB2004

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No Childhood Attitudes Classroom Environment Comparative Analysis Kindergarten Kindergarten Children Peer Relationship Play Preschool Teachers Teacher Student Relationship Harrist, Amanda W. Bradley, K. Denise Journal Articles Reports - Evaluative Classroom Rules Social Exclusion Social Rejection ISSN-0885-2006 English Examined effect of a year-long implementation of a classroom rule in kindergarten classrooms disallowing overt exclusion among classmates. Found that observations and teacher reports did not differ between the six target and four control classes. However, children in target classes reported that they liked each other significantly more at year end, yet reported higher levels of social dissatisfaction than did children in control classes. (Author/KB) EJ675229 "You Can't Say You Can't Play": Intervening in the Process of Social Exclusion in the Kindergarten Classroom. Early Childhood Research Quarterly v18 n2 p185-205 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Assertiveness Child Development Cooperation Factor Analysis Individual Differences Longitudinal Studies Planning Preschool Children Preschool Education Reliability School Readiness Self Control Structural Equation Models Student Responsibility McClelland, Megan M. Morrison, Frederick J. Journal Articles Reports - Research Independent Behavior Organizing Strategies Behavioral Stability Behavioral Variability ISSN-0885-2006 English Examined the nature and stability of teacher ratings of early learning-related social skills in 72 preschoolers (3 to 4 years old) and again 1 year later. Confirmatory factor analysis using structural equation modeling revealed that a construct labeled "learning-related social skills," tapping self-control, cooperation, assertion, and mastery behaviors (including planning, organizing, and self-regulation skills), emerged and showed moderate variability. Ratings were relatively stable over a 1-year period. (Author/KB) EJ675230 The Emergence of Learning-Related Social Skills in Preschool Children. Early Childhood Research Quarterly v18 n2 p206-24 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Comparative Analysis Context Effect Geographic Regions Kindergarten Kindergarten Children Models Preschool Teachers School Readiness Teacher Attitudes Lin, Huey-Ling Lawrence, Frank R. Gorrell, Jeffrey Journal Articles Reports - Research Early Childhood Longitudinal Survey Early Childhood Longitudinal Survey ISSN-0885-2006 English Drew on data from the Early Childhood Longitudinal Study-- Kindergarten cohort 1998-1999 to examine kindergarten teachers' perceptions of children's school readiness. Found a strong emphasis on social aspects of learning. Female teachers valued social aspects of learning more than did males. Younger teachers valued academic skills more than older teachers. Teachers from the South held higher expectations regarding academic preparedness than did those from the rest of the nation. (Author/KB) EJ675231 Kindergarten Teachers' Views of Children's Readiness for School. Early Childhood Research Quarterly v18 n2 p225-37 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Data Analysis Early Childhood Education Evaluation Methods Evaluation Research Models Outcomes of Education Preschool Children Program Evaluation Kreisman, Michele Booth Journal Articles Reports - Evaluative Project Head Start ISSN-0885-2006 English Examined the utility of general growth mixture modeling (GGMM) for evaluating early childhood education programs. Initially, growth mixture modeling procedures identified two growth patterns among Head Start children. However, GGMM procedures found that children with at least 2 years program participation did not have faster achievement growth than children participating for only 1 year. (Author/KB) EJ675232 Evaluating Academic Outcomes of Head Start: An Application of General Growth Mixture Modeling. Early Childhood Research Quarterly v18 n2 p238-54 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Attendance Comparative Analysis Foreign Countries Grade 7 Immigrants Kindergarten Models Student Placement Spiess, C. Katharina Buchel, Felix Wagner, Gert G. Journal Articles Reports - Research Children of Immigrants Germany Germany ISSN-0885-2006 English Examined the relationship between kindergarten attendance and seventh-grade school placement of children in West Germany, differentiating associations for children of citizens from those of immigrants' children. Found a significant relationship between kindergarten attendance and later school placement for children in immigrant households but not for children of German citizens. Controlling for kindergarten attendance changed the significance for other school attainment determinants, such as father's education and household income. (Author/KB) EJ675233 Children's School Placement in Germany: Does Kindergarten Attendance Matter? Early Childhood Research Quarterly v18 n2 p255-70 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Asian Americans Blacks Coping Educational Environment Family Environment High School Students Hispanic Americans Longitudinal Studies Low Income Groups Personality Development Secondary Education Self Esteem Social Support Groups Way, Niobe Robinson, Melissa G. Journal Articles Reports - Research ISSN-0743-5584 English Examined the influence over time of demographic variables and perceived family and friend support and school climate on changes in psychological adjustment among Black, Latino, and Asian American adolescents from low-income families. Found a greater increase in self-esteem in students reporting more positive perceptions of school climate and, unexpectedly, early reports of lower family support. (JPB) EJ675234 A Longitudinal Study of the Effects of Family, Friends, and School Experiences on the Psychological Adjustment of Ethnic Minority, Low-SES Adolescents. Journal of Adolescent Research v18 n4 p324-46 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:34 CIJFEB2004

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No Adolescents Coping High School Students Personality Assessment Personality Development Resilience (Personality) Secondary Education Self Esteem Davey, Maureen Eaker, Dawn Goettler Walters, Lynda Henley Journal Articles Reports - Research ISSN-0743-5584 English Investigated the role of personality variables related to self-worth and coping in the formation of distinct personality profiles for 11th graders. Identified three distinct adolescent personality profiles for coping and self worth. Found that self-worth was related to resource-soliciting mechanisms of extroversion, agreeableness, and openness to new experiences. Positive coping was associated with compensatory mechanisms for adolescents who rated high on disagreeableness and emotional instability. (JPB) EJ675235 Resilience Processes in Adolescents: Personality Profiles, Self-Worth, and Coping. Journal of Adolescent Research v18 n4 p347-62 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:34 CIJFEB2004

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No Adjustment (to Environment) Adolescent Attitudes Attachment Behavior College Students Educational Environment Late Adolescents Parent Child Relationship Parenting Styles Personal Autonomy Sex Differences Student Adjustment Beyers, Wim Goossens, Luc Journal Articles Reports - Research ISSN-0743-5584 English Examined the association between psychological separation and adjustment to university among college students. Found that two dimensions of psychological separation--independence from parents and positive separation feelings--predicted better adjustment to college life. Independence from parents was moderated by grade, gender, and perceived parenting style. (JPB) EJ675236 Psychological Separation and Adjustment to University: Moderating Effects of Gender, Age, and Perceived Parenting Style. Journal of Adolescent Research v18 n4 p363-82 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:34 CIJFEB2004

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No Academic Achievement Athletics Fathers Late Adolescents Mothers Parent Child Relationship Personality Traits Self Esteem Sim, Tick N. Journal Articles Reports - Research ISSN-0743-5584 English Examined links between father and mother character traits and college undergraduates' academic and athletic competence and self-worth. Found that some links between father characteristics and adolescent attributes exist only when mother characteristics are considered. Also found that father characteristics moderated links between mother characteristics and adolescent attributes. (JPB) EJ675237 The Father-Adolescent Relationship in the Context of the Mother-Adolescent Relationship: Exploring Moderating Linkages in a Late-Adolescent Sample in Singapore. Journal of Adolescent Research v18 n4 p383-404 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:34 CIJFEB2004

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No Adolescent Attitudes College Students Eating Disorders Late Adolescents Parent Child Relationship Personality Development Personality Traits Self Efficacy Wheeler, Heather A. Wintre, Maxine Gallander Polivy, Janet Journal Articles Reports - Research ISSN-0743-5584 English Examined the role of female undergraduates' perceived reciprocity in parental relationships, their sense of incompetence, and their identity style and commitment in predicting disordered eating symptoms. Found that disordered eating was related to a sense of incompetence, avoidant identity style, and lack of identity commitments. A lack of a reciprocal parental relationships affected personality variables linked to eating disorders. (JPB) EJ675238 The Association of Low Parent-Adolescent Reciprocity, a Sense of Incompetence, and Identity Confusion with Disordered Eating. Journal of Adolescent Research v18 n4 p405-29 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:35 CIJFEB2004

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No Classroom Environment Cognitive Style Early Childhood Education Field Dependence Independence Individual Differences Teacher Education Teacher Student Relationship Young Children Saracho, Olivia N. Information Analyses Journal Articles Cognitive Flexibility Cognitive Matching Matching (Teaching to Learners) ISSN-0300-4430 English Describes how the field dependence independence dimension of cognitive style affects teachers' instructional behaviors and students' learning behaviors, and how interaction of teachers' and students' cognitive styles creates different learning environments. Discusses matching alternatives, focusing on identical cognitive style matching and performance cognitive style matching. Asserts that early childhood teacher education programs can support cognitive flexibility, whereby teachers become sensitive to their students' cognitive styles rather than their own. (KB) EJ675239 Matching Teachers' and Students' Cognitive Styles. Early Child Development and Care v173 n2-3 p161-73 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Early Childhood Education Educational Innovation Educational Practices Educational Technology Educational Trends Emergent Literacy Inclusive Schools Instructional Innovation Integrated Curriculum Partnerships in Education Preschool Curriculum Transitional Programs Trend Analysis Young Children Saracho, Olivia N. Spodek, Bernard Journal Articles Reports - Descriptive ISSN-0300-4430 English Examines recent trends in early childhood education practice: the education of all children in inclusive classes, the management of vertical and horizontal transitions, the emergence of early childhood education and care programs, the development of school-family-community partnerships, the emphasis on language learning and emergent literacy, the integration of classroom learning, and the application of technology. Concludes that it is important to determine an innovation's worth and applicability before adoption. (KB) EJ675240 Recent Trends and Innovations in the Early Childhood Education Curriculum. Early Child Development and Care v173 n2-3 p175-83 Jun 2003 2003-00-00 T 2004 7/11/2004 11:42:35 CIJFEB2004

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No Child Development Early Experience Elementary School Students Emotional Adjustment Emotional Experience Kinesthetic Methods Kinesthetic Perception Music Primary Education Therapy Visualization Krazon, Katarzyna Journal Articles Reports - Descriptive ISSN-0300-4430 English Presents music-enhanced kinesthetic visualization therapeutic methods to assist young children in coping with problems and to enhance their development. Highlights results from 9 therapy sessions over 2 months with 6 third graders that illustrate positive growth in emotional, social, and motor development. Shows how organized intersemiotic motoric play allows teachers to differentiate various layers of kinetic communication among children. (KB) EJ675241 Kinesthetic Strategy of Diagnosis and Support To Aid Children's Development. Early Child Development and Care v173 n2-3 p193-205 Jun 2003 2003-00-00 T 2004 7/11/2004 11:42:36 CIJFEB2004

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No Adults Age Groups Comparative Analysis Environmental Influences Foreign Countries Freehand Drawing Memory Play Recreation Sandberg, Anette Journal Articles Reports - Research Autobiographical Recall Sweden Childhood Experiences Identity Formation Place Identity Retrospective Studies (Psychology) Sweden ISSN-0300-4430 English This retrospective study examined play memories from childhood to adulthood of 478 university students between ages 20 and 62 as exhibited in drawings of play memories and questionnaire responses. The study focused on the role of the physical environment and place identity in play memories and individual identity development. Findings showed that the age range 7 to 12 years had a special importance in play memories from specific places. (KB) EJ675242 Play Memories and Place Identity. Early Child Development and Care v173 n2-3 p207-21 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Early Childhood Education Emotional Experience Interviews Memory Mothers Parent Child Relationship Personal Narratives Preschool Children Recall (Psychology) Researchers de Roten, Yves Favez, Nicolas Drapeau, Martin Stern, Daniel N. Journal Articles Reports - Research Autobiographical Recall Interviewer Effects ISSN-0300-4430 English Examined the relationship between emotions and the autobiographical narratives of 3- to 5-year-olds. Found that the expression of emotions congruent to events in a laboratory scenario involving separation of two friends was not related to narrative content apart from the specific separation event. Narratives were longer and emotional content more elaborate when mothers interviewed their children than when experimenters interviewed them. (Author/KB) EJ675243 Two Studies on Autobiographical Narratives about an Emotional Event by Preschoolers: Influence of the Emotions Experienced and the Affective Closeness with the Interlocutor. Early Child Development and Care v173 n2-3 p237-48 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Childhood Attitudes Cooperation Interviews Observation Peer Relationship Preschool Children Preschool Education Preschool Teachers Self Concept Self Efficacy Self Esteem Sex Differences Teacher Student Relationship Colwell, Malinda J. Lindsey, Eric W. Journal Articles Reports - Research Relationship Quality ISSN-0300-4430 English Examined qualitative characteristics of teacher-child interaction and how they are related to preschoolers' perceptions of self and peers. Found that girls spent more time interacting with teachers than boys, and had more cooperative and positive interactions with teachers than did boys. Found that the quality of teacher-child interaction was differentially linked to boys' and girls' self-perceptions and perceptions of peers. (Author/KB) EJ675244 Teacher-Child Interactions and Preschool Children's Perceptions of Self and Peers. Early Child Development and Care v173 n2-3 p249-58 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Foreign Countries Nursery Schools Parent School Relationship Preschool Children Preschool Education Preschool Teachers Student Adjustment Teacher Role Teacher Student Relationship Kontopoulou, Melanthia Journal Articles Reports - Research Greece Greece ISSN-0300-4430 English This study investigated 100 Greek nursery school teachers' views on children's transition to nursery school and the difficulties children face during adjustment. Findings indicated that although 70 percent of teachers reported 1 to 4 "difficult" children, problems were attributed primarily to family and social environments. Findings highlighted the need to better prepare nursery school teachers to identify adjustment difficulties, to work effectively with parents, and to help children adjust. (Author/KB) EJ675245 Adjustment Difficulties in Preschool Education: Greek Educators' Aspects. Early Child Development and Care v173 n2-3 p259-69 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Child Language Educationally Disadvantaged Foreign Countries Language Skills Learning Readiness Preschool Children Preschool Curriculum Preschool Education Surveys Vocabulary Naude, H. Pretorius, E. Viljoen, J. Journal Articles Reports - Research South Africa South Africa ISSN-0300-4430 English Details an investigation of language development and subsequent readiness to learn of preschoolers in a disadvantaged Griqua community in South Africa. Notes that preschoolers revealed a relative lack of verbal fluency, associative reasoning, and relational thinking skills, and had a restricted vocabulary. Argues that inadequate language development hampers readiness to learn in the formal teaching situation. Recommends transforming the preschool curriculum to enhance language-based thinking skills. (Author/KB) EJ675246 The Impact of Impoverished Language Development on Preschoolers' Readiness-To-Learn during the Foundation Phase. Early Child Development and Care v173 n2-3 p271-91 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Practices Language Skills Mathematics Instruction Preschool Children Preschool Curriculum Preschool Education Naude, H. Pretorius, E. Vandeyar, S. Journal Articles Reports - Research Cognitive Academic Language Proficiency ISSN-0300-4430 English Details a study of the ways that limited language proficiency affected learners' readiness for mathematics instruction among disadvantaged preschoolers within a Griqua community in South Africa. Notes a link between limited language proficiency and nonreadiness for foundation level mathematics due to limited thinking skills, which constitute limited cognitive academic language proficiency. Proposes a program for teaching mathematics to foundation level learners with limited language proficiency. (Author/KB) EJ675247 Teacher Professionalism--An Innovative Programme for Teaching Mathematics to Foundation Level Learners with Limited Language Proficiency. Early Child Development and Care v173 n2-3 p293-315 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Disabilities Down Syndrome Early Experience Infants Modeling (Psychology) Motor Development Observational Learning Outcomes of Treatment Parents as Teachers Psychomotor Skills Sanz Aparicio, Maria Teresa Menendez Balana, Javier Journal Articles Reports - Research ISSN-0300-4430 English Compared effectiveness of modeling from a clinician to that of written instructions to train parents to use a motor stimulation program with their infants with Down syndrome. Obtained motor development quotients prior to the program and at 6, 12, 18, and 24 months. Found that infants of parents trained by modeling obtained higher motor developmental quotients at all follow-up assessments than did infants of parents who received written instructions. (KB) EJ675248 Early Learning in Psychomotor Training of Down's Syndrome. Early Child Development and Care v173 n2-3 p317-21 Jun 2003 2003-00-00 T 2004 7/11/2004 11:42:38 CIJFEB2004

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No Child Rearing Cognitive Development Competence Dutch Educational Attainment Ethnicity Family Characteristics Foreign Countries Immigrants Language Minorities Longitudinal Studies Models Parent Background Parent Child Relationship Predictor Variables Structural Equation Models Young Children Driessen, Geert W. J. M. Journal Articles Reports - Research Netherlands Netherlands ISSN-0300-4430 English A model of family, child, and parental childrearing characteristics was developed and tested for predicting the cognitive competence in a sample of 10,774 six-year-olds from The Netherlands. Results of LISREL analyses showed that parent education level played a central role in explaining differences in children's cognitive competence. Family ethnic origin, use of Dutch in the home, and parental level of mastery of the Dutch language were also of influence. (Author/KB) EJ675249 Family and Child Characteristics, Child-Rearing Factors, and Cognitive Competence of Young Children. Early Child Development and Care v173 n2-3 p323-39 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Disabilities Dyslexia Early Childhood Education Interviews Motivation Parent Child Relationship Parents Participant Satisfaction Social Support Groups Young Children Bull, Leona Journal Articles Reports - Research ISSN-0300-4430 English Interviewed parents of children with dyslexia to determine principal reasons for attending support groups. Identified: (1) information seekers attending support groups for education and research on their child's learning difficulties who integrated advice/information to offer educational/emotional support to their children; (2) parents attending as a result of professional recommendation only; and (3) emotional support seekers. Found that information-seeking parents reported greater satisfaction with support group experiences than other groups. (Author/KB) EJ675250 The Use of Support Groups by Parents of Children with Dyslexia. Early Child Development and Care v173 n2-3 p341-47 Jun 2003 2003-00-00 T 2004 7/11/2004 11:42:38 CIJFEB2004

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No Adults Anxiety Depression (Psychology) Drug Addiction Foreign Countries Health Mental Health Mothers Parent Child Relationship Pregnancy Smoking Young Children Bull, Leona Burke, Ronan Walsh, Siobhan Whitehead, Emma Journal Articles Reports - Research England Nicotine United Kingdom (England) ISSN-0300-4430 English Examined attitudes toward smoking, current smoking behavior, mental health difficulties, and nicotine addiction among 38 pregnant women, mothers of young children, and their partners in East Surrey, England. Found that 11 female respondents presented symptoms of depression, anxiety, or social dysfunction. Smokers did not differ from ex-smokers or non-smokers in terms of mental health difficulties. Smokers' mental health screening scores were related to level of nicotine dependence. (Author/KB) EJ675251 Smoking in Pregnancy and Parenthood: What Is the Role of Depression, Anxiety and Nicotine Addiction? Early Child Development and Care v173 n2-3 p349-56 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Cognitive Processes Infants Visual Discrimination Visual Perception Visual Stimuli Farroni, Teresa Mansfield, Eileen M. Lai, Carlo Johnson, Mark H. Journal Articles Reports - Research Gaze Patterns Visual Cues ISSN-0022-0965 English Three studies investigated whether eye gaze cueing in 4-month-old infants is the result of a domain-specific module or reflects the activity of domain-general processes. In two of three experiments, infants perceived apparent motion of the pupils, and this directly elicited saccades, but only when this motion was preceded by a period of direct mutual gaze, suggesting the cue-driven effects are broader than those for target-driven effects. (JPB) EJ675252 Infants Perceiving and Acting on the Eyes: Tests of an Evolutionary Hypothesis. Journal of Experimental Child Psychology v85 n3 p199-212 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Females Interpersonal Competence Moral Development Moral Values Preschool Children Preschool Education Sex Differences Social Cognition Teacher Attitudes Theories Hawley, Patricia H. Journal Articles Reports - Research ISSN-0022-0965 English Assessed the relationship between moral reasoning, moral affect, social problem solving skills, and social preferences in preschool children. Found that girls who scored highest for relational aggression also rated highest for moral maturity, suggesting an evolutionary theory in which effective resource controllers would be simultaneously aggressive and aware of moral boundaries. (JPB) EJ675253 Strategies of Control, Aggression, and Morality in Preschoolers: An Evolutionary Perspective. Journal of Experimental Child Psychology v85 n3 p213-35 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:39 CIJFEB2004

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No Cognitive Development Cognitive Tests Performance Factors Preschool Children Preschool Education Thinking Skills Keenan, Thomas Ellis, Bruce J. Journal Articles Reports - Research False Beliefs ISSN-0022-0965 English Two studies examined how task content that activates predator-avoidance affects preschool children's performance on a false-belief task. Findings indicated that the proportion of correct answers on the playmate-avoidance task was greater than that for the predator-avoidance task, suggesting that activation of the predator-avoidance system generates prepotent response patterns that pre-empt full consideration of the mental states of prey characters in false-belief stories. (JPB) EJ675254 Children's Performance on a False-belief Task Is Impaired by Activation of an Evolutionarily-Canalized Response System. Journal of Experimental Child Psychology v85 n3 p236-56 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Dating (Social) Early Adolescents Longitudinal Studies Middle School Students Peer Relationship Popularity Sex Differences Social Life Pellegrini, Anthony D. Long, Jeffrey D. Journal Articles Reports - Research ISSN-0022-0965 English This longitudinal study examined the ways middle school peer groups become sexually integrated and the factors that predict dating popularity. Findings indicated that although groups did not become more integrated with time, changes in peer group sexual integration co-varied with dating popularity. Findings also showed that dominance-related strategies were more important for boys, while relational aggression strategies were more important for girls. (JPB) EJ675255 A Sexual Selection Theory Longitudinal Analysis of Sexual Segregation and Integration in Early Adolescence. Journal of Experimental Child Psychology v85 n3 p257-78 Jul 2003 2003-00-00 T 2004 7/11/2004 11:42:40 CIJFEB2004

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No Case Records Child Welfare Children Community Programs Community Services Data Collection Health Services Needs Assessment Research Methodology Urban Areas Welfare Services Melamid, Elan Brodbar, Gabriel Journal Articles Reports - Research ISSN-0009-4021 English This article presents results from an outcomes-based needs assessment in an urban child welfare service district. The assessment's methodology emphasized consistent data collection from actual case records and explicitly included line staff and clients in the planning process. It was concluded that such reviews could benefit a variety of community-based child welfare, health, and education systems, although implementing identified service strategies could be challenging. (Author/KB) EJ675256 Matching Needs and Services: An Assessment Tool for Community-Based Service Systems. Child Welfare v82 n4 p397-412 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:42:40 CIJFEB2004

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No At Risk Persons Child Abuse Child Neglect Child Welfare Children Client Characteristics (Human Services) Comparative Analysis Family Characteristics Family Environment Family Programs Foreign Countries Longitudinal Studies Outcomes of Treatment Parent Background Program Evaluation Referral de Paul, Joaquin Arruabarrena, Ignacia Journal Articles Reports - Evaluative Spain Spain ISSN-0009-4021 English Evaluated over 6 years a comprehensive treatment program for abusive families in Spain. Findings were similar to those obtained for similar programs in the United States and other developed countries. Lowest success rates were found for neglectful and abusive-neglectful families. Dropout and nondropout families differed in presence of alcohol problems and childhood out-of-home care. Rehabilitated and nonrehabilitated families differed in several respects, including time until referral to treatment. (Author/KB) EJ675257 Evaluation of a Treatment Program for Abusive and High-Risk Families in Spain. Child Welfare v82 n4 p413-42 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Adolescents At Risk Persons Child Abuse Child Welfare Comparative Analysis Models Program Content Program Descriptions Program Design Program Effectiveness Youth Problems Youth Programs Cameron, Gary Karabanow, Jeff Information Analyses Journal Articles Child Protection Risk Factors ISSN-0009-4021 English Compares rationales and outcome research for five areas of programming for maltreated and other at-risk adolescents: adolescent competence and skills development programs, family- and parent-focused programs, social integration programs, multiple component programs, and neighborhood transformation programs. Finds that several program models have demonstrated or potential benefits for at-risk youth and families, and recommends that helping strategies support positive social connections and youth empowerment consistent with developmental priorities. (Author/KB) EJ675258 The Nature and Effectiveness of Program Models for Adolescents at Risk of Entering the Formal Child Protection System. Child Welfare v82 n4 p443-74 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Aspiration Adolescents Child Advocacy Child Welfare Educational Experience Foster Care Foster Children Independent Living McMillen, Curtis Auslander, Wendy Elze, Diane White, Tony Thompson, Ronald Journal Articles Reports - Research ISSN-0009-4021 English Documented school experiences of youth referred for independent-living preparation from foster care system in one Midwestern county. Found that 73 percent had been suspended at least once, and 16 percent had been expelled. Fifty-eight percent had failed a class in the past year, and 29 percent had been in physical fights with students. Seventy percent had college aspirations. Findings support the need for a system of education advocates. (Author/KB) EJ675259 Educational Experiences and Aspirations of Older Youth in Foster Care. Child Welfare v82 n4 p475-95 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:42:41 CIJFEB2004

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No Depression (Psychology) Early Adolescents Emotional Experience Emotional Problems Family (Sociological Unit) Family Environment Family Problems Family Relationship Parents Sex Differences Sarigiani, Pamela A. Heath, Phyllis A. Camarena, Phame M. Journal Articles Reports - Research Childhood Depression Mood Disorders ISSN-0272-4316 English Examined the links between young adolescents' everyday experiences and parental depressed mood. Found that adolescents with depressed parents, especially girls, reported less positive mood when with their families. Identified characteristics that distinguished between adolescents with depressed parents who themselves were experiencing elevated depressed mood and adolescents who did not show elevated depressed mood. (Author) EJ675260 The Significance of Parental Depressed Mood for Young Adolescents' Emotional and Family Experiences. Journal of Early Adolescence v23 n3 p241-67 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Early Adolescents Factor Structure Models Personality Personality Development Personality Studies Personality Traits Sex Differences Sex Role Kim, Sooyeon Brody, Gene H. Murry, Velma McBride Journal Articles Reports - Research Confirmatory Factor Analysis ISSN-0272-4316 English Applied confirmatory factor analysis in a test of alternative factor models and measurement invariance across gender groups, using data from the Early Adolescent Temperament Questionnaire focusing on shyness, high-intensity pleasure, activity level, attention, irritability, and fear. Found that factor models based on composite indicators showed better overall model fit than did those based on single items. (Author) EJ675261 Factor Structure of the Early Adolescent Temperament Questionnaire and Measurement Invariance across Gender. Journal of Early Adolescence v23 n3 p268-94 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Attitudes Adolescent Behavior Antisocial Behavior Early Adolescents Family (Sociological Unit) High Risk Students Longitudinal Studies Peer Groups Peer Influence Predictor Variables Sexuality Substance Abuse French, Doran C. Dishion, Thomas J. Journal Articles Reports - Research Family Dynamics Sexual Relationships Deviance ISSN-0272-4316 English Assessed the characteristics that predicted the timing of first sexual intercourse in high-risk adolescents. Employed event history analyses and defined predictor variables using multimethod and multiagent assessments. Found that precocious sexual initiative can be understood using models of the etiology of other problem behavior, and that deviant-peer involvement is a salient dimension of this trajectory. (Author) EJ675262 Predictors of Early Initiation of Sexual Intercourse among High-Risk Adolescents. Journal of Early Adolescence v23 n3 p295-315 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Child Rearing Dating (Social) Early Adolescents Emotional Adjustment Family (Sociological Unit) Family Relationship Foreign Countries Marital Instability Sex Role Doyle, Anna Beth Brendgen, Mara Markiewicz, Dorothy Kamkar, Katy Journal Articles Reports - Research Canada Romantic Relationship Canada ISSN-0272-4316 English The role of adolescents' family relationships as moderators of the negative associations between early steady dating and adjustment was investigated. As predicted, negative associations between early steady dating and adjustment were moderated by family factors and gender. Findings suggest that success in prior relationships contributes to adolescents' abilities to cope with later developmental challenges. (Author) EJ675263 Family Relationships as Moderators of the Association between Romantic Relationships and Adjustment in Early Adolescence. Journal of Early Adolescence v23 n3 p316-40 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Adopted Children Adoption Comparative Analysis Cross Sectional Studies Interviews Longitudinal Studies National Surveys Participant Characteristics Questionnaires Research Methodology Research Problems Fan, Xitao Miller, Brent C. Christensen, Mathew Park, Kyung-Eun Grotevant, Harold D. van Dulmen, Manfred Dunbar, Nora Bayley, Bruce Journal Articles Reports - Research Respondent Behavior National Longitudinal Study of Adolescent Health National Longitudinal Study of Adolescent Health ISSN-1092-6755 English Analyzed data from two data sets in the National Longitudinal Study of Adolescent Health Wave I to identify discrepancies between in-school questionnaire and in-home interview results. Identified a group of "jokester" adolescents likely to have identified themselves as adoptees, when they were not. Found evidence suggesting that this group provided extreme responses to questions about delinquency. Concluded that previously reported differences between adopted and non-adopted adolescents were overstated. (Author/KB) EJ675264 Questionnaire and Interview Inconsistencies Exaggerated Differences between Adopted and Non-Adopted Adolescents in a National Sample. Adoption Quarterly v6 n2 p7-27 2002 2002-00-00 T 2004 2016-11-21

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No Academic Aspiration Adolescent Attitudes Adolescents Adoption Comparative Analysis Decision Making Early Parenthood Family Characteristics Family Relationship Grade Point Average Knowledge Level Peer Relationship Pregnant Students Questionnaires Religious Factors Unwed Mothers Values Moore, Nelwyn B. Davidson, J. Kenneth, Sr. Journal Articles Reports - Research Religiosity ISSN-1092-6755 English Administered an anonymous questionnaire to pregnant adolescents living at a residential facility in a southwestern city while they were in the process of deciding whether to keep their infant or place it for adoption. Found that contextual variables influenced the choice of placing for adoption, including family background and interaction patterns, religious values, cognitive factors, and peer relationships. (Author/KB) EJ675265 A Profile of Adoption Placers: Perceptions of Pregnant Teens during the Decision-Making Process. Adoption Quarterly v6 n2 p29-41 2002 2002-00-00 T 2004 2016-11-21

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No Adopted Children Adoption Attention Control Attention Deficit Disorders Behavior Problems Child Behavior Comparative Analysis Emotional Development Foreign Countries Institutionalized Persons Physical Activity Level Social Behavior Young Children Kadlec, Mary Beth Cermak, Sharon A. Journal Articles Reports - Research Quality of Care Romania International Adoption Orphanages Orphans Romania ISSN-1092-6755 English Compared activity and behaviors of 36- to 82-month-olds adopted from Romanian orphanages and with varying lengths of institutionalization (more than 6 months or less than 2 months) with those of age- and gender-matched American-born control groups. Found that each Romanian group exhibited more problems in activity level, organization, and social-emotional behaviors than its matched control group, indicating persisting effects of early deprivation on activity level, organization, and social-emotional behaviors. (Author/KB) EJ675266 Activity Level, Organization, and Social-Emotional Behaviors in Post-Institutionalized Children. Adoption Quarterly v6 n2 p43-57 2002 2002-00-00 T 2004 2016-11-23

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No Adopted Children Adoption Behavior Problems Counseling Effectiveness Counseling Services Emotional Problems Foster Care Foster Children Intervention Outcomes of Treatment Parent Education Pilot Projects Kriebel, Dawn Kastanek Wigfield, Allan Reilly, Debbie Krebs, Madeleine Marklin, Jeanne Journal Articles Reports - Evaluative Permanency Planning (Foster Care) ISSN-1092-6755 English A pilot study examined effects of pre- and peri-adoption therapy on adoptive placements of 13 children who had been in foster care and who had been identified as "emotionally unstable." Intervention included counseling with licensed therapists and other services, such as parent education to ease the transition into permanency. Findings suggested that the intervention was beneficial for some of the children and families who completed it. (Author/KB) EJ675267 Preparing for Change: Results from a Therapeutic Intervention with Foster Children in the Midst of Permanency Planning. Adoption Quarterly v6 n2 p59-65 2002 2002-00-00 T 2004 2016-11-23

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No Adults Age Differences Children Cognitive Development Inferences Physics Heyman, Gail D. Phillips, Ann T. Gelman, Susan A. Journal Articles Reports - Research Domain Specific Thinking ISSN-0010-0277 English Examined reasoning about physics principles within and across ontological kinds among 5- and 7-year-olds and adults. Found that all age groups tended to appropriately generalize what they learned across ontological kinds. Children assumed that principles learned with reference to one ontological kind were more likely to apply within that kind than to another kind. Five-year-olds projected concepts learned about people to a greater extent than principles learned about objects. (Author/KB) EJ675268 Children's Reasoning about Physics within and across Ontological Kinds. Cognition v89 n1 p43-61 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Discrimination Learning Infant Behavior Infants Number Concepts Numeracy Performance Factors Xu, Fei Journal Articles Reports - Research Numerosity Discrimination Representational Response Representational Thinking ISSN-0010-0277 English Two experiments compared 6-month-olds' numerosity discrimination performance on both large numbers and small numbers with both total filled area and total contour length controlled. Results showed that infants succeeded in discriminating 4 from 8 elements, but failed to discriminate 2 from 4 elements, providing evidence for the existence of two systems of number representations in infancy. (Author/KB) EJ675269 Numerosity Discrimination in Infants: Evidence for Two Systems of Representations. Cognition v89 n1 pB15-B25 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Autism Children Comparative Analysis Disabilities Eye Contact Perceptual Development Performance Factors Visual Perception Senju, Atsushi Yaguchi, Kiyoshi Tojo, Yoshikuni Hasegawa, Toshikazu Journal Articles Reports - Research Gaze Patterns ISSN-0010-0277 English A visual oddball paradigm was used to investigate whether children with high functioning autism had difficulty detecting mutual gaze under experimental conditions. Findings revealed that children with autism were no better at detecting direct gaze than at detecting averted gaze, unlike normal children. Findings suggest that the lack of ability to detect direct gaze might result in altered eye-contact behavior, which hampers subsequent development of social and communicative skills. (Author/KB) EJ675270 Eye Contact Does Not Facilitate Detection in Children with Autism. Cognition v89 n1 pB43-B51 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Algebra College Students Higher Education Knowledge Level Learning Processes Physics Problem Solving Scientific Principles Trigonometry Tutoring Tutors VanLehn, Kurt Siler, Stephanie Murray, Charles Yamauchi, Takashi Baggett, William B. Journal Articles Reports - Research Explanations Knowledge Acquisition Teacher Explanation ISSN-0737-0008 English Compared tutoring episodes where tutoring did and did not cause learning in university physics students to inform design of intelligent tutoring systems. Found that when students were not at an impasse, learning was uncommon regardless of the tutorial explanations employed. When students were at an impasse, tutorial explanations were sometimes associated with learning. Different types of explanations were associated with learning different types of knowledge. (Author/KB) EJ675271 Why Do Only Some Events Cause Learning during Human Tutoring? Cognition and Instruction v21 n3 p209-49 2003 2003-00-00 T 2004 2016-11-21

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No College Students Comparative Analysis Performance Factors Predictor Variables Protocol Analysis Reading Comprehension Reading Skills Reading Strategies Student Evaluation Young Adults Magliano, Joseph P. Millis, Keith K. Journal Articles Reports - Research Latent Semantic Analysis Research Replication ISSN-0737-0008 English Two studies examined the viability of assessing reading strategies using a think-aloud protocol combined with latent semantic analysis (LSA). Findings demonstrated that the responses of less-skilled readers semantically overlapped more with focal sentences than with causal antecedent sentences, whereas skilled readers' responses overlapped with these sentences equally. Extent that semantic overlap exceeded focal sentences predicted reading skill. Semantic overlap predicted recall for silently read stories. (Author/KB) EJ675272 Assessing Reading Skill with a Think-Aloud Procedure and Latent Semantic Analysis. Cognition and Instruction v21 n3 p251-83 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Development Concept Formation Elementary Education Elementary School Mathematics Elementary School Students Field Tests Grade 4 Knowledge Level Learning Strategies Mathematical Concepts Mathematics Curriculum Scaffolding (Teaching Technique) Spatial Ability Sarama, Julie Clements, Douglas H. Swaminathan, Sudha McMillen, Sue Gonzalez Gomez, Rosa M. Journal Articles Reports - Research Coordinates Grids Rectangles Spatial Tasks ISSN-0737-0008 English Investigated the development among fourth-graders of two-dimensional space concepts within a mathematics unit on grids, coordinates, and rectangles. Found that students' knowledge of grid and coordinate systems related to levels of competence in number sense, spatial-geometric relationships, and the ability to discriminate and integrate the two numbers constituting a coordinate pair and two axes constituting a coordinate plane. Significant learning aids included computer representations and teacher and computer scaffolding. (Author/KB) EJ675273 Development of Mathematical Concepts of Two-Dimensional Space in Grid Environments: An Exploratory Study. Cognition and Instruction v21 n3 p285-324 2003 2003-00-00 T 2004 2016-11-21

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No Anxiety Attribution Theory Beliefs Childhood Attitudes Children Competence Depression (Psychology) Early Adolescents Interpersonal Competence Longitudinal Studies Models Predictor Variables Self Concept Self Esteem Pomerantz, Eva M. Rudolph, Karen D. Journal Articles Reports - Research Estimation Mediating Factors Task Uncertainty Emotional Distress ISSN-0009-3920 English This 3-wave longitudinal study spanning 12 months examined the process by which emotional distress contributes to competence estimation in 9- to 13-year-olds. Findings indicated that emotional distress predicted negative beliefs about the self and the world over time; these beliefs in turn predicted decrements in competence estimation over time. Negative views of the self and the world mediated the path from emotional distress to competence underestimation. (Author/KB) EJ675274 What Ensues from Emotional Distress? Implications for Competence Estimation. Child Development v74 n2 p329-45 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Child Language Comparative Analysis Delayed Speech Educational Attainment Family Characteristics Males Otitis Media Predictor Variables Preschool Children Racial Factors Socioeconomic Status Campbell, Thomas F. Dollaghan, Christine A. Rockette, Howard E. Paradise, Jack L. Feldman, Heidi M. Shriberg, Lawrence D. Sabo, Diane L. Kurs-Lasky, Marcia Journal Articles Reports - Research Odds Ratios Risk Factors ISSN-0009-3920 English Compared 100 three-year-olds with speech delay of unknown origin and 539 same-age peers with respect to 6 speech disorder variables; also examined abnormal hearing in a subset of 279 children. Found significant odds ratios only for low maternal education, male sex, and positive family history; a child with all 3 factors was 7.71 times as likely to have a speech delay as a child without any of these factors. (Author/KB) EJ675275 Risk Factors for Speech Delay of Unknown Origin in Three-Year-Old Children. Child Development v74 n2 p346-57 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Children Cognitive Ability Comparative Analysis Dyslexia Emergent Literacy Family Environment Individual Differences Language Skills Models Nonverbal Ability Phoneme Grapheme Correspondence Phonology Reading Skills Vocabulary Development Snowling, Margaret J. Gallagher, Alison Frith, Uta Journal Articles Reports - Research Phonological Processing Risk Factors ISSN-0009-3920 English Followed development of children at family risk for dyslexia from 3 years to 8 years. Found that 66 percent of high-risk group had reading disabilities at age 8 compared with only 13 percent in a control group. However, family risk of dyslexia was continuous. Interpreted findings within a model in which problems in establishing a phonological pathway in dyslexic families may be compensated early by strong language skills. (Author/KB) EJ675276 Family Risk of Dyslexia Is Continuous: Individual Differences in the Precursors of Reading Skill. Child Development v74 n2 p358-73 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Aggression Antisocial Behavior Behavior Problems Child Development Children Longitudinal Studies Models Peer Acceptance Peer Relationship Predictor Variables Social Cognition Dodge, Kenneth A. Lansford, Jennifer E. Burks, Virginia Salzer Beter, John E. Pettit, Gregory S. Fontaine, Reid Price, Joseph M. Journal Articles Reports - Research Social Information Processing Mediating Factors Recursive Models Research Replication ISSN-0009-3920 English Four studies based on two longitudinal investigations examined the relation between social rejection and increased antisocial behavior. Found that early peer rejection (ages 6 to 8) predicted growth in aggression (at ages 10 to 12); findings were replicated in children ages 5 to 8. Rejection exacerbated antisocial development only among children initially disposed toward aggression. Social information-processing patterns mediated partially the effect of early rejection on later aggression. (Author/KB) EJ675277 Peer Rejection and Social Information-Processing Factors in the Development of Aggressive Behavior Problems in Children. Child Development v74 n2 p374-93 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Correlation Genetics Grammar Language Acquisition Longitudinal Studies Models Preschool Children Psycholinguistics Theories Toddlers Twins Vocabulary Development Dionne, Ginette Dale, Philip S. Boivin, Michel Plomin, Robert Journal Articles Reports - Research Developmental Behavioral Genetics Syntactic Bootstrapping ISSN-0009-3920 English Two cohorts of same-sex twin pairs were assessed on grammar and vocabulary. Findings indicated that vocabulary and grammar correlated strongly at 2 and 3 years in both cohorts, with a consistently high genetic correlation between vocabulary and grammar at both ages. Findings suggest that the same genetic influences operate for vocabulary and grammar, a finding incompatible with traditional autonomy hypothesis. (Author/KB) EJ675278 Genetic Evidence for Bidirectional Effects of Early Lexical and Grammatical Development. Child Development v74 n2 p394-412 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Age Differences Aggression Arabs Cognitive Development Comparative Analysis Ethnic Bias Ethnic Groups Ethnic Stereotypes Foreign Countries Islam Jews Judaism Moral Development Muslims Peer Relationship Performance Factors Religious Cultural Groups Sex Differences Stereotypes Theories Value Judgment Pitner, Ronald O. Astor, Ron Avi Benbenishty, Rami Haj-Yahia, Muhammad M. Zeira, Anat Journal Articles Reports - Research Israel Religious Affiliation Student Judgments Cognitive Domain Ethnic Differences Israel ISSN-0009-3920 English Examined effects of negative group stereotypes on reasoning about peer retribution (child hits another child in response to name calling) among 2,604 Arab and Jewish adolescents in Israel. Found evidence that Arab and Jewish students hold stereotypes about one another and that in-group bias affected approval and reasoning about peer retribution only in specific situations. Number of justifications endorsed within social-conventional and personal domains distinguished Arab and Jewish respondents. (Author/KB) EJ675279 The Effects of Group Stereotypes on Adolescents' Reasoning about Peer Retribution. Child Development v74 n2 p413-25 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Childhood Attitudes Children Cognitive Development Cross Sectional Studies Developmental Stages Performance Factors Personal Autonomy Self Concept Social Cognition Burton, Sarah Mitchell, Peter Journal Articles Reports - Research Subjectivity Authority False Beliefs ISSN-0009-3920 English Three studies examined children's understanding of their authority over their self-knowledge. Findings suggest that the shift from reliance on adults to self occurs between 5 and 10 years of age, with parallel development in judging own and other people's self-knowledge. Children between ages 5 and 7 could differentiate between information about the self that was best judged by the self and information that could be judged by others. (Author/KB) EJ675280 Judging Who Knows Best about Yourself: Developmental Change in Citing the Self across Middle Childhood. Child Development v74 n2 p426-43 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Control Children Comparative Analysis Learning Strategies Memory Neuropsychology Perceptual Motor Coordination Performance Factors Reaction Time Sex Differences Sleep Student Behavior Sadeh, Avi Gruber, Reut Raviv, Amiram Journal Articles Reports - Research Neuropsychological Measures Sleep Deprivation ISSN-0009-3920 English Assessed effects of sleep restriction and extension on 9- to 12-year-olds' neurobehavioral functioning. Found that modest sleep restriction led to improved sleep quality but to reduced reported alertness. Children who extended sleep improved significantly from baseline their performance on the digit forward memory test and reaction time on the continuous performance test. Children who restricted or did not change their sleep deteriorated significantly on simple reaction time from baseline. (Author/KB) EJ675281 The Effects of Sleep Restriction and Extension on School-Age Children: What a Difference an Hour Makes. Child Development v74 n2 p444-55 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Emotional Response Individual Differences Infant Behavior Infants Measurement Techniques Research Methodology Stress Variables Ramsay, Douglas Lewis, Michael Journal Articles Reports - Research Emotional Regulation Test Sensitivity Hydrocortisone Timing Infant Distress Adrenocortical Stress Reactivity Response Patterns Childrens Responses Self Regulation ISSN-0009-3920 English Examined relations between reactivity (peak response) and regulation (response dampening) in 6-month-olds' cortisol and behavioral responses to inoculation. Found that reactivity and regulation were unrelated for both cortisol and behavior, suggesting both measures are needed to characterize more accurately infant response to stress. Found considerable variation in timing of the peak cortisol response, suggesting that a single poststressor cortisol sample is not a sensitive measure of cortisol reactivity. (Author/KB) EJ675282 Reactivity and Regulation in Cortisol and Behavioral Responses to Stress. Child Development v74 n2 p456-64 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Adolescents Age Differences Age Groups Behavior Problems Children Cross Sectional Studies Disadvantaged Early Parenthood Family Characteristics Family Influence Longitudinal Studies Mothers Predictor Variables Vocabulary Development Turley, Ruth N. Lopez Journal Articles Reports - Research Risk Factors Causal Influences National Longitudinal Survey of Youth Research Replication National Longitudinal Survey of Youth ISSN-0009-3920 English Data from national sample of 3- to 16-year-olds show that lower test scores and increased behavior problems of children of younger mothers resulted from family background rather than maternal age. For nonfirstborns, maternal age at first birth, not at child's birth, influenced test scores. Disadvantage of children born to younger mothers was reduced when family background was controlled. Maternal age was not important in predicting children's test score improvement. (Author/KB) EJ675283 Are Children of Young Mothers Disadvantaged because of Their Mother's Age or Family Background? Child Development v74 n2 p465-74 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Body Composition Body Height Body Weight College Students Comparative Analysis Cross Sectional Studies Experience Infant Behavior Infants Kindergarten Children Learning Experience Longitudinal Studies Motor Development Predictor Variables Psychomotor Skills Skill Development Walking Adolph, Karen E. Vereijken, Beatrix Shrout, Patrick E. Journal Articles Reports - Research Kinematics Neuromuscular Skills ISSN-0009-3920 English Used kinematic measures to compare relative contributions of growing body dimensions, age, and walking experience in walking skill development in 9- to 17-month-olds, kindergartners, and college students. Found that with increased age, size, and experience, children's steps became longer, narrower, straighter, and more consistent, reflecting a narrower base of support and increasing control over the path of progression. Experience was a stronger predictor of skill improvement than was age. (Author/KB) EJ675284 What Changes in Infant Walking and Why. Child Development v74 n2 p475-97 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Asian American Students Black Students Childhood Attitudes Children Comparative Analysis Concept Formation Cross Sectional Studies Ethnic Stereotypes Hispanic American Students Inferences Perspective Taking Social Cognition White Students McKown, Clark Weinstein, Rhona S. Journal Articles Reports - Research Vignettes African Americans European Americans ISSN-0009-3920 English Examined in 2 studies development and consequences of 6- to 10-year-olds' awareness of others' stereotypes. Findings indicated that children's ability to infer an individual's stereotype and awareness of broadly-held stereotypes increased with age. Academically stigmatized groups (African American and Latino) were more likely to be aware of broadly held stereotypes than non-stigmatized (White and Asian) groups. Stereotype awareness among African American and Latino children influenced cognitive task performance. (Author/KB) EJ675285 The Development and Consequences of Stereotype Consciousness in Middle Childhood. Child Development v74 n2 p498-515 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23 ED498581

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No Academic Ability Children Cognitive Ability Cognitive Development Comparative Analysis Correlation Difficulty Level Error Patterns Performance Factors Preschool Children Social Characteristics Social Cognition Heyman, Gail D. Gee, Caroline L. Giles, Jessica W. Journal Articles Reports - Research Effort Mental Effort ISSN-0009-3920 English Three studies investigated preschoolers' reasoning about ability. Findings suggested sensitivity to mental state information when judging another child's ability, and they perceived positive correlations between effort and academic success, and "niceness" and high academic ability. Comparisons with 9- to 10-year-olds suggest that preschool findings reflect emerging reasoning patterns that persist, but that correlations between effort and academic outcomes and between social and academic traits diminish with age. (Author/KB) EJ675286 Preschool Children's Reasoning about Ability. Child Development v74 n2 p516-34 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Beliefs Classroom Environment Early Adolescents Empathy Foreign Countries Interpersonal Competence Middle School Students Middle School Teachers Peer Acceptance Prosocial Behavior Self Concept Student Attitudes Student Leadership Teacher Attitudes Teacher Behavior Teacher Influence Teacher Student Relationship Withdrawal (Psychology) Chang, Lei Journal Articles Reports - Research Caring China China ISSN-0009-3920 English Examined link between Chinese teachers' beliefs about classroom aggression and withdrawal and their support of middle schoolers, and student behaviors, peer acceptance, and self-perceived social competence. Found that teachers' aversion to aggression and empathy toward withdrawal enhanced self-perceptions of both aggressive and withdrawn children and enforced peer rejection of aggression, but not of social withdrawal. Prosocial leadership influenced social behavior independent of teacher beliefs. (Author/KB) EJ675287 Variable Effects of Children's Aggression, Social Withdrawal, and Prosocial Leadership as Functions of Teacher Beliefs and Behaviors. Child Development v74 n2 p535-48 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Comparative Analysis Concept Formation Concept Mapping Context Effect Cross Sectional Studies Infant Behavior Infants Learning Processes Performance Factors Campbell, Aimee L. Namy, Laura L. Journal Articles Reports - Research Object Naming Referential Communication ISSN-0009-3920 English Examined role of social-referential context in 13- and 18- month-olds' mapping of verbal and nonverbal symbols to object categories. Found that infants at both ages showed evidence of learning both words and sounds when the experimenter produced a label within a familiar naming routine, and failed to learn when labels were emitted from a baby monitor, suggesting that context, not the form per se, determined infants' symbol learning success. (Author/KB) EJ675288 The Role of Social-Referential Context in Verbal and Nonverbal Symbol Learning. Child Development v74 n2 p549-63 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Attention Attention Control Classification Cognitive Development Nouns Novelty (Stimulus Dimension) Preschool Children Theories Yoshida, Hanako Smith, Linda B. Journal Articles Reports - Research Object Characteristics Selective Attention English Speaking Visual Attention Japanese Speaking Word Learning Names ISSN-0009-3920 English Showed English- and Japanese-speaking 3-year-olds novel objects named with either known nouns referring to items similar in shape or material and color, or novel nouns. Found that with known nouns, children attended to shape when names referred to a shape-organized category, but not when names referred to a category organized by other properties. Children generalized novel names by shape. Examined findings within the debate between shape-based and taxonomic categories. (Author/KB) EJ675289 Known and Novel Noun Extensions: Attention at Two Levels of Abstraction. Child Development v74 n2 p564-77 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Behavior Behavior Problems Early Adolescents Longitudinal Studies Parent Child Relationship Parent Influence Peer Influence Predictor Variables Galambos, Nancy L. Barker, Erin T. Almeida, David M. Journal Articles Reports - Research Internalization Parent Control Parent Responsiveness Perceived Control Deviance ISSN-0009-3920 English Examined relative influence of parenting behaviors (support, behavioral control, and psychological control) and deviant peers on trajectories of externalizing and internalizing problems in early adolescence. Found that parents' firm behavioral control seemed to halt the upward trajectory in externalizing problems among adolescents with deviant peers. Initial levels of internalizing problems were higher among adolescents with parents reporting lower levels of behavioral control and among adolescents with deviant peers. (Author/KB) EJ675290 Parents "Do" Matter: Trajectories of Change in Externalizing and Internalizing Problems in Early Adolescence. Child Development v74 n2 p578-94 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Family Communication Foreign Countries Parent Attitudes Parent Child Relationship Parenting Styles Parents Predictor Variables Sex Differences Socialization Traditionalism Values Values Education Knafo, Ariel Schwartz, Shalom H. Journal Articles Reports - Research Family Values Value Sharing Hedonism Israel Parent Responsiveness Accuracy Shared Values Israel ISSN-0009-3920 English Examined potential predictors of Israeli adolescents' accuracy in perceiving parental values. Found that accuracy in perceiving parents' overall value system correlated positively with parents' actual and perceived value agreement and perceived parental warmth and responsiveness, but negatively with perceived value conflict, indifferent parenting, and autocratic parenting in all gender compositions of parent-child dyads. Other associations varied by dyad type. Explored implications for processes underlying accurate value perception. (Author/KB) EJ675291 Parenting and Adolescents' Accuracy in Perceiving Parental Values. Child Development v74 n2 p595-611 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Attachment Behavior Children Comparative Analysis Depression (Psychology) Feedback Individual Differences Peer Relationship Self Concept Self Esteem Social Cognition Theories Cassidy, Jude Ziv, Yair Mehta, Tara G. Feeney, Brooke C. Journal Articles Reports - Research ISSN-0009-3920 English Two experiments examined 12- and 17-year-olds' active selection of quality of feedback they wished from peers. Findings indicated that participants with positive self-perceptions sought feedback that was more positive than participants with negative self-perceptions and sought more positive feedback than expected by chance. Participants with negative self-perceptions sometimes sought feedback that was less positive than expected by chance. Depression and attachment-related measures related to feedback seeking. (Author/KB) EJ675292 Feedback Seeking in Children and Adolescents: Associations with Self-Perceptions, Attachment Representations, and Depression. Child Development v74 n2 p612-28 Mar-Apr 2003 2003-00-00 T 2004 7/11/2004 11:42:50 CIJFEB2004

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No Caregiver Speech Change Cognitive Development Comparative Analysis Concept Formation Interpersonal Relationship Mothers Parent Child Relationship Preschool Children Scientific Concepts Jipson, Jennifer L. Callanan, Maureen A. Journal Articles Reports - Research Conversation Domain Specific Thinking Explanations ISSN-0009-3920 English Two studies explored how mothers and preschoolers talk and reason about events in which biological and nonbiological objects change in size. Analysis of conversations indicated that although mothers discussed events primarily in domain-specific ways when using the term growth, they exhibited some domain blurring in explanations to preschoolers. Analysis of preschoolers' open-ended discussions about objects changing in size suggested that preschoolers have begun to develop domain-specific understandings. (Author/KB) EJ675293 Mother-Child Conversation and Children's Understanding of Biological and Nonbiological Changes in Size. Child Development v74 n2 p629-44 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Cognitive Development Design Developmental Stages Experiments Knowledge Level Performance Factors Problem Solving Young Children Defeyter, Margaret Anne German, Tim P. Journal Articles Reports - Research Cognitive Artifacts Function Concept Functional Properties Mediating Structures Affordance (Cognition) ISSN-0010-0277 English Two experiments yield data suggesting that the structure of children's concept of artifact function changes profoundly between age 5 and 7, with striking effects on problem-solving performance. This effect is not caused by differences in children's knowledge about the typical use of particular tools, but rather, is mediated by the structure of the child's artifact concept, which organizes and deploys the child's knowledge. (Author/KB) EJ675294 Acquiring an Understanding of Design: Evidence from Children's Insight Problem Solving. Cognition v89 n2 p133-55 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Alcohol Abuse American Indian Culture Biculturalism Cultural Maintenance Drinking Drug Abuse Ethnicity Identification (Psychology) Reservation American Indians Traditionalism Herman-Stahl, Mindy Spencer, Donna L. Duncan, Jessica E. Journal Articles Reports - Research South Dakota South Dakota ISSN-0893-5394 English A study examining the links between cultural orientation and substance use surveyed 2,449 American Indians from 9 South Dakota reservations. After controlling for age, gender, education, and employment, biculturalism and low orientation to American Indian culture were associated with higher levels of alcohol abuse but were not correlated with drug abuse. (Contains 47 references.) (TD) EJ675295 The Implications of Cultural Orientation for Substance Use among American Indians. American Indian and Alaska Native Mental Health Research v11 n1 p46-66 2003 2003-00-00 For full text: http://www.uchsc.edu/ai/ncaianmhr/journal/11(1).pdf. T 2004 2016-11-21

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No Acculturation Adult Education Chippewa (Tribe) Community Action Community Cooperation Cultural Education Cultural Maintenance Spirituality Well Being McBride, Beverly A. Journal Articles Reports - Descriptive Healing Sense of Community Traumas ISSN-0893-5394 English The Sault Sainte Marie tribe of Chippewa Indians (Michigan) facilitated community healing through a curriculum that raised awareness of harmful assimilation factors and the impact of oppression and reintroduced creation stories and the clan system to reclaim American Indian cultural identity. Thirty-two persons completed the first round of training and reported being stronger spiritually, emotionally, and mentally. (TD) EJ675296 Aspects of Community Healing: Experiences of the Sault Sainte Marie Tribe of Chippewa Indians. American Indian and Alaska Native Mental Health Research v11 n1 p67-83 2003 2003-00-00 For full text: http://www.uchsc.edu/ai/ncaianmhr/journal/11(1).pdf. T 2004 2016-11-23

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No Access to Education Classification Disadvantaged Foreign Countries Geographic Isolation Models Proximity Public Policy Resource Allocation Rural Areas Socioeconomic Status Transportation Griffith, Dennis A. Journal Articles Reports - Descriptive Access to Services Australia Australia ISSN-1036-0026 English A purely geographic classification is not the best way to measure rural disadvantage in Australia. A service access model is described that incorporates the following elements: population center size; distance, time, and cost of travel to the service center; and a measure of the economic capacity of residents to overcome the cost of travel. (Contains 33 references and related readings.) (TD) EJ675297 Quantifying Access Disadvantage and Gathering Information in Rural and Remote Localities: The Griffith Service Access Frame. Education in Rural Australia v13 n1 p2-23 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Community Attitudes Community Development Disadvantaged Elementary Secondary Education Foreign Countries Geographic Isolation Human Capital Rural Areas Rural Education School Community Relationship School Role Social Capital Social Isolation Squires, Don Journal Articles Opinion Papers Australia Capacity Building Australia ISSN-1036-0026 English Australian rural communities often suffer from psychological isolation in addition to geographic isolation. Human and social capital are powerful antidotes to psychological isolation and are closely dependent on learning. Rural schools can reverse the negative effects of isolation on educational outcomes if they first work on building human and social capacity in the community. (TD) EJ675298 Responding to Isolation and Educational Disadvantage. Education in Rural Australia v13 n1 p24-40 2003 2003-00-00 T 2004 2016-11-23

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No Aboriginal Australians Community Involvement Culturally Relevant Education Elementary Secondary Education Foreign Countries Intercultural Communication Parent Participation Participative Decision Making Politics of Education Power Structure Rural Education School Community Relationship Self Determination Allard, Andrea Sanderson, Von Journal Articles Reports - Research ISSN-1036-0026 English A study examining the educational experiences of Aboriginal students surveyed educators, service providers, and Indigenous residents in a rural South Australian Aboriginal community. Findings indicated a lack of cross-cultural communication. Recommendations revolve around equalizing power differentials between schools and community, and include giving the Aboriginal parent association more control over the educational agenda and funding, and teaching students in the community. (TD) EJ675299 Whose School? Which Community? Education in Rural Australia v13 n1 p41-62 2003 2003-00-00 T 2004 7/11/2004 11:42:52 CIJFEB2004

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No Educational Change Educational Needs Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Research Needs Rural Development Rural Education School Community Relationship Searston, Ivan Journal Articles Opinion Papers Reports - Descriptive ISSN-1036-0026 English School at the Center, a U.S. place-based educational initiative, was successfully trialed in North Queensland (Australia). For place-based education to take root in Australia, place-based educational strategies must be taught in preservice teacher education programs. However, to be seriously considered by teacher education programs, place-based education needs to develop a strong academic and theoretical base. (TD) EJ675300 Where to for Place-Based Learning? Education in Rural Australia v13 n1 p63-72 2003 2003-00-00 T 2004 7/11/2004 11:42:52 CIJFEB2004

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No Citizen Participation Citizenship Education Elections Females Leadership Training Politics Reminiscence State Programs Summer Programs Womens Education Harsh, Sarah Wilmoth Historical Materials Journal Articles Reports - Descriptive Single Sex Programs West Virginia West Virginia ISSN-0099-0159 English Rhododendron Girls' State, a 5-day West Virginia citizenship and leadership program, offers female high school students the opportunity to directly experience the campaign and electoral process. Katie McGee White discusses her experiences as the first Girls' State governor in 1941, her love of politics, and how she encouraged her students to be politically active during her 35-year teaching career. (TD) EJ675301 "Win with Katie McGee": The First Governor of Girls' State Looks Back. Goldenseal v29 n2 p18-24 Sum 2003 2003-00-00 Goldenseal, The Cultural Center, 1900 Kanawha Blvd. East, Charleston, WV 25305-0300, Tel: 304-558-0220 (annual subscription: $17.00). N/A 2004 2016-11-21

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No Access to Health Care Agency Cooperation Disadvantaged Health Personnel Higher Education Medical Education Networks Program Descriptions Recruitment Rural Areas Beachler, Michael Holloman, Curtis Herman, James Journal Articles Reports - Descriptive United States (South) Capacity Building ISSN-0890-765X English The Southern Rural Access Program, a grant program of the Robert Wood Johnson Foundation in eight southern states, funds projects that nurture rural and disadvantaged students in health-care fields; build state, regional, or community capacity to recruit and retain rural health professionals; support rural health networks; and provide loans to rural health care providers. (Contains 24 references.) (SV) EJ675302 Southern Rural Access Program: An Overview. Journal of Rural Health v19 suppl p301-07 2003 2003-00-00 T 2004 2016-11-23

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No Access to Health Care Health Personnel Incentives Loan Repayment Medical Education Physicians Recruitment Rural Areas Scholarships State Programs Jackson, Jodie Shannon, C. Ken Pathman, Donald E. Mason, Elaine Nemitz, James W. Journal Articles Reports - Evaluative Loan Forgiveness West Virginia West Virginia ISSN-0890-765X English Four West Virginia programs provided scholarships and student-loan repayment to physicians practicing in underserved rural areas. Among 151 obligated and nonobligated physicians surveyed, obligated physicians had greater debt burdens and were more likely to have attended a state medical school or residency. The groups had similar rural retention patterns and job satisfaction. The programs were effective in recruiting rural physicians, but too modest in their financial support. (SV) EJ675303 A Comparative Assessment of West Virginia's Financial Incentive Programs for Rural Physicians. Journal of Rural Health v19 suppl p329-39 2003 2003-00-00 T 2004 2016-11-23

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No Access to Health Care College Role Community Development Community Education Physicians Recruitment Rural Areas Rural Education School Community Relationship Shannon, C. Ken Journal Articles Reports - Descriptive Capacity Building West Virginia University ISSN-0890-765X English West Virginia University's Recruitable Community Project provides rural communities with community education on recruiting physicians and health personnel, as well as planning assistance, assessments, and recommendations on broad-based community development to enhance recruitment potential. This model of community training and development has helped seven participating communities to recruit a total of 27 health care providers. (Contains 27 references.) (SV) EJ675304 A Community Development Approach to Rural Recruitment. Journal of Rural Health v19 suppl p347-53 2003 2003-00-00 T 2004 2016-11-23

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No Black Education Disadvantaged Health Personnel Higher Education Medical Education Minority Groups Partnerships in Education Premedical Students Rural Areas Rural Education Summer Programs Rackley, Benjamin P. Wheat, John R. Moore, Cynthia E. Garner, Robert G. Harrell, Barbara W. Journal Articles Reports - Descriptive Alabama Student Support Services Alabama ISSN-0890-765X English In Alabama's Black Belt counties, two organizations collaborate to recruit and prepare rural minority and disadvantaged students for health care careers. Premedical students and other college students in the programs shadow health professionals, visit medical schools, complete health projects, participate in summer seminars and tutorials, receive year-round academic support, and receive stipends. The programs have shown some early success, but entail expensive, long-term commitments. (SV) EJ675305 The Southern Rural Access Program and Alabama's Rural Health Leaders Pipeline: A Partnership To Develop Needed Minority Health Care Professionals. Journal of Rural Health v19 suppl p354-60 2003 2003-00-00 T 2004 2016-11-21

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No Access to Health Care Child Health Dental Health Health Promotion Low Income Outreach Programs Patient Education Prevention State Programs Greene-McIntyre, Mary Finch, Mary Hayes Searcy, John Journal Articles Reports - Evaluative Alabama Medicaid Alabama ISSN-0890-765X English An Alabama initiative aimed to improve access to oral health care for Medicaid-eligible children through four components: improved Medicaid claims processing, increased reimbursement for providers, outreach and educational activities to support providers, and parent and patient education about children's oral health. In the first 3 program years, enrollment of targeted Medicaid children increased 33 percent and the number of participating dental providers increased 39 percent. (SV) EJ675306 Smile Alabama! Initiative: Interim Results from a Program To Increase Children's Access to Dental Care. Journal of Rural Health v19 suppl p407-15 2003 2003-00-00 T 2004 2016-11-23

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No Education Work Relationship Foreign Workers Higher Education Medical Education Occupational Surveys Physicians Recruitment Rural Areas Rural Education Rural Urban Differences Brooks, Robert G. Mardon, Russell Clawson, Art Journal Articles Reports - Research Florida Florida ISSN-0890-765X English Survey responses from 1,000 primary-care physicians (PCPs) in Florida showed that nearly half of rural PCPs were foreign-born. Overall and for native-born PCPs, rural practice was related to rural upbringing and exposure to rural medical practice during training. Rural PCPs were more likely than others to be participants in the National Health Service Corps or J-1 visa waiver program. (Contains 31 references.) (SV) EJ675307 The Rural Physician Workforce in Florida: A Survey of U.S.- and Foreign-Born Primary Care Physicians. Journal of Rural Health v19 n4 p484-91 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Alcohol Abuse Attitudes Beliefs Community Surveys Health Promotion Knowledge Level Pregnancy Prenatal Care Prevention Rural Areas Sex Differences Logan, T. K. Walker, Robert Nagle, Laura Lewis, Jimmie Wiesenhahn, Donna Journal Articles Reports - Research Health Attitudes Kentucky Kentucky ISSN-0890-765X English Surveys of 3,346 rural and small-town residents of Kentucky and 138 rural prenatal service providers found that neither males nor females were knowledgeable about the harmful effects of alcohol use during pregnancy, with males having significantly less knowledge. Service providers identified barriers to health promotion and prevention efforts and to the assessment and treatment of alcohol abuse in pregnant women. (Contains 44 references.) (SV) EJ675308 Rural and Small-Town Attitudes about Alcohol Use during Pregnancy: A Community and Provider Sample. Journal of Rural Health v19 n4 p497-505 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Change Strategies Early Childhood Education Educational Needs Educational Trends Elementary Secondary Education Equal Education Females High Risk Students Hispanic American Students Poverty Sex Bias Social Capital Socioeconomic Influences Underachievement Womens Education Zambrana, Ruth Enid Zoppi, Irene M. Information Analyses Journal Articles Opinion Papers Cultural Capital Latinas ISSN-1531-3204 English Latina academic achievement is compromised by poverty, family responsibilities, low preschool participation, poor quality schools, limited neighborhood resources, low expectations, few role models, and gender role attitudes. These disparities contribute to psychosocial issues and are not associated with Latino cultural capital, which has not translated into social capital in U.S. society. To improve Latinas' academic success, economic and social change must precede educational change. (Contains 71 references.) (Author/TD) EJ675309 Latina Students: Translating Cultural Wealth into Social Capital To Improve Academic Success. Journal of Ethnic & Cultural Diversity in Social Work v11 n1-2 p33-53 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Black Youth Church Role Coping Disadvantaged Youth Educational Attainment Empowerment Group Therapy Juvenile Justice Models Resilience (Personality) Self Efficacy Self Esteem Stress Management Youth Problems Hopps, June Gary Tourse, Robbie Welch Christler Christian, Ollie Information Analyses Journal Articles Reports - Descriptive African Americans Marginalized Groups Social Justice ISSN-1531-3204 English Stratification and control by a dominant group leave many African American youth feeling powerless, alienated, and angry. A justice-based model of therapy focuses on self-efficacy, personal mastery, competent adaptive behavior, and community-building. The model supports resilience and the group process, and encourages advocating for justice-based social policy. Socioeconomic, educational, employment, juvenile justice, and health issues of Black youth are profiled. (Contains 50 references.) (TD) EJ675310 From Problems to Personal Resilience: Challenges and Opportunities in Practice with African American Youth. Journal of Ethnic & Cultural Diversity in Social Work v11 n1-2 p55-77 2002 2002-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents At Risk Persons Black Youth Coping Counselor Client Relationship Cultural Awareness Daily Living Skills Educational Attainment Foster Care Hispanic Americans Independent Living Qualitative Research Resilience (Personality) Social Support Groups Transitional Programs Youth Programs Iglehart, Alfreda P. Becerra, Rosina M. Journal Articles Reports - Research Self Sufficiency ISSN-1531-3204 English Interviews with 28 Hispanic and Black former foster youth in Los Angeles County (California) found that emancipating from foster care placed individuals at risk because of a lack of education, marketable skills, or general living skills. Relationships overshadowed skill development in participants' memories of independent living programs. Recommendations are offered for improving such programs. (Contains 30 references.) (TD) EJ675311 Hispanic and African American Youth: Life after Foster Care Emancipation. Journal of Ethnic & Cultural Diversity in Social Work v11 n1-2 p79-107 2002 2002-00-00 T 2004 2016-11-23

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No Academic Achievement Black Students Early Adolescents Low Income Middle School Students Middle Schools Parent Attitudes Parent Participation Parent Student Relationship Racial Differences Student Motivation Teacher Surveys Urban Youth White Students Seyfried, Sherri F. Ick-Joong Chung Journal Articles Reports - Research Parent Expectations Parent Surveys ISSN-1531-3204 English A study examined the effects of parent involvement and expectations on academic achievement among 567 Black and White middle school students in 18 Seattle (Washington) schools. Parent and teacher surveys indicated that parental involvement was the highest contributor to academic achievement among White students, whereas earlier educational achievement was the highest contributor among Black students. (Contains 50 references.) (TD) EJ675312 Parent Involvement as Parental Monitoring of Student Motivation and Parent Expectations Predicting Later Achievement among African American and European American Middle School Age Students. Journal of Ethnic & Cultural Diversity in Social Work v11 n1-2 p109-131 2002 2002-00-00 T 2004 2016-11-23

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No Educational Attainment Employment Potential Geographic Isolation Labor Market One Parent Family Poverty Racial Discrimination Reservation American Indians Rural Women Welfare Recipients Welfare Reform Pandey, Shanta Brown, Eddie F. Scheuler-Whitaker, Leslie Collier-Tenison, Shannon Journal Articles Reports - Research Arizona Barriers to Participation Arizona ISSN-1533-2942 English Interviews with service providers and welfare recipients on 15 Arizona American Indian reservations indicated that low levels of education and work experience were barriers to employment, and employment was scarce. In remote areas, the lack of support services, paved roads, transportation, and communication made it impossible for many residents to get to work or job training. Reservation welfare trends were less positive than national trends. (Contains 27 references.) (TD) EJ675313 Welfare Reform on American Indian Reservations: Initial Experience of Service Providers and Recipients on Reservations in Arizona. Social Policy Journal v1 n1 p75-97 2002 2002-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13094-1580, Web site: http://www.haworthpressinc.com/journals/dds.asp (single articles, $12.00 each). T 2004 2016-11-21

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No Career Guidance Education Work Relationship Educational Needs Employment Services Faculty Advisers Graduate Study Higher Education Labor Market Professional Associations Relevance (Education) Rural Sociology Sociologists Tanaka, Keiko Journal Articles Reports - Descriptive Rural Sociological Society ISSN-0279-5957 English A panel at the Rural Sociological Society's (RSS) 65th annual meeting (2002) identified challenges to pursuing rural sociology careers in nonacademic settings: lack of career guidance and knowledge of nonacademic opportunities, limited graduate training in nonacademic areas, and devaluing of nonacademic work. Recommendations to universities and the RSS focus on career guidance and employment services. (TD) EJ675314 Employment in Non-Academic Setting. Report on 65th Annual Meeting Session. Rural Sociologist v22 n4 p17-19 Dec 2002 2002-00-00 RSS Business Office, 104 Gentry Hall, University of Missouri, Columbia, MO 65211-7040, Tel: 573-882-9065, Email: ruralsoc@missouri.edu (annual subscription: $18.00). N/A 2004 2016-11-21

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No Aboriginal Australians Case Method (Teaching Technique) Cultural Awareness Culturally Relevant Education Curriculum Development Foreign Countries Higher Education Medical Education Problem Based Learning Rural Education Stereotypes Hays, Richard Sen Gupta, Tarun Journal Articles Opinion Papers Australia Australia ISSN-1440-1584 English Clinical scenarios used in rural medical education often convey inappropriate stereotypes that undermine the intent of the curriculum. Case writers should be clear about the learning or assessment objectives in each case, have access to people with appropriate expertise and understanding of the issues, and ensure that contextual and cultural issues are not dominated by biomedical science. (TD) EJ675315 Ruralising Medical Curricula: The Importance of Context in Problem Design. Australian Journal of Rural Health v11 n1 p15-17 Jan 2003 2003-00-00 Blackwell Publishing, Tel: 781-388-8200, Web site: http//www.blackwellpublishing.com/journals/ajr (single article: $19.00). T 2004 2016-11-23

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No Access to Health Care Adolescent Attitudes Family Practice (Medicine) Foreign Countries Primary Health Care Rural Youth Secondary School Students Sex Differences Small Towns Student Surveys Atkinson, Kaye Schattner, Peter Margolis, Stephen Journal Articles Reports - Research Rural Health Clinics ISSN-1440-1584 English A survey of 177 secondary students in rural Victoria (Australia) examined attitudes towards primary health care delivery. Most students valued general practitioners, felt their doctor was an empathetic listener who used language they could understand, and felt they had reasonable access to health care. Confidentiality issues were important, especially among females. Conditions for which students would seek medical advice and students' knowledge of consultation procedures are detailed. (TD) EJ675316 Rural Secondary School Students Living in a Small Community: Their Attitudes, Beliefs and Perceptions towards General Practice. Australian Journal of Rural Health v11 n2 p73-80 Apr 2003 2003-00-00 Blackwell Publishing, Tel: 781-388-8200, Web site: http//www.blackwellpublishing.com/journals/ajr (single article: $19.00). T 2004 2016-11-21

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No Career Choice Coping Educational Environment Foreign Countries Higher Education Medical Education Medical Students Rural Urban Differences Rural Youth Satisfaction Student Adjustment Student Attitudes Student Surveys Durkin, Shane R. Bascomb, Angela Turnbull, Deborah Marley, John Journal Articles Reports - Research University of Adelaide (Australia) ISSN-1440-1584 English A survey of 163 senior medical students attending a South Australian medical school found that rural students were more likely than urban students to experience stress; be concerned about getting a provider number (license); feel that consultants had little time for them; have made the decision to study medicine without pressure from others; and have financial problems. (TD) EJ675317 Rural Origin Medical Students: How Do They Cope with the Medical School Environment? Australian Journal of Rural Health v11 n2 p89-95 Apr 2003 2003-00-00 Blackwell Publishing, Tel: 781-388-8200, Web site: http//www.blackwellpublishing.com/journals/ajr (single article: $19.00). T 2004 2016-11-21

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No Access to Health Care Adolescent Attitudes Adolescents Counselor Attitudes Familiarity Foreign Countries Health Promotion Physicians Program Evaluation Rural Schools Rural Youth School Counselors Secondary Education Secondary School Students Naccarella, Lucio Journal Articles Reports - Evaluative Rural Health Clinics ISSN-1440-1584 English An Australian project aimed to strengthen relationships of general practitioners (GPs) with rural adolescents and school personnel through GP school visits, educational seminars on health topics for students, and student visits to GP clinics. Surveys of 5 project personnel, 6 GPs, 3 school counselors, and 30 secondary school students found improvements in GP-adolescent and GP-school counselor relationships and student knowledge about and comfort with accessing GPs. (TD) EJ675318 Evaluation of the Rural South Australian Tri-Division Adolescent Health Project. Australian Journal of Rural Health v11 n3 p116-20 Jun 2003 2003-00-00 Blackwell Publishing, Tel: 781-388-8200, Web site: http//www.blackwellpublishing.com/journals/ajr (single article: $19.00). T 2004 2016-11-21

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No Access to Education Allied Health Occupations Education Foreign Countries Geographic Isolation High School Students Higher Education Medical Education Paying for College Recruitment Rural Youth Stereotypes Student Attitudes Durey, Angela McNamara, Beverley Larson, Ann Journal Articles Reports - Research Rural Culture ISSN-1440-1584 English Barriers to health care careers for rural Western Australian students were examined through interviews with 209 students from 15 secondary schools, 62 parents and grandparents, 76 teachers, and 4 Aboriginal and Islander education officers. Students were constrained by isolation, cost, stereotypes, insufficient information about the diversity of health careers, family obligations, and a devalued rural culture. (TD) EJ675319 Towards a Health Career for Rural and Remote Students: Cultural and Structural Barriers Influencing Choices. Australian Journal of Rural Health v11 n3 p145-50 Jun 2003 2003-00-00 Blackwell Publishing, Tel: 781-388-8200, Web site: http//www.blackwellpublishing.com/journals/ajr (single article: $19.00). T 2004 2016-11-21

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No American Indian Education Bilingual Education Bilingual Instructional Materials Cultural Maintenance Culturally Relevant Education Elementary Secondary Education Material Development Native Language Instruction Oral Tradition Story Telling Tribally Controlled Education Cowell, Andrew Journal Articles Opinion Papers Reports - Descriptive Tribal Elders Wyoming Arapaho Arapaho (Tribe) Wyoming ISSN-0095-182X English Native-speaking Northern Arapaho elders produced bilingual booklets for their reservation schools that, due to their ephemeral nature and local context, provided access to intimate information about their producers and contexts. These booklets provide the best example within the culture of how traditional practices of oral performance (storytelling) can be mediated via written materials. (TD) EJ675320 Bilingual Curriculum among the Northern Arapaho. American Indian Quarterly v26 n1 p24-43 Win 2002 2002-00-00 T 2004 2016-11-21

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No Academic Freedom American Indian Studies American Indians College Faculty Faculty College Relationship Hegemony Higher Education Indigenous Personnel Politics of Education Power Structure Racial Discrimination Mihesuah, Devon A. Wilson, Angela Cavender Journal Articles Opinion Papers Institutional Discrimination ISSN-0095-182X English Native American scholars committed to the long-term health and vitality of Indigenous peoples see decolonization and empowerment as central to their struggles. However, those who maintain the colonial power structure do not want to connect the past to the present or use Native perspectives or theories. Common examples of discriminatory practice against Natives in the academy are presented. (TD) EJ675321 Indigenous Scholars versus the Status Quo. American Indian Quarterly v26 n1 p145-48 Win 2002 2002-00-00 T 2004 2016-11-21

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No American Indian Studies Group Behavior Higher Education Holistic Approach Indigenous Knowledge Interdisciplinary Approach Language Role Models Scholarship Spirituality Tribal Sovereignty World Views Holm, Tom Pearson, J. Diane Chavis, Ben Journal Articles Opinion Papers Sense of Place ISSN-0749-6427 English Although rich in theoretical constructs, American Indian Studies is not considered a discipline because it lacks a core assumption or paradigm. The concept of peoplehood could be that core assumption because its elements--language, sacred history, religion, and land--make up a complete system that accounts for particular behaviors of people indigenous to particular territories. Focusing on relationships, the model reflects Native knowledge and philosophies. (TD) EJ675322 Peoplehood: A Model for the Extension of Sovereignty in American Indian Studies. WICAZO SA Review v18 n1 p7-24 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Education Cultural Background Elementary Education English (Second Language) Error Analysis (Language) Grade 4 Hispanic American Students Interference (Language) Language Proficiency Limited English Speaking Prior Learning Reading Comprehension Second Language Learning Teaching Methods Transitional Programs Avalos, Mary A. Journal Articles Reports - Research ISSN-1523-5882 English Analysis of reading comprehension errors made by 22 Spanish-speaking fourth-graders in decoding English text found that comprehension "errors" began at the word level and advanced to larger misinterpretations at the sentence level. The cognitive processes of English language learners when comprehending English texts showed individual differences, influenced by background and prior experiences. Transitional bilingual instruction should focus on individual learning needs. (Contains 64 references.) (TD) EJ675323 Effective Second-Language Reading Transition: From Learner-Specific to Generic Instructional Models. Bilingual Research Journal v27 n2 p171-205 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 7/11/2004 11:42:59 CIJFEB2004

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No Bilingual Students Bilingualism Code Switching (Language) Educational Environment Elementary Education English (Second Language) Grade 4 Language Proficiency Limited English Speaking Peer Acceptance Reading Ability Self Esteem Student Attitudes Butler, Yuko Goto Gutierrez, Michele Bousquet Journal Articles Reports - Research ISSN-1523-5882 English Interviews with 61 fourth-grade English language learners (ELLs) and native English speakers in an English-only California school district found that compared with weaker ELL readers, ELLs who read English well expressed more confidence about their own primary-language abilities and about others' perceptions of their primary language and language-mixing practices. (Contains 21 references.) (TD) EJ675324 Learning Climates for English Language Learners: A Case of Fourth-Grade Students in California. Bilingual Research Journal v27 n2 p207-24 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 7/11/2004 11:42:59 CIJFEB2004

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No Cultural Awareness Ethnic Stereotypes Hispanic American Students Mexican American Education Preservice Teacher Education Secondary Education Secondary School Teachers Student Alienation Student Attitudes Student Experience Teacher Behavior Teacher Expectations of Students Teacher Student Relationship Hughes, Craig A. Journal Articles Reports - Research Chicanos ISSN-1523-5882 English Interviews with 32 Mexican-descent college students examined teacher actions in high school that had impacted students' academic success. Positive and negative teacher actions were described in the areas of cultural understanding, stereotypes, expectations of students, and exclusion from or inclusion in classroom activities. Recommendations for teacher education programs are discussed. (Contains 34 references.) (TD) EJ675325 What Teacher Education Programs Can Learn from Successful Mexican-Descent Students. Bilingual Research Journal v27 n2 p225-44 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Bilingual Students Classroom Environment Cultural Literacy Elementary Education Grade 1 Hispanic American Students Interpersonal Competence Literacy Relevance (Education) Student Motivation Urban Education Monkman, Karen MacGillivray, Laurie Leyva, Cynthia Hernandez Journal Articles Opinion Papers Reports - Research Los Angeles Unified School District CA Social Justice ISSN-1523-5882 English Interviews with an urban Los Angeles first-grade teacher and observations of her class illustrate how social and cultural issues are brought into the classroom, creating an environment in which students learn to "read the world," acquiring social and cultural literacy as well as the more commonly perceived personal literacy. When learning is made relevant in this way, student motivation is enhanced. (TD) EJ675326 Literacy on Three Planes: Infusing Social Justice and Culture into Classroom Instruction. Bilingual Research Journal v27 n2 p245-58 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Case Studies Disadvantaged Youth High Risk Students Limited English Speaking Middle Schools Rural Schools School Districts Social Studies Special Needs Students Student Evaluation Teaching Methods Twyman, Todd Ketterlin-Geller, Leanne R. McCoy, Jan D. Tindal, Gerald Journal Articles Reports - Research Oregon Oregon ISSN-1523-5882 English A case study of an English language learner in a rural Oregon middle school found that his performance in social studies dramatically improved under concept-based instruction. Methods such as concept-based instruction, which align curriculum and instruction with assessment, may offer solutions for schools serving culturally and linguistically diverse and other "at-risk" students. (Contains 22 references.) (TD) EJ675327 Effects of Concept-Based Instruction on an English Language Learner in a Rural School: A Descriptive Case Study. Bilingual Research Journal v27 n2 p259-74 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Acculturation Bilingual Education Bilingual Students Educational Environment Elementary Education Grade 5 Hispanic American Students Language Attitudes Language Maintenance Language Usage Mexican Americans Peer Influence Spanish Speaking Student Attitudes Worthy, Jo Rodriguez-Galindo, Alejandra Assaf, Lori Czop Martinez, Leticia Cuero, Kimberley Journal Articles Reports - Research Texas Texas ISSN-1523-5882 English A study examined Spanish-speaking children's attitudes about being and staying bilingual. Classroom observations and interviews with 15 fifth-grade students, 12 parents, and 2 teachers at a Texas elementary school indicated that despite being in a supportive bilingual environment, students believed they would have to struggle to maintain their language and culture in the future. (Contains 29 references.) (TD) EJ675328 Fifth-Grade Bilingual Students and Precursors to "Subtractive Schooling." Bilingual Research Journal v27 n2 p275-94 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Chinese Educational Policy English Foreign Countries Immersion Programs Language of Instruction Science Achievement Science Instruction Science Tests Secondary Education Yip, Din Yan Tsang, Wing Kwong Cheung, Sin Pui Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1523-5882 English A study examined the effects of a new Hong Kong policy requiring Chinese as the language of instruction on secondary students' learning of science. Science achievement test scores at 100 secondary schools indicate that previous use of English to teach science may have hampered students' ability to grasp material due to the high-level thinking required in learning science. (Contains 42 references.) (TD) EJ675329 Evaluation of the Effects of Medium of Instruction on the Science Learning of Hong Kong Secondary Students: Performance on the Science Achievement Test. Bilingual Research Journal v27 n2 p295-331 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Bilingual Education English (Second Language) High Risk Students Hispanic Americans Language Attitudes Language of Instruction Parent Attitudes Parent School Relationship Primary Education Sheffer, Cherie Satterfield Journal Articles Reports - Research Parent Surveys ISSN-1523-5882 English A survey examined knowledge of the bilingual education program at a Houston (Texas) kindergarten among 19 Hispanic American parents. Few parents were familiar with the bilingual education practices and policies at their children's school, and their expectations for English-language instruction varied widely from what was actually happening in the classroom. Implications for educators are discussed. (TD) EJ675330 Parents' Lack of Understanding of Their Children's Bilingual Education Programs. Bilingual Research Journal v27 n2 p333-41 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Adult Literacy Book Reviews Empowerment English (Second Language) Glossaries Hegemony Informal Education Limited English Speaking Migrant Workers Phonetic Transcription Teacher Attitudes Castro, Mario Book/Product Reviews Journal Articles Reports - Descriptive Language Status Freire (Paulo) ISSN-1523-5882 English This book chronicles how a group of migrant workers in Cobden, Illinois, developed their own hybrid writing system that used the Spanish alphabet to capture English speech sounds. The event illustrates Freirean ideas about literacy and power and offers lessons for improving English instruction. (TD) EJ675331 Book Review of "Illegal Alphabets and Adult Biliteracy: Latino Migrants Crossing the Linguistic Border," by Tomas Mario Kalmar. Bilingual Research Journal v27 n2 p343-48 Sum 2003 2003-00-00 For full text: http://brj.asu.edu/content/vol27 no2/abstracts.html. T 2004 2016-11-21

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No Community Control Community Schools Educational Change Educational Development Educational History Educational Policy Educational Quality Elementary Education Foreign Countries Politics of Education Rural Education Rural Schools School Community Relationship Teacher Qualifications Wang, Chengzhi Historical Materials Journal Articles Reports - Research China China ISSN-0738-0593 English China's "minban" (people-managed) schooling was an important instrument for delivering educational and political values to poor areas during Mao's era. Despite national policy aimed at eliminating poorly-qualified minban teachers by 2000, rural communities have been reluctant to dismiss such teachers, given the rural teacher shortage and the realities of expanding rural basic education. (Contains 40 references.) (SV) EJ675332 Minban Education: The Planned Elimination of the "People-Managed" Teachers in Reforming China. International Journal of Educational Development v22 n2 p109-29 Mar 2002 2002-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Community Attitudes Community Support Decentralization Elementary Education Foreign Countries Rural Education Rural Schools School Attitudes School Community Relationship School Effectiveness Training Needs Chapman, David Barcikowski, Elizabeth Sowah, Michael Gyamera, Emma Woode, George Journal Articles Reports - Research Ghana Ghana ISSN-0738-0593 English A central premise supporting educational decentralization is that community members best understand local conditions and are best placed to make local educational decisions. A survey of 643 educators, parents, and community leaders in 18 rural Ghana communities found that all groups lacked well-formulated attitudes about school practices and community support of schools. Discusses the need for community and headmaster training in community decision making. Contains 24 references. (SV) EJ675333 Do Communities Know Best? Testing a Premise of Educational Decentralization: Community Members' Perceptions of Their Local Schools in Ghana. International Journal of Educational Development v22 n2 p181-89 Mar 2002 2002-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Access to Education Dropouts Economically Disadvantaged Educational Change Foreign Countries Late Adolescents Privatization Rural Women Secondary Education Secondary School Students Self Concept Social Stratification Socioeconomic Influences Student Attitudes Womens Education Vavrus, Frances Journal Articles Reports - Research Tanzania Tanzania ISSN-0738-0593 English Examines effects of privatization policies on rural girls' education in Tanzania's Kilimanjaro region. Results of a study of parent wealth and education, surveys of female secondary students, and interviews with out-of-school young women show that privatization has made secondary school attendance more difficult for poor girls. Such attendance has both economic and symbolic significance, such that dropouts are deemed of questionable moral character. (Contains 49 references.) (SV) EJ675334 Making Distinctions: Privatisation and the (un)Educated Girl on Mount Kilimanjaro, Tanzania. International Journal of Educational Development v22 n5 p527-47 Sep 2002 2002-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Access to Education Community Schools Decentralization Economically Disadvantaged Educational Change Educational Policy Elementary Secondary Education Foreign Countries Privatization Rural Education School Community Relationship Cuellar-Marchelli, Helga Journal Articles Reports - Evaluative El Salvador El Salvador ISSN-0738-0593 English Describes decentralization and privatization policies in El Salvador's education reform plan and assesses their potential success and limitations. The EDUCO program, in which nonprofit parents' associations in poor rural communities administer community schools, has expanded rural access to education. However, EDUCO also has potential to exacerbate existing inequities in rural areas, and its productive efficiency and effect on school quality have not been fully examined. (Contains 44 references.) (SV) EJ675335 Decentralization and Privatization of Education in El Salvador: Assessing the Experience. International Journal of Educational Development v23 n2 p145-66 Mar 2003 2003-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Agriculture Attendance Child Labor Disadvantaged Educational Attainment Foreign Countries Poverty Public Policy Rural Education Rural Youth Admassie, A. Journal Articles Reports - Research Subsistence Farming Ethiopia Ethiopia ISSN-0738-0593 English Results of a household survey from rural Ethiopia indicate that rural children commonly participated in household and agricultural work from a very early age, and more than half of working children had never attended school. In the context of subsistence economies such as these, initial policy interventions should aim to make the combination of work and school attendance possible through a flexible school schedule. (Contains 34 references.) (Author/SV) EJ675336 Child Labour and Schooling in the Context of a Subsistence Rural Economy: Can They Be Compatible? International Journal of Educational Development v23 n2 p167-85 Mar 2003 2003-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Adult Basic Education Adult Literacy Foreign Countries Functional Literacy Individual Development Literacy Education Outcomes of Education Personal Autonomy Rural Education Rural Women Sex Differences Social Environment Womens Education Puchner, L. Journal Articles Reports - Research Mali Mali ISSN-0738-0593 English Women's literacy programs in rural Mali were studied through observation and surveys of 42 participants and 29 nonparticipants. Few participants acquired literacy skills, those that did rarely used them, and literacy acquisition had little socioeconomic impact on women's lives. General constraints on literacy usage in rural villages are discussed, as well as ways that "women's literacy" is appropriated into male-dominated socio-political culture. (Contains 53 references.) (SV) EJ675337 Women and Literacy in Rural Mali: A Study of the Socio-economic Impact of Participating in Literacy Programs in Four Villages. International Journal of Educational Development v23 n4 p439-58 Jul 2003 2003-00-00 Elsevier, Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800, Tel: 877-839-7126 (toll-free) (annual subscription, inst. $831.00; back issues available). Single articles online at http://www.sciencedirect.com/science/journal/07380593 ($30.00, pay per view). T 2004 2016-11-21

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No Acculturation Adult Education Cultural Maintenance Educational History Folk Schools High Schools Immigrants Nontraditional Education Parochial Schools Religious Differences Religious Education Role of Education Rural Schools Nielsen, John Mark Historical Materials Journal Articles Danish Americans North Dakota North Dakota ISSN-0275-7664 English Histories of two church-related folk schools established by Lutheran Danish immigrants to the Great Plains reveal different underlying philosophies. Influenced by pietism, one stressed disciplined reading of the scriptures, active participation in the church, and missionary work. The other emphasized the importance of the living church community and the study and celebration of its language and cultural heritage. (TD) EJ675338 The Cups of Blood Are Emptied: Pietism and Cultural Heritage in Two Danish Immigrant Schools on the Great Plains. Great Plains Quarterly v23 n3 p175-92 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Delinquency Depression (Psychology) Drinking Females Life Events Males Psychological Patterns Stress Variables Hagan, John Foster, Holly Journal Articles Reports - Research Long Term Effects National Longitudinal Study of Adolescent Health National Longitudinal Study of Adolescent Health ISSN-0037-7732 English Data from the National Longitudinal Study of Adolescent Health on 11,506 high school students were used to test a gendered and age-graded sequential stress theory in which delinquency can play an additive and intervening role in adolescents' movement from early anger through rebellious or aggressive forms of behavior to later depressive symptoms and, especially for males, drinking problems. (Contains 73 references.) (Author/SV) EJ675339 S/He's a Rebel: Toward a Sequential Stress Theory of Delinquency and Gendered Pathways to Disadvantage in Emerging Adulthood. Social Forces v82 n1 p53-86 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Education Work Relationship Educational Attainment Educational Status Comparison Entry Workers Foreign Countries Sex Differences Social Change Social Stratification Sociocultural Patterns Gerber, Theodore P. Journal Articles Reports - Research Russia Russia ISSN-0037-7732 English Data from a survey of 4,809 Russians were used to examine the association between educational attainment and first occupation for Russians who completed their education and entered the labor market between 1970 and 2000. The results confirm previous findings of continuity in social stratification in post-Soviet Russia, despite rapid, major institutional changes connected with market transition. (Contains 56 references.) (Author/SV) EJ675340 Loosening Links? School-to-Work Transitions and Institutional Change in Russia since 1970. Social Forces v82 n1 p241-76 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Body Composition Child Behavior Childhood Interests Children Cognitive Ability Computers Physical Activities Self Esteem Time Management Attewell, Paul Suazo-Garcia, Belkis Battle, Juan Journal Articles Reports - Research Panel Study of Income Dynamics Home Computers ISSN-0037-7732 English Time-diary data on activities of 1,680 children aged 4-13 revealed that children's time spent on home computer use was positively associated with cognitive skill test scores and self-esteem and did not adversely affect time spent on reading, sports, or outdoor play, except for heavy users (over 8 hours daily). Such children had substantially greater body mass index than non-users. (Contains 55 references.) (Author/SV) EJ675341 Computers and Young Children: Social Benefit or Social Problem? Social Forces v82 n1 p277-96 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Antisocial Behavior Delinquency High School Students Multivariate Analysis Student Employment Substance Abuse Paternoster, Raymond Bushway, Shawn Brame, Robert Apel, Robert Journal Articles Reports - Research National Longitudinal Survey of Youth National Longitudinal Survey of Youth ISSN-0037-7732 English Using data from the National Longitudinal Survey of Youth on more than 6,500 adolescents, traditional multivariate models replicated previous findings that adolescent's work intensity was positively related to delinquency, substance use, and problem behaviors. However, these relationships disappeared when observed and unobserved heterogeneity were controlled, suggesting important differences between students who engaged in intensive work and their peers. (Contains 69 references.) (SV) EJ675342 The Effect of Teenage Employment on Delinquency and Problem Behaviors. Social Forces v82 n1 p297-335 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development At Risk Persons Dating (Social) Delinquency Early Adolescents Females Parent Child Relationship Peer Relationship Physical Development Puberty Secondary School Students Social Environment Haynie, Dana L. Journal Articles Reports - Research National Longitudinal Study of Adolescent Health National Longitudinal Study of Adolescent Health ISSN-0037-7732 English Analysis of National Longitudinal Study of Adolescent Health data on 5,477 girls attending mixed-sex secondary schools found that early puberty and physical development that was advanced relative to age were related most strongly to "party" deviance (drinking, smoking, disorderly conduct), but also to minor and serious delinquency. Parent-child relationship, exposure to peer deviance, and romantic involvement were mediating factors. (Contains 92 references.) (Author/SV) EJ675343 Contexts of Risk? Explaining the Link between Girls' Pubertal Development and Their Delinquency Involvement. Social Forces v82 n1 p355-97 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Administrator Attitudes Elementary Secondary Education Labor Turnover Principals Quality of Working Life Recruitment Rural Schools Teacher Administrator Relationship Women Administrators Gibson, Andrea Journal Articles Reports - Descriptive Principal Shortage Principal Succession Appalachia Ohio Ohio ISSN-1520-4375 English A study of 508 Ohio principals found that administrators in the rural Appalachian region of Ohio perceived their jobs as harder than other educators, but were less likely to leave and were more focused on place than on professional issues. The administrator shortage, efforts to groom teachers for administration jobs, and a typical working day for two rural Ohio principals are described. (TD) EJ675344 Staying in School. Perspectives: Research, Scholarship, and Creative Activity at Ohio University v7 n2 p16-21 Aut-Win 2003 2003-00-00 Perspectives Magazine, Ohio University, Research and Technology Center 114, Athens, OH 45701-2979, Web site: http://www.ohiou.edu/researchnews/form.html (free subscription). N/A 2004 2016-11-23

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No Computer Assisted Design Computer Uses in Education Elementary Secondary Education Interdisciplinary Approach Mathematical Applications Mathematics Education Problem Solving Vocational Education Magajna, Zlatan Monaghan, John Journal Articles Reports - Research ISSN-0013-1954 English Examines the use of mathematics in a computer-aided design and manufacturing setting, whether this mathematics is related to school mathematics, how technicians understand this mathematics, and the role of technology in the technicians' mathematics-related problem solving activities. Focuses on technician's calculations of the interval volume of moulds they produce for glass factories. (Author/KHR) EJ675345 Advanced Mathematical Thinking in a Technological Workplace. Educational Studies in Mathematics v52 n2 p101-22 2003 2003-00-00 T 2004 7/11/2004 11:43:05 CIJFEB2004

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No Cognitive Processes Concept Formation Discourse Analysis Elementary Secondary Education Epistemology Mathematics History Mathematics Instruction Semiotics Social Influences Radford, Luis Journal Articles Reports - Research Renaissance ISSN-0013-1954 English Examines the relationship between mathematical knowledge and social practices of the Renaissance. Suggests that all efforts to understand the conceptual reality and the production of knowledge cannot restrict themselves to language and the discursive activity, but that they also need to include the social practices that underlie them. (Author/KHR) EJ675346 On the Epistemological Limits of Language: Mathematical Knowledge and Social Practice during the Renaissance. Educational Studies in Mathematics v52 n2 p123-50 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Instructional Materials Learning Strategies Mathematics Instruction Multiplication Problem Solving Secondary Education Word Problems (Mathematics) Nesher, Pearla Hershkovitz, Sara Novotna, Jarmila Journal Articles Reports - Research ISSN-0013-1954 English Identifies factors affecting problem solving strategies in the case of a multiplicative comparative situation involving three unknown quantities whose sum is known, and in which comparison relations between two pairs of the quantities are given. Proposes a model of the complexity of a word problem about such situation to analyze solution strategies by teachers and 15-year-old students. (Author/KHR) EJ675347 Situation Model, Text Base and What Else? Factors Affecting Problem Solving. Educational Studies in Mathematics v52 n2 p151-76 2003 2003-00-00 T 2004 7/11/2004 11:43:05 CIJFEB2004

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No Area Cognitive Processes Concept Formation Geometric Concepts Learning Strategies Mathematics Instruction Secondary Education Thinking Skills Transformations (Mathematics) Visualization Kordaki, Maria Journal Articles Reports - Research ISSN-0013-1954 English Focuses on the role of tools, provided by a computer microworld (C.AR.ME), on the strategies developed by 14-year-old students regarding the concept of conservation of area of a non-convex polygon. Indicates that the nature of the tools used affected the nature of solution strategies that students constructed. (Author/KHR) EJ675348 The Effect of Tools of a Computer Microworld on Students' Strategies Regarding the Concept of Conservation of Area. Educational Studies in Mathematics v52 n2 p177-209 2003 2003-00-00 T 2004 7/11/2004 11:43:06 CIJFEB2004

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No Educational Games Elementary Secondary Education Mathematics Activities Mathematics Instruction Murray, Jenny Guides - Classroom - Teacher Journal Articles ISSN-0025-5785 English Discusses the card game Numero and its use in the classroom to teach mathematics. Includes a pack of playing cards, an instructor's booklet, and an instructional video. Advocates using Numero as a teaching tool as it is adaptable to all ages. (NB) EJ675349 Numero--A Numerate Game. Mathematics Teaching n183 p12-13 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:43:06 CIJFEB2004

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No Elementary Education Elementary School Mathematics Fractions Manipulative Materials Mathematical Concepts Mathematics Activities Mathematics Instruction Thinking Skills Graham, Alan Graham, Louise Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0025-5785 English Describes a very successful attempt to teach fractions to year 5 pupils based on pupils making their own fraction pack. Children decided for themselves how to make the fractional slices used in the activity using colored cardboard sheets and templates of a paper circle consisting of 24 equal slices. (Author/NB) EJ675350 DIY Fraction Pack. Mathematics Teaching n183 p16-18 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:43:06 CIJFEB2004

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No Computer Software Elementary Secondary Education Geometry Graphing Calculators Mathematics Activities Mathematics Instruction Mathematics Teachers Pope, Sue Guides - Classroom - Teacher Journal Articles LOGO Programming Language ISSN-0267-5501 English Discusses drawing a Pythagoras diagram in the context of how computer software influences mathematical understanding. Requires different understandings of what the diagram involves in order to be successfully completed in different environments. Suggests that while LOGO is often expected to be easier, a graphic calculator can be less demanding. (Author/NB) EJ675351 Stressing and Ignoring--The Influence of Computer Software Environments. Micromath v19 n2 p4-6 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Uses in Education Elementary Secondary Education Internet Mathematics Activities Mathematics Instruction World Wide Web Butler, Douglas Guides - Classroom - Teacher Journal Articles ISSN-0267-5501 English Presents activities for using the Internet to teach mathematics. Includes various web sites. (NB) EJ675352 What's Mathematics All About? Micromath v19 n2 p7-11 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:43:07 CIJFEB2004

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No Concept Formation Educational Technology Graphing Calculators Graphs Higher Education Mathematical Concepts Mathematics Instruction Secondary Education Spreadsheets Transformations (Mathematics) Barton, Darren Guides - Classroom - Teacher Journal Articles ISSN-0267-5501 English Explores ways in which various technologies can be integrated to teach the transformation of graphs in an interactive and dynamic way. Discusses how the use of graphic calculators, a spreadsheet, graph plotter, presentation package, and an interactive whiteboard can be combined to give students the opportunity to investigate, understand, and have vividly illustrated key concepts of this topic. (Author/NB) EJ675353 Using Technology To Teach the "Transformation of Graphs." Micromath v19 n2 p12-15 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:43:07 CIJFEB2004

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No Computer Uses in Education Educational Technology Information Technology Mathematics Instruction Models Secondary Education Secondary School Teachers Ruthven, Kenneth Hennessy, Sara Journal Articles Reports - Descriptive ISSN-0267-5501 English Overviews a model built to identify and organize successful use of information and communication technology (ICT) in secondary classrooms to support teaching and learning. Teachers found ICT most effective in facilitating routine components of classroom activity; increasing pupil productivity, confidence, and independence; supporting various processes of checking, trialing, and refinement; improving quality of work; and overcoming logistical difficulties with schoolwork. (Author/NB) EJ675354 Successful ICT Use in Secondary Mathematics--A Teacher Perspective. Micromath v19 n2 p20-24 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:43:07 CIJFEB2004

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No Computer Uses in Education Mathematics Activities Mathematics Instruction Secondary Education Oldknow, Adrian Guides - Classroom - Teacher Journal Articles Digital Imagery ISSN-0267-5501 English Discusses simple tools for digitizing objects of interest from image files for treatment in other software such as graph plotters, data-handling software, or graphic calculators. Explores methods using MS Paint, Excel, DigitiseImage and TI Interactive (TII). (Author/NB) EJ675355 Mathematics from Still and Video Images. Micromath v19 n2 p30-34 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Software Computer Uses in Education Graphs Mathematical Concepts Mathematics Instruction Secondary Education Spreadsheets Sharp, John Guides - Classroom - Teacher Journal Articles Microsoft Excel ISSN-0267-5501 English Presents a graphing activity to show transverse and longitudinal waves using spreadsheets. (Author/NB) EJ675356 Simple Animated Spreadsheets. Micromath v19 n2 p35-39 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Education Mechanics (Physics) Professional Development Science Instruction Scientific Concepts Toys Paige, Kathy Guides - Classroom - Teacher Journal Articles ISSN-1442-5556 English Uses Tazo discs to construct and investigate spinners and discuss how teachers and students worked and thought, scientifically and technologically, during the investigation. Includes some literature links and a professional development opportunity. (Author/NB) EJ675357 Come in Spinner: The Science and Technology of Spinners. Investigating v20 n2 p6-8 Win 2003 2003-00-00 T 2004 7/11/2004 11:43:08 CIJFEB2004

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No Primary Education Problem Solving Science Activities Science Instruction Scientific Concepts Workshops Panizzon, Debra McLennan, Gordon Guides - Classroom - Teacher Journal Articles ISSN-1442-5556 English Discusses Mission Possible, a problem-solving strategy that provides a wide range of learning experiences and encourages students and teachers to explore the use of scientific ideas and principles. Describes setting up a Mission Possible Day for primary students in a rural community. (Author/NB) EJ675358 Mission Possible: A Day of Science, Fun and Collaboration. Investigating v20 n2 p9-14 Win 2003 2003-00-00 T 2004 7/11/2004 11:43:08 CIJFEB2004

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No Educational Change Mentors Primary Education Professional Development Science Activities Science Instruction Science Teachers Hudson, Peter Journal Articles Reports - Descriptive ISSN-1442-5556 English Discusses the advantages of mentoring in primary science teaching. Presents four lessons taught by a preservice teacher mentee. Suggests that the dual purpose of developing a mentee's science teaching and enhancing a mentor's professional development as both a mentor and a teacher can provide the necessary vehicle for reforming primary science education. (Author/NB) EJ675359 'Seeing the Light': Mentoring and Primary Science Teaching. Investigating v20 n2 p15-19 Win 2003 2003-00-00 T 2004 7/11/2004 11:43:09 CIJFEB2004

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No Communication (Thought Transfer) Mathematics Skills Science Activities Science Instruction Science Process Skills Scientific Literacy Writing Skills Colvill, Marj Pattie, Ian Guides - Classroom - Teacher Journal Articles ISSN-1442-5556 English Discusses communication or, the ability to record and convey information in an accurate manner, in science. Communicating scientific information requires a range of writing, drawing, and mathematical skills. Discusses various methods and presents some activities for communicating in science. (Author/NB) EJ675360 Science Skills: The Building Blocks for Scientific Literacy. Investigating v20 n2 p25-27 Win 2003 2003-00-00 T 2004 7/11/2004 11:43:09 CIJFEB2004

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No Conservation (Environment) Foreign Countries Primary Education Recycling Science Activities Science Instruction Scientific Concepts Thematic Approach Water Shoring, Nola Journal Articles Reports - Descriptive ISSN-1442-5556 English Outlines some strategies used in primary schools in the Australian Capital Territory (ACT) to teach science. Teachers wanting to investigate freshwater conducted experiments and drew concepts for reuse, recycling, and conservation. Presents two case studies using these activities to show how this theme can be used to introduce and consolidate a variety of concepts for primary school students. (Author/NB) EJ675361 Investigating Fresh Water--Some Ideas That Have Been Used Successfully in Primary Schools in the ACT. Investigating v19 n2 p28-30 Win 2003 2003-00-00 T 2004 7/11/2004 11:43:09 CIJFEB2004

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No Beginning Teachers Higher Education Preservice Teacher Education Preservice Teachers Science and Society Science Instruction Cahill, Michael Skamp, Keith Journal Articles Reports - Research ISSN-0045-0855 English Investigates what novice teachers think has an impact on their confidence to teach science and technology. Findings indicate that preservice methodology, practicum units, and teaching science and technology during the first year were important considerations and that constructivism as a learning theory that could impact teaching and learning strategies was virtually unknown. Poses questions about preservice courses and in-school support. (Author/NB) EJ675362 Completed the First Year: Novice's Perceptions of What Would Improve Their Science Teaching. Australian Science Teachers' Journal v49 n1 p6-17 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:43:09 CIJFEB2004

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No Atomic Structure Chemical Bonding Elementary Secondary Education Models Molecular Structure Quantum Mechanics Science Instruction Wright, Tony Guides - Classroom - Teacher Journal Articles ISSN-0045-0855 English Recommends using a simple image, such as the fuzzy atom ball to help students develop a useful understanding of the molecular world. Explains that the image helps students easily grasp ideas about atoms and molecules and leads naturally to more advanced ideas of atomic structure, chemical bonding, and quantum physics. (Author/NB) EJ675363 Images of Atoms. Australian Science Teachers' Journal v49 n1 p18-24 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:43:10 CIJFEB2004

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No Biology Chemistry Holistic Approach Photosynthesis Physics Plants (Botany) Science Activities Science Instruction Scientific Concepts Teaching Methods Carlsson, Britta Journal Articles Reports - Descriptive ISSN-0045-0855 English Presents a creative way to teach photosynthesis. Revolves around the growth of a lily planted and stored in the classroom. Combines the concepts of particle theory, transformation, and changes of phase and mass in a holistic approach. The six-step teaching sequence is founded on the notions of challenge, variation, and drama. (Author/NB) EJ675364 Dramatic Photosynthesis. Australian Science Teachers' Journal v49 n1 p26-35 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:43:10 CIJFEB2004

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No Energy Science Activities Science Instruction Secondary Education Thermodynamics Units of Study Fry, Margaret Dimeo, Leo Wilson, Craig Sadler, Jo Fawns, Rod Journal Articles Reports - Research ISSN-0045-0855 English Presents an Energy and Change unit developed to assist teaching and learning of why things happen. Uses a series of abstract diagrams that represent thermodynamic change to connect seemingly different situations. Diagrams are intelligible to students, scientifically consistent, useful to teachers, and integrate within science courses. (Author/NB) EJ675365 A New Approach to Teaching "Energy and Change": Using an Abstract Picture Language To Teach Thermodynamic Thinking in Junior Science Classes. Australian Science Teachers' Journal v49 n1 p36-43 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:43:10 CIJFEB2004

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No Behavior Patterns Character Education Elementary Secondary Education Science Achievement Science Instruction Student Attitudes Moulds, Phillip Journal Articles Reports - Descriptive ISSN-0045-0855 English Explains scientific character as an attempt to move beyond the ability-centered focus of student learning in science towards recognizing the role of attitude and affect on student performance and the importance of developed patterns of behavior. Highlights the role of inclination and awareness as important factors in the development of scientific character. (Author/NB) EJ675366 Scientific Character. Australian Science Teachers' Journal v49 n1 p46-50 Mar 2003 2003-00-00 N/A 2004 7/11/2004 11:43:10 CIJFEB2004

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No Career Choice Elementary Secondary Education Engineering Education Science Careers Sciences Sex Differences Sex Stereotypes Student Motivation Technology Education Medhat, Sa'ad Journal Articles Reports - Descriptive ISSN-0013-1377 English Advocates nurturing ability and talent in science, engineering, and technology (SET). Suggests some reasons why young people turn away from SET, discusses what is currently being done to remedy it, and recommends solutions to the problem. (NB) EJ675367 Tapping Young Potential: Are We Investing Enough in Science, Engineering and Technology? Education in Science n203 p8-10 Jun 2003 2003-00-00 T 2004 7/11/2004 11:43:11 CIJFEB2004 For follow-up article, see SE 569 684.

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No Elementary Secondary Education Females Science Careers Science Interests Scientists Guides - Classroom - Teacher Journal Articles ISSN-0013-1377 English Elaborates on the previous article by highlighting the need to find ways to encourage young people to take up science careers. Presents some guidelines for selling science to girls and includes personal profiles of real scientists to humanize them to students. (NB) EJ675368 Finding Out about Careers in Science. Education in Science n203 p12-16 Jun 2003 2003-00-00 T 2004 7/11/2004 11:43:11 CIJFEB2004 For related article, see SE 569 683.

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No Environmental Education Foreign Countries Integrated Curriculum Perception Science Instruction Secondary Education Secondary School Teachers Teacher Attitudes Ko, Andre Chi-chung Lee, John Chi-kin Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1059-0145 English Investigates Hong Kong secondary school integrated science teachers' perceptions of environmental education. Both questionnaire surveys and interviews were used. Finds that teachers tended to teach more environmental education if they held more favorable attitudes toward environmental educa-tion, had more skills in teaching environmental education, and believed more in the relevance of Integrated Science to environmental education. (Author/SOE) EJ675369 Teachers' Perceptions of Teaching Environmental Issues within the Science Curriculum: A Hong Kong Perspective. Journal of Science Education and Technology v12 n3 p187-204 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Attitude Change Computer Uses in Education Efficiency Higher Education Instructional Effectiveness Internet Law Enforcement Motivation Multimedia Instruction Nontraditional Education Teaching Methods Training Schmeeckle, Joyce M. Journal Articles Reports - Research ISSN-1059-0145 English Study 1 evaluates the effectiveness and efficiency of online training with Nebraska Law Enforcement Training Center's (NLETC's) Jail Management trainees. Results indicate that online training is as effective as and more efficient than classroom training. Study 2 examined learning, instructional time, motivation, and attitude advantages of multimedia included in the Jail Management online training courses. No differences were observed between groups. (Author/SOE) EJ675370 Online Training: An Evaluation of the Effectiveness and Efficiency of Training Law Enforcement Personnel over the Internet. Journal of Science Education and Technology v12 n3 p205-60 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:12 CIJFEB2004

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No High School Students Light Misconceptions Optics Physics Science Education Scientific Concepts Secondary Education Eshach, Haim Journal Articles Reports - Research Shadows ISSN-1059-0145 English Investigates students' changes in conception about diffused shadows during Nussbaum and Novick's suggested sequence of teaching. Reports that (a) students'"entering" ideas were unstable, (b) language and materialistic views of light influenced students' ideas, (c) students' ideas were influenced by group concepts of the nature of light, (d) students' interpretation of demonstrations and experiments and diagrams of light rays were problematic. (Author/SOE) EJ675371 Small-Group Interview-Based Discussions about Diffused Shadow. Journal of Science Education and Technology v12 n3 p261-75 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Bonding Chemistry Computer Uses in Education Crystallography Electronic Libraries Molecular Structure Postsecondary Education Science Education Secondary Education Visualization World Wide Web Sandvoss, Leah M. Harwood, William S. Korkmaz, Ali Bollinger, John C. Huffman, John C. Huffman, John N. Journal Articles Reports - Descriptive ISSN-1059-0145 English Describes the design of a Common Molecules collection that provides interactive tools for 3-D visualization of molecules. The organizational design provides not only structural information, but also historical and/or key information on the properties of the molecules in the collection. Describes student use of the collection and the role of students in the development of the collection. (Author/SOE) EJ675372 Common Molecules: Bringing Research and Teaching Together through an Online Collection. Journal of Science Education and Technology v12 n3 p277-84 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:12 CIJFEB2004

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No Chemistry Cognitive Structures College Students Comprehension Computer Software Evaluation Demonstration Programs Higher Education Science Education Simulation Teaching Methods Visualization Stieff, Mike Wilensky, Uri Journal Articles Reports - Descriptive Reports - Research ISSN-1059-0145 English Describes a novel modeling and simulation package and assesses its impact on students' understanding of chemistry. Connected Chemistry was implemented inside the NetLogo modeling environment. Using Connected Chemistry, students employed problem -solving techniques characterized by stronger attempts at conceptual understanding and logical reasoning. (Author/SOE) EJ675373 Connected Chemistry--Incorporating Interactive Simulations into the Chemistry Classroom. Journal of Science Education and Technology v12 n3 p285-302 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:12 CIJFEB2004

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No Attitudes Developed Nations Economic Status Higher Education Lay People Science and Society Science Education Scientific Research Scientists Technological Advancement Technology Bhaduri, Sumit Journal Articles Reports - Descriptive ISSN-1059-0145 English Reviews the divergent viewpoints of scientists and non-scientists with regard to science and technology. Shows that while scientists implicitly accept the difference between science and technology, to non-scientists that difference is irrelevant. Highlights the most important differences between science and technology and discusses the complexity of and difficulty in trying to quantify the contribution of science and technology to economic growth. (Author/SOE) EJ675374 Science, Society, and Technology--Three Cultures and Multiple Visions. Journal of Science Education and Technology v12 n3 p303-08 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:13 CIJFEB2004

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No Elementary Secondary Education Environmental Education Science Instruction Science Interests Solar Energy Student Motivation Student Participation Technology Education Hugerat, Muhamad Ilyian, Salman Toren, Zehava Anabosi, Fawzi Journal Articles Reports - Descriptive Environmental Awareness ISSN-1059-0145 English Explains a model of a solar village in the context of the school which does not contribute to air pollution by using only solar energy. Suggests that pupils would be active participants in building systems and understanding the contact between the knowledge of the basic science of solar energy and the technology processes in daily life. (Author/SOE) EJ675375 Solar Village--Educational Initiative for Kids. Journal of Science Education and Technology v12 n3 p309-15 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Comprehension Force Higher Education Laboratory Experiments Physics Science Instruction Science Laboratories Scientific Concepts Student Motivation Student Participation Royuk, Brent Brooks, David W. Journal Articles Reports - Research Microcomputer Based Laboratories ISSN-1059-0145 English Presents results of a controlled experiment comparing the conceptual mechanics learning gains as measured by the Force Concept Inventory (FCI) between two laboratory groups. One group completed cookbook labs while the other completed Interactive-Engagement (IE) labs in RealTime Physics. Suggests that laboratory activities should engage students in making choices based upon physical principles and receive feedback about those choices. (Author/SOE) EJ675376 Cookbook Procedures in MBL Physics Exercises. Journal of Science Education and Technology v12 n3 p317-24 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Computer Literacy Computer Uses in Education Educational Technology International Studies Science Instruction Scientific Literacy Secondary Education Papanastasiou, Elena C. Zembylas, Michalinos Vrasidas, Charalambos Journal Articles Reports - Research ISSN-1059-0145 English Examines the relationship between computer use and students' science achievement based on the data from the Program for International Student Assessment (PISA). Results show that it is not computer use itself that has a positive or negative effect on the science achievement of students, but the way in which computers are used. (Author/SOE) EJ675377 Can Computer Use Hurt Science Achievement? The USA Results from PISA. Journal of Science Education and Technology v12 n3 p325-32 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:13 CIJFEB2004

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No Computer Software Computer Uses in Education Distance Education Educational Technology Inorganic Chemistry Internet Multimedia Instruction Postsecondary Education Science Instruction Secondary Education Nick, Sabine Andresen, Judith Lubker, Birgit Thumm, Luzie Journal Articles Reports - Descriptive ISSN-1059-0145 English Describes the development of a chemistry lecture course called CHEMnet that is available via the internet and optimizes multimedia learning environments. Investigates the use and efficiency of multimedia teaching and learning software with CHEMnet. Discusses the structure and features of CHEMnet along with numbers and characteristics of its use. (Author/SOE) EJ675378 CHEMnet--Structure, Design, and Evaluation of an Online Chemistry Course. Journal of Science Education and Technology v12 n3 p333-41 Sep 2003 2003-00-00 T 2004 7/11/2004 11:43:14 CIJFEB2004

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No Comparative Analysis Cultural Influences Early Childhood Education Mathematics Activities Mathematics Instruction Play Socioeconomic Status Ginsburg, Herbert P. Lin, Chia-ling Ness, Daniel Seo, Kyoung-Hye Journal Articles Reports - Research ISSN-1098-6065 English Examines possible cultural and socioeconomic status (SES) differences in the type, frequency, and complexity of 4- and 5-year-old American and Chinese children's everyday mathematical activities during free play. Results showed neither any differences between the types of mathematical activity American and Chinese children exhibit, nor in the frequency and complexity of everyday mathematics between lower- and middle-SES groups in both cultures. (Author/SOE) EJ675379 Young American and Chinese Children's Everyday Mathematical Activity. Mathematical Thinking and Learning v5 n4 p235-58 2003 2003-00-00 T 2004 7/11/2004 11:43:14 CIJFEB2004

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No Elementary Secondary Education Factor Analysis Mathematics Instruction Mathematics Tests Measurement Numeracy Test Theory Testing Thinking Skills Hogan, Thomas P. Brezinski, Kristen L. Journal Articles Reports - Research ISSN-1098-6065 English Examines relationships among tests for numerosity, measurement, and computational estimation, and recognizes tests for numerical facility and quantitative reasoning using principal components analysis. Identifies two components. The first component aligned computational estimation with numerical facility and general quantitative reasoning while the second component included the tests of numerosity and measurement estimation. (Author/SOE) EJ675380 Quantitative Estimation: One, Two, or Three Abilities? Mathematical Thinking and Learning v5 n4 p259-80 2003 2003-00-00 T 2004 7/11/2004 11:43:14 CIJFEB2004

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No Addition Comprehension Elementary School Teachers Higher Education Mathematical Concepts Mathematics Instruction Mathematics Skills Place Value Preservice Teachers Subtraction Teacher Education McClain, Kay Journal Articles Reports - Research ISSN-1098-6065 English Analyzes a teaching experiment conducted within the context of teacher education designed to support preservice teachers' understandings of place value and multidigit addition and subtraction. Analyses of the teaching ex-periments document the learning of the preservice teachers and how that learning was supported by initial conjectures grounded in research on elementary students' ways of reasoning. (Author/SOE) EJ675381 Supporting Preservice Teachers' Understanding of Place Value and Multidigit Arithmetic. Mathematical Thinking and Learning v5 n4 p281-306 2003 2003-00-00 T 2004 7/11/2004 11:43:14 CIJFEB2004

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No Academic Achievement Cognitive Development Creativity Foreign Countries International Studies Science Instruction Science Programs Secondary Education Lin, Chongde Hu, Weiping Adey, Philip Shen, Jiliang Journal Articles Reports - Research England United Kingdom (England) ISSN-0157-244X English Describes a study of the influence of the Cognitive Acceleration through Science Education (CASE) program on the scientific creativity of secondary school students. Scientific creativity is measured by the Scientific Creativity Test for Secondary School Students. Results indicate that the program did promote the overall development of scientific creativity although the effects on different aspects of scientific creativity varied. (Author/SOE) EJ675382 The Influence of CASE on Scientific Creativity. Research in Science Education v33 n2 p143-62 2003 2003-00-00 T 2004 2016-11-21

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No Comprehension Concept Formation Higher Education Multimedia Instruction Science Education Student Projects Teacher Education Teaching Methods Technology Education Bencze, Larry Hewitt, Jim Pedretti, Erminia Yoon, Susan Perris, Kirk van Oostveen, Roland Journal Articles Reports - Research ISSN-0157-244X English Reports on science-specialist student teachers' conceptions about science and technology and corresponding priorities for school science. Students' conceptions were measured after interacting with a case documentary that depicted students collaborating in the development and evaluation of pneumatic-controlled robotic arms. Indicates that many student teachers developed more naturalistic perspectives on knowledge development in science and technology and corresponding pedagogical priorities. (Author/SOE) EJ675383 Science-specialist Student-teachers Consider Promoting Technological Design Projects: Contributions of Multi-media Case Methods. Research in Science Education v33 n2 p163-87 2003 2003-00-00 T 2004 7/11/2004 11:43:15 CIJFEB2004

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No Elementary Secondary Education Foreign Countries International Studies News Media Science Education Scientific Literacy Technological Literacy Technology Education Textbook Evaluation Textbooks Visual Learning Visual Perception Dimopoulos, Kostas Koulaidis, Vasilis Sklaveniti, Spyridoula Journal Articles Reports - Research Greece Greece ISSN-0157-244X English Analyzes the pedagogic functions of visual images included in school science textbooks and daily press articles about science and technology. Indicates that the science textbooks (a) use 10 times more images, (b) use more images so as to familiarize their readers with the specialized techno-scientific content and codes, and (c) tend to create a sense of higher empowerment. (Author/SOE) EJ675384 Towards an Analysis of Visual Images in School Science Textbooks and Press Articles about Science and Technology. Research in Science Education v33 n2 p189-216 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Foreign Countries International Studies Kinetics Physics Science Instruction Science Laboratories Secondary Education Russell, David W. Lucas, Keith B. McRobbie, Campbell J. Journal Articles Reports - Research Australia Microcomputer Based Laboratories Australia ISSN-0157-244X English Investigates how microcomputer-based laboratory (MBL) activities specifically designed to be consistent with a constructivist theory of learning support or constrain student construction of understanding. Analysis of students' discourse and actions reveal that students invented numerous techniques for manipulating data in the service of their emerging understanding. Findings are presented as eight assertions. (Author/SOE) EJ675385 The Role of the Microcomputer-Based Laboratory Display in Supporting the Construction of New Understandings in Kinematics. Research in Science Education v33 n2 p217-43 2003 2003-00-00 T 2004 2016-11-21

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No Concept Formation Higher Education Interviews Mastery Learning Physics Science Instruction Science Teachers Teacher Education Undergraduate Study Brass, Catherine Gunstone, Richard Fensham, Peter Journal Articles Reports - Research ISSN-0157-244X English Explores different ways individuals conceptualize quality learning in physics. Uses semi-structured interviews that explore aspects of learning that respondents regard as worth fostering in their classrooms. Discusses different respondent conceptions with regard to four significant aspects of physics learning: doing experimental work; linking physics to the real world; students taking responsibility for their own learning; and being confident. (Author/SOE) EJ675386 Quality Learning of Physics: Conceptions Held by High School and University Teachers. Research in Science Education v33 n2 p245-71 2003 2003-00-00 T 2004 7/11/2004 11:43:16 CIJFEB2004

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No Cognitive Processes Higher Education Logical Thinking Mathematics Education Statistical Inference Thinking Skills Durand-Guerrier, Viviane Journal Articles Reports - Research Implications ISSN-0013-1954 English Summarizes Tarski's semantic truth theory to clarify different aspects of implication. Extends the classical definition of implication as a relationship between propositions to a relationship between open sentences with at least one free variable. Analyzes two problematic situations and the presentation of some experimental results from research on first-year university students' understanding of implication. (Author/KHR) EJ675387 Which Notion of Implication Is the Right One? From Logical Considerations to a Didactic Perspective. Educational Studies in Mathematics v53 n1 p5-34 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Interaction Process Analysis Learning Processes Mathematics Education Problem Solving Barwell, Richard Journal Articles Reports - Research ISSN-0013-1954 English Presents a preliminary analysis from a study designed to investigate the participation of students learning English as an additional language in primary school mathematics. Concerns how students make sense of mathematics classroom interaction. Describes and uses the findings of three patterns of attention in the process of two students' sense-making. (Author/KHR) EJ675388 Patterns of Attention in the Interaction of a Primary School Mathematics Student with English as an Additional Language. Educational Studies in Mathematics v53 n1 p35-59 2003 2003-00-00 T 2004 7/11/2004 11:43:17 CIJFEB2004

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No Critical Theory Critical Thinking Cultural Influences Elementary Education Elementary School Teachers Mathematics Instruction Sociocultural Patterns Matthews, Lou Edward Journal Articles Reports - Research Bermuda Bermuda ISSN-0013-1954 English Explores the teaching of four elementary teachers as they incorporated a model of culturally relevant teaching into their mathematics instruction. Examines how teachers sought to: (1) foster critical mathematical thinking and critical consciousness; (2) build on informal mathematical and cultural knowledge; and (3) utilize empowerment orientations toward students' culture and experience. (Author/KHR) EJ675389 Babies Overboard! The Complexities of Incorporating Culturally Relevant Teaching into Mathematics Instruction. Educational Studies in Mathematics v53 n1 p61-82 2003 2003-00-00 T 2004 2016-11-21

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No Educational Cooperation Higher Education Literature Reviews Mathematics Education Professional Development School Community Relationship Teacher Education Krainer, Konrad Journal Articles Opinion Papers ISSN-1386-4416 English Sketches the background of the issue "Teams, Communities and Networks", reflects the increasing importance of its theme, and introduces four contributions that include two research papers, one paper dedicated to "Teacher Education Around the World", and a book review. (Author/KHR) EJ675390 Teams, Communities and Networks. Journal of Mathematics Teacher Education v6 n2 p93-105 2003 2003-00-00 T 2004 7/11/2004 11:43:18 CIJFEB2004

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No Educational Change Educational Cooperation Educational Technology Knowledge Base for Teaching Mathematics Instruction Mathematics Teachers Problem Solving Professional Development Secondary Education Lachance, Andrea Confrey, Jere Journal Articles Reports - Research ISSN-1386-4416 English Discusses professional development intervention that attempted to start a professional community of secondary mathematics teachers through in-service work on mathematical problem solving and technology. Suggests that use of mathematical content explorations in professional development settings help mathematics teachers build professional communities. Indicates that mathematical content explorations and teacher community provide secondary mathematics teachers with strong foundations for reform of mathematics classes. (Author/KHR) EJ675391 Interconnecting Content and Community: A Qualitative Study of Secondary Mathematics Teachers. Journal of Mathematics Teacher Education v6 n2 p107-37 2003 2003-00-00 T 2004 7/11/2004 11:43:18 CIJFEB2004

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No Educational Change Geometry Inservice Teacher Education Mathematics Education Professional Development Secondary Education Teacher Collaboration Teacher Education Programs Arbaugh, Fran Journal Articles Reports - Research Study Groups ISSN-1386-4416 English Examines values that seven secondary geometry teachers placed on their participation in a school-based study group and the organizational structure and the impact of that structure on teachers' continued participation in the study group. Shows that the teachers were supported in building community and relationships, making connections across theory and practice, curriculum reform, and developing professionalism. (Author/KHR) EJ675392 Study Groups as a Form of Professional Development for Secondary Mathematics Teachers. Journal of Mathematics Teacher Education v6 n2 p139-63 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Education Majors Elementary Secondary Education Foreign Countries Intervention Mathematics Education Preservice Teachers Professional Development Teacher Education Programs Vithal, Renuka Journal Articles Reports - Research South Africa South Africa ISSN-1386-4416 English Describes an innovative outreach program integrated with a university curriculum in which a group of pre-service teachers taking mathematics education as a major were involved in teaching mathematics to girls at Tennyson House. Reflects on what was experienced and learned from the intervention in terms of three aspects: (1) learning about learners; (2) learning about teaching (mathematics); and (3) learning about relationships. (Author/KHR) EJ675393 Student Teachers and 'Street Children': On Becoming a Teacher of Mathematics. Journal of Mathematics Teacher Education v6 n2 p165-83 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Ideology International Studies Science Curriculum Science Instruction Textbooks Sather, Jostein Journal Articles Reports - Descriptive Norway Norway ISSN-0926-7220 English Reviews the use of the concept of "ideology" in interpretation of science education curricula, textbooks, and various practices. Provides examples from Norwegian curricula and textbooks. (Author/SOE) EJ675394 The Concept of Ideology in Analysis of Fundamental Questions in Science Education: A Review with Selected Examples from Norwegian Curricula and Textbooks. Science and Education v12 n3 p237-60 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Biology Films Higher Education Photographs Science Instruction Visual Aids Visual Perception Rudge, David Wyss Journal Articles Reports - Descriptive Predation Natural Selection ISSN-0926-7220 English Discusses why public perceptions of the importance of Kettlewell's investigations on the phenomenon of industrial melanism diverge from those of researchers who actually work on the phenomenon. Explains the important role photographic and film depictions of differential bird predation play in Kettlewell's popularizations. (Author/SOE) EJ675395 The Role of Photographs and Films in Kettlewell's Popularizations of the Phenomenon of Industrial Melanism. Science and Education v12 n3 p261-87 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Music Mythology Philosophy Science Instruction Sciences Student Motivation Slowik, Edward Journal Articles Opinion Papers Counterexamples ISSN-0926-7220 English Explores the benefits of utilizing non-scientific examples and analogies in teaching philosophy of science courses. Utilizes a lengthy analogy between musical styles and Kuhn's theory of scientific revolution to demonstrate this strategy. (SOE) EJ675396 Myth, Music, and Science: Teaching the Philosophy of Science through the Use of Non-Scientific Examples. Science and Education v12 n3 p289-302 Apr 2003 2003-00-00 T 2004 2016-11-21

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No College Freshmen Cooperative Learning Critical Thinking Foreign Countries Higher Education Science Instruction Sciences Undergraduate Study Hager, Paul Sleet, Ray Logan, Peter Hooper, Mal Journal Articles Reports - Descriptive Australia Australia ISSN-0926-7220 English Explains the design and evaluation of a project aimed at fostering the critical thinking abilities and dispositions of first year students at an Australian university. Most of the tasks relate to applications of chemistry and physics in everyday life. Many students revealed that their thinking skills were enhanced by their experience in attempting the tasks in small cooperative groups. (SOE) EJ675397 Teaching Critical Thinking in Undergraduate Science Courses. Science and Education v12 n3 p303-13 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Misconceptions Philosophy Science History Science Instruction Sciences Scientific Methodology Scientific Principles Allchin, Douglas Journal Articles Opinion Papers Preconceptions ISSN-0926-7220 English Addresses Lawson's (2002) interpretations of Galileo's discovery of the moons of Jupiter and other cases that exhibit historical errors. Suggests that such cases can distort history and lessons about the nature of science. (SOE) EJ675398 Lawson's Shoehorn, or Should the Philosophy of Science Be Rated 'X'? Science and Education v12 n3 p315-29 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Higher Education Philosophy Science Education Sciences Scientific Methodology Lawson, Anton E. Journal Articles Opinion Papers ISSN-0926-7220 English Criticizes Allchin's article about Lawson's analysis of Galileo's discovery of Jupiter's moons. Suggests that a careful analysis of the way humans spontaneously process information and reason supports a general hypothetico-deductive theory of human information processing, reasoning, and scientific discovery. (SOE) EJ675399 Allchin's Shoehorn, or Why Science Is Hypothetico-Deductive. Science and Education v12 n3 p331-37 Apr 2003 2003-00-00 T 2004 7/11/2004 11:43:20 CIJFEB2004

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No Cognitive Processes Elementary Secondary Education Instructional Materials Learning Strategies Mathematics Education Thinking Skills Visual Perception Visualization Arcavi, Abraham Journal Articles Reports - Research ISSN-0013-1954 English Defines visualization as the product and the process of creation, interpretation, and reflection upon pictures and images. Analyzes, exemplifies, and reflects upon the many different and rich roles that it can and should play in the learning and doing of mathematics. Discusses limitations and possible sources of difficulties visualization may pose for students and teachers. (Author/KHR) EJ675400 The Role of Visual Representations in the Learning of Mathematics. Educational Studies in Mathematics v52 n3 p215-41 2003 2003-00-00 T 2004 7/11/2004 11:43:20 CIJFEB2004

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No Curriculum Design Elementary Education Mathematics Instruction Preservice Teachers Problem Solving Professional Development Teacher Education Programs Word Problems (Mathematics) Crespo, Sandra Journal Articles Reports - Research ISSN-0013-1954 English Examines changes in the problem posing strategies of a group of elementary preservice teachers as they posed problems to pupils. Indicates that the teachers' problem posing practices were changed from posing traditional single steps and computational problems to multiple approaches and solutions with open-ended and exploratory problems. (Author/KHR) EJ675401 Learning To Pose Mathematical Problems: Exploring Changes in Preservice Teachers' Practices. Educational Studies in Mathematics v52 n3 p243-70 2003 2003-00-00 T 2004 7/11/2004 11:43:21 CIJFEB2004

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No Calculus Computer Uses in Education Discourse Analysis Higher Education Mathematics Instruction Semiotics Teaching Methods Winslow, Carl Journal Articles Reports - Research ISSN-0013-1954 English Presents a semiotic analysis of the potential of computer algebra systems (CAS) for enabling mathematical activity on a conceptual level higher than usual. Illustrates examples of theoretical points from a development project in the context of a first year university course in calculus. Discusses how CAS may be used in a didactical analysis and in didactical engineering. (Author/KHR) EJ675402 Semiotic and Discursive Variables in CAS-Based Didactical Engineering. Educational Studies in Mathematics v52 n3 p271-88 2003 2003-00-00 T 2004 7/11/2004 11:43:21 CIJFEB2004

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No Computer Uses in Education Curriculum Design Deduction Geometry Instructional Materials Learning Strategies Mathematics Instruction Proof (Mathematics) Secondary Education Teaching Methods Sinclair, Margaret P. Journal Articles Reports - Research ISSN-0013-1954 English Investigates the benefits and limitations of using pre-constructed, web-based, dynamic geometry sketches in activities related to deductive proof at the secondary school level. Focuses on the relationship between the design of materials and the exploration process. Draws attention to the idea that pre-constructed dynamic geometric sketches and accompanying materials are central elements of the learning activity. (Author/KHR) EJ675403 Some Implications of the Results of a Case Study for the Design of Pre-Constructed, Dynamic Geometry Sketches and Accompanying Materials. Educational Studies in Mathematics v52 n3 p289-317 2003 2003-00-00 T 2004 7/11/2004 11:43:21 CIJFEB2004

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No Calculus Cognitive Processes Concept Formation Epistemology Higher Education Mathematics Instruction Proof (Mathematics) Thinking Skills Raman, Manya Journal Articles Reports - Research ISSN-0013-1954 English Examines the views of proof held by university-level mathematics students and teachers. Develops a framework for characterizing people's views of proof based on a distinction between public and private aspects of proof and the key ideas that link these two domains. (Author/KHR) EJ675404 Key Ideas: What Are They and How Can They Help Us Understand How People View Proof? Educational Studies in Mathematics v52 n3 p319-25 2003 2003-00-00 T 2004 7/11/2004 11:43:21 CIJFEB2004

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No Curriculum Development Elementary Secondary Education Ethnomathematics Mathematics Education Multicultural Education Social Influences Sociocultural Patterns Adam, Shehenaz Alangui, Wilfredo Barton, Bill Journal Articles Opinion Papers ISSN-0013-1954 English Suggests that debate on cultural issues in mathematics provided by the critique of ethnomathematics must be based on contemporary writing in the field and should not focus on extreme views within the political justification for ethnomathematics. Addresses philosophical questions raised by Rowlands and Carson and comments on preliminary results from recent studies that indicate a positive role for culturally-based curricula. (Author/KHR) EJ675405 A Comment On: Rowlands and Carson "Where Would Formal, Academic Mathematics Stand in a Curriculum Informed by Ethnomathematics? A Critical Review". Educational Studies in Mathematics v52 n3 p327-35 2003 2003-00-00 T 2004 7/11/2004 11:43:22 CIJFEB2004

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No Computer Uses in Education Earth Science Evaluation Higher Education Science Activities Science Instruction Scientific Literacy Teaching Methods Writing Across the Curriculum Takao, Allison Y. Kelly, Gregory J. Journal Articles Reports - Research ISSN-0926-7220 English Examines uses of evidence in university students' writing of scientific argument in an introductory-level oceanography course. Provides students with an interactive CD-ROM entitled 'Our Dynamic Planet' to write a scientific technical paper. Discusses ways of teaching students the construction of argument in scientific writing. (KHR) EJ675406 Assessment of Evidence in University Students' Scientific Writing. Science and Education v12 n4 p341-63 May 2003 2003-00-00 T 2004 7/11/2004 11:43:22 CIJFEB2004

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No Concept Formation Evolution Learning Strategies Perception Physics Relativity Science Instruction Scientific Concepts Secondary Education Teaching Methods Thinking Skills Reiner, Miriam Burko, Lior M. Journal Articles Reports - Research ISSN-0926-7220 English Focuses on the role of Thought Experiments (TEs) in ongoing processes of conceptual refinement for physicists and physics learners. Analyze TEs related to stellar evolution and general relativity. Identifies the stages at which crucial errors are made in these TEs and the cognitive processes which lead to these errors. Discusses implications for naive physics learners. (KHR) EJ675407 On the Limitations of Thought Experiments in Physics and the Consequences for Physics Education. Science and Education v12 n4 p365-85 May 2003 2003-00-00 T 2004 7/11/2004 11:43:22 CIJFEB2004

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No Curriculum Development Electricity Evolution Higher Education History Instructional Materials Science Education Textbook Evaluation Pocovi, M. Cecilia Finley, Fred N. Journal Articles Reports - Research ISSN-0926-7220 English Analyzes how two electromagnetism textbooks approach the concept of electric field. Uses historical evolution of the field representation. Indicates that one textbook mixes up the historical and pedagogical reasons for the introduction of the concept of field while the other one presents a sketch that might lead students to understand the field and the action-at-a-distance views as supplementing each other. (KHR) EJ675408 Historical Evolution of the Field View and Textbook Accounts. Science and Education v12 n4 p387-96 May 2003 2003-00-00 T 2004 7/11/2004 11:43:22 CIJFEB2004

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No Chemistry Concept Formation Curriculum Development Higher Education Science History Science Instruction Scientific Concepts De Berg, Kevin C. Information Analyses Journal Articles Opinion Papers ISSN-0926-7220 English Examines the evidence proffered by Arrhenius, van't Hoff, and Ostwald in favor of the theory of electrolytic dissociation and outlines objections raised by Armstrong, Fitzgerald, and Pickering. Discusses the implication of the controversy revolving around the nature of chemistry in relation to the teaching and learning of chemistry. (KHR) EJ675409 The Development of the Theory of Electrolytic Dissociation: A Case Study of a Scientific Controversy and the Changing Nature of Chemistry. Science and Education v12 n4 p397-419 May 2003 2003-00-00 T 2004 7/11/2004 11:43:23 CIJFEB2004

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No Curriculum Development Educational Resources Elementary Secondary Education Instructional Materials Professional Development Science Activities Science Instruction Science Teachers Ellis, P. R. Journal Articles Opinion Papers ISSN-0926-7220 English Discusses the need for the publication "Breakthrough" as a resource providing teachers with information and activities about scientists past and present. Describes initial attempts to meet that need on a regular basis. (KHR) EJ675410 It's a Breakthrough--An Account of New Resources for Schools. Science and Education v12 n4 p421-27 May 2003 2003-00-00 T 2004 7/11/2004 11:43:23 CIJFEB2004

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No Classroom Environment Concept Formation Functions (Mathematics) Graphs Higher Education Learning Strategies Mathematics Instruction Proof (Mathematics) Thinking Skills Validity Bloch, Isabelle Journal Articles Reports - Research ISSN-0013-1954 English Presents a teaching approach related to the concept of function that lead students working within a graphic milieu to producing, discussing, and testing the validity of mathematical statements and theorems. Indicates that students experimenting with the approach became able to think of functions as objects and engage in questions of the validity of mathematical statements. (Author/KHR) EJ675411 Teaching Functions in a Graphic Milieu: What Forms of Knowledge Enable Students To Conjecture and Prove? Educational Studies in Mathematics v52 n1 p3-28 2003 2003-00-00 T 2004 7/11/2004 11:43:23 CIJFEB2004

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No Assignments Cognitive Processes Higher Education Homework Instructional Materials Learning Strategies Mathematics Education Textbooks Thinking Skills Lithner, Johan Journal Articles Reports - Research ISSN-0013-1954 English Analyzes video recordings of three undergraduate students' textbook-based homework. Focuses on the ways in which their exercise reasoning is mathematically well-founded or superficial. Indicates that most strategy choices and implementations are carried out without considering the intrinsic mathematical properties of the components involved in their work. (Author/KHR) EJ675412 Students' Mathematical Reasoning in University Textbook Exercises. Educational Studies in Mathematics v52 n1 p29-55 2003 2003-00-00 T 2004 7/11/2004 11:43:24 CIJFEB2004

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No Calculus Communication (Thought Transfer) Critical Thinking Females Graphing Calculators Inferences Learning Strategies Mathematics Education Secondary Education Teaching Methods Forster, Patricia A. Taylor, Peter C. Journal Articles Reports - Research ISSN-0013-1954 English Presents an exploration of conversation in a single episode of a 12th grade girls' calculus class. Analyzes Habermasian communicative competence which requires students to show critical thinking and the ability to express their views. Explains learning outcomes by teachers' mode of questioning, cooperative endeavor by students, instructional sequences, and use of technologies including the graphics calculator. (Author/KHR) EJ675413 An Investigation of Communicative Competence in an Upper-Secondary Class Where Using Graphics Calculators Was Routine. Educational Studies in Mathematics v52 n1 p57-77 2003 2003-00-00 T 2004 7/11/2004 11:43:24 CIJFEB2004

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No Cognitive Processes Concept Formation Constructivism (Learning) Elementary Secondary Education Higher Education Literature Reviews Mathematics Education Schiralli, Martin Sinclair, Nathalie Journal Articles Opinion Papers ISSN-0013-1954 English Reviews the Lakoff and Nunez's book, "Where Mathematics Comes From: How the Embodied Mind Brings Mathematics into Being (2000)," which provided many mathematics education researchers with a novel and startling perspective on mathematical thinking. Suggests that several of the book's flaws can be addressed through a more rigorous establishment of conceptual distinctions as well as appropriate methodological approaches. (Author/KHR) EJ675414 A Constructive Response to "Where Mathematics Comes From." Educational Studies in Mathematics v52 n1 p79-91 2003 2003-00-00 T 2004 7/11/2004 11:43:24 CIJFEB2004

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No Concept Formation Curriculum Development Earth Science Interdisciplinary Approach Learning Strategies Perception Science Activities Science Instruction Secondary Education Thinking Skills Kali, Yael Orion, Nir Eylon, Bat-Sheva Journal Articles Reports - Research ISSN-0022-4308 English Characterizes students' understanding of the rock cycle system. Examines effects of a knowledge integration activity on their system thinking. Interprets answers to an open-ended test using a systems thinking continuum ranging from a completely static view of the system to an understanding of the system's cyclic nature. Reports meaningful improvement in students' views of the rock cycle after the knowledge integration activity. (KHR) EJ675415 Effect of Knowledge Integration Activities on Students' Perception of the Earth's Crust as a Cyclic System. Journal of Research in Science Teaching v40 n6 p545-65 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:24 CIJFEB2004

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No Higher Education Learning Strategies Mathematics Education Science Education Student Centered Curriculum Teaching Methods Walczyk, Jeffrey J. Ramsey, Linda L. Journal Articles Reports - Research ISSN-0022-4308 English Reports results of a survey developed to assess the use of learner-centered techniques in undergraduate science and mathematics classrooms. Reveals that learner-centered techniques are used infrequently, but when used, they are applied to all aspects of teaching. Suggests that federal funding has been slightly effective in promoting its use. (KHR) EJ675416 Use of Learner-Centered Instruction in College Science and Mathematics Classrooms. Journal of Research in Science Teaching v40 n6 p566-84 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:25 CIJFEB2004

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No Concept Formation Conflict Evaluation Methods Foreign Countries Learning Problems Learning Processes Measures (Individuals) Misconceptions Science Education Secondary Education Lee, Gyoungho Kwon, Jaesool Park, Sang-Suk Kim, Jung-Whan Kwon, Hyeok-Gu Park, Hac-Kyoo Journal Articles Reports - Research Korea South Korea ISSN-0022-4308 English Develops an instrument for measuring secondary students' cognitive conflict levels as they learn science. Indicates that cognitive conflict consists of four constructs: (1) recognition of an anomalous situation; (2) interest; (3) anxiety; and (4) cognitive reappraisal of the conflict situation. Discusses implications for instruction and possibilities for future research. (KHR) EJ675417 Development of an Instrument for Measuring Cognitive Conflict in Secondary-Level Science Classes. Journal of Research in Science Teaching v40 n6 p585-603 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Coherence Concept Formation Physics Science Instruction Secondary Education Thinking Skills Oliva, Jose M. Journal Articles Reports - Research Conceptual Change ISSN-0950-0693 English Examines the existing relationship between the degree of structural coherence of 10th grade students' (n=155) preconceptions in mechanics and the viability of conceptual change both before and after teaching. Results show that students with the highest level of formal reasoning change their alternative conceptions more easily when they display a higher level of initial structuralization. (Author/SOE) EJ675418 The Structural Coherence of Students' Conceptions in Mechanics and Conceptual Change. International Journal of Science Education v25 n5 p539-61 May 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Perception Tests Physics Science Education Student Attitudes World Views Lemmer, M. Lemmer, T. N. Smit, J. J. A. Journal Articles Reports - Research South Africa South Africa ISSN-0950-0693 English Investigates perceptions of the universe of (n=232) first-year physics students from two South African universities. Compared results with Aristotelian and Newtonian views as well as with those of children as revealed in a literature survey. Results also showed that a statistically significant larger number of African than European students have organistic views of the world. (Author/SOE) EJ675419 South African Students' Views of the Universe. International Journal of Science Education v25 n5 p563-82 May 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Reactions Chemistry Essay Tests Learning Processes Misconceptions Science Instruction Scientific Concepts Scientific Literacy Secondary Education Cavallo, Ann M. L. McNeely, Jack C. Marek, Edmund A. Journal Articles Reports - Research Learning Cycle Teaching Method ISSN-0950-0693 English Examines 9th grade students' explanations of chemical reactions using two forms of open-ended essay questions, those providing students with key terms to be used as "anchors" on which to base their essay, and those that do not provide terms. Results indicate that more misunderstandings were elicited by the use of key terms as compared to the non-use of key terms. (Author/SOE) EJ675420 Eliciting Students' Understandings of Chemical Reactions Using Two Forms of Essay Questions during a Learning Cycle. International Journal of Science Education v25 n5 p583-603 May 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change Chemistry Cooperative Learning Foreign Countries Science Education Secondary Education Teaching Methods Team Teaching Balfakih, Nagib M. A. Journal Articles Reports - Research United Arab Emirates United Arab Emirates ISSN-0950-0693 English Investigates the effectiveness of Student-Team Achievement Division (STAD) for teaching chemistry in randomly selected high school classes in the United Arab Emirates (UAE). Also examines the differences among groups with regard to gender, geographic area, and ability. Findings indicate that STAD is a more effective teaching method than traditional teaching methods in teaching 10th grade chemistry classes in the UAE. (Author/SOE) EJ675421 The Effectiveness of Student Team-Achievement Division (STAD) for Teaching High School Chemistry in the United Arab Emirates. International Journal of Science Education v25 n5 p605-24 May 2003 2003-00-00 T 2004 2016-11-21

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No Academically Gifted Early Childhood Education Elementary School Teachers Foreign Countries Instructional Effectiveness Science Curriculum Science Instruction Teaching Methods Thinking Skills Coates, David Journal Articles Reports - Research ISSN-0950-0693 English Investigates whether United Kingdom (UK) primary teachers are aware of the potential of highly able young scientists and whether they differentiate their teaching accordingly. Questionnaire answers suggest that teachers do use a variety of methods to differentiate their science teaching. There was, however, no correlation between teachers' opinions related to scientifically able children's investigative skills and the associated methods of differentiating their teaching. (Author/SOE) EJ675422 How Are Highly Able 6- and 7-Year-Old Scientists Recognized and Then Catered for in Schools? International Journal of Science Education v25 n5 p625-39 May 2003 2003-00-00 T 2004 7/11/2004 11:43:26 CIJFEB2004

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No Academic Achievement Coeducation Comparative Analysis Foreign Countries Gender Issues Science Education Secondary Education Single Sex Schools Student Attitudes Dhindsa, Harkirat S. Chung, Gilbert Journal Articles Reports - Research Brunei Brunei ISSN-0950-0693 English Evaluates attitudes towards and achievement in science of Form 3 students studying in single-sex and coeducational schools in Brunei. Results demonstrated significant differences in attitudes towards and achievement in science of male and female students in single-sex schools and students in coeducational schools. (Contains 46 references.) (Author/SOE) EJ675423 Attitudes and Achievement of Bruneian Science Students. International Journal of Science Education v25 n8 p907-22 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Inquiry Meteorology Prediction Science Activities Science Instruction Urban Education Lee, Hee-Sun Songer, Nancy Butler Journal Articles Reports - Research Authentic Learning ISSN-0950-0693 English Studies effective inquiry tasks through transforming content, scientific thinking, and resources featured in scientists' authentic practices. Investigates how 59 inner-city 6th grade students performed in real-time forecasting situations involving fronts and pressure systems. Results show that real-world situations that closely mapped onto students' content understandings helped students perform inquiry. (Contains 56 references.) (Author/SOE) EJ675424 Making Authentic Science Accessible to Students. International Journal of Science Education v25 n8 p923-48 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Earth Science Foreign Countries Misconceptions Science Instruction Scientific Concepts Secondary Education Solar System Virtual Reality Bakas, Christos Mikropoulos, Tassos A. Journal Articles Reports - Research Greece Greece ISSN-0950-0693 English Explains the design and development of an educational virtual environment to support the teaching of planetary phenomena, particularly the movements of Earth and the sun, day and night cycle, and change of seasons. Uses an interactive, three-dimensional (3D) virtual environment. Initial results show that the majority of students enthused about interacting with it and modified their misconceptions. (Contains 44 references.) (Author/SOE) EJ675425 Design of Virtual Environments for the Comprehension of Planetary Phenomena Based on Students' Ideas. International Journal of Science Education v25 n8 p949-67 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Biology Chemistry Gender Issues Graduate Students Higher Education Science Education Student Attrition Ferreira, Maria M. Journal Articles Reports - Research ISSN-0950-0693 English Explores gender issues that contributed to the differential attrition rate of men and women graduate students in two science departments (biology and chemistry) at a large research university. Analysis indicated a significantly larger student attrition rate in chemistry than in biology. In each department the attrition rate for women was significantly larger than the rate for men. (Contains 70 references.) (Author/SOE) EJ675426 Gender Issues Related to Graduate Student Attrition in Two Science Departments. International Journal of Science Education v25 n8 p969-89 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:28 CIJFEB2004

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No Acoustics Concept Formation Cooperative Learning Higher Education Instructional Materials Physics Science Curriculum Science Instruction Wittmann, Michael C. Steinberg, Richard N. Redish, Edward F. Journal Articles Reports - Research ISSN-0950-0693 English Explains the design and development of curriculum materials that ask students to think about physics from a different view. These group-learning classroom materials specifically aim to bring about improvement of student understanding of sound waves. (Contains 29 references.) (Author/SOE) EJ675427 Understanding and Affecting Student Reasoning about Sound Waves. International Journal of Science Education v25 n8 p991-1013 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:28 CIJFEB2004

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No Chemistry Higher Education Interaction Learning Science Education Student Motivation Undergraduate Students Pedrosa de Jesus, Helena Teixeira-Dias, Jose J. C. Watts, Mike Journal Articles Reports - Descriptive Questions ISSN-0950-0693 English Documents the use of student-generated questions as diagnostic of their willingness to engage in classroom interactions. Explores four ways of gathering students' written questions and their relative effectiveness. Examines students' capacity to design and present 'quality questions' and the extent to which these questions are indicative of particular styles of interaction in the classroom. (Contains 35 references.) (Author/SOE) EJ675428 Questions of Chemistry. International Journal of Science Education v25 n8 p1015-34 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Elementary Education Environmental Education Outdoor Education Play Playgrounds Malone, Karen Tranter, Paul J. Journal Articles Reports - Research ISSN-1350-4622 English Explores the question, What is the role of school grounds as sites for learning? Observation and interview data from five Australian primary schools displayed large differences between schools in the types of play that 8- to 10-year-old children engaged in, particularly play behaviors categorized as involving environmental cognition. Explores the relative importance of the school ground environment. (Contains 30 references.) (Author/NB) EJ675429 School Grounds as Sites for Learning: Making the Most of Environmental Opportunities. Environmental Education Research v9 n3 p283-303 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:28 CIJFEB2004

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No Elementary Education Environmental Education Primary Education Professional Development Sustainable Development Teaching Methods Summers, Mike Corney, Graham Childs, Ann Journal Articles Reports - Research ISSN-1350-4622 English Qualitatively studies issues that arise for teachers when planning and teaching sustainable development in primary classrooms. Identifies seven key issues and considers how the teaching seen in this study compares with conceptions of education for sustainable development found in the literature. An appendix contains the theoretical framework. (Contains 28 references.) (Author/NB) EJ675430 Teaching Sustainable Development in Primary Schools: An Empirical Study of Issues for Teachers. Environmental Education Research v9 n3 p327-46 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:29 CIJFEB2004

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No Educational Policy Elementary Secondary Education Environmental Education Higher Education Theory Practice Relationship Barraza, Laura Duque-Aristizabal, Ana M. Rebolledo, Geisha Journal Articles Reports - Descriptive ISSN-1350-4622 English Details a seminar held at King's College in London in March, 2001. Presents a reading and reflection upon two major aspects of the discussion, the meanings of environmental education and education for sustainable development in different cultures and contexts. (Contains 20 references.) (Author/NB) EJ675431 Environmental Education: From Policy to Practice. Environmental Education Research v9 n3 p347-57 Aug 2003 2003-00-00 T 2004 7/11/2004 11:43:29 CIJFEB2004

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No Cultural Influences Elementary Secondary Education Environmental Education Foreign Countries Political Influences Lavery, Alastair H. Smyth, John C. Journal Articles Reports - Descriptive Scotland United Kingdom (Scotland) ISSN-1350-4622 English Discusses the part played by the political system and the international context in attempts to promote environmental education in Scotland. Analysis shows a complex and largely negative interaction with political and administrative systems regarding formal education. Concludes that the influence of international events was generally marginal but at best was a two-way exchange. Includes appendix. (Contains 57 references.) (Author/NB) EJ675432 Developing Environmental Education, a Review of a Scottish Project: International and Political Influences. Environmental Education Research v9 n3 p359-83 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Literature Reviews Program Evaluation Reid, Alan D. Nikel, Jutta Journal Articles Reports - Descriptive ISSN-1350-4622 English Explores the notion that a review communicates a research program and how it might extend and disrupt readings of Rickinson's (2001) review of the evidence base for environmental education learning. Investigates, through a series of notes and queries using Lakatos's ideas, the production and possibilities of the review rather than the findings. (Contains 50 references.) (Author/NB) EJ675433 Reading a Critical Review of Evidence: Notes and Queries on Research Programmes in Environmental Education. Environmental Education Research v9 n2 p149-65 May 2003 2003-00-00 T 2004 7/11/2004 11:43:30 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Literature Reviews Sauve, Lucie Berryman, Tom Journal Articles Opinion Papers Reports - Descriptive ISSN-1350-4622 English Bases review of Rickinson's report on three broad questions: (1) What is his posture while reviewing what he calls the "evidence base" derived from empirical studies?; (2) Could there be another story to write from the same base; and (3) What other avenues of research could be explored? Identifies the main aspects of Rickinson's referential framework. (Contains 42 references.) (Author/NB) EJ675434 Researchers and Research in Environmental Education: A Critical Review Essay on Mark Rickinson's Report on Learners and Learning. Environmental Education Research v9 n2 p167-80 May 2003 2003-00-00 T 2004 7/11/2004 11:43:30 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Literature Reviews Marcinkowski, Tom Journal Articles Opinion Papers Reports - Descriptive ISSN-1350-4622 English Research literature in environmental education has grown in volume and diverse directions over the past three decades, and the task of reviewing or synthesizing it is difficult and problematic. Suggests that this task is better undertaken by teams of researchers rather than one individual working alone. Makes recommendations for future reviews and syntheses of environmental education literature. (Contains 117 references.) (Author/NB) EJ675435 Commentary on Rickinson's 'Learners and Learning in Environmental Education: A Critical Review of the Evidence' (EER 7(3)). Environmental Education Research v9 n2 p181-213 May 2003 2003-00-00 T 2004 7/11/2004 11:43:30 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Learning Literature Reviews Dillon, Justin Journal Articles Opinion Papers Reports - Descriptive ISSN-1350-4622 English Responds to Rickinson's (2001) review of empirical studies of learners and learning in environmental education. Suggests it is only partially successful in achieving what it sets out to do. Makes two major criticisms: (1) the review does not examine learning theories underlying the research; and (2) it ignores a large body of relevant work in informal education. (Contains 25 references.) (Author/NB) EJ675436 On Learners and Learning in Environmental Education: Missing Theories, Ignored Communities. Environmental Education Research v9 n2 p215-26 May 2003 2003-00-00 T 2004 7/11/2004 11:43:30 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Cultural Influences Elementary Secondary Education Environmental Education Foreign Countries Higher Education Literature Reviews Science Curriculum Social Influences Student Attitudes Walker, Kim Loughland, Tony Journal Articles Opinion Papers Reports - Descriptive Australia Australia ISSN-1350-4622 English Reports on a study that emerged from a concern that despite 20 years of theorizing about the practice of environmental education in Australian schools, it continues to be marginalized in the curriculum. Provides data on these understandings and reports study outcomes with regard to partner groups. (Contains 25 references.) (Author/NB) EJ675437 The Socio-cultural Influences on Environmental Understandings of Australian School Students: A Response to Rickinson. Environmental Education Research v9 n2 p227-39 May 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Literature Reviews Hart, Paul Journal Articles Opinion Papers Reports - Descriptive ISSN-1350-4622 English Reflects upon the work of reviewing environmental education research as an instance of interpretation and representation of educational knowledge. Suggests that it is useful to rethink the review process as a means of constructing social meaning within politicized areas that are subject to conflicting ideological and epistemological commitments and understandings. (Contains 60 references.) (Author/NB) EJ675438 Reflections on Reviewing Educational Research: (Re)searching for Value in Environmental Education. Environmental Education Research v9 n2 p241-56 May 2003 2003-00-00 T 2004 7/11/2004 11:43:31 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Educational Research Elementary Secondary Education Environmental Education Higher Education Literature Reviews Research Methodology Rickinson, Mark Journal Articles Reports - Descriptive ISSN-1350-4622 English Reflects upon the experience of undertaking a review of learners and learning in environmental education (Rickinson, 2001). Explores some of the challenges involved in reviewing, synthesizing, and communicating research evidence. Considers three processes that proved problematic: (1) critiquing research evidence; (2) synthesizing research findings; and (3) suggesting implications for research users. (Contains 23 references.) (Author/NB) EJ675439 Reviewing Research Evidence in Environmental Education: Some Methodological Reflections and Challenges. Environmental Education Research v9 n2 p257-71 May 2003 2003-00-00 T 2004 7/11/2004 11:43:31 CIJFEB2004 Special issue. Reviewing Research in Environmental Education: Extended Critical Reflections.

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No Educational Change Educational Environment Educational History Evaluation Higher Education Leadership Progressive Education Martin, Jane Goodman, Joyce Journal Articles Reports - Descriptive Twentieth Century ISSN-0046-760X English Discusses principles and educational change practices that led to educational progressivism in the second half of the twentieth century. Highlights elements of change and action expounded by educators who presented papers at the 2000 History of Education Society Conference (Birmingham, Alabama). (MER) EJ675440 Reforming Lives? Progressivism, Leadership, and Educational Change. History of Education v30 n5 p409-12 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Higher Education Progressive Education Social History Brehony, Kevin J. Journal Articles Reports - Descriptive Twentieth Century ISSN-0046-760X English Focuses on the progressive education works of Herbert Kliebard and Sol Cohen. Introduces four genres of writings about progressive education. Argues for closer attention to be paid to the discontinuities in history of what is considered progressive education. (MER) EJ675441 From the Particular to the General, the Continuous to the Discontinuous: Progressive Education Revisited. History of Education v30 n5 p413-32 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Higher Education Network Analysis Progressive Education Research Methodology Cunningham, Peter Journal Articles Reports - Descriptive ISSN-0046-760X English Responds to the progressive education concepts analyses of Herbert Kliebard and Sol Cohen. Offers the methodology concept of propography, or collective biography, to explain interests perceived as a homogenous progressive movement in education. Demonstrates the promise of prosopography as a methodology to bring agendas of less well-known individuals more clearly into focus. (MER) EJ675442 Innovators, Networks, and Structures: Towards a Prosopography of Progressivism. History of Education v30 n5 p433-51 Sep 2001 2001-00-00 T 2004 7/11/2004 11:43:32 CIJFEB2004 Theme issue: Progressivism. The History of Education: Journal of the History of Education is a refereed journal.

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No Educational History Females Gender Issues Historiography Progressive Education Religion Social Change Social Networks Social Support Groups Womens Education Womens History Eisenmann, Linda Journal Articles Reports - Descriptive Money ISSN-0046-760X English Discusses the historiography of women's education as it relates to the need for marginal groups to becomed involved in networking structures. Offers three frameworks (networking, religion, and money), illustrating ways to make gender more central to educational history. Argues that there is much work to be done in identifying a useful framework for women's educational history. (MER) EJ675443 Creating a Framework for Interpreting U.S. Women's Educational History: Lessons from Historical Lexicography. History of Education v30 n5 p453-70 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational Environment Educational History Elementary Secondary Education Females Gender Issues Higher Education Literature Males Poetry Progressive Education Social History Womens History Hilton, Mary Journal Articles Reports - Descriptive ISSN-0046-760X English Offers examples of progressive thoughts of male and female writers of romantic literature and poetry between 1780-1850. Depicts an era where children were believed to be better left formally uneducated and women's roles as professional writers and contributor's to progressive thought in society were largely ignored. (MER) EJ675444 Revisioning Romanticism: Towards a Women's History of Progressive Thought 1780-1850. History of Education v30 n5 p471-87 Sep 2001 2001-00-00 T 2004 7/11/2004 11:43:33 CIJFEB2004 Theme issue: Progressivism. The History of Education: Journal of the History of Education is a refereed journal.

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No Colonialism Cultural Context Educational Change Foreign Countries Politics Progressive Education Racial Relations Social Change Cote, Joost Journal Articles Indonesia (Java) Indonesia ISSN-0046-760X English Draws comparisons between the Australian education directors, Frank Tate and Jacques Henry Abendanon. Discusses educational reform issues based on racial contexts and social, political, and cultural aspects in the British colony of Victoria and the Dutch colony of Java. Concludes that, though their politcal contexts are different, their views are similar. (MER) EJ675445 'Administering the Medicine': Progressive Education, Colonialism, and the State. History of Education v30 n5 p489-511 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Career Choice Cultural Context Educational Change Educational History Evaluation Females Foreign Countries Gender Issues Intermediate Grades Social Change Teaching (Occupation) James, Deborah Journal Articles Reports - Descriptive ISSN-0046-760X English Analyzes the effects of the 1889 Welsh Intermediate and Technical Education Act on East Glamorgan Valley Welsh females. Focuses on the relationships among the economic, social, and cultural factors that impacted their career choices to become teachers. Notes that the Central Welsh Board examinations were a step forward in Welsh education. (MER) EJ675446 'Teaching Girls': Intermediate Schools and Career Opportunities for Girls in the East Glamorgan Valleys of Wales, 1896-1914. History of Education v30 n6 p513-26 Nov 2001 2001-00-00 T 2004 7/11/2004 11:43:33 CIJFEB2004 The History of Education: Journal of the History of Education is a refereed journal.

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No Academic Standards Developmentally Appropriate Practices Early Childhood Education Educational Change Educational History Kindergarten Learning Processes Primary Education Dombkowski, Kristen Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses the historical elements related to the U.S. kindergarten development. Notes that while parents disagree on kindergarten content and quality, they strongly favor its existence for offering their children an academically competitive edge. Questions if kindergarten is a first step in public primary education or a last step in developmental, pre-academic education. (MER) EJ675447 Will the Real Kindergarten Please Stand Up?: Defining and Redefining the Twentieth-Century U.S. Kindergarten. History of Education v30 n6 p527-45 Nov 2001 2001-00-00 T 2004 7/11/2004 11:43:34 CIJFEB2004 The History of Education: Journal of the History of Education is a refereed journal.

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No Educational History Educational Research Foreign Countries Higher Education Research Reports Universities Raymont, Philip Journal Articles Reports - Descriptive University of Queensland (Australia) ISSN-0046-760X English Focuses on study analyses and historical aspects related to the development and establishment of the University of Queensland (Brisbane, Australia). Discusses the role of the Higher Education Financing and Policy Review Committee in reviewing Australia's higher education sector. (MER) EJ675448 Different Things to Different People, That's What Colleges Are: The Affiliation of Residential Colleges at the University of Queensland, Brisbane. History of Education v30 n6 p547-69 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Higher Education Music Teachers Teacher Education Teacher Morale Teacher Surveys Teaching (Occupation) Teacher Persistence Madsen, Clifford K. Hancock, Carl B. Journal Articles Reports - Evaluative ISSN-0022-4294 English Investigates music teacher retention and attrition. Surveyed in the spring of 1995 certified teachers (n=225) with music education degrees earned in the past 10 years; 137 responded. Surveyed respondents six years later and found 34.4% no longer teaching. Cites personal reasons and administrative support as the primary sources for discontent with teaching. (JEH) EJ675449 Support for Music Education: A Case Study of Issues Concerning Teacher Retention and Attrition. Journal of Research in Music Education v50 n1 p6-19 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:34 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No College Curriculum Educational Research Higher Education Music Education Preservice Teacher Education Program Evaluation Qualitative Research Undergraduate Study Universities Conway, Colleen Journal Articles Reports - Research ISSN-0022-4294 English Evaluates the preservice music teacher preparation program at a large Big Ten university through the perceptions of beginning teachers, their mentors, and administrators. Gathers data using interviews, focus groups, journals, and classroom observations. Identifies the most and least valuable parts of the program. Provides suggestions for the preservice teacher preparation program. (JEH) EJ675450 Perceptions of Beginning Teachers, Their Mentors, and Administrators Regarding Preservice Music Teacher Preparation. Journal of Research in Music Education v50 n1 p20-36 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:35 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No Educational Objectives Educational Research Higher Education Learning Processes Music Education Observation Preservice Teachers Teaching Methods Undergraduate Students Henninger, Jacqueline C. Journal Articles Reports - Research ISSN-0022-4294 English Examines whether observers perceptions differ if they were informed of the proximal instructional goals than if they were not informed. Classifies music education majors written statements (n=120) after viewing one of three randomly assigned stimulus tapes. Found non-informed subjects wrote more teacher-directed, inferential, and positive statements than did the informed subjects. (JEH) EJ675451 The Effects of Knowledge of Instructional Goals on Observations of Teaching and Learning. Journal of Research in Music Education v50 n1 p37-50 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:35 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No Educational Research High Schools Listening Skills Middle Schools Music Education Music Techniques Musical Instruments Skill Analysis Student Evaluation Hellman, Daniel S. Journal Articles Reports - Research ISSN-0022-4294 English Compares the Intermediate Ear to Hand Test melodic-imitation and tone-quality scores between students who played their teacher's major instrument and students who played a different instrument. Finds statistically significant higher scores on overall performance quality among students who played their teacher's instrument than among the other students. States the effect size was small. (JEH) EJ675452 The Effect of Instructor's Major/Instrument on Student Melodic Imitation Scores and Tone Quality. Journal of Research in Music Education v50 n1 p51-62 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:35 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No Educational Research Evaluation Methods High Schools Listening Skills Middle Schools Music Education Musical Instruments Skill Analysis Student Evaluation Brittin, Ruth V. Journal Articles Reports - Research ISSN-0022-4294 English Assigned middle school and high school instrumentalists to listen and rate twelve performances: four without accompaniment, four with CD accompaniment, and four with piano accompaniment. Reports that CD accompaniment rated highest and piano the lowest. States that students consistently assigned the best feature and the aspect needing most practice across all accompaniments. (JEH) EJ675453 Instrumentalists' Assessment of Solo Performances with Compact Disc, Piano, or No Accompaniment. Journal of Research in Music Education v50 n1 p63-74 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:35 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No Educational Research Feedback Lesson Observation Criteria Music Education Performance Preservice Teachers Reinforcement Research Methodology Teacher Response Teaching Methods Teaching Styles Verbal Communication Duke, Robert A. Henninger, Jacqueline C. Journal Articles Reports - Research ISSN-0022-4294 English Examines whether observers' perceptions of private lessons are affected by the type of teacher verbalizations used to make student performance corrections. Asks preservice music education teachers (n=50) to respond to a 10 statement questionnaire after viewing two videotaped private lessons. Finds no meaningful difference in subject responses between the two lessons. (JEH) EJ675454 Teachers' Verbal Corrections and Observers' Perceptions of Teaching and Learning. Journal of Research in Music Education v50 n1 p75-87 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:36 CIJFEB2004 The Journal of Research in Music Education is a refereed journal.

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No Economics Educational Research Females Higher Education Majors (Students) Role Models Undergraduate Students Rask, Kevin N. Bailey, Elizabeth M. Journal Articles Reports - Research Colgate University NY ISSN-0022-0485 English States that the gap between men's and women's college major choices has not changed over the past two decades. Uses micro-data from 1988-2000 Colgate University (Hamilton, New York) student records, transcript records, and faculty records to determine if role models influence college majors. Finds that faculty can exert a role model effect on women and minority undergraduates. (JEH) EJ675455 Are Faculty Role Models? Evidence from Major Choice in an Undergraduate Institution. Journal of Economic Education v33 n2 p99-124 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Cheating Cultural Differences Educational Research Foreign Countries Graduate Students High School Students Higher Education Social Behavior Undergraduate Students Magnus, Jan R. Polterovich, Victor M. Danilov, Dmitri L. Savvateev, Alexei V. Journal Articles Reports - Research Netherlands Russia Tolerance Israel Israel Netherlands Russia ISSN-0022-0485 English Examines attitude differences about cheating among high school, undergraduate, and graduate students in the United States, Russia, the Netherlands, and Israel. Finds attitudes about cheating vary greatly among these countries and depend upon student's educational level. Shows that the data can be aggregated to produce a tolerance of cheating index for each country. (JEH) EJ675456 Tolerance of Cheating: An Analysis across Countries. Journal of Economic Education v33 n2 p125-35 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Behavior Economics Education Game Theory Higher Education Research Methodology Teaching Methods Undergraduate Students Dickinson, David L. Guides - Non-Classroom Journal Articles Reports - Descriptive Fairness ISSN-0022-0485 English Employs a classroom version of the research game, the Ultimatum Game, to teach undergraduate students how fairness affects behavior. Focuses on three concepts related to fairness. Finds that classroom results motivate discussion about a downward sloping demand curve for fairness. Provides an appendix that includes instructional materials. (JEH) EJ675457 A Bargaining Experiment To Motivate a Discussion on Fairness. Journal of Economic Education v33 n2 p136-51 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Economics Education Higher Education Macroeconomics Research Methodology Teaching Methods Benge, Matt Wells, Graeme Journal Articles Reports - Descriptive ISSN-0022-0485 English Offers a framework with which to analyze growth in a small economy with perfect capital mobility. Produces a diagrammatic representation of steady states that differs from the usual closed-economy Solow-Swan diagram. Uses the diagrams to compare open economy steady states with closed ones. Illustrate the possibility of endogenous income growth. (JEH) EJ675458 Growth and the Current Account in a Small Open Economy. Journal of Economic Education v33 n2 p152-65 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:37 CIJFEB2004 The Journal of Economic Education is a refereed journal.

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No Consumer Economics Economics Education Higher Education Microeconomics Research Methodology Teaching Methods DeSalvo, Joseph S. Huq, Mobinul Journal Articles Reports - Descriptive Tariffs ISSN-0022-0485 English Describes and contrasts nonlinear and linear pricing in consumer choice theory. Discusses the types of nonlinear pricing: block-declining tariff, two-part tariff, three-part tariff, and quality discounts or premia. States that understanding nonlinear pricing enhances student comprehension of consumer choice theory. Suggests teaching the concept in graduate microeconomics or mathematical economics courses. (JEH) EJ675459 Introducing Nonlinear Pricing into Consumer Choice Theory. Journal of Economic Education v33 n2 p166-79 Spr 2002 2002-00-00 T 2004 2016-11-21

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No College Curriculum Competency Based Education Curriculum Development Economics Economics Education Higher Education Undergraduate Study Carlson, J. Lon Cohn, Raymond L. Ramsey, David D. Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes an economics department framework that incorporates the William Lee Hansen curriculum proficiencies. Identifies tools students should be able to use to complete specific activities, significant prerequisite changes for upper division courses, and the development of a capstone project to employ student skills and knowledge. (JEH) EJ675460 Implementing Hansen's Proficiencies. Journal of Economic Education v33 n2 p180-91 Spr 2002 2002-00-00 T 2004 7/11/2004 11:43:37 CIJFEB2004 The Journal of Economic Education is a refereed journal.

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No Computer Assisted Instruction Economics Economics Education Game Theory Games Internet Research Methodology Secondary Education Simulation Social Studies World Wide Web Lopus, Jane Placone, Dennis Guides - Non-Classroom Journal Articles Reports - Descriptive National Council on Economic Education Stock Market ISSN-0022-0485 English Identifies a Web site providing information about stock market simulations for high school economics courses. Divides the information into two tables: (1) the structure of online stock market games; and (2) the determination of portfolio values of online stock market games. States that changes and updates are available at Web sites. (JEH) EJ675461 Online Stock Market Games for High Schools. Journal of Economic Education v33 n2 p192 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Policy Elementary Secondary Education Foreign Countries Higher Education Social Change Special Needs Students Copeland, Ian Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Focuses on the evolution of defining special needs students (SEN) and how they were educated in British classrooms of the 1870-1914 time period. Discusses the Warnock Report, the 1981 Education Act, and other historically relevant documents pertaining to SEN. Concludes that pragmatism and educational policy have historically traveled in partnership. (MER) EJ675462 Pragmatism: Past Examples Concerning Pupils with Learning Difficulties. History of Education v30 n1 p1-12 Jan 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Females Foreign Countries Gender Issues Home Economics Secondary Education Sex Role Stereotypes Womens Education Nolan, Melanie Journal Articles Reports - Descriptive New Zealand New Zealand ISSN-0046-760X English Debates the issue of state mandates for domestic science (home economics) for female students. Focuses on a 1918 magazine article from the Wellington Girls' High School (New Zealand). Concludes that the New Zealand domestic science blueprint provided a liberal education to schoolchildren, even if it was gender based. (MER) EJ675463 Putting the State in Its Place: The Domestic Education Debate in New Zealand. History of Education v30 n1 p13-33 Jan 2001 2001-00-00 T 2004 2016-11-21

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No Beliefs Dissent Educational History Higher Education Lay People Religious Differences Mercer, Matthew Journal Articles Reports - Descriptive ISSN-0046-760X English Focuses on the works of Irene Parker and Herbert McLachlan, who pioneered studies in religious dissent, a neglected part of educational history. Addresses this neglect as a comprehensive review and realistic assessment of the lay function of dissenting academies in 1750 to 1850 related to its impact on religious dissent. (MER) EJ675464 Dissenting Academies and the Education of the Laity, 1750-1850. History of Education v30 n1 p35-58 Jan 2001 2001-00-00 T 2004 7/11/2004 11:43:38 CIJFEB2004 History of Education: Journal of the History of Education Society is a refereed journal.

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No Cultural Background Dance Educational History Elementary Secondary Education Expressionism Folk Culture Foreign Countries Music Theater Arts Bloomfield, Anne Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Focuses on the work of Cecil Sharp (1859-1924), an educator who was the driving force behind a folk-dance revival in England, and the English Folk-Dance Society whose goal was to disseminate knowledge of English Folk-Dances, Singing Games, and Folk-Songs to encourage their practice as a means of national identity in English society. (MER) EJ675465 The Quickening of the National Spirit: Cecil Sharp and the Pioneers of the Folk-Dance Revival in English State Schools (1900-26). History of Education v30 n1 p59-75 Jan 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Continuing Education Educational Change Educational History Foreign Countries Higher Education Secondary Education Social Change Tinkler, Penny Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0046-760X English Discusses the parameters set by the 1944 British Education Act for part-time continuing education of youth, age 15-18. Created county colleges, but due to lack of consensus about proposals for compulsory continuing education, they were overlooked as leading educators. Abandoned proposals for compulsory education in 1988. (MER) EJ675466 Youth's Opportunity? The Education Act of 1944 and Proposals for Part-Time Continuation Education. History of Education v30 n1 p77-94 Jan 2001 2001-00-00 T 2004 2016-11-21

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No Conference Papers Educational History Educational Research Foreign Countries Higher Education Historiography Grosvenor, Ian Lawn, Martin Journal Articles Reports - Descriptive ISSN-0046-760X English Provides an overview of papers and presentations given by educators who attended the 1999 European Educational Research Association Conference (Lahti, Finland). Seminar presentations focus on image-based or image-related research in education history. (MER) EJ675467 Ways of Seeing in Education and Schooling: Emerging Historiographies. History of Education v30 n2 p105-08 Mar 2001 2001-00-00 T 2004 7/11/2004 11:43:39 CIJFEB2004 History of Education: Journal of the History of Education Society is a refereed journal. Theme issue: Ways of Seeing Education and Schooling: Emerging Historiographies.

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No Educational History Educational Philosophy Educational Practices Educational Theories Higher Education Photographs Primary Sources Social Studies Visual Aids Rousmaniere, Kate Journal Articles Reports - Descriptive Historical Research ISSN-0046-760X English Focuses on the use of visual historical images, such as old photographs, as a means to interpret the history of education. Offers examples of photographs to examine past school practices and educational ideologies. Concludes that history in the present is always composed of its relationship to its past. (MER) EJ675468 Questioning the Visual in the History of Education. History of Education v30 n2 p109-16 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Built Environment Educational Change Educational History Foreign Countries Heritage Education Higher Education Material Culture Primary Sources Social Change Teaching Methods Technological Advancement Lawn, Martin Grosvenor, Ian Journal Articles Reports - Descriptive England Historical Research United Kingdom (England) ISSN-0046-760X English Ponders questions arising from items of obsolete technology found stored in an obscure part of the Prince Albert Junior and Infant School, Aston, Birmingham (England) school building. Explores how historical debris can bring the past into the present to provide insight into past teacher experiences, working practices, and culture. (MER) EJ675469 'When in Doubt, Preserve': Exploring the Traces of Teaching and Material Culture in English Schools. History of Education v30 n2 p117-27 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Elementary Education Foreign Countries Higher Education Leadership Mentors Progressive Education Social Change Student Role Teacher Role Eggermont, Betty Journal Articles Reports - Descriptive Belgium Belgium ISSN-0046-760X English Focuses on the choreography of schooling and the social interactions between teacher and student. Draws upon evidential data samples of primary teachers during the 1880s and 1930s noted in Belgium educational reviews. Concludes there was a transition from 1880s teacher-is-master classroom to a conforming 1930s educator-mentor role. (MER) EJ675470 The Choreography of Schooling as Site of Struggle: Belgian Primary Schools, 1880-1940. History of Education v30 n2 p129-40 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Aesthetic Education Childrens Television Educational History Educational Research Educational Resources Films Foreign Countries Higher Education Television Visual Aids Jones, Ken Davies, Hannah Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0046-760X English Focuses on the British feature film, "Kes," and the British television series, "Grange Hill," as means of public education, ideology, and aesthetic subject matter. Concludes that these two mediums serve to remind us of the possibilities of film and television in promoting education growth and awareness in a public context. (MER) EJ675471 Representing Education 1969-80: Notes on "Kes" and "Grange Hill." History of Education v30 n2 p141-51 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Primary Education Refugees World War I Myers, Kevin Journal Articles Reports - Descriptive Belgium England Twentieth Century Belgium United Kingdom (England) ISSN-0046-760X English Discusses the hidden history of refugee schooling in England during 1914-18. Focuses primarily on the Belgian refugee children who escaped to England during World War I. Invites education researchers and historians to include the aspects and issues of refugee schooling to adequately convey a clear picture of educational history. (MER) EJ675472 The Hidden History of Refugee Schooling in Britain: The Case of the Belgians, 1914-18. History of Education v30 n2 p153-62 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Biographies Educational History Educational Research Females Gender Issues Sociology Writing (Composition) Martin, Jane Journal Articles Opinion Papers Historical Research ISSN-0046-760X English Reflects on the process of writing a biographical account about the female educator activist, Mary Bridges Adams. States the writing method should transpire in an analytical, linear, sociological narrative approach. Concludes that the past has been told from a masculine gendered narrative, not giving due attention to representing women. (MER) EJ675473 Reflections on Writing a Biographical Account of a Woman Educator Activist. History of Education v30 n2 p163-76 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Educational Research Educational Theories Phenomenology Philosophy Peim, Nick Journal Articles Reports - Descriptive Derrida (Jacques) Foucault (Michel) ISSN-0046-760X English Discusses phenomenology as it relates to the theory that radical distinction cannot be sustained for subject and object, based on our perceptions of the factors involved. Focuses on Michel Foucault's philosophy and Jacques Derrida's anti-essentialist phenomenology. States that potential exists for rethinking the politics of theory in education. (MER) EJ675474 The History of the Present: Towards a Contemporary Phenomenology of the School. History of Education v30 n2 p177-90 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Educational Research Historiography Learning Strategies Photographs Visual Aids Burke, Catherine Journal Articles Reports - Descriptive Historical Research ISSN-0046-760X English Focuses on image based research as a tool for histiographers and educators as a contemporary learning methodology. Research included female part-time returning students and family study students. States the study of photographs allows for emotional history and opens new ways to view history. (MER) EJ675475 Hand-on History: Towards a Critique of the "Everyday." History of Education v30 n2 p191-201 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Knowledge Representation Logical Thinking Teacher Education Theory Practice Relationship Neuweg, Georg Hans Journal Articles Reports - Descriptive Germany Tacit Knowing Germany ISSN-0044-3247 English Examines the reconceptualization of the relationship between knowledge and ability related to reassessment of the problem of theory and practice in teacher education. Discusses the implications of central ideas and core assumptions of the tacit knowing approach to teacher education. (CAJ) EJ675476 Lehrerhandeln und Lehrerbildung im Lichte des Konzepts des impliziten Wissens (Teacher Action and Teacher Education in the Light of the Concept of Tacit Knowing). Zeitschrift fur Padagogik v48 n1 p10-29 Jan-Feb 2002 2002-00-00 T 2004 2016-11-21

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No Athletics Case Studies Continuing Education Educational Research Foreign Countries Higher Education Physical Education Teacher Education Teaching (Occupation) Youth Programs Schierz, Matthias Thiele, Jorg Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Discusses approaches and open questions of a case-oriented, clinically operating sports pedagogy in the acquisition of ability and reflexive judgment. Evaluates the potential contribution of using case studies to train physical education and youth training instructors. (CAJ) EJ675477 Hermeneutische Kompetenz durch Fallarbeit. Uberlegungen zum Stellenwert kasuistischer Forschung und Lehre an Beispielen antinomischen Handelns in sportspadagogischen Berufsfeldern (Hermeneutic Competence through Case Studies. Considerations on the Relevance of Casuistic Research and Theory Exemplified by Antinomic Acting in the Field of Sports Pedagogics). Zeitschrift fur Padagogik v48 n1 p30-47 Jan-Feb 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Higher Education Knowledge Base for Teaching Knowledge Level Pedagogical Content Knowledge Preservice Teacher Education Surveys Theory Practice Relationship Nolle, Karin Journal Articles Reports - Research Germany Germany ISSN-0044-3247 English Questions the amount and type of knowledge about instruction expected from individuals graduating from teacher education programs in Germany. Utilizes written surveys and interviews. Suggests that knowledge and ability are not necessarily based on completely separate forms of knowledge. (CAJ) EJ675478 Probleme der Form und des Erwerbs unterrichtsrelevanten padagogischen Wissens (Problems of Both Form and Acquisition of Pedagogical Knowledge Relevant for Teaching). Zeitschrift fur Padagogik v48 n1 p48-67 Jan-Feb 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Core Curriculum Curriculum Development Didacticism Educational Assessment Educational Research Educational Theories Elementary Secondary Education Foreign Countries General Education Higher Education Teaching Methods Benner, Dietrich Journal Articles Reports - Descriptive Germany Program for International Student Assessment Empirical Research Germany Program for International Student Assessment ISSN-0044-3247 English Draws on a theory of education for a Program for International Student Assessment (PISA) framework based on the structure of general education in modern educational systems. Shows that pedagogical research on school and instruction is formed by the relationship of instruction, didactics, curricular development, and achievement control. (CAJ) EJ675479 Die Struktur der Allgemeinbildung im Kerncurriculum moderner Bildungssysteme. Ein Vorschlag zur bildungstheoretischen Rahmung von PISA (The Structure of General Education in the Core Curriculum of Modern Educational Systems. A Proposal for a Framework for PISA Based on Educational Theory). Zeitschrift fur Padagogik v48 n1 p68-90 Jan-Feb 2002 2002-00-00 T 2004 2016-11-23

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No Educational Assessment Educational Strategies Effective Schools Research Elementary Secondary Education Evaluation Methods Foreign Countries Instructional Effectiveness Intervention School Effectiveness Terhart, Ewald Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Compares the relationship between large scale assessments and positive development of schools and instruction. Discusses strategic orientations to further quality of school systems and outlines possible starting points for the future development of individual schools. Probes the demands of a specific type of research that combines analysis and intervention. (CAJ) EJ675480 Wie konnen die Ergebnisse von vergleichenden Leistungsstudien systematisch zur Qualitatsverbesserung in Schulen genutzt werden? (How Can the Results of Large Scale Assessments Be Used Systematically for an Improvement of the Quality of Schools?). Zeitschrift fur Padagogik v48 n1 p91-110 Jan-Feb 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Assessment Educational Research Elementary Secondary Education Foreign Countries Higher Education International Studies Intervention Research Methodology Pekrun, Reinhard Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English States that international and national evaluations of educational achievement provide data on distributions, structures, and correlates students' competence and achievement. Argues that these cross-sectional designs do not allow any conclusions on the antecedents and consequences of students' achievement, or on educational interventions. Discusses implications of these studies. (CAJ) EJ675481 Vergleichende Evaluationsstudien zu Schulerleistungen: Konsequenzen fur die Bildungsforschung (Large Scale Assessments: Implications for Further Research). Zeitschrift fur Padagogik v48 n1 p111-28 Jan-Feb 2002 2002-00-00 T 2004 2016-11-21

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No Adult Vocational Education Economics Education Work Relationship Educational Strategies Efficiency Entrepreneurship Foreign Countries Instructional Innovation Postsecondary Education Teamwork Gonon, Philipp Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Argues that all employees in today's global economy are facing educational challenges. Suggests that educational systems must adapt to economic conditions and that employers/companies must be educators. Claims that innovation, team work, and efficiency are required to meet this challenge. (CAJ) EJ675482 Der Betrieb als Erzieher - Knappheit als Padagogische Herausforderung (The Company as Educator - Shortage as Pedagogical Challenge). Zeitschrift fur Padagogik v48 n3 p317-35 May-Jun 2002 2002-00-00 T 2004 2016-11-21

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No Corporate Education Education Work Relationship Foreign Countries Historiography Inplant Programs Labor Education Nonschool Educational Programs Postsecondary Education Theory Practice Relationship Vocational Education Buchter, Karin Journal Articles Reports - Descriptive Germany Twentieth Century Germany ISSN-0044-3247 English Explores the theoretical foundations of the effort to integrate education into industrial companies during the twentieth century. Analyzes the historical building blocks of vocational education through both theory and practice. Discusses the company-internal further education pedagogy of the 1980s. (CAJ) EJ675483 Betriebliche Weiterbildung - Historische Kontinuitat und Durchsetzung in Theorie und Praxis (Within-Company Further Education - Historical Continuities and Success in Theory and Practice). Zeitschrift fur Padagogik v48 n3 p336-55 May-Jun 2002 2002-00-00 T 2004 2016-11-21

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No Education Work Relationship Educational Research Foreign Countries Inplant Programs Learning Theories Models Postsecondary Education Vocational Education Dehnbostel, Peter Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Describes the locus of learning concept formulated by the German Education Council in the 1970s. Argues that research on the place of learning is one of the core topics of research on vocational education. Explores concept of learning at work. Points out desiderata and perspectives on research on learning places. (CAJ) EJ675484 Bilanz und Perspektiven der Lernortforschung in der Beruflichen Bildung (Current State and Perpsectives of Research on Locus of Learning in Vocational Education). Zeitschrift fur Padagogik v48 n3 p356-77 May-Jun 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Corporate Education Education Work Relationship Educational Quality Educational Research Foreign Countries German Inplant Programs Postsecondary Education Publications Bank, Volker Journal Articles Reports - Descriptive Great Britain Switzerland France Germany France Germany Switzerland United Kingdom (Great Britain) ISSN-0044-3247 English Discusses a survey of recent within-company further education publications available in German speaking areas, Anglo-Saxon countries, France, and Switzerland. Argues that there is a basic consensus evident in these publications. Critiques published patent remedies for controlling within-company further education. Searches for new methods of constructive control of further education. (CAJ) EJ675485 Controlling betrieblicher Weiterbildung zwischen Hoffnung und Illuson - oder: Auch im Westen nicht viel Neues (The Controlling of Within-Company Further Education between Hope and Illusion, or: Nothing New in the West). Zeitschrift fur Padagogik v48 n3 p378-97 May-Jun 2002 2002-00-00 T 2004 2016-11-23

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No Altruism Ethics Foreign Countries Higher Education Life Satisfaction Quality of Life Social Science Research Teacher Motivation Teaching (Occupation) Values Higgins, Christopher Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Argues that the ethics of teaching concerns the relationship between the teaching and the good life. Uses Bernard Williams' ethics/morality distinction. Connects the question of "why teach?" with the question "how should I live?" Asks why the practice of teaching is worth it in terms of self growth and monetary gains. (CAJ) EJ675486 Das Gluck des Lehrers (The Teacher's Happiness). Zeitschrift fur Padagogik v48 n4 p495-513 Jul-Aug 2002 2002-00-00 T 2004 2016-11-21

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No Child Development Childhood Needs Children Early Childhood Education Educational Research Elementary Education Foreign Countries Happiness Research Methodology Teaching Methods Well Being Fuhr, Thomas Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Examines the pedagogical discourse on the child's happiness, the structure of happiness, empirical findings on a child's happiness. Addresses the problems of research on children's needs. Concludes that happiness also includes feelings of joy or sorrow and that pedagogical judgments should take into account these feelings. (CAJ) EJ675487 Das Gluck des Kindes (The Child's Happiness). Zeitschrift fur Padagogik v48 n4 p514-33 Jul-Aug 2002 2002-00-00 T 2004 2016-11-21

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No Economics Educational History Foreign Countries Happiness Higher Education Instruction Keller, Sarah Mangold, Max Journal Articles Reports - Descriptive Social Philosophy Germany Germany ISSN-0044-3247 English Focuses on the concept of happiness as neither formed independent from economic considerations, nor is it foreign to them. Argues that in the history of pedagogy and economics, happiness constitutes an important and at times a problematic quality. (CAJ) EJ675488 Gluck zwischen Okonomie und Padagogik (Happiness between Economics and Pedagogics). Zeitschrift fur Padagogik v48 n4 p534-52 Jul-Aug 2002 2002-00-00 T 2004 2016-11-21

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No Childhood Interests Children Early Childhood Education Educational History Elementary Education Foreign Countries Happiness Instruction Popular Culture Oelkers, Jurgen Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Discusses changes in the history of childhood. Argues that the change was not caused by reform pedagogics, but by a movement to popular culture. Describes the functioning of a commercialized children's culture and its definition of happiness. Analyzes possible concepts of education within the framework of such learning environments. (CAJ) EJ675489 Kindheit - Gluck - Kommerz (Childhood - Happiness - Commerce). Zeitschrift fur Padagogik v48 n4 p553-70 Jul-Aug 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Environment Elementary Secondary Education Foreign Countries Grades (Scholastic) Grading Student Evaluation Beutel, Silvia-Iris Vollstadt, Witlof Journal Articles Reports - Descriptive Germany (Hamburg) Germany ISSN-0044-3247 English Presents the results of a research project LeiHS, which investigated the assessment and feedback on achievement in Hamburg (Germany) schools. Shows that students and parents accept assessment and prefer reports where the grades are accompanied by comments on individual achievement in different subjects. Interviews students about their achievement reports. (CAJ) EJ675490 Kinder als Experten fur Leistungsbewertung (Children as Experts in Assessment of Achievement). Zeitschrift fur Padagogik v48 n4 p591-613 Jul-Aug 2002 2002-00-00 T 2004 2016-11-21

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No Economics Education Work Relationship Educational History Educational Philosophy Socioeconomic Influences Vocational Education Kreysing, Matthias Journal Articles Reports - Descriptive ISSN-0044-3247 English Presents an account of the history of U.S. vocational education. Emphasizes the tension between the two fundamental concepts underlying vocational education: the pedagogical and sociopolitical perspective and the economic interests. Reflects the conflict in the debate on the form of vocational education: work based or school based. (CAJ) EJ675491 Berufliche Bildung in den USA - Von der Werkbank zur Schulbank (Vocational Education in the United States - from the Work Bench to the School Desk). Zeitschrift fur Padagogik v48 n4 p614-28 Jul-Aug 2002 2002-00-00 T 2004 7/11/2004 11:43:46 CIJFEB2004 Theme Issue: Happiness as a Topic of Pedagogics.

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No Art Education Art Materials Color Cultural Awareness Educational Strategies High School Students High Schools Indigenous Populations Painting (Visual Arts) Secondary Education Armstrong, Sherry Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project for high school students in which they create Aboriginal-style paintings using cotton swabs. Discusses the process of creating the works of art in detail. Includes learning objectives, art materials, and a bibliography. (CMK) EJ675492 Aboriginal Adventure. Arts & Activities v132 n5 p22-23 Jan 2003 2003-00-00 N/A 2004 7/11/2004 11:43:46 CIJFEB2004

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No Animals Art Education Art Expression Art History Artists Design Educational Strategies Science Education Secondary Education Skill Development Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Focuses on works of art that are serpentine, which means the artist either depicts snakes or use snake-like designs. Explains that the four examples given are to motivate students to search for more examples. Discusses different ways to help students learn about serpentine designs by observing real snakes. (CMK) EJ675493 Serpentine Solutions. Arts & Activities v132 n5 p24-27 Jan 2003 2003-00-00 N/A 2004 7/11/2004 11:43:46 CIJFEB2004

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No American Indian Culture American Indians Art Education Cultural Awareness Educational Strategies Grade 7 Grade 8 History Indigenous Populations Secondary Education Gruber, Donald Guides - Classroom - Teacher Journal Articles Plains Indians (Anthropological Label) ISSN-0004-3931 English Provides background information on the Plains People. Describes an art project used with seventh- and eighth-grade students to introduce to a lesson on the Plains People in North America. Explains how the students created a parfleche in detail. (CMK) EJ675494 Exploring American-Indian Art: Making a Parfleche. Arts & Activities v132 n5 p28-29,49 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Educational Strategies Family History Freehand Drawing Geography Interdisciplinary Approach Maps Portraiture Secondary Education Skill Development Greenman, Geri Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project used with students in a beginning drawing class in which they created self-portraits. Explains that the students were also to select geographic areas that identified their ancestry, such as a country or part of the United States. (CMK) EJ675495 The Geography of Us. Arts & Activities v132 n5 p30-31,50 Jan 2003 2003-00-00 N/A 2004 7/11/2004 11:43:47 CIJFEB2004

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No American Indian Culture American Indians Art Education Art History Artists Educational Strategies Grade 6 Intermediate Grades Middle Schools Music Visual Arts Clark, Sylvia T. Guides - Classroom - Teacher Journal Articles Kandinsky (Wassily) Petroglyphs Texas Texas ISSN-0004-3931 English Describes an art activity used with sixth-grade students that was inspired by the work of Wassily Kandinsky and also teaches students about rock art by American Indians living in Texas. Explains that the students learn to use both contemporary and primitive art when creating their "Petroglyph People." (CMK) EJ675496 Cave Kids: Pecos River Style Art. Arts & Activities v132 n5 p32-33,51 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art History Artists Biographies Careers Elementary Secondary Education History Language Arts Sculpture Social Studies Visual Arts Sartorius, Tara Cady Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Provides background information on the career of the artist, Allan Clark. Focuses on his sculpture titled "The King's Temptress" that was influenced by his visit to the Angkor Wat (Cambodia). Includes activities in visual arts, language arts, history, and social studies. (CMK) EJ675497 Myth, Meaning and Mystery. Arts & Activities v132 n5 p34-36 Jan 2003 2003-00-00 N/A 2004 7/11/2004 11:43:48 CIJFEB2004

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No Art Education Art History Artists Biographies Educational Strategies Elementary Secondary Education Facial Expressions Learning Activities Painting (Visual Arts) Portraiture Hubbard, Guy Guides - Classroom - Teacher Journal Articles Leonardo da Vinci ISSN-0004-3931 English Focuses on the facial expression in the "Mona Lisa" by Leonardo da Vinci. Offers background information on da Vinci as well as learning activities for students. Includes a reproduction of the "Mona Lisa" and information about the painting. (CMK) EJ675498 Clip and Save. Arts & Activities v132 n5 p37-40 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Cultural Awareness Educational Strategies Foreign Countries Grade 1 Interdisciplinary Approach Kindergarten Learning Activities Primary Education Henn, Cynthia Guides - Classroom - Teacher Journal Articles Masks ISSN-0004-3931 English Describes an art project used with kindergarten and first-grade students that focused on traditional African masks as part of a unit on the culture of West Africa. Discusses how the students created their clay masks. Includes lists of learning objectives and art materials. (CMK) EJ675499 Mini Metal Masks. Arts & Activities v132 n5 p41,74 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art History Computer Uses in Education Educational Strategies Elementary Education Grade 5 Intermediate Grades Photographs Portraiture Technology Writing (Composition) Murphy, Lauren Parmelee Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art history project used with fifth-grade students where they selected a famous painting as a background for a self-portrait. Explains how the students used Adobe Photoshop to place a digital photograph of themselves into a scanned image of the artwork. (CMK) EJ675500 Finding Your Place in Art History. Arts & Activities v132 n5 p42-43 Jan 2003 2003-00-00 N/A 2004 7/11/2004 11:43:48 CIJFEB2004

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No Art Education Art Materials Educational Strategies Elementary Education Foreign Countries Grade 4 History Interdisciplinary Approach Social Studies Writing (Composition) Kohl, Gary Guides - Classroom - Teacher Journal Articles Canada Canadian History Money Canada ISSN-0004-3931 English Presents a project where fourth-grade students depicted images on coins to reflect important conflicts in Canadian history, such as September 11, 2001. Explains how to create the coins in detail. States that the students each wrote a "proclamation" that described their time period depicted on the coins. (CMK) EJ675501 Minting History. Arts & Activities v132 n5 p44-45 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Childrens Art Educational Benefits Educational Strategies Elementary Secondary Education Fund Raising Student Empowerment Student Motivation Teacher Role Volunteers Bowen, Judy Domeny Guides - Non-Classroom Journal Articles Auctions ISSN-0004-3931 English Describes how teachers can develop a student art auction as a way to raise money for an art program, the students, or other causes. Explains that an auction helps students feel like real artists. Discusses each aspect of the process from preliminary decisions to selecting artwork to bidding at the auction. (CMK) EJ675502 Organizing a Student Art Auction. Arts & Activities v132 n5 p46-48 Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Aural Learning Educational Benefits Educational Strategies Elementary Education Elementary School Students Kinesthetic Perception Learning Experience Learning Modalities Music Education Tactual Perception Visual Learning Miller, Beth Ann Guides - Classroom - Teacher Journal Articles ISSN-1048-3713 English Focuses on the use of different learning modalities in elementary music classes. Describes four learning modalities (aural, kinesthetic, tactile, and visual) and discusses how these modalities can aid in children's conceptual understanding. Discusses the benefits of this approach and includes a lesson plan using the learning modalities. (CMK) EJ675503 Touch the Music! Learning Modalities in Elementary Music Class. General Music Today v15 n2 p4-13 Win 2002 2002-00-00 T 2004 7/11/2004 11:43:49 CIJFEB2004

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No Academic Standards Art Education Dance Educational Research Focus Groups High School Students Interdisciplinary Approach Music Education National Standards Questionnaires Secondary Education Student Attitudes Teacher Attitudes Theater Arts McClellan, Norma Journal Articles Reports - Descriptive National Arts Education Standards ISSN-1048-3713 English Describes the interdisciplinary program utilized at the Missouri Fine Arts Academy (MFAA). Focuses on the high school students in the MFAA discussing the results of a questionnaire and focus groups and also the results of a questionnaire given to the teachers at the academy. (CMK) EJ675504 MFAA: An Interdisciplinary Prototype. General Music Today v15 n2 p14-18 Win 2002 2002-00-00 T 2004 2016-11-21

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No Academic Standards Educational Research Elementary Education Music Education Music Teachers National Standards Reading Instruction Reading Skills Skill Development Student Improvement Teacher Role Kassner, Kirk Journal Articles Opinion Papers National Music Education Standards ISSN-1048-3713 English Focuses on whether music teachers should teach reading to their students. Addresses the effects of reading instruction in the music classroom, how music teachers do not want to be reading teachers, and reading skills that are already being taught in the music classroom. Offers ideas on what reading skills can be taught. (CMK) EJ675505 To Be or Not To Be ... A Reading Teacher. General Music Today v15 n2 p19-26 Win 2002 2002-00-00 T 2004 2016-11-21

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No Books Educational Practices Elementary Secondary Education Hearing Impairments Inclusive Schools Music Education Music Teachers Resource Materials Special Education Special Needs Students Hagedorn, Victoria S. Journal Articles Opinion Papers ISSN-1048-3713 English Describes various resources that will aid music teachers educating special needs students in their classrooms. Focuses on such resources as "Music for Special Education,""Reaching the Special Learner through Music," and "Music for the Hearing Impaired and Other Special Groups." (CMK) EJ675506 Revisiting Some "Oldies but Goodies." General Music Today v15 n2 p27-29 Win 2002 2002-00-00 T 2004 7/11/2004 11:43:50 CIJFEB2004

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No American Indians College Attendance Cultural Influences Family Influence Family Role High Risk Students Higher Education School Holding Power Tribally Controlled Education Values Rousey, Annmaria Longie, Erich Journal Articles Reports - Research North Dakota North Dakota ISSN-0002-7642 English Asks the question, what is it that tribal colleges are doing that might explain their success in retention of high-risk students? Discovers three ways that the family support contributes to the retention: coordinated system of social services; incorporation of cultural-familial values, knowledge, and traditions throughout the institution's operations; and location on the reservation. (JEH) EJ675507 The Tribal College As Family Support System. American Behavioral Scientist v44 n9 p1492-1504 May 2001 2001-00-00 T 2004 2016-11-21

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No Behavior Theories Behavioral Science Research Cognitive Psychology Foreign Countries Higher Education Humanism Microteaching Psychology Teacher Behavior Teacher Education Teaching (Occupation) Training Methods Havers, Norbert Toepell Suzanne Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Discusses early teacher education in Germany, which followed a microteaching tradition or a psychological theory framework that included humanistic psychology, behavioral theory, and cognitive psychology. Examines the shift to training models focused on the specific needs of teacher tradition. Argues that training methods are a valuable supplement to traditional teacher preparation. (CAJ) EJ675508 Trainingsverfahren fur die Lehrerausbildung im deutschen Sprachraum (Training Methods in Teacher Education in German-speaking Countries). Zeitschrift fur Padagogik v48 n2 p174-93 Mar-Apr 2002 2002-00-00 T 2004 2016-11-23

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No Behavior Patterns Educational Research Foreign Countries Higher Education Inservice Teacher Education Microteaching Peer Teaching Preservice Teacher Education Teacher Education Teaching Methods Klinzing, Hans Gerhard Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Reviews 200+ studies on microteaching. Argues that the use of microteaching in pre- and inservice education leads to positive and long-term effects in the acquisition of verbal and non-verbal behaviorial patterns, integration of learning into individual behavioral repertoire, and in the transfer into professional teaching practice. (CAJ) EJ675509 Wie Effektiv ist Microteaching? Ein Uberblick uber funfundreifsig Jahre Forschung (How Effective Is Micro-Teaching? A Survey of Fifty-Three Years of Research). Zeitschrift fur Padagogik v48 n2 p194-214 Mar-Apr 2002 2002-00-00 T 2004 2016-11-21

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No Adolescent Behavior Aggression Behavior Patterns Cognitive Development Educational Practices Foreign Countries Interpersonal Competence Primary Education Secondary Education Social Behavior Student Behavior Theory Practice Relationship Training Methods Dann, Hanns-Dietrich Humpert, Winfried Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Summarizes the Konstanz Training Model (KTM), a German primary and secondary preventive program that increases teacher self-competence and social competence in dealing with aggressive and disruptive student behaviors. Emphasizes KTM's focus on systemic aspects, cognitive level, and behavioral level approaches. Describes KTM Compact, a short term training program. (CAJ) EJ675510 Das Konstanzer Trainingsmodell (KTM) - Grundlagen und neue Entwicklungen (The Konstanz Training Model (KTM) -- Fundamental Principles and Recent Developments). Zeitschrift fur Padagogik v48 n2 p215-26 Mar-Apr 2002 2002-00-00 T 2004 2016-11-23

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No Cooperation Cooperative Learning Foreign Countries Higher Education Interaction Learning Strategies Perception Teacher Education Teacher Knowledge Teaching Methods Theory Practice Relationship Training Methods Training Objectives Wahl, Diethelm Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Argues that all forms of education have difficulty moving from knowledge to competent acting. Discusses practical exercise as an alternative to bridge the gap. Recognizes that exercises have to be embedded in trans-situational aims and planning and must include inert emotions. Proposes different training schemes for methodological-didactic and interactive acting. (CAJ) EJ675511 Mit Training vom Tragen Wissen zum Kompetenten Handeln? (With Training from Inert Knowledge to Competent Acting?). Zeitschrift fur Padagogik v48 n2 p227-41 Mar-Apr 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Adult Learning Cognitive Development Constructivism (Learning) Educational Practices Foreign Countries Independent Study Learning Modernization Organization Social Change Forneck, Hermann J. Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Supports the thesis that constructivism and self controlled learning in adult education should be considered reactions to imperatives of modernization. Recognizes that concepts of self-directed learning are accompanied by a change in the forms of organization as well as the logic and structure of action in adult education. (CAJ) EJ675512 Selbstgesteuertes Lernen und Modernisierungsimperative in der Erwachsenen- und Weiterbildung (Self-directed Learning and Modernization Imperatives in Adult and in Further Education). Zeitschrift fur Padagogik v48 n2 p242-61 Mar-Apr 2002 2002-00-00 T 2004 2016-11-21

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No Foreign Countries Grade 9 Higher Education Mathematics Education Mathematics Instruction Mathematics Teachers Primary Education Quality Control Secondary Education Student Attitudes Student Characteristics Student Surveys Teacher Effectiveness Ditton, Hartmut Journal Articles Reports - Research Germany Germany ISSN-0044-3247 English Presents results of a survey among ninth graders, focusing on their perception of mathematics instruction and their mathematics teachers. Shows that their perception of teachers is related to the characteristics of the quality of instruction. Discusses including survey responses of students on school instruction in scholastic systems of quality control. (CAJ) EJ675513 Lehrkrafte und Unterricht aus Schulersicht. Ergebnisse einer Untersuchung im Fach Mathematik (Teachers and Teaching from the Students' Perspective. Results of a Study Carried Out in Math Instruction). Zeitschrift fur Padagogik v48 n2 p262-86 Mar-Apr 2002 2002-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Evolution Foreign Countries Higher Education Instruction Models Treml, Alfred K. Journal Articles Reports - Descriptive Germany Nature Teleology Germany ISSN-0044-3247 English Sketches the teleological perspective dominating pedagogy and points out its weaknesses. Explains and applies the natural point of view, common in evolutionary theory, to pedagogy. Outlines and tests basic conceptual differentiations. Describes the often misunderstood concepts of chance, selection and adaptation. (CAJ) EJ675514 Evolutionare Padagogik--Umrisse eines Paradigmenwechsels (Evolutionary Pedagogics--Outlines of a Change in Paradigm). Zeitschrift fur Padagogik v48 n5 p652-69 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Adoption (Ideas) Cooperation Evolution Foreign Countries Higher Education Models Scientific Research Sociobiology Nipkow, Karl Ernst Journal Articles Reports - Descriptive Indoctrination Germany Germany ISSN-0044-3247 English Describes a sectoral and paradigmatic approach to evolutionary research. Argues that an evolutionary paradigm does not exist. Examines the socio-biological approach and that of a system-theoretical oriented general evolutionary theory. Utilizes the topics of cooperation, delimitation, and indoctrination to explain more promising ways of adoption. (CAJ) EJ675515 Moglichkeiten und Grenzen eines evolutionaren Paradigmas in der Erziehungswissenschaft (Possibilities and Limits of an Evolutionary Paradigm in Educational Science). Zeitschrift fur Padagogik v48 n5 p670-89 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Biological Sciences Educational Theories Evolution Foreign Countries Higher Education Instruction Voland, Eckart Voland, Renate Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Designates four challenges for a theory of evolutionary pedagogics which result from the theoretical progress made in biological science: (1) subjectively perceived autonomy; (2) teachability; (3) preparation for future life; and (4) the reality norm dilemma. Argues that these confrontations are the theoretical challenges for the further development of evolutionary pedagogy. (CAJ) EJ675516 Erziehung in einer biologisch determinierten Welt--Herausforderung fur die Theoriebildung einer Evolutionaren Padagogik aus Biologischer Perspektive (Education in a Biologically Determined World--A Challenge for a Theory of Evolutionary Pedagogics from a Biological Point of View). Zeitschrift fur Padagogik v48 n5 p690-706 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Adoption (Ideas) Educational Research Educational Theories Foreign Countries Higher Education Interdisciplinary Approach Scientific Research Becker, Nicole Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Sketches the status quo and possible starting points for the adoption of neuro-scientific findings by educational science. Describes the latest developments in U.S. research. Discusses the adoption of these points by German educational science. Outlines the possibilities and limits of an interdisciplinary discourse. (CAJ) EJ675517 Perspektiven einer Rezeption neurowissenschaftlicher Erkenntnisse in der Erziehungswissenschaft (Perspectives of an Integration of Neuro-Scientific Findings into Educational Science). Zeitschrift fur Padagogik v48 n5 p707-19 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Biological Influences Biological Sciences Environmental Influences Evolution Foreign Countries Genetics Higher Education Instruction Scientific Research Neumann, Dieter Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Interprets Edward Spranger's "Forms of Life" against the background of the findings of modern biology. Shows how far Spranger's diagnosis of different human types, which are not affected by external influences on characteristics, conform with research hypotheses of modern biological sciences. (CAJ) EJ675518 Ein Klassiker der Padagogik in Evolutionarer Perspektive: Eduard Sprangers "Lebensformen" im Lichte der Modernen Biologie (A Classic of Pedagogics from an Evolutionary Perspective: Edward Spranger's "Forms of Life" in the Light of Modern Biology). Zeitschrift fur Padagogik v48 n5 p720-40 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Feedback Foreign Countries Higher Education Outcomes of Education Research Methodology Risk Management School Effectiveness Teacher Education Teacher Effectiveness Arnold, Karl-Heinz Journal Articles Reports - Descriptive Germany Social Justice Empirical Research Germany ISSN-0044-3247 English Discusses School Effectiveness Research (SER) as a method of determining the learning effectiveness of individual schools and school systems. Determines that SER data offer valuable information for the advice, supervision, and further education of teachers, but lacks enough empirical evidence to make generalized decisions for individual school courses of actions. (CAJ) EJ675519 Schulentwicklung durch Ruckmeldung der Lernwirksamkeit an die Einzelschule: Moglichkeiten und Grenzen der Schuleffizienzforschung (School Development through Feedback on the Effectiveness of Learning at the Individual School: Possibilities and Limits of School Effectiveness Research). Zeitschrift fur Padagogik v48 n5 p741-64 Sep-Oct 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Ethnography Foreign Countries Organizational Climate Organizational Development Research Methodology School Culture School Organization Schonig, Woflgang Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Examines the concept of school culture to understand individual schools. Analyzes the terms culture and school culture and compares the concept of school culture to the concept of organizational culture. Argues that organizational culture is a key concept in school development. Assesses the methodology of the organizational culture approach. (CAJ) EJ675520 Organisationskultur der Schule als Schlusselkonzept der Schulentwicklung (The School's Organizational Culture as a Key Concept of School Development). Zeitschrift fur Padagogik v48 n6 p815-34 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Institutional Research Organizational Objectives Organizational Theories Research School Effectiveness School Organization Sociology Schaefers, Christine Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Points out the potential in a neo-institutional perspective as applied to school organization. Sketches the theoretical foundations and current developments of sociological neo-institutionalism. Discusses the German school system and plans for school reform. Shows that from a neo-institutional perspective, school sector offers a variety of fields for analysis and research. (CAJ) EJ675521 Der soziologische Neo-Institutionalismus. Eine organisationstheoretische Analyse -- und Forschungsperspektive auf Schulische Organisationen (Sociological Neo-Institutionalism. An Organization--Theoretical Perspective Applied to the Analysis of and Research on School Organization). Zeitschrift fur Padagogik v48 n6 p835-55 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Decision Making Educational Research Foreign Countries Models Organizational Objectives Organizational Theories Primary Education Principals School Organization Secondary Education Teacher Attitudes Kuper, Harm Journal Articles Reports - Descriptive Germany Empirical Research Germany ISSN-0044-3247 English Presents results of an empirical research project focusing on an explorative analysis of decision structures in schools. Outlines structural patterns of school organizations, taking into account the perspectives of teachers and principals. Provides a starting point for a multi-dimensional modeling of school organizations. (CAJ) EJ675522 Entscheidungsstrukturen in Schulen. Eine differenzielle Analyse der Schulorganisation (Decision-Structures in Schools. A Differential Analysis of School Organization). Zeitschrift fur Padagogik v48 n6 p856-78 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Equal Education Foreign Countries Gender Issues Graduation Rate Males Sex Role Social Psychology Diefenbach, Heike Klein, Michael Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Shows that in the German educational system, boys are at a disadvantage with girls. Explains that boys often leave secondary school without a final degree. Concludes that the smaller the proportion of male elementary teachers and the higher the rate of unemployment, the lower the achievement of boys in secondary schools. (CAJ) EJ675523 "Bringing Boys Back In". Soziale Ungleichheit Zwischen den Geschlechtern im Bildungssystem Zuungunsten von Jungen am Beispiel der Sekundarschulabschlusse ("Bringing Boys Back In". Social Inequality between the Sexes in the Educational System to the Disadvantage of Boys as Illustrated by Graduation from Secondary Schools). Zeitschrift fur Padagogik v48 n6 p938-58 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Competency Based Education Economic Factors Educational Assessment Educational Change Educational Policy Educational Theories Effective Schools Research Elementary Secondary Education Foreign Countries Higher Education Literacy School Effectiveness Social Influences Fuchs, Hans-Werner Journal Articles Reports - Research Organisation for Economic Cooperation Development Program for International Student Assessment Empirical Research Functionalism Germany Germany Program for International Student Assessment ISSN-0044-3247 English Recognizes that the debate on the Program for International Student Assessment 2000 (PISA) has been dominated by comparisons of the ranks achieved and by the question of the consequences to be drawn from the results. Discusses the educational concept forming the basis for the investigation and aims of PISA. (CAJ) EJ675524 Auf dem Weg zu einem neuen Weltcurriculum? Zum Grundbildungskonzept von PISA und der Aufgabenzuweisung an die Schule (Towards a World Curriculum? -- The Concept of Basic Education (Literacy) underlying PISA and the tasks allocated to Schooling). Zeitschrift fur Padagogik v49 n2 p161-79 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Administrative Organization Comparative Education Educational Assessment Educational Change Educational Policy Educational Research Federalism Foreign Countries Heterogeneous Grouping Research Methodology Secondary Education Social Bias Roeder, Peter Martin Journal Articles Reports - Research Germany Program for International Student Assessment Third International Mathematics and Science Study Germany Program for International Student Assessment Trends in International Mathematics and Science Study ISSN-0044-3247 English Claims that the Third International Mathematics and Science Study (TIMSS) and the Program for International Student Assessment (PISA) represent a leap forward in the quality of comparative international research on schooling. Discusses prospects of achieving a consensus among educational policy makers on the reforms suggested in both study results. (CAJ) EJ675525 TIMSS und PISA- Chancen eines neuen Anfangs in Bildungspolitik, -Planung, -Verwaltung und Unterricht. Endlich ein Schock mit Folgen? (TIMSS and PISA -- Prospects of a Fresh Start in Educational Policy and the Monitoring of the School System?). Zeitschrift fur Padagogik v49 n2 p180-97 Mar-Apr 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Comparative Education Educational Assessment Educational Research Elementary Education Foreign Countries Gender Issues Longitudinal Studies Mathematics Achievement Migration Natural Sciences Parent Participation Reading Achievement Research Methodology Socioeconomic Status Bos, Wilfried Lankes, Eva-Maria Prenzel, Manfred Schwippert, Knut Walther, Gerd Valtin, Renate Voss, Andreas Journal Articles Reports - Research Germany Germany ISSN-0044-3247 English Discusses the International Survey on Reading Abilities in Primary School (IGLU) and its data on achievement in reading, mathematics, and natural science. Compares this data to that collected by the Program for International Student Assessment (PISA). Identifies achievement relevant correlations such as gender, migration background, socioeconomic status, parental support, and problem areas. (CAJ) EJ675526 Welche Fragen konnen aus einer Gemeinsamen Interpretation der Befunde aus PISA and IGLU Fundiert Beantwortet Werden? (To Which Questions Does a Combined Interpretation of the Results Yielded by both PISA and IGLU Provide Well-Grounded Answers?). Zeitschrift fur Padagogik v49 n2 p198-212 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academically Gifted Educational Assessment Educational Environment Educational Psychology Educational Research Foreign Countries Higher Education Politics of Education Research Methodology Secondary Education Heller, Kurt A. Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Provides brief history of the German Gymnasium as a traditional European secondary school system with a preparatory function for higher education. Reviews the main goals of the gymnasium. Asks what role the gymnasium plays as a learning environment for gifted students. Discusses the politico-educational consequences and demands on the gymnasium. (CAJ) EJ675527 Das Gymnasium Zwischen Tradition und Modernen Bildungsanspruchen (The Gymnasium between Tradition and Modern Educational Requirements). Zeitschrift fur Padagogik v49 n2 p213-34 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Bullying Educational Environment Educational Research Elementary Secondary Education Evaluation Foreign Countries Group Behavior Interaction School Organization Teaching (Occupation) Teaching Methods Work Environment Rothland, Martin Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Sketches the background of mobbing (bullying) in the workplace. Analyzes the school related debate on mobbing. Takes into account the structure and interaction related characteristics of the teaching profession. Asks whether these characteristics can lead to a higher potential for mobbing and how this potential should be assessed. (CAJ) EJ675528 Magister Magistri Lupus? "Mobbing" am Arbeitsplatz Schule (Magister Magistri Lupus? Mobbing in Schools). Zeitschrift fur Padagogik v49 n2 p235-53 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Educational Strategies Foreign Countries Higher Education Psychology Stress Management Stress Variables Teacher Behavior Teacher Burnout Teacher Morale Teacher Motivation Krause, Andreas Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Reveals that most research on teacher stress relies on personal accounts. Presents a psychology of action-concept of stress and that has been transferred to teacher's instructional activities. Argues that this psychology of action concept of stress helps develop an understanding of teachers' work and what may lead to psychological stress. (CAJ) EJ675529 Lehrerbelastungsforschung -- Erweiterung durch ein handlungpsychologisches Belastungskonzept (Research on Teacher's Ability To Cope with Stress -- A Broadening of the Approach by Including a Psychology of Action-Concept of Stress). Zeitschrift fur Padagogik v49 n2 p254-73 Mar-Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Legislation Educational Policy Elementary Secondary Education Foreign Countries Government School Relationship Baker, Gordon Journal Articles Reports - Descriptive Wales England United Kingdom (England) United Kingdom (Wales) ISSN-0046-760X English Focuses on the 1870 British Education Act's impact on English and Welsh schools. Discusses three philosophical and political collaborators involved in the 1870 Act: William Edward Forester, Earl de Grey of Ripon, and Henry Austin Bruce. Concludes that they significantly impacted the 1860s education initiatives as well as the Education Act. (KDR) EJ675530 The Romantic and Radical Nature of the 1870 Education Act. History of Education v30 n3 p211-32 May 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Educational Policy Elementary Secondary Education Foreign Countries Government School Relationship Higher Education Middle Class Social Class Socioeconomic Status Vertical Organization Roderick, Gordon W. Journal Articles Reports - Descriptive Wales United Kingdom (Wales) ISSN-0046-760X English Discusses the Aberdare Committee created to remedy shortcomings arising from a non-intervention policy in Welsh secondary education, eminating from the 1881 Report of the Committee on Intermedicate and Higher Education (Wales). Focuses on three commissions: the Caredon, Taunton, and Devonshire. Discusses the committee outcomes regarding English and Welsh education system comparisons. (KDR) EJ675531 'A Fair Representation of All Interests'? The Aberdare Report on Intermediate and Higher Education in Wales, 1881. History of Education v30 n3 p233-50 May 2001 2001-00-00 T 2004 2016-11-21

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No College School Cooperation Educational Change Educational History Educational Research Foreign Countries Government School Relationship Higher Education Vernon, Keith Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Focuses on R. O. Berdahl and C. H. Shinn's examination of British state-university relationships prior to 1919; and Ted Tapper and Brian Salter's research that studied the time between 1919 and the creation of the University Grants Commission. Concludes that the state played a significant role in higher education through state funding and regulation. (KDR) EJ675532 Calling the Tune: British Universities and the State, 1880-1914. History of Education v30 n3 p251-71 May 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Ethical Instruction Foreign Countries Middle Class Moral Values Socialism Manton, Kevin Journal Articles Reports - Descriptive Radicalism Secularism England Positivism United Kingdom (England) ISSN-0046-760X English Focuses on the pioneering efforts concerning moral education and educational reform by British educator Frederick James Gould. Discusses the application of his socialistic ideas to further three causes: (1) socialism and secularism; (2) positivism; and (3) a form of middle class radicalism. (KDR) EJ675533 'Filling Bellies and Brains': The Educational and Political Thought of Frederick James Gould. History of Education v30 n3 p273-90 May 2001 2001-00-00 T 2004 2016-11-21

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No Child Health Child Labor Child Safety Educational Change Educational History Educational Policy Foreign Countries Labor Legislation Daglish, Neil Journal Articles Reports - Descriptive Great Britain Labor History United Kingdom (Great Britain) ISSN-0046-760X English Examines British child labor policies focusing on the failed efforts of R. D. Denman. Denman's efforts to legislate a child labor protection bill through the 1914 British Parliament brought many debates on subjects, such as high birth mortality rates causing labor shortages and the dim view taken of child education needs. (KDR) EJ675534 Education Policy and the Question of Child Labour: The Lancashire Cotton Industry and R. D. Denman's Bill of 1914. History of Education v30 n3 p291-308 May 2001 2001-00-00 T 2004 2016-11-21

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No Bands (Music) Educational Practices Group Dynamics Listening Listening Skills Music Education Music Techniques Secondary Education Skill Development Teacher Student Relationship Townsend, Alfred S. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Discusses how band conductors can develop student skills in three areas: (1) when the conductor stops the band; (2) teaching the students to pay attention and watch the conductor; and (3) improving the student listening skills. Includes information on instructing students to play chorales. (CMK) EJ675535 Stop! Look! Listen! for Effective Band Rehearsals. Teaching Music v10 n4 p22-25 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:43:58 CIJFEB2004

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No Beginning Teachers Careers Educational Practices Elementary Education Elementary School Teachers Music Education Music Teachers Teacher Role Teacher Student Relationship Teaching Experience Wilcox, Ella Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Focuses on the career and life outside the classroom of Nancy Anderson, who is an elementary music teacher at the Armstrong Elementary School (Reston, Virginia). Presents advice from Anderson for new music teachers. Addresses how Anderson balances both home and work. (CMK) EJ675536 A Mid-Career Teacher's Juggling Act. Teaching Music v10 n4 p28-33 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:43:58 CIJFEB2004

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No Educational Practices Elementary Secondary Education Health Hearing (Physiology) Hearing Aids Hearing Conservation Hearing Impairments Music Education Music Teachers Resource Materials Hill, Douglas Journal Articles Opinion Papers ISSN-1069-7446 English Provides background information on hearing loss, focusing on this problem among music teachers. Discusses how teachers can determine whether they suffer from hearing loss and how to handle this problem. Explains how music teachers can prevent hearing loss. Includes resources on hearing loss. (CMK) EJ675537 Occupational Hazard: Is Your Job Damaging Your Hearing? Teaching Music v10 n4 p36-40 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:43:59 CIJFEB2004

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No Communication (Thought Transfer) Educational Strategies Music Education Music Teachers Musical Instruments Musicians Percussion Instruments Secondary Education Singing Songs Kingan, Michael G. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Discusses how choral directors and choirs can collaborate with a percussionist when a drum or other instrument is needed for a performance. Explores details, such as instrument availability and storage as well as working with a percussionist. Focuses on specific types of music. (CMK) EJ675538 A Percussionist's Advice for Collaborating with Choirs. Teaching Music v10 n4 p42-46 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:43:59 CIJFEB2004

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No Educational Benefits Educational Change Educational Practices High Schools Music Education Resource Materials Scheduling School Schedules Secondary Education Teacher Role Fallis, Todd Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Describes how an eleven-period day would work in high schools. Discusses the benefits of having an eleven-period day, such as helping with overcrowding and allowing students flexibility. Addresses where music class would fit into this schedule and includes a list of resources on scheduling. (CMK) EJ675539 The Eleven-Period Day. Teaching Music v10 n4 p48-51 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:43:59 CIJFEB2004

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No Educational History Elementary Education Foreign Countries Literacy Models National Curriculum National Programs Haworth, Avril Journal Articles Reports - Descriptive Oracy United Kingdom Curriculum Reconceptualists United Kingdom ISSN-0305-764X English Reviews the history of oracy in the United Kingdom over the past decade, as articulated in significant national curriculum developments. Identifies conflicting models of oracy embedded in these programs, noting erosion of the cross-curricular function of oracy in favor of a centralized oracy, controlled by the teacher and related to literacy. (BT) EJ675540 The Re-positioning of Oracy: A Millennium Project? Cambridge Journal of Education v31 n1 p11-23 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Comics (Publications) Elementary Education Foreign Countries Literacy Qualitative Research Reading Interests Reading Material Selection Reading Research Millard, Elaine Marsh, Jackie Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0305-764X English Discusses aspects of two qualitative studies that focused on: (1) children's interests in comics; and (2) reactions to a home-school comic lending library based in three classrooms over a period of seven weeks. Discusses results from both studies and implications for development of the primary school literacy curriculum. (BT) EJ675541 Sending Minnie the Minx Home: Comics and Reading Choices. Cambridge Journal of Education v31 n1 p25-38 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Active Learning Educational Environment Educational Practices Elementary Secondary Education Foreign Countries School Culture Student Teacher Attitudes Student Teachers Maynard, Trisha Journal Articles Reports - Descriptive United Kingdom New Teachers United Kingdom ISSN-0305-764X English Uses Jean Lave and Etienne Wenger's (1991) notion of learning as participation to explore processes involved in student teachers' school-based learning. Concludes learning as participation may not adequately represent the complex relationship between the newcomer and the school community of practice nor the pain and conflict inherent in becoming a teacher. (BT) EJ675542 The Student Teacher and the School Community of Practice: A Consideration of "Learning as Participation." Cambridge Journal of Education v31 n1 p39-52 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education English Teachers Foreign Countries Interprofessional Relationship Mentors Professional Development Orland-Barak, Lily Journal Articles Reports - Descriptive Communication Competencies United Kingdom United Kingdom ISSN-0305-764X English Describes and interprets the process by which two novice mentors of British teachers learned to construe their new role by articulating differences and similarities between their practice as teachers of children and as mentors of teachers. States that it is a highly conscious and gradual process of developing communicative competencies. (BT) EJ675543 Learning To Mentor as Learning a Second Language of Teaching. Cambridge Journal of Education v31 n1 p53-68 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Interprofessional Relationship Mentors Professional Development Brown, Kim Journal Articles Reports - Descriptive United Kingdom New Teachers Teaching Research United Kingdom ISSN-0305-764X English Looks at subject-specific issues in mentoring from the perspective of newly qualified modern language teachers in their first year of teaching. Suggests that conventional conceptions of mentoring may only be a marginal factor in survival of these teachers in their first year. Discusses implications of findings. (BT) EJ675544 Mentoring and the Retention of Newly Qualified Language Teachers. Cambridge Journal of Education v31 n1 p69-88 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Interprofessional Relationship Mentors Professional Development Frowe, Ian Journal Articles Reports - Descriptive Theoretical Orientation United Kingdom United Kingdom ISSN-0305-764X English Discusses issues regarding the relationship between language and practice commented upon by Michael Fielding in this journal. Considers the extent to which language may be partly constitutive of educational practices and a radical misconception about the nature of education inherent in what Fielding labels the language of performativity. (BT) EJ675545 Language and Educational Practice. Cambridge Journal of Education v31 n1 p89-101 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational Administration Elementary Secondary Education Foreign Countries Human Resources Teacher Attitudes Teaching (Occupation) Halpin, David Journal Articles Reports - Descriptive Educational Management Services United Kingdom United Kingdom ISSN-0305-764X English States that research reports about teachers indicate they are less content at work than any other professional group. Explores analytically how human resource management is designed to help teachers perform at optimal level and is one means for senior managers to address teachers' professional fears and nurture their educational hopes. (BT) EJ675546 Hope, Utopianism, and Educational Management. Cambridge Journal of Education v31 n1 p103-18 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational Administration Elementary Secondary Education Foreign Countries Human Resources Teacher Attitudes Teaching (Occupation) Bowers, Tony Journal Articles Reports - Descriptive Management Control United Kingdom United Kingdom ISSN-0305-764X English Reviews research into teacher illness and absenteeism. Examines a number of issues, including the definition and measurement of absenteeism, its cost, and the relationship among absenteeism, student attendance, and school performance. Considers research comparing teacher absenteeism data with figures for other public employees. Reviews approaches to managing absenteeism. (BT) EJ675547 Teacher Absenteeism and Ill Health Retirement: A Review. Cambridge Journal of Education v31 n2 p135-57 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Teacher Characteristics Teacher Education Teaching (Occupation) Tickle, Les Journal Articles Reports - Descriptive Teacher Engagement United Kingdom Gramsci (Antonio) Maslow (Abraham) Professional Concerns United Kingdom ISSN-0305-764X English Presents contrasting images of teachers' personal lives and work, from compliance with bureaucratic controls, disaffection, and lack of critical reflection to innovation, commitment, and reflexive critique. Uses extracts from six teacher projects as evidence of the range, methods, depth, and quality of personal engagements in educational experiences. (BT) EJ675548 The Organic Intellectual Educator. Cambridge Journal of Education v31 n2 p159-78 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Comparative Analysis Cross Cultural Studies Cultural Context Educational Attitudes Elementary Secondary Education Foreign Countries Parent Attitudes Elliott, Julian G. Hufton, Neil Illushin, Leonid Willis, Wayne Journal Articles Reports - Descriptive Russia United Kingdom United States Russia United Kingdom United States ISSN-0305-764X English Explores children's attitudes, beliefs, and behaviors in Sunderland (United Kingdom), Eastern Kentucky, and St. Petersburg (Russia) by surveying parental perspectives. States that findings from these three regions reinforce earlier findings about British and U.S. complacency and the more demanding nature of the Russian context. (BT) EJ675549 "The Kids Are Doing All Right": Differences in Parental Satisfaction, Expectation, and Attribution in St. Petersburg, Sunderland, and Kentucky. Cambridge Journal of Education v31 n2 p179-204 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Educational Assessment Educational Research Foreign Countries Inspection National Standards Public Schools Secondary Education Spirituality Watson, Jacqueline Journal Articles Reports - Descriptive England (Norfolk) Inspectors United Kingdom (England) ISSN-0305-764X English Reports on a study of Office for Standards in Education (OFSTED) inspection reports for Norfolk (England) state secondary schools. Analyzes the reports and concludes that inconsistencies in inspectors' reporting, particularly of spirituality across the broader curriculum, meant that the mechanisms for assessment and for raising standards were unclear. (BT) EJ675550 OFSTED's Spiritual Dimension: An Analytical Audit of Inspection Reports. Cambridge Journal of Education v31 n2 p205-16 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Foreign Countries Inspection Mathematics National Standards Secondary Education Teacher Education Sinkinson, Anne Jones, Keith Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0305-764X English Analyzes the complete cohort of published inspection reports of providers of secondary mathematics initial teacher education post-graduate certificate of education courses carried out by the Office for Standards in Education Initial Teacher Education Training team during 1996-1998. Finds considerable variation as to word length, criteria application, and judgments expressed. (BT) EJ675551 The Validity and Reliability of OFSTED Judgements of the Quality of Secondary Mathematics Initial Teacher Education Courses. Cambridge Journal of Education v31 n2 p221-37 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Community Involvement Cultural Differences Discourse Analysis Equal Education Foreign Countries Inclusive Schools Minority Groups Public Schools Social Integration Zine, Jasmin Journal Articles Reports - Descriptive ISSN-0305-764X English Problematizes the politics of inclusion in education, examining how Toronto's (Canada) minority groups attempt to negotiate equity in response to the school board's release of a draft policy on anti-racism and ethno-cultural equity in education. Explores the dynamics of community engagement. Examines the politics behind the shifting discourse of anti-racism. (BT) EJ675552 Negotiating Equity: The Dynamics of Minority Community Engagement in Constructing Inclusive Educational Policy. Cambridge Journal of Education v31 n2 p239-69 Jun 2001 2001-00-00 T 2004 7/11/2004 11:44:03 CIJFEB2004 The Cambridge Journal of Education is a refereed journal.

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No Biology Educational Research Foreign Countries Grade 10 Grade 11 Grade 12 Higher Education Science Education Secondary Education Textbooks Lubben, Fred Campbell, Bob Kasanda, Choshi Kapenda, Hileni Gaoseb, Noah Kandjeo-Marenga, Utji Journal Articles Reports - Research Namibia Namibia ISSN-0305-5698 English Presents the results of a study that focused on incidences of prescribed textbook usage in Namibian science classrooms. Indicates teacher dominated textbook use and restricted range of textbook references per lesson. States that the teachers used textbooks for diagrams and data and to verify factual information. (CMK) EJ675553 Teachers' Use of Textbooks: Practice in Namibian Science Classrooms. Educational Studies v29 n2-3 p109-25 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Catholic Schools Educational Research Elementary Secondary Education Foreign Countries Higher Education Leaders Leadership Principals Private Schools Questionnaires Religious Education Surveys Dorman, Jeffrey P. D'Arbon, Tony Journal Articles Reports - Research Australia Australia ISSN-0305-5698 English Reports on research conducted on leadership succession in New South Wales Catholic schools in order to identify potential principals using data collected from middle and senior management staff (n=943). Explains that short-term targeting of this population may be helpful, but impediments to leadership succession need to be addressed. (CMK) EJ675554 Leadership Succession in New South Wales Catholic Schools: Identifying Potential Principals. Educational Studies v29 n2-3 p127-39 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Developing Nations Educational Policy Educational Research Foreign Countries Higher Education Interviews Questionnaires Secondary Education Vocational Education Osei, George M. Journal Articles Reports - Research Ghana Ghana ISSN-0305-5698 English Presents a study that focused on the attempts to introduce a vocationally-oriented curriculum into the Junior Secondary Schools in Ghana. Uses interviews, documentary analysis, and case studies. Discusses the results in detail. Explains that there was no training or resources for the teachers. (CMK) EJ675555 Issues Arising from an Examination of the Junior Secondary School Reform of 1987 in Ghana. Educational Studies v29 n2-3 p141-77 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Continuing Education Course Selection (Students) Educational Research Foreign Countries Higher Education Inservice Teacher Education Professional Development Satisfaction Teacher Motivation Nasser, Fadia M. Fresko, Barbara Journal Articles Reports - Research Israel Israel ISSN-0305-5698 English Examines an empirical model for predicting reported contribution of continuing education for teachers returning to college to complete their degrees. Focuses on inservice teachers (n=124) working on degrees in education in Israel. Explores their motives, course selection, and satisfaction. Includes references. (CMK) EJ675556 The Contribution of Completing Degree Studies to Teachers' Professional Development in Israel. Educational Studies v29 n2-3 p179-93 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Focus Groups Higher Education Interviews Preservice Teacher Education Preservice Teachers Primary Education Questionnaires Student Attitudes Teacher Effectiveness Lunn, Paul Bishop, Alison Journal Articles Reports - Research ISSN-0305-5698 English Presents the results of a study that examined trainee teachers' perceptions of themselves as effective teachers. Focuses on the perceptions, ascertained through a questionnaire, of a Year 3 group (n=75) enrolled in a primary education teacher trainee course. (CMK) EJ675557 'To Touch a Life Forever': A Discourse on Trainee Teachers' Perceptions of What It Means To be an Effective Teacher in the Primary School. Educational Studies v29 n2-3 p195-206 Jun-Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:04 CIJFEB2004 Educational Studies is a refereed journal.

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No Beginning Teachers Case Studies Educational Research Foreign Countries Higher Education Interviews Learning Experience Professional Development Surveys Teaching Experience Williams, Ann Journal Articles Reports - Research England United Kingdom (England) ISSN-0305-5698 English Focuses on the learning of new teachers in England to identify three aspects of workplace learning that may not be accommodated within the statutory induction year. Draws from interview and survey data. Concludes that the new teachers' learning is informal, reactive, and collaborative. (CMK) EJ675558 Informal Learning in the Workplace: A Case Study of New Teachers. Educational Studies v29 n2-3 p207-19 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Practices Elementary Secondary Education Higher Education Instruction Learning Experience Learning Processes Social Influences Student Role Teacher Role Teacher Student Relationship Kansanen, Pertti Journal Articles Reports - Research ISSN-0305-5698 English Focuses on the interaction between a teacher and students based on relationships among the teacher, students, and the content in the instructional process. States that how the students meet the content is fundamental to learning. Includes references. (CMK) EJ675559 Studying--The Realistic Bridge between Instruction and Learning. An Attempt to a Conceptual Whole of the Teaching-Studying-Learning Process. Educational Studies v29 n2-3 p221-32 Jun-Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:05 CIJFEB2004 Educational Studies is a refereed journal.

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No Adolescents Educational Attainment Educational Research Family Characteristics Foreign Countries Higher Education Learning Experience Longitudinal Studies Surveys Young Adults Marjoribanks, Kevin Journal Articles Reports - Research Australia Australia ISSN-0305-5698 English Examines the relationships between adolescents' educational aspirations and young adults' educational attainment. Explains that three factors were considered: (1) family background; (2) individual characteristics; and (3) proximal learning settings. Uses data from a longitudinal study of Australian youth (n=3772 females; n=3476 males). (CMK) EJ675560 Family Background, Individual and Environmental Influences, Aspirations and Young Adults' Educational Attainment: A Follow-up Study. Educational Studies v29 n2-3 p233-42 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Comparative Analysis Educational Research Foreign Countries Gender Issues Higher Education Learning Experience Questionnaires Self Esteem Self Motivation Murphy, Helen Roopchand, Naomi Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0305-5698 English Presents a study that focuses on the relationship between intrinsic motivation towards learning and self-esteem in traditional and mature students. Examines the students' learning approaches. Uses the Intrinsic Motivation towards Learning Questionnaire and the Rosenberg Global Self-Esteem Questionnaire. (CMK) EJ675561 Intrinsic Motivation and Self-esteem in Traditional and Mature Students at a Post-1992 University in the North-east of England. Educational Studies v29 n2-3 p243-59 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Foreign Countries Higher Education Lifelong Learning Preservice Teacher Education Student Teacher Attitudes Student Teachers Teaching Experience Norman, Marie Hyland, Terry Journal Articles Reports - Research Confidence United Kingdom United Kingdom ISSN-0305-5698 English Focuses on the concept of confidence stating that it is commonly misunderstood. Presents suggestions for managing and supporting learning after exploring research related to confidence. Offers information on original research on student teachers learning to teach in the post-school sector. (CMK) EJ675562 The Role of Confidence in Lifelong Learning. Educational Studies v29 n2-3 p261-72 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cooperation Educational Policy Educational Research Foreign Countries Higher Education Interviews Literature Reviews School Districts Secondary Education Surveys Bell, Kate West, Ann Journal Articles Reports - Research England United Kingdom (England) ISSN-0305-5698 English Examines the specialist schools program in England, focusing on the relationship between specialist and non-specialist schools. Presents the results of a small-scale study of officials at the local and national level; in specialist schools; and a survey of non-specialist schools. (CMK) EJ675563 Specialist Schools: An Exploration of Competition and Co-Operation. Educational Studies v29 n2-3 p273-89 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Community Educational Research Family Involvement Higher Education Models Parent Participation Parent Role Parent School Relationship Program Content Brain, Kevin Reid, Ivan Journal Articles Reports - Research ISSN-0305-5698 English Illustrates tensions and contradictions in schools' attempts to develop parental and family involvement through a case study of parental involvement in an Education Action Zone. Argues that the school developed models for parental involvement affected the role of parents. Includes references. (CMK) EJ675564 Constructing Parental Involvement in an Education Action Zone: Whose Need Is It Meeting? Educational Studies v29 n2-3 p291-305 Jun-Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:06 CIJFEB2004 Educational Studies is a refereed journal.

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No Age Differences Child Development Children Comparative Analysis Educational Research Gender Issues Higher Education Piagetian Theory Sex Differences Testing Parameswaran, Gowri Journal Articles Reports - Research Piaget (Jean) ISSN-0305-5698 English Presents a study in which children (n=600), ages five to nine, completed Jean Piaget's horizontality task using a square water bottle. Finds a significant sex difference in the pretest performance of the horizontality task beginning with eight year olds. Includes references. (CMK) EJ675565 Age, Gender, and Training in Children's Performance of Piaget's Horizontality Task. Educational Studies v29 n2-3 p307-19 Jun-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Character Education Educational Change Educational History Educational Research Ethical Instruction Foreign Countries Professional Autonomy Teacher Role Teaching Methods Christen, Richard S. Journal Articles Reports - Descriptive Seventeenth Century Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Discusses the development of the British educational system and perceptions of teacher's classroom roles. Focuses on pedagogical teaching methods of 17th century English character literature in character education development. Concludes that this era of teachers demonstrated an interest in the complexities of the learning process. (KDR) EJ675566 'An Absolute Monarch in His School': Images of Teacher Authority in the Seventeenth-Century English Character Literature. History of Education v30 n4 p321-38 Jul 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Methods Educational Research Females Foreign Countries Gender Issues Males Teacher Discipline Coleman, Michael C. Journal Articles Reports - Descriptive Ireland Nineteenth Century Ireland ISSN-0046-760X English Discusses the early 19th century educational history of Irish charter schools from the students' perspective. Suggests that further student input be included in research for consensus sake. Notes differences in teaching and discipline applied for male and female students. Concludes student views stimulated a more carefully supervised, non-denominational, Irish education system. (KDR) EJ675567 'The Children Are Used Wretchedly': Pupil Responses to the Irish Charter Schools in the Early Nineteenth Century. History of Education v30 n4 p339-57 Jul 2001 2001-00-00 T 2004 2016-11-21

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No Compulsory Education Educational Change Educational History Educational Methods Educational Research Elementary Secondary Education Foreign Countries Public Education Bowen, Paul Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Explores the relationship between English canal boat children and compulsory education requirements during 1900-1940. Focuses primarily on the 1900-1914 era and the difficulty of educating canal boat children. Discusses the Living In Committee Report and the Canal Boats Bill. Concludes this era contributed to progress in educating travelling children. (KDR) EJ675568 English Canal-Boat Children and the Education Issue 1900-1940: Towards a Concept of Traveller Education? History of Education v30 n4 p359-78 Jul 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Elementary Secondary Education Foreign Countries Policy Formation Postsecondary Education Progressive Education Moore, Roger Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Focuses on the William Crane School (Nottingham, England), a project of British Director of Education, A. H. Whipple, and a response to the 1926 Hadow Report calling for educational reorganization. The school was an embodiment of Nottingham education and housing program efforts, providing for elementary through adult training needs. (KDR) EJ675569 Hadow Reorganization in the Community Setting: A. H. Whipple and the William Crane School in Nottingham 1931-38. History of Education v30 n4 p379-99 Jul 2001 2001-00-00 T 2004 2016-11-21

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No Access to Education Agenda Setting Educational Change Educational Policy Elementary Secondary Education Foreign Countries Inclusive Schools Policy Formation Loxley, Andrew Thomas, Gary Journal Articles Opinion Papers England Wales Neoconservatism Neoliberalism New Left New Right United Kingdom (England) United Kingdom (Wales) ISSN-0305-764X English Explores different layers of policy and the intellectual arenas from which they emerge about inclusion. Sees attempts in recent policy to fuse New Right and center-left thinking. States that proclamations from British politicians about inclusion are to be welcomed, but effects of exhortation will be counteracted by policy promoting competition. (BT) EJ675570 Neo-Conservatives, Neo-Liberals, the New Left and Inclusion: Stirring the Pot. Cambridge Journal of Education v31 n3 p291-301 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Educational Development Educational Needs Educational Policy Foreign Countries General Education Inclusive Schools Legislation Models Policy Formation Special Education Student Needs Lomofsky, Lilian Lazarus, Sandy Journal Articles Reports - Descriptive Paradigm Shifts South Africa South Africa ISSN-0305-764X English Traces development of policy and legislation since 1994, when a unitary non-racial system of education/training was introduced in South Africa. Notes major paradigm shift in education policy, reflecting a move from a dual, special, and general education system towards transforming general education to address all learners' diverse learning needs. (BT) EJ675571 South Africa: First Steps in the Development of an Inclusive Education System. Cambridge Journal of Education v31 n3 p303-17 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Case Studies Educational Change Educational Policy Educational Research Elementary Secondary Education Foreign Countries Inclusive Schools Special Education Mitchell, David Journal Articles Reports - Descriptive New Zealand Paradigm Shifts New Zealand ISSN-0305-764X English States that the evolution of special education policy that has taken place in the last decade in New Zealand reflects the coalescence of several paradigm shifts. Notes an international shift away from categorizing students in terms of disabilities. Examines tensions inherent in these paradigm shifts and interactions among them. (BT) EJ675572 Paradigm Shifts in and around Special Education in New Zealand. Cambridge Journal of Education v31 n3 p319-35 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Comparative Analysis Comparative Education Educational Change Educational Policy Elementary Secondary Education Foreign Countries Policy Formation Special Education Belanger, Nathalie Journal Articles Reports - Evaluative France France ISSN-0305-764X English Examines the context in which special education policies have been implemented in Western societies to understand recent changes. Summarizes different meanings attached to the notion of equality regarding special education and recent reforms. Considers ways that special education provisions have been implemented in France and French-speaking schools in Ontario (Canada). (BT) EJ675573 Solicitude and Special Education Policies. Cambridge Journal of Education v31 n3 p337-48 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Comparative Analysis Comparative Education Educational Change Educational Research Elementary Secondary Education Foreign Countries Models Special Education Jordan, Anne Journal Articles Reports - Research ISSN-0305-764X English Examines Ontario's (Canada) educational reforms with broad implications for students with special educational needs. Draws five principles from the literature about educational reform under market-driven policies. Analyzes reform initiatives to see how and to what extent they reflect those principles. Compares results with other countries' histories of implementing such models. (BT) EJ675574 Special Education in Ontario, Canada: A Case Study of Market-Based Reforms. Cambridge Journal of Education v31 n3 p349-71 Nov 2001 2001-00-00 T 2004 7/11/2004 11:44:09 CIJFEB2004 The Cambridge Journal of Education is a refereed journal. Theme issue: International Perspectives on School Reform and Special Education Needs.

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No Charter Schools Educational Policy Educational Practices Elementary Secondary Education Qualitative Research Special Education Special Needs Students Rhim, Lauren Morando McLaughlin, Margaret J. Journal Articles Reports - Evaluative Project Search State Policy United States United States ISSN-0305-764X English States Project SEARCH, a three year qualitative study of special education in U.S. charter schools, revealed a fundamental gap between the individualized, autonomous nature of charter schools and regulated nature of special education. Notes this is complicated by some charter schools' inability to amass fiscal/human capacity to meet individual special needs of students. (BT) EJ675575 Special Education in American Charter Schools: State Level Policy, Practices, and Tensions. Cambridge Journal of Education v31 n3 p373-83 Nov 2001 2001-00-00 T 2004 2016-11-23

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No Disabilities Elementary Secondary Education Foreign Countries Inclusive Schools Special Education Special Needs Students Slee, Roger Journal Articles Reports - Evaluative Australia Australia ISSN-0305-764X English Considers A. Touraine's (2000) call for situating schools at the front of social democratization to place inclusive schooling as a conceptual and strategic subset of the broader democratic project for Australia. Cites B. Bernstein (1996) and T. Knight's (2000) work as helpful in providing a conceptual platform for critique of traditional forms of special education. (BT) EJ675576 Driven to the Margins: Disabled Students, Inclusive Schooling and the Politics of Possibility. Cambridge Journal of Education v31 n3 p385-97 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Academic Standards Educational Improvement Educational Policy Educational Practices Foreign Countries Inclusive Schools Secondary Education Special Education Florian, Lani Rouse, Martyn Journal Articles Reports - General England United Kingdom (England) ISSN-0305-764X English Considers how some secondary schools in England have been able to respond to the conflicting demands of school improvement policies, as measured by high academic standards and inclusion of pupils with special educational needs. Presents and discusses key findings from work in secondary schools committed to inclusion. (BT) EJ675577 Inclusive Practice in English Secondary Schools: Lessons Learned. Cambridge Journal of Education v31 n3 p399-412 Nov 2001 2001-00-00 T 2004 2016-11-21

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No Case Studies Classroom Communication Foreign Countries Primary Education Teacher Characteristics English, Eve Hargreaves, Linda Hislam, Jane Journal Articles Reports - Research Interactive Teaching Teaching Research England United Kingdom (England) ISSN-0305-764X English Argues that the British National Literacy Strategy (NLS) offers teachers contradictory pedagogical advice on interactive teaching. Uses case study evidence and observations of classroom interaction to show that, while teachers vary in sensitivity to dilemmas posed by NLS demands, their Literacy Hour discourse is quantitatively and qualitatively different from pre-NLS discourse. (BT) EJ675578 Pedagogical Dilemmas in the National Literacy Strategy: Primary Teachers' Perceptions, Reflections and Classroom Behaviour. Cambridge Journal of Education v32 n1 p9-26 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Discourse Communities Foreign Countries Language Role Primary Education Urquhart, Isobel Journal Articles Reports - Descriptive Discourse Aims England United Kingdom (England) ISSN-0305-764X English Examines critically implications of claiming that the British National Literacy Strategy (NLS) provides teachers and educationists with a common language with which to talk about literacy teaching/learning in the classroom. Raises two questions: (1) what is the nature of the common language offered by NLS, and (2) should there be only one common language? (BT) EJ675579 "Moving Forward Together": Do We Need a "Common Language?" Cambridge Journal of Education v32 n1 p27-44 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Classroom Communication Educational Research Foreign Countries Mathematics Mathematics Instruction Oral Language Raiker, Andrea Journal Articles Reports - Research England United Kingdom (England) ISSN-0305-764X English States teachers/learners use spoken language in a three part mathematics lesson advocated by the British National Numeracy Strategy. Recognizes language's importance by emphasizing correct use of mathematical vocabulary in raising standards. Finds pupils and teachers appear to ascribe different meanings to scientific words because of their relative positions on the novice/expert continuum. (BT) EJ675580 Spoken Language and Mathematics. Cambridge Journal of Education v32 n1 p45-60 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Philosophy Educational Practices Foreign Countries History Instruction Humanities Instruction Ideology Progressive Education Values Barker, Bernard Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0305-764X English Explores how ideological ferment of the last 30 years has shaped values and principles informing classroom practice. Contrasts tolerant, progressive humanism of the post-war era with intense 1970s political controversies. Explains how history teachers who recognized the postmodern dilemma and responded with new approaches found themselves blamed for moral decline. (BT) EJ675581 Values and Practice: History Teaching 1971-2001. Cambridge Journal of Education v32 n1 p61-72 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Foreign Countries Mail Surveys Secondary Education Student Attitudes Student Surveys Abbas, Tahir Journal Articles Reports - Research England (Birmingham) United Kingdom (Birmingham) ISSN-0305-764X English Evaluates results from surveying further education college students and the process of their secondary schooling. Postal survey responses from randomly sampled college students (n=109) (Birmingham, England) provide the empirical base. Suggests that South Asian respondents have managed to develop mixed educational identities, encompassing elements of home and school. (BT) EJ675582 A Retrospective Study of South Asian Further Education College Students and Their Experiences of Secondary School. Cambridge Journal of Education v32 n1 p73-90 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Interviews Mail Surveys Professional Development School Role Teacher Education Williams, Anne Soares, Allan Journal Articles Reports - Research England United Kingdom (England) ISSN-0305-764X English Examines perceptions of roles and responsibilities in primary and secondary initial teacher education following a sustained period of increase in the involvement of schools. Reports findings from a survey of higher education staff, school-based mentors, and student teachers, that sought information about their perceptions of roles and responsibilities. (BT) EJ675583 Sharing Roles and Responsibilities in Initial Teacher Training: Perceptions of Some Key Players. Cambridge Journal of Education v32 n1 p91-107 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Case Records Case Studies Educational Research Qualitative Research Technology Integration Theory Practice Relationship Walker, Rob Journal Articles Opinion Papers Stenhouse (Lawrence) ISSN-0305-764X English Reports case study research is essentially concerned with providing credible representations of reality. Notes the possibility of using audio, photo, and video media. Argues for a key theoretical resource, a set of ideas developed around the idea of a case record. (BT) EJ675584 Case Study, Case Records and Multimedia. Cambridge Journal of Education v32 n1 p109-27 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement College Faculty College Students Educational Environment Higher Education Politics of Education Social Influences Teacher Influence Braxton, John M. Journal Articles Reports - Descriptive Psychosocial Factors ISSN-0161-956X English Introduces a collection of articles that reflect on the complexity of college teaching and learning by acknowledging that teaching and learning at the collegiate level occur within a system of both external and internal influences that are political, organizational, social, and psychological in nature. (SM) EJ675585 Introduction: Influences on College Student Learning. Peabody Journal of Education v77 n3 p1-5 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Accountability College Students Educational Finance Educational Policy Government School Relationship Higher Education Outcomes of Education Politics of Education State Government Hearn, James C. Holdsworth, Janet M. Journal Articles Reports - Descriptive State Policy ISSN-0161-956X English Examines the emerging context for state policies and practices that focus on college students' learning outcomes, exploring various state efforts that can potentially influence undergraduate students' outcomes (e.g., funding, academic programming, staffing, and accountability). Strategies to enhance policy effectiveness in this arena emphasize such areas as: elimination of ineffective policies, stakeholder involvement, institutional autonomy, and organizational context. (Contains references.) (SM) EJ675586 Influences of State-Level Policies and Practices on College Students' Learning. Peabody Journal of Education v77 n3 p6-39 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement College Students Educational Environment Higher Education Institutional Role Politics of Education Berger, Joseph B. Journal Articles Reports - Descriptive Organizational Structure ISSN-0161-956X English Reports the findings of a study conducted to determine the influence of various dimensions of organizational structure (bureaucratic, collegial, political, symbolic, and systemic) on college student learning. Findings indicate that dimensions of the structure of the colleges and universities as organizations exert both positive and negative influences on student learning. Implications for research and practice are noted. (SM) EJ675587 The Influence of the Organizational Structures of Colleges and Universities on College Student Learning. Peabody Journal of Education v77 n3 p40-59 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Administrator Behavior Administrator Role College Faculty College Students Cooperative Learning Department Heads Educational Environment Higher Education Learning Student Evaluation of Teacher Performance Teacher Evaluation Del Favero, Marietta Journal Articles Reports - Descriptive ISSN-0161-956X English Advances a conceptual model for viewing the influence of the administrative behaviors of chairpersons of academic departments, positing four propositions that depict the influence of administrative behaviors on college student learning: student evaluations of teaching, student advisement, cooperative instructional activities, and faculty assessment. The article asserts that these propositions place the responsibility for the development of a learning-centered academic department on the department chair. (SM) EJ675588 Linking Administrative Behavior and Student Learning: The Learning Centered Academic Unit. Peabody Journal of Education v77 n3 p60-84 2002 2002-00-00 T 2004 7/11/2004 11:44:13 CIJFEB2004 Theme Issue: "Influences on College Student Learning."

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No Academic Achievement Classroom Environment College Students Higher Education Interpersonal Relationship Learning Social Bias Social Influences Hirschy, Amy S. Wilson, Maureen E. Journal Articles Reports - Descriptive ISSN-0161-956X English Examines the classroom environment, describing various social forces embedded in the classroom climate, student-faculty interactions, and student-to-student interactions that either foster or impede student learning. The article highlights ways in which these classroom social forces perpetuate social inequalities that exist within society at large and inhibit student learning. Educators are offered five questions to help redress the negative influences of social forces in their classrooms. (SM) EJ675589 The Sociology of the Classroom and Its Influence on Student Learning. Peabody Journal of Education v77 n3 p85-100 2002 2002-00-00 T 2004 7/11/2004 11:44:13 CIJFEB2004 Theme Issue: "Influences on College Student Learning."

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No College Students Educational Environment Higher Education Social Control Student Responsibility Teacher Behavior Teacher Student Relationship Braxton, John M. Bayer, Alan E. Noseworthy, James A. Journal Articles Reports - Research ISSN-0161-956X English Describes college students' role in the detection of teaching misconduct, providing results from a study suggesting that the role undergraduate students can play in detecting teaching wrongdoing is tenuous at best and asserting that the graduate school socialization process, institutional codes of conduct, and faculty peer sanctions must assume major responsibility for the deterrence of faculty violations of undergraduate teaching norms. (SM) EJ675590 Students as Tenuous Agents of Social Control of Professorial Misconduct. Peabody Journal of Education v77 n3 p101-24 2002 2002-00-00 T 2004 7/11/2004 11:44:13 CIJFEB2004 Theme Issue: "Influences on College Student Learning."

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No Active Learning College Faculty College Students Collegiality Educational Environment Educational Quality Feedback Higher Education Norms Student Diversity Teacher Expectations of Students Teacher Student Relationship Time on Task Caboni, Timothy C. Mundy, Meaghan E. Duesterhaus, Molly Black Journal Articles Reports - Research ISSN-0161-956X English Examined the student normative support for Chickering and Gamson's (1987) seven principles of good undergraduate education. Findings from surveys of undergraduate college students indicated that there was empirical evidence of student support for three of the seven principles: faculty-student contact, cooperation among students, and high expectations. This support was differentiated by student race and social fraternity membership. (SM) EJ675591 The Implications of the Norms of Undergraduate College Students for Faculty Enactment of Principles of Good Practice in Undergraduate Education. Peabody Journal of Education v77 n3 p125-37 2002 2002-00-00 T 2004 7/11/2004 11:44:14 CIJFEB2004 Theme Issue: "Influences on College Student Learning."

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No Academic Achievement College Faculty College Students Higher Education Pedagogical Content Knowledge Major, Claire Palmer, Betsy Journal Articles Reports - Research ISSN-0161-956X English Examined how college faculty thought about student learning, learning, focusing on pedagogical content knowledge acquired by faculty at a private university. Using data from faculty interviews, the article describes 20 types of influences on student learning that faculty have become aware of through their engagement in team efforts to redesign courses, noting that faculty knowledge of such categories of influences on student learning constitutes pedagogical content knowledge. (SM) EJ675592 Faculty Knowledge of Influences on Student Learning. Peabody Journal of Education v77 n3 p138-62 2002 2002-00-00 T 2004 7/11/2004 11:44:14 CIJFEB2004 Theme Issue: "Influences on College Student Learning."

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No College Students Gender Issues Higher Education Ice Hockey Physical Activities Self Efficacy Sex Differences Sex Stereotypes Student Attitudes Solmon, Melinda A. Lee, Amelia M. Belcher, Doland Harrison, Louis, Jr. Wells, Lori Journal Articles Reports - Research ISSN-0273-5024 English Used self-efficacy theory as a framework to investigate the interaction of beliefs about gender appropriateness and conceptions of ability on competence beliefs in physical activity. College students completed surveys about the sport of hockey, watched a video of a specific hockey skill, and responded to questions about the skill. Results support the notion that both factors influence these beliefs. Self-efficacy theory provides a rationale for understanding how that process occurs. (SM) EJ675593 Beliefs about Gender Appropriateness, Ability, and Competence in Physical Activity. Journal of Teaching in Physical Education v22 n3 p261-79 Apr 2003 2003-00-00 T 2004 7/11/2004 11:44:14 CIJFEB2004

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No After School Programs Athletics Extracurricular Activities Gymnasiums Secondary Education Social Status Urban Schools Pope, Clive C. O'Sullivan, Mary Journal Articles Reports - Research Darwin (Charles) ISSN-0273-5024 English Examined the ecology of "free gym" as it occurred in both school lunch hour and after school community settings. Data collected on urban high school students revealed a student imposed hierarchy dominated by skilled male African American basketball players. Status was gained through what occurred within the free gym ecology. Few students thrived in this environment. Most merely survived or were marginalized. (SM) EJ675594 Darwinism in the Gym. Journal of Teaching in Physical Education v22 n3 p311-27 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Mental Health Parks Physical Activities Physical Health Public Health Recreational Activities Recreational Facilities Self Determination Stress Management Ho, Ching-Hua Payne, Laura Orsega-Smith, Elizabeth Godbey, Geoffrey Information Analyses Journal Articles ISSN-0031-2215 English Reviews what current research says about the holistic health benefits of park and recreation services, focusing on: health benefits according to park users; physical activities in parks; stress reduction benefits of park use; social support, self-determination, and stress reduction; observing nature in parks and associated benefits; and the overall health of park and recreation users. (SM) EJ675595 Parks, Recreation and Public Health. Parks & Recreation v38 n4 p18,20-27 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:44:15 CIJFEB2004

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No Adapted Physical Education Classroom Techniques Curriculum Development Disabilities Elementary Secondary Education Inclusive Schools Interpersonal Communication Mainstreaming Student Evaluation Teaching Methods Lienert, Christoph Guides - Classroom - Teacher Journal Articles ISSN-1091-2193 English This second of two articles responding to Grosse's 2002 article on inclusion outlines instructional strategies for inclusive physical education, focusing on: curriculum design, student assessment, goals and objectives, adapting content, class organization, teaching styles, goal structure, positive behavioral support, and communication. The article is followed by a rebuttal by Grosse and a response to the rebuttal from this author. (SM) EJ675596 Strategies for Creating Inclusive Physical Education: Asking the Right Questions. ICHPER-SD Journal v39 n2 p22-29 Spr 2003 2003-00-00 T 2004 7/11/2004 11:44:15 CIJFEB2004

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No Adult Education Black Community Blacks Church Programs Interpersonal Communication Interpersonal Relationship Relevance (Education) Teaching Methods Isaac, Paulette Rowland, Michael Journal Articles Reports - Research Barriers to Participation ISSN-1065-6219 English Examined institutional deterrents to participation in adult education among African American Christian church members. Focus group interview data highlighted six categories of deterrents: lack of relevance, programmatic, communication, individual/personal, instructional techniques, and interpersonal. Results suggest that African American Christian churches should closely examine their policies and procedures for developing and marketing their educational programs and developing/enhancing teacher preparation techniques. (SM) EJ675597 Institutional Barriers to Participation in Adult Education among African Americans within Religious Institutions. Journal of Research on Christian Education v11 n2 p101-19 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Character Education Educational Research Elementary Secondary Education Ethical Instruction Moral Values Parochial Schools Private Schools Religious Education Algera, Henry F. Sink, Christopher A. Information Analyses Journal Articles ISSN-1065-6219 English A review of the literature and meta-analytic research into the effectiveness of character/moral education programs reveals that Christian educators should be wary of implementing such curricula. A history of character education demonstrates how the field has evolved. Problems associated with programming rationale, faulty methodology, and lack of appropriate research may leave researchers questioning the validity of character education interventions. Recommendations for practice in Christian education contexts are provided. (Author/SM) EJ675598 Another Look at Character Education in Christian Schools. Journal of Research on Christian Education v11 n2 p161-81 Fall 2002 2002-00-00 T 2004 7/11/2004 11:44:16 CIJFEB2004

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No Costs Elementary Secondary Education Ethical Instruction Parent Attitudes Private Schools Religious Education School Choice School Safety Mainda, Philip D. Journal Articles Reports - Research Seventh Day Adventist School System ISSN-1065-6219 English Investigated the relationship between school choice and Seventh Day Adventist parents' perception of selected factors. Surveys of Michigan Seventh Day Adventist parents highlighted a significant relationship between parental school choice and perception of spiritual value-based education, cost of education, academic program, who influenced school choice, school safety, and awareness. There was no significant relationship with parents' perception of social factors and school proximity. (SM) EJ675599 Selected Factors Influencing School Choice among the Seventh-day Adventist Population in Southwest Michigan. Journal of Research on Christian Education v11 n2 p185-218 Fall 2002 2002-00-00 T 2004 2016-11-23

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No Cultural Awareness Cultural Differences Elementary Secondary Education Sociocultural Patterns Student Diversity Teacher Student Relationship Murphy, Patricia Ivinson, Gabrielle Journal Articles Reports - Descriptive Social Identity ISSN-1468-1366 English Introduces a theme issue that challenges the dominant discourse surrounding pedagogy which is predicated on individualistic accounts of achievement and solutions to enhancing achievement that rarely consider the relationships between thinking and the cultural, institutional, and historical situations in which it occurs. The articles show, through sociocultural analyses of the learning and teaching processes, how knowledge gained through participation in various communities comes to bear on the processes of schooling. (SM) EJ675600 Pedagogy and Cultural Knowledge: A Sociocultural Perspective. Pedagogy, Culture & Society v11 n1 p5-9 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Mathematics Education Political Influences Social Influences de Abreu, Guida Cline, Tony Journal Articles Reports - Descriptive England Identity Formation Social Identity United Kingdom (England) ISSN-1468-1366 English Asserts that recognition of the cultural nature of schooled mathematics requires research that locates these practices in the sociopolitical context and provides an account of the social valorization of mathematical practices and the impact on learning. Using data on students in multiethnic English elementary schools, the article proposes how the processes of identifying the other, being identified, and self-identification play complementary roles in forming schooled mathematical identities. (SM) EJ675601 Schooled Mathematics and Cultural Knowledge. Pedagogy, Culture & Society v11 n1 p11-30 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No Cultural Influences Elementary Education Foreign Countries Grade 5 Masculinity Personal Narratives Portuguese Sex Differences Sexuality Moita-Lopes, Luiz Paulo Journal Articles Reports - Research Social Identity Brazil Identity Formation Brazil ISSN-1468-1366 English Examines how masculinities were constructed in a Brazilian mother tongue fifth grade classroom, highlighting stories students told one another in this context. An ethnographic approach allowed naturally occurring stories to be audiotaped. Stories told in schools helped construct hegemonic masculinity by drawing on coherent systems available in everyday common sense knowledge. Ways of destabilizing common sense notions of masculinity by employing narrative analysis within language education are suggested. (SM) EJ675602 Storytelling as Action: Constructing Masculinities in a School Context. Pedagogy, Culture & Society v11 n1 p31-47 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-23

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No Black Dialects Black Students Cosmetology Cultural Differences English Literature Secondary Education Urban Areas Lee, Carol D. Majors, Yolanda J. Journal Articles Reports - Descriptive Knowledge Development ISSN-1468-1366 English Compares linguistic and non-linguistic components of ways of speaking, being, performing, and reasoning within an urban African American secondary classroom and a midwestern African American hair salon, identifying culturally shared interactional norms that inform knowledge building across sites and analyzing how the discourse norms and structures of argumentation evident in the hair salon provide participation structures that invite engagement with complex problem solving tasks in both sites. (SM) EJ675603 "Heading Up the Street:" Localized Opportunities for Shared Constructions of Knowledge. Pedagogy, Culture and Society v11 n1 p49-67 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No Cultural Differences Cultural Influences Discourse Analysis Elementary Education Females Grade 5 Student Attitudes Student Participation Schwartz, Tammy A. Journal Articles Reports - Research Marginalized Groups Social Identity Appalachian People Identity Formation ISSN-1468-1366 English Examined how eight urban Appalachian fifth grade girls came to construct their identities through writing, noting how they consented to and resisted school and other written discourses. Data were collected via focus groups, observations, and interviews. Drawing on poststructuralist and sociocultural perspectives of language, identity, and discourse, results indicated that girls' identities were dependent upon consent given to particular relationships available in various discourses. (SM) EJ675604 Urban Appalachian Girls and Writing: Institutional and "Other/Ed" Identities. Pedagogy, Culture & Society v11 n1 p69-87 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No English Foreign Countries Gender Issues High School Students Secondary Education Sex Stereotypes Sexual Identity Social Influences Teacher Influence Ivinson, Gabrielle Murphy, Patricia Journal Articles Reports - Research England Knowledge Development Social Identity United Kingdom (England) ISSN-1468-1366 English Examined interventions intended to extend participation in the learning of English in a high school in England in response to concerns about the level of boys' achievement in comparison to girls'. Data from observations and student interviews highlighted unintended consequences of the interventions, such as heightening awareness of gender and influencing teachers' practices. Teachers projected social representations onto boys and girls, and onto high- and low-achieving boys, differently. (SM) EJ675605 Boys Don't Write Romance: The Gender Construction of Knowledge and Social Gender Identities in English Classrooms. Pedagogy, Culture & Society v11 n1 p89-111 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No Early Adolescents Elementary Secondary Education Foreign Countries Gender Issues Peer Relationship Sexual Identity Gulbrandsen, Mette Journal Articles Reports - Research Norway Norway ISSN-1468-1366 English Longitudinally followed Norwegian early adolescents of immigrant or Norwegian-born parents who managed cultural complexity in developing from childhood to adulthood. Girls' explorations of culturally approved developmental pathways brought them into the sphere of heterosexuality. Outside the formal curriculum, they could resist, but not ignore, the dominant discourse of heterosexuality. As they created pathways through childhood, they shaped gendered routes for themselves, thus influencing the gendering of other children's pathways. (SM) EJ675606 Peer Relations as Arenas for Gender Constructions among Young Teenagers. Pedagogy, Culture & Society v11 n1 p113-31 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No After School Programs Cultural Differences Cultural Pluralism Culturally Relevant Education Elementary Secondary Education Foreign Countries Males Minority Group Children Puerto Ricans Student Diversity Teacher Student Relationship Urban Schools Hedegaard, Mariane Journal Articles Reports - Descriptive Zone of Proximal Development Denmark New York (New York) Palestinians Vygotsky (Lev S) Denmark New York (New York) ISSN-1468-1366 English Describes two curriculum experiments involving New York City Puerto Rican children and Danish Palestinian boys, examining a pedagogic approach that relied on Vygotsky's zone of proximal development, noting how this approach was applied to take into account cultural and social differences within and between ethnic groups, and discussing how the projects contributed to children's skill and knowledge acquisition and acceptance of their cultural backgrounds and of society overall. (SM) EJ675607 Cultural Minority Children's Learning within Culturally-Sensitive Classroom Teaching. Pedagogy, Culture & Society v11 n1 p133-51 2003 2003-00-00 Triangle Journals Ltd., P.O. Box 65, Wallingford, Oxford OX10 0YG, United Kingdom. T 2004 2016-11-21

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No Educational Change Educational Policy Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Flores, Maria Assuncao Shiroma, Enida Journal Articles Reports - Descriptive Brazil Portugal Professionalism Brazil Portugal ISSN-0260-7476 English Examines teacher education policy in Portugal and Brazil over the past decade, discussing implications for teacher professionalization and professionalism; identifying the emergence of competing discourses arising from policy texts and other formal documents; and asserting that the intertwined concepts of professionalization and professionalism, which play a central role in most recent policy documents, entail different meanings in different contexts. (SM) EJ675608 Teacher Professionalisation and Professionalism in Portugal and Brazil: What Do the Policy Documents Tell? Journal of Education for Teaching v29 n1 p5-18 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Policy Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Teacher Educators Robinson, Maureen Journal Articles Reports - Descriptive South Africa South Africa ISSN-0260-7476 English Teacher educators in post-apartheid South Africa are reconceptualizing and redesigning their preservice teacher education programs in response to new national policies. A sample of teacher educators from various institutions completed interviews about their understanding of, support for, and implementation of the new policy and problems they face in making it a reality. The article notes potential tensions between reform through legislation and reform through personal and institutional vision-building. (SM) EJ675609 Teacher Education Policy in South Africa: The Voice of Teacher Educators. Journal of Education for Teaching v29 n1 p19-34 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Accountability Accreditation (Institutions) Elementary Secondary Education Higher Education Preservice Teacher Education Quality Control Teacher Certification Bullough, Robert V., Jr. Clark, D. Cecil Patterson, Robert S. Journal Articles Reports - Descriptive ISSN-0260-7476 English Presents the background to the standards movement in U.S. education, asserting that it has had a negative impact on teacher education and teacher education accreditation. The article describes a recent accreditation review of the application of an overly narrow understanding of standards and legitimate evidence, and it suggests a possible alternative and more responsive and responsible view of assessment. (SM) EJ675610 Getting in Step: Accountability, Accreditation and the Standardization of Teacher Education in the United States. Journal of Education for Teaching v29 n1 p35-51 Apr 2003 2003-00-00 T 2004 7/11/2004 11:44:19 CIJFEB2004

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No Academic Standards Accountability Accreditation (Institutions) Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Newby, Mike Journal Articles Opinion Papers England United Kingdom (England) ISSN-0260-7476 English Critiques a paper that presented a study of accreditation for providers of teacher education in the United States and discusses what went wrong when the NCATE came to Brigham Young University. This response asserts that for English readers, the value of the original paper is in the way it helps illustrate the difficulties of establishing robust yet sensitive quality assurance systems in the education and training of teachers. (SM) EJ675611 Getting in Step: Accountability, Accreditation and the Standardization of Teacher Education in the United States: A Comment from England. Journal of Education for Teaching v29 n1 p53-54 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Elementary School Mathematics Foreign Countries Higher Education Mathematics Education Preservice Teacher Education Student Teacher Attitudes Teaching Methods Teaching Skills MacNab, Donald S. Payne, Fran Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-0260-7476 English Assessed the attitudes toward and beliefs about mathematics and mathematics teaching of first and final year Scottish elementary preservice teachers. Survey data indicated that they were reasonably confident and positive overall, although they tended to be relatively unadventurous in their teaching, lacked strong personal views, and considered mathematics teaching unexciting and difficult. Final year students were more confident about their teaching but less positive about mathematics. (SM) EJ675612 Beliefs, Attitudes and Practices in Mathematics Teaching: Perceptions of Scottish Primary School Student Teachers. Journal of Education for Teaching v29 n1 p55-68 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Higher Education Inquiry Preservice Teacher Education Racial Bias Supervision Teacher Educators Cochran-Smith, Marilyn Journal Articles Reports - Descriptive Social Justice ISSN-0742-051X English Analyzes four teacher educator communities in different contexts and entry points across the career lifespan, making the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education. The four illustrations are: unlearning racism, reinventing supervision, seeking social justice, and facilitating inquiry. (Contains references.) (SM) EJ675613 Learning and Unlearning: The Education of Teacher Educators. Teaching and Teacher Education v19 n1 p5-28 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Student Centered Curriculum Teacher Attitudes Teacher Educators Lunenberg, Mieke Korthagen, Fred A. J. Journal Articles Reports - Research Learner Centered Instruction Netherlands Netherlands ISSN-0742-051X English Investigated Dutch teacher educators' views of teaching and learning and how they expressed these views in practice. Interview and observation data indicated that teacher educators did not always "teach as they preached," particularly on aspects that distinguished the profession of teacher educators from the profession of teachers. The article discusses the influence of these findings on the promotion of a shift from teacher educator-directed learning to student-directed learning. (SM) EJ675614 Teacher Educators and Student-Directed Learning. Teaching and Teacher Education v19 n1 p29-44 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Higher Education Mentors Preservice Teacher Education Teacher Student Relationship Trust (Psychology) Awaya, Allen McEwan, Hunter Heyler, Deborah Linsky, Sandy Lum, Donna Wakukawa, Pamela Journal Articles Reports - Descriptive ISSN-0742-051X English Suggests that the role of mentors versus cooperating teachers is increasingly viewed as important in guiding student teachers' work in the field, explaining mentoring as a relationship rather than a role involving preconceived duties. It conceives mentoring as a journey that describes a unique relationship between mentors and student teachers and involves building an equal relationship characterized by trust, sharing of expertise, moral support, and knowing when to help. (SM) EJ675615 Mentoring as a Journey. Teaching and Teacher Education v19 n1 p45-56 Jan 2003 2003-00-00 T 2004 7/11/2004 11:44:20 CIJFEB2004

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No Cooperating Teachers Elementary Education Higher Education Peer Relationship Preservice Teacher Education Student Teaching Team Teaching Bullough, Robert V., Jr. Young, Janet Birrell, James R. Clark, D. Cecil Egan, M. Winston Erickson, Lynnette Frankovich, Marti Brunetti, Joanne Welling, Myra Journal Articles Reports - Research ISSN-0742-051X English Compared two models of student teaching (traditional versus peer teaching in which two student teachers worked with one cooperating teacher). Case study data indicated that while peer teaching involved some trade-offs, it had a positive impact on children and offered such advantages to student teachers as increased support, ongoing conversation about teaching, and experience in collaborating to improve practice. Mentors considered it a valuable experience. (SM) EJ675616 Teaching with a Peer: A Comparison of Two Models of Student Teaching. Teaching and Teacher Education v19 n1 p57-73 Jan 2003 2003-00-00 T 2004 7/11/2004 11:44:21 CIJFEB2004

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No Beginning Teachers Curriculum Development Foreign Countries Lesson Plans Mathematics Instruction Middle School Teachers Middle Schools Planning Secondary School Mathematics Teaching Methods Wang, Jian Paine, Lynn W. Journal Articles Reports - Descriptive China China ISSN-0742-051X English Examined a Chinese middle school beginning teachers' experiences developing a public mathematics lesson for special observation. Data collected from the project, Induction of Middle Grades Mathematics and Science Teachers in Select Countries, indicated that she developed a lesson that engaged students in discovering mathematics ideas and making sense of their relationships. Her way of teaching was directly and indirectly influenced by the nature of the mandated curriculum and teaching organization. (SM) EJ675617 Learning To Teach with Mandated Curriculum and Public Examination of Teaching as Contexts. Teaching and Teacher Education v19 n1 p75-94 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers Collegiality English (Second Language) Faculty Development Foreign Countries Language Teachers Reflective Teaching Secondary Education Teacher Collaboration Farrell, Thomas S. C. Journal Articles Reports - Descriptive Singapore Teacher Socialization Singapore ISSN-0742-051X English Examined the role that support from the school and colleagues played as one teacher developed during his first year as a secondary English as a Second Language teacher in Singapore. Data from observations and interviews indicated that the teacher considered collegial support the most important school-based support during that first year. The paper recommends including this type of support in the formal school induction process. (SM) EJ675618 Learning To Teach English Language during the First Year: Personal Influences and Challenges. Teaching and Teacher Education v19 n1 p95-111 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Physical Education Preservice Teacher Education Secondary Education Secondary School Students Teacher Student Relationship Bertone, Stefano Meard, Jacques Euzet, Jean-Paul Ria, Luc Durand, Marc Journal Articles Reports - Research Intrapsychic Conflict France France ISSN-0742-051X English Characterized intrapsychic conflicts experienced by a French preservice teacher during interactions with secondary school physical education students. Data from observations and interviews indicated that she experienced intrapsychic conflict characterized by the competition of possible actions: to present a problem to the students and let them find their own solutions, to transmit a preconceived solution to students, and to maintain order in the class. (SM) EJ675619 Intrapsychic Conflict Experienced by a Preservice Teacher during Classroom Interactions: A Case Study in Physical Education. Teaching and Teacher Education v19 n1 p113-25 Jan 2003 2003-00-00 T 2004 2016-11-23

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No Computer Uses in Education Discussion (Teaching Technique) Educational Technology Elementary Secondary Education Equal Education Higher Education Information Technology Preservice Teacher Education Teaching Methods Mitchell, Jane Journal Articles Reports - Research ISSN-0742-051X English Examined the use of online discussion as a medium for learning in an elementary teacher education program. As part of an Education Studies course, students engaged in discussions of issues related to technology and equity in schools. Through the online activity, distinctive sets of writing practices were created, which enabled students to make connections between theory and practice, campus and school, and research and experience. (SM) EJ675620 On-Line Writing: A Link to Learning in a Teacher Education Program. Teaching and Teacher Education v19 n1 p127-43 Jan 2003 2003-00-00 T 2004 7/11/2004 11:44:22 CIJFEB2004

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No Cultural Awareness Culturally Relevant Education Dropout Prevention Hispanic American Culture Hispanic American Students Mexican Americans Music Education Secondary Education Student Motivation Zehr, Mary Ann Journal Articles Reports - Descriptive Student Engagement Washington Washington ISSN-1046-6193 English One Washington state school district uses mariachi music lessons to engage Hispanic students in school and deter them from dropping out. The district's dropout rate is very low, despite its high Hispanic population. Students in the top-performing mariachi groups say that participating has motivated them academically. Just as mariachi has transformed students' lives, students are transforming the music as girls are breaking into this male dominated music form. (SM) EJ675621 Mariachi's Encore. Teacher Magazine v14 n7 p14-17 May-Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Black Culture Black History Black Studies Cultural Awareness Elementary Education Middle Schools United States History Knipp, Steven Journal Articles Reports - Descriptive ISSN-1046-6193 English Describes the Black Saga Competition, an academic quiz that tests 4th-8th graders' knowledge of African American history from the 1500s to the present. The key goal of the competition, which is designed to appeal to students of all races, is to bring African American history into the mainstream curriculum and help students understand that this is an important part of United States history. (SM) EJ675622 Cultural Challenge. Teacher Magazine v14 n7 p18-21 May-Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:44:22 CIJFEB2004

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No Diabetes Exercise Physiology Health Promotion Patient Education Physicians Birrer, Richard B. Sedaghat, Vahid-David Guides - Non-Classroom Journal Articles Insulin Glucose Hypoglycemia ISSN-0091-3847 English Asserts that people with type 1 diabetes should include regular sports or recreational activities in their overall health care programs, noting that physicians must provide preparticipation clearance, education about blood glucose self-monitoring, exercise prescription, aggressive dietary and insulin management plans, identification of risk factors and potential complications, and ongoing education. (SM) EJ675623 Exercise and Diabetes Mellitus: Optimizing Performance in Patients Who Have Type 1 Diabetes. Physician and Sportsmedicine v31 n5 p29-33,37-41 May 2003 2003-00-00 T 2004 2016-11-21

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No Early Adolescents Leisure Time Middle School Students Middle Schools Motivation Recreational Activities Self Determination Baldwin, Cheryl K. Caldwell, Linda L. Journal Articles Reports - Research ISSN-0022-2216 English Developed a self-report measure of adolescent free time motivation based in self-determination theory, using data from 634 seventh graders. The scale measured five forms of motivation (amotivation, external, introjected, identified, and intrinsic motivation). Examination of each of the subscales indicated minimally acceptable levels of fit. The test of the overall model without modification was also minimally acceptable. (SM) EJ675624 Development of the Free Time Motivation Scale for Adolescents. Journal of Leisure Research v35 n2 p129-51 2003 2003-00-00 T 2004 7/11/2004 11:44:23 CIJFEB2004

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No Family Involvement Family Life Leisure Time Life Satisfaction Middle Schools Parent Attitudes Recreational Activities Student Attitudes Zabriskie, Ramon B. McCormick, Bryan P. Journal Articles Reports - Research ISSN-0022-2216 English Examined relationships between family leisure involvement and satisfaction with family life. Data on families recruited through middle schools indicated that parents, but not children, considered family leisure involvement the strongest predictor of satisfaction. At the family level, only the block including core and balance family leisure variables explained a significant portion of the variance in satisfaction. History of divorce negatively predicted family satisfaction across all three perspectives. (SM) EJ675625 Parent and Child Perspectives of Family Leisure Involvement and Satisfaction with Family Life. Journal of Leisure Research v35 n2 p163-89 2003 2003-00-00 T 2004 7/11/2004 11:44:23 CIJFEB2004

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No Alcohol Abuse College Freshmen Higher Education Student Behavior Borsari, Brian Bergen-Cico, Dessa Carey, Kate B. Journal Articles Reports - Research Drinking Games Risk Taking Behavior ISSN-0744-8481 English Surveyed incoming college students about their experiences with drinking games. Over 60 percent had played drinking games and considered them a means to get drunk quickly, socialize, control others, or get someone else drunk. Familiarity with drinking situations related to greater likelihood of playing drinking games. Participation was more common among students who started drinking at early ages and those who drank more frequently and in greater amounts. (SM) EJ675626 Self-Reported Drinking-Game Participation of Income College Students. Journal of American College Health v51 n4 p149-54 Jan 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Disadvantaged Females Foreign Countries Health Behavior Health Promotion Public Health Sexuality Sexually Transmitted Diseases Socioeconomic Status Hardwick, Deborah Journal Articles Reports - Research Canada Canada ISSN-1188-4517 English Evaluated a female condom promotion intervention for socioeconomically disadvantaged women at high risk for sexually transmitted diseases and HIV who had never used female condoms. Pre- and postintervention surveys indicated that providing education and counseling, along with unlimited quantities of male condoms, female condoms, and water-based personal lubricant, significantly increased the total number of sexual intercourse acts reported to be protected by either the male or female condom. (SM) EJ675627 The Effectiveness of a Female Condom Intervention on Women's Use of Condoms. Canadian Journal of Human Sexuality v11 n2 p63-76 2002 2002-00-00 T 2004 2016-11-21

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No Citizen Participation Citizenship Education Citizenship Responsibility Elementary Secondary Education Family Involvement Parent Responsibility Service Learning Student Participation Empson, G. Raymond Guides - Non-Classroom Journal Articles ISSN-1083-3080 English Suggests how parents can help their children learn to be good and productive citizens, explaining why it is important and offering six ways to get started: listen to one's children and explore their interests, learn more about the cause one's children care about, participate, partner, be a leader, celebrate the good results of family stewardship and make it a lifelong experience. (SM) EJ675628 Raising Kids To be Good Environmental Citizens: How To Achieve Family Stewardship and Why It's Important. Our Children v28 n6 p4-5 Apr-May 2003 2003-00-00 Parents N/A 2004 7/11/2004 11:44:24 CIJFEB2004

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No Citizenship Responsibility Elementary Secondary Education Service Learning Student Participation Student Volunteers Cohen, Amy Journal Articles Reports - Descriptive ISSN-1083-3080 English Service learning can improve communities while preparing students for a lifetime of responsible citizenship. It helps students learn and develop through active participation in thoughtfully organized services that occur in and meet the needs of communities. Volunteering at a young age can lay the foundation for a lifelong commitment to community service. (SM) EJ675629 Students Respond to Community needs, Learn through Service Activities. Our Children v28 n6 p6 Apr-May 2003 2003-00-00 Parents N/A 2004 7/11/2004 11:44:25 CIJFEB2004

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No Accountability Educational Policy Elementary Secondary Education Higher Education National Standards Preservice Teacher Education Teacher Certification Teacher Competencies Teacher Knowledge Teaching Skills Wise, Arthur E. Journal Articles Reports - Descriptive National Council for Accreditation of Teacher Educ ISSN-1083-3080 English Research indicates that teachers are the main influence on student achievement. However, standards and accountability related to teacher preparation, certification, and competencies are inconsistent. The National Council for Accreditation of Teacher Education has developed a more rigorous system of standards and procedures for teacher preparation. This article suggests that parents ask schools for information on their teachers' qualifications and lobby state legislators for improved teacher salaries and working conditions. (SM) EJ675630 Your Child's Learning Depends on Teacher Knowledge and Skill. Our Children v28 n6 p9-10 Apr-May 2003 2003-00-00 Parents N/A 2004 2016-11-21

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No Computer Uses in Education Elementary Secondary Education Internet Legal Responsibility Public Policy School Role School Safety Hodge, Linda Lin, Herbert Guides - Non-Classroom Journal Articles ISSN-1083-3080 English The Internet is a valuable educational tool, but it can expose children to danger through discovery of inappropriate materials and experiences. Protection rests on social and educational strategies to teach responsible and safe use coupled with technology, public policy, and law enforcement to shape the environment in which choice is exercised. Along with parents, school administrators can promote these educational strategies. (SM) EJ675631 A Combined Strategy for Internet Safety. Our Children v28 n6 p11-12 Apr-May 2003 2003-00-00 Parents N/A 2004 7/11/2004 11:44:25 CIJFEB2004

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No Academic Achievement Academic Standards Accountability Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Competencies Teacher Qualifications Cochran-Smith, Marilyn Journal Articles Opinion Papers ISSN-0022-4871 English Describes the public's desire for teaching quality and teacher accountability. Asserts that while teachers and teacher educators must be accountable for their work, this work cannot be determined by narrow conceptions of teaching quality and student learning focused exclusively on test scores and ignoring the complexity of teaching and leaning, because this is an inadequate way to understand and improve teaching and learning in a diverse, democratic society. (SM) EJ675632 The Unforgiving Complexity of Teaching: Avoiding Simplicity in the Age of Accountability. Journal of Teacher Education v54 n1 p3-5 Jan-Feb 2003 2003-00-00 T 2004 7/11/2004 11:44:26 CIJFEB2004

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No Elementary Secondary Education Higher Education Preservice Teacher Education Reflective Teaching Self Evaluation (Individuals) Student Teachers Teacher Knowledge Dinkelman, Todd Journal Articles Opinion Papers Knowledge Acquisition ISSN-0022-4871 English Asserts the importance of self-study in teacher education practices to promote reflective teaching, suggesting that self-study serves as a means to promote reflective teaching and as a substantive end of teacher education. A five-part theoretical rationale for using self-study in reflection-oriented teacher education is presented (e.g., the congruence of reflection with the activity of teaching, opportunities to model reflective practice, and possibilities for programmatic change). (SM) EJ675633 Self-Study in Teacher Education: A Means and Ends Tool for Promoting Reflective Teaching. Journal of Teacher Education v54 n1 p6-18 Jan-Feb 2003 2003-00-00 T 2004 2016-11-23

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No Action Research College School Cooperation Graduate Study Higher Education Mentors Partnerships in Education Preservice Teacher Education Professional Development Schools Secondary Education Student Teachers Student Teaching Urban Schools Crocco, Margaret S. Faithfull, Bayard Schwartz, Sherry Journal Articles Reports - Descriptive New York (New York) New York (New York) ISSN-0022-4871 English Describes a professional development school (PDS) relationship between Teachers College, Columbia University, and a New York City high school serving diverse students, highlighting action research projects conducted by teaching interns at the high school who were also master's students in secondary education programs at Teachers College. The paper analyzes the impact of this collaboration on participants and institutions, acknowledging areas of strain in maintaining the PDS relationship over time. (SM) EJ675634 Inquiring Minds Want To Know: Action Research at a New York City Professional Development School. Journal of Teacher Education v54 n1 p19-30 Jan-Feb 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Education Field Experience Programs Higher Education Language Arts Practicums Preservice Teacher Education Student Teachers Moore, Rita Journal Articles Reports - Research ISSN-0022-4871 English Investigated the teaching and learning responses of preservice teachers enrolled in a brief language arts field practicum prior to student teaching. Survey, observation, and journal data indicated that despite consistent efforts by university professors to help preservice teachers examine theory into practice during their practica, procedural concerns of time management, teaching expected lessons and content, and classroom management most often focused the practicum experience for the preservice teachers. (SM) EJ675635 Reexamining the Field Experience of Preservice Teachers. Journal of Teacher Education v54 n1 p31-42 Jan-Feb 2003 2003-00-00 T 2004 7/11/2004 11:44:27 CIJFEB2004

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No Beginning Teachers Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Attitudes Hammerness, Karen Journal Articles Reports - Descriptive Visioning ISSN-0022-4871 English Draws from teacher surveys and interviews to advance three dimensions for characterizing teachers' vision (focus, range, and distance). The visions of two novice teachers demonstrate the range of visions and different roles visions play in teachers' lives. The article explores how the concept of vision might offer novice teachers a tool for examining their beliefs, identifying steps to promising practices, and selecting contexts in which they can thrive. (SM) EJ675636 Learning To Hope, or Hoping To Learn? The Role of Vision in the Early Professional Lives of Teachers. Journal of Teacher Education v54 n1 p43-56 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Evaluation Methods Higher Education Portfolio Assessment Portfolios (Background Materials) Preservice Teacher Education Student Teacher Evaluation Delandshere, Ginette Arens, Sheila A. Journal Articles Reports - Research ISSN-0022-4871 English Investigated portfolios as a means of generating the evidence necessary to make judgments about student teachers' teaching and understanding. Data from institutions currently using portfolios indicated that teacher educators focused on rallying evidence that students were meeting standards without much opportunity for meaningful dialogue about education. In constructing portfolios, students used evidence and artifacts interchangeably to mean something tangible used to display a particular teaching activity, belief, or skill. (SM) EJ675637 Examining the Quality of the Evidence in Preservice Teacher Portfolios. Journal of Teacher Education v54 n1 p57-73 Jan-Feb 2003 2003-00-00 T 2004 7/11/2004 11:44:27 CIJFEB2004

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No Classroom Techniques Higher Education Inquiry Methods Courses Modeling (Psychology) Observational Learning Preservice Teacher Education Science Education Secondary Education Teacher Collaboration Team Teaching Eick, Charles J. Ware, Frank N. Williams, Penelope G. Journal Articles Reports - Research Situated Learning ISSN-0022-4871 English Implemented a situated learning model of coteaching in the weekly field component of a secondary science methods course. Students cotaught by observing and assisting their teachers for one period, then taught the same lesson, supported by their teachers, the following period. This resulted in comfort in learning to teach, increased confidence in teaching and managing students, critical reflection, and seeing and doing inquiry in practice. (SM) EJ675638 Coteaching in a Science Methods Course: A Situated Learning Model of Becoming a Teacher. Journal of Teacher Education v54 n1 p74-85 Jan-Feb 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Elementary Secondary Education Higher Education Outcomes of Education Preservice Teacher Education Student Teacher Evaluation Teacher Certification Teacher Competencies Cochran-Smith, Marilyn Journal Articles Opinion Papers ISSN-0022-4871 English Outlines recent efforts to analyze, document, or enhance the impact of collegiate teacher preparation on teaching, learning, and practice. Includes examples from empirical studies or reviews, national initiatives to make teacher preparation more assessment based and evidence driven, and regional efforts to assess the impact of naturally occurring variations among program components, structures, and arrangements to influence local program decisions and larger policy controversies. (SM) EJ675639 Assessing Assessment in Teacher Education. Journal of Teacher Education v54 n3 p187-91 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:44:28 CIJFEB2004

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No Cultural Differences Diversity (Faculty) Elementary Secondary Education Ethnicity Higher Education Minority Group Teachers Preservice Teacher Education Social Class Student Diversity Au, Kathryn H. Blake, Karen M. Journal Articles Reports - Research Hawaii Hawaii ISSN-0022-4871 English Examined the influence of cultural identity on the learning of preservice teachers who were either community insiders or outsiders. Case study data indicated that all three participants valued literacy and wrote extensively about the teaching of reading and writing and principles of instruction. They differed in the extent to which they analyzed their instruction and set goals for improving their teaching. Notable differences related to being insiders or outsiders. (1SM) EJ675640 Cultural Identity and Learning To Teach in a Diverse Community: Findings from a Collective Case Study. Journal of Teacher Education v54 n3 p192-205 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Higher Education Preservice Teacher Education Student Teacher Evaluation Student Teachers Summative Evaluation Teacher Certification Teacher Competencies Teaching Skills Raths, James Lyman, Frank Journal Articles Reports - Descriptive Incompetence ISSN-0022-4871 English Suggests that teacher education faculty are not taking sufficient care in preventing weak, incompetent student teachers from attaining state licenses, noting factors contributing to the problem (e.g., the concept of incompetence is not sufficiently clear), placing incompetence on a continuum of teaching behaviors from criminality and malpractice through best practice, and pronouncing teaching acts in specific settings to be indicators of teacher incompetence. (SM) EJ675641 Summative Evaluation of Student Teachers: An Enduring Problem. Journal of Teacher Education v54 n3 p206-16 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Black Teachers College Admission Diversity (Faculty) Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Certification Teacher Effectiveness Teacher Recruitment Teaching Skills Memory, David M. Coleman, Christy L. Watkins, Sharron D. Journal Articles Reports - Research ISSN-0022-4871 English Traces developments following warnings that tests used for teacher education admission or licensure may prevent capable African Americans from entering teaching, using elementary student teachers' evaluations and test scores to examine the possible impact on newly licensed teachers' effectiveness if passing cutoff scores were raised by one point. The paper discusses possible tradeoffs in raising basic skills cutoffs for teacher certification, particularly negative tradeoffs related to African Americans' participation. (SM) EJ675642 Possible Tradeoffs in Raising Basic Skills Cutoff Scores for Teacher Licensure: A Study with Implications for Participation of African Americans in Teaching. Journal of Teacher Education v54 n3 p217-27 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:44:28 CIJFEB2004

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No Elementary Secondary Education Higher Education Modeling (Psychology) Preservice Teacher Education Special Education Teachers Teacher Collaboration Teacher Educators Team Teaching Kluth, Paula Straut, Diana Journal Articles Reports - Descriptive ISSN-0022-4871 English Describes a collaborative partnership between a special education professor and a general education professor within a program that highlights the integration of two courses: Academic Curricular Adaptations and Elementary Social Studies Methods and Curriculum. The article discusses the coteaching model and describes the integrated curriculum and assessments, offering recommendations for those considering coteaching partnerships and collaborative models in higher education. (SM) EJ675643 Do As We Say and As We Do: Teaching and Modeling Collaborative Practice in the University Classroom. Journal of Teacher Education v54 n3 p228-40 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:44:29 CIJFEB2004

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No Collegiality Curriculum Development Elementary Secondary Education Feedback Higher Education Inservice Teacher Education Preservice Teacher Education Reflective Teaching Teacher Collaboration Teacher Competencies Teacher Improvement Teaching Experience Kunzman, Robert Journal Articles Reports - Research ISSN-0022-4871 English Examined the usefulness of formal teacher preparation for those with prior teaching experience, investigating the experiences of Stanford Teacher Education Program graduates. Five themes emerged as central to their learning (e.g., greater awareness of students in their classes who were struggling academically and how to help them, broader and more complex understanding of curriculum planning, and awareness of the value of collegiality, collaboration, feedback, and structured reflection). (SM) EJ675644 From Teacher to Student: The Value of Teacher Education for Experienced Teachers. Journal of Teacher Education v54 n3 p241-53 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:44:29 CIJFEB2004

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No Discourse Analysis Educational Change Elementary Secondary Education Substitute Teachers Teacher Competencies Weems, Lisa Journal Articles Reports - Descriptive Professionalism ISSN-0022-4871 English Explores narratives about teacher work articulated through representations of substitute teachers, using this representation to render visible assumptions governing boundaries of professionalism. The article discusses professional teachers as constructed in educational reform; images of substitute teachers (incompetent, unqualified, deviant outsider, and guerilla superhero) proliferating in popular culture and educational practitioner discourses; and how other teachers function in the context of teacher shortage, educational reform, and school practice. (SM) EJ675645 Representations of Substitute Teachers and the Paradoxes of Professionalism. Journal of Teacher Education v54 n3 p254-65 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Athletes Athletics Clinical Diagnosis Communicable Diseases Higher Education Secondary Education Sports Medicine Auwaerter, Paul G. Journal Articles Reports - Descriptive Epstein Barr Virus Mononucleosis ISSN-0091-3847 English Describes infectious mononucleosis (IM), examining viral transmission and infection, clinical features, diagnosis, and management. Focuses on answers to several commonly asked questions about IM in sport (e.g., when it is safe to resume sports after IM, how often fatigue or depression are related to earlier bouts of IM, and how often IM is transmitted from an infected roommate). (SM) EJ675646 Infectious Mononucleosis in Active Patients: Definitive Answers to Common Questions. Physician and Sportsmedicine v30 n11 p43-50 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Athletes Athletics Drug Abuse Elementary Secondary Education Higher Education Sports Medicine Bahrke, Michael S. Yesalis, Charles E. Journal Articles Reports - Descriptive Steroids ISSN-0091-3847 English Discusses the use of performance-enhancing substances in athletics, focusing on the use-detection race, burgeoning new products and off-label uses, and ways to combat the problem. The article suggests drug education programs, particularly those for adolescent athletes, have the potential to change behavior and be more cost-effective than further expanding existing drug testing programs. (SM) EJ675647 The Future of Performance-Enhancing Substances in Sport. Physician and Sportsmedicine v30 n11 p51-53 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Athletes Athletic Coaches Higher Education Psychologists Secondary Education Sport Psychology Shaw, Gerard F. Journal Articles Reports - Descriptive Mind Body Problem ISSN-0892-4562 English Explains that sport psychologists play a vital role in helping athletes overcome obstacles in order to achieve their goals and provide athletes with tools to reach peak performance and personal growth (i.e., psychological and behavioral interventions for enhancing athletic performance). Sport psychologists work within the complex pathways between mind and body and within the complex interactions between belief systems and healing systems. (SM) EJ675648 How Sport Psychologists Help Coaches and Athletes. Strategies v16 n2 p17-19 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Athletics Injuries Secondary Education Sports Medicine Stopka, Christine Shimon, Jane M. Horodyski, MaryBeth Deere, Randy Bolger, Christine Journal Articles Reports - Descriptive Athletic Trainers ISSN-0892-4562 English Describes the medical, legal, and educational benefits of having a certified athletic trainer in the secondary school, explaining that they can prevent or lessen the severity of an injury or chance of re-injury. The article presents eight options for hiring a certified athletic trainer and offers suggestions and resources for locating one. (SM) EJ675649 Certified Athletic Trainers in Our Secondary Schools. Strategies v16 n2 p30-32 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Access to Education Accountability Decision Making Elementary Secondary Education Equal Education Higher Education Inquiry Moral Values Outcomes of Education Preservice Teacher Education Student Diversity Teacher Attitudes Teacher Responsibility Cochran-Smith, Marilyn Journal Articles Reports - Descriptive ISSN-0890-6459 English Explores some of the tensions between inquiry and outcomes in preservice teacher preparation, positing three outcomes of an inquiry stance: complex notions of what counts as learning for K- 12 students; examination of attitudes, values, and beliefs about diversity, U.S. society, and teachers' responsibilities; and understandings of teacher decision making that include weighing contradictory values, information, and perspectives. (SM) EJ675650 Inquiry and Outcomes: Learning To Teach in the Age of Accountability. Teacher Education and Practice v15 n4 p12-34 Win 2002 2002-00-00 Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals T http://rowman.com/Page/TEP 2004 7/11/2004 11:44:31 CIJFEB2004

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No Critical Theory Educational Change Elementary Secondary Education Higher Education Inquiry Knowledge Base for Teaching Preservice Teacher Education Systems Approach Horn, Raymond A., Jr. Journal Articles Reports - Descriptive Systemic Change Critical Inquiry Modernity ISSN-0890-6459 English Explores various stances on the relationship between teacher knowledge, practice, and inquiry, noting the potential outcomes of these stances on education and society. The article essentializes these views into a modernistic stance, systems stance, and critical stance and discusses variations found within the stances. It concludes by identifying each stance's position on inquiry and discusses challenges posed to teacher educators and teachers by these stances. (Contains references.) (SM) EJ675651 Differing Stances on the Relationship between Teacher Knowledge, Practice, and Inquiry. Teacher Education and Practice v15 n4 p35-56 Win 2002 2002-00-00 Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals T http://rowman.com/Page/TEP 2004 2016-11-23

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No College School Cooperation Educational Change Elementary Secondary Education Higher Education Inquiry Mentors Partnerships in Education Preservice Teacher Education Professional Development Schools School Culture Teacher Researchers Dana, Nancy Fichtman Silva, Diane Yendol Snow-Gerono, Jennifer Journal Articles Reports - Descriptive ISSN-0890-6459 English Explores the evolution of inquiry into a Professional Development School (PDS) context. Teacher educators hoped to cultivate inquiry as a stance into the PDS culture. This required time for teachers to understand inquiry and embrace it as a powerful tool for reflective teaching and educational change. Mentor teachers gained space to understand inquiry through inquiry projects conducted by preservice teachers. (SM) EJ675652 Building a Culture of Inquiry in a Professional Development School. Teacher Education and Practice v15 n4 p71-89 Win 2002 2002-00-00 Rowman & Littlefield. 4501 Forbes Boulevard Suite 200, Lanham, MD 20706. Tel: 800-462-6420; Tel: 717-794-3800; Fax: 800-338-4550; Fax: 717-794-3803; e-mail: custserv@rowman.com; Web site: http://rowman.com/Page/Journals T http://rowman.com/Page/TEP 2004 7/11/2004 11:44:31 CIJFEB2004

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No Civil Rights Elementary Secondary Education Foreign Countries Government Role Indigenous Populations Treaties Carr-Stewart, Sheila Journal Articles Reports - Descriptive Canada First Nations Canada ISSN-0380-2361 English Focuses on the intentions and expectations of education as a treaty right by the original signatories to treaties signed by representatives of the British Crown and First Nations in the 1870s in Canada. First Nations peoples in Canada today demand the fulfillment of their treaty rights to education, but Canada administers education within the boundaries of its own legislation. (SLD) EJ675653 A Treaty Right to Education. Canadian Journal of Education v26 n2 p125-43 2001 2001-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Theories Foreign Countries Postmodernism Sumara, Dennis J. David, Brent Laidlaw, Linda Journal Articles Opinion Papers Canada National Identity Canada ISSN-0380-2361 English Develops the thesis that curriculum studies work in Canada might be characterized in terms of some persistent and theoretical commitments prompted both by national history and by commentaries on national identity. Draws on ecological and postmodern discourses. (SLD) EJ675654 Canadian Identity and Curriculum Theory: An Ecological, Postmodern Perspective. Canadian Journal of Education v26 n2 p144-63 2001 2001-00-00 T 2004 2016-11-21

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No Computer Uses in Education Foreign Countries Junior High School Students Junior High Schools Sex Differences Student Projects Technology Toys Upitis, Rena Journal Articles Reports - Research Canada Canada ISSN-0380-2361 English Studied how 29 Canadian junior high school students aged 11 to 14 used technology to design and produce toys. Findings show that the project-based unit allowed students to use technology in meaningful ways, and that computer use allowed some shifts in traditional gender-technology relations. (SLD) EJ675655 Girls (and Boys) and Technology (and Toys). Canadian Journal of Education v26 n2 p164-82 2001 2001-00-00 T 2004 2016-11-21

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No Educational Theories Elementary Secondary Education Poetry Prose Student Characteristics Simpson, Douglas J. Journal Articles Reports - Descriptive Dewey (John) ISSN-0380-2361 English Examines John Dewey's concept of the student through the lens of his poetry and prose to show that the poetry clarifies the prose. The poetry reveals a concept of the student as more fragile and more in need of guidance than the prose might suggest. (SLD) EJ675656 John Dewey's Concept of the Student. Canadian Journal of Education v26 n2 p183-200 2001 2001-00-00 T 2004 2016-11-21

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No English Foreign Countries Language Arts Middle School Teachers Middle Schools Researchers Teaching Experience Teaching Methods Visual Literacy Begoray, Deborah L. Journal Articles Reports - Research Canada Canada ISSN-0380-2361 English Studied visual literacy over 2 years in the English language arts classrooms of three Canadian middle school teachers. Teachers' previous experiences influenced their implementation of an expanded notion of literacy in English language arts, as did the influence of the university-based researcher conducting the study. (SLD) EJ675657 Through a Glass Darkly: Visual Literacy in the Classroom. Canadian Journal of Education v26 n1 p201-17 2001 2001-00-00 T 2004 2016-11-21

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No Case Studies Curriculum Development Elementary Education Elementary School Teachers Foreign Countries Knowledge Level Multiple Intelligences Professional Development Goodnough, Karen Journal Articles Reports - Research Canada Canada ISSN-0380-2361 English This case study reports on the development that resulted when a Canadian elementary school teacher explored multiple intelligences theory and used it as a guide in curriculum planning and curriculum practice. The critical self-reflection made the teacher more adept at integrating many aspects of her professional knowledge. (SLD) EJ675658 Enhancing Professional Knowledge: A Case Study of an Elementary Teacher. Canadian Journal of Education v26 n2 p218-36 2001 2001-00-00 T 2004 2016-11-21

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No Cooperating Teachers Elementary Secondary Education Foreign Countries Student Teachers Surveys Teacher Education Teacher Qualifications Teaching Experience Clarke, Anthony Journal Articles Reports - Research Canada Canada ISSN-0380-2361 English Profiles the backgrounds and assumptions of cooperating teachers through 778 surveys completed by Canadian cooperating teachers working with student teachers. Results show that cooperating teachers have a high state of professional preparedness and a great deal of experience. (SLD) EJ675659 Characteristics of Co-operating Teachers. Canadian Journal of Education v26 n2 p237-56 2001 2001-00-00 T 2004 2016-11-21

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No Evaluation Methods Evaluation Utilization Foreign Countries Professional Development Program Effectiveness Program Evaluation Zorzi, Rochelle Perrin, Burt McGuire, Martha Long, Bud Lee, Linda Journal Articles Reports - Evaluative Canada Canada ISSN-0834-1516 English The Canadian Evaluation Society explored the benefits that can be attributed to program evaluation, the outputs necessary to achieve those benefits, and the knowledge and skills needed to produce outputs. Findings, which articulate benefits, outputs, and skills, can be used by evaluation organizations to support advocacy and professional development initiatives. (SLD) EJ675660 Defining the Benefits, Outputs, and Knowledge Elements of Program Evaluation. Canadian Journal of Program Evaluation v17 n3 p143-50 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Tests Aptitude Educational Theories High School Students High Schools Research Design Validity Shavelson, Richard J. Roeser, Robert W. Kupermintz, Haggai Lau, Shun Ayala, Carlos Haydel, Angela Schultz, Susan Gallagher, Larry Quihuis, Gisell Journal Articles Reports - Descriptive Snow (Richard E) ISSN-1062-7197 English Describes some of the "big ideas" of Richard E. Snow about aptitude, person-situation transaction, and test validity. Also describes the design of a high school study undertaken to explore some of Snow's ideas further and introduces the articles of this special issue. (SLD) EJ675661 Richard E. Snow's Remaking of the Concept of Aptitude and Multidimensional Test Validity: Introduction to the Special Issue. Educational Assessment v8 n2 p77-99 2002 2002-00-00 T 2004 2016-11-21

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No High School Students High Schools National Surveys Performance Based Assessment Science Achievement Thinking Skills Ayala, Carlos Cuauhtemoc Shavelson, Richard J. Yin, Yue Schultz, Susan E. Journal Articles Reports - Research Dimensionality (Tests) National Assessment of Educational Progress National Education Longitudinal Study 1988 Third International Mathematics and Science Study National Assessment of Educational Progress Trends in International Mathematics and Science Study ISSN-1062-7197 English Studied reasoning dimensions underlying science achievement in a test made of items from three national and international examinations and items from only one of the tests (National Education Longitudinal Study of 1988; NELS:88) and in performance test results for 35 students from the larger study. Findings provide tentative support for three reasoning dimensions. (SLD) EJ675662 Reasoning Dimensions Underlying Science Achievement: The Case of Performance Assessment. Educational Assessment v8 n2 p101-21 2002 2002-00-00 T 2004 2016-11-23

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No Affective Behavior Aptitude Correlation High School Students High Schools Science Achievement Theories Kupermintz, Haggai Journal Articles Reports - Research Conation ISSN-1062-7197 English Examined the role of affect and conation in the science test performance of 491 high school students. Results show differential patterns of correlations, varying with level of generality of affective and conative constructs and with different aspects of science achievement. Invokes theoretical frameworks to interpret the results. (SLD) EJ675663 Affective and Conative Factors as Aptitude Resources in High School Science Achievement. Educational Assessment v8 n2 p123-37 2002 2002-00-00 T 2004 2016-11-21

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No Cognitive Ability High School Students High Schools Prediction Science Achievement Student Motivation Lau, Shun Roeser, Robert W. Journal Articles Reports - Research Situational Effects Snow (Richard E) Student Engagement ISSN-1062-7197 English Building on R. Snow's two pathways to achievement outcomes (1989), examined how cognitive and motivational factors associated with the performance and commitment pathways respectively contributed to prediction of outcomes in science for 491 high school students. Results are consistent with Snow's conjecture that factors related to both pathways are necessary to understand inputs to achievement. (SLD) EJ675664 Cognitive Abilities and Motivational Processes in High School Students' Situational Engagement and Achievement in Science. Educational Assessment v8 n2 p139-61 2002 2002-00-00 T 2004 2016-11-21

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No Aptitude High School Students High Schools Individual Differences Prediction Science Achievement Student Motivation Theories Haydel, Angela M. Roeser, Robert W. Journal Articles Reports - Research Snow (Richard E) ISSN-1062-7197 English Studied between-group differences in test-related perceptions, engagement, and performance, and within-group predictors of science performance among groups of high school students with different motivation patterns. Results for 403 high school students are discussed in terms of R. Snow's (1994) theory of aptitude complexes and their relation to individual differences in performance. (SLD) EJ675665 On Motivation, Ability, and the Perceived Situation in Science Test Performance: A Person-Centered Approach with High School Students. Educational Assessment v8 n2 p163-89 2002 2002-00-00 T 2004 2016-11-23

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No Academic Achievement Aptitude Prediction Student Motivation Validity Roeser, Robert W. Shavelson, Richard J. Kupermintz, Haggai Lau, Shun Ayala, Carlos Haydel, Angela Schultz, Susan Gallagher, Larry Quihuis, Gisell Book/Product Reviews Journal Articles Multidimensionality (Tests) Snow (Richard E) ISSN-1062-7197 English Provides an overview of the approach of Richard E. Snow to the concept of aptitude and multidimensional validity and summarizes the studies in this special issue. Overall, studies confirmed the multidimensional structure of science achievement scores, the validity of some key motivational constructs for predicting achievement, and other ideas suggested by Snow. (SLD) EJ675666 The Concept of Aptitude and Multidimensional Validity Revisited. Educational Assessment v8 n2 p191-205 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Cost Effectiveness Expenditures Longitudinal Studies Outcomes of Education Program Effectiveness Program Evaluation Special Education Borman, Geoffrey D. Hewes, Gina M. Journal Articles Reports - Evaluative Baltimore City Public Schools MD Success for All Program ISSN-0162-3737 English Studied the long-term outcomes and costs of the Success for All program using data from the Baltimore Public Schools, Maryland. Success for All students completed eighth grade at a younger age, with better achievement outcomes, fewer special education placements, fewer retentions, and at the same educational expense. (SLD) EJ675667 The Long-Term Effects and Cost-Effectiveness of Success for All. Educational Evaluation and Policy Analysis v24 n4 p243-66 Win 2002 2002-00-00 T 2004 2016-11-21 ED483071

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No Academic Achievement Accountability Achievement Gains Elementary Secondary Education High Stakes Tests Outcomes of Education State Programs Test Use Carnoy, Martin Loeb, Susanna Journal Articles Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress ISSN-0162-3737 English Developed a zero-to-five index of the strength of accountability in 50 states based on the use of high stakes testing to sanction and reward schools and analyzed whether that index is related to student gains on the National Assessment of Educational Progress (NAEP) mathematics test in 1996-2000. Findings show that students in high accountability states averaged greater NAEP gains. (SLD) EJ675669 Does External Accountability Affect Student Outcomes? A Cross-State Analysis. Educational Evaluation and Policy Analysis v24 n4 p305-31 Win 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Gains Achievement Tests Elementary Secondary Education High Stakes Tests Junior High School Students Test Use Urban Schools Roderick, Melissa Jacob, Brian A. Bryk, Anthony S. Journal Articles Reports - Evaluative Chicago Public Schools IL ISSN-0162-3737 English Analyzed the impact of high-stakes testing in Chicago, Illinois, on student achievement in grades targeted for promotional decisions using data from the school system for grades 3, 6, and 8. Findings show that student achievement increased substantially following the introduction of high stakes tests in Chicago, especially at grades 6 and 8. (SLD) EJ675670 The Impact of High-Stakes Testing in Chicago on Student Achievement in Promotional Gate Grades. Educational Evaluation and Policy Analysis v24 n4 p333-57 Win 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Degrees College Graduates College Students College Transfer Students Community Colleges Ethnicity Higher Education Immigrants Minority Groups Racial Differences Bailey, Thomas Weininger, Elliot B. Journal Articles Reports - Research New York New York ISSN-0162-3737 English Compared foreign-born and native minority community college entrants in terms of credits earned, the likelihood of transfer to a 4-year program and the probability of degree completion. Results for 26,575 students in the 1990 cohort and descriptive statistics for 25,173 students from 1997 show that nativity, race, and ethnicity were all related to these outcomes. (SLD) EJ675671 Performance, Graduation, and Transfer of Immigrants and Natives in City University of New York Community Colleges. Educational Evaluation and Policy Analysis v24 n4 p359-77 Win 2002 2002-00-00 T 2004 2016-11-21

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No Analogy Difficulty Level Judges Knowledge Level Literature Reviews Psychometrics Verbal Tests Roccas, Sonia Moshinsky, Avital Journal Articles Reports - Research Process Models Analogy Test Items ISSN-0895-7347 English Examined factors affecting the difficulty of verbal analogies in a psychometric examination by characterizing 104 analogies using 5 defined attributes. Both knowledge and process attributes were found to contribute to the difficulty of verbal analogies assessed by 10 judges. (SLD) EJ675672 Factors Affecting the Difficulty of Verbal Analogies. Applied Measurement in Education v16 n2 p99-113 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes College Students Computer Assisted Testing Difficulty Level Higher Education Protocol Analysis Reading Comprehension Test Format Test Items Kobrin, Jennifer L. Young, John W. Journal Articles Reports - Research Paper and Pencil Tests ISSN-0895-7347 English Studied the cognitive equivalence of computerized and paper-and-pencil reading comprehension tests using verbal protocol analysis. Results for 48 college students indicate that the only significant difference between the computerized and paper-and-pencil tests was in the frequency of identifying important information in the passage. (SLD) EJ675673 The Cognitive Equivalence of Reading Comprehension Test Items via Computerized and Paper-and-Pencil Administration. Applied Measurement in Education v16 n2 p115-40 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Court Litigation Educational Testing Elementary Secondary Education Legal Problems Parkes, Jay Stevens, Joseph J. Journal Articles Reports - Descriptive ISSN-0895-7347 English Extrapolates from existing case law on educational testing to the likely ways in which school accountability systems may be challenged in the courts. Also offers a list of recommended actions for accountability system developers. (SLD) EJ675674 Legal Issues in School Accountability Systems. Applied Measurement in Education v16 n2 p141-58 2003 2003-00-00 T 2004 7/11/2004 11:44:37 CIJFEB2004

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No Context Effect English (Second Language) Junior High School Students Junior High Schools Limited English Speaking Mathematics Tests Student Characteristics Testing Accommodations Hofstetter, Carolyn Huie Journal Articles Reports - Research ISSN-0895-7347 English Examined selected contextual variables, their impact on test performance, and how the variables interact with the type of test accommodation that a student received. Data from 849 eighth graders suggest that numerous student and classroom-level variables are associated with mathematics test performance, English reading proficiency in particular. (SLD) EJ675675 Contextual and Mathematics Accommodation Test Effects for English-Language Learners. Applied Measurement in Education v16 n2 p159-88 2003 2003-00-00 T 2004 7/11/2004 11:44:38 CIJFEB2004

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No Affective Measures Classification Item Response Theory Qualitative Research Scaling Scores Huynh, Huynh Meyer, J. Patrick Journal Articles Reports - Descriptive Rasch Model ISSN-1529-7713 English Using the Rasch model for ordered categories, this paper provides a method for qualitative interpretations of data from an affective measure such as an attitude scale. This maximum information approach provides explicit qualitative information about the meaning of a score on the latent trait being assessed. (SLD) EJ675676 Maximum Information Approach to Scale Description for Affective Measures Based on the Rasch Model. Journal of Applied Measurement v4 n2 p101-10 2003 2003-00-00 T 2004 2016-11-21

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No Benchmarking Elementary Secondary Education Foreign Countries Item Response Theory Measurement Techniques Public Opinion State Norms Surveys King, John A. Bond, Trevor G. Journal Articles Reports - Research Rasch Model Australia Australia ISSN-1529-7713 English Used a suite of Rasch measurement techniques to meet competing demands in establishing statewide benchmarks relating to the School Opinion Survey carried out over 1,200 government schools in 1 Australian state. Solutions to a variety of measurement and reporting problems were all found within the Rasch family of models. (SLD) EJ675677 Measuring Client Satisfaction with Public Education I: Meeting Competing Demands in Establishing State-wide Benchmarks. Journal of Applied Measurement v4 n2 p111-23 2003 2003-00-00 T 2004 2016-11-21

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No Adults Health Item Banks Patients Quality of Life Bode, Rita K. Cella, David Lai, Jin-shei Heinemann, Allen W. Journal Articles Reports - Descriptive Calibration ISSN-1529-7713 English Illustrates incremental item banking using health-related quality of life data collected from two samples of patients receiving cancer treatment (n=1,755 and n=1,544). Results support findings from previous studies that have equated separate instruments by co-calibrating their items. (SLD) EJ675678 Developing an Initial Physical Function Item Bank from Existing Sources. Journal of Applied Measurement v4 n2 p124-36 2003 2003-00-00 T 2004 2016-11-21

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No Classification Coding Estimation (Mathematics) Item Response Theory Neighborhoods Scaling Urban Areas Bezruczko, Nikolaus Journal Articles Reports - Research Rasch Model ISSN-1529-7713 English Developed an empirical strategy for transforming ordinal counts and percentages to interval scale measures by recoding them as ordered categories and estimating Rasch model scale parameters. Demonstrated the strategy for a neighborhood construct defined by 8 characteristics of 77 Chicago, Illinois, neighborhoods. (SLD) EJ675679 Breakthrough Measuring Neighborhoods. Journal of Applied Measurement v4 n2 p137-52 2003 2003-00-00 T 2004 2016-11-21

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No Goodness of Fit High School Students High Schools Item Response Theory Smith, Richard M. Suh, Kyunghee K. Journal Articles Reports - Research Invariance Rasch Model ISSN-1529-7713 English Studied the extent to which the INFIT and OUTFIT item fit statistics in WINSTEPS detect violations of the invariance property of Rasch measurement models. The analysis, based on a large number of high school students, shows that relying solely on INFIT and OUTFIT to assess model fit would cause the researcher to miss an important threat to measurement model usefulness. (SLD) EJ675680 Rasch Fit Statistics as a Test of the Invariance of Item Parameter Estimates. Journal of Applied Measurement v4 n2 p153-63 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Measures Behavior Patterns College Students Foreign Countries Higher Education Item Response Theory Learning Scaling Student Attitudes Study Habits Waugh, Russell F. Journal Articles Reports - Research Australia Rasch Model Australia ISSN-1529-7713 English Designed a questionnaire and created a scale measuring studying and learning based on motivation with items answered from ideal, "capability," and studying and learning behavior perspectives. Results for 372 Australian college students support the view that striving for excellence, desire to learn, and personal incentives are important academic learning behaviors. (SLD) EJ675681 Measuring Attitudes and Behaviors to Studying and Learning for University Students: A Rasch Measurement Model Analysis. Journal of Applied Measurement v4 n2 p164-80 2003 2003-00-00 T 2004 2016-11-21

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No College Students Diagnostic Tests English Higher Education Item Response Theory Language Proficiency Native Speakers Performance Based Assessment Test Bias Elder, Catherine McNamara, Tim Congdon, Peter Journal Articles Reports - Research Rasch Model ISSN-1529-7713 English Used Rasch analytic procedures to study item bias or differential item functioning in both dichotomous and scalar items on a test of English for academic purposes. Results for 139 college students on a pilot English language test model the approach and illustrate the measurement challenges posed by a diagnostic instrument to measure English language achievement. (SLD) EJ675682 Understanding Rasch Measurement: Rasch Techniques for Detecting Bias in Performance Assessments: An Example Comparing the Performance of Native and Non-native Speakers on a Test of Academic English. Journal of Applied Measurement v4 n2 p181-97 2003 2003-00-00 T 2004 2016-11-23

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No Correlation Factor Structure Sample Size Simulation Structural Equation Models Lubke, Gitta H. Dolan, Connor V. Journal Articles Reports - Research Variance (Statistical) ISSN-1070-5511 English Simulation results show that the power to detect small mean differences when fitting a model with free residual variances across groups decreases as the difference in R squared increases. This decrease is more pronounced in the presence of correlated errors and if group sample sizes differ. (SLD) EJ675683 Can Unequal Variances across Groups Mask Differences in Residual Means in the Common Factor Model? Structural Equation Modeling v10 n2 p175-92 2003 2003-00-00 T 2004 2016-11-21

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No Correlation Models Surveys Saris, Willem E. Aalberts, Chris Journal Articles Reports - Evaluative ISSN-1070-5511 English Tested seven alternative models explaining correlated disturbance terms in survey research, testing each on seven datasets. Results show that the model that assumes unequal method effects offers the best explanation for the correlated disturbance terms, although other explanations cannot be ruled out entirely. (SLD) EJ675684 Different Explanations for Correlated Disturbance Terms in MTMM Studies. Structural Equation Modeling v10 n2 p193-213 2003 2003-00-00 T 2004 7/11/2004 11:44:40 CIJFEB2004

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No Correlation Path Analysis Statistical Inference Structural Equation Models Shipley, Bill Journal Articles Reports - Descriptive Recursive Models ISSN-1070-5511 English Shows how to extend the inferential test of B. Shipley (2000), which is applicable to recursive path models without correlated errors, to a class of recursive path models that includes correlated errors. Discusses when the extended model is and is not superior to classical structural equation modeling. (SLD) EJ675685 Testing Recursive Path Models with Correlated Errors using D-Separation. Structural Equation Modeling v10 n2 p214-21 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Personality Measures Undergraduate Students Ferrando, Pere J. Journal Articles Reports - Research Covariance Structure Models Spain Test Retest Reliability Spain ISSN-1070-5511 English Described a procedure based on a longitudinal covariance structure model that makes it possible to examine retest increases in reliability. Applied the approach to an empirical study using three well-known personality scales administered to 218 Spanish undergraduates. Preliminary results were consistent with those in the literature. (SLD) EJ675686 Analyzing Retest Increases in Reliability: A Covariance Structure Modeling Approach. Structural Equation Modeling v10 n2 p222-37 2003 2003-00-00 T 2004 2016-11-21

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No Athletes High School Students High Schools Longitudinal Studies Mediation Theory Cheong, JeeWon MacKinnon, David P. Khoo, Siek Toon Journal Articles Reports - Research Growth Curve Analysis Steroids ISSN-1070-5511 English Investigated a method to evaluate mediational processes using latent growth curve modeling and tested it with empirical data from a longitudinal steroid use prevention program focusing on 1,506 high school football players over 4 years. Findings suggest the usefulness of the approach. (SLD) EJ675687 Investigation of Mediational Processes Using Parallel Process Latent Growth Curve Modeling. Structural Equation Modeling v10 n2 p238-62 2003 2003-00-00 T 2004 2016-11-21

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No College Students Computer Literacy Higher Education Self Efficacy Surveys Torkzadeh, Gholamreza Koufteros, Xenophon Pflughoeft, Kurt Journal Articles Reports - Research Confirmatory Factor Analysis ISSN-1070-5511 English Extended previous exploratory work on computer self-efficacy and tested a four-factor self-efficacy model. Results for 414 college students demonstrate support for the hypothesized model. Survey questions appeared relevant in most situations. (SLD) EJ675688 Confirmatory Analysis of Computer Self-Efficacy. Structural Equation Modeling v10 n2 p263-75 2003 2003-00-00 T 2004 2016-11-21

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No Ethnicity Hispanic American Students Junior High School Students Junior High Schools Minority Groups Reading Tests Scores Test Results Pomplun, Mark Omar, Md Hafidz Journal Articles Reports - Research Factor Invariance Passage Organization ISSN-1070-5511 English Studied the factorial invariance across students from different ethnic groups of a seventh-grade state reading assessment with a narrative passage selected for its Hispanic representativeness. Results for the 35,324 Kansas students support the factorial invariance of the scores, but invariance of the error variances across groups was not supported. (SLD) EJ675689 Do Minority Representative Reading Passages Provide Factorially Invariant Scores for All Students? Structural Equation Modeling v10 n2 p276-88 2003 2003-00-00 T 2004 2016-11-21

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No Causal Models Correlation Structural Equation Models Theories Hayduk, Leslie Cummings, Greta Stratkotter, Rainer Nimmo, Melanie Grygoryev, Kostyantyn Dosman, Donna Gillespie, Michael Pazderka-Robinson, Hannah Boadu, Kwame Journal Articles Reports - Descriptive ISSN-1070-5511 English Provides an introduction to the structural equation modeling concepts developed by J. Pearl, discussing the concept he calls "d-separation." Explains how d-separation connects to control variables, partial correlations, causal structuring, and even a potential mistake in regression. (SLD) EJ675690 Pearl's D-Separation: One More Step into Causal Thinking. Teacher's Corner. Structural Equation Modeling v10 n2 p289-311 2003 2003-00-00 T 2004 7/11/2004 11:44:42 CIJFEB2004

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No Data Analysis Matrices Simulation Structural Equation Models Raykov, Tenko Marcoulides, George A. Boyd, Jeremy Journal Articles Reports - Descriptive ISSN-1070-5511 English Illustrates how commonly available structural equation modeling programs can be used to conduct some basic matrix manipulations and generate multivariate normal data with given means and positive definite covariance matrix. Demonstrates the outlined procedure. (SLD) EJ675691 Using SEM Programs To Perform Matrix Manipulations and Data Simulation. Structural Equation Modeling v10 n2 p312-22 2003 2003-00-00 T 2004 7/11/2004 11:44:42 CIJFEB2004

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No Data Analysis Theories Boomsma, Anne Book/Product Reviews Journal Articles ISSN-1070-5511 English This book, which is designed for those already familiar with the basic principles of structural equation modeling (SEM), discusses the progress and unfolding of SEM since the 1990s. After a compact treatment of underlying theory, the author illustrates many such issues with a discussion of his own SEM research. (SLD) EJ675692 Structural Equation Modeling: Foundations and Extensions [book review]. Structural Equation Modeling v10 n2 p323-31 2003 2003-00-00 T 2004 7/11/2004 11:44:43 CIJFEB2004 Reviews "Structural Equation Modeling: Foundations and Extensions (Advanced Quantitative Techniques in the Social Sciences Series, Volume 10)" by David Kaplan. Thousand Oaks: CA, Sage, 2000.

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No Behavior Patterns Participation Research Methodology Research Problems Validity Corrigan, Patrick W. Salzer, Mark S. Journal Articles Reports - Descriptive Preference Patterns Random Effects Clinical Trials ISSN-0149-7189 English Agrees with the power of randomized clinical trials, but makes the case that random assignment raises other, unanticipated threats to internal validity as a result of failing to consider treatment preference in research participant behavior. Reviews benefits and limitations of research strategies that augment randomization while respecting treatment preference. (SLD) EJ675693 The Conflict between Random Assignment and Treatment Preference: Implications for Internal Validity. Evaluation and Program Planning v26 n2 p109-21 May 2003 2003-00-00 T 2004 2016-11-21

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No Drug Rehabilitation Evaluation Methods Interviews Outcomes of Treatment Program Evaluation Program Implementation Bouffard, Jeffrey A. Taxman, Faye S. Silverman, Rebecca Journal Articles Reports - Evaluative Process Analysis ISSN-0149-7189 English Developed a comprehensive methodology for a series of process evaluations of seven therapeutic communities for drug-involved offenders. The methodology used stakeholder interviews, official measures of program implementation, and a new structured observation technique. Discusses the type and quality of information provided by each technique. (SLD) EJ675694 Improving Process Evaluations of Correctional Programs by Using a Comprehensive Evaluation Methodology. Evaluation and Program Planning v26 n2 p149-61 May 2003 2003-00-00 T 2004 2016-11-23

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No Educational Technology Evaluation Methods International Studies Models de la Teja, Ileana Lundgren-Cayrol, Karin Ganesan, Radha Spector, J. Michael Book/Product Reviews Journal Articles ISSN-0149-7189 English Introduces the articles of this special section on the evaluation of educational technology and provides an overview of each paper. Calls for adjustments to, rather than replacement of, existing evaluation frameworks. (SLD) EJ675695 An Introduction to Issues in the Evaluation of Educational Technology: International Perspectives. Evaluation and Program Planning v26 n2 p163-68 May 2003 2003-00-00 T 2004 7/11/2004 11:44:43 CIJFEB2004 Special section: "Evaluating Educational Technology."

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No Education Educational Technology Evaluation Methods Technological Advancement Training Baker, Eva L. O'Neil, Harold F., Jr. Journal Articles Reports - Descriptive ISSN-0149-7189 English Discusses some of the challenges of technology-based training and education, the role of quality verification and evaluation, and strategies to integrate evaluation into the everyday design of technology-based systems for education and training. (SLD) EJ675696 Evaluation and Research for Technology: Not Just Playing Around. Evaluation and Program Planning v26 n2 p169-76 May 2003 2003-00-00 T 2004 7/11/2004 11:44:44 CIJFEB2004 Special section: "Evaluating Educational Technology."

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No Communications Decentralization Educational Administration Educational Technology Elementary Secondary Education Evaluation Methods Higher Education Information Technology Baron, Georges-Louis Bruillard, Eric Information Analyses Journal Articles France France ISSN-0149-7189 English Explores the evaluation of information and communication technology in educational settings in France. Focuses on characteristics of the French educational system and the current trend toward more decentralized management of education. Discusses research approaches concerning students' learning, learning instruments, and teachers' communities. (SLD) EJ675697 Information and Communication Technology: Models of Evaluation in France. Evaluation and Program Planning v26 n2 p177-84 May 2003 2003-00-00 T 2004 2016-11-21

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No Corporate Education Distance Education Educational Technology Foreign Countries Higher Education Learning Pilot Projects Technological Advancement Welle-Strand, Anne Thune, Taran Journal Articles Reports - Research Norway Norway ISSN-0149-7189 English Conducted exploratory pilot studies of the uses of technology to enable learning in a formal educational setting in a higher education institution and within a corporation. Findings show there is insufficient followup on e-learning policies and a general lack of strategic direction and leadership in this area. (SLD) EJ675698 E-learning Policies, Practices and Challenges in Two Norwegian Organizations. Evaluation and Program Planning v26 n2 p185-92 May 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Computer Managed Instruction Foreign Countries Higher Education World Wide Web Nijhuis, Gerard Gervedink Collis, Betty Journal Articles Reports - Evaluative Netherlands University of Twente (Netherlands) Netherlands ISSN-0149-7189 English Used data from a Web-based course management system in use at the Faculty of Educational Science and Technology, University of Twente, The Netherlands since 1998 to analyze tasks instructors must manage while using such a system. Results from 51 courses contribute to more efficient use of the Web-based course management system. (SLD) EJ675699 Using a Web-Based Course-Management System: An Evaluation of Management Tasks and Time Implications for the Instructor. Evaluation and Program Planning v26 n2 p193-201 May 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Evaluation Methods Program Evaluation Research Technology Integration Koszalka, Tiffany A. Grabowski, Barbara L. Journal Articles Reports - Descriptive ISSN-0149-7189 English Provides brief definitions of assessment, evaluation, and research and describes strategies for integrating and managing assessment and research activities for a large education technology development project. Provides examples of tools used to develop and manage a comprehensive assessment and research plan in a large technology integration development and research project. (SLD) EJ675700 Combining Assessment and Research during Development of Large Technology Integration Projects. Evaluation and Program Planning v26 n2 p203-13 May 2003 2003-00-00 T 2004 7/11/2004 11:44:45 CIJFEB2004 Special section: "Evaluating Educational Technology." Research funded by the National Aeronautics Space Administration.

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No Cognitive Processes College Students Economics Evaluation Methods Higher Education Learning Multimedia Instruction Multimedia Materials Program Evaluation Seel, Norbert M. Schrenk, Katharina Journal Articles Reports - Evaluative ISSN-0149-7189 English Evaluated a multimedia learning environment developed and evaluated in the context of a research project on the learning dependent progression of mental models in economics. More than 400 students have used the environment in various settings. Reports on five replication studies of the learning environment. (SLD) EJ675701 An Evaluation Report of Multimedia Environments as Cognitive Learning Tools. Evaluation and Program Planning v26 n2 p215-24 May 2003 2003-00-00 T 2004 7/11/2004 11:44:45 CIJFEB2004 Special section: "Evaluating Educational Technology." Research supported by the German Research Association through Grant No. Se 399/4-1-3.

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No Distance Education Higher Education Instructional Design Teaching Methods Koszalka, Tiffany A. Spector, J. Michael Book/Product Reviews Journal Articles ISSN-0149-7189 English Reviews two books that are representative of the substantive books aimed at those who wish to design effective distance learning. Together these books provide a reasonably complete perspective on how to design effective distance learning. They have many strengths, and few weaknesses. (SLD) EJ675702 A Review of Two Distance Learning Books [book review]. Evaluation and Program Planning v26 n2 p225 May 2003 2003-00-00 T 2004 7/11/2004 11:44:45 CIJFEB2004 Reviews "Teaching and Learning at a Distance: Foundations of Distance Education", second edition, by M. Simonson, S. Smaldino, M. Albright, and S. Zvacek; Prentice Hall, Upper Saddle River, NJ, 2003 and "Distance Learning: Principles for Effective Design, Delivery, and Evaluation" by C. M. Mehotra, C. D. Hollister, and L. McGahey; Sage, Thousand Oaks, CA, 2001.

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No Comparative Analysis Reading Ability Research Methodology Test Construction Test Items Tate, Richard Journal Articles Reports - Research Dichotomous Responses Unidimensionality (Tests) ISSN-0146-6216 English Compared selected methods of assessing the structure of tests with dichotomous items using real data from a 62-item test of reading ability and computer-generated data for multiple unidimensional and multidimensional cases. All methods performed reasonably well over a relatively wide range of conditions. (SLD) EJ675703 A Comparison of Selected Empirical Methods for Assessing the Structure of Responses to Test Items. Applied Psychological Measurement v27 n3 p159-203 May 2003 2003-00-00 T 2004 2016-11-21

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No Adaptive Testing Computer Assisted Testing Simulation Cheng, Philip E. Liou, Michelle Journal Articles Reports - Research Item Exposure (Tests) ISSN-0146-6216 English Proposed and evaluated a modified version of the maximum Fisher information (MFI) criterion called the nearest-neighbors (NN) criterion. Simulation study results show that NN procedure improved to a moderate extent the undesirable item exposure rates associated with the MFI criterion and keeps sufficient precision in theta estimates. (SLD) EJ675704 Computerized Adaptive Testing Using the Nearest-Neighbors Criterion. Applied Psychological Measurement v27 n3 p204-16 May 2003 2003-00-00 T 2004 2016-11-21

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No Bayesian Statistics Goodness of Fit Item Response Theory Models Glas, Cees A. W. Meijer, Rob R. Journal Articles Reports - Descriptive Three Parameter Model Person Fit Measures ISSN-0146-6216 English Presents a Bayesian approach to the evaluation of person fit in item response theory (IRT) models. Works the procedure in detail for the three parameter normal ogive model, but shows that the procedure can be generalized to many other IRT models. (SLD) EJ675705 A Bayesian Approach to Person Fit Analysis in Item Response Theory Models. Applied Psychological Measurement v27 n3 p217-33 May 2003 2003-00-00 T 2004 2016-11-21

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No Change Mathematical Models Measurement Techniques Widaman, Keith F. Book/Product Reviews Journal Articles ISSN-0146-6216 English Describes the individual chapters of this collection and notes that, although the book lacks consistency in some respects, it contains state-of-the-art reflections on the modeling of change and should stimulate discussion for experts and practitioners. (SLD) EJ675706 New Methods for the Analysis of Change [Book Review]. Applied Psychological Measurement v27 n3 p236-39 May 2003 2003-00-00 T 2004 7/11/2004 11:44:46 CIJFEB2004 Reviews "New Methods for the Analysis of Change," edited by Linda M. Collins and Aline G. Sayer. Washington, DC: American Psychological Association, 2001.

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No Elementary School Students High Achievement High School Students High Schools Individual Characteristics Intermediate Grades Performance Based Assessment Reliability Scores Fan, Xitao Yin, Ping Journal Articles Reports - Research ISSN-0013-1644 English Examined the effects of 2 examinee sample characteristics (group heterogeneity and performance level) on score reliability of optimal performance measurement using extant data sets of more 50,000 high school students and 10,000 sixth graders. Results suggest that both characteristics affect score reliability, and measurement error tends to be smaller for high-performance groups. (SLD) EJ675707 Examinee Characteristics and Score Reliability: An Empirical Investigation. Educational and Psychological Measurement v63 n3 p357-68 Jun 2002 2002-00-00 T 2004 7/11/2004 11:44:47 CIJFEB2004

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No Elementary School Students Intermediate Grades Item Response Theory Rating Scales Self Efficacy Smith, Everett V., Jr. Wakely, Melissa B. de Kruif, Renee E. L. Swartz, Carl W. Journal Articles Reports - Research Optimization Rasch Model ISSN-0013-1644 English Discussed information available in the context of Rasch measurement that may be useful in optimizing rating scales and demonstrated the process in studies involving 330 fourth and fifth graders and 668 fourth and fifth graders. Results provide evidence for the generalizability of the findings and the usefulness of the scale with samples from the same population. (SLD) EJ675708 Optimizing Rating Scales for Self-Efficacy (and Other) Research. Educational and Psychological Measurement v63 n3 p369-91 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Computer Software Regression (Statistics) King, Jason E. Journal Articles Reports - Descriptive Logistic Regression Statistical Analysis System ISSN-0013-1644 English Uses a sample data set to describe in nonmathematical terms how to implement and interpret results from a best-subsets logistic regression using the Statistical Analysis System. (SLD) EJ675709 Running a Best-Subsets Logistic Regression: An Alternative to Stepwise Methods. Educational and Psychological Measurement v63 n3 p392-403 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Drinking Evaluation Methods Generalization Reliability Scholarly Journals Scores Screening Tests Shields, Alan L. Caruso, John C. Journal Articles Reports - Research ISSN-0013-1644 English Evaluated the reliability of scores from the Alcohol Use Disorders Identification Test (AUDIT; J. Sounders and others, 1993) in a reliability generalization study based on 17 empirical journal articles. Results show AUDIT scores to be generally reliable for basic assessment. (SLD) EJ675710 Reliability Generalization of the Alcohol Use Disorder Identification Test. Educational and Psychological Measurement v63 n3 p404-13 Jun 2002 2002-00-00 T 2004 7/11/2004 11:44:47 CIJFEB2004

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No Adolescents Attitude Measures Low Achievement Reliability Student Attitudes Validity McCoach, D. Betsy Siegle, Del Journal Articles Reports - Research ISSN-0013-1644 English Designed an instrument to measure adolescents' attitudes toward school and teachers, goal-valuation, motivation, and general academic self-perceptions. Tested the developed survey with samples of 146, 200, and 299 high school students. Findings suggest the scale has adequate construct validity, criterion-related validity, and internal consistency reliability. (SLD) EJ675711 The School Attitude Assessment Survey-Revised: A New Instrument To Identify Academically Able Students Who Underachieve. Educational and Psychological Measurement v63 n3 p414-29 Jun 2002 2002-00-00 T 2004 7/11/2004 11:44:48 CIJFEB2004

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No Factor Structure Foreign Countries High School Students High Schools Psychometrics Reliability Scores Samuelstuen, Marit S. Journal Articles Reports - Research Learning and Study Strategies Inventory Norway Norway Learning and Study Strategies Inventory ISSN-0013-1644 English Examined whether the Learning and Study Strategies Inventory-High School Version (LASSI-HS; C. Weinstein and D. Palmer, 1990) would yield reliable and valid scores in a Norwegian translation with Norwegian students. Results for 271 10th graders support the factor model proposed by B. Olaussen and I. Braten (1998). (SLD) EJ675712 Psychometric Properties and Item-Keying Direction Effects for the Learning and Study Strategies Inventory--High School Version with Norwegian Students. Educational and Psychological Measurement v63 n3 p430-45 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Higher Education Psychometrics Scores Student Attitudes Tests Undergraduate Students Validity McCarthy, Julie M. Goffin, Richard D. Journal Articles Reports - Research ISSN-0013-1644 English Studied the psychometric properties of the Test Attitude Survey (R. Arvey and others, 1990) with a sample of 242 undergraduates. Results indicate adequate convergent validity for scores on the TAS, but there is room for improvement in the overall structural validity of scores on this measure. (SLD) EJ675713 Is the Test Attitude Survey Psychometrically Sound? Educational and Psychological Measurement v63 n3 p446-64 Jun 2002 2002-00-00 T 2004 7/11/2004 11:44:48 CIJFEB2004 Version of a paper presented at the Annual Meeting of the Society for Industrial and Organizational Psychology (New Orleans, LA, April 2000).

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No Attitude Measures Attitudes Construct Validity Disabilities Factor Structure Higher Education Interaction Psychometrics Undergraduate Students Thomas, Adrian Palmer, Jerry K. Coker-Juneau, Carla J. Williams, David J. Journal Articles Reports - Research Confirmatory Factor Analysis Exploratory Factor Analysis ISSN-0013-1644 English Investigated the psychometric properties of the Interaction with Disabled Persons Scale (IDP; L. Gething, 1991). Exploratory factor analysis with 358 undergraduates and confirmatory factor analysis with a sample of 272 undergraduates suggest that the IDP may provide a reasonable measurement of multidimensional attitudes toward individuals with disabilities. (SLD) EJ675714 Factor Structure and Construct Validity of the Interaction with Disabled Persons Scale. Educational and Psychological Measurement v63 n3 p465-83 Jun 2002 2002-00-00 T 2004 2016-11-23

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No Career Choice Decision Making Factor Structure Foreign Countries High School Students High Schools Responses Self Efficacy Arce-Ferrer, Alvaro J. Ketterer, John J. Journal Articles Reports - Research Tailored Response Testing Mexico Mexico ISSN-0013-1644 English Findings for high school students in Mexico (n=3,153 and n=400) administered a career decision making self-efficacy scale show that tailoring the scale with the best etic and emic items neither improved recovery of the factor-structure nor reduced the effects of the extreme-response style variable. (SLD) EJ675715 The Effect of Scale Tailoring for Cross-Cultural Application on Scale Reliability and Construct Validity. Educational and Psychological Measurement v63 n3 p484-501 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Ethnicity Factor Analysis Factor Structure High School Students High Schools Psychometrics Readability Ponterotto, Joseph G. Gretchen, Denise Utsey, Shawn O. Stacuzzi, Thomas Saya, Robert, Jr. Information Analyses Journal Articles Confirmatory Factor Analysis Multigroup Ethnic Identity Measure Multigroup Ethnic Identity Measure ISSN-0013-1644 English Studied the psychometric strengths of the Multigroup Ethnic Identity Measure (J. Phinney, 1992) through a review of 12 studies using this measure, a confirmatory factor analysis of the measure (n=219 high school students), and a readability analysis. Findings show Phinney's two-factor model is a better fit than a global model. (SLD) EJ675716 The Multigroup Ethnic Identity Measure (MEIM): Psychometric Review and Further Validity Testing. Educational and Psychological Measurement v63 n3 p501-15 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Administrators Communication (Thought Transfer) Employees Employer Employee Relationship Feedback Planning Scores Validity DeConinck, James B. King, Wesley C., Jr. Journal Articles Reports - Research Confirmatory Factor Analysis ISSN-0013-1644 English Examined the validity of the measure of procedural justice developed by R. Folger and M. Konovsky (1989) through confirmatory factor analysis of data from 416 bank employees and 221 marketing managers. Results indicate that an underlying construct for the feedback and planning subscales is the communication relationship between manager and employee. (SLD) EJ675717 An Examination of the Test Scores of the Folger and Konovsky Measure of Procedural Justice. Educational and Psychological Measurement v63 n3 p516-32 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Black Students Black Teachers Career Development College Faculty Diversity (Faculty) Doctoral Degrees Graduate Students Graduate Study Higher Education Mentors Dixon-Reeves, Regina Journal Articles Reports - Research ISSN-0021-9347 English Explores the mentoring experiences of recently graduated African American doctorates in the field of sociology. It also examines the mentoring literature, explaining a five-fold theoretical typology that categorizes the type of mentoring experiences in which African American Ph.D.s are involved. Discusses how mentoring can enhance the opportunities of faculty of color and facilitate advancement through the ranks. (SM) EJ675718 Mentoring as a Precursor to Incorporation: An Assessment of the Mentoring Experience of Recently Minted Ph.D.s. Journal of Black Studies v34 n1 p12-27 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:50 CIJFEB2004 Theme Issue: "Race in the Academy: Moving beyond Diversity and toward the Incorporation of Faculty of Color in Predominantly White Colleges and Universities."

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No College Faculty Diversity (Faculty) Females Gender Issues Higher Education Hispanic Americans Minority Group Teachers Social Bias Segura, Denise A. Journal Articles Reports - Research Marginalized Groups ISSN-0021-9347 English Examines cultural, institutional, and individual factors that affect how Chicanas fare in academia, noting structural and interpersonal barriers they encounter. Uncovers strategies Chicanas employ to wrest an empowered self from environments historically vested in a Eurocentric, male normative ordering of work, productivity, and merit. Results reveal that Chicana faculty are academic "others" who view themselves as agents of social change fighting for sustainable intellectual agendas. (SM) EJ675719 Navigating between Two Worlds: The Labyrinth of Chicana Intellectual Production in the Academy. Journal of Black Studies v34 n1 p28-51 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Black Studies Black Teachers College Faculty Diversity (Faculty) Higher Education Racial Discrimination Assensoh, A. B. Journal Articles Opinion Papers ISSN-0021-9347 English Discusses three questions concerning the relationship between ethnic studies programs and incorporating faculty of color in the academy. Questions whether African American studies departments signify that faculty and students of color are incorporated; direct and indirect ways that minority faculty are their own stumbling blocks in the quest for incorporation; and whether racial/ethnic characteristics should be primary measures of interest and commitment to racial/ethnic studies programs. (SM) EJ675720 Trouble in the Promised Land: African American Studies Programs and the Challenges of Incorporation. Journal of Black Studies v34 n1 p52-62 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:50 CIJFEB2004 Theme Issue: "Race in the Academy: Moving beyond Diversity and toward the Incorporation of Faculty of Color in Predominantly White Colleges and Universities."

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No College Faculty Diversity (Faculty) Equal Opportunities (Jobs) Higher Education Law Schools Minority Group Teachers Racial Discrimination Tokenism Essien, Victor Journal Articles Reports - Descriptive ISSN-0021-9347 English Explores the extent to which limited institutional support in law school environments cripples the chances of faculty of color in their efforts to succeed, noting mechanisms that scholars of color in law schools have used in an effort to combat racial and gender discrimination (e.g., the creation of parallel institutions in the form of minority run conferences as an antidote to feelings of isolation). (SM) EJ675721 Visible and Invisible Barriers to the Incorporation of Faculty of Color in Predominantly White Law Schools. Journal of Black Studies v34 n1 p63-71 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:51 CIJFEB2004 Theme Issue: "Race in the Academy: Moving beyond Diversity and toward the Incorporation of Faculty of Color in Predominantly White Colleges and Universities."

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No College Faculty Diversity (Faculty) Equal Opportunities (Jobs) Higher Education Minority Group Teachers Multicultural Education Racial Discrimination Brayboy, Bryan McKinley Jones Journal Articles Reports - Descriptive ISSN-0021-9347 English Uses research from interviews with African American, American Indian, Asian, and Latino faculty members of junior status in predominantly white colleges and universities to argue that language of diversity and efforts to implement diversity are bound to fail in the absence of an institutional commitment to incorporating strategies for diversity into research, teaching, and service missions. (SM) EJ675722 The Implementation of Diversity in Predominantly White Colleges and Universities. Journal of Black Studies v34 n1 p72-86 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:51 CIJFEB2004 Theme Issue: "Race in the Academy: Moving beyond Diversity and toward the Incorporation of Faculty of Color in Predominantly White Colleges and Universities."

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No American Indians Blacks College Faculty Diversity (Faculty) Equal Opportunities (Jobs) Higher Education Hispanic Americans Minority Group Teachers Racial Discrimination Tenure Tokenism Fenelon, James Journal Articles Reports - Descriptive ISSN-0021-9347 English Examines literature on the power of race to demonstrate how some universities use tenure and promotion committees to show that private universities are more susceptible to the interests of alumni and thus are sometimes less interested in safeguarding the interests of faculty of color involved in controversial research on racial issues. This suggests that institutions vary in willingness or ability to facilitate incorporation among faculty of color. (SM) EJ675723 Race, Research, and Tenure: Institutional Credibility and the Incorporation of African, Latino, and American Indian Faculty. Journal of Black Studies v34 n1 p87-100 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:51 CIJFEB2004 Theme Issue: "Race in the Academy: Moving beyond Diversity and toward the Incorporation of Faculty of Color in Predominantly White Colleges and Universities."

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No Black Teachers College Faculty Diversity (Faculty) Equal Opportunities (Jobs) Higher Education Weems, Robert E,. Jr. Journal Articles Reports - Descriptive University of Missouri ISSN-0021-9347 English Provides a historical analysis of the incorporation experiences of African American faculty members at the University of Missouri Columbia campus, demonstrating how such individual factors as faculty members' scholarly reputations, coupled with departmental commitment, can facilitate incorporation within university and college settings. Demonstrates how ambivalence and limited commitments by university administrators maintain the status quo of exclusion and non-incorporation. (SM) EJ675724 The Incorporation of Black Faculty at Predominantly White Institutions: A Historical and Contemporary Perspective. Journal of Black Studies v34 n1 p101-11 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Diversity (Faculty) Equal Opportunities (Jobs) Higher Education Minority Group Teachers Turner, Caroline S. Journal Articles Reports - Descriptive Marginalized Groups ISSN-0021-9347 English Explores the challenges and benefits of marginalization (remaining at the borders) for college faculty of color, noting the risks and benefits of incorporation (moving toward the center of the organization). Highlights the importance of incorporation, noting what those who have succeeded consider their accomplishments (love of teaching, sense of accomplishment, and mentoring), and discusses the value of marginalization (to help change their universities). (SM) EJ675725 Incorporation and Marginalization in the Academy: From Border toward Center for Faculty of Color? Journal of Black Studies v34 n1 p112-25 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Femininity Gender Issues Masculinity Middle Class Sex Discrimination Social Mobility Working Class Archer, Louise Leatherwood, Carole Journal Articles Opinion Papers ISSN-0954-0253 English Introduces a special issue that is positioned against the backdrop of the current "boys in crisis" debate. It focuses on how the articles address embodied identities and material inequalities; social mobility and working class femininities; resisting individualism and rationality; power and responsibility; masculinity and the middle class; and lessons learned about contemporary feminism. (SM) EJ675726 New Times--Old Inequalities: Diverse Working-Class Femininities in Education. Gender and Education v15 n3 p227-35 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:52 CIJFEB2004 Special Issue: "Diverse Working Class Femininities and Education." Guest editors: Louise Archer and Carole Leathwood.

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No Femininity Foreign Countries Gender Issues Homework Leisure Time Secondary Education Sex Stereotypes Social Class Womens Education O'Brien, Maeve Journal Articles Reports - Research Ireland Ireland ISSN-0954-0253 English Explored how Irish girls from different social classes negotiated the transition from elementary to secondary education and how their classed and gendered identities were produced and reproduced during the transition. The transition was especially challenging for working class girls who experienced emotional pain and loss in leaving familiar schools. Girls were included, excluded, and differentiated based on adherence to and acceptance of dominant middle class and gendered norms. (SM) EJ675727 Girls and Transition to Second-Level Schooling in Ireland: "Moving On" and "Moving Out." Gender and Education v15 n3 p249-67 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Ethnicity Femininity Foreign Countries Gender Issues School Culture Social Class Student Diversity Urban Areas Ali, Suki Journal Articles Reports - Descriptive England (London) United Kingdom (London) ISSN-0954-0253 English Utilizes feminist writing on social class to investigate the interplay of ethnicity, race, and class in the production of femininities. Asserts that politically engaged cultural studies of class are important to analyzing the identifications of girls living in multi-ethnic cities. The case study of a London school highlights complexities faced by teachers and students, noting how current formulations of anti-racist thinking limit identifications for minority and mixed race children. (SM) EJ675728 "To Be a Girl": Culture and Class in Schools. Gender and Education v15 n3 p269-83 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Access to Education Educational Attainment Females Femininity Gender Issues Higher Education Social Mobility Working Class Lucey, Helen Melody, June Walkerdine, Valerie Journal Articles Reports - Descriptive Psychosocial Factors ISSN-0954-0253 English Draws on a longitudinal study of middle class and working class girls growing up to examine those few working class girls who managed to get to the university and face the prospect of a professional career. Explores the complexities of the losses and gains involved in the educational success and upward mobility for working-class young women and takes into consideration the psychodynamic processes that take place. (SM) EJ675729 Uneasy Hybrids: Psychosocial Aspects of Becoming Educationally Successful for Working-Class Young Women. Gender and Education v15 n3 p285-99 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Cultural Differences Foreign Countries Gender Issues Higher Education Inner City Nontraditional Students Working Class Reay, Diane Journal Articles Reports - Descriptive England (London) United Kingdom (London) ISSN-0954-0253 English Examines the experiences of 12 working class women attending an Access course at an inner city further education college. Risks and costs involved in transitioning to higher education were evident in the women's narratives. Material and cultural factors inhibited their access to higher education. The desire to "give something back" motivated participants' attempts to move into higher education. Participants juggled work, child care, and domestic responsibilities with studying. (SM) EJ675730 A Risky Business? Mature Working-Class Women Students and Access to Higher Education. Gender and Education v15 n3 p301-17 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Equal Education Females Higher Education Racial Factors Secondary Education Social Class Urban Schools Horvat, Erin McNamara Journal Articles Reports - Descriptive Bourdieu (Pierre) ISSN-1946-7109 English Discusses the notion of habitus and its utility in understanding how race and class influence educational experiences, educational opportunity, and life trajectories. Uses examples from a longitudinal study of how 15 urban black women from three high schools interpreted educational opportunity in the college application process and how they interpreted it 4 years later as they prepared to graduate. Highlights the utility of Pierre Bourdieu's model in this area. (SM) EJ675731 The Interactive Effects of Race and Class in Educational Research: Theoretical Insights from the Work of Pierre Bourdieu. Penn GSE Perspectives on Urban Education v2 n1 p1-25 Spr 2003 2003-00-00 Web Site: www.urbanedjournal.org. T 2004 2016-11-21

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No Activism After School Programs Citizen Participation Grade 8 Hispanic American Students Middle School Students Middle Schools Social Action Student Participation Urban Areas Kirshner, Ben Strobel, Karen Fernandez, Maria Journal Articles Reports - Research ISSN-1946-7109 English Interviewed and observed 8th graders involved in the Community Youth Research after school project (which taught youth how to investigate community needs and effect systemic change), examining how they described and interpreted their surroundings and directed their concerns toward social action. Participants identified many problems, making sense of them in different ways. Their actions embodied a mixture of social criticism and advocacy on behalf of children and youth. (SM) EJ675732 Critical Civic Engagement among Urban Youth. Penn GSE Perspectives on Urban Education v2 n1 p1-20 Spr 2003 2003-00-00 Web Site: www.urbanedjournal.org. T 2004 7/11/2004 11:44:54 CIJFEB2004

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No Adolescents Comprehensive School Health Education Homosexuality Immigrants Low Income Groups Minority Groups Secondary Education Sex Education Sexual Abuse Urban Schools Working Class Greytak, Emily A. Journal Articles Reports - Descriptive ISSN-1946-7109 English Reviews the literature on sexual abuse prevention education for high school students, integrating the theory, evaluation research, expert professional opinion, and recommendations of government, policy think tanks, and advocacy organizations. Focuses on the relevance of these programs for sexual minority students, students of color, immigrant youth, and students from poor or working class backgrounds. (Contains references.) (SM) EJ675733 Educating for the Prevention of Sexual Abuse: An Investigation of School-Based Programs for High School Students and Their Applicability to Urban Schools. Penn GSE Perspectives on Urban Education v2 n1 p1-15 Spr 2003 2003-00-00 Web Site: www.urbanedjournal.org. T 2004 7/11/2004 11:44:54 CIJFEB2004

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No Employment Patterns Homeless People Labor Force Development Labor Market Minimum Wage Social Bias Temporary Employment Urban Areas Theodore, Nik Journal Articles Reports - Descriptive ISSN-0042-0980 English Examines the restructuring of urban employment regimes through the lens of low-wage, temporary employment and its attendant social division of labor at the urban scale. Focuses on the ways in which a "regime of precarious employment" has been embedded within a regional growth model and describes emerging forms of labor market regulation associated with this employment regime. Contains an appendix on the estimated wages of homeless day laborers. (SM) EJ675734 Political Economics of Day Labour: Regulation and Restructuring of Chicago's Contingent Labour Markets. Urban Studies v40 n9 p1811-28 Aug 2003 2003-00-00 Carfax Publishing, Taylor & Francis, Inc., Journals Dept., 325 Chestnut Street, 8th Floor, Philadelphia, PA 19106 (subscriptions: $1,052, institutions, $273, individuals); Web site: http://www.tandf.co.uk/journals. T 2004 7/11/2004 11:44:54 CIJFEB2004 Special Issue: "Negotiating the Contemporary City."

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No Affirmative Action Athletic Coaches Black Students Black Teachers College Admission College Applicants Computer Science Doctoral Degrees Educational Attainment Enrollment Trends Federal Aid Graduate Study Grants Higher Education Low Income Groups Physics Racial Differences Scholarships Scores Selective Admission Journal Articles Reports - Descriptive ISSN-1077-3711 English This collection of articles focuses on such topics as the black-white higher education gap in large U.S. cities; online fundraising at historically black colleges; the white university that awards the most doctorates to blacks; the high ranking colleges and universities most forthcoming in disclosing racial statistics; the most highly cited black scientists; and improved black enrollments in graduate science programs. (SM) EJ675735 News and Views. Journal of Blacks in Higher Education n40 p6-74 Sum 2003 2003-00-00 T 2004 7/11/2004 11:44:55 CIJFEB2004

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No Black Students College Attendance Educational Attainment Graduation Higher Education Racial Differences Secondary Education Urban Areas Journal Articles Reports - Descriptive ISSN-1077-3711 English Compares black-white performances in educational attainment among adults who reside in the 15 most populous U.S. cities or metropolitan areas, focusing on: the best-performing cities for African American high school completions; racial differences in African American college completions in the nation's largest cities; cities with high percentages of college educated blacks; and comparing the black-white college completion gap in major cities. (SM) EJ675736 The Wide Variations in the Black-White Higher Education Gap in America's Largest Cities. Journal of Blacks in Higher Education n40 p6-9 Sum 2003 2003-00-00 T 2004 7/11/2004 11:44:55 CIJFEB2004

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No Black Colleges Black Students Black Teachers College Faculty Equal Education Equal Opportunities (Jobs) Grants Higher Education Racial Discrimination Teacher Salaries Journal Articles Reports - Descriptive ISSN-1077-3711 English Presents a statistical record of the progress of African Americans in U.S. institutions of higher education, focusing on the Black-White Higher Education Equality Index, statistics that measure the state of racial inequality, the pay scale of faculty at black colleges and universities, and leading foundation grants to African American higher education in 2001. (SM) EJ675737 Vital Signs. Journal of Blacks in Higher Education n40 p75-79 Sum 2003 2003-00-00 T 2004 7/11/2004 11:44:55 CIJFEB2004

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No Academic Achievement Black Students Black Teachers Career Choice College Faculty Doctoral Degrees Higher Education Scores Glazer, Nathan Journal Articles Reports - Descriptive ISSN-1077-3711 English Contends that the low number of academically high-scoring black students at selective colleges, combined with the attraction of alternate career opportunities, largely explains the shortage of black doctoral candidates. The lower grades black students receive at selective institutions may discourage them from choosing academic careers. Suggests that the only way to substantially increase the number of black faculty members is to increase the number of high-scoring black students. (SM) EJ675738 Nathan Glazer Explains the Black Faculty Gap. Journal of Blacks in Higher Education n40 p80-83 Sum 2003 2003-00-00 T 2004 7/11/2004 11:44:55 CIJFEB2004

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No Academic Achievement Black Students Educational Research Males Primary Education Racial Differences Sex Differences Davis, James Earl Journal Articles Reports - Descriptive Achievement Gap Student Engagement ISSN-0042-0859 English Examines the experiences and academic outcomes of African American males in grades K-3, focusing on the gender and racial context of achievement in which boys develop academically and socially. Discusses black male school achievement and engagement, identifying variables and recommending a research agenda needed to fully understand the achievement gap for African American males in early education. (Contains references.) (SM) EJ675739 Early Schooling and Academic Achievement of African American Males. Urban Education v38 n5 p515-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Students Dropouts Graduation Males Outcomes of Education Secondary Education Sex Differences Student Evaluation Urban Schools Roderick, Melissa Journal Articles Reports - Research Student Disengagement ISSN-0042-0859 English Examined African American male students' transition to high school, comparing gender differences in achievement from 8th-12th grades by using data from a longitudinal study in Chicago. In 8th grade, there were few gender differences in achievement or teachers' ratings of students' behaviors and skills. However, males had more significant declines than females and were viewed more negatively by teachers over time. Significantly more females than males graduated. (Contains references.) (SM) EJ675740 What's Happening to the Boys? Early High School Experiences and School Outcomes among African American Male Adolescents in Chicago. Urban Education v38 n5 p538-607 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescent Development Black Students Child Development Context Effect Coping Educational Environment Elementary Secondary Education Males Resilience (Personality) Urban Schools Swanson, Dena Phillips Cunningham, Michael Spencer, Margaret Beale Journal Articles Reports - Research ISSN-0042-0859 English Examined the relations between normative developmental transitions, contextual influences, and life-stage outcomes, such as academic achievement, for African American males. Data from a longitudinal study in a large southeastern U.S. city indicated that negative stereotyping and tracking from early experience in educational settings affected black males' achievement. Community and school experiences influenced their reactive or proactive coping strategies. (Contains references.) (SM) EJ675741 Black Males' Structural Conditions, Achievement Patterns, Normative Needs, and "Opportunities." Urban Education v38 n5 p608-33 Sep 2003 2003-00-00 T 2004 7/11/2004 11:44:56 CIJFEB2004 Theme Issue: "Educating African American Males, Volume 2." For volume 1, see UD 524 583-586.

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No Consciousness Raising Cultural Awareness Elementary Secondary Education Faculty Development Inservice Teacher Education International Cooperation Multicultural Education Partnerships in Education Preservice Teacher Education Hampton, Elaine Liguori, Olga Rippberger, Susan Journal Articles Reports - Descriptive Mexico University of Texas El Paso Borderlands Mexico ISSN-1068-3844 English Describes an educational collaboration at the University of Texas El Paso designed to increase the U.S. border community's understanding of their Mexican school counterparts. This small teacher border exchange program grew into a laboratory for learning and teaching multicultural education through binational community-based experience. Research highlighted the need for binational multicultural education in border areas, the importance of learning that leads to respect, and understanding similarities and contrasts. (SM) EJ675742 Binational Border Collaboration in Teacher Education. Multicultural Education v11 n1 p2-10 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Equal Education Feminism Gender Issues Higher Education Sex Fairness Sexual Harassment State Standards Womens Education Fry, Sara W. Journal Articles Reports - Descriptive ISSN-1068-3844 English Discusses gender issues in U.S. schools, focusing on gender equity at the college level; harassment as a barrier to equity; gender equity at the K-12 level; and what can be done (e.g., interpreting state content standards through a feminist reform perspective, addressing the importance of classroom community and the tendency of many educators to overlook injustices, and encouraging educators to discuss such issues and work together). (SM) EJ675743 Bite Like a Flea and Keep Them Scratching: Steps to Gender Equity in America's Schools. Multicultural Education v11 n1 p11-16 Fall 2003 2003-00-00 T 2004 7/11/2004 11:44:57 CIJFEB2004

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No Cultural Awareness Elementary Secondary Education Ethnic Bias Multicultural Education Racial Bias Student Diversity Pewewardy, Cornel Journal Articles Reports - Descriptive ISSN-1068-3844 English Presents a list of 100 defensive tactics and attributions that demonstrate hegemonic educational (linguistic) practices in U.S. society, including avoidance, disavowal, dismissal/patronizing, and re-centering. Author stresses the need for critical-thinking multicultural educators to provide an education for social justice. (SM) EJ675744 100 Defensive Tactics and Attributions: Dodging the Dialog on Cultural Diversity. Multicultural Education v11 n1 p23-28 Fall 2003 2003-00-00 T 2004 7/11/2004 11:44:57 CIJFEB2004

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No Cultural Differences Diversity (Faculty) Elementary Education Elementary School Teachers Higher Education Preservice Teacher Education Science Education Scientists Stereotypes Student Teacher Attitudes Student Teachers Quita, Isabel N. Journal Articles Reports - Research ISSN-1068-3844 English Investigated the perceptions and images of diverse student teachers in an elementary science methods course about what constituted a scientist. Data from surveys, interviews, and observations indicated that students displayed common stereotypic features of what constituted a scientist (white males working in laboratories) and demonstrated how their views and images of a scientist were influenced by distinct cultural behaviors and personal science experiences. (SM) EJ675745 What Is a Scientist? Perspectives of Teachers of Color. Multicultural Education v11 n1 p29-31 Fall 2003 2003-00-00 T 2004 7/11/2004 11:44:57 CIJFEB2004

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No Consciousness Raising Elementary Secondary Education Higher Education Immersion Programs Multicultural Education Preservice Teacher Education Racial Bias Student Diversity Student Teacher Attitudes Student Teachers Spalding, Elizabeth Garcia, Jesus Savage, Todd A. Journal Articles Reports - Research Holocaust ISSN-1068-3844 English Investigated the impact of an immersion experience, involving an interfaith trip to Holocaust sites in Poland, on preservice teachers' knowledge and beliefs regarding the Holocaust. Notes the extent to which they made connections between the Holocaust and contemporary racism, intolerance, and injustice. Pre- and post-experience data indicated that the experience effectively imparted knowledge about the Holocaust and sensitized student teachers to diversity issues. (SM) EJ675746 The March of Remembrance and Hope: The Effects of a Holocaust Education Experience on Preservice Teachers' Thinking about Diversity. Multicultural Education v11 n1 p35-40 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Access to Education Elementary Secondary Education Ethnic Bias Foreign Countries Higher Education Immigrants Minority Group Teachers Preservice Teacher Education Racial Bias Womens Education Phillion, JoAnn Journal Articles Reports - Research Canada Barriers to Participation Canada ISSN-1068-3844 English Explored the experiences of five visible minority immigrant women as they went through the teacher certification process in Ontario, Canada. All had teaching experience and certification in their native countries. Data from observations and interviews indicated that these women faced great obstacles (systematic, social, and general) in attempting to become teachers in North America which served to dramatically alter their dreams. (SM) EJ675747 Obstacles to Accessing the Teaching Profession for Immigrant Women. Multicultural Education v11 n1 p41-45 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Christianity Elementary Secondary Education Public Education Religion State Church Separation Clark, Christine Brimhall-Vargas, Mark Journal Articles Reports - Descriptive Public Places ISSN-1068-3844 English Examines secular dimensions and international concerns relating to Christian privilege in public education and workplace settings, focusing on: the separation of religion and state; accommodating versus designating religious, spiritual, and faith-based public space; and the United States as an unacknowledged and uncontested Christian state. Authors explain that though the value of cross-group communication as a community building strategy is known, it is rarely practiced. (SM) EJ675748 Diversity Initiatives in Higher Education: Secular Aspects and International Implications of Christian Privilege. Multicultural Education v11 n1 p55-57 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Affirmative Action Court Litigation Equal Education Higher Education Racial Discrimination Student Diversity Martinez, Ruben Aguirre, Adalberto Jr. Journal Articles Reports - Descriptive Social Justice English Reviews major court decisions that have challenged the context for diversity and affirmative action initiatives in higher education, focusing on the notion of individual merit, historical court decisions, and higher education as contested terrain. Asserts that discussions of affirmative action are uncomfortable because they identify the unwillingness of American society to alter its institutions to accommodate an increasingly diverse and multicultural society. (SM) EJ675749 The Diversity Rationale in Higher Education: An Overview of the Contemporary Legal Context. Social Justice v30 n1 p138-152 2003 2003-00-00 Social Justice, P.O. Box 40601, San Francisco, CA 94140 ($40, individual subscriptions; $78, institution, subscriptions) T 2004 2016-11-21

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No Adult Education Adventure Education Attitude Change Competition Foreign Countries Teamwork Hwang, Alvin Journal Articles Reports - Research Singapore Collectivism Singapore ISSN-0262-1711 English The impact of adventure learning (n=345) was measured on teamwork attitudes that are moderated by two attitudes, using the Singaporean concept of kiasu. Higher Kiasu-negative attitudes (preventing others from getting ahead of oneself) were associated with more improved team task participation and social support. (Contains 34 references.) (JOW) EJ675750 Adventure Learning: Competitive (Kiasu) Attitudes and Teamwork. Journal of Management Development v22 n7 p562-78 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Curriculum Development Higher Education Technological Advancement Theory Practice Relationship Liyanage, Shantha Poon, Patrick S. Journal Articles Reports - Descriptive Electronic Learning Knowledge Management ISSN-0262-1711 English Investigates the epistemological, pedagogical, and organizational factors that have an impact on the design, development, and implementation of technology management learning programs. Argues that effective management learning needs a techno-managerial approach that combines management theories with technology management practice. (Contains 80 references.) (JOW) EJ675751 Technology and Innovation Management Learning in the Knowledge Economy. A Techno-Managerial Approach. Journal of Management Development v22 n7 p579-602 2003 2003-00-00 T 2004 2016-11-21

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No Adults Educational Attainment Employee Attitudes Females Foreign Countries Government Employees Job Satisfaction Tables (Data) Metle, Mesh'al Kh. Journal Articles Reports - Research Kuwait Kuwait ISSN-0262-1711 English A study of the relationship between educational level and field on the job satisfaction of 774 Kuwaiti women government employees found that higher educational attainment was associated with lower satisfaction with job, pay, security, supervision, and promotion. Job satisfaction was not associated with field of study. (Contains 55 references.) (JOW) EJ675752 The Impact of Education on Attitudes of Female Government Employees. Journal of Management Development v22 n7 p603-26 2003 2003-00-00 T 2004 2016-11-21

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No Emotional Intelligence Interpersonal Competence Management Development Outcomes of Education Program Evaluation Tables (Data) Training Hunt, John W. Baruch, Yehuda Journal Articles Reports - Research ISSN-0262-1711 English A study assessed the impact of interpersonal skills training on top managers (n=252) by analyzing feedback from subordinates. The skills most responsive to training had clear objectives and outcome criteria and could be expressed as step-by-step routines. Soft skills were more difficult to improve in this way. (Contains 62 references.) (JOW) EJ675753 Developing Top Managers: The Impact of Interpersonal Skills Training. Journal of Management Development v22 n8 p729-52 2003 2003-00-00 T 2004 7/11/2004 11:45:00 CIJMAR2004

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No Driver Education Occupational Therapy Older Adults Traffic Safety Transportation Scott, Janie B. Journal Articles Opinion Papers ISSN-0738-7806 English Explores resources that occupational therapists can bring to the community and transportation industry to support safe driving among older adults, including assessment of capability, rehabilitation services, and education about transportation options. (JOW) EJ675754 Keeping Older Adults on the Road: The Role of Occupational Therapists and Other Aging Specialists. Generations v27 n2 p39-43 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:00 CIJMAR2004 Theme--The Mobile Elder: Getting around in Later Life.

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No Behavior Business Administration Education Classroom Environment Concept Formation Experiential Learning Higher Education Matrices Teacher Student Relationship Validity Alderfer, Clayton P. Journal Articles Reports - Research ISSN-1052-5629 English Indirectly, instructor behavior provided two models for using a multitrait-multimethod matrix. Students who formulated their own concept, created empirical indicators, and assessed convergent and discriminant validity had better results than those who, influenced by classroom authority dynamics, followed a poorly formulated concept with a procedure that resulted in lower reliability and less satisfactory validity. (SK) EJ675755 Using Experiential Methods To Teach about Measurement Validity. Journal of Management Education v27 n5 p520-32 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:00 CIJMAR2004

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No Cognitive Development Critical Thinking Higher Education Metacognition Scaffolding (Teaching Technique) Self Management Athanassiou, Nicholas McNett, Jeanne M. Harvey, Carol Journal Articles Reports - Research Blooms Taxonomy ISSN-1052-5629 English Using Bloom's taxonomy as a scaffolding device moves students toward self-management of learning. Analysis of journals and assignments completed by 42 students in business courses showed that repeated emphasis of Bloom's concepts improved higher-level conceptual thinking. (Contains 35 references.) (SK) EJ675756 Critical Thinking in the Management Classroom: Bloom's Taxonomy as a Learning Tool. Journal of Management Education v27 n5 p533-55 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Ambiguity Business Administration Education Case Method (Teaching Technique) Higher Education Locus of Control Strategic Planning Banning, Kevin C. Journal Articles Reports - Research ISSN-1052-5629 English Of students in capstone strategic management classes, 195 (experimental group) were instructed using the case method. Compared with results from 42 controls on a tolerance for ambiguity scale, the case method not only conveyed core concepts but also increased tolerance. Locus of control had an effect on learning to tolerate ambiguity. (Contains 21 references.) (SK) EJ675757 The Effect of the Case Method on Tolerance for Ambiguity. Journal of Management Education v27 n5 p556-67 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:01 CIJMAR2004

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No Behavior Change Business Administration Education Estimation (Mathematics) Higher Education Self Evaluation (Individuals) Rhee, Kenneth S. Journal Articles Reports - Research Reflective Practice Self Direction ISSN-1052-5629 English Critical incident interviews and questionnaire were used to measure behavior change in 25 business students who engaged in repeated reflections on self-directed change and 20 controls. Both groups improved managerial skills. Those in the reflection group were more aware of their own change but overestimated the extent of it. (Contains 45 references.) (SK) EJ675758 Self-Directed Learning: To Be Aware or Not To Be Aware. Journal of Management Education v27 n5 p568-89 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education Curriculum Development Ethics Guides Higher Education Student Participation Giacalone, Robert A. Jurkiewicz, Carole L. Knouse, Stpehen B. Journal Articles Reports - Descriptive ISSN-1052-5629 English In a capstone project, business students developed an ethics training session and manual for an industry or profession. The process required comprehensive understanding of ethical issues, causes of unethical behaviors, and awareness of corporate codes of ethics. (Contains 19 references.) (SK) EJ675759 A Capstone Project in Business Ethics: Building an Ethics Training Program. Journal of Management Education v27 n5 p590-607 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:01 CIJMAR2004

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No Ambiguity Business Administration Education Cross Cultural Training Culture Films Higher Education World Views Mallinger, Mark Rossy, Gerard Journal Articles Cultural Studies ISSN-1052-5629 English Discusses how to apply dimensions of an integrated cultural framework (ability to influence, comfort with ambiguity, achievement orientation, individualism/collectivism, time orientation, space orientation) to analysis of films as part of the study of culture. Gives an application example and selection guidelines and discusses limitations. (SK) EJ675760 Film as a Lens for Teaching Culture: Balancing Concepts, Ambiguity, and Paradox. Journal of Management Education v27 n5 p608-24 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Architecture Construction (Process) Design Educational Cooperation Engineering Higher Education Interdisciplinary Approach Internet O'Brien, William J. Soibelman, Lucio Elvin, George Journal Articles Reports - Descriptive Collaborative Learning Reflective Practice ISSN-1522-8150 English In a capstone course, graduate students from two universities participated in collaborative design in the architectural, engineering, and construction industries in multidisciplinary teams via the Internet. Students also developed process designs to integrate technology into multidisciplinary teamwork, combining active and reflective learning. Challenges included differences in disciplinary cultures and difficulties with online observation and feedback. (Contains 14 references.) (SK) EJ675761 Collaborative Design Processes: An Active and Reflective Learning Course in Multidisciplinary Collaboration. Journal of Construction Education v8 n2 p78-93 Sum 2003 2003-00-00 http://www.ascjournals.org/jce/ T 2004 2016-11-21

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No Career Choice College Graduates Construction (Process) Employee Attitudes Higher Education Organizational Culture Burt, Richard A. Journal Articles Reports - Research ISSN-1522-8150 English A survey of 182 graduating seniors from the Department of Construction Science at Texas A&M University was conducted to identify why they chose the company they went to work with upon graduation. More value was placed on the company's culture, the potential for advancement, and type of work. Less value was placed on entry-level position and signing bonus. (SK) EJ675762 The Factors Influencing a Construction Graduate in Deciding upon Their Future Employer. Journal of Construction Education v8 n2 p94-100 Sum 2003 2003-00-00 http://www.ascjournals.org/jce/ T 2004 7/11/2004 11:45:02 CIJMAR2004

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No Computer Simulation Construction (Process) Feedback Higher Education Instructional Effectiveness Systems Approach Park, Moonseo Chan, Swee Lean Ingawale-Verma, Yashada Journal Articles ISSN-1522-8150 English Factors in successful implementation of simulation in construction education are as follows: (1) considering human factors and feedback effects; (2) focusing on tradeoffs between with managerial decisions and construction policies; and (3) developing a standalone tool that runs on any platform. Case studies demonstrated the effectiveness of these factors for fast-tracking and resource management. (Contains 27 references.) (SK) EJ675763 Three Success Factors for Simulation Based Construction Education. Journal of Construction Education v8 n2 p101-14 Sum 2003 2003-00-00 http://www.ascjournals.org/jce/ T 2004 7/11/2004 11:45:03 CIJMAR2004

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No Adult Education Informal Education Learning Processes Social Networks Teamwork Boud, David Middleton, Heather Journal Articles Reports - Research Workplace Learning ISSN-1366-5626 English Interviews in four worksites with tiling teachers, educational planners, human resources officers, and off-campus trainers found that learning was strongly influenced by the nature of the work and workplace. However, only some of the learning networks fit the concept of communities of practice; other conceptualizations are needed to reflect the process accurately. (SK) EJ675764 Learning from Others at Work: Communities of Practice and Informal Learning. Journal of Workplace Learning v15 n5 p194-202 2003 2003-00-00 T 2004 2016-11-21

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No Information Technology Learning Processes Management Development Small Businesses Social Cognition Trust (Psychology) Floren, Henrik Journal Articles Reports - Descriptive Collaborative Learning Situated Learning ISSN-1366-5626 English Small business owner-managers were grouped in networks in a collaborative approach to management learning. Establishment of these communities of trust helped overcome lack of time and resources for reflection, lack of peer contact, and the expectation that small business managers must be omniscient. (Contains 27 references and 12 additional readings.) (SK) EJ675765 Collaborative Approaches to Management Learning in Small Firms. Journal of Workplace Learning v15 n5 p203-16 2003 2003-00-00 T 2004 2016-11-21

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No Adult Learning Group Dynamics Learning Processes Self Directed Groups Poell, Rob F. Van der Krogt, Ferd J. Journal Articles Learning Organizations ISSN-1366-5626 English A method for employees to conduct group learning projects is described, including development of three phases (orientation, learning, continuation) and four project types (liberal-contractual, vertical-regulated, horizontal-organic, and external-collegial). (Contains 37 references.) (SK) EJ675766 Project-based Learning in Organizations: Towards a Methodology for Learning in Groups. Journal of Workplace Learning v15 n5 p217-28 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Cooperation Globalization Interprofessional Relationship Small Businesses Social Networks Strategic Planning Van Laere, Kristien Heene, Aime Journal Articles Opinion Papers Competitiveness ISSN-1366-5626 English Proposes a conceptual framework for managing relationships of small and medium-sized enterprises, based on the necessity of cooperation for survival. Describes characteristics of embedded relationship in stakeholder interactions, including trust, durability, information transfer, and collaboration. (Contains 72 references.) (SK) EJ675767 Social Networks as a Source of Competitive Advantage for the Firm. Journal of Workplace Learning v15 n6 p248-58 2003 2003-00-00 T 2004 2016-11-21

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No Innovation Interpersonal Competence Learning Processes Management Development Networks Organizational Development Small Businesses Technological Advancement Macpherson, Allan Jones, Ossie Zhang, Michael Wilson, Alison Journal Articles Reports - Research ISSN-1366-5626 English A case study of a small high-tech business explains how they created a virtual cluster of innovation through supply networks, enhancing their own learning and facilitating integration of knowledge. This process overcomes limitations to management learning for small companies in isolated regions. (Contains 66 references.) (SK) EJ675768 Re-conceptualsing Learning Spaces: Developing Capabilities in a High-Tech Small Firm. Journal of Workplace Learning v15 n6 p259-70 2003 2003-00-00 T 2004 7/11/2004 11:45:04 CIJMAR2004 Theme Issue: Do Networks Learn?

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No Aerospace Industry Distance Education Foreign Countries Networks Prior Learning Small Businesses Total Quality Management Rhodes, Ed Carter, Ruth Journal Articles Reports - Descriptive Automobile Industry Collaborative Learning United Kingdom Workplace Learning United Kingdom ISSN-1366-5626 English The Knowledge and Learning in Advanced Supply Systems (KLASS) project developed collaborative learning networks of suppliers in the British automotive and aerospace industries. Methods included face-to-face and distance learning, work toward National Vocational Qualifications, and diagnostic workshops for senior managers on improving quality, cost, and delivery standards. (SK) EJ675769 Collaborative Learning in Advanced Supply Systems: The KLASS Pilot Project. Journal of Workplace Learning v15 n6 p271-79 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Foreign Countries Labor Relations Organizational Culture Power Structure Public Sector Staff Development Betts, Jan Holden, Rick Journal Articles Opinion Papers Organizational Learning United Kingdom United Kingdom ISSN-1366-5626 English Analyzed two programs in a public agency: Investors in Management (a British government initiative) and employee-led development. Found that both programs exposed tensions between individual growth and traditional values constraining growth. Concluded that effective organizational learning in the public sector must be collective and aware of organizational power patterns. (Contains 27 references.) (SK) EJ675770 Organisational Learning in a Public Sector Organisation: A Case Study in Muddled Thinking. Journal of Workplace Learning v15 n6 p280-87 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Age Career Development Influences Job Performance Personnel Management Supervisor Supervisee Relationship van der Heijden, Beatrice I. J. M. Journal Articles Reports - Research Expertise ISSN-1360-3736 English A study of 420 higher-level employees and 224 supervisors examined relationships between expertise variables (social support, organizational facilities, supervisor attention to career development) and career development. Supervisors focused on present contributions and job domain rather than future development. Supervisors' attention decreased after employees reached age 50. (Contains 48 references.) (SK) EJ675771 Organisational Influences upon the Development of Occupational Expertise throughout the Career. International Journal of Training and Development v7 n3 p142-65 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Employee Attitudes Foreign Countries Outcomes of Education Training White Collar Occupations Ahmad, Kamarul Zaman Bakar, Raida Abu Journal Articles Reports - Research Organizational Commitment Malaysia Malaysia ISSN-1360-3736 English Responses from 204 of 300 Malaysian white-collar workers were analyzed for the association between training variables (availability of support, benefits, motivation, environment) and four types of organizational commitment. All training variables were significantly correlated with affective, normative, and overall commitment. Availability of support and motivation were not correlated with continuance commitment. (Contains 88 references.) (SK) EJ675772 The Association between Training and Organizational Commitment among White-Collar Workers in Malaysia. International Journal of Training and Development v7 n3 p166-85 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Attainment Employment Practices Foreign Countries Personnel Selection Recruitment Staff Development Training Venter, Katharine Journal Articles China China ISSN-1360-3736 English Some Chinese organizations are moving away from production-oriented traditions. Resource-rich enterprises are using formal education to select and develop an elite. Organizations with less access to highly qualified recruits are also less likely to provide extensive training. The gap between organizations in terms of employee development is likely to widen. (Contains 20 references.) (SK) EJ675773 Building on Formal Education: Employers' Approaches to the Training and Development of New Recruits in the People's Republic of China. International Journal of Training and Development v7 n3 p186-202 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Instructional Effectiveness Total Quality Management Training Palo, Sasmita Padhi, Nayantara Journal Articles Reports - Research India India ISSN-1360-3736 English Responses from 372 employees of a steel manufacturer in India were analyzed to measure effectiveness of total quality management training. Training created awareness, built commitment to quality, facilitated teamwork, and enhanced professional standards. However, communication competencies and customer value training needed improvement. (Contains 39 references.) (SK) EJ675774 Measuring Effectiveness of TQM Training: An Indian Study. International Journal of Training and Development v7 n3 p203-16 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Experience Foreign Countries Higher Education Mentors Nurses Nursing Students Role Andrews, Margaret Roberts, Debbie Journal Articles United Kingdom United Kingdom ISSN-0260-6917 English A clinical guide is an experienced nurse who supports nursing students throughout the program, particularly in clinical placements. More than a mentor, a guide is fully involved in promoting deep learning in clinical settings. (SK) EJ675775 Supporting Student Nurses Learning in and through Clinical Practice: The Role of the Clinical Guide. Nurse Education Today v23 n7 p474-81 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Graduate Students Higher Education Nursing Students Organizational Culture Values Work Environment Hendel, Tova Gefen-Liban, Dganit Journal Articles Reports - Research Israel Israel ISSN-0260-6917 English Israeli graduate nursing students who took management courses in 1998 (n=25), 1999 (n=15), and 2000 (n=11) rated the importance of different value sets. All three groups ranked personal and professional values significantly higher than organizational values such as vision, competition, cooperation, risk taking, and status. (Contains 29 references.) (SK) EJ675776 Getting Ready for the Future: Assessing and Promoting Graduate Students' Organizational Values. Nurse Education Today v23 n7 p482-91 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Attitudes Lifelong Learning Nurses Occupational Therapists Physical Therapists Professional Continuing Education Self Motivation Ryan, Jane Journal Articles Reports - Research ISSN-0260-6917 English Of 300 surveyed, responses from 94 nurses, 38 occupational therapists, and 50 physical therapists indicated that professional knowledge was a prime motivation for continuing professional development, followed by updating qualifications, increasing the status of the profession, and demonstrating professional competence. No differences were observed among the professions. (Contains 67 references.) (SK) EJ675777 Continuous Professional Development along the Continuum of Lifelong Learning. Nurse Education Today v23 n7 p498-508 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:07 CIJMAR2004

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No Cancer Educational Needs Nurses Professional Continuing Education Hicks, Carolyn Fide, Jane Journal Articles Reports - Research Nurse Patient Relationship ISSN-0260-6917 English Nurses working with breast cancer patients (n=119) identified general and cancer-specific continuing education needs; 13 of the 14 cancer-related needs ranked in the top 20. There were no differences between acute care and community nurses. Newly qualified nurses had significantly greater needs. (Contains 44 references.) (SK) EJ675778 The Educational Needs of Non-Specialist Breast Care Nurses. Nurse Education Today v23 n7 p509-21 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Educational Needs Federal Programs Foreign Countries Higher Education Ideology Lifelong Learning Nursing Education Walshe, Amanda Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-0260-6917 English Using an educational ideology and curriculum design perspective, a British initiative to promote nurses' lifelong learning was analyzed. The program creates a clash between romanticist and revisionist ideology. From the perspective of Beattie's fourfold curriculum model, it fails to acknowledge the uniqueness of nursing knowledge, the field's humanistic principles, and integral processes such as reflection. (Contains 45 references.) (SK) EJ675779 A Critical Exploration of "Working Together, Learning Together"--Does It Meet the Learning Needs of Nurses? Nurse Education Today v23 n7 p522-29 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Computer Attitudes Ethics Higher Education Information Technology Nursing Education Moule, Pam Journal Articles Reports - Research Social Justice ISSN-0260-6917 English An interpretive paradigm was used to distill four themes from interviews with six nursing students about information and communications technology. Themes were initial intimidation in learning computers, lack of time and motivation to learn, the crucial nature of computer ownership to facilitate experimentation, and limited access to computers in clinical practice. (Contains 39 references.) (SK) EJ675780 ICT: A Social Justice Approach to Exploring User Issues? Nurse Education Today v23 n7 p530-36 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Dietetics Higher Education Instructional Material Evaluation Nursing Education Nutrition Instruction Herriot, Anne M. Bishop, Jacki A. Kelly, Mary Murphy, Margaret Truby, Helen Journal Articles Reports - Evaluative ISSN-0260-6917 English Nine second-year and six final-year nursing students completed a questionnaire and participated in focus groups about STEP-DIET, a computer-based dietetics instructional tool. Students liked the design and content, perceived increased nutritional knowledge and understanding of dietitians' role. However, they were reluctant to accept computer-assisted instruction in place of lectures. (Contains 32 references.) (SK) EJ675781 Evaluation of a Computer Assisted Instruction Resource in Nursing Education. Nurse Education Today v23 n7 p537-45 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:08 CIJMAR2004

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Yes Enrollment Influences Higher Education Student Attitudes Student Recruitment Teacher Attitudes Belcher, Gregory Frisbee, Robert Sanford, Brian Journal Articles Reports - Research ISSN-0888-8639 English Responses were obtained from 382 of 607 students and 27 of 36 faculty in automotive technology. Both groups cited program reputation, university reputation, campus visits and high school/community college teachers/counselors as effective recruitment influences. Students thought parents and relatives were more influential than faculty did. (Contains 25 references.) (SK) EJ675782 Differences between Faculty and Students' Perception of Recruitment Techniques that Influence Students To Attend Four-Year Automotive Programs. Journal of Career and Technical Education v19 n2 p7-14 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:08 CIJMAR2004

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Yes Agricultural Education Family Work Relationship Job Satisfaction Middle Schools Secondary Education Secondary School Teachers Sex Discrimination Teacher Characteristics Women Faculty Foster, Billye Journal Articles Reports - Research ISSN-0888-8639 English Of 1,694 female middle and secondary school agriculture teachers surveyed, 962 responded. Results indicated that women comprise 15% of the agriculture teacher population; a high percentage have fewer than 10 years experience; most have families and work 51.8 hours per week; 81% are very satisfied but 61.7% experienced some gender-related barriers. Only 3.6% had female mentors. (Contains 17 references.) (SK) EJ675783 Profiling Female Teachers of Agricultural Education at the Secondary Level. Journal of Career and Technical Education v19 n2 p15-27 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:09 CIJMAR2004

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Yes Access to Computers Adoption (Ideas) Marketing Education Teachers Secondary Education Technology Integration Redmann, Donna H. Kotrlik, Joe W. Douglas, Bruce B. Journal Articles Reports - Research Louisiana Louisiana ISSN-0888-8639 English Responses from 56 of 107 Louisiana secondary marketing teachers indicated that, according to the Technology Integration Model, most were active in exploring technology uses in education and adapting it for instruction, moderate at the advanced integration level, and not active in experimentation. They identified minor barriers to technology integration and displayed no anxiety. (Contains 38 references.) (SK) EJ675784 Factors Related to Technology Integration in Instruction by Marketing Education Teachers. Journal of Career and Technical Education v19 n2 p29-46 Spr 2003 2003-00-00 T 2004 2016-11-21

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Yes Burnout Employer Employee Relationship Motivation Teacher Attitudes Trainers Waugh, C. Keith Judd, Michael R. Journal Articles Reports - Research ISSN-0888-8639 English The educators' version of the Maslach Burnout Inventory was completed by 40 of 156 in-house trainers. More than one-third experience emotional exhaustion weekly, and almost half feel a lack of personal accomplishment. Subscales of emotional exhaustion, depersonalization, and personal accomplishment correlated with perceptions of organizations' valuing of the training function. (Contains 37 references.) (SK) EJ675785 Trainer Burnout: The Syndrome Explored. Journal of Career and Technical Education v19 n2 p47-57 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:09 CIJMAR2004

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Yes Cost Effectiveness Employment Level Foreign Countries Outcomes of Education Program Effectiveness Relevance (Education) Socioeconomic Status Technical Education Lopez-Acevedo, Gladys Journal Articles Reports - Evaluative Mexico Mexico ISSN-0888-8639 English Propensity score matching was used to evaluate the effectiveness of Mexico's College of Professional Technical Education system with data from 5,574 graduates and a control group. Although controls found jobs faster, graduates have jobs more congruent with their training and earn 20-28% more. Cost-benefit analysis also supports program effectiveness. (Contains 32 references.) (SK) EJ675786 A Reassessment of Technical Education in Mexico. Journal of Career and Technical Education v19 n2 p59-81 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Daily Living Skills Factor Analysis Foreign Countries Leisure Time Occupational Therapy Older Adults Young Adults Sachs, Dalia Josman, Naomi Journal Articles Reports - Research Card Sort Israel Israel ISSN-0276-1599 English Factor analysis of the Activity Card Sort results for 53 Israeli college students and 131 older adults indicated that students were involved primarily in leisure, the elders in independent daily living activities. Five student activity categories were distinct; four elders' categories overlapped substantially. (Contains 19 references.) (SK) EJ675787 The Activity Card Sort: A Factor Analysis. OTJR: Occupation, Participation and Health v23 n4 p165-74 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Entry Workers Foreign Countries Graduate Surveys Job Skills Nurses Orientation Ellerton, Mary-Lou Gregor, Frances Journal Articles Reports - Research Nova Scotia Nurse Patient Relationship Canada ISSN-0022-0124 English Interviews with 11 nurses three months after graduation showed they were focused on skills and procedural aspects of care, lacked capacity for patient communication, and relied on routines learned from experienced nurses. They were at the advanced beginner stage of Benner's typology of practice. (Contains 11 references.) (SK) EJ675788 A Study of Transition: The New Nurse Graduate at 3 Months. Journal of Continuing Education in Nursing v34 n3 p103-07 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Distance Education Higher Education Nursing Education Nursing Research Student Research Shuster, George F. Learn, Cheryl Demerth Duncan, Robert Journal Articles Reports - Research Research Training ISSN-0022-0124 English On-campus and distance nursing students conducted research projects and presented student posters (Year 1) and research papers (Year 2). Evaluations by on-site (n=55) and off-site students (n=93) indicated that students valued their active participation in the research process and the opportunity to present their work. There was a clear preference for posters. (Contains 30 references.) (SK) EJ675789 A Strategy for Involving On-campus and Distance Students in a Nursing Research Course. Journal of Continuing Education in Nursing v34 n3 p108-15 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Career Exploration Economically Disadvantaged Minority Group Children Nursing Student Recruitment Summer Programs Yates, Susan Hunter Bline, Kerri Bird, Chelsea Bresnahan, Erin Couper-Noles, Rebekah Cutler, Sarah Henderson, Susanne Hymel, Erin Salsman, Tracie Tonellato, Malia Steele, Annie Lindenberg, Cathy Strachan Journal Articles Reports - Research ISSN-0022-0124 English To interest multicultural, bilingual teenagers in nursing careers, an 8-week culturally focused summer program integrated life planning, mentorship, nursing assistant training, and college application assistance while providing stipends and scholarship opportunities. Twenty-four economically disadvantaged teenagers completed the program and passed the certified nursing assistant examination. (SK) EJ675790 Start Out: Building Healthcare Careers for Minority Teenagers. Journal of Continuing Education in Nursing v34 n3 p116-21 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:45:11 CIJMAR2004

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No Cancer Continuing Education Death Educational Needs Nurses Meraviglia, Martha G. McGuire, Catherine Chesley, Dorothy A. Journal Articles Reports - Research ISSN-0022-0124 English From a random sample of Texas registered nurses, 352 respondents (8.3%) primarily obtained continuing education from workshops, inservice education, and independent studies, citing cost, location, content, and length of course as influencing factors. Their cancer educational needs included clinical trials, genetics, complementary therapies, and pain management. (Author/SK) EJ675791 Nurses' Needs for Education on Cancer and End-of-life Care. Journal of Continuing Education in Nursing v34 n3 p122-27 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:45:11 CIJMAR2004

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No Decision Making Information Seeking Nursing Research Utilization Pape, Tess M. Information Analyses Journal Articles Evidence Based Practice ISSN-0022-0124 English Provides an historical background for evidence-based practice and methods for assimilating research into practice. Information searching, systematic reviews, and other decision-making models are discussed using specific questions for establishing policy guidelines. Stresses the need for evidence-based practice implementing the best-known practices into the clinical setting using a scientific approach. (Contains 15 references.) (Author/SK) EJ675792 Evidence-based Nursing Practice: To Infinity and Beyond. Journal of Continuing Education in Nursing v34 n4 p154-61,189-90 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Experience Higher Education Nurses Nursing Education Reentry Workers Refresher Courses Griffiths, Margaret J. Czekanski, Kathleen Journal Articles Reports - Descriptive ISSN-0022-0124 English A refresher course to facilitate the return of inactive nurses to the work force included a weighted admission system, didactic content, simulated laboratory experiences, and precepted clinical experiences. Recommendations for future course implementation included a systematic evaluation of each participant's knowledge base at the beginning of the course and an extended course time frame to allow for greater integration of content. (Contains 15 references.) (SK) EJ675793 Meeting the Needs of the Health System: A Refresher Course for Registered Nurses. Journal of Continuing Education in Nursing v34 n4 p162-71 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:45:11 CIJMAR2004

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No Guidelines Instructional Material Evaluation Instructional Materials Material Development Nurses Patient Education Monsivais, Diane Reynolds, Audree Journal Articles ISSN-0022-0124 English Discusses the rationale for nurse involvement in the development of patient education materials. Presents guidelines for evaluating existing material, including print and web resources, for credibility and readability. Makes recommendations for rewriting material at an easier-to-read level. (SK) EJ675794 Developing and Evaluating Patient Education Materials. Journal of Continuing Education in Nursing v34 n4 p172-76 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:45:12 CIJMAR2004

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No Distance Education Foreign Countries Gerontology International Education Pacing Partnerships in Education Web Based Instruction Bolan, Christine M. Journal Articles Reports - Descriptive Chile Canada Canada Chile ISSN-0022-0124 English Chilean and Canadian schools of nursing collaborated in the development of 13 self-paced print modules in gerontology with web-based components. A 6-week preceptored clinical experience followed completion of the theory portion to support learner mastery of program outcomes. The curriculum was developed using a creative, systematic approach that reflected cultural considerations. (Contains 12 references.) (SK) EJ675795 Developing a Postbasic Gerontology Program for International Learners: Considerations for the Process. Journal of Continuing Education in Nursing v34 n4 p177-83 Jul-Aug 2003 2003-00-00 T 2004 2016-11-23

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No Cancer Internet Nurses Physicians Professional Continuing Education Use Studies Cobb, Susan C. Journal Articles Reports - Research ISSN-0022-0124 English Comparison of surveys in 2001 (807 nurses, 111 doctors) and 2002 (1,127 and 201) showed that Internet use and frequency of use for continuing education among both nurses and physicians have been increasing. Low cost or free and easier access would increase usage. (SK) EJ675796 Comparison of Oncology Nurse and Physician Use of the Internet for Continuing Education. Journal of Continuing Education in Nursing v34 n4 p184-88 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:45:12 CIJMAR2004

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No Career Counseling Counseling Techniques Employment Potential Employment Services Models Unemployment McTurk, Carolyn A. Journal Articles ISSN-1038-4162 English A career counseling program for unemployed clients referred by employment agencies includes a structured interview, personality type assessment, vocational assessment, and feedback to the agency. It is designed to generate insight into vocational aspirations and pathways and promote self-esteem with the goal of increasing employability. (SK) EJ675797 A Model of Career Counselling Practice for Use with Unemployed Clients Referred from Employment Agencies. Australian journal of Career Development v12 n3 p7-11 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:13 CIJMAR2004

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No Careers Change Constructivism (Learning) Context Effect Decision Making Systems Approach Pryor, Robert G. L. Bright, Jim Journal Articles Opinion Papers ISSN-1038-4162 English Four theoretical streams--contexualism/ecology, systems theory, realism/constructivism, and chaos theory--contributed to a theory of individuals as complex, unique, nonlinear, adaptive chaotic and open systems. Individuals use purposive action to construct careers but can make maladaptive and inappropriate choices. (Contains 42 references.) (SK) EJ675798 The Chaos Theory of Careers. Australian journal of Career Development v12 n3 p12-20 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:13 CIJMAR2004

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No Adoption (Ideas) Educational Innovation Foreign Countries School Culture Secondary Education Teacher Attitudes Training Vocational Education Vocational Education Teachers Dixon, Kathryn Pelliccione, Lina Journal Articles Reports - Research Australia Australia ISSN-1038-4162 English Vocational education and training (VET) teachers in Australian secondary schools (n=11) identified the following influences on adoption of National Training Packages: ways in which teachers construct meaning for innovations, organizational culture, infrastructure, leadership, and policy. More time, training, and a coordinator helped embed and institutionalize VET in schools. (Contains 44 references.) (SK) EJ675799 VET in Schools: The Adoption of National Training Packages in a Secondary School Setting. Australian journal of Career Development v12 n3 p21-32 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Career Exploration Interviews Self Evaluation (Individuals) Systems Approach McIlveen, Peter McGregor-Bayne, Heather Alcock, Anne Hjertum, Eileen Journal Articles Reports - Evaluative Career Assessment ISSN-1038-4162 English Either semistructured interviews derived from systems theory framework (STF) or standard interviews were used with 18 counseling clients. Measures of self-exploration, environmental exploration, and attribution style supported the merit of STF interviews as an alternative career assessment method. (Contains 28 references.) (SK) EJ675800 Evaluation of a Semi-Structured Career Assessment Interview Derived from Systems Theory Framework. Australian journal of Career Development v12 n3 p33-41 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Aspiration College Bound Students Foreign Countries Geographic Isolation Influences Rural Areas Secondary School Students Shaw, Peter Larson, Ann Journal Articles Reports - Research ISSN-1038-4162 English Factors influencing career behavior of rural Australian secondary students from a regional center (n=218) and outer metropolitan school (n=89) were studied. College aspirations were similar. Parent encouragement, garde expectations, and relevance of college to employment were inhibitors or encouragers dependent on local culture. (Contains 47 references.) (SK) EJ675801 Influences on Aspirations for University Study among Regional and Outer-Metropolitan Year 11 Students. Australian journal of Career Development v12 n3 p42-54 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:14 CIJMAR2004

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No Career Counseling Competence Counselor Characteristics Higher Education School Counselors McGregor-Bayne, Heather McIlveen, Peter Bayne, Gregory Journal Articles Reports - Research ISSN-1038-4162 English In study 1, 28 college career counselor competencies were identified using a nominal group panel of seven participants. In study 2, 20 counselors rated these competencies, overwhelmingly endorsing 20 of them as valuable. (Contains 21 references.) (SK) EJ675802 Competencies of an Entry-Level Career Counsellor in Higher Education. Australian journal of Career Development v12 n3 p55-63 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:14 CIJMAR2004

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No Academic Degrees Career Choice College Freshmen Enrollment Influences Foreign Countries Higher Education Majors (Students) Walck, Donna Hensby, Sharon Journal Articles Reports - Research Australia Australia ISSN-1038-4162 English Of 2,800 students, 506 responded to an initial survey and 100 to a follow-up; 52 attended information sessions; 12 received individual counseling. Most were satisfied with degree and career plans but felt they received inadequate help. Those who accessed career services tended to be dissatisfied. (Contains 13 references.) (SK) EJ675803 Career and Degree Choice at Transition to University. Australian journal of Career Development v12 n3 p64-71 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Employment Opportunities Job Applicants Organization Size (Groups) Salary Wage Differentials Tables (Data) Paez, Paul Journal Articles Reports - Research Colorado Colorado ISSN-0098-1818 English A data set from Colorado's Job Vacancy Surveys was used to examine the effects of firm size on various job vacancy characteristics. Larger firms offered higher wages than smaller firms with similar characteristics and requiring similar education and experience. (Contains 16 endnotes.) (Author/JOW) EJ675804 The Effects of Firm Size on Wages in Colorado: A Case Study. Monthly Labor Review v126 n7 p11-17 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Business Education Educational Change Teaching Methods Teaching Styles Technological Advancement Cutshall, Sandy Journal Articles Opinion Papers ISSN-1527-1803 English Business education classes are among those most frequently selected by students in career and technical education. They attract students with varying academic abilities and interests from middle school through universities with engaging hands-on experiences. Business educators have many teaching styles but agree that there is one constant--change. (JOW) EJ675805 Getting Down to Business. Techniques: Connecting Education and Careers v78 n7 p18-21,33 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:15 CIJMAR2004

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No Advertising High Schools Marketing Education School Business Relationship Student Projects Journal Articles Reports - Descriptive ISSN-1527-1803 English Students at Bremerton High School developed marketing ideas for a local small business. They identified target markets; designed business cards, brochures, and advertisements; and created a new advertising campaign they presented to the business. (JOW) EJ675806 A Unique Experience in Marketing Education. Techniques: Connecting Education and Careers v78 n7 p22-26,42 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:15 CIJMAR2004

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No Design Fashion Industry Occupational Information Postsecondary Education Vocational Schools Reese, Susan Journal Articles Reports - Descriptive ISSN-1527-1803 English Describes the fashion design programs at the Center for Career and Technology Education in El Paso, Texas, the Fashion Institute of Design and Merchandising in California, and the Fashion Institute of Technology in New York. Provides sources of information about fashion careers. (JOW) EJ675807 Fashioning a Successful Career. Techniques: Connecting Education and Careers v78 n7 p27-33 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:15 CIJMAR2004

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No Dental Assistants Dental Hygienists Dental Technicians Occupational Information Postsecondary Education Secondary Education Reese, Susan Journal Articles Opinion Papers ISSN-1527-1803 English Includes three articles: "Lending a Hand for Good Dental Health,""A Promising Career Path," and "Dental Laboratory Technicians." Describes careers related to the dental field and the dental programs at various career centers, community colleges, and universities. (JOW) EJ675808 Dental Assistants, Technicians and Hygienists. Career Focus, volume 5, no. 1. Techniques: Connecting Education and Careers v78 n7 p43-50 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:16 CIJMAR2004

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No Corporations Higher Education Partnerships in Education Program Effectiveness School Business Relationship Meister, Jeanne C. Journal Articles ISSN-1535-7740 English Success factors in establishing corporate-college partnerships include communicating a shared vision for success, defining the degree of customization and flexibility from a university, and mutually devising a marketing and recruitment program. The metrics for success must be defined early and managed throughout the partnership. (JOW) EJ675809 The Latest in Corporate-College Partnerships. T+D v57 n10 p52-58 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:16 CIJMAR2004

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No Business Education Human Relations Interpersonal Competence Interpersonal Relationship Glenn, Joanne Lozar Journal Articles ISSN-0007-6678 English Explores the importance of relationship literacy--the ability to create good relationships with others--in the next economy and offers perspectives on how business education instructors can help students develop and improve their human relations skills for business success. (Author/JOW) EJ675810 Lessons in Human Relations. Business Education Forum v58 n1 p8-13 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:16 CIJMAR2004

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No Accounting Teaching Methods Test Coaching Test Wiseness Testing Problems James, Marianne L. Guides - Classroom - Teacher Journal Articles ISSN-0007-6678 English Reviews common errors in accounting tests that students commit resulting from deficiencies in fundamental prior knowledge, ineffective test taking, and inattention to detail and provides solutions to the problems. (JOW) EJ675811 Strategies for Detecting and Correcting Errors in Accounting Problems. Business Education Forum v58 n1 p20-22 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:16 CIJMAR2004

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No Basic Business Education Entrepreneurship Secondary Education Teaching Methods Smith, Marsha O. Guides - Classroom - Teacher Journal Articles Business Plans ISSN-0007-6678 English Suggests that by incorporating entrepreneurship into the basic business curriculum now, business educators will better prepare students for a changing environment. Offers the business plan as a tool for integrating entrepreneurship into the curriculum. (SK) EJ675812 Teaching Basic Business: An Entrepreneurial Perspective. Business Education Forum v58 n1 p23-25 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Business Communication Business Education Communication Skills Education Work Relationship Educational Certificates Higher Education Job Skills Hoggatt, Jack Journal Articles Reports - Descriptive ISSN-0007-6678 English In a survey of 664 University of Wisconsin Eau Clair business graduates, 81% identified communication skills as essential, resulted corroborated by a survey of 138 employers. A model program now requires all college of business students to take core communication courses and a business communication certificate is offered. (Contains 10 references.) (Author/JOW) EJ675813 Addressing the Communication Needs of Business. Business Education Forum v58 n1 p26-30 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:17 CIJMAR2004

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No Business Education Marketing of Education Secondary Education Student Organizations Student Recruitment Hosler, Mary Margaret Jacobson, Thoams James, Marcia L. Journal Articles Opinion Papers Wisconsin Wisconsin ISSN-0007-6678 English Makes suggestions for recruiting middle or high school students into business and marketing education programs. Lists techniques to boost enrollment that were identified in survey responses from 147 of 512 Wisconsin business education chairs. Discusses the benefits of student organizations. (JOW) EJ675814 Tips for Marketing Your Program in Today's Competitive Environment. Business Education Forum v58 n1 p42-44,53 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Attendance Educational Environment Grades (Scholastic) Higher Education Nontraditional Students Donathan, David A. Journal Articles Reports - Research ISSN-0007-6678 English A review of research substantiates the link between nontraditional students' attendance and achievement at the college level. Results suggests a dependent relationship between attendance and achievement, not a causal effect. Other factors include student motivation, student-instructor rapport, class size, and other factors. (Contains 11 references.) (JOW) EJ675815 The Correlation between Attendance, Grades, and the Nontraditional Student. Business Education Forum v58 n1 p45-47 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:17 CIJMAR2004

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No Alternative Assessment Online Courses Postsecondary Education Program Evaluation Student Evaluation Byrd, Beth Lott, Karen Journal Articles Reports - Evaluative ISSN-0007-6678 English A survey received a 49% response from 136 community college/university computer instructors. Results indicate that advance preparation for online education is necessary, evaluation is a primary concern, instructors should network, and the integrity of evaluation can be ensured when using creative and alternative means of evaluation. (JOW) EJ675816 Evaluation in Online Courses. Business Education Forum v58 n1 p48-50 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:18 CIJMAR2004

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No Adult Education Educational Practices Environmental Education Globalization Clover, Darlene E. Information Analyses Journal Articles Environmental Impact ISSN-1052-2891 English Among the ecological implications of globalization are war and social instability, production and consumption, corporatization and marketing, and environmental racism and sexism. Environmental adult education provides a space to examine negative impacts from multiple perspectives and reassert a focus on democracy. (Contains 37 references.) (SK) EJ675817 Environmental Adult Education: Critique and Creativity in a Globalizing World. New Directions for Adult and Continuing Education n99 p5-15 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Beliefs Cultural Differences Environmental Education Language Usage Metaphors Spirituality World Views Hill, Lilian H. Johnston, Julie D. Information Analyses Journal Articles Nature ISSN-1052-2891 English Language and metaphors can structure behavior and reveal beliefs about humanity's relationship to nature. Adult educators are urged to create a teaching practice that reflects awareness of the use of language and enables learners to explore environmental and spiritual issues. (Contains 41 references.) (SK) EJ675818 Adult Education and Humanity's Relationship with Nature Reflected in Language, Metaphor, and Spirituality: A Call to Action. New Directions for Adult and Continuing Education n99 p17-26 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Activism Adult Education Citizen Participation Ecology Environmental Education Popular Education Hill, Robert J. Information Analyses Journal Articles Environmental Justice ISSN-1052-2891 English Environmental justice--equitable protection from environmental hazards for all people--may be fostered through environmental adult education. Practices from popular education, social movement learning, and activism point the way to solutions to environmental justice problems. (Contains 47 references.) (SK) EJ675819 Environmental Justice: Environmental Adult Education at the Confluence of Oppressions. New Directions for Adult and Continuing Education n99 p27-38 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Community Relations Environmental Education Globalization Sustainable Development Sumner, Jennifer Journal Articles ISSN-1052-2891 English Proposes a framework for community sustainability that involves promotion of life-affirming interconnectedness, environmental learning that helps build the civic commons, and critical reflection and dialogue. (Contains 20 references.) (SK) EJ675820 Environmental Adult Education and Community Sustainability. New Directions for Adult and Continuing Education n99 p39-46 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:19 CIJMAR2004 Theme--Environmental Adult Education: Ecological Learning, Theory, and Practice for Socioenvironmental Change.

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No Adult Education Environmental Education Foreign Countries Indigenous Populations Popular Education Social Change Kapoor, Dip Information Analyses Journal Articles India Social Movements India ISSN-1052-2891 English Environmental popular education helps shape indigenous social movements in India through a continual process of reflection and action that connects concerns about ecological degradation, subsistence, and marginalization. (Contains 56 references.) (SK) EJ675821 Environmental Popular Education and Indigenous Social Movements in India. New Directions for Adult and Continuing Education n99 p47-57 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Environmental Education Females Learning Processes Popular Education Karlovic, Lee Patrick, Kathryn Journal Articles Reports - Descriptive Environmental Awareness Environmental Protection ISSN-1052-2891 English Seven women involved in adult and popular education explored the collective development of environmental awareness through dialogue and learning activities. Two learning patterns emerged: paying attention and awakening awareness through ritual. (SK) EJ675822 Environmental Adult Education: Women Living the Tensions. New Directions for Adult and Continuing Education n99 p59-68 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Adult Learning Conservation (Environment) Environmental Education St. Clair, Ralf Information Analyses Journal Articles Environmental Literacy ISSN-1052-2891 English By applying the metaphor of literacy to environmental issues, the argument is made that critical literacy is a set of social practices involving thinking and acting upon environmental concerns. Examples of critical environmental education for adults illustrate the argument. (Contains 21 references.) (SK) EJ675823 Words for the World: Creating Critical Environmental Literacy for Adults. New Directions for Adult and Continuing Education n99 p69-78 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Ecology Educational Change Educational Environment Empowerment Environmental Education Lifelong Learning Belanger, Paul Information Analyses Journal Articles ISSN-1052-2891 English An ecological perspective on environmental lifelong learning suggests principles for educational change: environmental learning must proceed through and with the environment; focus on local problems and issues is more effective; life-rooted environmental education is inevitably lifelong and lifewide; and environmental education requires an interacting, interlearning community. (Contains 39 references.) (SK) EJ675824 Learning Environments and Environmental Education. New Directions for Adult and Continuing Education n99 p79-88 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:20 CIJMAR2004 Theme--Environmental Adult Education: Ecological Learning, Theory, and Practice for Socioenvironmental Change.

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No Activism Adult Education Environmental Education Learning Processes Clover, Darlene E. Hill, Lilian H. Journal Articles Opinion Papers Environmental Protection ISSN-1052-2891 English Key themes of this environmental education issue are summarized: critical, spiritual, and experiential frameworks of learning; globalization and environmental oppressions; ecological language and literacy; and environmental activism. Annotations of six additional readings are provided. (SK) EJ675825 Learning Patterns of Landscape and Life. New Directions for Adult and Continuing Education n99 p89-95 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Course Content Diversity (Institutional) Sex Differences Trainees Holladay, Courtney L. Knight, Jennifer L. Paige, Danielle Quinones, Miguel A. Journal Articles Reports - Research Framing (Metacognition) Diversity Training ISSN-1044-8004 English Employees (124 whites, 36 people of color) read a diversity course description and completed a survey. A traditional title and broad focus received the most favorable responses. Men reacted more negatively than women, especially to a narrow focus and being assigned to the course for remedial purposes. The framing of diversity training thus affected pretraining attitudes. (Contains 59 references.) (SK) EJ675826 The Influence of Framing on Attitudes toward Diversity Training. Human Resource Development Quarterly v14 n3 p245-63 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Accidents Bus Drivers Driver Education Educational Attainment Foreign Countries Job Performance Work Environment Work Experience Working Hours Nafukho, Fredrick Muyia Hinton, Barbara E. Journal Articles Reports - Research Kenya Kenya ISSN-1044-8004 English Multiple regression analyses of data from 143 public transportation drivers in Kenya indicated that driver experience and hours worked were significantly related to rates of traffic accidents. Educational level, training, salary, and average speed were not related. (Contains 45 references.) (SK) EJ675827 Determining the Relationship between Drivers' Level of Education, Training, Working Conditions, and Job Performance in Kenya. Human Resource Development Quarterly v14 n3 p265-83 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Feedback Forced Choice Technique Leadership Training Negative Attitudes Personality Measures Test Format Harland, Lynn K. Journal Articles Reports - Research Explanations ISSN-1044-8004 English Leadership development students were randomly assigned to complete a personality questionnaire either as a normative test (n=85), forced-choice (n=84), or forced-choice with explanation of its benefits (n=86). Forced-choice-only takers perceived it as less accurate, useful, and respectful. Explanations influenced only perceptions of control, not accuracy, usefulness, or respectfulness. (Contains 29 references.) (SK) EJ675828 Using Personality Tests in Leadership Development: Test Format Effects and the Mitigating Impact of Explanations and Feedback. Human Resource Development Quarterly v14 n3 p285-301 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Demography Interpersonal Relationship Job Applicants Labor Force Networks Personnel Selection Race Referral Sex Taber, Mary E. Hendricks, Wallace Journal Articles Reports - Research ISSN-1044-8004 English Data on 15,253 newly hired employees were coded by hiring source (employee referral, other informal, temporary worker, formal, unspecified). Analysis suggested that referrals were less likely when candidates were not of the same gender or race as most current employees. Minorities used networking more but knew fewer people able to recommend them. (Contains 37 references.) (SK) EJ675829 The Effect of Workplace Gender and Race Demographic Composition on Hiring through Employee Referrals. Human Resource Development Quarterly v14 n3 p303-19 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:21 CIJMAR2004

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No Administrators Leadership Leadership Qualities Retailing Role Sex Differences Kim, Hye-Shin Shim, Soyeon Journal Articles Reports - Research ISSN-1044-8004 English In responses from 205 of 1,400 retail managers (63% male) on measures of leadership roles and personal values, women showed more affinity to mentor and broker roles. Values such as social affiliation and growth predicted mentor and broker roles and job characteristics such as feedback predicted broker roles. (Contains 77 references.) (SK) EJ675830 Gender-Based Approach to the Understanding of Leadership Roles among Retail Managers. Human Resource Development Quarterly v14 n3 p321-42 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:22 CIJMAR2004

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No Qualitative Research Research Methodology Research Problems Research Reports Writing (Composition) Writing for Publication Rocco, Tonette S. Journal Articles Opinion Papers ISSN-1044-8004 English Observations on qualitative manuscripts submitted for publication identified problem areas: organization and format, relationship of concept and method, methodological issues (study type, conceptual framework, sample, data collection/analysis, integrity, data management), discussion, and data presentation. Recommendations for improving quality of research reports were derived. (Contains 25 references.) (SK) EJ675831 Shaping the Future: Writing up the Method on Qualitative Studies. Human Resource Development Quarterly v14 n3 p343-49 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:22 CIJMAR2004

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No Administrator Qualifications Administrators Competence Leaders Leadership Qualities Management Development Research Needs Transformative Learning Elkins, Samuel L. Information Analyses Journal Articles ISSN-1044-8004 English Reviews research on transformative learning and competency analysis, pointing out areas from which those involved in leadership and management development could benefit. Identifies where more research is needed. (Contains 17 references.) (SK) EJ675832 Transformational Learning in Leadership and Management Positions. Human Resource Development Quarterly v14 n3 p351-58 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:22 CIJMAR2004

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No Burnout Family Work Relationship Fatigue (Biology) Medical Technologists Blau, Gary Tatum, Donna Surges Ward-Cook, Kory Journal Articles Reports - Research Distributive Justice Procedural Justice Workload ISSN-0090-7421 English Medical technologists (n=196) were followed over 4 years. Higher levels of work exhaustion were related to perceived work interference with family, task load, and lower organizational support. Distributive justice partly mediated the effects of work interference and support on exhaustion. Distributive justice mediated the impact of procedural justice on exhaustion. (Contains 79 references.) (SK) EJ675833 Correlates of Work Exhaustion for Medical Technologists. Journal of Allied Health v32 n3 p148-57 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Allied Health Occupations Education Clinical Experience Higher Education Job Performance Physicians Assistants Self Efficacy Opacic, Deborah A. Journal Articles Reports - Research ISSN-0090-7421 English Multivariate analysis of data from measures of self-efficacy, values, outcomes expectation, health care experience, and grade point average for 300 physician assistant students revealed that self-efficacy is a significant predictor of clinical performance. The importance of considering noncognitive variables in addition to academic ones was suggested. (Contains 40 references.) (SK) EJ675834 The Relationship between Self-Efficacy and Student Physician Assistant Clinical Performance. Journal of Allied Health v32 n3 p158-66 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:23 CIJMAR2004

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No Allied Health Occupations Education Higher Education Student Attitudes Teacher Attitudes Teacher Characteristics Teacher Effectiveness Hoppes, Steve Chesbro, Steven Journal Articles Reports - Research ISSN-0090-7421 English Allied health students (n=145) and faculty (n=55) participated in online surveys and focus groups on important instructional elements. Four teacher qualities were cited by both groups: teachers' ability to relate academic and clinical experiences, communication skills, preparation and organization, and subject knowledge. Students' and teachers' opinions differed significantly on five elements. (SK) EJ675835 Elements of Instruction in Allied Health: Do Faculty and Students Value the Same Things? Journal of Allied Health v32 n3 p167-72 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:23 CIJMAR2004

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No Allied Health Occupations Education Black Colleges College Students Higher Education Safe Sex Student Attitudes Valentine, Peggy A. Wright, Denise L. Henley, Garnett L. Journal Articles Reports - Research African Americans ISSN-0090-7421 English Survey responses from 614 allied health students (63.7% African-American) indicated that significant numbers engaged in safe sex practices compared with other student populations. African-Americans had higher rates of condom use than other students; most had been tested for HIV. There was a minimal gap between knowledge and behavior in the study population. (Contains 34 references.) (SK) EJ675836 Patterns of Safer Sex Practices among Allied Health Students at Historically Black Colleges and Universities. Journal of Allied Health v32 n3 p173-78 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Allied Health Occupations Education College Faculty College Students Diversity (Institutional) Higher Education Velde, Beth Wittman, Peggy Bamberg, Richard Journal Articles Reports - Research Cultural Competence ISSN-0090-7421 English A cultural competence survey completed by 35 allied health faculty (59%) and 151 students (28%) indicated that students consistently had higher but not statistically significant mean scores on knowledge of diverse communities, personal involvement, and overall score. This student group was slightly more ethnically diverse than the faculty. (Contains 16 references.) (SK) EJ675837 Cultural Competence of Faculty and Students in a School of Allied Health. Journal of Allied Health v32 n3 p189-95 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Allied Health Occupations Education Higher Education Physical Therapy Research Utilization Self Esteem Student Attitudes Heiss, Deborah Givens Basso, D. Michele Journal Articles Reports - Research ISSN-0090-7421 English Multiple surveys of 48 physical therapy students measured the effects of participation in mock trials on skills for evaluating and using research. Participation resulted in increased confidence in their ability to interpret research and positive attitudes about it. (Contains 25 references.) (SK) EJ675838 Physical Therapy on Trial: The Rational, Organization, and Impact of a Mock Trial on Physical Therapy Students' Attitudes toward and Confidence in Research. Journal of Allied Health v32 n3 p202-10 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:24 CIJMAR2004

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No Adult Education Adult Educators Advocacy Educational Development Educational Trends Social Capital Daniel, John Journal Articles Opinion Papers ISSN-0955-2308 English UNESCO's Assistant Director-General for education urges adult educators to advance beyond advocacy by embracing promising trends (such as private sector involvement), establishing priorities for action, and seizing opportunities to develop human and social capital. (SK) EJ675839 Advocating Adult Education--And Then What? Adults Learning (England) v15 n2 p7-9 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:45:24 CIJMAR2004

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No Adult Education Adult Learning Community Education Conflict Resolution Foreign Countries Peace Nolan, Paul Journal Articles Community Building Northern Ireland United Kingdom (Northern Ireland) ISSN-0955-2308 English Grassroots communities in Northern Ireland are undertaking learning initiatives aimed at conflict reduction and community building. Efforts include replacing prejudice with knowledge, offering antisectarian education, building healthy individual communities before transcending differences, and celebrating cultural traditions. (SK) EJ675840 Learning To Live Together. Adults Learning (England) v15 n2 p12-14 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Learning Children Context Effect Informal Education Learning Processes Teacher Student Relationship Teaching Methods Rogers, Alan Journal Articles Power Relations Identity Formation ISSN-0955-2308 English There is no substantial difference between adults' and children's learning processes: both use task-conscious and learning-conscious methods. The difference in teaching adults and children lies in differential power relationships between teachers and learners, the identities they construct, and the ways in which power and identity affect teaching and learning. (Contains 13 references.) EJ675841 What's the Difference? Adults Learning (England) v15 n2 p15-17 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Active Learning Adult Students Archaeology Experiential Learning Field Experience Programs Foreign Countries Participation Speight, Sarah Journal Articles United Kingdom United Kingdom ISSN-0955-2308 English In Britain, archaeological fieldwork is being used for both educational and research purposes. Training is provided for adult learners from a range of backgrounds, with the goal of increasing public participation in and ownership of archaeological outcomes. (SK) EJ675842 Digging for History. Adults Learning (England) v15 n2 p20-21 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Drama Focus Groups Foreign Countries Mental Health Peer Relationship Self Help Programs Stanistreet, Paul Journal Articles United Kingdom United Kingdom ISSN-0955-2308 English Clean Break is a theatre group offering learning opportunities to women with mental health problems or criminal justice involvement. The women act as peer researchers, conducting interviews to elicit information on mental health issues that is used to provide appropriate support. (SK) EJ675843 "I Wanted To Tell People You Have a Really Powerful Voice. Have the Confidence To Use It, Because the World Will Love What You've Got to Say." Adults Learning (England) v15 n2 p22-23 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Basic Skills Community Programs Foreign Countries Gardening Informal Education Low Income Groups Sweetman, Jane Payne, John Journal Articles England United Kingdom (England) ISSN-0955-2308 English A community project in England teaches gardening to low-income people interested in growing their own food. The workshops also provide informal basic skills training. (SK) EJ675844 Get Set...Grow. Adults Learning (England) v15 n2 p28-29 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Career Development Foreign Countries Outcomes of Education Overseas Employment Study Abroad Travel Inkson, Kerr Myers, Barbara A. Journal Articles Reports - Research New Zealand New Zealand ISSN-1362-0436 English Interviews with 50 New Zealand students who participated in overseas experience (working holidays abroad) found they had complex, whole-life motivations; few did intensive planning prior to departure. Six distinct forms of overseas experience were found, having more or less relationship with career development. Most students experienced major changes after the experience. (Contains 24 references.) (SK) EJ675845 "The Big OE": Self-Directed Travel and Career Development. Career Development International v8 n4 p170-81 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Emerging Occupations Employer Employee Relationship Expectation Personnel Selection Professional Occupations Recruitment Socialization Scholarios, Dora Lockyer, Cliff Johnson, Heather Journal Articles Reports - Research ISSN-1362-0436 English A study of 291 students at varying stages of training for law (45%), accounting (40%), or human resource management (15%) found that those in traditional professions had greater exposure to employers, more engagement in recruiting, and more experience of selection processes. This greater activity was associated with career expectations and commitment to/interest in the profession. (Contains 57 references.) (SK) EJ675846 Anticipatory Socialisation: The Effect of Recruitment and Selection Experiences on Career Expectations. Career Development International v8 n4 p182-97 2003 2003-00-00 T 2004 7/11/2004 11:45:26 CIJMAR2004

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No Career Development Job Satisfaction Older Workers Role Models Gibson, Donald E. Barron, Lisa A. Journal Articles Reports - Research Commitment ISSN-1362-0436 English A sample of 182 engineering managers over age 40 were able to identify multiple role models in their organization. The degree to which they perceived having access to role models and sharing similar attitudes, values, and goals with them was associated with organizational commitment and job satisfaction. (Contains 62 references.) (SK) EJ675847 Exploring the Impact of Role Models on Older Employees. Career Development International v8 n4 p198-209 2003 2003-00-00 T 2004 2016-11-21

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No Educational Needs Employer Employee Relationship Employment Practices Job Performance Management Development Organizational Change Longenecker, Clinton O. Neubert, Mitchell Journal Articles Reports - Research ISSN-1362-0436 English A survey of 524 managers identified key practices to improve performance in a changing environment: clarifying roles, goals, and expectations; ongoing performance evaluation, feedback, and coaching; mentoring; challenging assignments; formal career planning; customer contact; cross-training; and 360-degree feedback. (Contains 31 references.) (SK) EJ675848 The Management Development Needs of Front-Line Managers: Voices from the Field. Career Development International v8 n4 p210-18 2003 2003-00-00 T 2004 7/11/2004 11:45:26 CIJMAR2004

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No Employment Qualifications Foreign Countries Job Search Methods Journalism Occupational Information On the Job Training Beal, Brian Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-1362-0436 English Examines the nature of journalism and describes career paths. Details the development and training available and highlights characteristics of a good journalist. (JOW) EJ675849 The Making of a Modern Nosey-Parker: Careers in Journalism. Career Development International v8 n5 p247-52 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Aviation Education Course Content Ethics Higher Education Statistical Analysis Tables (Data) Oderman, Dale Journal Articles Reports - Research ISSN-1093-8826 English Part Two B of a three-part study examined how 40 universities with baccalaureate programs in aviation management include ethics education in the curricula. Analysis of responses suggests that there is strong support for ethics instruction and that active department head involvement leads to higher levels of planned ethics inclusion. (JOW) EJ675850 Ethics Education in University Aviation Management Programs in the US: Part Two B--Statistical Analysis of Current Practice. Journal of Air Transportation v8 n2 p105-28 2003 2003-00-00 T 2004 7/11/2004 11:45:27 CIJMAR2004 For Parts One and Two A, see EJ 653 249 and EJ 662 291.

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No Agency Cooperation Community Coordination Community Organizations Role Tables (Data) Volunteers Borden, Lynne M. Perkins, Daniel F. Journal Articles Reports - Research ISSN-0733-6535 English Provides a detailed description of the multiple levels of linkages among community groups and delineates the roles of volunteers within each of the levels. Describes the roles and responsibilities of the organization so that the volunteer can successfully represent the organization. (Contains 20 references.) (Author/JOW) EJ675851 Volunteers as Essential Members of Community Collaborations. Journal of Volunteer Administration v21 n3 p20-24 2003 2003-00-00 T 2004 7/11/2004 11:45:27 CIJMAR2004

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No Communications Learning Activities Technology Education Cardon, Phillip L. Lokensgard, Erik Guides - Classroom - Teacher Journal Articles Telegraphy ISSN-1062-9351 English Suggests that a study of the telegraph is a good starting point for the study of long-distance communication. Includes study questions and a learning activity for building a telegraphy system. (JOW) EJ675852 Modern Communication Technology and the Telegraph. Tech Directions v63 n3 p26-29 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Agricultural Education Secondary Education Teacher Education Teacher Role Vocational Education Journal Articles Opinion Papers Facilitators ISSN-0732-4677 English Contains 13 articles on facilitation in agricultural education that address improving student learning, teaching methods, the teacher's role as a facilitator, preparing students for the workplace, and the facilitator's role in student-centered classrooms. (JOW) EJ675853 Theme: The Role of the Teacher in Facilitation of Learning. Agricultural Education Magazine v76 n2 p4-12,14-27 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Mental Disorders Predictor Variables Sex Differences Sex Role Student Attitudes Undergraduate Students Hinkelman, Lisa Granello, Darcy Haag Information Analyses Journal Articles Reports - Research ISSN-1040-2861 English Undergraduate students responded to the Community Attitudes toward the Mentally Ill (CAMI) questionnaire and the Hypergender Ideology Scale, which measures the degree to which they adhered to traditional gender roles. It was determined that strict gender-role adherence, rather than biological sex accounted for the variance in CAMI scores. (Contains 28 references and 2 tables.) (GCP) EJ675854 Biological Sex, Adherence to Traditional Gender Roles, and Attitudes toward Persons with Mental Illness: An Exploratory Investigation. Journal of Mental Health Counseling v25 n4 p259-70 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:28 CIJMAR2004

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No Client Characteristics (Human Services) Counseling Needs Assessment Stress Variables Wellness Degges-White, Suzanne Myers, Jane E. Adelman, James U. Pastoor, Denise D. Information Analyses Journal Articles Reports - Research Headaches ISSN-1040-2861 English A study of 60 adults seeking medical care at a headache specialty clinic was conducted to provide preliminary information on levels of wellness and perceived stress in this population. Not surprisingly, overall levels of wellness and perceived stress was high compared to a norm group of adults. Implications for mental health counselors as providers in medical settings are discussed. (Contains 60 references and 2 tables.) (GCP) EJ675855 Examining Counseling Needs of Headache Patients: An Exploratory Study of Wellness and Perceived Stress. Journal of Mental Health Counseling v25 n4 p271-90 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Attachment Behavior Children Counseling Emotional Response Evaluation Methods Psychological Evaluation Sheperis, Carl J. Doggett, R. Anthony Hoda, Nicholas E. Blanchard, Tracy Renfro-Michel, Edina L. Holdiness, Sacky H. Schlagheck, Robyn Information Analyses Journal Articles Reports - Descriptive ISSN-1040-2861 English Proposes a battery of semi-structured interviews, global assessment scales, attachment-specific scales, and behavioral observations to help mental health counselors identify Reactive Attachment Disorder, a syndrome associated with extreme attachment problems. (Contains 25 references and 2 tables.) (GCP) EJ675856 The Development of an Assessment Protocol for Reactive Attachment Disorder. Journal of Mental Health Counseling v25 n4 p291-310 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:29 CIJMAR2004

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No Counseling Counseling Techniques Females Life Events Midlife Transitions Baldo, Tracy D. Schneider, Mercedes K. Slyter, Marty Information Analyses Journal Articles Hormones Menopause ISSN-1040-2861 English The purpose of this article is to present a brief, informative view of the impact of menopause along with implications for mental health counselors. Menopause and associated stages are defined; symptoms associated with these stages are discussed; the benefits, risks, and consequences of hormone replacement therapy are considered; and recommendations for mental health counselors are provided. (Contains 24 references.) (Author) EJ675857 The Impact of Menopause: Implications for Mental Health Counselors. Journal of Mental Health Counseling v25 n4 p311-22 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Counselor Client Relationship Homosexuality Lesbianism Standards Substance Abuse Cheng, Zhankun Information Analyses Journal Articles ISSN-1040-2861 English Analyzes the issues and standards facing mental health counselors when working with lesbians and gay men who have substance abuse problems. Explores some of the major factors that contribute to substance abuse problems in the gay community are explored. Guidelines regarding legal protections for this population are provided. (Contains 64 references.) (GCP) EJ675858 Issues and Standards in Counseling Lesbians and Gay Men with Substance Abuse Concerns. Journal of Mental Health Counseling v25 n4 p323-36 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:29 CIJMAR2004

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No Counseling Techniques Family Relationship Incest Sibling Relationship Haskins, Cora Information Analyses Journal Articles Family Systems Theory ISSN-1040-2861 English Discusses family systems theory as a framework for understanding the common family dynamics observed in families where there is sibling abuse. Presents a case example using family systems theory as a framework for conceptualizing and developing treatment. (Contains 45 references.) (GCP) EJ675859 Treating Sibling Incest Using a Family Systems Approach. Journal of Mental Health Counseling v25 n4 p337-50 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Foreign Countries Generalization Job Analysis Needs Assessment Occupational Information School Psychologists School Psychology Idsoe, Thormod Information Analyses Journal Articles Reports - Research Norway Norway ISSN-0022-4405 English Discusses a conceptual framework for work behavior (WB) in the school psychology service (SPS) in Norway. A four-factor model of selected tasks was hypothesized and empirically assessed by application of generalizability (G) theory and confirmatory factor analysis. G studies demonstrated that the SPS allocates different priorities to aspects of WB, in favor of traditional child-centered work when approaching existing problems. (Contains 61 references, 2 tables, 2 figures, and 1 appendix.) (GCP) EJ675860 Work Behavior in the School Psychology Service: Conceptual Framework and Construct Validity Approached by Two Different Methodologies. Journal of School Psychology v41 n5 p313-35 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Brain Child Development Children Cognitive Ability Head Injuries Neurological Impairments Neuropsychology Gil, Armande Marcela Information Analyses Journal Articles ISSN-0022-4405 English This literature review was conducted to evaluate the developmental perspective on neurocognitive recovery/development following a child's traumatic brain injury. Overall, the described findings support a developmental view and suggest that predictions of prognosis should be based on the child's remaining ability to learn. (Contains 50 references.) (GCP) EJ675861 Neurocognitive Outcomes Following Pediatric Brain Injury: A Developmental Approach. Journal of School Psychology v41 n5 p337-53 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:30 CIJMAR2004

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No Adolescents Aggression Black Youth Children Elementary Education Inner City Peer Relationship Sex Differences Social Networks Xie, Hongling Farmer, Thomas W. Cairns, Beverley D. Information Analyses Journal Articles Reports - Research ISSN-0022-4405 English Using narrative reports of peer conflicts among a sample of African-American children and adolescents from inner-city schools, investigates the development and social functions of four types of aggressive behaviors. Results showed that low levels of social aggression and high levels of physical aggression were reported in peer conflicts. Distinct configurations were identified across different forms of aggression. (Contains 55 references and 6 tables.) (GCP) EJ675862 Different Forms of Aggression among Inner-City African-American Children: Gender, Configurations, and School Social Networks. Journal of School Psychology v41 n5 p355-75 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:30 CIJMAR2004

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No Dropout Prevention Elementary Secondary Education Program Descriptions Program Effectiveness Program Implementation School Psychology Prevatt, Frances Kelly, F. Donald Information Analyses Journal Articles ISSN-0022-4405 English Reviews the literature on dropout prevention for school-aged children. A review of dropout prevention programs identified in the literature highlights methodological concerns, with a discussion of design, sampling, statistical analysis, and implementation issues. The interventions employed with greatest frequency in the studies reviewed emphasized academic enhancement, psychosocial skill development, mentoring, and parent/teacher behavior management training. (Contains 62 references and 1 table.) (GCP) EJ675863 Dropping Out of School: A Review of Intervention Programs. Journal of School Psychology v41 n5 p377-95 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:31 CIJMAR2004

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No Academic Aspiration Asian American Students College Environment College Students Ethnicity Higher Education Occupational Aspiration Pacific Americans Student Experience Kawaguchi, Shozo Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Examines the ethnic identity development of Asian Pacific American college students in conjunction with their collegiate experience. Findings showed that these students recognized their unique minority experience as Asian Pacific Americans. Another finding of this study was explicit and implicit connections between students' academic and career aspirations and their ethnicity. (Contains 33 references, 1 table, and 1 figure.) (GCP) EJ675864 Ethnic Identity Development and Collegiate Experience of Asian Pacific American Students: Implications for Practice. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:31 CIJMAR2004

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No Asian American Students Attitudes College Students Higher Education Student Personnel Workers Liang, Christopher Sedlacek, William Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Using an experimental design, the attitudes of White student services practitioners toward Asian Americans were explored. Results of this study indicated that attitudes toward Asian Americans significantly differed in a positive direction when compared to attitudes toward people in situations where race was not identified. Suggestions for practice are provided. (Contains 26 references and 1 table.) (Author) EJ675865 Attitudes of White Student Services Practitioners toward Asian Americans. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:31 CIJMAR2004

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No Asian American Students College Environment College Students Higher Education Racial Bias Racial Relations Student Attitudes Student Personnel Services Student Rights Kotori, Chiaki Malaney, Gary D. Information Analyses Journal Articles Reports - Research Racial Harassment ISSN-1559-5455 English Investigates Asian American students' perceptions of racial climate in comparison with those of White counterparts at a large public university and students' reporting behaviors upon encountering incidents of racial harassment. Results indicated that Asian American students were more likely to report negative perceptions and were found to be less aware of their rights and procedures. (Contains 49 references and 1 figure.) (GCP) EJ675866 Asian American Students' Perceptions of Racism, Reporting Behaviors, and Awareness of Legal Rights and Procedures. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture American Indians Athletics Colleges Cultural Awareness Cultural Images Ethnic Stereotypes Higher Education Social Bias Longwell-Grice, Robert Longwell-Grice, Hope Information Analyses Journal Articles Mascots (Athletics) ISSN-1559-5455 English Many colleges continue to use Native American images as their mascots despite mounting calls to cease this practice. Using a postcolonial critical framework, the authors discuss the various justifications given for using Native American images as mascots, describe the effect their continued use has, and urge action to effect change that is educationally, politically and culturally sound. (Contains 23 references.) (GCP) EJ675867 Chiefs, Braves, and Tomahawks: The Use of American Indians as University Mascots. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Content Analysis Evaluation Problems Higher Education Individual Development Measures (Individuals) Moran, Christy D. Information Analyses Journal Articles Reports - Research Identity Formation ISSN-1559-5455 English Analyzes the dimensions and manifestations of identity development embedded within commonly used instruments measuring student identity development. To this end, a content analysis of ten identity assessment tools was conducted to determine the assumptions about identity development contained therein. Findings suggest the importance of determining and assessing all dimensions and manifestations of identity development. (Contains 27 references and 3 tables.) (GCP) EJ675868 Conceptualizing Identity Development: Unmasking the Assumptions within Inventories Measuring Identity Development. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Psychology Counselor Training Practicum Supervision Student Personnel Services Supervision Theory Practice Relationship Stock-Ward, Susan R. Javorek, Mary E. Information Analyses Journal Articles ISSN-1559-5455 English Supervision theory and practice has been well researched in counselor education and counseling psychology, but not as fully in student affairs. This article describes ways the developmental psychological supervision literature can be applied to student affairs settings. (Contains 24 references and 1 table.) (Author) EJ675869 Applying Theory to Practice: Supervision in Student Affairs. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:32 CIJMAR2004

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No College Administration Group Structure Leadership Management Teams Productivity Program Effectiveness Student Personnel Workers Teamwork Trust (Psychology) Wheelan, Susan A. Danganan, Nancy Brewer Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Explores the relationship between the dynamics of leadership teams in student affairs divisions of universities and colleges and campus leaders' perceptions of the effectiveness of the student affairs division as a whole. Results suggest that leadership teams in which members perceived higher levels of trust, structure, and work also perceived their team to be more productive. (Contains 50 references, 3 tables, and 3 figures.) (GCP) EJ675870 The Relationship between the Internal Dynamics of Student Affairs Leadership Teams and Campus Leaders' Perceptions of the Effectiveness of Student Affairs Division. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:33 CIJMAR2004

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No College Students Context Effect Higher Education Identification (Psychology) Sex Differences Student Development Moran, Christy D. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Investigates possible gender differences in the nature and role of the contextual influences that shape multiple dimensions of identity during college. Findings suggest the existence of gender differences in the following areas: types of contextual influences that shape identity during college, reactions to those contextual influences, and attributions of salience to various identity dimensions. (Contains 28 references and 4 tables.) (GCP) EJ675871 Nourishing and Thwarting Effects of Contextual Influences upon Multiple Dimensions of Identity: Does Gender Matter? NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:33 CIJMAR2004

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No College Environment College Students Dormitories Drinking Higher Education Living Learning Centers Predictor Variables Student Behavior Brower, Aaron M. Golde, Chris M. Allen, Caitilyn Information Analyses Journal Articles Reports - Research Binge Drinking ISSN-1559-5455 English Explores how living in a residential learning community affects drinking behaviors. Students living in three different residential learning communities were found to binge drink at significantly lower rates than did matched comparison groups who lived in another university residence hall. Further, learning community residents also suffered fewer problems arising from either their own drinking or that of others. (Contains 27 references and 5 tables.) (GCP) EJ675872 Residential Learning Communities Positively Affect College Binge Drinking. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Participation Citizenship Responsibility Higher Education Political Attitudes Student Attitudes Undergraduate Students Blackhurst, Anne E. Foster, Joshua Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Undergraduates at three institutions were surveyed following the 1996 (n = 482) and 2000 (n = 467) elections to assess civic attitudes and participation. Results revealed moderate and decreasing levels of cynicism and apathy; increasing optimism; and significant relationships between civic attitudes, service participation, and political participation. (Contains 36 references and 3 tables.) (Author) EJ675873 College Students and Citizenship: A Comparison of Civic Attitudes and Involvement in 1996 and 2000. NASPA Journal v40 n3 Spr 2003 2003-00-00 T 2004 7/11/2004 11:45:33 CIJMAR2004

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No College Transfer Students Community Colleges Higher Education Student Adjustment Berger, Joseph B. Malaney, Gary D. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Examines how pretransfer experiences and preparation, along with posttransfer experiences, influence the adjustment of community college transfer students to life on a four-year university campus. Results indicate that students who are best informed and who have most actively prepared for transfer are most likely to achieve higher grades and be more satisfied in the university environment. (Contains 36 references, 2 tables, and 3 figures.) (GCP) EJ675874 Assessing the Transition of Transfer Students from Community Colleges to a University. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:34 CIJMAR2004

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No College Freshmen Drinking Higher Education Intervention Norms Program Evaluation Social Influences Student Adjustment Student Behavior Berkley-Patton, Jannette Y. Prosser, Ellie C. McCluskey-Fawcett, Kathleen A. Towns, Carrie Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Assesses a social norms intervention's attempt to decrease drinking amounts in students making the transition to university life. Results indicated that the majority of freshmen students consistently drank in a moderate range, yet consistently overestimated their peers' drinking levels. Results suggest the drinking rates significantly decreased for incoming freshmen from summer 1999 compared to spring 2000 follow-up norms. (Contains 30 references.) (GCP) EJ675875 A Social Norms Approach to Reducing Alcohol Consumption among College Freshmen. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:34 CIJMAR2004

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No College Freshmen Foreign Countries Higher Education Program Development School Holding Power School Orientation Social Support Groups Student Adjustment Bryngfors, Leif Barmen, Gerhard Journal Articles Reports - Descriptive Sweden Sweden ISSN-1559-5455 English Discusses development of the LTH (Lund Institute of Technology) program, which combines an orientation process with a support system to help new students in their transition from secondary school to university studies. Essential components of the program seek to stimulate the learning process of students, while encouraging them to find a balance between academic and social activities. (GCP) EJ675876 The LTH Program--A Structured Introductory Program To Improve First-Year Students' Performance and Learning. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 2016-11-23

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No College Freshmen Higher Education Racial Differences Social Problems Student Attitudes Chang, Mitchell J. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Examines whether viewpoints on a diverse set of contemporary issues differ by racial groups. Results revealed significant differences in viewpoints tested at the point of college entry between racial groups. Although individuals of any given racial category held the full range of opinions, as a group, average viewpoints about certain social, economic, and political issues differed by race. (Contains 31 references, 4 tables, and 1 figure.) (GCP) EJ675877 Racial Differences in Viewpoints about Contemporary Issues among Entering College Students: Fact or Fiction? NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:34 CIJMAR2004

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No Cultural Pluralism Degree Requirements Graduate Study Higher Education Student Personnel Services Flowers, Lamont A. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Examines the extent to which diversity courses are being required in student affairs graduate programs at the Master's degree level. Results revealed that 74% of the programs surveyed required a diversity course at the Master's degree level. Of the programs that did not have a diversity course requirement, 8% were in the process of instituting such a requirement. (Contains 25 references.) (GCP) EJ675878 National Study of Diversity Requirements in Student Affairs Graduate Programs. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:35 CIJMAR2004

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No Black Students College Environment College Students Community Higher Education Minority Groups Social Support Groups Student Experience Littleton, Robert A. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Describes the experiences of 16 African American students who attended four small, predominantly White colleges in the Southern Appalachian region of the United States. The African American community at these small colleges can sometimes be an unforeseen cultural experience especially for Black male and female nonathletes. Qualitative methodology guided the study with semistructured interviews as the primary data source. (Contains 17 references.) (GCP) EJ675879 Community among African American Students on Small, Predominantly White Campuses: The Unforeseen "Minority within a Minority" Experience. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:35 CIJMAR2004

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No College Students Contraception Drinking Higher Education Predictor Variables Sex Differences Mathias, Angela S. Turrentine, Cathryn G. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Explores the relationship between alcohol consumption and contraceptive methods used by 364 heterosexually active undergraduate students at a large public university. Twenty-six percent of the respondents reported drinking alcohol before their last sexual encounter. Found that men who combined alcohol and sex were less likely to report that their partner used birth control at their last sexual encounter. (Contains 11 references and 5 tables.) (GCP) EJ675880 An Intimate Look at Contraception and Alcohol Consumption. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:35 CIJMAR2004

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No College Students Higher Education In Loco Parentis Legal Responsibility School Responsibility Student School Relationship Melear, Kerry B. Information Analyses Journal Articles Consumerism ISSN-1559-5455 English Addresses the evolution of the student-as-consumer philosophy through a review of the literature and analyzes the contemporary contractual relationship between colleges and students through examination of federal and state case law. Guidelines for administrative practice suggesting methods for avoidance of institutional and professional liability were extrapolated from the analysis. (Contains 40 references and 1 appendix.) (GCP) EJ675881 From In Loco Parentis to Consumerism: A Legal Analysis of the Contractual Relationship between Institution and Student. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Cultural Awareness Demography Experience Racial Identification Self Concept Student Personnel Workers Whites Mueller, John Pope, Raechele L. Information Analyses Journal Articles Reports - Research ISSN-1559-5455 English Using the Oklahoma Racial Attitudes Scale-Preliminary Form, researchers examined the White racial consciousness (WRC) of 534 White student affairs practitioners. Experience with multicultural issues, self-identification with a socially marginalized group, discussions with supervisors on race and multicultural issues, and interest in working with culturally diverse students and staff were all significantly related to several dimensions of WRC. (Contains 53 references and 2 tables.) (GCP) EJ675882 The Relationship of Demographic and Experience Variables to White Racial Consciousness among Student Affairs Practitioners. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:36 CIJMAR2004

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No College Students Demography Higher Education Predictor Variables School Holding Power Student Characteristics Student Diversity Reason, Robert D. Information Analyses Journal Articles ISSN-1559-5455 English Reviews research related to the study of college student retention, specifically examining research related to individual student demographic characteristics. The increasing diversity of undergraduate college students requires a new, thorough examination of those student variables previously understood to predict retention. The retention literature focuses on research conducted after 1990 and emphasizes the changing demographics in higher education. (Contains 41 references.) EJ675883 Student Variables that Predict Retention: Recent Research and New Developments. NASPA Journal v40 n4 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:36 CIJMAR2004

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No Educational Finance Financial Needs Higher Education Student Personnel Services Trend Analysis Schuh, John H. Information Analyses Journal Articles ISSN-0164-7970 English This chapter examines factors that influence higher education finance, trends in revenue and expenditures of institutions of higher education, and current strategies used to meet financial challenges. (Contains 28 references and 6 tables.) (Author) EJ675884 The Financial Environment of Student Affairs. New Directions for Student Services n103 p3-16 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:37 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 899-904.

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No Educational Finance Financial Needs Higher Education Private Colleges Public Colleges Student Personnel Services Claar, Joan M. Scott, Hazel J. Journal Articles ISSN-0164-7970 English The authors compare and contrast financial issues in public and private colleges and universities. A case study illustrates the financial environments in which these types of institutions operate. (Contains 2 tables.) (Author) EJ675885 Comparing Financial Issues in Public and Private Institutions. New Directions for Student Services n103 p17-29 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:37 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-904.

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No Educational Finance Extracurricular Activities Financial Needs Financial Support Higher Education Student Personnel Services Student Unions Schroer, Tim Johnson, Christiana J. Journal Articles ISSN-0164-7970 English This article discusses how, although they vary a great deal in size and scope, student unions and activity programs share several financial constraints and challenges. (GCP) EJ675886 Contemporary Financial Issues in Student Unions and Campus Activities. New Directions for Student Services n103 p31-38 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:37 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-904.

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No Counseling Services Educational Finance Financial Needs Financial Support Health Facilities Higher Education School Health Services Student Personnel Services Keeling, Richard P. Heitzmann, Dennis Journal Articles ISSN-0164-7970 English This chapter discusses the fundamentals of financing health and counseling centers in higher education and also identifies contemporary issues related to financing these two services. (GCP) EJ675887 Financing Health and Counseling Services. New Directions for Student Services n103 p39-58 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:37 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-904.

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No College Housing Educational Finance Financial Needs Financial Support Higher Education Student Personnel Services Ryan, Mary Ann Information Analyses Journal Articles ISSN-0164-7970 English This chapter presents contemporary financial issues in student housing programs framed through the topical areas of occupancy management, facilities, new construction, residential life programs, technology, and residential dining. (Contains 27 references.) (Author) EJ675888 Contemporary Issues in Student Housing Finance. New Directions for Student Services n103 p59-71 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:38 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-904.

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No College Environment Educational Finance Financial Needs Financial Support Higher Education Recreation Finances Recreational Facilities Student Personnel Services Taylor, Howard Canning, William F. Brailsford, Paul Rokosz, Frank Journal Articles ISSN-0164-7970 English Campus recreation centers, originally quasi-academic facilities, have evolved since the early 1980s: first into campus amenities and then into auxiliary business enterprises. Financial issues affecting campus recreation have changed accordingly and are discussed in this chapter. (Author) EJ675889 Financial Issues in Campus Recreation. New Directions for Student Services n103 p73-86 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:38 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-904.

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No Accountability Educational Finance Higher Education Student Personnel Services Schuh, John H. Information Analyses Journal Articles ISSN-0164-7970 English This chapter provides an overview of strategies that can be used to demonstrate accountability in financial issues in higher education student affairs. (Contains 11 references.) (Author) EJ675890 Selected Accountability and Assessment Issues. New Directions for Student Services n103 p87-94 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:39 CIJMAR2004 Special Topic: "Contemporary Financial Issues in Student Affairs." For related articles, see CG 560 898-903.

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No Adolescents Peer Influence Research Methodology Social Cognition Bell, Joanna H. Bromnick, Rachel D. Journal Articles Reports - Research Imaginary Audience Social Reality United Kingdom Elkind (David) Worry Grounded Theory United Kingdom ISSN-0001-8449 English Data from current study suggest adolescents worry about what other people think because there are real personal and social consequences. Such concerns are seen as being based in social reality and are not imaginary as suggested by Elkind. Advocates new methodologies which place young people at the center of analysis. (Contains 34 references.) (Author/ADT) EJ675891 The Social Reality of the Imaginary Audience: A Grounded Theory Approach. Adolescence v38 n150 p205-19 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Adolescents Behavior Patterns Developmental Stages Sex Differences Booth, Margaret Zoller Journal Articles Reports - Evaluative Swaziland Swaziland ISSN-0001-8449 English The developmental period of adolescence is explored in Swaziland from a multidisciplinary perspective. Study compares early anthropological research with contemporary interviews of Swazi parents. While the Swazi language has no term for "adolescent," there is evidence of a definite developmental period which could be defined as adolescence. (Contains 29 references and 3 tables.) (ADT) EJ675892 "You Learn and Learn and Learn. . .And Then You Are an Adult": Parental Perceptions of Adolescence in Contemporary Swaziland. Adolescence v38 n150 p221-37 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Persistence Longitudinal Studies Stress Variables Violence Rosenthal, Beth Spenciner Wilson, W. Cody Journal Articles Reports - Research ISSN-0001-8449 English Study examined relationships among exposure to community violence during high school, psychological distress during first semester of college, and academic performance during first three semesters of college. Exposure to community violence and academic performance; and psychological distress and grade point average were not related. Exposure to community violence and psychological distress; and psychological distress and college persistence were related. (Contains 33 references.) (ADT) EJ675893 Impact of Exposure to Community Violence and Psychological Symptoms on College Performance among Students of Color. Adolescence v38 n150 p239-49 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:40 CIJMAR2004

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No Adolescents Delinquency Delinquency Causes Females Interpersonal Competence Personality Traits Predictor Variables Ter Laak, Jan de Goede, Martijn Aleva, Liesbeth Brugman, Gerard van Leuven, Miranda Hussmann, Judith Journal Articles Reports - Research ISSN-0001-8449 English Study investigated personality traits and social competence as predictors of delinquency in adolescent girls. Agreeableness did not correlate with the overall delinquency score. The more crimes reported, the less conscientious, more neurotic, and more open the girls were. Correlation between delinquency and extroversion was not statistically significant. Concluded that some personality factors and social competence can predict delinquency. (Contains 28 references and 2 tables.) (ADT) EJ675894 Incarcerated Adolescent Girls: Personality, Social Competence, and Delinquency. Adolescence v38 n150 p251-65 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:40 CIJMAR2004

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No Housing Independent Living Individual Development Problem Solving Undergraduate Students Jordyn, Marsha Byrd, Mark Journal Articles Reports - Research New Zealand New Zealand ISSN-0001-8449 English Study examined relationship between university students' living arrangements; their identity development status; degree of life difficulties experienced; and manner in which they coped with difficulties. In general, those who did not reside at home had greater levels of problems; used more direct, problem-focused coping strategies to solve their problems; and were more likely to have established an adult identity. (Contains 20 references and 3 tables.) (Author/ADT) EJ675895 The Relationship between the Living Arrangements of University Students and Their Identity Development. Adolescence v38 n150 p267-78 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Failure Adolescents High Risk Students High School Students High Schools Measurement Needs Assessment Potential Dropouts Esters, Irvin G. Journal Articles Reports - Research Worry ISSN-0001-8449 English At-risk students in southern United States were surveyed using the "Things I Worry About Scale." From their responses, 13 categories were ranked from most salient to least salient. The rank order was then compared to that obtained with a normative group in Northern Ireland. The significant correlation between the two seemingly disparate samples suggests the universality of this scale. (Contains 13 references and 1 table.) (ADT) EJ675896 Salient Worries of At-Risk Youth: Needs Assessment Using the Things I Worry about Scale. Adolescence v38 n150 p279-85 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Anger Attachment Behavior Emotional Disturbances Females Calamari, Elena Pini, Mauro Journal Articles Reports - Research Dissociation Italy Italy ISSN-0001-8449 English Study investigated the relationships between dissociative experiences, anger proneness, and attachment styles in a nonclinical sample of late adolescent females. Found a connection between anger proneness and dissociation. Insecurely attached females showed more anger proneness. Results confirm the importance of psychological intervention for helping adolescents integrate anger experiences in gendered self-schema as a means of preventing emotional disturbances. (Contains 79 references and 8 tables.) (ADT) EJ675897 Dissociative Experiences and Anger Proneness in Late Adolescent Females with Different Attachment Styles. Adolescence v38 n150 p287-303 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bullying Educational Environment High School Students High Schools Measures (Individuals) Social Capital Social Isolation Test Reliability Cartland, Jenifer Ruch-Ross, Holly S. Henry, David B. Journal Articles Reports - Research ISSN-0001-8449 English Reports on the development of the Hospitality Scale, which measures the extent to which adolescents perceive they have social capital in school, and the extent to which they provide social capital to others. Examines the reliability of the scale, and the association between scale scores and behavioral factors that may reflect social isolation. (Contains 26 references and 4 tables.) EJ675898 Feeling at Home in One's School: A First Look at a New Measure. Adolescence v38 n150 p305-19 Sum 2003 2003-00-00 T 2004 7/11/2004 11:45:41 CIJMAR2004

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No Adolescents Coping High School Students High Schools Measures (Individuals) Test Reliability Richaud de Minzi, Maria Cristina Journal Articles Reports - Research Argentina Argentina ISSN-0001-8449 English Aim of this work was to produce an abridged version of the Adolescent Coping Scale, which would include items representative of the various factorial dimensions identified as stable. The abridged version consisted of 46 items grouped into 11 dimensions. Reliability coefficients were found to be satisfactory. (Contains 12 references and 2 tables.) (Author) EJ675899 Coping Assessment in Adolescents. Adolescence v38 n150 p321-30 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Dreams Mental Disorders Schizophrenia Hadjez, Jack Stein, Daniel Gabbay, Uri Bruckner, Judith Meged, Sorin Barak, Yoram Elizur, Avner Weizman, Abraham Rotenberg, Vadim S. Journal Articles Reports - Research Israel Israel ISSN-0001-8449 English Study compared dream content of schizophrenic adolescent inpatients, adolescent inpatient s with other mental disorders, and community controls. Results suggest that psychopathology per se, rather than the specific psychiatric disturbance, may be associated with impoverishment of dream content; and that negative, rather than positive, schizophrenic symptomatology may be influential in the dream content of schizophrenic youngsters. (Contains 25 references and 1 table.) (Author) EJ675900 Dream Content of Schizophrenic, Nonschizophrenic Mentally Ill, and Community Control Adolescents. Adolescence v38 n150 p331-42 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Decision Making Literature Reviews Medical Services Physician Patient Relationship Kuther, Tara L. Information Analyses Journal Articles Consent Informed Consent Parental Consent for Minors ISSN-0001-8449 English After a brief discussion of legal perspectives on informed consent, the present review examines the developmental literature on children and adolescents' capacities to make medical decisions that are informed, voluntary, and rational. The purposes and benefits of assent are identified. Remaining questions of how to evaluate capacity and balance parental and minor autonomy are explored. (Contains 50 references.) (Author) EJ675901 Medical Decision-Making and Minors: Issues of Consent and Assent. Adolescence v38 n150 p343-58 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Divorce Family Life Marriage Marriage Counseling Sexuality Martin, Paige D. Specter, Gerald Martin, Don Martin, Maggie Journal Articles Reports - Research Premarital Sex Premarital Counseling ISSN-0001-8449 English Study examined attitudes of adolescents toward aspects of marriage and family life. The majority expressed negative attitudes toward divorce and viewed marriage as a lifelong commitment. While about one third expressed positive attitudes toward premarital sex, a majority indicated they would engage or had engaged in sex. The adolescents demonstrated a growing acceptance of premarital counseling and psychoeducational interventions. (Contains 39 references.) (Author/ADT) EJ675902 Expressed Attitudes of Adolescents toward Marriage and Family Life. Adolescence v38 n150 p359-67 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Child Development Child Rearing Children Corporal Punishment Discipline Family Life Parenting Styles Social Behavior Well Being Smith, Delores E. Mosby, Gail Journal Articles Reports - Research Alternatives to Corporal Punishment Jamaica Jamaica ISSN-0001-8449 English Examines child-rearing techniques of Jamaican adults and their assumed effects on child outcomes. Also examines the plausibility of the assumption that harsh physical punishment meted out to children is partially responsible for current social problems of that nation. Recommends approaches to tackle the broad goals of addressing familial and societal practices that compromise children's development and well being. (Contains 40 references.) EJ675903 Jamaican Child-Rearing Practices: The Role of Corporal Punishment. Adolescence v38 n150 p369-81 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Techniques Counselor Client Relationship Counselor Training Counselors Hermeneutics Strong, Tom Journal Articles Reports - Research Canada Conversation Canada ISSN-0306-9885 English A hermeneutic view of counseling attunes counselors to the particular meanings and meaning-making potentials clients and students bring to conversations. Accordingly, counselors' questions and proposed solutions can engage the meaning-making efforts of clients in ways counselors and clients both can learn from. Article explores ways to adopt and learn from such a hermeneutic frame in conversations with clients and students. (Contains 69 references.) (Author) EJ675904 Getting Curious about Meaning-Making in Counselling. British Journal of Guidance & Counselling v31 n3 p259-73 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Counselor Attitudes Counselor Client Relationship Counselors Identification (Psychology) Self Concept Ridge, Susan Campbell, William Martin, David Journal Articles Reports - Research Person Centered Therapy United Kingdom United Kingdom ISSN-0306-9885 English Examines the nature and characteristics of the concept of unconditional positive regard (UPR); discusses how an experience of conscious identification (CI) within a person-centered counselor may affect its levels and manifestations. Theoretical aspects of UPR are examined, with reference to potential threats or benefits to UPR when a counselor experiences CI. Following from this, discusses how this may affect practice. (Contains 17 references and 7 tables.) (Author/ADT) EJ675905 Can an Experience of Conscious Identification Affect a Counsellor's Ability to Sense and Communicate Unconditional Positive Regard? Theoretical and Practice-Based Concerns. British Journal of Guidance & Counselling v31 n3 p275-88 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Client Attitudes (Human Services) Cooperation Group Counseling Self Help Programs Social Support Groups Carlsen, Benedicte Journal Articles Reports - Research Norway Norway ISSN-0306-9885 English Study follows a collaborative support group project between a team of health professionals and a Chronic Fatigue Syndrome patients' group. While advantageous for professionals to decide upon the aim of a joint intervention in dialogue with participants, simply asking participants what their aims are does not guarantee actual agreement. Case study demonstrates participants may have reason to conceal their objectives. (Contains 41 references.) (Author/ADT) EJ675906 Professional Support of Self-Help Groups: A Support Group Project for Chronic Fatigue Syndrome Patients. British Journal of Guidance & Counselling v31 n3 p289-303 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Counselor Training Graduate Students Professional Development Professional Education Student Attitudes Bennetts, Christine Journal Articles Reports - Research Person Centered Therapy United Kingdom United Kingdom ISSN-0306-9885 English Presents an account of some of the learning experiences of mature students in a Level 2 Diploma course in Person-Centered Counseling. Research stemmed from a desire to understand the student experience of becoming professional. Article discusses students' perceptions of training and the ways in which they evaluate their status as professionals. (Contains 40 references.) (Author/ADT) EJ675907 Self-Evaluation and Self-Perception of Student Learning in Person-Centred Counselling Training within a Higher Education Setting. British Journal of Guidance & Counselling v31 n3 p305-23 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Career Guidance Instruction Job Training Secondary School Teachers Teacher Attitudes Popova, Anna Journal Articles Reports - Research Historical Influences Russia Russia ISSN-0306-9885 English Discusses ways cultural and historical events have changed concepts and practices of preparation for employment in Russian schools over the last 30 years. Three generations of teachers represent three different pedagogic identities formed in different times but mixed in the same pedagogical context of the same school. Raises questions about changes in preparation for employment in contemporary schools. (Contains 22 references, 1 table, and 7 figures.) EJ675908 Cultural and Historical Influences on the Concepts of Guidance in the Late 20th Century Russia. British Journal of Guidance & Counselling v31 n3 p325-42 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement College Entrance Examinations College Students First Generation College Students Individual Instruction Predictor Variables Naumann, Wendy C. Bandalos, Deborah Gutkin, Terry B. Journal Articles Reports - Research ISSN-0734-6670 English Purpose of study was to determine predictive validity of self-regulated learning variables in comparison to traditional college admission test scores for first-generation students. Also investigated were differences, regarding self-regulated learning variables and ACT, between first- and second-generation students and how self-regulated learning variables may have been related to academic performance. (Contains 14 references and 3 tables.) (Author) EJ675909 Identifying Variables that Predict College Success for First-Generation College Students. Journal of College Admission n181 p4-9 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:44 CIJMAR2004

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No Enrollment Management Internet Marketing of Education Student Recruitment Mentz, George Whiteside, Richard Journal Articles ISSN-0734-6670 English After using online recruiting techniques, researching Internet marketing, and consulting companies regarding search engine ranking, the authors made many observations about the evolution of the Internet as a tool for educating students and targeting enrollment for new admission. Article presents recommendations for using Internet to promote online recruitment of students. (Contains 26 references.) (Author/ADT) EJ675910 Internet College Recruiting and Marketing: Web Promotion, Techniques and Law. Journal of College Admission n181 p10-17 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:45 CIJMAR2004

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No College Admission College Entrance Examinations Disabilities Scores Special Needs Students Testing Accommodations Cahalan-Laitusis, Cara Mandinach, Ellen B. Camara, Wayne J. Journal Articles Reports - Evaluative ISSN-0734-6670 English Study explored issues surrounding flagging test scores taken under non-standard conditions and how the admission process could better serve students with disabilities. Respondents to survey felt current system was not adequately serving subgroups of students, believing some non-disabled students were manipulating the system to gain an advantage on standardized tests. (Contains 29 references and 2 tables.) (Author/ADT) EJ675911 The Impact of Flagging on the Admission Process. Journal of College Admission n181 p18-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:45 CIJMAR2004

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No Adolescent Behavior Adolescents Affective Behavior Delinquency Delinquency Prevention Measures (Individuals) Self Report Cashel, Mary Louise Journal Articles Reports - Research Probation (Criminal Justice) ISSN-1050-9674 English Study examined the validity of self-reported delinquency and socio-emotional functioning of 48 court-probated juveniles. In summary, the youth acknowledged involvement in more delinquent activities than were reported by their parents or noted in probation records. Adolescent self-report may play a critical role in the identification of effective treatment interventions for these youth. (Contains 34 references and 5 tables.) (Author) EJ675912 Validity of Self-Reports of Delinquency and Socio-Emotional Functioning among Youth on Probation. Journal of Offender Rehabilitation v37 n1 p11-23 2003 T 2004 2016-11-21

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No Disability Identification Measures (Individuals) Mental Disorders Prisoners Test Reliability McLearen, Alix M. Journal Articles Reports - Research ISSN-1050-9674 English Compares detection rates of the Referral Decision Scale (RDS) with a short, officer-administered booking questionnaire at a low capacity jail. Although RDS produced a higher number of false positives, it correctly identified more mentally ill inmates than did the booking procedure. Results suggest that combining both instruments may provide the most comprehensive screening procedure for incoming detainees. (Contains 44 references and 1 table.) (Author/ADT) EJ675913 Identifying Severely Mentally Ill Inmates: Can Small Jails Comply with Detection Standards? Journal of Offender Rehabilitation v37 n1 p25-40 2003 T 2004 7/11/2004 11:45:45 CIJMAR2004

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No Adolescents Delinquency Delinquency Prevention Delinquent Rehabilitation Juvenile Justice Models Predictor Variables Recidivism Services Carney, Michelle Mohr Journal Articles Reports - Research Demographics ISSN-1050-9674 English Study (a) investigated differences in demographic variables, previous delinquent/criminal behavior variables, family system variables, juvenile court system variables, and subsequent delinquent behavior variables between court-involved juvenile delinquent youth who did and did not receive services; and (b) created a predictive model that would correctly identify youth at the greatest risk of not receiving services. Implications are explored and discussed. (Contains 31 references, 2 tables, and 2 figures.) (ADT) EJ675914 Predicting Attrition To Prevent Service Gaps in Serving Juvenile Offenders. Journal of Offender Rehabilitation v37 n1 p67-79 2003 T 2004 2016-11-21

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No Adolescents Decision Making Skills Delinquent Rehabilitation Guidance Participation Probation Officers Self Esteem Lee, Francis Wing-Lin Journal Articles Reports - Research Hong Kong Probation (Criminal Justice) Hong Kong ISSN-1050-9674 English Study explored the applicability of client participation in the supervision process with young probationers who are usually regarded as immature and lacking both the self confidence and the ability to make "right" decisions. Findings indicate that youth probationers can participate in the service if allowed to, and support the promotion of the concept in working with youth probationers. (Contains 28 references and 1 table.) (Author) EJ675915 Promoting Client Participation: A Study of Youth Probationers in Hong Kong. Journal of Offender Rehabilitation v37 n1 p81-101 2003 T 2004 2016-11-21

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No Academic Achievement Adolescents Family Support Peer Relationship Perception Sex Differences Social Support Groups Teacher Student Relationship Malecki, Christine Kerres Demaray, Michelle Kilpatrick Journal Articles Reports - Research ISSN-1045-3830 English Examined specific types of support students perceive from their sources of support; and whether some support sources were more related to students' social, behavioral, and academic outcomes. Results found girls perceive more support of most types from classmates and friends; emotional and informational support were most highly reported support form parents; and supportive behaviors from teachers predicted students' school maladjustment. (Contains 36 references and 5 tables.) (ADT) EJ675916 What Type of Support Do They Need? Investigating Student Adjustment as Related to Emotional, Informational, Appraisal, and Instrumental Support. School Psychology Quarterly v18 n3 p231-52 Fall 2003 2003-00-00 T 2004 2016-07-07 ED546900

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No Academic Achievement Attention Deficit Disorders Behavior Patterns Behavior Problems Hyperactivity Recess Breaks Student Behavior Time on Task Ridgway, Andrea Northup, John Pellegrin, Angie LaRue, Robert Hightshoe, Anne Journal Articles Reports - Research ISSN-1045-3830 English Study evaluated effects of traditional recess on subsequent classroom behavior of children diagnosed with Attention Deficit Hyperactivity Disorder. Results showed that levels of inappropriate behavior were consistently higher on days when participants did not have recess. Optimal recess period(s) may potentially promote academic achievement by increasing on-task behavior or academic engaged time. (Contains19 references and 2 figures.) EJ675917 Effects of Recess on the Classroom Behavior of Children with and without Attention-Deficit Hyperactivity Disorder. School Psychology Quarterly v18 n3 p253-68 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:47 CIJMAR2004

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No Behavior Problems Comparative Analysis Parent Education Teacher Education Training Methods Training Objectives Videotape Recordings Kratochwill, Thomas R. Elliott, Stephen N. Loitz, Pamela Ann Sladeczek, Ingrid Carlson, John S. Journal Articles Reports - Research Project Head Start ISSN-1045-3830 English Research compared effectiveness of two different approaches of conjoint consultation using a manual versus a videotape series as the main components of training parents and teachers to treat children's behavioral difficulties. Parent and teacher reports characterized students as meeting their overall behavior goals; and reported high rates of treatment acceptability and satisfaction with manual and videotape programs. (Contains 62 references and 12 tables.) (ADT) EJ675918 Conjoint Consultation Using Self-Administered Manual and Videotape Parent-Teacher Training: Effects on Children's Behavioral Difficulties. School Psychology Quarterly n3 p269-302 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Comparative Analysis Elementary School Students Elementary Schools Measurement Techniques Middle School Students Middle Schools School Psychologists Urban Environment Violence Landis, Ronald S. Dempsey, Margaret T. Overstreet, Stacy Journal Articles Reports - Research Exploratory Factor Analysis Confirmatory Factor Analysis ISSN-1045-3830 English Study demonstrates how Confirmatory Factor Analysis (CFA) could be applied to common measurement issues within school psychology literature. CFA used to test several alternative factor structures thought to underlie a commonly used measure of exposure to community violence. Data were collected from 242 elementary and middle school, inner city, African American students. Results illustrate potential benefits and limitations of CFA. (Contains 26 references, 4 tables, 3 figures, and 1 appendix.) (ADT) EJ675919 Conceptualizing Exposure to Community Violence: An Application of Confirmatory Factor Analysis. School Psychology Quarterly n3 p303-24 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Comparative Analysis Evaluation Methods Meta Analysis Models Research Methodology Van den Noorgate, Wim Onghena, Patrick Journal Articles Reports - Research Hierarchical Linear Modeling Student Administration System ISSN-1045-3830 English Study (a) describes the hierarchical linear models approach to answer general meta-analytical questions for single-case data; (b) compares the approach with the Busk and Serlin approach; (c) presents hierarchical linear models that can be used in various situations for quantitative integration of single-case data; and (d) shows how the SAS software can be used for estimating unknown parameters. (Contains 46 references, 2 tables, and 1 figure.) (Author) EJ675920 Combining Single-Case Experimental Data Using Hierarchical Linear Models. School Psychology Quarterly n3 p325-46 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents High School Students High Schools Measures (Individuals) Suicide Rohde, Paul Seeley, John R. Langhinrichsen-Rohling, Jennifer Rohling, Martin L. Journal Articles Reports - Research Risk Assessment Risk Taking Behavior ISSN-0363-0234 English Life Attitudes Schedule--Short Form (LAS-SF) was administered to 1,742 high school students in 3 states. Psychometric properties for LAS-SF items and total score were very good, and LAS-SF was correlated with almost all the examined risk behaviors, illustrating the broad range of problems measured by the instrument. Clinical and research uses for LAS-SF are discussed. (Contains 34 references and 3 tables.) EJ675921 The Life Attitudes Schedule--Short Form: Psychometric Properties and Correlates of Adolescent Suicide Proneness. Suicide and Life-Threatening Behavior v33 n3 p249-60 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Anxiety High School Students High Schools Hostility Models Self Destructive Behavior Self Injurious Behavior Ross, Shana Heath, Nancy Lee Journal Articles Reports - Research Canada Canada ISSN-0363-0234 English Hostility and anxiety reduction models were simultaneously tested in order to determine whether self-mutilation (SM) in adolescence was characterized by greater feelings of anxiety and hostility. Students who SM reported significantly more anxiety and more intropunitive and extrapunitive hostility. Prior to SM feelings of both hostility and anxiety were described. Results are discussed with reference to both theoretical models. (Contains 23 references, 3 tables, and 2 appendixes.) EJ675922 Two Models of Adolescent Self-Mutilation. Suicide and Life-Threatening Behavior v33 n3 p277-87 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Coping Stress Management Stress Variables Suicide Piquet, Michele L. Wagner, Barry M. Journal Articles Reports - Research ISSN-0363-0234 English Coping responses of suicide attempters were compared to those of non-attempters. Suicide attempters made fewer effortful-approach and more automatic-approach coping responses, and were judged by trained raters to have coped less effectively. Discusses findings in light of model of coping that incorporates both individual differences and situational characteristics. (Contains 46 references and 3 tables.) EJ675923 Coping Responses of Adolescent Suicide Attempters and Their Relation to Suicidal Ideation across a 2-Year Follow-Up: A Preliminary Study. Suicide and Life-Threatening Behavior v33 n3 p288-301 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:48 CIJMAR2004

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No Addiction Concurrent Validity Denial (Psychology) Measures (Individuals) Substance Abuse Test Reliability Laux, John M. Ahern, Bob Journal Articles Reports - Research ISSN-1055-3835 English Explored validity of Schwartz Outcome Scale (SOS-10) for use with people possibly motivated to "fake good," and therefore unwilling to admit problems, and with people who, because of denial, might be unaware of their psychological distress. Investigated discriminant validity of SOS-10 by comparing it with another inventory designed primarily to assess for presence and denial of chemical dependence criteria. (Contains 25 references, 2 tables, and 1 figure.) (ADT) EJ675924 Concurrent Validity of the Schwartz Outcome Scale with a Chemically Dependent Population. Journal of Addictions & Offender Counseling n1 p2-10 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:48 CIJMAR2004

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No Adolescents At Risk Persons Delinquency Intervention Measures (Individuals) Risk Management Substance Abuse Test Reliability Coll, Kenneth M. Juhnke, Gerald A. Thobro, Patti Haas, Robin Journal Articles Reports - Research ISSN-1055-3835 English Describes a preliminary study using the Substance Abuse Subtle Screening Inventory-Adolescent Form (SASSI-A) as an outcome measure with adolescent offenders. The SASSI-A's primary purpose is to evaluate substance abuse irrespective of the adolescent's defensiveness. Results indicate that the SSASI-A can be successfully used as a treatment planning tool as well as a measure to evaluate programs. (Contains 26 references and 4 tables.) (Author) EJ675925 A Preliminary Study Using the Substance Abuse Subtle Screening Inventory-Adolescent Form as an Outcome Measure with Adolescent Offenders. Journal of Addictions & Offender Counseling n1 p11-22 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:49 CIJMAR2004

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No Adolescents Drug Use Testing Evaluation Methods Identification Legal Responsibility Measures (Individuals) Resources Substance Abuse Schwartz, Robert C. Smith, Shannon D. Information Analyses Journal Articles ISSN-1055-3835 English Adolescent substance abuse is an increasing problem in U. S. society. This article provides an overview of adolescent substance abuse, screening, and assessment strategies; contact information related to specific assessment instruments; and information regarding ethic important to consider during the assessment process. (Contains 16 references and 1 appendix.) (Author) EJ675926 Screening and Assessing Adolescent Substance Abuse: A Primer for Counselors. Journal of Addictions & Offender Counseling n1 p23-34 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:49 CIJMAR2004

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No Academic Achievement Counseling Drinking High Risk Students Measures (Individuals) Undergraduate Students Urban Universities Juhnke, Gerald A. Schroat, David A. Cashwell, Craig S. Gmutza, Brian M Journal Articles Reports - Research Addiction Counseling Binge Drinking ISSN-1055-3835 English At 2 moderately sized, public, urban universities with limited Greek systems, 1,246 college students completed the CORE survey. Serious alcohol-related behaviors and concerns were noted. Implications of findings and suggestions for addictions counselors are presented. (Contains 32 references.) (Author) EJ675927 A Preliminary Investigation of College Students' Alcohol Consumption at Two Universities with Limited Greek Systems. Journal of Addictions & Offender Counseling n1 p35-45 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Age At Risk Persons Correctional Institutions Ethnic Groups Juvenile Justice Resilience (Personality) Sex Differences Substance Abuse Taylor, Elizabeth R. Karcher, Michael J. Kelly, Patricia J. Valescu, Smaranda Journal Articles Reports - Research Risk Factors ISSN-1055-3835 English A study of resiliency was conducted among 236 urban juvenile detainees. Findings reveal that resiliency processes related differently to risk and protective factors, differed among ethnic groups, and varied by age and gender among juvenile detainees. (Contains 48 references and 4 tables.) (Author) EJ675928 Resiliency, Risk, and Substance Use among Hispanic Urban Juvenile Detainees. Journal of Addictions & Offender Counseling n1 p46-64 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Alcohol Abuse Behavior Modification College Students Counselor Training Drinking Evaluation Postsecondary Education Prevention Gintner, Gary G. Choate, Laura Hensley Journal Articles Binge Drinking ISSN-1099-0399 English College student binge drinkers incur significant adverse consequences for themselves and others, yet often do not see their drinking as problematic. Counseling interventions should therefore be sensitive to relevant consequences, motivational level, and readiness to change. Article integrates harm-reduction principles, motivational interviewing, and stages of change to address problems of binge drinkers reluctant or ambivalent about changing their drinking habits. (Contains 43 references.) (Author) EJ675929 Stage-Matched Motivational Interventions for College Student Binge Drinkers. Journal of College Counseling v6 n2 p99-113 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Counselor Training Ethics Guidance Centers Legal Responsibility Policy Formation Suicide Francis, Perry C. Journal Articles Legal Issues ISSN-1099-0399 English College and university personnel are often confronted with several ethical and legal issues when responding to students who present with suicidal ideation or suicide attempts on campus. Article presents an overview of issues and solutions addressing ethical guidelines of the counseling profession and the university's goal of a safe learning environment. Solutions help create policies for dealing with suicidal students. (Contains 30 references.) (Author) EJ675930 Developing Ethical Institutional Policies and Procedures for Working with Suicidal Students on a College Campus. Journal of College Counseling v6 n2 p114-23 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Colleges Counseling Counselor Training Intervention Literature Reviews School Counselors Sexual Abuse White Kress, Victoria E. Trippany, Robyn L. Nolan, James Michael Journal Articles ISSN-1099-0399 English College counselors need to be informed of effective interventions when counseling students who have been sexually assaulted. This article applies research and theory from the general literature on counseling sexual assault victims to college counselors' work with this population. An overview of the effects of sexual assault is followed by specific implications for counseling students who have been sexually assaulted. (Contains 45 references.) (Author) EJ675931 Responding to Sexual Assault Victims: Considerations for College Counselors. Journal of College Counseling v6 n2 p124-33 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:50 CIJMAR2004

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No Academic Advising Career Guidance Curriculum Development Job Skills Occupational Clusters Occupations School Counseling Smith, Thomas J. Campbell, Cynthia Journal Articles Reports - Research ISSN-1099-0399 English Measures of workplace skills used to construct graphical representations of occupations. Interpretable groupings of occupations based on similar skills emerged, as did an occupational map with salient skill dimensions. Implications for career counseling context discussed with respect to (a) selection of courses; (b) consideration of alternative careers; (c) honest appraisal of the nature of particular occupations; and (d) planning curricula. (Contains 21 references, 2 figures, and 1 appendix.) (Author) EJ675932 Skills-Based Occupational Representations: Implications for Career Counseling. Journal of College Counseling v6 n2 p134-43 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:51 CIJMAR2004

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No Counseling Services Guidance Centers Help Seeking Outreach Programs Path Analysis Predictor Variables Stress Variables Student Attitudes Kahn, Jeffrey H. Williams, Mona N. Journal Articles Reports - Research Service Utilization ISSN-1099-0399 English Path analyses revealed that one's tendency to conceal distressing information, psychological distress, and attitudes toward seeking help predicted intended use of counseling services for college students who had and had not previously been in counseling. Prospective analyses revealed attitudes toward seeking help predicted actual use of campus counseling center. Findings have implications for campus outreach programs and in-session work with clients. (Contains 23 references, 1 table, and 1 figure.) (Author) EJ675933 The Impact of Prior Counseling on Predictors of College Counseling Center Use. Journal of College Counseling v6 n2 p144-54 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Black Students College Students Help Seeking Postsecondary Education Social Support Groups Stress Management Constantine, Madonna G. Wilton, Leo Caldwell, Leon D. Journal Articles Reports - Research Latinos ISSN-1099-0399 English Study examined the role of social support in moderating the relationship between psychological distress and willingness to seek psychological help in 158 Black and Latino college students from a large, predominantly White university. Authors found that a social support network served as a significant moderator for Black college students but not for their Latino counterparts. Implications of findings are presented. (Contains 36 references and 3 tables.) (Author) EJ675934 The Role of Social Support in Moderating the Relationship between Psychological Distress and Willingness To Seek Psychological Help among Black and Latino College Students. Journal of College Counseling v6 n2 p155-65 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Aggression College Students Counseling Services Counselor Role Males Postsecondary Education Prevention Rape Choate, Laura Hensley Journal Articles Reports - Research ISSN-1099-0399 English Article describes an exploratory evaluation of a rape prevention program targeted toward fraternity members. The program is based on the Mean Against Violence model, which emphasizes the association between male role socialization and sexual aggression. Implications for college counselors who conduct rape prevention programs are provided. (Contains 33 references and 1 table.) (Author) EJ675935 Sexual Assault Prevention Programs for College Men: An Exploratory Evaluation of the Men against Violence Model. Journal of College Counseling v6 n2 p166-76 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:52 CIJMAR2004

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No Acculturation Asian American Students College Students Counseling Services Cross Cultural Training Guidance Centers Outreach Programs Postsecondary Education Social Support Groups Stress Variables Wilton, Leo Constantine, Madonna G. Journal Articles Reports - Research ISSN-1099-0399 English Study examined cultural adjustment and psychological distress issues in Asian and Latin American international college students. Findings revealed Latin American students reported higher levels of psychological distress than their Asian peers. Length of residence in U.S. was negatively associated with psychological distress symptoms, and acculturative distress and intercultural competence concerns were positively related to psychological distress in both groups. (Contains 32 references and 2 tables.) (Author) EJ675936 Length of Residence, Cultural Adjustment Difficulties, and Psychological Distress Symptoms in Asian and Latin American International College Students. Journal of College Counseling v6 n2 p177-86 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:52 CIJMAR2004

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No Black Students College Students Counseling Techniques Cross Cultural Training Females Postsecondary Education Bradley, Carla Sanders, Jo Ann Lipford Information Analyses Journal Articles ISSN-1099-0399 English Authors argue that college counselors need to consider culturally appropriate adaptations of traditional counseling. They describe a counseling intervention for African American female college students and present a case study to illustrate the effectiveness of this counseling strategy. (Contains 10 references.) (Author) EJ675937 Contextual Counseling with Clients of Color: A "Sista" Intervention for African American Female College Students. Journal of College Counseling v6 n2 p187-91 Fall 2003 2003-00-00 T 2004 7/11/2004 11:45:52 CIJMAR2004

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No Blacks Client Attitudes (Human Services) Counselor Attitudes Counselor Client Relationship Racial Identification Racial Relations Whites Burkard, Alan W. Juarez-Huffaker, Michele Ajmere, Kativa Journal Articles Reports - Research ISSN-0883-8534 English Racial identity has been theorized to significantly influence cross-racial counseling relationships. In this study, the authors examined the influence of White racial identity on working alliance perceptions in a cross-racial vicarious counseling analogue. A significant interaction effect was found between race of the counselor vignette and White racial identity attitudes. (Contains 58 references and 3 tables.) (Author) EJ675938 White Racial Identity Attitudes as a Predictor of Client Perceptions of Cross-Cultural Working Alliances. Journal of Multicultural Counseling and Development v31 n4 p226-44 Oct 2003 2003-00-00 T 2004 7/11/2004 11:45:52 CIJMAR2004

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No Acculturation Counseling Counselor Training Ethnicity Males Racial Bias Refugees Sex Role Vietnamese Vietnamese People Nghe, Linh T. Mahalik, James R. Lowe, Susana M. Information Analyses Journal Articles Service Utilization ISSN-0883-8534 English The authors have attempted to increase counselors' understanding of Vietnamese men in the U.S. by discussing masculine gender role socialization influences from Vietnamese culture, including the ritual of "nhau" (a ritual of male bonding through binge drinking). The authors also provide a gendered context to the refugee experience, acculturation issues, and experiences of racism in the U.S. (Contains 40 references.) (Author) EJ675939 Influences on Vietnamese Men: Examining Traditional Gender Roles, the Refugee Experience, Acculturation, and Racism in the United States. Journal of Multicultural Counseling and Development v31 n4 p245-61 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Effectiveness Counselor Performance Counselor Training Cross Cultural Training Ethnicity Racial Identification Test Reliability Vinson, Teraesa S. Neimeyer, Gregory J. Journal Articles Reports - Research Multicultural Counseling ISSN-0883-8534 English The relationship between racial identity development and multicultural counseling competency across a 2-year period of time was examined in this study. Significant increases were found in multicultural counseling competency but not in their levels of racial identity development across time. Possible explanations for and limitations of this research are discussed. (Contains 28 references and table 5.) (Author) EJ675940 The Relationship between Racial Identity Development and Multicultural Counseling Competency: A Second Look. Journal of Multicultural Counseling and Development v31 n4 p262-77 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Correctional Rehabilitation Cultural Differences Indigenous Populations Prisoners Rehabilitation Programs Day, Andrew Journal Articles Australia Australia ISSN-1050-9674 English Discusses the application of the "what works" approach to the rehabilitation of indigenous Australian offenders. Those from indigenous cultures may not share the theoretical assumptions that underpin this approach, calling into question the appropriateness of these rehabilitation programs. Presents options for understanding cultural differences in order to facilitate further development of indigenous peoples' rehabilitation. (Contains 56 references.) (ADT) EJ675941 Reducing the Risk of Re-Offending in Australian Indigenous Offenders: What Works for Whom? Journal of Offender Rehabilitation v37 n2 p1-15 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents At Risk Persons Delinquency Delinquency Prevention Family Involvement Intervention Self Report Dembo, Richard Schmeidler, James Wothke, Werner Journal Articles Reports - Research ISSN-1050-9674 English Analysis indicated that reported frequency of involvement in delinquency declined more over time for families receiving Family Empowerment Intervention (FEI) as opposed to those receiving Extended Services Intervention (ESI). Results provide support for the impact of FEI services on reported frequency of delinquent behavior over a 36-month follow-up period. (Contains 28 references, 5 tables, 3 figures, and 2 appendixes.) (ADT) EJ675942 Impact of a Family Empowerment Intervention on Delinquent Behavior: A Latent Growth Model Analysis. Journal of Offender Rehabilitation v37 n2 p17-41 2003 2003-00-00 T 2004 7/11/2004 11:45:53 CIJMAR2004

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No Delinquency Males Peer Influence Predictor Variables Recidivism Socialization Socioeconomic Influences Benda, Brent B. Toombs, Nancy J. Peacock, Mark Journal Articles Reports - Research Social Learning Theory Boot Camp ISSN-1050-9674 English Five-year follow-up study of recidivism of male graduates from adult boot camp examined the competing theories in predicting recidivism among these males. Findings indicated that elements of social learning theory are among the strongest predictors of recidivism. Differential peer association and normative definitions are the two top predictors. Implications of these findings for revisions of theory are discussed. (Contains 96 references, 5 tables, and 1 appendix.) (Author) EJ675943 An Empirical Examination of Competing Theories in Predicting Recidivism of Adult Offenders Five Years after Graduation from Boot Camp. Journal of Offender Rehabilitation v37 n2 p43-75 2003 2003-00-00 T 2004 2016-11-23

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No Criminals Mental Disorders Psychosis Risk Management Violence Koetting, Mark G. Grabarek, Joanna Van Hasselt, Vincent B. Hazelwood, Robert R. Journal Articles Reports - Research Psychiatric Inpatients ISSN-1050-9674 English Investigation was conducted into the demographic, psychopathological, and offense characteristics of forensic psychiatric patients in residential treatment program. Descriptive findings, including victim variables, are presented. Select case vignettes, including offense profiles, are described. Clinical implications for risk assessment and management of psychotic offenders are discussed. (Contains 38 references and 3 tables.) (Author) EJ675944 Criminally Committed Inpatients in a Residential Forensic Pre-Release Treatment Program: An Exploratory Study. Journal of Offender Rehabilitation v37 n2 p107-22 2003 2003-00-00 T 2004 2016-11-23

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No Academic Accommodations (Disabilities) Career Guidance Disabilities Guidance Centers Greenberg, Robert M. Muir, Alan Gilreath, Crystal Journal Articles Reports - Descriptive ISSN-0884-5352 English Career services at the University of Tennessee-Knoxville (UT-Knoxville) had always strived to serve students with disabilities, but didn't know how many students with disabilities actually "were" being served. Then, in the summer of 1998, Alan Muir walked into UT career services and things began to change. This article details how that change came about and where it now stands. (Author) EJ675945 Career Support for Students with Disabilities. NACE Journal v64 n1 p15-18 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:54 CIJMAR2004

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No Competence Human Resources Measures (Individuals) Professional Training Recruitment Giordani, Pattie Journal Articles ISSN-0884-5352 English Much of what a human resource (HR) professional needs to know depends on the specific area of responsibility. Research continues on identifying and methods of measuring competencies necessary to perform HR functions. This article takes a look at what organizations require of HR professionals in general as well as those focused on college recruiting, explores some of the research and information available, and discusses what's ahead for the field. (Author) EJ675946 Human Resources Knowledge: Once and Future Competencies. NACE Journal v64 n1 p19-23 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:55 CIJMAR2004

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No Awards Career Planning Professional Recognition Journal Articles ISSN-0884-5352 English Presents the National Association of Colleges and Employers' (NACE) 2003 NACE/Chevron Texaco honoree. (ADT) EJ675947 The Winner's Circle. NACE Journal v64 n1 p24-25 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:55 CIJMAR2004

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No Career Centers Career Guidance Career Information Systems Colleges Interprofessional Relationship National Programs Program Development Universities Garis, Jeff W. Dalton, Jon C. Akin, Gail P. Wang, Hui Journal Articles Reports - Descriptive China China ISSN-0884-5352 English Over four years Florida State University has assisted the People's Republic of China in developing a national system of college/university career services. The national career services delivery model includes delivery of career guidance, information, and assessment; application of theories of career guidance to delivery services; delivery of an array of career services; and development of computer-based applications to delivery services. (ADT) EJ675948 Starting from Scratch: Developing a Model for Career Services in the People's Republic of China. NACE Journal v64 n1 p26-30 Fall 2003 2003-00-00 N/A 2004 2016-11-23

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No Career Centers Career Change Career Counseling College Students Interprofessional Relationship Personnel Postsecondary Education Professional Development Brown, Scott C. Journal Articles ISSN-0884-5352 English Chronicles a new director's experiences after accepting a position in a college career development center. Explains some of the issues that arose with staff, students, and professional colleagues, as well as matters occurring both on- and off-campus. Author presents what was learned during this time for anyone considering a similar career change. (ADT) EJ675949 Career Confidential: Confessions of a Not-So-New Director. NACE Journal v64 n1 p31-36 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:55 CIJMAR2004

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No Financial Problems Guidelines Recruitment School Business Relationship Gray, Kevin Journal Articles Reports - Descriptive ISSN-0884-5352 English Many companies make mistakes when identifying which schools to include in their college relations programs. This article describes which criteria can be used for identifying target schools, and how to deal with the issue of the reduction in numbers of schools due to financial constraints. (ADT) EJ675950 Bull's-Eye!: Selecting Target Schools Can Boost an Organization's Bottom Line. NACE Journal v64 n1 p37-39 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:56 CIJMAR2004

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No Career Centers Career Guidance Career Information Systems College Students Job Placement Postsecondary Education Nardo, Jeff Journal Articles Reports - Descriptive ISSN-0884-5352 English Article describes a program currently in place for utilizing an individual job placement plan to organize and add structure to a career service center. The plans can be customized to fit specific needs, based on local information, policy, relationships, and procedures. (ADT) EJ675951 Help Organize Student Job Searches: Developing an Individual Job Placement Plan. NACE Journal v64 n1 p41-43 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:45:56 CIJMAR2004

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No Audience Awareness Correctional Institutions Developing Nations Foreign Countries Higher Education Program Implementation Theater Arts Idoko, Emman Frank Journal Articles Reports - Descriptive Eclecticism Nigeria Theater for Development Nigeria ISSN-1356-9783 English Considers how the Nigerian theatre scene has been dominated by the necessity of practicing theatre that is of direct relevance to its audience in terms of acceptability and functionality. Notes that the "Tandari" experiences were intended to contribute to the reformation process of young people in prison. Documents the process, findings and problems encountered in the execution of the project, which reflect the problems generally experienced in Nigeria. (SG) EJ675952 Theatre and Eclecticism: The "Tandari" Experience. Research in Drama Education v7 n2 p169-78 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Artists Cultural Differences Drama Educational Research Foreign Countries Higher Education Teacher Education Trowsdale, Jo Journal Articles Reports - Evaluative United Kingdom United Kingdom ISSN-1356-9783 English Addresses the role that artists might have in the process of preparing teachers of drama in the United Kingdom. Suggests that initial teacher education has a role to play in this process and draws upon a small-scale research project, which proposes a conscious engagement of particular kinds of artistic practice in Initial Teacher Training. (SG) EJ675953 Reconsidering the Role of Artists in Initial Teacher Training. Research in Drama Education v7 n2 p179-93 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Drama Higher Education Instructional Improvement Preservice Teacher Education Teacher Attitudes Theory Practice Relationship Coppens, Henriette Journal Articles Reports - Evaluative ISSN-1356-9783 English Considers how the gap between theory and practice or research knowledge and practical knowledge provides a barrier for student teachers to make full use of the possibility of learning about teaching behavior at teacher training colleges. Develops a theoretical basis for the use of drama in teacher training based upon Keith Johnstone's theory of improvisation combined with the teacher behavioral diagram. (SG) EJ675954 Training Teachers' Behaviour. Research in Drama Education v7 n2 p195-206 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:45:57 CIJMAR2004

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No Developing Nations Foreign Countries Globalization Higher Education Poverty Program Effectiveness Theater Arts Ahmed, Syed Jamil Guides - Non-Classroom Journal Articles Bangladesh Theater for Development Bangladesh ISSN-1356-9783 English Argues that Theatre for Development in Bangladesh practiced by Non-Governmental Organizations, which is almost entirely funded by international donor organizations, serves globalization in the name of poverty alleviation. Concludes by advocating for the necessity of exploring alternatives by which indigenous theatre performers may access directly the "intellectual fermentation of the North with a decolonised mind and create performances, which allow debate, reflexivity and the flight to infinity." (SG) EJ675955 Wishing for a World without "Theatre for Development": Demystifying the Case of Bangladesh. Research in Drama Education v7 n2 p207-19 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-23

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No Aboriginal Australians Cultural Awareness Drama English (Second Language) English Instruction Foreign Countries High Schools Racial Bias Radio Weiss, Ben-Zion Journal Articles Reports - Descriptive ISSN-1356-9783 English Describes the process of developing an anti-racism project with South Sydney Youth Services (SSYS) as part of the author's work as an English/ESL/Drama teacher. Discusses how the Anti-Racism Radio Show developed its own self-organizing system through the workshop process. Allows the participants to become more aware of their "ecology of culture." (SG) EJ675956 The Anti-Racism Radio Show: Steps to an Ecology of Culture. Research in Drama Education v7 n2 p221-33 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:45:57 CIJMAR2004

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No Drama Educational Improvement Ethics Higher Education Politics of Education Teacher Attitudes Trust (Psychology) Berry, Kathleen S. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1356-9783 English Notes a response to any discussion of trust is itself in danger of repeating the very problems that Helen Nicholson raises in her article "The Politics of Trust: Drama Education and the Ethics of Care" (2002). Agrees in part with the elaborations of her thesis, but admits to some serious hesitation regarding any discussion of trust as a guiding principle for teaching in general and drama education specifically. (SG) EJ675957 A Response to Nicholson's "The Politics of Trust." Research in Drama Education v7 n2 p235-37 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:45:58 CIJMAR2004

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No Foreign Countries Higher Education Politics of Education Program Effectiveness Theater Arts Saxton, Juliana Miller, Carole Journal Articles Opinion Papers Canada Canada ISSN-1356-9783 English Offers a view of Drama Education in Higher Education in Canada. Presents the reply in letter form. Discusses the complexity of the Canadian governmental and educational scene. (SG) EJ675958 A View of Canada. Research in Drama Education v7 n2 p237-39 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Cooperative Education Drama Foreign Countries Memory Secondary Education Teacher Attitudes Piccini, Angela Guides - Non-Classroom Journal Articles Opinion Papers Identity (Psychological) England (Cornwall) United Kingdom (England) ISSN-1356-9783 English Considers how Sally Mackey's deconstruction of landscape and memory in "Drama, Landscape and Memory: To Be Is To Be in Place" is a fascinating approach to potent tessellations of place, space, performance and identity and is certainly a welcome exploration of such ideas within an educational context. (SG) EJ675959 Viewpoint on Mackey's "Drama, Landscape and Memory: To Be Is To Be in Place." Research in Drama Education v7 n2 p239-43 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Educational Improvement Educational Research Evaluation Foreign Countries Politics of Education Secondary Education Theater Arts Kershner, Ruth Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-1356-9783 English Discusses how in the United Kingdom there is currently a lot of concern about "evidence-based practice" in education. Notes that educational researchers and teachers are being asked to demonstrate that certain educational experiences result in certain outcomes, preferably outcomes which match the given education aims, intentions and values. Presents a response from a "visitor to arts education" perspective with general interest in learning, teaching and school-based research. (SG) EJ675960 A Response to "'Art Can Be Beautiful--If You Understand It...': Learning Effects of Arts Education Projects among Secondary School Pupils in the Netherlands" by F. Haanstra and M. Van Hoorn. Research in Drama Education v7 n2 p243-46 Sep 2002 2002-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Adolescent Literature Case Studies Drama Educational Research Females Middle Schools Sexual Identity Hatton, Christine Journal Articles Reports - Evaluative ISSN-1356-9783 English Discusses an international research study that explores the way middle school girls manage "girl-friendly" drama processes. Argues that narrative based drama methods offer girls an enactive space to explore their lives through the art form of drama whilst offering opportunities to travel through and play with the workings of culture, gender and identity. (SG) EJ675961 Backyards and Borderlands: Some Reflections on Researching the Travels of Adolescent Girls Doing Drama. Research in Drama Education v8 n2 p139-56 Sep 2003 2003-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 7/11/2004 11:45:59 CIJMAR2004

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No Cartoons Drama Educational Research Evaluation Methods Foreign Countries Higher Education Instructional Effectiveness Pearce, Glenn Journal Articles Reports - Evaluative Australia Australia ISSN-1356-9783 English Discusses how a projective technique known as "cartoon tests" can be used by drama educators for programme evaluation and for learning-needs analysis and monitoring. Provides findings in which cartoon tests were used as one of several methods to explore student perceptions of a drama-based marketing subject at an Australian university. (SG) EJ675962 "Ehrr ... What's Up Doc?": Using Cartoon Tests To Evaluate Educational Drama Programmes. Research in Drama Education v8 n2 p157-69 Sep 2003 2003-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Aesthetic Values Drama Educational Research Higher Education Qualitative Research Bundy, Penny Journal Articles Reports - Evaluative Student Engagement ISSN-1356-9783 English Focuses on one phase of a five-year reflective study that involved a reflective play-building project. Outlines the working processes of the play-building group and discusses approaches to data collection and analysis before drawing conclusions about the key characteristics of aesthetic engagement. Concludes by drawing attention to aspects of group working processes which impact on the experience. (SG) EJ675963 Aesthetic Engagement in the Drama Process. Research in Drama Education v8 n2 p171-81 Sep 2003 2003-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Acting Drama Educational Research English (Second Language) English Instruction Ethnography Foreign Countries Higher Education Pilot Projects Banning, Yvonne Journal Articles Reports - Evaluative South Africa South Africa ISSN-1356-9783 English Documents a pilot study of the perceptions of two L1 Xhosa acting students and their teachers about learning to act in L2 English in an L1 English university drama department in South Africa. Seeks to identify perceptions of "good acting," and the degree to which these are contingent on perceptions of "good English" in theatre performance. Finds no necessary correlation between people's perceptions and their actual practices. (SG) EJ675964 Learning to Act in L2 English: An Ethnographic Comparison of the Experience of Two Students in a South African University Drama Department. Research in Drama Education v8 n2 p183-201 Sep 2003 2003-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Case Studies Cultural Awareness Educational Research Elementary Education Foreign Countries French Teacher Education Theater Arts Theory Practice Relationship Winston, Joe Journal Articles Reports - Evaluative Belgium (Brussels) Childrens Theater Belgium ISSN-1356-9783 English Suggests Roger Deldime of the University of Brussels is one of the foremost francophone theorists of theatre sociology and has a special interest in children's theatre and education. Presents a detailed case study to examine how a strong and principled theory of theatre's role in children's lives has been successfully turned into a thriving cultural practice. Intends to introduce Anglophone readers to the ideas and work of Deldime. (SG) EJ675965 Playing on The Magic Mountain: Theatre Education and Teacher Training at a Children's Theatre in Brussels. Research in Drama Education v8 n2 p203-16 Sep 2003 2003-00-00 Carfax Publishing, Taylor & Francis Ltd., Customer Services Department, Rankine Rd., Basingstoke, Hants RG24 8PR, UK. Tel: +44(0)1256 813 002; Fax: +44(0)1256 330 245. T 2004 2016-11-21

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No Communication Skills Curriculum Development Editing Higher Education Interpersonal Competence Job Skills Journalism Education Teacher Attitudes Technology Uses in Education Fee, Frank Russial, John Auman Ann Journal Articles Reports - Research ISSN-0739-5329 English Considers where journalism educators should focus when they design editing curriculum. Examines what professors say is important for students to know about editing. Compares what professors at accredited programs say about necessary skills with what professional copy editors say is important. Concludes that professors and professionals are largely in agreement about how to prepare students for traditional print newsroom technology. (PM) EJ675966 Profs, Professionals Agree about Students' Editing Skills. Newspaper Research Journal v24 n3 p23-36 Sum 2003 2003-00-00 Newspaper Research Journal, Association for Education in Journalism and Mass Communication, 234 Outlet Pointe Blvd., Suite A, Columbia, SC 29210-5667. T 2004 7/11/2004 11:46:00 CIJMAR2004

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No Adolescents Audience Awareness Internet Journalism Newspapers Secondary Education Technology Integration Grusin, Elinor Kelley Edmondson, Aimee Journal Articles Reports - Evaluative ISSN-0739-5329 English Notes that the youth market is one of the most important in helping to stop newspapers' declining circulation. Explains that some newspapers have taken youth content online because Web sites can be customized based on individual interests of specific age groups. Examines a sample of Web sites for teens and preteens sponsored by daily newspapers. Finds some newspapers have taken steps to attract and keep teen audiences. (PM) EJ675967 Taking It to the Web: Youth News Moves Online. Newspaper Research Journal v24 n3 p91-96 Sum 2003 2003-00-00 Newspaper Research Journal, Association for Education in Journalism and Mass Communication, 234 Outlet Pointe Blvd., Suite A, Columbia, SC 29210-5667. T 2004 7/11/2004 11:46:00 CIJMAR2004

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No Ethics Higher Education Music Novels Science Fiction Writing Attitudes Writing for Publication Writing Processes Clarke, Amy Journal Articles Opinion Papers ISSN-1064-6051 English Interviews Kim Stanley Robinson, a well-known science fiction author. Discusses his reasons for writing science fiction, his writing influences, and writing techniques. Explains his interest in science and the relationship between music and his writing. (PM) EJ675968 "Like a Japanese Paper Flower in Water": An Interview with Kim Stanley Robinson. Writing On the Edge v12 n1 p5-14 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:01 CIJMAR2004 Theme: Creative Nonfiction.

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No Emotional Experience Higher Education Memory Nonfiction Writing Attitudes Writing Processes Steinberg, Michael Journal Articles Opinion Papers Lifewriting ISSN-1064-6051 English Examines the question of whether writers have to stick to literal facts of a story. Contends that the type of memoir a writer produces is determined in part by that writer's sensibility, as well as by how that writer views the genre. Concludes that the emotional truths of memoirs are often better served by how they are remembered than by how they happened. (PM) EJ675969 Writing Literary Memoir: Are We Obliged To Tell the Real Truth? Writing On the Edge v12 n1 p15-20 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-21

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No Collage Essays Higher Education Process Approach (Writing) Student Motivation Teacher Attitudes Teaching Methods Writing Assignments Writing Instruction Root, Robert Guides - Classroom - Teacher Journal Articles ISSN-1064-6051 English Proposes that teaching writing as a process will remain the best way to teach writing. Contends that determining the shape of the material is an important element of writing. Discusses the segmented essay, or collage. Concludes that this assignment helps students wrestle with the truth of their experience or their evidence and encourages them to discover a form. (PM) EJ675970 Why Don't You Collage That? Writing On the Edge v12 n1 p21-26 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:01 CIJMAR2004 Theme: Creative Nonfiction.

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No Creativity Essays Higher Education Personal Narratives Student Motivation Teacher Attitudes Writing Instruction Schwartz, Mimi Guides - Non-Classroom Journal Articles Voice (Rhetoric) ISSN-1064-6051 English Contends that creative nonfiction is about voice. Notes that creative nonfiction teaches students the power of voice and how to modulate it. Concludes that motivation is higher to tell one's own stories than to write a lab report, analytical essay, or term paper. (PM) EJ675971 Who Am I in This Story?: The Power of Voice in Creative Nonfiction. Writing On the Edge v12 n1 p27-30 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-21

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No Essays Ethics Higher Education Personal Narratives Responsibility Teaching Methods Writing Attitudes Writing Instruction Spinner, Jenny Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Proposes that it is essential for creative nonfiction writers to establish a personal ethics of telling. Contends that it is irresponsible of college writing teachers to allow students to think of classrooms as extended diaries where all that matters is that the student get it down on the page. Concludes that in the end, each writer is accountable to herself and to the people in her story. (PM) EJ675972 Toward a Personal Ethics of Telling. Writing On the Edge v12 n1 p31-34 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:02 CIJMAR2004 Theme: Creative Nonfiction.

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No Classroom Environment Creative Writing Higher Education Nonfiction Personal Narratives Responsibility Writing Attitudes Perl, Sondra Journal Articles Opinion Papers ISSN-1064-6051 English Notes that because creative nonfiction exists at the boundary between fiction and nonfiction, reality and recreations of reality, and emotional and factual truth, it raises vexing issues. Discusses what carries more weight: the responsibility to a participant in a story or to the larger story of which she is an important part. Wonders if telling any story, no matter how honest and revealing, is worth creating pain in someone's life. (PM) EJ675973 Running Roughshod: An Ethical Dilemma in Creative Nonfiction. Writing On the Edge v12 n1 p35-39 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:02 CIJMAR2004 Theme: Creative Nonfiction.

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No Essays Expository Writing Higher Education Story Telling Student Motivation Writing Instruction Writing Processes Hoy, Pat C., II Journal Articles Opinion Papers ISSN-1064-6051 English Contends that essays are the proper rhetorical domain of stories, the place where stories most naturally belong when they are being used for the development and enlargement of ideas. Notes that stories are so powerful and distracting that when used together to make a familiar story, they can divert attention away from the essay's idea. Concludes that stories must play a limited and subordinate role in the familiar essay. (PM) EJ675974 The Disarming Seduction of Stories. Writing On the Edge v12 n1 p41-48 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:02 CIJMAR2004 Theme: Creative Nonfiction.

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No Creative Writing Ethics Higher Education Nonfiction Personal Narratives Responsibility Story Telling Writing Attitudes Bloom, Lynn Z. Journal Articles Opinion Papers ISSN-1064-6051 English Contends that to tell one's own true story, to write personal creative nonfiction, is to tell other people's true stories as well. Notes that because of an author's insistence on her own perspective, creative nonfiction is not fair, but it is true. Concludes that the primary aim of creative nonfiction is to tell a good story. (PM) EJ675975 Textual Power, Textual Guilt: Telling (Other People's) True Stories. Writing On the Edge v12 n1 p49-57 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:02 CIJMAR2004 Theme: Creative Nonfiction.

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No Critical Thinking Educational Objectives Higher Education Literacy Teacher Attitudes Teacher Responsibility Writing Instruction Tollefson, Stephen K. Journal Articles Opinion Papers ISSN-1064-6051 English Contends that being able to write and being able to analyze the writing and speaking of others is a way to power. Explains that critical literacy aims to help students become the best writers and thinkers possible so they can critically examine the world around them. Outlines how teachers need to let students think for themselves, even if it is thinking the teachers do not agree with. (PM) EJ675976 Teaching Writing as an Amoral Act. Writing On the Edge v12 n1 p59-64 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:03 CIJMAR2004 Theme: Creative Nonfiction.

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No Higher Education Publishing Industry Short Stories Writing Attitudes Writing for Publication Donahue, Peter Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Outlines the author's experience publishing a collection of short stories. Discusses the hopes and disappointments of the process. Notes that persistence and fortitude are required for publishing a book. (PM) EJ675977 Humbly Submitted: A Tale of First Book Publication. Writing On the Edge v12 n1 p65-75 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:03 CIJMAR2004 Theme: Creative Nonfiction.

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No Communication Strategies Critical Pedagogy Gender Issues Higher Education Teacher Attitudes Teacher Student Relationship Teaching Methods Writing Instruction Martin, Amy Ward Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Considers whether gender is significant in determining teachers' versions of critical pedagogy. Contends that in the academy, women have not had much of a choice but to be adversarial, particularly in the "feminized" field of composition and rhetoric. Concludes that by confronting students as equals rather than adversaries, educators open themselves up to the possibility of re-examining and learning about themselves and their pedagogical methods. (PM) EJ675978 Playing by Different Rules: "Gender Switching" and Critical Pedagogy. Writing On the Edge v12 n1 p78-86 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:03 CIJMAR2004 Theme: Creative Nonfiction.

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No Correctional Institutions Educational Environment Higher Education Motivation Writing Attitudes Graham, William W. Journal Articles Opinion Papers ISSN-1064-6051 English Notes that the idea that prison is a good place for writers is not easily dismissed. Explains that imprisonment forces a certain focus and a reassessment of one's life and actions. Concludes that a lot of writing from prison happens in spite of the situation, not because of it. (PM) EJ675979 A Good Place? Writing On the Edge v12 n1 p87-91 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:04 CIJMAR2004 Theme: Creative Nonfiction.

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No Educational Environment Gender Issues Higher Education Literacy Student Motivation Technology Uses in Education Writing Attitudes Writing Instruction Arroyo, Fred Santiago Gillam, Alice Journal Articles Opinion Papers ISSN-1064-6051 English Interviews Nancy Welch, an Associate Professor of English and Women's Studies at the University of Vermont. Discusses Welch's background and attitudes towards writing instruction and the field of composition theory. Notes the intersections of women's studies and composition studies. (PM) EJ675980 Imagining Stories: An Interview with Nancy Welsh. Writing On the Edge v12 n1 p95-112 Fall-Win 2000-2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:46:04 CIJMAR2004 Theme: Creative Nonfiction.

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No Discourse Analysis Ethics Higher Education Personal Writing Professional Development Rhetoric Writing Instruction Hindman, Jane E. Guides - Non-Classroom Journal Articles ISSN-0010-0994 English Notes this special issue focuses primarily on embodied personal writing. Identifies and argues for a powerful alternative to masculinist discourse by incorporating an "embodied rhetoric" into professional discursive practices. Considers how embodied rhetoric requires gestures to the material practices of the professional group and to the quotidian circumstances of the individual writer. (SG) EJ675981 Thoughts on Reading "The Personal": Toward a Discursive Ethics of Professional Critical Literacy. College English v66 n1 p9-20 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:04 CIJMAR2004 Special Issue: The Personal in Academic Writing.

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No Audience Awareness Discourse Analysis Higher Education Personal Writing Sexual Identity Writing Instruction Banks, William P. Guides - Non-Classroom Journal Articles ISSN-0010-0994 English Foregrounds teaching and writing as embodied (that is, gendered, sexualized) practices that contain within them markers of identity that require us to revisit our past or which can subject us to shame. Highlights the transformative potential such teaching and writing have, both for us and for various audiences. (SG) EJ675982 Written through the Body: Disruptions and "Personal" Writing. College English v66 n1 p21-40 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:04 CIJMAR2004 Special Issue: The Personal in Academic Writing.

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No Freshman Composition Higher Education Personal Writing Student Attitudes Teacher Student Relationship Writing Instruction Sullivan, Patricia A. Journal Articles Opinion Papers Reports - Descriptive ISSN-0010-0994 English Describes one student who resists personal writing. Explores reasons why some students resist personal writing. Considers how providing the conditions for students to speak surely entails that educators become engaged readers and interlocutors of their students' writing, that they regard their writing as ongoing cultural and constitutive teachings not only for one another but for the educators as well. (SG) EJ675983 Composing Culture: A Place for the Personal. College English v66 n1 p41-54 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:05 CIJMAR2004 Special Issue: The Personal in Academic Writing.

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No Higher Education Personal Writing Professional Development Writing Instruction Goldthwaite, Melissa A. Guides - Non-Classroom Journal Articles Opinion Papers Reflective Writing ISSN-0010-0994 English Encourages readers to see "confessional" not as a means of dismissal or as an injunction to self-revelation but as an opening for reflection and conversation--a way to consider the shaping power of institutional forces in the progress of defining and redefining selves, genres, and professional knowledge. (SG) EJ675984 Confessionals. College English v66 n1 p55-73 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Discourse Higher Education Personal Writing Time Working Class Writing Instruction Robillard, Amy E. Journal Articles Opinion Papers ISSN-0010-0994 English Establishes that there are different ways of conceiving of time and that they are class-based. Illustrates in part the history of one working-class student struggling to make sense of middle-class affiliations with academic discourse and middle-class understandings of time. Proposes that writing teachers make more explicit the ways that narrative and the more privileged genres of analysis and argument interanimate one another. (SG) EJ675985 It's Time for Class: Toward a More Complex Pedagogy of Narrative. College English v66 n1 p74-92 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:05 CIJMAR2004 Special Issue: The Personal in Academic Writing.

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No Computer Uses in Education Cultural Differences Higher Education Hypermedia Rhetoric Writing (Composition) Rice, Jeff Guides - Classroom - Teacher Journal Articles Cool (Attitude) ISSN-8755-4615 English Frames a rhetoric of "cool" by describing how temporal events in the respective fields of writing, technology, and cultural studies seen in juxtaposition provide a model for electronic research. Examines how students working with hypertext, drawing from these works and juxtapositions, are able to not only write about cool, but are able to write cool as well. (SG) EJ675986 Writing about Cool: Teaching Hypertext as Juxtaposition. Computers and Composition v20 n3 p221-36 2003 2003-00-00 T 2004 2016-11-21

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No Females Secondary Education Secretaries Technological Advancement Workplace Literacy Rohan, Liz Journal Articles Reports - Evaluative ISSN-8755-4615 English Argues that secretaries in the academy lack language to describe low-status, gendered and classed work. Suggests a shift of perspective and a better recognition of how to measure knowledge in workplace settings. Investigates some history of secretarial work in America, its relationship to similar female-dominated occupations, and its relationship to educational programs promoting literacy. (SG) EJ675987 Reveal Codes: A New Lens for Examining and Historicizing the Work of Secretaries. Computers and Composition v20 n3 p237-53 2003 2003-00-00 T 2004 7/11/2004 11:46:06 CIJMAR2004

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No Aesthetics Computer Mediated Communication Curriculum Design Distance Education English Instruction Higher Education Online Courses Rhetoric Teacher Student Relationship Stroupe, Craig Guides - Non-Classroom Journal Articles ISSN-8755-4615 English Enacts a dialogue between the author's experience as a full-time, online course designer and his background in composition and English studies. Proposes and theorizes a more conscious and extensive use of a compositional or third voice in online classes. Argues that teaching and learning in online classes need to be recognized and articulated as aesthetic, linguistic, and performative processes. (SG) EJ675988 Making Distance Presence: The Compositional Voice in Online Learning. Computers and Composition v20 n3 p255-75 2003 2003-00-00 T 2004 7/11/2004 11:46:06 CIJMAR2004

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No Computer Mediated Communication Distance Education Higher Education Humor Writing Laboratories Hubler, Mike T. Bell, Diana Calhoun Journal Articles Reports - Research Ethos ISSN-8755-4615 English Argues that humor serves a critical ethos function in online communities created by mailing lists. Connects what humor theorists already recognize as a social dimension in joking to the contemporary interpretation of ethos as a constitutive force. Applies the model to the rhetoric of a university writing center mailing list. (SG) EJ675989 Computer-Mediated Humor and Ethos: Exploring Threads of Constitutive Laughter in Online Communities. Computers and Composition v20 n3 p277-94 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Freshman Composition Graduate Students Higher Education Teacher Education Teaching Assistants Duffelmeyer, Barb Blakely Journal Articles Reports - Evaluative ISSN-8755-4615 English Examines graduate student teaching assistants' (TAs') adjustment to their first teaching experience in first-year composition (FYC) classrooms. Notes that the experience mirrors that of their FYC students. Considers how both new groups work within initially uncomfortable but ultimately developmentally positive levels of ambiguity, multiplicity, and open-endedness. Presents a perspective on TA preparation for computer pedagogy, based on Etienne Wenger's (1998) notion of communities of practice. (SG) EJ675990 Learning To Learn: New TA Preparation in Computer Pedagogy. Computers and Composition v20 n3 p295-311 2003 2003-00-00 T 2004 7/11/2004 11:46:07 CIJMAR2004

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No Language Usage Literature Persuasive Discourse Philosophy Secondary Education Student Attitudes Thinking Skills Paterson, Katherine Journal Articles Opinion Papers ISSN-0360-9170 English Compliments the author's son's public high school history teacher who gave him and his classmates an introduction to philosophic thought and a standard of excellence against which to measure the pop psychology of the day. Considers how arguing productively depends on one's grasp of language. Suggests to look to philosophy, history, and literature in order to argue productively. (SG) EJ675991 What Does It Mean To Be Truly Literate? Language Arts v81 n1 p8-9 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:07 CIJMAR2004 Theme: Literacy: What Matters?

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No Decoding (Reading) Elementary Secondary Education Ethnography Literacy Politics Reading Comprehension Standardized Tests Gilmore, Perry Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0360-9170 English Considers how the concept of "literacy," especially intensified by the current conservative political climate, has been falsely reified as a clearly distinct "thing" that can be taught and tested in simple and standardized ways. Identifies literacy competencies as "subrosa literacy" and describes detailed performances of these abilities (including a variety of decoding and comprehension skills) noted by teachers as deficient in the same students. (SG) EJ675992 Privilege, Privation, and the Ethnography of Literacy. Language Arts v81 n1 p10-11 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:07 CIJMAR2004 Theme: Literacy: What Matters?

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No Civil Liberties Democracy Elementary Secondary Education High Stakes Tests Literacy Politics Macedo, Donaldo Journal Articles Opinion Papers ISSN-0360-9170 English Suggests that in an era of excessive high-stakes testing and a blind embrace of "technicism," literacy not only matters, but may represent one of the last hopes to "salvage our already feeble democracy." Concludes that literacy matters if, and only if, it is viewed as a democratic right and as a human right. (SG) EJ675993 Literacy Matters. Language Arts v81 n1 p12-13 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:08 CIJMAR2004 Theme: Literacy: What Matters?

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No Educational Change Elementary Secondary Education Literacy Politics of Education Reading Instruction Standardized Tests Student Needs Pearson, P. David Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0360-9170 English Discusses the current political situation in the United States and the ways in which literacy education, particularly reading education, has been socially constructed and politically situated in the last several years. Suggests that the policies educators are currently implementing will lead to a generation of teachers who pay homage to externally imposed standards rather than to the needs of children and their families. (SG) EJ675994 The Role of Professional Knowledge in Reading Reform. Language Arts v81 n1 p14-15 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:08 CIJMAR2004 Theme: Literacy: What Matters?

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No Academic Achievement Beginning Reading Emergent Literacy Instructional Improvement Primary Education Student Attitudes Gallas, Karen Journal Articles Opinion Papers ISSN-0360-9170 English Observes the point when students begin to see the role that words play in their lives. Discusses how the author wants each student to begin acquiring the many different discourses that will make him or her successful in school, and in life. (SG) EJ675995 "Look, Sarah, These Are Words!" Language Arts v81 n1 p16-17 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:08 CIJMAR2004 Theme: Literacy: What Matters?

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No Elementary Secondary Education Globalization Literacy Multicultural Literature Student Attitudes Banks, James A. Journal Articles Opinion Papers Social Justice ISSN-0360-9170 English Notes the author's concern about a conception of literacy that defines it only as basic skills. Argues that basic skills are necessary but not sufficient in this diverse and troubled world. Suggests that a literacy education that focuses on social justice can make a major contribution to preparing students to be thoughtful and active citizens of their nation and the world. (SG) EJ675996 Teaching Literacy for Social Justice and Global Citizenship. Language Arts v81 n1 p18-19 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Ethics Globalization Literacy Education Reading Material Selection Luke, Allan Journal Articles Opinion Papers ISSN-0360-9170 English Argues that educators' work involves helping kids decide which texts are worth reading and writing, how, where, and to what ends and purposes. Notes that this is an ethical and social responsibility. Suggests that students need a literacy education that provides critical engagements with globalized flows of information, image, text, and discourse. (SG) EJ675997 Literacy Education for a New Ethics of Global Community. Language Arts v81 n1 p20-22 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:09 CIJMAR2004 Theme: Literacy: What Matters?

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No Futures (of Society) Politics of Education Readability Reading Achievement Reading Instruction Power, Brenda Miller Creative Works Journal Articles Opinion Papers ISSN-0360-9170 English Presents humorous, yet horrifying, ramifications of leveling students for reading instruction. Tells the story of an adult who is unable to buy books because the ones she wants are not at the appropriate "level." (SG) EJ675998 Leveled: Fiction That Could One Day Be True. Language Arts v81 n1 p23-27 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:09 CIJMAR2004 Theme: Literacy: What Matters?

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No Beginning Reading Educational Improvement Elementary Education Politics of Education Reading Instruction Reading Research Yatvin, Joanne Weaver, Constance Garan, Elaine Journal Articles Opinion Papers National Reading Panel No Child Left Behind Act 2001 Reading First No Child Left Behind Act 2001 ISSN-0360-9170 English Identifies inaccuracies and distortions in the research supporting the No Child Left Behind legislation, as well as in government documents and the National Reading Panel "Summary Booklet." Offers alternatives to the limitations of the Reading First initiative through five major sections. Presents 12 recommendations regarding Reading First. (SG) EJ675999 Reading First: Cautions and Recommendations. Language Arts v81 n1 p28-33 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Grade 7 Literacy Reading Difficulties Secondary Education Student Attitudes Student Experience Teacher Student Relationship Fine, Esther Sokolov Slater, Kenneth Journal Articles Opinion Papers ISSN-0360-9170 English Tells a story about relationships and the long-term effects of literacy instruction through a slice of the authors' personal and pedagogical history. Presents a narration by Esther who weaves her own story with Kenneth's adult voice and excerpts from his seventh-grade autobiography written in 1984, when Esther was his teacher. (SG) EJ676000 Out There with the Kids: Why Bother? Language Arts v81 n1 p34-42 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:10 CIJMAR2004 Theme: Literacy: What Matters?

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No Aesthetics Elementary Education Poetry Visual Arts Writing Instruction Writing Workshops Ehrenworth, Mary Guides - Classroom - Teacher Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 Student Engagement ISSN-0360-9170 English Uses visual images to open up spaces for imagination and to encourage children to go beyond the familiar during writing workshop. Shares ways to engage students with looking at the visual arts in order to write. Reflects on September 11. Explores the possibilities of the aesthetic response. (SG) EJ676001 Literacy and the Aesthetic Experience: Engaging Children with the Visual Arts in the Teaching of Writing. Language Arts v81 n1 p43-51 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education English (Second Language) Student Attitudes Teaching Methods Writing Instruction Writing Workshops Hubbard, Ruth Shagoury Shorey, Virginia Journal Articles Reports - Evaluative Identity (Psychological) ISSN-0360-9170 English Considers how encouraging students to tell their own stories in their first languages as well as in English develops academic strategies and a sense of identity. Shares what the authors have learned about how to bring together two teaching disciplines that have sometimes followed separate tracks--the teaching of writing and the teaching of second (and third!) language and literacy acquisition. (SG) EJ676002 Worlds beneath the Words: Writing Workshop with Second Language Learners. Language Arts v81 n1 p52-61 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education English (Second Language) Family Literacy Family School Relationship Mexican Americans School Role Story Telling Riojas-Cortez, Mari Flores, Belinda Bustos Smith, Howard L. Clark, Ellen Riojas Guides - Non-Classroom Journal Articles ISSN-0360-9170 English Describes how the linguistic and cultural connections in a family storytelling event link literacy practices in Mexican American homes with those found in school. Presents six recommendations when working with culturally and linguistically diverse parents. (SG) EJ676003 Cuentame un Cuento [Tell Me a Story]: Bridging Family Literacy Traditions with School Literacy. Language Arts v81 n1 p62-71 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:11 CIJMAR2004 Theme: Literacy: What Matters?

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No Adolescent Literature Beginning Reading Childrens Literature Elementary Secondary Education History Reading Material Selection Laminack, Lester L. Bell, Barbara H. Journal Articles Reference Materials - Bibliographies Respect ISSN-0360-9170 English Presents annotations of 24 books for children and young adults that are about bears, events at school, and learning respect. Lists some books for younger children, books anchored in history, and books that address family. (SG) EJ676004 Great New Books Worth a Look! Language Arts v81 n1 p74-79 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Childrens Literature Elementary Secondary Education Reading Instruction Reading Material Selection Casement, Rose Information Analyses Journal Articles Opinion Papers ISSN-0360-9170 English Considers how Jacqueline Woodson has become acclaimed as an outstanding author of children's literature for youths from elementary through high school, even though she began her writing career as an author of short stories for adults. Discusses four of her books. (SG) EJ676005 Jacqueline Woodson: Real Characters, Real Voices. Language Arts v81 n1 p80-83 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:11 CIJMAR2004 Theme: Literacy: What Matters?

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No Ability Grouping Academic Achievement Higher Education Journalism Education Journalism Research Longitudinal Studies News Media News Writing Writing Instruction Kanihan, Stacey Frank Neuzil, Mark Bunton, Kristie Journal Articles Reports - Research ISSN-1077-6958 English Examines the relationship between ability grouping of media writing students and their writing competence over time. Finds that students in the different ability groups start the media writing course with a wide gap in mechanical skill level; the gap is eliminated at final exam time. Notes that when students are measured on the same set of skills more than a year and a half later, the gap returns. (SG) EJ676006 Longitudinal Effects of Ability Groups on News Writing. Journalism and Mass Communication Educator v58 n2 p120-30 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:12 CIJMAR2004

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No Communication (Thought Transfer) Higher Education Instructional Effectiveness Journalism Education Language Usage Oral Interpretation Reading Aloud to Others Textbook Research Winter, Catherine Journal Articles Reports - Evaluative ISSN-1077-6958 English Offers a system that can make up one element of a program to teach students delivery of broadcast news. Presents a principled approach, based on linguistic research, to teaching students how to decide what words to emphasize, so that they can mark their scripts before reading them aloud. Examines 18 textbooks and their treatment of delivery. (SG) EJ676007 Learning To Do What Comes Naturally: Delivery Instruction in Broadcast News Textbooks. Journalism and Mass Communication Educator v58 n2 p131-46 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:12 CIJMAR2004

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No Communication (Thought Transfer) Ethics Higher Education Instructional Improvement Methods Courses Research Methodology Theory Practice Relationship Denham, Bryan E. Guides - Classroom - Teacher Journal Articles ISSN-1077-6958 English Offers some insights on how to maximize the research methods course, such that students will take from the course a meaningful learning experience as opposed to a short-term exercise on memorizing terms and, ideally, administrators who review the course will recognize communication as an academic discipline rich in theory and methodology. (SG) EJ676008 Maximizing Research Methods Instruction. Journalism and Mass Communication Educator v58 n2 p147-62 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:12 CIJMAR2004

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No Foreign Countries Higher Education Interviews Journalism Education On the Job Training Professional Development Role of Education Cleary, Johanna Journal Articles Reports - Evaluative Mexico Mexico ISSN-1077-6958 English Provides an overview of the current status of university and on-the-job training in Mexico based on a series of in-depth interviews with influential figures in both classroom-based, educational settings and on-the-job professional development settings. Concludes that journalism education in Mexico is undergoing significant change. (SG) EJ676009 Shaping Mexican Journalists: The Role of University and On-the-Job Training. Journalism and Mass Communication Educator v58 n2 p163-74 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Higher Education Journalism Education Student Attitudes Values Rauch, Jennifer Trager, K. D. Kim, Eunseong Journal Articles Reports - Research Civic Journalism ISSN-1077-6958 English Explores whether college students support a range of civic journalism approaches, whether greater support for the "new" values of civic journalism correlates with less support for traditional ones, such as objectivity, and what characteristics among students are linked to greater support for civic journalism values and practices. Finds that newswriting students were inclined to accept many, if not most, of the values and practices related to civic journalism. (SG) EJ676010 Clinging to Tradition, Welcoming Civic Solutions: A Survey of College Students' Attitudes toward Civic Journalism. Journalism and Mass Communication Educator v58 n2 p175-86 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Ethnic Stereotypes Higher Education Mainstreaming Mexican Americans Barron, Nancy G. Guides - Non-Classroom Journal Articles Identity (Psychological) ISSN-0010-096X English Focuses on Latino students' difficulties with higher education because of dual constructions of identity from and toward the Anglo mainstream. Addresses Other perception (the potential problems Latino students encounter in higher education based on how others perceive their individual and group identity); and self-perception (the contradictory expectations that Mexican Americans have of the mainstream in higher education). Presents these issues in letter format. (SG) EJ676011 Dear Saints, Dear Stella: Letters Examining the Messy Lines of Expectations, Stereotypes, and Identity in Higher Education. College Composition and Communication v55 n1 p11-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Differences Higher Education Inquiry Intercultural Communication Rhetoric Flower, Linda Journal Articles Opinion Papers ISSN-0010-096X English Notes that an intercultural rhetoric based on inquiry is a deliberate meaning-making activity in which difference is not read as a problem but sought out as a resource for constructing more grounded and actionable understandings. Explores the meaning of intercultural rhetoric inquiry as it emerges with a cultural/social/cognitive activity and as it is defined by its consequences. (SG) EJ676012 Talking across Difference: Intercultural Rhetoric and the Search for Situated Knowledge. College Composition and Communication v55 n1 p38-68 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:13 CIJMAR2004

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No Higher Education Individual Development Instructional Improvement Longitudinal Studies Writing Evaluation Writing Instruction Curtis, Marcia Herrington, Anne Journal Articles Reports - Evaluative ISSN-0010-096X English Draws upon a longitudinal study of four undergraduate student writers and focuses on the progress of one of them. Questions assumptions that confuse skills assessment with the measurement of academic and personal development. Argues for a broader view of writing development and a teaching approach that fosters it. (SG) EJ676013 Writing Development in the College Years: By Whose Definition? College Composition and Communication v55 n1 p69-90 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:14 CIJMAR2004

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No Class Activities Higher Education Individual Development Metaphors Personal Narratives Reading Instruction Student Attitudes Writing Instruction Cook-Sather, Alison Guides - Non-Classroom Journal Articles Student Engagement ISSN-0010-096X English Explores the educational process in which college sophomores enrolled in a reading and writing course are engaged. Defines this education as translation: a process of preservation, re-vision, and re-rendering of both texts and selves, prompted by particular course assignments, readings, and forums for interaction. Explores how the metaphor of translation captures students' transformations of their notions of narrative and self. (SG) EJ676014 Education as Translation: Students Transforming Notions of Narrative and Self. College Composition and Communication v55 n1 p91-114 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Rhetoric Student Attitudes Teacher Student Relationship Theory Practice Relationship Writing Instruction Kopelson, Karen Guides - Non-Classroom Journal Articles ISSN-0010-096X English Suggests that the marginalized teacher-subject look to contemporary theoretical notions of the "radical resignification" of power as well as to the neglected rhetorical concept of metis, or "cunning," to engage difference more efficaciously, if more sneakily. Argues that one possible praxis for better negotiating student resistance is the performance of the very neutrality that students expect of teachers. (SG) EJ676015 Rhetoric on the Edge of Cunning; Or, The Performance of Neutrality (Re)Considered as a Composition Pedagogy for Student Resistance. College Composition and Communication v55 n1 p115-46 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:14 CIJMAR2004

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No Higher Education Sabbatical Leaves Secondary Education Teacher Attitudes Writing (Composition) Thompson, Thomas C. Louth, Richard Journal Articles Opinion Papers Reports - Descriptive ISSN-0010-096X English Discusses how the first author left his comfortable position at the university to teach high school full-time and how the second author left home to live the writer's life in New Orleans' French Quarter. Describes how they decided to pursue their respective projects, what a typical day was like, and what they learned. Addresses questions that have plagued others who have taken, or who are considering taking, sabbaticals. (SG) EJ676016 Radical Sabbaticals: Putting Yourself in Danger. College Composition and Communication v55 n1 p147-71 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:15 CIJMAR2004

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No Discourse Analysis Film Criticism Films Higher Education Rhetoric Technology Schilb, John Guides - Non-Classroom Journal Articles Visual Rhetoric English Pursues a rhetoric of visual fragments by considering the disjunctive packaging of two particular fictional films: Alfred Hitchcock's 1958 classic "Vertigo" and Christopher Reeve's 1997 adaptation of Alice Elliott Dark's short story, "In the Gloaming." Considers how "Vertigo" offers conflicting stories about the possibility of technologically resurrecting the past. Notes that contrasts between the film and its adjacent documentary segments point to tension between current civil rights agendas. (SG) EJ676017 Toward A Rhetoric of Visual Fragments: Analyzing Disjunctive Narratives. JAC: A Journal of Composition Theory v22 n4 p743-64 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Democracy Elementary Secondary Education Futures (of Society) Teacher Attitudes Fishman, Stephen M. Guides - Non-Classroom Journal Articles Dewey (John) Hope September 11 Terrorist Attacks 2001 English Compares John Dewey's hopefulness in the years following World War I to reactions to September 11, 2001 in an effort to help teachers at all levels who need to rebuild their confidence that teaching can truly serve to strengthen and extend American democracy. Outlines four weaknesses to American democracy and three touchstones of optimism for contemporary teachers. (SG) EJ676018 Deweyan Hopefulness in a Time of Despair. JAC: A Journal of Composition Theory v22 n4 p765-94 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Educational Improvement Higher Education Motivation Professional Development Rhetoric Writing Across the Curriculum Cherwitz, Richard A. Daniel, Sharan L. Guides - Non-Classroom Journal Articles English Examines the inception and evolution of the Intellectual Entrepreneurship program at the University of Texas Austin. Discusses the inductive and unintended process by which the program helped the authors to rediscover rhetoric and its vital role in human inquiry and public action. Speculates about the implications of the program for rhetoric's ability to embody the ideal of a discipline of academic-public engagement. (SG) EJ676019 Rhetoric as Professional Development and Vice Versa. JAC: A Journal of Composition Theory v22 n4 p795-814 Fall 2002 2002-00-00 T 2004 7/11/2004 11:46:15 CIJMAR2004

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No Cultural Pluralism Ethics Higher Education Instructional Improvement Multicultural Education Writing Instruction Grobman, Laurie Guides - Non-Classroom Journal Articles Relativism English Argues for what the author calls "just multiculturalism," which holds justice rather than tolerance or difference as multiculturalism's first principle, as one path to consider a way out of the relativist trap. Notes that in the classroom, just multiculturalism encourages students to engage in cross-cultural understanding, judgment, critique, and dialogue, and can provide students with a more critical and nuanced understanding of the egalitarian aims of multiculturalism. (SG) EJ676020 "Just Multiculturalism": Teaching Writing as Critical and Ethical Practice. JAC: A Journal of Composition Theory v22 n4 p815-45 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Grief Higher Education Language Usage Mass Media Use Rhetoric Violence Wiederhold, Eve Journal Articles Opinion Papers Columbine High School Shooting English Argues the predilection for sharing speech that informs the study of rhetoric does not fully address the haunted sense of psychic and embodied displacement that can accompany connections made to imagined social constructs to satisfy desires for affiliation. Focuses on media representations of the shootings at Columbine High School and two cases of matricide that have been collectively regarded as grievous disruptions to an imagined sphere of communal normalcy. (SG) EJ676021 The Face of Mourning: Deploying Grief To Construct a Nation. JAC: A Journal of Composition Theory v22 n4 p847-89 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Class Activities English Instruction Instructional Innovation Literacy Racial Differences Two Year Colleges Sundeen, Jim Guides - Classroom - Teacher Journal Articles Reports - Descriptive Rap Music ISSN-0098-6291 English Describes how the author became critically aware of the dynamics of literacy and race in a composition classroom. Introduces his students to rap music as a legitimate literacy and a type of literature in its own right. Describes the lesson plan he used in the project and explains some of the theory that inspired his classroom inquiry. (SG) EJ676022 Teaching Literacy as Rap at Southeast Community College. Teaching English in the Two-Year College v31 n1 p8-15 Sep 2003 2003-00-00 T 2004 2016-11-21

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No English Instruction Self Concept Student Attitudes Two Year Colleges Writing Instruction Shafer, Gregory Journal Articles Opinion Papers Reflective Thinking ISSN-0098-6291 English Considers how helping one to imagine himself or herself a writer is much more complex than nurturing a more stable grasp of sentence clarity or spelling. Notes that it involves the ability to nurture the personal introspection and cultural scrutiny that makes writing a source for reflection and transformation. (SG) EJ676023 Imagine You're a Writer. Teaching English in the Two-Year College v31 n1 p16-24 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Audiotape Recordings Case Studies Instructional Innovation Memory Student Reaction Teacher Response Two Year Colleges Writing Instruction Mellen, Cheryl Sommers, Jeff Journal Articles Reports - Evaluative ISSN-0098-6291 English Makes an argument that audiotaped response to student writing is particularly useful in teaching two-year-campus students. Grounds the argument in a historical overview of response literature in this journal, student surveys, and the case study of one undergraduate student. (SG) EJ676024 Audiotaped Response and the Two-Year-Campus Writing Classroom: The Two-Sided Desk, the "Guy with the Ax," and the Chirping Birds. Teaching English in the Two-Year College v31 n1 p25-39 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:17 CIJMAR2004

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No Community Colleges English Instruction Faculty Development Inservice Teacher Education Mentors Program Effectiveness Two Year Colleges Frank, MacGregor Buck, Jo Ann Journal Articles Reports - Descriptive Reflective Thinking ISSN-0098-6291 English Examines the implementation and processes of the Faculty-in-Training Program at Guilford Technical Community College. Recognizes the aspects of the program that have proved successful and identifies changes that have been made based upon what the authors' experience has taught them. (SG) EJ676025 Looking Backward: Reflections on Developing Community College Instructors through the Faculty-in-Training (FIT) Program. Teaching English in the Two-Year College v31 n1 p40-50 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Electronic Journals Higher Education Internet Program Effectiveness School Publications Student Participation Writing for Publication Hay, Victoria Journal Articles Reports - Descriptive Arizona State University West ISSN-0098-6291 English Discusses how in 1992, Arizona State University West's Department of American Studies began publishing its literary journal online. Considers how for the first time, the editing students contributed significantly and meaningfully to the content, editing, and publication of their campus magazine. Discusses benefits and drawbacks of the production. Presents 11 recommendations for organizing an online publication. (SG) EJ676026 To Boldly Go...: Launching a Campus Literary Magazine on the Internet. Teaching English in the Two-Year College v31 n1 p51-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Grading Instructional Innovation Performance Contracts Thinking Skills Two Year Colleges Writing Evaluation Writing Instruction Reichert, Nancy Journal Articles Reports - Descriptive ISSN-0098-6291 English Discusses how contract grading promotes quality writing as well as a larger quantity of writing. Considers how teachers can use contract grading to support and promote the behaviors, thinking skills, and writing skills they believe will help students create quality writing. Notes that contract grading leads students to write more, to have fewer fears concerning success, and to write better texts. (SG) EJ676027 Practice Makes Perfect: Contracting Quantity and Quality. Teaching English in the Two-Year College v31 n1 p60-68 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:18 CIJMAR2004

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No Content Analysis Educational Trends Guides Higher Education Teacher Attitudes Trend Analysis Writing Instruction Cranmer, David J. Journal Articles Reports - Evaluative ISSN-0098-6291 English Comments on what trends the author has noticed in writing handbooks, comparing four handbooks first published in the 1990s with a random selection of four older handbooks. Includes some pedagogical observations based on his experience as a linguist and in the writing classroom. Reveals both important trends and room for further development. (SG) EJ676028 Recent Trends in Writing Handbooks: A Linguist's View. Teaching English in the Two-Year College v31 n1 p69-76 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:18 CIJMAR2004

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No Critical Thinking Discourse Analysis Instructional Innovation Persuasive Discourse Two Year Colleges Writing Instruction Schultz, Marcia Guides - Classroom - Teacher Journal Articles Reports - Descriptive Trials ISSN-0098-6291 English Considers how working with accounts of famous trials can involve students in thinking through and critiquing important techniques of argumentation. Discusses how criticism that can be applied to arguments in criminal proceedings can sometimes be applied to arguments in student essays. Discusses how the author incorporates this into her classroom. (SG) EJ676029 Analyzing Argumentative Strategies. Teaching English in the Two-Year College v31 n1 p77-80 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities English Instruction Grammar Instructional Innovation Teacher Attitudes Two Year Colleges Writing Instruction Elder, Dana C. Minor, Dorothy Weinberg, Kathleen Anne Blaisdell, Bob Guides - Classroom - Teacher Journal Articles ISSN-0098-6291 English Presents four brief essays by teachers addressing "the cost of plagiarism,""involving students the first day,""grammar," and "learning without being taught." (SG) EJ676030 What Works for Me. Teaching English in the Two-Year College v31 n1 p83-88 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:18 CIJMAR2004

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No Classroom Environment Elementary Secondary Education Reading Difficulties Reading Instruction Student Motivation Teacher Attitudes Teacher Student Relationship Teacher Surveys Writing Instruction Ganske, Kathy Monroe, Joanne K. Strickland, Dorothy S. Journal Articles Reports - Evaluative ISSN-0034-0561 English Presents an informal study in which 191 practicing teachers completed a survey requiring them to list their three most pressing questions about working with struggling readers and writers. Addresses some of the teachers' questions about struggling readers and writers for nine categories of concern. (SG) EJ676031 Questions Teachers Ask about Struggling Readers and Writers. Reading Teacher v57 n2 p118-28 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:19 CIJMAR2004

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No Beginning Teachers Computer Uses in Education Elementary Education Literacy Methods Courses Preservice Teachers Teacher Attitudes Technology Integration Watts-Taffe, Susan Gwinn, Carolyn B. Johnson, Julie R. Horn, Marcia L. Journal Articles Reports - Evaluative ISSN-0034-0561 English Describes the authors' initial efforts to systematically address technology integration in their literacy methods courses. Describes a study of the technology integration practices of three preservice teachers in their first year of teaching. Provides a link between the work that has been done with preservice teachers during field placements and the work done with experienced teachers. (SG) EJ676032 Preparing Preservice Teachers To Integrate Technology with the Elementary Literacy Program. Reading Teacher v57 n2 p130-38 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:19 CIJMAR2004

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No Comics (Publications) Elementary Education Reading Instruction Reading Materials Reading Research Student Attitudes Student Motivation Norton, Bonny Journal Articles Reports - Evaluative ISSN-0034-0561 English Suggests that the sense of ownership that children have over comic books accounts for the vibrant debate, discussion, and critique of them. Examines whether insights from Archie comics may help teachers reclaim literacy as a meaning-making practice. Concludes that teachers remain ambivalent about the place of comic books within educational practice. (SG) EJ676033 The Motivating Power of Comic Books: Insights from Archie Comic Readers. Reading Teacher v57 n2 p140-47 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:19 CIJMAR2004

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No Drama Elementary Secondary Education Identification (Psychology) Illustrations Instructional Innovation Picture Books Reading Instruction Student Attitudes Teaching Methods Clyde, Jean Anne Guides - Classroom - Teacher Journal Articles Reports - Descriptive Student Engagement ISSN-0034-0561 English Describes a drama experience that led the author to develop the Subtext Strategy with picture books. Shares stories of its use with K-12 students. Argues that this single strategy, which involves a careful "reading" of illustrations combined with using drama to imagine characters' thoughts, successfully engages readers of all ages. (SG) EJ676034 Stepping Inside the Story World: The Subtext Strategy - A Tool for Connecting and Comprehending. Reading Teacher v57 n2 p150-60 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Annotated Bibliographies Childrens Literature Elementary Secondary Education Literature Appreciation Reading Instruction Reading Material Selection Student Attitudes Journal Articles Reference Materials - Bibliographies ISSN-0034-0561 English Presents 103 titles for the 2003 Children's Choice grouped by reading levels: beginning, young, intermediate, and advanced readers. Provides the title, author, illustrator, publisher, ISBN, and price for each title as well as a brief annotation prepared by a review team. (SG) EJ676035 Children's Choices for 2003. Reading Teacher v57 n2 p163-78 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:20 CIJMAR2004

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No Instructional Innovation Middle Schools Reading Comprehension Reading Skills Student Motivation Fisk, Candace Hurst, Beth Guides - Classroom - Teacher Journal Articles Paraphrase ISSN-0034-0561 English Suggests that paraphrasing can be useful to promote reading comprehension skills. Finds paraphrasing for comprehension to be an excellent tool for reinforcing reading skills, such as identifying the main ideas, finding supporting details, and identifying the author's voice. Discusses how helping students see practical applications of accurately restating another person's ideas will motivate them to use paraphrasing. (SG) EJ676036 Paraphrasing for Comprehension. Reading Teacher v57 n2 p182-85 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Reading Decoding (Reading) Elementary Education Media Selection Phonics Reading Instruction Jenkins, Joseph R. Vadasy, Patricia F. Peyton, Julia A. Sanders, Elizabeth A. Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Describes a tool for finding texts that match children's decoding skills. Begins with an overview of current thinking and research on the use of decodable text in beginning reading instruction. Presents five steps to show how teachers can locate decodable texts that match and supplement their phonics instruction. (SG) EJ676037 Decodable Text - Where To Find It. Reading Teacher v57 n2 p185-89 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:20 CIJMAR2004

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No Alphabets Bilingual Students Class Activities Elementary Education Literacy Media Selection Second Language Learning Gonzalez-Bueno, Manuela Guides - Classroom - Teacher Journal Articles Reports - Descriptive Songbooks ISSN-0034-0561 English Presents some examples of bilingual and Spanish materials that can be prepared in the classroom based on current practical theories on the teaching of literacy. Describes ways to incorporate the alphabet into bilingual activities. Considers the use of an illustrated songbook. (SG) EJ676038 Literacy Activities for Spanish-English Bilingual Children. Reading Teacher v57 n2 p189-92 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Elementary Education Instructional Innovation Literacy Program Effectiveness Student Centered Curriculum Writing Instruction Fromherz, Robin Wright Guides - Classroom - Teacher Journal Articles Reports - Descriptive Oregon Oregon ISSN-0034-0561 English Considers how the concept of Traveling Literacy Trunk was designed to reach all corners of the state of Oregon with compelling, student-centered, developmentally appropriate writing activities that could be shared with teaching professionals. Outlines 12 steps for developing a Traveling Literacy Trunk. Describes many benefits of the Literacy Trunks. (SG) EJ676039 Create a Traveling Literacy Trunk. Reading Teacher v57 n2 p192-95 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Literature Reviews Professional Development Reading Difficulties Reading Instruction Reading Research Teacher Improvement Urban Schools Cooter, Robert B., Jr. Information Analyses Journal Articles Reports - Evaluative ISSN-0034-0561 English Reviews selected research into the benefits of teacher development as an avenue for improving reading proficiency in urban schools. Looks at a multiyear teacher development intervention in a major city school district and the evidence it yielded, which indicated that professional development pays significant dividends for many of the most challenged learners. (SG) EJ676040 Teacher "Capacity-Building" Helps Urban Children Succeed in Reading. Reading Teacher v57 n2 p198-205 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:21 CIJMAR2004

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No Elementary Education Instructional Innovation Interpersonal Relationship Reading Aloud to Others Reading Difficulties Walker, Barbara J. Journal Articles Reports - Descriptive Retelling ISSN-0034-0561 English Describes how in order to promote social interaction among the struggling readers, the author decided to have them work in pairs at a table in the back of the room in the same way the teacher held conferences. Engages the struggling readers in retelling the story the teacher read aloud during the whole-class lesson. (SG) EJ676041 Instruction for Struggling Readers Contains Multiple Features. Reading Teacher v57 n2 p206-07 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Discussion (Teaching Technique) Grade 11 Reading Aloud to Others Reading Instruction Secondary Education Student Attitudes Lenihan, Greg Guides - Classroom - Teacher Journal Articles Kafka (Franz) ISSN-1081-3004 English Describes how the author uses Franz Kafka's "A Little Fable" with his mainstream class of high school juniors. Considers how it is essential to show students how to stop reading when they don't understand something--to go back and reread it and begin making sense of it. Uses writing lists, student opinions, and classroom discussion. (SG) EJ676042 Reading with Adolescents: Constructing Meaning Together. Journal of Adolescent & Adult Literacy v47 n1 p8-12 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Educational Change High Schools Instructional Improvement Reading Ability Reading Achievement Reading Instruction Brozo, William G. Hargis, Charles H. Journal Articles Reports - Descriptive Reports - Evaluative ISSN-1081-3004 English Describes how subject area teachers at one high school used grant money to change their teaching styles, significantly improving students' reading abilities. Details how reading achievement testing was conducted and the results were translated into effective literacy reforms designed to go beyond "teaching to the middle." Tracks the experiences of two students at either end of the reading ability continuum and the effects the initiatives had on them. (SG) EJ676043 Taking Seriously the Idea of Reform: One High School's Efforts To Make Reading More Responsive to All Students. Journal of Adolescent & Adult Literacy v47 n1 p14-23 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:22 CIJMAR2004

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No English Instruction Mathematics Instruction Metacognition Preservice Teachers Reading Instruction Secondary Education Teacher Educators Donahue, David Journal Articles Reports - Evaluative Reading Across the Curriculum Social Justice ISSN-1081-3004 English Describes how a teacher educator uses an apprentice reading project to teach new teachers about the ways they read in the content areas. Hopes that asking preservice teachers to read across the curriculum will allow them to pay more attention not only to what, but also to how and why they read in their discipline. (SG) EJ676044 Reading across the Great Divide: English and Math Teachers Apprentice One Another as Readers and Disciplinary Insiders. Journal of Adolescent & Adult Literacy v47 n1 p24-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Evaluation Methods Inquiry Reading Instruction Reading Strategies Secondary Education Thematic Approach Units of Study Katz, Claudia Anne Boran, Karen Braun, Timothy J. Massie, Mary J. Kuby, Sue Ann Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1081-3004 English Describes an integrated thematic unit designed for readers in grades 8 to 10. Contains a four- to six-week plan that encompasses reading strategies, inquiry projects, and assessment tools and includes an activity map (based on Jennifer Armstrong's "Shipwreck at the Bottom of the World: The Extraordinary True Story of Shackleton and the 'Endurance'") that puts this information at the teacher's fingertips. (SG) EJ676045 The Importance of Being with Sir Ernest Shackleton at the Bottom of the World. Journal of Adolescent & Adult Literacy v47 n1 p38-49 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:23 CIJMAR2004

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No Cooperative Learning Cross Age Teaching Cultural Differences Multicultural Education Reading Instruction Second Language Learning Secondary Education O'Byrne, Barbara Journal Articles Reports - Evaluative ISSN-1081-3004 English Considers how teachers can use linguistic diversity for inclusion and learning experiences in collaborative, cross-age literacy projects. Envisions a project that would extend the principles of collaboration across different age groups. Addresses the larger literacy issues that are entwined with cross-age, multicultural collaborative learning experiences. (SG) EJ676046 The Paradox of Cross-Age, Multicultural Collaboration. Journal of Adolescent & Adult Literacy v47 n1 p50-63 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:23 CIJMAR2004

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No College Students Higher Education Instructional Improvement Reading Comprehension Reading Instruction Reading Research Teaching Methods Vocabulary Development Francis, Michelle Andersen Simpson, Michele L. Guides - Classroom - Teacher Journal Articles Reports - Evaluative ISSN-1081-3004 English Investigates college students' beliefs about vocabulary knowledge and acquisition. Explains the study and how the findings have modified how the authors teach vocabulary to their students. Provides some concrete ways to help students learn new words and to use them in meaningful ways in order to improve reading comprehension and fluency. (SG) EJ676047 Using Theory, Our Intuitions, and a Research Study To Enhance Students' Vocabulary Knowledge. Journal of Adolescent & Adult Literacy v47 n1 p66-78 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:23 CIJMAR2004

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No Adolescents Computer Uses in Education Internet Literacy Reading Comprehension Reading Instruction Reading Strategies Secondary Education Schmar-Dobler, Elizabeth Guides - Non-Classroom Journal Articles ISSN-1081-3004 English Studies how the Internet is used by adolescents. Considers how the union of reading and technology on the Internet is causing educators to take a new look at what it means to be literate in today's society. (SG) EJ676048 Reading on the Internet: The Link between Literacy and Technology. Journal of Adolescent & Adult Literacy v47 n1 p80-85 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:23 CIJMAR2004

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No Audience Awareness Critical Reading Cultural Context Higher Education Interviews Literary Genres Reading Writing Relationship Teacher Attitudes Writing (Composition) Writing Instruction Writing Processes Bawarshi, Anis Reiff, Mary Jo Journal Articles Opinion Papers English Interviews Susan Miller, a teacher of composition studies and author of well-known articles about the field. Discusses what it means to be able to write, and the cultural forces that have shaped her as a writer and teacher of writing. Argues for a renewed focus on the act of writing and the production of texts. (PM) EJ676049 Composition and the Cultural Imaginary: A Conversation with Susan Miller. Composition Forum v13 n1-2 p1-22 2002 2002-00-00 Composition Forum, Dept. of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. Web site: http://www2.hawaii.edu/~weisser/cf/. T 2004 7/11/2004 11:46:24 CIJMAR2004

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No Critical Reading Cultural Influences Higher Education Literacy Reading Instruction Teacher Attitudes Teaching Methods Writing Instruction Edbauer, Jenny Journal Articles Opinion Papers Pleasure English Notes that pleasure rarely receives much attention in literacy pedagogy. Argues that while composition should engage in the work of making writing pleasurable, it is equally important to recognize the pleasures that already exist for students and all textual users. Examines a critical reading of textual meaning and sensation. Explores an alternative conception of meaning as non-signifying experience, and why writing pedagogy must embrace such an alternative. (PM) EJ676050 Big Time Sensuality: Affective Literacies and Texts That Matter. Composition Forum v13 n1-2 p23-37 2002 2002-00-00 Composition Forum, Dept. of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. Web site: http://www2.hawaii.edu/~weisser/cf/. T 2004 2016-11-21

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No Academic Discourse Cultural Context Family Environment Higher Education Teacher Attitudes Writing (Composition) Writing Instruction Keller, Christopher J. Guides - Non-Classroom Journal Articles English Explores dilemmas that arise as compositionists continue to develop theories and practices of mixed and alternative discourses. Focuses on how composition studies have attached spatial designations to discourses. Notes that the label "home" implies that such discourses have been protected from the onslaughts of a dynamic and changing world's forces and fields of power rather than having taken place in the construction of them. (PM) EJ676051 Alternative Discourses between Home and the Academy: How Composition Studies "Mixes" Them Up. Composition Forum v13 n1-2 p39-52 2002 2002-00-00 Composition Forum, Dept. of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. Web site: http://www2.hawaii.edu/~weisser/cf/. T 2004 7/11/2004 11:46:24 CIJMAR2004

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No Higher Education Student Attitudes Student Centered Curriculum Teacher Attitudes Teacher Education Teaching Methods Writing Instruction Tweedie, Sanford Journal Articles Reports - Descriptive English Describes the opening of the author's first class teaching "Issues in Composition." Explains that the course started with silence to immediately upset student expectations. Outlines the author's attempts to create a truly student centered class. (PM) EJ676052 Pedagogy of the Distilled: The Classroom as Retort. Composition Forum v13 n1-2 p53-66 2002 2002-00-00 Composition Forum, Dept. of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. Web site: http://www2.hawaii.edu/~weisser/cf/. T 2004 7/11/2004 11:46:24 CIJMAR2004

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No College Freshmen Critical Thinking Freshman Composition Higher Education Student Attitudes Teaching Assistants Duffelmeyer, Barb Blakely Guides - Non-Classroom Journal Articles English Notes that new teaching assistants (TAs) and first year composition students similarly grapple with ambiguity, multiplicity, and open-endedness. Contends that new TAs' queries and early classroom experiences can provide a valuable occasion to re-balance the emphasis in a pro-seminar between teaching and learning. Presents strategies for addressing overlapping goals of assisting first-year composition students in developing a critical literacy and assisting new TAs in developing transformative pedagogies. (PM) EJ676053 New Perspectives: TA Preparation for Critical Literacy in First Year Composition. Composition Forum v13 n1-2 p67-80 2002 2002-00-00 Composition Forum, Dept. of Language and Communication, 318 Kyser Hall, Northwestern State University, Natchitoches, LA 71497. Web site: http://www2.hawaii.edu/~weisser/cf/. T 2004 7/11/2004 11:46:25 CIJMAR2004

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No Academic Achievement Cultural Awareness Elementary Education Personal Narratives Reading Aloud to Others Reading Instruction Story Telling Cline, Zulmara Necochea, Juan Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1081-3004 English Shares the authors' personal narratives attempting to shed light on the many paths there are to literacy, especially when the gifts and talents that diverse families bring to education are honored and respected by caring and trusting educators. Imparts how their families' hopes and dreams made a decided difference in their education, future success, and eventual academic achievement. (SG) EJ676054 My Mother Never Read To Me. Journal of Adolescent & Adult Literacy v47 n2 p122-26 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:25 CIJMAR2004

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No Case Studies Discourse Analysis Higher Education Labeling (of Persons) Learning Disabilities Preservice Teacher Education Student Attitudes Teacher Role Clark, Caroline T. Journal Articles Reports - Evaluative ISSN-1081-3004 English Explores the role of authoritative discourse in the "learning disabled" labeling of a student enrolled in a literacy course for preservice teachers. Provides a concrete example of the power of authoritative discourse and the role that teachers, through their pedagogy, may play in accepting or interrupting that discourse. (SG) EJ676055 Examining the Role of Authoritative Discourse in the Labeling and Unlabeling of a "Learning Disabled" College Learner. Journal of Adolescent & Adult Literacy v47 n2 p128-35 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:25 CIJMAR2004

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No Class Activities Higher Education Instructional Innovation Methods Courses Reading Instruction Teacher Education Kooy, Mary Journal Articles Reports - Descriptive Book Clubs Harry Potter ISSN-1081-3004 English Describes how one teacher educator uses book clubs as a way to model and confirm the value and power of shared reading experiences. Considers how preservice teachers will act upon their new knowledge gained in book clubs to inform their planning and practice. Suggests bringing book clubs into classrooms. (SG) EJ676056 Riding the Coattails of Harry Potter: Readings, Relational Learning, and Revelations in Book Clubs. Journal of Adolescent & Adult Literacy v47 n2 p136-45 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Instructional Innovation Persuasive Discourse Secondary Education Student Attitudes Writing Instruction Morgan, Wendy Beaumont, Glenn Guides - Classroom - Teacher Journal Articles Reports - Descriptive Chat Rooms Australia Australia ISSN-1081-3004 English Describes how a teacher and researcher in Australia engaged students in chat-room discussion as a bridge between speaking and writing. Discusses the characteristics of formal written argumentation and recent theoretical reemphasis on its rhetorical and dialogical nature. Describes the classroom strategies devised to develop the students' ability to write analytical exposition. Elicits key principles on which this dialogic approach was based and identifies conditions that encouraged its success. (SG) EJ676057 A Dialogic Approach to Argumentation: Using a Chat Room To Develop Early Adolescent Students' Argumentative Writing. Journal of Adolescent & Adult Literacy v47 n2 p146-57 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Literature Critical Reading Literature Appreciation Politics Reading Instruction Secondary Education Student Attitudes Alsup, Janet Guides - Classroom - Teacher Journal Articles ISSN-1081-3004 English Considers how critical texts confront difficult topics. Argues that students need to read, write, and talk about these relevant issues. Suggests that reading literature can be an ethical as well as an intellectual process, and as such it can assist adolescents in coping with their tumultuous lives. Focuses on Laurie Halse Anderson's novel "Speak." (SG) EJ676058 Politicizing Young Adult Literature: Reading Anderson's "Speak" as a Critical Text. Journal of Adolescent & Adult Literacy v47 n2 p158-66 Oct 2003 2003-00-00 T 2004 7/11/2004 11:46:26 CIJMAR2004

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No Class Activities History Instruction Instructional Innovation Role Playing Secondary Education Student Attitudes Units of Study Erb, Syna Moore, Nancy Guides - Classroom - Teacher Journal Articles Oral Presentations ISSN-1081-3004 English Describes a unit in four steps that meets the challenge of teaching history in a meaningful way by incorporating role-playing with historical investigation. Hopes for each student to breathe life into a person from the past. Discusses the benefits of role-playing biographies. (SG) EJ676059 A Taste of Chautauqua: Historical Investigation and Oral Presentation. Journal of Adolescent & Adult Literacy v47 n2 p168-75 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Labeling (of Persons) Literacy Teacher Attitudes Williams, Bronwyn T. Journal Articles Opinion Papers Identity (Psychological) ISSN-1081-3004 English Discusses labels, literacy, and education; defining truth; and the role of identity in literacy practices. (SG) EJ676060 The Face in the Mirror, the Person on the Page. Journal of Adolescent & Adult Literacy v47 n2 p178-82 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Communication Research Higher Education Instructional Innovation Technical Writing Writing Processes Eble, Michelle F. Guides - Non-Classroom Journal Articles Technical Communication ISSN-0049-3155 English Identifies and discusses the effects of single sourcing on the writing process. Provides suggestions for incorporating the teaching of single sourcing into technical communication courses. Concludes that educating students about the process of single sourcing is important if they are to become effective technical communicators in the industry. (SG) EJ676061 Content vs. Product: The Effects of Single Sourcing on the Teaching of Technical Communication. Technical Communication: Journal of the Society for Technical Communication v50 n3 p344-49 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Advanced Placement Programs Ethnicity High School Students High Schools Intervention Student Diversity Leonard, Sean T. Blasik, Katherine Dilgen, Anne Till, Frank Journal Articles Reports - Research Achievement Gap Broward County Public Schools FL ISSN-0740-7874 English Examines the use of advanced placement programs (AP) in Broward County, Florida, as an intervention strategy to narrow the achievement gap among student groups. Found that AP coursework can be extended to a wider range of students than previously thought, including minority students. (Contains 16 references, 7 tables, and 4 figures.) (Author/MLF) EJ676062 Advanced Placement Programs as a Means of Narrowing the Achievement Gap. ERS Spectrum v21 n2 p4-14 Spr 2003 2003-00-00 Administrators Practitioners T 2004 2016-11-21

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No Compliance (Legal) Disabilities Discipline Discipline Policy Elementary Secondary Education Federal Legislation Federal Regulation Public Schools School Law School Safety Special Education Spurka, Edward J. Guides - Non-Classroom Journal Articles Legal/Legislative/Regulatory Materials Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0740-7874 English Explores the current status of federal special education law as it relates to discipline for students with disabilities in public schools. Designed to help local school administrators be equipped to successfully implement school discipline while being in compliance with the regulations' mandates. (Contains 19 references.) (MLF) EJ676063 A Review of Federal Law and Discipline for Public School Students with Disabilities. ERS Spectrum v21 n2 p15-21 Spr 2003 2003-00-00 Administrators Practitioners T 2004 2016-11-21

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No Benchmarking Educational Innovation High Risk Students Immersion Programs Males Middle School Students Middle Schools Partnerships in Education Yakimowski, Mary E. Russo, Carmen V. Clark-Adedoyin, Kimberly Journal Articles Reports - Research Baltimore City Public Schools MD ISSN-0740-7874 English Reviews results of an African immersion program for at-risk middle-school boys based on the premise that a nurturing environment of structure, discipline, and a cultural context will enhance the academic performance and social development. The program is a partnership between Baltimore schools and the Baraka School in Laikipia, Kenya. (MLF) EJ676064 The Baraka School: An African Immersion Program for Middle-School Boys. ERS Spectrum v21 n2 p22-26 Spr 2003 2003-00-00 Administrators Practitioners T 2004 2016-11-23

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No Academic Achievement Educational Environment Elementary Secondary Education Hispanic American Students Instructional Improvement Teacher Qualifications Teaching Methods Padron, Yolanda N. Waxman, Hersh C. Rivera, Hector H. Information Analyses Journal Articles ISSN-0740-7874 English This report synthesizes the research on the education of Hispanic students, summarizing these problems and suggesting possible solutions for approaching them. (Contains 78 references.) (Author) EJ676065 Educating Hispanic Students: Obstacles and Avenues to Improved Academic Achievement. ERS Spectrum v21 n2 p27-39 Spr 2003 2003-00-00 Administrators Practitioners T 2004 7/11/2004 11:46:28 CIJMAR2004

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No Graduate Surveys Graduation Rate High School Graduates Hispanic American Students Migrant Education Migrant Youth Perritt, Denise C. Journal Articles Reports - Research ISSN-0740-7874 English Analyzed common factors among 18- and 19-year-old Hispanic students enrolled in the Virginia Migrant Education Program who earned a high school diploma, compared with those who did not. Migrant students who live with their parents and/or extended family have a greater chance of completing high school than those who do not. (Contains 43 references and 22 tables.) (Author/MLF) EJ676066 The Impact of School and Contextual Factors on the Graduation Rates of Virginia Migrant Students: A Mixed Design Study. ERS Spectrum v21 n2 p40-54 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:28 CIJMAR2004

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No Elementary Secondary Education School Business Officials Standards Abner, Linda L. Journal Articles Reports - Descriptive Association of School Business Officials ISSN-0036-651X English Discusses benefits of professional standards for school business officials. (PKP) EJ676067 Professional Standards for School Business Officials: An Opportunity To Reach Higher Levels. School Business Affairs v69 n4 p4,6-8 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Job Skills School Business Officials Self Evaluation (Individuals) Standards Aronstein, Mark J. Journal Articles Reports - Descriptive Association of School Business Officials ISSN-0036-651X English Describes documents developed for school business officials' self-assessment of seven major skill sets in "Professional Standards," published by the Association of School Business Officials in 2001. Documents are available from Professional Development section of Association's Web site at www.asbointl.org. (PKP) EJ676068 ASBO International's Professional Self-Assessments--Mapping Skills, Charting a Course for Growth. School Business Affairs v69 n4 p9-11 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Cost Effectiveness Elementary Secondary Education Literacy Education Brent, Brian O. Journal Articles Reports - Descriptive ISSN-0036-651X English Provides an overview of cost-effectiveness analysis. Includes example of cost-effectiveness analysis of three literacy programs to help illustrate basic concepts. (PKP) EJ676069 Making Cost-Effective Decisions: A Guide for Board Members, Administrators, and Teachers. School Business Affairs v69 n4 p12-14 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:46:29 CIJMAR2004

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No Access to Information Computer Software Elementary Secondary Education Online Systems Parent School Relationship Student Records Web Sites Beverly, Donald Journal Articles Reports - Descriptive New York New York ISSN-0036-651X English Describes how Mahopac Central School District in upstate New York used home-to-school communications software to help improve communications with parents. Software allows parents online access to their child's school data such as course schedule, grades, discipline issues, assignments, and daily attendance via a password-protected district Web site. (PKP) EJ676070 Making the Connection with Parents. School Business Affairs v69 n4 p15-17 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Change Elementary Secondary Education Nontraditional Education Public Schools School Choice Self Management Raham, Helen Journal Articles Reports - Descriptive Sweden Sweden ISSN-0036-651X English Profiles three Swedish tuition-free, independent public schools. Independent schools were formed after the Swedish government enacted school choice legislation in 1992 resulting in the replacement of private schools with a system of tuition-free, self-managed public schools. These schools (now over 800) provide parents with alternatives to existing municipal schools. Discusses future challenges from policy perspective. (PKP) EJ676071 Inside Sweden's Independent Public Schools: Innovations in Management. School Business Affairs v69 n4 p18-23 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Attitudes Elementary Secondary Education National Surveys School Business Officials Rourke, Jim Journal Articles Reports - Descriptive Association of School Business Officials ISSN-0036-651X English Reports results of survey of 797 members of Association of School Business Officials about pressing concerns, Association membership, value of existing programs and services, and future offerings. (PKP) EJ676072 Dwindling Resources, Increasing Demands Top Concerns of School Business Officials. School Business Affairs v69 n4 p25-29 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Program Evaluation Total Quality Management Amine, Rayyan Fourqurean, John Journal Articles Reports - Descriptive Continuous Improvement Texas Texas ISSN-0036-651X English Describes evaluation process based on principles of continuous improvement and quality management established by the superintendent of Cypress-Fairbanks Independent School District in Texas. (PKP) EJ676073 Evaluation of Educational Programs and Services: A Continuous Improvement Process. School Business Affairs v69 n4 p30-32 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Federal Aid Internet Telecommunications Dietrich, Donald Journal Articles Reports - Descriptive ISSN-0036-651X English Describes how to secure E-Rate funding from the Universal Service Administrative Company's School and Libraries Division (SLD) to help school districts obtain telecommunications and Internet access. The SLD Web site address is www.sl.universalservice.org. (PKP) EJ676074 How To Secure E-Rate Funding. School Business Affairs v69 n4 p33-34 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:46:30 CIJMAR2004

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No Admission Criteria Affirmative Action Constitutional Law Court Litigation Elementary Secondary Education Federal Courts Federal Legislation Russo, Charles J. Mawdsley, Ralph D. Journal Articles Legal/Legislative/Regulatory Materials Bakke v Regents of University of California Supreme Court University of Michigan Bakke v Regents of University of California ISSN-0036-651X English Reviews pertinent Supreme Court affirmative action cases since "Bakke" and several lower federal court cases, including "Gratz v. Bollinger" and "Grutter v. Bollinger," two University of Michigan affirmative action cases. Discusses how the Supreme Court will likely rule in "Gratz" and "Grutter." (Contains 26 references.) (PKP) EJ676075 The Supreme Court and Affirmative Action: Is Change in the Offing? School Business Affairs v69 n4 p35-39 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Colleges Construction (Process) Elementary Secondary Education Glaziers School Buildings DeLiberato, Jerry Journal Articles Reports - Descriptive ISSN-0036-651X English Provides seven tips for selecting glass contractors for large-scale construction projects at educational institutions. (PKP) EJ676076 Seven Tips for Educational Institutions When Working with Glass Contractors. School Business Affairs v69 n4 p42-43 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:46:31 CIJMAR2004

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No Accounting Elementary Secondary Education Legal Responsibility Retirement Benefits Alioto, Nicholas C. A. Dickson, Roger J. Journal Articles Reports - Descriptive Governmental Accounting Standards Board ISSN-0036-651X English Discusses proposed Governmental Accounting Standards Board (GASB) accounting standards requiring school districts to report liability associated with other post-employment benefits (OPEBs), such as health care, to future retirees and well as the status of efforts to fund those benefits. (PKP) EJ676077 GASB's Proposed Reporting Standards Cause Confusion Vis-a-vis Other Post-Employment Benefits. School Business Affairs v69 n9 p6-8 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Costs Elementary Secondary Education Insurance Insurance Companies School Districts Miller, Doug Journal Articles Reports - Descriptive New York New York ISSN-0036-651X English Describes the New York School Insurance Reciprocal (NYSIR) wherein 280 school districts in New York insure one another against property damage and injury. NYSIR member districts pay considerably less in premiums than they would pay through standard insurance companies. (PKP) EJ676078 For Better or Worse (Mostly Better): The School Insurance Reciprocal Advantage. School Business Affairs v69 n9 p9-10 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Budgeting Elementary Secondary Education Retrenchment School Community Relationship School Districts Moore, Edward H. Journal Articles Reports - Descriptive ISSN-0036-651X English Describes characteristics of successful school district programs to explain difficult budget issues to the public, including strategies for budget cuts and layoffs. (PKP) EJ676079 Communicate Your Tough Budget Issues Using the KISS (Keep It Short & Simple) Principle. School Business Affairs v69 n9 p13-14 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:46:32 CIJMAR2004

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No Elementary Schools School Safety Secondary Schools Wodarz, Nan Journal Articles Reports - Descriptive Metal Detectors ISSN-0036-651X English Discusses the use of walk-through metal detectors to improve school safety. (PKP) EJ676080 School Security Systems: Walk-Through Metal Detectors. School Business Affairs v69 n9 p15-16 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Educational Principles Effective Schools Research Elementary Education High Stakes Tests Principals School Effectiveness Standards Teacher Attitudes Teamwork Urban Schools Marshall, Kim Journal Articles Opinion Papers Curriculum Alignment ISSN-0031-7217 English The principal of a large Boston elementary school encountered 10 barriers to high student achievement. Examines why he and his staff struggled with those barriers for most of his 15-year tenure at the school. Believes the turning point came when Massachusetts mandated high-stakes tests. (MLF) EJ676081 A Principal Looks Back: Standards Matter. Phi Delta Kappan v85 n2 p104-13 Oct 2003 2003-00-00 Administrators Practitioners N/A 2004 2016-11-21

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No Accountability Budgeting Educational Equity (Finance) Educational Finance Elementary Secondary Education Expenditure per Student Funding Formulas Resource Allocation School Accounting School District Spending Student Needs Urban Schools Miles, Karen Hawley Ware, Kathleen Roza, Marguerite Journal Articles Reports - Evaluative Cincinnati Public Schools OH ISSN-0031-7217 English When the Cincinnati Public Schools devised a reform strategy for improving student performance, it became clear that the district's traditional budgeting system was inadequate. Traces the district's process of moving to a system of student-based budgeting linking funding equity and flexibility to accountability and excellence. (MLF) EJ676082 Leveling the Playing Field: Creating Funding Equity through Student-Based Budgeting. Phi Delta Kappan v85 n2 p114-19 Oct 2003 2003-00-00 Administrators Policymakers Practitioners N/A 2004 2016-11-21

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No Academic Achievement Accountability Court Litigation Educational Equity (Finance) Equalization Aid Funding Formulas Outcomes of Education Property Taxes School Taxes Teacher Effectiveness Teacher Salaries Odden, Allan Journal Articles Opinion Papers Educational Adequacy ISSN-0031-7217 English Argues that standards-based education reform has shifted the focus of school finance from equity to adequacy. Requires an explicit connection between the funding provided to schools and the results produced in terms of student learning. (Contains 19 references.) (MLF) EJ676083 Equity and Adequacy in School Finance Today. Phi Delta Kappan v85 n2 p120-25 Oct 2003 2003-00-00 Administrators Policymakers Practitioners N/A 2004 2016-11-21

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No Action Research Beginning Reading Curriculum Development Early Childhood Education Foreign Countries Kindergarten Children Reading Instruction Staff Development Joyce, Bruce Hrycauk, Marilyn Calhoun, Emily Journal Articles Reports - Research Alberta Canada ISSN-0031-7217 English District staff members and teachers in the Northern Lights School Division of Alberta designed a formal reading curriculum for kindergarten. In the first year, all 141 kindergarten-age students were included in the study. Their progress equaled that of students in average first-grade classrooms, and none of them failed. (Contains 14 references.) (MLF) EJ676084 Learning To Read in Kindergarten: Has Curriculum Development Bypassed the Controversies? Phi Delta Kappan v85 n2 p126-32 Oct 2003 2003-00-00 Practitioners N/A 2004 2016-11-21

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No Adolescents High Schools Instructional Innovation Intellectual Disciplines Middle School Teachers Middle Schools Reading Instruction Secondary School Teachers Teacher Student Relationship Schoenbach, Ruth Braunger, Jane Greenleaf, Cynthia Litman, Cindy Journal Articles Reports - Evaluative ISSN-0031-7217 English Middle and high school teachers are taking the time to teach about reading in their disciplines implementing an approach called "Reading Apprenticeship," a partnership of expertise, drawing on what teachers know and do as readers in their disciplines and on adolescents' unique strengths as learners. (MLF) EJ676085 Apprenticing Adolescents to Reading in Subject-Area Classrooms. Phi Delta Kappan v85 n2 p133-38 Oct 2003 2003-00-00 Practitioners N/A 2004 7/11/2004 11:46:33 CIJMAR2004

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No Change Strategies Elementary Secondary Education Knowledge Base for Teaching Occupational Information Partnerships in Education Professional Development Reading Instruction Research Utilization Morgan, Denise N. Saylor-Crowder, Karin Stephens, Diane Donnelly, Amy DeFord, Diane E. Hamel, Erin Journal Articles Reports - Evaluative National Council of Teachers of English Coaching ISSN-0031-7217 English Working with the National Council of Teachers of English, South Carolina has taken the bold step of focusing professional development in reading on teachers, rather than programs. The state created the South Carolina Reading Initiative (SCRI), a multi-year, research-based professional development model. (MLF) EJ676086 Managing the Complexities of a Statewide Reading Initiative. Phi Delta Kappan v85 n2 p139-45 Oct 2003 2003-00-00 Practitioners N/A 2004 2016-11-21

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No Class Activities Early Childhood Education Grade 2 Instructional Innovation Reading Games Reading Instruction Teacher Student Relationship Brassell, Danny Journal Articles Opinion Papers ISSN-0031-7217 English Second-graders and a new teacher came up with an approach that showed him how much fun reading can be. The students voted on reading privileges; peer pressure maintained discipline; students shared books that their parents had read to them and invited "guest readers" to read with their class. (MLF) EJ676087 Reading for Kicks, Not Kickbacks. Phi Delta Kappan v85 n2 p146-47 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:46:34 CIJMAR2004

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No Accountability Annual Reports Charter Schools Educational Improvement Educational Vouchers High Stakes Tests Privatization Public Education Public Schools State Standards Teacher Certification Teacher Qualifications Bracey, Gerald W. Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0031-7217 English Thirteenth Bracey report on the condition of public education begins and ends with the No Child Left Behind Act. Includes commentary on vouchers, charter schools, high stakes tests, Edison Schools, and educational assessment. Includes recipients of Bracey Golden Apple Awards, such as "The Breath of Fresh Air, Geoffrey Nunberg Award." (Contains 50 references.) (MLF) EJ676088 The 13th Bracey Report on the Condition of Public Education. Phi Delta Kappan v85 n2 p148-64 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Curriculum Development Elementary Secondary Education Foreign Countries Global Education Higher Education International Cooperation Partnerships in Education World Views Tye, Kenneth A. Information Analyses Journal Articles China Japan South Korea Australia United Kingdom Canada Australia Canada China Japan South Korea United Kingdom ISSN-0031-7217 English Offers an update on global education programs from around the world, in the hope that American educators will seek dialogue with their international peers. (Author/MLF) EJ676089 Global Education as a Worldwide Movement. Phi Delta Kappan v85 n2 p165-68 Oct 2003 2003-00-00 Practitioners N/A 2004 2016-11-21

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No Collective Bargaining Elementary Secondary Education Incentives Labor Legislation Public Schools School Districts Scope of Bargaining State Courts State Legislation Teacher Recruitment Teacher Salaries Zirkel, Perry A. Journal Articles Opinion Papers ISSN-0031-7217 English Describes a Nebraska case where a signing bonus awarded to a new teacher was contested by the teachers' association. Provides a two-part legal reminder to school authorities. Does the state have a collective bargaining law that mandates bargaining in such situations? If so, negotiate the matter into a clearly provable agreement. (Author/MLF) EJ676090 Signing Bonuses. Phi Delta Kappan v85 n2 p171-73 Oct 2003 2003-00-00 Practitioners N/A 2004 7/11/2004 11:46:35 CIJMAR2004

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No Criticism Elementary Secondary Education Leadership School Organization Theories Gronn, Peter Journal Articles Reports - Research ISSN-1363-2434 English Critique focuses on the discourse of leadership as a vehicle for representing organizational practice. Identifies a series of conceptual inadequacies, such as difficulties in distinguishing leadership from management. Embedded in each criticism is a claim that, if leadership is to retain its conceptual and practical utility, then it has to be reconstituted in a distributed form. (Contains 37 references.) (Author/PKP) EJ676091 Leadership: Who Needs It? School Leadership & Management v23 n3 p267-90 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:35 CIJMAR2004

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No Administrator Attitudes Criticism Educational Change Elementary Secondary Education Leadership Management Teams Professional Development Gunter, Helen Brodie, Dave Carter, David Close, Toby Farrar, Maggie Haynes, Sandra Henry, Jim Hollins, Kevin Nicholson, Liz Nicholson, Sara Walker, Gill Journal Articles Reports - Research England (Birmingham) United Kingdom (Birmingham) ISSN-1363-2434 English Presents 10 short accounts of Birmingham, England, administrators each talking about an area of professional practices, such as senior management teams in transition, managing change, professional development of middle managers. Includes critical analysis of these accounts. (Contains 42 references.)(PKP) EJ676092 Talking Leadership. School Leadership & Management v23 n3 p291-312 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Teacher Leadership Harris, Alma Journal Articles Reports - Research Activity Theory ISSN-1363-2434 English Focuses on the issue of teacher leadership and explores various interpretations and definitions within the literature. Examines the relationship between teacher leadership and distributed leadership, focusing particularly upon the idea of activity theory. Suggests that there are some important connections and overlaps between distributed leadership and teacher leadership. (Contains 38 references.)(Author/PKP) EJ676093 Teacher Leadership as Distributed Leadership: Heresy, Fantasy or Possibility? School Leadership & Management v23 n3 p313-24 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Females Leadership Leadership Styles Sex Stereotypes Women Administrators Coleman, Marianne Journal Articles Reports - Research Head Teachers ISSN-1363-2434 English Examines two orthodoxies related to leadership and gender: Leadership is vested in males, and male leadership style is "macho." Draws implications for leadership role of female head teachers. (Contains 5 tables and 33 reference.) (PKP) EJ676094 Gender and the Orthodoxies of Leadership. School Leadership & Management v23 n3 p325-39 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Administration Elementary Schools Institutional Autonomy Secondary Schools Unions Work Environment Stevenson, Howard Journal Articles Reports - Research ISSN-1363-2434 English Explores extent to which devolved management is drawing school-based union representatives into a more prominent role. Argues that while there can be significant differences between individual schools, increased school autonomy is raising the profile of trade union activity in the workplace, and this needs to be better reflected in educational management. (Contains 2 tables and 32 references.)(Author/PKP) EJ676095 On the Shopfloor: Exploring the Impact of Teacher Trade Unions on School-Based Industrial Relations. School Leadership & Management v23 n3 p341-56 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:36 CIJMAR2004

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No Educational Change High Schools Urban Education Shanklin, Nancy Kozleski, Elizabeth B. Meagher, Chris Sands, Deanna Joseph, Oscar Wyman, Wendy Journal Articles Reports - Research ISSN-1363-2434 English Uses a systemic change framework to analyze a series of focus-group interviews involving 150 students, families, administrators, and teachers to help understand the complexities of educational reform at an urban high school. Discusses three common themes emerging from interviews: missed connections and disconnections, learning and teaching, and community building. (Contains 1 table and 48 references.)(PKP) EJ676096 Examining Renewal in an Urban High School through the Lens of Systemic Change. School Leadership & Management v23 n3 p357-78 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:37 CIJMAR2004

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No Educational Change High Schools Vander Ark, Tom Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes Bill & Melinda Gates Foundation approach to improving high school education in America, focusing on four steps: framing the problem, engaging teachers and parents, beginning the process of transforming existing schools and starting new ones, and building and managing a portfolio of good high schools in your district. (PKP) EJ676097 Expanding High School Options. School Administrator v60 n9 p10-14 Oct 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:46:37 CIJMAR2004

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No Community Support Educational Research High Schools Rural Areas School Community Relationship Howley, Craig Journal Articles Reports - Descriptive ISSN-0036-6439 English Offers several research-based recommendations for sustaining small high schools in rural communities. For example, work with community members to establish a local endowment for the high school. (PKP) EJ676098 Sustaining Small Rural High Schools. School Administrator v60 n9 p16-19 Oct 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:46:37 CIJMAR2004

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No Block Scheduling Elementary Secondary Education School Districts Kenney, Linda Chion Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes positive and negative school district experiences with block scheduling. (PKP) EJ676099 Back from the Block--Or Not? School Administrator v60 n9 p21-22,23-25 Oct 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:46:37 CIJMAR2004

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No Academic Achievement Block Scheduling Educational Research Elementary Secondary Education Rettig, Michael D. Canady, Robert Lynn Journal Articles Reports - Research Virginia Virginia ISSN-0036-6439 English Documents Virginia's history of adoption and implementation of block scheduling, highlights common forms of block scheduling, and describes mistakes that caused schools to abandon block scheduling. Describes three key variables (time, teachers, and students) in the use of block scheduling to improve student achievement. (PKP) EJ676100 Block Scheduling's Missteps, Successes and Variables. School Administrator v60 n9 p26-31 Oct 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Administrator Role Elementary Schools Mass Media Use Secondary Schools Kowalski, Theodore J. Journal Articles Reports - Descriptive Emergencies ISSN-0741-3653 English Interviews five experts about how to work with the media during an emergency situation. (PKP) EJ676101 Working with the Media during a Crisis Situation--Perspectives for School Administrators: Interviews with Kenneth Trump, Albert E. Holliday, Douglas Otto, Edward Seifert, and Brian Woodland. Journal of School Public Relations v23 n3 p178-96 Sum 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Elementary Schools Professional Personnel Public Relations Secondary Schools Standards Chappelow, Marsha A. Journal Articles Reports - Descriptive National School Public Relations Association ISSN-0741-3653 English Describes new National School Public Relations Association standards for school public relations and communications professionals and programs. (PKP) EJ676102 New Standards for the School Public Relations Profession. Journal of School Public Relations v23 n3 p197-212 Sum 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Committees Conflict Resolution Elementary Secondary Education Spaulding, Angela Journal Articles Reports - Descriptive ISSN-0741-3653 English Describes development of conflict-resolution framework to address committee conflict. Describes several conflict-resolution strategies. Matches appropriate strategies with different types of committee conflict. For example, compromise is listed at the appropriate strategy to resolve interpersonal conflict. (Contains 24 references.) (PKP) EJ676103 Committees and Conflict: Developing a Conflict Resolution Framework. Journal of School Public Relations v23 n3 p213-29 Sum 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:38 CIJMAR2004

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No Elementary Secondary Education Strategic Planning Thornton, Bill Perreault, George Journal Articles Reports - Descriptive Learning Organizations ISSN-0741-3653 English Examines common perceptions about barriers to effective strategic planning in school districts. Argues that primary barrier to effective use of strategic planning in schools is the failure of educators to fully understand the strategic planning process itself. Discusses the components of a learning organization. Links learning organizations with strategic planning. (Contains 25 references.) (PKP) EJ676104 Connecting the Learning Organization, Strategic Planning, and Public Relations. Journal of School Public Relations v23 n3 p230-41 Sum 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Administrator Role Bond Issues Elementary Secondary Education School Budget Elections Graham, Glenn T. Wise, Gordon L. Journal Articles Reports - Descriptive ISSN-0741-3653 English Discusses 13 mistakes school leaders make in planning and executing campaigns for the passage of school bond and levy referenda. Suggests corrective action for each mistake. (PKP) EJ676105 Avoiding Fatal Flaws in Planning and Executing School Funding Campaigns. Journal of School Public Relations v23 n4 p249-66 Fall 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:39 CIJMAR2004

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No Elementary Secondary Education Methods Public Opinion Surveys Copeland, Susan Journal Articles Reports - Descriptive ISSN-0741-3653 English Describes how to design and administer public-opinion surveys. Includes types of surveys, preparing survey questions, drawing and validating a sample, and processing the data. (Contains 16 references.) (PKP) EJ676106 Use of Public Opinion Surveys. Journal of School Public Relations v23 n4 p267-83 Fall 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:39 CIJMAR2004

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No Community Education Community Schools Educational Trends Elementary Secondary Education Public Relations Decker, Larry E. Journal Articles Reports - Descriptive ISSN-0741-3653 English Describes mission of community education, the implementation of community education through community schools, and the relationship between community education and school public relations. Discusses some future trends and issues in education and their implications for community education. (PKP) EJ676107 Community Education: A Status Report and Projections for the Future. Journal of School Public Relations v23 n4 p284-95 Fall 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:39 CIJMAR2004

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No Elementary Secondary Education Professional Personnel Public Relations Responses Standards Kowalski, Theodore J. Journal Articles Reports - Descriptive National School Public Relations Association ISSN-0741-3653 English Reactions by 10 individuals associated with the "Journal of School Public Relations" to new National School Public Relations Association standards for school public relations and communications professionals and programs. Includes general reactions, impact of the standards, possible ambiguity, adding or eliminating standards, and influence on education institutions. (PKP) EJ676108 Reactions to the New Standards for School Public Relations Specialists. Journal of School Public Relations v23 n4 p296-312 Fall 2002 2002-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Elementary Secondary Education Professional Personnel Public Relations Responses Standards Superintendents Chappelow, Marsha A. Journal Articles Reports - Descriptive National School Public Relations Association ISSN-0741-3653 English Describes National School Public Relations Association standards for school public relations and communications professionals and program. Includes reactions and comments about new Association standards from seven superintendents and four school public-relations professionals. (PKP) EJ676109 Standards for Educational Public Relations and Communications Professionals. Journal of School Public Relations v24 n1 p7-29 Win 2003 2003-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 2016-11-21

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No Elementary Secondary Education Meetings Purkey, William Watson Stanley, Paula Helen Journal Articles Reports - Descriptive ISSN-0741-3653 English Provides 40 suggestions on how to plan and organize an effective meeting. (PKP) EJ676110 How To Create the Best Meeting Ever: 40 Brass Tack Suggestions. Journal of School Public Relations v24 n1 p30-36 Win 2003 2003-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:40 CIJMAR2004

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No Elementary Secondary Education Public Relations School Community Relationship Newsom, Doug Journal Articles Reports - Descriptive ISSN-0741-3653 English Argues for more emphasis on school public relations. (Contains 14 references.)(PKP) EJ676111 When "Community Relations" Won't Cut It: PR for Public Schools. Journal of School Public Relations v24 n1 p37-43 Win 2003 2003-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:41 CIJMAR2004

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No Administrator Role Elementary Secondary Education School Community Relationship Superintendents Alsbury, Thomas Journal Articles Reports - Descriptive ISSN-0741-3653 English Discusses superintendent's role in school-community relations. (Contains 13 references.)(PKP) EJ676112 Stop Talking and Do Something: The Changing Role of Superintendent Involvement in School-Community Relations. Journal of School Public Relations v24 n1 p44-52 Win 2003 2003-00-00 Scarecrow Education, 4720 Boston Way, Lanham, MD 20706. T 2004 7/11/2004 11:46:41 CIJMAR2004

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No Court Litigation Elementary Secondary Education Freedom of Speech Principals Zirkel, Perry A. Journal Articles Legal/Legislative/Regulatory Materials First Amendment First Amendment ISSN-0271-6062 English Describes two cases involving principals' First Amendment rights to freedom of expression, followed by questions and answers related thereto. (PKP) EJ676113 Free Speech for Principals? Principal v83 n2 p10,12-13 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Early Intervention Economically Disadvantaged Elementary School Students Principals Reading Failure Reading Improvement Lyon, G. Reid Journal Articles Reports - Descriptive ISSN-0271-6062 English Discusses consequences of widespread reading failure among elementary school children, especially those in poverty. Argues that early identification and intervention programs can substantially reduce the number of children who are poor readers. (PKP) EJ676114 What Principals Need To Know about Reading. Principal v83 n2 p14-18 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:41 CIJMAR2004

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No Elementary Education Middle Schools Reading Difficulties Reading Improvement Reading Instruction Carbo, Marie Journal Articles Reports - Descriptive Texas Louisiana Louisiana Texas ISSN-0271-6062 English Founder and executive director of National Reading Styles Institute (www.nrsi.com) describes several instructional methods designed to help below-level readers improve their reading skills, such as choral reading, echo reading, and recording. Describes positive effects of reading style instructional methods in a Texas elementary school and a Louisiana middle school. Lists seven key strategies used in reading styles schools. (PKP) EJ676115 Achieving with Struggling Readers. Principal v83 n2 p20-24 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Content Area Reading Elementary Secondary Education Reading Strategies Textbooks Forsten, Char Grant, Jim Hollas, Betty Journal Articles Reports - Descriptive ISSN-0271-6062 English Describes strategies teachers can use before, during, and after reading to help students read and understand content-area textbooks. For example, before reading discuss structure of the text, during reading use a variety of graphic organizers that match the structure, and after reading help students write about what they have learned. (PKP) EJ676116 Reading To Learn: Are Textbooks Too Tough? Principal v83 n2 p28-33 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:42 CIJMAR2004

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No Administrator Role Elementary School Students Independent Reading Preschool Children Principals Reading Rate Reading Research Thinking Skills Vocabulary Development Cunningham, Anne Stanovich, Keith Journal Articles Reports - Descriptive ISSN-0271-6062 English Discusses research that supports proposition that the more children read the greater their vocabulary growth and cognitive skills. Offers several suggestions for how principals can promote more independent reading during and after school. (Contains 2 tables and 14 references.) (PKP) EJ676117 Reading Can Make You Smarter! Principal v83 n2 p34-39 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:42 CIJMAR2004

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No Elementary School Students Informal Assessment Program Effectiveness Reading Diagnosis Reading Instruction Shellard, Elizabeth G. Journal Articles Reports - Descriptive ISSN-0271-6062 English Discusses the use of both formal and informal reading assessment to help teachers tailor reading instruction to students' specific needs. Includes criteria for determining the effectiveness of reading assessment. (PKP) EJ676118 Using Assessment To Support Reading Instruction. Principal v83 n2 p40-43 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:42 CIJMAR2004

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No Curriculum Problems Elementary Secondary Education Instructional Improvement Remedial Instruction Resource Allocation Standards Teacher Morale Tests Gilman, David Alan Gilman, Ruth Ann Journal Articles Reports - Descriptive ISSN-0271-6062 English Identifies several problems associated with standards-based teaching and provides solutions for overcoming them. Problems include curricular limitations, ineffective remediation, alternative choices, questionable tests, unfair labeling, educator morale, negative perceptions, reallocation of resources, and incompatible expectations. (PKP) EJ676119 Standard-Based Teaching: Overcoming the Side Effects. Principal v83 n2 p44-48 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:43 CIJMAR2004

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No At Risk Persons Elementary Secondary Education Grade Repetition Nontraditional Education Social Promotion Woelfel, Kay D. Journal Articles Reports - Descriptive ISSN-0271-6062 English Describes two programs that serve as alternatives to social promotion or retention for at-risk students. The Spotswood Elementary School in Harrisonburg, Virginia, uses a team approach to meet needs of low-performing students. The Excel program in St. Paul, Minnesota, is a 15-month enrichment program for at-risk students designed to yield a one-and-a-half year academic gain. Identifies common characteristics of both programs. (PKP) EJ676120 Alternatives to Social Promotion or Retention. Principal v83 n2 p50-52 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:46:43 CIJMAR2004

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No Accountability Administrator Characteristics Administrator Education Certification Higher Education Interpersonal Relationship Interprofessional Relationship Leadership Training Mentors Principals Professional Development Gooden, John S. Spencer, Leon Journal Articles Reports - Research North Carolina North Carolina ISSN-1098-8203 English Sixty-one interns, who completed the Master of School Administration program at a North Carolina university, and their 49 principal-mentors, when asked what interpersonal and professional characteristics and assignment concerns they perceive as important when selecting and assigning mentors, listed strong leadership abilities and high expectations. (Contains 3 tables and 19 references.) (MLF) EJ676121 Reforming Educational Leadership Programs: Identifying the Ideal Principal Mentor. Connections: Journal of Principal Preparation and Development v4 p1-6 2002-2003 2003-00-00 National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 20191. Tel: 703-860-0200. T 2004 2016-11-21

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No Administrator Education College School Cooperation Educational Administration Higher Education Internship Programs Leadership Training Mentors Principals Professional Development Baugh, Dawna Folsom Journal Articles Reports - Research Student Expectations Utah Utah ISSN-1098-8203 English A study to explore internship expectations of students enrolled in administrative/supervisory credential programs in Utah concerned the internship in four areas: academic value, relationships with supervisors, activities performed, and requirements of the internship. Questionnaires were sent to 133 students and 89 responded. (Contains 24 references.) (MLF) EJ676122 The School-Based Administrative Internship: Requirements and Student Expectations. Connections: Journal of Principal Preparation and Development v4 p7-12 2002-2003 2003-00-00 National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 20191. Tel: 703-860-0200. T 2004 2016-11-21

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No Administrator Education Case Studies Curriculum Development Educational Administration Graduate Students Higher Education Instructional Innovation Leadership Training Woelfel, Kay D. Guides - Non-Classroom Journal Articles Tests/Questionnaires Learner Centered Instruction ISSN-1098-8203 English Educational leadership programs define reality by application of administrative principles to authentic case studies. Using local school issues as reported in community newspapers, graduate students analyze the problem and its resolution. A rubric for assessing the case study analysis is included. (Author/MLF) EJ676123 Learner-Centered Case Studies: Defining Reality in Educational Leadership Programs. Connections: Journal of Principal Preparation and Development v4 p13-17 2002-2003 2003-00-00 National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 20191. Tel: 703-860-0200. T 2004 2016-11-21

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No Accountability Administrator Attitudes Educational Assessment High Schools Principals State Standards State Surveys Weichel, Mark W. Journal Articles Reports - Research Nebraska Nebraska ISSN-1098-8203 English To assess high school principals' perceptions of the standards and assessment program in Nebraska, all 293 high school principals received a survey, and 261 were returned. Analysis of responses revealed eight consistent themes in principals' perceptions. These themes inform recommendations for practice and policy. (Contains 26 references.) (MLF) EJ676124 A Study of Principals' Perceptions of State Standards in Nebraska. Connections: Journal of Principal Preparation and Development v4 p18-22 2002-2003 2003-00-00 Administrators Policymakers Practitioners National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 20191. Tel: 703-860-0200. T 2004 2016-11-21

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No Accountability Curriculum Development Educational Assessment Educational Change Educational Improvement Elementary Secondary Education Leadership Effectiveness Principals Strategic Planning Gross, Donald Journal Articles Opinion Papers ISSN-1098-8203 English Educators are once again called upon to resolve a national dilemma: to recognize and legitimize differences, yet construct an overarching identity that incorporates all voices into one. Strong leadership, strategic planning, and an unwavering commitment to children must be the touchstones of educational decisions. (Contains 17 references.)(Author/MLF) EJ676125 How To Lead and Where to Go. Connections: Journal of Principal Preparation and Development v4 p23-27 2002-2003 2003-00-00 Administrators Practitioners National Association of Secondary School Principals, 1904 Association Drive, Reston, VA 20191. Tel: 703-860-0200. T 2004 7/11/2004 11:46:44 CIJMAR2004

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No Academic Achievement Black Students College Admission College Entrance Examinations Core Curriculum Educational Testing Ethnography Grade 10 Grade 9 Secondary School Students Urban Youth Knight, Michelle G. Journal Articles Reports - Research Latinos ISSN-0895-9048 English Two-year ethnographic study with 25 working-class, 9th-and 10th-grade, black and Latino/Latina students to examine how they interpret and negotiate college-going processes. Findings suggest three interrelated strategies of negotiations: (1) challenging negative perceptions and expectations of urban youth; (2) "passing" academic coursework; and (3) connecting high school and college-testing cultures. (Contains 36 references.)(Author/PKP) EJ676126 Through Urban Youth's Eyes: Negotiating K-16 Policies, Practices, and Their Futures. Educational Policy v17 n5 p531-57 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Performance Tests School Effectiveness Socioeconomic Influences Teacher Education Teaching Experience Urban Schools Powers, Jeanne M. Journal Articles Reports - Research California School Performance Indicators California ISSN-0895-9048 English Using student socioeconomic status, teacher training and experience, and school characteristic variables, analyzes 2 years of California's Academic Performance Index scores for 2 large urban districts. Finds strong evidence that this measure of school performance is largely driven by the socioeconomic conditions of the school. Teacher training and experience also have positive effects. (Contains 3 tables and 37 references.) (Author/PKP) EJ676127 An Analysis of Performance-Based Accountability: Factors Shaping School Performance in Two Urban Schools Districts. Educational Policy v17 n5 p558-85 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Economics of Education Educational Change Educational Finance Educational Quality Elementary Secondary Education Equal Education Models Outcomes of Education Politics of Education State Legislation Conley, David T. Picus, Lawrence O. Journal Articles Reports - Descriptive Educational Adequacy Oregon Oregon ISSN-0895-9048 English Describes development of the Oregon Quality Education model, an adequacy-funding model. Explores the rationale behind its development as well as the political and economic realities policymakers face in attempting to determine how much money Oregon's schools would need to meet state education reform goals and provide a quality education to all children.(Contains 2 tables and 39 references.) (Authors/PKP) EJ676128 Oregon's Quality Education Model: Linking Adequacy and Outcomes. Educational Policy v17 n5 p586-612 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Inservice Teacher Education Mathematics Teachers Postsecondary Education Professional Development Program Implementation Science Teachers Strategic Planning Desimone Laura Garet, Michael S. Birman, Beatrice F. Porter, Andrew Yoon, Kwang Suk Journal Articles Reports - Research Implementation Analysis Continuous Improvement ISSN-0895-9048 English As part of national evaluation of Eisenhower Professional Development Program, examines management and implementation strategies contributing to high-quality inservice teacher professional development in mathematics and science. Finds higher quality professional development is related to management and implementation strategies such as continuous improvement efforts. (Contains 4 tables and 63 references.)(PKP) EJ676129 Improving Teachers' In-Service Professional Development in Mathematics and Science: The Role of Postsecondary Institutions. Educational Policy v17 n5 p613-49 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Affective Behavior Educational Theories Elementary Secondary Education Ideology Thinking Skills Schussler, Deborah L. Journal Articles Reports - Research Learning Communities ISSN-1052-6846 English Proposes a theoretical construct to describe a learning community composed of three dimensions: cognitive, affective, and ideological. (Contains 89 references.) EJ676130 Schools as Learning Communities: Unpacking the Concept. Journal of School Leadership v13 n5 p498-528 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Graduate Students Graduate Study Principals Problem Solving Copland, Michael Aaron Journal Articles Reports - Research Stanford University CA ISSN-1052-6846 English Uses single-group pretest-posttest design to examine the impact of problem-based learning (PBL) on problem-framing ability of students enrolled in the Prospective Principals Program at Stanford University. Finds that the greater the students' exposure to PBL the greater their problem-framing ability. (Contains 30 references.) (PKP) EJ676131 Developing Prospective Principals' Problem-Framing Skills. Journal of School Leadership v13 n5 p529-48 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Evaluation Elementary Schools Leadership Styles Principals Reese, Marianne Carns, Ann W. Journal Articles Reports - Research ISSN-1052-6846 English Describes use of Group Environmental Scale (GES) to affect positive changes in leadership style of an elementary school principal. (Contains 3 tables and 27 references.) (PKP) EJ676132 Leading by the Numbers: Using an Assessment Instrument To Stimulate Action Research. Journal of School Leadership v13 n5 p549-68 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:47 CIJMAR2004

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No Educational Change Elementary Schools Middle Schools Participative Decision Making State Legislation Teacher Attitudes Turnbull, Barbara Journal Articles Reports - Research New Jersey New Jersey ISSN-1052-6846 English Uses survey methodology to investigate elementary and middle school teachers' actual, preferred, and deprived participation in 16 areas of school-level decision-making involving New Jersey's whole-school reform program over 2-year period. Finds, for example, that teachers had less than preferred participation in all 16 areas and high levels of decision deprivation. (Contains 4 tables and 15 references.) (PKP) EJ676133 Research Note: Shared Decision Making--Rhetoric versus Reality. Journal of School Leadership v13 n5 p569-79 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Advocacy Elementary Secondary Education Leadership Qualities Leadership Training Postsecondary Education Ropers-Huilman, Becky Journal Articles Reports - Research ISSN-1052-6846 English Discusses concepts of witnessing and advocating and their use in educational leadership. Includes case study and teaching exercises in the use of these concepts in teaching educational leadership. (Contains 36 references.) (PKP) EJ676134 Witnessing and Advocacy in Educational Leadership. Journal of School Leadership v13 n5 p581-610 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:47 CIJMAR2004

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No Competition Economic Research Elementary School Students Learning Mathematical Models Secondary School Students Self Esteem Wang, X. Henry Yang, Bill Z. Journal Articles Reports - Research ISSN-0964-5292 English Combines the concept of self-worth in sociology and educational psychology with economic modeling to analyze the influence of competition on student learning. Finds, for example, that students prone to negative self-worth are motivated not to study hard in courses involving strong competition, thereby adopting a strategy of winning by not losing. (Contains 2 figures and 19 references.)(PKP) EJ676135 Why Competition May Discourage Students from Learning. A Behavioral Economic Analysis. Education Economics v11 n2 p117-28 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:48 CIJMAR2004

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No Educational Attainment Elementary Secondary Education Family Income Females Foreign Countries Mothers Parent Education Maitra, Pushkar Journal Articles Reports - Research Bangladesh Bangladesh ISSN-0964-5292 English Examines educational attainment in Bangladesh using two different variables: current school enrollment and highest level of schooling attained. Finds that educational attainment of children is higher for females than for males and is positively associated with household income and parents' level of education (especially that of mothers). (Contains 8 tables and 29 references.)(PKP) EJ676136 Schooling and Educational Attainment: Evidence from Bangladesh. Education Economics v11 n2 p129-53 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Income Parent Attitudes Politics of Education Privatization Public Support Teacher Employment Belfield, Clive R. Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0964-5292 English Investigates the relationship between political preferences and the privatization of education in the United Kingdom. Finds that parents with children in school and individuals with higher tax liabilities favor privatization; those working in education oppose privatization. (Contains 5 tables and 29 references.)(PKP) EJ676137 Political Preferences and the Privatization of Education: Evidence from the UK. Education Economics v11 n2 p155-68 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Benefits Elementary Secondary Education Foreign Countries Higher Education Indigenous Populations Public Policy Junankar, P. N. Liu, J. Journal Articles Reports - Research Australia Society Australia ISSN-0964-5292 English Compares estimates of the social rate of return to education of Indigenous Australians with those of non-Indigenous Australians. Finds that social rate of return is higher for Indigenous Australians than for non-Indigenous. Draws implications for public policy. (Contains 4 tables and 32 references.)(PKP) EJ676138 Estimating the Social Rate of Return to Education for Indigenous Australians. Education Economics v11 n2 p169-83 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Employment Patterns Females Part Time Employment Postsecondary Education Technical Education Shah, Chandra Journal Articles Reports - Research ISSN-0964-5292 English Analyzes changes in Technical and Further Education (TAFE) work force in Victoria, Australia, that occurred during the period 1993-98. Main changes include increased participation of women, significant growth in part-time employment, decline in full-time (mainly male) employment, and an increased use of seasonal teachers. (Includes 10 figures and 20 references.) (PKP) EJ676139 Employment Shifts in the Technical and Further Education Workforce in Victoria. Education Economics v11 n2 p193-208 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:49 CIJMAR2004

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No Educational Improvement Elementary Secondary Education Foreign Countries Governance Governing Boards Leadership Responsibility Occupational Information Strategic Planning Transformational Leadership Earley, Peter Journal Articles Reports - Research Educational Leadership England Head Teachers United Kingdom (England) ISSN-0263-211X English Discusses the role of governing bodies in school leadership. Reports surveys of over 750 head teachers and over 200 chairs of governing bodies. Concludes that the governing body's role in strategic leadership will be shaped mainly by the attitude of the head teacher. (Contains 5 tables and 55 references.) (MLF) EJ676140 Leaders or Followers? Governing Bodies and Their Role in School Leadership. Educational Management & Administration v31 n4 p353-67 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Administrator Evaluation Educational Improvement Foreign Countries Management Development Public Education Secondary Education Teacher Evaluation Jennings, Keith Lomas, Laurie Journal Articles Reports - Research England Head Teachers United Kingdom (England) ISSN-0263-211X English Analyzes the impact of the new statutory head-teacher performance-management scheme in a sample of Kent's secondary schools. Forty-three replies were completed and returned, representing an 83 percent response rate. Most respondents regarded the scheme as a force for good. (Contains 1 table, 4 figures, and 79 references.) (MLF) EJ676141 Implementing Performance Management for Headteachers in English Secondary Schools: A Case Study. Educational Management & Administration v31 n4 p369-83 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Evaluation Elementary Education Foreign Countries Inservice Teacher Education Management Development Wong, Ping-man Wong, Chi-sum Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0263-211X English Evaluation of a teacher-training program in school management targeted at middle managers is based on a survey of 129 course participants, with a 76 percent response rate. Participants were satisfied with course content, delivery strategies, and support facilities; dissatisfied with the lack of direct school experience. (Contains 5 tables and 34 references.) (MLF) EJ676142 The Evaluation of a Teacher Training Programme in School Management: The Case of Hong Kong. Educational Management & Administration v31 n4 p385-401 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Improvement Foreign Countries Organizational Culture School Based Management School Effectiveness Secondary Education Self Evaluation (Groups) Devos, Geert Verhoeven, Jef C. Journal Articles Reports - Research Belgium (Flanders) Learning Organizations Belgium ISSN-0263-211X English Examines self-evaluation in secondary schools in Flanders based on a survey of 40 schools, followed by case studies in 3 of them. Indicates that schools have difficulty in translating the data into adequate recommendations. Twelve months later the schools were unable to realize fundamental changes. (Contains 2 tables, 5 notes, and 36 references.) (MLF) EJ676143 School Self-Evaluation--Conditions and Caveats: The Case of Secondary Schools. Educational Management & Administration v31 n4 p403-20 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Administrative Organization Administrator Role Bureaucracy Case Studies College Administration Foreign Countries Higher Education Middle Management Organizational Culture Transformational Leadership Briggs, Ann R J. Journal Articles Reports - Research England United Kingdom (England) ISSN-0263-211X English Considers case-study data from four English further-education colleges. Responses from a total of 16 senior managers, 45 middle managers, and 288 team members were analyzed to assess key features of the middle-manager role, and to identify factors that enable or impede them. (Contains 1 table and 16 references.) (MLF) EJ676144 Finding the Balance: Exploring the Organic and Mechanical Dimensions of Middle Manager Roles in English Further Education Colleges. Educational Management & Administration v31 n4 p421-36 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Educational Improvement Elementary Secondary Education Literature Reviews Participative Decision Making School Effectiveness Teacher Effectiveness Teacher Empowerment Teacher Leadership Teacher Motivation Muijs, Daniel Harris, Alma Information Analyses Journal Articles Learning Communities ISSN-0263-211X English Explores the benefits of teacher leadership as well as the barriers to and opportunities for making teacher leadership work in practice. Concludes that teacher leadership could have beneficial effects on school improvement, but that the right conditions need to be in place. (Contains 79 references.) (MLF) EJ676145 Teacher Leadership-Improvement through Empowerment? An Overview of the Literature. Educational Management & Administration v31 n4 p437-48 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Primary Education Social Studies Textbook Research Transportation Alleman, Janet Brophy, Jere Journal Articles Reports - Research ISSN-0882-1232 English Compares social studies transportation units for primary grades in 2 books published 71 years apart: one in 1931 the other in 2002. Includes examination of content selection, standards, literacy, view of the learner, instructional focus, and teacher direction. (Contains 22 references.)(PKP) EJ676146 Comparing Transportation Units Published in 1931 and 2002: What Have We Learned? Journal of Curriculum and Supervision v19 n1 p5-28 Fall 2003 2003-00-00 T 2004 7/11/2004 11:46:51 CIJMAR2004

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No Classification Curriculum Research Educational Theories Elementary Secondary Education Reid, William A. Journal Articles Reports - Research ISSN-0882-1232 English Uses social and historical arguments to examine idea of curriculum as institutionalized learning. Discusses institutional categories. Draws implications for theory and research. (Contains 23 references.)(PKP) EJ676147 Curriculum as Institutionalized Learning: Implications for Theory and Research. Journal of Curriculum and Supervision v19 n1 p29-43 Fall 2003 2003-00-00 T 2004 7/11/2004 11:46:51 CIJMAR2004

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No Educational Research Humanities Instruction Secondary Education Secondary School Curriculum Schwarz, Gretchen Journal Articles Reports - Research ISSN-0882-1232 English Describes media literacy followed by argument for its inclusion in secondary school curriculum. Includes discussion of research on media literacy and examples of classroom curriculum. (Contains 28 references.)(PKP) EJ676148 Renewing the Humanities through Media Literacy. Journal of Curriculum and Supervision v19 n1 p44-53 Fall 2003 2003-00-00 T 2004 7/11/2004 11:46:51 CIJMAR2004

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No Academic Achievement Black Education Black History Black Leadership High Schools Parent School Relationship Principals Racial Segregation Superintendents Walker, Vanessa Siddle with Byas, Ulysses Journal Articles Reports - Research ISSN-0882-1232 English Describes successful efforts by a black principal (1957-1968) of an all-black high school in Gainesville, Georgia, to improve the academic performance of students. Includes relations with the superintendent and black parents. (Contains 38 references.)(PKP) EJ676149 The Architects of Black Schooling in the Segregated South: The Case of One Principal Leader. Journal of Curriculum and Supervision v19 n1 p54-72 Fall 2003 2003-00-00 T 2004 7/11/2004 11:46:51 CIJMAR2004

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No Curriculum Development Educational Change Educational History Elementary Secondary Education Progressive Education Social Studies Bohan, Chara Haeussler Journal Articles Reports - Research Committee of Ten Progressive Education Association ISSN-0882-1232 English Reviews late 19th-century work of the Committee of Ten and the Committee of Seven to transform the social-studies curriculum. Argues that these efforts were precursors to the progressive movement in education beginning formally in 1919 with the founding of the Progressive Education Association. (Contains 82 references.)(PKP) EJ676150 Early Vanguards of Progressive Education: The Committee of Ten, the Committee of Seven, and Social Education. Journal of Curriculum and Supervision v19 n1 p73-94 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Qualifications Administrator Role Foreign Countries Job Satisfaction Principals Secondary Education Cranston, Neil Ehrich, Lisa Billot, Jennie Journal Articles Reports - Research Australia New Zealand Australia New Zealand ISSN-1570-0763 English Investigates the roles and workloads of secondary school principals from Queenslands, Australia, and New Zealand. Finds, for example, that pressure in the role and hours worked per week had increased compared with previous years. Overall principals were highly satisfied with their roles. Provides discussion of skills and competencies required of the principalship. (Contains 8 tables and 34 references.) (Authors/PKP) EJ676151 The Secondary School Principal in Australia and New Zealand: An Investigation of Changing Roles. Leadership and Policy in Schools v2 n3 p159-88 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Attendance Foreign Countries High Schools Learning Management Information Systems Parent School Relationship Principals Secondary Education Student Behavior Telem, Moshe Journal Articles Reports - Research Israel Israel ISSN-1570-0763 English Case study of the impact of school management information systems on principal-parent interrelations concerning learning, behavior, and attendance at a vocational high school in Israel. (Contains 82 references.) (PKP) EJ676152 Computerization of High School Pedagogical Administration--Its Effect on Principal-Parents Interrelations: A Case Study. Leadership and Policy in Schools v2 n3 p189-212 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Attendance Charter Schools Disabilities Elementary School Students Secondary School Students Traditional Schools Estes, Mary Bailey Journal Articles Reports - Research Texas Texas ISSN-1570-0763 English Reviews literature on students with disabilities in charter schools. Analyzes Texas' Public Education Information Management System data to compare traditional and charter school attendance of students with disabilities. Finds 3.7 percent fewer students with disabilities attended charter schools during 1999-2000 school year than traditional schools. (Contains 69 references.) (PKP) EJ676153 Zero Reject and School Choice: Students with Disabilities in Texas' Charter Schools. Leadership and Policy in Schools v2 n3 p213-35 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Instructional Effectiveness Learning Disabilities Middle School Students Phoneme Grapheme Correspondence Phonology Reading Instruction Reading Strategies Word Recognition Bhat, Preetha Griffin, Cynthia C. Sindelar, Paul T. Journal Articles Reports - Research ISSN-0731-9487 English Forty middle school students with learning disabilities identified as having phonological awareness deficits were provided with phonological awareness instruction to investigate the effectiveness of the instruction on phonological awareness and word recognition skills. Results indicated that following instruction, students improved on word identification skills and phonological awareness skills. (Contains references.) (CR) EJ676154 Phonological Awareness Instruction for Middle School Students with Learning Disabilities. Learning Disability Quarterly v26 n2 p73-87 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:53 CIJMAR2004 Special Issue: Effective Instruction for Struggling Secondary Students.

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No Decoding (Reading) Reading Difficulties Reading Fluency Reading Instruction Reading Rate Secondary Education Syllables Teaching Methods Archer, Anita L. Gleason, Mary M. Vachon, Vicky L. Information Analyses Journal Articles ISSN-0731-9487 English This article discusses the need to teach decoding to secondary students with reading difficulties using one of three approaches: reading segmented words part by part; decoding different syllable types; or using a flexible strategy for reading long words. It also stresses the need for reading practice and research-validated programs. (Contains references.) (Author/CR) EJ676155 Decoding and Fluency: Foundation Skills for Struggling Older Readers. Learning Disability Quarterly v26 n2 p89-101 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:53 CIJMAR2004 Special Issue: Effective Instruction for Struggling Secondary Students.

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No Computer Assisted Instruction Computer Software Learning Disabilities Peer Teaching Reading Comprehension Reading Difficulties Reading Instruction Reading Strategies Science Instruction Secondary Education Social Studies Spatial Ability Mastropieri, Margo A. Scruggs, Thomas E. Graetz, Janet E. Information Analyses Journal Articles ISSN-0731-9487 English Specific difficulties for the secondary student with reading difficulties are described, followed by a literature review of most promising practices, including peer tutoring that incorporates comprehension strategy instruction and elaborative strategies in history and science classes. Research using "Inspiration" software to generate spatially organized graphic organizers is presented. (Contains references.) (Author/CR) EJ676156 Reading Comprehension Instruction for Secondary Students: Challenges for Struggling Students and Teachers. Learning Disability Quarterly v26 n2 p103-16 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:53 CIJMAR2004 Special Issue: Effective Instruction for Struggling Secondary Students.

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No Computer Assisted Instruction Generalization Instructional Effectiveness Learning Disabilities Mnemonics Recall (Psychology) Secondary Education Teaching Methods Vocabulary Development Bryant, Diane Pedrotty Goodwin, Marilyn Bryant, Brian R. Higgins, Kellie Information Analyses Journal Articles ISSN-0731-9487 English A review of six articles (1978-present) on vocabulary interventions involving secondary students with learning disabilities found interventions fall into four areas: computer-assisted instruction, fluency-building vocabulary practice activities, mnemonic strategy instruction, and concept enhancement instruction. Overall, positive results were found for the interventions on measures of immediate recall, maintenance, and generalization. (Contains references.) (Author/CR) EJ676157 Vocabulary Instruction for Students with Learning Disabilities: A Review of the Research. Learning Disability Quarterly v26 n2 p117-28 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:54 CIJMAR2004 Special Issue: Effective Instruction for Struggling Secondary Students.

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No Curriculum Design Educational Assessment Inclusive Schools Learning Disabilities Secondary Education Writing Difficulties Writing Improvement Writing Instruction Writing Skills Writing Strategies Schumaker, Jean B. Deshler, Donald D. Information Analyses Journal Articles Reports - Descriptive ISSN-0731-9487 English This article reviews research associated with instructional programs on writing strategies that are part of the "Learning Strategies Curriculum." The research shows that secondary students with disabilities can learn to use complex writing strategies to such an extent that they can write multi-paragraph themes appropriate for general education classes. (Contains references.) (Author/CR) EJ676158 Can Students with LD Become Competent Writers? Learning Disability Quarterly v26 n2 p129-41 Spr 2003 2003-00-00 T 2004 7/11/2004 11:46:54 CIJMAR2004 Special Issue: Effective Instruction for Struggling Secondary Students.

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No History Instruction Inclusive Schools Learning Strategies Literacy Mild Disabilities Secondary Education Social Studies Teaching Methods De La Paz, Susan MacArthur, Charles Information Analyses Journal Articles Anchored Instruction ISSN-0731-9487 English This article reviews social studies instructional approaches for secondary students with mild disabilities, with an emphasis on methods that provide access to the general education curriculum. It highlights research findings on domain-specific instructional approaches for teaching social studies concepts such as historical understanding and historical reasoning. (Contains references.) (CR) EJ676159 Knowing the How and Why of History: Expectations for Secondary Students with and without Learning Disabilities. Learning Disability Quarterly v26 n2 p142-54 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Artists Chinese Chinese Culture College Students Creativity Cultural Influences Evaluation Criteria Foreign Countries Inventions Merit Rating Postsecondary Education Scientists Social Values Student Attitudes Yue, Xiaodong Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0022-0175 English Studies involving 635 Hong Kong undergraduates found Chinese and foreign creators who distinguished themselves in meritorious salience of a person's creativity were more likely to be nominated and were rated higher on social contribution than on creativity. Scientists, inventors, and politicians were the most often nominated figures of creativity. (Contains references.) (Author/CR) EJ676160 Meritorious Evaluation Bias: How Chinese Undergraduates Perceive and Evaluate Chinese and Foreign Creators. Journal of Creative Behavior v37 n3 p151-77 3rd Qtr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Creativity Cultural Differences Cultural Influences Foreign Countries Mexicans Motivation Postsecondary Education Self Actualization Time Soriano de Alencar, Eunice M. L. Fleith, Denise de Souza Martinez, Albertina Mitjans Journal Articles Reports - Research Barriers to Participation Brazil Mexico Brazil Mexico ISSN-0022-0175 English A study investigated the personal obstacles to creativity cited by 385 Brazilian and 305 Mexican university students. Results indicate that lack of time/opportunity was the most frequently cited obstacle. Mexican students referred to motivation factors as barriers to their creativity more than Brazilian students. (Contains references.) (CR) EJ676161 Obstacles to Personal Creativity between Brazilian and Mexican University Students: A Comparative Study. Journal of Creative Behavior v37 n3 p179-92 3rd Qtr 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Change Agents Change Strategies Cognitive Processes Creative Development Creative Thinking Creativity Life Events Playwriting Theater Arts Diaz de Chumaceiro, Cora L. Journal Articles Opinion Papers Transference ISSN-0022-0175 English This essay discusses how Maude Adams influenced James M. Barrie's creative process and became his inspiration. Set change theory is underscored as a cognitive explanation for Barrie's illumination. The psychoanalytic theory of transference is proposed as an underlying mechanism for facilitating the change of mental set during the incubation stage. (Contains references.) (Author/CR) EJ676162 Serendipity in the Theater: Maude Adams as James M. Barrie's American Muse. Journal of Creative Behavior v37 n3 p193-214 3rd Qtr 2003 2003-00-00 T 2004 2016-11-21

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No Creativity Educational Resources Elementary Secondary Education Foreign Countries International Organizations Internet Nonprofit Organizations Organizations (Groups) Postsecondary Education World Wide Web Yudess, Jo Journal Articles Reference Materials - Directories/Catalogs ISSN-0022-0175 English This article lists the Web sites of 12 international not-for-profit creativity associations designed to trigger more creative thought and research possibilities. Along with Web addresses, the entries include telephone contact information and a brief description of the organization. (CR) EJ676163 The Creative Web. Journal of Creative Behavior v37 n3 p215-18 3rd Qtr 2003 2003-00-00 T 2004 7/11/2004 11:46:55 CIJMAR2004

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No Child Abuse Child Neglect Criminals Elementary Secondary Education Incidence Predictor Variables Recidivism Resistance to Change Victims of Crime Jonson-Reid, Melissa Drake, Brett Chung, Sulki Way, Ineke Journal Articles Reports - Research ISSN-0145-2134 English A study investigated the extent to which child maltreatment victims (n=61,693) and perpetrators (n=39,143) were reported for different types of maltreatment over time and service variables associated with recidivism. There was substantial cross-type recidivism at both the child and perpetrator levels, with neglect being the most common recidivism type. (Contains references.) (Author/CR) EJ676164 Cross-Type Recidivism among Child Maltreatment Victims and Perpetrators. Child Abuse & Neglect: The International Journal v27 n8 p899-917 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:56 CIJMAR2004

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No Attitude Change Child Abuse Court Judges Court Litigation Elementary Secondary Education Family Violence Foreign Countries Incidence Social Change Social Workers Komen, Mieke Journal Articles Reports - Research ISSN-0145-2134 English A study investigated juvenile judges' and child protection workers' dealings with child abuse from 1960-1995 in the Netherlands. A review of 182 cases found prevalence of very severe physical violence has decreased, however, judicial child protection workers intervened less harshly in recent cases of child abuse than in the 1960's. (Contains references.) (Author/CR) EJ676165 Physical Child Abuse and Social Change. Judicial Intervention in Families in the Netherlands, 1960-1995. Child Abuse & Neglect: The International Journal v27 n8 p951-65 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:56 CIJMAR2004

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No Anxiety Behavior Problems Child Abuse Depression (Psychology) Eating Disorders Emotional Problems Family Influence Foreign Countries Illegal Drug Use Predictor Variables Psychological Characteristics Secondary Education Self Esteem Sexual Abuse Smoking Swanston, Heather Y. Plunkett, Angela M. O'Toole, Brian I. Shrimpton, Sandra Parkinson, Patrick N. Oates, R. Kim Journal Articles Reports - Research Australia Australia ISSN-0145-2134 English A follow-up study of 103 Australian individuals (Ages 14-25) who were sexually abused, found they performed more poorly than controls on measures of depression, self-esteem, anxiety, behavior, and despair. They were also more likely to have a history of bingeing, smoking, and using amphetamines. Potential risk factors are discussed. (Contains references.) (Author/CR) EJ676166 Nine Years after Child Sexual Abuse. Child Abuse & Neglect: The International Journal v27 n8 p967-84 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Development Early Intervention Elementary Secondary Education Hospitalized Children Individual Characteristics Predictor Variables Premature Infants Severity (of Disability) Surgery Visual Impairments McHugh, Elaine Lieberman, Lauren Journal Articles Reports - Research Stereotypy (Psychology) ISSN-0145-482X English Of 52 children (ages 9-19) with visual impairments who attended a sports camp, 15 demonstrated stereotypic rocking currently or in the past. Children most likely to rock were those with retinopathy of prematurity who underwent lengthy hospital stays and multiple surgeries early in life and who were blind from birth. (Contains references.) (Author/CR) EJ676167 The Impact of Developmental Factors on Stereotypic Rocking of Children with Visual Impairment. Journal of Visual Impairment & Blindness v97 n8 p1-28 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Assistive Technology Blindness Elementary Education Interpersonal Communication Multiple Disabilities Optical Scanners Optics Program Effectiveness Severe Disabilities Lancioni, Giulio E. Singh, Nirbhay N. O'Reilly, Mark F. Oliva, Doretta Journal Articles Reports - Research ISSN-0145-482X English Two students (ages 7 and 8) who were totally blind with profound motor impairments and mental retardation were provided with optic microswitches. The use of optic microswitches for simple hand responses, combined with the availability of pleasant stimuli for the responses, proved successful with both students. (Contains 9 references.) (CR) EJ676168 Evaluating Optic Microswitches with Students with Profound Multiple Disabilities. Journal of Visual Impairment & Blindness v97 n8 p1-8 Aug 2003 2003-00-00 T 2004 7/11/2004 11:46:57 CIJMAR2004

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No Demonstrations (Educational) Disabilities Elementary Education Inclusive Schools Prereferral Intervention Program Implementation School Support Teacher Attitudes Teamwork Lane, Kathleen Lynne Mahdavi, Jennifer N. Borthwick-Duffy, Sharon Journal Articles Reports - Research ISSN-1045-988X English A study explored expectations of 80 elementary teachers of the prereferral intervention team process and the need for direct support in implementing proposed interventions. The majority expected to acquire classroom interventions, obtain professional support, and inform parents of concerns. More than half were in favor of in-class demonstrations of interventions. (Contains references.) (Author/CR) EJ676169 Teacher Perceptions of the Prereferral Intervention Process: A Call for Assistance with School-Based Interventions. Preventing School Failure v47 n4 p148-55 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:57 CIJMAR2004

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No Behavior Disorders Behavior Modification Behavior Problems Classroom Techniques Crisis Management Discipline Early Intervention Elementary Secondary Education Extinction (Psychology) Prevention Problem Solving Prosocial Behavior Punishment Stress Management Shukla-Mehta, Smita Albin, Richard W. Guides - Non-Classroom Journal Articles ISSN-1045-988X English Twelve practical strategies that can be used by classroom teachers to prevent behavioral escalation are discussed, including reinforce calm, know the triggers, pay attention to anything unusual, do not escalate, intervene early, know the function of problem behavior, use extinction wisely, teach prosocial behavior, and teach academic survival skills. (Contains references.) (CR) EJ676170 Twelve Practical Strategies To Prevent Behavioral Escalation in Classroom Settings. Preventing School Failure v47 n4 p156-61 Sum 2003 2003-00-00 Practitioners Teachers T 2004 7/11/2004 11:46:57 CIJMAR2004

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No Elementary Secondary Education Goal Orientation Learning Disabilities Learning Strategies Motivation Techniques Peer Teaching Persistence Self Efficacy Student Motivation Teacher Student Relationship Margolis, Howard McCabe, Patrick P. Guides - Non-Classroom Journal Articles ISSN-1045-988X English This article explains how teachers can strengthen the self-efficacy of students who are struggling academically and increase their motivation for schoolwork. Instructional principles include linking new work to recent successes, teaching needed learning strategies, reinforcing effort and persistence, stressing peer modeling, and helping students create personally important goals. (Contains references.) (CR) EJ676171 Self-Efficacy: A Key to Improving the Motivation of Struggling Learners. Preventing School Failure v47 n4 p162-69 Sum 2003 2003-00-00 Practitioners Teachers T 2004 7/11/2004 11:46:58 CIJMAR2004

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No Behavior Problems Behavior Standards Data Collection Decision Making Discipline Policy Educational Planning Elementary Secondary Education Policy Formation Prevention School Policy Teacher Collaboration Teamwork George, Heather Peshak Harrower, Joshua K. Knoster, Tim Guides - Non-Classroom Journal Articles Reports - Descriptive Positive Behavioral Support ISSN-1045-988X English This article describes the following steps for developing and implementing system-wide behavior support: establishing a foundation for collaboration; building faculty involvement; establishing a data-based decision-making system, brainstorming and selecting strategies within an action planning process; implementing a school-wide program through an action plan; and monitoring, evaluating, and modifying the program. (Contains references.) (CR) EJ676172 School-Wide Prevention and Early Intervention: A Process for Establishing a System of School-Wide Behavior Support. Preventing School Failure v47 n4 p170-76 Sum 2003 2003-00-00 Practitioners T 2004 2016-11-23

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No Accessibility (for Disabled) Class Activities Disabilities Early Childhood Education Educational Planning Field Trips Guidelines Inclusive Schools Learning Activities Student Participation Martin, Sylvia S. Seevers, Randy L. Guides - Non-Classroom Journal Articles ISSN-1045-988X English This article provides a guide for planning field trips for educational engagement of all children in early childhood education settings. Based on interviews, environmental assessments, and evaluations of activities, it includes field trip considerations and a field trip planning guide that includes the teacher, the parents, and the field site personnel. (Contains references.) (CR) EJ676173 A Field Trip Planning Guide for Early Childhood Classes. Preventing School Failure v47 n4 p177-80 Sum 2003 2003-00-00 Teachers Practitioners T 2004 7/11/2004 11:46:58 CIJMAR2004

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No Assistive Technology Disabilities Emergent Literacy High Risk Students Preschool Children Resources Weikle, Bobbie Hadadian, Azar Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-1045-988X English This article discusses the crucial role assistive technology can play in ensuring that preschool children with disabilities become literate members of communities along with their typically developing peers. It provides practical recommendations to enable parents and professionals to enhance their literacy-related activities using assistive technology. Assistive technology resources are listed. (Contains references.) (Author/CR) EJ676174 Can Assistive Technology Help Us To Not Leave Any Child Behind? Preventing School Failure v47 n4 p177-80 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:58 CIJMAR2004

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No Brainstorming Disabilities Educational Strategies Elementary Secondary Education Inclusive Schools Student Participation Student Projects Thinking Skills Haselden, Polly G. Journal Articles Reports - Descriptive ISSN-1045-988X English This article describes how the affinity diagram, a tool for gathering information and organizing it into natural groupings, can be used in inclusive classrooms. It discusses how students can be taught to use an affinity diagram, how affinity diagrams can be used to reflect many voices, and how affinity diagrams can be used to plan class projects. (Contains 9 references.) (CR) EJ676175 Use of Affinity Diagrams as Instructional Tools in Inclusive Classrooms. Preventing School Failure v47 n4 p187-89 Sum 2003 2003-00-00 T 2004 7/11/2004 11:46:59 CIJMAR2004

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No Accessibility (for Disabled) Adult Education Assistive Technology Computer Attitudes Computer Uses in Education Computers Employment Needs Assessment Training Methods Visual Impairments Gerber, Elaine Journal Articles Reports - Research ISSN-0145-482X English Data are presented from four focus groups of adult assistive technology (AT) computer users with visual impairments. Participants cited the benefits of using assistive technology with computers at work. Barriers to computer use included lack of training and accessible training materials and dependence on assistance from sighted people. (Contains references.) (CR) EJ676176 The Benefits of and Barriers to Computer Use for Individuals Who Are Visually Impaired. Journal of Visual Impairment & Blindness v97 n9 p1-28 Sep 2003 2003-00-00 T 2004 7/11/2004 11:46:59 CIJMAR2004

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No Cognitive Processes Cues Elementary Education Learning Disabilities Memory Recall (Psychology) McNamara, John K. Wong, Bernice Journal Articles Reports - Research ISSN-0022-2194 English This study compared students with (n=20) and without (n=40) learning disabilities (LD) on their recall of academic information and information encountered in their everyday lives. Students with LD performed poorly on both types of recall, suggesting that they may have problems with retrieval and working memory. The availability of cues significantly decreased ability differences between groups. (Contains references.) (DB) EJ676177 Memory for Everyday Information in Students with Learning Disabilities. Journal of Learning Disabilities v36 n5 p394-406 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:46:59 CIJMAR2004

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No Academic Achievement Cognitive Ability College Students Grade Point Average Higher Education Intelligence Quotient Learning Disabilities Predictor Variables Student Attitudes Study Habits Murray, Christopher Wren, Carol T. Journal Articles Reports - Research ISSN-0022-2194 English This study examined cognitive, academic, and attitudinal predictors of college grade point average (GPA) among 84 college students with learning disabilities (LD) attending a large midwestern university. Results indicated that Full Scale IQ and one factor (delay/avoidance) on the self-reported study habits scale accounted for a significant amount of variance in students' college GPA. (Contains references.) (Author/DB) EJ676178 Cognitive, Academic, and Attitudinal Predictors of the Grade Point Averages of College Students with Learning Disabilities. Journal of Learning Disabilities v36 n5 p407-15 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:46:59 CIJMAR2004

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No Auditory Perception Beginning Reading Cognitive Processes Computer Assisted Testing Evaluation Methods Learning Disabilities Phonology Reading Readiness Young Children Puolakanaho, Anne Poikkeus, Anna-Maija Ahonen, Timo Tolvanen, Asko Lyytinen, Heikki Journal Articles Reports - Research Computer Animation ISSN-0022-2194 English Four computer-animated tasks were created to analyze the underlying structure of emerging phonological awareness at 3.5 years of age and to explore factors that influence children's (n=91) performance. The children were able to master tasks demanding identification, blending, and continuation of phonological units. Analysis supported two major dimensions of emerging phonological awareness, identification and blending of phonological units. (Contains references.) (Author/DB) EJ676179 Assessment of Three-and-a-Half-Year-Old Children's Emerging Phonological Awareness in a Computer Animation Context. Journal of Learning Disabilities v36 n5 p416-23 Sep-Oct 2003 2003-00-00 Researchers T 2004 2016-11-23

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No Decoding (Reading) Dyslexia Elementary Education Intelligence Quotient Reading Comprehension Reading Difficulties Visual Perception Tiu, Rolando D., Jr. Thompson, Lee A. Lewis, Barbara A. Journal Articles Reports - Research ISSN-0022-2194 English This study tested the role of visual processing speed and IQ in reading with 124 children either with or without reading disability. Results indicated that processing speed explains a significant amount of variance in reading comprehension, as does IQ. Path analyses indicated that the effect of IQ on reading is partially mediated by decoding in children with reading disability. (Contains references.) (Author/DB) EJ676180 The Role of IQ in a Component Model of Reading. Journal of Learning Disabilities v36 n5 p424-36 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:47:00 CIJMAR2004

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No Academically Gifted Estimation (Mathematics) Learning Disabilities Learning Strategies Mathematics Achievement Self Concept Self Evaluation (Individuals) Thinking Skills Montague, Marjorie van Garderen, Delinda Journal Articles Reports - Research ISSN-0022-2194 English This study investigated students' mathematics achievement, estimation ability, use of estimation strategies, and academic self-perception with 135 students (n=135) in grades 4, 6, or 8, either with learning disabilities (LD), average achievers, or intellectually gifted. Students with LD differed significantly from average achievers in their use of fewer effective estimation strategies. (Contains references.) (Author/DB) EJ676181 A Cross-Sectional Study of Mathematics Achievement, Estimation Skills, and Academic Self-Perception in Students of Varying Ability. Journal of Learning Disabilities v36 n5 p437-48 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:47:00 CIJMAR2004

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No Drills (Practice) Instructional Effectiveness Learning Disabilities Learning Strategies Mathematics Instruction Number Concepts Primary Education Transfer of Training Tournaki, Nelly Journal Articles Reports - Research ISSN-0022-2194 English This study compared instruction in addition using either a minimum addend strategy or drill and practice with 84 students either with or without learning disabilities (LD). Students with LD improved significantly only in the strategy condition, whereas general education students improved in both the strategy and the drill-and-practice conditions. In a transfer task, students from both groups improved only in the strategy conditions. (Contains references.) (Author/DB) EJ676182 The Differential Effects of Teaching Addition through Strategy Instruction versus Drill and Practice to Students with and without Learning Disabilities. Journal of Learning Disabilities v36 n5 p449-58 Sep-Oct 2003 2003-00-00 T 2004 2016-10-19 Meets Evidence Standards without Reservations http://ies.ed.gov/ncee/wwc/study/74215 ED504995

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No Clinical Diagnosis College Students Disability Identification Higher Education Learning Disabilities Models Validity Proctor, Briley Prevatt, Frances Journal Articles Reports - Research ISSN-0022-2194 English This study compared level of agreement among four models used to diagnose learning disabilities (LD), including the simple discrepancy, intraindividual, intellectual ability-achievement, and underachievement models. The simple discrepancy model diagnosed significantly more college students with LD than the others. The highest agreement was between intraindividual and intellectual ability-achievement models, the lowest between simple discrepancy and underachievement models. (Contains references.) (Author/DB) EJ676183 Agreement among Four Models Used for Diagnosing Learning Disabilities. Journal of Learning Disabilities v36 n5 p459-66 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:47:01 CIJMAR2004

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No Adjustment (to Environment) Disability Identification Elementary Education Individual Characteristics Learning Disabilities Models Referral Waber, Deborah P. Weiler, Michael D. Forbes, Peter W. Bernstein, Jane H. Bellinger, David C. Rappaport, Leonard Journal Articles Reports - Research ISSN-0022-2194 English Comparison of community children referred for learning disability evaluation (CR, n=17) with children not-referred in community general education (CGE, n=161), community special education (CSE, n=30), or from outpatient hospital referrals (HR). CR group performance was equivalent to that of CSE and HR groups. Results suggest conceptualizing learning disorder as a context-dependent problem of functional adaptation rather than as a disability. (Contains references.) (Author/DB) EJ676184 Neurobehavioral Factors Associated with Referral for Learning Problems in a Community Sample: Evidence for an Adaptational Model for Learning Disorders. Journal of Learning Disabilities v36 n5 p467-83 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:01 CIJMAR2004

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No Early Intervention Elementary Education Emotional Disturbances Foreign Countries Interpersonal Competence Program Effectiveness Program Evaluation Sharp, Stephen Davids, Engelina Journal Articles Reports - Evaluative ISSN-1363-2752 English FAST Track is a support program for pupils with social and emotional difficulties. This paper reports on a 3-year British study that compared schools using the full FAST-Track program with schools using only the curriculum component. Differences among individual schools were substantially greater than differences between the two groups of schools, highlighting difficulties in evaluating program effectiveness. (Contains references.) (Author/DB) EJ676185 Early Intervention in Behaviour: A Study of the FAST-Track Programme. Emotional and Behavioural Difficulties v8 n3 p173-88 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:01 CIJMAR2004

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No Adolescents Children Delivery Systems Emotional Disturbances Foreign Countries Formative Evaluation Interdisciplinary Approach Mental Health Programs Models Program Evaluation Teamwork Walker, Steven Journal Articles Reports - Evaluative England (Norfolk) United Kingdom (England) ISSN-1363-2752 English A multidisciplinary team model used at a child and adolescent mental health service in Norfolk (England) was evaluated. Team members represented three different professional backgrounds: practitioners, managers, and planners. Formative evaluation results suggest that it is possible to establish interprofessional teams able to integrate with primary care staff, within the social environments of children and families. (Contains references.) (Author/DB) EJ676186 Interprofessional Work in Child and Adolescent Mental Health Services. Emotional and Behavioural Difficulties v8 n3 p189-204 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Disorders Children Emotional Disturbances Emotional Response Family Environment Family Programs Parent Child Relationship Coleman, Priscilla K. Information Analyses Journal Articles ISSN-1363-2752 English Review of the research pertaining to reactive attachment disorder (RAD) in the family context considers diagnosis of RAD and family experiences associated with children who have RAD. Focus is on interrelationships among RAD behavioral characteristics and associated challenges to parents and siblings. Relevant literature from different fields is integrated to direct future research and guide family support efforts. (Contains references.) (Author/DB) EJ676187 Reactive Attachment Disorder in the Context of the Family: A Review and Call for Further Research. Emotional and Behavioural Difficulties v8 n3 p205-16 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:02 CIJMAR2004

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No Behavior Disorders Educational Environment Elementary Education Emotional Disturbances Foreign Countries Interpersonal Relationship Interviews Leadership Teacher Collaboration Gamman, Richard Journal Articles Reports - Descriptive ISSN-1363-2752 English Using an interview methodology, this study examined how three primary schools in Peterborough, England, worked to develop collaborative cultures, handle children with emotional and behavioral difficulties in a respectful and empowering manner, and ameliorate the emotional consequences for staff. Key themes are the roles adopted by headteachers and quality of relationships at all levels. (Contains references.) (Author/DB) EJ676188 Sharing the Load, Supporting the Staff: Collaborative Management of Difficult Behaviour in Primary Schools. Emotional and Behavioural Difficulties v8 n3 p217-29 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:02 CIJMAR2004

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No Anxiety Attachment Behavior Behavior Problems Child Development Elementary Secondary Education Emotional Disturbances Intervention Theories Geddes, Heather Journal Articles Opinion Papers ISSN-1363-2752 English This article uses the framework of attachment theory to describe a behavior pattern, the anxious resistant/ambivalent attachment pattern. Examples from educational practice illustrate the condition. Possible intervention approaches are suggested. (Contains references.) (Author/DB) EJ676189 Attachment and the Child in School. Part I: Attachment Theory and the 'Dependent' Child. Emotional and Behavioural Difficulties v8 n3 p231-42 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:02 CIJMAR2004

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No Anger Basic Skills Behavior Problems Communication Skills Early Childhood Education Early Intervention Emotional Adjustment Emotional Problems Empathy Friendship Generalization Interpersonal Competence Perspective Taking Problem Solving Training Methods Webster-Stratton, Carolyn Reid, M. Jamila Journal Articles Reports - Descriptive ISSN-1063-4266 English This article describes the Dina Dinosaur Social, Emotional and Problem Solving Child Training Program for young children with conduct problems. The program emphasizes training children in skills such as emotional literacy, empathy or perspective taking, friendship and communication skills, anger management, interpersonal problem solving, and school rules. Cross-setting generalization is stressed involving both parents and teachers. (Contains references.) (Author/DB) EJ676190 Treating Conduct Problems and Strengthening Social and Emotional Competence in Young Children: The Dina Dinosaur Treatment Program. Journal of Emotional and Behavioral Disorders v11 n3 p130-43 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:03 CIJMAR2004

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No Adolescents Community Services Delinquency Employment Fathers Longitudinal Studies Males Outcomes of Treatment Recidivism Unruh, Deanne Bullis, Michael Yovanoff, Paul Journal Articles Reports - Evaluative Incarcerated Youth ISSN-1063-4266 English Data from the study, Transition Research on Adjudicated Youth in Community Settings, were used to examine community integration outcomes for the subgroup of adolescent fathers. Juvenile offenders who were fathers were found to return to the correctional system at a higher rate than nonfathers, but fathers who remained in the community were characterized by employment and use of community resources. (Contains references.) (Author/DB) EJ676191 Community Reintegration Outcomes for Formerly Incarcerated Adolescent Fathers and Nonfathers. Journal of Emotional and Behavioral Disorders v11 n3 p144-56 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Behavior Change Children Drug Therapy Emotional Disturbances Meta Analysis Outcomes of Treatment Pharmacology Connor, Daniel R. Boone, R. Thomas Steingard, Ronald J. Lopez, Ivan D. Melloni, Richard H., Jr. Journal Articles Reports - Evaluative ISSN-1063-4266 English Meta-analysis of 33 studies examined effect size for nonstimulant medications on symptoms of overt aggression-related behaviors in children and adolescents with serious emotional and behavioral disturbances. Thirty-seven independent effects were found for neuroleptic, atypical antipsychotic, mood stabilizer, antidepressant, and adrenergic agents on symptoms of overt aggression. Results support medication as part of psychoeducational treatment plan for this population. (Contains references.) (Author/DB) EJ676192 Psychopharmacology and Aggression: II. A Meta-Analysis of Nonstimulant Medication Effects on Overt Aggression-Related Behaviors in Youth with SED. Journal of Emotional and Behavioral Disorders v11 n3 p157-68 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:03 CIJMAR2004

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No Delinquency Interpersonal Relationship Middle Schools Predictor Variables School Safety Social Support Groups Student Attitudes Student Characteristics Urban Education Violence Weapons Malecki, Christine Kerres Demaray, Michelle Kilpatrick Journal Articles Reports - Research ISSN-1063-4266 English This study of perceived social support and weapon possession surveyed 461 students in an urban middle school. Students who reported carrying weapons to school reported less overall or total perceived social support (from peers, parents, teachers, classmates, and school) than did their peers who did not carry weapons. Perceived social support was a significant predictor of weapon carrying. (Contains references.) (Author/DB) EJ676193 Carrying a Weapon to School and Perceptions of Social Support in an Urban Middle School. Journal of Emotional and Behavioral Disorders v11 n3 p169-78 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:04 CIJMAR2004

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No Aggression Behavior Problems Bullying Discipline Middle Schools Predictor Variables Referral Self Evaluation (Individuals) Student Attitudes McConville, David W. Cornell, Dewey G. Journal Articles Reports - Research ISSN-1063-4266 English This prospective study found that self-reported attitudes toward peer aggression among 403 middle school students were both internally consistent and stable over time (7 months). Aggressive attitudes were correlated with four outcome criteria for aggressive behavior: student self-report of peer aggression; peer and teacher nominations of bullying; and school discipline referrals. (Contains references.) (DB) EJ676194 Aggressive Attitudes Predict Aggressive Behavior in Middle School Students. Journal of Emotional and Behavioral Disorders v11 n3 p179-87 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:04 CIJMAR2004

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No Adolescent Attitudes Adolescents Alienation Definitions Emotional Problems Identification Intervention Loneliness Secondary Education Social Attitudes Brown, Monica R. Higgins, Kyle Paulsen, Kim Guides - Non-Classroom Journal Articles ISSN-1053-4512 English This article on adolescent alienation defines alienation, discusses the constructs of alienation, suggests questions educators can ask if they suspect a student is feeling alienated, and discusses strategies/interventions school staff and educators can use to decrease student alienation. (Contains references.) (Author/DB) EJ676195 Adolescent Alienation: What Is It and What Can Educators Do about It? Intervention in School and Clinic v39 n1 p3-9 Sep 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:47:04 CIJMAR2004

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No Behavior Problems Discipline Elementary Secondary Education Intervention Models Outcomes of Education Prevention Program Effectiveness Program Implementation Rosenberg, Michael S. Jackman, Lori A. Journal Articles Reports - Descriptive Positive Behavioral Support ISSN-1053-4512 English This article describes the PAR (Preventing, Acting upon, and Resolving) Comprehensive Behavior Management System, a process-based model in which collaborative teams work together to form consensus on a positive and supportive school-wide approach to behavior management. It highlights the content and processes used to introduce and sustain the program and summarizes outcomes from several model demonstration sites. (Contains references.) (Author/DB) EJ676196 Development, Implementation, and Sustainability of Comprehensive School-Wide Behavior Management Systems. Intervention in School and Clinic v39 n1 p10-21 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Dramatics Elementary Education Language Impairments Learning Activities Teaching Methods Vocabulary Development Alber, Sheila R. Foil, Carolyn R. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-1053-4512 English This article suggests using drama activities to teach target vocabulary words to students with limited vocabulary development. It presents specific drama activities to implement when introducing new vocabulary, conducting guided practice, facilitating cooperative learning groups, and assigning independent practice. Suggestions are also offered for promoting generalization of new vocabulary. (Contains references.) (Author/DB) EJ676197 Drama Activities that Promote and Extend Your Students' Vocabulary Proficiency. Intervention in School and Clinic v39 n1 p22-29 Sep 2003 2003-00-00 Teachers Practitioners T 2004 7/11/2004 11:47:05 CIJMAR2004

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No Behavior Disorders Elementary Secondary Education Emotional Disturbances Generalization Interpersonal Competence Intervention Maintenance Training Methods Smith, Stephen W. Gilles, Donna L. Guides - Non-Classroom Journal Articles Social Skills Training ISSN-1053-4512 English This article discusses social skills training for students with emotional or behavioral disorders who have difficulty building social relationships. It addresses problems with current social skills instruction program, the lack of generalization data, and strategies to program systematically for generalization and maintenance of trained skills. (Contains references.) (Author/DB) EJ676198 Using Key Instructional Elements to Systematically Promote Social Skill Generalization for Students with Challenging Behavior. Intervention in School and Clinic v39 n1 p30-37 Sep 2003 2003-00-00 Practitioners T 2004 2016-11-21

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No Adolescents Alienation Disabilities Elementary Secondary Education Opinions Self Evaluation (Individuals) Student Attitudes Chamberlain, Steven P. Journal Articles Opinion Papers ISSN-1053-4512 English This article reports on interviews with three individuals to illustrate various perspectives on adolescent alienation: Monica Brown, an educator who has conducted research on the topic; Tony Bright, a special educator who is himself learning disabled; and Pete Montoya, a young man with multiple disabilities. (DB) EJ676199 An Interview with Monica R. Brown, Tony D. Bright, and Jose "Pete" Montoya: Perspectives on Adolescent Alienation. Intervention in School and Clinic v39 n1 p38-54 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:05 CIJMAR2004

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No Behavior Problems Class Activities Classroom Environment Community Educational Environment Elementary Secondary Education Empowerment Inclusive Schools Obenchain, Kathryn M. Abernathy, Tammy V. Guides - Non-Classroom Journal Articles ISSN-1053-4512 English Twenty suggestions for building community and empowering students stress the role of community in facilitating inclusion, influence, and openness. Suggestions include mapping the community, finding common threads, conducting community interviews, matching compelling literature with student characteristics, conducting classroom meetings, providing students with choices, teaching active listening, using cooperative learning, and encouraging self-assessment. (Contains 1 reference.) (DB) EJ676200 20 Ways To Build Community and Empower Students. Intervention in School and Clinic v39 n1 p55-60 Sep 2003 2003-00-00 Teachers Practitioners T 2004 7/11/2004 11:47:05 CIJMAR2004

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No Bibliotherapy Check Lists Childrens Literature Disabilities Early Childhood Education Evaluation Methods Inclusive Schools Student Diversity Nasatir, Diane Horn, Eva Guides - Non-Classroom Journal Articles ISSN-1096-2506 English This article discusses disability as one aspect of diversity in inclusive early childhood classrooms and offers a framework for evaluating children's books that address disability as a part of diversity. The nine criteria are explained and discussed: illustrations, story line, lifestyles, relationships, self-image, author/illustrator backgrounds, author's perspective, loaded words, copyright date, and target age. Nine specific books are recommended. (Contains references.) (DB) EJ676201 Addressing Disability as a Part of Diversity through Classroom Children's Literature. Young Exceptional Children v6 n4 p2-10 Sum 2003 2003-00-00 Practitioners Teachers T 2004 7/11/2004 11:47:06 CIJMAR2004

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No Agency Cooperation Contracts Cooperative Planning Disabilities Early Childhood Education Inclusive Schools Integrated Services Wischnowski, Michael W. Pfluke, Jill Twining, Dolores Guides - Non-Classroom Journal Articles Project Head Start ISSN-1096-2506 English This article offers guidelines for writing interagency agreements between inclusive Head Start programs and school districts. Guidelines address what an interagency agreement should be, how to recognize existing "phantom" agreements, the purpose statement, program mandates, key interagency process sections, and closing components. Insets and tables provide examples. (Contains 10 references.) (DB) EJ676202 Head Start and School District Collaborations: Writing an Interagency Agreement. Young Exceptional Children v6 n4 p11-16 Sum 2003 2003-00-00 Practitioners T 2004 2016-11-21

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No Early Childhood Education Emotional Development Emotional Problems Expressive Language Interpersonal Competence Models Peer Relationship Teaching Methods Vocabulary Development Joseph, Gail E. Strain, Phillip S. Guides - Non-Classroom Journal Articles ISSN-1096-2506 English This article offers suggestions on enhancing emotional vocabulary in early childhood education settings. A schematic of children's emotional literacy is followed by ways to build emotional vocabulary by teaching directly, teaching incidentally, or utilizing special activities. Suggestions also address teaching children to recognize feelings in others and teaching children to manage their feelings. Vignettes and insets provide examples. (Contains references.) (DB) EJ676203 Enhancing Emotional Vocabulary in Young Children. Young Exceptional Children v6 n4 p18-26 Sum 2003 2003-00-00 Teachers Practitioners T 2004 7/11/2004 11:47:06 CIJMAR2004

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No Accessibility (for Disabled) Assistive Technology Disabilities Early Childhood Education Resources Pierce, Patsy Catlett, Camille Winton, Pamela J. Journal Articles Reference Materials - Directories/Catalogs ISSN-1096-2506 English This brief article describes eight resources for using assistive technology to support the development and participation of young children with disabilities. Resources include fact sheets, guides, Web sites, organizations, videotapes, special projects. (DB) EJ676204 Resources within Reason. Young Exceptional Children v6 n4 p28-29 Sum 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:47:07 CIJMAR2004

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No Compliance (Legal) Disabilities Education Work Relationship Educational Legislation Federal Legislation High Schools Middle Schools Program Development Student Evaluation Transitional Programs Neubert, Debra A. Journal Articles Opinion Papers Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 ISSN-0936-2835 English This article addresses assessment in transition services for students with disabilities under the Individuals with Disabilities Education Act Amendments of 1997. The legislative foundation, purposes, and uses of transition assessment in the middle and high school years are discussed in relation to transition planning. Competencies needed by personnel involved in the assessment and transition process are highlighted. (Contains references.) (DB) EJ676205 The Role of Assessment in the Transition to Adult Life Process for Students with Disabilities. Exceptionality v11 n2 p63-75 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Daily Living Skills Disabilities Educational Principles High Schools Role Perception Secondary Education Transitional Programs Repetto, Jeanne B. Journal Articles Opinion Papers ISSN-0936-2835 English Discussion of transition for students with disabilities emphasizes transition skills needed for life beyond work. The importance of assisting students in planning for their life roles as workers, family members, friends, consumers, and community members is discussed. Suggestions are offered to better prepare students for all their life roles by incorporating components of transition to living into curriculum. (Contains references.) (Author) EJ676206 Transition to Living. Exceptionality v11 n2 p77-87 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:47:07 CIJMAR2004 Special Issue: Transition to Adult Life.

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No Education Work Relationship Educational Practices High Schools Mild Disabilities Models Research Needs Research Utilization Special Education Theory Practice Relationship Transitional Programs Eisenman, Laura T. Journal Articles Opinion Papers ISSN-0936-2835 English Discussion of school-to-work (STW) transitions for youth with mild disabilities first summarizes current research and models of practice on STW transition in special education, then identifies implicit yet infrequently named theories in research and practice, makes connections to STW theories outside special education, and suggests how emerging perspectives can shape future research. (Contains references.) (DB) EJ676207 Theories in Practice: School-to-Work Transitions-for-Youth with Mild Disabilities. Exceptionality v11 n2 p89-102 2003 2003-00-00 T 2004 7/11/2004 11:47:07 CIJMAR2004 Special Issue: Transition to Adult Life.

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No Academic Accommodations (Disabilities) College Bound Students College Preparation Compliance (Legal) Disabilities Educational Legislation Eligibility Federal Legislation High Schools Postsecondary Education Transitional Programs Sitlington, Patricia L. Guides - Non-Classroom Journal Articles ISSN-0936-2835 English Discussion of postsecondary education as an important option in transition planning for students with disabilities considers: (1) what the law requires of postsecondary education institutions; (2) the information and documentation required at the postsecondary level; and (3) preparation for the transition to postsecondary education. (Contains references.) (DB) EJ676208 Postsecondary Education: The Other Transition. Exceptionality v11 n2 p103-13 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:47:08 CIJMAR2004 Special Issue: Transition to Adult Life.

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No Disabilities Education Work Relationship Elementary Secondary Education Individualized Education Programs Individualized Transition Plans Models Transitional Programs deFur, Sharon H. Guides - Non-Classroom Journal Articles ISSN-0936-2835 English This article presents a model for integrating transition planning into the Individualized Education Program (IEP) with a focus on developing quality student-centered strategic plans. Strategies for developing effective transition practices, following meaningful processes, and creating efficient and effective IEP products are described. (Contains references.) (Author/DB) EJ676209 IEP Transition Planning--From Compliance to Quality. Exceptionality v11 n2 p115-28 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:47:08 CIJMAR2004 Special Issue: Transition to Adult Life.

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No Accessibility (for Disabled) Alternative Assessment Data Collection Disabilities Educational Assessment Elementary Secondary Education Individualized Education Programs Instructional Effectiveness Predictor Variables Resource Allocation Risk State Standards Test Validity Browder, Diane M. Fallin, Kathy Davis, Stephanie Karvonen, Meagan Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1547-0350 English This article describes variables that may influence alternate assessment outcomes for students with disabilities and offers recommendations to enhance student achievement. These variables include technical quality, curriculum access, data collection, instructional effectiveness, risk factors, and resources allocated to instruction. Two of four guidelines for educators are considering individual student needs and also state standards in developing individualized education programs (IEP). (Contains references.) (Author/DB) EJ676210 Consideration of What May Influence Student Outcomes on Alternate Assessment. Education and Training in Developmental Disabilities v38 n3 p255-70 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:47:08 CIJMAR2004

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No Accessibility (for Disabled) Adaptive Behavior (of Disabled) Curriculum Definitions Elementary Secondary Education Mental Retardation Models Trend Analysis Wehmeyer, Michael L. Journal Articles Opinion Papers American Association on Mental Retardation ISSN-1547-0350 English Discussion of trends in the American Association on Mental Retardation's definition of mental retardation notes a shift toward a support paradigm and a definition stressing the interaction between a person's independent functioning and the various contexts of the person's life. The current definition is seen to promote greater access to the general curriculum for students with mental retardation. (Contains references.) (DB) EJ676211 Defining Mental Retardation and Ensuring Access to the General Curriculum. Education and Training in Developmental Disabilities v38 n3 p271-82 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescents Behavior Change Behavior Problems Feedback Graphs Intervention Mental Retardation Program Effectiveness Secondary Education Self Management Staff Development Videotape Recordings Embregts, Petri J. C. M. Journal Articles Reports - Evaluative ISSN-1547-0350 English This study evaluated effects of a training package to improve behaviors of residents with mental retardation and staff responses. The training procedure included video feedback and self-management procedures (for residents) and video and graphic feedback (for staff). Results showed improved behaviors for residents with both internalizing and externalizing behavior problems as well as improved performance by direct-care staff. (Contains references.) (Author/DB) EJ676212 Using Self-Management, Video Feedback, and Graphic Feedback To Improve Social Behavior of Youth with Mild Mental Retardation. Education and Training in Developmental Disabilities v38 n3 p283-95 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:47:09 CIJMAR2004

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No Cardiovascular System Early Childhood Education Mental Retardation Physical Activities Physical Education Physical Fitness Young Children Gillespie, Mike Journal Articles Reports - Evaluative ISSN-1547-0350 English This study compared cardiovascular fitness of 60 children (mean age 95 months) either with or without mental retardation (MR). Results indicated that nondisabled children exhibited significantly greater levels of aerobic fitness than those with MR and supported the need for a critical examination of physical activity programs for children with MR. (Contains references.) (DB) EJ676213 Cardiovascular Fitness of Young Canadian Children with and without Mental Retardation. Education and Training in Developmental Disabilities v38 n3 p296-301 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:47:09 CIJMAR2004

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No Adolescents Age Differences Mental Retardation Motivation Physical Activity Level Secondary Education Social Development Kozub, Francis M. Journal Articles Reports - Research ISSN-1547-0350 English This study investigated physical activity patterns of seven adolescents with mental retardation over a seven-day period. It found 6 to 14 bouts of moderate physical activity per day lasting from 2 to 4 minutes. Intrinsic motivation was high and lack of motivation scores were low in this sample. Results identified two main explanatory factors of physical activity, age and social reasons. (Contains references.) (DB) EJ676214 Explaining Physical Activity in Individuals with Mental Retardation: An Exploratory Study. Education and Training in Developmental Disabilities v38 n3 p302-13 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:47:09 CIJMAR2004

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No Developmental Disabilities Foreign Countries Individual Development Religious Education Secondary Education Severe Mental Retardation Spirituality Vogel, Gila Reiter, Shunit Journal Articles Reports - Evaluative Bar Mitzvah Bat Mitzvah Israel Israel ISSN-1547-0350 English Twenty-one children with moderate to severe developmental disabilities attending two special education schools in Israel participated in group bar/bat mitzvah ceremonies. Children were observed during the six-month learning process and the ceremonies. Parents and school staff were also interviewed. The study found the children could both express their own spirituality and affect the spirituality of others. (Contains references.) (Author/DB) EJ676215 Spiritual Dimensions of Bar/Bat Mitzvah Ceremonies for Jewish Children with Developmental Disabilities. Education and Training in Developmental Disabilities v38 n3 p314-22 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Attitudes toward Disabilities Children Down Syndrome Elementary Secondary Education Parent Attitudes Physical Attractiveness Physical Characteristics Qualitative Research Surgery Values Goeke, Jennifer Journal Articles Reports - Evaluative Plastic Surgery ISSN-1547-0350 English This qualitative study examined comments of 250 parents of children with Down syndrome concerning facial plastic surgery as a means of improving the physical functioning, appearance, and social acceptance of these children. Most respondents viewed improvement of negative societal attitudes toward individuals with Down syndrome and futhering their children's education and self-esteem as more valuable than plastic surgery. (Contains references.) (Author/DB) EJ676216 Parents Speak Out: Facial Plastic Surgery for Children with Down Syndrome. Education and Training in Developmental Disabilities v38 n3 p323-33 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Delivery Systems Disabilities Foreign Countries Needs Assessment Secondary Education Services Student Surveys Transitional Programs Chen, Li-Ju Zhang, Dalun Journal Articles Reports - Evaluative Taiwan Taiwan ISSN-1547-0350 English A survey of 202 students with disabilities in Taiwan identified eight service categories: medical service, adult living service, working/living environment adaptation, professional guidance, psychological guidance, personal affairs, community learning, and continuing education. Results indicate that the overall need for services is far greater than services received. (Contains references.) (Author/DB) EJ676217 Transition Services in Taiwan: Comparison between Service Need and Services Received. Education and Training in Developmental Disabilities v38 n3 p334-40 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Advocacy Clinical Psychology Computer Oriented Programs Elementary Secondary Education Mental Retardation Staff Development Davies, Sara Hastings, Richard P. Information Analyses Journal Articles ISSN-1547-0350 English Review of the literature on computer technology in clinical psychology services for people with mental retardation is organized around stages of a scientist-practitioner working model: assessment, formulation, and intervention. Examples of technologies to facilitate work at each stage are given. Practical difficulties with implementation of computer technologies are addressed, as are applications in staff training and advocacy support. (Contains references.) (Author/DB) EJ676218 Computer Technology in Clinical Psychology Services for People with Mental Retardation: A Review. Education and Training in Developmental Disabilities v38 n3 p341-52 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:47:10 CIJMAR2004

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No Adult Education Elementary Secondary Education Inclusive Schools Long Range Planning Normalization (Disabilities) Self Determination Severe Disabilities Social Integration Universal Design for Learning Renzaglia, Adelle Karvonen, Meagan Drasgow, Erik Stoxen, Craig C. Journal Articles Opinion Papers Person Centered Approach Positive Behavioral Support ISSN-1088-3576 English Discussion of ways to promote inclusion for individuals with severe disabilities first establishes the principle of normalization, then describes conditions and practices that reflect this principle and foster inclusion across the life span. These include universal design, person-centered planning, self-determination, and positive behavior support. The article urges viewing inclusion as a continuum with appropriate supports where needed. (Contains references.) (Author/DB) EJ676219 Promoting a Lifetime of Inclusion. Focus on Autism and Other Developmental Disabilities v18 n3 p140-49 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Autism Developmental Disabilities Educational Principles Elementary Secondary Education Instructional Effectiveness Program Development Program Effectiveness Research Utilization Theory Practice Relationship Iovannone, Rose Dunlap, Glen Huber, Heather Kincaid, Don Journal Articles Reports - Descriptive ISSN-1088-3576 English This article identifies six core elements that have empirical support and should be included in instructional programs for students with autistic spectrum disorders. They are: (1) individualized supports and services; (2) systematic instruction; (3) comprehensible/structured learning environments; (4) specialized curriculum content; (5) functional approach to problem behavior; and (6) family involvement. (Contains references.) (Author/DB) EJ676220 Effective Educational Practices for Students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities v18 n3 p150-65 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:11 CIJMAR2004 Special Issue: Critical Issues and Trends in the Education of Students with Autism Spectrum Disorders.

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No Autism Early Childhood Education Educational Practices Instructional Effectiveness Intervention Research Utilization Teaching Methods Theory Practice Relationship Young Children Odom, Samuel L. Brown, William H. Frey, Timothy Karasu, Necdet Smith-Canter, Lora Lee Strain, Phillip S. Information Analyses Journal Articles Single Subject Designs ISSN-1088-3576 English A review of 37 single subject design studies examined evidence-based practices for young children with autism. Practices with well established evidence of effectiveness were adult-directed teaching and differential reinforcement. Emerging and effective practices included peer-mediated interventions, visual supports, self-monitoring, and family member involvement. Probably efficacious practices included positive behavior support, videotaped models, and use of children's choices and/or preferences. (Contains references.) (Author/DB) EJ676221 Evidence-Based Practices for Young Children with Autism: Contributions for Single-Subject Design Research. Focus on Autism and Other Developmental Disabilities v18 n3 p166-75 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Change Behavior Disorders Case Studies Child Rearing Communication Skills Early Childhood Education Family Environment Functional Behavioral Assessment Home Programs Interpersonal Communication Intervention Parents as Teachers Toddlers Young Children Woods, Juliann Goldstein, Howard Guides - Non-Classroom Journal Articles Positive Behavioral Support ISSN-1088-3576 English This article explains how challenging routines for families of children with behavior disorders can be converted into opportunities to teach communication skills. A case description illustrates how routines-based intervention can extend procedures of functional assessment and positive behavior support. The approach offers flexibility in applying a variety of effective intervention strategies within a family-guided process. (Contains references.) (Author/DB) EJ676222 When the Toddler Takes Over: Changing Challenging Routines into Conduits for Communication. Focus on Autism and Other Developmental Disabilities v18 n3 p176-81 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Autism Compliance (Legal) Court Litigation Due Process Educational Legislation Educational Principles Elementary Secondary Education Federal Legislation Guidelines Individualized Education Programs Program Development Student Rights Yell, Mitchell L. Katsiyannis, Antonis Drasgow, Erik Herbst, Maria Guides - Non-Classroom Journal Articles Opinion Papers Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-1088-3576 English This article extrapolates principles from litigation concerning students with autistic spectrum disorders (ASD) and the Individuals with Disabilities Education Act to establish guidelines for individualized education program teams developing appropriate special education programs for students with ASD. Principles address free, appropriate public education; individualized education programs; placement; procedural violations; and substantive violations. (Contains references.) (Author/DB) EJ676223 Developing Legally Correct and Educationally Appropriate Programs for Students with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities v18 n3 p182-91 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Autism Early Childhood Education Educational Policy Educational Practices Elementary Secondary Education Instructional Effectiveness Policy Formation Research and Development Teacher Education Theory Practice Relationship Simpson, Richard L. Journal Articles Opinion Papers ISSN-1088-3576 English This article discusses the need to connect research and policy in the education of children and youth with autism spectrum disorders. It considers issues related to selecting and implementing use of research and evidence-based practices and the need for appropriately trained educational professionals. (Contains references.) (Author/DB) EJ676224 Policy-Related Research Issues and Perspectives. Focus on Autism and Other Developmental Disabilities v18 n3 p192-96 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:12 CIJMAR2004 Special Issue: Critical Issues and Trends in the Education of Students with Autism Spectrum Disorders.

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No Autism Elementary Secondary Education Needs Assessment Preservice Teacher Education Special Education Teachers Teacher Education Teacher Shortage Teaching Models Theory Practice Relationship Scheuermann, Brenda Webber, Jo Boutot, E. Amanda Goodwin, Marilyn Journal Articles Opinion Papers ISSN-1088-3576 English Discussion of personnel preparation in autism spectrum disorders considers areas of concern including the current teacher shortage and attrition among special education teachers, noncategorical versus categorical teacher training, lack of scope and depth of most autism training models, clashes in theoretical orientations, and interactions with parents. Recommendations include specialized skills training, multiple approaches training, interdisciplinary training, and parent education. (Contains references.) (Author/DB) EJ676225 Problems with Personnel Preparation in Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities v18 n3 p197-206 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:12 CIJMAR2004 Special Issue: Critical Issues and Trends in the Education of Students with Autism Spectrum Disorders.

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No Disabilities Division Educational Strategies Elementary Secondary Education Mathematical Concepts Mathematics Curriculum Mathematics Education Mathematics Instruction Foley, Teresa E. Cawley, John F. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0936-2835 English This article highlights many of the components of the mathematics of division that should be integral to any curriculum and instructional practice for students with disabilities. It stresses that mathematics programs must assure students will attain high levels of competency in knowing about mathematics and in doing mathematics. (Contains references.) (Author/CR) EJ676226 About the Mathematics of Division: Implications for Students with Disabilities. Exceptionality v11 n3 p131-49 2003 2003-00-00 T 2004 7/11/2004 11:47:13 CIJMAR2004 Special Issue: Mathematics Instruction for Students with Disabilities.

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No Division Educational Strategies Elementary Secondary Education Learning Disabilities Mathematical Concepts Mathematics Education Mathematics Instruction Teaching Methods Bryant, Diane Pedrotty Hartman, Paula Kim, Sun A. Information Analyses Journal Articles ISSN-0936-2835 English This article discusses the benefits of using a combined model of academic instruction that includes both explicit and strategic instructional procedures for teaching students with mathematics learning disabilities. It presents an overview of division instruction and interventions for teaching division that include explicit and strategic instructional procedures. (Contains references.) (Author/CR) EJ676227 Using Explicit and Strategic Instruction To Teach Division Skills to Students with Learning Disabilities. Exceptionality v11 n3 p151-64 2003 2003-00-00 T 2004 7/11/2004 11:47:13 CIJMAR2004 Special Issue: Mathematics Instruction for Students with Disabilities.

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No Constructivism (Learning) Division Educational Strategies Elementary Secondary Education Learning Disabilities Mathematical Concepts Mathematics Education Mathematics Instruction Teaching Methods Montague, Marjorie Guides - Non-Classroom Information Analyses Journal Articles ISSN-0936-2835 English This article focuses on understanding the teaching and learning of division from a constructivist perspective. An overview of constructivism is provided, followed by a discussion of division in the context of both computation and word problem solving. Suggestions are provided for teaching students with learning disabilities using a constructivist framework. (Contains references.) (Author/CR) EJ676228 Teaching Division to Students with Learning Disabilities: A Constructivist Approach. Exceptionality v11 n3 p165-75 2003 2003-00-00 T 2004 7/11/2004 11:47:13 CIJMAR2004 Special Issue: Mathematics Instruction for Students with Disabilities.

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No Cognitive Development Developmental Stages Division Elementary Secondary Education Evaluation Methods Learning Disabilities Mathematical Concepts Mathematics Education Middle School Students Preschool Education Student Evaluation Parmar, Rene S. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0936-2835 English This article presents a summary of considerations for teachers when assessing a student's understanding of division concepts. It discusses student products, student procedures and strategies, and student concepts and explanations at the preschool, elementary, and middle school levels. Examples of assessment activities and possible misconceptions are provided. (Contains references.) (Author/CR) EJ676229 Understanding the Concept of "Division": Assessment Considerations. Exceptionality v11 n3 p177-89 2003 2003-00-00 T 2004 7/11/2004 11:47:13 CIJMAR2004 Special Issue: Mathematics Instruction for Students with Disabilities.

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No Adult Education Adults Anxiety Behavior Disorders Depression (Psychology) Incidence Mental Disorders Mental Retardation Predictor Variables Psychological Characteristics Psychosis Secondary Education Self Injurious Behavior Holden, Borge Gitlesen, Jens Petter Journal Articles Reports - Research ISSN-0891-4222 English A sample of 165 adults with mental retardation was surveyed for the presence of psychiatric symptoms, mental retardation level, and challenging behavior. Challenging behavior was associated with increased prevalence of psychiatric symptoms, especially anxiety and psychosis, and not with depression. No association was found between anxiety and self-injurious behavior. (Contains references.) (Author/CR) EJ676230 Prevalence of Psychiatric Symptoms in Adults with Mental Retardation and Challenging Behaviour. Research in Developmental Disabilities v24 n5 p323-32 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:14 CIJMAR2004

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No Adult Education Autism Developmental Disabilities Elementary Secondary Education Learning Strategies Observational Learning Reading Strategies Skill Development Teaching Methods Word Recognition Rehfeldt, Ruth Anne Latimore, Denise Stromer, Robert Journal Articles Reports - Research ISSN-0891-4222 English Two experiments investigated whether six individuals (ages 7-64) with developmental disabilities or autism would demonstrate stimulus classes after observing another individual demonstrate the prerequisite conditional discriminations. Results found that stimulus class technology, coupled with observation, may be an economical and efficient means of teaching persons with developmental disabilities. (Contains references.) (CR) EJ676231 Observational Learning and the Formation of Classes of Reading Skills by Individuals with Autism and Other Developmental Disabilities. Research in Developmental Disabilities v24 n5 p333-58 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:14 CIJMAR2004

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No Adult Education Adults Employment Employment Statistics Food Service Labor Turnover Mental Retardation Persistence Predictor Variables Supported Employment Tenure Pierce, Kristen McDermott, Suzanne Butkus, Stanley Journal Articles Reports - Research South Carolina South Carolina ISSN-0891-4222 English In South Carolina, 10,169 individuals with mental retardation were served by the state disability agency and 22.7% were employed during 1997-2000, with 68% keeping their job for more than 1 year. Food service, manufacturing, disability services, grocery, and retail companies employed the majority of those who worked at least 3 years. (Contains references.) (Author/CR) EJ676232 Predictors of Job Tenure for New Hires with Mental Retardation. Research in Developmental Disabilities v24 n5 p369-80 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Aggression Behavior Modification Case Studies Communication Skills Developmental Disabilities Evaluation Methods Functional Behavioral Assessment Interpersonal Communication Secondary Education Student Evaluation Wheelchairs DeLeon, Iser G. Kahng, SungWoo Rodriguez-Catter, Vanessa Sveinsdottir, Ingibjorg Sadler, Christine Journal Articles Reports - Research ISSN-0891-4222 English An adolescent with developmental disabilities who used a wheelchair was anecdotally observed to display little aggressive behavior when being pushed, but higher rates when movement was terminated. A functional analysis confirmed the elevated aggression and the child was taught to request movement through appropriate means. Aggression decreased under treatment conditions. (Contains references.) (Author/CR) EJ676233 Assessment of Aberrant Behavior Maintained by Wheelchair Movement in a Child with Developmental Disabilities. Research in Developmental Disabilities v24 n5 p381-90 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:14 CIJMAR2004

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No Adult Education Adults Aggression Behavior Problems Behavior Rating Scales Check Lists Evaluation Methods Measures (Individuals) Self Injurious Behavior Severe Mental Retardation Test Validity Rojahn, Johannes Aman, Michael G. Matson, Johnny L. Mayville, Erik Journal Articles Reports - Research Aberrant Behavior Checklist Aberrant Behavior Checklist ISSN-0891-4222 English A study compared the Aberrant Behavior Checklist (ABC) and the Behavior Problems Inventory (BPI) for assessing the maladaptive behavior of 226 adults, mostly with severe or profound mental retardation. Individuals with elevated BPI scores generally had higher ABC scores, however, the extent of covariation differed across subscales. (Contains references.) (Author/CR) EJ676234 The Aberrant Behavior Checklist and the Behavior Problems Inventory: Convergent and Divergent Validity. Research in Developmental Disabilities v24 n5 p391-404 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Child Advocacy Elementary Secondary Education Gifted Interpersonal Communication Parent Attitudes Parent Participation Parent School Relationship Parent Teacher Cooperation Solow, Razel Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1040-1350 English In this article, parents of gifted children describe the issues that matter most to them. Parents want professional co-advocates to help them be heard; regular, clear, and open communication to promote understanding; and administrative help navigating the school system so that expressed need will be translated into identifiable improvements. (Contains 2 references.) (CR) EJ676235 What Parents Want: In Their Own Words. Understanding Our Gifted v15 n4 p3-7 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:15 CIJMAR2004

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No Elementary Secondary Education Gifted Home Schooling Parent Student Relationship Parents as Teachers Persistence Student Needs Teaching Methods Rivero, Lisa Guides - Non-Classroom Journal Articles ISSN-1040-1350 English This article offers the following advice for parents of gifted students who wish to home school: have patience with the children and with yourself; practice the arts of home schooling and parenting; and persist in the face of complexity. Parents are urged to be flexible in accommodating changing learning style preferences. (Contains 2 references.) (CR) EJ676236 Secrets of Successful Homeschooling. Understanding Our Gifted v15 n4 p8-11 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:15 CIJMAR2004

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No Child Advocacy Child Rearing Educational Improvement Elementary Secondary Education Gifted Mentors Minority Group Children Multicultural Education Parent School Relationship Student Diversity Student Needs Ford, Donna Y. Grantham, Tarek C. Guides - Non-Classroom Journal Articles ISSN-1040-1350 English After reviewing the needs of culturally diverse gifted students, the following recommendations are made: seek gifted programs that meet the dual needs of students who are gifted and diverse; encourage the hiring of culturally diverse teachers; expose children to diverse gifted mentors, and encourage school personnel to use multicultural materials. (Contains references.) (CR) EJ676237 Parenting Gifted Culturally Diverse Children: Focus on Education-Related Issues and Needs. Understanding Our Gifted v15 n4 p12-17 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:16 CIJMAR2004

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No Child Advocacy Child Rearing Educational Improvement Elementary Secondary Education Emotional Development Gifted Parent School Relationship Parent Student Relationship Parent Teacher Cooperation Persistence Student Needs Teaching Methods Gonzales, Julie Guides - Non-Classroom Journal Articles Opinion Papers ISSN-1040-1350 English This article discusses the obstacles one parent faced in advocating for her gifted children and the positive outcomes of her persistence. A list of strategies for parenting gifted children is provided that include model lifelong learning, nurture strengths and interests, and listen and respond compassionately to your child's emotional needs. (CR) EJ676238 Struggle, Serendipity, and Personal Notes Times Four. Understanding Our Gifted v15 n4 p18-21 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:16 CIJMAR2004

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No Academic Achievement Criticism Elementary Secondary Education Gifted Parent Attitudes Parent School Relationship Student Empowerment Teacher Student Relationship Gross, Miraca U. M. Information Analyses Journal Articles ISSN-1040-1350 English This article discusses the negative effects of criticizing a child's teacher in front of the child and the positive effects of modeling a healthy respect of the educational system. Study findings are discussed which indicate high-achieving children saw themselves as active partners with their teachers or coaches, not empty vessels. (Contains 6 references.) (CR) EJ676239 Musings: Does Criticizing Your Child's Teacher Disempower Your Child? Understanding Our Gifted v15 n4 p22-23 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:16 CIJMAR2004

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No Child Advocacy Child Rearing Elementary Secondary Education Gifted Mothers Parent Attitudes Parent Child Relationship Persistence Student Needs Sargeant, Hope Journal Articles Opinion Papers ISSN-1040-1350 English In this article, a parent of a gifted child muses on the challenges of raising her daughter, coping with her daughter's frustrations, her decision to stay home, and her brief envy of a doppelganger, a professional in a purple suit. (CR) EJ676240 The One in the Purple Suit. Understanding Our Gifted v15 n4 p24-26 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:16 CIJMAR2004

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No Cognitive Style Educational Resources Elementary Secondary Education Gifted Learning Strategies Study Guides Test Coaching Test Wiseness World Wide Web Berger, Sandra Guides - Non-Classroom Journal Articles ISSN-1040-1350 English This article discusses the four elements to learning successful test taking: time strategies, error avoidance strategies, guessing strategies, and deductive reasoning strategies. Test tricks and gimmicks are described and a list of Web sites is provided that includes resources for identifying learning strategies and for accessing study guides. (CR) EJ676241 Surfing the Net: Test-Taking Skills. Understanding Our Gifted v15 n4 p26-28 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:17 CIJMAR2004

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No Academic Achievement Affective Behavior Child Rearing Elementary Secondary Education Emotional Development Gifted Goal Orientation Parent Child Relationship Parenting Skills Praise Strop, Jean Guides - Non-Classroom Journal Articles ISSN-1040-1350 English This article describes key steps parents can take to develop an achievement orientation in gifted children: heal the gifted child within the parent; give consistent messages; develop early independence; utilize encouragement; develop multiple self-definitions; set challenging but realistic goals; and model persistence. (Author/CR) EJ676242 The Affective Side: Parenting for Achievement. Understanding Our Gifted v15 n4 p28-29 Sum 2003 2003-00-00 N/A 2004 7/11/2004 11:47:17 CIJMAR2004

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No Computation Computer Assisted Instruction Computer Uses in Education Disabilities Educational Technology Elementary Secondary Education Mathematics Instruction Student Empowerment Student Participation Teaching Methods Word Problems (Mathematics) Cawley, John F. Foley, Teresa E. Doan, Thuong Journal Articles Reports - Descriptive ISSN-0040-0599 English This article describes teaching mathematics to students with disabilities using "My Math," a three-component software program consisting of "shells" into which students or teachers insert content. The three components include computation problems, arithmetic word problems, and arithmetic story problems. The content of the program is discussed, along with study findings. (Contains references.) (CR) EJ676243 Giving Students with Disabilities a Voice in the Selection of Arithmetical Content. TEACHING Exceptional Children v36 n1 p8-16 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:17 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No Academic Accommodations (Disabilities) Check Lists Classroom Design Classroom Environment Disabilities Elementary Secondary Education Inclusive Schools Inquiry Professional Development Science Education Science Instruction Teacher Characteristics Maroney, Sharon A. Finson, Kevin D. Beaver, John B. Jensen, Mary M. Guides - Non-Classroom Journal Articles Reports - Descriptive Practitioners ISSN-0040-0599 English This article describes an inquiry-based science project, presents the professional development that supported it, gives recommendations to teachers of inclusive classrooms, and provides a practical checklist for program assessment. A list of teacher characteristics recommended for the inquiry approach is also provided, along with classroom design guidelines. (Contains 8 references.) (Author/CR) EJ676244 Preparing for Successful Inquiry in Inclusive Science Classrooms. TEACHING Exceptional Children v36 n1 p18-25 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-23

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No Academic Accommodations (Disabilities) Educational Opportunities Elementary Secondary Education Grouping (Instructional Purposes) Inclusive Schools Severe Disabilities Teaching Methods Downing, June E. Eichinger, Joanne Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article discusses how professionals can recognize learning opportunities for students with severe disabilities within general education activities. It also includes examples of additional learning opportunities that provide ways for students to work on their individualized objectives in various settings. Recommendations are provided for dealing with materials and grouping students. (Contains references.) (Author/CR) EJ676245 Creating Learning Opportunities for Students with Severe Disabilities in Inclusive Classrooms. TEACHING Exceptional Children v36 n1 p26-31 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:18 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No Decoding (Reading) Elementary Secondary Education Phoneme Grapheme Correspondence Phonics Reading Difficulties Reading Instruction Reading Strategies Word Recognition Wanzek, Jeanne Haager, Diane Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article takes a brief look at the research on using letter-sound blending and word-family reading instruction for teaching word recognition to students with reading difficulties. It then examines the effectiveness of combining these two methods. Ideas for implementing both methods in the special education setting are included. (Contains references.) (CR) EJ676246 Teaching Word Recognition with Blending and Analogizing: Two Strategies Are Better than One. TEACHING Exceptional Children v36 n1 p32-38 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:18 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No Autism Computer Assisted Instruction Computer Graphics Computer Uses in Education Cues Pictorial Stimuli Preschool Education Program Implementation Prompting Scheduling Visual Stimuli Kimball, Jonathan W. Kinney, Elisabeth M. Taylor, Bridget A. Stromer, Robert Guides - Non-Classroom Information Analyses Journal Articles Microsoft PowerPoint ISSN-0040-0599 English This article discusses using individualized multimedia activity schedules as a technology-based instruction for young children with autism. The schedules serve as cues that can help students prepare for transitioning to between school activities. The benefits of using Microsoft PowerPoint in the classroom are described, along with implementation steps. (Contains references.) (CR) EJ676247 Lights, Camera, Action! Using Engaging Computer-Cued Activity Schedules. TEACHING Exceptional Children v36 n1 p40-45 Sep-Oct 2003 2003-00-00 Teachers Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-21

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No Curriculum Disabilities Elementary Secondary Education Evaluation Criteria Evaluation Methods Moral Values Protocol Materials Sex Education Sexuality Wolfe, Pamela S. Blanchett, Wanda J. Guides - Non-Classroom Journal Articles Tests/Questionnaires ISSN-0040-0599 English This article discusses the development of the Sexuality Education Protocol and a set of questions designed to assist educators in reviewing sexuality curricula for their students with disabilities. The questions address whether the curriculum reflects the values of students' families and if it is appropriate for students' ages and ability level. (Contains references.) (CR) EJ676248 Sex Education for Students with Disabilities: An Evaluation Guide. TEACHING Exceptional Children v36 n1 p46-51 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:19 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No Classroom Environment Classroom Observation Techniques Disabilities Educational Improvement Elementary Education Evaluation Methods Inclusive Schools Teacher Expectations of Students Teacher Student Relationship Alexandrin, Julie Richmond Journal Articles Reports - Research ISSN-0040-0599 English A study of 10 elementary teachers who were using classroom evaluations to create inclusive classrooms found the following factors improved classroom evaluations: moving around the classroom; observing student work frequently; discussing work with students; viewing behavior as indicators of understanding; not seeing teachers as the sole problem-solvers; and having high expectations of students. (Contains references.) (Author/CR) EJ676249 Using Continuous, Constructive, Classroom Evaluations. TEACHING Exceptional Children v36 n1 p52-57 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:19 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No College School Cooperation Deafness Elementary Education Extended School Year Hearing Impairments Integrated Services Interdisciplinary Approach Interprofessional Relationship Professional Development Speech Language Pathology Summer Programs Teacher Collaboration Hanks, Julie A. Velaski, Ann Journal Articles Reports - Descriptive ISSN-0040-0599 English This article describes a collaborative summer program for elementary students with hearing impairments that involved a local school district, a university training program, and an affiliated laboratory school. In addressing the features of this successful program, the article discusses the issues of personnel preparation and collaborative teaching within the curriculum. (Contains 9 references.) (Author/CR) EJ676250 A Summertime Collaboration between Speech-Language Pathology and Deaf Education. TEACHING Exceptional Children v36 n1 p58-63 Sep-Oct 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:47:19 CIJMAR2004 Theme Issue: Adapting Curriculum for Learners with Special Needs.

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No Autism Behavior Change Clinical Diagnosis Early Childhood Education Early Identification Interviews Parent Participation Symptoms (Individual Disorders) Test Validity Stone, Wendy L. Coonrod, Elaine E. Pozdol, Stacie L. Turner, Lauren M. Journal Articles Reports - Research ISSN-1362-3613 English Two studies were conducted to examine the psychometric properties of the Parent Interview for Autism-Clinical Version (PIA-CV) for 58 children (ages 2-5). Results support the utility of the PIA-CV for obtaining ecologically valid information from parents and for measuring behavioral change in young children with autism. (Contains references.) (Author/CR) EJ676251 The Parent Interview for Autism-Clinical Version (PIA-CV): A Measure of Behavioral Change for Young Children with Autism. Autism: The International Journal of Research and Practice v7 n1 p9-30 Mar 2003 2003-00-00 T 2004 7/11/2004 11:47:19 CIJMAR2004

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No Autism Clinical Diagnosis Disclosure Early Childhood Education Elementary Secondary Education Foreign Countries Interpersonal Competence Parent Attitudes Predictor Variables Professional Personnel Satisfaction User Satisfaction (Information) Brogan, Clare A. Knussen, Christina Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-1362-3613 English Satisfaction with disclosure of the diagnosis of autism was investigated using a questionnaire completed by 126 parents. Results indicate 55% of parents were satisfied with the disclosure. Satisfaction was more likely if parents gave positive ratings to the manner of the professional and quality of the information. (Contains references.) (Author/CR) EJ676252 The Disclosure of a Diagnosis of an Autistic Spectrum Disorder: Determinants of Satisfaction in a Sample of Scottish Parents. Autism: The International Journal of Research and Practice v7 n1 p31-46 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Autism Behavior Problems Clinical Diagnosis Developmental Stages Early Childhood Education Early Identification Early Intervention Interpersonal Communication Social Development Symptoms (Individual Disorders) Validity Moore, Vanessa Goodson, Sally Journal Articles Reports - Research ISSN-1362-3613 English Twenty children with severe interactional and communication difficulties at age 2 underwent a comprehensive assessment for autism, and were reassessed at age 4-5. Diagnosis of autistic spectrum disorders at age 2 was found to be reliable and stable. Children whose social scores deteriorated tended to have had more behavior problems. (Contains references.) (Author/CR) EJ676253 How Well Does Early Diagnosis of Autism Stand the Test of Time? Follow-Up Study of Children Assessed for Autism at Age 2 and Development of an Early Diagnostic Service. Autism: The International Journal of Research and Practice v7 n1 p47-63 Mar 2003 2003-00-00 T 2004 7/11/2004 11:47:20 CIJMAR2004

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No Age Differences Autism Early Childhood Education Elementary Secondary Education Intelligence Differences Intelligence Quotient Mathematics Nonverbal Ability Predictor Variables Reading Ability Spelling Verbal Ability Writing Ability Mayes, Susan Dickerson Calhoun, Susan L. Journal Articles Reports - Research ISSN-1362-3613 English Psychological data were analyzed for 164 individuals (ages 3-15) with autism (IQs 14-143). Verbal IQ lagged behind nonverbal during the preschool years, but by school age the gap had closed. For school-age children with low IQs, math, spelling, and writing scores were consistent with IQ and reading was above IQ. (Contains references.) (Author/CR) EJ676254 Ability Profiles in Children with Autism: Influence of Age and IQ. Autism: The International Journal of Research and Practice v7 n1 p65-80 Mar 2003 2003-00-00 T 2004 7/11/2004 11:47:20 CIJMAR2004

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No Autism Elementary Secondary Education Friendship Individual Characteristics Interpersonal Competence Peer Relationship Play Recreational Activities Social Development Bauminger, Nirit Shulman, Cory Journal Articles Reports - Research ISSN-1362-3613 English A study involving 14 mothers with high-functioning children (ages 8-17) with autism and 14 with typical children found both groups tended to have same-gender and same-age friendships. However, friendships of children with autism differ compared with typical children's on number of friends, friendship duration, frequency of meetings, and activities. (Contains references.) (Author/CR) EJ676255 The Development and Maintenance of Friendship in High-Functioning Children with Autism: Maternal Perceptions. Autism: The International Journal of Research and Practice v7 n1 p81-97 Mar 2003 2003-00-00 T 2004 7/11/2004 11:47:21 CIJMAR2004

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No Adult Education Adults Asperger Syndrome Emotional Adjustment Employment Financial Support Foreign Countries Independent Living Interpersonal Competence Marriage Psychosocial Development Social Development Engstrom, I. Ekstrom, L. Emilsson, B. Journal Articles Reports - Research Sweden Sweden ISSN-1362-3613 English A study investigated psychosocial functioning in 16 Swedish adults with Asperger syndrome or high-functioning autism. The majority lived independently; all but one were unemployed; and none was married or had children. Most persons needed a high level of public and/or private support. Overall adjustment was rated good in 12%. (Contains references.) (Author/CR) EJ676256 Psychosocial Functioning in a Group of Swedish Adults with Asperger Syndrome or High-Functioning Autism. Autism: The International Journal of Research and Practice v7 n1 p99-110 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Autism Behavior Problems Clinical Diagnosis Developmental Stages Early Childhood Education Early Identification Elementary Education Foreign Countries Language Acquisition Motor Development Parent Attitudes Parent Child Relationship Symptoms (Individual Disorders) Young, Robyn L. Brewer, Neil Pattison, Clare Journal Articles Reports - Research Australia Australia ISSN-1362-3613 English Parents of 153 children with autism completed a questionnaire on early childhood behaviors of concern and age of onset. Parents identified the following concerns: gross motor difficulties; social awareness deficits; communication problems; and unusual preoccupations. There was a significant interval between parents first noticing abnormalities and definite diagnosis. (Contains references.) (Author/CR) EJ676257 Parental Identification of Early Behavioural Abnormalities in Children with Autistic Disorder. Autism: The International Journal of Research and Practice v7 n2 p125-43 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Asperger Syndrome Behavior Modification Case Studies Cognitive Restructuring Elementary Education Females Outcomes of Treatment Parent Participation Program Design Therapy Reaven, Judy Hepburn, Susan Journal Articles Reports - Research Obsessive Compulsive Behavior ISSN-1362-3613 English This case report outlines the cognitive-behavioral treatment of obsessive-compulsive disorder in a 7-year-old female with Asperger syndrome. Interventions were based upon the work of March and Mulle and were adapted in light of the patient's cognitive, social, and linguistic characteristics. Symptoms improved markedly after 6 months of treatment. (Contains references.) (Author/CR) EJ676258 Cognitive-Behavioral Treatment of Obsessive-Compulsive Disorder in a Child with Asperger Syndrome: A Case Report. Autism: The International Journal of Research and Practice v7 n2 p145-64 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Asperger Syndrome Autism Chronic Illness Early Childhood Education Incidence Individual Characteristics Symptoms (Individual Disorders) Molloy, Cynthia A. Manning-Courtney, Patricia Journal Articles Reports - Research Gastrointestinal Diseases ISSN-1362-3613 English In a sample of 137 children (ages 24-96 months) classified as having autism, 24% had a history of at least one chronic gastrointestinal symptom. The most common symptom was diarrhea, which occurred in 17%. There was no association between chronic gastrointestinal symptoms and a history of developmental regression. (Contains references.) (Author/CR) EJ676259 Prevalence of Chronic Gastrointestinal Symptoms in Children with Autism and Autistic Spectrum Disorders. Autism: The International Journal of Research and Practice v7 n2 p165-71 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autism Cognitive Ability Elementary Secondary Education Foreign Countries Intuition Physics Psychological Characteristics Social Cognition Social Development Spatial Ability Student Characteristics Binnie, Lynne Williams, Joanne Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-1362-3613 English A study compared 17 preschoolers, 18 7-year-olds, 17 10-year-olds, and 21 children with autism and 21 age-matched controls. Children with autism preferred to employ physical causality when reasoning about novel physical and psychological events. A multiple-choice task confirmed their impairment in intuitive psychology while highlighting superior ability in intuitive physics. (Contains references.) (Author/CR) EJ676260 Intuitive Psychology and Physics among Children with Autism and Typically Developing Children. Autism: The International Journal of Research and Practice v7 n2 p173-93 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Autism Cognitive Development Cognitive Processes Elementary Education Error Analysis (Language) Error Patterns Language Patterns Semantics Vocabulary Development Vogindroukas, I. Papageorgiou, V. Vostanis, P. Journal Articles Reports - Research ISSN-1362-3613 English Semantic or vocabulary errors were measured among 6 children with autism and mild learning disability (ages 7-8) and 6 with mild learning disability. Vocabulary errors were similar, except under extension, which was not used by children with autism. Children with autism tended to use all mechanisms in order to name something. (Contains references.) (Author/CR) EJ676261 Pattern of Semantic Errors in Autism: A Brief Research Report. Autism: The International Journal of Research and Practice v7 n2 p195-203 Jun 2003 2003-00-00 T 2004 7/11/2004 11:47:22 CIJMAR2004

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No Autism Crying Developmental Disabilities Early Childhood Education Emotional Response Empathy Heart Rate Social Cognition Social Development Visual Stimuli Sigman, Marian Dissanayake, Cheryl Corona, Rosalie Espinosa, Michael Journal Articles Reports - Research ISSN-1362-3613 English The behavioral and heart rate responses of 22 children (ages 3-4) with autism and 22 with other developmental disabilities were compared while they were watching videotapes of a baby either playing or crying. Both groups of children showed heart rate slowing when watching the video of the crying baby. (Contains references.) (Author/CR) EJ676262 Social and Cardiac Responses of Young Children with Autism. Autism: The International Journal of Research and Practice v7 n2 p205-16 Jun 2003 2003-00-00 T 2004 7/11/2004 11:47:22 CIJMAR2004

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No Autism Data Collection Early Childhood Education Early Intervention Exceptional Child Research Foreign Countries Guidelines Research Needs Research Problems Test Interpretation Guides - Non-Classroom Journal Articles Speeches/Meeting Papers United Kingdom United Kingdom ISSN-1362-3613 English This article discusses a workshop that explored research barriers in early intervention for children with autism in the United Kingdom. Following a summary of presentations, recommendations are made for the research agenda, basic research design, data collection, data analysis, interpretation of tests, improving statistical power, and a research consortium. (Contains references.) (CR) EJ676263 Research into Early Intervention for Children with Autism and Related Disorders: Methodological and Design Issues: Report on a Workshop Funded by the Wellcome Trust, Institute of Child Health, London, UK, November 2001. Autism: The International Journal of Research and Practice v7 n2 p217-25 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Employment Job Satisfaction Learning Disabilities Postsecondary Education Predictor Variables Psychological Characteristics Self Efficacy Self Management Madaus, Joseph W. Ruban, Lilia M. Foley, Teresa E. McGuire, Joan M. Journal Articles Reports - Research ISSN-0731-9487 English A survey of 89 graduates with learning disabilities found high levels of employment self-efficacy and satisfaction. Although there were no significant differences related to self-efficacy and job satisfaction and selected demographic variables, perceptions of employment self-efficacy and use of self-regulatory strategies were found to be significant predictors of employment satisfaction. (Contains references.) (Author/CR) EJ676264 Attributes Contributing to the Employment Satisfaction of University Graduates with Learning Disabilities. Learning Disability Quarterly v26 n3 p159-69 Sum 2003 2003-00-00 T 2004 7/11/2004 11:47:23 CIJMAR2004

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No Academic Failure Elementary Secondary Education Inclusive Schools Interpersonal Competence Learning Disabilities Peer Acceptance Peer Relationship Self Concept Social Desirability Social Development Social Isolation Nowicki, Elizabeth A. Journal Articles Reports - Research ISSN-0731-9487 English A review of 32 studies that compared social competence of children with learning disabilities and typical children in inclusive classrooms found children with learning disabilities and low-achieving children were at a greater risk for social difficulties than were average-to-high-achieving children and did not have accurate self-perceptions of social acceptance. (Contains references.) (Author/CR) EJ676265 A Meta-Analysis of the Social Competence of Children with Learning Disabilities Compared to Classmates of Low and Average to High Achievement. Learning Disability Quarterly v26 n3 p171-88 Sum 2003 2003-00-00 T 2004 7/11/2004 11:47:23 CIJMAR2004

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No Early Childhood Education Kindergarten Children Phoneme Grapheme Correspondence Phonology Predictor Variables Reading Ability Reading Achievement Reading Difficulties Reading Tests Bishop, Anne G. Journal Articles Reports - Research Naming Speed ISSN-0731-9487 English A 2-year study involving 103 kindergarten children tested five predictive models for early reading achievement. Results indicate a predictive model combining letter identification, phonological awareness, and rapid automatized naming was the best predictor of early reading achievement. There was no practical, significant difference between fall and winter testing time frames. (Contains references.) (Author/CR) EJ676266 Prediction of First-Grade Reading Achievement: A Comparison of Fall and Winter Kindergarten Screenings. Learning Disability Quarterly v26 n3 p189-200 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Academic Achievement Audiovisual Aids Audiovisual Instruction Auditory Stimuli Mild Disabilities Secondary Education Textbooks Boyle, Elizabeth A. Rosenberg, Michael S. Connelly, Vincent J. Washburn, Shari Gallin Brinckerhoff, Loring C. Banerjee, Manju Journal Articles Reports - Research ISSN-0731-9487 English A study examined the effects of a CD-ROM audio textbook, alone and combined with a complementary strategy (SLiCK), on the academic performance of 95 students with mild disabilities from 8 self-contained special education classes. Students in groups using the audio text performed significantly higher on content-area assessment than other students. (Contains references.) (Author/CR) EJ676267 Effects of Audio Texts on the Acquisition of Secondary-Level Content by Students with Mild Disabilities. Learning Disability Quarterly v26 n3 p203-14 Sum 2003 2003-00-00 T 2004 7/11/2004 11:47:24 CIJMAR2004

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No Disability Identification Early Intervention Elementary Secondary Education Eligibility Learning Disabilities Models Postmodernism Research Utilization Special Education Theory Practice Relationship Scanlon, David Boudah, Daniel Elksnin, Linda K. Gersten, Russell Klingner, Janette Information Analyses Journal Articles Reference Materials - General ISSN-0731-9487 English This article synthesizes articles discussed as part of the research symposium at the 24th International Conference on Learning Disabilities on October 11, 2002. Topics include translating learning disability research to practice, identification of learning disabilities, special education and postmodernism, and the response to treatment model. (Contains references.) (CR) EJ676268 Important Publications in the Field of LD in Light of Imminent Topics. Learning Disability Quarterly v26 n3 p215-24 Sum 2003 2003-00-00 T 2004 7/11/2004 11:47:24 CIJMAR2004

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No Classroom Communication Elementary Education Emotional Problems Foreign Countries Interpersonal Communication Interpersonal Competence Self Esteem Teacher Behavior Teacher Student Relationship Colwell, John O'Connor, Tina Journal Articles Reports - Research Nurture Groups (England) ISSN-0952-3383 English A study compared United Kingdom classrooms containing nurture groups and typical classrooms (n=8). Teachers' verbal and nonverbal communications in the nurture group were much more positive and more likely to enhance the self-esteem of pupils (ages 5-7). Communication of typical classroom teachers were less likely to foster positive self-esteem. (Contains references.) (CR) EJ676269 Understanding Nurturing Practices--A Comparison of the Use of Strategies Likely To Enhance Self-Esteem in Nurture Groups and Normal Classrooms. British Journal of Special Education v30 n3 p119-24 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Disorders Behavior Modification Elementary Secondary Education Emotional Development Emotional Disturbances Foreign Countries Inclusive Schools Professional Development School Culture Teacher Attitudes Teacher Student Relationship Hanko, Gerda Information Analyses Journal Articles Nurture Groups (England) ISSN-0952-3383 English This article offers an overview of the development of practical approaches to professional development that, by deepening teachers' insight into emotional and social factors in children's learning, have been shown to supersede the need to exclude the disaffected. It discusses moving towards a more nurturing connective school culture. (Contains references.) (CR) EJ676270 Towards an Inclusive School Culture--But What Happened to Elton's 'Affective Curriculum'? British Journal of Special Education v30 n3 p125-31 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Learning Disabilities Long Range Planning Mental Retardation Parent Grievances Parent Participation Parent School Relationship Secondary Education Student Participation Transitional Programs Ward, Linda Mallett, Robina Heslop, Pauline Simons, Ken Journal Articles Reports - Research Great Britain United Kingdom (Great Britain) ISSN-0952-3383 English A study involving 27 young people with learning disabilities and 27 parents found many left school without any transition planning. Where transition planning had occurred, there was a stark mismatch between topics families wanted covered and those addressed. Many students who received transition planning had little if any involvement. (Contains 9 references.) (Author/CR) EJ676271 Transition Planning: How Well Does It Work for Young People with Learning Disabilities and Their Families? British Journal of Special Education v30 n3 p132-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Computer Assisted Instruction Educational Strategies Elementary Education Expressive Language Handwriting Mathematics Instruction Reading Instruction Naude, Drienie H. Pretorius, Resia E. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0952-3383 English This article suggests that the receptive language abilities of children with AIDS and HIV infection might be less affected than their expressive and non-verbal skills. It proposes an instructional delivery framework for children with HIV/AIDS that focuses on reading, arithmetic/mathematics, handwriting instruction, and the use of computers. (Contains references.) (Author/CR) EJ676272 Proposing an Instructional Framework for Children with HIV/AIDS. British Journal of Special Education v30 n3 p138-43 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:25 CIJMAR2004

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No Attitudes toward Disabilities Coping Cultural Influences Elementary Secondary Education Environmental Influences Family Problems Learning Disabilities Parent Child Relationship Parent School Relationship Russell, Fran Information Analyses Journal Articles ISSN-0952-3383 English This article argues that an investigation into parents' expectations could lead to a greater understanding of how parents of children with disabilities respond to their new-found situation. It discusses how people develop their understanding through interaction with their social environment and relates this framework to parents of children with disabilities. (Contains references.) (CR) EJ676273 The Expectations of Parents of Disabled Children. British Journal of Special Education v30 n3 p144-49 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:25 CIJMAR2004

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No Agency Cooperation Discourse Analysis Elementary Secondary Education Exceptional Child Research Interprofessional Relationship Language Impairments Postmodernism Research Problems Research Utilization Speech Impairments Teacher Collaboration Theory Practice Relationship Forbes, Joan Information Analyses Journal Articles ISSN-0952-3383 English This article draws on postmodern research approaches and Michael Foucault's views of "discourse" to examine theoretical perspectives previously applied to collaboration, and argues for the value of further theoretical diversity and methodological plurality. It introduces discourse analysis as a tool for helping to understand the notion of collaboration. (Contains references.) (Author/CR) EJ676274 Grappling with Collaboration: Would Opening Up the Research 'Base' Help? British Journal of Special Education v30 n3 p150-55 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:26 CIJMAR2004

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No Early Intervention Elementary Education Family Involvement Foreign Countries High Risk Students Home Visits Learning Disabilities Literacy Prereferral Intervention Prevention Feiler, Anthony Journal Articles Reports - Research Great Britain United Kingdom (Great Britain) ISSN-0952-3383 English A project provided weekly home visits to support two children at risk of struggling with literacy during their first year at school. Results found the two families in the project responded positively to the home visits and maintained their engagement, and that the intervention was effective. (Contains references.) (CR) EJ676275 A Home Visiting Project for Reception Children Predicted To Experience Literacy Difficulties. British Journal of Special Education v30 n3 p156-62 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Disabilities Educational Assessment Elementary Education Evaluation Methods Foreign Countries High Stakes Tests Stress Variables Student Evaluation Teacher Attitudes Teacher Role Testing Journal Articles Opinion Papers Standard Assessment Tasks (Great Britain) ISSN-0952-3383 English This article summarizes concerns expressed at the SENCo-Forum about the stress that the Key Stage 1 Standard Assessment Tasks procedures place on children with special needs. Concerns include effects on student confidence, forcing teachers into roles that run counter to their educational ethos, and the time given to test preparation. (CR) EJ676276 Points from the SENCo-Forum: Do SATs Harm Children, and Are They Useful Anyway? British Journal of Special Education v30 n3 p163 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Career Awareness Educational Facilities Design Experiential Learning School Buildings School Construction Secondary Education Jones, Morgan Journal Articles Reports - Descriptive English Describes a high school designed to make students act and feel like professionals as they study in the context of a retail store, conference center, courtroom, architecture studio, and medical offices. Students from this high-poverty district may attend the academy full- or part-time. The school strives to steer students in to the most promising employment sectors, so the building is flexible enough to respond to job market shifts. (SM) EJ676277 The Business of Learning: Texas Students Move Up with Hands-On Instruction. School Construction News v6 n5 p13-15 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:27 CIJMAR2004

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No Educational Facilities Design Elementary Secondary Education Higher Education Information Technology School Buildings School Safety De Patta, Joe Journal Articles Reports - Descriptive English Examines how to evaluate school security, begin making schools safe, secure schools without turning them into fortresses, and secure schools easily and affordably; the evolution of security systems into information technology systems; using schools' high-speed network lines; how one specific security system was developed; pros and cons of the system; how to train staff and students; costs of security upgrades; and harnessing network lines. (SM) EJ676278 Security Evolution. School Construction News v6 n5 p16-17 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:27 CIJMAR2004

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No Athletic Fields Campus Planning Educational Facilities Equipment Maintenance Grounds Keepers Higher Education Landscaping Turf Management Macht, Carol Gomulka, Ken Harper, Wayne Conry, Terry Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Asserts that facility managers need continual education in many subjects to keep their campuses in excellent condition, highlighting four areas related to landscaping and maintenance: landscaping care; athletic field care; grounds care; and equipment care. Lists of relevant professional organizations are included. (SM) EJ676279 Maintenance Sourcebook: Landscaping and Grounds. College Planning & Management v6 n8 p14-18, passim Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:27 CIJMAR2004

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No Acoustics College Buildings Educational Facilities Design Heating Higher Education Lighting Maintenance School Libraries Wiens, Janet Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Discusses how to create a good acoustical environment for college libraries, focusing on requirements related to the HVAC system and lighting, and noting the importance of good maintenance. A sidebar looks at how to design and achieve the most appropriate HVAC and lighting systems for optimum library acoustics. (SM) EJ676280 How To Achieve Good Library Acoustics. College Planning & Management v6 n8 p20-21 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:27 CIJMAR2004

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No Campus Planning College Buildings Ecology Educational Facilities Design Higher Education Life Cycle Costing Roofing Sustainable Development Roodvoets, David L. Journal Articles Reports - Descriptive ISSN-1523-0910 English Examines the benefits of protected membrane roofing (PMR) for school buildings. PMR uses an upside-down approach, where the insulation is placed on top of the waterproofing membrane to improve membrane effectiveness, reduce ultraviolet degradation, and improve insulation efficiency. The article explains what makes PMR sustainable, focusing on life-cycle costing and reducing, recycling, and reusing of materials. (SM) EJ676281 Protected Membrane Roofs: A Sustainable Roofing Solution. College Planning & Management v6 n8 pR2-R6, passim Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:28 CIJMAR2004

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No Campus Planning College Buildings Cost Effectiveness Educational Facilities Design Energy Management Higher Education Life Cycle Costing Maintenance Roofing Roodvoets, David L. Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Presents factors to consider when determining roofing life-cycle costs, explaining that costs do not tell the whole story; discussing components that should go into the decision (cost, maintenance, energy use, and environmental costs); and concluding that important elements in reducing life-cycle costs include energy savings through increased insulation, reduced maintenance costs through design and system protection, and reuse or recycling at the end of the system's useful life. (SM) EJ676282 Reducing Life-Cycle Costs. College Planning & Management v6 n8 pR8,R10 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:28 CIJMAR2004

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No College Housing College Students Computer Uses in Education Higher Education Information Technology Fickes, Michael Journal Articles Reports - Descriptive Roommates ISSN-1523-0910 English Describes how different colleges deal with student roommates. The University of Texas at Austin, which has an online application system, offers a roommate profiler and encourages students to choose their own roommates, though the school's automated "potluck" system can also make assignments. Michigan's Calvin College utilizes a commercial roommate matching module using data from student housing questionnaires. (SM) EJ676283 The Roommate Match Game. College Planning & Management v6 n8 p24,26 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Campus Planning College Buildings Educational Finance Higher Education Income Student Unions DeBard, Robert Overland, Wanda I. Journal Articles Reports - Descriptive Student Support Services ISSN-1523-0910 English Discusses how administrators at Bowling Green State University, Ohio, worked to reconcile politics, economics, and today's consumer-oriented students as it renovated the student union, suggesting that a central issue for those responsible for determining services to be provided by student centers is what can best be outsourced and what can be kept effectively self-operated. (SM) EJ676284 Service vs. Revenue: Conflict or Convergence? College Planning & Management v6 n8 p28-29 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Campus Planning Crime Prevention Higher Education Law Enforcement School Safety Security Personnel Jones, Lance D. Guides - Non-Classroom Journal Articles ISSN-1523-0910 English Presents a road map for colleges and universities to follow when establishing an in-house protective services department, focusing on: the leadership and command structure, screening and hiring of security officers, training of campus security personnel, documentation of officers' actions, policies and procedures (particularly regarding the use of deadly force), and equipment and resources needed for officers to perform their duties. (SM) EJ676285 The Essentials of Safety and Security Management. College Planning & Management v6 n8 p31-33 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:29 CIJMAR2004

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No Acoustics Campus Planning College Buildings Educational Environment Educational Facilities Design Fine Arts Higher Education Music Education Space Utilization Journal Articles Reports - Descriptive ISSN-1523-0910 English Describes the School of Music and Fine Arts at Palm Beach Atlantic University, Florida, which was built to be visually appealing and acoustically superb, and the Samuel H. Smith Center for Undergraduate Education at Washington State University, which was designed to reflect the latest teaching methods and features flexible spaces and a computer technology lab with a wireless computer data network. (SM) EJ676286 Academic Buildings. College Planning & Management v6 n8 p34-35 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:29 CIJMAR2004

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No College Buildings Educational Facilities Design Engineering Education Foreign Countries Higher Education Information Technology Urban Schools Phillips, Rhys Journal Articles Reports - Descriptive University of Ottawa (Canada) English Examines form, color, and technology at the University of Ottawa's School of Information Technology and Engineering (SITE) building, focusing on systems (e.g., SITE is a data wired building, but with no expensive raised floors or cheap dropped ceilings); assembly rather than construction (replacing standard notions of construction with the process of assembly); and the skin (SITE utilizes limited exterior metal skins, relying instead on bold, transparent glass curtain walls). (SM) EJ676287 Plugged-in SITE. Canadian Architect v48 n7 p22-26 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Alarm Systems Elementary Secondary Education Fire Protection School Construction School Policy School Safety Kroll, Karen Journal Articles Reports - Descriptive Fire Drills ISSN-1054-8793 English Discusses whether U.S. schools equipped with fire sprinklers and fire detection and intercom systems should be able to use a delayed evacuation policy when it comes to fire drills or actual fires. A controversial project in Minnesota is examining that question. The paper discusses concerns about delayed evacuation, the impact of delayed evacuation on false alarms, issues related to school shootings, current school construction practices, and staff training needs. (SM) EJ676288 Stay or Go? NFPA Journal v97 n5 p42-47 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Classroom Design Educational Facilities Design Middle Schools School Buildings Small Group Instruction Space Utilization Special Education Boyer, Michael L. Journal Articles Reports - Descriptive ISSN-1086-4628 English Describes the development of an Intermediate Center, adjacent to the existing K-12 schools, within a fast-growing community. Designed for children in 5th-7th grades, the center includes a special education classroom that incorporates the needs of students with a variety of disabilities. The L-shaped classroom allows for teacher eye contact with all students while still providing a defined area for alternative, small group instruction. (SM) EJ676289 Space Utilization. School Planning & Management v42 n8 p14-21 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:30 CIJMAR2004

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No Classroom Design Classroom Furniture Computers Educational Technology Elementary Secondary Education Modular Building Design Dolan, Thomas G. Journal Articles Reports - Descriptive ISSN-1086-4628 English Explains that classrooms and school furniture were built for a different era and often do not have sufficient power for technology, discussing what is needed to support modern technology in education. One solution involves modular cabling and furniture that is capable of being rearranged. Currently, there are no comprehensive standards from which schools can base their decisions about computer environments for children. (SM) EJ676290 The Challenge of Computer Furniture. School Planning & Management v42 n8 p22,24,26-28 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:30 CIJMAR2004

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No Educational Facilities Design Elementary Secondary Education School Construction Huckabee, Christopher Journal Articles Reports - Descriptive Molds (Biology) ISSN-1086-4628 English Asserts that one of the surest ways to prevent indoor air quality and mold issues is to use preventive construction materials, discussing typical resistance to dealing with mold problems (usually budget-related) and describing mold-resistant construction, which uses concrete masonry, brick, and stone and is intended to withstand inevitable moisture events that destroy many modern building materials. A sidebar offers tips for preventing moisture penetration. (SM) EJ676291 Mold-Resistant Construction. School Planning & Management v42 n8 p29-32 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Budgeting Educational Facilities Design Educational Finance Elementary Secondary Education Retrenchment School Buildings School Maintenance Fickes, Michael Journal Articles Reports - Descriptive Custodians ISSN-1086-4628 English Suggests that new cleaning and finishing materials and new equipment can help school facility departments cope with staff cuts, focusing on: chemicals and dispensers, safety training and information for custodial staff, cleaning tools and power equipment, and cleaner and more efficient schools. (SM) EJ676292 Staff Cuts Remake the Custodial Closet. School Planning & Management v42 n8 p33-35 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Classroom Design Educational Facilities Design Educational Technology Elementary Secondary Education Flexible Facilities Interior Design Lopez, Rob Guides - Non-Classroom Journal Articles ISSN-1086-4628 English Asserts that successful classroom upgrades involve an examination of five areas: program fit within an existing building, technology utilization, regulatory compliance, building systems, and aesthetics. A successful renovation project also requires an extensive planning process that includes input from teachers, school administrators, and parents. (SM) EJ676293 ABCs of Successful Classroom Renovations. School Planning & Management v42 n8 p36-37 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:31 CIJMAR2004

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No Architectural Character Educational Environment Educational Facilities Design Elementary Secondary Education Higher Education School Buildings Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents the main winners of a competition which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent 2 days reviewing projects, focusing on concepts and ideas that made them exceptional. The top K-12 honor went to Century High School, Sykesville, Maryland. The higher education honor went to Wright State University, Ohio. A special citation was awarded to the Maryland Institute College of Art, Baltimore. (SM) EJ676294 Main Winners. American School & University v75 n12 p16-23 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:31 CIJMAR2004

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No Architectural Character Educational Environment Educational Facilities Design Elementary Secondary Education Higher Education School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents the gold, silver, and bronze winners of a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676295 Gold, Silver and Bronze Citations. American School & University v75 n12 p24-66 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:31 CIJMAR2004

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No Architectural Character Educational Environment Educational Facilities Design Elementary Secondary Education Higher Education Interior Space Offices (Facilities) School Administration School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents administrative areas/offices considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676296 Administrative Areas/Offices. American School & University v75 n12 p70-72 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:32 CIJMAR2004

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No Architectural Character Auditoriums Educational Facilities Design Elementary Secondary Education Higher Education Music Facilities School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents auditoriums/music rooms considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676297 Auditoriums/Music Rooms. American School & University v75 n12 p73-76 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:32 CIJMAR2004

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No Churches Educational Facilities Design Elementary Secondary Education Higher Education School Buildings Journal Articles Reports - Descriptive Worship Services ISSN-0003-0945 English Presents chapels/worship centers considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676298 Chapels/Worship Centers. American School & University v75 n12 p77-78 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Architectural Character Early Childhood Education Educational Environment Educational Facilities Design Nursery Schools School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents information on Tribeca Nursery School, New York, New York, which was judged outstanding in a competition which evaluated the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. The article offers information on the firm, total area, and completion date. (SM) EJ676299 Childcare Centers. American School & University v75 n12 p79 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:33 CIJMAR2004

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No Architectural Character Classroom Design Educational Environment Educational Facilities Design Elementary Secondary Education Flexible Facilities Higher Education Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents K-12 and college classrooms considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, focusing on concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676300 Classrooms. American School & University v75 n12 p80-90 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:33 CIJMAR2004

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No Corridors Dining Facilities Educational Environment Educational Facilities Design Elementary Secondary Education Flexible Facilities Gymnasiums Higher Education Offices (Facilities) School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents K-12 and college common areas considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676301 Common Areas. American School & University v75 n12 p91-106 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:33 CIJMAR2004

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No Educational Facilities Design Elementary Secondary Education Nature Centers School Buildings Space Utilization Theaters Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents educational exhibition space/galleries considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, area, cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676302 Exhibition Spaces/Galleries. American School & University v75 n12 p107-108 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:33 CIJMAR2004

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No Educational Environment Educational Facilities Improvement Elementary Secondary Education Higher Education Interior Design School Buildings Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents K-12 and college interior renovations considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676303 Interior Renovation. American School & University v75 n12 p109-15 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:34 CIJMAR2004

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No Educational Facilities Design Educational Facilities Improvement Elementary Secondary Education Higher Education School Libraries Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents K-12 and college libraries/media centers considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676304 Libraries/Media Centers. American School & University v75 n12 p116-26 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:34 CIJMAR2004

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No Educational Facilities Design Elementary Secondary Education Flexible Facilities Higher Education Multipurpose Classrooms Space Utilization Journal Articles ISSN-0003-0945 English Presents K-12 and college multipurpose rooms considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting concepts and ideas that made them exceptional. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676305 Multipurpose Rooms. American School & University v75 n12 p127-28 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:34 CIJMAR2004

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No Educational Facilities Design Elementary Secondary Education Flexible Facilities Gymnasiums Higher Education Physical Education Recreational Facilities Space Utilization Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents K-12 and college physical education/recreation facilities considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676306 Physical-Education Facilities/Recreation Centers. American School & University v75 n12 p129-31 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:34 CIJMAR2004

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No College Housing Dining Facilities Dormitories Educational Facilities Design Flexible Facilities Higher Education Residential Colleges School Buildings Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents college residence halls/lounges considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, and completion date. (SM) EJ676307 Residence Halls/Lounges. American School & University v75 n12 p132-33 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:35 CIJMAR2004

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No Architectural Character College Buildings Educational Environment Educational Facilities Design Flexible Facilities Higher Education Medical Education Recreational Facilities Space Utilization Journal Articles Reports - Descriptive Texas Tech University ISSN-0003-0945 English Presents a college building judged to be an outstanding student center/service area in a competition, which evaluated outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. Provides data on the Texas Tech University Health Sciences Center, including the firms involved, the client, total area, total cost, total cost/square foot, and completion date. (SM) EJ676308 Student Centers/Service Areas. American School & University v75 n12 p134-35 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Facilities Design Higher Education Occupational Home Economics School Buildings Secondary Education Space Utilization Tourism Visual Arts Vocational Education Journal Articles Reports - Descriptive ISSN-0003-0945 English Presents high school and college vocational/industrial arts buildings considered outstanding in a competition, which judged the most outstanding learning environments at educational institutions nationwide. Jurors spent two days reviewing projects, highlighting unique concepts and ideas. For each citation, the article offers information on the firm, client, total area, total cost, total cost/square foot, cost of project entry category, cost/square foot of project entry category, and completion date. (SM) EJ676309 Vocational/Industrial Arts. American School & University v75 n12 p136-37 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:35 CIJMAR2004

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No College Libraries Computer Uses in Education Educational Facilities Planning Educational Technology Higher Education Librarians Havens, Kevin Journal Articles Reports - Descriptive ISSN-0003-0945 English Discusses how to make a college library the center of campus activity, explaining how to find the proper balance of technology and tradition (e.g., harnessing new media to teach critical thinking skills, having library staff assume primary responsibility for providing information literacy training, training students to use print as well as electronic information, and designing modern libraries to enhance students' experiences). (SM) EJ676310 Libraries: Drawn to Knowledge. American School & University v75 n12 p138-40 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:36 CIJMAR2004

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No Educational Facilities Improvement Educational Facilities Planning Elementary Secondary Education Master Plans School Buildings Space Utilization Smith, Sylvia J. Journal Articles Reports - Descriptive ISSN-0003-0945 English Asserts that a well-conceived master plan is an essential tool for shaping a school's physical evolution and advancement in concert with its strategic aspirations, focusing on the master plan for the Spence School, an independent K-12 girls' school in New York City, and noting that the Spence School's master plan is applicable to other schools, including colleges and universities. (SM) EJ676311 Design: The Visionary Master Plan. American School & University v75 n12 p142-45 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:36 CIJMAR2004

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No College Housing Dormitories Educational Facilities Design Flexible Facilities Higher Education Residential Colleges School Buildings Curley, Patrick Journal Articles Reports - Descriptive ISSN-0003-0945 English Discusses the reasons for and advantages to transforming college campuses from commuter to residential facilities or expanding existing facilities, suggesting that the design for new student residence facilities must provide for a wide variety of functions above and beyond the spaces required for sleeping and bathing. Incorporating study lounges, social lounges, kitchens, fitness rooms, club rooms, and worship spaces can add dimension and meaning to students' lives. (SM) EJ676312 Residence Halls: Making Campus a Home. American School & University v75 n12 p146-49 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:36 CIJMAR2004

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No Cooperative Planning Educational Facilities Design Elementary Secondary Education Flexible Facilities Higher Education School Buildings Van Slyke, Paul Goode, Chris Journal Articles Reports - Descriptive Albany State College GA ISSN-0003-0945 English Discusses how to collaborate with administrators, physical plant representatives, department heads, lawmakers, and design professionals to create flexible school facilities that adapt to changing needs, noting the importance of utilizing a programming process that determines the true needs of a facility, based on the potential activities that will occur there. A sidebar discusses the creation of common ground at Albany State University, Georgia. (SM) EJ676313 Flexibility: Ensuring Adaptability. American School & University v75 n12 p140-53 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Ecology Educational Facilities Design Elementary Secondary Education Flexible Lighting Design Higher Education School Buildings Sustainable Development Maniccia, Dorine Journal Articles Reports - Descriptive ISSN-0003-0945 English Explains that by using sustainable (green) building practices, schools and universities can make their lighting systems more efficient, noting that embracing green design principles can help schools attract students. Discusses lighting-control technologies (occupancy sensing technology, daylighting technology, and scheduling based technologies), focusing on their use in common school spaces. (SM) EJ676314 Lighting: Green Light. American School & University v75 n12 p154,156-57 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:37 CIJMAR2004

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No Architectural Character Educational Environment Educational Facilities Design Elementary Secondary Education Higher Education Human Factors Engineering School Buildings Space Utilization Rydeen, James E. Journal Articles Reports - Descriptive ISSN-0003-0945 English In designing schools, planners must use the criteria of health and safety, performance, comfort, and aesthetics to create a humanized physical environment that stimulates interest and provides motivation for learning and teaching. The human factors in design are sense of place, ownership, community, presence comfort, security, aesthetics, performance, and privacy. Students must feel valued to stimulate performance. This occurs through psychological and physiological humanizing of spatial design elements. (SM) EJ676315 Environmental Design: Focusing on Human Factors. American School & University v75 n12 p158-61 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:47:37 CIJMAR2004

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No Auditory Perception English (Second Language) Language Processing Listening Skills Phonetics Second Language Instruction Second Language Learning Speech Communication Field, John Journal Articles Opinion Papers ISSN-0951-0893 English Calls for greater attention to the perceptual processes involved in second language listening, and particularly to the part they play in breakdowns of understanding. Suggests employing basic auditory phonetics as a means of classifying, diagnosing, and predicting problems of lexical segmentation. (Author/VWL) EJ676316 Promoting Perception: Lexical Segmentation in L2 Listening. ELT Journal v57 n4 p325-34 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:37 CIJMAR2004

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No English (Second Language) Listening Skills Second Language Instruction Second Language Learning Teaching Methods Wilson, Magnus Journal Articles Opinion Papers ISSN-0951-0893 English Describes a technique based on the notion of a "bottom-up primacy" that is compatible with current learner-centered, task-based teaching. Makes a case for noticing as a method of improving listening ability by getting students to discover and then prioritize their own listening difficulties after constructing a text. (Author/VWL) EJ676317 Discovery Listening: Improving Perceptual Processing. ELT Journal v57 n4 p335-43 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:37 CIJMAR2004

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No Beliefs English (Second Language) Language Teachers Questionnaires Second Language Instruction Second Language Learning Donaghue, Helen Journal Articles Opinion Papers ISSN-0951-0893 English Proposes the use of an instrument designed to elicit teacher' beliefs based on Kelly's (1969) theory of personal constructs, using an adapted version of his repertory grid technique. (Author/VWL) EJ676318 An Instrument To Elicit Teachers' Beliefs and Assumptions. ELT Journal v57 n4 p344-51 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:38 CIJMAR2004

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No English (Second Language) Grammar Second Language Instruction Second Language Learning Task Analysis Teaching Methods Murphy, Jacky Journal Articles Reports - Research ISSN-0951-0893 English Investigates the relationship between tasks and learners in task-based learning. Findings suggest that manipulation of task characteristics and conditions may not achieve the intended pedagogic outcomes, and that new ways are needed to focus learners' attention of form without sacrificing the meaning-driven principles of task-based learning. (Author/VWL) EJ676319 Task-Based Learning: The Interaction between Tasks and Learners. ELT Journal v57 n4 p352-60 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:38 CIJMAR2004

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No Code Switching (Language) Cognitive Processes English (Second Language) Second Language Instruction Second Language Learning Teaching Methods Vocabulary Development Celik, Mehmet Journal Articles Reports - Research ISSN-0951-0893 English Examined code-mixing, a little-known technique used in teaching vocabulary. Found that using code-mixing to introduce new vocabulary can be an efficient and effective method. Discusses procedures and cognitive processes involved in vocabulary learning and explains the use of code mixing to introduce vocabulary. (Author/VWL) EJ676320 Teaching Vocabulary through Code-Mixing. ELT Journal v57 n4 p361-69 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:38 CIJMAR2004

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No College Students Computer Assisted Instruction Course Descriptions English (Second Language) Feedback Higher Education Oral Language Second Language Instruction Second Language Learning Hill, Monica Storey, Anne Journal Articles Reports - Descriptive ISSN-0951-0893 English Describes the development of an online course that aims to help tertiary students improve their English oral presentation skills. The course aims to allow learners to prepare their presentations out of class and then practice these skills in class with peer and teacher feedback. (Author/VWL) EJ676321 SpeakEasy: Online Support for Oral Presentation Skills. ELT Journal v57 n4 p370-76 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:38 CIJMAR2004

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No Academic Ability College Students English (Second Language) Foreign Countries Foreign Students Higher Education Language Skills Second Language Instruction Second Language Learning Sowden, Colin Journal Articles Reports - Research ISSN-0951-0893 English Examines the relationship between language competence and academic competence of students from non-English speaking countries and whether language training is actually the form of training they need. (Author/VWL) EJ676322 Understanding Academic Competence in Overseas Students in the UK. ELT Journal v57 n4 p377-85 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:39 CIJMAR2004

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No English (Second Language) Interviews Language Usage Masters Programs Professional Development Second Language Instruction Second Language Learning Malderez, Angi Journal Articles Opinion Papers ISSN-0951-0893 English In this interview, Julian Edge talks to the interviewer about choices of language use available in professional development groups and in master's programs. (Author/VWL) EJ676323 Alternative Discourses--An Interview with Julian Edge. ELT Journal v57 n4 p386-94 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:39 CIJMAR2004

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No English (Second Language) Language Teachers Second Language Instruction Second Language Learning Teacher Certification Teacher Education Horne, Steve Journal Articles Opinion Papers ISSN-0951-0893 English This article is a response to an article titled "One-Month Teacher Training Courses: Time for a Change?" that appeared in a previous issue of this journal (v57 n1 Jan 2003). The article questioned the concept of short, entry-level certification courses in English language teaching. (Author/VWL) EJ676324 Short Teacher Training Courses. ELT Journal v57 n4 p395-97 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:39 CIJMAR2004

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No Applied Linguistics Discourse Analysis Discourse Modes English (Second Language) Second Language Instruction Second Language Learning Written Language Borg, Erik Journal Articles Reports - Research ISSN-0951-0893 English Highlights the concept of discourse communities, which are used in applied linguistics to analyze written communication. Discusses how the concept developed. (Author/VWL) EJ676325 Discourse Community. ELT Journal v57 n4 p398-400 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:40 CIJMAR2004

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No Black Dialects Contrastive Linguistics Language Variation Pronunciation Sociolinguistics Fridland, Valerie Journal Articles Reports - Research Tennessee (Memphis) Tennessee (Memphis) ISSN-1360-6441 English Explores the distribution of /ai/ monophthongization in African-American and European-American speakers in Memphis, Tennessee. Presents evidence of extensive glide weakening in the African-American community in Memphis and compares it to the degree and contexts of glide weakening in the European-American community. (Author/VWL) EJ676326 "Tie, Tied and Tight": The Expansion of /ai/ Monophthongization in African-American and European-American Speech in Memphis, Tennessee. Journal of Sociolinguistics v7 n3 p279-98 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Code Switching (Language) Discourse Analysis Korean Korean Americans Sociolinguistics Uncommonly Taught Languages Kang, Agnes M. Journal Articles Reports - Research ISSN-1360-6441 English Provides an interactional account of conflict negotiation strategies in Korean American discourse. With specific attention to the sociolinguistic phenomenon of codeswitching among Korean Americans, argues that speaking Korean at particular moments evokes ideologies of social hierarchy that serve to mitigate potential conflicts. (Author/VWL) EJ676327 Negotiating Conflict within the Constraints of Social Hierarchies in Korean American Discourse. Journal of Sociolinguistics v7 n3 p299-320 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:40 CIJMAR2004

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No Language Standardization Language Variation Longitudinal Studies Sociolinguistics Spanish Hernandez-Campoy, Juan Manuel Jimenez-Cano, Jose Maria Journal Articles Reports - Research ISSN-1360-6441 English Presents results of a longitudinal study of Murcian Spanish carried out following a real-time approach with a retrospective trend design in order to detect and measure the apparent increasing diffusion of standard Castilian features from Northern peninsular Spanish. (Author/VWL) EJ676328 Broadcasting Standardisation: An Analysis of the Linguistic Normalisation Process in Murcian Spanish. Journal of Sociolinguistics v7 n3 p321-47 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:40 CIJMAR2004

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No College Students English (Second Language) Ethnicity Higher Education Ideology Korean Language Attitudes Pronunciation Second Language Learning Sociolinguistics Student Attitudes Uncommonly Taught Languages Lindemann, Stephanie Journal Articles Reports - Research ISSN-1360-6441 English This study examined attitudes toward nonnative English speakers in the United States. Examined reactions of university students to Korean-accented English. A verbal guise task was used to elicit evaluations of Korean English with an additional component that asks listeners to attempt to identify the ethnicity and native speaker status of the speaker. (Author/VWL) EJ676329 Koreans, Chinese, or Indians? Attitudes and Ideologies about Non-Native English Speakers in the United States. Journal of Sociolinguistics v7 n3 p348-64 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:41 CIJMAR2004

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No Discourse Analysis Interviews Pragmatics Semantics Sociolinguistics Fuller, Janet M. Journal Articles Reports - Research ISSN-1360-6441 English Examines colloquial uses of "like" as a discourse marker with the goal of specifying its discourse functions, including semantic, pragmatic, and sociopragmatic aspects of meaning. Data presented come from nine interviews. (Author/VWL) EJ676330 Use of the Discourse Marker "Like" in Interviews. Journal of Sociolinguistics v7 n3 p365-77 Aug 2003 2003-00-00 T 2004 7/11/2004 11:47:41 CIJMAR2004

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No Consonants Diachronic Linguistics Foreign Countries Maori (People) Sociolinguistics Tape Recordings Schreier, Daniel Journal Articles Reports - Research Language Shift New Zealand New Zealand ISSN-1360-6441 English Analyzes recordings made of Maori born in the 1860s to 1870s to examine whether there were effects of language contact and language shift in New Zealand historically and whether earlier forms of Maori New Zealand English were characterized by contact-induced adaptation processes. (Author/VWL) EJ676331 Convergence and Language Shift in New Zealand: Consonant Cluster Reduction in 19th Century Maori English. Journal of Sociolinguistics v7 n3 p378-91 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Deafness Ethics Genetics Jordan, I. King Journal Articles Reports - Research ISSN-0302-1475 English Addresses issues related to genetic counseling and deafness. (Author/VWL) EJ676332 Ethical Issues in the Genetic Study of Deafness. Sign Language Studies v4 n1 p4-9 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:42 CIJMAR2004

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No American Sign Language Deafness Diachronic Linguistics Letters (Alphabet) Padden, Carol A. Gunsauls, Darline Clark Journal Articles Reports - Research ISSN-0302-1475 English This historical account of the development of the manual alphabet in American Sign Language traces fingerspelling back to the monks of the seventh century, who devised a system for representing speech without needing to speak. (Author/VWL) EJ676333 How the Alphabet Came To be Used in a Sign Language. Sign Language Studies v4 n1 p10-33 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:42 CIJMAR2004

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No American Sign Language Deafness Literature Poetry Vocabulary Bauman, H-Dirksen L. Journal Articles ISSN-0302-1475 English Focuses on the lexicon of American Sign Language poetics. (Author/VWL) EJ676334 Redesigning Literature: The Cinematic Poetics of American Sign Language Poetry. Sign Language Studies v4 n1 p34-47 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:42 CIJMAR2004

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No Deafness Maps Military Organizations Sign Language Boudreau, Ginette Journal Articles Reports - Research ISSN-0302-1475 English Aims to determine whether graphical actions used in a military planning task with a map have symbolic properties that are similar to those of sign languages. Identifies a lexicon of the graphical actions that military planners use to refer to significance on a map during a planning assessment; the set of significance that the graphical actions designate or represent on the map; and the analogical properties of graphical actions. (Author/VWL) EJ676335 Symbolic Properties of Graphical Actions. Sign Language Studies v4 n1 p48-67 Fall 2003 2003-00-00 T 2004 7/11/2004 11:47:42 CIJMAR2004

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No Auditory Perception Cognitive Processes English Intonation Speech Communication Visual Stimuli Srinivasan, Ravindra J. Massaro, Dominic W. Journal Articles Reports - Research Questions ISSN-0023-8309 English Examined the processing of potential auditory and visual cues that differentiate statements from echoic questions. Found that both auditory and visual cues reliably conveyed statement and question intonation, were successfully synthesized, and generalized to other utterances. (Author/VWL) EJ676336 Perceiving Prosody from the Face and Voice: Distinguishing Statements from Echoic Questions in English. Language and Speech v46 n1 p1-22 2003 2003-00-00 T 2004 2016-11-21

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No Japanese Language Processing Phrase Structure Speech Communication Miyamoto, Edson T. Journal Articles Reports - Research Parsing ISSN-0023-8309 English Reports on two experiments that focus on clause boundaries in Japanese that suggest that minimal change restriction is unnecessary to characterize reanalysis. Proposes that the data and previous observations are more naturally explained by a constraint-driven model in which revisions are performed only when required by parsing constraints. (Author/VWL) EJ676337 Reanalysis of Clause Boundaries in Japanese as a Constraint-Driven Process. Language and Speech v46 n1 p23-52 2003 2003-00-00 T 2004 2016-11-21

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No Intonation Linguistic Theory Pronunciation Speech Communication Welby, Pauline Journal Articles Reports - Research ISSN-0023-8309 English Examines predictions made by two theories of the relationship between pitch accent and focus. Evidence presented suggests that listeners are sensitive to a variety of factors that may affect the focus projection ability of pitch accents on one word to mark focus on a large constituent. (Author/VWL) EJ676338 Effects of Pitch Accent Position, Type, and Status on Focus Projection. Language and Speech v46 n1 p53-81 2003 2003-00-00 T 2004 7/11/2004 11:47:43 CIJMAR2004

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No Authors Ethnic Groups Foreign Countries Language Maintenance Language Minorities Second Language Learning Second Languages Writing (Composition) Tannenbaum, Michael Journal Articles Reports - Research Language Choice ISSN-0008-4506 English Considers language acquisition, language maintenance, and language instruction among ethnolinguistic minorities through the unique perspective of writers who belong to ethnolinguistic minorities and write in a language other than their mother tongue. Focuses on the works of Tahar ben Jelloun and Sayed Qashu. (Author/VWL) EJ676339 The Narrative of Language Choice: Writers from Ethnolinguistic Minorities. Canadian Modern Language Review v60 n1 p7-26 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Biculturalism Cultural Differences Elementary Education Elementary School Students Foreign Countries Interviews Literature Reader Response Second Language Instruction Second Language Learning Leung, Cynthia Journal Articles Reports - Research ISSN-0008-4506 English Explores the relationship between responses to literature and the complex world views of four bicultural students, three Asian American and one of Jewish and European descent. The focal literary work of the study was the cross-cultural text, "Homesick," by Jean Fritz. Participants were interviewed about their experiences with the text. (Author/VWL) EJ676340 Bicultural Perspectives and Reader Response: Four American Readers Respond to Jean Fritz's "Homesick." Canadian Modern Language Review v60 n1 p27-54 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:44 CIJMAR2004

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No Cultural Awareness Foreign Countries Literature Second Language Instruction Second Language Learning War Hurlbert, Claude Mark Journal Articles Reports - Research Iraq Iraq ISSN-0008-4506 English Dramatizes what can happen when educators teach literature for cross-cultural understanding, especially when the literature being taught is written by citizens of a country with which the students' country is at war. Describes the events of one class in the United States in 1990 on the eve of the first Gulf War, and it theorizes these vents in light of the American invasion of Iraq in 2003. (Author/VWL) EJ676341 "From Behind the Veil": Teaching the Literature of the Enemy. Canadian Modern Language Review v60 n1 p55-68 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Applied Linguistics Cultural Pluralism Epistemology Foreign Countries Poetry Second Language Instruction Second Language Learning Hanauer, David Ian Journal Articles Reports - Research ISSN-0008-4506 English Argues for the importance of poetry for the field of applied linguistics. Focus is on the idea that poetry is a discourse constructed around the epistemological principle of the unique that provides its readers with specific insights into individualized, personal human experience and linguistic expression. (Author/VWL) EJ676342 Multicultural Moments in Poetry: The Importance of the Unique. Canadian Modern Language Review v60 n1 p69-87 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:44 CIJMAR2004

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No Applied Linguistics Individual Differences Poetry Second Language Instruction Second Language Learning Widdowson, H. G. Journal Articles Reports - Research ISSN-0008-4506 English Through a literary and philosophical analysis of the poem "Metaphors of a Magnifico" by Wallace Stevens, expresses the need in applied linguistics to address the individual's experience of language. Argues that applied linguistics works with idealized abstractions that sanitize and exclude the "private residue of the individual experience." (Author/VWL) EJ676343 "So the Meaning Escapes": On Literature and the Representation of Linguistic Realities. Canadian Modern Language Review v60 n1 p89-97 Sep 2003 2003-00-00 T 2004 7/11/2004 11:47:45 CIJMAR2004

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No Discourse Modes Educational Policy English (Second Language) Epistemology Foreign Countries Mainstreaming Science Education Sciences Second Language Instruction Second Language Learning Teacher Education Arkoudis, Sophie Journal Articles Opinion Papers Content Area Teaching ISSN-0950-0782 English Discusses the state of Victoria's (Australia) policy of mainstreaming English-as-a-Second-Language (ESL). Argues that the notion of mainstreaming has not been adequately addressed by research in this area. Explores the epistemological authority of an ESL teacher when planning curricula with a science teacher. Examines the importance of understanding the distinct discourse communities to which ESL and science teachers belong. (Author/VWL) EJ676344 Teaching English as a Second Language in Science Classes: Incommensurate Epistemologies? Language and Education v17 n3 p161-73 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Communication Discourse Analysis Elementary Education Elementary School Students English (Second Language) Foreign Countries Second Language Instruction Second Language Learning Teacher Student Relationship Hirst, Elizabeth Journal Articles Reports - Research Australia Australia ISSN-0950-0782 English Examines how students in a second language classroom deploy linguistic and cultural resources to both resist and appropriate aspects of the teachers' voices. A key episode is analyzed to show the nuances of students' ventriloquation of diverse voices to construct a complex social order and shifting strategic identities. (Author/VWL) EJ676345 Diverse Voices in a Second Language Classroom: Burlesque, Parody, and Mimicry. Language and Education v17 n3 p174-91 2003 2003-00-00 T 2004 2016-11-21

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No Academic Discourse Dialogs (Language) Foreign Countries Higher Education Second Language Instruction Second Language Learning Teaching Methods Writing (Composition) Writing Instruction Lillis, Theresa Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0950-0782 English Draws on Bakhtin's work on dialogism and research with a group of non-traditional student writers and their specific experiences of academic writing within a number of academic disciplines. Maps out different levels of dialogism in Bahktin's work and illustrates the way these are and are not to be the center of an academic literacies stance. Briefly outlines design implications of a dialogic approach to student writing pedagogy. (Author/VWL) EJ676346 Student Writing as "Academic Literacies": Drawing on Bakhtin To Move from "Critique" to "Design." Language and Education v17 n3 p192-207 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Communication Foreign Countries Groups Junior High School Students Junior High Schools Student Participation Teaching Methods Tholander, Michael Aronsson, Karin Journal Articles Reports - Research ISSN-0950-0782 English Focuses on subteaching, a phenomenon that regularly appears in pupil-run group work. Junior high pupils positioned themselves as subteachers and exploited a series of teacher-like strategies. (Author/VWL) EJ676347 Doing Subteaching in School Group Work: Positionings, Resistance, and Participation Frameworks. Language and Education v17 n3 p208-34 2003 2003-00-00 T 2004 7/11/2004 11:47:46 CIJMAR2004

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No English (Second Language) English for Academic Purposes Evaluation Methods Geology Language Styles Persuasive Discourse Second Language Instruction Second Language Learning Dressen, Dacia Journal Articles Reports - Descriptive ISSN-1475-1585 English Describes the basis for the evaluational practices of the field geology community, through a qualitative analysis of geologists' implicit strategies coupled with the situated analysis of the field account part-genre, its past and present disciplinary practices. (Author/VWL) EJ676348 Geologists' Implicit Persuasive Strategies and the Construction of Evaluative Evidence. Journal of English for Academic Purposes v2 n4 p273-90 2003 2003-00-00 T 2004 7/11/2004 11:47:46 CIJMAR2004

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No Art History English (Second Language) English for Academic Purposes Evaluation Methods Journal Articles Research Reports Second Language Instruction Second Language Learning Tucker, Paul Journal Articles Reports - Research ISSN-1475-1585 English Attempts to isolate some of the aspects in which the evaluative language most typical of research articles produced within the discipline of art history differs from the evaluation prevalent in academic discourse in other fields. (Author/VWL) EJ676349 Evaluation in the Art-Historical Research Article. Journal of English for Academic Purposes v2 n4 p291-312 2003 2003-00-00 T 2004 7/11/2004 11:47:46 CIJMAR2004

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No Computational Linguistics English (Second Language) English for Academic Purposes International Relations Nouns Politics Prepositions Sciences Second Language Instruction Second Language Learning Charles, Maggie Journal Articles Reports - Research ISSN-1475-1585 English Investigates the construction of stance through nouns in two corpora of theses--200,000 words in politics and international relations and 300,000 words in materials science. Examines nouns that are preceded by sentence initial deicitic "This" and that serve to encapsulate earlier prepositions. (Author/VWL) EJ676350 "The Mystery . . .": A Corpus-based Study of the Use of Nouns To Construct Stance in Theses from Two Contrasting Disciplines. Journal of English for Academic Purposes v2 n4 p313-26 2003 2003-00-00 T 2004 7/11/2004 11:47:46 CIJMAR2004

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No Abstracts English for Academic Purposes Intellectual Disciplines Journal Articles Research Reports Second Language Instruction Second Language Learning Stotesbury, Hilkka Journal Articles Reports - Research ISSN-1475-1585 English Reports on a study of evaluation in research article abstracts across disciplines. Results show differences in the manifestation, number, and type of explicit evaluations in the abstracts belonging to different disciplines in the field of the humanities, social and natural sciences. Also revealed differences in the rhetorical structure of the abstracts, in particular in the human sciences. (Author/VWL) EJ676351 Evaluation of Research Article Abstracts in the narrative and Hard Sciences. Journal of English for Academic Purposes v2 n4 p327-41 2003 2003-00-00 T 2004 7/11/2004 11:47:47 CIJMAR2004

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No Danish Economics English (Second Language) English for Academic Purposes Scholarly Journals Second Language Instruction Second Language Learning Uncommonly Taught Languages Writing (Composition) Written Language Shaw, Philip Journal Articles Reports - Research ISSN-1475-1585 English Examines rhetoric, and specifically evaluation, in three sets of published economics articles: one in Danish, one by the same authors in English, and a third by international authors from the same journals as the second. Found Danish norms in terms of some features, such as use of personal pronouns. However, such features are within the norms of writing in English and probably not perceptible to international readers. (Author/VWL) EJ676352 Evaluation and Promotion Across Languages. Journal of English for Academic Purposes v2 n4 p343-57 2003 2003-00-00 T 2004 7/11/2004 11:47:47 CIJMAR2004

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No Academic Discourse Adverbs Applied Linguistics English for Academic Purposes Journal Articles Research Reports Second Language Instruction Second Language Learning Silver, Mark Journal Articles Opinion Papers ISSN-1475-1585 English Raises a number of methodological questions about the universality of commonly applied linguistic categories by offering a critical reading of the adverbial "evidently" as it appears in a corpus of contemporary research articles. Analyzes the adverbial from three general vantage points: its function as hedge or booster; the way it intervenes in the overall "meta-textual" strategy; the way it intervenes in the over-all "meta-pragmatic" strategy. (Author/VWL) EJ676353 The Stance of Stance: A Critical Look at Ways Stance Is Expressed and Modeled in Academic Discourse. Journal of English for Academic Purposes v2 n4 p359-74 2003 2003-00-00 T 2004 7/11/2004 11:47:47 CIJMAR2004

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No Communicative Competence (Languages) Computer Assisted Testing Item Response Theory Language Tests Second Language Instruction Second Language Learning Testing Davies, Alan Journal Articles Reports - Research ISSN-0265-5322 English Provides a personal view of the history of Anglo-American language testing over the last half-century. Argues that major developments in the field have tended to be embraced too enthusiastically so that they have led to unbalanced views concerning the construct definition of language, the scope of test impact, and the value of new methods of test delivery and analysis. (Author/VWL) EJ676354 Three Heresies of Language Testing Research. Language Testing v20 n4 p355-68 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:48 CIJMAR2004

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No Cognitive Processes Communicative Competence (Languages) Futures (of Society) Interaction Language Tests Second Language Instruction Second Language Learning Testing Chalhoub-Deville, Micheline Journal Articles Opinion Papers ISSN-0265-5322 English Considers how the nature of interaction may best be represented in the second language (L2) construct. The starting point is Bachman's model of communicative language ability, which, it is argued, incorporates interaction from an individual-focused cognitive perspective. (Author/VWL) EJ676355 Second Language Interaction: Current Perspectives and Future Trends. Language Testing v20 n4 p369-83 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:48 CIJMAR2004

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No Computer Assisted Testing Computer Software Language Tests Models Second Language Instruction Second Language Learning Testing Fulcher, Glenn Journal Articles Opinion Papers ISSN-0265-5322 English Describes a three-phase process model for interface design, drawing on practices developed in the software industry and adapting them for computer-based languages tests. Describes good practice in initial design, emphasizes the importance of usability testing, and argues that only through following a principled approach to interface design can the threat of interface-related construct-irrelevant variance in test scores be avoided. (Author/VWL) EJ676356 Interface Design in Computer-Based Language Testing. Language Testing v20 n4 p384-408 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:48 CIJMAR2004

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No English (Second Language) Language Tests Second Language Instruction Second Language Learning Test Construction Test Validity Testing World Wide Web Chapelle, Carol A. Jamieson, Joan Hegelheimer, Volker Journal Articles Opinion Papers ISSN-0265-5322 English Presents the design and validation of an English-as-a-Second-Language (ESL) test for a commercial publisher. (Author/VWL) EJ676357 Validation of a Web-Based ESL Test. Language Testing v20 n4 p409-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:48 CIJMAR2004

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No Benchmarking Finnish Language Proficiency Language Tests Second Language Instruction Second Language Learning Self Evaluation (Individuals) Testing Uncommonly Taught Languages Writing (Composition) Writing Evaluation Luoma, Sari Tarnanen, Mirja Journal Articles Reports - Research ISSN-0265-5322 English Reports on the development of a self-rating instrument for writing. The instrument engages learners in responding to a writing task and assessing their own proficiency against a set of benchmarks. Provides a description of the self-rating procedure, an account of instrument development, a report on a usability study with six learners of Finnish as a second language, and a test-developer analysis of the process and products of the self-rating instruments. (Author/VWL) EJ676358 Creating a Self-Rating Instrument for Second Language Writing: From Idea to Implementation. Language Testing v20 n4 p440-65 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:49 CIJMAR2004

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No Code Switching (Language) Discourse Analysis Metalinguistics Second Language Instruction Second Language Learning Spanish Uncommonly Taught Languages Francis, Norbert Gomez, Pablo Rogelio Navarrete Journal Articles Reports - Research Nahuatl ISSN-0790-8318 English This study on code-mixing focuses on the influence of Spanish in Nahuatl discourse as revealed in narratives produced by adults and children. Results indicate differences in frequency of content word embedded language (Spanish), lexical items across grade level (for children), grade level attained (for adults), and correlations (for children) between frequency of Spanish embedded items and a measure of metalinguistic awareness. (Author/VWL) EJ676359 Language Interaction in Nahuatl Discourse: The Influence of Spanish in Child and Adult Narratives. Language, Culture and Curriculum v16 n1 p1-17 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Models Second Language Instruction Second Language Learning Wen, W. P. Clement, Richard Journal Articles Reports - Research China Willingness to Communicate China ISSN-0790-8318 English Amends the willingness to communicate (WTC) model to reflect more closely the situation found in English language Chinese classrooms. Changes some structural relationships between constructs included in the model and reinterprets some of the variables from a Chinese perspective. Gives an account of linguistic, communicative, and social psychological variables that might affect students' willingness to communicate in a Chinese setting. (Author/VWL) EJ676360 A Chinese Conceptualisation of Willingness To Communicate in ESL. Language, Culture and Curriculum v16 n1 p18-38 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Bilingualism Case Studies Chinese Cultural Awareness Emergent Literacy English (Second Language) Kindergarten Kindergarten Children Second Language Instruction Second Language Learning Ruan, Jiening Journal Articles Reports - Research ISSN-0790-8318 English Reports findings of a case study of three bilingual Chinese-English-speaking children in a mainstream American kindergarten. Focuses on the literacy experiences of the children and cultural beliefs of the teacher. Results suggest several patterns of bilingual children's literacy learning, and demonstrate the connection between the cultural beliefs of the teacher and the instructional practices adopted in the classroom. (Author/VWL) EJ676361 Toward a Culture-Sensitive Pedagogy: Emergent Literacy Learning in Chinese-English Bilinguals in America. Language, Culture and Curriculum v16 n1 p39-47 2003 2003-00-00 T 2004 7/11/2004 11:47:50 CIJMAR2004

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No Communicative Competence (Languages) Elementary Education Elementary School Students English (Second Language) Interaction Native Language Instruction Pretests Posttests Second Language Instruction Second Language Learning Spanish Speaking Schoenbrodt, Lisa Kerins, Marie Gesell, Jacqueline Journal Articles Reports - Research ISSN-0790-8318 English Twelve Spanish-speaking school-aged children participated in an 8-week pretest/posttest design investigation targeting improvement of their communicative competence through a narrative intervention program. Also examined the efficacy of providing an intervention in the children's native language. Findings revealed that use of a narrative intervention in the native language yields greater success compared with intervention presented in English. (Author/VWL) EJ676362 Using Narrative Language Intervention as a Tool To Increase Communicative Competence in Spanish-Speaking Children. Language, Culture and Curriculum v16 n1 p48-59 2003 2003-00-00 T 2004 7/11/2004 11:47:50 CIJMAR2004

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No College Students Comparative Analysis Cultural Context Higher Education Language Proficiency Prior Learning Reading Comprehension Second Language Instruction Second Language Learning Chan, Cecilia Yuet Hung Journal Articles Reports - Research China Hong Kong China Hong Kong ISSN-0790-8318 English Examines the relation between background knowledge and second language (L2) proficiency in L2 reading performance in two groups of university learners of English, one from mainland China and one from Hong Kong. Results show a strong cultural effect on reading comprehension, but not on post-intermediate readers. Findings have implications for teaching reading to L2 learners. (Author/VWL) EJ676363 Cultural Content and Reading Proficiency: A Comparison of Mainland Chinese and Hong Kong Learners of English. Language, Culture and Curriculum v16 n1 p60-69 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Educational Objectives Elementary Education Foreign Countries Mandarin Chinese Second Language Instruction Second Language Learning Teaching Methods Huang, Jingzi Journal Articles Reports - Research Content Area Teaching Canada Canada ISSN-0790-8318 English Reports a case study of a Mandarin Chinese as a foreign language program for third and fourth graders in a Canadian elementary school. Attempts to investigate the feasibility of adopting a content-based approach to achieve the dual goals of language and culture learning for young beginners. (Author/VWL) EJ676364 Chinese as a Foreign Language in Canada: A Content-Based Programme for Elementary School. Language, Culture and Curriculum v16 n1 p70-89 2003 2003-00-00 T 2004 2016-11-21

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No German Internet Music Second Language Instruction Second Language Learning Schmidt, Johannes Information Analyses Journal Articles ISSN-0042-062X English Provides background information on German rap artists and bands and discusses how to implement the music in various classroom situations at all levels. Highlights some of the available material on German rap music and provides information on how to locate rap texts, information, and other material via the Internet and other sources. (Author/VWL) EJ676365 German Rap Music in the Classroom. Unterrichtspraxis/Teaching German v36 n1 p1-14 Spr 2003 2003-00-00 T 2004 7/11/2004 11:47:51 CIJMAR2004

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No Childrens Literature Cultural Awareness German Second Language Instruction Second Language Learning Moffit, Gisela Journal Articles Opinion Papers Authentic Materials ISSN-0042-062X English Suggests that authentic illustrated children's books are ideal vehicles for German as a foreign language students not only for language acquisition and grammar practice but also for studying aspects of "landeskunde." Describes how picture books can be used in the German classroom for studying social and cultural issues. (Author/VWL) EJ676366 Beyond "Struwwelpeter": Using German Picture Books for Cultural Exploration. Unterrichtspraxis/Teaching German v36 n1 p15-27 Spr 2003 2003-00-00 T 2004 2016-11-21

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No German Second Language Instruction Second Language Learning Hedderich, Norbert Journal Articles Reports - Research Twain (Mark) ISSN-0042-062X English Analyzes Mark Twain's 1869 essay "The Awful German Language" in terms of Twain's comments on morphological, syntactical, lexical, and phonological features of German. The topic is presented in the context of Twain's German language learning experience. Relevance of the article for German language instruction today is also described. (Author/VWL) EJ676367 Mark Twain and "The Awful German Language." Unterrichtspraxis/Teaching German v36 n1 p28-33 Spr 2003 2003-00-00 T 2004 2016-11-21

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No German Introductory Courses Music Second Language Instruction Second Language Learning Teaching Methods Matthias, Bettina Journal Articles Reports - Research ISSN-0042-062X English Explores the opportunities for teaching German for musicians and offers it as an approach to teaching beginning German in general. A short theoretical discussion of the impact of music on foreign language learning precedes the presentation of various teaching tools and ideas that map the territory in which musical foreign language teaching can take place. (Author/VWL) EJ676368 Teaching German for Musicians: A Practical Perspective. Unterrichtspraxis/Teaching German v36 n1 p34-42 Spr 2003 2003-00-00 T 2004 7/11/2004 11:47:52 CIJMAR2004

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No German Morphology (Languages) Nouns Plurals Second Language Instruction Second Language Learning Textbooks Dykstra-Pruim, Pennylyn Journal Articles Reports - Research ISSN-0042-062X English Investigates the following questions: 1) Is there improvement in second language (L2) German learners' understanding of German pluralization as the level of German study advances; and 2) What second language acquisition tendencies can be observed in L2 German production of plurals? ( (Author/VWL) EJ676369 L2 Acquisition of German Plurals: How Students Form Them and Textbooks Teach Them. Unterrichtspraxis/Teaching German v36 n1 p43-55 Spr 2003 2003-00-00 T 2004 7/11/2004 11:47:52 CIJMAR2004

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No Associative Learning Evaluation Criteria German Prewriting Second Language Instruction Second Language Learning Writing (Composition) Writing Evaluation Becker, Claudia A. Journal Articles Reports - Research ISSN-0042-062X English Documents benefits of free "associative written activities" on students' writing. Experimental students used an individual associative prewriting activity, whereas the control group was not required to free associate. Compositions of students in first semester, second semester, fourth semester, and sixth semester and beyond were evaluated according to five different criteria: composition length; ease of expression; number of complex constructions; imagery; interesting ideas and thoughts. (Author/VWL) EJ676370 The Benefits of Associative Activities on Writing in German as a Foreign Language: Some Preliminary Findings. Unterrichtspraxis/Teaching German v36 n1 p56-64 Spr 2003 2003-00-00 T 2004 7/11/2004 11:47:52 CIJMAR2004

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No Adjectives Classroom Communication Comparative Analysis Computer Mediated Communication German Second Language Instruction Second Language Learning Bohlke, Olaf Journal Articles Reports - Research ISSN-0042-062X English Examines the attributive and predicate adjectives produced by 27 students of German (L2) in both chatroom and face-to-face small group discussions. Compares the accuracy and occurrence in each context. data indicated that students produced twice the number of attributive adjectives in the chatroom. Also examined whether students produced more predicate adjectives in the chatroom or in face-to-face discussions. (Author/VWL) EJ676371 Adjective Production by Learners of German in Chatroom and Face-to-Face Discussions. Unterrichtspraxis/Teaching German v36 n1 p67-73 Spr 2003 2003-00-00 T 2004 7/11/2004 11:47:52 CIJMAR2004

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No College School Cooperation Elementary Education FLES German Program Descriptions Second Language Instruction Second Language Learning Martin, Bernhard Stoessel, Saskia Frey, Marion Armen, Jere Bach, Judith Kimball, Oliver Scott, Karel Sheehan, Jennifer Journal Articles Opinion Papers Tufts University MA ISSN-0042-062X German Describes an German in the elementary school program in Somerville, Massachusetts that is an example of university-school cooperation. (Author/VWL) EJ676372 Deutsch fur Drittklassler: Beschreibung eines "Schnupperprogramms" an einer Grundschule in Somerville, Massachusetts. (Description of a German in the Elementary School Program in Somerville, Massachusetts). Unterrichtspraxis/Teaching German v36 n1 p74-78 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Language Acquisition Language Rhythm Numbers Vocabulary Pollmann, Thijs Journal Articles Opinion Papers ISSN-1048-9223 English Offers linguistic insights into number acquisition. Argues that the particular rhythmical structure of speech forms for numerical sequence provides children with the raw material to develop a concept "decade word. Children have to learn by rote a second sequence--decade numbers (10, 20, 20, etc). This is an important step in the detection of the algorithm that makes generation of all natural numbers possible." (Author/VWL) EJ676373 Some Principles Involved in the Acquisition of Number Words. Language Acquisition v11 n1 p1-31 2003 2003-00-00 T 2004 7/11/2004 11:47:53 CIJMAR2004

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No Language Acquisition Pronouns Semantics Spanish Speaking Syntax Task Analysis Young Children Minkoff, Seth Journal Articles Reports - Research Referents (Linguistics) ISSN-1048-9223 English Reports results of an acquisition experiment with a group of Spanish-speaking children regarding their knowledge of a semantic restriction that prevents a referring expression from coreferring with a pronoun in certain syntactic configurations if its referent lacks consciousness. Sixteen children participated in a modified Truth-Value Judgment Task. Shows Children's performance on the relevant sentences to be very similar to that of adults. (Author/VWL) EJ676374 Syntax and Epistemology in Guatemalan Children's Spanish: The Case of Non-Consciousness and Non-Coreference. Language Acquisition v11 n1 p33-62 2003 2003-00-00 T 2004 2016-11-21

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No Error Correction Feedback French Interaction Linguistic Theory Second Language Instruction Second Language Learning Gascoigne, Carolyn Journal Articles Reports - Research ISSN-0016-111X English Examines types of corrective feedback, their distribution, and effects, most ostensibly uptake, as produced in nonnative/nonnative conversational dyads in French. (Author/VWL) EJ676375 A Catalogue of Corrective Moves in French Conversation. French Review v77 n1 p72-83 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:54 CIJMAR2004

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No Cultural Education French Graduate Study Higher Education Second Language Instruction Second Language Learning Surveys Durand, Alain-Philippe Journal Articles Reports - Research ISSN-0016-111X English Presents the results of a survey of the teaching of French/Francophone Culture and Civilization (FFCC) in French graduate programs in the United States. The survey was commissioned by the American Association of Teachers of French Commission on Cultural Competence. (Author/VWL) EJ676376 Report on the AATF National Survey of Graduate Studies in French/Francophone Culture and Civilization (FFCC). French Review v77 n1 p126-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:54 CIJMAR2004

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No English (Second Language) Foreign Countries Language Proficiency Reading Comprehension Reading Habits Rural Schools Second Language Instruction Second Language Learning Secondary Education Asraf, Ratnawati Mohd Ahmad, Ismail Sheikh Journal Articles Opinion Papers Malaysia Malaysia ISSN-0264-2425 English Describes an extensive reading program conducted in three rural secondary or middle schools in Malaysia aimed at motivating the students to read extensively in English and helping them overcome their problems in understanding English texts as a means towards increasing their proficiency in the language. (Author/VWL) EJ676377 Promoting English Language Development and the Reading Habit among Students in Rural Schools through the Guided Extensive Reading Program. Reading in a Foreign Language v15 n2 Oct 2003 2003-00-00 http://nflrc.hawaii.edu/rfl T 2004 2016-11-21

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No Applied Linguistics English for Special Purposes Reading Comprehension Second Language Instruction Second Language Learning Vocabulary Chung, Teresa Mihwa Nation, Paul Journal Articles Reports - Research ISSN-0264-2425 English Describes two studies of technical vocabulary, one using an anatomy text and the other an applied linguistics text. Technical vocabulary was found by rating words in the texts on a four-step scale. Found that technical vocabulary made up a very substantial proportion of both the different words and the running words in texts. (Author/VWL) EJ676378 Technical Vocabulary in Specialised Texts. Reading in a Foreign Language v15 n2 Oct 2003 2003-00-00 http://nflrc.hawaii.edu/rfl T 2004 7/11/2004 11:47:54 CIJMAR2004

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No Cognitive Style Reading Comprehension Reading Instruction Reading Skills Second Language Instruction Second Language Learning Student Attitudes Ridgway, Tony Journal Articles Opinion Papers ISSN-0264-2425 English Aims to give foreign language reading teachers a way of coping with a common phenomenon in the reading class: students appear to have the linguistic proficiency to deal with a text, but are unable to do so because they are approaching it in an appropriate way. Argues that this problem relates to styles and attitudes in reading and that these may be considered under the heading of literacy or literacies. (Author/VWL) EJ676379 Literacy and Foreign Language Reading. Reading in a Foreign Language v15 n2 Oct 2003 2003-00-00 http://nflrc.hawaii.edu/rfl T 2004 7/11/2004 11:47:55 CIJMAR2004

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No Reading Comprehension Retention (Psychology) Second Language Instruction Second Language Learning Vocabulary Development Waring, Rob Takaki, Misako Journal Articles Reports - Research ISSN-0264-2425 English Examined the rate at which vocabulary was learned from reading the 400 headword graded reader "A Little Princess." To ascertain whether words of different frequency of occurrence were more likely to be learned and retained or forgotten, 25 words within five bands of differing frequency of occurrence were selected. Results show words can be learned incidentally, but that most of the words were not learned. (Author/VWL) EJ676380 At What Rate Do Learners Learn and Retain New Vocabulary from Reading a Graded Reader? Reading in a Foreign Language v15 n2 Oct 2003 2003-00-00 http://nflrc.hawaii.edu/rfl T 2004 7/11/2004 11:47:55 CIJMAR2004

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No Educational Policy Educational Trends Financial Support Foreign Countries Futures (of Society) Government Role Higher Education Public Policy Strategic Planning Brown, Roger Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0018-1609 English Considers the implications of the British Government's recent strategy paper on higher education. Concludes that the government faced many difficult issues and could not achieve all the desired objectives. It is likely that British higher education will remain underfunded, with increasing problems of quality. (SLD) EJ676381 What Future for Higher Education? Higher Education Review v35 n3 p3-22 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Colleges Flexible Working Hours Foreign Countries Higher Education Work Environment Scott, Jill Ridgley, Clare Spurgeon, Peter Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-0018-1609 English Explored the extent to which policies and practices promoting work-life balance (family friendly policies) have been taken up within the English higher education sector. Responses from 50 higher education institutions show that flexible working practices are more widespread than the formal policies of institutions would suggest. (SLD) EJ676382 Higher Education--The Flexible Employment Sector? Higher Education Review v35 n3 p57-75 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Distance Education Education Work Relationship Higher Education Interactive Video Student Attitudes Supervisors Transfer of Training Thompson, Dale E. Brooks, Kit Lizarraga, Elizabeth S. Journal Articles Reports - Research ISSN-0260-2938 English Studied the perceptions of students and supervisors about application in the workplace of skills and concepts learned in distance education university courses offered by interactive audio/video. Findings from interviews with 18 students and their supervisors suggest that the individual and the organization benefited from the transfer of knowledge and skills to the working environment. (SLD) EJ676383 Perceived Transfer of Learning: From the Distance Education Classroom to the Workplace. Assessment & Evaluation in Higher Education v28 n5 p539-47 Oct 2003 2003-00-00 T 2004 7/11/2004 11:47:56 CIJMAR2004

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Yes College Faculty Foreign Countries Higher Education Merit Pay Teacher Salaries Stilwell, Frank Journal Articles Reports - Descriptive Australia Market Wage Rates Australia ISSN-0818-8068 English Australian universities commonly pay various combinations of "merit" and "market" salary loadings to selected academic staff members. Points out flaws in the salary loading arrangements and suggests that universities adopt policies to limit their further spread. (SLD) EJ676384 Markets in Merit...or Merit in Markets? Australian Universities' Review v46 n1 p13-16 2002 2002-00-00 T 2004 2016-11-21

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Yes College Students Higher Education Intellectual Disciplines Plagiarism Teacher Expectations of Students Teaching Methods Briggs, Robert Book/Product Reviews Journal Articles Reports - Descriptive ISSN-0818-8068 English Argues that a moralistic approach to plagiarism is not likely to make the problem disappear. New thinking about plagiarism and pedagogy must take its complexity into account, since plagiarism is not always the result of a willful desire to deceive, but may reflect a misunderstanding of the nature of work in the discipline. (SLD) EJ676385 Shameless! Reconceiving the Problem of Plagiarism. Australian Universities' Review v46 n1 p19-23 2002 2002-00-00 T 2004 7/11/2004 11:47:57 CIJMAR2004 Comments on "Managing Student Plagiarism in Large Academic Departments" by J. Zobel and M. Hamilton, "Australian Universities Review," November 2002, p23-30.

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No Agenda Setting Educational Change Futures (of Society) National Defense Public Health Veterinary Medical Education Baker, John Blackwell, Michael Buss, Daryl Eyre, Peter Held, Joe R. Ogilvie, Tim Pappaioanou, Marguerite Sawyer, Leigh Journal Articles Reports - Descriptive Speeches/Meeting Papers Reform Efforts ISSN-0748-321X English Summarizes recommendations of a conference focused on how veterinary education needs to change to meet the challenges ahead related to biodefense and public health. Presents results of seven sections, each dealing with a major issue related to veterinary medical education. (SLD) EJ676386 Strategies for Educational Action To Meet Veterinary Medicine's Role in Biodefense and Public Health. Journal of Veterinary Medical Education v30 n2 p164-72 Sum 2003 2003-00-00 University of Toronto Press, Journals Division, 5201 Dufferin St., Toronto, Ontario, M3H 5T8, Canada ($50, individual subscriptions; $60, domestic institutions; $70, foreign institutions). Tel: 800-221-9985 (Toll Free); Web Site: <www.utpjournals.com>. T 2004 2016-11-21

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No Agenda Setting Educational Change Veterinary Medical Education Radostits, Otto M. Journal Articles Reports - Descriptive Reform Efforts ISSN-0748-321X English Supports an engineering model of tracking programs in veterinary medical education and suggests that undergraduate student quotas need to be considered in order to educate a sufficient number of new veterinary graduates in the different fields needed by society. (SLD) EJ676387 Engineering Veterinary Education: A Clarion Call for Reform in Veterinary Education--Let's Do It! Journal of Veterinary Medical Education v30 n2 p176-90 Sum 2003 2003-00-00 University of Toronto Press, Journals Division, 5201 Dufferin St., Toronto, Ontario, M3H 5T8, Canada ($50, individual subscriptions; $60, domestic institutions; $70, foreign institutions). Tel: 800-221-9985 (Toll Free); Web Site: <www.utpjournals.com>. T 2004 2016-11-21

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No College Faculty English Equal Opportunities (Jobs) Females Feminism Feminist Criticism Foreign Countries Sex Discrimination Perumal, J. Journal Articles Reports - Research South Africa South Africa ISSN-1011-3487 English Studied the contribution of feminist pedagogy to the task of reconceptualizing English language teaching in multilingual classrooms. Narratives of five South African educators show how participants attempt to negotiate barriers and balance rights, justice, morality, and care. (SLD) EJ676388 Identifying and Responding to Barriers Impacting Women Educators: Reflections by Feminist Educators on Institutional Constraints. South African Journal of Higher Education v17 n1 p74-82 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Educational Administration Employment Patterns Equal Opportunities (Jobs) Females Higher Education Zulu, C. Journal Articles Reports - Research Gender Gap South Africa South Africa ISSN-1011-3487 English Examined gender representation patterns in higher education transformation in South Africa and conducted a study of the numbers of women in top academic and administrative structures. Findings show that the pattern of representation has changed very little over the 3 study years. (SLD) EJ676389 Gender Representation Patterns in Higher Education Management in South Africa. South African Journal of Higher Education v17 n1 p98-104 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Developing Nations Distance Education Foreign Countries Online Courses Socioeconomic Status Mashile, E. O. Pretorius, F. J. Journal Articles Reports - Research Digital Divide South Africa South Africa ISSN-1011-3487 English Conducted a case study of efforts to progress with distance education in South Africa given the constraints of the country's digital divide. Results show that digital divide problems can undermine the provision of enhanced pedagogies in distance education programs, hampering the position of individuals of low socioeconomic status. (SLD) EJ676390 Challenges of Online Education in a Developing Country. South African Journal of Higher Education v17 n1 p132-39 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Foreign Countries Higher Education Integrated Activities Technological Advancement Broere, I. Geyser, H. C. Kruger, M. Journal Articles Reports - Descriptive ISSN-1011-3487 English Discusses the enhancement of higher education in South Africa through technology, exploring some relevant aspects through learner-centered and managerial perspectives. Outlines some critical conditions to integrate technologies into teaching and learning. (SLD) EJ676391 Technology Development: Imperatives for Higher Education. South African Journal of Higher Education v16 n3 p5-12 2002 2002-00-00 T 2004 7/11/2004 11:47:58 CIJMAR2004

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No Adult Students College Students Electronic Mail Foreign Countries Higher Education Program Effectiveness Program Evaluation World Wide Web Cronje, J. C. Blignuat, A. S. Bothma, T. J. D. Journal Articles Reports - Evaluative University of Pretoria (South Africa) ISSN-1011-3487 English Conducted a 6-week course in Web Content Development presented by the University of Pretoria, South Africa. Presented as six Saturday morning workshops, the class was supported by an electronic mailing list and a Web site. Responses of participants (n=25) were generally favorable, and lessons were derived for additional courses. (SLD) EJ676392 Meeting Adult Learning Needs during Web-Supported Web-Skills Training. South African Journal of Higher Education v16 n3 p207-17 2002 2002-00-00 T 2004 2016-11-21

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No Course Content Curriculum Medical Education Optometry Professional Education Soroka, Mort Reis, Lesley Journal Articles Reports - Research ISSN-0098-6917 English Studied the courses and topics offered at schools of optometry and the total hours devoted to managed care. Responses from the 17 schools of optometry reveal significant variations in curricular coverage of managed care, although a core set of materials was found to exist that could be the basis for more standard curriculum. (SLD) EJ676393 A Survey of Managed Care Education at Optometry Schools. Optometric Education v28 n4 p119-23 Sum 2003 2003-00-00 T 2004 7/11/2004 11:47:59 CIJMAR2004

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No Academic Achievement College Freshmen Costs Educational Planning First Year Seminars Higher Education Program Effectiveness School Holding Power Knight, William E. Journal Articles Reports - Research Learning Communities ISSN-0736-0983 English Bowling Green State University, Ohio, carried out a study of learning communities and first-year programs to determine their success in facilitating student success, increasing engagement, and promoting connections. Findings from 10 learning communities show the overall success of these programs and provide favorable cost estimates. (SLD) EJ676394 Learning Communities and First-Year Programs: Lessons for Planners. Planning for Higher Education v31 n4 p5-12 Jun-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence College Faculty Educational Change Enrollment Trends Higher Education Hispanic American Students Program Descriptions School Holding Power Gregory, Sheila T. Journal Articles Reports - Descriptive Latinos ISSN-0736-0983 English Describes some institutional programs that have been successful in increasing the academic persistence of Latino college students and outlines steps that will make an institution's programs serve as catalysts for positive change. Hiring and retaining faculty and staff of color is beneficial to all students and helps increase Latino persistence. (SLD) EJ676395 Planning for the Increasing Number of Latino Students. Planning for Higher Education v31 n4 p13-19 Jun-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Delivery Systems Distance Education Higher Education Online Courses Strategic Planning World Wide Web McArthur, David Parker, Anne Giersch, Sarah Journal Articles Reports - Descriptive Electronic Learning ISSN-0736-0983 English Discusses why all institutions of higher education should take e-learning seriously. E-learning, in this discussion, refers to all sorts of electronic delivery systems for education. Outlines strategies for ensuring that e-learning is effective. (SLD) EJ676396 Why Plan for E-Learning? Planning for Higher Education v31 n4 p20-28 Jun-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Costs Decision Making Educational Administration Educational Planning Enrollment Trends Fees Higher Education Scholarships Martin, Robert E. Journal Articles Reports - Descriptive Pricing ISSN-0736-0983 English Presents a management model for pricing and enrollment planning that yields optimal pricing decisions relative to student fees and average scholarship, the institution's financial ability to support students, and an average cost-pricing rule. (SLD) EJ676397 Pricing and Enrollment Planning. Planning for Higher Education v31 n4 p29-37 Jun-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Deans Architectural Education Architecture College Faculty Teacher Attitudes Work Environment Smallwood, Scott Journal Articles Reports - Descriptive University of Tennessee Knoxville ISSN-0009-5982 English Describes the controversy in the school of architecture of the University of Tennessee, Knoxville, over the dismissal of the dean of the school and the influence wielded by four senior professors who did not agree with the dean's policies. Also describes complaints by younger faculty members about the work environment. (SLD) EJ676398 A House Comes Tumbling Down: Internal Divisions at an Architecture School Lead to the Ousting of a Dean. Chronicle of Higher Education v49 n48 pA10-A12 Aug 8 2003 2003-00-00 N/A 2004 2016-11-21

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No College Students Community Colleges Eligibility Federal Aid Income Student Employment Student Financial Aid Burd, Stephen Journal Articles Reports - Descriptive ISSN-0009-5982 English Discusses the "student work penalty" that occurs when students earn too much money to remain eligible for federal financial aid and describes some efforts to overturn this denial of eligibility. Community college students, who are likely to work, are particularly vulnerable to this denial of aid. (SLD) EJ676399 Too Much Work? Community Colleges Want Congress To Ease a Penalty that Cuts Aid to Working Students. Chronicle of Higher Education v49 n48 pA18-A19,A21 Aug 8 2003 2003-00-00 N/A 2004 7/11/2004 11:48:01 CIJMAR2004

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No College Presidents Community Colleges Dismissal (Personnel) Illegal Drug Use Marijuana Evelyn, Jamilah Journal Articles Reports - Descriptive ISSN-0009-5982 English Tells the story of David C. England, whose career as community college president, has been derailed by his arrest for trafficking in marijuana. The administrator denies selling marijuana, but admits he stored and grew large quantities. (SLD) EJ676400 Lost Promise. The Arrest of an Iowa Community-College President on Drug-Trafficking Charges Prompted a Universal Reaction: What Was He Thinking? Chronicle of Higher Education v49 n48 pA23-A24 Aug 8 2003 2003-00-00 N/A 2004 7/11/2004 11:48:01 CIJMAR2004

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No Colleges Fees Higher Education Intellectual Property Music World Wide Web Carnevale, Dan Journal Articles Reports - Descriptive ISSN-0009-5982 English Many colleges are resuming their Webcasting operations after a settlement with the recording industry lowered fees to the point that college stations can afford to play the music they used to play for free. Confusion remains about rights to music online. (SLD) EJ676401 Colleges Resume Webcasting, Warily. A Compromise Allows Campus Radio Stations To Broadcast Music Online Again, for Now. Chronicle of Higher Education v49 n48 pA25-A26 Aug 8 2003 2003-00-00 N/A 2004 7/11/2004 11:48:01 CIJMAR2004

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No Behavior Problems College Students Discipline Higher Education Teacher Expectations of Students Young, Jeffrey R. Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes some of the efforts colleges are taking to discourage disruptive behavior by students in the classroom. Many of these initiatives have been requested by students themselves. Most depend on setting clear expectations for student behavior. (SLD) EJ676402 Sssshhh. We're Taking Notes Here. Colleges Look for New Ways To Discourage Disruptive Behavior in the Classroom. Chronicle of Higher Education v49 n48 pA29-A30 Aug 8 2003 2003-00-00 N/A 2004 7/11/2004 11:48:02 CIJMAR2004

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No College Faculty Fringe Benefits Higher Education Homosexuality Incentives Parents Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes some not-so-traditional perks offered by colleges to professors. These include social opportunities and parent-friendly policies, cultural opportunities, housing assistance, and policies that are supportive of gay and lesbian faculty. (SLD) EJ676403 As Good as It Gets: Faculty Perks that Are Widely Envied. Chronicle of Higher Education v49 n49 pA10-A12,A14 Aug 15 2003 2003-00-00 N/A 2004 7/11/2004 11:48:02 CIJMAR2004

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No Community Colleges Federal Aid Higher Education Private Colleges Student Financial Aid Student Needs Burd, Stephen Journal Articles Reports - Descriptive ISSN-0009-5982 English If some lawmakers and community college leaders have their way, the amount of federal aid received by students at elite private colleges may be reduced. Private colleges say they will fight to protect federal aid that other institutions want for needy students. (SLD) EJ676404 Unfair Advantage? Elite Private Colleges Say They Will Fight To Protect Federal Aid That Other Institutions Want for Needy Students. Chronicle of Higher Education v49 n49 pA21-A23 Aug 15 2003 2003-00-00 N/A 2004 7/11/2004 11:48:02 CIJMAR2004

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No Accountability Accreditation (Institutions) Accrediting Agencies Colleges Government Role Higher Education Standards Farrell, Elizabeth F. Journal Articles Reports - Descriptive Bush Administration 2001 ISSN-0009-5982 English The Bush administration is likely to call for more accountability and higher accreditation standards for colleges and universities, but many accrediting agencies and institutions of higher education oppose standardized measures, saying they can't evaluate complex institutions objectively. (SLD) EJ676405 A Common Yardstick? The Bush Administration Wants To Standardize Accreditation: Educators Say It Is Too Complex for That. Chronicle of Higher Education v49 n49 pA25-A26 Aug 15 2003 2003-00-00 N/A 2004 2016-11-21

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No College Faculty College Students Higher Education Instructional Materials Leisure Time Thinking Skills Video Games Carlson, Scott Journal Articles Reports - Descriptive ISSN-0009-5982 English Discusses opposing views of the role video games might play in higher education, with some college faculty advocating their use as teaching tools and others asserting that the games have little to say about real life. Also describes some research into video games as learning tools. (SLD) EJ676406 Can Grand Theft Auto Inspire Professors? Educators Say the Virtual Worlds of Video Games Help Students Think More Broadly. Chronicle of Higher Education v49 n49 pA31-A33 Aug 15 2003 2003-00-00 N/A 2004 7/11/2004 11:48:03 CIJMAR2004

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No College Athletics Equal Education Higher Education Participation Single Sex Colleges Womens Education Jacobson, Jennifer Journal Articles Reports - Descriptive ISSN-0009-5982 English Women's colleges, which have generally considered sports an integral part of academic life, now face pressures to compete with coed institutions at which sports have taken on a more competitive attitude. Many fear compromising their ideals if they endeavor to match the athletic programs of other institutions. (SLD) EJ676407 Athletics' Little Sisters. Women's Colleges Face Pressure To Score Higher, but Fear Compromising Their Ideals. Chronicle of Higher Education v49 n49 pA35-A36 Aug 15 2003 2003-00-00 N/A 2004 7/11/2004 11:48:03 CIJMAR2004

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No Attitudes Heterosexuality Homosexuality Sexual Orientation Thomas, Calvin Journal Articles Reports - Descriptive ISSN-1052-5017 English Explores the superordination of heterosexuality, its privileges, which the heterosexual can not surrender through any act of theoretical voluntarism. Asserts that denaturalizing heterosexuality is necessary for gaining an understanding of it, but then the gain in understanding may alter (or "queer") exactly what the subject is supposed to understand. (SLD) EJ676408 Is Straight Self-Understanding Possible? Transformations: Journal of Inclusive Scholarship v13 n2 p17-24 Fall 2002 2002-00-00 New Jersey Project, William Paterson College, Wayne, NJ 07470. Tel: 973-720-2296; Fax: 973-720-2974. Web site: http://www.wpunj.edu/icip/njp. T 2004 7/11/2004 11:48:03 CIJMAR2004

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No Homosexuality Mathematics Instruction Sexual Orientation Social Problems Statistics Teaching Methods Kellermeier, John Journal Articles Reports - Descriptive ISSN-1052-5017 English Describes a "criticalmathematics" approach to teaching statistics that uses gay, lesbian, bisexual, and transsexual issues and statistics about them as teaching examples. The inclusions of these social issues gives the analysis of statistical data more relevance and encourages students to question, understand, and confront information more readily. (SLD) EJ676409 Statistics in Social Context: Using Issues of Lesbians, Gays, Bisexuals and Transsexuals in Teaching Statistics. Transformations: Journal of Inclusive Scholarship v13 n2 p27-45 Fall 2002 2002-00-00 New Jersey Project, William Paterson College, Wayne, NJ 07470. Tel: 973-720-2296; Fax: 973-720-2974. Web site: http://www.wpunj.edu/icip/njp. T 2004 7/11/2004 11:48:03 CIJMAR2004

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No College Faculty College Students Hate Crime Higher Education Homosexuality Student Attitudes Nicolosi, Ann Marie Journal Articles Reports - Descriptive College of New Jersey ISSN-1052-5017 English Describes the ways in which The College of New Jersey has dealt with expressions of hate or hate crimes against their gay, lesbian, bisexual, and transgendered community and the experiences of a lesbian faculty member who used her coming out as a teaching tool. (SLD) EJ676410 A Community's Response to Hate: Reactions of a College Campus to Expressions of Homophobia and Heterosexism. Transformations: Journal of Inclusive Scholarship v13 n2 p47-57 Fall 2002 2002-00-00 New Jersey Project, William Paterson College, Wayne, NJ 07470. Tel: 973-720-2296; Fax: 973-720-2974. Web site: http://www.wpunj.edu/icip/njp. T 2004 2016-11-21

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No College Faculty Higher Education Homosexuality Sexual Orientation Teaching Methods Rice Jordan, Mildred L. Journal Articles Reports - Descriptive Nontraditional Family ISSN-1052-5017 English Describes the experience of a faculty member who regularly invites a gay family to visit her classroom as part of a course on race, class, and gender in the United States. The perspectives provided by the two gay fathers and their adopted daughter do much to make students think about diversity and inclusion. (SLD) EJ676411 Putting a Face on Difference: A Gay Family Visits the College Classroom. Transformations: Journal of Inclusive Scholarship v13 n2 p59-77 Fall 2002 2002-00-00 New Jersey Project, William Paterson College, Wayne, NJ 07470. Tel: 973-720-2296; Fax: 973-720-2974. Web site: http://www.wpunj.edu/icip/njp. T 2004 2016-11-21

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No Change Communication (Thought Transfer) Educational Quality Higher Education Quality Control Theories Ratcliff, James L. Journal Articles Reports - Descriptive Quality Assurance ISSN-1353-8322 English Discusses quality processes as personal and social constructs that may be better understood from the theoretical perspective of relational dialects. Quality assurance and quality enhancement are relational communication activities with dimensions that are often contradictory. Elucidates and illustrates the relationship between quality processes and the extent of change. (SLD) EJ676412 Dynamic and Communicative Aspects of Quality Assurance. Quality in Higher Education v9 n2 p117-31 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Developing Nations Educational Planning Educational Quality Higher Education Models Quality Control Idrus, Nirwan Journal Articles Reports - Descriptive ISSN-1353-8322 English Describes some obstacles to the acceptance of concepts and practices related to quality in developing countries. Explores possible paradigm faults as reasons for the negative reactions often found, and concludes that culture alone is not the reason quality concepts are not more readily transplanted. Discusses the desirability of short-, middle-, and long-term educational planning for quality. (SLD) EJ676413 Transforming Quality for Development. Quality in Higher Education v9 n2 p141-50 Jul 2003 2003-00-00 T 2004 7/11/2004 11:48:04 CIJMAR2004 Special issue dedicated to the Quality in Higher Education Conference (7th, Melbourne, Australia, October 30-31, 2002). Paper presented at this conference.

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No Higher Education Organizational Change Quality Control Stensaker, Bjorn Journal Articles Reports - Descriptive External Evaluation Monitoring ISSN-1353-8322 English Discusses the impact of external quality monitoring (EQM) on higher education and identifies areas in which changes have taken place as a result of such external initiatives. Suggests that the lack of effects related directly to quality improvement should not be conceived as an EQM design error, but rather as a misconception of how organizational change takes place. (SLD) EJ676414 Trance, Transparency and Transformation: The Impact of External Quality Monitoring on Higher Education. Quality in Higher Education v9 n2 p151-59 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Models Research Supervision Zhao, Fang Journal Articles Reports - Research Knowledge Development Australia Australia ISSN-1353-8322 English Constructed a research supervision framework to help transform research students into knowledge workers and managers. The framework, which shows close synergies between the knowledge conversion process and research supervision, is to be tested in an empirical case study in Australia. (SLD) EJ676415 Transforming Quality in Research Supervision: A Knowledge-Management Approach. Quality in Higher Education v9 n2 p187-97 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Medical Education Models Resource Allocation Simulation Standards Training Ziv, Amitai Wolpe, Paul Root Small, Stephen D. Glick, Shimon Journal Articles Reports - Descriptive Social Justice ISSN-1040-2446 English Describes simulation-based learning in medical education and presents four these that make a framework for simulations: (1) best standards of care and training; (2) error management and patient safety; (3) patient autonomy; and (4) social justice and resource allocation. (SLD) EJ676416 Simulation-Based Medical Education: An Ethical Imperative. Academic Medicine v78 n8 p783-88 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Developing Nations Foreign Countries Medical Education Problem Based Learning Program Implementation Teaching Methods Carrera, Larisa Ivon Tellez, Tomas Eduardo D'Ottavio, Alberto Enrique Journal Articles Reports - Descriptive Argentina Argentina ISSN-1040-2446 English Describes the difficulties Argentina's medical schools are likely to face in implementing a problem-based learning (PBL) curriculum. Outlines the basic requirements for successful implementation of PBL curricula and describes the contradiction in Argentina between a health care system that forces specialization and the efforts of medical schools to produce generalists. (SLD) EJ676417 Implementing a Problem-Based Learning Curriculum in an Argentinean Medical School: Implications for Developing Countries. Academic Medicine v78 n8 p798-801 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Conflict of Interest Medical School Faculty National Surveys Teacher Characteristics Campbell, Eric G. Weissman, Joel S. Clarridge, Brian Yucel, Recai Causino, Nancyanne Blumenthal, David Journal Articles Reports - Research Institutional Review Boards ISSN-1040-2446 English Studied the characteristics of medical school faculty who serve on institutional review boards through a survey of 2,989 faculty members. Findings show that the faculty members who serve on institutional review boards tend to have research experience and knowledge that may inform their board activities, but almost half serve as consultants to industry, raising potential conflicts of interest. (SLD) EJ676418 Characteristics of Medical School Faculty Members Serving on Institutional Review Boards: Results of a National Survey. Academic Medicine v78 n8 p831-36 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Discussion Ethics Higher Education Interpersonal Communication Social Problems Values Mallory, Bruce L. Thomas, Nancy L. Journal Articles Reports - Descriptive ISSN-0009-1383 English Proposes intentionally designed, permanent spaces on campuses for identifying, studying, deliberating, and planning action regarding pressing issues with ethical or social implications. Describes ways conversations can be structured on campus to practice and teach the skills of democratic dialogue. (SLD) EJ676419 When the Medium Is the Message: Promoting Ethical Action through Democratic Dialogue. Change v35 n5 p10-17 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:06 CIJMAR2004 Theme issue titled "Ethical Issues in Teaching and Learning."

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No College Students Course Content Higher Education Moral Values Politics Teaching Methods Thinking Skills Minnich, Elizabeth Kamarck Journal Articles Reports - Descriptive ISSN-0009-1383 English Discusses why it is intellectually, morally, and politically important to teach college students about thinking that is exploratory and suggestive. Considers what is involved in teaching such a course, and how to evaluate the thinking that is developed. (SLD) EJ676420 Teaching Thinking: Moral and Political Considerations. Change v35 n5 p18-24 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:06 CIJMAR2004 Theme issue titled "Ethical Issues in Teaching and Learning."

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No Case Studies College Faculty Ethics Higher Education Learning Scholarship Teaching (Occupation) Teaching Methods Hutchings, Pat Journal Articles Reports - Research Carnegie Foundation for Advancement of Teaching ISSN-0009-1383 English Asked seven faculty members who have participated in a teaching initiative at The Carnegie Foundation for the Advancement of Teaching and Learning to write case studies about ethical issues they confronted in their work. Three themes surfaced repeatedly: (1) sharing student work; (2) choosing methods; and (3) the ethics of bad news. (SLD) EJ676421 Competing Goods: Ethical Issues in the Scholarship of Teaching and Learning. Change v35 n5 p26-33 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Presidents Colleges Educational Finance Educational History Financial Support Higher Education Liberal Arts Marketing of Education Kirp, David L. Journal Articles Reports - Descriptive Dickinson College PA ISSN-0009-1383 English Describes the turnaround at Dickinson College, Pennsylvania, which has long offered a solid liberal arts education in relative obscurity. The efforts of a new president, William Durden, have enabled the college to find its market niche and increase its enrollment and improve its finances. (SLD) EJ676422 Mindshare and the Life of the Mind: A Liberal Arts College Finds Its Market Niche. Change v35 n5 p34-39 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Excellence in Education Higher Education Institutional Mission Models Berg, Gary A. Csikszentmihalyi, Mihaly Nakamura, Jeanne Journal Articles Reports - Descriptive ISSN-0009-1383 English Considers how institutions can define and refine their missions so that they enable productive work in times of change. Presents a systems model of what it takes to do good work in any context. Current studies are addressing the application of this model to excellent, ethical, and personally rewarding work in academia. (SLD) EJ676423 Mission Possible: Enabling Good Work in Higher Education. Change v35 n5 p40-47 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:07 CIJMAR2004 Theme issue titled "Ethical Issues in Teaching and Learning."

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No Educational Change Educational Practices Higher Education Learning Student Responsibility Teacher Responsibility Teacher Role Teaching Methods Weimer, Maryellen Journal Articles Reports - Descriptive ISSN-0009-1383 English Discusses how a focus on learning can change teaching and identifies five key changes to practice that come out of a focus on learning. They are changes in: (1) the balance of power; (2) the role of the teacher; (3) the responsibility for learning; (4) the function of content; and (5) the purposes and processes of evaluation. (SLD) EJ676424 Focus on Learning, Transform Teaching. Change v35 n5 p48-54 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:07 CIJMAR2004 Theme issue titled "Ethical Issues in Teaching and Learning."

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No Black Students College Students Community Colleges Disadvantaged Youth Educational Attainment Higher Education Hamilton, Kendra Journal Articles Reports - Descriptive ISSN-0742-0277 English Discusses community colleges as an important part of the higher education system for black students. In the search for higher education alternatives, the community colleges may be overlooked by those who focus on status more than the educational advantages that are more readily available. (SLD) EJ676425 Community Colleges: An Overlooked Oasis? Black Issues in Higher Education v20 n14 p22-27 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:08 CIJMAR2004

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No Black Colleges Black Students College Students Community Colleges Transfer Students Roach, Ronald Journal Articles Reports - Descriptive Norfolk State University VA Tidewater Community College VA ISSN-0742-0277 English Historically black colleges and universities are finding the community college to be a valuable resource as they try to recruit students of color. Focuses on the PASSport program of Norfolk State University and the Tidewater Community College system, which allows students to take remedial work at the community college level before enrolling. (SLD) EJ676426 A 'Passport' to a Four-Year Degree. Black Issues in Higher Education v20 n14 p28-31 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Black Students College Admission College Students Community Colleges Higher Education Transfer Students Burdman, Pamela Journal Articles Reports - Descriptive University of California ISSN-0742-0277 English As competition increases to gain admission into the University of California system, more students are going to community college first to enhance their chances of admission. The route is especially helpful for African American students since the elimination of affirmative action in California. (SLD) EJ676427 Taking an Alternate Route. Black Issues in Higher Education v20 n14 p32-34 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Colleges Developing Nations Educational Change Foreign Countries Systems Development Hammer, Ben Journal Articles Reports - Descriptive South Africa South Africa ISSN-0742-0277 English Describes efforts by Bronx Community College, sponsored by the Ford Foundation, to establish a junior college system in South Africa. The project is working with the faculties of 56 training institutes to develop core competencies and to give participants the kind of credentials they can take from one area of the educational sector to another. (SLD) EJ676428 Serving Urban Populations a Continent Away. Black Issues in Higher Education v20 n14 p36-38 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No College Faculty Higher Education Integrated Curriculum Liberal Arts Majors (Students) Participation Czechowski, Jan Journal Articles Reports - Descriptive ISSN-1541-1389 English Calls for a strong liberal education founded on a carefully, intentionally, and innovatively integrated curriculum within and across the major, the core, and the co curriculum. The transformative integration required to accomplish this takes a lot of work and will require a great deal of faculty involvement. (SLD) EJ676429 An Integrated Approach to Liberal Learning. Peer Review v5 n4 p4-7 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 7/11/2004 11:48:09 CIJMAR2004

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No Costs Educational Change Educational Finance General Education Higher Education Ferren, Ann S. Kinch, Ashby Journal Articles Reports - Descriptive Student Engagement Reform Efforts ISSN-1541-1389 English Discusses the costs of reform in the current fiscal context for higher education. The balance between ideals and resources requires that a clear-eyed assessment of existing resources and a sustained discussion of goals by precursors for ensuring that the reform effort results in an engaged community and empowered students. (SLD) EJ676430 The Dollars and Sense behind General Education Reform. Peer Review v5 n4 p8-11 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 2016-11-21

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No Coherence Educational Change General Education State Programs Transfer Policy Schoenberg, Robert Journal Articles Reports - Descriptive Reform Efforts State Initiatives ISSN-1541-1389 English Some states are taking a greater role in general education reform, with some moving to rationalize general education requirements. Establishing transfer policies to promote educational coherence is bringing some order to the chaos of general education. (SLD) EJ676431 Tell Me Why: The States' Leadership Role in General Education Reform. Peer Review v5 n4 p12-15 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 2016-11-21

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No College Students Curriculum Higher Education Mathematics Instruction Numeracy Student Attitudes Jordan, Joy Haines, Beth Journal Articles Reports - Descriptive ISSN-1541-1389 English Advocates an across-the-curriculum approach to quantitative literacy in higher education that incorporates and assesses: (1) foundational statistical and mathematical skills; (2) quantitative reasoning skills; and (3) attitudes and beliefs about mathematics and quantitative reasoning. (SLD) EJ676432 Fostering Quantitative Literacy: Clarifying Goals, Assessing Student Progress. Peer Review v5 n4 p16-19 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 7/11/2004 11:48:10 CIJMAR2004

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No College Faculty Core Curriculum Curriculum Development General Education Higher Education Participation Renzi, Vincent Jordan, Trace Journal Articles Reports - Descriptive New York University ISSN-1541-1389 English Describes the Morse Academic Plan (MAP) of New York University's College of Arts and Sciences. The MAP replaces the former distributional requirement as a general education curriculum. It has increased the involvement of regular faculty in undergraduate general education and concentrated general education course work early in students' careers. (SLD) EJ676433 NYU's Morse Academic Plan: A Case Study in Creating a Core Curriculum. Peer Review v5 n4 p20-22 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 2016-11-21

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No Case Studies Curriculum Development General Education Higher Education Research Universities Student Evaluation Undergraduate Students Bauer, Gabriele Bauer, Karen Webber Abraham, Avron Journal Articles Reports - Evaluative University of Delaware ISSN-1541-1389 English Conducted a case study of the General Education Initiative at the University of Delaware to describe the implementation process and assessment efforts in the 200-2003 pilot period. Findings so far show the benefits of targeted attention to the undergraduate curriculum, including the development of other academic initiatives to advance specific undergraduate education goals. (SLD) EJ676434 General Education and Assessment at Research Universities: The Case of the University of Delaware. Peer Review v5 n4 p23-25 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 2016-11-21

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No Academic Achievement Colleges Educational Assessment Higher Education Learning Pretests Posttests Benjamin, Roger Clum, Marc Journal Articles Reports - Descriptive Value Added ISSN-1541-1389 English Describes the key features of the Collegiate Learning Assessment (CLA) project, which assesses the "value added" of an institution. The project assesses the institutional contribution to student learning through a focus on general education skills and the assessment of student performance relative to other students and through a pretest-posttest model. (SLD) EJ676435 A New Field of Dreams: The Collegiate Learning Assessment Project. Peer Review v5 n4 p26-29 Sum 2003 2003-00-00 Association of American Colleges and Universities, 1818 R Street, NW, Washington, DC 20009. Tel: 202-387-3760. Web site: http://www.aacu.org. T 2004 2016-11-21

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No Educational History Educational Policy Effective Schools Research Evaluation Methods Foreign Countries Higher Education Literature Reviews School Effectiveness Verdis, Athanasios Kriemadis, Thanos Pashiardis, Petros Information Analyses Journal Articles Greece Greece ISSN-0951-354X English Offers insights into educational evaluation in Greece by presenting history and the current state of school effectiveness research. Reviews a number of studies, including studies from other countries, to examine the policy implications of school effectiveness research. (SLD) EJ676436 Historical, Comparative and Statistical Perspectives of School Effectiveness Research: Rethinking Educational Evaluation in Greece. International Journal of Educational Management v17 n4-5 p155-69 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Administrator Evaluation Elementary Secondary Education Evaluation Methods Foreign Countries Performance Based Assessment Principals Piggot-Irvine, Eileen Journal Articles Reports - Descriptive New Zealand New Zealand ISSN-0951-354X English Provides an overview of performance management and appraisal in New Zealand schools. Outlines a model of principal appraisal that demonstrates an integration of development and accountability elements. Draws on three studies to identify key features of appraisal effectiveness. (SLD) EJ676437 Key Features of Appraisal Effectiveness. International Journal of Educational Management v17 n4-5 p170-78 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Students Evaluation Methods Higher Education Information Systems Student Evaluation of Teacher Performance Simon, Judith C. Soliman, Khalid S. Journal Articles Reports - Research ISSN-0951-354X English Developed a method of measuring a professor's performance using student evaluations in the field of information systems by measuring differences in student perceptions and knowledge. Findings for 328 students show the usefulness of this method in assessing teacher performance. (SLD) EJ676438 An Alternative Method To Measure MIS Faculty Teaching Performance. International Journal of Educational Management v17 n4-5 p195-99 2003 2003-00-00 T 2004 7/11/2004 11:48:11 CIJMAR2004

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No Case Studies College Faculty Educational Quality Faculty Workload Higher Education Teacher Salaries Comm, Clare L. Mathaisel, Dennis F. X. Journal Articles Reports - Research ISSN-0951-354X English Studied how information about faculty workload, salary, and benefits can be used to improve academic quality through a questionnaire completed by 67% of the 182 faculty members surveyed. A major finding was that most of the faculty did not believe they were fairly compensated, and half sought additional professional income. (SLD) EJ676439 A Case Study of the Implications of Faculty Workload and Compensation for Improving Academic Quality. International Journal of Educational Management v17 n4-5 p200-10 2003 2003-00-00 T 2004 7/11/2004 11:48:11 CIJMAR2004

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No College Admission Credits Educational History Elective Courses Higher Education Productivity Time Factors (Learning) Shedd, Jessica M. Journal Articles Reports - Descriptive ISSN-0271-0560 English Traces the history of the student credit hour, designed at the end of the 19th century to translate high school work to college admissions officers. It was expanded to higher education to record elective course work and became widespread in response to calls to document workload and institutional productivity. (SLD) EJ676440 The History of the Student Credit Hour. New Directions for Higher Education n122 p5-12 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.106 2004 7/11/2004 11:48:12 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Colleges Credits Definitions Educational Attainment Educational Policy Educational Practices Higher Education Time Factors (Learning) Shedd, Jessica M. Journal Articles Reports - Research ISSN-0271-0560 English Conducted a survey of the ways colleges and universities apply the student credit hour and the extent to which time is still used as a primary basis for awarding credits. Responses of 38 institutions show that most 4-year institutions do not have internal policies to define credit hours, and that credit hours are defined and awarded inconsistently. (SLD) EJ676441 Policies and Practices in Enforcing the Credit Hour. New Directions for Higher Education n122 p13-30 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.107 2004 7/11/2004 11:48:12 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Colleges Credits Educational Innovation Higher Education Time Factors (Learning) Ehrlich, Thomas Journal Articles Reports - Research ISSN-0271-0560 English Interviewed representatives of 11 higher education institutions known for innovative policies about how the metrics of the credit hour have helped or impeded their efforts to change. With one exception, these institutions converted their courses into time-equivalent blocks, and then assigning credit hours, when necessary, to these blocks. (SLD) EJ676442 The Credit Hour as a Potential Barrier to Innovation: Lessons from Innovative Institutions. New Directions for Higher Education n122 p31-43 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.108 2004 7/11/2004 11:48:12 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Administrators College Faculty Colleges Credits Educational Innovation Faculty Workload Higher Education Interviews Measurement Techniques Private Colleges Public Colleges Ehrlich, Thomas Journal Articles Reports - Research ISSN-0271-0560 English Studied the credit hour as a measure of faculty workload through interviews with administrators at several public and private colleges and universities. The credit hour metric did not appear to be stifling innovation, although at some public campuses those regulations made innovation more difficult. (SLD) EJ676443 The Credit Hour and Faculty Instructional Workload. New Directions for Higher Education n122 p45-55 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.109 2004 7/11/2004 11:48:13 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Accreditation (Institutions) Accrediting Agencies Credits Higher Education Wellman, James V. Journal Articles Reports - Descriptive ISSN-0271-0560 English Reviews the role that accreditation plays in defining and enforcing the credit-hour measure. Regional accreditation agencies are generally more flexible in terms of defining credit hours than are national agencies, which are more rigid in their expectations. Specialized accrediting agencies usually make the least mention of credit units. (SLD) EJ676444 Accreditation and the Credit Hour. New Directions for Higher Education n122 p57-69 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.110 2004 7/11/2004 11:48:13 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Credits Educational Policy Educational Research Federal Government Government Role Higher Education Time Factors (Learning) Wellman, Jane V. Information Analyses Journal Articles ISSN-0271-0560 English Summarizes current research on the role of the federal government in defining or enforcing the credit hour measure in higher education, focusing on the role of the U.S. Department of Education in shaping the credit hour system. The federal government shows interest in moving away from focusing on administrative matters to issues of academic policy and quality. (SLD) EJ676445 Of Time and the Feds: The Federal Interest in Enforcing the Credit Hour. New Directions for Higher Education n122 p71-81 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.111 2004 7/11/2004 11:48:13 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Budgets Credits Educational Innovation Equal Education Financial Support Higher Education Literature Reviews Public Colleges Resource Allocation Wellman, Jane V. Information Analyses Journal Articles ISSN-0271-0560 English Discusses the ways the credit hour has come to be used by public funding systems in higher education. The literature review shows that the credit hour has become a barrier to innovation and a way to create systemic inequities between institutions or sectors in resource allocation. (SLD) EJ676446 The Credit Hour and Public Budgeting. New Directions for Higher Education n122 p83-97 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.112 2004 7/11/2004 11:48:13 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Credits Educational Attainment Educational Policy Foreign Countries Higher Education International Education Measurement Techniques Wolanin, Thomas R. Journal Articles Reports - Research Japan Australia Europe Australia Japan ISSN-0271-0560 English Explored if and how the credit hour is used in higher education outside of the United States, with a focus on its use in measuring student progress and attainment. The use of the credit hour in Europe, where it has fostered innovation, and in Japan, and Australia generally follows the fundamentals of the U.S. model. (SLD) EJ676447 The Student Credit Hour: An International Exploration. New Directions for Higher Education n122 p99-117 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.113 2004 2016-11-21

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No Credits Educational Attainment Higher Education Time Factors (Learning) Wellman, Jane V. Ehrlich, Thomas Information Analyses Journal Articles ISSN-0271-0560 English Looks back at the chapters of this special issue to conclude that the credit unit serves as a universal translator that allows disparate activities to be translated by complicated institutions into a common language. However, it also contributes to bad habits in the academy, especially in relation to goals and assessment of student learning. (SLD) EJ676448 The Credit Hour: The Tie That Binds. New Directions for Higher Education n122 p119-122 Sum 2003 2003-00-00 T http://dx.doi.org/10.1002/he.108 2004 7/11/2004 11:48:14 CIJMAR2004 Theme issue titled "How the Student Credit Hour Shapes Higher Education: The Tie That Binds."

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No Educational Administration Educational Finance Higher Education Institutional Mission Public Colleges Resource Allocation Cantor, Nancy Courant, Paul N. Information Analyses Journal Articles ISSN-0271-0579 English Reviews the multifaceted challenges facing public universities and offers insights into the potential educational consequences of overzealous revenue-based institutional management. It is vital not to lose sight of the essential elements of higher education in a concentration on finance. (SLD) EJ676449 Scrounging for Resources: Reflections on the Whys and Wherefores of Higher Education Finance. New Directions for Institutional Research n119 p3-12 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:14 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education."

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No Federal Government Government Role Higher Education Income Public Policy Resource Allocation State Programs Taxes Alexander, F. King Journal Articles Reports - Research ISSN-0271-0579 English Compared the willingness of states to invest in higher education and institutional sectors by studying state expenditures and fiscal tax effort. Findings show significant disparities in the ways states finance higher education and its sectors. Poorer states tend to exert more tax effort in public higher education, while wealthier states are less willing to support public higher education. (SLD) EJ676450 Comparative Study of State Tax Effort and the Role of Federal Government Policy in Shaping Revenue Reliance Patterns. New Directions for Institutional Research n119 p13-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:14 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education."

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No Economic Factors Educational Trends Higher Education Income Trend Analysis Toutkoushian, Robert K. Journal Articles Reports - Descriptive Recession ISSN-0271-0579 English Reviews some recent financial trends in higher education and provides a brief overview of the current recession in the United States. Offers some views on how this recession might affect the major revenue sources that institutions of higher education rely on to fund their operations. (SLD) EJ676451 Weathering the Storm: Generating Revenues for Higher Education during a Recession. New Directions for Institutional Research n119 p27-40 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Decentralization Higher Education Political Influences Public Colleges Selection State Programs Trustees Tuition Lowry, Robert C. Journal Articles Reports - Research ISSN-0271-0579 English An analysis shows that public universities in states with systems that enhance political control and universities whose trustees are selected by nonacademic stakeholders charge significantly lower prices than universities located in state with decentralized systems and those in which trustees are selected by academic stakeholders. (Author/SLD) EJ676452 Effects of State Postsecondary Education Structures on Public University Prices and Spending. New Directions for Institutional Research n119 p41-53 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:15 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education." Revised version of an article titled "Governmental Structure, Trustee Selection, and Public University Prices and Spending: Multiple Means to Similar Ends" in the "American Journal of Political Science," October 2001, n45 p845-61.

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No College Students Cost Effectiveness Costs Enrollment Higher Education Private Colleges Public Colleges Transfer Students Cheslock, John J. Journal Articles Reports - Research ISSN-0271-0579 English Studied the determinants of an institution's transfer enrollment using data from a national sample of institutions from 1984 to 1997 (n=3,036 private institutions and 2,341 public institutions). Findings have implications for efficiency gains within state systems through improved planning. (SLD) EJ676453 Determining the Costs of Transfer Students at American Colleges and Universities. New Directions for Institutional Research n119 p55-66 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:15 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education."

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No Donors Fund Raising Higher Education Income Private Colleges Private Financial Support Research Universities Smith, Christopher L. Ehrenberg, Ronald G. Journal Articles Reports - Research ISSN-0271-0579 English Investigated why private research universities differ in the sources and uses of their annual giving using data from 74 private universities and a subset of 29 private universities. Findings identify some factors that determine giving, but models could explain only part of the differences in funding from different sources. (SLD) EJ676454 Sources and Uses of Annual Giving at Private Research Universities. New Directions for Institutional Research n119 p67-79 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:15 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education."

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No Donors Educational Finance Endowment Funds Higher Education Private Financial Support Oster, Sharon M. Journal Articles Reports - Descriptive ISSN-0271-0579 English Considers the effects of endowment growth and wealth on future alumni giving and suggests that there may be an adverse response to college and university affluence. (Author/SLD) EJ676455 Is There a Dark Side to Endowment Growth? New Directions for Institutional Research n119 p81-90 Fall 2003 2003-00-00 T 2004 7/11/2004 11:48:16 CIJMAR2004 Theme issue titled "Maximizing Revenue in Higher Education."

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No College Faculty College Students Grades (Scholastic) Higher Education Student Evaluation of Teacher Performance Time Factors (Learning) Centra, John A. Journal Articles Reports - Research ISSN-0361-0365 English Investigated whether mean expected grades and the level of difficulty/workload in courses, as related by students, unduly influence student ratings of instruction. Data for more than 50,000 courses were analyzed. Courses rated at the "just right" level received the highest evaluations. (SLD) EJ676456 Will Teachers Receive Higher Student Evaluations by Giving Higher Grades and Less Course Work? Research in Higher Education v44 n5 p495-518 Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:16 CIJMAR2004

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No Academic Persistence College Students Enrollment Higher Education Part Time Students O'Toole, Dennis M. Stratton, Leslie S. Wetzel, James N. Journal Articles Reports - Research Beginning Postsecondary Students Long Study Beginning Postsecondary Students Longitudinal Study ISSN-0361-0365 English Used longitudinal data from the 1990-1994 Beginning Postsecondary Students Survey to evaluate the frequency of part-time enrollment and the persistence of students who ever enroll part time. Between 40% and 50% of students attending part time at least one nonsummer term, and persistence was surprisingly high. (SLD) EJ676457 A Longitudinal Analysis of the Frequency of Part-Time Enrollment and the Persistence of Students Who Enroll Part Time. Research in Higher Education v44 n5 p519-37 Oct 2003 2003-00-00 T 2004 2016-11-21 ED556748

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No College Faculty College Students Higher Education Productivity Research Social Sciences Student Evaluation of Teacher Performance Stack, Steven Journal Articles Reports - Research ISSN-0361-0365 English Analyzed data for 167 social sciences classes and 65 faculty members to study the relationship between faculty research productivity and student evaluations of teaching (SETs). A significant positive relationship between research productivity and SETs emerges when the distribution of citations is corrected for skewness. (SLD) EJ676458 Research Productivity and Student Evaluation of Teaching in Social Science Classes: A Research Note. Research in Higher Education v44 n5 p539-56 Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:17 CIJMAR2004

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No Academic Achievement Cognitive Processes College Students Higher Education Hypothesis Testing Individual Power Models Student Motivation Theories Valle, Antonio Cabanach, Ramon G. Nunez, Jose C. Gonzalez-Pienda, Julio Rodriguez, Susanna Pineiro, Isabel Journal Articles Reports - Research ISSN-0361-0365 English Observed a high rate of congruence between a hypothesized theoretical model of cognitive, motivational, and volitional dimensions of learning and empirical data from 614 college students. Analysis of effects between the model variables reveals some interesting effects with implications for student academic achievement. (SLD) EJ676459 Cognitive, Motivational, and Volitional Dimensions of Learning: An Empirical Test of a Hypothetical Model. Research in Higher Education v44 n5 p557-80 Oct 2003 2003-00-00 T 2004 7/11/2004 11:48:17 CIJMAR2004

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No Academic Achievement College Students Higher Education Housing Outcomes of Education Stassen, Martha L. A. Journal Articles Reports - Research ISSN-0361-0365 English Explored the effect of three distinct living-learning community models on a variety of student experience and academic performance outcomes. Results for 477 students in a learning community and 328 who were not show that even the least coordinated, most basic learning community model fosters positive outcomes. (SLD) EJ676460 Student Outcomes: The Impact of Varying Living-Learning Community Models. Research in Higher Education v44 n5 p581-613 Oct 2003 2003-00-00 T 2004 2021-06-02 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/90142

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No Cognitive Processes College Faculty Course Content Educational Planning Higher Education Teaching Methods Pace, David Guides - Non-Classroom Journal Articles Controversial Topics ISSN-8756-7555 English Shaping classroom experiences before controversial material is encountered in a class increases the likelihood that students will maintain higher mental function while examining that material. Presents 10 strategies for planning a course that facilitates quality discussion and thoughtful debate. (SLD) EJ676461 Controlled Fission: Teaching Supercharged Subjects. College Teaching v51 n2 p42-45 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Feedback Higher Education Interdisciplinary Approach Racial Differences Sciences Eisen, Arri Cimino, Ashley Aparicio, Hugo Marsteller, Patricia Kushner, Howard Journal Articles Reports - Descriptive Controversial Topics Cognitive Complexity ISSN-8756-7555 English Describes an interdisciplinary approach that integrates the strengths of a research and teaching institution to address issues in a complex problem: the study of race, science, and health. The model involved a feedback loop among two undergraduate courses and a weekly seminar. (SLD) EJ676462 Race and Science: Using a Comprehensive Interdisciplinary Approach To Address Complex Issues. College Teaching v51 n2 p46-51 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Course Content Curriculum Development Discussion (Teaching Technique) Higher Education Teaching Methods Payne, Brian K. Gainey, Randy R. Journal Articles Reports - Descriptive Controversial Topics ISSN-8756-7555 English Discusses common controversial issues in different college disciplines, such as the death penalty and drug legalization. Also suggests useful methods for encouraging enlightening discussions, such as verbal and physical cues, student-centered activities, and text selection. (SLD) EJ676463 Understanding and Developing Controversial Issues in College Courses. College Teaching v51 n2 p52-58 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teacher Induction College Faculty Graduate Students Higher Education Interdisciplinary Approach Mentors Professional Development Teaching Assistants Gaia, A. Celeste Corts, Daniel P. Tatum, Holly E. Allen, Jan Journal Articles Reports - Descriptive ISSN-8756-7555 English Describes an interdisciplinary mentoring program for graduate teaching assistance, the Graduate Teaching Assistant (GTA) program. Outlines the vision and structure of the program and highlights its many benefits, which include the development of personal and professional relationships. (SLD) EJ676464 The GTA Mentoring Program: An Interdisciplinary Approach to Developing Future Faculty as Teacher-Scholars. College Teaching v51 n2 p61-65 Spr 2003 2003-00-00 T 2004 7/11/2004 11:48:18 CIJMAR2004

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No College Faculty Higher Education Mentors Teaching Experience Bullard, Lisa G. Felder, Richard M. Journal Articles Reports - Descriptive ISSN-8756-7555 English An experienced faculty member and a relatively new one describe a semester spent in a mentoring partnership in which each taught a section of the same course. They reflect on the lessons the experience might hold for other mentor-mentee pairs. (SLD) EJ676465 Mentoring: A Personal Perspective. College Teaching v51 n2 p66-69 Spr 2003 2003-00-00 T 2004 7/11/2004 11:48:18 CIJMAR2004

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No College Faculty Higher Education Teaching (Occupation) Teaching Methods Reed, Walter Journal Articles Reports - Descriptive ISSN-8756-7555 English Reflecting on experience in the Center for Teaching and Curriculum at Emory University, identifies six principles or problems the current concern with teaching seems to embody at the higher education level. (SLD) EJ676466 The Commotion on Teaching: Six Principles in Search of an Audience. College Teaching v51 n2 p71-75 Spr 2003 2003-00-00 T 2004 7/11/2004 11:48:19 CIJMAR2004

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No College Faculty College Students Higher Education Information Seeking Instructional Design Library Services Research Methodology User Needs (Information) Houdyshell, Mara L. Guides - Non-Classroom Journal Articles ISSN-8756-7555 English Presents library tips for college students doing research and guidelines for faculty members designing library research assignments. Outlines some pitfalls to avoid, the first of which is assuming students already know the basics of library research. (SLD) EJ676467 Navigating the Library: What Students (and Faculty) Need To Know. College Teaching v51 n2 p76-78 Spr 2003 2003-00-00 T 2004 7/11/2004 11:48:19 CIJMAR2004

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No College Faculty Correctional Rehabilitation Crime Higher Education Homicide Teacher Background Smallwood, Scott Journal Articles Reports - Descriptive Background Checks (Employment) ISSN-0009-5982 English Tells the story of Paul Krueger, convicted and paroled murderer, who went on to earn two doctorates and become a faculty member at several institutions, including the Pennsylvania State University. The loss of his job, when his background was revealed, raises questions of rehabilitation, teacher responsibility, and the need for background checks. (SLD) EJ676468 The Price of Murder: A Triple Homicide Haunts a Professor Who Thought He Had Already Paid for His Crime. Chronicle of Higher Education v50 n3 pA8-A12 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Economic Factors Educational Finance Higher Education Private Colleges Two Year Colleges June, Audrey Williams Journal Articles Reports - Descriptive ISSN-0009-5982 English There are fewer private junior colleges than in the past, in part because of competition with public community colleges, which students find to be more economical as they prepare for 4-year colleges and universities. Private 2-year colleges that have the best chance of survival offer programs not available elsewhere. (SLD) EJ676469 Where Have All the Private 2-Year Colleges Gone? Once Numerous, Most Have Either Closed, Merged, or Switched to 4-Year Status. Chronicle of Higher Education v50 n3 pA23-A25 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:48:20 CIJMAR2004

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No College Students Higher Education Libraries Library Collections Library Services Online Systems Foster, Andrea L. Journal Articles Reports - Descriptive ISSN-0009-5982 English The obstacles faced by the online subscription library, Questia, illustrate the pitfalls of designing an online library for college students without winning over librarians and faculty. A major problem is the small size of Questia's collections. (SLD) EJ676470 An Online Library Struggles To Survive: For-Profit Service, Despite Ambitious Plans, Hasn't Won over College Librarians or Scholars. Chronicle of Higher Education v50 n3 pA27-30 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:48:20 CIJMAR2004

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No College Students Higher Education Housing Pets Hoover, Eric Journal Articles Reports - Descriptive ISSN-0009-5982 English Animals owned by college students are particularly vulnerable to neglect, mistreatment, and abandonment, given the fact that pets are usually prohibited from college dorms and student apartments. Some students, however, persist in keeping pets on campus. (SLD) EJ676471 Animal Housing: The Secret Life of Students' Pets Is Not Always a Walk in the Park. Chronicle of Higher Education v50 n3 pA31-A33 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:48:20 CIJMAR2004

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No Academic Achievement Athletes Black Students College Athletics College Graduates Enrollment Graduation Rate Higher Education Standards Suggs, Welch Journal Articles Reports - Descriptive National Collegiate Athletic Association ISSN-0009-5982 English A recent report shows that the National Collegiate Athletic Association is making progress on improving the academic performance of athletes, but it is doing so at a cost to black players who get athletic scholarships. More athletes graduate; fewer of them are black. (SLD) EJ676472 Athletes' Graduation Rates Set a Record, but Enrollment of Black Players Falls as NCAA Continues To Raise Academic Standards. Chronicle of Higher Education v50 n3 pA35-A36 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No College Students Educational Technology Higher Education Information Technology Values Goldstein, Phil Katz, Richard N. Olson, Mark Journal Articles Reports - Descriptive ISSN-1528-5324 English Understanding the value of information technology (IT) on campus is important, as technology projects now approach buildings as the largest investments a campus can make. Four major challenges, identified at a recent conference, inhibit the discussion of IT value. (SLD) EJ676473 Understanding the Value of IT. Educause Quarterly v26 n3 p14-18 2003 2003-00-00 T 2004 7/11/2004 11:48:21 CIJMAR2004

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No College Faculty Educational Innovation Educational Technology Foreign Countries Higher Education Learning Technological Advancement Laverty, Corinne Leger, Andy Stockley, Denise McCollam, Mary Sinclair, Stefan Hamilton, Donna Knapper, Christopher Journal Articles Reports - Descriptive Queens University of Kingston (Canada) ISSN-1528-5324 English Describes the work of the Learning Technology Unit at Queen's University, a midsized research university in Canada, which provides a selection of activities to engage faculty in thinking about educational technologies. A Learning Technology Team brings faculty, librarians, technical support people, and others together to support faculty use of educational technology. (SLD) EJ676474 Enhancing the Classroom Experience with Learning Technology Teams. Educause Quarterly v26 n3 p19-25 2003 2003-00-00 T 2004 2016-11-21

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No Cost Effectiveness Curriculum Educational Technology Higher Education Instructional Effectiveness Lecture Method Online Courses Science Instruction Sciences Harley, Diane Maher, Michael Henke, Jonathan Lawrence, Shannon Journal Articles Reports - Research ISSN-1528-5324 English Conducted an economic and pedagogical analysis of the use of online lecture and laboratory material in an online science course taught by several instructors and approximately 50 teaching assistants. Data from a variety of sources show increased student use of curricular resources, increased convenience, and a potential for cost savings from this online approach. (SLD) EJ676475 An Analysis of Technology Enhancements in a Large Lecture Course. Educause Quarterly v26 n3 p26-33 2003 2003-00-00 T 2004 7/11/2004 11:48:21 CIJMAR2004

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No College Students Computer Literacy Educational Technology Higher Education Technological Advancement Kaminski, Karen Seel, Pete Cullen, Kevin Journal Articles Reports - Research Colorado State University ISSN-1528-5324 English Surveyed students at Colorado State University about their self-determined ability to use technology. Responses of 2,102 college students (54% response rate) show the particular areas in which students had expertise (e-mail, reference, and games) and the areas in which they were not experienced, such as programming. (SLD) EJ676476 Technology Literate Students? Results from a Survey. Educause Quarterly v26 n3 p34-40 2003 2003-00-00 T 2004 2016-11-21

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No Computer Security Computer Uses in Education Crime Educational Policy Higher Education Jackson, Robert Frolick, Mark N. Journal Articles Reports - Descriptive University of Memphis TN Web Servers ISSN-1528-5324 English Studied a server security breach at the University of Memphis, Tennessee, to highlight personnel roles, detection of the compromised server, policy enforcement, forensics, and the proactive search for other servers threatened in the same way. (SLD) EJ676477 Mitigating Security Issues: The University of Memphis Case. Educause Quarterly v26 n3 p42-46 2003 2003-00-00 T 2004 2016-11-21

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No College Students Higher Education Networks School Registration Student Records Cyzyk, Mark Journal Articles Reports - Descriptive Johns Hopkins University MD ISSN-1528-5324 English Describes the registration system at Johns Hopkins University, Maryland, which allows centralized administration and self-signup for access to the Hopkins network. Reception of the system has been overwhelmingly positive. (SLD) EJ676478 The Johns Hopkins Address Registration System (JHARS): Anatomy of an Application. Educause Quarterly v26 n3 p46-52 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Adult Learning Faculty Development Higher Education Models Online Courses Teacher Collaboration Time Management Feist, Lynn Journal Articles Reports - Research Barriers to Participation Course Development Teacher Needs ISSN-0192-592X English Describes as research project that examined the types of professional development activities that best meet the needs of instructors involved in online course development. Discusses barriers that prevent instructors from participating, activities that were most helpful, and a collaborative model that allows instructors to learn actively while developing an online course. (LRW) EJ676479 Removing Barriers to Professional Development. T.H.E. Journal v30 n11 p30,32,34-36 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Futures (of Society) Job Application Job Search Methods Librarians Personnel Selection Printed Materials Recruitment Resumes (Personal) Surveys Web Sites World Wide Web Nesbeitt, Sarah Journal Articles Reports - Research ISSN-0002-9769 English Discusses the trend toward online recruitment for librarians and describes a survey of library employees who had posted jobs online. Topics include reasons for online job postings; where positions were advertised, including types of Web sites and print media; electronic communication and emailed resumes; and the future of online recruitment. (LRW) EJ676480 Librarian Recruitment Process at Home in the Wired Nation. American Libraries v34 n6 p116-18 Jun-Jul 2003 2003-00-00 N/A 2004 7/11/2004 11:48:23 CIJMAR2004

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No Change Agents Course Integrated Library Instruction Elementary Secondary Education Flexible Scheduling Information Literacy Learning Processes Librarian Teacher Cooperation Models Problem Solving School Libraries Student Needs Needham, Joyce Journal Articles Reports - Descriptive Change Analysis Teacher Librarians ISSN-1481-1782 English Discusses changing from fixed to flexible scheduling for school libraries and describes the process of change at two elementary school libraries. Highlights include the difference between information and learning; information literacy; problem-solving models; curriculum integration; collaboration between teachers and librarians; student needs; and teacher-librarians as change agents. (LRW) EJ676481 From Fixed to Flexible: Making the Journey. Teacher Librarian v30 n5 p8-13 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Electronic Libraries Elementary Secondary Education Individual Differences Information Systems Internet Library Collections Library Personnel School Libraries Search Engines Loertscher, David Journal Articles Reports - Descriptive Data Security Digital Technology Equal Access Intranets Equal Access ISSN-1481-1782 English Explores the academic environment of a total information system for school libraries based on the idea of a digital intranet. Discusses safety; customization; the core library collection; curriculum-specific collections; access to short-term resources; Internet access; personalized features; search engines; equity issues; and staffing. (LRW) EJ676482 The Digital School Library: A World-Wide Development and a Fascinating Challenge. Teacher Librarian v30 n5 p14-24 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Agricultural Trends Developed Nations Developing Nations Developmental Programs Economic Development Foreign Countries Futures (of Society) Information Management Information Networks Information Policy Information Technology Intellectual Development Social Development Socioeconomic Influences Technological Advancement Bhuiyan, Farhad Ali Journal Articles Reports - Descriptive Industrial Revolution National Policy Telematics Bangladesh Bangladesh ISSN-1057-2317 English Considers how information technology (IT) can help socioeconomic growth of developing countries based on experiences in Bangladesh. Topics include Bangladesh's development plans; future economic growth trends triggered by IT; emerging technologies; intellectual and societal development; industrial revolutions; telematics; regional and world networks; information management; agricultural management; and national IT policy. (Author/LRW) EJ676483 Information Technology for Economic and Social Benefit--Options for Bangladesh. International Information & Library Review v34 n3 p219-33 Sep 2002 2002-00-00 Available electronically: http://www.sciencedirect.com/science? ob=JournalURL& cdi=6828& auth=y& acct =C000043272& version=1& urlVersion=0& userid=783137&md5=f3acab36f52f76a2cc2 2d184bb9f90c3/. T 2004 2016-11-21

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No Access to Information Cultural Relevance Developing Nations Foreign Countries Global Approach Information Networks Information Technology Private Sector Chandra, Smita Journal Articles Reports - Descriptive India Information Age Access to Technology Digital Divide India ISSN-1057-2317 English Discussion of the impact of information and communication technologies (ICTs) in developing nations focuses on experiences in India. Highlights include the information age; digital divides, including access to information, to technology, and to culturally relevant content; meeting human needs and social goals; private sector roles; and bridging the global gap. (LRW) EJ676484 Information in a Networked World: The Indian Perspective. International Information & Library Review v34 n3 p235-46 Sep 2002 2002-00-00 Available electronically: http://www.sciencedirect.com/science? ob=JournalURL& cdi=6828& auth=y& acct =C000043272& version=1& urlVersion=0& userid=783137&md5=f3acab36f52f76a2cc2 2d184bb9f90c3/. T 2004 2016-11-21

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No Access to Information Databases Electronic Journals Foreign Countries Library Acquisition Library Expenditures Library Networks Shared Library Resources User Needs (Information) World Wide Web Ratchatavorn, Phandao Journal Articles Reports - Descriptive Electronic Resources Thailand Thailand ISSN-1057-2317 English Discusses the development of electronic resources across library networks in Thailand to meet user needs, particularly electronic journals. Topics include concerns about journal access; limited budgets for library acquisitions of journals; and sharing resources through a centralized database system that allows Web access to journals via Internet browsers. (Author/LRW) EJ676485 Development of Electronic Resources across Networks in Thailand. International Information & Library Review v34 n3 p279-87 Sep 2002 2002-00-00 Available electronically: http://www.sciencedirect.com/science? ob=JournalURL& cdi=6828& auth=y& acct =C000043272& version=1& urlVersion=0& userid=783137&md5=f3acab36f52f76a2cc2 2d184bb9f90c3/. T 2004 2016-11-21

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No Factor Analysis Foreign Countries Higher Education Learning Readiness Online Courses Predictive Validity Questionnaires Reliability Undergraduate Students Smith, Peter J. Murphy, Karen L. Mahoney, Sue E. Journal Articles Reports - Research Electronic Learning United States Australia Australia United States ISSN-0158-7919 English Describes a test of the potential value of McVay's (2000) Readiness for Online Learning questionnaire on 107 undergraduates in the United States and Australia. Discusses results of a reliability analysis and a factor analysis, which indicated the instruments' usefulness for research and practice and suggests further work to establish predictive validity. (Author/LRW) EJ676486 Towards Identifying Factors Underlying Readiness for Online Learning: An Exploratory Study. Distance Education v24 n1 p57-67 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Persistence Distance Education Foreign Countries Interaction Interpersonal Relationship Predictor Variables Student Attitudes Success Shin, Namin Journal Articles Reports - Research Korea National Open University (South Korea) Student Satisfaction ISSN-0158-7919 English Suggests that distance education students' perceptions of psychological presence of teachers, peers, and the institution can be predictions of learning. Defines perception of presence, or transactional presence, and describes a study at the Korea National Open University that investigated perceptions of transactional presence as predictions of learning achievement, satisfaction, and persistence. (Contains 52 references.) (Author/LRW) EJ676487 Transactional Presence as a Critical Predictor of Success in Distance Learning. Distance Education v24 n1 p69-86 May 2003 2003-00-00 T 2004 2016-11-23

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No Foreign Countries Higher Education Interaction Learning Processes Online Courses Undergraduate Students Sims, Rod Journal Articles Reports - Research Collaborative Learning Electronic Learning Student Expectations Value Added Australia Australia ISSN-0158-7919 English Presents a study of Australian undergraduates that investigated ways people perceive interactivity and the extent to which it adds value to the online learning process. Results showed students had specific expectations of interactivity that were consistent with theoretical frameworks of learning and provided insights for the design of online collaborative learning environments. (Author/LRW) EJ676488 Promises of Interactivity: Aligning Leaner Perceptions and Expectations with Strategies for Flexible and Online Learning. Distance Education v24 n1 p87-103 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Curriculum Development Elementary Secondary Education Foreign Countries Information Science Information Technology Library Education Public Libraries School Libraries Higgins, Susan E. Chaudhry, Abdus Sattar Journal Articles Reports - Descriptive Nanyang Technological University (Singapore) ISSN-0748-5786 English Focuses on traditional areas of the study of public, school, and academic libraries that have generally declined in schools of library science. Considers the impact of information technology on academic programs of information studies and describes a study of curriculum building at Nanyang Technological University (Singapore). (Author/LRW) EJ676489 Articulating the Unarticulated Element of the Information Science Paradigm. Journal of Education for Library and Information Science v44 n1 p2-16 Win 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Competence Curriculum Evaluation Curriculum Research Foreign Countries Graduate Study Library Education Professional Education Research Methodology Park, Soyeon Journal Articles Reports - Research American Library Association Canada Research Curriculum United States Canada United States ISSN-0748-5786 English Assess research methods courses in library and information science (LIS) programs at ALA (American Library Association) accredited institutions in the United States and Canada. Compares courses across LIS programs and compares LIS research methods courses with requirements of other graduate and professional programs within the same institution. (LRW) EJ676490 Research Methods as a Core Competency. Journal of Education for Library and Information Science v44 n1 p17-25 Win 2003 2003-00-00 T 2004 2016-11-23

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No Communication (Thought Transfer) Curriculum Development Information Science Education Information Technology Masters Programs Private Sector Problem Solving Public Sector Teamwork Robinson, Judith Jacobson, Thomas L. Journal Articles Reports - Research Organizational Needs State University of New York Buffalo ISSN-0748-5786 English Reports a research effort conducted as part of a curriculum design process for a new Masters in Information and Communication at the University at Buffalo School of Informatics. Discusses input from private and public sector organizations who need information technology (IT) workers and who stressed the need for skills in communication, problems solving, and team work. (Author/LRW) EJ676491 Integrating LIS into an Organizational IS/IT Environment. Journal of Education for Library and Information Science v44 n1 p26-38 Win 2003 2003-00-00 T 2004 2016-11-23

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No Cultural Differences Ethnography Foreign Countries Higher Education International Programs Learning Experience Library Education Online Courses Teaching Styles Tallman, Julie Journal Articles Reports - Descriptive Botswana University of Georgia Botswana ISSN-0748-5786 English Reports on an experience teaching online internationally, between a lecturer at the University of Georgia and library science students at the University of Botswana, using an auto-ethnographic method to discuss classroom teaching experiences in Botswana and how they influenced course design, teaching style, and desired student learning experiences. (Author/LRW) EJ676492 Classroom Teaching in Botswana and Online Teaching from Georgia: Hard Knocks and Earned Successes. Journal of Education for Library and Information Science v44 n1 p39-57 Win 2003 2003-00-00 T 2004 2016-11-21

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No Field Studies Higher Education Information Science Education Learning Strategies School Community Relationship Service Learning Yontz, Elaine McCook, Kathleen de la Pena Journal Articles Reports - Descriptive Reflection Process Collaborative Learning ISSN-0748-5786 English Discusses service learning in library and information science (LIS) education. Highlights include advantages of service learning, including increased student learning, extended collaboration, decreased isolation, and community building; examples of service learning projects, including fieldwork; and reflection as a component in fieldwork. (Author/LRW) EJ676493 Service-Learning and LIS Education. Journal of Education for Library and Information Science v44 n1 p58-68 Win 2003 2003-00-00 T 2004 2016-11-21

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No Individual Differences Library Development Literature Appreciation Personal Narratives Public Libraries Reading Attitudes Ashton, Susanna Journal Articles Reports - Descriptive Historical Background Rationalism ISSN-0894-8631 English Discusses criminal Stephen Burroughs'"The Memoirs of Stephen Burroughs", a well-known rogue narrative of the 19th century, and his campaign to establish a library in Bridgehampton, New York. Topics include rationalism; the role of reading; the growth of libraries following the American Revolution; and the role of individual interpretations and literary influence. (Author/LRW) EJ676494 A Corrupt Medium: Stephen Burroughs and the Bridgehampton, New York, Library. Libraries & Culture v38 n2 p93-120 Spr 2003 2003-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 1-512-471-4531; Fax: 1-512-320-0668; E-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jorders.html/. T 2004 2016-11-21

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No Access to Information Criticism Foreign Countries Problems Public Libraries Social Bias Users (Information) Peatling, G. K. Journal Articles Reports - Descriptive Great Britain Historical Background United Kingdom (Great Britain) ISSN-0894-8631 English Suggests that historians of British public libraries may be restricted in their ability to pose certain questions about their subject matter because of the structure of the institutions of library history. Discusses problem patrons; critiques of public libraries; and library access and social exclusion. (Contains 95 references.) (Author/LRW) EJ676495 Discipline and the Discipline: Histories of the British Public Library. Libraries & Culture v38 n2 p121-46 Spr 2003 2003-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 1-512-471-4531; Fax: 1-512-320-0668; E-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jorders.html/. T 2004 2016-11-21

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No Archives Authors Bookstores Foreign Countries Jews Libraries Library Collections Nazism State Libraries World War II Sroka, Marek Journal Articles Reports - Descriptive Historical Background Poland Poland ISSN-0894-8631 English Examines the loss of various collections, especially school libraries and the Ezra Library, in Cracow (Poland) during World War II. Highlights include Nazi policies toward Cracow's Jews; the destruction of libraries, archives, and collections; Jewish book collections in the Staatsbibliotek Krakau (state library); and the removal of books by Jewish authors from bookstores and libraries. (Contains 73 references.) (Author/LRW) EJ676496 The Destruction of Jewish Libraries and Archives in Cracow during World War II. Libraries & Culture v38 n2 p147-65 Spr 2003 2003-00-00 Libraries & Culture, University of Texas Press, P.O. Box 7819, Austin, TX 78713-7819. Tel: 1-512-471-4531; Fax: 1-512-320-0668; E-mail: journals@uts.cc.utexas.edu; Web site: http://www.utexas.edu/utpress/journals/jorders.html/. T 2004 2016-11-23

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No Computer Interfaces Information Management Information Services Web Sites Work Environment World Wide Web Misek, Marla Journal Articles Reports - Descriptive Contextual Analysis ISSN-1525-2531 English TheBrain was created to take advantage of the most powerful information processor in existence - the human mind. Explains products of TheBrain Technologies Corporation,, which has developed computer interfaces to help individual users and corporations organize information in ways that make sense to them in the proper context. Describes a searchable technology that organizes over 2.5 million Web sites, and a Web-based solution for sharing information in collaborative workplaces. (LRW) EJ676497 TheBrain Technologies Corporation: Collapsing the Time to Knowledge. EContent v26 n6 p44-45 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No College Libraries Community Colleges Distance Education Educational Media Models Multimedia Instruction Online Courses Web Based Instruction Mundell, Jacqueline Celene-Martel, Coryl Braziunas, Tom Journal Articles Reports - Descriptive North Seattle Community College WA Technological Infrastructure Collaborative Learning Instructional Support Services ISSN-0730-9295 English Describes the Instructional and Information Support Services (IISS) division at North Seattle Community College, which brings together the college's library, media services, and distance learning units as well as the Teaching and Learning center to support instruction campus-wide. Discusses the campus technological infrastructure, online courses, distance education opportunities, collaboration, and multimedia and Web-based instruction. (Author/LRW) EJ676498 An Organizational Model for Instructional Support at a Community College. Information Technology and Libraries v22 n2 p61-67 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Computer Software Electronic Mail Ducheneaut, Nicolas Bellotti, Victoria Journal Articles Reports - Descriptive Object Characteristics Change Analysis Conversational Analysis Deictics ISSN-0737-0024 English Shows how e-mail users have evolved new forms of electronic deictic references to refer to work objects and offers design suggestions for future electronic mail software. Highlights include a study of e-mail work conversations; and changing the way we talk by transforming the conversation itself into an object of conversation. (Author/LRW) EJ676499 Ceci n'est pas un Objet? Talking about Objects in E-Mail. Human-Computer Interaction v18 n1-2 p85-110 2003 2003-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Literature Reviews Research Needs Speech Visual Perception Whittaker, Steve Journal Articles Reports - Descriptive Conversational Analysis Object Characteristics Visual Imagery ISSN-0737-0024 English This commentary reviews the existing research literature concerning support for talking about objects in mediated communication, drawing three conclusions: speech alone is often sufficient for effective conversations; visual information about work objects is generally more valuable than visual information about work participants; and disjoint visual perspectives can undermine communication processes. Suggests future research. (Contains 68 references.) (Author/LRW) EJ676500 Things To Talk about When Talking about Things. Human-Computer Interaction v18 n1-2 p149-70 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Library Collections Library Research Library Services Library Surveys Measures (Individuals) Structural Equation Models User Satisfaction (Information) Users (Information) Martensen, Anne Gronholdt, Lars Journal Articles Reports - Research Quality Indicators Denmark Denmark ISSN-0099-1333 English Describes the development and application of a structural equation model, which allows librarians to qualitatively measure library users' perceived quality, satisfaction, and loyalty with a library and the degree to which elements of library services, collections and environments contribute to perceptions. Reports results of a survey of users at Danish libraries. (Author/LRW) EJ676501 Improving Library Users' Perceived Quality, Satisfaction and Loyalty: An Integrated Measurement and Management System. Journal of Academic Librarianship v29 n3 p140-47 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Asian Americans Cultural Differences Latin Americans Library Research Reading Habits Student Diversity Tables (Data) Undergraduate Students Use Studies Users (Information) Writing (Composition) Whitmire, Ethelene Journal Articles Reports - Research African Americans Native Americans ISSN-0099-1333 English Explores differences in the academic library use of Asian American, African American, Latino, Native American and White undergraduates. Results indicate that students of color reported more academic library use while all undergraduates who engaged in writing activities and read more non-assigned books reported greater library use. (Author/LRW) EJ676502 Cultural Diversity and Undergraduates' Academic Library Use. Journal of Academic Librarianship v29 n3 p148-61 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Access to Information Electronic Journals Higher Education Journal Articles Library Services Reading Habits Scholarly Journals Surveys Smith, Erin T. Journal Articles Reports - Research Faculty Research University of Georgia ISSN-0099-1333 English Describes a study that explored the role electronic journals currently play in faculty's weekly scholarly reading habits at the University of Georgia. Discusses faculty choices for locating full-text articles and reports survey results that indicated that electronic access to journals, particularly library-funded access, is integral to research activities. (Author/LRW) EJ676503 Changes in Faculty Reading Behaviors: The Impact of Electronic Journals on the University of Georgia. Journal of Academic Librarianship v29 n3 p162-68 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Academic Standards Course Evaluation Higher Education Learning Strategies Library Instruction Pilot Projects Student Evaluation Teaching Methods Warner, Dorothy Anne Journal Articles Reports - Research Association of College and Research Libraries Course Development Rider University NJ ISSN-0099-1333 English Discusses a program to improve library instruction at Rider University (New Jersey) and reports on a pilot assessment. Topics include problems with assessment; student assessment tools; and five standards based on ACRL (Association of College and Research Libraries) standards that were designed to improve teaching methods to address learning problems. (LRW) EJ676504 Programmatic Assessment: Turning Process into Practice by Teaching for Learning. Journal of Academic Librarianship v29 n3 p169-76 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Educational Cooperation Higher Education Information Technology Librarians Library Science Library Services Standards Cain, Mark Journal Articles Reports - Descriptive Academic Computing Technologists ISSN-0099-1333 English Considers differences between the scientific community and literary intellectuals, focusing on librarianship and information technology in higher education in particular. Discusses library services that rely on information technology; differences in status and in education and training; standards; and collaboration, including attempts to integrate library and campus computing. (LRW) EJ676505 The Two Cultures? Librarians and Technologists. Journal of Academic Librarianship v29 n3 p177-81 May 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Higher Education Information Seeking Information Sources Library Skills Research Skills Search Strategies Student Research Undergraduate Students Hall, Patrick Journal Articles Reports - Descriptive African Americans ISSN-0099-1333 English Describes the Research Assistance Program that was developed for African American undergraduates to improve their library research skills. Topics include cognitive style of African American students; and skill objectives, including formulating a research topic, effective search strategies, discernment and source equivalence, and information seeking as a process. (LRW) EJ676506 Developing Research Skills in African-American Students: A Case Note. Journal of Academic Librarianship v29 n3 p182-88 May 2003 2003-00-00 T 2004 2016-11-21

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No Content Analysis Databases Distance Education Foreign Countries Higher Education International Programs Web Sites Lazinger, Susan Handzel, Ruth Journal Articles Reports - Research University of North Carolina Chapel Hill Health Information Israel Prototypes Israel ISSN-0167-5265 English Within the framework of a bi-national project, between the University of North Carolina at Chapel Hill and four Israeli universities, a prototype database of programs and courses in health informatics was implemented. Examined Web sites particularly for courses offered via distance education and discusses results of a content analysis. (Author/LRW) EJ676507 Offering Distance Education in Health Informatics: The State of the Web Sites. Information Services & Use v23 n1 p19-34 2003 2003-00-00 T 2004 2016-11-21

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No Critical Thinking Databases Elementary Secondary Education Foreign Countries Information Literacy Information Skills Inquiry Internet Library Skills Online Systems Problem Solving School Libraries Student Research World Wide Web Paul, Karin Kuhlthau, Carol C. Branch, Jennifer L. Solowan, Diane Galloway Case, Roland Abilock, Debbie Eisenberg, Michael B. Koechlin, Carol Zwaan, Sandi Hughes, Sandra Low, Ann Litch, Margaret Lowry, Cindy Irvine, Linda Stimson, Margaret Schlarb, Irene Wilson, Janet Warriner, Emily Parsons, Les Luongo-Orlando, Katherine Hamilton, Donald Journal Articles Reports - Descriptive Big Six Canada Collaborative Learning Electronic Resources Canada ISSN-0227-3780 English Includes 19 articles that address issues related to library skills and Canadian school libraries. Topics include information literacy; inquiry learning; critical thinking and electronic research; collaborative inquiry; information skills and the Big 6 approach to problem solving; student use of online databases; library skills; Internet accuracy; and Web sources. (LRW) EJ676508 Library Skills. School Libraries in Canada v22 n4 p2-44 2003 2003-00-00 SLIC Subscriptions, Canadian Library Association, 328 Frank St., Ottawa, ON K2P OX8 Canada. Web site: http://slic-csla.ca/. T 2004 2016-11-21

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No Academic Libraries Electronic Journals Foreign Countries Higher Education Information Retrieval Information Sources International Programs Keywords Visualization Beagle, Donald Kenney, Anne R. McGovern, Nancy Y. Martinez, Ida T. Heidig, Lance J. Bonthron, Karen Urquhart, Christine Thomas, Rhian Ellis, David Everitt, Jean Lonsdale, Ray McDermott, Elizabeth Morris, Helen Phillips, Rebecca Spink, Sian Yeoman, Alison Armstrong, Chris Fenton, Roger Paskin, Norman Miller, Paul Dawson, David Perkins, John Journal Articles Reports - Descriptive Cultural Content Digital Technology Object Characteristics United Kingdom United Kingdom ISSN-1082-9873 English Includes five articles that discusses c-space as a visualization schema related to keyword distribution in information retrieval; academic librarians and alternative information providers, such as Google and eBay; electronic journal use in higher education in the United Kingdom; digital object identifiers; and international audiences for digital cultural content. (LRW) EJ676509 Visualizing Keyword Distribution across Multidisciplinary C-Space; Google Meets eBay: What Academic Librarians Can Learn from Alternative Information Providers; Trends in Use of Electronic Journals in Higher Education in the UK-Views of Academic Staff and Students; DOI: A 2003 Progress Report; Understanding the International Audiences for Digital Cultural Content. D-Lib Magazine v9 n6 Jun 2003 2003-00-00 Available electronically: http://www.dlib.org/dlib/june03/06contents.html/. N/A 2004 2016-11-21

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No Childrens Literature Learning Activities Production Techniques Resource Materials Visual Arts Web Sites Ball, Sherry Guides - Classroom - Teacher Journal Articles Reports - Descriptive Pop Up Books Prototypes Historical Background ISSN-1055-4742 English These two articles discuss the design and production of pop-up books, focusing on the work of Robert Sabuda. Discusses books as an art form, producing prototypes, factory production, pop-up projects for children, Web sites, and a history of pop-ups, and includes a bibliography of relevant materials. (LRW) EJ676510 Robert Sabuda on the Art of the Pop-up; Creating Pop-ups. Book Links v12 n6 p21-27 Jun-Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Federal Government Government Publications Government Role Information Policy National Security Political Influences Public Health Scientific and Technical Information Drake, Miriam A. Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 Barriers to Information Electronic Government Freedom of Information Act Freedom of Information Act ISSN-1070-4795 English Discusses regulations and actions related to government withholding, suppressing, and altering information since September 11, 2001. Topics include conflicting goals of an informed citizenry versus national security, science and technology progress versus protection of sensitive information, and public health versus ideology; political pressure; the Freedom of Information Act; and the E-Government Act. (LRW) EJ676511 Government Doublethink: Protection or Suppression in Information. Searcher v11 n5 p26-32 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Databases Engineers Indexing Production Techniques Scientific and Technical Information Thesauri McBride, Matthew Journal Articles Reports - Descriptive Historical Background INSPEC Institution of Electrical Engineers Science Abstracts ISSN-1070-4795 English Describes the growth of the INSPEC database developed by the Institution of Electrical Engineers. Highlights include an historical background of its growth from "Science Abstracts"; production methods, including computerization; indexing, including controlled (thesaurus-based), uncontrolled, chemical, and numerical indexing; and the Database Upgrade Project. (LRW) EJ676512 The Better Mousetrap...Can Be Built by Engineers. Searcher v11 n7 p10,12 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Algorithms Indexes Mathematical Formulas Relevance (Information Retrieval) Search Engines Web Sites World Wide Web Wiggins, Richard Journal Articles Reports - Descriptive Accuracy Authenticity Links (Indexing) Ranking ISSN-1070-4795 English Discussion of ranking systems used in various settings, including college football and academic admissions, focuses on the Google search engine. Explains the PageRank mathematical formula that scores Web pages by connecting the number of links; limitations, including authenticity and accuracy of ranked Web pages; relevancy; adjusting algorithms; and monthly index updates. (LRW) EJ676513 The Privilege of Ranking: Google Plays Ball. Searcher v11 n7 p23-27 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Libraries Foreign Countries Higher Education Information Literacy Library Education Library Instruction Library Role Doskatsch, Irene Journal Articles Reports - Descriptive Change Analysis Faculty Attitudes Librarian Teacher Cooperation Professional Identity Australia Australia ISSN-0090-7324 English Examines the faculty-librarian relationship, explores the contentious territories of professional credibility and identity, and analyzes changes in Australian higher education that impact the educational role of librarians related to information literacy. Discusses attitudes of faculty toward collaboration with librarians and how well prepared librarians are to perform the educational role. (Author/LRW) EJ676514 Perceptions and Perplexities of the Faculty-Librarian Partnership: An Australian Perspective. Reference Services Review v31 n2 p111-21 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Academic Standards Competence Evaluation Methods Higher Education Information Literacy Instructional Effectiveness Liberal Arts Library Instruction Flaspohler, Molly R. Journal Articles Reports - Research Concordia College MI Association of College and Research Libraries ISSN-0090-7324 English Examines the effectiveness of a library instruction program at Concordia College, a four-year liberal arts college with fewer than 3,000 students. Measures it against a pilot group of students exposed to enhanced information literacy opportunities based on the ACRL (Association of College and Research Libraries) "Information Literacy for Competency Standards for Higher Education." (Auth) (LRW) EJ676515 Information Literacy Program Assessment: One Small College Takes the Big Plunge. Reference Services Review v31 n2 p129-40 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Employment Practices Graduate Students Higher Education Information Science Education Library Services Recruitment Reference Services Training Needs Wu, Qi Journal Articles Reports - Descriptive Contingent Employment Win Win Bargaining ISSN-0090-7324 English Discusses the application of win-win mindsets and strategy in the employment of LIS (library and information science) graduate assistants in academic library reference services. Considers recruitment, training and support, transition, treating graduate assistants as colleagues, differences from graduate assistants who are not LIS students, and similarities to contingency workers in the business world. (Author/LRW) EJ676516 Win-Win Strategy for the Employment of Reference Graduate Assistants in Academic Libraries. Reference Services Review v31 n2 p141-53 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Comparative Analysis Databases Higher Education Library Collection Development Library Expenditures Library Surveys Online Vendors User Satisfaction (Information) Brown, Janet Dagenais Journal Articles Reports - Research ERIC Value Added ISSN-0090-7324 English Compares 48 features of four versions of the ERIC database, two commercial (SilverPlatter, FirstSearch) and two free (AskERIC.org, SeachERIC.org), to determine whether features of the commercial versions were worth the cost to academic libraries. Reports results of a survey that investigated user preferences, and concludes that value added features were worth the cost. (Author/LRW) EJ676517 The ERIC Database: A Comparison of Four Versions. Reference Services Review v31 n2 p154-74 2003 2003-00-00 T 2004 2016-11-21

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No Consultants Criteria Libraries Library Administration Library Personnel Needs Assessment Cohen, Alexander Cohen, Elaine Journal Articles Reports - Descriptive Consensus Library Consultants Requests for Proposals Turnaround Time ISSN-1041-7915 English Discusses library consultants and offers a step-by-step plan for selecting a consultant who meets a library's specific needs. Topics include setting criteria and the type of consultant needed; turnaround time; Request for Proposal or Request for Qualifications; and building consensus between staff, management, and the consultant. (LRW) EJ676518 How To Hire the Right Consultant for Your Library. Computers in Libraries v23 n7 p8-10 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Case Studies Force Field Analysis Models Performance Technology Chevalier, Roger Journal Articles Reports - Descriptive Gilbert (Thomas) Performance Improvement Gap Analysis English Considers Thomas Gilbert's Behavior Engineering Model as a tool for systematically identifying barriers to individual and organizational performance. Includes a detailed case study and a performance aid that incorporates gap analysis, cause analysis, and force field analysis to update the original model. (Author/LRW) EJ676519 Updating the Behavior Engineering Model. Performance Improvement v42 n5 May-Jun 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piMay2003.htm/. T 2004 2016-11-21

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No Behavioral Objectives Comparative Analysis Job Performance Models Organizational Development Performance Technology Abernathy, William B. Journal Articles Reports - Descriptive Performance Improvement English Discusses human performance technology models for describing and understanding factors involved in day-to-day functioning of employees and then to develop specific remedial interventions as needed, and contrasts it to an organizational performance system perspective used to design an organization before employees are even hired to prevent bad practices. (Author/LRW) EJ676520 A Behavior-Based Employee Performance System. Performance Improvement v42 n5 May-Jun 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piMay2003.htm/. T 2004 2016-11-21

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No Case Studies Data Interpretation Feedback Job Performance Measurement Techniques Performance Technology Strategic Planning Plant, Thomas E. Douglas, Janine S. Journal Articles Reports - Descriptive Performance Improvement English Examines the measurement system established at Mississauga Transit as an example of an organization that has utilized measurement information for performance improvement purposes by establishing formalized feedback mechanisms aligned with divisional strategic goals. Describes a framework that facilitated the interpretation and use of data by employees to improve their work processes. (Author/LRW) EJ676521 Strategic Performance Measurement: The Case of Mississauga Transit. Performance Improvement v42 n5 May-Jun 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piMay2003.htm/. T 2004 2016-11-21

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No Behavioral Objectives Competence Cross Cultural Training Intercultural Programs Performance Technology Kealey, Daniel J. Protheroe, David R. MacDonald, Doug Vulpe, Thomas Journal Articles Reports - Descriptive Competency Based Evaluation English Discusses the need for clear and measurable statements of the learning objectives in cross-cultural training and describes the process one training center used to address this need. The goal was to undertake a competency analysis of intercultural effectiveness to describe the performance expected of an interculturally effective person. (Author/LRW) EJ676522 Instituting a Competency-Based Training Design and Evaluation System. Performance Improvement v42 n5 May-Jun 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piMay2003.htm/. T 2004 2016-11-21

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No Design Requirements Evaluation Methods Instructional Design Models Program Implementation Molenda, Michael Journal Articles Reports - Descriptive Historical Background English Discusses the origin of the ADDIE model of instructional design and concludes that the term came into use by word of mouth as a label for the whole family of systematic instructional development models. Examines the underlying ideas behind the acronym analysis, design, development, implementation, and evaluation. (Author/LRW) EJ676523 In Search of the Elusive ADDIE Model. Performance Improvement v42 n5 May-Jun 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piMay2003.htm/. T 2004 2016-11-21

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No Human Resources Models Performance Technology Systems Approach O'Driscoll, Tony Journal Articles Reports - Descriptive Information Age Historical Background English Defines human performance technology (HPT) as systems thinking applied to human resource activities, chronicles the emergence of HPT and the development of the HPT process model, and considers its use to define and implement high-performance work systems in information age organizations. (Author/LRW) EJ676524 Learning from History: Chronicling the Emergence of Human Performance Technology. Performance Improvement v42 n6 Jul 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piJuly2003.htm/. T 2004 2016-11-21

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No Performance Technology Training Methods Seidman, William McCauley, Michael Journal Articles Reports - Descriptive Coaching Digital Technology Performance Improvement Task Engagement English Discusses how to produce behavior change and related performance improvement by nonexperts in as little as eight minutes by having them become instantly engaged through instant credibility of the content and instant application to their situation. Explains digital coach technology which can create instant engagement for the nonexpert. (Author/LRW) EJ676525 Eight Minutes to Performance Improvement. Performance Improvement v42 n6 Jul 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piJuly2003.htm/. T 2004 2016-11-21

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No Interviews Performance Technology Questionnaires Surveys Pershing, Jana L. Journal Articles Reports - Descriptive Performance Improvement Telephone Interviews English Discusses the use of questionnaires and surveys in the field of performance technology and suggests the usefulness of interviews. Provides an overview of three types of interviews that are useful to performance technologists, explains how to conduct interviews, and describes advantages and limitations of interviewing in person versus on the telephone. (Author/LRW) EJ676526 Interviewing To Analyze and Assess Performance Improvement Initiatives. Performance Improvement v42 n6 Jul 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piJuly2003.htm/. T 2004 2016-11-21

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No Instructional Design Performance Technology Systems Approach Training Methods Hughes, Michael Journal Articles Reports - Descriptive Just in Time Systems English Describes a systematic approach for the design of training that supports large software implementation projects. Addresses the diverse combination of users, with different needs and time requirements, and outlines how a systematic design approach can be applied to the design and delivery of complex training solutions related to performance technology. (Author/LRW) EJ676527 Keeping Just-in-Time from Being Way-Too-Late or Way-Too-Little. Performance Improvement v42 n6 Jul 2003 2003-00-00 Available electronically: http://www.ispi.org/publications/pitocs/piJuly2003.htm/. T 2004 2016-11-21

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No Computer Uses in Education Concept Formation Course Organization Futures (of Society) Higher Education Instructional Design Learning Theories Online Courses Outcomes of Education Teacher Role Web Based Instruction Boettcher, Judith V. Journal Articles Reports - Descriptive Hybrid Courses Knowledge Open Knowledge Initiative Course Development Electronic Resources ISSN-1089-5914 English Discusses course management systems and their relationship to learning principles. Topics include use of the Web; hybrid courses; design standards from the Open Knowledge Initiative; the importance of electronic resources; personalized and customized knowledge; faculty responsibilities for course design; learning environments; concept formation; learning outcomes; and future possibilities. (LRW) EJ676528 Course Management Systems and Learning Principles: Getting To Know Each Other.... Syllabus v16 n12 p33-34,36 Jul 2003 2003-00-00 N/A 2004 2016-11-23

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No Computer Uses in Education Costs Course Organization Enrollment Higher Education Instructional Effectiveness School Holding Power Teacher Role Value Judgment Ehrmann, Stephen C. Gilbert, Steven W. Journal Articles Reports - Descriptive Barriers to Participation Course Development ISSN-1089-5914 English Presents five areas to consider to help establish the value and improve the effectiveness of a course management system (CMS). Highlights include faculty use to improve teaching effectiveness; changes in support strategies to improve the value of a CMS; increasing enrollment or retention; controlling costs; and identifying barriers to desired student CMS use. (LRW) EJ676529 Better Off with or without Your CMS? 5 Kinds of Assessment That Can Really Help. Syllabus v16 n12 p37-38,40 Jul 2003 2003-00-00 N/A 2004 2016-11-21

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No Adoption (Ideas) Case Studies Diffusion (Communication) Educational Change Educational Innovation Educational Technology Foreign Countries Higher Education Szabo, Michael Sobon, Sonia A. Journal Articles Reports - Research Theoretical Analysis ISSN-1499-6677 English Explains the Training, Infrastructure and Empowerment System (TIES), a theory-based system of educational reform through instructional technology, and discusses results of a study at a Canadian university that investigated the vision for instructional technology, learning technologies and alternative delivery systems, and adoption of innovation. (Author/LRW) EJ676530 A Case Study of Institutional Reform Based on Innovation Diffusion Theory through Instructional Technology. Canadian Journal of Learning and Technology v29 n2 p59-78 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Computer Mediated Communication Discussion (Teaching Technique) Graduate Study Online Courses Student Attitudes Teaching Assistants Dykes, Mary E. Schwier, Richard A. Journal Articles Reports - Research Faculty Attitudes Learning Communities ISSN-1499-6677 English Examines the experiences of an instructor and teaching assistant who employed online communication strategies in a graduate seminar to deliberately foster the development of a virtual learning community using synchronous and asynchronous online events. Compared their reflections with what the student reported about their learning in online discussions. (Author/LRW) EJ676531 Content and Community Redux: Instructor and Student Interpretations of Online Communication in a Graduate Seminar. Canadian Journal of Learning and Technology v29 n2 p79-99 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Computer Interfaces Computer Use Information Technology Interaction Literacy Literature Reviews Mass Media Use Preschool Education Young Children Plowman, Lydia Stephen, C. Information Analyses Journal Articles Reports - Descriptive ISSN-0266-4909 English Reviews the international research evidence on the ways in which information and communication technologies (ICT) are used in both formal and informal pre-school settings. Addresses the debate over the value and desirability of young children using computers and computational toys; relationship to the media environment; literacies involved; and interface design and interactivity. (Contains 66 references.) (Author/LRW) EJ676532 A 'Benign Addiction'? Research on ICT and Pre-School Children. Journal of Computer Assisted Learning v19 n2 p149-64 Jun 2003 2003-00-00 T 2004 7/11/2004 11:48:37 CIJMAR2004 Special Issue: Children and New Technology.

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No Elementary Education Interaction Technology Uses in Education Scott, Stacey D. Mandryk, R. L. Inkpen, K. M. Journal Articles Reports - Descriptive Collaborative Learning Groupware ISSN-0266-4909 English Explores how various collaborative settings affect elementary school children's interactions with each other and with technology. Describes the development of co-located groupware systems offering support for concurrent, multi-user interactions around a shared display, which offer a collaborative environment in which users share both the physical and virtual workspace. (Author/LRW) EJ676533 Understanding Children's Collaborative Interactions in Shared Environments. Journal of Computer Assisted Learning v19 n2 p220-28 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Computer Software Costs Downloading Elementary Secondary Education Higher Education Learning Resources Centers Library Acquisition Library Collections Literature School Libraries Web Sites Agee, Jim Journal Articles Reports - Descriptive Digital Collections Digital Technology Electronic Books ISSN-8756-3894 English Considers ways to use electronic books (E-books) to involve students in literature. Highlights include E-book technology; costs; digital content; acquiring versus accessing information in libraries; title availability; storage capacity; sources of E-book content, especially Web sites; downloading software and E-books; sources for current, commercially available titles; and E-books in school media centers. (LRW) EJ676534 Exciting E-Books: A New Path to Literature. TechTrends v47 n4 p5-8 Jul-Aug 2003 2003-00-00 T 2004 2016-11-23

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No Futures (of Society) Higher Education Internet Lecture Method Multimedia Materials Search Engines Search Strategies Student Attitudes Web Based Instruction Bell, Steven Journal Articles Reports - Descriptive Streaming Audio Streaming Video Bandwidth Faculty Attitudes ISSN-8756-3894 English Explains Webcasts and discusses how they can be used for teaching. Topics include Webcast technology; streaming audio and video; bandwidth capacity; locating Webcasts, including search engine strategies for the Internet; using Webcasts in the classroom; similarities with other multimedia materials; expectations for students and faculty; and future possibilities. (LRW) EJ676535 Cyber-Guest Lecturers: Using Webcasts as a Teaching Tool. TechTrends v47 n4 p10-14 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Behaviorism Cognitive Processes Comparative Analysis Constructivism (Learning) Educational Philosophy Educational Strategies Educational Technology Graduate Study Instructional Design Models Performance Technology Sequential Learning Roberts, Stephanie Conn, Cynthia Lohr, Linda Hunt, Erin Duffy, Annmari Journal Articles Reports - Descriptive Instructional Design Professionals Paradigm Shifts Theoretical Analysis ISSN-8756-3894 English Presents a meta-model of instructional design (ID) that integrates content covered in instructional technology graduate programs and explores the impact of an instructional designer's perspective on designs. Discusses the theoretical background; instructional strategies; educational philosophies; paradigm shifts; behaviorist, constructivist, and cognitivist orientations; sequencing; human performance technology; and similarities to other models. (LRW) EJ676536 Not Another ID Model. TechTrends v47 n4 p15-20 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Conventional Instruction Distance Education Educational Planning Intermode Differences Learning Strategies Research Methodology Parkinson, Debra Greene, William Kim, Younghee Marioni, Joan Journal Articles Reports - Research Course Development Hybrid Courses Student Satisfaction ISSN-8756-3894 English Describes a team research project that explored and compared students' satisfaction with course delivery methods (blended distance learning with a remote site and an on-campus site, and a traditional section) based on the students' learning preferences. Explains research methodology used and results from the current study, and provides recommendations for planning distance learning courses. (LRW) EJ676537 Emerging Themes of Student Satisfaction in a Traditional Course and a Blended Distance Course. TechTrends v47 n4 p22-28 Jul-Aug 2003 2003-00-00 T 2004 2016-11-23

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No Critical Incidents Method Discussion (Teaching Technique) Futures (of Society) Inservice Teacher Education Online Courses Reflective Teaching Theory Practice Relationship Pawan, Faridah Journal Articles Reports - Descriptive Reflection Process ISSN-8756-3894 English Discussion of reflective teaching to bridge the gap between theory and practice focuses on incorporating reflective teaching in online teacher education classes for inservice teachers. Highlights include discussion roles; longitudinal reflection papers; instructor self-storying reflections; tandem learning reflections; critical incident reflections; and future directions. (LRW) EJ676538 Reflective Teaching Online. TechTrends v47 n4 p30-34 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Higher Education Learning Strategies Professional Development Teacher Education Technology Integration Technology Uses in Education Slavit, David Sawyer, Richard Curley, Janet Journal Articles Reports - Descriptive ISSN-8756-3894 English Discusses effective professional development in education and describes a frame for professional development in the context of teaching with technology. Explains the use of PLATE (Plan for Learning And Teaching with Educational Technology) for a higher education faculty in a teacher education program and discusses the impact on students. (LRW) EJ676539 Filling Your PLATE: A Professional Development Model for Teaching with Technology. TechTrends v47 n4 p35-38 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:48:39 CIJMAR2004

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No Budgeting Instructional Design Needs Assessment Resource Allocation Time Management Sutton, Michael Stone, John Gemechisa, Nati Young, Beth Journal Articles Reports - Descriptive Client Satisfaction ISSN-8756-3894 English Discusses the instructional design process when an additional need is identified in the middle of a project that has already been geared to another need. Topics include determining how critical the additional need is; resources available, including budget impact; time factors; and client satisfaction. (LRW) EJ676540 A Need within a Need. TechTrends v47 n4 p39-41 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Elementary Education Elementary School Teachers Higher Education Preservice Teacher Education Standards Teacher Characteristics Technology Integration Weinburgh, Molly Collier, Sunya Rivera, Mark Journal Articles Reports - Descriptive Access to Technology Georgia State University International Society for Technology in Education Visioning ISSN-8756-3894 English Describes the program at Georgia State University's Department of Early Childhood Education that trains teachers to integrate technology into their elementary classrooms. Discusses the International Society for Technology in Education standards; shared vision for the preservice teacher education program; skilled faculty in educational technology; and access to current technologies. (LRW) EJ676541 Preparing Elementary Teachers: Infusing Technology as Recommended by the International Society for Technology in Education's National Educational Technology Standards for Teachers (NETS.T) TechTrends v47 n4 p43-46 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Educational Technology Elementary Secondary Education Higher Education Learner Controlled Instruction Learning Activities Mathematics Instruction Technology Integration Technology Uses in Education Metheny, Dixie Harpold, Marjorie Holzer, Candace Swander, Richard Hooker, Dianna Hunter, Michael Bailey, Sharon Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-8756-3894 English Investigates the integration of technology into K-16 mathematics classes. Highlights include the Teacher Training with Teams, Themes and Technology (T5) Project; examples of classroom activities; and recommendations for student-controlled learning so they have input into how they use the technology. (LRW) EJ676542 Integration not Segregation: We Shall Overcome. TechTrends v47 n4 p48-50 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:48:40 CIJMAR2004

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No Fiction History Nonprint Media Novels Preservation Printed Materials Web Sites World Wide Web Shires, Nancy Patterson Information Analyses Journal Articles Digitizing Historical Materials ISSN-0029-2540 English Including relevant fiction along with digitized history helps the reader to deal effectively with the various letters, photos, and census records or the individual pieces of history revealed. For educational, social, psychological, and biological reasons, fiction is important in the study of history. Not only can novels and stories be valuable additions to digital history Web sites, but narrative structure itself can enhance their usefulness. (AEF) EJ676543 The Case for Digitizing Fiction with History. North Carolina Libraries v60 n3 p46-52 Fall 2002 2002-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-21

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No Information Networks Information Technology Library Cooperation Library Development Library Networks Public Libraries Technological Advancement Kester, Diane D. Jones, Plummer Alston, Jr. Historical Materials Journal Articles Reports - Descriptive North Carolina Technology Implementation North Carolina ISSN-0029-2540 English Presents a history of library cooperation and technological advancement in North Carolina libraries from the Depression years to the early 1990s. Discusses early library cooperation and development of the North Carolina Information Network (NCIN). Describes the seven task forces on: Bibliographic Database, Document Delivery, Funding, Public Information, Library Education, Technology, and ZOCs (zones of convenience - later cooperation). (Contains 60 references.) (AEF) EJ676544 Library Cooperation and the Development of the North Carolina Information Network (NCIN): From the Great Depression Years to 1992. North Carolina Libraries v60 n4 p86-102 Win 2002 2002-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-23

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No Fund Raising Guidelines Internet Library Funding Online Systems Program Development Public Libraries Technology Integration Web Sites Hunter, Timothy C. Journal Articles Reports - Descriptive North Carolina North Carolina ISSN-0029-2540 English Defines cyber-fundraising and discusses reasons for using online fundraising in North Carolina public libraries. Discusses survey results on how North Carolina public libraries are using the Internet for fundraising; four steps for incorporating the Internet into a development program; measuring success; and using a "pull" strategy for drawing prospects to the library's site. Concludes with a list of common guidelines. (AEF) EJ676545 Cyber-Fundraising and North Carolina Public Libraries. North Carolina Libraries v60 n4 p103-109 Win 2002 2002-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-21

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No Access to Information Censorship Children Childrens Rights Internet Library Policy Library Services Public Libraries World Wide Web Colaric, Susan Information Analyses Journal Articles First Amendment First Amendment ISSN-0029-2540 English Suggests that libraries are doing children a disservice by not providing them with a reviewed/evaluated version of the Web. Discusses children's use of the library; the nature of information on the World Wide Web; and children's information seeking skills. Describes a simple method that can be used to protect children while still protecting adult First Amendment rights. (AEF) EJ676546 Children, Public Libraries, and the Internet: Is it Censorship or Good Service? North Carolina Libraries v61 n1 p6-12 Spr 2003 2003-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-21

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No Budgeting Budgets Elementary Secondary Education Learning Resources Centers Library Administration Library Funding Library Surveys Program Budgeting Program Improvement School Libraries Tables (Data) Truett, Carol Lowe, Karen Journal Articles Reports - Research ISSN-0029-2540 English Discusses results of a survey of school media specialists and their budgets in a group of 81 participants in Western North Carolina. Findings included: virtually all participants had site-based management teams or school improvement teams in their schools, however, only a third of the media specialists were on these teams, and there was much evidence of general budget ignorance. Includes 19 tables. (AEF) EJ676547 The School Library Budget: A Study in Power and Politics of Selected North Carolina School Library Budgets. North Carolina Libraries v61 n1 p13-29 Spr 2003 2003-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 7/11/2004 11:48:41 CIJMAR2004

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No Cooperative Programs Grants Library Cooperation Library Funding Library Services Outreach Programs Program Effectiveness Public Libraries Resource Allocation Brown, Carol A. Journal Articles Reports - Descriptive Library Services and Technology Act 1996 North Carolina Partnerships in Library Services North Carolina Library Services and Technology Act 1996 ISSN-0029-2540 English The Powerful Partners Collaboration Grant is a collaborative effort using Library Services and Technology Act (LSTA) funds for educational outreach and increased visibility for libraries in the community. Powerful Partners grant recipients from North Carolina libraries have demonstrated positive outcomes for projects that required interagency collaboration to meet an identified need within the community. Interviews and survey responses Results from interviews and survey responses are discussed. Includes three tables. (AEF) EJ676548 Elements of a Powerful Partnership. North Carolina Libraries v61 n2 p52-61 Sum 2003 2003-00-00 North Carolina Library Association, State Library of North Carolina, 4646 Mail Service Center, Raleigh, North Carolina 27699-4646; Web site: http://www.nclaonline.org/NCL/index.html/. T 2004 2016-11-23

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No Electronic Journals Electronic Publishing Evaluative Thinking Mathematical Formulas Peer Evaluation Quality Control Reader Response Scholarly Journals Tables (Data) Mizzaro, Stefano Journal Articles Reports - Descriptive ISSN-3318-3324 English Describes a new kind of electronic scholarly journal in which the standard submission-review-publication process is replaced by an approach based on judgments expressed by the readers, where each reader is potentially a peer reviewer. Shows how to compute, on the basis of expressed judgments, values of scores and steadiness of papers, authors, and readers. (Author/LRW) EJ676549 Quality Control in Scholarly Publishing: A New Proposal. Journal of the American Society for Information Science and Technology v54 n11 p989-1005 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 7/11/2004 11:48:42 CIJMAR2004

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No Computer Mediated Communication Group Dynamics Interpersonal Competence Teamwork Spring, Michael B. Vathanophas, Vichita Journal Articles Reports - Research Collaborative Inquiry Quality Indicators ISSN-3318-3324 English Discusses being aware of other members of a team in a collaborative environment and reports on a study that examined group performance on a task that was computer mediated with and without awareness information. Examines how an awareness tool impacts the quality of a collaborative work effort and the communications between group members. (Author/LRW) EJ676550 Peripheral Social Awareness Information in Collaborative Work. Journal of the American Society for Information Science and Technology v54 n11 p1006-13 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-21

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No Classification Information Retrieval Measurement Techniques Tables (Data) Sun, Aixin Lim, Ee-Peng Ng, Wee-Keong Journal Articles Reports - Descriptive Similarity (Concept) Text Classification Document Handling Electronic Records Hierarchical Analysis ISSN-3318-3324 English Discusses hierarchical text classification for electronic information retrieval and the measures used to evaluate performance. Proposes new performance measures that consist of category similarity measures and distance-based measures that consider the contributions of misclassified documents, and explains a blocking measure that identifies non-performing classifiers. (Author/LRW) EJ676551 Performance Measurement Framework for Hierarchical Text Classification. Journal of the American Society for Information Science and Technology v54 n11 p1014-28 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-23

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No CD ROMs Comparative Analysis Elementary School Students Foreign Countries Information Needs Information Seeking Information Utilization Internet Literature Reviews Search Strategies Secondary School Students Student Attitudes Shenton, Andrew K. Dixon, Pat Journal Articles Reports - Research Access to Technology England Home Computers United Kingdom (England) ISSN-3318-3324 English Describes a study conducted in England that compared elementary and secondary school students' use of CD-ROMs and the Internet to meet their information needs. Reviews related research, considers information needs in conjunction with information seeking behavior, and reports results that discuss home access, student attitudes, and search strategies. (Contains 100 references.) (LRW) EJ676552 Comparison of Youngsters' Use of CD-ROM and the Internet as Information Resources. Journal of the American Society for Information Science and Technology v54 n11 p1029-49 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-23

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No Algorithms Information Retrieval Mathematical Formulas Maximum Likelihood Statistics Models Relevance (Information Retrieval) Bodoff, David Wu, Bin Wong, K. Y. Michael Journal Articles Reports - Descriptive Document Handling Empirical Methods Query Processing ISSN-3318-3324 English Presents a preliminary empirical test of a maximum likelihood approach to using relevance data for training information retrieval parameters. Discusses similarities to language models; the unification of document-oriented and query-oriented views; tests on data sets; algorithms and scalability; and the effectiveness of maximum likelihood estimators (MLE) for optimizing document or query representation. (Author/LRW) EJ676553 Relevance Data for Language Models Using Maximum Likelihood. Journal of the American Society for Information Science and Technology v54 n11 p1050-61 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-21

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No Academic Libraries Chemistry Downloading Electronic Journals Higher Education Journal Articles Scholarly Journals Scientific and Technical Information Use Studies Users (Information) Davis, Philip M. Solla, Leah R. Journal Articles Reports - Research Reading Behavior American Chemical Society Cornell University NY ISSN-3318-3324 English Reports an analysis of American Chemical Society electronic journal downloads at Cornell University (Ithaca, New York) by individual IP (Internet Protocol) addresses. Highlights include usage statistics to evaluate library journal subscriptions; understanding scientists' reading behavior; individual use of articles and of journals; and the relationship between the number of article downloads and the number of users. (Author/LRW) EJ676554 An IP-Level Analysis of Usage Statistics for Electronic Journals in Chemistry: Making Inferences about User Behavior. Journal of the American Society for Information Science and Technology v54 n11 p1062-68 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-21

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No Algorithms Computer Interfaces Computer Software English Greek Individual Differences Karakos, Alexandros Journal Articles Reports - Descriptive Transliteration Windows (Software) ISSN-3318-3324 English Explains transliteration and describes Greeklish, a Windows application that automatically produces English to Greek transliteration and back-transliteration (retransliteration), based on an algorithm with a table of associations between the two character sets. Describes how the table can be modified for personal preferences and discusses its speed of operation, simplicity, and ease of use. (Author/LRW) EJ676555 Greeklish: An Experimental Interface for Automatic Transliteration. Journal of the American Society for Information Science and Technology v54 n11 p1069-74 Sep 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jissue/104551672/. T 2004 2016-11-21

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No Academic Libraries Computer Software Electronic Libraries Higher Education Library Collection Development Scholarly Writing Web Sites World Wide Web Nicholson, Scott Journal Articles Reports - Descriptive Quality Indicators Data Mining Predictive Models ISSN-3318-3324 English Discusses quality issues regarding Web sites and describes research that created an intelligent agent for automated collection development in a digital academic library setting, which uses a predictive model based on facets of each Web page to select scholarly works. Describes the use of bibliomining, or data mining for libraries. (Author/LRW) EJ676556 Bibliomining for Automated Collection Development in a Digital Library Setting: Using Data Mining To Discover Web-Based Scholarly Research Works. Journal of the American Society for Information Science and Technology v54 n12 p1081-90 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-23

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No Bibliographic Databases Comparative Analysis Literature Reviews Statistical Distributions Tables (Data) Hood, William W. Wilson, Concepcion S. Journal Articles Reports - Research Duplicate Items (Information) Fuzzy Set Theory ISSN-3318-3324 English Examines the topic of Fuzzy Set Theory to determine the overlap of coverage in bibliographic databases. Highlights include examples of comparisons of database coverage; frequency distribution of the degree of overlap; records with maximum overlap; records unique to one database; intra-database duplicates; and overlap in the top ten databases. (Contains 52 references.) (Author/LRW) EJ676557 Overlap in Bibliographic Databases. Journal of the American Society for Information Science and Technology v54 n12 p1091-1103 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-21

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No Academic Libraries Higher Education Instructional Program Divisions Library Research Library Services Personal Narratives Phenomenology School Libraries Student Attitudes Undergraduate Students Users (Information) Kracker, Jacqueline Pollio, Howard R. Journal Articles Reports - Research Thematic Analysis ISSN-3318-3324 English Describes a study that asked undergraduates to list three personally memorable incidents concerning library use in order to understand the human experience of libraries and implications this understanding has for library use and service, education, and design. Discusses results of content analysis, phenomenological analysis, and grade levels at which library experiences occurred. (Author/LRW) EJ676558 The Experience of Libraries across Time: Thematic Analysis of Undergraduate Recollections of Library Experiences. Journal of the American Society for Information Science and Technology v54 n12 p1104-16 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-21

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No Academic Libraries Foreign Countries Higher Education Information Seeking Inquiry Questionnaires Research Libraries Search Intermediaries Users (Information) Wu, Mei-Mei Liu, Ying-Hsang Journal Articles Reports - Research Tests/Questionnaires Taiwan Elicitation Techniques Taiwan ISSN-3318-3324 English Explores how intermediaries seek information from patrons by analyzing intermediaries' elicitation utterances through three dimensions: linguistic forms, utterance purposes, and communicative functions. Reports on results of questionnaires given to patrons and intermediaries in academic and research libraries in Taiwan and investigates characteristics of one elicitation style, inquiring minds. (Contains 54 references.) (Author/LRW) EJ676559 Intermediary's Information Seeking, Inquiring Minds, and Elicitation Styles. Journal of the American Society for Information Science and Technology v54 n12 p1117-33 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-23

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No Chemistry Conferences Electronic Journals Librarians Publishing Industry Scholarly Journals Science Libraries Scientific and Technical Information Mendelsohn, Loren D. Journal Articles Reports - Descriptive ISSN-3318-3324 English Provides an overview of this section of the journal devoted to Perspectives on Chemistry Journals, based on papers presented at the Tri-Society Symposium on Chemical Information (Los Angeles, CA, June 9, 2002). Focuses on the impact of electronic journals on chemistry libraries, from publishers' and librarians' points of view. (LRW) EJ676560 Introduction and Overview: Chemistry Journals: The Transition from Paper to Electronic, with Lessons for Other Disciplines. Journal of the American Society for Information Science and Technology v54 n12 p1136-37 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 7/11/2004 11:48:45 CIJMAR2004

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No Access to Information Budgeting Chemistry Information Retrieval Information Storage Information Technology Librarians Library Collection Development Library Expenditures Library Role Science Libraries Scientific and Technical Information Stern, David Journal Articles Reports - Descriptive Change Analysis Data Management Knowledge Management Pricing ISSN-3318-3324 English Discusses questions to consider as chemistry libraries develop new information storage and retrieval systems. Addresses new integrated tools for data manipulation that will guarantee access to information; differential pricing and package plans and effects on libraries' budgeting; and the changing role of the librarian. (LRW) EJ676561 New Knowledge Management Systems: The Implications for Data Discovery, Collection Development, and the Changing Role of the Librarian. Journal of the American Society for Information Science and Technology v54 n12 p1138-40 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-23

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No Academic Libraries Access to Information Chemistry Electronic Journals Feasibility Studies Higher Education Library Research Models Printed Materials Science Libraries Chrzastowski, Tina E. Journal Articles Reports - Research University of Illinois Urbana Champaign ISSN-3318-3324 English Proposes a new model for an academic chemistry library based on experiences at the University of Illinois at Urbana-Champaign in which primary access to journals is electronic and print journals are archived unbound in a remote storage facility following local access for one year. Discusses results of a feasibility study. (Author/LRW) EJ676562 Making the Transition from Print to Electronic Serial Collections: A New Model for Academic Chemistry Libraries? Journal of the American Society for Information Science and Technology v54 n12 p1141-48 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-21

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No Academic Libraries Chemistry Electronic Journals Higher Education Library Collection Development Library Research Printed Materials Scholarly Journals Science Libraries Use Studies Vaughan, K. T. L. Journal Articles Reports - Research Duke University NC ISSN-3318-3324 English Examines the short-term effects of online availability on the use of print chemistry journals based on a study at Duke University Chemistry Library. Discusses results that showed a diminished use of the print collection and considers implications for collection management in scientific and technical libraries. (Author/LRW) EJ676563 Changing Use Patterns of Print Journals in the Digital Age: Impacts of Electronic Equivalents on Print Chemistry Journal Use. Journal of the American Society for Information Science and Technology v54 n12 p1149-52 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-21

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No Biomedicine Comparative Analysis Electronic Journals Error Correction Journal Articles Physical Sciences Scholarly Journals Scientific and Technical Information Standards Poworoznek, Emily L. Journal Articles Reports - Research Links (Indexing) ISSN-3318-3324 English Discusses errata, or corrections, in scientific and biomedical journals and compares errata in online versions of high-impact physical sciences journals across titles and publishers. Results show variability in presentation, linking, and availability of online errata and recommends the development of standards for the linking of original articles to errata. (Author/LRW) EJ676564 Linking of Errata: Current Practices in Online Physical Sciences Journals. Journal of the American Society for Information Science and Technology v54 n12 p1153-59 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-23

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No CD ROMs Computer Interfaces Databases Decision Making Electronic Libraries Library Collection Development Online Systems Ownership Users (Information) World Wide Web Wagner, A. Ben Journal Articles Reports - Descriptive License Agreements Electronic Resources ISSN-3318-3324 English Provides an overview of the development of electronic resources over the past three decades, discussing key features, disadvantages, and benefits of traditional online databases and CD-ROM and Web-based resources. Considers the decision to shift collections and resources toward purely digital formats, ownership of content, licensing, and user interfaces. (Author/LRW) EJ676565 Managing Tradeoffs in the Electronic Age. Journal of the American Society for Information Science and Technology v54 n12 p1160-64 Oct 2003 2003-00-00 Available electronically: http://www3.interscience.wiley.com/cgi-bin/jhome/76501873/. T 2004 2016-11-21

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No College Faculty Community Colleges Evaluation Methods Faculty Development Standards Teacher Evaluation Two Year Colleges Validity Rossi, Michael A., Jr. Finkelstein, Martin Hu, Shouping Journal Articles Reports - Descriptive ISSN-0736-7627 English Reports on effects of educational interventions on faculty and administration knowledge of, and attitude toward, student course evaluations. Aims to assess whether attitudes can be changed through education. Results suggest that interventions were effective, and even moderate instruction had the effect of improving attitudes toward student evaluations. (Contains 21 references.) (NB) EJ676566 The Impact of an Educational Intervention on Faculty and Administrator Knowledge and Attitude to Student Course Evaluations. Journal of Faculty Development v19 n1 p5-14 2003 2003-00-00 T 2004 7/11/2004 11:48:47 CIJMAR2004

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No College Faculty Community Colleges Computer Uses in Education Computers Faculty Development Grades (Scholastic) Technology Two Year Colleges Hardy, James C. Jones, Dennis Turner, Sandy Journal Articles Opinion Papers Reports - Descriptive ISSN-0736-7627 English Provides overview of process of switching from paper-based grade reporting to computer-based grading. Authors found that paperless grading decreased number of errors, made student access more immediate, and reduced costs incurred by purchasing and storing grade-scanning sheets. Authors also argue that direct entry grading encourages faculty to make greater use of campus computer systems. (Contains eight references.) (NB) EJ676567 Paperless Grades and Faculty Development. Journal of Faculty Development v19 n1 p15-17 2003 2003-00-00 T 2004 7/11/2004 11:48:47 CIJMAR2004

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No College Faculty Community Colleges Faculty Development Improvement Programs Models Standards Theory Practice Relationship Two Year Colleges Davis, Gayle Foley, Barbara Jo Horn, Eileen Neal, Ed Redman, Richard Van Riper, Marcia Journal Articles Reports - Descriptive ISSN-0736-7627 English Describes the process by which one institution created a comprehensive faculty development program by systematically following general guidelines drawn from the literature. Makes recommendations for developing a task force and initiating a program. Design and development of program conforms to four generic characteristics of faculty development programs. Faculty survey questions appended. (Contains 16 references.) (NB) EJ676568 Creating a Comprehensive Faculty Development Program. Journal of Faculty Development v19 n1 p19-28 2003 2003-00-00 T 2004 7/11/2004 11:48:47 CIJMAR2004

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No College Faculty Community Colleges Faculty Development Teacher Improvement Teacher Participation Theory Practice Relationship Two Year Colleges King, Kathleen P. Lawler, Patricia A. Journal Articles Reports - Research ISSN-0736-7627 English Uses quantitative and qualitative methods to analyze interview and survey data concerning best practices, goals, purposes, and influences among faculty developers in the U.S. and Canada. Presents the current state of the field, an interpretation of its meaning, and recommendations for future directions. Authors sent out 976 surveys; 249 were returned, for response rate of 25%. (Contains 4 tables and 29 references.) (NB) EJ676569 Best Practices in Faculty Development in North American Higher Education: Distinctions and Dilemmas. Journal of Faculty Development v19 n1 p29-36 2003 2003-00-00 T 2004 7/11/2004 11:48:47 CIJMAR2004

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No Accountability College Faculty Community Colleges Evaluation Faculty Development Program Evaluation Sabbatical Leaves Teacher Improvement Two Year Colleges Miller, Michale T. Bai, Kang Journal Articles Reports - Research ISSN-0736-7627 English Attempts to identify the impact of one sabbatical recipient's leave on those around the faculty member, including fellow faculty, department chairs, deans, other administrators, and students. Examines outcomes in relation to teaching, campus citizenship, and research. Research instrument is appended. (Contains 15 references, two figures, and three tables.) (NB) EJ676570 Testing an Evaluative Strategy for Faculty Sabbatical Leave Programs. Journal of Faculty Development v19 n1 p37-47 2003 2003-00-00 T 2004 7/11/2004 11:48:48 CIJMAR2004

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No Classification Community Colleges Educational Research History Research Theories Theory Practice Relationship Two Year Colleges McCormick, Alexander C. Cox, Rebecca D. Journal Articles Opinion Papers Reports - Descriptive Carnegie Classification ISSN-0194-3081 English Traces the history of the Carnegie Classification of Institutions of Higher Education and the need to differentiate two-year colleges. Includes brief examination of classification theory and practice, followed by discussion of the particular challenges in classifying two-year colleges. Suggests new systems of classification would bring benefits. (Contains eight references.) (NB) EJ676571 Classifying Two-Year Colleges: Purposes, Possibilities, and Pitfalls. New Directions for Community Colleges n122 p7-15 Sum 2003 2003-00-00 9 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.106 2004 2016-11-21

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No Classification Community Colleges Educational Research Geographic Location Governance Institutional Autonomy Research School Size Two Year Colleges Katsinas, Stephen G. Journal Articles Opinion Papers Reports - Evaluative ISSN-0194-3081 English Proposes a classification scheme based on institutional control, geography, governance, and size in order to capture the diversity of two-year colleges in the United States. Argues that development of an easy-to-use classification system could serve to improve the precision of research on the community college. (Contains 16 references.) (NB) EJ676572 Two-Year College Classifications Based on Institutional Control, Geography, Governance, and Size. New Directions for Community Colleges n122 p17-28 Sum 2003 2003-00-00 12 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.107 2004 7/11/2004 11:48:48 CIJMAR2004

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No Classification College Curriculum Community Colleges Curriculum Educational Research Enrollment Research Student Attitudes Two Year College Students Two Year Colleges Schuyler, Gwyer Journal Articles Reports - Research ISSN-0194-3081 English Proposes and tests a community college classification system based on curricular characteristics and their association with institutional characteristics. Seeks readily available data correlates to represent percentage of a college's course offerings that are in the liberal arts. A simple two-category classification system using total enrollment is ultimately found to be the most accurate. (Contains six tables.) (NB) EJ676573 A Curriculum-Based Classification System for Community Colleges. New Directions for Community Colleges n122 p29-38 Sum 2003 2003-00-00 10 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.108 2004 7/11/2004 11:48:48 CIJMAR2004

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No Classification Community Colleges Educational Research Institutional Characteristics Institutional Evaluation Research School Demography School Size Two Year Colleges Cohen, Arthur M. Journal Articles Opinion Papers Reports - Descriptive ISSN-0194-3081 English Argues that college size is a valid, readily available, easily understood, and nonjudgmental criterion that relates directly to other important college characteristics. Therefore, size should be considered the main criterion in the classification of community colleges. Using size as a criterion yields interesting patterns showing how community colleges differ. (Contains 12 references.) (NB) EJ676574 College Size as the Major Discriminator. New Directions for Community Colleges n122 p39-46 Sum 2003 2003-00-00 8 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.109 2004 7/11/2004 11:48:49 CIJMAR2004

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No Classification Cluster Analysis Community Colleges Discourse Modes Educational Research Public Policy Research Two Year Colleges Merisotis, Jamie P. Shedd, Jessica M. Journal Articles Reports - Descriptive ISSN-0194-3081 English Explores the development of a classification system for two-year institutions that can provide a framework for analysis and contribute to the discourse in public policy. The proposed classification system is based on cluster analyses using data from the National Center for Education Statistics' Integrated Postsecondary Education Data System (IPEDS). (Contains four figures and four references.) (NB) EJ676575 Using IPEDS To Develop a Classification System for Two-Year Postsecondary Institutions. New Directions for Community Colleges n122 p47-61 Sum 2003 2003-00-00 15 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.110 2004 7/11/2004 11:48:49 CIJMAR2004

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No Academic Degrees Classification Community Colleges Costs Curriculum Delivery Systems Educational Research Free Enterprise System Research Two Year Colleges Shaman, Susan M. Zemsky, Robert Journal Articles Opinion Papers Reports - Descriptive ISSN-0194-3081 English Argues that the price an individual community college charges for courses is a function of the role and place the institution occupies in the overall market for postsecondary education. Analysis suggests a classification that distinguishes colleges with respect to their emphasis on formal degree programs as opposed to delivery of courses. (Contains two tables, four figures, and two references.) (NB) EJ676576 On Markets and Other Matters: A Price Model for Public Two-Year Colleges. New Directions for Community Colleges n122 p63-75 Sum 2003 2003-00-00 13 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.111 2004 7/11/2004 11:48:49 CIJMAR2004

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No Classification Community Colleges Educational Research Institutional Evaluation Research School Demography School Size Two Year Colleges Phillippe, Kent A. Boggs, George R. Journal Articles Opinion Papers ISSN-0194-3081 English Examines and discusses the utility of the classification systems proposed for community colleges from the perspective of the American Association of Community Colleges. Provides insights for understanding the differences among community colleges. Concludes size appears to be the most important factor driving proposed categorization systems. (NB) EJ676577 The Perspective of the American Association of Community Colleges. New Directions for Community Colleges n122 p79-85 Sum 2003 2003-00-00 7 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.112 2004 7/11/2004 11:48:50 CIJMAR2004

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No Classification Community Colleges Educational Research Geographic Location Governance Institutional Autonomy Research School Size Two Year Colleges de los Santos, Alfredo G., Jr. Journal Articles Opinion Papers ISSN-0194-3081 English Argues that, of the schemes described and proposed in this journal volume, Katsinas' proposal, which is based on institutional control, geography, governance, and size, meets the largest number of criteria and may have the best utility. Asserts that a system for classification of community colleges is needed. (NB) EJ676578 A Practitioner's Perspective. New Directions for Community Colleges n122 p87-92 Sum 2003 2003-00-00 6 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.113 2004 7/11/2004 11:48:50 CIJMAR2004

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No Classification Community Colleges Competency Based Education Educational Objectives Educational Research Institutional Mission Objectives Research Two Year Colleges Bailey, Thomas R. Journal Articles Opinion Papers ISSN-0194-3081 English Argues that the diversity of community colleges justifies a more subtle system of classification than the traditional Carnegie system, but the large number of missions taken on by community colleges complicates this goal. Makes a distinction between a characteristics-based system and an output-based system. Uses distinction to discuss schemes proposed in this volume. (Contains four references.) (NB) EJ676579 A Researcher's Perspective. New Directions for Community Colleges n122 p93-100 Sum 2003 2003-00-00 8 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.114 2004 7/11/2004 11:48:50 CIJMAR2004

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No Classification Community Colleges Database Design Educational Research Local Issues Research Two Year Colleges Cox, Rebecca D. McCormick, Alexander C. Journal Articles Opinion Papers Reports - Descriptive ISSN-0194-3081 English Illustrates the practical results of the five classification proposals presented in this volume. Each classification model has been applied to a common sample of colleges. Authors review the key implications of this collective exercise. Argues that local constructs demand a more sophisticated database at the national level. (Contains six tables.) (NB) EJ676580 Classification in Practice: Applying Five Proposed Classification Models to a Sample of Two-Year Colleges. New Directions for Community Colleges n122 p103-121 Sum 2003 2003-00-00 19 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.115 2004 7/11/2004 11:48:50 CIJMAR2004

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No Grade 1 Hurricanes Integrated Curriculum Research Projects Science Curriculum Science Projects Student Projects Videotape Cassettes Videotape Recordings Diffily, Deborah Journal Articles Reports - Descriptive Child Centered Education Project Approach (Katz and Chard) ISSN-1538-6619 English Asserts that project-based learning offers a rich, child-centered approach that organizes and integrates curriculum. Describes a project to create a videotape about hurricanes, specifically illustrating: (1) reasons for projects; (2) student interest; (3) planning; (4) researching; (5) skills; (6) documentation; (7) video planning; (8) video production; and (9) learning in the hurricane project. (SD) EJ676581 Creating a Videotape about Hurricanes: Experiences in Project-Based Learning. Young Children v58 n4 p76-81 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Child Caregivers Children Emotional Problems Family Needs Natural Disasters Psychological Needs Volunteer Training Volunteers Winter, Roy E. Surr, John V. Leaf, Beverly Joy Journal Articles Reports - Descriptive Child Care Needs Disaster Planning Disasters Red Cross Traumas ISSN-1538-6619 English Describes Disaster Child Care (DCC), a nonsectarian ministry, which trains and mobilizes volunteers to care for children of families suffering from a natural or man-made disaster. Specifically addresses: (1) comfort through familiarity; (2) behaviors and approaches to lessen anxiety; and (3) care and caregiver training. Provides examples of care and describes collaborative efforts with other organizations. (SD) EJ676582 Meeting Child Care Needs in Disasters. Young Children v58 n4 p82-84 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Computer Attitudes Computer Software Computer Software Evaluation Computer Use Computer Uses in Education Early Childhood Education Educational Development Physical Development Social Development Teacher Role Fischer, Melissa Anne Gillespie, Catherine Wilson Journal Articles Reports - General Concerns Analysis Project Head Start ISSN-1538-6619 English Contends that early childhood educators need to understand how exposure to computers and constructive computer programs affects the development of children. Specifically examines: (1) research on children's technology experiences; (2) determining best practices; and (3) addressing educators' concerns about computers replacing other developmentally appropriate activities, difficulty levels, social effects, student control, and stifled creativity; and (4) teacher role. (SD) EJ676583 One Head Start Classroom's Experience: Computers and Young Children's Development. Young Children v58 n4 p85-91 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Attachment Behavior Behavior Behavior Problems Behavior Theories Caregiver Child Relationship Child Behavior Child Caregivers Child Development Emotional Development Preschool Teachers Social Development Teacher Student Relationship Young Children Watson, Marilyn Information Analyses Journal Articles Behavior Management Security of Attachment ISSN-1538-6619 English Outlines the basic principles of attachment theory and its implications for young children's social and emotional development. Applies attachment theory to children whose behaviors are especially challenging, using examples from a primary classroom in an urban setting. Asserts that sensitive teachers can build collaborative relationships. (SD) EJ676584 Attachment Theory and Challenging Behaviors: Reconstructing the Nature of Relationships. Young Children v58 n4 p12-20 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Caregiver Child Relationship Case Studies Child Care Child Care Centers Child Caregivers Emotional Adjustment Foreign Countries Infants Social Adjustment Elliot, Enid Journal Articles Reports - Descriptive Individualized Evaluation Canada Canada ISSN-1538-6619 English Contends that assumptions concerning infants' adjustment to child center care need to be tempered with attention to observation, thought, and commitment to each individual baby. Describes the Options Daycare program for pregnant teens and young mothers. Presents a case study illustrating the need for openness in strategy and planning for transition and adjustment to child care. (SD) EJ676585 Challenging Our Assumptions: Helping a Baby Adjust to Center Care. Young Children v58 n4 p22-28 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Autism Case Studies Classroom Environment Elementary Education Inclusive Schools Interpersonal Competence Mainstreaming Regular and Special Education Relationship Social Experience Social Integration Socialization Special Education Special Needs Students Hess, Kristen Journal Articles Reports - Descriptive Life Coping Skills Social Skills Training ISSN-1538-6619 English Provides a case study in support of inclusion of autistic children in regular school classrooms. Argues that special needs children must experience an environment that resembles the typical outside world. Examines the role of special education, experience in the classroom, and preparation for life. Reiterates that skills acquired to manage life are necessary and that inclusive classrooms provide practice for such skills. (SD) EJ676586 Keep the Change: A Hard-Earned Success. Young Children v58 n4 p30-32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Behavior Child Development Childhood Needs Class Activities Classroom Environment Gender Issues Learning Activities Learning Strategies Males Preschool Education Sex Differences Sex Role King, Margaret Gartrell, Dan Guides - Classroom - Teacher Journal Articles Activity Preferences Activity Theory ISSN-1538-6619 English Argues that for reasons of development and temperament, many boys have difficulty fitting the traditional classroom expectations of many teachers. Presents some specific strategy changes made by a teacher in the learning environment to address boys' development, interests, and activity levels. Asserts that addressing the needs of boys can make a program more developmentally responsive. (SD) EJ676587 Building an Encouraging Classroom with Boys in Mind. Young Children v58 n4 p33-36 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Behavior Standards Behavioral Objectives Child Behavior Classroom Environment Discipline Discipline Policy Elementary Education Participative Decision Making Program Design Student Behavior Rightmyer, Elizabeth Campbell Guides - Classroom - Teacher Journal Articles Reports - Descriptive Behavior Management Child Centered Education Child Management ISSN-1538-6619 English Describes one teachers' system of democratic discipline in which the children deliberate and construct the list of rules for the classroom. Addresses: (1) introducing democratic discipline; (2) daily routine; (3) typical problems, typical solutions; (4) novel solutions; (5) recurring problems; (6) unintended results; (7) context for children's decision making; and (8) answering critics of child-centered practice. (SD) EJ676588 Democratic Discipline: Children Creating Solutions. Young Children v58 n4 p38-45 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Caregiver Training Child Care Children Emotional Development Program Content Program Descriptions Program Guides Social Development Training Corso, Rob Journal Articles Reports - Descriptive Training Materials What Works Early Head Start Project Head Start ISSN-1538-6619 English Describes the work and organization of the Center, which focuses on strengthening the capacity of child care and Head Start programs to improve social and emotional outcomes for young children. Specifically examines two main activities: creation of a series of What Works Briefs and development of a set of comprehensive training modules. (SD) EJ676589 The Center on the Social and Emotional Foundations for Early Learning. Young Children v58 n4 p46-47 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Behavior Interpersonal Competence Preschool Education Prevention Student Behavior Teacher Student Relationship Teaching Models Fox, Lise Dunlap, Glen Hemmeter, Mary Louise Joseph, Gail E. Strain, Phillip S. Journal Articles Reports - Descriptive Behavior Management ISSN-1538-6619 English This article describes a framework for addressing the social and emotional development and challenging behaviors of young children. This pyramid framework includes four levels of practice to address the needs of all children, including children with persistent challenging behavior. An example is provided demonstrating how to implement this model in a preschool classroom. (SD) EJ676590 The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children. Young Children v58 n4 p48-52 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Behavior Child Care Child Care Centers Child Caregivers Cultural Awareness Cultural Differences Cultural Influences Culture Early Childhood Education Kaiser, Barbara Rasminsky, Judy Sklar Journal Articles Opinion Papers Cultural Values Cultural Relativism ISSN-1538-6619 English Asserts that child care providers must collaborate with children's families in order to better understand their culture and their child, and to successfully deal with challenging behavior issues. Addresses: (1) culture definition; (2) culture and identity; (3) cultural differences; (4) seeing culture; (5) child care and school culture; (6) moving between cultures; and (7) culture and behavior. (SD) EJ676591 Opening the Culture Door. Young Children v58 n4 p53-56 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adults Behavior Behavior Change Behavior Development Behavior Problems Child Behavior Children Discipline Prevention Responses Student Behavior Fox, Lise Journal Articles Reference Materials - Bibliographies Behavior Management ISSN-1538-6619 English Presents a bibliography of 59 books, journal articles, and web sites for further reading on preventing and responding to children's challenging behaviors. (SD) EJ676592 For Further Reading on Preventing and Responding to Behaviors That Challenge Children and Adults. Young Children v58 n4 p57 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Cultural Awareness Early Childhood Education Educational Practices Educational Research Educational Theories Multicultural Education Teacher Role Winsler, Adam Information Analyses Journal Articles Vygotsky (Lev S) ISSN-1040-9289 English Discusses the relevance of Vygotsky's child development and educational theories to current theory, research, and practice, noting the increase in Vygotsky-related scholarship, and insights his theory offers for best pedagogical practices for cultural diversity and the role of the teacher. Lists Vygotsky-related ideas for understanding and facilitating young children's development and learning. Categorizes by topic research citations from 1993-2003 relating to Vygotsky and early childhood education. (JPB) EJ676593 Introduction to the Special Issue: Vygotskian Perspectives in Early Childhood Education. Early Education and Development v14 n3 p253-70 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Role Cognitive Development Educational Theories Language Acquisition Preschool Children Preschool Education Pretend Play Role Playing Symbolic Learning Duncan, Robert M. Tarulli, Donato Information Analyses Journal Articles Leontiev (A N) Mikhail Bakhtin Vygotsky (Lev S) ISSN-1040-9289 English Discusses ideas from Vygotsky, Leont'ev and Bakhtin to show how fantasy play acts as its own zone of proximal development that contributes to the development of symbolic mediation, the appropriation of social roles and symbols, and the preschool child's preparation for elementary school. (JPB) EJ676594 Play as the Leading Activity of the Preschool Period: Insights from Vygotsky, Leont'ev, and Bakhtin. Early Education and Development v14 n3 p271-92 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Cultural Context Early Childhood Education Educational Theories Learning Processes Preschool Teachers Teacher Participation Teacher Role Teacher Student Relationship Scrimsher, Sheryl Tudge, Jonathan Journal Articles Reports - Research Vygotsky (Lev S) Zone of Proximal Development ISSN-1040-9289 English Re-interprets Vygotsky's concept of the zone of proximal development as a recommendation that primary school teachers attend to what both they and their students bring to learning interactions, including cultural contexts and personal histories. Emphasizes Vygotsky's idea that teacher-student interactions be characterized by both teaching and learning. (JPB) EJ676595 The Teaching/Learning Relationship in the First Years of School: Some Revolutionary Implications of Vygotsky's Theory. Early Education and Development v14 n3 p293-312 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation Educational Theories Elementary Education Elementary School Students Partnerships in Education Program Effectiveness Reading Comprehension Reading Improvement School Activities Student Participation Blanton, William E. Menendez, Rita Moorman, Gary B. Pacifici, Linda C. Journal Articles Reports - Evaluative Vygotsky (Lev S) ISSN-1040-9289 English Investigated the effects of participation in the 5th Dimension--a mixed activity system based on Vygotsky's cultural-historical activity theory and implemented as a university-community collaboration--on third-, fourth-, and fifth-graders' learning to comprehend written directions. Found that children with extensive participation performed better on comprehension tests than students with minimal or no participation in the program. (JPB) EJ676596 Learning To Comprehend Written Directions through Participation in a Mixed Activity System. Early Education and Development v14 n3 p313-34 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Computer Assisted Instruction Educational Theories Elementary Education Elementary School Students Grade 1 Learning Processes Models Peer Influence Wang, X. Christine Ching, Cynthia Carter Journal Articles Reports - Research Vygotsky (Lev S) ISSN-1040-9289 English This ethnographic study investigated first-graders' social construction of their classroom computer experience. Findings showed that children constantly negotiate between their own individual and collective goals in the classroom as they create their own definition of computer use while conforming to the teacher's rules. Considers the usefulness of the transactional model of social processes based on Vygotsky's theories for evaluating these social practices. (JPB) EJ676597 Social Construction of Computer Experience in a First-Grade Classroom: Social Processes and Mediating Artifacts. Early Education and Development v14 n3 p335-61 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Educational Theories Elementary Education Elementary School Students Grade 1 Parent Participation Parents as Teachers Reading Instruction Reading Skills Word Recognition Evans, Mary Ann Moretti, Shelley Shaw, Deborah Fox, Maureen Journal Articles Reports - Research Vygotsky (Lev S) ISSN-1040-9289 English Examined parental coaching strategies during shared book reading between parents and their first-grade children. Found that parents provided more feedback clues when their child was unsuccessful in rereading a word after initial feedback, causing children's success levels to rise. Children with weaker word recognition skill were offered feedback at higher levels. (JPB) EJ676598 Parent Scaffolding in Children's Oral Reading. Early Education and Development v14 n3 p363-88 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Centers Child Care Occupations Child Caregivers Leadership Styles Supervisor Qualifications Supervisors Supervisory Methods Schweikert, Gigi Taylor Guides - Non-Classroom Journal Articles ISSN-0164-8527 English Offers eight suggestions for child care center teachers recently promoted to supervisory positions. Considers the supervisor's need to make decisions, communicate, define expectations, stay connected with staff, create a culture that encourages new ideas, and set the tone for the work environment by example. (JPB) EJ676599 Who Made Me Boss? Eight Tips for Supervisors. Child Care Information Exchange n152 p7-8,10 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:56 CIJMAR2004

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No Child Care Financial Support Fund Raising Government School Relationship Nonprofit Organizations Organizational Change School Funds Surveys Trend Analysis Neugebauer, Roger Journal Articles Reports - Descriptive ISSN-0164-8527 English Reports on trends related to charitable organizations noting their significance for nonprofit child care centers, based on a survey of nonprofit organizations around the world. Discusses the prevalence of nonprofits, sources of funding, shifting from government support to other sources of support while taking a greater role in replacing government services, and the advantages and disadvantages of nonprofit status. (JPB) EJ676600 Non Profit Child Care Facing Challenges Worldwide: An Exchange Trend Report. Child Care Information Exchange n152 p11-14 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:56 CIJMAR2004

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No Child Care Centers Child Caregivers Parent Participation Parent School Relationship Parent Teacher Cooperation Parents Trust (Psychology) Gonzalez-Mena, Janet Stonehouse, Anne Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses issues for child care professionals working in partnership with parents on a difficult issue. Considers establishing mutual trust and respect for each other's views, keeping in mind the needs of other students, and maintaining confidence in the program's goals. Includes example involving a parent's complaint about the admission of a child with Down syndrome to a child care center. (JPB) EJ676601 High-Maintenance Parent or Parent Partner? Working with a Parent's Concern. Child Care Information Exchange n152 p16-18 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:56 CIJMAR2004

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No Child Care Centers Family Financial Resources Financial Support Grants Student Financial Aid Tuition Vast, Teresa Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses issues in establishing and managing a tuition assistance program for child care centers, including target groups, sources of aid, determining need, and whether to use an external financial aid service. (JPB) EJ676602 Establishing and Managing a Tuition Aid Program--Guidelines for Helping Families with Financial Difficulties. Child Care Information Exchange n152 p27-32 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:56 CIJMAR2004

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No Class Activities Curriculum Development Observation Participative Decision Making Preschool Children Preschool Curriculum Preschool Education Preschool Teachers Student Participation Student Role Teacher Role Teacher Student Relationship Hughes, Eileen Hess, Alice Journal Articles Reports - Descriptive ISSN-0164-8527 English Describes the experience of a preschool teacher who allowed her students to create curriculum with her by sharing observations of natural phenomena and the learning process. Considers the importance of preparing the environment so that children feel they have ownership of the classroom and the materials, the role of both teacher and children as observers in the learning process, and children's responses to the experience. (JPB) EJ676603 Using Observation--A Mini-Experience in the Life of Children and Teachers. Child Care Information Exchange n152 p51-55 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:57 CIJMAR2004

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No Class Activities Computer Software Evaluation Computer Uses in Education Early Childhood Education Instructional Materials Preschool Children Preschool Teachers Student Role Teacher Role Fox, Selena Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses factors in the successful integration of computers into the early childhood classroom, including children's openness to new experiences and the need for teachers to be open to new ideas and confident in the positive role of technology. Considers elements to look for in choosing educational software. (JPB) EJ676604 A Puzzling Learning Tool--Understanding Technology as a Learning Tool. Child Care Information Exchange n152 p70-73 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:57 CIJMAR2004

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No Coping Early Childhood Education Emotional Adjustment Emotional Development Mental Health Preschool Children Preschool Teachers Teacher Education Violence Plattner, Ilse Elisabeth Haugen, Kirsten Cohen, Alan Levin, Diane E. Journal Articles Reports - Descriptive ISSN-0164-8527 English Presents four articles discussing mental health issues that pertain to early childhood education: "Granting Children Their Emotions" (Ilse Elisabeth Plattner); "Double Vision: Parent and Professional Perspectives on Our Family's Year in Crisis" (Kirsten Haugen); "Coping with Stress and Surviving Challenging Times" (Alan Cohen); and "When the World Is a Dangerous Place: Helping Children Deal with Violence in the News" (Diane E. Levin). Includes training suggestions (Kay Albrecht). (JPB) EJ676605 Children's Mental Health. Beginnings Workshop. Child Care Information Exchange n152 p33-47 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:57 CIJMAR2004

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No Child Care Centers Child Caregivers Class Activities Preschool Curriculum Preschool Education Transitional Programs Carter, Margie Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses ideas for establishing rituals and celebrations to ease enrollment and staffing transitions during the child care center school year. Recommends ways to make transitions part of the curriculum through the use of daily routines, picture books, celebrations, and gift giving to mark significant events and changes. (JPB) EJ676606 Transitions, Rituals, and Celebrations. Ideas for Training Staff. Child Care Information Exchange n152 p19-22 Jul-Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:48:58 CIJMAR2004

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No Parent Role Social Development Social Values Socialization Young Children Duffy, Roslyn Journal Articles Reports - Descriptive Etiquette Manners ISSN-0164-8527 English Discusses the importance of teaching social manners to young children as part of their social development, and describes ways to model good manners and help children form appropriate habits. Includes a chart on the development of manners in infants and toddlers, preschoolers, and older children, which summarizes techniques, language, mealtime behavior, and the next developmental goals for each age group. (JPB) EJ676607 Do Manners Matter? From a Parent's Perspective. Child Care Information Exchange n152 p65-68 Jul-Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescent Development Adolescents Adult Child Relationship Individual Development Montessori Schools Secondary Education Secondary School Teachers Spiritual Development Spirituality Teacher Student Relationship Work Ethic Ludick, Patricia Journal Articles Reports - Descriptive Speeches/Meeting Papers Child Influence Learning Communities Self Awareness ISSN-1522-9734 English It is within the prepared environment of the adolescent learning community that the adult comes into full connection with Montessori's universal picture of optimal development. Adolescents' search for meaning enables adults to come to a clearer understanding of the human condition. Thus, teachers of adolescents must endeavor to model the ideals of ethical behavior, the nature of intellectual competence, and the goal of developing one's optimal potential. (KB) EJ676608 Redefining Who We Are: The Work of a Learning Community. Facing Adolescents/Facing Ourselves. NAMTA Journal v28 n2 p31-47 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Child Development Children Community Early Childhood Education Elementary Secondary Education Individual Development Montessori Method Spiritual Development Spirituality Teacher Role Teachers Values Work Ethic Haines, Annette M. Journal Articles Reports - Descriptive Montessori (Maria) Self Awareness ISSN-1522-9734 English Draws upon Maria Montessori's writings to examine work as a universal human tendency throughout life. Discusses the work of adaptation of the infant, work of "psycho-muscular organism" for the preschooler, work of the imagination for the elementary child, community work of the adolescent, and work of the adult. Asserts that Montessorians' role is to aid development of the human personality by providing opportunities for the right kind of work. (Author/KB) EJ676609 Work. NAMTA Journal v28 n2 p49-58 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Attention Control Childhood Interests Children Classroom Environment Classroom Techniques Early Childhood Education Individual Development Instructional Materials Modeling (Psychology) Montessori Method Preschool Education Preschool Teachers Student Interests Student Motivation Teacher Role Teacher Student Relationship Work Ethic Bettmann, Joen Journal Articles Reports - Descriptive Speeches/Meeting Papers Challenge Concentration Montessori (Maria) ISSN-1522-9734 English Considers 3- to 6-year-olds' work cycle, looking first to the Montessori concept of normalization, manifest as increasing depth of concentration. Offers guidelines for a "protected lesson," designed to foster independence. Discusses interest and purpose as the basis for work, work "curves," control of error, presentation dynamics, and design of the prepared environment as they relate to the directress' role in linking children to true work. (Author/KB) EJ676610 True Work: Discovering the Path to Self-Perfection through the Prepared Environment. NAMTA Journal v28 n2 p61-84 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Children Definitions Individual Development Maturity (Individuals) Play Social History Systems Approach Work Attitudes Work Ethic Csikszentmihalyi, Mihaly Journal Articles Reports - Descriptive Speeches/Meeting Papers Self Fulfillment Task Engagement Intergenerational Factors Intergenerational Transmission ISSN-1522-9734 English Defines work built around a systems view of consumers and producers to characterize work as seen through different cultures as a mingling of enjoyment. Shows how emerging agricultural settlements and cities resulted in families assuming inherited work or labor specialties to be passed to the next generation. Discusses generational concepts of work and play, concluding that maturity may partly determine how much engagement and fulfillment people derive from work. (Author/KB) EJ676611 The Evolving Nature of Work. NAMTA Journal v28 n2 p87-107 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Definitions Ethics Individual Development Relevance (Education) Scientists Social Values Success Teachers Teaching (Occupation) Work Ethic Csikszentmihalyi, Mihaly Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-1522-9734 English Examines the working lives of geneticists and journalists to place into perspective what lies behind personal ethics and success. Defines "good work" as productive activity that is valued socially and loved by people engaged in it. Asserts that certain cultural values, social controls, and personal standards are necessary to maintain good work and prevent shortcuts. Apprises educators that students' desired future work must connect with work in school. (Author/KB) EJ676612 The Good Work. NAMTA Journal v28 n2 p108-20 Spr 2003 2003-00-00 T 2004 7/11/2004 11:48:59 CIJMAR2004 Theme Issue Topic: "Montessori: Spiritual Journey of the Teacher and the Child."

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No Charter Schools Children Developmental Stages Early Childhood Education Educational Administration Elementary Education Individual Development Montessori Schools Parent School Relationship Parents Personal Narratives Preschool Teachers School Role Teacher Administrator Relationship Ford, Terry N. Journal Articles Opinion Papers Speeches/Meeting Papers Child Influence Learning Communities ISSN-1522-9734 English Gives a personalized account of the individual development of one school administrator/founder in relation to a Montessori school's evolution. Suggests that the school must consider stages of development in teachers and parents. Discusses the expansion of services to a second charter school, identifying how failures can lead to success. Suggests that remaining in contact with the children of the school is the surest way to an enlightened path. (Author/KB) EJ676613 Schools Discovering Their Cosmic Task. NAMTA Journal v28 n2 p123-35 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Cooperation Early Childhood Education Elementary Education Elementary School Teachers Individual Development Montessori Schools Parent Education Parent Participation Parent School Relationship Parents Principals Trust (Psychology) Gordon, Barbara Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-1522-9734 English Offers suggestions for facilitating collaboration between families and schools, based on experience in Montessori education. Advocates gaining trust through regular informal social gatherings of parents and principal, pointing out that trust can help parents deal with anxiety over future academic success. Notes the efficacy of a parent education component for facilitating parent participation. Urges administrators to show sensitivity by speaking in encouraging terms and knowing what not to say. (Author/KB) EJ676614 Working with Parents: Building the Spirit through Collaboration. NAMTA Journal v28 n2 p137-40 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:00 CIJMAR2004 Theme Issue Topic: "Montessori: Spiritual Journey of the Teacher and the Child."

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No Architecture Classroom Environment Early Childhood Education Educational Environment Educational Facilities Elementary Education Montessori Schools Outdoor Education Sidy, Victor Journal Articles Reports - Descriptive Wright (Frank Lloyd) Montessori (Maria) ISSN-1522-9734 English Draws on the principles of architect Frank Lloyd Wright and educator Maria Montessori to create a new genre of architectural design for schools--schools that nurture. Suggests that Montessori schools may develop their own architectural statement as they integrate indoors and outdoors with Montessori-specific requirements for the prepared environment. Includes several photographs, site plans, and floor plans. (Author/KB) EJ676615 Buildings That Nurture. NAMTA Journal v28 n2 p143-54 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Brain Change Strategies Children Dyslexia Learning Disabilities Neurological Impairments Neurological Organization Phoneme Grapheme Correspondence Reading Difficulties Reading Improvement Reading Processes Symptoms (Individual Disorders) Gorman, Christine Journal Articles Reports - Descriptive Brain Development Magnetic Resonance Imaging ISSN-0040-781X English Presents recent research results from magnetic resonance imaging on the neurological characteristics of individuals with dyslexia. Describes how the brain is normally used in reading and how a neurological "glitch" prevents individuals with dyslexia from easily gaining access to parts of the brain responsible for analyzing and recognizing words. Lists dyslexia symptoms for children at various ages and actions parents can take if they suspect their child has dyslexia. (KB) EJ676616 The New Science of Dyslexia. Time v162 n4 p52-59 Jul 28, 2003 2003-00-00 Time, P.O. Box 30601, Tampa, FL 33630-0601 N/A 2004 2016-11-21

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No Age Differences Childhood Attitudes Cross Sectional Studies Decision Making Foreign Countries Moral Development Preschool Children Value Judgment Yau, Jenny Smetana, Judith G. Journal Articles Reports - Research Hong Kong Justification (Psychology) Personal Experiences Authority Social Conventions Fairness Transgression Behavior Hong Kong ISSN-0009-3920 English Interviewed 4- and 6-year-old Hong Kong preschoolers about familiar moral, social-conventional, and personal events. Found that children judged children as deciding personal issues, based on personal choice justifications, and judged parents as deciding moral and conventional issues. With age, children granted increased decisionmaking power to the child. More so than other events, children viewed moral transgressions as more serious and wrong independent of authority, based on welfare and fairness. (Author/KB) EJ676617 Conceptions of Moral, Social-Conventional, and Personal Events among Chinese Preschoolers in Hong Kong. Child Development v74 n3 p647-58 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Age Differences Children Competence Cross Sectional Studies Learning Strategies Metacognition Performance Factors Problem Solving Winsler, Adam Naglieri, Jack Journal Articles Reports - Research Private Speech Self Talk Strategy Choice ISSN-0009-3920 English This study explored 5- to 17-year-olds' use, self report, and awareness of verbal problem-solving strategies and strategy effectiveness. Findings indicated that children's verbal strategies moved from overt, to partially covert, to fully covert forms with age. Self-reports of strategy use were accurate yet incomplete. Strategy awareness was low and increased with age. Self-talk was unrelated to task performance for older children. (Author/KB) EJ676618 Overt and Covert Verbal Problem-Solving Strategies: Developmental Trends in Use, Awareness, and Relations with Task Performance in Children Aged 5 to 17. Child Development v74 n3 p659-78 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Classification Cognitive Development Concept Formation Discrimination Learning Habituation Infant Behavior Infants Novelty (Stimulus Dimension) Casasola, Marianella Cohen, Leslie B. Chiarello, Elizabeth Journal Articles Reports - Research Containment Visual Occlusion ISSN-0009-3920 English Two experiments examined six-month-olds' ability to form an abstract containment category. Results indicated that, after habituation to object pairs in a containment relation, infants looked reliably longer at an example of an unfamiliar versus familiar containment relation, indicating that they could form a categorical representation of containment. Findings also demonstrated that infants do not rely on object occlusion to discriminate containment from a support or a behind spatial relation. (Author/KB) EJ676619 Six-Month-Old Infants' Categorization of Containment Spatial Relations. Child Development v74 n3 p679-93 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Behavior Children Comparative Analysis Economically Disadvantaged Individual Development Longitudinal Studies Parent Background Parent Child Relationship Parenting Styles Predictor Variables Student Adjustment Student Behavior Verbal Ability Ackerman, Brian P. Brown, Eleanor Izard, Carroll E. Journal Articles Reports - Research Continuity Discontinuity Externalization Impulsiveness Person Centered Approach ISSN-0009-3920 English Identified groups of economically disadvantaged children showing high externalizing behavior in first grade that persisted (persistent) or decreased (improver) in third grade, or low first- grade levels that were stable (unproblematic) or increased (new problem) in third grade. Found that verbal ability, behavioral impulsivity, parent maladjustment, and harsh parenting distinguished persistent problem and unproblematic groups. Family instability related to change for improver and new problem groups. (Author/KB) EJ676620 Continuity and Change in Levels of Externalizing Behavior in School of Children from Economically Disadvantaged Families. Child Development v74 n3 p694-709 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Children Context Effect Foreign Countries Interpersonal Competence Interpersonal Relationship Norms Peer Acceptance Peer Influence Peer Relationship Social Behavior Social Development Student Leadership Chen, Xinyin Chang, Lei He, Yunfeng Journal Articles Reports - Research China Hierarchical Linear Modeling Mediating Factors China ISSN-0009-3920 English Examined peer group contextual effects on relations between academic achievement and social functioning among Chinese 9-, 13-, and 16-year-olds. Found that peer groups were highly homogeneous on academic achievement. Academic achievement and social adjustment were associated at within-group individual and group levels. Group academic performance moderated relations between academic achievement and social adjustment (peer acceptance, social competence, and leadership), suggesting that individual-level relations are influenced by group academic norms. (Author/KB) EJ676621 The Peer Group as a Context: Mediating and Moderating Effects on Relations between Academic Achievement and Social Functioning in Chinese Children. Child Development v74 n3 p710-27 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Cross Sectional Studies Developmentally Appropriate Practices Experiments Familiarity Interviews Memory Performance Factors Questioning Techniques Recall (Psychology) Recognition (Psychology) Holliday, Robyn E. Journal Articles Reports - Research Suggestibility ISSN-0009-3920 English Two experiments examined effects of a cognitive interview on 4- and 8-year-olds' correct recall and subsequent reporting of misinformation. Found that a cognitive interview elicited more correct details than a control interview. Eight-year-olds' reports were more complete than 4-year-olds', with more correct person, action, object, and location details. Cognitive interviews given after postevent misinformation reduced children's reporting of misinformation at interview and reduced reporting of self-generated misinformation at test. (Author/KB) EJ676622 Reducing Misinformation Effects in Children with Cognitive Interviews: Dissociating Recollection and Familiarity. Child Development v74 n3 p728-51 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Behavior Adolescent Development Adolescents Age Differences Correlation Delinquency Knowledge Level Longitudinal Studies Parent Child Relationship Parent Influence Predictor Variables Laird, Robert D. Pettit, Gregory S. Bates, John E. Dodge, Kenneth A. Journal Articles Reports - Research Child Influence ISSN-0009-3920 English Examined links between parental knowledge and adolescent delinquent behavior for correlated rates of developmental change and reciprocal associations from age 14 to 18. Found that parent knowledge was negatively correlated with delinquent behaviors at age 14 and knowledge increases over time were negatively correlated with increases in parent-reported delinquent behavior. Low parental knowledge predicted increases in delinquent behavior, and high delinquent behavior levels predicted knowledge decreases. (Author/KB) EJ676623 Parents' Monitoring-Relevant Knowledge and Adolescents' Delinquent Behavior: Evidence of Correlated Developmental Changes and Reciprocal Influences. Child Development v74 n3 p752-68 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Adjustment (to Environment) Adolescent Attitudes Adolescent Development Antisocial Behavior Delinquency Depression (Psychology) Emotional Development Late Adolescents Longitudinal Studies Models Peer Influence Prosocial Behavior Resistance to Temptation Self Control Self Efficacy Self Management Sex Differences Bandura, Albert Caprara, Gian Vittorio Barbaranelli, Claudio Gerbino, Maria Pastorelli, Concetta Journal Articles Reports - Research Emotional Regulation Mediating Factors Psychosocial Adaptation ISSN-0009-3920 English Examined influence of perceived self-efficacy for affect regulation with older adolescents. Found that self-efficacy to regulate affect related to high efficacy to manage academic development, resist social pressures for antisocial activities, and engage with empathy in others' emotional experiences. Perceived self-efficacy for affect regulation was mediated by behavioral forms of self-efficacy. Perceived empathic self-efficacy was accompanied by prosocial behavior, low delinquency, and increased vulnerability to depression in females. (Author/KB) EJ676624 Role of Affective Self-Regulatory Efficacy in Diverse Spheres of Psychosocial Functioning. Child Development v74 n3 p769-82 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Adult Child Relationship Age Differences Childrens Rights Cognitive Development Context Effect Cross Sectional Studies Decision Making Democratic Values Evaluative Thinking Family Relationship Foreign Countries Peer Relationship Personal Autonomy Social Cognition Helwig, Charles C. Arnold, Mary Louise Tan, Dingliang Boyd, Dwight Journal Articles Reports - Research Consensus Differentiation Majority Rule China China ISSN-0009-3920 English This study explored judgments and reasoning of Chinese 13- to 18-year-olds regarding making decisions involving children in peer, family, and school contexts. Findings indicated that judgments and reasoning about decision-making varied by social context and by the decision under consideration. Evaluations of procedures became more differentiated with increasing age. Findings revealed that concepts of rights, individual autonomy, and democratic norms are salient to Chinese adolescents' social reasoning. (Author/KB) EJ676625 Chinese Adolescents' Reasoning about Democratic and Authority-Based Decision Making in Peer, Family, and School Contexts. Child Development v74 n3 p783-800 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents At Risk Persons Causal Models Disadvantaged Early Parenthood Fatherless Family Females Foreign Countries Longitudinal Studies Models One Parent Family Pregnancy Pregnant Students Sexuality Theories Ellis, Bruce J. Bates, John E. Dodge, Kenneth A. Fergusson, David M. Horwood, L. John Pettit, Gregory S. Woodward, Lianne Journal Articles Reports - Research New Zealand Timing United States Child Development Project Cross National Studies New Zealand United States ISSN-0009-3920 English Longitudinal studies in two countries investigated impact of father absence on girls' early sexual activity (ESA) and teenage pregnancy. Findings indicated that greater exposure to father absence strongly related to elevated ESA and adolescent pregnancy risk. Elevated risk was not explained (U.S. sample) or only partly explained (New Zealand sample) by familial, ecological, and personal disadvantage. (Author/KB) EJ676626 Does Father Absence Place Daughters at Special Risk for Early Sexual Activity and Teenage Pregnancy? Child Development v74 n3 p801-21 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Auditory Perception Auditory Stimuli Classification Cognitive Processes Comparative Analysis Experiments Perceptual Development Preschool Children Visual Perception Visual Stimuli Sloutsky, Vladimir M. Napolitano, Amanda C. Journal Articles Reports - Research Labeling (of Objects) Preference Patterns ISSN-0009-3920 English Four experiments tested the hypothesis that the importance of linguistic labels for young children's conceptual organization stems from a privileged processing status of auditory input over visual input. Findings indicated that when auditory and visual stimuli were presented separately, 4-year-olds were likely to process both kinds of stimuli, whereas when auditory and visual stimuli were presented simultaneously, subjects were more likely to process auditory stimuli than visual stimuli. (Author/KB) EJ676627 Is a Picture Worth a Thousand Words? Preference for Auditory Modality in Young Children. Child Development v74 n3 p822-33 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Child Development Children Comparative Analysis Competence Computation Individual Development Learning Disabilities Longitudinal Studies Mathematics Achievement Problem Solving Reading Achievement Reading Difficulties Jordan, Nancy C. Hanich, Laurie B. Kaplan, David Journal Articles Reports - Research ISSN-0009-3920 English Examined children's mathematical competencies between ages 7 and 9. Found no differences in developmental rate between children with math difficulties only (MD), math and reading difficulties (MD-RD), reading difficulties only (RD), and normal math/reading achievement (NA). Found that at end of Grade 3, MD group performed better than MD-RD group in problem solving but not calculation. The NA and RD groups performed better than MD-RD group in most areas. (Author/KB) EJ676628 A Longitudinal Study of Mathematical Competencies in Children with Specific Mathematics Difficulties versus Children with Comorbid Mathematics and Reading Difficulties. Child Development v74 n3 p834-50 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:49:04 CIJMAR2004 ED504995

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No Academic Achievement Adolescents Age Differences At Risk Persons Behavior Problems Child Health Children Comparative Analysis Depression (Psychology) Employed Parents Expulsion Family Environment Family Income Followup Studies Grade Repetition Longitudinal Studies Models Parent Child Relationship Parents Public Policy Social Behavior Suspension Welfare Recipients Welfare Reform Welfare Services Well Being Morris, Pamela Bloom, Dan Kemple, James Hendra, Richard Journal Articles Reports - Evaluative Florida Welfare to Work Programs Florida ISSN-0009-3920 English Examined effects of time-limited welfare on children ages 5- to 17-years at a 4-year follow-up. Found that effects were moderated by families' risk of long-term welfare dependency. Found few effects for children of parents most likely to reach the welfare time limit. Found consistent negative effects for children of parents with the largest employment gains, particularly for the oldest adolescents. (Author/KB) EJ676629 The Effects of a Time-Limited Welfare Program on Children: The Moderating Role of Parents' Risk of Welfare Dependency. Child Development v74 n3 p851-74 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Children Comparative Analysis Cross Sectional Studies Emotional Development Emotional Response Facial Expressions Longitudinal Studies Models Parent Child Relationship Parent Influence Parenting Styles Predictor Variables Self Control Structural Equation Models Eisenberg, Nancy Zhou, Qing Losoya, Sandra H. Fabes, Richard A. Shepard, Stephanie A. Murphy, Bridget, C. Reiser, Mark Guthrie, Ivanna K. Cumberland, Amanda Journal Articles Reports - Research Emotional Expression Mediating Factors Child Influence Negative Affect Effort Positive Affect Ego Control ISSN-0009-3920 English Examined longitudinal relations of observed parental warmth and positive expressivity and children's effortful control and ego control with children's high versus low emotional expressivity. Found that moderate child expressivity related to high effortful control. Children's ego overcontrol mediated relations between parental warmth/positive expressivity and children's emotional expressivity. Children's ego overcontrol elicited positive parenting/expressivity. (Author/KB) EJ676630 The Relations of Parenting, Effortful Control, and Ego Control to Children's Emotional Expressivity. Child Development v74 n3 p875-95 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Competence Error Patterns Experiments Performance Factors Search Strategies Toddlers Suddendorf, Thomas Journal Articles Reports - Research Representational Competence Representational Thinking Research Replication Search Behavior Perseveration ISSN-0009-3920 English Three experiments in which photo or video presentations could guide one's search for a hidden object showed that under certain circumstances even 24-month-olds displayed representational insight. The first two experiments replicated earlier findings of chance performance across 4 trials, with 24-month-olds performing above chance in 3 of 4 conditions. Experiment 3 ruled out perseveration errors and resulted in above-chance performance in average mean retrieval rates. (Author/KB) EJ676631 Early Representational Insight: Twenty-Four-Month-Olds Can Use a Photo To Find an Object in the World. Child Development v74 n3 p896-904 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Caregiver Speech Comparative Analysis Context Effect Family Environment Language Skills Longitudinal Studies Parent Child Relationship Parents Predictor Variables Preschool Children Sex Differences Siblings Socialization Toddlers Jenkins, Jennifer M. Turrell, Sheri L. Kogushi, Yuiko Lollis, Susan Ross, Hildy S. Journal Articles Reports - Research Theory of Mind ISSN-0009-3920 English Observed home interaction between parents and 2- and 4-year-olds at Time 1 and 2 years later. Found that parent mental state talk to children varied by child's age, context of talk, and parent gender. Four-year-olds with older siblings produced and heard more cognitive talk and less desire talk than children without older siblings. Time 1 family cognitive and feeling talk predicted change in younger children's cognitive and feeling talk. (Author/KB) EJ676632 A Longitudinal Investigation of the Dynamics of Mental State Talk in Families. Child Development v74 n3 p905-20 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Context Effect Gender Issues Peer Groups Peer Influence Play Preschool Children Sex Differences Fabes, Richard A. Martin, Carol Lynn Hanish, Laura D. Journal Articles Reports - Research Cross Sex Interaction Cross Sex Peers Dyads Same Sex Interaction Same Sex Peers ISSN-0009-3920 English This study examined how children's play varied as function of child's sex, play partner's sex, and whether they played in dyads or groups. Observation data revealed that boys' same-sex play was more active-forceful, farther from presence of adults, and more stereotyped than girls', a pattern exaggerated in groups. Mixed-sex play was more likely than other configurations to occur near adults and was intermediate in active-forceful and stereotyped activities. (Author/KB) EJ676633 Young Children's Play Qualities in Same-, Other-, and Mixed-Sex Peer Groups. Child Development v74 n3 p921-32 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Anxiety At Risk Persons Behavior Problems Depression (Psychology) Discipline Effect Size Environmental Influences Family Environment Hyperactivity Individual Differences Parent Child Relationship Parenting Styles Preschool Children Prosocial Behavior Socioeconomic Status Twins Asbury, Kathryn Dunn, Judith F. Pike, Alison Plomin, Robert Journal Articles Reports - Research ISSN-0009-3920 English Examined nonshared environmental (NSE) influences on twin preschoolers' behavior independent of genetics. Found that within-pair parenting differences correlated with monozygotic differences in behavior. For the extreme 10 percent of the parenting-discordant and behavior-discordant distributions, average NSE effect size was 11 percent, suggesting a stronger NSE relationship for more discordant twins. The NSE relationships were also stronger in higher risk family environments. (Author/KB) EJ676634 Nonshared Environmental Influences on Individual Differences in Early Behavioral Development: A Monozygotic Twin Differences Study. Child Development v74 n3 p933-43 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:49:06 CIJMAR2004

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No Cognitive Development Cognitive Processes Error Patterns Language Skills Memory Performance Factors Predictor Variables Preschool Children Questioning Techniques Vocabulary Deak, Gedeon O. Ray, Shanna D. Brenneman, Kimberly Journal Articles Reports - Research Appearance Reality Distinction Perseveration ISSN-0009-3920 English Two experiments examined the communicative bases of preschoolers' object appearance-reality (AR) errors. Found that AR performance correlated positively with performance on a control test with the same discourse structure but nondeceptive stimuli, and on a naming test. Overall findings indicated that the discourse structure of AR tests elicits a perseverative tendency mediated by children's verbal knowledge. (Author/KB) EJ676635 Children's Perseverative Appearance-Reality Errors Are Related to Emerging Language Skills. Child Development v74 n3 p944-64 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents College Students Expectation Films High School Students Late Adolescents Literature Reviews Mass Media Effects Mass Media Role Models Research Needs Sexuality Soap Operas Socialization Stereotypes Student Attitudes Television Research Theories Ward, L. Monique Information Analyses Journal Articles Popular Magazines Teen Magazines Advertisements Womens Magazines Conceptual Frameworks Music Videos ISSN-0273-2297 English Examines the nature/prevalence of sexual content on television and in magazines. Describes theoretical mechanisms outlining potential socializing influences. Reviews evidence indicating that frequent/involved exposure to sexually oriented media genres relates to greater acceptance of stereotypical/casual attitudes about sex, higher expectations about the prevalence of sexual activity, and greater levels of sexual experience. Offers a conceptual model of the media's role as a sexual socialization agent and suggestions for future research. (Author/KB) EJ676636 Understanding the Role of Entertainment Media in the Sexual Socialization of American Youth: A Review of Empirical Research. Developmental Review v23 n3 p347-88 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Community Resources Decentralization Disadvantaged Elementary Secondary Education Enrollment Influences Foreign Countries Junior High Schools Poverty Rural Education Rural Schools Sex Differences Socioeconomic Influences Hannum, Emily Journal Articles Reports - Research China China ISSN-0010-4086 English Against a backdrop of educational decentralization and market transition, China demonstrates how local community resources condition educational inequality. Analysis of 1992 national survey data on 7,550 villages and nearly 78,000 rural children aged 12-14 revealed that household income, village income, and village provision of junior high schools had distinct net impacts on children's enrollment probabilities, with larger effects on girls than boys. (SV) EJ676637 Poverty and Basic Education in Rural China: Villages, Households, and Girls' and Boys' Enrollment. Comparative Education Review v47 n2 p141-59 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Education College Entrance Examinations Educational Attainment Educational Development Educational Policy Females Foreign Countries Government Role Higher Education Males Secondary Education Sex Differences Jonasson, Jon Torfi Journal Articles Reports - Research Nordic Countries ISSN-0010-4086 English Twentieth-century data on the numbers of students completing university matriculation examinations in Denmark, Finland, Iceland, Norway, and Sweden were used to study the expansion of secondary academic education. The long-term regularity in the expansion and the differential growth curve for the two sexes suggest that the state was not responsible for the expansion, although government intervention was likely related to deviations in the data. (SV) EJ676638 Does the State Expand Schooling? A Study Based on Five Nordic Countries. Comparative Education Review v47 n2 p160-83 May 2003 2003-00-00 T 2004 2016-11-23

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No Decentralization Educational Change Educational Policy Elementary Secondary Education Foreign Countries Resistance to Change School Based Management School Culture Teacher Attitudes Teacher Response Teacher Role Bjork, Christopher Journal Articles Reports - Research Indonesia Policy Implementation Indonesia ISSN-0010-4086 English Ethnographic fieldwork in six junior high schools in East Java, Indonesia, focused on local responses to a national policy devolving authority over the curriculum to the schools. Interviews and observations in the schools revealed little change in teacher actions. The objectives of decentralization clashed with deeply rooted ideas about authority, hierarchy, and the role of the Indonesian teacher. (SV) EJ676639 Local Responses to Decentralization Policy in Indonesia. Comparative Education Review v47 n2 p184-216 May 2003 2003-00-00 T 2004 2016-11-23

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No Educational Principles Elementary Secondary Education Role of Education Science Education Scientific Literacy Textbook Content Values McEneaney, Elizabeth H. Journal Articles Reports - Research ISSN-0010-4086 English The worldwide cachet of scientific literacy has a distinctive cultural basis in a "world culture" that emphasizes universalism, individualism, and rationalization. Analysis of examples of a science literacy orientation in curricular statements, textbooks, and assessment materials shows that the logic of world culture, rather than narrow economic or political logics, drive the implementation of scientific literacy approaches in mass educational systems. (SV) EJ676640 The Worldwide Cachet of Scientific Literacy. Comparative Education Review v47 n2 p217-37 May 2003 2003-00-00 T 2004 7/11/2004 11:49:07 CIJMAR2004

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No Comparative Education Criticism Discourse Analysis Educational Philosophy Modernism Postmodernism Mehta, Sonia Ninnes, Peter Information Analyses Journal Articles Reports - Evaluative ISSN-0010-4086 English Detailed discourse analysis is presented for two articles that suggest that postmodernism has little to offer comparative education and should be resisted. The two texts, focusing on postmodernism as the antithesis of comparative education and on the "lost promise" of postmodernism, demonstrate the use of language to convey messages that limit or control the meaning of postmodernism or its application, or that construct the boundaries of comparative education. (SV) EJ676641 Postmodernism Debates and Comparative Education: A Critical Discourse Analysis. Essay Review. Comparative Education Review v47 n2 p238-55 May 2003 2003-00-00 T 2004 7/11/2004 11:49:08 CIJMAR2004

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No Educational Philosophy Individual Development Outdoor Education Research Needs Role of Education Spiritual Development Spirituality Rea, Tony Journal Articles Opinion Papers Reflection Process Self Awareness Transcendence Nature ISSN-1462-0677 English Outdoor educators clearly feel that the outdoors is a powerful tool for spiritual development. Although outdoor educators are not homogeneous in their understanding of spirituality, there does seem to be a significant amount of common ground, dubbed the "neighborhood of outdoor-spiritual proximity." Views of this neighborhood and aspects of spiritual development are outlined, along with implications for research. (TD) EJ676642 Take My Breath Away: Why the Outdoors May Be an Effective Repository for Spiritual Development. Horizons n23 p12-14 Aut 2003 2003-00-00 N/A 2004 2016-11-21

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No Accidents Adventure Education Civil Law Criminal Law Foreign Countries Legal Responsibility Negligence Risk Risk Management Safety Torts Rich, Anthony Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-1462-0677 English In the United Kingdom, insurance is becoming harder to get and society is becoming increasingly more likely to demand criminal sanctions when accidents occur. Adventure educators can protect themselves by having a demonstrable, transparent system of risk assessment, safety equipment, training, and control, but they must also educate the public to the fact that absolute safety is unattainable. (TD) EJ676643 Are Youth Opportunities for Adventure Learning Being Stifled by the Law? Horizons n23 p23-25 Aut 2003 2003-00-00 N/A 2004 2016-11-21

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No Collegiality Experiential Learning Foreign Countries Interdisciplinary Approach Learning Experience Nontraditional Education Outdoor Education Personal Narratives Professional Development Sailing McEwen, Christian Journal Articles Opinion Papers Reports - Descriptive Nature Scotland United Kingdom (Scotland) ISSN-1462-0677 English Fourteen educators went Scottish island-hopping on a 100-year-old sailing boat to learn journal writing and new techniques in outdoor learning, gain confidence for teaching about controversial issues, and experience creative education in general. This narrative of their journey eloquently captures the essence and power of experiential, outdoor learning. (TD) EJ676644 Learning the Ropes: A SpeyGrian Sailing Tale. Horizons n23 p26-31 Aut 2003 2003-00-00 N/A 2004 2016-11-21

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No Citizenship Education Creativity Critical Thinking Experiential Learning Interdisciplinary Approach Outdoor Education Professional Development Teacher Education Journal Articles Reports - Descriptive Environmental Awareness Nature Scotland United Kingdom (Scotland) ISSN-1462-0677 English Modeled after a similar program in Canada, the SpeyGrian Initiative (Scotland) brings poets, artists, scientists, musicians, and educators together in reflective outdoor experiences to develop a deeper understanding of the natural world. The Scottish Executive recognizes that educators need a better understanding of biodiversity, sustainability, and citizenship so they can teach these subjects. A typical program is presented. (TD) EJ676645 Background to the SpeyGrian Initiative: Outer Journeys, Inner Journeys, Adventures in Creativity. Horizons n23 p32-33 Aut 2003 2003-00-00 N/A 2004 2016-11-21

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No Instructional Materials Outdoor Activities Risk Management Safety Skiing Weather Grant, Frank Guides - Classroom - Learner Journal Articles Reports - Descriptive Mountaineering Snow Avalanches ISSN-1462-0677 English This compact training session on avalanche risk reviews snow crystal formations and common generalities about avalanches. Two types of avalanches--loose and slab--are described, and the characteristics of each are given along with danger signs that accompany each one. Three books are highly recommended for further information. (TD) EJ676646 Safety on the Hills in Winter: Avalanche Risk--Snow Formation. Horizons n23 p34-38 Aut 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Research Financial Support Foreign Countries Politics of Education Research and Development Research Problems Research Universities Theory Practice Relationship Buck, George H. Journal Articles Opinion Papers Politics of Research Research Priorities ISSN-0002-4805 English Educators are often caught up in the problem of political agendas or funding driving educational research. Projects and proposals congruent with current trends or some agency's priority are often those that are funded. Institutional recognition in the form of promotion and salary increments is frequently focused on funded research. What, then, is the role of basic research in education? (TD) EJ676647 Of What Purpose? Editorial. Alberta Journal of Educational Research v49 n2 p109-12 Sum 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture American Indian Education Cultural Differences Culturally Relevant Education Discourse Modes Elementary Secondary Education Epistemology Holistic Approach Learning Processes Literacy Mythology Oral Tradition Story Telling World Views Piquemal, Nathalie Information Analyses Journal Articles Opinion Papers ISSN-0002-4805 English Native Americans have oral traditions that are distinct from the European literacy consciousness, having different modes of discourse, different kinds of metaphorical thinking, and different conceptions of teaching as storytelling. Storytelling is important in children's education, but to be effective and respectful of Native culture, school curricula would have to incorporate Native orality consciousness. (Contains 30 references.) (TD) EJ676648 From Native North American Oral Traditions to Western Literacy: Storytelling in Education. Alberta Journal of Educational Research v49 n2 p113-22 Sum 2003 2003-00-00 T 2004 7/11/2004 11:49:10 CIJMAR2004

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No Administrator Attitudes Administrator Education Educational Needs Elementary Education Foreign Countries Information Technology Principals Teacher Administrator Relationship Technological Literacy Technology Integration Technology Uses in Education IsaBelle, Claire Lapointe, Claire Journal Articles Reports - Research New Brunswick Canada ISSN-0002-4805 English Surveys of 28 New Brunswick (Canada) principals and vice-principals from 23 elementary schools examined their perceptions of their ability to assist teachers in using information and communication technologies (ICTs). Correlational analyses show that the more principals used ICTs, the easier it was for them to support teachers in ICT integration. ICT training for principals is recommended. (Contains 34 references.) (TD) EJ676649 Start at the Top: Successfully Integrating Information and Communication Technologies in Schools by Training Principals. Alberta Journal of Educational Research v49 n2 p123-37 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Computer Literacy Education Work Relationship Equal Education Family Environment Foreign Countries High School Seniors Secondary Education Sex Differences Social Stratification Socioeconomic Influences Socioeconomic Status Student Surveys Lowe, Graham S. Krahn, Harvey Sosteric, Mike Journal Articles Reports - Research Alberta Digital Divide Canada ISSN-0002-4805 English A study examined socioeconomic and gender influences on student computer use. Surveys of 2,681 seniors from 60 Alberta high schools indicated higher computer use among males. Male and female students of higher socioeconomic status were more likely to use computers at home, but less likely to use them at school. Findings challenge claims that computers at school can level differences in students' cultural capital. (Contains 59 references.) (TD) EJ676650 Influence of Socioeconomic Status and Gender on High School Seniors' Use of Computers at Home and at School. Alberta Journal of Educational Research v49 n2 p138-54 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Childhood Attitudes Christianity Cross Cultural Studies Cultural Influences Death Foreign Countries Islam Preschool Children Religious Cultural Groups Spirituality Nazar, Fatima Kouzekanani, Kamiar Journal Articles Reports - Research Kuwait United States Kuwait United States ISSN-0002-4805 English A survey of 219 children from a kindergarten in the United States and a Kuwaiti kindergarten and Indian private preschool in Kuwait examined children's perceptions of God, death, and the afterlife. The common responses of the children suggest that although different views of Islam, Christianity, and Hinduism may appear contradictory, they are all views of one reality and of one attainable vision of that reality. (TD) EJ676651 A Cross-Cultural Study of Children's Perceptions of Selected Religious Concepts. Alberta Journal of Educational Research v49 n2 p155-62 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cooperating Teachers Cooperative Learning Educational Environment Foreign Countries Higher Education Instructional Innovation Preservice Teacher Education Student Reaction Student Teacher Attitudes Student Teaching Supervisor Supervisee Relationship Gwyn-Paquette, Caroline Tochon, Francois Victor Journal Articles Reports - Research Quebec Risk Taking Peer Support Canada ISSN-0002-4805 English A study examined preservice teachers' professional "risk taking" during student teaching with regard to experimenting with cooperative learning. Classroom observations and interviews with 14 preservice teachers who were student teaching in Quebec high schools indicated that risk taking and innovation depended on support received during planning and implementation from the supervisor or cooperating teacher and on positive student reaction. (Contains 70 references.) (TD) EJ676652 Preservice Teachers Reflections on Risk-Taking: The Dynamics of Practice and Experience While Experimenting with Innovation during Student Teaching. Alberta Journal of Educational Research v49 n2 p163-80 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Active Learning Class Size Classroom Environment Classroom Techniques Foreign Countries Grade 1 Holistic Approach Individualized Instruction Primary Education Small Classes Small Group Instruction Teaching Methods Haughey, Margaret Snart, Fern da Costa, Jose Journal Articles Reports - Research Alberta (Edmonton) Canada (Edmonton) ISSN-0002-4805 English Interviews with teachers of 17 small first-grade classes at 10 Edmonton (Alberta) schools found that teachers drew on the contextual benefits of small classes to support students' skill development in a creative and integrated curriculum. Teachers used individualization; active learning; integration of reading, writing, and speaking; and a variety of grouping practices. (Contains 31 references.) (TD) EJ676653 Teachers' Instructional Practices in Small Classes. Alberta Journal of Educational Research v49 n2 p181-97 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Foreign Countries Goal Orientation Immigrants Locus of Control Parent Attitudes Parent Influence Parent Student Relationship Secondary Education Self Efficacy Study Habits Li, Jun Journal Articles Reports - Research Parent Expectations Canada Chinese Canadians Canada ISSN-0002-4805 English Interviews with seven recent-immigrant Chinese families in Canada examined parental expectations of their children's school performance. Parents' expectations motivated their children to pursue goals with hard work, which enhanced self-efficacy and nurtured good study habits. However, high parental expectations and unwillingness to accommodate alternatives could result in counterproductive anxiety in their children. (TD) EJ676654 Affordances and Constraints of Immigrant Chinese Parental Expectations on Children's School Perfomance. Alberta Journal of Educational Research v49 n2 p198-200 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Conflict Educational Research Higher Education Interdisciplinary Approach Internship Programs Medical Education Nursing Education Practicums Professional Education Research Projects Social Work Teacher Education Phelan, Anne M. Barlow, Constance Myrick, Florence Rogers, Gayla Sawa, Russell Journal Articles Reports - Descriptive Canada Canada ISSN-0002-4805 English A 3-year study will examine conflict in professional field education. Stage 1 will collect narratives about critical incidents from student-field instructor-faculty member triads in the fields of education, medicine, nursing, and social work. Stage 2 will focus on analysis of narratives. Stage 3 will include multidisciplinary conversations among faculty and field practitioners about the narratives. (TD) EJ676655 Discourses of Conflict: A Multidisciplinary Study of Professional Education. Alberta Journal of Educational Research v49 n2 p201-03 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Camping Environmental Education Field Trips High Schools Integrated Curriculum Interdisciplinary Approach Outdoor Education Relevance (Education) Secondary School Curriculum Student Development Urban Youth Snell, Marilyn Berlin Journal Articles Reports - Descriptive Nature ISSN-0161-7362 English At Balboa High School (San Francisco, California), the Wilderness Arts and Literacy Collaborative (WALC) is a 2-year environmental education program that takes an interdisciplinary, hands-on approach to learning. WALC integrates regular weekend camping trips in wilderness areas with lessons in American history, literature, and environmental sciences, connecting students with their education and helping them find a sense of place. (SV) EJ676656 Life Study: How Nature Nurtures Students at an Inner-City High School. Sierra v88 n6 p36-43,49 Nov-Dec 2003 2003-00-00 Sierra Magazine, 85 Second Street, Second Floor, San Francisco, CA 94105-3441 (subscription: included with membership, nonmembers $15.00/year; single issue: $4.00). N/A 2004 2016-11-21

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No Active Learning Biology Higher Education Lecture Method Problem Solving Science Instruction Student Centered Curriculum Student Motivation Teaching Methods Team Teaching Burrowes, Patricia A. Journal Articles Reports - Research ISSN-0002-7685 English Describes the results of a controlled experiment that tested the effectiveness of Lord's teaching model in: (a) helping students achieve better grades on standard midterm exams; (b) developing higher level thinking skills; and (c) modifying attitudes towards biology at a large urban university. (Author/SOE) EJ676657 A Student-Centered Approach to Teaching General Biology That Really Works: Lord's Constructivist Model Put to a Test. American Biology Teacher v65 n7 p491-94,496-502 Sep 2003 2003-00-00 T 2004 7/11/2004 11:49:12 CIJMAR2004

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No Administrator Attitudes Biology Dissection Interviews Science Experiments Science Instruction Science Laboratories Secondary Education Student Attitudes Teacher Attitudes Teaching Methods Douglass, Claudia Glover, Roy Journal Articles Reports - Research ISSN-0002-7685 English Urges the use of plastinated specimens as an alternative to traditional dissection in biology classrooms. Suggests that plastinated biological specimens heighten student interest and enhance teaching. Interview responses of students, teachers, and administrators to the use of plastinated specimens in selected high schools were found to be very positive. (Author/SOE) EJ676658 Plastination: Preservation Technology Enhances Biology Teaching. American Biology Teacher v65 n7 p503-04,506-08,510 Sep 2003 2003-00-00 T 2004 7/11/2004 11:49:12 CIJMAR2004

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No Biology Creationism Evolution Higher Education Science Instruction Scientific Concepts State Legislation Good, Ron Journal Articles Reports - Descriptive ISSN-0002-7685 English Discusses the dilemma between evolution and creationism in biology teaching. Explains the position of the Louisiana House Education Committee and presents an example from the Louisiana State University (LSU). (Author/SOE) EJ676659 Evolution and Creationism: One Long Argument. American Biology Teacher v65 n7 p512-16 Sep 2003 2003-00-00 T 2004 7/11/2004 11:49:13 CIJMAR2004

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No Active Learning Ecology Educational Games Experiential Learning Higher Education Learning Strategies Science Instruction Scientific Concepts Secondary Education Simulation Student Motivation Teaching Methods Vocabulary Lauer, Thomas E. Guides - Classroom - Teacher Journal Articles Learning Cycle Teaching Method ISSN-0002-7685 English Proposes a teaching strategy to teach ecological concepts and terminology through the use of games and simulations. Includes examples from physiological ecology, population ecology, and ecosystem ecology. (Author/SOE) EJ676660 Conceptualizing Ecology: A Learning Cycle Approach. American Biology Teacher v65 n7 p518-22 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Animal Behavior Biology Class Activities Experiential Learning Hands on Science Ichthyology Science Instruction Secondary Education Joachim, Andrew Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Explains the fight or flight reaction and presents a hands-on activity for high school students. Uses crayfish behavior as an example. (Author/SOE) EJ676661 Demonstrating Flight & Critical Distances as Survival Strategies in Living Crayfish. American Biology Teacher v65 n7 p523-28 Sep 2003 2003-00-00 T 2004 7/11/2004 11:49:13 CIJMAR2004

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No Active Learning Animals Aquariums Biology Computer Uses in Education Experiential Learning Hands on Science Higher Education Science Activities Science Instruction Secondary Education Technology Bouchard, Adam M. Elwess, Nancy L. Guides - Classroom - Teacher Journal Articles Electrocommunications ISSN-0002-7685 English Describes the design and implementation of an activity to teach electrocommunication in animals using scientific inquiry and engineering design to pose questions, seek answers, and develop solutions in understanding electrocommunication in electric fish; develop explanations of natural phenomena as a creative process; and help understand that organisms, such as electric fish maintain a dynamic equilibrium that sustains life. (Author/SOE) EJ676662 Investigating Electrocommunication with a Classroom Aquarium. American Biology Teacher v65 n7 p531-33,535-37 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Biology Evolution Integrated Activities Mathematical Applications Science Instruction Scientific Concepts Secondary Education Student Motivation Leonard, William H. Edmondson, Elizabeth Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Presents an activity called "The Hardy-Weinberg Equilibrium, Founder Effect, and Evolution" to allow students to learn about evolution in an engaging, constructivist manner. The activity also uses the tools of mathematics to learn several related biology concepts. (Author/SOE) EJ676663 Teaching Evolution through the Founder Effect: A Standards-Based Activity. American Biology Teacher v65 n7 p538-41 Sep 2003 2003-00-00 T 2004 7/11/2004 11:49:14 CIJMAR2004

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No Academic Achievement Attendance Biology College Freshmen Higher Education Introductory Courses Student Motivation Moore, Randy Jensen, Murray Hatch, Jay Duranczyk, Irene Staats, Susan Koch, Laura Journal Articles Opinion Papers Reports - Descriptive ISSN-0002-7685 English In order for students to succeed academically, they need to be motivated, and the simplest expression of student motivation is class attendance. Displays data on how student grades are associated with class attendance in a variety of introductory science courses. (SOE) EJ676664 Showing Up: The Importance of Class Attendance for Academic Success in Introductory Science Courses. American Biology Teacher v65 n5 p325-29 May 2003 2003-00-00 T 2004 7/11/2004 11:49:14 CIJMAR2004

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No Biology Evolution Paleontology Resource Materials Science Instruction Secondary Education Textbooks World Wide Web Alles, David L. Stevenson, Joan C. Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Provides up-to-date resources for classroom teachers to use in teaching human evolution. Reviews current scientific research on human evolution and recommends books and web sites. (SOE) EJ676665 Teaching Human Evolution. American Biology Teacher v65 n5 p333-39 May 2003 2003-00-00 T 2004 7/11/2004 11:49:14 CIJMAR2004

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No Ecology Elementary Secondary Education Environmental Education Inquiry Laboratory Experiments Middle Schools Science Activities Science Curriculum Teaching Methods Fail, Joseph, Jr. Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Describes an ecology curriculum primarily for elementary school students but also adaptable to junior and senior high school classes. Includes investigative and inquiry-based laboratory problems to accompany inquiry-based teaching. Connects the science learning that happens in school to students' own experiences. (SOE) EJ676666 A No-Holds-Barred Ecology Curriculum for Elementary & Junior High School Students. American Biology Teacher v65 n5 p341-46 May 2003 2003-00-00 T 2004 7/11/2004 11:49:15 CIJMAR2004

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No Biology Case Studies Creationism Elementary Secondary Education Evolution Science Instruction Scientific Principles Farber, Paul Guides - Classroom - Teacher Journal Articles Reports - Descriptive Darwin (Charles) ISSN-0002-7685 English The theory of evolution provides direction in many fields, such as ecology, genetics, and embryology. Examines issues concerning the teaching of the subject in the United States. Presents a case study approach to teach about the nature of science using the theory of evolution. (SOE) EJ676667 Teaching Evolution & the Nature of Science. American Biology Teacher v65 n5 p347-54 May 2003 2003-00-00 T 2004 2016-11-21

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No Biology Career Choice Education Work Relationship High Achievement Mentors Science Careers Science Instruction Scientists Secondary Education Student Behavior Student Research Student Surveys Teamwork Moore, Mary Jane Holmes, William R. Journal Articles Reports - Descriptive ISSN-0002-7685 English Evaluates a collaborative program in which high achieving biology students participate in genetics research under the guidance and supervision of a geneticist. Reviews the impact of their participation on college and career choices as well as understanding of science methodology, genetics, agricultural science, and product development. (SOE) EJ676668 Biology Experience Impacts Career Development. American Biology Teacher v65 n5 p355-59 May 2003 2003-00-00 T 2004 7/11/2004 11:49:15 CIJMAR2004

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No Biology Entomology Experiential Learning Forensic Sciences Hands on Science Science Activities Science Instruction Secondary Education Student Motivation Carloye, Lisa Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Presents a hands-on lesson in biology in which students evaluate the evidence from four death scenarios. Students use knowledge of ecological principles, specifically ecological succession, and insect biology. Recommends three web sites related to the subject. (SOE) EJ676669 Of Maggots Murder: Forensic Entomology in the Classroom. American Biology Teacher v65 n5 p360-66 May 2003 2003-00-00 T 2004 7/11/2004 11:49:15 CIJMAR2004

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No Biology Cooperative Learning Course Descriptions Higher Education Introductory Courses Microbiology Science Education Student Surveys Undergraduate Students Rundell, Barbara B. Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Presents an investigative study in an introductory college-level microbiology course in which students work in teams to assess the bacteriological safety of a vermicompost facility on campus. (SOE) EJ676670 Evaluation of Bacterial Populations in a Campus Vermicompost Facility by Microbiology Classes: Undergraduate Research in Introductory Microbiology Classes. American Biology Teacher v65 n5 p367-71 May 2003 2003-00-00 T 2004 7/11/2004 11:49:16 CIJMAR2004

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No Biology Food Hands on Science Higher Education Introductory Courses Laboratory Experiments Science Activities Science Instruction Scientific Methodology Student Motivation Temperature Undergraduate Students Levri, Edward P. Levri, Maureen A. Guides - Classroom - Teacher Journal Articles ISSN-0002-7685 English Presents a laboratory exercise on spicy food and body temperature that introduces the scientific method to introductory biology students. Suggests that when students perform their own experiments which they have developed, it helps with their understanding of and confidence in doing science. (Author/SOE) EJ676671 Hot Salsa: A Laboratory Exercise Exploring the Scientific Method. American Biology Teacher v65 n5 p372-77 May 2003 2003-00-00 T 2004 7/11/2004 11:49:16 CIJMAR2004

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No Biology Class Activities Enzymes Hands on Science Introductory Courses Laboratories Postsecondary Education Science Instruction Student Motivation Teaching Methods Hagar, William G. Bullerwell, Lornie D. Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Presents a laboratory activity on enzymes. Uses common items found in the supermarket that contain protease enzymes, such as contact lens cleaner and meat tenderizer. Demonstrates the digestion of gelatin proteins as part of enzymatic reactions. (Author/SOE) EJ676672 Supermarket Proteases. Science Teacher v70 n7 p26-30 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:16 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Biology Critical Thinking Graphs High School Students Hypothesis Testing Inquiry Interdisciplinary Approach Learning Strategies Mathematics Science Instruction Sciences Secondary Education Timmons, Maryellen Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Presents an inquiry-based research model for high school students to engage in inquiry learning. Provides students and teachers with a better understanding of inquiry and greater confidence in their critical thinking skills. (Author/SOE) EJ676673 Inquiring Minds! Science Teacher v70 n7 p31-36 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:16 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Biology Integrated Curriculum Science Instruction Scientific Concepts Secondary Education Teaching Methods Water Wang, Denis Allen, Margaret Journal Articles Reports - Descriptive ISSN-0036-8555 English Explains the design and development of a high school science curriculum covering the properties of water as a natural phenomena. Uses principles from a curriculum design model known as backward design to promote learning. (Author/SOE) EJ676674 Understanding by Design Meets Integrated Science. Science Teacher v70 n7 p37-41 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:17 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Biology Disease Control Diseases Postsecondary Education Public Health Science Education Scientific Methodology Scientists Teacher Education Teaching Methods Waugh, Michael Journal Articles Reports - Descriptive ISSN-0036-8555 English Presents an extension of an activity published in 1993 that teaches students about infectious agents and what steps can be taken to prevent the spread of disease. Gives students an opportunity to consider how scientists investigate diseases when they occur. (Author/SOE) EJ676675 The "Plague Generation" Today. Science Teacher v70 n7 p42-45 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:17 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Class Activities Color Light Physics Science Instruction Scientific Concepts Secondary Education Visual Perception Smith, Denise Eisenhamer, Bonnie DeVore, Edna Bianchi, Luciana Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Provides classroom activities centered around how the electromagnetic spectrum yields vital insights about the evolution of the universe. Activities targeted for grade levels 6-12 illustrate the importance of light and color in space exploration. Includes a poster. (Author/SOE) EJ676676 Introduction to Eye-Opening Technology: The Electromagnetic Spectrum. Science Teacher v70 n7 p46-51 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:17 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Astronomy Light Physics Postsecondary Education Science History Science Instruction Scientific Concepts Secondary Education Aubrecht, Gordon Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Presents an historical timeline and related activities that illustrate the importance of the electromagnetic spectrum in providing clues about the evolution of the universe. (Author/SOE) EJ676677 Seeing the World through Instrumental "Eyes". Science Teacher v70 n7 p52-57 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:18 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Charter Schools Distance Education Internet Nontraditional Education Science Education Secondary Education Student Motivation Student Participation Lopez, Joy Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Illustrates how the Internet can be used to engage home schooled students in the learning process. Presents an example from a charter school. (Author/SOE) EJ676678 Learning in Virtual Environments. Science Teacher v70 n7 p58-61 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:18 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Inquiry Postsecondary Education Science Instruction Secondary Education Technology Visual Aids Visual Learning Visual Perception Keith, Ronald L. Saunders, David K. Yanik, Elizabeth G. Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Explains how digital technology can be used as a tool for teaching students the skills of observation, questioning, information gathering, classifying, predicting, and hypothesis testing. (Author/SOE) EJ676679 Digital Imaging Investigations. Science Teacher v70 n7 p62-66 Oct 2003 2003-00-00 T 2004 7/11/2004 11:49:18 CIJMAR2004 Focus issue: Eye-Opening Technology.

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No Elementary Education Magnets Problem Solving Science Activities Science Equipment Science Instruction Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an activity for students to construct their own two-cup balances. Suggests some alternatives for rejuvenating weak bar magnets. Describes how to remove burnt carbon deposits from glass vessels. (NB) EJ676680 A Basic Balance. Science and Children v32 n6 p10-11 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:18 CIJMAR2004

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No Childrens Literature Elementary Education Science Curriculum Science Instruction Scientific Concepts Teaching Methods Mayer, Deborah A. Journal Articles Reports - Descriptive ISSN-0036-8148 English Discusses a research project that examined the effectiveness of using fiction to help children learn science concepts. Results indicate that some fiction may impede content acquisition in science. Concludes that emphasis on using children's literature to teach science should be placed on choosing fiction presented without bias with fine, realistic illustrations and accurate representation of science concepts. (NB) EJ676681 How Can We Best Use Children's Literature in Teaching Science Concepts? Science and Children v32 n6 p16-19,43 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:19 CIJMAR2004

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No Books Elementary Education Multicultural Education Resource Materials Science Activities Science Instruction Matthews, Marian Gee, Donna Bell, Elwanda Journal Articles Reports - Descriptive Trade Books ISSN-0036-8148 English Suggests using science trade books to help children make personal connections to science content. Integrating such literature into the science curriculum in an appropriate manner can help students make a direct connection with science. Presents a list of books with a multicultural emphasis that can be used as a springboard for science activities. (NB) EJ676682 Science Learning with a Multicultural Emphasis. Science and Children v32 n6 p20-23,54 Mar 1995 1995-00-00 T 2004 2016-11-21

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No Books Childrens Literature Elementary Education Science Instruction Guides - Classroom - Teacher Journal Articles Trade Books ISSN-0036-8148 English Lists outstanding science trade books for children for 1995. (NB) EJ676683 Outstanding Science Trade Books for Children for 1995. Science and Children v32 n6 p24-29 Mar 1995 1995-00-00 T 2004 2016-11-21

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No Books Childrens Literature Elementary Education Science Instruction Spanish Schon, Isabel Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Lists outstanding science trade books for children written in Spanish for the year 1995. (NB) EJ676684 Libros de Ciencias en Espanol. Science and Children v32 n6 p30-32 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:19 CIJMAR2004

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No Elementary Education Entomology Interdisciplinary Approach Science Activities Science Instruction Units of Study Hechtman, Judi Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes a unit on the study of ladybugs. Suggests that most people, especially children, consider ladybugs to be friendly and therefore are eager to observe and learn more about them. Presents activities, lists interesting ladybug facts, and makes recommendations for interdisciplinary learning. (NB) EJ676685 Ladybug, Ladybug, Come to Class. Science and Children v32 n6 p33-35 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:20 CIJMAR2004

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No Density (Matter) Elementary Education Geography History Inquiry Interdisciplinary Approach Mathematics Physics Science Activities Science Instruction Volume (Mathematics) Sumrall, William J. Criglow, Judy Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes an interdisciplinary unit for upper elementary students that integrates science, geography, history, and mathematics in the study of spoons. Students determine the volume of each spoon by submerging it in a graduated cylinder of water and measuring the difference in water levels before and after submersion. Shows students that scientific inquiry is a vital part of their everyday lives. (NB) EJ676686 The "Scoop" on Science Data. Science and Children v32 n6 p36-39,44 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:20 CIJMAR2004

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No Animals Classification Early Childhood Education Models Scientific Concepts Teaching Methods Robinson, Krista L. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents different methods for teaching animal classification to young children. Discusses modeling, observation, and the use of Venn diagrams among other approaches. (NB) EJ676687 A Classification Menagerie. Science and Children v32 n6 p40-41 Mar 1995 1995-00-00 T 2004 7/11/2004 11:49:20 CIJMAR2004

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No Ecology Elementary Education Environmental Education Integrated Curriculum Outdoor Education Science Activities Science Instruction Social Studies Stanley, Lois R. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an integrated science and social studies unit for fourth and fifth grade students. Describes how to transform the schoolyard and vicinity into an arena in which students can explore community history and learn about local environment and ecosystem management. (NB) EJ676688 A River Runs through Science Learning. Science and Children v32 n4 p12-15,58 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:20 CIJMAR2004

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No Data Collection Elementary Education Integrated Curriculum Journal Writing Language Arts Mathematics Education Parent Participation Science Activities Science Instruction Scientific Methodology Student Evaluation Kulas, Linda Lingenfelter Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes the "I Wonder" project, which uses student questions to teach and enhance the science curriculum. Students kept journals to reflect upon classroom activities and document solutions to science and mathematics problems, and came up with the topics they wanted to investigate in the form of a question beginning with "I wonder". Includes assessment strategies. (NB) EJ676689 I Wonder... Science and Children v32 n4 p16-18,32 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:21 CIJMAR2004

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No Data Collection Elementary Education Hands on Science Inquiry Models Science Activities Science Instruction Scientific Principles Spurlin, Quincy Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Modifies the "What's in a Bag?" activity to effectively and engagingly demonstrate the nature of science. Describes each step of the activity and lists necessary materials. Shows students that, like scientists, their scientific models change as more data are gathered and incorporated into what is already known. (NB) EJ676690 Put Science in a Bag. Science and Children v32 n4 p19-22 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:21 CIJMAR2004

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No Elementary Education Food Grade 1 Graphs Integrated Activities Lesson Plans Mathematics Measurement Science Instruction Science Process Skills Brown, Helen Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a unit to investigate lemons and experience the real taste of a lemon that includes simple, enjoyable, and inexpensive activities that develop students' observation, prediction, measurement, and inference skills. Students also developed creative arts projects, explored mathematical concepts, and wrote stories about fruit. (NB) EJ676691 Lemon-Lime Science Time. Science and Children v32 n4 p23-25 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:21 CIJMAR2004

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No Acids Elementary Education Learning Strategies Problem Solving Science Activities Science Instruction McBride, John W. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Explores acids and bases using different indicators, such as turmeric, purple grape juice, and lichens. Because some of these indicators are not as sensitive as cabbage juice or litmus paper, determining to which acids and bases each indicator is sensitive presents an enjoyable, problem-solving challenge for students. Presents directions for making and using each type of indicator. (NB) EJ676692 Acid Tests and Basic Fun. Science and Children v32 n4 p26-27 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:22 CIJMAR2004

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No Elementary Education Entomology Environmental Education Gardening Plants (Botany) School Community Programs Science Activities Units of Study Smith, Jennifer Goodwin Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an activity to create a garden to attract butterflies and hummingbirds. Students increase their environmental awareness and discover the rewards of community service. (NB) EJ676693 Beauty and the Butterflies. Science and Children v32 n4 p28-32 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:22 CIJMAR2004

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No Data Interpretation Early Childhood Education Graphs Mathematics Science Activities Science Instruction Visualization Pearlman, Susan Pericak-Spector, Kathleen Journal Articles Reports - Descriptive ISSN-0036-8148 English Advocates using graphs with young children to express relationships in a visual form. Describes how to teach children about graphs to encourage them to develop the ability to quantify data and the confidence to use this tool for science learning. (NB) EJ676694 Graph That Data! Science and Children v32 n4 p35-37 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:22 CIJMAR2004

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No Cartoons Elementary Education Motion Science Activities Vision Killen, Rochelle Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an activity in which students make their own cartoons and discover how to create the illusion of motion. (NB) EJ676695 The Flip Stick. Science and Children v32 n4 p53-54 Jan 1995 1995-00-00 T 2004 7/11/2004 11:49:22 CIJMAR2004

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No Food Middle Schools Science Activities Science Instruction Scientific Concepts Shimkanin, John Guides - Classroom - Teacher Journal Articles Fermentation ISSN-0036-8148 English Presents an activity to answer the question, "What makes soda pop fizz?". Lists necessary materials and describes the procedure for making soda pop. Discusses the fermentation process and how it occurs. (NB) EJ676696 What Makes the Fizz? Science and Children v32 n7 p12-15 Apr 1995 1995-00-00 T 2004 2016-11-21

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No Elementary Education Navigation Science Activities Science Instruction Transportation Water Fisher, Marion Lane, Jack Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English One of the most important yet often overlooked uses of water is as a method of transportation or, navigation. Presents an activity to help students understand the importance of water as a critical, renewable, and natural resource for navigational use. Lists the learning objective, materials, and procedure for the activity. Also includes a foldout. (NB) EJ676697 Navigation: Traveling the Water Highways. Science and Children v32 n7 p16-18 Apr 1995 1995-00-00 T 2004 7/11/2004 11:49:23 CIJMAR2004

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No Computer Uses in Education Elementary Education Grade 2 Science Instruction Science Teachers Technology Education Etchison, Cindy Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0036-8148 English Discusses using computer technology to teach science. Demonstrates how computer technology can enhance science learning at different levels. Concludes that the use of technology helps students develop skills for the future. (NB) EJ676698 Tales from a Technology Teacher. Science and Children v32 n7 p19-21,30 Apr 1995 1995-00-00 T 2004 7/11/2004 11:49:23 CIJMAR2004

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No Elementary Education Grade 5 Peer Teaching Physics Science Fairs Science Instruction Scientific Concepts Powers-Kastner, Nancy V. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes how to design, organize, and implement a student-centered physics fair. Involves fifth grade students teaching physics concepts to kindergarten students. Indicates that "students" retained what they learned, exhibited increased understanding of the scientific method, and gained confidence in their ability to be "scientists" while "teachers" experienced increased self-esteem, more school spirit, and recognized their responsibility toward the younger children. (NB) EJ676699 Everyone Learns at a Physics Fair! Science and Children v32 n7 p22-24 Apr 1995 1995-00-00 T 2004 7/11/2004 11:49:23 CIJMAR2004

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No Classroom Techniques Elementary Education Grade 4 Herpetology Science Instruction Science Interests Student Attitudes Teacher Attitudes Strycker, Jan Adkins Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes a teacher's efforts to put science first in the classroom. Discusses changing the place of science on the schedule and presents an activity to engage student interest. Concludes that a difference in teacher attitude towards science motivates students to learn. (NB) EJ676700 Science First. Science and Children v32 n7 p26-29 Apr 1995 1995-00-00 T 2004 7/11/2004 11:49:24 CIJMAR2004

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No Elementary Education Grade 4 Mathematical Concepts Measurement Misconceptions Models Solar System Space Sciences Whitney, David E. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes interesting problems encountered when building a model of the solar system in an elementary classroom. Uses mathematics and technology to help solve problems and answer questions. Finds that investigating misconceptions can lead to exciting science lessons. (NB) EJ676701 The Case of the Misplaced Planets. Science and Children v32 n5 p12-14,46 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:24 CIJMAR2004

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No Electricity Interdisciplinary Approach Magnets Middle Schools Science Activities Science Instruction Technology Transportation Moore, Virginia S. Kaszas, William J. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an activity that explores the operation of Maglev trains. Demonstrates that elementary students can master cutting-edge technology through creating and racing magnetic vehicles on a specially designed track, researching the history of rail transportation, and exploring a current science issue. (NB) EJ676702 All Aboard! For a Lesson on Magnetic Levitated Trains. Science and Children v32 n5 p15-18,47 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:24 CIJMAR2004

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No Anatomy Animals Biology Elementary Education Hands on Science Human Body Models Physiology Science Activities Skeletal System Butler, Louise A. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a hands-on activity that uses a skeleton to study anatomy and physiology concepts and explore the relationship between form and function in nature. (NB) EJ676703 Designer Anatomy. Science and Children v32 n5 p19-21,33 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:25 CIJMAR2004

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No Elementary Education Grade 4 Partnerships in Education Science Instruction Science Teachers Scientists Massell, Laura Nault Searles, Georgiana M. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Discusses the benefits of partnerships between scientists and teachers for more effective science instruction for children. Scientists bring sharpened skills of observing, questioning, and experimenting while teachers bring knowledge of classroom delivery, age-appropriateness of material, and group management techniques. (NB) EJ676704 An Alliance for Science. Science and Children v32 n5 p22-25 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:25 CIJMAR2004

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No American Indian Culture Cultural Education Elementary Education Gardening Grade 4 Horticulture Interdisciplinary Approach Science Activities Science Instruction Marturano, Arlene Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes a gardening project linking science and geography that creates an opportunity to learn about Native American culture. Includes instruction for implementing such a project. (NB) EJ676705 Horticulture and Human Culture. Science and Children v32 n5 p26-29,50 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:25 CIJMAR2004

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No Discovery Learning Discussion (Teaching Technique) Inquiry Interdisciplinary Approach Lecture Method Primary Education Science Instruction Teaching Methods Sutman, Frank X. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents three lesson scenarios using inquiry/discovery and lecture/discussion methods and discusses the specific instructional strategies that each employs. The first two scenarios demonstrate how these strategies and their supporting tools and activities are applied in a single content area while the third one shows how inquiry/discovery instruction lends itself to the integration of several subjects including science, mathematics, and language arts. (Author/NB) EJ676706 Instructional Strategies in Three Scenarios. Science and Children v32 n5 p30-32 Feb 1995 1995-00-00 T 2004 7/11/2004 11:49:25 CIJMAR2004

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No Case Studies Comparative Education Educational Cooperation Educational Policy Educational Practices Foreign Countries Free Enterprise System Higher Education International Cooperation Partnerships in Education Matlin, Stephen Journal Articles Reports - Descriptive Gambia Honduras Tanzania United Kingdom Gambia Honduras Tanzania United Kingdom ISSN-0305-7925 English Portrays partnerships as strategic alliances and temporary relationships characterized by self-interest. References a series of national and organizational case studies throughout the world. Compares the organizational and sectoral domains of partnerships. Examines the asymmetries of power and their implications for educational policy and practice. (CAJ) EJ676707 Partnership Challenges. Compare v31 n1 p11-19 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Economic Development Economic Opportunities Educational Development Educational Opportunities Females Foreign Countries Higher Education International Cooperation Partnerships in Education Political Attitudes Poverty Social Mobility Hoppers, Catherine A. Odora Journal Articles Reports - Descriptive Twentieth Century UNESCO World Bank Africa Africa ISSN-0305-7925 English Argues that five decades of international development assistance have prevented the people of Africa from achieving post-colonial self-reliance. Stresses that cuts in economic, social, and educational opportunity are reducing the quality of life. Concludes that aid inspired capacity building initiatives have undermined essential routines and indigenous innovation. (CAJ) EJ676708 Poverty, Power, and Partnerships in Educational Development: A Post-Victimology Perspective. Compare v31 n1 p21-38 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Educational Attainment Elementary Secondary Education Equal Education Females Foreign Countries Gender Issues International Cooperation Poverty Public Policy Social Influences Social Organizations Social Status Womens Education Stromquist, Nelly P. Journal Articles Reports - Descriptive Latin America UNESCO ISSN-0305-7925 English Discusses poverty and its implications for education in Latin America. Focuses on gender as a social construct that differentiates the impact of poverty. Analyzes interaction of gender, class, and public policy. Examines aspects of national and global policy processes and educational disparities in society related to the education of girls. (CAJ) EJ676709 What Poverty Does to Girls' Education: The Intersection of Class, Gender and Policy in Latin America. Compare v31 n1 p39-56 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Case Studies Comparative Education Democracy Elementary Secondary Education Empowerment Equal Education Foreign Countries Gender Issues International Cooperation Social Attitudes Womens Education Unterhalter, Elaine Dutt, Shushmita Journal Articles Reports - Descriptive India Social Justice India ISSN-0305-7925 English Examines different understandings of gender equity and women's empowerment in the District Primary Education Programme (DPEP) and Mahila Samakhya (Women's Empowerment). Highlights achievements of the two organizations. Concludes that social justice and educational transformation cannot proceed in India without the powerful interconnections of the two groups' approaches. (CAJ) EJ676710 Gender, Education, and Women's Power: Indian State and Civil Society Intersections in DPEP (District Primary Education Programme) and Mahila Samakhya. Compare v31 n1 p57-73 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Community Involvement Comparative Education Educational Development Foreign Countries Gender Issues Organizational Objectives Political Attitudes Poverty Primary Education Social Indicators Durston, Susan Nashire, Nice Journal Articles Reports - Descriptive Malawi World Bank Zambia Malawi Zambia ISSN-0305-7925 English Discusses the Malawi Primary Community Schools Programme. Analyzes the strategies of the program in terms of its impact on the poor and its influences on other policies and strategies to aid the poor. Concludes that the program would be more effective as part of a broader multi-sector strategy. (CAJ) EJ676711 Rethinking Poverty and Education: An Attempt by an Education Programme in Malawi To Have an Impact on Poverty. Compare v31 n1 p75-91 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Education Work Relationship Foreign Countries Free Enterprise System Gender Issues Labor Market Poverty Refugees Vocational Education Duong, Le Bach Morgan, W. J. Journal Articles Reports - Descriptive Vietnam Vietnam ISSN-0305-7925 English Reviews major developments in Vietnam over the past decade as it moves from a socialist to a market economy. Examines the labor market, the Technical and Vocational Education and Training (TVET) system and its role in helping returned exiles find employment. Concludes there was limited success in reintegration of returnees. (CAJ) EJ676712 The Contribution of Vocational Education and Training to the Integration of Refugee Returnees in Vietnam. Compare v31 n1 p93-111 Mar 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Economics Education Work Relationship Educational Environment Foreign Countries Job Training Occupational Information Poverty Qualitative Research Secondary Education Vocational Education Youth Gallart, Maria Antonia Journal Articles Reports - Descriptive Peru Argentina Chile Colombia Latin America Argentina Chile Colombia Peru ISSN-0305-7925 English Evaluates educational and occupational variables in a target population of youth in four Latin American countries. Argues that poor youth miss the formal education necessary for entry into the labor market. Questions whether training systems compensate for this limitation and whether these training courses connect with the labor market. (CAJ) EJ676713 Poverty, Youth, and Training: A Study on Four Countries in Latin America. Compare v31 n1 p113-28 Mar 2001 2001-00-00 N/A 2004 2016-11-23

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No Case Studies Classroom Research Comparative Education Foreign Countries Higher Education Minority Groups Qualitative Research Religious Cultural Groups Research Methodology Schools Site Selection Walford, Geoffrey Journal Articles Reports - Descriptive England Netherlands Netherlands United Kingdom (England) ISSN-0305-7925 English Argues that researchers give insufficient concern to choice of research sites. Criticizes researchers who settle for sites based on convenient ready access, time, financial and personal costs and who do not consider theoretical objectives of studies. Illustrates main arguments using comparative research about schools for religious minorities in the Netherlands and England. (CAJ) EJ676714 Site Selection within Comparative Case Study and Ethnographic Research. Compare v31 n2 p151-64 Jun 2001 2001-00-00 N/A 2004 2016-11-21

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No Affective Behavior Comparative Education Cross Cultural Studies Cultural Pluralism Elementary Secondary Education Foreign Countries Humanistic Education Social Characteristics Student Attitudes Teacher Attitudes Values Puurula, Arja Neill, Sean Vasileiou, Lisa Husbands, Chris Lang, Peter Katz, Yaacov J. Romi, Shlomo Menezes, Isabel Vriens, Lennart Journal Articles Reports - Descriptive Finland Italy Greece Netherlands Hungary Portugal England Iceland Spain Europe Israel Finland Greece Hungary Iceland Israel Italy Netherlands Portugal Spain United Kingdom (England) ISSN-0305-7925 English Reports on the outcomes of a comparative research project examining teacher and student attitudes about affective education across Europe. Defines affective education as concern for feelings, values, beliefs, attitudes, and emotional well-being of learners. Considers some of the conceptual issues in affective education as a basis for stressing cross-cultural comparisons. (CAJ) EJ676715 Teacher and Student Attitudes to Affective Education: A European Collaborative Research Project. Compare v31 n2 p165-86 Jun 2001 2001-00-00 N/A 2004 2016-11-21

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No Academic Achievement Adolescent Attitudes Adolescent Behavior Adolescent Development Comparative Education Cultural Differences Foreign Countries Middle Schools Puberty Qualitative Research Secondary Education Teacher Attitudes Teacher Effectiveness LeTendre, Gerald K. Akiba, Motoko Journal Articles Reports - Descriptive United States Japan Japan United States ISSN-0305-7925 English Analyzes a bi-national survey about teachers' beliefs surrounding puberty; adolescent rebellious attitudes, and academics. Finds significant difference between Japanese and U.S. teachers. Explains teachers' impact on students shows cultural differences and cross-national trends. Discusses survey results in light of qualitative studies of Japanese education. Suggests directions for future research. (CAJ) EJ676716 Teacher Beliefs about Adolescent Development: Cultural and Organizational Impacts on Japanese and U.S. Middle School Teachers' Beliefs. Compare v31 n2 p187-203 Jun 2001 2001-00-00 N/A 2004 2016-11-23

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No Bilingual Education Comparative Education Cultural Differences Cultural Traits Educational Change Educational Policy Elementary Secondary Education Foreign Countries Language Attitudes Political Issues Regional Characteristics Religious Cultural Groups Second Language Instruction Hega, Gunther M. Journal Articles Reports - Descriptive Switzerland Switzerland ISSN-0305-7925 English Argues that identity and language issues are a powerful influence on education politics and policies in Switzerland. Uses the introduction of second language instruction as a case study to illustrate why and how education policy reflects Switzerland's cultural, linguistic diversity, and the strong local and regional identities of its citizens. (CAJ) EJ676717 Regional Identity, Language and Education Policy in Switzerland. Compare v31 n2 p205-27 Jun 2001 2001-00-00 N/A 2004 2016-11-21

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No Apartheid Comparative Education Economic Development Educational Attainment Educational Development Educational Improvement Equal Education Foreign Countries Illiteracy Social Development Abdi, Ali A. Journal Articles Reports - Descriptive South Africa South Africa ISSN-0305-7925 English Focuses on the problems of education and development in post-apartheid South Africa. Argues that there must be a focus on the uneven terrain of educational attainment and long term socio-economic development. Discusses factors hindering educational development. Calls for reconstitution of South Africa's educational programs for all citizens. (CAJ) EJ676718 Integrated Education and Black Development in Post-apartheid South Africa: A Critical Analysis. Compare v31 n2 p229-44 Jun 2001 2001-00-00 N/A 2004 2016-11-21

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No Classroom Communication Classroom Techniques Comparative Education Discourse Analysis Elementary Education Elementary Schools Foreign Countries Observation Research Methodology Teacher Behavior Teacher Education Teacher Student Relationship Teaching Styles Videotape Recordings Ackers, Jim Hardman, Frank Journal Articles Reports - Descriptive Kenya Kenya ISSN-0305-7925 English Reports on a study of classroom interaction in Kenyan primary schools. Analyzes video recordings of 102 lessons in English, mathematics, and science using systematic observation, discourse analysis, and a time-line analysis. Reveals the preponderance of teacher dominated lessons with little opportunity for student interaction. Considers educational needs of Kenyan teachers. (CAJ) EJ676719 Classroom Interaction in Kenyan Primary Schools. Compare v31 n2 p245-61 Jun 2001 2001-00-00 N/A 2004 2016-11-23

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No Comparative Education Concept Formation Concept Mapping Educational Research Foreign Countries Higher Education Philosophy Policy Formation Qualitative Research Social Theories O'Dowd, Mina Journal Articles Reports - Descriptive United Kingdom Sweden Sweden United Kingdom ISSN-0305-7925 English Argues that policy-oriented educational research produced a new kind of knowledge: third order knowledge. Defines third-order knowledge as knowledge of and for experts whose purpose is the legislation and regulation of everyday lives. Proposes that expert knowledge motivates a critical analysis contextualized in a historical study of representations of knowledge. (CAJ) EJ676720 Re-tracing the Path to Third Order Knowledge: How Did We Get Here and Can We Move On? Compare v31 n3 p279-93 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Economic Development Educational Development Educational Finance Foreign Countries Higher Education Human Capital Longitudinal Studies Statistical Analysis Diebolt, Claude Fontvieille, Louis Journal Articles Reports - Descriptive France Germany Nineteenth Century Twentieth Century France Germany ISSN-0305-7925 English Discusses the contribution of human capital to national development. Questions assumption of education stability links by examining longitudinal data from France and Germany across 170 years. Results raise the question of whether human investment might be as much a consequence as a cause of economic stability over time. (CAJ) EJ676721 Dynamic Forces in Educational Development: A Long-run Comparative View of France and Germany in the 19th and 20th Centuries. Compare v31 n3 p295-309 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Comparative Education Development Discourse Analysis Educational Planning Educational Policy Field Studies Financial Support Foreign Countries Higher Education International Education Literacy Education Relationship Robinson-Pant, Anna Journal Articles Reports - Descriptive Nepal United Kingdom World Bank Nepal United Kingdom ISSN-0305-7925 English Explores the insights gained, methods used, and constraints faced in using a development discourse in Nepal. Discusses how literacy classes, funding proposals, or student writing can provide new development dimensions in training and planning. Argues that educational planning and policy needs to be recognized and analyzed through focused discourse. (CAJ) EJ676722 Development as Discourse: What Relevance to Education? Compare v31 n3 p311-28 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Capitalism Comparative Education Early Childhood Education Educational Change Equal Education Excellence in Education Foreign Countries Global Approach Higher Education Language of Instruction Socialism Teacher Education Teacher Effectiveness Values Hayhoe, Ruth Journal Articles Reports - Evaluative Hong Kong Hong Kong ISSN-0305-7925 English Focuses on issues of cultural identity and educational development in emergence of a new institute of teacher education in Hong Kong. Discusses demands placed upon it to support educational reforms after the return to China. Describes processes and ideas of developing a vision statement and the values chosen for the institute. (CAJ) EJ676723 Creating a Vision for Teacher Education between East and West: The Case of the Hong Kong Institute of Education. Compare v31 n3 p329-45 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Bilingual Education Code Switching (Language) Comparative Education Economics Elementary Secondary Education Foreign Countries Language of Instruction Language Planning Politics Second Language Learning Teacher Education Teacher Effectiveness Arthur, Jo Journal Articles Reports - Descriptive Botswana Tanzania Botswana Tanzania ISSN-0305-7925 English Examines debate over educational language policy in Botswana and Tanzania. Proposes that descriptions of classroom practice are necessary for effective educational language planning. Describes bilingual code switching and reliance on teacher-centered recitation routines. Argues that more creative and effective teaching and learning can be facilitated by explicitly bilingual pedagogies. (CAJ) EJ676724 Perspectives on Educational Language Policy and Its Implementation in African Classrooms: A Comparative Study of Botswana and Tanzania. Compare v31 n3 p347-62 Oct 2001 2001-00-00 N/A 2004 2016-11-23

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No Comparative Education Educational Environment Educational Research Foreign Countries Job Satisfaction Qualitative Research School Administration Science Teachers Secondary Education Sex Differences Student Characteristics Teacher Attitudes Teacher Student Relationship Hean, Sarah Garrett, Roger Journal Articles Reports - Descriptive Chile Chile ISSN-0305-7925 English Investigates job satisfaction of Chilean secondary school teachers. Determines that teachers were most satisfied with interactions with students, relationships within the school, and opportunities to contribute to the development of individuals, future generations, and society. Shows that the main dissatisfactions are poor salary, excessive workload, student characteristics, resources, and infrastructure. (CAJ) EJ676725 Sources of Job Satisfaction in Science Secondary School Teachers in Chile. Compare v31 n3 p363-79 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Academic Achievement Age Age Grade Placement Biology Comparative Education Educational Administration Elementary Secondary Education Foreign Countries Groups Individual Psychology School Administration McDonald, Geraldine Journal Articles Reports - Descriptive Scotland United Kingdom Cyprus New Zealand Cyprus New Zealand United Kingdom United Kingdom (Scotland) ISSN-0305-7925 English Discusses children's age and academic performance within the school year. Reveals early differences show disadvantage among the youngest in the year groups. Attributes this difference to biology or individual psychology. Argues there is no explanation for why the youngest are disadvantaged in some countries but not in others. (CAJ) EJ676726 Comparing School Systems To Explain Enduring Birth Date Effects. Compare v31 n3 p381-91 Oct 2001 2001-00-00 N/A 2004 2016-11-21

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No Academic Achievement Adult Education Age Continuing Education Cultural Context Educational Research Foreign Countries Lifelong Learning Social Attitudes Social Characteristics Social Environment Urban Areas Barz, Heiner Tippelt, Rudolf Journal Articles Reports - Descriptive Empirical Research Germany (Munich) Germany ISSN-0044-3247 English Describes the research on lifelong learning. Presents results of an empirical study analyzing the interest in further education of selected social environments in a large city (Munich, Germany). Concludes that the age of learners and their educational level strongly influences the concrete process of education and lifetime learning. (CAJ) EJ676727 Bildung und Soziales Milieu: Determinanten des Lebenslangen Lernens in Einer Metropole (Education and Social Environment: Determinants of Life-Long Learning in a Metropolis). Zeitschrift fur Padagogik v48 n3 p323-40 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Basic Skills Citizen Participation Foreign Countries Health Higher Education Human Capital Literacy Longitudinal Studies Numeracy Social Attitudes Social Capital Well Being Bynner, John Schuller, Tom Fienstein, Leon Journal Articles Reports - Descriptive Germany Empirical Research Germany ISSN-0044-3247 English Examines a theoretical framework of research organized by human, social, and identity capital. Reports results from two large-scale longitudinal datasets. Focuses on four outcome clusters: (1) health; (2) well-being; (3) social attitudes; and (4) political involvement. Concludes that education is an absolute prerequisite for promotion of personal well being and cohesive society. (CAJ) EJ676728 Wider Benefits of Education: Skills, Higher Education and Civic Engagement. Zeitschrift fur Padagogik v48 n3 p341-61 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Education Family Attitudes Family Relationship Folk Culture Grandchildren Grandparents Higher Education Intergenerational Programs Lifelong Learning Qualitative Research Social Environment Alheit, Peter Journal Articles Reports - Evaluative East Germany Germany East Germany Germany ISSN-0044-3247 English Discusses a comprehensive qualitative multigenerational study carried out in East Germany. Shows that social orientations and attitudes remained practically unchanged between the generation of grandparents and grandchildren. Argues that educational processes throughout a life-span can only be understood if mental deep structures and intergenerational practices are taken into account. (CAJ) EJ676729 Mentalitat und Intergenerationalitat als Rahmenbedingungen "Lebenslangen Lernens". Konzeptionelle Konsequenzen aus Ergebnissen einer Biografieanalytischen Mehrgenerationenstudie in Ostdeutschland (Mentality and Intergenerationality as Framework Conditions of "Life-Long Learning": Conceptual Consequences To Be Drawn from Results of a Biography-Analytical Multi-Generational Study Carried out in East Germany). Zeitschrift fur Padagogik v48 n3 p362-82 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Classification Educational Practices Educational Theories Foreign Countries Higher Education Teacher Education Teacher Knowledge Theory Practice Relationship Herzog, Walter Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Considers the mediation between scientific knowledge and practical action as a crucial feature of professional teaching. Investigates the assumption that typologies represent a form of knowledge which can bridge the gap between theory and practice. Differentiates between two forms of typological thinking and discusses reservations concerning typologies. (CAJ) EJ676730 Zwischen Gesetz und Fall. Mutmassungen uber Typologien als Padagogische Wissensform (Between General Law and the Individual Case. Conjectures Concerning Typologies as a Form of Pedagogical Knowledge). Zeitschrift fur Padagogik v48 n3 p383-99 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Aesthetics Educational Assessment Educational Research Elementary School Curriculum Elementary Secondary Education Foreign Countries Literacy Secondary School Curriculum Social Environment Messner, Rudolf Journal Articles Reports - Descriptive Program for International Student Assessment Germany Germany Program for International Student Assessment ISSN-0044-3247 English Examines the relationship between Program for International Student Assessment (PISA) and general education. Explains the socially grounded demands of the PISA literacy approach and its importance in basic education. Points out PISA's limitations. Argues that if PISA is misunderstood, schools and instruction may be restricted in content and social organization. (CAJ) EJ676731 PISA und Allgermeinbildung (PISA and General Education). Zeitschrift fur Padagogik v48 n3 p400-12 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Classification Educational Demand Educational Objectives Educational Theories Foreign Countries Higher Education Social Development Euler, Peter Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Argues that the demands on education are more pronounced than ever. Analyzes the relationship between education and critique. Reveals that the contradiction between the two is a decisive characteristic of education. Explains that educational theory is theory type and education is a necessary critical category of social development. (CAJ) EJ676732 Bildung als "Kritische" Kategorie (Education as a "Critical" Category). Zeitschrift fur Padagogik v48 n3 p413-21 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Objectives Foreign Countries Higher Education Intellectual Disciplines Learning Processes Psychology Transformative Learning Tenorth, Heinz-Elmar Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Advocates an inquiry into the possibility of educational processes based on empirical knowledge. Discusses answers to the guiding question of how education is possible, advocating an orientation by psychology, by autopoietic, or evolutionary theories. Argues that these answers fail to achieve an independent and adaptable disciplinary perspective. (CAJ) EJ676733 "Wie ist Bildung Moglich?" Einige Antworten--und die Perspektive der Erziehungswissenschaft ("How Is Education Possible?" Some Answers--and the Perspective of Educational Science). Zeitschrift fur Padagogik v48 n3 p422-30 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Child Rearing Elementary Secondary Education Foreign Countries Higher Education Models Parent Attitudes Parent Child Relationship Parent Responsibility Parent Role Parenting Skills Theory Practice Relationship Kalicki, Bernhard Journal Articles Reports - Descriptive Empirical Research Germany Germany ISSN-0044-3247 English Outlines the subjective concept of parenthood as the personal interpretation of parental responsibility, distinguishing it from related theoretical concepts. Discusses, against the background of theoretical models and empirical findings, the relationship of the parenthood concept with the parents' actual educational behavior. Suggests ways to apply these concepts to practice. (CAJ) EJ676734 Die Bedeutung Subjektiver Elternschaftskonzepte fur Erziehungsverhalten und elterliche Partnerschaft. Ein Uberblick uber neuere Forschungsergebnisse (The Significance of Subjective Concepts of Parenthood for Educational Behavior and Parental Partnership). Zeitschrift fur Padagogik v48 n4 p499-512 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Family Environment Foreign Countries Homework Parent Participation Parent School Relationship Parent Teacher Cooperation Secondary Education Secondary School Teachers Wild, Elke Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Examines a survey among high school teachers that focuses on their attitudes, convictions, and assessment of external factors and conditions that effect the goal of parent cooperation in homework supervision. Concludes teachers are open minded. Offers clues to optimizing the cooperation between parents and teachers. (CAJ) EJ676735 Einbeziehung des Elternhauses durch Lehrer: Art, Ausmass und Bedingungen der Elternpartizipation aus der Sicht von Gymnasiallehrern (The Inclusion of the Parental Home by Teachers: Mode, Extent, and Conditions of Parental Participation from the Perspective of High School Teachers). Zeitschrift fur Padagogik v48 n4 p513-33 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Biographies Educational Practices Elementary Secondary Education Family (Sociological Unit) Family History Family Life Family Relationship Foreign Countries Personal Narratives Qualitative Research Research Projects Theory Practice Relationship Ecarius, Jutta Journal Articles Reports - Descriptive Empirical Research Germany Twentieth Century Germany ISSN-0044-3247 English Discusses empirical findings of a qualitative research project covering three generations of twentieth century families. Examines the importance of family topics for biographical learning. Argues that family topics leave their mark on biographical constructions and influence acting, thinking and perceiving, and the shaping of the biography project. (CAJ) EJ676736 Biografie, Lernen und Familienthemen in Generationsbeziehungen (Biography, Learning, and Family Issues across Generations). Zeitschrift fur Padagogik v48 n4 p534-49 Jul-Aug 2003 2003-00-00 T 2004 2016-11-23

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No Achievement Comparative Analysis Differences Evaluation Methods Foreign Countries Grading Instruction Interdisciplinary Approach Learning Political Issues Regional Characteristics School Law School Policy Secondary Schools Social Behavior Special Education Bohl, Thorsten Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Discusses a comparative study of regulations for assessment of achievement and grading in German secondary schools. Results reveal schools provide alternatives to traditional grading and take into account interdisciplinary or special learning achievements and social behavior. Summarizes major results. Discusses problems in the basic conception and organization of the regulations. (CAJ) EJ676737 Aktuelle Regelungen zur Leistungsbeurteilung und zu Zeugnissen an Deutschen Sekundarschulen. Eine Vergleichende Studie aller Bundeslander--Darstellung und Diskussion Wesentlicher Ergebnisse (Recent Regulations for the Assessment of Achievement and for Grading at German Secondary Schools. A Comparative Study among all Federal Laender--Presentation and Discussions of Important Results. Zeitschrift fur Padagogik v48 n4 p550-66 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Educational Theories Elementary Secondary Education Equal Education Evaluation Foreign Countries Instruction Special Education Special Needs Students Special Schools Hansel, Dagmar Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Examines German schools for special needs children from the perspective of pedagogy and school theory. Questions the approach that argues for the indispensability of an independent special school. Indicates that special needs schools are for the poor which produces educational inequalities. (CAJ) EJ676738 Die Sonderschule--Ein Blinder Fleck in der Schulsystemforschung (The Special School--A Blind Spot in Research on the Educational System). Zeitschrift fur Padagogik v48 n4 p591-609 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Competency Based Education Core Curriculum Educational Change Educational Opportunities Educational Policy Elementary Secondary Education Foreign Countries Higher Education Input Output Analysis Institutional Autonomy Institutional Evaluation School Policy Social Attitudes Herrmann, Ulrich Journal Articles Reports - Descriptive Germany Program for International Student Assessment Germany Program for International Student Assessment ISSN-0044-3247 English Discusses educational standards, core curricula, competence models, school autonomy, school evaluation, and from input-to output-control as important catchwords in the present education and school policy debate. Points out that the Program for International Student Assessment (PISA) has triggered a new educational debate in Germany that calls for change. (CAJ) EJ676739 "Bildungsstandards"--Erwartungen und Bedingungen, Grenzen, und Chancen ("Educational Standards"--Expectations and Conditions, Limits, and Opportunities). Zeitschrift fur Padagogik v49 n5 p625-39 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Coeducation Educational Policy Elementary Secondary Education Equal Education Females Foreign Countries Gender Issues Higher Education Homogeneous Grouping Individual Psychology School Surveys Single Sex Schools Ludwig, Peter H. Journal Articles Reports - Descriptive Empirical Research Germany Germany ISSN-0044-3247 English Argues that the thesis of discrimination against girls in coeducation schools has been replaced by a belief that, during certain phases or in specific subjects, abandonment of coeducation would promote equal opportunities. Questions whether classic or recent surveys provide empirical evidence for this moderate skeptical attitude towards coeducation. (CAJ) EJ676740 Partielle Geschlechtertrennung--Enttauschte Hoffnungen? Monoedukative Lernumgebungen zum Chancenausgleich im Unterricht auf dem Prufstand (Partial Separation of the Sexes--Disappointed Hopes? An Assessment of Non-Educative Learning Environments for Equalizing Educational Opportunities). Zeitschrift fur Padagogik v49 n5 p640-56 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Attitudes Adolescent Behavior Adolescent Development Adolescents Child Behavior Child Development Childhood Attitudes Early Adolescents Elementary Secondary Education Females Foreign Countries Gender Issues Males Sex Role Raithel, Jurgen Journal Articles Reports - Descriptive Courage Empirical Research Germany Germany ISSN-0044-3247 English Summarizes a courage behavior study of 1050 children and adolescents in Northrhine-Westphalia (Germany). Notes that most tests of courage are performed by 11-year-olds. Reveals that boys perform twice as many acts of courage as girls. Discusses the gender specific differences in relation to the development of children and adolescents. (CAJ) EJ676741 Mutproben im Ubergang vom Kindes--ins Jugendalter, Befunde zu Verbreitung, Formen und Motiven (Tests of Courage during the Transition from Childhood to Adolescence--Findings Concerning Their Dissemination, Forms, and Motives). Zeitschrift fur Padagogik v49 n5 p657-674 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Development Elementary Secondary Education Foreign Countries General Education Innovation Instructional Effectiveness Knowledge Level Outcomes of Education School Effectiveness Theory Practice Relationship Transfer of Training Wiechmann, Jurgen Journal Articles Reports - Descriptive Germany Germany ISSN-0044-3247 English Evaluates German schools (n=402) that provide general education. Documents different ways of knowledge transfer in these schools. Examines the impact of different influence factors on the use of these transfer examples. Discusses the model of active use of knowledge and the transfer of knowledge throughout the school system. (CAJ) EJ676742 Der Wissenstransfer von Innovationen--Die Perspektive der Schulen als Aktive Handlungseinheiten (The Transfer of Knowledge on Innovations--The Perspective of Schools as Active Units of Action). Zeitschrift fur Padagogik v49 n5 p675-94 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Experiments Educational History Elementary Secondary Education Experimental Schools Foreign Countries Nontraditional Education Open Education Progressive Education School Space Teaching Methods Traditional Schools Depaepe, Marc Simon, Frank Journal Articles Reports - Descriptive Germany Belgium Belgium Germany ISSN-0044-3247 English Discusses the history of open-air schools using an evaluation of Belgian schools. Expounds on the complex relationship between educational space and the educational act, and between traditional and progressive education. Demonstrates that open-air schools provided the same education as traditional schools and were not a real alternative for traditional education. (CAJ) EJ676743 Freiluftschulen: Eine Historisch-Padagogische Randerscheinung als Reflex Sozial-Historischer Modernisierungsprozesse? Das Beispiel Belgiens (Open-Air Schools: A Marginal Appearance in Pedagogical History as a Reflection of Socio-Historical Processes of Modernization? The Example of Belgium). Zeitschrift fur Padagogik v49 n5 p718-33 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Educational Trends Elementary Secondary Education Foreign Countries Futures (of Society) National Curriculum Science Education Science Instruction Teacher Role Warwick, Paul Stephenson, Philip Journal Articles Opinion Papers Association for Science Education Nuffield Foundation Professional Concerns United Kingdom United Kingdom ISSN-0305-764X English States that debates regarding the future of science education in the United Kingdom have been ongoing for 20 years in professional organizations, principally the Association for Science Education and other interested parties, such as the Nuffield Foundation. Concludes teachers must respond to the statutory curriculum and assessment agenda. (BT) EJ676744 Editorial Article. Reconstructing Science in Education: Insights and Strategies for Making It More Meaningful. Cambridge Journal of Education v32 n2 p143-51 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Concept Formation Elementary Education Foreign Countries Science Education Science Instruction Scientific Concepts Teacher Role Asoko, Hilary Guides - Classroom - Teacher Journal Articles Opinion Papers Conceptual Change Research Suggestions United Kingdom United Kingdom ISSN-0305-764X English Outlines general guidelines for teaching conceptual development in science in the United Kingdom. Focuses on the introduction of new ideas in the primary classroom. Uses two examples of teaching to exemplify how relevant ideas of science can be introduced. Discusses the teacher's role in talking ideas into existence. (BT) EJ676745 Developing Conceptual Understanding in Primary Science. Cambridge Journal of Education v32 n2 p153-64 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Case Studies Classroom Communication Classroom Research Elementary Education Foreign Countries Science Education Science Instruction Scientific Concepts Teacher Role Watt, Dorothy Journal Articles Reports - Research Teaching Research United Kingdom United Kingdom ISSN-0305-764X English Analyzes interactions between a British primary school teacher and her students during sessions of science to determine the extent that the teacher assists in class performance. States the teaching illustrates features suggesting children's science concepts are being developed and features consistent with assisted performance. (BT) EJ676746 Assisting Performance: A Case Study from a Primary Science Classroom. Cambridge Journal of Education v32 n2 p165-82 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Evaluation Problems Foreign Countries National Curriculum Science Education Science Instruction Gott, Richard Duggan, Sandra Journal Articles Reports - Evaluative Theoretical Orientation United Kingdom United Kingdom ISSN-0305-764X English Presents an overview of problems associated with assessment of practical work in science. Identifies two theoretical positions that present teaching and assessment flow. Examines some available evidence on possible assessment methods that articulate with these two positions. Considers a position adopted by the United Kingdom National Curriculum in science. (BT) EJ676747 Problems with the Assessment of Performance in Practical Science: Which Way Now? Cambridge Journal of Education v32 n2 p183-201 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Science Education Science Instruction Scientific Literacy Osborne, Jonathan Journal Articles Opinion Papers Reports - Research Science Writing Scientific Language United Kingdom United Kingdom ISSN-0305-764X English Argues reading, writing, and argument are central to any conception of science as currently constituted. Notes that study of the language of science, science's epistemic base, and the cultural norms and values that underpin practice are considered marginal to teaching science. Contends change requires reconceptualization of priorities for science education. (BT) EJ676748 Science without Literacy: A Ship without a Sail? Cambridge Journal of Education v32 n2 p203-18 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Communications Educational Objectives Elementary Secondary Education Foreign Countries Information Technology Models Science Education Science Instruction Technology Integration McFarlane, Angela Sakellariou, Silvestra Journal Articles Reports - Research Scientific Thinking United Kingdom United Kingdom ISSN-0305-764X English States the role of information and communications technology (ICTs) in education is not homogeneous, only some are designed to support learning. Considers the role of ICT in two models of a British science curriculum: (1) based on empirical science; and (2) based on a model of scientific reasoning. (BT) EJ676749 The Role of ICT in Science Education. Cambridge Journal of Education v32 n2 p219-32 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Hermeneutics Learning Processes Science Education Science Instruction Heywood, Dave Journal Articles Opinion Papers Student Engagement Theoretical Orientation United Kingdom United Kingdom ISSN-0305-764X English Finds the role of analogy in learning extensively researched. Argues research should shift focus from determining effectiveness of analogy in cognitive transfer from base to target domains towards recognition of the role of analogy in generating engagement in the learning process. Draws on hermeneutic philosophy to provide a theoretical framework. (BT) EJ676750 The Place of Analogies in Science Education. Cambridge Journal of Education v32 n2 p233-47 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Classroom Techniques Educational Change Elementary Education Foreign Countries National Curriculum Science Education Science Instruction Galton, Maurice Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-0305-764X English Suggests science taught at Key Stage 3 (ages 11-14) has changed little over the past two decades despite introduction of National Curriculum reforms. Notes high stakes testing at the end of Key Stage 2 (ages 7-11) has resulted in less experimentation in Year 6. Examines structural factors responsible for the current situation. (BT) EJ676751 Continuity and Progression in Science Teaching at Key Stages 2 and 3. Cambridge Journal of Education v32 n2 p249-65 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Educational Policy Educational Practices Educational Research Foreign Countries Literacy Models Secondary Education Teacher Education Haworth, Avril Journal Articles Reports - Research New Teachers United Kingdom United Kingdom ISSN-0305-764X English Examines models of literacy implicit in two recent cross-curricular policy initiatives that concern secondary Initial Teacher Education (ITE) providers and trainee teachers in the United Kingdom. Seeks to explore literacy practices and perceptions of a small volunteer sample of trainees, focusing on punctuation and grammar (drawing on models from adult literacy). (BT) EJ676752 Literacy Tests for Trainee Teachers: Shadows across the Secondary Classroom? Cambridge Journal of Education v32 n3 p289-302 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Catholic Schools Coeducation English Instruction English Teachers Foreign Countries Interviews Males Teacher Attitudes Martino, Wayne Meyenn, Bob Journal Articles Reports - Research Teaching Research ISSN-0305-764X English Investigates impact/effects of implementing single-sex classes, particularly as a strategy for engaging boys in the English classroom at a Catholic coeducational school (Perth, Western Australia). Uses semi-structured interviews with English teachers at the school to analyze teacher perceptions of single-sex classes in the coeducational context. (BT) EJ676753 "War, Guns, and Cool, Tough Things": Interrogating Single-Sex Classes as a Strategy for Engaging Boys in English. Cambridge Journal of Education v32 n3 p303-24 Nov 2002 2002-00-00 T 2004 2016-11-23

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No English Instruction Foreign Countries Geography Instruction Qualitative Research Secondary Education Bullock, Kate Bishop, Keith Martin, Susan Reid, Alan Journal Articles Reports - Research Collaborative Inquiry United Kingdom United Kingdom ISSN-0305-764X English Explores nature and processes of learning from coursework in national examinations undertaken by 16-year-old students, using qualitative approaches. Finds that, while the practice of underpinning coursework could support deeper, more independent learning, pressures of achieving good grades mediated against all pupils reaching an optimum level of higher order thinking. (BT) EJ676754 Learning from Coursework in English and Geography. Cambridge Journal of Education v32 n3 p325-40 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Activism Educational Practices Foreign Countries Teaching (Occupation) Trust (Psychology) Groundwater-Smith, Susan Sachs, Judyth Journal Articles Opinion Papers Australia Professional Concerns Australia ISSN-0305-764X English States there has been an expectation that the education industry can be managed like any other commercial enterprise with an emphasis on forms of accountability that limit professional judgment on the part of practitioners. Examines growth of the audit society and its consequences for professional practices in education. (BT) EJ676755 The Activist Professional and the Reinstatement of Trust. Cambridge Journal of Education v32 n3 p341-58 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Child Development Children Modernism Poetry Romanticism Webb, Jean Journal Articles Piaget (Jean) Stevenson (Robert Louis) Vygotsky (Lev S) Constructs ISSN-0305-764X English Discusses the construct of childhood in Robert Louis Stevenson's collection of poems, "A Child's Garden of Verses," by employing notions of child development drawn from Jean Piaget and Lev Vygotsky. Finds, from a literary perspective, Stevenson's collection located on the boundaries of romanticism and modernism. (BT) EJ676756 Conceptualising Childhood: Robert Louis Stevenson's "A Child's Garden of Verses." Cambridge Journal of Education v32 n3 p359-65 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Case Studies Computer Mediated Communication Computer Uses in Education Disadvantaged Foreign Countries Information Technology Literacy Qualitative Research Snyder, Ilana Angus, Lawrence Sutherland-Smith, Wendy Journal Articles Reports - Research ISSN-0305-764X English Examines the complex connections among literacy practices, the use of information, and communication technologies (ICTs) and disadvantage. Reports findings of a year-long Australian study, which investigated ways that four families use ICTs to engage in formal and informal literacy learning in home and school settings. (BT) EJ676757 Building Equitable Literate Futures: Home and School Computer-Mediated Literacy Practices and Disadvantage. Cambridge Journal of Education v32 n3 p367-83 Nov 2002 2002-00-00 T 2004 7/11/2004 11:49:39 CIJMAR2004 The Cambridge Journal of Education is a refereed journal.

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No Educational History Educational Policy Educational Practices Foreign Countries Government Role Political Attitudes Public Education Racial Relations Dean, Dennis Journal Articles Reports - Evaluative 1960s United Kingdom United Kingdom ISSN-0305-764X English States that British conservative and labour governments in the 1960s sought through education policy to promote harmonious race relations. Explores, drawing on recent archive materials, what this meant in practice. Examines the role assigned to public education to promote better community relations, particularly after 1965. (BT) EJ676758 Race Relations and the Making of Educational Policy: The View from the Centre in the 1960s. Cambridge Journal of Education v32 n3 p385-404 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Creativity Elementary Education Mathematics Education Mathematics Instruction Teacher Role Huckstep, Peter Journal Articles Opinion Papers Hardy (G H) ISSN-0305-764X English Contends teachers must resist the temptation to suggest that, while children can create stories and melodies, they cannot create mathematics. Quotes mathematician G. H. Hardy: "A mathematician, like a painter or poet, is a 'maker' of patterns." Considers mathematics should be able to stand up for itself. (BT) EJ676759 Making Mathematics. Cambridge Journal of Education v32 n3 p405-07 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Children Corporal Punishment Discipline Elementary Secondary Education Foreign Countries Value Judgment Wilson, John Journal Articles Opinion Papers United Kingdom United Kingdom ISSN-0305-764X English Lists arguments for using corporal punishment in educational institutions and considers some advantages of its use. Asks when it should be used, who should be empowered to administer it, and why there are increasingly strong feelings against corporal punishment in some societies while others continue to use it. (BT) EJ676760 Corporal Punishment Revisited. Cambridge Journal of Education v32 n3 p409-16 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Advocacy Educational Change Educational History Educational Philosophy Elementary Secondary Education Multicultural Education Music Music Education Psychology Technology Mark, Michael L. Journal Articles Opinion Papers ISSN-0027-4321 English Focuses on five central issues in music education: (1) philosophy; (2) multiculturalism; (3) psychology; (4) technology; and (5) advocacy. Introduces this special focus issue about changing perspectives in music education to assist teachers in understanding the music profession and its development. (CMK) EJ676761 A Dynamic Half Century for Music Education. Music Educators Journal v89 n1 p17-18 Sep 2002 2002-00-00 T 2004 7/11/2004 11:49:40 CIJMAR2004 Special Focus: Changing Perspectives in Music Education.

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No Aesthetic Education Aesthetics Cultural Awareness Educational Change Educational History Educational Philosophy Elementary Secondary Education Music Education Psychology Resource Materials McCarthy, Marie Goble, J. Scott Journal Articles Opinion Papers Praxis ISSN-0027-4321 English Focuses on the changes in music philosophy over the past half-century. Discusses two main philosophical foundations within music education and reasons for the changes: (1) aesthetic education in the 1950s; and (2) praxial philosophy in the 1990s. Includes resources on music philosophy. (CMK) EJ676762 Music Education Philosophy: Changing Times. Music Educators Journal v89 n1 p19-26 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Education Educational Change Educational History Educational Practices Educational Trends Elementary Secondary Education Futures (of Society) Multicultural Education Music Music Education Campbell, Patricia Shehan Journal Articles Opinion Papers ISSN-0027-4321 English Provides background information on multiculturalism within education and specifically discusses the historical background of multicultural music education. Addresses current changes in music education related to multiculturalism and questions the state of multicultural music education. (CMK) EJ676763 Music Education in a Time of Cultural Transformation. Music Educators Journal v89 n1 p27-32,54 Sep 2002 2002-00-00 T 2004 7/11/2004 11:49:41 CIJMAR2004 Special Focus: Changing Perspectives in Music Education.

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No Behaviorism Brain Cognitive Psychology Educational Change Educational History Educational Practices Educational Psychology Elementary Secondary Education Higher Education Humanism Music Education Rideout, Roger R. Journal Articles Opinion Papers ISSN-0027-4321 English Explores different movements in educational psychology that have affected music education since the 1950s: (1) behaviorism; (2) cognitivism; (3) humanism; and (4) a socio-biological model. Describes each of the four schools of thought in detail as they related to music education. (CMK) EJ676764 Psychology and Music Education since 1950. Music Educators Journal v89 n1 p33-37 Sep 2002 2002-00-00 T 2004 7/11/2004 11:49:41 CIJMAR2004 Special Focus: Changing Perspectives in Music Education.

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No Computer Software Educational Change Educational History Educational Philosophy Educational Trends Elementary Secondary Education Higher Education Music Education Technological Advancement Technology Webster, Peter Journal Articles Opinion Papers ISSN-0027-4321 English Explores the historical developments in technology that affected music education. Describes the developments in hardware, such as gears and levers, electricity, vacuum tubes, transistors, and integrated circuits. Discusses the changes in computer software from the 1950s to the present. (CMK) EJ676765 Historical Perspective on Technology and Music. Music Educators Journal v89 n1 p38-43,54 Sep 2002 2002-00-00 T 2004 7/11/2004 11:49:42 CIJMAR2004 Special Focus: Changing Perspectives in Music Education.

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No Advocacy Community Educational Change Educational History Elementary Secondary Education Government (Administrative Body) Music Education Public Relations Resource Materials School Administration Mark, Michael L. Journal Articles Opinion Papers ISSN-0027-4321 English Provides a history of advocacy in music education discussing when formal advocacy started as well as advocacy with government agencies, the state level, and other types of advocacy. Includes a bibliography of resources related to music advocacy. (CMK) EJ676766 A History of Music Education Advocacy. Music Educators Journal v89 n1 p44-48 Sep 2002 2002-00-00 T 2004 7/11/2004 11:49:42 CIJMAR2004 Special Focus: Changing Perspectives in Music Education.

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No Academic Achievement Educational Strategies Elementary Secondary Education Music Education Music Teachers National Standards Resource Materials Rhythm (Music) Scoring Rubrics Student Evaluation McGuire, Kenneth Guides - Classroom - Teacher Journal Articles National Music Education Standards ISSN-0027-4321 English Discusses how to teach the elements of music as well as the National Music Education Standards. Explains that teachers can accomplish this goal by using conjoined rubrics. Describes how to create a conjoined rubric, how to score the rubric, and what resources are available. (CMK) EJ676767 Doing It All: Linking the Elements of Music and the Standards. Music Educators Journal v89 n1 p49-52 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Educational Benefits Educational Practices Elementary Education Elementary School Teachers Music Education Music Techniques String Instruments Teacher Attitudes Teacher Improvement Teaching Experience Fantozzi, Janet Journal Articles Reports - Descriptive ISSN-1069-7446 English Describes the group called "Teachers as Musicians" that consists of teachers at the Union Elementary School in Unionville (Connecticut) who are learning to play a string instrument for the first time. Discusses the benefits for the teachers who are participating in the group and the outcomes. (CMK) EJ676768 A Faculty String Group Takes Root. Teaching Music v10 n5 p22-25 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:49:42 CIJMAR2004

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No Art Education Educational Strategies Elementary Secondary Education Jazz Learning Experience Lesson Plans Music Music Education Musical Composition Skill Development Stambaugh, Laura Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Discusses how teachers can incorporate musical composition into their classrooms by teaching students about aleatory, or chance, music. Provides a definition of aleatory music and provides various composing techniques, focusing on aleatory music. Includes lesson plans using aleatory music, such as the "Mozart Model" for grades 4-12. (CMK) EJ676769 Take a Change with Aleatory Composing. Teaching Music v10 n5 p26-32 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:49:43 CIJMAR2004

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No Creativity Educational Strategies Elementary Education Improvisation Kodaly Method Music Music Education Musical Composition Singing Skill Development Vocal Music Whitcomb, Rachel Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Describes how to teach elementary students about vocal improvisation using the Kodaly-based approach. Discusses the three steps involved in this technique: (1) develop familiar singing patterns; (2) use a question and answer format; and (3) begin improvisation. Includes examples of solfege patterns and a vocal question and answer. (CMK) EJ676770 Step by Step: Using Kodaly To Build Vocal Improvisation. Teaching Music v10 n5 p34-38 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:49:43 CIJMAR2004

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No Educational Strategies Grade 6 Improvisation Jazz Middle Schools Music Education Musical Composition Musical Instruments Resource Materials Secondary Education Singing Skill Development Mickolajak, Mary T. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Describes a unit used with sixth-grade students focusing on jazz and blues that taught improvisation. Discusses the different levels of improvisation that were used, providing the beginning activities, and describes activities that focus on the third level of improvisation called product-oriented improvisation. (CMK) EJ676771 Beginning Steps to Improvisation. Teaching Music v10 n5 p40-44 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:49:43 CIJMAR2004

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No Creativity Educational Strategies Intermediate Grades Jazz Learning Activities Melody Middle Schools Music Education Musical Composition Secondary Education Goins, Wayne E. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Describes a strategy called phone-ominal composition for teaching students in fifth through twelve grades about jazz and musical composition. Explains that the students use their phone number to create the composition. Provides examples of this technique and guidelines. (CMK) EJ676772 Phone-ominal Composition: A Startup Approach. Teaching Music v10 n5 p46-50 Apr 2003 2003-00-00 N/A 2004 7/11/2004 11:49:43 CIJMAR2004

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No Aesthetics Discussion (Teaching Technique) Educational Strategies History Interdisciplinary Approach Intermediate Grades Jazz Middle Schools Music Education Musicians Resource Materials Secondary Education McDowell, Carol J. Guides - Classroom - Teacher Journal Articles Discipline Based Music Education ISSN-1069-7446 English Describes an art lesson for middle school students that can be adapted for upper elementary or high school students. Explains that students compare two versions of the song "Anitra's Dance," a classical version by Edvard Grieg and a jazz version by Duke Ellington. States the lesson uses the Discipline-Based Music Education approach. (CMK) EJ676773 From Norway to the USA: "Anitra's Dance." Teaching Music v10 n5 p52-56 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Adolescent Development Child Development Elementary Secondary Education Positive Reinforcement Student Behavior Youth Programs Flay, Brian R. Allred, Carol G. Journal Articles Reports - Research ISSN-1087-3244 English Used a matched-schools design, school-level achievement, and disciplinary data to evaluate the effectiveness of the elementary-level Positive Action program on students' performance and behavior over time. Results indicated that program participation improved student behavior, school involvement, and academic achievement into high school. The program had equally strong behavioral effects in higher risk schools. There was a clear dose-response relationship for most outcomes. (SM) EJ676774 Long-Term Effects of the Positive Action Program. American Journal of Health Behavior v27 supplement 1 pS6-21 2003 2003-00-00 T 2004 2022-02-02 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/65083 ED499268

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No Achievement Adolescent Development Adolescents Age Differences Child Health Coping Family Influence Life Satisfaction Secondary Education Sex Differences Student Attitudes Well Being Scales, Peter C. Leffert, Nancy Vraa, Renee Journal Articles Reports - Research Psychosocial Factors Youth Development Model ISSN-1087-3244 English Investigated the relationship of student exposure to selected developmental assets with indicators of thriving, using more reliable measures than previously reported. Data collected using the Youth Supplement Survey among diverse 6th-12th graders indicated that most students experienced only 3 of 12 assets. The more assets students reported, the more they thrived in physical, psychological, social, and academic domains. The Youth Supplement Survey was reliable and valid in obtaining these data. (SM) EJ676775 The Relation of Community Developmental Attentiveness to Adolescent Health. American Journal of Health Behavior v27 supplement 1 pS22-34 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Adolescents Cultural Awareness Cultural Relevance Education Graduation Hispanic American Students Leadership Training Postsecondary Education Program Effectiveness Secondary Education Student Attitudes Well Being Youth Programs Bloomberg, Laura Ganey, Anne Alba, Veronica Quintero, Guadalupe Alcantara, Linda Alvarez Journal Articles Reports - Research Youth Development Model ISSN-1087-3244 English Describes the theory of action linking the Chicano-Latino Youth Leadership Institute with positive youth development, highlighting promising practices. Selection of participants is based on an application process and Hispanic high school students are encouraged to apply. Data from surveys, focus groups, reflection forms, and analysis of Minnesota Student Survey results indicate that this culturally specific youth development model has positively impacted a significant number of participants. (SM) EJ676776 Chicano-Latino Youth Leadership Institute: An Asset-Based Program for Youth. American Journal of Health Behavior v27 supplement 1 pS45-54 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Behavior Problems Family Involvement Hispanic Americans Prosocial Behavior Secondary Education Sociocultural Patterns Youth Problems Kerr, Melissa Hallmark Beck, Kenneth Shattuck, Teresa Downs Kattar, Candace Uriburu, Diego Journal Articles Reports - Research Youth Development Model ISSN-1087-3244 English Explored the relationship between familial factors and behavior outcomes in Latino adolescents using a youth development framework. Surveys of 446 youth within an urban community indicated that higher levels of parental monitoring and familial connectedness consistently related to less problem behavior involvement. Sociocultural encouragement consistently associated with more prosocial behavior involvement. (SM) EJ676777 Family Involvement, Problem and Prosocial Behavior Outcomes of Latino Youth. American Journal of Health Behavior v27 supplement 1 pS55-65 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Citizen Participation Empowerment Foreign Countries Inner City Youth Problems Cargo, Margaret Grams, Garry D. Ottoson, Judith M. Ward, Patricia Green, Lawrence W. Journal Articles Reports - Research British Columbia Youth Development Model Canada ISSN-1087-3244 English Assessed how the youth empowerment process encouraged positive youth development. Observation, interview, and focus group data from an urban community health promotion project indicated that practitioners created environments conducive to adolescents taking responsibility for their quality of life by welcoming and enabling youth. Power was transferred to youth as responsibility for voicing, decision making, and action, resulting in positive changes in youth development and their social integration. (SM) EJ676778 Empowerment as Fostering Positive Youth Development and Citizenship. American Journal of Health Behavior v27 supplement 1 pS66-79 2003 2003-00-00 T 2004 2016-11-23

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No Childrens Literature Cultural Awareness Elementary Education Multicultural Education Peer Teaching Student Diversity Holcomb-McCoy, Cheryl Guides - Classroom - Teacher Journal Articles ISSN-0741-2282 English Describes how to integrate multicultural literature into the training of elementary peer helpers in today's diverse schools, thus enhancing peer helpers' cultural sensitivity. The article focuses on: integrating multicultural literature into training, the multicultural literature training format, and implications for selecting literature. It also lists recommended books related to African Americans, Asian Americans, Jewish Americans, Hispanic Americans, and Native Americans. (SM) EJ676779 Using Multicultural Literature To Enhance Elementary Peer Helper Training. Peer Facilitator Quarterly v18 n4 p45-48 Win 2003 2003-00-00 T 2004 7/11/2004 11:49:45 CIJMAR2004

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No Black Students Computer Uses in Education Higher Education Mentors Madison-Colmore, Octavia Journal Articles Reports - Descriptive ISSN-0741-2282 English Introduces the E-Mentoring model, an electronic version of mentoring in which African American college alumni share their perspectives and experiences with African American college students at predominantly white institutions. After describing two mentoring models designed for minority students, the article focuses on E-Mentoring, noting advantages and disadvantages of this form of mentoring, and offering implications for student affairs professionals. (SM) EJ676780 E-Mentoring: A Mentoring Model for African American College Students at a Predominantly White Institution. Peer Facilitator Quarterly v18 n4 p49-51 Win 2003 2003-00-00 T 2004 7/11/2004 11:49:46 CIJMAR2004

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No Academic Standards Curriculum Development Higher Education Low Achievement Mathematics Education Noncollege Bound Students Preservice Teacher Education Prior Learning Psychological Needs Science Education Secondary Education Smith, John P., III Girod, Mark Journal Articles Reports - Descriptive Dewey (John) ISSN-0742-051X English Asserts that Dewey's proposal that rich, engaged learning requires teachers to "psychologize" their subject matter, remains timely in today's education, especially given recent mathematics and science curricular reforms. The article contrasts his proposal with more subject-centered reforms, explaining how teachers must understand students' subject-relevant experience and how teachers can combine promising "big ideas" with sensitive analyses of students' experience to transform subject matters, especially for lower achieving students. (SM) EJ676781 John Dewey & Psychologizing the Subject-Matter: Big Ideas, Ambitious Teaching, and Teacher Education. Teaching and Teacher Education v19 n3 p295-307 Apr 2003 2003-00-00 T 2004 2016-11-23

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No Astronomy Elementary Education Foreign Countries Higher Education Preservice Teacher Education Scientific Concepts Teacher Knowledge Trumper, Ricardo Journal Articles Reports - Research Israel Israel ISSN-0742-051X English Analyzes preservice Israeli elementary school teachers' conceptions of basic astronomy. Data from a questionnaire completed during the first part of the year by predominantly female first, second, and third year students indicates that there was a serious discrepancy between student teachers' conceptions of some basic astronomy concepts and the corresponding accepted scientific views. The survey is appended. (SM) EJ676782 The Need for Change in Elementary School Teacher Training--A Cross-College Age Study of Future Teachers' Conceptions of Basic Astronomy Concepts. Teaching and Teacher Education v19 n3 p309-23 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Middle Schools Peer Teaching Prediction Preservice Teacher Education Questioning Techniques Reading Comprehension Reading Instruction Reciprocal Teaching Teacher Knowledge Teaching Methods Seymour, Jennifer R. Osana, Helena P. Journal Articles Reports - Research Summarization ISSN-0742-051X English This case study addressed the meanings two preservice teachers ascribed to four expert strategies used in reciprocal teaching (questioning, summarizing, clarifying, and predicting) and four learning principles upon which reciprocal teaching is built (cognitive apprenticeship, scaffolding, zone of proximal development, and proleptic teaching). Results highlight conceptual growth and misinterpretations of the procedures and learning principles as the student teachers developed their understanding across training sessions. (SM) EJ676783 Reciprocal Teaching Procedures and Principles: Two Teachers' Developing Understanding. Teaching and Teacher Education v19 n3 p325-44 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Ethics Foreign Countries Moral Values Secondary Education Teacher Attitudes Husu, Jukka Tirri, Kirsi Journal Articles Reports - Research Reflective Thinking Finland Finland ISSN-0742-051X English Assessed one Finnish secondary school teacher's moral reflection, examining the ethic of purpose, ethic of rules and principles, and ethic of probability, together with their philosophical perspectives. Data included a narrative of a moral dilemma the teacher experienced regarding smoking at school. Results uncovered the background beliefs guiding her ethical reflection and noted that smoking as a case investigated through different ethical perspectives could inform teachers in their decision making. (SM) EJ676784 A Case Study Approach to Study One Teacher's Moral Reflection. Teaching and Teacher Education v19 n3 p345-57 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Elementary Secondary Education Foreign Countries Inclusive Schools Mainstreaming Student Behavior Moen, Torill Gudmundsdottir, Sigrun Flem, Annlaug Journal Articles Reports - Descriptive Norway Norway ISSN-0742-051X English Discusses how the ideal of inclusive practice is realized in one Norwegian third grade classroom that includes two boys with severe behavioral problems and many students from difficult home situations. The teacher's response, grounded in her own personal history, was to strive to make the school a memorable place for all children. She believed that having good memories of schooling would be particularly important for students later in life. (SM) EJ676785 Inclusive Practice: A Biographical Approach. Teaching and Teacher Education v19 n3 p359-70 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Higher Education Preservice Teacher Education Theory Practice Relationship Kane, Ruth Journal Articles Reports - Descriptive ISSN-0742-051X English Reviews an essay on the realistic approach to teacher education, which challenges the technical-rationality model of teacher education and consequent dichotomy of theory and practice and develops the ALACT model (Action, Looking back on the Action, Creating alternative methods of action, and Trial of alternative action). Suggests that the essay requires teacher educators to critically examine their own goals, purposes, and practices. (SM) EJ676786 Essay Review. Getting to the Heart of Learning To Teach: Realistic Teacher Education. Linking Practice and Theory: The Pedagogy of Realistic Teacher Education. Teaching and Teacher Education v19 n3 p371-75 Apr 2003 2003-00-00 T 2004 7/11/2004 11:49:47 CIJMAR2004

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No Alternative Teacher Certification Elementary Secondary Education Higher Education Inservice Teacher Education Teacher Competencies Kaye, Candace Symcox, Linda Whitney, Linda Isbell, Lisa Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-1536-3031 English Introduces a theme issue concerning the National Board for Professional Teaching Standards (NBPTS) and certification, presenting a brief history of the NBPTS and reviewing the collection of articles, which highlight such issues as moving toward a research agenda, social and cultural contexts of NBPTS certification, NBPTS certification and special education, lessons earned from M.A. candidates, and infusing NBPTS entries to redesign a university Master's degree program. (SM) EJ676787 Perspectives on Opportunities and Challenges for the National Board for Professional Teaching Standards and Certification. Issues in Teacher Education v12 n1 p3-7 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-21

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No Academic Achievement Alternative Teacher Certification Educational Research Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Program Design Teacher Competencies Teacher Educators Teacher Researchers Digby, Annette D. Avani, Nathan Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-1536-3031 English Discusses four key areas that help define and focus teacher educators' move toward a comprehensive research agenda (program design, professional development, personnel, and P-16 student learning and achievement). Summarizes literature that supports findings relevant to P-12 education (professional development of candidates, leadership development of candidates, and student achievement), then presents questions related to the four key areas. (SM) EJ676788 Moving toward a Research Agenda: Key Questions for Teacher Educators on the Role and Impact of the National Board for Professional Teaching Standards. Issues in Teacher Education v12 n1 p9-17 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-21

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No Access to Education Alternative Teacher Certification Collegiality Diversity (Faculty) Elementary Secondary Education Faculty Development Higher Education Inservice Teacher Education Minority Group Teachers Social Environment Teacher Collaboration Ross, Donna L. Alfaro, Cristina Journal Articles Reports - Research Barriers to Participation ISSN-1536-3031 English Explored the experiences of local teachers of color exposed to the professional development opportunity of National Board Certification (NBC). Data from interviews with teachers and principals indicated that there were small numbers of local NBC teachers from diverse ethnic backgrounds. Among these teachers, barriers to NBC included lack of disseminated information, time to pursue certification, and support. (SM) EJ676789 The Social and Cultural Context of National Board Certification: Reflections on Issues of Representation. Issues in Teacher Education v12 n1 p19-34 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-21

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No Alternative Teacher Certification Elementary Secondary Education Higher Education Inservice Teacher Education Special Education Teachers Special Needs Students Teacher Competencies Glaeser, Barbara C. Aloia, Stephen Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-1536-3031 English Examines the National Board for Professional Teaching Standards National Board Certification process, noting the legitimacy of this process for teachers of special needs students and concluding that while National Board Certification is beneficial to the teaching profession at large, for special education, it needs to be reconceptualized and reframed to allow for the flexibility to accommodate the unique nature of this profession. (SM) EJ676790 The National Board Certification of Professional Teaching: A Miss or a Match for Special Education? Issues in Teacher Education v12 n1 p35-44 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-21

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No Alternative Teacher Certification Elementary Secondary Education Higher Education Inservice Teacher Education Masters Degrees Teacher Competencies Unrau, Norman J. Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-1536-3031 English Presents lessons learned by following M.A. candidates who were supported by California State University, Los Angeles, as they pursued National Board for Professional Teaching Standards (NBPTS) certification. Discusses the introduction of NBPTS certification to M.A. candidates, launching certification projects, and what NBPTS certification candidates and university faculty learned from the process. Suggestions are offered for how the NBPTS model could support instructional programs and assessment of university faculty. (SM) EJ676791 Lessons Learned from M.A. Candidates Pursuing National Board Certification. Issues in Teacher Education v12 n1 p45-67 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-23

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No Alternative Teacher Certification Elementary Secondary Education English Instruction Faculty Development Graduate Study Higher Education Inservice Teacher Education Knowledge Base for Teaching Masters Degrees Mathematics Education Portfolio Assessment Portfolios (Background Materials) Program Development Specialization Teacher Competencies Eckmier, Janice Ericson, Bonnie Huetinck, Linda Sato, Kyoko Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-1536-3031 English Makes a case for using the tenets of National Board for Professional Teaching Standards in redesigning the Mathematics and English Subject Specialist Master's Programs at California State University, Northridge, by going through the constructed cohort program semester by semester, discussing coursework and portfolio activities, highlighting the culminating Master's experience of a portfolio presentation that is a form of the comprehensive examination for their program, and analyzing program outcomes. (SM) EJ676792 Infusing NBPTS Entries To Redesign a University Master's Degree Program: Sharing Our Journey and Lessons Learned. Issues in Teacher Education v12 n1 p69-83 Spr 2003 2003-00-00 Caddo Gap Press, 3145 Geary Blvd., PMB 275, San Francisco, CA 94118. Tel: 415-392-1911; Fax: 415-956-3702. T 2004 2016-11-21

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No Disabilities Elementary Secondary Education Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Regular and Special Education Relationship Teaching Methods Voltz, Deborah L. Journal Articles Reports - Research ISSN-0162-6620 English Surveyed 252 teacher preparation programs nationwide and interviewed chairpersons of programs that used collaborative infusion approaches as a means of delivering special education content in preservice teacher education. One quarter of the programs used collaborative infusion in some form, generally to supplement other approaches. Chairpersons considered this approach beneficial to both students and participating faculty. Disadvantages included time-intensiveness and lack of congruence with university structures. (SM) EJ676793 Collaborative Infusion: An Emerging Approach to Teacher Preparation for Inclusive Education. Action in Teacher Education v25 n1 p5-13 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:49 CIJMAR2004

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No Disabilities Elementary Education Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Regular and Special Education Relationship Student Teacher Attitudes Teaching Methods Yellin, Pamela G. Yellin, David Claypool, P. L. Mokhtari, Kouider Carr, Robert Latiker, Tony Risley, Liliana Szabo, Susan Journal Articles Reports - Research ISSN-0162-6620 English Assessed the attitudes of preservice undergraduate elementary teachers toward children with disabilities, investigating whether experiences in an inclusive classroom would lead to more positive attitudes. Pre- and post-field experience surveys indicated that regardless of whether they were in field- based or campus classrooms, student teachers held generally positive attitudes toward working with exceptional students. There was no statistically significant difference in student teachers' attitudes following the field experience. (SM) EJ676794 "I'm Not Sure I Can Handle the Kids, Especially, the, uh, You Know Special Ed Kids." Action in Teacher Education v25 n1 p14-19 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:50 CIJMAR2004

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No Collegiality Disabilities Elementary Education Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Regular and Special Education Relationship Teacher Attitudes Teacher Collaboration Teaching Methods Kamens, Michele Wilson Loprete, Susan J. Slostad, Frances A. Journal Articles Reports - Research ISSN-0162-6620 English Explored the perceptions of general education teachers regarding their needs to successfully teach students with disabilities. Surveys of K-8 teachers asked what information they felt they needed to more effectively teach students with special needs. Results indicated that teachers felt their primary needs focused around information about children with disabilities and administrative support. Implications for restructuring teacher education and faculty development are noted. (SM) EJ676795 Inclusive Classrooms: What Practicing Teachers Want To Know. Action in Teacher Education v25 n1 p20-26 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:50 CIJMAR2004

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No Elementary Secondary Education Higher Education Preservice Teacher Education Special Education Teachers Teacher Competencies Teacher Responsibility Teacher Role Wigle, Stanley E. Wilcox, Daryl J. Journal Articles Reports - Research ISSN-0162-6620 English Investigated the competencies of special educators on a set of 35 skills identified by the Council for Exceptional Children as important for professionals working in the area of special education. Survey data indicated that special educators perceived themselves as having relatively high competency in a broad range of the skill areas. However, they also perceived themselves as lacking in some of these important skills. (SM) EJ676796 Changing Roles and Responsibilities of Special Educators: Implications for Teacher Education. Action in Teacher Education v25 n1 p27-37 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:50 CIJMAR2004

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No Beginning Teachers Context Effect Elementary Secondary Education Higher Education Preservice Teacher Education Regular and Special Education Relationship Special Education Teachers Teacher Attitudes Teaching Conditions Kilgore, Karen Griffin, Cynthia Otis-Wilborn, Amy Winn, Judy Journal Articles Reports - Research ISSN-0162-6620 English Assessed problems confronting beginning special education teachers, noting whether contextual factors facilitated or impeded their efforts to solve these problems. Teacher surveys indicated that the most common problems related to insufficient curricular material, handling student behavior, and obstacles in collaboration with general educators. The most significant sources of support were from other special educators. Respondents felt segregated from the general education community, their general education peers, and administrative staff. (SM) EJ676797 The Problems of Beginning Special Education Teachers: Exploring the Contextual Factors Influencing Their Work. Action in Teacher Education v25 n1 p38-47 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:50 CIJMAR2004

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No Disabilities Elementary Secondary Education Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Regular and Special Education Relationship Student Teacher Attitudes Garriott, Pamela Pruitt Snyder, Lynne Miller, Maurice Journal Articles Reports - Research ISSN-0162-6620 English Examined preservice teachers' beliefs about inclusive education for students with mild disabilities. Surveys of 239 undergraduate and graduate students indicated that while many preservice teachers held positive attitudes toward inclusive education, nearly half considered the special education classroom to be the optimum placement for students with mild disabilities because they could receive more individualized attention and because they could not district typical students from learning. (SM) EJ676798 Preservice Teachers' Beliefs about Inclusive Education: What Should Teacher Educators Know? Action in Teacher Education v25 n1 p48-54 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:51 CIJMAR2004

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No Elementary Secondary Education Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Student Teacher Attitudes Teacher Collaboration Smith, Sean J. Frey, Bruce B. Tollefson, Nona Journal Articles Reports - Research ISSN-0162-6620 English Assessed student teachers' views of a collaborative cohort experience where four faculty members provided seamless instruction to illustrate effective collaboration. Data surveys and focus groups indicated that, in contrast to campus-based instruction, the collaborative cohort model improved preservice teachers' attitudes toward integrating effective collaboration, even while measured levels of actual collaborative behavior decreased. Changes related to enhancement of student teachers' perceived ability to meet diverse students' needs in inclusive classrooms. (SM) EJ676799 A Collaborative Cohort Approach to Teacher Education: Modeling Inclusive Practices. Action in Teacher Education v25 n1 p55-62 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:51 CIJMAR2004

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No Diversity (Faculty) Minority Group Teachers Preservice Teacher Education Secondary Education Student Teacher Attitudes Student Teachers Student Teaching Teacher Knowledge Kauchak, Don Burbank, Mary D. Journal Articles Reports - Research ISSN-0162-6620 English Investigated the knowledge, attitudes, and beliefs that minority preservice teachers brought to their classrooms by examining how an urban teacher education program that addressed diversity issues influenced their professional development. Case studies of two minority preservice teachers noted distinct differences between them in their approaches to teaching, classroom management, and student involvement. (SM) EJ676800 Voices in the Classroom: Case Studies of Minority Teacher Candidates. Action in Teacher Education v25 n1 p63-75 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:51 CIJMAR2004

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No Action Research Elementary Secondary Education Higher Education Inservice Teacher Education Teacher Empowerment Teacher Researchers Adler, Susan A. Journal Articles Reports - Descriptive ISSN-0162-6620 English Explores contradictions and tensions in action research on the technical aspects of good teaching and democratic possibilities of empowering teachers and learners. A case study of an action research course for practicing teachers highlights dilemmas in teaching action research as a university course. Most participating teachers felt empowered by the process of collecting data and writing reports and considered the course useful in helping them think about their practice. (SM) EJ676801 Dilemmas of Action Research. Action in Teacher Education v25 n1 p76-82 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:52 CIJMAR2004

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No Beginning Teachers College School Cooperation Elementary Education Higher Education Labor Turnover Partnerships in Education Preservice Teacher Education Professional Development Schools Student Teachers Student Teaching Teacher Effectiveness Paese, Paul C. Journal Articles Reports - Research ISSN-0162-6620 English Examined elementary preservice professional development school (PDS) preparation and subsequent entry/retention in teaching. Data on PDS and non-PDS students prior to and during traditional and PDS student teaching indicated no significant differences between the groups prior to student teaching, but significant differences in favor of the Total-PDS group at the end of student teaching regarding role preparedness, personal teacher efficacy, and general teacher efficacy. (SM) EJ676802 Impact of Professional Development Schools: Pre-Service through Induction. Action in Teacher Education v25 n1 p83-88 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:52 CIJMAR2004

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No Educational Quality Elementary Secondary Education Federal Aid Financial Support Public Education Public Opinion Social Attitudes State Aid Sikula, John Journal Articles Reports - Descriptive ISSN-0162-6620 English Analyzes the current system of U.S. public education and why it is not working, focusing on the lack of financial support (federal, state, and local) needed to run a first-rate educational system and lack of societal priority by suggesting that the average American spends dollars on items considered luxuries in other countries (e.g., cars, sports, homes) rather than prioritizing education and spending money to improve it. (SM) EJ676803 Why Our Educational System Is Not Working. Action in Teacher Education v25 n1 p89-92 Spr 2003 2003-00-00 T 2004 7/11/2004 11:49:52 CIJMAR2004

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No Action Research Classroom Techniques Elementary Education Field Experience Programs Higher Education Preservice Teacher Education Reflective Teaching Student Teachers Teacher Empowerment Teacher Knowledge Theory Practice Relationship Szabo, Susan M. Scott, Margaret M. Yellin, Pamela G. Journal Articles Reports - Research ISSN-0162-6620 English Assessed whether integrating classroom management and a Wednesday field experience would increase preservice teachers' knowledge and ability to connect theory with practice. Preservice elementary teachers wrote weekly reflections on topics they observed while in their assigned classrooms. The experience empowered most of them by helping them understand teaching theories and how they dictated classroom practice. All participants successfully used an Action Research Reflection Form to improve their knowledge of teaching. (SM) EJ676804 Integration: A Strategy To Help Preservice Teachers Make the Connection between Theory to Practice. Action in Teacher Education v24 n3 p1-9 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:52 CIJMAR2004

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No College Faculty Faculty Development Faculty Publishing Higher Education Scholarly Writing Teacher Researchers Writing for Publication Spooner, Melba Spooner, Fred Karvonen, Meagan Algozzine, Bob Journal Articles Reports - Descriptive ISSN-0162-6620 English Addresses three aspects of professional development reflected in scholarly activities related to research and service: examining effective ways to deal with less than universally positive reviews (stumbling blocks for many in efforts to publish their research); providing guidelines for dealing with reviewers (often critical gatekeepers on the path to publication); and discussing key aspects of providing services as a reviewer. (SM) EJ676805 Contributing to the Profession in Meaningful Ways. Action in Teacher Education v24 n3 p10-19 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:53 CIJMAR2004

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No Elementary Secondary Education Faculty Development Instructional Leadership Leadership Training Teacher Attitudes Mimbs, Cheryl A. Journal Articles Reports - Research ISSN-0162-6620 English Examined teachers' perceptions of their leadership development as participants in a Teacher Leader Institute Model of professional development, which is ongoing, discipline centered, and focused on changes in curricular approach and implementation of new standards. Five profiles of teachers' self-development emerged, illustrating the integrated process of leadership development as self-development. Participants established goals to train other teachers, participate in mentoring/networking, and incorporate new curricular approaches within their classrooms. (SM) EJ676806 Leadership Development as Self-Development: An Integrated Process. Action in Teacher Education v24 n3 p20-25 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:53 CIJMAR2004

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No Academic Standards Cooperating Teachers Higher Education Preservice Teacher Education Secondary Education Teacher Collaboration Bennett, Missy M. Journal Articles Reports - Research ISSN-0162-6620 English Examined cooperating classroom teachers' perspectives regarding the professional block of a secondary education program. Data collection involved surveys assessing their perceptions of the importance of the program's standards and interviews regarding program strengths and weaknesses and college-school collaboration. Results indicated that cooperating teachers were very supportive of the collaboration, valued the program competencies of the secondary professional block, and recognized the importance of increased field experiences. (SM) EJ676807 Cooperating Teachers' Perceptions of a Collaborative, Standards-Based Secondary Education Program. Action in Teacher Education v24 n3 p26-36 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:53 CIJMAR2004

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No Elementary Secondary Education Higher Education Personal Narratives Preservice Teacher Education Story Telling Student Teachers Kienholz, Kevin Journal Articles Reports - Descriptive ISSN-0162-6620 English Asserts that using teacher lore in methods courses offers students benefits that might not be addressed through more traditional means, noting that teacher narratives provoke and challenge habitual perceptions that preservice teachers often have as they enter the classroom. Teacher stories can help them see connections between what they believe about good pedagogy and what they have experienced as students in the years prior to their starting to teach. (SM) EJ676808 "Let Me Tell You a Story": Teacher Lore and Preservice Teachers. Action in Teacher Education v24 n3 p37-42 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:54 CIJMAR2004

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No Action Research Elementary Education Grade 1 Graduate Study Inservice Teacher Education Writing Across the Curriculum Writing Workshops Doheny, Cathleen Journal Articles Reports - Research ISSN-0162-6620 English Presents findings from an action research study that addressed the problem of promoting change in teaching practices through graduate teacher education. A naturalistic case study describes factors for understanding successful change in teaching practices for one first grade teacher who initiated a writing workshop in her classroom following a graduate course entitled, "Writing Across the Curriculum." (SM) EJ676809 Graduate Teacher Education and Change: Insights from a First-Grade Teacher's Experience. Action in Teacher Education v24 n3 p43-50 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:54 CIJMAR2004

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No Elementary Education Elementary School Students Elementary School Teachers Grade 5 Student Attitudes Teacher Characteristics Teacher Effectiveness Teacher Student Relationship Evans, Judith F. Journal Articles Reports - Research ISSN-0162-6620 English Interviewed fifth grade students to examine their perspectives on the characteristics of effective teachers. Results showed that children were able to define effective teachers by their characteristics and articulate what they valued in their teachers. Overall, the children wanted teachers who cared about them and treated them with respect, who helped them learn, and who made learning fun. (SM) EJ676810 Effective Teachers: An Investigation from the Perspectives of Elementary School Students. Action in Teacher Education v24 n3 p51-62 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:54 CIJMAR2004

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No College Faculty College School Cooperation Cooperative Planning Curriculum Development Elementary Secondary Education Higher Education Methods Courses Preservice Teacher Education Professional Development Schools Snow-Gerono, Jennifer L. Yendol-Silva, Diane Nolan, James F., Jr. Journal Articles Reports - Research ISSN-0162-6620 English This case study examined how four university faculty members experienced the process of collaboratively planning and teaching university methods courses to match the needs of their Professional Development School context. Interview data highlighted four themes as integral to their collective story: learning how to create a participative culture, risk taking and vulnerability, threads that unite, and tensions between theory and practice. (SM) EJ676811 Reconceptualizing Curriculum for the PDS: University Faculty Negotiate Tensions in Collaborative Design of Methods Courses. Action in Teacher Education v24 n3 p63-72 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:54 CIJMAR2004

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No Educational History Elementary Education Elementary School Mathematics Elementary School Teachers Higher Education Mathematics Instruction Mathematics Teachers Preservice Teacher Education Fleener, M. Jayne Reeder, Stacy L. Young, Elaine Reynolds, Anne M. Journal Articles Reports - Research ISSN-0162-6620 English Explored the influence of a mathematics education curriculum incorporating historical topics on students' meaning-making efforts as they developed both as students of mathematics and as preservice elementary mathematics teachers. Student surveys indicated that, despite multiple opportunities throughout teacher education to expand their ideas about mathematical origins and connections, students maintained a predominantly technical interest in and perspective of mathematics learning. (SM) EJ676812 History of Mathematics: Building Relationships for Teaching and Learning. Action in Teacher Education v24 n3 p73-84 Fall 2002 2002-00-00 T 2004 7/11/2004 11:49:55 CIJMAR2004

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No Beginning Teachers Elementary Secondary Education Faculty Development Higher Education State Standards Teacher Competencies Shultz, Eileen L. Pavlak, Stephen Berho, Bennett Grejda, Gail Hertzog, Jay Easter, Linda Journal Articles Reports - Descriptive Quality Assurance Pennsylvania State System of Higher Education ISSN-0162-6620 English Deans of education in the Pennsylvania State System of Higher Education have developed a State System Teacher Quality Assurance Program to help graduates of all Pennsylvania state system universities. For the proposed program, the deans examined qualifying conditions and remedial interventions, planning a highly replicable pilot program for implementation that could potentially benefit other state systems. (SM) EJ676813 Sharing Responsibility for a State System Teacher Quality Assistance Program. Action in Teacher Education v24 n3 p85-91 Fall 2002 2002-00-00 T 2004 2016-11-21

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No College School Cooperation Educational Change Elementary Secondary Education Higher Education Partnerships in Education Preservice Teacher Education Professional Development Schools Cary, Lisa J. Journal Articles Reports - Research Reform Efforts ISSN-0162-6620 English Examines how one university institutionalized the Professional Development School (PDS) model. Data from interviews, document analysis, and critical discourse analysis of surrounding texts indicate that the PDS is a complicated reform model, and there is a tendency to valorize institutional efforts and results. The origin of the reform model indicates a top-down implementation involving an exclusivist gendered model of professionalization, suggesting that only "good teachers" were invited. (SM) EJ676814 Complicating the Case for Teacher Education: Asking Different Questions. Action in Teacher Education v24 n3 p92-99 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Research Design Research Methodology Petrosino, Anthony Book/Product Reviews Journal Articles Random Effects ISSN-0193-841X English Introduces the articles of this special issue focusing on randomized field trials in criminology. In spite of the overall lack of randomized field trials in criminology, some agencies and individuals are able to mount an impressive number of field trials, and these articles focus on their experiences. (SLD) EJ676815 Introduction to the Special Issue. Evaluation Review v27 n3 p215-17 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Research Design Research Methodology Farrington, David P. Journal Articles Reports - Descriptive Random Effects ISSN-0193-841X English Discusses advantages of randomized experiments and key issues raised in this special issue. Focuses on growth and decrease in the use of randomized experiments by the California Youth Authority, the U.S. National Institute of Justice, and the British Home Office. Calls for increased recognition of the importance of randomized experiments. (SLD) EJ676816 A Short History of Randomized Experiments in Criminology: A Meager Feast. Evaluation Review v27 n3 p218-27 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Research Design Research Methodology Palmer, Ted Petrosino, Anthony Journal Articles Reports - Descriptive California State Dept of the Youth Authority Random Effects ISSN-0193-841X English Describes the randomized field trials conducted by the California Youth Authority in the 1960s and 1970s and discusses why such rigorous tests were used and why they eventually came to be used less often. (SLD) EJ676817 The "Experimenting Agency": The California Youth Authority Research Division. Evaluation Review v27 n3 p228-66 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Foreign Countries Political Influences Public Agencies Research Design Research Methodology Nuttall, Christopher Journal Articles Reports - Descriptive Random Effects United Kingdom United Kingdom ISSN-0193-841X English Describes the history of the random experiment in the Home Office in the United Kingdom and demonstrates that research and the conduct of research is not an altogether rational process and that fashion, personality, and politics play a role in research policy and methodology choice. (SLD) EJ676818 The Home Office and Random Allocation Experiments. Evaluation Review v27 n3 p267-89 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Research Design Research Methodology Shepherd, Jonathan P. Journal Articles Reports - Descriptive Random Effects ISSN-0193-841X English Discusses the contrast between the frequency of randomized clinical trials in the health sciences and the relative famine of such studies in criminology. Attributes this difference to the contexts in which research is done and the difference in the status of situational research in the two disciplines. (SLD) EJ676819 Explaining Feast or Famine in Randomized Field Trials: Medical Science and Criminology Compared. Evaluation Review v27 n3 p290-315 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Experiments Field Studies Financial Support Government Role Research Design Research Methodology Garner, Joel H. Visher, Christy A. Journal Articles Reports - Research National Institute of Justice Random Effects ISSN-0193-841X English Examined the production of crime and justice field experiments in the 1990s through data on criminological experiments funded by the National Institute of Justice from 1991 through 2000. Although funds increased in this period, the number of projects and amount of funds awarded to field experiments declines. Discusses reasons for this finding. (SLD) EJ676820 The Production of Criminological Experiments. Evaluation Review v27 n3 p316-35 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Criminology Ethics Experiments Field Studies Moral Values Research Design Research Methodology Weisburd, David Journal Articles Reports - Descriptive Random Effects ISSN-0193-841X English Although some argue that randomization of treatments or interventions violates accepted norms of conduct of social science research, this article makes the case that there is a moral imperative for the conduct of randomized experiments in crime and justice studies. (SLD) EJ676821 Ethical Practice and Evaluation of Interventions in Crime and Justice: The Moral Imperative for Randomized Trials. Evaluation Review v27 n3 p336-54 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Activities Adolescents Behavior Patterns Participation Psychological Patterns Bartko, W. Todd Eccles, Jacquelynne S. Journal Articles Reports - Research ISSN-0047-2891 English Used a person-oriented approach to examine the participation of adolescents in constructive, organized activities and in relaxed leisure activities. Results for 918 adolescents in 11 activity domains show that activity involvement is related to psychological and behavioral functioning. (SLD) EJ676822 Adolescent Participation in Structured and Unstructured Activities: A Person-Oriented Analysis. Journal of Youth and Adolescence v32 n4 p233-41 Aug 2003 2003-00-00 T 2004 7/11/2004 11:49:57 CIJMAR2004

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No Continuation Students Coping High Risk Students High School Students High Schools Longitudinal Studies Stress Variables Galaif, Elisha R. Sussman, Steve Chou, Chih-Ping Wills, Thomas A. Journal Articles Reports - Research ISSN-0047-2891 English Examined structural relationships among risk and protective factors in a sample of 646 continuation (high risk) high school students. Findings show that depression is common among high risk adolescents, and it has numerous negative associated features and consequences. (SLD) EJ676823 Longitudinal Relations among Depression, Stress, and Coping in High Risk Youth. Journal of Youth and Adolescence v32 n4 p243-58 Aug 2003 2003-00-00 T 2004 7/11/2004 11:49:58 CIJMAR2004 Research supported by grants DA07601 and DA00216 from the National Institute on Drug Abuse.

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No Adolescents Economic Factors Economically Disadvantaged Foreign Countries Mental Health Parents Secondary Education Stress Management Student Attitudes Substance Abuse Shek, Daniel T. L. Journal Articles Reports - Research China China ISSN-0047-2891 English Studied the association between perceived economic stress and adolescent adjustment in 229 Chinese adolescents using children and parent reports of economic stress. Findings show differences in perceived stress between parents and children. A lower level of perceived economic stress was generally related to better adolescent mental health and lower substance abuse. (SLD) EJ676824 Economic Stress, Psychological Well-Being and Problem Behavior in Chinese Adolescents with Economic Disadvantage. Journal of Youth and Adolescence v32 n4 p259-66 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Early Adolescents Ethnic Groups Immigrants Minority Groups Self Esteem Social Influences Verkuyten, Maykel Journal Articles Reports - Research Netherlands North Africans Netherlands ISSN-0047-2891 English Studied positive and negative self-esteem among 1,070 Turkish and Moroccan early adolescents in the Netherlands. Findings show the usefulness of distinguishing between positive and negative self-esteem when studying global self-esteem among a dolescents. (SLD) EJ676825 Positive and Negative Self-Esteem among Ethnic Minority Early Adolescents: Social and Cultural Sources and Threats. Journal of Youth and Adolescence v32 n4 p267-77 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Attitudes Behavior Patterns Drinking Foreign Countries National Surveys Substance Abuse Lintonen, Tomi P. Konu, Anne I. Journal Articles Reports - Research Finland Finland ISSN-0047-2891 English Studied alcoholic beverage type choices in relation to substance use patterns and attitudes toward substance abuse using data from the 1999 Finnish Adolescent Health and Lifestyle Survey for 4,943 adolescents aged 14 to 16. Frequencies of drinking, drunkenness, and smoking and attitudes toward substance use were all affected by beverage type choice. (SLD) EJ676826 Adolescent Alcohol Beverage Type Choices Reflect Their Substance Use Patterns and Attitudes. Journal of Youth and Adolescence v32 n4 p279-89 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Apprenticeships Child Abuse Drinking Drug Use Family Characteristics Foreign Countries Parent Child Relationship Social Control Violence Burcu, Esra Journal Articles Reports - Research Turkey Turkey ISSN-0047-2891 English Examined the social control used by families of young apprentices in Turkey in relation to deviant behaviors, such as alcohol and drug use. Data for 397 apprentices show that those who use alcohol are most frequently exposed to stringent controls and oral and physical violence, and those who use drugs frequently were exposed to battering by their families. (SLD) EJ676827 Alcohol and Drug Use in Young Apprentices: Effect of Social Control in the Family. Journal of Youth and Adolescence v32 n4 p291-99 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Junior High School Students Junior High Schools Peer Relationship Popularity Prediction Coleman, Pricilla K. Byrd, Caroline P. Journal Articles Reports - Research Forgiveness ISSN-0047-2891 English Examined empathy, prosocial behavior, number of friends, self-reported popularity, and forms of interpersonal forgiveness as predictors of peer victimization among 52 seventh and eighth graders. High popularity was associated with low victimization, and interpersonal forgiveness scores were the strongest predictors of self-reported victimization, with differences in forms of forgiveness for males and females. (SLD) EJ676828 Interpersonal Correlates of Peer Victimization among Young Adolescents. Journal of Youth and Adolescence v32 n4 p301-14 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Kindergarten Kindergarten Children Reading Instruction School Culture Swedish Teaching Methods Training Kjeldsen, A.-C. Niemi, P. Olofsson, A. Journal Articles Reports - Research Finland Finland ISSN-0959-4752 English Findings from a study of 108 Swedish-speaking Finnish kindergarten children show that the benefits of phonological training on reading skills can be obtained even in less favorable conditions with a smaller dose of training than that studies by I. Lundberg and others (1988) when the kindergarten culture is full of knowledge of phonological awareness and reading. (SLD) EJ676829 Training Phonological Awareness in Kindergarten Level Children: Consistency Is More Important Than Quantity. Learning and Instruction v13 n4 p349-65 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries High School Students High Schools Identification Reading Comprehension Neuman, Yair Journal Articles Reports - Research Israel Israel ISSN-0959-4752 English Tested the hypothesis that students' ability to identify fallacies is associated with a process of text comprehension. Findings for 184 Israeli high school students suggest that performance in the text comprehension task significantly predicted ability to identify fallacies. (SLD) EJ676830 Go Ahead, Prove that God Does Not Exist! On High School Students' Ability To Deal with Fallacious Arguments. Learning and Instruction v13 n4 p367-80 2003 2003-00-00 T 2004 2016-11-21

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No Abstract Reasoning College Students Higher Education Induction Wilhelm, P. Beishuizen, J. J. Journal Articles Reports - Research Task Content ISSN-0959-4752 English Studied the effects of familiar and abstract task content on self-directed inductive learning with 2 groups of college students (n=50). As expected, learning outcome was higher in the group performing the concrete task. Discusses reasons for the content effect. (SLD) EJ676831 Content Effects in Self-Directed Inductive Learning. Learning and Instruction v13 n4 p381-402 2003 2003-00-00 T 2004 2016-11-21

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No Ability Academic Achievement College Students Goal Orientation Higher Education Performance Factors Self Concept Spinath, Birgit Stiensmeier-Pelster, Joachim Journal Articles Reports - Research ISSN-0959-4752 English Tested the prediction that performance goals only entail poor achievement outcomes in individuals with a low self-concept of ability. In 3 experiments (n=55 university students; n=51 university students; n=33 university students) participants with performance goals showed impaired performance only when their self-perceived ability was low. (SLD) EJ676832 Goal Orientation and Achievement: The Role of Ability Self-Concept and Failure Perception. Learning and Instruction v13 n4 p403-22 2003 2003-00-00 T 2004 7/11/2004 11:50:00 CIJMAR2004 Research supported in part by German Science Foundation Grant Sti, 84/3.

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No Middle School Students Middle Schools Sanz de Acedo Lizarraga, M. Luisa Ugarte, M. Dolores Cardelle-Elawar, Maria Iriarte, M. Dolores Sanz de Acedo Baquedano, M. Teresa Journal Articles Reports - Research Self Regulation ISSN-0959-4752 English Examined the effects of teaching self-regulation strategies and social skills to 40 middle school students who presented difficulties in self-reflection, self-inquiry, assertiveness, and empathy. Significant gains were observed in the experimental group in self-regulation of learning, self-control of behavior, assertiveness, empathy, and consideration of others. (SLD) EJ676833 Enhancement of Self-Regulation, Assertiveness, and Empathy. Learning and Instruction v13 n4 p423-39 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Foreign Countries Geometry High School Students High Schools Junior High School Students Junior High Schools Problem Solving Word Problems (Mathematics) De Bock, D. Verschaffel, L. Janssens, D. Van Dooren, W. Claes, K. Journal Articles Reports - Research Belgium (Flanders) Graphic Representation Linear Models Belgium ISSN-0959-4752 English Studied the influence of authentic contexts and self-made graphical representations on students' well-documented tendency to apply the linear model improperly in representing and solving nonproportional word problems. Findings for 152 Flemish 8th graders and 161 10th graders do not show the expected effects; in fact, these forms of help had negative effects as discussed. (SLD) EJ676834 Do Realistic Contexts and Graphical Representations Always Have a Beneficial Impact on Students' Performance? Negative Evidence from a Study on Modeling Non-Linear Geometry Problems. Learning and Instruction v13 n4 p441-63 2003 2003-00-00 T 2004 2016-11-21

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No Adults Individual Differences Intelligence Haier, Richard J. White, Nathan S. Alkire, Michael T. Journal Articles Reports - Research Video Viewing Brain Functions Raven Advanced Progressive Matrices Raven Advanced Progressive Matrices ISSN-0160-2896 English Administered Raven's Advanced Progressive Matrices to 22 adults and measured cerebral glucose activity as subjects viewed videos on 2 occasions. Data provide evidence that individual differences in intelligence correlate with brain function even when the brain is engaged in non-reasoning tasks. (SLD) EJ676835 Individual Differences in General Intelligence Correlate with Brain Function during Nonreasoning Tasks. Intelligence v31 n5 p429-41 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Ability Cultural Differences Culture Fair Tests Immigrants Intelligence Minority Groups te Nijenhuis, Jan van der Flier, Henk Journal Articles Reports - Research Speeches/Meeting Papers Jensens Theoretical Model of Intelligence ISSN-0160-2896 English Investigated whether group differences between immigrants and majority group members are best described as Jensen effects or as cultural effects and studied the bias of culture-reduced tests and culture-loaded tests. Findings from 2 studies involving 786 and 267 immigrants and comparable control groups demonstrate the presence of Jensen effects and cultural bias in 1 intelligence test. (SLD) EJ676836 Immigrant-majority Group Differences in Cognitive Performance: Jensen Effects, Cultural Effects, or Both? Intelligence v31 n5 p443-59 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Foreign Countries Intelligence Quotient Intelligence Tests Secondary Education Secondary School Students Must, Olev Must, Aasa Raudik, Vilve Journal Articles Reports - Research Estonia Jensens Theoretical Model of Intelligence Estonia ISSN-0160-2896 English Investigated the secular rise in IQ scores over 60 years in 12-to-14-year-old Estonian students using data from the 1930s for 307 students and data from 1997-1998 for 381 students. Results indicate that the secular rise is not occurring on the "g" factor. (SLD) EJ676837 The Secular Rise in IQs: In Estonia, the Flynn Effect Is Not a Jensen Effect. Intelligence v31 n5 p461-71 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Elementary School Students Gifted Intelligence Quotient Performance Factors Prediction Primary Education Coyle, Thomas R. Journal Articles Reports - Research ISSN-0160-2896 English Tested the hypothesis that the worst performance rule (worst performance predicts "g" better than best performance) would hold for younger and lower-IQ children, but perhaps not for older and higher-IQ children. Data from 81 non-gifted and 85 gifted students in grades 2 through 4 show that only younger non-gifted children showed evidence of the worst performance rule. (SLD) EJ676838 IQ, the Worst Performance Rule, and Spearman's Law: A Reanalysis and Extension. Intelligence v31 n5 p473-89 2003 2003-00-00 T 2004 7/11/2004 11:50:02 CIJMAR2004 Research supported by a grant from the University of Texas at San Antonio and grant T32 HD07318-06A1 from the National Institute of Child Health and Human Development.

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No Adolescents Adults Correlation Intelligence Quotient Intelligence Tests Reaction Time Scores Der, Geoff Deary, Ian J. Journal Articles Reports - Research ISSN-0160-2896 English Explored the relationship of both simple and four-choice reaction time to scores for the Alice Heim 4 (AH4) test to assess whether correlations previously reported adequately represented the strength of the relationship and to test for departures from linearity. Findings for 900 adolescents and adult show the correlation to be a good summary for four-choice reaction time. (SLD) EJ676839 IQ, Reaction Time and the Differentiation Hypothesis. Intelligence v31 n5 p491-503 2003 2003-00-00 T 2004 7/11/2004 11:50:02 CIJMAR2004

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No Correlation Data Analysis Equations (Mathematics) Estimation (Mathematics) Maximum Likelihood Statistics Simulation Raghunathan, Trivellore E. Diehr, Paula K. Cheadle, Allen D. Journal Articles Reports - Research EM Algorithm Method of Moments ISSN-1076-9986 English Developed two methods for estimating the individual level correlation coefficient that combines information from aggregate data with a small fraction of the individual level data. Results of a simulation study support the use of these methods. (SLD) EJ676840 Combining Aggregate and Individual Level Data To Estimate an Individual Level Correlation Coefficient. Journal of Educational and Behavioral Statistics v28 n1 p1-19 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Correlation Equations (Mathematics) Hypothesis Testing Sample Size Simulation Statistical Inference Bonett, Douglas G. Seier, Edith Journal Articles Reports - Research Confidence Intervals (Statistics) Dispersion (Statistics) Paired Comparisons ISSN-1076-9986 English Derived a confidence interval for a ratio of correlated mean absolute deviations. Simulation results show that it performs well in small sample sizes across realistically nonnormal distributions and that it is almost as powerful as the most powerful test examined by R. Wilcox (1990). (SLD) EJ676841 Statistical Inference for a Ratio of Dispersions Using Paired Samples. Journal of Educational and Behavioral Statistics v28 n1 p21-30 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Equations (Mathematics) Multivariate Analysis Statistical Distributions Grilli, Leonardo Rampichini, Carla Journal Articles Reports - Descriptive Latent Variables Multilevel Analysis Ordinal Position Probits Response Model ISSN-1076-9986 English Outlines the multivariate latent distribution specification and the corresponding interpretation issues. Also shows the univariate formulation and some alternative parameterizations that are useful in the estimation phase. Illustrates the procedures through an application to student ratings data. (SLD) EJ676842 Alternative Specifications of Multivariate Multilevel Probit Ordinal Response Models. Journal of Educational and Behavioral Statistics v28 n1 p31-44 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Analysis of Covariance Literature Reviews Meta Analysis Monte Carlo Methods Research Methodology Harwell, Michael Journal Articles Reports - Research ISSN-1076-9986 English Used meta analytic methods to summarize results of Monte Carlo studies of test size and power of the F test in the single-factor, fixed-effects analysis of covariance model, updating and extending narrative reviews of this literature. (SLD) EJ676843 Summarizing Monte Carlo Results in Methodological Research: The Single-Factor, Fixed-Effects ANCOVA Case. Journal of Educational and Behavioral Statistics v28 n1 p45-70 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:03 CIJMAR2004

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No Book Reviews Evaluation Writing for Publication Ree, Malcolm J. Journal Articles Opinion Papers ISSN-1076-9986 English Discusses the book review as both science and art, the result of critical evaluation mixed with the expertise and predilections of the reviewer. Notes that there is no accounting for taste, but there is identifying and acknowledging it. (SLD) EJ676844 Why Review Books? Editorial. Journal of Educational and Behavioral Statistics v28 n1 p71-72 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:03 CIJMAR2004

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No Adults Dutch Factor Structure Foreign Countries Personality Assessment Personality Measures Psychometrics Psychopathology Maesschalck, Christine Vertommen, Hans Hooghe, An Journal Articles Reports - Research Belgium (Flanders) Belgium ISSN-1530-5058 English Administered the Dutch adaptation of the Psychopathic Personality Inventory (R. Lilienfeld and B. Andrews, 1996) to 314 adults in Flanders and studied the factorial structure and scale characteristics. Results support the usefulness of the instrument. (SLD) EJ676845 Psychometric Characteristics of the Psychopathic Personality Inventory in a Dutch-Speaking Population. International Journal of Testing v2 n3&4 p169-98 2002 2002-00-00 T 2004 2016-11-21

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No Cross Cultural Studies English French International Studies Item Bias Multilingual Materials Test Format Test Items Ercikan, Kadriye Journal Articles Reports - Descriptive Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-1530-5058 English Disentangled sources of differential item functioning (DIF) in a multilanguage assessment for which multiple factors were expected to be causing DIF. Data for the Third International Mathematics and Science study for four countries and two languages (3,000 to 11,000 cases in each comparison group) reveal amounts and sources of DIF. (SLD) EJ676846 Disentangling Sources of Differential Item Functioning in Multilanguage Assessments. International Journal of Testing v2 n3&4 p199-215 2002 2002-00-00 T 2004 2016-11-21

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No Children Construct Validity Factor Analysis Factor Structure Personality Assessment Personality Measures Projective Measures Coulacoglou, Carina Journal Articles Reports - Research Greece Greece ISSN-1530-5058 English Studied the construct validity of the Fairy Tale Test (C. Coulacoglu, 1993), a personality projective test for children, in a sample of 800 Greek children aged 8, 10, and 12. Factor analysis led to identification of eight primary factors, and correlations with other measures provide construct validity evidence. (SLD) EJ676847 Construct Validation of the Fairy Tale Test--Standardization Data. International Journal of Testing v2 n3&4 p217-41 2002 2002-00-00 T 2004 2016-11-21

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No Data Analysis Item Bias Monte Carlo Methods Simulation De Ayala, Ralph J. Kim, Seock-Ho Stapleton, Laura M. Dayton, C. Mitchell Journal Articles Reports - Research Mixtures ISSN-1530-5058 English Conducted a Monte Carlo study to compare various approaches to detecting differential item functioning (DIF) under a conceptualization of DIF that recognizes that observed data are a mixture of data from multiple latent populations or classes. Demonstrated the usefulness of the approach. (SLD) EJ676848 Differential Item Functioning: A Mixture Distribution Conceptualization. International Journal of Testing v2 n3&4 p243-76 2002 2002-00-00 T 2004 2016-11-21

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No Factor Analysis Models Reliability Gessaroli, Marc E. Folske, Jane C. Journal Articles Reports - Research Testlets ISSN-1530-5058 English Developed a general framework to estimate total test or testlet reliability with either fixed or random factors that is based on hierarchical factor analysis. Illustrates the framework with an example based on real data. (SLD) EJ676849 Generalizing the Reliability of Tests Comprised of Testlets. International Journal of Testing v2 n3&4 p277-95 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Blacks Factor Structure Profiles Psychometrics Self Concept Sex Differences Thomson, Nicole Renick Zand, Debra H. Journal Articles Reports - Research Self Perception Profile for Adolescents African Americans Self Perception Profile for Adolescents ISSN-1530-5058 English Studied the factor structure and other psychometric properties of S. Harter's (1988) Self-Perception Profile for Adolescents for 174 African American early adolescents. Findings yielded six conceptually relevant factors and also indicated gender differences in several domains. (SLD) EJ676850 The Harter Self-Perception Profile for Adolescents: Psychometrics for an Early Adolescent, African American Sample. International Journal of Testing v2 n3&4 p297-310 2002 2002-00-00 T 2004 2016-11-21

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No Measurement Techniques Models Nonparametric Statistics Predictor Variables Statistical Inference Rupp, Andre A. Information Analyses Journal Articles ISSN-1530-5058 English Presents an overview of a wide range of measurement models currently available to the analyst who needs to make accurate and valid inferences about respondents and stimuli from data. Reviews models with and without predictor variables or observed and latent predictors, as well as parametric and nonparametric models, and models for order-restricted inference. (SLD) EJ676851 Feature Selection for Choosing and Assembling Measurement Models: A Building-Block Organization. International Journal of Testing v2 n3&4 p311-60 2002 2002-00-00 T 2004 7/11/2004 11:50:05 CIJMAR2004

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No Cheating Educational Research Educational Theories Testing Problems Bazana, P. Gordon Book/Product Reviews Journal Articles ISSN-1530-5058 English This book is a practical text that provides concrete solutions to problems related to academic dishonesty with an overview of research and theory and strategies for preventing, confronting, and managing the problem. (SLD) EJ676852 Academic Dishonesty [Book Review]. International Journal of Testing v2 n3&4 p361-67 2002 2002-00-00 T 2004 7/11/2004 11:50:05 CIJMAR2004 Reviews "Academic Dishonesty: An Educator's Guide" by Bernard E. Whitley, Jr. and Patricia Keith-Spiegel, Editors, Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2002.

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No Cheating Educational Policy Educational Practices Testing Problems MacDonald, Paul L. Book/Product Reviews Journal Articles ISSN-1530-5058 English This book presents what is known about cheating and is a strong foundation for anyone interested in developing or reevaluating policies and procedures to address the issue of cheating on tests. (SLD) EJ676853 Cheating on Tests [Book Review]. International Journal of Testing v2 n3&4 p369-73 2002 2002-00-00 T 2004 7/11/2004 11:50:06 CIJMAR2004 Reviews "Cheating on Tests: How To Do It, Detect It, and Prevent It" by Gregory J. Cizek, Editor, Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 1999.

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No Administrator Attitudes Coherence Coordination Educational Change Educational Improvement Elementary Secondary Education Partnerships in Education School Districts Hatch, Thomas Journal Articles Reports - Descriptive ISSN-0195-6744 English Examines what it takes for principals, district administrators, and members of improvement programs in one district to deal with the demands and expectations of multiple improvement initiatives. Their experiences demonstrate that many of the tasks of coordinating initiatives are not part of formal job descriptions and are taken on in addition to more explicit responsibilities for which incentives and rewards are much clearer. (SM) EJ676854 Incoherence in the System: Three Perspectives on the Implementation of Multiple Initiatives in One District. American Journal of Education v109 n4 p407-37 Aug 2001 2001-00-00 T 2004 7/11/2004 11:50:06 CIJMAR2004 Published in 2003.

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No Cultural Awareness Elementary Education Elementary School Teachers Hispanic American Students Hispanic Americans Minority Group Teachers Paraprofessional School Personnel Teacher Role Teacher Student Relationship Monzo, Lilia D. Rueda, Robert S. Journal Articles Reports - Research Caring ISSN-0195-6744 English Investigated the effect that knowledge of students' culture and community had on relationships between Latino teachers and paraeducators and their Latino students, comparing how school roles mediated use of this knowledge. Findings suggested that knowledge of students' experiences, primary language, and interactional styles facilitated meeting students' academic and social needs, and that school roles positioned teachers and paraeducators to focus on different aspects of children's development. (Contains references.) (SM) EJ676855 Professional Roles, Caring, and Scaffolds: Latino Teachers' and Paraeducators' Interactions with Latino Students. American Journal of Education v109 n4 p438-71 Aug 2001 2001-00-00 T 2004 2016-11-23

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No Elementary Secondary Education Faculty Development Higher Education Knowledge Base for Teaching Preservice Teacher Education Teacher Competencies Teacher Knowledge Rogers, Carol R. Journal Articles Opinion Papers Subject Content Knowledge ISSN-0195-6744 English Discusses the triangular relationship between the teacher (I), student (Thou), and subject matter (It), highlighting David Hawkins' essay, "I, Thou, and It" (1974). Notes that while each element of the triangle is essential, subject matter is the central concern of Hawkins' latest essays. Discusses implications for teaching, learning, and teacher learning. (SM) EJ676856 "It's Elementary": The Central Role of Subject Matter in Learning, Teaching, and Learning To Teach. Review Essay. American Journal of Education v109 n4 p472-80 Aug 2001 2001-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Elementary Secondary Education Coburn, Cynthia E. Journal Articles Reports - Descriptive Reform Efforts ISSN-0013-189X English Draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a multidimensional conceptualization of scale. Develops a conception of scale that has four interrelated dimensions: depth, sustainability, spread, and shift in reform ownership. Suggests implications of this conceptualization for reform strategy and research design. (Contains references.) (SM) EJ676857 Rethinking Scale: Moving beyond Numbers to Deep and Lasting Change. Educational Researcher v32 n6 p3-12 Aug-Sep 2003 2003-00-00 T 2004 2016-11-21 ED565615

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No Context Effect Educational Environment Elementary Secondary Education School Districts Teaching Methods Urban Schools Cobb, Paul McClain, Kay Lamberg, Teruni de Silva Dean, Chrystal Journal Articles Reports - Descriptive Boundaries Learning Communities ISSN-0013-189X English Describes an analytic approach for situating teachers' instructional practices within the institutional settings of their schools and districts, examining an ongoing collaboration with urban teachers to illustrate the approach and its usefulness in guiding the development of analyses that inform such collaborations. The approach involves delineating communities of practice within schools or districts and analyzing three types of interconnections between them based on boundary encounters, brokers, and boundary objects. (SM) EJ676858 Situating Teachers' Instructional Practices in the Institutional Setting of the School and District. Educational Researcher v32 n6 p13-24 Aug-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Census Figures Children Data Collection Data Interpretation Elementary Secondary Education Hispanic Americans Multiracial Persons Racial Identification Lopez, Alejandra M. Journal Articles Reports - Descriptive California Census 2000 California ISSN-0013-189X English Examines data on racial identification from the 2000 Census to document the mixed race population of children in the United States. Using California data as an example, the article considers various methods for tabulating multiple-response race data, noting the impact of each on demographic conclusions. Discusses how federal guidelines on race classification will influence the collection and organization of race data in education. (SM) EJ676859 Mixed-Race School-Age Children: A Summary of Census Data. Educational Researcher v32 n6 p25-37 Aug-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Blacks Elementary Education High Risk Students Low Achievement Parent Participation Socioeconomic Status Urban Schools Reglin, Gary L. King, Sandra Losike-Sedimo, Nonofo Ketterer, Albert Journal Articles Reports - Research Barriers to Participation ISSN-1098-1608 English Assessed what urban African American custodial parents perceived as barriers to school involvement and strategies to facilitate involvement. Data from surveys of and interviews with parents of students at low-performing Florida elementary schools indicated that poor communication between home and school, lack of child care, and lack of transportation were major barriers. Parents offered strategies for increasing attendance of parents at parent-teacher conferences and for increasing volunteerism. (SM) EJ676860 Barriers to School Involvement and Strategies To Enhance Involvement from Parents at Low-Performing Urban Schools. Journal of At-Risk Issues v9 n2 p1-7 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Elementary Secondary Education High Risk Students Homeless People Socioeconomic Influences Special Education Student Needs Wilder, Lynn K. Obiakor, Festus E. Algozzine, Bob Journal Articles Reports - Descriptive ISSN-1098-1608 English Discusses the needs of homeless students, especially those with disabilities, suggesting some simple strategies for school personnel to help homeless students maximize their fullest potential (e.g., locating the students and bringing them to school for enrollment, providing transportation to school, offering nutritious meals and clean clothing, facilitating social relationships and recreational activities, ensuring that students have access to and receive training on up-to-date technology). (SM) EJ676861 Homeless Students in Special Education: Beyond the Myth of Socioeconomic Dissonance. Journal of At-Risk Issues v9 n2 p9-16 Sum 2003 2003-00-00 T 2004 7/11/2004 11:50:08 CIJMAR2004

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No Elementary Secondary Education High Risk Students School Culture Student Characteristics Student Needs Bailey, Beatrice Stegelin, Dolores A. Journal Articles Reports - Descriptive Sense of Place Student Engagement ISSN-1098-1608 English Describes the at-risk student population, identifies their learning characteristics and psychological needs, and presents the case for creating a sense of place for them as an effective educational intervention. Based on research studies, the paper contends that the ability to meet at-risk students' needs lies within an understanding of ecological systems theory as it relates to crafting a sense of place. Ten figures describe types of interventions. (SM) EJ676862 Creating a Sense of Place: Anchoring At-Risk Students within K-12 Classrooms. Journal of At-Risk Issues v9 n2 p17-26 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Antisocial Behavior Community Programs Early Adolescents Juvenile Justice Public Policy Youth Programs Slavkin, Michael L. Information Analyses Journal Articles Fires Firesetters ISSN-1098-1608 English Examines the literature on preventing firesetting behavior in preadolescents and adolescents, suggesting the need for policies and programs designed to help juveniles by providing community support and stability. Alternatives to juvenile justice interventions include making changes in the home environment, acquiring a greater sense of self, and becoming empowered through mental health and community involvement. Proposes a three-phase community firesetter prevention program. (SM) EJ676863 Prevention and Firesetting: Juvenile Justice and Intervention Strategies. Journal of At-Risk Issues v9 n2 p27-32 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Blacks Culturally Relevant Education Elementary Secondary Education Racial Bias Shujaa, Mwalimu J. Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0022-2984 English Likens the educational tensions of the post 9-11 era to those of the Vietnam war period, asserting that education is a process of culture and identity transmission, while schooling is intended to ensure that status quo power relationships are maintained. Argues that for persons of African descent, education means developing knowledge bases grounded in the culture and history of the African world and interpreting reality through those knowledge bases. (SM) EJ676864 The Widening Gap between Education and Schooling in the Post 9/11 Era. Journal of Negro Education v72 n2 p179-89 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:09 CIJMAR2004 Special Focus: The 23rd Annual Charles H. Thompson Lecture.

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No Black Students Elementary Secondary Education Equal Education Higher Education Racial Bias Service Learning Philipsen, Dirk Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0022-2984 English Introduces a collection of essays by four educators who have dealt extensively with issues of race and its various manifestations. The four essays address fundamental issues about how race as a social reality has shaped, and continues to shape, the lives of people in the United States. Through the lenses of different academic disciplines, the essays examine race in K-12 and higher education. (SM) EJ676865 "...One of Those Evils that Will Be Very Difficult To Correct": The Permanence of Race in North America. Journal of Negro Education v72 n2 p190-92 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:09 CIJMAR2004 Special Focus: The 23rd Annual Charles H. Thompson Lecture.

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No Elementary Secondary Education Racial Bias Racial Identification United States History Philipsen, Dirk Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-0022-2984 English Examines the historical formation of racial identities and racialized thinking, using a socio-historical approach to explore the ways in which racial ideologies are ingrained in the thinking and actions of white and black Americans today. Suggests that despite much progress, U.S. society overall has grown so completely apart by a continuously crippling racial divide that what was once laboriously manufactured (race) is now pervasively perceived as natural. (SM) EJ676866 Investment, Obsession, and Denial: The Ideology of Race in the American Mind. Journal of Negro Education v72 n2 p193-207 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:09 CIJMAR2004 Special Focus: The 23rd Annual Charles H. Thompson Lecture.

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No Black Students Discussion Elementary Secondary Education Racial Bias Self Evaluation (Individuals) Hill, Renee A. Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0022-2984 English Examines racial dialogue as a pedagogical and community-building device, making suggestions for increasing its effectiveness with African American students and teachers. Notes that racial dialogues are useful for deconstructing a racialized worldview, yet often the focus for analysis and critique is only on whites, while black dialogue participants who have lived in the same racially charged society may also be harboring assumptions that could be pernicious. (SM) EJ676867 Seeing Clearly without Being Blinded: Obstacles to Black Self-Examination. Journal of Negro Education v72 n2 p208-16 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:10 CIJMAR2004 Special Focus: The 23rd Annual Charles H. Thompson Lecture.

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No Black Students Civil Rights Elementary Secondary Education Equal Education Federal Legislation Public Schools Racial Bias Racial Segregation School Segregation Turner, Kara Miles Information Analyses Journal Articles Speeches/Meeting Papers United States (South) Virginia Brown v Board of Education Virginia Brown v Board of Education ISSN-0022-2984 English Describes the historical efforts of economically, politically, and socially oppressed black communities across the segregated U.S. south to give their children a quality education, highlighting rural Prince Edward County, Virginia. In an attempt to circumvent Brown v. Board of Education (1954), white leaders closed every public school in the county until 1964, when the U.S. Supreme Court ordered them reopened on a desegregated basis. (Contains references.) (SM) EJ676868 "Getting It Straight": Southern Black School Patrons and the Struggle for Equal Education in the Pre- and Post-Civil Rights Era. Journal of Negro Education v72 n2 p217-29 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Consciousness Raising Group Discussion Higher Education Racial Factors Service Learning Student Attitudes Philipsen, Maike Ingrid Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0022-2984 English Presents one college professor's account of how service learning might help facilitate meaningful discussions on race in an undergraduate course on Social Foundations of Education, describing the dynamics that tend to unfold whenever "race" comes up in class discussions, analyzing the benefits and potential pitfalls of service learning, and suggesting how to help students "see color" without the creating or reinforcing prejudice and unfounded generalizations. (SM) EJ676869 Race, the College Classroom, and Service Learning: A Practitioner's Tale. Journal of Negro Education v72 n2 p230-40 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:10 CIJMAR2004 Special Focus: The 23rd Annual Charles H. Thompson Lecture.

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No Eligibility Employment Programs Experiments Federal Regulation Program Evaluation Standards State Government Tables (Data) Welfare Reform Pepper, John V. Journal Articles Reports - Research Welfare to Work Programs ISSN-0022-166X English Data from experimental evaluations of four state welfare-to-work programs were combined with information on the selection process in order to determine the efficacy of social programs in light of performance standards. Data suggest that either the federal requirements cannot be met or that standards can only be met under special circumstances. (Contains 24 references.) (JOW) EJ676870 Using Experiments To Evaluate Performance Standards. What Do Welfare-to-Work Demonstrations Reveal to Welfare Reformers. Journal of Human Resources v38 n4 p860-80 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Employment Potential Foreign Countries Job Training Labor Market Program Evaluation Tables (Data) Work Experience Programs Young Adults Larsson, Laura Journal Articles Reports - Evaluative Sweden Sweden ISSN-0022-166X English Nonparametric matching was used to estimate the effects of two Swedish youth employment programs: youth practice (subsidized work experience, n=1,657) and labor market training (n=606). Results indicate either zero or negative effects on earnings, employment probability, or probability of entering an education program in the short term. Youth practice was more effective than labor market training. (Contains 34 references.) (JOW) EJ676871 Evaluation of Swedish Youth Labor Market Programs. Journal of Human Resources v38 n4 p891-927 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Catholic Schools Low Income Groups Mathematics Achievement Primary Education Public Schools Reading Achievement School Effectiveness Scores Jepsen, Christopher Journal Articles Reports - Research ISSN-0022-166X English First- and second-grade cohorts in public and Catholic school Chapter 1 programs were compared. Catholic schooling did not have a significant effect on mathematics and reading test scores. Findings did not change when first-grade school-level scores were used to account for selection bias in the fourth-grade cohort. (Contains 22 references.) (JOW) EJ676872 The Effectiveness of Catholic Primary Schooling. Journal of Human Resources v38 n4 p928-41 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:11 CIJAPR2004

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No Class Activities Higher Education Water Pollution Water Treatment Kennedy, Edward C., III Waggoner, Todd C. Guides - Classroom - Teacher Journal Articles ISSN-0746-3537 English A laboratory activity caused students to think actively about water pollution. The students realized that it would be easier to keep water clean than to remove pollutants. They created a water scrubbing system allowing them to pour water in one end and have it emerge clean at the other end. (JOW) EJ676873 Water Pollution Scrubber Activity Simulates Pollution Control Devices. Technology Teacher v63 n2 p7-10 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:11 CIJAPR2004

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No Curriculum Development Elementary Secondary Education Foreign Countries National Curriculum Program Implementation Technology Education Jones, Alister Harlow, Ann Cowie, Bronwen Journal Articles Reports - Research New Zealand New Zealand ISSN-0746-3537 English A survey of 851 New Zealand teachers (64% response) implementing the technology curriculum found they were satisfied with the usefulness of the curriculum statement to guide planning and assessment. Nearly three-quarters received professional development to prepare them for teaching technology. (JOW) EJ676874 Teachers' Experiences in Implementing the New Zealand Technology Curriculum. Technology Teacher v63 n2 p24-26 Oct 2003 2003-00-00 T 2004 2016-11-21

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No National Standards Professional Development Student Evaluation Teaching Methods Technological Literacy Russell, Jill Journal Articles Opinion Papers ISSN-0746-3537 English Describes the student assessment standards outlined in "Advancing Excellence in Technological Literacy: Student Assessment, Professional Development, and Program Standards," a companion to the "Standards for Technological Literacy." Discusses how the standards apply to everyday teaching practices. (JOW) EJ676875 Making Use of the New Student Assessment Standards To Enhance Technological Literacy. Technology Teacher v63 n2 p27-32 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:12 CIJAPR2004

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No Adult Basic Education Disadvantaged Federal Programs Job Training Meta Analysis Program Effectiveness Wages Greenberg, David H. Michalopoulos, Charles Robins, Philip K. Journal Articles Reports - Research ISSN-0019-7939 English Meta-analysis was conducted on 31 evaluations of 15 government-sponsored training programs for disadvantaged groups, 1964-1998. Earnings effects were largest for women, modest for men, and negligible for youth. Skills training increased earnings; basic education was not effective. No evidence was found that more expensive programs performed better. (Contains 23 references.) (SK) EJ676876 A Meta-Analysis of Government-Sponsored Training Programs. Industrial and Labor Relations Review v57 n1 p31-53 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:12 CIJAPR2004

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No Apprenticeships Construction Industry Dropout Research Females Minority Groups Student Attrition Unions Bilginsoy, Cihan Journal Articles Reports - Research Program Completers ISSN-0019-7939 English Of 12,715 construction industry apprentices, 39% graduated, 47% canceled, and 14% were still enrolled. Completion was more likely in programs sponsored jointly by employers and unions. Women and ethnic/racial minorities had lower completion rates than men and whites. Duration of apprenticeship increased with the unemployment rate. (Contains 18 references.) (SK) EJ676877 The Hazards of Training: Attrition and Retention in Construction Industry Apprenticeship Programs. Industrial and Labor Relations Review v57 n1 p54-67 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Job Training Males Salary Wage Differentials Unions Wages Booth, Alison L. Francesconi, Marco Zoega, Gylfi Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0019-7939 English British panel data from 1991-1996 on 950 men indicated that the 60% who were union covered were more likely to receive training and more days of training than those not covered by unions. Among trained workers, union-covered ones received higher returns and greater wage growth. (Contains 48 references.) (SK) EJ676878 Unions, Work-Related Training, and Wages: Evidence for British Men. Industrial and Labor Relations Review v57 n1 p68-91 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Collective Bargaining Salary Wage Differentials Student Personnel Workers Two Year Colleges Unions Universities Klaff, Daniel B. Ehrenberg, Ronald G. Journal Articles Reports - Research ISSN-0019-7939 English Data on employees in 168 colleges and universities were analyzed using collective bargaining coverage as an exogenous variable. Union-covered staff enjoyed a 9-11% salary premium. The union/nonunion differential was larger in two-year than four-year institutions, with no public-private differences. Where faculty were union covered, staff had an additional 2-3% salary gain. (Contains 15 references.) (Author/SK) EJ676879 Collective Bargaining and Staff Salaries in American Colleges and Universities. Industrial and Labor Relations Review v57 n1 p92-104 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:13 CIJAPR2004

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No Employment Practices Hospitals Personnel Selection Skilled Occupations Temporary Employment Houseman, Susan N. Kalleberg, Arne L. Erickcek, George A. Journal Articles Reports - Research Automobile Industry Employment Agencies ISSN-0019-7939 English Case studies of six hospitals and five auto parts suppliers showed that in high-skilled occupations, employers paid more to temporary agency help than regular staff. In low-skilled occupations, temporary agencies facilitated use of riskier workers. Temporaries may relieve pressure to raise wages in tight labor markets, perhaps contributing to stagnant wage growth and low unemployment. (Contains 19 references.) (SK) EJ676880 The Role of Temporary Agency Employment in Tight Labor Markets. Industrial and Labor Relations Review v57 n1 p105-27 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Educational Attainment Employment Potential Language Proficiency Wages Fry, Richard Lowell, B. Lindsay Journal Articles Reports - Research National Adult Literacy Survey (NCES) National Adult Literacy Survey (NCES) ISSN-0019-7939 English National Adult Literacy Survey data were used to estimate wage returns on second-language skills for 5,742 English monolinguals, 436 bilinguals who understand another language very well, and 124 who understand another language well. Nominal wages of bilinguals were higher but this reflected higher educational attainment. Regression analyses did not reveal higher returns for bilingualism. (Contains 19 references.) (SK) EJ676881 The Value of Bilingualism in the U.S. Labor Market. Industrial and Labor Relations Review v57 n1 p128-40 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Learning Community Colleges Feedback Learning Processes Teacher Student Relationship Teaching Methods Two Year Colleges Travers, Nan L. Sheckley, Barry G. Bell, Alexandra A. Journal Articles Reports - Research Self Regulation ISSN-0737-7363 English Community colleges students (n=24) taught math by instructors trained in self-regulated learning were compared with 54 taught conventionally. Mean scores did not differ but self-regulation techniques strengthened the relations among feedback seeking, self-regulation standard, internal calibration, perceiving choice, and effective learning behavior. Self-regulation shifted learners from other directed to self-directed. (Contains 56 references.) (SK) EJ676882 Enhancing Self-Regulated Learning: A Comparison of Instructional Techniques. Journal of Continuing Higher Education v51 n3 p2-17 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Adult Students Continuing Education Educational Change Entrepreneurship Higher Education Bash, Lee Journal Articles Opinion Papers ISSN-0737-7363 English College-based adult learning programs are beset by low status, lack of institutional support, cash-cow syndrome, lack of faculty investment, and the dichotomy of traditional/adult students. The academy should embrace an entrepreneurial mission in order to adapt to the challenges of the 21st century. (Contains 15 references.) (SK) EJ676883 Adult Learners: Why They Are Important to the 21st Century College or University. Journal of Continuing Higher Education v51 n3 p18-26 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:14 CIJAPR2004

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No Adult Education Continuing Education Educational Philosophy Liberal Arts Theory Practice Relationship Micari, Marina Information Analyses Journal Articles Dewey (John) Vocationalism ISSN-0737-7363 English Traces the history of tension between vocational and liberal traditions in adult education. Proposes that Dewey's concept of vocation may be found in liberal education if it is made accessible and meaningful and if it integrates theory and practice. (Contains 29 references.) (SK) EJ676884 Against the Norm: Liberal Adult Education in an Age of Vocationalism. Journal of Continuing Higher Education v51 n3 p27-34 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Bachelors Degrees Continuing Education Distance Education Higher Education Nontraditional Education State Universities Holstein, Ellen S. Journal Articles Reports - Descriptive Iowa Iowa ISSN-0737-7363 English Describes how Iowa's state university system developed the bachelor of liberal studies, a nontraditional external degree program offered via distance education. Discusses challenges, including opposition to the program, and details course offerings. (SK) EJ676885 Iowa's Educational Legacy and Vision: Widening the Portal for the Baccalaureate Degree. Journal of Continuing Higher Education v51 n3 p35-40 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Centralization Continuing Education Educational Administration Higher Education Public Opinion Role Loch, John R. Journal Articles Opinion Papers ISSN-0737-7363 English Outlines problems in continuing higher education, suggesting that it lacks (1) a standard name; (2) a unified voice on national issues; (3) a standard set of roles and functions; (4) a standard title for the chief administrative officer; (5) an accreditation body and process; and (6) resolution of the centralization/decentralization issue. (SK) EJ676886 Cracks in Continuing Education's Mirror and a Fix To Correct Its Distorted Internal and External Image. Journal of Continuing Higher Education v51 n3 p41-46 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:15 CIJAPR2004

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No Critical Theory Ethics Professional Continuing Education Professional Occupations Social Theories Tobias, Robert Information Analyses Journal Articles Professionalization ISSN-0260-1370 English Examines issues facing occupations undergoing professionalization. Considers theoretical bases for continuing professional education, suggesting a critical social theory to inform debates about who should gain access to what forms of professional knowledge. (Contains 34 references.) (SK) EJ676887 Continuing Professional Education and Professionalization: Travelling without a Map or Compass? International Journal of Lifelong Education v22 n5 p445-56 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Change Fellowships Foreign Countries Individual Development Lifelong Learning Outcomes of Education Transformative Learning Bennetts, Christine Journal Articles Reports - Research England United Kingdom (England) ISSN-0260-1370 English The effect of transformative learning was studied in 197 British adults over 30 who received government fellowships aimed at individual and community change. Significant transformations involved self-validation, transformed relationships, increased educational motivation, career improvement, and better quality of life. Transitions were sustained by awareness that change is possible, necessary, and rewarding. (Contains 42 references.) (SK) EJ676888 The Impact of Transformational Learning on Individuals, Families and Communities. International Journal of Lifelong Education v22 n5 p457-80 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Inquiry Learning Processes Learning Theories Metaphors Participation Elkjaer, Bente Journal Articles Organizational Learning Pragmatism ISSN-0260-1370 English Outlines a pragmatic theory of learning based on three metaphors: learning as knowledge acquisition, as participation, and as inquiry. Describes the following for each metaphor: content and purpose, method, and individual-organizational orientation. Suggests how theory may be applied to the creation of organizational learning and learning organizations. (Contains 33 references.) (SK) EJ676889 Organizational Learning with a Pragmatic Slant. International Journal of Lifelong Education v22 n5 p481-94 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Focus Groups Foreign Countries Qualitative Research Reliability Validity Chioncel, N. E. van der Veen, R. G. W. Wildemeersch, D. Jarvis, P. Journal Articles Reports - Research Europe ISSN-0260-1370 English Examines the validity and reliability of focus group methodology from three perspectives: radical-hermeneutic, moderate interpretive, and realistic. Describes a survey of researchers in four European projects using focus groups and describes the strengths and weaknesses of the method. (Contains 48 references.) (SK) EJ676890 The Validity and Reliability of Focus Groups as a Research Method in Adult Education. International Journal of Lifelong Education v22 n5 p495-517 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Case Studies Curriculum Educational Objectives Foreign Countries Lifelong Learning Program Development Rausch, Anthony S. Journal Articles Reports - Research Japan Japan ISSN-0260-1370 English Outlines various perspectives of lifelong learning as the foundation of case studies in a rural Japanese prefecture and a city. Case study analysis identifies four characteristics for lifelong learning program development and research: clearly stated societal objective, knowledge and skills curriculum, participant accountability, and social visibility and presence. (Contains 24 references.) (SK) EJ676891 A Case Study of Lifelong Learning in Japan: Objectives, Curriculum, Accountability and Visibility. International Journal of Lifelong Education v22 n5 p518-32 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Foreign Countries Inservice Teacher Education Leaves of Absence Public Policy Teacher Employment Benefits Ho, Kwok Keung Yip, Kwok Hung Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0260-1370 English A questionnaire about inservice teacher education options (partial-pay leave, no-pay leave, other) received 1,363 responses (58%) from Hong Kong teachers. More than 93% supported partial pay, a higher percentage than in two previous surveys. Some supported no-pay leave but 82% thought it was difficult to obtain. (Contains 24 references.) (SK) EJ676892 Lifelong Professional Development of Teachers: A Suggestion for the Overhaul of INSET. International Journal of Lifelong Education v22 n5 p533-41 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Audience Participation Drama Females Listening Popular Education Story Telling Butterwick, Shauna Selman, Jan Journal Articles Reports - Research Feminist Pedagogy ISSN-0741-7136 English Using popular theatre techniques of naming, analyzing, and acting on problems and working creatively with conflict, a group of women created opportunities for high-risk story telling and deep listening. The role of the audience was transformed from spectator to responsible and responsive participant. (Contains 27 references.) (SK) EJ676893 Deep Listening in a Feminist Popular Theatre Project: Upsetting the Position of the Audience in Participatory Education. Adult Education Quarterly v54 n1 p7-22 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education College Faculty Educational Change Enrollment Trends Graduate Study Higher Education Institutional Characteristics Milton, Judy Watkins, Karen E. Studdard, Scarlette Spears Burch, Michele Journal Articles Reports - Research ISSN-0741-7136 English Interviews with a sample of 11 adult education faculty and administrators and survey responses from 78 of 131 adult education programs were analyzed. Graduate program integration significantly affected student enrollment. Integration, responsiveness to change, and leadership significantly predicted variance in faculty growth. (Contains 30 references.) (SK) EJ676894 The Ever Widening Gyre: Factors Affecting Change in Adult Education Graduate Programs in the United States. Adult Education Quarterly v54 n1 p23-41 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:17 CIJAPR2004

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No Adult Education Citizenship Education Foreign Countries Immigrants Imperialism Literacy Nationalism Walter, Pierre Historical Materials Journal Articles Frontier College (Canada) ISSN-0741-7136 English Frontier College, founded to provide literacy and citizenship education for immigrant men in Canada, embodied Anglo-Canadian nation-building. Analysis of archival documents reveals the nature of the imagined community that was constructed and the conception of race, class, and gender in that community. (Contains 34 references.) (SK) EJ676895 Literacy, Imagined Nations, and Imperialism: Frontier College and the Construction of British Canada, 1899-1933. Adult Education Quarterly v54 n1 p42-58 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Epistemology Learning Processes Philosophy Rachal, John R. Journal Articles Knowledge Acquisition ISSN-0741-7136 English Uses the framework of a symposium to present an imagined discussion by historical figures about whether and how knowledge might be acquired. Discussants include Democritus, Protagoras, Heraclitus, Socrates, Jesus, Gorgias, Nietzsche, Buddha, and Kierkegaard. (Contains 40 endnotes.) (SK) EJ676896 A Symposium. Adult Education Quarterly v54 n1 p59-72 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Credentials Employment Qualifications Foreign Countries National Programs National Standards Outcome Based Education Postsecondary Education Vocational Education Journal Articles Opinion Papers Reports - Research National Qualifications Framework (South Africa) Australian Qualifications Framework Scotland France Ireland National Qualifications Framework (New Zealand) France Ireland United Kingdom (Scotland) ISSN-1363-9080 English Contains eight articles describing the implementation and outcomes of National Qualifications Frameworks (NQF) in Scotland, Ireland, Australia, New Zealand, South Africa, and France. Topics include NQF as a global phenomenon, neoliberal influences, and epistemological issues. (SK) EJ676897 Special Issue on "National Qualifications Frameworks: An International and Comparative Approach." Journal of Education and Work v16 n3 p223-356 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adults Aging (Individuals) Employment Level Employment Patterns Females Males Minority Groups Salary Wage Differentials Socioeconomic Status Tables (Data) Miech, Richard A. Eaton, William Liang, Kung-Yee Journal Articles Reports - Research ISSN-0730-8884 English Growth curve analysis was used on data from the National Longitudinal Survey (n=9,532) and Baltimore (n=3,481) to determine whether disparities in the occupational standing of white men compared to women and minorities grew with advancing age. Results indicate that disparities remained constant over the life course for all but African Americans whose gap grew significantly. (Contains 46 references.) (JOW) EJ676898 Occupational Stratification over the Life Course: A Comparison of Occupational Trajectories across Race and Gender during the 1980s and 1990s. Work and Occupations: An International Sociological Journal v30 n4 p440-73 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:18 CIJAPR2004

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No Definitions Research Methodology Teleworking Working Hours Sullivan, Cath Journal Articles ISSN-0268-1072 English Discusses the debate over definitions of teleworking and other home-based working. Argues that project-specific definitions are useful and inevitable. Challenges the assertion that a single definition should be used by all research. (Contains 36 references.) (JOW) EJ676899 What's in a Name? Definitions and Conceptualisations of Teleworking and Homeworking. New Technology, Work and Employment v18 n3 p158-65 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:19 CIJAPR2004 Special Issue on Teleworking.

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No Adults Foreign Countries Tables (Data) Teleworking Working Hours Pyoria, Pasi Journal Articles Reports - Research Finland Finland ISSN-0268-1072 English Survey data from 1,775 workers indicate that, although Finland has a sophisticated technological infrastructure, only 4 percent of Finnish wage earners regard themselves as doing telework, and only 4 percent has tried it. Teleworking was rare even among those considered knowledge workers. (Contains 40 references.) (Author/JOW) EJ676900 Knowledge Work in Distributed Environments: Issues and Illusions. New Technology, Work and Employment v18 n3 p166-80 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adults Emotional Response Stress Variables Teleworking Mann, Sandi Holdsworth, Lynn Journal Articles Reports - Research Job Stress ISSN-0268-1072 English Study 1 included interviews with 12 teleworkers and office workers. Study 2 surveyed 32 office workers and 30 teleworkers. Results suggest that teleworking has negative emotional impact in terms of such emotions as loneliness, irritability, worry, and guilt and that teleworkers experience significantly more mental health symptoms of stress and slightly more physical health symptoms. (Contains 41 references.) (Author/JOW) EJ676901 The Psychological Impact of Teleworking: Stress, Emotions and Health. New Technology, Work and Employment v18 n3 p196-211 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Community Health Services Occupational Therapy Older Adults Prevention Program Effectiveness Rehabilitation Tables (Data) Wilkins, Seanne Jung, Bonny Wishart, Laurie Edwards, Mary Norton, Shelley Gamble Information Analyses Journal Articles ISSN-0008-4174 English Results of a literature review describing the provision of education and occupational therapy training programs for older adults indicate that programs are effective in three areas: prevention of functional decline and falls, stroke, and rheumatoid arthritis. (Contains 37 references.) (JOW) EJ676902 The Effectiveness of Community-Based Occupational Therapy Education and Functional Training Programs for Older Adults: A Critical Literature Review. Canadian Journal of Occupational Therapy v70 n4 p214-25 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:20 CIJAPR2004

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No Alternative Teacher Certification Higher Education Informal Education Learning Experience Reflective Teaching Simulation Trade and Industrial Teachers Burns, Janet Z. Schaefer, Karen Journal Articles Reports - Research Workplace Learning ISSN-0022-1864 English A 3-year study of 50 health occupations and trade and industrial preservice teachers in an alternative teacher education program included a simulation work exercise and analysis of instructional materials. Informal workplace learning resulted in implicit knowledge in the first year of practice. Critical practice was shown to be an important model in alternative certification programs. (Contains 30 references.) (SK) EJ676903 Informal Learning: An Exploratory Study of Unstructured Learning Experiences of T&I Teachers Enrolled in an Alternative Teacher Education Program. Journal of Industrial Teacher Education v40 n3 p6-24 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Cutting Scores Interrater Reliability Occupational Tests Teacher Competency Testing Test Items Testing Programs Walter, Richard A. Kapes, Jerome T. Journal Articles Reports - Research National Occupational Competency Testing Institute Pennsylvania Pennsylvania ISSN-0022-1864 English To identify a procedure for establishing cut scores for National Occupational Competency Testing Institute examinations in Pennsylvania, an expert panel assessed written and performance test items for minimally competent workers. Recommendations about the number, type, and training of judges used were made. (Contains 18 references.) (SK) EJ676904 Development of a Procedure for Establishing Occupational Examination Cut Scores: A NOCTI Example. Journal of Industrial Teacher Education v40 n3 p25-45 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Education) Change Agents Charter Schools Economic Development Educational Change High Schools School Business Relationship Lakes, Richard D. Journal Articles Reports - General Career and Technical Education ISSN-0022-1864 English Describes a focused synthesis study involving interviews with stakeholders of an employer-linked charter school. Discusses concerns about charter schools, their relationship to economic development, and the employer-linked charter school as a model for worker development in a new economy. (Contains 42 references.) (SK) EJ676905 Employer-Linked Charter Schools: Origins of the Central Education Center. Journal of Industrial Teacher Education v40 n3 p46-62 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Education Educational Philosophy Educational Trends Foreign Countries Postsecondary Education Secondary Education Vocational Schools Wu, Robert T. Y. Journal Articles Reports - Research Career and Technical Education Europe Taiwan United States Taiwan United States ISSN-0022-1864 English Compares developmental trends, theories, and philosophical perspectives in career and technical education in Europe, the United States, and Taiwan. Describes the European model as based on social action and workplace reform, the U.S./Taiwanese model as focused on human resource development and economic growth. (Contains 21 references.) (SK) EJ676906 A Comparative Study of the Trends in Career and Technical Education among European Countries, the United States, and the Republic of China. Journal of Industrial Teacher Education v40 n3 p63-79 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Attitudes Adolescents Citizen Participation Citizenship Education Democracy Foreign Countries Global Education Self Concept Osler, Audrey Starkey, Hugh Journal Articles Reports - Research England (Leicester) United Kingdom (Leicester) ISSN-0013-1911 English Interviews with 600 youth aged 10-18, many from immigrant families, explored how they learn about citizenship and define themselves and their communities. They identify strongly with their city or neighborhood but also have multiple identities, a cosmopolitan citizenship that bridges several worlds. Education for cosmopolitan citizenship should address peace, human rights, and democracy. (Contains 35 references.) (SK) EJ676907 Learning for Cosmopolitan Citizenship: Theoretical Debates and Young People's Experiences. Educational Review v55 n3 p243-54 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Course Content Definitions Educational Principles Foreign Countries Global Education State of the Art Reviews Hicks, David Information Analyses Journal Articles United Kingdom United Kingdom ISSN-0013-1911 English Discusses developments in global education and its core elements or dimensions (issues, spatial, temporal, process). Outlines a global education curriculum in terms of skills, knowledge, values, and attitudes. (Contains 33 references.) (SK) EJ676908 Thirty Years of Global Education: A Reminder of Key Principles and Precedents. Educational Review v55 n3 p265-75 Nov 2003 2003-00-00 T 2004 2016-11-21

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No British National Curriculum Controversial Issues (Course Content) Foreign Countries Outcomes of Education Relevance (Education) Role of Education Secondary Education Short, Geoffrey Journal Articles Opinion Papers Holocaust ISSN-0013-1911 English Three historians have recently questioned the moral and social significance of Holocaust education. However, it is unrealistic to demand that education result in complete cessation of atrocities. Holocaust education has lessons to impart in the areas of commemoration, antiracism, moral development, and socialization. (Contains 37 references.) (SK) EJ676909 Lessons of the Holocaust: A Response to the Critics. Educational Review v55 n3 p277-87 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education Diversity Liberalism Personal Autonomy Philosophy Burtonwood, Neil Journal Articles Communitarianism ISSN-0013-1911 English Discusses William Galston's view that Isaiah Berlin's moral and political philosophy is foundational for diversity liberalism. Argues that a more balanced view of Berlin is less helpful than Galston proposes, because Berlin's work is permeated by a tension between the importance of belonging to a community and the importance of individual liberty. (Contains 33 references.) (SK) EJ676910 Isaiah Berlin, Diversity Liberalism, and Education. Educational Review v55 n3 p323-31 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Affective Behavior Behavior Problems Children Cooperation Delivery Systems Educational Environment Emotional Problems Mental Health Models School Social Workers Teachers Lynn, Cynthia J. McKay, Mary McKernan Atkins, Marc S. Journal Articles Reports - Evaluative Ecological Model (Special Education) School Based Services ISSN-0162-7961 English Article draws on ecological-mediational model for school-based mental health services linking factors in school environment to children's mental health and academic achievement. Mental health services delivery model that incorporates school social workers as resources to teachers, families, and children is discussed as an approach to promote and expand prevention, identification, and treatment of child emotional and behavioral difficulties in schools. (Contains 40 references and 2 figures.) (Author/ADT) EJ676911 School Social Work: Meeting the Mental Health Needs of Students through Collaboration with Teachers. Children & Schools v25 n4 p197-209 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Cross Cultural Training Cultural Pluralism Family (Sociological Unit) Family School Relationship Literature Reviews Preservice Teacher Education School Social Workers Broussard, C. Anne Information Analyses Journal Articles Multiracial Family ISSN-0162-7961 English Article uses literature that addresses lack of family diversity content in teacher training as a springboard to encourage dialogue about new ways school social workers might use their theoretical knowledge of ecological and family systems and family diversity and strengths to collaborate with schools, families, and communities. Implications for practice are address. (Contains 81 references.) (Author) EJ676912 Facilitating Home-School Partnerships for Multiethnic Families: School Social Workers Collaborating for Success. Children & Schools v25 n4 p211-22 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bisexuality Educational Environment Family Support Homosexuality Lesbianism Peer Acceptance School Social Workers Social Support Groups Elze, Diane E. Journal Articles Reports - Research ISSN-0162-7961 English Study investigated gay, lesbian, and bisexual adolescents' perceptions of their school environment; their experiences with victimization and professional support in school; and individual, peer, and family factors associated with perceptions of and comfort in school environments. Findings suggest school social workers can play key roles in providing direct services to these students and advocating for supportive and affirming school environments. (Contains 45 references and 4 tables.) (Author) EJ676913 Gay, Lesbian, and Bisexual Youths' Perceptions of Their High School Environments and Comfort in School. Children & Schools v25 n4 p225-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:22 CIJAPR2004

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No Academic Ability Behavior Problems Cooperation Development Family School Relationship Interpersonal Competence Models Parent Participation Sar, Bibhuti K. Wulff, Daniel P. Journal Articles Reports - Descriptive ISSN-0162-7961 English Article describes the inception, development, and implementation of the Family Builders model. This model addresses children's problematic behaviors and promotes their social and academic competencies through a deliberate process of stimulating and nurturing school-based collaborations between families and schools. (Contains 14 references.) EJ676914 Family Builders Approach: Enhancing the Well-Being of Children through Family-School Partnerships. Children & Schools v25 n4 p241-51 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:23 CIJAPR2004

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No Counselor Attitudes Counselor Educators Counselors Ethical Instruction Ethics Professional Training Downs, Louis Journal Articles Reports - Research ISSN-0160-7960 English Survey examined ethics training of counselor educators and ensuing attitudes and actions in professional practice. Discovered that ethics pedagogy during training was related to later pedagogical strategies and to reactions to attraction with students. No single pedagogical strategy seemed to guarantee best teaching or ethical professional practice. Reinforces need for ethics education for counselor educators and suggests directions for research. (Contains 40 references.) EJ676915 A Preliminary Survey of Relationships between Counselor Educators' Ethics Education and Ensuing Pedagogy and Responses to Attractions with Counseling Students. Counseling and Values v48 n1 p2-13 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:23 CIJAPR2004

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No Battered Women Counseling Decision Making Skills Females Help Seeking Protestants Violence Foss, Louisa L. Warnke, Melanie A. Journal Articles Reports - Research ISSN-0160-7960 English Multicultural, family process and structure, and gender concepts are used to provide a framework for understanding supports for and barriers to mental health experienced by abused fundamentalist Protestant Christian (FPC) women. For FPC women who are victims of domestic violence, these factors may intersect to prohibit or facilitate healthy life choices. Presents suggestions for providing counseling services to this population. (Contains 40 references.) (Author/ADT) EJ676916 Fundamentalist Protestant Christian Women: Recognizing Cultural and Gender Influences on Domestic Violence. Counseling and Values v48 n1 p14-23 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:23 CIJAPR2004

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No Beliefs Counselor Client Relationship Counselor Training Relationship Sex Differences Spirituality Student Attitudes Schaffner, Angela D. Dixon, David N. Journal Articles Reports - Research ISSN-0160-7960 English Study sought to determine whether relationships exist between religiosity, gender, and preferences. Hypotheses were (1) students with high religiosity would express stronger preferences for counselor's use of religious interventions; and (2) women would express stronger preferences for religious interventions than men. Results supported both hypotheses. Findings may have important implications when working with clients indicating strong religious views or faith. (Contains 32 references.) (Author/ADT) EJ676917 Religiosity, Gender, and Preferences for Religious Interventions in Counseling: A Preliminary Study. Counseling and Values v48 n1 p24-33 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:24 CIJAPR2004

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No Client Attitudes (Human Services) Counseling Effectiveness Counselor Attitudes Counselor Client Relationship Counselor Supervision Counselor Training Literature Reviews Research Methodology Spirituality Values Bishop, D. Russell Avila-Juarbe, Efrain Thumme, Beverly Journal Articles Reports - Evaluative ISSN-0160-7960 English Article seeks to help supervisors and supervisees enhance their awareness of spiritual values in supervision. Factors, such as counselor competency; conceptualization of spirituality; cross-cultural awareness; and the similarity of clients' and counselors' values form a foundation for developing effective intervention and supervision strategies. A series of research questions is proposed to spur a program of empirical exploration. (Contains 69 references.) (Author/ADT) EJ676918 Recognizing Spirituality as an Important Factor in Counselor Supervision. Counseling and Values v48 n1 p34-46 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:24 CIJAPR2004

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No Animals Counseling Techniques Counseling Theories Intervention Therapeutic Recreation Parshall, Debra Phillips Information Analyses Journal Articles Pet Therapy ISSN-0160-7960 English Although animals have been historically associated with promoting physical and mental health benefits for humans, only recently has there been support for such claims in the literature. This article is a preliminary attempt to bring together scientific studies and anecdotal reports that provide evidence of the benefits of using animals in particular counseling situations. (Contains 17 references.) (Author) EJ676919 Research and Reflection: Animal-Assisted Therapy in Mental Health Settings. Counseling and Values v48 n1 p47-56 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Counseling Effectiveness Counselor Performance Counselor Training Cultural Differences Identification Religion Levitt, Dana Heller Balkin, Richard S. Journal Articles Reports - Research ISSN-0160-7960 English Exploration of spiritual and religious diversity often receives little attention in counselor education, resulting in counselors unprepared to deal with spiritual and religious issues. This trend could have a negative impact on Jewish and other religious clients, who feel that issues related to their identity are ignored. Article explores religion, specifically Judaism, as an integral component of multicultural counseling movement. (Contains 24 references.) EJ676920 Religious Diversity from a Jewish Perspective. Counseling and Values v48 n1 p57-66 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:24 CIJAPR2004

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No Beliefs Client Attitudes (Human Services) Eating Disorders Females Interpersonal Relationship Spirituality Hardman, Randy K. Berrett, Michael E. Richards, P. Scott Journal Articles False Beliefs Healing ISSN-0160-7960 English Authors describe ten false beliefs that women with eating disorders may hold. They explain how the pursuit of these beliefs can prevent the women from connecting with God and with others in genuine ways. They also suggest some therapeutic strategies that may help women with eating disorders find a healing and helpful spiritual perspective. (Contains 19 references and 1 table.) EJ676921 Spirituality and Ten False Beliefs and Pursuits of Women with Eating Disorders: Implications for Counselors. Counseling and Values v48 n1 p67-78 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Abortions Adolescents Contraception Interviews Pregnancy Safe Sex Sex Education Manopaiboon, Chomnad Kilmarx, Peter H. van Griensven, Frits Chaikummao, Supaporn Jeeyapant, Supaporn Limpakarnjanarat, Khanchi Uthaiworavit, Wat Journal Articles Reports - Research Thailand Thailand ISSN-0140-1971 English Examined prevalence of and factors associated with pregnancy and abortion among vocation school students in northern Thailand. Age, current contraceptive use, early initiation of sexual intercourse, alcohol and drug use, and sexual coercion were associated with self or partner pregnancy. High rates of pregnancy and abortion indicate the need for better sexual health education and access to effective contraceptive methods. (Contains 41 references and 6 tables.) EJ676922 High Rates of Pregnancy among Vocational School Students: Results of Audio Computer-Assisted Self-Interview Survey in Chiang Rai, Thailand. Journal of Adolescence v26 n5 p517-30 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Depression (Psychology) Puberty Self Report Sexuality Kaltiala-Heino, Riittakerttu Kosunen, Elisa Rimpela, Matti Journal Articles Reports - Research Risk Factors Finland Finland ISSN-0140-1971 English Study analyzed associations between pubertal timing, sexual activity, and self-reported depression in sample of girls and boys aged 14-16. Among girls, self-reported depression was associated with early puberty and intimate sexual relationship. Among boys, depression was associated with every early and late puberty and experience of intercourse. Early puberty is a risk factor for self-reported depression. (Contains 49 references and 4 tables.) EJ676923 Pubertal Timing, Sexual Behaviour and Self-Reported Depression in Middle Adolescence. Journal of Adolescence v26 n5 p531-45 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Children Delinquency Causes Family Characteristics Family Influence Prevention Sibling Relationship Siblings Fagan, Abigail A. Najman, Jake M. Journal Articles Reports - Research Australia Australia ISSN-0140-1971 English Examines sibling influences on adolescent delinquency. Based on maternal and self reports, a moderately strong association between siblings' delinquency is found. Relationship remains significant controlling for childhood aggression and family environment factors measured during childhood (age 5) and adolescence (age 14). Effect varies according to sex composition of sibling pair, and is stronger for those whose parents have been arrested. (Contains 39 references and 4 tables.) EJ676924 Sibling Influences on Adolescent Delinquent Behaviour: An Australian Longitudinal Study. Journal of Adolescence v26 n5 p547-59 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Aggression Attribution Theory Causal Models Cognitive Development Late Adolescents Prevention Social Cognition Boxer, Paul Tisak, Marie S. Journal Articles Reports - Research ISSN-0140-1971 English Examined causal attributions about aggression made by early, middle, and late adolescents. Analyses of the attribution questionnaire supported the hypothesized model of causal beliefs. The strength of endorsements of internally oriented causal factors increased with age. Findings are discussed with regard to socio-cognitive development and implications for future research on aggression in the peer context. (Contains 42 references, 3 tables, and 1 appendix.) (Author) EJ676925 Adolescents' Attributions about Aggression: An Initial Investigation. Journal of Adolescence v26 n5 p561-75 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:26 CIJAPR2004

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No Adolescents Behavior Problems Coping Rural Youth Sex Differences Sociocultural Patterns Stress Variables Urban Youth Elgar, Frank J. Arlett, Christine Groves, Renee Journal Articles Reports - Research Canada Canada ISSN-0140-1971 English Rural/urban differences were studied in self-reported stress, coping, and behavioral problems in adolescents. Levels of stress and ways of coping were similar between the two groups. However, urban males reported more conflict and externalizing behaviors than females and rural males. Results suggest that adolescents may utilize many coping strategies that serve little benefit in terms of behavioral outcomes. (Contains 45 references and 4 tables.) EJ676926 Stress, Coping, and Behavioural Problems among Rural and Urban Adolescents. Journal of Adolescence v26 n5 p577-88 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Ability Adolescent Development Adolescents Athletics Competence Friendship Self Concept Self Concept Measures Young, Jami F. Mroczek, Daniel K. Journal Articles Reports - Research ISSN-0140-1971 English Examined level and stability of global and domain-specific self-concepts in adolescents aged 11-20. Six of self-concept domains were stable over time. In remaining three domains, there was significant increase in perceived competency. Growth curve modeling highlighted individual differences in level and change in self-concept for each of the domains. Results suggest these variables are important determinants of adolescent self concept. (Contains 51 references and 4 tables.) EJ676927 Predicting Intraindividual Self-Concept Trajectories during Adolescence. Journal of Adolescence v26 n5 p589-603 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:26 CIJAPR2004

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No Adolescents Black Family Blacks Family (Sociological Unit) Models Parenting Styles Predictor Variables Racial Identification Self Esteem Lamborn, Susie D. Felbab, Amanda J. Journal Articles Reports - Research Family Ecology Self Reliance ISSN-0140-1971 English Study evaluated both the parenting styles and family ecologies models with interview responses from African American adolescents. Analyses contrasted each model with a joint model for predicting self esteem, self reliance, work orientation, and ethnic identity. Overall, findings suggest that a joint model that combines elements from both models provides a richer understanding of African American families. (Contains 75 references and 6 tables.) EJ676928 Applying Ethnic Equivalence and Cultural Values Models to African-American Teens' Perceptions of Parents. Journal of Adolescence v26 n5 p605-22 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents At Risk Persons Attitudes Children Counselor Attitudes Counselors Health Personnel Homosexuality Professional Training Psychiatrists Psychologists Self Injurious Behavior Sexual Abuse Suicide Crawford, Tanya Geraghty, Wendy Street, Karen Simonoff, Emily Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0140-1971 English Investigated knowledge, attitudes, and training needs of professionals working with adolescents who deliberately self-harm (DSH). Over three-quarters of participants were unaware that homosexual males and those who had been sexually abused are at greater risk of DSH; one-third were unaware adolescents who self-harm are at increased risk of suicide. Staff who felt more effective felt less negative towards this group. (Contains 19 references and 4 tables.) EJ676929 Staff Knowledge and Attitudes towards Deliberate Self-Harm in Adolescents. Journal of Adolescence v26 n5 p623-33 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Drinking Elementary Education Grade 3 Grade 4 Grade 5 Grade 6 Interpersonal Competence Prevention Resistance to Temptation Smoking Substance Abuse Botvin, Gilbert J. Griffin, Kenneth W. Paul, Elizabeth Macaulay, Araxi P. Journal Articles Reports - Research ISSN-1067-828X English Study examined effectiveness of a substance abuse prevention program in preventing tobacco and alcohol use among elementary school students in grades 3 through 6. Program teaches social resistance skills and general personal and social competence skills. Findings indicate a school-based substance abuse prevention approach previously found to be effective among middle school students is also effective for elementary school students. (Contains 29 references and 4 tables.) (Author) EJ676930 Preventing Tobacco and Alcohol Use among Elementary School Students through Life Skills Training. Journal of Child and Adolescent Substance Abuse v12 n4 p1-17 2003 2003-00-00 T 2004 7/11/2004 11:50:27 CIJAPR2004

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No Addiction Adolescents Depression (Psychology) Drinking Drug Use Sex Differences Smoking Substance Abuse Thomas, Suzanne E. Deas, Deborah Grindlinger, Dani R. Journal Articles Reports - Research ISSN-1067-828X English Inpatients seeking treatment for substance use disorder were compared by gender on several variables. Results included (1) females were more likely to endorse dependence symptoms and report experiencing dependence symptoms at a younger age; (2) females progressed faster to regular use of drugs; (3) females were more likely to begin substance use with cigarettes, whereas males typically began with alcohol. (Contains 30 references, 3 tables, and 2 figures.) (ADT) EJ676931 Gender Differences in Dependence Symptoms and Psychiatric Severity in Adolescents with Substance Use Disorders. Journal of Child and Adolescent Substance Abuse v12 n4 p19-34 2003 2003-00-00 T 2004 7/11/2004 11:50:27 CIJAPR2004

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No Adolescents Behavior Problems Depression (Psychology) Drinking Relationship Substance Abuse Spirito, Anthony Mehlenbeck, Robyn Barnett, Nancy Lewander, William Voss, Alexis Journal Articles Reports - Research Hopelessness ISSN-1067-828X English Substance use is an important risk factor for suicidal behavior in adolescence. In this study, rates of substance use in a sample of adolescents who had attempted suicide were examined as were the relationships of mood state and behavior problems to substance use. Results suggest that alcohol use among suicide attempters is more strongly related to conduct than mood disturbance. (Contains 46 references and 4 tables.) (Author) EJ676932 The Relation of Mood and Behavior to Alcohol Use in Adolescent Suicide Attempters. Journal of Child and Adolescent Substance Abuse v12 n4 p35-53 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Alcohol Abuse Depression (Psychology) Drug Education Health Education Intervention Objectives Physician Patient Relationship Predictor Variables Sex Differences Tapert, Susan F. Colby, Suzanne M. Barnett, Nancy P. Spirito, Anthony Rohsenow, Damaris J. Myers, Mark G. Monti, Peter M. Journal Articles Reports - Research Emergency Medical Services ISSN-1067-828X English Study explored relationship of depressed mood and gender to treatment response in adolescents admitted to Emergency Department (ED) for alcohol-related incidents. Findings showed depressed mood reported at ED visit appears to motivate drinking reductions in early- to mid-adolescent girls. Clinicians may be able to capitalize on depressive symptoms by heightening adolescent's awareness of adverse risks and collaborating to set goals. (Contains 26 references and 3 tables.) (ADT) EJ676933 Depressed Mood, Gender, and Problem Drinking in Youth. Journal of Child and Adolescent Substance Abuse v12 n4 p55-68 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Ethnic Discrimination Illegal Drug Use Juvenile Justice Prevention Sex Differences Substance Abuse Shillington, Audrey M. Clapp, John D. Journal Articles Reports - Research ISSN-1067-828X English Analyses of study on adolescents in publicly funded treatment programs present sex and ethnic differences. Among some of the findings: females were more likely to report methamphetamine use, males reported marijuana use; Hispanics and African Americans were referred to treatment from criminal justice; reported marijuana as primary drug; mandated to treatment, and released unsatisfactorily, compared to White adolescents. (Contains 35 references and 6 tables.) (ADT) EJ676934 Adolescents in Public Substance Abuse Treatment Programs: The Impacts of Sex and Race on Referrals and Outcomes. Journal of Child and Adolescent Substance Abuse v12 n4 p69-91 2003 2003-00-00 T 2004 7/11/2004 11:50:28 CIJAPR2004

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No Adoption Adoptive Parents Obstetrics Parent Counseling Daniluk, Judith C. Hurtig-Mitchell, Joss Journal Articles Reports - Research Infertility ISSN-0748-9633 English Using qualitative approach, authors explored the experiences of becoming parents through adoption after unsuccessful infertility treatments. Analysis of data revealed three overarching themes. Findings are discussed in terms of their implications for counselors who work with infertile couples considering adoption, clients engaged in adoption process, and those who have recently made the transition to parenthood through adoption. (Contains 38 references and 1 table.) (Author) EJ676935 Themes of Hope and Healing: Infertile Couples' Experiences of Adoption. Journal of Counseling & Development v81 n4 p389-99 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Effectiveness Counseling Techniques Counselor Attitudes Counselor Training Cross Cultural Training Experiential Learning Games Minority Groups Kim, Bryan S. K. Lyons, Heather Z. Journal Articles ISSN-0748-9633 English Counselor's multicultural counseling competence has been highlighted as an important ingredient in creating positive counseling outcomes when the clients are ethnic and racial minorities. The use of experiential activities in general, and games in particular, is presented as a potentially useful strategy to instill and enhance multicultural competence in counselor trainees. Illustrative games and guidelines for implementation are described. (Contains 37 references.) EJ676936 Experiential Activities and Multicultural Counseling Competence Training. Journal of Counseling & Development v81 n4 p400-08 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:29 CIJAPR2004

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No Clinical Diagnosis Females Models Posttraumatic Stress Disorder Hodges, Shannon Journal Articles Reports - Research Borderline Personality Disorder ISSN-0748-9633 English An increasing prevalence of borderline personality disorder (BPD) and posttraumatic stress disorder (PTSD) diagnoses among women illustrates problems and limitations of the medical model system. Article explores overlapping relationship between BPD and PTSD and critiques how both are viewed within the mental health community. Previous research is explored, as well as concerns and limitations regarding both diagnostic categories. (Contains 62 references.) EJ676937 Borderline Personality Disorder and Posttraumatic Stress Disorder: Time for Integration? Journal of Counseling & Development v81 n4 p409-17 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Battered Women Career Development Educational Needs Empowerment Family Violence Females Violence Well Being Chronister, Krista M. McWhirter, Ellen Hawley Journal Articles Reports - Research ISSN-0748-9633 English Scope and consequences of domestic violence are reviewed, highlighting effects on women's career and educational well being. Social cognitive career theory (SCCT) is described and applied to experiences of women living in domestic violence situations. A framework for empowering battered women and using SCCT to promote their career development and attainment is provided, along with recommendations for future research. (Contains 68 references.) (Author) EJ676938 Applying Social Cognitive Career Theory to the Empowerment of Battered Women. Journal of Counseling & Development v81 n4 p418-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:29 CIJAPR2004

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No Anti Semitism Counselor Attitudes Counselors Cross Cultural Training Ethnic Bias Ethnic Groups Interprofessional Relationship Jews Kiselica, Mark S. Journal Articles Opinion Papers ISSN-0748-9633 English Article suggests solutions to the problems of anti-Semitism and insensitivity toward Jews in the counseling profession. Gentiles are urged to promote healing between Gentile and Jewish counselors by acknowledging that anti-Semitism exists, exploring biases about Jews, learning more about Jewish history and culture, and expressing genuine appreciation for Jewish colleagues. Other pressing issues the profession must address are also discussed. (Contains 63 references.) (Author) EJ676939 Anti-Semitism and Insensitivity toward Jews by the Counseling Profession: A Gentile's View on the Problem and His Hope for Reconciliation--A Response to Wienrach (2002). Journal of Counseling & Development v81 n4 p426-40 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:30 CIJAPR2004 For related article, see CG 561 001.

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No Anti Semitism Counselor Attitudes Counselors Cross Cultural Training Ethnic Bias Ethnic Groups Interprofessional Relationship Jews Weinrach, Stephen G. Journal Articles Opinion Papers ISSN-0748-9633 English Rejoinder to M. S. Kiselica's article, which is part of a dialogue in this issue on anti-Semitism in the counseling profession. Author has asserted that there has been a critical mass of anti-Semitic behavior within the counseling profession for more than three decades. Author also argues that while culture may influence behavior, it does not determine it exclusively. (Contains 19 references.) (Author) EJ676940 I Am My Brother's (and Sister's) Keeper: Jewish Values and the Counseling Process. Journal of Counseling & Development v81 n4 p441-44 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:30 CIJAPR2004 For related article, see CG 561 000.

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No Ability Career Choice Career Counseling Counseling Theories Measures (Individuals) Postsecondary Education Undergraduate Students Kelly, Kevin R. Pulver, Chad A. Journal Articles Reports - Research ISSN-0748-9633 English Career indecision, personality, and ability measures used to derive career indecision types through cluster analysis for 566 first-semester, undecided students. Four distinct career indecision types were identified. Subsequently, effect of indecision type on response to a career exploration course was examined. Level of career indecision was not differentially affected by indecision type. Implications of findings for career counseling are discussed. (Contains 36 references, 3 tables, and 2 figures.) EJ676941 Refining Measurement of Career Indecision Types: A Validity Study. Journal of Counseling & Development v81 n4 p445-54 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:30 CIJAPR2004

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No Beliefs Counselor Supervision Counselor Training Males Rape Sex Differences Kassing, Leslee R. Prieto, Loreto R. Journal Articles Reports - Research Rape Myths ISSN-0748-9633 English Surveyed counselors-in-training regarding their acceptance of rape myths and their willingness to make blame-based attributions toward a male victim of rape. Results suggested male counselor trainees tended to endorse the greatest degree of acceptance of rape myths. Trainees of both sexes thought that a male rape victim who showed no resistance to his attacker should have done so. (Contains 32 references and 2 tables.) (Author) EJ676942 The Rape Myth and Blame-Based Beliefs of Counselors-in-Training toward Male Victims of Rape. Journal of Counseling & Development v81 n4 p455-61 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Intimacy Measures (Individuals) Sex Differences Test Validity Hook, Misty K. Gerstein, Lawrence H. Detterich, Lacy Gridley, Betty Journal Articles Reports - Research ISSN-0748-9633 English Authors tried to determine if three popular intimacy measures assess four components of intimacy (love and affection, personal validation, trust, self disclosure), and if women and men differ in their experiences of intimacy. Analyses supported the four specific components; results corroborated that women and men did vary in their experiences of intimacy. (Contains 40 references, 2 tables, and 1 figure.) (ADT) EJ676943 How Close Are We? Measuring Intimacy and Examining Gender Differences. Journal of Counseling & Development v81 n4 p462-72 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:31 CIJAPR2004

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No Beliefs Psychosocial Development Racial Identification Religion Sciarra, Daniel T. Gushue, George V. Journal Articles Reports - Research ISSN-0748-9633 English Study examined how the particular dimension of psychosocial development described by racial identity theory may be related to religious motivation (intrinsic versus extrinsic relation) and how religious beliefs are held (quest versus fundamentalism). Found three significant pairs suggesting that higher and more complex racial identity statuses may be positively related to more integrated and flexible forms of religious orientation. (Contains 57 references and 3 tables.) (Author/ADT) EJ676944 White Racial Identity Development and Religious Orientation. Journal of Counseling & Development v81 n4 p473-82 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:31 CIJAPR2004

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No Counselor Training Counselors Critical Incidents Method Experiential Learning Graduate Students Influences Masters Programs Professional Development Furr, Susan R. Carroll, Jane J. Journal Articles Reports - Research ISSN-0748-9633 English Masters students in counseling program were asked to report "critical incidents" that had influenced their development as counselors. Participants most frequently cited courses based on experiential learning and field experiences as being influential in their development. Events external to the graduate program also were frequently reported as influencing their professional development. (Contains 26 references and 2 figures.) (Author) EJ676945 Critical Incidents in Student Counselor Development. Journal of Counseling & Development v81 n4 p483-89 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:31 CIJAPR2004

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No Behavior Disorders Clinical Diagnosis Counseling Effectiveness Counselor Training Evaluation Models Self Injurious Behavior Kress, Victoria E. White Information Analyses Journal Articles Diagnostic Statistical Manual of Mental Disorders ISSN-0748-9633 English Article examines the diagnosis and assessment of self-injurious behaviors. A classification model for conceptualizing self-injury is discussed, and the "Diagnostic and Statistical Manual of Mental Disorders" diagnoses associated with self-injury are addressed. Assessment questions and issues to consider when assessing clients who self-injure are provided. (Contains 54 references.) (Author) EJ676946 Self-Injurious Behaviors: Assessment and Diagnosis. Journal of Counseling & Development v81 n4 p490-96 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Counselor Training Genetics Interviews Periodicals Phenomenology Bodenhorn, Nancy Lawson, Gerard Information Analyses Journal Articles Genetic Counseling Genetic Testing ISSN-0748-9633 English Special issue of the "Journal of Health Psychology" (Vol. 7, No. 2, 2002) was reviewed. Articles covered a variety of qualitative studies conducted using an interpretive phenomenological analysis method to examine the interviews with people who had received genetic testing and counseling. Implications for the broader counseling field were also presented. (Author) EJ676947 Genetic Counseling: Implications for Community Counselors. Journal of Counseling & Development v81 n4 p497-501 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Counselor Training Health Behavior Mental Health Physical Activity Level Physical Health Well Being Dixon, Wayne A. Mauzey, Edward D. Hall, Charla R. Information Analyses Journal Articles ISSN-0748-9633 English Authors address current recommendations for physical activity and health, physical activity and mental well being, and implications for counselors and the counseling profession. Specifically, they review a recent article published in the "Journal of Consulting and Clinical Psychology" and examine in detail the resulting implications for counselors and the counseling profession. (Contains 18 references.) (Author) EJ676948 Physical Activity and Exercise: Implications for Counselors. Journal of Counseling & Development v81 n4 p502-05 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:32 CIJAPR2004

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No Attendance Conflict of Interest Family Counseling Prevention Program Effectiveness Fox, Danielle Polizzi Gottfredson, Denise C. Journal Articles Reports - Research ISSN-0278-095X English Investigated characteristics associated with program non-completion among families recruited for family-based prevention program. General themes uncovered from analysis of adult survey responses suggested that non-completers were misinformed about content of the program, and lacked accessible transportation. Program content, family illness, and scheduling conflicts also contributed to non-attendance. (Contains 12 references and 3 tables.) EJ676949 Differentiating Completers from Non-Completers of a Family-Based Prevention Program. Journal of Primary Prevention v24 n2 p111-24 Win 2003 2003-00-00 T 2004 7/11/2004 11:50:32 CIJAPR2004

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No Adolescents Community Characteristics Community Influence Drinking Drug Use Economic Status Family Support Grade 8 Substance Abuse Hays, Scott P. Hays, Carol E. Mulhall, Peter F. Journal Articles Reports - Research Protective Factors Risk Factors ISSN-0278-095X English Study researched the impact of the contextual characteristics of the community on self-reported 8th grade alcohol, tobacco, and other drug use. Results indicate that community disorganization is an important risk factor for ATOD use while family supports is an important protective factor. Greater economic constraints decreases, rather than increases, substance use. Findings regarding other variables were mixed. (Contains 57 references and 5 tables.) (Author) EJ676950 Community Risk and Protective Factors and Adolescent Substance Use. Journal of Primary Prevention v24 n2 p125-42 Win 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Prevention Program Evaluation Rural Schools Student Diversity Violence Farrell, Albert D. Valois, Robert F. Meyer, Aleta L. Tidwell, Ritchie P. Journal Articles Reports - Research School Based Services ISSN-0278-095X English Effectiveness of Responding In Peaceful and Positive Ways (RIPP) was evaluated in rural schools serving an ethnically diverse student population. Although results were not consistent across all measures and time points, several significant intervention effects were found on self-report measures of aggression, victimization, life satisfaction, and mediating variables, including knowledge and attitudes. (Contains 49 references, 4 tables, and 3 figures.) EJ676951 Impact of the RIPP Violence Prevention Program on Rural Middle School Students. Journal of Primary Prevention v24 n2 p143-67 Win 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Art Therapy Drinking Drug Use Prevention Resistance to Temptation Story Telling Substance Abuse Therapeutic Recreation Nelson, Annabelle Arthur, Brian Journal Articles Reports - Research School Based Services ISSN-0278-095X English Research compared Storytelling for Empowerment Program participants' pre and posttest responses on drug use. High contact participants had the most marked changes with a decrease in their alcohol and marijuana use. All participants in the last year of the program, regardless of contact hours, decreased their alcohol use and increased in their resistancy to drug use. (Contains 29 references, 1 table, and 4 figures.) (Author) EJ676952 Storytelling for Empowerment: Decreasing At-Risk Youth's Alcohol and Marijuana Use. Journal of Primary Prevention v24 n2 p169-80 Win 2003 2003-00-00 T 2004 2016-11-21

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No Bachelors Degrees Educational Needs Higher Education Skill Development Student Needs Undergraduate Study Miller, Margaret A. Journal Articles Opinion Papers ISSN-1086-4822 English Thinkers and scholars have been pondering the meaning of the baccalaureate degree for many years. The author examines current thinking about the core skills students need to learn in college and reveals its historical precedents. (GCP) EJ676953 The Meaning of the Baccalaureate. About Campus v8 n4 p2-8 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:33 CIJAPR2004

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No College Freshmen Educational Assessment Expectation Higher Education Interviews Student Experience Student Personnel Services Schroeder, Charles Journal Articles Opinion Papers ISSN-1086-4822 English John Gardner reflects on everything from current efforts to improve the first-year experience to the assessment movement, student expectations of college, professional preparation for student affairs, and more. (Author) EJ676954 The First Year and Beyond. About Campus v8 n4 p9-16 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:34 CIJAPR2004

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No Academic Achievement First Generation College Students Goal Orientation Student Needs Rodriguez, Sandria Journal Articles Opinion Papers ISSN-1086-4822 English A fair amount is known about what first-generation students need to succeed, but some mysteries remain. The author's research provides some insight on why certain students make it and others do not. (GCP) EJ676955 What Helps Some First-Generation Students Succeed? About Campus v8 n4 p17-22 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:34 CIJAPR2004

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No College Environment College Students Commuting Students Higher Education Program Descriptions Program Development Wilson, Ann H. Journal Articles Reports - Descriptive ISSN-1086-4822 English Even though the majority of college students are commuters, most colleges and universities are set up primarily to serve residential students. In an effort to address this inequity, Drexel University created an award-winning commuter program. The author describes how it got started and what it looks like. (Author) EJ676956 Serving the Quiet Majority: The Drexel Commuter Program. About Campus v8 n4 p23-25 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:34 CIJAPR2004

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No Adult Children Divorce Interpersonal Relationship Longitudinal Studies Marital Instability Predictor Variables Well Being Hetherington, E. Mavis Information Analyses Journal Articles Reports - Research ISSN-0197-6664 English Presents findings from the Virginia Longitudinal Study of Divorce and Remarriage (VLSDR) describing diverse patterns of intimate relationships and personal adjustment. Both a conflictual, unsatisfying marriage and a divorce were associated with diminished psychological, social, and physical well-being. Both marital conflict and divorce in the family of origin elevated the risk of marital instability in young adult offspring. (Contains 49 references and 6 figures.) (GCP) EJ676957 Intimate Pathways: Changing Patterns in Close Personal Relationships across Time. Family Relations v52 n4 p318-31 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:34 CIJAPR2004 Special Topic: Controversies, Clarifications, and Consequences of Divorce's Legacy." For related articles, see CG 561 019-026.

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No Adult Children Divorce Emotional Problems Marital Instability Predictor Variables Amato, Paul R. Information Analyses Journal Articles Reports - Research Risk Factors Wallerstein (Judith S) ISSN-0197-6664 English Although Judith Wallerstein's research on children with divorced parents has been influential, many quantitative family scholars have criticized her methods and conclusions. This article provides examples from the Marital Instability Over the Life Course study to illustrate the magnitude of divorce effects and concludes with a call for a rapprochement between Wallerstein and her critics. (Contains 38 references and 5 figures.) (GCP) EJ676958 Reconciling Divergent Perspectives: Judith Wallerstein, Quantitative Family Research, and Children of Divorce. Family Relations v52 n4 p332-39 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Children Child Custody Divorce Fathers Parent Child Relationship Ahrons, Constance R. Tanner, Jennifer L. Information Analyses Journal Articles Reports - Research ISSN-0197-6664 English Examines adult children's reports of relationship changes with their fathers were 20 years after their parents' divorce. Findings indicated that most adult children felt that their relationships with their fathers had either improved or remained stable over time. Custody did not directly affect reported changes in the quality of their relationship with their fathers. (Contains 54 references, 1 table, and 3 figures.) (GCP) EJ676959 Adult Children and Their Fathers: Relationship Changes 20 Years after Parental Divorce. Family Relations v52 n4 p340-51 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:35 CIJAPR2004 Special Topic: Controversies, Clarifications, and Consequences of Divorce's Legacy." For related articles, see CG 561 018-026.

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No Children Divorce Emotional Adjustment Resilience (Personality) Stress Variables Kelly, Joan B. Emery, Robert E. Information Analyses Journal Articles Risk Factors Protective Factors ISSN-0197-6664 English Reviews the empirical literature on the longer-term adjustment of children of divorce from the perspective of (a) the stressors and elevated risks that divorce presents for children and (b) protective factors associated with better adjustment. The resiliency demonstrated by the majority of children is discussed, as are controversies regarding the adjustment of adult children of divorce. (Contains 122 references.) (GCP) EJ676960 Children's Adjustment Following Divorce: Risk and Resilience Perspectives. Family Relations v52 n4 p352-62 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Anxiety Divorce Moral Issues Social Attitudes Social Environment Coltrane, Scott Adams, Michele Information Analyses Journal Articles Divorce Effects Family Values ISSN-0197-6664 English Although divorce rates have been stable or dropping for two decades, Americans seem anxious about the state of marriage. This article examines reasons for this collective anxiety, documenting how the divorce "problem" has been framed by organizations promoting conservative family values. Also identifies social contexts associated with cyclical claims that divorce reflects a breakdown of the moral order. (Contains 103 references.) (GCP) EJ676961 The Social Construction of the Divorce "Problem": Morality, Child Victims, and the Politics of Gender. Family Relations v52 n4 p363-72 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Child Custody Childhood Attitudes Children Decision Making Divorce Parent Child Relationship Warshak, Richard A. Information Analyses Journal Articles ISSN-0197-6664 English Children's perspectives can enlighten decisions regarding custody and parenting plans. This article discusses why most procedures for soliciting children's preferences do not reliably elicit information on their best interests and do not give children a meaningful voice in decision making. Instead, these procedures provide children with forums in which to takes sides in their parents' disputes. (Contains 113 references.) (GCP) EJ676962 Payoffs and Pitfalls of Listening to Children. Family Relations v52 n4 p373-84 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:36 CIJAPR2004 Special Topic: Controversies, Clarifications, and Consequences of Divorce's Legacy." For related articles, see CG 561 018-026.

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No Adult Children Child Custody College Students Family Life Family Structure Parent Child Relationship Fabricius, William V. Information Analyses Journal Articles Reports - Research Wallerstein (Judith S) ISSN-0197-6664 English Reviews new findings on college students' perspectives on their living arrangements after their parents' divorces and their relations with their parents as a function of their living arrangements. Students endorsed living arrangements that gave them equal time with their fathers, they had better outcomes when they had such arrangements and when their parents supported their time with the other parent. (Contains 47 references, 2 tables, 3 figures, and 1 appendix.) (GCP) EJ676963 Listening to Children of Divorce: New Findings That Diverge from Wallerstein, Lewis, and Blakeslee. Family Relations v52 n4 p385-96 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Children Divorce Mental Health Prevention Program Development Program Effectiveness Theory Practice Relationship Haine, Rachel A. Sandler, Irwin N. Wolchik, Sharlene A. Tein, Jenn-Yun Dawson-McClure, Spring R. Information Analyses Journal Articles ISSN-0197-6664 English Assesses efforts to prevent mental health problems in children of divorce by highlighting the importance of using theory in the design and evaluation of prevention programs and by reviewing the empirical research on the efficacy of programs to improve outcomes for children of divorce. Also proposes two future directions for advancing theory-based preventive interventions for children of divorce. (Contains 70 references and 1 figure.) (GCP) EJ676964 Changing the Legacy of Divorce: Evidence from Prevention Programs and Future Directions. Family Relations v52 n4 p397-405 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:36 CIJAPR2004 Special Topic: Controversies, Clarifications, and Consequences of Divorce's Legacy." For related articles, see CG 561 018-026.

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No Children Divorce Family Relationship Foreign Countries Social Attitudes Social Environment Walker, Janet Information Analyses Journal Articles Family Values United Kingdom Divorce Effects United Kingdom ISSN-0197-6664 English Negative messages about the detrimental impacts of divorce on children prompted urgent calls in the United Kingdom for a reinstatement of traditional family values. Suggests that although the effects of divorce are real, care should be taken to avoid exaggeration, thus moving the debate to one centered on providing better support, advice, and information to parents and children. (Contains 72 references.) (GCP) EJ676965 Radiating Messages: An International Perspective. Family Relations v52 n4 p406-17 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Abuse Females Group Therapy Outcomes of Treatment Self Concept Self Control Sexual Abuse Thun, Debra Sims, Patricia L. Adams, Mary Ann Webb, Thomas Information Analyses Journal Articles Reports - Research Self Reliance ISSN-1053-8712 English Explores treatment interventions for female sexual abuse survivors through a pilot study examining the relationship between group treatment and adolescent self-image. Results revealed that participants who received group therapy increased in levels of impulse control and that the experimental group had a decrease in self-reliance whereas the control group maintained their levels of self-reliance. (Contains 39 references and 1 table.) (GCP) EJ676966 Effects of Group Therapy on Female Adolescent Survivors of Sexual Abuse: A Pilot Study. Journal of Child Sexual Abuse v11 n4 p1-16 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse Compliance (Psychology) Medical Evaluation Parents Psychological Evaluation Recall (Psychology) Sexual Abuse Lane, Wendy G. Dubowitz, Howard Harrington, Donna Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Sixty-eight parents of children with alleged child sexual abuse (CSA) were surveyed 4 months after visiting an interdisciplinary CSA evaluation clinic in order to examine the extent to which recommendations were recalled and implemented. Results reveal that 9% of parents recalled recommendations for medical follow-up, 79% recalled recommendations for child therapy, and 43% recalled recommendations for parental therapy. (Contains 34 references and 5 tables.) (GCP) EJ676967 Child Sexual Abuse Evaluations: Adherence to Recommendations. Journal of Child Sexual Abuse v11 n4 p17-34 2002 2002-00-00 T 2004 7/11/2004 11:50:37 CIJAPR2004

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No Child Abuse Counselor Attitudes Empowerment Females Sexual Abuse Victims of Crime Freshwater, Kate Ainscough, Carolyn Toon, Kay Information Analyses Journal Articles Reports - Research Confrontation Sex Offenders ISSN-1053-8712 English This paper explores direct and symbolic forms of survivors confronting their abusers via a review of the current literature and the self-report of 12 female survivors, post-therapy. Six of the survivors had chosen to directly confront their abusers and six had not. Their experiences and opinions are presented with a discussion of important issues within this area. (Contains 27 references.) (GCP) EJ676968 Confronting Abusers: The Opinions of Clinicians and Survivors. Journal of Child Sexual Abuse v11 n4 p35-52 2002 2002-00-00 T 2004 2016-11-21

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No Child Abuse College Students Coping Emotional Adjustment Parent Child Relationship Self Concept Sexual Abuse Social Support Groups Victims of Crime Guelzow, Jennifer W. Cornett, Patricia F. Dougherty, Thomas M. Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Examines the difference between childhood sexual abuse (CSA) victims and non-victims on measures of perceived social support, coping strategies, and global self-worth. Victims were more likely to report lower maternal support than non-victims of CSA. Results indicate that paternal support and coping strategies may be important for later psychological adjustment in victims of CSA. (Contains 59 references, 3 tables, and 3 figures.) (GCP) EJ676969 Child Sexual Abuse Victims' Perception of Paternal Support as a Significant Predictor of Coping Style and Global Self-Worth. Journal of Child Sexual Abuse v11 n4 p53-72 2002 2002-00-00 T 2004 7/11/2004 11:50:38 CIJAPR2004

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No Behavior Problems Child Abuse Females Foster Care Foster Children Mental Health Sexual Abuse Substance Abuse Edmond, Tonya Auslander, Wendy Elze, Diane E. McMillen, Curtis Thompson, Ron Information Analyses Journal Articles Reports - Research ISSN-1053-8712 English Examines the differences between sexually abused and non-sexually abused adolescent females in the foster care system. The girls who had been sexually abused exhibited significantly more behavioral difficulties, including internalizing and externalizing problems. When co-occurrence of substance use and mental health problems were examined, sexually abused girls were significantly more likely to meet the established criteria. (Contains 52 references and 3 tables.) (GCP) EJ676970 Differences between Sexually Abused and Non-Sexually Abused Adolescent Girls in Foster Care. Journal of Child Sexual Abuse v11 n4 p73-99 2002 2002-00-00 T 2004 7/11/2004 11:50:38 CIJAPR2004

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No Child Abuse Correctional Institutions Employee Attitudes Institutional Personnel Sex Differences Sexual Abuse Purvis, Mayumi Ward, Tony Devilly, Grant G. Information Analyses Journal Articles Reports - Research Sex Offenders ISSN-1053-8712 English Examines gender differences in community corrections officers' (CCOs') attributions for child sexual offending. Results found that CCOs' reasons regarding why men sexually abuse children strongly paralleled current scientific theories on the etiology of child sexual abuse. Also, significant gender differences were found regarding the frequency with which participants cited certain types of reasons for child sexual abuse. (Contains 38 references and 2 tables.) (GCP) EJ676971 Community Corrections Officers' Attributions for Sexual Offending against Children. Journal of Child Sexual Abuse v11 n4 p101-23 2002 2002-00-00 T 2004 2016-11-21

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No High School Students High Schools Outcomes of Education Predictor Variables Prevention Program Effectiveness School Counseling Urban Schools Violence Schaefer-Schiumo, Kristin Ginsberg, Amy Patraka Information Analyses Journal Articles Reports - Evaluative ISSN-1096-2409 English Studies the effectiveness of the Warning Signs program in educating urban high school youth about the signs of potential violence in themselves and others. No differences were found with exposure to the program. Presents suggestions for school counselors using this program along with the program's limitations. (Contains 23 references and 5 tables.) (GCP) EJ676972 The Effectiveness of the Warning Signs Program in Educating Youth about Violence Prevention: A Study with Urban High School Students. Professional School Counseling v7 n1 p1-8 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:39 CIJAPR2004

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No Counselor Role Elementary Secondary Education Immigrants School Counseling School Responsibility Student Needs Williams, Franklyn C. Butler, S. Kent Information Analyses Journal Articles ISSN-1096-2409 English This article highlights the issues that concern newly arrived immigrant students from the guidance and counseling perspective, how school systems have responded to these issues, and the implications for school counselors concerning what can be done to better serve newly arrived immigrant students. (Contains 16 references.) (GCP) EJ676973 Concerns of Newly Arrived Immigrant Students: Implications for School Counselors. Professional School Counseling v7 n1 p9-14 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:39 CIJAPR2004

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No Children Childrens Literature Coping Counseling Techniques Counselor Role Crime Death Fear Reading Material Selection School Counseling School Counselors War Nicholson, Janice I. Pearson, Quinn M. Information Analyses Journal Articles ISSN-1096-2409 English Many children are dealing with adult fears, such as death, crime, and war at early ages. School counselors can help children cope with these fears using stories from children's literature. The role that children's literature can play in teaching these coping skills is discussed along with strategies for choosing books. (Contains 33 references.) (GCP) EJ676974 Helping Children Cope with Fears: Using Children's Literature in Classroom Guidance. Professional School Counseling v7 n1 p15-19 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:39 CIJAPR2004

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No Classroom Communication Classroom Environment Cooperation Interpersonal Competence Meetings Skill Development Edwards, Dana Mullis, Fran Information Analyses Journal Articles ISSN-1096-2409 English Educators must find ways to create a climate of cooperation in order to teach students the academic, social, and emotional skills they need to function successfully. Classroom meetings serve as an excellent vehicle for teaching this type of cooperation. Explores research on the effectiveness of classroom meetings, the important components of these meetings, and how to effectively lead classroom meetings. (Contains 34 references and 1 appendix.) (GCP) EJ676975 Classroom Meetings: Encouraging a Climate of Cooperation. Professional School Counseling v7 n1 p20-28 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:39 CIJAPR2004

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No Counselor Training Literature Reviews School Counseling School Counselors Alexander, Charlene M. Kruczek, Theresa Zagelbaum, Adam Ramirez, Maria Chase Information Analyses Journal Articles ISSN-1096-2409 English The Education Trust conducted a series of focus groups in 1996 with school counseling stakeholders and identified specific problems and solutions for school counseling and counselor education programs. The authors examine themes evolving from The Education Trust Initiative to determine how these themes are reflected in the professional school counseling literature. (Contains 16 references and 1 table.) (GCP) EJ676976 A Review of the School Counseling Literature for Themes Evolving from The Education Trust Initiative. Professional School Counseling v7 n1 p29-34 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:40 CIJAPR2004

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No Elementary Education Elementary School Students Evaluation Methods School Counseling Student Needs Test Construction Thompson, Diane Wittmer Loesch, Larry C. Seraphine, Anne E. Information Analyses Journal Articles Reports - Descriptive ISSN-1096-2409 English The assessment of students' counseling needs is an integral component of development and implementation of an effective school counseling program is widely recognized. Unfortunately, this mandate has been hindered by lack of a psychometrically sound measure of students; counseling needs. This article describes the Intermediate Elementary Students Counseling Needs Survey, which was created to alleviate this situation. (Contains 15 references.) (GCP) EJ676977 Development of an Instrument To Assess the Counseling Needs of Elementary School Students. Professional School Counseling v7 n1 p35-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:40 CIJAPR2004

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No Adolescents Black Youth Cultural Influences Middle Class Racial Factors School Counseling Day-Vines, Norma L. Patton, James M. Baytops, Joy L. Information Analyses Journal Articles Multicultural Counseling ISSN-1096-2409 English This article opens with definitions of culturally responsive counseling and middle-class status, continues with a discussion of African American cultural values, explores identity issues and intra-racial stressors, and provides culturally responsive recommendations for working effectively with middle-class African American adolescents. (Contains 40 references.) (GCP) EJ676978 Counseling African American Adolescents: The Impact of Race, Culture, and Middle Class Status. Professional School Counseling v7 n1 p40-51 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Ethics Legal Responsibility Resource Materials School Counseling School Counselors World Wide Web Guillot-Miller, Lynne Partin, Patricia W. Guides - Non-Classroom Information Analyses Journal Articles ISSN-1096-2409 English Identifies major sources of legal and ethical information relevant to school counselors that is available on the World Wide Web. Summaries and Web addresses are provided for major Web sites that address legal and ethical issues in school counseling. (Contains 17 references.) (GCP) EJ676979 Web-Based Resources for Legal and Ethical Issues in School Counseling. Professional School Counseling v7 n1 p52-57 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:41 CIJAPR2004

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No Academic Achievement College Freshmen Freshman Composition Higher Education Individual Development Instructional Improvement Interviews Low Achievement Student Attitudes Bell, James H. Short, Sara Journal Articles Reports - Evaluative ISSN-1079-0195 English Interviews 11 self-defined underachieving college freshmen. Synthesizes 13 definitions of achievement by students. Analyzes the interviews repeatedly to produce a list of the students' concepts of achievement, arranged from the most common to the least common. Finds each student held more than one definition of achieving, some definitions in the forefront affecting actions, others in the background. (SG) EJ676980 Buckling Down: Achieving and Underachieving in the First Year of University. Journal of College Reading and Learning v34 n1 p6-25 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:41 CIJAPR2004

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No Critical Thinking Educational Research High Schools Higher Education Scores Standardized Tests Test Length Testing Time on Task Frisby, Craig L. Traffanstedt, Bobby K. Journal Articles Reports - Research California Critical Thinking Skills Test (College) California Critical Thinking Skills Test (College) ISSN-1079-0195 English Investigates the relationship between total scores on the California Critical Thinking Skills Test (CCTST) and the time taken to complete it. Finds that slower test takers obtained significantly higher scores. Discusses implications of these findings for college instruction. (SG) EJ676981 Time and Performance on the California Critical Thinking Skills Test. Journal of College Reading and Learning v34 n1 p26-43 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change Educational Research Elementary Education Higher Education Reading Instruction Reliability Student Attitudes Tutors Validity McCabe, Patrick P. Miller, Paul M. Journal Articles Reports - Research America Reads Challenge ISSN-1079-0195 English Examines the validity and reliability of a questionnaire developed to determine if college students in the America Reads Challenge who tutored elementary school children reported attitude changes. Finds significant positive attitude changes along the four dimensions of the questionnaire: attitude toward self, children, tutoring, and others. Notes factor analysis yielded good reliability supporting the validity of the questionnaire. (SG) EJ676982 Attitude Changes Reported by College Students Who Tutored Children in Reading. Journal of College Reading and Learning v34 n1 p44-60 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Males Mathematics Instruction Peer Teaching Sex Differences Sex Role Student Attitudes Tutoring Wright, Robin Redmon Journal Articles Reports - Evaluative ISSN-1079-0195 English Examines affective influences on male student attitudes toward peer tutoring. Indicates that gender-specific sociolinguistic characteristics as well as cultural pressures impacted male students' willingness to seek academic assistance. Finds that both male developmental mathematics tutors and male developmental mathematics students admitted to actions or nonactions based on stereotypically gender-driven cultural expectations. (SG) EJ676983 Real Men Don't Ask For Directions: Male Student Attitudes toward Peer Tutoring. Journal of College Reading and Learning v34 n1 p61-75 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:42 CIJAPR2004

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No Academic Accommodations (Disabilities) Academic Achievement Attention Deficit Disorders Instructional Effectiveness Learning Disabilities Postsecondary Education Standardized Tests Trammell, Jack K. Journal Articles Reports - Research ISSN-1079-0195 English Determines whether postsecondary students with learning disabilities (LD) and/or Attention Deficit Disorder (ADD) experienced a differential increase in end-of-term grades when they used academic accommodations required by the Americans with Disabilities Act, with verbal Scholastic Aptitude Test (SAT) scores serving as a baseline predictor. Concludes students with ADD and LD plus ADD experienced a significant boost in grades after using accommodations. Notes mixed results for students with LD. (SG) EJ676984 The Impact of Academic Accommodations on Final Grades in a Postsecondary Setting. Journal of College Reading and Learning v34 n1 p76-90 Fall 2003 2003-00-00 T 2004 7/11/2004 11:50:42 CIJAPR2004

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No Basic Writing Community Colleges Curriculum Development English Instruction Mission Statements Teacher Attitudes Two Year Colleges Fitzgerald, Sallyanne H. Guides - Non-Classroom Journal Articles Chabot College CA ISSN-0147-1635 English Discusses how various factors combined to move Chabot College, a California community college, towards creating a mission statement for all their English courses and within that context, one for their basic writing courses. Notes that the context for the creation of the mission statement includes a commitment to basic writing as a legal mandate, but its final version is unique to the particular context of this college. (SG) EJ676985 Serving Basic Writers: One Community College's Mission Statements. Journal of Basic Writing v22 n1 p5-12 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Basic Writing Community Involvement Curriculum Development English Instruction Higher Education Program Effectiveness Reynolds, Tom Fillipi, Patty Journal Articles Reports - Descriptive ISSN-0147-1635 English Recounts the process of writing guiding curricular documents for the University of Minnesota - General College's basic writing program. Describes how this was a community-building process that involved a wide group of instructors and others connected to the program. Includes the opening statement, as well as the goals and principles of the program, from the document. (SG) EJ676986 Refocus through Involvement: (Re)Writing the Curricular Documents of the University of Minnesota-General College Basic Writing Program. Journal of Basic Writing v22 n1 p13-21 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:43 CIJAPR2004

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No Basic Writing Curriculum Development English Instruction Guidelines Higher Education Program Effectiveness Uehling, Karen S. Journal Articles Reports - Descriptive Boise State University ID ISSN-0147-1635 English Describes a statement of guidelines and goals developed for Boise State University's (BSU) basic writing course. Includes an account of local conditions at BSU, a copy of the statement itself with commentary on its seven competencies, a description of how the document was developed through a collaborative process, and the effects of that development. (SG) EJ676987 Creating a Statement of Guidelines and Goals for Boise State University's Basic Writing Course: Content and Development. Journal of Basic Writing v22 n1 p22-34 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Basic Writing English Instruction Grammar Higher Education Instructional Effectiveness Sentence Structure Kenkel, James Yates, Robert Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0147-1635 English Presents a developmental perspective on text construction, understood as managing information within and across sentence boundaries. Claims that the systematicity in non-standard constructions in basic writer's texts reflects student awareness of three obligatory areas of information management in texts: topic management, reference tracking, and maintenance of given-new information chains. Presents a taxonomy that describes these obligations. (SG) EJ676988 A Developmental Perspective on the Relationship between Grammar and Text. Journal of Basic Writing v22 n1 p35-49 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:43 CIJAPR2004

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No Attitude Change Basic Writing Error Analysis (Language) Grammar Higher Education Language Attitudes Language Usage Gray, Loretta S. Heuser, Paula Journal Articles Reports - Research Nonacademic Personnel ISSN-0147-1635 English Conducts a small-scale survey similar to one conducted by Maxine Hairston in 1979 to test whether nonacademic professionals' attitudes towards usage errors have changed in 20 years. Indicates a trend for respondents to find errors less bothersome than the respondents did 20 years ago. Supports the claim made by Hairston and other researchers that many of the errors found most bothersome are dialect features. (SG) EJ676989 Nonacademic Professionals' Perception of Usage Errors. Journal of Basic Writing v22 n1 p50-70 Spr 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Culture American Indian Students Basic Writing Cultural Awareness Higher Education Research Needs Student Attitudes Writing Skills Gray-Rosendale, Laura Bird, Loyola K. Bullock, Judith F. Guides - Non-Classroom Journal Articles ISSN-0147-1635 English Contends that Native American students have too often been marginalized in Basic Writing research. Notes that educators must work against invisibility of Native American students as well as a collective lack of knowledge about how the cultural functions of tribal life impact writing skills. Concludes with tentative suggestions for future research concerning Native American students and Basic Writing. (SG) EJ676990 Rethinking the Basic Writing Frontier: Native American Students' Challenge to Our Histories. Journal of Basic Writing v22 n1 p71-106 Spr 2003 2003-00-00 T 2004 7/11/2004 11:50:44 CIJAPR2004

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No Academic Achievement Decoding (Reading) Elementary Education Listening Comprehension Reading Difficulties Semantics Hagtvet, Bente E. Journal Articles Reports - Research Phonological Skills ISSN-0922-4777 English Studies the relationship between decoding and comprehension in the oral and written modalities. Shows that poor decoders scored lower than average and good decoders on all comprehension tasks. Suggests a high degree of interdependence between listening comprehension, reading comprehension and decoding. Interprets results in favor of the "phonological deficit hypothesis," but underscores the interaction between linguistic subskills and task demands. (SG) EJ676991 Listening Comprehension and Reading Comprehension in Poor Decoders: Evidence for the Importance of Syntactic and Semantic Skills as Well as Phonological Skills. Reading and Writing: An Interdisciplinary Journal v16 n6 p505-39 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Dyslexia French Reading Difficulties Reading Instruction Reading Research Secondary Education Valdois, Sylviane Bosse, Marie-Line Ans, B. Carbonnel, S. Zorman, Michel David, D. Pellat, Jacques Journal Articles Reports - Evaluative Phonological Processing Visual Processing ISSN-0922-4777 English Describes two French teenagers with developmental reading and writing impairments whose performance was compared to that of chronological age and reading age matched non-dyslexic participants. Suggests that a visual attention disorder might be found to be associated with the patterns of developmental surface dyslexia. Shows that phonological and visual processing deficits can dissociate in developmental dyslexia. (SG) EJ676992 Phonological and Visual Processing Deficits Can Dissociate in Developmental Dyslexia: Evidence from Two Case Studies. Reading and Writing: An Interdisciplinary Journal v16 n6 p541-72 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Ability Elementary Education Phonics Reading Instruction Second Language Learning Sight Method Burnham, Denis Journal Articles Reports - Research Speech Perception ISSN-0922-4777 English Investigates the degree to which native speech perception is superior to non-native speech perception. Shows that language specific speech perception is a linguistic rather than an acoustic phenomenon. Discusses results in terms of early speech perception abilities, experience with oral communication, cognitive ability, alphabetic versus logographic language, phonics versus whole word reading instruction, and the effect of age versus instruction. (SG) EJ676993 Language Specific Speech Perception and the Onset of Reading. Reading and Writing: An Interdisciplinary Journal v16 n6 p573-609 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness College Faculty Communication (Thought Transfer) Epistemology Higher Education Interprofessional Relationship Reflective Teaching Teacher Student Relationship Theater Arts Taylor, Steven S. Journal Articles Opinion Papers ISSN-0893-3189 English Describes the author's experience in writing and directing a staged reading of "Ties That Bind" at the 2002 Academy of Management Meetings in Denver as an all-academy symposium. Presents an epistemology that includes knowing in your gut and knowing in your head. Hopes to facilitate a move within the audience from being a feeling but passive observer to acting based on the thoughts brought on by the performance. (SG) EJ676994 Knowing in Your Gut and in Your Head: Doing Theater and My Underlying Epistemology of Communication. Playwright and Director Reflections on "Ties That Bind." Management Communication Quarterly v17 n2 p272-79 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:45 CIJAPR2004 See CS 765 184-86 for related articles.

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No Audience Awareness College Faculty Epistemology Graduate Students Higher Education Interprofessional Relationship Teacher Student Relationship Theater Arts Taylor, Steven S. Creative Works Journal Articles ISSN-0893-3189 English Presents the text for a staged reading of "Ties That Bind," a story of a particular academic who has just recently started graduate school at a large research university. (SG) EJ676995 Ties That Bind. Management Communication Quarterly v17 n2 p280-300 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:45 CIJAPR2004 See CS 765 183-86 for related articles.

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No College Faculty Epistemology Graduate Students Higher Education Interprofessional Relationship Self Concept Student Attitudes Teacher Attitudes Teacher Student Relationship Theater Arts Elmes, Michael Journal Articles Opinion Papers Impression Management Reflecting (Communication) ISSN-0893-3189 English Makes sense of the performance of Steve Taylor's play, "Ties That Bind," from the perspective of the actors, 14 faculty members, and doctoral students from various universities in the United States by using the interpretive lens of Erving Goffman's Presentation of Self in Everyday Life. (SG) EJ676996 From Gut Knowing: Every Silver Cloud Has a Black Lining. Actor Reflections on "Ties That Bind." Management Communication Quarterly v17 n2 p301-07 Nov 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Epistemology Graduate Students Hegemony Higher Education Interprofessional Relationship Teacher Student Relationship Theater Arts Rosile, Grace Ann Journal Articles Opinion Papers Dramaturgy Self Reflection ISSN-0893-3189 English Suggests that "Ties That Bind" is an exemplary model of critical dramaturgy. Offers a framework of organizational theatrics to provide a context for understanding the author's view of critical dramaturgy. Suggests that Taylor's play is critical dramaturgy because it addresses hegemony and "cooptation." Presents a discussion of the self-reflective aspects of critical dramaturgy that find hegemony and cooptation dynamics in the liberating ambiguity of the play's ending. (SG) EJ676997 To Head Knowledge: Critical Dramaturgy and Artful Ambiguity. Management Communication Quarterly v17 n2 p308-14 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Educational Objectives Engineering Education Evaluation Methods Higher Education Teacher Attitudes Teaching Methods Technical Writing Writing Instruction Smith, Summer Journal Articles Reports - Research Technical Communication ISSN-1057-2252 English Presents the results of an empirical study comparing writing and engineering instructors' responses to students' technical writing. Indicates that the gap between engineering and writing teachers' standards for evaluating technical writing is not as wide as is generally assumed. Concludes that the differences that do emerge suggest ways that the teachers can learn from each other. (PM) EJ676998 What Is "Good" Technical Communication? A Comparison of the Standards of Writing and Engineering Instructors. Technical Communication Quarterly v12 n1 p7-24 Win 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Focus Groups Higher Education Instructional Effectiveness Listening Skills Program Effectiveness Research Methodology Technical Writing Eubanks, Philip Abbott, Christine Journal Articles Reports - Evaluative Technical Communication ISSN-1057-2252 English Recommends focus groups as a useful research methodology for supplementing other, more commonly used measures of qualitative and quantitative assessment. Explains how focus groups can be used to examine teacher and practitioner perspectives of effective technical writing. Provides suggestions on how focus groups can also be used for evaluating texts, programs, and courses. (PM) EJ676999 Using Focus Groups To Supplement the Assessment of Technical Communication Texts, Programs, and Courses. Technical Communication Quarterly v12 n1 p25-45 Win 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Evaluation Educational Objectives Evaluation Methods Higher Education Instructional Effectiveness National Surveys Student Evaluation Teacher Attitudes Technical Writing Cook, Kelli Cargile Journal Articles Reports - Research Technical Communication ISSN-1057-2252 English Reports findings of a national survey of members of the Association of Teachers of Technical Writing. Focuses on practices of assessing student classroom work and what technical writing instructors would like to assess. Finds that technical communication instructors engage in positive practices that allow them to offer their students multiple and varied feedback and assessment. Concludes with recommendations for improving student assessment practices at the departmental, programmatic, and course levels. (PM) EJ677000 How Much Is Enough? The Assessment of Student Work in Technical Communication Courses. Technical Communication Quarterly v12 n1 p47-65 Win 2003 2003-00-00 T 2004 2016-11-23

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No Curriculum Development Educational Objectives Engineering Education Evaluation Methods Group Activities Higher Education Integrated Curriculum Student Motivation Brinkman, Gert W. van der Geest, Thea M. Guides - Non-Classroom Journal Articles Reports - Descriptive Technical Communication ISSN-1057-2252 English Notes that reforms in engineering education have caused a shift from the traditional stand-alone courses in technical communication for engineering students towards communication training integrated in courses and design projects that allows students to develop four levels of competence. Describes three formats for integrated communication training: linked to design projects, integrated in design projects, and integrated at program level. (PM) EJ677001 Assessment of Communication Competencies in Engineering Design Projects. Technical Communication Quarterly v12 n1 p67-81 Win 2003 2003-00-00 T 2004 2016-11-23

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No Editing Evaluation Methods Higher Education Teacher Attitudes Teacher Effectiveness Value Judgment Carliner, Saul Journal Articles Reports - Evaluative Technical Communication ISSN-1057-2252 English Notes that technical communicators have developed different methodologies for evaluating the effectiveness of their work, such as editing, usability testing, and determining the value added. Explains that at least three broad value systems underlie the assessment practices: characteristic-based, task-based, and results-based. Concludes that the most complete form of assessment may involve multiple assessment approaches and triangulated results. (PM) EJ677002 Characteristic-Based, Task-Based, and Results-Based: Three Value Systems for Assessing Professionally Produced Technical Communication Products. Technical Communication Quarterly v12 n1 p83-100 Win 2003 2003-00-00 T 2004 2016-11-21

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No Centralization Curriculum Development Educational Objectives Evaluation Methods Higher Education Teaching Methods Technical Writing Writing Instruction Carter, Michael Anson, Chris M. Miller, Carolyn R. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Technical Communication ISSN-1057-2252 English Notes that technical writing instruction often operates in isolation from other components of students' communication education. Argues for altering this isolation by moving writing instruction to a place of increased programmatic perspective, which may be attained through a means of assessment based on educational outcomes. Discusses two models of technical writing instruction - centralized and diffused. (PM) EJ677003 Assessing Technical Writing in Institutional Contexts: Using Outcomes-Based Assessment for Programmatic Thinking. Technical Communication Quarterly v12 n1 p101-14 Win 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Educational Objectives Higher Education Homosexuality Performance Teacher Attitudes Theater Arts Bottoms, Stephen J. Journal Articles Opinion Papers ISSN-1054-8378 English Notes that in the popular imagination, theatre is still linked integrally and stereotypically with homosexuality. Discusses various critical debates of the 1960s about the linguistic and conceptual divorce of theatre and theatricality from performance and performativity. Concludes that if Theatre Studies has an enemy at all, it is in its own tendency to undervalue itself. (PM) EJ677004 The Efficacy/Effeminacy Braid: Unpicking the Performance Studies/Theatre Studies Dichotomy. Theatre Topics v13 n2 p173-87 Sep 2003 2003-00-00 T 2004 7/11/2004 11:50:48 CIJAPR2004

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No Activism Community Involvement Democracy Performance Political Issues Postsecondary Education Theater Arts Fletcher, John Journal Articles Opinion Papers ISSN-1054-8378 English Contends that community-based theatre (CBT) can productively redefine the parameters of what "political performance" can mean. Draws on the work of community-based performance artist Tim Miller and on the author's experience as a dramaturg to suggest that artists and scholars must develop a revised idea of what constitutes activist democratic practice. Concludes CBT practices provide promising models for an activist theatre interested in exploring political communities. (PM) EJ677005 Identity and Agonism: Tim Miller, Cornerstone, and the Politics of Community-Based Theatre. Theatre Topics v13 n2 p189-203 Sep 2003 2003-00-00 T 2004 7/11/2004 11:50:48 CIJAPR2004

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No Course Descriptions Curriculum Development Educational Objectives Higher Education Performance Student Attitudes Teacher Attitudes Teaching Methods Theater Arts Visual Arts Clark, Laurie Beth Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1054-8378 English Considers the relevance of a semester length curriculum in Performance for Art and Theatre students. Contends that art majors in performance classes learn to value more ephemeral content, to work with time, and to think explicitly about audience, while theatre majors have an opportunity to engage with original, personally expressive content and to take responsibility for all aspects of a production. (PM) EJ677006 Ding Dong School (Skits and Things): Teaching Performance Art. Theatre Topics v13 n2 p205-24 Sep 2003 2003-00-00 T 2004 7/11/2004 11:50:48 CIJAPR2004

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No Creativity Curriculum Development Educational Objectives Higher Education Student Motivation Teacher Attitudes Theater Arts Writing Instruction Roost, Alisa Guides - Classroom - Teacher Journal Articles Writing Intensive Courses ISSN-1054-8378 English Describes the incorporation of writing into theater courses and ways of crafting engaging writing-intensive courses. Contends that in designing writing-intensive courses, theatre professors need to analyze the learning styles, strengths, and weaknesses of theatre majors. Concludes that writing can deepen students' learning experiences, encourage their intellectual analysis, develop discipline for fulfilling obligations, support their creativity, and provide a foundation for meaningful work in the theatre and out. (PM) EJ677007 Writing Intensive Courses in Theatre. Theatre Topics v13 n2 p225-33 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Femininity Gender Issues Higher Education Learning Motivation Sex Role Sex Stereotypes Sexuality Theater Arts Marra, Kim Journal Articles Opinion Papers ISSN-1054-8378 English Outlines the author's research and interest in the life and sexuality of Clyde Fitch, a successful yet historically obscure American playwright and sometime lover of Oscar Wilde. Explains that Fitch whets the author's hunger for more knowledge because of what he revealed about the reigning feminine ideal that he helped codify and that the author struggles to thwart and deconstruct. (PM) EJ677008 Lesbian Scholar/Gay Subject: Turn-of-the-Century Inversions. Theatre Topics v13 n2 p235-46 Sep 2003 2003-00-00 T 2004 7/11/2004 11:50:49 CIJAPR2004

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No Cultural Context Higher Education Parody Self Concept Social Environment Teacher Attitudes Theater Arts Margolin, Deb Journal Articles Reports - Descriptive ISSN-1054-8378 English Contends that parody is the direct result of an attempt to make room for oneself within an airtight, closed, or exclusive social, cultural, or theatrical construct. Provides examples from the author's work, such as an all-women production of "Hamlet" as well as a parody of "The Glass Menagerie." (PM) EJ677009 A Performer's Notes on Parody. Theatre Topics v13 n2 p247-52 Sep 2003 2003-00-00 T 2004 7/11/2004 11:50:49 CIJAPR2004

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No Audience Awareness Journalism Education Scholastic Journalism Secondary Education Writing Instruction Wilken, Lori Guides - Classroom - Teacher Journal Articles Leads (Newspaper) ISSN-0033-6505 English Notes that one of the hardest parts of writing for beginning reporters is the lead. Contends that news stories need to have a clear focus that is reflected in the lead. Provides steps to help student writers with leads. (PM) EJ677010 Start Write. Quill and Scroll v78 n1 p4-5 Oct-Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Faculty Advisers Journalism Education Libel and Slander Scholastic Journalism Secondary Education State Legislation Martinson, David L. Guides - Non-Classroom Journal Articles ISSN-0033-6505 English Explains a type of lawsuit called a Strategic Lawsuits Against Public Participation (SLAPP) action. Notes that a number of states have passed anti-SLAPP laws. Contends that this development in libel law is relevant to student publications advisers. (PM) EJ677011 Anti-SLAPP Laws: A Legal Development Publications Advisers Can Utilize to Bolster Support for Freedom of the Student Press. Quill and Scroll v78 n1 p7-8 Oct-Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:50:50 CIJAPR2004

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No Editors Interpersonal Competence Scholastic Journalism Secondary Education Student Leadership Student Motivation Work Ethic Konkle, Bruce E. Journal Articles ISSN-0033-6505 English Contends that in scholastic journalism, the editor might not be the best writer, designer, or photographer, but he or she must have a vision of what the final publication should be. Lists the following desirable traits of an editor: strong work ethic; motivation; organization; background knowledge; and responsibility. (PM) EJ677012 A Synonym for Editor Must Be Leader. Quill and Scroll v78 n1 p10-12 Oct-Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:50:50 CIJAPR2004

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No Curriculum Development Educational Objectives Primary Education Teacher Attitudes Teaching Methods Writing Attitudes Writing Instruction Writing Workshops White, Zoe Ryder Journal Articles Opinion Papers ISSN-0739-0084 English Explores the differences in the author's life between when she was a writer who taught and a teacher who writes. Explains that when she was a teaching writer, she wanted to shock, surprise, and astound students immediately with the potential of language. Concludes that as a classroom teacher, her goals are reached more slowly. (PM) EJ677013 Portrait of the Artist as a Full-Time Teacher. Teachers & Writers v35 n1 p3-10 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:50:50 CIJAPR2004

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No Censorship Creative Writing Elementary Secondary Education Student Attitudes Teacher Attitudes Teaching Methods Writing Instruction Hurley, Maureen Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-0739-0084 English Contends that since Columbine and September 11th, censorship and subtle forms of censure have begun to hinder educators in their efforts to teach creative writing. Explains that in this environment, many teachers feel the need to self-censor to keep administrators happy. Outlines the author's attempt to help students deal with contemporary events through historical readings. (PM) EJ677014 McCarthy in the Classroom? Teachers & Writers v35 n1 p15-18 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:50:51 CIJAPR2004

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No Higher Education Reading Instruction Secondary Education Short Stories Student Motivation Teaching Methods Writing Instruction Mills, Mark Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0739-0084 English Notes that central to the short story form are three tools of fiction: voice; point of view; and setting. Discusses examples of short stories by famous authors. Explains that the very short story has become popular with high school and college teachers as a way to pique students' interest in writing fiction and in analyzing complex longer stories and novels. Discusses teaching exercises. (PM) EJ677015 Minimalism's Grace. Teachers & Writers v35 n1 p21-23 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:50:51 CIJAPR2004

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No Higher Education Interviews Language Usage Translation Writing Attitudes Writing Strategies Sharpe, Matthew Journal Articles Opinion Papers ISSN-0739-0084 English Includes an interview with writer Lydia Davis. Discusses her definition of story, her use of endings, and her language choice. Provides an excerpt of her translation of Marcel Proust's "Swann's Way." (PM) EJ677016 Man With Dog and a Madeleine. Teachers & Writers v35 n1 p25-28 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:50:51 CIJAPR2004

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No Crime Ethics Journalism Education Media Coverage Photojournalism Scholastic Journalism Secondary Education Victims of Crime Gest, Ted Krajicek, David Hackney, Suzette Moore, Melissa Journal Articles Reports - Descriptive ISSN-0010-3535 English Presents four brief articles on covering crime. Notes that reporting on crimes requires special skills for student reporters, editors, and photographers. Explains how to gain access to scenes, to develop journalistic ethics, and how to cover crime and its victims. Discusses the relation of race and ethnic issues to crime, and how visual documentation requires attention to detail. (PM) EJ677017 Covering Crime. Communication: Journalism Education Today v37 n1 p5-14 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:51 CIJAPR2004

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No Current Events High Schools Journalism Education Local Issues Media Coverage Scholastic Journalism War World Affairs Inouye, Emily Guides - Non-Classroom Journal Articles ISSN-0010-3535 English Notes that high school students have an incredible number of issues they must face daily. Contends that it is vital for a high school newspaper to find a balance between coverage of world events and local occurrences so that everything is relevant to high-school readers. Provides examples of eight high school newspapers' coverage of the 2003 war in Iraq. (PM) EJ677018 Student Publications Localize Conflict in Iraq. Communication: Journalism Education Today v37 n1 p15-19 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:52 CIJAPR2004

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No Communication Skills Educational Objectives Interpersonal Competence Interviews Journalism Education Scholastic Journalism Secondary Education Student Research Harrison, Dale Guides - Non-Classroom Journal Articles ISSN-0010-3535 English Notes that student journalists face a challenge in gaining the respect needed from sources to glean a high quality of information. Contends that in addition to researching the specifics of articles before interviews, part of the preparation needs to be classroom instruction on source cultivation and interpersonal skills. Provides 10 commonsense interviewing guidelines. (PM) EJ677019 The Sources Are the Story: Establishing Personal Rapport with Sources Is Key to Reporter's Success. Communication: Journalism Education Today v37 n1 p22-24 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:52 CIJAPR2004

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No Communication Skills Interviews Journalism Education Questioning Techniques Scholastic Journalism Secondary Education Student Research Thinking Skills Knight, David Guides - Non-Classroom Journal Articles ISSN-0010-3535 English Outlines the attempts of two fictional journalism students to learn the correct way to interview. Emphasizes the importance of doing homework and researching multiple angles. Explains that thinking of questions and taking careful notes are important steps in the process. (PM) EJ677020 A Tale of Two Interviews: Two Aspiring Journalists Struggle to Master the Art of Interviewing. Communication: Journalism Education Today v37 n1 p25-31 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:52 CIJAPR2004

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No Childrens Literature Illustrations Journalism Education Secondary Education Student Attitudes Student Motivation Teaching Methods Graff, Pat Journal Articles Reference Materials - Bibliographies ISSN-0010-3535 English Notes that even high school students enjoy an occasional reading from a children's book. Explains that many different children's books can be incorporated as the basis for activities in the journalism classroom. Presents annotations of seven specific books that can be used in a journalism class. (PM) EJ677021 Using Children's Books in Journalism Programs. Communication: Journalism Education Today v37 n1 p32-33 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:53 CIJAPR2004

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No Photographs Portfolios (Background Materials) Scholastic Journalism Secondary Education Student Motivation Teaching Methods Gathright, Pat Guides - Classroom - Teacher Journal Articles ISSN-0010-3535 English Explains a project, which involves creating a book using digital images. Notes that teachers can create books with samples of their work. Provides other suggestions for using this project, such as teaching scanning, creating a photo portfolio as a semester exam project, or creating introduction pieces for yearbook or newspaper staffers. (PM) EJ677022 Create a Pint-Sized Photo Book. Communication: Journalism Education Today v37 n1 p34-35 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:53 CIJAPR2004

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No Computer Graphics Computer Software Reviews Journalism Education Scholastic Journalism Secondary Education Technology Uses in Education Journal Articles Opinion Papers ISSN-0010-3535 English Explains that Adobe InDesign 2.0 moves desktop to new possibilities because it combines the best of modern graphics techniques. Provides explanations of the following aspects of InDesign: drop shadow; align objects; define styles; type on a path; grids; accessible patterns; gradients; create outlines; indexing; and shows missing point. (PM) EJ677023 Top Ten Reasons To Use InDesign for Scholastic Media. Communication: Journalism Education Today v37 n1 p36-37 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:50:53 CIJAPR2004

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No Business Communication Foreign Countries Higher Education Primary Sources Technical Writing Writing Instruction Richardson, Malcolm Guides - Non-Classroom Journal Articles England Historical Background United Kingdom (England) ISSN-0021-9436 English Discusses the Gawdy Papers, a mostly unpublished collection of family papers in the British Library consisting of over 5000 documents that cover a large period in the history of modern business writing (1509-c. 1750). Notes that they are extremely helpful in formulating tentative theories about the history of business writing. (SG) EJ677024 The Gawdy Papers (1509-c. 1750) and the History of Professional Writing in England. Journal of Business Communication v40 n4 p253-65 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Communication Apprehension Communication Research Higher Education Questionnaires Research Methodology Student Attitudes Test Construction Test Items Writing Apprehension Bline, Dennis Lowe, Dana R. Meixner, Wilda F. Nouri, Hossein Journal Articles Reports - Research Writing Apprehension Test (Daly and Miller) Writing Apprehension Test ISSN-0021-9436 English Presents the results of an investigation about the effect of question order randomization on the psychometric properties of two frequently used oral and written apprehension instruments: McCroskey's oral communication apprehension scale and Daly and Miller's writing apprehension scale. Shows that the measurement properties of these instruments were significantly altered when the question order was randomized. (SG) EJ677025 Measurement Data on Commonly Used Scales To Measure Oral Communication and Writing Apprehensions. Journal of Business Communication v40 n4 p266-88 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Business Communication College Graduates Communication Research Fringe Benefits Higher Education Recruitment Student Attitudes Jennings, Melody Werbel, James D. Power, Mark L. Journal Articles Reports - Research ISSN-0021-9436 English Evaluates the influence of quality of information communicated about both nontraditional and traditional benefits on the recruitment of college graduates. Examines how communicating different degrees of information influences willingness to accept a job. Finds that increasing the quality of information communicated about traditional benefits decreased the willingness to accept job offers, while increasing the quality of communication about nontraditional benefits increased students' perceived value of those benefits. (SG) EJ677026 The Impact of Benefits on Graduating Student Willingness To Accept Job Offers. Journal of Business Communication v40 n4 p289-302 Oct 2003 2003-00-00 T 2004 7/11/2004 11:50:54 CIJAPR2004

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No Attitude Change Higher Education Student Attitudes Student Evaluation Writing Instruction Writing Laboratories Morrison, Julie Bauer Nadeau, Jean-Paul Journal Articles Reports - Research ISSN-0889-6143 English Uses follow-up telephone calls to writing center visitors to determine whether their level of satisfaction with writing center services had remained the same over time. Indicates that when students learned of their grades, they altered their previous perceptions of their writing sessions. Suggests a seemingly positive tutoring session can result in a student deciding it is not worth the time to visit the writing center again. (SG) EJ677027 How Was Your Session at the Writing Center? Pre- and Post-Grade Student Evaluations. Writing Center Journal v23 n2 p25-42 Spr-Sum 2003 2003-00-00 T 2004 7/11/2004 11:50:54 CIJAPR2004

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No Case Studies College Students Higher Education Mexican Americans Student Attitudes Student Empowerment Writing Instruction Writing Laboratories Newman, Beatrice Mendez Guides - Non-Classroom Journal Articles ISSN-0889-6143 English Presents three Hispanic students' experiences with the writing center. Suggests that the writing center centers students by helping them find a voice in the academy and by empowering them in ways that traditional institutional authority does not. Lists four ways in which the writing center can help Hispanic students. (SG) EJ677028 Centering in the Borderlands: The Writing Center at Hispanic Serving Institutions. Writing Center Journal v23 n2 p43-62 Spr-Sum 2003 2003-00-00 T 2004 7/11/2004 11:50:55 CIJAPR2004

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No Higher Education Theories Tutors Writing Laboratories Dinitz, Sue Kiedaisch, Jean Guides - Non-Classroom Journal Articles ISSN-0889-6143 English Presents three tutors' contributions to writing center theory. Shows how writing center theory can be enriched by including tutor voices and perspectives. Discusses the importance of including tutors in the construction of writing center theory. (SG) EJ677029 Creating Theory: Moving Tutors to the Center. Writing Center Journal v23 n2 p63-76 Spr-Sum 2003 2003-00-00 T 2004 7/11/2004 11:50:55 CIJAPR2004

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No Case Studies Educational Research Grade 2 Individual Development Primary Education Self Concept Student Attitudes Student Empowerment Teacher Student Relationship Writing Instruction Scott, Candice Journal Articles Reports - Evaluative ISSN-0013-8355 English Presents a case study action research project that considers how purposeful emphasis on emotional awareness could potentially influence the feelings of self-confidence and empowerment, which are two demonstrations of emotional growth. Suggests that a significant factor in promoting the emotional development of students is the genuine interest of the teacher. (SG) EJ677030 Emotional Awareness. English Quarterly v35 n2 p1-10 2003 2003-00-00 T 2004 7/11/2004 11:50:55 CIJAPR2004

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No Case Studies Instructional Improvement Reading Achievement Reading Difficulties Reading Instruction Secondary Education Student Attitudes Student Evaluation Teacher Student Relationship Hynes, Myrna Guides - Classroom - Teacher Journal Articles ISSN-0013-8355 English Describes the experience of creating an evaluation collage of one struggling reader that involves observation of linear development over a long period of time in a variety of contexts, records that reconstruct those multiple contexts, and the analysis of multiple sources of information, such as observations, interactions, and different types of samples of students' work. (SG) EJ677031 Assessing Growth in Reading through Multiple Sources of Information. English Quarterly v35 n2 p11-18 2003 2003-00-00 T 2004 7/11/2004 11:50:55 CIJAPR2004

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No Critical Thinking Holistic Approach Preservice Teachers Reading Instruction Sciences Secondary Education Teacher Education Mah, Steven Chinnery, Charlene Guides - Classroom - Teacher Journal Articles Reports - Descriptive Shakespeare (William) ISSN-0013-8355 English Describes an assignment in which the preservice teacher must find a connection between science and Shakespeare. Connects the science of the witches in Shakespeare's "Macbeth" to the holistic approach of education. (SG) EJ677032 Science and Shakespeare. English Quarterly v35 n2 p22-24 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Instructional Improvement Research Needs Secondary Education Sexual Identity Teacher Education Teacher Student Relationship Moje, Elizabeth Birr MuQaribu, Mudhillun Journal Articles Opinion Papers ISSN-1081-3004 English Calls for more attention to literacy teaching practices and teacher education that acknowledge sexual identity and orientation as key aspects of youth identity development. Discusses experience-based pedagogy and classroom interactions around sexual identities and texts. Notes the need for research and scholarship in the field of literacy and sexual identity. (SG) EJ677033 Literacy and Sexual Identity. Journal of Adolescent & Adult Literacy v47 n3 p204-08 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:56 CIJAPR2004

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No Adolescent Literature Annotated Bibliographies Reading Instruction Reading Material Selection Secondary Education Student Attitudes Journal Articles Reference Materials - Bibliographies Trade Books ISSN-1081-3004 English Presents annotations of 30 trade books on this year's list of Young Adults' choices that are the results of voting by students in five different regions of the United States. Notes that the books selected were published in 2001 and each book had to have at least two positive reviews from recognized sources. (SG) EJ677034 Young Adults' Choices for 2003. Journal of Adolescent & Adult Literacy v47 n3 p211-17 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Basic Education Bilingual Education Bilingual Students Instructional Improvement Literacy Education Program Effectiveness Huerta-Macias, Ana G. Guides - Classroom - Teacher Journal Articles ISSN-1081-3004 English Provides some historical perspectives on bilingual instruction for adults. Discusses several factors that currently have an impact on education for language-minority adults. Makes a case for the development of bilingual instruction for adults. Concludes with an example of what bilingual instruction might look like in a classroom and with a call for educational equity for language-minority adults. (SG) EJ677035 Meeting the Challenge of Adult Education: A Bilingual Approach to Literacy and Career Development. Journal of Adolescent & Adult Literacy v47 n3 p218-26 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:57 CIJAPR2004

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No Critical Thinking Inquiry Instructional Innovation Literacy Education Questioning Techniques Secondary Education Teacher Role Ciardiello, A. Vincent Guides - Classroom - Teacher Journal Articles ISSN-1081-3004 English Describes how the question-finding strategy teaches students to search for questions embedded in the text or "hidden" within the subtext. Notes that the skills of question-finding can be applied to any content area that uses resources and materials that stimulate inquiry learning. (SG) EJ677036 "To Wander and Wonder": Pathways to Literacy and Inquiry through Question-Finding. Journal of Adolescent & Adult Literacy v47 n3 p228-39 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:57 CIJAPR2004

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No Adolescent Literature Critical Thinking Discussion (Teaching Technique) Grade 11 Grade 12 Picture Books Reader Response Reading Instruction Secondary Education Student Attitudes Connor, Julia Johnson Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1081-3004 English Considers how the use of a picture book with adolescents enhances lessons and evokes aesthetic responses. Reports 11th and 12th graders' efferent and aesthetic responses to the poignantly evocative narrative paintings portrayed in the wordless picture book "The Middle Passage" by Tom Feelings. (SG) EJ677037 "The Textbooks Never Said Anything About...." Adolescents Respond to "The Middle Passage: White Ships/Black Cargo." Journal of Adolescent & Adult Literacy v47 n3 p240-46 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:57 CIJAPR2004

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No Decoding (Reading) Elementary Education Instructional Innovation Program Effectiveness Reading Comprehension Reading Instruction Student Attitudes Fischer, Cynthia Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1081-3004 English Presents the structured comprehension method, a strategy that facilitates literal, inferential, and critical reading comprehension for passive readers who can decode but not comprehend. Uses the method to illustrate how other areas of students' instruction (e.g., vocabulary enhancement through morphemic analysis, use of a phonogram approach to decoding unfamiliar multisyllabic words) are used to enable comprehension. (SG) EJ677038 Revisiting the Reader's Rudder: A Comprehension Strategy. Journal of Adolescent & Adult Literacy v47 n3 p248-56 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:57 CIJAPR2004

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No Literature Appreciation Media Literacy Popular Culture Reading Instruction Secondary Education Student Attitudes Student Motivation Goodson, F. Todd Norton-Meier, Lori Guides - Classroom - Teacher Journal Articles ISSN-1081-3004 English Considers how as standards and assessments become ever more rigorous, students become ever more difficult to motivate. Presents three hypothetical student scenarios. Discusses ways to connect to students who are uninterested in literature by using popular culture media from their own lives, such as music lyrics. (SG) EJ677039 Motor Oil, Civil Disobedience, and Media Literacy. Journal of Adolescent & Adult Literacy v47 n3 p258-62 Nov 2003 2003-00-00 T 2004 7/11/2004 11:50:58 CIJAPR2004

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No Educational Research Evaluation Methods Government School Relationship Higher Education Interviews Teacher Attitudes Writing (Composition) Writing Instruction Spinner, Jenny Journal Articles Opinion Papers ISSN-1064-6051 English Interviews Lynn Z. Bloom, a professor and writer involved in composition studies. Discusses the emergence of composition studies as a field, and Bloom's place in that growing field. Examines her teaching career and challenges facing writing teachers today. (PM) EJ677040 "Once More to the Essay": An Interview with Lynn Z. Bloom. Writing On the Edge v12 n2 p9-18 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:58 CIJAPR2004

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No Essays Higher Education Outlining (Discourse) Teacher Attitudes Teaching Methods Writing (Composition) Writing Instruction Hoy, Pat C., II Journal Articles Opinion Papers ISSN-1064-6051 English Notes that in a familiar essay, the form is determined by the peculiar way that a person tells a story. Contends that the act of writing needs no preconceived outline, reserving the right for the writing to seek its own shape, order, and texture. Concludes that conceived and composed in this way, the essay bears allegiance to the writer. (PM) EJ677041 Requiem for the Outline. Writing On the Edge v12 n2 p19-27 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:58 CIJAPR2004

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No Curriculum Development Higher Education Metacognition Poetry Teaching Methods Writing Instruction Writing Processes Martinez, Valerie Guides - Classroom - Teacher Journal Articles ISSN-1064-6051 English Notes that the reading and writing of poetry in the composition classroom asks students to participate in metacognition. Examines how writing teachers may use poetry activities to foster metalinguistic awareness as well as to meet many of the demands of the composition classroom. Contends that poetry is a missing link in an incomplete chain of teaching strategies for writing. (PM) EJ677042 Missing Link: Metacognition and the Necessity of Poetry in the Composition Classroom. Writing On the Edge v12 n2 p33-52 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:59 CIJAPR2004

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No Higher Education Interpersonal Relationship Teacher Attitudes Writing (Composition) Writing Workshops Diogenes, Marvin Journal Articles Opinion Papers ISSN-1064-6051 English Discusses various personalities encountered in a writing workshop. Outlines the relationships and assumptions between writers. Provides parallels between these relationships and a story being written by the author. (PM) EJ677043 The Workshop Elf. Writing On the Edge v12 n2 p55-61 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:59 CIJAPR2004

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No Cultural Background English (Second Language) Higher Education Plagiarism Teacher Attitudes Writing Instruction Prochaska, Eric Journal Articles Opinion Papers ISSN-1064-6051 English Explains that as a modern Western concept, the notion of plagiarism is now being used as a gate-keeping device, employed chiefly against non-English writing academics. Notes that international scholars are required to write in English and that access to English creates an academic elite who may master the rhetorical patterns of English. Discusses definitions of plagiarism, and how it can be coped with in the classroom. (PM) EJ677044 Western Rhetoric and Plagiarism: Gatekeeping for an English-Only International Academia. Writing On the Edge v12 n2 p65-79 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:59 CIJAPR2004

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No Classroom Environment Higher Education Humor Student Attitudes Student Empowerment Student Motivation Teacher Attitudes Teaching Methods Graban, Tarez Samra Guides - Classroom - Teacher Journal Articles ISSN-1064-6051 English Explains how humor not merely creates a comfortable classroom environment, but also a sense of community, which empowers students as writers. Notes that once empowered in this way, students are free to express themselves in writing and discussion without holding back. Concludes that with humor, teachers can let go of carefully crafted lesson plans and instead respond to students as learners. (PM) EJ677045 The Empowerment of Laughter and the Language of Community. Writing On the Edge v12 n2 p81-83 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:50:59 CIJAPR2004

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No Family Role Higher Education Memory Physicians Writing (Composition) Writing for Publication Writing Processes Flynn, Dale Bachman Journal Articles Reports - Descriptive ISSN-1064-6051 English Interviews Oliver Sacks, a doctor and author of eight books. Discusses his newest book, his upbringing, and memory. Explains how the medical profession influences his writing. (PM) EJ677046 "A Strange Hodgepodge": An Interview with Oliver Sacks. Writing On the Edge v12 n2 p85-95 Spr-Sum 2001 2001-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:00 CIJAPR2004

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No Adolescent Literature Interviews Nonfiction Secondary Education Writing (Composition) Writing Instruction Boe, John Schroeder, Eric Journal Articles Opinion Papers ISSN-1064-6051 English Presents an interview with William E. Coles, Jr. Notes that his writings on composition are among the earliest and best examples of creative nonfiction in composition studies. (SG) EJ677047 "Failure Is the Way We Learn": An Interview with William E. Coles, Jr. Writing On the Edge v13 n1 p7-22 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:00 CIJAPR2004

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No Higher Education Individual Development Journal Writing Reflective Teaching Writing Instruction Heller, Mike Journal Articles Opinion Papers Quakers ISSN-1064-6051 English Brings together 25 years of experience of keeping journals, thinking about landscape, and attending Quaker meetings. Suggests that good writing happens not despite our "busyness," but rather because we have found ways to attend to our outward lives by attending to our inward lives. Considers how the journal becomes a doorway to the inward landscape. (SG) EJ677048 The Journal as Doorway to the Inward Landscape: A Meditation on Writing and Place. Writing On the Edge v13 n1 p23-31 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-21

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No Reflective Teaching Secondary Education Teacher Attitudes Teacher Student Relationship Writing Instruction Puccio, Paul M. Journal Articles Opinion Papers ISSN-1064-6051 English Presents the author's ideas about teaching in the form of a letter to his students. Gives his message in the form of a story. Focuses on a reverence for questions, an acceptance of solitude, and a commitment to reflectiveness. (SG) EJ677049 Letter to My Students. Writing On the Edge v13 n1 p32-36 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:01 CIJAPR2004

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No Higher Education Instructional Improvement Reflective Teaching Secondary Education Student Attitudes Teacher Student Relationship Writing Instruction Bishop, Wendy Davis, Kevin Journal Articles Opinion Papers ISSN-1064-6051 English Presents correspondences between the two authors discussing the role of love in the writing classroom. Concludes that "Love" plays a very important role in many aspects of writing and instruction. (SG) EJ677050 What's Love Got To Do with It? - A Correspondence. Writing On the Edge v13 n1 p39-56 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:01 CIJAPR2004

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No Higher Education Instructional Improvement Poetry Student Attitudes Writing Instruction Writing Workshops Hunley, Tom C. Journal Articles Opinion Papers ISSN-1064-6051 English Considers how the author has seen the best minds of his generation destroyed by faulty pedagogy. Argues that the traditional workshop model was designed as a method for teaching elite graduate students, but notes that many undergraduate poetry writing instructors still employ it. Presents and elaborates on an alternative "Five-Canon" approach to teaching poetry. (SG) EJ677051 It Doesn't Work for Me: A Critique of the Workshop Approach to Teaching Poetry Writing and a Suggestion for Revision. Writing On the Edge v13 n1 p59-77 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:01 CIJAPR2004

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No Curriculum Design Freshman Composition Higher Education Instructional Innovation Poetry Student Attitudes Allen, Paul Guides - Classroom - Teacher Journal Articles ISSN-1064-6051 English Considers how including the study of poetry in freshman composition, particularly contemporary poetry with no critical history, sometimes leads to a dilemma. Suggests that because of the diversity of freshman and the nature of poetry itself, they need less specialized instruction, which requires the tangle of trying to teach analytical terms while also teaching basic elements of writing - chiasmus, metaphor, and tone while teaching support, subordination, and thesis. (SG) EJ677052 "Something Beyond Meaning": The Poet's Problem in Freshman Composition. Writing On the Edge v13 n1 p79-90 Fall 2002 2002-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:02 CIJAPR2004

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No Ethics Guidelines Higher Education Interviews Research Methodology Student Rights Writing (Composition) Brooke, Robert Goodburn, Amy Journal Articles Opinion Papers Conference on Coll Composition and Communication ISSN-1064-6051 English Presents an e-interview in which two leading scholars on research ethics discuss the current state of ethical research in relation to the 2001 Conference on College Composition and Communication "Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies." (SG) EJ677053 The Ethics of Research and the CCCC Ethical Guidelines: An Electronic Interview with Ellen Cushman and Peter Mortensen. Writing On the Edge v13 n2 p7-20 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-21

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No Ethics Guidelines Higher Education Postmodernism Student Rights Writing (Composition) Haswell, Janis E. Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Discusses the publication of "Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies" in the journal "College Composition and Communication." Notes that the Guidelines were developed as a reaction to the present situation wherein (1) student writing increasingly is the subject of English teachers' publications and presentations, and (2) there have been abuses of students' rights, privacy, and dignity in the past. (SG) EJ677054 Ethics in a Postmodern Age: Lapsing into Legalism. Writing On the Edge v13 n2 p21-30 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:02 CIJAPR2004 Ethics Special Issue.

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No Ethics Guidelines Higher Education Policy Formation Research Methodology Teacher Student Relationship Writing (Composition) Wallace, David Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Proposes that educators and researchers need guidelines that not only address the potential power abuses in researcher/teacher to participant/student relationships, they also need guidelines that deal substantively with the impossibility of researchers taking completely objective, detached stances. Suggests several principles that should be addressed in a more complete policy. (SG) EJ677055 Informed Dissent: Beyond IRB Ethics in Research. Writing On the Edge v13 n2 p31-44 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:03 CIJAPR2004 Ethics Special Issue.

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No Epistemology Ethics Guidelines Higher Education Research Methodology Writing (Composition) Writing Research Sun, Lulu C. H. Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Considers how to represent students and their writings in composition research, specifically how to represent the students themselves. Suggests that when contemplating the "Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies," educators need to consider their epistemological stance, their choices in epistemology, discourse, and research. (SG) EJ677056 Presenting and Mispresenting Students: Constructing an Ethic of Representation in Composition Studies. Writing On the Edge v13 n2 p45-55 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:03 CIJAPR2004 Ethics Special Issue.

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No Ethics Higher Education Research Methodology Rhetoric Writing (Composition) Writing Research Hood, Carra Leah Guides - Non-Classroom Journal Articles Conference on Coll Composition and Communication ISSN-1064-6051 English Scrutinizes the Conference on College Composition and Communication ethics committee's adoption of the rhetoric of ethics to discuss a research situation comparable to one formerly standard in anthropology and psychology, which professional committees in both fields now consider unethical. Suggests that the use of students as the object of interpretation can simply not be considered ethical in composition research. (SG) EJ677057 The Ethics of Researching Composition Students and Their Work. Writing On the Edge v13 n2 p56-66 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-21

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No Audience Awareness Ethics Guidelines Higher Education Scholarly Journals Writing (Composition) Writing for Publication Writing Research Bloom, Lynn Z. Guides - Non-Classroom Journal Articles ISSN-1064-6051 English Addresses interrelated sets of ethical considerations: the ethical principles for representing students and student writing in the teacher's own publications of two types--in textbooks designed for student use, and in research publications and conference presentations designed for the author's peers. Lists 10 points to make clear to students whose writing might be used for publication. (SG) EJ677058 The Good, the Bad, and the Ugly: Ethical Principles for (Re)Presenting Students and Student Writing in Teachers' Publications. Writing On the Edge v13 n2 p67-82 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:03 CIJAPR2004 Ethics Special Issue.

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No Editing Ethics Faculty Publishing Guidelines Higher Education Scholarly Journals Teacher Role Writing for Publication Tassoni, John Paul Tayko, Gail Guides - Non-Classroom Journal Articles Conference on Coll Composition and Communication ISSN-1064-6051 English Discusses the authors' attempts to enact a process they have come to call "editing dialogics" and its relation to the Conference on College Composition and Communication's "Guidelines for the Ethical Treatment of Students and Student Writing in Composition Studies." Makes their roles explicit to expose elements of scholarly publication that might hinder ethical collaboration between editors and student-researchers. (SG) EJ677059 Editing Dialogics: Ethical Issues Concerning Student Contributors in Edited Collections. Writing On the Edge v13 n2 p83-101 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 2016-11-23

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No Administrator Behavior Ethics Guidelines Higher Education Rhetoric Writing (Composition) Writing Laboratories Duffey, Suellynn Journal Articles Opinion Papers ISSN-1064-6051 English Suggests that the ethical space of writing program administrator (WPA) work, the rhetorical, probable, and material space, includes an inescapable constraint, the unenforceability of rules. Presents and illustrates four themes in which to look at ethics and agency in WPA space: freedom and responsibility; enforceability and agency; "the horns of a dilemma"; and collaborative program structure and agency. (SG) EJ677060 Ethics and Agency in WPA Space. Writing On the Edge v13 n2 p102-12 Spr 2003 2003-00-00 Writing on the Edge, Campus Writing Center, University of California, Davis, CA 95616. Web site: http://wwwenglish.ucdavis.edu/compos/woe/default.html. T 2004 7/11/2004 11:51:04 CIJAPR2004 Ethics Special Issue.

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No Academic Ability Early Childhood Education Learning Readiness Literacy Vail, Kathleen Journal Articles Reports - Descriptive Project Head Start Reauthorization Legislation ISSN-0003-0953 English Discusses early childhood learning issues surrounding the reauthorization debate for Head Start, with particular focus on the Bush administration's proposal to emphasize literacy and academic skills. (PKP) EJ677061 Ready To Learn. American School Board Journal v190 n11 p14-17 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Board of Education Role Early Childhood Education Equal Education Learning Readiness Reading Skills Fisher, Diane Journal Articles Reports - Descriptive ISSN-0003-0953 English Argues for ensuring that all preschool children receive the same learning opportunities, especially learning to read. Discusses the role school boards can play in ensuring children enter school ready to learn. (PKP) EJ677062 Level the Learning Field. American School Board Journal v190 n11 p18-20 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:05 CIJAPR2004

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No High Schools Mathematics Activities Mathematics Curriculum Nontraditional Education Science Activities Science Curriculum Urban Education MacPhee, Barbara C. Dempesy, Colby W. Journal Articles Reports - Descriptive ISSN-0003-0953 English Discusses the New Orleans Center of Science & Mathematics, an alternative high school with an activity-based curriculum specializing exclusively in mathematics and science courses for inner-city students. (PKP) EJ677063 Science and Math for All. American School Board Journal v190 n11 p22-25 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:05 CIJAPR2004

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No Board of Education Role Community Problems Elementary Schools School Closing Wertz, Dan C. Journal Articles Reports - Descriptive Michigan Michigan ISSN-0003-0953 English Describes lengthy process and repercussions related to the difficult decision by school board of the Okemos Public Schools in Ingham County, Michigan, to close an elementary school. (PKP) EJ677064 Shutting the Doors. American School Board Journal v190 n11 p26-28 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Administrator Effectiveness College Preparation Federal Aid High School Students Literacy Secondary Education Small Schools Teacher Effectiveness Frost, Susan Journal Articles Reports - Descriptive ISSN-0003-0953 English Discusses four initiatives proposed by the Alliance for Excellent Education (www.all4ed.org) to improve student success in high school. Involves adolescent literacy, teacher and principal quality, college preparation, and smaller learning communities. Argues for more federal investment in secondary schools. (PKP) EJ677065 The Shortchanged High School. American School Board Journal v190 n11 p29-31 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:05 CIJAPR2004

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No Character Education High School Students Program Effectiveness Student Attitudes Romanowski, Michael Journal Articles Reports - Descriptive Ohio Ohio ISSN-0003-0953 English Reports results of interviews with 144 students at a high school in central Ohio regarding their opinions about effectiveness of the school's character education program. Describes student views about what works in the program. (PKP) EJ677066 Lessons for Life. American School Board Journal v190 n11 p32-35 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Character Education Elementary Education Elementary Schools Colgan, Craig Journal Articles Reports - Descriptive Michigan Michigan ISSN-0003-0953 English Describes charter education program at the Moraine Elementary School in Northville, Michigan, named a National School of Character in 2002 by the Washington, D.C.-based Character Education Partnership. (PKP) EJ677067 Making Character Education Work. American School Board Journal v190 n11 p34-35 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Cost Effectiveness Equal Education Federal Aid Preschool Education Black, Susan Journal Articles Reports - Research ISSN-0003-0953 English Discusses research on the cost and benefits of government-funded universal preschool education. (Contains 12 references.) (PKP) EJ677068 In the Beginning. American School Board Journal v190 n11 p36-39 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:06 CIJAPR2004

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No Administrators Boards of Education Educational Research Elementary Secondary Education Field Interviews Merit Pay Program Effectiveness Program Implementation Supervisors Young, I. Phillip Journal Articles Reports - Descriptive ISSN-0003-0953 English Structured interviews with 575 administrators and supervisors in 6 school districts finds 8 impediments to school board implementation of an effective merit pay system for these employees: Lack of knowledge, teacher heritage, supervisor's ability, supervisor's motivation, managerial prerogatives, amount of rewards, and type of rewards. Offers suggestions for overcoming some of these obstacles. (PKP) EJ677069 The Trouble with Pay for Performance. American School Board Journal v190 n11 p40-42 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:07 CIJAPR2004

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No Bullying Educational Research Elementary Secondary Education School Safety Harris, Sandra Isernhagen, Jody Journal Articles Reports - Descriptive ISSN-0003-0953 English Combines data from own and others' research on bullying in school to identify 10 strategies to reduce incidents of bullying. Two examples are (1) survey students annually and (2) create policies that identify bulling behaviors. (PKP) EJ677070 Keeping Bullies at Bay. American School Board Journal v190 n11 p43-45 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:51:07 CIJAPR2004

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No Bands (Music) Board of Education Role Boards of Education Budgeting Community Problems Elementary Secondary Education Program Termination Reduction in Force Retrenchment Superintendents Quinn, Cheri L. Journal Articles Reports - Descriptive Oklahoma Resignation (Job) Oklahoma ISSN-0003-0953 English Story of Empire School District (Oklahoma) school board's decision to cut the budget in the mid-1980s, including the elimination of the popular music and band program and termination of its director, a decision that caused considerable community conflict resulting in the defeat of all the incumbent board members at the polls and the resignation of the superintendent. (PKP) EJ677071 Anatomy of a Budget Cut. American School Board Journal v190 n11 p46-47,55 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Court Litigation High Schools State Courts Youth Clubs Dawling-Sendor, Benjamin Journal Articles Legal/Legislative/Regulatory Materials Equal Access Act 1984 Homosexual Rights Kentucky Kentucky Equal Access Act 1984 ISSN-0003-0953 English Discusses recent Kentucky case of "Boyd County High School Gay Straight Alliance v. Board of Education of Boyd County" wherein the Kentucky Supreme Court held that the Equal Access Act prohibited school officials from banning the Gay Straight Alliance from meeting in the high school since it had earlier permitted four other noncurricular clubs to do so. (PKP) EJ677072 Opening the Schoolhouse Door. American School Board Journal v190 n11 p48-50 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No College Administration College Faculty College Students Court Litigation Educational Policy Higher Education Interpersonal Attraction Interpersonal Relationship Legal Responsibility Personal Autonomy Sexual Harassment Sexuality Standards Hutchens, Neal Journal Articles Legal/Legislative/Regulatory Materials Opinion Papers ISSN-0275-6072 English Examines motivations prompting colleges and universities to adopt consensual relationship policies. Considers the continuum of standards available and contemplates the form of potential legal challenges. Concludes that clearly grounding a policy to a school's educational mission results in a policy arguably better able to withstand legal scrutiny. (Contains 190 references.) (Author/MLF) EJ677073 The Legal Effect of College and University Policies Prohibiting Romantic Relationships between Students and Professors. Journal of Law & Education v32 n4 p411-43 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:08 CIJAPR2004

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No Academic Freedom Accountability College Administration College Faculty Court Litigation Federal Courts Freedom of Speech Personal Autonomy Sexual Harassment Tenured Faculty Weidner, Donald D. Journal Articles Legal/Legislative/Regulatory Materials Opinion Papers American Association of University Professors ISSN-0275-6072 English Discusses two recent court decisions--"Urofsky v. Gilmore" and "Bonnell v. Lorenzo"--that concern the role of faculty within the university. Concludes that as the law now stands, faculty have no special First Amendment right to academic freedom. (Contains 93 references.) (Author/MLF) EJ677074 Academic Freedom and the Obligation To Earn It. Journal of Law & Education v32 n4 p445-73 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Equity (Finance) Educational Finance Higher Education Money Management Privatization State Action State Government State Programs Tuition Olivas, Michael A. Journal Articles Reports - Evaluative Tuition Savings Plans Tuition Prepayment ISSN-0275-6072 English The growth of state prepaid plans and state savings plans has been phenomenal. Every state now has a savings plan, and 18 have both a saving plan and prepaid plan. Raises issues of concern and requests more information on the plans. One table shows, by state, the program, start date, administrative agency, and website. (Contains 129 references.) (Author/MLF) EJ677075 State College Savings and Prepaid Tuition Plans: A Reappraisal and Review. Journal of Law & Education v32 n4 p475-514 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Community Support Elementary Secondary Education Outreach Programs Salter, Tom Journal Articles Reports - Descriptive ISSN-0036-6439 English Breaks community member attitudes toward education into three groups: Supporters, nonsupporters, and neutrals. Describes how best to communicate with individuals in each group. (PKP) EJ677076 Looking for Love in All the Wrong Places. School Administrator v60 n10 p6 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:09 CIJAPR2004

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No Administrator Role Boards of Education Elementary Secondary Education Leadership Training Superintendents McAdams, Donald R. Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes the superintendent's role in training members of the school board to lead. (PKP) EJ677077 Training Your Board To Lead. School Administrator v60 n10 p7 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:09 CIJAPR2004

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No Administrator Effectiveness Elementary Secondary Education Superintendents Pardini, Priscilla Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes executive coaching services for public school administrators, especially superintendents. The purpose of coaching is to help an administrator professionally and personally. Coaches differs from consultants in that coaches do not offer solutions to problems, nor do they give advice and offer solutions as do mentors. Includes descriptions of executive coaching services, service providers, and coaching results. (PKP) EJ677078 Executive Coaching. School Administrator v60 n10 p8-14 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:09 CIJAPR2004

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No Administrator Effectiveness Elementary Secondary Education Principals Superintendents Irwin, Pi Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes beneficial experience as both an executive coach and a client. (PKP) EJ677079 Valuable Experiences on Both Side of Coaching. School Administrator v60 n10 p12-13 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:10 CIJAPR2004

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No Administrator Effectiveness Elementary Secondary Education Reiss, Karla Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes executive coaching services provided by Leadership Coaching for School Change. Includes examples of the results of executive coaching. (PKP) EJ677080 Why Coaching Matters. School Administrator v60 n10 p16-18 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:10 CIJAPR2004

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No Administrator Effectiveness Elementary Secondary Education Management Teams Superintendents Peterson, Donna Journal Articles Reports - Descriptive ISSN-0036-6439 English Excerpts from journal of superintendent of Kenai Peninsula Borough School District in Alaska and reflections on her executive coach, a friend and former superintendent. Describes executive coach's efforts to help superintendent build an effective leadership team. (PKP) EJ677081 Beyond Peer Coaching. School Administrator v60 n10 p19-21 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:10 CIJAPR2004

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No Beginning Principals Elementary Secondary Education Tooms, Autumn K. Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes how an executive coach nicknamed Mac helped a beginning principal develop her leadership skills. Also provides list of questions to ask oneself before hiring an executive coach. (PKP) EJ677082 Bring in Mac. School Administrator v60 n10 p22-25 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:10 CIJAPR2004

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No Administrator Effectiveness Electronic Mail Elementary Secondary Education Mentors Principals Superintendents Riede, Paul Journal Articles Reports - Descriptive New York New York ISSN-0036-6439 English Describes how three New York administrators--two principals and a superintendent from separate districts--provide each other advice through email using an electronic mentoring approach called a journal triad. (PKP) EJ677083 Electronic Mentoring. School Administrator v60 n10 p26-29 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Elementary Secondary Education Graduate School Faculty Mentors Superintendents Reeves, Robert L. Haag, Eileen Journal Articles Reports - Descriptive ISSN-0036-6439 English Describes advice on being an effective leader soon-to-be superintendent received from his doctoral professor in educational administration. (PKP) EJ677084 Now I Am One! School Administrator v60 n10 p30-32 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:51:11 CIJAPR2004

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No Board of Education Policy Elementary Secondary Education Participative Decision Making School Community Relationship Leighninger, Matt Journal Articles Reports - Descriptive Small Group Communication ISSN-0036-6439 English Describes three lessons school districts have learned about the use of small groups to provide feedback from parents and other community members on major decisions involving education policy and practice: Encourage truly broad-based, large-scale participation; provide structure for small-group discussions; and ask participants to take action, not just make recommendations. (PKP) EJ677085 Working with the Public on Big Decisions. School Administrator v60 n10 p33-34 Nov 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Early Childhood Education Early Intervention Educational Legislation Educational Trends Elementary Secondary Education Individual Development Interviews Opinions Special Education Trend Analysis Visual Impairments Barraga, Natalie Bina, Michael J. Journal Articles Opinion Papers Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0899-1510 English This reprint of a 1985 interview with Natalie Barraga, a leader and researcher in visual impairment, is prefaced by personal comments of the interviewer and also includes comments by Dr. Barraga in 2003. These comments address trends in personnel preparation, proposed changes in the Individuals with Disabilities Education Act, early intervention services, and the influence of technology. (DB) EJ677086 A Professional Point of View from a Personal Perspective: Revisiting 1985 Interview with Dr. Natalie Barraga. RE:view v35 n2 p55-68 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Athletics Elementary Secondary Education Interpersonal Competence Self Concept Self Esteem Self Evaluation (Individuals) Teaching Methods Visual Impairments Shapiro, Deborah R. Lieberman, Lauren J. Moffett, Aaron Guides - Non-Classroom Journal Articles ISSN-0899-1510 English This article suggests strategies to improve perceived competencies in children with visual impairments. Strategies to increase perceptions of athletic competence include introducing role models and using behavior assessments. Guided discovery and peer tutoring are suggested teaching techniques. Strategies to improve social competence include increasing independent mobility, facilitating social interaction during lunch, and teaching that initiative is part of empowerment. (Contains references.) (DB) EJ677087 Strategies To Improve Perceived Competence in Children with Visual Impairments. RE:view v35 n2 p69-80 Sum 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:51:12 CIJAPR2004

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No Behavior Patterns Deafness Early Childhood Education Foreign Countries Infants Language Acquisition Models Nonverbal Communication Parent Role Sign Language Theory Practice Relationship Toddlers Dromi, Esther Journal Articles Reports - Research Israel Israel ISSN-1081-4159 English Assessment of the prelinguistic behaviors of 43 deaf children (ages 8 to 49 months) of hearing parents in Israel found only partial resemblance to the theoretical model of prelinguistic communication in hearing infants. Unique interrelationships among pointing and early noncommunicative behaviors were found with no correlation between use of referential gestures and early words or signs. (Contains references.) (Author/DB) EJ677088 Assessment of Prelinguistic Behaviors in Deaf Children: Parents as Collaborators. Journal of Deaf Studies and Deaf Education v8 n4 p367-82 Fall 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Early Childhood Education Evaluation Methods Hearing Impairments Infants Language Acquisition Vocabulary Development Young Children Prezbindowski, Amy K. Lederberg, Amy R. Guides - Non-Classroom Journal Articles ISSN-1081-4159 English This article reviews methods for assessing vocabulary of young children with hearing impairments including naturalistic observation, parent report measures, and standardized vocabulary tests. It also describes procedures to assess word-learning processes. Cautions on the use of assessment tools with this population are reviewed and suggestions are offered about what information each assessment test can provide concerning vocabulary development. (Contains references.) (Author/DB) EJ677089 Vocabulary Assessment of Deaf and Hard-of-Hearing Children: From Infancy through the Preschool Years. Journal of Deaf Studies and Deaf Education v8 n4 p383-400 Fall 2003 2003-00-00 Practitioners Researchers T 2004 7/11/2004 11:51:12 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Child Development Cochlear Implants Deafness Early Childhood Education Hearing Aids Infants Language Acquisition Parent Participation Validity Young Children Nott, Pauline Cowan, Robert Brown, P. Margaret Cowan, Robert Journal Articles Reports - Evaluative ISSN-1081-4159 English The validity of the Diary of Early Language (Di-EL), a parent report technique, was evaluated with nine children with profound hearing loss using cochlear implants or hearing aids. Lexical data, reported by parents using the Di-EL, agreed with results of the Mac Arthur Communicative Development Inventories and the Rossetti Infant Toddler Language Scale, suggesting the Di-El's validity. (Contains references.) (Author/DB) EJ677090 Assessment of Language Skills in Young Children with Profound Hearing Loss under Two Years of Age. Journal of Deaf Studies and Deaf Education v8 n4 p401-21 Fall 2003 2003-00-00 Researchers T 2004 7/11/2004 11:51:13 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Child Development Deafness Early Childhood Education Instructional Effectiveness Language Acquisition Oral Communication Method Pragmatics Toddlers Total Communication Nicholas, Johanna G. Geers, Ann E. Journal Articles Reports - Evaluative ISSN-1081-4159 English This study compared early pragmatic skill development in 76 children (ages 1-4) with severe or profound hearing loss enrolled in either a simultaneous communication (SC) or oral communication (OC) approach to language learning. Results indicated some advantages of the SC approach, although overall frequency of communication and breadth of vocabulary did not differ between SC and OC groups. (Contains references.) (Author/DB) EJ677091 Hearing Status, Language Modality, and Young Children's Communicative and Linguistic Behavior. Journal of Deaf Studies and Deaf Education v8 n4 p422-37 Fall 2003 2003-00-00 T 2004 7/11/2004 11:51:13 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Child Development Children Concurrent Validity Deafness Early Childhood Education Elementary Secondary Education Language Acquisition Language Tests Predictive Measurement Reading Skills Test Validity Bebko, James M. Calderon, Rosemary Treder, Robert Journal Articles Reports - Evaluative ISSN-1081-4159 English Two studies investigated the developmental trends and concurrent validity of the Language Proficiency Profile-2 (LPP-2), a measure of language and communication skills for deaf children. Results indicate that the LPP-2 has good utility not only as a measure of overall language development but also as a predictor of achievement for English language and early reading skills. (Contains references.) (Author/DB) EJ677092 The Language Proficiency Profile-2: Assessment of the Global Communication Skills of Deaf Children across Languages and Modalities of Expression. Journal of Deaf Studies and Deaf Education v8 n4 p438-51 Fall 2003 2003-00-00 Researchers T 2004 7/11/2004 11:51:13 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No American Sign Language Bilingual Students Deafness Elementary Secondary Education Language Acquisition Language Tests Test Reliability Test Validity Total Communication Goldstein, Gayle Bebko, James M. Journal Articles Reports - Descriptive ISSN-1081-4159 English This article describes development of the Profile of Multiple Language Proficiencies (PMLP), a measure of both English and American Sign Language skills in deaf children. The PMLP showed reasonable initial reliability and appears to be an easy-to-use measure. Discussion addresses issues that influence the reliability and validity in evaluating such a scale. (Contains references.) (Author/DB) EJ677093 The Profile of Multiple Language Proficiencies: A Measure for Evaluating Language Samples of Deaf Children. Journal of Deaf Studies and Deaf Education v8 n4 p452-63 Fall 2003 2003-00-00 T 2004 7/11/2004 11:51:14 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Deafness Elementary Secondary Education Language Tests Reading Comprehension Reading Skills Reading Tests Sign Language Time Factors (Learning) Luetke-Stahlman, Barbara Nielsen, Diane Corcoran Journal Articles Reports - Research Signing Exact English ISSN-1081-4159 English Performance of 31 deaf students (ages 7-17) on 15 language and literacy measures found that students scoring highest on a passage-comprehension measure also demonstrated greater proficiency on specific skills (such as reading more listed words). In addition, students who used Signing Exact English (SEE) for 5 years or more scored better than those using SEE for 2 years or less. (Contains references.) ( Author/DB) EJ677094 The Contribution of Phonological Awareness and Receptive and Expressive English to the Reading Ability of Deaf Students with Varying Degrees of Exposure to Accurate English. Journal of Deaf Studies and Deaf Education v8 n4 p464-84 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adults Curriculum Development Daily Living Skills Deafness Education Work Relationship Low Achievement Needs Assessment Reading Difficulties Secondary Education Student Needs Transitional Programs Vocational Education Bowe, Frank G. Journal Articles Opinion Papers ISSN-1081-4159 English In light of the large and growing numbers of "low functioning deaf" adults who read at very low levels, this article reviews research related to transition for adolescents with disabilities, especially those who are deaf or hard of hearing. It argues for a greater emphasis on vocational and independent living skills in transition programs. (Contains references.) (Author/DB) EJ677095 Transition for Deaf and Hard of Hearing Students: A Blueprint for Change. Journal of Deaf Studies and Deaf Education v8 n4 p485-93 Fall 2003 2003-00-00 T 2004 7/11/2004 11:51:14 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Deafness Elementary Secondary Education Finger Spelling Foreign Countries Research Needs Sign Language Dugdale, Pat Kennedy, Graeme McKee, David McKee, Rachel Journal Articles Opinion Papers ISSN-1081-4159 English This response to a previous article on aerial spelling (AS) in New Zealand Sign Language applauds the original author's effort to highlight an interesting feature of deaf communication but finds some claims questionable. These include the lack of research on AS, failure to include AS in the Dictionary of New Zealand Sign Language, and imposition of finger spelling. (Contains 10 references.) (Author/DB) EJ677096 Aerial Spelling and NZSL: A Response to Forman (2003). Journal of Deaf Studies and Deaf Education v8 n4 p494-97 Fall 2003 2003-00-00 Researchers T 2004 7/11/2004 11:51:14 CIJAPR2004 Special Issue on Language Assessment in Deaf Children.

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No Delay of Gratification Down Syndrome Early Childhood Education Elementary Education Mental Age Mental Retardation Research Methodology Self Control Self Motivation Cuskelly, Monica Zhang, Airong Hayes, Alan Journal Articles Reports - Research ISSN-1034-912X English The performance of 25 children with Down syndrome (DS) on delay of gratification tasks was compared with that of mental age-matched typically developing children. DS children were significantly less able to delay gratification on two of the three tasks. Results raise questions about using mental age as the method for matching children with DS and typically developing children. (Contains references.) (Author/DB) EJ677097 A Mental Age-Matched Comparison Study of Delay of Gratification in Children with Down Syndrome. International Journal of Disability, Development and Education v50 n3 p239-51 Sep 2003 2003-00-00 Researchers T 2004 7/11/2004 11:51:15 CIJAPR2004

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No Age Differences Delinquency Foreign Countries High Schools Reputation Secondary Education Self Evaluation (Individuals) Sex Differences Student Attitudes Carroll, Annemaree Green, Shauna Houghton, Stephen Wood, Robert Journal Articles Reports - Research Australia Australia ISSN-1034-912X English This study examined the relationship between Australian high school students' (n=965) self-reported delinquency and the importance of their social reputations. Students with low delinquency involvement, females, and older students tended to desire a more conforming reputation than those with high delinquency involvement, males, or younger students. (Contains references.) (Author/DB) EJ677098 Reputation Enhancement and Involvement in Delinquency among High School Students. International Journal of Disability, Development and Education v50 n3 p253-73 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Modification Behavior Problems Developmental Disabilities Early Childhood Education Early Intervention Family Involvement Needs Assessment Outcomes of Treatment Parent Education Program Effectiveness Program Evaluation Roberts, Clare Mazzucchelli, Trevor Taylor, Kelly Reid, Rosine Information Analyses Journal Articles Opinion Papers ISSN-1034-912X English This article makes the case for early intervention with young children with both developmental and behavioral problems. It cites intervention research that supports the effectiveness of parent management training and the use of applied behavior analysis, but recognizes the need for randomized controlled trials with adequate follow-up and measurement of outcomes for the family as a whole. (Contains references.) (Author/DB) EJ677099 Early Intervention for Behaviour Problems in Young Children with Developmental Disabilities. International Journal of Disability, Development and Education v50 n3 p275-92 Sep 2003 2003-00-00 Practitioners Researchers T 2004 7/11/2004 11:51:15 CIJAPR2004

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No Elementary Secondary Education Foreign Countries Inclusive Schools Mainstreaming Mental Retardation Stress Variables Teacher Attitudes Engelbrecht, Petra Oswald, Marietjie Swart, Estelle Eloff, Irma Journal Articles Reports - Research South Africa South Africa ISSN-1034-912X English This study investigated stressors related to including learners with intellectual disabilities in 55 mainstream classrooms in two South African provinces. Analysis of teacher-completed questionnaires and interviews identified five main stressors: administrative issues; support; the behavior of the learner; the teacher's self-perceived competence; and the lack of interaction with the learner's parents. Implications for inclusive education are drawn. (Contains references.) (Author/DB) EJ677100 Including Learners with Intellectual Disabilities: Stressful for Teachers? International Journal of Disability, Development and Education v50 n3 p293-308 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Attitudes toward Disabilities Disabilities Foreign Countries Religion Religious Factors Secondary Education Weisel, Amatzia Zaidman, Anat Journal Articles Reports - Research ISSN-1034-912X English This study examined the attitudes of 83 religious and 51 secular Israeli adolescents using Siller's Disability Factor Scale General, as well as level of dogmatism. Secular participants expressed more positive attitudes than religious participants on two attitude subscales, Generalized Rejection and Authoritarian Virtuousness, scales which express special, segregated, and unequal attitudes. (Contains references.) (Author/DB) EJ677101 Attitudes of Secular and Religious Israeli Adolescents towards Persons with Disabilities: A Multidimensional Analysis. International Journal of Disability, Development and Education v50 n3 p309-23 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:16 CIJAPR2004

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No Age Differences Arithmetic Computation Elementary Secondary Education Moderate Mental Retardation Number Concepts Bashash, Laaya Outhred, Lynne Bochner, Sandra Journal Articles Reports - Research ISSN-1034-912X English Thirty students (ages 7 to 18) with moderate intellectual disabilities were interviewed individually and their counting skills and number concepts assessed. Results showed a significant difference among the three age groups on all number skills assessed, and learning patterns were similar to those of students with normal intelligence. Recommendations concerning numeracy education of this population are offered. (Contains references.) (Author/DB) EJ677102 Counting Skills and Number Concepts of Students with Moderate Intellectual Disabilities. International Journal of Disability, Development and Education v50 n3 p325-45 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:16 CIJAPR2004

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No Elementary Education Instructional Effectiveness Reading Difficulties Reading Instruction Remedial Reading Teaching Methods Denton, Carolyn A. Foorman, Barbara R. Mathes, Patricia G. Journal Articles Reports - Descriptive ISSN-0741-9325 English This article describes characteristics of five elementary schools that have been constantly successful in teaching children to read. The schools have widely diverse approaches to reading instruction but share key components of phonemic awareness, phonemic decoding, fluency, construction of meaning, vocabulary, spelling, and writing. (Contains references.) (DB) EJ677103 Perspective: Schools that "Beat the Odds"--Implications for Reading Instruction. Remedial and Special Education v24 n5 p258-61 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:16 CIJAPR2004

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No Access to Education Accessibility (for Disabled) Curriculum Inclusive Schools Mental Retardation Middle Schools Severity (of Disability) Wehmeyer, Michael L. Lattin, Dana L. Lapp-Rincker, Gina Agran, Martin Journal Articles Reports - Research ISSN-0741-9325 English This study examined the degree to which middle school students with mental retardation have access to the general curriculum and the impact of the classroom setting and student ability on such access. The study found many students with mental retardation, especially when less severe, were engaged in general curriculum activities, but there continues to be a need to provide curricular modifications to promote greater access. (Contains references.) (Author/DB) EJ677104 Access to the General Curriculum of Middle School Students with Mental Retardation: An Observational Study. Remedial and Special Education v24 n5 p262-72 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:17 CIJAPR2004

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No Academic Achievement Elementary Secondary Education Emotional Disturbances Intervention Research Design Research Methodology Trend Analysis Mooney, Paul Epstein, Michael H. Reid, Robert Nelson, J. Ron Information Analyses Journal Articles ISSN-0741-9325 English This article reviewed 55 studies to examine trends in interventions to improve the academic functioning of students with emotional disturbance. Results of descriptive analysis indicated: lack of demographic information; settings usually special education classrooms; predominantly single-subject designs; lack of treatment fidelity data; lack of studies on females or minorities; and a recent decline in relevant studies. (Contains references.) (Author/DB) EJ677105 Status of and Trends in Academic Intervention Research for Students with Emotional Disturbance. Remedial and Special Education v24 n5 p273-87 Sep-Oct 2003 2003-00-00 Researchers T 2004 7/11/2004 11:51:17 CIJAPR2004

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No Elementary Secondary Education Learning Disabilities Program Effectiveness Research Needs Research Utilization Teaching Methods Tutorial Programs Heron, Timothy E. Welsch, Richard G. Goddard, Yvonne L. Information Analyses Journal Articles ISSN-0741-9325 English This article reviews how tutoring systems have been applied across specialized subject areas (e.g., music, horticulture, health and safety, social interactions). It summarizes findings, provides an analysis of skills learned within each tutoring system, identifies the respective methodologies, and reports relevant findings, implications, and suggestions for future research. (Contains references.) (Author/DB) EJ677106 Applications of Tutoring Systems in Specialized Subject Areas: An Analysis of Skills, Methodologies, and Results. Remedial and Special Education v24 n5 p288-300 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:17 CIJAPR2004

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No Class Size Grade 2 Grouping (Instructional Purposes) Instructional Effectiveness Primary Education Reading Difficulties Reading Instruction Remedial Reading Tutorial Programs Vaughn, Sharon Linan-Thompson, Sylvia Kouzekanani, Kamiar Bryant, Diane Pedrotty Dickson, Shirley Blozis, Shelley A. Journal Articles Reports - Evaluative ISSN-0741-9325 English The effects of three grouping formats (1:1 [one teacher with one student], 1:3, and 1:10) on outcomes for second grade struggling readers was studied. All students received the same reading intervention for the same number of sessions and made significant gains. Both 1:1 and 1:3 were highly effective intervention group sizes but 1:1 was not superior to 1:3 on any outcome measure. (Contains references.) (Author/DB) EJ677107 Reading Instruction Grouping for Students with Reading Difficulties. Remedial and Special Education v24 n5 p301-15 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:17 CIJAPR2004

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No Adoption Adult Education Biological Parents Family Programs Foreign Countries Government Role Intervention Mental Retardation Parents with Disabilities Prevention Booth, Tim Journal Articles Opinion Papers Great Britain United Kingdom (Great Britain) ISSN-1469-0047 English This editorial looks at the special support needs of parents with learning difficulties in Britain in the context of the new Adoption and Children Bill, which encourages and speeds adoption. The bill is seen as a major threat to families headed by a parent with learning difficulties. It urges greater attention to providing the known and effective supports (such as parent training) to such families. (Contains references.) (DB) EJ677108 Parents with Learning Difficulties and the Stolen Generation. Journal of Learning Disabilities (United Kingdom) v7 n3 p203-09 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Elementary Secondary Education Foreign Countries Information Needs Information Sources Needs Assessment Severe Mental Retardation Surveys McConkey, Roy Journal Articles Reports - Research Northern Ireland United Kingdom (Northern Ireland) ISSN-1469-0047 English A survey of more than 400 parents and carers of children and adults with severe learning disabilities in Northern Ireland found respondents' most common sources of information were social workers, staff in schools and centers, and general practitioners. Needed information most commonly concerned available services, leisure and holidays, and benefits. Respondents preferred getting information through face-to-face contacts. (Contains references.) (Author/DB) EJ677109 Information Needs of Parents about Learning Disabilities. Journal of Learning Disabilities (United Kingdom) v7 n3 p211-19 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Alzheimers Disease Down Syndrome Mental Retardation Placement Residential Programs Watchman, Karen Guides - Non-Classroom Journal Articles ISSN-1469-0047 English This article offers guidelines for the modification of the living environment of adults with Down syndrome before they develop dementia in order to allow them to remain in familiar surroundings for as long as possible. These include maintaining the person's individuality; aiding his/her communication; changing supports with the course of the disease; and being dementia aware. (Contains references.) DB) EJ677110 Why Wait for Dementia? Journal of Learning Disabilities (United Kingdom) v7 n3 p221-30 Sep 2003 2003-00-00 Community T 2004 7/11/2004 11:51:18 CIJAPR2004

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No Adult Education Foreign Countries Mental Retardation Organizations (Groups) Secondary Education Self Advocacy Social Support Groups Surveys McNally, Steve Journal Articles Reports - Research England United Kingdom (England) ISSN-1469-0047 English The second article on a survey of self-advocacy groups for people with learning disabilities in England reports key findings that included the consistency of the issues identified as important and the willingness to engage in research. Key themes were self-advocacy, rights, day service center issues, staffing, personal relationships, complaints, racism, housing, jobs/employment, transportation, entertainment/leisure, and current affairs. (Contains references.) (DB) EJ677111 A Survey of Self-Advocacy Groups for People with Learning Disabilities in an English Region: Part II. Journal of Learning Disabilities (United Kingdom) v7 n3 p231-50 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Agencies Autism Foreign Countries Incidence Learning Disabilities Mental Retardation Surveys Hare, Dougal Julian Chapman, Melanie Fraser, Janelle Gore, Sarah Burton, Mark Journal Articles Reports - Research England (Manchester) United Kingdom (Manchester) ISSN-1469-0047 English A survey of service providers for people with learning disabilities in the Manchester (England) region identified a total of 174 people with either a confirmed or a suspected autistic spectrum disorder. Discussion of current and historical factors in estimating incidence suggests that the usual 10% of service users represents the lowest estimate of prevalence in this population. (Contains references.) (Author/DB) EJ677112 The Prevalence of Autistic Spectrum Disorders in People Using a Community Learning Disabilities Service. Journal of Learning Disabilities (United Kingdom) v7 n3 p267-81 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Assistive Technology Decision Making Disabilities Early Childhood Education Early Intervention Guidelines Infants Interdisciplinary Approach Toddlers Long, Toby Huang, Larke Woodbridge, Michelle Woolverton, Maria Minkel, Jean Guides - Non-Classroom Journal Articles ISSN-0896-3746 English This article uses an outcome-driven model within a family-centered, interdisciplinary team philosophy to develop a 10-step framework to help service providers fit assistive technology (AT) services to the needs of infants and toddlers. Criteria for determining appropriate AT interventions are offered, as is the critical information needed for decision-making at each step. (Contains references.) (Author/DB) EJ677113 Integrating Assistive Technology into an Outcome-Driven Model of Service Delivery. Infants and Young Children v16 n4 p272-83 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:19 CIJAPR2004

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No Case Method (Teaching Technique) Disabilities Early Intervention Infants Instructional Effectiveness Preschool Education Preservice Teacher Education Teacher Educator Education Teacher Educators Teaching Methods Toddlers Snyder, Patricia McWilliam, P. J. Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0896-3746 English Discussion of the case method of instruction (CMI) in early intervention personnel preparation offers information on selecting quality cases, preparing for case discussion, facilitating case discussion, and evaluating learner outcomes. Strategies described were field-tested and validated with 128 early intervention instructors who participated in intensive training in CMI. (Contains references.) (Author/DB) EJ677114 Using Case Method of Instruction Effectively in Early Intervention Personnel Preparation. Infants and Young Children v16 n4 p284-95 Oct-Dec 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:51:19 CIJAPR2004

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No Autism Communication Skills Early Childhood Education Early Intervention Educational Practices Emotional Development Infants Instructional Effectiveness Interpersonal Communication Interpersonal Relationship Research and Development Teaching Models Theory Practice Relationship Toddlers Prizant, Barry M. Wetherby, Amy M. Rubin, Emily Laurent, Amy C. Journal Articles Reports - Descriptive ISSN-0896-3746 English This article describes the SCERTS Model, which prioritizes social communication, emotional regulation, and transactional support as the primary developmental dimensions that programs supporting young children with autistic spectrum disorders must address. The SCERTS Model has been derived from theoretical and empirical bases, is consistent with empirically supported interventions, and reflects current and emerging "recommended practices." (Contains references.) (Author/DB) EJ677115 The SCERTS Model: A Transactional, Family-Centered Approach to Enhancing Communication and Socioemotional Abilities of Children with Autism Spectrum Disorder. Infants and Young Children v16 n4 p296-316 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:19 CIJAPR2004

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No Children Clinical Diagnosis Developmental Disabilities Early Childhood Education Eating Disorders Elementary Secondary Education Evaluation Methods Intervention Nutrition Outcomes of Treatment Schwarz, Steven M. Journal Articles Reports - Descriptive ISSN-0896-3746 English This article describes an approach to evaluating and managing feeding disorders in children with developmental disabilities and examines effects of these management strategies on growth and clinical outcomes. A structured approach is stressed and a diagnostic and treatment algorithm is presented. Use with 79 children found that diagnostic-specific interventions significantly improve nutritional status and reduce clinical morbidity. (Contains references.) (Author/DB) EJ677116 Feeding Disorders in Children with Developmental Disabilities. Infants and Young Children v16 n4 p317-30 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:20 CIJAPR2004

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No Early Childhood Education Integrated Services Medical Services Residential Programs Special Education Special Health Problems Nickel, Robert E. Cooley, W. Carl McAllister, Jeanne W. Samson-Fang, Lisa Journal Articles Opinion Papers Reports - Descriptive ISSN-0896-3746 English Discussion of medical homes for children with special health care needs suggests such homes can provide quality health care services to children in partnership with families and community professionals. Early intervention and early childhood special education providers are encouraged to collaborate with primary health care professionals, thereby improving the system of care for children and families. (Contains references.) (Author/DB) EJ677117 Building Medical Homes for Children with Special Health Care Needs. Infants and Young Children v16 n4 p331-41 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:20 CIJAPR2004

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No Clinical Diagnosis Disabilities Early Childhood Education Early Identification Early Intervention Interdisciplinary Approach Parent Education Parent Participation Vig, Susan Kaminer, Ruth Journal Articles Opinion Papers ISSN-0896-3746 English This article explains how comprehensive interdisciplinary, clinically oriented evaluation can become an intervention by educating the parent about a child's development, providing a context for observation, identifying child and family strengths, and helping the parent to interact with the child. During the evaluation process, parents begin to develop strategies and clinicians and parents begin to develop partnerships. (Contains references.) (Author/DB) EJ677118 Comprehensive Interdisciplinary Evaluation as Intervention for Young Children. Infants and Young Children v16 n4 p342-53 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:20 CIJAPR2004

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No Down Syndrome Early Intervention Family Problems Followup Studies Inclusive Schools Outcomes of Education Parent Attitudes Hanson, Marci J. Journal Articles Reports - Research ISSN-0896-3746 English Children with Down syndrome and their families who participated in an early intervention program between 1974 and 1977 were interviewed 25 years later. Parents reported challenges such as medical complications, teasing or ostracism, and lack of adequate services and supports as children reached adulthood. Parents also described joys and contributions that the child had brought the family. (Contains references.) (Author/DB) EJ677119 Twenty-Five Years after Early Intervention: A Follow-Up of Children with Down Syndrome and Their Families. Infants and Young Children v16 n4 p354-65 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:51:21 CIJAPR2004

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No Children Disabilities Early Childhood Education Elementary Secondary Education Family Life Focus Groups Interviews Qualitative Research Quality of Life Poston, Denise Turnbull, Ann Park, Jiyeon Mannan, Hasheem Marquis, Janet Wang, Mian Journal Articles Reports - Research ISSN-0047-6765 English Focus groups and individual interviews were conducted with 187 individuals including family members of children with a disability, individuals with a disability, family of children without a disability, service providers, and administrators. Ten domains of family quality of life were identified and described in terms of subdomains, indicators, and key points raised by participants. (Contains references.) (Author/DB) EJ677120 Family Quality of Life: A Qualitative Inquiry. Mental Retardation v41 n5 p313-28 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:21 CIJAPR2004

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No Accessibility (for Disabled) Autism Early Childhood Education Elementary Secondary Education Medical Services Mental Retardation National Surveys Needs Assessment Referral Special Health Problems Krauss, Marty Wyngaarden Gulley, Stephen Sciegaj, Mark Wells, Nora Journal Articles Reports - Research ISSN-0047-6765 English Analysis of a national survey indicates that more than a third of children with autism, a fifth with mental retardation, and a fifth with other types of special health care needs had problems obtaining needed care from specialty doctors in the preceding year. The most common problems included getting referrals and finding providers with appropriate training. (Contains references.) (Author/DB) EJ677121 Access to Specialty Medical Care for Children with Mental Retardation, Autism, and Other Special Health Care Needs. Mental Retardation v41 n5 p329-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:21 CIJAPR2004

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No College Students Down Syndrome Friendship Individual Development Postsecondary Education Qualitative Research Student Experience Hamill, Lee B. Journal Articles Reports - Evaluative ISSN-0047-6765 English This qualitative study examined the college experience of an individual with Down syndrome who audited two academic courses and participated in various nonacademic campus activities. Themes identified included: (1) the meaning of going to college; (2) the development and meaning of college friendships; (3) negotiation of the academic program; and (4) enrichment of the lives of those involved. (Contains references.) (Author/DB) EJ677122 Going to College: The Experiences of a Young Woman with Down Syndrome. Mental Retardation v41 n5 p340-53 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:22 CIJAPR2004

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No Behavior Modification Behavior Problems Disabilities Elementary Secondary Education Program Development State Programs Rotholz, David A. Ford, Michele E. Journal Articles Reports - Descriptive South Carolina University of South Carolina Positive Behavioral Support South Carolina ISSN-0047-6765 English This article describes the development of statewide system change in positive behavior support being implemented by the South Carolina Department of Disabilities and Special Needs in collaboration with the University of South Carolina. Key areas discussed include the impetus for change, the development process, plan components, capacity building, training, state regulations, waiver changes, and case-specific technical assistance. (Contains references.) (Author/DB) EJ677123 Statewide System Change in Positive Behavior Support. Mental Retardation v41 n5 p354-64 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Authors Case Studies Cerebral Palsy Foreign Countries Mental Retardation Validity Saloviita, Timo Sariola, Heikki Journal Articles Reports - Research Facilitated Communication Finland Finland ISSN-0047-6765 English This paper reports on analysis of three published texts attributed to a Finnish man with mental retardation and cerebral palsy using facilitated communication. Evaluation of the level of independence in writing, eye focus, reading ability, and controlled message passing concluded he was not the author of the texts. Discussion examines validation of facilitated communication as a social process. (Contains references.) (DB) EJ677124 Authorship in Facilitated Communication: A Re-Analysis of a Case of Assumed Representative Authentic Writing. Mental Retardation v41 n5 p374-79 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Case Studies Cerebral Palsy Communication Disorders Foreign Countries Mental Retardation Research Methodology Validity Writing Ability Niemi, Jussi Karna-Lin, Eija Journal Articles Opinion Papers Finland Facilitated Communication Finland ISSN-0047-6765 English This response to EC 633 617, an analysis of a purported case of facilitated communication, stresses the role of linguistic and grammatical analysis of texts attributed to a Finnish man diagnosed with mental retardation and cerebral palsy. It identifies weaknesses in the analysis, urges use of multi-theoretical approaches, and notes the benefits that facilitated communication has provided to individuals with severe communication disorders. (Contains references.) (Author/DB) EJ677125 Four Vantage Points to the Language Performance and Capacity of Human Beings: Response to Saloviita and Sariola. Mental Retardation v41 n5 p380-85 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Case Studies Cerebral Palsy Communication Disorders Mental Retardation Validity Writing Ability Sturmey, Peter Journal Articles Opinion Papers ISSN-0047-6765 English This response to an article (EC 633 617) on the use of facilitated communication by a Finnish man diagnosed with mental retardation and cerebral palsy urges consideration of simpler alternative explanations (than his authorship of the texts) for the interesting text produced by the process in this case. It urges the use of double-blind, controlled procedures to determine authorship validity. (Contains 2 references.) (DB) EJ677126 Typing in Tongues: Interesting Observations on Facilitated Communication Do Not Establish Authorship. Mental Retardation v41 n5 p386-87 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:23 CIJAPR2004 Perspectives: Views on Facilitated Communication.

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No Adult Education Case Studies Cerebral Palsy Communication Disorders Foreign Countries Mental Retardation Validity Writing Ability Niemi, Jussi Karna-Lin, Eija Journal Articles Opinion Papers Facilitated Communication Finland Finland ISSN-0047-6765 English This article provides a rebuttal of a critique by the original authors of an article (EC 633 617-619) on the use of facilitated communication by a Finnish man diagnosed with mental retardation and cerebral palsy. The original authors ask for an alternative explanation to the attributed authorship when the individual himself is doing the typing. (Contains 2 references.) (DB) EJ677127 Whose Mind/Language Is Closer to the Keyboard? Response to Sturmey. Mental Retardation v41 n5 p387-88 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Case Studies Children Court Litigation Elementary Secondary Education Quality of Life Severe Disabilities Severe Mental Retardation Vitello, Stanley J. Journal Articles Opinion Papers Life Expectancy ISSN-0047-6765 English Analysis of the Keene malpractice court case, which awarded compensatory damages to a child with severe disabilities probably contracted shortly after birth, focuses on how the court calculated life expectancy and the loss of life enjoyment, concluding discrimination against people with mental retardation, in that the decision assumes these individuals lack the capacity to experience and enjoy life. (Contains 4 references.) (DB) EJ677128 Keene v. Brigham and Women's Hospital, Inc.: On the Value of a Life with Mental Retardation. Mental Retardation v41 n5 p389-91 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computational Linguistics English (Second Language) Grammar Metalinguistics Second Language Instruction Second Language Learning Teacher Education O'Keeffe, Anne Farr, Fiona Journal Articles Opinion Papers ISSN-0039-8322 English Makes a case for including corpus linguistics in initial language teacher education to enhance teachers' research skills and language awareness. Offers examples of corpus-based tasks for increasing students' understanding of word classes, register-related grammatical choices, and socioculturally conditioned grammatical choices. (Author/VWL) EJ677129 Using Language Corpora in Initial Teacher Education: Pedagogic Issues and Practical Applications. TESOL Quarterly v37 n3 p389-418 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:24 CIJAPR2004

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No Academic Discourse Computational Linguistics English (Second Language) Idioms Language Styles Second Language Instruction Second Language Learning Simpson, Rita Mendis, Dushyanthi Journal Articles Reports - Research ISSN-0039-8322 English Addresses the advantages and limitations of a corpus-based approach to researching and teaching idioms in a specific genre by drawing on a specialized corpus of 1.7 million words of academic discourse, the Michigan Corpus of Academic Spoken English. Argues that evidence from such a corpus can be informative for language teachers when the primary target language domain matches that of the corpus. (Author/VWL) EJ677130 A Corpus-Based Study of Idioms in Academic Speech. TESOL Quarterly v37 n3 p419-41 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:24 CIJAPR2004

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No Computational Linguistics English (Second Language) Grammar Second Language Instruction Second Language Learning Verbs Frazier, Stefan Journal Articles Reports - Research Clauses ISSN-0039-8322 English Reports findings of a corpus analysis of a grammatical structure taught in intermediate- or advanced-level English-as-a-Second-/Foreign-Language texts: clauses that contain the modal "would" to signify hypothetical and counterfactual meaning. Categorizes the conditional and hypothetical uses of would-clauses in spoken and written corpora and offers pedagogical suggestions based on the findings. (Author/VWL) EJ677131 A Corpus Analysis of "Would"-Clauses Without Adjacent "If"-Clauses. TESOL Quarterly v37 n3 p443-66 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Adverbs Computational Linguistics English (Second Language) Second Language Instruction Second Language Learning Kennedy, Graeme Journal Articles Reports - Research ISSN-0039-8322 English Examines how adverbs of degree tend to collocate with particular words in the 100-million-word British National Corpus and considers possible implications for English language teaching. (Author/VWL) EJ677132 Amplifier Collocations in the British National Corpus: Implications for English Language Teaching. TESOL Quarterly v37 n3 p467-87 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:25 CIJAPR2004

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No Academic Discourse College Students Computational Linguistics English (Second Language) Higher Education Second Language Instruction Second Language Learning Technical Writing Writing (Composition) Written Language Flowerdew, Lynne Journal Articles Reports - Research ISSN-0039-8322 English Reports on research describing similarities and differences between expert and novice writing in the problem-solution pattern, a frequent rhetorical pattern of technical academic writing. A corpus of undergraduate student writing and one containing professional writing consisted of 80 and 60 recommendation reports, respectively, with each corpus totaling approximately 250,000 words. (Author/VWL) EJ677133 A Combined Corpus and Systemic-Functional Analysis of the Problem-Solution Pattern in a Student and Professional Corpus of Technical Writing. TESOL Quarterly v37 n3 p489-511 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:25 CIJAPR2004

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No Computational Linguistics English (Second Language) Foreign Countries Higher Education Official Languages Second Language Instruction Second Language Learning Mauranen, Anna Journal Articles Reports - Research Finland Finland ISSN-0039-8322 English Describes a project to make a corpus of English spoken as a lingua franca in university settings in Finland. This corpus is one of the first to address the need for corpora that show the target for English-as-a-Foreign-Language learners whose goal is not to speak with native speakers but to interact in communities where English is a lingua franca. (Author/VWL) EJ677134 The Corpus of English as Lingua Franca in Academic Settings. TESOL Quarterly v37 n3 p513-27 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Computational Linguistics English (Second Language) Italian Language Patterns Second Language Instruction Second Language Learning Sociocultural Patterns Translation Bernardini, Silvia Journal Articles Reports - Research ISSN-0039-8322 English Describes a million-word corpus for English-Italian translation students. Outlines the design, which makes multiple types of comparisons possible among originals and translations and illustrates how to use the corpus to teach sociocultural insights, discourse-structuring expressions, and lexical patterns. (Author/VWL) EJ677135 Designing a Corpus for Translation and Language Teaching. TESOL Quarterly v37 n3 p528-37 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:26 CIJAPR2004

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No College Students Computational Linguistics English (Second Language) Error Analysis (Language) Higher Education Interlanguage Second Language Instruction Second Language Learning Granger, Sylviane Journal Articles Reports - Research ISSN-0039-8322 English Describes the design of the International Corpus of Learner English, outlining the learner and task variables in the corpus of texts written by English-as-a-Foreign-Language university undergraduates. The design of the corpus and sampling of students with different native languages make contrastive interlanguage analyses and error analyses possible on a much larger scale than was previously feasible. (Author/VWL) EJ677136 The International Corpus of Learner English: A New Resource for Foreign Language Learning and Teaching and Second Language Acquisition Research. TESOL Quarterly v37 n3 p538-46 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:26 CIJAPR2004

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No Adults Computational Linguistics English (Second Language) Multimedia Materials Second Language Instruction Second Language Learning Videotape Recordings Reder, Stephen Harris, Kathryn Setzler, Kristen Journal Articles Reports - Research ISSN-0039-8322 English Describes what may be the first of a new generation of corpora: the Multimedia Adult ESOL (English as a Second or Other Language) Learner Corpus. The corpus is notable for containing language produced by very low level learners in language classrooms and for the fact that the transcribed language remains linked to video recordings. (Author/VWL) EJ677137 The Multimedia Adult ESL Learner Corpus. TESOL Quarterly v37 n3 p546-57 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:26 CIJAPR2004

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No Academic Achievement English (Second Language) Language Proficiency Second Language Instruction Second Language Learning Student Characteristics Student Diversity Freeman, Yvonne Freeman, David Journal Articles Opinion Papers ISSN-1056-7941 English Discusses how to provide effective instruction for an increasingly diverse student population. Suggests teachers must consider the distinct differences among English language learners' academic backgrounds and academic language proficiencies. (Author/VWL) EJ677138 Struggling English Language Learners: Keys for Academic Success. TESOL Journal v12 n3 p5-10 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:26 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No College Faculty Cooperation English (Second Language) Higher Education Interaction Language Teachers Methods Courses Middle School Students Middle Schools Second Language Instruction Second Language Learning Teacher Education Vann, Roberta J. Fairbairn, Shelley B. Journal Articles Opinion Papers ISSN-1056-7941 English Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods class at a local university. (Author/VWL) EJ677139 Linking Our Worlds: A Collaborative Academic Literacy Project. TESOL Journal v12 n3 p11-16 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:27 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No Cultural Differences English (Second Language) Ethnography Reading Habits Second Language Instruction Second Language Learning Burns, Anne Journal Articles Opinion Papers ISSN-1056-7941 English Focuses on individual reading practices both inside and outside the classroom. Aimed to reflect trends in the field of new literacy studies that draw on ethnographic accounts of the literacy practices of different groups. Investigated student perceptions of learning experiences in adult migrant English program classrooms. (Author/VWL) EJ677140 Reading Practices: From Outside to Inside the Classroom. TESOL Journal v12 n3 p18-23 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:27 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No Culturally Relevant Education English (Second Language) Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Snyder, Sharon C. Journal Articles Opinion Papers ISSN-1056-7941 English Suggests that constructing lessons and materials that are rich in students' known literacies helps teachers provide students with a powerful support for learning a new literacy--second language writing. (Author/VWL) EJ677141 Foundations of Predictability in L2 Literacy Learning. TESOL Journal v12 n3 p24-28 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:27 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No Access to Education Apartheid Educationally Disadvantaged English (Second Language) Foreign Countries Higher Education Program Descriptions Second Language Instruction Second Language Learning van Wyk, Arlys Journal Articles Opinion Papers South Africa South Africa ISSN-1056-7941 English Describes how the University of the Free State (South Africa) remedied educational disparities created by the apartheid system, through an academic bridge program that helps scholastically disadvantaged students succeed at tertiary institutions. (Author/VWL) EJ677142 Access to Higher Education in South Africa: Bridging the Divide through Academic Literacy. TESOL Journal v12 n3 p29-34 Aut 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Literacy Mass Media Second Language Instruction Second Language Learning Quinlisk, Carla Chamberlin Journal Articles ISSN-1056-7941 English Stresses the importance of developing media literacy in the English-as-a-Second/Foreign-Language classroom, not only as a way to incorporate mass media as a source of linguistic input, but also as a tool for learning to interpret multiple layers of messages and to separate mediated images of people, places, things, ideas, and values from those of the real world. (Author/VWL) EJ677143 Media Literacy in the ESL/ESL Classroom: Reading Images and Cultural Stories. TESOL Journal v12 n3 p35-40 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:28 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No Cooperative Learning English (Second Language) Food Service Hospitality Occupations Immigrants Native Speakers Second Language Instruction Second Language Learning Teaching Methods Vocational English (Second Language) Gerdes, Carla Wilberschied, Lee Journal Articles Opinion Papers ISSN-1056-7941 English Using a cooperative and situated learning approach, two vocational English-as-a-Second-Language instructors created a linguistic community of practice among nonnative speaking immigrant restaurant employees and their native speaking coworkers. (Author/VWL) EJ677144 Workplace ESL: Effective Adaptations To Fill a Growing Need. TESOL Journal v12 n3 p41-46 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:28 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No Classroom Techniques Drama English (Second Language) Literature Reader Response Second Language Instruction Second Language Learning Ruby, Jennifer Gordon, Tatiana Bizero, Laurie Journal Articles Opinion Papers ISSN-1056-7941 English Three tips for the classroom include the use of literature circles, integrating reading and writing through literature response; and teaching critical challenges via dramatic arts. (Author/VWL) EJ677145 Fostering Multilayered Literacy through Literature Circles; "Romeo and Juliet Come to New York": Integrating Reading and Writing through Literature Response; Teaching Critical Challenges via Dramatic Arts. TESOL Journal v12 n3 p47-52 Aut 2003 2003-00-00 T 2004 7/11/2004 11:51:28 CIJAPR2004 Special issue: Promoting L2 Literacy.

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No English Language Research Native Speakers Second Language Instruction Second Language Learning Spanish Syntax Hertel, Tammy Jandrey Journal Articles Reports - Research ISSN-0267-6583 English Investigates the acquisition of Spanish word order by native speakers of English. Specifically considers the development of sensitivity to the distinct interpretations of subject-verb vs. verb-subject order as determined by lexical verb class and discourse structure. (Author/VWL) EJ677146 Lexical and Discourse Factors in the Second Language Acquisition of Spanish Word Order. Second Language Research v19 n4 p273-304 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:28 CIJAPR2004

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No English (Second Language) Korean Language Research Linguistic Theory Second Language Instruction Second Language Learning Transfer of Training Uncommonly Taught Languages Verbs Joo, Hye-Ri Journal Articles Reports - Research ISSN-0267-6583 English Focuses on Korean English as a foreign language (EFL) learners' knowledge of the locative alternation and its relationship to theories of language-particular and language-universal properties. Results are discussed with reference to universality of linking, to the transfer of argument structure, and to Pinker's learnability theory. (Author/VWL) EJ677147 Second Language Learnability and the Acquisition of the Argument Structure of English Locative Verbs. Second Language Research v19 n4 p305-28 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:29 CIJAPR2004

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No English (Second Language) German Idioms Language Research Native Speakers Second Language Instruction Second Language Learning Abel, Beate Journal Articles Reports - Research ISSN-0267-6583 English Investigated judgments native speakers of German make about the decomposability of English idioms. Findings were analyzed and compared to native judgments. Introduces the Model of Dual Idiom Representation to explain the differences between the two groups. (Author/VWL) EJ677148 English Idioms in the First Language and Second Language Lexicon: A Dual Representation Approach. Second Language Research v19 n4 p329-58 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:29 CIJAPR2004

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No Comparative Analysis Grammar Language Research Language Universals Second Language Instruction Second Language Learning Textbooks Thomas, Margaret Book/Product Reviews Journal Articles ISSN-0267-6583 English Reviews two textbooks that introduce generative research on second language acquisition and evaluate existing proposals about the role of universal grammar. Comparison of the two texts provides an opportunity to examine conventions the field uses in representing itself to a novice readership. (Author/VWL) EJ677149 Two Textbook Representations of Second Language Acquisition and Universal Grammar: "Access" and "Constraint." Second Language Research v19 n4 p359-76 Oct 2003 2003-00-00 T 2004 7/11/2004 11:51:29 CIJAPR2004

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No Discourse Analysis Interaction Language Research Parent Teacher Conferences Student Evaluation Tape Recordings Pillet-Shore, Danielle Journal Articles ISSN-0835-1813 English Examines "okay" deployed as an assessment of student performance in parent-teacher conference interactions. Data drawn for 35 videotaped and audiotaped conferences are presented to demonstrate that "okay" participates as a value in two distinct metrics of assessment--one binary, one gradated. (Author/VWL) EJ677150 Doing "Okay": On the Multiple Metrics of an Assessment. Research on Language and Social Interaction v36 n3 p285-319 2003 2003-00-00 T 2004 7/11/2004 11:51:29 CIJAPR2004

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No Classroom Observation Techniques Learning Activities Second Language Instruction Second Language Learning Secondary Education Secondary School Students Spanish Egbert, Joy Journal Articles Reports - Research Flow Theory ISSN-0026-7902 English Focuses on the relationship between flow experiences and language learning. Flow theory suggests that flow experiences can lead to optimal learning. Findings suggest flow does exist in the foreign language classroom and that flow theory offers an interesting and useful framework for conceptualizing and evaluating language learning activities. (Author/VWL) EJ677151 A Study of Flow Theory in the Foreign Language Classroom. Modern Language Journal v87 n4 p499-518 Win 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Elementary Education Elementary School Students English (Second Language) Feedback Foreign Countries Second Language Instruction Second Language Learning Teacher Student Relationship Oliver, Rhonda Mackey, Alison Journal Articles Reports - Research ISSN-0026-7902 English Examines the role of interactional context in exchanges between teachers and learners in English-as-a-Second-Language classrooms. Teacher-learner exchanges were categorized as being primarily focused on content, communication, management, or explicit language. Suggests that the importance of the interactional context should not be underestimated when discussing feedback in second language classroom settings. (Author/VWL) EJ677152 Interactional Context and Feedback in Child ESL Classrooms. Modern Language Journal v87 n4 p519-33 Win 2003 2003-00-00 T 2004 7/11/2004 11:51:30 CIJAPR2004

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No Danish Dutch Interaction Native Speakers Second Language Instruction Second Language Learning Uncommonly Taught Languages Vocabulary Brouwer, Catherine E. Journal Articles Reports - Research ISSN-0026-7902 English Considers word search sequences and the opportunities for language learning that they may provide for nonnative speakers on the basis of naturally occurring interactions between native speakers of Danish and Dutch speakers of Danish. (Author/VWL) EJ677153 Word Searches in NNS-NS Interaction: Opportunities for Language Learning? Modern Language Journal v87 n4 p534-45 Win 2003 2003-00-00 T 2004 7/11/2004 11:51:30 CIJAPR2004

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No Cues Pictorial Stimuli Recall (Psychology) Second Language Instruction Second Language Learning Semantics Spanish Vocabulary Development Barcroft, Joe Journal Articles Reports - Research Questions ISSN-0026-7902 English Concerned the effects of questions about word meaning during an immediate lexical learning task. English-speaking learners of Spanish as a second language attempted to learn 24 new Spanish words while viewing word-picture pairs. Results indicated significantly greater cued-recall scores in the no questions condition than in the questions condition, a finding that provided evidence for a potentially inhibitory effect of semantic elaboration. (Author/VWL) EJ677154 Effects of Questions about Word Meaning during L2 Spanish Lexical Learning. Modern Language Journal v87 n4 p546-61 Win 2003 2003-00-00 T 2004 2016-11-21

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No College Students Cues Foreign Countries Higher Education Lecture Method Listening Comprehension Second Language Instruction Second Language Learning Jung, Euen Hyuk (Sarah) Journal Articles Reports - Research Korea South Korea ISSN-0026-7902 English Demonstrates that cues play a significant role in second language listening comprehension and provides additional empirical support for their beneficial effect. Found that the absence of cues appeared to contribute significantly to the miscomprehension of information in a lecture. (Author/VWL) EJ677155 The Role of Discourse Signaling Cues in Second Language Listening Comprehension. Modern Language Journal v87 n4 p562-77 Win 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Educational Policy Elementary Secondary Education Heritage Education Higher Education Policy Formation Second Language Instruction Second Language Learning Second Languages Phillips, June K. McGroarty, Mary Roca, Ana Met, Mimi Dorwick, Thalia Glass, William R. Zimmer-Loew, Helene Maxwell, David Information Analyses Journal Articles Opinion Papers ISSN-0026-7902 English Explores questions related to who educational policymakers are in the United States, the policies that they make, and the implications of these policies for foreign languages. Six commentaries are provided in response to the topic. (Author/VWL) EJ677156 Implications of Language Education Policies for Language Study in Schools and Universities. Modern Language Journal v87 n4 p578-97 Win 2003 2003-00-00 T 2004 7/11/2004 11:51:31 CIJAPR2004

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No Educational Policy Foreign Countries Language of Instruction Language Planning Second Language Instruction Amara, Muhammad Hasan Information Analyses Journal Articles Palestine Palestine ISSN-0272-2690 English Investigates the development of foreign language education policies in Palestine at a time when the establishment of a Palestinian state has become a real option, and when, following the Oslo agreements, the Palestinians have become responsible for Palestinian education. (Author/VWL) EJ677157 Recent Foreign Language Education Policies in Palestine. Language Problems & Language Planning v27 n3 p217-32 2003 2003-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Language Planning Technological Advancement Writing (Composition) Benczik, Vilmos Journal Articles Opinion Papers Language Change ISSN-0272-2690 English Language emerges and changes primarily through communication; therefore communication technologies play a key role in the history of language change. With writing losing its earlier hegemony over communication, the question arises as to whether this will lead to the erosion of human language and thought. (Author/VWL) EJ677158 Communication as a Source and Motivator of Language Evolution. Language Problems & Language Planning v27 n3 p249-68 2003 2003-00-00 T 2004 2016-11-21

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No Esperanto Foreign Countries Higher Education Language Planning Second Language Instruction Second Language Learning Uncommonly Taught Languages O Riain, Sean Journal Articles Opinion Papers Interlinguistics ISSN-0272-2690 English Describes the German interlinguistics society Gesellschaft fur Interlinguistik (GIL), which was founded to bring together interlinguistics and esperantology scholars. Highlights GIL's principal fields of activity and discusses its role in the fields of international linguistic communication, language planning, esperantolgy, and the teaching of Esperanto and inerlinguisitics at institutions of higher education. (Author/VWL) EJ677159 The German Interlinguistics Society Gesellschaft fur Interlinguistik. Language Problems & Language Planning v27 n3 p269-77 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bilingualism Foreign Countries Immigrants Intergroup Relations Turkish Uncommonly Taught Languages Jorgensen, J. Normann Journal Articles Opinion Papers Denmark Germany Turks Denmark Germany ISSN-0143-4632 English Introduces the topic of this special issue of the journal--linguistic construction and negotiation of social relations among bilingual Turkish-speaking adolescents in North-western Europe. The studies included focus on Turkish-German bilinguals and the Koge project in Denmark, a longitudinal study of bilingual development among Turkish Danes. (Author/VWL) EJ677160 Linguistic Construction and Negotiation of Social Relations among Bilingual Turkish-speaking Adolescents in North-western Europe. Journal of Multilingual and Multicultural Development v24 n1-2 p1-11 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Bilingualism Code Switching (Language) Foreign Countries German Immigrants Intergroup Relations Language Variation Turkish Uncommonly Taught Languages Hinnenkamp, Volker Journal Articles Reports - Research Germany Turks Germany ISSN-0143-4632 English Presents a study of mixed language use within the frame of interactional sociolinguistics by looking at how adolescents of Turkish background living in Germany have developed their own patterns of bilingualism. Analyzes transcripts of Turkish-German mixed speech and shows that the switching and mixing oscillates between local sequential functions and a more global "we-group" function. (Author/VWL) EJ677161 Mixed Language Varieties of Migrant Adolescents and the Discourse of Hybridity. Journal of Multilingual and Multicultural Development v24 n1-2 p12-41 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bilingualism Foreign Countries German Immigrants Inner City Intergroup Relations Sociolinguistics Turkish Uncommonly Taught Languages Dirim, Inci Hieronymus, Andreas Journal Articles Reports - Research Germany Turks Germany ISSN-0143-4632 English Approaches the linguistic setting of a European inner-city, an area with a long history of migration from a sociological and linguistic perspective. After a qualititative-heuristic approach and conversation analysis, presents a description of sociolingual conditions and the process of their transformation. (Author/VWL) EJ677162 Cultural Orientation and Language Use among Multilingual Youth Groups: "For Me It Is Like We All Speak One Language." Journal of Multilingual and Multicultural Development v24 n1-2 p42-55 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bilingualism Danish Foreign Countries Grade 8 Immigrants Intergroup Relations Turkish Uncommonly Taught Languages Cromdal, Jakob Journal Articles Reports - Research Turks Denmark Denmark ISSN-0143-4632 English Highlights the bilingual aspects of social interaction in a group of four Danish-Turkish students engaged in creating a cartoon strip. In-depth analysis of a 45-minute session reveals some organizational features of the group's work. (Author/VWL) EJ677163 The Creation and Administration of Social Relations in Bilingual Group Work. Journal of Multilingual and Multicultural Development v24 n1-2 p56-75 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bilingualism Code Switching (Language) Danish Developmental Stages Elementary Education Elementary School Students Foreign Countries Grade 7 Intergroup Relations Turkish Uncommonly Taught Languages Esdahl, Trine Journal Articles Reports - Research Language Choice ISSN-0143-4632 English Deals with the negotiations of social relations among adolescents at a critical point in their development of a bilingual identity. Based on a general study of bilingual Turkish-Danish folkskole pupils' development of language choice and code switching, finds that the seventh grade is a pivotal stage in their linguistic development. (Author/VWL) EJ677164 Language Choice as a Power Resource in Bilingual Adolescents' Conversations in the Danish "Folkeskole." Journal of Multilingual and Multicultural Development v24 n1-2 p76-89 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Bilingualism Danish Elementary Education Elementary School Students Foreign Countries Intergroup Relations Power Structure Pragmatics Turkish Uncommonly Taught Languages Madsen, Lian Malai Journal Articles Reports - Research ISSN-0143-4632 English Focuses on interactional dominance and power wielding in bilingual conversation among school children. Finds that different pragmatic strategies are used by bilingual children as a means of negotiating power relationships and identities, but that the social relations and the power bases brought into the conversations by interactants make the outcomes of the negotiations predictable. (Author/VWL) EJ677165 Power Relationships, Interactional Dominance and Manipulation Strategies in Group Conversations of Turkish-Danish Children. Journal of Multilingual and Multicultural Development v24 n1-2 p90-100 2003 2003-00-00 T 2004 7/11/2004 11:51:34 CIJAPR2004 Special issue: Bilingualism and Social Relations: Turkish Speakers in North-west Europe.

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No Bilingualism Danish Foreign Countries Intergroup Relations Linguistic Theory Pragmatics Questionnaires Turkish Uncommonly Taught Languages Urban Areas Huls, Erica Backus, Ad Klomps, Saskia Jorgensen, Jens Normann Journal Articles Reports - Research Netherlands (Rotterdam) Politeness Turks Netherlands ISSN-0143-4632 English Proposes four different operationalizations of the basic hypothesis of politeness theory, ranging from the possibility that linguistic choices are determined by social norms to one allowing considerable freedom of choice for individual language users. Reports on a questionnaire carried out with adolescents in two urban multicultural areas: Rotterdam in the Netherlands and Koge, Denmark. (Author/VWL) EJ677166 Adolescents Involved in the Construction of Equality in Urban Multicultural Settings. Journal of Multilingual and Multicultural Development v24 n1-2 p102-25 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Code Switching (Language) Danish Foreign Countries Grade 5 Intergroup Relations Language Variation Turkish Uncommonly Taught Languages Jorgensen, J. Normann Journal Articles ISSN-0143-4632 English Analyzes conversation 501 from the Koge (Denmark) project for the four adolescents speakers' use of five to six different language varieties. Code choice patterns are shown to function in a range of ways. Suggests the multifaceted behavior of the Turkish-Danish adolescents is languaging, which is in principle what other human beings do. (Author/VWL) EJ677167 Languaging among Fifth Graders: Code Switching in Conversation 501 of the Koge Project. Journal of Multilingual and Multicultural Development v24 n1-2 p126-48 2003 2003-00-00 T 2004 7/11/2004 11:51:34 CIJAPR2004 Special issue: Bilingualism and Social Relations: Turkish Speakers in North-west Europe.

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No Bilingualism Cognitive Mapping Cognitive Processes Listening Skills Native Speakers Semantics Akker, Evelien Cutler, Anne Journal Articles Reports - Research Nonnative Speakers ISSN-1366-7289 English Examines whether listeners efficiently exploit sentence prosody to direct attention to words bearing sentence accent. Four studies are reported. Results suggest that less efficient mapping of prosody to semantics may be one way in which nonnative listening fails to equal native listening. (Author/VWL) EJ677168 Prosodic Cues to Semantic Structure in Native and Nonnative Listening. Bilingualism: Language and Cognition v6 n2 p81-96 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Cognitive Processes English Eye Movements Language Processing Oral Language Phonology Russian Marian, Viorica Spivey, Michael Journal Articles Reports - Research ISSN-1366-7289 English Two eye-tracking experiments examined spoken language processing in Russian-English bilinguals. The proportion of looks to objects whose names were phonologically similar to the name of a target object in either the same language, the other language, or both languages at the same time was compared to the proportion of looks in a control condition in which no objects overlapped phonologically with the target. (Author/VWL) EJ677169 Competing Activation in Bilingual Language Processing: Within- and Between-Language Competition. Bilingualism: Language and Cognition v6 n2 p97-115 Aug 2003 2003-00-00 T 2004 7/11/2004 11:51:35 CIJAPR2004

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No Age Bilingualism Cognitive Processes Pictorial Stimuli Speech Communication Task Analysis Hirsh, Katherine W. Morrison, Catriona M. Gaset, Silvia Carnicer, Eva Journal Articles Reports - Research ISSN-1366-7289 English Explored the role of age of acquisition in picture naming with a group of unbalanced, late bilinguals and a group of monolinguals. Hypothesized that effects of second language (L2)age of acquisition on l2 picture naming performance would be found (Author/VWL) EJ677170 Age of Acquisition and Speech Production in L2. Bilingualism: Language and Cognition v6 n2 p117-28 Aug 2003 2003-00-00 T 2004 7/11/2004 11:51:35 CIJAPR2004

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No Adults Bilingualism Case Studies Cognitive Processes English (Second Language) Grammar Morphology (Languages) Native Speakers Turkish Uncommonly Taught Languages White, Lydia Journal Articles Reports - Research Fossilized Language ISSN-1366-7289 English Provides a case study of the fossilized endstate of the second language (L2) English grammar of an adult native speaker of Turkish. Results are presented from production data, concentrating on verbal and nominal inflection and associated syntactic properties. (Author/VWL) EJ677171 Fossilization in Steady State L2 Grammars: Persistent Problems with Inflectional Morphology. Bilingualism: Language and Cognition v6 n2 p129-41 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Cognitive Processes English German Longitudinal Studies Monolingualism Transfer of Training Unsworth, Sharon Journal Articles Reports - Evaluative ISSN-1366-7289 English Considers whether the findings on referential properties of root infinitives in monolingual children are replicated in a bilingual situation. Testing a proposal by Hulk and Muller (2000), investigates whether and how crosslinguistic influence manifests itself, using original longitudinal data from a bilingual German/English child. The bilingual results are found to be broadly consistent with the monolingual data. (Author/VWL) EJ677172 Testing Hulk & Muller (2000) on Crosslinguistic Influence: Root Infinitives in a Bilingual German/English Child. Bilingualism: Language and Cognition v6 n2 p143-58 Aug 2003 2003-00-00 T 2004 7/11/2004 11:51:36 CIJAPR2004

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No Bilingualism Brain Cognitive Processes Neurolinguistics Grosjean, Francois Li, Ping Munte, Thomas F. Antoni, Rodriguez-Fornells Journal Articles Opinion Papers ISSN-1366-7289 English The Rodriguez-Fornells, Rotte, Heinze, Nosselt, and Munte (2002) paper "Brain Potential and Functional MRI Evidence for How to Handle Two Languages with One Brain," is discussed by two of two of its authors, both neuroscientists, and by two language scientists. (Author/VWL) EJ677173 Imaging Bilinguals: When the Neurosciences Meet the Language Sciences. Bilingualism: Language and Cognition v6 n2 p159-65 Aug 2003 2003-00-00 T 2004 7/11/2004 11:51:36 CIJAPR2004

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No Bilingualism Cognitive Processes Foreign Countries German Language Usage Language Variation Pidgins Second Language Learning Deumert, Ana Journal Articles Opinion Papers Markedness Namibia Language Contact Namibia ISSN-0388-0001 English Argues that the study of contact varieties of a language are relevant to understanding of second language acquisition and use, because non-canonical contact languages are often situated on a continuum between pidginization and the more general processes of untutored second language acquisition. Data on participle regularization in Namibian Black German and other German oriented contact varieties are discussed. (Author/VWL) EJ677174 Markedness and Salience in Language Contact and Second-Language Acquisition: Evidence from a Non-Canonical Contact Language. Language Sciences v25 n6 p561-613 Nov 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Role Educational Trends Higher Education Scholarship Social Capital Trust (Psychology) Tierney, William G. Journal Articles Opinion Papers Academic Community ISSN-0162-5748 English Depicts what academe might look like in 2027, traces roots of the problem, and suggests how to overcome it. Focuses on access and shared governance. Considers how theories of social capital and trust might inform the challenges facing higher education, delineates the parameters of organizational trust and trustworthiness, and concludes with an outline of responsibilities that intellectuals have to meet to ensure the trust extended to colleges and universities. (EV) EJ677175 Remembrance of Things Past: Trust and the Obligations of the Intellectual. Review of Higher Education v27 n1 p1-15 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs College Faculty Expectation Faculty Evaluation Higher Education Tenure Tenured Faculty O'Meara, KerryAnn Journal Articles Reports - Research Post Tenure Review ISSN-0162-5748 English Examined the influence of beliefs and expectations on the first-year implementation of posttenure review in one state system. Findings indicate that beliefs and expectations concerning posttenure review's origins, purposes, and usefulness strongly influenced participants' experience of the process, as well as posttenure review's affect on professional development, performance, and retirement decisions. (EV) EJ677176 Believing Is Seeing: The Influence of Beliefs and Expectations on Posttenure Review in One State System. Review of Higher Education v27 n1 p17-43 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Students Educational Attainment Educational Status Comparison Higher Education Low Income Groups Socioeconomic Status Student Experience Walpole, MaryBeth Journal Articles Reports - Research ISSN-0162-5748 English Investigated college experiences and outcomes for low and high SES students utilizing data from a longitudinal database. Low SES students engaged in fewer extracurricular activities, worked more, studied less, and reported lower GPAs than their high SES peers. Nine years after entering college, the low SES students had lower incomes, educational attainment, and graduate school attendance. These experiential and outcome differences are tied to differences in cultural capital and habitus. (EV) EJ677177 Socioeconomic Status and College: How SES Affects College Experiences and Outcomes. Review of Higher Education v27 n1 p45-73 Fall 2003 2003-00-00 T 2004 7/11/2004 11:51:37 CIJAPR2004

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No Higher Education Institutional Mission Liberal Arts Hartley, Matthew Journal Articles Reports - Research Institutional Renewal ISSN-0162-5748 English Describes the renewal of mission at three liberal arts colleges. Based on interviews with 77 participants and the review of more than 2,000 pages of institutional documents, explores how groups of individuals responded to an institutional crisis by seeking a more satisfying institutional life. Draws parallels between these efforts at mission-centered change and socio-cultural movement theory. (Author/EV) EJ677178 "There Is No Way without a Because": Revitalization of Purpose at Three Liberal Arts Colleges. Review of Higher Education v27 n1 p75-102 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Attendance Grants Higher Education Low Income Groups Program Effectiveness State Aid Student Financial Aid St. John, Edward P. Musoba, Glenda D. Simmons, Ada B. Journal Articles Reports - Research Indiana Indiana ISSN-0162-5748 English This study assesses the impact of Indiana's Twenty-first Century Scholars Program, a supplemental grant program that provides aid to low-income students who kept an eighth grade "promise" to prepare for college and to remain drug free. Analyses reveal that the grants helped equalize opportunity to persist in Indiana's public colleges. (Author) EJ677179 Keeping the Promise: The Impact of Indiana's Twenty-First Century Scholars Program. Review of Higher Education v27 n1 p103-23 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Faculty College Relationship Higher Education Job Satisfaction Quality of Working Life Lindholm, Jennifer A. Journal Articles Reports - Research Faculty Attitudes ISSN-0162-5748 English This qualitative study examines how faculty define the key elements within the university work environment that promote their personal sense of organizational fit. Findings show that intellectual stimulation and social-emotional support derived from connections with institutional colleagues are important in establishing a sense of fit. Even more important for some is the institution's capacity to provide structural support that enables them to fulfill their professional ambitions. (Author) EJ677180 Perceived Organizational Fit: Nurturing the Minds, Hearts, and Personal Ambitions of University Faculty. Review of Higher Education v27 n1 p125-49 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Justice Well Being Tilly, Charles Journal Articles Speeches/Meeting Papers Fairness Knowledge English Discusses how the persistence of knowledge inequalities influences higher education. Explores how the control of and access to knowledge affects human well being (i.e., control over production of knowledge, control over its distribution, and access to knowledge by people whose well being it will or could affect). (EV) EJ677181 Unequal Knowledge. Graduate Researcher: Journal for the Arts, Sciences, and Technology v1 n1 p8-17 2003 2003-00-00 Graduate Researcher Consortium, 2030 Mackay, T202, Montreal, Canada H3G 1M9; telephone: (514)848-2424 ext. 8895. N/A 2004 2016-11-21

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No College Environment Cultural Pluralism Foreign Countries Higher Education Student Diversity Luppicini, Rocci Sajnani, Nisha Journal Articles Speeches/Meeting Papers Canada Tolerance Canada English Sought to determine the definition of the word "tolerance" as used within a Canadian university's mission statement. Gauged the climate of tolerance within this university and connected it to sociocultural challenges faced by similar universities. The qualitative case study explored tolerance through the experiences of administrators, faculty members, and students. It identified sociocultural differences that challenge the maintenance of tolerance, and makes recommendations for promoting inclusiveness within the university. (EV) EJ677182 Perceptions of Tolerance within a Canadian University. Graduate Researcher: Journal for the Arts, Sciences, and Technology v1 n1 p49-57 2003 2003-00-00 Graduate Researcher Consortium, 2030 Mackay, T202, Montreal, Canada H3G 1M9; telephone: (514)848-2424 ext. 8895. N/A 2004 2016-11-23

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No College Role Educational Policy Ethics Governance Government School Relationship Higher Education Public Policy Shorter, Abigail Journal Articles Speeches/Meeting Papers Canada Canada English This explores how philosophical systems of thought interface with bureaucratic models of social governance. Addresses practical questions facing universities, such as: (1) Is there a need for state intervention in the creation of international research communities? and (2)If so, what international policy tools would be required by national governments to regulate associated industry and academic research teams?(EV) EJ677183 Alternative Approaches to the Study of Implementation of Higher Education in Canada. Graduate Researcher: Journal for the Arts, Sciences, and Technology v1 n1 p58-68 2003 2003-00-00 Graduate Researcher Consortium, 2030 Mackay, T202, Montreal, Canada H3G 1M9; telephone: (514)848-2424 ext. 8895. N/A 2004 2016-11-21

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No Empowerment Futures (of Society) Labor Telecommunications Peters, David Journal Articles Speeches/Meeting Papers Ontology English Offers a theoretical inquiry into changes in the ontology of labor in contemporary industry, and the enabling role played by telecommunications technology in these changes. Asserts that while labor is fundamentally cooperative and communicative, the temporal instability in the workplace caused by neo-liberal forces is undermining the sense of community and cohesion between working persons. (EV) EJ677184 Enabling Empowerment and Enslavement: Telecommunications Technology and the Ontology of Labour in the Early 21st Century. Graduate Researcher: Journal for the Arts, Sciences, and Technology v1 n1 p69-79 2003 2003-00-00 Graduate Researcher Consortium, 2030 Mackay, T202, Montreal, Canada H3G 1M9; telephone: (514)848-2424 ext. 8895. N/A 2004 2016-11-21

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No Educational Principles Higher Education Research Universities Social Work Values Cowger, Charles D. Journal Articles Opinion Papers ISSN-1043-7797 English Argues that the values of the research university should not have a decreasing emphasis in social work education equivalent to its decreasing proportional numerical status. Argues that the distinctive values of the research university are particularly good for social work education, the profession, and clients, and that recognizing, articulating, understanding, and building on the strengths of varied educational settings should strengthen the profession. (EV) EJ677185 The Values of the Research University Should Be Maximized To Strengthen Social Work Education. Journal of Social Work Education v39 n1 p43-48 Win 2003 2003-00-00 T 2004 7/11/2004 11:51:39 CIJAPR2004

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No Faculty Publishing Higher Education Publish or Perish Issue Scholarly Writing Social Work Tenure Seipel, Michael M. O. Journal Articles Reports - Research ISSN-1043-7797 English This exploratory study shows that the following types of scholarly publication are most desirable for obtaining tenure in social work education: (1) work printed in peer-reviewed publications; (2) publications that focus on social work rather than non-social work scholarship; (3) single authorship or lead authorship of collaborative work; (4) articles in first-tier journals or other national and international publishing outlets. (EV) EJ677186 Assessing Publication for Tenure. Journal of Social Work Education v39 n1 p79-88 Win 2003 2003-00-00 T 2004 7/11/2004 11:51:39 CIJAPR2004

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No Evaluation Problems Higher Education Social Work Student Evaluation of Teacher Performance Wolfer, Terry A. Johnson, Miriam McNown Journal Articles Reports - Research Social Work Educators ISSN-1043-7797 English Reports on the aggregate analysis of scores generated by a standardized instrument, the Teaching Evaluation Form (TEF; Hudson, 1982), at the College of Social Work, University of South Carolina. Data included more than 11,000 completions of the instrument in 508 class sections offered during a 4-year period. Analysis revealed a severely negatively skewed and truncated distribution of scores, with no low outlying instructors. (EV) EJ677187 Re-Evaluating Student Evaluation of Teaching: The Teaching Evaluation Form. Journal of Social Work Education v39 n1 p111-21 Win 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers College Preparation Developmental Studies Programs Higher Education Kelly, Michael C. Journal Articles Reports - Descriptive Digital Divide TRIO Programs ISSN-0889-8405 English Seeks to heighten awareness of the "digital divide" in the TRIO community, enumerating its implications for projects and participants, providing data on one Talent Search project's experience, and outlining some general plans for conquering the divide in the TRIO community. (EV) EJ677188 Bridging the Digital Divide. Opportunity Outlook p2-7 Jan 2003 2003-00-00 Opportunity Outlook, Council for Opportunity in Education, 1025 Vermont Ave., N.W., Suite 900, Washington, DC 20005. Tel: 202-347-7430. N/A 2004 2016-11-21

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No College Attendance College Students Educationally Disadvantaged Resilience (Personality) Student Experience Success Felix, Oscar Journal Articles Reports - Research TRIO Programs ISSN-0889-8405 English Examined success factors of eight under-prepared students at Colorado State University. Four major themes emerged from the data: pre-college experiences, struggles, positive campus experiences and support, and student growth. Findings were conceptualized within a student resiliency framework. (EV) EJ677189 Academic Success at Selective Institutions. Opportunity Outlook p9-16 Jan 2003 2003-00-00 Opportunity Outlook, Council for Opportunity in Education, 1025 Vermont Ave., N.W., Suite 900, Washington, DC 20005. Tel: 202-347-7430. N/A 2004 2016-11-21

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No College Preparation Developmental Studies Programs Federal Programs Higher Education History Groutt, John Journal Articles Reports - Descriptive TRIO Programs ISSN-0889-8405 English Reviews the initial creation of the TRIO Programs, beginning with TRIO Upward Bound in 1964, and on through the regionalization of TRIO programs nationally. (EV) EJ677190 Milestones of TRIO History, Part 1. Opportunity Outlook p21-27 Jan 2003 2003-00-00 Opportunity Outlook, Council for Opportunity in Education, 1025 Vermont Ave., N.W., Suite 900, Washington, DC 20005. Tel: 202-347-7430. N/A 2004 2016-11-21

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No Case Studies Ethnography Program Effectiveness Qualitative Research Southerland, Wallace, III. Journal Articles Reports - Descriptive Grounded Theory TRIO Programs ISSN-0889-8405 English Describes qualitative research traditions (phenomenology, grounded theory, ethnography, and case study) that may be used to advance research and make evidence-based decisions in TRIO programs. (EV) EJ677191 Advancing Research in the TRIO Community. Opportunity Outlook p34-36 Jan 2003 2003-00-00 Opportunity Outlook, Council for Opportunity in Education, 1025 Vermont Ave., N.W., Suite 900, Washington, DC 20005. Tel: 202-347-7430. N/A 2004 2016-11-21

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No College Students Educationally Disadvantaged Essays Expository Writing Nontraditional Students Writing Instruction Jones, Casey Journal Articles Reports - Research TRIO Programs ISSN-0889-8405 English Using findings from a pilot study, discusses why there is good cause to believe that the five-paragraph essay has significant strengths as a tool for the development of writing competencies among low-income and first-generation college students. (EV) EJ677192 Effective Writing Practices for TRIO Students. Opportunity Outlook p37-40 Jan 2003 2003-00-00 Opportunity Outlook, Council for Opportunity in Education, 1025 Vermont Ave., N.W., Suite 900, Washington, DC 20005. Tel: 202-347-7430. N/A 2004 2016-11-21

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No Computer Mediated Communication Distance Education Higher Education Interpersonal Competence Online Courses Skill Development Virtual Classrooms Liebowitz, Jay Journal Articles Reports - Descriptive ISSN-8756-7555 English Describes the adaptation for distance learning of an MBA organizational behavior course. Explains that the most effective strategy involved conducting group exercises and role plays synchronously in the chat room. A student survey indicated that online students developed skills comparable to face-to-face students. (EV) EJ677193 Teach People Skills Totally Online? College Teaching v51 n3 p82-85 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:41 CIJAPR2004

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No Classroom Communication Classroom Techniques Dissent Higher Education Learning Strategies Resistance (Psychology) Student Empowerment Teacher Student Relationship Raney, David Journal Articles Reports - Descriptive ISSN-8756-7555 English Presents the idea that learning through active resistance makes the information that students discover more valuable to them. Provides examples from classroom experiences. (EV) EJ677194 Whose Authority? Learning and Active Resistance. College Teaching v51 n3 p86-91 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:42 CIJAPR2004

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No Classroom Communication Classroom Environment Classroom Techniques Conflict Higher Education Teacher Student Relationship Meyers, Steven A. Guides - Non-Classroom Journal Articles ISSN-8756-7555 English Presents a range of techniques that faculty can use to help prevent the development of negative emotions and conflict in their classes. Recommendations include communicating warmth and sensitivity toward students by remaining enthusiastic and available, establishing a shared course framework by determining course objectives and seeking students' input, and helping students develop relationships in class through interactive teaching. (EV) EJ677195 Strategies To Prevent and Reduce Conflict in College Classrooms. College Teaching v51 n3 p94-98 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:42 CIJAPR2004

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No College Students Critical Thinking Higher Education Service Learning Student Development Thinking Skills Sedlak, Carol A. Doheny, Margaret O. Anaya, Ella Panthofer, Nancy Journal Articles Reports - Research ISSN-8756-7555 English Sought to describe the growth of 94 nursing students' critical thinking through service-learning experiences. Results revealed two major themes: development of both professional and community perspectives. (EV) EJ677196 Critical Thinking in Students' Service-Learning Experiences. College Teaching v51 n3 p99-103 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:42 CIJAPR2004

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No College Students Cooperative Learning Group Activities Grouping (Instructional Purposes) Groups Higher Education Self Evaluation (Individuals) Blowers, Paul Journal Articles Reports - Descriptive Group Selection ISSN-8756-7555 English Discusses common methods of forming student groups for group work, suggesting that many are ineffective, then describes a student self-assessment method used to group students according to their skills. Asserts that the method, used for 2 years in both sophomore- and senior-level courses, has been proven to prevent intragroup skill imbalances. (EV) EJ677197 Using Student Skill Self-Assessments To Get Balanced Groups for Group Projects. College Teaching v51 n3 p106-10 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Faculty Development Higher Education Mentors Program Descriptions Teacher Improvement Kemp, Philip R. O'Keefe, Robert D. Journal Articles Reports - Descriptive ISSN-8756-7555 English Describes the potential problems and benefits of departmental-level mentoring programs to improve faculty teaching, then describes the Program for the Enhancement of Teaching at DePaul University, including its specific activities such as lunches and seminars. (EV) EJ677198 Improving Teaching Effectiveness: Some Examples from a Program for the Enhancement of Teaching. College Teaching v51 n3 p111-14 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:43 CIJAPR2004

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No Attitudes Evaluation Criteria Evaluators Higher Education Student Evaluation Writing (Composition) Writing Evaluation Yun, Wang Journal Articles Reports - Research ISSN-8756-7555 English Examined the relationship between students' composition scores and the writers' and raters' perceptions of a given topic: does a student receive a higher score if the rater agrees with the student's thesis? Findings indicated that there are other factors, such as students' attitude and cognitive ability that may affect raters' judgments of student writing performance. (EV) EJ677199 How Raters' and Writers' Perceptions of a Topic Affect the Scoring of Compositions. College Teaching v51 n3 p115-18 Sum 2003 2003-00-00 T 2004 7/11/2004 11:51:43 CIJAPR2004

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No Administrator Effectiveness Administrator Qualifications College Presidents Higher Education Martin, James Samels, James E. Guides - Non-Classroom Journal Articles New Faculty ISSN-1068-1027 English Discusses the need for new college presidents to have skills in: (1) mastering technology choices; (2) producing partnerships; (3) vanquishing adversaries; (4) building a brand; (5) seeking selective excellence; (6) valuing bricks and clicks; (7) leveraging mentoring networks; and (8) ensuring entrepreneurial advantage. (EV) EJ677200 8 Skills of Highly Effective New Presidents. Trusteeship v11 n5 p8-12 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No College Presidents Governing Boards Higher Education Trustees Pierce, Susan Resneck Guides - Non-Classroom Journal Articles Transition Management Trustee Role ISSN-1068-1027 English Discusses the role of the board of trustees and the incumbent president in managing the transition to a new college president. Stresses the importance of good communication and ground rules, and offers specific questions for discussion to ensure a smooth transition. (EV) EJ677201 Toward a Smooth Presidential Transition. Trusteeship v11 n5 p13-17 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Finance Environmental Scanning Governing Boards Higher Education Money Management Self Evaluation (Groups) Strategic Planning Trustees Richman, Naomi Fitzgerald, Susan Guides - Non-Classroom Journal Articles Trustee Role ISSN-1068-1027 English Describes how to perform a strategic financial assessment to enable the board to understand the fundamental internal and external challenges and opportunities confronting the institution when decision making and strategic capital planning. (EV) EJ677202 A Primer on Strategic Financial Assessments. Trusteeship v11 n5 p18-23 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Construction Costs Construction Programs Governing Boards Higher Education Trustees Frank, Samuel B. Guides - Non-Classroom Journal Articles Trustee Role ISSN-1068-1027 English Discusses the appropriate role of the board of trustees in campus construction projects, including the need to be involved at the start and to understand hidden costs, and how to conserve trustee time. (EV) EJ677203 To Build or Not To Build. Trusteeship v11 n5 p24-27 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No College Buildings Construction Costs Deferred Maintenance Governing Boards Higher Education School Maintenance Trustees Kadamus, David A. Guides - Non-Classroom Journal Articles Trustee Role Trustee Responsibility ISSN-1068-1027 English Discusses how to deal with the pressures to defer maintenance on campus buildings, including the issue of accelerated cycles of obsolescence, which "stranded" costs to avoid and to accept, and specific strategies to gain control of the physical asset portfolio. (EV) EJ677204 Rescue Your Campus from "Stranded" Costs. Trusteeship v11 n5 p28-32 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Desegregation Litigation School Desegregation School Segregation Henderson, Cheryl Brown Journal Articles Opinion Papers Brown v Board of Education Brown v Board of Education ISSN-0010-0951 English A daughter of the lead plaintiff in the landmark ruling recalls the day of the announcement and offers thoughts on its meaning today. (EV) EJ677205 Brown v. Board of Education at Fifty: A Personal Perspective. College Board Review n200 p6-11 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Desegregation Litigation School Desegregation School Resegregation School Segregation Williams, Juan Journal Articles Opinion Papers Brown v Board of Education Marshall (Thurgood) Brown v Board of Education ISSN-0010-0951 English Marshall's biographer describes how the great lawyer achieved victory and explains why today new enemies of integration are unraveling the gains of the recent past. (EV) EJ677206 Thurgood Marshall: The Man and His Enduring but Endangered Legacy. College Board Review n200 p12-19 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Desegregation Litigation Hispanic Americans School Desegregation School Segregation Ruiz, Vicki L. Journal Articles Reports - Descriptive Brown v Board of Education Latinos Brown v Board of Education ISSN-0010-0951 English In the waning months of World War II, Latino families in Orange County, California, protested efforts by local authorities to place their children in segregated schools. Their victory presaged the Supreme Court showdown in the next decade. (EV) EJ677207 "We Always Tell Our Children They Are Americans": Mendez v. Westminster and the California Road to Brown v. Board of Education. College Board Review n200 p20-27 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No College Preparation Desegregation Litigation Minority Groups School Desegregation School Resegregation School Segregation Eaton, Susan E. Orfield, Gary Journal Articles Opinion Papers Brown v Board of Education Brown v Board of Education ISSN-0010-0951 English Asserts that poor minority children today are too often relegated to ill-funded school systems that make a mockery of desegregation. With the recent Supreme Court decision upholding affirmative action, calls for colleges to renew their efforts to improve high school students' preparation for college. (EV) EJ677208 Rededication Not Celebration: Brown at Fifty. College Board Review n200 p28-33 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Desegregation Litigation School Desegregation School Segregation Strikes McCormick, Peter Journal Articles Reports - Descriptive Brown v Board of Education Brown v Board of Education ISSN-0010-0951 English As a senior in a segregated Virginia high school, John Stokes helped organize a student strike for better classroom conditions. The retired school principal describes how the events in Prince Edward County in 1951 went on to become part of the Brown v. Board case. (EV) EJ677209 "Today I Wonder How We Ever Pulled It off": How a Band of High School Students Influenced Desegregation. College Board Review n200 p34-39 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Photographs Racial Segregation School Desegregation School Segregation Journal Articles Reports - Descriptive Brown v Board of Education Brown v Board of Education ISSN-0010-0951 English Offers a photographic overview of the history of segregation, illustrating how it encompassed education from the outset. (EV) EJ677210 The Life and Slow Death of Jim Crow. Photo Essay. College Board Review n200 p40-46 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No College Environment College Students Higher Education Sexual Identity Student College Relationship Beemyn, Brett Guides - Non-Classroom Journal Articles ISSN-1541-0889 English Provides a brief history of transgenderism before discussing the handful of published narratives by transgender youth. Concludes with recommendations to improve the campus climate for people of all genders. (EV) EJ677211 Serving the Needs of Transgender College Students. Journal of Gay & Lesbian Issues in Education v1 n1 p33-50 2003 2003-00-00 Harrington Park Press, Tel: 800-429-6784; Web site: http://www.haworthpress.com/store/product.asp?sku=J367. T 2004 7/11/2004 11:51:47 CIJAPR2004

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No Access to Computers Case Studies Educationally Disadvantaged Information Technology Socioeconomic Influences Angus, Lawrence Snyder, Ilana Sutherland-Smith, Wendy Journal Articles Reports - Research Digital Divide ISSN-0004-9441 English Concentrates on cases of family engagement with information communication technologies (ICTs) at a very local level. (EV) EJ677212 Families, Cultural Resources and the Digital Divide: ICTs and Educational (Dis)advantage in the E-Society. Australian Journal of Education v47 n1 p18-39 Apr 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Instruction Educational Quality Faculty Evaluation Foreign Countries Higher Education Income Teacher Effectiveness Teacher Improvement Guest, Ross Duhs, Alan Journal Articles Opinion Papers Performance Based Funding Australia Australia ISSN-0004-9441 English Suggests ways of improving the effectiveness of the Australian Universities Quality Agency (AUQA) in raising the quality of university teaching, including: (1) the wide reporting of more accurate teaching performance indicators; and (2) a revised university funding model in which university income is based on teaching performance indicators. (EV) EJ677213 Quality Assurance and the Quality of University Teaching. Australian Journal of Education v47 n1 p40-57 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary School Teachers Employed Women Faculty Workload Family Work Relationship Females Foreign Countries Primary Education Stress Variables Teacher Morale Teaching Conditions Thomas, Narelle Clarke, Valerie Lavery, Judy Journal Articles Reports - Research Australia Australia ISSN-0004-9441 English Results of a self-report questionnaire indicated that female primary teachers in Australia report moderate levels of global, work, and family stress. Time and workload pressure was the major work stressor, and responsibility for child rearing the major family stressor. Work stress and home stress both impacted on each other. (EV) EJ677214 Self-Reported Work and Family Stress of Female Primary Teachers. Australian Journal of Education v47 n1 p73-87 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Research Foreign Countries High School Students Student Motivation Test Reliability Martin, Andrew Journal Articles Reports - Research Australia Australia ISSN-0004-9441 English Examined the refined Student Motivation Scale applied to a sample of 2,561 Australian high school students. The scale measures six motivation boosters and four motivation guzzlers. Analysis of data revealed, in addition to specific findings regarding student motivation, a strong factor structure comprising reliable factors. (EV) EJ677215 The Student Motivation Scale: Further Testing of an Instrument that Measures School Students' Motivation. Australian Journal of Education v47 n1 p88-106 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Labor Supply News Media Press Opinion Principals Quality of Working Life Supply and Demand Thomson, Pat Blackmore, Jill Sachs, Judyth Tregenza, Karen Journal Articles Reports - Research Deconstruction ISSN-0004-9441 English Subjects a corpus of predominantly United States news articles to deconstructive narrative analysis and finds that the dominant media representation of principals' work is one of long hours, low salary, high stress, and sudden death from high stakes accountabilities. Notes that the media picture may perpetuate the problem, and that it is at odds with research on principals' high job satisfaction. (EV) EJ677216 High Stakes Principalship--Sleepless Nights, Heart Attacks and Sudden Death Accountabilities: Reading Media Representations of the United States Principal Shortage. Australian Journal of Education v47 n2 p118-32 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Labor Supply Politics of Education Principals Supply and Demand Teacher Shortage Pounder, Diana G. Galvin, Patrick Shepherd, Paul Journal Articles Reports - Evaluative ISSN-0004-9441 English Asserts that there are multiple reasons why portrayals of an educator shortage crisis may be widely accepted in spite of questionable evidence. Explores reasons that may explain perceptions or misperceptions of the shortage, including political forces that may encourage or perpetuate beliefs about the problem. (EV) EJ677217 An Analysis of the United States Educational Administrator Shortage. Australian Journal of Education v47 n2 p133-45 Aug 2003 2003-00-00 T 2004 7/11/2004 11:51:48 CIJAPR2004 Special issue titled "Principal Recruitment."

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No Cultural Pluralism Dental Health Dental Schools Dental Students Health Needs Higher Education Medical Education Minority Groups Student Diversity Student Recruitment Noonan, Allan S. Evans, Caswell A. Journal Articles Reports - Descriptive ISSN-0022-0337 English Asserts that a substantial improvement in the diversity of the oral health student body and eventual workforce is a critical element to achieving the goals of improving oral health and quality of life and eliminating health disparities. Offers data about the disparities, and discusses the role of the Office of the Surgeon General and of dental schools. (EV) EJ677218 The Need for Diversity in the Health Professions. Journal of Dental Education v67 n9 p1030-33 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:49 CIJAPR2004 Special section titled "Creating a Culture for Diversity--A Necessary Reality for Survival."

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No Cultural Pluralism Dental Health Dental Schools Dental Students Diversity (Faculty) Faculty Development Higher Education Medical Education Medical School Faculty Minority Groups Student Diversity Gates, Paul E. Ganey, James H. Brown, Marc D. Journal Articles Reports - Descriptive ISSN-0022-0337 English Describes efforts toward minority faculty development in dentistry, including those of Harlem Hospital-Columbia University School of Dentistry and Oral Surgery, the National Dental Association Foundation, and Bronx Lebanon Hospital Center. Explains that critical elements in the success of these programs are environment, selection criteria, mentoring, networking, and finance. (EV) EJ677219 Building the Minority Faculty Development Pipeline. Journal of Dental Education v67 n9 p1034-38 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:49 CIJAPR2004 Special section titled "Creating a Culture for Diversity--A Necessary Reality for Survival."

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No Cultural Pluralism Dental Schools Dental Students Higher Education Medical Education Minority Groups Program Descriptions School Holding Power Student Diversity Student Recruitment Wadenya, Rose O. Schwartz, Susan Lopez, Naty Fonseca, Raymond Journal Articles Reports - Descriptive University of Pennsylvania ISSN-0022-0337 English Describes the university's focus on leadership, financial support, institutional commitment, and creation of an inclusive environment for minority students; an accelerated program leading to combined bachelor's and dental degrees, which includes agreements with Xavier University and Hampton University; and peer mentorship and minority mentorship Programs. (EV) EJ677220 Strategies for Recruitment and Retention of Underrepresented Minority Students at the University of Pennsylvania School of Dental Medicine. Journal of Dental Education v67 n9 p1039-41 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Pluralism Dental Schools Dental Students Diversity (Faculty) Faculty Recruitment Higher Education Medical Education Minority Groups School Holding Power Student Diversity Student Recruitment Frankl, Spencer N. Journal Articles Reports - Descriptive Boston University MA ISSN-0022-0337 English Discusses, in the context of the experience of the Boston University School of Dental Medicine, the challenges and opportunities inherent in creating and sustaining a diverse student body and a diverse faculty, staff, and administration. Highlights the role of the school's evolution as a learning organization as an essential contributing factor to success in minority recruitment and retention efforts. (EV) EJ677221 Strategies To Create and Sustain a Diverse Faculty and Student Body at the Boston University School of Dental Medicine. Journal of Dental Education v67 n9 p1042-45 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Programs Cultural Pluralism Dental Health Dental Schools Dental Students Health Needs Higher Education Medical Education Minority Groups Student Diversity Student Recruitment Ballard, Billy R. Journal Articles Reports - Descriptive ISSN-0022-0337 English Discusses the establishment of Minority Affairs Offices in dental schools, which follow the American Association of Medical Colleges' model as one method of addressing the declining enrollment and compounding oral health disparities of underrepresented minorities--African Americans, Hispanics, and Native Americans. (EV) EJ677222 The Establishment of Minority Affairs Offices in Schools of Dentistry: Pros and Cons. Journal of Dental Education v67 n9 p1046-47 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:50 CIJAPR2004 Special section titled "Creating a Culture for Diversity--A Necessary Reality for Survival."

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No Cultural Pluralism Higher Education Medical Education Medical Schools Medical Students Minority Groups Student Diversity Student Recruitment Terrell, Charles Beaudreau, James Journal Articles Reports - Descriptive ISSN-0022-0337 English Discusses reasons for the importance of diversity in health professions schools and historical approaches to achieving this diversity. Then describes Project 3000 by 2000, an effort by the Association of American Medical Colleges to enroll 3,000 underrepresented minority students in medical school by the year 2000. (EV) EJ677223 3000 by 2000 and Beyond: Next Steps for Promoting Diversity in the Health Professions. Journal of Dental Education v67 n9 p1048-52 Sep 2003 2003-00-00 T 2004 7/11/2004 11:51:50 CIJAPR2004 Special section titled "Creating a Culture for Diversity--A Necessary Reality for Survival."

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No College Administration Health Care Costs Health Insurance Higher Education Money Management McNamee, Mike Journal Articles Reports - Descriptive ISSN-0147-877X English Offers insights on reigning in the costs of health care benefits from speakers at a two-day seminar for campus human resource professionals sponsored by TIAA-CREF Institute. Issues addressed include why chief financial officers must care, why higher education is different, drug costs, and changes in consumer behavior. (EV) EJ677224 Where Does It Hurt? Business Officer v37 n3 p16-19 Sep 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 7/11/2004 11:51:50 CIJAPR2004

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No College Administration Health Care Costs Health Insurance Higher Education Intercollegiate Cooperation Private Colleges Heron, W. David Donatelli, Ben Journal Articles Reports - Descriptive ISSN-0147-877X English Describes how, through a shared plan, the Health Insurance Initiative of the Independent Colleges and Universities in Florida (ICUF) is saving participating institutions millions in costs associated with providing employee health care. (EV) EJ677225 Coming Together To Cut Health Care Costs. Business Officer v37 n3 p22-28 Sep 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 7/11/2004 11:51:50 CIJAPR2004

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No College Administration Higher Education School Business Officials Norris, Donald M. Olson, Mark A. Guides - Non-Classroom Journal Articles Outsourcing ISSN-0147-877X English This adaptation of an excerpt from a book, "The Business Value Web: Resourcing Business Processes and Solutions in Higher Education," addresses ways to look at college business processes systematically, take fresh approaches to resourcing, and create real value for stakeholders. (EV) EJ677226 Rethinking Resourcing. Business Officer v37 n3 p31-33 Sep 2003 2003-00-00 National Association of College and University Business Officers. 1110 Vermont Avenue NW Suite 800, Washington, DC 20005. Tel: 800-462-4916; Tel: 202-861-2500; Fax: 202-861-2583; Web site: http://www.nacubo.org N/A 2004 2016-11-21

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No Alcohol Abuse College Students Higher Education School Community Relationship Wechsler, Henry Lee, Jae Eun Hall, John Wagenaar, Alexander C. Lee, Hang Journal Articles Reports - Research Binge Drinking Retail Stores English Examined the relationship of a college's level of binge drinking and the number of alcohol outlets to lowered quality of neighborhood life through secondhand effects. Analysis indicated that the number of nearby alcohol outlets was an important factor mediating the relationship between colleges, especially those with high rates of binge drinking, and secondhand effects, such as noise and disturbances, vandalism, drunkenness, vomiting, and urination. (EV) EJ677227 Secondhand Effects of Student Alcohol Use Reported by Neighbors of Colleges: The Role of Alcohol Outlets. Social Science & Medicine v55 p425-35 2002 2002-00-00 Pergamon, The Boulevard, Langford Lane, East Park, Kidlington, Oxford OX5 1GB, United Kingdom; Web Site: wwwlelsevier.com T 2004 2016-11-21

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No Affirmative Action Court Litigation Cultural Pluralism Higher Education Minority Groups School Policy Student Diversity Hamilton, Kendra Journal Articles Reports - Descriptive Supreme Court University of Michigan ISSN-0742-0277 English Discusses why, in the aftermath of the Supreme Court ruling on affirmative action in the University of Michigan cases, local institutions must work to apply the decision to meet their campuses' individual needs and restrictions. (EV) EJ677228 Truth and Consequences. Black Issues in Higher Education v20 n16 p20-26 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No College Attendance Community Colleges Enrollment Trends Higher Education Minority Groups Student Diversity Boulard, Garry Journal Articles Reports - Descriptive ISSN-0742-0277 English Highlights the diversity of community colleges' student populations, noting that they are the most diverse institutions in academia and becoming more so. (EV) EJ677229 Diverse City. Black Issues in Higher Education v20 n16 p28-33 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:52 CIJAPR2004 Special section titled "Focus on Diversity."

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No Black Education Black Institutions Boarding Schools History School Desegregation Roach, Ronald Journal Articles Reports - Descriptive ISSN-0742-0277 English Reviews the history of Black boarding schools, including the effects of school desegregation, and profiles Piney Woods, one of only four such schools that remain operational. (EV) EJ677230 A Rich, but Disappearing Legacy. Black Issues in Higher Education v20 n13 p18-23 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:52 CIJAPR2004

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No Computer Uses in Education Higher Education Information Technology Student Financial Aid Student Financial Aid Officers Technology Integration Cornell, Craig Evans, Mark A. Hallenbeck, Theodore R. Clemente, Stephen J. Redwine, Elaine Croft, Devin Lowdermilk, Todd M. Guides - Non-Classroom Journal Articles ISSN-0897-3970 English This special section contains four articles on using technology to improve student financial aid services: (1) "The Technology Pyramid" (advice on the transition from paper to paperless systems); (2) "Strengthening Our Security"; (3) "COD: Moving toward a Universal Delivery System" (about the government's new Common Origin and Disbursement process); and (4) "Take Advantage of Technology!" (about specific high-tech tools). (EV) EJ677231 Insights on Student Aid Technology from NASFAA's 2002-2003 Technology Initiatives Committee. Student Aid Transcript v14 n2 p8-29 2003 2003-00-00 National Association of Student Financial Aid Administrators, 1129 20th St., N.W., Suite 400, Washington, DC 20036-3453. Tel: 202-785-0453, ext. 122. T 2004 7/11/2004 11:51:52 CIJAPR2004 Special section titled "Technology in the Student Aid Office."

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No College Students Higher Education Public Service School Community Relationship Work Study Programs Bowley, Erin Journal Articles Reports - Research Community Service ISSN-0897-3970 English Discusses findings from a study by Campus Compact of community service work-study efforts. Findings are described in the areas of: current program structures, employing students effectively, collaboration with community organizations, community service benefits and challenges, opinions regarding President Bush's mandated percentage of work-study community service, and lessons learned. (EV) EJ677232 To Serve the College or the Community? Student Aid Transcript v14 n2 p48-52 2003 2003-00-00 National Association of Student Financial Aid Administrators, 1129 20th St., N.W., Suite 400, Washington, DC 20036-3453. Tel: 202-785-0453, ext. 122. T 2004 2016-11-21

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No Cultural Pluralism Diversity Higher Education Labor Force Labor Force Development Minority Groups National Security Chew, Cassie Journal Articles Reports - Descriptive United Negro College Fund ISSN-0742-0277 English Describes how the United Negro College Fund's Institute for International Public Policy is preparing to host a series of open-ended discussions with top government and business officials on the importance of a diverse work force as a national security imperative, as well as a competitive advantage in a global economy. (EV) EJ677233 Diversity Intersects with National Security. Black Issues in Higher Education v20 n15 p20-22 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Data Collection Databases Foreign Student Advisers Foreign Students Higher Education National Security Terrorism Hamilton, Kendra Journal Articles Reports - Descriptive September 11 Terrorist Attacks 2001 ISSN-0742-0277 English Describes the stresses experienced by international student services personnel in dealing with the more stringent data requirements regarding the Student and Exchange Visitor Information System (SEVIS) in the wake of September 11. (EV) EJ677234 Spending Time on SEVIS. Black Issues in Higher Education v20 n15 p24-26 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement College Students Higher Education Literature Reviews Student Employment Student Unions Perozzi, Brett Rainey, Amanda Wahlquist, Zack Journal Articles Reports - Research ISSN-0004-5659 English Examines research on student employment and its effects on the achievement of students. After defining the variables that affect academic achievement, current literature in these areas is reviewed and discussed. Limitations in compiling these data are presented, and implications for practice for union and activities professions are offered. (EV) EJ677235 A Review of the Effects of Student Employment on Academic Achievement. Bulletin v71 n5 p15-20 Sep 2003 2003-00-00 Association of College Unions International, One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925. Tel: 812-855-8550; fax: 812-855-0162; Web site: http://acui.org. N/A 2004 7/11/2004 11:51:53 CIJAPR2004 Special issue titled "Marketing."

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No Ancillary School Services Higher Education Marketing of Education Student Unions Salas, Charlie Guides - Non-Classroom Journal Articles Marketing Research ISSN-0004-5659 English Discusses how student unions might conduct research to enhance the viability of their programs and services, especially in the area of auxiliaries. (EV) EJ677236 Marketing Research: Planning for Success. Bulletin v71 n5 p22-26 Sep 2003 2003-00-00 Association of College Unions International, One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925. Tel: 812-855-8550; fax: 812-855-0162; Web site: http://acui.org. N/A 2004 2016-11-21

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No Higher Education Marketing of Education Program Development Student Unions Hoffman, Jeffrey Guides - Non-Classroom Journal Articles ISSN-0004-5659 English Discusses steps for building a customized, adequately staffed union and student activities marketing department so that union marketing activities and expenses fit into a well-considered structure and can be evaluated for their contribution to meeting organizational goals. (EV) EJ677237 Built by Design: Developing a Customized Marketing Department. Bulletin v71 n5 p27-33 Sep 2003 2003-00-00 Association of College Unions International, One City Centre, Suite 200, 120 W. Seventh St., Bloomington, IN 47404-3925. Tel: 812-855-8550; fax: 812-855-0162; Web site: http://acui.org. N/A 2004 7/11/2004 11:51:54 CIJAPR2004 Special issue titled "Marketing."

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No Affirmative Action College Admission Court Litigation Cultural Pluralism Higher Education Minority Groups School Policy State Legislation Student Financial Aid Lauren, Barbara Journal Articles Reports - Evaluative Gratz et al v Bollinger et al Grutter et al v Bollinger et al Supreme Court University of Michigan Gratz et al v Bollinger et al Grutter et al v Bollinger et al ISSN-0010-0889 English Regarding the University of Michigan affirmative action cases, addresses: (1) "What did the Supreme Court rule in 'Grutter' and 'Gratz'"?; "How are the rulings a departure?"; (2) impact of state referenda prohibiting race-conscious admissions; (3) ways of dealing with admissions and financial aid post-"Grutter"; and (4) applicants to other than elite schools, historically black colleges and universities, and the impact of Hispanics. (EV) EJ677238 Affirmative Action Dodges a Bullet: What May Be Permissible? What's Next? College and University v79 n1 p3-8 Sum 2003 2003-00-00 T http://www.aacrao.org/publications/college_and_university_journal.aspx 2004 2016-11-23

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No College Applicants College Choice Higher Education Student Surveys Web Sites Christiansen, Douglas L. Davidson, Cheryl J. Roper, Carolyn D. Sprinkles, M. Christine Thomas, James C. Journal Articles Reports - Research Web Site Design ISSN-0010-0889 English Surveyed high school juniors and seniors about the type of information prospective college students would like to see on college Web sites. Gathered information on preferences as they relate to stage in the college selection process and on the importance of the supporting Web pages of various departments. (EV) EJ677239 Getting Personal with Today's Prospective Students: Use of the Web in the College Selection Process. College and University v79 n1 p9-14 Sum 2003 2003-00-00 T http://www.aacrao.org/publications/college_and_university_journal.aspx 2004 2016-11-21

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No Change Strategies Computer Uses in Education Higher Education Organizational Development Student Personnel Services Technology Integration Transformational Leadership Cramer, Sharon F. Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0010-0889 English Examines three cycles of activities during the multi-year implementation of new student services software at a Masters I public comprehensive college with an enrollment of 12,000. Uses the theoretical framework of transformative leadership. Interpretations and recommendations address organizational issues that can be generalized beyond the specific program being discussed. (EV) EJ677240 Challenging Core Assumptions: Integrating Transformative Leadership Models into Campus-Wide Implementation Activities. College and University v79 n1 p15-22 Sum 2003 2003-00-00 T http://www.aacrao.org/publications/college_and_university_journal.aspx 2004 7/11/2004 11:51:55 CIJAPR2004 Earlier version presented at the Conference of the Northeastern Educational Research Association (Ellenville, NY, October 2001).

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No College Attendance Enrollment Management Enrollment Projections Higher Education Models Glynn, Joseph G. Miller, Thomas E. Journal Articles Reports - Descriptive ISSN-0010-0889 English Describes the development of two enrollment management tools: (1) a student-tracking model designed to monitor and report on student transitions through the educational experience; and (2) a near-term student enrollment-forecasting model. Follows a fictional class for several years to illustrate the tools. (EV) EJ677241 A Student-Tracking and Near-Future Student Enrollment-Forecasting Model. College and University v79 n1 p23-31 Sum 2003 2003-00-00 T http://www.aacrao.org/publications/college_and_university_journal.aspx 2004 7/11/2004 11:51:55 CIJAPR2004

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No College Admission Enrollment Management Higher Education Interviews Helms, Robin Matross Journal Articles Opinion Papers ISSN-0010-0889 English Presents an interview with the former dean of admissions and dean of enrollment management at Boston College, who pioneered the field of enrollment management in the 1970s. He discusses his background, the history of enrollment management, and trends in the field. (EV) EJ677242 Interview with John (Jack) Maguire Chairman, Maguire Associates. College and University v79 n1 p33-38 Sum 2003 2003-00-00 T http://www.aacrao.org/publications/college_and_university_journal.aspx 2004 7/11/2004 11:51:55 CIJAPR2004

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No Federal Aid Government School Relationship Higher Education Proprietary Schools Reputation Burd, Stephen Journal Articles Reports - Descriptive Profit Making Schools ISSN-0009-5982 English Explores how for-profit colleges want to be defined as higher education institutions, for both the prestige and the money. The institutions are pushing Congress to change a key definition that prevents them from receiving certain kinds of federal aid. (EV) EJ677243 For-Profit Colleges Want a Little Respect. Chronicle of Higher Education v50 n2 pA23-A25 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Demand Graduate Study Proprietary Schools Teacher Education Blumenstyk, Goldie Journal Articles Reports - Descriptive Profit Making Schools ISSN-0009-5982 English Describes how for-profit education companies see advanced degrees for school teachers as a growth market (EV) EJ677244 Companies' Graduate Programs Challenge Colleges of Education. Chronicle of Higher Education v50 n2 pA30-A32 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education History Primary Sources World Wide Web Read, Brock Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how some historians embrace the posting of primary sources on the Web, but that others warn students about amateur projects. (EV) EJ677245 How Digital Hobbyists Are Changing Scholarship. Chronicle of Higher Education v50 n2 pA37-A38 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:56 CIJAPR2004

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No Cultural Pluralism Evaluation Criteria Higher Education Law Students Minority Groups Student Diversity Mangan, Katherine S. Journal Articles Reports - Descriptive Law Review ISSN-0009-5982 English Describes how law reviews are debating whether to change the qualification rules and competitions so that more minority students are admitted as members. (EV) EJ677246 In Search of Diversity on Law Reviews. Chronicle of Higher Education v50 n2 pA45-A46 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No College Athletics Competition Football Higher Education Small Colleges Suggs, Welch Journal Articles Reports - Descriptive Athletic Administration Money ISSN-0009-5982 English Describes how the growing gap between "haves" and "have-nots" in college football has leaders of some colleges demanding more access to championships and more money. (EV) EJ677247 In Football, the Have-Nots Clash with the Haves. Chronicle of Higher Education v50 n2 pA48-A50 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Court Litigation Family Financial Resources Higher Education Tuition Hebel, Sara Selingo, Jeffrey Jacobson, Jennifer Journal Articles Reports - Descriptive Graduated Scales ISSN-0009-5982 English Three articles explore the controversy over whether to mitigate dwindling state support for higher education by charging a range of tuition rates based on students' ability to pay; also discussed is students' efforts to bring legal action to stop tuition increases. (EV) EJ677248 Same Classroom, Different Price. Chronicle of Higher Education v50 n4 pA10-A Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Costs Higher Education Insurance Malpractice Medical School Faculty Medical Schools Teacher Shortage Mangan, Katherine S. Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how a rise in rates for medical malpractice insurance is forcing some physicians to suspend their practices, shrinking the pool of instructors for medical students. (EV) EJ677249 The Malpractice Menace. Chronicle of Higher Education v50 n4 pA16-A17 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:57 CIJAPR2004

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No College Governing Councils College Presidents Faculty College Relationship Higher Education Teacher Administrator Relationship Mangan, Katherine S. Journal Articles Reports - Descriptive Baylor University TX ISSN-0009-5982 English Describes how faculty members at Baylor urged the Board of Regents to remove the president, describing a campus "marked by fear." (EV) EJ677250 Baylor President Faces the Test of His Tenure. Chronicle of Higher Education v50 n4 pA27-A29 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Obsolescence Waste Disposal Olsen, Florence. Journal Articles Reports - Descriptive Mainframe Computers ISSN-0009-5982 English Describes how colleges are struggling with the disposal of their outdated mainframes. (EV) EJ677251 Too Slow To Use, Too Old To Sell, Too Big To Keep. Chronicle of Higher Education v50 n4 pA30-A31 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No College Athletics Competition Higher Education Selective Colleges Suggs, Welch Journal Articles Reports - Descriptive Ivy League Colleges ISSN-0009-5982 English A new book co-written by a former president of Princeton asserts that Ivy League and other prestigious institutions should lower the intensity of their athletics competition. (EV) EJ677252 The Big-Time Cost of Small-Time Sports. Chronicle of Higher Education v50 n4 pA35-A36 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Enrollment Federal Regulation Foreign Students Higher Education Jacobson, Jennifer Journal Articles Reports - Descriptive Visas ISSN-0009-5982 English Colleges report that foreign student enrollments are declining as tighter U.S. regulations make other countries' programs seem more attractive to many students. (EV) EJ677253 In Visa Limbo. Chronicle of Higher Education v50 n4 pA37-A38 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No College Instruction College Programs Graduate Students Higher Education Teacher Improvement Teaching Assistants Bartlett, Thomas Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how, from one-day workshops to yearlong mentor programs, colleges are tying to do a better job of preparing graduate students to run a classroom. (EV) EJ677254 The First Thing about Teaching. Chronicle of Higher Education v50 n5 pA10-A11 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:58 CIJAPR2004

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No Federal Aid Higher Education National Security Terrorism Brainard, Jeffrey Borrego, Anne Marie Journal Articles Reports - Descriptive Academic Earmarking ISSN-0009-5982 English Describes how, despite the growing budget deficit, Congress directed a record $2 billion to college projects in 2003, many of them dealing with security and bioterrorism. Includes data tables on the earmarks. (EV) EJ677255 Academic Pork Barrel Tops $2-Billion for the First Time. Chronicle of Higher Education v50 n5 pA18-A20 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Selection College Presidents Higher Education Problems Search Committees (Personnel) Pulley, John Journal Articles Reports - Descriptive University of Tennessee ISSN-0009-5982 English Describes how the University of Tennessee's "textbook" search for a new president resulted in the debacle of John W. Shumaker, forced to resign amid allegations of financial and ethical improprieties. (EV) EJ677256 How a "Textbook Search" Went Awry. Chronicle of Higher Education v50 n5 pA44-A46 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Attention Deficit Disorders College Students Higher Education Student Needs Farrell, Elizabeth F. Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how, as more children are diagnosed with attention deficit hyperactivity disorder, colleges struggle to meet the needs of students with the condition. (EV) EJ677257 Paying Attention to Students Who Can't. Chronicle of Higher Education v50 n5 pA50-A51 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:51:59 CIJAPR2004

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No Business Cycles Economic Climate Faculty Recruitment Higher Education Teacher Employment Teacher Selection Wilson, Robin Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how, despite the economic downturn, some colleges have found ways to hire droves of faculty members. (EV) EJ677258 Where the Jobs Are. Chronicle of Higher Education v50 n6 pA10-A12 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:00 CIJAPR2004

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No Business Education Higher Education Proprietary Schools Farrell, Elizabeth F. Journal Articles Reports - Descriptive Katharine Gibbs School NY Profit Making Schools ISSN-0009-5982 English Describes how Career Education Corporation lets its acquisitions retain their identities, which has been a good thing for the historically secretarial Katharine Gibbs Schools. (EV) EJ677259 From Shorthand to Software. Chronicle of Higher Education v50 n6 pA25-A26 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No College Students Computers Higher Education Mass Media Use Recreational Activities Television Viewing Carnevale, Dan Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how more students are using their computers to watch movies and television shows and to listen to music, and leaving other electronics equipment at home. (EV) EJ677260 All-in-One Entertainment. Chronicle of Higher Education v50 n6 pA28-A29 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:00 CIJAPR2004

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No College Faculty Decision Making Faculty Organizations Governing Boards Higher Education Teacher Administrator Relationship Trustees Unions Smallwood, Scott Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how the University of Akron's board of trustees reacted to a newly formed union by substantially reducing the faculty's decision-making role. (EV) EJ677261 Union in, Governance out. Chronicle of Higher Education v50 n7 pA10-A11 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:00 CIJAPR2004

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No Data Collection Higher Education Race Racial Identification State Legislation Hebel, Sara Journal Articles Reports - Descriptive California California ISSN-0009-5982 English Describes how proponents of a measure to limit the collection of racial data say the information is divisive and useless; opponents say the law would have adverse effects on college access and research. (EV) EJ677262 Use of Racial Data Faces an Uncertain Future in California. Chronicle of Higher Education v50 n7 pA20-A21 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Capital Outlay (for Fixed Assets) College Buildings Deferred Maintenance Higher Education School Maintenance June, Audrey Williams Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how, although deferring maintenance can seem like the least painful choice among tough decisions about spending, some colleges have found it a lot more costly in the long run. (EV) EJ677263 More than Just Maintenance. Chronicle of Higher Education v50 n7 pA27-A28 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:01 CIJAPR2004

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No College Libraries Competition Consortia Higher Education Library Cooperation Carlson, Scott Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how many college libraries are joining consortia as an economical way to expand their offerings, but that the groups face new competitive pressures. (EV) EJ677264 Libraries' Consortium Conundrum. Chronicle of Higher Education v50 n7 pA30-A31 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:01 CIJAPR2004

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No College Entrance Examinations Higher Education Racial Bias Test Bias Young, Jeffrey R. Journal Articles Reports - Descriptive Scholastic Assessment Tests ISSN-0009-5982 English Discusses why a researcher is saying that designers of the college-entrance examination, in trying to create a reliable test, may be guaranteeing bias. (EV) EJ677265 Researchers Charge Racial Bias on the SAT. Chronicle of Higher Education v50 n7 pA34-A35 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Court Litigation Economics Higher Education Sex Discrimination Torts Women Faculty Fogg, Piper Journal Articles Reports - Descriptive Columbia University NY ISSN-0009-5982 English Describes how a highly regarded economics professor is taking Columbia University to court again in her battle against sex discrimination and retaliation. (EV) EJ677266 A Lone Woman Takes on Columbia. Chronicle of Higher Education v50 n8 pA10-A12 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Security Federal Legislation Higher Education Legal Responsibility Lobbying Foster, Andrea L. Journal Articles Reports - Descriptive Data Security Computer Piracy ISSN-0009-5982 English Describes how academic lobbyists are trying to decide whether to back a proposed bill that might shield universities from getting sued for electronic piracy, or to fight for a better deal. (EV) EJ677267 Colleges' Database Dilemma. Chronicle of Higher Education v50 n8 pA35-A36 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Information Industry Information Services Paying for College Student Financial Aid Vendors Hoover, Eric Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how, as tuitions soar and more students seek money to go to college, financial-assistance companies prosper by selling information that is available for free. (EV) EJ677268 Pushing the Envelope. Chronicle of Higher Education v50 n8 pA39-A42 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:02 CIJAPR2004

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No Affirmative Action Compliance (Legal) Court Litigation Higher Education Student Diversity Schmidt, Peter Journal Articles Reports - Descriptive Grutter et al v Bollinger et al Supreme Court University of Michigan Grutter et al v Bollinger et al ISSN-0009-5982 English Describes how the Supreme Court rulings on affirmative action in the University of Michigan cases have college officials scratching their heads. (EV) EJ677269 Affirmative Action Remains a Minefield, Mostly Unmapped. Chronicle of Higher Education v50 n9 pA22-A25 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Institutional Advancement Marketing of Education Pulley, John L. Journal Articles Reports - Descriptive Image Management University of Maryland College Park College Image ISSN-0009-5982 English Describes how the University of Maryland at College Park is one of many institutions that have spent thousands on bold promotional campaigns in the hope of changing their images. (EV) EJ677270 Romancing the Brand. Chronicle of Higher Education v50 n9 pA30-A32 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Networks Computer Uses in Education Information Technology Problems Olsen, Florence Journal Articles Reports - Descriptive Outsourcing Peralta Community College District CA ISSN-0009-5982 English Describes how California's Peralta Community Colleges District decided to hire an outside company to manage its computer networks, but that problems cause it to now want a technology boss on its own staff. (EV) EJ677271 Outsourcing the Technology Boss. Chronicle of Higher Education v50 n9 pA35-A36 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Trends Higher Education Majors (Students) Gomstyn, Alice Journal Articles Reports - Descriptive Double Majors ISSN-0009-5982 English Discusses whether multiple majors, on the rise nationwide, are actually helpful for students. (EV) EJ677272 Major Help or Major Harm? Chronicle of Higher Education v50 n9 pA41-A42 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Athletic Coaches College Athletics Fringe Benefits Higher Education Jacobson, Jennifer Journal Articles Reports - Descriptive ISSN-0009-5982 English Describes how even spouses and assistants enjoy the perks bestowed upon people who work in college athletics. (EV) EJ677273 The Perks of Coaching. Chronicle of Higher Education v50 n9 pA43-A44 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:52:04 CIJAPR2004

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No Cognitive Processes Cooperative Learning Instructional Design Intentional Learning Learner Controlled Instruction Lifelong Learning Metacognition Problem Based Learning Teaching Methods Dunlap, Joanna C. Grabinger, Scott Journal Articles Reports - Descriptive Cognitive Apprenticeships Self Direction ISSN-0898-5952 English Several instructional features facilitate the development of metacognitive and self-directed learning skills, and disposition to lifelong learning: student autonomy, responsibility, and intentionality; intrinsically motivating activities; enculturation; discourse and collaboration among learners; and reflection. Describes and presents examples of how three teaching methodologies-problem-based learning, intentional learning environments, and cognitive apprenticeship-employ these instructional features. (Contains 65 references.) (Author/AEF) EJ677274 Preparing Students for Lifelong Learning: A Review of Instructional Features and Teaching Methodologies. Performance Improvement Quarterly v16 n2 p6-25 2003 2003-00-00 N/A 2004 2016-11-23

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No Behavior Theories Employee Attitudes Employees Evaluation Methods Feedback Organizational Theories Task Analysis Shier, Leslie Rae, Christen Austin, John Journal Articles Reports - Research Performance Analysis Performance Improvement Performance Monitoring Behavior Management Store Workers Organizational Behavior ISSN-0898-5952 English An intervention package of task clarification, checklists, and posted performance feedback was developed to increase completion of tasks contributing to the appearance of a local grocery store. The package was based on an informal diagnostic assessment that examined antecedents, equipment and processes, knowledge and skills, and consequences in the original environment. Effects of the package on employee cleaning behavior were evaluated. (Author/AEF) EJ677275 Using Task Clarification, Checklists and Performance Feedback To Improve the Appearance of a Grocery Store. Performance Improvement Quarterly v16 n2 p26-40 2003 2003-00-00 N/A 2004 2016-11-23

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No Comparative Analysis Corporations Knowledge Level Knowledge Representation Organizations (Groups) Burton, Craig L. Schwen, Thomas M. Journal Articles Reports - Research Knowledge Management Occupational Knowledge Testing Tacit Knowledge Knowledge ISSN-0898-5952 English The theory of "ba" or "space" offers a prescription for fostering the conversion of particular kinds of knowledge (tacit-to-explicit, tacit-to-tacit, etc.). Three corporate groups were observed as they collaborated to develop instructional, Web-based stories intended to capture their tacit organizational understandings. A comparative case study method was used to investigate three design retreats. A reasonable level of support was created for the theory. (Author/AEF) EJ677276 Toward the Validation of Ba. Performance Improvement Quarterly v16 n2 p41-67 2003 2003-00-00 N/A 2004 2016-11-21

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No Codes of Ethics Ethics Organizations (Groups) Personnel Evaluation Work Ethic Hatcher, Tim Journal Articles Reports - Descriptive Professional Ethics Vocational Ethics Performance Improvement Quarterly Performance Levels ISSN-0898-5952 English Introduces "Performance Improvement Quarterly's" special section on ethics. The focus of this special section is to explore ethics and the field of human performance improvement in a broad sense by encouraging an examination of ethical concepts and responsibilities in the profession. This special section includes three critical views of ethics. (AEF) EJ677277 Introduction to "PIQ"'s Special Ethics Section. Performance Improvement Quarterly v16 n2 p70-71 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Theories Codes of Ethics Ethics Individual Characteristics Organizations (Groups) Personnel Evaluation Self Evaluation (Individuals) Lee, Monica Information Analyses Journal Articles Performance Improvement Performance Levels Professional Ethics ISSN-0898-5952 English Suggests that codes of ethics do not necessarily promote ethical behavior and do not always provide appropriate guidance on the "ethical" thing to do when an individual is confronted with an ethical situation. Explores concerns in four particular areas in which codes of ethics lapse: reification, time dependence, individual understanding of the nature of ethical codes, and the challenge of emotion. (AEF) EJ677278 On Codes of Ethics, The Individual and Performance. Performance Improvement Quarterly v16 n2 p72-89 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Theories Codes of Ethics Ethics Improvement Organizations (Groups) Personnel Evaluation Stewart, Jim Journal Articles Opinion Papers Performance Improvement Performance Levels Professional Ethics ISSN-0898-5952 English Suggests that Human Resource Development (HRD) is in and of itself an ethical endeavor. Starts with a brief discussion about human performance improvement, next explores the issue of ethics, and then brings the two together to demonstrate the truth and validity of the argument that performance improvement (PI) is an ethical endeavor. (AEF) EJ677279 The Ethics of PI: A Polemical Overview. Performance Improvement Quarterly v16 n2 p90-104 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Theories Codes of Ethics Ethics Organizations (Groups) Professional Personnel Social Responsibility Hatcher, Tim Information Analyses Journal Articles Professional Ethics Performance Improvement Performance Levels ISSN-0898-5952 English The relationship between social responsibility, ethics, and performance improvement has not been seriously or rigorously addressed in related literature or in professional dialogue. Examining the issue of social responsibility as an ethical imperative within performance improvement as a profession demands an understanding and rigorous examination of the profession's theoretical foundations and the worldviews of its professionals. (Author) EJ677280 Social Responsibility as an Ethical Imperative in Performance Improvement. Performance Improvement Quarterly v16 n2 p105-21 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Course Content Distance Education Higher Education Instructional Design Internet Online Systems World Wide Web Lavooy, Maria J. Newlin, Michael H. Journal Articles Reports - Evaluative Interactive Communication Interactive Courseware Interactive Systems ISSN-1093-023X English Explores the different forms and potential applications of computer mediated communication (CMC) for Web-based and Web-enhanced courses. Based on their experiences with three different Web courses (Research Methods in Psychology, Statistical Methods in Psychology, and Basic Learning Processes) taught repeatedly over the last five years, the authors address the effectiveness of different CMC forms for attaining specific goals. (Author/AEF) EJ677281 Computer Mediated Communication: Online Instruction and Interactivity. Journal of Interactive Learning Research v14 n2 p157-65 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Feedback Instructional Design Instructional Effectiveness Interaction Wu, Amy Information Analyses Journal Articles Social Construction Social Constructivism Interactive Communication ISSN-1093-023X English Explores social constructivist theory; investigates successful collaboration; discusses characteristics of communication in an electronic setting, arriving at solutions for improving the use and effectiveness of computer mediated communication environments. Strategies suggested are: structuring interaction with authentic tasks, questioning strategies, role assignment, interdependent assessment, and awareness techniques; and training for interaction by moderating interaction, providing feedback, and modeling desirable behaviors. (Author/AEF) EJ677282 Supporting Electronic Discourse: Principles of Design from a Social Constructivist Perspective. Journal of Interactive Learning Research v14 n2 p167-84 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Cooperative Learning Group Discussion Interaction Learning Activities Online Systems Scoring Graddy, Duane B. Journal Articles Social Construction Social Constructivism ISSN-1093-023X English Examines online discussions using lexical scoring techniques. Suggests that online conversations become more sophisticated as learners interact with each other over the duration of a course, that collaboration among learners fosters the social construction of knowledge and that evidence of such knowledge-building activities is embodied in the tone of the group discussions. (Author/AEF) EJ677283 Mapping Online Discussions with Lexical Scores. Journal of Interactive Learning Research v14 n2 p209-29 2003 2003-00-00 T 2004 2016-11-21

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No Archives Data Collection Electronic Libraries Harvesting Information Retrieval Library Services Metadata Lagoze Carl Van de Sompel, Herbert Journal Articles Reports - Descriptive Digital Collections Digital Data Data Mining ISSN-0737-8831 English Explores factors in the history of the Open Archives Initiative (OAI) that have contributed to the positive response of the digital library and information community toward version 2 of the OAI Protocol for Metadata Harvesting. Factors include focus on a defined problem statement, an operational model in which strong leadership is balanced with solicited participation, community building and support, and sensible technical decisions. (Author/AEF) EJ677284 The Making of the Open Archives Initiative Protocol for Metadata Harvesting. Library Hi Tech v21 n2 p118-28 2003 2003-00-00 T 2004 2016-11-23

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No Archives Data Collection Electronic Libraries Information Services Information Sources Metadata Arms, Caroline R. Journal Articles Reports - Descriptive Library of Congress Browsing Digital Collections Digital Data ISSN-0737-8831 English How should scarce resources available to produce metadata be deployed to support discovery in different contexts? How might metadata harvesting be exploited to support new interfaces and enhanced navigation among related resources in digital libraries? This article starts a conversation between metadata providers and service builders by describing the Library of Congress's experience and questions that have surfaced. (Author/AEF) EJ677285 Available and Useful: OAI at the Library of Congress. Library Hi Tech v21 n2 p129-39 2003 2003-00-00 T 2004 2016-11-21

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No Archives Data Collection Electronic Libraries Harvesting Metadata Online Searching Scientific and Technical Information Nelson, Michael L. Rocker, JoAnne Harrison, Terry L. Journal Articles Reports - Descriptive Digital Collections Digital Data National Aeronautics and Space Administration ISSN-0737-8831 English Details NASA's (National Aeronautics & Space Administration (USA)) involvement in defining and testing the Open Archives Initiative (OAI) Protocol for Metadata Harvesting (OAI-PMH) and experience with adapting existing NASA distributed searching DLs (digital libraries) to use the OAI-PMH and metadata harvesting. Discusses some new digital libraries projects that the OAI-PHM has made possible. Explains the strategic importance of the OAI-PHM to the mission of NASA's Scientific and Technical Information Program. (Author/AEF) EJ677286 OAI and NASA's Scientific and Technical Information. Library Hi Tech v21 n2 p140-50 2003 2003-00-00 T 2004 2016-11-21

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No Archives Data Collection Electronic Libraries Harvesting Information Services Information Sources Metadata Scholarly Communication Warner, Simeon Information Analyses Journal Articles Digital Data Digital Collections ISSN-0737-8831 English Presents a brief survey of Open Archives Initiative (OAI) e-print repositories, and of services using metadata harvested from e-print repositories using the OAI protocol for metadata harvesting (OAI-PMH). Discusses several situations where metadata harvesting may be used to further improve the utility of e-print archives as a component of the scholarly communication infrastructure. (Author/AEF) EJ677287 E-prints and the Open Archives Initiative. Library Hi Tech v21 n2 p151-58 2003 2003-00-00 T 2004 2016-11-21

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No Archives Culture Data Collection Electronic Libraries Harvesting Information Retrieval Information Services Information Sources Metadata Online Searching Shreeves, Sarah L. Kaczmarek, Joanne S. Cole, Timothy W. Journal Articles Reports - Descriptive Digital Collections University of Illinois Urbana Champaign ISSN-0737-8831 English The University of Illinois at Urbana-Champaign undertook a project to test the efficacy of using the Open Archives Initiative Protocol for Metadata Harvesting to construct a search and discovery service focused on information resources in the domain of cultural heritage. Provides an overview of the Illinois project, with quantitative data about divergent metadata practices and element usage patterns, and implications for metadata providers and harvesting services. (Author/AEF) EJ677288 Harvesting Cultural Heritage Metadata Using the OAI Protocol. Library Hi Tech v21 n2 p159-69 2003 2003-00-00 T 2004 2016-11-21

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No Archives Electronic Libraries Harvesting Information Services Metadata Online Searching Hagedorn, Kat Journal Articles Reports - Descriptive Digital Information Services University of Michigan Digital Collections Digital Data ISSN-0737-8831 English Describes the development of the OAIster system (Open Archives Initiative, University of Michigan, Digital Library Production Service) to harvest, store, transform digital object metadata into Digital Library eXtension Service (DLXS) Bibliographic Class format, build indexes and make the metadata searchable through an interface using the XPAT search engine. Closes by discussing future improvements and potential of OAIster. (Author/AEF) EJ677289 OAIster: A "No Dead Ends" OAI Service Provider. Library Hi Tech v21 n2 p170-81 2003 2003-00-00 T 2004 2016-11-21

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No Archives Cooperative Programs Data Collection Harvesting Information Services Metadata Online Systems Halbert, Martin Journal Articles Reports - Descriptive Digital Collections Digital Data ISSN-0737-8831 English The MetaScholar Initiative is a collaborative endeavor to explore the feasibility and utility of scholarly portal services developed in conjunction with Open Archives Initiative metadata harvesting technologies. This article describes two projects that the MetaScholar Initiative comprises, as well as accomplishments and findings to date. (AEF) EJ677290 The Metascholar Initiative: AmericanSouth.Org and MetaArchive.Org. Library Hi Tech v21 n2 p182-98 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Archives Harvesting Information Services Information Sources Metadata Online Searching Shared Resources and Services Prom, Christopher J. Journal Articles Reports - Descriptive Digital Data Digital Collections ISSN-0737-8831 English The Open Archives Initiative (OAI) Protocol for Metadata Harvesting program presents a method by which metadata regarding archives and manuscripts can be shared and made more interoperable with metadata from other sources. Outlines a method for exposing hierarchical metadata from encoded archival description (EAD) files and assesses some theoretical and practical issues to be confronted by institutions choosing to provide or harvest OAI records generated from EAD files. (Author/AEF) EJ677291 Reengineering Archival Access through the OAI Protocols. Library Hi Tech v21 n2 p199-209 2003 2003-00-00 T 2004 2016-11-21

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No Archives Data Collection Information Services Information Sources Information Systems Metadata Online Searching Simons, Gary Bird, Steven Journal Articles Reports - Descriptive Digital Collections Digital Data Dublin Core ISSN-0737-8831 English The Dublin Core (DC) Element Set and the Open Archives Initiative (OAI) Protocol have provided a solid foundation for the Open Language Archives Community (OLAC) framework. More precision is needed in community-specific aspects of resource description than is offered by DC, and many of the potential participants in OLAC do not have the technical resources to support the OAI protocol. This paper presents solutions to these two problems. (Author/AEF) EJ677292 Building an Open Language Archives Community on the OAI Foundation. Library Hi Tech v21 n2 p210-18 2003 2003-00-00 T 2004 2016-11-23

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No Archives Doctoral Dissertations Electronic Libraries Harvesting Information Dissemination Information Services Information Sources Library Networks Metadata Theses Suleman, Hussein Fox, Edward A. Journal Articles Digital Data Digital Collections ISSN-0737-8831 English The Networked Digital Library of Theses and Dissertations (NDLTD), supports the production and archiving of electronic theses and dissertations. While working with the Open Archives Initiative (OAI) to develop and test the metadata harvesting standard, the authors set up and actively maintain a central NDLTD metadata collection and multiple user portals. Discusses experiences in building this distributed digital library based upon the work of the OAI. (AEF) EJ677293 Leveraging OAI Harvesting To Disseminate Theses. Library Hi Tech v21 n2 p219-27 2003 2003-00-00 T 2004 2016-11-21

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No Archives Data Collection Electronic Libraries Harvesting Information Services Metadata Special Libraries Arms, William Y. Dushay, Naomi Fulker, Dave Lagoze, Carl Journal Articles Reports - Evaluative Digital Collections Digital Data National Science Foundation ISSN-0737-8831 English Describes the use of the Open Archives Initiative (OAI) Protocol for Metadata Harvesting in the National Science Foundation's (NSF) National Science Digital Library (NSDL). Describes the implementation experience and early practical tests. The overall conclusion is optimism that the OAI will be a successful part of the NSDL. (Author/AEF) EJ677294 A Case Study in Metadata Harvesting: the NSDL. Library Hi Tech v21 n2 p228-37 2003 2003-00-00 T 2004 2016-11-21

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No Accrediting Agencies Curriculum Elementary Secondary Education Foreign Countries Global Approach Interviews Learning Resources Centers Private Schools School Libraries Success Gordon, Carol A. Journal Articles Reports - Descriptive ISSN-1094-9046 English Provides a brief overview of this special issue and describes international schools and their libraries. Highlights include a profile of international schools based on the European Council of International Schools, an accreditation agency; curriculum; how their school libraries differ from American library media centers; and an interview regarding successful school libraries in international schools. (LRW) EJ677295 A World View of the School Library Village. Knowledge Quest v31 n5 p11-13 May-Jun 2003 2003-00-00 T 2004 7/11/2004 11:52:09 CIJAPR2004 Special issue: International Power: School Libraries around the World.

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No Elementary Secondary Education Foreign Countries Global Approach Guidelines Information Literacy Learning Resources Centers Media Specialists School Libraries Standards Bishop, Kay Journal Articles Reports - Descriptive Malaysia New Zealand Singapore South Africa Australia Australia Malaysia New Zealand Singapore South Africa ISSN-1094-9046 English Discussion of information literacy and school library media specialists focuses on work outside the United States and the need for a more global approach. Describes guidelines, standards and policies and reviews programs in Australia, South Africa, Singapore, Malaysia, and New Zealand. (LRW) EJ677296 What in the World Is Happening with Information Literacy? Knowledge Quest v31 n5 p14-16 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Awards Conferences Global Approach Information Networks International Programs Library Associations Public Relations Publications Genco, Peter Journal Articles Reports - Descriptive International Association of School Librarianship Historical Background ISSN-1094-9046 English Describes the International Association of School Librarianship, including a historical background, global networks, publications, awards programs, public relations, and conferences. (LRW) EJ677297 The International Association of School Librarianship: School Librarianship without Borders. Knowledge Quest v31 n5 p17-18 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Foreign Countries Inquiry Interdisciplinary Approach Learning Resources Centers Library Role Private Schools School Libraries Student Characteristics Teacher Collaboration Skirrow, Ingrid Journal Articles Reports - Descriptive Austria Austria ISSN-1094-9046 English Explains the Primary Years Program (PYP), an inquiry framework developed by the International Baccalaureate Organization that describes the characteristics of an international student in the learner profile and describes its use in the Vienna International School. Discusses collaborative planning by teachers; real-life connections; and role of the library resource center. (Author/LRW) EJ677298 Making It Happen: An Indispensable Elementary Library Program. Knowledge Quest v31 n5 p19-23 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Foreign Countries Foreign Students Library Instruction Library Personnel Library Policy Library Technical Processes School Libraries Story Telling Student Participation Teaching Methods Training Methods Volunteers Fryling, Margo J. Journal Articles Opinion Papers Reports - Descriptive South Africa South Africa ISSN-1094-9046 English Describes experiences of a librarian who participated in the World Library Partnership to volunteer in a South African elementary school library during a summer. Discusses classroom teaching techniques; library technical processes; training library staff and teachers; student workers; story times; library instruction; and library policy. (LRW) EJ677299 The Story of a Volunteer Librarian in South Africa. Knowledge Quest v31 n5 p24-26 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Benchmarking Electronic Libraries Elementary Secondary Education Empowerment Foreign Countries Information Literacy Information Skills Learning Processes Library Education Library Role Library Standards National Standards Outcomes of Education School Libraries Todd, Ross J. Journal Articles Reports - Descriptive Evidence Based Practice Historical Background Knowledge Management Teacher Librarians Australia Australia ISSN-1094-9046 English Describes school libraries in Australia. Highlights include the title of teacher librarian and their education; the history of the role of school libraries in Australian education; empowerment; information skills and benchmarks; national standards for school libraries; information literacy; learning outcomes; evidence-based practice; digital libraries; and knowledge management. (LRW) EJ677300 School Libraries Empowering Learning: The Australian Landscape. Knowledge Quest v31 n5 p27-31 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Design Requirements Elementary Secondary Education Foreign Countries Library Facilities Movable Partitions Private Schools School Libraries Stereotypes Morgan, Alex Journal Articles Reports - Descriptive Environmental Design Floor Plans Bahamas Bahamas ISSN-1094-9046 English Discussion of library stereotypes, particularly school libraries, focuses on plans at the International School of the Bahamas to build a new library that is the center of the entire school. Describes the overall environmental design, floor plans, the inclusion of an amphitheater, moveable walls, and dividing space for primary and secondary schools. (LRW) EJ677301 Mr. Morgan and His Class Reflect on the New School Library. Knowledge Quest v31 n5 p32-34 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Course Integrated Library Instruction Educational Technology Elementary Secondary Education Foreign Countries Information Literacy Information Technology Inservice Teacher Education Librarian Teacher Cooperation Private Schools School Libraries Student Research Teacher Collaboration Technology Integration Wills, Alison Journal Articles Reports - Descriptive Teacher Librarians ISSN-1094-9046 English Discusses teaching information literacy, collaboration between teachers and teacher librarians, incorporating information and communication technologies into the curriculum, and helping teachers become familiar with technology. Describes an applicable research-based activity that involved students in grades six through nine at the International School of Monaco that also incorporated the International Baccalaureate. (LRW) EJ677302 Using Resource- and Research-Based Learning as a Method of In-Service Teacher Training. Knowledge Quest v31 n5 p35-38 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Cataloging Classification Elementary Secondary Education Foreign Countries Information Needs Information Technology Learner Controlled Instruction Learning Resources Centers Library Materials Public Libraries School Libraries Student Research Technology Uses in Education Morrill, Richard Journal Articles Reports - Descriptive Denmark Denmark ISSN-1094-9046 English Discusses school librarianship in Denmark. Highlights include proposals for a joint school library/public library system; student responsibility for their own learning; teaching students to use appropriate information technology to meet information needs; critical analysis of information; cataloging and classification of library materials; and required student research projects. (LRW) EJ677303 School Library Media Centers in Denmark. Knowledge Quest v31 n5 p39-41 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No College Preparation Librarian Teacher Cooperation Library Collection Development Library Facilities Library Personnel Private Schools School Libraries Secondary Education Student Needs User Needs (Information) Rawlings, Mildred S. Van Valkenburg, Julie J. Journal Articles Reports - Descriptive Change Analysis Tennessee Tennessee ISSN-1094-9046 English Describes how an independent college preparatory school library in Tennessee serving grades six through twelve has transformed its space to meet student needs. Discusses maximizing space for multipurpose use; changing library personnel duties to meet changing needs; increasing collaboration with teachers; and changes in the library collection. (LRW) EJ677304 Transformations in the Secondary School Library: Morphing To Meet the Challenges of the Twenty-First Century. Knowledge Quest v31 n5 p42-45 May-Jun 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Cooperative Programs Higher Education Information Science Education Librarians Library Schools Library Science Masters Programs Recruitment Teaching Models Hewitt, Joe A. Moran, Barbara B. Marsh, Mari E. Journal Articles Reports - Descriptive University of North Carolina Chapel Hill ISSN-1531-2542 English The Carolina Academic Library Associates program at the University of North Carolina, Chapel Hill is a cooperative program of the University Library and School of Information and Library Science, designed as a tool for recruitment and a way to prepare master's degree students for work in academic libraries. The program offers a model for academic libraries interested in recruiting high quality graduates to academic librarianship. (Author) EJ677305 Finding Our Replacements: One Institution's Approach to Recruiting Academic Librarians. portal: Libraries and the Academy v3 n2 p179-89 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 2016-11-23

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No Academic Libraries Access to Information Fair Use (Copyrights) Higher Education Information Policy Information Technology Laws Library Materials Library Policy Ownership Metcalfe, Amy Diaz, Veronica Wagoner, Richard Journal Articles Reports - Descriptive ISSN-1531-2542 English Suggests that varied and often understated uses of copyrighted materials exist in academic settings. Introduces four "frames" of reference: Academic, Technological, Social, and Market. Presents court cases relevant to each frame. Explores two scenarios involving use of copyrighted materials. As technology increases both access and control, the tradition of fair use in higher education must be preserved and differentiated from other commercial uses. (Author/AEF) EJ677306 Academe, Technology, Society, and the Market: Four Frames of Reference for Copyright and Fair Use. portal: Libraries and the Academy v3 n2 p191-206 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 7/11/2004 11:52:13 CIJAPR2004

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No Academic Libraries Education Educational Research Library Collections Library Material Selection Periodicals Scholarly Journals Selection Tools Social Science Research Social Sciences Corby, Katherine Information Analyses Journal Articles Core Collections ISSN-1531-2542 English Via an overview of core journal studies, emphasizing the social sciences and education, this review looks for best practices in both motivation and methodology. Selection decisions receive particular focus. Lack of correlation between methods is indicative of the complexity of the topic and the need for judgment in design and use. (Author) EJ677307 Constructing Core Journal Lists: Mixing Science and Alchemy. portal: Libraries and the Academy v3 n2 p207-17 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 2016-11-21

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No Academic Libraries Foreign Countries Futures (of Society) Higher Education Library Development Library Facilities Universities Use Studies MacWhinnie, Laurie A. Journal Articles Reports - Descriptive Canada United States Canada United States ISSN-1531-2542 English Some academic libraries have adopted the idea of the information commons, a central location providing computers, information resources in various formats, and staff assistance. An overview of several information commons in the United States and Canada is presented, and missions, features, strengths and weaknesses are explored. A table identifies academic institution, commons name/date established, staffing/computers, and notable features. (AEF) EJ677308 The Information Commons: The Academic Library of the Future. portal: Libraries and the Academy v3 n2 p241-57 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 2016-11-21

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No College Students Critical Thinking Higher Education Information Literacy Information Skills Internet Library Skills Relevance (Information Retrieval) Student Research Use Studies World Wide Web Thompson, Christen Information Analyses Journal Articles ISSN-1531-2542 English Reviews studies of student usage of the Internet to determine how they use the Web for research. Preliminary data suggest the majority of students begin a research assignment with the Internet, most often with a commercial search engine. Undetermined is whether students have adequate information literacy skills to find authoritative information and evaluate it for use in research. Evidence indicates room for improvement, including how library instruction is designed. (Author/AEF) EJ677309 Information Illiterate or Lazy: How College Students Use the Web for Research. portal: Libraries and the Academy v3 n2 p259-68 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 7/11/2004 11:52:13 CIJAPR2004

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No Academic Libraries Cooperative Programs Electronic Libraries Higher Education Instructional Materials Internet Library Development Library Services Partnerships in Education Relevance (Information Retrieval) Research Libraries User Needs (Information) Gold, Anna Keller Journal Articles Reports - Research Digital Collections Electronic Resources ISSN-1531-2542 English Explores Digital Library development partnering as a strategic response to the problem of competitive convergence, and the value added to information by providing its "context of use." The latter is of strategic interest to libraries as the critical information need of library users shifts from information access to relief from abundance of information. Includes a case study for developing electronic course reserves at an academic research library. (Author/AEF) EJ677310 Multilateral Digital Library Partnerships for Sharing and Preserving Instructional Content and Context. portal: Libraries and the Academy v3 n2 p269-91 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 2016-11-23

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No Access to Information Assistive Technology Disabilities Information Technology Library Development Library Equipment Library Services Staff Development User Needs (Information) Visual Impairments Wade, Gretchen L. Journal Articles Reports - Descriptive ISSN-1531-2542 English Providing service to visually impaired persons can provide a special challenge to librarians. This article provides suggestions on making libraries more accessible. Both technological solutions and staff training are addressed. (Author) EJ677311 Serving the Visually Impaired User. portal: Libraries and the Academy v3 n2 p307-13 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 7/11/2004 11:52:14 CIJAPR2004

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No Academic Libraries Evaluation Methods Higher Education Information Seeking Internet Measurement Techniques Models Online Searching Statistical Analysis Use Studies User Needs (Information) World Wide Web Cohen, Laura B. Journal Articles Reports - Descriptive Web Site Design ISSN-1531-2542 English Proposes a two-tiered model for analyzing web site usage statistics for academic libraries: one tier for library administrators that analyzes measures indicating library use, and a second tier for web site managers that analyzes measures aiding in server maintenance and site design. Discusses the technology of web site usage statistics, and recommends important measures for each tier. Part 1 describes Web server logs and challenges inherent in their analysis. (Author/AEF) EJ677312 A Two-Tiered Model for Analyzing Library Web Site Usage Statistics, Part 1: Web Server Logs. portal: Libraries and the Academy v3 n2 p315-26 Apr 2003 2003-00-00 Available electronically: http://muse.jhu.edu/journals/portal libraries and the academy/toc/pla3.2.ht ml/. T 2004 2016-11-23

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No Automatic Indexing Content Analysis Information Retrieval Mathematical Formulas Measurement Techniques Relevance (Information Retrieval) Subject Index Terms Atlam, El-Sayed Fuketa, M. Morita, K. Aoe, Jun-ichi Journal Articles Reports - Descriptive Vector Model Weighted Data Document Handling Similarity (Concept) Textual Analysis ISSN-0306-4573 English Discussion of text analysis and information retrieval and measurement of document similarity focuses on a new text manipulation system called FA (field association)-Sim that is useful for retrieving information in large heterogeneous texts and for recognizing content similarity in text excerpts. Discusses recall and precision, automatic indexing and term weights, and vector models. (Author/LRW) EJ677313 Documents Similarity Measurement Using Field Association Terms. Information Processing & Management v39 n6 p809-24 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Algorithms Classification Indexing Information Retrieval Linguistics Predictor Variables Morato, Jorge Llorens, J. Genova, G. Moreiro, J. A. Journal Articles Reports - Research Textual Analysis Contextual Analysis Discourse Performance Improvement ISSN-0306-4573 English Discusses the inclusion of contextual information in indexing and retrieval systems to improve results and the ability to carry out text analysis by means of linguistic knowledge. Presents research that investigated whether discourse variables have an impact on information and retrieval and classification algorithms. (Author/LRW) EJ677314 Experiments in Discourse Analysis Impact on Information Classification and Retrieval Algorithms. Information Processing & Management v39 n6 p825-51 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Algorithms Hypermedia Information Retrieval World Wide Web Bailey, Peter Craswell, Nick Hawking, David Journal Articles Reports - Descriptive Links (Indexing) Web Servers ISSN-0306-4573 English Describes a test collection that was developed as a multi-purpose testbed for experiments on the Web in distributed information retrieval, hyperlink algorithms, and conventional ad hoc retrieval. Discusses inter-server connectivity, integrity of server holdings, inclusion of documents related to a wide spread of likely queries, and distribution of server holding sizes. (Author/LRW) EJ677315 Engineering a Multi-Purpose Test Collection for Web Retrieval Experiments. Information Processing & Management v39 n6 p853-71 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Document Delivery Foreign Countries Higher Education Information Retrieval Internet Measurement Techniques User Satisfaction (Information) Chen, Chen-Tung Tai, Wei-Shen Journal Articles Reports - Research Information Overload Personal Information Systems Similarity (Concept) Empirical Research Taiwan Fuzzy Concepts Taiwan ISSN-0306-4573 English Discussion of information overload from the Internet focuses on an information push-delivery system, which applies fuzzy information retrieval and fuzzy similarity measurement to avoid the information overload problem. Describes an empirical investigation conducted with students at Da-Yeh University (Taiwan) that investigated satisfaction with a personal information system based on the push-delivery system. (Author/LRW) EJ677316 An Information Push-Delivery System Design for Personal Information Service on the Internet. Information Processing & Management v39 n6 p873-88 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Electronic Libraries Electronic Publishing Scholarly Communication Scholarly Journals Liu, Ziming Journal Articles Reports - Descriptive Collaborative Research Document Analysis Information Load Change Analysis ISSN-0306-4573 English Explores trends in transforming scholarly publishing and possible implications for electronic publishing and digital libraries. Topics include changes in collaborative research; changes in volume of information production; and age of cited documents and how older documents are used in today's network environment. (Author/LRW) EJ677317 Trends in Transforming Scholarly Communication and Their Implications. Information Processing & Management v39 n6 p889-98 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Computer Interfaces Information Retrieval Online Systems User Satisfaction (Information) World Wide Web Xie, Hong Journal Articles Reports - Research User Control ISSN-0306-4573 English Describes a study that investigated users' perceptions of ease of use versus user control in Web-based online information retrieval (IR) systems. Discusses desired features and functionalities as well as desired interface structures that support both ease of use and user control. (Author/LRW) EJ677318 Supporting Ease-of-Use and User Control: Desired Features and Structure of Web-Based Online IR Systems. Information Processing & Management v39 n6 p899-922 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Cataloging Classification Higher Education Information Retrieval Navigation (Information Systems) Student Research Undergraduate Students User Needs (Information) Users (Information) Visualization Leide, John E. Large, Andrew Beheshti, Jamshid Brooks, Martin Cole, Charles Journal Articles Reports - Descriptive Cutter (Charles) ISSN-0306-4573 English Describes the visualization of a navigation classification scheme in an information retrieval (IR) system. Highlights include Charles Cutter's rules for creating a dictionary catalog; user needs; an example of undergraduate research using this scheme; and user interaction with the IR system. (Contains 64 references.) (Author/LRW) EJ677319 Visualization Schemes for Domain Novices Exploring a Topic Space: The Navigation Classification Scheme. Information Processing & Management v39 n6 p923-40 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Conferences Evaluation Methods Librarians Organizations (Groups) Professional Development Tourism Woolls, Blanche Hartman, Linda Corey, Linda Marcoux, Betty Jay, M. Ellen England, Jennifer Journal Articles Reports - Descriptive American Association of School Librarians ISSN-1094-9046 English Includes five articles on conference experiences: preplanning for a library conference; top ten reasons to attend an AASL (American Association of School Librarians) national conference; why should you bother to fill out a conference evaluation form; a case for conferences; and AASL tours. (LRW) EJ677320 The Conference Experience. Knowledge Quest v32 n1 p12-18 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Elementary Education Evaluation Methods Learning Resources Centers Library Role Library Skills Literacy Skill Development Student Research Teacher Role Technology Uses in Education English, Nancy Hanks, Ruth Guides - Classroom - Teacher Journal Articles Reports - Descriptive Collaborative Learning Harry Potter Librarian Teacher Cooperation ISSN-1094-9046 English Considers the roles of teachers and school librarians in comparison to J. K. Rowling's muggles and wizards in the Harry Potter books. Presents a technology assessment tool that asks teachers what skills they would like the library to provide to support curriculum, including reference, technology, literacy, and collaborative learning, and provides ideas for elementary classes. (LRW) EJ677321 Muggles in the Media World. Knowledge Quest v32 n1 p19-21 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Access to Information Adolescents Elementary Secondary Education Learning Resources Centers Library Instruction Library Services Media Specialists Online Systems Reference Services School Libraries Workshops Farmer, Lesley S. Journal Articles Reports - Descriptive Electronic Resources Quality Indicators Reference Interviews ISSN-1094-9046 English Discusses electronic reference service from a teen's point of view and from the school library media specialist's view. Considers traits that attract teens, including anonymity, speed, and convenience; and explains concerns of media specialists, including quality of electronic resources, how to provide access, library instruction options, and online reference interviews. (LRW) EJ677322 Electronic Reference Service: A Teen's Eye View. Knowledge Quest v32 n1 p22-23 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Elementary Secondary Education Learning Strategies Library Instruction Library Role Models School Libraries Workshops Giddens, Gwen Journal Articles Reports - Descriptive School Performance Indicators Technology Implementation Change Analysis Librarian Teacher Cooperation ISSN-1094-9046 English Explains how the library professional staff in a Colorado Springs school district has changed the focus of their job role from technology implementation and support to increasing student achievement. Discusses reasons for the change, the library technology educator model, standards of performance, and collaboration with classroom teachers. (LRW) EJ677323 From Technology to Learning. Knowledge Quest v32 n1 p24-25 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Course Integrated Library Instruction Elementary Secondary Education Information Literacy Information Skills Instructional Design School Libraries Standards Workshops Adamich, Tom Journal Articles Reports - Descriptive Ohio Ohio ISSN-1094-9046 English Discusses the main goal of this workshop, which is to show how the use of information literacy and instructional design theory and skills have been easily integrated into the normal classroom routine in one Ohio school district. (LRW) EJ677324 The Big Three: Instructional Design, Information Literacy, and Information Power. Knowledge Quest v32 n1 p26 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Elementary Secondary Education Ethnic Studies Library Collection Development Library Material Selection Models Multicultural Education Bishop, Kay Journal Articles Reports - Descriptive ISSN-1094-9046 English Discusses definitions and types of multicultural literature and why it should be included in school curriculum. Describes Banks's four-level model for integrating ethnic content into the curriculum with increasing levels of sophistication and discusses how to select and evaluate multicultural resources to include in a media center collection. (LRW) EJ677325 Making Multicultural Literature Meaningful. Knowledge Quest v32 n1 p27-28 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:18 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Administrator Role Cooperation Educational Planning Elementary Secondary Education Information Literacy School Culture School Libraries Standards Time Management Buzzeo, Toni Journal Articles Reports - Descriptive Librarian Teacher Cooperation Barriers to Implementation Information Power (AASL AECT) ISSN-1094-9046 English Discusses how to overcome roadblocks to implementing the "Information Power" model for school libraries. Focuses on administrative problems; time and planning issues; school culture that lacks a collaborative environment; and developing planning units to achieve success. (LRW) EJ677326 Collaborating To Meet Standards: Teacher/Librarian Partnerships K-12. Knowledge Quest v32 n1 p29-30 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Cognitive Style Community Involvement Elementary Education Information Literacy Learning Resources Centers Media Specialists Parent Participation Partnerships in Education School Community Programs School Libraries Standards Workshops Cooper, Linda Z. Journal Articles Reports - Descriptive ISSN-1094-9046 English Describes a program that distributed refurbished books to children who might not have a book of their own. Discusses collaboration among school library media specialists, administration, teachers, parents, and community agencies; information literacy standards; empowering elementary students to help less fortunate children; and multiple learning styles. (LRW) EJ677327 Read with Me: A Children's Shared Literacy Project. Knowledge Quest v32 n1 p31 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:18 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No College Libraries College Preparation Higher Education Information Literacy Learning Strategies Library Cooperation School Libraries Secondary Education Student Evaluation Teacher Expectations of Students Teaching Methods Workshops Donham, Jean Journal Articles Reports - Descriptive Librarian Teacher Cooperation ISSN-1094-9046 English Outlines a workshop that discusses cooperative efforts between school library media specialists and college librarians to make the transition easier for college students, and considers several aspects of information literacy, including college faculty expectations, collaboration between librarians and faculty, teaching strategies, and assessment of student performance. (LRW) EJ677328 My Senior Is Your First-Year Student: High School Transition to College. Knowledge Quest v32 n1 p32 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Class Activities Decision Making Elementary Secondary Education Information Seeking Information Utilization Learning Activities Learning Resources Centers Media Specialists Problem Based Learning School Libraries Student Research Student Role Teacher Role Workshops Harada, Violet Kim, Linda Guides - Classroom - Teacher Journal Articles Reports - Descriptive Hawaii Librarian Teacher Cooperation Hawaii ISSN-1094-9046 English Considers how school library media specialists can collaborate with teachers to transform conventional topical units into problem-based projects and gives examples from classrooms in Hawaii. Highlights include focusing on real-life problems; seeking and using information for the projects; hands-on learning; student roles in making decisions; and teachers' roles. (LRW) EJ677329 Problem-Based Instruction Makes Learning Real. Knowledge Quest v32 n1 p33-34 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Computer Use Critical Thinking Elementary Secondary Education Evaluation Methods Learning Resources Centers Library Policy Library Role Media Specialists Policy Formation School Libraries Web Sites Harris, Frances Jacobson Journal Articles Reports - Descriptive Extremism Filters Hate Groups ISSN-1094-9046 English Discusses Web sites operated by extremist groups and considers how school library media specialists can educate students about hate groups and teach strategies to recognize inappropriate sites. Topics include critical thinking; limiting access through filters; developing Web access policies; and creating computer use agreements. (LRW) EJ677330 Hate and Deception on the Web: What's a School Library Media Specialist To Do? Knowledge Quest v32 n1 p35-36 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Illustrations Inferences Library Role Reading Materials Reading Strategies Workshops Jacobson, Jennifer Richard Journal Articles Reports - Descriptive Book Talks Flashback ISSN-1094-9046 English Offers suggestions for booktalk strategies so librarians can help children learn to enjoy chapter books, making the transition from beginning readers. Discusses lack of illustrations, making inferences from the dialog, building background knowledge from the back of the book, and understanding flashbacks. (LRW) EJ677331 Helping Students Make the Leap from Beginning Readers to Chapter Books. Knowledge Quest v32 n1 p37-38 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Lifelong Learning Reading Motivation Research Design Secondary Education Self Motivation Student Motivation Workshops Joyce, Marilyn Z. Journal Articles Reports - Descriptive ISSN-1094-9046 English Discusses a two-year action research study conducted at a high school that transformed reluctant students into lifelong readers by emphasizing intrinsic motivation as opposed to programs that use rewards to motivate students to read. Explains how to design an action research question. (LRW) EJ677332 Fostering Reading through Intrinsic Motivation: An Action Research Study. Knowledge Quest v32 n1 p39-40 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:20 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Biographies Elementary Secondary Education History Instruction Learning Activities Learning Resources Centers Media Specialists Poetry School Libraries Student Projects Workshops Karwoski, Gail Langer Guides - Classroom - Teacher Journal Articles Reports - Descriptive Limericks ISSN-1094-9046 English Suggests activities that school library media specialists can use to encourage students to think of history as fun and relevant and to want to read history books. Discusses heroism in poems and songs; writing poems based on historical figures; biographies; limericks; and publishing student writings on parchment paper. (LRW) EJ677333 Make History Come Alive. Knowledge Quest v32 n1 p41-42 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Comparative Analysis Elementary Secondary Education Information Skills Prior Learning Research Methodology Research Skills School Libraries Student Projects Student Research Workshops Zwaan, Sandi Koechlin, Carol Journal Articles Reports - Descriptive Librarian Teacher Cooperation ISSN-1094-9046 English Discusses strategies that teachers and school librarians can use for building student understanding of content and the research process. Topics include the interdependence of information skills; being aware of students' prior knowledge and experience; comparing data; and building the research process with information processing skills. (LRW) EJ677334 Strategies that Sizzle: Facilitating Success in Information Processing. Knowledge Quest v32 n1 p43 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Literature Adolescents Censorship Change Strategies Learning Activities Library Materials Library Services Literacy Newsletters Reading Strategies School Libraries Secondary Education Workshops Krepps, Kathy Null, Mindy Pakowski, Kim Journal Articles Reports - Descriptive American Library Association Book Talks ISSN-1094-9046 English Describes how high school librarians refocused their time and effort to make reading an integral part of the library program for teens. Discusses ALA (American Library Association) suggestions; a program developed around the theme of banned books; providing a wider variety of booktalks; and a newsletter highlighting new acquisitions. (LRW) EJ677335 Teen Reading Matters: Transforming Your High School Library for Literacy. Knowledge Quest v32 n1 p44 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Information Literacy Information Utilization Intellectual Property Notetaking Plagiarism Technology Uses in Education Workshops Logan, Debra Kay Journal Articles Reports - Descriptive Underlining Highlighting (Text) ISSN-1094-9046 English Discusses notetaking and the growing problems of plagiarism, especially with new technology. Highlights include helping students understand the concept of intellectual property; using information ethically; notetaking as a process; notetaking conferencing; and how to transfer notetaking strategies to the process of highlighting and underlining. (LRW) EJ677336 Take Note! Scaffolding Notetaking. Knowledge Quest v32 n1 p45 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Elementary Secondary Education Learning Resources Centers Library Collection Development Library Funding Library Materials Library Planning Library Technical Processes School Libraries State Curriculum Guides Workshops Lowe, Karen Journal Articles Reports - Descriptive ISSN-1094-9046 English Discusses the process of weeding, updating, and building a school library media collection that supports the state curriculum. Explains resource alignment, a process for using the shelf list as a tool to analyze and align media center resources to state curricula, and describes a five-year plan and its usefulness for additional funding. (LRW) EJ677337 Providing Curriculum Support in the School Library Media Center: Resource Alignment, or How To Eat an Elephant. Knowledge Quest v32 n1 p46 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:21 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Administrator Role Discussion (Teaching Technique) Fiction Lifelong Learning Nonfiction Reading Motivation Reading Programs Reading Strategies School Libraries Secondary Education Summer Programs Teacher Role Workshops Tanis, Robin S. Journal Articles Reports - Descriptive ISSN-1094-9046 English Describes a high school summer reading program that was developed to encourage a lifelong habit of reading for pleasure by assembling a booklist of fiction and nonfiction titles, each sponsored by an administrator or teacher who then led a discussion of that book in the fall. (LRW) EJ677338 "Aspire!" A Summer Program in Reading Enrichment. Knowledge Quest v32 n1 p47 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:21 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Access to Information Course Integrated Library Instruction Criteria Elementary Secondary Education Information Literacy Information Skills Library Materials Recreational Reading School Libraries Toor, Ruth Weisburg, Hilda K. Journal Articles Reports - Descriptive Librarian Teacher Cooperation ISSN-1094-9046 English Explains 10 concepts that school librarians can use to incorporate information literacy concepts into the curriculum through collaboration with teachers. Highlights include how libraries are organized; how information is arranged and accessed; setting criteria for the acceptability of information; and benefits of voluntary reading. (LRW) EJ677339 Kids Learn When...Your Lessons Start with Ten. Knowledge Quest v32 n1 p48 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Evaluation Methods Improvement Programs Information Literacy Plagiarism Research Methodology School Culture Search Strategies Secondary Education Student Improvement Student Research Workshops Valenza, Joyce Kasman Journal Articles Reports - Descriptive Electronic Resources Pathfinders ISSN-1094-9046 English Describes a schoolwide research improvement initiative that was designed to improve information literacy in a high school setting. Discusses self-study and examination of student work; cognitive issues; school culture; online resources that were developed; improving search strategies; discouraging electronic plagiarism; creating pathfinders; evaluating resources; and the research process. (LRW) EJ677340 Spreading the Gospel of Information Literacy: A Schoolwide Initiative, Year Two. Knowledge Quest v32 n1 p49-50 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Childrens Literature Elementary Education Listening Comprehension Picture Books School Libraries Story Telling Student Participation Workshops Writing (Composition) Weissman, Annie Journal Articles Reports - Descriptive ISSN-1094-9046 English Describes the Six Traits of Writing and how school librarians can use storytime to teach the Six Traits, use picture books that demonstrate them, develop active participation strategies for listening comprehension, and teach group and individual composition highlighting each trait. (LRW) EJ677341 Help! How Can I Do the Six Traits, Too? Knowledge Quest v32 n1 p51 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:22 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Elementary Secondary Education Inquiry Instructional Improvement Lesson Plans School Libraries Teaching Methods Workshops Bush, Gail Journal Articles Reports - Descriptive Librarian Teacher Cooperation Harvard University MA ISSN-1094-9046 English Discusses collaboration between school librarians and teachers and describes teacher inquiry groups, based on those at Project Zero at the Harvard Graduate School of Education. The focus of the inquiry group is to examine individual lessons and use them as points of entry for understanding teaching methods and improving instructional practices. (LRW) EJ677342 Walking the Collaborative Talk. Knowledge Quest v32 n1 p52 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents At Risk Persons Library Role Library Services Media Specialists Middle Schools Resilience (Personality) School Libraries Secondary Education Jones, Jami I. Journal Articles Reports - Descriptive ISSN-1094-9046 English Considers the role of school library media specialists in helping teens cope with developmental and emotional challenges. Discusses resiliency research, and opportunities to develop programs and services especially for middle school and high school at-risk teens. (LRW) EJ677343 Helping Teens Cope. Knowledge Quest v32 n1 p53 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:52:23 CIJAPR2004 Special issue: Information Matters @ AASL KC MO.

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No Academic Achievement Elementary Secondary Education Learning Resources Centers Library Role School Libraries Workshops Haycock, Ken Journal Articles Reports - Descriptive Librarian Teacher Cooperation ISSN-1094-9046 English Lists the foundational elements needed for an effective library media program and introduces the key components of effective collaboration with classroom teachers, providing proven strategies for its implementation. Suggests teacher-librarians need to take the initiative in collaboration and discusses collaboration as a predictor of student achievement. (LRW) EJ677344 Collaboration: Because Student Achievement Is the Bottom Line. Knowledge Quest v32 n1 p54 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Course Integrated Library Instruction Educational Planning Elementary Education Information Literacy Learning Resources Centers Library Services Library Skills Scheduling School Libraries Workshops Makemson, Carroll Early, Sharon Journal Articles Reports - Descriptive Librarian Teacher Cooperation ISSN-1094-9046 English Discusses the kind of library media program that elementary students should have, focusing on the library schedule and its impact on student achievement. Considers time for collaborative planning with teachers; availability for multitasking in the library; and information literacy skills instruction integrated with content instruction. (LRW) EJ677345 Flexible Scheduling: Why and How. Knowledge Quest v32 n1 p55 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Computer Mediated Communication Computer Networks Information Networks Internet Online Systems Organizations (Groups) Privacy Telecommunications Claessens, Joris Diaz, Claudia Goemans, Caroline Preneel, Bart Vandewalle, Joos Dumortier, Jos Journal Articles Reports - Research Trade Secrets Control Systems (Mechanical) ISSN-1066-2243 English Users of telecommunications networks are concerned about privacy, and desire anonymous access, while some organizations are concerned about how this anonymous access might be abused. Proposes a solution for revocable anonymous access to the Internet. Presents some legal background and motivation for such a solution. Indicates some difficulties and disadvantages of the proposed solution and suggests the need for further debate on the issue of online anonymity. (Author/AEF) EJ677346 Revocable Anonymous Access to the Internet? Internet Research v13 n4 p242-58 2003 2003-00-00 T 2004 2016-11-21

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No Data Collection Government Libraries Government Publications Information Services Internet Local Government Models Online Systems Public Sector Web Sites Lee, Jae-Kwan Journal Articles Reports - Research Web Site Design ISSN-1066-2243 English A model for monitoring the Web site development process in the public sector is proposed and tested empirically with a sample of local government Web sites. Four factors in the matrix of the framework--publicity, local service, differentiation and participation--together with two dimensions of attracting and delivering were proved to be important elements in a workable research framework. Effects of the dimensions and the role of online attracting are discussed. (Author/AEF) EJ677347 A Model for Monitoring Public Sector Web Site Strategy. Internet Research v13 n4 p259-66 2003 2003-00-00 T 2004 2016-11-21

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No Data Collection Females Information Dissemination Information Networks Information Scientists Information Seeking Information Technology Internet Online Searching World Wide Web Choo, Chun Wei Marton, Christine Journal Articles Reports - Research ISSN-1066-2243 English Presents findings of a research study on how women in information technology (IT) professions seek information on the Web as part of their daily work. Develops a behavioral model of Web information seeking that identifies four complementary modes of information seeking: undirected viewing, conditioned viewing, informal search, and formal search. (AEF) EJ677348 Information Seeking on the Web by Women in IT Professions. Internet Research v13 n4 p267-80 2003 2003-00-00 T 2004 7/11/2004 11:52:24 CIJAPR2004

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No Comparative Analysis Evaluation Methods Information Services Measurement Techniques Models Online Systems Quality Control User Needs (Information) User Satisfaction (Information) O'Neill, Martin Palmer, Adrian Wright, Christine Journal Articles Reports - Evaluative Electronic Commerce ISSN-1066-2243 English Disconfirmation models of online service measurement seek to define service quality as the difference between user expectations of the service to be received and perceptions of the service actually received. Two such models-inferred and direct disconfirmation-for measuring quality of the online experience are compared (WebQUAL, SERVQUAL). Findings from an exploratory study of user perceptions are reported. Sample SERVQUAL questionnaire is appended. (AEF) EJ677349 Disconfirming User Expectations of the Online Service Experience: Inferred versus Direct Disconfirmation Modeling. Internet Research v13 n4 p281-96 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Business Administration Case Studies Corporations Foreign Countries Managerial Occupations Luarn, Pin Lin, Tom M. Y. Lo, Peter K. Y. Journal Articles Reports - Research Electronic Commerce Life Insurance Mobilization Taiwan Taiwan ISSN-1066-2243 English Employs a case study method, using in-depth interviews of 29 corporate managers and experts, to understand the current state of mobilization in the life insurance industry. Suggests a conceptual framework and formulates possible research propositions incorporating several variables. Suggests 10 key success factors for implementing mobilization in the life insurance industry. (Author/AEF) EJ677350 An Exploratory Study of Advancing Mobilization in the Life Insurance Industry: The Case of Taiwan's Nan Shan Life Insurance Corporation. Internet Research v13 n4 p297-310 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Computer Mediated Communication Computer Networks Information Networks Information Systems Information Technology Internet Models World Wide Web Olla, Phillip Patel, Nayna Atkinson, Chris Journal Articles Reports - Research Wireless Technology ISSN-1066-2243 English Reports on a case study at an organization that created MADIC, an innovative approach to developing mobile applications developed by third party independent developer. Presents MMO2's, a conceptual wireless reference model used to define the various system constituents required to create effective mobile applications. (Author/AEF) EJ677351 A Case Study of MMO2's MADIC: a Framework for Creating Mobile Internet Systems. Internet Research v13 n4 p311-21 2003 2003-00-00 T 2004 2016-11-21

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No Academic Education Community Colleges Education Work Relationship Fine Arts General Education History Liberal Arts Literature Philosophy Two Year Colleges Borland, Ken Journal Articles Opinion Papers ISSN-1096-1453 English Discusses how important it is for community colleges to cultivate the minds of students through a liberal arts program. Advocates that community colleges need to create a balance by stressing a liberal arts program (with historical purposes) with the community's utilitarian voices. (Contains 18 references.) (AUTH/MZ) EJ677352 Community Liberation via the First Two Year's Curriculum. Academic Exchange Quarterly n2 p5-14 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:25 CIJAPR2004

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No Community Colleges General Mathematics Mathematics Remedial Instruction Remedial Mathematics Remedial Programs Transitional Programs Tutorial Programs Two Year Colleges Vali Siadat, M. Sagher, Yoram Musical, Paul M. Journal Articles Reports - Descriptive ISSN-1096-1453 English Discusses the Keystone Project, which is an instructional program for remedial mathematics students. Stresses the program's ability to better train students for future mathematical studies through the use of current technology. Recommends that other institutions should replicate the project in order to alleviate problems in their own schools. (Contains 23 references.) (MZ) EJ677353 Mathematics: Keystone to Student Learning. Academic Exchange Quarterly n2 p15-22 Sum 2000 2000-00-00 AQE, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:26 CIJAPR2004

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No Community Colleges Nontraditional Students Regular and Special Education Relationship Special Needs Students Summer Programs Summer Schools Supplementary Education Transitional Programs Two Year Colleges Hagedorn, Linda Serra Castro, Consuelo Rey Journal Articles Reports - Descriptive ISSN-1096-1453 English Discusses a study done about summer session students. The top reasons for attending summer school are: (1) lower fees; and (2) allows student to finish college sooner by taking more classes. Recommends that community colleges should change their policies to better serve summer school and year round students. (Contains 11 references.) (MZ) EJ677354 Spending the Summer at a California Community College. Academic Exchange Quarterly n2 p23-32 Sum 2000 2000-00-00 AQE, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:26 CIJAPR2004

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No Adult Education Community Colleges Disabilities Nontraditional Students Regular and Special Education Relationship Retraining Special Needs Students Student Needs Two Year Colleges Cotton, Samuel E. Journal Articles Opinion Papers ISSN-1096-1453 English Identifies the professional development needs and preferences of vocational and technical educators when dealing with special-needs students. Explains that most community college students are unfamiliar with programs for special needs students and that teachers would like more training and assistance related to special needs students. (Contains 11 references.) (MZ) EJ677355 Professional Development Needs Assessment for Secondary Vocational and Technical Education Teachers Related to Students with Special Needs. Academic Exchange Quarterly n2 p33-40 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:26 CIJAPR2004

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No Cognitive Style Community Colleges Educational Environment Learning Activities Learning Problems Learning Processes Learning Readiness Serial Learning Transformative Learning Two Year Colleges De Vore, Jack B. Cambiano, Renee L. Denny , George S. Journal Articles Reports - Research ISSN-1096-1453 English Discusses a study done using the Productivity Environmental Survey that reviews the learning style preferences of adults in a university setting. Twenty learning styles with three predictors were used. It was found that three styles (structure, evening, and afternoon preferences) were most effective. (Contains 20 references.) (MZ) EJ677356 Learning Style Preferences Relating to Adult Students. Academic Exchange Quarterly n2 p41-49 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:27 CIJAPR2004

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No Community Colleges Computer Mediated Communication Computers Distance Education Extension Education Online Courses Online Systems Telecourses Two Year Colleges Virtual Classrooms Virtual Universities Web Based Instruction Bower, Beverly L. Journal Articles Reports - Research Florida Community College System ISSN-1096-1453 English Discusses a study completed about the satisfaction of students with interactive teleclasses and online courses. Data indicates that most students are satisfied with long distance learning and would recommend it to others. Speculates that minority students cannot take advantage of these courses due to a lack of access. (Contains 3 references.) (MZ) EJ677357 Community College Student Satisfaction with the Online and Teleclass Experience. Academic Exchange Quarterly n2 p54-57 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 2016-11-21

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No Community Colleges Cross Cultural Studies Cross Cultural Training Cultural Awareness Cultural Background Cultural Pluralism Ethnic Relations Ethnicity Multicultural Education Multicultural Literature Two Year Colleges Dilley, Patrick Journal Articles Reports - Descriptive ISSN-1096-1453 English Discusses multiculturalism in community colleges through a philosophical perspective. Provides definitions of and information about multiculturalism and multicultural theory. Recommends that multiculturalism be addressed not only in specialized classes, but general courses as well in order to teach students to see the world through the eyes of others. (Contains 27 references.) (MZ) EJ677358 Not So Black and White: Finding Diversity Where We Least Expect It. Academic Exchange Quarterly n2 p64-72 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:27 CIJAPR2004

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No Attrition (Research Studies) Community Colleges Cross Sectional Studies Longitudinal Studies Psychological Patterns Response Style (Tests) School Holding Power Stress Management Stress Variables Two Year Colleges Lifton, Donald E. Seay, Sandara Bushko, Andrew Journal Articles Reports - Research ISSN-1096-1453 English Discusses a longitudinal study that tests undergraduate students'"hardiness" (ability to thrive under stress) and their likelihood of advancing to sophomore year. Gives a detailed definition of hardiness and its importance in retention in schools. Although the study is ongoing, authors anticipate that the results will support their hypothesis. (Contains 31 references.) (MZ) EJ677359 Can Student "Hardiness" Serve as an Indicator of Likely Persistence to Graduation? Baseline Results from a Longitudinal Study. Academic Exchange Quarterly n2 p73-81 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:27 CIJAPR2004

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No Community Colleges Counties Ethnic Groups Hawaiian Hawaiians Local History Malayo Polynesian Languages Pacific Americans Two Year Colleges Makuakane-Drechsel, Teresa Makuakane-Dreschel, Gail Guides - Non-Classroom Journal Articles ISSN-1096-1453 English An informational article that discusses the many functions of community colleges in Hawaii. Provides a historical overview and gives an in depth review of each of Hawaii's seven community colleges. Discusses key characteristics of these colleges including funding, academic programs, enrollment rates, and student diversity. (Contains 31 references.) (MZ) EJ677360 University of Hawaii Community Colleges. Academic Exchange Quarterly n2 p82-89 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:28 CIJAPR2004

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No Community Colleges Cultural Influences Ethnic Groups Minority Groups Racial Factors Social Influences Sociocultural Patterns Student Diversity Two Year Colleges Laden, Berta Vigil Journal Articles Opinion Papers ISSN-1096-1453 English Claims that the way that minority students are socialized is related to retention and persistence. Discusses mentoring programs offered in community colleges that socialize and retain minority students. Explores the Puente Program as an example of a successful program that can aid minority Latino students. (Contains 35 references.) (MZ) EJ677361 The Puente Project: Socializing and Mentoring Latino Community College Students. Academic Exchange Quarterly n2 p90-99 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 7/11/2004 11:52:28 CIJAPR2004

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No Community Colleges Cultural Influences Minority Groups Racial Factors Social Influences Sociocultural Patterns Two Year Colleges Outcalt, Charles Tobolowsky, Barbara McDonough, Patricia M. Journal Articles Reports - Research African Americans ISSN-1096-1453 English Discusses the views and attitudes of Southern California African American and Latino high school students regarding community colleges. Discusses the following issues in detail: (1) cultural capital; (2) the use if community college to enhance cultural capital; and (3) the role of habits in students' relationship to and the use of community colleges. (Contains 13 references.) (MZ) EJ677362 African-American and Latino Conceptualizations of the Role and the Value of Community Colleges: Results from a Study. Academic Exchange Quarterly n2 p102-113 Sum 2000 2000-00-00 AEQ, Chattanooga State, 4501 Amnicola Highway, Chattanooga, TN 37406-1097. Fax: 423-697-4409. T 2004 2016-11-21

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No Community Colleges Facility Improvement Learning Resources Centers Libraries Library Development Library Guides Library Planning Resource Centers Two Year Colleges Feagin, James Journal Articles Reports - Descriptive Hagerstown Community College MD ISSN-0276-3915 English In 1998, Hagerstown Junior College, was renamed Hagerstown Community College and opened a new Learning Resource Center (LRC),which now holds the college library. The article details some of the administrative decisions that guide the services of the library and some of their plans for the future. Contains three photos: (1) LRC entrance; (2) LRC exterior; and (3) LRC interior. (JS) EJ677363 In Transition: The William M. Brish Library at Hagerstown Community College. Community & Junior College Libraries v11 n3 p5-9 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Community Colleges Computer Interfaces Computer Uses in Education Computers Learning Resources Centers Libraries Library Development Library Planning Two Year Colleges Duncan, Lucy E. Journal Articles Reports - Descriptive Saint Philips College TX ISSN-0276-3915 English Discusses the St. Philip's College (SPC) Learning Resource Center laptop loaning program. States that SPC is a Historically Black College and Hispanic Serving Institution that is now rewarding honors students by lending them laptops for a semester at a time. Discusses the development of the loaning program. Provides a list of Web sites for anyone interested in developing a laptop checkout service. (JS) EJ677364 The World in Their Laps. Community & Junior College Libraries v11 n3 p11-16 2003 2003-00-00 T 2004 2016-11-21

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No College Credits Community Colleges Computers Credit Courses Information Literacy Information Sources Internet Online Searching Search Engines Search Strategies Technological Literacy Two Year Colleges Users (Information) World Wide Web McCarthy, Sandra Calemme Journal Articles Reports - Descriptive Washtenaw Community College MI ISSN-0276-3915 English Describes the history and development of an online research course at Washtenaw Community College, which provides students with information regarding the Internet and the use of electronic sources. The course is part on an Internet Professional Program at the college. Contains four references, the course objectives, the reading list and a list of Web sites discussed in the class. (JS) EJ677365 Online Research 111. Community & Junior College Libraries v11 n3 p17-28 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Books College Libraries Community Colleges Library Acquisition Library Collection Development Library Material Selection Library Planning Library Policy Library Role Library Services Library Standards Library Technical Processes Preservation Two Year Colleges Visser, Michelle Journal Articles Reports - Descriptive ISSN-0276-3915 English Discusses issues of identifying, storing, handling, and providing access to rare books and materials in institutions without special collections departments. Suggests that although many community colleges do not collect rare materials, they may nonetheless be in possession of books that are rare and that should receive special care. (ontains four references.)(JS) EJ677366 Identifying and Caring for Rare Books in the Community or Junior College with No Special Collections Department. Community & Junior College Libraries v11 n3 p29-34 2003 2003-00-00 T 2004 7/11/2004 11:52:29 CIJAPR2004

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No Community Colleges Computer Centers Computer Networks Computers Information Networks Technology Technology Education Teleconferencing Two Year Colleges Jia, Peijun Guides - Non-Classroom Journal Articles Opinion Papers ISSN-0276-3915 English Discusses how useful desktop conferencing has become in library services. Describes how real-time conference tools are convenient, efficient, cost-effective, and beneficial for those who are not able to come to the library. Presents a guide to current guide for conference tools for PC and Mac OS. (ontains 8 references.)(AUTH/MZ) EJ677367 Distance Referencing: Real-Time Conference Tools. Community & Junior College Libraries v11 n3 p35-41 2003 2003-00-00 T 2004 7/11/2004 11:52:30 CIJAPR2004

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No Cheating Community Colleges Copyrights Discipline Problems Ethics Fraud Intellectual Property Plagiarism Two Year Colleges Writing (Composition) Liddell, Jean Journal Articles Opinion Papers Reports - Descriptive ISSN-0276-3915 English Explains how the internet has made it easy for students to plagiarize papers. Gives definitions for plagiarism. Explains reasons why students plagiarize including the following: they don't understand what it is, they think they won't get caught, etc. Describes ways to detect and prevent plagiarism. (ontains 58 references.)(MZ) EJ677368 A Comprehensive Definition of Plagiarism. Community & Junior College Libraries v11 n3 p43-52 2003 2003-00-00 T 2004 7/11/2004 11:52:30 CIJAPR2004

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No Community Colleges Information Processing Pattern Recognition Population Trends Residential Patterns Social Indicators Sociocultural Patterns Trend Analysis Two Year Colleges Todaro, Julie Beth Journal Articles Reports - Descriptive ISSN-0276-3915 English Gives a definition for "trends" and describes ways to use and find trends. Discusses different types of trends including trends for academic libraries, trends for other types of libraries/general librarianship, trends for umbrella entities, and general societal trends. Concludes by giving recommendation for finding trends from various sources. (MZ) EJ677369 Nothing but Net... Community & Junior College Libraries v11 n3 p53-61 2003 2003-00-00 T 2004 7/11/2004 11:52:30 CIJAPR2004

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No Community Colleges Comparative Analysis Correlation Literature Reviews Research Research Methodology Statistical Data Synthesis Two Year Colleges Davies, Timothy Gray Harbour, Clifford P. Banning, James H. Information Analyses Journal Articles Reports - Research ISSN-1066-8926 English Describes the goal of this publication as addressing previous research that will be important in future research by publishing revolutionary articles done during the 1990s decade. Gives examples of topics that will be discussed in the articles: meta-study approach, meta method, and meta findings. (Contains 19 references.) (MZ) EJ677370 Introduction. Community College Journal of Research and Practice v27 n 9-10 p745-756 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:30 CIJAPR2004

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No Administrators Community Colleges Employed Women Females Literature Reviews Two Year Colleges Women Administrators Women Faculty Wolgemuth, Jennifer R. Kees, Nathalie L. Safarik, Lynn Information Analyses Journal Articles Reports - Descriptive ISSN-1066-8926 English Discusses how despite the large number of women in community colleges, they are underrepresented in high administrative positions and vocational programs offering high paying jobs. Analyzes 26 articles regarding women in community colleges and recommends that more articles need to be written about the female experience. (Contains 30 references.) (MZ) EJ677371 A Critique of Research on Women Published in the Community College Journal of Research and Practice: 1990-2000. Community College Journal of Research and Practice v27 n9-10 p757-768 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:31 CIJAPR2004

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No Community Colleges Literature Reviews Two Year Colleges Safarik, Lynn Wolgemuth, Jennifer R. Kees, Nathalie L. Information Analyses Journal Articles Reports - Research ISSN-1066-8926 English Discusses 26 articles are either women centered articles or those that treat gender as a variable. Addresses to what extent these articles use feminist literature, frameworks, and methodologies. Concludes that such articles can empower female students and researchers in community colleges and integrate women's studies into graduate programs. (Contains 67 references.) (MZ) EJ677372 A Feminist Critique of Articles about Women Published in the Community College Journal of Research and Practice: 1990-2000. Community College Journal of Research and Practice v27 n9-10 p769-786 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:31 CIJAPR2004

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No Black Achievement Black Attitudes Black Population Trends Black Studies Blacks Community Colleges Literature Reviews Race Two Year Colleges Lewis, Chance W. Middleton, Valerie Information Analyses Journal Articles Reports - Research ISSN-1066-8926 English Addresses three main themes of literature regarding African Americans in community colleges: (1) environmental factors related to student success; (2) the need for faculty diversity; and (3) race and community college administration. Concludes that to improve the experience of African Americans, more research needs to be done on the subject. (Contains 26 references.) (MZ) EJ677373 African Americans in Community Colleges: A Review of Research Reported in the Community College Journal of Research and Practice: 1990-2000. Community College Journal of Research and Practice v27 n9-10 p787-798 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:32 CIJAPR2004

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No Community Colleges Latin American Culture Latin American History Latin American Literature Latin Americans Literature Reviews Two Year Colleges Lujan, Linda Gallegos, Loretta Harbour, Clifford P. Information Analyses Journal Articles Opinion Papers ISSN-1066-8926 English Discusses how there is need for more published information about the experiences of Latinos in community colleges. Discusses the term "la tercera frontera" which describes cultural barriers that hold Latinos back. Recommends that more research be done to end marginalization of Latinos. (Contains 26 references.) (MZ) EJ677374 La Tercera Frontera: Building Upon the Scholarship of the Latino Experience as Reported in the Community College Journal of Research and Practice: 1990-2000. Community College Journal of Research and Practice v27 n9-10 p799-814 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:32 CIJAPR2004

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No Attitudes toward Disabilities Community Colleges Literature Reviews Related Services (Special Education) Special Education Special Education Teachers Special Needs Students Two Year Colleges Quick, Don Lehmann, Jean Deniston, Terry Journal Articles Opinion Papers ISSN-1066-8926 English Focuses on articles about students with disabilities and claims that the following are the main themes: (1) campus factors supporting student success; (2) participant label ambiguities; and (3) research methodology selection. Concludes that there is a need for more research addressing staff development, accommodations, needs of specific disability groups, etc. (Contains 31 references.) (MZ) EJ677375 Opening Doors for Students with Disabilities on Community College Campuses: What Have We Learned? What Do We Still Need To Know? Community College Journal of Research and Practice v27 n9-10 p815-828 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:32 CIJAPR2004

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No Community Colleges Cultural Awareness Cultural Background Literature Reviews Minority Group Influences Minority Groups Social Bias Social Integration Two Year Colleges Harbour, Clifford P. Middleton, Valerie Lewis, Chance Anderson, Sharon K. Journal Articles Opinion Papers ISSN-1066-8926 English Discusses articles on various underrepresented groups (lesbian, Hawaiian, etc.) in order to show that dominant culture privilege characterizes many aspects of the community college culture. Discusses themes such as assimilation, hierarchical comparisons, acculturative stress, and access vs. educational equity. Recommends that all groups in community colleges deserve recognition. (Contains 22 references.) (MZ) EJ677376 Naming the Other: How Dominant Culture Privilege and Assimilation Affect Selected Underrepresented Populations at the Community College. Community College Journal of Research and Practice v27 n9-10 p829-842 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:33 CIJAPR2004

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No College Students Community Colleges Cultural Influences Educationally Disadvantaged Literature Reviews Minority Groups Racial Factors Social Influences Sociocultural Patterns Two Year Colleges Davies, Timothy Gray Safarik, Lynn Banning, James H. Journal Articles Opinion Papers ISSN-1066-8926 English Discusses how marginalized groups are blamed for their lack of success, lack of transfer, etc. To alleviate this, the CCJRP should do the following: (1) use a range of methodological approaches; (2) use interdisciplinary and theoretical resources; (3) integrate a vast source of literatures; and (4) apply critical frameworks. (Contains 40 references.) (MZ) EJ677377 The Deficit Portrayal of Underrepresented Populations on Community College Campuses: A Cross Case Analysis. Community College Journal of Research and Practice v27 n9-10 p843-858 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:33 CIJAPR2004

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No Community Colleges Educational Equity (Finance) Educational Finance Financial Support Funding Formulas Institutional Mission Literature Reviews Two Year Colleges Kisker, Carrie B. Journal Articles Opinion Papers ISSN-1066-8926 English Discusses how in times of reduced funding for higher education, it has become important to examine the roles of community colleges. Discusses the services offered by the ERIC Clearinghouse, which contains journals and documents about community colleges. Describes several ERIC documents that shed light on the various missions of community colleges. (MZ) EJ677378 The Multiple Missions of the Community College and Implications of Reduced Funding for Post-Secondary Education. Community College Journal of Research and Practice v27 n9-10 p861-867 Nov 2003 2003-00-00 T 2004 7/11/2004 11:52:33 CIJAPR2004

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No Child Care Centers Child Care Quality Early Childhood Education Educational Quality Financial Needs Financial Policy Financial Problems Money Management Brower, Mary R. Sull, Theresa M. Guides - Non-Classroom Journal Articles Reports - General Financial Analysis Management Practices Quality Indicators ISSN-1049-9466 English Contends that child care facility owners, boards of directors, staff, and parents need to focus on financial management, as poor financial health compromises the quality of care for children. Specifically addresses the issues of: (1) concern for providing high quality child care; (2) the connection between quality and money; and (3) strengthening a facility's financial health. (SD) EJ677379 Financial Health of Child Care Facilities Affects Quality of Care. Texas Child Care v27 n1 p2-5 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Classroom Environment Early Childhood Education Learning Centers (Classroom) Manipulative Materials Mathematical Enrichment Mathematics Mathematics Activities Mathematics Curriculum Mathematics Instruction Guides - Classroom - Teacher Journal Articles Daily Activities Open Ended Learning Environments ISSN-1049-9466 English Offers examples of materials and activities that promote and guide math-learning opportunities in all areas of the classroom. Materials and activities relate to: (1) art center; (2) science and discovery center; (3) blocks; (4) library and writing centers; (5) music and movement; (6) manipulatives; (7) dramatic play; (8) outdoor play; and (9) mealtime. Emphasizes use of open-ended questions. (SD) EJ677380 Where's the Math? Texas Child Care v27 n1 p6-7 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Activities Exercise Games Motor Development Movement Education Music Activities Physical Activities Physical Development Psychomotor Skills Running Young Children Guides - Classroom - Teacher Journal Articles Balance Balls Jumping Parachutes ISSN-1049-9466 English Highlights the importance of activities to build gross motor skills and provides hints for encouraging such activities. Specific areas of activities presented are: (1) running and jumping; (2) music games; (3) action games; (4) races; (5) bed sheets or parachutes; (6) hula hoops; (7) balls; (8) batting; (9) balance; and (10) creative movement. (SD) EJ677381 Get Kids Moving: Simple Activities To Build Gross-Motor Skills. Texas Child Care v27 n1 p10-19 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Child Care Centers Child Caregivers Family Involvement Improvement Programs Parent Caregiver Relationship Parent Participation Parent School Relationship Parents Preschool Education School Involvement Warner, Laverne Barrera, John Guides - Non-Classroom Journal Articles Involvement in Learning ISSN-1049-9466 English Presents tips for organizing an effective parent involvement program: (1) develop a philosophy statement; (2) value family values, traditions, and beliefs; (3) reach out to parents; (4) train for effective communication; (5) encourage parent involvement in program activities; (6) provide involvement opportunities; (7) seek parental input; (8) support parenting role; (9) help parents recognize their influence; and (10) treat parents as peers. (SD) EJ677382 Improving Parental Involvement: 10 Tips for Success. Texas Child Care v27 n1 p24-27 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Body Weight Caregiver Child Relationship Caregiver Role Child Caregivers Child Health Childhood Needs Children Eating Habits Nutrition Nutrition Instruction Obesity Parent Caregiver Relationship Physical Health Haschke, Bernadette Guides - Classroom - Teacher Journal Articles Overeating Weight Loss ISSN-1049-9466 English Describes the role caregivers play in helping young children dealing with obesity. Examines: (1) causes of childhood obesity; (2) caregiver's position; (3) learning nutrition concepts; (4) preparing and serving healthy foods; (5) encouraging physical activity; (6) working with parents; and (7) assisting an obese child. (SD) EJ677383 Childhood Obesity: The Caregiver's Role. Texas Child Care v27 n1 p28-35 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Beginning Writing Caregiver Speech Class Activities Emergent Literacy Language Usage Learning Activities Oral Language Prereading Experience Reading Reading Instruction Reading Skills Scaffolding (Teaching Technique) Writing Instruction Writing Skills Young Children Haywood, Janie F. Perkins, J. Helen Guides - Classroom - Teacher Journal Articles Oral Language Program Prereading Activities ISSN-1049-9466 English Encourages caregivers to engage children in oral language activities that will help children develop skills necessary for reading and writing. Examines: (1) oral language as a predecessor to reading; (2) talking leading to learning; and (3) rich oral environment as a scaffold. Concludes with examples of oral-language activities for infants, toddlers, and preschoolers. (SD) EJ677384 Smart Talk: Improving Children's Oral Language. Texas Child Care v27 n1 p38-42 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Standards Accountability Behavior Standards Educational Attitudes Educational Philosophy High Stakes Tests Montessori Method Montessori Schools National Standards Standardized Tests Student Centered Curriculum Crain, William Journal Articles Opinion Papers Child Centered Education ISSN-1054-0040 English Discusses how child-centered educational philosophies, including Montessori, share positions differing radically from those of the educational standards movement. Focuses on adult-set goals and standards, social promotion, external motivators, demands for more challenging work, and standardized tests. Reports that children in child-centered programs score as well as students from conventional schools on standardized tests. Lists attitudes central to child-centered education for assessment, including interests, concentration, tranquility, independence, exuberance, and grace. (KB) EJ677385 The Standards Movement: A Child-Centered Response. Montessori Life v15 n3 p8-13 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Comparative Analysis Definitions Elementary School Students Montessori Method Primary Education Puns Semantics Vocabulary Development Rule, Audrey C. Barrera, Manuel T., III Journal Articles Reports - Descriptive Hands on Experience Material Objects ISSN-1054-0040 English Compared outcomes of traditional direct instruction and pictorial worksheets with that of a hands-on approach using objects, word cards, and definition cards to teach vocabulary words with multiple meanings to public school third graders. Found that the hands-on students made significantly greater vocabulary progress than direct instruction students. Findings highlight the importance of objects for teaching language concepts and vocabulary in Montessori classrooms. (KB) EJ677386 Using Objects To Teach Vocabulary Words with Multiple Meanings. Research. Montessori Life v15 n3 p14-17 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Classroom Techniques Disabilities Discipline Early Childhood Education Montessori Method Preschool Children Self Control Teacher Student Relationship Pickering, Joyce S. Journal Articles Reports - Descriptive ISSN-1054-0040 English Describes the normal course of the development of self-control in young children, and Montessori techniques for teaching self-control, especially for children with disabilities, including structure, imitation, direct teaching, work, independence, and specific correction. Presents effective discipline techniques in harmony with Montessori philosophy, including isolation, repetition, privilege removal, behavior modification, and reminders. Delineates aspects of the Montessori classroom helpful for children who have difficulty with learning or controlling their behavior. (KB) EJ677387 Discipline: Developing Self-Control. Montessori Life v15 n3 p18-20 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:36 CIJAPR2004

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No Adolescent Development Adolescents Developmental Stages Educational Needs Educational Theories Middle Schools Montessori Method Montessori Schools Secondary Education Self Efficacy Student Needs Loeffler, Margaret Howard Journal Articles Opinion Papers Montessori (Maria) Erdkinder Identity Formation ISSN-1054-0040 English Describes typical transitions during Montessori's third plane of development, focusing on how the educational environment can offer a curriculum consonant with development. Describes how contemporary Erdkinder models at middle and high school levels have incorporated work on the land and apprentice learning to meet adolescents' needs/interests. Asserts that an education based on understanding children's developmental needs and interests will help early adolescents move toward this somewhat turbulent period. (KB) EJ677388 The Essence of Montessori: Those Adolescent Years. Montessori Life v15 n3 p28-30 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Classroom Environment Developmental Stages Early Adolescents Educational Environment High Schools Middle Schools Montessori Method Montessori Schools Program Descriptions Program Implementation Secondary Education Student Needs Teacher Role Coe, Elisabeth [Betsy] Journal Articles Reports - Descriptive ISSN-1054-0040 English Compares the developmental characteristics of early and middle adolescents and identifies elements necessary to a Montessori secondary program. Describes implementation at middle and high school levels in one Texas school, with elements relating to community building and student leadership; responsibility for learning and assessment; academic program and scheduling; and opportunities for self-construction, practical life, going out, and teacher's role. Notes current challenges for the high school. (KB) EJ677389 Creating Optimal Environments for Adolescents. Montessori Life v15 n3 p31-36 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:36 CIJAPR2004

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No Adolescents Communication Skills Daily Living Skills Educational Theories Job Skills Middle School Students Middle Schools Montessori Method Montessori Schools Service Learning Skill Development Student Responsibility Willard, Michelle Journal Articles Reports - Descriptive Hands on Experience ISSN-1054-0040 English The Practical Life aspect of Montessori education offers middle school students opportunities to take on responsibilities and develop job readiness skills. Practical Life skill training relates to self-guidance, navigation, grace and courtesy, caring for others, and management of responsibilities, time, and money. Community service in the Montessori environment includes assisting in the school community with younger students and contributing to local day-projects. (KB) EJ677390 What Does "Practical Life" Look Like in the Middle School? Montessori Life v15 n3 p37-38 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Classroom Techniques Dialogs (Language) Group Discussion Montessori Method Montessori Schools Secondary Education Teacher Student Relationship Loan, Bert Journal Articles Opinion Papers Rational Dialogue Socratic Method ISSN-1054-0040 English Advocates the use of Socratic dialogue as a paradigm of classroom organization that supports the primary goals of Montessori secondary education. Describes similarities between the structure of the Socratic seminar and first- and second-period Montessori lessons. Argues that Socratic practice provides a safe, structured environment in which adolescents are required to demonstrate intellectual independence and practice authentic dialog, thereby expanding self-awareness and awareness of the community. (KB) EJ677391 A Strong Case for More Talk in a Montessori Classroom. Montessori Life v15 n3 p40-42 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Classroom Communication Conflict Decision Making Montessori Method Montessori Schools Secondary Education Secondary School Teachers Teacher Collaboration Team Teaching Fisher, Stephen Journal Articles Reports - Descriptive ISSN-1054-0040 English Recounts one Montessori teacher's experience team teaching in a secondary Montessori classroom. Illustrates how a conflict over decision making with a co-teacher helped to create better relationships with students in the classroom and better communication on the teaching team. Contends that resolving issues of conflict between teachers is vital and can provide opportunities to model effective conflict resolution for students. (KB) EJ677392 Team Teaching. Montessori Life v15 n3 p44 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:37 CIJAPR2004

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No Charter Schools Criteria Educational Attitudes Middle School Students Middle School Teachers Middle Schools Montessori Method Montessori Schools Parents Private Schools Public Schools Standards Success Surveys Celeste, Natalie DeAubrey, Dora Freilino, Michael McDurham, Robin Noel,Anita Smith, Laura Journal Articles Reports - Research Priorities ISSN-1054-0040 English Examined Montessori middle-school students', parents', and teachers' priorities for success in five areas (achievement, self-discipline, personal integrity, responsible citizenship, and enjoyment of work) and extent to which these were present in the classroom. Found significant differences in perceptions among the three groups in each school type (public, private, and charter) and differences between parents, teachers, and student in each type of school. (KB) EJ677393 Identifying Priorities for Success in the Montessori Middle School. Montessori Life v15 n3 p45-47 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Anger Antisocial Behavior Behavior Problems Children Developmental Stages Emotional Development Emotional Response Individual Differences Longitudinal Studies Parent Child Relationship Snyder, James Stoolmiller, Mike Wilson, Molloy Yamamoto, Miles Journal Articles Reports - Research Emotional Regulation ISSN-0961-205X English Examined anger regulation/display in family interaction when children were age 6 and child antisocial behavior longitudinally to age 7. Found that parents' ability to modulate their emotions/negative behavior and children's ability to down-regulate anger related to increased child anger latency. Hazard for child anger increased as parents' insensitive/negative responses toward child cumulated during interaction. Children's anger regulation related to chronic child covert--but not overt--antisocial behavior. (Author/KB) EJ677394 Child Anger Regulation, Parental Responses to Children's Anger Displays, and Early Child Antisocial Behavior. Social Development v12 n3 p335-60 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Children Individual Development Interaction Longitudinal Studies Mothers Observation Parent Child Relationship Play Predictor Variables Gardner, Frances Ward, Sarah Burton, Jennifer Wilson, Charlotte Journal Articles Reports - Research ISSN-0961-205X English Examined longitudinally the relationship between mother-child spontaneous joint play and development of conduct problems in 60 preschoolers. Found that amount of joint play at age 3 predicted individual improvement in conduct problems at age 4, and this association was independent of initial level of conduct problems and hyperactivity, social class, maternal depression, and frequency of negative mother-child interaction. Amount of child unoccupied time predicted worsening conduct scores over time. (Author/KB) EJ677395 The Role of Mother-Child Joint Play in the Early Development of Children's Conduct Problems: A Longitudinal Observational Study. Social Development v12 n3 p361-78 2003 2003-00-00 T 2004 7/11/2004 11:52:38 CIJAPR2004 Special Issue Topic: "Innovative Approaches and Methods to the Study of Children's Conduct Problems."

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No Antisocial Behavior Behavior Problems Children Friendship Longitudinal Studies Mothers Parent Child Relationship Sons Criss, Michael M. Shaw, Daniel S. Ingoldsby, Erin M. Journal Articles Reports - Research Relationship Quality Interpersonal Synchrony ISSN-0961-205X English Examined the link between mother-son positive synchrony and child and best friend antisocial behavior in middle childhood. Found that positive synchrony observed at age 8 related to measures tapping parenting, parent-child conflict, child social information processing, and child and best friend antisocial behavior. Associations between synchrony and antisocial behavior remained significant after controlling for prior youth adjustment and other child and parenting factors. (Author/KB) EJ677396 Mother-Son Positive Synchrony in Middle Childhood: Relation to Antisocial Behavior. Social Development v12 n3 p379-400 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Attitudes Adolescent Behavior Adolescents Antisocial Behavior Behavior Problems Beliefs High School Students Longitudinal Studies Parent Child Relationship Parenting Skills Predictor Variables Laird, Robert D. Pettit, Gregory S. Dodge, Kenneth A. Bates, John E. Journal Articles Reports - Research Monitoring Relationship Quality ISSN-0961-205X English Examined antisocial behavior, parent-child relationship quality, inept parenting, and adolescents' beliefs as predictors of parents' monitoring during high school. Found that greater concurrent monitoring knowledge related to less antisocial behavior, more parent-reported relationship enjoyment, more time together, and stronger adolescent-reported beliefs in appropriateness of parental monitoring. More antisocial behavior was linked to lower knowledge through less enjoyable parent-adolescent relationships, less time together, and adolescents' weaker monitoring beliefs. (Author/KB) EJ677397 Change in Parents' Monitoring Knowledge: Links with Parenting, Relationship Quality, Adolescent Beliefs, and Antisocial Behavior. Social Development v12 n3 p401-19 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Behavior Problems Child Rearing Emotional Experience Hostility Parent Child Relationship Parents Predictor Variables Young Children Scaramella, Laura V. Conger, Rand D. Journal Articles Reports - Research Intergenerational Relationship Negative Affect Emotional Reactivity Intergenerational Continuity ISSN-0961-205X English Examined intergenerational transmission of hostile parenting, moderating effects of child negative emotional reactivity, and links between second generation (G2) hostile parenting and G3 problem behaviors. Found that G1 mothers' hostile parenting when target participant was an adolescent (G2) predicted G2 hostile parenting toward their young child several years later. Hostile parenting by G2 related to G3 behavior problems only when G3 children were rated highly reactive and emotionally negative. (Author/KB) EJ677398 Intergenerational Continuity of Hostile Parenting and Its Consequences: The Moderating Influence of Children's Negative Emotional Reactivity. Social Development v12 n3 p420-39 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Behavior Problems Children Depression (Psychology) Economically Disadvantaged Family Environment Individual Development Longitudinal Studies Males Models Mothers One Parent Family Parent Background Predictor Variables Social Cognition Socioeconomic Status Schultz, David Shaw, Daniel S. Journal Articles Reports - Research Risk Factors Social Information Processing ISSN-0961-205X English Examined relations between early family risk and later maladaptive social information processing and conduct problems among 178 economically disadvantaged boys. Found that early childhood assessments of disadvantage and maternal depression predicted boys' maladaptive response generation and conduct problems at age 10, accounting for 6 and 14 percent of variances, respectively. Maladaptive response generation also fit a model of significant partial mediation of effects of socioeconomic disadvantage on conduct problems. (Author/KB) EJ677399 Boys' Maladaptive Social Information Processing, Family Emotional Climate, and Pathways to Early Conduct Problems. Social Development v12 n3 p440-60 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Democratic Values Educational Change Educational Objectives Elementary Secondary Education Models Outcomes of Education Teacher Education Teacher Education Programs Teaching Models O'Brien, Leigh M. Journal Articles Opinion Papers Dewey (John) ISSN-0009-4056 English Contends that the American education system needs to abandon the current trend toward holding, sorting, and indoctrinating students to be workers and consumers, an inherently antidemocratic education model. Suggests that education's highest priority should be education for active citizenry in a democratic society. Presents and analyzes John Dewey's ideas as a working model toward this end. (SD) EJ677400 Teacher Education for a Democratic Society. Issues in Education. Childhood Education v79 n6 p376-78 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Cultural Influences Culturally Relevant Education Democracy Democratic Values Educational Change Elementary Secondary Education Foreign Countries Teaching Models Surbeck, Elaine Klein, Amelia Moyer, Joan Journal Articles Reports - Descriptive Education Reform Movement ISSN-0009-4056 English Describes the purpose and structure of this theme issue, which draws on articles from countries where democracy has existed for some time and from countries new to democracy, focusing on culturally relevant applications. Summarizes each of the eight separate articles. Concludes by focusing on educators' responsibility to support and nurture future leaders. (SD) EJ677401 Introduction to Teaching for Democracy throughout the World. Childhood Education v79 n6 p338-39 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Cultural Context Cultural Influences Culturally Relevant Education Democracy Democratic Values Early Childhood Education Educational Change Foreign Countries Teacher Education Klein, Amelia Surbeck, Elaine Moyer, Joan Journal Articles Reports - Descriptive Cross Cultural Teaching Education Reform Movement Georgia Republic Georgia Republic ISSN-0009-4056 English Describes the process of introducing interactive pedagogy in countries making the transition to democracy through education reform. Recounts authors' experiences as facilitators and learners during an international teacher education seminar. Focuses on the Step by Step higher education initiative, philosophy of education, orienting adult learners to interactive teaching, and challenges of teaching and learning cross-culturally. (SD) EJ677402 Teaching across Cultures in an International Seminar. Childhood Education v79 n6 p340-43 2003 2003-00-00 T 2004 2016-11-23

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No Comprehensive School Reform Democracy Democratic Values Early Childhood Education Educational Change Foreign Countries Interpreters Teacher Education Andrijasevic, Janko Journal Articles Opinion Papers Education Reform Movement Georgia Republic Montenegro Georgia Republic Montenegro ISSN-0009-4056 English Presents a translator's view of an international seminar in the country of Georgia that focused on creating a democratic community of learners (see p340-43, PS534652, in this issue). Discusses perspectives on interactions and tensions among participants. Similarly, delineates personal and professional experiences gained at the seminar. (SD) EJ677403 Beyond Translation: Experiences of a Montenegrin Interpreter. Childhood Education v79 n6 p344-46 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Context Cultural Influences Democracy Democratic Values Educational Change Foreign Countries Secondary Education Teacher Education Teaching Methods Dundua, Shalva Journal Articles Reports - Descriptive Soviet Education Education Reform Movement Georgia Republic Georgia Republic ISSN-0009-4056 English Highlights the challenges faced by a teacher educator from the country of Georgia during implementation of the Step by Step and the Reading and Writing for Critical Thinking initiatives. Addresses both the difficulty and the promise of changing traditional institutional culture in Georgia that dates from the Soviet era. (SD) EJ677404 The Legacy of the Soviet Education System and Attempts To Introduce New Methodologies of Teaching in Georgia. Childhood Education v79 n6 p347-50 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Cultural Influences Democracy Democratic Values Educational Change Educational Strategies Foreign Countries Secondary Education Teacher Education Teaching Models Milic, Sasa Journal Articles Reports - Descriptive Education Reform Movement Montenegro Montenegro ISSN-0009-4056 English Highlights challenges, barriers, and successes faced by a teacher educator from the country of Montenegro during implementation of the Step by Step (SBS) program. Presents comparative information about traditional and reformed educational practices in Montenegro. Discusses the pedagogical implications of SBS implementation, and the importance of respect for individuality within the educational process. (SD) EJ677405 Innovations in the Education System of Countries in Transition. Childhood Education v79 n6 p351-54 2003 2003-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Democracy Democratic Values Educational Change Foreign Countries Higher Education Interviews Teacher Education Teacher Educators Rutar, Sonja Kotenko, Kateryna Lohvynenko, Tetyana Moyer, Joan Journal Articles Reports - Descriptive Ukraine Education Reform Movement Slovenia Slovenia Ukraine ISSN-0009-4056 English Assessed the challenges faced by teacher educators from Slovenia and Ukraine as they implemented the Step by Step (SBS) initiative. Gathered information from Master Teacher Trainers about participation in educating preschool and primary children in a SBS program. Garnered important information concerning progress toward a more democratic approach to the education system. (SD) EJ677406 Education Reform in Slovenia and Ukraine. Childhood Education v79 n6 p355-57 2003 2003-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Child Care Child Development Community Action Community Development Democracy Democratic Values Early Childhood Education Foreign Countries Mothers Kabiru, Margaret Njenga, Anne Swadener, Beth Blue Journal Articles Reports - Descriptive Early Childhood Development Programs Kenya Kenya ISSN-0009-4056 English Highlights recent early childhood and community development work in rural Kenyan communities. Presents: (1) a brief history and overview of early childhood care and education; (2) examples from the Mwana Mwende community development project; (3) ways in which early childhood development has mobilized the community; and (4) examples of increasing democratic participation of communities on behalf of their children. (SD) EJ677407 Early Childhood Development in Kenya: Empowering Young Mothers, Mobilizing a Community. Childhood Education v79 n6 p358-63 2003 2003-00-00 T 2004 2016-11-21

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No Citizen Participation Citizen Role Citizenship Citizenship Education Citizenship Responsibility Cultural Differences Cultural Influences Democracy Democratic Values Foreign Countries Young Children Dockett, Sue Cusak, Mella Journal Articles Reports - Research Australia Australia ISSN-0009-4056 English Focus interviews were conducted to assess young children's views about their national identity. Findings indicate that children are aware of social, racial, and cultural differences, but little discussion exists of how this may affect their relationships with others or willingness to engage in civic processes. Responses suggest that children are aware of being a global citizen at an early age. (SD) EJ677408 Young Children's Views of Australia and Australians. Childhood Education v79 n6 p364-68 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Citizenship Education Citizenship Responsibility Classroom Environment Democracy Democratic Values Discipline Elementary Education Participative Decision Making Teacher Education Pohan, Cathy A. Journal Articles Opinion Papers Effective Classroom Management (Elementary) ISSN-0009-4056 English Discusses the challenge of providing preservice teachers with the knowledge and skills needed for effective participation in a democratic society. Focuses on the importance of understanding the rights and responsibilities of citizens living in a democracy. Emphasizes citizenship for a democracy, dimensions of effective classroom management and discipline, and seizing every lesson and decision. (SD) EJ677409 Creating Caring and Democratic Communities in Our Classrooms and Schools. Childhood Education v79 n6 p369-73 2003 2003-00-00 T 2004 2016-11-21

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No Adopted Children Adoption Adoptive Parents Biological Parents Empathy Meetings Parent Attitudes Parents Young Children Neil, Elsbeth Journal Articles Reports - Research Open Adoption Parent Visitation ISSN-1092-6755 English Qualitative data were collected during interviews with adoptive parents involved in face-to-face contact arrangement with birth relatives. Ratings of empathy for birth relatives and empathy for adopted child were developed. Findings indicated that empathic, understanding adopters were more likely than others to maintain or increase face-to-face contact arrangements, and to view such contact positively, even in challenging meeting situations. (Author) EJ677410 Understanding Other People's Perspectives: Tasks for Adopters in Open Adoption. Adoption Quarterly v6 n3 p3-30 2003 2003-00-00 T 2004 2016-11-21

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No Adoption Adoptive Parents Agency Role Children Ethnicity Parent Education Private Agencies Public Agencies Race Transracial Adoption Vonk, M. Elizabeth Angaran, Ruth Journal Articles Reports - Research Cultural Competence ISSN-1092-6755 English This study sought to determine aspects of training provided to transracial adoptive parents by public and private U.S. adoption agencies. Responses to a survey of a random sample of public and private agencies indicated that about half of the agencies that facilitate transracial adoption provide relevant training. Findings pose implications for social work practice and research. (Author) EJ677411 Training for Transracial Adoptive Parents by Public and Private Adoption Agencies. Adoption Quarterly v6 n3 p53-62 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Children Classification Cognitive Development Comparative Analysis Developmental Stages Performance Factors Prediction Apperly, I. A. Robinson, E. J. Journal Articles Reports - Research False Beliefs Referential Communication Theory of Mind Variability ISSN-0022-0965 English Five- and 6-year-olds heard stories in which a character sorted items into two locations. Found that children could reject a report of the character's belief when the character had a false belief more easily than a belief in which an object known to the character was described using an unknown term. Children found it easier to predict incorrect sorting of target items for false beliefs than for dual identity. (Author/KB) EJ677412 When Can Children Handle Referential Opacity? Evidence for Systematic Variation in 5- and 6-Year-Old Children's Reasoning about Beliefs and Belief Reports. Journal of Experimental Child Psychology v85 n4 p297-311 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Cognitive Development Correlation Foreign Countries Memory Performance Factors Recall (Psychology) Theories Naito, Mika Journal Articles Reports - Research Consciousness Representational Thinking Episodic Memory Theory of Mind False Beliefs Working Memory Japan Memory Span Japan ISSN-0022-0965 English Links between theory of mind and episodic memory involving autonoetic consciousness were investigated in Japanese 4- to 6-year-olds. After age was controlled for, most theory of mind abilities showed no interrelations. Own and others' belief understandings on deceptive appearance tasks were solely related to source memory. Results suggest that during development, only a particular kind of theory of mind ability is integrated with episodic memory. (Author/KB) EJ677413 The Relationship between Theory of Mind and Episodic Memory: Evidence for the Development of Autonoetic Consciousness. Journal of Experimental Child Psychology v85 n4 p312-36 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Age Differences Attention Children Comparative Analysis Cues Inhibition Orientation Performance Factors Time Factors (Learning) Visual Perception Visual Stimuli MacPherson, Amy C. Klein, Raymond M. Moore, Chris Journal Articles Reports - Research Response Inhibition Search Behavior ISSN-0022-0965 English Compared the timecourse of inhibition of return (IOR) of young children to that of older children and adolescents in single and double cue procedures. Found no IOR in the young children unless a double cue was used, but for older groups, found IOR at all intervals with a double cue and the typical crossover pattern, with early facilitation followed by inhibition in the single cue procedure. (Author/KB) EJ677414 Inhibition of Return in Children and Adolescents. Journal of Experimental Child Psychology v85 n4 p337-51 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adults Age Differences Children Cognitive Development Comparative Analysis Interviews Memory Metacognition Questioning Techniques Recall (Psychology) Roebers, Claudia M. Howie, Pauline Journal Articles Reports - Research Confidence Event Memory Intellectual Self Confidence ISSN-0022-0965 English Two studies examined progression in children's and adults' ability to monitor attempts to recall event details and the dependence of metamemory on question format. Only with an unbiased question format did subjects give higher confidence ratings after correct than after incorrect answers. When interviews contained misleading questions, children gave equally high confidence ratings after correct and incorrect answers. Difficulties were more pronounced when children were "bombarded" with misleading questions. (Author/KB) EJ677415 Confidence Judgments in Event Recall: Developmental Progression in the Impact of Question Format. Journal of Experimental Child Psychology v85 n4 p352-71 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Attention Attention Control Children Discrimination Learning Experiments Performance Factors Reaction Time Theories Time Perspective Visual Stimuli Droit-Volet, Sylvie Journal Articles Reports - Research ISSN-0022-0965 English Examined effects of a click signaling arrival of a visual stimulus to be timed on temporal discrimination in 3-, 5-, and 8-year-olds. Found that in all groups, the proportion of long responses increased with the stimulus duration, although the steepness of functions increased with age. Stimulus duration was judged longer with than without the click at all ages. With the click, time sensitivity improved, especially in younger children. (Author/KB) EJ677416 Alerting Attention and Time Perception in Children. Journal of Experimental Child Psychology v85 n4 p372-84 Aug 2003 2003-00-00 T 2004 7/11/2004 11:52:44 CIJAPR2004

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No Adolescents Attachment Behavior Black Youth Comparative Analysis Delinquency Ethnicity Family Relationship Hispanic Americans Parent Child Relationship Predictor Variables Public Policy Sex Differences Theories Whites Youth Problems McCluskey, Cynthia Perez Tovar, Stephanie Journal Articles Reports - Research Family Activities Monitoring National Longitudinal Survey of Youth African Americans Parental Supervision Ethnic Differences National Longitudinal Survey of Youth ISSN-1537-7938 English Drew on data from the National Longitudinal Survey of Youth to compare impact of family processes on delinquency in Latino, White, and African American youth. Found that parent attachment, supervision, and involvement predicted delinquency for whites. Supervision was the only significant family influence for Latinos, and attachment to parents was the only significant family influence for African Americans. Gender differences were revealed within ethnic groups. (Author/KB) EJ677417 Family Processes and Delinquency: The Consistency of Relationships by Ethnicity and Gender. Journal of Ethnicity in Criminal Justice v1 n1 p37-61 2003 2003-00-00 Haworth Press, 10 Alice Street, Binghampton, NY 13904-1580. T 2004 2016-11-21

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No Classroom Techniques Elementary Education Elementary School Students Elementary School Teachers Low Income Groups Reading Achievement Reading Comprehension Reading Fluency Reading Improvement Reading Instruction Teacher Effectiveness Teacher Student Relationship Writing Skills Taylor, Barbara M. Pearson, P. David Peterson, Debra S. Rodriguez, Michael C. Journal Articles Reports - Research Student Engagement Hierarchical Linear Modeling ISSN-0013-5984 English Effects of reading instruction maximizing students' cognitive engagement on Grade 1 to 5 reading achievement were examined over a school year for students in 9 high-poverty schools. Hierarchical linear modeling showed that several teaching variables explained substantial variation in reading achievement growth. The most consistent finding was that teachers who emphasized higher-order thinking either through questions they asked or tasks they assigned promoted greater reading growth among target students. (Author/KB) EJ677418 Reading Growth in High-Poverty Classrooms: The Influence of Teacher Practices that Encourage Cognitive Engagement in Literacy Learning. Elementary School Journal v104 n1 p3-28 Sep 2003 2003-00-00 T 2004 2016-11-21 ED512029

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No Academic Achievement Effective Schools Research Elementary Education Elementary Schools Models Organizational Effectiveness Organizational Theories Performance Factors School Effectiveness School Organization Griffith, James Journal Articles Reports - Research ISSN-0013-5984 English Surveyed fifth-graders and school staff in 117 elementary schools regarding school processes and outputs. Found that the open systems and human relations models provided the best-fit statistics and explained the most variance in achievement progress, followed by the rational goal model. Explored implications for effective schools research and practical implications regarding how staff might organize and manage their schools. (Author/KB) EJ677419 Schools as Organizational Models: Implications for Examining School Effectiveness. Elementary School Journal v104 n1 p29-47 Sep 2003 2003-00-00 T 2004 7/11/2004 11:52:44 CIJAPR2004

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No Comparative Analysis Elementary Education Elementary School Students Elementary School Teachers Interviews Models Observation Parent Attitudes Parent School Relationship Parent Teacher Conferences Parents Student Role Surveys Teacher Attitudes Minke, Kathleen M. Anderson, Kellie J. Journal Articles Reports - Research ISSN-0013-5984 English Compared traditional parent-teacher conferences with an alternative collaborative model that includes students (family-school conferences) in a suburban elementary school. Found that teachers and parents valued traditional conferences as opportunities for information exchange, but both groups reported anxiety that may interfere with communication. The family-school conference model was not fully implemented, but the conferences were characterized by increased communication among adults, increased learned about children, and positive conversational style. (Author/KB) EJ677420 Restructuring Routine Parent-Teacher Conferences: The Family-School Conference Model. Elementary School Journal v104 n1 p49-69 Sep 2003 2003-00-00 T 2004 7/11/2004 11:52:45 CIJAPR2004

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No Classroom Environment Educational Environment Elementary Education Elementary School Teachers Physical Education Student Motivation Theories Xiang, Ping McBride, Ron E. Solmon, Melinda A. Journal Articles Reports - Research ISSN-0013-5984 English Achievement goal theory was used as a theoretical framework to identify motivational climates in second- and fourth-grade physical education classes. Findings indicated that the motivational climate was a blending of the mastery and performance approaches, with teachers providing a variety of meaningful activities, recognizing and evaluating students on effort/mastery, and using heterogeneous grouping (characteristics of mastery climate), but also evaluated students publicly and seldom allowed student choice (performance climate). (Author/KB) EJ677421 Motivational Climates in Ten Teachers' Elementary Physical Education Classes: An Achievement Goal Theory Approach. Elementary School Journal v104 n1 p71-91 Sep 2003 2003-00-00 T 2004 7/11/2004 11:52:45 CIJAPR2004

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No Child Welfare Children Comparative Analysis Decision Making Foreign Countries Intervention Referral Social Workers Khoo, Evelyn G. Hyvonen, Ulf Nygren, Lennart Journal Articles Reports - Research Intake Interviews Canada Sweden Child Protection Cross National Studies Family Preservation Services Canada Sweden ISSN-0009-4021 English Examined similarities and differences in social worker gatekeeping decisionmaking in child welfare and child protection in Sweden and Canada. Found that Swedish child welfare included a greater readiness to intervene with more resources and measures; gatekeeping was assessment-driven and focused on family preservation. Found that in Canada, only the needy children were eligible for a limited range of services; gatekeeping was structure-driven and focused on protection. (Author/KB) EJ677422 Gatekeeping in Child Welfare: A Comparative Study of Intake Decisionmaking by Social Workers in Canada and Sweden. Child Welfare v82 n5 p507-25 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No At Risk Persons Child Abuse Child Welfare Children Home Programs Intervention Parent Child Relationship Parent Education Parenting Skills Parents Program Effectiveness Thomlison, Barbara Information Analyses Journal Articles Reports - Research Document Analysis Home Based Programs Program Characteristics ISSN-0009-4021 English Treatment protocol review technique was used to summarize characteristics of effective interventions from nine studies of child maltreatment examining recovery from abuse or effects of maltreatment on child and parent outcomes. Findings suggested that stronger effects are yielded by: targeting parents and the parent-child interaction context in home-based settings during early childhood; designing multicomponent interventions delivered by professionals for teaching parenting skills; and targeting families of higher risk children. (Author/KB) EJ677423 Characteristics of Evidence-Based Child Maltreatment Interventions. Child Welfare v82 n5 p541-69 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Child Caregivers Child Welfare Children Parent Attitudes Participant Characteristics Predictor Variables Satisfaction Social Workers Chapman, Mimi V. Gibbons, Claire B. Barth, Richard P. McCrae, Julie S. Journal Articles Reports - Research Caseworker Client Relationship Client Satisfaction Relationship Quality ISSN-0009-4021 English Analyzed data from the National Survey of Child and Adolescent Well-Being regarding predictors of client satisfaction with child welfare workers. Found that caregiver reports of having fewer than two child welfare workers, having more recent contact, and receiving timely, responsive services were associated with higher perceived quality of relationships with child welfare workers. Child welfare workers' reports of caregiver cooperativeness were associated with higher caregiver-reported relationship quality. (Author/KB) EJ677424 Parental Views of In-Home Services: What Predicts Satisfaction with Child Welfare Workers? Child Welfare v82 n5 p571-96 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Aspiration Adolescents Competence Extracurricular Activities Foster Care Foster Children Illegal Drug Use Predictor Variables Public Policy Reading Ability Shin, Sunny Hyucksun Journal Articles Reports - Research Kinship Foster Care ISSN-0009-4021 English Examined educational competence and predictors of reading ability among 152 Illinois foster children, ages 16 and 17. Found that 34 percent had been placed in special education and 20 percent had dropped out of school in the preceding 2 years. Also found that aspiration for higher education, placement in kinship care, participation in extracurricular activities, and illegal drug use accounted for 39 percent of variance in reading ability. (Author/KB) EJ677425 Building Evidence To Promote Educational Competence of Youth in Foster Care. Child Welfare v82 n5 p615-32 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Children Cost Effectiveness Delinquency Early Childhood Education Early Intervention Educational Attainment Family Programs Grade Repetition Longitudinal Studies Low Income Groups Outcomes of Education Program Effectiveness School Readiness Special Education Student Placement Well Being Reynolds, Arthur J. Temple, Judy A. Ou, Suh-Ruu Journal Articles Reports - Research Chicago Child Parent Centers IL ISSN-0009-4021 English Analyzed Chicago Longitudinal Study data to determine correlates of preschool participation. Found that participation was associated with significantly higher levels of school readiness, achievement, and educational attainment, and with lower rates of child maltreatment, juvenile delinquency, special education placement, and grade retention. Calculated that every dollar invested in preschool returned $7.14 to society at large. Recommended greater investments in programs with elements similar to those of the Child-Parent Centers. (Author/KB) EJ677426 School-Based Early Intervention and Child Well-Being in the Chicago Longitudinal Study. Child Welfare v82 n5 p633-56 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21 ED531483

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No Adolescents Parent Background Racial Differences Secondary School Students Sex Differences Social Influences Socioeconomic Status Student Behavior Violence Franke, Todd Michael Huynh-Hohnbaum, Anh-Luu T. Chung, Yunah Journal Articles Reports - Research Fighting ISSN-1531-3204 English Analysis of data on 10,450 adolescents, drawn from the National Longitudinal Study of Adolescent Health, indicates that adolescents fight most often at school and with someone they know. Differences in terms of age; ethnicity; gender; parent education; and family, school, and community attachment are discussed. (Contains 59 references.) (TD) EJ677427 Adolescent Violence: With Whom They Fight and Where. Journal of Ethnic & Cultural Diversity in Social Work v11 n3-4 p133-58 2002 2002-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Asian Americans Community Health Services Community Surveys Cultural Influences Drinking Drug Rehabilitation Drug Use Help Seeking Late Adolescents Prevention Substance Abuse Youth Problems Lee, Mo Yee Law, Fang Mei Eo, Eunjoo Oliver, Elizabeth Journal Articles Reports - Research Stigma ISSN-1531-3204 English A study examining substance use problems in the Asian American community surveyed 87 Indian, Vietnamese, and Chinese American youths and young adults. Findings indicated more awareness of drinking problems than drug use problems. Although respondents showed positive attitudes toward treatment, behaviors suggested a tendency to utilize personal resources rather than professional help. Implications for culturally relevant interventions and prevention are discussed. (Contains 30 references.) (TD) EJ677428 Perception of Substance Use Problems in Asian American Communities by Chinese, Indian, and Vietnamese American Youth. Journal of Ethnic & Cultural Diversity in Social Work v11 n3-4 p159-89 2002 2002-00-00 T 2004 2016-11-21

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No Drug Use Family Environment Family Influence Grade 7 Mexican Americans Middle Schools Preadolescents Resilience (Personality) School Role Student School Relationship Student Surveys Urban Youth Marsiglia, Flavio Francisco Miles, Bart W. Dustman, Patricia Sills, Stephen Journal Articles Reports - Research United States (Southwest) Latinos ISSN-1531-3204 English Surveys of 2,125 seventh-graders in eight urban Southwestern schools and interviews with 60 of them examined the role of family and school in Latino/a preadolescent substance use. Most respondents did not use hard drugs or alcohol. Strong ties to parents and school were protective factors. Recommendations for social work interventions that support Latino youth resiliency are discussed. (Contains 68 references.) (TD) EJ677429 Ties That Protect: An Ecological Perspective on Latino/a Urban Pre-Adolescent Drug Use. Journal of Ethnic & Cultural Diversity in Social Work v11 n3-4 p191-220 2002 2002-00-00 T 2004 2016-11-21

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No Acculturation Adolescent Attitudes Adolescents Aspiration At Risk Persons Contraception Females Immigrants Pregnancy Self Concept Sexuality Sexually Transmitted Diseases Spanish Speaking Urban Youth Jimenez, Jillian Potts, Marilyn K. Jimenez, Daniel R. Journal Articles Reports - Research Latinas ISSN-1531-3204 English A study examining the relationship between acculturation and sexual activity, contraceptive use, and attitudes toward self surveyed 290 Los Angeles area Latina adolescents. Less acculturated adolescents were less likely to engage in sexual activity, with place of birth being the most powerful predictor of differences. Implications for pregnancy prevention programs are discussed. (Contains 65 references.) (TD) EJ677430 Reproductive Attitudes and Behavior among Latina Adolescents. Journal of Ethnic & Cultural Diversity in Social Work v11 n3-4 p221-49 2002 2002-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Attitude Change Culturally Relevant Education Health Education Knowledge Level Nonschool Educational Programs Outreach Programs Peer Teaching Pregnancy Prevention Program Evaluation Sexuality Sexually Transmitted Diseases Urban Youth de Anda, Diane Journal Articles Reports - Evaluative Latinos ISSN-1531-3204 English In Los Angeles County, the GIG intervention offers education to adolescents about pregnancy and sexually transmitted infections at a social event geared to the youth culture. Pre- and posttests completed by 609 Latino adolescents indicated an increase in knowledge and attitude changes. Use of peer educators was an important component of program success. (Contains 29 references.) (TD) EJ677431 The GIG: An Innovative Intervention To Prevent Adolescent Pregnancy and Sexually Transmitted Infection in a Latino Community. Journal of Ethnic & Cultural Diversity in Social Work v11 n3-4 p251-77 2002 2002-00-00 T 2004 2016-11-23

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No Conferences Economic Development Education Work Relationship Educational Needs Educational Strategies Elementary Secondary Education Human Capital Rural Development Rural Education School Community Relationship Baldwin, Fred D. Journal Articles Opinion Papers Reports - Descriptive Appalachia ISSN-0003-6595 English Building strong ties between Appalachian schools and communities was the topic of the Appalachian Regional Commission's October 2002 annual conference (Maryville, Tennessee). Main speakers focused on maintaining a long-term perspective on investments in education, creating rural "places of opportunity" that can retain educated people, meeting the challenge to educate every child, and recognizing the central importance of reading. Fifteen sessions are briefly described. (SV) EJ677432 Schools and the Community: Fostering Mutual Support. Appalachia v36 n1 p2-11 Jan-Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Disadvantaged Enrichment Activities High Risk Students Learning Experience Low Income Preschool Education School Readiness State Programs Baldwin, Fred D. Journal Articles Reports - Descriptive Alabama Alabama ISSN-0003-6595 English Based on studies that detailed the benefits of quality early childhood education, the Alabama Pre-Kindergarten Initiative provides young children with enriching learning experiences to ensure that they will be ready to succeed in school. These experiences are critical for low-income children in economically distressed Appalachian counties. (Author/SV) EJ677433 Helping Kids Get Ready To Learn. Appalachia v36 n1 p12-17 Jan-Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Computers Access to Education Adult Education Computer Literacy Mobile Classrooms Rural Education Training Hoffman, Carl Journal Articles Reports - Descriptive ISSN-0003-6595 English The Education Express, a state-of-the-art mobile classroom, brings computer training to rural training sites in Schuyler, Chemung, and Tioga Counties--the Southern Tier of New York. Clients include nurses, other workers, senior citizens, and GED students, who lack access to such trainings because of financial, time, or distance constraints. (Author/SV) EJ677434 Learning on the Education Express. Appalachia v36 n1 p18-21 Jan-Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:52:49 CIJAPR2004 Theme issue title: "Education Strategies for Stronger Communities."

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No Child Care Community Action Community Development Community Education Community Organizations Community Programs Early Childhood Education Elementary Education Leadership Training Networks Older Adults Rural Development Baldwin, Fred D. Journal Articles Reports - Descriptive Appalachia ISSN-0003-6595 English The Corporation for Ohio Appalachian Development (COAD), a coalition of community action agencies, takes a regional approach to serving rural communities. Its programs focus on community and leadership development, early education and child care, and services and housing for seniors. Through COAD's Foster Grandparent Program, seniors mentor young children at schools and other sites. (Author/SV) EJ677435 COAD: Pressing for Success. Appalachia v36 n1 p22-26 Jan-Jun 2003 2003-00-00 N/A 2004 2016-11-23

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No Cultural Influences Educational Attitudes Foreign Countries Mexicans Parent Aspiration Parent Attitudes Parent Student Relationship Personal Narratives Role of Education Student Motivation Ramos, Claudia Saucedo Journal Articles Reports - Research Intergenerational Transmission Mexico Mexico ISSN-1534-8431 Spanish Narratives used by parents in Mexican working-class families to motivate their children to study are examined for the advice offered and parental attitudes about the importance of school. The integration of contemporary pressures about the value of schooling is investigated, as well as the ways in which the value of schooling is being reconstructed and transmitted across new generations. (Contains 25 references.) (Author/TD) EJ677436 "Estudia para que no te pase lo que a mi": Narrativas Culturales Sobre el Valor de la Escuela en Familias Mexicanas ("Study So That What Happened to Me Doesn't Happen to You": Cultural Narratives about the Value of Schooling in Mexican Families). Journal of Latinos and Education v2 n4 p197-216 2003 2003-00-00 T 2004 2016-11-23

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No College Faculty College Students Educational Needs Higher Education Hispanic American Students Information Literacy Internet Library Skills Teacher Attitudes Teacher Expectations of Students Teacher Surveys Moore, Anne C. Ivory, Gary Journal Articles Reports - Research New Mexico State University ISSN-1534-8431 English Surveys of 111 faculty at 3 campuses of New Mexico State University indicated that respondents had medium-high levels of information literacy and realized that students needed information literacy education. However, respondents were not committed to promoting information literacy in students. Recommendations for promoting Latino students' information literacy are offered to content-area faculty, librarians, higher-education leaders, and researchers. (Contains 29 references.) (TD) EJ677437 Do Hispanic-Serving Institutions Have What It Takes To Foster Information Literacy? One Case. Journal of Latinos and Education v2 n4 p217-31 2003 2003-00-00 T 2004 2016-11-23

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No Bilingual Education Consciousness Raising Educational Environment Elementary Secondary Education Immigrants Mexican Americans Personal Narratives Preservice Teacher Education Racial Discrimination Student Alienation Teacher Student Relationship Gonzalez, M. Saray Plata, Oscar Garcia, Erika Torres, Mario Urrieta, Luis, Jr. Journal Articles Opinion Papers Reports - Descriptive Institutional Discrimination ISSN-1534-8431 English Narratives by three undocumented immigrants relate the realities of surviving in hostile and often cruel school environments. These students have succeeded not because of the system, but despite the system. Such testimonials can be effective in teaching future teachers and raising the consciousness of people who do not have sympathy for immigrants, especially immigrant children. (TD) EJ677438 Testimonios de Inmigrantes: Students Educating Future Teachers. Journal of Latinos and Education v2 n4 p233-43 2003 2003-00-00 T 2004 2016-11-21

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No Culturally Relevant Education Diabetes Health Education Intervention Mexican Americans Nutrition Instruction Obesity Patient Education Physical Activity Level Program Effectiveness Program Evaluation Self Management Brown, Sharon A. Garcia, Alexandra A. Kouzekanani, Kamiar Hanis, Craig L. Journal Articles Reports - Evaluative ISSN-0149-5992 English In a culturally competent diabetes self-management intervention in Starr County, Texas, bilingual Mexican American nurses, dieticians, and community workers provided weekly instruction on nutrition, self-monitoring, exercise and other self-care topics. A biweekly support group promoted behavior change. Interviews and examinations with 256 Mexican American diabetic year-long participants found significantly lower levels of blood glucose and higher diabetes knowledge scores. (Contains 28 references.) (TD) EJ677439 Culturally Competent Diabetes Self-Management Education for Mexican Americans: The Starr County Border Health Initiative. Diabetes Care v25 n2 p259-68 Feb 2002 2002-00-00 For full text: http://care.diabetesjournals.org/content/vol25/issue2/index.shtml. T 2004 7/11/2004 11:52:50 CIJAPR2004

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No Comparative Education Educational Theories Postmodernism Scholarship Social Sciences Social Theories Broadfoot, Patricia Journal Articles Opinion Papers ISSN-0305-0068 English In its "adolescent" phase of development, comparative education engaged with a wide variety of social theories. The next period of comparative education scholarship is likely to be characterized by a focus on global trends, rigorous blending of quantitative and qualitative methodologies, and commitment to pursuing more general insights about how the key building blocks of education work together in the context of constant change. (SV) EJ677440 Post-Comparative Education? Editorial. Comparative Education v39 n3 p275-77 Aug 2003 2003-00-00 T 2004 7/11/2004 11:52:50 CIJAPR2004

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No Adoption (Ideas) Comparative Education Educational Research Intellectual History Journal Articles Postmodernism Power Structure Research Needs Scholarly Journals Scholarship Social Theories Ninnes, Peter Burnett, Gregory Information Analyses Journal Articles Reports - Research Foucault (Michel) Paradigm Shifts Poststructuralism ISSN-0305-0068 English Ideas from postpositivist thinking have been particularly challenging for comparative education scholarship and its metanarratives. Analysis of articles in major comparative education journals in the 1990s examines the integration of ideas from 10 poststructuralist thinkers and explores in detail the appropriation of Foucault's ideas and methodologies. Two promising areas for comparative education research are issues of the self (or subject) and the problematization of ethics. (Contains 134 references.) (SV) EJ677441 Comparative Education Research: Poststructuralist Possibilities. Comparative Education v39 n3 p279-97 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Education Criticism Intellectual History Scholarship World Views Cowen, Robert Journal Articles Opinion Papers Poststructuralism Sociology of Knowledge Paradigm Shifts ISSN-0305-0068 English Over time, the field of comparative education has seen sharp discontinuities in method and topic. One approach to understanding these discontinuities is to examine their roots in a "double-reading" of the world: the combination of academe's internal display of a disciplinary form and the external reading of a specific global time-space social world. Thus far, the ongoing poststructuralist shift in comparative education lacks the latter. (SV) EJ677442 Agendas of Attention: A Response to Ninnes and Burnett. Comparative Education v39 n3 p299-302 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Bias Comparative Education Intellectual History Postmodernism Scholarship Social Sciences Social Theories Welch, Anthony Journal Articles Opinion Papers Postcolonialism Poststructuralism ISSN-0305-0068 English The field of comparative education has been slow to incorporate poststructuralist concerns due to theoretical bias, the linguistic barrier of postmodernist discourses, and the critique of postmodernism as indifferent to social issues. Debates on key questions of epistemology, ontology, and ethics in social research are needed to further theoretical and methodological clarification and examine the relative value of critical modernity and postmodernism. (Contains 21 references.) (SV) EJ677443 The Discourses of Discourse Analysis: A Response to Ninnes and Burnett. Comparative Education v39 n3 p303-06 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Education Criticism Research Problems Scholarship Dale, Roger Journal Articles Opinion Papers Poststructuralism ISSN-0305-0068 English Ninnes and Burnett's quantitative analysis of the contribution of poststructuralism to comparative education is flawed in that its selection of poststructuralist scholars is not representative, and it looks for these largely French-speaking scholars in English-language journals. Ninnes and Burnett's under-specification of methodological principles leaves readers with no way of knowing what is meant by "poststructuralism" or what its effects on comparative education might be. (SV) EJ677444 Positive Poststructuralism? A Response to Ninnes and Burnett. Comparative Education v39 n3 p307-09 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Civil Liberties Educational Change Educational Objectives Educational Policy Elementary Secondary Education Foreign Countries Ideology International Relations Islam Political Socialization Politics of Education Resistance to Change School Culture Social Change Social Values Mehran, Golnar Journal Articles Reports - Evaluative Iran Iran ISSN-0305-0068 English Elected president of Iran in 1997, Khatami promised to bring about political reform, freedom, and religious democracy. He charged schools with creating moral, politicized, and empowered individuals with a strong Iranian-Islamic identity, but capable of relating to the West. While reflecting some of Khatami's goals and values, schools continue to be bastions of conservatism, making no attempt to prepare youth for global citizenship. (Contains 36 references.) (Author/SV) EJ677445 Khatami, Political Reform and Education in Iran. Comparative Education v39 n3 p311-29 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Acculturation American Indian Education Canada Natives Child Abuse Colonialism Court Litigation Foreign Countries Genocide Government School Relationship Indigenous Populations Legal Responsibility Residential Schools Thomas, R. Murray Journal Articles Reports - Descriptive Canada Reparations Canada ISSN-0305-0068 English In Canada, more than 9,000 lawsuits have been filed by American Indians and Inuits seeking reparations for the mistreatment Indigenous children suffered in residential schools operated by four religious groups and financed by the Canadian government. Although most suits allege "cultural damage" caused by schooling practices, little of the money spent and awarded in litigation will go toward maintaining or revitalizing plaintiffs' cultures. (Contains 22 references.) (Author/SV) EJ677446 Can Money Undo the Past? A Canadian Example. Comparative Education v39 n3 p331-43 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Educational Administration Educational Assessment Educational Change Educational Policy Educational Quality Elementary Secondary Education Evaluation Criteria Foreign Countries Government School Relationship Quality Control Standards Student Evaluation Smith, William J. Ngoma-Maema, Wendy Yolisa Information Analyses Journal Articles Reports - Descriptive South Africa South Africa ISSN-0305-0068 English Draws on international research, policy, and practice relevant to quality assurance systems to analyze the development of a national framework for educational quality assurance in South Africa. Describes an emerging framework for quality assurance that encompasses evaluation of student achievement, quality audits and reviews, program and service reviews, and accreditation of schools and educators. (Contains 83 references.) (SV) EJ677447 Education for All in South Africa: Developing a National System for Quality Assurance. Comparative Education v39 n3 p345-65 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Comparative Education Context Effect Cross Cultural Studies Educational Practices Foreign Countries High Schools Research Needs Research Problems Secondary School Teachers Student Motivation Teacher Attitudes Teacher Student Relationship Hufton, Neil R. Elliott, Julian G. Illushin, Leonid Journal Articles Reports - Research Kentucky Russia United Kingdom Kentucky Russia United Kingdom ISSN-0305-0068 English Interviews with 108 high school teachers in eastern Kentucky, northeastern England, and St. Petersburg (Russia) examined cross-cultural similarities and differences in teachers' beliefs about influences on student motivation. The findings demonstrate how comparative research that relies solely on teacher opinions can be problematic. Studies that explore the conceptual system and semantic structure of background beliefs shaping teacher opinions are urgently needed. (Contains 53 references.) (Author/SV) EJ677448 Teachers' Beliefs about Student Motivation: Similarities and Differences across Cultures. Comparative Education v39 n3 p367-89 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Energy Grade 4 Learning Activities Motion Science Instruction Jones, T. Griffith Jones, Linda Cronin Guides - Classroom - Teacher Journal Articles Roller Coasters ISSN-0036-8148 English Constructing model roller coasters is a great way for students to explore concepts related to energy and motion. Describes making a model roller coaster with 4th grade students. Students learn about different forms of energy and answer their own questions about roller coasters. (NB) EJ677449 The World's Best Roller Coasters. Science and Children v33 n3 p12-15 Nov-Dec 1995 1995-00-00 T 2004 2016-11-21

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No Birds Environmental Influences Grade 7 Grade 8 Habitats Middle Schools Science Activities Science Instruction Treboniak, Lois Jaworski, Mark Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes a project in which 7th and 8th grade students learned lasting lessons about habitat when they built nesting boxes and erected them in a local park. Students deepened their understanding of environmental issues and gained a sense of pride. Includes instructions for building nesting boxes. (NB) EJ677450 Science--It's for the Birds! Science and Children v33 n3 p16-19 Nov-Dec 1995 1995-00-00 T 2004 7/11/2004 11:52:53 CIJAPR2004

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No Consumer Education Middle Schools Science Activities Science Experiments Science Instruction Science Process Skills Scientific Methodology Rosenzweig, Barbara C. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a set of activities for testing consumer products to encourage students to learn how to use scientific investigations in their everyday lives. Describes the penny flip experiment and testing a detergent. Students learn in a hands-on manner the importance of completing accurate laboratory reports, which allows them to analyze results and procedures, thus making valid conclusions. (NB) EJ677451 Consumer Reports--Classroom Style. Science and Children v33 n3 p20-23,32 Nov-Dec 1995 1995-00-00 T 2004 7/11/2004 11:52:53 CIJAPR2004

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No Elementary Education Elementary School Science Parent Participation Parent Role Science Instruction Teacher Role Daisey, Peggy Shroyer, M. Gail Journal Articles Reports - Descriptive ISSN-0036-8148 English Examines parent and teacher roles in elementary science instruction. Advocates involving parents as part of the community of learners in elementary science and mathematics education because they are critically important to the overall quality of education. Parent recommendations included receiving specific information from teachers through newsletters, invitations to after-school demonstrations, and more involvement in instruction through the parent-teacher association. (NB) EJ677452 Parents Speak Up. Science and Children v33 n3 p24-26 Nov-Dec 1995 1995-00-00 T 2004 7/11/2004 11:52:54 CIJAPR2004

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No Discovery Learning Environmental Education Financial Support Interdisciplinary Approach Language Arts Learning Experience Mathematics Education Middle Schools Outdoor Education Science Instruction Social Studies Wetlands Johnson, Debi Guides - Classroom - Teacher Journal Articles Reports - Descriptive South Carolina South Carolina ISSN-0036-8148 English Discusses the Tadpoles Project at Schofield Middle School in Aiken, South Carolina. A basin was excavated to create a pond so that students could study various disciplines in a wetlands setting. Presents guidelines for obtaining support for such an effort. (NB) EJ677453 The Tadpoles Project. Science and Children v33 n3 p27-29 Nov-Dec 1995 1995-00-00 T 2004 2016-11-21

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No Community Involvement Elementary Secondary Education Partnerships in Education Science Activities Science Instruction Student Interests Bullock, Mary F. Guides - Classroom - Teacher Journal Articles National Science Foundation ISSN-0036-8148 English Discusses the National Science Foundation's (NSF) National Science and Technology Week (NSTW), which provides opportunities for people to discover and express interest in science and technology. Includes information on teaching activities, business partnerships, and community involvement. (NB) EJ677454 Design Connections through Science and Technology. Science and Children v33 n3 p30-31 Nov-Dec 1995 1995-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Engines Heat History Rail Transportation Science Activities Science Instruction Barna, Carl Brook, Richard Rieben, Elizabeth Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Explores early railroad expansion and ways in which new railroad technologies contributed to the development of the United States, particularly the western states. Activities help students understand how steam engines work, why stopping trains can be a lengthy proposition, why magnets will figure prominently into future trains, and why train derailments can be caused by hot weather. Includes a foldout. (NB) EJ677455 Steel Rails and Iron Horses. Science and Children v33 n3 p33-40 Nov-Dec 1995 1995-00-00 T 2004 7/11/2004 11:52:54 CIJAPR2004

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No Demonstrations (Science) Elementary Secondary Education Science Activities Science Instruction Science Teaching Centers Cullinan, Kathy Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0036-8148 English Describes one teacher's experience working at a science center during a leave of absence from teaching. Discusses the Center of Science and Industry (COSI) in Columbus, OH. COSI is a science and technology center where visitors can see and interact with hundreds of exhibits and demonstrations on topics related to science, industry, health, and history. (NB) EJ677456 Recharge Yourself at a Science Center! Science and Children v33 n3 p41-42 Nov-Dec 1995 1995-00-00 T 2004 7/11/2004 11:52:55 CIJAPR2004

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No Anatomy Elementary Education Hands on Science Manipulative Materials Science Activities Science Instruction Skeletal System Kananen, Mary King Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a hands-on activity for children to build and take home a basic model of the human skeletal system. Describes how to make "noodle people" from ordinary materials including pasta, pipe cleaners, straws, and margarine tub lids. (NB) EJ677457 Meet the Noodle People. Science and Children v33 n2 p12-15,64 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:55 CIJAPR2004

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No Elementary Education Entomology Inquiry Science Activities Science Instruction Taylor, Beatrice Dietering Fell, Richard D. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes an investigation involving flies. Students observe the growth of ordinary flies from the larval stage to adulthood and create poems, stories, and pictures. Concludes that not only did students learn the usual science content of an insect unit, they also began to view commonplace things in a new way. (NB) EJ677458 What a Surprise--They're Flies! Science and Children v33 n2 p16-19 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:55 CIJAPR2004

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No Aviation Education Elementary Education Grade 4 Hands on Science Integrated Curriculum Science Activities Science Instruction Science Process Skills Units of Study Tamarkin, Cali Bourne, Barbara Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an integrated unit on aerodynamics for a diverse group of 4th grade students. Students work with readily available, inexpensive materials to devise methods to answer questions about aerodynamics. High-interest activities include balloon rocketry and paper-airplane design and address visual, auditory, and kinesthetic learning styles. The primary objective is to develop a science mind-set to apply science processes to later investigations. (NB) EJ677459 Soaring with Science. Science and Children v33 n2 p20-23 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:56 CIJAPR2004

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No Elementary Secondary Education Eyes Hands on Science Integrated Curriculum Models Physiology Preservice Teachers Science Activities Science Instruction Ostwald, Thomas Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a hands-on activity as an excellent starting point for investigations related to the eye. Involves making a simple model of the vertebrate eye to illustrate the formation of an upside-down image on the retina by the lens. Links to investigations in numerous science disciplines including astronomy, genetics, biology, earth science, and chemistry. (NB) EJ677460 An Eye for Learning. Science and Children v33 n2 p24-26 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:56 CIJAPR2004

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No Grade 8 Inquiry Middle Schools Physical Sciences Science Activities Science Instruction Chock, Jan S. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Describes a twist on the egg-drop challenge activity for an 8th grade physical science unit. Students engage in active inquiry and explore the laws of physics, develop critical thinking skills, and practice problem-solving tasks. (NB) EJ677461 The Humpty-Dumpty Challenge. Science and Children v33 n2 p27-28,39 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:56 CIJAPR2004

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No Elementary Education Fossil Fuels Oil Petroleum Industry Science Instruction Henderson, Nancy Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Discusses petroleum oil and its various uses from fuel to clothes, toys, and plastic. Includes a foldout with activities. (NB) EJ677462 Running on Oil. Science and Children v33 n2 p29-36 Oct 1995 1995-00-00 T 2004 7/11/2004 11:52:56 CIJAPR2004

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No Elementary Education Measurement Science Activities Science Education Science Process Skills Trees Nelson, Don Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a way for teachers to capitalize on children's intrinsic fascination with big things by measuring the world's largest living plants--trees. Students develop an appreciation of nature, work together cooperatively, and practice science process skills. Outlines the procedure and equipment including pencils, metersticks, and string. (NB) EJ677463 Sizing Up Trees. Science and Children v32 n8 p16-18 May 1995 1995-00-00 T 2004 7/11/2004 11:52:57 CIJAPR2004

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No Acoustics Cooperative Learning Ears Elementary Education Group Activities Hearing (Physiology) Middle Schools Science Instruction Student Projects Thompson, Stan Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents an activity in which students design, construct, and test "super ears" to investigate sound and hearing. Students work in groups of three and explore how the outer ear funnels sound waves to the inner ear and how human hearing compares to that of other animals. (NB) EJ677464 Super Ears. Science and Children v32 n8 p19-21,50 May 1995 1995-00-00 T 2004 7/11/2004 11:52:57 CIJAPR2004

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No Chemical Analysis Chemistry Chromatography Elementary Education Forensic Sciences Grade 5 Investigations Science Activities Science Instruction Brooks, Dennie Green, Paige Kleck, Kit Muench, Diane Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a 4-week set of activities to engage 5th grade students in real-life applications of chemistry. Students solve a crime of theft through the use of mystery powders, chromatography, scientific analysis of cloth, and fingerprinting. (NB) EJ677465 The Great Tape Robbery. Science and Children v32 n8 p22-24,56 May 1995 1995-00-00 T 2004 7/11/2004 11:52:57 CIJAPR2004

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No Animals Ecology Elementary Secondary Education Environmental Education Plants (Botany) Science Activities Science Instruction Brook, Richard Smith, Shelley Tisdale, Mary Guides - Classroom - Teacher Journal Articles Great Basin ISSN-0036-8148 English Discusses "The Big Empty" or, the Great Basin. Suggests that it is not empty but rather a great ecosystem rich in plants, animals, and minerals. Presents information and activities to guide students in exploring the Great Basin in order to understand the ways in which such an arid and seemingly harsh environment can support so many living things. Includes a foldout. (NB) EJ677466 The Big Empty. Science and Children v32 n8 p25-32 May 1995 1995-00-00 T 2004 2016-11-21

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No Art Education Elementary Education Entomology Integrated Activities Science Instruction Units of Study Palopoli, Maria L. Matsikas, Philip T. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English Presents a unit on insects. Describes collecting insect specimens from the front grille of a car for study. Students develop keen observation skills, learn to identify body parts, and begin to appreciate the enormous diversity of insects. Concludes that students showed positive change in their attitudes toward insects. (NB) EJ677467 How My Class Caught the "Bug." Science and Children v32 n8 p33-36 May 1995 1995-00-00 T 2004 7/11/2004 11:52:58 CIJAPR2004

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No Animals Early Childhood Education Learning Experience Science Activities Science Instruction Zoos Lind, Karen K. Guides - Classroom - Teacher Journal Articles ISSN-0036-8148 English A trip to the zoo can be a terrific way for young children to learn about animals, especially using planned learning experiences. Presents some activities for use before, during, and after a trip to the zoo. (NB) EJ677468 A Trip to the Zoo. Science and Children v32 n8 p37-38 May 1995 1995-00-00 T 2004 7/11/2004 11:52:58 CIJAPR2004

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No Biology Elementary Secondary Education Entomology Environmental Education Inquiry Interdisciplinary Approach Laboratory Animals Outdoor Activities Problem Solving Science Instruction Teaching Methods Hagevik, Rita A. Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Describes three inquiry-based activities designed for students to begin to understand complex environmental relationships in their own backyard. Includes investigations of ants, which allow students to establish a baseline survey of ant fauna, test the importance of ants in nutrient cycling and soil structure maintenances, and increase student understanding of the environment and their impact on it. (KHR) EJ677469 Using Ants To Investigate the Environment. Science Activities v40 n2 p6-13 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:58 CIJAPR2004

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No Career Development Criminology Environmental Education Forensic Sciences Group Activities Inquiry Interdisciplinary Approach Persuasive Discourse Science Instruction Science Laboratories Scientific Literacy Secondary Education Teaching Methods Hein, Annamae J. Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Describes the Crime Lab Project, which takes an economical, hands-on, interdisciplinary approach to studying the career of forensics in the middle or high school classroom. Includes step-by-step student requirements for the investigative procedure, a sample evidence request form, and an assessment rubric. (KHR) EJ677470 The Crime Lab Project. Science Activities v40 n2 p15-28 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:58 CIJAPR2004

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No Biology Elementary Secondary Education Inquiry Marine Education Science Activities Science Instruction Teaching Methods Duran, Lena Ballone Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Presents a brine shrimp activity designed for students in grades 5-12 to foster authentic scientific inquiry in addition to providing an engaging and exciting avenue for student exploration. Emphasizes that inquiry should be a critical component in the science classroom. (KHR) EJ677471 Investigating Brine Shrimp. Science Activities v40 n2 p30-34 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:59 CIJAPR2004

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No Chemistry Hands on Science Interdisciplinary Approach Learning Processes Science Activities Science Instruction Science Laboratories Secondary Education Student Interests Student Motivation Teaching Methods Wiltfong, Cynthia L. Chester, Emily Albertin, Faith Smith, Julia Hall, Judith C. Arth, Emily C. Martin, Stephanie Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Describes a lab that introduces agarose electrophoresis techniques and basic information on proteins to middle school and high school students. Insists that, built around a scenario in which students must solve a crime, the lab has real-world applications that should spark student interest. (KHR) EJ677472 Can You Solve the Crime? Using Agarose Electrophoresis To Identify an Unknown Colored Protein. Science Activities v40 n2 p35-40 Sum 2003 2003-00-00 T 2004 7/11/2004 11:52:59 CIJAPR2004

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No Computer Uses in Education Educational Research Internet Surveys World Wide Web Heimlich, Joe E. Journal Articles Reports - Research ISSN-0095-8964 English Describes and compares users and non-users of the World Wide Web in terms of web use, comfort level, perceived barriers, and familiarity with predominantly environmental education sites. Findings provide insight into the development of training programs and resources for environmental educators in using the web and offer opportunities for additional research that focus on specific technology and pedagogical use questions. (Contains 17 references.) (Author/NB) EJ677473 Environmental Educators on the Web: Results of a National Study of Users and Nonusers. Journal of Environmental Education v34 n3 p4-11 Win 2003 2003-00-00 T 2004 7/11/2004 11:52:59 CIJAPR2004

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No Community Education Conservation (Environment) Elementary Secondary Education Environmental Education Higher Education Learning Parents Retention (Psychology) Vaughan, Christopher Gack, Julie Solorazano, Humberto Ray, Robert Journal Articles Reports - Research ISSN-0095-8964 English Examines the hypothesis that children learn and retain conservation principles in school environments and transfer them to their parents. Students, parents, and an adult control group were given a pre-test and two post-tests eight months apart. Theorizes that parents did indeed learn from children and that both groups transmitted information to the control group which resulted in control group learning. (Contains 46 references.) (Author/NB) EJ677474 The Effect of Environmental Education on Schoolchildren, Their Parents, and Community Members: A Study of Intergenerational and Intercommunity Learning. Journal of Environmental Education v34 n3 p12-21 Win 2003 2003-00-00 T 2004 7/11/2004 11:53:00 CIJAPR2004

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No Attitude Measures Attitudes Behavior Environmental Education Environmental Influences Higher Education Cordano, Mark Welcomer, Stephanie A. Scherer, Robert F. Journal Articles Reports - Research Environmental Attitudes New Environmental Paradigm New Environmental Paradigm ISSN-0095-8964 English Evaluates the predictive validity of the original and revised versions of the New Environmental Paradigm (NEP) scale, some abbreviated NEP-derived scales, and a non-NEP environmental attitudes scale. Finds that all scales explain a significant amount of the variance in a measure of intention to engage in pro-environmental behavior. (Contains 33 references.) (Author/NB) EJ677475 An Analysis of the Predictive Validity of the New Ecological Paradigm Scale. Journal of Environmental Education v34 n3 p22-28 Win 2003 2003-00-00 T 2004 2016-11-21

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No Endangered Species Environmental Education Foreign Countries Grade 5 Grade 6 Knowledge Level Middle Schools Student Attitudes Surveys Dimopoulos, Dimitrios I. Pantis, John D. Journal Articles Reports - Research Protected Areas Greece Greece ISSN-0095-8964 English Utilizes a 32-item survey instrument to measure knowledge and attitudes of 5th and 6th grade students regarding sea turtle conservation on Zakynthos, Greece. Results indicate low knowledge scores and high scores for attitudes, but an overall positive correlation between knowledge and attitudes. Knowledge, understanding and/or concern, and locus of control significantly correlated with grade level. (Contains 69 references.) (Author/NB) EJ677476 Knowledge and Attitudes Regarding Sea Turtles in Elementary Students on Zakynthos, Greece. Journal of Environmental Education v34 n3 p30-38 Win 2003 2003-00-00 T 2004 2016-11-21

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No Earth Science Geology High Schools Integrated Activities Mathematics Education Problem Solving Science Instruction Repine, Tom Hemler, Deb Lane, Duane Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Presents a problem-solving investigation on coal mining that integrates science and mathematics with geology. Engages students in a scenario in which they play the roles of geologists and mining engineers. (NB) EJ677477 Counting Dots. Science Teacher v70 n6 p30-34 Sep 2003 2003-00-00 T 2004 7/11/2004 11:53:00 CIJAPR2004 Focus Issue: Engage Your Students!

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No Force Mechanics (Physics) Motion Physics Science Activities Science Instruction Secondary Education Ringlein, James Guides - Classroom - Teacher Journal Articles Newton Laws of Motion ISSN-0036-8555 English Explores the basic physics behind pulling a tablecloth out from under a set of dishes, glassware, and utensils without disturbing them. Discusses terminology of Newton's laws of motion and illustrates them using three simple examples. (NB) EJ677478 The Tablecloth Trick, Take II. Science Teacher v70 n6 p35-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Inquiry Instructional Materials Science Activities Science Curriculum Science Laboratories Volkmann, Mark J. Abell, Sandra K. Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Presents an inquiry analysis tool and adaptation principles to help teachers evaluate and adapt laboratory instructional materials to be more inquiry-oriented. Based on the National Research Council's (NRC) essential features of inquiry. (NB) EJ677479 Rethinking Laboratories. Science Teacher v70 n6 p38-41 Sep 2003 2003-00-00 T 2004 7/11/2004 11:53:01 CIJAPR2004 Focus Issue: Engage Your Students!

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No Force High Schools Middle Schools Physics Science Activities Science Laboratories Standards Cuicchi, Paul M. Winter, Joshua B. Hamil, Burnette Guides - Classroom - Teacher Journal Articles Buoyancy ISSN-0036-8555 English Presents an activity to teach buoyancy. The lab determines what mass of sand can be added to the open end of hollow plastic containers of various shapes so that objects just float at the surface, without sinking, with their entire volume submerged. Discusses Archimedes' principle and aligns with current national science education standards. (Author/NB) EJ677480 Fun with Buoyancy. Science Teacher v70 n6 p42-45 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Density (Matter) High Schools Middle Schools Misconceptions Science Activities Libarkin, Julie C. Crockett, Cynthia D. Sadler, Philip M. Guides - Classroom - Teacher Journal Articles Buoyancy ISSN-0036-8555 English Presents activities to dispel student misconceptions about density, particularly as it applies to buoyancy. Finds that misconceptions fall under three categories: (1) size; (2) shape; and (3) material. (NB) EJ677481 Density on Dry Land. Science Teacher v70 n6 p46-50 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Classroom Techniques Review (Reexamination) Science Tests Secondary Education Thorne, Michele Journal Articles Reports - Research ISSN-0036-8555 English Examines whether reviewing relevant material before an exam really enhances student understanding and therefore performance on assessments. Results show that review dramatically increased student achievement. (Author/NB) EJ677482 To Review or Not To Review? Science Teacher v70 n6 p51-55 Sep 2003 2003-00-00 T 2004 7/11/2004 11:53:02 CIJAPR2004 Focus Issue: Engage Your Students!

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No Elementary Secondary Education Learning Processes Learning Theories Science Instruction Transfer of Training Eisenkraft, Arthur Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Amends the current 5E learning cycle and instructional model to a 7E model. Changes ensure that instructors do not omit crucial elements for learning from their lessons while under the incorrect assumption that they are meeting the requirements of the learning cycle. The proposed 7E model includes: (1) engage; (2) explore; (3) explain; (4) elicit; (5) elaborate; (6) evaluate; and (7) extend. (Author/NB) EJ677483 Expanding the 5E Model. Science Teacher v70 n6 p56-59 Sep 2003 2003-00-00 T 2004 7/11/2004 11:53:02 CIJAPR2004 Focus Issue: Engage Your Students!

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No Chemistry Inquiry Science Activities Science Laboratories Secondary Education Bernstein, Jesse Guides - Classroom - Teacher Journal Articles ISSN-0036-8555 English Explains the difference between traditional and inquiry-based chemistry experiments. Modifies a traditional cookbook laboratory for determining molar volume of gas to include inquiry. Also discusses methods for assessment. (Author/NB) EJ677484 A Recipe for Inquiry. Science Teacher v70 n6 p60-63 Sep 2003 2003-00-00 T 2004 7/11/2004 11:53:02 CIJAPR2004 Focus Issue: Engage Your Students!

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No Animals Elementary Education Field Trips Hands on Science Marine Biology Science Activities Science Instruction Cook, Helen M. Matthews, Catherine E. Hildreth, David P. Couch, Emma Guides - Classroom - Teacher Journal Articles Predator Prey Relationship ISSN-0036-8121 English Describes 10 predator/prey relationships that occur on the coast. Predators are compared to criminals and prey to their victims along with details of crime scenes. Accurately describes the habits and habitats of the criminals and presents games and activities that feature the relationships between predators and their prey. (Author/SOE) EJ677485 Predation at the Shore. Science Activities v40 n1 p8-15 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Anatomy Animals Biology Dissection Hands on Science Middle Schools Science Activities Science Instruction Science Laboratories Secondary Education Brown, Cindy Kisiel, Jim Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Introduces students to dissection, which is an important part of scientific discovery. Students not only gain an understanding of the anatomy of a squid, but also develop a sense of responsibility and respect for the animal that they are using as a learning tool. (Author/SOE) EJ677486 Squid Dissection: From Pen to Ink. Science Activities v40 n1 p16-22 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:03 CIJAPR2004

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No Chemistry Hands on Science Inquiry Middle Schools Science Activities Science Instruction Science Laboratories Secondary Education Baker, William P. Leyva, Kathryn Guides - Classroom - Teacher Journal Articles Solubility ISSN-0036-8121 English Helps middle school students understand the concept of solubility through hands-on experience with a variety of liquids and solids. As they explore factors that affect solubility and saturation, students gain content mastery and an understanding of the inquiry process. Also enables teachers to authentically assess student performance on several levels. (Author/SOE) EJ677487 What Variables Affect Solubility? Science Activities v40 n1 p23-26 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Environmental Education Habitats Interdisciplinary Approach Middle Schools Pollution Public Health Science Instruction Secondary Education Solid Wastes Fortner, Rosanne W. Jax, Dan Guides - Classroom - Teacher Journal Articles ISSN-0036-8121 English Presents a marine education activity. Students construct a web of changes that shows potential problems caused by solid waste on beaches. They then determine whether each change is an increase or a decrease from previous conditions. (Author/SOE) EJ677488 What Is the Impact of Beach Debris? Science Activities v40 n1 p27-31 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:03 CIJAPR2004

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No Biodiversity Ecology Elementary Education Hands on Science Interdisciplinary Approach Marine Biology Science Instruction Olson-Demme, Hillary Kisiel, Jim Guides - Classroom - Teacher Journal Articles Fishing ISSN-0036-8121 English Presents a hands-on activity in which students create a model of an ocean ecosystem to gain an understanding of how humans can alter biodiversity through their actions. Uses differing levels of fishing technology to explore the concepts of sustainability and overfishing. (Author/SOE) EJ677489 Gone Fishing. Science Activities v40 n1 p32-35 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Decision Making Skills Environmental Education Interdisciplinary Approach Marine Biology Science Instruction Secondary Education Thinking Skills Water Treatment White, Sara Guides - Classroom - Teacher Journal Articles Great Lakes ISSN-0036-8121 English Presents students with six ballast water treatment methods to evaluate. Allows students to acquaint themselves with current Great Lakes topics while simultaneously partaking in decision-making processes that could affect them. Emphasizes not only an important environmental issue for the Great Lakes, but also the importance of decision-making skills in scientific thinking. (Author/SOE) EJ677490 Ballast Blockade: Stopping Aquatic Immigrants. Science Activities v40 n1 p36-39 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers Bibliographies Educational Practices Elementary Secondary Education Mentors Music Education Music Teachers Program Content Teacher Persistence Teaching Conditions Ponick, Fran Journal Articles Reports - Descriptive ISSN-1069-7446 English Believes that mentoring helps new music teachers remain in the profession. Discusses the use of mentoring, focusing on the benefits of mentors for new teachers, mentor programs, and tools for mentors. Includes stories about teachers with mentors as well as a bibliography of resources. (CMK) EJ677491 Help Wanted! Teaching Music v11 n1 p24-29 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:53:04 CIJAPR2004

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No College Choice Educational Practices Higher Education Music Education Music Teachers Music Techniques Secondary Education Skill Development Student Characteristics Teacher Role Keating, Andrea Journal Articles Reports - Descriptive ISSN-1069-7446 English Focuses on how music teachers can assist high school students to prepare for a college audition and to select the right music program. Explains what audition committees look for in music students. Includes tips teachers can share with their students on program selection and the audition. (CMK) EJ677492 Help Your Students Nail that College Audition! Teaching Music v11 n1 p32-36 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:53:04 CIJAPR2004

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No Communication (Thought Transfer) Discipline Educational Practices Elementary Secondary Education Music Education Music Teachers Parent Participation Parent Teacher Cooperation Student Behavior Teacher Role Bobetsky, Victor V. Journal Articles Reports - Descriptive ISSN-1069-7446 English Focuses on how music teachers can improve their interaction with parents and involve them in their child's music education. States that teachers should meet with parents early in the year and inform parents about their child's accomplishments. Offers ideas about discipline issues and how parents can become involved in the music program. (CMK) EJ677493 Turn Parents into Partners. Teaching Music v11 n1 p38-41 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:53:05 CIJAPR2004

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No Educational Strategies Elementary Education Literacy Music Education Music Teachers Program Content Reading Instruction Reading Skills Skill Development Teacher Role Preston, Teresa K. Guides - Classroom - Teacher Journal Articles ISSN-1069-7446 English Focuses on the issue of whether music teachers should be improving student reading skills. Describes a program called Opening Minds to the Arts (OMA) that is used in the Unified School District in Tucson (Arizona) to develop student literacy. Discusses the benefits and outcomes of OMA. (CMK) EJ677494 Piling on Demands or Producing Better Readers? Teaching Music v11 n1 p42-45 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:53:05 CIJAPR2004

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No Beginning Teachers Educational Practices Elementary Secondary Education Listening Mentors Music Education Music Teachers Professional Development Teacher Characteristics Teacher Improvement Southall, John K. Journal Articles Opinion Papers ISSN-1069-7446 English Offers twelve suggestions for music teachers to assist them in their careers, such as know your school and community, find a mentor, be a good listener, analyze your teaching, and create balance in your life. Lists reasons why music teachers should participate in professional development. (CMK) EJ677495 Twelve Ideas for Professional Excellence. Teaching Music v11 n1 p48-53 Aug 2003 2003-00-00 N/A 2004 7/11/2004 11:53:05 CIJAPR2004

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No Creative Thinking Creativity Educational Strategies Learning Activities Listening Skills Music Education Musical Composition Resource Materials Secondary Education Singing Larson, Laurie Guides - Classroom - Teacher Journal Articles Rehearsal Strategies ISSN-1069-7446 English Focuses on how music teachers can make choral rehearsals more interesting for students by incorporating creative lessons and activities. Explores what it means to be creative and includes examples of creative lessons that can be used in the choral rehearsal. (CMK) EJ677496 Candy Bar Chants, Mozart Maps: Creativity in Your Choral Classroom. Teaching Music v11 n1 p54-57 Aug 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Philosophy Educational Practices Elementary Secondary Education Leaders Leadership Leadership Qualities Leadership Training Music Education Music Teachers Teacher Characteristics Wis, Ramona M. Journal Articles Opinion Papers Conducting (Music) ISSN-0027-4321 English Focuses on how conductors can gain leadership skills. Discusses the process of becoming a leader, beginning with developing a personal philosophy. Describes the differences between leadership and management, a specific approach to leadership called the servant-leader, and the characteristics of a servant-leader. Includes a bibliography of leadership resources. (CMK) EJ677497 The Conductor as Servant-Leader. Music Educators Journal v89 n2 p17-23 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Beginning Teachers Educational Practices Elementary Secondary Education Higher Education Inservice Education Music Education Portfolios (Background Materials) Preservice Teacher Education Reflective Teaching Teaching (Occupation) Campbell, Mark Robin Brummett, Verna M. Journal Articles Opinion Papers ISSN-0027-4321 English Discusses how preservice and experienced teachers can utilize professional teaching portfolios. Explains three types of portfolios: (1) process-folios; (2) product-folios, and (3) process/product-folios. Also explains the procedures for creating a professional portfolio and what is included in a portfolio. Includes a table called "Common Categories of Portfolio Components." (CMK) EJ677498 Professional Teaching Portfolios: For Pros and Preservice Teachers Alike. Music Educators Journal v89 n2 p25-30,57 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:06 CIJAPR2004

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No Ability Attribution Theory Educational Strategies Elementary Secondary Education Music Education Singing Skill Development Student Motivation Student Participation Teacher Role Peterson, Christopher W. Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Believes that everyone can sing, but that many people think that they do not have the ability. States that music teachers can recruit students for choir by concentrating on the skill and effort of students. Explains how teachers can use attribution theory to recruit nonsingers. (CMK) EJ677499 Recruiting for the Choral Ensemble by Emphasizing Skill and Effort. Music Educators Journal v89 n2 p32-35 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:06 CIJAPR2004

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No Aural Learning Bands (Music) Educational Benefits Educational Strategies Elementary Secondary Education Music Education National Standards Singing Skill Development Vocal Music Wolbers, Mark Guides - Classroom - Teacher Journal Articles National Music Education Standards ISSN-0027-4321 English Explains how singing can be incorporated into the band rehearsal. Discusses how to improve student aural skills by including singing in the rehearsal and the benefits of having students sing. Describes how music teachers can use songs or chorales in the classroom. (CMK) EJ677500 Singing in the Band Rehearsal. Music Educators Journal v89 n2 p37-41 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Bibliographies Biographies Childrens Literature Educational Strategies Elementary Education Intermediate Grades Jazz Listening Listening Skills Middle Schools Music Education Resource Materials McDonald, Nan L. Fisher, Douglas Helzer, Rick Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Describes a unit that is appropriate for upper elementary and middle school students that focuses on jazz music using biographies about jazz musicians. Discusses the five sections of the unit. Includes a list of "Suggested Jazz Listening Samples," jazz videos, and a bibliography of resources related to jazz music. (CMK) EJ677501 Jazz Listening Activities: Children's Literature and Authentic Music Samples. Music Educators Journal v89 n2 p43-49,57 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:07 CIJAPR2004

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No Educational Strategies Elementary Education Elementary School Students Listening Listening Skills Music Education Singing Songs Vocabulary Vocal Music Merrill, James D. Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Discusses how to teach elementary students to become better singers. Focuses on how to develop their voices and listening skills in music class. Explores when to have students sing alone and in groups, how to use songs, and when to teach music vocabulary. (CMK) EJ677502 Successful Singing for All in the Elementary Grades. Music Educators Journal v89 n2 p50-55 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:07 CIJAPR2004

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No Advocacy Concerts Educational Strategies Elementary Secondary Education Folk Culture Guidelines Music Education Music Techniques Parent Participation Turner, Mark E. Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-1048-3713 English Describes MusiCircus, developed by composer John Cage, where people play different types of music simultaneously. Presents a different version of this approach where parents and children participated in various activities at the same time. Includes guidelines for creating a MusiCircus. (CMK) EJ677503 MusiCircus! An Interactive Music Advocacy Program. General Music Today v15 n3 p4-7 Spr 2002 2002-00-00 T 2004 7/11/2004 11:53:07 CIJAPR2004

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No Computer Assisted Instruction Computer Uses in Education Educational Benefits Educational Strategies Elementary Education Grade 3 Grade 4 Learning Activities Music Education Musical Composition Technology Manchester, Kathleen A. Guides - Classroom - Teacher Journal Articles ISSN-1048-3713 English Discusses how music teachers can incorporate computer assisted instruction (CAI) into their elementary classrooms. Addresses the benefits of using computers and the equipment that is needed. Describes ways for students to compose their own music by using "Making Music." (CMK) EJ677504 A Beginner's Guide: Computer Composition in the Elementary Music Class. General Music Today v15 n3 p8-12 Spr 2002 2002-00-00 T 2004 7/11/2004 11:53:08 CIJAPR2004

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No Bibliographies Curriculum Development Educational Benefits Educational Strategies Educational Theories Elementary Education Grade 1 Kindergarten Movement Education Music Education Westervelt, Todd G. Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-1048-3713 English Focuses on how to include movement education into the music classroom. Discusses the techniques developed by three movement specialists: (1) Edwin Gordon's Continuous Fluid Motion (CFM); (2) Rudolf von Laban's effort/flow elements; and (3) Phyllis Weikart's taxonomy of movement. Includes a bibliography of resources. (CMK) EJ677505 Beginning Continuous Fluid Motion in the Music Classroom. General Music Today v15 n3 p13-19 Spr 2002 2002-00-00 T 2004 7/11/2004 11:53:08 CIJAPR2004

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No Assistive Technology Educational Strategies Elementary Secondary Education Inclusive Schools Mathematics Skills Music Education Reading Difficulties Special Education Special Needs Students Teacher Role Hagedorn, Victoria S. Guides - Classroom - Teacher Journal Articles ISSN-1048-3713 English Discusses how to make accommodations for special needs students in the music classroom. Focuses on students with reading difficulties, difficulties understanding oral instruction, and mathematical difficulties. Describes using the "LoTTIE" Kit (Low Tech Tools for Inclusive Education), with elementary and secondary students. (CMK) EJ677506 Accommodations for Special Needs Students: What We Can Do. General Music Today v15 n3 p20-22 Spr 2002 2002-00-00 T 2004 7/11/2004 11:53:08 CIJAPR2004

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No Annotated Bibliographies Educational Benefits Educational Strategies Elementary Secondary Education Fine Arts Interdisciplinary Approach Literature Music Education National Standards Picture Books Sotherden, Emily Journal Articles Reference Materials - Bibliographies Trade Books ISSN-1048-3713 English Provides an annotated bibliography of music related picture books that can be used in the music classroom. Discusses the benefits of using picture books for all ages. Includes books in ten categories, such as instruments, ensembles, and styles of music. (CMK) EJ677507 By the Book: An Annotated Bibliography of Music-Based Picture Books. General Music Today v15 n3 p23-30 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Citizenship Citizenship Education Elementary Secondary Education Foreign Countries Models Public Schools Smith, Alan Journal Articles Reports - Research Great Britain National Identity Northern Ireland United Kingdom (Great Britain) United Kingdom (Northern Ireland) ISSN-0305-764X English Contends neither British nor Irish national identity provides the basis for a patriotic citizenship model that could be accepted in all Northern Ireland schools. Describes commitments and confidence-building measures in the Belfast Agreement and its implications for developing a citizenship concept to transcend the two main Northern Irish nationalisms. (BT) EJ677508 Citizenship Education in Northern Ireland: Beyond National Identity? Cambridge Journal of Education v33 n1 p15-31 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Citizenship Education Civil Liberties Educational Change Foreign Countries Political Issues Spajic-Vrkas, Vedrana Journal Articles Reports - Evaluative Croatia Croatia ISSN-0305-764X English Describes and critically analyzes the emergence and development of education directed at promoting the empowerment and responsibility of Croatian citizens in the framework of political changes and democratic challenges. Focuses on Croatia as a post-Communist and post-war country within a prospect of European integration. (BT) EJ677509 Visions, Provisions, and Reality: Political Changes and Education for Democratic Citizenship in Croatia. Cambridge Journal of Education v33 n1 p33-51 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Citizenship Citizenship Education Civil Liberties Cultural Context Foreign Countries Lemish, Peter Journal Articles Reports - Research Israel Palestinian Arabs Political Culture Israel ISSN-0305-764X English States that in Israel, civic education successes enable civic myths--"Israel is a Jewish, democratic state" and "Israelis are Jews"--to be vibrant, gestalt worlds of meaning for Jewish Israelis, and sites of resistance for ultra-orthodox Jewish as well as Palestinian citizens of Israel. Analyzes the role of these myths. (BT) EJ677510 Civic and Citizenship Education in Israel. Cambridge Journal of Education v33 n1 p53-72 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Apartheid Citizenship Citizenship Education Civil Rights Curriculum Development Developing Nations Educational Policy Foreign Countries Social Change Enslin, Penny Journal Articles Reports - Research South Africa South Africa ISSN-0305-764X English Describes the approach to citizenship education in recent educational policy in South Africa, and in curriculum developments. Does this against the background of a conceptualization of citizenship based on the participatory vision of the anti-apartheid struggle and on the citizen as presented in the new Constitution. (BT) EJ677511 Citizenship Education in Post-Apartheid South Africa. Cambridge Journal of Education v33 n1 p73-83 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Citizenship Education Civics Educational Practices Political Attitudes Service Learning Boyte, Harry C. Journal Articles Reports - Research September 11 Terrorist Attacks 2001 Theoretical Orientation United States United States ISSN-0305-764X English Analyzes theoretical and practical political frameworks behind two main approaches to civic education in the United States: civics and service. States that neither liberalism nor communitarianism has been able to mount a significant alternative to what a former Cambridge Journal of Education article called educational Darwinism, whereby less powerful groups are losers. (BT) EJ677512 Civic Education and the New American Patriotism Post-9/11. Cambridge Journal of Education v33 n1 p85-100 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Citizenship Education Democracy Developing Nations Social Capital Print, Murray Coleman, David Journal Articles Opinion Papers ISSN-0305-764X English Examines the argument that societies that are significantly divided demonstrate less trust, civic engagement, and cooperation among members. Discusses it from the perspective of school programs of citizenship education in democratic and newly democratic states. Suggests there are lessons for divided societies wishing to enhance their social capital. (BT) EJ677513 Towards Understanding of Social Capital and Citizenship Education. Cambridge Journal of Education v33 n1 p123-49 Mar 2003 2003-00-00 T 2004 7/11/2004 11:53:10 CIJAPR2004 The Cambridge Journal of Education is a refereed journal. Special Issue: Citizenship Education in Divided Societies. Guest editors: Alan Smith and Murray Print.

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No Educational Change Elementary Secondary Education Foreign Countries Outcomes of Education School Administration Mulford, Bill Silins, Halia Journal Articles Reports - Research Organizational Learning Transactional Leadership Australia Australia ISSN-0305-764X English States that the Leadership for Organisational Learning and Student Outcomes (LOLSO) Research Project addresses the needs to extend present understandings of school reform initiatives aiming to change school practices, with intent to support enhanced school learning. Reports findings from LOLSO's teacher and student surveys. (BT) EJ677514 Leadership for Organisational Learning and Improved Student Outcomes--What Do We Know? Cambridge Journal of Education v33 n2 p175-95 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Communication Discourse Analysis Educational Research Elementary Education Foreign Countries Sampling Hardman, Frank Smith, Fay Wall, Kate Journal Articles Reports - Research England Interactive Teaching United Kingdom (England) ISSN-0305-764X English Presents findings of extensive investigation (n=70) into interactive and discourse styles of a nationally representative sample of primary teachers. Explores impact of official endorsement of interactive whole class teaching in the teaching of England's National Literacy Strategy to examine whether it is promoting pupils' higher interaction and cognitive engagement levels. (BT) EJ677515 "Interactive Whole Class Teaching" in the National Literacy Strategy. Cambridge Journal of Education v33 n2 p197-215 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Educational Policy Educational Practices Educational Research Elementary Secondary Education English Departments Foreign Countries Interviews Beverton, Sue Journal Articles Reports - Research England United Kingdom (England) ISSN-0305-764X English Examines early impact upon secondary English departments of the primary National Literacy Strategy (NLS). Examines shifts over time in departmental policy and practice across the primary/secondary transfer that may relate to the impact of the primary NLS. Reports findings from interviews in four secondary English departments. (BT) EJ677516 Can You See the Difference? Early Impacts of the Primary National Literacy Strategy on Four Secondary English Departments. Cambridge Journal of Education v33 n2 p217-35 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Research Educational Change Foreign Countries Relevance (Education) Secondary Education Priestley, Mark Journal Articles Opinion Papers Reports - Research Advanced Level Examinations England United Kingdom (England) ISSN-0305-764X English Notes that "Curriculum 2000" was heralded as an overdue reform of the post-sixteen curriculum in England. Examines the policy context of the reform before drawing on research findings to address a particular issue of relevance: whether Curriculum 2000 succeeds in its stated aim of increasing breadth of study. (BT) EJ677517 Curriculum 2000: A Broader View of A Levels? Cambridge Journal of Education v33 n2 p237-55 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Improvement Educational Research Elementary Secondary Education Evaluation Foreign Countries Theory Practice Relationship Blanchard, John Information Analyses Journal Articles Opinion Papers Target Planning England Performance Monitoring United Kingdom (England) ISSN-0305-764X English Develops the idea that there is a gap in theory and practice regarding the relationship between whole-school targets and individual targets. Argues that all of the work in schools concerning use of targets for school improvement, for performance management, and for individual pupils' progress, rests on effective assessment for learning. (BT) EJ677518 Targets, Assessment for Learning, and Whole-School Improvement. Cambridge Journal of Education v33 n2 p257-71 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Education Ethnicity Foreign Countries Models Student Diversity Teacher Attitudes Pearce, Sarah Journal Articles Reports - Research England White Teachers United Kingdom (England) ISSN-0305-764X English States that although "whiteness studies" has become a theme in writing about ethnicity and education over the decade, the number of white teachers attempting to understand how their own ethnicity affects their work appears negligible. Addresses this, applying a model of white attitudes to the author's own thinking and behavior. (BT) EJ677519 Compiling the White Inventory: The Practice of Whiteness in a British Primary School. Cambridge Journal of Education v33 n2 p273-88 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Discourse Analysis Elementary Education Foreign Countries Language Role Fielding, Michael Journal Articles Opinion Papers England Impact United Kingdom (England) ISSN-0305-764X English Contends that the language used to describe academic work matters a great deal and the language of impact, whether used in a research context or a social arena, foregrounds some things and marginalizes others. Opines this will draws educators further into the mindset and practices of performativity. (BT) EJ677520 The Impact of Impact. Cambridge Journal of Education v33 n2 p289-95 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Educational History Educational Research Foreign Countries Paying for College Universities Working Class World War I World War II Dyhouse, Carol Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Presents an understanding of the social background and methods of student financing at pre-1939 British universities. Concludes there were many lower, middle, and working class students who attended the universities, dispelling a myth that the wealthy students were the majority prior to World War II. (KDR) EJ677521 Going to University in England between the Wars: Access and Funding. History of Education v31 n1 p1-14 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Research English Curriculum English Departments Foreign Countries Higher Education Poetry Secondary Education Reid, Ian Journal Articles Reports - Descriptive Great Britain Wordsworth (William) United Kingdom (Great Britain) ISSN-0046-760X English Asserts that William Wordsworth's poetry influenced teacher training for British educators and promoted the development of the English Department. Notes several legislative measures that played a role in English curricula. Concludes that current pedagogic studies make academic practice assumptions based on historic precedence dating back to Wordsworth. (KDR) EJ677522 Wordsworth Institutionalized: The Shaping of an Educational Ideology. History of Education v31 n1 p15-37 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Editors Educational History Educational Policy Educational Research Foreign Countries Journalism News Media Newspapers Periodicals Writing for Publication Betts, Robin Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Offers an appraisal of the 'Schoolmaster', a weekly journal started by a group of teachers, and a former editor of the news journal, Thomas James Macnamara. States the 'Schoolmaster', under Macnamara's direction, provided a means to draw teachers into the policymaking process and brought public notoriety to its editor. (KDR) EJ677523 Dr. Macnamara at the 'Schoolmaster' 1892-1907. History of Education v31 n1 p39-57 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Philosophy Educational Policy Educational Research Foreign Countries Interdisciplinary Approach Student Improvement Latham, Jackie E. M. Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Focuses on Johann H. Pestalozzi, James Pierrepont Greaves, and Reverend Charles Mayo. States that Greaves and Mayo disseminated Pestalozzi's ideas and techniques in England. Explains that Pestalozzi and Greaves trained elementary teachers to view students' talents and personal growth as a whole person concept. Argues less effort would limit outward results. (KDR) EJ677524 Pestalozzi and James Pierrepont Greaves: A Shared Educational Philosophy. History of Education v31 n1 p59-70 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Objectives Educational Opportunities Educational Research Employment Opportunities Employment Practices Equal Opportunities (Jobs) Females Foreign Countries Gender Issues Males Occupational Segregation World War I World War II Horn, Pamela Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Discusses reasons outlined by the Ministry of Labour (England) concerning bias toward domestic education curriculum. States females grew dissatisfied with domestic employment during 1919-1939, but education curricula retained its domestic focus. Points out females were held back from acquiring male dominated jobs during a downturned economy. (KDR) EJ677525 Ministry of Labour Female Training Programmes between the Wars: 1919-39. History of Education v31 n1 p71-82 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Child Labor Coal Education Work Relationship Educational History Educational Research Elementary Secondary Education Females Foreign Countries Gender Issues Human Capital Labor Conditions Labor Force Development Labor Supply Males Mining Public Policy Griffin, Colin Journal Articles Reports - Descriptive Twentieth Century England Labor History Nineteenth Century United Kingdom (England) ISSN-0046-760X English Discusses education issues in 1840-1870 for children of coalfield workers. Focuses on the Leicestershire and Derbyshire (England) coalfield children. Describes gender education strategies, mining legislation that considered youth as a labor source, and coalmine owners' goal to produce an educated workforce. States education had positive effects on 19th and 20th century economic growth. (KDR) EJ677526 Learning to Labour: Elementary Education in the Leicestershire and South Derbyshire Coalfields c. 1840-1870. History of Education v31 n2 p95-116 Mar 2002 2002-00-00 T 2004 2016-11-23

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No Catholic Educators Catholic Schools Clergy Educational History Educational Research Elementary Education Females Foreign Countries Gender Issues Males Parochial Schools Religious Cultural Groups Religious Education Religious Factors Smith, John T. Journal Articles Reports - Descriptive Great Britain Nineteenth Century United Kingdom (Great Britain) ISSN-0046-760X English Focuses on the influences of British Anglican, Catholic, and Wesleyan clergy in elementary schools during latter 19th century. Concludes that Anglican and Catholic clergy affected elementary education far more than Wesleyan clergy did because they who frequently travelled circuits. Wesleyan and Nonconformist schools gave more authority to the teachers. (KDR) EJ677527 The Real Milch Cow? The Work of Anglican, Catholic, and Wesleyan Clergymen in Elementary Schools in the Second Half of the Nineteenth Century. History of Education v31 n2 p117-37 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Legislation Educational Research Foreign Countries Higher Education Land Grant Universities Lobbying Lang, Daniel W. Journal Articles Reports - Descriptive Brown (Amos) England United Kingdom (England) ISSN-0046-760X English Focuses on land grant colleges as a means of broadening access to higher education and impacting development of new and existing colleges. Identifies the People's College (Nottingham, England) as the first land grant college that evolved from the 1862 Agricultural College Act; and Amos Brown, president of People's College, a lobbyist for the Act. (KDR) EJ677528 Amos Brown and the Educational Meaning of the American Agricultural College Act. History of Education v31 n2 p139-65 Mar 2002 2002-00-00 T 2004 2016-11-21

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No British National Curriculum Compulsory Education Educational History Educational Legislation Educational Research Foreign Countries Higher Education Political Issues Political Parties Private Schools Brooks, Ron Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0046-760X English States that compulsory education was a politically charged subject from 1920-1930 in Great Britain. Declares the political battle centered around the Labour and Conservative parties. Points out the national curriculum movement did not effect the private schools until the 1970s. (KDR) EJ677529 'No Mistakes in Dictation and Four Sums Right': The Political Debate Over the Compulsory Curriculum in Elementary and Private Schools, 1922-32. History of Education v31 n2 p167-84 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Catholic Educators Educational History Educational Research Foreign Countries Higher Education Holistic Approach Literacy Education Rural Areas Dawson, Andrew Journal Articles Reports - Descriptive 1960s Brazil Brazil ISSN-0046-760X English Details the establishment and development of the Base Education Movement (BEM) in Brazil in 1961-1967. Analyzes the political, social, and religious spheres in Brazil as to their respective impacts. Concludes the MEB and the Catholic Church worked to provide education for Brazil's socioeconomically oppressed. (KDR) EJ677530 A Very Brazilian Experiment: The Base Education Movement, 1961-67. History of Education v31 n2 p185-94 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Research Foreign Countries Higher Education Periodicals McCulloch, Gary Journal Articles Reports - Descriptive Europe ISSN-0046-760X English Reflects on the progress made in the history of education due to the decades of research as have been addressed in past issues of this journal. Focuses on the five articles in this issue as being helpful in providing an interesting range and a continuing development in education of history. (KDR) EJ677531 Introduction: Reflections on the Field. History of Education v31 n3 p203-05 May 2002 2002-00-00 T 2004 2016-11-21

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No Citizenship Education Educational Change Educational History Educational Research Elementary Secondary Education Foreign Countries Student Behavior Simola, Hannu Journal Articles Reports - Descriptive Finland Finland ISSN-0046-760X English Focuses on pupil behavior as a tool for examining Finnish primary, elementary, and secondary schools beyond the earning of credentials. Concludes that the basis of educational reform has often came as much from schools changing reforms than the reverse. Notes that using pupil behavior as an examination tool will continue. (KDR) EJ677532 From Exclusion to Self-selection: Examination of Behaviour in Finnish Primary and Comprehensive Schooling from the 1860s to the 1990s. History of Education v31 n3 p207-26 May 2002 2002-00-00 T 2004 2016-11-21

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No Boarding Schools Educational Development Educational History Educational Opportunities Educational Research Elementary Secondary Education Foreign Countries Homeless People Poverty Programs Religious Education Social Responsibility Grigg, Russell Journal Articles Reports - Descriptive Nineteenth Century Wales United Kingdom (Wales) ISSN-0046-760X English Investigates the establishment of ragged schools in nineteenth century Wales. States they dealt with the many shabbily clad, underprivileged youth found roaming the streets. Explains Wales focused on creating church and boarding schools. Concludes that other schools eventually provided welfare based services which caused ragged school's demise. (KDR) EJ677533 The Origins and Growth of Ragged Schools in Wales, 1847-c. 1900. History of Education v31 n3 p227-43 May 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Commuter Colleges Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Institutional Administration World War I Freeman, Mark Journal Articles Reports - Descriptive Quakers Settlement Schools Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Describes the establishment of British educational settlements, how they differed from better known social settlements, and how emphasis on education and non-residence set them apart from older institutions. Discusses the relationship of educational settlements among existing adult education facilities and Quaker colleges. (KDR) EJ677534 'No Finer School Than a Settlement': The Development of the Educational Settlement Movement. History of Education v31 n3 p245-62 May 2002 2002-00-00 T 2004 2016-11-21

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No Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Migrant Children Migrant Education Public Policy Voluntary Agencies Grier, Julie Journal Articles Reports - Descriptive Australia England Australia United Kingdom (England) ISSN-0046-760X English Focuses on child migration issues and the impact of the British National Children's Home and Barnardo's, voluntary child care societies during 1948-1967. States England dictated child migration policy in Australia. Concludes the child migration study illustrates how the voluntary sector can be exploited by the state to fulfill controversial functions. (KDR) EJ677535 Voluntary Rights and Statutory Wrongs: The Case of Child Migration, 1948-67. History of Education v31 n3 p263-80 May 2002 2002-00-00 T 2004 2016-11-21

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No Academic Education Coeducation Educational Environment Educational History Educational Research Females Foreign Countries Gender Issues Higher Education Males Womens Education Dyhouse, Carol Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Explores reasons for the bitter controversy over coeducation in British universities. Focuses on male 'apostates' at the University of England (Bedford) women's college and female 'Uncle Tom's' at the University of Oxford. States politics and academic higher education relationships with each group were characterized by mistrust. (KDR) EJ677536 'Apostates' and 'Uncle Tom's': Accusations of Betrayal in the History of Mixed Colleges in the 1960s. History of Education v31 n3 p281-97 May 2002 2002-00-00 T 2004 2016-11-21

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No Educational Development Educational History Educational Research Foreign Countries Transformational Leadership Reeder, David Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0046-760X English Pays tribute to Brian Simon (1915-2002), a leading educationist in the United Kingdom, who dedicated his life to educational causes. States Simon was founding president of the International Standing Congress for the History of Education (ISCHE). (KDR) EJ677537 Obituary: Brian Simon: A Tribute. History of Education v31 n4 p307-10 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Art Education Culture Economically Disadvantaged Educational History Educational Research Females Foreign Countries Volunteers Anderson, Anne Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Examines the 1880s era of female volunteer instructors who made it their mission to teach art to the poor. Focuses on the contributions of the Home Arts and Industries Association as an example. Describes multiple benefits that this organization provided. (KDR) EJ677538 Victorian High Society and Social Duty: The Promotion of "Recreative Learning and Voluntary Teaching." History of Education v31 n4 p311-34 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Catholic Schools Catholics Educational History Educational Research Females Foreign Countries Nuns Protestants Religious Cultural Groups Religious Education Kollar, Rene Journal Articles Reports - Descriptive England Nineteenth Century United Kingdom (England) ISSN-0046-760X English Discusses Catholic convent schools in 19th century England. Focuses on a perceived viewpoint that Protestant females would convert to Catholicism if they were taught by Catholic nuns. Considered nuns as substandard teachers using poor curriculum. Concludes anti-Catholicism waned as a strong force during the early 20th century, minimizing criticism of convent education. (KDR) EJ677539 Foreign and Catholic: A Plea to Protestant Parents on the Dangers of Convent Education in Victorian England. History of Education v31 n4 p335-50 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Academic Freedom Educational History Educational Research Foreign Countries Freedom of Speech Higher Education Intellectual Freedom Political Attitudes Political Influences Universities World War I World War II Kuhlberg, Mark Journal Articles Reports - Descriptive Twentieth Century University of Toronto (Canada) ISSN-0046-760X English Focuses on the University of Toronto (Canada) forestry faculty; university president Robert Falconer's firing of W. N. Millar, an outspoken professor; and the politically sensitive university climate during early 20th century. Dissention over Millar's firing brought focus on limited academic freedom of speech and caused further restriction of forestry faculty. (KDR) EJ677540 'By Just What Procedure Am I To Be Guillotined?': Academic Freedom in the Toronto Forestry Faculty between the Wars. History of Education v31 n4 p351-70 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Civil Disobedience Educational Change Educational History Educational Research Foreign Countries Political Influences Teacher Role Unions World War II Dunseath, Tessa Journal Articles Reports - Descriptive Germany Norway Germany Norway ISSN-0046-760X English States Norwegian Nazi leader, Vidkun Quisling, attempted to control dissenting Norwegian teachers by developing a compulsory union. Reports Nazi beliefs centered on controlling teachers, curriculum, and textbooks as a key to success. Notes Norwegian teachers' refusal to comply with the union scheme stymied Norwegian Nazi leaders' plans for expansionism and indoctrination. (KDR) EJ677541 Teachers at War: Norwegian Teachers during the German Occupation of Norway 1940-45. History of Education v31 n4 p371-83 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Educational Strategies Elementary Secondary Education Higher Education Improvisation Jazz Music Education Music Teachers Musical Composition Vocabulary Tomassetti, Benjamin Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Describes a strategy for teaching blues improvisation to beginning and intermediate level improvisation students. Focuses on three aspects of the method: (1) phrase structure; (2) dramatic shape; and (3) thematic development. Includes a bibliography of resources and a list of terminology. (CMK) EJ677542 Beginning Blues Improvisation Pedagogy for the Non-Jazz Specialist Music Educator. Music Educators Journal v89 n3 p17-21 Jan 2003 2003-00-00 T 2004 7/11/2004 11:53:18 CIJAPR2004

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No Cultural Awareness Educational Benefits Educational Planning Higher Education Middle Schools Music Education Music Reading Music Teachers Musical Composition Secondary Education Singing Walker, Linda B. Guides - Classroom - Teacher Journal Articles Music History ISSN-0027-4321 English Discusses how music teachers can begin a gospel choir at the middle school through university levels. Provides a historical background on gospel choirs and presents the benefits of having a gospel choir. Focuses on issues teachers should address, how to teach this type of choir, and common misconceptions. (CMK) EJ677543 Developing a Gospel Choir. Music Educators Journal v89 n3 p23-28 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Administration Discipline Educational Benefits Educational Strategies Music Education Music Teachers Musical Instruments Secondary Education Secondary School Curriculum Team Teaching Brenan, Craig Witte, Randy Guides - Classroom - Teacher Journal Articles Instrumental Music ISSN-0027-4321 English Discusses how secondary education music teachers can team teach in the instrumental music classroom. Focuses on issues involved, such as defining team teaching, the influence of the curriculum, and deciding upon discipline strategies. Addresses the positive and negatives of team teaching. (CMK) EJ677544 Team Teaching in the Secondary Instrumental Music Classroom. Music Educators Journal v89 n3 p31-35 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Bibliographies Educational Strategies Listening Listening Skills Music Education Resource Materials Secondary Education Singing Skill Development Stegman, Sandra Frey Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Focuses on creating warm-up exercises for use with choral groups, offering tips for developing the exercises. Explains that a warm-up is useful for teaching students to sing, listen, and learn specific music concepts and activities. Provides a list of additional resources and example activities. (CMK) EJ677545 Choral Warm-ups: Preparation To Sing, Listen, and Learn. Music Educators Journal v89 n3 p37-40,58 Jan 2003 2003-00-00 T 2004 7/11/2004 11:53:19 CIJAPR2004

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No Educational Strategies Improvisation Interdisciplinary Approach Middle School Students Middle Schools Music Education Music Reading National Standards Singing Skill Development Hawkins, Patrick Beegle, Amy Guides - Classroom - Teacher Journal Articles National Music Education Standards ISSN-0027-4321 English Discusses how medieval music can be utilized in the choral and general music classroom to teach middle school students and to address the National Standards for Music Education. Provides background information on medieval music, ideas for lessons, and a glossary of key terms. (CMK) EJ677546 The National Standards and Medieval Music in Middle School Choral and General Music. Music Educators Journal v89 n3 p41-45,59 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Choral Music Concerts Educational Benefits Educational Planning Educational Strategies Music Education Secondary Education Singing Songs Teacher Role Wis, Ramona M. Guides - Classroom - Teacher Journal Articles Music Festivals ISSN-0027-4321 English Describes how to develop a choral festival, explaining the importance for the music teacher to plan and set priorities. Discusses what to look for in a conductor and accompanist, how to select the repertoire and facilities, and create the schedule. (CMK) EJ677547 Redefine and Redesign the Choral Festival Experience. Music Educators Journal v89 n3 p47-51 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Aesthetics Educational Benefits Educational Change Educational History Educational Trends Elementary Secondary Education Music Education Social Change Social Influences Technological Advancement Mark, Michael L. Journal Articles Opinion Papers ISSN-0027-4321 English Focuses on the history of music education since the 1950s to present day. Examines the education reform and the changes in music education. Addresses how changes in society affected music education over the years. Discusses why music education is still successful and thriving. (CMK) EJ677548 Reflections on My Profession. Grand Masters Series. Music Educators Journal v89 n3 p52-54 Jan 2003 2003-00-00 T 2004 7/11/2004 11:53:20 CIJAPR2004

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No Comparative Education Educational Methods Elementary Secondary Education Foreign Countries Protestants Religious Cultural Groups Religious Education Barnes, L. Philip Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0034-4087 English Discusses the origins and nature of the phenomenological approach to the study of religion. Examines the way in which this approach has become accepted as a suitable methodology for religious education. Argues that certain features of this approach are untenable in the light of recent work in the philosophy of language and mind. (CAJ) EJ677549 What Is Wrong with the Phenomenological Approach to Religious Education? Religious Education v96 n4 p445-61 Fall 2001 2001-00-00 T 2004 2016-11-21

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No Comparative Education Constructivism (Learning) Cultural Education Elementary Secondary Education Ethnic Groups Foreign Countries Jews Judaism Models Persuasive Discourse Religious Cultural Groups Religious Education Bekerman, Zvi Journal Articles Reports - Descriptive Israel Israel ISSN-0034-4087 English Explores recent theoretical works in language, identity, culture, and implications for cultural ethnic education, specifically Jewish education. Argues that these works can help educators interested in the creative and participatory development of Jewish and other ethnic religious groups to rethink the content and processes of their educational effort. (CAJ) EJ677550 Constructivist Perspectives on Language, Identity, and Culture: Implications for Jewish Identity and the Education of Jews. Religious Education v96 n4 p462-73 Fall 2001 2001-00-00 T 2004 2016-11-21

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No Behavioral Science Research Biblical Literature Churches Comparative Education Culture Educational Benefits Family Relationship Language Literacy Protestants Religion Religious Education Hones, Donald F. Journal Articles Reports - Descriptive Basic Education ISSN-0034-4087 English Discusses links among religion, language, and culture in a case study of a Hmong refugee, his family, and community. Argues that religious conversion facilitates the extension of literacy. Points out that before national school systems, the church was the primary site for literacy education. Documents changes the conversion brought to family relationships. (CAJ) EJ677551 The Word: Religion and Literacy in the Life of a Hmong American. Religious Education v96 n4 p489-509 Fall 2001 2001-00-00 T 2004 2016-11-21

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No Adolescents Biblical Literature Communication (Thought Transfer) Educational Methods Literacy Problem Solving Reading Religious Education Secondary Education Teaching Skills Hinds, Mark D. Journal Articles Reports - Descriptive God (Concept) Generation X ISSN-0034-4087 English Discusses Proverbs as an approach to teaching, learning, speaking, and listening. Argues that using Proverbs is a means to meet the conventions of the Generation X community and to learn about the ambiguity and paradoxes of God. Suggests that how and when a teacher speaks can be formative and potentially transformative. (CAJ) EJ677552 Wisdom's Gift: Generation X and the Problem of Print-Oriented Religious Education. Religious Education v96 n4 p511-27 Fall 2001 2001-00-00 T 2004 2016-11-21

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No Cognitive Structures Constructivism (Learning) Curriculum Elementary Secondary Education Foreign Countries General Education Integrated Curriculum Judaism Religion Studies Religious Cultural Groups Religious Education Teaching Models Pomson, Alex D. M. Journal Articles Reports - Descriptive God (Concept) Great Britain United Kingdom (Great Britain) ISSN-0034-4087 English Argues that although Jewish all-day schools aspire to a curriculum integrated between Jewish and general studies, they have not succeeded. Offers a working model of this integration. Uses evidence from the curriculum of a Jewish day school in Great Britain to show that students can succeed with an integrated approach. (CAJ) EJ677553 Knowledge That Doesn't Just Sit There: Considering a Reconception of the Curriculum Integration of Jewish and General Studies. Religious Education v96 n4 p528-45 Fall 2001 2001-00-00 T 2004 2016-11-21

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No Community Epistemology Feminism Higher Education Individual Development Religious Education Sex Siejk, Cate Journal Articles Reports - Descriptive ISSN-0034-4087 English Focuses on exploring and understanding the epistemological significance of eros and the place of the erotic in contemporary religious education. Shows, through concrete examples, how a fully human epistemology makes possible an authentic religious education that promotes both personal and communal transformation. (CAJ) EJ677554 Awakening the Erotic in Religious Education. Religious Education v96 n4 p546-62 Fall 2001 2001-00-00 T 2004 7/11/2004 11:53:21 CIJAPR2004 Theme issue: Phenomenology and Constructivism in Religious Education.

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No Art Education Art Materials Childrens Art Educational Strategies Elementary Education Freehand Drawing Kindergarten Learning Experience Painting (Visual Arts) Skill Development Kalil, Judy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes a lesson that teaches kindergarten students how to enlarge a smaller drawing onto a bigger piece of paper. Explains that the students create their heart-shape designs using tempera paint and pastels in the larger picture. Includes a list of materials. (CMK) EJ677555 Hearts and Flowers: Learning To Enlarge Images. Arts & Activities v133 n1 p14 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:22 CIJAPR2004

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No Art Education Art Teachers Artists Careers Ceramics Elementary Secondary Education Higher Education Interviews Teaching Experience Gamble, Harriet Journal Articles Opinion Papers ISSN-0004-3931 English Presents an interview with Jude Odell, a clay artist and art teacher, in which she discusses her educational background, her experience with teaching, and her career as a ceramic artist. Includes a lesson for creating a figurative goblet. (CMK) EJ677556 Colorful and Lively: An Interview with Jude Odell. Arts & Activities v133 n1 p16-19 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:22 CIJAPR2004

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No Art Education Art Materials Ceramics Educational Strategies Learning Activities Painting (Visual Arts) Secondary Education Skill Development Teacher Role Greenman, Geri Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project in which beginning art students created ceramic vegetables that are supposed to be functional, such as a container. Explains how the teacher can demonstrate the process of creating the ceramic vegetables. Includes a list of materials. (CMK) EJ677557 Art in the Garden. Arts & Activities v133 n1 p20-21 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:22 CIJAPR2004

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No Art Education Artists Educational Strategies Elementary Secondary Education Exhibits Museums Painting (Visual Arts) Skill Development Workshops Klie, Evelyn Busch Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Discusses a workshop that accompanied the author's exhibit, "A Sense of Place: Paintings by Evelyn Busch Klie." Explains that students created a watercolor painting and a clay frame or base with details in it. Includes a list of art materials and learning objectives. (CMK) EJ677558 Creating a Total Object of Art. Arts & Activities v133 n1 p22-23 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:23 CIJAPR2004

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No Art Education Ceramics Color Design Educational Strategies Elementary Education Freehand Drawing Grade 4 Painting (Visual Arts) Derby, Marie Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project that was inspired by Greek pottery, specifically dishes shaped as fish. Explains that fourth-grade students drew a fish shape that was later used to create their clay version of the fish. Discusses how the students examined the pottery to make decisions about color and design. (CMK) EJ677559 Fish Dishes. Arts & Activities v133 n1 p24 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:23 CIJAPR2004

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No Art Education Art History Artists Biographies Body Language Educational Strategies Elementary Secondary Education Facial Expressions Learning Activities Painting (Visual Arts) Portraiture Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents a painting by Augustus John, selected for its facial expression and body language of the woman in the picture "Madame Suggia." Includes information about the artist and learning activities. Explores the subject matter and content of the painting. (CMK) EJ677560 Clip and Save. Arts & Activities v133 n1 p25-28 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:23 CIJAPR2004

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No Art Education Art Expression Art History Art Products Artists Elementary Secondary Education Exhibits Museums Painting (Visual Arts) Sculpture Johnson, Mark M. Journal Articles Opinion Papers ISSN-0004-3931 English Focuses on the exhibit, "The Artful Teapot: Twentieth Century Expressions from the Kamm Collection," that features artwork of teapots from the collection of Gloria and Sonny Kamm. Includes examples of the artwork and an itinerary for the exhibit. (CMK) EJ677561 The Artful Teapot. Arts & Activities v133 n1 p29-32 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:23 CIJAPR2004

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No Architecture Art Education Art Expression Color Creativity Design Educational Strategies Freehand Drawing Grade 5 Grade 6 Middle Schools Sculpture Skophammer, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an art project used with fifth- and sixth-grade students in which they designed a door using clay. Explains that the students used mood to create a door for a specific person. States that this project teaches students how to express mood through their artwork. (CMK) EJ677562 If I Could Be a Door: Unlocking Imagination and Creativity. Arts & Activities v133 n1 p33,50 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:24 CIJAPR2004

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No Art Education Artists Cultural Awareness Educational Strategies Foreign Countries Grade 8 History Instruction Interdisciplinary Approach Secondary Education Student Projects Macaulay, Sara Grove Guides - Classroom - Teacher Journal Articles Japan Japanese History Japan ISSN-0004-3931 English Provides background information about tea in Japan and a description of the tea ceremony used in Japan. Explains that the teabowls of Sasaki Chojiro inspired the project in which students created their own teabowls. States that this project can be used with a study about Japanese history. (CMK) EJ677563 Japanese Teabowls: A Historical Look and a Class Project. Arts & Activities v133 n1 p34-35,42,50 Feb 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Ceramics Cultural Awareness Educational Strategies Exhibits Foreign Countries High School Students History Instruction Sculpture Secondary Education Student Research Eller, Lennee Grigsby, Eugene, Jr. Guides - Classroom - Teacher Journal Articles Congo Kuba Congo ISSN-0004-3931 English Describes "The Kuba Project: An Exhibit of Gigantic Proportions" in which high school students learned about the Kuba people of the Congo and created monumental ceramic works of art. Explains that the student artwork was exhibited at the Phoenix Sky Harbor International Airport in Phoenix (Arizona) as part of the Sky Harbor Art Program. (CMK) EJ677564 Kuba, Kids, and an Airport: How One Community Celebrates Art and Imagination. Arts & Activities v133 n1 p36-37 Feb 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Childrens Art Creativity Educational Strategies Elementary Education Learning Activities Sculpture Skill Development Toys Szekely, George Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Focuses on sculptures created by children related to dolls. Discusses different types of toys that inspire children and explains that students can learn about figure studies. States that students learn about topics such as posing and grouping figures. (CMK) EJ677565 Doll Artists. Children's Art Diary. Arts & Activities v133 n1 p46-49 Feb 2003 2003-00-00 N/A 2004 7/11/2004 11:53:24 CIJAPR2004

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No Comparative Education Educational History Educational Research Globalization Crook, David McCulloch, Gary Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses three key benefits of using a comparative approach to the history of education: (1) establish detailed insight into comparisons and contrasts; (2) enhance understanding of influences and interaction; and (3) generate or inform overarching theory and general patterns. (KDR) EJ677566 Introduction: Comparative Approaches to the History of Education. History of Education v31 n5 p397-400 Sep 2002 2002-00-00 T 2004 7/11/2004 11:53:25 CIJAPR2004 Special Issue: Comparative Approaches to the History of Education. The History of Education: Journal of the History of Education is a refereed journal.

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No Comparative Education Cross Cultural Studies Educational History Educational Policy Educational Practices Educational Research Higher Education Taylor, William Journal Articles Reports - Descriptive ISSN-0046-760X English States caution in comparison of education among countries. Urges consideration based on the structure, processes, and outcomes based on in-depth knowledge and understanding of the respective educational systems. Concludes that comparative studies should be based on sound methodology, careful description, and analysis to validly interpret perceived cultural differences and likenesses. (KDR) EJ677567 Comparing with Caution: Thoughts on Aspects of Higher Education Policy and Practice. History of Education v31 n5 p401-11 Sep 2002 2002-00-00 T 2004 7/11/2004 11:53:25 CIJAPR2004 Special Issue: Comparative Approaches to the History of Education. The History of Education: Journal of the History of Education is a refereed journal.

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No Comparative Education Educational History Educational Research Historians Time Cowen, Robert Journal Articles Reports - Descriptive Historical Research ISSN-0046-760X English Explores the theme of time as it relates to comparative education. Divides the issue of time into categories of linearities, universalisms, and convergences. Discusses the concept of unit ideas, defining them as: praxis, space, time, the state, culture and identity, educational system, and transfer. (KDR) EJ677568 Moments of Time: A Comparative Note. History of Education v31 n5 p413-24 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Comparative Education Educational History Educational Research Females Feminism Foreign Countries Gender Issues Historiography Males Womens History Goodman, Joyce Journal Articles Reports - Descriptive England Nineteenth Century United Kingdom (England) ISSN-0046-760X English Notes a lack of recognition for Sarah Austin, an English educationist, who translated the work of Victor Cousins, a French comparative educationist. Male educationists were promoted as founding fathers of education history in the 19th century. Discusses social and women's politics as factors in considering female educators of value in comparative education. (KDR) EJ677569 A Historiography of Founding Fathers? Sarah Austin (1793-1867) and English Comparative Education. History of Education v31 n5 p425-35 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Attitudes toward Disabilities Comparative Education Disabilities Disability Discrimination Educational History Educational Research Foreign Countries Special Education Armstrong, Felicity Journal Articles Reports - Descriptive England Foucault (Michel) France France United Kingdom (England) ISSN-0046-760X English Discusses the historical development of special education in England and France using Michel Foucault's distinction between traditional and effective history. States attitudes and practices relating to difference are culture specific. Concludes that a variety of means should be used in challenging and interpreting other positions taken when examining comparative special education issues. (KDR) EJ677570 The Historical Development of Special Education: Humanitarian Rationality or 'Wild Profusion of Entangled Events'? History of Education v31 n5 p437-56 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Comparative Education Didacticism Educational History Educational Research Elementary Education Foreign Countries Instruction Knowledge Base for Teaching Pedagogical Content Knowledge Larsen, Marianne A. Journal Articles Reports - Descriptive Great Britain North America North America United Kingdom (Great Britain) ISSN-0046-760X English Discusses the expected knowledge base of British Victorian elementary teachers in the rational and scientific study of pedagogy and didactics. Concludes comparative research has revealed prevalence of similar pedagogic discourse in Great Britain and North American schools. (KDR) EJ677571 Pedagogic Knowledge and the Victorian Era Anglo-American Teacher. History of Education v31 n5 p457-74 Sep 2002 2002-00-00 T 2004 2016-11-21

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No British Infant Schools Comparative Education Educational History Educational Research Foreign Countries Kindergarten Primary Education Teacher Influence Dombkowski, Kristen Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Discusses the educational history of kindergarten in England and the United States during 1850-1918. Focuses on kindergarten teacher education and advocates of the program as pivotal promoters for including kindergarten as an accepted curriculum in both countries, in spite of any hinderances from either country's regulatory and government bodies. (KDR) EJ677572 Kindergarten Teacher Training in England and the United States 1850-1918. History of Education v31 n5 p475-89 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Academic Ability Academic Achievement Educational Research Elementary Secondary Education Females Foreign Countries Gender Issues Males Mathematics Performance Based Assessment Sciences Sex Differences Student Evaluation Gorard, Stephen Rees, Gareth Salisbury, Jane Journal Articles Reports - Research Wales United Kingdom (Wales) ISSN-0141-1926 English Details differential attainment by gender for all students in Wales over 6 years old, at every level of assessment from Key Stage 1 to A level. Notes few significant gender differences in mathematics and sciences. Reports, for all other subjects, no significant gender differences at the lowest level of any assessment. (BT) EJ677573 Investigating the Patterns of Differential Attainment of Boys and Girls at School. British Educational Research Journal v27 n2 p125-39 Apr 2001 2001-00-00 T 2004 2016-11-21

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No Academic Achievement British National Curriculum Educational Research Foreign Countries Intermediate Grades Sampling Student Evaluation Teacher Expectations of Students Test Results Reeves, David J. Boyle, William F. Christie, Thomas Journal Articles Reports - Research Wales England Relationship Identification United Kingdom (England) United Kingdom (Wales) ISSN-0141-1926 English Explores the relationship between pupil attainments on British National Curriculum Tests at the end of Key Stage 2, teacher assessments, and several pupil characteristics, such as gender and age) using representative samples drawn from schools in England from 1996-1998. Finds levels of agreement between teacher assessments and test results remarkably consistent. (BT) EJ677574 The Relationship between Teacher Assessments and Pupil Attainments in Standard Test Tasks at Key Stage 2, 1996-98. British Educational Research Journal v27 n2 p141-60 Apr 2001 2001-00-00 T 2004 2016-11-23

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No Academic Achievement Comparative Analysis Cross Cultural Studies Educational Research Foreign Countries Sampling Sciences O'Leary, Michael Journal Articles Reports - Research Ireland Sampling Error Ireland ISSN-0141-1926 English Reports discrepancies between published outcomes from two international tests of science achievement: (1) Second International Assessment of Educational Progress (IAEP) administered in 1991; and (2) Third International Mathematics and Science Study (TIMSS) administered in 1995. States initial comparisons suggested outcome inconsistencies for 11 countries other than Ireland. Finds sampling accounted for some discrepancies. (BT) EJ677575 The Effects of Age-based and Grade-based Sampling on the Relative Standing of Countries in International Comparative Studies of Student Achievement. British Educational Research Journal v27 n2 p187-200 Apr 2001 2001-00-00 T 2004 2016-11-21

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No Body Language Classroom Techniques Communication Research Drama Educational Research Rhetoric Secondary Education Semiotics Franks, Anton Jewitt, Carey Journal Articles Reports - Research Meaning Construction Action Theory Analytic Approach ISSN-0141-1926 English Highlights significance of analysis of organized action within educational research. Describes and demonstrates an analytical approach to action applicable to the classroom, developed from approaches to analysis of bodily communication and action in drama education, and from new approaches to rhetoric that draw on social semiotic theories of making meaning. (BT) EJ677576 The Meaning of Action in Learning and Teaching. British Educational Research Journal v27 n2 p201-18 Apr 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Performance Based Assessment Secondary Education Sex Differences Standardized Tests Yang, Min Woodhouse, Geoffrey Journal Articles Reports - Evaluative England General Certificate of Education General Certificate of Secondary Education United Kingdom (England) ISSN-0141-1926 English Studies relationship between results obtained in England's General Certificate of Education examinations and those obtained by the same students two years earlier in examinations for General Certificate of Secondary Education (GCSE). States progress differs, but average GCSE performance of students in an establishment is a significant predictor of individual progress. (BT) EJ677577 Progress from GCSE to A and AS Level: Institutional and Gender Differences, and Trends Over Time. British Educational Research Journal v27 n3 p245-67 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Educational Needs Educational Policy Educational Research Foreign Countries Parent Attitudes School Choice Special Needs Students Bagley, Carl Woods, Philip A. Woods, Glenys Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-0141-1926 English Provides empirically based insights into preferences, perceptions, and responses of parents of students with special education needs to the 1990s restructured school system in England. Uses analyses of quantitative/qualitative data generated by a large-scale research study on school choice. Reveals depth and range of problems encountered by these parents. (BT) EJ677578 Implementation of School Choice Policy: Interpretation and Response by Parents of Students with Special Educational Needs. British Educational Research Journal v27 n3 p287-311 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Ethics Foreign Countries Parent Participation School Role Social Science Research Student Attitudes David, Miriam Edwards, Rosalind Alldred, Pam Journal Articles Reports - Evaluative England Parental Consent for Minors United Kingdom (England) ISSN-0141-1926 English Discusses informed consent regarding research with children in educational settings. Considers issues that arose in the process of gaining their consent to participate in research on children's understandings of parental involvement in education. Raises questions about distinctions between providing information and teaching and conducting ethical social research with children. (BT) EJ677579 Children and School-based Research: "Informed Consent" or "Educated Consent?" British Educational Research Journal v27 n3 p347-65 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Improvement Educational Research Educational Trends Foreign Countries Secondary Education Student Evaluation Gray, John Goldstein, Harvey Thomas, Sally Journal Articles Reports - Research Advanced Level Examinations England United Kingdom (England) ISSN-0141-1926 English Demonstrates that average A/AS level results secured by English institutions from year to year are very stable. States correlations decrease substantially when account is taken of intake characteristics. Shows that predicting future value added performance from past trends is unreliable. Discusses implications of findings. (BT) EJ677580 Predicting the Future: The Role of Past Performance in Determining Trends in Institutional Effectiveness at A Level. British Educational Research Journal v27 n4 p391-405 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Improvement Educational Research Foreign Countries Mathematics School Role Secondary Education Opdenakker, Marie-Christine Van Damme, Jan Journal Articles Reports - Research Belgium Flemish Belgium ISSN-0141-1926 English Explores the relationship between school composition and characteristics of school process. Investigates their effect on mathematics achievement in Belgian (Flemish) secondary education with multilevel analysis. Confirms important relationships. Finds addition of school composition variables to models with school process variables caused a decline in the effect of important school process variables. (BT) EJ677581 Relationship between School Composition and Characteristics of School Process and Their Effect on Mathematics Achievement. British Educational Research Journal v27 n4 p407-32 Sep 2001 2001-00-00 T 2004 2016-11-23

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No Accountability Elementary Secondary Education Foreign Countries Performance Based Assessment School Effectiveness Student Evaluation Teacher Evaluation Goldstein, Harvey Journal Articles Opinion Papers England Wales United Kingdom (England) United Kingdom (Wales) ISSN-0141-1926 English Reviews ways in which performance data are currently used within the England and Wales education systems. Uses research evidence to critique many of these uses. Presents some alternative proposals for a more rational approach. (BT) EJ677582 Using Pupil Performance Data for Judging Schools and Teachers: Scope and Limitations. British Educational Research Journal v27 n4 p433-42 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Effective Schools Research Elementary Secondary Education Foreign Countries Literature Reviews School Effectiveness Thrupp, Martin Information Analyses Journal Articles Opinion Papers England United Kingdom (England) ISSN-0141-1926 English Examines recent responses of several school effectiveness researchers to concerns of their critics. Examines complexity of debate over school effectiveness research (SER), value of pragmatism, impact of social class, significance of methodological problems, value of current attempts to theorize SER, relationship of SER to educational politics and policymaking, and claimed achievements of SER. (BT) EJ677583 Recent School Effectiveness Counter-critiques: Problems and Possibilities. British Educational Research Journal v27 n4 p443-57 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational History Educational Improvement Educational Research Elementary Secondary Education Foreign Countries Outcomes of Education Hopkins, David Reynolds, David Journal Articles Opinion Papers England Historical Background School Improvement Model United Kingdom (England) ISSN-0141-1926 English Outlines the three phases that school improvement has been through in England since the mid-1980s, with attention to the characteristics of the recent third age improvement paradigm. Argues these new models of improvement stand a chance of overcoming the difficulties that past improvement has had in affecting outcomes. (BT) EJ677584 The Past, Present, and Future of School Improvement: Towards the Third Age. British Educational Research Journal v27 n4 p459-75 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Departments Educational Improvement Educational Research Foreign Countries School Effectiveness Secondary Education Harris, Alma Journal Articles Opinion Papers Reports - Evaluative England United Kingdom (England) ISSN-0141-1926 English Focuses on secondary school departments in England, arguing that current approaches to school improvement do not adequately reflect or incorporate the department level. Highlights the processes that contribute to improved departmental performance, and subsequently, to school and classroom improvement, drawing upon empirical evidence from two evaluative studies. (BT) EJ677585 Department Improvement and School Improvement: A Missing Link? British Educational Research Journal v27 n4 p477-86 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Models School Effectiveness Hargreaves, David H. Journal Articles Reports - Research Conceptual Frameworks England Institutional Renewal Theory Development United Kingdom (England) ISSN-0141-1926 English Outlines a theory of school effectiveness/improvement, based on master concepts of intellectual capital, social capital, and leverage, linked with conventional concepts of institutional outputs. Sets 12 educational concepts within this theoretical framework. Proposes range/fertility of a simplified model can be exemplified and tested in three specific cases. (BT) EJ677586 A Capital Theory of School Effectiveness and Improvement. British Educational Research Journal v27 n4 p487-503 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Educational Policy Educational Practices Educational Research Elementary Education Foreign Countries Literature Reviews Pilot Projects Evans, Jennifer Benefield, Pauline Journal Articles Opinion Papers Medical Model National Foundation for Educational Research United Kingdom United Kingdom ISSN-0141-1926 English States that a pilot project to apply the methods of systematic review has been carried out by the United Kingdom's National Foundation for Educational Research. Describes the review process, the adaptations of the medical model to educational settings. Discusses some of the implications for researchers and policymakers. (BT) EJ677587 Systematic Reviews of Educational Research: Does the Medical Model Fit? British Educational Research Journal v27 n5 p527-41 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Literature Reviews Hammersley, Martyn Journal Articles Opinion Papers United Kingdom Research Priorities Rhetorical Strategies United Kingdom ISSN-0141-1926 English States that production of systematic research findings has recently come to be treated as a priority in education. Examines assumptions about research and about reviewing that are built into the concept of systematic review. Gives attention to likely consequences of the priority given to this type of review. (BT) EJ677588 On 'Systematic' Reviews of Research Literatures: A 'Narrative' Response to Evans and Benefield. British Educational Research Journal v27 n5 p543-54 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Educational Policy Educational Practices Educational Research Educational Theories Elementary Secondary Education Foreign Countries Elliott, John Journal Articles Opinion Papers Evidence Based Practice United Kingdom United Kingdom ISSN-0141-1926 English Examines David Hargreaves' ideas about the nature of evidence-based practice and the future direction for educational research. States that one major theme is that current discourse about evidence-based teaching is uninformed by an articulate educational theory, therefore excluding thoughtful consideration of implications of such a theory for educational research. (BT) EJ677589 Making Evidence-based Practice Educational. British Educational Research Journal v27 n5 p555-74 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Educational Policy Educational Practices Educational Research Elementary Secondary Education Foreign Countries Oakley, Ann Journal Articles Opinion Papers Evidence Based Practice United Kingdom United Kingdom ISSN-0141-1926 English Criticizes John Elliott's article as not really advancing the debate about evidence based education practice. States that there is much that needs discussing and work to be done on all levels. (BT) EJ677590 Making Evidence-based Practice Educational: A Rejoinder to John Elliott. British Educational Research Journal v27 n5 p575-76 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Adult Education Case Studies Educational Research Employment Family (Sociological Unit) Foreign Countries Lifelong Learning Hughes, Christina Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-0141-1926 English Contends the nature of lifelong learning research is marked by border crossings requiring researchers to be conceptually literate. Discusses aspects of conceptual literacy. Draws on fields of adult education, employment, and family as key domains of lifelong learning research. Explores literacy issues through a case study of feminist conceptualizations of responsibility. (BT) EJ677591 Developing Conceptual Literacy in Lifelong Learning Research: A Case of Responsibility. British Educational Research Journal v27 n5 p601-14 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Action Research Educational Practices Educational Research Elementary Education Foreign Countries Formative Evaluation Torrance, Harry Pryor, John Journal Articles Reports - Research Collaborative Research England United Kingdom (England) ISSN-0141-1926 English Reports outcomes of a collaborative research project designed to investigate and develop formative classroom assessment in British primary schools. Aims to build on basic research, already conducted by university researchers, by investigating issues from a practical and applied perspective. Reports on changes in classroom practice. (BT) EJ677592 Developing Formative Assessment in the Classroom: Using Action Research To Explore and Modify Theory. British Educational Research Journal v27 n5 p615-31 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Art Education Art Teachers Black Students Culturally Relevant Education Curriculum Design Elementary Secondary Education Multicultural Education Racial Factors Social Stratification Teacher Education Alden, Donna Journal Articles Opinion Papers African Art ISSN-1057-0292 English Focuses on issues related to teaching African art to African American students. Asserts that inadequately prepared art teachers are teaching multicultural art curricula that perpetuate reproduction of an unequal social structure. Concludes art education scholars must redirect multicultural education and art teachers must be trained to adopt a pedagogy of liberation. (Author/PAL) EJ677593 Multicultural Art Education's Illusion of Equity. Journal of Social Theory in Art Education v21 p25-46 2001 2001-00-00 T 2004 2016-11-21

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No Art Art Education Art Expression Artists Cultural Relevance Empowerment Females Middle Schools Oral History Power Structure Secondary Education Desai, Dipti Journal Articles Opinion Papers ISSN-1057-0292 English Discusses four contemporary artists who use oral history in their art: Peggy Diggs, Tomie Arai, Sheila De Brettville, and Jackie Brookner. Argues that their use of oral history is empowering because it is sensitive to the relationship between researcher/artist and narrator. Outlines implications of using oral history in art education. (Author/PAL) EJ677594 Working with People To Make Art: Oral History, Artistic Practice, and Art Education. Journal of Social Theory in Art Education v21 p72-90 2001 2001-00-00 T 2004 7/11/2004 11:53:32 CIJAPR2004 The Journal of Social Theory in Art Education is a refereed journal. Theme issue: Social Action with Students and Youth.

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No Adolescents Art Activities Art Education Educational Research Intergenerational Programs Older Adults Oral History School Community Programs Secondary Education La Porte, Angela M. Journal Articles Reports - Research ISSN-1057-0292 English Examines an after-school intergenerational art program in Lower East Harlem, New York. Residents, aged 62 and older, and secondary school students participated together in social service, oral history, and art making. Found that interactions between teenagers and seniors in art-related activities resulted in several positive educational and social implications. (Author/PAL) EJ677595 Intergenerational Art Education: Building Community in Harlem. Journal of Social Theory in Art Education v22 p51-71 2002 2002-00-00 T 2004 7/11/2004 11:53:33 CIJAPR2004 The Journal of Social Theory in Art Education is a refereed journal. Theme issue: 9/11--Reflecting on Our Social Condition.

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No Art Art Education Discipline Based Art Education Educational Principles Elementary Secondary Education Foundations of Education Games Horner, Stan Journal Articles Opinion Papers ISSN-1057-0292 English Posits that two co-dependent game plans, Finite and Infinite, inform the orientation of contemporary art education as represented by Discipline-Based Art Education (DBAE) and interactive interdisciplinary art education (iiae). Credits James B. Carse's "Finite and Infinite Games: Vision of Life as Play and Possibility" as the premise for this essay. (Author/PAL) EJ677596 DBAE and iiae: Playing Finite and Infinite Art Games. Journal of Social Theory in Art Education v23 p140-50 2003 2003-00-00 T 2004 7/11/2004 11:53:33 CIJAPR2004 The Journal of Social Theory in Art Education is a refereed journal. Theme issue: Research, Visual Cultural Studies; Programs.

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No Art Education Curriculum Development Curriculum Problems Higher Education Technology Uses in Education Sharpe, Leslie Journal Articles New Media ISSN-1057-0292 English Explores issues related to teaching art students critical or alternative practices with new technologies not yet widely available. Cites factors influencing the presence of technology in art education departments. Describes teaching a college course to students with limited experience using devices, such as cell phones, laptop computers, and digital cameras. (Author/PAL) EJ677597 Teaching Critical Practice for Future Technologies. Journal of Social Theory in Art Education v23 p151-66 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Higher Education Historians Historiography Universities Lowe, Roy Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses three areas related to history of education: (1) comments on significant changes in the academy and what it means to historians; (2) reviews shifts in wider society that transformed society's perceptions of history; and (3) reflects on changing ways historians study and approach educational history. (KDR) EJ677598 Do We Still Need History of Education: Is It Central or Peripheral? History of Education v31 n6 p491-504 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:33 CIJAPR2004 The History of Education: Journal of the History of Education is a refereed journal.

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No Educational Change Educational History Educational Research Foreign Countries Higher Education Humanism Humanistic Education Social Stratification Universities Danushevskaya, Anna V. Journal Articles Reports - Descriptive England Seventeenth Century Sixteenth Century United Kingdom (England) ISSN-0046-760X English Focuses on the humanist ideal of nobility and humanist views about the type of education that would produce noblemen. Details the life and education of William Cecil, also known as Viscount Cranborne, as it pertains to humanist education culture established in the 16th and 17th centuries. (KDR) EJ677599 The Formation of a Renaissance Nobleman: William Cecil, 2nd Earl of Salisbury 1591-1668. History of Education v31 n6 p505-20 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Foreign Countries Higher Education Latin Models Second Language Instruction Second Languages Universities Benson, Malcolm J. Journal Articles Reports - Descriptive France (Paris) Seventeenth Century France (Paris) ISSN-0046-760X English Focuses on a scholarly, seventeenth century, religious society of Jansenists who founded the Port-Royal des Champs in Paris (France). States their writings and teachings were considered heretical. Finds Port-Royal's ideas later became popular culminating in the acceptance of Latin and language translation curricula. (KDR) EJ677600 Port Royal and the Seventeenth-Century Paradigm Shift in Language Teaching. History of Education v31 n6 p521-34 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Ethical Instruction Foreign Countries Higher Education Humanities Instruction Science Instruction Sciences Donnelly, James F. Journal Articles Reports - Descriptive Great Britain Nineteenth Century United Kingdom (Great Britain) ISSN-0046-760X English Examines science in the 19th century British curriculum against counter arguments from the humanities and moral education proponents. Concludes that current curriculum development in science is a continuing response to the challenges of the past commentary against it. (KDR) EJ677601 The 'Humanist' Critique of the Place of Science in the Curriculum in the Nineteenth Century, and Its Continuing Legacy. History of Education v31 n6 p535-55 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Foreign Countries Technology Technology Education Technology Transfer Silver, Harold Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Examines the work of Eric Ashby, a missionary of the technology age in Great Britain, an analyst of status quo and change proponents of higher education,; and an implementer of technology curricula. He warned in the 1950s that if Western academies did not adapt to/with technology, they would not survive. (KDR) EJ677602 The Making of a Missionary: Eric Ashby and Technology. History of Education v31 n6 p557-70 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Child Rearing Educational Change Educational History Educational Research Foreign Countries Parent Child Relationship Parent Influence Parent Role Psychiatry Psychological Studies Groenendijk, Leendert F. Bakker, Nelleke Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses the history and outcomes of psychoanalysis and child rearing practices in the 1950s Netherlands to present. Depicts the 20th century as a century of child rearing experts with parents blamed for all that was wrong with their child. States the dynamics of psychology has undermined society's self-supporting and self-healing capacity. (KDR) EJ677603 Child Rearing and Neuroticization of Parenting: The Case of The Netherlands. History of Education v31 n6 p571-88 Nov 2002 2002-00-00 T 2004 7/11/2004 11:53:35 CIJAPR2004 The History of Education: Journal of the History of Education is a refereed journal.

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No Coeducation Educational Change Educational History Educational Research Females Gender Issues Higher Education Males Walton, Andrea Journal Articles Reports - Descriptive 1880s Columbia University NY Barnard College New York (New York) New York (New York) ISSN-0046-760X English Discusses coeducation efforts at prestigious U.S. higher education institutions in the 1880s, specifically Columbia University and Barnard College (New York City). Concludes that narrative concerning women at these institutions includes the perspective that women were institution builders despite limited notions about female access and marginalization issues. (KDR) EJ677604 The Dynamics of Mission and Market: Debates over Co-Education at Columbia University in 1889 and 1983. History of Education v31 n6 p589-610 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Methods Educational Research Foreign Countries Progressive Education Limond, David Journal Articles Reports - Descriptive England (London) United Kingdom United Kingdom United Kingdom (London) ISSN-0046-760X English Focuses on the history, attributes of, and contributions to education of the former Risinghill (London, England) school in the 1950s and 1960s, and its former headmaster, Michael Duane. Discusses the school's innovative and controversial educational practices of that time period. (KDR) EJ677605 Risinghill Revised. History of Education v31 n6 p611-22 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Foreign Countries Higher Education Public Education Universities Shattock, Michael Journal Articles Reports - Descriptive Scotland (Glasgow) Twentieth Century United Kingdom (Glasgow) ISSN-0046-760X English Discusses the educational history, in essay form, of Glasgow's (Scotland) higher education system, its relationship with the University Grants Committee and other civic/public universities of the twentieth century. Concludes that civic universities have lost their definingly unique characteristics by conforming to the format of other civic universities. (KDR) EJ677606 Review Essay. The Transformation of the Civic Universities. History of Education v31 n6 p623-34 Nov 2002 2002-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Comprehensive School Health Education School Community Relationship Secondary Education Sex Education Sexuality Sexually Transmitted Diseases Youth Programs Morris, Leslie A. Ulmer, Cheryl Chimnani, Jaya Journal Articles Reports - Descriptive School Based Health Clinics ISSN-0022-4391 English Community HealthCorps members working in community health centers provided HIV/AIDS prevention education to youth as part of their community service work. After HealthCorps members received training in the curriculum, Be Proud! Be Responsible!, they recruited youth from their communities to complete the program, offering prevention education which ensured that students acquired basic HIV/AIDS knowledge upon which to base personal decisions and actions. Participants rated the program positively. (SM) EJ677607 A Role for Community HealthCorps Members in Youth HIV/AIDS Prevention Education. Journal of School Health v73 n4 p138-42 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Environment Elementary Secondary Education Food Service Health Programs Health Promotion Institutional Characteristics Mental Health Physical Education School Community Relationship School Policy Brener, Nancy D. Jones, Sherry Everett Kann, Laura McManus, Tim Journal Articles Reports - Research Health Policy ISSN-0022-4391 English Analyzed data from the School Health Policies and Programs Study 2000 to assess the relationship between school demographics and school health policies and programs, linking interviews with school faculty and staff to extant data on school characteristics. The presence of most policies and programs differed according to school type, urbanicity, school enrollment size, per-pupil expenditure, percentage of white students, and (among high schools) percentage of college-bound students. (SM) EJ677608 Variation in School Health Policies and Programs by Demographic Characteristics of U.S. Schools. Journal of School Health v73 n4 p143-49 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Aggression Bullying Elementary Secondary Education Family Environment Interpersonal Relationship Physical Health Student Behavior Student Characteristics Dake, Joseph A. Price, James H. Telljohann, Susan K. Journal Articles Reports - Descriptive ISSN-0022-4391 English Describes the prevalence of school bullying behavior, noting the physical, psychological, and behavioral characteristics of children involved in school bullying; examining related issues (interpersonal relationships, family environment, physical health, and academic and school issues); looking at attitudes/perceptions regarding bullying; and discussing the role of school personnel in bullying prevention. (Contains references.) (SM) EJ677609 The Nature and Extent of Bullying at School. Journal of School Health v73 n5 p173-80 May 2003 2003-00-00 T 2004 7/11/2004 11:53:36 CIJAPR2004

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No Elementary Secondary Education Literacy Education Postsecondary Education Student Centered Curriculum Student Participation Teacher Student Relationship Teaching Methods McCombs, Barbara L. Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Introduces a theme issue on learner-centered psychological principles (LCP), which undergird learner-centered teaching. Learner-centered teaching embodies the notion of learning partnerships between teachers and students. The articles address such issues as applying LCP in middle school, high school, and teacher education; postsecondary strategies that promote professional thinking; applying LCP to the special case of literacy; and middle school inclusion through the lens of LCP. (SM) EJ677610 This Issue. Theory into Practice v42 n2 p90-92 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Elementary Secondary Education Psychological Needs Student Centered Curriculum Student Participation Teacher Student Relationship McCombs, Barbara L. Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Summarizes the historical context for development of the Learner-Centered Psychological Principles (LCPs), discussing why LCPs and their practices are particularly important in the current educational reform era; offering implications for practice; noting how LCPs can contribute to a national framework for the systemic redesign of K-20 education; and suggesting that the learner centered framework provides validation for practices that achieve a balanced focus on both learning and learners. (SM) EJ677611 A Framework for the Redesign of K-12 Education in the Context of Current Educational Reform. Theory into Practice v42 n2 p93-101 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Elementary School Students Self Determination Student Attitudes Student Centered Curriculum Student Participation Teacher Student Relationship Daniels, Denise H. Perry, Kathryn E. Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Presents insights from interviews with elementary students in the form of lessons learned regarding learner-centered principles and self-determination theory. Children note and endorse learner-centered principles, particularly those addressing their desires for teacher care and support, tasks promoting new learning and increased competence, and opportunities to participate in various activities with peers. Research shows relationships between children's views of classroom practices and their motivation, perceived competence, and achievement. (SM) EJ677612 "Learner-Centered" According to Children. Theory into Practice v42 n2 p102-108 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Middle School Students Middle Schools Student Attitudes Student Centered Curriculum Student Motivation Teacher Student Relationship Meece, Judith L. Journal Articles Reports - Research Learner Centered Instruction Learner Centered Psychological Principles Student Engagement ISSN-0040-5841 English Draws on a motivational framework for examining the use of Learner-Centered Psychological Principles (LCPs) to improve middle school student's academic engagement and achievement. Surveys of 2,200 diverse middle school students indicated that students reported more positive forms of motivation and greater academic engagement when they perceived their teachers were using LCPs that involved caring, establishing higher order thinking, honoring student voices, and adapting instruction to individual needs. (SM) EJ677613 Applying Learner-Centered Principles to Middle School Education. Theory into Practice v42 n2 p109-16 Spr 2003 2003-00-00 T 2004 2016-11-23

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No High School Students Secondary Education Self Evaluation (Individuals) Student Centered Curriculum Student Motivation Weinberger, Elizabeth McCombs, Barbara L. Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles Student Engagement ISSN-0040-5841 English Describes strategies for engaging high school students, including a research-validated tool for high school teachers, and the Assessment of Learner-Centered Practices (ALCP) surveys. Based on the Learner Centered Psychological Principles, ACLP self-assessment surveys help teachers address the growing number of high school students who are alienated from school. Research results confirming the effectiveness of learner-centered practices in meeting student needs within the current educational agenda are presented. (SM) EJ677614 Applying the LCPs to High School Education. Theory into Practice v42 n2 p117-26 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Secondary Education Higher Education Preservice Teacher Education Reflective Teaching Student Centered Curriculum Pierce, Jean W. Kalkman, Deborah L. Journal Articles Reports - Descriptive Self Regulated Learning Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Addresses issues related to the application of learner-centered psychological principles (LCPs) in higher education, specifically, the promotion of self-regulated learning and the importance of examining preservice teachers' beliefs regarding students, learning, and teaching, suggesting learner-centered instructional practices in teacher education courses for the four LCP factors/domains: strategies for learning and thinking, student choices, collaboration, and mastery goal orientation. (SM) EJ677615 Applying Learner-Centered Principles in Teacher Education. Theory into Practice v42 n2 p127-32 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Postsecondary Education Student Centered Curriculum Thompson, J. Licklider, B. Jungst, S. Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Summarizes literature supporting instructional approaches used in one college's classrooms, describing strategies that have been effective and linking them to what, in practice, are overlapping domains of the Learner-Centered Psychological Principles (LCPs). The article examines what novice-expert research says about "thinking like a professional," and it discusses thinking about thinking in a learner-centered context and effective learner-centered practices that contribute to expertise. (SM) EJ677616 Learner-Centered Teaching: Post-Secondary Strategies that Promote "Thinking Like a Professional." Theory into Practice v42 n2 p133-41 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education English (Second Language) Literacy Education Student Centered Curriculum Bansberg, Bill Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Discusses how the Learner-Centered Principles (LCP) can provide a framework to create effective curricula, instruction, and assessment in literacy, detailing examples of learner-centered literacy strategies and tools at various ages and stages of development; describing learner-centered literacy strategies for English as a Second Language students; and highlighting implications for teachers when helping students acquire literacy skills in learner-centered ways and using data to guide instruction. (SM) EJ677617 Applying the Learner-Centered Principles to the Special Case of Literacy. Theory into Practice v42 n2 p142-50 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Inclusive Schools Mainstreaming Middle School Students Middle Schools Regular and Special Education Relationship Student Attitudes Student Centered Curriculum King, Ilda Carreiro Journal Articles Reports - Descriptive Learner Centered Instruction Learner Centered Psychological Principles ISSN-0040-5841 English Provides ideas for applying the Learner-Centered Psychological Principles to meet the needs of special education students in inclusive classrooms, examining the perceptions of middle school students with and without disabilities about teacher practices known to enhance student learning and motivation for all students; and describing examples of how educators can apply knowledge of learner-centeredness as a guide to instructional decision making, especially in inclusive classrooms. (SM) EJ677618 Examining Middle School Inclusion Classrooms through the Lens of Learner-Centered Principles. Theory into Practice v42 n2 p151-58 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Educational Improvement Educational Research Elementary Secondary Education Ethics Experiments Federal Government Government Role Program Evaluation Research Methodology Borman, Geoffrey D. Journal Articles Reports - Descriptive ISSN-0161-956X English Asserts that experimental designs are the gold standard for research, addressing common criticisms of the application of experimental designs to education research, discussing why they have not been applied in education as frequently as they have been in other fields, examining circumstances under which experiments are appropriate, and offering ideas for how to combine experiments with quasi-experimental and qualitative research methods to contribute useful information for education policy decisions. (SM) EJ677619 Experiments for Educational Evaluation and Improvement. Peabody Journal of Education v77 n4 p7-27 2002 2002-00-00 T 2004 7/11/2004 11:53:39 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Educational Change Educational Improvement Educational Policy Educational Research Elementary Secondary Education Experiments Field Studies National Surveys Program Evaluation Berends, Mark Garet, Michael S. Journal Articles Reports - Descriptive ISSN-0161-956X English Asserts that integrating randomized field trials (RFTs) and nationally representative surveys can strengthen the evidence base for school reform, suggesting national surveys can help determine the focus of RFTs by identifying factors that place schools at risk of poor achievement or buffer schools from risk. Surveys can provide data on the prevalence of interventions identified as effective in RFTs and conditions under which interventions are being implemented. (Contains references.) (SM) EJ677620 In (Re)Search of Evidence-Based School Practices: Possibilities for Integrating Nationally Representative Surveys and Randomized Field Trials To Inform Educational Policy. Peabody Journal of Education v77 n4 p28-58 2002 2002-00-00 T 2004 7/11/2004 11:53:39 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Educational Finance Educational Improvement Educational Research Elementary Secondary Education Evaluation Methods Federal Aid Financial Support Longitudinal Studies National Surveys Program Effectiveness Program Evaluation Birman, Beatrice F. Porter, Andrew C. Journal Articles Reports - Descriptive ISSN-0161-956X English Discusses the challenges involved in evaluating federal education programs that provide funds to schools and districts, such as Title I, but do not require a fixed set of activities, reflecting on previous evaluations of federal education funding streams, analyzing the strengths and weaknesses of various evaluation designs, and making the case for an evaluation design that combines nationally representative surveys with longitudinal impact studies. (Contains references.) (SM) EJ677621 Evaluating the Effectiveness of Education Funding Streams. Peabody Journal of Education v77 n4 p59-85 2002 2002-00-00 T 2004 7/11/2004 11:53:40 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Academic Standards Curriculum Educational Research Elementary Secondary Education Evaluation Methods Research Methodology Surveys Blank, Rolf K. Journal Articles Reports - Descriptive ISSN-0161-956X English Presents instruments for measuring pedagogy and subject matter content, noting they are essential within experimental design and large-scale national accountability and suggesting that surveys of enacted curriculum can be used to: validly and reliably measure pedagogy and content; make comparisons across classes, schools, districts, and states; and measure the effects of standards based reforms on instruction and curriculum and the effects of professional development on teachers' instruction. (Contains references.) (SM) EJ677622 Using Surveys of Enacted Curriculum To Advance Evaluation of Instruction in Relation to Standards. Peabody Journal of Education v77 n4 p86-121 2002 2002-00-00 T 2004 7/11/2004 11:53:40 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Accountability Data Collection Educational Research Elementary Secondary Education Evaluation Methods Federal Programs Program Evaluation Reliability State Government Validity Kirby, Sheila Nataraj McCaffrey, Daniel F. Lockwood, J. R. McCombs, Jennifer Sloan Naftel, Scott Barney, Heather Journal Articles Reports - Descriptive ISSN-0161-956X English Discusses the quality of school-level data collected as part of state accountability systems, including the reliability and validity of school-level test scores as a measure of the value added by schools to student learning, outlining ways that these data can be usefully analyzed; illustrating challenges inherent in doing so; and discussing implications for measuring changes in school performance and linking these effects to specific programs. (SM) EJ677623 Using State School Accountability Data to Evaluate Federal Programs: A Long Uphill Road. Peabody Journal of Education v77 n4 p122-45 2002 2002-00-00 T 2004 7/11/2004 11:53:40 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Educational Research Elementary Secondary Education Evaluation Methods Program Evaluation Program Implementation Gamse, Beth Millsap, Mary Ann Goodson, Barbara Journal Articles Reports - Descriptive Impact Studies ISSN-0161-956X English Examines the relationship between meaningful program implementation and capacity to assess the impact of James P. Comer's School Development Program in a large-scale study, describing how the impact study became an implementation study because of such factors as changes in study design, disappearing treatment, difficulties implementing randomized designs, variable program implementation, shifting target, shifting baseline, and difficulties obtaining informed consent. Recommendations for addressing implementation challenges are included. (SM) EJ677624 When Implementation Threatens Impact: Challenging Lessons from Evaluating Educational Programs. Peabody Journal of Education v77 n4 p146-66 2002 2002-00-00 T 2004 2016-11-21

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No Data Collection Data Interpretation Educational Change Educational Improvement Educational Research Elementary Secondary Education Political Influences Program Evaluation Research Methodology Datnow, Amanda Sutherland, Stephanie Journal Articles Reports - Descriptive Reform Efforts ISSN-0161-956X English Examines the politics that arise in the research and evaluation of school reform efforts, drawing on qualitative data from a study of comprehensive school reform to elucidate methodological issues in several areas; discussing how the researchers were perceived, how participants used researchers' research and presence in political ways, and how researchers questioned their role in the research process; and examining challenges in data collection and interpretation. (SM) EJ677625 The Politics of Researching Comprehensive School Reform Efforts. Peabody Journal of Education v77 n4 p167-88 2002 2002-00-00 T 2004 2016-11-21

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No Data Analysis Early Childhood Education Educational Policy Educational Research Full Day Half Day Schedules Kindergarten Children Longitudinal Studies Reading Skills Research Methodology Kaplan, David Journal Articles Reports - Research ISSN-0161-956X English Demonstrates how recent methodological developments in the analysis of individual growth can inform important problems in education policy, focusing on growth mixture modeling and applying growth mixture modeling to data from the Early Childhood Longitudinal Study-Kindergarten class of 1998-99 to investigate the effects of full- and part-day kindergarten on the growth trajectory of children, depending on whether they are slow or fast developers in reading. (SM) EJ677626 Methodological Advances in the Analysis of Individual Growth with Relevance to Education Policy. Peabody Journal of Education v77 n4 p189-215 2002 2002-00-00 T 2004 7/11/2004 11:53:41 CIJAPR2004 Theme Issue: Reinventing Evaluation.

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No Computer Uses in Education Elementary Secondary Education Higher Education Hypermedia Teaching Methods Dwight, Jim Garrison, Jim Journal Articles Reports - Descriptive Dewey (John) Metaphysics ISSN-0161-4681 English Calls for digital technology in education to embrace forms of pedagogy appropriate for hypertext, challenging western metaphysics and relying on the philosophy of John Dewey to propose an alternative. The paper reviews dominant models of curriculum, especially Ralph Tyler's, revealing their concealed metaphysical assumptions; shows that the "philosophical screen" is largely comprised of a concealed metaphysics; and explains how hypertext and hypermedia, freed of dogmatic metaphysics, may yield hyperpedagogy. (SM) EJ677627 A Manifesto for Instructional Technology: Hyperpedagogy. Teachers College Record v105 n5 p699-728 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Educational Technology Elementary Secondary Education Davidson, Judith Journal Articles Reports - Descriptive Role Delineation Educational Technologists Reform Efforts ISSN-0161-4681 English Demonstrates the critical nature of role formation processes in school reform initiatives, suggesting that a richer understanding of these processes would benefit those engaged in reform implementation as well as those concerned with measuring the penetration of reform initiatives. The article focuses on the role of the educational technologist, a role that is growing rapidly within school in conjunction with the widespread adoption of networked technology. (SM) EJ677628 A New Role in Facilitating School Reform: The Case of the Educational Technologist. Teachers College Record v105 n5 p729-52 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Educational Finance Elementary Secondary Education Governance Politics of Education Private Education Privatization Public Education School Organization Rufo-Lignos, Patricia Richards, Craig E. Journal Articles Reports - Research Public Private Relationship ISSN-0161-4681 English Examines new forms of school organization that do not fit traditional definitions of public and private schools. Three case studies explore critical features of the public-private distinction, highlighting the fuzzy boundaries between schools that are clearly public and schools that are clearly private, and contending that their shared characteristics are sufficiently stabilized to contain the ground for emerging forms of school organization that defy the public-private dichotomy. (SM) EJ677629 Emerging Forms of School Organization. Teachers College Record v105 n5 p753-81 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Conflict Resolution Educational Change Educational Improvement Secondary Education Teacher Collaboration Uline, Cynthia L. Tshannen-Moran, Megan Perez, Lynne Journal Articles Reports - Research Constructive Controversy ISSN-0161-4681 English Examines constructive conflict within the context of a comprehensive Midwestern U.S. high school engaged in significant reform efforts, focusing on constructive conflict as a means to promote individual and organizational learning and growth. Data from observations and interviews indicated that to produce superior results, principals and teacher leaders must work diligently to encourage a balance between the cognitive and affective aspects of conflict. (SM) EJ677630 Constructive Conflict: How Controversy Can Contribute to School Improvement. Teachers College Record v105 n5 p782-816 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cooperative Planning Elementary Education Equal Education Faculty Development Inquiry Social Change Teacher Collaboration Teacher Expectations of Students Urban Schools Abu El-Haj, Thea Renda Journal Articles Reports - Descriptive Teacher Networks Social Justice ISSN-0161-4681 English Examines the work of one urban teacher network, analyzing ideas about educational equity and inequality evolving from its professional development practices. Using archival and ethnographic materials spanning 24 years, the article explores how the network's oral inquiry process makes visible two different, but interrelated ethical obligations undergirding practitioners' work to build equitable practices within contexts saturated with inequality, highlighting the network's focus on particular children and their work. (SM) EJ677631 Practicing for Equity from the Standpoint of the Particular: Exploring the Work of One Urban Teacher Network. Teachers College Record v105 n5 p817-45 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Elementary Secondary Education Family School Relationship Homework Parent Attitudes Gill, Brian P. Schlossman, Steven L. Journal Articles Reports - Descriptive ISSN-0161-4681 English Examines parent opinions on homework between 1900-60, investigating parents' voices in the history of U.S. education and discussing modern day controversies regarding the school-family interface. The article explores whether, in educational policymaking, the family should follow the school's wishes, or vice versa, concluding that if parents want homework, and homework keeps parents in touch with the school's program, then abolishing homework is the main threat to parents' interests. (SM) EJ677632 Parents and the Politics of Homework: Some Historical Perspectives. Teachers College Record v105 n5 p846-71 Jun 2003 2003-00-00 T 2004 7/11/2004 11:53:43 CIJAPR2004

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No Discipline Elementary Secondary Education School Policy Student Behavior Violence Zero Tolerance Policy Casella, Ronnie Journal Articles Reports - Descriptive ISSN-0161-4681 English Discusses theory/policies supporting zero tolerance policy in schools, including rational choice theory in criminology and national crime policies based on deterrence. Potential consequences of zero tolerance policy implementation are described and shown to involve outcomes similar to those identified by researchers studying national crime policy. Using qualitative data, anecdotal evidence, and related research, the article concludes with suggestions for violence prevention based on a model of restorative justice. (SM) EJ677633 Zero Tolerance Policy in Schools: Rationale, Consequences, and Alternatives. Teachers College Record v105 n5 p872-92 Jun 2003 2003-00-00 T 2004 7/11/2004 11:53:43 CIJAPR2004

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No Educational Philosophy Elementary Secondary Education Induction Prawat, Richard S. Journal Articles Reports - Descriptive Dewey (John) Metaphysics ISSN-0161-4681 English Responds to a critique of a thesis that Dewey underwent a dramatic midcareer change in his philosophy and that this change drew heavily on Pierce's metaphysics, offering additional evidence to support the claim that comparison of the 1910 and 1933 versions of "How We Think" reveals a major change in Dewey's views about inductionism. New evidence is also presented to support the claim that this shift occurred at midcareer. (SM) EJ677634 The Debate Continues: Further Evidence of Discontinuity in Dewey's Philosophy. Teachers College Record v105 n5 p893-912 Jun 2003 2003-00-00 T 2004 2016-11-21

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No English Faculty Development Mathematics Instruction Secondary Education Secondary School Teachers Teacher Collaboration Teacher Improvement Teaching Methods Little, Judith Warren Journal Articles Reports - Descriptive Learning Communities ISSN-0161-4681 English Draws on three intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools in order to examine the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions. The article also discusses classroom representations as resources for professional community and teacher learning. (Contains references.) (SM) EJ677635 Inside Teacher Community: Representations of Classroom Practice. Teachers College Record v105 n6 p913-45 Aug 2003 2003-00-00 T 2004 2016-11-23 ED502502 ED544210

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No Elementary Secondary Education Films Learning Metaphors Teaching (Occupation) Cook-Sather, Alison Journal Articles Reports - Descriptive ISSN-0161-4681 English Uses the movie, "The Matrix," to evoke both metaphors for human existence and models for learning and teaching by examining two metaphors that have dominated notions of and approaches to education in the United States and arguing for seeking, crafting, and embracing metaphors that cast students as the principal creators of their education and themselves. A sampling of metaphors for educational institutions, processes, and participants is appended. (Contains references.) (SM) EJ677636 Movement of Mind: "The Matrix," Metaphors, and Re-Imagining Education. Teachers College Record v105 n6 p946-77 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:44 CIJAPR2004

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No Educational Theories Elementary Secondary Education Higher Education Postmodernism Preservice Teacher Education Carspecken, Phil Francis Journal Articles Opinion Papers ISSN-0161-4681 English Clarifies differences between postmodernism and criticalism through an exploration of ocular- and phonocentric theories of truth and meaning, reviewing alternatives opened by these counter-enlightenment discourses. The paper asserts that certain popular postmodern themes are importantly insightful, but best relocated within a criticalist framework, suggesting that while criticalism provides a more promising direction for counter-enlightenment thought and practice, it is an unfinished product in need of further work. (SM) EJ677637 Ocularcentrism, Phonocentrism and the Counter Enlightenment Problematic: Clarifying Contested Terrain in Our Schools of Education. Teachers College Record v105 n6 p978-1047 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:44 CIJAPR2004

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No Educational Research Elementary Secondary Education Equal Education Legal Responsibility Minority Group Children Racial Bias Racial Differences Racial Discrimination Research Methodology Social Science Research Dabady, Marilyn Journal Articles Reports - Descriptive ISSN-0161-4681 English Introduces a special section comprised of papers presented at a National Research Council workshop. The four papers focus on: what constitutes racial discrimination in education from a social science perspective and from a legal perspective; what empirical data exist on the sources of discrimination and racial differences in educational outcomes; and what alternative methods of measuring discrimination used in other areas could be applied to education. (SM) EJ677638 Measuring Racial Disparities and Discrimination in Elementary and Secondary Education: An Introduction. Teachers College Record v105 n6 p1048-1051 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:44 CIJAPR2004

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No Cultural Differences Educational Research Elementary Secondary Education Equal Education Minority Group Children Racial Bias Racial Differences Racial Discrimination Research Methodology Social Science Research Mickelson, Roslyn Arlin Information Analyses Journal Articles ISSN-0161-4681 English Synthesizes the social science research on racially correlated disparities in education, focusing on biological determinism (behavioral genetics); social structure (e.g., reproduction theory and resistance theory); school organization and opportunities to learn (e.g., resources, racial composition, and tracking); family background (financial, social, and human capital); culture (e.g., cultural capital and stereotype threat); and the state. (Contains references.) (SM) EJ677639 When are Racial Disparities in Education the Result of Racial Discrimination? A Social Science Perspective. Teachers College Record v105 n6 p1052-86 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:45 CIJAPR2004

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No Educational Research Elementary Secondary Education Equal Education Minority Group Children Racial Discrimination Social Science Research Ryan, James E. Journal Articles Reports - Descriptive ISSN-0161-4681 English Describes the legal definitions of race discrimination in education, demonstrating how they apply in various contexts; highlighting the role of social science evidence; offering suggestions for answering complex questions about what currently counts as racial discrimination in education; and highlighting the irony that, under the current definitions of race discrimination, it is much easier to block voluntary integration efforts designed to assist minorities than practices that unintentionally disadvantage minorities. (SM) EJ677640 Race Discrimination in Education: A Legal Perspective. Teachers College Record v105 n6 p1087-1118 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:45 CIJAPR2004

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No Educational Research Elementary Secondary Education Equal Education Minority Group Children Racial Differences Racial Discrimination Farkas, George Journal Articles Reports - Descriptive Achievement Gap ISSN-0161-4681 English Examines racial disparities in education, focusing on those that might be attributable to discrimination. The paper reviews what is known about determinants of achievement and the magnitude of racial discrepancies in such achievement, discusses the most likely sources of discriminatory behaviors by teachers and by school district personnel, presents directions for action, and discusses likely future directions for the field. (Contains references.) (SM) EJ677641 Racial Disparities and Discrimination in Education: What We Know, How Do We Know It, and What Do We Need To Know? Teachers College Record v105 n6 p1119-46 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Housing Discrimination Labor Market Racial Discrimination Research Methodology Social Science Research Holzer, Harry J. Ludwig, Jens Journal Articles Reports - Descriptive ISSN-0161-4681 English Reviews the methodologies most frequently used by social scientists when measuring discrimination in housing and labor markets, assessing their usefulness for analyzing discrimination in education. The paper focuses on standard statistical methods, methods using more complete data, experimental/audit methods, and natural experiments based on actual policy changes, concluding that each of these four methods has some potential use in analyzing discrimination in education. (SM) EJ677642 Measuring Discrimination in Education: Are Methodologies from Labor and Markets Useful? Teachers College Record v105 n6 p1147-78 Aug 2003 2003-00-00 T 2004 7/11/2004 11:53:46 CIJAPR2004

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No College School Cooperation Dropout Prevention Higher Education Partnerships in Education Preservice Teacher Education Professional Development Schools Psychological Patterns Secondary Education Secondary School Teachers Teacher Behavior Ponticell, Judith A. Journal Articles Reports - Descriptive Loss Risk Taking Behavior ISSN-0161-956X English Examined teacher risk taking during the development of a school-within-a-school program in a Professional Development School, targeting sophomores at high risk for dropping out. Findings indicated that a psychology of risk-taking behavior provided a useful lens for understanding teacher risk-taking in this context and that the three essential elements of risk (loss, significance of loss, and uncertainty) were potentially insufficient to explain teacher risk taking. (SM) EJ677643 Enhancers and Inhibitors of Teacher Risk Taking: A Case Study. Peabody Journal of Education v78 n3 p5-24 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Secondary Education Globalization International Organizations Public Education Social Influences Heyneman, Stephen P. Journal Articles Reports - Descriptive ISSN-0161-956X English Summarizes social cohesion issues within education, concerns over how education performs this function, and implications for international organizations. The paper reviews the purposes of public education, discusses some modern challenges to these traditional functions and why it may be important for international organizations to assume a new educational role, concluding that the world will require more educational intervention in the future than it did in the past. (SM) EJ677644 Education, Social Cohesion, and the Future Role of International Organizations. Peabody Journal of Education v78 n3 p25-38 2003 2003-00-00 T 2004 7/11/2004 11:53:47 CIJAPR2004

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No Academic Standards Accountability Educational Improvement Secondary Education Student Evaluation Teacher Attitudes Urban Schools Wong, Kenneth K. Anagnostopoulos, Dorothea Rutledge, Stacey Edwards, Claudia Journal Articles Reports - Descriptive ISSN-0161-956X English Explores the complexity of balancing curricular standards and accountability with professional creativity and development, focusing on four Chicago high schools that range from a college prep magnet school to a reconstituted school. The paper looks at how teachers respond to curricular standards, frameworks, and assessments and how they shape instructional and classroom practices, and it notes how teachers across schools teach the same piece of literature. (SM) EJ677645 The Challenge of Improving Instruction in Urban High Schools: Case Studies of the Implementation of the Chicago Academic Standards. Peabody Journal of Education v78 n3 p39-87 2003 2003-00-00 T 2004 7/11/2004 11:53:48 CIJAPR2004

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No Attention Deficit Disorders Clinical Diagnosis Drug Therapy Elementary Secondary Education Hyperactivity Powell, Sherlyn Ezell Welch, Eileen Ezell, Dan Klein, Colleen E. Smith, Linda Journal Articles Reports - Descriptive Medication ISSN-0161-956X English Presents both sides of this controversial issues, concluding that to provide consistency for students with attention deficit hyperactivity disorder in all environments, parents and educators must cooperatively plan interventions, researching and evaluating valid information about various forms of treatment before deciding to use medication. The paper notes that the effectiveness and safety of medications may be an individual's opinion of ongoing research, which can lead to incorrect interpretations. (SM) EJ677646 Should Children Receive Medication for Symptoms of Attention Deficit Hyperactivity Disorder? Peabody Journal of Education v78 n3 p107-15 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Gains Cooperative Learning Literacy Education Middle School Students Middle Schools Program Evaluation Program Implementation Reading Achievement Urban Youth Writing Achievement Stevens, Robert J. Journal Articles Reports - Evaluative ISSN-1380-3611 English Developed and evaluated a middle school literacy program designed to meet the needs of urban early adolescents. Findings from evaluation in two schools implementing the Student Team Reading and Writing program and three comparison schools indicated higher achievement for program participants. (SLD) EJ677647 Student Team Reading and Writing: A Cooperative Learning Approach to Middle School Literacy Instruction. Educational Research and Evaluation: An International Journal on Theory and Practice v9 n2 p137-60 Jun 2003 2003-00-00 T 2004 2016-10-19 Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/67947 ED526132

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No Elementary School Students Foreign Countries Intermediate Grades Learning Strategies Mathematics Instruction Models Percentage van Dijk, I. M. A. W. van Oers, B. Terwel, J. van den Eeden, P. Journal Articles Reports - Evaluative Netherlands Netherlands ISSN-1380-3611 English Evaluated an experimental program in which students were taught to design models as a tool in the learning of percentages and compared results with outcomes from a control group in which teachers directly provided models. Results for 121 fifth graders in The Netherlands show significantly better performance in experimental condition than in the control group. (SLD) EJ677648 Strategic Learning in Primary Mathematics Education: Effects of an Experimental Program in Modelling. Educational Research and Evaluation: An International Journal on Theory and Practice v9 n2 p161-87 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Environment Path Analysis Preservice Teachers Student Attitudes Study Skills Teacher Education Ross, Margaret E. Salsbury-Glennon, Jill D. Guarino, Anthony Reed, Cynthia J. Marshall, Mark Journal Articles Reports - Research ISSN-1380-3611 English Studied interrelationships among perceptions of 108 preservice teachers of the learning context, test complexity, study strategies, and academic performance. Results of a path analysis show that perceptions of teaching format and test complexity were positively related to study strategies reported, and strategies were related to reported course performance. (SLD) EJ677649 Situated Self-Regulation: Modeling the Interrelationships among Instruction, Assessment, Learning Strategies, and Academic Performance. Educational Research and Evaluation: An International Journal on Theory and Practice v9 n2 p189-209 Jun 2003 2003-00-00 T 2004 7/11/2004 11:53:49 CIJAPR2004

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No Item Bias Licensing Examinations (Professions) Multidimensional Scaling Multilingual Materials Test Format Robin, Frederic Sireci, Stephen G. Hambleton, Ronald K. Journal Articles Reports - Descriptive ISSN-1530-5058 English Illustrates how multidimensional scaling (MDS) and differential item functioning (DIF) procedures can be used to evaluate the equivalence of different language versions of an examination. Presents examples of structural differences and DIF across languages. (SLD) EJ677650 Evaluating the Equivalence of Different Language Versions of a Credentialing Exam. International Journal of Testing v3 n1 p1-20 2003 2003-00-00 T 2004 7/11/2004 11:53:49 CIJAPR2004

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No College Students High Stakes Tests Higher Education Science Tests Test Bias Fox, Janna D. Journal Articles Reports - Research Ecological Perspective Rater Ratee Similarity ISSN-1530-5058 English Used an ecological approach to study the proximal relationship of raters (n=12) and test takers (n=423) formed during the trial of a new science version of a high-stakes, topic-based language test. Reveals a source of test bias that might otherwise have gone undetected by traditional methods. (SLD) EJ677651 From Products To Process: An Ecological Approach to Bias Detection. International Journal of Testing v3 n1 p21-47 2003 2003-00-00 T 2004 2016-11-21

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No Adults Cognitive Tests Cutting Scores Dementia Foreign Countries Memory Fernandez, Alberto Luis Scheffel, Debora L. Journal Articles Reports - Research Argentina Argentina ISSN-1530-5058 English Evaluated the criterion validity of the Mattis Dementia Rating Scale (S. Mattis, 1988) with a concurrent study to obtain a cut-off score for an Argentinean population by administering a battery of tests to 60 memory disorder patients. Findings demonstrate high convergent validity with another measure and show an appropriate cut score for use with the local population. (SLD) EJ677652 A Study of the Criterion Validity of the Mattis Dementia Rating Scale. International Journal of Testing v3 n1 p49-58 2003 2003-00-00 T 2004 2016-11-21

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No Classification Cross Cultural Studies Foreign Countries Intelligence Tests Mental Retardation Standards Test Construction Oakland, Thomas Mpofu, Elias Glasgow, Ken Jumel, Bernard Information Analyses Journal Articles France United States Zimbabwe Australia Australia France United States Zimbabwe ISSN-1530-5058 English Summarizes some prevailing policies and practices important to the assessment of mental retardation in Australia, France, the United States, and Zimbabwe. Discusses international standards for diagnosis and classification of mental disorders and cross-national similarities and differences. Also discusses implications for test development. (SLD) EJ677653 Diagnosis and Administrative Interventions for Students with Mental Retardation in Australia, France, United States, and Zimbabwe 98 Years after Binet's First Intelligence Test. International Journal of Testing v3 n1 p59-75 2003 2003-00-00 T 2004 2016-11-23

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No Children Factor Analysis Factor Structure Intelligence Tests Meta Analysis Validity Ochieng, Charles O. Journal Articles Reports - Research Kaufman Assessment Battery for Children Kaufman Assessment Battery for Children ISSN-1530-5058 English Conducted a meta-analysis of the Kaufman Assessment Battery for Children (K-ABC) to ascertain the numbers of factors in the mental processing subtest of the K-ABC. Analyses yielded sequential and simultaneous processing factors, suggesting that the original K-ABC theory was not supported. (SLD) EJ677654 Meta-Analysis of the Validation Studies of the Kaufman Assessment Battery for Children. International Journal of Testing v3 n1 p77-93 2003 2003-00-00 T 2004 2016-11-21

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No Analysis of Variance Book Reviews Error of Measurement Generalizability Theory Multivariate Analysis Psychometrics Kane, Michael Book/Product Reviews Journal Articles ISSN-1530-5058 English This book presents a comprehensive overview of univariate and multivariate generalizability theory, a psychometric model that provides a powerful approach to the analysis of errors of measurement through the use of random-effects and mixed-model analysis of variance. (SLD) EJ677655 Generalizability Theory [Book Review]. International Journal of Testing v3 n1 p95-100 2003 2003-00-00 T 2004 7/11/2004 11:53:50 CIJAPR2004 Reviews "Generalizability Theory" by Robert L. Brennan, Editor, New York: Springer-Verlag, 2001.

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No Creativity Definitions Intelligence Kaufmann, Geir Journal Articles Reports - Descriptive ISSN-0031-3831 English Makes the case that the concept of creativity is too loosely defined and proposes a definition that clearly distinguishes creativity from intelligence. Makes a further distinction between proactive and reactive creativity and points out some shortcomings of existing tests of creativity. (SLD) EJ677656 What To Measure? A New Look at the Concept of Creativity. Scandinavian Journal of Educational Research v47 n3 p235-51 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:51 CIJAPR2004 Special issue titled "Creativity and Education."

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No Creativity Educational Practices Social Psychology Student Motivation Teaching Methods Hennessey, Beth A. Information Analyses Journal Articles ISSN-0031-3831 English Outlines investigations revealing that the typical classroom is filled with teaching practices that kill intrinsic motivation and creativity. Reviews research designed to immunize students against the negative effects of these damaging classroom elements. (SLD) EJ677657 The Social Psychology of Creativity. Scandinavian Journal of Educational Research v47 n3 p253-71 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:51 CIJAPR2004 Special issue titled "Creativity and Education."

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No Creativity Cultural Influences Culture Rudowicz, Elisabeth Information Analyses Journal Articles ISSN-0031-3831 English Discusses different manifestations of the impact of culture on creativity and reviews empirical studies. Makes the case that creative expression is a universal human phenomenon that is grounded in culture and has impact on culture itself. (SLD) EJ677658 Creativity and Culture: A Two Way Interaction. Scandinavian Journal of Educational Research v47 n3 p273-90 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:51 CIJAPR2004 Special issue titled "Creativity and Education."

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No Affective Behavior Children Creativity Educational Research Play Russ, Sandra W. Information Analyses Journal Articles Reports - Descriptive ISSN-0031-3831 English Discusses the relationship between play and creativity and reviews research studies that suggest that play does facilitate creativity and studies that have found relations between affective processes in play and creativity. Outlines directions for future research into play and creativity. (SLD) EJ677659 Play and Creativity: Developmental Issues. Scandinavian Journal of Educational Research v47 n3 p291-303 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:51 CIJAPR2004 Special issue titled "Creativity and Education."

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No Art Activities Creative Development Creativity Dance Extracurricular Activities High School Students High Schools Leadership Prediction Talent Validity Milgram, Roberta M. Journal Articles Reports - Research ISSN-0031-3831 English Studied the relationship between performance of challenging out-of-school activities and real-world talent in art, drama, social leadership, and dance in four separate studies of high school students (total n=222) in grades 9 through 12. The strong relationship between predictor and criterion in each of the four domains demonstrated the concurrent validity of the instrument measuring talent. (SLD) EJ677660 Challenging Out-of-School Activities as a Predictor of Creative Accomplishments in Art, Drama, Dance, and Social Leadership. Scandinavian Journal of Educational Research v47 n3 p305-15 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:52 CIJAPR2004 Special issue titled "Creativity and Education."

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No Creativity Intelligence Teaching Methods Runco, Mark A. Journal Articles Reports - Descriptive ISSN-0031-3831 English Expresses a view of creativity that posits that creativity is widely distributed, suggesting that nearly every individual has the mental capacity to construct the personal interpretations involved in creativity. Creativity is, then, something that can be found in every child. (SLD) EJ677661 Education for Creative Potential. Scandinavian Journal of Educational Research v47 n3 p317-24 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:52 CIJAPR2004 Special issue titled "Creativity and Education."

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No Academic Achievement Creativity Decision Making Intelligence Teaching Methods Sternberg, Robert J. Journal Articles ISSN-0031-3831 English Makes the case that creativity differs from general intelligence and that teaching in a way that encourages and rewards creativity can improve school performance. It is also argued that children can learn to make certain kinds of decisions that will enhance their creativity. (SLD) EJ677662 Creative Thinking in the Classroom. Scandinavian Journal of Educational Research v47 n3 p325-38 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:52 CIJAPR2004 Special issue titled "Creativity and Education."

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No Creativity Intellectual Disciplines Program Effectiveness Teaching Methods Murdock, Mary C. Journal Articles Reports - Descriptive ISSN-0031-3831 English Contains general background and pertinent context that relate to creativity programs and their effectiveness from a disciplinary or instructiveness point of view. Discusses what constitutes a "program" and elaborates on disciplinary characteristics and creativity. (SLD) EJ677663 The Effects of Teaching Programmes Intended To Stimulate Creativity: A Disciplinary View. Scandinavian Journal of Educational Research v47 n3 p339-57 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:52 CIJAPR2004 Special issue titled "Creativity and Education."

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No Creativity Curriculum Educational Theories Learning Models Sociology Welle-Strand, Anne Tjeldvoll, Arild Journal Articles Reports - Descriptive ISSN-0031-3831 English Interprets the historical development of major curriculum theories in terms of their relation to creativity as a goal of organized learning. Also explores the development by discussing the organizing of learning for creativity from the viewpoints of different sociological paradigms. (SLD) EJ677664 Creativity, Curricula and Paradigms. Scandinavian Journal of Educational Research v47 n3 p359-72 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:53 CIJAPR2004 Special issue titled "Creativity and Education."

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No Art Creativity Eisner, Elliot W. Journal Articles Reports - Descriptive ISSN-0031-3831 English Makes the case that the primary mission of education is the preparation of artists, using a conceptualization of artistry that encompasses not just the fine arts, but anything made well. The cognitive processes so important in the arts are critically important in all other walks of life today. (SLD) EJ677665 Artistry in Education. Scandinavian Journal of Educational Research v47 n3 p373-84 Jul 2003 2003-00-00 T 2004 7/11/2004 11:53:53 CIJAPR2004 Special issue titled "Creativity and Education."

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No Computer Assisted Instruction English Foreign Countries High School Students High Schools Science Instruction Thinking Skills World Wide Web Tal, Revital Hochberg, Nurit Journal Articles Reports - Research Israel Israel ISSN-0191-491X English Studied the higher order thinking of 53 Israeli ninth graders in 3 schools using the Web-Based Inquiry Science Environment (WISE) learning environment to study about malaria. Findings show that all students used higher order thinking skills and that their English was good enough to use the WISE learning environment in the Israeli setting. (SLD) EJ677666 Assessing High Order Thinking of Students Participating in the "WISE" Project in Israel. Studies in Educational Evaluation v29 n2 p69-89 2003 2003-00-00 T 2004 2016-11-21

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No High School Students High Schools International Studies Mathematics Achievement Parent Attitudes Performance Factors Student Attitudes Study Habits Patterson, Margaret Perry, Emmett Decker, Carole Eckert, Ruth Klaus, Susan Wendling, Linda Papanastasiou, Elena Journal Articles Reports - Research Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-0191-491X English Studied the effects of student attitudes toward mathematics, student perception of parental opinion, and student assessment of study time on performance on the Third International Mathematics and Science Study with a U.S. sample of more than 10,000 students. Findings show the complexity of the factors contributing to mathematics performance. (SLD) EJ677667 Factors Associated with High School Mathematics Performance in the United States. Studies in Educational Evaluation v29 n2 p91-108 2003 2003-00-00 T 2004 2016-11-21

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No Ability Academic Achievement Class Organization Foreign Countries Junior High School Students Junior High Schools Literacy Reading Achievement Schwippert, Knut Walker, Maurice Journal Articles Reports - Research Germany Germany ISSN-0191-491X English Studied the existence of optimal classes (classes in which students reach maximal individual achievement with little difference in outcomes within the class) in two German samples from a reading literacy study, representing more than 270 classes of eighth graders. Findings show different proportions of optimal classes in the five basic German school types. (SLD) EJ677668 Homogenous and High Performing Classes: The Case of Optimal Classes. Studies in Educational Evaluation v29 n2 p109-28 2003 2003-00-00 T 2004 2016-11-21

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No Counseling Elementary Education Foreign Countries Immigrants Prediction Student Evaluation Test Bias Test Use Uiterwijk, Henny Vallen, Ton Journal Articles Reports - Research Netherlands Netherlands ISSN-0191-491X English Studied whether the predictive validity of the test given at the end of Dutch primary education and hence the primary school's advice on secondary school selection was the same for second generation immigrant (SGI) and native Dutch (ND) students. Findings show test bias in the examination and have implications for the evaluation of SGI students. (SLD) EJ677669 Test Bias and Differential Item Functioning: A Study of the Suitability of the CITO Primary Education Final Test for Second Generation Immigrant Students in the Netherlands. Studies in Educational Evaluation v29 n2 p129-43 2003 2003-00-00 T 2004 2016-11-21

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No College Students Construct Validity Educational Experience Higher Education Item Response Theory Questionnaires Reliability Satisfaction Student Attitudes Waugh, Russell Journal Articles Reports - Research Rasch Model ISSN-0191-491X English Developed a measure of the quality of student experiences at an Australian university using a Rasch measurement model. Data for 363 college students support the view that eight aspects of the experiences questionnaire are linked and that the questionnaire has good construct validity and reliability. (SLD) EJ677670 Evaluation of Quality of Student Experiences at a University Using a Rasch Measurement Model. Studies in Educational Evaluation v29 n2 p145-68 2003 2003-00-00 T 2004 2016-11-21

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No Business Educational Change Employees Inner City Low Income Groups Organizational Change Skilton-Sylvester, Paul Journal Articles Reports - Research ISSN-0002-8312 English Studied change in the customer service department of a utility company and an inner-city low-income school. Findings show that the traditional contradiction between socially progressive education and preparation for work is, at least, in some areas, waning, as workers begin to do more of the whole job and act "less like a robot." (SLD) EJ677671 Less Like a Robot: A Comparison of Change in an Inner-City School and a Fortune 500 Company. American Educational Research Journal v40 n1 p3-41 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:55 CIJAPR2004

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No Cultural Awareness Cultural Differences Curriculum Foreign Countries Grouping (Instructional Purposes) Track System (Education) LeTendre, Gerald K. Hofer, Barbara K. Shimizu, Hidetada Journal Articles Reports - Research United States Germany Japan Third International Mathematics and Science Study Germany Japan United States Trends in International Mathematics and Science Study ISSN-0002-8312 English Used data from the Third International Mathematics and Science Study (TIMSS) to study tracking as curricular differentiation and student placement in elementary and secondary school in the United States, Germany, and Japan. Findings show clear national differences and conflicts based on dominant cultural beliefs. (SLD) EJ677672 What Is Tracking? Cultural Expectations in the United States, Germany, and Japan. American Educational Research Journal v40 n1 p43-89 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Differences English (Second Language) Immigrants Middle School Students Middle Schools Motivation Gitlin, Andrew Buendia, Edward Crosland, Kristin Doumbia, Fode Journal Articles Reports - Research ISSN-0002-8312 English Studied a U.S. middle school with about 240 English-as-a-Second-Language students and documented how Mexicans, Bosnians, and other immigrants were caught in institutional practices that both welcomed and did not welcome them. Findings show motivational patterns of the local community and the immigrants themselves. (SLD) EJ677673 The Production of Margin and Center: Welcoming-Unwelcoming of Immigrant Students. American Educational Research Journal v40 n1 p91-122 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:55 CIJAPR2004

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No Citizenship Education Democracy Ethnography Feminism Foreign Countries High School Students High Schools Program Effectiveness Kelly, Deirdre M. Journal Articles Reports - Evaluative ISSN-0002-8312 English Used ethnographic data to study the Teenage Parents Program as a feminist "counterpublic" (discursive community of subordinated social group members) within a Canadian public high school. Findings for the 31 program participants show the importance of the program for development as adult citizens and self-esteem. (SLD) EJ677674 Practicing Democracy in the Margins of School: The Teenage Parents Program as Feminist Counterpublic. American Educational Research Journal v40 n1 p123-46 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:55 CIJAPR2004

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No Curriculum Educational Change Educational Philosophy Elementary Secondary Education Program Implementation School Districts Standards Ogawa, Rodney T. Sandholtz, Judith Haymore Martinez-Flores, Marilyn Scribner, Samantha Paredes Journal Articles Reports - Evaluative ISSN-0002-8312 English Examined one school district's efforts to develop and implement a standards-based curriculum using rational and institutional perspectives. Findings show that the district took an expressly rationalistic approach in using standards, but lacking a clear instructional philosophy, the district also took an institutional approach. (SLD) EJ677675 The Substantive and Symbolic Consequences of a District's Standards-Based Curriculum. American Educational Research Journal v40 n1 p147-76 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:56 CIJAPR2004

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No Educational Philosophy Educational Psychology Educational Theories Elementary Secondary Education Gredler, Margaret E. Shields, Carol Book/Product Reviews Journal Articles Dewey (John) Vygotsky (Lev S) ISSN-0002-8312 English Identifies problems with the portrayals by R. Prawat of the reform effort in post-Revolutionary Russia, the career of Lev Vygotsky, the hypothesized exchange of ideas between Vygotsky and John Dewey, and the theoretical views of Vygotsky. (SLD) EJ677676 Several Bridges Too Far: A Commentary on Richard S. Prawat's "Dewey Meets the 'Mozart of Psychology' in Moscow: The Untold Story," in "American Educational Research Journal," Fall 2000. American Educational Research Journal v40 n1 p177-87 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Philosophy Educational Theories Elementary Secondary Education Prawat, Richard S. Book/Product Reviews Journal Articles Dewey (John) Vygotsky (Lev S) ISSN-0002-8312 English Criticizes the evidence used by M. Gredler and C. Shields in their critique of Prawat's article about John Dewey and Lev Vygotsky and their educational philosophies. Notes specific problems with citations and interpretations. (SLD) EJ677677 Full Weight of Evidence as Opposed to Selective Emphasis: A Response to the Critique by Gredler and Shields. American Educational Research Journal v40 n1 p189-93 Spr 2003 2003-00-00 T 2004 2016-11-21

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No High School Students High Schools Mathematics Instruction Middle School Students Middle Schools Teaching Methods Herbst, Patricio G. Journal Articles Reports - Research ISSN-0002-8312 English Examined actions of the teacher of summer course for middle school graduates managing the development of the concept of area in a task comparing triangles. Observation suggests that the teacher sometimes shaped the mathematics at play in ways that seemed to contradict the goals of the task. Discusses why this may have occurred. (SLD) EJ677678 Using Novel Tasks in Teaching Mathematics: Three Tensions Affecting the Work of the Teacher. American Educational Research Journal v40 n1 p197-238 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:56 CIJAPR2004

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No Academic Discourse Classroom Techniques Discourse Analysis Intermediate Grades Mathematics Instruction Naturalistic Observation Macbeth, Douglas Journal Articles Reports - Descriptive ISSN-0002-8312 English Discusses Hugh Mehan's "Learning Lessons" in the development of the naturalistic study of classroom discourse studies and considers the emergence of an alternative program for classroom discourse studies in critical discourse analysis. Critiques some studies of classroom discourse and analyzes a fourth-grade lesson on fractions to show how the sequential analysis of classroom discourse tells about instruction. (SLD) EJ677679 Hugh Mehan's "Learning Lessons" Reconsidered: On the Differences between Naturalistic and Critical Analysis of Classroom Discourse. American Educational Research Journal v40 n1 p239-80 Spr 2003 2003-00-00 T 2004 7/11/2004 11:53:57 CIJAPR2004

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No Cooperative Learning Junior High School Students Junior High Schools Mathematical Concepts Mathematics Instruction Metacognition Teaching Methods Kramarski, Bracha Mevarech, Zemira R. Journal Articles Reports - Research ISSN-0002-8312 English Studied the effects of four instructional methods on the mathematical reasoning and metacognitive knowledge of 384 eighth graders. Results show that cooperative learning plus metacognitive training outperformed other combinations of individual and cooperative learning and metacognitive instruction or learning without metacognitive instruction. (SLD) EJ677680 Enhancing Mathematical Reasoning in Classroom: The Effects of Cooperative Learning and the Metacognitive Training. American Educational Research Journal v40 n1 p281-310 Spr 2003 2003-00-00 T 2004 2016-10-19 Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/74318 ED532215

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No Course Content Foreign Countries Instruction Preservice Teachers Student Teachers Teacher Education Veenman, Simon Denessen, Eddie van den Oord, Ingrid Naafs, Ferdy Journal Articles Reports - Research Direct Instruction Netherlands Netherlands ISSN-0022-0973 English Studied the implementation effects of a preservice course on direct and activating instruction conducted at three different teacher education colleges in The Netherlands. Findings for 57 student teachers and 18 comparisons for whom there were complete data show a significant treatment effect for the use of direct and activating instructional skills by student teachers. (SLD) EJ677681 Direct and Activating Instruction: Evaluation of a Preservice Course. Journal of Experimental Education v71 n3 p197-225 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Ability Academic Achievement Comparative Analysis Equated Scores Item Response Theory Jodoin, Michael G. Keller, Lisa A. Swaminathan, H. Journal Articles Reports - Research Calibration ISSN-0022-0973 English Studied three common item response theory equating approaches to capturing academic growth using data from a statewide testing program: (1) linear transformation of separate calibrations; (2) fixed common item parameter calibration; and (3) concurrent calibration. Found differences in mean growth depending on ability estimate and equating procedure. (SLD) EJ677682 A Comparison of Linear, Fixed Common Item, and Concurrent Parameter Estimation Equating Procedures in Capturing Academic Growth. Journal of Experimental Education v71 n3 p229-50 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Error of Measurement Monte Carlo Methods Cribbie, Robert A. Journal Articles Reports - Research Type I Errors Paired Comparisons ISSN-0022-0973 English Monte Carlo study results show that recently proposed multiple comparison procedures (MCPs) that are not intended to control the familywise error rate had consistently larger true model rates than did familywise error controlling MCPs. (SLD) EJ677683 Pairwise Multiple Comparisons: New Yardstick, New Results. Journal of Experimental Education v71 n3 p251-65 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Error of Measurement Monte Carlo Methods Research Design Ferron, John Foster-Johnson, Lynn Kromrey, Jeffrey D. Journal Articles Reports - Research Randomization Type I Errors ISSN-0022-0973 English Used Monte Carlo methods to examine the Type I error rates for randomization tests applied to single-case data arising from ABAB designs involving random, systematic, or response-guided assignment of interventions. Discusses conditions under which Type I error rate is controlled or is not. (SLD) EJ677684 The Functioning of Single-Case Randomization Tests with and without Random Assignment. Journal of Experimental Education v71 n3 p267-68 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Ability Grouping Culturally Relevant Education Dropout Prevention High Risk Students School Community Relationship Secondary Education Student Motivation Yamauchi, Lois A. Journal Articles Reports - Descriptive Student Engagement Hawaii Hawaiian Studies Hawaii ISSN-1082-4669 English Describes four core elements of the Wai'anae High School Hawaiian Studies Program (HSP): contextualization of instruction within students' backgrounds; joint productive activity between teachers, students, and community mentors; detracking of students; and teaming and looping of teachers. The HSP is a community-based, culturally contextualized program for the school's predominantly Native Hawaiian, low income students, which promotes retention, motivation, civic responsibility, and a sense of belonging among students. (SM) EJ677685 Making School Relevant for At-Risk Students: The Wai'anae High School Hawaiian Studies Program. Journal of Education for Students Placed at Risk v8 n4 p379-90 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Educational Environment Elementary Education Equal Education School Culture Student Diversity Student Empowerment Student Participation Finnan, Christine Schnepel, Katherine C. Anderson, Lorin W. Journal Articles Reports - Evaluative Learner Centered Instruction ISSN-1082-4669 English Evaluated classrooms within four Accelerated Schools Project (ASP) schools, operationalizing the ASP principles, values, and concepts of a "powerful learning environment" (PLE), examining how similarly PLE was implemented in different classrooms and schools, and analyzing the relation between degree of implementation and differences in students' achievement. Data highlighted more variation in PLE implementation within than between schools. There was a correlation between degree of implementation and higher achievement. (SM) EJ677686 Powerful Learning Environments: The Critical Link between School and Classroom Cultures. Journal of Education for Students Placed at Risk v8 n4 p391-418 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Early Adolescents Educational Attainment Extended School Day Extended School Year Graduation Hispanic American Students Males Middle School Students Middle Schools Urban Schools Podsiadlo, John J. Philliber, William W. Journal Articles Reports - Descriptive New York (Manhattan) Student Support Services New York (New York) ISSN-1082-4669 English Describes the Nativity Mission Center, a nonsectarian school for Latino boys in Manhattan, New York, which provides extended-day, extended-year education and strong graduate support for students who complete eighth grade and enter high school. Over 80 percent of graduates complete high school, 75 percent enter college, and 37 percent graduate with a bachelor's degree. These rates are substantially higher than rates for Latino youth nationwide. (SM) EJ677687 The Nativity Mission Center: A Successful Approach to the Education of Latino Boys. Journal of Education for Students Placed at Risk v8 n4 p419-28 2003 2003-00-00 T 2004 2016-11-21

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No After School Programs Art Education Community Programs Early Adolescents Inner City Resilience (Personality) Student Empowerment Student Motivation Visual Arts Gasman, Marybeth Anderson-Thompkins, Sibby Journal Articles Reports - Research ISSN-1082-4669 English Examined the life histories of early adolescent participants in Artists in the Making, a program designed to motivate inner city youth through participation in visual arts classes. Student interviews indicated that, despite participant diversity, there were several common themes, including self-discovery, problem solving skills, opportunities for positive risk taking, and mastery of artistic skills. Proposed that community-based youth programs can help children develop resilience. (SM) EJ677688 A Renaissance on the Eastside: Motivating Inner-City Youth through Art. Journal of Education for Students Placed at Risk v8 n4 p429-50 2003 2003-00-00 T 2004 7/11/2004 11:53:59 CIJAPR2004

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No Bullying Educational Environment Middle School Students Middle Schools School Culture Student Attitudes Teacher Responsibility Violence Unnever, James D. Cornell, Dewey G. Journal Articles Reports - Research ISSN-1538-8220 English Study assessed the nature and extent of student attitudes toward bullying. Data from surveys of over 2,400 students in six middle schools indicated that a culture of bullying was pervasive among middle school students. Students believed that, in most cases, neither classmates nor teachers would intervene to stop bullying. Most students denied that they would join in bullying a classmate and expressed some degree of empathy for victims. (SM) EJ677689 The Culture of Bullying in Middle School. Journal of School Violence v2 n2 p5-27 2003 2003-00-00 T 2004 7/11/2004 11:53:59 CIJAPR2004

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No Data Collection Educational Environment Elementary Secondary Education Foreign Countries School Districts Violence Benbenishty, Rami Astor, Ron Avi Zeira, Anat Journal Articles Reports - Descriptive Israel Israel ISSN-1538-8220 English Presents a model for monitoring school violence locally and linking national, district, and school level data, illustrating its application in a project site in Israel. Examples of reports generated to monitor school violence for the district as a whole and for each site are presented. The article concludes that this is a feasible and useful model that social services could adopt to monitor practice in many other areas. (SM) EJ677690 Monitoring School Violence: Linking National-, District-, and School-Level Data over Time. Journal of School Violence v2 n2 p29-50 2003 2003-00-00 T 2004 2016-11-21

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No Educational Environment Rural Schools School Safety Secondary Education Secondary School Teachers Teacher Attitudes Teacher Role Violence Finley, Laura L. Journal Articles Reports - Research ISSN-1538-8220 English Examined teachers' perceptions of school violence, changes made as a result of violence, and overall school climate at a small, rural high school. Focus group data indicated that teachers had school climate concerns and feared school violence. They noted the need for an adequate physical structure to promote overall safety. They felt they should have a preventive role but were not taking many actions in this regard. (SM) EJ677691 Teachers' Perceptions of School Violence Issues: A Case Study. Journal of School Violence v2 n2 p51-66 2003 2003-00-00 T 2004 7/11/2004 11:54:00 CIJAPR2004

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No Aggression Bullying Educational Environment Grade 10 Grade 9 High School Students School Safety Secondary Education Student Behavior Verbal Abuse Violence Isernhagen, Jody Harris, Sandra Journal Articles Reports - Research ISSN-1538-8220 English Compared the bullying behaviors of high school students in four Texas and Nebraska schools. Survey data indicated that nearly one-third of girls and one-fifth of boys observed bullying often. The most common kind of bullying was hurtful teasing and name-calling. Boys bullied using more physical violence, while girls reported less. Both genders indicated they were threatened with harm more than 26 percent of the time when bullied. (SM) EJ677692 A Comparison of 9th and 10th Grade Boys' and Girls' Bullying Behaviors in Two States. Journal of School Violence v2 n2 p67-80 2003 2003-00-00 T 2004 7/11/2004 11:54:00 CIJAPR2004

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No College School Cooperation Educational Environment Higher Education Partnerships in Education Prevention Program Effectiveness School Safety Secondary Education Violence Renfro, Joy Huebner, Ruth Ritchey, Becky Journal Articles Reports - Research ISSN-1538-8220 English Study assessed the level of violence in three high schools, testing the effects of universal and targeted strategies to reduce this violence. Pre- and post-intervention data from control and intervention schools indicated that student reports of perpetration at the intervention school were significantly lower than the combined scores at the control school. Students, teachers, and administrators reported improved awareness, knowledge, and skills to implement violence prevention programs. (SM) EJ677693 School Violence Prevention: The Effects of a University and High School Partnership. Journal of School Violence v2 n2 p81-99 2003 2003-00-00 T 2004 7/11/2004 11:54:00 CIJAPR2004

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No Black Teachers Elementary Secondary Education Higher Education Preservice Teacher Education Racial Factors Student Teachers Teacher Educators Teacher Student Relationship Scott, Kimberly A. Journal Articles Reports - Descriptive ISSN-1361-3324 English Examines the effects of race on the inter- and intraracial associations between teacher educators of color and their students, drawing on the author's experience as an African American female teaching in a predominantly white U.S. undergraduate teacher education program. The article points to the effects of raced association on whiteness and blackness in the contexts of a teacher education classroom and institutions. (Contains references.) (SM) EJ677694 My Students Think I'm Indian: The Presentation of an African-American Self to Pre-Service Teachers. Race, Ethnicity and Education v6 n3 p211-26 Sep 2003 2003-00-00 T 2004 7/11/2004 11:54:01 CIJAPR2004

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No Black Dialects Black Students Culturally Relevant Education Elementary Secondary Education Higher Education Language Patterns Racial Factors Racial Identification Hopson, Rodney Journal Articles Reports - Descriptive Du Bois (W E B) ISSN-1361-3324 English Uses W.E.B. Du Bois' prophetic analysis of the color line problem to forecast the 21st century's language line problem, noting how language is central to the reproduction of racialized identities at school and in society for African American students. Juxtaposes language and cultural and social reproduction, hegemony, and race and articulates the complex nature of knowing how and why language issues continue for African American students. (Contains references.) (SM) EJ677695 The Problem of the Language Line: Cultural and Social Reproduction of Hegemonic Linguistic Structures for Learners of African Descent in the U.S.A. Race, Ethnicity and Education v6 n3 p227-45 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Black Dialects Black Students College Students Higher Education Language Usage Student Attitudes Urban Schools Barnes, Sandra L. Journal Articles Reports - Research ISSN-1361-3324 English Surveyed diverse students at an urban U.S. college to investigate their opinions of Ebonics. Three dimensions of Ebonics opinions, identified through factor analysis, suggested a typology of student orientations toward Ebonics, and multiple regression analysis identified variables that predicted these orientations. Findings showed that respondents varied in their opinions about Ebonics. Many of them associated Ebonics with socioeconomic constraints. Political orientation, age, and media influenced their views. (SM) EJ677696 The Ebonics Enigma: An Analysis of Attitudes on an Urban Campus. Race, Ethnicity and Education v6 n3 p247-63 Sep 2003 2003-00-00 T 2004 7/11/2004 11:54:01 CIJAPR2004

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No Black Community Black Organizations Black Students College Students Higher Education Foster, Kevin Michael Journal Articles Reports - Descriptive ISSN-1361-3324 English Theorizes about the formation and maintenance of black student communities on predominantly white campuses, focusing on sub-community formation; the emergence of status groups; external and internal alliances and the black student community; ascribed role versus internalized conception of role; gravitation toward the black student community; membership terms (self-identification and adherence to norms); and role switching. (SM) EJ677697 The Contours of Community: The Formation and Maintenance of a Black Student Community on a Predominantly White Campus. Race, Ethnicity and Education v6 n3 p265-81 Sep 2003 2003-00-00 T 2004 7/11/2004 11:54:02 CIJAPR2004

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No Cultural Differences Educational Policy Elementary Secondary Education Equal Education Foreign Countries Higher Education Indians Student Diversity Joshee, Reva Journal Articles Reports - Descriptive India India ISSN-1361-3324 English Analysis of key educational policy since Indian independence highlights a diversity framework implicit in the Indian approach to education. This framework is based on three interrelated goals, identified in the policy documents as national integration, equality, and development of a common culture. Articulating this framework is essential in developing a new lens through which to assess the impact of reforms in Indian education on students from various groups. (SM) EJ677698 A Framework for Understanding Diversity in Indian Education. Race, Ethnicity and Education v6 n3 p283-97 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Character Education Early Parenthood Pregnancy Program Effectiveness Secondary Education Sex Education Sexuality Hymowitz, Kay S. Journal Articles Reports - Descriptive ISSN-0033-3557 English Discusses the history of the controversy over comprehensive sex education versus abstinence education, focusing on the politics of the issue; support for abstinence education; how abstinence programs appeal to students' emotions; the influence of character education on abstinence education; how abstinence education can change students' decisions about having sex; and the results of research on abstinence education programs. (SM) EJ677699 What To Tell the Kids about Sex. Public Interest n153 p3-18 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:02 CIJAPR2004

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No Antisocial Behavior Behavior Patterns Employment Poverty Public Policy Socioeconomic Status Welfare Services Sawhill, Isabel V. Journal Articles Opinion Papers Risk Taking Behavior ISSN-0033-3557 English Stresses the need to align policy with what is known about the importance of certain behaviors in reducing poverty and inequality, focusing on ideology versus reality; the importance of work; behavior as a matter of choice versus opportunity; the influence of marriage on poverty; and how public policy can prevent a widening of the country's economic and social divisions. (SM) EJ677700 The Behavioral Aspects of Poverty. Public Interest n153 p79-93 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change College Students Females Gender Issues Higher Education Sex Role Sex Stereotypes Traditionalism Bryant, Alyssa N. Journal Articles Reports - Research ISSN-0360-0025 English Assessed longitudinal changes in gender role traditionalism across 4 years of college using national college student data from the 1996 Cooperative Institutional Research Freshman Survey and 2000 College Student Survey. Overall, students' levels of traditionalism declined during college. Women held more egalitarian views than men at college entry and 4 years later. Attitudes were impacted by peers, academic engagement, women's studies courses, and diversity experiences. (SM) EJ677701 Changes in Attitudes toward Women's Roles: Predicting Gender-Role Traditionalism among College Students. Sex Roles: A Journal of Research v48 n3-4 p131-42 Feb 2003 2003-00-00 T 2004 7/11/2004 11:54:03 CIJAPR2004

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No Black Colleges Black Students College Students Coping Higher Education Minority Groups Sex Differences Sexual Harassment Student Attitudes Sigal, Janet Braden-Maguire, Jane Patt, Ivy Goodrich, Carl Perrino, Carrol S. Journal Articles Reports - Research ISSN-0360-0025 English Undergraduates at a multicultural university (MU) and a historically black university (HBU) read scenarios in which a student was sexually harassed by a professor or workplace supervisor. Participants rated the victim's behavior. HBU students considered the harasser not guilty significantly more often than MU students, but considered the harasser less trustworthy than MU students. Women responded more negatively to blatant sexual harassment than men. (SM) EJ677702 Effects of Type of Coping Response, Setting, and Social Context on Reactions to Sexual Harassment. Sex Roles: A Journal of Research v48 n3-4 p157-66 Feb 2003 2003-00-00 T 2004 7/11/2004 11:54:03 CIJAPR2004

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No Curriculum Elementary Secondary Education Progressive Education Rural Education Traditional Schools Howley, Aimee Journal Articles Opinion Papers ISSN-0013-1725 English Explores the origins of rural school curriculum and the benefits and constraints of traditional curriculum. Presents progressive alternatives such as place-based pedagogy. Discusses the challenges of responding to accountability mandates while being responsive to student and community needs. (Contains 63 references.) (SK) EJ677703 Tried and True: The Rural School Curriculum in the Age of Accountability. Educational Forum v68 n1 p14-23 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:03 CIJMAY2004

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No Content Analysis Elementary Secondary Education Multicultural Education Rural Education Rural Urban Differences Stereotypes Textbook Content Ayalon, Aram Journal Articles Reports - Research ISSN-0013-1725 English Analysis of the content of three multicultural textbooks found that issues of place were not emphasized and rural issues were neglected. Rural culture was overshadowed by urban, and rural issues were dealt with in the context of urban issues. Rurality was invisible and rural stereotypes were perpetuated. (Contains 20 references.) (SK) EJ677704 Why Is Rural Education Missing from Multicultural Education Textbooks? Educational Forum v68 n1 p24-31 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:03 CIJMAY2004

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No Computer Mediated Communication Cultural Maintenance Curriculum Foreign Countries Local History Rural Areas Rural Education School Community Relationship Values Wright, Anne Journal Articles Reports - Descriptive New Zealand New Zealand ISSN-0013-1725 English Set within the context of New Zealand's national curriculum and culture, a case study describes how a small rural school developed a curriculum designed to preserve the values of its community. Computer-mediated communication, community classes, and projects such as a time capsule were the means that imparted community values and community ownership of its school. (Contains 23 references.) (SK) EJ677705 Preserving and Affirming Rural Values through the Curriculum. Educational Forum v68 n1 p32-41 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Advertising Capitalism Corporations Elementary Secondary Education Influences Partnerships in Education School Business Relationship Lickteig, Melissa K. Journal Articles Opinion Papers Consumerism ISSN-0013-1725 English Addresses the growing trend of schools and districts accepting corporate money and the dangers of corporate partnerships. Stresses the need for critical dialogue and analysis of the implications of such partnerships. (Contains 22 references.) (SK) EJ677706 Brand-Name Schools: The Deceptive Lure of Corporate-School Partnerships. Educational Forum v68 n1 p44-51 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Change Interpersonal Relationship Reflective Teaching Teacher Effectiveness Teacher Persistence Bowman, Richard F. Journal Articles Mind Sets Commitment ISSN-0013-1725 English There is a pressing need to refocus teacher education on five professional mind sets: reflective (self), collaborative (relationships), analytic (organizations), worldly (context), and action (change). These mind sets affirm that effective, committed teaching requires integration of content expertise and organizational and relationship skills. (Contains 26 references.) (SK) EJ677707 Reframing the Dialogue about Committed Teaching. Educational Forum v68 n1 p52-61 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Elementary School Teachers Males Stereotypes Teacher Characteristics Teacher Recruitment Young Children Wiest, Lynda R. Journal Articles ISSN-0013-1725 English History, stereotypes, and the low status of the profession has limited the number of male elementary teachers to 17%. Men who choose teaching can serve as social and academic role models. Recruitment and retention are important to ensure greater diversity in the elementary teaching force. (Contains 26 references.) (SK) EJ677708 The Current Status of Male Teachers of Young Children. Educational Forum v68 n1 p62-70 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:05 CIJMAY2004

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No Cooperating Teachers Elementary School Teachers Higher Education Practicums Secondary School Teachers Student Teachers Teacher Education McNay, Margaret Journal Articles Reports - Research Authority Power Relations ISSN-0013-1725 English Three student teachers and four cooperating teachers described experiences of power and authority in the practicum situation. Students were acutely aware of teachers' power but teachers tended to describe relationships as collegial or pedagogical. Conceiving of the practicum relationship as deliberate or anthropogogical could help increase awareness of power issues. (Contains 30 references.) (SK) EJ677709 Power and Authority in Teacher Education. Educational Forum v68 n1 p72-81 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Master Teachers Research Design Research Methodology Teacher Effectiveness Bucci, Terri T. Journal Articles Expertise ISSN-0013-1725 English Sets out definitions of expert found in three studies: situated effectiveness, emergent measure, and constrained elaboration. Outlines recommendations for selecting expert teachers to participate in research studies. (Contains 18 references.) (SK) EJ677710 Researching Expert Teachers: Who Should We Study? Educational Forum v68 n1 p82-88 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Agricultural Education Communications Competence Course Content Delphi Technique High Schools Secondary School Curriculum Akers, Cindy L. Vaughn, Paul R. Haygood, Jacqui D. Journal Articles Reports - Research ISSN-1042-0541 English In a three-round Delphi study, agriscience faculty (n=75, 43, 41) refined and categorized competencies in 11 topic areas for a high school agricultural communications course. Appropriate topics and competencies for beginning and intermediate levels were identified. (Contains 12 references.) (SK) EJ677711 High School Agricultural Communications Competencies: A National Delphi Study. Journal of Agricultural Education v44 n4 p1-10 2003 2003-00-00 T 2004 7/11/2004 11:54:05 CIJMAY2004

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No Agricultural Education Field Experience Programs Higher Education Preservice Teacher Education Student Teaching Dobbins, Thomas R. Camp, William G. Journal Articles Reports - Research North Carolina South Carolina Virginia North Carolina South Carolina Virginia ISSN-1042-0541 English In a three-round Delphi, secondary agriculture teachers and administrators, field staff and agriculture teacher educators (n=31, 33, 29) compiled a list of 102 tasks for early field experiences and student teaching experiences in agricultural education. The list is comprehensive enough for the three states where it was developed and flexible enough for local needs. (SK) EJ677712 Clinical Experiences for Agricultural Teacher Education Programs in North Carolina, South Carolina, and Virginia. Journal of Agricultural Education v44 n4 p11-21 2003 2003-00-00 T 2004 2016-11-21

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No Agricultural Education Educational Philosophy Experiential Learning Problem Solving Knobloch, Neil A. Journal Articles Reports - Research Authentic Learning ISSN-1042-0541 English An interpretivist qualitative study used the life-history method to analyze foundations of experiential learning in agricultural education. Four tenets--learning through real-life contents (Dewey), learning by doing (Knapp), learning through projects (Stimson), and learning through solving problems (Lancelot)--were conceptually aligned with the criteria of authentic learning. (Contains 52 references.) (SK) EJ677713 Is Experiential Learning Authentic? Journal of Agricultural Education v44 n4 p22-34 2003 2003-00-00 T 2004 2016-11-21

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No Agricultural Education Community Involvement Community Leaders Institutes (Training Programs) Leadership Training Program Effectiveness Rural Areas Kelsey, Kathleen D. Wall, Leah J. Journal Articles Reports - Research ISSN-1042-0541 English Agricultural leadership program graduates from 1982-2001 (n=290) and eight were interviewed. Survey results showed self-reported changes in knowledge and behavior. However, although they were aware of the importance of rural community development, they were not serving as community leaders nor actively improving their communities. (Contains 25 references.) (SK) EJ677714 Do Agricultural Leadership Programs Produce Community Leaders? A Case Study of the Impact of an Agricultural Leadership Program on Participants' Community Involvement. Journal of Agricultural Education v44 n4 p35-46 2003 2003-00-00 T 2004 7/11/2004 11:54:06 CIJMAY2004

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No Administrator Qualifications Agricultural Education Competence Delphi Technique Extension Education Volunteers Boyd, Barry L. Journal Articles Reports - Research ISSN-1042-0541 English A Delphi panel of 13 experts categorized 33 competencies for volunteer administration into 5 constructs: organizational leadership, systems leadership, organizational culture, personal skills, and management skills. Twelve barriers to acquiring competencies and 21 methods to address them were identified. (Contains 24 references.) (SK) EJ677715 Identifying Competencies for Volunteer Administrators for the Coming Decade: A National Delphi Study. Journal of Agricultural Education v44 n4 p47-56 2003 2003-00-00 T 2004 7/11/2004 11:54:07 CIJMAY2004

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No Agricultural Education Job Satisfaction Observation Secondary Education Teacher Persistence Teacher Supervision Thobega, Moreetsi Miller, Greg S. Journal Articles Reports - Research Iowa Iowa ISSN-1042-0541 English Responses from 172 of 244 Iowa secondary agriculture teachers indicated that one-fifth were not observed by supervisors during an academic year; more than half had no preobservation conference and one-third no postobservation conference. Supervision variables did not predict job satisfaction or persistence. Collaborative supervision contributed to slightly but significantly higher job satisfaction. (Contains 27 references.) (SK) EJ677716 Relationship of Instructional Supervision with Agriculture Teachers' Job Satisfaction and Their Intention To Remain in the Teaching Profession. Journal of Agricultural Education v44 n4 p57-66 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Agricultural Education Agricultural Production CD ROMs Competence Course Content High Schools Occupational Safety and Health Safety Education Student Certification Web Based Instruction Ortega, Robbie R. Tormoehlen, Roger L. Field, William E. Machtmes, Krisanna L. Journal Articles Reports - Research ISSN-1042-0541 English Competencies for a safety certification program for youth in agricultural production were validated by an expert panel and a sample of secondary agriculture and youth. A set of 170 competencies in 12 units were developed into a CD-ROM curriculum. (Contains 16 references.) (SK) EJ677717 Determining Critical Subject Matter Content for a Safety Certification Program for Youth Employed in Agricultural Production. Journal of Agricultural Education v44 n4 p67-79 2003 2003-00-00 T 2004 7/11/2004 11:54:07 CIJMAY2004

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No Agricultural Education Biotechnology Communications Environment Genetic Engineering Higher Education Knowledge Level Mass Media Student Attitudes Wingenbach, Gary J. Rutherford, Tracy A. Dunsford, Deborah W. Journal Articles Reports - Research ISSN-1042-0541 English Agricultural communications students (n=330) from 11 universities were most aware of biotechnology effects on food, less aware of effects on health and the environment. They were somewhat accepting of genetic modifications for plants, not humans. Sources of biotechnology knowledge were science classes, labs, and university professors' beliefs. (Contains 20 references.) (SK) EJ677718 Agricultural Communications Students' Awareness and Perceptions of Biotechnology Issues. Journal of Agricultural Education v44 n4 p80-93 2003 2003-00-00 T 2004 7/11/2004 11:54:07 CIJMAY2004

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No Agricultural Education Marketing of Education Secondary Education Secondary School Teachers Student Recruitment Myers, Brian E. Dyer, James E. Breja, Lisa M. Journal Articles Reports - Research ISSN-1042-0541 English The most frequent student recruitment strategies reported by 275 secondary agriculture teachers were (in order of effectiveness) feeder schools, personal contacts, FFA, publications, strong curriculum, support groups, and special events. Specific activities for each strategy were identified. (Contains 34 references.) (SK) EJ677719 Recruitment Strategies and Activities Used by Agriculture Teachers. Journal of Agricultural Education v44 n4 p94-105 2003 2003-00-00 T 2004 7/11/2004 11:54:08 CIJMAY2004

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No Adjustment (to Environment) Extension Education Females Psychosocial Development Retirement Price, Christine A. Journal Articles Reports - Research ISSN-1077-5315 English Interviews with a sample of 31 professional and nonprofessional retired women identified the following as issues of significance for women planning to retire: setting goals, avoiding retiring too early, getting involved, managing time, and being self-sufficient. These can serve as a foundation for future program development in the area of women's retirement as well as further study. (Contains 15 references.) (SK) EJ677720 Women's Retirement: Beyond Issues of Financial Security. Journal of Extension v41 n5 Oct 2003 2003-00-00 http://www.joe.org/joe/2003october/a6.shtml T 2004 7/11/2004 11:54:08 CIJMAY2004

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No Attitudes Community Involvement Community Organizations Decision Making Leaders Student Participation Rasmussen, Marilyn F. Journal Articles Reports - Research ISSN-1077-5315 English Survey responses from 68 civic and community organizations in South Dakota indicated that one-fourth currently had some level of youth participation. Service/community, religious, 4-H/scout leaders, and youth center/after-school programs, but none of the government or business organizations, indicated that youth participated in decision making. Most respondents indicated that youth should be consulted and invited to participate. (SK) EJ677721 Adult Attitudes about Youth Participation in Community Organizations. Journal of Extension v41 n5 Oct 2003 2003-00-00 http://www.joe.org/joe/2003october/rb5.shtml T 2004 7/11/2004 11:54:08 CIJMAY2004

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No Agricultural Education Evaluation Extension Education Higher Education Newsletters Reader Response Tables (Data) Wood-Turley, Sharon Tucker, Mark Journal Articles Reports - Research University of Missouri ISSN-1051-0834 English Results of study to measure the effectiveness of Discover&Enlighten, a newsletter of the University of Missouri's College of Agriculture, Food and Natural Resources, indicate that respondents (n=150) desire a mix of stories, have a positive perception of the newsletter, and consider it to be truthful. (Contains 17 references.) (JOW) EJ677722 Readership Assessment of Missouri's "Discover&Enlighten": Implications for Publications and Teaching Programs. Journal of Applied Communications v87 n2 p15-30 2003 2003-00-00 T 2004 2016-11-21

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No Aviation Mechanics Aviation Technology Higher Education History Postsecondary Education Program Descriptions Secondary Education Reese, Susan Journal Articles Reports - Descriptive Wright Brothers ISSN-1527-1803 English In honor of the Wright brothers' first flight, the article profiles aviation and aerospace technology programs that are training workers in aviation safety and explorations. Looks at programs from Eastern New Mexico University-Roswell, Pima Community College, and Olathe Northwest High School. (JOW) EJ677723 Celebrating 100 Years of Flight. Techniques: Connecting Education and Careers v78 n8 p18-23,49 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Education Work Relationship Educational Change Secondary Education Vocational Education Stone, James R., III Journal Articles Opinion Papers Career and Technical Education High Schools That Work ISSN-1527-1803 English The needs of the workplace have changed and career and technical education has not always kept pace. Two successful programs, High Schools That Work and Automotive Youth Education Systems, suggest strategies for implementing changes. (JOW) EJ677724 Standing Still in a Time of Change. Techniques: Connecting Education and Careers v78 n8 p24-25 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Networks Electromechanical Technology Exhibits School Business Relationship Secondary Education Blanchard, Wendie R. Journal Articles Reports - Descriptive Electrical Wiring ISSN-1527-1803 English Describes how students from New York City High Schools of Instructional Technology Programs demonstrated cabling and networking for industry representatives from all over the world at the CeBIT America Trade fair. (JOW) EJ677725 Wiring Student Certifications to Industry Careers. Techniques: Connecting Education and Careers v78 n8 p26-29 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Occupational Information Professional Associations Secondary Education Technological Advancement Telecommunications Reese, Susan Journal Articles Opinion Papers Fiber Optics ISSN-1527-1803 English Describes the fiber optics programs at the Career and Technical Center in Berlin, Pennsylvania and the Charles S. Monroe Technology Center in Loudoun County, Virginia. Discusses the involvement of the Fiber Optic Association with education, research and development, manufacturing, sales, distribution, installation, and maintenance of fiber optic components and networks. (JOW) EJ677726 The Fiber Optic Connection. Techniques: Connecting Education and Careers v78 n8 p30-33 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Course Content Experiential Learning High Schools Middle Schools Robotics Cutshall, Sandy Journal Articles Opinion Papers ISSN-1527-1803 English Offers suggestions for integrating robots into existing curriculum or creating after-school programs to help students gain content knowledge and hands-on experience. Lists robotics websites. (JOW) EJ677727 Why Go Robo? Techniques: Connecting Education and Careers v78 n8 p34-37,49 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:54:10 CIJMAY2004

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No Comparative Education Cultural Differences Curriculum Development Foreign Countries Program Improvement Secondary Education Harnish, Dorothy Journal Articles Career and Technical Education Persian Gulf ISSN-1527-1803 English Describes a cooperative project of the University of Georgia and the Ministry of Education and Youth in the United Arab Emirates to improve the secondary technical education system. Provides background information, describes project activities, looks at cultural issues, and discusses similarities and differences in education. (JOW) EJ677728 Camels and Camshafts: Career and Technical Education in the Persian Gulf. Techniques: Connecting Education and Careers v78 n8 p44-48,60,62 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No College Graduates College Students Females Tables (Data) Volunteers Boraas, Stephanie Journal Articles Opinion Papers Reports - Research ISSN-0098-1818 English Between September 2001 and September 2002, more than 1 in 4 individuals performed volunteer activities. Women, students, and college graduates were most likely to volunteer. (Author) EJ677729 Volunteerism in the United States. Monthly Labor Review v126 n8 p3-11 Aug 2003 2003-00-00 T 2004 7/11/2004 11:54:10 CIJMAY2004

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No Employment Interviews Internet Job Applicants Job Search Methods Mariani, Matthew Journal Articles Opinion Papers Networking ISSN-0199-4786 English Offers experiences of six job seekers to illustrate key job-search concepts. Discusses prior planning, selecting the best search methods, identifying various resources, researching potential employers, making cold calls, networking, and interviewing. Provides advice on using the Internet in the job search. (JOW) EJ677730 Job Search in the Age of Internet: Six Jobseekers in Search of Employers. Occupational Outlook Quarterly v47 n2 p2-17 Sum 2003 2003-00-00 N/A 2004 2016-11-21

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No Career Development Counselors Interpersonal Relationship Interprofessional Relationship Professional Development Psychotherapy Therapists Skovholt, Thomas M. Ronnestad, Michael H. Journal Articles Reports - Research ISSN-0894-8453 English Reformulation of the findings of a cross-sectional longitudinal study of 100 counselors and therapists resulted in 14 themes and a 6-phase model: lay helper, beginning student, advanced student, novice professional, experienced professional, and senior professional. Results show that experiences in personal and professional domains are significant influences on professional development. (Contains 63 references.) (SK) EJ677731 The Hope and Promise of Career Life-Span Counselor and Therapist Development. Journal of Career Development v30 n1 p1-44 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:11 CIJMAY2004 Special Issue: Career Development of Counselors and Therapists.

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No Career Development Counselors Emotional Response Entry Workers Professional Occupations Therapists Skovholt, Thomas M. Ronnestad, Michael H. Information Analyses Journal Articles Job Stress ISSN-0894-8453 English Review of theory and research on counselor/therapist development identified seven stressors of novice practitioners, catalyzed by the ambiguity of professional work. Sources of stress include acute performance anxiety, scrutiny of professional gatekeepers, porous or rigid emotional boundaries, fragile and incomplete practitioner identity, inadequate concept maps, glamorized expectations, and acute need for positive mentors. (Contains 47 references.) (SK) EJ677732 Struggles of the Novice Counselor and Therapists. Journal of Career Development v30 n1 p45-58 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Counselor Training Counselors Professional Development Therapists Jennings, Len Goh, Michael Skovholt, Thomas M. Hanson, Matthew Banerjee-Stevens, Devjani Journal Articles Expertise ISSN-0894-8453 English Skeptics argue that the ambiguities and subjectivities involved in counseling and therapy make expertise difficult to define. Research findings suggest the following play a role in developing expertise: experience, personal characteristics, openness to change, cultural competence, and comfort with ambiguity. (Contains 41 references.) (SK) EJ677733 Multiple Factors in the Development of the Expert Counselor and Therapist. Journal of Career Development v30 n1 p59-72 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Counselor Training Counselors Models Professional Development Therapists Goodyear, Rodney K. Wertheimer, Amy Cypers, Scott Rosemond, Michelle Fouad, Nadya A. Journal Articles Opinion Papers ISSN-0894-8453 English Goodyear, Wertheimer, Cypers, and Rosemond refine Ronnestad and Skovholt's counselor development model and some of its implications. Fouad's reaction to the articles in this issue describes how counselors' careers develop and the implications for training. Contains 16 and 9 references respectively. (SK) EJ677734 Refining the Map of the Counselor Development Journey: Response to Ronnestad and Skovholt. [and] Career Development: Journeys of Counselors. Journal of Career Development v30 n1 p73-80,81-87 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:12 CIJMAY2004 Special Issue: Career Development of Counselors and Therapists.

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No Academic Achievement Academic Aspiration Behavior Patterns Career Choice Early Adolescents Noncollege Bound Students Occupational Aspiration Socioeconomic Status Rojewski, Jay W. Kim, Heeja Journal Articles Reports - Research National Education Longitudinal Study 1988 ISSN-0894-8453 English Data on 6,370 work-bound, 6,949 college-bound, and 1,057 unemployment-bound adolescents were analyzed at grades 8 and 10. The work and unemployment groups' achievement profiles were similar to each other and lower than the college-bound. Socioeconomic status significantly influenced aspirations and postsecondary status. Educational aspiration was a more accurate predictor of postsecondary status than occupational aspiration. (Contains 29 references.) (SK) EJ677735 Career Choice Patterns and Behavior of Work-Bound Youth during Early Adolescence. Journal of Career Development v30 n2 p89-108 Win 2003 2003-00-00 T 2004 2016-11-21

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No Biculturalism Blacks Career Development Coping Racial Bias Racial Discrimination Barrett, Ian C. Cervero, Ronald M. Johnson-Bailey, Juanita Journal Articles Reports - Research ISSN-0894-8453 English Interviews with 10 black human resource developers exploring their career experiences indicated that they faced similar discrimination challenges as other black workers. They developed bicultural strategies for handling racial issues, such as support systems at work and outside the workplace. (Contains 35 references.) (SK) EJ677736 Biculturalism--Outsiders Within: The Career Development Experiences of Black Human Resource Developers. Journal of Career Development v30 n2 p109-28 Win 2003 2003-00-00 T 2004 7/11/2004 11:54:12 CIJMAY2004

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No Career Choice Foreign Countries Job Applicants Leadership Styles Motivation Work Environment Aycan, Zeynep Fikret-Pasa, Selda Journal Articles Reports - Research Turkey Turkey ISSN-0894-8453 English Survey responses from 1,213 Turkish management students indicated that the most motivating factors in job selection were power and authority, peaceful work environment, career advancement opportunities, and pay. Least motivating were close supervision, supervisor praise, performance feedback and a sense of belonging. Charismatic leadership style was most preferred. Intrinsic factors were more influential than interpersonal factors. (Contains 33 references.) (SK) EJ677737 Career Choices, Job Selection Criteria, and Leadership Preferences in a Transitional Nation: The Case of Turkey. Journal of Career Development v30 n2 p129-44 Win 2003 2003-00-00 T 2004 2016-11-23

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No Labor Needs Older Workers Population Trends Retirement Collins, Gerald A. Information Analyses Journal Articles Career Stages Life Expectancy ISSN-0894-8453 English Reviews demographic and retirement trends and ways in which the concept of retirement is changing. Suggests the need to revamp theories of career stages and indicates other workplace changes needed to accommodate older workers. Contains 35 references. (SK) EJ677738 Rethinking Retirement in the Context of an Aging Workforce. Journal of Career Development v30 n2 p145-57 Win 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents American Indians Career Development Expectation Occupational Aspiration Self Efficacy Vocational Interests Whites Turner, Sherri L. Lapan, Richard T. Journal Articles Reports - Research ISSN-0894-8453 English Career interests, efficacy expectations, and parental support were measured for 120 Native American and 134 Caucasian adolescents. Native Americans had greater interest in Realistic and Commercial occupations and those requiring high school diploma, trade school, or two-year postsecondary education. They were similar to Caucasians in range of interests, expectations for other career types, and perceived parental support. (Contains 27 references.) (SK) EJ677739 Native American Adolescent Career Development. Journal of Career Development v30 n2 p159-72 Win 2003 2003-00-00 T 2004 7/11/2004 11:54:13 CIJMAY2004

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No Foreign Countries Learning Motivation Lifelong Learning Middle Aged Adults Participation Chou, Kee-Lee Chi, Iris Leung, Angela Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0360-1277 English A survey of 1,867 Hong Kong adults aged 45-59 found that 38% were interested in formal learning after retirement. Lack of interest or time was the most common reason for no intention to participate in later-life learning. Later-life learning was positively related to education, income, and retirement funds. (Contains 35 references.) (SK) EJ677740 Interest in Formal Learning among Soon-to-Be-Aged Adults in Hong Kong. Educational Gerontology v29 n9 p723-37 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Aging (Individuals) College Students Experiential Learning Higher Education Outcomes of Education Student Attitudes Transformative Learning Altpeter, Mary Marshall, Victor W. Journal Articles Reports - Descriptive Life Expectancy Life Planning ISSN-0360-1277 English Part of an undergraduate introductory aging course was an experiential web-based exercise on calculating life expectancy, which used transformative learning methods. Data from 12 undergraduates revealed the reflective exercise stimulated thinking and increased awareness of and sensitivity to aging. (Contains 11 references.) (SK) EJ677741 Making Aging "Real" for Undergraduates. Educational Gerontology v29 n9 p739-56 Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Choice Community Colleges Educational Attitudes Older Adults Student Educational Objectives Two Year Colleges Laanan, Frankie Santos Journal Articles Reports - Research ISSN-0360-1277 English A survey of 114 adults over 55 enrolled in community colleges found that nearly one-third received prior credit at their institutions; community college was their first choice; one-third were not interested in a degree. Other findings explored their political orientations, other activities, and motivations for attending college. (Contains 27 references.) (SK) EJ677742 Older Adults in Community Colleges: Choices, Attitudes, and Goals. Educational Gerontology v29 n9 p757-76 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:14 CIJMAY2004

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No Alzheimers Disease Gerontology Higher Education Role Playing Simulation Social Work Kane, Michael N. Journal Articles Reports - Research ISSN-0360-1277 English A role-play exercise about Alzheimer's disease was designed to teach group work with memory-impaired elders. Written comments from 26 social work students revealed four outcomes: demystifying practical knowledge, respect for diversity among memory-impaired individuals, increased awareness of elders' internal states, and awareness of the challenges of group work. (Contains 47 references.) (SK) EJ677743 Teaching Direct Practice Techniques for Work with Elders with Alzheimer's Disease: A Simulated Group Experience. Educational Gerontology v29 n9 p777-94 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:14 CIJMAY2004

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No Interest Inventories Prediction Self Efficacy Self Esteem Validity Vocational Interests Rottinghaus, Patrick J. Betz, Nancy E. Borgen, Fred H. Journal Articles Reports - Research Strong Interest Inventory Strong Interest Inventory ISSN-1069-0727 English The basic confidence scales of the Expanded Skills Confidence Inventory for 715 college students were correlated with confidence for Holland's six themes and basic interest scales of the Strong Interest Inventory. Discriminant analysis indicated that using both interest and confidence measures led to additional predictive power. (Contains 37 references.) (SK) EJ677744 Validity of Parallel Measures of Vocational Interests and Confidence. Journal of Career Assessment v11 n4 p355-78 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Career Choice Career Exploration Decision Making Emotional Intelligence Gender Issues Self Efficacy Brown, Chris George-Curran, Roberta Smith, Marian L. Journal Articles Reports - Research Commitment ISSN-1069-0727 English Measures of emotional intelligence, vocational exploration, and career decision-making self-efficacy (CDMSE) were completed by 288 college students. Emotional intelligence was positively related to CDMSE. Utilization of feelings and self-control factors were inversely related to vocational exploration and commitment. Gender was not a moderator of the relationship between emotional intelligence and career variables. (Contains 33 references.) (SK) EJ677745 The Role of Emotional Intelligence in the Career Commitment and Decision-Making Process. Journal of Career Assessment v11 n4 p379-92 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Career Centers Career Counseling Career Development Ethnic Groups Higher Education Racial Differences Referral Carter, Robert T. Scales, James E. Juby, Heather L. Collins, Noah M. Wan, Carol M. Journal Articles Reports - Research ISSN-1069-0727 English A study was conducted of 1,051 students of diverse backgrounds who sought counseling at a university career center. Chi square analyses showed racial/ethnic differences in the counseling process: referral sources, reasons for seeking counseling, counselor perception of outcomes, and number of sessions held. (Contains 29 references.) (SK) EJ677746 Seeking Career Services on Campus: Racial Differences in Referral, Process, and Outcome. Journal of Career Assessment v11 n4 p393-404 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:15 CIJMAY2004

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No Adolescents High Risk Students Inner City Interest Inventories Middle Class Suburbs Vocational Interests Turner, Sherri L. Lapan, Richard T. Journal Articles Reports - Research ISSN-1069-0727 English The Mapping Vocational Challenges inventory was completed by 217 at-risk inner-city adolescents and 198 suburban middle-class adolescents. Exploratory factor analyses found only four of six Holland themes accurately portrayed both groups' conception of occupations. Suburban adolescents had more occupational information and better-defined concept of pathways. (Contains 30 references.) (SK) EJ677747 The Measurement of Career Interests among At-Risk Inner-City and Middle-Class Suburban Adolescents. Journal of Career Assessment v11 n4 p405-20 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:15 CIJMAY2004

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No Career Development Career Planning Course Content Course Organization Courses Decision Making Higher Education Outcomes of Education Folsom, Byron Reardon, Robert Information Analyses Journal Articles ISSN-1069-0727 English Analysis of 46 reports of college career development courses since the 1920s found that, in 38 studies reporting output variables, 90% indicated [positive changes; of 15 studies reporting outcomes, 13 showed positive impact, especially on retention. (Contains 102 references.) (SK) EJ677748 College Career Courses: Design and Accountability. Journal of Career Assessment v11 n4 p421-50 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:15 CIJMAY2004

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No Females Foreign Countries Parent Attitudes Sex Fairness Technical Education Trade and Industrial Education Ndahi, Hassan Journal Articles Reports - Research Nigeria Nigeria ISSN-0022-1864 English Responses from 110 of 160 Nigerian parents to a survey indicated that 80% had a college degree; 82.7% thought it important that girls study technical courses; 95.5% did not believe religion prohibited girls' studies; and 80% did not agree it was their responsibility to choose what girls studied. Most felt that counselors and teachers should have an influence. (Conains 30 references.) (SK) EJ677749 Gender Inequity in Industrial and Technical Education in Nigeria: Parents' Perspectives in the 21st Century. Journal of Industrial Teacher Education v39 n2 p6-20 Win 2002 2002-00-00 T 2004 2016-11-21

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No Career Choice Enrollment Foreign Countries Gender Issues Technical Institutes Technical Occupations Kithyo, Isaac Mattemu Petrina, Stephen Journal Articles Reports - Research Kenya Kenya ISSN-0022-1864 English A study of 39 technical college students in Kenya found the majority enrolled in gender-traditional programs. Although school facilities, guidance, and labor market orientation played a part, gender was the most persuasive factor in career choice. Parental pressure and stereotypical guidance reinforced gender norms, but some students were able to resist. (Contains 44 references.) (SK) EJ677750 Gender in School-to-School Transitions: How Students Choose Career Programs in Technical Colleges in Kenya. Journal of Industrial Teacher Education v39 n2 p21-43 Win 2002 2002-00-00 T 2004 2016-11-21

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No Economic Development Employer Attitudes Foreign Countries Government Role Role of Education Teacher Attitudes Vocational Education Mustapha, Ramlee B. Greenan, James P. Journal Articles Reports - Research Malaysia Malaysia ISSN-0022-1864 English Responses from 276 of 300 vocational educators and 53 of 120 employers in Malaysia indicated that both groups believed vocational education contributes to economic development and vocational graduates had good technical skills but needed better employability skills. They wanted more government collaboration with the private sector. (Contains 26 references.) (SK) EJ677751 The Role of Vocational Education in Economic Development in Malaysia: Educators' and Employers' Perspectives. Journal of Industrial Teacher Education v39 n2 p58-73 Win 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Computer Mediated Communication Electronic Mail Metaphors Web Based Instruction Freed, Shirley Ann Journal Articles Reports - Research ISSN-1062-3183 English A study examined how adult learners used a WebCT bulletin board space to construct knowledge. Metaphors and questions of possibilities were the "tools" that connected reflection, dialogue, and self-direction to create new understandings. The online space itself provided unique opportunities for self-directed learning and reflective dialogue. (Contains 47 references.) (SK) EJ677752 Metaphors and Reflective Dialogue Online. New Horizons in Adult Education v17 n3 p4-19 Sum 2003 2003-00-00 http://www.nova.edu/~aed/horizons/volume17no3.pdf T 2004 7/11/2004 11:54:17 CIJMAY2004

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No Demography Labor Needs Labor Supply Nurses State Surveys Brewer, Carol S. Feeley, Thomas Hugh Servoss, Timothy J. Journal Articles Reports - Research New York New York ISSN-0029-6554 English Data from the National Sample Survey of Registered Nurses for 1,928 nurses in New York State showed they were predominantly white females in their 40s. Minority nurses were underrepresented. Fewer were working than in 1996, especially in hospitals; 65% were satisfied with their jobs, somewhat less than national samples. (Contains 37 references.) (SK) EJ677753 A Statewide and Regional Analysis of New York State Nurses using the 2000 National Sample Survey of Registered Nurses. Nursing Outlook v51 n5 p220-26 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Needs Faculty Development Higher Education Needs Assessment Nursing Education Program Development Foley, Barbara Jo Redman, Richard W. Horn, Eileen V. Davis, Gayle T. Neal, Edward M. Van Riper, Marcia L. Journal Articles Reports - Research Nurse Educators ISSN-0029-6554 English A literature review and survey of 24 nursing schools concluded there is little systematic faculty development. A needs assessment of 59 nursing faculty resulted in a model of professional, instructional, leadership, and organizational development programming needs. (Contains 15 references.) (SK) EJ677754 Determining Nursing Faculty Development Needs. Nursing Outlook v51 n5 p227-32 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Change Epistemology Knowledge Level Literacy Nursing Nursing Education Oral Tradition Flaming, Don Books Journal Articles ISSN-0029-6554 English Compares epistemological changes resulting from alphabetization in ancient Greece to similar changes in nursing education. Three dynamics are explored: sedimentation of words, growth of criticism, and the new rationality. Suggests that criticism is a positive change, the devaluing of sensory and experiential knowledge a negative change. Contains 43 references. (SK) EJ677755 Orality to Literacy: Effects on Nursing Knowledge. Nursing Outlook v51 n5 p233-38 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:17 CIJMAY2004

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No Attitudes Educational Attainment Foreign Countries Higher Education Knowledge Level Nursing Education Research Utilization McCleary, Lynn Brown, G. Ted Journal Articles Reports - Research Ontario Research Training Canada ISSN-0260-6917 English Responses from 178 of 528 pediatric nurses showed that higher education levels or courses in research design and use were associated with positive attitudes toward research. Higher education levels were associated with self-reported research use; completing research-related courses was not independently associated with higher research use. (Contains 33 references.) (SK) EJ677756 Association between Nurses' Education about Research and Their Research Use. Nurse Education Today v23 n8 p556-65 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education Classification Critical Thinking Higher Education Nursing Education Thorpe, Karran Loo, Robert Journal Articles Reports - Research ISSN-0260-6917 English The short form of the Watson-Glaser Critical Thinking Appraisal was completed by 233 nursing and 131 management students, yielding four clusters of critical thinking types. Discriminant analysis using cluster membership and subtest scores showed 96% were correctly classified. (Contains 40 references) (SK) EJ677757 Critical-Thinking Types among Nursing and Management Undergraduates. Nurse Education Today v23 n8 p566-74 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:18 CIJMAY2004

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No Educational Strategies Higher Education Nursing Education Student Attitudes Student Motivation Teacher Attitudes Regan, Julie A. Journal Articles Reports - Research Self Direction ISSN-0260-6917 English Data from focus groups of 12 nursing students and 8 tutors and survey responses from 97 students and 18 tutors were analyzed. Results revealed a wide range of factors motivated students to be self-directed. All students believed good lectures were highly motivating. Students desired clear guidance and feedback. (Contains 12 references.) (SK) EJ677758 Motivating Students towards Self-Directed Learning. Nurse Education Today v23 n8 p593-99 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Criteria Foreign Countries Higher Education Nursing Education Portfolio Assessment Qualitative Research Webb, Christine Endacott, Ruth Gray, Morag A. Jasper, Melanie A. McMullan, Mirjam Scholes, Julie Journal Articles Reports - Research England United Kingdom (England) ISSN-0260-6917 English Case study data from four higher education institutions on the use of portfolio assessment in nursing were mapped against criteria for rigor in qualitative research. Monitoring rigor was determined to be best done by students, teachers, and placement mentors. Discrepancies appeared between internal teacher monitoring and external examiners. (Contains 18 references.) (SK) EJ677759 Evaluating Portfolio Assessment Systems: What Are the Appropriate Criteria? Nurse Education Today v23 n8 p600-09 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Admission Criteria College Admission Essays Higher Education Nursing Education Prediction Student Attrition Sadler, Judith Journal Articles Reports - Research ISSN-0260-6917 English From a longitudinal sample of nursing students, 193 completers and 43 noncompleters were compared, revealing significant differences in the groups' mean scores on admission essays but not admission grade point averages. Content analysis revealed how completers had internalized the role of nurse. (Contains 12 references.) (SK) EJ677760 Effectiveness of Student Admission Essays in Identifying Attrition. Nurse Education Today v23 n8 p620-627 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:19 CIJMAY2004

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No Distance Education Foreign Countries Helping Relationship Higher Education Nursing Education Teacher Student Relationship Tutoring Price, Bob Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0260-6917 English Grounded-theory based research involved interviews with 41 distance education nursing students and 22 tutors and 24 tutorial and 69 field observations. A key theme was students' development of academic voice in the support relationship with tutors. This voice helped them manage learning and determine what kinds of help tutors should give. (Contains 31 references.) (SK) EJ677761 Academic Voices and the Challenges of Tutoring. Nurse Education Today v23 n8 p628-37 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Intergenerational Programs Life Satisfaction Motivation Older Adults Volunteers Scott, Jean Pearson Reifman, Alan Mulsow, Miriam Feng, Du Journal Articles Reports - Research Generativity ISSN-1535-0770 English Elderly volunteers in the Young at Heart child care program (n=14), Meals on Wheels (n=14), other volunteer activities (n=24), and nonvolunteers (n=49) were compared. Although child-care volunteers were expected to score highest in generativity, volunteers in other activities did, followed by Young at Heart volunteers. (Contains 10 references.) (SK) EJ677762 Program Evaluation of "Young at Heart": Examining Elderly Volunteers' Generativity. Journal of Intergenerational Relationships v1 n3 p25-33 2003 2003-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 2016-11-21

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No Educational Needs Grandparents Raising Grandchildren Information Needs Inservice Teacher Education Needs Assessment Parent Education Smith, Andrea B. Dannison, Linda L. Journal Articles Reports - Research ISSN-1535-0770 English Parent topics questionnaire results (n=138) were used to design services for custodial grandparents, their grandchildren, and education professionals. Pre/post analysis of data from participants indicated that grandparents increased parenting knowledge, social support, and engagement; grandchildren increased interaction skills; and educators were more informed about issues and resources. (Contains 24 references.) (SK) EJ677763 Grandparent-Headed Families in the United States: Programming to Meet Unique Needs. Journal of Intergenerational Relationships v1 n3 p35-47 2003 2003-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. T 2004 7/11/2004 11:54:20 CIJMAY2004

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No Court Litigation Educational Vouchers Federal Regulation Public Schools State Church Separation McKenzie, David Information Analyses Journal Articles Supreme Court ISSN-0013-175X English Reviews pivotal Supreme Court decisions embodying a separationist approach and an accommodations stance regarding church and state. Discusses the views of Stephen Carter, government guidelines, and recent flashpoints in the church-state debate, such as school prayer and vouchers. Contains 52 endnotes. (SK) EJ677764 Separation and Accommodation in the Public Schools. Educational Horizons v82 n1 p21-43 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Medieval History Moral Values Public Schools Religious Education State Church Separation Carpenter, Wade A. Journal Articles ISSN-0013-175X English Argues that teachers should reconsider practices that could inhibit development of faith. Explicates the curriculum of 12th-century abbot Richard of St. Victor, suggesting that it synthesizes intellect and affect, reason and revelation, and poses challenges for public education. (SK) EJ677765 Jacob's Children and Ours: Richard of St. Victor's Curriculum for the Soul. Educational Horizons v82 n1 p44-54 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:20 CIJMAY2004 Theme--Leaping High Walls: Lessons from Faith and Lessons for Faith.

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No Learning Processes Lifelong Learning Spiritual Development Spirituality Palmer, Parker J. Journal Articles Opinion Papers Contemplation ISSN-0013-175X English Describes three spiritual practices: study of sacred texts, prayer and contemplation, and community life. Shows how each practice has a counterpart in secular education. Provides a critique of modern objective knowing and the validity of types of knowledge. (SK) EJ677766 Education as Spiritual Formation. Educational Horizons v82 n1 p55-67 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Elementary Education Low Achievement Role Models Wakefield, Dara Journal Articles ISSN-0013-175X English A teacher reflects on a child of low achievement by school standards who had a talent for learning to live and a school janitor whose master curriculum was manifested in a faithful way of life. (SK) EJ677767 Not Left Behind--On a Divergent Course. Educational Horizons v82 n1 p68-73 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:21 CIJMAY2004 Theme--Leaping High Walls: Lessons from Faith and Lessons for Faith.

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No Environmental Influences Higher Education Preservice Teacher Education Public Education Religion Studies World Views Waggoner, Michael D. Journal Articles ISSN-0013-175X English Environmental conditions that influence the development of religious literacy initiatives in preservice teacher education include parochialism and Christian privilege, the challenge of foreign traditions, the legacy of church-state separation, shifting bases of authority, the ethos of individualism, and the complexity of public education. (Contains 23 endnotes.) (SK) EJ677768 Reading the Terrain: Environmental Factors Influencing Religious Literacy Initiatives in Educator Preparation. Educational Horizons v82 n1 p74-84 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:21 CIJMAY2004 Theme--Leaping High Walls: Lessons from Faith and Lessons for Faith.

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No Business Administration Education Entrepreneurship Higher Education Learning Processes Metaphors Hjorth, Daniel Journal Articles Myth of Sisyphus (Camus) ISSN-1052-5629 English Interprets Camus' Myth of Sisyphus as an entrepreneurial perspective, a novel way of thinking about learning processes for management education that contrasts with the traditional and conceptually limiting emphasis on control and efficiency. Contains 35 references. (SK) EJ677769 In the Tribe of Sisyphus: Rethinking Management Education from an "Entrepreneurial" Perspective. Journal of Management Education v27 n6 p637-53 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education Experiential Learning Group Dynamics Higher Education Metaphors Music Teamwork Fairfield, Kent D. London, Michael B. Guides - Classroom - Teacher Journal Articles ISSN-1052-5629 English Uses the metaphor of music to explore the dynamics of team-based learning. Suggests creative ways to diagnose team problems using melody, harmony, dynamics, tempo, and rhythm. Appendices provide a diagnostic instrument and interventions for various attributes. (SK) EJ677770 Tuning into the Music of Groups: A Metaphor for Team-Based Learning in Management Education. Journal of Management Education v27 n6 p654-72 Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:21 CIJMAY2004 Special Issue: Metaphors of Management Education.

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No Educational Practices Gardening Higher Education Instructional Design Metaphors Online Courses Teaching Methods May, Gary L. Short, Darren Journal Articles ISSN-1052-5629 English Uses the metaphor of gardening in cyberspace as a guide to the creation of an environment that fosters learning and growth in online courses. Draws analogies between good gardening practices and online teaching practices, instructional design, and course management techniques. Contains 63 references. (SK) EJ677771 Gardening in Cyberspace: A Metaphor to Enhance Online Teaching and Learning. Journal of Management Education v27 n6 p673-93 Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:22 CIJMAY2004 Special Issue: Metaphors of Management Education.

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No Business Administration Education Change Experiential Learning Higher Education Individual Development Learning Processes Metaphors Kayes, D. Christopher Kayes, Anna B. Journal Articles ISSN-1052-5629 English The developmental change process is illustrated by Lewis Carroll's Alice. Development is not a direct reflection of the self but a process of looking awry at experience. This perspective has implications for various teaching methods. (Contains 27 references.) (SK) EJ677772 "Through the Looking Glass": Management Education Gone Awry. Journal of Management Education v27 n6 p794-710 Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:22 CIJMAY2004 Special Issue: Metaphors of Management Education.

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No Business Administration Education Cultural Pluralism Discourse Analysis Higher Education Ideology Propaganda Textbook Content Cameron, Kim S. Ireland, R. Duane Lussier, Robert N. New, J. Randolph Robbins, Stephen P. Journal Articles Opinion Papers Power Relations ISSN-1052-5629 English Four management textbook authors react to the metaphor of textbooks as propaganda. All write to support managerial ideology and are aware of the market, but believe their role in shaping the field is limited. Includes two responses: "Propaganda, Trusteeship, and Artifact" (Daniel R. Gilbert) and "The Hegemonic Discourse of Management Texts" (Ali Mir) with replies from the authors. Contains 31 references. (SK) EJ677773 Management Textbooks as Propaganda. Journal of Management Education v27 n6 p711-43 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Home Economics Homemakers Postsecondary Education Role of Education Social Change Social Responsibility Apple, Rima D. Coleman, Joyce Journal Articles Reports - Research ISSN-1077-727X English Late 19th- and early 20th-century founders saw home economics as a vehicle for social reform by applying scientific knowledge to family and community. By the 1920s, social responsibility of homemakers disappeared from home economics rhetoric. External factors such as legislation, educational theories, professional specialization, and changes in women's role refocused the field. (Contains 69 references.) (SK) EJ677774 "As Members of the Social Whole": A History of Social Reform as a Focus of Home Economics, 1895-1940. Family and Consumer Sciences Research Journal v32 n2 p104-26 Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:23 CIJMAY2004

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No Adult Education Hunger Low Income Groups Nutrition Instruction Outcomes of Education Dollahite, Jamie Olson, Christine Scott-Pierce, Michelle Journal Articles Reports - Research Expanded Food and Nutrition Education Program Resource Management ISSN-1077-727X English Comparison of 15,846 completers and 300 noncompleters of New York's Expanded Food and Nutrition Education Program showed that both groups significantly decreased food insecurity scores. Multiple regression analyses indicated that scores decreased significantly more for completers. The number of lessons was associated with food insecurity decreases. (Contains 15 references.) (SK) EJ677775 The Impact of Nutrition Education on Food Insecurity among Low-Income Participants in EFNEP. Family and Consumer Sciences Research Journal v32 n2 p127-39 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Doctoral Dissertations Higher Education Masters Theses Research Makela, Carole J. Journal Articles Family and Consumer Sciences ISSN-1077-727X English Reviews 270 theses and 133 dissertations in family and consumer sciences completed in 2002. Identifies productivity by institutions; suggests ways to use the list for students, faculty, researchers, and practitioners. (SK) EJ677776 Family and Consumer Sciences 2002 Theses and Dissertations: Perspectives on Research. Family and Consumer Sciences Research Journal v32 n2 p168-76 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Doctoral Dissertations Higher Education Masters Theses Research Makela, Carole J. Journal Articles Reference Materials - Geographic Family and Consumer Sciences ISSN-1077-727X English This list of 270 theses and 133 dissertations in family and consumer sciences is categorized as follows: art and design; child development; textiles; resource management; interdisciplinary; foods; nutrition; family relations; family and consumer sciences; human environment/housing; and institution, hotel, and restaurant management. (SK) EJ677777 A Listing of Theses and Dissertations Completed in Family and Consumer Sciences: 2002. Family and Consumer Sciences Research Journal v32 n2 p177-206 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Community Control Community Development Empowerment Foreign Countries Program Termination Rural Areas Small Towns Simpson, Lyn Wood, Leanne Daws, Leonie Journal Articles Reports - Research Capacity Building ISSN-0010-3802 English A remote Australian town's initiative to develop an Internet cafe was based on a foundation of community empowerment and capacity building. The project's failure illustrates factors that inhibit community control: overstretched local resources, failure to understand impact on existing social infrastructure and social networks, and lack of community consultation. (Contains 18 references.) (SK) EJ677778 Community Capacity Building: Starting with People Not Projects. Community Development Journal v38 n4 p277-86 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Community Change Community Organizations Dialogs (Language) Diversity Foreign Countries Rural Areas Murray, Michael Murtagh, Brendan Journal Articles Northern Ireland Interdependence United Kingdom (Northern Ireland) ISSN-0010-3802 English Explains the context for equity, diversity, and interdependence (EDI), followed by a case study of a Northern Ireland service organization using the EDI process to help articulate the voice of rural community groups. Illustrates the value of concerted dialogue to facilitate systemic relational change in organizations and with their constituents. (SK) EJ677779 Exploring Equity, Diversity and Interdependence through Dialogue and Understanding in Rural Northern Ireland. Community Development Journal v38 n4 p287-97 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Citizenship Community Development Community Organizations Community Programs Competence Democracy Demonstration Programs Student Participation Checkoway, Barry Richards-Schuster, Katie Abdullah, Shakira Aragon, Margarita Facio, Evelyn Figueroa, Lisa Reddy, Ellen Welsh, Mary White, Al Journal Articles Reports - Research ISSN-0010-3802 English Cross-site observation of Lifting New Voices, a national initiative to involve youth in community development, indicated the following: (1) youth participation has multiple impacts; (2) facilitating factors are youth as leaders, adult allies, and intergenerational bridges; and (3) obstacles include conditioning, withdrawal of disadvantaged communities, and adult attitudes. (Contains 22 references.) (SK) EJ677780 Young People as Competent Citizens. Community Development Journal v38 n4 p298-309 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:24 CIJMAY2004

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No Community Development Community Programs Evaluation Methods Fine Arts Program Evaluation Social Capital Newman, Tony Curtis, Katherine Stephens, Jo Information Analyses Journal Articles ISSN-0010-3802 English A review of evaluations of community-based arts projects illustrates the methodological challenges of evaluating the arts and the issue of whether and how quantitative methods should be used. Eight studies revealed self-reports of personal, social, economic, and educational change, with few negative consequences. (Contains 52 references.) (SK) EJ677781 Do Community-Based Arts Projects Result in Social Gains? A Review of the Literature. Community Development Journal v38 n4 p310-22 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:24 CIJMAY2004

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No College Graduates Foreign Countries Job Satisfaction Job Skills Life Satisfaction Salaries Underemployment Nabi, Ghulam R. Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0040-0912 English In a survey of 203 business graduates, 75 were considered underemployed. The latter group reported significantly fewer opportunities to use their skills, lower intrinsic satisfaction, and less extrinsic career success. (Contains 27 references.) (SK) EJ677782 Graduate Employment and Underemployment: Opportunity for Skill Use and Career Experiences amongst Recent Business Graduates. Education + Training v45 n7 p371-82 2003 2003-00-00 T 2004 2016-11-21

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No Apprenticeships Foreign Countries Hospitality Occupations Integrated Curriculum Program Evaluation Undergraduate Study Thomas, Sarah Grimes, Darren Journal Articles Reports - Evaluative National Vocational Qualifications (England) ISSN-0040-0912 English Graduate apprenticeships in a British college's hospitality management course involved integration of key skills and National Vocational Qualifications units. Qualitative and quantitative data from seven students indicated they felt that integration enabled formal recognition of competency, provided valuable managerial experience, and facilitated further professional development. (Contains 14 references.) (SK) EJ677783 Evaluating the Integration of Key Skills and NVQs into an Undergraduate Degree Programme: A Case Study from the Graduate Apprenticeship Initiative. Education + Training v45 n7 p383-91 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Course Content Employment Potential Higher Education Job Skills Teacher Education Zinser, Richard Journal Articles Reports - Research Career and Technical Education ISSN-0040-0912 English Western Michigan University's technical teacher education program developed a course on teaching career and employability skills using state standards and benchmarks as a framework. Preservice teachers complete five projects: job shadowing, professional portfolio, written lesson plan, videotape and self-critique of lesson plan, and an application paper. (Contains 28 references.) (SK) EJ677784 Developing Career and Employability Skills: A US Case Study. Education + Training v45 n7 p402-10 2003 2003-00-00 T 2004 2016-11-21

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No Accounting Business Education Core Curriculum Grade Inflation Grades (Scholastic) Higher Education Student Evaluation of Teacher Performance Yunker, Penelope J. Yunker, James A. Journal Articles Reports - Research ISSN-0883-2323 English Relationships between students' grades and their evaluations of instructions were analyzed for 283 accounting students. Students in intermediate accounting who took introductory courses in which the teacher was more highly rated did worse than those from introductory courses in which the teacher was less highly rated. (Contains 38 references.) (SK) EJ677785 Are Student Evaluations of Teaching Valid? Evidence from an Analytical Business Core Course. Journal of Education for Business v78 n6 p313-17 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:54:26 CIJMAY2004

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No College Faculty Essays Feedback Grading Higher Education Student Evaluation of Teacher Performance Holmes, Linda E. Smith, Lois J. Journal Articles Reports - Research Fairness ISSN-0883-2323 English Surveys of business students who completed written problems (n=56) and those who wrote essays (n=249) were analyzed. Two major complaints about grading were lack of fairness and too little feedback. Ways to address these complaints were suggested. (SK) EJ677786 Student Evaluations of Faculty Grading Methods. Journal of Education for Business v78 n6 p318-23 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No Business Administration Education College Admission Females Grade Point Average Graduate Study Higher Education Sex Bias Testing Wright, Robert E. Bachrach, Daniel G. Journal Articles Reports - Research Graduate Management Admission Test Graduate Management Admission Test ISSN-0883-2323 English Graduate Management Admission Test (GMAT) scores and grade point average in graduate core courses were compared for 190 male and 144 female business administration students. No significant differences in course performance were found, but males had been admitted with significantly higher GMAT scores, suggesting a bias against women. (Contains 27 references.) (SK) EJ677787 Testing for Bias against Female Test Takers of the Graduate Management Admissions Test and Potential Impact on Admissions to Graduate Programs in Business. Journal of Education for Business v78 n6 p324-28 Jul-Aug 2003 2003-00-00 T 2004 2016-11-21

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No College Curriculum Course Content Graduate Study Higher Education Human Resources Relevance (Education) Hoell, Robert C. Henry, Gordon O. Journal Articles Reports - Research ISSN-0883-2323 English Electronic communications of human resource professionals and the content of 23 university human resource management courses were categorized using the Human Resource Certification Institute's body of knowledge. Differences between proportion of topics discussed and topics covered in curricula suggest some topics are over- or undertaught. (Contains 16 references.) (SK) EJ677788 The Relevancy of Graduate Curriculum to Human Resource Professionals' Electronic Communication. Journal of Education for Business v78 n6 p329-34 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:54:26 CIJMAY2004

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No Business Education College Faculty Computer Mediated Communication Discussion (Teaching Technique) Feedback Higher Education Online Courses Teacher Participation Blignaut, A. Signet Trollip, Stanley R. Journal Articles Reports - Research ISSN-0883-2323 English A taxonomy of types of faculty participation in online course discussions was developed and a survey of 18 online business instructors and administrators was used to develop expectations for type and number of feedback messages. Results were used to analyze business courses and develop guidelines for teachers' role. (Contains 13 references.) (SK) EJ677789 Measuring Faculty Participation in Asynchronous Discussion Forums. Journal of Education for Business v78 n6 p347-53 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 11:54:27 CIJMAY2004

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No Communication (Thought Transfer) Economic Development Foreign Countries Networks Research Utilization School Business Relationship Luna, Matilde Velasco, Jose Luis Journal Articles Reports - Research Intermediaries Mexico Mexico ISSN-0950-4222 English Interviews with 38 academic and business professionals in Mexico identified the role of translators who facilitate industry-university communication and help integrate academic knowledge with economic development. Trust was a major factor. Translators typically have experience in both worlds and cross-disciplinary skills. (Contains 17 references.) (SK) EJ677790 Bridging the Gap between Firms and Academic Institutions: The Role of "Translators." Industry & Higher Education v17 n5 p313-23 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Education Entrepreneurship Foreign Countries Higher Education Institutional Mission Models Universities Etzkowitz, Henry Journal Articles Europe United States United States ISSN-0950-4222 English The European entrepreneurial university is typically based on the teaching mission, the U.S. on the research mission. Given similar goals of contributing to regional development and return on research investment, each may adopt the other's style over time. (Contains 21 references.) (SK) EJ677791 The European Entrepreneurial University: An Alternative to the US Model. Industry & Higher Education v17 n5 p325-35 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Federal Regulation Foreign Countries Higher Education Innovation Intellectual Property Policy Research and Development Technology Transfer de Juan, Veronica Journal Articles Reports - Research United States European Union European Union United States ISSN-0950-4222 English Technology transfer practices in the European Union emphasize industry-science relationships and protection of intellectual property. The United States has impressive success in transfer for commercial application due to the regulatory environment. Global interaction of research, industry, and international patent systems is needed to manage a worldwide network of innovation. (Contains 18 references.) (SK) EJ677792 Comparative Study of Technology Transfer Practices in Europe and the USA. Industry & Higher Education v17 n5 p337-49 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Behavior Change Behavior Modification Behavior Problems Positive Reinforcement Preschool Children Conyers, Carole Miltenberger, Raymond Romaniuk, Cathryn Kopp, Brandon Himle, Michael Journal Articles Reports - Research Differential Reinforcement of Other Behaviors ISSN-0731-7107 English This study examined the effectiveness of momentary Differential Reinforcement of Other Behaviors DRO (mDRO) and whole interval DRO (wDRO) schedules on high rates of disruptive behavior in children. In both procedures, children earned tokens for the absence of disruptive behavior and exchanged tokens for tangible or edible reinforcers. mDRO and wDRO, with tangible reinforcement, produced modest decreases in disruptive behavior. (Contains 1 figure.) (GCP) EJ677793 Evaluation of DRO Schedules To Reduce Disruptive Behavior in a Preschool Classroom. Child & Family Behavior Therapy v25 n3 p1-6 2003 2003-00-00 T 2004 2016-11-23

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No Anger Behavior Disorders Curriculum Emotional Disturbances Journal Writing Middle School Students Middle Schools Program Effectiveness Kellner, Millicent H. Colletti, Laura-Anne Bry, Brenna H. Information Analyses Journal Articles Reports - Research Anger Management ISSN-0731-7107 English Study examines the impact of In Control, a classroom-based curriculum with 10 weekly 30-minute sessions, on the frequency of anger log use between sessions. Results suggest that In Control can increase the use of a log to record anger-provoking episodes by middle school students with serious emotional/behavioral disorders, both in between training sessions and during follow-up. (Contains 24 references, 2 tables, and 2 figures.) (GCP) EJ677794 Increasing Anger Log Use during School among Middle School Students with Emotional/Behavioral Disorders. Child & Family Behavior Therapy v25 n3 p7-21 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Modification Behavior Theories Behaviorism Cognitive Psychology Theory Practice Relationship Staats, Arthur W. Information Analyses Journal Articles ISSN-0731-7107 English "A History of the Behavioral Therapies" (O'Donohue, et al., 2001) contains no description of psychological behaviorism (PB) and the role it played as one of the foundations of behavior therapy. This article indicates some of the contributions made by PB that make the missing chapter and related phenomena a major aberration in science. (Contains 39 references.) (GCP) EJ677795 The Missing Psychological Behaviorism Chapter in "A History of the Behavioral Therapies." Child & Family Behavior Therapy v25 n3 p23-38 2003 2003-00-00 T 2004 7/11/2004 11:54:28 CIJMAY2004

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No Behavior Problems Child Behavior Depression (Psychology) Intervention Mothers Parent Child Relationship Predictor Variables McFarland, Margaret L. Sanders, Matthew R. Information Analyses Journal Articles Reports - Research ISSN-0731-7107 English This paper investigates some characteristics of families with disruptive children and depressed mothers, and compares the observed behaviors of disruptive children of depressed and non-depressed mothers. Differences observed suggest that, while children of depressed mothers employed a similar range of disruptive behaviors to other disruptive children, the density of those behaviors differed. Implications for intervention are discussed. (Contains 58 references and 4 tables.) (GCP) EJ677796 The Effects of Mothers' Depression on the Behavioral Assessment of Disruptive Child Behavior. Child & Family Behavior Therapy v25 n3 p39-63 2003 2003-00-00 T 2004 7/11/2004 11:54:29 CIJMAY2004

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No Ethics Hinduism Knowledge Level Measures (Individuals) Psychometrics Religious Cultural Groups Test Reliability Test Validity Tarakeshwar, Nalini Pargament, Kenneth I. Mahoney, Annette Information Analyses Journal Articles Reports - Descriptive Yoga ISSN-1099-9809 English Examines religious practices of Hindus in the United States and develops measures of their religious pathways. Four religious pathways were identified: devotion, ethical action, knowledge, and physical restraint/yoga. Results indicate that the measures of the religious pathways possessed adequate psychometric properties and were predictive of mental and physical well-being. (Contains 46 references, 3 tables, and 1 appendix.) (GCP) EJ677797 Measures of Hindu Pathways: Development and Preliminary Evidence of Reliability and Validity. Cultural Diversity & Ethnic Minority Psychology v9 n4 p316-32 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Pluralism Ethnicity Ethnocentrism Identification (Psychology) Self Esteem Social Theories Negy, Charles Shreve, Tara L. Jensen, Bernard J. Uddin, Nizam Information Analyses Journal Articles Reports - Research Social Identity ISSN-1099-9809 English Examines the competing theories of social identity theory (SIT) and multicultural theory to determine if support would be found for either theory. Consistent with SIT, levels of ethnic identity correlated significantly with levels of ethnocentrism for Whites and Hispanics but not for African Americans. Implications of the findings are discussed. (Contains 43 references and 1 table.) (GCP) EJ677798 Ethnic Identity, Self-Esteem, and Ethnocentrism: A Study of Social Identity versus Multicultural Theory of Development. Cultural Diversity & Ethnic Minority Psychology v9 n4 p333-44 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Black Students College Students Ethnic Groups Males Predictive Measurement Racial Identification Whatley, P. Richard Allen, James Dana, Richard H. Information Analyses Journal Articles Reports - Research Minnesota Multiphasic Personality Inventory Racial Identity Attitude Scale Minnesota Multiphasic Personality Inventory Racial Identity Attitude Scale ISSN-1099-9809 English Examines the relation of the Minnesota Multiphasic Personality Inventory (MMPI) to the Racial Identity Attitude Scale-Black, Short Form (RIAS-B) was examined among 50 African American male college students Results indicated RIAS-B scale scores functioned as predictors of MMPI scale scores. Implications of these findings for MMPI-2 research with ethnic and racial groups are discussed. (Contains 49 references and 3 tables.) (GCP) EJ677799 Racial Identity and the MMPI in African American Male College Students. Cultural Diversity & Ethnic Minority Psychology v9 n4 p345-53 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Culture Mental Health Theories Wellness Cross, Terry L. Journal Articles Opinion Papers Healing ISSN-1099-9809 English Focuses on culture as a resource for theories that can inform one's understanding of human behavior; for clinical practice; and for mental health and wellness. Uses a healing story from native culture to describe the essence of the author's relational worldview and to reframe the professional thinking about culture as one of the greatest assets for healing and mental wellness. (GCP) EJ677800 Culture as a Resource for Mental Health. Cultural Diversity & Ethnic Minority Psychology v9 n4 p354-59 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Cultural Pluralism Mass Media Effects Psychosocial Development Social Values Socialization Television Viewing Berry, Gordon L. Information Analyses Journal Articles ISSN-1099-9809 English Television can be an important medium for the teaching and learning of the developing child. This article explores how social learning theory and the cross-cultural images and portrayals on television might influence the multicultural attitudes, values, and beliefs of children. (Contains 22 references.) (Author) EJ677801 Developing Children and Multicultural Attitudes: The Systemic Psychosocial Influences of Television Portrayals in a Multimedia Society. Cultural Diversity & Ethnic Minority Psychology v9 n4 p360-66 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:30 CIJMAY2004

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No Coping Counseling Cultural Awareness Disabilities Ethics Family Relationship Banks, Martha E. Information Analyses Journal Articles Multicultural Counseling ISSN-1099-9809 English Provides an overview of disability in families. The goal of the article is to raise awareness of the status of people with disabilities and their families to develop culturally relevant psychological support. An international literature review is provided with consideration of cultural meanings of disability, preparation for dealing with disability, coping strategies, support, developmental dynamics, competing needs of family members, and ethics. (Contains 80 references, 2 tables, and 2 figures.) (GCP) EJ677802 Disability in the Family: A Life Span Perspective. Cultural Diversity & Ethnic Minority Psychology v9 n4 p367-84 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Addiction Drug Rehabilitation Research and Development Substance Abuse Teaching Models Theory Practice Relationship Hohman, Melinda Loughran, Hilda Information Analyses Journal Articles Reports - Research ISSN-1533-2705 English Describes a teaching model used to train students in different methods of substance abuse treatment. Addiction Studies students and graduate social work students received treatment manuals that were used in Project MATCH study, three methods of treatment were used. Students reported surprise at the level of sophistication in substance abuse treatment, and recognition of the connection between research and practice. (Contains 28 references.) (GCP) EJ677803 Teaching Evidence-Based Addiction Practice: Project MATCH Comes to the Classroom. Journal of Teaching in the Addictions v2 n1 p1-15 2003 2003-00-00 T 2004 7/11/2004 11:54:31 CIJMAY2004

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No Alcohol Abuse College Students Commuting Students Higher Education Predictor Variables Self Control Socialization Bebo, Joseph A. Information Analyses Journal Articles Reports - Research ISSN-1533-2705 English Previous literature has identified a number of variables that lead to substance abuse behavior. Studies that take a multifaceted, theoretical approach are limited. This study proposes the integration of differential association, social learning, social bonding, seduction and self-control theories. Proposes that a multifaceted approach contributes to a better understanding of the dynamics that lead to the development of deviant behavior. (Contains 35 references and 6 tables.) (GCP) EJ677804 An Investigational Analysis of Problem Drinking among a Commuter College Population. Journal of Teaching in the Addictions v2 n1 p17-37 2003 2003-00-00 T 2004 7/11/2004 11:54:31 CIJMAY2004

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No Anxiety Counselor Supervision Counselor Training Security (Psychology) Substance Abuse Supervisor Supervisee Relationship Culbreth, John R. Information Analyses Journal Articles Reports - Research Addiction Counseling ISSN-1533-2705 English Surveys substance abuse counselor supervisors to examine their perceptions of anxiety and resistance reactions in their supervisees, how they responded to these reactions, and how these reactions impacted the supervisory relationship. Supervisors indicated that personal insecurity was the most common reaction, with discussing the issue the most common supervisory response. Discusses implications for conducting supervision and providing appropriate supervision training. (Contains 16 references and 2 tables.) (GCP) EJ677805 Chemical Dependency Counselor Supervisors' Perceptions of Supervisee Anxiety and Resistance in Clinical Supervision. Journal of Teaching in the Addictions v2 n1 p39-49 2003 2003-00-00 T 2004 2016-11-21

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No Intervention Locus of Control Program Effectiveness Self Efficacy Smoking Socialization Watt, Celia A. Manaster, Guy Information Analyses Journal Articles Reports - Research Smoking Cessation ISSN-1533-2705 English Examines the impact of experiential exercises, combined with a traditional smoking cessation intervention, on quit rates and social learning theory variables known to impact smoking cessation. Measures of self-efficacy and locus of control did not significantly differ between the experimental and control conditions. Quit rates did not differ significantly between the two conditions. (Contains 11 references and 1 table.) (GCP) EJ677806 Efficacy of Incorporating Experiencing Exercises into a Smoking Cessation Curriculum. Journal of Teaching in the Addictions v2 n1 p51-57 2003 2003-00-00 T 2004 2016-11-21

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No Addiction College Curriculum Counselor Training Higher Education Taleff, Michael J. Information Analyses Journal Articles Reports - Research Addiction Counseling ISSN-1533-2705 English Presents the results of an exploratory survey on collegiate addictions studies programs offered in the United States. Eighteen percent of these programs are at the graduate level, 13% at the bachelor's level, and 69% at the associate's level. Counseling courses by far were the most cited addiction studies offered at all academic levels with basic/introductory courses a distant second. (Contains 4 tables.) (GCP) EJ677807 The State of Addictions Education Programs: Results of a National Cross-Sectional Survey. Journal of Teaching in the Addictions v2 n1 p59-66 2003 2003-00-00 T 2004 2016-11-21

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No Addiction Counselor Training Course Content Course Descriptions Higher Education Substance Abuse Undergraduate Study Journal Articles Addiction Counseling ISSN-1533-2705 English Presents sample undergraduate syllabi for seven addiction counseling courses. Courses include: Group Interventions in Substance Abuse and Addiction; Recovery and Relapse Prevention Methods; Group Counseling I and II; and Co-Occurring Disorders. (GCP) EJ677808 Undergraduate Syllabi. Journal of Teaching in the Addictions v2 n1 p67-98 2003 2003-00-00 T 2004 2016-11-21

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No Addiction Counselor Training Field Instruction Social Work Myers, Peter L. Information Analyses Journal Articles Addiction Counseling ISSN-1533-2705 English Process recording, a technique in social work field instruction, is a useful device in addiction counselor preparation. It provides a framework that encourages attention to details of interaction, feelings, and uses of skills. (Contains 11 references.) (Author) EJ677809 Process Recording: Importing a Technique from Social Work Field Instruction. Journal of Teaching in the Addictions v2 n1 p99-108 2003 2003-00-00 T 2004 2016-11-21

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No Child Health Environmental Standards Hazardous Materials Poisons Pollution Social Work Social Workers Rogge, Mary E. Combs-Orme, Terri Information Analyses Journal Articles Environmental Health ISSN-0037-8046 English Defines chemical contamination and reviews data regarding the ubiquity of toxic chemicals. Describes major risk pathways to fetuses and children at different developmental stages and discusses evidence regarding exposure and harm to children from chemical contamination. Reviews the roles for social workers in protecting current and future generations from environmental contaminants. (Contains 82 references.) (GCP) EJ677810 Protecting Children from Chemical Exposure: Social Work and U.S. Social Welfare Policy. Social Work v48 n4 p439-50 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cancer Client Characteristics (Human Services) Counselor Client Relationship Sexual Abuse Social Work Social Workers Cunningham, Maddy Journal Articles Traumas ISSN-0037-8046 English Describes a study of social work clinicians working with two types of trauma: sexual abuse and cancer. The effect of clinician's cognitive schemas and the confounding variables of personal history of abuse and years' experience are described. Clinicians who worked primarily with clients who were sexually abused reported more disruptions in cognitive schemas. (Contains 32 references and 3 tables.) (GCP) EJ677811 Impact of Trauma Work on Social Work Clinicians: Empirical Findings. Social Work v48 n4 p451-59 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Child Custody Family Violence State Legislation State Regulation Surveys Levin, Amy Mills, Linda G. Information Analyses Journal Articles Reports - Research ISSN-0037-8046 English Presents national data on each state's legislative approach to custody cases involving allegations of domestic violence. Findings suggest that each regulatory schema has strengths and weaknesses, but that these approaches have been developed without the benefit of extensive study. (Contains 45 references and 1 table.) (GCP) EJ677812 Fighting for Child Custody When Domestic Violence Is at Issue: Survey of State Laws. Social Work v48 n4 p463-70 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:33 CIJMAY2004

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No Age Differences Cultural Differences Educational Environment Foreign Countries National Surveys School Safety Sex Differences Violence Zeira, Anat Astor, Ron Avi Benbenishty, Rami Information Analyses Journal Articles Reports - Research Israel Israel ISSN-0037-8046 English Reports findings of national survey on school violence in Israel. Revealed high rates of violence in all areas and among all age groups, but relatively higher rates of low-level violent behaviors and lower rates of more severe violent events. Reports on age-related, gender, and cultural differences; discusses social workers' roles in shaping national policy and professional discourse on school violence. (Contains 68 references, 3 tables, and 3 figures.) (GCP) EJ677813 School Violence in Israel: Findings of a National Survey. Social Work v48 n4 p471-83 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Emotional Response Grief Models Fast, Jonathan D. Information Analyses Journal Articles Reports - Research Columbine High School Shooting ISSN-0037-8046 English Responses to the rampage killings at Columbine High School were analyzed at the national level, the level of the community, and that of the family. In many cases people responded by undertaking "grief projects." It is suggested that these projects are best understood within the context of Worden's task model of mourning. (Contains 31 references.) (GCP) EJ677814 After Columbine: How People Mourn Sudden Death. Social Work v48 n4 p484-91 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Child Abuse Moral Issues Political Issues Sexual Abuse Social Theories Social Work Mildred, Jane Journal Articles Social Constructivism ISSN-0037-8046 English Describes research findings based on in-depth interviews with people who helped bring concerns about child sexual abuse to audiences in the Western world. Uses a social constructionist framework to suggest that debates about child sexual abuse, although framed primarily as empirical issues, may reflect moral and political, as well as scientific, disagreements. (Contains 23 references, 1 table, and 1 figure.) (GCP) EJ677815 Claimsmakers in the Child Sexual Abuse "Wars": Who Are They and What Do They Want? Social Work v48 n4 p492-503 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Counselor Client Relationship Family Violence Predictor Variables Resilience (Personality) Social Work Social Workers Bell, Holly Information Analyses Journal Articles Reports - Research Traumas ISSN-0037-8046 English Explores the utility of the strengths perspective as a conceptual framework for research in a qualitative study of secondary trauma with counselors of battered women. An emphasis on strengths allowed the researcher to identify strategies and resources that prevented symptoms of secondary trauma in the majority of counselors. (Contains 27 references and 1 table.) (GCP) EJ677816 Strengths and Secondary Trauma in Family Violence Work. Social Work v48 n4 p513-22 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Behavior Problems Correlation Delinquency Environmental Influences Family Environment Family Influence Violence Youth van Dorn, Richard A. Williams, James Herbert Information Analyses Journal Articles Reports - Research ISSN-0037-8046 English Investigates the extent to which attitudes, family, and environmental correlates are associated with the escalation from nonviolent to violent offending among incarcerated youths. Beliefs that power equates safety and a violent home environment were salient in understanding escalation in offending behavior, and prior criminal victimization was moderately significant. (Contains 41 references and 1 table.) (GCP) EJ677817 Correlates Associated with Escalation of Delinquent Behavior in Incarcerated Youths. Social Work v48 n4 p523-31 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:34 CIJMAY2004

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No Administrative Policy Administrator Role Community Programs Counselor Client Relationship Mental Health Programs Social Work Social Workers Violence Work Environment Spencer, Patricia C. Munch, Shari Information Analyses Journal Articles ISSN-0037-8046 English Examines job-related, client-perpetrated threats or physical violence against social workers in general, and community outreach mental health professionals in particular. Highlights the critical role of supervisors and administrators in developing proactive prevention and postincident response policies and procedures that create an organizational climate of safety awareness, training and psychological support to traumatized worker-victims. (Contains 48 references and 1 table.) (GCP) EJ677818 Client Violence toward Social Workers: The Role of Management in Community Mental Health Programs. Social Work v48 n4 p532-44 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:35 CIJMAY2004

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No Foreign Countries Intervention Political Influences Program Descriptions Social Influences Social Work Social Workers Terrorism War Shamai, Michal Information Analyses Journal Articles Reports - Descriptive Israel Social Constructivism Israel ISSN-0037-8046 English Describes and analyzes an intervention program with social workers living and working in a situation of uncertainty created by political violence, such as war and terrorism. Uses a social constructionist perspective as a theoretical framework, emphasizing the effect of the social and political context in constructing the experience and a recognition of the personal and professional knowledge gained in the daily experience. (Contains 25 references.) (GCP) EJ677819 Using Social Constructionist Thinking in Training Social Workers Living and Working under Threat of Political Violence. Social Work v48 n4 p545-55 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Disability Identification Emotional Problems General Education High Risk Students Learning Problems Teacher Role Teaching Methods Henley, Martin Long, Nicholas Guides - Classroom - Teacher Journal Articles English The majority of students with emotional problems sit undetected in general education classrooms. This article highlights the warning signs of developing emotional problems, as well as strategies to help students overcome their emotional barriers to learning. (GCP) EJ677820 Helping Students with Emotional Problems Succeed. Classroom Leadership Online v7 n3 Nov 2003 2003-00-00 http://www.ascd.org/cms/objectlib/ascdframeset/index.c fm?publication=http://www.ascd.org/publications/class lead/200311/toc.html N/A 2004 7/11/2004 11:54:36 CIJMAY2004 Oneshot.

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No Human Services Scholarly Writing Scholarship Writing for Publication Sweitzer, H. Frederick Information Analyses Journal Articles Opinion Papers Human Services Professionals ISSN-0890-5428 English This editorial seeks to frame issues and provoke thinking and discussion about the importance of human services educators publishing their work. Proposes that multiple forms of scholarship offer hope, inspiration, and guidance as human service educators strive to meet the challenges of scholarship in human service education. (Contains 16 references.) (GCP) EJ677821 Multiple Forms of Scholarship and Their Implications for Human Service Educators. Human Service Education v23 n1 p5-13 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Graduate Study Human Services Professional Development Professional Education Self Esteem Theory Practice Relationship Evenson, Thomas L. Holloway, Linda L. Information Analyses Journal Articles Professionalism ISSN-0890-5428 English This article challenges educators to develop the human service student's innate inclination toward a professional approach to practice. A conscious effort to incorporate individual professionalism as a central theme within the human service academic program can enhance students' self-perception, self-confidence and, ultimately, the quality of services delivered to the individuals they serve. (Contains 19 references.) (Author) EJ677822 Promoting Professionalism in Human Service Education. Human Service Education v23 n1 p15-24 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Academic Advising Competence Graduate Study Human Services Leadership Peer Counseling Professional Education Diambra, Joel F. Information Analyses Journal Articles Reports - Descriptive ISSN-0890-5428 English Peer advising is one model for delivering advising services. This article describes peer advising in the Human Service Program at the University of Tennessee. Students who serve as peer advisors provide a needed service, contribute to the human service program through their leadership, and benefit from developing competence consistent within the human service profession. (Contains 18 references.) (GCP) EJ677823 Peer Advising: An Opportunity for Leadership and Competency Development. Human Service Education v23 n1 p25-37 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:36 CIJMAY2004

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No Cultural Influences Economic Factors Goodness of Fit Human Services Internship Programs Professional Education Kellner, Lynne A. Lucas, Janel Journal Articles ISSN-0890-5428 English Little is written about the impact of cultural and economic factors on the field of human services and how these factors affect an agency's ability to train interns. Two field-placement coordinators evaluated existing programs through the goodness-of-fit perspective and examined the relationships among students, agencies, and academia. (Contains 20 references.) (GCP) EJ677824 Students, Agencies, and Academia: Goodness of Fit? Human Service Education v23 n1 p39-51 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:37 CIJMAY2004

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No Career Development College Students Higher Education Human Services Majors (Students) Professional Education Student Motivation Woodside, Marianne McClam, Tricia Diambra, Joel Kronick, Robert F. Information Analyses Journal Articles Reports - Research ISSN-0890-5428 English Student essays were analyzed by the researchers to identify motivations fro pursuing a major in human services. Four major themes emerged: the self, personal experiences, goals, and program/curriculum. Findings are consistent with current career-development theories. Two subthemes unique to these participants were religion and working with individuals who are deaf. (Contains 21 references.) (GCP) EJ677825 So You Want to Major in Human Services: An Exploration of Students' Motivations. Human Service Education v23 n1 p53-65 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:37 CIJMAY2004

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No Client Characteristics (Human Services) Counseling Counselor Training Course Descriptions Higher Education Human Services Professional Education Spirituality Riemer-Reiss, Marti Information Analyses Journal Articles Reports - Descriptive ISSN-0890-5428 English A holistic, multicultural model of human services involves attending to clients' spirituality. This article describes an elective course on spirituality, its rationale, goals and educational objectives, curriculum, and course assignments. It is hoped that this course description encourages human service educators to consider offering a course related to spirituality. (Contains 28 references.) (GCP) EJ677826 A Counseling and Human Services Course in Spirituality. Human Service Education v23 n1 p67-74 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:37 CIJMAY2004

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No Burnout Emotional Response Human Services Psychological Patterns Stress Management Stress Variables Morrissette, Patrick J. Information Analyses Journal Articles ISSN-0890-5428 English Constructs that are typically associated with helping professional psychological injury include secondary traumatic stress disorder/compassion fatigue, critical incident stress, vicarious traumatization, and burnout. This paper provides clarification by identifying existing constructs and describing similarities and differences. Construct definitions, clinical features, and sources for symptomatology are provided. (Contains 42 references.) (GCP) EJ677827 A Review of Prominent Psychological Injury Constructs. Human Service Education v23 n1 p75-86 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:37 CIJMAY2004

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No Graduate Study Human Services Interdisciplinary Approach Models Physical Therapy Professional Education Program Evaluation Social Work Knauss, Linda K. Kramer, Lisa G. Linn, Margaret Inman Silver, Paula T. Soliman, Hussein H. Wellmon, Robert H. Information Analyses Journal Articles Reports - Evaluative ISSN-0890-5428 English Presents an evaluation pf a training model that introduces graduate students from the professions of clinical psychology, education, physical therapy, and social work to interdisciplinary practice. Results indicate that, when compared with a control group, students who participated in the training model exhibited significant differences in learning on both knowledge and practice dimensions of interdisciplinary practice. (Contains 24 references and 2 tables.) (GCP) EJ677828 Preparing Students in Human Service Professions for Interdisciplinary Practice. Human Service Education v23 n1 p87-96 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:38 CIJMAY2004

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No Art Therapy Children Counseling Theories Grief Story Telling Glazer, Hilda R. Marcum, Donna Information Analyses Journal Articles Narrative Therapy ISSN-0735-6846 English The authors describe the use of storytelling to assist children who have experienced the death of a family member or friend. The results support the theory that children are able to use narrative to express grief and loss and that artwork can aid in the expression of both experiences. (Contains 16 references.) (Author) EJ677829 Expressing Grief through Storytelling. Journal of Humanistic Counseling, Education and Development v42 n2 p131-38 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Children Cultural Pluralism Curriculum Development Empathy Program Descriptions Responsibility Hollingsworth, Lisa A. Didelot, Mary J. Smith, Judith O. Information Analyses Journal Articles Reports - Descriptive Tolerance ISSN-0735-6846 English The authors describe the REACH Beyond Tolerance program, a schoolwide model for teaching children tolerance, and they argue that most current school curricula do not prepare students to operate effectively within an ethnically and culturally diverse world. (Contains 27 references and 1 appendix.) (Author) EJ677830 REACH Beyond Tolerance: A Framework for Teaching Children Empathy and Responsibility. Journal of Humanistic Counseling, Education and Development v42 n2 p139-51 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Children Goal Orientation Instruction Parent Child Relationship Westburg, Nancy G. Martin, Daniel Information Analyses Journal Articles Reports - Research Hope ISSN-0735-6846 English Levels of hope, the pathways and agency components, were measured in 46 children and 1 of their parents. After 4 weeks of goal-oriented academic instruction, pretest-posttest results showed that children's Pathways scores increased. Parents' Hope scores were not correlated to their child's scores. Children's Agency scores were correlated to the parents' estimation. (Contains 36 references and 2 tables.) (Author) EJ677831 The Relationship between a Child's Hope, A Parent's Hope, and Student-Directed, Goal-Oriented Academic Instruction. Journal of Humanistic Counseling, Education and Development v42 n2 p152-64 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Holistic Approach Prevention Violence Wellness Makinson, Linda S. Myers, Jane E. Information Analyses Journal Articles Reports - Descriptive ISSN-0735-6846 English The authors address adolescent violence by promoting holistic health before symptoms occur and by using strength-based interventions to combat problems that already exist. A wellness model is presented, as is a discussion of research on the components of the model that are related to violence and violence prevention with adolescents. (Contains 49 references.) (Author) EJ677832 Wellness: An Alternative Paradigm for Violence Prevention. Journal of Humanistic Counseling, Education and Development v42 n2 p165-77 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:39 CIJMAY2004

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No Academic Achievement College Freshmen Higher Education Holistic Approach Models Student Needs Wellness Choate, Laura Hensley Smith, Sondra L. Information Analyses Journal Articles Reports - Descriptive ISSN-0735-6846 English The authors present a rationale for infusing a wellness model into the curriculum design of 1st-year college students success courses. The Wheel of Wellness model is proposed as a framework for addressing student needs in a holistic manner. (Contains 21 references and 2 appendixes.) (Author) EJ677833 Enhancing Development in 1st-Year College Student Success Courses: A Holistic Approach. Journal of Humanistic Counseling, Education and Development v42 n2 p178-93 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:39 CIJMAY2004

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No College Environment College Freshmen Counseling Dormitories Higher Education Partnerships in Education Program Descriptions Dillon, James J. Journal Articles Learning Communities ISSN-0735-6846 English The author describes a counseling-focused Learning Community program for 1st-year college students. It is argued that counseling services can be improved if constructive partnerships are formed among counselors, faculty, and residence life staff. Positive initial assessment data are presented along with suggestions for implementing similar programs. (Contains 35 references and 1 table.) (Author) EJ677834 Bringing Counseling to the Classroom and the Residence Hall: The University Learning Community. Journal of Humanistic Counseling, Education and Development v42 n2 p194-208 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Counselor Educators Faculty Publishing Scholarly Writing Writing for Publication Magnuson, Sandy Davis, Keith M. Christensen, Teresa M. Duys, David K. Glass, J. Scott Portman, Tarrell Schmidt, Eric A. Veach, Laura J. Information Analyses Journal Articles Reports - Research ISSN-0735-6846 English This article features results of a participatory study focused on strategies used by 7 entry-level assistant professors to negotiate the challenges of writing and submitting successful scholarly research during their 1st year as counselor education faculty members. (Contains 20 references and 1 table.) (Author) EJ677835 How Entry-Level Assistant Professors Master the Art and Science of Successful Scholarship. Journal of Humanistic Counseling, Education and Development v42 n2 p209-22 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:40 CIJMAY2004

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No Counselor Supervision Counselor Training Creative Activities Models Student Needs Supervisory Methods Neswald-McCalip, Rhonda Sather, Jerome Strati, Jennifer Vigil Dineen, Julia Information Analyses Journal Articles Reports - Research ISSN-0735-6846 English This study explored "creative supervision" using qualitative methods of data collection and analysis. Findings include a new model of counselor supervision. Rather than resting on a developmental notion of supervision goals, the Regenerative model empowers students to identify their own learning needs by integrating expressive arts activities within the supervision process. (Contains 22 references and 1 figure.) (Author) EJ677836 Exploring the Process of Creative Supervision: Initial Findings Regarding the Regenerative Model. Journal of Humanistic Counseling, Education and Development v42 n2 p223-37 Fall 2003 2003-00-00 T 2004 7/11/2004 11:54:40 CIJMAY2004

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No Environmental Influences Evaluation Methods Generalization Personality Traits Psychological Characteristics Psychological Testing Social Environment Walter, Daniel W. Information Analyses Journal Articles Reports - Research ISSN-0748-1756 English The Salter Environmental Type Assessment- Experimental Form B (SETA-Form B) was designed to be a commensurate environmental assessment for the Myers-Briggs Type Indicator. This study addressed the generalizability of the SETA-Form B scores provided by 800 college students across 4 environmental domains. Although the results were mostly positive, potential problems were found with scores on the Judging-Perceiving Scale. (Contains 46 references and 3 tables.) (Author) EJ677837 A Generalizability Study of Salter Environmental Type Assessment Scores by Social Climate Domain. Measurement and Evaluation in Counseling and Development v36 n3 p130-39 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:40 CIJMAY2004

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No Foreign Countries Personality Measures Psychometrics Test Reliability Murray, Greg Rawlings, David Allen, Nicholas B. Trinder, John Information Analyses Journal Articles Reports - Research NEO Five Factor Inventory Australia Australia NEO Five Factor Inventory ISSN-0748-1756 English Psychometric analysis of scores from the NEO Five-Factor Inventory (NEO-FFI) confirmed their internal and test-retest reliability in an Australian adult sample. The data also provided support for the internal and temporal reliability of scores derived from 13 lower order item clusters identified in the NEO-FFI. (Contains 25 references and 4 tables.) (Author) EJ677838 NEO Five-Factor Inventory Scores: Psychometric Properties in a Community Sample. Measurement and Evaluation in Counseling and Development v36 n3 p140-49 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Correlation Evaluation Methods Personality Measures Psychometrics Screening Tests Self Report Test Reliability Piedmont, Ralph L. Sherman, Martin F. Sherman, Nancy C. Williams, Joseph E. G. Information Analyses Journal Articles Reports - Research Diagnostic Statistical Manual of Mental Disorders ISSN-0748-1756 English This study examined the psychometrics of the Structured Clinical Interview for DSM-IV Personality Disorders Personality Questionnaire (SCID-IIP) self-report personality questionnaire. The responses to the instrument were found reliable and evidenced good self-other convergence. Correlations with external criteria showed the SCID-IIP to contain broad personological information. The scale's basis in DSM-IV nosology makes it a potentially important tool for clinical research. (Contains 43 references and 2 tables.) (Author) EJ677839 A First Look at the Structured Clinical Interview for "DSM-IV" Personality Disorders Screening Questionnaire: More Than Just a Screener? Measurement and Evaluation in Counseling and Development v36 n3 p150-60 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Counselor Training Cultural Awareness Cultural Pluralism Evaluation Methods Knowledge Level Skill Analysis Test Reliability Test Validity Kim, Bryan S. K. Cartwright, Brenda Y. Asay, Penelope A. D'Andrea, Michael J. Information Analyses Journal Articles Reports - Research ISSN-0748-1756 English On the basis of data from 2 studies with counseling graduate students, the Multicultural Awareness, Knowledge, and Skills Survey--Counselor Edition was revised. The new 33-item instrument consists of 10-item Awareness, 13-item Knowledge, and 10-item Skills subscales. Evidence of reliability and validity are described. (Contains 35 references and 3 tables.) (Author) EJ677840 A Revision of the Multicultural Awareness, Knowledge, and Skills Survey--Counselor Edition. Measurement and Evaluation in Counseling and Development v36 n3 p161-80 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:41 CIJMAY2004

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No Educational Testing Evaluation Methods Psychological Testing Standards Test Validity Goodwin, Laura D. Leech, Nancy L. Information Analyses Journal Articles ISSN-0748-1756 English The treatment of validity in the newest edition of "Standards for Educational and Psychological Testing" is quite different from coverage in earlier editions of the Standards and in most measurement textbooks. The view of validity in the 1999 Standards is discussed, and suggestions for instructors of measurement courses are offered. (Contains 56 references, 1 table, and 1 appendix.) (Author) EJ677841 The Meaning of Validity in the New "Standards for Educational and Psychological Testing": Implications for Measurement Courses. Measurement and Evaluation in Counseling and Development v36 n3 p181-91 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:42 CIJMAY2004

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No Learning Disabilities Mild Disabilities Preschool Children Primary Education School Psychology Screening Tests Special Education Student Placement Test Validity Scott, Marcia Strong Delgado, Christine F. Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Examines the predictive validity of a screening test for children with mild learning problems. Scores on a cognitive battery were evaluated in terms of the accuracy with which they predicted the classification of children into regular or special education. A classification accuracy level of 79% was achieved for the exceptional children, and 70% for the normally achieving children. (Contains 53 references and 2 tables.) (GCP) EJ677842 Using Educational Placement in Third Grade to Select and Validate a Preschool Screening Measure. Psychology in the Schools v40 n6 p565-82 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:42 CIJMAY2004

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No Attention Deficit Disorders Evaluation Methods Hyperactivity National Surveys Professional Training School Psychologists Student Evaluation DeDemaray, Michelle Kilpatrick Schaefer, Katherine DeLong, Lauren K. Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Surveys school psychologists to investigate their training and current assessment practices for attention-deficit/hyperactivity disorder (ADHD) in the schools. The respondents reported receiving adequate training in the assessment of ADHD. Results confirmed a substantial caseload of ADHD referrals. In the assessment of ADHD, the results indicated school psychologists are using multiple informants, methods, and settings for the assessment of ADHD. (Contains 53 references and 4 tables.) (GCP) EJ677843 Attention-Deficit/Hyperactivity Disorder (ADHD): A National Survey of Training and Current Assessment Practices in the Schools. Psychology in the Schools v40 n6 p583-97 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:42 CIJMAY2004

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No Cognitive Processes Evaluation Methods Language Minorities Norms School Psychologists Student Evaluation Surveys Bainter, Tracey R. Tollefson, Nona Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Surveys school psychologists to examine the acceptability of methods used to assess the cognitive ability of language minority students. Responses indicated that the use of a bilingual school psychologist, and the use of tests in English when a student is dominant in English were usually or always acceptable. Sometimes or usually acceptable were the use of nonverbal tests and foreign-normed tests. (Contains 13 references, 1 table, and 1 appendix.) (GCP) EJ677844 Intellectual Assessment of Language Minority Students: What Do School Psychologists Believe Are Acceptable Practices? Psychology in the Schools v40 n6 p599-603 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:42 CIJMAY2004

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No Data Interpretation Measures (Individuals) Outcomes of Education Reading Difficulties School Psychologists Burns, Matthew K. Information Analyses Journal Articles Reports - Research National Reading Panel ISSN-0033-3085 English Since reading is the academic area for which most children are referred to school psychologists, further exploration of the implications of the National Reading Panel data may be warranted. Effect size data for reading outcome measures were qualitatively interpreted, with none of the posttest effect sizes, and only one-third of all of the effect size coefficients exhibiting a large effect. (Contains 35 references and 2 tables.) (GCP) EJ677845 Reexamining Data from the National Reading Panel's Meta-Analysis: Implications for School Psychology. Psychology in the Schools v40 n6 p605-12 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Based Assessment Parent Child Relationship Parent Participation Reading Improvement Reading Instruction Fiala, Cathy L. Sheridan, Susan M. Information Analyses Journal Articles Reports - Research Paired Reading ISSN-0033-3085 English Examines the effectiveness of a paired reading intervention using curriculum-based measurement (CBM) probes to document student reading progress. Parents and children used the paired reading method in their homes for 10 minutes, four times a week. Results showed that the children's reading accuracy and rates increased from baseline to follow-up on CBM measures and on pre/posttesting. (Contains 34 references, 4 tables, and 1 figure.) (GCP) EJ677846 Parent Involvement and Reading: Using Curriculum-Based Measurement to Assess the Effects of Paired Reading. Psychology in the Schools v40 n6 p613-26 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Modification Consultants Counselor Teacher Cooperation Educational Cooperation Intervention School Psychology Teacher Attitudes Truscott, Stephen D. Richardson, Robert D. Cohen, Celina Frank, Alicia Palmeri, Deanna Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Success in collaborative school-based consultation depends on whether teachers implement interventions suggested by consultants. Rational Persuasion (RP) has been identified as one potentially effective way to influence consultee perceptions about proposed interventions. Investigates whether presenting RP importance and objections for behavioral interventions influenced teachers' ratings of acceptability, effectiveness, and commitment-to-implement. Results suggest that the influence of RP was inconsistent. (Contains 36 references, 4 tables, 1 figure, and 1 appendix.) (GCP) EJ677847 Does Rational Persuasion Influence Potential Consultees? Psychology in the Schools v40 n6 p627-40 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:43 CIJMAY2004

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No Educational Cooperation Family School Relationship Prevention Program Effectiveness School Psychology Shepard, Jon Carlson, John S. Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Overviews the current state of research in the area of school-based prevention programs that involve parents in project objectives and methods. Prevention programs utilizing home- school collaborative efforts cited within the literature were reviewed in the context of criteria espoused as demonstrating empirical support. Presents a brief review of programs meeting well-established and probably efficacious criteria. (Contains 53 references and 4 tables.) (GCP) EJ677848 An Empirical Evaluation of School-Based Prevention Programs That Involve Parents. Psychology in the Schools v40 n6 p641-56 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:43 CIJMAY2004

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No Anxiety Asthma Imagery Intervention Middle School Students Program Effectiveness Relaxation Training School Psychology Peck, Heather L. Bray, Melissa A. Kehle, Thomas J. Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English This investigation analyzed the effect of relaxation and guided imagery on lung function and anxiety by employing a multiple baseline design across four middle school students with asthma. With the introduction of the intervention, it was found that lung function improved and anxiety decreased in all students. (Contains 63 references, 1 table, and 3 figures.) (GCP) EJ677849 Relaxation and Guided Imagery: A School-Based Intervention for Children with Asthma. Psychology in the Schools v40 n6 p657-75 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:44 CIJMAY2004

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No Middle School Students School Psychology Student Attitudes Student Behavior Gilman, Rich Ashby, Jeffrey S. Information Analyses Journal Articles Reports - Research Perfectionism ISSN-0033-3085 English This study reports that students who established high personal standards but nonetheless recognize their limitations reported significantly higher scores on a number of academic, intrapersonal, and interpersonal variables. However, the perceived inability for some students to consistently meet their high standards was significantly and negatively related to perceptions of school and family relationships, and greater emotional distress. (Contains 50 references and 4 tables.) (GCP) EJ677850 Multidimensional Perfectionism in a Sample of Middle School Students: An Exploratory Investigation. Psychology in the Schools v40 n6 p677-89 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Employment Opportunities Employment Qualifications Job Search Methods National Surveys Professors School Psychologists School Psychology Demaray, Michelle K. Carlson, John S. Hodgson, Kelly K. Information Analyses Journal Articles Reports - Research ISSN-0033-3085 English Examines the nature of academic position openings in the field of school psychology and gathers information about the characteristics sought and attributed to those individuals who were hired. Information about the job search process and characteristics sought in applicants are described. Recommendations are provided to help graduate students, faculty advisors, and future applicants with the job-search process. (Contains 14 references and 3 tables.) (GCP) EJ677851 Assistant Professors of School Psychology: A National Survey of Program Directors and Job Applicants. Psychology in the Schools v40 n6 p691-98 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:44 CIJMAY2004

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No Communication Research Group Dynamics Higher Education Interpersonal Relationship Models Participation Theory Practice Relationship Undergraduate Students Bonito, Joseph A. Journal Articles Reports - Research ISSN-0363-7751 English Examines two approaches to explaining the relation between interaction and participator judgments in small groups--expectations states theory and the local management model. Notes that a social relations analysis of participator assessments in same- and mixed-sex groups of undergraduate students revealed consensus in participator judgments; and consensus was correlated with participation, but not with sex. Addresses the necessity and sufficiency of each model. (SG) EJ677852 A Social Relations Analysis of Participation in Small Groups. Communication Monographs v70 n2 p83-97 Jun 2003 2003-00-00 T 2004 7/11/2004 11:54:45 CIJMAY2004

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No Ethnic Stereotypes Higher Education Interpersonal Relationship Mass Media Use Student Attitudes Television Research Undergraduate Students Mastro, Dana E. Journal Articles Reports - Research Social Identity Latinos ISSN-0363-7751 English Examines the relationship between exposure to stereotypical media messages regarding race/ethnicity and subsequent social judgments among undergraduate students. Investigates the association between Whites' evaluations of self and other (Latino) as a result of varying media content pertaining to criminality stereotypes. Notes that the findings were partially consistent with the posited relationships. (SG) EJ677853 A Social Identity Approach to Understanding the Impact of Television Messages. Communication Monographs v70 n2 p98-113 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Communication Research Higher Education Interpersonal Relationship Social Influences Trust (Psychology) Turner, Monique Mitchell Mazur, Michelle A. Wendel, Nicole Winslow, Robert Journal Articles Reports - Research Gossip ISSN-0363-7751 English Explores gossip's function as a social influence tool. Considers if gossip is untrustworthy, leading to relational demise, or whether gossip can lead to perceived liking, trust, and expertise. Indicates that for the undergraduate student subjects, both positive and negative gossip are perceived negatively for both friends and strangers. (SG) EJ677854 Relational Ruin or Social Glue? The Joint Effect of Relationship Type and Gossip Valence on Liking, Trust, and Expertise. Communication Monographs v70 n2 p129-41 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Communication Research Divorce Parent Child Relationship Secondary Education Student Attitudes Afifi, Tamara D. Schrodt, Paul Journal Articles Reports - Research Mediators ISSN-0363-7751 English Tests the degree to which adolescents and young adults felt caught between their parents as a mediator between divorce and children's avoidance and satisfaction with them. Reveals that divorce was largely associated with avoidance and satisfaction through children's feelings of being caught, which were a function of their parents' demand-withdraw patterns, communication competence, and other variables. (SG) EJ677855 "Feeling Caught" as a Mediator of Adolescents' and Young Adults' Avoidance and Satisfaction with Their Parents in Divorced and Non-Divorced Households. Communication Monographs v70 n2 p142-73 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Emergent Literacy Parent Role Parent Student Relationship Preschool Education Reading Aloud to Others Reading Research Hammett, Lisa A. van Kleeck, Anne Huberty, Carl J. Journal Articles Reports - Research ISSN-0034-0553 English Videotapes 96 middle-income parent-child dyads as they shared an unfamiliar book together. Suggests that parents' utterances varied in systematic ways and that the predominant pattern within this sample was one of limited numbers of extratextual utterances during the sharing of an unfamiliar book. Notes that these findings have implications for the methods to best explore variability and the directions of future research. (SG) EJ677856 Patterns of Parents' Extratextual Interactions during Book Sharing with Preschool Children: A Cluster Analysis Study. Reading Research Quarterly v38 n4 p442-68 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:46 CIJMAY2004

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No Emergent Literacy Preschool Education Primary Education Reading Difficulties Reading Instruction Reading Research Reading Skills Thinking Skills Anthony, Jason L. Lonigan, Christopher J. Driscoll, Kimberly Phillips, Beth M. Burgess, Stephen R. Journal Articles Reports - Research ISSN-0034-0553 English Investigates the order of acquisition of phonological sensitivity skills among preschool and kindergarten children. Supports a developmental conceptualization of phonological sensitivity. Discusses findings in relation to their implications for improving assessment, early literacy instruction, and prevention of reading difficulties. (SG) EJ677857 Phonological Sensitivity: A Quasi-Parallel Progression of Word Structure Units and Cognitive Operations. Reading Research Quarterly v38 n4 p470-87 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:46 CIJMAY2004

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No Elementary Education Foreign Countries Instructional Improvement Literacy Education Teaching Methods Writing Instruction Jimenez, Robert T. Smith, Patrick H. Martinez-Leon, Natalia Journal Articles Reports - Research Mexican Culture Mexico Mexico ISSN-0034-0553 English Examines the language and literacy practices in two Mexican schools (two beginning primary classrooms and two grade 4 classrooms) over a period of approximately six months. Indicates that students were provided with considerable freedom in terms of their spoken language which contrasted greatly with the emphasis on form in the production of written language. Concludes these practices shaped a particular type of literate habitus. (SG) EJ677858 Freedom and Form: The Language and Literacy Practices of Two Mexican Schools. Reading Research Quarterly v38 n4 p488-508 Oct-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Elementary Education Instructional Improvement Literacy Oral Reading Reading Aloud to Others Reading Instruction Theory Practice Relationship Rasinski, Timothy V. Hoffman, James V. Guides - Non-Classroom Journal Articles ISSN-0034-0553 English Explores more deeply the role of oral reading in instructional practice, primarily in the elementary grades and with students who struggle in reading. Attempts to conceptualize more fully the positive role oral reading may play in classroom instruction, notes ways in which some persisting forms of oral reading practice in classrooms are counter to research and theory, and examines how oral reading can fit into present reading curricula. (SG) EJ677859 Oral Reading in the School Literacy Curriculum. Reading Research Quarterly v38 n4 p510-22 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:47 CIJMAY2004

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No Educational Research Elementary Secondary Education Foreign Countries Literacy Reading Instruction Writing Instruction Eakle, A. Jonathan, Comp. Garber, Andrew M., Comp. Journal Articles Reports - Descriptive Colombia Mexico Argentina Brazil Chile Argentina Brazil Chile Colombia Mexico ISSN-0034-0553 English Presents 5 international reports on literacy research from Mexico, Mexico and Colombia, Brazil, Argentina, and Chile. (SG) EJ677860 International Reports on Literacy Research: Mexico, Columbia, Brazil, Argentina, and Chile. Reading Research Quarterly v38 n4 p524-28 Oct-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Early Identification Learning Disabilities Primary Education Reading Comprehension Reading Difficulties Reading Instruction Remedial Instruction Word Recognition Catts, Hugh W. Hogan, Tiffany P. Information Analyses Journal Articles ISSN-0270-2711 English Presents an overview of the language basis of reading and reading disabilities. Describes the Simple View of Reading, a model of reading that comprises two primary components, word recognition and language comprehension. Reviews research showing that language problems underlie most difficulties children have learning to read. Discusses the implications of these findings for early identification and remediation of reading disabilities. (PM) EJ677861 Language Basis of Reading Disabilities and Implications for Early Identification and Remediation. Reading Psychology v24 n3-4 p223-46 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:47 CIJMAY2004 Special Issue: Misconceptions about the Diagnosis and Treatment of Reading Difficulties in Children.

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No Early Identification Elementary Education Intelligence Quotient Learning Disabilities Models Reading Difficulties Reading Instruction Teaching Methods Joshi, R. Malatesha Guides - Non-Classroom Journal Articles ISSN-0270-2711 English Outlines the classification of children who experience difficulty reading into two categories - poor readers with learning disabilities and poor readers without disabilities. Examines the validity of this form of classification and offers a new approach for dealing with children with reading problems. Explains that the proposed approach utilizes a method of diagnosis which, is based on the Componential Model of reading. (PM) EJ677862 Misconceptions about the Assessment and Diagnosis of Reading Disability. Reading Psychology v24 n3-4 p247-66 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:47 CIJMAY2004 Special Issue: Misconceptions about the Diagnosis and Treatment of Reading Difficulties in Children.

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No English Phonemic Awareness Primary Education Reading Instruction Spelling Teaching Methods Vocabulary Kessler, Brett Treiman, Rebecca Journal Articles Reports - Research ISSN-0270-2711 English Provides an overview of the goals of English orthography which counter the misconception that its spelling is chaotic. Examines a survey of first grade text vocabulary, which show that spelling consistency is increased significantly if the position of the phoneme within the syllable and the identity of the phonemes in the environment are taken into account. Concludes that understanding these patterns may reduce the complexity of spelling for learners. (PM) EJ677863 Is English Spelling Chaotic? Misconceptions Concerning Its Irregularity. Reading Psychology v24 n3-4 p267-89 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:48 CIJMAY2004 Special Issue: Misconceptions about the Diagnosis and Treatment of Reading Difficulties in Children.

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No Curriculum Development Educational Objectives Elementary Education Literature Reviews Morphemes Reading Instruction Reading Strategies Teaching Methods Carlisle, Joanne F. Information Analyses Journal Articles Opinion Papers ISSN-0270-2711 English Provides a review of current research on the relevance of morphological awareness to reading and reading instruction. Discusses children's development of awareness of the morphemic structure of words and the need for children to learn strategies that will help them read, spell, and understand morphologically complex words. Concludes that educators need to incorporate more word study into reading and spelling programs. (PM) EJ677864 Morphology Matters in Learning To Read: A Commentary. Reading Psychology v24 n3-4 p291-322 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:48 CIJMAY2004 Special Issue: Misconceptions about the Diagnosis and Treatment of Reading Difficulties in Children.

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No Academic Achievement Elementary Education Instructional Effectiveness Mass Media Role Parent Role Reading Instruction Teaching Methods Vocabulary Development Biemiller, Andrew Guides - Non-Classroom Journal Articles ISSN-0270-2711 English Notes that vocabulary has long been recognized as a strong determinant of reading success. Discusses how children's vocabulary knowledge is largely determined by informal factors, such as parental interaction and other sources, such as the television. Addresses individual differences in vocabulary acquisition; amount of vocabulary needed for successful learning; the predictable sequence of vocabulary acquisition; the need for direct instruction for vocabulary growth; and methods of promoting vocabulary knowledge. (PM) EJ677865 Vocabulary: Needed If More Children Are To Read Well. Reading Psychology v24 n3-4 p323-35 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:54:48 CIJMAY2004 Special Issue: Misconceptions about the Diagnosis and Treatment of Reading Difficulties in Children.

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No Early Intervention Educational Research Evaluation Methods Instructional Effectiveness Primary Education Reading Difficulties Reading Instruction Reading Programs Teaching Methods Tunmer, William E. Chapman, James W. Journal Articles Reports - Evaluative Reading Recovery Projects ISSN-0270-2711 English Explains that Reading Recovery is a widely used preventive early intervention program designed for young children who have failed to respond adequately to formal reading instruction. Discusses the theoretical underpinnings of the program, the assessment battery used in the program, the specific procedures and instructional strategies emphasized, and the manner of program delivery. Provides recommendations of fundamental changes to the program. (PM) EJ677866 The Reading Recovery Approach to Preventive Early Intervention: As Good As It Gets? Reading Psychology v24 n3-4 p337-60 Oct-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Instructional Effectiveness Intelligence Quotient Learning Disabilities Longitudinal Studies Reading Difficulties Reading Instruction Resource Room Programs Bentum, Kwesi E. Aaron, P. G. Journal Articles Reports - Research ISSN-0270-2711 English Examines the long-term effects of instruction on the reading achievement of children diagnosed as having learning disability and were taught in resource rooms. Studies the consequences of such instruction on the cognitive level of children identified as having reading disability. Finds that resource room placement and instruction have deleterious effects on spelling skills and verbal intelligence. (PM) EJ677867 Does Reading Instruction in Learning Disability Resource Rooms Really Work?: A Longitudinal Study. Reading Psychology v24 n3-4 p361-82 Oct-Dec 2003 2003-00-00 T 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/9661 ED510642

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No English (Second Language) Foreign Countries Hebrew Memory Multilingualism Reading Skills Second Language Learning Secondary Education Spelling Abu-Rabia, Salim Siegel, Linda S. Journal Articles Reports - Research Israeli Arabs Israel Israel ISSN-0922-4777 English Finds a significant relationship between the acquisition of word and pseudoword reading skills, working memory, and syntactic awareness skills within and across the three languages among a group of Israeli-Arab students ages 14-15 years. Notes that trilingualism of this nature seems not to have negative consequences for the development of oral language and reading skills in the three languages in spite of their different orthographies. (SG) EJ677868 Reading Skills in Three Orthographies: The Case of Trilingual Arabic-Hebrew-English-Speaking Arab Children. Reading and Writing: An Interdisciplinary Journal v16 n7 p611-34 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Elementary Secondary Education Error Analysis (Language) Language Variation Second Language Learning Spelling Instruction Swahili Alcock, Katherine J. Ngorosho, Damaris Journal Articles Reports - Research ISSN-0922-4777 English Discusses various theories of spelling development including their relevance to regularly spelled languages. Concludes that, as in other languages, children are integrating many different types of linguistic knowledge in their attempt to spell words correctly; dialect, orthography, and grammatical knowledge are all important. (SG) EJ677869 Learning to Spell a Regularly Spelled Language Is Not a Trivial Task - Patterns of Errors in Kiswahili. Reading and Writing: An Interdisciplinary Journal v16 n7 p635-66 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:49 CIJMAY2004

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No Delinquency Dyslexia Individual Development Juvenile Justice Reading Difficulties Secondary Education Social Influences Svensson, Idor Lundberg, Ingvar Jacobson, Christer Journal Articles Reports - Research ISSN-0922-4777 English Notes that most of the inmates with literacy difficulties had a background, from infancy and onwards, characterized by severe social and emotional problems, interfering with positive experience of literacy and the literate culture. Concludes that it is unlikely that dyslexia is a determining factor of delinquent behavior. (SG) EJ677870 The Nature of Reading Difficulties Among Inmates in Juvenile Institutions. Reading and Writing: An Interdisciplinary Journal v16 n7 p667-91 Oct 2003 2003-00-00 T 2004 7/11/2004 11:54:50 CIJMAY2004

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No Analogy Elementary Education Foreign Countries French Reading Instruction Spelling Writing Instruction Bosse, Marie-Line Valdois, Sylviane Tainturier, Marie-Josephe Journal Articles Reports - Research France France ISSN-0922-4777 English Reports three experiments investigating the use of analogies in spelling acquisition. Observes comparable use of analogies in children with comparable lexical knowledge independently of their grade level or alphabetic skills. Suggests that children establish specific orthographic knowledge from the beginning of literacy acquisition and use this knowledge to generate new word spellings as soon as it is available. (SG) EJ677871 Analogy Without Priming in Early Spelling Development. Reading and Writing: An Interdisciplinary Journal v16 n7 p693-716 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Instructional Effectiveness Phonics Reading Instruction Spelling Theory Practice Relationship Pinnell, Gay Su Fountas, Irene C. Guides - Classroom - Teacher Journal Articles Reports - Descriptive English Describes nine categories of phonics/word study learning that have been drawn from research and cross-checked with the experiences of hundreds of teachers. Describes a workable structure for delivering systematic phonics instruction. Presents and describes a six-part word study structure. (SG) EJ677872 Helping Children Learn about Letters, Sounds and Words: Phonics from Direct Teaching to Integrated Practice. California Reader v37 n1 p5-10 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 7/11/2004 11:54:50 CIJMAY2004

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No Class Activities Cloze Procedure Educational Strategies Elementary Secondary Education Literacy Reading Comprehension Second Language Learning Theory Practice Relationship Jacobson, Julie Guides - Classroom - Teacher Journal Articles Reports - Descriptive Guided Writing Retelling English Discusses instructional strategies to: promote language and literacy development; enhance comprehension of content area material; and make informed decisions that effectively meet the individual needs of each second language student. Reviews six instructional principles in the area of second language learning and a lesson incorporating the components: use of realia; oral language development; retelling; wide reading; cloze activities; and guided writing. (SG) EJ677873 Second Language Literacy Development From Theory to Practice. California Reader v37 n1 p12-20 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 2016-11-23

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No Curriculum Design Elementary Secondary Education Preservice Teachers Reading Instruction Scores Standardized Tests Teacher Competency Testing Teacher Education Boosalis, Chris Nicholas Taghavian, Alex Myhre, Oddmund R. Journal Articles Reports - Research California Basic Educational Skills Test California Basic Educational Skills Test English Offers four indices and underlying criteria to help teacher education administrators and leaders identify candidates for a multiple subjects teaching credential who are at risk of failing the Reading Instruction Competence Assessment (RICA) using California Basic Educational Skills Test (CBEST) scores. Yields four indices for cumulative, writing, reading, and math scores that reflect the probability of passing RICA with a given CBEST score. (SG) EJ677874 Designing Programmatic and Curricular Options for Students Facing the Reading Instruction Competence Assessment (RICA): The Role of CBEST Scores. California Reader v37 n1 p22-36 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 2016-11-23

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No Class Activities Elementary Secondary Education Instructional Improvement Program Effectiveness Reading Material Selection Student Attitudes Sustained Silent Reading Pilgreen, Janice Guides - Classroom - Teacher Journal Articles Reports - Descriptive English Suggests that the more effective sustained silent reading programs included eight common components: access to books, book appeal, comfortable environment, encouragement, staff training, non-accountability, follow-up activities, and distributed time to read. Discusses these eight components. Shares some of the many different kinds of questions that teachers from all grade levels ask when the author consults with schools or presents at conferences. (SG) EJ677875 Questions Teachers Are Asking about Sustained Silent Reading. California Reader v37 n1 p42-53 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 7/11/2004 11:54:51 CIJMAY2004

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No Childrens Literature Elementary Secondary Education Interviews Literacy Picture Books Reading Material Selection Reflective Teaching Teacher Educators Writing for Publication Writing Processes Moss, Barbara Journal Articles Opinion Papers English Presents an interview with Mem Fox, a teacher educator and children's book author well known throughout the world. Discusses writing books for children, and the mistakes she made early in her career as a writer. Notes that Mem is a tireless advocate for meaningful literacy instruction, and her "Radical Reflections: Passionate Opinions on Teaching, Learning and Living" has become a classic among literacy educators. (SG) EJ677876 Close Up - Mem Fox. California Reader v37 n1 p54-59 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 7/11/2004 11:54:51 CIJMAY2004

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No Grammar Instructional Improvement Reading Instruction Secondary Education Student Attitudes Teacher Attitudes Rutan, Jessica Journal Articles Opinion Papers English Provides examples of a journey the author has recently experienced to consider if understanding the rules of grammar impact how a struggling adolescent reads. Suggests that the study of grammar will help her students become better users of the language. Notes that they will become effective listeners and speakers, but more importantly proficient readers and writers by studying grammar. (SG) EJ677877 Have You Considered?--Teaching Grammar. California Reader v37 n1 p60-64 Fall 2003 2003-00-00 California Reading Association, Executive Offices, 3186 D-1 Airway, Costa Mesa, CA 92626. Tel. 714-435-1983, Fax: 714-435-0269. T 2004 7/11/2004 11:54:52 CIJMAY2004

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No Elementary Education Individual Needs Instructional Effectiveness Intervention Reading Difficulties Reading Instruction Reading Strategies Vogt, Maryellen Nagano, Patty Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0034-0561 English Notes that "Light Bulb Reading" is done in short, one-on-one, daily lessons that include oral reading with note-taking and discussions about miscues, skills, and strategies. Suggests that this is an effective approach for assisting struggling readers that focuses on specific, individual, assessed needs. Outlines an 11-step plan. (SG) EJ677878 Turn It on with Light Bulb Reading! Sound-Switching Strategies for Struggling Readers. Reading Teacher v57 n3 p214-21 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:52 CIJMAY2004

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No Action Research Content Area Reading Educational Strategies Elementary Education Reading Comprehension Reading Research Reciprocal Teaching Hashey, Jane M. Connors, Diane J. Guides - Classroom - Teacher Journal Articles Reports - Evaluative Literature Circles ISSN-0034-0561 English Presents an action research project that investigated reciprocal teaching's effect on reading comprehension in the content areas. Considers reciprocal teaching's benefits for students, instructional strategies, its effect on literature circles, and its use in content areas. (SG) EJ677879 Learn from Our Journey: Reciprocal Teaching Action Research. Reading Teacher v57 n3 p224-32 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Educational Strategies Elementary Education Illustrations Individual Needs Reading Instruction Chapman, Valerie G. Sopko, Diane Guides - Classroom - Teacher Journal Articles Narrative Text Trade Books ISSN-0034-0561 English Presents a suggested set of strategies the authors found useful with combined-text books, which combine a story format and an expository or informational format within one book. Notes specific strategies that should be selected on the basis of their match with individual books and the instructional needs of students. Describes the use of illustrations, informational text, narrative text, and sketches and borders. (SG) EJ677880 Developing Strategic Use of Combined-Text Trade Books. Reading Teacher v57 n3 p236-39 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Elementary Education Instructional Improvement Reading Instruction Reading Material Selection Student Attitudes Meier, Terry Guides - Classroom - Teacher Journal Articles Reports - Descriptive Student Engagement Informational Storybooks ISSN-0034-0561 English Suggests that children learn to use language in culturally specific ways. Presents three ways in which to connect children to text: choosing books that relate to children's lives; teaching book reading behaviors explicitly; and making books come alive. (SG) EJ677881 "Why Can't She Remember That?" The Importance of Storybook Reading in Multilingual, Multicultural Classrooms. Reading Teacher v57 n3 p242-52 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Educational Strategies Elementary Education Higher Education Instructional Effectiveness Practicums Reading Difficulties Reading Instruction Sciences Social Studies Teacher Attitudes Carr, Kathryn Chapman Journal Articles Reports - Research ISSN-0034-0561 English Surveys teachers and their preparation and current use of strategies that were emphasized in a six-hour practicum in diagnosis and remediation of reading difficulties. Discusses a philosophy of corrective reading instruction that is: based on an interactive model of reading; attends to Vygotsky's zone of proximal development for individual students; and is situated in a community of learners as they explore interests in science and social studies. (SG) EJ677882 Today's Reading Clinic: How Relevant Is the Graduate Reading Practicum? Reading Teacher v57 n3 p256-68 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:53 CIJMAY2004

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No Adolescent Literature Annotated Bibliographies Childrens Literature Elementary Secondary Education Reading Instruction Reading Material Selection Teacher Attitudes Journal Articles Reference Materials - Bibliographies International Reading Association Trade Books ISSN-0034-0561 English Presents annotations of 30 outstanding trade books published for children and adolescents selected by teachers for primary, intermediate, and advanced readers. Notes that annotations include bibliographic data, price information, and suggestions for curriculum use. (SG) EJ677883 Teacher's Choices for 2003. A Project of the International Reading Association. Reading Teacher v57 n3 p271-78 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Literacy Nonfiction Reading Instruction Reading Material Selection Sciences Secondary Education Story Telling Collard, Sneed B., III Guides - Classroom - Teacher Journal Articles Voice (Rhetoric) ISSN-0034-0561 English Notes that whole volumes have been written on how to use nonfiction literature to teach reading and writing. Emphasizes three areas where science books especially shine: storytelling, organization, and voice. Discusses advantages of science books. (SG) EJ677884 Using Science Books to Teach Literacy - And Save the Planet. Reading Teacher v57 n3 p280-83 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Class Activities Elementary Education Instructional Effectiveness Poetry Readers Theater Reading Instruction Student Participation Yopp, Ruth Helen Yopp, Hallie Kay Guides - Classroom - Teacher Journal Articles Repeated Readings Student Engagement ISSN-0034-0561 English Shares five activities for use in the classroom that require active participation in reading by all students. Notes that in addition to ensuring time with text, the activities incorporate repeated reading, a practice that has been demonstrated to have a positive impact on students' reading ability. (SG) EJ677885 Time with Text. Reading Teacher v57 n3 p284-87 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Creativity Grade 1 Group Unity Instructional Improvement Literacy Primary Education Problem Solving Obijiofor, Chinwe Latanya Guides - Classroom - Teacher Journal Articles Kwanzaa ISSN-0034-0561 English Outlines seven principles, in Swahili and English, of Kwanzaa, known as the Nguzo Saba: umoja (unity), kujichagulia (self-determination), ujima (collective work and responsibility), ujamaa (cooperative economics), nia (purpose), kuumba (creativity), and imani (faith). Uses these principles to lay the foundation for a problem-posing education in the author's first-grade classroom. (SG) EJ677886 Connecting Kwanzaa and Literature to Build a Classroom Community. Reading Teacher v57 n3 p287-90 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Critical Reading Elementary Education Emergent Literacy Inferences Picture Books Reading Strategies Richards, Janet C. Anderson, Nancy A. Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Notes that inference is the strategic process of generating assumptions, making predictions, and coming to conclusions based upon given information in text and in illustrations. Discusses the use of causal and relational inferences. Presents strategies that help emergent readers focus their attention on important information that is explicitly stated in storybooks and depicted in their illustrations. (SG) EJ677887 How Do You Know? A Strategy to Help Emergent Readers Make Inferences. Reading Teacher v57 n3 p290-93 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:55 CIJMAY2004

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No Computer Software Selection Computer Uses in Education Elementary Education Instructional Effectiveness Internet Literacy Teacher Attitudes Labbo, Linda D. Leu, Donald J., Jr. Kinzer, Charles Teale, William H. Cammack, Dana Kara-Soteriou, Julia Sanny, Ruby Guides - Classroom - Teacher Journal Articles ISSN-0034-0561 English Shares teacher wisdom stories and advice about how to effectively use classroom computers for literacy instruction. Notes that student access to Internet-connected computers improved from 20 students per computer in 1998 to 5.6 students per computer in 2002. Discusses Internet use and software selection. (SG) EJ677888 Teacher Wisdom Stories: Cautions and Recommendations for Using Computer-Related Technologies for Literacy Instruction. Reading Teacher v57 n3 p300-04 Nov 2003 2003-00-00 T 2004 7/11/2004 11:54:55 CIJMAY2004

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No Administrator Attitudes Certification Elementary Secondary Education Higher Education Occupational Surveys Principals Standards Superintendents Women Administrators Cox, Edward P. Journal Articles Reports - Research Interstate School Leaders Licensure Consortium Indiana Indiana ISSN-0740-7874 English Describes a statewide survey of 189 practicing principals and superintendents to identify the level of awareness, perceived importance, and perceived readiness to meet the new administrative licensing standards. Both groups rank an administrator's disposition as the most important determinant of his or her success. (Contains six tables and three figures.) (Author/MLF) EJ677889 Administrative Perceptions of New Licensing Standards. ERS Spectrum v21 n3 p4-10 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Bullying Elementary Secondary Education Peer Influence Perception Student Behavior Teacher Attitudes Teacher Expectations of Students Teacher Student Relationship Harris, Sandra Willoughby, William Journal Articles Reports - Research ISSN-0740-7874 English Explores 68 teachers' perceptions of student bullying behaviors within a revised framework of Richard Lazarus's stress and coping theory. About half of the teachers indicated they "always" tried to stop bullying. Only a small percentage of teachers said, however, they considered other teachers as "always" interested in trying to stop bullying. (Contains 31 references and 4 tables.) (Author/MLF) EJ677890 Teacher Perceptions of Student Bullying Behaviors. ERS Spectrum v21 n3 p11-18 Sum 2003 2003-00-00 T 2004 7/11/2004 11:54:55 CIJMAY2004

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No Accountability Administrator Attitudes Elementary Education Grade Repetition High Stakes Tests Occupational Surveys Principals Social Promotion Student Promotion Bulla, Tom Gooden, John S. Information Analyses Journal Articles Reports - Research North Carolina North Carolina ISSN-0740-7874 English Survey responses of 407 elementary school principals revealed that the factors most influencing principals' decisions to retain students include lack of mastery of material, local and state accountability standards, and the student's maturity level and chronological age. Principals also believe children should be retained in the early years. (Contains 34 references and 5 tables.) (Author/MLF) EJ677891 Retention and Social Promotion: Perspectives of North Carolina Elementary School Principals. ERS Spectrum v21 n3 p19-31 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Educational Assessment Educational Improvement Junior High School Students Junior High Schools Longitudinal Studies Mathematics Achievement Student Placement Flicek, Michael Journal Articles Reports - Research No Child Left Behind Act 2001 Wyoming Wyoming No Child Left Behind Act 2001 ISSN-0740-7874 English Examines the implementation and utility of the blocked longitudinal growth method (BLGM) to understand math course placement practices in junior high schools in one district. Found that movement away from a conventional and normative approach to a more flexible approach based on growth in math skills seems to be supported. (Author/MLF) EJ677892 Measuring Junior High Math Growth in the NCLB Environment. ERS Spectrum v21 n3 p32-38 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement High Schools Home Visits Parent Teacher Cooperation Student Attitudes Teacher Behavior Teacher Student Relationship Test Results Simington, Lorrie R. Journal Articles Reports - Research ISSN-0740-7874 English Investigates whether teacher home visits improved 29 students' attitudes and increased achievement test scores. Although the students in both the control and treatment groups did not appear to learn significantly differently, the qualitative data showed the students and their parents believed parental involvement was important. (Contains 15 references and 3 tables.) (Author/MLF) EJ677893 A Study of the Effects of Teacher Visits to High School Accounting Students' Homes on Their Attitudes and Achievement in Accounting Class. ERS Spectrum v21 n3 p39-46 Sum 2003 2003-00-00 T 2004 7/11/2004 11:54:56 CIJMAY2004

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No Adolescents Content Area Reading Interaction Reading Improvement Reading Strategies Secondary Education Jordan, Marean Schoenbach, Ruth Journal Articles Reports - Descriptive California California ISSN-1531-3174 English Describes collaborative efforts by the Strategic Literacy Initiative at WestEd and secondary teachers and administrators in California to develop and implement an interactive approach to reading improvement called Reading Apprenticeship in an effort to help adolescent readers break through the "literacy ceiling" in all their subject area courses. (PKP) EJ677894 Breaking Through the Literacy Ceiling. Leadership v33 n2 p8-12 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Responsibility Elementary Secondary Education Manthey, George Journal Articles Reports - Descriptive Best Practices ISSN-1531-3174 English Describes responsibility of school leaders to ensure that instructional "best practices" are those that they observe most often in the classroom. (PKP) EJ677895 What's That Smell? Fingers (and Noses) Are Pointed Our Way. Leadership v33 n2 p13 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrator Role Curriculum Based Assessment Elementary Secondary Education Instructional Effectiveness Principals Reading Improvement Reading Strategies Staff Development Fox, Dennis Journal Articles Reports - Descriptive California Curriculum Alignment California ISSN-1531-3174 English Describes several strategies California principals can use to make effective use of thematic assessment data to improve reading instruction, guide staff training in the use of assessment data for instructional decision-making, and establish schoolwide norms for aligning assessment data with instructional practices. (PKP) EJ677896 Guiding Instruction Through Assessment: What Principals Need to Know. Leadership v33 n2 p14-17 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education High Stakes Tests State Standards Brown, Kevin Capp, Robert Journal Articles Reports - Descriptive California Curriculum Alignment California ISSN-1531-3174 English Describes how Rocklin Unified School District in California uses data from standards-based assessment program to guide the ongoing alignment of its curriculum and instruction with state standards, the student mastery of which is measured at the end of each year by the California Standards Test. Also describes the assessment process, assessment modification, technology requirements, and reporting practices. (PKP) EJ677897 Better Data for Better Learning. Leadership v33 n2 p18-19,39 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Core Curriculum Elementary Secondary Education Intervention Literacy Education Systems Approach McPeak, Leslie Journal Articles Reports - Descriptive California California ISSN-1531-3174 English Describes a system's approach to literacy requiring a continuum of differentiated interventions and core instruction for all students in California. (PKP) EJ677898 Intervention and Access: Staying Focused on the Core. Leadership v33 n2 p20-21,39 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Grade 4 Grade 5 Learning Disabilities Literacy Education Prereferral Intervention Reading Difficulties Special Education Montgomery, Judy K. Moore-Brown, Barbara J. Journal Articles Reports - Descriptive California California ISSN-1531-3174 English Describes successful prevention/intervention program in literacy for 34 struggling fourth- and fifth-grade readers in the El Rancho (California) Unified School District who were about to be referred to special-education assessment for suspected learning disabilities. As a result of the literacy intervention program, only two of the students ultimately qualified for the special-education program. (PKP) EJ677899 Last Chance to Become Readers: Pre-Referral Interventions. Leadership v33 n2 p22-24 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Algebra Core Curriculum High School Students Instructional Effectiveness Nontraditional Education Anastos, Ernie Journal Articles Reports - Descriptive California California ISSN-1531-3174 English Describes how the Sweetwater Union High School District in California provides quality instruction in the core curriculum to students in alternative education settings. Provides sample text guide for algebra. (PKP) EJ677900 Providing Quality Instruction in Alternative Settings. Leadership v33 n2 p25,37-38 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Standards Educational Change Instructional Improvement Intervention Middle Schools Underachievement Bushman, James Goodman, Greg S. Journal Articles Reports - Descriptive ISSN-1531-3174 English Describes standards-based instructional reform efforts at the Greenfield Middle School, a suburban school on the outskirts of Bakersfield, California, after becoming an Immediate Intervention for Underperforming School Program school in 1999. (PKP) EJ677901 What Teaching the Standards Really Means. Leadership v33 n2 p26-29 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:54:59 CIJMAY2004

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No Educational Objectives Elementary Secondary Education Job Skills Sanchez, Francisca Journal Articles Reports - Descriptive Twenty First Century ISSN-1531-3174 English Describes what schools must do to prepare students for jobs in the knowledge-based economy of the 21st century. (PKP) EJ677902 Skills for a Knowledge-Based Economy. Leadership v33 n2 p30-33 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Education Looping (Teachers) Mixed Age Grouping Elliott, Daniel C. Capp, Robert Journal Articles Reports - Descriptive ISSN-1531-3174 English Describes looping or multiage, multiyear teaching at two elementary schools (Rocklin and Sierra) in the Rocklin Unified School District in Pacer County, California. Includes several Internet sources about looping. (PKP) EJ677903 The Gift of Time. Leadership v33 n2 p34-36 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:54:59 CIJMAY2004

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No Administrators Democratic Values Elementary Secondary Education Foreign Countries Leadership Styles Campbell, Carol Gold, Anne Lunt, Ingrid Journal Articles Reports - Research England United Kingdom (England) ISSN-1360-3124 English Interviews six experienced administrators--three men and three women--in England about their values and leadership styles. Finds, for example, that all appeared to combine different leadership styles with democratic values. (Contains 1 table and 55 references.)(PKP) EJ677904 Articulating Leadership Values in Action: Conversation with School Leaders. International Journal of Leadership in Education v6 n3 p203-21 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Administrator Responsibility Elementary Secondary Education Ethics Superintendents Sherman, Whitney H. Grogan, Margaret Journal Articles Reports - Research Achievement Gap ISSN-1360-3124 English Uses multidimensional ethical framework to critique 15 Virginia superintendents' responses to the achievement gap as measured by the Standards of Learning (SOL) tests. Questions majority of superintendents' readiness to deal with moral and ethical issues related to achievement gap. (Contains 24 references.) (PKP) EJ677905 Superintendents' Responses to the Achievement Gap: An Ethical Critique. International Journal of Leadership in Education v6 n3 p223-37 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Elementary Secondary Education Graduate Students Leadership Styles Principals School Effectiveness Huffman, Jane B. Jacobson, Arminta L. Journal Articles Reports - Research ISSN-1360-3124 English Administered questionnaire to 83 graduate students in four educational administration courses to determine their opinions about the core processes of professional learning communities and their perceived relationships to school effectiveness and the leadership style of the principal. Finds positive association between collaborative leadership style and success in developing professional learning communities. (Contains 3 tables and 27 references.) (PKP) EJ677906 Perceptions of Professional Learning Communities. International Journal of Leadership in Education v6 n3 p239-50 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:00 CIJMAY2004

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No Black Youth Elementary Secondary Education Females Leadership Qualities Katira, Kiran Journal Articles Reports - Research ISSN-1360-3124 English Describes the leadership qualities of Aisha--a young African-American female. (PKP) EJ677907 Learning, Leading, and Teaching for Justice: Celebrating Aisha--A Friend, Colleague and Leader. International Journal of Leadership in Education v6 n3 p251-60 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:00 CIJMAY2004

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No Communication (Thought Transfer) Computer Networks Elementary Schools Leadership Secondary Schools Social Organizations Translation Davidson, Judith Olson, Matthew Journal Articles Reports - Research ISSN-1360-3124 English Examines electronic networks leadership in education from perspective of the social nature of large technical systems. Focuses on the concepts of translation and social communication spaces. (Contains 31 references.)(PKP) EJ677908 School Leadership in Networked Schools: Deciphering the Impact of Large Technical Systems on Education. International Journal of Leadership in Education v6 n3 p261-81 Jul-Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:01 CIJMAY2004

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No Distance Education Higher Education Instruction Leadership Organization Organizations (Groups) Students Teachers Technology Miller, Thomas W. King, Frederick B. Journal Articles Reports - Research Best Practices ISSN-1360-3124 English Explores distance-education issues in higher education related to the technology, the learner, the instructors, the pedagogy, and the organization. Provides list of 12 "best practices" in the use of distance education. For example, electronically offered degrees or certificate programs should include general education requirements. Draws implications for educational leadership. (Contains 46 references.)(PKP) EJ677909 Distance Education: Pedagogy and Best Practices in the New Millennium. International Journal of Leadership in Education v6 n3 p283-97 Jul-Sep 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Educational Improvement Elementary Secondary Education Professional Development Protocol Analysis School Restructuring Student Writing Models Teacher Collaboration Teaching Methods Little, Judith Warren Gearhart, Maryl Curry, Marnie Kafka, Judith Journal Articles Reports - Evaluative ISSN-0031-7217 English Describes several projects that have enabled teachers to leave the isolation of their own classrooms and think together about student work in the broader contexts of school improvement and professional development. (Contains 18 references.) (Author/MLF) EJ677910 Looking at Student Work for Teacher Learning, Teacher Community, and School Reform. Phi Delta Kappan v85 n3 p184-92 Nov 2003 2003-00-00 Practitioners Teachers N/A 2004 7/11/2004 11:55:01 CIJMAY2004

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No Elementary Secondary Education Mathematics Curriculum Mathematics Education Mathematics Instruction Mathematics Teachers Standards Teaching Methods Marshall, John Journal Articles Opinion Papers Mathematical Thinking ISSN-0031-7217 English Teaching students for mathematical understanding is crucial. However, the current mathematics standards fall short in the guidance they offer to teachers who lack the experience and confidence to teach in a way that they themselves were not taught. (Contains 35 references and 3 figures.) (Author/MLF) EJ677911 Math Wars: Taking Sides. Phi Delta Kappan v85 n3 p193-200,249 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Games Elementary Education Grade 6 Inferences Mathematics Education Mathematics Instruction Problem Solving Teaching Methods O'Brien, Thomas C. Barnett, Judy A. Journal Articles Reports - Evaluative Mathematical Thinking ISSN-0031-7217 English A fun logic game to introduce several classes of sixth-graders to advanced mathematical thinking allows even students who previously fared poorly in math to arrive at the destination with their peers. (Author/MLF) EJ677912 Fasten Your Seat Belts. Phi Delta Kappan v85 n3 p201-06 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Research Elementary Education Grade 7 Mathematics Curriculum Mathematics Education Problem Solving Standards Teaching Methods Latterell, Carmen M. Copes, Lawrence Journal Articles Reports - Descriptive Mathematical Thinking ISSN-0031-7217 English The reform mathematics curricula present students with problems that cannot be solved using routine methods. Addresses questions about problem solving by considering one seventh-grade teacher's first-person description of an attempt to teach algebra problem solving. (Author/MLF) EJ677913 Can We Reach Definitive Conclusions in Mathematics Education Research? Phi Delta Kappan v85 n3 p207-11 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Discovery Learning Elementary Education Grade 5 Mathematics Education Problem Solving Teaching Methods Funk, Carole Journal Articles Reports - Descriptive Mathematical Thinking ISSN-0031-7217 English Instead of teaching his fifth-graders a formula, a teacher leads them to discover an important mathematical concept on their own. Learning through discovery is probably the very essence of meaningful understanding and retention. (Author/MLF) EJ677914 James Otto and the Pi Man: A Constructivist Tale. Phi Delta Kappan v85 n3 p212-14 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Change Strategies Citizen Participation Community Action Comprehensive School Reform Educational Improvement Elementary Secondary Education Public Schools School Community Relationship School Restructuring Christman, Jolley Bruce Journal Articles Reports - Evaluative Philadelphia School District PA ISSN-0031-7217 English Drawing lessons from the rise and fall of Philadelphia's reform efforts offers the benefit of hindsight to other cities. The engagement of stakeholders from different sectors of the community is crucial to the success of a reform. (Contains 18 references.) (Author/MLF) EJ677915 A Philadelphia Story: Civic Engagement and Ambitious Systemwide Reform. Phi Delta Kappan v85 n3 p215-24 Nov 2003 2003-00-00 Policymakers Administrators Practitioners N/A 2004 2016-11-21

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No Accountability Disadvantaged Schools Educationally Disadvantaged Elementary Secondary Education Federal Legislation High Stakes Tests Poverty Public Schools State Standards Test Use Neill, Monty Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0031-7217 English Presents a litany of flaws in the No Child Left Behind Act that adversely affect low-income and minority students. Urges a new federal law that truly promotes high-quality schooling supported by fair assessments and accountability. (Contains 24 references.) (MLF) EJ677916 Leaving Children Behind: How No Child Left Behind Will Fail Our Children. Phi Delta Kappan v85 n3 p225-28 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Educational Assessment Educational History Educational Trends Elementary Secondary Education Federal Legislation High Stakes Tests Public Schools School Culture School Effectiveness Standardized Tests State Standards Marshak, David Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0031-7217 English The No Child Left Behind Act, rather than preparing all students for the future, reverts to the outmoded practices of the industrial age--a narrow curriculum and the sorting of students through standardized testing. (Author/MLF) EJ677917 No Child Left Behind: A Foolish Race into the Past. Phi Delta Kappan v85 n3 p229-31 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Education Computer Skills Disadvantaged Youth Elementary Education Low Income School Community Relationship Technology Uses in Education Chen, Jie-Qi Dym, Warren Journal Articles Reports - Descriptive Chicago Public Schools IL ISSN-0031-7217 English The new technology coordinator at a Chicago elementary school in a low-income Latino community created a computer course for parents and a neighborhood computer club. The course and club created a means for collaboration between the school and community and for parent involvement in their children's education. (MLF) EJ677918 Using Computer Technology To Bridge School and Community. Phi Delta Kappan v85 n3 p232-34 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Education Personal Writing Teacher Expectations of Students Teacher Student Relationship Teaching Methods Mahoney, Jim Journal Articles Opinion Papers ISSN-0031-7217 English A teacher shares the memories of and the lessons learned from a group of students he taught for 3 years more than 25 years ago. From transcripts of the students' comments at the reunion, five factors emerged as critical to teaching and learning: enthusiasm, engagement, equality, expectations, and encouragement. (Author/MLF) EJ677919 What Matters: A Classroom Odyssey. Phi Delta Kappan v85 n3 p235-38 Nov 2003 2003-00-00 Teachers Practitioners N/A 2004 7/11/2004 11:55:04 CIJMAY2004

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No Controversial Issues (Course Content) Court Litigation Elementary Secondary Education Public Schools Religion State Church Separation World Affairs Marshall, Joanne M. Journal Articles Opinion Papers ISSN-0031-7217 English World events, increasing diversity in the classroom, and headlines about the latest court cases all ensure that religion will remain a sensitive and sometimes contentious issue in the public schools. Challenges readers to think about how they would respond to 12 hypothetical classroom situations involving religion. (Author/MLF) EJ677920 Religion and Education: Walking the Line in Public Schools. Phi Delta Kappan v85 n3 p239-42 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:55:04 CIJMAY2004

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No Character Education Ethical Instruction Moral Values Secondary Education Teacher Student Relationship Teaching Methods Gilness, Jane Journal Articles Opinion Papers ISSN-0031-7217 English A teacher integrates character education into content lessons by lacing a "character cocktail" with community, manners, and ethical decision-making. (MLF) EJ677921 How to Integrate Character Education Into the Curriculum. Phi Delta Kappan v85 n3 p243-45 Nov 2003 2003-00-00 Teachers Practitioners N/A 2004 7/11/2004 11:55:04 CIJMAY2004

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No Educational Assessment Educational Environment Educational Principles Educational Resources Elementary Secondary Education Foreign Countries Principals School Effectiveness Hunt, Barbara C. Journal Articles Reports - Evaluative Cuba Cuba ISSN-0031-7217 English A retired elementary school principal, who first visited Cuba as an exchange student, returns 46 years later as an international consultant and finds that the Cubans have made health care and education the top priorities of their society with strong principals and a solid system of supervision and evaluation. (Author/MLF) EJ677922 A Look at Cuban Schools: What Is Cuba Doing Right? Phi Delta Kappan v85 n3 p246-49 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Analysis Educational Assessment Educational Practices Educational Research Elementary Secondary Education Foreign Countries Higher Education Mathematics Education Mathematics Instruction Mathematics Teachers Teacher Education Bracey, Gerald W. Information Analyses Journal Articles ISSN-0031-7217 English Highlights from two new studies about teachers here and abroad: "Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study" and "Preparing Teachers Around the World." (MLF) EJ677923 Teachers Around the World. Phi Delta Kappan v85 n3 p253-54 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:55:05 CIJMAY2004

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No Commencement Ceremonies Court Litigation Grade Point Average High Schools Individualized Education Programs School Law Zirkel, Perry A. Journal Articles Opinion Papers Individuals with Disabilities Education Act Valedictorians Individuals with Disabilities Education Act ISSN-0031-7217 English A court case involving a student classified as a child with a disability and her battle to be named valedictorian of her graduating class. Questions the district's determination that this gifted student needed special education and the grade inflation indicated by undue competition for the extra thousandth of a point GPA. (Contains 11 references.) (MLF) EJ677924 No Child Left Ahead? Phi Delta Kappan v85 n3 p255-56 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Democratic Values Elementary Secondary Education Governance Liberalism Ranson, Stewart Journal Articles Reports - Research Professionalism ISSN-0268-0939 English Analyzes the impact of neo-liberal corporate accountability on educational governance since the demise of professional accountability in the mid-1970s. Argues that corporate accountability is inappropriate for educational governance. Proposes an alternative model: democratic accountability. (Contains 1 figure and 125 references.)(PKP) EJ677925 Public Accountability in the Age of Neo-Liberal Governance. Journal of Education Policy v18 n5 p459-80 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Foreign Countries Policy Formation Skills Universities Tariq, Vicki N. Cochrane, A. Clive Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0268-0939 English Describes UK's national skills agenda and the formulation and implementation of a skills policy at Queen's University Belfast (Ireland). (Contains 39 references.) (PKP) EJ677926 Reflections on Key Skills: Implementing Change in a Traditional University. Journal of Education Policy v18 n5 p481-98 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Criticism Educational Practices Elementary Secondary Education Foreign Countries Modernization Policy Formation Gleeson, Denis Husbands, Chris Journal Articles Reports - Research England United Kingdom (England) ISSN-0268-0939 English Critical analysis of the dual impact of modernization and performance management on policymaking and professional practice in English schools. (Contains 66 references.)(PKP) EJ677927 Modernizing Schooling Through Performance Management: A Critical Appraisal. Journal of Education Policy v18 n5 p499-511 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Educational Research Elementary Secondary Education Foreign Countries Institutional Characteristics School Choice Seppanen, Piia Journal Articles Reports - Research Finland Finland ISSN-0268-0939 English Examines school-choice preference patterns and school characteristics in public comprehensive schools in four large cities in Finland. Compares findings with studies conducted in other countries. Finds similar preference patterns. (Contains 2 tables, 1 figure, and 54 references.)(PKP) EJ677928 Patterns of 'Public-School Markets' in the Finnish Comprehensive School From a Comparative Perspective. Journal of Education Policy v18 n5 p513-31 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Colleges Educational Change Public Policy School Choice Social Differences Lumby, Jacky Wilson, Michael Journal Articles Reports - Research Sixth Form United Kingdom Policy Implementation United Kingdom ISSN-0268-0939 English Draws on research on sixth-form (general education)colleges to examine the first of four goals established UK government Green Paper proposal to reform the supply side of 14-19 education: Meeting needs and improving choice. Discusses several barriers to the reform of educational institutions differentiated by class. Draws implications for policy implementation. (Contains 6 tables and 35 references.) (PKP) EJ677929 Developing 14-19 Education: Meeting the Needs and Improving Choice. Journal of Education Policy v18 n5 p533-50 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Democratic Values Elementary Secondary Education Foreign Countries Government Role School Law Murphy, Mark Journal Articles Reports - Research European Union Government Regulation Social Policy European Union ISSN-0268-0939 English Explores the legitimacy of the partial control over education matters gained by the European Union since the 1970s, examining in particular the role of the European Court of Justice and the European Commission, in reshaping and altering definitions of legal compensation in the fields of education and training. Discusses implications for democratic legitimacy and accountability. (Contains 46 references.) (Author/PKP) EJ677930 Covert Action? Education, Social Policy, and Law in the European Union. Journal of Education Policy v18 n5 p551-62 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Educational Research Elementary Secondary Education Gifted Participatory Research Qualitative Research Research Design Student Attitudes Student Participation Mendaglio, Sal Journal Articles Reports - Research ISSN-0162-3532 English From case study articles drawn from four journals in gifted education, two are identified as exemplars of qualitative case study research. The works of Coleman (2001) and Hebert and Beardsley (2001) are used to illustrate how researchers can plan qualitative case studies so that the perspectives of gifted students are included. (Contains references.) (Author/CR) EJ677931 Qualitative Case Study in Gifted Education. Journal for the Education of the Gifted v26 n3 p163-83 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:07 CIJMAY2004

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No Educational Research Elementary Secondary Education Gifted Inclusive Schools Interviews Qualitative Research Research Design School Attitudes Student Participation Time Factors (Learning) Peine, Marie E. Guides - Non-Classroom Journal Articles Reports - Research Grounded Theory ISSN-0162-3532 English This article is designed to make qualitative research more understandable by providing details about the procedures that were used in one project to develop grounded theory. Interviews with 16 gifted students (grades 1-8) participating in pull-out programs found they were dissatisfied with the pace of their regular classroom. (Contains references.) (CR) EJ677932 Doing Grounded Theory Research with Gifted Students. Journal for the Education of the Gifted v26 n3 p184-200 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Education Gifted Interpersonal Competence Interviews Magnet Schools Participant Satisfaction Peer Relationship Phenomenology Research Design School Attitudes Social Development Student Attitudes Student Participation Cross, Tracy L. Stewart, Roger A. Coleman, Laurence J. Journal Articles Reports - Research ISSN-0162-3532 English Fifteen gifted students (grades 1-6) in a magnet school participated in phenomenological interviews. The students described the social milieu of the school as the backdrop for the meaning of the experience of attending the school. Four themes emerged across magnet school experiences, others, role, personal development, and time. (Contains references.) (Author/CR) EJ677933 Phenomenology and Its Implications for Gifted Studies Research: Investigating the Lebenswelt of Academically Gifted Students Attending an Elementary Magnet School. Journal for the Education of the Gifted v26 n3 p201-20 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:07 CIJMAY2004

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No College Students Gifted Metacognition Postsecondary Education Productivity Psychological Characteristics Qualitative Research Self Concept Self Management Underachievement Neumeister, Kristie L. Speirs Hebert, Thomas P. Journal Articles Reports - Research ISSN-0162-3532 English This study examined, through a qualitative research design, the differences between underachievement and selective achievement in a gifted university student. Findings indicated that, while the participant demonstrated behaviors typically associated with underachievement, his healthy self-concept, self-regulation, and strong metacognitive abilities suggested a different image. Characteristics of nonproducers are discussed. (Contains references.) (Author/CR) EJ677934 Underachievement versus Selective Achievement: Delving Deeper and Discovering the Difference. Journal for the Education of the Gifted v26 n3 p221-38 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:08 CIJMAY2004

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No At Risk Persons Child Abuse Depression (Psychology) Environmental Influences Family Characteristics Family Violence Homeless People Infants Life Events Marital Status Mental Disorders Mothers Parent Child Relationship Predictor Variables Stress Variables Substance Abuse Toddlers Kelley, Susan J. Journal Articles Reports - Research ISSN-0145-2134 English A study of 161 substance-abusing mothers assessed 10 maternal risk factors: maternal depression; domestic violence; nondomestic violence; family size; incarceration; no significant other at home; negative life events; psychiatric problems; homelessness; and drug use severity. Parenting stress and child abuse potential was higher for women with five or more factors. (Contains references.) (Author/CR) EJ677935 Cumulative Environmental Risk in Substance Abusing Women: Early Intervention, Parenting Stress, Child Abuse Potential and Child Development. Child Abuse & Neglect: The International Journal v27 n9 p993-95 Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:08 CIJMAY2004

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No Child Neglect College Students Elementary Secondary Education Emotional Adjustment Emotional Problems Family Influence Higher Education Mothers Parent Child Relationship Sex Differences Wark, Mary Jo Kruczek, Theresa Boley, Amanda Journal Articles Reports - Research ISSN-0145-2134 English A study involving 69 female and 22 male undergraduates found participants who reported childhood emotional neglect by a primary female caregiver described greater current psychological distress and lower cohesion and adaptability in their family of origin than those reporting no neglect or neglect by a primary male caregiver. (Contains references.) (Author/CR) EJ677936 Emotional Neglect and Family Structure: Impact on Student Functioning. Child Abuse & Neglect: The International Journal v27 n9 p1033-43 Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:08 CIJMAY2004

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No Black Dialects Blacks Communication Disorders Cultural Differences Early Childhood Education Language Acquisition Language Patterns Minority Group Children Phonology Toddlers Bland-Stewart, Linda M. Journal Articles Reports - Research African Americans ISSN-1525-7401 English A study investigated phonological skills of 8 African American English (AAE)-speaking 2-year-olds. They acquired and used the same phonemes and phonological processes as described in the literature for both AAE-speaking toddlers and toddlers speaking Standard American English. Results could not distinguish typical phonological development from emergent dialectal features. (Contains references.) (Author/CR) EJ677937 Phonetic Inventories and Phonological Patterns of African American Two-Year-Olds: A Preliminary Investigation. Communication Disorders Quarterly v24 n3 p109-20 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Blacks Cultural Differences Early Childhood Education Educational Assessment Language Acquisition Language Impairments Low Income Performance Factors Socioeconomic Influences Vocabulary Development Champion, Tempii B. Hyter, Yvette D. McCabe, Allyssa Bland-Stewart, Linda M. Journal Articles Reports - Research African Americans Project Head Start ISSN-1525-7401 English Forty-nine African American children (ages 3-5) enrolled in Head Start were assessed using the Peabody Picture Vocabulary Test. Their mean score was significantly lower than the mean for the normative sample. Few items were systematically missed; instead, performance seemed reflective of socioeconomic and/or ethnic patterns of vocabulary usage. (Contains references.) (Author/CR) EJ677938 "A Matter of Vocabulary": Performances of Low-Income African American Head Start Children on the Peabody Picture Vocabulary Test--III. Communication Disorders Quarterly v24 n3 p121-27 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Students Early Childhood Education Expressive Language Language Acquisition Language Patterns Language Usage Mandarin Chinese Nouns Toddlers Verbs Vocabulary Development Levey, Sandra Cruz, Denise Journal Articles Reports - Research ISSN-1525-7401 English A study investigated the first words produced by 17 bilingual children (ages 1-4) speaking English and Mandarin Chinese from environments where both languages were spoken. A greater number of nouns than verbs were produced as first words in both English and Mandarin Chinese. Verbs were produced only in Mandarin Chinese. (Contains references.) (Author/CR) EJ677939 The First Words Produced by Children in Bilingual English/Mandarin Chinese Environments. Communication Disorders Quarterly v24 n3 p129-36 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:09 CIJMAY2004

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No Communication Disorders Counseling Techniques Elementary Secondary Education Integrated Services Interprofessional Relationship School Counseling School Counselors Speech Language Pathologists Staff Role Barnes, Paul E. Friehe, Mary J. (Morris) Radd, Tommie R. Journal Articles Reports - Descriptive ISSN-1525-7401 English This article is designed to better acquaint speech language pathologists with the professional expertise of school counselors by describing counselors' roles and responsibilities. A developmental school-counseling program is described and suggestions for integrating speech language pathology goals for students with communication disorders into such a program are provided. (Contains references.) (Author/CR) EJ677940 Collaboration between Speech-Language Pathologists and School Counselors. Communication Disorders Quarterly v24 n3 p137-42 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:09 CIJMAY2004

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No Case Studies Communication Disorders Personal Narratives Scaffolding (Teaching Technique) Secondary Education Speech Language Pathology Speech Therapy Writing (Composition) Writing Strategies Montgomery, Judy K. Kahn, Nancy L. Journal Articles Reports - Descriptive Reports - Research ISSN-1525-7401 English A detailed description of the five-step scaffolded story writing process is provided and four case examples of the written narratives of adolescents with communication disabilities are presented. Implications for speech and language intervention include successfully connecting the individualized education program goals with the core curriculum. (Contains references.) (Author/CR) EJ677941 You Are Going To Be an Author: Adolescent Narratives as Intervention. Communication Disorders Quarterly v24 n3 p143-52 Spr 2003 2003-00-00 T 2004 7/11/2004 11:55:10 CIJMAY2004

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No Case Studies Data Interpretation Elementary Secondary Education Evaluation Methods Language Impairments Research Utilization Speech Impairments Theory Practice Relationship Meline, Timothy Paradiso, Teri Guides - Non-Classroom Information Analyses Journal Articles Evidence Based Practice ISSN-0161-1461 English This article examines the clinician/researcher relationship, suggests directions for improving the relationship, and discusses avenues for transferring research information to clinical practice. An eight-step model for transferring research studies to practice is adopted and three steps are targeted for discussion and illustration. A case study from the literature is presented. (Contains references.) (Author/CR) EJ677942 Evidence-Based Practice in Schools: Evaluating Research and Reducing Barriers. Language, Speech, and Hearing Services in Schools v34 n4 p273-83 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Delivery Systems Elementary Education Language Impairments Native Language Instruction Special Education Teachers Speech Impairments Speech Language Pathologists Speech Therapy Staff Role Teaching Methods Ukrainetz, Teresa A. Fresquez, Elena F. Journal Articles Reports - Research ISSN-0161-1461 English A study examined the roles of 15 school speech-language pathologists (SLPs). The SLPs and resource teachers demonstrated similar types of language instruction. Oral language and speech were clearly specialty domains of the SLPs. The SLPs were also distinctive in terms of the instructional framework and service delivery structure. (Contains references.) (Author/CR) EJ677943 "What Isn't Language?": Qualitative Study of the Role of the School Speech-Language Pathologist. Language, Speech, and Hearing Services in Schools v34 n4 p284-98 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:10 CIJMAY2004

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No Asian American Students Asian Americans Attitudes toward Disabilities Child Rearing Cultural Differences Early Childhood Education Family School Relationship Language Impairments Low Income Parent Attitudes Preschool Education Speech Impairments Hwa-Froelich, Deborah A. Westby, Carol E. Journal Articles Reports - Research Project Head Start ISSN-0161-1461 English Interviews with 9 Southeast Asian families, 10 children, and 4 Head Start staffers found both families and staff were unaware of differences in their beliefs and values in the area of education, parenting, child learning, and disability, which led to confusion and misunderstanding. (Contains references.) (Author/CR) EJ677944 Frameworks of Education: Perspectives of Southeast Asian Parents and Head Start Staff. Language, Speech, and Hearing Services in Schools v34 n4 p299-319 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Assistive Technology Attention Deficit Disorders Early Childhood Education Early Intervention Elementary Education Holistic Approach Language Impairments Listening Skills Males Mental Retardation Speech Impairments Speech Language Pathologists Speech Therapy Student Characteristics Student Needs Teaching Methods Mirrett, Penny L. Roberts, Joanne E. Price, Johanna Journal Articles Reports - Research Fragile X Syndrome ISSN-0161-1461 English A study involving 51 speech-language pathologists serving 41 males (ages 2-9) with fragile X syndrome, found the majority reported the boys exhibit a visually based, experiential or holistic learning preference. Speech goals focused on slowing rate and increasing precision for verbal children and using assistive technology for nonverbal children. (Contains references.) (Author/CR) EJ677945 Early Intervention Practices and Communication Intervention Strategies for Young Males with Fragile X Syndrome. Language, Speech, and Hearing Services in Schools v34 n4 p320-31 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Developmental Stages Evaluation Methods Hispanic Americans Language Acquisition Language Impairments Language Minorities Language Tests Measures (Individuals) Personal Narratives Preschool Education Productivity Munoz, Maria L. Gillam, Ronald B. Pena, Elizabeth D. Gulley-Faehnle, Annette Journal Articles Reports - Research ISSN-0161-1461 English A study analyzed the narratives of 24 predominately English-speaking Latino children (ages 3-5) enrolled in a federally subsidized preschool. The length of narrative did not differ significantly by age. However, older children produced stories that contained longer sentences, a higher proportion of grammatically acceptable sentences, and more complete episodes. (Contains references.) (Author/CR) EJ677946 Measures of Language Development in Fictional Narratives of Latino Children. Language, Speech, and Hearing Services in Schools v34 n4 p332-42 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:11 CIJMAY2004

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No Academic Discourse Classroom Communication Communication Disorders Communication Skills Humanities Instruction Interpersonal Communication Interpersonal Competence Science Teachers Secondary Education Teacher Attitudes Teacher Student Relationship Reed, Vicki A. Spicer, Lynette Journal Articles Reports - Research ISSN-0161-1461 English High school teachers (n=143) ranked 14 communication skills according to the perceived order of importance for Grade 10 adolescents' communication with them as teachers. Teachers tended to perceive skills associated with discourse management strategies as relatively more important than other skills. Science teachers ranked turn taking higher than humanities teachers. (Contains references.) (Author/CR) EJ677947 The Relative Importance of Selected Communication Skills for Adolescents' Interactions with Their Teachers: High School Teachers' Opinions. Language, Speech, and Hearing Services in Schools v34 n4 p343-57 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:11 CIJMAY2004

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No Elementary Education Learning Disabilities Mathematics Mathematics Achievement Performance Factors Reading Difficulties Student Characteristics Jordan, Nancy C. Hanich, Laurie B. Journal Articles Reports - Research ISSN-0938-8982 English The reading and mathematics achievement and specific mathematics competencies of 74 children were followed during second and third grades. Although children with moderate mathematics deficiencies (MMD-only) and children with moderate mathematics and reading difficulties started out at the same level in mathematics, the MMD-only group surpassed the others over time. (Contains references.) (Author/CR) EJ677948 Characteristics of Children with Moderate Mathematics Deficiencies: A Longitudinal Perspective. Learning Disabilities: Research & Practice v18 n4 p213-21 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:12 CIJMAY2004

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No Adults Coping Family Characteristics Family Influence Goal Orientation Individual Characteristics Interpersonal Competence Learning Disabilities Longitudinal Studies Persistence Predictor Variables Psychological Characteristics Social Support Groups Stress Management Success Goldberg, Roberta J. Higgins, Eleanor L. Raskind, Marshall H. Herman, Kenneth L. Journal Articles Reports - Research ISSN-0938-8982 English A 20-year follow-up study of 41 individuals with learning disabilities revealed attributes that differentiated the successful from the unsuccessful group. Some themes discussed include the critical influence of the learning disability across the entire lifespan, differences in participants' family functioning, and differences in participants' social relationships. (Contains references.) (Author/CR) EJ677949 Predictors of Success in Individuals with Learning Disabilities: A Qualitative Analysis of a 20-Year Longitudinal Study. Learning Disabilities: Research & Practice v18 n4 p222-36 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:12 CIJMAY2004

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No Context Clues Context Effect Elementary Education Grade 4 Oral Reading Reading Comprehension Reading Difficulties Reading Fluency Reading Rate Student Characteristics Jenkins, Joseph R. Fuchs, Lynn S. van den Broek, Paul Espin, Christine Deno, Stanley L. Journal Articles Reports - Research ISSN-0938-8982 English Twenty-four students with reading difficulties (grade 4) and 85 skilled readers completed a reading comprehension test, read aloud a folktale, and read aloud a list of the folktale's words. Skilled readers read three times more correct words per minute in context and showed higher accuracy and rates on all measures. (Contains references.) (Author/CR) EJ677950 Accuracy and Fluency in List and Context Reading of Skilled and RD Groups: Absolute and Relative Performance Levels. Learning Disabilities: Research & Practice v18 n4 p237-45 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:12 CIJMAY2004

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No Cognitive Processes Elementary Secondary Education Gifted Learning Disabilities Mathematics Achievement Middle School Students Performance Factors Pictorial Stimuli Spatial Ability Student Characteristics Visualization Word Problems (Mathematics) van Garderen, Delinda Montague, Marjorie Journal Articles Reports - Research ISSN-0938-8982 English A study involving 66 sixth-graders with learning disabilities, average achievers, and gifted students found gifted students used significantly more visual-spatial representations than the other two groups in solving mathematical problems. Students with learning disabilities used significantly more pictorial representation than their peers, a technique negatively correlated with successful mathematical problem-solving. (Contains references.) (Author/CR) EJ677951 Visual-Spatial Representation, Mathematical Problem Solving, and Students of Varying Abilities. Learning Disabilities: Research & Practice v18 n4 p246-54 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:12 CIJMAY2004

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No Behavior Problems Demography Early Childhood Education Early Intervention Intelligence Quotient Learning Disabilities Literacy Memory Meta Analysis Performance Factors Predictor Variables Student Characteristics Success Nelson, J. Ron Benner, Gregory J. Gonzalez, Jorge Journal Articles Reports - Research Alphabetic Principle Naming Speed ISSN-0938-8982 English A meta-analysis of 30 studies found the following learner characteristics influenced the treatment responsiveness of early literacy interventions: rapid naming; problem behavior; phonological awareness; alphabetic principle; memory; IQ; and demographics. With the exception of the demographic category, the obtained effect sizes for the primary learner characteristics were moderately large. (Contains references.) (Author/CR) EJ677952 Learner Characteristics that Influence the Treatment Effectiveness of Early Literacy Interventions: A Meta-Analytic Review. Learning Disabilities: Research & Practice v18 n4 p255-67 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Autism Elementary Education Pervasive Developmental Disorders Positive Reinforcement Severity (of Disability) Social Cognition Student Characteristics Begeer, Sander Rieffe, Carolien Terwogt, Mark Meerum Stockmann, Lex Journal Articles Reports - Research False Beliefs Theory of Mind ISSN-0162-3257 English Children (ages 7-12) were invited to carry out two tasks. Sabotage resulted in the experimenter appearing to have a false belief. Whereas children with pervasive developmental disorder not otherwise specified (n=12) corrected the false belief in the rewarded task condition, children with autism (n=10) were not influenced by task condition. (Contains references.) (Author/CR) EJ677953 Theory of Mind-Based Action in Children from the Autism Spectrum. Journal of Autism and Developmental Disorders v33 n5 p479-87 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Autism Elementary Secondary Education Interpersonal Communication Interpersonal Competence Loneliness Peer Relationship Social Development Social Isolation Bauminger, Nirit Shulman, Cory Agam, Galit Journal Articles Reports - Research ISSN-0162-3257 English A study involving 18 high-functioning children (ages 8-17) with autism and 17 controls found that those with autism revealed a good understanding of social interaction and loneliness and demonstrated a high level of social initiation. They spent only half the time in social interactions with peers, however, compared to controls. (Contains references.) (Author/CR) EJ677954 Peer Interaction and Loneliness in High-Functioning Children with Autism. Journal of Autism and Developmental Disorders v33 n5 p489-507 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:13 CIJMAY2004

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No Behavior Change Behavior Disorders Behavior Modification Child Rearing Early Childhood Education Interpersonal Communication Mental Retardation Parent Child Relationship Positive Reinforcement Ducharme, Joseph M. Harris, Kimberly Milligan, Karen Journal Articles Reports - Research Sequential Requests ISSN-0162-3257 English A study involving four children (ages 4-7) with developmental disabilities and severe opposition behaviors found that use of reinforcement for compliance in isolation was ineffective in bringing about significant improvement in child compliance. The addition of a graduated request hierarchy appeared to be associated with substantial changes in child compliance. (Contains references.) (Author/CR) EJ677955 Sequential Evaluation of Reinforced Compliance and Graduated Request Delivery for the Treatment of Noncompliance in Children with Developmental Disabilities. Journal of Autism and Developmental Disorders v33 n5 p519-34 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Autism Decision Making Empowerment Performance Factors Scheduling Self Management Time on Task Watanabe, Mari Sturmey, Peter Journal Articles Reports - Research ISSN-0162-3257 English A study involving three men with autism examined the effects of allowing the men to make their own activity schedules by writing down the order of their tasks. Social praise was provided contingent on the participant's task completion. Client engagement was substantially higher than baseline for all three participants. (Contains references.) (Author/CR) EJ677956 The Effect of Choice-Making Opportunities during Activity Schedules on Task Engagement of Adults with Autism. Journal of Autism and Developmental Disorders v33 n5 p535-38 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:14 CIJMAY2004

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No Academic Accommodations (Disabilities) Behavior Disorders Classroom Techniques Elementary Secondary Education Emotional Development Neurological Impairments Social Development Special Health Problems Student Characteristics Prestia, Kelly Guides - Non-Classroom Journal Articles Tourette Syndrome ISSN-1053-4512 English This article overviews the characteristics of children and youth with Tourette syndrome and provides suggestions that can be used in the school setting for addressing academic concerns, social-emotional concerns, and physical concerns. Teachers are urged to break down assignments, allow computer use to complete work, and give preferential seating. (Contains references.) (CR) EJ677957 Tourette's Syndrome: Characteristics and Interventions. Intervention in School and Clinic v39 n2 p67-71 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Emergent Literacy Phonology Reading Aloud to Others Reading Difficulties Reading Instruction Reading Strategies Story Reading Allor, Jill Howard McCathren, Rebecca B. Guides - Non-Classroom Journal Articles ISSN-1053-4512 English This article describes strategies for using storybooks to facilitate emergent literacy. It begins by providing background information about three areas of emergent literacy: oral language, phonological awareness, and print awareness. It then describes how teachers can facilitate the development of these three areas through purposeful, yet playful storybook reading activities. (Contains references.) (Author/CR) EJ677958 Developing Emergent Literacy Skills through Storybook Reading. Intervention in School and Clinic v39 n2 p72-79 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:14 CIJMAY2004

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No Academic Accommodations (Disabilities) Curriculum Design Disabilities Elementary Secondary Education Evaluation Methods Inclusive Schools Multiple Intelligences Student Evaluation Teaching Methods Stanford, Pokey Guides - Non-Classroom Journal Articles ISSN-1053-4512 English An overview is presented of multiple intelligence (MI) theory along with practical applications of the model. Three basic aspects of the theory (teaching strategies, curricular adaptations, and student assessment) are described relative to the infusion of MI theory in general education classrooms to ensure appropriate inclusion for students with disabilities. (Contains references.) (Author/CR) EJ677959 Multiple Intelligence for Every Classroom. Intervention in School and Clinic v39 n2 p80-85 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:15 CIJMAY2004

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No Early Childhood Education Emergent Literacy Language Acquisition Oral Language Phoneme Grapheme Correspondence Phonology Preschool Education Reading Aloud to Others Reading Difficulties Reading Instruction Reading Strategies Story Reading Pullen, Paige C. Justice, Laura M. Guides - Non-Classroom Journal Articles ISSN-1053-4512 English This article presents an overview of phonological awareness, print awareness, and oral language development and discusses the critical role they play in emergent literacy. Recent research is reviewed and strategies are provided for promoting emergent literacy through each of these areas in the preschool classroom. (Contains references.) (Author/CR) EJ677960 Enhancing Phonological Awareness, Print Awareness, and Oral Language Skills in Preschool Children. Intervention in School and Clinic v39 n2 p87-98 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:15 CIJMAY2004

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No Academic Accommodations (Disabilities) Behavior Disorders Behavior Modification Classroom Techniques Elementary Secondary Education Federal Legislation Incidence Life Events Neurological Impairments Personal Narratives Student Experience Symptoms (Individual Disorders) Teacher Student Relationship Chamberlain, Steven P. Guides - Non-Classroom Journal Articles Opinion Papers Tourette Syndrome ISSN-1053-4512 English In this interview with Susan Conners, a middle school French teacher who has lived with Tourette syndrome (TS) since age 6, she discusses her lack of diagnosis until age 36, difficulties in school, why TS should be listed under "Other Health Impaired" in federal legislation, characteristics of TS, and interventions. (Contains references.) (CR) EJ677961 An Interview with Susan Conners: An Educator's Observations about Living with and Educating Others about Tourette's Syndrome. Intervention in School and Clinic v39 n2 p99-108 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Climate Educational Environment Elementary Secondary Education Emotional Problems Environmental Influences School Culture Student Participation Student School Relationship Brown, Monica R. Paulsen, Kim Higgins, Kyle Guides - Non-Classroom Journal Articles ISSN-1053-4512 English Strategies for removing environmental barriers to learning are listed and include being aware of the school's existing social systems; involving parents; continually investigating teacher alienation; designing programs and policies that positively affect all students, allowing all students to participate in decision making; and encouraging positive student-student interactions. (Contains references.) (CR) EJ677962 20 Ways To Remove Environmental Barriers to Student Learning. Intervention in School and Clinic v39 n2 p109-12 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:15 CIJMAY2004

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No Elementary Education Learning Disabilities Lesson Plans Peer Teaching Program Design Program Evaluation Program Implementation Teaching Models Brewer, Robin D. Reid, Melanie S. Rhine, Barbara G. Journal Articles Reports - Descriptive ISSN-1053-4512 English This article describes a peer coaching model implemented in two elementary schools that included the following steps: identify coaches and their needs; identify learning buddies with similar needs; set up a schedule; determine supervision process; plan lessons; implement coaching sessions; reflect on lesson; and evaluate the model. (Contains references.) (CR) EJ677963 Peer Coaching: Students Teaching To Learn. Intervention in School and Clinic v39 n2 p113-26 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:16 CIJMAY2004

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No Educational Philosophy Elementary Secondary Education Gifted Identification (Psychology) Life Events Self Concept Special Schools Talent Development Kane, Michele Journal Articles Opinion Papers Roeper (Annemarie) ISSN-0278-3193 English This interview with Annemarie Roeper, the co-founder of the Roeper School and the "Roeper Review," highlights her views on gifted education, the influences on her thinking, her educational background, her beliefs on the development of the self, the creation of the Roeper School, and the development of the Roeper Review. (Contains 4 references.) (CR) EJ677964 An Evolving Field: A Conversation with Annemarie Roeper: A View from the Self. Roeper Review v26 n1 p5-11 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Ability Identification Adult Development Adults Developmental Psychology Elementary Secondary Education Gifted Self Actualization Self Management Talent Development Subotnik, Rena F. Journal Articles ISSN-0278-3193 English This article presents scenarios that rationalize a developmental approach to giftedness. It argues that in order to be gifted, one needs to be increasingly active in one's own development as an adult. The implications of viewing giftedness as developing from being to doing are discussed. (Contains references.) (CR) EJ677965 A Developmental View of Giftedness: From Being to Doing. Roeper Review v26 n1 p14-15 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:16 CIJMAY2004

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No Child Development Developmental Stages Elementary Secondary Education Gifted Interpersonal Relationship Justice Moral Development Moral Values Philosophy White, David A. Information Analyses Journal Articles Perfectionism Rawls (John) ISSN-0278-3193 English This article examines positions by diverse philosophers (the ancient Stoics and the contemporary moral and political philosopher John Rawls) and shows the relevance of their disagreement concerning moral development. The position produced from this disagreement is then applied to two features of giftedness, sensitivity to justice and desire for perfection. (Contains 3 references.) (Author/CR) EJ677966 Philosophy and Theory in the Study of Gifted Children. Roeper Review v26 n1 p16-19 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Classroom Environment Gifted Performance Factors Productivity Secondary Education Student Attitudes Student Participation Talent Development Teacher Student Relationship Underachievement Kanevsky, Lannie Keighley, Tacey Journal Articles Reports - Research Boredom ISSN-0278-3193 English A study explored factors contributing to the boredom of three gifted adolescents who had gradually disengaged from classroom learning. Five interdependent features emerged that distinguished boring experiences from learning experiences: control, choice, challenge, complexity, and caring teachers. Students felt the honorable action in response to an inappropriate curriculum was disengagement. (Contains references.) (CR) EJ677967 To Produce or Not To Produce? Understanding Boredom and the Honor in Underachievement. Roeper Review v26 n1 p20-28 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Ability Grouping Academic Achievement Educational Practices Elementary Secondary Education Gifted Homogeneous Grouping Instructional Effectiveness Outcomes of Education Talent Development Tieso, Carol L. Information Analyses Journal Articles Curriculum Differentiation ISSN-0278-3193 English A review of the literature on best practices, both instructional and curricular, that may lead to increased achievement among gifted students, found that flexible ability grouping, combined with appropriate curricular revision or differentiation, may result in substantial achievement gains both for average and high ability learners. (Contains references.) (Author/CR) EJ677968 Ability Grouping Is Not Just Tracking Anymore. Roeper Review v26 n1 p29-36 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Gifted Disabled Learning Disabilities Mentors Program Design Program Effectiveness Student Empowerment Teacher Participation Underachievement Shevitz, Betty Weinfeld, Rich Jeweler, Sue Barnes-Robinson, Linda Journal Articles Reports - Descriptive ISSN-0278-3193 English This article describes the Wings Mentor Program in Maryland, a program developed to provide additional support to students with gifts who also have learning disabilities and highly able students who were not succeeding in the classroom. Students realize their creative and intellectual potential when paired with mentors who nurture them. (Contains 11 references.) (Author/CR) EJ677969 Mentoring Empowers Gifted/Learning Disabled Students To Soar! Roeper Review v26 n1 p37-40 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:17 CIJMAY2004

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No Ability Identification Cognitive Development Early Childhood Education Gifted Imagination Mothers Parent Child Relationship Pretend Play Scaffolding (Teaching Technique) Toddlers Morelock, Martha J. Brown, P. Margaret Morrissey, Anne-Marie Journal Articles Reports - Research ISSN-0278-3193 English A study involving three children with impaired hearing, three typical children, and three showing intellectual advancement, found children scoring above 130 IQ at age four demonstrated significantly advanced pretend play as toddlers. Mothers of the high IQ children engaged in scaffolding behaviors involving higher stages of pretend transformation, verbal analogies, and word links. (Contains references.) (Author/CR) EJ677970 Pretend Play and Maternal Scaffolding: Comparisons of Toddlers with Advanced Development, Typical Development, and Hearing Impairment. Roeper Review v26 n1 p41-51 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:18 CIJMAY2004

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No Ability Identification Educational Trends Elementary Secondary Education Gifted Heredity Intelligence Quotient Multiple Intelligences Political Correctness Student Characteristics Student Needs Delisle, James R. Journal Articles Opinion Papers ISSN-0278-3193 English This article considers whether educators, in the quest to serve the identified gifted students, have diluted the concept of giftedness so much that the needs of truly gifted children remain unmet. It explores the watering down of the concept of giftedness and discusses scientific evidence on the heritability of intelligence. (Contains references.) (CR) EJ677971 Point/Counterpoint: To Be or To Do: Is a Gifted Child Born or Developed? Roeper Review v26 n1 p12-13 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:18 CIJMAY2004

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No Autism Developmental Stages Elementary Secondary Education Literacy Reading Difficulties Reading Instruction Reading Strategies Mirenda, Pat Information Analyses Journal Articles Facilitated Communication ISSN-0271-8294 English This article provides suggestions for strategies that can be used to promote literacy learning across five stages of word reading development. Examples of the experiences of people with autism who have become successful readers are included to illustrate the importance of promoting literacy development for all learners. (Contains references.) (Author/CR) EJ677972 "He's Not Really a Reader...": Perspectives on Supporting Literacy Development in Individuals with Autism. Topics in Language Disorders v23 n4 p271-82 Oct-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Autism Classroom Environment Communication Disorders Computer Assisted Instruction Emergent Literacy Environmental Influences Literacy Preschool Children Preschool Education Printed Materials Reading Strategies Koppenhaver, David A. Erickson, Karen A. Journal Articles Reports - Research ISSN-0271-8294 English Print materials, experiences, and writing technologies were introduced to three preschoolers (age 3) with autism and severe communication impairments. The goal was to increase natural literacy learning opportunities. Children found the materials and experiences interesting and their understanding and use of print materials and tools increased in sophistication. (Contains references.) (Author/CR) EJ677973 Natural Emergent Literacy Supports for Preschoolers with Autism and Severe Communication Impairments. Topics in Language Disorders v23 n4 p283-92 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:18 CIJMAY2004 Theme Issue: Enhancing Literacy in Individuals with Autism and Severe Communication Impairments.

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No Assistive Technology Augmentative and Alternative Communication Autism Computer Uses in Education Educational Technology Elementary Secondary Education Feedback Program Effectiveness Speech Synthesizers Spelling Blischak, Doreen M. Schlosser, Ralf W. Information Analyses Journal Articles ISSN-0271-8294 English This article reviews evidence regarding the role of speech-generating devices (SGDs) and talking word processing software in supporting independent spelling in children with autism. Two studies support the importance of assessing the relative benefits of feedback modes for individual learners with autism rather than assuming SGDs should supply print and speech feedback. (Contains references.) (Author/CR) EJ677974 Use of Technology To Support Independent Spelling by Students with Autism. Topics in Language Disorders v23 n4 p293-304 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:19 CIJMAY2004 Theme Issue: Enhancing Literacy in Individuals with Autism and Severe Communication Impairments.

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No Augmentative and Alternative Communication Autism Cooperative Learning Creative Writing Peer Teaching Secondary Education Story Grammar Writing Improvement Writing Strategies Bedrosian, Jan Lasker, Joanne Speidel, Kristina Politsch, Andrea Journal Articles Reports - Research ISSN-0271-8294 English This article describes an intervention study designed to enhance the skills needed in the planning and writing of stories by an adolescent with autism who was using augmentative and alternative communication and working with a typical peer. Overall, the student's postintervention story was dramatically improved over his preintervention story. (Contains references.) (Author/CR) EJ677975 Enhancing the Written Narrative Skills of an AAC Student with Autism: Evidence-Based Research Issues. Topics in Language Disorders v23 n4 p305-24 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:19 CIJMAY2004 Theme Issue: Enhancing Literacy in Individuals with Autism and Severe Communication Impairments.

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No Adult Education Adults Augmentative and Alternative Communication Autism Case Studies Emergent Literacy Literacy Reading Instruction Reading Strategies Supported Employment Foley, Beth E. Staples, Amy H. Journal Articles Reports - Descriptive Reports - Research ISSN-0271-8294 English This article describes an integrated augmentative and alternative communication and literacy intervention program developed for five adults with autism in a supported employment facility. Three detailed case studies describe approaches used with project participants who had emerging, beginning, and more advanced levels of communication and literacy skill. (Contains references.) (Author/CR) EJ677976 Developing Augmentative and Alternative Communication (AAC) and Literacy Interventions in a Supported Employment Setting. Topics in Language Disorders v23 n4 p325-43 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:19 CIJMAY2004 Theme Issue: Enhancing Literacy in Individuals with Autism and Severe Communication Impairments.

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No Disabilities Diversity (Faculty) Faculty Mobility Faculty Recruitment Higher Education Postsecondary Education Special Education Teachers Teacher Shortage Women Faculty Sindelar, Paul T. Rosenberg, Michael S. Journal Articles Reports - Research ISSN-0888-4064 English Information from 121 chairs of 1997-98 special educational search committees was collected. The majority of positions were at the rank of Assistant Professor and were left vacant due to faculty mobility. Seventy-three percent of searches ended successfully; 76% of those hired were women; and 20% were culturally or linguistically diverse. (Contains references.) (Author/CR) EJ677977 The Demand for Faculty in Special Education: A Study of Searches Conducted in 1997-98. Teacher Education and Special Education v26 n3 p165-71 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:20 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No Declining Enrollment Disabilities Doctoral Degrees Doctoral Programs Enrollment Rate Enrollment Trends Higher Education Postsecondary Education Selection Special Education Student Recruitment Smith, Deborah Deutsch Pion, Georgine M. Tyler, Naomi Chowdhuri Gilmore, Robert Journal Articles Reports - Research ISSN-0888-4064 English After a systematic national search, 86 special education doctoral programs were found to be active in 1999. Program administrators were surveyed and results indicate most special education doctoral programs are under enrolled, doctoral students' enrollment has declined 30% over the last 20 years, and programs are not highly selective. (Contains references.) (Author/CR) EJ677978 Doctoral Programs in Special Education: The Nation's Supplier. Teacher Education and Special Education v26 n3 p172-81 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:20 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No Age Differences Career Choice Disabilities Doctoral Degrees Doctoral Programs Faculty Mobility Faculty Recruitment Financial Support Higher Education Occupational Aspiration Postsecondary Education Predictor Variables Special Education Teacher Shortage Pion, Georgine M. Smith, Deborah D. Tyler, Naomi C. Journal Articles Reports - Research ISSN-0888-4064 English A survey of individuals who earned their doctorates between 1994-1998 (n=872) found only 36% of recipients were employed full-time in tenure-line positions. Factors influencing career choices included age at beginning doctoral study; career aspirations of beginning doctoral students; institutional financial support; and the ability to relocate after graduation. (Contains references.) (Author/CR) EJ677979 Career Choices of Recent Doctorates in Special Education: Their Implications for Addressing Faculty Shortages. Teacher Education and Special Education v26 n3 p182-93 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:20 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No Disabilities Doctoral Programs Faculty Mobility Faculty Recruitment Higher Education Occupational Aspiration Participant Satisfaction Postsecondary Education Preservice Teacher Education Research Methodology Special Education Student Attitudes Student Characteristics Student Diversity Supervisory Methods Tyler, Naomi C. Smith, Deborah Deutsch Pion, Georgine M. Journal Articles Reports - Research ISSN-0888-4064 English A survey of 1,267 doctoral students found their primary consideration in selecting a doctoral program was not having to relocate. Students were fairly satisfied with the training they received in research skills, less so in areas of college teaching, administration/supervision, and diversity. Less than half were interested in faculty positions. (Contains references.) (Author/CR) EJ677980 Doctoral Students in Special Education: Characteristics and Career Aspirations. Teacher Education and Special Education v26 n3 p194-205 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:20 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No Disabilities Educational Legislation Faculty Recruitment Federal Aid Federal Legislation Federal Programs Higher Education Policy Formation Postsecondary Education Preservice Teacher Education Special Education Teachers Teacher Education Programs Teacher Recruitment Teacher Shortage Hardman, Michael L. West, Jane Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0888-4064 English This article reviews the history of national policy for personnel preparation under Part D of the Individuals with Disabilities Education Act and offers some recommendations for federal policy that may increase special education faculty. It concludes that higher education must develop new ways of communicating its importance to policy makers. (Contains references.) (Author/CR) EJ677981 Increasing the Number of Special Education Faculty: Policy Implications and Future Directions. Teacher Education and Special Education v26 n3 p206-14 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Accountability Disabilities Educational History Federal Aid Federal Legislation Higher Education Inclusive Schools Inservice Teacher Education Outcomes of Education Postsecondary Education Preservice Teacher Education Special Education Teachers Teacher Education Programs Pugach, Marleen C. Journal Articles Opinion Papers ISSN-0888-4064 English This article introduces two articles that address the history and funding of personnel preparation for special education in general and the specific history of federal funding for general education teachers to work well with students with disabilities. It urges the incorporation of accountability in teacher education programs to justify funding. (CR) EJ677982 An Historical Perspective and Analysis of Federal Support for the Preparation of Personnel To Teach Students with Disabilities. Teacher Education and Special Education v26 n3 p215-16 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:21 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No Disabilities Educational History Federal Aid Federal Legislation Higher Education Postsecondary Education Preservice Teacher Education Special Education Teachers Teacher Education Programs Teacher Shortage Kleinhammer-Tramill, Jeannie Fiori, Thomas A. Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0888-4064 English This article provides an historical analysis of federal support for personnel preparation in special education. The evolution of the program is traced in terms of its continued emphasis on increasing and improving the quality of special education personnel as well as building capacity for preparation of future personnel. (Contains references.) (Author/CR) EJ677983 A History of Federal Support for Preparing Special Educators and Related Services Personnel To Serve Children and Youth with Disabilities. Teacher Education and Special Education v26 n3 p217-29 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Access to Education Disabilities Educational Change Educational History Federal Aid Federal Legislation Higher Education Inclusive Schools Mainstreaming Policy Formation Postsecondary Education Preservice Teacher Education Regular and Special Education Relationship Regular Education Teachers Teacher Education Programs Kleinhammer-Tramill, Jeannie Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0888-4064 English This article describes federal initiatives to support preparation of regular educators to serve students with disabilities through the eras of mainstreaming, the Regular Education Initiative, inclusion, and promoting access to the general education curriculum. Trends in the number of personnel preparation projects that support preparation of regular educators are analyzed. (Contains references.) (Author/CR) EJ677984 An Analysis of Federal Initiatives To Prepare Regular Educators To Serve Students with Disabilities: Deans' Grants, REGI, and Beyond. Teacher Education and Special Education v26 n3 p230-45 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Disabilities Higher Education Inclusive Schools Postsecondary Education Preservice Teacher Education Regular and Special Education Relationship Regular Education Teachers Special Education Teachers Teacher Collaboration Teacher Education Programs Teaching Models Richards, Stephen B. Hunley, Sawyer Weaver, Roberta Landers, Mary F. Journal Articles Reports - Descriptive Reports - Evaluative ISSN-0888-4064 English A model is presented for preservice teacher preparation of general and special educators. The model was successfully implemented with 47 secondary and 30 special educator candidates who were enrolled in a collaboratively taught block of courses. Candidates collaboratively identified and assessed learning challenges in students, intervened, and evaluated the intervention. (Contains references.) (Author/CR) EJ677985 A Proposed Model for Teaching Collaboration Skills to General and Special Education Preservice Candidates. Teacher Education and Special Education v26 n3 p246-50 Sum 2003 2003-00-00 T 2004 7/11/2004 11:55:22 CIJMAY2004 Special Issue: The Study of Special Education Leadership Personnel.

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No College Students Grammar Higher Education Incidence Learning Disabilities Mathematics Achievement Mathematics Anxiety Memory Postsecondary Education Second Language Learning Sex Differences Spelling Student Characteristics Prevatt, Frances Proctor, Briley Journal Articles Reports - Research ISSN-1046-6819 English College students (n=204) who had difficulties in both foreign language and math (FLD/MD), only math difficulties, or only foreign language difficulties (FLD) were studied. The students with FLD showed a pattern of deficits on subtests measuring grammar and spelling, long-term memory, and visual phonology. More males were referred for FLD. (Contains references.) (Author/CR) EJ677986 The Relationship between Learning Difficulties in Foreign Language and Math in a Sample of College Students. Learning Disabilities: A Multidisciplinary Journal v12 n2 p41-48 2003 2003-00-00 T 2004 7/11/2004 11:55:22 CIJMAY2004

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No Cognitive Processes College Students Higher Education Interpersonal Communication Learning Disabilities Postsecondary Education Self Advocacy Self Concept Student Characteristics Thinking Skills Layton, Carol A. Lock, Robin H. Journal Articles Reports - Research ISSN-1046-6819 English A study involving 94 typical college freshmen, 32 college athletes, and 30 students with learning disabilities (LD) found several students with LD reported possible intrinsic processing weaknesses. Students with LD also self-reported difficulties that would affect their ability to engage in self-advocacy through communication, self-awareness, and goal identification skills. (Contains references.) (CR) EJ677987 Reasoning and Self-Advocacy for Postsecondary Students with Learning Disabilities. Learning Disabilities: A Multidisciplinary Journal v12 n2 p49-55 2003 2003-00-00 T 2004 7/11/2004 11:55:22 CIJMAY2004

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No Academic Accommodations (Disabilities) Classroom Techniques Disabilities Elementary Secondary Education Inclusive Schools Instructional Effectiveness Positive Reinforcement School Psychologists Student Motivation Masten, William G. Henry, Lindy Robertson, Harvetta M. Priest, Billie R. Scott, Barbara Stacks, James Massey, Christine Miller, Daniel C. Martin, Sander Journal Articles Reports - Research ISSN-1046-6819 English A study assessed the perceptions of 59 school psychologists toward effectiveness and use of instructional adaptations in inclusive classrooms. Overall, the results indicate that most of the instructional adaptations were seen as effective, particularly providing reinforcement and encouragement to students and monitoring students' understanding of directions and assigned tasks. (Contains references.) (CR) EJ677988 School Psychologists' Perceptions of Instructional Adaptations in Inclusive Settings. Learning Disabilities: A Multidisciplinary Journal v12 n2 p57-63 2003 2003-00-00 T 2004 7/11/2004 11:55:23 CIJMAY2004

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No Drama Dramatics Elementary Secondary Education Learning Disabilities Learning Strategies Metacognition Motivation Techniques Reading Difficulties Role Playing Social Studies Student Motivation Teaching Methods Theater Arts Beyda, Sandra D. Information Analyses Journal Articles ISSN-1046-6819 English This article provides a foundation for using theatre as a learning strategy in the content areas for students with learning disabilities, with metacognition as an important factor. Research is described supporting using theatre-based learning as a way to strengthen perceptual skills and improve retention. A social studies example is provided. (Contains references.) (Author/CR) EJ677989 The Use of Theatre as an Instructional Strategy in the Content Areas for Students with Reading and Learning Disabilities. Learning Disabilities: A Multidisciplinary Journal v12 n2 p65-74 2003 2003-00-00 T 2004 7/11/2004 11:55:23 CIJMAY2004

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No Access to Education Disabilities Educational Research Educational Strategies Educational Trends Elementary Secondary Education Inclusive Schools Policy Formation Scientific Concepts Scientific Principles Student Needs Validity Cherkes-Julkowski, Miriam Journal Articles Opinion Papers ISSN-1046-6819 English This article argues that by making the general curriculum the reference point for all considerations, the proposals set forth by the President's Commission in "The New Era: Revitalizing Special Education for Children and Their Families," are devoid of all considerations of individual differences. It questions the validity of scientifically based instruction. (Contains references.) (CR) EJ677990 New Era: The Sacrifice of Individual Differences to the False Claim of Scientifically Based Instruction. Learning Disabilities: A Multidisciplinary Journal v12 n2 p75-78 2003 2003-00-00 T 2004 7/11/2004 11:55:23 CIJMAY2004

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No Change Strategies Curriculum Design Educational Change English (Second Language) Language Usage Second Language Instruction Second Language Learning Wedell, Martin Journal Articles Reports - Research ISSN-0346-251X English Presents questions that those planning TESOL curriculum change might ask before deciding on the objectives of such change in their own contexts. Suggests that answers to such questions can help provide information about how key players (classroom teachers) are likely to experience the implementation of the objectives. (Author/VWL) EJ677991 Giving TESOL Change a Chance: Supporting Key Players in the Curriculum Change Process. System v31 n4 p439-56 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:24 CIJMAY2004

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No Business Communication College Students Cultural Awareness English for Special Purposes Foreign Countries Higher Education Language Usage Second Language Instruction Second Language Learning Jackson, Jane Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0346-251X English Reports on one phase of a 3-year investigation of case-based learning and teaching that was carried out in a Hong Kong university. Findings provided direction for an English for specific purposes business communications course and highlighted the need for culture and context-specific preparation for case leaders and students. (Author/VWL) EJ677992 Case-Based Learning and Reticence in a Bilingual Context: Perceptions of Business Students in Hong Kong. System v31 n4 p457-69 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Cohesion (Written Composition) College Students Discourse Analysis English (Second Language) Evaluators Grammar Higher Education Language Usage Native Speakers Second Language Instruction Second Language Learning Writing (Composition) Writing Evaluation Chiang, Steve Journal Articles Reports - Research ISSN-0346-251X English Investigated the effect of grammatical and discourse features on rater perceptions of writing quality in evaluating foreign language writing samples. Also investigated differences in rating profiles between native and nonnative speaking raters. (Author/VWL) EJ677993 The Importance of Cohesive Conditions to Perceptions of Writing Quality at the Early Stages of Foreign Language Learning. System v31 n4 p471-84 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:24 CIJMAY2004

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No Case Studies Elementary Education Elementary School Students English (Second Language) Foreign Countries Language Proficiency Language Teachers Language Usage Second Language Instruction Second Language Learning Teacher Education Teaching Methods Carless, David R. Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0346-251X English Uses a detailed qualitative case study to explore the implementation of task-based teaching in three primary school classrooms in Hong Kong. Reviews six issues that were found to impact how teachers approached the implementation of communicative tasks in their classroom. Themes addressed are teacher beliefs, teacher understandings, the syllabus time available, the textbook and the topic, preparation and the available resources, and the language proficiency of the students. (Author/VWL) EJ677994 Factors in the Implementation of Task-Based Teaching in Primary Schools. System v31 n4 p485-500 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Communicative Competence (Languages) English (Second Language) Language Usage Learning Motivation Second Language Instruction Second Language Learning Young Children Wu, Xinyi Journal Articles Reports - Research ISSN-0346-251X English Examined the influence of classroom learning environment on second language intrinsic motivation of young foreign language learners in a predominantly monolingual context. Results showed that a predictable learning environment, moderately challenging tasks, necessary instructional support, and evaluation that emphasized self-improvement, and attributed success or failure to controllable variables were effective ways to enhance young learners' self-perceptions of L2 competence. (Author/VWL) EJ677995 Intrinsic Motivation and Young Language Learners: The Impact of the Classroom Environment. System v31 n4 p501-17 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:25 CIJMAY2004

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No Computer Assisted Instruction Computer Assisted Testing German Language Usage Models Second Language Instruction Second Language Learning World Wide Web Heift, Trude Schulze, Mathias Journal Articles Reports - Research ISSN-0346-251X English Provides examples of student modeling techniques that have been employed in computer-assisted language learning over the past decade. Describes two systems for learning German: "German Tutor" and "Geroline." Shows how a student model can support computerized adaptive language testing for diagnostic purposes in a Web-based language learning environment that does not rely on parsing technology. (Author/VWL) EJ677996 Student Modeling and Ab Initio Language Learning. System v31 n4 p519-35 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:25 CIJMAY2004

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No English (Second Language) Language Usage Psycholinguistics Second Language Instruction Second Language Learning Secondary Education Secondary School Students Teaching Methods Vocabulary Development Writing (Composition) Lee, Siok H. Journal Articles Reports - Research ISSN-0346-251X English Investigated vocabulary use in the writing of 65 secondary school multi-grade and multi first language intermediate English-as-a-Second-Language (ESL) learners at a Greater Vancouver public secondary school. Proposes systematic vocabulary instruction based on teacher-directed interaction and negotiation and psycholinguistic principles of word learning. (Author/VWL) EJ677997 ESL Learners' Vocabulary Use in Writing and the Effects of Explicit Vocabulary Instruction. System v31 n4 p537-61 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:25 CIJMAY2004

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No Auditory Stimuli English English (Second Language) Japanese Memory Nonverbal Communication Second Language Instruction Second Language Learning Speech Communication Visual Stimuli Hardison, Debra M. Journal Articles Reports - Research ISSN-0142-7164 English Investigated the influence of a talker's face (e.g., articulatory gestures) and voice, vocalic context, and word position in the training of Japanese and Korean English as a Second Language to identify American English /r/ and /l/. Findings revealed significant effects of training type, talker, word position, and vowel. Findings are compatible with episodic models for the encoding of speech in memory. (Author/VWL) EJ677998 Acquisition of Second-Language Speech: Effects of Visual Cues, Context, and Talker Variability. Applied Psycholinguistics v24 n4 p495-522 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:26 CIJMAY2004

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No Children German Phonology Spelling Task Analysis Vowels Landerl, Karin Journal Articles Reports - Research ISSN-0142-7164 English In an orally presented vowel length categorization task with both word and nonword stimuli, a group of 10-year-old German speaking poor spellers performed less accurately and consistently slower than a group of formal spellers of the same age. The spellers level of performance was comparable to that of a group of 8-year-old inexperienced spellers.(Author/VWL) EJ677999 Categorization of Vowel Length in German Poor Spellers: An Orthographically Relevant Phonological Distinction. Applied Psycholinguistics v24 n4 p523-38 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:26 CIJMAY2004

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No Infants Mothers Parent Child Relationship Speech Communication Toddlers Newman, Rochelle S. Journal Articles Reports - Research ISSN-0142-7164 English Examined mothers' speech to 2-year-old children in both quiet and moderately noisy conditions. Mothers were recorded while teaching their children two words, one of which occurred in the context of other people speaking. Parents used characteristics of infant-directed speech (IDS) to these older children. In addition, many of the prosodic changes typical of IDS were accentuated in noise. (Author/VWL) EJ678000 Prosodic Differences in Mothers' Speech to Toddlers in Quiet and Noisy Environments. Applied Psycholinguistics v24 n4 p539-60 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:26 CIJMAY2004

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No Bilingualism English (Second Language) Psychophysiology Second Language Learning Turkish Uncommonly Taught Languages Harris, Catherine L. Aycicegi, Ayse Gleason, Jean Berko Journal Articles Reports - Research ISSN-0142-7164 English Second language speakers commonly acknowledge that taboo terms can be uttered with greater ease in a second language than a first language. Investigates this phenomenon psychophysiologically by having 32 Turkish-English bilinguals rate a variety of stimuli for pleasantness in Turkish first language and English second language while skin conductance was monitored via fingertip electrodes. (Author/VWL) EJ678001 Taboo Words and Reprimands Elicit Greater Autonomic Reactivity in a First Language Than in a Second Language. Applied Psycholinguistics v24 n4 p561-79 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:26 CIJMAY2004

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No Infants Language Acquisition Linguistic Input Otitis Media Parent Child Relationship Yont, Kristine M. Snow, Catherine E. Vernon-Feagans, Lynne Journal Articles Reports - Research ISSN-0142-7164 English Argues that parental input is an important factor often neglected in research that may mediate language outcomes. Investigated how parents interact with their 12-month-old children, who suffer from otitis media status. Results indicate that parents of chronically affected children direct attention more often and engage in fewer joint attentional episodes than parents of nonchronically affected children. (Author/VWL) EJ678002 Is Chronic Otitis Media Associated with Differences in Parental Input at 12 Months of Age? An Analysis of Joint Attention and Directives. Applied Psycholinguistics v24 n4 p581-602 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:27 CIJMAY2004

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No Recall (Psychology) Second Language Instruction Second Language Learning Story Telling Seung, Hye-Kyeung Chapman, Robin S. Journal Articles Reports - Research ISSN-0142-7164 English Examined the effect of story presentation rates on story recall performance in 35 individuals with Down Syndrome and three groups. Three audiotaped stories presented to each individual at three different rates. The effect of group but not rate was significant. Individuals with Down Syndrome recalled more content than the production-matched group and the production-matched group recalled fewer content words than the mental age matched and comprehension-matched groups. (Author/VWL) EJ678003 The Effect of Story Presentations Rates on Story Retelling by Individuals with Down Syndrome. Applied Psycholinguistics v24 n4 p603-20 Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:27 CIJMAY2004

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No Comparative Analysis Dutch Elementary Education Elementary School Students English Finnish French German Reading Skills Spanish Swedish Uncommonly Taught Languages Aro, Mikko Wimmer, Heinz Journal Articles Reports - Research Pseudowords ISSN-0142-7164 English Reading performance of English children in Grades 1-4 was compared with reading performance of German, Dutch, Swedish, French, Spanish, and Finnish speaking children at the same grade levels. Results showed that with the exception of English, psuedowords in the remaining orthographies were read with a high level of accuracy by the end of Grade 1. Reading fluency for pseudowords was affected by regularity and other orthographic differences. (Author/VWL) EJ678004 Learning To Read: English in Comparison to Six More Regular Orthographies. Applied Psycholinguistics v24 n4 p621-35 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Computational Linguistics English Indexes Oral Language Vocabulary Adolphs, Svenja Schmitt, Norbert Journal Articles Reports - Research ISSN-0142-6001 English Analyzed a modern spoken corpus of English (the CANCODE corpus) and found that 2,000 word families made up less than 95% coverage. A second analysis was performed on the CANCODE and the spoken component of the British National Corpus, which found that around 5,000 individual words were required to achieve about a 96 % coverage feature. (Author/VWL) EJ678005 Lexical Coverage of Spoken Discourse. Applied Linguistics v24 n4 p425-38 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:27 CIJMAY2004

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No Chinese Consonants English (Second Language) Interlanguage Language Proficiency Second Language Learning Sociolinguistics Lin, Yuh-Huey Journal Articles Reports - Research Simplification (Language) ISSN-0142-6001 English Investigates variability in interlanguage consonant cluster simplification strategies within the four factors--style, gender, proficiency, and interlocutor. Examined how these factors determine Chinese English-as-a-Foreign-Language (EFL) speakers' production of English word-initial consonant clusters. (Author/VWL) EJ678006 Interphonology Variability: Sociolinguistic Factors Affecting L2 Simplification Strategies. Applied Linguistics v24 n4 p439-64 Dec 2003 2003-00-00 T 2004 2016-11-21

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No College Students English (Second Language) Higher Education Interlanguage Japanese Language Proficiency Pragmatics Second Language Instruction Second Language Learning Matsumura, Shoichi Journal Articles Reports - Research ISSN-0142-6001 English Aimed to account for the different levels of pragmatic development among 137 university-level Japanese learners of English, as functions of their varying levels of English proficiency and amount of exposure to English. (Author/VWL) EJ678007 Modelling the Relationships among Interlanguage Pragmatic Development, L2 Proficiency, and Exposure to L2. Applied Linguistics v24 n4 p465-91 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:28 CIJMAY2004

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No Higher Education Language Proficiency Second Language Instruction Second Language Learning Syntax Writing (Composition) Ortega, Lourdes Journal Articles Reports - Research ISSN-0142-6001 English Evaluates the cumulative evidence on the use of syntactic complexity measures as indices of college-level second language writers' overall proficiency in the target language. Discusses implications of the findings for further research. (Author/VWL) EJ678008 Syntactic Complexity Measures and Their Relationship to L2 Proficiency: A Research Synthesis of College-Level L2 Writing. Applied Linguistics v24 n4 p492-518 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:28 CIJMAY2004

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No College Students Computer Assisted Instruction Heritage Education Interaction Native Speakers Second Language Instruction Second Language Learning Spanish Task Analysis Blake, Robert J. Zyzik, Eve C. Journal Articles Reports - Research ISSN-0142-6001 English Explores the interaction between heritage speakers and second language learners of Spanish in a synchronous computer-assisted learning environment. Students in an intermediate language course were paired with heritage speakers. Transcripts of interactions were examined for points of negotiation. (Author/VWL) EJ678009 Who's Helping Whom? Learner/Heritage-Speakers' Networked Discussions in Spanish. Applied Linguistics v24 n4 p519-44 Dec 2003 2003-00-00 T 2004 7/11/2004 11:55:29 CIJMAY2004

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No English (Second Language) Language Proficiency Language Usage Second Language Instruction Second Language Learning Student Evaluation Uncommonly Taught Languages Visual Stimuli Chiang, Steve Journal Articles Reports - Research ISSN-1226-8909 English Applied Skehan's (1998) processing perspective on language use to evaluate intermediate to advanced English-as-a-Second-Language learners' competence in telling a story based on visual prompts. The purpose was to find out how the test takers' proficiency profiles vary according to three areas of competence: accuracy, complexity, and fluency across different levels. (Author/VWL) EJ678010 Assessing L2 Narrative Competence from a Processing Perspective. Journal of Pan-Pacific Association of Applied Linguistics v7 n1 p1-12 2003 2003-00-00 T 2004 7/11/2004 11:55:29 CIJMAY2004

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No College Students English (Second Language) Higher Education Learning Strategies Reading Comprehension Second Language Instruction Second Language Learning Uncommonly Taught Languages Choi, Kyunghee Journal Articles Reports - Research ISSN-1226-8909 English Investigates how socioaffective strategies used by language learners affect reading comprehension. Participants were 50 Korean English-as-a-Foreign-Language college students. (Author/VWL) EJ678011 A Study on the Effects of Socioaffective Strategies on Reading Comprehension. Journal of Pan-Pacific Association of Applied Linguistics v7 n1 p13-35 2003 2003-00-00 T 2004 7/11/2004 11:55:29 CIJMAY2004

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No College Students Cultural Differences English (Second Language) Higher Education Interaction Second Language Instruction Second Language Learning Uncommonly Taught Languages Park, Kyung-Ja Nakano, Michiko Kim, Sunghye Journal Articles Reports - Research Nonnative Speakers ISSN-1226-8909 English Focuses on learners' language in interactions between nonnative speakers (NNSs). Investigated features of nonnative speakers' interaction with NNSs from different cultural backgrounds in a second language learning context. Explores what types of misleading expressions and questions are generated in NNS/NNS interactions. (Author/VWL) EJ678012 A Study on Interactions between Nonnative Speakers with Different L1s. Journal of Pan-Pacific Association of Applied Linguistics v7 n1 p59-75 2003 2003-00-00 T 2004 2016-11-21

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No Articulation (Speech) Caregiver Speech English (Second Language) Second Language Instruction Second Language Learning Uncommonly Taught Languages Osada, Nobuko Journal Articles Reports - Research Pausing (Speech) Nonnative Speakers ISSN-1226-8909 English Analyzes the occurrence of silent pauses n monologues, especially in modified speech, such as in public address, caretaker talk, and foreigner talk. Discusses speech rate, articulation rate, pause unit length, individual pause length, and pause percentage to overall speech time. (Author/VWL) EJ678013 Analysis of Pause Occurrence in Three Kinds of Modified Speech: Public Address, Caretaker Talk, and Foreigner Talk. Journal of Pan-Pacific Association of Applied Linguistics v7 n1 p77-123 2003 2003-00-00 T 2004 2016-11-21

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No Communicative Competence (Languages) Cultural Awareness English (Second Language) Second Language Instruction Second Language Learning Textbooks Uncommonly Taught Languages Lee, Kang-Young Journal Articles Reports - Research ISSN-1226-8909 English Presents issues in English-as-a-Foreign-Language conversation textbook development. Explores the content of the textbooks and the emphases on teaching cultural items for meaningful communicative competence. Suggests that some cultural items be considered to be themes of each unit at a macro level; at a micro level, detailed activities and tasks appropriately reflecting the cultural items of each unit are suggested. (Author/VWL) EJ678014 Issues in Adolescent EFL Conversation Textbook Development: Communicative Competence through Cultural Awareness. Journal of Pan-Pacific Association of Applied Linguistics v7 n1 p125-33 2003 2003-00-00 T 2004 7/11/2004 11:55:30 CIJMAY2004

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No Bilingualism Foreign Countries Hebrew Immigrants Interviews Language Attitudes Personal Narratives Russian Uncommonly Taught Languages Yelenevskaya, Maria N. Fialkova, Larisa Journal Articles Reports - Research Israel USSR Israel USSR ISSN-0965-8416 English Examines personal narratives of immigrants to israel from the former Soviet Union. Interviews conducted in Russian reveal awareness that language is a status category and that the attitude towards minority languages is the Soviet Union has been transferred to the linguistic situation in Israel. In the situation of emerging bilingualism, immigrants separate domains in which they use different language sand assign different symbolic value to them. (Author/VWL) EJ678015 From "Muteness" to Eloquence: Immigrants' Narratives about Languages. Language Awareness v12 n1 p30-48 2003 2003-00-00 T 2004 2016-11-21

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No College Students Higher Education Interviews Questionnaires Singing Songs Student Attitudes Uncommonly Taught Languages Welsh Wray, Alison Evans, Betsy Coupland, Nikolas Bishop, Hywel Journal Articles Reports - Research ISSN-0965-8416 English Explores the adoption of aspects of Welsh social identity by members of an American college choir specializing in Welsh repertoire. Drawing on questionnaires, face-to-face and email interviews, and recordings of the choir in performance, a picture is built up of the singers' attitudes towards Welsh people, culture, and language, and their linguistic practices in relation to Welsh songs. (Author/VWL) EJ678016 Singing in Welsh, Becoming Welsh: "Turfing" a "Grass Roots" Identity. Language Awareness v12 n1 p49-71 2003 2003-00-00 T 2004 7/11/2004 11:55:31 CIJMAY2004

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No Administrator Attitudes Higher Education Institutional Advancement Marketing of Education McGrath, John M. Journal Articles Reports - Research ISSN-0884-1241 English Describes a study measuring the attitudes of higher education professional about the marketing policies of their institutions. Results indicate that respondents agree that marketing efforts are now "critically important" to their institutions' future. Results also identify attitudes about who should be responsible for marketing policies, as well as attitudes about the effectiveness of the policies. (EV) EJ678017 Attitudes about Marketing in Higher Education: An Exploratory Study. Journal of Marketing for Higher Education v12 n1 p1-14 2002 2002-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Tel: 800-429-6784 (toll free); Fax: 800 895-0582; Web site: http://www.haworthpress.com/store/product.asp?sku=J050. T 2004 7/11/2004 11:55:31 CIJMAY2004

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No Enrollment Management Higher Education Marketing of Education School Surveys Newman, Cynthia M. Journal Articles Reports - Research ISSN-0884-1241 English Investigated the current state of marketing, marketing research, and planning practices at four-year higher education institutions. Builds upon previous studies by Blackburn (1979) and Goldgehn (1982 and 1989). Determined whether the use and apparent understanding of marketing and its attendant activities by admissions and enrollment management administrators has changed over the last decade, and whether differences in practice exist among various higher education segments. (EV) EJ678018 The Current State of Marketing Activity among Higher Education Institutions. Journal of Marketing for Higher Education v12 n1 p15-29 2002 2002-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Tel: 800-429-6784 (toll free); Fax: 800 895-0582; Web site: http://www.haworthpress.com/store/product.asp?sku=J050. T 2004 7/11/2004 11:55:31 CIJMAY2004

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No Adult Students College Attendance College Choice Comparative Analysis Decision Making Evaluation Criteria Nontraditional Students Student Motivation Student Surveys Two Year College Students Undergraduate Students Broekemier, Greg M. Journal Articles Reports - Research ISSN-0884-1241 English Surveyed adult college students regarding their motivation for attending college and the relative importance of college choice criteria. Getting better jobs, gaining general knowledge, and enhancement of self-esteem were most frequently mentioned. Availability of desired programs, days/times of needed classes, locations of courses, cost, and faculty reputation are the most important choice criteria.(EV) EJ678019 A Comparison of Two-Year and Four-Year Adult Students: Motivations To Attend College and the Importance of Choice Criteria. Journal of Marketing for Higher Education v12 n1 p31-48 2002 2002-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Tel: 800-429-6784 (toll free); Fax: 800 895-0582; Web site: http://www.haworthpress.com/store/product.asp?sku=J050. T 2004 7/11/2004 11:55:32 CIJMAY2004

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No College Choice Decision Making Evaluation Criteria Higher Education Marketing of Education Models Student Characteristics Dawes, Philip L. Brown, Jennifer Journal Articles Reports - Research Brand Awareness ISSN-0884-1241 English Developed and tested a model of students' university "brand" choice using five individual-level variables (ethnic group, age, gender, number of parents going to university, and academic ability) and one situational variable (duration of search) to explain variation in the sizes of awareness, consideration, and choice decision sets. (EV) EJ678020 Determinants of Awareness, Consideration, and Choice Set Size in University Choice. Journal of Marketing for Higher Education v12 n1 p49-75 2002 2002-00-00 Haworth Press, Inc., 10 Alice St., Binghamton, NY 13904-1580. Tel: 800-429-6784 (toll free); Fax: 800 895-0582; Web site: http://www.haworthpress.com/store/product.asp?sku=J050. T 2004 2016-11-21

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No Accountability College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Factors Reports Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive Performance Funding ISSN-0271-0579 English Traces the rise of the "new accountability" in higher education and describes the policy responses of outcomes assessment, performance funding and budgeting, and performance reporting. (EV) EJ678021 The New Accountability: From Regulation to Results. New Directions for Institutional Research n116 p5-19 Win 2002 2002-00-00 T 2004 2016-11-21

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No Accountability College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Reports Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English Examines the coverage, content, and customers of higher education performance reports, along with their purposes, priorities, initiation methods, and emerging changes in their style and substance. (EV) EJ678022 Performance Reports: Coverage and Customers, Purposes and Priorities. New Directions for Institutional Research n116 p21-31 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:32 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913 and 915-919.

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No Accountability College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Reports Two Year Colleges Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English The performance types, concerns, policy values, and models of excellence implied in higher education performance reporting indicators are identified, and the use of performance measures by two- and four-year campuses are compared. (EV) EJ678023 Reporting Indicators: What Do They Indicate? New Directions for Institutional Research n116 p33-57 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:33 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913-914 and 916-919.

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No Accountability Administrator Attitudes College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Reports Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English Summarizes results of an opinion survey of governors' aides, legislative chairs of education committees, higher education finance officers, and campus institutional researchers on the use, effects, and future of performance reporting. (EV) EJ678024 Policymakers' Reactions to Performance Reporting. New Directions for Institutional Research n116 p59-77 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:33 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913-915 and 917-919.

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No Accountability Administrator Attitudes College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Factors Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English Provides state and campus policymakers' views on the importance and appropriateness of the most common indicators used in state and campus performance reports. (EV) EJ678025 Indicator Preferences: Acceptability Trumps Accountability. New Directions for Institutional Research n116 p79-95 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:33 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913-916 and 918-919.

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No Accountability College Outcomes Assessment Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Reports State Surveys Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English Compares the results from the National Center for Public Policy in Higher Education's state report cards and state performance reports, and notes that the states with performance reports received no better grades than those without them. (EV) EJ678026 Measuring Down and Up: The Missing Link. New Directions for Institutional Research n116 p97-113 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:34 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913-917 and 919.

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No Accountability College Outcomes Assessment Educational Indicators Educational Policy Educational Quality Evaluation Criteria Government School Relationship Higher Education Performance Reports Burke, Joseph C. Minassians, Henrik P. Journal Articles Reports - Descriptive ISSN-0271-0579 English Reviews the prospects, problems, and possibilities of performance reporting in higher education and discusses two fundamental flaws in performance reporting. (EV) EJ678027 Performance Reporting: Promises, Problems, and Prospects. New Directions for Institutional Research n116 p115-27 Win 2002 2002-00-00 T 2004 7/11/2004 11:55:34 CIJMAY2004 Theme issue titled "Reporting Higher Education Results: Missing Links in the Performance Chain." For related articles, see HE 545 913-918.

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No College Role Educational Trends Higher Education Privatization Public Policy State Aid Tuition Dennison, George M. Journal Articles Reports - Descriptive Montana Montana ISSN-0742-5627 English Beginning in the late 1970s, state governments slowly, but steadily decreased the level of support for higher education (privatization), as illustrated in the example of Montana. As state support declined, student tuition rose. At the same time, the rationale for higher education changed from public to private benefit. A public policy issue of this magnitude requires the involvement of the public in an informed discussion before change occurs. (EV) EJ678028 Privatization: An Unheralded Trend in Public Higher Education. Innovative Higher Education v28 n1 p7-20 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Courses Curriculum Development Higher Education Lake, Erinn Journal Articles Reports - Descriptive Continuous Process Improvement Course Development Edinboro University of Pennsylvania ISSN-0742-5627 English Details Edinboro University's efforts to reduce the extended cycle time required to develop new courses and programs. Describes a collaborative process improvement framework, illustrated data findings, the team's recommendations for improvement, and the outcomes of those recommendations. (EV) EJ678029 Course Development Cycle Time: A Framework for Continuous Process Improvement. Innovative Higher Education v28 n1 p21-33 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies College Environment Cultural Pluralism Higher Education Minority Groups Student Diversity Paul, Mary Jae Journal Articles Speeches/Meeting Papers Double Loop Learning ISSN-0742-5627 English Proposes the application of an action-knowledge conceptual framework to explore why money and policy change are not enough to create campus environments where multiculturalism enhances student learning. Asserts that Argyris' (1985) notion of double-loop learning recognizes the necessity for "actionable" knowledge to be instilled in practitioners in order for diversity initiatives to truly achieve desired outcomes and have lasting effects. (EV) EJ678030 Double-Loop Diversity: Applying Adult Learning Theory to the Cultivation of Diverse Educational Climates in Higher Education. Innovative Higher Education v28 n1 p35-47 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Accreditation (Institutions) Business Administration Education College Administration Educational Quality Higher Education Total Quality Management Brennan, Linda L. Austin, Walter W. Journal Articles Reports - Descriptive ISSN-0742-5627 English The accreditation standards of the Association to Advance Collegiate Schools of Business (AACSB International) ask business schools to describe consistent processes that provide for operational consistency and continuous improvement in support of the schools' stated missions. This article addresses the identification of requisite quality management processes, describes an approach for defining them, and suggests a format for documenting their essential elements. (EV) EJ678031 Addressing the Need for Management Processes for Higher Education Accreditation. Innovative Higher Education v28 n1 p49-62 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:35 CIJMAY2004

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No Business Administration Education Case Method (Teaching Technique) Experiential Learning Higher Education Instructional Innovation Role Playing Herremans, Irene M. Murch, Ron Journal Articles Reports - Descriptive Props (Theater Arts) ISSN-0742-5627 English Draws on previous research in both adult and experiential learning to develop an innovative approach for role-playing using case studies in management education. Unlike traditional use of cases, the approach builds an experience around the case study company by surrounding learners with additional props to use in the decision-making process. (EV) EJ678032 Multidisciplinary Decision Making through Experiential Learning: Perspectives from Practical Trials. Innovative Higher Education v28 n1 p63-83 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education College Attendance Educational Change Educational Trends Foreign Countries Higher Education Problems Wang, Ru-jer Journal Articles Reports - Descriptive Taiwan Taiwan ISSN-0018-1560 English Examines Taiwan's transition from elite to mass higher education, including the political and cultural background, and compares its experience to the United States and Japan. Concludes that problems include fears for educational quality, a rise in the unemployment rate of graduates, and an increased financial burden on the government. (EV) EJ678033 From Elitism to Mass Higher Education in Taiwan: The Problems Faced. Higher Education v46 n3 p261-87 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education Case Studies College Attendance Public Policy State Colleges Bastedo, Michael N. Gumport, Patricia J. Journal Articles Reports - Research Speeches/Meeting Papers Educational Stratification Massachusetts New York Massachusetts New York ISSN-0018-1560 English Drawing on comparative case studies of public higher education in Massachusetts and New York, examines recent policy initiatives to terminate academic programs, eliminate remedial education, and promote honors colleges. Describes how these policies contribute to increased stratification of programs and students within a state system as well as within campuses. Argues that higher education policy analysis should develop a more refined conceptualization of student access. (EV) EJ678034 Access to What? Mission Differentiation and Academic Stratification in U.S. Public Higher Education. Higher Education v46 n3 p341-59 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Access to Education Educational Finance Educational Policy Foreign Countries Governance Higher Education Saint, William Hartnett, Teresa A. Strassner, Erich Journal Articles Reports - Descriptive Nigeria Nigeria ISSN-0952-8733 English Reports on the current status of higher education in Nigeria and reviews the country's new policy initiatives in this context. The discussion gives particular attention to issues of access, teaching/learning, finance, and governance/management. (EV) EJ678035 Higher Education in Nigeria: A Status Report. Higher Education Policy v16 n3 p259-81 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Foreign Countries Higher Education Program Implementation Research Ogude, N. A. Netswera, F. G. Mavundla, T. Journal Articles Reports - Evaluative South Africa South Africa ISSN-0952-8733 English Focuses on the redefinition of South Africa's Colleges for Advanced Technical Education into research organizations in higher learning. Discusses inconsistencies between different policy documents, practical problems emerging at the implementation stage, and views of the technikon umbrella organization on the progress so far. (EV) EJ678036 Status and Evolution of Research within South African Technikons: A Critical Analysis. Higher Education Policy v16 n3 p283-99 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Improvement Educational Quality Foreign Countries Higher Education Performance Factors Osinubi, Tokunbo Simbowale Journal Articles Reports - Descriptive Nigeria Nigeria ISSN-0952-8733 English Focusing on the higher education system in Nigeria, seeks to take a fresh look at issues involved in its perceived decline, to identify and analyze main factors working against positive system performance, and to make suggestions on system adaptability with a view to ensuring sustainability and averting total collapse. (EV) EJ678037 System Performance and Sustainability of Higher Education in Nigeria. Higher Education Policy v16 n3 p301-11 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Finance Educational Quality Foreign Countries Free Enterprise System Higher Education Privatization Oketch, Moses O. Journal Articles Reports - Descriptive Kenya Kenya ISSN-0952-8733 English Examines some of the rationales for financial diversification and partial privatization of state universities in Kenya and the different manifestations of market-driven approaches to university education. Explores whether the market model can address increased demand while maintaining educational quality. (EV) EJ678038 Market Model of Financing Higher Education in Sub-Saharan Africa: Examples from Kenya. Higher Education Policy v16 n3 p313-32 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Costs Foreign Countries Higher Education Student Attrition Sall, Mamadou-Youry Journal Articles Reports - Research Senegal Senegal ISSN-0952-8733 English Using data from the Universite Gaston Berger in Senegal, calculates the cost of student wastage and attrition rate (repeating a year, academic failure, and dropping out). (EV) EJ678039 Evaluating the Cost of Wastage Rates: The Case of the University Gaston Berger du Senegal. Higher Education Policy v16 n3 p333-49 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education College Attendance Foreign Countries Higher Education Minority Groups Power Structure Al-Haj, Majid Journal Articles Reports - Descriptive Israel Palestinian Arabs Israel ISSN-0952-8733 English Analyzes higher education among the Palestinian Arab minority in Israel. Traces the main trends since the establishment of the state of Israel and examines the principal factors that have retarded the access of Arabs to higher education. Explores the relationship between higher education and cultural dominance and the prospects for multiculturalism in Israeli academic institutes. (EV) EJ678040 Higher Education among the Arabs in Israel: Formal Policy between Empowerment and Control. Higher Education Policy v16 n3 p351-68 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Higher Education Policy Formation Return on Investment Menon, Maria E. Journal Articles Reports - Descriptive ISSN-0952-8733 English Assesses the importance of rate-of-return (RoR) analysis for planning and policy making in higher education. Reviews methods used and discusses criticisms against RoR in relation to the screening function of education, the measurement of educational costs and benefits, and the pure effect of education on earnings. Recommends extension of RoR analysis to education quality, value of different types of education, and as a basis for the demand for higher education. (EV) EJ678041 An Evaluation of Four Decades of Rate of Return Analysis in Higher Education Policy Making: Weaknesses and Future Prospects. Higher Education Policy v16 n3 p369-84 Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:38 CIJMAY2004 Theme issue titled "Africa: Reform or Collapse?"

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Iliescu, Ion Journal Articles Speeches/Meeting Papers Europe Romania UNESCO Romania ISSN-0379-7724 English Discussion asserts that Romania recognizes the crucial importance of higher education's role in the development of the knowledge society of the twenty-first century, the importance of university education for the training of young people, and the need to develop Romanian higher education according to the norms of the Bologna Process and of European integration. (EV) EJ678042 Higher Education in the Twenty-First Century and Its Role in the Advancement of Romania. Higher Education in Europe v28 n1 p13-16 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Nastase, Adrian Journal Articles Speeches/Meeting Papers UNESCO Europe Romania Romania ISSN-0379-7724 English Romania's prime minister evokes the role of UNESCO-CEPES as a forum for discussion of the principal issues of higher education. The pre-1989 activities of the Centre are compared to the post-1989 ones and to the role of the Centre in supporting the general reform of higher education in Central and Eastern Europe. (EV) EJ678043 The UNESCO-CEPES Jubilee: An Opportune Event for Some Observations about Higher Education in Romania. Higher Education in Europe v28 n1 p17-19 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education History Daniel, John Journal Articles Speeches/Meeting Papers Europe UNESCO ISSN-0379-7724 English Briefly traces the history of the European Centre for Higher Education (UNESCO-CEPES) since its founding in 1972 and the involvement of the author in its activities, as of the 1980s, as a member of its advisory committee. Further evokes the involvement of UNESCO itself in education, particularly higher education, an involvement with roots stretching back to League of Nations days. (EV) EJ678044 Higher Education: Past, Present, and Future--A View from UNESCO. Higher Education in Europe v28 n1 p21-26 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Froment, Eric Journal Articles Speeches/Meeting Papers Europe UNESCO ISSN-0379-7724 English Asserts that European higher education must integrate itself so as to better prepare the highly trained workforce that Europe needs if it is to become the most dynamic and competitive knowledge-based economy in the world. Suggests that the Bologna Process will lead to the required integration while preserving the diversity of European cultures and guaranteeing quality. (EV) EJ678045 The European Higher Education Area: A New Framework for the Development of Higher Education. Higher Education in Europe v28 n1 p27-31 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Seddoh, K. F. Journal Articles Speeches/Meeting Papers Africa UNESCO Africa ISSN-0379-7724 English Asserts that universities in Africa are generators of development and of modernization, even if higher education in Africa is poorly developed and faced with serious problems. Proposes various initiatives for redressing the situation including NEPAD, the New Partnership for Africa's Development. Suggests that in targeted areas, such as the development of information technologies, international initiatives and networking are sorely needed. (EV) EJ678046 The Development of Higher Education in Africa. Higher Education in Europe v28 n1 p33-39 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Romeao, Jose Raymundo Martins Journal Articles Speeches/Meeting Papers Latin America UNESCO ISSN-0379-7724 English Presents an analysis of, and proposals for, international cooperation in higher education. Focuses on Latin American higher education, its current situation, and the expected transformation of the goals of higher education in the context of international cooperation. Describes the challenges that globalization poses to Latin American higher education. (EV) EJ678047 Higher Education in Latin America. Higher Education in Europe v28 n1 p41-49 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Transfer Policy Mongkhonvanit, Pornchai Emery, Silvio Laszlo Journal Articles Speeches/Meeting Papers Europe UNESCO Asia Asia ISSN-0379-7724 English Asserts the importance of educational mobility among countries, especially between Asia and Europe. Suggests that this requires bilingualism (English as the common medium for learning and instruction) and internationally recognized diplomas, such as ERASMUS ECTS (European Credit Transfer System) and UCTS (UMAP Credit Transfer System). (EV) EJ678048 Asian Perspectives on European Higher Education. Higher Education in Europe v28 n1 p51-56 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Bubtana, Abdalla Journal Articles Speeches/Meeting Papers Europe Middle East UNESCO ISSN-0379-7724 English Cooperation in higher education between the Arab world and Europe and America must be pushed in the following main directions: (1) efforts to stem and reverse the brain drain; (2) development of non-conventional forms of higher education; (3) development of research programs and infrastructure; and (4) promotion and use of information and communications technologies in higher education. (EV) EJ678049 Perspectives on New Frontiers for Arab-European Co-operation in Higher Education. Higher Education in Europe v28 n1 p57-63 2003 2003-00-00 T 2004 2016-11-21

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No Bulletin Boards College Students Computer Mediated Communication Computer Uses in Education Content Analysis Higher Education Online Systems Student Characteristics Weisskirch, Robert S. Milburn, Sharon Seidman Journal Articles Reports - Research Asynchronous Learning Networks Electronic Resources ISSN-1096-7516 English To investigate student and class characteristics associated with electronic bulletin board use, this study analyzed 3,125 messages posted by students in 15 classes. Electronic postings were analyzed for intended audience, form, and content of the messages. Most messages included new information and did not specify a specific audience or recipient. Student postings of messages specifically addressed to faculty were associated with higher course grades. (Author/AEF) EJ678050 Virtual Discussion: Understanding College Students' Electronic Bulletin Board Use. Internet and Higher Education v6 n3 p215-25 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Mediated Communication Discussion (Teaching Technique) Distance Education Group Discussion Interaction Online Systems Student Behavior Teaching Methods Caspi, Avner Gorsky, Paul Chajut, Eran Journal Articles Reports - Research Asynchronous Learning Networks Group Size ISSN-1096-7516 English Examines the effect of group size on students' behavior in asynchronous, nonmandatory instructional discussion groups. Focuses on four main questions on whether group size: affects the proportion of learner-learner and instructor-learner interactions; influences number of messages instructors post; have an effect on number of contributions that students post; and affect instructor lag time as well as the interval between successive postings. Findings revealed that group size affects all aspects. (Author/AEF) EJ678051 The Influence of Group Size on Nonmandatory Asynchronous Instructional Discussion Groups. Internet and Higher Education v6 n3 p227-40 2003 2003-00-00 T 2004 2016-11-23

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No Access to Education College Students Community Colleges Computer Assisted Instruction Computer Mediated Communication Distance Education Enrollment Higher Education Instructional Materials Online Systems Risk Student Reaction World Wide Web Muse, Herbert E., Jr. Journal Articles Reports - Research ISSN-1096-7516 English The goal of this study was to predict which students are at risk in Web-based classes at the community college level and to gather information on why students drop these classes. The reason given by the 22 students interviewed was that they could not obtain, access, or install all the required learning materials in a timely manner and that they dropped the course while they could. (Contains 51 references.) (AEF) EJ678052 The Web-based Community College Student: An Examination of Factors that Lead to Success and Risk. Internet and Higher Education v6 n3 p241-61 2003 2003-00-00 T 2004 7/11/2004 11:55:41 CIJMAY2004

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No Authoring Aids (Programming) Comparative Analysis Computer Assisted Instruction Computer System Design Distance Education Educational Technology Higher Education Information Systems Instructional Design Instructional Effectiveness Virtual Universities O'Droma, Mairtin S. Ganchev, Ivan McDonnell, Fergal Journal Articles Reports - Evaluative ISSN-1096-7516 English Presents a comparative analysis from the Institute of Electrical and Electronics Engineers (IEEE) Learning Technology Standards Committee's (LTSC) of the architectural and functional design of e-learning delivery platforms and applications, e-learning course authoring tools, and learning management systems (LMSs), with a view of assessing how their functionality meets the requirements of a comprehensive e-learning Virtual University Information System (VUIS). Includes five figures. (Author/AEF) EJ678053 Architectural and Functional Design and Evaluation of E-Learning VUIS Based on the Proposed IEEE LTSA Reference Model. Internet and Higher Education v6 n3 p263-76 2003 2003-00-00 T 2004 7/11/2004 11:55:41 CIJMAY2004

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No Access to Education Access to Information Compliance (Legal) Computer Assisted Instruction Disabilities Disability Discrimination Higher Education Internet Laws Special Needs Students World Wide Web Wall, Patricia S. Sarver, Lee Information Analyses Journal Articles ISSN-1096-7516 English Advocates for disabled students now assert that the Americans with Disabilities Act of 1990 (ADA) and the Rehabilitation Act of 1973, which prohibit discrimination against students with disabilities at public and private universities, also require accommodation for Web-based instruction. This article reviews some of the laws and current issues facing administrators in this area and offers some recommendations for ensuring compliance. (Author/AEF) EJ678054 Disabled Student Access in an Era of Technology. Internet and Higher Education v6 n3 p277-84 2003 2003-00-00 T 2004 7/11/2004 11:55:41 CIJMAY2004

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No Computer Software Educational Technology Guidelines Information Sources Information Technology Internet Medicine Virtual Reality Simco, Greg Journal Articles Reports - Descriptive Telemedicine Health Sciences ISSN-1096-7516 English The Internet 2 (I2) health sciences initiative (I2HSI) involves the formulation of applications and supporting technologies, and guidelines for their use in the health sciences. Key elements of I2HSI include use of visualization, collaboration, medical informatics, telemedicine, and educational tools that support the health sciences. Specific medical middleware (MedMid) and virtual reality techniques provide a technology base that enable educators and practitioners to advance the field of health sciences. (Author/AEF) EJ678055 Internet 2 Health Sciences Initiative. Internet and Higher Education v6 n3 p285-90 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Access to Information Comparative Analysis Electronic Journals Full Text Databases Higher Education Indexing Publishing Industry Scholarly Journals Tables (Data) Vendors Brooks, Sam Journal Articles Reports - Research Electronic Resources ISSN-0024-2519 English Documents the reasons for embargoes of academic journals in full text databases (i.e., publisher-imposed delays on the availability of full text content) and provides insight regarding common misconceptions. Tables present data on selected journals covering a cross-section of subjects and publishers and comparing two full text business databases. (MES) EJ678056 Academic Journal Embargoes and Full Text Databases. Library Quarterly v73 n3 p243-60 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Discourse Analysis Females Information Seeking Information Sources Interviews Pregnancy Users (Information) McKenzie, Pamela J. Journal Articles Reports - Research Authority ISSN-0024-2519 English This analysis of transcripts of interviews with a specific group of information seekers (pregnant women) identifies the context-specific discursive techniques that they used in enhancing or undermining the authority of peer and professional information sources. (Contains 74 references.) (MES) EJ678057 Justifying Cognitive Authority Decisions: Discursive Strategies of Information Seekers. Library Quarterly v73 n3 p261-88 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Graduate Students Higher Education Library Collection Development Library Collections Library Education Library Material Selection Problems Public Libraries Selection Tools Dilevko, Juris Gottlieb, Lisa Journal Articles Reports - Evaluative ISSN-0024-2519 English Shows how a well-respected collection development tool contains ideological frames, using the "Public Library Catalog" (PLC) as an example. Evaluation by library science graduate students indicate that the PLC makes recommendations that have an imbalance of perspectives, overemphasize a particular facet or theory within a field, lack authority, and have usability problems. (Contains 48 references.) (MES) EJ678058 The Politics of Standard Selection Guides: The Case of the "Public Library Catalog." Library Quarterly v73 n3 p289-337 Jul 2003 2003-00-00 T 2004 7/11/2004 11:55:43 CIJMAY2004

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No Computer Software Development Computer Uses in Education Courseware Distance Education Educational Technology Elementary Secondary Education Instructional Design Outcomes of Education Web Based Instruction Hedberg, John G. Journal Articles Reports - Evaluative ISSN-0952-3987 English Focuses on several examples of software design that have been pedagogically successful and have demonstrated what is possible in software design and online learning. Contrasts are made with some examples of the current push into e-learning and how best to structure learning environments to ensure student participation and high quality learning outcomes. (Author/MES) EJ678059 Ensuring Quality E-Learning: Creating Engaging Tasks. Educational Media International v40 n3-4 p175-186 Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:43 CIJMAY2004

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No Case Studies Educational Technology Evaluation Criteria Evaluation Methods Foreign Countries Formative Evaluation Higher Education Role Summative Evaluation Technology Uses in Education Kennedy, Gregor E. Journal Articles Reports - Descriptive Evaluator Characteristics University of Melbourne (Australia) Conceptual Frameworks ISSN-0952-3987 English Outlines an institutional approach that guides the evaluation of educational technology in the Faculty of Medicine, Dentistry and Health Sciences at the University of Melbourne (Victoria, Australia). Roles for an internal evaluator and educational technology practitioners are proposed, and a conceptual framework that guides the evaluation process is provided. (MES) EJ678060 An Institutional Approach to the Evaluation of Educational Technology. Educational Media International v40 n3-4 p187-99 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Data Analysis Distance Education Evaluation Criteria Evaluation Methods High Schools Role Stakeholders Technology Uses in Education Virtual Classrooms Vrasidas, Charalambos Zembylas, Michalinos Chamberlain, Richard Journal Articles Reports - Evaluative Evaluator Characteristics ISSN-0952-3987 English Discusses the issues related to evaluation of distance education and virtual schooling. The evaluation design of a virtual high school project is presented, and goals, stakeholder analysis, evaluator role, data collection, and data analysis are described. The need for evaluation of distance education and the ethical responsibility of the evaluators are discussed. (MES) EJ678061 Complexities in the Evaluation of Distance Education and Virtual Schooling. Educational Media International v40 n3-4 p201-08 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Attitudes Educational Technology Foreign Countries Higher Education Information Technology Internet Second Language Instruction Student Characteristics Teacher Role Technology Uses in Education Telecommunications Tenorio, Encarnacion Hidalgo Journal Articles Reports - Evaluative Spain Spain ISSN-0952-3987 English Examines information and communication technologies and their use in education, including advantages and disadvantages. Highlights include gains made by students who were given computers to use, Internet use in Spain, new attitudes toward education; the teacher's role, necessary student characteristics, and factors influencing the success of an experimental intermediate course on English grammar. (MES) EJ678062 New Technologies and Education: Challenging Disappointment. Educational Media International v40 n3-4 p209-18 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Educational Change Educational Technology Elementary Secondary Education Foreign Countries Information Technology Technology Uses in Education Telecommunications McFarlane, Angela Journal Articles Reports - Descriptive United Kingdom National Grid for Learning (United Kingdom) United Kingdom ISSN-0952-3987 English Looks at the implications for curricular improvement and reform of the National Grid for Learning Strategy in the United Kingdom. A theorization of the possible relationships between different features of information and communications technologies and learning is offered, and the contrast between home and school based use of technologies is considered. (MES) EJ678063 Learners, Learning and New Technologies. Educational Media International v40 n3-4 p219-27 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Distance Education Foreign Countries Higher Education Instructional Development Open Education Technology Uses in Education Web Based Instruction World Wide Web Poumay, Marianne Journal Articles Reports - Descriptive Belgium Course Development Belgium ISSN-0952-3987 English Presents two parallel initiatives contributing to an open and distance learning (ODL) deployment, comparing them using the LabSET Keys to implement a Training Embedded Coached Course Construction (TECCC) approach. The article examines some of the challenges faced by the support to trainers using the Web as an instructional tool to facilitate learner-centered practices. (MES) EJ678064 Keys To Promote Good Practices in ODL by a TECCC Approach (Training Embedded Coached Course Construction): Illustrations through a Postgraduate Degree and an Annual Competitive Call. Educational Media International v40 n3-4 p229-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Foreign Countries Indexing Instructional Development Metadata Postsecondary Education Team Teaching Technology Uses in Education Training Poupa, Christine Forte, Eddy Journal Articles Reports - Descriptive Object Concept Object Teaching Ariadne Europe ISSN-0952-3987 English Describes the ARIADNE (Alliance of Remote Instructional Authoring and Distribution Networks for Europe) projects (1996-2000), which developed tools and methodologies for producing and managing pedagogical elements, storing them in knowledge pools and building and supporting training curricula. Collaborative teaching with ARIADNE is highlighted, including learning objects, metadata, quality of content, standardized indexing, and use of national/regional languages. (MES) EJ678065 Collaborative Teaching with Learning Objects in an International, Non-Profit Context: The Example of the Ariadne Community. Educational Media International v40 n3-4 p239-48 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Algebra Computer Assisted Instruction Foreign Countries Grade 8 Instructional Design Instructional Effectiveness Junior High Schools Mathematics Instruction Mathematics Skills Metacognition Secondary School Mathematics Thinking Skills Kramarski, Bracha Hirsch, Chaya Journal Articles Reports - Research Computer Algebra Israel Israel ISSN-0952-3987 English Describes a study that investigated the differential effects of Computer Algebra Systems (CAS) and metacognitive training (META) on mathematical reasoning. Participants were 83 Israeli eighth-grade students. Results showed that CAS embedded within META significantly outperformed the META and CAS alone conditions, which in turn significantly outperformed the control condition. (MES) EJ678066 Effects of Computer Algebra System (CAS) with Metacognitive Training on Mathematical Reasoning. Educational Media International v40 n3-4 p249-57 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Arabs Computer Attitudes Computer Use Dropouts Foreign Countries High Schools Self Esteem Student Attitudes Romi, Shlomo Zoabi, Houssien Journal Articles Reports - Research Israel Israel ISSN-0952-3987 English Describes a study that examined the attitudes of Arab dropout youth in Israel toward the use of computer technology and the influence of this use on their self-esteem. Results supported the assumptions that exposure to computer technology would change the attitudes of dropout adolescents toward computers to positive ones. (Contains 43 references.) (MES) EJ678067 The Influence of Computer Technology Learning Program on Attitudes toward Computers and Self-Esteem among Arab Dropout Youth. Educational Media International v40 n3-4 p259-68 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Communications Electronic Publishing Elementary Secondary Education Foreign Countries Information Technology Media Literacy Newspapers Technology Uses in Education World Wide Web Trillo, Magdalena Journal Articles Reports - Descriptive Spain Spain ISSN-0952-3987 English Presents a proposal for a digital newspaper in Spain that would serve as a resource for media education and teaching new technologies. Topics covered include: the aims of media education; the Internet as a new communication channel; objectives of the project; the content of the digital newspaper; and project management. (MES) EJ678068 The Media in the Classroom: A Digital Newspaper Proposal: www.parainfo.com. Educational Media International v40 n3-4 p269-76 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Educational Technology Electronic Publishing Higher Education Multimedia Instruction Multimedia Materials Reading Materials Second Language Instruction Second Language Learning Spanish Student Motivation Web Based Instruction World Wide Web Busch, Hans-Jorg Journal Articles Reports - Descriptive Electronic Books ISSN-0952-3987 English Examines how computer technology and the World Wide Web can help enable and motivate students to read in a foreign language. Topics covered include: technology in foreign-language learning; theoretical and pedagogical considerations related to online and computer-based readers; and two examples of electronic readers for low-intermediate-Spanish students. (MES) EJ678069 Computer Based Readers for Intermediate Foreign Language Students. Educational Media International v40 n3-4 p277-85 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Foreign Countries French German Higher Education Instructional Films Material Development Optical Disks Second Language Instruction Second Language Learning Spanish Teaching Methods Videodisks Hart, Ian Journal Articles Reports - Descriptive Hong Kong Learner Centered Instruction Hong Kong ISSN-0952-3987 English The "Outsider's Gaze" is a set of three DVDs (Digital Video Discs) for Asian students of Spanish, French, and German. The project employs constructivist principles in the development of language learning materials. This paper discusses insiders (native speakers) and outsiders (language learners), language teaching, theories of learning, production strategy, packaging, pedagogy, and distribution. (MES) EJ678070 The Outsider's Gaze: A Learner-Centred Approach to Language Teaching Materials. Educational Media International v40 n3-4 p287-92 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Computer Assisted Instruction Computer Software Evaluation Courseware Higher Education Questionnaires Second Language Instruction Second Language Learning Student Attitudes Student Surveys Lasagabaster, David Sierra, Juan Manuel Journal Articles Reports - Research Tests/Questionnaires Computer Assisted Language Instruction ISSN-0952-3987 English Reports on a study in which students expressed their opinions about the software Computer-Assisted Language Learning (CALL) they used in the multimedia laboratory. The sample was made up of 59 undergraduates who completed a questionnaire. Results showed that students clearly see software programs as a complementary tool in the foreign language classroom. A copy of the questionnaire is included. (MES) EJ678071 Students' Evaluation of CALL Software Programs. Educational Media International v40 n3-4 p293-304 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Elementary Education Faculty Development Inservice Teacher Education Instructional Design Language Teachers Material Development Multimedia Instruction Multimedia Materials Second Language Instruction Technology Uses in Education Raya, Manuel Jimenez Journal Articles ISSN-0952-3987 English Discusses the professional development of primary modern language teachers through the use of new technologies. The paper explores principles upon which the development of a multimedia learning environment, FLiP (Foreign Languages in Primary), was constructed. Ways in which technology can support the principles of effective professional development are discussed. (Contains 43 references.) (MES) EJ678072 Multimedia in Modern Language Teacher Education. Educational Media International v40 n3-4 p305-17 Sep 2003 2003-00-00 T 2004 7/11/2004 11:55:46 CIJMAY2004

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No Cultural Differences Cultural Influences Educational Change Educational Technology Foreign Countries Non English Speaking Problems Teaching Methods Teaching Models Technology Uses in Education Pan, Cheng-Chang Tsai, Ming-Hsiu Tsai, Ping-Ye Tao, Yedong Cornell, Richard Journal Articles Reports - Research Asia Symbiosis Asia ISSN-0952-3987 English Based on the hypothesis that students and teachers from non-English speaking nations suffer severe disadvantages when technological interventions are superimposed on existing traditional pedagogical models, this paper examines extent pedagogies, primarily in Asia, and the pressures of having to re-conceptualize what has been a tradition for centuries. Possible solutions to achieve pedagogical symbiosis are offered. (MES) EJ678073 Technology's Impact: Symbiotic or Asymbiotic Impact on Differing Cultures? Educational Media International v40 n3-4 p319-30 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Artists Educational Technology Foreign Countries Haiku Material Development Painting (Visual Arts) Poets Technology Uses in Education Web Sites World Wide Web Saga, Hiroo Journal Articles Reports - Descriptive Web Site Design Japan Japan ISSN-0952-3987 English Describes the author's Web site, which is devoted to the Japanese poet-painter Yosa Buson (1716-1784) and contains articles on Buson, bibliographic resources, and a pictorial catalog of haiku and paintings. This paper covers project purpose and background, subject area and materials, contexts of the development, structure of the Web site, pedagogical strategy and learners' responses, access trends, and evaluation. (MES) EJ678074 Authentic Classical Haiku and Painting Studies on the Web. Educational Media International v40 n3-4 p331-37 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Distance Education Educational Technology Higher Education Instructional Design Instructional Development Instructional Improvement Technology Uses in Education Web Based Instruction World Wide Web Guerra, Ingrid J. Watkins, Ryan Journal Articles Reports - Descriptive ISSN-1528-3518 English The articles in this special issue illustrate research in the fields of instructional design and distance education that share the common goal of using the findings to improve practice. Through case studies, the authors contribute ideas, examples, and research data related to the design, development, implementation, evaluation, and continuous improvement of distance education courses. (MES) EJ678075 Introduction to the Special Issue: Systematically Designing Instruction for Distance Education. Quarterly Review of Distance Education v4 n3 p199-201 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:47 CIJMAY2004

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No Course Evaluation Educational Principles Higher Education Instructional Design Instructional Development Models Online Courses Web Based Instruction World Wide Web Kidney, Gary W. Puckett, Edmond G. Journal Articles Reports - Evaluative University of Houston Clear Lake TX ISSN-1528-3518 English Describes an evaluation of Web-based instruction at the University of Houston-Clear Lake (Texas) that showed that the design team had been distracted from many first principles of instructional design by the creative chaos on the Web and discusses how self-reflection and role definitions allowed the team to overcome these disappointments and return to basic first principles. (MES) EJ678076 Rediscovering First Principles through Online Learning. Quarterly Review of Distance Education v4 n3 p203-12 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Case Studies Higher Education Instructional Design Instructional Development Models Short Term Memory Web Based Instruction World Wide Web Lohr, Linda L. Ku, Heng-Yu Journal Articles Reports - Research Usability ISSN-1528-3518 English Describes the process of design and development of two Web-based training templates (i.e., a newspaper metaphor and a theater metaphor) to prompt rapid development of active learning environments. Findings suggest that design elements to support limitations of short-term memory are important considerations in template design. (MES) EJ678077 Development of a Web-Based Template for Active Learning. Quarterly Review of Distance Education v4 n3 p213-26 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Distance Education Educational Environment Educational Objectives Educational Technology Instructional Design Instructional Development Online Courses Postsecondary Education Technology Integration Technology Uses in Education Osguthorpe, Russell T. Graham, Charles R. Journal Articles Reports - Descriptive Face to Face Communication ISSN-1528-3518 English This discussion of blended learning environments covers: (1) background; (2) why the term "blended" is used, and what can be blended; (3) goals of blended learning environments, including pedagogical richness, access to knowledge, social interaction, personal agency, cost effectiveness, and ease of revision; and (4) characteristics of five case studies. (MES) EJ678078 Blended Learning Environments: Definitions and Directions. Quarterly Review of Distance Education v4 n3 p227-33 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Constructivism (Learning) Course Evaluation Distance Education Educational Environment Educational Technology Higher Education Instructional Design Instructional Development Online Courses Technology Integration Technology Uses in Education Christensen, Trudy K. Journal Articles Reports - Evaluative Face to Face Communication Course Development ISSN-1528-3518 English Describes a blended introductory instructional design course at Brigham Young University (Utah) that was evaluated, revised, and re-evaluated. The case is an example of how a faculty member teaching a blended course must constantly determine the balance between face-to-face and online components. (Author/MES) EJ678079 Case 1: Finding the Balance: Constructivist Pedagogy in a Blended Course. Quarterly Review of Distance Education v4 n3 p235-43 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Course Evaluation Distance Education Educational Environment Educational Technology Higher Education Instructional Design Instructional Development Online Courses Student Attitudes Student Reaction Teacher Attitudes Teacher Response Technology Integration Technology Uses in Education Rogers, P. Clint Graham, Charles R. Rasmussen, Rus Campbell, J. Olin Ure, Donna M. Journal Articles Reports - Evaluative Course Development Face to Face Communication Synchronous Learning ISSN-1528-3518 English Examines the development of a class at Brigham Young University (Utah) that blends distance and face-to-face students in a synchronous class. This case study focuses on how this blended learning environment was experienced by the distance and face-to-face students, as well as by the instructor. (MES) EJ678080 Case 2: Blending Face-to-Face and Distance Learners in a Synchronous Class: Instructor and Learner Experiences. Quarterly Review of Distance Education v4 n3 p245-51 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Course Evaluation Distance Education Educational Environment Educational Technology Higher Education Instructional Design Instructional Development On Campus Students Online Courses Religion Studies Student Attitudes Student Reaction Teacher Attitudes Teacher Response Technology Integration Technology Uses in Education Burgon, Holli Williams, David D. Journal Articles Reports - Evaluative Off Campus Students Course Development ISSN-1528-3518 English Describes an undergraduate religion course at Brigham Young University (Utah) in which seven learners pursuing an online baccalaureate degree were invited to join 49 on-campus students. This case study presents an evaluation of the course based on interviews with distant learners, on-campus students, and instructors. (MES) EJ678081 Case 3: Bringing Off-Campus Students on Campus: An Evaluation of a Blended Course. Quarterly Review of Distance Education v4 n3 p253-60 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Accounting Business Administration Education Distance Education Educational Environment Educational Technology Higher Education Instructional Design Instructional Development Large Group Instruction Online Courses Student Attitudes Student Reaction Technology Integration Technology Uses in Education Cottrell, David M. Robison, Reid A. Journal Articles Reports - Evaluative Course Development ISSN-1528-3518 English Describes a large-enrollment accounting course at Brigham Young University (Utah). This case focuses on the possibility of using blended approaches to reduce faculty time, re-focus student time, and raise the possibility of using blended learning as a way to admit more students to an academic program. (MES) EJ678082 Case 4: Blended Learning in an Accounting Course. Quarterly Review of Distance Education v4 n3 p261-69 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College English Comparative Analysis Conventional Instruction Course Evaluation Distance Education Educational Environment Educational Technology Freshman Composition Higher Education Instructional Design Instructional Development Instructional Effectiveness Online Courses Student Attitudes Student Reaction Teacher Attitudes Teacher Response Technology Integration Technology Uses in Education Waddoups, Gregory L. Hatch, Gary L. Butterworth, Samantha Journal Articles Reports - Evaluative Course Development ISSN-1528-3518 English Analyzes the blended learning environment in an introductory first-year writing course at Brigham Young University (Utah). The success of this course is compared with the tradition version of the course. The paper describes the process and outcomes associated with teaching and learning within a blended learning environment. (MES) EJ678083 Case 5: Blended Teaching and Learning in a First-Year Composition Course. Quarterly Review of Distance Education v4 n3 p271-78 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Course Evaluation Distance Education Educational Environment Educational Technology Higher Education Instructional Design Instructional Development Online Courses Technology Integration Technology Uses in Education Bunderson, C. Victor Journal Articles Opinion Papers Reports - Evaluative Conceptual Frameworks Course Development ISSN-1528-3518 English Presents a critique of the five case studies of blended learning environments in this issue. Comments are organized around the following four frameworks: (1) the J-curve of implementation; (2) the theory of Engaged Collaborative Discourse; (3) adaptation to individual differences; and (4) Validity-Centered Design. (MES) EJ678084 Four Frameworks for Viewing Blending Learning Cases: Comments and Critique. Quarterly Review of Distance Education v4 n3 p279-88 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Designers Educational Theories Faculty Workload Higher Education Individual Characteristics Instructional Design Interprofessional Relationship Qualitative Research Role Teacher Effectiveness Theory Practice Relationship Web Based Instruction Pan, Cheng-Chang Deets, Jennifer Phillips, William Cornell, Richard Journal Articles Reports - Research ISSN-1528-3518 English This directed qualitative research project concentrated on an instructional designer's expert qualities and their interrelatedness to interpersonal dynamics with faculty in terms of the role the instructional designer plays. The designer's personal practical theories and their relationships to his/her effectiveness as an instructional designer are discussed. (Contains 43 references.) (Author/MES) EJ678085 Pulling Tigers' Teeth without Getting Bitten: Instructional Designers and Faculty. Quarterly Review of Distance Education v4 n3 p289-302 Fall 2003 2003-00-00 T 2004 7/11/2004 11:55:50 CIJMAY2004 Special Section: Blended Learning Environments.

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No Computer Mediated Communication Cooperative Learning Critical Thinking Discussion (Teaching Technique) Higher Education Instructional Design Instructional Effectiveness Models Web Based Instruction Tu, Chih-Hsiung Corry, Michael Guides - Non-Classroom Journal Articles Reports - Evaluative Asynchronous Learning Networks Learning Communities Moderation ISSN-1528-3518 English Discusses effective designs, management tactics, and strategies to produce ideal asynchronous network discussions that allow contemplation and encourage the development of critical thinking. A model of an online collaborative learning community is applied to implement the designs. A sample of online collaborative moderation guidelines is presented. (MES) EJ678086 Designs, Management Tactics, and Strategies in Asynchronous Learning Discussions. Quarterly Review of Distance Education v4 n3 p303-15 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Classification Congruence (Psychology) Educational Objectives Educational Principles Graduate Study Higher Education Instructional Design Instructional Development Online Courses Web Based Instruction Chyung, Seung-Youn Stepich, Donald Journal Articles Reports - Descriptive Blooms Taxonomy ISSN-1528-3518 English Provides an overview of Bloom's taxonomy of educational objectives. A case study is then presented that explains how the use of the taxonomy was instrumental in the development of graduate-level online instruction and how the taxonomy helped to maintain the congruence among the components of online instruction. (MES) EJ678087 Applying the "Congruence" Principle of Bloom's Taxonomy to Designing Online Instruction. Quarterly Review of Distance Education v4 n3 p317-30 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Distance Education Educational Research Models Research Design Research Methodology Watkins, Ryan Schlosser, Charles Information Analyses Journal Articles Reports - Descriptive Conceptual Frameworks ISSN-1528-3518 English Suggests a starting place for formal inquiry into distance education. Topics covered include: background on educational research and research on distance education; research paradigms that are applicable to distance education; subsystems of a distance education program; and a matrix for conceptualizing distance education research. (MES) EJ678088 Conceptualizing Educational Research in Distance Education. Quarterly Review of Distance Education v4 n3 p331-41 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Analogy Content Analysis Elementary Education Elementary School Science Science Materials Tables (Data) Textbook Content Textbooks Newton, Lynn D. Journal Articles Reports - Research ISSN-0020-4277 English Investigates the extent to which analogies in instructional science books are provided by authors. Eighty texts available from commercial publishers and intended for use in the elementary school classroom were analyzed. It was found that most of the books did not offer many analogies and fewer than those for older students. (Contains 49 references.) (MES) EJ678089 The Occurrence of Analogies in Elementary School Science Books. Instructional Science v31 n6 p353-75 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:51 CIJMAY2004

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No Discussion (Teaching Technique) History Instruction Longitudinal Studies Scaffolding (Teaching Technique) Secondary Education Teacher Role Teacher Student Relationship Web Based Instruction Rasku-Puttonen, Helena Etelapelto, Anneli Arvaja, Maarit Hakkinen, Paivi Journal Articles Reports - Research Self Regulation ISSN-0020-4277 English Examines the process of scaffolding in terms of secondary school teachers' and students' discussions and how transition from teacher regulation to student regulation takes place during a learning project carried out in a Web-based learning environment. The teacher's role as challenger, monitor, and evaluator of student learning and implications for successful scaffolding are discussed. (MES) EJ678090 Is Successful Scaffolding an Illusion? Shifting Patterns of Responsibility and Control in Teacher-Student Interaction during a Long-Term Learning Project. Instructional Science v31 n6 p377-93 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Analysis Computer Simulation Cooperative Learning High Schools Knowledge Representation Models Physics Science Instruction Secondary School Science Lohner, Simone van Joolingen, Wouter R. Savelsbergh, Elwin R. Journal Articles Reports - Research Computer Models ISSN-0020-4277 English Compares dyads of secondary school physics students working on a collaborative modeling task using a text-based model representation, in which correct equations are required to make the model run, with others using a graphical representation, in which the model is build by qualitatively linking variables. (MES) EJ678091 The Effect of External Representation on Constructing Computer Models of Complex Phenomena. Instructional Science v31 n6 p395-418 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Elementary School Mathematics Grade 6 Grade 7 Mathematics Achievement Middle Schools Problem Solving Student Surveys Word Problems (Mathematics) Pape, Stephen J. Wang, Chuang Journal Articles Reports - Research Cognitive Strategies Strategic Behavior ISSN-0020-4277 English Explores 80 sixth- and seventh-grade students' self-reported use of 14 categories of strategies for processing mathematical word problems and the relationship of strategy use to academic achievement, problem-solving behaviors, and problem-solving success. A chart of categories of strategic behavior and examples from middle schools students is appended. (MES) EJ678092 Middle School Children's Strategic Behavior: Classification and Relation to Academic Achievement and Mathematical Problem Solving. Instructional Science v31 n6 p419-49 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Criteria Evaluation Methods Information Retrieval Information Systems Literature Reviews Models Search Engines Systems Development User Satisfaction (Information) Users (Information) World Wide Web Su, Louise T. Information Analyses Journal Articles Reports - Research ISSN-3318-3324 English Reports on a project that proposes and tests a comprehensive and systematic model of user evaluation of Web search engines. This article describes the model, including a set of criteria and measures and a method for implementation. A literature review portrays settings for developing the model and places applications of the model in contemporary evaluation work. (Contains 94 references.) (MES) EJ678093 A Comprehensive and Systematic Model of User Evaluation of Web Search Engines: I. Theory and Background. Journal of the American Society for Information Science and Technology v54 n13 p1175-92 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:53 CIJMAY2004 For Part II, see IR 549 103.

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No Evaluation Criteria Evaluation Methods Higher Education Information Retrieval Information Systems Models Qualitative Research Search Engines Tables (Data) Undergraduate Students User Satisfaction (Information) Users (Information) World Wide Web Su, Louise T. Journal Articles Reports - Evaluative ISSN-3318-3324 English Presents an application of a model of user evaluation of four major Web search engines (Alta Vista, Excite, Infoseek, and Lycos) by undergraduates. Evaluation was based on 16 performance measures representing five evaluation criteria-relevance, efficiency, utility, user satisfaction, and connectivity. Content analysis of verbal data identified a number of user criteria and evaluative comments. (MES) EJ678094 A Comprehensive and Systematic Model of User Evaluation of Web Search Engines: II. An Evaluation by Undergraduates. Journal of the American Society for Information Science and Technology v54 n13 p1193-1223 Nov 2003 2003-00-00 T 2004 7/11/2004 11:55:53 CIJMAY2004 For Part I, see IR 549 102.

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No Chinese Information Retrieval Information Systems Models Multilingual Materials News Media Systems Development Chen, Hsin-Hsi Kuo, June-Jei Huang, Sheng-Jie Lin, Chuan-Jie Wung, Hung-Chia Journal Articles Reports - Research Summarization ISSN-3318-3324 English Proposes a summarization system for multiple documents that employs named entities and other signatures to cluster news from different sources, as well as punctuation marks, linking elements, and topic chains to identify the meaningful units (MUs). Using nouns and verbs to identify similar MUs, focusing and browsing models are applied to represent the summarization results. (MES) EJ678095 A Summarization System for Chinese News from Multiple Sources. Journal of the American Society for Information Science and Technology v54 n13 p1224-36 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Bibliometrics Classification Interdisciplinary Approach Natural Sciences Research Methodology Scholarly Journals Scientific Research Tables (Data) Technology Morillo, Fernanda Bordons, Maria Gomez, Isabel Journal Articles Reports - Research Institute for Scientific Information Linkage ISSN-3318-3324 English Presents a bibliometric methodology that provides a general overview of scientific disciplines with special attention to their interrelation. This work aims to establish a tentative typology of disciplines and research areas according to their degree of interdisciplinarity, measured through a series of indicators based on Institute for Scientific Information multi-assignation of journals in subject categories. (MES) EJ678096 Interdisciplinarity in Science: A Tentative Typology of Disciplines and Research Areas. Journal of the American Society for Information Science and Technology v54 n13 p1237-49 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Authors Citation Analysis Citations (References) Comparative Analysis Concept Mapping White, Howard D. Journal Articles Reports - Research Scaling Models ISSN-3318-3324 English Comments on author cocitation analysis theory and methods. By entering Pearson's r's into multidimensional scaling and clustering routines, the author shows that, despite r's fluctuations, clusters based on it are much the same for the combined groups as for the separate groups. The combined groups when mapped appear as polarized clumps of points in two-dimensional space. (MES) EJ678097 Author Cocitation Analysis and Pearson's r. Journal of the American Society for Information Science and Technology v54 n13 p1250-59 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Information Science Mathematical Applications Mathematical Models Problems Burrell, Quentin L. Journal Articles Reports - Research Pareto Distribution ISSN-3318-3324 English Shows how the ideas propounded in the notion of Type/Token-Taken (T/TT) informetrics relate to ones that are already well known in informetrics and resolves some of the specific problems posed. (MES) EJ678098 "Type/Token-Taken" Informetrics: Some Comments and Further Examples. Journal of the American Society for Information Science and Technology v54 n13 p1260-63 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Community Educational Technology Higher Education Preservice Teacher Education Professional Associations Technology Uses in Education Undergraduate Students Schmidt, Kari R. Donaldson, J. Ana Journal Articles Opinion Papers Association Role Community Building Educational Technologists Professional Communication ISSN-8756-3894 English Presents the response of an undergraduate student in a class on media planning and production at the University of Northern Iowa to the following midterm question: Discuss how communication and a sense of community among instructional technologists influence the definition and perception of instructional technology. (MES) EJ678099 A Student's View of Our Professional Community. TechTrends v47 n5 p3-5 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation Computer Mediated Communication Educational Technology Grade 5 Graduate Students Higher Education Intermediate Grades Technology Uses in Education Teleconferencing Web Based Instruction O'Connor, Debra Journal Articles Reports - Descriptive Technology Implementation Video Technology Video Teleconferencing Purdue University IN ISSN-8756-3894 English Describes development and implementation of "Rube-o-Rama," a videoconferencing project conducted during the fall of 2001 between graduate students at Purdue University (Indiana) and a classroom of fifth grade students in Indianapolis (Indiana) that had Rube Goldberg as the encompassing topic. (MES) EJ678100 Application Sharing in K-12 Education: Teaching and Learning with Rube Goldberg. TechTrends v47 n5 p6-13 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Curriculum Development Educational Technology Elementary Education Faculty Development Higher Education Mentors Practicums Student Teachers Technology Integration Technology Uses in Education Beckett, E. Carol Wetzel, Keith Chisholm, Ines Marquez Zambo, Ron Buss, Ray Padgett, Helen Williams, Mia Kim Odom, Mary Journal Articles Reports - Evaluative ISSN-8756-3894 English This study examined: the effectiveness of Practicum Plus professional development classes in preparing mentor teachers and their university practicum students to create a curriculum unit of practice in their K-8 classrooms; and how mentor teachers and practicum students used the cohort electronic mailing list to support the community of learners. (MES) EJ678101 Supporting Technology Integration in K-8 Multicultural Classrooms through Professional Development. TechTrends v47 n5 p14-17 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:55 CIJMAY2004

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No Comparative Analysis Computer Networks Computer Science Education Computer Simulation Computer Uses in Education Higher Education Telecommunications Cameron, Brian Journal Articles Reports - Research ISSN-8756-3894 English Compares the performance of 85 freshmen and sophomores enrolled in two sections of an online introductory networking and telecommunications course. One section utilized a network simulation package that allows the student to build and send data through different network configurations; the second section used a static network diagramming software package. (MES) EJ678102 The Effectiveness of Simulation in a Hybrid and Online Networking Course. TechTrends v47 n5 p18-21 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:55 CIJMAY2004

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No Educational Technology Educational Theories Higher Education Instructional Design Instructional Development Theory Practice Relationship Gibbons, Andrew S. Journal Articles Reports - Descriptive Design Technology Instructional Design Professionals ISSN-8756-3894 English Discusses the layering of instructional designs and implications for teaching and practicing instructional design. Phases that students evolve through as they mature in their theoretic and practical knowledge are described, and the roots of this progression are explored. The following layers of an instructional design are summarized: model/content; strategy; control; message; representation; media-logic; and management. Tables 1-7 summarize the layers of instructional design. (MES) EJ678103 What and How Do Designers Design: A Theory of Design Structure. TechTrends v47 n5 p22-27 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Distance Education Instructional Development Online Courses Questionnaires Teacher Attitudes Teacher Response Teacher Surveys Two Year Colleges Web Based Instruction World Wide Web Wang, Minjuan MacArthur, Donald A. Crosby, Bob Journal Articles Reports - Research Tests/Questionnaires ISSN-8756-3894 English Presents a cross-sectional, quantitative descriptive study that examined community college professors' attitudes toward online learning. Results indicated that instructors realize the large role of technology and its potential to contribute to increased learning. Confidence in their computer skills was high, and they felt that the increased time to design online courses might not be worth the effort. (MES) EJ678104 A Descriptive Study of Community College Teachers' Attitudes toward Online Learning. TechTrends v47 n5 p28-31 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:56 CIJMAY2004

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No Educational Technology Higher Education Nontraditional Students School Orientation Technological Literacy Technology Uses in Education Web Based Instruction Manner, Jane C. Guides - Non-Classroom Journal Articles Technology Support ISSN-8756-3894 English Describes the following steps that provide a framework for orienting nontraditional students to a technology-enhanced curriculum: orient students in-person; provide active encouragement for student interaction; add technical instructions incrementally; be willing to offer limited technical advice; caution students not to panic when technical challenges arise; explore institutional resources for technical support; and be generous with deadline extensions. (MES) EJ678105 Serving the Non-Traditional Student through a Technology-Enhanced Curriculum. TechTrends v47 n5 p32-35 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Design Preferences Educational Media Educational Technology Futures (of Society) Instructional Design Instructional Development Interactive Video Technology Uses in Education Hadley, James A. Bentley, Joanne Christiansen, Todd P. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-8756-3894 English Addresses some of the issues that instructional designers will face in the near future and ways to deal with new instructional affordances and constraint, including: Menu and Audio, Video, Subpicture Interleaved, Streamlining Digital Media (MAVSI-SDM); three-dimensional flowcharting; designing multi-faceted storyboards and scripts; managing video, audio, and menu scripts synchronously; and layout and interface recommendations. (MES) EJ678106 Instructional Design Issues for Current and Future Interactive Video Media. TechTrends v47 n5 p37-41 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:56 CIJMAY2004

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No Attitudes Distance Education Educational Change Educational Practices Educational Quality Instructional Design Instructional Development Online Courses Postsecondary Education Technology Uses in Education Web Based Instruction World Wide Web Ali, Ahmed Journal Articles Reports - Evaluative ISSN-8756-3894 English Provides an overview of practices and perceptions related to instructional design and online learning, including changes that come with online learning, merits and challenges, and concerns about quality learning. Recommendations are offered in the following areas: appropriateness of the Internet; course content; instructional styles; student skills and interest; access; quality control; time management; and communication. (MES) EJ678107 Instructional Design and Online Instruction: Practices and Perception. TechTrends v47 n5 p42-45 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:55:56 CIJMAY2004

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No Algorithms Authors Citation Analysis Citations (References) Computer System Design Information Networks Information Retrieval Information Systems Maps Online Searching Visualization Lin, Xia White, Howard D. Buzydlowski, Jan Journal Articles Reports - Descriptive Citation Maps ISSN-0306-4573 English Describes the design and implementation of a prototype visualization system, AuthorLink, to enhance author searching. AuthorLink is based on author co-citation analysis and visualization mapping algorithms. AuthorLink produces interactive author maps in real time from a database of 1.26 million records supplied by the Institute for Scientific Information. Appendixes describe pathfinder networks and self-organizing feature maps. Includes 10 figures and one table. (Author/AEF) EJ678108 Real-time Author Co-citation Mapping for Online Searching. Information Processing & Management v39 n5 p689-706 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Analysis Information Retrieval Information Systems Online Searching Relevance (Information Retrieval) Search Engines World Wide Web White, Ryen W. Jose, Joemon M. Ruthven, Ian Journal Articles Reports - Research Query Formulations Query Processing Summarization AltaVista ISSN-0306-4573 English A task-oriented, comparative evaluation between four Web retrieval systems was performed; two using query-biased summarization, and two using the standard ranked titles/abstracts approach. Results indicate that query-biased summarization techniques appear to be more useful and effective in helping users gauge document relevance than the traditional ranked titles/abstracts approach. The same methodology was used to compare effectiveness of two search engines, AltaVista and Google. Includes eight tables and two figures. (AEF) EJ678109 A Task-oriented Study on the Influencing Effects of Query-biased Summarization in Web Searching. Information Processing & Management v39 n5 p707-33 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Context Clues Context Effect Information Retrieval Information Seeking Information Systems Online Searching Online Systems Johnson, J, David Information Analyses Journal Articles Communication Context Context Dependence ISSN-0306-4573 English Explores context in information seeking as equivalent to the situation in which a process is immersed. Discusses contingency approaches that detail active ingredients of the situation that have specific, predictable effects. Examines major frameworks for meaning systems. Discusses how a deeper appreciation of context can enhance understanding of the process of information seeking by examining two vastly different contexts in which it occurs. (Contains 136 references.) (Author/AEF) EJ678110 On Contexts of Information Seeking. Information Processing & Management v39 n5 p735-60 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Age Citations (References) Data Analysis Failure Information Processing Information Sources Models Use Studies Burrell, Quentin L. Information Analyses Journal Articles Age Specificity ISSN-0306-4573 English Extends connections between retrospective citation age studies and reliability theory by considering the failure rate function from reliability, re-interpreted as the age-specific citation rate (ASCR). This is linked to earlier studies of retrospective citation distributions by Egghe and Ravichandra Rao who introduced a function claimed to correspond to what they termed the (discrete time) obsolescence or aging function. Analysis reveals their function is one whose behavior reflects ASCR. (Author/AEF) EJ678111 Age-Specific Citation Rates and the Egghe-Rao Function. Information Processing & Management v39 n5 p761-70 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Document Delivery Information Retrieval Information Systems Measurement Techniques Online Systems Egghe, L. Michel, C. Journal Articles Reports - Research Fuzzy Concepts Fuzzy Logic Similarity Coefficient Similarity Ratings ISSN-0306-4573 English Ordered sets (OS) of documents are encountered more and more in information distribution systems, such as information retrieval systems. Classical similarity measures for ordinary sets of documents need to be extended to these ordered sets. This is done in this article using fuzzy set techniques. The practical usability of the OS-measures is discussed based on the experiments described. (Author/AEF) EJ678112 Construction of Weak and Strong Similarity Measures for Ordered Sets of Documents Using Fuzzy Set Techniques. Information Processing & Management v39 n5 p771-807 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Information Science Information Technology Literature Reviews Research Research Design Research Methodology Research Projects Science and Society Van House, Nancy A. Information Analyses Journal Articles Reports - Descriptive Information Science Research Information Studies ISSN-0066-4200 English Reviews the literature of the field of Science and Technology Studies (STS) and describes its relevance to Information Studies (IS). Workplace studies, key themes, the use of STS in IS research, and implications of STS for IS are also covered. (Contains 194 references.) (MES) EJ678113 Science and Technology Studies and Information Studies. Annual Review of Information Science and Technology (ARIST) v38 p3-86 2004 2004-00-00 T 2004 2016-11-21

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No Computer Use Information Science Information Technology Interaction Literature Reviews Man Machine Systems Theories Theory Practice Relationship Rogers, Yvonne Information Analyses Journal Articles Reports - Descriptive Design Methodology Information Science Research Theory Development ISSN-0066-4200 English Presents a critique of recent theoretical developments in the field of human-computer interaction (HCI) together with an overview of HCI practice. This chapter discusses why theoretically based approaches have had little impact on the practice of interaction design and suggests mechanisms to enable designers and researchers to better articulate the challenges. (Contains 137 references.) (MES) EJ678114 New Theoretical Approaches for Human-Computer Interaction. Annual Review of Information Science and Technology (ARIST) v38 p87-143 2004 2004-00-00 T 2004 2016-11-21

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No Community Computer Mediated Communication Information Networks Information Science Information Technology Literature Reviews Social Networks Ellis, David Oldridge, Rachel Vasconcelos, Ana Information Analyses Journal Articles Reports - Descriptive Virtual Communities ISSN-0066-4200 English Presents a literature review that covers the following topics related to virtual communities: (1) information and virtual community; (2) virtual communities and communities of practice; (3) virtual communities and virtual arenas, including virtual community networks; and (4) networked virtual communities. (Contains 175 references.) (MES) EJ678115 Community and Virtual Community. Annual Review of Information Science and Technology (ARIST) v38 p145-86 2004 2004-00-00 T 2004 2016-11-21

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No Indexing Information Retrieval Information Science Information Technology Literature Reviews Memory Models Semantics Dumais, Susan T. Information Analyses Journal Articles Reports - Descriptive Latent Semantic Analysis ISSN-0066-4200 English Presents a literature review that covers the following topics related to Latent Semantic Analysis (LSA): (1) LSA overview; (2) applications of LSA, including information retrieval (IR), information filtering, cross-language retrieval, and other IR-related LSA applications; (3) modeling human memory, including the relationship of LSA to other techniques; and (4) computational issues with LSA. (Contains 136 references.) (MES) EJ678116 Latent Semantic Analysis. Annual Review of Information Science and Technology (ARIST) v38 p189-230 2004 2004-00-00 T 2004 2016-11-21

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No Information Science Information Seeking Information Technology Interaction Literature Reviews Man Machine Systems Research Methodology Search Engines World Wide Web Bar-Ilan, Judit Information Analyses Journal Articles Reports - Descriptive Linkage Analysis Information Science Research ISSN-0066-4200 English Reviews the literature on the use of Web search engines in information science research, including: ways users interact with Web search engines; social aspects of searching; structure and dynamic nature of the Web; link analysis; other bibliometric applications; characterizing information on the Web; search engine evaluation and improvement; and clustering, classification, ranking, and filtering. (Contains 199 references.) (MES) EJ678117 The Use of Web Search Engines in Information Science Research. Annual Review of Information Science and Technology (ARIST) v38 p231-88 2004 2004-00-00 T 2004 2016-11-23

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No Algorithms Evaluation Methods Information Retrieval Information Science Information Systems Information Technology Literature Reviews World Wide Web Chen, Hsinchun Chau, Michael Information Analyses Journal Articles Reports - Descriptive Data Mining Information Science Research Machine Learning ISSN-0066-4200 English Presents an overview of machine learning research and reviews methods used for evaluating machine learning systems. Ways that machine-learning algorithms were used in traditional information retrieval systems in the "pre-Web" era are described, and the field of Web mining and how machine learning has been used in different Web mining applications are discussed. (Contains 175 references.) (MES) EJ678118 Web Mining: Machine Learning for Web Applications. Annual Review of Information Science and Technology (ARIST) v38 p289-329 2004 2004-00-00 T 2004 2016-11-21

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No Information Retrieval Information Science Information Technology Literature Reviews Medicine Statistical Analysis World Wide Web Bath, Peter A. Information Analyses Journal Articles Reports - Descriptive Health Information Data Mining ISSN-0066-4200 English Presents a literature review that covers the following topics related to data mining (DM) in health and medical information: the potential of DM in health and medicine; statistical methods; evaluation of methods; DM tools for health and medicine; inductive learning of symbolic rules; application of DM tools in diagnosis and prognosis; and technical and human issues. (Contains 118 references.) (MES) EJ678119 Data Mining in Health and Medical Information. Annual Review of Information Science and Technology (ARIST) v38 p331-69 2004 2004-00-00 T 2004 2016-11-21

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No Access to Information Indexing Information Retrieval Information Science Information Technology Literature Reviews Smeaton, Alan F. Information Analyses Journal Articles Reports - Descriptive Browsing Digital Technology Video Technology ISSN-0066-4200 English Presents a literature review that covers the following topics related to indexing, browsing, and searching of digital video: video coding and standards; conventional approaches to accessing digital video; automatically structuring and indexing digital video; searching, browsing, and summarization; measurement and evaluation of the effectiveness of video information retrieval; mobile platforms for video access; and trends. (Contains 73 references.) (MES) EJ678120 Indexing, Browsing, and Searching of Digital Video. Annual Review of Information Science and Technology (ARIST) v38 p371-407 2004 2004-00-00 T 2004 2016-11-21

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No Democracy Governance Government (Administrative Body) Information Science Information Technology Literature Reviews Politics Telecommunications Theories Theory Practice Relationship Robbin, Alice Courtright, Christina Davis, Leah Information Analyses Journal Articles Reports - Descriptive Electronic Government Technology Role Electronic Democracy ISSN-0066-4200 English Presents a literature review that covers the following topics related to information and communications technologies (ICTs): (1) theories of ICTs and how they frame political life; (2) normative democratic theory and concepts; (3) e-political life; and (4) research on e-government, e-governance, and e-democracy; (Contains 276 references.) (MES) EJ678121 ICTs and Political Life. Annual Review of Information Science and Technology (ARIST) v38 p411-82 2004 2004-00-00 T 2004 2016-11-21

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No Censorship Copyrights Information Science Information Technology Laws Legal Responsibility Libel and Slander Literature Reviews Patents Pornography World Wide Web Borrull, Alexandre Lopez Oppenheim, Charles Information Analyses Journal Articles Reports - Descriptive Legal Issues Spamming Domain Names Jurisdiction Legal Deposit ISSN-0066-4200 English Presents a literature review that covers the following topics related to legal aspects of the Web: copyright; domain names and trademarks; linking, framing, caching, and spamdexing; patents; pornography and censorship on the Internet; defamation; liability; conflict of laws and jurisdiction; legal deposit; and spam, i.e., unsolicited mails. (Contains 329 references.) (MES) EJ678122 Legal Aspects of the Web. Annual Review of Information Science and Technology (ARIST) v38 p483-548 2004 2004-00-00 T 2004 2016-11-21

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No Archives Electronic Libraries Information Science Information Technology Literature Reviews Metadata Methods Preservation Standards Galloway, Patricia Information Analyses Journal Articles Reports - Descriptive Digital Preservation Digital Technology ISSN-0066-4200 English Presents a literature review that covers the following topics related to preservation of digital objects: practical examples; stakeholders; recordkeeping standards; genre-specific problems; trusted repository standards; preservation methods; preservation metadata standards; and future directions. (Contains 82 references.) (MES) EJ678123 Preservation of Digital Objects. Annual Review of Information Science and Technology (ARIST) v38 p549-90 2004 2004-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Electronic Publishing Information Science Information Technology Internet Literature Reviews Manuscripts Models Research Reports Scholarly Communication Scholarly Journals Kling, Rob Information Analyses Journal Articles Reports - Descriptive ISSN-0066-4200 English Presents a literature review that covers the following topics related to the Internet and unrefereed scholarly publishing: conceptions of scholarly publishing and scholarly communication; research manuscripts and preprints; the growth of unrefereed e-script publishing; a hybrid publishing model; controversies about communication via unrefereed manuscripts; the slow transition to e-scripts. (Contains 53 references.) (MES) EJ678124 The Internet and Unrefereed Scholarly Publishing. Annual Review of Information Science and Technology (ARIST) v38 p591-631 2004 2004-00-00 T 2004 7/11/2004 11:56:01 CIJMAY2004 Section III: Policy.

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No Foreign Countries Hearing Impairments Preschool Children Preschool Education Qualitative Research Special Education Task Analysis Teaching Methods Teaching Models Tzeng, Jeng-Yi Schwen, Thomas M. Journal Articles Reports - Research Taiwan Mental Representation Taiwan ISSN-1042-1629 English Introduces and demonstrates a modified task analysis model. On the basis of this model applied in a qualitative study conducted in a program for hearing-impaired preschool children in Taiwan, findings that shed light on how and why discrepant behaviors in teaching practices can results from a well-defined and demonstrated pedagogy are reported. (Contains 41 references.) (MES) EJ678125 Mental Representation-Based Task Analysis for Analyzing Value-Laden Performance. Educational Technology Research and Development v51 n3 p5-21 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Access to Computers Computer Uses in Education Grade 5 Grade 6 Grade 7 Intermediate Grades Middle Schools Problem Solving Tables (Data) Teaching Methods Technology Integration Writing Achievement Writing Skills Lowther, Deborah L. Ross, Steven M. Morrison, Gary M. Journal Articles Reports - Research Laptop Computers ISSN-1042-1629 English This study examined the educational effects of providing fifth-, sixth-, and seventh-grade students with 24-hour access to laptop computers. Specifically, the impact of laptops on classroom activities, student use of technology, and writing and problem-solving skills was examined. (Contains 47 references.) (MES) EJ678126 When Each One Has One: The Influences on Teaching Strategies and Student Achievement of Using Laptops in the Classroom. Educational Technology Research and Development v51 n3 p23-44 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Educational Technology Elementary Secondary Education Expert Systems Formative Evaluation Higher Education Information Retrieval Information Systems Problem Solving Search Engines Systems Development Technology Integration Technology Uses in Education Thinking Skills Wang, Feng-Kwei Moore, Joi L. Wedman, John Shyu, Chi-Ren Journal Articles Reports - Evaluative Knowledge Bases Learning Communities ISSN-1042-1629 English Describes the design and development of a case-based reasoning (CBR) knowledge repository, including its case library and the search engine to support the technology integration community. The process and results of ormative evaluation following the concept of participatory design are reported to set the context for further research and development. (Author/MES) EJ678127 Developing a Case-Based Reasoning Knowledge Repository To Support a Learning Community--An Example from the Technology Integration Community. Educational Technology Research and Development v52 n3 p45-62 2003 2003-00-00 T 2004 2016-11-23

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No Clinical Diagnosis Comparative Analysis Computer Assisted Instruction Higher Education Pathology Problem Solving Veterinary Medical Education Danielson, Jared A. Bender, Holly S. Mills, Eric M. Vermeer, Pamela J. Lockee, Barbara B. Journal Articles Reports - Research ISSN-1042-1629 English Describes the result of implementing the Problem List Generator, a computer-based tool designed to help clinical pathology veterinary students learn diagnostic problem solving. Findings suggest that student problem solving ability improved, because students identified all relevant data before providing a solution. (MES) EJ678128 A Tool for Helping Veterinary Students Learn Diagnostic Problem Solving. Educational Technology Research and Development v52 n3 p63-81 2003 2003-00-00 T 2004 7/11/2004 11:56:02 CIJMAY2004

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No Administrative Organization Administrator Effectiveness Administrator Qualifications Administrator Responsibility Community Colleges Governing Boards Leaders Leadership Leadership Effectiveness Leadership Responsibility Two Year Colleges March, James G. Weiner, Stephen S. Journal Articles Reports - Descriptive ISSN-0194-3081 English Discusses the complex nature of college leadership especially in terms of community colleges. Claims that the central feature of leadership problems is a deep mismatch between the conceptions of individual leaders and key features of the organizations they lead. Concludes that civilization will not survive without civil leaders. (JS) EJ678129 Leadership Blues. New Directions for Community Colleges n123 p5-14 Fall 2003 2003-00-00 10 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.117 2004 7/11/2004 11:56:02 CIJMAY2004

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No Administrative Organization Administrator Effectiveness Administrator Qualifications Administrator Responsibility Community Colleges Job Skills Leaders Leadership Leadership Effectiveness Leadership Responsibility Leadership Training Two Year Colleges Boggs, George R. Journal Articles Reports - Descriptive ISSN-0194-3081 English Describes an upcoming significant transition in the leadership of Americas community colleges and some potential opportunities and challenges surrounding this leadership turnover. Discusses some rewards of community college leadership and some problems that they face. Identifies some skills that may be necessary for leadership in the twenty-first century, and addresses leadership recruitment, development and policy implications for leadership preparation. (Contains 15 references.) (JS) EJ678130 Leadership Context for the Twenty-First Century. New Directions for Community Colleges n123 p15-25 Fall 2003 2003-00-00 11 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.118 2004 7/11/2004 11:56:03 CIJMAY2004

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No College Faculty Community Colleges Faculty Development Job Skills Leadership Leadership Effectiveness Leadership Responsibility Leadership Training Two Year Colleges Cooper, Joanne E. Pagotto, Louise Journal Articles Reports - Descriptive ISSN-0194-3081 English Discusses the national crises of community college leadership in America. Describes the role of faculty members in community college leadership. Describes motivational factors involved in college leadership, some leadership challenges, leadership development initiatives, and some opportunities for faculty leadership development. Also describes two models for leadership training and policy implications. (Contains 14 references and 10 online resources.) (JS) EJ678131 Developing Community College Faculty as Leaders. New Directions for Community Colleges n123 p27-37 Fall 2003 2003-00-00 11 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.119 2004 7/11/2004 11:56:04 CIJMAY2004

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No Academic Deans College Administration College Faculty College Presidents Community Colleges Faculty Development Faculty Promotion Job Skills Leadership Leadership Effectiveness Leadership Responsibility Leadership Training Two Year Colleges McCarthy, Chris Journal Articles Opinion Papers ISSN-0194-3081 English Offers a former faculty member's perspective on his journey from faculty member to college president. It details the various positions held and challenges that were experienced throughout his promotion to college president. Emphasizes the various roles and characteristics that need to be embraced as one becomes a college administrator. (JS) EJ678132 Learning on the Job: Moving from Faculty to Administration. New Directions for Community Colleges n123 p39-49 Fall 2003 2003-00-00 11 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.120 2004 7/11/2004 11:56:04 CIJMAY2004

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No College Administration College Presidents Community Colleges Job Skills Leadership Leadership Effectiveness Leadership Responsibility Leadership Training Two Year Colleges Vaughan, George B. Weisman, Iris M. Journal Articles Opinion Papers Reports - Descriptive ISSN-0194-3081 English Discusses issues surrounding the community college presidency and the necessity to have leadership development programs in place to assist in their training. Emphasizes the unique responsibilities of the college president and outlines specialized training programs that will assist in their development. Recommends that college presidents and trustees take an active role in the development of a presidential leadership development team. (Contains 13 references.) (JS) EJ678133 Leadership Development: The Role of the President-Board Team. New Directions for Community Colleges n123 p51-61 Fall 2003 2003-00-00 11 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.121 2004 7/11/2004 11:56:04 CIJMAY2004

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No College Administration Community Colleges Doctoral Programs Educational Benefits Faculty Development Faculty Promotion Job Skills Leadership Leadership Effectiveness Leadership Qualities Leadership Training Postsecondary Education as a Field of Study Two Year Colleges Duvall, Betty Journal Articles Opinion Papers Reports - Descriptive ISSN-0194-3081 English Discusses the important impact of university doctoral programs for community college leadership training. Emphasizes the growing need for new community college leaders and the lack of specialized doctoral programs that focus on community colleges. Describes successful community college leadership programs as innovative, desirous of change, and willing to challenge tradition. (JS) EJ678134 Role of Universities in Leadership Development. New Directions for Community Colleges n123 p63-71 Fall 2003 2003-00-00 9 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.122 2004 7/11/2004 11:56:05 CIJMAY2004

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No Administrator Effectiveness Administrator Responsibility College Administration Community Colleges Faculty Development Instructional Material Evaluation Job Skills Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Training Program Development Program Effectiveness Program Evaluation Two Year Colleges Chiriboga, Cristina Journal Articles Reports - Evaluative ISSN-0194-3081 English Evaluates a community college leadership development program provided by the Association of California Community College Administrators (ACCCA). A total of 129 participants answered questionnaires regarding the effectiveness of the program. Responses were then coded and analyzed in terms of apparent patterns or themes. Outlines some benefits of the program in addition to some ways it can be improved upon. (Contains 10 references.) (JS) EJ678135 Administration 101: Evaluation of a Professional Development Program. New Directions for Community Colleges n123 p73-81 Fall 2003 2003-00-00 9 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.123 2004 7/11/2004 11:56:05 CIJMAY2004

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No Administrator Effectiveness Administrator Responsibility College Administration College Governing Councils Community Colleges Faculty Development Job Skills Leaders Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Training Participative Decision Making Two Year Colleges Carroll, Constance M. Romero, Martha Gandert Journal Articles Reports - Descriptive ISSN-0194-3081 English Describes the increasing difficulty of community colleges to attract and train new leaders, along with the intensifying trend of turmoil within institutional governance. The Community College Leadership Development Initiatives (CCLDI) group was formed to assist in the resolution of these problematic trends through the strengthening of college leadership; focusing on skills training and the mastery of current substantive issues. (JS) EJ678136 Leadership Development: A Collaborative Approach. New Directions for Community Colleges n123 p83-91 Fall 2003 2003-00-00 9 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.124 2004 7/11/2004 11:56:05 CIJMAY2004

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No Administrator Effectiveness Administrator Responsibility College Administration Community Colleges Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Training Two Year Colleges Piland, William E. Wolf, David B. Journal Articles Reports - Descriptive ISSN-0194-3081 English Obtaining talented and properly trained college leaders is often a source of problems for community colleges. Emphasizes that community college leaders should not rely exclusively on graduate programs of education or professional training programs for leadership development. Discusses the historical factors contributing to community college leadership. Urges community colleges to take a proactive role in the development of their leaders. (JS) EJ678137 In-House Leadership Development: Placing the Colleges Squarely in the Middle. New Directions for Community Colleges n123 p93-99 Fall 2003 2003-00-00 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.125 2004 7/11/2004 11:56:05 CIJMAY2004

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No Administrator Effectiveness Administrator Responsibility College Administration Community Colleges Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Leadership Training Professional Continuing Education Professional Training Seminars Training Methods Two Year Colleges Kim, Karen A. Journal Articles Reports - Descriptive ISSN-0194-3081 English Provides a brief sample of degree and non-degree programs currently offered to administrators, staff and faculty in community college leadership. Includes listings on: (1) programs sponsored by national organizations and associations; (2) regional workshops and seminars; (3) community college programs; (4) continuing education programs by universities; and (5) degree programs by universities. Also provides a listing of additional resources. (JS) EJ678138 Leadership Development Programs. New Directions for Community Colleges n123 p101-110 Fall 2003 2003-00-00 John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL T http://dx.doi.org/10.1002/cc.126 2004 7/11/2004 11:56:06 CIJMAY2004

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No Community Colleges Economic Impact Global Approach Globalization International Education Job Training Technology Two Year Colleges Martin, Tessie Sue Flinn, Leslie Journal Articles Opinion Papers ISSN-1067-1803 English Discusses the issues surrounding the value changes that impact opportunities for workforce development. Emerging technologies have changed the way labor is deployed. Offers exercises aimed at helping community colleges to understand the strengths and weaknesses of the industries they serve. Contains three figures and five references. (NB) EJ678139 The Global Workforce: Opportunities and the Value Chain. Community College Journal p10-14 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:56:06 CIJMAY2004

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No Community Colleges Cooperative Learning Economic Impact Global Approach Globalization Intergroup Relations International Education Multicultural Education Outcomes of Education Two Year Colleges Forde, Margaret L. Journal Articles Opinion Papers ISSN-1067-1803 English Argues that the future of America's global prosperity is linked to the commitment of higher education to prepare students comprehensively to live and work in a multicultural world community. Suggests that student portfolios are incomplete without an international and intercultural learning toolkit, including language training and a focus on geography, customs, and culture. (NB) EJ678140 America's Global Prosperity: Planting the Seeds. Community College Journal p16-19 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:56:06 CIJMAY2004

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No Community Colleges Foreign Students Global Approach Globalization International Crimes International Education Laws Terrorism Two Year Colleges Hermes, James Journal Articles Reports - Descriptive ISSN-1067-1803 English Describes the Student and Visitor Exchange Information System (SEVIS). SEVIS legislation requires institutions to report electronically foreign students' identities and addresses, as well as visa and other information. Reports on updates to the legislation that are being enacted as a result of the September 11, 2001 terrorist attacks. Includes government web site address for more information. (NB) EJ678141 What Is SEVIS? Community College Journal p20-21 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:56:07 CIJMAY2004

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No Community Colleges Cooperative Learning Economic Development Global Approach Globalization International Education Job Training Two Year Colleges Elsner, Paul A. Journal Articles Reports - Descriptive China China ISSN-1067-1803 English Describes the cooperative economic development program developed between the Maricopa Community Colleges, Arizona, and Chengdu, China. The colleges are assisting Chinese policy leaders in restructuring needed training for newer, modern, and usually western economic approaches, aided by U.S. community college training program models. Reports on conference plans. (NB) EJ678142 The China Connection. Community College Journal p22-25 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 2016-11-21

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No Business Community Colleges Economic Impact Global Approach Globalization International Education Job Training Technology Two Year Colleges Ruiz, Art Journal Articles Opinion Papers Reports - General ISSN-1067-1803 English Argues that global diversity has become a business imperative in today's business climate. Global diversity is of core importance even for companies that are considered domestic. Suggests community colleges need help in understanding their customer base and their shifting values in order to meet their needs and win customer loyalty. (NB) EJ678143 Global Diversity and Leadership. Community College Journal p29-31 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:56:07 CIJMAY2004

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No Community Colleges Global Approach Globalization International Education International Programs International Relations Two Year Colleges McDonald, Sandra Journal Articles Reports - Descriptive ISSN-1067-1803 English Describes the Open World Program, funded and administered by the Library of Congress, with support from private organizations such as the Academy for Educational Development (AED). Open World Program allows community colleges to participate by hosting delegations from other countries. Some themes include: environment, women as leaders, economic development, and education reform. (NB) EJ678144 Emerging Leaders: AED's Open World Program. Community College Journal p32-37 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 7/11/2004 11:56:07 CIJMAY2004

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No Adult Education Community Colleges Educational Innovation Global Approach Globalization International Education Service Learning Student Participation Study Abroad Two Year College Students Two Year Colleges Kiely, Richard Nielson, Donna Journal Articles Opinion Papers Reports - Descriptive Tompkins Cortland Community College NY ISSN-1067-1803 English Argues that combining service learning with study abroad is a powerful pedagogical innovation for increasing adult students' intercultural competence, language skills, and experiential understanding of complex global problems related to their academic program of study. Discusses development and maintenance of such educational partnerships at Tompkins-Cortland Community College, New York. (NB) EJ678145 International Service Learning: The Importance of Partnerships. Community College Journal p39-41 Jan 2003 2003-00-00 T http://www.aacc.nche.edu/Publications/CCJ/Pages/default.aspx 2004 2016-11-21

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No Access to Computers Child Safety Children Computer Literacy Computer Use Computer Uses in Education Computers Internet Parent Role Parents Teacher Role Teachers Web Sites World Wide Web Burriss, Larry L. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0009-4056 English Details seven ways adults can ensure children's safety on the Internet: become familiar with the Internet community; learn how the Internet works; identify quality sites; learn what sites to avoid; teach children basic rules for Internet safety; place computers in high traffic areas and monitor use; and respond thoughtfully if a child visits an inappropriate site. (TJQ) EJ678146 Safety in the Cybervillage: Some Guidelines for Teachers and Parents. Childhood Education v79 n5 p318-19 2003 2003-00-00 T 2004 7/11/2004 11:56:08 CIJMAY2004 Theme Issue Topic: "Global Perspectives on Educational Technology."

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No Athletics Child Health Children Computer Use Eating Habits Exercise Food Health Promotion Nutrition Obesity Outdoor Activities Parent Influence Parent Role Parents Physical Education Physical Fitness Playground Activities Recess Breaks School Role Self Esteem Television Viewing Blasi, MaryJane Journal Articles Opinion Papers Health Risk Susceptibility ISSN-0009-4056 English Discusses reasons childhood obesity has reached epidemic proportions and the numerous health problems that can result. Suggests parents incorporate physical activity into their family's lifestyle; advocate for daily outdoor recess at school; provide healthful meals; respect their child's appetite; not use food for comfort or as reward; and limit television viewing. (TJQ) EJ678147 A Burger and Fries: The Dilemma of Childhood Obesity. For Parents Particularly. Childhood Education v79 n5 p321-22 2003 2003-00-00 T 2004 2016-11-21

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No Active Learning Computer Uses in Education Computers Educational Technology Elementary Education Elementary School Curriculum Internet Learning Activities Learning Experience Teaching Methods Technology Integration Web Sites World Wide Web Cesarone, Bernard ERIC Publications Journal Articles Reference Materials - Bibliographies Technology Based Instruction ISSN-0009-4056 English Summarizes ERIC documents and journal articles and highlights World Wide Web resources that discuss uses of technology in the elementary school classroom to foster student learning. (TJQ) EJ678148 Using Technology in the Classroom To Foster Student Learning. Childhood Education v79 n5 p329-31 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Alternative Assessment Computer Literacy Computer Use Computer Uses in Education Computers Educational Technology Government School Relationship Instructional Improvement Instructional Innovation Learning Processes Student Evaluation Teacher Education Teacher Improvement Teaching Methods Technology Integration Swaminathan, Sudha Yelland, Nicola Journal Articles Opinion Papers Technology Based Instruction Technology Implementation ISSN-0009-4056 English World-wide incorporation of new technologies into the classroom has revealed many common issues. These include the following: governments link educational technology to their country's stature; appropriate teacher training is lacking; equity and accessibility vary; and because technologies engage children with learning in new and dynamic ways, there is a need to rethink student assessment and traditional pedagogy. (TJQ) EJ678149 Global Perspectives on Educational Technology: Trends and Issues. Childhood Education v79 n5 p258-60 2003 2003-00-00 T 2004 2016-11-21

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No Computer Literacy Computer Uses in Education Computers Developmentally Appropriate Practices Early Childhood Education Educational Technology Foreign Countries Information Technology Instructional Improvement Student Centered Curriculum Student Evaluation Teacher Improvement Teaching Methods Technology Integration Brooker, Liz Journal Articles Reports - Descriptive Child Centered Education Technology Based Instruction Technology Implementation United Kingdom United Kingdom ISSN-0009-4056 English Notes that rapid introduction of information and communication technologies in United Kingdom schools, along with government-mandated curriculum requirements, has not been matched by growth in practitioners' understanding of appropriate ways to use the technology. Examines the successful implementation of technology in early childhood settings where less pressure to meet strict guidelines allows more opportunity to experiment with child-centered practice. (TJQ) EJ678150 Integrating New Technologies in UK Classrooms: Lessons for Teachers from Early Years Practitioners. Childhood Education v79 n5 p261-67 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Case Studies Computer Literacy Computer Use Computer Uses in Education Computers Curriculum Development Educational Technology Elementary Education Foreign Countries Information Technology Instructional Improvement Student Attitudes Teacher Attitudes Teaching Methods Technology Integration Ngan, Ming-Yan Lee, Chi-Kin John Koo, Ramsey D. Journal Articles Reports - Research Technology Based Instruction Technology Implementation Hong Kong Hong Kong ISSN-0009-4056 English A case study of an elementary school in Hong Kong found students benefit most when provided many opportunities to use information technologies (IT). Teachers' attitudes influence students' attitudes toward IT, and teachers are more likely to use technology if equipment is in the classroom. Improved curriculum and teaching methods will ensure the most effective use of information technology. (TJQ) EJ678151 Voices and Implementation of Information Technology in an Elementary School Classroom: A Hong Kong Case Study. Childhood Education v79 n5 p268-75 2003 2003-00-00 T 2004 2016-11-23

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No Access to Computers Computer Use Computer Uses in Education Developmentally Appropriate Practices Early Childhood Education Educational Technology Foreign Countries Information Technology Instructional Improvement Teacher Attitudes Teacher Education Teacher Improvement Teaching Methods Technology Integration Sheridan, Sonja Samuelsson, Ingrid Pramling Journal Articles Reports - Descriptive Technology Implementation Quality Indicators Sweden Technology Based Instruction Sweden ISSN-0009-4056 English Examines the critical role of information and communication technologies (ICT) in Swedish early childhood classrooms. Suggests that for children to become skillful users of ICT, equipment and a variety of software must be readily available, and teachers must develop their expertise with technology in order to use it effectively and creatively in the classroom. (TJQ) EJ678152 Learning through ICT in Swedish Early Childhood Education from a Pedagogical Perspective of Quality. Childhood Education v79 n5 p276-82 2003 2003-00-00 T 2004 2016-11-23

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No Access to Computers Computer Literacy Computer Use Computer Uses in Education Educational Planning Educational Technology Foreign Countries Government School Relationship Information Technology Instructional Improvement Primary Education Program Effectiveness Teacher Improvement Technology Integration SeokHoon, Alice Seng Journal Articles Reports - Descriptive Singapore Technology Based Instruction Technology Implementation Singapore ISSN-0009-4056 English Describes the components of Singapore's Masterplan for Information Technology (IT) in Education, which lays out a comprehensive strategy for creating an IT-based teaching and learning environment in every school. Discusses the impact on childhood learning and on the teaching staff, highlighting the experience of one of the demonstration schools as an example. (TJQ) EJ678153 Promoting IT in Childhood Education: How Singapore Prepares for a Different Future. Childhood Education v79 n5 p283-86 2003 2003-00-00 T 2004 2016-11-21

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No Access to Computers Computer Literacy Computer Use Computer Uses in Education Computers Early Childhood Education Educational Policy Educational Strategies Educational Technology Foreign Countries Government Role Information Technology Instructional Improvement Portfolio Assessment Public Policy Student Evaluation Teacher Improvement Teaching Methods Technology Integration Kankaanranta, Marja Kangassalo, Marjatta Journal Articles Reports - Descriptive Technology Based Instruction Technology Implementation Finland Finland ISSN-0009-4056 English Describes the use of information and communication technologies (ICT) in Finnish early childhood environments from three perspectives. Examines Finnish national policies on the use of ICT; indicates the prevailing state of ICT use, according to results of international and national surveys; and presents some innovative practices involving the use of computers in education. (TJQ) EJ678154 Information and Communication Technologies in Finnish Early Childhood Environments. Childhood Education v79 n5 p287-92 2003 2003-00-00 T 2004 2016-11-23

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No Access to Computers Active Learning Computer Literacy Computer Use Computer Uses in Education Educational Technology Experiential Learning Information Technology Mathematics Mathematics Instruction Mathematics Skills Number Concepts Numeracy Primary Education Problem Solving Teaching Methods Technology Integration Young Children Kilderry, Anna Yelland, Nicola Lazaridis, Vicky Dragicevic, Silvana Guides - Classroom - Teacher Journal Articles Reports - Descriptive Technology Based Instruction ISSN-0009-4056 English Drawing on the experience of two first-year classrooms in Melbourne, Australia, this article explores numeracy learning within an information and communication technology (ICT) environment. Included are examples of how mathematical skills can be promoted and learned in such a way that children can extend their use to practical, problem-solving contexts, thus becoming numerate. (TJQ) EJ678155 ICT and Numeracy in the Knowledge Era: Creating Contexts for New Understandings. Childhood Education v79 n5 p293-98 2003 2003-00-00 T 2004 2016-11-23

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No Cultural Activities Cultural Awareness Educational Technology Elementary Education Foreign Countries Information Technology International Communication Student Improvement Teaching Methods Technology Integration Teleconferencing Szente, Judit Journal Articles Reports - Descriptive Technology Based Instruction Video Teleconferencing Costa Rica New York (Buffalo) Costa Rica New York (Buffalo) ISSN-0009-4056 English Chronicles the experiences of teachers and elementary students from the United States and Costa Rica as they participated in a videoconferencing project, initiated by Costa Rican students and made possible by CATE, Center for Applied Technologies in Education. Notes that the distance learning experience enhanced academic, technological and teamwork skills, and increased students' self esteem and cultural awareness. (TJQ) EJ678156 Teleconferencing across Borders: Promoting Literacy--and More--in the Elementary Grades. Childhood Education v79 n5 p299-306 2003 2003-00-00 T 2004 2016-11-23

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No Access to Computers Computer Literacy Computer Use Computer Uses in Education Computers Educational Technology Elementary Education Foreign Countries Government Role Information Technology Instructional Improvement Parent Attitudes Teacher Attitudes Teacher Improvement Technology Integration Thirumurthy, Vidya Sundaram, Nithya Journal Articles Reports - Descriptive India Technology Based Instruction Technology Implementation India ISSN-0009-4056 English Explores issues related to the use of technology in Indian schools, drawing on information from a variety of sources, such as interviews with parents and teachers, school visits, government information, and magazine and journal articles. Examines India's cultural and educational environments; diversity of parents' and educators' attitudes about technology; and steps needed to fully integrate technology into school curricula. (TJQ) EJ678157 Computers for Young Children in India. Childhood Education v79 n5 p307-13 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Blacks Children Coping Decision Making Decision Making Skills Depression (Psychology) Low Income Psychological Patterns Okwumabua, Jebose O. Wong, S. P. Duryea, Elias J. Journal Articles Reports - Research African Americans Childhood Depression ISSN-0743-5584 English Examines the association between depressive symptoms and decision coping patterns among a nonreferred, nonclinical community sample of African American adolescents. Found a significant association between depressive symptomatology and the use of maladaptive decision coping patterns. Inferred that increasing competence in decision making may have beneficial effects on overall mood and depressive symptoms among children and adolescents. (Author/SD) EJ678158 Depressive Symptoms and Decision Making among African American Youth. Journal of Adolescent Research v18 n5 p436-53 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Development Adolescents Behavior Problems Family Environment Family Influence Family Relationship Fathers Foreign Countries Gender Issues Mothers Parent Child Relationship Peer Relationship Sex Role Werner, Nicole E. Silbereisen, Rainer K. Journal Articles Reports - Research Relationship Quality West Germany West Germany ISSN-0743-5584 English Examined how family relationship quality and contact with deviant peers (CDP) contributed to change in problem behaviors, particularly whether gender of the adolescent and parent moderated these associations. Found that CDP was associated with increases in problem behaviors, whereas family influence on problem behaviors was indirect and varied as a function of gender. (Author/SD) EJ678159 Family Relationship Quality and Contact with Deviant Peers as Predictors of Adolescent Problem Behaviors: The Moderating Role of Gender. Journal of Adolescent Research v18 n5 p454-80 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Behavior Adolescent Development Adolescents Age Age Differences Foreign Countries Gender Issues Self Concept Sex Role Kumru, Asiye Thompson, Ross A. Journal Articles Reports - Research Identity Formation Identity Status Self Monitoring Turkey Ego Identity Turkey ISSN-0743-5584 English Examined the association between identity status and self-monitoring behavior, including age and gender differences, among adolescents in Turkey. Found significant increases in identity achievement and moratorium with age, and no gender differences in identity status. Males were significantly higher than females in self-monitoring. (Author/SD) EJ678160 Ego Identity Status and Self-Monitoring Behavior in Adolescents. Journal of Adolescent Research v18 n5 p481-95 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Behavior Adolescent Development Adolescents Blacks Community Organizations Juvenile Gangs Males Social Behavior Youth Programs Taylor, Carl S. Lerner, Richard M. von Eye, Alexander Bobek, Deborah L. Balsano, Aida B. Dowling, Elizabeth Anderson, Pamela M. Journal Articles Reports - Research Community Based Organizations Gangs Positive Behavioral Support Youth Development Program African Americans ISSN-0743-5584 English Positive individual and social behaviors were assessed among male gang members and males involved in community-based organizations aimed at promoting positive youth development. Correlations of attribute scores were more often significant for the gang than for the nongang youth. Approximately one-quarter of the gang youth had total positive attribute scores that were above the average total positive attribute score for the nongang youth. (Author/SD) EJ678161 Positive Individual and Social Behavior among Gang and Nongang African American Male Adolescents. Journal of Adolescent Research v18 n5 p496-522 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Adolescent Behavior Adolescents Blacks Family Support Parent Child Relationship Parent Influence Parent Role Parenting Skills Parenting Styles Parents Self Esteem Bean, Roy A. Bush, Kevin R. McKenry, Patrick C. Wilson, Stephan M. Journal Articles Reports - Research European Americans African Americans ISSN-0743-5584 English Relationships between adolescent functioning and parent support, behavioral control, and psychological control were examined among European American and African American adolescents. A number of correlations were significant, including maternal support and academic achievement and self-esteem, and paternal psychological control and self-esteem. Findings support examining parenting dimensions independently rather than combining them to form parenting styles. (Author/SD) EJ678162 The Impact of Parental Support, Behavioral Control, and Psychological Control on the Academic Achievement and Self-Esteem of African American and European American Adolescents. Journal of Adolescent Research v18 n5 p523-41 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Models Parent Child Relationship Security (Psychology) Stranger Reactions Theories Fraley, R. Chris Spieker, Susan J. Journal Articles Reports - Research Security Classifications Ainsworth Strange Situation Procedure Security of Attachment Behavioral Variability Continuum Models NICHD Study of Early Child Care ISSN-0012-1649 English This study applied Meehl's taxometric techniques for distinguishing latent types from late continua to Strange Situation data on 1,139 fifteen-month-olds from the NICHD Study of Early Child Care. Results indicated that variation in attachment patterns was largely continuous, not categorical. Implications of dimensional models for individual differences for attachment theory and research were explored. (Author/KB) EJ678163 Are Infant Attachment Patterns Continuously or Categorically Distributed? A Taxometric Analysis of Strange Situation Behavior. Developmental Psychology v39 n3 p387-404 May 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Measurement Techniques Models Parent Child Relationship Security (Psychology) Stranger Reactions Theories Cummings, E. Mark Journal Articles Opinion Papers Security Classifications Security of Attachment Ainsworth Strange Situation Procedure Behavioral Variability Continuum Models ISSN-0012-1649 English Advocates renewed efforts toward assessing attachment on a single continuum of emotional security. Contends that theory is essential to guide attachment assessment and that the constructs of secure base and emotional security provide the needed conceptual foundation. Addresses challenges to the scoring of attachment on a security continuum. Advocates new means for continuously scoring attachment as a supplement to the primary direction of categorically assessing attachment patterns. (Author/KB) EJ678164 Toward Assessing Attachment on an Emotional Security Continuum: Comment on Fraley and Spieker (2003). Developmental Psychology v39 n3 p405-08 May 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Measurement Techniques Models Parent Child Relationship Research Needs Security (Psychology) Stranger Reactions Theories Cassidy, Jude Journal Articles Opinion Papers Security of Attachment Ainsworth Strange Situation Procedure Behavioral Variability Security Classifications ISSN-0012-1649 English Highlights usefulness of the categorical approach to measuring infant attachment by reviewing some major advances in the field that have been fostered by that approach. Advances include identification of the disorganized attachment group, development of the concept of conditional behavior strategies, creation of systems for coding attachment beyond infancy, and a greater understanding of cross-generational associations. Proposes future research necessary for clarifying how best to measure infant attachment. (Author/KB) EJ678165 Continuity and Change in the Measurement of Infant Attachment: Comment on Fraley and Spieker (2003). Developmental Psychology v39 n3 p409-12 May 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Measurement Techniques Models Parent Child Relationship Research Problems Security (Psychology) Stranger Reactions Theories Sroufe, L. Alan Journal Articles Opinion Papers Security of Attachment Ainsworth Strange Situation Procedure Behavioral Variability Continuum Models Security Classifications ISSN-0012-1649 English Ainsworth's system of classifying attachment patterns will not be easily displaced primarily because of difficulties involved in a dimensional approach. Problems include the number of dimensions involved, need to develop reliable scales, and need to describe how behavior changes across age and in the Strange Situation. Only when an alternative approach is demonstrated to predict the range of outcomes associated with Ainsworth's categories will it be substituted. (Author/KB) EJ678166 Attachment Categories as Reflections of Multiple Dimensions: Comment on Fraley and Spieker (2003). Developmental Psychology v39 n3 p413-16 May 2003 2003-00-00 T 2004 2016-11-23

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Measurement Techniques Models Parent Child Relationship Research Needs Research Problems Security (Psychology) Stranger Reactions Theories Waters, Everett Beauchaine, Theodore P. Journal Articles Opinion Papers Security of Attachment Ainsworth Strange Situation Procedure Behavioral Variability Continuum Models Security Classifications ISSN-0012-1649 English Focuses on three questions related to attachment theory: whether it requires distinct patterns of attachment, how taxonomic analysis contributes to understanding individual differences in attachment security, and whether attachment theorists are asking the right questions. Asserts that attachment theory is indifferent to the structure of individual differences and that taxonomic search methods can contribute to attachment study if research is broadened to include secure base behavior and naturalistic settings. (Author/KB) EJ678167 Are There Really Patterns of Attachment? Comment on Fraley and Spieker (2003). Developmental Psychology v39 n3 p417-22 May 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Behavior Patterns Individual Differences Infant Behavior Infants Measurement Techniques Models Parent Child Relationship Research Needs Research Problems Security (Psychology) Stranger Reactions Theories Fraley, R. Chris Spieker, Susan J. Journal Articles Opinion Papers Security of Attachment Ainsworth Strange Situation Procedure Behavioral Variability Continuum Models Security Classifications ISSN-0012-1649 English Discusses four questions concerning commentaries on the taxometric analysis of Strange Situation behavior related to: (1) whether the categorical model of attachment facilitates theoretical and empirical innovations; (2) whether and how a continuum of security fits into the two-dimensional model; (3) the role of types and dimensions in understanding the function and organization of behavior, and (4) whether dimensionality is a null hypothesis in taxometric research. (Author/KB) EJ678168 What Are the Differences between Dimensional and Categorical Models of Individual Differences in Attachment? Reply to Cassidy (2003), Cummings (2003), Sroufe (2003), and Waters and Beauchaine (2003). Developmental Psychology v39 n3 p423-29 May 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Black Youth Depression (Psychology) Early Adolescents Maturity (Individuals) Physical Development Puberty Sex Differences Symptoms (Individual Disorders) Ge, Xiaojia Kim, Irene J. Brody, Gene H. Conger, Rand D. Simons, Ronald L. Gibbons, Frederick X. Cutrona, Carolyn E. Journal Articles Reports - Research African Americans Timing ISSN-0012-1649 English Examined effects of early physical maturation and accelerated pubertal changes on symptoms of major depression among 639 African American adolescents. Found that for girls, early maturation was consistently associated with elevated levels of depressive symptoms. For boys, early maturers showed elevated depression only at age 11, with symptoms subsiding by 13. Boys experiencing accelerated pubertal growth over time displayed elevated symptom levels. (Author/KB) EJ678169 It's about Timing and Change: Pubertal Transition Effects on Symptoms of Major Depression among African American Youths. Developmental Psychology v39 n3 p430-39 May 2003 2003-00-00 T 2004 2016-11-23

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No Biological Influences Childhood Interests Children Comparative Analysis Congenital Impairments Females Femininity Gender Issues Masculinity Occupational Aspiration Parent Influence Play Sex Role Servin, Anna Nordenstrom, Anna Larsson, Agne Bohlin, Gunilla Journal Articles Reports - Research Hormones Adrenal Hyperplasia Androgenic Hormones ISSN-0012-1649 English Examined gender-typed behavior and interests in 2- to 10-year-old girls with congenital adrenal hyperplasia (CAH) and in unaffected girls matched for age. Found that, compared with unaffected girls, girls with CAH were more interested in masculine toys and less interested in feminine toys and were more likely to report having male playmates and express aspirations for masculine careers. Found that disease severity influenced interest in masculine toys and careers. (Author/KB) EJ678170 Prenatal Androgens and Gender-Typed Behavior: A Study of Girls with Mild and Severe Forms of Congenital Adrenal Hyperplasia. Developmental Psychology v39 n3 p440-50 May 2003 2003-00-00 T 2004 2016-11-21

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No Causal Models Child Care Child Care Effects Child Care Quality Child Development Cognitive Development Longitudinal Studies Outcomes of Education Predictor Variables Preschool Children Program Effectiveness Journal Articles Reports - Research Causal Influences NICHD Study of Early Child Care Quality of Care ISSN-0012-1649 English Data from the NICHD Study of Early Child Care were examined to explore five propositions that would support a causal relationship between child care quality and child outcomes at age 4.5 years. Three propositions were supported, particularly in the cognitive domain. Associations between quality and outcomes remained even with child and family factors controlled for. Outcomes were predicted by quality of earlier care when concurrent care was controlled for. (Author/KB) EJ678171 Does Quality of Child Care Affect Child Outcomes at Age 4 1/2? Developmental Psychology v39 n3 p451-69 May 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Development Cognitive Development Definitions Early Adolescents Interpersonal Relationship Life Events Models Motivation Personality Development Predictor Variables Psychological Needs Self Concept Self Efficacy Theories Shahar, Golan Henrich, Christopher C. Blatt, Sidney J. Ryan, Richard Little, Todd D. Journal Articles Reports - Research Object Relations Self Definition Self Regulation Mediating Factors ISSN-0012-1649 English A theoretical model was examined linking early adolescent interpersonal relatedness and self-definition, autonomous and controlled regulation, and negative and positive life events. Findings indicated that self-criticism predicted less positive events, whereas efficacy predicted more positive events. Effects were fully mediated by absence and presence, respectively, of autonomous motivation. Controlled motivation, predicted by self-criticism and maladaptive neediness, did not predict negative events. Findings illustrate the centrality of protective, pleasure-related processes. (Author/KB) EJ678172 Interpersonal Relatedness, Self-Definition, and Their Motivational Orientation during Adolescence: A Theoretical and Empirical Integration. Developmental Psychology v39 n3 p470-83 May 2003 2003-00-00 T 2004 2016-11-21

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No Induction Infant Behavior Infants Language Acquisition Learning Processes Performance Factors Phonology Syllables Saffran, Jenny R. Thiessen, Erik D. Journal Articles Reports - Research Voicing Phonological Processing Segmentals (Phonology) ISSN-0012-1649 English In three experiments, 9-month-olds were given the opportunity to induce specific phonological patterns from manipulated syllable structure, consonant voicing position, and segmental position. Infants were then familiarized with fluent speech containing words that either fit or violated these patterns. Subsequent testing revealed that infants rapidly extracted new phonological regularities and that this process was constrained such that some regularities were easier to acquire than others. (Author) EJ678173 Pattern Induction by Infant Language Learners. Developmental Psychology v39 n3 p484-94 May 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attachment Behavior Children Comparative Analysis Competence Depression (Psychology) Early Adolescents Experiments Friendship Parent Child Relationship Peer Relationship Performance Factors Rejection (Psychology) Selection Self Concept Self Esteem Symptoms (Individual Disorders) Cassidy, Jude Aikins, Julie Wargo Chernoff, Jodi Jacobson Journal Articles Reports - Research Security of Attachment ISSN-0012-1649 English The role of self-perceptions in peer selection was examined among seventh-graders and third-graders. Findings indicated that when evaluations (supposedly of unfamiliar peers) related to specific competence domains, seventh-graders preferred positive peers to negative peers, whereas third-graders selected peers who viewed them as they viewed themselves. When evaluations related to global self-worth, children's selections were unrelated to their own self-worth views. (Author/KB) EJ678174 Children's Peer Selection: Experimental Examination of the Role of Self-Perceptions. Developmental Psychology v39 n3 p495-508 May 2003 2003-00-00 T 2004 2016-11-21

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No Adult Child Relationship Body Language Children Interpersonal Communication Learning Processes Problem Solving Teacher Student Relationship Teaching Methods Goldin-Meadow, Susan Singer, Melissa A. Journal Articles Reports - Research Pointing (Gesture) Gestural Representation Hand Gestures Instructions ISSN-0012-1649 English Asked eight adults to instruct third- and fourth-graders individually in a math problem. Found that the adults offered more variable instruction to children who produced gesture-speech mismatches than to children with no mismatches--more types of instructional strategies and more instructions that contained two different strategies, one in speech and the other in gesture. Concluded that gesture may play a role in eliciting input that could shape children's learning. (Author/KB) EJ678175 From Children's Hands to Adults' Ears: Gesture's Role in the Learning Process. Developmental Psychology v39 n3 p509-20 May 2003 2003-00-00 T 2004 2016-11-21

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No Addition Age Differences Arithmetic Children Competence Correlation Knowledge Level Mathematical Concepts Performance Factors Problem Solving Profiles Canobi, Katherine H. Reeve, Robert A. Pattison, Philippa E. Journal Articles Reports - Research Accuracy ISSN-0012-1649 English Examined patterns of conceptual and procedural knowledge of addition in 5- to 8-year-olds. Found that children were more successful in noticing that addends had been reordered rather than decomposed and in noticing the decomposition of addends presented with objects rather than with symbols. Also found that profiles of procedural competence were associated with patterns of conceptual knowledge and with age; however, age and conceptual knowledge were not related. (Author/KB) EJ678176 Patterns of Knowledge in Children's Addition. Developmental Psychology v39 n3 p521-34 May 2003 2003-00-00 T 2004 2016-11-21

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No Children Comparative Analysis Correlation Daughters Fathers Mothers Parents Personal Narratives Recall (Psychology) Sex Differences Sons Story Telling Peterson, Carole Roberts, Christy Journal Articles Reports - Research Dyads ISSN-0012-1649 English Examined free recall narratives of younger and older children and their parents independently interviewed about injuries requiring hospital emergency treatment. Found that mothers' narratives were more cohesive and coherent than fathers', and girls' narratives differed from boys' in parallel ways. Parent and child measures were correlated; narratives of mother-older daughter dyads showed striking similarity in length, elaboration, cohesion, coherence, and provision of context, with no similarity within other dyads. (Author/KB) EJ678177 Like Mother, Like Daughter: Similarities in Narrative Style. Developmental Psychology v39 n3 p551-62 May 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Cognitive Processes Correlation Infant Behavior Infants Memory Predictor Variables Recognition (Psychology) Short Term Memory Visual Learning Visual Stimuli Rose, Susan A. Feldman, Judith F. Jankowski, Jeffery J. Journal Articles Reports - Research Gaze Patterns Cognitive Capacity Cognitive Speed ISSN-0012-1649 English Examined contributions of cognitive processing speed, short-term memory capacity, and attention to infant visual recognition memory. Found that infants who showed better attention and faster processing had better recognition memory. Contributions of attention and processing speed were independent of one another and similar at all ages studied--5, 7, and 12 months. Taken together, attention and speed accounted for 6 to 9 percent of variance in visual recognition memory. (Author/KB) EJ678178 Infant Visual Recognition Memory: Independent Contributions of Speed and Attention. Developmental Psychology v39 n3 p563-71 May 2003 2003-00-00 T 2004 2016-11-23

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No Age Differences Black Youth Childhood Attitudes Childhood Interests Children Comparative Analysis Elementary School Students Knowledge Level Occupational Aspiration Performance Factors Racial Segregation Social Differences Socioeconomic Status Status Vocational Interests Bigler, Rebecca S. Averhart, Cara J. Liben, Lynn S. Journal Articles Reports - Research African Americans Occupational Status ISSN-0012-1649 English Examined whether African American first- through sixth-graders' perceptions of occupational status and their own vocational interests were affected by racial segregation of the workforce. Found that for familiar jobs, children's judgments related to their knowledge of racial segregation in these jobs. Novel occupations depicted with African Americans were judged as lower in status than the identical occupations depicted with European Americans. Children's age and SES moderated occupational judgments. (Author/KB) EJ678179 Race and the Workforce: Occupational Status, Aspirations, and Stereotyping among African American Children. Developmental Psychology v39 n3 p572-80 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Attention Attention Control Behavior Problems Cognitive Development Family Environment Family Influence Interpersonal Competence Predictor Variables Preschool Children School Readiness Social Development Journal Articles Reports - Research Mediating Factors NICHD Study of Early Child Care Sustained Attention Externalization Impulsiveness ISSN-0012-1649 English Assessed the role of attention processes as mediators between family environment and school readiness, analyzing data from 1,002 children and their families participating in the NICHD Study of Early Child Care. Found that sustained attention partially accounted for the link between family environment and achievement and language outcomes. Impulsivity partially accounted for the link between family environment and achievement, social competence, and externalizing behaviors. (Author/KB) EJ678180 Do Children's Attention Processes Mediate the Link between Family Predictors and School Readiness? Developmental Psychology v39 n3 p581-93 May 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Analysis Difficulty Level Experiments Infant Behavior Infants Motor Development Perceptual Motor Learning Performance Factors Problem Solving Psychomotor Skills Toddlers Berger, Sarah E. Adolph, Karen E. Journal Articles Reports - Research Means Ends Problem Solving Procedure ISSN-0012-1649 English Two experiments examined problem solving in 16-month-olds' adaptive locomotion (crossing bridges of varying width with/without handrail). Findings indicated that toddlers attempted wide bridges more than narrow ones. Attempts on narrow bridges depended on handrail presence. Toddlers had longer latencies, examined bridge/handrail more closely, and modified their gait when bridges were narrow or handrails were unavailable. Exploring the bridge/handrail before crossing and devising alternative bridge-crossing strategies related to task success. (Author/KB) EJ678181 Infants Use Handrails as Tools in a Locomotor Task. Developmental Psychology v39 n3 p594-605 May 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Data Analysis Developmental Stages Early Adolescents Family Relationship Longitudinal Studies Males Parent Child Relationship Problem Solving Systems Approach Granic, Isabela Hollenstein, Tom Dishion, Thomas J. Patterson, Gerald R. Journal Articles Reports - Research Flexibility (Attitude) Behavioral Variability ISSN-0012-1649 English Used a dynamic systems (DS) approach to study changes in structure of family interactions in problem-solving sessions during the early adolescent transition of boys in 149 families. Constructed state space grids (a new DS method) for families across five waves of videotaped data collection before, during, and after the transition. Found that DS variables revealed a significant quadratic effect related to a peak in behavioral variability at 13-14 years. (Author/KB) EJ678182 Longitudinal Analysis of Flexibility and Reorganization in Early Adolescence: A Dynamic Systems Study of Family Interactions. Developmental Psychology v39 n3 p606-17 May 2003 2003-00-00 T 2004 2016-11-21

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No Black Youth Children Competence Early Adolescents Family Influence Family Relationship Longitudinal Studies Models Mothers Parent Child Relationship Parenting Skills Psychological Patterns Reliability Rural Family Sibling Relationship Siblings Structural Equation Models Brody, Gene H. Kim, Sooyeon Murry, Velma McBride Brown, Anita C. Journal Articles Reports - Research African Americans Self Regulation ISSN-0012-1649 English Tested links between early adolescent older sibling (OS) and younger sibling (YS) competence in rural African American families. Found that OS competence was stable across time and related to improvements in mothers' psychological functioning from Wave 1 to Wave 2. Mothers' Wave-2 psychological functioning related to Wave-3 involved-supportive parenting of YS. Older sibling Wave-2 competence and Wave-3 parenting indirectly related to Wave-4 younger sibling competence. (Author/KB) EJ678183 Longitudinal Direct and Indirect Pathways Linking Older Sibling Competence to the Development of Younger Sibling Competence. Developmental Psychology v39 n3 p618-28 May 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Ability Cognitive Development Emergent Literacy Foreign Countries Hebrew Intelligence Language Skills Longitudinal Studies Memory Predictor Variables Reading Ability Reading Comprehension Word Recognition Young Children Shatil, Evelyn Share, David L. Journal Articles Reports - Research Phonological Processing Specificity Israel Modularity Israel ISSN-0022-0965 English Evaluated hypothesis that cognitive antecedents of word recognition are domain-specific and unrelated to higher-order domain-general cognitive abilities in a longitudinal study of Hebrew-speaking children. Found that kindergarten domain-specific measures accounted for 33 percent of variance in Grade 1 word recognition, even after controlling for domain-general and higher-order language tasks, whereas domain-general measures explained only 5 percent of the variance. Reading comprehension was predicted by print-specific skills and domain-general abilities. (Author/KB) EJ678184 Cognitive Antecedents of Early Reading Ability: A Test of the Modularity Hypothesis. Journal of Experimental Child Psychology v86 n1 p1-31 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences American Indians Children Comparative Analysis Cues Ethnicity Foreign Countries Group Dynamics Group Membership Individual Differences Intergroup Relations Memory Performance Factors Racial Identification Recall (Psychology) Recognition (Psychology) Reservation American Indians Social Cognition Social Development Stereotypes Theories Corenblum, B. Journal Articles Reports - Research Canada First Nations Priming Effects Canada ISSN-0022-0965 English Examined in three studies EuroCanadian and Native Canadian children's memory for stereotypic behaviors attributed to ingroup and outgroup members. Found that outgroup favoritism, typically found among low-status group members, was reversed among Native Canadian children attending a heritage school. Age and cognitive development level predicted what was remembered about group members. Examined findings in terms of cognitive and situational factors influencing information processing and challenges in maintaining cultural identity. (Author/KB) EJ678185 What Children Remember about Ingroup and Outgroup Peers: Effects of Stereotypes on Children's Processing of Information about Group Members. Journal of Experimental Child Psychology v86 n1 p32-66 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adults Age Differences Children Cognitive Processes Cross Sectional Studies Facial Expressions Perceptual Development Recognition (Psychology) Visual Perception Mondloch, Catherine J. Geldart, Sybil Maurer, Daphne Le Grand, Richard Journal Articles Reports - Research Facial Features Facial Perception Facial Recognition Facial Stimuli ISSN-0022-0965 English Two experiments examined the impact of slow development of processing differences among faces in the spacing among facial features (second-order relations). Computerized tasks involving various face-processing skills were used. Results of experiment with 6-, 8-, and 10-year-olds and with adults indicated that slow development of sensitivity to second-order relations causes children to be especially poor at recognizing the identity of a face seen in a new orientation. (Author/KB) EJ678186 Developmental Changes in Face Processing Skills. Journal of Experimental Child Psychology v86 n1 p67-84 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Change Agents Child Labor Child Welfare Children Childrens Rights Organizations (Groups) Poverty Social Change Well Being Liebel, Manfred Journal Articles Opinion Papers Social Movements Exploitation ISSN-0907-5682 English Focuses on the significance of organizations of working children for processes of transformation in their societies. Argues that while structural causes of exploitation and poverty account for persistence of child labor, organizations of working children are of growing importance in efforts to improve their life conditions, noting that many children active in these organizations demand decent treatment of those doing necessary work rather than demanding abolition of child labor. (Author/KB) EJ678187 Working Children as Social Subjects: The Contribution of Working Children's Organizations to Social Transformations. Childhood: A Global Journal of Child Research v10 n3 p265-85 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Child Labor Child Role Childhood Needs Children Employment Foreign Countries Migrant Children Migrant Education Migrant Employment Poverty Socialization Bey, Marguerite Journal Articles Reports - Descriptive Mexico Mexico ISSN-0907-5682 English Draws on research on families of seasonal migrant laborers in Mexico to consider the role of work in socializing children growing up in extreme poverty. Argues migrant work represents an effective form of socialization that prepares children for their future. Discusses whether minimum employment age should be raised from 8 to 14 years and the dilemma of whether it is best for children to pursue work or school education. (Author/KB) EJ678188 The Mexican Child: From Work with the Family to Paid Employment. Childhood: A Global Journal of Child Research v10 n3 p287-99 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Child Labor Children Cultural Influences Culturally Relevant Education Economic Factors Foreign Countries Migrant Children Migrant Education Models Program Descriptions Social Influences Student Educational Objectives Taracena, Elvia Journal Articles Reports - Research Mexico Zapotec (Tribe) Mexico ISSN-0907-5682 English Draws on interviews and observations from the Mexican state of Oaxaca to analyze labor done by children of Indian origin in northern Mexico agriculture and the problem of schooling. Focuses on the conditions favoring child labor and objectives of experimental educational programs specifically for children of migrant families. Asserts that working children will gain literacy only if the migrant phenomenon is understood as part of a wider social process. (KB) EJ678189 A Schooling Model for Working Children in Mexico: The Case of Children of Indian Origin Working as Agricultural Workers during the Harvest. Childhood: A Global Journal of Child Research v10 n3 p301-18 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Adult Child Relationship Child Labor Childhood Attitudes Childhood Interests Children Context Effect Definitions Ethnography Family Work Relationship Foreign Countries Models Parent Attitudes Parent Child Relationship Parents Socialization Theories Values Invernizzi, Antonella Journal Articles Reports - Research Exploitation Identity Formation Peru Street Children Peru ISSN-0907-5682 English Recounts an ethnographic study of children's work in Lima, Peru, examining concepts of work, family, and childhood; adult representations and norms passed on to children through work; and child's point of view regarding work and how it evolves with time. Argues children and parents' views and practices regarding work and socialization give a contextualized definition of children's interests and represent a complementary examination to approaches that focus on exploitation. (Author/KB) EJ678190 Street-Working Children and Adolescents in Lima: Work as an Agent of Socialization. Childhood: A Global Journal of Child Research v10 n3 p319-41 Aug 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Child Welfare Children Childrens Rights Context Effect Developed Nations Developing Nations Foreign Countries Foster Care Foster Children Government Role Nongovernmental Organizations Public Policy Social Support Groups George, Shanti van Oudenhoven, Nico Wazir, Rekha Journal Articles Opinion Papers Social Policy Child Protection ISSN-0907-5682 English Examines the dynamics of foster care in a range of countries at different stages of economic development, focusing on the context of the family, social networks, the state, and nongovernmental organizations, and from the perspective of professional support. Argues that foster care should be addressed within the context of wider child protective and child development measures, and viewed as one of a range of options. (Author/KB) EJ678191 Foster Care beyond the Crossroads: Lessons from an International Comparative Analysis. Childhood: A Global Journal of Child Research v10 n3 p343-61 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Age Differences Children Cognitive Development Concept Formation Imagination Phenomenology Reader Text Relationship Sex Differences Story Telling Pramling, Niklas Norlander, Torsten Archer, Trevor Journal Articles Reports - Research ISSN-0907-5682 English Examined 6-, 9-, and 14-year-olds' imagination of the unknown within a storytelling context. Performed phenomenological analysis of the two youngest groups' drawings and the oldest group's story on the "heffalump" theme. Derived eight categories providing an image-analysis of the concept of the "unknown" structured as "something-otherwise," that is, an absence of constancy arising from color, form, time, place, and reality. Noted age and gender differences. (Author/KB) EJ678192 Conceptualization of the Unknown by 6-, 9-, and 14-Year-Old Children in a Story-Telling Context: In Search of a "Heffalump." Childhood: A Global Journal of Child Research v10 n3 p379-92 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:21 CIJMAY2004

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No Conflict Divorce Grief Individual Development Interpersonal Relationship Intimacy Late Adolescents Memory Parent Child Relationship Parents Peer Relationship Recall (Psychology) McLean, Kate C. Thorne, Avril Journal Articles Reports - Research Relationship Quality Identity (Psychological) Romantic Relationship Identity Formation Separation (Psychology) Meaning Construction Meaningfulness ISSN-0012-1649 English Examined European-American 19-year-olds' self-defining memories about relationships with parents and/or peers. Found that parent memories emphasized separation more so than peer memories, which emphasized closeness. Parental separation was exemplified by parental divorce experiences, parent closeness by comforting a grieving parent, and peer closeness by first-time romances. Conflict was more prevalent in parent than peer memories and was associated with meaning-making. (Author/KB) EJ678193 Late Adolescents' Self-Defining Memories about Relationships. Developmental Psychology v39 n4 p635-45 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Attention Autism Comparative Analysis Developmental Disabilities Pervasive Developmental Disorders Predictor Variables Pretend Play Symptoms (Individual Disorders) Theories Verbal Ability Young Children Morgan, Bronwyn Maybery, Murray Durkin, Kevin Journal Articles Reports - Research Theory of Mind Visual Attention ISSN-0012-1649 English Compared preschoolers with autism spectrum disorders with a matched control group to investigate whether weak central coherence could account for deficits in two behaviors purported to tap capabilities fundamental to a theory of mind: joint attention and pretend play. Found that pretend play did not differentiate the two groups. Weak central coherence, poor joint attention, and low verbal ability contributed significantly and independently to predicting autism group membership. (Author/KB) EJ678194 Weak Central Coherence, Poor Joint Attention, and Low Verbal Ability: Independent Deficits in Early Autism. Developmental Psychology v39 n4 p646-56 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Analysis Developmental Stages Divorce Employment Enrollment Financial Support Individual Development Individual Differences Life Events Longitudinal Studies Personal Autonomy Racial Differences Residential Patterns Role Sex Differences Social Differences Young Adults Cohen, Patricia Kasen, Stephanie Chen, Henian Hartmark, Claudia Gordon, Kathy Journal Articles Reports - Research Family Formation Individuation Role Transition Romantic Relationship ISSN-0012-1649 English Examined autonomy and individuation levels within financial, residential, romantic, and family formation domains among 17- to 27-year-olds in a community-based longitudinal study. Found that subgroup differences related to family socioeconomic status, parental divorce, gender, or race were not generally attributable to educational enrollment. Both within and between domains, many individuals showed dramatic changes in assumption of adult roles, returning to more dependent, other-determined roles for short or extended periods. (Author/KB) EJ678195 Variations in Patterns of Developmental Transitions in the Emerging Adulthood Period. Developmental Psychology v39 n4 p657-69 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Adults Age Differences Children Males Responses Sensory Experience Sex Differences Stevenson, Richard J. Repacholi, Betty M. Journal Articles Reports - Research Olfactory Discrimination Olfactory Sense Olfactory Stimuli Research Replication Odors ISSN-0012-1649 English Examined children's and adolescents' ability to identify male sweat and other odors and their rating of odors for liking. Found that only female adolescents could identify and disliked male sweat. When cued about odor identity, both male and female adolescents disliked male sweat more than children. Concluded that dislike for male sweat odor may be an acquired social response based on odor identification. (Author/KB) EJ678196 Age-Related Changes in Children's Hedonic Response to Male Body Odor. Developmental Psychology v39 n4 p670-79 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Caregiver Child Relationship Child Care Quality Child Caregivers Child Rearing Cognitive Development Compliance (Psychology) Discipline Fathers Mothers Parent Attitudes Parent Child Relationship Parents as Teachers Play Predictor Variables Self Control Socialization Toddlers Feldman, Ruth Klein, Pnina S. Journal Articles Reports - Research Maternal Sensitivity Parent Control Quality of Care Relationship Quality Internalization ISSN-0012-1649 English Examined toddlers' self-regulated compliance to mothers, fathers, and caregivers. Found child emotion regulation and adult warm control in discipline situation related to self-regulated compliance to mother, caregiver, and father. Compliance to parents correlated with parental sensitivity and philosophies. Compliance to caregivers correlated with child cognition and social involvement when child care quality was controlled for. Maternal sensitivity and warm control discipline predicted compliance to caregiver, but not vice versa. (Author/KB) EJ678197 Toddlers' Self-Regulated Compliance to Mothers, Caregivers, and Fathers: Implications for Theories of Socialization. Developmental Psychology v39 n4 p680-92 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Anger Context Effect Contingency Management Emotional Response Extinction (Psychology) Facial Expressions Infant Behavior Infants Predictor Variables Reinforcement Sadness Sullivan, Margaret W. Lewis, Michael Journal Articles Reports - Research Frustration Noncontingent Reinforcement Contingency Learning ISSN-0012-1649 English Two experiments examined how different frustration contexts affect the instrumental and emotional responses of 4- to 5-month-olds. Both experiments showed that arm responses increased when the contingent stimulus was lost or reduced but decreased when control of the stimulus was lost under noncontingency. Facial expressions of anger, but not sadness or combined anger and sadness, were associated with frustration. Patterns of anger and arm responses varied with frustration context. (Author/KB) EJ678198 Contextual Determinants of Anger and Other Negative Expressions in Young Infants. Developmental Psychology v39 n4 p693-705 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Cues English Infants Language Acquisition Learning Processes Performance Factors Phonology Stress (Phonology) Syllables Thiessen, Erik D. Saffran, Jenny R. Journal Articles Reports - Research Segmentation (Verbal) Segmentation Skills ISSN-0012-1649 English Three experiments explored infants' attention to conflicting cues at different ages. Found when stress and statistical cues indicated different word boundaries, 9-month-olds used syllable stress as a cue to segmentation while ignoring statistical cues. Seven-month-olds attended more to statistical cues than to stress cues. Results suggested infants use statistical learning abilities to locate words in speech and use those words to discover regular patterns of stress cues in English. (Author/KB) EJ678199 When Cues Collide: Use of Stress and Statistical Cues to Word Boundaries by 7- to 9-Month-Old Infants. Developmental Psychology v39 n4 p706-16 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Development English Language Patterns Performance Factors Portuguese Preschool Children Social Cognition Social Differences Social Influences Socioeconomic Status Spanish Turkish Shatz, Marilyn Diesendruck, Gil Martinez-Beck, Ivelisse Akar, Didar Journal Articles Reports - Research False Beliefs Research Replication Theory of Mind Explicitness ISSN-0012-1649 English Two studies examined whether differences in the lexical explicitness with which languages (English, Spanish, Portuguese, Turkish) express false belief and preschoolers' socioeconomic status (SES) influenced children's performance on standard false belief tasks. Found that lexical explicitness influenced responses on the "think" false belief question, but not the "look for" question. Children with higher SES performed better than children with low SES regardless of how false belief question was asked. (Author/KB) EJ678200 The Influence of Language and Socioeconomic Status on Children's Understanding of False Belief. Developmental Psychology v39 n4 p717-29 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Birth Weight Child Care Child Care Effects Comparative Analysis Early Intervention Infants Participation Premature Infants Program Effectiveness Hill, Jennifer L. Brooks-Gunn, Jeanne Waldfogel, Jane Journal Articles Reports - Evaluative Infant Health and Development Program Participation Rates ISSN-0012-1649 English Estimated effects of high participation in Infant Health and Development Program targeting low-birth-weight (LBW) premature infants. Found that at age 8, effects of attending more than 400 days on scores on the Weschler Intelligence Scale for Children Full and Verbal Scales was 7 to 10 points. Effects were 14 points for heavier LBW infants and 8 points for lighter LBW infants. Effects were higher than traditional intention-to-treat estimates. (Author/KB) EJ678201 Sustained Effects of High Participation in an Early Intervention for Low-Birth-Weight Premature Infants. Developmental Psychology v39 n4 p730-44 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Mapping Comparative Analysis Comprehension Generalization Language Acquisition Learning Processes Preschool Children Receptive Language Jaswal, Vikram K. Markman, Ellen M. Journal Articles Reports - Research Mapping Word Learning ISSN-0012-1649 English Three studies investigated 3-year-olds' comprehension of indirectly and directly learned words after a 2-day delay. Found indirectly and directly learned proper and common names resulted in proper name mappings that picked out individual and common name mappings that could be extended to another category member. When additional, sometimes inconsistent, information about previously learned words was provided, there was only a hint of difference between indirect and direct word learning. (Author/KB) EJ678202 The Relative Strengths of Indirect and Direct Word Learning. Developmental Psychology v39 n4 p745-60 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Children Inhibition Longitudinal Studies Peer Acceptance Popularity Preadolescents Resilience (Personality) Self Control Social Adjustment Social Behavior Eisenberg, Nancy Valiente, Carlos Fabes, Richard A. Smith, Cynthia L. Reiser, Mark Shepard, Stephanie A. Losoya, Sandra H. Guthrie, Ivanna K. Murphy, Bridget C. Cumberland, Amanda J. Journal Articles Reports - Research Ego Control Emotional Regulation Mediating Factors ISSN-0012-1649 English Examined relations of effortful control and ego control to children's resiliency, social status, and social competence concurrently (Time 3) and over time. Found that at Time 3, resiliency mediated the unique relations of effortful and reactive control to social status, and effortful control directly predicted socially appropriate behavior. Negative emotionality moderated relations of ego and effortful control to socially appropriate behavior. (Author/KB) EJ678203 The Relations of Effortful Control and Ego Control to Children's Resiliency and Social Functioning. Developmental Psychology v39 n4 p761-76 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement At Risk Persons Attendance Comparative Analysis Elementary School Students Grade Point Average Grades (Scholastic) Individual Development Intelligence Quotient Longitudinal Studies Mental Health Models Predictor Variables Preschool Children Secondary School Students Student Characteristics Gutman, Leslie Morrison Sameroff, Arnold J. Cole, Robert Journal Articles Reports - Research Hierarchical Linear Modeling Risk Factors ISSN-0012-1649 English Examined main and interactive effects of multiple social risk factors and preschool IQ and mental health on students' academic trajectories from first to twelfth grade. Found that high-risk students had lower grades and more absences from first to twelfth grade than low-risk students. Higher IQ and better mental health improved the grade point average (GPA) trajectories of low-risk children, but did not influence GPA trajectories of high-risk children. (Author/KB) EJ678204 Academic Growth Curve Trajectories from 1st Grade to 12th Grade: Effects of Multiple Social Risk Factors and Preschool Child Factors. Developmental Psychology v39 n4 p777-90 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Discourse Analysis Early Childhood Education Early Experience Family Environment Longitudinal Studies Mathematics Activities Numeracy Parents as Teachers Young Children Aubrey, Carol Bottle, Gill Godfrey, Ray Journal Articles Reports - Research ISSN-0966-9760 English This study examined the mathematical development of 2 children from 18 to 48 months as part of a larger longitudinal study of the impact of home environment on later learning attitudes. It was concluded that early pedagogical strategies may vary in the manner in which they not only pave the way for later development, but also foster expectations for and attitudes toward future mathematics learning. (Author/KB) EJ678205 Early Mathematics in the Home and Out-of-Home Contexts. International Journal of Early Years Education v11 n2 p91-103 Jun 2003 2003-00-00 T 2004 7/11/2004 11:56:25 CIJMAY2004

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No Administrator Characteristics Administrator Qualifications Administrator Responsibility Administrator Role Administrators Child Care Child Care Quality Comparative Analysis Coordination Early Childhood Education Educational Policy Educational Quality Foreign Countries Government Role Local Government Surveys Young Children Baudelot, Olga Rayna, Sylvie Mayer, Susanna Musatti, Tullia Journal Articles Reports - Research Administrator Surveys France Italy France Italy ISSN-0966-9760 English Surveyed local early childhood coordinators in France and Italy regarding their status, training, and tasks in order to compare the function of coordinating municipal early childhood education and care services in these two countries. Found impressive similarities in services, policies, and the function of coordination. Also found that service coordination was crucial to the main program issues of expansion and quality improvement. (KB) EJ678206 A Comparative Analysis of the Function of Coordination of Early Childhood Education and Care in France and Italy. International Journal of Early Years Education v11 n2 p105-16 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Case Studies Child Rearing Early Childhood Education Ethics Ethnography Foreign Countries Immigrants Minority Group Children Parent Attitudes Parents Parents as Teachers Research Methodology Research Problems School Readiness Student Adjustment Theories Young Children Brooker, Liz Journal Articles Reports - Research Bangladeshis British Children of Immigrants England Informal Theories United Kingdom (England) ISSN-0966-9760 English An ethnographic study explored cultural belief systems of four-year-olds' families and school staff from Anglo and Bangladeshi families in England. Case study of one child/family illustrates how parental beliefs about childhood, the home, uses and purposes of literacy, and children's learning influence children's school experience. How data were used to develop a theoretical explanation to interpret children's adaptation to school and to reflect implications for pedagogy is also illustrated. (KB) EJ678207 Learning How To Learn: Parental Ethnotheories and Young Children's Preparation for School. International Journal of Early Years Education v11 n2 p117-28 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Culturally Relevant Education Developing Nations Early Childhood Education Foreign Countries Inservice Teacher Education Primary Education Reading Instruction Teacher Effectiveness Teacher Improvement Teacher Qualifications Young Children O'Sullivan, Margo Journal Articles Reports - Research Namibia Namibia ISSN-0966-9760 English Examined the usefulness of various Western strategies to teach reading in an inservice program in Namibia designed to develop teachers' capacity to teach reading more effectively. Found that structured and bottom-up strategies were more effective than top-down strategies. Findings highlight the importance of using an eclectic approach to teaching reading, and using strategies adapted to realities within which teachers work, especially in developing country contexts. (Author/KB) EJ678208 The Development of Effective Strategies To Teach Reading among Unqualified Primary Teachers in a Developing Country Context. International Journal of Early Years Education v11 n2 p129-40 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Child Care Early Childhood Education Educational History Educational Practices Family Influence Foreign Countries Kindergarten Learning Readiness Mathematics Achievement Models Play Preschool Curriculum Preschool Education Program Descriptions School Attitudes School Readiness Self Esteem Student Adjustment Student Attitudes Student Behavior Teacher Role Young Children Whitburn, Julia Journal Articles Opinion Papers Self Reliance Daily Routines Independent Behavior Japan Japan ISSN-0966-9760 English Argues that the Japanese model of early years education enables children to make comparatively fast progress once they begin elementary schooling. Asserts that the understanding of group behavior and needs of other children contributes to children's sharing of responsibility and positive learning attitudes. Maintains that preschool routines combined with free play and teacher-directed activities help children become more self-reliant and self-confident when they begin formal schooling. (Author/KB) EJ678209 Learning To Live Together: The Japanese Model of Early Years Education. International Journal of Early Years Education v11 n2 p155-75 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents American Indian Students Help Seeking Helping Relationship Identification (Psychology) Mental Health Secondary School Students Social Support Groups Student Attitudes Substance Abuse Stiffman, Arlene Rubin Striley, Catherine Brown, Eddie Limb, Gordon Ostmann, Emily Journal Articles Reports - Research Service Utilization ISSN-1062-1024 English Interviews concerning mental health needs and service configurations with 401 Southwestern American Indian youth aged 12-19 found that 79 percent had mental health or addiction problems. Regardless of disorder, youth were least likely to seek help from traditional healers or specialists and most likely to seek help from informal, natural helping networks of family and friends. Implications for service provision are discussed. (Contains 48 references.) (Author/SV) EJ678210 American Indian Youth: Who Southwestern Urban and Reservation Youth Turn to for Help with Mental Health or Addictions. Journal of Child and Family Studies v12 n3 p319-33 Sep 2003 2003-00-00 Kluwer Academic Publishers, Order Dept., P.O. Box 358, Accord Station, Hingham, MA 02018-0358; Tel: 866-269-9527; email: kluwer@wkap.com (back issues and article reprints available). T 2004 2016-11-21

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No Academic Achievement Collegiality Elementary Secondary Education Information Literacy Information Technology Internet Librarian Teacher Cooperation Library Administration Library Role Library Services Principals School Libraries Sherman, Lee Information Analyses Journal Articles Reports - Descriptive Librarian Administrator Relationship English Research has shown links between good libraries and good student performance. A good library is adequately staffed, stocked, and funded. Its staff is involved in the school's teaching and learning; provides access to materials; has collegial, collaborative relationships with teachers; and embraces information technology. A dynamic librarian and a committed principal are necessary for a good library program. (TD) EJ678211 The Essential Link: The School Librarian Bolsters Achievement by Reaching Out to Teachers and Students. Northwest Education v9 n1 p2-6 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-21

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No Access to Information Databases Educational Needs Electronic Libraries Elementary Secondary Education Information Literacy Library Materials Library Skills Online Systems Reference Materials Reference Services School Libraries Technology Integration World Wide Web Brewer, Sally Journal Articles Opinion Papers Reports - Descriptive Electronic Resources English As the need to access information increases, school librarians must create virtual libraries. Linked to reliable reference resources, the virtual library extends the physical collection and library hours and lets students learn to use Web-based resources in a protected learning environment. The growing number of virtual schools increases the need for virtual reference services. Three virtual libraries are described. Examples of Web-based resources are given. (TD) EJ678212 Virtual Reference Services. Northwest Education v9 n1 p7,35 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-23

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No Alaska Natives American Indian Education Elementary Secondary Education Geographic Isolation Internet Librarian Teacher Cooperation Librarians Library Services Rural Schools School Libraries Small Towns Sherman, Lee Journal Articles Reports - Descriptive Alaska (Bristol Bay) Alaska English In remote Bristol Bay (Alaska), award-winning librarian Tiki Levinson built a library program that inspired students to read and teachers to embrace new resources for their classrooms. She recommends new books and Web sites to students and teachers and searches avidly for new resources that might pique a child's interest or meet a teacher's needs. The full-time librarian's job is endangered by district budget cuts. (TD) EJ678213 A Very Welcoming Place: The School Library Is the Heart of This Alaskan Bush School Beset by Bugs, Bears, and a Battered Economy. Northwest Education v9 n1 p8-13 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-21

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No Academic Achievement Curriculum Development Elementary Secondary Education Information Literacy Inservice Teacher Education Interdisciplinary Approach Librarian Teacher Cooperation Librarians Library Role Research Papers (Students) School Libraries Technology Education Paglin, Catherine Journal Articles Reports - Descriptive Electronic Resources English Research has linked strong school library programs to academic achievement. In Oregon's Tigard-Tualatin School District, one school librarian collaborates on curriculum units with teachers, weaving instruction on information literacy and research skills throughout the curriculum. In Portland (Oregon), another librarian designs ways for students to do reports without plagiarizing information from the Internet and trains teachers on Internet search strategies and online databases. (TD) EJ678214 Keeping Your Ear to the Ground: Top School Librarians Are Constantly Alert for Ways To Team Up with Teachers. Northwest Education v9 n1 p14-18 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Information Literacy Information Technology Internet Interviews Librarian Teacher Cooperation Librarians Library Administration Library Role School Libraries Eisenberg, Mike Barton, Rhonda Journal Articles Opinion Papers Electronic Resources Librarian Administrator Relationship English In this interview, a leading expert in school librarianship discusses the school librarian's role in creating students who are effective users of information. The importance of information technology to information management is described, as are strategies librarians can use to collaborate with teachers and administrators. He describes how librarians can contribute to student achievement and what libraries will be like in 10 years. (TD) EJ678215 Chief Information Officer: Schools Need Qualified Librarians To Manage the Accelerating Crush of Knowledge and Technology, Says Library Guru Mike Eisenberg. Interview. Northwest Education v9 n1 p20-23 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-23

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No Critical Thinking Elementary Secondary Education Information Literacy Internet Librarian Teacher Cooperation Library Role Literature Appreciation Reference Materials Research Skills School Libraries Technology Uses in Education Blankenship, Judy Brewer, Sally Journal Articles Reports - Descriptive Electronic Resources English With the advent of the Internet, the tools for accessing information changed radically. For librarians, the mission has remained the same: manage library resources and give students the skills to find, organize, use, and share information, including Web site evaluation. Strategies for integrating technology with a love of reading are discussed. A sidebar traces technology's impact on school libraries. (TD) EJ678216 An Embarrassment of Riches; The Changing Face of Reference. Northwest Education v9 n1 p24-28 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-23

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No Elementary Secondary Education Library Cooperation Literature Appreciation Partnerships in Education Public Libraries Reading Programs School Libraries Shared Library Resources Summer Programs Muir, Maya Journal Articles Reports - Descriptive United States (Northwest) English Various partnerships between public and school libraries in the Northwest are described, from summer reading programs to continuous collaboration. School librarians appreciate the support available from public libraries, which becomes more important as school budgets tighten and services in schools become vulnerable. But the presence of a professional librarian at the school remains an essential component of effective partnerships. (TD) EJ678217 Community Connectivity: Partnerships with Public Libraries Extend the Reach and Expand the Resources of School Libraries. Northwest Education v9 n1 p30-32 Fall 2003 2003-00-00 For full text: http://www.nwrel.org/nwedu/. N/A 2004 2016-11-21

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No Administrator Characteristics Aging in Academia Board Administrator Relationship Educational Attainment Rural Schools School Districts Superintendents Garn, Gregg Journal Articles Reports - Research Administrator Surveys Oklahoma Superintendent Shortage Oklahoma ISSN-0273-446X English A study examined characteristics and problems of rural Oklahoma school superintendents. Of 350 Oklahoma superintendents surveyed, most respondents were White males. Only 14 percent had completed their doctoral degree, and over half of their terminal degrees were not in educational administration. Relationships with school boards were positive, but many retirements were expected in the near future. (TD) EJ678218 A Closer Look at Rural Superintendents. Rural Educator v25 n1 p3-9 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Characteristics Career Ladders Community Characteristics Context Effect Employed Women Foreign Countries Rural Schools Rural Urban Differences School Community Relationship Sex Bias Sex Stereotypes Women Administrators Wallin, Dawn Sackney, Larry Journal Articles Reports - Research Administrator Surveys Saskatchewan Canada ISSN-0273-446X English A study examined the impact of the rural context upon the careers of women educational administrators in Saskatchewan. Surveys and interviews with 24 female rural administrators indicated that the behavior and career patterns of rural female administrators were influenced by the organizational context of the school and its community. A new generation of younger women was entering administration. (Contains 28 references.) (TD) EJ678219 Career Patterns of Rural Female Educational Administrators. Rural Educator v25 n1 p11-25 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Administrators Critical Thinking Decision Making Ethics Justice Models Moral Values Rural Education School Community Relationship Kallio, Brenda R. Guides - Non-Classroom Information Analyses Journal Articles Caring Moral Reasoning Respect ISSN-0273-446X English With the advent of globalization and the growing concept that schools are marketplaces of ideas, educational administrators need guidance in ethical decision making. Moral dilemma is defined, ethical models are presented, and a process is described in which facts, resolution options, and values are reflected upon and decisions made based on examination of the data and the moral choices available. (TD) EJ678220 School Administrators and Ethical Decision-Making in Rural Communities. Rural Educator v25 n1 p26-29 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Elementary Secondary Education Guidance Professional Development Rural Schools School Culture Teamwork Trust (Psychology) Haar, Jean M. Guides - Non-Classroom Information Analyses Journal Articles Learning Communities ISSN-0273-446X English Rural schools by structure and philosophy match the expectations and description of a learning community. Establishing a learning community in a rural school can create an atmosphere that encourages committed educators to grow through trust, respect, and collegiality. Recommendations are given for establishing high quality, ongoing professional development that can guide, encourage, and reinvigorate rural educators. (TD) EJ678221 Providing Professional Development and Team Approaches to Guidance. Rural Educator v25 n1 p30-35 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Case Studies Curriculum Development Curriculum Evaluation Educational Change Elementary Secondary Education Models Professional Development Rural Schools School Districts Strategic Planning Rice-Crenshaw, Mary Howard, W. C. Journal Articles Reports - Descriptive South Carolina South Carolina ISSN-0273-446X English South Carolina adopted grade-level content standards in 1997 and required curriculum assessment in 1999. A model for implementation of these requirements is presented that includes rationale, definitions, a planning activity chart, and 10 elements of planning and implementation. A case study illustrates how one rural school district with limited fiscal resources implemented an aligned curriculum with effective assessments. (TD) EJ678222 Curriculum Alignment and Assessment: An Adaptable Model. Rural Educator v25 n1 p36-39 Fall 2003 2003-00-00 Practitioners T 2004 2016-11-21

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No Active Learning Collegiality Community Involvement Comparative Education Disadvantaged Educational Change Elementary Education Foreign Countries Geographic Isolation Models Professional Autonomy Program Descriptions Rural Education Teacher Education Kline, Rachel Journal Articles Reports - Descriptive Colombia Guatemala Colombia Guatemala ISSN-1523-1615 English A Colombian model of rural elementary education has increased student achievement. Basic characteristics are active learning, structured yet flexible and multifaceted nature, extensive training and support for teachers, and opportunities for meaningful involvement of students, teachers, and community members. A Guatemalan reform based on the model and implemented in one-teacher schools for Mayan students demonstrates that the model can be transferred to different contexts. (Contains 36 references.) (TD) EJ678223 A Model for Improving Rural Schools: Escuela Nueva in Colombia and Guatemala. Current Issues in Comparative Education v2 n2 Apr 2000 2000-00-00 For full text: http://www.tc.columbia.edu/cice/articles/rk122.htm/. T 2004 2016-11-21

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No Access to Education American Indian Education Child Labor Community Education Democracy Disadvantaged Elementary Secondary Education Foreign Countries Indigenous Personnel Maya (People) Nonschool Educational Programs Nontraditional Education Popular Education Program Descriptions Social Change Urban American Indians Urban Youth Dyrness, Andrea Journal Articles Reports - Descriptive Guatemala Guatemala ISSN-1523-1615 English A Guatemalan program teaches Indigenous working children where they work--in the streets. The teachers, who are also Mayan, accommodate student needs and involve parents. This program of popular education empowers poor children and adults to participate in public life and lead the way in the creation of a democracy. (Contains 20 references.) (TD) EJ678224 Popular Education and Post-War Democratization: The Case of PENNAT, Guatemala. Current Issues in Comparative Education v4 n1 Dec 2001 2001-00-00 For full text: http://www.tc.columbia.edu/cice/articles/ad141.htm/. T 2004 2016-11-21

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No Adolescents Dropouts Education Work Relationship Educational Attitudes Family Influence Family Role Foreign Countries Low Income Poverty Areas Resilience (Personality) Rural Education Rural Family Rural Youth Secondary Education Social Capital Social Support Groups Socioeconomic Status Abbott-Chapman, Joan Information Analyses Journal Articles Opinion Papers Australia Rural Culture Australia English In rural Australia, education beyond year 10 involves leaving home. Rural families may influence young people to stay home. Family influence and culture should not always be considered a deficit, for the family provides support when jobs are scarce. Rural families' social capital and rural resilience should be considered in developing rural school curricula and training programs. (TD) EJ678225 Rural Resilience: Youth "Making a Life" in Regions of High Unemployment. Youth Studies Australia v20 n3 p26-31 Sep 2001 2001-00-00 Australian Clearinghouse for Youth Studies, Private Bag 64, Hobart, Tasmania 7001 Australia (individual articles: AUD$6.00 within Australia and New Zealand; overseas purchasers contact ACYS for price); Web site: http://www.acys.utas.edu.au/ncys/ysa/subscribe.htm/. N/A 2004 2016-11-23

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No Access to Education Access to Health Care Early Parenthood Educational Attainment Employed Women Family Violence Females Foreign Countries Geographic Isolation Late Adolescents Life Style Longitudinal Studies Mental Health Mothers Public Policy Rural Urban Differences Rural Women Socioeconomic Status Well Being Warner-Smith, Penny Lee, Christina Journal Articles Reports - Research Australia Australia English An Australian study of 40,000 women found that the age at which young women have children is related to broader patterns of social inequality and to the disadvantagement of young rural women. Of particular concern is the increasing polarization between better-educated young women who defer motherhood and less-educated women who have children at a younger age. (TD) EJ678226 Hopes and Fears: The Life Choices, Aspirations and Well-Being of Young Rural Women. Youth Studies Australia v20 n3 p32-37 Sep 2001 2001-00-00 Australian Clearinghouse for Youth Studies, Private Bag 64, Hobart, Tasmania 7001 Australia (individual articles: AUD$6.00 within Australia and New Zealand; overseas purchasers contact ACYS for price); Web site: http://www.acys.utas.edu.au/ncys/ysa/subscribe.htm/. N/A 2004 2016-11-23

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No Aboriginal Australians Adventure Education After School Programs Crime Prevention Disadvantaged Experiential Learning Foreign Countries High Risk Students Models Preadolescents Rural Youth Youth Programs Warrington, Georgina Wright, Paul Journal Articles Reports - Descriptive Lifeguard Training English Four models of crime prevention are discussed that arise from differing views of the causes of crime: criminal justice, situational, developmental, and social development models. Two activity-based youth crime prevention projects in Queensland (Australia) use developmental and social development models and expand local youth service infrastructure. Both programs have demonstrated lasting positive outcomes for participants. (TD) EJ678227 IMPACT Youth Crime Prevention. Youth Studies Australia v22 n1 p46-50 2003 2003-00-00 Australian Clearinghouse for Youth Studies, Private Bag 64, Hobart, Tasmania 7001 Australia (individual articles: AUD$6.00 within Australia and New Zealand; overseas purchasers contact ACYS for price). Web site: http://www.acys.utas.edu.au/ncys/ysa/subscribe.htm/. N/A 2004 2016-11-21

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No Aboriginal Australians Acculturation Cross Cultural Studies Cultural Differences Culturally Relevant Education Educational Attitudes Educationally Disadvantaged Empowerment Foreign Countries Participatory Research Power Structure Racial Discrimination Research Methodology Research Problems Rural Education School Community Relationship Self Determination Sanderson, Von Allard, Andrea Journal Articles Opinion Papers Reports - Research Institutional Discrimination ISSN-0311-6999 English A South Australian research project examining assimilationist frameworks in Aboriginal education sought to empower the rural Aboriginal community through participation in the project. Issues that emerged included the influence of funding on research for social change; the shaping of knowledge/power relations through project design and implementation; and the positioning of the researchers in relation to participants. (Contains 31 references.) (TD) EJ678228 "Research as Dialogue" and Cross-Cultural Consultations: Confronting Relations of Power. Australian Educational Researcher v30 n1 p19-39 Apr 2003 2003-00-00 For full text: http://www.aare.edu.au/aer/online/30010d.pdf/. T 2004 2016-11-21

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No Adult Education Adult Students Employment Potential Job Training Low Income Middle Aged Adults Outreach Programs Program Descriptions Rural Schools Rural Women Self Esteem Single Sex Schools Womens Education Farr, Sidney Saylor Journal Articles Reports - Descriptive Appalachia Kentucky Kentucky ISSN-0090-3779 English The New Opportunity School for Women in Berea, Kentucky, is a 3-week residential program for low-income women who need jobs. The program offers courses in resume writing, interview skills, computer basics, and building self-esteem. Women are placed in jobs on Berea College's campus, cultural opportunities are provided through field trips, and outreach workshops are held in eastern Kentucky. (TD) EJ678229 New Opportunities for Appalachian Women. Appalachian Journal v30 n4 p350-54 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Educational Attainment Educational Needs Health Behavior Knowledge Level Mexican Americans Migrant Workers Sexuality Sexually Transmitted Diseases Surveys Urizar, Guido G., Jr. Winkleby, Marilyn A. Journal Articles Reports - Research Health Attitudes Latinos California California ISSN-0739-9863 English A study examining AIDS awareness among northern California Latinos surveyed 817 Latinos from a community and 188 Latino men from migrant labor camps. Misconceptions about AIDS transmission were highest among Latinos with low educational attainment, particularly men from labor camps, older Latinos, and Latinos with low educational attainment who had not visited a doctor recently. (Contains 21 references.) (TD) EJ678230 AIDS Knowledge among Latinos: Findings from a Community and Agricultural Labor Camp Survey. Hispanic Journal of Behavioral Sciences v25 n3 p295-311 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Acculturation Adolescent Attitudes Adolescents Community Surveys Ethnicity Ethnography High School Students Mexican Americans Peer Acceptance Qualitative Research Racial Bias Spanish Speaking Urban Youth Holleran, Lori K. Journal Articles Reports - Research Institutional Discrimination Internal Colonialism United States (Southwest) ISSN-0739-9863 English A study examined young Mexican Americans' perspectives concerning their own ethnicity. Observations and focus groups with 30 Mexican American youths from a Southwest barrio indicate that respondents used racial terms to understand acculturation differences. Intense negative feelings were expressed about less- acculturated, Spanish-speaking individuals. Respondents had strong connections with both contemporary youth culture and traditional culture. (Contains 47 references.) (TD) EJ678231 Mexican American Youth of the Southwest Borderlands: Perceptions of Ethnicity, Acculturation, and Race. Hispanic Journal of Behavioral Sciences v25 n3 p352-69 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Affective Measures Depression (Psychology) Dominicans Elementary Education Hispanic Americans Loneliness Preadolescents Puerto Ricans Test Reliability Test Validity Urban Youth Storch, Eric A. Eisenberg, Philip S. Roberti, Jonathan W. Barlas, Mitchell E. Journal Articles Reports - Research New York (New York) Social Anxiety New York (New York) ISSN-0739-9863 English A study examined the psychometric properties of the Social Anxiety Scale for Children--Revised (SASC-R) in a sample of 159 predominantly Dominican and Puerto Rican fifth- and sixth-grade students from New York City. Findings provided initial support for SASC-R reliability and validity in Hispanic children. Convergent validity was supported by moderately positive relations with self-reported depressive symptomatology and loneliness. (Contains 33 references.) (TD) EJ678232 Reliability and Validity of the Social Anxiety Scale for Children--Revised for Hispanic Children. Hispanic Journal of Behavioral Sciences v25 n3 p411-22 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Children Educational Attainment Family Structure Minority Groups Nonmetropolitan Areas Older Adults One Parent Family Poverty Regional Characteristics Rural Urban Differences Rural Youth Welfare Services Jolliffe, Dean Journal Articles Reports - Research English During the 1990s, the poverty rate in nonmetropolitan areas declined to a record low of 13.4 percent. Drawing on census data, aspects of nonmetro poverty during the 1990s are outlined, including effects of urbanization, regional differences, racial and ethnic differences, importance of family structure, needs for assistance and human services, child poverty rates, educational attainment of the poor, and differences in the depth of poverty. (SV) EJ678233 Nonmetro Poverty: Assessing the Effect of the 1990s. Amber Waves v1 n4 p30-37 Sep 2003 2003-00-00 For full text: http://www.ers.usda.gov/Amberwaves/September03/. N/A 2004 7/11/2004 11:56:32 CIJMAY2004

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No Communication (Thought Transfer) Discourse Analysis Elementary Secondary Education Instructional Materials Mathematics Instruction Proof (Mathematics) Teaching Methods Thinking Skills Herbst, Patricio Chazan, Daniel Journal Articles Reports - Research ISSN-0228-0671 English Describes disposition designed to provide students with some of the substance of proof as an element of the practical rationality invested in engaging students in proving. Discusses how video episodes enhance chances of eliciting the practical rationality of mathematics teaching and how these records and artifacts function in the context of a conversation among practitioners. (KHR) EJ678234 Exploring the Practical Rationality of Mathematics Teaching through Conversations about Videotaped Episodes: The Case of Engaging Students in Proving. For the Learning of Mathematics v23 n1 p2-14 Mar 2003 2003-00-00 T 2004 7/11/2004 11:56:33 CIJMAY2004

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No Curriculum Design Foreign Countries Higher Education Lecture Method Mathematics Instruction Student Interests Teaching Methods Rodd, Melissa Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0228-0671 English Explains why mathematics lectures have a special role in stimulating the imagination and why attending lectures has a significant role in inducting students into their university's mathematical community. (KHR) EJ678235 Witness as Participation: The Lecture Theater as Site for Mathematical Awe and Wonder. For the Learning of Mathematics v23 n1 p15-21 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Affective Behavior Attitudes Discourse Analysis Higher Education Learning Strategies Mathematics Activities Mathematics Instruction Handa, Yuichi Journal Articles Reports - Research ISSN-0228-0671 English Investigates the heart of the experience of mathematical engagement and the meaning derived from such activities. Analyzes dialogue between five people, two of whom are professional mathematicians, another two who are graduate students in either engineering or education, and one who lacks advanced mathematical training but maintains a positive attitude toward mathematics. (KHR) EJ678236 A Phenomenological Exploration of Mathematical Engagement: Approaching an Old Metaphor Anew. For the Learning of Mathematics v23 n1 p22-29 Mar 2003 2003-00-00 T 2004 7/11/2004 11:56:33 CIJMAY2004

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No Discourse Analysis Foreign Countries Higher Education Mathematics Instruction Mathematics Teachers Professional Development Sanchez, Jose M. Chamoso Journal Articles Reports - Descriptive Spain Spain ISSN-0228-0671 English Presents a dialogue between two mathematics teachers of different nationalities formulated around three points: (1) student role; (2) teacher role; and (3) how dialogue may be understood as a medium for teaching. Offers some conclusions on which this form of teaching may be based. (KHR) EJ678237 Considering Dialogue as a Social Instrument in the Mathematics Class. For the Learning of Mathematics v23 n1 p30-40 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Apathy Elementary Secondary Education General Mathematics Mathematics Curriculum Mathematics Instruction Davis, Philip J. Journal Articles Opinion Papers ISSN-0228-0671 English Discusses public indifference and student ignorance toward mathematics in the U.S. Presents a basic core of mathematics knowledge that everyone should know. (KHR) EJ678238 Mathematics Is Not Required. For the Learning of Mathematics v23 n1 p41-42 Mar 2003 2003-00-00 T 2004 7/11/2004 11:56:34 CIJMAY2004

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No Curriculum Development Elementary Secondary Education Interdisciplinary Approach Mathematical Applications Mathematical Models Mathematics Education Relevance (Education) Copes, Larry Journal Articles Opinion Papers ISSN-0228-0671 English Discusses the meaning of the phrase "mathematics is everywhere." Introduces the book "Reconstructing School Mathematics: Problems with Problems and the Real World", written by Stephen Brown, which emphasizes mathematical modeling and the connection between mathematics and students' lives. (KHR) EJ678239 Problems in the Real World of Mathematics Education. For the Learning of Mathematics v23 n1 p43-46 Mar 2003 2003-00-00 T 2004 7/11/2004 11:56:34 CIJMAY2004

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No Concept Formation Higher Education Mathematics Education D'Amore, Bruno Journal Articles Reports - Descriptive ISSN-0228-0671 French Inspired by the studies of pioneer Raymond, aims to redraw and make obvious the different hypotheses explaining missed devolvement. Supports research on the notions of concept and object in mathematics. (KHR) EJ678240 La Complexite de la Noetique en Mathematiques ou les Raisons de la Devolution Manquee. For the Learning of Mathematics v23 n1 p47-51 Mar 2003 2003-00-00 T 2004 7/11/2004 11:56:34 CIJMAY2004

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No Cognitive Development Concept Formation Curriculum Development Early Childhood Education Elementary Education Geometric Concepts Geometry Mathematics Education Measurement Thinking Skills Clements, Douglas H. Sarama, Julie Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Describes young children's thinking about geometric shapes and discusses implications for teaching and learning. (KHR) EJ678241 Young Children's Ideas about Geometric Shapes. Teaching Children Mathematics v6 n8 p482-88 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:35 CIJMAY2004

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No Curriculum Design Elementary Education Mathematicians Mathematics Instruction Mathematics Teachers Professional Development Teacher Education Programs Teaching Methods Jensen, Carla Whitehouse, Tamara Coulehan, Rachael Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1073-5836 English Describes how two elementary school teachers changed their approach to teaching mathematics after learning about the work of mathematicians. (KHR) EJ678242 Engaging Children in the Work of Mathematicians. Teaching Children Mathematics v6 n8 p490-95 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:35 CIJMAY2004

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No Educational Change Educational Principles Educational Quality Elementary Secondary Education Mathematics Education National Standards Journal Articles Opinion Papers National Council of Teachers of Mathematics ISSN-1073-5836 English Describes how "Principles and Standards for School Mathematics" was developed and its highlights. (KHR) EJ678243 Shaping the Standards: "Higher Standards for Our Students, Higher Standards for Ourselves." Teaching Children Mathematics v6 n8 p498-99 Apr 2000 2000-00-00 T 2004 2016-11-21

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No Elementary Education Instructional Materials Mathematics Activities Mathematics Instruction Number Concepts Problem Solving Damjanovich, Mary Lou Martain, Jane S. Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents activities that focus on number sense. (KHR) EJ678244 Notable Numbers. Teaching Children Mathematics v6 n8 p504-05 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:35 CIJMAY2004

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No Curriculum Design Elementary Education Experiential Learning Geometric Concepts Geometry Mathematics Activities Mathematics Instruction Thinking Skills Welchman, Rosamond Urso, Josephine Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Emphasizes the importance of children exploring hands-on and minds-on mathematics. Presents a midpoint shape activity for students to explore the midpoint shape of familiar quadrilaterals, such as squares and rectangles. (KHR) EJ678245 Midpoint Shapes. Teaching Children Mathematics v6 n8 p506-09 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:36 CIJMAY2004

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No Elementary Education Instructional Materials Mathematics Activities Mathematics Instruction Problem Solving Student Motivation Word Problems (Mathematics) Olson, Melfried Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents the stair skipping problem to foster improved communication among mathematics teachers. (KHR) EJ678246 Stair Skipping. Teaching Children Mathematics v6 n8 p511-12 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:36 CIJMAY2004

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No Elementary Education Learning Strategies Mathematics Education Probability Problem Solving Thinking Skills Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Presents student responses to the "The Darts, Anyone?" problem that appeared in the May, 1999 issue of this journal. The problem concerned finding possible scores on dart rings. (KHR) EJ678247 Responses to the Darts, Anyone? Problem. Teaching Children Mathematics v6 n8 p513-15 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:36 CIJMAY2004

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No Arithmetic Childrens Literature Computation Division Elementary Education Instructional Materials Interdisciplinary Approach Mathematical Applications Mathematics Instruction Moyer, Patricia Seray Guides - Classroom - Teacher Journal Articles ISSN-1073-5836 English Explores the concept of partitive division in a 4th grade class. Uses students' concrete and pictorial representations to examine the mathematics in a story. (KHR) EJ678248 "A Remainder of One": Exploring Partitive Division. Teaching Children Mathematics v6 n8 p517-21 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:36 CIJMAY2004

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No Communication (Thought Transfer) Discourse Analysis Elementary Education Mathematics Activities Mathematics Instruction Probability Teaching Methods Edwards, Thomas G. Hensien, Sarah M. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1073-5836 English Describes how three experiments suitable for upper-elementary students can be used to foster classroom discourse in which students begin to explore probability. (KHR) EJ678249 Using Probability Experiments To Foster Discourse. Teaching Children Mathematics v6 n8 p524-29 Apr 2000 2000-00-00 T 2004 7/11/2004 11:56:37 CIJMAY2004

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No Graphing Calculators Mathematics Activities Mathematics Education Mathematics Instruction Middle Schools Number Concepts Patterns in Mathematics Teaching Methods Edwards, Thomas G. Guides - Classroom - Teacher Journal Articles ISSN-1072-0839 English Presents activities to find Pythagorean triples using the TI-83, a graphing calculator. (KHR) EJ678250 Pythagorean Triples Served for Dessert. Mathematics Teaching in the Middle School v5 n7 p420-23 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:37 CIJMAY2004

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No Educational Change Gender Issues Mathematics Activities Mathematics Education Mathematics Teachers Middle Schools Student Interests Youth Clubs Karp, Karen S. Niemi, Rhonda C. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1072-0839 English Introduces a math club for girls developed by a middle school teacher designed to encourage more girls to become engaged in mathematics. Describes the background of this project, programs included in the project, and parent reactions toward the program. (KHR) EJ678251 The Math Club for Girls and Other Problem Solvers. Mathematics Teaching in the Middle School v5 n7 p426-32 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:37 CIJMAY2004

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No Concept Formation Curriculum Development Elementary Education Evaluation Mathematics Instruction Statistics Zawojewski, Judith S. Shaughnessy, J. Michael Guides - Classroom - Teacher Journal Articles ISSN-1072-0839 English Analyzes National Assessment of Education Progress (NAEP) items to assess student understanding of spread as well as center, such as mean and median. Discusses implications for teaching statistics in 5th and 6th grade mathematics. (KHR) EJ678252 Mean and Median: Are They Really So Easy? Mathematics Teaching in the Middle School v5 n7 p436-40 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:37 CIJMAY2004

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No Algebra Curriculum Development Educational Change Grade 8 Mathematics Education Middle Schools Teaching Methods Technology Education Thinking Skills Star, Jon R. Herbel-Eisenmann, Beth A. Smith, John P., III Journal Articles Reports - Descriptive ISSN-1072-0839 English Examines 8th grade units from the Connected Mathematics Project (CMP). Identifies differences in older and newer conceptions, fundamental objects of study, typical problems, and typical solution methods in algebra. Also discusses where the issue of what is new in algebra is relevant to many other innovative middle school curricula. (KHR) EJ678253 Algebraic Concepts: What's Really New in New Curricula? Mathematics Teaching in the Middle School v5 n7 p446-51 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:38 CIJMAY2004

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No Instructional Materials Learning Strategies Mathematics Education Middle Schools Problem Solving Word Problems (Mathematics) Sherard, Hamp Guides - Classroom - Teacher Journal Articles ISSN-1072-0839 English Presents responses to a problem that appeared in the April, 1999 issue of this journal. The problem involves finding kite heights compared to each other. (KHR) EJ678254 The Kite Contest. Mathematics Teaching in the Middle School v5 n7 p454-55 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:38 CIJMAY2004

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No Data Analysis Elementary Secondary Education Instructional Materials Mathematical Applications Mathematics Activities Mathematics Instruction Problem Solving Statistics Johnson, Art Guides - Classroom - Teacher Journal Articles ISSN-1072-0839 English Presents activity pages containing world population data for students to use to predict future population figures and Consumer Price Index (CPI) data to track changes in the costs of the goods. Includes answer key. (KHR) EJ678255 Now and Then: Community Planning through Data Analysis. Mathematics Teaching in the Middle School v5 n7 p458-64 Mar 2000 2000-00-00 T 2004 7/11/2004 11:56:38 CIJMAY2004

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No Educational Change Elementary Secondary Education Mathematics Education National Standards Journal Articles Opinion Papers National Council of Teachers of Mathematics ISSN-1072-0839 English Reports on what proved to be one of the more challenging issues raised by the feedback to "Principles and Standards for School Mathematics: Discussion Draft" and how the writers used that feedback to create a more effective final document. (KHR) EJ678256 Shaping the Standards: The Growth of Mathematical Ideas. Mathematics Teaching in the Middle School v5 n7 p466,468 Mar 2000 2000-00-00 T 2004 2016-11-21

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No Educational Change Educational Cooperation Educational Trends Engineering Education Higher Education Partnerships in Education Science Education Maffioli, Francesco Augusti, Giuliano Journal Articles Reports - Evaluative ISSN-0304-3797 English The 'Bologna Process' promotes fundamental changes throughout European higher education. The EC 'Tuning' project was set up to investigate the feasibility of this process. Summarizes the final report of the Engineering Synergy Group which examined the 'tuning' of engineering education (EE), taking advantage of the work of previous and current thematic networks such as H3E, EUCEET and E4. (Author/SOE) EJ678257 Tuning Engineering Education into the European Higher Education Orchestra. European Journal of Engineering Education v28 n3 p251-73 Sep 2003 2003-00-00 T 2004 7/11/2004 11:56:39 CIJMAY2004

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No Concept Formation Engineering Education Foreign Countries Higher Education Knowledge Base for Teaching Pedagogical Content Knowledge Science Education Teacher Evaluation Teacher Surveys Viiri, Jouni Journal Articles Reports - Research Finland Finland ISSN-0304-3797 English Examines the essential characteristics of engineering teachers' pedagogical content knowledge by studying teachers' conceptions of their students' ideas of moment. Finds that although teachers originally appeared to be familiar with their students' conceptions, they were rather astonished by the general pattern of student thinking. (Author/SOE) EJ678258 Engineering Teachers' Pedagogical Content Knowledge. European Journal of Engineering Education v28 n3 p353-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Reactions Chemistry Demonstrations (Science) Higher Education Science Experiments Science Instruction Scientific Concepts Secondary Education Kitson, Trevor M. Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Presents an experiment that is quick and easy to prepare, visually striking, and amusing to students. Relates to several key chemical concepts including polarity, intermolecular forces, solubility, and spectrophotometry. (Author/NB) EJ678259 Purple or Colorless--Which Way Up? An Entertaining Solubility Demonstration. Journal of Chemical Education v80 n8 p892-93 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:39 CIJMAY2004

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No Chemistry Demonstrations (Science) Higher Education Mnemonics Science Activities Science Instruction Secondary Education Teaching Methods Mabrouk, Suzanne T. Guides - Classroom - Teacher Journal Articles Periodic Table ISSN-0021-9584 English Presents an interactive method for using the periodic table as an effective mnemonic for writing electronic configurations. Discusses the intrinsic relevance of configurations to chemistry by building upon past analogies. Addresses pertinent background information, describes the hands-on method, and demonstrates its use. Transforms the traditional lecture on atomic structure from being dry and boring to something engaging and interesting. (Author/NB) EJ678260 The Periodic Table as a Mnemonic Device for Writing Electronic Configurations. Journal of Chemical Education v80 n8 p894-98 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Chemistry College Freshmen Critical Thinking Higher Education Thinking Skills Writing (Composition) Writing Across the Curriculum Oliver-Hoyo, Maria T. Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Describes the design of an exercise to foster critical thinking skills in a freshman chemistry course. Emphasizes practical issues involved in the use and implementation of the rubric to promote critical thinking. The intellectual standards that define critical thinking skills are embedded in the rubric. (Author/NB) EJ678261 Designing a Written Assignment To Promote the Use of Critical Thinking Skills in an Introductory Chemistry Course. Journal of Chemical Education v80 n8 p899-903 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:40 CIJMAY2004

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No Chemistry Communication (Thought Transfer) Higher Education Science Activities Thinking Skills Undergraduate Study Writing (Composition) Whelan, Rebecca J. Zare, Richard N. Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Presents a variety of activities, assignments, and mentoring structures to address the challenges of teaching writing while at the same time delivering analytical chemistry content. Emphasizes the importance of students being able to communicate in the language of their chosen field. (Author/NB) EJ678262 Teaching Effective Communication in a Writing-Intensive Analytical Chemistry Course. Journal of Chemical Education v80 n8 p904-06 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:40 CIJMAY2004

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No Equations (Mathematics) Higher Education Physical Chemistry Quantum Mechanics Science Instruction Teaching Methods Pronchik, Jeremy N. Williams, Brian W. Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Describes an alternative approach to finding exactly solvable, one-dimensional quantum mechanical potentials. Differs from the usual approach in that instead of starting with a particular potential and seeking solutions to the related Schrodinger equations, it begins with known solutions to second-order ordinary differential equations and seeks to convert these to the Schrodinger form. (Author/NB) EJ678263 Exactly Solvable Quantum Mechanical Potentials: An Alternative Approach. Journal of Chemical Education v80 n8 p918-26 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:40 CIJMAY2004

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No Chemistry Higher Education Scientific Concepts Secondary Education Cronyn, Marshall W. Guides - Classroom - Teacher Journal Articles Hydrogen Periodic Table ISSN-0021-9584 English Discusses the proper place for hydrogen in the periodic table. (NB) EJ678264 The Proper Place for Hydrogen in the Periodic Table. Journal of Chemical Education v80 n8 p947-51 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Reactions Chemistry Classroom Techniques College Freshmen Demonstrations (Science) Educational Technology Higher Education Science Instruction Teaching Methods Videotape Recordings Laroche, Lyubov Hoffman Wulfsberg, Gary Young, Barbara Journal Articles Reports - Research ISSN-0021-9584 English Recommends using educational technology to present images of chemical reactions to students instead of doing time-consuming live demonstrations. Uses a VCR to show hazardous chemical reactions, give instructions to organize students into groups, think about data, draw conclusions, and design an experiment. Reports that the quality of learning from videos compares with that of live demonstration-discussion presentations and improves student performance. (Author/NB) EJ678265 Discovery Videos: A Safe, Tested, Time-Efficient Way to Incorporate Discovery-Laboratory Experiments into the Classroom. Journal of Chemical Education v80 n8 p962-66 Aug 2003 2003-00-00 T 2004 7/11/2004 11:56:41 CIJMAY2004

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No Chemistry Higher Education Science History Science Instruction Scientific Concepts Symbols (Mathematics) Jensen, William B. Guides - Classroom - Teacher Journal Articles Gases ISSN-0021-9584 English Investigates the origins of the universal gas constant R and presents an historical perspective. (SOE) EJ678266 The Universal Gas Constant "R." Journal of Chemical Education v80 n7 p731-32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Awards Higher Education Molecular Structure Professional Recognition Science History Science Instruction Scientific Research Scientists Jensen, William P. Palenik, Gus J. Suh, Il-Hwan Guides - Classroom - Teacher Journal Articles Nobel Prizes ISSN-0021-9584 English Discusses the importance of complex molecular structures. Emphasizes their individual significance through examination of the Nobel Prizes of the 20th century. Highlights prizes awarded to Conrad Rontgen, Francis H.C. Crick, James D. Watson, Maurice H.F. Wilkins, and others. (SOE) EJ678267 The History of Molecular Structure Determination Viewed through the Nobel Prizes. Journal of Chemical Education v80 n7 p753-61 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Chemistry Demonstrations (Science) Hands on Science Higher Education Safety Education Science Activities Science Instruction Secondary Education Student Motivation Hartman, Nicholas T. Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Describes an alternative method for exploding hydrogen balloons as a classroom demonstration. Uses the method of igniting the balloons via an electronic match. Includes necessary materials to conduct the demonstration and discusses potential hazards. (SOE) EJ678268 Ignition of Hydrogen Balloons by Model-Rocket-Engine Igniters. Journal of Chemical Education v80 n7 p774-75 Jul 2003 2003-00-00 T 2004 7/11/2004 11:56:42 CIJMAY2004

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No Chemistry Energy Heat Higher Education Science Instruction Scientific Concepts Secondary Education Temperature Thermodynamics Petursson, Sigthor Guides - Classroom - Teacher Journal Articles ISSN-0021-9584 English Identifies practical ways to introduce students to thermodynamic concepts, such as heat and mechanical energy. Introduces three different energy transformations that everyone should be able to envisage. (SOE) EJ678269 Three Forms of Energy. Journal of Chemical Education v80 n7 p776-78 Jul 2003 2003-00-00 T 2004 7/11/2004 11:56:42 CIJMAY2004

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No Comprehension Higher Education Organic Chemistry Science Education Student Motivation Pungente, Michael D. Badger, Rodney A. Guides - Classroom - Teacher Journal Articles Blooms Taxonomy ISSN-0021-9584 English Suggests that most students approach organic chemistry classes with a certain amount of apprehension and try to just manage or memorize the material rather than understand it. Recommends the use of Bloom's taxonomy as a way to increase comprehension and gives an example of how to use it in an organic chemistry classroom. (SOE) EJ678270 Teaching Introductory Organic Chemistry: 'Blooming' beyond a Simple Taxonomy. Journal of Chemical Education v80 n7 p779-84 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Higher Education Organic Chemistry Science Education Student Evaluation Hodges, Linda C. Harvey, Lilia C. Journal Articles Reports - Descriptive SOLO Taxonomy ISSN-0021-9584 English Describes the use of a standardized instrument, the Structure of Observed Learning Outcomes (SOLO) taxonomy, in an organic chemistry course at a small liberal arts college for women. Concludes that the method is a powerful tool for analyzing points of difficulty in student learning and following student progress in the understanding of particular ideas. (SOE) EJ678271 Evaluation of Student Learning in Organic Chemistry Using the SOLO Taxonomy. Journal of Chemical Education v80 n7 p785-87 Jul 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Constructivism (Learning) Higher Education Imitation Modeling (Psychology) Preservice Teachers Science Instruction Teacher Education Teaching Methods Phelps, Amy J. Lee, Cherin Journal Articles Reports - Research ISSN-0021-9584 English Notes that beginning teachers mimic the teaching of their college instructors; however, not many of the strategies students observe and mimic are supported by recent reform efforts. Proposes that college and university science instructors must recognize their impact on science teacher education and adjust their strategies to be consistent with the constructivist philosophy of learning. (SOE) EJ678272 The Power of Practice: What Students Learn from How We Teach. Journal of Chemical Education v80 n7 p829-32 Jul 2003 2003-00-00 T 2004 7/11/2004 11:56:43 CIJMAY2004

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No Adult Education Citizenship Comparative Education Cooperation Culture Democracy Foreign Countries Free Enterprise System Global Approach Income Poverty Teaching Methods Teaching Styles Team Teaching Welfare Services Jarvis, Peter Journal Articles Reports - Descriptive Finland Germany United Kingdom Finland Germany United Kingdom ISSN-0305-7925 English Argues that globalization is undermining the state. Calls for a reconsideration of the concept of citizenship. Points out that adult education has traditionally stood outside the institutionalized education sector and has served a more democratic and radical function. Claims that as adult education becomes institutionalized it will lose this function. (CAJ) EJ678273 Globalisation, Citizenship and the Education of Adults in Contemporary European Society. Compare v32 n1 p5-19 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Citizenship Comparative Education Disability Discrimination Discourse Analysis Ethics Feminism Folk Culture Foreign Countries Gender Issues Global Approach Governance Government (Administrative Body) Government Role Higher Education Inclusive Schools Racial Discrimination Sex Discrimination Social Behavior Preece, Julia Journal Articles Reports - Descriptive Europe ISSN-0305-7925 English Offers a critical appraisal of citizenship and governance in relation to gender, disability, and race. Argues for a broader more inclusive ethical definition of active citizenship. Identifies different ways in which citizenship is portrayed and learned through texts, schooling, family, tradition, and social behaviors. Analyzes attempts to redefine citizenship. (CAJ) EJ678274 Feminist Perspectives on the Learning of Citizenship and Governance. Compare v32 n1 p21-33 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Apartheid Citizen Participation Comparative Education Decentralization Democracy Foreign Countries Participative Decision Making Public Policy School Involvement School Organization Sayed, Yusuf Journal Articles Reports - Descriptive South Africa South Africa ISSN-0305-7925 English Explores the concept of decentralization within South Africa. Examines the policy impact of participation and democratization in relation to the powers and functions of school governing bodies. Concludes by considering the gap between rhetoric and practice in relation to attempts to entrench democracy and participation at the school level. (CAJ) EJ678275 Democratising Education in a Decentralised System: South African Policy and Practice. Compare v32 n1 p35-46 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Citizenship Colonialism Comparative Education Democratic Values Educational Administration Educational Change Elementary Secondary Education Foreign Countries Higher Education Imperialism Preschool Education Religious Education Pritchard, Rosalind M. O. Journal Articles Reports - Descriptive East Germany Empirical Research West Germany East Germany West Germany ISSN-0305-7925 English Argues that during German unification reform structures and ideas were not forced on the German Democratic Republic (GDR). Notes that a divided secondary school structure replaced the GDR unified school, but that was by request. Reveals that the East German's well-developed, pre-school education and childcare system was copied by West Germany. (CAJ) EJ678276 Was East German Education a Victim of West German "Colonisation" after Unification? Compare v32 n1 p47-59 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Comparative Education Democracy Democratic Values Economic Change Educational Change Elementary School Curriculum Elementary Secondary Education Ethnic Groups Foreign Countries Global Approach Higher Education Multicultural Education Official Languages Parent Empowerment Participative Decision Making Principals Public Policy School Personnel Secondary School Curriculum Social Influences Teacher Empowerment Textbooks Law, Wing-Wah Journal Articles Reports - Descriptive China Taiwan China Taiwan ISSN-0305-7925 English Argues that democratisation, localization, and national identity are indivisible in Taiwan. Explains that social pressure groups, teachers, and parents are empowered in policy making processes, while the power of school officials to respond to these groups is limited. Discusses the role of school curriculum in promoting ethnic cultures and identities. (CAJ) EJ678277 Education Reform in Taiwan: A Search for a "National" Identity through Democratisation and Taiwanisation. Compare v32 n1 p61-81 Mar 2002 2002-00-00 N/A 2004 2016-11-23

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No Bilingual Teachers Citizenship Comparative Education Cultural Awareness Cultural Influences Foreign Countries Higher Education Language Teachers Models Multicultural Education Second Language Instruction Teacher Attitudes Teacher Characteristics Teacher Role Teaching Methods Arthur, Lore Journal Articles Reports - Descriptive Germany United Kingdom Germany United Kingdom ISSN-0305-7925 English Examines whether native speakers of German have different attitudes toward their own culture and other cultures than native speakers of English who teach German as a second language. Discusses the extent personal background influences classroom language teaching. Questions the meaning of the concept of citizenship in teachers' personal and professional lives. (CAJ) EJ678278 Precarious Relationships: Perceptions of Culture and Citizenship among Teachers of German. Compare v32 n1 p83-93 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Adult Education Citizenship Citizenship Education Comparative Education Economics Education Work Relationship Foreign Countries Income Justice Public Policy Social Attitudes Unions Vocational Education Fischer, Maria Clara Bueno Hannah, Janet Journal Articles Reports - Descriptive Latin America Brazil Brazil ISSN-0305-7925 English Discusses an initiative by the Brazilian Metalworkers Union that integrates vocational training with the construction of a new citizenship. Claims this initiative transcends traditional Latin American adult education models of human resource training and popular education. Stresses the program is an example of integrated education and training for civil society. (CAJ) EJ678279 (Re)-Constructing Citizenship: The Programa Integrar of the Brazilian Metalworkers' Union. Compare v32 n1 p95-106 Mar 2002 2002-00-00 N/A 2004 2016-11-21

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No Catholic Schools Catholics Comparative Education Cultural Influences Education Educational Administration Foreign Countries Health Higher Education Medical Services Psychological Services Religion Religious Cultural Groups Schools Social Differences Social Services Values Vanderstraeten, Raf Journal Articles Reports - Descriptive Belgium Netherlands Belgium Netherlands ISSN-0305-7925 English Discusses research on Catholic pillarization. Argues that some European countries are internally divided into blocks of different religions and political persuasions. Outlines the success of the pillars in the areas of education and healthcare. Stresses that other social sectors which function impersonally are not influenced by the pillars. (CAJ) EJ678280 Cultural Values and Social Differentiation: The Catholic Pillar and Its Education System in Belgium and The Netherlands. Compare v32 n2 p133-48 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Adult Basic Education Adult Literacy Adult Reading Programs Comparative Education Continuing Education Curriculum Development Foreign Countries Literacy Education Qualitative Research Skill Development Training Rogers, Alan Journal Articles Reports - Descriptive India India ISSN-0305-7925 English Surveys the work accomplished in post-literacy in India as part of the National Literacy Mission. Argues that post-literacy has become an arena of struggle between individual and group goals. Uses interviews and discussions to explore this field. Outlines the concerns being voiced in India about adult literacy learning. (CAJ) EJ678281 Post-literacy and Second State Adult Learning in India. Compare v32 n2 p149-79 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Comparative Education Economics Educational Finance Educational Vouchers Elementary Secondary Education Enrollment Foreign Countries Grants Political Issues Racial Segregation School Choice Socioeconomic Status Narodowski, Mariano Journal Articles Reports - Descriptive Argentina Argentina ISSN-0305-7925 English Reviews the case of school choice in Argentina, in view of recent research on socioeconomic segregation in the educational system. Reveals that Argentina has neither demand subsidy programs or voucher systems. Argues that Argentina's strong regulations encourage parents with greater economic or political capacity to choose how their children are educated. (CAJ) EJ678282 Socio-economic Segregation in the Argentine Education System: School Choice without Vouchers. Compare v32 n2 p181-91 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Comparative Education Curriculum Development Educational Change Educational Trends Foreign Countries Free Enterprise System Higher Education Second Language Instruction Teacher Education Hare, Peter Thomas, Harold Journal Articles Reports - Descriptive China European Union Mongolia World Bank China European Union Mongolia ISSN-0305-7925 English Examines experiences of an English language teaching project at the Inner Mongolia Teacher University (China). Considers the effect of higher education reform processes on teacher education at Inner Mongolia. Presents these reforms in context of international trends in higher education over the past decade and more specific reforms happening in China. (CAJ) EJ678283 Reforms in Chinese Higher Education and Their Effect on Teacher Education in Inner Mongolia. Compare v32 n2 p193-203 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Active Learning Child Behavior Classroom Environment Comparative Education Democratic Values Educational Change Elementary School Curriculum Ethnicity Females Foreign Countries Gender Issues Grade 1 Grade 2 Males Primary Education Reading Achievement Rural Areas Rural Education Rural Schools Small Group Instruction Student Participation de Baessa, Yetilu Chesterfield, Ray Ramos, Tanya Journal Articles Reports - Descriptive Guatemala Guatemala ISSN-0305-7925 English Examines differences in democratic behavior of children of different gender and ethnicity attending traditional rural primary schools and those attending rural schools with experimental active learning programs. Shows children in active learning programs engage in more democratic behaviors. Relates this to small group activities. Notes this leads to higher reading achievement. (CAJ) EJ678284 Active Learning and Democratic Behavior in Guatemalan Rural Primary Schools. Compare v32 n2 p205-18 Jun 2002 2002-00-00 N/A 2004 2016-11-23

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No Classroom Environment Comparative Education Educational Change Elementary Schools Foreign Countries Program Implementation Research Reports Second Language Instruction Teacher Role Teaching Conditions O'Sullivan, Margo C. Journal Articles Reports - Descriptive Empirical Research Namibia South Africa Namibia South Africa ISSN-0305-7925 English Discusses a three year research study in Namibia. Suggests that the failure of policy makers to take into account teaching conditions led to teachers' inability to implement English language teaching reforms. Explores objective and subjective classroom reality implementation factors. Provides guidelines from which to draw conclusions. (CAJ) EJ678285 Reform Implementation and the Realities within which Teachers Work: A Namibian Case Study. Compare v32 n2 p219-37 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Academic Achievement Age Age Grade Placement Biology Comparative Education Educational Administration Elementary Education Foreign Countries Groups Individual Psychology Mixed Age Grouping Sharp, Caroline Hutchison, Dougal Keys, Wendy Journal Articles Reports - Descriptive Wales England United Kingdom (England) United Kingdom (Wales) ISSN-0305-7925 English Responds to article "Comparing School Systems to Explain Enduring Birth Date Effects". Addresses article in relation to England and Wales. Refutes argument that selective promotion is a mechanism for the continuation of the birth effect in schools. Agrees that this phenomenon is worthy of further research. (CAJ) EJ678286 Comparing School Systems To Explain Enduring Birth Date Effects: A Response to McDonald (2001). Compare v32 n2 p239-41 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Accountability Comparative Education Democracy Democratic Values Developing Nations Field Studies Foreign Countries Institutional Characteristics Parent Participation Primary Education School Choice Social Development Suzuki, Ikuko Journal Articles Reports - Descriptive Uganda Uganda ISSN-0305-7925 English Explores parental participation in school governance utilizing data obtained from field research in Uganda. Argues that parent perceptions of the accountability of the school affect the way they participate in education. Indicates that accountability is one of the crucial factors for realizing local democracy through decentralization. (CAJ) EJ678287 Parental Participation and Accountability in Primary Schools in Uganda. Compare v32 n2 p243-59 Jun 2002 2002-00-00 N/A 2004 2016-11-21

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No Comparative Education Development Communication Developmental Programs Global Approach Higher Education Information Dissemination Information Utilization International Cooperation Policy Analysis Private Agencies Public Agencies Social Science Research Supply and Demand Theory Practice Relationship Stone, Diane Journal Articles Reports - Descriptive Knowledge Linkers ISSN-0305-7925 English Addresses the use of policy research in the social sciences and the dilemmas encountered by development agencies and researchers in communicating and making use of that research. Outlines twelve perspectives on improving research and policy linkages. Places these perspectives into three categories: (1) supply-side, (2) demand-led, and (3) policy currents. (CAJ) EJ678288 Using Knowledge: The Dilemmas of "Bridging Research and Policy." Compare v32 n3 p285-96 Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Communications Comparative Education Developing Nations Educational Development Higher Education Information Management Information Utilization International Cooperation International Organizations Public Policy Socioeconomic Influences Tilak, Jandhyala B. G. Journal Articles Reports - Descriptive Knowledge Management World Bank Knowledge Development ISSN-0305-7925 English Describes features of the emerging knowledge society, its relationship with education, role of international organizations in knowledge development and management, and the need for knowledge based aid policies. Suggests that knowledge development is the responsibility of governments in developing nations, while knowledge management could be tasked to international aid organizations. (CAJ) EJ678289 Knowledge Society: Education and Aid. Compare v32 n3 p297-310 Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Agency Cooperation Cognitive Structures Communications Comparative Education Economic Development Foreign Countries Global Approach Information Technology International Cooperation International Organizations Organizational Development Primary Education King, Kenneth Journal Articles Reports - Descriptive Organisation for Economic Cooperation Development World Bank Africa Asia Knowledge Development Africa Asia ISSN-0305-7925 English Examines the tensions and debates at the heart of the World Bank's desire to become a knowledge agency. Discusses implications of the Bank's changing priorities towards education, trade-off between knowledge sharing versus knowledge development, and use of information and communications technology to create a global knowledge hypermarket called the development gateway. (CAJ) EJ678290 Banking on Knowledge: The New Knowledge Projects of the World Bank. Compare v32 n3 p311-26 Oct 2002 2002-00-00 N/A 2004 2016-11-23

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No Agency Cooperation Cognitive Structures Communications Comparative Education Developing Nations Developmental Programs Economic Development Foreign Countries Higher Education Information Networks Information Technology International Cooperation International Organizations Internet Organizational Development Wilks, Alex Journal Articles Reports - Descriptive Knowledge Bases World Bank ISSN-0305-7925 English Examines the World Bank Internet initiative, the Development Gateway. Describes the importance of the Bank as a knowledge bank and the threats posed by the Internet to its near monopoly of development thinking. Argues that the initiative reveals biases and misunderstandings in the World Bank's approach to knowledge for development. (CAJ) EJ678291 From the Adam Smith Institute to the Zapatistas: An Internet Gateway to all Development Knowledge. Compare v32 n3 p327-37 Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Agency Cooperation Comparative Education Culture Developing Nations Developmental Programs Foreign Countries Higher Education Indigenous Knowledge International Cooperation International Organizations Japanese Culture Organizational Development Social Values Sawamura, Nobuhide Journal Articles Reports - Descriptive Knowledge Bases Japan Japan ISSN-0305-7925 English Examines the contribution Japan can make to major debates about development and aid. Discusses Japan's history of development and aid receipt. Argues that it is important to understand the crucial role played by Japanese cultural values. Emphasizes that the Japanese tradition of understanding knowledge is different from other aid providing countries. (CAJ) EJ678292 Local Spirit, Global Knowledge: A Japanese Approach to Knowledge Development in International Cooperation. Compare v32 n3 p339-48 Oct 2002 2002-00-00 N/A 2004 2016-11-21

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No Communications Comparative Education Development Communication Foreign Countries Higher Education Information Management Information Technology International Cooperation International Organizations Organizational Development Public Agencies McGrath, Simon Journal Articles Reports - Descriptive World Bank Great Britain Knowledge Bases Knowledge Development Knowledge Management United Kingdom (Great Britain) ISSN-0305-7925 English Highlights some unresolved tensions emerging from the knowledge agency area of interest. Focuses on Great Britain's Department for International Development (DFID). Discusses DFID's policy for internal knowledge management and its theory of how to support partner countries' knowledge generation and dissemination. Suggests a number of challenges for DFID's knowledge strategy. (CAJ) EJ678293 The British Department for International Development and Knowledge-Based Aid. Compare v32 n3 p349-63 Oct 2002 2002-00-00 N/A 2004 2016-11-23

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No Cognitive Structures Communications Comparative Education Development Communication Donors Foreign Countries Higher Education Information Management Information Technology International Cooperation International Organizations Organizational Development Portfolios (Background Materials) Private Sector Public Agencies Ballantyne, Peter Journal Articles Reports - Descriptive ISSN-0305-7925 English Introduces recent trends in international development cooperation. Argues that applying these trends to information and communications technologies (ICTs) would make them more effective, empowering, and efficient. Presents current strategies of the International Institute for Communication and Development to illustrate applications of these development principles to an ICT oriented organization. (CAJ) EJ678294 eDevelopment, eCooperation: Connecting the Worlds of Information and Development. Compare v32 n3 p365-79 Oct 2002 2002-00-00 N/A 2004 7/11/2004 11:56:49 CIJMAY2004

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No Communications Comparative Education Development Communication Foreign Countries Global Approach Higher Education Information Management Information Technology International Cooperation International Organizations Local Legislation Public Agencies Social Capital Socioeconomic Influences Technology Johnson, Phyllis Journal Articles Reports - Descriptive Africa Mozambique Africa Mozambique ISSN-0305-7925 English Explores the interface of technology and education for human development in southern Africa. Uses the case of Mozambique to describe the challenges presented by the global marketplace and local policy. Outlines the vision of the New Partnership for Africa's Development Centre (SARDC) to reduce the digital divide for Africa. (CAJ) EJ678295 New Technology Tools for Human Development? Towards Policy and Practice for Knowledge Societies in Southern Africa. Compare v32 n3 p381-89 Oct 2002 2002-00-00 N/A 2004 2016-11-23

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No Comparative Education Cultural Context Curriculum Curriculum Development Evaluation Methods Family School Relationship Foreign Countries Health Education International Relations Physical Environment Primary Education School Community Relationship School Culture Textbooks Hawes, Hugh Journal Articles Reports - Descriptive Africa India Africa India ISSN-0305-7925 English Looks at health education content in primary schools in Africa and India. Argues that health education is vital because it links home with school. Notes that curriculum planners have difficulty planning and delivering health education because they cannot work across the curriculum and rely on textbooks and examinations. (CAJ) EJ678296 Health Curriculum and School Quality: International Perspectives. Compare v33 n1 p5-14 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Compensatory Education Decentralization Disadvantaged Educational Change Educational Objectives Educational Quality Elementary Secondary Education Equal Education Financial Support Foreign Countries Inclusive Schools Poverty Private Education Privatization Public Education School Districts Martin, Christopher Solorzano, Cristian Journal Articles Reports - Descriptive Mexico United Kingdom United States Mexico United Kingdom United States ISSN-0305-7925 English Claims that public education in Mexico is in severe crisis. Indicates the wealthy have opted out of public education and the poor are dropping out. Argues that reforms to address poor quality and inequalities are being sidestepped. Proposes a more inclusive educational approaches to provide quality education for all. (CAJ) EJ678297 Mass Education, Privatisation, Compensation and Diversification: Issues on the Future of Public Education in Mexico. Compare v33 n1 p15-30 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Action Community Characteristics Community Involvement Cooperation Cultural Differences Elementary Secondary Education Ethnic Groups Foreign Countries Geographic Regions Government (Administrative Body) Islamic Culture Nongovernmental Organizations Private Financial Support Religious Cultural Groups Bray, Mark Journal Articles Reports - Descriptive Cambodia Indonesia Pakistan Togo Chad Knowledge Bases Poland Zambia China Malawi Russia Bhutan Fiji Mali Somalia Burkina Faso Hungary Niger Tanzania Bhutan Burkina Faso Cambodia Chad China Fiji Hungary Indonesia Malawi Mali Niger Pakistan Poland Russia Somalia Tanzania Togo Zambia ISSN-0305-7925 English Discusses increased advocacy for community participation in education. Points out that policies often fail to differentiate between different types of communities. Recognizes that community knowledge bases and motives for supporting education can differ from the governments. Stresses the need for policies to account for diversity of circumstances. (CAJ) EJ678298 Community Initiatives in Education: Goals, Dimensions, and Linkages with Governments. Compare v33 n1 p31-45 Mar 2003 2003-00-00 N/A 2004 2016-11-23

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No Advisory Committees Community Involvement Educational Equity (Finance) Educational Policy Educational Practices Ethnic Groups Foreign Countries Parent Teacher Cooperation Primary Education Privatization Religious Cultural Groups School Community Relationship School Policy Rose, Pauline Journal Articles Reports - Descriptive Malawi World Bank Malawi ISSN-0305-7925 English Explores the extent to which public policy commitments toward community participation are realized in Malawi. Finds that the main motivation for participation is extractive rather than genuine attempts to encourage local ownership and accountability. Argues that marketization of community participation signifies the entrenchment of individual responsibility for meeting social needs. (CAJ) EJ678299 Community Participation in School Policy and Practice in Malawi: Balancing Local Knowledge, National Policies and International Agency Priorities. Compare v33 n1 p47-64 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescent Behavior Adolescent Development Adolescents Cultural Literacy Cultural Traits Culture Evaluation Foreign Countries Literacy Males Oral Tradition Primary Education Research Methodology Rural Environment Rural Population Secondary Education Sociolinguistics Underachievement Visual Literacy Cross, Beth Journal Articles Reports - Descriptive Jamaica Jamaica ISSN-0305-7925 English Examines oral cultures in a world of literacy, assessment, and certification. Explores the oral youth culture of adolescent males in rural Jamaica. Utilizes an interactional sociolinguistical approach to document the young males sense-making strategies, which bypass scripted literacy as a means for learning and concentrates on oral and visual media literacy. (CAJ) EJ678300 "Watch mi eyes": The Predicament of Visual and Scribal Literacy Choices, as Explored with Rural Jamaican Adolescent Boys. Compare v33 n1 p65-83 Mar 2003 2003-00-00 N/A 2004 2016-11-23

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No Adult Literacy Comparative Education Educational Administration Educational Policy Educational Research Educational Researchers Enrollment Foreign Countries Government (Administrative Body) Nongovernmental Organizations Policy Formation Primary Education Unterhalter, Elaine Ross, Jake Alam, Mahmudul Journal Articles Reports - Descriptive Bangladesh World Bank Bangladesh ISSN-0305-7925 English Considers the relationship between knowledge production and primary education policy making in Bangladish. Investigates the discussions and dialogues between policymakers and researchers. Assesses the implications of the relationship between policy and knowledge production for strategies to introduce university primary education. Argues there has been little open dialogue between researchers and policymakers. (CAJ) EJ678301 A Fragile Dialogue? Research and Primary Education Policy Formation in Bangladesh, 1971-2001. Compare v33 n1 p85-99 Mar 2003 2003-00-00 N/A 2004 2016-11-23

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No Adult Education Concept Formation Foreign Countries Global Approach Political Issues Politics Poverty Sex Discrimination Socioeconomic Status Sustainable Development Coben, Diana Llorente, Juan Carlos Journal Articles Reports - Descriptive Latin America ISSN-0305-7925 English Discusses issues in conceptualising the education of poor and marginalized adults in Latin America. Notes that education is key to sustainable development, peace, and stability. Argues that reconceptualization of adult education, informed by an understanding of everyday work practices, helps to understand ways in which education contributes to these goals. (CAJ) EJ678302 Conceptualising Education for All in Latin America. Compare v33 n1 p101-13 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Admission Criteria Budgets Comparative Education Decentralization Democracy Educational Quality Equal Education Fees Foreign Countries Governance Governing Boards Justice Primary Education Race School Administration Secondary Education Social Status Bush, Tony Heystek, Jan Journal Articles Reports - Descriptive South Africa South Africa ISSN-0305-7925 English Discusses early experiences of school governing bodies in South Africa. Examines governing bodies' powers to set fees, resulting impact on resources for different types of schools, and implications for equity and equality. Explores governing bodies' admission policies and how this led to school populations differentiated by class and race. (CAJ) EJ678303 School Governance in the New South Africa. Compare v33 n2 p127-38 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Decentralization Developing Nations Educational Administration Educational Change Educational Planning Foreign Countries Human Resources Information Dissemination Policy Poverty Primary Education Work Attitudes Davies, Lynn Harber, Clive Dzimadzi, Chris Journal Articles Reports - Descriptive Malawi Malawi ISSN-0305-7925 English Discusses decentralization as a key concern in educational planning and management in Malawi. Outlines key dimensions to decentralization: work culture, accountability, accurate and well disseminated information, provision of levels of resources, and sustainability. Concludes that two overarching issues have emerged from this study: (1) policy clarity and (2) reform in contexts of poverty. (CAJ) EJ678304 Educational Decentralisation in Malawi: A Study of Process. Compare v33 n2 p139-54 Jun 2003 2003-00-00 N/A 2004 2016-11-23

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No Citizenship Comparative Education Confucianism Cultural Background Cultural Education Democracy Educational Attitudes Elementary Secondary Education Foreign Countries Global Approach Moral Values Music Education Nationalism Ho, Wai-Chung Journal Articles Reports - Descriptive Hong Kong Taiwan Hong Kong Taiwan ISSN-0305-7925 English Presents a comparative study of extra-musical learning in school music classes in Hong Kong and Taiwan. Argues that despite different approaches to western-based musical knowledge in schools, Hong Kong and Taiwan promote a sense of national identity and Confucian moral vales as a central goal of school music education. (CAJ) EJ678305 Democracy, Citizenship, and Extra-musical Learning in Two Chinese Communities: Hong Kong and Taiwan. Compare v33 n2 p155-71 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Change Comparative Education Empowerment Environment Equal Education Females Feminism Foreign Countries Gender Issues Higher Education Personal Autonomy Role Models Women Faculty Womens Education Stacki, Sandra L. Monkman, Karen Journal Articles Reports - Descriptive Latin America ISSN-0305-7925 English Uses case studies of a Latin American woman and a South Asian woman to identify obstacles and facilitators that shaped their lives and paths to empowerment. Presents a model for understanding processes of empowerment and change, particularly change facilitating gender equity. Recognizes a dialectic process involving individual subjective perspectives. (CAJ) EJ678306 Change through Empowerment Processes: Women's Stories from South Asia and Latin America. Compare v33 n2 p173-89 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Involvement Comparative Education Decentralization Educational Change Evaluation Foreign Countries Global Approach Higher Education Identification (Psychology) Primary Education Teacher Attitudes Teacher Collaboration Teacher Education Teacher Student Relationship Teaching Methods George, June Mohammed, Jeniffer Quamina-Aiyejina, Lynda Journal Articles Reports - Descriptive Trinidad and Tobago Trinidad and Tobago ISSN-0305-7925 English Compares the beginning teacher identity of primary teacher trainees in Trinidad and Tobago, with the concept of the teacher image present in reform initiatives. Highlights the need for reform efforts to take into account the gaps between existing teacher identity images and those envisioned for the reformed system. (CAJ) EJ678307 Teacher Identity in an Era of Educational Reform: The Case of Trinidad and Tobago. Compare v33 n2 p191-206 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Education Educational Opportunities Elementary Secondary Education Foreign Countries Islamic Culture Outcomes of Education Religion Religious Cultural Groups Student Attitudes Teacher Student Ratio Teaching Experience Traditional Schools Wiseman, Alexander W. Alromi, Naif H. Journal Articles Reports - Descriptive Empirical Research Iran Kuwait Iran Kuwait ISSN-0305-7925 English Discusses whether the intersection of traditional and modern institutions in the Persian Gulf region influences student opportunities to learn. Provides preliminary and empirical indicators of how this might happen by estimating the degree of penetration of Gulf state culture and religious ideology into school organizational environments. (CAJ) EJ678308 The Intersection of Traditional and Modern Institutions in Gulf States: A Contextual Analysis of Educational Opportunities and Outcomes in Iran and Kuwait. Compare v33 n2 p207-234 Jun 2003 2003-00-00 N/A 2004 2016-11-23

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No Acquired Immunodeficiency Syndrome Debt (Financial) Developing Nations Educational Opportunities Family Support Fees Foreign Countries Gender Issues Higher Education Macroeconomics Private Schools Public Schools Secondary Schools Sexuality Womens Education Vavrus, Frances Journal Articles Reports - Descriptive ISSN-0305-7925 English Examines the impact of structural adjustment policies on young women's educational opportunities and reproductive health in Kimimanjaro (Tanzania). Begins with a discussion of the economic, education, and reproductive health conditions. Describes the questionnaire and essay task used in the study. Reports findings from analysis of the quantitative and qualitative data. (CAJ) EJ678309 The "Acquired Income Deficiency Syndrome": School Fees and Sexual Risk in Northern Tanzania. Compare v33 n2 p235-50 Jun 2003 2003-00-00 N/A 2004 7/11/2004 11:56:53 CIJMAY2004

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No Cognitive Processes Comparative Education Cultural Traits Early Childhood Education Equal Education Foreign Countries Global Approach Language Acquisition Language Patterns Literacy Multicultural Education Canen, Ana Journal Articles Reports - Descriptive Brazil Brazil ISSN-0305-7925 English Discusses promotion of multicultural child education and literacy learning. Focuses on identity building and language development. Analyzes Brazilian government's "National Curricular References for Child Education." Argues that predominance of a monocultural, cognitive-based approach to child education is detrimental to children whose cultural and linguistic patterns are different than the schools. (CAJ) EJ678310 Child Education and Literacy Learning for Multicultural Societies: The Case of the Brazilian National Curricular References for Child Education (NCRs). Compare v33 n2 p251-64 Jun 2003 2003-00-00 N/A 2004 2016-11-23

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No Community Attitudes Community Cooperation Comparative Education Cultural Background Foreign Countries Global Approach Higher Education International Communication International Cooperation Social Theories Universities Yang, Rui Journal Articles Reports - Descriptive Hong Kong China China Hong Kong ISSN-0305-7925 English Examines how Chinese universities are responding to globalization and internationalization. Captures some university experiences in its cultural complexity and social context. Reveals that local circumstances offset and/or resist the global. Reflects on the difficulty in managing the global within the local of a newly changed context. (CAJ) EJ678311 Internationalised While Provincialised? A Case Study of South China Normal University. Compare v33 n3 p287-300 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Education Economic Development Economics Educational Policy Foreign Countries Global Approach Higher Education International Communication International Cooperation Investment Modernization Nongovernmental Organizations Technology Prokou, Eleni Journal Articles Reports - Descriptive European Economic Community Greece Greece ISSN-0305-7925 English Interprets international influences in Greek education policy with special reference to the technological sector of higher education related to Greece's semi-periphery in the world. Points out that higher technological education was upgraded to promote modernization and economic development; however, these reforms were incompatible with the nature of the Greek state. (CAJ) EJ678312 International Influences on Educational Policy--With Special Reference to the Technological Sector of Higher Education--in Greece as a European Semi-periphery. Compare v33 n3 p301-13 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Bilingual Education Chinese Colonialism Comparative Education English (Second Language) Family Involvement Foreign Countries Global Approach Government Role International Communication Native Language Instruction Regional Dialects School Choice Social Class Technology Upper Class Lai, Pak-Sang Byram, Michael Journal Articles Reports - Descriptive China Hong Kong China Hong Kong ISSN-0305-7925 English Argues that a return to native language education has escalated the tensions and contradictions of the politics of bilingualism. Examines the events pertinent to the language shift from English as a medium of instruction to Chinese in Hong Kong. Emphasizes controversial issues, such as parental choice, antagonism of elite classes, and group politics. (CAJ) EJ678313 The Politics of Bilingualism: A Reproduction Analysis of the Policy of Mother Tongue Education in Hong Kong after 1997. Compare v33 n3 p315-34 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Cognitive Ability Communications Comparative Education Critical Thinking Education Work Relationship Factor Analysis Foreign Countries Global Approach Higher Education Information Management Job Performance Problem Solving Stakeholders Teamwork Vocabulary Billing, David Journal Articles Reports - Descriptive Australia United States Empirical Research New Zealand South Africa United Kingdom Australia New Zealand South Africa United Kingdom United States ISSN-0305-7925 English Summarizes various stakeholder surveys and factor analyses that attempt to delineate transferable skills, such as problem solving, communication, teamwork, and critical thinking. Points out that employer skill requirements may vary among countries and these differences may not always be cultural, but are related to different uses of terminology and categorization. (CAJ) EJ678314 Generic Cognitive Abilities in Higher Education: An International Analysis of Skills Sought by Stakeholders. Compare v33 n3 p335-50 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Colonialism Comparative Education Educational Policy Evaluation Methods Financial Problems Foreign Countries Higher Education Investigations Political Issues Primary Sources Rural Population Universities Persianis, Panayiotis Journal Articles Reports - Descriptive Cyprus Great Britain Cyprus United Kingdom (Great Britain) ISSN-0305-7925 English Examines Great Britain's colonial education policy in Cyprus in the 1930s and efforts to establish a university. Considers the plan for the university in light of social and political contexts in Cyprus and to Great Britain's broader colonial education policy. Uses primary source material as the basis for investigation and analysis. (CAJ) EJ678315 British Colonial Higher Education Policy-making in the 1930s: The Case of a Plan To Establish a University in Cyprus. Compare v33 n3 p351-68 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Case Studies College Faculty Comparative Education Educational Environment Foreign Countries Preservice Teacher Education Professional Recognition Teacher Attitudes Teacher Education Teacher Educators Teacher Morale Hall, Christine Schulz, Renate Journal Articles Reports - Descriptive Canada England Canada United Kingdom (England) ISSN-0305-7925 English Examines the tensions among government professionalization agendas for teaching and teacher education and the creation of conditions in schools and faculties of education where professionalism is diminished or underminded. Considers the tensions teacher educators experience as they manage competing definitions of professionalism within the university and school contexts. (CAJ) EJ678316 Tensions in Teaching and Teacher Education: Professionalism and Professionalisation in England and Canada. Compare v33 n3 p369-83 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Adolescent Behavior Aggression Bullying Comparative Education Corporal Punishment Developing Nations Females Foreign Countries Gender Issues Males Obedience Peer Groups Peer Influence Rape School Culture School Role Sexual Harassment Sexuality Social Environment Violence Leach, Fiona Journal Articles Reports - Descriptive Malawi United Kingdom Zimbabwe Malawi United Kingdom Zimbabwe ISSN-0305-7925 English Examines role of schools and peer group culture in constructing male and female identity among adolescents in the context of gender violence. Discusses a United Kingdom Department for International Development funded study of abuse of girls in Zimbabwe, Malawi, and Ghana. Reveals contemplative sexual socialization processes in which male violence is accepted. (CAJ) EJ678317 Learning To Be Violent: The Role of the School in Developing Adolescent Gendered Behaviour. Compare v33 n3 p385-400 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Citizenship Education Civil Rights Educational Policy Equal Education Ethnic Groups Ethnicity Females Foreign Countries Gender Issues Language Minorities Minority Groups National Curriculum Primary Education Secondary Education Sex Bias Sex Discrimination Fox, Christine Journal Articles Reports - Descriptive Laos Laos ISSN-0305-7925 English Argues that citizenship education in Laos' national curriculum is contradictory and problematic. Notes that this curriculum excludes the rights or practice of ethnic minority cultures and languages. Discusses implications for girls and minority groups participation in the wider society. Asks general questions about implications for gender and ethnicity education policy. (CAJ) EJ678318 No Place for Girls? Gender, Ethnicity and Citizenship Education in the Lao People's Democratic Republic. Compare v33 n3 p401-12 Sep 2003 2003-00-00 N/A 2004 2016-11-23

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No Behavior Comparative Education Economics Education Higher Education Human Capital Income Learning Motivation Policy Formation Social Capital Work Environment Little, Angela W. Journal Articles Reports - Descriptive Smith (Adam) ISSN-0305-7925 English Suggests that questions of motivation and learning are central to the concept of human capital. Reviews motives for learning in education and work. Highlights the goals that motivate human endeavor. Concludes with two challenges for those who work with concepts of human capital and development. (CAJ) EJ678319 Motivating Learning and the Development of Human Capital. Compare v33 n4 p437-52 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Literacy Comparative Analysis Comparative Education Cultural Pluralism Educational Policy Equal Education Foreign Countries Global Approach Learning Processes Life Style Secondary Education Social Capital Social Integration Socialization Green, Andy Preston, John Sabates, Ricardo Journal Articles Reports - Descriptive Australia Germany Netherlands Switzerland Belgium Greece New Zealand United Kingdom Canada Italy Norway United States Finland Japan Spain France Korea Sweden Australia Belgium Canada Finland France Germany Greece Italy Japan Netherlands New Zealand Norway South Korea Spain Sweden Switzerland United Kingdom United States ISSN-0305-7925 English Distinguishes social capital from societal cohesion. Argues that education acts in different ways for each. Develops a distributional model showing the relationship between equality of educational outcomes and various measures of social cohesion. Discusses theories explaining country trends and variations in educational inequality and social inheritance in education. (CAJ) EJ678320 Education, Equality, and Social Cohesion: A Distributional Approach. Compare v33 n4 p453-70 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Capital Community Resources Comparative Education Developed Nations Global Approach Human Resources Information Needs Input Output Analysis Labor Market Lifelong Learning Tuijnman, Albert Journal Articles Reports - Descriptive International Adult Literacy Survey International Standard Classification of Education International Adult Literacy Survey ISSN-0305-7925 English Describes the challenges that research and statistical systems are faced with in the education sector. Argues these consequences are the result of decisions made for economically advanced countries to adopt a lifelong learning framework and strategy in response to the move toward the new global economy. (CAJ) EJ678321 Measuring Lifelong Learning for the New Economy. Compare v33 n4 p471-82 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Education Adolescents Adult Education Apprenticeships Comparative Education Education Work Relationship Educational Development Educational Policy Employers Foreign Countries General Education Interviews Secondary Education Vocational Education van de Stege, Corri Journal Articles Reports - Descriptive England Netherlands Netherlands United Kingdom (England) ISSN-0305-7925 English Discusses outcomes of two small scale sets of interviews carried out in the Netherlands and England. Outlines views about and interpretation of work-based education routes for adolescents. Examines the Netherland's highly respected vocational route. Compares it to England's apprenticeship model, which is not held in high esteem. (CAJ) EJ678322 The Work-based Learning Route in the Netherlands and in England: Comparing Ideas and Meanings. Compare v33 n4 p483-95 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Comparative Education Depleted Resources Developed Nations Dislocated Workers Economics Education Work Relationship Foreign Countries Global Approach Job Training Public Policy Retraining Technological Advancement White, Melissa Journal Articles Reports - Descriptive Canada England Canada United Kingdom (England) ISSN-0305-7925 English Introduces the problem of widespread worker displacement. Argues the problem is more severe in regions where the employment base centers on a single industry or resource. Considers two government programs developed to address the need resulting from closure of the Canadian northern cod fishery and decline of the mining industry in England. (CAJ) EJ678323 Retraining Programs for Displaced Workers in the Post-Industrial Era: An Exploration of Government Policies and Programs in Canada and England. Compare v33 n4 p497-506 Dec 2003 2003-00-00 N/A 2004 2016-11-23

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No Comparative Education Cultural Traits Developed Nations Economic Development Ethnicity Foreign Countries Human Capital Lifelong Learning Rural Environment Rural Urban Differences Secondary Education Social Capital Atkin, Chris Journal Articles Reports - Descriptive United Kingdom Canada Canada United Kingdom ISSN-0305-7925 English Considers the nature of rurality as a social construct and implications for policymakers considering lifelong education in developed economies of the world. Discussion focuses on three key questions: (1) what is rurality?; (2) what effect has rurality on cultural identity; and (3) what are rural and urban young people's perceptions of formal education? (CAJ) EJ678324 Rural Communities: Human and Symbolic Capital Development, Fields Apart. Compare v33 n4 p507-18 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational History Educational Research Foreign Countries Higher Education Multiracial Persons Poverty Racial Relations Rural Education Secondary Education Socioeconomic Influences White, Carmen M. Journal Articles Reports - Descriptive Fiji Great Britain Fiji United Kingdom (Great Britain) ISSN-0046-760X English Discusses multiracial issues in Fiji's educational system since its independence from Great Britain. Racial issues have caused disparity and controversy. States two major factors: (1) rural Fijian migrants have difficulties completing secondary up to Form 6; and (2) the 1987 Form 7 expansion of secondary school curriculum changed university entry preparation. (KDR) EJ678325 Historicizing Educational Disparity: Colonial Policy and Fijian Educational Attainment. History of Education v32 n4 p345-65 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Comparative Education Educational History Educational Research Government School Relationship Higher Education Public Colleges State Regulation Universities Edirisooriya, Gunapala Journal Articles Reports - Descriptive University of Delaware ISSN-0046-760X English Discusses the history of the University of Delaware by dividing its history into four time periods, focusing on its state-university relationship. Concludes there is need for more research into higher education institutions that have a state-university relationship for the benefit of providing additional comparison data about the relationship. (KDR) EJ678326 A Historical Analysis of the State-University Relationship: A Case Study of the University of Delaware, USA. History of Education v32 n4 p367-83 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Educational Research Foreign Countries Higher Education Poverty Religious Education Socioeconomic Influences Textbooks Heath, Pauline Journal Articles Reports - Descriptive Great Britain United Kingdom (Great Britain) ISSN-0046-760X English Discusses specialized British texts, such as spelling books, manuals, and readers, composed by Mrs. Jodie K. Trimmer, an 18th century visionary who used charity schools and Sunday schools to educate the poor. Educationists teamed against Trimmer materials to conform its religious content to secular format. (KDR) EJ678327 Mrs. Trimmer's Plan of Appropriate Instruction: A Revisionist View of Her Textbooks. History of Education v32 n4 p385-400 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Biculturalism Deafness Educational Change Educational History Educational Research Foreign Countries Higher Education Religious Education Sign Language Wingerden, Marjoke Rietveld-van Journal Articles Reports - Descriptive Netherlands Netherlands ISSN-0046-760X English Explores deaf schools in 18th and 19th century Netherlands against the background of international development. Focuses on three aspects: (1) educational methods; (2) the involvement of the state; and (3) the importance of religious education. Offers biculturalism in preceptions and practices as main differences noted among educationists. (KDR) EJ678328 Educating the Deaf in The Netherlands: A Methodological Controversy in Historical Perspective. History of Education v32 n4 p401-16 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Catholics Educational Change Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Parent Role Parent School Relationship Private Schools Protestants Public Schools Religious Conflict Karsten, Sjoerd Journal Articles Reports - Descriptive Netherlands Netherlands ISSN-0046-760X English Asserts the Dutch educational systems' key feature is the principle that parents should be given the opportunity to organize and choose the kind of education they desire. Focuses on the role of the Dutch Social Democrats, the Groningen motion, and the outcome and intellectual foundation of publicly run Dutch schools. (KDR) EJ678329 Dutch Social Democrats and the Struggle for Parental Choice in Education (1890-1940). History of Education v32 n4 p417-31 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Character Education Citizenship Education Curriculum Elementary Secondary Education Foreign Countries Humanities Moral Development Moral Issues Moral Values Professional Development Social Studies Teaching (Occupation) Teaching Methods Pring, Richard Journal Articles Reports - Descriptive ISSN-0305-7240 English Explains that interest in moral education has focused largely on the teaching of morality. Argues that failure to address education as a moral practice is damaging. Notes that programs of moral, personal, and social education are isolated from the moral context in which they make sense. (CAJ) EJ678330 Education as Moral Practice. Journal of Moral Education v30 n2 p101-12 Jun 2001 2001-00-00 T 2004 7/11/2004 11:56:59 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Behavior Character Education Concept Formation Educational Practices Elementary Secondary Education Learning Processes Moral Development Spirituality Thinking Skills Values Crawford, Paul Duncan Journal Articles Reports - Descriptive Vygotsky (Lev S) ISSN-0305-7240 English Examines the idea that the development of moral ability shares similarities with Lev Vygotsky's theory of concept formation. Argues that understanding moral ability as a present-centered aptitude for creating meaning is significant for educators. Concludes it is useful for understanding the learning process to think and act in the present. (CAJ) EJ678331 Educating for Moral Ability: Reflections on Moral Development Based on Vygotsky's Theory of Concept Formation. Journal of Moral Education v30 n2 p113-29 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Architecture Cognitive Development Corridors Criminology Dining Facilities Elementary Education Elementary School Teachers Elementary Schools Interviews Methods Middle Schools Playgrounds School Space Student Behavior Teacher Responsibility Urban Planning Value Judgment Violence Behre, William J. Astor, Ron Avi Meyer, Heather Ann Journal Articles Reports - Descriptive ISSN-0305-7240 English Compares middle-school and elementary school teachers' reasoning about their professional roles when violence occurs in school subcontexts such as hallways, cafeterias, and playgrounds. Uses concepts from urban planning, architecture, criminology, and cognitive developmental domain theory to explore teachers' moral attitudes toward school responsibilities. Suggests elementary teachers frequently get involved. (CAJ) EJ678332 Elementary- and Middle-School Teachers' Reasoning about Intervening in School Violence: An Examination of Violence-Prone School Subcontexts. Journal of Moral Education v30 n2 p131-53 Jun 2001 2001-00-00 T 2004 7/11/2004 11:57:00 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Cultural Exchange Developed Nations Developing Nations Equal Education Ethical Instruction Ethics Global Approach Higher Education Instruction Methods Moral Issues Moral Values Politics Poverty Primary Education Secondary Education Values Education Ruiz, Pedro Ortega Minguez, Ramon Journal Articles Reports - Descriptive United Nations Development Program ISSN-0305-7240 English Analyzes the northern-southern hemisphere relationship from a globalized perspective. Argues the ethic of compassion as the moral instrument through which humans may be liberated from misery and suffering. Discusses educational implications of such an approach, which includes the need to place learning of values at the core of educational processes. (Author/CAJ) EJ678333 Global Inequality and the Need for Compassion: Issues in Moral and Political Education. Journal of Moral Education v30 n2 p155-72 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Academic Education Democracy Educational Change Educational Research Elementary Secondary Education Foreign Countries Global Approach Modernization Nongovernmental Organizations Social Capital Values Education Tatto, Maria Teresa Arellano, Lilian Alvarez Uribe, Medardo Tapia Varela, Armando Loera Rodriguez, Michael Journal Articles Reports - Descriptive Mexico Mexico ISSN-0305-7240 English Describes a study designed to understand Mexico's values education as a part of a larger comparative project to explore values education in a globally dynamic context. Discusses Mexico's political economy. Presents findings from a survey of policymakers. Shows regional differences and similarities. Contrasts Mexican findings with findings from other countries. (CAJ) EJ678334 Examining Mexico's Values Education in a Globally Dynamic Context. Journal of Moral Education v30 n2 p173-98 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Affirmative Action Elementary Secondary Education Inclusive Schools Moral Issues Moral Values Special Needs Students Barrow, Robin Journal Articles Reports - Descriptive Fairness ISSN-0305-7240 English Argues that inclusion is not an inherently moral principal. Proposes that on occasion, inclusion may clearly disagree with the principles of fairness. Explains it is critically important to distinguish between empirical arguments for inclusion and would be moral arguments. Concludes there are no compelling arguments for widespread policies of inclusion. (CAJ) EJ678335 Inclusion vs. Fairness. Journal of Moral Education v30 n3 p235-42 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Family Involvement Inclusive Schools Individual Needs Moral Development Moral Issues Moral Values Special Needs Students Student Development Hegarty, Seamus Journal Articles Reports - Descriptive ISSN-0305-7240 English Notes that inclusive education is central to contemporary discourse on special needs education. Examines difficulties in allowing the concept to be a key organizing principle for educational provision. Argues that setting aside preoccupation with inclusion would result in a clearer focus on core educational values and student learning and development. (CAJ) EJ678336 Inclusive Education--A Case to Answer. Journal of Moral Education v30 n3 p243-49 Sep 2001 2001-00-00 T 2004 7/11/2004 11:57:01 CIJMAY2004 Journal of Moral Education is a refereed journal. Special Issue: Inclusion, Learning Disabilities and Moral Education.

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No Adult Education Curriculum Development Disabilities Educational Needs Equal Education Ethical Instruction Moral Development Moral Issues Moral Values Self Esteem Special Needs Students Leicester, Mal Journal Articles Reports - Descriptive ISSN-0305-7240 English Considers need for disability-aware education for everyone with structural and curricular implications. Argues that to move toward a more ethical educational system, institutional discrimination must be dismantled. Discusses moral education of the disabled. Discusses recognition of alternative perspectives issues, building on life experience and development of self-confidence and self-esteem. (CAJ) EJ678337 A Moral Education in an Ethical System. Journal of Moral Education v30 n3 p252-60 Sep 2001 2001-00-00 T 2004 7/11/2004 11:57:01 CIJMAY2004 Journal of Moral Education is a refereed journal. Special Issue: Inclusion, Learning Disabilities and Moral Education.

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No Decision Making Elementary Secondary Education Foreign Countries Inclusive Schools Interviews Learning Disabilities Parents Self Concept Self Determination Self Expression Teachers Gale, Trevor Journal Articles Reports - Descriptive Australia Australia ISSN-0305-7240 English Argues that the inclusion concept must be broadened to serve the interest of all students. Advocates emphasizing student contributions, rather than disabilities, and what this means for organization of classrooms and schools. Proposes three sets of conditions for inclusive classrooms: (1) self-identity and respect, (2) self-expression and development, and (3) self-determination and decision-making. (CAJ) EJ678338 Under What Conditions? Including Students with Learning Disabilities within Australian Classrooms. Journal of Moral Education v30 n3 p261-72 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Child Advocacy Educational Philosophy Educational Practices Elementary Secondary Education Ethical Instruction Identification Learning Disabilities Moral Development Moral Values Observation Special Needs Students Student Empowerment Nordmann, Nancy Journal Articles Reports - Descriptive ISSN-0305-7240 English Argues that giving voice to students with learning disabilities is requisite of moral education. Explains that schools practicing student marginalization abrogate their moral responsibility. Presents cases of two students with opposing needs who attend schools with diametrically different philosophies toward learning disabilities. Evaluates responsiveness of institutions to special needs students. (CAJ) EJ678339 The Marginalisation of Students with Learning Disabilities as a Function of School Philosophy and Practice. Journal of Moral Education v30 n3 p273-86 Sep 2001 2001-00-00 T 2004 7/11/2004 11:57:02 CIJMAY2004 Journal of Moral Education is a refereed journal. Special Issue: Inclusion, Learning Disabilities and Moral Education.

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No Cross Cultural Studies Cultural Influences Developing Nations Educational Change Ethics Foreign Countries Inclusive Schools Learning Disabilities Moral Development Moral Issues Moral Values Primary Education Sociocultural Patterns Special Education Alur, Mithu Journal Articles Reports - Descriptive India India ISSN-0305-7240 English Points out that India tends to exclude people with disabilities from national programs. Argues that inclusive education should be context and culture specific and that inclusive programs can be developed despite a lack of systematic change. Suggests individuals engaged with inclusion need to internalize changes. (CAJ) EJ678340 Some Cultural and Moral Implications of Inclusive Education in India--A Personal View. Journal of Moral Education v30 n3 p287-92 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Cognitive Development Educational Change Educational Development Ethical Instruction Higher Education Moral Development Moral Issues Moral Values Piagetian Theory Minnameier, Gerhard Journal Articles Reports - Descriptive Kohlberg (Lawrence) Piaget (Jean) Hobbes (Thomas) ISSN-0305-7240 English Argues the main deficiency of the Lawrence Kohlberg theory is that it has never lived up to the claim of being a structural developmental theory. Explains that the theory has never shown specific problems at each stage. Ends with a discussion of a new stairway for Kohlbergian theory. (CAJ) EJ678341 A New "Stairway to Moral Heaven"? A Systematic Reconstruction of Stages of Moral Thinking Based on a Piagetian "Logic" of Cognitive Development. Journal of Moral Education v30 n4 p317-37 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Equal Education Ethical Instruction Ethics Higher Education Moral Development Moral Values Standish, Paul Journal Articles Reports - Descriptive Lyotard (Jean Francois) Nihilism ISSN-0305-7240 English Discusses nihilism as a characteristic of contemporary discourse regarding morality and moral education. Examines this discourse in light of Emmanuel Levinas' account of the primacy of ethics: absolute responsibility in the face of the other, of the asymmetry of relations to each other. (CAJ) EJ678342 Ethics before Equality: Moral Education after Levinas. Journal of Moral Education v30 n4 p339-47 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Benchmarking Bullying Decision Making Higher Education Kindergarten Moral Development Moral Issues Preschool Education Social Environment Socialization Goodman, Joan F. Journal Articles Reports - Descriptive ISSN-0305-7240 English Explains that because we want children to be honest, strong-minded, bold, resist peer pressure, and speakout against wrongdoing, protection against hurt must sometimes give way to other priorities. Suggests benchmarks that should be incorporated into decision-making: the act itself, its consequences, the motives, and the personal history of the players. (CAJ) EJ678343 Niceness and the Limits of Rules. Journal of Moral Education v30 n4 p349-60 Dec 2001 2001-00-00 T 2004 7/11/2004 11:57:03 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Collegiality Culture Conflict Data Analysis Early Childhood Education Elementary School Teachers Ethical Instruction Ethics Higher Education Interpersonal Relationship Moral Issues Parent School Relationship Personal Narratives Preschool Teachers Husu, Jukka Tirri, Kirsi Journal Articles Reports - Descriptive ISSN-0305-7240 English Discusses ethical dilemma in early childhood education as identified by kindergarten and elementary school teachers. Investigates these dilemmas within the theoretical framework of moral relevance and moral conflict. Reveals that ethical dilemmas in early childhood education are relational and deal with competing interpretations of the best interest of the child. (CAJ) EJ678344 Teachers' Ethical Choices in Socio-moral Settings. Journal of Moral Education v30 n4 p361-75 Dec 2001 2001-00-00 T 2004 7/11/2004 11:57:03 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Case Studies Codes of Ethics Cognitive Processes Critical Thinking Higher Education Interviews Moral Issues Moral Values Protocol Analysis Keefer, Matthew Ashley, Kevin D. Journal Articles Reports - Descriptive ISSN-0305-7240 English Provides a systematic analysis of the cognitive processes required for acquiring skill in practical ethical reasoning in a professional domain. Reports striking differences in students' and ethicists' use of knowledge and reasoning. Points to the importance of professional knowledge and role-specific professional obligations in resolving ethical conflicts. (CAJ) EJ678345 Case-based Approaches to Professional Ethics: A Systematic Comparison of Students' and Ethicists' Moral Reasoning. Journal of Moral Education v30 n4 p377-98 Dec 2001 2001-00-00 T 2004 7/11/2004 11:57:03 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Cognitive Development Higher Education Imagination Integrated Curriculum Moral Development Moral Issues Moral Values Primary Education Carr, David Journal Articles Reports - Descriptive Rousseau (Jean Jacques) Kohlberg (Lawrence) ISSN-0305-7240 English Discusses conception of moral formation. Traces progress to moral maturity through well defined stages of cognitive, conative, and/or affective growth. Explains that logical status of developmental theories are not clear. Argues that the accounts are more evaluative than descriptive. Explores the problematic moral educational implications of this argument. (CAJ) EJ678346 Moral Education and the Perils of Developmentalism. Journal of Moral Education v31 n1 p5-19 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Critical Thinking Drama Foreign Countries Homeless People Moral Issues Poverty Refugees Secondary Education Secondary School Students Teaching Methods Workshops Day, Laura Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0305-7240 English Discusses an investigative study into the experiences of participants in a United Kingdom forum theater workshop that addresses issues about refugee children in school. Concludes the workshop portrayed common moral dilemmas that students found personally applicable and increased their understanding of moral issues involving refugee children and homeless people. (CAJ) EJ678347 'Putting Yourself in Other People's Shoes': The Use of Forum Theatre To Explore Refugee and Homeless Issues in Schools. Journal of Moral Education v31 n1 p21-34 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Age College Students Ethical Instruction Gender Issues Higher Education Moral Issues Moral Values Social Psychology Social Science Research Values Myyry, Liisa Helkama, Klaus Journal Articles Reports - Descriptive Moral Behavior Moral Reasoning ISSN-0305-7240 English Investigates the sensitivity to moral issues and the ability to interpret moral situations in a sample of social psychology students (n=50). Explores relationships between initial value priorities measured by the Schwartz Value Survey and moral sensitivity. Discusses results of survey based on age, gender differences, and education level. (CAJ) EJ678348 The Role of Value Priorities and Professional Ethics Training in Moral Sensitivity. Journal of Moral Education v31 n1 p35-50 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Higher Education Inquiry Moral Development Moral Issues Moral Values Peer Teaching Perspective Taking Preservice Teachers Professional Development Teacher Education Teacher Effectiveness Reiman, Alan J. Peace, Sandra DeAngelis Journal Articles Reports - Descriptive Moral Reasoning Moral Behavior ISSN-0305-7240 English Discusses a study involving experienced teachers that illustrates a developmental methodology for promoting technical performance dimensions and moral and conceptual reasoning. Argues this learning-teaching framework (LTF) uses role taking, guided inquiry, balance, support and challenge, continuity and instructional coaching in educational programming across the teacher professional development career span. (CAJ) EJ678349 Promoting Teachers' Moral Reasoning and Collaborative Inquiry Performance: A Developmental Role-Taking and Guided Inquiry Study. Journal of Moral Education v31 n1 p51-66 Mar 2002 2002-00-00 T 2004 2016-11-23

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No Aggression Assertiveness Athletes Behavioral Objectives Demography Elementary Secondary Education Moral Development Moral Issues Moral Values Soccer Social Environment Team Sports Guivernau, Marta Duda, Joan L. Journal Articles Reports - Descriptive Moral Behavior ISSN-0305-7240 English Examines the moral atmosphere of athletic teams to athletes' self-described likelihood to be aggressive (SLA). Reports athletes indicated they would be more aggressive if they thought their coach supported such behavior. Argues the findings show that the influence of others can shape the moral atmosphere operating on youth sports teams. (CAJ) EJ678350 Moral Atmosphere and Athletic Aggressive Tendencies in Young Soccer Players. Journal of Moral Education v31 n1 p67-85 Mar 2002 2002-00-00 T 2004 2016-11-21

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No Altruism Decision Making Epistemology Higher Education Moral Development Moral Issues Moral Values Social Responsibility Social Systems Bandura, Albert Journal Articles Reports - Descriptive Moral Behavior Moral Reasoning ISSN-0305-7240 English Addresses the issue of selective moral disengagement in the exercise of moral agency. Argues that moral functioning is governed by self-reactive selfhood rather than by dispassionate abstract reasoning. Concludes that the massive threats to human welfare stem mainly from deliberate acts of principle rather than from unrestrained acts of impulse. (CAJ) EJ678351 Selective Moral Disengagement in the Exercise of Moral Agency. Journal of Moral Education v31 n2 p101-19 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Antisocial Behavior Decision Making Experience Gender Issues Higher Education Moral Development Moral Issues Moral Values Undergraduate Students Haviv, Shira Leman, Patrick J. Journal Articles Reports - Descriptive Moral Orientation ISSN-0305-7240 English Examines moral orientation in terms of consistency across varying contexts, such as its relation to gender and to gender role. Explores influence of moral decision-making on consequences of action. Suggests that different moral orientations may be embedded in life experience and connect with an individual's sense of moral identity in real-life situations. (CAJ) EJ678352 Moral Decision-making in Real Life: Factors Affecting Moral Orientation and Behavior Justification. Journal of Moral Education v31 n2 p121-40 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Age Children Elementary Education Elementary School Students Friendship Gender Issues Higher Education Instructional Development Junior High School Students Moral Development Moral Issues Moral Values Qualitative Research Social Responsibility Russell, Josephine Journal Articles Reports - Descriptive Fairness Moral Behavior ISSN-0305-7240 English Discusses a qualitative research study of children about moral consciousness. Shows children have a strong moral sense. Notes participants grappled with issues of fairness, responsibility, choice, and the value of human life. Reports that gender and age affected responses. (CAJ) EJ678353 Moral Consciousness in a Community of Inquiry. Journal of Moral Education v31 n2 p141-53 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Caregivers Concept Formation Higher Education Interpersonal Relationship Intimacy Mental Retardation Moral Issues Moral Values Puberty Sexuality Social Cognition Social Development Spiecker, Ben Steutel, Jan Journal Articles Reports - Descriptive ISSN-0305-7240 English Discusses the issue of whether sex between mentally retarded individuals is morally permissable, and if so, under what conditions. Argues that mutual consent has unacceptable consequences for the mentally retarded. Specifies conditions where caregivers can grant permission for sexual activity. Describes the implications for future professionals' moral education. (CAJ) EJ678354 Sex between People with "Mental Retardation": An Ethical Evaluation. Journal of Moral Education v31 n2 p155-69 Jun 2002 2002-00-00 T 2004 7/11/2004 11:57:06 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Caregivers Ethical Instruction Higher Education Interpersonal Relationship Intimacy Mental Retardation Moral Issues Moral Values Sexuality Social Cognition Social Development Greenspan, Stephen Journal Articles Reports - Descriptive Moral Behavior ISSN-0305-7240 English Rebutts claims by Ben Spiecker and Jan Steutel that sex between individuals with mild or moderate mental retardation is morally permissable only with the substitutive consent of caregivers. Reviews historical, empirical, and practical considerations. Concludes that Spiecker and Steutel's arguments are deeply flawed and their proposed policy is morally objectionable. (CAJ) EJ678355 A Sex Police for Adults with "Mental Retardation"? Comment on Spiecker and Steutel. Journal of Moral Education v31 n2 p171-79 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Disabilities Ethics Foreign Countries Interpersonal Relationship Intimacy Learning Disabilities Mental Retardation Moral Development Moral Issues Moral Values Sexuality Social Cognition Social Development Leicester, Mal Cooke, Pam Journal Articles Reports - Descriptive Moral Behavior United Kingdom United Kingdom ISSN-0305-7240 English Argues that Ben Spiecker and Jan Steutel's use of the term mental retard is offensive and using either the United Kingdom terminology of learning disabled or the internationally accepted term intellectually disabled are more acceptable. Addresses rights of the learning disabled to sexual freedom. Considers implications of these issues for moral education. (CAJ) EJ678356 Rights Not Restrictions for Learning Disabled Adults: A Response to Spiecker and Steutel. Journal of Moral Education v31 n2 p181-87 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Decision Making Skills Interpersonal Relationship Intimacy Mental Retardation Moral Development Moral Issues Moral Values Sexuality Social Cognition Social Development Steutel, Jan Spiecker, Ben Journal Articles Reports - Descriptive Moral Behavior ISSN-0305-7240 English Argues that Stephen Greenspan's comment is incoherent and that Mal Leichester and Pam Cooke's position has unacceptable practical consequences. Cautions that their positions have disquieting implications for the practice of treating mental retardation as an exempting condition; and the practice of giving them special welfare rights loses their justification. (CAJ) EJ678357 Reasonable Paternalism and the Limits of Sexual Freedom: A Response to Greenspan and Leicester and Cooke. Journal of Moral Education v31 n2 p189-94 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Cognitive Development Cognitive Psychology Educational History Higher Education Models Moral Development Moral Issues Moral Values Research Thoma, Stephen J. Journal Articles Reports - Descriptive Moral Behavior Defining Issues Test Moral Reasoning Kohlberg (Lawrence) Kohlberg Moral Dilemmas Minnesota Minnesota Defining Issues Test ISSN-0305-7240 English Traces the history of Minnesota's approach to moral judgment research. Claims this history can be subdivided into four phases, each with a different goal and theoretical consideration. Concludes the Minnesota approach has been a progressive force in the field. Argues that this approach reaffirms Lawrence Kohlberg's view that moral judgments are cognitive and developmental. (CAJ) EJ678358 An Overview of the Minnesota Approach to Research in Moral Development. Journal of Moral Education v31 n3 p225-45 Sep 2002 2002-00-00 T 2004 2016-11-23

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No College Environment College Students Educational Objectives Ethnicity Higher Education Moral Development Professional Education Undergraduate Students King, Patricia M Mayhew, Matthew J. Journal Articles Reports - Descriptive Defining Issues Test Moral Behavior Defining Issues Test ISSN-0305-7240 English Reviews the Defining Issues Test studies (n=172) to investigate the moral development of undergraduate college students. Provides an organizational framework for analyzing educational contexts in higher education. Suggests that there are dramatic gains in moral judgment development and changes in moral reasoning during the college years. (CAJ) EJ678359 Moral Judgement Development in Higher Education: Insights from the Defining Issues Test. Journal of Moral Education v31 n3 p247-70 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Cultural Differences Curriculum Dentistry Ethics Gender Issues Graduate Study Higher Education Legal Education (Professions) Medicine Moral Development Moral Values Nursing Professional Education Regional Characteristics Veterinary Medicine Bebeau, Muriel J. Journal Articles Reports - Descriptive Moral Behavior Defining Issues Test Defining Issues Test ISSN-0305-7240 English Reviews studies examining effects of professional education on ethical development. Argues that most studies limit assessment to measuring moral judgment. Validates assessment methods for sensitivity, reasoning, role concept, and ethical implementation that could be adapted to provide individuals with a more complete picture of abilities needed for real-life professional practice. (CAJ) EJ678360 The Defining Issues Test and the Four Component Model: Contributions to Professional Education. Journal of Moral Education v31 n3 p271-95 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Adolescents Decision Making Elementary Secondary Education Higher Education Individual Development Information Processing Moral Development Moral Issues Schemata (Cognition) Young Children Narvaez, Darcia Bock, Tonia Journal Articles Reports - Descriptive Defining Issues Test Schema Theory Defining Issues Test ISSN-0305-7240 English Discusses three core moral judgement ideas: (1) modern schema theory, (2) automatic decision-making frequency, and (3) implicit processes as the default mode of human information processing. Compares the Defining Issues Test (measures the beginnings of moral judgement) and the Lawrence Kohlberg Moral Judgement Interview (measures the highest level of verbal understanding). (CAJ) EJ678361 Moral Schemas and Tacit Judgement or How the Defining Issues Test Is Supported by Cognitive Science. Journal of Moral Education v31 n3 p297-314 Sep 2002 2002-00-00 T 2004 2016-11-23

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No Adolescents Elementary Secondary Education Ethical Instruction Models Moral Development Moral Issues Social Development Social Science Research Young Children Nucci, Larry Journal Articles Reports - Descriptive Kohlberg (Lawrence) Defining Issues Test Goethe (Johann Wolfgang von) Defining Issues Test ISSN-0305-7240 English Discusses the Defining Issues Test as an invaluable tool for research and practice in moral education. Explains that because such instruments are based upon previous developmental research, they are unsuitable for research on moral development. Argues that these measures stand in the way of generating new knowledge. (CAJ) EJ678362 Goethe's Faust Revisited: Lessons from DIT Research. Journal of Moral Education v31 n3 p315-24 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Cognitive Development Colleges Decision Making Higher Education Moral Development Moral Issues Schemata (Cognition) Self Concept Social Science Research Social Systems Rogers, Glen Journal Articles Reports - Descriptive Alverno College WI Defining Issues Test Schema Theory Defining Issues Test ISSN-0305-7240 English Draws on evidence from Alverno College's (Milwaukee, Wisconsin) longitudinal research to make the case that the Defining Issues Test (DIT) is best characterized as measuring growth in moral reasoning rather than a broader construct of moral development. Challenges current DIT theory, but is consistent with prevailing interpretations of growth on the DIT. (CAJ) EJ678363 Rethinking Moral Growth in College and Beyond. Journal of Moral Education v31 n3 p325-38 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Bias Cognitive Development Elementary Secondary Education Ideology Moral Development Schemata (Cognition) Stereotypes Values Clarification Puka, Bill Journal Articles Reports - Descriptive Kohlberg (Lawrence) Defining Issues Test Defining Issues Test ISSN-0305-7240 English Argues that effective moral education must address roadblocks in moral thinking, not merely urging moral development forward. Examines Lawrence Kohlberg's moral stages as immoral judgement marked by bias and manipulation. Views the Defining Issues Test (DIT) as a useful glimpse into the nefarious, focused on ideological content and commitment. (CAJ) EJ678364 The DIT and the 'Dark Side' of Development. Journal of Moral Education v31 n3 p339-52 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Cognitive Development Elementary Secondary Education Ethical Instruction Higher Education Moral Development Moral Issues Psychology Schemata (Cognition) Walker, Lawrence J. Journal Articles Reports - Descriptive Schema Theory Defining Issues Test Kohlberg (Lawrence) Minnesota Moral Behavior Minnesota Defining Issues Test ISSN-0305-7240 English Provides a critical appraisal of two significant contributions of the Minnesota approach to moral development. Describes one contribution as the componential model that describes the four psychological components underlying moral behavior. Identifies the second contribution as the conceptual and methodological reformulations known as the neo-Kohlbergian approach. (CAJ) EJ678365 The Model and the Measure: An Appraisal of the Minnesota Approach to Moral Development. Journal of Moral Education v31 n3 p353-67 Sep 2002 2002-00-00 T 2004 2016-11-21

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No Age Differences Comparative Analysis Cross Cultural Studies Cultural Differences Cultural Influences Elementary School Students Elementary Secondary Education Foreign Countries Higher Education Interviews Moral Development Moral Issues Secondary School Students Social Science Research Baek, Hye-Jeong Journal Articles Reports - Descriptive Moral Reasoning Great Britain Kohlberg (Lawrence) Kohlberg Moral Dilemmas Korea South Korea United Kingdom (Great Britain) ISSN-0305-7240 English Explores Lawrence Kohlberg's theory of moral development in relation to Korean and British children. Illustrates cultural differences in moral orientations. Notes it was not possible to match responses from Korean children to Kohlberg's manual. Suggests that interpretation of children's moral reasoning should be based on consideration of cultural influences. (CAJ) EJ678366 A Comparative Study of Moral Development of Korean and British Children. Journal of Moral Education v31 n4 p373-91 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Cultural Influences Culture Conflict Economic Development Elementary Secondary Education Ethnic Groups Family Relationship Foreign Countries Global Approach Higher Education Korean Korean Culture Moral Development Moral Issues Religious Factors Social Science Research Traditional Schools Traditionalism Joh, Jong-Ho Journal Articles Reports - Descriptive Korea South Korea ISSN-0305-7240 English Identifies a dilemma in moral education in the Republic of Korea. Recognizes this dilemma in the Korean language, family relationships, and schooling in relation to tradition. Explores causes in terms of Korean historical, cultural, and religious foundations. Argues there is potentially serious confusion in Korean moral standards and choices. (CAJ) EJ678367 A Dilemma in Moral Education in the Republic of Korea: The Limitation of Individualistic Cognitive Approaches. Journal of Moral Education v31 n4 p393-406 Dec 2002 2002-00-00 T 2004 2016-11-23

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No Dramatic Play Educational Change Ethical Instruction Foreign Countries Higher Education Interdisciplinary Approach Moral Development Moral Issues Personal Narratives Secondary Education Social Science Research Teaching Methods Writing (Composition) Bouchard, Nancy Journal Articles Reports - Descriptive Quebec Belgium Moral Behavior Belgium Canada ISSN-0305-7240 English Proposes a narrative approach to moral experience through dramatic play and writing. Argues this approach works with multiple dimensions in student lives and gives them chances to benefit from their moral experiences. Bases this approach to moral education on action research conducted in Quebec (Canada) and Belgium secondary moral education classes. (CAJ) EJ678368 A Narrative Approach to Moral Experience Using Dramatic Play and Writing. Journal of Moral Education v31 n4 p407-22 Dec 2002 2002-00-00 T 2004 2016-11-23

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No Critical Thinking Decision Making Educational Research Ethical Instruction Higher Education Literature Moral Development Moral Issues Philosophy Teaching Methods Pardales, Michael J. Journal Articles Reports - Descriptive Cognitive Sciences Moral Behavior ISSN-0305-7240 English Argues that reading literature is one of the best ways to cultivate the moral imagination. Draws on sources from cognitive science, philosophy, literature, and education. Argues that a cultivated moral imagination will have greater ability to make sound moral judgements. Infers this can be applied to educational pursuits as well. (CAJ) EJ678369 "So, How Did You Arrive at that Decision?" Connecting Moral Imagination and Moral Judgement. Journal of Moral Education v31 n4 p423-37 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Ethics Evaluation Methods Foreign Countries Higher Education Moral Development Moral Values Sciences Undergraduate Students Clarkeburn, Henriikka Journal Articles Reports - Descriptive ISSN-0305-7240 English Describes a University of Glasgow (Scotland) Test for Ethical Sensitivity in Science (TESS) as a pen and paper measure for studying ethical sensitivity development in young adult students. Requires students to respond to an unstructured story where responses are scored on level of recognition of ethical issues. Evaluates overall study results. (CAJ) EJ678370 A Test for Ethical Sensitivity in Science. Journal of Moral Education v31 n4 p439-53 Dec 2002 2002-00-00 T 2004 7/11/2004 11:57:10 CIJMAY2004 Journal of Moral Education is a refereed journal.

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No Civil Liberties College Students Data Analysis Ethics Foreign Countries Higher Education Homosexuality Lesbianism Moral Development Moral Issues Moral Values Sexual Orientation Ellis, Sonja J. Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-0305-7240 English Explores preferences for different types of moral arguments when thinking about moral dilemmas concerning lesbian and gay issues. Presents data collected from student questionnaires (n=545) at British universities. Shows that respondents do not apply moral reasoning consistently and do not favor human rights reasoning when thinking about homosexual issues. (CAJ) EJ678371 Moral Reasoning and Homosexuality: The Acceptability of Arguments about Lesbian and Gay Issues. Journal of Moral Education v31 n4 p455-67 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational Methods Educational Research Learning Modalities Motivation Techniques Sociology Teaching Methods Technology Technology Integration Technology Uses in Education Benson, Denzel E. Haney, Wava Ore, Tracy E. Persell, Caroline Hodges Schulte, Aileen Steele, James Winfield, Idee Journal Articles Reports - Descriptive ISSN-0092-055X English Synthesizes the knowledge available and identifies the knowledge needed about how digital technologies may affect student learning, particularly in the study of sociology. Suggests sociological perspectives can inform the structural and cultural contexts that shape key aspects of teaching and learning with digital technologies. (Author/KDR) EJ678372 Digital Technologies and the Scholarship of Teaching and Learning in Sociology. Teaching Sociology v30 n2 p140-57 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:11 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Community Benefits Community Education Educational Change Educational Research Learning Modalities Social Integration Sociology Teaching Methods Carter, Marion Cadge, Wendy Rivero, Estela Curran, Sara Journal Articles Reports - Descriptive ISSN-0092-055X English Presents a set of five questions to be considered in the preliminary planning of a community-based learning (CBL) project. Discusses each question and outlines advantages and disadvantages of decisions, focusing on competing interests of students, instructors, and partner organizations. (Author/KDR) EJ678373 Designing Your Community-Based Learning Project: Five Questions To Ask about Your Pedagogical and Participatory Goals. Teaching Sociology v30 n2 p158-73 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:11 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Active Learning Educational Research Evaluation Higher Education Mate Selection Social Integration Social Structure Sociology Teaching Methods Zipp, John F. Journal Articles Reports - Descriptive ISSN-0092-055X English States that individualistic orientation of most U.S. college students presents a persistent problem for teaching sociology. Provides an empirical evaluation using an active-learning exercise. Focuses on whether mate selection increases student understanding of social structure's impact on marital choice. Indicates that the exercise participants showed a significant increase in learning about social structure's role. (Author/KDR) EJ678374 The Impact of Social Structure on Mate Selection: An Empirical Evaluation of an Active-Learning Exercise. Teaching Sociology v30 n2 p174-84 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:11 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Educational Research Educational Strategies Focus Groups Higher Education Service Learning Social Integration Social Structure Sociology Teaching Methods Collier, Peter J. Morgan, David L. Journal Articles Reports - Descriptive ISSN-0092-055X English Explores the utility of focus group methodology as a tool for community service and student community-based learning through a service learning college course. Concludes with a discussion of how the group's focus aids student comprehension of sociology. (Author/KDR) EJ678375 Community Service through Facilitating Focus Groups: The Case for a Methods-Based Service-Learning Course. Teaching Sociology v30 n2 p185-99 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:12 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Educational Research Higher Education Service Learning Social Integration Social Structure Sociology Teaching Methods Hollis, Shirley A. Journal Articles Reports - Descriptive ISSN-0092-055X English Uses a quasi-experimental design in a case study outlining the application of specific techniques to implement a service-learning component in an introductory sociology college course. Reports that results supported the study's claims that service learning may be an efficient method of improving efficacy of these courses. (Author/KDR) EJ678376 Capturing the Experience: Transforming Community Service into Service Learning. Teaching Sociology v30 n2 p200-13 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:12 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Educational Research Evaluation Methods Higher Education Mixed Age Grouping Social Integration Social Structure Sociology Student Participation Teaching Methods Universities Howard, Jay R. James, George H., III Taylor, David R. Journal Articles Reports - Descriptive United States (Midwest) ISSN-0092-055X English Discusses a study using non-participant observations, survey, and interview techniques to examine student participation in a mixed age, small, midwestern university classroom. States that once student responsibilities were identified, comparisons and contrasts were made among students who accepted the participation responsibility and those who rarely participated. (Author/KDR) EJ678377 The Consolidation of Responsibility in the Mixed-Age College Classroom. Teaching Sociology v30 n2 p214-34 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Critical Thinking Educational Research Higher Education Photographs Social Integration Sociology Teaching Methods Visual Perception Hanson, Chad M. Journal Articles Reports - Descriptive Mills (C Wright) ISSN-0092-055X English Discusses using photographs as a teaching method for sociology students. States that photographs have often been considered an art related subject rather than a sociology medium. Focuses on C. Wright Mills's use of Depression era photographs, a teaching method referred to as 'Mills's Imagination.' (KDR) EJ678378 A Stop Sign at the Intersection of History and Biography: Illustrating Mills's Imagination with Depression-Era Photographs. Teaching Sociology v30 n2 p235-42 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Critical Thinking Critical Viewing Educational Research Higher Education Observational Learning Social Integration Sociology Teaching Methods Stevens, David VanNatta, Michelle Journal Articles Reports - Descriptive ISSN-0092-055X English Discusses the use of critical thinking and critical observation methods as applied to teaching sociology courses. Discusses how students are taught to evaluate situations holistically. States that critical observation is the ability to identify assumptions and stereotypes interpreted by behavior. Provides an assessment of an exercise model that incorporates these methods. (KDR) EJ678379 Teaching Critical Observation as a Sociological Tool. Teaching Sociology v30 n2 p243-53 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:13 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Educational Research Higher Education Process Approach (Writing) Sociology Teaching Methods Undergraduate Students Writing Skills Edwards, Mark Evan Journal Articles Reports - Descriptive ISSN-0092-055X English Identifies the challenges of teaching writing to college students. Suggests a method for creating a forthright exchange between student and teacher, one that can create conditions for improving student writing and allow faculty to teach with greater honesty about their own writing experiences. (KDR) EJ678380 Writing before Students: A Model for Teaching Sociological Writing. Teaching Sociology v30 n2 p254-59 Apr 2002 2002-00-00 T 2004 7/11/2004 11:57:14 CIJMAY2004 Teaching Sociology is a peer reviewed journal.

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No Adult Students Educational Policy Educational Research Foreign Countries Higher Education Transitional Programs Reay, Diane Ball, Stephen David, Miriam Journal Articles Reports - Research England Mature Students Qualifying Program Personal Experiences United Kingdom (England) ISSN-0141-1926 English Draws on experiences of mature access students (n=23) in an inner London (England) further education college. Explores the range of opportunities and constraints mature students confront in their efforts to make the transition to higher education. Focuses on the narratives of the seven students who failed to complete the access course. (BT) EJ678381 "It's Taking Me a Long Time but I'll Get There in the End": Mature Students on Access Courses and Higher Education Choice. British Educational Research Journal v28 n1 p5-19 Feb 2002 2002-00-00 T 2004 2016-11-21

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No Coeducation Educational Benefits Educational Research Elementary Secondary Education Females Foreign Countries Gender Issues Males Student Attitudes Jackson, Carolyn Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-0141-1926 English Explores the value of introducing single-sex classes within co-educational schools. Draws upon perspectives of girls and boys involved in one such initiative. Concludes girls-only classes may have positive effects for girls, but curriculum-as-usual boys' classes do nothing to challenge problematic male cultures inherent in schools. (BT) EJ678382 Can Single-Sex Classes in Co-Educational Schools Enhance the Learning Experiences of Girls and/or Boys? An Exploration of Pupils' Perceptions. British Educational Research Journal v28 n1 p37-48 Feb 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Evaluation Hermeneutics Higher Education Research Methodology Scientific Research Values Halliday, John Journal Articles Reports - Research Gadamer (Hans Georg) Lakatos (Imre) MacIntyre (Alasdair) ISSN-0141-1926 English Considers methodological issues that arise when values form the main focus of empirical educational research. Includes discussion of the idea that social science, in general, and educational research, in particular, are forms of moral inquiry. Outlines a methodology of educational research, drawing from work by Imre Lakatos, Alasdair MacIntyre, and Hans Georg Gadamer. (BT) EJ678383 Researching Values in Education. British Educational Research Journal v28 n1 p49-62 Feb 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement British Infant Schools Educational Research Foreign Countries Inner City Primary Education Student Mobility Testing Strand, Steve Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Explores association between pupil mobility and attainment in national end of Key Stage 1 tests for 6000+ pupils in an English urban education authority. Indicates pupil mobility during the early years is associated with significantly lower levels of pupil attainment in reading, writing, and mathematics tests at age seven. (BT) EJ678384 Pupil Mobility, Attainment, and Progress during Key Stage 1: A Study in Cautious Interpretation. British Educational Research Journal v28 n1 p63-78 Feb 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement British Infant Schools Class Size Educational Research Foreign Countries Literacy Longitudinal Studies Mathematics Primary Education Blatchford, Peter Goldstein, Harvey Martin, Clare Browne, William Journal Articles Reports - Research England Reception Classes (England) United Kingdom (England) ISSN-0141-1926 English Reviews existing evidence on the relationship between class size and achievement for children in their first years of schooling. Describes a large-scale longitudinal study of these children within English local education authorities. Presents results for achievement progress in literacy and mathematics during the reception year. (BT) EJ678385 A Study of Class Size Effects in English School Reception Year Classes. British Educational Research Journal v28 n2 p169-85 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Classroom Environment Educational Research Elementary Education Foreign Countries Grouping (Instructional Purposes) Teacher Surveys Kutnick, Peter Blatchford, Peter Baines, Ed Journal Articles Reports - Research England Thematic Analysis United Kingdom (England) ISSN-0141-1926 English Seeks to move forward the understanding of within-class groupings in actual classrooms. Identifies five core themes central to pupils' experience of groups in classrooms. Uses this as a basis to collect information on classroom groupings. Surveys teachers in 187 classrooms from Years 2 and 5 during normal class time. (BT) EJ678386 Pupil Groupings in Primary School Classrooms: Sites for Learning and Social Pedagogy? British Educational Research Journal v28 n2 p187-206 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Disadvantaged Environment Educational Improvement Educational Research Foreign Countries Longitudinal Studies Qualitative Research Secondary Education Levacic, Rosalind Woods, Philip A. Journal Articles Reports - Research England General Certificate of Secondary Education Variables United Kingdom (England) ISSN-0141-1926 English Uses existing data to investigate differences in the rate that schools improved General Certificate of Secondary Education (GCSE) examination results from 1991-98. Finds two variables impacted examination improvement: (1) low concentration of social disadvantage relative to other local schools; and (2) starting from a low base level of GCSE results. (BT) EJ678387 Raising School Performance in the League Tables (Part 1): Disentangling the Effects of Social Disadvantage. British Educational Research Journal v28 n2 p207-26 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Disadvantaged Environment Educational Improvement Educational Research Foreign Countries Learning Processes Qualitative Research Secondary Education Levacic, Rosalind Woods, Philip A. Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Examines qualitative data from three case-study schools to illuminate barriers to responsiveness facing socially disadvantaged schools and impeding school improvement. Highlights cumulative impact of contextual influences, which interact with internal school factors, particularly that of local school hierarchies and processes of labelling that affect students and their learning experiences. (BT) EJ678388 Raising School Performance in the League Tables (Part 2): Barriers to Responsiveness in Three Disadvantaged Schools. British Educational Research Journal v28 n2 p227-47 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Ability Grouping Academic Achievement Educational Research Elementary Education Foreign Countries Mathematics Self Concept MacIntyre, Helen Ireson, Judith Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Examines within class ability grouping for mathematics in six classes. One primary school sample included 145 children, ages 3 to 5. Reveals considerable overlap between standardized test scores of children in high-, middle-, and low-ability groups. Finds significant, but weak correlation between mathematics ability and mathematics self-concept. (BT) EJ678389 Within-Class Ability Grouping: Placement of Pupils in Groups and Self-Concept. British Educational Research Journal v28 n2 p249-63 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Educational Objectives Educational Policy Educational Research Elementary Secondary Education Foreign Countries Models Gorard, Stephen Selwyn, Neil Rees, Gareth Journal Articles Reports - Research Wales Great Britain Indicators Target Planning United Kingdom (Great Britain) United Kingdom (Wales) ISSN-0141-1926 English Takes as background the shift over time in Great Britain toward models of target setting in education, based almost entirely on measurable outputs. Outlines some alternative models involving targets for inputs and processes, and use of targets that are exhortative rather than directly measurable. (BT) EJ678390 "Privileging the Visible": A Critique of the National Learning Targets. British Educational Research Journal v28 n3 p309-25 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Educational Policy Educational Practices Educational Research Elementary Secondary Education Foreign Countries Models Race School Culture Osler, Audrey Morrison, Marlene Journal Articles Opinion Papers Reports - Research ISSN-0141-1926 English States the Labour Government has given the Office for Standards in Education (OFSTED), the school inspection agency for England, a lead role in monitoring how schools are preventing and addressing racism. Considers the extent to which the school inspection framework provides an effective model for the promotion of race equality. (BT) EJ678391 Can Race Equality Be Inspected? Challenges for Policy and Practice Raised by the OFSTED School Inspection Framework. British Educational Research Journal v28 n3 p327-38 Jun 2002 2002-00-00 T 2004 7/11/2004 11:57:17 CIJMAY2004

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No Academic Achievement Case Studies Coeducation Educational Research Females Foreign Countries Gender Issues Males Secondary Education Younger, Mike Warrington, Molly Journal Articles Reports - Research England General Certificate of Secondary Education United Kingdom (England) ISSN-0141-1926 English Focuses on single-sex teaching in co-educational schools, using a case study of a school where single-sex teaching has been the norm. Analyzes student performance since General Certificate of Secondary Education began. Finds girls have consistently achieved better results than boys in most subjects, but both sexes showed relative improvement. (BT) EJ678392 Single-Sex Teaching in a Co-educational Comprehensive School in England: An Evaluation Based Upon Students' Performance and Classroom Interactions. British Educational Research Journal v28 n3 p353-74 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Dropout Prevention Dropout Research Dropouts Educational Research Foreign Countries High Schools Human Geography School Culture Secondary Education Smyth, John Hattam, Robert Journal Articles Reports - Research Australia Australia ISSN-0141-1926 English States early school leaving is a protracted educational problem throughout the world. Examines early school leaving from the position of young Australians (n=209) who left school or were considering leaving. Provides tentative theorizing traversing aspects of the cultural geography of high school as partial explanation of what is occurring. (BT) EJ678393 Early School Leaving and the Cultural Geography of High Schools. British Educational Research Journal v28 n3 p375-97 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Humanities Qualitative Research Theories Thomas, Gary Journal Articles Opinion Papers Theory Based Evaluation ISSN-0141-1926 English Challenges theory's secure place in qualitative inquiry on three counts. Argues (1) the search for theory in such inquiry originates in a crypto-functionalism; (2) theory's supposed importance for policy formulation cannot in itself justify it; and (3) arguments about its successful use are belied by examining discussion about theory in those arenas. (BT) EJ678394 ETheory's Spell-On Qualitative Inquiry and Educational Research. British Educational Research Journal v28 n3 p419-34 Jun 2002 2002-00-00 T 2004 2016-11-21

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No Foreign Countries Questionnaires Second Language Learning Second Languages Secondary Education Student Motivation Student Reaction Student Surveys Williams, Marion Burden, Robert Lanvers, Ursula Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Reports on an investigation into the motivation of secondary school students in southwest England to learn foreign languages. Surveys students (n=228) in years 7, 8, and 9 to examine student responses on constructs (n=16) related to motivation based on a questionnaire and interviews. (BT) EJ678395 "French Is the Language of Love and Stuff": Student Perceptions of Issues Related to Motivation in Learning a Foreign Language. British Educational Research Journal v28 n4 p503-28 Aug 2002 2002-00-00 T 2004 2016-11-21

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No Compliance (Psychology) Educational Change Elementary Secondary Education Foreign Countries Resistance (Psychology) Teaching (Occupation) Moore, Alex Edwards, Gwyn Halpin, David George, Rosalyn Journal Articles Opinion Papers Pragmatism Empirical Research England United Kingdom (England) ISSN-0141-1926 English Explores (drawing on empirical research) ways in which schoolteachers in England reposition themselves in the face of rapid and extensive educational change, some of which they may view with ambivalence or hostility. Identifies and illustrates two distinct forms of pragmatism: (1) principled pragmatism, and (2) contingent pragmatism. (BT) EJ678396 Compliance, Resistance and Pragmatism: The (Re)construction of Schoolteacher Identities in a Period of Intensive Educational Reform. British Educational Research Journal v28 n4 p551-65 Aug 2002 2002-00-00 T 2004 2016-11-21

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No Content Analysis Cross Cultural Studies Cultural Context Educational Research Foreign Countries Mathematics Education Mathematics Instruction Secondary Education Teacher Role Haggarty, Linda Pepin, Birgit Journal Articles Reports - Evaluative England France Germany France Germany United Kingdom (England) ISSN-0141-1926 English Examines mathematics textbooks and their use in lower secondary classrooms in England, France, and Germany. Suggests (after data analysis) that learners in the different countries are offered different mathematics and given different opportunities to learn that mathematics, both of which are influenced by textbook and teacher. (BT) EJ678397 An Investigation of Mathematics Textbooks and Their Use in English, French, and German Classrooms: Who Gets an Opportunity To Learn What? British Educational Research Journal v28 n4 p567-90 Aug 2002 2002-00-00 T 2004 2016-11-21

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No Economic Factors Educational Development Educational History Educational Planning Educational Research Foreign Countries Interdisciplinary Approach Carpentier, Vincent Journal Articles Reports - Descriptive United Kingdom Indicators United Kingdom ISSN-0046-760X English Attempts to show the value of a cross disciplinary approach to historical studies about the relationship between education and economic growth. Focuses on four points and notes two areas needing further research: (1) development of new indicators to measure educational quality; and (2) application of the indicators to provide more sophisticated comparisons. (KDR) EJ678398 Public Expenditure on Education and Economic Growth in the UK, 1833-2000. History of Education v32 n1 p1-15 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Research Females Gender Issues Kindergarten Middle Class Preschool Teachers Professional Recognition Read, Jane Journal Articles Reports - Descriptive ISSN-0046-760X English Explores four women's networking activities that promoted Fredrich Froebel's kindergarten pedagogy from 1840-1900. Describes how the movemen created Froebelian organizational infrastructures, affecting national and religious boundaries and providing a support system for middle class members, political lobbies, leadership, and recognition for kindergarten teachers. (KDR) EJ678399 Froebelian Women: Networking To Promote Professional Status and Educational Change in the Nineteenth Century. History of Education v32 n1 p17-33 Jan 2003 2003-00-00 T 2004 7/11/2004 11:57:19 CIJMAY2004 History of Education is a refereed journal.

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No Colonialism Cultural Influences Educational Change Educational History Educational Planning Educational Policy Educational Research Foreign Countries Social Problems Socioeconomic Influences Booth, Margaret Zoller Journal Articles Reports - Descriptive Africa United Kingdom Africa United Kingdom ISSN-0046-760X English Focuses on Swaziland (Africa) as an example of how colonial British influence and ad hoc design affected African educational systems. Concludes present day educational systems can only be understood through complete evaluation of the complex interaction of social, political, socioeconomic, and cultural issues that shaped United Kingdom educational systems. (KDR) EJ678400 Settler, Missionary, and the State: Contradictions in the Formulation of Educational Policy in Colonial Swaziland. History of Education v32 n1 p35-56 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Development Educational History Educational Planning Educational Policy Educational Research Higher Education Land Grant Universities Socioeconomic Status Vandenberg-Daves, Jodi Journal Articles Reports - Descriptive University of Minnesota ISSN-0046-760X English Discusses the role of land grants in university development. Focuses on the Morrell Land Grant Act of 1862 and 1890, an educational history landmark that provided opportunities for all socioeconomic levels of students. Speculates on whether land grant ideals will continue to be applied to future higher education. (KDR) EJ678401 'A Look at the Total Knowledge of the World': The University of Minnesota, the Land-Grant Ideal, and the Politics of U.S. Public Higher Education, 1950-1990. History of Education v32 n1 p57-79 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Planning Educational Policy Educational Research Higher Education Policy Formation Godwin, C. D. Journal Articles Reports - Descriptive ISSN-0046-760X English Explores the creation and demise of the National Advisory Council on Teacher Supply and Training (NACTST) as indicated in official files and the actions of former policy making officials and ministers. Concludes the demise of NACTST caused central policy makers to disallow consultants or advisory bodies to claim equal standing. (KDR) EJ678402 Policy-Making without Partners: The NACTST and Its Demise, 1965-73. History of Education v32 n1 p81-100 Jan 2003 2003-00-00 T 2004 7/11/2004 11:57:20 CIJMAY2004 History of Education is a refereed journal.

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No Educational Change Educational History Educational Methods Educational Planning Educational Policy Educational Research Higher Education Policy Formation Social Sciences McCulloch, Gary Watts, Ruth Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses the premise of theory, methods, and social science in relation to the history of education. States the articles in this issue demonstrate there are still current active explorations of educational history being conducted. (KDR) EJ678403 Introduction: Theory, Methodology, and the History of Education. History of Education v32 n2 p129-32 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:20 CIJMAY2004 History of Education is a refereed journal. Theme issue: Theory, Methodology, and the History of Education.

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No Educational Change Educational History Educational Planning Educational Policy Educational Research Higher Education Historians Aldrich, Richard Journal Articles Reports - Descriptive ISSN-0046-760X English Focuses on the contexts of current debates about the nature and the state of history of education, and the subject of history. States that educational historians are needed to define the truth about history by focusing on human existence and values, and to evaluate questionable facts espoused by those who may have ulterior motives. (KDR) EJ678404 The Three Duties of the Historian of Education. History of Education v32 n2 p133-43 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:20 CIJMAY2004 History of Education is a refereed journal. Theme issue: Theory, Methodology, and the History of Education.

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No Educational Change Educational History Educational Planning Educational Research Higher Education History Virtual Classrooms Visual Aids Visual Learning McCulloch, Gary Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses three potential problems in the application of virtual history: (1) extrapolation; (2) critical analysis; and (3) the danger of using it as wishful thinking. Offers comparative history as a possible alternative way to overcome virtual history outcomes. (KDR) EJ678405 Virtual History and the History of Education. History of Education v32 n2 p145-56 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:21 CIJMAY2004 History of Education is a refereed journal. Theme issue: Theory, Methodology, and the History of Education.

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No Educational Change Educational History Educational Research Females Gender Issues Higher Education Historians Womens History Goodman, Joyce Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses gender influences and ways that history and theory have interacted in influencing women's contribution and recognition in educational history. Focuses on several historians' views and how some have eventually written women back into the historical picture of education. (KDR) EJ678406 Troubling Histories and Theories: Gender and the History of Education. History of Education v32 n2 p157-74 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:21 CIJMAY2004 History of Education is a refereed journal. Theme issue: Theory, Methodology, and the History of Education.

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No Educational Change Educational History Educational Methods Educational Research Higher Education Learning Processes Memory Oral History Gardner, Philip Journal Articles Reports - Descriptive Historical Research Historical Methods ISSN-0046-760X English Explores the challenge presented by the exercise of memory, through oral history, as an historical method. Notes the use of historical data generated by memory projects. Concludes that memory recollection, as a historical medium, can be a resource for bearing witness to history's power to shape lives as individuals experience it. (KDR) EJ678407 Oral History in Education: Teacher's Memory and Teachers' History. History of Education v32 n2 p175-88 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Educational Methods Educational Research Females Gender Issues Higher Education Sciences Womens History Watts, Ruth Journal Articles Reports - Descriptive ISSN-0046-760X English Investigates the field of science to examine the neglect of its interrelationship with gender and how this weakness can be resolved. States it is vital to understand the methods and sources used in educational history when examining science and gender as an intellectual part of educational history. (KDR) EJ678408 Science and Women in the History of Education: Expanding the Archive. History of Education v32 n2 p189-99 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:21 CIJMAY2004 History of Education is a refereed journal. Theme issue: Theory, Methodology, and the History of Education.

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No Autobiographies Biographies Educational Change Educational History Educational Methods Educational Research Higher Education Historians Historiography History Textbooks Armstrong, Derrick Journal Articles Reports - Descriptive Historical Methods Historical Research ISSN-0046-760X English Discusses the perspectives of historical text as evolving from respective historical representation. Explores methods of educational history through writings, documents, biographies, autobiographies, issues of source and technicalities, and historian viewpoints. Offers that historian's voices must be positioned critically and reflectively at the intersection of biography and history. (KDR) EJ678409 Historical Voices: Philosophical Idealism and the Methodology of 'Voice' in the History of Education. History of Education v32 n2 p201-17 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Aging (Individuals) Biographies Discovery Learning Educational Change Educational History Educational Methods Educational Research Females Gender Issues Higher Education Interpersonal Relationship Social Influences Social Structure Martin, Jane Journal Articles Reports - Descriptive Historical Methods Historical Research ISSN-0046-760X English Emphasizes four points of entry that history provides for historical analysis: (1) doing of history as the capacity to explore origins and ideas; (2) history as a vehicle for social choices and alternative possibilities; (3) biography as a window to view social change; and (4) exploration of intersections between human aging and social structure. (KDR) EJ678410 The Hope of Biography: The Historical Recovery of Women Educator Activists. History of Education v32 n2 p219-32 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Females Feminism Foreign Countries Gender Issues Higher Education Middle Class Public Schools Secondary Education Womens Education Moore, Lindy Journal Articles Reports - Descriptive Scotland United Kingdom (Scotland) ISSN-0046-760X English Discusses the development of middle class, public secondary Scottish schools for girls over 14 years old in the latter 1800s. States these institutions opened the door for the Scottish women's movement, allowing women to pursue public positions. Clarifies that the movement was still in its early stages by the late 1800s. (KDR) EJ678411 Young Ladies' Institutions: The Development of Secondary Schools for Girls in Scotland, 1833--c. 1870. History of Education v32 n3 p249-72 May 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Hinduism Religion Religious Cultural Groups Religious Education Allender, Tim Journal Articles Reports - Descriptive India India ISSN-0046-760X English Focuses on the dominant Anglican missionary schools in Punjab (India). States that the Anglican missions failed to fulfill their original design, but that Hindu schools were successful and played a role in India's movement for independence over British settlements in the northern region. (KDR) EJ678412 Anglican Evangelism in North India and the Punjabi Missionary Classroom: The Failure To Educate the Masses, 1860-77. History of Education v32 n3 p273-88 May 2003 2003-00-00 T 2004 2016-11-21

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No Chinese Chinese Culture Confucianism Cultural Influences Educational History Educational Research Elementary Secondary Education Foreign Countries Higher Education Music Education Non Western Civilization Religious Cultural Groups Ho, Wai-Chung Journal Articles Reports - Descriptive China Confucius China ISSN-0046-760X English Discusses four fields of education in Chinese culture during the time of Confucius: (1) morals, (2) law, (3) politics, and (4) music. Identifies three traditional Chinese music types: (1) refined, (2) popular, and (3) foreign. States music was used to promote social harmony, reinforce nationalist views and actions, and shape attitudes and beliefs of the Chinese people. (KDR) EJ678413 Westernization and Social Transformations in Chinese Music Education, 1895-1949. History of Education v32 n3 p289-301 May 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education Democracy Educational Change Educational Development Educational History Elementary Secondary Education Financial Support Higher Education Religious Education Davies, Jonathan S. Freeman, Mark Journal Articles Reports - Descriptive ISSN-0046-760X English Discussed the Joseph Rowntree Charitable Trust and its role in the educational settlement movement. Discusses the Rowntree family's understanding of the relationship between education and democracy. Concludes later descendants veered from funding the settlement endeavors due to lack of funds and interest. Believes this diminished the ideals of religious and civic education. (KDR) EJ678414 Education for Citizenship: The Joseph Rowntree Charitable Trust and the Educational Settlement Movement. History of Education v32 n3 p303-18 May 2003 2003-00-00 T 2004 7/11/2004 11:57:23 CIJMAY2004 History of Education is a refereed journal.

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No Educational Background Educational Development Educational History Educational Planning Elementary Secondary Education Foreign Countries Higher Education Lowe, Roy Journal Articles Reports - Descriptive Scotland Twentieth Century England United Kingdom (England) United Kingdom (Scotland) ISSN-0046-760X English Focuses on two examples of how the English education system acquired characteristics and practices from Scotland and other sources. States that since Scottish and English backgrounds were similar, the predominant progress of Scotland's education system played the larger role in English educational development. (KDR) EJ678415 A Scottish Diaspora: Influences on Educational Planning in Twentieth-Century England. History of Education v32 n3 p319-30 May 2003 2003-00-00 T 2004 2016-11-21

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No Creative Thinking Elementary Secondary Education Higher Education Individual Psychology Personality Traits Predictor Variables Preservice Teacher Education Student Characteristics Student Motivation Student Teacher Evaluation Student Teachers Student Teaching Teacher Competencies Daugherty, Martha Logan, Jenny Turner, Matthew Compton, David Journal Articles Reports - Research ISSN-0887-8730 English Examined associations among three psychological characteristics and classroom performance ratings of prospective teachers who were assessed on personality style, creative thinking, motivation, and classroom performance competency during student teaching. Student teachers completed psychological evaluations, and their supervisors evaluated their performance. Results found significant relationships among three creativity measures and rating of classroom performance. The creative subscale of originality was a significant predictor of effective student teaching. (SM) EJ678416 Associations among Preservice Teachers' Psychological Traits and Classroom Performance Ratings. Teacher Educator v38 n3 p151-68 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:24 CIJMAY2004

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No College Admission Elementary Secondary Education Higher Education Legal Responsibility Preservice Teacher Education School Holding Power School Policy Ginsberg, Rick Whaley, David Journal Articles Reports - Research ISSN-0887-8730 English Examined the legal climate regarding admissions and retention in teacher preparation programs and the current practices of selected programs. Data from legal/archival research and an online survey of 27 universities indicated that teacher preparation programs have more legal latitude than is being employed for admission and retention decisions. The paper recommends that the field establish professional norms for retention policies and assessing student dispositions for teaching. (SM) EJ678417 Admission and Retention Policies in Teacher Preparation Programs: Legal and Practical Issues. Teacher Educator v38 n3 p169-189 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:24 CIJMAY2004

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No Elementary Secondary Education Higher Education Pregnancy Prenatal Influences Preservice Teacher Education Special Education Teachers Special Needs Students Speech Language Pathology Substance Abuse Teacher Attitudes Watson, Silvana M. R. Gable, Robert A. Tonelson, Stephen W. Journal Articles Reports - Research ISSN-0887-8730 English Surveyed university faculty regarding the preparation of general educators, special educators, and speech language pathologists to work with students prenatally exposed to drugs and alcohol. Results confirmed that in general, teacher education and speech language pathology programs provide limited information on these students. There were significant differences in responses among the three groups and within the general education faculty group. (SM) EJ678418 Students Prenatally Exposed to Drugs and Alcohol: A Survey of School Personnel Preparation. Teacher Educator v38 n3 p190-208 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:24 CIJMAY2004

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No Classroom Techniques Elementary Secondary Education Faculty Development Field Experience Programs Graduate Study Higher Education Preservice Teacher Education Teacher Attitudes Watzke, John L. Journal Articles Reports - Research ISSN-0887-8730 English Examined stages of teacher development across 1.5 years of full-time teaching as teacher candidates completed master's degree coursework. Beginning teachers completed a Teachers Concerns Checklist at six points throughout the program. Findings suggested reduced concerns for classroom management as full-time teaching began and increased concerns for delivery of instruction as teachers were immersed in full-time teaching. Strong concerns for professional development emerged after a full year of teaching. (SM) EJ678419 Longitudinal Study of Stages of Beginning Teacher Development in a Field-Based Teacher Education Program. Teacher Educator v38 n3 p209-29 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:24 CIJMAY2004

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No Administrator Attitudes Elementary Secondary Education Faculty Development Foreign Countries Higher Education Inservice Teacher Education Teacher Attitudes Teacher Improvement Cooper, Karyn Peterson, Shelley Broad, Kathryn Journal Articles Reports - Research Canada Learning Communities Canada ISSN-0887-8730 English Investigated reasons for tensions among stakeholders, such as Ontario's ministries of education, teacher associations, local school districts, and university teacher education programs regarding the meaning and implications of professional development. Interview data clarified stakeholders' perspectives and priorities and noted that effective professional development must start from the point of commonality, with stakeholders working together toward the shared moral purpose of enhancing student learning. (SM) EJ678420 Examining Professional Development: Connecting Dialogues. Teacher Educator v38 n4 p231-44 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College School Cooperation Cooperating Teachers Elementary Secondary Education Feedback Higher Education Mentors Partnerships in Education Preservice Teacher Education Student Teachers Teacher Collaboration Dever, Martha T. Hager, Karen D. Klein, Keith Journal Articles Reports - Descriptive ISSN-0887-8730 English Describes the development, implementation, and evaluation of a workshop for mentor teachers that reflects the collaborative effort of a university and public school faculties. The workshop focused on giving feedback to student teachers. Evaluation data suggest that mentor teachers felt the workshop provided helpful information, teaching them how to collect objective data while observing their student teachers. (SM) EJ678421 Building the University/Public School Partnership: A Workshop for Mentor Teachers. Teacher Educator v38 n4 p245-55 Spr 2003 2003-00-00 T 2004 7/11/2004 11:57:25 CIJMAY2004

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No Elementary Secondary Education Higher Education Performance Based Assessment Portfolio Assessment Portfolios (Background Materials) Preservice Teacher Education Student Development Student Teachers Hill, Deborah M. Journal Articles Reports - Descriptive Electronic Portfolios ISSN-0887-8730 English Asserts that as the demand for authentic, standards-based assessment of teacher performance grows, teacher educators need to develop new tools to record and organize evidence of successful teaching. Electronic portfolios that document professional growth, reflective practice, and demonstrated competencies on set standards or principles can be such a tool. Electronic portfolios are constructive instruments for authentic assessment that promote connections between teaching, learning, reflection, and evaluation. (SM) EJ678422 E-Folio and Teacher Candidate Development. Teacher Educator v38 n4 p256-66 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Elementary Secondary Education Faculty Development Field Experience Programs Higher Education Preservice Teacher Education Reflective Teaching Teacher Improvement Teaching Methods Tutoring McLoughlin, Andrea Sabatini Maslak, MaryAnn Journal Articles Reports - Research ISSN-0887-8730 English Examined elementary and secondary prospective teachers' perceptions of the ways in which their experiences as tutors in school-based tutoring programs influenced their professional development. Data from surveys, reflective papers, and individual and focus group interviews revealed five main ways they perceived the tutoring experience contributed to professional growth (development in understanding of students, pedagogical strategies, relationships with colleagues within schools, teaching/learning processes, and reflective practice). (SM) EJ678423 Prospective Teachers' Perceptions of Development during Fieldwork: Tutoring as a Vehicle for Professional Growth. Teacher Educator v38 n4 p267-84 Spr 2003 2003-00-00 T 2004 7/11/2004 11:57:26 CIJMAY2004

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No Academic Standards College School Cooperation Cultural Awareness Elementary Secondary Education Evaluation Methods Higher Education Preservice Teacher Education Student Diversity Teacher Evaluation Urban Schools Sobel, Donna M. Taylor, Sheryl V. Anderson, Ruth E. Journal Articles Reports - Research ISSN-0887-8730 English Describes joint effects by urban university faculty and a large public school district to create an observation tool for assessing and mentoring preservice and inservice teachers' abilities to meaningfully address diversity issues in their classroom, examining missions and background information on the university and school district and the development of a standards-based assessment tool. The resulting diversity responsive assessment tool illustrates key elements of innovative standards-based assessment. (SM) EJ678424 Teacher Evaluation Standards in Practice: A Standards-Based Assessment Tool for Diversity-Responsive Teaching. Teacher Educator v38 n4 p285-302 Spr 2003 2003-00-00 T 2004 7/11/2004 11:57:26 CIJMAY2004

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No Cultural Awareness Elementary Secondary Education Minority Group Teachers Racial Attitudes Reflective Teaching Self Evaluation (Individuals) Student Diversity Teacher Attitudes Milner, H. Richard Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Advances a concept of race reflection in cultural contexts, addressing: the necessity of race reflection in cultural contexts for both white and racial minority teachers; racial and cultural mismatches between teachers and students which could stifle learning; and the need for pedagogical tools to enhance discussions and activities around this topic. The paper presents three tools for race reflection: a chart, race reflective journaling, and critically engaged racial dialogue. (SM) EJ678425 Teacher Reflection and Race in Cultural Contexts: History, Meanings, and Methods in Teaching. Theory into Practice v42 n3 p173-80 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Consciousness Raising Critical Thinking Cultural Awareness Elementary Secondary Education Racial Attitudes Reflective Teaching Self Evaluation (Individuals) Student Diversity Teacher Attitudes Gay, Geneva Kirkland, Kipchoge Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Asserts that developing personal and professional critical consciousness about racial, cultural, and ethnic diversity should be a major component of preservice teacher education; discusses how teacher education students avoid engaging with racial issues in education (silence, diversion, guilt, and benevolent liberalism); and suggests strategies to counter them (creating learning expectations of criticalness, modeling, providing opportunities to practice critical consciousness, and translating conceptual multicultural education into K-12 instructional possibilities). (SM) EJ678426 Developing Cultural Critical Consciousness and Self-Reflection in Preservice Teacher Education. Theory into Practice v42 n3 p181-87 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Cultural Awareness Elementary Secondary Education Higher Education Moral Values Preservice Teacher Education Racial Attitudes Reflective Teaching Student Diversity Student Teacher Attitudes Birmingham, Carrie Journal Articles Reports - Descriptive Phronesis Reflective Thinking ISSN-0040-5841 English Maps the intersection of cultural diversity, reflective teaching, and moral value, synthesizing them into a consistent model and exploring implications for teaching and teacher education. This model of reflection is phronesis, the virtue of thought that permits correct reasoning in decisions involving virtues of character. Illustrated by stories of student teachers' work in culturally diverse settings, the article highlights how reflection as phronesis is "essentially moral and morally essential." (SM) EJ678427 Practicing the Virtue of Reflection in an Unfamiliar Cultural Context. Theory into Practice v42 n3 p188-94 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Critical Thinking Cultural Awareness Culturally Relevant Education Elementary Secondary Education Preservice Teacher Education Racial Attitudes Reflective Teaching Student Diversity Teacher Attitudes Howard, Tyrone C. Journal Articles Reports - Descriptive Critical Reflection Reflective Thinking ISSN-0040-5841 English Offers critical reflection as a prelude to creating culturally relevant teaching strategies, outlining theoretical and practical considerations for critical reflection and culturally relevant teaching for teacher education and asserting that the development of culturally relevant teaching strategies is contingent upon critical reflection about race and culture of teachers and their students. (SM) EJ678428 Culturally Relevant Pedagogy: Ingredients for Critical Teacher Reflection. Theory into Practice v42 n3 p195-202 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Elementary Secondary Education Preservice Teacher Education Racial Attitudes Racial Bias Reflective Teaching Student Diversity Teacher Attitudes Urban Schools Cross, Beverly Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Presents findings from a study about what a group of teacher education graduates learned about race as they prepared to teach in multicultural classrooms. Findings suggest that field experiences potentially teach passivity toward culture, learning about race needs to go beyond being a personal benefit to white teachers to competence in teaching in multiracial contexts, and including diverse literature in the classroom is an important but limited curricular adaptation. (SM) EJ678429 Learning or Unlearning Racism: Transferring Teacher Education Curriculum to Classroom Practices. Theory into Practice v42 n3 p203-09 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Disadvantaged Youth Equal Education Mathematics Education Racial Attitudes Reflective Teaching Secondary Education Secondary School Mathematics Teacher Attitudes Rousseau, Celia Tate, William F. Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Describes a framework to support teachers' reflection about school mathematics and traditionally underserved students, focusing on a study of the beliefs of a group of high school mathematics teachers. The paper asserts that the teachers' views of equity and race blocked substantive reflection about the nature of their instructional practices and the impact of those practices on students of color in their classes. (SM) EJ678430 No Time Like the Present: Reflecting on Equity in School Mathematics. Theory into Practice v42 n3 p210-16 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academically Gifted Access to Education Blacks Elementary Secondary Education Racial Attitudes Student Diversity Teacher Attitudes Ford, Donna Y. Grantham, Tarek C. Journal Articles Reports - Descriptive Cultural Deficit Theory ISSN-0040-5841 English Discusses why diverse students are underrepresented in gifted education, noting ways to recruit and retain more diverse students into gifted programs. Factors contributing to the persistent underrepresentation of black students in gifted education are presented, along with suggestions for change. The article's central premise is that deficit thinking held by educators about diverse students hinders these students' access to gifted education. (SM) EJ678431 Providing Access for Culturally Diverse Gifted Students: From Deficit to Dynamic Thinking. Theory into Practice v42 n3 p217-25 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Beginning Teachers Black Teachers Journal Writing Mentors Public Schools Reflective Teaching Secondary Education Teacher Competencies Teacher Shortage Urban Schools Tillman, Linda c. Journal Articles Reports - Research Reflective Thinking ISSN-0040-5841 English Presents a case study of a mentoring triad involving a first-year, African American teacher, her mentor, and her principal, noting the use of reflection and reciprocal journaling to reflect on and dialogue about the challenges of teaching in a large urban high school. The article focuses on the teacher's professional competence and the teacher as a member of the school community, offering recommendations for practice. (SM) EJ678432 Mentoring, Reflection, and Reciprocal Journaling. Theory into Practice v42 n3 p226-33 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Educational Technology Elementary Secondary Education Information Technology Multimedia Materials Racial Attitudes Reflective Teaching Student Diversity Teacher Attitudes Lin, Xiaodong Kinzer, Charles K. Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Explores the potential for using technological tools to foster teacher understanding of cultural diversity and promote teacher reflection, reviewing studies in which different technologies were used in ways that allowed implicit teacher and student beliefs to become more explicit and easier to reflect on. The paper focuses on technological artifacts, multimedia cases, and Information and Communication Technologies, examining each technology for teacher reflection and belief change. (SM) EJ678433 The Importance of Technology for Making Cultural Values Visible. Theory into Practice v42 n3 p234-42 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Style Cultural Awareness Culturally Relevant Education English Reflective Teaching Secondary Education Student Diversity Teacher Attitudes Teaching Methods Sharp, Kathleen M. Journal Articles Reports - Descriptive Reflective Thinking ISSN-0040-5841 English Describes an English teacher's reflection in a suburban, predominantly white, middle class high school. This teacher's praxis is based on the assumption that culture influences how students learn, and culturally and linguistically diverse students will experience greater academic success when teachers work to consciously and consistently adapt their instructional methods to create a learning environment that is responsive to these students' learning styles. (SM) EJ678434 Teacher Reflection: A Perspective from the Trenches. Theory into Practice v42 n3 p243-47 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Relevance Elementary Secondary Education Racial Attitudes Reflective Teaching Teacher Attitudes Hoffman-Kipp, Peter Artiles, Alfredo J. Lopez-Torres, Laura Journal Articles Reports - Descriptive Praxis Reflective Thinking ISSN-0040-5841 English Identifies the limits of the traditional view of reflection, asserting that reflection is an artifact and a practice embedded in a larger process (teacher learning) and outlining basic notions of a cultural-historical vision of learning as praxis in which reflection is embedded. The paper also asserts that a new vision of critical, situated reflection must include both technical and political content and be based on a dialogic approach. (SM) EJ678435 Beyond Reflection: Teacher Learning as Praxis. Theory into Practice v42 n3 p248-54 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Communications Computer Uses in Education Constructivism (Learning) Elementary Secondary Education Higher Education Information Technology Preservice Teacher Education Teaching Methods Robertson, Heather-Jane Journal Articles Reports - Descriptive ISSN-0022-4871 English Examines technopositivism as a marketed ideology and follows the marketing strategies that appropriate and redefine educational goals and problems, exploring the alleged link between constructivism and technology, considering how teacher education and standard-setting bodies perpetuate this contestable association, and suggesting some deliberately critical questions that can be legitimated only if posed by teacher educators. (SM) EJ678436 Toward a Theory of Negativity: Teacher Education and Information and Communications Technology. Journal of Teacher Education v54 n4 p280-96 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:57:29 CIJMAY2004

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No Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education Inservice Teacher Education Preservice Teacher Education Teaching Methods Russell, Michael Bebell, Damian O'Dwyer, Laura O'Connor, Kathleen Journal Articles Reports - Research Massachusetts Massachusetts ISSN-0022-4871 English Surveyed Massachusetts teachers regarding the extent to which they used technology within and outside of the classroom for instructional purposes. Results highlighted six categories of instructional technology use (preparation, e-mail, teacher- directed student use, recording grades, delivery, and special education and accommodation). New teachers were more comfortable with technology and used it more for preparation, while experienced teachers used it more often to deliver instruction and for student activities. (SM) EJ678437 Examining Teacher Technology Use: Implications for Preservice and Inservice Teacher Preparation. Journal of Teacher Education v54 n4 p297-310 Sep-Oct 2003 2003-00-00 T 2004 2016-11-23

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No Beginning Teachers Computer Uses in Education Electronic Mail Elementary Secondary Education Faculty Development Higher Education Mentors Preservice Teacher Education Teacher Collaboration DeWert, Marjorie Helsel Babinski, Leslie M. Jones, Brett D. Journal Articles Reports - Research Learning Communities ISSN-0022-4871 English Examined the use of online collaborative consultation in providing social, emotional, practical, and professional support to beginning teachers. Beginning and experienced teachers and teacher educators communicated via an email list over 6 months. Qualitative and quantitative data indicated that these discussions provided teachers opportunities to clarify their thinking about complex educational issues and make more informed decisions about their professional practice, increased confidence, decreased isolation, and increased emotional support. (SM) EJ678438 Safe Passages: Providing Online Support to Beginning Teachers. Journal of Teacher Education v54 n4 p311-20 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Critical Thinking Electronic Mail Elementary Secondary Education Field Experience Programs Higher Education Preservice Teacher Education Urban Schools Whipp, Joan L. Journal Articles Reports - Descriptive Reflective Thinking ISSN-0022-4871 English Compared patterns and levels of reflection in two semesters of preservice teachers' email discussions about field experiences in urban schools. Higher levels of reflection were rare during the first semester. With several changes in the design and level of support for discussions, students in the second semester were more included to write at higher levels of reflection. Particularly helpful scaffolds for higher levels of reflection were tailored. (SM) EJ678439 Scaffolding Critical Reflection in Online Discussions: Helping Prospective Teachers Think Deeply about Field Experiences in Urban Schools. Journal of Teacher Education v54 n4 p321-33 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education Preservice Teacher Education Schools of Education Student Teachers Student Teaching Teaching Methods Dexter, Sara Riedel, Eric Journal Articles Reports - Research Access to Technology ISSN-0022-4871 English Surveyed preservice teachers regarding important factors in predicting their professional uses of technology and having K-12 students use technology in the classroom. Results found that setting high expectations for designing and delivering instruction using technology was effective in getting student teachers to use technology during clinical experiences. Other important factors were level of access to technology and support and feedback from cooperating teachers during student teaching. (SM) EJ678440 Why Improving Preservice Teacher Educational Technology Preparation Must Go beyond the College's Walls. Journal of Teacher Education v54 n4 p334-46 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Faculty Development Portfolio Assessment Portfolios (Background Materials) Teacher Collaboration Xu, Jianzhong Journal Articles Reports - Research ISSN-0022-4871 English Examined the impact of school-centered portfolios on professional learning and collaboration. Data from interviews with an urban elementary school principal, staff developer, and teachers indicated that a wide range of conditions contributed to professional learning and collaboration through teaching portfolios (conditions supporting professional learning and collaboration in general, conditions more specifically supporting professional learning, and conditions more specifically supporting professional collaboration). (SM) EJ678441 Promoting School-Centered Professional Development through Teaching Portfolios: A Case Study. Journal of Teacher Education v54 n4 p347-61 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:57:31 CIJMAY2004

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No Computer Uses in Education Educational Change Educational Technology Elementary Secondary Education Higher Education Preservice Teacher Education Teaching Methods Goetze, Sandra K. Stansberry, Susan Journal Articles Reports - Descriptive ISSN-0162-6620 English Discusses why teacher education programs implement instructional technology (IT) and how to accomplish this most effectively, noting that although today's technologies offer opportunities to enhance learning throughout teacher education, widespread practice of teaching with technology has not kept pace with technological advancements. The article recommends that teacher education programs examine their sociocultural contexts and bring their IT values into alignment with the risks and rewards of teaching with technology. (SM) EJ678442 Implementing Instructional Technology in Teacher Education Programs: The How and the Why of IT. Action in Teacher Education v24 n4 pvii-x Win 2003 2003-00-00 T 2004 7/11/2004 11:57:31 CIJMAY2004

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No Computer Literacy Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education Learning Laboratories Preservice Teacher Education Student Attitudes Student Teachers Teaching Methods Bucci, Terri Teal Journal Articles Reports - Research ISSN-0162-6620 English Assessed whether preservice teachers could reach the expectations of the ISTE Profile Standards for Professional Performance through participation in technology teaching labs (2-hour labs running concurrently with preservice methods blocks), noting types of technology infusion used to meet the standards and students' perceived ability following the lab. Results found that given time, technology, assistance, and experience, students could create technology-enhanced lessons and meet the ISTE goals. (SM) EJ678443 The Technology Teaching Lab: Meeting the ISTE Challenge. Action in Teacher Education v24 n4 p1-9 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:31 CIJMAY2004

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No Computer Literacy Educational Technology English Faculty Development Inservice Teacher Education Secondary Education Hughes, Joan E. Journal Articles Reports - Research ISSN-0162-6620 English Presents a model of practicing teachers' technology learning processes, which emerged from comparative analysis across life-history case studies of four English teachers with varied technology and teaching experience. Teachers' knowledge and experience and the nature of the technology learning experience, together, led to multiple pathways through the model and impacted teachers' ability to integrate technology in support of subject matter learning. (SM) EJ678444 Toward a Model of Teachers' Technology-Learning. Action in Teacher Education v24 n4 p10-17 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:32 CIJMAY2004

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No Computer Uses in Education Diagrams Educational Psychology Educational Technology Educational Theories Elementary Secondary Education Higher Education Learning Theories Preservice Teacher Education Student Evaluation Cunningham, Ann C. Stewart, Loraine Moss Journal Articles Reports - Research Causal Influences ISSN-0162-6620 English Examined whether performance on causal influence diagraming activities (CID) influenced performance on traditional assessment while engaging teacher candidates with software that facilitated representation of knowledge in nontraditional ways. Participants demonstrated understanding of complex learning domains through CID, and performance on diagrams and multiple choice tests was compared. Performance on test items was higher on questions associated with CID activities than on questions about learning theories not in CID activities. (SM) EJ678445 A Systems Analysis Approach to Learning Theory in Pre-service Teacher Education: Using Technology To Facilitate Representation of Complex Relationships in Educational Theory and Practice. Action in Teacher Education v24 n4 p18-26 Win 2003 2003-00-00 T 2004 2016-11-21

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No Communications Computer Uses in Education Educational Research Educational Technology Elementary Secondary Education Higher Education Preservice Teacher Education Productivity Teaching Methods Wilkerson, Trena L. Journal Articles ISSN-0162-6620 English Provides a model for preparing preservice teachers to integrate and implement technology in teaching and learning. The approach focuses on a trial model that identifies three areas of technology infusion: communication, productivity, and research/instruction. This model demonstrates one approach for designing curriculum and appropriate experiences in a teacher preparation program, which provides hands-on experience with technology. The paper describes assignments, projects, and learning experiences. (SM) EJ678446 A Triad Model for Preparing Preservice Teachers for the Integration of Technology in Teaching and Learning. Action in Teacher Education v24 n4 p27-32 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:32 CIJMAY2004

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No College Faculty Discussion Groups Feedback Group Discussion Higher Education Mathematics Teachers Secondary Education Secondary School Mathematics Videotape Recordings Sherin, Miriam Gamoran Journal Articles Reports - Research Teacher Researcher Relationship ISSN-0162-6620 English Examined how video clubs (ongoing discussions of videotaped classroom instruction) supported the development of productive conversations among teachers and educational researchers. Analysis of six video clubs involving high school mathematics teachers and a university researcher illustrated the complementary character of expertise the participants brought and how this helped shape their understandings of what occurred in the classroom. Shifts in participants' roles provided opportunities for participants to learn new practices. (SM) EJ678447 Using Video Clubs To Support Conversations among Teachers and Researchers. Action in Teacher Education v24 n4 p33-45 Win 2003 2003-00-00 T 2004 2016-11-21

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No Computer Literacy Computer Uses in Education Educational Technology Elementary Education Elementary School Teachers Higher Education Mathematics Instruction Preservice Teacher Education Science Instruction Student Teachers Teaching Methods Pringle, Rose M. Dawson, Kara Adams, Thomasenia Journal Articles Reports - Research ISSN-0162-6620 English Explored how preservice elementary teachers incorporated technology into a microteaching activity that was a component of their science education, mathematics education, and educational technology courses. Participants displayed varied levels of technology use. Four uses emerged: knowledge source, data organizer, information presenter, and facilitator. The article discusses microteaching as a tool in teacher education, sharing preservice teachers' efforts to integrate computers and other related technologies in their science teaching. (SM) EJ678448 Technology, Science and Preservice Teachers: Creating a Culture of Technology-Savvy Elementary Teachers. Action in Teacher Education v24 n4 p46-52 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:33 CIJMAY2004

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No Computer Literacy Educational Technology Elementary Secondary Education Higher Education Preservice Teacher Education Teacher Educators Teacher Role Technology Uses in Education Wepner, Shelley B. Tao, Liqing Ziomek, Nancy M. Journal Articles Reports - Research ISSN-0162-6620 English Identified how teacher educators shifted responsibilities to infuse technology into methodology courses and student teaching assignments, noting subsequent changes in students' skills. Data from faculty and student reflection journals, observations, students' lesson plans, and students' evaluations of the technology requirement highlighted four categories of shifting responsibilities (teachers' role as instructor, how teachers planned for instruction/supervision, teacher instruction/supervision, and how teachers monitored students' progress with technology infusion). (SM) EJ678449 Three Teacher Educators' Perspectives about the Shifting Responsibilities of Infusing Technology into the Curriculum. Action in Teacher Education v24 n4 p53-63 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:33 CIJMAY2004

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No Computer Uses in Education Doctoral Programs Educational Technology Elementary Secondary Education Graduate Students Higher Education Literacy Education Methods Courses Preservice Teacher Education Reading Instruction Teacher Educators Teaching Methods Boling, Erica C. Journal Articles Reports - Research ISSN-0162-6620 English Investigated how experienced teacher educators and doctoral students used the Reading Classroom Explorer (RCE) program in literacy methodology courses and how RCE impacted instructors. While the instructors found ways to integrate RCE into their courses to solve teaching dilemmas, doctoral students faced the unique challenges of meaningful integration. RCE challenged all instructors to think about teaching, learning, and learners in new ways and to use more learner centered approaches. (SM) EJ678450 The Transformation of Instruction through Technology: Promoting Inclusive Learning Communities in Teacher Education Courses. Action in Teacher Education v24 n4 p64-73 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:33 CIJMAY2004

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No Computer Uses in Education Educational Technology Elementary Secondary Education Graduate Study Higher Education Masters Degrees Online Courses Preservice Teacher Education Problem Based Learning Blocher, J. Michael Echols, Jennifer de Montes, Laura Sujo Willis, Elizabeth Tucker, Gary Journal Articles Reports - Descriptive ISSN-0162-6620 English Presents a case study of one student's passage through an online M.ED. in Educational Technology degree program and her subsequent experience integrating her newly acquired knowledge, skills, and methods in the real world of her own teaching practice, focusing on her dilemma in assessing her students' learning as she shifted her educational philosophy from instruction to construction. (SM) EJ678451 Shifting from Instruction to Construction: A Personal Meaningful Experience. Action in Teacher Education v24 n4 p74-78 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:33 CIJMAY2004

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No Childrens Literature Constructivism (Learning) Elementary Secondary Education Higher Education Preservice Teacher Education Student Teachers Brenner, Devon Journal Articles Reports - General ISSN-0162-6620 English Documents the learning constructed by two preservice teachers. One illustrates how preservice teachers interpret children's literature to help them understand and apply academic theory. The other highlights how preservice teachers generate their own theories about the nature of teaching, learning, and classrooms while interpreting children's novels. Both cases emphasize the importance of providing students multiple opportunities to articulate and revise their interpretations of children's literature in the education classroom. (SM) EJ678452 Bridges to Understanding: Reading and Talking about Children's Literature in Teacher Education. Action in Teacher Education v24 n4 p79-86 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:34 CIJMAY2004

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No Beginning Teachers Classroom Techniques Discipline Elementary Secondary Education Higher Education Parent Teacher Cooperation Preservice Teacher Education Teacher Attitudes Teacher Competencies Time Management Meister, Denise G. Melnick, Steven A. Journal Articles Reports - Research ISSN-0162-6620 English Surveyed first- and second-year teachers nationwide regarding concerns in four areas: classroom management, time management, communication with parents, and academic preparation. Data on 273 teachers indicated that new teachers needed more direct experience in school settings and continued assistance in discipline, time management, and communication skills. Respondents believed they had some preservice preparation in these areas, but were less confident of their acquired knowledge and skills after entering teaching. (SM) EJ678453 National New Teacher Study: Beginning Teachers' Concerns. Action in Teacher Education v24 n4 p87-94 Win 2003 2003-00-00 T 2004 7/11/2004 11:57:34 CIJMAY2004

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No Constructivism (Learning) Curriculum Development Democracy Educational Technology Elementary Education Higher Education Interdisciplinary Approach Methods Courses Preservice Teacher Education Teacher Collaboration Williams, Nancy L. Connell, Michael White, Cameron Kemper, Jacqueline Journal Articles Reports - Descriptive Authenticity Social Justice ISSN-0162-6620 English Describes the development of a seamless curriculum of four methods courses--literacy, math, social studies, and science--within a transdisciplinary framework, defining transdisciplinary teaching and learning as a context and conveyor for knowledge influenced by the synergy between learners and teachers, which embraces collaboration, constructivism, authenticity, social justice/democracy, transformation of knowledge, and technology as a tool and relies upon the epiphany of learners and teachers. (SM) EJ678454 Real Boats Rock: A Transdisciplinary Approach for Teacher Preparation. Action in Teacher Education v24 n4 p95-102 Win 2003 2003-00-00 T 2004 2016-11-23

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No High School Students High Schools Scores Structural Equation Models Test Items Validity Dimitrov, Dimiter M. Raykov, Tenko Journal Articles Reports - Descriptive ISSN-0027-3171 English Presents a validation procedure for cognitive structures that is based on structural equation modeling of cognitive subordination relationships among test items. Illustrates the method using scores of 278 ninth graders on an algebra test and shows results for the same test when the linear logistic test model is used. (SLD) EJ678455 Validation of Cognitive Structures: A Structural Equation Modeling Approach. Multivariate Behavioral Research v38 n1 p1-23 2003 2003-00-00 T 2004 7/11/2004 11:57:35 CIJMAY2004

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No Error of Measurement Estimation (Mathematics) Factor Analysis Factor Structure Least Squares Statistics Maximum Likelihood Statistics Simulation Briggs, Nancy E. MacCallum, Robert C. Journal Articles Reports - Research ISSN-0027-3171 English Examined the relative performance of two commonly used methods of parameter estimation in factor analysis, maximum likelihood (ML) and ordinary least squares (OLS) through simulation. In situations with a moderate amount of error, ML often failed to recover the weak factor while OLS succeeded. Also presented an example using empirical data. (SLD) EJ678456 Recovery of Weak Common Factors by Maximum Likelihood and Ordinary Least Squares Estimation. Multivariate Behavioral Research v38 n1 p25-56 2003 2003-00-00 T 2004 7/11/2004 11:57:35 CIJMAY2004

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No Estimation (Mathematics) Maximum Likelihood Statistics Simulation Song, Xin-Yuan Lee, Sik-Yum Journal Articles Reports - Research Missing Data Polyserial Correlation Polytomous Variables Continuous Variables ISSN-0027-3171 English Developed a full maximum likelihood method for obtaining joint estimates of variances and correlations among continuous and polytomous variables with incomplete data that are missing at random with an ignorable missing mechanism. Simulation results and an empirical example illustrate the approach. (SLD) EJ678457 Full Maximum Likelihood Estimation of Polychoric and Polyserial Correlations with Missing Data. Multivariate Behavioral Research v38 n1 p57-79 2003 2003-00-00 T 2004 2016-11-21

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No Ability Identification Statistical Analysis Maraun, Michael D. Slaney, Kathleen Goddyn, Louis Journal Articles Reports - Research Dichotomous Variables Latent Structure Analysis ISSN-0027-3171 English Analyzed the performance of the MAXCOV-HITMAX procedure invented by Paul Meehl for the detection of latent taxonic structures in which the latent variable, theta, is Bernoulli distributed for the case of dichotomous indicators. Discusses the implications of the analysis for the case of MAXCOV-HIMAX with continuous indicators. (SLD) EJ678458 An Analysis of Meehl's MAXCOV-HITMAX Procedure for the Case of Dichotomous Indicators. Multivariate Behavioral Research v38 n1 p81-112 2003 2003-00-00 T 2004 2016-11-21

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No Computer Simulation Goodness of Fit Models Structural Equation Models Kenny, David A. McCoach, D. Betsy Journal Articles Reports - Research Variables ISSN-1070-5511 English Used three approaches to understand the effect of the number of variables in the model on model fit in structural equation modeling through computer simulation. Developed a simple formula for the theoretical value of the comparative fit index. (SLD) EJ678459 Effect of the Number of Variables on Measures of Fit in Structural Equation Modeling. Structural Equation Modeling v10 n3 p333-51 2003 2003-00-00 T 2004 2016-11-21

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No Maximum Likelihood Statistics Simulation Structural Equation Models Hamaker, Ellen L. Dolan, Conor V. Molenaar, Peter C. M. Journal Articles Reports - Research Autoregressive Integrated Moving Averages ISSN-1070-5511 English Demonstrated, through simulation, that stationary autoregressive moving average (ARMA) models may be fitted readily when T>N, using normal theory raw maximum likelihood structural equation modeling. Also provides some illustrations based on real data. (SLD) EJ678460 ARMA-Based SEM When the Number of Time Points T Exceeds the Number of Cases N: Raw Data Maximum Likelihood. Structural Equation Modeling v10 n3 p352-79 2003 2003-00-00 T 2004 2016-11-21

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No Models Power (Statistics) Simulation Fan, Xitao Journal Articles Reports - Research Latent Growth ISSN-1070-5511 English Presents results of a simulation study in which the power of latent growth modeling (LGM) for detecting group differences in the growth trajectory parameters was assessed. Six major findings about LGM power are outlined. (SLD) EJ678461 Power of Latent Growth Modeling for Detecting Group Differences in Linear Growth Trajectory Parameters. Structural Equation Modeling v10 n3 p380-400 2003 2003-00-00 T 2004 2016-11-21

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No Academic Failure College Students Factor Structure Higher Education Measures (Individuals) Performance Factors Reliability Structural Equation Models Conroy, David E. Metzler, Jonathan N. Hofer, Scott M. Journal Articles Reports - Research ISSN-1070-5511 English Studied the meaning of Performance Failure Appraisal Inventory (PFAI; Conroy and others, 2002) by evaluating the comparability of PFAI factor structure over repeated assessments and the stability of the subscales over relatively brief intervals. Results for 356 college students generally show high stability for PFAI scores in long and short forms. (SLD) EJ678462 Factorial Invariance and Latent Mean Stability of Performance Failure Appraisals. Structural Equation Modeling v10 n3 p401-22 2003 2003-00-00 T 2004 7/11/2004 11:57:37 CIJMAY2004

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No Environmental Influences Genetics Heredity Twins Hershberger, Scott L. Journal Articles Reports - Research Latent Variables ISSN-1070-5511 English Results of a study involving 136 pairs of identical twins reared together, 175 pairs of fraternal twins reared together, 83 pairs of identical twins reared apart, and 182 pairs of fraternal twins reared apart suggest that genotype- environment covariance is important for the work environment and should be included as a parameter in behavior genetic models. (SLD) EJ678463 Latent Variable Models of Genotype-Environment Covariance. Structural Equation Modeling v10 n3 p423-34 2003 2003-00-00 T 2004 2016-11-21

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No Personality Traits Secondary Education Secondary School Students Self Esteem Surveys Test Construction Test Items Horan, Patrick M. DiStefano, Christine Motl, Robert W. Journal Articles Reports - Research National Education Longitudinal Study 1988 Word Choice ISSN-1070-5511 English Examined the analysis and interpretation of wording effects associated with positively and negatively worded survey items using data from a national sample of secondary school students (National Education Longitudinal Study 1988-1994). Results for 14,374 students support the interpretation of wording effects in terms of personality traits with substantive relevance. (SLD) EJ678464 Wording Effects in Self-Esteem Scales: Methodological Artifact or Response Style? Structural Equation Modeling v10 n3 p435-55 2003 2003-00-00 T 2004 2016-11-21

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No College Students Evaluation Methods Factor Structure Higher Education Library Services Models Reliability Scores Structural Equation Models Thompson, Bruce Cook, Colleen Heath, Fred Journal Articles Reports - Research Confirmatory Factor Analysis ISSN-1070-5511 English Used confirmatory factor analysis to evaluate the score integrity of LibQUALl+, an instrument to measure perceptions of library service quality. Results for 60,027 graduate and undergraduate students suggest that the model implied by LibQUAL is reasonable and invariant across independent samples and fits all three major subgroups of library users. (SLD) EJ678465 Structure of Perceptions of Service Quality in Libraries: A LibQUAL+ Study. Structural Equation Modeling v10 n3 p456-64 2003 2003-00-00 T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome At Risk Persons Females Longitudinal Studies Structural Equation Models Burkholder, Gary J. Harlow, Lisa L. Journal Articles Reports - Research Cross Lagged Panel Technique ISSN-1070-5511 English Tested a model of HIV behavior risk, using a fully cross-lagged, longitudinal design to illustrate the analysis of larger structural equation models. Data from 527 women who completed a survey at three time points show excellent fit of the model to the data. (SLD) EJ678466 An Illustration of a Longitudinal Cross-Lagged Design for Larger Structural Equation Models. Teacher's Corner. Structural Equation Modeling v10 n3 p465-86 2003 2003-00-00 T 2004 2016-11-21

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No Item Banks Test Construction Test Items Test Theory Papanastasiou, Elena C. Book/Product Reviews Journal Articles ISSN-1070-5511 English This volume, based on papers presented at a 1998 conference, collects thinking and research on item generation for test development. It includes materials on psychometric and cognitive theory, construct-oriented approaches to item generation, the item generation process, and some applications of item generative principles. (SLD) EJ678467 Item Generation for Test Development [Book Review]. Structural Equation Modeling v10 n3 p487-91 2003 2003-00-00 T 2004 7/11/2004 11:57:38 CIJMAY2004 Reviews "Item Generation for Test Development" edited by Sidney Irvine and Patrick Kyllonen. Mahwah, NJ: Lawrence Erlbaum Associates, Inc., 2002.

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No Adaptive Testing Computer Assisted Testing Item Banks Item Response Theory Simulation Test Items Glas, Cees A. W. van der Linden, Wim J. Journal Articles Reports - Research Multilevel Analysis Cloning Law School Admission Test Law School Admission Test ISSN-0146-6216 English Developed a multilevel item response (IRT) model that allows for differences between the distributions of item parameters of families of item clones. Results from simulation studies based on an item pool from the Law School Admission Test illustrate the accuracy of the item pool calibration and adaptive testing procedures based on the model. (SLD) EJ678468 Computerized Adaptive Testing with Item Cloning. Applied Psychological Measurement v27 n4 p247-61 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adaptive Testing Computer Assisted Testing Item Banks Linear Programming Chang, Hua-Hua van der Linden, Wim J. Journal Articles Reports - Research Graduate Record Examinations Stratification Graduate Record Examinations ISSN-0146-6216 English Developed a method based on 0-1 linear programming to stratify an item pool optimally for use in alpha-stratified adaptive testing. Applied the method to a previous item pool from the computerized adaptive test of the Graduate Record Examinations. Results show the new method performs well in practical situations. (SLD) EJ678469 Optimal Stratification of Item Pools in a-Stratified Computerized Adaptive Testing. Applied Psychological Measurement v27 n4 p262-74 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Estimation (Mathematics) Sample Size Simulation Test Items DeMars, Christine E. Journal Articles Reports - Research Item Parameters Nominal Response Model ISSN-0146-6216 English Varied the number of items and categories per item to explore the effects on estimation of item parameters in the nominal response model. Simulation results show that increasing the number of items had little effect on item parameter recovery, but increasing the number of categories increased the error variance of the parameter estimates. (SLD) EJ678470 Sample Size and the Recovery of Nominal Response Model Item Parameters. Applied Psychological Measurement v27 n4 p275-88 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Goodness of Fit Item Response Theory Models Simulation Orlando, Maria Thissen, David Journal Articles Reports - Research Dichotomous Variables ISSN-0146-6216 English Results of a simulation study imply that S X squared may be a useful tool in detecting the misfit of one item contained in an otherwise well-fitted test, lending additional support to the utility of the index for use with dichotomous item response theory models. (SLD) EJ678471 Further Investigation of the Performance of S-X squared: An Item Fit Index for Use with Dichotomous Item Response Theory Models. Applied Psychological Measurement v27 n4 p289-98 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Educational Assessment Legal Problems Performance Factors Standard Setting Thum, Yeow Meng Book/Product Reviews Journal Articles ISSN-0146-6216 English This volume lays out the essential arguments for the need for standard setting in educational assessment, discusses standard-setting methods and applications, and reviews current issues in standard setting, including legal challenges. (SLD) EJ678472 Setting Performance Standards: Concepts, Methods, and Perspectives [Book Review]. Applied Psychological Measurement v27 n4 p305-07 Jul 2003 2003-00-00 T 2004 7/11/2004 11:57:39 CIJMAY2004 Reviews "Setting Performance Standards: Concepts, Methods, and Perspectives," edited by Gregory J. Cizek. Mahwah, NJ: Lawrence Erlbaum, 2001.

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No Educational Practices Foreign Countries Grade 8 Junior High School Students Junior High Schools Mathematics Instruction Teaching Methods Videotape Recordings Hiebert, James Gallimore, Ronald Garnier, Helen Givvin, Karen Bogard Hollingsworth, Hilary Jacobs, Jennifer Chui, Angel Miu-Ying Wearne, Diana Smith, Margaret Kersting, Nicole Manaster, Alfred Tseng, Ellen Etterback, Wallace Manaster, Carl Gonzales, Patrick Stigler, James Journal Articles Reports - Research Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-1521-3374 English Presents results from the mathematics portion of the Third International Mathematics and Science Study (TIMSS) 1999 Video study, which examined classroom teaching practices in eighth-grade mathematics and science in seven countries. Identifies some general features among the countries, but discernible variation in teaching methods and topics covered. (SLD) EJ678473 Teaching Mathematics in Seven Countries: Results from the TIMSS 1999 Video Study. Education Statistics Quarterly v5 n1 p7-15 2003 2003-00-00 N/A 2004 2016-11-23 ED476619 ED454299 ED491192 ED532215

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No Educational Practices Foreign Countries Grade 8 Junior High School Students Junior High Schools Mathematics Instruction Teaching Methods Videotape Recordings Cooney, Thomas J. Book/Product Reviews Journal Articles Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-1521-3374 English The report on the Third International Mathematics and Science Study (TIMSS) Video Study of mathematics teaching demonstrates the complexity of teaching as it provides lessons about conservatism and the role of reform in mathematics teaching. (SLD) EJ678474 The TIMSS 1999 Video Study and the Reform of Mathematics Teaching. Invited Commentary. Education Statistics Quarterly v5 n1 p16-19 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Practices Foreign Countries Grade 8 Junior High School Students Junior High Schools Mathematics Instruction Teaching Methods Videotape Recordings Silver, Edward A. Book/Product Reviews Journal Articles Third International Mathematics and Science Study Trends in International Mathematics and Science Study ISSN-1521-3374 English The information in "Teaching Mathematics in Seven Countries" will be useful to researchers and designers of educational interventions. For particular interest is that no single method of mathematics instruction was observed in all the high-performing countries. (SLD) EJ678475 Lessons Learned from Examining Mathematics Teaching around the World. Invited Commentary. Education Statistics Quarterly v5 n1 p20-23 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Computers Computer Uses in Education Kindergarten Primary Education Student Characteristics Teacher Characteristics Young Children Rathbun, Amy H. West, Jerry Journal Articles Reports - Descriptive ISSN-1521-3374 English Describes the access to and use of computers in homes, schools, and classrooms by kindergarten children and first graders. Includes examination of data by selected characteristics of children, teachers, and classrooms. Data are from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. (SLD) EJ678476 Young Children's Access to Computers in the Home and at School in 1999 and 2000. Education Statistics Quarterly v5 n1 p25-30 2003 2003-00-00 N/A 2004 7/11/2004 11:57:40 CIJMAY2004 For the entire journal, see TM 035 230. Originally published as the Executive Summary of the Statistical Analysis Report of the same name.

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No Educational Finance Enrollment Financial Support Preschool Children Preschool Education Public Schools Student Characteristics Smith, Timothy Kleiner, Anne Parsad, Basmat Farris, Elizabeth Journal Articles Reports - Descriptive Fast Response Survey System Fast Response Survey System ISSN-1521-3374 English Provides information on the number of public schools offering prekindergarten classes, the number and characteristics of children enrolled, services received by those children, the number and characteristics of prekindergarten teachers, and funding sources. Data are from the Fast Response Survey System. (SLD) EJ678477 Prekindergarten in U.S. Public Schools: 2000-2001. Education Statistics Quarterly v5 n1 p31-36 2003 2003-00-00 N/A 2004 2016-11-21 ED454299

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No Admission (School) Kindergarten Kindergarten Children Screening Tests Student Placement Test Use Prakash, Naomi West, Jerry Denton, Kristin Journal Articles Reports - Research ISSN-1521-3374 English Examined the prevalence and purposes of testing children who are entering, or are about to enter, kindergarten by type of school (public or private), concentration of low-income children, grade levels taught, and number of children enrolled. Data are from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999. (SLD) EJ678478 Schools' Use of Assessments for Kindergarten Entrance and Placement: 1998-99. Education Statistics Quarterly v5 n1 p37-41 2003 2003-00-00 N/A 2004 7/11/2004 11:57:41 CIJMAY2004 ED454299 For the entire journal, see TM 035 230. Originally published as a Statistics in Brief report.

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No Elementary Education Elementary School Students Science Achievement Science Instruction Scores Test Results O'Sullivan, Christine Y. Lauko, Mary A. Grigg, Wendy S. Qian, Jiahe Zhang, Jinming Journal Articles Reports - Descriptive National Assessment of Educational Progress National Assessment of Educational Progress ISSN-1521-3374 English Presents results of the National Assessment of Educational Progress (NAEP) 2000 Science Assessment and compares them with 1996 results. Between 1996 and 2000, there was no statistically significant difference observed in the average science scores of fourth or eighth grade students. (SLD) EJ678479 The Nation's Report Card: Science 2000. Education Statistics Quarterly v5 n1 p43-47 2003 2003-00-00 N/A 2004 2016-11-21

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No Reading Achievement Special Needs Students Testing Accommodations Lutkus, Anthony D. Mazzeo, John Journal Articles Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress ISSN-1521-3374 English Recalculated National Assessment of Educational Progress (NAEP) Reading Assessment results to include those from special-needs students who were tested with accommodations and examined the relationship between reading performance and varying state exclusion rates for special-needs students. Findings show that the magnitude of the increase in inclusion varies across jurisdictions. (SLD) EJ678480 Including Special-Needs Students in the NAEP 1998 Reading Assessment, Part 1, Comparison of Overall Results with and without Accommodations. Education Statistics Quarterly v5 n1 p48-52 2003 2003-00-00 N/A 2004 2016-11-21

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No Curriculum Educational Practices Knowledge Level Mathematics Instruction Mathematics Teachers Standards State Programs Teaching Methods Test Use Testing Programs Burian-Fitzgerald, Marisa McGrath, Daniel J. Plisko, Valena Journal Articles Reports - Research ISSN-1521-3374 English Examined reports by mathematics teachers of their degree of familiarity with various standards and assessments, then compared these reports with teachers' reports of their instructional practices in the classroom. Teacher awareness of state curriculum guides and state assessments has increased since 1995. (SLD) EJ678481 Mathematics Teachers' Familiarity with Standards and Their Instructional Practices: 1995 and 1999. Education Statistics Quarterly v5 n1 p53-56 2003 2003-00-00 N/A 2004 7/11/2004 11:57:42 CIJMAY2004 ED454299 For the entire journal, see TM 035 230. Originally published as an Issue Brief. Data are from the Third International Mathematics and Science Study.

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No Academic Persistence Debt (Financial) Demography Enrollment Higher Education Student Characteristics Student Financial Aid Student Loan Programs Undergraduate Students Clinedinst, Melissa E. Cunningham, Alisa F. Merisotis, Jamie P. Journal Articles Reports - Descriptive National Postsecondary Student Aid Study ISSN-1521-3374 English Explored the demographic and enrollment characteristics of undergraduate borrowers, as well as their risk for not persisting to degree completion and the various types of loans and other financial aid they received. Data are from the National Postsecondary Student Aid Study. (SLD) EJ678482 Characteristics of Undergraduate Borrowers: 1999-2000. Education Statistics Quarterly v5 n1 p57-61 2003 2003-00-00 N/A 2004 2016-11-21 ED454299

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No Academic Degrees Academic Persistence College Students Educational Attainment Enrollment Higher Education Berkner, Lutz He, Shirley Cataldi, Emily Forrest Journal Articles Reports - Descriptive Beginning Postsecondary Students Long Study Beginning Postsecondary Students Longitudinal Study ISSN-1521-3374 English Identified the enrollment, persistence, and degree attainment of students who began their postsecondary education in 1995-1996. Examined their experiences over a period of 6 academic years, from 1995-1996 to 2000-2001. Data are from the Beginning Postsecondary Students Longitudinal Study. (SLD) EJ678483 Descriptive Summary of 1995-96 Beginning Postsecondary Students: Six Years Later. Education Statistics Quarterly v5 n1 p62-67 2003 2003-00-00 N/A 2004 2016-11-23 ED454299 ED492626 ED492633 ED506035 ED541249 ED556748

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No Computer Assisted Testing High School Students High Schools Mathematics Achievement Performance Factors Scores Screen Design (Computers) Test Results Bridgeman, Brent Lennon, Mary Lou Jackenthal, Altamese Journal Articles Reports - Research ISSN-0895-7347 English Studied the effects of variations in screen size, resolution, and presentation delay on verbal and mathematics scores on a computerized test for 357 high school juniors. No significant differences were found for mathematics scores, but verbal scores were higher with the larger resolution display. (SLD) EJ678484 Effects of Screen Size, Screen Resolution, and Display Rate on Computer-Based Test Performance. Applied Measurement in Education v16 n3 p191-205 2003 2003-00-00 T 2004 7/11/2004 11:57:43 CIJMAY2004

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No Adults Licensing Examinations (Professions) Scoring Test Items Keller, Lisa A. Swaminathan, Hariharan Sireci, Stephen G. Journal Articles Reports - Research Dichotomous Scoring Polytomous Scoring Context Dependence ISSN-0895-7347 English Evaluated two strategies for scoring context-dependent test items: ignoring the depending and scoring dichotomously or modeling the dependence through polytomous scoring. Results for data from 38,965 examinees taking a professional examination show that dichotomous scoring may overestimate test information, but polytomous scoring may underestimate test information. (SLD) EJ678485 Evaluating Scoring Procedures for Context-Dependent Item Sets. Applied Measurement in Education v16 n3 p207-22 2003 2003-00-00 T 2004 2016-11-21

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No Adults Cultural Awareness Item Response Theory Research Self Esteem Pastor, Dena A. Journal Articles Reports - Descriptive Multilevel Analysis ISSN-0895-7347 English Describes the three-level item response theory (IRT) model of A. Kamata (1998, 2001) and applies it to data for 905 respondents administered the Culture Free Self-Esteem Inventories (J. Battle, 2002). Discusses advantages of using multilevel IRT models in applied research. (SLD) EJ678486 The Use of Multilevel Item Response Theory Modeling in Applied Research: An Illustration. Applied Measurement in Education v16 n3 p223-43 2003 2003-00-00 T 2004 2016-11-21

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No Cutting Scores Estimation (Mathematics) Foreign Countries Medical Education Medical Students Standard Setting Muijtjens, Arno M. M. Kramer, Anneke W. M. Kaufman, David M. Van der Vleuten, Cees P. M. Journal Articles Reports - Research Netherlands Resampling Techniques Canada Canada Netherlands ISSN-0895-7347 English Developed a method to estimate the cutscore precisions for empirical standard-setting methods by using resampling. Illustrated the method with two actual datasets consisting of 86 Dutch medical residents and 155 Canadian medical students taking objective structured clinical examinations. Results show the applicability of the method. (SLD) EJ678487 Using Resampling To Estimate the Precision of an Empirical Standard-Setting Method. Applied Measurement in Education v16 n3 p245-56 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Educational Philosophy Foreign Countries International Cooperation Husen, Tosten Journal Articles Reports - Descriptive Comenius (Johann Amos) Sweden Sweden ISSN-0031-3831 English Describes the influence of Comenius, invited to Sweden in 1642, on the Swedish educational system and shows how his ideas of international cooperation and tolerance inspired thinkers like Bengt Skytte, who developed the idea of the "Sophopolis" in the 1660s as a center of learned individuals from many countries. (SLD) EJ678488 Comenius and Sweden, and Bengt Skytte's "Sophopolis." Scandinavian Journal of Educational Research v47 n4 p387-98 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Change Foreign Countries Longitudinal Studies Medical Education Medical Schools Values Helkama, Klaus Uutela, Antti Pohjanheimo, Esa Salminen, Simo Koponen, Anne Rantanen-Vantsi, Leena Journal Articles Reports - Research Finland Finland ISSN-0031-3831 English Studied changes in moral reasoning, value priorities, and self-descriptions in 43 Finnish medical students over the first 2 years of study. Moral reasoning scores declined significantly, but no significant changes were found in any other measures. By the third year, the instrumental value hierarchy of students had converged toward typical medical student value hierarchy. (SLD) EJ678489 Moral Reasoning and Values in Medical School: A Longitudinal Study in Finland. Scandinavian Journal of Educational Research v47 n4 p399-411 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Policy Elementary Education Elementary School Teachers Foreign Countries Professional Development Teacher Education Carney, Stephen Journal Articles Reports - Research Denmark England Reform Efforts Denmark United Kingdom (England) ISSN-0031-3831 English Studied teachers' development in a large English "comprehensive" school during a period of intense educational reform, focusing on eight experienced teachers. Findings highlight a range of factors that appeared to constrain teachers' professional development. Considers the implications for recent Danish policy related to school-focused teacher education. (SLD) EJ678490 Learning from School-based Teacher Training: Possibilities and Constraints for Experienced Teachers. Scandinavian Journal of Educational Research v47 n4 p413-29 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adults Immigrants Language Acquisition Literacy Refugees Second Language Learning Swedish Elmeroth, Elisabeth Journal Articles Reports - Research Kurds Sweden Sweden ISSN-0031-3831 English Studied the factors that govern immigrants' acquisition of a second language through 22 interviews with illiterate Kurdish refugees in Sweden and immigrants with at least 6 years of schooling. The pedagogic conclusions that can be drawn relate mainly to measures for increasing motivation and the need for achieving greater contact with target language speakers. (SLD) EJ678491 From Refugee Camp to Solitary Confinement: Illiterate Adults Learn Swedish as a Second Language. Scandinavian Journal of Educational Research v47 n4 p431-49 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Motor Development Preschool Education Skill Development Young Children Sigmundsson, Hermundur Rostoft, Marianne Stolan Journal Articles Reports - Research Norway Norway ISSN-0031-3831 English Studied motor competence in 4-year-old children in Norway and tested 91 children using the Movement ABC test. Most striking was that only 1 of the 91 would be classified as "clumsy" within the fifth percentile of U.S. norms, and 7 children were "borderline." Seven of these eight children were boys. (SLD) EJ678492 Motor Development: Exploring the Motor Competence of 4-Year-Old Norwegian Children. Scandinavian Journal of Educational Research v47 n4 p451-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Students Discussion (Teaching Technique) Foreign Countries Grouping (Instructional Purposes) Groups Motivation Student Attitudes Teaching Methods Bahar, Mehmet Journal Articles Reports - Research ISSN-0031-3831 English Studied the effects of motivational styles on group work and discussion-based teaching in an environmental science course in which 180 university students participated. Discussion-based teaching appeared attractive to almost all students, although liking for group work varied. Discusses implications for teaching and learning. (SLD) EJ678493 The Effects of Motivational Styles on Group Work and Discussion-based Seminars. Scandinavian Journal of Educational Research v47 n4 p461-73 Sep 2003 2003-00-00 T 2004 7/11/2004 11:57:45 CIJMAY2004

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No Estimation (Mathematics) Factor Analysis Item Response Theory Simulation Andrich, David Luo, Guanzhong Journal Articles Reports - Research Pairwise Preference Data Rasch Model ISSN-1529-7713 English Developed a method for conditional pairwise estimation in the Rasch model for ordered response categories using principal components analysis and evaluated the procedure through a simulation study. Results show that the quality of the estimates is excellent. (SLD) EJ678494 Conditional Pairwise Estimation in the Rasch Model for Ordered Response Categories Using Principal Components. Journal of Applied Measurement v4 n3 p205-21 2003 2003-00-00 T 2004 2016-11-21

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No Ability Difficulty Level Item Response Theory Reliability True Scores Dimitrov, Dimiter M. Journal Articles Reports - Descriptive Rasch Model Binary Scores ISSN-1529-7713 English Proposes formulas for expected true-score measures and reliability of binary items as a function of their Rasch difficulty when the trait (ability) distribution is normal or logistic. Provides an illustrative example for using the proposed formulas. (SLD) EJ678495 Reliability and True-Score Measures of Binary Items as a Function of Their Rasch Difficulty Parameter. Journal of Applied Measurement v4 n3 p222-33 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Patterns Drug Use Evaluation Methods Item Bias Wolfe, Edward W. Journal Articles Reports - Research Logistic Regression National Education Longitudinal Study 1988 Nonresponse Bias ISSN-1529-7713 English Developed a procedure for evaluating item-level nonresponse bias in questionnaire items using logistic regression to determine whether nonresponses are random or systematic in nature for one question from the National Education Longitudinal Study of 1994 concerning drug use behaviors. Identified systematic nonresponses and the magnitude of potential bias. (SLD) EJ678496 Using Logistic Regression To Detect Item-Level Non-Response Bias in Surveys. Journal of Applied Measurement v4 n3 p234-48 2003 2003-00-00 T 2004 2016-11-21

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No Change Item Response Theory Measures (Individuals) Patients Quality of Life Test Use Validity Norquist, Josephine M. Fitzpatrick, Ray Jenkinson, Crispin Journal Articles Reports - Research ISSN-1529-7713 English Examined the sensitivity to change over time of the Amytrophic Lateral Sclerosis Assessment Questionnaire (ALSAQ-40; C. Jenkinson and others, 1999). Findings for 764 individuals show that the ALSAQ-40 is a valid and responsive disease-specific health-related quality of life instrument for studies of patients with motor neuron diseases. (SLD) EJ678497 Rasch Measurement in the Assessment of Amytrophic Lateral Sclerosis Patients. Journal of Applied Measurement v4 n3 p249-57 2003 2003-00-00 T 2004 7/11/2004 11:57:46 CIJMAY2004

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No Benchmarking Comparative Analysis Elementary Secondary Education Foreign Countries Parent Attitudes Parents Satisfaction Student Attitudes Bond, Trevor G. King, John A. Journal Articles Reports - Research Australia Australia ISSN-1529-7713 English Developed school versus benchmark comparison reports based on groups of easily comparable school types for Queensland, Australia schools. The state benchmark for each set of comparable schools estimated how easy it was, on average, for members of the benchmark group (parents or students) to endorse each of the School Opinion Survey Likert-scale items. (SLD) EJ678498 Measuring Client Satisfaction with Public Education II: Comparing Schools with State Benchmarks. Journal of Applied Measurement v4 n3 p258-68 2003 2003-00-00 T 2004 2016-11-21

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No Error of Measurement Item Response Theory Simulation Test Items Pelton, Timothy W. Bunderson, C. Victor Journal Articles Reports - Research Rasch Model ISSN-1529-7713 English Attempted to illuminate practical limitations on the Rasch model by focusing on the recovery of the density scale through five simulation trials. Results show that when error distributions are insufficient, the results may be ordinal at best, and when error distributions are nonsymmetrical, the positions of items may be biased with respect to the positions of persons. (SLD) EJ678499 The Recovery of the Density Scale Using a Stochastic Quasi-Realization of Additive Conjoint Measurement. Journal of Applied Measurement v4 n3 p269-81 2003 2003-00-00 T 2004 2016-11-21

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No Data Analysis Item Response Theory Measurement Techniques Test Construction Stone, Mark H, Journal Articles Reports - Descriptive Rasch Model ISSN-1529-7713 English Discusses substantive scale construction and the need for Rasch measurement practitioners to give careful consideration to designing variables based on theory, item construction, and models for the analysis of data. (SLD) EJ678500 Understanding Rasch Measurement: Substantive Scale Construction. Journal of Applied Measurement v4 n3 p282-97 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Change Educational Practices Mathematics Instruction Meta Analysis Science Instruction Hamilton, Laura S. McCaffrey, Daniel F. Stecher, Brian M. Klein, Stephen P. Robyn, Abby Bugliari, Delia Journal Articles Reports - Descriptive National Science Foundation Reform Efforts Large Scale Programs ISSN-0162-3737 English Describes an approach to overcoming challenges of large-scale multisite educational reform evaluation in the context of a study of the relationships between student achievement and instructional practices in the National Science Foundation's Systemic Initiatives program. Pooled data from 11 sites were analyzed with a planned meta-analytic approach. (SLD) EJ678501 Studying Large-Scale Reforms of Instructional Practice: An Example from Mathematics and Science. Educational Evaluation and Policy Analysis v25 n1 p1-29 Spr 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Credits Educational Policy Graduation Requirements High School Students High Schools Mathematics Sciences Teitelbaum, Peter Journal Articles Reports - Research ISSN-0162-3737 English Studied the extent to which the requirement that students complete three credits in mathematics and science was implemented in schools using a nationally representative sample from the National Education Longitudinal Study of 1998. Evidence indicates that schools do not strictly enforce this policy. Increasing the number of credits students earn may not be enough in itself to improve student achievement. (SLD) EJ678502 The Influence of High School Graduation Requirement Policy in Mathematics and Science on Student Course-Taking Patterns and Achievement. Educational Evaluation and Policy Analysis v25 n1 p31-57 Spr 2003 2003-00-00 T 2004 7/11/2004 11:57:48 CIJMAY2004 Research supported by a grant from the American Educational Research Association, supported by the National Center for Education Statistics, the Office of Educational Research and Improvement, and grant RED-942861 from the National Science Foundation.

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No Academic Achievement Educational Theories Elementary School Students Intermediate Grades Interpersonal Relationship Norms Social Capital State Programs Testing Programs Urban Schools Goddard, Roger D. Journal Articles Reports - Research Linear Models ISSN-0162-3737 English Elaborated a theoretical rationale for relational networks, norms, and trust as structural and functional norms of social capital that facilitate student achievement. Results of hierarchical generalized linear modeling show that the odds of fourth graders passing state-mandated assessments are modestly increased in urban schools (n=49) characterized by high social capital. (SLD) EJ678503 Relational Networks, Social Trust, and Norms: A Social Capital Perspective on Students' Chances of Academic Success. Educational Evaluation and Policy Analysis v25 n1 p59-74 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Early Intervention Preschool Children Special Education Student Placement Conyers, Liza M. Reynolds, Arthur J. Ou, Suh-Ruu Journal Articles Reports - Research Chicago Public Schools IL ISSN-0162-3737 English Examined patterns of special education services in elementary grades for children participating in the Child-Parent Center Preschool program or other early childhood programs of the Chicago Public Schools, Illinois. Findings for 1,377 children show a lower special education placement rate for participants and support the value of preschool intervention. (SLD) EJ678504 The Effect of Early Childhood Intervention on Subsequent Special Education Services: Findings from the Chicago Child-Parent Centers. Educational Evaluation and Policy Analysis v25 n1 p75-95 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Competition Elementary Secondary Education Foreign Countries Principals School Choice Teacher Attitudes Teachers Ladd, Helen F. Fiske, Edward B. Journal Articles Reports - Research New Zealand New Zealand ISSN-0162-3737 English Measured how competition among New Zealand's schools have affected student learning as perceived by teachers and principals. Findings suggest the competition brought about by New Zealand's implementation of full parental choice in 1992 has had negative effects on the quality of student learning and other aspects of schooling in New Zealand elementary schools. (SLD) EJ678505 Does Competition Improve Teaching and Learning? Evidence from New Zealand. Educational Evaluation and Policy Analysis v25 n1 p97-112 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Child Psychology Cognitive Processes Educational Psychology Theories Shayer, Michael Information Analyses Journal Articles Piaget (Jean) Vygotsky (Lev S) ISSN-0959-4752 English Explores the work of L. Vygotsky and J. Piaget and suggests that by the early 1930s they had reached almost identical positions regarding child development. Asserts that the theory of each is complementary to the other. Discusses the implications of this position for a theory of intervention for cognitive acceleration. (SLD) EJ678506 Not Just Piaget: Not Just Vygotsky, and Certainly Not Vygotsky as Alternative to Piaget. Learning and Instruction v13 n5 p465-85 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Cooperative Learning Discussion Elementary School Students Foreign Countries Intermediate Grades Participation Lipponen, Lasse Rahikainen, Marjaana Lallimo, Jiri Hakkarainen, Kai Journal Articles Reports - Research Finland Discourse Finland ISSN-0959-4752 English Analyzed patterns of participation and discourse mediated by Virtual Web School (VWS), an Internet-based asynchronous bulletin board system used by 23 fifth graders in Finland. Findings show high density of articipation, but the need for improvement in the quality of student discussion on VWS. (SLD) EJ678507 Patterns of Participation and Discourse in Elementary Students' Computer-Supported Collaborative Learning. Learning and Instruction v13 n5 p487-509 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Computer Assisted Instruction Higher Education Knowledge Level Online Systems Persuasive Discourse Undergraduate Students Murphy, P. K. Long, J. F. Holleran, T. A. Esterly, E. Journal Articles Reports - Research ISSN-0959-4752 English Studied the extent to which students' knowledge, beliefs, and reactions to articles were differentially influenced by traditional or online persuasive texts. Results for 131 undergraduates show that the computerized text was more difficult for students to understand and less interesting, and the authors were found to be less credible. (SLD) EJ678508 Persuasion Online or on Paper: A New Take on an Old Issue. Learning and Instruction v13 n5 p511-32 Oct 2003 2003-00-00 T 2004 7/11/2004 11:57:49 CIJMAY2004

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No Knowledge Level Meta Analysis Problem Based Learning Skills Dochy, Filip Segers, Mien Van den Bossche, Piet Gijbels, David Journal Articles Reports - Research ISSN-0959-4752 English Studied the main effects of problem-based learning on knowledge and skills and explored potential moderators of the effect of problem-based learning in a meta-analysis of 43 articles. Findings show a robust positive effect on skills, but a tendency to a negative effect, strongly influenced by two studies, on student knowledge. (SLD) EJ678509 Effects of Problem-Based Learning: A Meta-Analysis. Learning and Instruction v13 n5 p533-68 Oct 2003 2003-00-00 T 2004 7/11/2004 11:57:49 CIJMAY2004

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No College Applicants College Entrance Examinations Equated Scores Foreign Countries Higher Education Test Format Translation Rapp, Joel Allalouf, Avi Journal Articles Reports - Research Speeches/Meeting Papers Israel Israel ISSN-1530-5058 English Developed a method for evaluating cross-lingual equating and applied it to 12 forms of the Psychometric Entrance Test for admission to Israeli universities, a test translated from Hebrew into five languages. Discusses significance of the results and the differences between the two target-languages. (SLD) EJ678510 Evaluating Cross-Lingual Equating. International Journal of Testing v3 n2 p101-17 2003 2003-00-00 T 2004 2016-11-21

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No Educational Assessment Elementary Secondary Education Large Scale Assessment Test Use Ungerleider, Charles Guides - Non-Classroom Journal Articles ISSN-1530-5058 English Provides suggestions for ensuring that the benefits of using large-scale student assessments are achieved in the face of challenges to their effective use. Reviews fundamental concepts and concerns in making valid inferences from tests. (SLD) EJ678511 Large-Scale Student Assessment: Guidelines for Policymakers. International Journal of Testing v3 n2 p119-28 2003 2003-00-00 T 2004 7/11/2004 11:57:50 CIJMAY2004

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No Attitude Measures Computer Assisted Testing Cross Cultural Studies Employees International Studies Item Bias Test Format Sireci, Stephen G. Harter, James Yang, Yongwei Bhola, Dennison Journal Articles Reports - Research Speeches/Meeting Papers Test Equivalence ISSN-1530-5058 English Evaluated the structural equivalence and differential item functioning of an employee attitude survey from a large international corporation across three languages, eight cultures, and two mediums of administration. Results for 40,595 employees show the structure of survey data was consistent and items functioned similarly across all groups. (SLD) EJ678512 Evaluating the Equivalence of an Employee Attitude Survey across Languages, Cultures, and Administration Formats. International Journal of Testing v3 n2 p129-50 2003 2003-00-00 T 2004 2016-11-21

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No Goodness of Fit Interrater Reliability Monte Carlo Methods Simulation Bartfay, Emma Journal Articles Reports - Research Type I Errors Multinomial Models ISSN-1530-5058 English Used Monte Carlo simulation to compare the properties of a goodness-of-fit (GOF) procedure and a test statistic developed by E. Bartfay and A. Donner (2001) to the likelihood ratio test in assessing the existence of extra variation. Results show the GOF procedure possess satisfactory Type I error rate and power. (SLD) EJ678513 Conceptualizing Interrater Agreement as Testing the Existence of Extra Variation in the Multinomial Model. International Journal of Testing v3 n2 p151-61 2003 2003-00-00 T 2004 2016-11-21

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No Content Validity Test Construction Test Content Test Items Turner, Ronna C. Carlson, Laurie Journal Articles Reports - Descriptive Multidimensionality (Tests) ISSN-1530-5058 English Item-objective congruence as developed by R. Rovinelli and R. Hambleton is used in test development for evaluating content validity at the item development stage. Provides a mathematical extension to the Rovinelli and Hambleton index that is applicable for the multidimensional case. (SLD) EJ678514 Indexes of Item-Objective Congruence for Multidimensional Items. International Journal of Testing v3 n2 p163-71 2003 2003-00-00 T 2004 2016-11-21

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No College Students Cross Cultural Studies Cultural Differences Higher Education Learning Strategies Berberouglu, Giray Hei, Luying Melissa Journal Articles Reports - Research Taiwan Turkey Taiwan Turkey ISSN-1530-5058 English Compared the approaches to learning of 464 Turkish university students and 546 Taiwanese university students who completed an approaches to learning inventory. Differences were found, but the magnitude was not large; he two cultures shared many characteristics in the measured trait. (SLD) EJ678515 A Comparison of University Students' Approaches to Learning across Taiwan and Turkey. International Journal of Testing v3 n2 p173-87 2003 2003-00-00 T 2004 2016-11-21

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No College Students Estimation (Mathematics) Higher Education Item Response Theory Personality Assessment Personality Traits Williams, Kevin M. Zumbo, Bruno D. Journal Articles Reports - Research Item Characteristic Function Signal Detection Theory ISSN-1530-5058 English Developed an item characteristic curve estimation of signal detection theory based personality data. Results for 266 college students taking the Overclaiming Questionnaire (D. Paulhus and N. Bruce, 1990) suggest that this method is a reasonable approach to describing item functioning and that there are advantages to this method over traditional item response theory models. (SLD) EJ678516 Item Characteristic Curve Estimation of Signal Detection Theory-Based Personality Data: A Two-Stage Approach to Item Response Modeling. International Journal of Testing v3 n2 p189-213 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Court Litigation Elementary Secondary Education Parent Role Politics of Education Public Schools Racial Segregation School Desegregation School Districts Superintendents Teacher Shortage Urban Schools Hunter, Richard C. Donahoo, Saran Journal Articles Reports - Descriptive Brown v Board of Education Brown v Board of Education ISSN-0013-1245 English Discusses the political nature of urban school districts, the job of urban school superintendents, and the continuing impact of Brown v. Board of Education. Examines demographic changes experienced in many urban areas since Brown; highlights the impact of white flight, federal and state education policy, and school takeovers on urban districts; and reviews the role of parents in the new politics of urban education. (SM) EJ678517 The Nature of Urban School Politics after Brown: The Need for New Political Knowledge, Leadership, and Organizational Skills. Education and Urban Society v36 n1 p3-15 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Affirmative Action Elementary Secondary Education Males Private Schools Public Policy Racial Attitudes Thompson, Franklin T. Journal Articles Reports - Research Social Policy ISSN-0013-1245 English Investigated the racial view of students from a predominantly white, all-male midwestern U.S. high school. Survey data indicated that students lacked proper understanding of affirmative action (AA). Over 40 percent lacked knowledge altogether, 30 percent opposed AA in job hiring and promotion, and 65 percent supported AA as an academic scholarship measure. Students tended to be supportive of multicultural education. (SM) EJ678518 The Affirmative Action and Social Policy Views of a Select Group of White Male Private High School Students. Education and Urban Society v36 n1 p16-43 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Minority Group Children Public Schools Religious Factors Urban Schools Jeynes, William H. Journal Articles Reports - Research Religious Commitment ISSN-0013-1245 English Using data from the 1992 National Education Longitudinal Survey, this study examined the effects of student religious commitment on academic achievement. Results indicate that very religious urban and non-urban children performed better on most academic measures than their less religious counterparts, even when controlling for race, gender, and socioeconomic status. There were differences between students of Christian faith versus students of other religious faiths. (SM) EJ678519 The Effects of Religious Commitment on the Academic Achievement of Urban and Other Children. Education and Urban Society v36 n1 p44-62 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Catholic Schools Educational Change Elementary Secondary Education Magnet Schools Minority Group Children Poverty Public Schools Small Schools Urban Schools Ilg, Timothy J. Massucci, Joseph D. Information Analyses Journal Articles Reports - Evaluative Reform Efforts ISSN-0013-1245 English Examines four models for secondary education (magnet schools, school reform models, small high schools, and Catholic high schools) that have been shown to strongly improve educational outcomes for urban minority children, or at least strongly influence the reform movement, explaining why the comprehensive high school design has failed in urban centers. (Contains references.) (SM) EJ678520 Comprehensive Urban High School: Are There Better Options for Poor and Minority Children? Education and Urban Society v36 n1 p63-78 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Constructivism (Learning) Disadvantaged Youth Elementary Secondary Education Epistemology Mathematics Education Prior Learning Problem Based Learning Problem Solving Urban Schools Serafino, Kathleen Cicchelli, Terry Journal Articles Reports - Research ISSN-0013-1245 English Tested the effects of prior knowledge and two instructional models--structured problem solving and guided generation (GG)--on mathematical problem solving and transfer to an analogous task. Data on students with high and low prior knowledge highlighted significant main effects for prior knowledge, significant differences on transfer to analogous tasks, significant between-group differences on favoring the GG model, and significant interaction between low priors and GG treatment on transfer. (SM) EJ678521 Cognitive Theories, Prior Knowledge, and Anchored Instruction on Mathematical Problem Solving and Transfer. Education and Urban Society v36 n1 p79-93 Nov 2003 2003-00-00 T 2004 7/11/2004 11:57:53 CIJMAY2004

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No Administrator Role Black Students Elementary Secondary Education High Risk Students Inner City Instructional Leadership Principals Public Schools Reading Instruction School Effectiveness Urban Schools Pollard-Durodola, Sharolyn Journal Articles Reports - Research ISSN-0013-1245 English Describes the characteristics of one successful inner city elementary school. Interviews with teachers, the former principal, and an educational consultant who helped teachers in the writing process in past years indicated that nine factors significantly impacted the school's success: strong instructional leadership by the principal and teacher experts; a safe and structured school environment; high expectations for teachers and students; and a common vision. (SM) EJ678522 Wesley Elementary: A Beacon of Hope for At-Risk Students. Education and Urban Society v36 n1 p94-117 Nov 2003 2003-00-00 T 2004 7/11/2004 11:57:53 CIJMAY2004

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No Child Caregivers Child Rearing Fathers Foreign Countries Gender Issues Housework Mothers Parent Responsibility Sex Role Apparala, Malathi L. Reifman, Alan Munsch, Joyce Journal Articles Reports - Research Europe ISSN-0360-0025 English Explored attitudes toward the division of fathers' and mothers' participation in childcare/household tasks using data from the Euro-barometer surveys that involved over 10,000 respondents from 13 European countries. Respondents were most likely to hold egalitarian views of household work and childcare when they were younger, female, and politically liberal. Countries' United Nations ratings on women's empowerment, Gross National Product, and cultural individualism related to egalitarian attitudes. (SM) EJ678523 Cross-National Comparison of Attitudes toward Fathers' and Mothers' Participation in Household Tasks and Childcare. Sex Roles: A Journal of Research v48 n5-6 p189-203 Mar 2003 2003-00-00 T 2004 2016-11-21

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No College Students Gender Issues Higher Education Self Esteem Self Evaluation (Individuals) Sex Differences Sex Stereotypes Pallier, Gerry Journal Articles Reports - Research ISSN-0360-0025 English Examined the effects of gender on the self-assessment of accuracy of visual perceptual judgments. College students completed a test of general knowledge and a visual perceptual task. When results were analyzed by sex, men were more confident than women. Next, people age 17-80 completed tests of cognitive ability. The tendency for men to express higher confidence levels than women remained constant across the lifespan. (SM) EJ678524 Gender Differences in the Self-Assessment of Accuracy on Cognitive Tasks. Sex Roles: A Journal of Research v48 n5-6 p265-76 Mar 2003 2003-00-00 T 2004 7/11/2004 11:57:54 CIJMAY2004

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No College Applicants Course Selection (Students) Foreign Countries Gender Issues Higher Education Majors (Students) Mathematics Achievement Secondary Education Sex Differences Ayalon, Hanna Journal Articles Reports - Research Israel Israel ISSN-0360-0025 English Using data on applicants to an Israeli university, researchers examined whether high school course-taking patterns affected gender segregation in higher education. Women were underrepresented among applicants to mathematics-related studies. Mathematical background in high school effectively narrowed the gender gap in applying to selective and attractive, but not mathematically related, fields of study. Women relied on high qualifications more than men when applying to selective and male-dominated fields of study. (SM) EJ678525 Women and Men Go to University: Mathematical Background and Gender Differences in Choice of Field in Higher Education. Sex Roles: A Journal of Research v48 n5-6 p277-90 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Delinquency Foreign Countries Gender Issues Peer Influence Predictor Variables Rural Areas Secondary Education Sex Differences Social Control Hartjen, Clayton A. Priyadarsini, S. Journal Articles Reports - Research France France ISSN-0044-118X English Surveyed rural French students age 13-18 years to investigate the extent to which measures of social control and learning/differential association theories could be generalized to, and help explain, delinquency. Social control measures either did not form reliable scales or were not significantly related to various offense scales. Measures of learning/differential association theory strongly related to delinquency (equally for boys and girls). (Contains references.) (SM) EJ678526 Gender, Peers, and Delinquency: A Study of Boys and Girls in Rural France. Youth & Society v34 n4 p387-414 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Delinquency Drug Abuse Gender Issues Juvenile Gangs Rural Schools Secondary Education Sex Differences Student Attitudes Student Behavior Urban Schools Weapons Dukes, Richard L. Stein, Judith A. Journal Articles Reports - Research Psychosocial Factors Colorado Gangs Colorado ISSN-0044-118X English Investigated the relationships of gender and gang membership to latent variables of psychosocial characteristics, drug use, delinquency, weapons possession, and fear within rural and urban Colorado school districts. Surveys of 1,669 self-reported gang members and 1,742 non-gang members indicated that gender was related more strongly to the latent variables than was place, which tended to favor the urban districts. (SM) EJ678527 Gender and Gang Membership: A Contrast of Rural and Urban Youth on Attitudes and Behavior. Youth & Society v34 n4 p415-40 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Delinquency Family Characteristics Homeless People Juvenile Gangs Peer Influence Runaways Secondary Education Self Esteem Substance Abuse Suspension Yoder, Kevin A. Whitbeck, Les B. Hoyt, Dan R. Journal Articles Reports - Research Gangs Psychosocial Factors Student Engagement ISSN-0044-118X English Assessed the extent of gang involvement among homeless and runaway youth, comparing gang members, gang-involved youth (not members), and non-gang youth on several dimensions. Interview data indicated that 15.4 percent of the youth were gang members and 32.2 percent were involved in gangs. These youth reported more family problems and school suspensions, ran away at a younger age, used more substances, and attempted suicide more than non-gang youth. (SM) EJ678528 Gang Involvement and Membership among Homeless and Runaway Youth. Youth & Society v34 n4 p441-67 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Autobiographies College Students Higher Education Life Events Personal Narratives Smoking Young Adults Delorme, Denise E. Kreshel, Peggy J. Reid, Leonard N. Journal Articles Reports - Research ISSN-0044-118X English Explored young adults' autobiographical memories of their first consumption of cigarettes using a form of life history. Analysis of 276 college students' first-person essays indicated that the first-use experience was a symbolically significant and enduring life event. Participants provided rich, detailed recollections about the contextual nature of the first smoking act and the influences and outcomes associated with the event. (SM) EJ678529 Lighting Up: Young Adults' Autobiographical Accounts of Their First Smoking Experiences. Youth & Society v34 n4 p468-96 Jun 2003 2003-00-00 T 2004 7/11/2004 11:57:55 CIJMAY2004

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No Adolescents Aggression Athletes Fear Females Foreign Countries Gender Issues Ice Hockey Womens Athletics Theberge, Nancy Journal Articles Reports - Research Canada Canada ISSN-0044-118X English Examined the relationship between gender, physicality, and embodiment among Canadian adolescent girls who played ice hockey. Interview data indicated that the girls emphasized the importance of being aggressive (fearless in use of the body). Players understood that contrasts between men's hockey (more physical and aggressive) and women's hockey arise out of the advantages that boys and men enjoy and the gendered ideologies that underlie the practice of sport. (SM) EJ678530 "No Fear Comes": Adolescent Girls, Ice Hockey, and the Embodiment of Gender. Youth & Society v34 n4 p497-516 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Blacks Context Effect Early Adolescents Mothers One Parent Family Parent Influence Rural Areas Secondary Education Kim, Sooyeon Brody, Gene H. Murry, Velma McBride Journal Articles Reports - Research Georgia Self Regulation Georgia ISSN-0095-7984 English Collected longitudinal data from rural, African American, single mother-headed families with young adolescents to examine longitudinal links between contextual risks, parenting, and youth outcome. Accumulated risks related to lower levels of the competence-promoting parenting practices that were linked directly with youth outcomes via youth self-regulation. Parental involvement, support, and vigilance and youths' development of self-regulation enhanced development among youths growing up in challenging circumstances. (Contains references.) (SM) EJ678531 Longitudinal Links between Contextual Risks, Parenting, and Youth Outcomes in Rural African American Families. Journal of Black Psychology v29 n4 p359-77 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Blacks Daughters Delinquency Family Characteristics Females Mothers Parent Child Relationship Petrocelli, John V. Calhoun, Georgia B. Glaser, Brian A. Journal Articles Reports - Research ISSN-0095-7984 English Assessed female juvenile offenders' perceptions of their existing family functioning characteristics and the quality of their relationships with their mothers. One test indicated that all of the family functioning constructs measured except communication positively related to the quality of the mother-daughter relationship. Another test indicated that only the simple effect of general family functioning contributed significantly to the quality of the relationship. (SM) EJ678532 The Role of General Family Functioning in the Quality of the Mother-Daughter Relationship of Female African American Juvenile Offenders. Journal of Black Psychology v29 n4 p378-92 Nov 2003 2003-00-00 T 2004 7/11/2004 11:57:56 CIJMAY2004

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No Academic Achievement Black Students Coping Early Adolescents Females Middle School Students Middle Schools Neighborhoods Parent Influence Self Efficacy Urban Youth Plybon, Laura E. Edwards, Lorraine Butler, Deborah Belgrave, Faye Z. Allison, Kevin W. Journal Articles Reports - Research ISSN-0095-7984 English Collected data from 84 urban, female African American middle school students to investigate neighborhood cohesion and parent and adult social support coping, singly and cooperatively, as resources for school achievement outcomes. Positive perceptions of the neighborhood directly and positively related to increased feelings of school self-efficacy and higher grades. As neighborhood cohesion increased, use of adult support coping increased. (SM) EJ678533 Examining the Link between Neighborhood Cohesion and School Outcomes: The Role of Support Coping among African American Adolescent Girls. Journal of Black Psychology v29 n4 p393-407 Nov 2003 2003-00-00 T 2004 7/11/2004 11:57:56 CIJMAY2004

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No Blacks Body Weight Depression (Psychology) Obesity Self Esteem Suicide Whites Palmer, Charles James, Jr. Journal Articles Reports - Research ISSN-0095-7984 English Assessed whether clinically depressed healthy-weight, overweight, and obese females would differ on self-esteem and suicide risk measures. Data on clinically depressed females from an inpatient psychiatric unit indicated that the three groups did not differ significantly on measures of self-esteem and suicide risk, but depressed, obese, white females had significantly lower self-esteem and increased suicide risk than depressed healthy-weight and overweight while females. (Contains references.) (SM) EJ678534 Body Mass Index, Self-Esteem, and Suicide Risk in Clinically Depressed African American and White American Females. Journal of Black Psychology v29 n4 p408-28 Nov 2003 2003-00-00 T 2004 7/11/2004 11:57:56 CIJMAY2004

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No Black Colleges College Students Higher Education Illegal Drug Use Marijuana Resilience (Personality) Spirituality Student Behavior Bowen-Reid, Terra L. Rhodes, Warren A. Journal Articles Reports - Research Psychosocial Factors ISSN-0095-7984 English Assessed three constructs (resilient, invulnerable, and vulnerable) as they related to marijuana use, examining the role of spirituality and social support as potential buffering mechanisms. Data on 103 African American undergraduates from two historically black colleges indicated that students who continued to use marijuana were less spiritual than those who had either halted use or those who never used marijuana. (SM) EJ678535 Assessment of Marijuana Use and Psychosocial Behaviors at Two Historically Black Universities. Journal of Black Psychology v29 n4 p429-44 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Black Students College Students Coping Higher Education Stress Management Clark, Rodney Journal Articles Reports - Research Blood Pressure ISSN-0095-7984 English Examined the effects of subjective stress and coping resources on blood pressure reactivity among black college students. The interactive effects of subjective stress and coping resources predicted diastolic blood pressure reactivity. Higher levels of problem-focused coping related to more marked diastolic blood pressure changes under conditions of high subjective stress. Emotion-focused coping related to less exaggerated diastolic blood pressure changes under conditions of low subjective stress. (SM) EJ678536 Subjective Stress and Coping Resources Interact To Predict Blood Pressure Reactivity in Black College Students. Journal of Black Psychology v29 n4 p445-62 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Elementary Education Higher Education Inner City Internship Programs Preservice Teacher Education Self Efficacy Student Teachers Student Teaching Urban Schools Rushton, Stephen P. Journal Articles Reports - Research ISSN-0042-0972 English Examined the experiences of two African American preservice teachers who interned in an inner city elementary school. Data from interviews, written reflections, and group discussions indicated that their self-efficacy increased as they interacted with mentoring teachers and students and learned to cope with doubts about their abilities. As they addressed their conflicts, they changed how they thought about teaching in the inner city and improved their knowledge. (SM) EJ678537 Two Preservice Teachers' Growth in Self-Efficacy while Teaching in an Inner-City School. Urban Review v35 n3 p167-89 Sep 2003 2003-00-00 T 2004 7/11/2004 11:57:57 CIJMAY2004

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No Elementary Secondary Education Ethnicity Higher Education Low Income Groups Social Bias Social Class Urban Schools Whites Working Class Gordon, June A. Journal Articles Reports - Research England United Kingdom (England) ISSN-0042-0972 English Examined the role of castelike patterns in British schooling and the participation of teacher mentalities in maintaining images of working class students and their families within urban communities, using qualitative research and demographic data. The common American assumption that race is the most salient designator of resistance to schooling was challenged as teachers and administrators in three urban British schools presented their experiences working with low-income urban students. (SM) EJ678538 A Shoelace Left Untied: Teachers Negotiate Class and Ethnicity in a City of Northern England. Urban Review v35 n3 p191-215 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Athletics Early Adolescents Predictor Variables Self Control Student Attitudes Summer Programs Values Watson, Doris L. Newton, Maria Kim, Mi-Sook Journal Articles Reports - Research ISSN-0042-0972 English Examined the extent to which participants in a summer sports camp embraced values-based constructs, noting the relationship between perceptions of values-based constructs and affect and attitude. Data on ethnically diverse 10-13-year-olds indicated that care for others/goal setting, self-responsibility, and self-control/respect positively related to participants' sports enjoyment, interest in sport, positive future expectations, and greater respect for leaders. (SM) EJ678539 Recognition of Values-Based Constructs in a Summer Physical Activity Program. Urban Review v35 n3 p217-32 Sep 2003 2003-00-00 T 2004 7/11/2004 11:57:58 CIJMAY2004

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No Developmental Disabilities Elementary Secondary Education Inclusive Schools Mainstreaming Regular and Special Education Relationship Urban Schools Fitch, Frank Journal Articles Reports - Research Identity Formation ISSN-0042-0972 English Examined how 11 developmentally disabled students made sense of their experiences in inclusive and segregated classrooms in urban elementary and junior high schools over 6 years. Information from observations and teacher and student interviews supported inclusive schooling, indicating that as students moved into and out of traditionalist and inclusive classrooms, they presented a changing sense of themselves in relation to ideological beliefs and practices. (SM) EJ678540 Inclusion, Exclusion, and Ideology: Special Education Students' Changing Sense of Self. Urban Review v35 n3 p233-52 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Ethnocentrism Higher Education Ideology Language Usage Second Language Instruction Spanish Valdes, Guadalupe Gonzalez, Sonia V. Garcia, Dania Lopez Marquez, Patricio Journal Articles Reports - Research Monolingual Students ISSN-0161-7761 English Investigated language ideology in a college Spanish department, examining the acquisition and transmission of linguistic culture and how views about non-English languages that are part of the U.S. cultural dialogue are maintained and nurtured by educational institutions. Using participant observation and interview data, the paper contends that college foreign language departments, although involved in nonhegemonic practice, nonetheless work in concert with deeply held ideologies about bilingualism and monolingualism. (SM) EJ678541 Language Ideology: The Case of Spanish in Departments of Foreign Languages. Anthropology & Education Quarterly v34 n1 p3-26 Mar 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.1.3 2004 2016-11-23

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No Active Learning Cambodian Cambodians Ideology Interpersonal Relationship Learning Theories Literacy Education Social Influences Teaching Methods Needham, Susan Journal Articles Reports - Descriptive ISSN-0161-7761 English Examined the role of language ideologies in the changing instructional and social organization of Khmer literacy classes, using data from research within a Cambodian community. Language ideologies engaged with local theories of learning to shape pedagogies and relations within classes. Form and function co-varied within groups and across settings. Beliefs and understandings about instruction and instructional content were expressed at different levels of situated activity and participant awareness. (SM) EJ678542 "This Is Active Learning": Theories of Language, Learning, and Social Relations in the Transmission of Khmer Literacy. Anthropology & Education Quarterly v34 n1 p27-49 Mar 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.1.27 2004 7/11/2004 11:57:59 CIJMAY2004

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No English (Second Language) Ethnography Foreign Countries Ideology Oral English Second Language Instruction Secondary Education Student Participation Olivo, Warren Journal Articles Reports - Descriptive Canada Canada ISSN-0161-7761 English Addresses the relationship between educational theory and classroom practice using data from an ethnographic study of English as a Second Language (ESL) learning at a Canadian school. Outlines the conflict between two language ideologies shaping and being shaped by ESL teachers', assistants' and students' classroom practices. Discusses implications of this ideological conflict in terms of opportunities given to ESL students to practice speaking English. (SM) EJ678543 "Quit Talking and Learn English!": Conflicting Language Ideologies in an ESL Classroom. Anthropology & Education Quarterly v34 n1 p50-71 Mar 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.1.50 2004 2016-11-23

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No Cultural Influences Diversity (Faculty) Elementary Education Hispanic Americans Mexican Americans Paraprofessional School Personnel Personal Narratives Prior Learning Monzo, Lilia D. Rueda, Robert Journal Articles Reports - Research Funds of Knowledge ISSN-0161-7761 English Examined how the experiences of a Mexican immigrant para-educator translated into beliefs and teaching, using the "funds of knowledge" concept to consider her experiences as critical to teaching. Results indicated that she had markedly different experiences from mainstream educators, yet numerous factors worked against using them for instruction. Her beliefs about teaching and learning stemmed from her experiences and the meanings she constructed from them. (SM) EJ678544 Shaping Education through Diverse Funds of Knowledge: A Look at One Latina Paraeducator's Lived Experiences, Beliefs, and Teaching Practice. Anthropology & Education Quarterly v34 n1 p72-95 Mar 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.1.72 2004 2016-11-21

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No Acculturation Biculturalism Bilingualism Educational Anthropology Elementary Secondary Education Ethnocentrism Immigrants Minority Groups Multicultural Education Thompson, Richard H. Journal Articles Reports - Descriptive Eurocentrism ISSN-0161-7761 English Utilizes ethnographic research, the history of anthropology, and literature on multiculturalism, biculturalism, and bilingualism to assert that neither multiculturalism nor multicultural education can mitigate the assimilationist and racializing costs. Eurocentrism poses for immigrants and minoritized groups. Proposes a policy of bilingual and bicultural education for all students, asserting that the education of anthropologists can be a model for an educational anthropology that effectively addresses foundational disciplinary goals. (SM) EJ678545 Basing Educational Anthropology on the Education of Anthropologists: Can Bilingualism and Biculturalism Promote the Fundamental Goals of Anthropology Better than Multiculturalism? Anthropology & Education Quarterly v34 n1 p96-107 Mar 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.1.96 2004 2016-11-21

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Yes Courseware Higher Education Technological Literacy Technology Education Web Based Instruction Burgess, Lesta A. Journal Articles Reports - Research Electronic Learning ISSN-1045-1064 English In an industrial technology course combining face-to-face instruction with WebCT courseware, 57 students were surveyed. The majority were first-time courseware users; 78.6% found it useful; 52.6% had no technical problems; 57.9% would enroll in a distance course using WebCT as the only contact with the instructor. (Contains 14 references.) (SK) EJ678546 WebCT as an E-Learning Tool: A Study of Technology Students' Perceptions. Journal of Technology Education v15 n1 p6-15 Fall 2003 2003-00-00 T 2004 2016-11-21

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Yes Ethnography Gender Issues Sex Discrimination Sex Stereotypes Technology Education Haynie, W. J., III Journal Articles Reports - Research ISSN-1045-1064 English Interviews with 12 female technology education practitioners revealed that they felt accepted in the profession but sometimes felt isolated, patronized, or minimized by a minority of male colleagues. More women in the profession as role models and mentors would help improve the climate. (Contains 20 references.) (SK) EJ678547 Gender Issues in Technology Education: A Quasi-Ethnographic Interview Approach. Journal of Technology Education v15 n1 p16-30 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:00 CIJJUN2004

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Yes Comparative Education Course Content Design Foreign Countries Secondary Education Secondary School Curriculum Technology Education Rasinen, Aki Journal Articles Reports - Research Sweden Australia United States England France Netherlands Australia France Netherlands Sweden United Kingdom (England) United States ISSN-1045-1064 English Review of curriculum documents compared technology education in six countries in terms of rationale/content, national goals, importance of technology, and implementation goals. Systematic analysis using the dimensions of objectives, method, and content in relation to society, schools, and individuals found significant cross-national differences. (Contains 19 references.) (SK) EJ678548 An Analysis of the Technology Education Curriculum of Six Countries. Journal of Technology Education v15 n1 p31-47 Fall 2003 2003-00-00 T 2004 2016-11-23

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Yes Attitude Change Design Foreign Countries Outcomes of Education Secondary Education Sex Differences Student Attitudes Technology Education Volk, Ken Yip, Wai Ming Lo, Ting Kau Journal Articles Reports - Research Hong Kong Hong Kong ISSN-1045-1064 English Responses in 2002 from 2,876 Hong Kong secondary students on the Pupils' Attitudes toward Technology survey were compared with 1997 results. More girls were now interested in technology careers; there were still significant gender differences in attitudes. Differences among girls varied with design and technology experience. Innovative programs promoted significantly more positive attitude changes. (Contains 26 references.) (SK) EJ678549 Hong Kong Pupils' Attitudes toward Technology: The Impact of Design and Technology Programs. Journal of Technology Education v15 n1 p48-63 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Aging (Individuals) Community Education Disadvantaged Educational Attitudes Foreign Countries Learning Motivation Older Adults Public Policy Relevance (Education) Role of Education Bowman, Helen Burden, Tom Journal Articles Reports - Research England United Kingdom (England) ISSN-1352-8580 English In-depth interviews with nine adults over 50 in a socially disadvantaged area explored their reactions to British government policy on the role of adult education. Government emphasis on vocational relevance and economic motives for lifelong learning did not correlate with their needs, interests, or motivations. Respondents tended toward intrinsic enjoyment of learning. (Contains 30 references.) (SK) EJ678550 Ageing, Community Adult Education, and Training. Education and Ageing v17 n2-3 p147-67 2002 2002-00-00 T 2004 2016-11-23

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No Adult Education Aging (Individuals) Cultural Traits Foreign Countries Individualism Older Adults Donicht-Fluck, Brigitte Journal Articles Expressive Learning Germany United States Germany United States ISSN-1352-8580 English Sociologist Robert Bellah distinguishes between economic and expressive individualism. Gerontologist Ronald Manheimer contrasts traditionalist and modernist concepts of older adult education. In Germany, economic individualism dominates, whereas elder learning in the United States manifests expressive individualism and cultural self-empowerment. (Contains 14 references.) (SK) EJ678551 Changing Cultural Concepts of Old Age and Their Impact on Older Adult Education in Germany and the US: Economic versus Expressive Individualism. Education and Ageing v17 n2-3 p169-78 2002 2002-00-00 T 2004 2016-11-21

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No Adult Education Educational Environment Informal Education Learning Processes Nonformal Education Colley, Helen Hodkinson, Phil Malcolm, Janice Journal Articles ISSN-0955-2308 English Reviews definitions of and debates over distinctions among formal, informal, and nonformal learning. Outlines questions about four aspects of formality/informality with which to analyze learning situations: process, location/setting, purposes, and content. (SK) EJ678552 Understanding Informality and Formality in Learning. Adults Learning (England) v15 n3 p7-9 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:58:01 CIJJUN2004

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No Adult Education Advocacy Community Development Foreign Countries International Cooperation Samlowski, Michael Journal Articles Reports - Descriptive International Solidarity Social Justice ISSN-0955-2308 English Describes projects of the Institute for International Cooperation of the German Adult Education Association to promote social solidarity and advocate for social justice around the world. (SK) EJ678553 Social Solidarity in Action. Adults Learning (England) v15 n3 p10-13 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Computer Mediated Communication Foreign Countries Second Language Learning Lamping, Alwena Journal Articles Electronic Learning Face to Face Communication United Kingdom United Kingdom ISSN-0955-2308 English A hybrid approach to second-language learning combined face-to-face contact with online tools. Lessons learned included the need for innovative recruitment methods, clear and accessible precourse information, solutions to technical difficulties in public access sites, and high-quality training for tutors. (SK) EJ678554 Supported Steps. Adults Learning (England) v15 n3 p21-22 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Learning Adults Children Learning Motivation Learning Processes Rogers, Alan Illeris, Knud Journal Articles Opinion Papers Identity Formation ISSN-0955-2308 English This dialog between Alan Rogers and Knud Illeris debates arguments Rogers made in a previous article about the differences between adult and child learning. Rogers emphasizes differences in teacher-learner relationships. Illeris believes the differences result from different motivations for learning. (SK) EJ678555 How Do Adults Learn? Adults Learning (England) v15 n3 p24-27 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Analysis Education Work Relationship Educational Attainment Employment Level Foreign Countries Labor Market Research Methodology Unemployment Young Adults Couppie, Thomas Mansuy, Michele Information Analyses Journal Articles Europe ISSN-0378-5068 English Review of European research on youth transition to employment revealed some methodological difficulties in making cross-national comparisons of educational attainment and employment status. Ways to fine tune the indicators were identified. (Contains 48 references.) (SK) EJ678556 The Employment Status of Youth: Elements of a European Comparison. Vocational Training: European Journal n28 p3-20 Jan-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Cooperative Learning Creativity Critical Thinking Epistemology Instructional Design Online Courses Problem Based Learning Majumdar, Shyamal Journal Articles Collaborative Learning Conceptual Frameworks ISSN-0378-5068 English Suggests a concept framework for online learning based on collaborative/cooperative strategies and course designs that enhance creative and critical thinking. Urges a shift to project- and problem-based learning and action-reflection cycles. (Contains 30 references.) (SK) EJ678557 Pedagogical Framework for Online Learning. Vocational Training: European Journal n28 p21-30 Jan-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Environment Foreign Countries Instructional Design Job Training Learning Processes Skill Development Sellin, Burkart Journal Articles Work Based Learning Europe Knowledge Development ISSN-0378-5068 English Design of work-related learning must consider the following: flexibility, learning to learn in changing contexts, social participation, and different types of work-related knowledge. New approaches to acquiring skills and knowledge are needed. Trends influencing these factors include change of focus from training to learning, increasing learner independence, and integration of knowledge development with work activities. (Contains 77 references.) (SK) EJ678558 The Implications of the Skills-based Approach for Training Design: A Paradigmatic Shift in Work-Related Training and in Organisational Knowledge Development. Vocational Training: European Journal n28 p31-45 Jan-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Education Work Relationship Employment Level Foreign Countries Graduate Surveys Job Placement Postsecondary Education Relevance (Education) Stenstrom, Marja-Leena Journal Articles Reports - Research Finland Polytechnics Finland ISSN-0378-5068 English Surveys of Finnish polytechnic graduates in business/administration (n=896), technology/communications (n=1,021), and health care/social services (n=925) indicated that training prepared them for finding jobs, with variations by field of study. Engineers had the most success in finding permanent, high-status jobs. Dissatisfaction was highest among business/administration graduates. (Contains 21 references.) (SK) EJ678559 Transition from Polytechnics to Working Life. Vocational Training: European Journal n28 p65-72 Jan-Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Strategies Higher Education Interpersonal Relationship Nursing Education Spiritual Development Teacher Student Relationship World Views Pesut, Barbara Journal Articles ISSN-1536-5026 English Three key themes of spirituality are proposed as a way to integrate it into nursing curriculum: world views, intrapersonal connectedness, and interpersonal connectedness. Teaching strategies related to these themes are suggested. (Contains 22 references.) (SK) EJ678560 Developing Spirituality in the Curriculum: Worldviews, Intrapersonal Connectedness, Interpersonal Connectedness. Nursing Education Perspectives v24 n6 p290-94 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:04 CIJJUN2004

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No Helping Relationship Higher Education Nursing Students Outcomes of Education Self Efficacy Undergraduate Study Sadler, Judith Journal Articles Reports - Research Caring ISSN-1536-5026 English Results of the Coates Caring Efficacy Scale for 193 preentry to final-semester nursing students indicated that mean scores were higher than in Coates' sample of novice student nurses. Students were able to articulate the role of caring in nursing. Even preentry students scored well, suggesting that factors other than nursing education contribute to the development of caring. (Contains 18 references.) (SK) EJ678561 A Pilot Study To Measure the Caring Efficacy of Baccalaureate Nursing Students. Nursing Education Perspectives v24 n6 p295-99 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Community Involvement Graduate Study Higher Education Nursing Education Service Learning Social Responsibility Narsavage, Georgia L. Batchelor, Holly Lindell, Deborah Chen, Yea-Jyh Journal Articles Reports - Research ISSN-1536-5026 English Journals and a survey of 93 nursing students involved in community engagement through service learning projects indicated that 90.9% agreed service learning helped their understanding of the community role; 72.8% felt service learning enhanced course learning; only 54.6% said service learning influenced career plans or goals. (Contains 15 references.) (SK) EJ678562 Developing Personal and Community Learning in Graduate Nursing Education through Community Engagement. Nursing Education Perspectives v24 n6 p300-05 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:04 CIJJUN2004

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No Academic Achievement College Outcomes Assessment Data Analysis Data Collection Higher Education Nursing Education Program Evaluation Anema, Marion G. Brown, Barbara E. Stringfield, Yvonne N. Journal Articles Nursing Schools ISSN-1536-5026 English Data collection and assessment processes used by a nursing school are described. Sources include student achievement data from tests, projects, journals, case studies, community service, and clinical practicums. The ways in which data are organized, presented, and used are discussed. (SK) EJ678563 Organizing and Presenting Program Outcome Data. Nursing Education Perspectives v24 n6 p306-10 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Concept Mapping Data Analysis Encoding (Psychology) Higher Education Nursing Education All, Anita C. Huycke, Larae I. Fisher, Mark J. Journal Articles ISSN-1536-5026 English Describes concept maps as a tool to help nursing students organize and analyze information in multiple formats. Illustrates uses by undergraduate and graduate students. (Contains 40 references.) (SK) EJ678564 Instructional Tools for Nursing Education: Concept Maps. Nursing Education Perspectives v24 n6 p311-17 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:05 CIJJUN2004

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No Career Counseling Career Development Competence Emotional Intelligence Human Resources Lifelong Learning Staff Development Journal Articles Opinion Papers Competency Based Assessment Competency Mapping ISSN-0736-1920 English Ten articles in this special issue deal with competencies and how their use is revolutionizing human resource management and the work of career practitioners. Topics include competency technology, models, and mapping; behavioral interviewing; talent management; emotional intelligence; succession planning; and lifelong learning. (JOW) EJ678565 Special Issue: Competencies from the Individual's Viewpoint. Career Planning and Adult Development Journal v18 n4 p4-172 Win 2002-2003 2003-00-00 T 2004 2016-11-21

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No Adults Career Counseling Career Development Federal Government Females Job Search Methods Mentors Occupational Information Postsecondary Education Retirement Grauer, Barbara Ellman, Ed. Book/Product Reviews Journal Articles ISSN-0736-1920 English This special issue reviews 71 books on the following topics: career management; career opportunities for people with disabilities; federal government career information; college career development/counseling; job search strategies, tools, methods; coaching; retirement issues; strategies for managers; women and careers; general career books; and mentoring. (JOW) EJ678566 Special Issue: Book Reviews 2002-2003. Career Planning and Adult Development Journal v19 n1 p4-89 Spr 2003 2003-00-00 T 2004 7/11/2004 11:58:05 CIJJUN2004

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No Educational Change Middle Schools Program Improvement Technology Education Fitzgerald, Mike Journal Articles Reports - Descriptive ISSN-1062-9351 English Describes how the technology education program at Driver Middle School in Winchester, Indiana evolved from one with inadequate facilities and materials to one that received the Program Excellence Award from the International Technology Education Association. Includes tips for improving a technology education program. (JOW) EJ678567 Technology Education at Driver Middle School: Tips from an Award-Winning Program. Tech Directions v63 n4 p20-22 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:06 CIJJUN2004

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No Adult Education Organizational Development Organizational Objectives Staff Development Training Barron, Tom Journal Articles Organizational Learning Electronic Learning ISSN-1535-7740 English Many corporations have initiated learning initiatives during the past few years. Training managers are successfully aligning organizational learning with business objectives and bringing about recognition of the relationship between work force development and corporate performance. (Author/JOW) EJ678568 It's All about Alignment. T+D v57 n11 p53-57 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrative Organization Adult Education Corporate Education Employer Employee Relationship Training Kraack, Thomas Journal Articles Reports - Descriptive Learning Organizations ISSN-1535-7740 English Describes how one company developed an organizational structure and system of governance to ensure that strategy and work force enablement are locked in. Discusses the following principles for trainers: understanding the business, directing the effects learning has on business results, and managing relationships with key decision makers. (JOW) EJ678569 Turning the Aircraft Carrier. T+D v57 n11 p60-64 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Adult Education Computer Software Decision Support Systems Educational Technology Innovation Marketing Organizational Climate Tables (Data) World Wide Web Adkins, Sam S. Journal Articles ISSN-1535-7740 English Enterprise application integration products are changing the landscape of learning technology, content, and services. Although products are marketed as processes to measure performance indicators, this is just the beginning of a strategy to integrate learning with other enterprise processes. (JOW) EJ678570 Radical Learning Technology Happening Now. T+D v57 n11 p65-73 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:58:06 CIJJUN2004

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No Career Choice Higher Education Public Administration Education Public Policy Public Sector Student Motivation Tables (Data) Undergraduate Study Chetkovich, Carol Journal Articles Reports - Research ISSN-0033-3352 English Public policy students were surveyed four times from 1998- 2000 (n=126, 104, 95, 92). Results reveal that many begin with uncertain goals and ambivalence about public sector work. Interest declined and the curriculum did little to promote the public sector. Many anticipated fluid careers and chose positions that offer growth more commonly associate with private sector jobs. (Contains 35 references.) (JOW) EJ678571 What's in a Sector? The Shifting Career Plans of Public Policy Students. Public Administration Review v63 n6 p660-74 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:07 CIJJUN2004

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No Adults Educational Administration Job Performance Models Public Administration Public Schools Tables (Data) Meier, Kenneth J. O'Toole, Laurence J., Jr. Journal Articles Reports - Research Networking ISSN-0033-3352 English A 5-year performance analysis of managers in more than 500 school districts used a nonlinear, interactive, contingent model of management. Empirical support was found for key elements of the network-management portion of the model. Results showed that public management matters in policy implementation, but its impact is often nonlinear. (Contains 42 references.) (JOW) EJ678572 Public Management and Educational Performance: The Impact of Managerial Networking. Public Administration Review v63 n6 p689-99 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Design Middle Schools Student Projects Technology Education Neumann, Kenneth E. Journal Articles ISSN-0746-3537 English Technology students should be allowed to rethink and redesign their "completed projects" and thereby improve the final results. Students gain more knowledge and understanding when they take time to redesign. (JOW) EJ678573 The Importance of Redesign. Technology Teacher v63 n3 p7-9 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:07 CIJJUN2004

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No Design Professional Development Standards Technological Literacy Technology Education Daugherty, Michael K. Journal Articles ISSN-0746-3537 English Discusses the Standards for Technological Literacy: Content for the Study of Technology and their importance to the professional development of teachers. Includes an activity to be used to illustrate the role of design technology, explain the standards, and solve a problem likely to be encountered by teachers. (JOW) EJ678574 Advancing Excellence in Technological Literacy: Professional Development Standards. Technology Teacher v63 n3 p27-31 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:08 CIJJUN2004

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No Authoring Aids (Programming) Computer Assisted Testing Program Development Program Implementation Test Construction Hartsell, Taralynn S. Yuen, Steve Chi-Yin Journal Articles ISSN-0889-6488 English Discusses advantages and limitations of online exams, describes available software tools for creating computer-based tests (CGI, JavaScript, commercial programs, course authoring tools), and offers suggestions for implementation. (JOW) EJ678575 Developing On-line Exams. ATEA Journal v30 n4 v31 n1 p12-14 Apr-May,Oct-Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:08 CIJJUN2004

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No Federal Regulation Higher Education Models Tables (Data) Technical Education Telecommunications Obermier, Timothy R. Tuttle, Ronald H. Journal Articles ISSN-0889-6488 English Describes the Telecommunications Systems Model to help technical educators and students understand the increasingly complex telecommunications infrastructure. Specifically looks at ownership and regulatory status, service providers, transport medium, network protocols, and end-user services. (JOW) EJ678576 A Telecommunications Industry Primer: A Systems Model. ATEA Journal v30 n4 v31 n1 p16-18 Apr-May,Oct-Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:08 CIJJUN2004

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No Entrepreneurship Foreign Countries Higher Education Models Personality Traits School Business Relationship Summer Programs Universities Visual Aids Journal Articles United Kingdom United Kingdom ISSN-0040-0912 English This issue on developing enterprise within higher education includes six articles on universities' partnerships, barriers to start-up and their effect on aspiring entrepreneurs, issues in marketing enterprise initiatives within a university, entrepreneurial summer school as a model for teaching, video as a teaching aid, and the role of personality traits in entrepreneurial psychology. (JOW) EJ678577 Developing Enterprise within Higher Education: Business Start-Up@Leeds. Met. Education + Training v45 n6 p301-45 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Intervention Parent Education Parenting Skills Program Descriptions Program Effectiveness Socialization Sanders, Matthew R. Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English While parenting interventions based on social learning approaches are effective, they have significant limitations in achieving a level of population reach that will do enough to decrease the prevalence of dysfunctional parenting. Evidence is reviewed for the efficacy and effectiveness of the Triple P-Positive Parenting Program as a comprehensive, multilevel system of parenting and family intervention. (Contains 69 references, 1 table, and 1 figure.) (GCP) EJ678578 Triple P-Positive Parenting Program: A Population Approach to Promoting Competent Parenting. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Behavior Problems Child Behavior Classroom Environment Foreign Countries Intervention Parent Education Parenting Skills Program Effectiveness Program Evaluation McTaggart, Philippa Sanders, Matthew R. Information Analyses Journal Articles Reports - Research Australia Australia ISSN-1446-7984 English Evaluates the effectiveness of a parenting intervention, namely The Positive Parenting Program, in reducing child behavior problems in the classroom. The levels of teacher reported conduct problems were significantly lower in the intervention schools. The results provide evidence that a parent training program can be effective in reducing the impact of child behavior problems in the classroom. (Contains 47 references and 1 table.) (GCP) EJ678579 The Transition to School Project: Results from the Classroom. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Behavior Problems Early Adolescents Early Intervention Emotional Problems Foreign Countries Parent Attitudes Parent Child Relationship Parent Education Surveys Ralph, Alan Toumbourou, John Winston Grigg, Morgen Mulcahy, Rhiannon Carr-Gregg, Michael Sanders, Matthew R. Information Analyses Journal Articles Reports - Research Australia Australia ISSN-1446-7984 English Parents of 468 children aged between 12 and 14 participated in a survey of early adolescent behavior. Major undesirable behaviors experienced by parents were fighting with siblings, talking back to adults, moodiness, and school difficulties. Findings are discussed in the context of the challenge of designing and delivering effective early intervention programs to large numbers of parents of early adolescents. (Contains 21 references and 7 tables.) (GCP) EJ678580 Early Intervention To Help Parents Manage Behavioural and Emotional Problems in Early Adolescents: What Parents Want. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Adolescents Foreign Countries High School Students Parent Child Relationship Parent Education Parenting Skills Program Evaluation Ralph, Alan Sanders, Matthew R. Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English Group Teen Triple P is a brief group parenting program for parents of teenagers. This paper describes the initial evaluation of a trial of the program offered to parents of students entering high school. Participating parents reported significant reductions in conflict with their teenager, and on measures of laxness, over-reactivity, and disagreements with their partner over parenting issues. (Contains 25 references and 1 table.) (GCP) EJ678581 Preliminary Evaluation of the Group Teen Triple P Program for Parents of Teenagers Making the Transition to High School. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Delivery Systems Foreign Countries Parent Education Parenting Skills Program Descriptions Program Evaluation Program Implementation Public Health Dean, Carlie Myors, Karen Evans, Elizabeth Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English Provides a description and evaluation of a community-wide implementation of a parenting program. Results indicate that it is possible to take a population health approach to parenting, successfully involve multiple services and professionals in the delivery of the program, and maintain the effectiveness of the parenting intervention in a community-wide implementation. (Contains 19 references and 4 tables.) (GCP) EJ678582 Community-Wide Implementation of a Parenting Program: The South East Sydney Positive Parenting Project. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Consultants Early Intervention Foreign Countries Parent Education Parenting Skills Preschool Education Professional Training Young Children Crisante, Lea Information Analyses Journal Articles Reports - Descriptive Australia Australia ISSN-1446-7984 English Describes the implementation of a brief behavioral intervention, based on the Triple P-Positive Parenting Program, by 13 pre-school practitioners with 39 parents. The results point to the role of primary care practitioners in providing services in settings that are easily accessed by parents, thus increasing the availability of support to parents with young children. (Contains 22 references and 2 tables.) (GCP) EJ678583 Training in Parent Consultation Skills for Primary Care Practitioners in Early Intervention in the Pre-School Context. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Child Behavior Foreign Countries Parent Child Relationship Parent Education Parenting Skills Program Evaluation Rural Family Social Support Groups Cann, Warren Rogers, Helen Worley, Greg Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English This brief report evaluates a pilot project to deliver a telephone supported, self-directed parenting program to isolated families. The aim of the project was to promote the competence and confidence of parents experiencing early difficulties. Significant improvements were noted in child behavior, parenting style, parental depression, anxiety, and stress, inter-parent conflict, and parent satisfaction and efficacy. (Contains 15 references and 2 tables.) (GCP) EJ678584 Report on a Program Evaluation of a Telephone Assisted Parenting Support Service for Families Living in Isolated Rural Areas. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-23

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No Family Counseling Foreign Countries Intervention Parent Education Parenting Skills Program Evaluation Cann, Warren Rogers, Helen Matthews, Jan Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English Reports on a preliminary evaluation of the Metropolitan Family Intervention Service at the Victorian Parenting Centre, Melbourne, Australia. It presents an analysis of pre-post data collected from 589 mothers who commenced and completed parenting programs between 1999 and early 2003. Significant improvements were noted in measures of parental style, sense of competence, depression, anxiety, stress, and couple conflict. (Contains 13 references, 2 tables, and 4 figures.) (GCP) EJ678585 Family Intervention Services Program Evaluation: A Brief Report on Initial Outcomes for Families. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Attention Deficit Disorders Behavior Modification Child Behavior Family Counseling Foreign Countries Hyperactivity Intervention Parent Education Parenting Skills Program Evaluation Rogers, Helen Cameron, Daisy Cann, Warren Littlefield, Lyn Lagioia, Vince Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English Reports on an evaluation of a parenting skills intervention specifically with children exhibiting ADHD characteristics. Results reveal a reduction in problem behavior scores of children perceived to have a high frequency of behaviors typical of ADHD. Findings are consistent with those of controlled investigations of the impact of behavioral family intervention on problematic behaviors of children with ADHD. (Contains 40 references, 1 table, and 2 figures.) (GCP) EJ678586 Evaluation of the Family Intervention Service for Children Presenting with Characteristics Associated with Attention Deficit Hyperactivity Disorder. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-23

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No Chinese Culture Cross Cultural Studies Foreign Countries Intervention Parent Education Parenting Skills Program Evaluation Program Implementation Crisante, Lea Ng, Sally Information Analyses Journal Articles Reports - Evaluative Australia Australia ISSN-1446-7984 English Implements and evaluates a positive parenting program intervention with Chinese parents. Results reveal significant improvements on the Prosocial Behavior Score. Given the unwillingness of some parents to complete questionnaires, the difficulties encountered in conducting evaluation in cross-cultural contexts are discussed, along with recommendations for multiple methods in future research. (Contains 42 references and 3 tables.) (GCP) EJ678587 Implementation and Process Issues in Using Group Triple P with Chinese Parents: Preliminary Findings. Australian e-Journal for the Advancement of Mental Health v2 n3 Nov 2003 2003-00-00 http://auseinet.flinders.edu.au/journal/vol2iss3/inde x.php T 2004 2016-11-21

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No Educational Environment Educational Psychology Educational Research Interdisciplinary Approach Scientific Principles Student Motivation Pintrich, Paul R. Journal Articles ISSN-0022-0663 English Develops a motivational science perspective on student motivation in learning and teaching contexts that highlights 3 general themes for motivational research. The 3 themes include the importance of a general scientific approach for research on student motivation, the utility of multidisciplinary perspectives, and the importance of use-inspired basic research on motivation. (Contains 155 references and 2 tables.) (GCP) EJ678588 A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology v95 n4 p667-86 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:12 CIJJUN2004

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No Age Differences Correlation Foreign Countries Models Research and Development Self Concept Theory Practice Relationship Marsh, Herbert W. Ayotte, Violaine Information Analyses Journal Articles Reports - Research Australia Canada Multidimensional Models Australia Canada ISSN-0022-0663 English Evaluates theory and methodology underlying previous tests of the developmental proposal that self-concept becomes increasingly multidimensional with age. Develops and provides strong support for a new differential distinctiveness hypothesis, demonstrating that increasing distinctiveness--substantial age-related declines in correlations among latent factors--varied systematically depending on the extent of association between first-order factors in hierarchical models. (Contains 61 references, 4 tables, 2 figures, and 2 appendixes.) (GCP) EJ678589 Do Multiple Dimensions of Self-Concept Become More Differentiated with Age? The Differential Distinctiveness Hypothesis. Journal of Educational Psychology v95 n4 p687-706 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Educational Psychology Educational Research Elementary Secondary Education Learning Theories Reader Text Relationship Reading Comprehension van den Broek, Paul Lynch, Julie S. Naslund, Jan Ievers-Landis, Carolyn E. Verduin, Kees Journal Articles Main Idea ISSN-0022-0663 English Investigates readers' ability to identify main ideas in narrative texts and the development of this ability. Results reveal that even the youngest students were able to identify the main ideas, but they did so less consistently than did older students. Findings have implications for theories of text comprehension development and for educational practice. (Contains 41 references, 4 tables, 2 figures, and 2 appendixes.) (GCP) EJ678590 The Development of Comprehension of Main Ideas in Narratives: Evidence from the Selection of Titles. Journal of Educational Psychology v95 n4 p707-18 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Context Effect Elementary Education Individual Differences Reading Comprehension Reading Fluency Reading Skills Vocabulary Skills Jenkins, Joseph R. Fuchs, Lynn S. van den Broek, Paul Espin, Christine Deno, Stanley L. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Examines the common and distinct contributions of context-free and context reading skill to reading comprehension and the contributions of context-free reading skill and reading comprehension to context fluency. Results support the conclusion that word level processes contribute relatively more to fluency at lower levels while comprehension contributes relatively more at higher levels. (Contains 70 references, 5 tables, and 1 figure.) (GCP) EJ678591 Sources of Individual Differences in Reading Comprehension and Reading Fluency. Journal of Educational Psychology v95 n4 p719-29 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:12 CIJJUN2004

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No Elementary School Students High Risk Students Language Skills Morphology (Languages) Reading Comprehension Spelling Structural Equation Models Word Recognition Nagy, William Berninger, Virginia Abbott, Robert Vaughan, Katherine Vermeulen, Karin Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Structural equation modeling evaluated the contribution of phonological, orthographic, morphological, and oral vocabulary factors to word reading, spelling, and reading comprehension outcomes in at risk 2nd and 4th graders. For 2nd-grade children, morphology contributed uniquely to reading comprehension, and oral vocabulary and orthography contributed uniquely to word reading. For 4th-grade children morphology and word reading were correlated. (Contains 60 references and 6 tables.) (GCP) EJ678592 Relationship of Morphology and Other Language Skills to Literacy Skills in At-Risk Second-Grade Readers and At-Risk Fourth-Grade Writers. Journal of Educational Psychology v95 n4 p730-42 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:13 CIJJUN2004

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No Chinese Elementary Education Foreign Countries Ideography Morphology (Languages) Predictor Variables Word Recognition McBride-Chang, Catherine Shu, Hua Zhou, Aibao Wat, Chun Pong Wagner, Richard K. Information Analyses Journal Articles Reports - Research China Hong Kong China Hong Kong ISSN-0022-0663 English Two unique measures of morphological awareness were orally administered to kindergarten and 2nd-grade Hong Kong Chinese children. Both tasks of morphological awareness predicted unique variance in Chinese character recognition in these children, after controlling for age, phonological awareness, speeded naming, speed of processing, and vocabulary. Results demonstrate that morphological awareness is uniquely important for early Chinese character recognition. (Contains 38 references and 4 tables.) (GCP) EJ678593 Morphological Awareness Uniquely Predicts Young Children's Chinese Character Recognition. Journal of Educational Psychology v95 n4 p743-51 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Beginning Writing Childrens Writing Elementary Education Morphology (Languages) Student Development Writing Skills Green, Laura McCutchen, Deborah Schwiebert, Catherine Quinlan, Tom Eva-Wood, Amy Juelis, J. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English The authors examined inflectional and derivational morphological forms within narratives written by 247 3rd and 4th graders. Results indicate that children's control of morphological structures in their writing mirrors that in their speech: inflectional morphology is largely mastered by age 9 or 10, but skills with derivational morphology continue to develop in middle childhood. (Contains 49 references, 5 tables, and 1 appendix.) (GCP) EJ678594 Morphological Development in Children's Writing. Journal of Educational Psychology v95 n4 p752-61 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:13 CIJJUN2004

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No Academic Achievement Educational Psychology Higher Education Learning Theories Statistics Student Educational Objectives Word Problems (Mathematics) Atkinson, Robert K. Catrambone, Richard Merrill, Mary Margaret Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Hypothesizes that learners who studied statistics examples with conceptually oriented equations would transfer more successfully to novel problems compared with learners who studied examples using computationally oriented equations. This hypothesis was supported across 2 experiments. The authors also examined the implications of providing learners with elaborations of the procedures illustrated in the examples either before or after they studied them. (Contains 35 references, 2 tables, and 4 figures.) (GCP) EJ678595 Aiding Transfer in Statistics: Examining the Use of Conceptually Oriented Equations and Elaborations during Subgoal Learning. Journal of Educational Psychology v95 n4 p762-73 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:13 CIJJUN2004

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No Cognitive Processes Educational Psychology Learning Strategies Learning Theories Problem Solving Prompting Study Skills Atkinson, Robert K. Renkl, Alexander Merrill, Mary Margaret Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Combined fading with the introduction of prompts designed to encourage learners to identify the underlying principle illustrated in each worked-out solution step. Across 2 experiments, this combination produced medium to large effects on near and far transfer without requiring additional time on task. Thus, the instructional procedure is highly recommendable because. (Contains 23 references, 3 tables, and 3 figures.) (GCP) EJ678596 Transitioning from Studying Examples to Solving Problems: Effects of Self-Explanation Prompts and Fading Worked-Out Steps. Journal of Educational Psychology v95 n4 p774-83 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:14 CIJJUN2004

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No Educational Environment High School Students Leisure Time Models Personal Autonomy Physical Activities Physical Education Student Behavior Student Motivation Hagger, Martin S. Chatzisarantis, Nikos L. D. Culverhouse, Trudi Biddle, Stuart J. H. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Model proposes that young people's perceived autonomy support in physical education will affect their perceived locus of causality, intentions, and physical activity behavior in leisure time. Results support the trans-contextual model indicating that perceived autonomy support in an educational context influences motivation in a leisure-time context. (Contains 64 references, 3 tables, and 2 figures.) (GCP) EJ678597 The Processes by which Perceived Autonomy Support in Physical Education Promotes Leisure-Time Physical Activity Intentions and Behavior: A Trans-Contextual Model. Journal of Educational Psychology v95 n4 p784-95 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:14 CIJJUN2004

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No Academic Achievement Cognitive Processes Educational Environment Educational Psychology Females Minority Groups Stereotypes Tokenism Inzlicht, Michael Ben-Zeev, Talia Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Examines whether stereotypes can threaten in private settings. Results revealed that minority students performed worse than same-gender students in both public and private environments. Finding supports the concept of threatening intellectual environments and shows how far reaching the effects of stereotypes can be. Discusses these findings in relation to research on tokenism and to stereotype threat and its educational implications. (Contains 70 references and 1 figure.) (GCP) EJ678598 Do High-Achieving Female Students Underperform in Private? The Implications of Threatening Environments on Intellectual Processing. Journal of Educational Psychology v95 n4 p796-805 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:14 CIJJUN2004

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No Educational Environment Epistemology Instructional Design Learning Theories Multimedia Instruction Mayer, Richard E. Dow, Gayle T. Mayer, Sarah Information Analyses Journal Articles Reports - Research Interactive Systems ISSN-0022-0663 English Students learned about electric motors by asking questions and receiving answers from an on-screen pedagogical agent named Dr. Phyz who stood next to an on-screen drawing of an electric motor. Results are consistent with a cognitive theory of multimedia learning and yield principles for the design of interactive multimedia learning environments. (Contains 18 references, 1 figure, and 1 appendix.) (GCP) EJ678599 Multimedia Learning in an Interactive Self-Explaining Environment: What Works in the Design of Agent-Based Microworlds? Journal of Educational Psychology v95 n4 p806-12 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Children Educational Psychology Low Income Groups Parent School Relationship Student Evaluation Teacher Expectations of Students Hauser-Cram, Penny Sirin, Selcuk R. Stipek, Deborah Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Examines predictors of teachers' ratings of academic competence of 105 kindergarten children from low-income families. Controlling for children's skills and socioeconomic status, teachers rated children as less competent when they perceived value differences with parents. The findings suggest a mechanism by which some children from low-income families enter a path of diminished expectations. (Contains 56 references and 3 tables.) (GCP) EJ678600 When Teachers' and Parents' Values Differ: Teachers' Ratings of Academic Competence in Children from Low-Income Families. Journal of Educational Psychology v95 n4 p813-20 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:15 CIJJUN2004

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No Foreign Countries Job Satisfaction Junior High Schools Predictor Variables Self Efficacy Teacher Attitudes Teachers Caprara, Gian Vittorio Barbaranelli, Claudio Borgogni, Laura Steca, Patrizia Information Analyses Journal Articles Reports - Research Italy Italy ISSN-0022-0663 English Self- and collective-efficacy beliefs were examined as main determinants of teachers' job satisfaction. Analyses corroborated a conceptual model in which individual and collective-efficacy beliefs represent, respectively, the distal and proximal determinants of teachers' job satisfaction. The perceptions that teachers have of other constituencies' behavior largely mediated the links between self- and collective-efficacy beliefs. (Contains 68 references, 2 tables, 2 figures, and 1 appendix.) (GCP) EJ678601 Efficacy Beliefs as Determinants of Teachers' Job Satisfaction. Journal of Educational Psychology v95 n4 p821-32 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Ability Cognitive Style Learning Theories Multiple Intelligences Verbal Learning Visual Learning Mayer, Richard E. Massa, Laura J. Information Analyses Journal Articles Reports - Research ISSN-0022-0663 English Examines the hypothesis that some people are verbal learners and some people are visual learners. Presented a battery of 14 cognitive measures related to the visualizer-verbalizer dimension to 95 college students and then conducted correlational and factor analyses. Results have implications for how to conceptualize and measure individual differences in the visualizer-verbalizer dimension and cognitive style in general. (Contains 20 references, 5 tables, and 1 appendix.) (GCP) EJ678602 Three Facets of Visual and Verbal Learners: Cognitive Ability, Cognitive Style, and Learning Preference. Journal of Educational Psychology v95 n4 p833-46 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:15 CIJJUN2004

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No Elementary Education Grade 5 Homework Intervention Motivation Techniques Program Effectiveness Reinforcement School Psychology Madaus, Melissa M. R. Kehle, Thomas J. Madaus, Joseph Bray, Melissa A. Information Analyses Journal Articles Reports - Research ISSN-0143-0343 English Investigates the effectiveness of the mystery motivator intervention as a means to remediate mathematics homework accuracy and completion problems in five fifth- grade students. Results indicated that the mystery motivator intervention was effective for all students on one or both outcome criteria. Additionally, both the teachers and students rated the intervention positively. (Contains 21 references and 1 figure.) (GCP) EJ678603 Mystery Motivator as an Intervention To Promote Homework Completion and Accuracy. School Psychology International v24 n4 p369-77 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:16 CIJJUN2004

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No Foreign Countries Leadership Professional Education Role Perception School Psychologists School Psychology Student Attitudes Poulou, Maria Information Analyses Journal Articles Reports - Research Greece Greece ISSN-0143-0343 English Examines prospective psychologists' personal theories on the role of the school psychologist. It was found that the majority of students attribute the role of leader to the school psychologist in relation to school personnel. As far as expectations of this role are concerned, both school psychologists and school community members emphasize prevention, the treatment of children's problems and the facilitation of teachers' tasks. (Contains 42 references.) (GCP) EJ678604 Reflections of Pre-Service Psychologists on the Role of the School Psychologist. School Psychology International v24 n4 p378-93 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Clinical Experience Counseling Educational Assessment Internship Programs Professional Education Psychological Evaluation Psychotherapy School Psychology Brown, Michael B. Kissell, Susan Bolen, Larry M. Information Analyses Journal Articles Reports - Research ISSN-0143-0343 English This study reviewed non-school internship centers that indicated they would consider applications from school psychology doctoral students. School psychology interns devoted the majority of their time to individual and group counseling and psychotherapy and assessment and were perceived as having strengths in educational and psychological assessment and consultation and weaknesses in individual, group and family counseling/psychotherapy. (Contains 35 references and 1 table.) (GCP) EJ678605 Doctoral School Psychology Internships in Non-School Settings in the United States. School Psychology International v24 n4 p394-404 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:16 CIJJUN2004

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No Bullying Coping Intermediate Grades Middle School Students Middle Schools Parochial Schools Peer Relationship Prevention Student Attitudes Gamliel, Tiram Hoover, John H. Daughtry, Donald W. Imbra, Christine M. Information Analyses Journal Articles Reports - Research ISSN-0143-0343 English Investigates the working knowledge of intermediate and middle school students about potential strategies for alleviating bullying. Students discussed the prevalence of bullying in their school, methods for dealing with bullying and future coping strategies. While respondents struggled to articulate strategies for coping with bullying, most participants clearly expressed their desire to rationally work through problems with aggressors. (Contains 18 references, 1 table, and 1 appendix.) (GCP) EJ678606 A Qualitative Investigation of Bullying: The Perspectives of Fifth, Sixth, and Seventh Graders in a USA Parochial School. School Psychology International v24 n4 p405-20 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:16 CIJJUN2004

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No Content Analysis Literature Reviews Research and Development Scholarly Journals Scholarship School Psychology Strein, William Cramer, Katurah Lawser, Matthew Journal Articles ISSN-0143-0343 English Addresses questions regarding research in school psychology by coding all of the articles published from 1994-1998 in the main USA school psychology journals and in "School Psychology International." Assessment-related topics and research on clinical/personality issues dominated the USA literature, while clinical/personality and professional issues were the most common types of research reported in SPI. (Contains 5 tables.) (GCP) EJ678607 School Psychology Research and Scholarship: USA Status, International Explorations. School Psychology International v24 n4 p421-36 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:17 CIJJUN2004

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No Degree Requirements Doctoral Programs Graduate Study Professional Training Research Design School Psychology Statistics Little, Steven G. Lee, Howard B. Akin-Little, Angeleque Information Analyses Journal Articles Reports - Research ISSN-0143-0343 English Examines statistics and research design requirements at various levels of school psychology education in the United States. Results indicated more required courses in statistics and research design at the doctoral level. Results are discussed in terms of the importance of statistics and research design competency at all levels of the profession. (Contains 23 references and 6 tables.) (GCP) EJ678608 Education in Statistics and Research Design in School Psychology. School Psychology International v24 n4 p437-48 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:17 CIJJUN2004

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No Cognitive Processes Construct Validity Cross Cultural Studies Educational Assessment Educational Theories Foreign Countries Measures (Individuals) School Psychology Moon, Soo-Back McLean, James E. Kaufman, Alan S. Information Analyses Journal Articles Reports - Research Kaufman Assessment Battery for Children Korea South Korea Kaufman Assessment Battery for Children ISSN-0143-0343 English The Kaufman Assessment Battery for Children - Korean (K-ABC-K) was developed to assess the intelligence and achievement of preschool and school-aged Korean children. This study examined the validity of the Sequential Processing, Simultaneous Processing and Achievement scales of the K-ABC-K. The factor analyses provided strong support for the construct validity of the K-ABC-K. (Contains 28 references and 2 tables.) (GCP) EJ678609 A Cross-Cultural Validation of the Sequential-Simultaneous Theory of Intelligence in Children. School Psychology International v24 n4 p449-61 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Classroom Environment Cross Cultural Studies Foreign Countries Intellectual Disciplines Secondary Education Sex Differences Student Attitudes Teacher Student Relationship McEachron, Gail Baker, Colin Bracken, Bruce A. Information Analyses Journal Articles Reports - Research Wales United Kingdom (Wales) ISSN-0143-0343 English Presents a cross-cultural comparison of United States, English and Welsh students' perceptions of secondary classroom environments in six academic disciplines. Variable differences in classroom environments were found to exist on the basis of academic discipline, nationality, age and gender. Subject matter patterns suggest that the nature of the academic discipline may indeed influence teacher and student interactions. (Contains 21 references and 1 table.) (GCP) EJ678610 What Classroom Environments Tell about the Pedagogical Aspects of Subject Matter. School Psychology International v24 n4 p462-76 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Critical Reading Elementary Education Inferences Media Literacy Popular Culture Reading Instruction Student Attitudes Dyson, Anne Haas Journal Articles Reports - Evaluative ISSN-0360-9170 English Offers an account of school literacy development for all children. Uses a metaphoric "drinking god" to capture the influence that children's nonacademic textual experiences have on their entry into school literacy. Aims to describe how children use old resources from familiar practices and adapt them to enter into new ones. (SG) EJ678611 Popular Literacies and the "All" Children: Rethinking Literacy Development for Contemporary Childhoods. Language Arts v81 n2 p100-09 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:18 CIJJUN2004 Theme: Popular Culture and Media Literacy.

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No Elementary Secondary Education Media Literacy Popular Culture Reading Strategies Student Attitudes Teacher Student Relationship Mahar, Donna Journal Articles Reports - Descriptive ISSN-0360-9170 English Discusses how a group of lunchtime gamers mentored their teacher to help her understand and appreciate the art form of anime. Considers how students create a space within the school building and school day to pursue personal literacy practices. Notes that these students were able to take school-based strategies and retool them to fit out-of-school needs instead of separating in-school and out-of-school literacy. (SG) EJ678612 Bringing the Outside In: One Teacher's Ride on the Anime Highway. Language Arts v81 n2 p110-17 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:18 CIJJUN2004 Theme: Popular Culture and Media Literacy.

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No Case Studies Creativity Elementary Education Identification (Psychology) Media Literacy Popular Culture Student Attitudes Vasquez, Vivian Journal Articles Reports - Evaluative Student Engagement ISSN-0360-9170 English Highlights opportunities for engaging pleasurable and powerful literacies by looking closely at a student's appropriations of the popular text Pokemon. Shows the literacies he learned and used while participating as a member of a Pokemon club and in creating his own Pokemon cards. Discusses the powerful and creative learning students can bring to the aspects of popular culture with which they choose to identify. (SG) EJ678613 What Pokemon Can Teach Us about Learning and Literacy. Language Arts v81 n2 p118-25 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Audience Awareness Case Studies Computer Uses in Education Electronic Mail Elementary Education Writing Instruction Wollman-Bonilla, Julie E. Journal Articles Reports - Evaluative ISSN-0360-9170 English Presents a case study of one six-year-old that suggests that e-mail messages foster different skills and conventions than does print-based letter writing. Hopes to illuminate the writing practices children might develop as they engage in e-mail communication. (SG) EJ678614 E-mail as Genre: A Beginning Writer Learns the Conventions. Language Arts v81 n2 p126-34 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:19 CIJJUN2004 Theme: Popular Culture and Media Literacy.

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No Childrens Literature Elementary Education Popular Culture Publishing Industry Reading Instruction Student Attitudes Hade, Daniel Edmondson, Jacqueline Guides - Non-Classroom Journal Articles Student Engagement ISSN-0360-9170 English Considers how commercialization has brought popular culture texts and products into children's book publishing, possibly compromising the potential for books that reflectively engage children. Hopes to inform readers of current influences on children's book publishing and to raise questions for discussion and debate among those who are interested in the consequences of this trend for children, educators, and others. (SG) EJ678615 Children's Book Publishing in Neoliberal Times. Language Arts v81 n2 p135-43 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Elementary Education Instructional Innovation Media Literacy Popular Culture Reading Instruction Alvermann, Donna E. Xu, Shelley Hong Guides - Classroom - Teacher Journal Articles ISSN-0360-9170 English Discusses how children's everyday literacies can be used in schools to connect popular culture with the language arts curriculum. Defines what the authors mean by the term popular culture, being careful to distinguish it from definitions ascribed to mass media. Shares some practical, classroom-tried ideas for integrating elementary students' everyday literacies and popular culture interests into language arts instruction across the curriculum. (SG) EJ678616 Children's Everyday Literacies: Intersections of Popular Culture and Language Arts Instruction. Language Arts v81 n2 p145-54 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:19 CIJJUN2004 Theme: Popular Culture and Media Literacy.

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No Elementary Secondary Education English Instruction Interviews Language Arts Recognition (Achievement) Strickland, Dorothy S. Galda, Lee Journal Articles Opinion Papers ISSN-0360-9170 English Presents an interview with Bernice E. Cullinan. Notes that she has been named the Outstanding Educator in the Language Arts for 2003. Notes that the recipients of this award are selected by members of the Elementary Section Steering Committee of the National Council of Teachers of English. Talks about who she is and what she feels she has accomplished. (SG) EJ678617 An Interview with Bernice E. Cullinan, Outstanding Educator in the Language Arts. Language Arts v81 n2 p164-70 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:20 CIJJUN2004 Theme: Popular Culture and Media Literacy.

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No Demography Educational Finance Elementary Secondary Education Financial Policy Rural Education Ward, James G. Journal Articles Reports - Research ISSN-0098-9495 English Describes the meaning of "rural" and identifies 31 states having a significant rural character. Discusses certain generalizations about rural America. Provides a demographic analysis with school finance implications. Draws implications for rural school finance policy. (Contains 3 tables.)(PKP) EJ678618 Demographics and the Rural Ethos. Journal of Education Finance v29 n2 p107-18 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:20 CIJJUN2004

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No Educational Equity (Finance) Educational Finance Elementary Secondary Education Rural Education Mathis, William J. Collected Works - Proceedings Journal Articles Rural School and Community Trust Educational Adequacy ISSN-0098-9495 English Proceedings of the October 2002 meeting of the Rural School and Community Trust in Manchester, New Hampshire. The finance scholars at the meeting discussed a broad range of issues in rural finance, with particular emphasis on adequacy and equity. (Contains 26 references.) (PKP) EJ678619 Financial Challenges, Adequacy, and Equity in Rural Schools and Communities. Journal of Education Finance v29 n2 p119-36 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Cost Estimates Economically Disadvantaged Educational Finance Elementary Secondary Education Rural Schools Small Schools Student Costs Suburban Schools Urban Schools Imazeki, Jennifer Reschovsky, Andrew Journal Articles Reports - Research Educational Adequacy Texas Wisconsin Texas Wisconsin ISSN-0098-9495 English Using data from Texas and Wisconsin to estimate cost functions for elementary and secondary education, examines whether the structure of certain cost-function relationships is different in rural versus nonrural school districts. Finds that although cost structures are similar, factors such as small schools and large percentages of economically disadvantaged students increase the cost of education in rural districts. (Contains 5 tables and 11 references.) (PKP) EJ678620 Financing Adequate Education in Rural Settings. Journal of Education Finance v29 n2 p137-56 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Court Litigation Educational Finance Elementary Secondary Education Federal Courts State Courts State Legislation Dayton, John Journal Articles Legal/Legislative/Regulatory Materials ISSN-0098-9495 English Reviews recent state and federal rural school funding litigation. Concludes that while rural school advocates have been relatively successful in the courts, efforts to obtain adequate state funding for rural schools through the legislative process are only partially successful. (Contains 16 references.)(PKP) EJ678621 Rural School Funding Litigation: A Review of Recent Cases, Judicial-Legislative Interactions, and Emerging Trends. Journal of Education Finance v29 n2 p157-84 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:21 CIJJUN2004

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No Access to Information Administrator Role Communications Crisis Management Elementary Secondary Education Emergency Programs Foreign Countries Parent School Relationship Public Relations School Administration Strategic Planning Partlow, Michelle Chaplin Guides - Non-Classroom Journal Articles Reports - Descriptive Ontario Canada ISSN-0741-3653 English In an interview, a school district director of communication shares his experiences about the Severe Acute Respiratory Syndrome (SARS) outbreak in Ontario and offers timely advice for practitioners, including a proactive communications team and coordination of information with state and local health, police, and fire departments. (MLF) EJ678622 School Public Relations and the SARS Epidemic in Toronto: An Interview with Brian Woodland. Journal of School Public Relations v24 n3 p155-69 Sum 2003 2003-00-00 Administrators Practitioners Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. T 2004 2016-11-21

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No Elementary Secondary Education Family School Relationship Grouping (Instructional Purposes) Home Schooling Homework Parent Attitudes Peer Relationship Public Relations Public Schools McLeod, Suzanne E. Osterman, Karen F. Journal Articles Reports - Research ISSN-0741-3653 English Addresses the sources of dissatisfaction from parents who had removed their children from public schools to begin home schooling. Implications for public schools' community relations and practice specifically focus on three areas of greatest concern: student grouping practices, peer relationships, and the extension of the school day via homework. (Contains 28 references.) (MLF) EJ678623 Leaving Public Schools for Home Schooling: Implications for School Public Relations. Journal of School Public Relations v24 n3 p170-86 Sum 2003 2003-00-00 Administrators Policymakers Practitioners Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. T 2004 7/11/2004 11:58:21 CIJJUN2004

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No Educational Assessment Elementary Secondary Education Parent Attitudes Public Opinion Public Relations School Community Relationship School Surveys Student Attitudes Student School Relationship Banach, William J. Information Analyses Journal Articles ISSN-0741-3653 English Survey results provide insights into school policies and procedures, leadership, teaching methodology, and the quality of instruction offered by schools. Offers a road map for improving school-community relations. (MLF) EJ678624 What Students, Parents, and Staff Are Saying about Schools. Journal of School Public Relations v24 n3 p187-98 Sum 2003 2003-00-00 Administrators Practitioners Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. T 2004 7/11/2004 11:58:21 CIJJUN2004

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No Boards of Education Court Litigation Elementary Secondary Education Employment Practices Lawyers Legal Problems Personnel Evaluation Professional Services School Districts School Law Henderson, Eddie W. Guides - Non-Classroom Journal Articles ISSN-0741-3653 English Complex issues in the educational environment often require sound legal counsel. Effective representation assists the district in controlling legal issues that could potentially burden the operation of the school. Offers advice regarding selecting, retaining, and effectively communicating with legal counsel. (Contains 12 references.) (Author/MLF) EJ678625 Advice for Retaining Legal Counsel: Guidelines for Superintendent and Board Members. Journal of School Public Relations v24 n3 p199-211 Sum 2003 2003-00-00 Administrators Policymakers Practitioners Scarecrow Education, 4501 Forbes Blvd., Suite 200, Lanham, MD 20706. T 2004 7/11/2004 11:58:22 CIJJUN2004

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No Board of Education Policy Court Litigation Elementary Secondary Education Religious Holidays State Church Separation Imber, Michael Journal Articles Legal/Legislative/Regulatory Materials Reports - Descriptive ISSN-0003-0953 English Discusses legal issues related to the celebration of Christmas in public schools. Concludes that schools can display secular symbols of Christmas such as reindeer, elves, and Santa Clause, but not religious ones, such as wise men, angels, and nativity scenes. (PKP) EJ678626 The Santa Dilemma. American School Board Journal v190 n12 p16-18 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:22 CIJJUN2004

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No Board of Education Policy Court Litigation Elementary Secondary Education Religious Holidays School Community Relationship State Church Separation Hutton, Thomas Journal Articles Legal/Legislative/Regulatory Materials Reports - Descriptive ISSN-0003-0953 English Describes what schools may do and must not do in recognizing religious holidays such as Christmas. Suggests several play-it-safe strategies for school boards to avoid community controversy or litigation related to the observance of religious holidays. (PKP) EJ678627 Help for the Holidays. American School Board Journal v190 n12 p19-21 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:22 CIJJUN2004

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No Boards of Education Elementary Secondary Education Colgan, Craig Journal Articles Reports - Descriptive ISSN-0003-0953 English Describes what it is like to be a school board member, including what it takes not only to survive, but to thrive. (PKP) EJ678628 Life on the School Board. American School Board Journal v190 n12 p22-25 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:23 CIJJUN2004

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No Board of Education Role Elementary Secondary Education Management Teams Superintendents Smith, Roberta F. Journal Articles Reports - Descriptive ISSN-0003-0953 English Describes Albuquerque (New Mexico) Public School's board of education's experience with an interim, four-person superintendency team appointed by the board to replace the previous superintendent. The team was composed of three associate superintendents and a local public-relations executive. Includes a brief description of the responsibilities and salary for each team member. (PKP) EJ678629 Leadership Times Four. American School Board Journal v190 n12 p26-28 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:23 CIJJUN2004

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No Elementary Secondary Education Family Environment Family School Relationship Parent Participation Performance Contracts Levin, Henry M. Belfield, Clive Journal Articles Reports - Descriptive ISSN-0003-0953 English Describes the development and implementation of a metaphorical (nonenforceable) family contract that sets forth parental responsibilities for assisting the public schools in the education of their children. Contract involves the home environment, use of the out-of-school time, and parent involvement with schooling. Discusses issues related to the use of metaphorical family contracts. (PKP) EJ678630 A Contract for Families. American School Board Journal v190 n12 p29-32 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:23 CIJJUN2004

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No Academic Achievement Economically Disadvantaged Educational Change Elementary Secondary Education Racial Segregation Urban Education Darden, Edwin C. Journal Articles Reports - Descriptive ISSN-0003-0953 English Argues that the biggest obstacle to urban education reform is the unwillingness of educators to discuss the impact of increased racial and ethnic segregation on student achievement. Poverty is discussed, but not race. (PKP) EJ678631 The Race Challenge. American School Board Journal v190 n12 p34-36,38 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:23 CIJJUN2004

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No Administration City Officials Elementary Secondary Education Governance Urban Schools Hardy, Lawrence Journal Articles Reports - Descriptive Outsourcing ISSN-0003-0953 English Describes issues related to St. Louis (Missouri) city officials' hiring of an outside firm to run the public schools. Draws implications for urban school governance. (PKP) EJ678632 The Governance Challenge. American School Board Journal v190 n12 p40-42,44,46 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Physical Health Psychological Needs Urban Education Vail, Kathleen Journal Articles Reports - Descriptive Social Needs ISSN-0003-0953 English Describes urban school districts' efforts to improve student learning by addressing the social, emotional, and physical needs of their students. (PKP) EJ678633 The Social Challenge. American School Board Journal v190 n12 p46,48,50,52 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Mass Media Role Public Opinion Public Relations Urban Education Cook, Glenn Journal Articles Reports - Descriptive ISSN-0003-0953 English Discusses origin of the public's perception of the failure of urban education, the media's role in perpetuating that perception, and some ways urban school districts can change that perception. (PKP) EJ678634 The Perception Challenge. American School Board Journal v190 n12 p53-54,57 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:24 CIJJUN2004

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No Educational Environment Elementary Secondary Education Student Alienation Student Participation Black, Susan Journal Articles Reports - Descriptive ISSN-0003-0953 English Discusses literature on student disengagement in school and efforts to improve student engagement in learning. Includes list of standards for engaged learning. (PKP) EJ678635 Engaging the Disengaged. American School Board Journal v190 n12 p58-60,71 Dec 2003 2003-00-00 N/A 2004 7/11/2004 11:58:25 CIJJUN2004

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No Board of Education Policy Court Litigation Discipline Policy Drug Education Drug Use Due Process Expulsion High School Students State Courts Dowling-Sendor, Benjamin Journal Articles Legal/Legislative/Regulatory Materials Illinois Illinois ISSN-0003-0953 English Analyzes "Camlin v. Beecher Community School District (Illinois)," wherein the state appellate court held that the school board violated its own drug policy when it expelled a high school student for allegedly smoking marijuana on a field trip without first offering him an opportunity to enter a drug education program. Court also held that expulsion hearing violated Due Process Clause. (PKP) EJ678636 The Court of Consistency. American School Board Journal v190 n12 p62-63,71 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Cost Effectiveness Educational Technology Elementary Secondary Education Hoover, James P. Main, Ron Journal Articles Reports - Descriptive Outsourcing ISSN-0003-0953 English Describes benefits of West Allegheny (Pennsylvania) School District's decision to outsource the management of its technology services. Benefits include improved efficiency, increased technical expertise, cost-effectiveness, personnel stability, and organizational focus. Lists important points to consider when selecting an outsourcing firm. (PKP) EJ678637 Let the Professionals Do It. American School Board Journal v190 n12 p64-66 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Dropout Rate Foreign Countries Longitudinal Studies Postsecondary Education Secondary Education Student Characteristics Luyten, Hans Bosker, Roel Dekkers, Hetty Derks, Angelique Journal Articles Reports - Research Netherlands School Influence Netherlands ISSN-0924-3453 English Analyzes data from longitudinal study of the relationship between certain school and student variables and lower secondary school dropout rate in The Netherlands. Finds that while dropout rates vary considerably among schools, only one variable--percentage of students taking further education--is significantly associated with dropout rate. (Contains 3 tables, 6 figures, and 39 references.) (PKP) EJ678638 Dropout in the Lower Tracks of Dutch Secondary Education: Predictor Variables and Variation among Schools. School Effectiveness and School Improvement v14 n4 p373-411 Dec 2003 2003-00-00 T 2004 2016-11-21

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No High Schools Longitudinal Studies Mathematics Mathematics Anxiety Middle Schools Sex Differences Student Attitudes Ma, Xin Cartwright, Fernando Journal Articles Reports - Research Utility Analysis ISSN-0924-3453 English Longitudinal investigation of gender differences in the rate of change in mathematic affect (attitude and anxiety toward mathematics and utility of mathematics) across middle and high school. Finds, for example, no gender differences in the rate of decline in either attitude or utility, but females grew faster in anxiety than males. (Contains 6 tables and 50 references.) (Authors/PKP) EJ678639 A Longitudinal Analysis of Gender Differences in Affective Outcomes in Mathematics during Middle and High School. School Effectiveness and School Improvement v14 n4 p413-39 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Family Financial Resources Foreign Countries Social Differences Socioeconomic Status Nash, Roy Journal Articles Reports - Research United Kingdom Program for International Student Assessment United Kingdom Program for International Student Assessment ISSN-0924-3453 English Analyzes UK PISA data to test two central hypotheses in the "school mix" theory of student achievement. Findings suggest that the school composition effect is sometimes an artifact of statistical procedures and caused by "unmeasured" within-SES school selection for noncognitive dispositions and variable family resources within social classes. (Contains 1 table and 40 references.) (Author/PKP) EJ678640 Is the School Composition Effect Real? A Discussion with Evidence from the UK PISA Data. School Effectiveness and School Improvement v14 n4 p441-57 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Accountability Elementary Secondary Education High Stakes Tests Instructional Improvement Public Schools State Standards Student Evaluation Student Improvement Test Content Test Reliability Test Selection Popham, W. James Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0036-6439 English An authority on student assessment says the ability of public schools to meet federal expectations will depend on the instructional sensitivity of the tests in use. Offers a six-step blueprint for carrying out a public-information campaign about NCLB tests. Lists websites for two reports by five national education associations on instructionally supportive NCLB tests. (MLF) EJ678641 Living (or Dying) with Your NCLB Tests. School Administrator v60 n11 p10-14 Dec 2003 2003-00-00 Administrators Practitioners American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Accountability Disabilities Disability Discrimination Elementary Secondary Education Limited English Speaking Public Schools Scores Special Education State Standards Student Improvement Schwartzbeck, Terri Duggan Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0036-6439 English By requiring limited-English-proficient students and students with disabilities to meet the same targets at the same times as all other students, the NCLB imposes a one-size-fits-all approach that ignores the individual child. Challenges school leaders to take care not to blame the students and still hold themselves accountable for continual improvements in performance. (MLF) EJ678642 Targeting Subgroups. School Administrator v60 n11 p16,18-20 Dec 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Accountability Compliance (Legal) Data Collection Elementary Secondary Education Public Schools School Accounting State Standards Student Characteristics Yeagley, Raymond Guides - Non-Classroom Journal Articles No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0036-6439 English Advises administrators not to procrastinate on their district's compilation of disaggregated data on student achievement and teacher qualifications. Outlines the data requirements for NCLB compliance. (MLF) EJ678643 The Demands of Data under NCLB. School Administrator v60 n11 p22-25 Dec 2003 2003-00-00 Administrators Practitioners American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Culture Educational Improvement Elementary Secondary Education High Stakes Tests Individual Differences Metaphors Symbols (Literary) Testing Jones, M. Gail Hargrove, Tracy Y. Jones, Brett D. Journal Articles Opinion Papers ISSN-0036-6439 English An essay drawn from a book on the unintended effects of high-stakes tests claims that public images of student assessment are influenced significantly by the cultural symbols of the one-room schoolhouse, sports competition, the factory model, and Disney. (Author/MLF) EJ678644 The Failed Metaphors of Testing. School Administrator v60 n11 p26-28 Dec 2003 2003-00-00 American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 7/11/2004 11:58:27 CIJJUN2004

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No Administrator Role Educational Assessment Educational Improvement Elementary Secondary Education Interviews Organizational Effectiveness Public Schools School Community Relationship Superintendents Values Mast, Carlotta Journal Articles Opinion Papers Educational Leadership ISSN-0036-6439 English Applies to public education the principles that begin to explain why some organizations become great and others do not. States that an organization is able to achieve greatness only by pushing in an intelligent and consistent direction for years and even decades. (MLF) EJ678645 Q&A with Jim Collins. School Administrator v60 n11 p29-33 Dec 2003 2003-00-00 Administrators Policymakers Practitioners American Association of School Administrators. 801 North Quincy Street Suite 700, Arlington, VA 22203-1730. Tel: 703-528-0700; Fax: 703-841-1543; e-mail: info@aasa.org; Web site: http://www.aasa.org N/A 2004 2016-11-21

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No Articulation Impairments Communication Disorders Disabilities Elementary Secondary Education Incidence Language Impairments Phonology Sex Differences Speech Impairments Stuttering Blood, Gordon W. Ridenour Jr., Victor J. Qualls, Constance Dean Hammer, Carol Scheffner Journal Articles Reports - Research ISSN-0021-9924 English A survey of 1,184 speech language pathologists found that of 2,628 children (grades 1-12) who stuttered, 62.6% had other concurring speech disorders, language disorders, or non-speech-language disorders. Articulation disorders (33.5%) and phonology disorders (12.7%) were the most frequently reported. Males were more likely to exhibit co-occurring speech disorders. (Contains references.) (Author/CR) EJ678646 Co-occurring Disorders in Children Who Stutter. Journal of Communication Disorders v36 n6 p427-48 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:28 CIJJUN2004

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No Communication Disorders Correctional Institutions Delinquency Educational Experience Females Humor Language Impairments Peer Relationship Reading Comprehension Secondary Education Self Esteem Textbooks Vocabulary Development Sanger, Dixie Moore-Brown, Barbara J. Montgomery, Judy Rezac, Cynthia Keller, Harold Journal Articles Reports - Research ISSN-0021-9924 English Qualitative methodology was used to explore communication behaviors of 13 female adolescents with language problems residing in a correctional facility. Most participants expressed feeling dumb, disliked by friends, put down in school, and having trouble understanding jokes, and problems related to understanding the vocabulary in their texts used at school. (Contains references.) (CR) EJ678647 Female Incarcerated Adolescents with Language Problems Talk about Their Own Communication Behaviors and Learning. Journal of Communication Disorders v36 n6 p465-86 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:28 CIJJUN2004

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No Elementary Education Language Impairments Memory Performance Factors Phonology Recall (Psychology) Student Characteristics Symptoms (Individual Disorders) Word Lists Balthazar, Catherine H. Journal Articles Reports - Research Word Length ISSN-0021-9924 English Two types of serial word recall tasks (full verbal recall and probed recall) were administered to 11 children with language impairment and 22 controls matched for productive language or age. The only significant group differences were in the full list recall condition, in which subjects' performance was significantly worse than controls. (Contains references.) (CR) EJ678648 The Word Length Effect in Children with Language Impairment. Journal of Communication Disorders v36 n6 p487-505 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Grade 4 Grammar Language Processing Phoneme Grapheme Correspondence Phonology Predictor Variables Reading Difficulties Reading Skills Word Recognition Betourne, Lori S. Friel-Patti, Sandy Journal Articles Reports - Research Naming Speed Word Attack Skills ISSN-0021-9924 English A study involving 17 fourth graders identified as poor readers found the strongest predictors of work attack skills were phonological awareness and grammatical judgment. The combination of phonological awareness, grammatical judgment, phoneme manipulation, and rapid naming of digits accounted for more than half of the variance in word recognition. (Contains references.) (Author/CR) EJ678649 Phonological Processing and Oral Language Abilities in Fourth-Grade Poor Readers. Journal of Communication Disorders v36 n6 p507-27 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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Yes Academic Accommodations (Disabilities) Assistive Technology Educational Strategies Elementary Secondary Education Inservice Teacher Education Knowledge Base for Teaching Needs Assessment Performance Factors Physical Disabilities Student Characteristics Student Evaluation Student Needs Technical Assistance Heller, Kathryn Wolff Swinehart-Jones, Dawn Guides - Non-Classroom Information Analyses Journal Articles English This article provides information on orthopedic impairments and the unique knowledge and skills required to provide these students with an appropriate education. Information on current practice is provided, as well as training and technical assistance models that can be used to help provide teachers with the necessary training. (Contains references.) (CR) EJ678650 Supporting the Educational Needs of Students with Orthopedic Impairments. Physical Disabilities: Education and Related Services v22 n1 p3-24 Fall 2003 2003-00-00 Boyd Printing Co., Inc., 49 Sheridan Ave., Albany, NY 12210; Tel: 800-877-2693 ext. 118 (Toll Free); e-mail: qcorp@compuserve.com ($35 per year for individuals, $75 per year for institutions; back issues for $18 each). T 2004 7/11/2004 11:58:29 CIJJUN2004

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Yes Bibliotherapy Classroom Techniques Coping Death Elementary Education Films Peer Relationship Terminal Illness Terminal Students Rice, Craig J. Gourley, Junean Krajewski Guides - Non-Classroom Information Analyses Journal Articles English This article discusses students with terminal illnesses and the challenges teachers face in dealing with the issue of death. Classroom strategies for dealing with death are described and include using children's literature that explores death, using deaths of pets as teachable moments, and using children's films. (Contains references.) (CR) EJ678651 Preparing Classroom Teachers for the Impending Death of a Student with Terminal Illness. Physical Disabilities: Education and Related Services v22 n1 p25-36 Fall 2003 2003-00-00 Boyd Printing Co., Inc., 49 Sheridan Ave., Albany, NY 12210; Tel: 800-877-2693 ext. 118 (Toll Free); e-mail: qcorp@compuserve.com ($35 per year for individuals, $75 per year for institutions; back issues for $18 each). T 2004 7/11/2004 11:58:29 CIJJUN2004

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Yes Elementary Secondary Education Fear Foreign Countries Hospital Personnel Hospitalized Children Loneliness Parent Attitudes Special Health Problems Student Attitudes Teacher Role Time Management Lian, Ming-Gon John Chan, Hiu Nam Helena Journal Articles Reports - Research Hong Kong Hong Kong English A study identified major concerns of 23 hospitalized children (grades PreK-9) and their parents, including the interruption of the child's pace of academic study, his/her health condition and fears of medical treatment and therapy, his/her loneliness in the ward, and time management problems. Recommendations for hospital schoolteachers are provided. (Contains references.) (Author/CR) EJ678652 Major Concerns of Hospitalized School-Age Children and Their Parents in Hong Kong. Physical Disabilities: Education and Related Services v22 n1 p37-49 Fall 2003 2003-00-00 Boyd Printing Co., Inc., 49 Sheridan Ave., Albany, NY 12210; Tel: 800-877-2693 ext. 118 (Toll Free); e-mail: qcorp@compuserve.com ($35 per year for individuals, $75 per year for institutions; back issues for $18 each). T 2004 2016-11-23

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Yes Case Studies Computer Mediated Communication Coping Elementary Secondary Education Friendship Hospitalized Children Peer Relationship Social Support Groups Teleconferencing Sanderson, Laura Dees Barry, Leasha M. Journal Articles Reports - Research English Semi-structured interviews were used to assess experiences of three children (ages 8-17) with end stage renal failure, including their perceptions of treatment and side effects, coping strategies, and STARBRIGHT World technology, a program that provides peer support through video conferencing with other children. The benefits of STARBRIGHT are discussed. (Contains references.) (CR) EJ678653 Children's Experiences of End Stage Renal Failure, Coping with Its Treatment and Side-Effects, and Perceived Benefits of Starbright World Technology. Physical Disabilities: Education and Related Services v22 n1 p51-66 Fall 2003 2003-00-00 Boyd Printing Co., Inc., 49 Sheridan Ave., Albany, NY 12210; Tel: 800-877-2693 ext. 118 (Toll Free); e-mail: qcorp@compuserve.com ($35 per year for individuals, $75 per year for institutions; back issues for $18 each). T 2004 7/11/2004 11:58:30 CIJJUN2004

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No Decision Making Skills Elementary Secondary Education Exceptional Child Research Life Satisfaction Self Concept Self Management Student Characteristics Talent Talent Development Talent Identification Moon, Sidney M. Information Analyses Journal Articles ISSN-1359-8139 English This article describes the knowledge and skills that comprise personal talent and distinguish it from personal competence and several related psychological constructs, such as social intelligence, motivation, and wisdom. Finally, the usefulness of the theory of personal talent for research in high ability studies is discussed. (Contains references.) (Author/CR) EJ678654 Personal Talent. High Ability Studies v14 n1 p5-21 Jun 2003 2003-00-00 Boyd Printing Co., Inc., 49 Sheridan Ave., Albany, NY 12210; Tel: 800-877-2693 ext. 118 (Toll Free); e-mail: qcorp@compuserve.com ($35 per year for individuals, $75 per year for institutions; back issues for $18 each). T 2004 7/11/2004 11:58:30 CIJJUN2004

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No Academic Achievement Academically Gifted Egocentrism Elementary Secondary Education Foreign Countries Goal Orientation Grade 6 Self Management Student Motivation Teacher Student Relationship Ee, Jessie Moore, Phillip J. Atputhasamy, Lourdusamy Journal Articles Reports - Research Singapore Singapore ISSN-1359-8139 English A study involving 566 Singaporean high-achieving sixth-graders and 32 teachers found that students reported higher on task and ego goal orientations and less on work avoidance tendencies; the more ego-oriented the students, the better they performed academically; and teachers' classroom task goal orientation had positive influences on students' ego goal orientations. (Contains references.) (CR) EJ678655 High-Achieving Students: Their Motivational Goals, Self-Regulation and Achievement and Relationships to Their Teachers' Goals and Strategy-Based Instruction. High Ability Studies v14 n1 p23-39 Jun 2003 2003-00-00 Taylor & Francis Inc., Journals Dept., 325 Chestnut St., 8th Floor, Philadelphia, PA 19106; Tel: 800-354-1420 (Toll Free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk ($263 per year). T 2004 2016-11-21

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No Elementary Secondary Education Emotional Adjustment Emotional Problems Foreign Countries Gifted Interpersonal Competence Parent Child Relationship Psychological Characteristics Social Adjustment Social Development Student Characteristics Chan, David W. Journal Articles Reports - Research Hong Kong Perfectionism Hong Kong ISSN-1359-8139 English A study involving 639 Chinese gifted students (grades 4-12) found that intense emotional involvement, perfectionism, unchallenging schoolwork, multipotentiality, and parental expectations were relatively common adjustment problems. Poor interpersonal relationships were not. Results also indicated that conventional intelligence increased vulnerability to problems of intense involvement and unchallenging schoolwork. (Contains references.) (CR) EJ678656 Adjustment Problems and Multiple Intelligences among Gifted Students in Hong Kong: The Development of the Revised Student Adjustment Problems Inventory. High Ability Studies v14 n1 p41-54 Jun 2003 2003-00-00 Taylor & Francis Inc., Journals Dept., 325 Chestnut St., 8th Floor, Philadelphia, PA 19106; Tel: 800-354-1420 (Toll Free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk ($263 per year). T 2004 2016-11-23

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No Ability Identification Academic Achievement Child Development Elementary Secondary Education Foreign Countries Gifted Intelligence Tests Longitudinal Studies Preschool Children Self Concept Sex Differences Test Validity Hotulainen, Risto H. E. Schofield, Neville J. Journal Articles Reports - Research Finland Finland ISSN-1359-8139 English A 10-year longitudinal study investigated whether 37 children identified as academically gifted at preschool but who received no specific support would be identifiably different from their peers after 10 years of Finnish comprehensive school. The gifted group scored significantly higher than controls for final school grades and scholastic competence. (Contains references.) (Author/CR) EJ678657 Identified Pre-School Potential Giftedness and Its Relation to Academic Achievement and Self-Concept at the End of Finnish Comprehensive School. High Ability Studies v14 n1 p55-70 Jun 2003 2003-00-00 Taylor & Francis Inc., Journals Dept., 325 Chestnut St., 8th Floor, Philadelphia, PA 19106; Tel: 800-354-1420 (Toll Free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk ($263 per year). T 2004 2016-11-21

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No Ability Identification Achievement Tests Elementary Education Foreign Countries Gifted Mathematical Aptitude Mathematics Achievement Test Validity Niederer, Kate Irwin, R. John Irwin, Kathryn C. Reilly, Ivan L. Journal Articles Reports - Research New Zealand Progressive Achievement Test New Zealand ISSN-1359-8139 English A study compared the performance of 66 New Zealand children (ages 9-12) on a published problem-solving test and the Progressive Achievement Test (PAT). Receiver operating characteristic analysis showed that, independent of any chosen percentile, the PAT's accuracy at identifying mathematically gifted children was only 78%. (Contains references.) (Author/CR) EJ678658 Identification of Mathematically Gifted Children in New Zealand. High Ability Studies v14 n1 p71-84 Jun 2003 2003-00-00 Taylor & Francis Inc., Journals Dept., 325 Chestnut St., 8th Floor, Philadelphia, PA 19106; Tel: 800-354-1420 (Toll Free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk ($263 per year). T 2004 2016-11-21

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No Athletes Athletics Child Development Diversity Dropout Prevention Early Experience Elementary Secondary Education Performance Factors Specialization Talent Baker, Joseph Information Analyses Journal Articles Expertise ISSN-1359-8139 English This article examines evidence both for and against early specialization in the development of sports expertise and presents the early diversification approach as another path leading to elite levels of performance. It discusses sports dropout and questions the link between early sports specialization and exceptional sports performance. (Contains references.) (CR) EJ678659 Early Specialization in Youth Sport: A Requirement for Adult Expertise?. High Ability Studies v14 n1 p85-94 Jun 2003 2003-00-00 Taylor & Francis Inc., Journals Dept., 325 Chestnut St., 8th Floor, Philadelphia, PA 19106; Tel: 800-354-1420 (Toll Free); Fax: 215-625-2940; e-mail: enquiry@tandf.co.uk; Web site: http://www.tandf.co.uk ($263 per year). T 2004 2016-11-21

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No Learning Disabilities Mathematics Achievement Predictor Variables Psychological Characteristics Reading Achievement Secondary Education Self Concept Student Attitudes Clark, Martin John Seevers, Randy L. Journal Articles Reports - Research English A study involving 88 eighth-graders investigated the relationship between students' self-concept, both in a global sense and more specific areas, with achievement scores in reading and mathematics. Results found a significant correlation between global self-concept and reading achievement and a weaker positive correlation for mathematics achievement. (Contains 10 references.) (Author/CR) EJ678660 The Relationship between Global Self-Concept, Specific Self-Concepts, and the Texas Assessment of Academic Skills Achievement Test. National Forum of Special Education Journal v12 n1-2 p3-11 2003 2003-00-00 National FORUM Journals/Society of Educators; P.O. Box 7400, Lake Charles, LA 70605-7400; Tel: 337-439-1516; Fax: 337-439-1599; Web Site: http://www.nationalforum.com. T 2004 7/11/2004 11:58:31 CIJJUN2004 Special Electronic Issue.

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No Disabilities Higher Education Interpersonal Competence Occupational Aspiration Personality Traits Preservice Teacher Education Psychological Characteristics Social Development Special Education Teachers Teacher Characteristics Teacher Evaluation Test Validity Vocational Evaluation Hoover, John Chalmers, Lynne Olson, Myrna Schaeffer, Peggy Street, Steve Journal Articles Reports - Research English One-hundred-nineteen educators and school administrators responded to a social suitability scale used with preservice special education teachers. Preliminary validity analysis supported the use of the scale. Factors such as showing enthusiasm for the field, respecting others, interpersonal responsiveness, and communication skills were rated the most important dispositional factors. (Contains 9 references.) (Author/CR) EJ678661 Dispositional Suitability to the Field of Special Education: An Initial Validity Study. National Forum of Special Education Journal v12 n1-2 p12-17 2003 2003-00-00 National FORUM Journals/Society of Educators; P.O. Box 7400, Lake Charles, LA 70605-7400; Tel: 337-439-1516; Fax: 337-439-1599; Web Site: http://www.nationalforum.com. T 2004 7/11/2004 11:58:32 CIJJUN2004 Special Electronic Issue.

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No Alcoholism Drug Abuse Elementary Secondary Education Emotional Disturbances Family Life Family Problems Parent Child Relationship Preservice Teacher Education Psychological Characteristics Student Characteristics Teacher Education Programs Training Methods Burke, Robert W. Information Analyses Journal Articles Reports - Research English This article provides an overview of family systems theory, with a particular focus on the roles adapted by children in dysfunctional families. In addition, analyses of narratives about dysfunctional families, written by 125 preservice teachers, provide implications for new directions in teacher education. (Contains references.) (Author/CR) EJ678662 Preservice Teacher Education about Drug or Alcohol-Impaired Dysfunctional Families. National Forum of Special Education Journal v12 n1-2 p18-28 2003 2003-00-00 National FORUM Journals/Society of Educators; P.O. Box 7400, Lake Charles, LA 70605-7400; Tel: 337-439-1516; Fax: 337-439-1599; Web Site: http://www.nationalforum.com. T 2004 7/11/2004 11:58:32 CIJJUN2004 Special Electronic Issue.

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No Accessibility (for Disabled) Adult Education Assistive Technology Disabilities Electronic Text Elementary Secondary Education Internet Technological Advancement Trend Analysis Visual Impairments Fruchterman, James R. Information Analyses Journal Articles Cellular Telephones Electronic Books English This article discusses future directions for wireless cell phones, including personal computer capabilities, multiple input and output modalities, and open source platforms, and the benefits for people with visual impairments. The use of cell phones for increased accessibility of the Internet and for electronic books is also discussed. (Contains references.) (CR) EJ678663 In the Palm of Your Hand: A Vision of the Future of Technology for People with Visual Impairments. Journal of Visual Impairment & Blindness v97 n10 p1-15 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Accessibility (for Disabled) Adults Assistive Technology Elementary Secondary Education Evaluation Criteria Information Technology Low Vision Aids Technological Advancement Universal Design for Learning Visual Impairments Tobias, Jim Information Analyses Journal Articles English This article discusses developments in information technology that underscore the need for greater awareness, facilitation of universal design, and a focus on nontechnological barriers to implementing technology. Trends in mainstream products and assistive technology are summarized and suggestions for analyzing products for accessibility and for addressing nontechnological barriers are provided. (Contains references.) (CR) EJ678664 Information Technology and Universal Design: An Agenda for Accessible Technology. Journal of Visual Impairment & Blindness v97 n10 p1-20 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:33 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 592.

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No Accessibility (for Disabled) Adults Computer System Design Design Requirements Disabilities Elementary Secondary Education Emotional Response Evaluation Criteria Evaluation Methods Feedback Information Technology Memory Needs Assessment Adams, Ray Langdon, Patrick Information Analyses Journal Articles Reports - Descriptive English This article presents a theory for evaluating information and communication technology design for individuals with disabilities. Simplex 1 evaluates designs in five zones: sensory and input zone; output zone; abstract working memory; long-term memory; and central executive functioning. Simplex 2 evaluates feedback, emotional responses, cognitive models, and complex response sequences. (Contains references.) (CR) EJ678665 Principles and Concepts for Information and Communication Technology Design. Journal of Visual Impairment & Blindness v97 n10 p1-20 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:33 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 602.

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No Adults Assistive Technology Elementary Secondary Education Environmental Interpretation Mobility Aids Robotics Technological Advancement Visual Impairments Visually Impaired Mobility Wheelchairs Baldwin, Douglas Journal Articles Reports - Descriptive Wayfinding English This article discusses the future of wayfinding technologies for individuals with visual impairments and the need for environmental literacy. It describes smart computer chips that can be embedded into the environment, robots that can assist individuals with disabilities, and GPS wheelchairs. Recommendations for advancing these technologies are provided. (Contains references.) (CR) EJ678666 Wayfinding Technology: A Road Map to the Future. Journal of Visual Impairment & Blindness v97 n10 p1-19 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adults Assistive Technology Elementary Secondary Education Environmental Interpretation Mobility Aids Sensory Aids Tactile Stimuli Technological Advancement Visual Impairments Visually Impaired Mobility Zelek, John S. Bromley, Sam Asmar, Daniel Thompson, David Journal Articles Reports - Research English A device that relays navigational information using a portable tactile glove and a wearable computer and camera system was tested with nine adults with visual impairments. Paths traversed by subjects negotiating an obstacle course were not qualitatively different from paths produced with existing wayfinding devices and hitting probabilities were minimized. (Contains references.) (Author/CR) EJ678667 A Haptic Glove as a Tactile-Vision Sensory Substitution for Wayfinding. Journal of Visual Impairment & Blindness v97 n10 p1-24 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:33 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 621.

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No Adult Education Assistive Technology Computer Assisted Instruction Computer Software Needs Assessment Private Agencies Public Agencies Recruitment Rehabilitation Programs Staff Development Training Methods Visual Impairments Wolffe, Karen E. Journal Articles Reports - Research English A survey of 38 public and 58 private agencies found the most common rehabilitative services provided to consumers with visual impairment in 1999 were assistive technology evaluations and individual or group technologies training. Both public and private agencies had more difficulty recruiting than retaining staff to provide technology-related training services. (Contains references.) (Author/CR) EJ678668 Wired To Work: An Analysis of Access Technology Training for People with Visual Impairments. Journal of Visual Impairment & Blindness v97 n10 p1-28 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:34 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 633.

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No Assistive Technology Braille Elementary Education Literacy Participant Satisfaction Teacher Attitudes Visual Impairments Writing Improvement Writing Strategies Holbrook, M. Cay Wadsworth, Anne Bartlett, Mike Journal Articles Reports - Research English A 3-year study involving 15 teachers and 15 students with visual impairments (grades K-4) evaluated the impact of the Mountbatten Brailler when used in a literacy instruction project. Teachers reported students were more motivated to write when they used the Mountbatten Brailler than when using the Perkins Brailler. (Contains 3 references.) (CR) EJ678669 Teachers' Perceptions of Using the Mountbatten Brailler with Young Children. Journal of Visual Impairment & Blindness v97 n10 p1-15 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:34 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 646.

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No Adults Assistive Technology Blindness Elementary Secondary Education Mobility Aids Sensory Aids Tactile Stimuli Technological Advancement Visual Impairments Visually Impaired Mobility Hill, Jeremy Black, John Journal Articles Reports - Descriptive English This article describes the Miniguide, a new electronic travel device that assists people in moving about in a range of environments. The Miniguide is held in the palm and is used to scan left to right when walking. It provides vibratory feedback to the hand when it detects an obstacle. (Contains 5 references.) (CR) EJ678670 The Miniguide: A New Electronic Travel Device. Journal of Visual Impairment & Blindness v97 n10 p1-6 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:34 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 655.

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No Assistive Technology Braille Computer Assisted Instruction Elementary Secondary Education Mathematics Instruction Participant Satisfaction Speech Synthesizers Teaching Methods Visual Impairments Mangold, Sally S. Journal Articles Reports - Descriptive English This article describes Speech Assisted Learning (SAL), a portable, interactive Braille learning station that combines synthesized speech, full-page paper Braille exercises, and bar-code technology. Findings from field-testing of SAL with 25 individuals with visual impairments (grades K-adult) and 12 teachers indicate students acquired new mathematical knowledge through SAL. (Contains 2 references.) (CR) EJ678671 Speech-Assisted Learning Provides Unique Braille Instruction. Journal of Visual Impairment & Blindness v97 n10 p1-14 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:35 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 656.

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No Adult Education Assistive Technology Cognitive Style Course Content Curriculum Development Elementary Secondary Education Evaluation Methods Inservice Education Lesson Plans Participant Satisfaction Specialists Staff Development Teaching Methods Technical Writing Trainers Training Methods Transfer of Training Visual Impairments Candela, Anthony R. Journal Articles Reports - Descriptive Reports - Evaluative English This article describes a train-the-trainers course that provided training in sound instructional strategies to 10 assistive technology specialists who work with people who are visually impaired. Topics included conducting assessments, writing training proposals, developing the curriculum, planning lessons, and analyzing learning styles. All participants reported they benefited from the course. (Contains 4 references.) (CR) EJ678672 A Pilot Course in Teaching Skills for Assistive Technology Specialists. Journal of Visual Impairment & Blindness v97 n10 p1-13 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:35 CIJJUN2004 Special Electronic Issue: Technology. In print edition, article begins on page 661.

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No Autism Compliance (Legal) Court Litigation Educational Legislation Educational Policy Public Policy Therapy Young Children Nelson, Catherine Huefner, Dixie Snow Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-1053-8151 English This article examines provisions of the Individuals with Disabilities Education Act (IDEA) that relate to cases of parents requesting the Lovaas intense training method for their young children with autism. It also addresses related research issues, relevant published federal cases, and public policy issues that have surfaced as a result of the controversial cases. Recommendations are offered. (Contains references.) (Author/DB) EJ678673 Young Children with Autism: Judicial Responses to the Lovaas and Discrete Trial Training Debates. Journal of Early Intervention v26 n1 p1-19 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Based Assessment Decision Making Disabilities Early Childhood Education Educational Legislation Eligibility Student Placement Bricker, Diane Yovanoff, Paul Capt, Betty Allen, David Journal Articles Reports - Evaluative Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-1053-8151 English This study examined the usefulness of the Assessment, Evaluation, and Programming System, a curriculum-based measure to corroborate the findings of standardized, norm-referenced tests that establish eligibility for special education services for young children under the Individuals with Disabilities Education Act. Results indicated that, in most cases, cutoff scores identified eligible children accurately. (Contains references.) (Author/DB) EJ678674 Use of a Curriculum-Based Measure To Corroborate Eligibility Decisions. Journal of Early Intervention v26 n1 p20-30 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Disabilities Individualized Instruction Instructional Development Preschool Education Preschool Teachers Special Needs Students Teacher Surveys Time Management Grisham-Brown, Jennifer Pretti-Frontczak, Kristie Journal Articles Reports - Research ISSN-1053-8151 English A questionnaire completed by 453 preschool teachers and three focus groups examined how preschool teachers planned classroom activities and individualized instruction for children with disabilities. Results indicated that teachers spent between 1 and 5 hours per week planning, used some procedures that conflicted with recommended practices, and faced complex challenges in planning for individualized instruction. (Contains references.) (Author/DB) EJ678675 Using Planning Time To Individualize Instruction for Preschoolers with Special Needs. Journal of Early Intervention v26 n1 p31-46 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:36 CIJJUN2004

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No Day Camp Programs Disadvantaged Youth Grade 1 Instructional Effectiveness Prevention Primary Education Program Effectiveness Reading Difficulties Reading Instruction Remedial Reading Summer Programs Schacter, John Journal Articles Reports - Research ISSN-1053-8151 English This study examined effects of a summer reading instruction program as part of an 8-week summer day camp experience for 61 disadvantaged first grade children. Two hours of direct explicit reading instruction daily were supplemented with a literacy-rich camping experience. Post-tests indicated the experimental group not only obviated usual summer reading declines but significantly increased their reading achievement. (Contains references.) (Author/DB) EJ678676 Preventing Summer Reading Declines in Children Who Are Disadvantaged. Journal of Early Intervention v26 n1 p47-58 Fall 2003 2003-00-00 T 2004 2016-10-19 Does Not Meet Evidence Standards http://ies.ed.gov/ncee/wwc/study/73410 ED539737

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No Agency Cooperation Disabilities Early Childhood Education Early Intervention Family Programs Human Services Integrated Services Participant Satisfaction Program Development Program Effectiveness Salisbury, Christine L. Crawford, Wayne Marlowe, Deborah Husband, Patricia Journal Articles Reports - Evaluative ISSN-1053-8151 English This article describes the Interagency Planning and Support Project, which aimed to improve coordination among agencies serving young children with disabilities and their families by integrating disparate service documents and planning processes. Analysis of Collaborative Support Plan data on 34 families shows the approach was successful in producing an integrated service plan positively evaluated by participants, including parents. (Contains references.) (Author/DB) EJ678677 Integrating Education and Human Service Plans: The Interagency Planning and Support Project. Journal of Early Intervention v26 n1 p59-75 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:37 CIJJUN2004

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No Autism Basic Skills Children Elementary Education Generalization Instructional Effectiveness Maintenance Self Management Time on Task Training Methods Pelios, Lillian V. MacDuff, Gregory S. Axelrod, Saul Journal Articles Reports - Research ISSN-0748-8491 English This study evaluated a treatment package to improve on-task academic skills by three children with autism. Program components included delayed reinforcement for on-task and on-schedule responding, fading of instructional prompts and instructor's presence, unpredictable supervision, and response cost for off-task responding. On-task and on-schedule responding increased for all three children. Skills were also maintained and generalized. (Contains references.) (Author/DB) EJ678678 The Effects of a Treatment Package in Establishing Independent Academic Work Skills in Children with Autism. Education and Treatment of Children v26 n1 p1-21 Feb 2003 2003-00-00 T 2004 7/11/2004 11:58:37 CIJJUN2004

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No Behavior Modification Behavior Problems Case Studies Children Elementary Education Motivation Noise (Sound) Program Effectiveness Self Control Training Methods Stricker, Jason M. Miltenberger, Raymond G. Garlinghouse, Matthew Tulloch, Heather E. Journal Articles Reports - Evaluative ISSN-0748-8491 English This article describes use of the Awareness Enhancement Device with a typically developing 6-year-old child to reduce finger sucking despite the child's lack of motivation. This device delivers a tone contingent on occurrence of the target behavior. Substantial reductions in finger sucking resulted only with the addition of a more intense tone (90 dB) delivered via remote control. (Contains references.) (Author/DB) EJ678679 Augmenting Stimulus Intensity with an Awareness Enhancement Device in the Treatment of Finger Sucking. Education and Treatment of Children v26 n1 p22-29 Feb 2003 2003-00-00 T 2004 7/11/2004 11:58:37 CIJJUN2004

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No Behavior Problems Black Students Discipline Disproportionate Representation Incidence Males Middle Schools Obedience Racial Differences School Demography Sex Differences Student Characteristics Suspension Mendez, Linda M. Raffaele Knoff, Howard M. Journal Articles Reports - Research Florida Florida ISSN-0748-8491 English This study examined demographic characteristics of out-of-school suspensions in the 142 schools of a Florida school district for the 1996-97 school year. Among suspensions and across levels black males were most Overrepresented, followed by black females. Most suspensions were for relatively minor misbehavior (especially disobedience) and were most frequent at the middle school level. (Contains references.) (DB) EJ678680 Who Gets Suspended from School and Why: A Demographic Analysis of Schools and Disciplinary Infractions in a Large School District. Education and Treatment of Children v26 n1 p30-51 Feb 2003 2003-00-00 T 2004 2016-11-23 ED544770

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No Child Development Ecological Factors Emotional Disturbances Interdisciplinary Approach Intervention Mental Health Models Anderson, Jeffrey A. Mohr, Wanda K. Journal Articles Opinion Papers ISSN-0748-8491 English This article offers a developmental ecological approach as a useful model for addressing the complexities of emotional disturbances in children. It sees the systems of care movement in children's mental health as congruent with the developmental ecological perspective and as providing a mechanism for responding to the multidimensional aspects of emotional disabilities. (Contains references.) (Author/DB) EJ678681 A Developmental Ecological Perspective in Systems of Care for Children with Emotional Disturbance and Their Families. Education and Treatment of Children v26 n1 p52-74 Feb 2003 2003-00-00 T 2004 7/11/2004 11:58:38 CIJJUN2004 In the journal's Table of Contents, this article is listed as beginning on page 75.

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No Behavior Disorders Child Development Elementary Secondary Education Intervention Models Personality Theories Center, David Kemp, Dawn Journal Articles Reports - Evaluative ISSN-0748-8491 English This article examines the development of conduct disorder (CD) in children and adolescents using Hans Eysenck's biosocial theory of personality. Eysenck's antisocial behavior hypothesis is discussed and intervention suggestions based on this theory are presented. The interactions of temperament-based personality profiles with interventions for CD are discussed, as is the use of a chronic disease model when treating CD. (Contains references.) (Author/DB) EJ678682 Temperament and Personality as Potential Factors in the Development and Treatment of Conduct Disorders. Education and Treatment of Children v26 n1 p75-88 Feb 2003 2003-00-00 T 2004 7/11/2004 11:58:39 CIJJUN2004 In the journal's Table of Contents, this article is listed as beginning on page 89.

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No Behavior Problems Compliance (Legal) Computer Uses in Education Concept Mapping Educational Legislation Elementary Secondary Education Federal Legislation Functional Behavioral Assessment Student Evaluation Fesmire, Marion Lisner, Martha C. P. Forrest, Patricia R. Evans, William H. Journal Articles Reports - Descriptive Florida Florida ISSN-0748-8491 English This article offers a computerized concept-mapping program that can be used to display information gathered about a student with behavior problems as part of the functional behavior assessment process required by the Individuals with Disabilities Education Act Amendments of 1997. Application in one Florida school district is described. (Contains references.) (DB) EJ678683 Concept Maps: A Practical Solution for Completing Functional Behavior Assessments. Education and Treatment of Children v26 n1 p89-103 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Adults Cognitive Ability Down Syndrome Drug Therapy Johnson, N. Fahey, C. Chicoine, B. Chong, G. Gitelman, D. Journal Articles Reports - Research ISSN-0895-8017 English Donepezil, an acetycholinesterase inhibitor, or a placebo were given to 29 subjects with Down syndrome and no dementia. Measures of cognitive functioning and caregiver ratings indicated no improvement in any cognitive subtests (with the exception of language), behavioral scores, or caregiver ratings. Results suggest donepezil may improve language performance in subjects with Down syndrome. (Contains references.) (Author/DB) EJ678684 Effects of Donepezil on Cognitive Functioning in Down Syndrome. American Journal on Mental Retardation v108 n6 p367-72 Nov 2003 2003-00-00 N/A 2004 7/11/2004 11:58:40 CIJJUN2004

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No Adaptive Behavior (of Disabled) Age Differences Autism Children Congenital Impairments Developmental Disabilities Elementary Education Genetics Longitudinal Studies Hatton, Deborah D. Wheeler, Anne C. Skinner, Martie L. Bailey, Donald B. Sullivan, Kelly M. Roberts, Jane E. Mirrett, Penny Clark, Renee D. Journal Articles Reports - Research Fragile X Syndrome ISSN-0895-8017 English Adaptive behavior was measured over time in 70 children, ages 1 to 12 years, with fragile X syndrome. With a mean of 4.4 assessments per child, adaptive behavior skills increased steadily and gradually over time. Children with less autistic behavior and higher percentages of the fragile X mental retardation gene protein showed better performance on all areas of adaptive behavior. (Contains references.) (Author/DB) EJ678685 Adaptive Behavior in Children with Fragile X Syndrome. American Journal on Mental Retardation v108 n6 p373-90 Nov 2003 2003-00-00 Researchers N/A 2004 2016-11-21

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No Adults Behavior Patterns Behavior Problems Children Developmental Disabilities Elementary Secondary Education Environmental Influences Etiology Hall, Scott Thorns, Tracy Oliver, Chris Journal Articles Reports - Research Stereotyped Behavior ISSN-0895-8017 English This study examined structural characteristics and environmental variables in the stereotypic behaviors of eight individuals with developmental disabilities. Findings indicated that structural characteristics (percentage of time, bout length, and bout length variability) were highly correlated. Also, stereotyped behaviors were more likely to occur under conditions of low stimulation and less likely during social contact. (Contains references.) (Author/DB) EJ678686 Structural and Environmental Characteristics of Stereotyped Behaviors. American Journal on Mental Retardation v108 n6 p391-402 Nov 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescents Cognitive Processes Drills (Practice) Memorization Memory Mental Retardation Middle Schools Phonology Secondary Education Short Term Memory Spatial Ability Visual Perception Rosenquist, Celia Conners, Frances A. Roskos-Ewoldsen, Beverly Journal Articles Reports - Research ISSN-0895-8017 English Differences in storage and rehearsal components of the phonological loop and visuo-spatial sketchpad were investigated in individuals with (n=19) and without (n=21) intellectual disability matched on memory span. Those with intellectual disability had specific difficulty in the rehearsal component of the phonological loop. Groups did not differ in phonological storage or in the visuo-spatial sketchpad. (Contains references.) (Author/DB) EJ678687 Phonological and Visuo-Spatial Working Memory in Individuals with Intellectual Disability. American Journal on Mental Retardation v108 n6 p403-13 Nov 2003 2003-00-00 Researchers N/A 2004 7/11/2004 11:58:41 CIJJUN2004

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No Adult Education Adults Developmental Disabilities Drug Therapy Neurological Impairments Physiology Self Injurious Behavior Sandman, Curt A. Touchette, Paul Lenjavi, Mohammed Marion, Sarah Chicz-DeMet, Aleksandra Journal Articles Reports - Research Naltrexone ISSN-0895-8017 English Relations between self-injurious behavior (SIB), the hypothalamic-pituitary-adrenal (HPA) stress axis, and response to an opiate antagonist were examined in 31 individuals with severe/profound neurodevelopmental disabilities. A significant number of subjects reduced SIB after receiving naltrexone supporting reports that the HPA axis is disturbed among subjects exhibiting SIB. (Contains references.) (Author/DB) EJ678688 B-Endorphin and ACTH Are Dissociated after Self-Injury in Adults with Developmental Disabilities. American Journal on Mental Retardation v108 n6 p414-24 Nov 2003 2003-00-00 Researchers N/A 2004 2016-11-21

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No Caregiver Speech Down Syndrome Elementary Education Interaction Process Analysis Mental Retardation Parent Attitudes Parent Child Relationship Phonology Speech Communication Fidler, Deborah J. Journal Articles Reports - Research ISSN-0895-8017 English This study compared the prosodic characteristics of parental language targeted to children with Down syndrome and children with other etiologies of mental retardation. Results showed that parents of children with Down syndrome showed prosodic characteristics more typical of infant-directed speech than did parents of other children with mental retardation. Implications for parent-child interactions are drawn. (Contains references.) (Author/DB) EJ678689 Parental Vocalizations and Perceived Immaturity in Down Syndrome. American Journal on Mental Retardation v108 n6 p425-34 Nov 2003 2003-00-00 Researchers N/A 2004 7/11/2004 11:58:42 CIJJUN2004

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No Autism Communication Skills Cues Elementary Education Instructional Effectiveness Interpersonal Communication Interpersonal Competence Males Prompting Scripts Training Methods Charlop-Christy, Marjorie H. Kelso, Susan E. Journal Articles Reports - Research Social Skills Training ISSN-0748-8491 English A study assessed the efficacy of a written script/cue card program to teach conversational speech skills to three verbal, literate boys (ages 8-10) with autism. Initially boys demonstrated low frequencies of conversational speech. Following intervention, all three quickly met the training criteria and maintained correct responding without cue cards. (Contains references.) (Author/CR) EJ678690 Teaching Children with Autism Conversational Speech Using a Cue Card/Written Script Program. Education and Treatment of Children v26 n2 p108-27 May 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Disability Identification Early Childhood Education Economically Disadvantaged High Risk Students Incidence Special Education Student Characteristics Student Placement Redden, Sandra Cluett Ramey, Sharon L. Ramey, Craig T. Forness, Steven R. Brezausek, Carl M. Journal Articles Reports - Research Project Head Start ISSN-0748-8491 English A study involving 2,929 Head Start children found that 8% transitioned into special education during kindergarten and showed divergent patterns of receptive language development. Head Start children in special education differed from children in general education based on child demographic, intellectual, behavioral, and health factors. (Contains references.) (Author/CR) EJ678691 Special Education Placements among Former Head Start Children in Kindergarten: A Descriptive Multi-Site Study. Education and Treatment of Children v26 n2 p128-48 May 2003 2003-00-00 T 2004 2016-11-21

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No Child Language Early Childhood Education Economically Disadvantaged Educational Strategies High Risk Students Poverty Preschool Education Verbal Communication Verbal Development Vocabulary Development Weisberg, Paul Journal Articles Reports - Research ISSN-0748-8491 English Six preschool children, mostly from poverty-level backgrounds, were taught to make descriptive statements about objects. The category-descriptor statements were organized and sequenced into four clusters. As sets of new statements were successively taught and evaluated, the number and diversity of probed category and descriptor terms steadily and substantially increased. (Contains references.) (Author/CR) EJ678692 Expanding Preschoolers' Use of Object Descriptions and Comparisons by Teaching "Category-Descriptor" Statements. Education and Treatment of Children v26 n2 p149-81 May 2003 2003-00-00 T 2004 7/11/2004 11:58:43 CIJJUN2004

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No Behavior Modification Developmental Delays Inclusive Schools Peer Teaching Preschool Education Prompting Student Participation Teaching Methods Robertson, Jo Green, Kim Alper, Sandra Schloss, Patrick J. Kohler, Frank Journal Articles Reports - Research ISSN-0748-8491 English A study examined the impact of a peer-mediated intervention consisting of songs and finger plays, attention to photographs of desired behavior, and peer verbal cues, on two preschoolers with developmental delays. The intervention resulted in increases in engaged and on-task behavior, interactive play, and appropriate participation in circle/story time. (Contains references.) (Author/CR) EJ678693 Using a Peer-Mediated Intervention To Facilitate Children's Participation in Inclusive Childcare Activities. Education and Treatment of Children v26 n2 p182-97 May 2003 2003-00-00 T 2004 7/11/2004 11:58:43 CIJJUN2004

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No Attention Deficit Disorders Clinical Diagnosis Drug Therapy Early Childhood Education Economically Disadvantaged Elementary Education Eligibility Hyperactivity Predictor Variables Special Education Student Placement Redden, Sandra Cluett Forness, Steven R. Ramey, Craig T. Ramey, Sharon L. Brezausek, Carl M. Kavale, Kenneth A. Journal Articles Reports - Research Project Head Start ISSN-0748-8491 English A study compared 422 Head Start children with a putative diagnosis of attention deficit hyperactivity disorder (ADHD) with typical Head Start children from kindergarten through third grade. Children with putative ADHD who had received medications were significantly more likely to be found eligible for special education than non-medicated children. (Contains references.) (Author/CR) EJ678694 Head Start Children with a Putative Diagnosis of ADHD: A Four-Year Follow-Up of Special Education Placement. Education and Treatment of Children v26 n3 p208-23 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Adaptive Behavior (of Disabled) Developmental Disabilities Elementary Education Elementary School Students Inclusive Schools Language Arts Mathematics Achievement McDonnell, John Thorson, Nadine Disher, Stephanie Mathot-Buckner, Connie Mendel, Jerri Ray, Lavinia Journal Articles Reports - Research ISSN-0748-8491 English This study involved 14 students (ages 6-12) with developmental disabilities in inclusive classrooms, their 324 typical classmates, and 221 typical students in noninclusive classes. Students with developmental disabilities made gains in adaptive behavior. The academic performance of the typical students in reading/language arts and mathematics did not differ by placement. (Contains references.) (Author/CR) EJ678695 The Achievement of Students with Developmental Disabilities and Their Peers without Disabilities in Inclusive Settings: An Exploratory Study. Education and Treatment of Children v26 n3 p224-36 Aug 2003 2003-00-00 T 2004 7/11/2004 11:58:44 CIJJUN2004

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No Chinese Americans Elementary Education Keywords Language Minorities Reading Comprehension Reading Difficulties Reading Instruction Reading Rate Reading Strategies O'Donnell, Patricia Weber, Kimberly P. McLaughlin, T. F. Journal Articles Reports - Research Previewing (Reading) ISSN-0748-8491 English The effects of key words and previewing on the rate of words read correctly and the reading comprehension of a language minority student (age 10) were analyzed. The student read more words correctly and answered more comprehension questions accurately after the material was previewed and key words were discussed. (Contains references.) (Author/CR) EJ678696 Improving Correct and Error Rate and Reading Comprehension Using Key Words and Previewing: A Case Report with a Language Minority Student. Education and Treatment of Children v26 n3 p237-54 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Attention Deficit Disorders Behavior Modification Classroom Techniques Motivation Techniques Preschool Children Preschool Education Student Motivation Student Participation Time on Task Godfrey, Shellee Ayn Grisham-Brown, Jennifer Schuster, John W. Hemmeter, Mary Louise Journal Articles Reports - Research ISSN-0748-8491 English A study evaluated the effects of three active responding techniques (i.e., hand raising, choral responding, the response card) on students participation and on-task behavior in five preschoolers with attending problems. The response card technique was consistently more efficient for all five children across all dependent measures. (Contains references.) (Author/CR) EJ678697 The Effects of Three Techniques on Student Participation with Preschool Children with Attending Problems. Education and Treatment of Children v26 n3 p255-72 Aug 2003 2003-00-00 T 2004 7/11/2004 11:58:44 CIJJUN2004

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No Adolescents Aggression Anger Attitude Change High Risk Students Program Design Secondary Education Self Control Stress Management Student Participation Validity Herrmann, D. Scott McWhirter, J. Jeffries Journal Articles Reports - Research ISSN-0748-8491 English A study examined the validity of the SCARE program; an anger management program developed with high school students. Adolescents (n=207) exposed to the SCARE program had significantly lower levels of anger and aggression, slightly higher anger control, and lower scores on aggressive and violent attitudes a year after exposure. (Contains references.) (Author/CR) EJ678698 Anger & Aggression Management in Young Adolescents: An Experimental Validation of the SCARE Program. Education and Treatment of Children v26 n3 p273-302 Aug 2003 2003-00-00 T 2004 7/11/2004 11:58:44 CIJJUN2004

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No Curriculum Design Disabilities Early Childhood Education Early Intervention Emergent Literacy Phoneme Grapheme Correspondence Phonological Awareness Play Reading Aloud to Others Reading Strategies Justice, Laura M. Pullen, Paige C. Information Analyses Journal Articles ISSN-0271-1214 English This article defines emergent literacy, provides intervention principles for emergent literacy prevention and intervention activities, discusses the meaning of evidence-based practice, and describes three promising evidence-based approaches for emergent literacy intervention, including adult-child shared storybook reading, literacy-enriched play interventions, and teacher-led structured phonological awareness curricula. (Contains references.) (Author/CR) EJ678699 Promising Interventions for Promoting Emergent Literacy Skills: Three Evidence-Based Approaches. Topics in Early Childhood Special Education v23 n3 p99-113 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:45 CIJJUN2004 Theme Issue: Assessment and Intervention Focused on Emergent Literacy.

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No Child Development Decision Making Disabilities Disability Identification Early Childhood Education Early Identification Early Intervention Educational Assessment Language Acquisition Literacy Measures (Individuals) Special Education Test Validity Phaneuf, Robin L. Silberglitt, Benjamin Journal Articles Reports - Research ISSN-0271-1214 English This article describes an application of a general outcome measurement system, Individual Growth and Development Indicators, with 68 preschoolers (ages 3-6). Results indicate the measures were easy to use; efficient in administration, scoring, and data interpretation; and provided valuable information for making early childhood education and special education decisions. (Contains references.) (Author/CR) EJ678700 Tracking Preschoolers' Language and Preliteracy Development Using a General Outcome Measurement System: One Education District's Experience. Topics in Early Childhood Special Education v23 n3 p114-23 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:45 CIJJUN2004 Theme Issue: Assessment and Intervention Focused on Emergent Literacy.

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No Early Childhood Education Economically Disadvantaged Family Environment Interpersonal Communication Literacy Low Income Parent Child Relationship Parent Role Phoneme Grapheme Correspondence Predictor Variables Receptive Language Symbolism Toddlers Dodici, Beverly J. Draper, Dianne C. Peterson, Carla A. Journal Articles Reports - Research ISSN-0271-1214 English The relationship between parent-child interactions and early literacy skills in children (ages 1-3) for 27 families living in low-income households was examined. Results found child language, parent language, emotional tone, joint attention, parental guidance, and parental responsivity behaviors were strongly related to later receptive vocabulary, symbolic representation, and phonemic analysis. (Contains references.) (Author/CR) EJ678701 Early Parent-Child Interactions and Early Literacy Development. Topics in Early Childhood Special Education v23 n3 p124-36 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:45 CIJJUN2004 Theme Issue: Assessment and Intervention Focused on Emergent Literacy.

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No Discourse Analysis Early Childhood Education Interpersonal Communication Language Impairments Mothers Parent Child Relationship Parent Role Reading Aloud to Others Justice, Laura M. Kaderavek, Joan N. Journal Articles Reports - Research ISSN-0271-1214 English Control of discourse topic was studied for two book-reading interactions involving 11 dyads of mothers and children (ages 3-5) with language impairments. Topic control was shared during book reading, robust reciprocal associations were evident between maternal and child discourse control features, and three patterns of topic control arrangements characterized individual dyads. (Contains references.) (Author/CR) EJ678702 Topic Control during Shared Storybook Reading: Mothers and Their Children with Language Impairments. Topics in Early Childhood Special Education v23 n3 p137-50 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:46 CIJJUN2004 Theme Issue: Assessment and Intervention Focused on Emergent Literacy.

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No Classroom Communication Disabilities Early Childhood Education Early Intervention Interpersonal Communication Interpersonal Competence Preservice Teacher Education Sensitivity Training Teacher Education Programs Teacher Role Teacher Student Relationship Rimm-Kaufman, Sara E. Voorhees, Mary D. Snell, Martha E. La Paro, Karen M. Information Analyses Journal Articles ISSN-0271-1214 English This article provides a theoretical framework for teacher sensitivity and responsiveness, describes the evidence that supports this focus, and delineates the research, interventions, and challenges that bear upon the enhancement of teacher-child sensitivity and responsibility in early childhood special education. A pilot program for facilitating sensitive teacher-child interactions is discussed. (Contains references.) (Author/CR) EJ678703 Improving the Sensitivity and Responsivity of Preservice Teachers toward Young Children with Disabilities. Topics in Early Childhood Special Education v23 n3 p151-63 Fall 2003 2003-00-00 T 2004 7/11/2004 11:58:46 CIJJUN2004 Theme Issue: Assessment and Intervention Focused on Emergent Literacy.

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No Adult Education Adults Assistive Technology Focus Groups Knowledge Level Participant Satisfaction Trainees Trainers Training Methods Visual Impairments Wolffe, Karen E. Candela, Tony Johnson, Gil Journal Articles Reports - Research ISSN-0145-482X English This article details the qualitative results of focus groups with adults who are visually impaired and received assistive technology (AT) training (n=55) and with AT trainers (n=48). Participants described the state of AT training at the beginning of the 21st century from their perspectives as students and teachers. (Contains 4 references.) (Author/CR) EJ678704 Wired To Work: A Qualitative Analysis of Assistive Technology Training for People with Visual Impairments. Journal of Visual Impairment & Blindness v97 n11 p1-36 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:46 CIJJUN2004 In the print edition, this article begins on page 677.

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No Assistive Technology Braille Elementary Secondary Education Notetaking Postsecondary Education Second Language Instruction Second Language Learning Visual Impairments Kapperman, Gaylen Sticken, Jodi Guides - Non-Classroom Journal Articles ISSN-0145-482X English This article describes a strategy for using Braille Lite, a portable notetaking device in which synthetic speech and Braille are combined, to learn foreign languages independently. Instructions are provided for connecting Braille Lite to a printer, creating the proper file, inputting a foreign language, and installing ASCII tables. (Contains 3 references.) (CR) EJ678705 Using the Braille Lite To Study Foreign Languages. Journal of Visual Impairment & Blindness v97 n11 p1-13 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:46 CIJJUN2004 In the print edition, this article begins on page 704.

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No Assignments Assistive Technology Braille Equations (Mathematics) Mathematical Formulas Notetaking Postsecondary Education Secondary Education Visual Impairments Kapperman, Gaylen Sticken, Jodi Guides - Non-Classroom Journal Articles ISSN-0145-482X English This article describes a strategy for using Braille Lite, a portable notetaking device that combines synthetic speech and Braille, to produce mathematical expressions that can be easily interpreted by sighted teachers who do not use Braille. The strategy also allows students to review their work tactilely on the Braille display. (Contains 2 references.) (CR) EJ678706 Using the Braille Lite To Produce Mathematical Expressions in Print. Journal of Visual Impairment & Blindness v97 n11 p1-6 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:47 CIJJUN2004 In the print edition, this article begins on page 710.

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No Accessibility (for Disabled) Assistive Technology Computer Software Equations (Mathematics) Mathematical Formulas Postsecondary Education Program Implementation Secondary Education Visual Impairments World Wide Web Ohtake, Nobuyuki Kanahori, Toshihiro Information Analyses Journal Articles ISSN-0145-482X English This article discusses the conversion of mathematical equations into Extensible Markup Language (XML) on the World Wide Web for individuals with visual impairments. A program is described that converts the presentation markup style to the content markup style in MathML to allow browsers to render mathematical expressions without other programs. (Contains 6 references.) (CR) EJ678707 A Conversion Tool for Mathematical Expressions in Web XML Files. Journal of Visual Impairment & Blindness v97 n11 p1-13 Nov 2003 2003-00-00 T 2004 7/11/2004 11:58:47 CIJJUN2004 In the print edition, this article begins on page 713.

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No Computer Uses in Education Elementary Secondary Education Information Sources Inservice Teacher Education Internet Mild Disabilities Online Courses Parent Education World Wide Web Smith, Sean J. Meyen, Edward L. Journal Articles Reports - Descriptive ISSN-0015-511X English This article describes online instruction in the context of online technologies, instructional environment, and home environment of students with disabilities. Topics covered include advantages, cost effectiveness, Web accessibility, universal design for learning, tools for accessing and organizing resources, tools for communication, learning material delivery, student portfolio assessment, teacher preparation, professional development, and parent resources. (Contains 23 print and 58 Web site references.) (DB) EJ678708 Applications of Online Instruction: An Overview for Teachers, Students with Mild Disabilities, and Their Parents. Focus on Exceptional Children v35 n6 p1-15 Feb 2003 2003-00-00 T 2004 7/11/2004 11:58:47 CIJJUN2004

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No Child Development Cognitive Development Communication Disorders Developmental Stages Early Childhood Education Infants Piagetian Theory Play Research and Development Toddlers Young Children Casby, Michael W. Information Analyses Journal Articles ISSN-1525-7401 English The first of two articles on play reviews the development of play in typically developing infants, toddlers, and young children, including Piaget's observations on the development of play; developmental play research following Piaget (research by Lunzer, Sinclair, Lezine, Lowe, Rosenblatt, Uzgiris and Hunt, Fenson and others, Watson and Fischer, Ungerer and others, and McCune-Nicolich). (Contains references.) (DB) EJ678709 The Development of Play in Infants, Toddlers, and Young Children. Communication Disorders Quarterly v24 n4 p163-74 Sum 2003 2003-00-00 T 2004 7/11/2004 11:58:47 CIJJUN2004 Theme Issue: Research, Intervention, and Practices in Speech, Language, and Hearing.

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No Child Development Communication Disorders Developmental Stages Early Childhood Education Evaluation Methods Infants Models Play Toddlers Young Children Casby, Michael W. Information Analyses Journal Articles Opinion Papers ISSN-1525-7401 English The second of two articles on play reviews the construct of play and its development in typically developing infants, toddlers, and young children. It considers developmental levels of play from early sensorimotor-exploratory to symbolic play involving the functional components of agent, instrument, and scheme. A developmentally based, descriptive, and criterion-referenced protocol for the dynamic assessment of play is offered. (Contains references.) (Author/DB) EJ678710 Developmental Assessment of Play: A Model for Early Intervention. Communication Disorders Quarterly v24 n4 p175-83 Sum 2003 2003-00-00 T 2004 7/11/2004 11:58:48 CIJJUN2004 Theme Issue: Research, Intervention, and Practices in Speech, Language, and Hearing.

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No Alternative Assessment Bilingual Students Bilingualism Elementary Secondary Education Evaluation Methods Hispanic Americans Language Tests Limited English Speaking Second Language Learning Student Evaluation Test Bias Saenz, Terry Irvine Huer, Mary Blake Information Analyses Journal Articles Opinion Papers ISSN-1525-7401 English This article discusses alternative language assessment approaches with children for whom English is a second language. Advantages and disadvantages of each approach are noted. Also, results of a preliminary investigation with 28 bilingual Latino children using modifications of the Clinical Evaluation of Language Fundamentals are presented. Clinical implications for creating least biased language assessment strategies are addressed. (Contains references.) ( Author/DB) EJ678711 Testing Strategies Involving Least Biased Language Assessment of Bilingual Children. Communication Disorders Quarterly v24 n4 p184-93 Sum 2003 2003-00-00 T 2004 7/11/2004 11:58:48 CIJJUN2004 Theme Issue: Research, Intervention, and Practices in Speech, Language, and Hearing.

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No Behavior Problems Classroom Techniques Cognitive Processes Early Childhood Education Elementary Secondary Education Fetal Alcohol Syndrome Intervention Learning Problems Metacognition Prenatal Influences Self Control Self Management Special Health Problems Watson, Silvana M. R. Westby, Carol E. Guides - Non-Classroom Information Analyses Journal Articles Executive Function (Cognition) ISSN-1525-7401 English This article reviews critical learning and behavioral problems of children exposed prenatally to alcohol and other drugs, especially executive function deficits. It considers risk factors associated with prenatal drug exposure and effective classroom interventions for executive function deficits in nonverbal working memory, internalization of self-directed speech, self-regulation of mood and motivation, and reconstitution or problem solving. (Contains references.) (Author/DB) EJ678712 Strategies for Addressing the Executive Function Impairments of Students Prenatally Exposed to Alcohol and Other Drugs. Communication Disorders Quarterly v24 n4 p194-204 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Compliance (Legal) Conflict Resolution Court Litigation Deafness Due Process Elementary Secondary Education Hearings Partial Hearing School Districts Special Education Teachers Teacher Role Miller, Kevin J. Connolly, Michael J. Guides - Non-Classroom Journal Articles ISSN-1525-7401 English This article reviews issues related to communication modality and placement of children who are deaf or hard-of-hearing, discusses reasons that school districts end up in due process hearings, and cites pertinent court cases. It offers suggestions to help educators provide effective testimony and concludes by highlighting possible positive outcomes from the due process hearing. (Contains references.) (Author/DB) EJ678713 Educators of the Deaf and Hard-of-Hearing Involved in Due Process Hearings: Lessons Learned. Communication Disorders Quarterly v24 n4 p205-10 Sum 2003 2003-00-00 Teachers Practitioners T 2004 7/11/2004 11:58:49 CIJJUN2004 Theme Issue: Research, Intervention, and Practices in Speech, Language, and Hearing.

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No Communication Disorders Elementary Secondary Education Emotional Adjustment Family Counseling Grief Speech Language Pathology Therapists Friehe, Mary J. Bloedow, Alison Hesse, Stacey Guides - Non-Classroom Journal Articles ISSN-1525-7401 English Intended for speech-language pathologists, this article considers the challenges for families when a child has a significant and long-term communication disorder and explores two types of grief: stage and episodic. It examines loss/grieving theory and grief and the therapeutic relationship, and offers guidelines to speech language pathologists for helping families move through episodic grief. (Contains references.) (Author/DB) EJ678714 Counseling Families of Children with Communication Disorders. Communication Disorders Quarterly v24 n4 p211-20 Sum 2003 2003-00-00 Practitioners T 2004 7/11/2004 11:58:49 CIJJUN2004 Theme Issue: Research, Intervention, and Practices in Speech, Language, and Hearing.

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No Behavior Disorders Elementary Secondary Education Emotional Disturbances Reflective Teaching Self Evaluation (Individuals) Teacher Attitudes Richardson, Brent G. Shupe, Margery J. Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article identifies questions and strategies to help teachers become more self-aware regarding their interactions with students with behavioral and emotional disorders. Strategies address: (1) identifying and defusing emotional triggers; (2) shifting focus; (3) reducing burnout and nurturing teacher mental health; (4) assessing ability to use humor appropriately; and (5) recognizing difference makers. (Contains references.) (DB) EJ678715 The Importance of Teacher Self-Awareness in Working with Students with Emotional and Behavioral Disorders. TEACHING Exceptional Children v36 n2 p8-13 Nov-Dec 2003 2003-00-00 Practitioners Teachers T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:49 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Aggression Autism Behavior Change Behavior Disorders Communication Disorders Elementary Secondary Education Interaction Process Analysis Interpersonal Relationship Intervention Problem Solving Glaeser, Barbara C. Pierson, Melinda R. Fritschmann, Nanette Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article describes use of "comic strip conversations," a type of social story adapted for younger students or those with limited verbal communication skills. It utilizes simple symbols, stick figures, and color to identify key elements of a social interaction. Three steps to implementing the technique are explained and illustrated with examples of use with a child with mild autism and an aggressive child. (Contains 7 references.) (DB) EJ678716 Comic Strip Conversation: A Positive Behavioral Support Strategy. TEACHING Exceptional Children v36 n2 p14-19 Nov-Dec 2003 2003-00-00 Practitioners Teachers T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:50 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Behavior Change Behavior Disorders Elementary Secondary Education Emotional Disturbances Peer Teaching Tutoring Writing Instruction Tournaki, Nelly Criscitiello, Emilio Journal Articles Reports - Evaluative Reverse Role Tutoring ISSN-0040-0599 English This article evaluates the use of "reverse-role tutoring" in a project in which students with emotional and behavioral disorders became tutors for students without disabilities but who were performing below grade level. Results indicated tutors improved five target behaviors and tutees improved their writing skills. Insets summarize the literature on reverse role tutoring and list advantages of this approach. (Contains references.) (DB) EJ678717 Using Peer Tutoring as a Successful Part of Behavior Management. TEACHING Exceptional Children v36 n2 p22-29 Nov-Dec 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-21

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No Behavior Problems Case Studies Elementary Secondary Education Grade 7 Instructional Effectiveness Learning Problems Learning Strategies Memorization Mnemonics Kleinheksel, Karen A. Summy, Sarah E. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0040-0599 English This article on using mnemonics with students having learning and behavior problems first offers a case study of a 7th grade student and then describes the letter strategy, the keyword mnemonic method, and the pegword method. Seven steps for implementing mnemonic strategies are offered. An inset reviews the research literature on using mnemonic strategies. (Contains references.) (DB) EJ678718 Enhancing Student Learning and Social Behavior through Mnemonic Strategies. TEACHING Exceptional Children v36 n2 p30-35 Nov-Dec 2003 2003-00-00 Teachers Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:50 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Dialog Journals Emotional Disturbances Expressive Language Intermediate Grades Interpersonal Communication Personal Narratives Teacher Student Relationship Writing Exercises Regan, Kelley S. Journal Articles Opinion Papers Reports - Descriptive ISSN-0040-0599 English A special education teacher describes how she used dialogue journals both to communicate with her emotionally disturbed students and improve the students' writing skills. An inset summarizes the research on dialogue journals. An analysis of topics written about by students including requests, feelings, hopes, family, school, peers, and wishes is reported. (Contains 8 references.) (DB) EJ678719 Using Dialogue Journals in the Classroom: Forming Relationships with Students with Emotional Disturbance. TEACHING Exceptional Children v36 n2 p36-41 Nov-Dec 2003 2003-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:50 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Anxiety Attention Deficit Disorders Autism Behavior Disorders Depression (Psychology) Elementary Secondary Education Emotional Disturbances Hyperactivity Mental Disorders Psychiatry Schizophrenia Forness, Steven R. Walker, Hill M. Kavale, Kenneth A. Journal Articles Reports - Descriptive ISSN-0040-0599 English This article for teachers provides basic information on psychiatric disorders and treatments. It covers oppositional defiant and conduct disorders, attention deficit/hyperactivity disorder, depression or other mood disorders, anxiety disorders, schizophrenia or other psychotic disorders, and autistic spectrum disorders. Insets provide additional information on drug titration, stimulants, and antidepressants/mood stabilizers. (Contains references.) (Author/DB) EJ678720 Psychiatric Disorders and Treatments: A Primer for Teachers. TEACHING Exceptional Children v36 n2 p42-49 Nov-Dec 2003 2003-00-00 Teachers Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:51 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Behavior Change Daily Living Skills Foreign Countries Group Counseling Interpersonal Competence Intervention Learning Disabilities Middle Schools Sex Differences Small Group Instruction Court, Deborah Givon, Sarah Journal Articles Reports - Descriptive Israel Israel ISSN-0040-0599 English This article describes the Life Skills program used to improve the social skills of 12 students with learning disabilities in an Israeli middle school. Each of two groups (girls or boys) met weekly for 5 months to address social skills topics. The article notes gender differences in reactions and participation, and outcomes in such areas as identification and expression of social feelings, social skills, and friendship connections. (Contains references.) (DB) EJ678721 Group Intervention: Improving Social Skills of Adolescents with Learning Disabilities. TEACHING Exceptional Children v36 n2 p50-55 Nov-Dec 2003 2003-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-21

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No Blindness Elementary Secondary Education Multiple Disabilities Severe Disabilities Tactile Stimuli Tactual Perception Teaching Methods Downing, June E. Chen, Deborah Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article suggests ways to use tactile teaching strategies with students who have severe and multiple disabilities including blindness. Guidelines address tactile modeling, tactile mutual attention, presenting tactile information, providing effective tactile representation, hypersensitivity to touch, and a team approach. (Contains references.) (DB) EJ678722 Using Tactile Strategies with Students Who Are Blind and Have Severe Disabilities. TEACHING Exceptional Children v36 n2 p56-60 Nov-Dec 2003 2003-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:51 CIJJUN2004 Theme: Management of Disruptive Behavior.

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No Academic Accommodations (Disabilities) College Admission College Bound Students High Schools Learning Disabilities Required Courses Second Languages Madaus, Joseph W. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0040-0599 English Discussion of college foreign language requirements for students with learning disabilities considers how foreign language courses affect college admission, foreign language as a college graduation requirement, variations in how colleges determine course substitutions, and useful documentation for the substitution process. Insets list suggested questions to ask college offices. (Contains 5 references.) (DB) EJ678723 What High School Students with Learning Disabilities Need To Know about College Foreign Language Requirements. TEACHING Exceptional Children v36 n2 p62-66 Nov-Dec 2003 2003-00-00 Parents Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 11:58:51 CIJJUN2004

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No Dialog Journals Elementary Education Parent School Relationship Parent Teacher Cooperation Severe Disabilities Hall, Tracey E. Wolfe, Pamela S. Bollig, Amanda A. Journal Articles Reports - Descriptive Home School Communication Program ISSN-0040-0599 English This article explores use of a "home-to-school communication journal" to provide effective home-school communication and collaboration for students with severe disabilities. It considers barriers related to communication notebooks, recommended functions of the home-to-school notebook, contents, teacher and parent notebook implementation, procedural recommendations, and communication strategies. Insets provide a summary of the literature, sample entries, and a sample graph. (Contains references.) (DB) EJ678724 The Home-to-School Notebook: An Effective Communication Strategy for Students with Severe Disabilities. TEACHING Exceptional Children v36 n2 p68-73 Nov-Dec 2003 2003-00-00 Teachers Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-23

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No Child Abuse Clinical Diagnosis Counseling Disabilities Elementary Secondary Education Incidence Medical Services Mental Health Referral Giardino, Angelo P. Hudson, Karen M. Marsh, Judith Journal Articles Reports - Research ISSN-0145-2134 English Forty-nine consecutive cases seen at a child abuse referral clinic for children with disabilities were analyzed. The largest number of referrals came from child protective services. Eighteen percent of cases had a history or physical examination that were diagnostic for child maltreatment; thirteen percent were thought to be at high risk. Only 48% of cases referred for outpatient mental health counseling complied. (Contains references.) (Author/DB) EJ678725 Providing Medical Evaluations for Possible Child Maltreatment to Children with Special Health Care Needs. Child Abuse & Neglect: The International Journal v27 n10 p1179-86 Oct 2003 2003-00-00 T 2004 7/11/2004 11:58:52 CIJJUN2004

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No Disabilities Disproportionate Representation Educational Trends Elementary Secondary Education Ideology Inclusive Schools Program Effectiveness Regular and Special Education Relationship Research and Development Theory Practice Relationship Trend Analysis Kavale, Kenneth A. Mostert, Mark P. Journal Articles Opinion Papers Reports - Evaluative ISSN-0936-2835 English This article suggests that much of the full inclusion movement is permeated by radicalism rejecting the empirical. It finds that the full inclusion movement has influenced special education to a degree disproportionate to its claims of efficacy. The article discusses the ideological underpinnings, consequences, and rhetoric of the movement and examples of empirical evidence contradicting the movement's claims. (Contains references.) (Author/DB) EJ678726 River of Ideology, Islands of Evidence. Exceptionality v11 n4 p191-208 2003 2003-00-00 T 2004 7/11/2004 11:58:52 CIJJUN2004

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No Disabilities Educational Research Elementary Secondary Education Hypothesis Testing Instructional Effectiveness Program Effectiveness Special Education Statistical Significance Morgan, Paul L. Journal Articles Reports - Evaluative ISSN-0936-2835 English This article first outlines the logic of null hypothesis testing and the problems of using it to evaluate special education research. It then presents three alternative metrics, a binomial effect size display, a relative risk ratio, and an odds ratio, that can better identify important treatment effects using illustrative data from recently evaluated special education interventions. (Contains references.) (Author/DB) EJ678727 Null Hypothesis Significance Testing: Philosophical and Practical Considerations of a Statistical Controversy. Exceptionality v11 n4 p209-21 2003 2003-00-00 Researchers T 2004 7/11/2004 11:58:53 CIJJUN2004

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No Disproportionate Representation Elementary Secondary Education Emotional Disturbances Incidence Learning Disabilities Mental Retardation School Demography Sex Differences Statistical Data Oswald, Donald P. Best, Al M. Coutinho, Martha J. Nagle, Heather A. L. Journal Articles Legal/Legislative/Regulatory Materials Opinion Papers ISSN-0936-2835 English This paper presents nationally representative information about the extent of disproportionate gender representation in special education for the disability conditions of learning disabilities, mental retardation, and emotional disturbance. Recommendations are made for research to elucidate the basis for differences, improved data collection and reporting by gender, and changes in practice. (Contains references.) (Author/DB) EJ678728 Trends in the Special Education Identification Rates of Boys and Girls: A Call for Research and Change. Exceptionality v11 n4 p223-37 2003 2003-00-00 Practitioners Researchers T 2004 7/11/2004 11:58:53 CIJJUN2004

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No Computer Assisted Instruction Consumer Education Daily Living Skills Instructional Effectiveness Moderate Mental Retardation Money Management Multimedia Instruction Secondary Education Mechling, Linda C. Gast, David L. Barthold, Stefane' Guides - Non-Classroom Journal Articles Debit Cards ISSN-0936-2835 English This study investigated the effectiveness of a multimedia program to teach three adolescent students with moderate intellectual disabilities to make purchases using a debit card and an automated payment machine (APM). Results indicated that the program was effective in teaching generalized operation of APMs with a debit card. (Contains references.) (Author/DB) EJ678729 Multimedia Computer-Based Instruction To Teach Students with Moderate Intellectual Disabilities To Use a Debit Card To Make Purchases. Exceptionality v11 n4 p239-54 2003 2003-00-00 T 2004 2016-11-23 ED544172

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No Academic Education Behavior Disorders Elementary Secondary Education Emotional Disturbances Research Needs Special Education Wehby, Joseph H. Lane, Kathleen L. Falk, Katherine B. Journal Articles Reports - Descriptive ISSN-1063-4266 English This introductory article to this special issue considers four reasons why there has been little research on the academic needs of students with emotional and behavioral disorders: (1) student behavior interferes with instruction; (2) students influence teacher behavior; (3) lack of teacher preparation; and (4) lack of research. (Contains references.) (Author/DB) EJ678730 Academic Instruction for Students with Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders v11 n4 p194-97 Win 2003 2003-00-00 T 2004 7/11/2004 11:58:53 CIJJUN2004 Special Series: Academic Status of Children with Emotional Disturbance.

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No Academic Achievement Behavior Disorders Data Collection Educational Trends Emotional Disturbances Mainstreaming Research Methodology Research Needs Trout, Alexandra Nordness, Philip D. Pierce, Corey D. Epstein, Michael H. Information Analyses Journal Articles ISSN-1063-4266 English This article reviews the literature on the academic status of students with emotional and behavioral disabilities including student, placement, and assessment characteristics; functioning level of students; and trends in the research over the past four decades. Limitations of existing research are identified, such as incomplete reporting of student information and few studies assessing students served in general education settings. (Contains references.) (Author/DB) EJ678731 Research on the Academic Status of Children with Emotional and Behavioral Disorders: A Review of the Literature from 1961 to 2000. Journal of Emotional and Behavioral Disorders v11 n4 p198-210 Win 2003 2003-00-00 T 2004 7/11/2004 11:58:54 CIJJUN2004 Special Series: Academic Status of Children with Emotional Disturbance.

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No Beginning Reading Behavior Problems Early Identification High Risk Students Instructional Effectiveness Learning Problems Primary Education Reading Ability Reading Difficulties Reading Programs Screening Tests Urban Education Kamps, Debra M. Wills, Howard P. Greenwood, Charles R. Thorne, Stephanie Lazo, Junelyn F. Crockett, Jennifer L. Akers, Judy McGonigle Swaggart,Brenda L. Journal Articles Reports - Evaluative ISSN-1063-4266 English This study used an early screening approach to determine the risk status of children in five urban schools and to monitor their reading growth over 3 years. It found that students with behavioral risk factors did better than those with academic risk factors and that the "Reading Mastery" curriculum resulted in the best growth in reading fluency. (Contains references.) (Author/DB) EJ678732 Curriculum Influences on Growth in Early Reading Fluency for Students with Academic and Behavioral Risks: A Descriptive Study. Journal of Emotional and Behavioral Disorders v11 n4 p211-24 Win 2003 2003-00-00 T 2004 7/11/2004 11:58:54 CIJJUN2004 Special Series: Academic Status of Children with Emotional Disturbance.

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No Behavior Change Behavior Disorders Elementary Secondary Education Emotional Disturbances Instructional Effectiveness Reading Achievement Reading Instruction Reading Programs Wehby, Joseph H. Falk, Katherine B. Barton-Arwood, Sally Lane, Kathleen L. Cooley, Cristy Journal Articles Reports - Research ISSN-1063-4266 English This study examined the effectiveness of a modified and comprehensive version of the "Open Court Reading Curriculum" with two groups of children with emotional and/or behavior disorders. Results showed moderate gains in reading achievement but no changes in observed problem behaviors. (Contains references.) (Author/DB) EJ678733 The Impact of Comprehensive Reading Instruction on the Academic and Social Behavior of Students with Emotional and Behavioral Disorders. Journal of Emotional and Behavioral Disorders v11 n4 p225-38 Win 2003 2003-00-00 T 2004 2017-07-09 Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/69364 ED560820

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No Behavior Change Behavior Disorders Elementary Education Emotional Disturbances Responses Student Participation Time on Task Sutherland, Kevin S. Alder, Nora Gunter, Philip L. Journal Articles Reports - Research ISSN-1063-4266 English This study examined effects of an increased rate of opportunities to actively respond to academic requests on the classroom behavior of nine elementary school students with emotional and behavioral disorders (EBD). Results indicated the increased response opportunities resulted in increased correct responses and task engagement and decreased disruptive behavior. (Contains references.) (Author/DB) EJ678734 The Effect of Varying Rates of Opportunities To Respond to Academic Requests on the Classroom Behavior of Students with EBD. Journal of Emotional and Behavioral Disorders v11 n4 p239-48 Win 2003 2003-00-00 T 2004 7/11/2004 11:58:55 CIJJUN2004 Special Series: Academic Status of Children with Emotional Disturbance.

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No Behavior Problems Coping Disabilities Elementary Secondary Education Family Problems Learning Problems Low Achievement Low Income Groups Mental Retardation Poverty Bernheimer, Lucinda P. Weisner, Thomas S. Lowe, Edward D. Journal Articles Reports - Research ISSN-0047-6765 English Research on working poor families participating in an anti-poverty initiative in Milwaukee found 60% of families had at least one child with significant problems (learning, school achievement and/or behavior, retardation, or other disabilities). Comparison with other families with children with troubles found the program families adapted less specifically to the troubled child and more to economic problems. (Contains references.) (Author/DB) EJ678735 Impacts of Children with Troubles on Working Poor Families: Mixed-Method and Experimental Evidence. Mental Retardation v41 n6 p403-19 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:55 CIJJUN2004

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No Adaptive Behavior (of Disabled) Adult Education Demography Elementary Secondary Education Incidence Mild Mental Retardation Needs Assessment Slow Learners Socioeconomic Status Fujiura, Glenn T. Journal Articles Reports - Research National Health Interview Survey National Health Interview Survey ISSN-0047-6765 English Demographic features of Americans with mild intellectual disabilities were estimated in an analysis of the National Health Interview Survey. Comparison on basic indices of adaptive functioning and socioeconomic status suggests a large cohort of Americans who share support needs and social and economic vulnerabilities with the mentally retarded. Prevalence of intellectual disability/mental retardation was estimated to be 1.27%. (Contains references.) (DB) EJ678736 Continuum of Intellectual Disability: Demographic Evidence for the "Forgotten Generation." Mental Retardation v41 n6 p420-29 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Federal Aid Income Low Income Groups Mental Retardation Policy Analysis Poverty Programs Public Policy Welfare Services Parish, Susan L. Journal Articles Reports - Descriptive Disability Payments Income Maintenance Supplemental Security Income Program ISSN-0047-6765 English This article describes Federal income maintenance programs for people with mental retardation in the United States. Combined Supplemental Security Income (SSI) and Disability Insurance (DI) totaled an estimated $20.6 billion for people with mental retardation in 2000. Discussion focuses on the relative importance of these programs for this population and the changing role of federal social welfare policy. (Contains references.) (Author/DB) EJ678737 Federal Income Payments and Mental Retardation: The Political and Economic Context. Mental Retardation v41 n6 p446-59 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Disabilities Elementary Secondary Education Family Involvement Participatory Research Research Design Surveys Robison, Dorothy Krauss, Marty Wyngaarden Journal Articles Reports - Descriptive Massachusetts Massachusetts ISSN-0047-6765 English This paper describes development of a study that includes participatory action research, specifically the establishment of a family advisory committee. The study involved a survey of Massachusetts families of children with disabilities. Suggestions for establishing and integrating the committee into the research enterprise are offered, as are results from interviews with committee members and researchers. (Contains 5 references.) (DB) EJ678738 Lessons from the Field: Participatory Action Research in a Family Research Project. Mental Retardation v41 n6 p460-64 Dec 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Behavior Modification Cognitive Restructuring Emotional Problems Mental Retardation Outcomes of Treatment Postsecondary Education Psychotherapy Research Needs Secondary Education Self Management Beail, Nigel Information Analyses Journal Articles ISSN-0047-6765 English This paper reviews what is known about the effectiveness of the more controversial use of psychodynamic and cognitive-behavioral psychotherapy with people who have mental retardation. It examines self-management approaches (problem solving, anger management, and cognitive therapy) and psychodynamic psychotherapy. The paper concludes that there has been little progress in research with this population over the last decade. (Contains references.) (DB) EJ678739 What Works for People with Mental Retardation? Critical Commentary on Cognitive-Behavioral and Psychodynamic Psychotherapy Research. Mental Retardation v41 n6 p468-72 Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:56 CIJJUN2004

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No Adults Civil Rights Legislation Federal Legislation Learning Disabilities Postsecondary Education Public Policy Trend Analysis Gerber, Paul J. Journal Articles Opinion Papers ISSN-0741-9325 English This introductory article on adults with learning disabilities considers historical antecedents, the role of public policy (the Rehabilitation Act of 1973 and the 1975 Education for All Handicapped Children Act), the movement within the field of learning disabilities emphasizing transition to adulthood, and the continuance of public policy initiatives, including the Americans with Disabilities Act of 1990. (Contains references.) (DB) EJ678740 Adults with Learning Disabilities Redux. Remedial and Special Education v24 n6 p324-37 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:56 CIJJUN2004 Special Issue: Adults with Learning Disabilities.

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No Adult Development Adult Education Developmental Stages Learning Disabilities Learning Theories Research Self Determination Theory Practice Relationship Price, Lynda Patton, James R. Journal Articles Opinion Papers ISSN-0741-9325 English This article explores new connections between the current literature base on adult developmental theory and the field of learning disabilities. Emphasis is on theory and practice in self-determination and adult development. Implications for special education, vocational education, general education, and adult learning are discussed. (Contains references.) (Author/DB) EJ678741 A New World Order: Connecting Adult Developmental Theory to Learning Disabilities. Remedial and Special Education v24 n6 p328-38 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:57 CIJJUN2004 Special Issue: Adults with Learning Disabilities.

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No Discourse Analysis English (Second Language) Language Teachers Native Speakers Second Language Instruction Second Language Learning Teacher Education Written Language Pavlenko, Aneta Journal Articles Reports - Research ISSN-1534-8458 English Examines imagined professional and linguistic communities available to preservice and inservice English-as-a-Second-Language and English-as-a-Foreign-Language teachers enrolled in one TESOL program. Discursive analysis of students' positioning in their linguistic autobiographies suggests that the traditional discourse of linguistic competence positions students as members of one of two communities, native speakers and nonnative speakers/second language speakers. (Author/VWL) EJ678742 "I Never Knew I Was a Bilingual": Reimagining Teacher Identities in TESOL. Journal of Language, Identity, and Education v2 n4 p251-68 2003 2003-00-00 T 2004 7/11/2004 11:58:57 CIJJUN2004 Special issue: Imagined Communities and Educational Possibilities.

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No Foreign Countries French Immersion Programs Immigrants Interviews Language Maintenance Multilingualism Parent Role Second Language Instruction Second Language Learning Dagenais, Diane Journal Articles Opinion Papers ISSN-1534-8458 English Applies constructs of language as economic and symbolic capital, transnationalism, investment, and imagined community to analysis of interviews with immigrant parents living in Vancouver, Canada. These parents promote multilingualism by maintaining their family language and enrolling their children in French immersion programs. Argues they view multilingualism as capital and invest in language education to secure their children's access to various imagined language communities. (Author/VWL) EJ678743 Accessing Imagined Communities through Multilingualism and Immersion Education. Journal of Language, Identity, and Education v2 n4 p269-83 2003 2003-00-00 T 2004 7/11/2004 11:58:57 CIJJUN2004 Special issue: Imagined Communities and Educational Possibilities.

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No Bilingualism Educational Policy Elementary Secondary Education Ethnography Foreign Countries Japanese Second Language Instruction Second Language Learning Teaching Methods Kanno, Yasuko Journal Articles Reports - Research Japan Japan ISSN-1534-8458 English Analyzes the policies and practices of school in Japan that serve large numbers of bilingual students. Using the notion of imagined communities, examines the relationship between the schools' visions for their students, their current policies and practices, and the students' identities. (Author/VWL) EJ678744 Imagined Communities, School Visions, and the Education of Bilingual Students in Japan. Journal of Language, Identity, and Education v2 n4 p285-300 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Literacy Education Middle School Students Middle Schools Refugees Second Language Instruction Second Language Learning Norton, Bonny Kamal, Farah Journal Articles Reports - Research Pakistan Pakistan ISSN-1534-8458 English Reports a 2001-2002 study conducted among middle school students in Karachi, Pakistan, in the wake of 9/11. In the context of their involvement in a global community-building project, in which students sought to develop the literacy and English skills of a group of Afghan refugees, students were asked to reflect on their perceptions of literacy and the English language. (Author/VWL) EJ678745 The Imagined Communities of English Language Learners in a Pakistani School. Journal of Language, Identity, and Education v2 n4 p301-17 2003 2003-00-00 T 2004 2016-11-21

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No Anthropology Cultural Education Nationalism News Reporting Second Language Instruction Second Language Learning Social Theories Silberstein, Sandra Journal Articles Reports - Research ISSN-1534-8458 English Argues for a complex and contradictory presentation of culture in the language classroom. Uses theories of nationalism to examine treatment of the O.J. Simpson case. Coverage from popular news magazines is read through the lens of anthropology and of literary and social theory. (Author/VWL) EJ678746 Teaching Culture: Imagined Communities and National Fantasies in the O.J. Simpson Case. Journal of Language, Identity, and Education v2 n4 p319-30 2003 2003-00-00 T 2004 7/11/2004 11:58:58 CIJJUN2004 Special issue: Imagined Communities and Educational Possibilities.

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No Discourse Analysis Ethnic Groups Foreign Countries Minority Groups Racial Discrimination Violence Blackledge, Adrian Journal Articles Reports - Research United Kingdom United Kingdom ISSN-1534-8458 English Reports of racist violence in Britain identified a prevailing institutionalized racism and social segregation. Presents an analysis of authoritative educational discourse in the form of school inspection reports, focusing the cultural practice of minority ethnic families visiting their heritage country. Using critical discourse analysis, suggests that the discourse of the inspection exports racializes the cultural practices of the Asian minority, defining them as the alien and foreign. (Author/VWL) EJ678747 Imagining A Monocultural Community: Racialization of Cultural Practice in Educational Discourse. Journal of Language, Identity, and Education v2 n4 p331-47 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Processes Language Processing Hampton, James A. Moss, Helen E. Journal Articles Reports - Research ISSN-0169-0965 English Introduces this special issue of the journal on conceptual representation--considered the most important cognitive function in humans because it stands at the center of the information processing flow, with input from perceptual modules of differing kinds, and is centrally involved in memory, speech, planning, decision-making, actions, inductive inferences and more. Outlines each of the articles presented. (Author/VWL) EJ678748 Concepts and Meaning: Introduction to the Special Issue on Conceptual Representation. Language and Cognitive Processes v18 n5-6 p505-12 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:58 CIJJUN2004 Special issue: Conceptual Representation.

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No Cognitive Processes Memory Semantics Simulation Theories Barsalou, Lawrence W. Journal Articles Reports - Research ISSN-0169-0965 English Four theories of the human conceptual system--semantic memory, exemplar models, feed-forward connectionist nets, and situated simulation theory--are characterized and contrasted on five dimensions. Empirical evidence is then reviewed for the situated simulation theory and conclusions are discussed. (Author/VWL) EJ678749 Situated Simulation in the Human Conceptual System. Language and Cognitive Processes v18 n5-6 p513-62 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:59 CIJJUN2004 Special issue: Conceptual Representation.

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No Beliefs Classification Cognitive Processes Epistemology Psychology Theories Sloman, Steven A. Malt, Barbara C. Journal Articles Reports - Research ISSN-0169-0965 English Evaluates three theories of categorization in the domain of artifacts. Two are versions of psychological essentialism, positing that artifact categorization is a matter of judging membership in a kind by appealing to a belief about the underlying nature of the object. The third is called "minimalism," and it states that judgments of kind membership are based on beliefs about causal laws, not beliefs about excesses. (Author/VWL) EJ678750 Artifacts Are Not Ascribed Essences, Not Are They Treated as Belonging to Kinds. Language and Cognitive Processes v18 n5-6 p563-82 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:59 CIJJUN2004 Special issue: Conceptual Representation.

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No Cognitive Processes Nouns Syntax Theories Wisniewski, Edward J. Lamb, Christopher A. Middleton, Erica L. Journal Articles Reports - Research ISSN-0169-0965 English Proposes a new view of count nouns and mass nouns in which the use of count-mass syntax is often systematically related to a conceptual distinction in the minds of speakers. Provides preliminary evidence suggesting other reasons for count-mass syntax use that are not predicted by the cognitive individuation hypothesis. (Author/VWL) EJ678751 On the Conceptual Basis for the Count and Mass Noun Distinction. Language and Cognitive Processes v18 n5-6 p583-624 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:58:59 CIJJUN2004 Special issue: Conceptual Representation.

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No Animals Cognitive Processes Language Impairments Language Tests Pictorial Stimuli Scores Semantics Testing Verbal Communication Rogers, Timothy T. Hodges, John R. Ralph, Matthew A. Lambon Patterson, Karalyn Journal Articles Reports - Research ISSN-0169-0965 English Presents evidence that although patients with semantic deficits can sometimes show good performance on tests or object decisions, this pattern applies when nonsee-objects do not respect the regularities of the domain. Patients with semantic dementia viewed line drawings of a real and chimeric animals side-by-side and were asked to decide which was real. Object-decision scores were highly correlated with other pictorial and verbal assessments of conceptual knowledge. (Author/VWL) EJ678752 Object Recognition Under Semantic Impairment: The Effects of Conceptual Regularities on Perceptual Decisions. Language and Cognitive Processes v18 n5-6 p625-62 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:00 CIJJUN2004 Special issue: Conceptual Representation.

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No Classification Cognitive Processes Concept Formation Keil, Frank C. Journal Articles Reports - Research ISSN-0169-0965 English Focuses on an important aspect of conceptual thinking--the role of causal notions in the content of our concepts. Presents a set of experiments introducing the Illusion of Explanatory Depth (IOED), in which he shows that people confidently believe they know how things work, but when challenged are forced to acknowledge that their understanding is superficial. (Author/VWL) EJ678753 Categorisation, Causation, and the Limits of Understanding. Language and Cognitive Processes v18 n5-6 p663-92 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:00 CIJJUN2004 Special issue: Conceptual Representation.

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No Cognitive Processes Concept Formation Inner Speech (Subvocal) Language Processing Philosophy Theories Levy, David K. Journal Articles Reports - Research ISSN-0169-0965 English Considers two notable recent philosophical theories of concepts in relation to some challenges set by Wittgenstein in his notorious private language argument. The challenge is formulated in terms of constraints on the explanation of the relation between thought and language. Shows how these theories of concepts relate to constraints that arise from this challenge. (Author/VWL) EJ678754 Concepts, Language, and Privacy: An Argument "Vaguely Viennese in Provenance." Language and Cognitive Processes v18 n5-6 p693-723 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:00 CIJJUN2004 Special issue: Conceptual Representation.

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No Aphasia Brain Hemisphere Functions Cognitive Processes Memory Semantics Verbal Communication Saffran, Eleanor M. Coslett, H. Branch Martin, Nadine Boronat, Consuelo B. Journal Articles Reports - Research ISSN-0169-0965 English Presents data from a patient with a progressive fluent aphasia, who exhibited a severe verbal impairment but a relatively preserved access to knowledge from pictures. Argues for a distributed, multi-modality system for semantic memory in which information is stored in different brain regions and in different representational formats. (Author/VWL) EJ678755 Access to Knowledge from Pictures but not Words n a Patient with Progressive Fluent Aphasia. Language and Cognitive Processes v18 n5-6 p725-57 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:00 CIJJUN2004 Special issue: Conceptual Representation.

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No Animals Anthropology Child Language Classification Cognitive Processes Concept Formation Cultural Influences Infants Preschool Children Diesendruck, Gil Journal Articles Reports - Research ISSN-0169-0965 English Drawing on the notion of the domain-specificity of recognition, reviews evidence on the effect of language in classification of and reasoning about categories from different domains. Looks at anthropological infant classification, and preschool categorization literature. Suggests the causal nature and indicative power of animal categories seem to be the least influenced by linguistic and cultural factors, of artifact categories the most, and of human categories somewhere in between. (Author/VWL) EJ678756 Categories for Names or Names of Categories? The Interplay Between Domain-Specific Conceptual Structure and Language. Language and Cognitive Processes v18 n5-6 p759-87 Oct-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:01 CIJJUN2004 Special issue: Conceptual Representation.

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No Discourse Analysis Foreign Countries News Reporting Racial Discrimination Refugees Macken-Horarik, Mary Journal Articles Reports - Research Australia Australia ISSN-0155-0640 English Discusses analytical challenges of multimodal texts as they contribute to production of racial anxiety about asylum seekers. Building on a recent article that discussed the lexical manifestations of increasing racial hatred towards refugees, focuses on the children overboard affair in Australian news. (Author/VWL) EJ678757 A Telling Symbiosis in the Discourse of Hatred: Multimodal News Texts About the "Children Overboard" Affair. Australian Review of Applied Linguistics v26 n2 p1-16 2003 2003-00-00 T 2004 2016-11-21

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No Chinese College Students Higher Education Japanese Learning Strategies Letters (Alphabet) Orthographic Symbols Questionnaires Second Language Learning Written Language Gamage, Gayathri Hathhotuwa Journal Articles Reports - Research Kanji Script Australia Australia ISSN-0155-0640 English Investigates three important issues in kanji learning strategies; namely, strategy use, effectiveness of strategy and orthographic background. A questionnaire on kanji learning strategy use and perceived effectiveness was administered to beginner level, undergraduate students of Japanese from alphabetic and character backgrounds in Australia. (Author/VWL) EJ678758 Perceptions of Kanji Learning Strategies: Do They Differ Among Chinese Character and Alphabetic Background Learners? Australian Review of Applied Linguistics v26 n2 p17-30 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Foreign Countries Hospitality Occupations Language Proficiency Needs Assessment Second Languages Tourism O'Neill, Shirley Hatoss, Aniko Journal Articles Reports - Research Australia Australia ISSN-0155-0640 English Reports research that aimed to identify the foreign language and cross-cultural skill needs of workers in the tourism and hospitality industry in Australia and to develop foreign language competencies for use in industry training packages. Provides evidence for the need for foreign language skills in the industry and gives an account of the methodology used for identifying these needs. (Author/VWL) EJ678759 Harnessing a Nation's Linguistic Competence: Identifying and Addressing Needs for LOTE in the Tourism and Hospitality Industry. Australian Review of Applied Linguistics v26 n2 p31-45 2003 2003-00-00 T 2004 2016-11-23

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No Computer Science Discourse Analysis Higher Education Language Usage Lecture Method Seminars Rendle-Short, Johanna Journal Articles Reports - Research ISSN-0155-0640 English Analysis of a series of computer science seminars indicates that use of the discourse marker "so" in dialogic talk is not random, rather it plays an important role in orienting the listener to the overall structure of the seminar. Analysis shows how the discourse marker occurs in specific environments, with specific prosodic features, and that its role and function varies according to where it occurs within the seminar. (Author/VWL) EJ678760 So What Does This Show Us? Analysis of the Discourse Marker "So" in Monologic Talk. Australian Review of Applied Linguistics v26 n2 p46-62 2003 2003-00-00 T 2004 7/11/2004 11:59:02 CIJJUN2004

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No Advanced Students English (Second Language) Individual Differences Second Language Instruction Second Language Learning Task Analysis Bitchener, John Journal Articles Reports - Research Japanese Speaking Koreans ISSN-0155-0640 English Reports on a study that investigated the extent to which two individual learner variables (ethnocultural pairing and gender) and certain types of task (free conversation and decision making) have an effect on negotiation opportunities provided for and by advanced Japanese and Korean male and female English-as-a-Second-Language learners. (Author/VWL) EJ678761 The Effects of Individual Learner Factors and Task Type on Negotiation: A Study of Advanced Japanese and Korean ESL Learners. Australian Review of Applied Linguistics v26 n2 p63-83 2003 2003-00-00 T 2004 2016-11-21

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No Chinese College Students Cultural Awareness Exchange Programs Foreign Countries Higher Education Eisenchlas, Susana Trevaskes, Susan Journal Articles Reports - Research Australia China Australia China ISSN-0155-0640 English Reports on a structured exchange program between Chinese and Australian students that focuses on discussion and reflections on everyday cultural practices and behaviors, the most relevant but least accessible aspect of culture for international students. (Author/VWL) EJ678762 Creating Cultural Spaces in the Australian University Setting: A Pilot Study of Structured Cultural Exchanges. Australian Review of Applied Linguistics v26 n2 p84-99 2003 2003-00-00 T 2004 2016-11-21

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No Annotated Bibliographies Discourse Analysis Language Styles Writing (Composition) Written Language Starks, Donna Lewis, Marilyn Journal Articles Reports - Research ISSN-0155-0640 English Reviews samples of professional annotated bibliographies (ABs), and on the basis of these, establishes a list of potential features of its genre. Uses this list to evaluate student annotated bibliographies. Results show that students, as emerging members of their professional communities, have an understanding of the conventional structure of ABs but tend to generalize and overextend the most marked and variable features of the genre. (Author/VWL) EJ678763 The Annotated Bibliography: Structure and Variation Within a Genre. Australian Review of Applied Linguistics v26 n2 p101-17 2003 2003-00-00 T 2004 7/11/2004 11:59:03 CIJJUN2004

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No College Students English (Second Language) Foreign Countries Higher Education Knowledge Level Tin, Tan Bee Journal Articles Reports - Research Repetition (Speech) United Kingdom United Kingdom ISSN-0950-0782 English Examines the role of addition and repetition in generating what counts as valuable educational knowledge and ideas in divergent tasks. Argues that the nature of valuable knowledge required for divergent tasks is different from that of convergent tasks. Attempts to define originality and examines how original or new significant ideas might be generated. Data is from a group discussion of Malaysian students in British undergraduate courses. (Author/VWL) EJ678764 Creativity, Diversity, and Originality of Ideas in Divergent Group Discussion Tasks: The Role of Repetition and Addition in Discovering "New Significant," or "Original" Ideas and Knowledge. Language and Education v17 n4 p241-65 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Language Variation Socioeconomic Status Teacher Attitudes Haig, Yvonne Oliver, Rhonda Journal Articles Reports - Research Australia Australia ISSN-0950-0782 English Investigates how teachers perceive the speech of school-aged children and whether the socioeconomic status or level of schooling of the students influences these perceptions. Findings suggest that teachers' judgments of what is problematic and their perception of what causes these problems may differ according to the socioeconomic status of their students and to the year level being taught. (Author/VWL) EJ678765 Language Variation and Education: Teachers' Perceptions. Language and Education v17 n4 p266-80 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Education Computer Mediated Communication Internet Listservs Politics of Education Monaghan, Frank Journal Articles Reports - Research Arizona Arizona ISSN-0950-0782 English Describes and explores the activities of members of a listserv group in their efforts to defend bilingual education in Arizona. Attempts to delineate ways in which such a "virtual" group develops the cohesion it requires to sustain its activities in the absence of direct, face-to-face contact. (Author/VWL) EJ678766 Entering the List: Campaigning for Bilingual Education on the Net. Language and Education v17 n4 p281-302 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Education Educational Objectives Instructional Effectiveness Language Research Teaching Methods Krashen, Stephen Journal Articles Reports - Research ISSN-1195-7131 English Examines why there is so much opposition to bilingual education, despite the strong rationale for it and the positive research regarding its effectiveness. (Author/VWL) EJ678767 The Amazing Case of Bilingual Education. Mosaic: A Journal for Language Teachers v8 n1 p3-6 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:04 CIJJUN2004

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No Elementary School Students English (Second Language) Hmong Hmong People Language Attitudes Middle School Students Second Language Learning Uncommonly Taught Languages Shin, Fay Lee, Bo Journal Articles Reports - Research California Heritage Language Language Shift California ISSN-1195-7131 English Suggests that language shift among nonnative English speakers can co-occur with positive attitudes toward the heritage language. Discusses results of a study of Hmong-speaking children in California. (Author/VWL) EJ678768 Language Shift Co-occurs with Positive Attitudes toward the Heritage Language. Mosaic: A Journal for Language Teachers v8 n1 p7-9 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Education Graduate Students Higher Education Language Teachers Questionnaires Student Attitudes Teacher Education Lao, Christy Journal Articles Reports - Research ISSN-1195-7131 English Results of a study show that three groups of graduate students agreed with the underlying principles of bilingual education, but only graduate students in bilingual education clearly supported the use of the first language in school. (Author/VWL) EJ678769 A Study of Graduate Students' Attitudes toward Bilingual Education. Mosaic: A Journal for Language Teachers v8 n1 p10-14 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:04 CIJJUN2004

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No English (Second Language) Foreign Countries Language Minorities Native Language Instruction Preservice Teacher Education Second Language Learning Teacher Attitudes Theory Practice Relationship Ramos, Francisco Journal Articles Reports - Research Spain Spain ISSN-1195-7131 English Preservice teachers in Spain showed clear support for the theoretical principles of bilingual education, but less support for its practical implementation. (Author/VWL) EJ678770 Pre-service Teachers' Attitudes toward Theoretical and Practical Aspects of Native Language Instruction in the Schooling of Language Minority Students. Mosaic: A Journal for Language Teachers v8 n1 p16 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Japanese Language Research Verbs Fukushima, Kazuhiko Journal Articles Reports - Research ISSN-0925-8558 English Examines verb raising in Japanese and looks at Koizumi's (2000) evidence for verb-raising based on data involving, among other things, numeral classifiers. Demonstrates that Koizumi's evidence based on numeral classifiers does not support his claim that verb-raising occurs in Japanese. (Author/VWL) EJ678771 Verb-raising and Numeral Classifiers in Japanese: Incompatible Bedfellows. Journal of East Asian Linguistics v12 n4 p313-47 Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:05 CIJJUN2004

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No Foreign Countries Models Phonology Syllables Uncommonly Taught Languages Hsu, Hui-Chuan Journal Articles Reports - Research Taiwan Taiwan ISSN-0925-8558 English Reexamines syllable contraction in Taiwanese Southern Min. Grounded on Chung's (1996) autosegmental model, analysis is characterized by six points. Modifies the Edge-in model, and accounts for syllable contraction from a sonority perceptive. Explores the issue of violability of phonotactics in syllable contraction. (Author/VWL) EJ678772 A Sonority Model of Syllable Contraction in Taiwanese Southern Min. Journal of East Asian Linguistics v12 n4 p349-77 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Acculturation College Students Cultural Awareness Cultural Influences English (Second Language) Higher Education Sex Student Attitudes Student Role Teacher Role Teaching Assistants Teaching Experience Gorsuch, Greta J. Journal Articles Reports - Research ISSN-1072-4303 English Looks at what constitutes culture in university teaching settings worldwide and how this may be operationalized as an international teaching assistant (ITA) need. Investigates ITAs' educational attitudes towards teacher and student roles, modes of information presentation, and significant mores of higher education as mediated by gender, previous home-and U.S.-based teaching experience, and previous U.S. study experience. (Author/VWL) EJ678773 The Educational Cultures of International Teaching Assistants and U.S. Universities. TESL-EJ v7 n3 Dec 2003 2003-00-00 http://www.kyoto-su.ac.jp/information/tesl-ej/ T 2004 7/11/2004 11:59:05 CIJJUN2004

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No English (Second Language) News Reporting Schemata (Cognition) Second Language Instruction Second Language Learning Television Bell, David M. Journal Articles Opinion Papers ISSN-1072-4303 English Examines three broad categories for selecting television news stories for the English-as-a-Second/Foreign-Language classroom: content schemata, formal schemata, and linguistic difficulty. (Author/VWL) EJ678774 TV News in the EFL/ESL Classroom: Criteria for Selection. TESL-EJ v7 n3 Dec 2003 2003-00-00 http://www.kyoto-su.ac.jp/information/tesl-ej/ T 2004 7/11/2004 11:59:06 CIJJUN2004

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No Academic Achievement Attention Deficit Disorders Cognitive Ability College Students Comparative Analysis Demography Graduation Requirements Higher Education Learning Disabilities Second Language Instruction Second Language Learning Sparks, Richard L. Philips, Lois Javorsky, James Journal Articles Reports - Research ISSN-0015-718X English Reports two studies comparing college students classified as learning disabled (LD) or as both LD and having attention deficit hyperactivity disorder (ADHD) who had either substituted courses for a foreign language requirement or had fulfilled the requirement by passing foreign language courses. Findings suggest students classified as both LD and ADHD may not necessarily experience serious problems with FL learning. (Author/VWL) EJ678775 College Students Classified as Having Learning Disabilities and Attention Deficit Hyperactivity Disorder and the Foreign Language Requirement. Foreign Language Annals v36 n3 p325-38 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:06 CIJJUN2004

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No College Students Comparative Analysis Cultural Differences Higher Education Language Teachers Second Language Instruction Second Language Learning Student Attitudes Teacher Effectiveness Banno, Eri Journal Articles Reports - Research ISSN-0015-718X English Investigates university students' expectations of foreign language teachers cross-culturally. Japanese, American, and Chinese college students chose five important qualities in a teacher from a list. Results indicate that students of all groups placed importance on some qualities, and that Japanese and Chinese students had some similar expectations of teachers. (Author/VWL) EJ678776 A Cross-Cultural Survey of Students' Expectations of Foreign Language Teachers. Foreign Language Annals v36 n3 p339-46 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:06 CIJJUN2004

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No College Students Cultural Differences English (Second Language) Foreign Countries Higher Education Second Language Instruction Second Language Learning Stereotypes Visual Stimuli Porto, Melina Journal Articles Reports - Research Argentina Argentina ISSN-0015-718X English Investigated the process of stereotyping in the representation of the content of narrative texts through visual reformulations. Subjects were Argentine college students enrolled in an English course at a university in Argentina. Reveals students' inability to transcend heir cultural biases and points to an urgent need to address stereotypes in the classroom. (Author/VWL) EJ678777 Stereotyping in he Representation of Narrative Texts through Visual Reformulation. Foreign Language Annals v36 n3 p347-69 Fall 2003 2003-00-00 T 2004 2016-11-21

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No College Students Communication Apprehension French Higher Education Learning Motivation Listening Skills Oral Language Second Language Instruction Second Language Learning Skill Development Study Abroad Summer Programs Allen, Heather Willis Herron, Carol Journal Articles Reports - Research ISSN-0015-718X English Investigated linguistic and affective outcomes of summer study abroad participation by 25 college French students. Sought to determine if significant changes occurred in two linguistic factors--oral and listening French skills--and two affective factors--integrative motivation and language anxiety after study abroad. (Author/VWL) EJ678778 A Mixed-Methodology Investigation of the Linguistic and Affective Outcomes of Summer Study Abroad. Foreign Language Annals v36 n3 p370-85 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:07 CIJJUN2004

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No Classroom Techniques College Students Cultural Awareness Electronic Mail Foreign Countries Higher Education Intercultural Communication Introductory Courses Second Language Instruction Second Language Learning Spanish Hertel, Tammy Jandrey Journal Articles Reports - Research Mexico Mexico ISSN-0015-718X English Describes an intercultural e-mail exchange at the college level. Students in a beginning Spanish class in the United States and an intermediate English-as-a-Second-Language class in Mexico corresponded weekly for one semester. Suggestions for implementing electronic exchanges are offered. (Author/VWL) EJ678779 Using an E-Mail Exchange To Promote Cultural Learning. Foreign Language Annals v36 n3 p386-96 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Black Colleges Black Students College Students Cultural Awareness Higher Education Language Enrollment Second Language Instruction Second Language Learning Farfan-Cobb, Irma Lassiter, Linda E. Journal Articles Reports - Research ISSN-0015-718X English Describes how celebrating National Foreign Language Week has increased cultural awareness and appreciation among students enrolled in foreign language courses at one of the largest historically Black universities in the United States. In addition, more students have expressed an interest in pursuing minors in foreign languages. (Author/VWL) EJ678780 How National Foreign Language Week Promotes Cultural Awareness at a Historically Black University. Foreign Language Annals v36 n3 p397-402 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:07 CIJJUN2004

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No Instructional Effectiveness Pattern Drills (Language) Second Language Instruction Second Language Learning Teaching Methods Wong, Wynne VanPatten, Bill Journal Articles Reports - Research ISSN-0015-718X English Focuses on an aspect of traditional instruction--the form-only activities commonly called "drills,""mechanical practice," or "pattern practice." Distinguishes language as an internalized system from a language as a productive skills and reviews the nature of mechanical practice. Concludes such activities are not beneficial for foreign language acquisition or the development of fluency. (Author/VWL) EJ678781 The Evidence in IN: Drills Are Out. Foreign Language Annals v36 n3 p403-23 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:07 CIJJUN2004

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No English (Second Language) Foreign Countries Reading Instruction Second Language Instruction Second Language Learning Teaching Methods Shen, Hwei-Jiun Journal Articles Reports - Research Taiwan Taiwan ISSN-0015-718X English Examines the existing literature on implicit and explicit approaches to first language instruction at the word level, text level, and sentence level. Looks at the role of explicit instruction in reading English as a Second or Foreign Language (ESL/EFL), including its role at the word level in EFL reading in Taiwan. (Author/VWL) EJ678782 The Role of Explicit Instruction in ESL/EFL Reading. Foreign Language Annals v36 n3 p424-33 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Editing Peer Evaluation Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Byrd, David R. Journal Articles Reports - Research ISSN-0015-718X English Presents ideas on how to design and carry out a peer editing task in foreign language writing and demonstrates several methods that can fit most writing task situations. (Author/VWL) EJ678783 Practical Tips for Implementing Peer Editing Tasks in the Foreign Language Classroom. Foreign Language Annals v36 n3 p434-41 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:08 CIJJUN2004

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No Classroom Environment Elementary Secondary Education Ideology Interaction Intercultural Communication Multilingualism Creese, Angela Martin, Peter Journal Articles Opinion Papers ISSN-1367-0050 English Introduces this special issue of the journal. All of the articles but one were presented in a colloquium at the Third International Symposium on Bilingualism at the University of the West of England. The theme of the conference was the multilingual classroom and specifically the complex interrelationships, interactions, and ideologies within such classrooms. (Author/VWL) EJ678784 Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies. International Journal of Bilingual Education and Bilingualism v6 n3-4 p161-67 2003 2003-00-00 T 2004 7/11/2004 11:59:08 CIJJUN2004 Special issue: Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies.

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No Cambodian Classroom Environment English (Second Language) Multilingualism Public Policy Teacher Role Uncommonly Taught Languages Skilton-Sylvester, Ellen Journal Articles Reports - Research Biliteracy ISSN-1367-0050 English Looks at ways U.S. English language policies at the micro and macro levels have influenced the development of Khmer biliteracy for children and adults. Shows the power of teacher policymaking and the role of the legal system in shaping what is possible in multilingual classrooms in the United States. (Author/VWL) EJ678785 Legal Discourse and Decisions, Teacher Policymaking, and the Multilingual Classroom: Constraining and Supporting Khmer/English Biliteracy in the United States. International Journal of Bilingual Education and Bilingualism v6 n3-4 p168-84 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Ethnography Foreign Countries Language of Instruction Malay Multilingualism Uncommonly Taught Languages Martin, Peter W. Journal Articles Reports - Research Brunei Brunei ISSN-1367-0050 English Reports on a microethnographic study of a number of classrooms in different areas of Negara Brunei Darussalam, a small Malay Islamic Monarchy on the Northern coast of Borneo, Southeast Asia. Focuses on one classroom in a small up-river school away from the malay center and in one of the few areas in the country where a form of Malay is not the major language of the community. (Author/VWL) EJ678786 Interactions and Inter-relationships Around Text: Practices and Positionings in a Multilingual Classroom in Brunei. International Journal of Bilingual Education and Bilingualism v6 n3-4 p185-201 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Classroom Environment Ethnography Foreign Countries French Language Minorities Literacy Teaching Methods Uncommonly Taught Languages Jaffe, Alexandra Journal Articles Reports - Research Corsican France (Corsica) France ISSN-1367-0050 English Examines literacy practices in a Corsican bilingual classroom--where both Corsican and French are used--and focuses on the way that pedagogical practices attribute authentic and powerful identities to both the minority language and to learners. (Author/VWL) EJ678787 Talk Around Text: Literacy Practices, Cultural Identity, and Authority in a Corsican Bilingual Classroom. International Journal of Bilingual Education and Bilingualism v6 n3-4 p202-20 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment English (Second Language) Ethnicity Foreign Countries Multilingualism Racial Discrimination Secondary Education Secondary School Teachers Student Diversity Turkish Uncommonly Taught Languages Creese, Angela Journal Articles Reports - Research England (London) United Kingdom (London) ISSN-1367-0050 English Examines the construction of two bilingual English as an additional language teachers' positionings during a 2-day student staged protest against a perceived racist incident in a London secondary school. Examines how these bilingual teachers' ethnicity and language resources in Turkish and English are employed by the school to reproduce a discourse of diversity that attempts to level out difference. (Author/VWL) EJ678788 Language, Ethnicity, and the Mediation of Allegations of Racism: Negotiating Diversity and Sameness in Multilingual School Discourses. International Journal of Bilingual Education and Bilingualism v6 n3-4 p221-36 2003 2003-00-00 T 2004 2016-11-21

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No Bilingualism Discourse Analysis Elementary Education Elementary School Students Interviews Power Structure Punjabi Uncommonly Taught Languages Martin, Deirdre Journal Articles Reports - Research ISSN-1367-0050 English Addresses the following question: How are young bilingual informants positioned and how do they position themselves and others through discursive strategies within structures of languages, gender, and schooling. Draws on two theoretical approaches to understand the nature of language and power relations in a specific historical location in a particular institutional setting. (Author/VWL) EJ678789 Constructing Discursive Practices in School and Community: Bilingualism, Gender, and Power. International Journal of Bilingual Education and Bilingualism v6 n3-4 p237-52 2003 2003-00-00 T 2004 7/11/2004 11:59:10 CIJJUN2004 Special issue: Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies.

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No Case Studies English (Second Language) Ethnography Foreign Countries Language Role Literacy Oral Tradition Refugees Uncommonly Taught Languages Written Language Arthur, Jo Journal Articles Reports - Research England (Liverpool) Somalis United Kingdom (Liverpool) ISSN-1367-0050 English Reports on an ethnographic research project in Liverpool, England. Aimed to build an understanding of the communicative and symbolic roles of languages and literacies in the Liverpool Somali community, which forms part of the Somali diaspora within Britain. The role of literacy is of particular interest in the context of a vigorous oral tradition and of the relatively recent introduction of a writing system for Somali in 1972. (Author/VWL) EJ678790 "Baro Afkaaga Hooyo!" A Case Study of Somali Literacy Teaching in Liverpool. International Journal of Bilingual Education and Bilingualism v6 n3-4 p253-66 2003 2003-00-00 T 2004 2016-11-21

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No Bilingual Teachers Classroom Environment Cultural Awareness Cultural Pluralism Elementary Education English (Second Language) Foreign Countries Multilingualism Martin-Jones, Marilyn Saxena, Mukul Journal Articles Reports - Research Funds of Knowledge United Kingdom United Kingdom ISSN-1367-0050 English Reports on an ethnographic study carried out in primary classrooms in the North West of England. Focused on ways in which the roles of new bilingual classroom assistants were being defined through organizational practices and communicative routines of daily life in these classrooms. Reports bilingual teaching/learning events in which the bilingual assistants used the children's home language and drew on funds of knowledge. (Author/VWL) EJ678791 Bilingual Resources and "Funds of Knowledge" for Teaching and Learning in Multi-ethnic Classrooms in Britain. International Journal of Bilingual Education and Bilingualism v6 n3-4 p267-82 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Foreign Countries Grammatical Acceptability Language Attitudes Language Proficiency Pronunciation Student Attitudes Swedish Uncommonly Taught Languages Vocabulary Boyd, Sally Journal Articles Reports - Research Sweden Sweden ISSN-1367-0050 English Reports results of a series of modified matched-guise tests measuring the attitudes of school principals, pupils, and other judges in Sweden towards foreign-born teachers' language proficiency and suitability to teach in a Swedish school. Results indicate that all groups of judges are accurate in judgments regarding accentedness. Judgments of grammatical correctness and lexical richness did not match objective measures of speakers' proficiency. (Author/VWL) EJ678792 Foreign-Born Teachers in the Multilingual Classroom in Sweden: The Role of Attitudes to Foreign Accent. International Journal of Bilingual Education and Bilingualism v6 n3-4 p283-95 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Ideology Interaction Intercultural Communication Multilingualism Hornberger, Nancy H. Journal Articles Reports - Research ISSN-1367-0050 English Provides an afterword to this special issue of the journal on multilingual classroom ideologies, which focuses on interrelationships, interaction, and ideology. (Author/VWL) EJ678793 Afterword: Ecology and Ideology in Multilingual Classrooms. International Journal of Bilingual Education and Bilingualism v6 n3-4 p296-302 2003 2003-00-00 T 2004 7/11/2004 11:59:11 CIJJUN2004 Special issue: Multilingual Classroom Ecologies: Inter-relationships, Interactions and Ideologies.

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No Case Studies Editing Editors English (Second Language) Research Reports Revision (Written Composition) Scholarly Journals Second Languages Writing (Composition) Writing for Publication Burrough-Boenisch, Joy Journal Articles Reports - Research ISSN-1060-3743 English Presents a comprehensive picture of the shapers of a published nonnative speaker research article by including the language professionals and indicating how they fit into the pre-publication processing of a text. (Author/VWL) EJ678794 Shapers of Published NNS Research Articles. Journal of Second Language Writing v12 n3 p223-43 Aug 2003 2003-00-00 T 2004 7/11/2004 11:59:11 CIJJUN2004

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No Academic Discourse College Students English (Second Language) Higher Education Persuasive Discourse Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Helms-Park, Rena Stapleton, Paul Journal Articles Reports - Research ISSN-1060-3743 English Contends second language literature yields little empirical evidence of a relationship between the features associated with first language voice and quality of academic writing. Writing samples requiring learners to argue in favor of or against an aspect of Canada's immigration policy were elicited from 63 students in a writing-intensive first-year course. Results suggest there may not be a connection between the linguistic and rhetorical devices commonly associated with individualized voice. (Author/VWL) EJ678795 Questioning the Importance of Individualized Voice in Undergraduate L2 Argumentative Writing: An Empirical Study with Pedagogical Implications. Journal of Second Language Writing v12 n3 p245-65 Aug 2003 2003-00-00 T 2004 7/11/2004 11:59:11 CIJJUN2004

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No English (Second Language) Error Correction Feedback Grammar Language Fluency Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Chandler, Jean Journal Articles Reports - Research ISSN-1060-3743 English Uses experimental and control group data to show that students' correction of grammatical and lexical error between assignments reduces such error in subsequent writing over he semester without reducing fluency or quality. Further examines how error correction should be done. (Author/VWL) EJ678796 The Efficacy of Various Kinds of Error Feedback for Improvement in the Accuracy and Fluency of L2 Students Writing. Journal of Second Language Writing v12 n3 p267-96 Aug 2003 2003-00-00 T 2004 7/11/2004 11:59:12 CIJJUN2004

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No Annotated Bibliographies Second Language Instruction Second Language Learning Writing (Composition) Writing Instruction Silva, Tony Kapper, Jessie L. Journal Articles Reference Materials - Bibliographies ISSN-1060-3743 English Presents a selected annotated bibliography of recent scholarship in second language writing. (Author/VWL) EJ678797 Selected Bibliography of Recent Scholarship in Second Language Writing. Journal of Second Language Writing v12 n3 p297-307 Aug 2003 2003-00-00 T 2004 7/11/2004 11:59:12 CIJJUN2004

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No Higher Education Problem Based Learning Teacher Student Relationship Knowlton, Dave S. Journal Articles Reports - Descriptive ISSN-0271-0633 English Asserts that the processes of becoming educated and developing problem-solving skills are parallel and related. The article further asserts that professors must engage students in problem-based learning because to ignore problem-solving skills is to undermine the academy's responsibility to develop educated individuals. (SWM) EJ678798 Preparing Students for Educated Living: Virtues of Problem-Based Learning across the Higher Education Curriculum. New Directions for Teaching and Learning n95 p5-12 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:12 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Curriculum Design Higher Education Problem Based Learning Hung, Woei Bailey, Jessica Harpole Jonassen, David H. Journal Articles Reports - Descriptive Higher Order Learning ISSN-0271-0633 English Suggests that as professors contemplate designing and implementing problem-based learning, they are likely to encounter many obstacles that may persuade them to abandon their efforts. To help alleviate these problems, this article provides insights into how professors overcome these obstacles. (SWM) EJ678799 Exploring the Tensions of Problem-Based Learning: Insights from Research. New Directions for Teaching and Learning n95 p13-23 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Higher Education Problem Based Learning Weiss, Renee E. Journal Articles Reports - Descriptive ISSN-0271-0633 English Suggests that the design of a Agood@ problem is imperative if problem-based learning is to be educationally productive. The article further suggests that in designing a good problem, professors should consider their problem around numerous characteristics that will likely promote critical thinking among students. (SWM) EJ678800 Designing Problems To Promote Higher-Order Thinking. New Directions for Teaching and Learning n95 p25-31 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:13 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Computer Uses in Education Curriculum Design Higher Education Problem Based Learning Lowther, Deborah L. Morrison, Gary R. Journal Articles Reports - Descriptive ISSN-0271-0633 English Asserts that within the context of problem-based learning environments, professors can encourage students to use computers as problem-solving tools. The ten-step Integrating Technology for InQuiry (NteQ) model guides professors through the process of integrating computers into problem-based learning activities. (SWM) EJ678801 Integrating Computers into the Problem-Solving Process. New Directions for Teaching and Learning n95 p33-38 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:13 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Higher Education Problem Based Learning Student Participation Teacher Student Relationship Nelson, Wayne A. Guides - Non-Classroom Journal Articles ISSN-0271-0633 English Using the metaphor of "design studios," this article offers an example of how a professor implemented a problem-solving-through-design model. Based on this example, professors can redistribute resources and reconsider the role of both students and professors to support "design" as a method of problem solving. (SWM) EJ678802 Problem Solving through Design. New Directions for Teaching and Learning n95 p39-44 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:13 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Curriculum Development Higher Education Problem Based Learning Sharp, David C. Journal Articles Reports - Descriptive ISSN-0271-0633 English Asserts that attempting to use problem-based learning for the first time can be daunting and unsettling for many professors. The article further asserts that these professors may benefit from the experiences of a professor as he tackeled the issues of designing and implementing problem-based learning. (SWM) EJ678803 Problem-Based Learning in an MBA Economics Course: Confessions of a First-Time User. New Directions for Teaching and Learning n95 p45-51 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:13 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Curriculum Design Heuristics Higher Education Problem Based Learning Abel, Charles F. Journal Articles Reports - Descriptive ISSN-0271-0633 English Defines heuristics as cognitive "rules of thumb" that can help problem solvers work more efficiently and effectively. Professors can use a heuristic model of problem solving to guide students in all disciplines through the steps of problem-solving. (SWM) EJ678804 Heuristics and Problem Solving. New Directions for Teaching and Learning n95 p53-58 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:14 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Group Experience Higher Education Peer Teaching Problem Based Learning Speck, Bruce W. Journal Articles Reports - Descriptive ISSN-0271-0633 English Suggests that facilitating effective collaboration among students requires more than urging students to work together well. This article further suggests that professors should carefully consider their method of forming groups and their process of training students to work effectively within groups. (SWM) EJ678805 Fostering Collaboration among Students in Problem-Based Learning. New Directions for Teaching and Learning n95 p59-65 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:14 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Field Instruction Higher Education Problem Based Learning Beckett, Julia Grant, Nancy K. Journal Articles Reports - Descriptive ISSN-0271-0633 English Suggests that when students are working in the field, the problems that they face are no longer limited by the artificiality of classrooms. This article also asserts that problems in the field are often large and ill-structured and that professors should have a repertoire of strategies for helping students analyzing and solving problems. (SWM) EJ678806 Guiding Students toward Solutions in Field Experiences. New Directions for Teaching and Learning n95 p67-72 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:14 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Critical Thinking Higher Education Problem Based Learning Student Participation Hacker, Douglas J. Dunlosky, John Guides - Non-Classroom Journal Articles ISSN-0271-0633 English Suggests that professors may want to help students think carefully about their own thinking. This article offers a practical approach that professors can use to help individual students and students within classrooms think metacognitively about their problem-solving efforts. (SWM) EJ678807 Not All Metacognition Is Created Equal. New Directions for Teaching and Learning n95 p73-79 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:15 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Higher Education Peer Evaluation Problem Based Learning Self Evaluation (Groups) Anderson, Rebecca S. Puckett, Jane B. Journal Articles Reports - Descriptive ISSN-0271-0633 English Presents assessment methods for professors implementing problem-based learning in their classrooms. Included methods are a self- and peer-assessment models as well as rubrics for designing assessment methods. (SWM) EJ678808 Asessing Student's Problem-Solving Assignments. New Directions for Teaching and Learning n95 p81-87 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:15 CIJJUN2004 Theme issue: "Problem-Based Learning in the Information Age."

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No Elementary Secondary Education Higher Education Service Learning Student Participation Gelmon, Sherril B. Journal Articles Reports - Descriptive Professional Ethics English This introduction provides a summary of the various articles presented in this issue that pertain to current issues and lessons learned from service learning practices. This article also addresses many of the criticisms of service learning. This article also suggests further areas of research that need to be addressed. (SWM) EJ678809 Learning from Service-Learning. Metropolitan Universities: An International Forum v14 n3 p3-13 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Service Learning Brodsky, Ruth M. Journal Articles Reports - Descriptive Maryland Secretarys Comm on Achieving Necessary Skills Maryland English Describes the relationship between structured service-learning, through Maryland's replication models, and the attainment of employable skills for adolescents. Employable skills were measured against competencies from the Secretary's Commission on Achieving Necessary Skills. (SWM) EJ678810 Service-Learning as It Relates to the Attainment of Employability Skills for Adolescents in Maryland. Metropolitan Universities: An International Forum v14 n3 p15-35 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Democratic Values Higher Education Service Learning Student Participation Morgan, William Streb, Matthew J. Journal Articles Reports - Descriptive Civic Values English Asserts that when students participate in service-learning projects in which they ownership, they become more engaged in the classroom and also build an appreciation for civic values. This article also asserts that when service-learning programs give students little ownership in the process it produces negative effects on the student's civic orientations. (SWM) EJ678811 First, Do No Harm: Student Ownership and Service-Learning. Metropolitan Universities: An International Forum v14 n3 p36-52 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Service Learning Student Participation Kerrigan, Seanna Gelmon, Sherrill Spring, Amy Journal Articles Reports - Descriptive Oregon Portland State University OR Oregon English Reports on the multiple perspectives of students, community members, and faculty to document the affect of student participation in service-learning courses. The study examined in this article used a large sample size and multiple qualitative and quantitative methods over several years. The results indicate that service learning affects students across mulitple variables. (SWM) EJ678812 The Community as Classroom: Multiple Perspectives on Student Learning. Metropolitan Universities: An International Forum v14 n3 p53-67 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Program Evaluation Service Learning Special Degree Programs Myers-Lipton, Scott J. Journal Articles Reports - Descriptive California San Jose State University CA California English Explores a service-learning program at a university attempting to develop a service-learning minor. This article examines the effect of the program on students and the university community. The qualitative data were gathered from 25 students over a period from December 2001 to December 2002. The results demonstrate that students in a comprehensive service-learning program became a strong community, developed leadership roles and skills, and increased their understanding of diversity. (SWM) EJ678813 Developing a Service-Learning Minor: Its Impact and Lessons for the Future. Metropolitan Universities: An International Forum v14 n3 p68-83 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Service Learning Student Attitudes Student Participation Daynes, Gary Wygant, Steve Journal Articles Reports - Descriptive Civic Values English Summarizes findings from a study in which students followed a variety of pathways to civic engagement. The findings from the study suggest that while service-learning is not necessarily more effective than other methods in influencing student attitudes about civic life, it does influence the way students think citizens should act in a democracy. (SWM) EJ678814 Service-Learning as a Pathway to Civic Engagement: A Comparative Study. Metropolitan Universities: An International Forum v14 n3 p84-96 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Program Evaluation Service Learning Root, Susan Eyler, Janet Gilles, Dwight Journal Articles Reports - Descriptive English Examines the effects of the Bonner Scholars Program, a stipended college service program, that focuses on the development of community service ethics. Discusses the results of the study on the program's effectiveness for 265 students from 9 colleges and universities in the midwest and south. (SWM) EJ678815 The Bonners Scholars Program: A Study of the Impact of Stipends on Indicators of a Community Service Ethic. Metropolitan Universities: An International Forum v14 n3 p97-110 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:59:17 CIJJUN2004

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No Higher Education Service Learning Rich, Barbara Journal Articles Reports - Descriptive Research Ethics English Structured around the topics that guide ethical research pertaining to service-learning pedagogy, this article raises questions and concerns, and give specific examples. Asserts that given the potential for harm and the power differentials that exist in the service-learning arena, universities have an ethical responsibility to carefully consider ethical issues and to establish sufficient oversight of service-learning courses. (SWM) EJ678816 Ethical Issues and Questions for Service-Learning Faculty and Administrators in Urban Universities. Metropolitan Universities: An International Forum v14 n3 p111-121 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Higher Education Service Learning Urban Areas Habiby, Anne Journal Articles Reports - Descriptive English Asserts that urban colleges and universities are untapped economic engines for revitalizing urban neighborhoods. The Initiative for a Competitive Inner City has studied the economics of the U.S.'s urban communities for approximately a decade. The findings of the study reveal that inner cities have economic potential that universities can utilize with minor adjustments in purchasing, hiring, delivering technical expertise, and investment patterns. (SWM) EJ678817 Understanding the Competitive Advantages of Inner City Economics. Special Feature: A Preview of the 2003 CUMU Conference. Metropolitan Universities: An International Forum v14 n3 p122-134 Sep 2003 2003-00-00 N/A 2004 7/11/2004 11:59:17 CIJJUN2004

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No Catholic Schools Computer Uses in Education Foreign Countries Globalization Higher Education Internet Hayes, Alcie B. Journal Articles Reports - Descriptive Canada Mexico Canada Mexico English Discusses the affects of globalization in the economic sphere and on higher education. The article asserts that educators need to assure access, quality control, and an educational focus on "the human person as a child of God, a member of a community, and a citizen of the planet." (SWM) EJ678818 Globalization and Catholic Education: From the Perspective of North America. Current Issues in Catholic Higher Education v23 n1 p27-35 Win 2003 2003-00-00 T 2004 2016-11-21

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No Catholic Schools Higher Education School Community Relationship Homan, Sharon M. Domahidy, Mary R. Gilsinan, James F. Brennan, Donald G. Flick, Mary J. Schonhoff, Rita M. Homan, Kenneth B. Behrman, Gary Journal Articles Reports - Descriptive Missouri Saint Louis University MO Jesuits Missouri English Discusses the role of the laity in graduate education at a Catholic Jesuit university. (SWM) EJ678819 Formation for Love and Justice in Graduate School and Professional Education. Current Issues in Catholic Higher Education v23 n1 p55-71 Win 2003 2003-00-00 T 2004 2016-11-21

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No Catholic Schools Higher Education Student Participation Estanek, Sandra M. Journal Articles Reports - Descriptive English Discusses ways to improve communication between student affairs professional and administrators at Catholic universities. (SWM) EJ678820 Who Are Our Students and How Do We Engage Them? Current Issues in Catholic Higher Education v23 n1 p91-99 Win 2003 2003-00-00 T 2004 7/11/2004 11:59:18 CIJJUN2004

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No Comparative Analysis Educational Improvement Foreign Countries Higher Education Yonezawa, Akiyoshi Journal Articles Reports - Descriptive Japan Japan ISSN-1013-851X English Discusses the qualities of "world-class" universities and the measures that governments and academia implemented to create them. The article suggests way in which Japan can elevate its universities to "world-class" status. (SWM) EJ678821 Making "World-Class Universities": Japan's Experiment. Higher Education Management and Policy v15 n2 p9-23 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Policy Foreign Countries Higher Education Kleeman, John Journal Articles Reports - Research Australia Performance Based Funding Australia ISSN-1013-851X English Discusses the manner in which governmental funding for research in universities can come at the expense for teaching resources. Asserts that coursework teaching is essential to a university mission and is essential for research activities. Presents a new funding framework that bolster both research and teaching. (SWM) EJ678822 Steerage of Research in Universities by National Policy Instruments. Higher Education Management and Policy v15 n2 p25-41 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Program Evaluation Resource Allocation Hare, Paul G. Journal Articles Reports - Descriptive United Kingdom United Kingdom ISSN-1013-851X English Discusses the United Kingdom's Research Assessment Exercises (RAE) affect institutional grants for university-based research projects. Explains the RAE system, discussing its advantages and disadvantages, outlines a framework within which it can be analyzed, and examines some of the available evidence about the impact of the RAE. (SWM) EJ678823 The United Kingdom's Research Assessment Exercise: Impact on Institutions, Departments, Individuals. Higher Education Management and Policy v15 n2 p43-62 2003 2003-00-00 T 2004 2016-11-21

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No Accreditation (Institutions) Foreign Countries Graduate Study Higher Education National Standards Undergraduate Study Federkeil, Gero Journal Articles Reports - Descriptive Germany Quality Assurance Germany ISSN-1013-851X English Explains that unlike other European nations, Germany has no national policy regime of quality assurance in higher education. Further explains that the only nation-wide instruments of comparison of higher education are rankings that are carried out by private institutions. The implications of this lack of a national policy regime are discussed with respect to both national policies of quality assurance and rankings. (SWM) EJ678824 The Lack of a National Policy Regime of Quality Assurance in Germany--Implications and Alternatives. Higher Education Management and Policy v15 n2 p63-71 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Foreign Countries Higher Education Research Needs Vidal, Javier Mora, Jose-Gines Journal Articles Reports - Evaluative Spain Spain ISSN-1013-851X English Analyzes on a national, regional, and institutional level the evaluation systems used to assess teaching and research activities at Spanish universities. Also examines ways in which evaluation systems orient to promote research activities to the detriment of teaching activities. (SWM) EJ678825 Evaluating Teaching and Research Activities--Finding the Right Balance. Higher Education Management and Policy v15 n2 p73-81 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Institutional Characteristics Technical Institutes Codling, Andrew Meek, Lynn V. Journal Articles Reports - Descriptive Institutional History New Zealand Deregulation New Zealand ISSN-1013-851X English Through a brief historical review and the analysis of institutional mission and values statements, and published performance indicators, this article explores and illustrates different perspectives of diversity among New Zealand higher education institutions that have converged since 1990. (SWM) EJ678826 The Impact of the State on Institutional Differentiation in New Zealand. Higher Education Management and Policy v15 n2 p83-98 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Globalization Governance Higher Education Public Policy Kitagawa, Fumi Journal Articles Reports - Descriptive European Community United Kingdom United Kingdom ISSN-1013-851X English Examines the new mechanisms of accountability and incentives for higher education institutions (HEIs) that are emerging at regional level in relation to the development of knowledge-based economies and new structures of governance. Analyzes new higher education policies of a particular region in the United Kingdom and the influence of multiple levels of public policy instruments in the United Kingdom and the European community. (SWM) EJ678827 New Mechanisms of Incentives and Accountability for Higher Education Institutions: Linking the Regional, National and Global Dimensions. Higher Education Management and Policy v15 n2 p99-116 2003 2003-00-00 T 2004 2016-11-23

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No Foreign Countries Government School Relationship Higher Education Huisman, Jeroen Van Heffen, Oscar Journal Articles Performance Based Funding Netherlands Netherlands ISSN-1013-851X English Since the early 1990s, Dutch government and representative of employers' organizations have urged the higher professional education (HBO) sector to restructure the supply of the programs in the sub-sectors of HBO. The sub-sectors were pressured to cut back the number of study program to increase the efficiency of the supply. (SWM) EJ678828 A Power Perspective on Programme Reduction. Higher Education Management and Policy v15 n2 p117-133 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Mignot-Gerard, Stephanie Book/Product Reviews Journal Articles Collegial Governance Structures Educational Leadership France France ISSN-1013-851X English This paper is a critical review of the Anglo-Saxon literature since the 1960s on university leadership and governance. The critique draws on empirical work on operating procedures and governance in French universities. The intention is to show that the issue of university leadership has been analyzed using a too personalized, disembodied, or normative approach, and that the analysis of university governance has been too piecemeal. (SWM) EJ678829 "Leadership" and "Governance" in the Analysis of University Organisations: Two Concepts in Need of De-construction. Higher Education Management and Policy v15 n2 p135-163 2003 2003-00-00 T 2004 2016-11-21

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No Education Work Relationship Foreign Countries Higher Education Knight, Peter T. Yorke, Mantze Journal Articles Reports - Descriptive United Kingdom Employability Development United Kingdom ISSN-1356-2517 English Reviews some current responses to the pressure higher education institutions in the United Kingdom have received from the private sector concerning learning outcomes that employers value. This article asserts that many of these responses are inadequate and analyzes the concept of employability. The article also claims that employability leads to complex learning. (SWM) EJ678830 Employability and Good Learning in Higher Education. Teaching in Higher Education v8 n1 p3-16 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Second Language Learning Student Participation Teacher Role Chan, Victoria Journal Articles Reports - Descriptive Hong Kong Hong Kong Polytechnic University Hong Kong ISSN-1356-2517 English Reports on a large-scale study on learner autonomy in language learning carried out with students and English teachers at the Hong Kong Polytechnic University. Examines the teachers' views of their roles and responsibilities, their assessment of their students'decision-making abilities and the autonomous language learning activities that they have encouraged their student to take up. (SWM) EJ678831 Autonomous Language Learning: The Teachers' Perspectives. Teaching in Higher Education v8 n1 p33-54 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Engineering College Students Higher Education Student Surveys Time Management Case, Jennifer Gunstone, Richard Journal Articles Reports - Descriptive ISSN-1356-2517 English Supports Paul Ramsden's "call" to look beyond students' approaches to learning towards their perceptions of the educational context. The article, however, refutes Ramsden's suggestions for an analysis of student perceptions as being somewhat limited and present a method that is more qualitatively and linguistically grounded. This method was used to analyze students' perceptions of time in a second year chemical engineering course. (SWM) EJ678832 Going Deeper than Deep and Surface Approaches: A Study of Students' Perceptions of Time. Teaching in Higher Education v8 n1 p55-69 Jan 2003 2003-00-00 T 2004 7/11/2004 11:59:22 CIJJUN2004

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No Computer Science Education Higher Education Clark, Martyn Journal Articles Reports - Descriptive Science Technology Relationship ISSN-1356-2517 English Examines the debate concerning the teaching of Computer Science as either a mathematics or engineering course. Suggest some reasons for the difference of opinion and highlight the implications for what students might learn about the disciplinary context. (SWM) EJ678833 Computer Science: A Hard-Applied Discipline? Teaching in Higher Education v8 n1 p71-87 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Design Higher Education Second Language Learning Dlaska, Andrea Journal Articles Reports - Descriptive ISSN-1356-2517 English Proposes a content-oriented approach to teaching foreign languages in institution-wide language programs. Asserts that a separation of content and language in a skills-based model of teaching non-specialist language learners is neither university-adequate nor in the interest of successful language learning. The article further proposes that general language modules should be based on a coherent, university-specific subject focus. (SWM) EJ678834 Language Learning in the University: Creating Content and Community in Non-Specialist Programmes. Teaching in Higher Education v8 n1 p103-116 Jan 2003 2003-00-00 T 2004 7/11/2004 11:59:22 CIJJUN2004

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No Elementary Secondary Education Essays Feminist Criticism Higher Education Writing Instruction Andrews, Richard Journal Articles Reports - Evaluative Dialogic Communication ISSN-1356-2517 English Asserts that the essay has been called the "default genre" in high school and university education. This article examines the nature, history, and function of the essay in this role, including feminist critiques of the genre. It explores the dialogic or multi-voiced character of most academic essays and suggests that it is through dialogic structuring that new forms of academic writing might be generated. (SWM) EJ678835 The End of the Essay? Teaching in Higher Education v8 n1 p117-128 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Ethical Instruction Higher Education Theory Practice Relationship Maxwell, Nicholas Journal Articles Opinion Papers ISSN-1356-2517 English Asserts that two great problems of learning confront humanity: (1) learning about the universe and (2) learning how to live wisely. The article further asserts that the first problem was solved with the creation of modern science, but the second problem has not yet been solved. The article suggests that to solve the second problem we need to learn from humanity's solution to the first problem. (SWM) EJ678836 Two Great Problems of Learning. Points for Debate. Teaching in Higher Education v8 n1 p129-140 Jan 2003 2003-00-00 T 2004 7/11/2004 11:59:23 CIJJUN2004

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No Academic Standards Educational Change Educational Quality Foreign Countries Globalization Higher Education Social Change Kozminski, Andrzej Journal Articles Speeches/Meeting Papers Europe (Central) Europe (East) Europe ISSN-0379-7724 English Argues that higher education is essential for the facilitation of globalization, pointing out that in the Eastern and Central European transition countries, higher education has been a main engine of transition. Asserts that it too must adapt to change, such as the rigors of a market economy that require it to be accessible to all and financed from various sources, and government promotion of centers of excellence. (EV) EJ678837 The Role of Higher Education in Societies in Transition within the Globalized Environment: Solid Academic Credentials and the Challenges of Building up an Institutional Image. Higher Education in Europe v27 n4 p365-71 2002 2002-00-00 T 2004 2016-11-21

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No Educational Change Educational Quality Foreign Countries Higher Education Universities Yonezawa, Akiyoshi Nakatsui, Izumi Kobayashi, Tetsuo Journal Articles Speeches/Meeting Papers Japan Ranking Japan ISSN-0379-7724 English Traces the development of university rankings in Japan and explains the link between rankings and the mature, but drastically changing, Japanese higher education market. (EV) EJ678838 University Rankings in Japan. Higher Education in Europe v27 n4 p373-82 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Criteria Foreign Countries Higher Education Jobbins, David Journal Articles Speeches/Meeting Papers London Times Higher Education Supplement Ranking United Kingdom Great Britain United Kingdom United Kingdom (Great Britain) ISSN-0379-7724 English Describes how "The Times" and "The Times Higher Education Supplement" use publicly available and verifiable data to publish university league tables as an aid to the application process for young people seeking the most appropriate course programs and institutions. (EV) EJ678839 "The Times/The Times Higher Education Supplement"--League Tables in Britain: An Insider's View. Higher Education in Europe v27 n4 p383-88 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Criteria Foreign Countries Higher Education Federkeil, Gero Journal Articles Speeches/Meeting Papers Germany Ranking Germany ISSN-0379-7724 English Describes and discusses the approach of the Center for Higher Education Development (CHE) ranking of German universities. (EV) EJ678840 Some Aspects of Ranking Methodology--The CHE-Ranking of German Universities. Higher Education in Europe v27 n4 p389-97 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Criteria Foreign Countries Higher Education Private Colleges Public Colleges Siwinski, Waldemar Journal Articles Speeches/Meeting Papers Poland Ranking Poland ISSN-0379-7724 English Describes how "Perspektywy," a major educational publication house in Warsaw, Poland, ranks Polish public and private secondary schools and higher education institutions. (EV) EJ678841 "Perspektywy"--Ten Years of Rankings. Higher Education in Europe v27 n4 p399-406 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Criteria Evaluation Problems Foreign Countries Higher Education Filinov, Nikolay B. Ruchkina, Svetlana Journal Articles Speeches/Meeting Papers Ranking Russia Russia ISSN-0379-7724 English The ranking of higher education institutions in Russia is examined from two points of view: as a social phenomenon and as a multi-criteria decision-making problem. The first point of view introduces the idea of interested and involved parties; the second introduces certain principles on which a rational ranking methodology should be based. (Author/EV) EJ678842 The Ranking of Higher Education Institutions in Russia: Some Methodological Problems. Higher Education in Europe v27 n4 p407-21 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Criteria Evaluation Problems Foreign Countries Higher Education Eccles, Charles Journal Articles Speeches/Meeting Papers United Kingdom Ranking United Kingdom ISSN-0379-7724 English Discusses the accuracy (rather than the precision) of university league tables and rankings published by British newspapers, where year-to-year movements in the rankings of institutions are as much artifacts of the data and their manipulation as real changes; in addition, prospective students seem not to be strongly influenced by an institution's annual changes in rank. (EV) EJ678843 The Use of University Rankings in the United Kingdom. Higher Education in Europe v27 n4 p423-32 2002 2002-00-00 T 2004 2016-11-21

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No Educational Quality Evaluation Methods Foreign Countries Higher Education Mergers Private Colleges Public Colleges Woznicki, Jerzy Morawski, Roman Z. Journal Articles Speeches/Meeting Papers Poland Ranking Poland ISSN-0379-7724 English Calls for the convergence of the public and private sectors in Polish higher education, particularly the procedures and institutions for the evaluation and accreditation of higher education institutions. (EV) EJ678844 Public and Private Higher Education Institutions--Joint or Separate Evaluation and Ranking: The Polish Perspective. Higher Education in Europe v27 n4 p461-66 2002 2002-00-00 T 2004 2016-11-21

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No Developing Nations Educational Quality Evaluation Criteria Foreign Countries Higher Education Ledesma, Joaquin Rafael Journal Articles Speeches/Meeting Papers Latin America ISSN-0379-7724 English Explores the diversity of contexts faced by higher education in Latin America, and the measurement of its quality. Describes a proposal designed by the Catholic University of Argentina whereby the indicators used in developed countries are applied. (EV) EJ678845 Latin America: A Different Reality. Higher Education in Europe v27 n4 p467-74 2002 2002-00-00 T 2004 2016-11-21

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No College Faculty College Instruction Faculty Development Higher Education Teacher Attitudes Teacher Improvement Akerlind, Gerlese S. Journal Articles Reports - Research Teacher Development ISSN-0307-5079 English Reports the outcomes of a study, undertaken from a phenomenographic perspective, of academics' conceptions of their own growth and development as a university teacher. A range of ways of understanding teaching development emerged, representing in particular a varying focus on development experienced as an increase in: the teacher's comfort with teaching, the teacher's knowledge and skills, and learning outcomes for students. (EV) EJ678846 Growing and Developing as a University Teacher--Variation in Meaning. Studies in Higher Education v28 n4 p375-90 2003 2003-00-00 T 2004 2016-11-21

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No College Students Foreign Countries Higher Education Student Attitudes Student Experience Study Abroad Wiers-Jenssen, Jannecke Journal Articles Reports - Research Norway Norway ISSN-0307-5079 English Surveyed the experiences and viewpoints of Norwegian students abroad. They find studying abroad academically advantageous, and they put much emphasis on the social, personal, linguistic, and cultural rewards they acquire in addition to professional skills. Compared to students in Norway, those studying abroad are more satisfied with their educational institution, and they put more effort into their studies. (EV) EJ678847 Norwegian Students Abroad: Experiences of Students from a Linguistically and Geographically Peripheral European Country. Studies in Higher Education v28 n4 p391-411 2003 2003-00-00 T 2004 2016-11-21

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No Assistantships Education Work Relationship Employment Foreign Countries Higher Education Literature Reviews Research Johnston, Brenda Journal Articles Reports - Evaluative United Kingdom United Kingdom ISSN-0307-5079 English Offers a critical evaluation of research in the field of graduate employment in the United Kingdom. Probes the shape of the graduate employment literature and queries some taken-for-granted norms in the field. Explores issues such as the forces shaping research in the field, the foci of the research, and the scholarly and methodological limitations of the research. (EV) EJ678848 The Shape of Research in the Field of Higher Education and Graduate Employment: Some Issues. Studies in Higher Education v28 n4 p413-26 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Change Strategies College Instruction Educational Change Educational Strategies Foreign Countries Higher Education Politics of Education Newton, Jethro Journal Articles Reports - Research Change Management Great Britain United Kingdom (Great Britain) ISSN-0307-5079 English This institutional case study of the implementation of a new "learning and teaching strategy" at a British college explores how strategy and policy are responded to by academic managers, front-line academic staff, and students. A range of factors, which may undermine successful policy implementation is identified. An assessment is made of how tensions in the policy process may be managed, and a number of lessons are drawn for management practice. (EV) EJ678849 Implementing an Institution-Wide Learning and Teaching Strategy: Lessons in Managing Change. Studies in Higher Education v28 n4 p427-41 2003 2003-00-00 T 2004 2016-11-21

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No Biological Sciences College Students Ethical Instruction Ethics Foreign Countries Higher Education Moral Development Sex Differences Student Development Clarkeburn, Henriikka M. Downie, J. Roger Gray, Craig Matthew, Robert G. S. Journal Articles Reports - Research Perry Scheme of Intellectual Ethical Development ISSN-0307-5079 English A meta-ethical questionnaire based on Perry's model was devised and implemented together with an ethics education program at the Institute of Biomedical and Life Sciences at the University of Glasgow. Results indicated that students' meta-ethical development is a natural process in young adulthood, though male students progressed later than female students. (EV) EJ678850 Measuring Ethical Development in Life Sciences Students: A Study Using Perry's Developmental Model. Studies in Higher Education v28 n4 p443-56 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques College Instruction Comparative Analysis Computer Mediated Communication Computer Uses in Education Discussion (Teaching Technique) Engineering Education Foreign Countries Higher Education Instructional Effectiveness Large Group Instruction Peer Teaching Nicol, David J. Boyle, James T. Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0307-5079 English Classroom communication system (CCS) technology makes it easier to give students immediate feedback on concept tests and to manage peer and class discussions in large classes. This study compared the effects of two different CCS discussion sequences on students' experiences of learning engineering. The results demonstrated that the type of dialogue and the discussion sequence have important effects on learning. (EV) EJ678851 Peer Instruction versus Class-Wide Discussion in Large Classes: A Comparison of Two Interaction Methods in the Wired Classroom. Studies in Higher Education v28 n4 p457-73 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Age College Graduates Foreign Countries Higher Education Intellectual Disciplines Majors (Students) Predictor Variables Sex Richardson, John T. E. Woodley, Alan Journal Articles Reports - Research United Kingdom United Kingdom ISSN-0307-5079 English Investigated predictors of attainment in British students awarded first degrees. Those aged under 21 or between 26 and 50 at graduation were more likely to obtain good degrees (with first-class or upper second-class honors), but the pattern of age-related variation was different across different subjects of study. Overall, women were more likely to obtain good degrees than men. (EV) EJ678852 Another Look at the Role of Age, Gender and Subject as Predictors of Academic Attainment in Higher Education. Studies in Higher Education v28 n4 p475-93 2003 2003-00-00 T 2004 2016-11-21

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No African Studies Black Studies College Faculty Departments Educational Change Higher Education Roach, Ronald Journal Articles Reports - Descriptive Harvard University MA ISSN-0742-0277 English Describes the recent expansion of Harvard University's Afro-American Studies department into the African and African American Studies department. Provides brief profiles of departmental faculty. (EV) EJ678853 Harvard's New Chapter in Black Studies. Black Issues in Higher Education v20 n17 p26-31 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Black Colleges Black Community Higher Education Radio Hefner, David Journal Articles Reports - Descriptive Student Operated Radio Stations Fisk University TN ISSN-0742-0277 English Describes how Fisk University's newly restructured radio station joins other Black college stations working to boost their image while serving the campus and community. (EV) EJ678854 Changing Frequency. Black Issues in Higher Education v20 n17 p34-36 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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Yes Educational Change Educational Finance Educational Policy Foreign Countries Government School Relationship Higher Education Politics of Education Student Costs Rosenfeld, Mark Journal Articles Reports - Descriptive Australia Canada Australia Canada ISSN-0818-8068 English Discusses how, like Australia, Canadian higher education has experienced large-scale cuts in government funding, the deregulation of tuition and general cost shifting to students, inability to accommodate increased student demand, faculty "brain drain" and shortages, and an erosion of public policy toward viewing higher education as a business. (EV) EJ678855 Canuck-Do Higher Education. Australian Universities' Review v46 n1 p24-31 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Diversity (Faculty) Faculty Recruitment Higher Education Minority Groups Hamilton, Kendra Journal Articles Reports - Descriptive Southern Illinois University Carbondale California State University Los Angeles Rochester Institute of Technology NY ISSN-0742-0277 English Three institutions (Rochester Institute of Technology, California State University at Los Angeles, and Southern Illinois University at Carbondale) reveal what it takes to find, hire, and retain faculty of color, raising the bar nationwide for recruiting a diverse faculty. (EV) EJ678856 Mission Possible. Black Issues in Higher Education v20 n18 p24-27 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Persistence Black Students College Attendance Dropout Research Higher Education Males Research State Action Roach, Ronald Journal Articles Reports - Descriptive Georgia Georgia ISSN-0742-0277 English Describes how concern about Black male college attendance and retention has become a front and center public policy research priority in Georgia. (EV) EJ678857 Georgia on the Mind. Black Issues in Higher Education v20 n18 p32-35 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No College Attendance Cultural Pluralism Higher Education Minority Groups Outreach Programs Program Effectiveness Student Diversity Student Recruitment Lum, Lydia Journal Articles Reports - Descriptive ISSN-0742-0277 English Describes how outreach and diversity efforts appear to be paying off as some colleges and universities experience record minority student enrollments this fall. (EV) EJ678858 A Welcome Increase. Black Issues in Higher Education v20 n18 p36-37 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:59:29 CIJJUN2004

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No Campus Planning College Freshmen College Housing Dormitories Educational Facilities Design Educational Facilities Planning Higher Education Dagit, Charles Journal Articles Reports - Descriptive Cornell University NY ISSN-0736-0983 English Explains the various steps taken by Cornell University to create a freshmen campus on their north campus. Explores the reasoning and process whereby the plan was developed. Compares the new physical plan to other campuses, and offers planning guidelines for designing new freshmen residence halls and dining facilities. (EV) EJ678859 Cornell's Commitment to Housing for Freshmen. Planning for Higher Education v32 n1 p5-14 Sep-Nov 2003 2003-00-00 T 2004 2016-11-21

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No Cost Estimates Distance Education Higher Education Program Costs Standard Setting Jewett, Frank Henderson, Tom Journal Articles Reports - Descriptive ISSN-0736-0983 English The Technology Costing Methodology (TCM) project developed and validated a generally agreed upon set of principles and practices for the costing of distributed/distance learning (DDL) courses. This article describes the TCM project, illustrates the application of the costing methodology (including capital costs), and concludes with a demonstration of how actual TCM cost data can be interpreted and used to make decisions regarding the best uses of DDL. (EV) EJ678860 The Technology Costing Methodology Project: Collecting and Interpreting Instructional Cost Data. Planning for Higher Education v32 n1 p15-27 Sep-Nov 2003 2003-00-00 T 2004 7/11/2004 11:59:30 CIJJUN2004

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No Accountability Budgeting Funding Formulas Higher Education Public Colleges Resource Allocation State Aid Anderes, Thomas K. Journal Articles Reports - Descriptive Oregon University System ISSN-0736-0983 English The Oregon University System developed a resource allocation model to equitably distribute state funding based on university mission and enrollments by level of instruction. A primary feature is that dollars (general fund and tuition and fees) follow the student to his or her enrolling university and are not redistributed to other programs and universities.(EV) EJ678861 Financing Four-Year Public Higher Education in Oregon: Projecting Funding Need and Establishing an Appropriate Student and State Share of Costs. Planning for Higher Education v32 n1 p28-33 Sep-Nov 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Institutional Mission Organizational Development Technical Institutes Yielder, Jill Codling, Andrew Journal Articles Reports - Descriptive Differentiation ISSN-0736-0983 English Presents the outcomes of research conducted at UNITEC Institute of Technology, New Zealand, that support the development of a new and distinctive "university of technology" within a relatively traditional national higher education system. The first involved a survey of staff opinion on the organizational development aspects of this new kind of institution. The second related to curriculum development and the nature of professional education central to a university of technology. (EV) EJ678862 Being Distinctive in a Traditional Higher Education System: A New Zealand Experience. Planning for Higher Education v32 n1 p34-43 Sep-Nov 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education International Trade McBurnie, Grant Ziguras, Christopher Journal Articles Reports - Descriptive World Trade Organization Australia General Agreement on Trade in Services Australia General Agreement on Trade in Services ISSN-0004-9441 English Describes Australia's role in promoting educational trade liberalization through the World Trade Organization's (WTO) General Agreement on Trade in Services. The Australian government is pursuing a diversified approach to educational trade promotion, which includes building confidence in international quality assurance mechanisms and demonstrating the benefits of trade-driven internationalization to importing countries. (EV) EJ678863 Remaking the World in Our Own Image: Australia's Efforts To Liberalise Trade in Education Services. Australian Journal of Education v47 n3 p217-34 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Culture Conflict Family School Relationship Foreign Countries Postsecondary Education Vocational Education Working Class Connell, R. W. Journal Articles Reports - Research Australia Australia ISSN-0004-9441 English Examined the troubled relation of working-class families to education systems within the context of an Australian reform intended to make upper-secondary education more inclusive, especially through expanded vocational education. Found that families were generally more concerned with their children achieving the new labor market minimum qualification than pursuing meritocratic projects. (EV) EJ678864 Working-Class Families and the New Secondary Education. Australian Journal of Education v47 n3 p235-50 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Equal Education Foreign Countries Public Education Public Schools School Role McInerney, Peter Journal Articles Reports - Research Australia Social Justice Australia ISSN-0004-9441 English Draws on a recently completed ethnographic study of an Australian school to present an argument for a renewed commitment to social justice in and through public schooling. Although acknowledging the importance of locally conceived responses to educational disadvantage, warns against the dangers of "romantic localism" and highlights the need for collective action across the public education system and broader community. (EV) EJ678865 Renegotiating Schooling for Social Justice in an Age of Marketisation. Australian Journal of Education v47 n3 p251-64 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Government School Relationship Politics of Education School Administration School Supervision Teacher Attitudes Teaching Conditions Smyth, John Journal Articles Reports - Research Australia Australia ISSN-0004-9441 English Examined the impact of local school management on teachers' work. Drawing on the narrative biography of a single Australian high school teacher as part of a larger multi-sited ethnography, revealed the level of policy incoherence to be such that most of the worst excesses of accountability and marketization accompanying local school management were minimized. (EV) EJ678866 A High School Teacher's Experience of Local School Management: A Case of the "System Behaving Badly towards Teachers." Australian Journal of Education v47 n3 p265-82 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Culturally Relevant Education Culture Conflict English (Second Language) Foreign Countries Higher Education Second Language Instruction Student Centered Curriculum Chowdhury, Md. Raqibuddin Journal Articles Reports - Research Bangladesh Communicative Approach Bangladesh ISSN-0004-9441 English Examined the implementation of communicative language teaching (CLT) in Bangladesh in general and at the University of Dhaka in particular. One paradox faced by English as a Foreign Language teachers was that of an essentially learner-centered curriculum in a tradition where the centrality of the teacher is the culturally and socially sanctioned basis of teaching. (EV) EJ678867 International TESOL Training and EFL Contexts: The Cultural Disillusionment Factor. Australian Journal of Education v47 n3 p283-302 Nov 2003 2003-00-00 T 2004 2016-11-21

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No College Admission College Applicants College Choice College Entrance Examinations Educational Quality Higher Education Selective Colleges Test Bias Fallows, James Ganeshananthan, V. V. Confessore, Nicholas Peck, Don Mathews, Jay Journal Articles Reports - Evaluative Ranking English This special section, to be an annual fall feature, examines the college admissions system as it is meant to work, and its current realities and their implications for students, parents, and colleges. Articles are "Admissions Trends: The New College Chaos,"; "Safety Net: The Late-Decision Program,"; "Rankings: What Makes a College Good?,"; "The Selectivity Illusion,"; and "Testing Standards: The Bias Question." (EV) EJ678868 Our First Annual College-Admissions Survey. Atlantic Monthly v292 n4 p104-40 Nov 2003 2003-00-00 Atlantic Monthly, 77 North Washington St., Boston, MA 02114. Tel: 617-854-7700. N/A 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Salmi, Jamil Journal Articles Speeches/Meeting Papers Information Society ISSN-0379-7724 English The principal set of challenges facing tertiary education today is that set which links it to the construction of knowledge societies. Governments, the private sector, and the World Bank have specific tasks to perform in meeting these challenges. Countries--depending upon whether or not they are transition economies, low-income countries, or small states--will select varying strategic options. (Author) EJ678869 Constructing Knowledge Societies: New Challenges for Tertiary Education. Higher Education in Europe v28 n1 p65-69 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education School Business Relationship Reinhartsen, C. J. Journal Articles Speeches/Meeting Papers Information Society ISSN-0379-7724 English Argues strongly in favor of university-business partnerships. Asserts that the academic world must facilitate the relationship and keep current with developments in business and global environments as well as in the disciplines. It must also deal with the paradoxes of being accountable by doing things that cannot be counted, of being traditional in a changing environment, and of being an agent of change in traditional environments. (EV) EJ678870 Higher Education--A Factor in the Founding of Knowledge Societies--Views of Partners and Stakeholders: Economic Partners. Higher Education in Europe v28 n1 p71-73 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Student Attitudes Vukasovic, Martina Journal Articles Speeches/Meeting Papers Information Society ISSN-0379-7724 English The chairperson of ESIB--the National Union of Students in Europe, a student union umbrella organization--briefly traces the origins of her organization and argues vigorously for strong government support for well-developed and diverse tertiary education systems. These must be broadly engaged both in their respective societies and internationally so as to prepare civil society for participation in so-called knowledge-based society. (EV) EJ678871 Student Perspectives on Higher Education as a Factor in the Founding of Knowledge Societies. Higher Education in Europe v28 n1 p75-78 2003 2003-00-00 T 2004 2016-11-21

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No Catholic Schools Church Related Colleges College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Thivierge, Guy-Real Journal Articles Speeches/Meeting Papers ISSN-0379-7724 English The position and role of Catholic higher education in the ongoing globalization of higher education are discussed. Presents arguments in favor of the participation of Catholic universities in the processes of globalization while, at the same time, remaining true to their basic Christian values; the axis of this participation should be serving "as the voice of those who have no voice." (EV) EJ678872 Globalization and Catholic Higher Education: A Dialogue for Harnessing the Impact of Globalization. Higher Education in Europe v28 n1 p79-82 2003 2003-00-00 T 2004 7/11/2004 11:59:33 CIJJUN2004 Theme issue of papers presented at the Jubilee International Conference on Higher Education in the Twenty-First Century: Its Role and Contribution to Our Common Advancement (30th, Bucharest, Romania, September 6-8, 2002).

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Van Ginkel, Hans Journal Articles Speeches/Meeting Papers Europe Information Society ISSN-0379-7724 English Asserts that the principal driving forces changing higher education are the development of knowledge societies and economies, the all-pervasiveness of information technologies, globalization, and the debate on the public or private nature of higher education. Suggests that these forces generate a myriad of responses that, while defying the elaboration of blueprints, call for constant change and diversity. (EV) EJ678873 The University of the Twenty-First Century: From Blueprint to Reality. Higher Education in Europe v28 n1 p83-85 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Futures (of Society) Higher Education Moses, Ingrid Journal Articles Speeches/Meeting Papers University of New England (Australia) ISSN-0379-7724 English Universities operate in local, regional, national, and international contexts and need to acknowledge political realities, community expectations, and their own espoused values. Written from the perspective of a vice-chancellor, looks at the University of New England in Australia as a case study. Is informed by the author's position as president of the International Association of University Presidents and argues for living values in a regional and international context. (Author/EV) EJ678874 The University--A Permanent Factor in the Development and the Advancement of Society: Views from Institutions of Higher Education and Academic Organizations. Higher Education in Europe v28 n1 p87-91 2003 2003-00-00 T 2004 2016-11-23

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No College Role Educational Change Educational Trends Foreign Countries Higher Education International Educational Exchange Johnson, Marlene Journal Articles Speeches/Meeting Papers Europe ISSN-0379-7724 English Makes a plea for the continuation and expansion of educational international exchange programs. Asserts that the direct and indirect beneficiaries of such programs develop all sorts of cross-cultural insights and skills that make them both valuable world citizens and enlightened citizens of their respective countries. Suggests that the United States can also learn from ongoing European efforts to internationalize higher education. (EV) EJ678875 Higher Education and the Elaboration of Successful Democracies and Economies. Higher Education in Europe v28 n1 p93-95 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Curris, Constantine W. Journal Articles Speeches/Meeting Papers United States United States ISSN-0379-7724 English Asserts that the interaction of twin philosophies in U.S. higher education (commitment to the discovery and furtherance of knowledge, and fulfillment of the needs of the people) has been tempered by public control of higher education through boards of trustees, open admissions for high school graduates, the university in service to the community, and the increasing importance of federally funded research. (EV) EJ678876 Higher Education: The Experience of the United States. Higher Education in Europe v28 n1 p97-98 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Egron-Polak, Eva Journal Articles Speeches/Meeting Papers Europe ISSN-0379-7724 English The newly appointed secretary-general of the International Association of Universities (IAU) reflects on her years of association with UNESCO-CEPES, first as one of its liaison officers and then as a member of its advisory board. Asserts that the Centre has played--and still plays--a key role in East-West cooperation in higher education. Calls for networking and partnership building. (EV) EJ678877 Reminiscences of UNESCO-CEPES and of International Work in Higher Education. Higher Education in Europe v28 n1 p99-102 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Nyborg, Per Journal Articles Speeches/Meeting Papers Council of Europe (France) Europe ISSN-0379-7724 English Chairman of the Steering Committee for Higher Education and Research of the Council of Europe focuses on cooperation between UNESCO-CEPES and the Council of Europe, pointing out that central building blocks of the Bologna Process are results of this cooperation. (EV) EJ678878 Co-operation for Mutual Respect and Recognition in Higher Education. Higher Education in Europe v28 n1 p103-08 2003 2003-00-00 T 2004 2016-11-21

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No College Role Educational Change Educational Trends Foreign Countries Higher Education International Educational Exchange Grothus, Ulrich Journal Articles Speeches/Meeting Papers Germany Germany ISSN-0379-7724 English Discusses the role of the German Academic Exchange Service (DAAD) in the ongoing effort to internationalize German higher education. Describes efforts in Germany such as the introduction of bachelor's and master's degree-level programs and the restructuring of doctoral programs, as well as formation of networks with foreign universities. (EV) EJ678879 The Contribution of International Academic Co-operation and Exchange to the Development and Advancement of Society. Higher Education in Europe v28 n1 p109-11 2003 2003-00-00 T 2004 2016-11-21

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No Access to Education College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Mass Media Nartowski, Andrzej S. Journal Articles Speeches/Meeting Papers ISSN-0379-7724 English Asserts that the commercialization of higher education leads to governance; governance leads to the flow of money; and governance plus money lead to quality. Suggests that it is time to rethink the missions of mass media and higher education in contemporary society and to revise the idea that the right to education is of less importance than the freedom of opinion. (EV) EJ678880 A Tale of Two Industries: Mass Media and Higher Education. Higher Education in Europe v28 n1 p113-21 2003 2003-00-00 T 2004 7/11/2004 11:59:35 CIJJUN2004 Theme issue of papers presented at the Jubilee International Conference on Higher Education in the Twenty-First Century: Its Role and Contribution to Our Common Advancement (30th, Bucharest, Romania, September 6-8, 2002).

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No College Role Educational Change Educational Cooperation Educational Trends Foreign Countries Higher Education Edwards, Kenneth Journal Articles Speeches/Meeting Papers Europe ISSN-0379-7724 English Summarizes the conference proceedings, asserting that two fundamental questions were addressed: "How can international cohesion be achieved without also reducing diversity?" and "How can collateral damage to local higher education systems be avoided?" (EV) EJ678881 Summarizing Reflections. Higher Education in Europe v28 n1 p123-27 2003 2003-00-00 T 2004 2016-11-21

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No Course Content Critical Thinking Graduate Study Mental Disorders Mental Health Psychopathology Social Work Lacasse, Jeffrey R. Gomory, Tomi Journal Articles Reports - Research ISSN-1043-7797 English A sample of 71 psychopathology course syllabi from 58 different graduate schools of social work was analyzed to determine whether different viewpoints and the concomitant empirical evidence were presented regarding 4 significant mental health topics: concepts of mental disorder, reliability and validity of psychiatric diagnoses, biological etiology, and drug treatment. (EV) EJ678882 Is Graduate Social Work Education Promoting a Critical Approach to Mental Health Practice? Journal of Social Work Education v39 n3 p383-408 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:36 CIJJUN2004

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No Higher Education Research Social Work Student Attitudes Student Characteristics Undergraduate Students Secret, Mary Ford, Janet Rompf, Elizabeth Lewis Journal Articles Reports - Research ISSN-1043-7797 English Examined social work students' initial attitudes toward learning research and identifies associated characteristics. Found that women and students with less statistical knowledge are more fearful of research courses, while older students and those with greater levels of social work empowerment find research courses to be more appealing. (EV) EJ678883 Undergraduate Research Courses: A Closer Look Reveals Complex Social Work Student Attitudes. Journal of Social Work Education v39 n3 p411-22 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:36 CIJJUN2004

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No Higher Education Social Work Student Attitudes Teaching Methods World Wide Web Frey, Andy Faul, Annajtie Yankelov, Pamela Journal Articles Reports - Research ISSN-1043-7797 English Determined which Web-assisted teaching strategies social work students experience and perceive as valuable. Demonstrated that most faculty use e-mail, post grades online, and give out student e-mail addresses to the class. Students perceive e-mail communication with the instructor and online provision of course information as most valuable. Findings suggest that strategies students report as most valuable are not necessarily used most frequently by faculty. (EV) EJ678884 Student Perceptions of Web-Assisted Teaching Strategies. Journal of Social Work Education v39 n3 p443-57 Fall 2003 2003-00-00 T 2004 7/11/2004 11:59:37 CIJJUN2004

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No Decentralization Educational Policy Governance Government School Relationship Higher Education State Action State Legislation McLendon, Michael K. Journal Articles Reports - Research Arkansas Hawaii Illinois Arkansas Hawaii Illinois ISSN-0022-1546 English State decentralization of higher education emerged as a significant governance trend of the 1980s to 1990s. Yet little is known about how or why decentralization first became an issue to which state governments paid serious attention. This study employs multiple theories to analyze the agenda-setting stage of policy formation in three states (Arkansas, Hawaii, Illinois) that enacted decentralization legislation. (EV) EJ678885 Setting the Governmental Agenda for State Decentralization of Higher Education. Journal of Higher Education v74 n5 p479-515 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Students Higher Education Student Motivation Student Participation Jones, Susan R. Hill, Kathleen E. Journal Articles Reports - Research Commitment Community Service ISSN-0022-1546 English This constructivist study investigated college student perceptions of their motivations to participate in community service in high school and college. Data from interviews were analyzed using a grounded theory approach and revealed that patterns of commitment are mediated by early socialization experiences, the influence of peers, and by how closely service is connected to an emerging sense of self. (EV) EJ678886 Understanding Patterns of Commitment: Student Motivation for Community Service Involvement. Journal of Higher Education v74 n5 p516-39 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Basketball College Athletics Football Graduation Rate Higher Education Success Mangold, William D. Bean, Luann Adams, Douglas Journal Articles Reports - Research National Collegiate Athletic Association ISSN-0022-1546 English Explored the relationship between intercollegiate athletic program success and the institutional graduation rates of 97 of the 112 universities that compete in both NCAA Division 1A basketball and football. Results suggest that successful intercollegiate sports programs often negatively impact institutional graduation rates. (EV) EJ678887 The Impact of Intercollegiate Athletics on Graduation Rates among Major NCAA Division I Universities: Implications for College Persistence Theory and Practice. Journal of Higher Education v74 n5 p540-62 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Community Cultural Pluralism Higher Education Institutional Mission Liberal Arts Aleman, Ana M. Martinez Salkever, Katya Journal Articles Reports - Research ISSN-0022-1546 English Using qualitative methods, explored how faculty, administrators, and students at a liberal arts college understand the mission of liberal education and its relationship to their institutional goals for multicultural community. Interview data suggest that the traditional liberal educational mission of this college thwarts the development of multicultural communal aims. (EV) EJ678888 Mission, Multiculturalism, and the Liberal Arts College: A Qualitative Investigation. Journal of Higher Education v74 n5 p563-96 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:38 CIJJUN2004

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No College Instruction College Students Educational Objectives Higher Education Intellectual Development Intellectual Experience Teaching Methods Meacham, Jack Journal Articles Reports - Descriptive ISSN-0024-1822 English Introduces the articles in the theme issue, exploring their contribution to the understanding of college students' stages of intellectual development and how college instruction should respond. (EV) EJ678889 Student Intellectual Development: An Introduction. Liberal Education v89 n3 p6-9 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:38 CIJJUN2004 Theme issue titled "Cognition and Student Learning."

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No College Instruction College Students Developmental Stages Educational Objectives Higher Education Intellectual Development Intellectual Experience Teaching Methods Knefelkamp, L. Lee Journal Articles Opinion Papers Perry (William G Jr) ISSN-0024-1822 English Introduces William Perry's work on the stages of intellectual and ethical development and asserts the importance of professors linking students' intellectual development with their pedagogy. (EV) EJ678890 The Influence of a Classic. Liberal Education v89 n3 p10-15 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Instruction College Students Developmental Stages Educational Objectives Epistemology Higher Education Intellectual Development Intellectual Experience Student Motivation Teaching Methods Kuhn, Deanna Journal Articles Opinion Papers ISSN-0024-1822 English Asserts the importance of developing in students an intrinsic valuing of intellectual activities as the firmest basis for sustaining intellectual motivation. Discusses how to develop in students an understanding of what it means to learn and to know, including a movement up the levels of epistemological understanding from realist to evaluativist. (EV) EJ678891 Understanding and Valuing Knowing as Developmental Goals. Liberal Education v89 n3 p16-21 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:38 CIJJUN2004 Theme issue titled "Cognition and Student Learning."

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No College Instruction College Students Constructivism (Learning) Developmental Stages Educational Objectives Higher Education Intellectual Development Intellectual Experience Teacher Education Teaching Methods Schwartz, Marc S. Fischer, Kurt W. Journal Articles Opinion Papers ISSN-0024-1822 English Explores the tension between passive and active learning among master's degree students working on their teaching certificate in science. Emphasizes the developmental nature of learning and that constructionist pedagogies need to be clearly integrated in university courses, especially those focused on teaching. (EV) EJ678892 Building vs. Borrowing: The Challenge of Actively Constructing Ideas. Liberal Education v89 n3 p22-29 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:39 CIJJUN2004 Theme issue titled "Cognition and Student Learning."

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No Academic Freedom College Instruction College Students Educational Objectives Higher Education Intellectual Development Intellectual Freedom Liberal Arts Moshman, David Journal Articles Opinion Papers ISSN-0024-1822 English Asserts that liberal education has the promotion of intellectual development as a primary goal, and that to encourage intellectual progress, a context of intellectual freedom is necessary. Offers a set of principles of academic freedom that it suggests are foundational to the promotion of intellectual development. (EV) EJ678893 Intellectual Freedom for Intellectual Development. Liberal Education v89 n3 p30-37 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:39 CIJJUN2004 Theme issue titled "Cognition and Student Learning."

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No College Outcomes Assessment Course Evaluation Evaluation Methods Higher Education Instructional Effectiveness Program Evaluation Millis, Barbara J. Lowe, James K. Aretz, Anthony J. Journal Articles Reports - Descriptive Air Force Academy CO ISSN-0024-1822 English Examines the three levels of course and program assessment present at the U.S. Air Force Academy, including assessment at the course, departmental, and institutional levels. Points out common elements useful to all assessment efforts. (EV) EJ678894 Making Program Assessment Work: A Profile of the U.S. Air Force Academy. Liberal Education v89 n3 p38-43 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Citizenship Education Critical Thinking Epistemology Higher Education Liberal Arts Stoddard, Eve Walsh Cornwell, Grant H. Journal Articles Opinion Papers ISSN-0024-1822 English Explores competing notions of citizenship and belonging. Discusses the interdependence of epistemology and ethics, knowledge and responsibility, in practicing the art of citizenship. Argues that the conditions associated with the contemporary form of "globalization" operate according to a logic of dispersal that makes informed judgment both necessary and difficult to achieve; further, the geo-social location of the knower shapes what appear as facts. (EV) EJ678895 Peripheral Visions: Towards a Geoethics of Citizenship. Liberal Education v89 n3 p44-51 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:40 CIJJUN2004

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No College Role Economic Progress Higher Education Labor Force Development Liberal Arts Greenspan, Alan Journal Articles Speeches/Meeting Papers ISSN-0024-1822 English Addresses the important role education has played in raising standards of living and the particular role of the liberal arts in promoting the creative intellectual energy that is an increasingly important part of the economy. (EV) EJ678896 Remarks on the Liberal Arts. Liberal Education v89 n3 p52-53 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:40 CIJJUN2004 Excerpted from an address at the International Understanding Award Dinner of the Institute of International Education (New York, NY, October 29, 2002).

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No Advocacy Faculty Development Higher Education Leaders Liberal Arts Farnham, Nicholas H. Journal Articles Opinion Papers ISSN-0024-1822 English Describes the Educational Leadership Program, recently moved to Yale University, which offers college leaders and secondary school heads a re-immersion in the liberal arts as a professional experience tailored to renewing them intellectually. Discusses its importance in encouraging such leaders to publicly support liberal education. (EV) EJ678897 Empowering Leaders To Speak out for Liberal Education. Liberal Education v89 n3 p54-58 Sum 2003 2003-00-00 T 2004 7/11/2004 11:59:40 CIJJUN2004 Theme issue titled "Cognition and Student Learning."

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No Computer Uses in Education Educational Change Higher Education Information Networks Information Technology Information Utilization Organizational Change Norris, Donald M. Mason, Jon Robson, Robby Lefrere, Paul Collier, Geoff Journal Articles Reports - Descriptive ISSN-1527-6619 English Discusses why new best practices in information sharing are substantially reinventing all organizations, and why knowledge sharing, if it sparks innovation, changes in organizational dynamics, and new sources of value, can offer strategic differentiation in academia and e-learning. (EV) EJ678898 A Revolution in Knowledge Sharing. EDUCAUSE Review v38 n5 p14-26 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:40 CIJJUN2004

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No Cost Effectiveness Curriculum Design Higher Education Online Courses Web Based Instruction Twigg, Carol A. Journal Articles Reports - Descriptive ISSN-1527-6619 English Describes five course redesign models (supplemental, replacement, emporium, fully online, and buffet) used by grantees of the Program in Course Redesign sponsored by the Pew Charitable Trusts. The grants helped colleges redesign instruction using technology to achieve quality enhancements as well as cost savings. (EV) EJ678899 Improving Learning and Reducing Costs: New Models for Online Learning. EDUCAUSE Review v38 n5 p28-38 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:41 CIJJUN2004

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No Computer Uses in Education Educational Change Educational Trends Higher Education Information Technology Barone, Carole A. Journal Articles Reports - Descriptive ISSN-1527-6619 English Describes nine patterns evident in the changes that information technology is bringing to education, then discusses the characteristics of higher education's "new academy." (EV) EJ678900 The Changing Landscape and the New Academy. EDUCAUSE Review v38 n5 p40-47 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:41 CIJJUN2004 Shorter version published in the "AAHEBulletin.com," May 2003.

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Yes Adoption College Faculty Foreign Countries Gender Issues Higher Education Parents Pregnancy School Policy Sex Discrimination Prentice, Susan Pankratz, Curtis J. Journal Articles Reports - Research Canada Family Leave Parental Leave Canada ISSN-0316-1218 English Reviews family leave policies in Canadian universities through March 2002. Analysis of pregnancy, adoption, and partner (paternity) leave policies reveal that most Canadian university policies produce income loss and disruption and are characterized by gender regulation and familialism. The paper proposes that improving faculty family leave policies would benefit all academics. (SM) EJ678901 When Academics Become Parents: An Overview of Family Leave Policies at Canadian Universities. Canadian Journal of Higher Education v33 n2 p1-26 2003 2003-00-00 T 2004 2016-11-21

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Yes Academic Standards Administrator Attitudes Administrator Responsibility Counseling Disabilities Educational Finance Faculty Development Foreign Countries Postsecondary Education Program Effectiveness Special Needs Students Student Attitudes Student Evaluation Teacher Competencies Reed, M. J. Lund-Lucas, E. O'Rourke, K. Journal Articles Reports - Research Canada Canada ISSN-0316-1218 English Questioned Ontario college students and administrators regarding their opinions on standards of practice for postsecondary special needs programs. Respondents indicated strong support for most suggested practices. Fewer administrators, however, supported practices that required enhanced funding, staffing, and resources, and fewer students supported practices that could reduce individualized programming and increase time constraints. (SM) EJ678902 Standards of Practice in Postsecondary Special Needs Programming: Student and Administrator Opinion. Canadian Journal of Higher Education v33 n2 p27-56 2003 2003-00-00 T 2004 2016-11-21

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Yes Access to Education Foreign Countries Higher Education Nontraditional Students Program Development Tuition Thompson, Gordon Information Analyses Journal Articles Barriers to Participation Canada Tuition Waivers Canada ISSN-0316-1218 English Reviews the literature describing the development and outcomes of tuition-waiver programs for older adults in Canadian universities, reporting the results of the first Canadian national survey of tuition-waiver programs. Despite the widespread availability of tuition-waiver programs in Canada and the United States, such programs have failed to attract significant numbers of older learners and are likely to be widely rescinded or restricted in the near future. (SM) EJ678903 Tuition-Waiver Policies for Older Learners in University Courses: Past Practices, Current Developments and Future Prospects. Canadian Journal of Higher Education v33 n2 p57-79 2003 2003-00-00 T 2004 2016-11-21

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Yes College Faculty College Students Educational Environment Foreign Countries Higher Education Racial Bias Student Attitudes Teacher Student Relationship Samuel, Edith Burney, Shehla Journal Articles Reports - Research Canada Canada ISSN-0316-1218 English Investigated how discourses of racism were categorically produced and performed through power relations, notions of ethnicity, negative images, and stereotypes, qualitatively studying 22 South Asian students in a predominantly white Canadian university. Respondents perceived or reported covert or overt racism or marginalization based on their race or ethnicity and were deeply affected by their experiences.(Contains references.) (SM) EJ678904 Racism, eh? Interactions of South Asian Students with Mainstream Faculty in a Predominantly White Canadian University. Canadian Journal of Higher Education v33 n2 p81-114 2003 2003-00-00 T 2004 2016-11-21

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No Career Development Foreign Countries Higher Education Vocational Education De Wit, Kurt Verhoeven, Jef C. Journal Articles Reports - Research Belgium Belgium ISSN-0307-5079 English Investigated whether Flanders' higher education system was predominantly unitary or binary. Surveys of students in informatics provided an account of the training, vocational, and student profiles of college and university courses. Results indicated that the profiles of college and university courses in Flanders were different. (SM) EJ678905 The Context Changes but the Divisions Remain: The Binary Higher Education System in Flanders: The Case of Information Science. Studies in Higher Education v28 n2 p143-56 May 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Methods Courses Preservice Teacher Education Sociology Statistical Data Teaching Methods Murtonen, Mari Lehtinen, Erno Journal Articles Reports - Research Finland Mathematical Thinking Finland ISSN-0307-5079 English Examined difficulties Finnish university students experienced in learning quantitative methods. Education and sociology students rated different topics on the basis of their difficulty. Overall, students considered statistics and quantitative methods more difficult than other domains. They tended to polarize academic subjects into "easier" language, major, and qualitative subjects, and "harder" mathematical, statistical, and quantitative subjects. (SM) EJ678906 Difficulties Experienced by Education and Sociology Students in Quantitative Methods Courses. Studies in Higher Education v28 n2 p171-85 May 2003 2003-00-00 T 2004 2016-11-21

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No Academic Discourse College Faculty Higher Education Scholarly Writing Teacher Collaboration Lee, Alison Boud, David Journal Articles Reports - Descriptive Writing Groups Professional Identity ISSN-0307-5079 English Examines the use of writing groups as a strategy for research development, asserting that writing is best considered a starting point of the research process and that fostering academic writing is a useful place to do research development work. The article describes the use of various writing groups over 3 years, exploring the responses of leaders and participants and identifying factors important to use of this strategy. (SM) EJ678907 Writing Groups, Change and Academic Identity: Research Development as Local Practice. Studies in Higher Education v28 n2 p187-200 May 2003 2003-00-00 T 2004 2016-11-21

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No Affirmative Action Ethnicity Higher Education Interpersonal Competence Pacific Americans Racial Identification Social Influences Student Attitudes Inkelas, Karen Kurotsuchi Journal Articles Reports - Research ISSN-0022-1546 English Examined the impact of personal belief systems and the college experience on Asian Pacific American undergraduate college students' views of affirmative action in higher education. Survey results indicated that Asian Pacific American students' social interactions and perceptions, as well as their dominant ideology beliefs and racial/ethnic identification, influenced their affirmative action views. (Contains references.) (SM) EJ678908 Diversity's Missing Minority: Asian Pacific American Undergraduates' Attitudes toward Affirmative Action. Journal of Higher Education v74 n6 p601-39 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:43 CIJJUN2004

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No Adult Students Higher Education Low Income Groups Minority Groups Nontraditional Students Womens Education Ogren, Christine A. Information Analyses Journal Articles Normal Schools ISSN-0022-1546 English Profiles historically nontraditional students who attended state normal schools, discussing how normal schools met their needs. Overall, state normal schools had much in common with today's nontraditional schools, welcoming women, minorities, and other atypical students and encouraging them to reach beyond their unprivileged backgrounds. (SM) EJ678909 Rethinking the "Nontraditional" Student from a Historical Perspective: State Normal Schools in the Late Nineteenth and Early Twentieth Centuries. Journal of Higher Education v74 n6 p640-64 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adult Students Age Differences Higher Education Peer Relationship Teacher Student Relationship Lundberg, Carol A. Journal Articles Reports - Research ISSN-0022-1546 English Using data from 4,644 undergraduates, this study tested a causal model identifying the effects of social integration, age, and time-limiting characteristics on adult student learning. Survey results indicated that educationally related peer relationships were the strongest predictors of gains for all students. Time limitations hindered learning for younger students but not for student ages 30 and older. (SM) EJ678910 The Influence of Time-Limitations, Faculty, and Peer Relationships on Adult Student Learning: A Causal Model. Journal of Higher Education v74 n6 p665-88 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 11:59:44 CIJJUN2004

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No Business Education College Students Group Dynamics Higher Education Interpersonal Relationship Teamwork Mu, Shaohua Gnyawali, Devi R. Journal Articles Reports - Research Synergy Knowledge Development Psychological Influences ISSN-0022-1546 English Examines factors that influence the development of synergistic knowledge in student groups. Data on senior-level undergraduate business students who analyzed complex company cases and presented their analyses to the class suggest positive influences of team psychological safety and social interaction and a negative influence of task conflict on synergistic knowledge development.(SM) EJ678911 Developing Synergistic Knowledge in Student Groups. Journal of Higher Education v74 n6 p689-711 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No College Faculty Educational Quality Higher Education Interpersonal Relationship Teaching Experience Smith, Richard Journal Articles Opinion Papers ISSN-1356-2517 English Discusses the "arid direction of education," particularly under the conditions of "performativity," such as the constraints of quality assurance and demands of academic research. Constructs a counter discourse about educational practices, calling them unpredictable, and discusses the importance of student-student and teacher-student relationships. (SM) EJ678912 Unfinished Business: Education without Necessity. Teaching in Higher Education v8 n4 p477-91 Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:44 CIJJUN2004

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No Activism College Faculty Higher Education Social Responsibility Teacher Influence Teacher Responsibility Gonzalez, Mike Journal Articles Opinion Papers Student Engagement ISSN-1356-2517 English Suggests that college faculty have a public responsibility. However, ideas of objectivity or expertise correspond more closely to a market-oriented higher education system that takes more pride in serving corporate than social interests. Asserts that for teachers to produce critically aware and engaged students, classrooms must be a place of exchange, and teachers must affirm the creative and imaginative possibilities of students.(SM) EJ678913 Against Indifference. Teaching in Higher Education v8 n4 p493-503 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Differences Foreign Countries Higher Education Postmodernism Social Problems Barr, Jean Steele, Tom Journal Articles Opinion Papers Social Justice Enlightenment Thought Scotland United Kingdom (Scotland) ISSN-1356-2517 English Revisits Enlightenment themes as they relate to higher education, reassessing Enlightenment precepts in light of postmodernist and other critiques and asserting that while some aspects of counter-Enlightenment critiques are well-grounded, many core practices of the Enlightenment tradition remain valid. (SM) EJ678914 Revaluing the Enlightenment: Reason and Imagination. Teaching in Higher Education v8 n4 p505-15 Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Students Consciousness Raising Emotional Response Higher Education Social Problems Social Psychology Social Responsibility Brina, Carolyn Journal Articles Opinion Papers Self Reflection Student Engagement ISSN-1356-2517 English Asserts that a shared set of unexamined norms and values about the constitution of the "academic" allows teachers and learners to collude in avoiding difficult political and social issues. The argument is grounded in the author's experience teaching a module that uses shocking, politically controversial material to communicate social psychological ideas. (SM) EJ678915 Not Crying but Laughing: The Ethics of Horrifying Students. Teaching in Higher Education v8 n4 p517-28 Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Curriculum Development Higher Education Quality Control Parker, Jan Journal Articles Opinion Papers Transformational Curriculum Learning Communities Professionalism ISSN-1356-2517 English Inveighs against the prevalent commodified discourse in higher education, especially as it affects curriculum planning, quality assurance, and learner typologies, suggesting that educational research, in offering models drawn, but now divorced, from practice may contribute to this negative impact. Critiques a polarized model distinguishing features of traditional from emerging curricula as contributing to these problems.(SM) EJ678916 Reconceptualizing the Curriculum: From Commodification to Transformation. Teaching in Higher Education v8 n4 p529-43 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Collegiality Elementary Education Evaluation Methods Higher Education Preservice Teacher Education Science Education Student Teacher Evaluation Writing Assignments Ovens, Peter Journal Articles Reports - Descriptive Knowledge Development Reflective Thinking ISSN-1356-2517 English Describes the introduction of an innovative approach to learning and assessing critical science understanding by preservice elementary science teachers. Student teachers submit a cumulative, multivoiced (patchwork) text which integrates smaller pieces written across the module that demand critical and personal engagement and have been given peer and formative feedback, producing a structurally unified reflective synthesis. (SM) EJ678917 A Patchwork Text Approach to Assessment in Teacher Education. Teaching in Higher Education v8 n4 p545-62 Oct 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Consciousness Raising Cultural Awareness Educational Responsibility Higher Education Moral Values Politics of Education Social Responsibility Barton, Len Rowland, Stephen Journal Articles Opinion Papers ISSN-1356-2517 English Two university academic administrators discuss tensions between their values and constraints under which they work, suggesting that universities develop a clear understanding of higher education's social purposes in a changing world (commitment to establishing a culture of collegiality that welcomes difference and awareness of the "bigger picture" concerning the dynamic relationship between society and higher education. (SM) EJ678918 An Interview with Geoff Whitty and Michael Worton. Teaching in Higher Education v8 n4 p563-78 Oct 2003 2003-00-00 T 2004 7/11/2004 11:59:46 CIJJUN2004 Theme Issue: "Within and Against: Examining the Academic Life."

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No Access to Education Educational Finance Higher Education Low Income Groups Student Financial Aid Coles, Ann Guides - Non-Classroom Journal Articles Affordability ISSN-0895-6405 English Five strategies to make college affordable include: reduce the time it takes for students to earn a college degree; provide families with better information before students enroll in college; facilitate movement of students between lower-cost and higher-cost colleges; reward college readiness and college persistence; and integrate state financial aid policies and higher education financing policies to protect low income students from cost increases. (SM) EJ678919 Making College Affordable: Five Ways To Overcome Financial Barriers to College. Connection: The Journal of the New England Board of Higher Education v18 n2 p11-13 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Community Services Federal Programs Higher Education Low Income Groups Work Study Programs Marzick, Abbey Journal Articles Reports - Descriptive ISSN-0895-6405 English Suggests that although research indicates that integrating work experience with schools is a key workforce development strategy, the Federal Work-Study (FWS) program, which provides campuses with matching funds to support part-time jobs for financially needy students, is being threatened. Describes the FWS program, noting that a growing body of research links FWS jobs to strong academic performance. (SM) EJ678920 Earn, Learn...Serve? Federal Work-Study Program Confronts Midlife Crises as It Nears 40. Connection: The Journal of the New England Board of Higher Education v18 n2 p15,17 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:59:47 CIJJUN2004

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No Educational Finance Federal Aid Federal Legislation Higher Education Parent Financial Contribution Paying for College Student Costs Student Financial Aid O'Toole, Chuck Journal Articles Reports - Descriptive ISSN-0895-6405 English Describes the Department of Education's 2003 proposed revision of the Expected Family Contribution formula, which determines family eligibility for federal financial aid. In many cases, it will mean that parents requesting aid for September 2004 will appear to have higher after-tax incomes than they did the year before. Such changes would cut about $270 million in government spending on student aid. (SM) EJ678921 Sticking It to Students: A New Losing Formula for Financial Aid Eligibility? Connection: The Journal of the New England Board of Higher Education v18 n2 p19 Fall 2003 2003-00-00 N/A 2004 7/11/2004 11:59:47 CIJJUN2004

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No College Faculty Educational Finance Equal Opportunities (Jobs) Faculty Promotion Higher Education Nontenured Faculty Teacher Rights Tenure Wilson, Robin Journal Articles Reports - Descriptive Carroll College ISSN-0009-5982 English In what Carroll College president called "fiscally driven decisions," four professors failed to win tenure because they did not match "institutional needs." The decision caused great public outcry since each of the four professors excelled in teaching, research and service. What angered people most is that the college planned to fill at least three of the four jobs with instructors who are not eligible for tenure. (SM) EJ678922 4 Fateful Letters. Chronicle of Higher Education v50 n10 pA10-A12 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Finance Higher Education Private Financial Support Public Support State Aid State Government State Programs Potter, Will Journal Articles Reports - Descriptive Matching Grants ISSN-0009-5982 English States with programs to match private donations to colleges often find the demand for money far exceeds what they can afford to pay. This has resulted in some private benefactors getting frustrated and withdrawing their donations. Few of the proposals to reform matching grant programs have made much headway in state legislatures, and few colleges expect to see an infusion of funds until the economy rebounds. (SM) EJ678923 Breaking a Promise. Chronicle of Higher Education v50 n10 pA19-A20 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Uses in Education Distance Education Higher Education Inservice Teacher Education Masters Degrees Online Courses Teacher Certification Teaching Methods Carnevale, Dan Journal Articles Reports - Descriptive ISSN-0009-5982 English Asserts that while prospective distance educators are flocking to certification programs, some academics question their value. Although certification programs, which can differ significantly in nature and intensity, go well beyond simple technology training, many newly certified distance educators have found that the certification does not necessarily lead to job security or even employment. (SM) EJ678924 Learning Online To Teach Online. Chronicle of Higher Education v50 n10 pA31-32 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:59:48 CIJJUN2004

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No Higher Education Paying for College Public Colleges Student Costs Student Financial Aid Tuition Farrell, Elizabeth F. Journal Articles Reports - Descriptive ISSN-0009-5982 English The cost of attending public, four-year and two-year colleges surged at its highest rate in 3 decades, rising 14 percent over the previous year, although financial aid is up, too. Research shows that state budget cutbacks in education typically result in colleges' charging higher tuition. Higher education officials are expressing concern about the amount of debt students and their families must assume to pay for college. (SM) EJ678925 Public-College Tuition Rise Is Largest in 3 Decades. Chronicle of Higher Education v50 n10 pA1,A35 Oct 2003 2003-00-00 N/A 2004 7/11/2004 11:59:48 CIJJUN2004

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No Art Appreciation Art Education Foreign Countries Higher Education Visual Arts Visual Literacy Wheeler, David L. Journal Articles Reports - Descriptive Webster University MO Austria (Vienna) Visual Imagery Austria (Vienna) ISSN-0009-5982 English A small campus of an American university located in Vienna, Austria, which has typically focused on management courses, seeks to introduce a new kind of art program. Planners developed an art major with a sociological emphasis on visual culture. Students are given a chance to explore the images they are bombarded with every day and to gain new insights into the way those images affect them. (SM) EJ678926 Visual Literacy in Vienna. Chronicle of Higher Education v50 n10 pA45-A46 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Persistence Business Education Females Student Attrition Urban Schools Womens Education Karlen, Janice M. Journal Articles Reports - Research ISSN-1521-0251 English Identified intervention protocols that could help reduce the attrition of women business majors at an urban community college. Review of academic progress data and data from student surveys which examined students' reasons for leaving the institution indicated that there was a need for support mechanisms throughout the freshman year and extending into the second year of these students' academic programs. (SM) EJ678927 Attrition of Women Business Majors in an Urban Community College. Journal of College Student Retention v5 n1 p1-9 2003-2004 2004-00-00 T 2004 7/11/2004 11:59:49 CIJJUN2004

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No Academic Persistence Coping Decision Making Dropouts Hispanic American Students School Holding Power Student Attrition Two Year Colleges LeSure-Lester, G. Evelyn Journal Articles Reports - Research ISSN-1521-0251 English Administered the Persistence/Voluntary Dropout Decision Scale and Cope Inventory to Hispanic two-year college students to assess the impact of coping style on college persistence decisions. Results identified how different types of persistence decisions among students were positively or negatively associated with specific dispositional coping styles. Active dispositional style was the strongest predictor of persistence decisions. Persistence decisions were most negatively predicted by denial and alcohol-drug disengagement. (SM) EJ678928 Effects of Coping Styles on College Persistence Decisions among Latino Students in Two Year Colleges. Journal of College Student Retention v5 n1 p11-22 2003-2004 2004-00-00 T 2004 7/11/2004 11:59:49 CIJJUN2004

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No Academic Achievement Academic Persistence Higher Education Portfolio Assessment School Holding Power Social Environment Student Attrition Student Personnel Services Walters, Evon Journal Articles Reports - Descriptive Olivet College MI ISSN-1521-0251 English Explores how higher education institutions can develop a conceptual model for enhancing student learning and retention by merging the academic and student affairs unit, highlighting such efforts at Olivet College, Michigan. The article presents the societal context and guiding assumptions as they relate to the complex tasks of merging both divisions, highlighting the objectives, process, challenges, and successes of this model. (SM) EJ678929 Enhancing Student Learning and Retention through the Merger of the Academic and Student Affairs Unit: The Olivet Plan. Journal of College Student Retention v5 n1 p23-36 2003-2004 2004-00-00 T 2004 2016-11-21

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No Academic Persistence Cognitive Ability College Faculty College Freshmen Educational Environment Engineering Education Epistemology Higher Education Mathematics Education Science Education Student Attrition Teacher Expectations of Students Teacher Student Relationship Daempfle, Peter A. Information Analyses Journal Articles ISSN-1521-0251 English Explores the empirical evidence that explains the increasing attrition rates of first year college science, math, and engineering (SME) majors. Results suggest that the interaction of instructional factors, differing high school and college faculty expectations for entering SME undergraduates, and epistemological considerations contribute to higher dissatisfaction among SME majors compared to non-SME majors, and thus, the resulting attrition. (SM) EJ678930 An Analysis of the High Attrition Rates among First Year College Science, Math, and Engineering Majors. Journal of College Student Retention v5 n1 p37-52 2003-2004 2004-00-00 T 2004 2016-07-07 ED544470

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No Academic Persistence College Students Data Collection Dropouts Educational Research Higher Education Research Methodology School Holding Power Stopouts Student Attrition Transfer Students Porter, Stephen R. Information Analyses Journal Articles ISSN-1521-0251 English Discusses empirical problems in confining college student retention studies to stay-versus-go outcomes, reviewing data resources (exit surveys, transcript requests, withdrawn student surveys, state transfer student databases, and the National Student Clearinghouse's Enrollment Search Program), which can enhance understanding of first-year outcomes. By combining these options, assessment and research offices can develop retention and transfer databases with excellent coverage and in-depth information about students and their persistence. (SM) EJ678931 Understanding Retention Outcomes: Using Multiple Data Sources To Distinguish between Dropouts, Stopouts, and Transfer-Outs. Journal of College Student Retention v5 n1 p53-70 2003-2004 2004-00-00 T 2004 7/11/2004 11:59:50 CIJJUN2004

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No Academic Persistence College Freshmen College Students Higher Education Predictor Variables Secondary Education Standardized Tests Student Attrition Reason, Robert D. Journal Articles Reports - Research American College Testing Program ISSN-1521-0251 English Examined the efficacy of an ACT-based merit index in predicting undergraduate college students' first-to-second-year retention. Results indicated that the ACT-index, although a significant predictor of retention, failed to predict retention as well as the more traditional ACT-Composite score. Evidence did indicate, however, that further exploration into retention models that utilize merit-indexes is warranted. (SM) EJ678932 Using an ACT-Based Merit-Index To Predict between-Year Retention. Journal of College Student Retention v5 n1 p71-87 2003-2004 2004-00-00 T 2004 2016-11-21

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No Educational Change Educational Finance Educational Planning Financial Support Foreign Countries Governance Higher Education Legal Problems Politics of Education Private Colleges Hufner, Klaus Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English Describes the complex functioning of decision making in relation to legal, administrative, planning, and financial matters in Germany, examining the current increase of privatization of higher education and the ensuring legal and financial problem, and discussing the introduction of new funding schemes based on performance indicators which augur major changes in the legal status and management structure of higher education. (SM) EJ678933 Governance and Funding of Higher Education in Germany. Higher Education in Europe v28 n2 p145-63 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Finance Financial Support Foreign Countries Higher Education Gobbels-Dreyling, Brigitte Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English Germany's 16 federal states provide 90 percent of the funding for their higher education institutions. Following the creation of "Incentives and Accountability," there has been a move from detailed input-oriented state control to an output-oriented form of global control. Currently, most states work with highly flexible institutional budgets and with indicator-based allocation of funds. A performance-based teacher salary scheme has been introduced. (SM) EJ678934 University Financing Alternatives: The German Example. Higher Education in Europe v28 n2 p165-70 2003 2003-00-00 T 2004 2016-11-21

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No Budgets Educational Change Educational Finance Foreign Countries Higher Education Teacher Salaries Efinger, Manfred Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English In the 1990s, two new models for financing higher education were introduced in Germany's Rhineland-Palatinate: a special system for distributing the budget that distributes a certain amount of money to 11 universities annually, and the distribution of personnel costs for 7,000 academic and nonacademic members among the universities. This article describes these new models and provides information about the performance parameters used. (SM) EJ678935 Financing Higher Education According to Performance Parameters: The Rhineland-Palatinate. Higher Education in Europe v28 n2 p171-89 2003 2003-00-00 T 2004 2016-11-21

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No Corporations Foreign Countries Governance Higher Education Institutional Autonomy Palandt, Klaus Journal Articles Reports - Descriptive Germany Legal Status Germany ISSN-0379-7724 English In Lower Saxony, the legal status of universities as foundations under public law is offered because increased autonomy is a core condition for effective and economical management of resources and can attract increased private and public funding and improve corporate identity. A university senate can apply to receive this status. The university foundation is legally responsible for the university as a corporate body. Real property is transferred as basic capital. (SM) EJ678936 University as Foundations: The New Model of Lower Saxony. Higher Education in Europe v28 n2 p181-87 2003 2003-00-00 T 2004 2016-11-21

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No Budgets Educational Finance Educational Research Financial Support Foreign Countries Higher Education Partnerships in Education School Business Relationship Schulte, Peter Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English Describes one German university's efforts over 10 years to institutionalize relationships with small- and mid-sized industry and local enterprises, thereby increasing extra-budgetary funding for applied research projects. These joint efforts offer students the opportunity to acquire both theoretical knowledge and practical training during their studies. Describes the university's successful creation of two in-house centers for promoting entrepreneurship. (SM) EJ678937 Extrabudgetary Funding and Institutional Relationships between Higher Education, Industry, and Social Partners. Higher Education in Europe v28 n2 p189-94 2003 2003-00-00 T 2004 2016-11-21

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No Educational Finance Financial Support Foreign Countries Higher Education Tuition Schily, Konrad Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English Describes a new model of university funding by German students and alumni. A system of tuition fees was introduced to secure the university's future. Based on the "reversed generation contract" concept, there are three options for payment (payment after graduation based on income, immediate payment, and paying half of the total tuition during enrollment and repaying the other half as a set percentage of postgraduate income). (SM) EJ678938 A New Model for the Financing of Higher Education Institutions by Students and Alumni. Higher Education in Europe v28 n2 p195-97 2003 2003-00-00 T 2004 2016-11-21

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No Competition Educational Change Educational Policy Foreign Countries Global Approach Globalization Higher Education International Cooperation Politics of Education Hahn, Karola Journal Articles Reports - Descriptive Germany Germany ISSN-0379-7724 English Discusses the contradictory nature of two aspects of German higher education and research policy in relation to internationalization: the more traditional Europeanization policy, and a parallel policy in response to globalism that is stimulating a highly competition-oriented role for German higher education and research along the lines of the GATS paradigm and calls for world-scale competition rather than cooperation, implying a renationalization of higher education and research. (SM) EJ678939 The Changing Zeitgeist of German Higher Education and the Role of GATS. Higher Education in Europe v28 n2 p199-215 2003 2003-00-00 T 2004 2016-11-21

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No Educational Cooperation Educational Policy Foreign Countries Globalization Higher Education Ahola, Sakari Mesikammen, Jani Journal Articles Reports - Descriptive Finland Finland ISSN-0379-7724 English Describes the Bologna Process (a European-wide project to create a European Higher Education Area and harmonize degree structures), examining how educational policy has reached a stage for considering a European Higher Education Area that examines concepts of harmonization and the Bologna Process. Discusses future scenarios, highlighting why Finland has been so eager to embark on reforms and what Finnish higher education policy aims to achieve through the Bologna Process. (SM) EJ678940 Finnish Higher Education Policy and the Ongoing Bologna Process. Higher Education in Europe v28 n2 p217-27 2003 2003-00-00 T 2004 2016-11-21

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No Computer Security Computer Uses in Education Educational Technology Elementary Secondary Education Higher Education School Security Bruhn, Mark Gettes, Michael West, Ann Journal Articles Reports - Descriptive ISSN-1528-5324 English Discusses the drivers for an identity management system (IdM), components of this system, and its role within a school security strategy, focusing on: basic access management; requirements for access management; middleware support for an access management system; IdM implementation considerations (e.g., access eligibilities, authentication strength, and logging strategies); and deployment suggestions and resources (e.g., develop a person registry and implement enterprise directory and authentication services). (SM) EJ678941 Identity and Access Management and Security in Higher Education. Educause Quarterly v26 n4 p12-16 2003 2003-00-00 T 2004 7/11/2004 11:59:53 CIJJUN2004

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No Administrator Role Computer Uses in Education Educational Technology Higher Education Ayati, M. B. Curzon, Susan Carol Guides - Non-Classroom Journal Articles Chief Information Officers ISSN-1528-5324 English Asserts that before failure occurs for chief information officers (CIOs), three major warning signs signal that the CIO is in trouble. Explores the three warning signs, discussing how intervene before problems have gone too far to resolve: (1) the importance of executive support; (2) the significance of strategic directions; and (3) the importance of project portfolio management. (SM) EJ678942 How To Spot a CIO in Trouble. Educause Quarterly v26 n4 p18-23 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Educational Technology Foreign Countries Higher Education Online Systems World Wide Web Sort, Josep Journal Articles Reports - Descriptive Spain Spain ISSN-1528-5324 English Describes the development of the Campus Global portal at a public university in Spain. The project aimed to change the ways in which the university community worked, taught, and learned. Examines how the project was carried out, the transformations it instigated inside the organization, the improvements it has brought about, and the current state of affairs. (SM) EJ678943 Campus Global. Educause Quarterly v26 n4 p24-32 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Educational Technology Higher Education Online Courses Professional Development Program Development Program Evaluation Teaching Assistants World Wide Web Cohen, Bradley A. Rozaitis, William Walker, J. D. Journal Articles Reports - Descriptive University of Minnesota Web Site Design ISSN-1528-5324 English The University of Minnesota's TA Web Certification program is designed to give teaching assistants (TAs) the skills needed to create course Web sites that are technically robust and pedagogically useful. Provides an overview of successes and challenges encountered by designers of and instructors in the program, highlighting salient data from recent evaluation efforts and discussing how the program will be adapted to changing TA needs. (SM) EJ678944 The TA Web Certification Program. Educause Quarterly v26 n4 p34-40 2003 2003-00-00 T 2004 2016-11-21

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No Computer Networks Computer Uses in Education Educational Technology Higher Education Information Technology Internet Daugherty, Hubert Cohn, Julie Gorry, G. Anthony Journal Articles Reports - Descriptive Streaming Video ISSN-1528-5324 English Provides examples of the need for enhanced streaming video in the greater Houston area, discussing how the EduPop router architecture meets this need by acting as a bridge for academic and commercial entities in the area. Catalogues the technological, organizational, and political challenges faced in implementing this architecture, offering a general framework for other institutions in metropolitan areas seeking enhanced off-campus access to their digital resources. (SM) EJ678945 The EduPop: Improving Streaming Video for an Electronic Community. Educause Quarterly v26 n4 p42-48 2003 2003-00-00 T 2004 2016-11-21

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No Computer Networks Computer Security Computer Uses in Education Educational Technology Higher Education Program Development Program Implementation School Security Payne, Shirley Journal Articles Reports - Descriptive ISSN-1528-5324 English Discusses how to develop effective security education and awareness programs to help the wide and varied groups of people on campuses understand their role in campus security, examining: target audiences (e.g., students, parents, faculty, researchers, and administrators); effective delivery methods (e.g., online quizzes, handbooks, and videos); communication tips (e.g., be consistent in the message); and keeping the education program current (e.g., solicit input in determining priorities). (SM) EJ678946 Developing Security Education and Awareness Programs. Educause Quarterly v26 n4 p49-53 2003 2003-00-00 T 2004 7/11/2004 11:59:54 CIJJUN2004

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No Computer Uses in Education Curriculum Development Distance Education Educational Technology Higher Education Honesty Online Courses Teacher Student Relationship Christe, Barbara Journal Articles Reports - Descriptive ISSN-1528-5324 English Presents techniques used within one university's Electrical and Computer Engineering Technology department to develop online courses that discourage student dishonesty, focusing on: academic dishonesty; course design focus area (syllabus design, content presentation, student-teacher relationship, assessment design, and monitoring tools); and measurement of success. Concludes that a multilayered approach is necessary to promote honest student learning. (SM) EJ678947 Designing Online Courses To Discourage Dishonesty. Educause Quarterly v26 n4 p54-58 2003 2003-00-00 T 2004 7/11/2004 11:59:55 CIJJUN2004

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No Computer Uses in Education Data Analysis Data Collection Databases Educational Technology Higher Education Reports Technical Writing Norman, Wendy Guides - Non-Classroom Journal Articles Data Warehousing ISSN-1528-5324 English Presents six steps of data warehouse development that result in valuable, long-term reporting solutions, discussing how to choose the right reporting vehicle. The six steps are: defining one's needs; mapping the source for each element; extracting the data; cleaning and verifying the data; moving the data into a relational database; and developing and running reports. (SM) EJ678948 Data, Data Everywhere--Not a Report in Sight! Educause Quarterly v26 n4 p59-62 2003 2003-00-00 T 2004 2016-11-21

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No College Admission Computer Uses in Education Educational Technology Higher Education Internet Search Engines Student Recruitment Whiteside, Richard Mentz, George S. Journal Articles Reports - Descriptive ISSN-1528-5324 English Asserts that online recruiting is a major facet of building and improving enrollment, examining: the student perspective (organizing the site, highlighting benefits and successes, ease of contact, integrating the financial side, and benefits of e-mail); search engines (ranking and recruitment, links, link popularity, and key departments and phrases); and tying the online strategy together (links to home page, load times and document formats, statistics, and simple add-ons). (SM) EJ678949 Online Admissions and Internet Recruiting: An Anatomy of Search Engine Placement. Educause Quarterly v26 n4 p63-66 2003 2003-00-00 T 2004 7/11/2004 11:59:55 CIJJUN2004

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No Computer Uses in Education Discussion Groups Educational Technology English (Second Language) Higher Education Relevance (Education) Student Participation Frazee, Rebecca V. Journal Articles Reports - Research ISSN-1528-5324 English Assessed college students' satisfaction with and participation in online discussions, examining the effectiveness of a simple strategy to enhance discussion relevance (renaming the discussion groups so that the titles made explicit connections to specific course assignments). Results found that students considered the online discussions somewhat relevant and somewhat satisfying. (SM) EJ678950 Using Relevance To Facilitate Online Participation in a Hybrid Course. Educause Quarterly v26 n4 p67-71 2003 2003-00-00 T 2004 7/11/2004 11:59:55 CIJJUN2004

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No Data Collection Electronic Libraries Information Management Information Networks Information Processing Information Sources Journal Articles Metadata Standards Sutton, Stuart A., Ed. Guenther, Rebecca McCallum, Sally Greenberg, Jane Tennis, Joseph T. Jun, Wang Journal Articles Reports - Descriptive Digital Data ISSN-0095-4403 English This special section of the "Bulletin" includes an introduction and the following articles: "New Metadata Standards for Digital Resources: MODS (Metadata Object and Description Schema) and METS (Metadata Encoding and Transmission Standard)"; "Metadata Generation: Processes, People and Tools"; "Data Collection for Controlled Vocabulary Interoperability-Dublin Core Audience Element"; and "A Knowledge Network Constructed by Integrating Classification, Thesaurus and Metadata in a Digital Library". (AEF) EJ678951 Mining the Metadata Quarries. Bulletin of the American Society for Information Science and Technology v29 n2 p11-28 Dec-Jan 2003 2003-00-00 N/A 2004 2016-11-21

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No Classification Computer Software Databases Information Systems Library Role Search Strategies Selective Dissemination of Information Koenig, Michael E. D. Journal Articles Reports - Descriptive Knowledge Management User Training English Discusses the role of librarians in knowledge management in terms of designing information systems, creating classification systems and taxonomies, and implementing and operating the systems. Suggests the need for librarians to be involved in user education and training, including database searching, using current awareness services, and using software. (Author/LRW) EJ678952 Knowledge Management, User Education and Librarianship. Library Review v52 n1-2 p10-17 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Economics Electronic Journals Foreign Countries Higher Education Publishing Industry Scholarly Communication Scholarly Journals Scientific and Technical Information La Manna, Manfredi Journal Articles Reports - Descriptive Pricing United Kingdom United Kingdom English Explores the relationship between economics and scientific journal publishing. Topics include journal pricing in economics; market power exerted by the dominant commercial publisher in economics journal publishing; academic experiments to improve scholarly communication in economics; policies of the United Kingdom Competition Commission; and suggestions to remedy inefficiencies. (Author/LRW) EJ678953 The Economics of Publishing and the Publishing of Economics. Library Review v52 n1-2 p18-28 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-23

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No Academic Libraries Bibliographic Records Cataloging Foreign Countries Higher Education Library Cooperation Library Research Mansor, Yushiana Journal Articles Reports - Research Malaysia MARC Name Authority Files Malaysia English Studies the prospect of bibliographic exchange among libraries in Malaysia. Investigates the compatibility of MARC records as prepared by selected Malaysian academic libraries, discussing format differences and content differences; and reports on the different cataloging practices found in preparing name headings. (Author/LRW) EJ678954 Bibliographic Exchange in Malaysia: Variations in Name Headings. Library Review v52 n1-2 p38-42 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No CD ROMs Change Agents Foreign Countries Information Retrieval Information Technology Internet Library Services Online Systems Users (Information) Duff, Alistair S. Journal Articles Reports - Descriptive Great Britain Informatization United Kingdom (Great Britain) English Informatization is a term of Japanese provenance denoting major systemic change from the application of information technology. Proposes a theory of post-war informatization focusing on information services in libraries, specifically computerized information retrieval. Describes four electronic epochs: offline, online, CD-ROM, and Internet, and considers effects on British libraries and their patrons. (Author/LRW) EJ678955 Four "E"pochs: The Story of Informatization. Library Review v52 n1-2 p58-64 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Course Descriptions Curriculum Global Approach Higher Education Interdisciplinary Approach Web Sites Chaudhry, Abdus Sattar Higgins, Susan Journal Articles Reports - Research Knowledge Management English Reports the findings of a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information based on a review of course descriptions from Web sites of universities in different countries. Describes level of courses, curriculum areas and topics, and the multidisciplinary nature of the curriculum. (Author/LRW) EJ678956 On the Need for a Multidisciplinary Approach to Education for Knowledge Management. Library Review v52 n1-2 p65-69 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Evaluation Methods Foreign Countries Information Management Interdisciplinary Approach Library Automation Library Services Special Libraries Ghosh, Sharmila Journal Articles Reports - Descriptive India (New Delhi) India English Discusses the development of special libraries to meet demands of interdisciplinary information and describes the library at The Institute of Social Sciences, New Delhi (India) which establishes a synergy between research and information derived from research through a computerized information management system. Considers evaluation of special library services. (Author/LRW) EJ678957 Service Evaluation in a Special Library: Supporting Development Research at the Institute of Social Sciences Library, New Delhi. Library Review v52 n1-2 p76-83 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Electronic Libraries Elementary Education Focus Groups Foreign Countries Learning Theories Library Collections School Libraries Wang, Mei-Yu Journal Articles Reports - Research Electronic Learning Taiwan Digital Technology Taiwan English Describes research aimed at providing educational organizations with practical strategies for implementing electronic learning (e-learning), based on focus group discussions at an elementary school in Taiwan. Considers the strategic role of digital libraries in electronic learning environments, library collections, digital technology, human factors, and learning theories. (Author/LRW) EJ678958 The Strategic Role of Digital Libraries: Issues in E-Learning Environments. Library Review v52 n3-4 p111-16 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-23

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No Information Storage Legal Problems Metadata Preservation Lin, Lim Siew Ramaiah, Chennupati K. Wal, Pitt Kuan Journal Articles Reports - Descriptive Authenticity Digital Preservation Electronic Records English Discusses issues related to the preservation of electronic records. Highlights include differences between physical and electronic records; volume of electronic records; physical media; authenticity; migration of electronic records; metadata; legal issues; improved storage media; and projects for preservation of electronic records. (LRW) EJ678959 Problems in the Preservation of Electronic Records. Library Review v52 n3-4 p117-25 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Developing Nations Economic Development Foreign Countries Information Needs Information Utilization Library Role Library Services Literacy Public Libraries Rural Areas Rural Development User Needs (Information) Okiy, Rose Bini Journal Articles Reports - Descriptive Nigeria Nigeria English Highlights the role that innovative rural public library services can play in the development process of Nigeria to improve rural users' literacy and education and enhance their ability to use practical information relevant to their daily lives. Discusses information needs in rural Nigeria and the role of the rural librarian. (Author/LRW) EJ678960 Information for Rural Development: Challenge for Nigerian Rural Public Libraries. Library Review v52 n3-4 p126-31 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Academic Libraries Graduate Students Higher Education Reading Comprehension Vocabulary Jiao, Qun G. Onwuegbuzie, Anthony J. Journal Articles Reports - Research Nelson Denny Reading Tests African Americans Barriers to Participation Library Anxiety Nelson Denny Reading Tests English Examined the relationship between reading comprehension, reading vocabulary, and five dimensions of library anxiety: barriers with staff, affective barriers, comfort with the library, knowledge of the library, and mechanical barriers. Participants were 45 African American graduate students from various disciplines who were given the Library Anxiety Scale and Nelson Denny Reading Test. (Contains 64 references.) (Author/LRW) EJ678961 Reading Ability as a Predictor of Library Anxiety. Library Review v52 n3-4 p159-69 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Bibliographic Utilities Computer Software Curriculum Development Educational Resources Faculty Publishing Foreign Countries Information Science Education Program Evaluation Teacher Student Ratio Vendors Rehman, Sajjad ur Al-Ansari, Husain Journal Articles Reports - Descriptive Oman Digital Technology Saudi Arabia Faculty Research Gulf Cooperation Council Kuwait Kuwait Oman Saudi Arabia English Assessed six library and information education programs in preparing manpower for the digital environment in three countries in the Gulf Cooperation Council (GCC): Saudi Arabia, Kuwait, and Oman. Highlights include curriculum changes; student-teacher ratio; technological, physical and instructional resources; hardware; software; vendors; bibliographic utilities; and faculty research and publications. (Author/LRW) EJ678962 The Digital Marketplace and Library and Information Education in the GCC Member Nations: A Critical Review. Library Review v52 n3-4 p170-79 2003 2003-00-00 Emerald Group Publishing, Ltd.; 60-62 Toller Lane, Bradford, W. Yorks BD8 9BY United Kingdom; tel: 44-1274-777700; Web site: http://www.emeraldinsight.com. T 2004 2016-11-21

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No Interaction Library Collections Measurement Techniques Performance Use Studies Users (Information) Yang, Meng Wildemuth, Barbara M. Marchionini, Gary Wilkens, Todd Geisler, Gary Hughes, Anthony Gruss, Richard Webster, Curtis Journal Articles Reports - Research Speeches/Meeting Papers Video Telecommunications Digital Collections Digital Video Interactive Video Technology ISSN-0044-7870 English Proposes two general classes of user tasks-recognition tasks and tasks requiring inference-for which performance measures were developed. The measures include graphical object recognition, textual object recognition, action recognition, free-text gist determination, multiple-choice gist determination and visual gist determination. Results from two user studies applying these measures are also discussed. (Author/AEF) EJ678963 Measuring User Performance during Interactions with Digital Video Collections. Proceedings of the ASIST Annual Meeting v40 p3-11 2003 2003-00-00 N/A 2004 2016-11-23

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No Citation Analysis Citations (References) Documentation Interdisciplinary Approach Problem Solving Research Research Methodology Researchers Scientific Research Theories Nicolaisen, Jeppe Information Analyses Journal Articles Speeches/Meeting Papers ISSN-0044-7870 English Draws together central research on scientific problem solving and scientific documentation from a number of fields and demonstrates its latent potential for a general theory of citing. Examines the interdisciplinary field of diffusion research and empirical composition studies dealing with the act of citing. Concludes with a preliminary outline of a general theory. (AEF) EJ678964 The Social Act of Citing: Towards New Horizons in Citation Theory. Proceedings of the ASIST Annual Meeting v40 p12-20 2003 2003-00-00 N/A 2004 7/11/2004 11:59:59 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Films Indexes Information Retrieval Information Seeking Information Sources Online Searching Relevance (Information Retrieval) Research Methodology Search Strategies Leazer, Gregory H. Furner, Jonathan Napper, Rachel Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English Describes the use of three alternative methods for ranking films for information retrieval (IR). A large film-person incidence matrix is generated using the principle cast, directors, producers and screenwriters for each film. These attributes are used to measure film-film distances by creating a distance matrix. Distance, product distance, and accumulative difference distance matrices are used to generate rankings for a random sample of films. (AEF) EJ678965 Three Social Distance Measures for Film Rankings. Proceedings of the ASIST Annual Meeting v40 p21-27 2003 2003-00-00 N/A 2004 7/11/2004 12:00:00 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Health Health Needs Health Services Information Dissemination Information Networks Information Seeking Information Sources Information Systems Medicine Semantic Differential Semantics Slaughter, Laura Soergel, Dagobert Journal Articles Reports - Research Speeches/Meeting Papers Consumer Information Question Answering Systems ISSN-0044-7870 English Examines the semantic relationships in consumers' health-related questions, physician-provided answers, and between questions and answers with the purpose of supporting the design of health consumer question-answering systems. The information present in the text was expressed using a "pilot" ontology that was based on the semantic relationships from the Unified Medical Language System Semantic Network. (Author/AEF) EJ678966 How Physicians' Answers Relate to Health Consumers' Questions. Proceedings of the ASIST Annual Meeting v40 p28-39 2003 2003-00-00 N/A 2004 2016-11-21

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No Hospital Libraries Information Retrieval Information Services Library Services Online Searching Online Systems Search Intermediaries Special Libraries User Needs (Information) Southwick, Silvia Barcellos Journal Articles Reports - Research Speeches/Meeting Papers Digital Information Services Intermediaries Digital Collections Digital Communications ISSN-0044-7870 English Reports on an exploratory case study of intermediation in a hospital digital library information service. Focuses on intermediation where user-intermediary communications were conducted through an asynchronous text-based digital medium. Contributions of the study are evidenced in a descriptive framework of nine categories of factors perceived as affecting digital intermediation. (Author/AEF) EJ678967 Digital Intermediation: An Exploration of User and Intermediary Perspectives. Proceedings of the ASIST Annual Meeting v40 p40-51 2003 2003-00-00 N/A 2004 2016-11-23

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No Computer System Design Information Retrieval Information Services Information Systems Models Problem Solving Relevance (Information Retrieval) Research Methodology Scientific Research Visualization Revere, Debra Fuller, Sherrilynne S. Bugni, Paul F. Martin, George M. Journal Articles Reports - Descriptive Speeches/Meeting Papers ISSN-0044-7870 English The Telemakus System builds on the areas of concept representation, schema theory, and information visualization to enhance knowledge discovery from scientific literature. This article describes the underlying theories and an overview of a working implementation designed to enhance the knowledge discovery process through retrieval, visual and interaction tools to mine and map author-reported research findings and their related methods. (AEF) EJ678968 A New System To Support Knowledge Discovery: Telemakus. Proceedings of the ASIST Annual Meeting v40 p52-58 2003 2003-00-00 N/A 2004 7/11/2004 12:00:00 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Bibliometrics Biomedicine Information Retrieval Information Seeking Information Systems Linking Agents Medical Research Medicine Relevance (Information Retrieval) Demaine, Jeffrey Martin, Joel De Bruijn, Berry Journal Articles Reports - Evaluative Speeches/Meeting Papers Linkage Analysis Linking Structures ISSN-0044-7870 English Describes the EurekaSeek bibliometric technique for automated linked-literature analysis. EurekaSeek uses medical subject headings instead of text analysis in a fully automated search process, thereby eliminating the reliance on expert input during the process of linking literatures. In this paper, EurekaSeek is tested by retroactively examining the co-occurrence of terms in the published literature. (AEF) EJ678969 Haystacks and Hypotheses. Proceedings of the ASIST Annual Meeting v40 p59-64 2003 2003-00-00 N/A 2004 2016-11-23

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No Classification Document Delivery Indexing Information Networks Information Retrieval Medical Research Models Relevance (Information Retrieval) Vocabulary Ruiz, Miguel E. Stinivasan, Padmini Journal Articles Reports - Research Speeches/Meeting Papers Hierarchical Models ISSN-0044-7870 English Explores the use of linear models and a combination of neural networks and linear classifiers to create a hybrid hierarchical mixture of experts (HME) model. Results confirm that using the hierarchical structure of the classification vocabulary improves categorization performance. (AEF) EJ678970 Hybrid Hierarchical Classifiers for Categorization of Medical Documents. Proceedings of the ASIST Annual Meeting v40 p65-70 2003 2003-00-00 N/A 2004 2016-11-21

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No Biological Sciences Heuristics Information Processing Information Retrieval Information Sources Information Systems Molecular Biology Reference Materials Research Methodology Scientific Research Seki, Kazuhiro Mostafa, Javed Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English Proposes a method for protein name extraction from biological texts. The method exploits hand-crafted rules based on heuristics and a set of protein names (dictionary). The approach avoids use of natural language processing tools so as to improve processing speed. Evaluation experiments were conducted in terms of: accuracy, generalizability, and processing speed. (Author/AEF) EJ678971 An Approach to Protein Name Extraction Using Heuristics and a Dictionary. Proceedings of the ASIST Annual Meeting v40 p71-77 2003 2003-00-00 N/A 2004 7/11/2004 12:00:01 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Behavior Patterns Cooperation Corporations Information Seeking Mergers Organizational Climate Research and Development Researchers Surveys Users (Information) Hirsh, Sandra Dinkelacker, Jamie Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English To assess the current state of practices and expectations regarding information seeking and collaboration in the newly merged research labs of Hewlett Packard and Compaq Computer, a survey research project was conducted over the Summer of 2002. This paper presents partial findings from this larger study, focusing on the information seeking behaviors of the researchers. (Author/AEF) EJ678972 Impact of a Corporate Merger on the Information Seeking Behaviors of Research Practitioners. Proceedings of the ASIST Annual Meeting v40 p78-84 2003 2003-00-00 N/A 2004 7/11/2004 12:00:02 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Administrator Characteristics Business Business Communication Content Analysis Corporations Information Dissemination Information Seeking Information Sources Social Networks Mackenzie, Maureen L. Journal Articles Reports - Research Speeches/Meeting Papers Managerialism ISSN-0044-7870 English Results of this study revealed that relationship, more than knowledge, may be the reason a manager is sought as an information source within a business environment. Social network mapping was used to capture a more intimate view of the information relationships within a business environment. Content analysis was used to analyze the data and to draw out the themes. (Author/AEF) EJ678973 Information Gathering Revealed within the Social Network of Line-Managers. Proceedings of the ASIST Annual Meeting v40 p85-94 2003 2003-00-00 N/A 2004 2016-11-21

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No Business Corporations Costs Evaluation Criteria Information Technology Investment Measurement Techniques Return on Investment Risk Management Singh, Anil Harmon, Glynn Journal Articles Reports - Evaluative Speeches/Meeting Papers Technology Implementation Profit Maximization Profits Risk Assessment ISSN-0044-7870 English Focuses on understanding how investments in information technology are reflected in the income statements and balance sheets of firms. Shows that the relationship between information technology investments and corporate profitability is much better explained by using risk-adjusted measures of corporate profitability than using the same measures unadjusted for risk. (Author/AEF) EJ678974 Measuring Profitability Impacts of Information Technology: Use of Risk Adjusted Measures. Proceedings of the ASIST Annual Meeting v40 p95-100 2003 2003-00-00 N/A 2004 2016-11-21

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No Corporations Information Networks Information Retrieval Information Seeking Institutional Environment Organizational Climate Small Businesses Social Capital Visualization Davenport, Elisabeth Graham, Martin Kennedy, Jessie Taylor, Katharine Journal Articles Reports - Research Speeches/Meeting Papers Knowledge Management ISSN-0044-7870 English This research attempts to identify how social capital is manifest within the contexts of small firm networks that rely on rapid turnover of projects. Presents work to date that converts tacit knowledge into sets of explicit and manageable local data, and provides examples of information visualizations for profiling and retrieval that support the management of social capital. (Author/AEF) EJ678975 Managing Social Capital as Knowledge Management - Some Specification and Representation Issues. Proceedings of the ASIST Annual Meeting v40 p101-108 2003 2003-00-00 N/A 2004 2016-11-21

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No Corporations Data Analysis Electronic Libraries Interaction Library Development Special Libraries Work Environment Xie, Hong Journal Articles Reports - Research Speeches/Meeting Papers Business Libraries Digital Collections ISSN-0044-7870 English Applies the cognitive system engineering approach to investigate human-work interaction at a corporate setting. Reports preliminary analysis of data collected from diary analysis and interview of 20 subjects. Results identify three dimensions for each of four interactive activities involved in human-work interaction and their relationships. Discusses an enhanced model and its implications for the development of a corporate digital library. (Author/AEF) EJ678976 Dimensions of Human-Work Domain Interaction: A Preliminary Analysis for the Design of a Corporate Digital Library. Proceedings of the ASIST Annual Meeting v40 p109-18 2003 2003-00-00 N/A 2004 2016-11-23

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No Corporations Foreign Countries Information Scientists Information Technology Motivation Professional Personnel Systems Analysis Systems Analysts User Needs (Information) Users (Information) Yang, Chyan Wu, Ching-Yu Journal Articles Reports - Research Speeches/Meeting Papers Taiwan Taiwan ISSN-0044-7870 English Reports a case study of Taiwan Power Company on the perceived difference between information technology professionals and information systems users. Findings indicated there are significant differences regarding the required skill sets of system analysts and the expected role playing of system analysts, and no significant difference regarding the non-material motivation of system analysts. (Author/AEF) EJ678977 Perception Difference between Users and Information Professionals: A Case Study of TaiPower. Proceedings of the ASIST Annual Meeting v40 p119-27 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Censorship Federal Government Information Dissemination Information Policy Information Transfer Policy Formation Public Policy Maxwell, Terrence A. Information Analyses Journal Articles Speeches/Meeting Papers Freedom of Information Act United States United States Freedom of Information Act ISSN-0044-7870 English Summarizes some of the activities the United States government has undertaken to control the dissemination of information since 2001. It also explores, through a conceptual model of information flows, potential impacts and discontinuities between policy purposes and outcomes. (AEF) EJ678978 Homeland Security and Information Control: A Model of Asymmetric Information Flows. Proceedings of the ASIST Annual Meeting v40 p128-34 2003 2003-00-00 N/A 2004 2016-11-21

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No Children Computer Interfaces Computer System Design Design Preferences Designers Middle School Students Online Searching Screen Design (Computers) Search Engines User Needs (Information) World Wide Web Bilal, Dania Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English Using a participatory approach, 11 middle school children created paper prototypes for Web search engines. The prototypes were analyzed in relation to content-related spaces, specific spaces, general spaces, instruction spaces, and other spaces. Children's comments about the purposes of the interfaces were analyzed in terms of functionality and visual design. (Author/AEF) EJ678979 Draw and Tell: Children as Designers of Web Interfaces. Proceedings of the ASIST Annual Meeting v40 p135-41 2003 2003-00-00 N/A 2004 7/11/2004 12:00:04 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Children Computer Interfaces Computer System Design Cooperative Programs Design Preferences Designers Elementary Education Elementary School Students User Needs (Information) World Wide Web Large, Andrew Beheshti, Jamshid Nesset, Valerie Bowler, Leanne Journal Articles Reports - Evaluative Speeches/Meeting Papers Participatory Design ISSN-0044-7870 English Describes the process undertaken by a design team comprising both elementary school students and researchers to design a Web portal intended for use by children. The approach adopted by the team was based upon several design theories related to usability studies: contextual inquiry, participatory design, and cooperative inquiry. Presents advantages and problems of this approach. (Author/AEF) EJ678980 Children as Designers of Web Portals. Proceedings of the ASIST Annual Meeting v40 p142-49 2003 2003-00-00 N/A 2004 2016-11-21

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No Electronic Libraries Foreign Countries Library Catalogs Library Collections Library Development Library Materials Library Services Nonprint Media Kar, Debal C. Deb, Subrata Kumar, Satish Journal Articles Reports - Evaluative Speeches/Meeting Papers Digital Collections Digital Technology India (New Delhi) India ISSN-0044-7870 English Discusses the development of Electronic Library at TERI (The Energy and Resources Institute, New Delhi). Highlights include: hardware and software used; the digital library/Virtual Electronic Library; directory of Internet journals; virtual reference resources; electronic collection/Physical Electronic Library; downloaded online full-length documents available on the Internet; journals, CD-ROM collections, and other in-house collections and databases; the library catalog; and benefits. (AEF) EJ678981 Electronic Library: A TERI Experiment. Proceedings of the ASIST Annual Meeting v40 p150-57 2003 2003-00-00 N/A 2004 2016-11-23

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No Employee Attitudes Foreign Countries Learning Activities Librarian Attitudes Library Personnel Library Surveys Organizational Climate Participation Professional Development Professional Personnel Public Libraries Staff Development Auster, Ethel Chan, Donna C. Journal Articles Reports - Research Speeches/Meeting Papers Ontario Canada ISSN-0044-7870 English Examines some of the factors affecting the participation of librarians in professional development activities. Reference librarians working in large urban public libraries in Ontario were surveyed. Data on participation in formal and informal learning activities, together with information about their perceptions of their libraries' environment with respect to updating were obtained from 553 respondents. (Author/AEF) EJ678982 The Library as a Learning Organization and the Climate for Updating in a Period of Rapidly Changing Technologies. Proceedings of the ASIST Annual Meeting v40 p158-64 2003 2003-00-00 N/A 2004 2016-11-23

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No Abstracting Abstracts Classification Databases Indexes Indexing Online Searching Figa, Elizabeth Tarau, Paul Journal Articles Reports - Descriptive Speeches/Meeting Papers Ontology Question Answering Lexical Semantics ISSN-0044-7870 English Describes a framework for building "story traces" (compact global views of a narrative) and "story projects" (selections of key elements of a narrative) and their applications in text understanding and classification. The resulting "abstract story traces" provide a compact view of the underlying narrative's key content elements and a means for automated indexing and classification of text collections. (Author/AEF) EJ678983 Lexical Inference Mechanisms for Text Understanding and Classification. Proceedings of the ASIST Annual Meeting v40 p165-73 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Health Health Materials Information Dissemination Information Retrieval Information Sources Internet Medical Research Publications Reference Materials Vocabulary Tse, Tony Soergel, Dagobert Journal Articles Reports - Evaluative Speeches/Meeting Papers ISSN-0044-7870 English Describes a methodology for collecting and extracting linguistic forms from documents authored by healthcare consumers. The forms were mapped to concepts and the resulting terms were analyzed. Although the case study uses examples from a "consumer medical vocabulary," procedures are applicable to investigating non-professional vocabularies in other domains. (Author/AEF) EJ678984 Procedures for Mapping Vocabularies from Non-Professional Discourse A Case Study: "Consumer Medical Vocabulary." Proceedings of the ASIST Annual Meeting v40 p174-83 2003 2003-00-00 N/A 2004 7/11/2004 12:00:05 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Access to Information Computer Interfaces Design Preferences Indexes Information Retrieval Information Seeking Online Searching Subject Index Terms User Needs (Information) Users (Information) Wacholder, Nina Sharp, Mark Liu, Lu Yuan, Xiaojun Song, Peng Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English Reports on the methodology used in an experiment whose objective was to discover whether information seekers display experimentally demonstrable preferences for index terms with particular properties, and if so, to analyze those preferences. Results provide strong evidence that it is possible to measure human preference for index terms. (Author/AEF) EJ678985 Experimental Study of Index Terms and Information Access. Proceedings of the ASIST Annual Meeting v40 p184-92 2003 2003-00-00 N/A 2004 7/11/2004 12:00:05 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Federal Government Glossaries Information Sources Information Systems Online Systems Reference Materials Statistical Data Statistics User Needs (Information) Haas, Stephanie W. Pattuelli, Maria Cristina Brown, Ron T. Journal Articles Reports - Descriptive Speeches/Meeting Papers Ontology ISSN-0044-7870 English Describes the Statistical Interactive Glossary (SIG), an enhanced glossary of statistical terms supported by the GovStat ontology of statistical concepts. Presents a conceptual framework whose components articulate different aspects of a term's basic explanation that can be manipulated to produce a variety of presentations. The overarching criterion of effectiveness is whether the SIG helps users complete their statistical information tasks. (AEF) EJ678986 Understanding Statistical Concepts and Terms in Context: The GovStat Ontology and the Statistical Interactive Glossary. Proceedings of the ASIST Annual Meeting v40 p193-99 2003 2003-00-00 N/A 2004 2016-11-23

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No Abstracts Family Practice (Medicine) Information Retrieval Information Seeking Journal Articles Medical Research Online Searching Ophthalmology Radiology Scholarly Journals Patrick, Timothy B. Sievert, MaryEllen Reid, John C. Rice, Frances Ellis Gigantelli, James W. Schiffman, Jade S. Shelton, Mark E. Journal Articles Reports - Research Speeches/Meeting Papers Core Language MEDLINE ISSN-0044-7870 English Investigates the shared use of core Ophthalmology terms in the domains of Ophthalmology, Family Practice and Radiology. Core terms were searched for in a text corpus of 38,695 MEDLINE abstracts covering 1970-1999 from journals representing the three domains. Findings indicated core Ophthalmology terms were used significantly more by Ophthalmology than by Radiology, or by Family Practice. (AEF) EJ678987 A Text Corpus Approach to an Analysis of the Shared Use of Core Terminology. Proceedings of the ASIST Annual Meeting v40 p200-205 2003 2003-00-00 N/A 2004 2016-11-21

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No Epistemology Information Processing Information Science Knowledge Representation Language Processing Linguistics Theories Vocabulary Thellefsen, Martin Information Analyses Journal Articles Speeches/Meeting Papers Knowledge Knowledge Networks ISSN-0044-7870 English Suggests that knowledge organization must encompass theories that focus on the more fundamental and less technical view and raises the questions of epistemology and general linguistic theory. Focuses on the meaning aspect of language and the terminological aspect of knowledge organization. Considers theories of terminology, language and meaning, and special language in order to create a framework for special language studies within information science. (AEF) EJ678988 The Role of Special Language in Relation to Knowledge Organization. Proceedings of the ASIST Annual Meeting v40 p206-12 2003 2003-00-00 N/A 2004 2016-11-23

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No Evaluation Methods Information Processing Information Retrieval Information Sources Information Systems Measurement Techniques Quality Control Relevance (Information Retrieval) Tang, Rong Ng, K. B. Strzalkowski, Tomek Kantor, Paul B. Journal Articles Reports - Research Speeches/Meeting Papers Data Quality Question Answering ISSN-0044-7870 English Reports preliminary results of a study to develop and automate new metrics for assessment of information quality in text documents, particularly in news. Through focus group studies, quality judgment experiments, and textual feature extraction and analysis, nine quality aspects were generated and applied in human assessments. Experiments were conducted, during which 1000 TREC (Text REtrieval Conference) documents were evaluated by student and expert participants from two sites. (AEF) EJ678989 Toward Machine Understanding of Information Quality. Proceedings of the ASIST Annual Meeting v40 p213-20 2003 2003-00-00 N/A 2004 2016-11-23

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No Document Delivery Information Retrieval Information Sources Information Systems Linguistics Predictor Variables Quality Control Relevance (Information Retrieval) Statistics Ng, Kwong Bor Kantor, Paul Tang, Rong Rittman, Robert Small, Sharon Song, Peng Strzalkowski, Tomek Sun, Ying Wacholder, Nina Journal Articles Reports - Research Speeches/Meeting Papers Data Quality ISSN-0044-7870 English Textual properties of documents were analyzed to identify predictive variables for various document qualities by means of statistical and linguistic methods. A collection of 1000 documents was created, and each document was judged in terms of nine document qualities (accuracy, reliability, objectivity, depth, author/producer credibility, readability, verbosity and conciseness, grammatical correctness, one-sided or multi-view). (AEF) EJ678990 Identification of Effective Predictive Variables for Document Qualities. Proceedings of the ASIST Annual Meeting v40 p221-29 2003 2003-00-00 N/A 2004 2016-11-23

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No Abstracting Abstracts Access to Information Doctoral Dissertations Information Dissemination Information Retrieval Information Sources Psychology Sociology Ou, Shiyan Khoo, Christopher S. G. Goh, Dion H. Journal Articles Reports - Research Speeches/Meeting Papers Research Summaries Summarization ISSN-0044-7870 English Proposes a variable-based framework for multi-document summarization of dissertation abstracts in the fields of sociology and psychology that makes use of the macro- and micro-level discourse structure of dissertation abstracts as well as cross-document structure. Provides a list of indicator phrases that denote different aspects of the problem statements. (Author/AEF) EJ678991 Multi-document Summarization of Dissertation Abstracts Using a Variable-Based Framework. Proceedings of the ASIST Annual Meeting v40 p230-39 2003 2003-00-00 N/A 2004 2016-11-23

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No Computer Literacy Information Processing Information Retrieval Knowledge Level Online Searching Search Engines Search Strategies Users (Information) World Wide Web Ihadjadene, Madjid Chaudiron, Stephanne, Martins, Daniel Journal Articles Reports - Research Speeches/Meeting Papers Domain Knowledge ISSN-0044-7870 English Reports results from a project that investigated the influence of two types of expertise--knowledge of the search domain and experience of the Web search engines--on students' use of a Web search engine. Results showed participants with good knowledge in the domain and participants with high experience of the Web had the best performances. (AEF) EJ678992 The Effect of Individual Differences on Searching the Web. Proceedings of the ASIST Annual Meeting v40 p240-46 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Information Seeking Information Technology Internet Online Searching Personality Traits User Needs (Information) Users (Information) Heinstrom, Jannica Journal Articles Reports - Research Speeches/Meeting Papers Search Behavior ISSN-0044-7870 English Discusses the influence of personality traits and approaches to studying on students' information-seeking behavior, with a specific focus on use of information technology. Three information-seeking patterns emerged from analyses of 305 college students: "Fast Surfers,""Broad Scanners," and "Deep Divers." Findings point to the importance of customizing information services to meet individual needs. (AEF) EJ678993 Fast Surfers, Broad Scanners and Deep Divers as Users of Information Technology-Relating Information Preferences to Personality Traits and Study Approaches. Proceedings of the ASIST Annual Meeting v40 p247-54 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Content Analysis Environmental Influences Information Retrieval Information Seeking Online Searching Physical Environment Users (Information) World Wide Web Rieh, Soo Young Journal Articles Reports - Research Speeches/Meeting Papers Search Behavior ISSN-0044-7870 English Investigates situational elements of the home as a Web use environment, examining how domestic settings influenced people's Web search activities and behaviors. The subjects, 12 participants in 10 households, were found to search on the Web more frequently, more briefly, and less intensely for broader and more diverse information. Results have implications for design of Web search systems. (AEF) EJ678994 Investigating Web Searching Behavior in Home Environments. Proceedings of the ASIST Annual Meeting v40 p255-64 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Bibliographic Databases Bibliographic Records Catalogs Data Analysis Diseases Indexes Indexing Information Retrieval Medical Research Online Searching Researchers Scholarship Scientific Research Theories Lussky, Joan Journal Articles Reports - Evaluative Speeches/Meeting Papers ISSN-0044-7870 English Explores to what extent the germ theory, when it was still a relatively new idea, is evident in the bibliographic records in the "Index-Catalogue of the Library of the Surgeon-General's Office of the United States Army" (Index Cat), the largest medical bibliographical tool ever published. Data suggest that scientists are quick to apply the new knowledge inherent in the latest scientific breakthroughs to their own area of research. (AEF) EJ678995 Indexed Ideational Shifts in the "Index-Catalogue of the Library of the Surgeon-General's Office of the United States Army." Proceedings of the ASIST Annual Meeting v40 p265-70 2003 2003-00-00 N/A 2004 7/11/2004 12:00:08 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Databases Higher Education History Information Processing Information Retrieval Information Systems Student Research Undergraduate Students Use Studies User Needs (Information) Users (Information) Cole, Charles Leide, John E. Nwakamma, Emeka Beheshti, Jamshid Large, Andrew Journal Articles Reports - Research Speeches/Meeting Papers Novices Query Processing ISSN-0044-7870 English Presents preliminary results from a study of an information need identification system for interactive information retrieval for undergraduates researching a history topic. Concludes that the query taxonomy must include levels of topic specificity because while general topic-based queries are inappropriate as query terms, more specific topic-based queries may be closer to the domain novice user's real information need. (Author/AEF) EJ678996 Structure of Domain Novice Users' Queries to a History Database. Proceedings of the ASIST Annual Meeting v40 p271-79 2003 2003-00-00 N/A 2004 2016-11-21

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No Archives Computer System Design Database Design Design Preferences Museums User Needs (Information) World Wide Web Martin, Kathi Lin, Xia Lunin, Lois Journal Articles Reports - Evaluative Speeches/Meeting Papers Costumes Digital Collections Digital Information Services Virtual Museums Costume History ISSN-0044-7870 English Reports on the human factors considered in the design and implementation of a digital museum for historic costume. Starting with an elicitation and analysis of the qualitative and functional needs of its users, an evolutionary prototype was developed for a model of digital archiving that delivers a gratifying Web experience, visually and interactively. (Author/AEF) EJ678997 User Centric Design and Implementation of a Digital Historic Costume Collection. Proceedings of the ASIST Annual Meeting v40 p280-90 2003 2003-00-00 N/A 2004 2016-11-23

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No Electronic Journals Electronic Libraries Higher Education Indexes Information Sources Journal Articles Online Searching Scholarly Journals Science Education Scientific Research Undergraduate Students Tenopir, Carol Pollard, Richard Wang, Peiling Greene, Dan Kline, Elizabeth Krummen, Julia Kirk, Rachel Journal Articles Reports - Evaluative Speeches/Meeting Papers Digital Collections ISSN-0044-7870 English Phase 1 of a two-phase project funded by the NSF-National Science Digital Library Project used focus groups to determine how undergraduate science students perceive journal literature and how they use digital library resources. Their perceptions and use are contrasted with faculty and graduate teaching assistants. Results reveal undergraduates have difficulties understanding journal articles, and they rarely use online indexes or e-journals unless required to for class. (AEF) EJ678998 Undergraduate Science Students and Electronic Scholarly Journals. Proceedings of the ASIST Annual Meeting v40 p291-97 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Computer Mediated Communication Cooperation Information Networks Information Seeking Online Systems Shared Resources and Services Technological Advancement User Needs (Information) Fisher, Karen E. Durrance, Joan C. Unruh, Kenton T. Journal Articles Reports - Research Speeches/Meeting Papers Community Learning Networks Connectivity Virtual Communities ISSN-0044-7870 English Using data from a two-year study of three community networks, five defining characteristics of effective information communities are described: emphasis on collaboration among diverse information providers; capacity to form around people's needs to access and use information; capacity to exploit information sharing qualities of emerging technologies; ability to transcend barriers to information seeking; and capacity to foster social connectedness. (Author/AEF) EJ678999 Information Communities: Characteristics Gleaned from Studies of Three Online Networks. Proceedings of the ASIST Annual Meeting v40 p298-305 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Area Studies Foreign Countries Information Centers Information Networks Information Sources User Needs (Information) Web Sites World Wide Web Letalien, Bethany Lynn Chen, Hsin-Liang Journal Articles Reports - Evaluative Speeches/Meeting Papers Latin America ISSN-0044-7870 English The Latin American Network Information Center is an academic Web site that houses various databases and similar projects and provides director access to sites in and about Latin America. Exploratory research into the site's usability revealed that overall, users were successful in using the site and expressed satisfaction with it, but some problems, both major and minor, were uncovered. (Author/AEF) EJ679000 Fitting Users' Needs into Web-based Area Studies Resources: A Study of the Latin American Network Information Center (LANIC). Proceedings of the ASIST Annual Meeting v40 p306-15 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer System Design Information Systems Information Technology Metadata Semantics Technological Advancement Use Studies Video Equipment Visual Aids Mu, Xiangming Marchionini, Gary Journal Articles Reports - Evaluative Speeches/Meeting Papers Video Technology ISSN-0044-7870 English Presents an enriched video metadata framework including video authorization using the Video Annotation and Summarization Tool (VAST)-a video metadata authorization system that integrates both semantic and visual metadata-- metadata integration, and user level applications. Results demonstrated that the enriched metadata were seamlessly incorporated into application level programs. (Author/AEF) EJ679001 Enriched Video Semantic Metadata: Authorization, Integration, and Presentation. Proceedings of the ASIST Annual Meeting v40 p316-22 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer System Design Indexing Information Technology Use Studies Video Equipment Wilkens, Todd Hughes, Anthony Wildemuth, Barbara M. Marchionini, Gary Journal Articles Reports - Research Speeches/Meeting Papers Digital Video Interactive Narrative Text Video Technology Digital Communications Digital Technology ISSN-0044-7870 English Outlines the basic principles and research supporting the concept of narrative intelligence and its applicability to the ways in which people make sense of digital video. Explores relevant theory and research in sense-making, surrogates, narrative, and narrative intelligence and presents preliminary results of two research studies. Results have implications for how syntactic form can be used for indexing digital video. (Author/AEF) EJ679002 The Role of Narrative in Understanding Digital Video: An Exploratory Analysis. Proceedings of the ASIST Annual Meeting v40 p323-29 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Information Retrieval Information Seeking Online Searching Relevance (Information Retrieval) Speech Technological Advancement Kim, Jinmook Oard, Douglas W. Soergel, Dagobert Journal Articles Reports - Research Speeches/Meeting Papers Text Searching Digital Collections Search Commands ISSN-0044-7870 English Reports on an exploratory study of the criteria searchers use when judging the relevance of recorded speech from radio programs and the attributes of a recording on which those judgments are based. Criteria used as a basis for selection were found to be similar to those observed in relevance studies with printed materials, but attributes used as a basis for assessing those criteria were found to exhibit modality-specific characteristics. (Author/AEF) EJ679003 Searching Large Collections of Recorded Speech: A Preliminary Study. Proceedings of the ASIST Annual Meeting v40 p330-39 2003 2003-00-00 N/A 2004 2016-11-23

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No Information Retrieval Information Seeking Online Searching Relevance (Information Retrieval) Search Engines Search Strategies World Wide Web Pu, Hsiao-Tieh Journal Articles Reports - Research Speeches/Meeting Papers Digital Imagery Query Processing Search Behavior ISSN-0044-7870 English Examines the differences between Web image and textual queries, and attempts to develop an analytic model to investigate their implications for Web image retrieval systems. Provides results that give insight into Web image searching behavior and suggests implications for improvement of current Web image search engines. (AEF) EJ679004 An Analysis of Web Image Queries for Search. Proceedings of the ASIST Annual Meeting v40 p340-48 2003 2003-00-00 N/A 2004 2016-11-21

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No Information Retrieval Online Searching Relevance (Information Retrieval) Search Strategies Users (Information) World Wide Web Jorgensen, Corinne Jorgensen, Peter Journal Articles Reports - Research Speeches/Meeting Papers Digital Imagery Query Formulations Query Processing Browsing ISSN-0044-7870 English Reports the analysis of search logs from a commercial image provider over a one-month period and discusses results in relation to previous findings. Analyzes image searches, image queries composing the search, user search modification strategies, results returned, and user browsing of results. (Author/AEF) EJ679005 Image Querying by Image Professionals. Proceedings of the ASIST Annual Meeting v40 p349-56 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Cooperation Information Retrieval Information Seeking Information Systems Online Searching Relevance (Information Retrieval) Search Strategies User Needs (Information) World Wide Web Goker, Ayse He, Daqing Journal Articles Reports - Evaluative Speeches/Meeting Papers ISSN-0044-7870 English Introduces a personalization approach in a traditional information retrieval system. Describes extensions of integrating collaboration in personalization in the Web retrieval environment, based on differences in the nature of documents, users and search tasks between traditional and Web retrieval environments. Presents a user-oriented evaluation of Web-based adaptive retrieval system as an important aspect of the overall strategy for personalization. (Author/AEF) EJ679006 Personalization via Collaboration in Web Retrieval Systems. Proceedings of the ASIST Annual Meeting v40 p357-65 2003 2003-00-00 N/A 2004 7/11/2004 12:00:12 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Ambiguity Information Retrieval Information Seeking Information Services Information Systems Online Searching Search Strategies User Needs (Information) Kim, Yang-woo Journal Articles Reports - Research Speeches/Meeting Papers Query Formulations Query Processing ISSN-0044-7870 English Develops a framework explaining the need to disambiguate user inquiries to improve information systems and services. Categorizes a set of questions according to ambiguity type. Discusses three aspects of retrieval systems and services, based on results of categorization: increasing user input to make initial queries less ambiguous; reducing search space by disambiguating queries; and clustering search results based on characteristics of prospective answers. (Author/AEF) EJ679007 Typology of Ambiguity on Representation of Information Problem: An Exploratory Study. Proceedings of the ASIST Annual Meeting v40 p366-80 2003 2003-00-00 N/A 2004 2016-11-23

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No Information Retrieval Information Seeking Online Searching Search Engines Search Strategies User Needs (Information) World Wide Web Toms, Elaine G. Freund, Luanne Journal Articles Reports - Research Speeches/Meeting Papers Query Formulations Query Processing Question Answering ISSN-0044-7870 English Tests the use of questions as a technique in the query specification process. Using a within-subjects design, 48 people interacted with a modified Google interface to solve four information problems in four domains. Half the tasks were entered as typical keyword queries, and half as questions or statements. Results suggest the typical search box is a barrier to the creation of enriched queries. (Author/AEF) EJ679008 Priming the Query Specification Process. Proceedings of the ASIST Annual Meeting v40 p381-88 2003 2003-00-00 N/A 2004 2016-11-21

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No Comparative Analysis Computer Literacy Information Retrieval Information Seeking Information Systems Online Searching Use Studies User Satisfaction (Information) Users (Information) Alexander, Mike Chen, Hsin-liang Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English Compares users' self-reported and observed usability problems within a Web-based information system. Participants were asked to complete a specific list of tasks within the system, after which they answered several questions regarding the system's usability. While, advanced users generally completed the tasks in less time than novices, the number of tasks completed correctly and the number of usability problems reported did not differ significantly by experience level. (Author/AEF) EJ679009 Perceptions and Effects of a System's Usability by Experience Level. Proceedings of the ASIST Annual Meeting v40 p389-97 2003 2003-00-00 N/A 2004 7/11/2004 12:00:12 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Computer Interfaces Computer System Design Information Retrieval Information Seeking Models Online Searching Screen Design (Computers) Search Strategies Use Studies User Needs (Information) Ju, Boryung Gluck, Myke Journal Articles Reports - Research Speeches/Meeting Papers ISSN-0044-7870 English The purpose of this study was to organize menu items based on a user-process model and implement a new version of current software for enhancing usability of interfaces. A user-process model was developed, drawn from actual users' understanding of their goals and strategies to solve their information needs by using Dervin's Sense-Making Theory with sense-making interviews. (Author/AEF) EJ679010 Developing a User-process Model for Designing Menu-based Interfaces: An Exploratory Study. Proceedings of the ASIST Annual Meeting v40 p398-406 2003 2003-00-00 N/A 2004 7/11/2004 12:00:13 CIJJUN2004 Paper presented at the ASIST (American Society for Information Science and Technology) Annual Meeting (66th, Washington, DC, October 19-22, 2003).

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No Computer System Design Electronic Libraries Geographic Concepts Geography Online Systems Use Studies User Needs (Information) Gazan, Rich Leazer, Gregory H. Borgman, Christine L. Gilliland-Swetland, Anne J. Smart, Laura Ancona, Dan Nilsson, Rahcel Micheal Journal Articles Reports - Evaluative Speeches/Meeting Papers Narrative Text Prototypes Digital Imagery Digital Technology ISSN-0044-7870 English Details the rationale, evaluation and implementation of use scenarios-structured narrative descriptions of envisioned system use-in the development of the Alexandria Digital Earth Prototype (ADEPT). Discusses the strengths of the scenario approach, obstacles to their use, and lessons learned in the overall development process. (Author/AEF) EJ679011 Use Scenarios in the Development of the Alexandria Digital Earth Prototype (ADEPT). Proceedings of the ASIST Annual Meeting v40 p407-15 2003 2003-00-00 N/A 2004 2016-11-21

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No Computer Interfaces Design Preferences Information Retrieval Online Searching Search Engines Search Strategies Users (Information) World Wide Web Ozmutlu, Seda Ozmutlu, H. C. Spink, Amanda Journal Articles Reports - Research Speeches/Meeting Papers Query Formulations Search Behavior ISSN-0044-7870 English Findings from a study of users' multitasking searches on Web search engines include: multitasking searches are a noticeable user behavior; multitasking search sessions are longer than regular search sessions in terms of queries per session and duration; both Excite and AlltheWeb.com users search for about three topics per multitasking session and submit about four to five queries per topic; there is a variety of search topics in multitasking search sessions. (Author/AEF) EJ679012 Multitasking Web Searching and Implications for Design. Proceedings of the ASIST Annual Meeting v40 p416-21 2003 2003-00-00 N/A 2004 2016-11-23

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No Computer Interfaces Electronic Libraries Information Management Information Networks Information Policy Information Retrieval Information Science Information Services Information Technology Online Searching Reference Services Use Studies User Needs (Information) Collected Works - General Journal Articles Speeches/Meeting Papers Digital Technology ISSN-0044-7870 English Forty-six panels address topics including women in information science; users and usability; information studies; reference services; information policies; standards; interface design; information retrieval; information networks; metadata; shared access; e-commerce in libraries; knowledge organization; information science theories; digitization; ethics; diversity; information management; classification; digital libraries; and information technologies. (AEF) EJ679013 ASIST 2003: Part II: Panels. Proceedings of the ASIST Annual Meeting v40 p425-501 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Information Computer Interfaces Computer Software Development Electronic Libraries Information Management Information Science Information Services Information Technology Online Searching Reference Services User Needs (Information) Collected Works - General Journal Articles Speeches/Meeting Papers Digital Technology ISSN-0044-7870 English Twenty-three posters address topics including access to information; metadata; personal information management; scholarly information communication; online resources; content analysis; interfaces; Web queries; information evaluation; informatics; information needs; search effectiveness; digital libraries; diversity; automated indexing; e-commerce; effect of subject domain; interfaces; search behavior; software development; children's information seeking; and online portals for student chapters. (AEF) EJ679014 ASIST 2003: Part III: Posters. Proceedings of the ASIST Annual Meeting v40 p505-52 2003 2003-00-00 N/A 2004 2016-11-21

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No Constructivism (Learning) Educational Technology Learning Processes Virtual Classrooms Winn, William Journal Articles Reports - Descriptive Complex Concepts Knowledge Acquisition Scientific Thinking Theoretic Orientation ISSN-0013-1962 English Explores what a return to a more theory-based scientific approach to education might mean for the study and practice of educational technology. Topics include science, technology, and constructivism; knowledge construction; how to deal with complexity; and roles of educational technology, including creating virtual learning environments and monitoring the dynamics of learning. (Contains 77 references.) (LRW) EJ679015 Beyond Constructivism: A Return to Science-Based Research and Practice in Educational Technology. Educational Technology v43 n6 p5-14 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Feedback Instructional Design Interaction Technology Uses in Education Allen, Michael W. Journal Articles Reports - Descriptive Educational Media Use Electronic Learning Learner Centered Instruction ISSN-0013-1962 English Discusses the lack of progress in creating valuable electronic learning (e-leaning) experiences and considers reasons for it, including the lack of incorporating appropriate media. Explains the need to focus on learner-centric instructional design rather than content-centric design and considers good interactions, challenging the learner, and intrinsic feedback. (LRW) EJ679016 I Had No Idea: How To Build Creative E-Learning Experiences. Educational Technology v43 n6 p15-20 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Evaluation Methods Faculty Development Feedback Higher Education Instructional Design Interaction Learning Activities Learning Processes Outcomes of Education Technology Uses in Education Worksheets Collins, Mauri P. Berge, Zane L. Journal Articles Reports - Descriptive Course Development ISSN-0013-1962 English Presents an instructional design framework that stresses the alignment of learning outcomes, learning activities, and evaluation and feedback. Focuses on student learning rather than instructional input; encourages faculty development to enable them to design their own courses; considers course resources, practice activities, and interaction; and includes a planning worksheet. (Author/LRW) EJ679017 Using Instructional Design for Faculty Development in a Post-Secondary Technology-Enhanced Environment. Educational Technology v43 n6 p21-27 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Cognitive Psychology Educational Technology Information Utilization Instructional Design Online Courses Scaffolding (Teaching Technique) Student Needs Schutt, Maria Journal Articles Reports - Descriptive Experts Instructional Support Novices Tacit Knowledge Electronic Learning ISSN-0013-1962 English Discusses strategies that can guide the design of online instructional environments that embed scaffolding elements, based on the fields of educational technology and cognitive psychology. Includes organization and presentation of information that facilitate perpetual attention and information processing; articulating tacit knowledge of experts; supporting novice and expert approaches; and addressing student needs. (Author/LRW) EJ679018 Scaffolding for Online Learning Environments: Instructional Design Strategies that Provide Online Learner Support. Educational Technology v43 n6 p28-35 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-23

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No Educational Technology Information Technology Learning Processes Models Trentin, Guglielmo Journal Articles Reports - Descriptive Electronic Learning ISSN-0013-1962 English Discussion of the use of information and communication technologies to support educational processes focuses on electronic learning systems and problems related to the management of the complexity of these systems. Presents electronic learning models and discusses the need for specific research about their organizational development. (Author/LRW) EJ679019 Managing the Complexity of E-Learning Systems. Educational Technology v43 n6 p36-42 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Cooperation Instructional Design Languages Subject Index Terms Seo, Kay Kyeongju Gibbons, Andrew S. Journal Articles Reports - Descriptive Design Methodology ISSN-0013-1962 English Defines design languages as collections of terms that can be used as the primitive words for expressing design sentences. Explains the use of design languages in an instructional design context, including identifying design language terms, design language flexibility, and sharing design languages for cooperative dialogs. (Author/LRW) EJ679020 Design Languages: A Powerful Medium for Communicating Designs. Educational Technology v43 n6 p43-46 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Classification Curriculum Development Educational Resources Informal Education Interpersonal Relationship Learning Activities Nonprofit Organizations Reference Materials Virtual Classrooms Vocabulary Web Sites World Wide Web Martindale, Trey Cates, Ward Mitchell Qian, Yufeng Journal Articles Reports - Descriptive Electronic Resources Links (Indexing) ISSN-0013-1962 English Describes the creation of a classification system with a common vocabulary for discussing educational Web sites, both formal and informal education, and looking for trends in exemplary sites. Categories include instructional; learning activities; content collection; links; reference; teacher resources; vicarious participation; interpersonal interaction; virtual exhibits; nonprofit organizations; curriculum or research projects; and commercial. (LRW) EJ679021 Educational Web Sites: A Classification System for Educators and Learners. Educational Technology v43 n6 p47-50 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-23

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No Conventional Instruction Individual Instruction Instructional Design Learning Strategies Models Online Courses Pacing Technology Uses in Education Web Based Instruction Singh, Harvey Journal Articles Reports - Descriptive Collaborative Learning Electronic Learning Hybrid Courses Structured Learning ISSN-0013-1962 English Discussion of electronic learning and Web-based learning focuses on blended learning programs which can include offline and online learning; self-paced and live, collaborative learning; structured and unstructured learning; and custom content and off-the-shelf content. Describes a model, called Khan's Octagonal Framework, which can be used to create the appropriate blend. (LRW) EJ679022 Building Effective Blended Learning Programs. Educational Technology v43 n6 p51-54 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Competition Cost Effectiveness Costs Distance Education Educational Benefits Marketing Nonprofit Organizations Research and Development Stakeholders Willis, Barry Journal Articles Reports - Descriptive Student Support Services Academic Support Services ISSN-0013-1962 English Discusses how to determine the benefits and costs of distance education programs. Highlights include analyzing long-term costs, including student and academic support, program administration, marketing, and research and development; identifying and serving stakeholders; focusing on niche programs where a market exists; understanding the competition; and for-profit versus nonprofit institutions. (LRW) EJ679023 The Benefits/Costs of Distance Education: Are the Benefits Worth the Costs? Educational Technology v43 n6 p55-57 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Foreign Countries Instructional Design Learning Strategies Technology Uses in Education Virtual Classrooms Eichler, Marcelo L. Goncalves, Mario R. da Silva, Flavia O. M. Junges, Fernando Del Pino, Jose C. Journal Articles Reports - Descriptive Brazil Brazil ISSN-0013-1962 English Discusses instructional design for computerized pedagogic materials and emphasizes the elements of activity and discovery in creating effective learning experiences. Describes a virtual learning environment designed in Brazil that is open to different forms of use so teachers and students can decide on the best ways of using it. (LRW) EJ679024 Virtual Learning Environments Designed in Brazil. Educational Technology v43 n6 p58-60 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Access to Education Distance Education Feedback Higher Education Literacy Low Income Groups Skill Development Holstrom, Lisa Journal Articles Reports - Descriptive University of Cincinnati OH Barriers to Participation Educational Media Use Electronic Learning ISSN-0013-1962 English Discusses ways to eliminate barriers to electronic learning based on experiences at the University of Cincinnati. Topics include meeting demands from a population that lacks access and skills; weak English proficiency; low income adults; acquiring computer skills; media use; computer hardware capabilities; and the need for continuing feedback. (LRW) EJ679025 Eliminating Barriers for All E-Learners. Educational Technology v43 n6 p61-62 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Cluster Grouping Community Colleges Demonstration Programs Holistic Evaluation Humanization Income Salaries Two Year Colleges Wages Reynolds, Brian Journal Articles Reports - Descriptive ISSN-0026-914X English Discusses how the Archdiocese of Louisville has begun taking initiatives to become a more equitable employer. Addresses seven components of compensation including income continuation, deferred income, pay for time not worked, health and accident insurance, loss of job income continuation, and spouse and family income continuation. (MZ) EJ679026 Working Toward a Holistic Compensation Model. Momentum p11-13 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:17 CIJJUN2004

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No Catholic Educators Christianity Church Related Colleges Community Colleges Private Education Private School Aid Religious Education Two Year Colleges Voboril, Bob Journal Articles Opinion Papers ISSN-0026-914X English Criticizes how Catholic schools have been forced to survive by adopting a purchase mentality. The solution is to embrace the stewardship way of life. Points out that stewardship takes a while to take effect, but once it does it will create a counter cultural attitude toward one's income and assets. (MZ) EJ679027 Becoming Rooted in the Stewardship Way of Life. Momentum p14-16 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:18 CIJJUN2004

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No Catholic Educators Christianity Community Colleges Economic Impact Educational Development Investment Private Financial Support Religious Education Two Year Colleges Tracy, Mary E. Journal Articles Opinion Papers ISSN-0026-914X English Discusses that something should be done about Catholic schools that are closing, but that there are no shortcuts to a comprehensive development program. Explains that effective institutional advancement can move Catholic schools in a positive direction. Institutional advancement can be achieved in the following ways: (1) investment; (2) development; and (3) philanthropy. (MZ) EJ679028 Clarify the Vision and Carry it Out-Or Fail. Momentum p17-19 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:18 CIJJUN2004

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No Catholic Educators Christianity Community Colleges Donors Educational Development Educational Finance Private Financial Support Religious Education Two Year Colleges Connell, Joseph Journal Articles Opinion Papers ISSN-0026-914X English Discusses how Moreau Catholic High School has had a 290% growth in a 3-4 year period. Author attributes this to (1) insightful board of trustees; (2) fundraising achieved through friendship; (3) providing individual opportunities for advancing the school; and (4) focusing on principles of Christian stewardship, philanthropy, collaboration, and participation. Contains one figure and one table. (MZ) EJ679029 Growing a Development Program into Institutional Advancement. Momentum p20-22 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:18 CIJJUN2004

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No Budgets Catholic Educators Christianity Community Colleges Cost Estimates Expenditures Money Management Religious Education Two Year Colleges Journal Articles Opinion Papers ISSN-0026-914X English Discusses how NCEA offers financial planning support to members in a variety of ways, including tailored on-site consultation, regional workshops and sessions at the annual convention. Offers a list of publications that can be helpful in planning and conducting development programs and a directory of funding resources for Catholic activities. (MZ) EJ679030 NCEA Offers Ways to Help Improve Your Financial Picture. Momentum p23-24 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:18 CIJJUN2004

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No Catholic Educators Christianity Community Colleges Metropolitan Areas Neighborhood Improvement Religious Education Two Year Colleges Urban Improvement Urban Renewal Rivera, Richard Journal Articles Reports - Descriptive ISSN-0026-914X English Recognizes the unused potential of inner city kids and describes how The Institute for Leadership, Excellence and Academic Development (I-Lead) program has helped prepare these students for admittance to universities and colleges. I-Lead offers four core courses: (1) test prep class; (2) constitutional law class; (3) writing class; and (4) biomechanics. (MZ) EJ679031 Big Business Invests in Catholic Education. Momentum p25-27 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:19 CIJJUN2004

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No Alumni Catholic Educators Christianity Community Colleges Educational Equity (Finance) Educational Finance Endowment Funds Fund Raising Money Management Religious Education Two Year Colleges Tomaszewski, Dawn Anderson-Gallagher, Mary Peterson, P. Patricia Keebler, Barbara Hart, Joan Dolan, Dorothy Morency, Constance Madson, Erlene Bowes, Ronald T. Pihokker, Ronald L. Grenough, Suzan Z. Hart, Anne Loughran, Eileen Dwyer, Tim Collected Works - General Journal Articles Opinion Papers ISSN-0026-914X English Collection of articles written by a variety of authors sharing personal experiences and advice on how one can have financial and developmental success specifically in regards to Catholic schools. Articles discuss topics such as tuition covenant, fundraising, alumni power, endowment funds, grants, Catechetical Ministry, and business practices that guarantee success. (MZ) EJ679032 Finance and Development: A Portfolio of Ideas. Momentum p28-45 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:19 CIJJUN2004

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No Boards of Education Catholic Educators Christianity Community Colleges Religious Education School Administration School Policy School Responsibility School Supervision Two Year Colleges James, John Journal Articles Opinion Papers ISSN-0026-914X English Suggests that Catholic school administration should provide opportunities for faith formation in the following ways: (1) placing the work of the board in upper theological context; and (2) reinterpreting the practical work of the board as an adult faith response to baptismal calling. Doing so will provide spiritual and material rewards. (MZ) EJ679033 School Board Meetings and Spiritual Growth Can Go Together. Momentum p53-55 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:19 CIJJUN2004

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No Catholic Educators Christianity Community Colleges Discussion (Teaching Technique) Discussion Groups Interpersonal Communication Religious Education Speech Communication Speech Curriculum Two Year Colleges Zukowski, Angela Ann MHSH Journal Articles Opinion Papers ISSN-0026-914X English Advocates that dialogue is a tool that transforms those that are involved in it and that it can create or improve relationships. Claims that Catholic schools should teach students how to have effective dialogue skills. Gives seven suggestions on how Catholic schools can change the status quo by nurturing dialogue. (MZ) EJ679034 Technology Trends: Nurturing a New World Community Through Dialogue. Momentum p65-66 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:19 CIJJUN2004

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No Catholic Educators Christianity Community Colleges Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Religious Education Two Year Colleges Walters, Thomas P. Walters, Rita Tyson Journal Articles Opinion Papers ISSN-0026-914X English Discusses the top ten characteristics of effective Catechetical leaders: (1) prayerful/spiritual people; (2) passion for Catechetical Ministry; (3) creativity; (4) cooperative behavior; (5) active in professional organizations; (6) learns continuously; (7) respected by peers; (8) possesses administrative skills and run creative programs; (9) emphasizes catechistic formation; and (10) leadership experience. (MZ) EJ679035 DRE Directions: What Makes an Effective Catechetical Leader? Momentum p67-68 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:00:20 CIJJUN2004

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No Catholic Educators Catholics Church Related Colleges Clergy Community Colleges Educational History Foundations of Education Religious Education Two Year Colleges James, John Journal Articles Reports - Descriptive ISSN-0026-914X English Give a historical background to those people that helped bring Catholic education from the eastern seaboard to the West Coast. Discusses the actions of Bishop Louis Dubourg, Father Jean Pierre De Smet, Father Quickenborne, the Jesuits at Saint Mary's Mission, and others. Contains 7 references. (MZ) EJ679036 St. Louis: Gateway to the West for Catholic Education. Momentum p12-17 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:20 CIJJUN2004

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No Catholic Educators Catholics Church Related Colleges Clergy Community Colleges Religious Education Two Year Colleges Meyers, Msgr. John F McNamee, Sister Catherine DeFoire, Leonard Journal Articles Opinion Papers ISSN-0026-914X English Contains the personal experiences of three former NCEA presidents: Msgr. John F. Meyer, Sister Catherine McNamee, and Leonard DeFoire. Each addresses which tactics he/she used in order to contribute effectively to NCEA. Discusses the challenges of being an effective leader and how the NCEA aids leaders in different ways. (MZ) EJ679037 Years of Challenge and Reward-Former NCEA Presidents Reflect on Their Times at the Helm. Momentum p18-24 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:20 CIJJUN2004

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No Catholic Educators Church Related Colleges Community Colleges Comparative Education Educational History Educational Practices Foundations of Education Two Year Colleges Groome, Thomas H. Journal Articles Opinion Papers ISSN-0026-914X English Discusses the history of Catholic schools beginning during the era of the original colonies, through the era of independence, to the twentieth century. Concludes that the American higher education system is to be applauded and specifically the Catholic schools should be recognized for creating model citizens. Contains one reference. (MZ) EJ679038 American Catholic Schools and the Common Good. Momentum p26-29 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:21 CIJJUN2004

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No Catholic Schools Catholics Church Related Colleges Church Workers Community Colleges Foundations of Education Religious Education Two Year Colleges Walch, Timothy Journal Articles Opinion Papers Reports - Descriptive ISSN-0026-914X English Discusses the various important eras of educational leadership: the move to national organizations (1900-1930), consolidating control (1915-1950), blessings and burdens (1950-1960), educational revolution (1960-1990), and toward a new century (1990-2000). Concludes that the future of Catholic education depends on the quality of leaders. Contains 10 references. (MZ) EJ679039 Contours of American Catholic Educational Leadership. Momentum p30-35 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:21 CIJJUN2004

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No Academic Freedom Access to Education Community Colleges Democracy Democratic Values Freedom Private Colleges Private Education Two Year Colleges O'Malley, Rev. Michael Journal Articles Opinion Papers ISSN-0026-914X English Discusses that nonpublic education is a valid option for many, but they do not have the liberties that upper middle class families enjoy. Points out that poor people should enjoy the same educational benefits as others. Concludes that leaders should consider non-public schools as valid as the public schools. Contains 2 references. (MZ) EJ679040 Democracy and Education: Liberty & Justice for All? Momentum p38-40 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:21 CIJJUN2004

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No Beginning Teacher Induction Beginning Teachers Classroom Environment Community Colleges Teacher Effectiveness Teacher Expectations of Students Teacher Response Teacher Student Relationship Teachers Two Year Colleges Harris, Judy J. Journal Articles Opinion Papers ISSN-0026-914X English Discusses the unique challenges of the first year of teaching. Challenges include over enrollment, long hours, and overload of paperwork. Gives advice on how new teachers can overcome problems by creating alliances within the spiritual community, working with administrators, and taking care of their health. (MZ) EJ679041 How to Survive the First Year of Teaching. Momentum p48-51 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:21 CIJJUN2004

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No Community Colleges Cultural Differences Cultural Pluralism Diversity Diversity (Institutional) Ethnic Groups Individual Differences Intercultural Communication Student Diversity Two Year Colleges Fries, Janet Martin Friel, Michael Journal Articles Opinion Papers ISSN-0026-914X English Discusses how the most important goal of educators has become meeting the needs of a diverse student population. Discusses that research has shown that classrooms do not address the needs of student diversity. Discusses how to develop an action plan that better equips teachers. Contains 2 references. (MZ) EJ679042 Teacher Formation Goes Beyond Mentoring at Maryland Elementary School. Momentum p52-55 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:22 CIJJUN2004

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No Catholic Educators Catholic Schools Community Colleges Educational History Historical Interpretation History History Instruction Social Science Research Two Year Colleges Kollar, Rene (OSB) Journal Articles Reports - Descriptive ISSN-0026-914X English Discusses how the concept of Catholic education dates to the early days of the church and how the rule of St. Benedict impacts present day Catholic schools. Gives a historical overview and explains how the era of St. Benedict is an important issue to consider in a secular and depersonalized world. (MZ) EJ679043 Education Based on the Rule of St. Benedict: Centuries-Old Rule Still Relevant Today. Momentum p56-59 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:22 CIJJUN2004

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No Active Learning Autoinstructional Aids Community Colleges Computer Assisted Instruction Computer Mediated Communication Display Systems Learner Controlled Instruction Online Systems Two Year Colleges Andersen, Colleen Curry Journal Articles Opinion Papers ISSN-0026-914X English Discusses how the John Paul II Cultural Center is an example of how Catholic educators have begun taking advantage of new teaching resources to help students understand their personal faith. Center contains hands-on and interactive journey to learning about Catholicism and the faiths of other people. (MZ) EJ679044 High-Tech Playground: Cultural Center Journey Expands Student Horizons of Faith and Culture. Momentum p60-63 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:22 CIJJUN2004

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No Catholics Christianity Community Colleges Historical Interpretation History Nuns Priests Private Education Two Year Colleges Curtin, Joan (CND) Morse, Teresita (RJM) McKew, Maureen Journal Articles Opinion Papers ISSN-0026-914X English Discusses how the Pre-Vatican II CCD concentrated on providing information while the post conciliar Catholic Church calls on Catholics to offer information that leads ultimately to transformation. Discusses how learning about the history of the church and celebrating the past can strengthen the future. (MZ) EJ679045 Confraternity of Christian Doctrine Observes 100 Years: Ready to Transform Parish Life for Another Second Century. Momentum p64-67 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:23 CIJJUN2004

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No Achievement Tests Community Colleges Competence Competency Based Education Educational Testing Evaluation Methods Performance Performance Based Assessment Performance Factors Two Year Colleges McDonald, Dale (PBVM) Journal Articles Reports - Descriptive ISSN-0026-914X English Discusses President Bush's No Child Left Behind Act and addresses the flaws of the program. Addresses the program's focus on student assessments, relationship between assessment and accountability, and mandated assessments for public school. Also discusses how the program does not affect private and religious schools. (MZ) EJ679046 CAPITAL INFO: Q and A on No Child Left Behind Implementation and Accountability. Momentum p82-83 May 2003 2003-00-00 N/A 2004 7/11/2004 12:00:23 CIJJUN2004

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No Aesthetics Community Colleges Educational Environment Educational Philosophy Educational Principles Educational Responsibility Educational Theories Ethical Instruction Two Year Colleges Chinnery, Ann Journal Articles Opinion Papers ISSN-0039-3746 English Uses jazz improvisation as a metaphor to focus on three interrelated aspects of ethical responsibility according to Emmanuel Lavinas's theories: (1) passivity; (2) heteronomy; and (3) inescapability. Discusses some ways in which reframing responsibility and subjectivity along this line might offer new possibilities for conceiving subjectivity and moral agency in education. Contains 23 references. (JS) EJ679047 Aesthetics of Surrender: Levinas and the Disruption of Agency in Moral Education. Studies in Philosophy and Education v22 n1 p5-17 Jan 2003 2003-00-00 T 2004 7/11/2004 12:00:23 CIJJUN2004

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No Academic Discourse Academic Education Community Colleges Discourse Analysis Discourse Communities Scholarly Communication Teacher Student Relationship Teaching Methods Two Year Colleges Safstrom, Carl Anders Journal Articles Opinion Papers ISSN-0039-3746 English Discusses some conditions for understanding teaching as an act of responsibility towards others, rather than as an instrumental act identified through epistemology. Argues that in order to make teaching an ethical relationship between individuals, teachers must give up their position on the safe side of knowledge and participate in the risk associated with taking a vulnerable position with others. Contains nine references. (JS) EJ679048 Teaching Otherwise. Studies in Philosophy and Education v22 n1 p19-29 Jan 2003 2003-00-00 T 2004 7/11/2004 12:00:23 CIJJUN2004

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No Ambiguity Classroom Communication Classroom Environment Community Colleges Educational Responsibility Teacher Responsibility Teacher Student Relationship Two Year Colleges Todd, Sharon Journal Articles Reports - Descriptive ISSN-0039-3746 English Describes teachers as often being in a place of tension between responding to students as persons and responding to students in their institutional-defined roles. Studies the significance of communicative ambiguity for responsibility, and explores what is ethically at stake for teachers in erotic form of communication. Contains 14 references. (JS) EJ679049 A Fine Risk To Be Run? The Ambiguity of Eros and Teacher Responsibility. Studies in Philosophy and Education v22 n1 p31-44 Jan 2003 2003-00-00 T 2004 7/11/2004 12:00:24 CIJJUN2004

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No Cognitive Processes Community Colleges Consciousness Raising Educational Principles Educational Responsibility Educational Theories Hermeneutics Historical Interpretation Two Year Colleges Simon, Roger I. Journal Articles Opinion Papers ISSN-0039-3746 English Argues for the importance of Emmanuel Levinas's work for re-opening educational questions. Addresses the problem of remembrance as a question of and for history, as a force of inhabitation, as an inheritance we are obligated to live within, that intertwines with our sense of limits and possibilities, hopes and fears, identities and distinctions. (JS) EJ679050 Innocence without Naivete, Uprightness without Stupidity: The Pedagogical Kavannah of Emmanuel Levinas. Studies in Philosophy and Education v22 n1 p45-59 Jan 2003 2003-00-00 T 2004 7/11/2004 12:00:24 CIJJUN2004

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No Community Colleges Psychological Needs Psychological Patterns Self Actualization Teacher Education Teacher Effectiveness Teachers Teaching Experience Two Year Colleges Zembylas, Michalinos Information Analyses Journal Articles Reports - Descriptive ISSN-0039-3746 English Describes the new dynamic found in exploring the role of discourse of discursive structures and normative practices through which teaching is figured and practiced. Develops an account that creates this new dynamic and encourages a missing conversation in the areas of emotions in teaching by discussing how sociopolitical and cultural aspects define the experience of teacher emotion. Contains 77 references. (MZ) EJ679051 Caring for Teacher Emotion: Reflection on Teacher Self-Development. Studies in Philosophy and Education v22n2 p103-125 Mar 2003 2003-00-00 T 2004 7/11/2004 12:00:24 CIJJUN2004

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No Allegory Community Colleges Imagery Legends Literary Devices Literature Metaphors Symbols (Literary) Two Year Colleges Yob, Iris M. Journal Articles Reports - Descriptive ISSN-0039-3746 English Describes Thayer-Bacon's book on metaphors and explores the role of metaphor in constructive thinking. Provides an in depth analysis of Thayer-Bacon's quilting bee metaphor and how it takes the organization, structures, entities, and forces of a literal quilting bee and applies them to the realm of learning. Concludes that Thayer-Bacon's metaphorical analogy approaches literal analogy. (MZ) EJ679052 Thinking Constructively with Metaphors. A Review of Barbara J. Thayer-Bacon, Transforming Critical Thinking: Thinking Constructively. Studies in Philosophy and Education v22n2 p127-138 Mar 2003 2003-00-00 T 2004 7/11/2004 12:00:25 CIJJUN2004

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No Community Colleges Developmental Continuity Diversity Educational Philosophy Individual Development Philosophy Two Year Colleges World Views O'Loughlin, Marjorie Journal Articles Reports - Descriptive ISSN-0039-3746 English Gives an overview of the articles that are presented in this edition. Discusses the overall theme of nihilism in the postmodern world, new Deweyan scholarship, and functions of narratives. Gives a brief description and summary of each articles as well as background of the authors. Concludes that despite difficulties philosophers of education have become more socially and politically involved. (MZ) EJ679053 Introduction: Continuity and Diversity: Philosophy of Education at the Beginning of the New Millennium. Studies in Philosophy and Education v22n3-4 p175-181 Jul 2003 2003-00-00 T 2004 7/11/2004 12:00:25 CIJJUN2004

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No Character Education Citizenship Education Community Colleges Ethical Instruction Humanistic Education Self Concept Two Year Colleges Values Values Education Lambeir, Bert Smeyers, Paul Journal Articles Reports - Descriptive Foucault (Michel) Nietzsche (Friedrich) ISSN-0039-3746 English Discusses nihilism, Nietzsche's reevaluation of values, and Foucault's concept of "life as a work of art" as a way to give shape to one's life. Argues that current forms of popular pleasure are reminiscent of a revaluation to overcome nihilism. Educators need allow children to develop an image of themselves that they can live with. Contains five references. (MZ) EJ679054 Nihilism: Beyond Optimism and Pessimism. Studies in Philosophy and Education v22n3-4 p183-194 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Adult Learning Capitalism Community Colleges Democracy Economics Experiential Learning Globalization Independent Study Lifelong Learning Social Systems Two Year Colleges Halliday, John Journal Articles Opinion Papers ISSN-0039-3746 English Discusses issues of how lifelong learning, globalization and capitalism are related within late modernity and how an increasingly homogeneous global economy requires a high level of cognitive skills in its workers. Argues that policymakers should encourage life long learning so that it can be easily combined into people's lives. Contains 45 references. (MZ) EJ679055 Who Wants To Learn Forever? Hyperbole and Difficulty with Lifelong Learning. Studies in Philosophy and Education v22n3-4 p195-210 Jul 2003 2003-00-00 T 2004 7/11/2004 12:00:25 CIJJUN2004

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No Community Colleges Developmental Continuity Educational Philosophy Individual Development Individualism Philosophy Self Actualization Two Year Colleges World Views Semetsky, Inna Information Analyses Journal Articles Reports - Descriptive Dewey (John) ISSN-0039-3746 English Explores continuity between the philosophical positions: French poststructuralist Gilles Deleuze and John Dewey. Aims to open up consideration of Deleuze's philosophy to educational theory and practice in the context of current debates and in line with Dewey's legacy. Concludes the paper by affirming Deleuze's place in the contemporary scholarship on Dewey. Contains 26 references. (MZ) EJ679056 The Problematics of Human Subjectivity: Gilles Deleuze and the Deweyan Legacy. Studies in Philosophy and Education v22n3-4 p211-225 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Developmental Continuity Educational Philosophy Individual Development Individualism Philosophy Self Actualization Two Year Colleges World Views Irwin, Ruth Information Analyses Journal Articles Reports - Descriptive Nietzsche (Friedrich) ISSN-0039-3746 English This paper is a philosophical analysis of Heidegger and Nietzsche's approach to metaphysics and the associated problems of nihilism. Discusses the two philosophers offer a critique of Humanism while upholding education as the wellspring of values in society. Concludes that ethical evaluation of new forms of knowledge is crucial to human development. Contains 39 references. (MZ) EJ679057 Heidegger and Nietzsche; the Question of Value and Nihilism in Relation to Education. Studies in Philosophy and Education v22n3-4 p227-244 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Community Colleges Outcome Based Education Outcomes of Education Two Year Colleges Waghid, Yusef Information Analyses Journal Articles Opinion Papers ISSN-0039-3746 English Argues that Outcomes-based Education is conceptually trapped in an instrumentally justifiable view of education. Discusses that the process of specifying outcome sin educational discourse lends itself to manipulation and control thereby making the idea of Outcomes-based Education impoverished. Argues for education through rational reflection and imagination, which can complement Outcomes-based Education system. Contains 30 references. (MZ) EJ679058 Peters' Non-Instrumental Justification of Education View Revisited: Contesting the Philosophy of Outcomes-based Education in South Africa. Studies in Philosophy and Education v22n3-4 p245-265 Jul 2003 2003-00-00 T 2004 7/11/2004 12:00:26 CIJJUN2004

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No Case Studies Community Colleges Context Effect Discourse Modes Ethnography Evaluation Methods Punctuation Two Year Colleges Kvernbekk, Tone Journal Articles Opinion Papers ISSN-0039-3746 English Discusses narratives and the possible narrative structure of the process leading up to the completed article. Discusses two approaches to categorization and the most commonly referred to criteria for identifying narratives as well as the problems principally involved in punctuation of sequences and thus in deciding which narrative we are dealing with. Contains sixteen references. (MZ) EJ679059 On Identifying Narratives. Studies in Philosophy and Education v22n3-4 p267-279 Jul 2003 2003-00-00 T 2004 7/11/2004 12:00:27 CIJJUN2004

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No Cognitive Processes Communication (Thought Transfer) Community Colleges Critical Theory Criticism Cultural Context Discourse Analysis Hermeneutics Two Year Colleges Hpgan, Padraig Journal Articles Reports - Descriptive ISSN-0039-3746 English Discusses the mutually opposed stances towards learning represented by early formulations of deconstruction and of hermeneutics. Identifies shifts in later formulations of both which provides a more inclusive context for understanding learning as a human undertaking, including the identification of tensions that are more promising than the negative. Contains 22 references. (MZ) EJ679060 Difference and Deference in the Tenor of Learning. Studies in Philosophy and Education v22n3-4 p281-293 Jul 2003 2003-00-00 T 2004 7/11/2004 12:00:27 CIJJUN2004

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No Cognitive Ability Cognitive Development Cognitive Processes Community Colleges Epistemology Inquiry Meditation Teachers Two Year Colleges Bengtsson, Jan Information Analyses Journal Articles Descartes (Rene) Husserl (Edmund) Kant (Immanuel) ISSN-0039-3746 English Investigates the possibilities of self-reflection for the teaching profession by relating the problem the philosophy of Rene Descartes, Immanuel Kant, and Edmund Husserl. Explains that in philosophy reflection has always played a major role, while it has not always had a major role in education. Concludes that it is possible to learn from mistakes and deficiencies. Contains 27 references. (MZ) EJ679061 Possibilities and Limits of Self-Reflection in the Teaching Profession. Studies in Philosophy and Education v22n3-4 p295-316 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Bachelors Degrees College Graduates Community Colleges Degree Requirements Institutional Role Services Time to Degree Two Year Colleges Christie, Ray L. Hutcheson, Philo Information Analyses Journal Articles Reports - Research ISSN-0091-5521 English Explores the net effects of institutional type on degree attainment. Suggests that two-year matriculants are less likely to earn a Bachelors Degree than students first enrolling at four-year colleges. Findings hold even when differences are controlled between the two groups by researchers. Seeks to determine if the established pattern in valid only when looking at "traditional" students. Contains twenty-nine references. (MZ) EJ679062 Net Effects of Institutional Type on Baccalaureate Degree Attainment of "Traditional" Students. Community College Review p1-20 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:27 CIJJUN2004

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No Community Colleges Governing Boards Institutional Administration Leadership Leadership Effectiveness Leadership Qualities Leadership Responsibility Policy Formation Two Year Colleges Donahue, John Journal Articles Reports - Descriptive ISSN-0091-5521 English Examines the leadership perspective of three community college board chairs that were examined in a three part study using qualitative data. Themes of facilitation, communication, information, participation, expectation, and collaboration emerged from the data. Author summarizes the chair's perspective and offers a guide to board chair leadership. Contains 33 references. (MZ) EJ679063 A Case Study of Select Illinois Community College Board Chair Perspective on Their Leadership Role. Community College Review p21-46 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:28 CIJJUN2004

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No Area Studies Background Centralization Community Colleges Decentralization Historical Interpretation History Organizational Change School Organization Two Year Colleges Gaber, Devron A. Journal Articles Reports - Descriptive ISSN-0091-5521 English Explores the historical development of British Columbia's community college, university college, and institute system with the focus on voluntary collaboration in relation to provincial coordination and on swings between centralization and decentralization. Study examines development in BC's post secondary system in light of broader global developments. Contains 32 references and one appendix. (MZ) EJ679064 Building a System of Autonomous Institutions: Coordination and Collaboration in British Columbia's Community College, University College, and Institute System. Community College Review p47-72 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:28 CIJJUN2004

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No Community Colleges Financial Policy Financial Problems Fiscal Capacity Transfer Policy Transfer Programs Transfer Rates (College) Transfer Students Two Year Colleges Sheldon, Caroline Q. ERIC Publications Journal Articles ISSN-0091-5521 English Discusses the impact of fiscal contraction on community colleges. Explores how reduced state appropriations have adversely affected community college instruction and student support systems. Research shows that because instruction and student support services suffer when budget is reduced, fiscal contraction can hamper the ability of colleges to provide access. Contains 38 references. (MZ) EJ679065 ERIC Review: The Impact of Financial Crisis on Access and Support Services in Community Colleges. Community College Review p73-90 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:28 CIJJUN2004

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No Community Colleges Critical Theory Criticism Hermeneutics Instruction Justice Social Attitudes Social Problems Two Year Colleges Leonardo, Zeus Journal Articles Reports - Descriptive Ricoeur (Paul) ISSN-0039-3746 English Introduces the findings of Ricoeur's hermeneutics and interprets the usefulness of his philosophy in the study of domination. The role of interpretation as a constitutive part of ideology critique is understudied and it is here that Ricoeur's ideas are instructive. Uses Ricoeur's insights in order to show their potential to disrupt asymmetrical relation of power in education. (Contains 40 references.) (MZ) EJ679066 Interpretation and the Problem of Domination: Paul Ricoeur's Hermeneutics. Studies in Philosophy and Education v22 n5 p329-350 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Democracy Individualism Intellectual Freedom Personal Autonomy Self Actualization Self Determination Self Expression Two Year Colleges Ljunggren, Carsten Journal Articles Opinion Papers Dewey (John) Rorty (Richard) ISSN-0039-3746 English Discusses texts by John Dewey, Jurgen Habermos, and Richard Rorty in the light of the different meanings of the Public by looking at foundational and non-foundational claims on a philosophy of pragmatism and democracy and by looking at different meanings of intersubjectivity. Stresses that Rorty is far closer than Habermos to Dewey's pragmatism. (Contains 29 references.) (MZ) EJ679067 The Public Has To Define Itself. Studies in Philosophy and Education v22 n5 p351-370 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Education Work Relationship Educational Environment Educational Philosophy Educational Principles Feminism Foundations of Education Philosophy Two Year Colleges Thayer-Bacon, Barbara Journal Articles Opinion Papers ISSN-0039-3746 English Explores pragmatism's association with relativism in order to highlight how aspects of the classis pragmatists' positions support qualified relativism. Addresses qualified relativism and the characteristics of qualified relativists. States that qualified relativists can claim roots to their position in Peirce, James, and Dewey, some of the scholars others turn to for their pragmatic realism and non-vulgar absolutism. (Contains 43 references.) (MZ) EJ679068 Pragmatism and Feminism as Qualified Relativism. Studies in Philosophy and Education v22 n6 p417-438 Nov 2003 2003-00-00 T 2004 7/11/2004 12:00:29 CIJJUN2004

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No Child Development Children Community Colleges Developmental Stages Justice Social Attitudes Social Problems Social Values Two Year Colleges Baker, Bernadette Journal Articles Opinion Papers PLATO ISSN-0039-3746 English Analyzes how the figure of the child has been used to authorize a series of boundaries that have been constituted the limit points of educational theories or philosophies. Concludes that the meaning-space that the child can occupy has been important to depicting Utopian and cosmological imaginings at different historical moments. (Contains 37 references.) (MZ) EJ679069 Plato's Child and the Limit-Points of Educational Theories. Studies in Philosophy and Education v22 n6 p439-474 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Community Colleges Critical Theory Cultural Pluralism Discussion Epistemology Modernism Philosophy Postmodernism Twentieth Century Literature Two Year Colleges Davson-Galle, Peter Journal Articles Opinion Papers ISSN-0039-3746 English Explains Philip Higgs' post modern pluralist thought by reaction to the monolithic rigidities of the decreed dogma of his country's (South Africa) past. Author argues that Higgs has overreacted and has become over tolerant of diversity of thought and that intellectual endeavors should be relativised to particular intellectual parochial circumstances. (Contains 4 references.) (MZ) EJ679070 Discussion. Studies in Philosophy and Education v22 n6 p475-485 Nov 2003 2003-00-00 T 2004 7/11/2004 12:00:30 CIJJUN2004

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No Community Colleges Critical Theory Cultural Pluralism Discussion Epistemology Modernism Philosophy Postmodernism Twentieth Century Literature Two Year Colleges Higgs, Philip Journal Articles Opinion Papers ISSN-0039-3746 English Author argues that the philosophical movement known as postmodernism seriously undermined the notion that truth can be at all objective and that truth depends entirely on democratic consensus. Addresses Davon-Galle's criticism of the author's assertions and explains that the certainty that Davon-Galle seeks is not to be found in philosophy or any other realm of human life. (MZ) EJ679071 Discussion. Studies in Philosophy and Education v22 n6 p487-496 Nov 2003 2003-00-00 T 2004 7/11/2004 12:00:30 CIJJUN2004

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No Academic Achievement Achievement Gains Community Colleges Two Year Colleges Writing (Composition) Writing Difficulties Writing Improvement Writing Instruction Writing Skills Lavelle, Ellen Information Analyses Journal Articles Reports - Descriptive ISSN-1087-0059 English Discusses the two core approaches (the deep approach and the surface approach) for writing by college students. Deep approach involves conception is oneself as an agent in making meaning and the surface approach is linked to a more passive strategy marked by reproduction of reorganization of information. Concludes with recommendations for instruction. (Contains 34 references.) (MZ) EJ679072 Writing Approaches of College Students: A Relational Perspective. Learning Assistance Review v8 n2 p5-16 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:30 CIJJUN2004

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No Community Colleges Peer Teaching Remedial Instruction Review (Reexamination) Testing Tutorial Programs Tutoring Tutors Two Year Colleges Bruce, Jennifer E. Trammell, Jack Information Analyses Journal Articles Reports - Descriptive ISSN-1087-0059 English Discusses a study that examines the effects of paired tutoring and mentoring on academic achievement of college freshmen in a probationary program. Results show that students with mentoring and tutoring services by the same person show greater academic gains as measured by compliance and academic achievement than do those students who were provided services by different persons. (Contains 24 references.) (MZ) EJ679073 Impact of Paired Tutoring and Mentoring. Learning Assistance Review v8 n2 p20-28 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:30 CIJJUN2004

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No Academic Education Community Colleges Programmed Instruction Programmed Instructional Materials Remedial Instruction Remedial Programs Two Year Colleges Congos, Dennis H. Journal Articles Reports - Descriptive ISSN-1087-0059 English Discusses how after a Supplemental Instruction program is up and running, it is useful to have a health check-up to see how vigorous the program is. Points out that the impacts of SI programs are diminished when activities are reduced. Presents a health checklist based on the elements of a fully functioning Supplemental Instruction program. (MZ) EJ679074 Health Checklist for Supplemental Instruction Programs. Learning Assistance Review v8 n2 p29-45 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:31 CIJJUN2004

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No Books Community Colleges Reading Assignments Reading Attitudes Reading Materials Reference Materials Selection Selection Tools Two Year Colleges Valeri-Gold, Maria Commander, Nanette Evans Journal Articles Reports - Descriptive ISSN-1087-0059 English Describes the rationale for implementing a book club or a book discussion in college developmental reading classes in order to offer both the instructor and the students a chance to interact with the text and peers. Gives instructions on how one can implement a book club including details about the entire process. (Contains 18 references and 2 appendices.) (MZ) EJ679075 Using Book Clubs with At-Risk College Readers. Learning Assistance Review v8 n2 p46-62 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:31 CIJJUN2004

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No Acquired Immunodeficiency Syndrome Community Colleges Community Education Community Involvement Outreach Programs Physical Health Safe Sex Sexually Transmitted Diseases Two Year Colleges Boyer, Paul Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses that the best way to lower HIV transmission is to focus on educating tribal members about how HIV is transmitted and how it can be avoided. Points out that tribal colleges and universities have the connections needed to build effective outreach programs. Discusses how Si Tanka University at South Dakota addressed the challenge of AIDS awareness effectively. (MZ) EJ679076 Small, Rural, Close, but Not Safe: Community-based Education Programs Are Breaking Rules. Tribal College Journal v15 n2 p10-14 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:31 CIJJUN2004

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No Access to Health Care Community Colleges Health Health Activities Health Education Health Facilities Health Maintenance Organizations Health Needs Two Year Colleges McDonald, Rob Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses how Dr. Bill Freeman left the Indian Health Service to work for a tribal college and transformed the teacher/pupil relationship in the process. Freeman currently directs the Lummi Tribal Health Center and is the reservation health leader. Concludes that with the National Institutes of Health grant, the opportunity to link schools and organization will be a positive change. (MZ) EJ679077 Leaders on the Path: Federal Researcher Learns from Lummi How To Tackle Diabetes. Tribal College Journal v15 n2 p15-17 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:32 CIJJUN2004

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No Community Colleges Cross Cultural Studies Cultural Awareness Cultural Background Cultural Context Cultural Exchange Educational Environment Experiential Learning Learning Learning Centers (Classroom) Two Year Colleges Simonelli, Richard Journal Articles Reports - Descriptive ISSN-1052-5505 English Describes how AIHEC's Cultural Learning Centers share the people's stories through photos, artwork, Native languages, exhibits, and gardens. Give examples of a variety of learning centers including Where The Water Stops, Omaeqnomenewak Pematesenewak, Haskell Center For Healing, and the Spirit of the Plains. Concludes the future of Cultural Learning Center is bright. (MZ) EJ679078 Keeping It Alive: Centers Contribute to Cultural Renaissance on College Campuses. Tribal College Journal v15 n2 p18-23 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:32 CIJJUN2004

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No Community Colleges Diabetes Diseases Health Education Health Programs Health Services Outreach Programs Physical Health Physiology Special Health Problems Two Year Colleges Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses whether it is possible for the AIHEC and tribal colleges to reverse poor eating habits and decrease diabetes rates for children through education. Students are gathered in a camp setting and they learn from scientists, nurses, nutritionists, biologists, and cultural teachers about how they can develop healthy habits. (MZ) EJ679079 Summer Diabetes Programs a Healthy Hit. Tribal College Journal v15 n2 p23-26 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:32 CIJJUN2004

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No Citizenship Responsibility Community Colleges Elections Local Issues Political Attitudes Political Campaigns Political Candidates Political Issues Two Year Colleges Voter Registration Voting Voting Rights Gipp, David M. Journal Articles Opinion Papers ISSN-1052-5505 English Discusses how in the past, most politicians have ignored issues regarding Native Americans, but with new found political capital educators hope to change this situation. Explains that Native Americans can become empowered through mobilizing the Native American voters. Those involved with the tribal colleges and universities play a critical role in mobilizing Native American votes. (MZ) EJ679080 Contract with Native America: Tribal Colleges Can Help Mobilize Native American Vote. Tribal College Journal v15 n2 p26-28 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:32 CIJJUN2004

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No Community Colleges Facilities Facilities Management Facility Expansion Facility Guidelines Facility Improvement Facility Planning Facility Requirements Two Year Colleges Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses how although tribal colleges have been considered "Mickey Mouse" colleges in the past, the colleges' new facilities have changed their status in their communities. Improved facilities have led to an increase in enrollment and drew in younger students. Colleges now provide a safe and positive environment for cultural gatherings for the whole community. (MZ) EJ679081 Campaign of Hope: Research Finds Scholarships, New Facilities Enhance Learning Experience. Tribal College Journal v15 n2 p28-29 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:33 CIJJUN2004

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No Access to Information Community Colleges Diabetes Diseases Health Education Health Programs Physical Health Physiology Special Health Problems Two Year Colleges Hiestand, M. Ed. Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses the importance of learning about diabetes and provides a list of ways to obtain this information. Different resources include videos, internet sites, books, cookbooks, and magazines. Provides a detailed list of each of the previous resources and recommends that people with or without diabetes make a concerted effort to educate themselves. (MZ) EJ679082 Resource Guide. Tribal College Journal v15 n2 p34-36 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:33 CIJJUN2004

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No Caseworkers Community Colleges Counseling Program Descriptions Program Evaluation Social Work Social Workers Two Year Colleges Welfare Agencies Welfare Services Zapf, Michael Kim Pelech, William Bastien, Betty Bodor, Ralph Carriere, Jeannine Zuk, Gail Journal Articles Reports - Descriptive ISSN-1052-5505 English Discusses how University of Calgary provides a new model for social work education named the Learning Center. The program provides weekend courses through tribal and community colleges in outlying regions and students are able to maintain employment in their home communities while getting a Bachelor of Social Work (B.S.W.) degree. (MZ) EJ679083 Research. Tribal College Journal v15 n2 p52-59 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:33 CIJJUN2004

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No Affirmative Action Community Colleges Equal Education Equal Opportunities (Jobs) Ethnic Distribution Racial Balance Racial Bias Racial Composition Speech Speech Evaluation Two Year Colleges Shortbull, Tom Journal Articles Opinion Papers ISSN-1052-5505 English Provides an excerpt from a speech delivered at the University of South Dakota by the college president Thomas Shortbull titled, "Affirmative Action: An Opportunity to Escape Wage Slavery." Discusses how affirmative action is needed for Native Americans so that they can become the professionals needed to develop the reservations economically and socially. (MZ) EJ679084 Voices. Tribal College Journal v15 n2 p62 Win 2003 2003-00-00 T 2004 7/11/2004 12:00:34 CIJJUN2004

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No Cultural Influences Educational Development Educational Quality Foreign Countries Models National Curriculum National Standards Preschool Children Preschool Curriculum Preschool Education Ebbeck, Marjory Journal Articles Opinion Papers Reports - Descriptive ISSN-0020-7187 English Describes current provision of early childhood education in Australia, focusing on the South Australian curriculum, standards, and accountability framework. Argues that educational quality is relative to a particular culture, dependent on one's understanding of optimal child development, of societal priorities, and of the resources available to provide services. Asserts that it is essential that cultural realities be considered in any examination of quality of human services. (Author/KB) EJ679085 Global Pre-School Education: Issues and Progress. International Journal of Early Childhood v34 n2 p1-11 2002 2002-00-00 T 2004 7/11/2004 12:00:34 CIJJUN2004

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No Childhood Attitudes Foreign Countries Interviews Kindergarten Children Moral Development Qualitative Research Teacher Attitudes Teacher Role Value Judgment Taylor, Satomi Izumi Ogawa, Tetsuya Wilson, Jeanne Journal Articles Reports - Research Japan Japan ISSN-0020-7187 English Interviews were conducted with 28 kindergartners, their teachers, and their director to examine Japanese children's moral development. Qualitative analysis of interviews revealed three themes related to moral development: social system morality, emotions, and responsibility. Children made moral decisions based on social system morality encompassing laws, justice, duty, and social rules. Emotions such as empathy and anger influenced children's moral reactions to dilemmas. Eight children emphasized responsibility in moral judgments. (KB) EJ679086 Moral Development of Japanese Kindergartners. International Journal of Early Childhood v34 n2 p12-18 2002 2002-00-00 T 2004 2016-11-23

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No Academic Standards Behavior Standards Early Childhood Education Family Involvement Family Needs Guidelines Home Schooling Organizations (Groups) Parent Attitudes Parent School Relationship Parent Student Relationship Partnerships in Education Preschool Education Young Children Boyer, Wanda A. R. Journal Articles Reports - Descriptive World Organization for Early Childhood Education Association for Childhood Education International Parent Needs ISSN-0020-7187 English Examines concerns expressed by home-schooling parents in the context of guidelines of the World Organization for Early Childhood Education and the Association for Childhood Education International. Connects guidelines to recent literature to suggest effective strategies for meeting parental needs and responding to the diverse responsibilities of educating young children today. Concludes that organizations' guidelines will enable early childhood professionals to authentically educate one child at a time. (Author/KB) EJ679087 Exploring Home Schooling. International Journal of Early Childhood v34 n2 p19-29 2002 2002-00-00 T 2004 2016-11-23

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No Adult Child Relationship Child Care Comparative Analysis Early Experience Individual Development Intergenerational Programs Older Adults Preschool Children Preschool Education Social Development Rosebrook, Vicki Journal Articles Reports - Research Intergenerational Relationship ISSN-0020-7187 English Compared the personal/social development of preschoolers in two intergenerational and two non-intergenerational settings. Found that children in intergenerational programs scored higher on the personal/social development scale of the Learning Accomplishment Profile than did children in non-intergenerational settings. (KB) EJ679088 Intergenerational Connections Enhance the Personal/Social Development of Young Children. International Journal of Early Childhood v34 n2 p30-41 2002 2002-00-00 T 2004 2016-11-21

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No Early Experience Games Intergenerational Programs Learning Activities Play Program Descriptions Toys Young Children Davis, Lindsay Larkin, Elizabeth Graves, Stephen B. Journal Articles Reports - Descriptive Play Materials Intergenerational Relationship Play Learning ISSN-0020-7187 English Argues that shared play experiences are a good way to build mutually beneficial relationships among older and younger generations. Outlines why intergenerational play is important, focusing on its cognitive, social, physical, and emotional benefits for both older adults and young children. Describes toys, materials, and games conducive to positive intergenerational interactions. Compares the role of play in the lives of young children and older adults. (KB) EJ679089 Intergenerational Learning through Play. International Journal of Early Childhood v34 n2 p42-49 2002 2002-00-00 T 2004 2016-11-21

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No Age Differences Classification Cognitive Development Discrimination Learning Experiments Infant Behavior Infants Research Methodology Mareschal, Denis Powell, Daisy Volein, Agnes Journal Articles Reports - Research Categorical Processing (Cognition) Category Knowledge Visual Preference Technique ISSN-0022-0965 English Examined 7- and 9-month-olds' ability to categorize cats and dogs as separate from one another. Found that both groups formed a cat category that included novel cats but excluded a dog and an eagle, and formed a dog category that included novel dogs and a novel cat but excluded an eagle. Results mirrored those of 3- to 4-month-olds with visual preference methods and contrasted with previously-reported object examination results. (Author/KB) EJ679090 Basic-Level Category Discriminations by 7- and 9-Month-Olds in an Object Examination Task. Journal of Experimental Child Psychology v86 n2 p87-107 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Attention Control Discrimination Learning Experiments Habituation Infants Memory Performance Factors Preschool Children Recognition (Psychology) Research Methodology Theories Visual Perception Visual Stimuli Haaf, Robert A. Journal Articles Reports - Research Object Characteristics Visual Preference Technique Mental Representation ISSN-0022-0965 English This study investigated attention to and recognition of components in compound stimuli among infants and preschoolers. Oddity tasks with preschoolers and familiarization/novelty-preference tasks with infants demonstrated successful discrimination among stimuli components on basis of edge property information. Matching tasks with preschoolers and habituation tasks with infants demonstrated they were able to direct attention to and recognize components of compound stimuli. Findings pose implications for structural-description theories of object recognition. (Author/KB) EJ679091 Object Recognition and Attention to Object Components by Preschool Children and 4-Month-Old Infants. Journal of Experimental Child Psychology v86 n2 p108-23 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Children Childrens Art Cognitive Development Cross Sectional Studies Freehand Drawing Information Processing Mental Rigidity Models Predictor Variables Theories Barlow, Claire M. Jolley, Richard P. White, David G. Galbraith, David Journal Articles Reports - Research Graphic Representation Representational Response ISSN-0022-0965 English Four studies tested claims that young children are inhibited in attempts to change drawings because of constraints by order in which representational elements are drawn. Found that procedural rigidity levels did not predict preschoolers' performance when asked to change their representation and that preschoolers could change rigid sub-procedures on familiar topics when asked. When possible performance aids were removed, no relation between procedural rigidity and representational change was found. (Author/KB) EJ679092 Rigidity in Children's Drawings and Its Relation with Representational Change. Journal of Experimental Child Psychology v86 n2 p124-52 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Adults Age Differences Children Cognitive Processes Individual Development Memory Pictorial Stimuli Recall (Psychology) Theories Guttentag, Robert Dunn, Jennifer Journal Articles Reports - Research Priming Effects Implicit Memory ISSN-0022-0965 English Used pictorial stimuli to test for revelation effect with 4- and 8-year-olds and adults. Found reliable revelation effect at all ages, indicating the complex fluency-of-processing discrepancy detection and attribution mechanisms thought to be responsible for the effect function similarly from 4 years through adulthood. Found recognition decisions of 8-year-olds and adults were affected by how quickly they could identity a picture during the revelation phase of the recognition test. (Author/KB) EJ679093 Judgments of Remembering: The Revelation Effect in Children and Adults. Journal of Experimental Child Psychology v86 n2 p153-67 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Cross Sectional Studies Cues Discrimination Learning Infant Behavior Infants Learning Processes Perceptual Development Lewkowicz, David J. Journal Articles Reports - Research Rhythm Synchrony ISSN-0012-1649 English Three experiments examined 4- to 10-month-olds' perception of audio-visual (A-V) temporal synchrony cues in the presence or absence of rhythmic pattern cues. Results established that infants of all ages could discriminate between two different audio-visual rhythmic events. Only 10-month-olds detected a desynchronization of the auditory and visual components of a rhythmical event. Four- to 8-month-olds could detect A-V desynchronization, but only when the audio-visual event was nonrhythmic. (Author/KB) EJ679094 Learning and Discrimination of Audiovisual Events in Human Infants: The Hierarchical Relation between Intersensory Temporal Synchrony and Rhythmic Pattern Cues. Developmental Psychology v39 n5 p795-804 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Comparative Analysis Individual Differences Language Skills Memory Performance Factors Preschool Children Recall (Psychology) Verbal Ability Simcock, Gabrielle Hayne, Harlene Journal Articles Reports - Research Event Memory Verbal Memory ISSN-0012-1649 English Assessed age-related changes in 2- to 4-year olds' verbal and nonverbal memory for the same unique event. Found that children's performance on each memory measure increased as a function of age. Children with more advanced language skills reported more during the verbal interview and exhibited superior nonverbal memory relative to children with less advanced language skills. Verbal event recall lagged behind both nonverbal recall and general verbal skill. (Author/KB) EJ679095 Age-Related Changes in Verbal and Nonverbal Memory during Early Childhood. Developmental Psychology v39 n5 p805-14 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Facial Expressions Individual Development Infant Behavior Infants Interpersonal Communication Longitudinal Studies Mothers Parent Child Relationship Yale, Marygrace E. Messinger, Daniel S. Cobo-Lewis, Alan B. Delgado, Christine F. Journal Articles Reports - Research Gaze Patterns Vocalization Infant Smiling Infant Vocalization Preverbal Communication Temporal Patterning ISSN-0012-1649 English A bootstrapping procedure was used to determine whether preverbal infants at 3- and 6-months sequenced (1) vocalizations, (2) gazes at their mothers' faces, and (3) facial expressions into pairs of coordinated patterns nonrandomly. Findings indicated that smiles and frowns were highly coordinated with vocalizations. Smiles were also coordinated with gazes at mothers' faces, which became stronger with age. Vocalizations were not coordinated with gazes at mothers' faces. (Author/KB) EJ679096 The Temporal Coordination of Early Infant Communication. Developmental Psychology v39 n5 p815-24 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cross Sectional Studies Deduction Feedback Infant Behavior Infants Performance Factors Proximity Rewards Visual Stimuli Diamond, Adele Lee, EunYoung Hayden, Michael Journal Articles Reports - Research Physical Proximity Rule Learning ISSN-0012-1649 English Two studies examined 9- to 15-month-olds' ability to deduce an abstract nonmatching rule from reward feedback. Results showed that physical connectedness between stimuli and reward was key to performance. In the absence of the perception that stimulus and reward were components of a single thing, even close spatial and temporal proximity were insufficient for infants in the first year to grasp the rule-based association between stimuli and rewards. (Author/KB) EJ679097 Early Success in Using the Relation between Stimuli and Rewards To Deduce an Abstract Rule: Perceived Physical Connection Is Key. Developmental Psychology v39 n5 p825-47 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Attention Control Childhood Attitudes Competence Inhibition Interpersonal Competence Kindergarten Children Motor Development Peer Influence Perceptual Development Preschool Children Psychomotor Skills Self Control Fabes, Richard A. Martin, Carol Lynn Hanish, Laura D. Anders, Mary C. Madden-Derdich, Debra A. Journal Articles Reports - Research Same Sex Interaction Same Sex Peers ISSN-0012-1649 English Examined the role of same-sex peer interactions in influencing early school competence and the degree to which effortful control (EC) moderated these relations. Results indicated that EC, measured at the end of the Fall semester, moderated the relations of children's same-sex play to their school competence, measured at the end of the following spring semester. Same-sex play positively related to school competence for high-EC boys and low-EC girls. (Author/KB) EJ679098 Early School Competence: The Roles of Sex-Segregated Play and Effortful Control. Developmental Psychology v39 n5 p848-58 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Cognitive Development Cognitive Processes Preschool Children Social Cognition Theories Ziv, Margalit Frye, Douglas Journal Articles Reports - Research Desire False Beliefs Nativism Theory of Mind ISSN-0012-1649 English Four experiments examined the processes underlying children's understanding of desire and assessed whether young children's difficulty with false belief could be explained by desire's dominance over belief. Findings indicated that for 3-year-olds, there was no correspondence between desire and belief, suggesting that desire cannot explain their difficulty with false belief and that desire relies on different cues than does belief. (Author/KB) EJ679099 The Relation between Desire and False Belief in Children's Theory of Mind: No Satisfaction? Developmental Psychology v39 n5 p859-76 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Attention Attention Control Cross Sectional Studies Developmental Stages Individual Development Infants Play Preschool Children Toddlers Ruff, Holly A. Capozzoli, Mary C. Journal Articles Reports - Research Distractibility ISSN-0012-1649 English Observed 10-, 26-, and 42-month-olds playing under several distraction conditions to describe development of attention and distractibility. Found that casual attention decreased and focused attention increased with age. Ten-month-olds were more distractible than older children, even during focused attention. Infants were most distracted by the auditory-visual distractor, whereas oldest children were most distracted by the visual distractor. Results point to a developmental transition in processes underlying attention during play. (Author/KB) EJ679100 Development of Attention and Distractibility in the First 4 Years of Life. Developmental Psychology v39 n5 p877-90 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Age Differences Beginning Writing Classification Comparative Analysis Cultural Differences Developmental Stages Foreign Countries Freehand Drawing Handwriting Mothers Preschool Children Writing Skills Levin, Iris Bus, Adriana G. Journal Articles Reports - Research Graphic Representation Israel Netherlands Symbolic Representation Israel Netherlands ISSN-0012-1649 English Compared 28- to 53-month-olds' writing and drawing. Scores on a writing scale composed of graphic, "writing-like," and symbolic schemes improved with age. Recognition of drawings as drawings preceded recognition of writings as writings. Writing and drawing scores were substantially correlated, even with age partialed out, suggesting that when children start drawing objects referentially, they write by drawing "print," and that progress in object drawing involves progress in drawing print. (Author/KB) EJ679101 How Is Emergent Writing Based on Drawing? Analyses of Children's Products and Their Sorting by Children and Mothers. Developmental Psychology v39 n5 p891-905 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Attention Cognitive Development Infants Intention Novelty (Stimulus Dimension) Performance Factors Social Cognition Toddlers Tomasello, Michael Haberl, Katharina Journal Articles Reports - Research ISSN-0012-1649 English Twelve- and 18-month-olds played with 2 adults and 2 new toys. For a third toy, one adult left the room while the child and other adult played with it. This adult returned, looked at the 3 toys, expressed excitement, and asked "Can you give it to me?" Infants at both ages were able to do so, suggesting that 1-year-olds understand other persons as intentional and attentional agents. (Author/KB) EJ679102 Understanding Attention: 12- and 18-Month-Olds Know What Is New for Other Persons. Developmental Psychology v39 n5 p906-12 Sep 2003 2003-00-00 T 2004 7/11/2004 12:00:39 CIJJUN2004

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No Age Differences Individual Development Knowledge Level Language Skills Letters (Alphabet) Longitudinal Studies Phonology Predictor Variables Preschool Children Speech Skills Structural Equation Models Syllables Carroll, Julia M. Snowling, Margaret J. Hulme, Charles Stevenson, Jim Journal Articles Reports - Research Phonological Skills ISSN-0012-1649 English At 3 points in time over a 12-month period, this short-term longitudinal study examined 67 preschoolers' syllable, rime, and phoneme awareness; speech and language skills; and letter knowledge. Findings indicated that rime skills developed earlier than phoneme skills. Structural equation models showed that articulatory skills and syllable and rime awareness predicted later phoneme awareness. (Author/KB) EJ679103 The Development of Phonological Awareness in Preschool Children. Developmental Psychology v39 n5 p913-23 Sep 2003 2003-00-00 T 2004 2016-11-21

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No At Risk Persons Behavior Problems Cardiovascular System Children Emotional Development Family Environment Helplessness Psychophysiology Rural Youth Self Esteem Social Development Student Characteristics Theories Evans, Gary W. Journal Articles Reports - Research Research Replication Constructs Distress Emotional Distress Endocrine System ISSN-0012-1649 English This study modeled physical and psychosocial aspects of home environment and personal characteristics in a cumulative risk heuristic. Found that elevated cumulative risk was associated with heightened cardiovascular and neuroendocrine parameters, increased deposition of body fat, and higher summary index of total allostatic load. Replicated findings that children facing more cumulative risk have greater psychological distress among a rural sample, and this distress generalizes to lower perceptions of self-worth. (Author/KB) EJ679104 A Multimethodological Analysis of Cumulative Risk and Allostatic Load among Rural Children. Developmental Psychology v39 n5 p924-33 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Adults Children Comparative Analysis Comprehension Error Patterns Language Acquisition Linguistic Competence Linguistic Theory Listening Comprehension Performance Factors Preschool Children Semantics Sentences Syntax Paterson, Kevin B. Liversedge, Simon P. Rowland, Caroline Filik, Ruth Journal Articles Reports - Research Particles (Grammar) Research Replication ISSN-0010-0277 English Three studies investigated the comprehension of sentences containing the focus particle "only" by children and adults. Contrary to previous findings, two of the studies found that young children made errors predominantly by failing to process contrast information rather than errors in which they failed to use syntactic information to restrict the scope of the particle "only." Findings were then replicated with preschool children. (Author/KB) EJ679105 Children's Comprehension of Sentences with Focus Particles. Cognition v89 n3 p263-94 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Experiments Infants Language Acquisition Linguistic Competence Linguistic Input Linguistic Theory Syntax Theories Toddlers Lidz, Jeffrey Waxman, Sandra Freedman, Jennifer Journal Articles Reports - Research Universal Grammar ISSN-0010-0277 English Examined parental speech data demonstrating that linguistic input to children does not contain sufficient information to support unaided learning of the pronoun "one." Examined 18-month-olds' interpretation of sentences with a "one" substitution. Found that 18-month-olds have command of the syntax of "one." Because syntactic knowledge could not have been gleaned exclusively from input, infants' mastery constitutes evidence for the contribution of innate structure in acquiring a grammar. (Author/KB) EJ679106 What Infants Know about Syntax but Couldn't Have Learned: Experimental Evidence for Syntactic Structure at 18 Months. Cognition v89 n3 pB65-B73 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Behavior Standards Comparative Analysis Developmental Continuity Early Childhood Education Educational Objectives National Surveys Preschool Children Preschool Education State Standards Kagan, Sharon Lynn Scott-Little, Catherine Frelow, Victoria Stebbins Journal Articles Reports - Research ISSN-1538-6619 English Examined the ages of children and developmental domains covered by state early learning standards and degree to which they are linked to state K-12 standards. Found that 39 states have or are developing state early learning standards, the majority addressing expectations for 3- to 5-year-olds. Found little guidance on adapting standards for children with disabilities or applied to limited-English-speaking children. (KB) EJ679107 Early Learning Standards for Young Children: A Survey of the States. Young Children v58 n5 p58-64 Sep 2003 2003-00-00 T 2004 7/11/2004 12:00:40 CIJJUN2004

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No Classroom Techniques Developmentally Appropriate Practices Educational Practices Mnemonics Music Music Activities Preschool Curriculum Preschool Education Singing Songs Story Telling Young Children Ringgenberg, Shelly Journal Articles Reports - Descriptive ISSN-1538-6619 English Describes music as a mnemonic that adds variety and interest to the curriculum and is an important component of multisensory learning. Offers suggestions for creating/using story songs with young children, including the use of one musical phrase in an existing story and creating a melody for an entire story. Gives practical advice for using and creating original story songs individualized for one classroom. Includes resource list for story songs. (KB) EJ679108 Music as a Teaching Tool: Creating Story Songs. Young Children v58 n5 p76-79 Sep 2003 2003-00-00 T 2004 7/11/2004 12:00:41 CIJJUN2004

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No Action Research Agency Cooperation Change Agents Change Strategies Child Advocacy Child Care Early Childhood Education Program Descriptions Public Opinion Young Children Squires, James H. Torncello, Susan A. Mitchell, Cheryl Goldhaber, Jeanne Journal Articles Reports - Descriptive Vermont Vermont ISSN-1538-6619 English Describes the Vermont Autumn Showcase Tour for Early Care and Education as a strategy to reengage legislators and community leaders in early childhood education/care. Notes that regions that had previously hosted a community event focusing on early childhood issues had higher attendance than initial implementers, and that unexpected benefits included new school-business relationships. Delineates insights about effective advocacy efforts. (KB) EJ679109 All Politics Is Local: Showcasing Vermont's Early Care and Education Programs. Young Children v58 n5 p80-83 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Caregiver Role Early Childhood Education Educational Practices Instructional Materials Manipulative Materials Preschool Curriculum Problem Solving Questioning Techniques Teacher Role Thinking Skills Toddlers Segatti, Laura Brown-DuPaul, Judy Keyes, Tracy L. Journal Articles Reports - Descriptive Social Problem Solving ISSN-1538-6619 English Outlines benefits of and skills involved in problem solving. Details how an environment rich in materials that foster cause-and-effect or trial-and-error explorations promote cognitive development among toddlers. Offers examples of problem-solving experiences and lists materials for use in curriculum planning. Describes the teacher' role as one of encouraging spontaneous problem solving, providing interesting materials, asking supportive leading questions, and reinforcing problem-solving efforts. (KB) EJ679110 Using Everyday Materials To Promote Problem Solving in Toddlers. Young Children v58 n5 p12-16,18 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Games Classification Classroom Techniques Cognitive Development Concept Formation Educational Games Kindergarten Kindergarten Children Number Concepts Spatial Ability Teacher Role Thinking Skills Kamii, Constance Journal Articles Reports - Descriptive Spatial Tasks Board Games Card Games Seriation ISSN-1538-6619 English This article describes the modifications that 12 early childhood educators in Japan made to the Sorry! board game to encourage kindergartners' logico-mathematical thinking. Logico-mathematical knowledge is described as including classification, seriation, numerical relationships, spatial relationships, and temporal relationships. Examples of seven plays illustrate how logico-mathematical relationships are constructed by each child. (KB) EJ679111 Modifying a Board Game To Foster Kindergartners' Logico-Mathematical Thinking. Young Children v58 n5 p20-26 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Definitions Developmentally Appropriate Practices Early Childhood Education Educational Practices Planning Preschool Curriculum Preschool Education Teacher Role Thinking Skills Young Children Epstein, Ann S. Information Analyses Journal Articles Reports - Descriptive Reflection Process Reflective Awareness Reflective Thinking Self Reflection ISSN-1538-6619 English This article summarizes research supporting claims that offering opportunities for planning and reflection in early years promotes development of thinking and reasoning. Strategies to encourage planning include ensuring that children can see areas and materials during planning, asking children questions, encouraging children to elaborate on plans, and using encouragement rather than praise. Strategies to promote reflection include asking open-ended questions, accepting conflicting interpretations, and writing down what children say. (KB) EJ679112 How Planning and Reflection Develop Young Children's Thinking Skills. Young Children v58 n5 p28-36 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Developmental Continuity Developmentally Appropriate Practices Educational Practices Elementary Secondary Education Family Environment High Risk Students Parents as Teachers Preschool Education Standards Teacher Effectiveness Thinking Skills Young Children Tharp, Roland Entz, Susan Journal Articles Reports - Descriptive ISSN-1538-6619 English Details five standards, from preschool through middle school, present in successful programs for students at risk of academic failure: joint productive activity, language and literacy across the curriculum, contextualization, challenging activities, and instructional conversation. Compares NAEYC's developmentally appropriate practices to the standards and cites the example of an extended literature-based unit in one preschool to illustrate the congruence of the two. (KB) EJ679113 From High Chair to High School: Research-Based Principles for Teaching Complex Thinking. Young Children v58 n5 p38-44 Sep 2003 2003-00-00 T 2004 7/11/2004 12:00:42 CIJJUN2004

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No Child Development Classroom Techniques Cognitive Processes Developmental Stages Discipline Early Childhood Education Individual Development Self Control Student Evaluation Success Young Children Bailey, Becky A. Brookes, Carolyn Journal Articles Reports - Descriptive Internalization Private Speech ISSN-1538-6619 English Describes purpose of private speech and stages of development of private speech from birth to age 8. Details ways teachers can support children's gradual internalization of private speech. Outlines procedures for assessing private speech progress. Notes classroom implications related to anticipating children's thinking, asking children to answer questions, expectations for silent reading, and classroom management. (KB) EJ679114 Thinking Out Loud: Development of Private Speech and the Implications for School Success and Self-Control. Young Children v58 n5 p46-50,52 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Beliefs Decision Making Definitions Kindergarten Kindergarten Children Learning Readiness Maturity (Individuals) Parent Attitudes Parent School Relationship Parent Teacher Cooperation School Entrance Age School Readiness Teacher Attitudes Marshall, Hermine H. Information Analyses Journal Articles Academic Redshirting Delayed School Entry Late Entry Students ISSN-1538-6619 English Discusses assumptions and pressures underlying academic redshirting for kindergartners. Examines teachers' and parents' beliefs about kindergarten readiness. Summarizes research on the effects of the academic and social domains of delaying children's entry into school. Offers suggestions for early childhood educators about how to help families in their decisions. (KB) EJ679115 Opportunity Deferred or Opportunity Taken? An Updated Look at Delaying Kindergarten Entry. Research in Review. Young Children v58 n5 p84-93 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Decision Making Kindergarten Parent Student Relationship Personal Narratives Preschool Education Student Placement Young Children Taylor, A. Sean Journal Articles Reports - Descriptive Academic Redshirting ISSN-1538-6619 English Recounts the experience of one family whose son's August birthday was close to the September kindergarten cutoff date and their decision to delay his kindergarten entry. Discusses the family decision to enroll the child in an alternative kindergarten program designed for children with summer birth dates. Reports that although the decision was difficult, the placement was the right one for this child. (KB) EJ679116 What To Do with Lee? Academic Redshirting of One Kindergarten-Age Boy. Young Children v58 n5 p94-95 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Autism Developmental Disabilities Disability Identification Early Identification Pervasive Developmental Disorders Screening Tests Test Reliability Test Validity Young Children Charman, Tony Journal Articles Opinion Papers Screening Procedures Specificity Test Sensitivity ISSN-0300-4430 English Asserts that although no instrument has proved sufficiently robust to recommend universal screening, screening instruments for autism spectrum disorder (ASD) can play an important role. Discusses the clinical issues raised in screening for a developmental disorder, including risk status, management advice, and availability of services. Asserts that a by-product of screening is improvement in training and knowledge of health practitioners about early ASD signs. (Author/KB) EJ679117 Screening and Surveillance for Autism Spectrum Disorder in Research and Practice. Early Child Development and Care v173 n4 p363-74 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Autism Behavior Problems Developmental Disabilities Pervasive Developmental Disorders Toilet Training Young Children Radford, Jo Anderson, Maggie Journal Articles Opinion Papers Encopresis ISSN-0300-4430 English Outlines problems faced by parents and caregivers of a child with encopresis. Differentiates between knowledge, skill, and volition issues when dealing with the encoprectic child; and suggests possible causal frameworks for the behavior. Concludes with suggestions for managing the teaching/learning situation arising from this behavior. (Author/KB) EJ679118 Encopresis in Children on the Autistic Spectrum. Early Child Development and Care v173 n4 p375-82 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Autism Early Intervention Family Programs Foreign Countries Outcomes of Treatment Pervasive Developmental Disorders Program Effectiveness Young Children Webster, Alec Feiler, Anthony Webster, Valerie Information Analyses Journal Articles Reports - Evaluative Attribute by Treatment Interaction Ecological Validity Evidence Based Practice Family Intervention ISSN-0300-4430 English Examines the evidence base for autistic spectrum disorder (ASD) intervention, distinguishing between experimental work identifying a treatment effect and research establishing ecological validity. Asserts that research should address which program components are helpful for which children and families in which contexts. Draws on current intervention research from England's South West Autism Programme to outline factors that should be considered in shaping future ASD research and service provision. (Author/KB) EJ679119 Early Intensive Family Intervention and Evidence of Effectiveness: Lessons from the South West Autism Programme. Early Child Development and Care v173 n4 p383-98 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Autism Behavior Modification Case Studies Foreign Countries Pervasive Developmental Disorders Preschool Children Program Design Receptive Language Teaching Methods Kerr, Ken P. Smyth, Philomena McDowell, Claire Journal Articles Reports - Descriptive Applied Behavior Analysis Ireland Single Subject Research Design Ireland ISSN-0300-4430 English Analyzes the key components of the Precision Teaching technique: pinpointing (identifying learning channels and defining correct and incorrect responses), counting behavior in real time, and charting the pace of learning. Includes a case study describing the Precision Teaching of receptive object identification with a 3-year-old with autistic spectrum disorder. Discusses the implications of Precision Teaching for the programs of children with autism. (Author/KB) EJ679120 Precision Teaching Children with Autism: Helping Design Effective Programmes. Early Child Development and Care v173 n4 p399-410 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Aesthetics Art Education Art Therapy Autism British National Curriculum Children Creativity Curriculum Foreign Countries Individual Development Outcomes of Treatment Program Effectiveness Special Education Special Needs Students Spirituality Teacher Role Therapists Visual Arts Osborne, Jan Information Analyses Journal Articles Art Therapists England United Kingdom (England) ISSN-0300-4430 English Examines some factors contributing to the success of art as a therapeutic tool with children with autism and considers some reasons why art is not more in evidence in schools. Considers benefits of art therapy and the role of art education as part of the British National Curriculum. Outlines the skills that experienced teachers of children with autism can bring to the therapeutic setting. Offers suggestions for future research. (Author/KB) EJ679121 Art and the Child with Autism: Therapy or Education? Early Child Development and Care v173 n4 p411-23 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Augmentative and Alternative Communication Autism Children Cognitive Style Communication Disorders Educational Practices Interpersonal Communication Pervasive Developmental Disorders Sign Language Special Education Special Needs Students Teaching Methods Visual Learning Tissot, Catherine Evans, Roy Journal Articles Reports - Descriptive ISSN-0300-4430 English Describes the types of children with autism that would benefit from visual teaching strategies. Discusses the benefits and disadvantages of some of the more well-known programs that use visual teaching strategies, including movement-based systems relying on sign language, and materials-based systems such as Treatment and Education of Autistic and related Communication Handicapped Children (TEACCH), Lovaas' Reading and Writing system, and Picture Exchange Communication System (PECS). (Author/KB) EJ679122 Visual Teaching Strategies for Children with Autism. Early Child Development and Care v173 n4 p425-33 Aug 2003 2003-00-00 T 2004 7/11/2004 12:00:45 CIJJUN2004 Special Issue on: "Children with Autistic Spectrum Disorders."

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No Asperger Syndrome Childhood Needs Early Identification Emotional Adjustment Individual Development Interviews Parents Personal Narratives Pervasive Developmental Disorders Qualitative Research Young Adults Portway, Suzy Johnson, Barbara Journal Articles Reports - Research ISSN-0300-4430 English Interviewed young adults with Asperger Syndrome and their parents to examine the experience of growing up with the syndrome. Found that many were excluded educationally or socially, and although they "looked and talked normally," they never seemed to "fit in." Findings suggest need for greater knowledge of Asperger Syndrome among preschool practitioners and health care professionals and emphasize need for earlier identification and appropriate educational, social, and emotional support. (KB) EJ679123 Asperger Syndrome and the Children Who "Don't Quite Fit In." Early Child Development and Care v173 n4 p435-43 Aug 2003 2003-00-00 T 2004 7/11/2004 12:00:45 CIJJUN2004 Special Issue on: "Children with Autistic Spectrum Disorders."

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No Autism Foreign Countries Inclusive Schools Pervasive Developmental Disorders Preschool Children Preschool Education Preschool Teachers Special Needs Students Student Needs Teacher Attitudes Teacher Knowledge McConkey, Roy Bhlirgri, Sonee Journal Articles Reports - Research Northern Ireland (Belfast) United Kingdom (Belfast) ISSN-0300-4430 English Surveyed staff in 38 Belfast preschools of various types regarding supports available for children with autistic spectrum disorder. Found that many had experience with children with autistic spectrum disorders and receive some advice and support from a range of professionals. Nearly all were committed to enrolling these children but felt that staffing problems could preclude enrollment. Most staff felt they lacked sufficient knowledge/training to meet the children's special needs. (Author/KB) EJ679124 Children with Autism Attending Preschool Facilities: The Experiences and Perceptions of Staff. Early Child Development and Care v173 n4 p445-52 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Adopted Children Adoption Adoptive Parents Black Youth Child Welfare Editorials Federal Legislation Public Policy Transracial Adoption Values McRoy, Ruth G. Journal Articles Opinion Papers ISSN-1092-6755 English Maintains that transracial adoptions will not significantly reduce the number of African American children in the child welfare system. Asserts that recruitment of adoptive African American parents is hampered by child welfare practices and legislative initiatives. Argues that the transracial adoption debate diverts attention from the differential treatment received by African American families. Proposes examination of knowledge, attitudes, and values of all who influence child removal and placement decisions. (KB) EJ679125 Value Dilemmas: Another Look at Placement Issues for African American Children. Adoption Quarterly v6 n4 p1-6 2003 2003-00-00 T 2004 7/11/2004 12:00:45 CIJJUN2004

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No Adopted Children Adoption Adoptive Parents Attachment Behavior Beliefs Biological Parents Caseworker Approach Comparative Analysis Gender Issues Parent Child Relationship Sex Differences Social Attitudes Social Workers Values Miall, Charlene E. March, Karen Journal Articles Reports - Research ISSN-1092-6755 English Used qualitative interviews to examine beliefs and values about biological and adoptive parents. Considered how biological kinship, gender, and actual parenting behavior affect the assessments respondents made of the emotional bonding between parents and children. Found that biological and adoptive parents viewed motherhood as instinctive and fatherhood as learned. Explored the implications of the social context and gendered constructs for family practitioners working in adoption. (KB) EJ679126 A Comparison of Biological and Adoptive Mothers and Fathers: The Relevance of Biological Kinship and Gendered Constructs of Parenthood. Adoption Quarterly v6 n4 p7-39 2003 2003-00-00 T 2004 7/11/2004 12:00:46 CIJJUN2004

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No Adopted Children Adoption Adoptive Parents Comparative Analysis Fathers Mothers Parent Attitudes Parent Education Racial Identification Transracial Adoption Whites Bergquist, Kathleen Ja Sook Campbell, Mary E. Unrau, Yvonne A. Journal Articles Reports - Research International Adoption Koreans ISSN-1092-6755 English Explored the transracial adoption experiences of Caucasian parents adopting children from Korea, comparing mothers' and fathers' perceptions regarding reasons for adopting, family adjustment related to the adoption, and racial identity of adoptees. Found that mothers' and fathers' perceptions were more similar than different, and parents downplayed their Korean children's race. Explored implications for post-adoption training for transracial adoptive families. (Author/KB) EJ679127 Caucasian Parents and Korean Adoptees: A Survey of Parents' Perceptions. Adoption Quarterly v6 n4 p41-58 2003 2003-00-00 T 2004 2016-11-21

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No Adopted Children Adoption Adoptive Parents Attention Deficit Disorders Behavior Disorders Foreign Countries Hyperactivity Parent Attitudes Symptoms (Individual Disorders) Hoksbergen, Rene A. C. ter Laak, Jan van Dijkum, Cor Rijk, Kathinka Stoutjesdijk, Felicia Journal Articles Reports - Research Netherlands Romanians Externalization International Adoption Netherlands ISSN-1092-6755 English This study examined the occurrence of symptoms of Attention Deficit Hyperactivity Disorder (ADHD) in 80 children adopted from Romania to Dutch parents. Findings indicated that 11 boys and 1 girl clearly showed ADHD symptoms, based on parents' ratings, and exhibited more externalizing behavior than the other children. These children more often attended special education than the others. Ten of the 12 children also exhibited symptoms of other disorders. (Author/KB) EJ679128 Attention Deficit, Hyperactivity Disorder in Adopted Romanian Children Living in The Netherlands. Adoption Quarterly v6 n4 p59-73 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Rights Early Childhood Education Early Experience Educational Environment Educational Practices Educational Quality Teacher Student Relationship Young Children Katz, Lilian Journal Articles Opinion Papers Learning Dispositions ISSN-0020-7187 English Describes the lasting effects of early experience on children's development. Highlights educational strategies for early childhood educators, distinguishes academic and intellectual aspects of education and learning, details the critical period in social development, development of communicative competence, and cultural identity. Suggests that early childhood teachers in developing and developed nations focus on their interactions with children to provide them with experiences that are rich, interesting, engaging, and meaningful. (Author/KB) EJ679129 The Right of the Child To Develop and Learn in Quality Environments. International Journal of Early Childhood v35 n1-2 p13-22 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Change Educational Improvement Foreign Countries National Curriculum Preschool Curriculum Preschool Education Program Descriptions Program Implementation Young Children Peralta, Maria Victoria Journal Articles Reports - Descriptive Chile Twenty First Century Chile ISSN-0020-7187 English Describes the history of early childhood education in Chile and recent educational reforms. Offers an overview of the Chilean Early Childhood Education program and discusses the new national curriculum and issues arising from its implementation. Describes methods taken to help implement the new curriculum nationwide and to assist teachers in developing more effective educational practices. (Author/KB) EJ679130 Programas de Educacion Inicial en America Latina y los Curriculos Nacionales en el siglo XXI. [Latin American Early Childhood Educational Programs and National Curriculum in the 21st Century.] International Journal of Early Childhood v35 n1-2 p63-77 2003 2003-00-00 T 2004 2016-11-21

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No Data Collection Evaluation Methods Evaluation Utilization Identification Learning Readiness Program Evaluation School Readiness Student Evaluation Test Content Young Children Kagan, Sharon Lynn Journal Articles Opinion Papers ISSN-0020-7187 English Describes the concept of school readiness and considers the purpose, content, and process of assessing children's school readiness. Notes that early childhood assessment is undertaken for numerous purposes but that these purposes are not always clear. Delineates different purposes for collecting data and discusses critical principles that could guide the construction of an assessment system that captures and uses data efficiently and appropriately. (Author/KB) EJ679131 Children's Readiness for School: Issues in Assessment. International Journal of Early Childhood v35 n1-2 p114-20 2003 2003-00-00 T 2004 7/11/2004 12:00:47 CIJJUN2004

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No College School Cooperation Elementary School Students Elementary Schools Hunger Intervention Low Income Groups Nutrition Partnerships in Education Poverty Program Descriptions Program Effectiveness Program Implementation School Community Relationship Student Volunteers Moya, Stephanie A. Hampl, Jeffrey S. Journal Articles Reports - Descriptive Food Banks Food Distribution Programs Food Security School Based Services ISSN-0009-4056 English Describes Project GLEAN (Gain Leverage and Empowerment through Adequate Nutrition), a partnership between a university, a food bank, and a K-8 elementary school to distribute food to the school's children, all of whom were eligible for free school meals. Reports that nearly 55 tons of food were distributed in 2001-2002 and that low-income children had the opportunity to reduce food insecurity in their households. (KB) EJ679132 Project GLEAN: Implementing a School-Based Food Distribution Program. For Parents Particularly. Childhood Education v80 n1 p36-37 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Annotated Bibliographies Comparative Analysis Constructivism (Learning) Developmentally Appropriate Practices Early Childhood Education Models Montessori Method Preschool Curriculum Program Descriptions Teaching Methods Web Sites World Wide Web Young Children Cesarone, Bernard ERIC Digests in Full Text Journal Articles Reference Materials - Bibliographies High Scope Model Direct Instruction Model ISSN-0009-4056 English Summarizes recent ERIC documents and journal articles, and highlights some World Wide Web resources that describe, evaluate, or compare various curricula or instructional methods, such as Creative Curriculum, High/Scope, the Montessori Method, Waldorf Schools, and Direct Instruction. (Author) EJ679133 Early Childhood Curricula. ERIC/EECE Report. Childhood Education v80 n1 p48-50 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Civics Developmentally Appropriate Practices Elementary Education Elementary School Students Grade 4 Program Descriptions Social Studies Student Projects Teacher Effectiveness Teacher Improvement Teaching Methods Maxim, George W. Journal Articles Reports - Descriptive Dewey (John) Pennsylvania Pennsylvania ISSN-0009-4056 English Uses the example of a fourth-grade class working to have the firefly declared as Pennsylvania's state insect to highlight the effectiveness of dynamic social studies in elementary school. Discusses how dynamic social studies maintains a balance between seriousness and fun by offering a blend of variety, active involvement, and excitement while helping children acquire knowledge, skills, and values to prepare them for constructive participation in a democratic society. (KB) EJ679134 Let the Fun Begin! Dynamic Social Studies for the Elementary School Classroom. Childhood Education v80 n1 p2-5 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Developmentally Appropriate Practices Educational Technology Foreign Countries Kindergarten Kindergarten Children Preschool Curriculum Preschool Teachers Program Descriptions Leung, Wai Man Journal Articles Reports - Descriptive Hong Kong Hong Kong ISSN-0009-4056 English Describes the enthusiastic support of parents and early childhood educators for including computer activities in programs for young children in Hong Kong. Describes the current status of computer environments in Hong Kong kindergartens, noting the lack of curriculum guidelines for integrating computers into classrooms, the lack of resources to enrich computer learning, the lack of educational software relevant to Hong Kong children, and the need for additional teacher training. (KB) EJ679135 The Shift from a Traditional to a Digital Classroom: Hong Kong Kindergartens. Childhood Education v80 n1 p12-17 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Pluralism Early Childhood Education Family Programs Multicultural Education Parent Attitudes Parent Education Parent Participation Parent School Relationship Parent Student Relationship Student Attitudes Young Children Pattnaik, Jyotsna Journal Articles Reports - Descriptive ISSN-0009-4056 English Focuses on ways to ensure sustained parental participation in the school's multicultural educational efforts. Includes suggestions for identifying parents' multicultural education needs, interests, and expertise; for supporting parents in fostering a multicultural home environment, extending children's multicultural literacy, participating in the school's multicultural curriculum, participating in the decision-making process, serving as advocates of multicultural education, and identifying multicultural resources; and for involving parents in multicultural program evaluation. (KB) EJ679136 Multicultural Literacy Starts at Home: Supporting Parental Involvement in Multicultural Education. Childhood Education v80 n1 p18-24 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:48 CIJJUN2004

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No Childrens Writing Classroom Techniques Creative Writing Elementary Education Elementary School Students Haiku Poetry Writing Improvement Writing Instruction Whittingham, Jeff L. Journal Articles Reports - Research ISSN-0009-4056 English Describes how the use of haiku in elementary level writing instruction can develop writing and cognitive skills. Focuses on both traditional haiku with syllable pattern limits and nontraditional adaptations keeping with the intent of haiku to evoke a mood. Highlights how improvements in students' haiku writing benefited other types of writing. Notes haiku is part of a rich literary heritage and that writing haiku helps to create stronger writers. (KB) EJ679137 Haiku: Teaching the Art of Brevity in Writing. Childhood Education v80 n1 p25-28 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:49 CIJJUN2004

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No Child Rearing Children Drug Use Ethics High Stakes Tests Leadership Responsibility Modernism Moral Values Obesity Parent Responsibility Social Change Social Responsibility Stress Variables Teacher Responsibility Traditionalism Frost, Joe L. Journal Articles Opinion Papers ISSN-0009-4056 English Notes societal weaknesses in children's care/education and highlights ways to reach children's hearts and minds. Highlights problems, including childhood obesity, high stakes testing, increasing use of psychiatric drugs for children, exposure to crime and violence, increasing child aggression, and increasing willingness to cheat and lie. Urges parents and teachers to reconnect with children and make a commitment to teach children to strive for a healthier and more peaceful world. (KB) EJ679138 Bridging the Gaps: Children in a Changing Society. Childhood Education v80 n1 p29-34 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:49 CIJJUN2004

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No Art Activities Art Education Bibliographies Childrens Art Childrens Literature Collage Creative Expression Creativity Elementary Education Illustrations Instructional Materials Picture Books Self Expression Visual Arts Young Children Prudhoe, Catherine M. Journal Articles Reports - Descriptive ISSN-0009-4056 English Explores how teachers can use picture book illustrations to teach children the art of collage. Focuses on three children's picture books and offers art activities showcasing three collage techniques: (1) cut and torn paper collage; (2) photomontage; and (3) texture collages and collage constructions. Relates each activity to the National Standards for Arts Education. Concludes with a 28-item bibliography of children's picture books with collage illustrations. (KB) EJ679139 Picture Books and the Art of Collage. Childhood Education v80 n1 p6-11 Fall 2003 2003-00-00 T 2004 7/11/2004 12:00:49 CIJJUN2004

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No Comparative Education Data Analysis Data Collection Educational Research Research Design Research Methodology Social Science Research Rust, Val D. Journal Articles Opinion Papers ISSN-0010-4086 English Distinguishes between "research methods" and "research methodology" in social science research, particularly in the field of comparative education. Discusses the influence of the researcher's theoretical orientation on his or her choice of methods for data collection and data analysis, and the importance of scholars outlining this orientation/perspective when reporting research findings. (SV) EJ679140 Method and Methodology in Comparative Education. Editorial. Comparative Education Review v47 n3 piii-vii Aug 2003 2003-00-00 T 2004 7/11/2004 12:00:49 CIJJUN2004

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No Educational Objectives Elementary Secondary Education Employed Women Empowerment Females Higher Education Islamic Culture Modernization Personal Autonomy Sex Discrimination Sex Role Single Sex Schools Traditionalism Womens Education Mehran, Golnar Journal Articles Opinion Papers Reports - Descriptive Iran Iran ISSN-0010-4086 English Since the 1979 revolution, Iranian women have been expected to fulfill the traditional role of women under Islamic law while contributing to the modern needs of their country. Iranian women have access to a wide range of (gender-segregated) educational opportunities and are drawing on their relatively high levels of educational attainment to empower themselves. (SV) EJ679141 The Paradox of Tradition and Modernity in Female Education in the Islamic Republic of Iran. Comparative Education Review v47 n3 p269-86 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Colonialism Educational Administration Educational Assessment Educational Practices Elementary Secondary Education English Foreign Countries Hegemony Language of Instruction Language Planning Official Languages Politics of Education London, Norrel A. Historical Materials Journal Articles Reports - Research Trinidad and Tobago Trinidad and Tobago ISSN-0010-4086 English Examines the intellectual arguments and thinking that might have accorded primacy to English in Trinidad and Tobago in the colonial period, and the ways in which formal schooling inculcated and imposed English. Draws on school records and evaluations of the curriculum and student performance to analyze how managers policed the English-language curriculum they had put in place. (SV) EJ679142 Ideology and Politics in English-Language Education in Trinidad and Tobago: The Colonial Experience and a Postcolonial Critique. Comparative Education Review v47 n3 p287-320 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Book Reviews Critical Theory Politics of Education Social Action Social Systems Teodoro, Antonio Book/Product Reviews Journal Articles Opinion Papers Habermas (Jurgen) Social Justice Freire (Paulo) ISSN-0010-4086 English Three books examine works of Paulo Freire and the concepts of critical pedagogy and emancipatory education as they relate to current world political situations: dominance of neoliberal politics on one hand and Brazil's election of a working-class president on the other. Freire's thinking can be a foundation for a new leftist "common sense" that opposes the Right's ideology of the market as the center of freedom. (SV) EJ679143 Paulo Freire, or Pedagogy as the Space and Time of Possibility. Essay Review of "Reading Freire and Habermas: Critical Pedagogy and Transformative Social Change," by Raymond Morrow and Carlos Alberto Torres; "Reinventing Paulo Freire: A Pedagogy of Love," by Antonia Darder; and "The Freirean Legacy: Educating for Social Justice," edited by Judith J. Slater, Stephen M. Fain, and Cesar A. Rossatto. Comparative Education Review v47 n3 p321-28 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Education Cross Cultural Studies Educational Change Educational Development Foreign Countries International Education Minority Groups Rural Education Teacher Education Raby, Rosalind Latiner Miller, Lisa, Comp. Journal Articles Reference Materials - Bibliographies ISSN-0010-4086 English Cites 1,424 articles on comparative and international education in 319 journals published 2002. Categories: adult, rural, vocational, literacy, lifelong, and popular education; child, citizenship, human rights; comparative; curriculum, instruction, assessment; educational planning, development, and reform; gender; general; higher education; indigenous education; intercultural, bilingual, multicultural; methodology, theory; minority, refugee, and immigrant education; policy analysis; primary education; secondary education; special education; study abroad; teacher education; technology; world regions. (SV) EJ679144 Comparative and International Education: A Bibliography (2002). Comparative Education Review v47 n3 p352-420 Aug 2003 2003-00-00 For full text: http://journals.uchicago.edu/CER/home.html/. T 2004 7/11/2004 12:00:51 CIJJUN2004

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No Abstract Reasoning Active Learning Constructivism (Learning) Creativity Educational Needs Elementary Secondary Education Misconceptions Technology Uses in Education Scardamalia, Marlene Bereiter, Carl Journal Articles Opinion Papers Reports - Descriptive Knowledge Development Learning Communities Theory Development ISSN-0013-1253 English The challenge for education in today's knowledge age is developing students' capacity for sustained creative work with ideas. Although even the youngest students don't fear the abstract, working to improve ideas is an acquired disposition. Creative production is a progressive design process. Software is described in which students, as a community, post and develop ideas. Teachers that foster a sense of community are vital. (TD) EJ679145 Beyond Brainstorming: Sustained Creative Work with Ideas. Education Canada v43 n4 p4-7,44 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Active Learning Elementary Secondary Education Foreign Countries Integrated Curriculum Leadership Training Problem Solving Role Playing Simulation Small Group Instruction Guy, Helene des Rosiers, Sylvie Journal Articles Reports - Descriptive Mountaineering Quebec Canada ISSN-0013-1253 French In a mountaineering role-playing project in Quebec schools, participating students, in groups of five, must cooperate and use the different skills acquired across the whole curriculum to overcome difficulties and attain success. The students plan a simulated mountain-climbing expedition, solve problems, and cope with various crises. (TD) EJ679146 Une classe aux dimensions de l'Everest! (A Class as Vast as Everest!) Education Canada v43 n4 p9-11 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Creative Expression Creative Teaching Creativity Higher Education Interdisciplinary Approach Poetry Reminiscence Secondary Education Social Bias Teacher Education Leggo, Carl Journal Articles Opinion Papers Reports - Descriptive ISSN-0013-1253 English A college professor who invites his students to consider how creativity is at the heart of teaching offers thoughts on creativity. Everyone can learn creatively; creative approaches are essential to learning; there are many ways to learn; in school there is too much fragmentation; the creative teacher does not always know what will happen; and to live poetically is to play. (TD) EJ679147 Calling the Muses: A Poet's Ruminations on Creativity in the Classroom. Education Canada v43 n4 p12-15 Fall 2003 2003-00-00 N/A 2004 7/11/2004 12:00:52 CIJJUN2004 Theme issue title: "Creativity."

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No Action Research Administrator Role Educational Change Elementary Secondary Education Foreign Countries Instructional Leadership Leadership Styles Participative Decision Making Principals Resistance to Change School Culture School Effectiveness Sheppard, Bruce Journal Articles Reports - Research Newfoundland Organizational Learning Teacher Principal Relationship Canada ISSN-0013-1253 English A study of school-level change in 13 Newfoundland schools found a positive relationship among team leadership, organizational learning, and classroom practices. Subsequent research found that within team leadership, at least one leader must be recognized as a champion for change; external interventions may be necessary in schools without team leadership; and an action research process is essential for successful organizational learning. (TD) EJ679148 If To Do in Schools Were as Easy as To Know What Were Good To Do. Education Canada v43 n4 p16-19,31 Fall 2003 2003-00-00 N/A 2004 2016-11-23

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No Creative Writing Creativity Elementary Education Feedback Foreign Countries Internet Mentors Poetry Positive Reinforcement Program Descriptions Technology Uses in Education Hearn, Emily Journal Articles Reports - Descriptive Canada Canada ISSN-0013-1253 English In Writers in Electronic Residence, published authors mentor and critique writing from students across Canada via the Internet. Motivation and reinforcement are the primary feedback for the youngest writers, and gradually, critiques become more specific as children's writing develops. In addition to hearing from two or three mentors, children receive comments from peers in faraway schools. (TD) EJ679149 Setting the Stage For Creativity. Education Canada v43 n4 p20-23 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Creativity Elementary Education Fine Arts Foreign Countries Interdisciplinary Approach Mathematics Achievement Program Evaluation School Surveys Student Motivation Teacher Attitudes Upitis, Rena Journal Articles Reports - Evaluative Canada Canada ISSN-0013-1253 English An evaluation of a Canadian program that infused the arts throughout the elementary curriculum reviewed test scores of 7,000 students in Grades 1-6 and surveyed teachers, students, administrators, artists, and parents. Findings indicate that involvement in the arts improved mathematical computation scores, contributed to student motivation, and provided benefits in teaching language, science, and math. (TD) EJ679150 What Is Arts Education Good For? Education Canada v43 n4 p24-27 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Standards Active Learning Elementary Education Experiential Learning Foreign Countries Grade 4 Language Arts Program Descriptions Programming (Broadcast) Radio Student Participation Technology Uses in Education Barkhouse, Nancy Journal Articles Reports - Descriptive Nova Scotia Canada ISSN-0013-1253 English A fourth-grade Nova Scotia class produced a weekly 1-hour radio show. Students decided the program format, show themes, topics, and group members. Each show was co-hosted by four students. All students got a chance to host, and all were successful. The project addressed most of the language arts standards and gave students experience in technology use. (TD) EJ679151 Surf's Up! Broadcasting across the Curriculum. Education Canada v43 n4 p28-31 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Creativity Educational Philosophy Elementary Secondary Education Imagination Individual Development Problem Solving Desfosses, Jeannot Journal Articles Opinion Papers ISSN-0013-1253 French The phenomenon of creativity is so prevalent and yet so ill-defined. After examining several definitions, this author posits that creativity is a natural process in which humans use their physical, intellectual, emotional, moral, and spiritual resources to produce something new. Creativity seems to satisfy a deep fundamental yearning to go beyond our limits, to create ourselves. (TD) EJ679152 La creativite, cette ressource meconnue (Creativity, That Unrecognized Resource). Education Canada v43 n4 p33-35,44 Fall 2003 2003-00-00 N/A 2004 7/11/2004 12:00:53 CIJJUN2004 Theme issue title: "Creativity."

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No Creativity Design Education Work Relationship Educational Needs Experiential Learning Foreign Countries Higher Education Internship Programs Partnerships in Education Teamwork Rowan, Paul Journal Articles Opinion Papers Reports - Descriptive Canada Canada ISSN-0013-1253 English A successful businessman developed his creativity in spite of his school experiences. Creativity is essential to compete in the global market. For that reason, he supports creative education in Canada through internships and design competitions and as advisor to a college school of design. Partnerships between education and industry stimulate creativity by getting students outside the classroom. (TD) EJ679153 Creativity and Education: Personal Reflections on Achieving Success by Working outside the Box. Education Canada v43 n4 p36-38 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No Civil Rights Court Litigation Definitions Equal Protection Federal Legislation Foreign Countries Marriage Sexual Orientation Howard, J. Paul R. Journal Articles Reports - Descriptive Canada Religious Freedom Canada ISSN-0013-1253 English The Ontario and British Columbia courts of appeal have held that the restriction of marriage to heterosexuals is unconstitutional. Opposing views in same-sex marriage litigation arise from different definitions of "marriage." Proposed federal legislation would legalize same-sex marriage but not resolve the larger, underlying issue of how educators and society reconcile conflicts between religious freedoms and equality rights. (TD) EJ679154 Different Rights, Different Perspectives: Observations on the Same-Sex Marriage Debate. Education Canada v43 n4 p40-43 Fall 2003 2003-00-00 N/A 2004 2016-11-21

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No American Indian Education American Indian Languages Community Support Early Childhood Education Elementary Education Immersion Programs Language Maintenance Tribally Controlled Education Nijhuis, Michelle Journal Articles Reports - Descriptive Blackfoot (Language) Endangered Languages Blackfeet (Tribe) ISSN-0037-7333 English Nizipuhwahsin, or Real Speak School, on the Blackfeet Reservation in northwestern Montana, is producing the first fluent Blackfoot speakers in two generations. Based on the "language nest" strategy pioneered in Hawaii and New Zealand, the K-8 school and associated daycare center immerse students and toddlers in the language throughout the day. (SV) EJ679155 Tribal Talk: Immersion Schools Try To Revive and Preserve Native American Languages. Smithsonian v34 n8 p36,38 Nov 2003 2003-00-00 Smithsonian, P.O. Box 420312, Palm Coast, FL 32142-0312, Tel: 800-766-2149 (toll-free), Web site: http://www.smithsonianmag.com/. N/A 2004 2016-11-21

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No American Indian Culture Art Expression Cultural Maintenance Economic Development Folk Culture Foreign Countries Mexicans Nonformal Education Selcraig, Bruce Journal Articles Reports - Descriptive Zapotec (Tribe) Folk Art Mexico (Oaxaca) Weaving Mexico (Oaxaca) ISSN-0037-7333 English With their sought-after hand-loomed rugs, the Zapotec artisans of Teotitlan, Mexico, have gained a level of prosperity rarely found in Latin America's Indian villages. Immersed in the processes of preparing wool and weaving rugs from an early age, Zapotec weavers both maintain traditional designs and create original works of art inspired by modern artists. (SV) EJ679156 Dream Weavers. Smithsonian v34 n8 p72-78 Nov 2003 2003-00-00 Smithsonian, P.O. Box 420312, Palm Coast, FL 32142-0312, Tel: 800-766-2149 (toll-free), Web site: http://www.smithsonianmag.com/. N/A 2004 2016-11-21

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No Black Community Blacks Community Characteristics Community Resources Educational Attainment Human Capital Labor Market Mothers Participant Characteristics Poverty Areas Racial Composition Rural Areas Rural Women Social Capital Welfare Recipients Welfare Reform Parisi, Domenico McLaughlin, Diane K. Grice, Steven Michael Taquino, Michael Gill, Duane A. Journal Articles Reports - Research African Americans Mississippi Temporary Assistance for Needy Families Mississippi Temporary Assistance for Needy Families ISSN-0036-0112 English Single mothers' participation rates in Temporary Assistance for Needy Families (TANF) in rural Mississippi were influenced by community-level characteristics: educational attainment, racial composition, employment structure, civic engagement, and spatial concentration of poverty. Particularly, TANF participation rates were higher in the Delta and in communities with higher concentrations of African Americans and poor people, less faith-based activity, and more retail employment. Contains 80 references. (SV) EJ679157 TANF Participation Rates: Do Community Conditions Matter? Rural Sociology v68 n4 p491-512 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Education Service Centers Educational Facilities Improvement Educational Strategies Elementary Secondary Education Intermediate Administrative Units Poverty Rural Development Rural Schools School Community Relationship School Districts School Size Standard Setting Teacher Recruitment Harmon, Hobart L. Journal Articles Opinion Papers Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 English Opportunities abound for educational service agencies (ESAs) to assist rural schools districts with implementing the No Child Left Behind Act. Strategies that ESAs could pursue are presented for critical issues in the areas of school-community relationships, school roles in rural development, funding, standard setting, school size, facility maintenance, diversity and poverty, teacher and administrator shortages, and research. (TD) EJ679158 Opportunities for ESAs Serving Rural School Districts. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p5-12 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-21

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No Education Service Centers Intermediate Administrative Units Program Descriptions Rural Schools School Districts Secondary Education Shared Resources and Services Staff Development State Aid Vocational Education Bouchard, Rene L. Journal Articles Reports - Descriptive New York New York English Boards of Cooperative Educational Services (BOCES) provide cost-effective shared services to New York's rural districts. Services in career and technical education and staff development offered by the Steuben-Allegany BOCES are described. Future plans include increased cooperation with colleges in providing adult education, evolution of the technical centers into 4-year high schools, and providing virtual learning opportunities. (TD) EJ679159 ESAs in the Shadows: Meeting Rural Challenges in an Urban State. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p13-16 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-23

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No Adult Education Distance Education Education Service Centers Elementary Secondary Education Geographic Isolation Itinerant Teachers Professional Development Program Descriptions Rural Schools School Districts Special Education Technical Assistance Technology Uses in Education Pardes, Joan Journal Articles Reports - Descriptive Alaska Alaska English The Southeast Regional Resource Center serves all of Alaska's 53 school districts, many of them rural. Its itinerant special education personnel deliver services on-site and train teachers, paraprofessionals, and parents to deliver services. Video exchanges, telephone conversations, and Internet communications are used to monitor student progress, help maintenance personnel get funding, and comply with the No Child Left Behind Act. (TD) EJ679160 Alaska: Delivering Educational Services to the Last Frontier. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p17-20 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-21

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No Access to Education Distance Education Education Service Centers Educational Cooperation Elementary Secondary Education Geographic Isolation Lobbying Professional Development Rural Schools School Districts School Support Shared Resources and Services Teacher Recruitment Cook, Rita C. Journal Articles Reports - Descriptive Kansas Kansas English Rural Kansas schools facing financial problems and demands for more accountability must cooperate to survive. Smoky Hill Education Service Center, representing 45 school districts, provides on-site staff development and online classes for students and staff, maintains a multimedia library, has a cooperative purchasing program, provides grant-writing and teacher mentoring services, and coordinates political advocacy at the state legislature. (TD) EJ679161 Kansas Rural Schools and Education Service Centers : A 21st Century Solution. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p21-28 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-21

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No Declining Enrollment Distance Education Education Service Centers Educational Cooperation Educational Finance Elementary Secondary Education Program Descriptions Rural Schools School Districts School Support Shared Resources and Services Small Schools Teacher Shortage Technical Assistance Harlow, Terry A. Journal Articles Reports - Descriptive English Rural schools in west central Texas face declining fiscal resources and enrollments. Their main needs center around staffing and technology. Region 14 Education Service Center, which serves 43 school districts, delivers monthly on-site training and technical assistance to administrators and staff and works with school districts to offer more distance learning courses to students and staff. (TD) EJ679162 Leading the Way in Support for Rural Schools in Texas. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p29-34 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 7/11/2004 12:00:56 CIJJUN2004 Theme Issue Title: "ESAs Serving Rural Areas: Shrinking Distances and Compensating for Size."

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No Education Service Centers Educational Equity (Finance) Elementary Secondary Education Professional Development Program Descriptions Rural Schools School Districts School Support Shared Resources and Services Teacher Recruitment Technical Assistance Nelson, Terry T. Journal Articles Reports - Descriptive Georgia Georgia English Rural Georgia schools have unique needs arising from inequitable funding and high teacher and administrator turnover. Central Savannah River Area Regional Educational Service Agency, which serves 12 school districts, assists with teacher recruitment and preparation, federal regulations, school improvement planning and implementation, and professional development. Direct assistance is provided to schools identified as low-performing. (TD) EJ679163 Meeting the Needs of Rural School Districts in Georgia: One ESA's Story. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p35-38 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-23

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No College School Cooperation Education Service Centers Educational Cooperation Elementary Secondary Education Rural Schools School Districts School Support State School District Relationship Technical Assistance Stephens, E. Robert Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 English Five articles about education service agencies (ESAs) serving rural schools yield five insights. Many rural systems owe their existence to ESA support. ESAs provide critical technology support. States should encourage school district collaboration. Inclusion of postsecondary institutional representatives in ESAs is an important step towards a seamless pre-K-16 educational system. Access to comprehensive data facilitates ESAs' mission. (TD) EJ679164 The Passing of Remoteness: A Commentary. Perspectives: A Journal of Research and Opinion about Educational Service Agencies v9 p39-44 Sep 2003 2003-00-00 Association of Educational Services Agencies, 801 North Quincy St., Suite 750, Arlington, VA 22203-1730; Tel: 703-875-0739 (back issues: $6.00 plus $3.50 shipping). N/A 2004 2016-11-23

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No Administrator Attitudes American Indian Education Community Colleges Context Effect Empowerment Higher Education Institutional Characteristics Institutional Environment Intercollegiate Cooperation Models Organizational Climate Qualitative Research Rural Schools State Universities Tribally Controlled Education Nichols, Timothy J. Kayongo-Male, Diane Journal Articles Reports - Research Faculty Attitudes ISSN-0021-8731 English Tribal college-state university collaborations were examined through interviews with 36 faculty and administrators from 9 tribal colleges in North and South Dakota and 4 state universities involved in collaborative efforts. The collaborative process was influenced by contextual, individual, organizational, collaboration, and empowerment factors. Respondents felt collaborative efforts should be expanded. (Contains 62 references.) (TD) EJ679165 The Dynamics of Tribal College-State University Collaboration. Journal of American Indian Education v42 n3 p1-24 2003 2003-00-00 T 2004 2016-11-21

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No American Indian Education American Indian Students Culturally Relevant Education Elementary School Students Intermediate Grades Navajo (Nation) Rural American Indians Science Education Scientific Attitudes Sex Role Stereotypes Student Attitudes Monhardt, Rebecca M. Journal Articles Reports - Research Environmental Awareness Sense of Place Utah Utah ISSN-0021-8731 English A study of Navajo children's attitude towards scientists asked 94 southern Utah Navajo students in grades 4-6 to draw a scientist. Although many students appeared to have no conception of what a scientist is, the drawings provided unique insights into Navajo students' perceptions, racial and gender sterotypes, and world views. Implications for development of culturally relevant science curriculum are discussed. (Contains 31 references.) (TD) EJ679166 The Image of the Scientist through the Eyes of Navajo Children. Journal of American Indian Education v42 n3 p25-39 2003 2003-00-00 T 2004 2016-11-23

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No American Indian Education Case Studies Culturally Relevant Education Dropout Prevention Dropouts Educational Environment Educational Practices High Risk Students Indigenous Personnel Nontraditional Education School Effectiveness Secondary Education Small Schools Student Attitudes Teaching Methods Urban American Indians Urban Schools Jeffries, Rhonda Baynes Singer, Lyndon Carson Journal Articles Reports - Research Sense of Community ISSN-0021-8731 English This case study explored culturally relevant practices in an urban American Indian secondary alternative school and three students' responses to them. The most vital factor contributing to student success was culturally responsive teachers. Other factors were small school size, flexible school formats, and governance structures. Implications for multicultural education are discussed. (Contains 56 references.) (TD) EJ679167 Successfully Educating Urban American Indian Students: An Alternative School Format. Journal of American Indian Education v42 n3 p40-57 2003 2003-00-00 T 2004 2016-11-23

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No Art Education Arts Centers Camping Childrens Art Community Cooperation Creativity Economic Impact Experiential Learning Program Descriptions Rural Areas Rural Development Foster, Eden Journal Articles Reports - Descriptive Appalachia ISSN-0740-4131 English In western North Carolina, 24 summer camps, business leaders, and a local community arts council collaborated on a project celebrating the visual and performing arts created by campers. Campers' art in every media was displayed in Hendersonville to highlight the benefits of summer camps to the community, including their economic, educational, cultural, artistic, and environmental contributions. (TD) EJ679168 Art Matters: The Creative Side of the Summer Camp Experience. Camping Magazine v76 n6 p22-28 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Administrative Policy Adolescents Bisexuality Camping Homosexuality Lesbianism Policy Formation Safety Sexual Orientation Social Bias Social Environment Staff Development Alexander, Rob Kriesel, Christa Guides - Non-Classroom Journal Articles Reports - Descriptive Acceptance ISSN-0740-4131 English The arrival of an openly non-heterosexual camper caused a North Carolina camp to reexamine its policies. Challenges facing gay, lesbian, bisexual, and questioning (GLBQ) youths are discussed, and nine ideas for creating a safe environment for all campers and staff are described. Four resources for camp professionals on GLBQ youth are presented. (TD) EJ679169 Don't Assume I'm Straight: Providing a Safe Environment for GBLQ Youth at Camp. Camping Magazine v76 n6 p30-37 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Adolescents Adventure Education Camping Cooperative Planning Group Dynamics Outdoor Leadership Safety Security (Psychology) Self Esteem Social Environment Staff Development Training Needs Brownlee, Matt Yerkes, Rita Guides - Non-Classroom Journal Articles Reports - Descriptive Facilitative Leadership ISSN-0740-4131 English An emotionally safe environment helps campers participate in adventure activities. Staff development tips for creating a safe environment include using cooperative goal setting; using parallel training processes; developing working lesson plans that outline facilitation techniques for creating emotionally safe environments; and using co-created metaphorical stories, mission statements, plays, badges, clothing, and banners to uphold emotional safety during adventure activities. (TD) EJ679170 Co-creating Emotionally Safe Environments at Camp: Training Staff To Facilitate Adventure Activities. Camping Magazine v76 n6 p38-42 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Behavior Development Camping Caregiver Child Relationship Child Behavior Child Development Child Psychology Environmental Influences Nature Nurture Controversy Resilience (Personality) Socialization Socioeconomic Status Staff Development Thurber, Christopher A. Guides - Non-Classroom Information Analyses Journal Articles ISSN-0740-4131 English Four studies in child development show that children socialize parents as much as parents socialize children. Child development is a function of biological maturation and child-environment interaction. The most important determinants of resiliency are caregiver quality and socioeconomic status. Implications for camp are discussed, the most important of which is having the same staff from year to year. (TD) EJ679171 Bouncing Back by Moving Forward: Transactional Models of Risk and Resiliency. Revolutionary Studies in Child Psychology. Camping Magazine v76 n6 p44-49 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:00:59 CIJJUN2004

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No Camping Cultural Awareness Cultural Pluralism Multicultural Education Outdoor Education Outdoor Leadership Risk Management Staff Development Training Needs Gray, M. Sky Roberts, Nina S. Journal Articles Opinion Papers Social Justice ISSN-0740-4131 English Within 30 years, European American people will be the minority population in the United States. Yet, cultural incompetency is pervasive in today's society. The camping and outdoor education professions must pay as much attention to cultural concerns as to technical aspects of their work. Safe places for all can be created by being knowledgeable about cultural differences. (TD) EJ679172 Culture, Competency and Risk Management: Where Will the Three Meet? Camping Magazine v76 n6 p50-53 Nov-Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Building Design Buildings Camping Energy Conservation Facilities Facility Planning Financial Support Long Range Planning Maintenance Participative Decision Making Recordkeeping Surveys Whyman, Wynne Journal Articles Reports - Research ISSN-0740-4131 English A camp maintenance survey was completed by maintenance personnel from 99 camps. Results highlighted several important considerations: ensuring sufficient maintenance funds for aging infrastructure, including camp/property personnel in decision making, publicizing completed maintenance projects, examining long-term needs of the land, and adopting green building principles. (TD) EJ679173 Themes from a Camp Maintenance Network: Camp Maintenance and Property Personnel Share Their Insights and Challenges. Camping Magazine v76 n6 p54-56,58-59 Nov-Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:00:59 CIJJUN2004

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No Acculturation Adolescents At Risk Persons Culturally Relevant Education Family Influence Family Programs Hispanic Americans Immigrants Parent Child Relationship Parent Education Parent School Relationship Peer Influence Prevention Program Descriptions Substance Abuse Pantin, Hilda Schwartz, Seth J. Sullivan, Summer Coatsworth, J. Douglas Szapocznik, Jose Journal Articles Reports - Descriptive ISSN-0739-9863 English An intervention targets cultural and eco-developmental risk factors that predispose Hispanic adolescents to substance abuse. Parent participatory-learning groups foster family cohesiveness and communication, facilitate parent-school connections, and create supervisory networks among peers' parents. The multidimensional focus, parent empowerment, and culturally appropriate interventions offset the risks associated with immigration and differential acculturation. (Contains 38 references.) (TD) EJ679174 Preventing Substance Abuse in Hispanic Immigrant Adolescents: An Ecodevelopmental, Parent-Centered Approach. Hispanic Journal of Behavioral Sciences v25 n4 p469-500 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:00 CIJJUN2004

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No Disproportionate Representation Educational Attainment Employment Patterns Hispanic Americans Human Capital Language Fluency Limited English Speaking Managerial Occupations Professional Occupations Racial Differences Mundra, Kusum Moellmer, Andrew Lopez-Aqueres, Waldo Journal Articles Reports - Research ISSN-0739-9863 English A study examining Hispanic underrepresentation in managerial and professional occupations used Public Use Microdata Samples of census data. Findings indicated a 6 percent chance of Hispanics working as managers/professionals, versus a 32 percent chance for non-Hispanic Whites. Hispanics who were citizens, older, educated, married, and fluent in English were more likely to be managers/professionals. (Contains 26 references.) (TD) EJ679175 Investigating Hispanic Underrepresentation in Managerial and Professional Occupations. Hispanic Journal of Behavioral Sciences v25 n4 p513-29 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:00 CIJJUN2004

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No College Students Ethnicity Family Relationship Higher Education Hispanic American Students Identification (Psychology) Peer Relationship Social Support Groups Student Adjustment Student Attitudes Student College Relationship Teacher Student Relationship Schneider, Monica E. Ward, Dahlia J. Journal Articles Reports - Research Latinos State University of New York Coll at Geneseo ISSN-0739-9863 English A study of 35 Latino college students in upstate New York found that various types of perceived support (from family, general peers, Latino peers, faculty, and institution) mediated the relationship between ethnic identification and adjustment to college. Important differences emerged between Latino peer support and general peer support for Latinos' college adjustment. (SV) EJ679176 The Role of Ethnic Identification and Perceived Social Support in Latinos' Adjustment to College. Hispanic Journal of Behavioral Sciences v25 n4 p539-54 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Information Technology Partnerships in Education Primary Education Professional Development Science Instruction Science Teachers Rodrigues, Susan Journal Articles Reports - Research English Discusses the Partnership for Primary Science project which aimed to provide and promote continuous professional development in science and information communication technologies (ICT). Evidence suggests that teachers' science instruction and use of ICT rather than their understanding of science concepts underwent the most significant change. (Contains 14 references.) (Author/NB) EJ679177 Experiences from the Partnership in Primary Science Project: Teacher Professional Development Involving ICT and Science Pedagogical Content Knowledge. Science Education International v14 n2 p2-11 Jun 2003 2003-00-00 T 2004 7/11/2004 12:01:00 CIJJUN2004

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No Educational Environment Elementary Secondary Education Emotional Development Interpersonal Competence Science Instruction Science Interests Student Attitudes Matthews, Brian Journal Articles Reports - Research English Examines how the science classroom can be organized so that pupils are able to develop their social and emotional skills which results in a greater interest in science lessons. Suggests that these strategies could help students get along better with each other, thus propagating greater willingness to empathize across cultures. (Contains 15 references.) (Author/NB) EJ679178 Making Science More Popular through Group Work and Emotional Literacy: A Possible Contribution to Internationalism? Science Education International v14 n2 p12-20 Jun 2003 2003-00-00 T 2004 7/11/2004 12:01:01 CIJJUN2004

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No Computer Uses in Education Elementary Education Internet Resource Materials Science Instruction World Wide Web van den Berg, Ed Ellermeijer, Ton Guides - Classroom - Teacher Journal Articles Reports - Descriptive English Describes some elementary science and technology programs and what can be learned about them from the Internet. Discusses what is available from each. (Author/NB) EJ679179 Some Internet Sources for Elementary Science and Technology. Science Education International v14 n2 p24-30 Jun 2003 2003-00-00 T 2004 7/11/2004 12:01:01 CIJJUN2004

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No Chemical Bonding Chemistry Computer Assisted Instruction Science Instruction Secondary Education Shubbar, Khalil E. Journal Articles Reports - Research English Investigates the effect of computer-assisted instruction (CAI) when used as a supplement to classroom instruction to improve secondary school students' understanding of orbital shapes. Results indicate that the CAI approach enhanced student learning and helped them figure out cues portrayed in diagrams of atomic orbitals. (Contains 22 references.) (Author/NB) EJ679180 Effectiveness of Using Computer-Assisted Instruction in Teaching the Shapes of Atomic Orbitals. Science Education International v14 n2 p36-39 Jun 2003 2003-00-00 T 2004 7/11/2004 12:01:01 CIJJUN2004

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No Laboratory Safety Middle Schools School Safety Science Instruction Science Laboratories Roy, Ken Guides - Classroom - Teacher Journal Articles English Explains the benefits and strengths of having safety checklists in science laboratories. Presents a checklist that reflects important components of safety that address many situations in school laboratories. (NB) EJ679181 A Safety Checklist: Know Your Candidates! Science Education International v14 n2 p40-42 Jun 2003 2003-00-00 T 2004 7/11/2004 12:01:02 CIJJUN2004

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No Educational Policy Educational Practices Educational Research Elementary Secondary Education Foreign Countries Science Education Sciences Sweeney, Aldrin E. Journal Articles Reports - Descriptive Jamaica Barbados Bermuda Caribbean Barbados Bermuda Jamaica English Analyzes science education in the Caribbean and provides examples of science education policy and practice. Emphasizes large-scale national efforts in Barbados, Bermuda, and Jamaica. Discusses and provides recommendations for future directions in science education in these countries. (Contains 88 references.) (Author/NB) EJ679182 An Overview of Science Education in the Caribbean: Research, Policy and Practice. Science Education International v14 n2 p43-55 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Graphing Calculators Higher Education Mathematics Instruction Preservice Teachers Mbekwa, Monde Julie, Cyril Journal Articles Reports - Research ISSN-1362-7368 English Presents the results of an investigation into how pre-service teachers with low-level mathematics qualifications do mathematics when using hand-held, sophisticated mathematics technology as a tool. Results indicate that students were able to master the technical aspects of the TI-92, ask relevant questions and engage in mathematical discussion, and make conjectures based on their calculations and pattern observations. (Contains 23 references.) (Author/NB) EJ679183 Pre-Service Teachers' Mathematical Engagement with the TI-92. International Journal of Computer Algebra in Mathematics Education v10 n1 p3-22 2003 2003-00-00 T 2004 7/11/2004 12:01:02 CIJJUN2004

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No Algebra Graphing Calculators Higher Education Mathematics Achievement Mathematics Instruction Student Attitudes Quesada, Antonio R. Journal Articles Reports - Research ISSN-1362-7368 English Describes how the introduction of the TI-92 transformed a traditional first semester linear algebra course into a matrix-oriented course that emphasized conceptual understanding, relevant applications, and numerical issues. Indicates an increase in students' overall performance as they found the calculator very useful, believed it helped them better understand the course content, and made them feel more confident doing linear algebra. (Author/NB) EJ679184 Transforming an Introductory Linear Algebra Course with a TI-92 Hand-Held Computer. International Journal of Computer Algebra in Mathematics Education v10 n1 p23-34 2003 2003-00-00 T 2004 7/11/2004 12:01:02 CIJJUN2004

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No Educational Technology Higher Education Mathematics Activities Mathematics Instruction Mathematics Teachers Teacher Education Baldin, Yuriko Yamamoto Journal Articles Reports - Descriptive ISSN-1362-7368 English Discusses whether mathematics teachers are being prepared to realize the limitations of technology in teaching activities and recognize conceptual problems in technology-based activities. Suggests a course to prepare teachers with skills to analyze existing materials as well as create their own activities. Illustrates this with examples from CAS, DGS, and graphic calculators. (Author/NB) EJ679185 Analyzing the Limitation of Technology in Teacher Preparation Courses. International Journal of Computer Algebra in Mathematics Education v10 n1 p35-53 2003 2003-00-00 T 2004 7/11/2004 12:01:03 CIJJUN2004

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No Females Graduate Study Higher Education Science Education Sex Differences Student Attitudes Ferreira, Maria M. Journal Articles Reports - Research ISSN-1072-8325 English Examines gender differences in graduate student perspectives on the culture of science in two biology and chemistry departments. Shows that although women have greater access to science, the culture of scientific enterprise continues to be based on the masculine ideals of 17th century England. (Contains 28 references.) (Author/NB) EJ679186 Gender Differences in Graduate Students' Perspectives on the Culture of Science. Journal of Women and Minorities in Science and Engineering v9 n2 p119-35 2003 2003-00-00 T 2004 7/11/2004 12:01:03 CIJJUN2004

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No Engineering Education Higher Education Science Instruction Riley, Donna Journal Articles Reports - Descriptive ISSN-1072-8325 English Motivates the use of feminist, critical, and radical pedagogies in engineering education and presents their application in an engineering thermodynamics course. Discusses assessment approaches and the limitations of liberative pedagogies in an engineering context. (Contains 40 references.) (Author/NB) EJ679187 Employing Liberative Pedagogies in Engineering Education. Journal of Women and Minorities in Science and Engineering v9 n2 p137-58 2003 2003-00-00 T 2004 7/11/2004 12:01:03 CIJJUN2004

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No Academic Achievement Biological Sciences Higher Education Minority Groups School Holding Power Armstrong, Earlene Thompson, Katerina Journal Articles Reports - Research University of Maryland College Park ISSN-1072-8325 English Reports on the Prefreshman Academic Enrichment Program (PAEP) at the University of Maryland, College Park which was designed to increase and retain the number of minorities in the life sciences. Results after five years indicate that PAEP students were retained and graduated in the sciences and at the university at a greater rate than that of non-PAEP students. (Contains 34 references.) (Author/NB) EJ679188 Strategies for Increasing Minorities in the Sciences: A University of Maryland, College Park, Model. Journal of Women and Minorities in Science and Engineering v9 n2 p159-167 2003 2003-00-00 T 2004 2016-11-21

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No Acoustics Physics Science Activities Science Instruction Secondary Education Taylor, Bernard Guides - Classroom - Teacher Journal Articles ISSN-0031-9120 English Describes how to make a string radio for a lesson on sound and string telephones. (NB) EJ679189 The Amazing String Radio. Physics Education v38 n4 p281 Jul 2003 2003-00-00 T 2004 7/11/2004 12:01:04 CIJJUN2004

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No Computer Interfaces Electronics Higher Education Pressure (Physics) Science Activities Science Instruction Secondary Education Carlton, Kevin Guides - Classroom - Teacher Journal Articles ISSN-0031-9120 English Describes the building and testing of a robust pressure sensor suitable for use in schools that produces an output that can be fed into a standard computer interfacing set. (Author/NB) EJ679190 Making an Electronic Pressure Transducer. Physics Education v38 n4 p283-85 Jul 2003 2003-00-00 T 2004 7/11/2004 12:01:04 CIJJUN2004

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No Demonstrations (Science) Electricity Electronics Higher Education Light Physics Science Activities Science Instruction Secondary Education Kamata, Masahiro Anayama, Takayuki Guides - Classroom - Teacher Journal Articles ISSN-0031-9120 English Presents an effective way to demonstrate the difference between direct current and alternating current using red and green LEDs. Describes how to make a tool that shows how an AC voltage changes with time using the afterimage effect of the LEDs. (Author/NB) EJ679191 Simple Equipment for Imaging AC. Physics Education v38 n4 p286-90 Jul 2003 2003-00-00 T 2004 7/11/2004 12:01:04 CIJJUN2004

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No Acoustics Demonstrations (Science) Higher Education Music Physics Science Experiments Science Instruction Secondary Education LoPresto, Michael C. Guides - Classroom - Teacher Journal Articles ISSN-0031-9120 English Describes experiments to address the properties of brass musical instruments that can be used to demonstrate sound in any level physics course. The experiments demonstrate in a quantitative fashion the effects of the mouthpiece and bell on the frequencies of sound waves and thus the musical pitches produced. (Author/NB) EJ679192 Experimenting with Brass Musical Instruments. Physics Education v38 n4 p300-08 Jul 2003 2003-00-00 T 2004 7/11/2004 12:01:05 CIJJUN2004

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No Acoustics Musical Instruments Physics Science Activities Science Instruction Lapp, David R. Guides - Classroom - Teacher Journal Articles Xylophones ISSN-0031-9120 English Explains how to use the equation for frequency of vibration of a transversely oscillating bar or pipe with both ends free to vibrate to build a simple and inexpensive xylophone from a 3-meter section of copper pipe. The instrument produces a full major scale and can be used to investigate various musical intervals. (Author/NB) EJ679193 Building a Copper Pipe "Xylophone." Physics Education v38 n4 p316-19 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Physics Questionnaires Relevance (Education) Science Education Secondary Education Sex Differences Student Attitudes Williams, Christopher Stanisstreet, Martin Spall, Katie Boyes, Eddie Dickson, Dominic Journal Articles Reports - Descriptive ISSN-0031-9120 English Discusses a questionnaire study to determine why fewer year 10 students are interested in physics than in biology. Finds that students perceive physics as being difficult and irrelevant. Males and females offered different reasons for finding physics boring with males enjoying practical exercises and females valuing areas in which physics can be seen as relevant. (Author/NB) EJ679194 Why Aren't Secondary Students Interested in Physics? Physics Education v38 n4 p324-29 Jul 2003 2003-00-00 T 2004 7/11/2004 12:01:05 CIJJUN2004

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No Concept Mapping Diffusion (Physics) Grade 9 High Schools Misconceptions Science Education Tekkaya, Ceren Journal Articles Reports - Research Conceptual Change Osmosis ISSN-0263-5143 English Investigates the effectiveness of combining conceptual change text and concept mapping strategies on students' understanding of diffusion and osmosis. Results indicate that while the average percentage of students in the experimental group holding a scientifically correct view rose, the percentage of correct responses in the control group increased. (Contains 41 references.) (Author/NB) EJ679195 Remediating High School Students' Misconceptions Concerning Diffusion and Osmosis through Concept Mapping and Conceptual Change Text. Research in Science and Technological Education v21 n1 p5-16 May 2003 2003-00-00 T 2004 2016-11-21

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No Inservice Teacher Education Knowledge Base for Teaching Misconceptions Primary Education Science Instruction Science Teachers Jarvis, Tina Pell, Anthony McKeon, Frankie Journal Articles Reports - Research Conceptual Change ISSN-0263-5143 English Uses a test to assess teachers' science knowledge and understanding and monitors change over two years of a primary science in-service program in 31 schools. Despite moves to improve primary science teachers' subject knowledge, many still held typical misconceptions. Concludes that teachers need a thorough understanding of interrelated concepts and that in-service education should be sustained over time. (Contains 44 references.) (Author/NB) EJ679196 Changes in Primary Teachers' Science Knowledge and Understanding during a Two Year In-service Programme. Research in Science and Technological Education v21 n1 p17-42 May 2003 2003-00-00 T 2004 2016-11-21

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No Concept Formation Grade 9 Heat High Schools Physics Science Instruction Temperature She, Hsiao-Ching Journal Articles Reports - Research Conceptual Change ISSN-0263-5143 English Examines the process of student conceptual change regarding thermal expansion using the Dual Situated Learning Model (DSLM) as an instructional approach. Indicates that DSLM promotes conceptual change and holds great potential to facilitate the process through classroom instruction at all levels. (Contains 38 references.) (Author/NB) EJ679197 DSLM Instructional Approach to Conceptual Change Involving Thermal Expansion. Research in Science and Technological Education v21 n1 p43-54 May 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Grade 10 Graphs High Schools Science Education Teaching Methods Ates, Salih Stevens, J. Truman Journal Articles Reports - Research ISSN-0263-5143 English Two intact chemistry classes participated in a study and the same teacher taught both a line graphing unit with computer-supported activities and one without. Results indicate that there were no statistically significant interaction effects among treatments and scientific reasoning levels. (Contains 40 references.) (Author/NB) EJ679198 Teaching Line Graphs to Tenth Grade Students Having Different Cognitive Developmental Levels by Using Two Different Instructional Modules. Research in Science and Technological Education v21 n1 p55-66 May 2003 2003-00-00 T 2004 7/11/2004 12:01:06 CIJJUN2004

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No Attitudes Elementary Secondary Education Informal Education Outdoor Education Science Instruction Zoos Tofield, Sara Coll, Richard K. Vyle, Brent Bolstad, Rachel Journal Articles Reports - Research ISSN-0263-5143 English Indicates that the zoo considers that it has an important role in education and provides many opportunities for learning but that visitors' prime purpose is for entertainment. Concludes that science learning at the zoo is limited for general visitors, but is enhanced for school children by pre- and post-visit activities and strong curricular links. (Contains 55 references.) (Author/NB) EJ679199 Zoos as a Source of Free Choice Learning. Research in Science and Technological Education v21 n1 p67-99 May 2003 2003-00-00 T 2004 7/11/2004 12:01:07 CIJJUN2004

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No Creativity Design Engineering Education Higher Education Student Motivation Waks, Shlomo Merdler, Moti Journal Articles Reports - Research ISSN-0263-5143 English Addresses variations in creative thinking during various stages of a design project and the relationship between creative thinking and motivation factors. Based on a study of Israeli practical engineering students. Appendix includes survey instrument. (Contains 37 references.) (Author/NB) EJ679200 Creative Thinking of Practical Engineering Students during a Design Project. Research in Science and Technological Education v21 n1 p101-21 May 2003 2003-00-00 T 2004 7/11/2004 12:01:07 CIJJUN2004

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No Educational Research Educational Trends Futures (of Society) High School Students Music Teachers Secondary Education Teacher Persistence Teacher Recruitment Teacher Role Teacher Shortage Bergee, Martin J. Demorest, Steven M. Journal Articles Reports - Research ISSN-0027-4321 English Highlights the results of a survey that examined what influenced young people to select music education as a career. Provides suggestions for recruiting future music teachers during high school, such as providing opportunities to teach or encourage greater participation of underrepresented students. (CMK) EJ679201 Developing Tomorrow's Music Teachers Today. Music Educators Journal v89 n4 p17 20 Mar 2003 2003-00-00 T 2004 7/11/2004 12:01:07 CIJJUN2004

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No Classroom Techniques Elementary Secondary Education Higher Education Music Education Music Teachers Preservice Teacher Education Preservice Teachers Student Behavior Student Needs Student Teachers Time Management LaCombe, Joseph S. Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Focuses on how preservice teachers can develop their classroom management skills. Explains that teachers must improve their personal delivery style, knowledge, and accurate presentation skills. Addresses how to minimize off task behavior, time management, and meeting student needs. Includes a bibliography. (CMK) EJ679202 Managing the Music Classroom You Can! Music Educators Journal v89 n4 p21 24 Mar 2003 2003-00-00 T 2004 7/11/2004 12:01:07 CIJJUN2004

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No Brainstorming Educational Planning Educational Strategies Elementary Secondary Education Foreign Countries Grade 4 Inquiry Interdisciplinary Approach Learning Experience Music Music Education Morin, Francine Guides - Classroom - Teacher Journal Articles World Music ISSN-0027-4321 English Describes how to teach about world music, specifically music of West Africa, using an interdisciplinary inquiry approach. Explains that questions are generated and the teacher develops the learning experience. Provides examples at the fourth grade level as well as information on resources and musical examples. (CMK) EJ679203 Learning Across Disciplines: An Approach to West African Music. Music Educators Journal v89 n4 p27 34 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Educational Practices Elementary Secondary Education Music Education Music Teachers Music Therapy Public Schools Special Education Special Needs Students Teacher Role Patterson, Allyson Guides - Classroom - Teacher Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-0027-4321 English Provides background information on music therapy. Discusses how music therapy works in the public school setting and offers advice to music teachers. Explores music therapy and the Individuals with Disabilities Education Act, addressing the benefits of having access to music therapists. (CMK) EJ679204 Music Teachers and Music Therapists: Helping Children Together. Music Educators Journal v89 n4 p35 38 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Educational Philosophy Educational Strategies Elementary Secondary Education Group Activities Inquiry Learning Experience Music Education Peer Influence Relevance (Education) Whole Language Approach Cavner, Delta Gould, Elizabeth Guides - Classroom - Teacher Journal Articles ISSN-0027-4321 English Describes how to use whole language instruction in the music classroom. Discusses the various aspects of whole language instruction, such as authentic learning experiences, whole concept, learning that focuses on inquiry, the importance of social interaction, and reflection. Lists appropriate activities. (CMK) EJ679205 Whole Language in the Music Classroom: Part 1 of 2. Music Educators Journal v89 n4 p39 44 Mar 2003 2003-00-00 T 2004 7/11/2004 12:01:08 CIJJUN2004

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No Art Education Art Expression Artists Dance Educational Strategies Freehand Drawing Interdisciplinary Approach Secondary Education Skill Development Writing (Composition) Kennedy, Patricia Guides - Classroom - Teacher Journal Articles Abstract Art Escher (M C) ISSN-0004-3931 English Describes an abstract art unit in which students in an introductory art course created abstract art inspired by the work of M. C. Escher. Explains that some students are unsure of their drawing ability. States this unit helps them overcome their fears. (CMK) EJ679206 Tour the Galaxy of the Abstract. Arts & Activities v133 n2 p14-15,49 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art History Art Materials Art Products Artists Educational Strategies Painting (Visual Arts) Secondary Education Skill Development Studio Art Clark, Kelly Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes a project about narrative in art that combines a study of art history with art reproductions. Explains that the students create before and after pictures on postcards for famous works of art. States that students were asked to choose an artist such as Norman Rockwell, Edward Gorey, or Jonathan Green. (CMK) EJ679207 Before and After: An Exploration into Narrative. Arts & Activities v133 n2 p16-17 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:09 CIJJUN2004

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No Art Appreciation Art Education Art History Artists Creativity Educational Strategies Elementary Education Freehand Drawing Grade 1 Skill Development Johns, Pat Guides - Classroom - Teacher Journal Articles Abstract Art ISSN-0004-3931 English Presents an art lesson in which first grade students learn about abstract art. Explains that the students learn about the work of Joan Miro and explore one of his paintings call "People and Dog in Sun." Describes how students use scribbles to make their own abstract art. (CMK) EJ679208 A New Face on an Old Project. Arts & Activities v133 n2 p18 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No American Indian Culture Art Education Art Expression Educational Strategies Elementary Education Freehand Drawing Grade 3 Intermediate Grades Painting (Visual Arts) Skill Development Crumpecker, Cheryl Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson used with children in the third grade to help them learn about symmetry, as well as encouraging them to draw larger than usual. Explains that students learn about the belief called "Horror Vacui" of the Northwest American Indian tribes and create their interpretation of this belief. (CMK) EJ679209 Horror Vacui Symmetry. Arts & Activities v133 n2 p19 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:09 CIJJUN2004

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No Art Appreciation Art Education Art Materials Course Content Educational Strategies Freehand Drawing Games Secondary Education Skill Development Student Projects Greenman, Geri Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson used in an advanced drawing course in which the students created artworks of a portion of a chosen game board, such as "Monopoly," implementing photographic realism. Explains how the students created their pictures and includes the learning objectives for the lesson. (CMK) EJ679210 Playing Games with Art. Arts & Activities v133 n2 p20-21 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:10 CIJJUN2004

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No Art Education Art Expression Art Materials Childrens Art Color Educational Strategies Elementary Education Elementary School Students Skill Development Vocabulary Rourk, Patricia Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an art lesson that teaches students to look closer at a work of art and to utilize art vocabulary to describe a picture. Discusses a student project in which students use "Dippity Dye" to create the background on which to draw fish and other sea life. (CMK) EJ679211 Visual and Verbal. Arts & Activities v133 n2 p22-23,50 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:10 CIJJUN2004

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No Art Education Art Materials Artists Dance Educational Strategies Elementary Education Freehand Drawing Human Body Sculpture Student Projects Cross, Kate Guides - Classroom - Teacher Journal Articles Degas (Edgar) ISSN-0004-3931 English Describes an art project that taught students about the work of two different artists: (1) Edgar Degas; and (2) Alexander Calder. Explains that students created drawings of ballerinas, created sculptures in the style of Calder, and created sculptures of ballerinas. (CMK) EJ679212 Mr. Degas and Mr. Calder Go to the Ballet. Arts & Activities v133 n2 p24,46-47 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art History Artists Body Language Educational Strategies Facial Expressions Painting (Visual Arts) Religion Secondary Education Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents background information about the artist El Greco. Focuses on his painting of Saint Peter,"The Penitent Saint Peter," chosen because of the facial expression and body language. Includes a reproduction of the painting and information about the painting. (CMK) EJ679213 Clip and Save. Classroom Use. Arts & Activities v133 n2 p25-28 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:10 CIJJUN2004

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No Art Education Art Materials Ceramics Educational Strategies Elementary Education Elementary School Students Facial Expressions Freehand Drawing Portraiture Skill Development West, Deborah D. Lilliston, Betsy Guides - Classroom - Teacher Journal Articles Murals ISSN-0004-3931 English Describes an art lesson that was part of the Youth Art Month (YAM) in Georgia with the theme of "YAM: Piecing It Together." Explains that the students created self portraits using black outline pens and markers. Reports that all portraits were attached to ceramic tiles and placed on the "Millennium Wall of Fame." (CMK) EJ679214 Let's Face It, You Gotta Have Art! A Collaborative Youth Art Month Lesson. Arts & Activities v133 n2 p30-31 Mar 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art History Artists Biographies Careers Elementary Secondary Education Exhibits Foreign Countries Museums Herberholz, Barbara Journal Articles Opinion Papers ISSN-0004-3931 English Provides background information on the lives and works of Michelangelo and Leonardo da Vinci. Focuses on the artwork of the artists and the museums where their work is displayed. Includes museum photographs of their work. (CMK) EJ679215 Michelangelo in Florence, Leonardo in Vinci. Arts & Activities v133 n2 p32-34,40-42 Mar 2003 2003-00-00 N/A 2004 7/11/2004 12:01:11 CIJJUN2004

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No Art Education Art Materials Art Products Color Course Content Educational Strategies Freehand Drawing Painting (Visual Arts) Secondary Education Skill Development Greenman, Geri Guides - Classroom - Teacher Journal Articles Batik ISSN-0004-3931 English Describes an art project using the technique called "Batik" that incorporated watercolor painting with mixed media to appeal to students in a combined art class. Discusses how the students created their artworks and includes a list of materials and objectives. (CMK) EJ679216 Waxing Poetic. Arts & Activities v133 n3 p28-29 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art History Art Products Artists Biographies Educational Practices Educational Strategies High School Students Secondary Education Skill Development Hubbard, Guy Guides - Classroom - Teacher Journal Articles Modern Art ISSN-0004-3931 English Discusses the role of the square in art and explains that students can study modern art. Includes background information and artwork by four artists: (1) Richard Anuszkiewicz; (2) Victor Vasarely; (3) Frank Stella; and (4) Bridget Riley. (CMK) EJ679217 Dynamic Squares. Arts & Activities v133 n3 p30-33 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art History Art Materials Educational Strategies Freehand Drawing Grade 8 Impressionism Painting (Visual Arts) Secondary Education Student Projects Pippin, Sandi Guides - Classroom - Teacher Journal Articles Flowers ISSN-0004-3931 English Describes an art lesson in which students sketch drawings of flowers and use watercolor paper and other materials to paint a landscape. Explains that the students also learn about impressionism in this lesson. Discusses how the students prepare the paper and create their artwork. (CMK) EJ679218 Flowers and Landscape by Serendipity. Arts & Activities v133 n3 p34 35 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art Materials Educational Strategies Freehand Drawing High School Students Portraiture Secondary Education Self Expression Skill Development Buck, Susan Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project used with high school students in an advanced drawing course in which they created their own self portraits. Explains that the students drew a self portrait showing their arm and hand extended outward in the picture. Includes a list of objectives and art materials. (CMK) EJ679219 The Power of Expression. Arts & Activities v133 n3 p36-37 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:12 CIJJUN2004

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No Art Education Art History Artists Biographies Body Language Careers Educational Strategies Elementary Secondary Education Facial Expressions Photographs Photography Hubbard, Guy Guides - Classroom - Teacher Journal Articles Geisel (Theodor Seuss) ISSN-0004-3931 English Provides background information on Arnold Newman focusing on his photograph of Theodor Seuss Geisel (Dr. Seuss) that was selected for its facial expression. Includes activities and a reproduction of the photograph. Offers information about the photograph. (CMK) EJ679220 Clip and Save. Classroom Use. Arts & Activities v133 n3 p41-44 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Materials Educational Strategies High School Students Middle School Students Middle Schools Photographs Photography Secondary Education Skill Development Guhin, Paula Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art activity in which students create "chemigrams" using exposed photo paper to create designs. Explains that this activity can be used with middle and high school students as an introduction to photography or use of chemicals. (CMK) EJ679221 Creating Chemigrams in the Classroom. Arts & Activities v133 n3 p45 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:13 CIJJUN2004

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No Art Education Art Expression Art Products Educational Strategies High School Students Middle Schools Photographs Photography Secondary Education Skill Development Skophammer, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes how to teach students about art concepts during a photography lesson. Explains that students learn about concepts such as: how to take a sharp picture, how to fill the frame and leading lines, and how to focus on point of view in photographs. Includes learning objectives for the lesson. (CMK) EJ679222 A Personal Point of View. Arts & Activities v133 n3 p46-47 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:13 CIJJUN2004

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No Art Education Art History Art Materials Educational Strategies Elementary Secondary Education Painting (Visual Arts) Photographs Photography Portraiture Skill Development Rzadko Henry, Gloria Guides - Classroom - Teacher Journal Articles Degas (Edgar) ISSN-0004-3931 English Focuses on the use of the art technique called watergraph in which students use watercolor to paint over photographs. Provides three examples of how teachers used this process with their students, including creating self portraits inspired by the work of Edgar Degas. (CMK) EJ679223 Watergraphs: Exploring the World of Art with Instant Photography. Arts & Activities v133 n3 p48-49,61-62 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Computer Uses in Education Creative Expression Creativity Educational Benefits Educational Strategies Elementary Secondary Education Photographs Photography Student Interests Hiller, Peter Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-0004-3931 English Believes that it is important to continue to teach students film photography even with the advent of computers and digital photography. Focuses on the benefits of film photography for students, such as serving as a creative outlet and the enthusiasm exhibited by students working with film photography. (CMK) EJ679224 You Still Use a Darkroom? Arts & Activities v133 n3 p50 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:14 CIJJUN2004

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No Art Education Art History Artists Biographies Careers Educational Strategies Elementary Secondary Education Exhibits Museums Painting (Visual Arts) Johnson, Mark M. Journal Articles Opinion Papers ISSN-0004-3931 English Focuses on the life and career of Fairfield Porter who was a painter working in the style of Intimist inspired Realist. Provides background information on Porter and examples of his artwork. Describes the exhibit "Fairfield Porter: A Life in Art, 1907 1975." (CMK) EJ679225 Fairfield Porter...A Life in Art, 1907 1975. Arts & Activities v133 n3 p51-53 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:14 CIJJUN2004

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No Art Education Art History Art Materials Children Educational Strategies Elementary Education Freehand Drawing Grade 5 Mothers Painting (Visual Arts) Skill Development Wright, Thais Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson used with fifth grade students in which they created paintings with a mother child theme. Explains that the students learned about the mother child theme in an art history context. Discusses how the students created their artworks and lists materials and resources for the project. (CMK) EJ679226 A Picture Memory. Arts & Activities v133 n3 p54-55 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:14 CIJJUN2004

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No Art Education Art Materials Educational Strategies Elementary Education Freehand Drawing Interdisciplinary Approach Painting (Visual Arts) Science Education Skill Development Social Studies Rollings, Michelle Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents a lesson that uses the fold over technique to teach students about creating seascapes. Explains that students can learn how to include reflections in their artworks. Describes how students created their seascapes and provides ideas on how to use this technique to incorporate art into other subject areas. (CMK) EJ679227 Shoreline Paintings. Arts & Activities v133 n3 p56-57 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:14 CIJJUN2004

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No Art Education Educational Strategies Elementary Education Freehand Drawing Grade 3 Grade 4 Idioms Interdisciplinary Approach Language Arts Painting (Visual Arts) Skophammer, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an interdisciplinary lesson that combines art and language arts. Explains that third and fourth grade students explored the meanings of different idioms and created a picture showing the literal meaning of an idiom. Includes a list of art materials. (CMK) EJ679228 Illustrated Idioms. Arts & Activities v133 n3 p58 Apr 2003 2003-00-00 N/A 2004 7/11/2004 12:01:15 CIJJUN2004

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No Art Education Art Expression Art Materials Childrens Art Creative Expression Creativity Educational Strategies Elementary Education Self Expression Student Projects Szekely, George Guides - Classroom - Teacher Journal Articles Gifts ISSN-0004-3931 English Focuses on ways that children in art classes can be "gift artists." Discusses different types of gifts that children can create, such as presents for their parents or presents that have been personalized. (CMK) EJ679229 Gift Giving Artists. Arts & Activities v133 n3 p60,65-66 Apr 2003 2003-00-00 N/A 2004 2016-11-21

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No Case Studies Elementary School Teachers Factor Analysis Foreign Countries National Curriculum Sciences Teacher Role Teacher Surveys Lunn, Stephen Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English States there are good reasons to believe that teachers' views about the nature of science can form part of the hidden curriculum in their science teaching. Explores views captured using case study and survey methodologies. Finds case studies showed depth and subtlety of some teachers' views of science and interviews were consistent with survey positions. (BT) EJ679230 "What We Think We Can Safely Say...": Primary Teachers' Views of the Nature of Science. British Educational Research Journal v28 n5 p649 72 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Classroom Research Discourse Analysis Foreign Countries Intermediate Grades Metaphors Sciences Cameron, Lynne Journal Articles Reports - Research England Vygotsky (Lev S) United Kingdom (England) ISSN-0141-1926 English Analyzes and compares children's interpretations of metaphors used in a science text and their teacher's use of explanatory metaphor to identify key processes in metaphor understanding and to suggest factors that contribute to successful use of metaphor in learning science. Adopts a Vygotskian socio cognitive approach to metaphor in discourse. (BT) EJ679231 Metaphors in the Learning of Science: A Discourse Focus. British Educational Research Journal v28 n5 p673 88 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Elementary School Teachers Foreign Countries Knowledge Base for Teaching Mathematics Teacher Education Goulding, Maria Rowland, Tim Barber, Patti Journal Articles Reports - Research England Wales United Kingdom (England) United Kingdom (Wales) ISSN-0141-1926 English States mathematical subject knowledge of primary teacher trainees in England and Wales must be audited in line with government requirements for initial teacher training. Examines how this knowledge has been conceptualized. Presents research results from two institutions focusing on audited subject knowledge of primary teacher/trainee relationship with classroom teaching. (BT) EJ679232 Does It Matter? Primary Teacher Trainees' Subject Knowledge in Mathematics. British Educational Research Journal v28 n5 p689 704 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Elementary Education Emotional Response Foreign Countries Mathematics Mathematics Instruction Bibby, Tamara Journal Articles Reports - Evaluative England Shame Subject Content Knowledge United Kingdom (England) ISSN-0141-1926 English Focuses on shame as a reaction to other people's criticisms and an emotional response to knowing and doing mathematics. Uses it as an analytical tool to explore the ways in which mathematics is understood by primary school teachers. Suggests absolutist/product conceptions of mathematics provides ideal opportunities for experiencing shame. (BT) EJ679233 Shame: An Emotional Response to Doing Mathematics as an Adult and a Teacher. British Educational Research Journal v28 n5 p705 21 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Elementary Secondary Education Foreign Countries Public Policy School Effectiveness Weiner, Gaby Journal Articles Reports - Evaluative Failure Analysis National Policy United Kingdom United Kingdom ISSN-0141-1926 English Addresses school effectiveness and school improvement, as interpreted by United Kingdom central and local government policy. Highlights recent forms of inspection and their impact on schools and other educational bodies. Argues that creation of two polar opposites, good/effective and failing/ineffective, has exacerbated rather than diminished differences between the two. (BT) EJ679234 Auditing Failure: Moral Competence and School Effectiveness. British Educational Research Journal v28 n6 p789 804 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Mathematics Models Primary Education Student Evaluation Kyriakides, Leonidas Journal Articles Reports - Research Cyprus Empirical Research Cyprus ISSN-0141-1926 English Examines whether it is possible to combine two previously separate objectives of baseline assessment in mathematics: (1) use of baseline assessment for formative reasons, and (2) for value added functions. Presents empirical research findings of Cypriot pupils' mathematics skills/knowledge upon entry to primary school and at the end of Year 2. (BT) EJ679235 A Research Based Model for Development of Policy on Baseline Assessment. British Educational Research Journal v28 n6 p805 26 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Research Females Foreign Countries Gender Issues Longitudinal Studies Males Secondary Education Sex Differences Wong, Kam Cheung Lam, Y. Raymond Ho, Lai Ming Journal Articles Reports - Research Hong Kong Multilevel Analysis Hong Kong ISSN-0141-1926 English Examined gender differences in educational achievements based on a longitudinal sample of 45,000+ Hong Kong secondary school students who took a public examination in 1997. Reports results coincided with findings from recent British studies that boys did less well than girls in all areas of school curriculum. (BT) EJ679236 The Effects of Schooling on Gender Differences. British Educational Research Journal v28 n6 p827 43 Dec 2002 2002-00-00 T 2004 2016-11-21

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No Anthropology Educational Research Elementary Secondary Education Foreign Countries Preservice Teachers Teacher Education McNamara, Olwen Roberts, Lorna Basit, Tehmina N. Brown, Tony Journal Articles Reports - Research Rites of Passage Twentieth Century United Kingdom United Kingdom ISSN-0141-1926 English Explains transition was identified by early 20th century anthropologists as the liminal stage of a rite of passage. Identifies transition, applying a contemporary anthropological lens to initial teacher training, not as a linear progression but as a complex process of extended and ambiguous in betweenness that involves play, performance, and ordeal. (BT) EJ679237 Rites of Passage in Initial Teacher Training: Ritual, Performance, Ordeal, and Numeracy Skills Test. British Educational Research Journal v28 n6 p863 78 Dec 2002 2002-00-00 T 2004 2016-11-21

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No British Infant Schools Educational Research Foreign Countries Inspection Penn, Helen Journal Articles Reports - Research ISSN-0141-1926 English Explores scope and reliability of British Office for Standards in Education (OFSTED) inspections of British nursery schools; 513 Web posted inspections were coded for content); 33 schools were visited; and basic data collected and matched with that in OFSTED's report. Concludes inspections were inconsistent, sometimes misrepresenting work of nursery schools. Pinpoints limited inspection framework. (BT) EJ679238 "Maintains a Good Pace to Lessons": Inconsistencies and Contextual Factors Affecting OFSTED Inspections of Nursery Schools. British Educational Research Journal v28 n6 p879 88 Dec 2002 2002-00-00 T 2004 7/11/2004 12:01:17 CIJJUN2004 The British Educational Research Journal is a refereed journal.

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No Case Studies Educational Research Elementary Education Elementary School Teachers Foreign Countries Longitudinal Studies Sciences Mulholland, Judith Wallace, John Journal Articles Reports - Research Australia Narrative Inquiry Australia ISSN-0141-1926 English Uses data from a longitudinal study exploring experiences of elementary teachers as they learned and taught science in the transition from preservice to inservice status. Uses information based on one participant to examine a narrative device, restorying, exploring its usefulness as a way of enhancing legitimation in narrative inquiry. (BT) EJ679239 Strength, Sharing, and Service: Restorying and the Legitimation of Research Texts. British Educational Research Journal v29 n1 p5 23 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Primary Education Reading Achievement Reading Research Hutchison, Dougal Journal Articles Reports - Research Aggregation (Data) England United Kingdom (England) ISSN-0141-1926 English Investigates existence or otherwise of group level effects on progress in reading. Combines administrative data to give two primary age cohorts, each of the order of 2500 pupils, in one Local Education Authority (LEA) in southeast England. Finds mean score and pupil turnover were the most important aggregated group level effects. (BT) EJ679240 The Effect of Group Level Influences on Pupils' Progress in Reading. British Educational Research Journal v29 n1 p25 40 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Foreign Countries Inspection School Effectiveness Secondary Education Shaw, I. Newton, D. P. Aitkin, M. Darnell, R. Journal Articles Reports - Research United Kingdom General Certificate of Secondary Education United Kingdom ISSN-0141-1926 English States that examination results for 3000+ Office for Standards in Education (OFSTED) inspected secondary schools, offering General Certificate of Secondary Education student examinations during the 1992 1997 inspection cycle, were modeled statistically. Finds that schools currently with higher or lower achievement averages saw slight improvement. Discusses some implications for school improvement. (BT) EJ679241 Do OFSTED Inspections of Secondary Schools Make a Difference to GCSE Results? British Educational Research Journal v29 n1 p63 75 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Educational Trends Elementary Secondary Education Foreign Countries Prediction School Effectiveness Pugh, Geoff Mangan, Jean Journal Articles Reports - Research Advanced Level Examinations England United Kingdom (England) ISSN-0141-1926 English Argues that although John Gray, Harvey Goldstein, and Sally Thomas treat the notion of trend in an unproblematic manner, as deterministic time trends, movements in data identified by Gray as school improvement trends may not be generated by the deterministic processes they assume. Opines these upward and downward movements may reflect a purely stochastic process. (BT) EJ679242 What's in a Trend? A Comment on Gray, Goldstein and Thomas (2001), "Predicting the Future: The Role of Past Performance in Determining Trends in Institutional Effectiveness at A Level." British Educational Research Journal v29 n1 p77 82 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Educational Trends Elementary Education Foreign Countries School Effectiveness Gray, John Goldstein, Harvey Thomas, Sally Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Builds on earlier research suggesting it is fairly difficult to extrapolate current trends in school performance into the future. Explores two areas of research on school improvement which have, to date, received little attention: (1) trends in performance over time and (2) the incidence of time lagged phenomena. (BT) EJ679243 Of Trends and Trajectories: Searching for Patterns in School Improvement. British Educational Research Journal v29 n1 p83 88 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Criticism Higher Education Learning Theories Literature Reviews Haggis, Tamsin Journal Articles Reports - Research Conceptual Models Metanarratives ISSN-0141-1926 English Focuses on the surprising lack of critique in the pedagogical literatures of higher education in relation to the use of ideas surrounding deep and surface approaches to learning. Explores problems with the assumed relationships among conceptions of learning, perceptions of the learning environment, approaches to learning, and learning outcomes. (BT) EJ679244 Constructing Images of Ourselves? A Critical Investigation into "Approaches to Learning" Research in Higher Education. British Educational Research Journal v29 n1 p89 104 Feb 2003 2003-00-00 T 2004 2016-11-21

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No Educational Methods Educational Research Higher Education History Immigrants Interviews Multicultural Education Sociology Undergraduate Study Urban Culture Gordon, June A. Journal Articles Reports - Descriptive ISSN-0092-055X English Focuses on interviews with immigrants used for an undergraduate sociology course designed to help students learn about contradictions and commonalities of the educational experiences of immigrants. Finds that students demonstrated understanding based on the interviews; and that there is a need for international awareness among students entering complex urban career settings. (Author/KDR) EJ679245 Immigrants and Education: Dialogic Inquiry as Pedagogy. Teaching Sociology v30 n3 p278 90 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:20 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Cultural Differences Diversity Educational Methods Educational Research Emotional Response Higher Education Multicultural Education Social Integration Sociology Teaching Methods Roberts, Alison Smith, Keri Iyall Journal Articles Reports - Descriptive ISSN-0092-055X English Identifies and presents an example cultural diversity course, defining emotion management. Applies the theoretical concept of emotion management to teaching methods. Offers strategies and exercises. Believes that by applying an understanding of how emotional responses are socially mediated, instructors can facilitate their classes better and maximize learning. (Author/KDR) EJ679246 Managing Emotions in the College Classroom: The Cultural Diversity Course as an Example. Teaching Sociology v30 n3 p291 301 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:20 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Educational Methods Secondary Education Social Studies Sociology Student Educational Objectives Teacher Education Teaching (Occupation) DeCesare, Michael A. Journal Articles Reports - Descriptive ISSN-0092-055X English Argues a new approach is needed for teaching high school sociology courses that focuses on improved teacher training. Believes teacher training improvements may help rectify the discipline's distorted public image and help students gain appreciation and understanding of fundamental sociological insights. (Author/KDR) EJ679247 The Lesson To Be Learned: The Past Troubles and Future Promise of Teaching High School Sociology. Teaching Sociology v30 n3 p302 16 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:20 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Active Learning Discussion (Teaching Technique) Educational Methods Group Discussion Higher Education Sociology Hollander, Jocelyn A. Journal Articles Reports - Descriptive ISSN-0092-055X English Describes a strategy for improving the quality of class discussions. States two reasons why class discussions can be unsatisfying: (1) individual contributions are emphasized more than the merits of collective discussion; and (2) discussion performance is emphasized over development of discussion skills. Describes a student exercise to overcome these issues. (Author/KDR) EJ679248 Learning to Discuss: Strategies for Improving the Quality of Class Discussion. Teaching Sociology v30 n3 p317 27 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:21 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Advantaged Critical Thinking Ethnic Groups Higher Education Racial Attitudes Racial Relations Social Science Research Social Stratification Sociology Undergraduate Study Haddad, Angela T. Lieberman, Leonard Journal Articles Reports - Descriptive ISSN-0092-055X English Discusses experiences in teaching the meaning and value of the sociological imagination to a group of ethnically and economically privileged students. Describes an assignment asking students to critically assess agendas, fallacies, and consequences of scientific racism. Finds evaluations reflect that the assignment conveyed that sociological analysis was useful to recalcitrant students. (Author/KDR) EJ679249 From Student Resistance to Embracing the Sociological Imagination: Unmasking Privilege, Social Conventions, and Racism. Teaching Sociology v30 n3 p328 41 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:21 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Advantaged Critical Thinking Educational Strategies Experiential Learning Higher Education Poverty Social Science Research Social Stratification Sociology Undergraduate Study Folse, Kimberly A. Journal Articles Reports - Descriptive ISSN-0092-055X English Describes a sociology experiential learning assignment where students learned why people living in poverty can sometimes pay more for products than people with better incomes. Focuses specifically on the rent to own concept. States students achieved the goal of learning how life constraints of poverty can hinder the poor from overcoming their circumstances. (KDR) EJ679250 The Poor Pay More. Teaching Sociology v30 n3 p342 47 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:21 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Educational Methods Higher Education Learning Processes Mathematical Aptitude Qualitative Research Sociology Statistical Analysis Undergraduate Study Clark, Roger Lang, Angela Journal Articles Reports - Descriptive ISSN-0092-055X English Describes an undergraduate sociology course that taught qualitative and quantitative data analysis. Focuses on two students and how they dealt with and overcame anxiety issues, subsequently achieving higher levels of learning and new learning strategies. (KDR) EJ679251 Balancing Yin and Yang: Teaching and Learning Qualitative Data Analysis Within an Undergraduate Quantitative Data Analysis Course. Teaching Sociology v30 n3 p348 60 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:21 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Correlation Educational Research Experiential Learning Higher Education History Primary Sources Sociology Statistical Analysis Undergraduate Study Schumm, Walter R. Webb, Farrell J. Castelo, Carlos S. Akagi, Cynthia G. Jensen, Erick J. Ditto, Rose M. Spencer Carver, Elaine Brown, Beverlyn F. Journal Articles Reports - Descriptive ISSN-0092-055X English Discusses the use of historical events as examples for teaching college level statistics courses. Focuses on examples of the space shuttle Challenger, Pearl Harbor (Hawaii), and the RMS Titanic. Finds real life examples can bridge a link to short term experiential learning and provide a means for long term understanding of statistics. (KDR) EJ679252 Enhancing Learning in Statistics Classes Through The Use of Concrete Historical Examples: The Space Shuttle Challenger, Pearl Harbor, and the RMS Titanic. Teaching Sociology v30 n3 p361 75 Jul 2002 2002-00-00 T 2004 7/11/2004 12:01:22 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Behavioral Objectives Departments Evaluation Higher Education Sociology Standard Setting Surveys Weiss, Gregory L. Journal Articles Reports - Descriptive ISSN-0092-055X English Discusses an assessment survey questionnaire administered to randomly selected sociology departments (n=150) regarding the level of development of their departmental statements of purpose, goals, and objectives among other questions. Reports that two thirds of the 70 respondents have a departmental statement of purpose, but less than half have articulated specific student learning objectives. (Author/KDR) EJ679253 The Current Status of Assessment in Sociology Departments. Teaching Sociology v30 n4 p391 402 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:22 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No Behavioral Objectives Departments Evaluation Higher Education Outcomes of Education Sociology Standard Setting Wagenaar, Theodore C. Journal Articles Reports - Descriptive ISSN-0092-055X English Reviews the learning outcomes assessment literature and suggests contextual factors responsible for increased interest in outcomes assessment. Reports on a study of several hundred sociologists regarding usage and impact of various outcomes assessment strategies. Examines implications of outcome assessments for power redistribution. (Author/KDR) EJ679254 Outcomes Assessment in Sociology: Prevalence and Impact. Teaching Sociology v30 n4 p403 13 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:22 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No Behavioral Objectives Community Colleges Evaluation Higher Education Outcomes of Education Sociology Standard Setting Cameron, Jeanne Walsh, Philip Stavenhagen Helgren, Tina Kobritz, Barbara Journal Articles Reports - Descriptive ISSN-0092-055X English Describes a program for assessing student learning at a community college using critical theories of knowledge and the learning process. Finds all measures of learning indicate significant improvement in learning outcomes. Records and discusses the program methodology within the framework of critical pedagogical theory. (Author/KDR) EJ679255 Assessment as Critical Praxis: A Community College Experience. Teaching Sociology v30 n4 p414 29 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:23 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No Behavioral Objectives College Curriculum Curriculum Development Evaluation Higher Education Outcome Based Education Outcomes of Education Sociology Standard Setting Keith, Bruce Meese, Michael J. Efflandt, Scott Malinowski, Jon C. LeBoeuf, Joseph Gallagher, Martha Hurley, John Green, Charles Journal Articles Reports - Descriptive ISSN-0092-055X English Presents a strategy for the curricular design and assessment of one multidisciplinary program goal: understanding human behavior. Discusses how to assess a desired outcome based on four specific areas: (1) organizational context; (2) articulation of a learning model; (3) program design and implementation; and (4) outcomes assessment. (Author/KDR) EJ679256 Assessing Students' Understanding of Human Behavior: A Multidisciplinary Outcomes Based Approach for the Design and Assessment of an Academic Program Goal. Teaching Sociology v30 n4 p430 53 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:23 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No Behavioral Objectives College Curriculum Community Education Curriculum Development Departments Evaluation Higher Education Social Environment Sociology Undergraduate Study Macheski, Ginger Lowney, Kathleen S. Journal Articles Reports - Descriptive ISSN-0092-055X English Presents a sociology program through three models of curriculum: (1) faculty centered; (2) discipline centered; and (3) student community based curricula. Explores the experiences with these models and reveals that curricular development as a social process can be used to lay a foundation for social context based assessment. (Author/KDR) EJ679257 A Long and Winding Road: Curricular Development as Social Context Based Assessment. Teaching Sociology v30 n4 p454 66 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:24 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No Behavioral Objectives Case Studies College Curriculum Curriculum Development Diversity Evaluation Experimental Curriculum Higher Education Sociology Undergraduate Study Cappell, Charles L. Kamens, David H. Journal Articles Reports - Descriptive ISSN-0092-055X English Describes different assessment designs available for different types of curricula. Reports results from a quasi experimental design comparing the level of critical sociological reasoning skills among students near the beginning and those finishing their studies. Believes the multi dimensional diversity within sociology presents the greatest obstacle to designing and assessing sociology curricula. (Author/KDR) EJ679258 Curriculum Assessment: A Case Study in Sociology. Teaching Sociology v30 n4 p467 94 Oct 2002 2002-00-00 T 2004 7/11/2004 12:01:24 CIJJUN2004 Teaching Sociology is a peer reviewed journal. Theme issue: Teaching Sociology with a Purpose: Issues in Curriculum Design and Assessment.

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No College Curriculum Computer Uses in Education Curriculum Design Higher Education History Instruction Teaching Guides World Wide Web Bazillion, Richard J. Braun, Connie L. Guides - Classroom - Teacher Journal Articles ISSN-1087-6758 English Discusses how to develop a history course using the World Wide Web; course development software; full text digitized articles, electronic books, primary documents, images, and audio files; and computer equipment such as LCD projectors and interactive whiteboards. Addresses the importance of support for faculty using technology in teaching. (PAL) EJ679259 The Full Monty: Locating Resources, Creating, and Presenting a Web Enhanced History Course. History Computer Review v17 n2 p15 23 Fall 2001 2001-00-00 T 2004 7/11/2004 12:01:25 CIJJUN2004 History Computer Review is a refereed journal.

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No Computer Assisted Instruction Higher Education History Instruction History Textbooks Textbook Content Web Based Instruction Schick, James B. M. Guides - Classroom - Teacher Journal Articles ISSN-1087-6758 English Outlines recommended conditions and features of online history textbooks: link control, coverage of methodology, maps, breadth and depth of information, layered storytelling approach, tools, tutorials, customization, team teaching, short movies, interviews, reading activities and skill building activities, overcharging, and password protection. Cites pros and cons of print and online textbooks. (PAL) EJ679260 Online History Textbooks: Breaking the Mold. History Computer Review v17 n2 p25 47 Fall 2001 2001-00-00 T 2004 7/11/2004 12:01:25 CIJJUN2004 History Computer Review is a refereed journal.

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No Active Learning Computer Assisted Instruction Higher Education History Instruction Multimedia Instruction Multimedia Materials Teaching Guides Phillips, Julieanne Guides - Classroom - Teacher Journal Articles ISSN-1087-6758 English States that in ninety percent of colleges across the United States, some or most classrooms are wired for technology integration. Posits that to facilitate student learning and prepare students for future technological advances, instructors must use effective teaching activities that include computers. Provides a sample computer assisted history project. (PAL) EJ679261 The Dinosaurs Didn't See It Coming, But Historians Had Better: Computer Aided Activities in the History Classroom. History Computer Review v18 n1 p27 36 Spr 2001 2001-00-00 T 2004 7/11/2004 12:01:26 CIJJUN2004 History Computer Review is a refereed journal.

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No College Curriculum Computer Assisted Instruction Courseware Curriculum Development Higher Education History Instruction Multimedia Instruction Multimedia Materials Simulation Teaching Methods United States History DelGaudio, Julian J. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Long Beach City College CA ISSN-1087-6758 English Asserts that simulations and multimedia tutorials may become powerful teaching methods when historians better understand how to tailor courseware to their particular courses. Reviews creating and using the computer based historical simulation "Eunice: A Captivity Simulation," and designing the simulation "In Search of Freedom: Navigating a Slaves' Journey." (PAL) EJ679262 Creating Simulations for Use in Teaching Lower Division U.S. History. History Computer Review v18 n1 p37 52 Spr 2002 2002-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Uses in Education Higher Education History Instruction Multimedia Instruction Teacher Attitudes Teaching Methods Undergraduate Study World History World Wide Web Tucker, Sara W. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-1087-6758 English Identifies reasons for using computers to teach world history. Discusses how instructors can acquire and use digital classroom resources. Describes how to develop and use online courses and course Web pages. (PAL) EJ679263 Teaching World History With Computers: Why Do I Do It and What's Involved. History Computer Review v18 n2 p15 38 Fall 2002 2002-00-00 T 2004 7/11/2004 12:01:26 CIJJUN2004 History Computer Review is a refereed journal.

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No Archives Computer Uses in Education Exhibits Higher Education History Instruction Local History Museums Public History School Community Programs Social Studies Student Participation Student Projects World Wide Web McClellan, Marjorie L. Journal Articles Reports - Descriptive Wright State University OH ISSN-1087-6758 English Reports ongoing development of the online digital exhibit, "Making Progress: Living and Working in Ohio's Miami Valley, 1890 1929," a collaboration between Wright State University (Dayton, Ohio) students and faculty and area museums and archives. Thus far the project has enhanced student learning and extended the university's involvement with the community. (PAL) EJ679264 Net Survey: Imagining History in Cyberspace: Report on a Work in Progress. History Computer Review v18 n2 p39 41 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Computer Uses in Education Courseware Higher Education History Instruction Hypermedia Multimedia Materials Social Studies United States History Schick, James B. M. Journal Articles Reports - Descriptive Pennsylvania (Philadelphia) Madison (James) Pennsylvania (Philadelphia) ISSN-1087-6758 English Describes the educational philosophy and decisions that shaped development of an electronic reader's edition of James Madison's notes on the debates of the Philadelphia Convention of 1787. Discusses the role of hypermedia in history instruction. %Illustrates and explains the design of the resource. (PAL) EJ679265 Designing Interactive Courseware: Creating an Electronic Edition of the Notes of Debates in the Philadelphia Convention of 1787. History Computer Review v18 n2 p49 68 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Art Art Education Buddhism Educational Principles Foundations of Education Haiku Higher Education Bai, Heesoon Journal Articles Opinion Papers Instrumentalism Zen Buddhism ISSN-0384-1839 English Identifies the hyperactivity of linguistic conceptual consciousness (the discursive mind) as powering instrumentalism. Explains that the practices of Zen and art can counterbalance the discursive emphasis. Explores haiku as an illustration of how this resistance may work. Recommends anchoring arts education in a foundation of intrinsic perception. (PAL) EJ679266 Zen and the Art of Intrinsic Perception: A Case of Haiku. Canadian Review of Art Education: Research and Issues v28 n1 p1 24 2001 2001-00-00 T 2004 2016-11-21

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No Art Education Art Teachers Educational History Elementary Secondary Education Foreign Countries Freehand Drawing Social Control Teacher Behavior Teacher Dismissal Chalmers, Graeme Journal Articles Reports - Descriptive British Columbia (Victoria) Canada (Victoria) ISSN-0384-1839 English Presents an example of art education as a means of social control. Examines a 1905 incident wherein children at South Park School in Victoria (British Columbia) were found to have ruled lines in their freehand drawing books. The school principal, Agnes Deans Cameron, was dismissed. (PAL) EJ679267 Canada's Drawing Book Scandal: A Storm in a Victorian Teacup. Canadian Review of Art Education: Research and Issues v28 n1 p41 59 2001 2001-00-00 T 2004 2016-11-21

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No Ability Grouping Architecture Art Art Activities Art Education Built Environment Design Foreign Countries Junior High Schools Middle Schools Student Projects Student Reaction Hickman, Richard Journal Articles Reports - Descriptive English Describes a project with mixed ability learners attending Deacon's School (Peterborough, England). The project, which emphasized critical response to the built environment, involved students making "pop up cards" based on firsthand observation of local architecture. Students were encouraged to learn about art and design through reacting, researching, responding, and reflecting. (PAL) EJ679268 School Students' Responses to Architecture: A Practical Studio Project. Journal of Art & Design Education v20 n2 p161 70 2001 2001-00-00 Blackwell Publishers, 108 Cowley Road, Oxford OX4 1JF, United Kingdom; website: www.blackwellpublishers.co.uk T 2004 7/11/2004 12:01:28 CIJJUN2004

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No College School Cooperation Educational Improvement Elementary Secondary Education Higher Education Models Music Education Program Effectiveness School Community Programs Myers, David E. Journal Articles Reports - Descriptive ISSN-1063-2913 English States research shows collaboration among schools and external partners enhances student learning under certain conditions. Addresses reservations about collaborating, emerging trends and cautions, an alternative view of collaboration, and the impact of future changes in music education on collaboration. Describes a model music education collaboration in Atlanta (Georgia). (PAL) EJ679269 Quest for Excellence: The Transforming Role of University Community Collaboration in Music Teaching and Learning. Arts Education Policy Review v105 n1 p5 12 Sep Oct 2003 2003-00-00 T 2004 7/11/2004 12:01:29 CIJJUN2004 Arts Education Policy Review is a refereed journal.

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No Advocacy Art Education Attitudes Case Studies Community Support Elementary Secondary Education Fine Arts School Community Programs Rademaker, Linnea L. Journal Articles Reports - Evaluative ISSN-1063-2913 English Reports a case study of a non profit arts advocacy group. Explores how Arts Collaborators, Inc. (ACI) advocated arts education, how they chose and developed arts education activities, and how individual and corporate beliefs about art influenced those choices. Offers recommendations about effectively evaluating and incorporating outside influences into arts programs. (PAL) EJ679270 Community Involvement in Arts Education: A Case Study. Arts Education Policy Review v105 n1 p13 24 Sep Oct 2003 2003-00-00 T 2004 7/11/2004 12:01:29 CIJJUN2004 Arts Education Policy Review is a refereed journal.

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No Art Education Educational Change Educational Policy Elementary Secondary Education Fine Arts Philanthropic Foundations Private Financial Support Public Schools Constantino, Tracie Journal Articles Reports - Evaluative ISSN-1063-2913 English Focusing on Chicago Public Schools (Illinois), explores issues related to philanthropy's role in the development of arts education policy. Discusses the relationship among philanthropic organizations and the core curriculum; the impact of research; preservice teacher training, and economic development and arts education. Offers recommendations for arts funding in Chicago schools. (PAL) EJ679271 The Impact of Philanthropy on Arts Education Policy. Arts Education Policy Review v105 n1 p25 32 Sep Oct 2003 2003-00-00 T 2004 7/11/2004 12:01:29 CIJJUN2004 Arts Education Policy Review is a refereed journal.

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No Art Education Educational Objectives Educational Policy Educational Principles Elementary Secondary Education Fine Arts Foreign Countries Testing Hanley, Betty Journal Articles Reports - Descriptive Canada Canada ISSN-1063-2913 English Asserts that testing is widely accepted and politically supported in Canada. Examines why there should be testing in the arts; what should be tested; who makes the tests, takes the tests, and benefits from them; and how frequently students should be tested. Concludes by outlining issues for consideration by policymakers. (PAL) EJ679272 Policy Issues in Arts Assessment in Canada: "Let's Get Real." Arts Education Policy Review v105 n1 p33 38 Sep Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational Methods Educational Sociology Elementary Secondary Education Physical Education Physical Education Teachers Sports Medicine Testing Green, Ken Journal Articles Reports - Evaluative ISSN-0142-5692 English Explores the rapid growth of academic examinations in physical education (PE) and sports studies. Considers if such growth represents a new orthodoxy rather than merely a consensus of thought and practice among PE teachers. Concludes that the increase results from the academicization and professionalism of PE and qualifies as an orthodoxy. (PAL) EJ679273 Examinations in Physical Education: A Sociological Perspective on a "New Orthodoxy." British Journal of Sociology of Education v22 n1 p51 73 Mar 2001 2001-00-00 T 2004 7/11/2004 12:01:30 CIJJUN2004 British Journal of Sociology of Education is a refereed journal.

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No Educational Change Educational History Educational Policy Educational Research Educational Sociology Foreign Countries Higher Education Research Problems Shain, Farzana Ozga, Jenny Journal Articles Reports - Evaluative England United Kingdom (England) ISSN-0142-5692 English Reports on difficulties currently experienced by educational sociologists in England. Analyzes recent official attacks on sociologically informed research in education. Investigates the changing relationship between sociologists of education and policymakers. Argues for a strong re engagement with education as an arena of sociological inquiry. Provides references. (PAL) EJ679274 Identity Crisis? Problems and Issues in the Sociology of Education. British Journal of Sociology of Education v22 n1 p109 20 Mar 2001 2001-00-00 T 2004 2016-11-21

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No Educational Methods Gender Issues Higher Education Homophobia Homosexuality Preservice Teacher Education Preservice Teachers Social Bias Student Reaction Student Teacher Attitudes Robinson, Kerry H. Ferfolja, Tania Journal Articles Reports - Evaluative ISSN-0142-5692 English Reflects on issues that arise when preservice teachers are introduced to lesbian and gay concerns in school. Explores preservice teachers' resistance, commonly espoused attitudes and beliefs, and teacher educators' difficulties in challenging myths, stereotypes, and biases. Highlights the perceived irrelevance of gay and lesbian issues to preservice teachers. Provides references. (PAL) EJ679275 "What Are We Doing This For?" Dealing With Lesbian and Gay Issues in Teacher Education. British Journal of Sociology of Education v22 n1 p121 33 Mar 2001 2001-00-00 T 2004 7/11/2004 12:01:30 CIJJUN2004 British Journal of Sociology of Education is a refereed journal.

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No Critical Thinking Divergent Thinking Educational Strategies Higher Education Sociology Teaching Methods Thinking Skills Geertsen, H. Reed Journal Articles ISSN-0092-055X English Believes critical thinking and reflective thinking are distinctly different yet complementary forms of higher level thinking. Discusses topics such as: why higher level thinking is important; what the proper attitude for this form of thinking is; and why it is important. Addresses questions with examples from sociology and medicine. (Author/KDR) EJ679276 Rethinking Thinking About Higher Level Thinking. Teaching Sociology v31 n1 p1 19 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:31 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Cultural Influences Cultural Pluralism Ethnicity Higher Education Multicultural Education Sociology Subcultures Teaching Methods Thinking Skills Undergraduate Study Dowd, James J. Dowd, Laura A. Journal Articles ISSN-0092-055X English Discusses subcultures and countercultures. Demonstrates a method of teaching the concept of subculture to undergraduate sociology students. Offers working definitions of terms, including common culture, subculture, idioculture, and social world. Concludes with the development of a classroom exercise to help students grasp the differences among the terms. (Author/KDR) EJ679277 The Center Holds: From Subcultures to Social Worlds. Teaching Sociology v31 n1 p20 37 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:31 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Community Education Educational Research Educational Strategies Higher Education Service Learning Sociology Teaching Methods Potter, Sharyn J. Caffrey, Elizabeth M. Plante, Elizabethe G. Journal Articles ISSN-0092-055X English Discusses a service learning research methods project to engage students in a sociology course. Parsed in four sections: (1) reviews service learning/research and its effect on students and community; (2) provides a detailed project description; (3) discusses student contributions to the organization served; and (4) examines evaluation methods of student achievement using service learning. (Author/KDR) EJ679278 Integrating Service Learning Into the Research Methods Course. Teaching Sociology v31 n1 p38 48 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:31 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Educational Games Educational Strategies Higher Education Social Stratification Social Structure Sociology Teaching Methods Renzulli, Linda A. Aldrich, Howard E. Reynolds, Jeremy Journal Articles ISSN-0092-055X English Discusses a classroom exercise for stratification and organization courses that demonstrates how social structures can constrain individual actions and still produce outcomes that students attribute to individual effort. Demonstrates student enjoyment of the game format exercise, and how it is an effective way to teach students the importance of social structure. (Author/KDR) EJ679279 It's Up in the Air, Or is It? Teaching Sociology v31 n1 p49 59 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:31 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Course Descriptions Educational Research Pedagogical Content Knowledge Sociology Teacher Student Relationship Albers, Cheryl Journal Articles ISSN-0092-055X English Addresses the problem of constructing a syllabus as a pedagogical tool and an artifact of scholarship. States three scholarly syllabus benefits: (1) provides a picture of research and reflection; (2) has potential to organize, integrate, and direct student learning; and (3) aids teachers in planning classroom activities. (Author/KDR) EJ679280 Using the Syllabus to Document the Scholarship of Teaching. Teaching Sociology v31 n1 p60 72 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:32 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Critical Thinking Diversity Educational Strategies Gender Issues Heterosexuality Homophobia Homosexuality Motivation Techniques Sociology Stereotypes Teaching Methods De Welde, Kristine Hubbard, Eleanor A. Journal Articles ISSN-0092-055X English Discusses a sex and gender course where heterosexual students were asked to write a 'coming out' letter to a person of their choice. States students analyzed their reaction to the assignment, discussed, and explored prominent issues on the subject of homosexuality. (Author/KDR) EJ679281 "I'm Glad I'm Not Gay!": Heterosexual Students' Emotional Experience in the College Classroom with a "Coming Out" Assignment. Teaching Sociology v31 n1 p73 84 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:32 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Age Differences Critical Thinking Demography Educational Research Educational Strategies Gerontology Higher Education Motivation Techniques Qualitative Research Sociology Stereotypes Teaching Methods Himes, Christine L. Caffrey, Christine Journal Articles Census 1990 Census 2000 ISSN-0092-055X English Discusses how social gerontologists and researchers attempt to integrate accurate and emphasizing techniques about age related phenomena into their curricula. Focuses on quantitative and critical thinking skills used to manipulate raw data in a class census project. Concludes students were encouraged to use information and facts to make conclusions and challenge stereotypes. (KDR) EJ679282 Linking Social Gerontology with Quantitative Skills: A Class Project Using U.S. Census Data. Teaching Sociology v31 n1 p85 94 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Diversity Ethics Family Relationship Family Role Family Structure Higher Education Public Colleges Social Values Sociology Undergraduate Study Magdol, Lynn Journal Articles ISSN-0092-055X English Describes undergraduate family values surveys conducted at the beginning and end of a family sociology course at a large public university. States surveys were used to assess change in family values and the implications of the change. Focuses on issues such as diversity, student employment, liberal education, and socialization processes. (KDR) EJ679283 Liberal Values and a Liberal Education: The Effect of a Family Sociology Course on Undergraduate Students' Family Values. Teaching Sociology v31 n1 p95 109 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:33 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Educational Strategies Ethnicity Gender Issues Intellectual Development Interpersonal Relationship Motivation Techniques Sociology Teacher Student Relationship Teaching Methods Burns, Edgar Alan Journal Articles ISSN-0092-055X English Describes sociological exercises to identify ways to help students and teachers interact in the intellectual process. Notes four sociological themes for the exercise and four practical benefits. Focuses on gender issues, public and private issues, race and ethnicity issues, social class issues, and age related issues. (KDR) EJ679284 Bathroom Politics: Introducing Students to Sociological Thinking from the Bottom Up. Teaching Sociology v31 n1 p110 18 Jan 2003 2003-00-00 T 2004 7/11/2004 12:01:33 CIJJUN2004 Teaching Sociology is a peer reviewed journal.

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No Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Resilience (Personality) Stress Variables Student Teacher Attitudes Teacher Burnout Chan, David W. Journal Articles Reports - Research Hardiness Hong Kong Hong Kong ISSN-0742-051X English Assessed hardiness, stress, and burnout among Chinese preservice teachers. Different responses to positively and negatively worded hardiness items suggested positive and negative hardiness stress resilience and stress vulnerability. Stress, positive hardiness, and negative hardiness had main, independent significant impact on emotional exhaustion and depersonalization. Only positive hardiness had significant main effect on personal accomplishment. Respondents indicated an erosion of their original excitement when first pursuing a teaching career. (SM) EJ679285 Hardiness and its Role in the Stress-Burnout Relationship among Prospective Chinese Teachers in Hong Kong. Teaching and Teacher Education v19 n4 p381-95 May 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Predictor Variables School Culture Stress Variables Student Diversity Teacher Burnout Tatar, Moshe Horenczyk, Gabriel Journal Articles Reports - Research Israel Israel ISSN-0742-051X English Surveyed Israeli teachers to determine whether diversity related burnout was empirically distinguishable from general teacher burnout and explore the extent to which diversity related burnout was predicted by variables related to school cultural heterogeneity, organizational culture, and teacher background and attitudes. Diversity related burnout was empirically distinguishable from, albeit correlated with, general burnout. Teacher background, organizational culture, and school cultural heterogeneity predicted diversity related burnout. (SM) EJ679286 Diversity-Related Burnout among Teachers. Teaching and Teacher Education v19 n4 p397-408 May 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Governance Higher Education Preservice Teacher Education Psychological Patterns Resistance to Change Role Secondary Education Akmal, Tariq Miller, Darcy Journal Articles Reports - Research Reform Efforts ISSN-0742-051X English Examined internal and external factors contributing to the change process, bureaucratic and personal responses, and resistance to change in a secondary teacher preparation program. Data from interviews, observations, document review, and review of personal journals highlighted four recurring phenomena serving as catalysts for and obstacles to change: governance and organizational structures, psychological challenges, role definitions, and institutional history. (SM) EJ679287 Overcoming Resistance to Change: A Case Study of Revision and Renewal in a U.S. Secondary Education Teacher Preparation Program. Teaching and Teacher Education v19 n4 p409-20 May 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change Change Strategies Educational Change Elementary Secondary Education Teacher Attitudes Teacher Collaboration Teacher Knowledge Hashweh, Maher Z. Journal Articles Reports - Descriptive Teacher Change ISSN-0742-051X English Proposes that teachers who undergo accommodative change do so if they are internally motivated to learn; become aware of their implicit ideas and practices and critically examine them; construct alternative knowledge, beliefs, and practices; resolve conflicts between the prior and the new set of ideas and practices; and do so in a social climate characterized by collaboration, trust, reflection, and deliberation. A teacher- written case demonstrates these assertions. (SM) EJ679288 Teacher Accommodative Change. Teaching and Teacher Education v19 n4 p421-34 May 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Secondary Education Student Attitudes Student Behavior Teacher Effectiveness Teacher Expectations of Students Teacher Student Relationship Cothran, Donetta J. Kulinna, Pamela Hodges Garrahy, Deborah A. Journal Articles Reports - Research Caring ISSN-0742-051X English Examined students' perspectives on teachers' behaviors that impeded or contributed to effective class management. Data from interviews with 182 secondary school students from 14 U.S. schools indicated that despite widely varying school contexts, students provided consistent reports that effective managers set early, consistent standards, developed positive relationships with their students, and promoted a focus on caring in their schools. (SM) EJ679289 "This is Kind of Giving a Secret Away...": Students' Perspectives on Effective Class Management. Teaching and Teacher Education v19 n4 p435-44 May 2003 2003-00-00 T 2004 2016-11-21

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No Calculators Elementary Secondary Education Higher Education Mathematics Education Preservice Teacher Education Student Teacher Attitudes Student Teachers Teaching Methods Walen, Sharon B. Williams, Steven R. Garner, Bradley E. Journal Articles Reports - Research ISSN-0742-051X English Assessed preservice teachers' contrasting views between their own use of calculators and appropriate use of calculators in elementary school mathematics classrooms. Survey results indicated that respondents did not use calculators on simple problems, nor did they rely on them as a crutch. They viewed calculators largely as tools to speed up arithmetic computations or ascertain the accuracy of those computations. (SM) EJ679290 Pre-Service Teachers Learning Mathematics Using Calculators: A Failure to Connect Current and Future Practice. Teaching and Teacher Education v19 n4 p445-62 May 2003 2003-00-00 T 2004 7/11/2004 12:01:35 CIJJUN2004

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No Case Studies Evaluation Methods Foreign Countries Formative Evaluation Leadership Training Models Program Evaluation McLean, Scott Moss, Gwenna Journal Articles Reports - Research Canada Kirkpatrick (Donald L) Canada ISSN-0834-1516 English Examined the Kirkpatrick evaluation framework (D. Kirkpatrick, 1959) through a case study of a national leadership development program, the Canadian Agriculture Lifetime Leadership Program. Draws conclusions about using the Kirkpatrick framework to evaluate noncredit educational programs, and shows how the framework enabled productive formative evaluation. (SLD) EJ679291 They're Happy, But Did They Make a Difference? Applying Kirkpatrick's Framework to the Evaluation of a National Leadership Program. Canadian Journal of Program Evaluation v18 n1 p1-23 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Child Neglect Disadvantaged Youth Ethics Evaluation Methods Foreign Countries Indigenous Populations Moral Values Program Evaluation Chesteron, Paul Journal Articles Reports - Research Australia Australia ISSN-0834-1516 English Examined ethical conflicts arising in an Australian evaluation of care options for indigenous children and young people deemed to be at risk of neglect or abuse. Discusses ways the conflicts were addressed and identifies implications for evaluation practice. (SLD) EJ679292 Balancing Ethical Principles in Evaluation: A Case Study. Canadian Journal of Program Evaluation v18 n1 p49-60 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Competition Educational Benefits Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Obrecht, Michael Porteous, Nancy L. Journal Articles Reports - Descriptive Canada Canada ISSN-0834-1516 English Introduces the special section on the Student Paper Contest and the Case Competition sponsored by the Canadian Evaluation Society to foster the development of evaluators. The articles are written by former participants and include reflections on the value of the competition for evaluator development. (SLD) EJ679293 Impacts of the Canadian Evaluation Society's Evaluation Competitions for Students: Guest Editors' Introduction. Canadian Journal of Program Evaluation v18 n1 p85-90 Spr 2003 2003-00-00 T 2004 2016-11-21

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No College Students Competition Educational Benefits Essays Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Langevin, Chantal Borys, Shelley Journal Articles Reports - Descriptive Canada Canada ISSN-0834-1516 English The authors provide an account of their experiences with the Study Essay Award of the Canadian Evaluation Society from the perspective of a former winner and the professor of program evaluation who mentored her evaluation of a substance abuse program for federal offenders on release in the community. (SLD) EJ679294 CES Student Essay Award: Student and Professor Perspectives. Canadian Journal of Program Evaluation v18 n1 p97-99 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies College Students Competition Educational Benefits Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Student Attitudes Nykiforuk, Candace Gavin, Trisha Yessis, Jennifer Spencer, Adam Lauzon, Nicki Pearce, Nancy Cyarto, Liz Journal Articles Reports - Descriptive Canada Canada ISSN-0834-1516 English Presents the perspective of students who have competed in the Case Competition of the Canadian Evaluation Society in which teams of three to five students analyze an evaluation case and present findings to a panel of judges. Students describe participation as a unique and invaluable learning experience. (SLD) EJ679295 Students' Perspective of the CES Case Competition. Canadian Journal of Program Evaluation v18 n1 p101-06 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies College Students Competition Educational Benefits Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Courney, Bea Etchegary, Holly Journal Articles Reports - Descriptive Canada Newfoundland Canada ISSN-0834-1516 English Describes the Case Competition established by the Newfoundland and Labrador Chapter of the Canadian Evaluation Society based on the national Case Competition model. Describes the competition as an opportunity for students to gain skills, confidence, and contacts while working as teams. (SLD) EJ679296 CES Case Competition: A Newfoundland and Labrador Chapter Perspective. Canadian Journal of Program Evaluation v18 n1 p107-11 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies College Students Competition Educational Benefits Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Seasons, Mark Myers, Anita M. Journal Articles Reports - Descriptive Canada Canada ISSN-0834-1516 English Presents some reflections on the Case Competition of the Canadian Evaluation Society from the perspective of coaches who prepare students for the competition. Outlines the preparation for and the rewards of the experience. (SLD) EJ679297 Reflections on the CES Case Competition: The Coaches' Perspective. Canadian Journal of Program Evaluation v18 n1 p113-18 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies College Students Community Programs Competition Educational Benefits Evaluation Methods Foreign Countries Higher Education Participation Program Evaluation Bergeron, Natasha Welsh, Paul Journal Articles Reports - Descriptive Canada Canada ISSN-0834-1516 English Illustrates the contribution that the Student Case Competition of the Canadian Evaluation Society can make to agencies with evaluation needs by describing the experience of an addiction and family services program whose gambling addiction treatment program used as the case in the qualifying round of the 1998 competition. (SLD) EJ679298 The CES Case Competition: A Valuable Resource for Community-Based Agencies. Canadian Journal of Program Evaluation v18 n1 p127-31 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Change Reliability Test Construction Raykov, Tenko Grayson, David Journal Articles Reports - Descriptive ISSN-0027-3171 English Proposes a test for change in composite reliability as a result of scale revision or modification. The test, which is useful for examining whether a revision changes the population reliability of a scale undergoing development, is illustrated with two examples. (SLD) EJ679299 A Test for Change of Composite Reliability in Scale Development. Multivariate Behavioral Research v38 n2 p143-59 2003 2003-00-00 T 2004 7/11/2004 12:01:38 CIJJUN2004

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No Affective Measures Emotional Response Guilt High School Students High Schools Item Response Theory Models Test Items Smits, Dirk J. M. De Boeck, Paul Journal Articles Reports - Research ISSN-0027-3171 English Studied the process structure of guilt with an adaptation of the Model with Internal Restrictions on Item Difficulty (R. Butter and others, 1998) administered to 270 high school students. Findings show that this kind of modeling is appropriate to investigate the structure of other emotions. (SLD) EJ679300 A Componential IRT Model for Guilt. Multivariate Behavioral Research v38 n2 p161-88 2003 2003-00-00 T 2004 7/11/2004 12:01:38 CIJJUN2004

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No Academic Achievement Elementary Education Elementary School Students Foreign Countries Measures (Individuals) Student Motivation Theories Marsh, Herbert W. Craven, Rhonda G. Hinkley, John W. Debus, Raymond L. Journal Articles Reports - Research Australia Australia ISSN-0027-3171 English Collected test-retest data from 606 students in grades 3 through 6 in Australia to evaluate a Big Two-Factor Theory of academic motivation orientation. Findings provide reasonable support for the Big Two-Factor theory but suggest it is still useful to collect data from different motivation scales. (SLD) EJ679301 Evaluation of the Big Two-Factor Theory of Academic Motivation Orientations: An Evaluation of the Jingle-Jangle Fallacies. Multivariate Behavioral Research v38 n2 p189-224 2003 2003-00-00 T 2004 2016-11-21

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No Hypothesis Testing Multivariate Analysis Simulation Statistical Distributions Wilcox, Rand R. Journal Articles Reports - Research Bivariate Matching Type I Errors ISSN-0027-3171 English Conducted simulations to explore methods for comparing bivariate distributions corresponding to two independent groups, all of which are based on Tukey's "depth," a generalization of the notion of ranks to multivariate data. Discusses steps needed to control Type I error. (SLD) EJ679302 Two-Sample, Bivariate Hypothesis Testing Methods Based on Tukey's Depth. Multivariate Behavioral Research v38 n2 p225-46 2003 2003-00-00 T 2004 2016-11-21

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No College Students Foreign Countries Higher Education Individual Differences Models Semantic Differential Murakami, Takashi Kroonenberg, Pieter M. Journal Articles Reports - Research Japan Japan ISSN-0027-3171 English Demonstrated how individual differences in semantic differential data can be modeled and assessed using three-mode models by studying the characterization of Chopin's "Preludes" by 38 Japanese college students. (SLD) EJ679303 Three-Mode Models and Individual Differences in Semantic Differential Data. Multivariate Behavioral Research v38 n2 p247-83 2003 2003-00-00 T 2004 2016-11-21

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No Effect Size Research Methodology Simulation Algina, James Keselman, H. J. Journal Articles Reports - Research Confidence Intervals (Statistics) ISSN-0013-1644 English Investigated the approximate confidence intervals for effect sizes developed by K. Bird (2002) and proposed a more accurate method developed through simulation studies. The average coverage probability for the new method was 0.959. (SLD) EJ679304 Approximate Confidence Intervals for Effect Sizes. Educational and Psychological Measurement v63 n4 p537-53 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Editors Educational Research Research Reports Scholarly Journals Capraro, Mary Margaret Capraro, Robert M. Journal Articles Reports - Research American Psychological Association Style Manuals ISSN-0013-1644 English Studied the reporting preferences of editorial board members of four scholarly journals in education and psychology with regard to analytic practices in the fifth edition of the American Psychological Association "Publication Manual." Responses of 106 board members show the movement toward reform in research reporting practices. (SLD) EJ679305 Exploring the APA Fifth Edition "Publication Manual"'s Impact on the Analytic Preferences of Journal Editorial Board Members. Educational and Psychological Measurement v63 n4 p554-65 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Ability Estimation (Mathematics) Goodness of Fit Hypothesis Testing Item Response Theory Simulation Stone, Clement A. Journal Articles Reports - Research ISSN-0013-1644 English Developed and investigated a goodness-of-fit statistic that considers the uncertainty with which ability is estimated and a resampling-based hypothesis testing procedure. Simulation study results indicate that the procedure should be useful for evaluating goodness-of-fit item response theory models for most testing applications when uncertainty in ability estimation is an issue. (SLD) EJ679306 Empirical Power and Type I Error Rates for an IRT Fit Statistic That Considers the Precision of Ability Estimates. Educational and Psychological Measurement v63 n4 p566-83 Aug 2003 2003-00-00 T 2004 7/11/2004 12:01:40 CIJJUN2004

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No Cutting Scores Judges Meta Analysis Standard Setting Hurtz, Gregory M. Auerbach, Meredith A. Journal Articles Reports - Research Speeches/Meeting Papers Angoff Methods ISSN-0013-1644 English Conducted a meta analysis of studies of procedural modifications of the Angoff method of setting cutoff scores. Findings for 38 studies (113 judges) show that common modifications have produced systematic effects on cutoff scores and the degree of consensus among judges. (SLD) EJ679307 A Meta-Analysis of the Effects of Modifications to the Angoff Method on Cutoff Scores and Judgment Consensus. Educational and Psychological Measurement v63 n4 p584-601 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Disabilities Error Patterns High School Students High Schools Reading Tests Scores Testing Accommodations Barton, Karen E. Huynh, Huynh Journal Articles Reports - Research ISSN-0013-1644 English Studied differences in the types of errors made by students with disabilities on a multiple choice reading test administered under oral reading accommodations. Findings for 2,999 high school students suggest that it is safe to adhere the same meaning to test scores for disability groups even when the test is administered under different accommodations. (SLD) EJ679308 Patterns of Errors Made by Students with Disabilities on a Reading Test with Oral Reading Administration. Educational and Psychological Measurement v63 n4 p602-14 Aug 2003 2003-00-00 T 2004 7/11/2004 12:01:41 CIJJUN2004

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No Comparative Analysis Monte Carlo Methods Nonparametric Statistics Cribbie, Robert A. Keselman, H. J. Journal Articles Reports - Research Normality Tests Paired Comparisons ISSN-0013-1644 English Compared strategies for performing multiple comparisons with nonnormal data under various data conditions, including simultaneous violations of the assumptions of normality and variance homogeneity. Monte Carlo study results show the conditions under which different strategies are most appropriate. (SLD) EJ679309 The Effects of Nonnormality on Parametric, Nonparametric, and Model Comparison Approaches to Pairwise Comparisons. Educational and Psychological Measurement v63 n4 p615-35 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cross Cultural Studies Factor Structure Foreign Countries Higher Education Reliability Sex Differences Structural Equation Models Hong, Sehee Malik, Mary L. Lee, Min-Kyu Journal Articles Reports - Research South Korea South Korea ISSN-0013-1644 English Used latent means analysis in the framework of structural equation modeling to explore the factor structure and gender differences associated with the Personal Style Inventory (PSI; C. Robins and others, 1994) with 508 Korean undergraduates. Results support the cross-cultural stability of the PSI factor structure. Women had higher scores than men on two dimensions. (SLD) EJ679310 Testing Configural, Metric, Scalar, and Latent Mean Invariance across Genders in Sociotropy and Autonomy Using a Non-Western Sample. Educational and Psychological Measurement v63 n4 p636-54 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Affective Behavior Affective Measures Construct Validity Goodness of Fit Models Huelsman, Timothy J. Furr, R. Michael Nemanick, Richard C., Jr. Journal Articles Reports - Research Circumplex Models (Statistics) ISSN-0013-1644 English Examined the issue of construct validity of several existing measures of affect and their fit with the circumplex model. Analyses demonstrate that data collected using the four scales studied are characterized by generally good concurrent and discriminant validity. Data are in partial agreement with the proposed circumflex model of affect. (SLD) EJ679311 Measurement of Dispositional Affect: Construct Validity and Convergence with a Circumplex Model of Affect. Educational and Psychological Measurement v63 n4 p655-73 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Patterns Construct Validity Employees Higher Education Measures (Individuals) Self Control Undergraduate Students Marcus, Bernd Journal Articles Reports - Research ISSN-0013-1644 English Contrasted a new measure of self-control, the Retrospective Behavioral Self-Control scale (RBS), with the most widespread measure of this construct (H. Grasmick and others, 1993). Results show that the RBS measured the general factor of behavior across samples of 214 and 213 undergraduates and 76 employees, but the other scale, used with only one sample, did not. (SLD) EJ679312 An Empirical Examination of the Construct Validity of Two Alternative Self-Control Measures. Educational and Psychological Measurement v63 n4 p674-706 Aug 2003 2003-00-00 T 2004 7/11/2004 12:01:42 CIJJUN2004

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No Ability Academic Achievement Beliefs Black Students College Students Cultural Differences Ethnicity Grades (Scholastic) Higher Education Racial Differences White Students Cokley, Kevin Komarraju, Meera King, Aisha Cunningham, Dana Muhammed, Grace Journal Articles Reports - Research Academic Self Concept African Americans European Americans ISSN-0013-1644 English Examined the validity and reliability of scores on the Academic Self-Concept Scale (W. Reynolds and others, 1980) in groups of 291 European American and 396 African American college students. Results suggest important ethnic differences in the structure of academic self-concept regarding beliefs about ability and the relationship between effort and grades. (SLD) EJ679313 Ethnic Differences in the Measurement of Academic Self-Concept in a Sample of African American and European American College Students. Educational and Psychological Measurement v63 n4 p707-22 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Child Development Participation Program Evaluation Youth Sabo, Kim Journal Articles Reports - Descriptive Vygotsky (Lev S) Participatory Evaluation ISSN-1097-6736 English Applies Lev Vygotsky's concept of developmental learning to youth-led evaluation projects and discusses the role of participatory evaluation in supporting youth to move beyond socially determined roles to become active participants in evaluation and their own growth. (SLD) EJ679314 A Vygotskian Perspective on Youth Participatory Evaluation. New Directions for Evaluation n98 p13-24 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Adults Democracy Evaluation Methods Program Evaluation Youth Voakes, Les Journal Articles Reports - Descriptive Canada Ontario Participatory Evaluation Canada ISSN-1097-6736 English Describes a partnership of youth and adults in Ontario, Canada in the generative process of participatory evaluation as youth and adults jointly produced a conference as a participatory evaluation and worked as democratic equals toward a common goal. (SLD) EJ679315 Listening to the Experts. New Directions for Evaluation n98 p25-32 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Community Development Evaluation Methods Training Youth Youth Programs London, Jonathan K. Zimmerman, Kristen Erbstein, Nancy Journal Articles Reports - Descriptive Participatory Evaluation ISSN-1097-6736 English Describes the evaluation training method developed by the San Francisco, California Youth in Focus program and presents three case studies illustrating this organization's approach to bringing youth and community development together. (SLD) EJ679316 Youth-Led Research and Evaluation: Tools for Youth, Organizational, and Community Development. New Directions for Evaluation n98 p33-45 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Child Development Cooperation Evaluation Methods Program Evaluation Youth Youth Programs Lau, Genevieve Netherland, Nancy H. Haywood, Mary L. Journal Articles Reports - Descriptive Capacity Building Participatory Evaluation ISSN-1097-6736 English Describes the Youth Development Learning Network's extended evaluation, a collaboration of funders, program administrators, youth workers, and evaluators, that illustrates the process of building capacity for youth and youth workers. (SLD) EJ679317 Collaborating on Evaluation for Youth Development. New Directions for Evaluation n98 p47-59 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Evaluation Methods Foreign Countries Participation Program Evaluation Youth Clubs Hart, Roger A. Rajbhandary, Jasmine Journal Articles Reports - Descriptive Participatory Evaluation ISSN-1097-6736 English Describes the participatory evaluation methods developed so that children participating in children's clubs in Nepal could use them in periodic reviews of their own functioning as creators of democratic organizations. (SLD) EJ679318 Using Participatory Methods To Further the Democratic Goals of Children's Organizations. New Directions for Evaluation n98 p61-75 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Community Development Donors Evaluation Methods Financial Support Program Evaluation Talent Youth Programs Gildin, Bonny L. Journal Articles Reports - Descriptive Participatory Evaluation ISSN-1097-6736 English Describes how the All Stars Talent Network, a youth development program, transformed a pilot donor-acquisition project into a combined site visit and evaluation that engaged youth participants, donors, and adult volunteers in a unique community-building partnership. (SLD) EJ679319 "All Stars" Talent Show Network: Grassroots Funding, Community Building, and Participatory Evaluation. New Directions for Evaluation n98 p77-85 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Community Development Evaluation Methods Program Evaluation Social Change Youth Fetterman, David Book/Product Reviews Journal Articles Participatory Evaluation ISSN-1097-6736 English Summarizes the chapters of this theme issue on youth participatory evaluation. The overarching theme from this collection is the shift from a focus on youth as defective to a view of youth as assets in community development. (SLD) EJ679320 Youth and Evaluation: Empowered Social-Change Agents. New Directions for Evaluation n98 p87-92 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Program Evaluation Synthesis Welfare Recipients Greenberg, David Meyer, Robert Michalopoulos, Charles Wiseman, Michael Journal Articles Reports - Research Welfare to Work Programs California California ISSN-0193-841X English Used findings from the evaluations of California's Greater Avenues for Independence program and the National Evaluation of Welfare-to-Work Strategies to illustrate why it is important to question the legitimacy of such syntheses. Results show how tempting generalizations are not justified. (SLD) EJ679321 Explaining Variation in the Effects of Welfare-to-Work Programs. Evaluation Review v27 n4 p359-94 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Data Collection Definitions Measurement Techniques Responses Surveys Welfare Recipients Luks, Samantha Brady, Henry E. Journal Articles Reports - Descriptive ISSN-0193-841X English Discusses how to define a welfare spell (period on welfare) and how well surveys measure welfare spells. A look at survey and administrative data from two studies shows that a substantial amount of administrative churning occurs in administrative data. A single definition of a welfare spell does not appear applicable to all respondents. (SLD) EJ679322 Defining Welfare Spells: Coping with Problems of Survey Responses and Administrative Data. Evaluation Review v27 n4 p395-420 Aug 2003 2003-00-00 T 2004 7/11/2004 12:01:45 CIJJUN2004

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No Adolescents Costs Economic Factors Evaluation Methods Marijuana Patients Program Evaluation Therapy French, Michael T. Roebuck, M. Christopher Dennis, Michael L. Godley, Susan H. Liddle, Howard A. Tims, Frank M. Journal Articles Reports - Evaluative ISSN-0193-841X English Conducted an economic evaluation of five outpatient adolescent treatment approaches (12 total site-by-conditions) to identify average economic costs to society. Results suggest that some types of substance-abuse intervention for adolescents can reduce social costs immediately after treatment. (SLD) EJ679323 Outpatient Marijuana Treatment for Adolescents: Economic Evaluation of a Multisite Field Experiment. Evaluation Review v27 n4 p421-59 Aug 2003 2003-00-00 T 2004 7/11/2004 12:01:45 CIJJUN2004 Research supported by the Center for Substance Abuse Treatment grants T111317, T111320, T111321, T111323, T111324, and contract No. 270-97-7011 and the National Institute on Drug Abuse, Grants no. R01 DA11506 and 3P50DA7705.

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No Communication Skills Deafness Elementary Education Eye Contact Inclusive Schools Interpersonal Communication Public Schools Sociolinguistics Keating, Elizabeth Mirus, Gene Journal Articles Reports - Descriptive Conversation ISSN-0161-7761 English Examined communicative strategies of deaf children in a mainstream school, assessing how they creatively managed casual communicative interactions with hearing peers across multimodal communicative channels. Asserts that unshared sociolinguistic practices and hearing-oriented participation frameworks are crucial to communicative failure in these settings. Shows that conversational interactions between deaf and hearing children actually contain little real language and few complex communication skills vital to cognitive and social development. (SM) EJ679324 Examining Interactions across Language Modalities: Deaf Children and Hearing Peers at School. Anthropology & Education Quarterly v34 n2 p115-135 Jun 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.2.115 2004 2016-11-23

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No Foreign Countries High School Students Individualism Peer Influence Secondary Education Social Change Social Networks Socioeconomic Influences Demerath, Peter Journal Articles Reports - Descriptive Student Disengagement Subjectivity Youth Culture Collectivism Papua New Guinea Papua New Guinea ISSN-0161-7761 English Suggests that Papua New Guinea high school students' academic disengagement results from emerging personal subjectivities and new social networks. Ethnographic research highlights the authority students attribute to their perceptions of limited opportunity structures facing them and the idealized village-based egalitarian student identity being circulated through peer networks. Illuminates the educational implications of youth culture, demonstrating how local and global processes are mediated through the social fields of high schools. (SM) EJ679325 Negotiating Individualistic and Collectivist Futures: Emerging Subjectivities and Social Forms in Papua New Guinean High Schools. Anthropology & Education Quarterly v34 n2 p136-157 Jun 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.2.136 2004 2016-11-21

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No Asian American Students Black Students Ethnic Stereotypes Masculinity Racial Attitudes Racial Differences Secondary Education Sex Differences Lei, Joy L. Journal Articles Reports - Descriptive Identity Formation ISSN-0161-7761 English Examines the process of identity construction and its relationship to discursive and representational acts in producing students as academic and social beings. Drawing on Judith Butler's work on gender performativity, the paper highlights African American female and southeast Asian American male high school students, analyzing the symbolic and material effects of the production of them as racialized, gendered Other through the repeated stylization of their bodies and behavior. (SM) EJ679326 (Un)Necessary Toughness?: Those "Loud Black Girls" and Those "Quiet Asian Boys." Anthropology & Education Quarterly v34 n2 p158-181 Jun 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.2.158 2004 2016-11-23

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No Cultural Influences Elementary Secondary Education Family School Relationship Foreign Countries Immigrants Language Proficiency Literacy Low Achievement Politics of Education Li, Guofang Journal Articles Reports - Research Chinese Canadians Canada Canada ISSN-0161-7761 English Describes a Chinese Canadian immigrant family that is encountering difficulties with schooling, demonstrating the complex interrelationship between home literacy, culture, and politics of schooling. Findings suggest that cultural mismatch theory alone cannot explain minority school failure. Rather, multilevel interactions, including cultural differences, modes of incorporation, and differential power relationships between school and home result in minority students' school difficulties. (Contains references.) (SM) EJ679327 Literacy, Culture, and Politics of Schooling: Counternarratives of a Chinese Canadian Family. Anthropology & Education Quarterly v34 n2 p182-204 Jun 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.2.182 2004 2016-11-21

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No Arabs Bilingual Education Cultural Awareness Cultural Pluralism Elementary Education Foreign Countries Holidays Jews Multicultural Education Student Diversity Bekerman, Zvi Journal Articles Reports - Descriptive Israel Rituals Israel ISSN-0161-7761 English Describes a joint Hanukkah/Id'l Fitter/Christmas celebration to examine Arab-Jewish coeducation aimed at encouraging students to take pride in their cultural heritage while experiencing and respecting others' heritages. Interviews with students, parents, teachers, and administrators indicated that the ritual highlighted alternative social realities and improved intergroup relationships through reduction of prejudice and discrimination. (Contains references.) (SM) EJ679328 Reshaping Conflicts through School Ceremonial Events in Israeli Palestinian-Jewish Coeducation. Anthropology & Education Quarterly v34 n2 p205-224 Jun 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.2.205 2004 2016-11-23

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No Adolescents Help Seeking Immigrants Low Income Groups Mentors Mexican Americans Role Models Secondary Education Social Networks Urban Schools Stanton-Salazar, Ricardo D. Spina, Stephanie Urso Journal Articles Reports - Research ISSN-0161-7761 English Investigates the social networks and help-seeking practices of Mexican-origin youth in San Diego, California, presenting data on adult, non-family informal mentors and role models. Data from surveys, interviews, and ethnography highlight adolescents' critical understandings of these significant figures in their lives, the rare and fortuitous nature of these relationships, and their empowering influence in the lives of urban, low income, immigrant Latino youth. (SM) EJ679329 Informational Mentors and Role Models in the Lives of Urban Mexican-Origin Adolescents. Anthropology & Education Quarterly v34 n3 p231-254 Sep 2003 2003-00-00 http://dx.doi.org/10.1525/aeq.2003.34.3.231 T 2004 7/11/2004 12:01:47 CIJJUN2004

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No African Culture Blacks Foreign Countries Middle Schools Racial Identification Urban Schools Morris, Jerome E. Journal Articles Reports - Research Africa Africa ISSN-0161-7761 English Examines how the unfolding events in one classroom lesson brought to the fore the extent to which schools and educators explicitly draw connections between the social and historical relationship of African Americans and foreign-born blacks. A personal accounting of journeys to Africa captures how the author arrived at using a sociopolitical lens to examine the multifaceted nature of black identity in U.S. schools. (SM) EJ679330 What Does Africa Have To Do with Being African American? A Microethnographic Analysis of a Middle School Inquiry Unit on Africa. Anthropology & Education Quarterly v34 n3 p255-276 Sep 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.3.255 2004 2016-11-21

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No Black Students Communicative Competence (Languages) Cosmetology Language Usage Personal Narratives Role Playing Socialization Jacobs-Huey, Lanita Journal Articles Reports - Research ISSN-0161-7761 English Examined classroom discourse at a southern cosmetology school, noting African American students' language socialization. Highlighted freshmen's and seniors' engagement with formal/textbook scripts about proper communication, analyzing how teachers and students made sense of official metacommunicative scripts about proper salon communication. Results explained how students' language learning was inspired by the broader cultural and communal contexts in which they and other African American hair care practitioners and clients were situated. (SM) EJ679331 Ladies Are Seen, Not Heard: Language Socialization in a Southern, African American Cosmetology School. Anthropology & Education Quarterly v34 n3 p277-299 Sep 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.3.277 2004 7/11/2004 12:01:47 CIJJUN2004

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No Athletes Blacks College Athletics Higher Education Racial Bias Womens Athletics Foster, Kevin Michael Journal Articles Reports - Descriptive Panopticon ISSN-0161-7761 English Analyzes black female student athletes' participation in an elite collegiate athletic program by showing how the program maximizes black females' athletic and academic potential through surveillance, control, and discipline. The program instills in black female athletes a model of womanhood whereby they come to expect and achieve academic and athletic success, but does so at the expense of their autonomy and freedom from surveillance. Discusses panopticonics as educational technology. (SM) EJ679332 Panopticonics: The Control and Surveillance of Black Female Athletes in a Collegiate Athletic Program. Anthropology & Education Quarterly v34 n3 p300-23 Sep 2003 2003-00-00 T http://dx.doi.org/10.1525/aeq.2003.34.3.300 2004 2016-11-21

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No Black Students Cultural Awareness Elementary Secondary Education Higher Education Preservice Teacher Education Racial Attitudes Student Diversity Student Teacher Attitudes Bakari, Rosenna Journal Articles Reports - Research ISSN-0042-0859 English Surveyed black and white student teachers from programs with varying requirements about teaching culturally diverse students. Results indicated that both groups had lower scores on the Cultural Sensitivity toward Teaching African American Students subscale than on the Willingness to Teach African American Students subscale. Black student teachers scored higher than white student teachers on the Willingness to Teach African American Students subscale. (SM) EJ679333 Preservice Teachers' Attitudes toward Teaching African American Students: Contemporary Research. Urban Education v38 n6 p640-54 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:48 CIJJUN2004

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No Coping Deans Elementary Secondary Education Higher Education Preservice Teacher Education Self Actualization Stress Management Superintendents Urban Schools Metzger, Christa Journal Articles Reports - Research ISSN-0042-0859 English Surveyed urban school superintendents and college of education deans regarding strategies for coping with stress through self/inner development. Participants defined self/inner development as balance, self-actualization, values, personal improvement, inner focus, and relationships. Self/inner development terms used most frequently at work were values, ethics, heart, love, morals, spirit, and meaning of life. Practices most often used included physical activities, reading, music, meditation, silence, solitude, and dream work. (SM) EJ679334 Self/Inner Development of Educational Administrators: A National Study of Urban School District Superintendents and College Deans. Urban Education v38 n6 p655-87 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:48 CIJJUN2004

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No Black Culture Black Dialects Black Teachers Code Switching (Language) Culturally Relevant Education Elementary Education Grade 1 Language Usage Bohn, Anita Perna Journal Articles Reports - Descriptive ISSN-0042-0859 English Presents classroom vignettes illustrating an African American first grade teacher's use of selected Ebonics communication techniques that celebrate African American oral traditions while supporting diverse students' academic success. Identifies five common Ebonics rhetorical devices (use of repetitive, rhythmic phrasing for emphasis; call and response exchanges; testifying; signifying; and code switching). Reports the experiences of three other teachers who attempted to employ these techniques in their classrooms. (SM) EJ679335 Familiar Voices: Using Ebonics Communication Techniques in the Primary Classroom. Urban Education v38 n6 p688-707 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:48 CIJJUN2004

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No College School Cooperation Elementary Education Elementary School Teachers English (Second Language) Higher Education Homework Preservice Teacher Education Second Language Instruction Student Teachers Tutors Volunteers Ariza, Eileen N. Journal Articles Reports - Descriptive Florida Florida ISSN-0042-0859 English Describes the inception and progress of a university-public school collaboration in which preservice teachers, working toward endorsement in teaching English to speakers of other languages, volunteer to teach English as a second language students, providing academic support, homework help, language practice, and comprehensive explanations for children who are struggling to learn English or to keep up academically. (SM) EJ679336 TESOL Tutor Time Homework Center: A Collaboration of Volunteer Preservice Teachers in the Public Elementary Schools. Urban Education v38 n6 p708-24 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Black Teachers Cultural Differences Elementary Secondary Education Racial Differences Racial Integration School Culture Suburban Schools Teaching Conditions Mabokela, Reitumetse Obakeng Madsen, Jean A. Journal Articles Reports - Research ISSN-0042-0859 English Examined how intergroup differences within suburban schools affected African American teachers' experiences. Organizational culture strongly influenced how whites treated their minority counterparts. Because the majority established norms, minorities were expected to comply with uniform sets of rules and regulations. Intergroup conflict arose among groups of teachers if only one or very few teachers of color worked in the school. Minority teachers often felt pressured to prove their worth. (SM) EJ679337 Intergroup Differences and Their Impact on African American Teachers. Urban Education v38 n6 p725-49 Nov 2003 2003-00-00 T 2004 7/11/2004 12:01:49 CIJJUN2004

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No Action Research Adult Education Adult Students Credentials Foreign Countries Learning Motivation Mentors Self Motivation O'Donnell, Kate Thomas, Linda Journal Articles Reports - Research Identity (Psychological) United Kingdom United Kingdom ISSN-1239-6826 English An action research project conducted by British adult students pursuing National Vocational Qualifications demonstrated that learning was inseparable from a sense of personal identity. Personal motivators,such as self-esteem and confidence were vital and external motivators. Such credentials were usually not sufficient to encourage studying. (Contains 20 references.) (JOW) EJ679338 Internal Motivation and Mentorship--Basis for Successful Adult Learning. Lifelong Learning in Europe v8 n3 p10-17 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Foreign Countries Professional Development Professional Occupations Teacher Researchers Tillema, Harm H. van der Westhuizen, Gert J. Journal Articles Reports - Research Knowledge Development Netherlands South Africa Collaborative Learning Netherlands South Africa ISSN-1239-6826 English In study 1, human resource consultants collaborated on knowledge productive learning. In study 2, teacher researchers collaborated in inquiry. The projects demonstrated how professionals use authentic ways of developing expertise to renew their knowledge base and become knowledge productive learners. (JOW) EJ679339 Knowledge Productive Teams: Professionals Learn Collaboratively. Lifelong Learning in Europe v8 n3 p18-25 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Higher Education Sex Discrimination Women Faculty Schedler, Petra Glastra, Folke Hake, Barry Journal Articles Opinion Papers Glass Ceiling Netherlands Netherlands ISSN-1239-6826 English Discusses the place of women in higher education in the Netherlands. Suggests that it is not a question of numbers but of orientation, field, and the glass ceiling. Asserts that despite some improvement, higher education may be one of the last bastions against the recognition of women's worth. (Contains 42 references.) (JOW) EJ679340 Glass Ceiling for Women in Higher Education. Lifelong Learning in Europe v8 n3 p26-33 2003 2003-00-00 T 2004 2016-11-21

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No Business Education Entrepreneurship High Schools Integrated Curriculum Tables (Data) Glenn, Joanne Lozar Journal Articles ISSN-0007-6678 English Discusses the factors that affect the success of new businesses, what aspiring entrepreneurs must understand, the relationship between entrepreneurship and basic business, the effectiveness of experiential learning, and how to integrate entrepreneurship into business classes. (JOW) EJ679341 Entrepreneurship: The Art of Keeping Businesses in Business. Business Education Forum v58 n2 p8-13 Dec 2003 2003-00-00 T 2004 7/11/2004 12:01:50 CIJJUl2004

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No Colleges Community Education Higher Education Leisure Time Nontraditional Education Older Adults Retirement Streib, Gordon F. Folts, W. Edward Journal Articles ISSN-0360-1277 English Over 30 years, the Community Church College in Florida has offered a formal curriculum for residents of a retirement community. Essential elements are a wide range of offerings, flexibility, lack of emphasis on credentials, no examinations, and a focus on lifelong learning. (SK) EJ679342 A College in a Retirement Community. Educational Gerontology v29 n10 p801-08 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:01:50 CIJJUl2004

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No Adult Learning Aging (Individuals) Cognitive Processes Outcomes of Education Physiology Schneider, Kathe Information Analyses Journal Articles ISSN-0360-1277 English Reviews empirical studies on aging and learning that support the thesis that learning slows down aging and some of its physical and cognitive subprocesses. (Contains 54 references.) (SK) EJ679343 The Significance of Learning for Aging. Educational Gerontology v29 n10 p809-23 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:01:51 CIJJUl2004

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No Coping Females Money Management Older Adults Personal Autonomy Reminiscence Role Into, Frances H. Journal Articles Reports - Research ISSN-0360-1277 English Focus groups, interviews, and surveys investigated daily use of money among 23 women aged 75-84. They needed education about budgets and planning and answers to questions about financial paperwork. Peer education was effective and reminiscence was a valuable tool to explore the topic of money and early learned behavior. (Contains 31 references.) (SK) EJ679344 Older Women and Financial Management: Strategies for Maintaining Independence. Educational Gerontology v29 n10 p825-39 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:01:51 CIJJUl2004

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No Allied Health Occupations Education Course Content Higher Education Individual Development Interdisciplinary Approach Reminiscence Schuster, Elizabeth Oates Francis-Connolly, Elizabeth Alford-Trewn, Peggy Brooks, Judi Journal Articles Reports - Descriptive Life Review Life Span ISSN-0360-1277 English An interdisciplinary team-taught course used a life-course approach to human development. Teaching strategies included elder reminiscence, life histories, and case studies. It is designed to prepare various health care professions for future roles on multidisciplinary team. (Contains 26 references.) (SK) EJ679345 Conceptualization and Development of a Course on Aging to Infancy: A Life Course Retrospective. Educational Gerontology v29 n10 p841-50 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Lifelong Learning Older Adults Peer Teaching Teaching Methods Brady, E. Michael Holt, Steven R. Welt, Betty Journal Articles Reports - Research Learning in Retirement Programs ISSN-0360-1277 English Focus groups with 48 peer teachers in Lifelong Learning Institutes revealed five predominant teaching methods: lecture, discussion, hands-on experience, hybrids of these three, and course coordination. Challenges include the range of educational backgrounds, students' subject expertise, physical changes of aging, and ambivalence about the institutes' mission. (Contains 18 references.) (SK) EJ679346 Peer Teaching in Lifelong Learning Institutes. Educational Gerontology v29 n10 p851-68 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Educational Attitudes Foreign Countries Preservice Teachers Professional Education Role of Education Garner, Les Harper, Harriet Journal Articles Reports - Research Russia England Russia United Kingdom (England) ISSN-1359-6748 English Questionnaire responses from 116 teacher trainees in Russia and England and focus groups (n=60) showed that both groups rated subject knowledge most important to good teaching. Russian students tended toward a functionalist view of education; British students favored personal development. (Contains 14 references.) (SK) EJ679347 Teaching, Learning and a New Profession: Perceptions of Trainee Teachers in the Post-Compulsory Sectors in Russia and England. Research in Post-Compulsory Education v8 n2 p141-51 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Institutional Mission Institutional Role Postsecondary Education Program Effectiveness Technical Institutes Vocational Education Young Adults Zarifis, George K. Journal Articles Reports - General Greece Greece ISSN-1359-6748 English Reviews developments in vocational education in Greece, especially the 1993 establishment of vocational training institutes as a response to the need for competitiveness and economic development. Identifies problems and concerns about whether they are fulfilling their role after 10 years. (Contains 31 references.) (SK) EJ679348 Post-School Vocational Training Initiatives for Young Adults in Greece: The Case of IEKs (Vocational Training Institutes) Research in Post-Compulsory Education v8 n2 p153-78 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty Entry Workers Foreign Countries Higher Education Teacher Attitudes Avis, James Kendal, Alex Parsons, John Journal Articles Reports - Research United Kingdom United Kingdom ISSN-1359-6748 English Focus groups and questionnaires elicited responses from new lecturers in British further/higher education indicating that they were more involved in survival under constraints than in professional practice. Conditions work against development of communities of practice. They have similar expectations of learners but higher education lecturers were more oriented to research than those in further education. (Contains 28 references.) (SK) EJ679349 Crossing the Boundaries: Expectations and Experience of Newcomers to Higher and Further Education. Research in Post-Compulsory Education v8 n2 p179-96 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence Foreign Countries Institutional Characteristics Intention Peer Influence Postsecondary Education Student Attitudes Thomas, Wayne Webber, Don J. Walton, Fiona Journal Articles Reports - Research United Kingdom United Kingdom ISSN-1359-6748 English Econometric estimations using Bradford Youth Cohort data investigated influences on intention to continue education after age 16. Fixed effects nominal logit regression analyses identified significant effects of school quality, teachers' advice, work experience, neighborhood income, and ability. (Contains 37 references.) (SK) EJ679350 School Effects that Shape Students' Intentions To Stay on in Education. Research in Post-Compulsory Education v8 n2 p197-211 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Faculty Advisers Foreign Countries Graduate Study Supervision Douglas, David Journal Articles Reports - Research Reflective Practice Research Training United Kingdom United Kingdom ISSN-1359-6748 English Through a substantive grounded theory case study emerged conceptual categories related to the craft of experienced graduate research supervision: temporal-futurizing, ruling-requiring, motivating-alliancing, critiquing-comprehending, intellectualizing-presiding. These were compared with the qualities of novice supervisors. (Contains 41 references.) (SK) EJ679351 Reflections on Research Supervision: A Grounded Theory Case of Reflective Practice. Research in Post-Compulsory Education v8 n2 p213-29 2003 2003-00-00 T 2004 2016-11-21

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No Adult Students Child Care Occupations Early Childhood Education Foreign Countries Informal Education Postsecondary Education Practicums Student Attitudes Theory Practice Relationship Coleman, Phil Journal Articles Reports - Research United Kingdom Situated Learning Social Learning Theory United Kingdom ISSN-1359-6748 English Social learning theory and situated learning were reflected in the discourse of British adult students in a childcare/early childhood education course. They attached considerable importance to placement experiences and had concerns about the theory-practice gap and the quality of placement support. (Contains 51 references.) (SK) EJ679352 Mature Student Perceptions of Formal and Informal Learning on a Diploma in Childcare and Education Course. Research in Post-Compulsory Education v8 n2 p231-47 2003 2003-00-00 T 2004 2016-11-21

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No Critical Incidents Method Evaluation Methods Higher Education Leadership Professional Development Staff Development Blackmore, Paul Stainton, Caroline Wilson, Andrew Journal Articles Reports - Research Expertise United Kingdom United Kingdom ISSN-1359-6748 English Critical incidents technique was used to investigate the expertise of 11 staff development leaders in British higher education institutions. A model of professional expertise including both functionalist and experiential conceptions of expertise was developed and tested. It proved useful in prompting reflection. (Contains 13 references.) (SK) EJ679353 Developing and Testing a Methodology for Analysis of the Staff Development Leadership Role. Research in Post-Compulsory Education v8 n2 p249-63 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Basic Skills Delivery Systems Observation Professional Continuing Education Work Experience Browne, Elizabeth Booth, Barbara Journal Articles Opinion Papers Workplace Learning ISSN-1359-6748 English A reflective account of work experience undertaken by a teacher trainee reveals the learning derived from observation of the delivery of basic skills in the workplace. (Contains 20 references.) (SK) EJ679354 Cascading Models of Learning To Provide Insight into Workplace Delivery of Basic Skills. Research in Post-Compulsory Education v8 n2 p265-78 2003 2003-00-00 T 2004 2016-11-21

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No Community Involvement Foreign Countries Locus of Control Rural Urban Differences Social Capital Volunteers Bailey, Susan Savage, Sally O'Connell, Bev Journal Articles Reports - Research ISSN-1325-8362 English An Australian survey (n=1,837) compared volunteers (22% of sample) to nonvolunteers. Volunteers were more likely to be socially active and engaged in activities building elements of social capital such as reciprocity and trust. More rural than metropolitan residents volunteered, but there were more similarities than differences between the groups. (Contains 18 references.) (SK) EJ679355 Volunteering and Social Capital in Regional Victoria. Australian Journal on Volunteering v8 n2 p5-12 2003 2003-00-00 Volunteering Australia, Inc., Suite 2, Level 3, 11 Queens Rd., Melbourne, Victoria 3004, Australia; http://volunteeringaustralia.org T 2004 7/11/2004 12:01:55 CIJJUl2004

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No Athletics Foreign Countries Local Government Volunteer Training Volunteers Carroll, Jak Skinner, James Arthur, Dave Booker, Ray Journal Articles Reports - Research Athletic Directors Australia Australia ISSN-1325-8362 English Focus groups were conducted with 32 Australian local government officials and interviews held with 18 administrators responsible for sports and recreation. They recognized the importance of training for volunteer sports administrators and believed local government's role included identifying local needs and facilitating training. (Contains 20 references.) (SK) EJ679356 The Role of Local Government in the Provision of Training for Volunteer Grassroots Sport Administrators in Australia. Australian Journal on Volunteering v8 n2 p13-22 2003 2003-00-00 Volunteering Australia, Inc., Suite 2, Level 3, 11 Queens Rd., Melbourne, Victoria 3004, Australia; http://volunteeringaustralia.org T 2004 2016-11-21

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No Community Organizations Females Institutional Characteristics Personal Autonomy Private Sector Public Sector Recognition (Achievement) Volunteers Leonard, Rosemary Burns, Ailsa Journal Articles Reports - Research ISSN-1325-8362 English Life review interviews with 54 midlife and older women discussed their volunteer activities. In general, highly public activities were associated with formal volunteering and low-agency/private activities with informal volunteering. Even formal activities with limited public exposure helped network people who would otherwise not have made contact. (Contains 14 references.) (SK) EJ679357 Personal Agency and Public Recognition in Women's Volunteering: Does the Organisation Make a Difference? Australian Journal on Volunteering v8 n2 p33-41 2003 2003-00-00 Volunteering Australia, Inc., Suite 2, Level 3, 11 Queens Rd., Melbourne, Victoria 3004, Australia; http://volunteeringaustralia.org T 2004 7/11/2004 12:01:55 CIJJUl2004

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No Formative Evaluation Instructional Design Outcomes of Education Summative Evaluation Volunteer Training Dobson, Graeme Journal Articles Impact Evaluation ISSN-1325-8362 English Explains formative and summative evaluation and the stages of instructional design. Applies Kirkpatrick's model of training evaluation (evaluating reactions, learning, behavior, and results) to volunteer training. (SK) EJ679358 The Proof Is in the Pudding. Australian Journal on Volunteering v8 n2 p75-82 2003 2003-00-00 Volunteering Australia, Inc., Suite 2, Level 3, 11 Queens Rd., Melbourne, Victoria 3004, Australia; http://volunteeringaustralia.org T 2004 2016-11-21

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No Educational Attainment Nursing Professional Associations Professional Occupations Work Experience Wynd, Christine A. Journal Articles Reports - Research Professionalism ISSN-8755-7223 English Statistical analyses of responses from 774 of 1,850 registered nurses on the Professionalism Inventory found that professionalism was related to years of experience as a nurse, higher education degrees in nursing, organizational membership and service as an officer, and specialty certification. (Contains 52 references.) (SK) EJ679359 Current Factors Contributing to Professionalism in Nursing. Journal of Professional Nursing v19 n5 p251-61 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Course Content Graduate Study Higher Education Nurse Practitioners Nursing Education Role Hamric, Ann B. Hanson, Charlene M. Journal Articles Opinion Papers Advanced Practice Nursing ISSN-8755-7223 English Explains why content related to role acquisition and transition is critical in preparing advanced practice nurses. Recommends teaching strategies and timing and placement options for role content in graduate education. (Contains 26 references.) (SK) EJ679360 Educating Advanced Practice Nurses for Practice Reality. Journal of Professional Nursing v19 n5 p262-68 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Nursing Education Nursing Research Organizational Culture Scholarship Teaching (Occupation) Newland, Jamesetta A. Truglio-Londrigan, Marie Journal Articles Nurse Educators ISSN-8755-7223 English Uses the Pace University School of Nursing as an example of the evolution of models of nursing faculty practice. Discusses outcomes of evaluation of faculty practice through surveys and interviews: formation of a support group for faculty involved in practice and recommendations for university-wide culture change regarding the academic triad. (Contains 32 references.) (SK) EJ679361 Faculty Practice: Facilitation of Clinical Integrations into the Academic Triad Model. Journal of Professional Nursing v19 n5 p269-78 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Community Health Services Database Management Systems Higher Education Nursing Education Primary Health Care Hildebrandt, Eugenie Baisch, Mary Jo Lundeen, Sally P. Bell-Calvin, Jean Kelber, Sheryl Journal Articles Reports - Research Nursing Schools ISSN-8755-7223 English Client visits to an academic community nursing center (n=25,495) were coded and analyzed. Results show expansion of nursing practice and services, strong case management, and management of illness care. The usefulness of computerized clinical documentation system and of the Lundeen conceptional model of community nursing care was demonstrated. (Contains 24 references.) (SK) EJ679362 Eleven Years of Primary Health Care Delivery in an Academic Nursing Center. Journal of Professional Nursing v19 n5 p279-88 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Persistence Ethnic Groups Higher Education Nursing Education Racial Discrimination Student Recruitment Andrews, Diane Randall Journal Articles Opinion Papers ISSN-8755-7223 English Reviews the history of discriminatory practices in nursing, resulting in African Americans comprising only 4.9% of practicing nurses. Urges recognition of past injustices and suggests strategies to increase participation through recruitment, retention, and practice support. (Contains 21 references.) (SK) EJ679363 Lessons from the Past: Confronting Past Discriminatory Practices To Alleviate the Nursing Shortage through Increased Professional Diversity. Journal of Professional Nursing v19 n5 p289-94 Sep-Oct 2003 2003-00-00 T 2004 7/11/2004 12:01:57 CIJJUl2004

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No Case Studies Civil Rights Community Involvement Ethics Guidelines Nursing Research Thinking Skills Dresden, Elissa McElmurry, Beverly J. McCreary, Linda L. Journal Articles Communitarianism Informed Consent ISSN-8755-7223 English Case studies depict dilemmas in nursing research involving protection of community rights and community informed consent. Outlines research guidelines derived from communitarian ethical frameworks that consider beneficence, justice, and respect for autonomy in the context of community. (Contains 58 references.) (SK) EJ679364 Approaching Ethical Reasoning in Nursing Research through a Communitarian Perspective. Journal of Professional Nursing v19 n5 p295-304 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Attitude Change Death Experiential Learning Higher Education Nursing Students Outcomes of Education Role Playing Student Attitudes Transformative Learning Mallory, Judy L. Journal Articles Reports - Research Palliative Care ISSN-8755-7223 English A 6-week experiential course based on a model of death education and transformative learning prepared nursing students to care for dying patients. Pretest/posttest scores for 45 who received the intervention and 59 controls showed the intervention contributed to a significant positive increase in attitudes toward care of the dying. (Contains 27 references.) (SK) EJ679365 The Impact of a Palliative Care Educational Component on Attitudes toward Care of the Dying in Undergraduate Nursing Students. Journal of Professional Nursing v19 n5 p305-12 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Higher Education Nursing Education Online Courses Seminars Student Attitudes Wilhelm, Susan Rodehorst, T. Kim Young, Suzanne Jensen, Linda Stepans, Mary Beth Journal Articles Reports - Research Asynchronous Learning Networks ISSN-8755-7223 English The meaningful nature of online discussion was explored in 31 survey responses and 10 interviews with nursing students. Eight patterns of interpretation of online experience were exemplified by themes of engagement theory (relating, creating, donating), with positive and negative outcomes for each. (Contains 34 references.) (SK) EJ679366 Students' Perspective of the Effectiveness of an Asynchronous On-line Seminar. Journal of Professional Nursing v19 n5 p313-19 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Graduate Study Higher Education Information Literacy Integrated Curriculum Nursing Education Nursing Research Jacobs, Susan Kaplan Rosenfeld, Peri Haber, Judith Journal Articles Reports - Research Evidence Based Practice ISSN-8755-7223 English Because competency in information literacy was considered important for future evidence-based practice, instructional modules on information literacy were integrated into five core nursing master's courses complemented by a web-based tutorial. Students' information literacy competencies were assessed at entry and 1-year intervals. (Contains 31 references.) (SK) EJ679367 Information Literacy as the Foundation for Evidence-Based Practice in Graduate Nursing Education: A Curriculum-Integrated Approach. Journal of Professional Nursing v19 n5 p320-28 Sep-Oct 2003 2003-00-00 T 2004 2016-11-21

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No Assertiveness Bullying Children Foreign Countries Interpersonal Competence Outcomes of Education Program Effectiveness Self Concept Self Esteem Fox, Claire L. Boulton, Michael J. Journal Articles Reports - Research England United Kingdom (England) ISSN-0013-1881 English Social skills training was given to 15 children aged 9-11 who were victims of bullying. Measures of psychosocial adjustment at three points during the year were compared with those of 13 waiting-list controls. The treatment group increased global self-worth, but there were no significant improvements in social skills problems or victim status. (Contains 62 references.) (SK) EJ679368 Evaluating the Effectiveness of a Social Skills Training (SST) Programme for Victims of Bullying. Educational Research v45 n3 p231-47 Win 2003 2003-00-00 T 2004 2016-11-21

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No Activities Daily Living Skills Foreign Countries Mathematical Applications Secondary Education Student Attitudes Edwards, Amanda Ruthven, Kenneth Journal Articles Reports - Research England United Kingdom (England) ISSN-0013-1881 English English secondary students were shown pictures of everyday activities and interviewed about whether math was involved. They were aware of daily math and did not have difficulties identifying math in practical or traditionally female activities. However, they restricted math to activities involving single-solution problems and formal rather than experiential/intuitive approaches. (Contains 18 references.) (SK) EJ679369 Young People's Perceptions of the Mathematics Involved in Everyday Activities. Educational Research v45 n3 p249-60 Win 2003 2003-00-00 T 2004 2016-11-21

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No Achievement Tests Foreign Countries Intermediate Grades Review (Reexamination) Science Tests Test Wiseness Sturman, Linda Journal Articles Reports - Research National Testing United Kingdom United Kingdom ISSN-0013-1881 English Responses from a stratified random sample of British elementary schools (64 of 102) found generally consistent practices in preparing students for national science achievement tests. Variations in time spent, approaches, and resources were related to variables of attainment, school size, class composition, and teacher's professional responsibility. (Contains 20 references.) (SK) EJ679370 Teaching to the Test: Science or Intuition? Educational Research v45 n3 p261-73 Win 2003 2003-00-00 T 2004 2016-11-21

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No Cross Age Teaching Dialogs (Language) Elementary Education Mathematical Vocabulary Mathematics Achievement Self Concept Tutoring Topping, Keith J. Campbell, Jean Douglas, Walter Smith, Andrea Journal Articles Reports - Research ISSN-0013-1881 English A 5-week cross-age tutoring program involved 14 11-year-olds and 13 7-year-olds. Measures of self-esteem and analysis of verbal interactions indicated that tutors gained in self-concept and self-esteem, tutees in self-esteem. Verbal interactions showed significant increases in use of math words, strategic dialog, and praise. (Contains 61 references.) (SK) EJ679371 Cross-Age Peer Tutoring in Mathematics with Seven- and 11-year-olds: Influence on Mathematical Vocabulary, Strategic Dialogue and Self-Concept. Educational Research v45 n3 p287-308 Win 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Athletics Ethnic Groups Females Foreign Countries Program Effectiveness Sex Differences Student Motivation Underachievement Sharp, Caroline Kendall, Lesley Schagen, Ian Journal Articles Reports - Evaluative United Kingdom United Kingdom ISSN-0013-1881 English A program providing study support to underachieving youth using British football as a motivator was evaluated by comparing 1,247 participants and 244 controls. The program helped raise achievement and seemed equally effective for males and females. There was no evidence that the sports emphasis marginalized girls or ethnic minorities. (Contains 25 references.) (SK) EJ679372 Different for Girls? An Exploration of the Impact of "Playing for Success." Educational Research v45 n3 p309-24 Win 2003 2003-00-00 T 2004 2016-11-21

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No Adjustment (to Environment) Adolescents At Risk Persons Career Choice Children Education Work Relationship Educational Attainment Employment Level Family Characteristics Predictor Variables Unemployment Wiesner, Margit Vondracek, Fred W. Capaldi, Deborah M. Porfeli, Erik Journal Articles Reports - Research ISSN-0001-8791 English Data from the longitudinal Oregon Youth Study for 202 at-risk young men discerned 4 career pathways: long-term unemployment, short-term unemployment, full employment, college education. Long-term unemployment was associated with lowest education attainment and personal adjustment during childhood/adolescence. Most important predictors of pathways were educational attainment, arrests, and mental health problems. (Contains 61 references.) (SK) EJ679373 Childhood and Adolescent Predictors of Early Adult Career Pathways. Journal of Vocational Behavior v63 n3 p305-28 Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Education Work Relationship Employment Level Foreign Countries High School Students Job Satisfaction Longitudinal Studies Self Efficacy Pinquart, Martin Juang, Linda P. Silbereisen, Rainer K. Journal Articles Reports - Research Germany Germany ISSN-0001-8791 English Academic self-efficacy and grades at ages 12-15 in relation to unemployment and job satisfaction at 21 were calculated from Germany archival data (n=391). The relationship between high self-efficacy and unemployment was mediated by higher career-related motivation. The relationship between self-efficacy and job satisfaction was mediated by higher vocational competence. (Contains 47 references.) (SK) EJ679374 Self-Efficacy and Successful School-to-Work Transition: A Longitudinal Study. Journal of Vocational Behavior v63 n3 p329-46 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Career Choice College Students Influences Interest Inventories Vocational Interests Schomburg, Allison M. Tokar, David M. Journal Articles Reports - Research Self Consciousness Self Directed Search Self Directed Search ISSN-0001-8791 English Undergraduates (n=108) completed the Self-Directed Search twice in 12 weeks. Higher private self-consciousness was related to more stable interest scores on the Enterprising scale, but not on the other five scales. (Contains 31 references.) (SK) EJ679375 The Moderating Effect of Private Self-Consciousness on the Stability of Vocational Interests. Journal of Vocational Behavior v63 n3 p368-78 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Diversity (Institutional) Ethnicity Institutional Characteristics Intention Pamphlets Recruitment Kim, Sandra S. Gelfand, Michele J. Journal Articles Reports - Research ISSN-0001-8791 English A treatment group (70 whites, 49 nonwhites) and control group (69 whites, 50 nonwhites) evaluated employer recruitment brochures and completed ethnic identity measures. The treatment group's brochure addressed diversity initiatives. Regardless of race, those with higher ethnic identity were more positive about the organization and had greater job intentions when viewing the diversity-related brochure. (Contains 59 references.) (SK) EJ679376 The Influence of Ethnic Identity on Perceptions of Organizational Recruitment. Journal of Vocational Behavior v63 n3 p396-416 Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Career Development Goal Orientation Job Satisfaction Mentors Psychosocial Development Student Educational Objectives Success Godshalk, Veronica M. Sosik, John J. Journal Articles Reports - Research ISSN-0001-8791 English Multivariate analyses of data from 217 mentor-protege dyads found that proteges with high learning-goal orientation similar to their mentors perceived the most psychosocial support, career development, idealized influence, managerial aspirations, and career satisfaction than dyads with low learning-goal orientation or dissimilar levels within the pair. (Contains 47 references.) (SK) EJ679377 Aiming for Career Success: The Role of Learning Goal Orientation in Mentoring Relationships. Journal of Vocational Behavior v63 n3 p417-37 Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Effect Size Intention Job Satisfaction Labor Turnover Measures (Individuals) Meta Analysis Person Environment Fit Work Attitudes Verquer, Michelle L. Beehr, Terry A. Wagner, Stephen H. Information Analyses Journal Articles ISSN-0001-8791 English Meta analysis of 21 studies investigated type of person-environment fit measure, method of calculating fit, fit dimensions, and use of established measures. Subjective fit measures, use of correlations to calculate fit, value congruence as the fit dimensions, and use of an established measure increased effect sizes. (Contains 64 references.) (SK) EJ679378 A Meta-Analysis of Relations between Person-Organization Fit and Work Attitudes. Journal of Vocational Behavior v63 n3 p473-89 Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Accounting Family Work Relationship Job Satisfaction Life Satisfaction Quality of Life Stress Variables Time Management Greenhaus, Jeffrey H. Collins, Karen M. Shaw, Jason D. Journal Articles Reports - Research ISSN-0001-8791 English The relationship between work-family balance and quality of life was assessed for 353 accounting professionals. Those who spent more time on family than work experienced higher quality of life than balanced individuals, who experienced higher quality than those who spent more time on work. Findings were similar for level of involvement balance and satisfaction balance. (Contains 49 references.) (SK) EJ679379 The Relation between Work-Family Balance and Quality of Life. Journal of Vocational Behavior v63 n3 p510-31 Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:03 CIJJUl2004

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No Corporate Education Human Resources Instructional Effectiveness Staff Development Telecommunications Training Welsh, Elizabeth T. Wanberg, Connie R. Brown, Kenneth G. Simmering, Marcia J. Journal Articles Reports - Research Electronic Learning ISSN-1360-3736 English Literature review and interviews with 22 experts examined how and why electronic learning is being used by organizations. Growth in synchronous communication, blended solutions, and improved access were found. Review of research evidence suggested that most people can learn effectively with technology, technology can reduce training costs with large numbers of learners, and high attrition may occur if e-learning is viewed as optional. (Contains 51 references.) (SK) EJ679380 E-Learning: Emerging Uses, Empirical Results and Future Directions. International Journal of Training and Development v7 n4 p245-58 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Distance Education Instructional Effectiveness Interaction Online Courses Research Methodology Vrasidas, Charalambos Zembylas, Michalinos Journal Articles Reports - Research Face to Face Communication ISSN-1360-3736 English Collaborative research on distance education in the United States, Mexico, and Cyprus led to a conceptual framework for the study of technology-mediated instruction. Findings included the following: online interaction might be slower and less rich and immediate, but in some aspects it is as good as or superior to face-to-face interaction. (Contains 37 references.) (SK) EJ679381 The Nature of Technology-Mediated Instruction in Globalized Distance Education. International Journal of Training and Development v7 n4 p271-86 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adult Students Anxiety Community Colleges English (Second Language) Language Proficiency Second Language Learning Speech Curriculum Two Year Colleges Buttaro, Lucia Journal Articles Reports - Research Content Area Teaching ISSN-1539-7874 English Replicating earlier studies, 66 English as a second language speech students at a community college undertook content-based second language learning in psychology, sociology, and history. End-of-semester assessments showed they had improved second-language confidence and learned academic subject matter; most agreed sheltered courses were a useful method. (Contains 31 references.) (SK) EJ679382 Adult ESL in Higher Education: Balancing Academic Learning, Speech Science and English Language Arts. Perspectives: The New York Journal of Adult Learning v2 n1 p4-17 2003-2004 2004-00-00 New York Association for Continuing/Community Education, 1320 Jamesville Ave., Syracuse, NY 13210; http://www.nyacce.org/index.html. T 2004 2016-11-21

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No Adult Literacy Basic Skills Discourse Analysis Economic Development Labor Force Development Public Policy Role of Education Sandlin, Jennifer A. Information Analyses Journal Articles High Performance Work Organizations ISSN-1539-7874 English This literature review explores competing views of the relationship between adult literacy and U.S. economic difficulties. Trends in public policy, legislation, labor forecasting, and workplace training from the 1960s to the present are reviewed. Consequences of the perceived gap between workers' skills and national economic needs are discussed. (Contains 54 references.) (Author/SK) EJ679383 Adult Literacy and the Myth of Educational Amelioration: A Critical Literature Review. Perspectives: The New York Journal of Adult Learning v2 n1 p33-48 2003-2004 2004-00-00 New York Association for Continuing/Community Education, 1320 Jamesville Ave., Syracuse, NY 13210; http://www.nyacce.org/index.html. T 2004 2016-11-21

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No Adult Educators Adult Literacy Educational Research English (Second Language) Research Utilization St. Clair, Ralf Journal Articles Reports - Research Research Training ISSN-1539-7874 English A survey received 143 responses (35%) from adult education/English as a second language directors; 16 were interviewed. Only 12% rarely read research; 84% found it interesting and 85% believed it relevant to practice; 66% had changed practice due to research-based information. Educational level had no significant influence, but training or experience in conducting research was significant. (Contains 10 references.) (SK) EJ679384 From Abstract to Action: How Adult Literacy and ESL Educators Make Use of Research. Perspectives: The New York Journal of Adult Learning v2 n1 p49-61 2003-2004 2004-00-00 New York Association for Continuing/Community Education, 1320 Jamesville Ave., Syracuse, NY 13210; http://www.nyacce.org/index.html. T 2004 2016-11-21

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No Adult Education Critical Theory Critical Thinking Discourse Analysis Ideology Racial Bias Brookfield, Stephen D. Information Analyses Journal Articles Opinion Papers Eurocentrism Marcuse (Herbert) Tolerance ISSN-0017-8055 English Suggests that unproblematized Eurocentrism characterizes adult education; explores the works of Cornel West and Lucius Outlaw, who racialize adult education discourse. Considers implications of their perspectives on critical thinking and offers recommendations for challenging the myth of neutral nonimpositional adult education. (Contains 74 references.) (Author/SK) EJ679385 Racializing the Discourse of Adult Education. Harvard Educational Review v73 n4 p497-523 Win 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Colleges Black Students Educational Environment Higher Education Self Concept Self Determination Student Motivation Underachievement Cokley, Kevin O. Journal Articles Reports - Research African Americans ISSN-0017-8055 English Structural equation modeling of data from 396 African-American and 291 white students at one predominantly white and two historically black colleges found that, contrary to suggestions of antiintellectualism, African-American students do not lack academic motivation and do not have lower self-esteem and academic self-concept. Educational environment plays a significant role. (Contains 59 references.) (SK) EJ679386 What Do We Know about the Motivation of African American Students? Challenging the "Anti-Intellectual" Myth. Harvard Educational Review v73 n4 p524-58 Win 2003 2003-00-00 T 2004 2016-11-21

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No Dialogs (Language) Educational Research Elementary Secondary Education Equal Education Foreign Countries Racial Discrimination Claveria, Julio Vargas Alonso, Jesus Gomez Information Analyses Journal Articles Opinion Papers Intersubjectivity Roma ISSN-0017-8055 English Proposes a new approach to educational research with the Roma people based on intersubjective dialogue and egalitarian relationships between researchers and subjects. Frames these suggestions within the context of historical discrimination against the Roma and their disaffection with schooling. (Contains 88 references.) (SK) EJ679387 Why Roma Do Not Like Mainstream Schools: Voices of a People without Territory. Harvard Educational Review v73 n4 p559-90 Win 2003 2003-00-00 T 2004 2016-11-21

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No Computer Mediated Communication Foreign Countries Informal Education Labor Education Online Courses Participation Unions Workshops Sawchuk, Peter H. Journal Articles Reports - Research Canada Canada ISSN-0158-037X English A study's data sources were transcripts of online workshops held by the Canadian Labour Congress, an online survey and interviews with participants, and interaction analysis. Informal learning, particularly through unplanned online discussions, was critical to workshops' success. External resources played a role. Tacit dimensions of communication were part of the learning process. (Contains 52 references.) (SK) EJ679388 Online Learning for Union Activists? Findings from a Canadian Study. Studies in Continuing Education v25 n2 p163-83 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Educators Educational Philosophy Foreign Countries Role of Education Teaching (Occupation) Trainers Training Vocational Education Santoro, Ninetta Journal Articles Reports - Research Professional Identity Australia Australia ISSN-0158-037X English From part of a larger study, interviews and observations of three Australian adult educators in the vocational education sector showed that those with work histories as teachers resisted discourses positioning them as trainers. They understood teaching and training as diametric opposites, a rigid position that may be counterproductive to development of new professional identities. (Contains 27 references.) (SK) EJ679389 Caught Up in the Teaching-Training Divide: Confusing Professional Identities. Studies in Continuing Education v25 n2 p211-24 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Models Professional Continuing Education Professional Development Teacher Characteristics Teacher Effectiveness McArdle, Karen Coutts, Norman Journal Articles Reflective Practice ISSN-0158-037X English Consideration of the qualities of good teaching leads to a new model that emphasizes the importance of sense making to professional development. A strong core of qualities that assist teachers in using sense making includes strength, confidence, balance, ballast, and value maturity. (Contains 27 references.) (SK) EJ679390 A Strong Core of Qualities--A Model of the Professional Educator that Moves beyond Reflection. Studies in Continuing Education v25 n2 p225-37 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Students Foreign Countries Learning Processes Self Determination Student Attitudes Teacher Effectiveness Teaching Styles Kember, David Jenkins, Winnie Ng, Kwok Chi Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0158-037X English Interviews with 53 part-time adult students in Hong Kong showed no consensus on what constitutes good teaching. Their perceptions of teaching were framed by conceptions of learning on a continuum from reproduction to self-determination. Position on this continuum was correlated with preference for didactic or facilitative teaching. (Contains 22 references.) (SK) EJ679391 Adult Students' Perceptions of Good Teaching as a Function of Their Conceptions of Leanring--Part 1. Influencing the Development of Self-Determination. Studies in Continuing Education v25 n2 p239-51 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Citizenship Responsibility Community Development Community Education Democracy Foreign Countries Role of Education Ellis, Lee C. Scott, Sue M. Journal Articles Canada Canada ISSN-0158-037X English Asserts that community-based learning is a necessary component of community development and democratic renewal. Provides examples from Canada that show how citizen learning can create change. Urges critical adult educators to prepare learners to resist encroachments on individual and community autonomy. (Contains 14 references.) (SK) EJ679392 Community Education as Citizen Organising for Democratic Accountability. Studies in Continuing Education v25 n2 p253-68 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adult Learning Educational Strategies Spirituality English, Leona M. Opinion Papers ISSN-1045-1595 English Introduces the theme issue, and presents key questions that address how a public or secular spirituality can best be brought to bear on teaching, researching, and learning processes. (SGD) EJ679393 Reclaiming Our Roots: Spirituality As an Integral Part of Adult Learning. Adult Learning v12 n3 p2-3 Apr 2003 2001-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004 Special theme issue titled: "Contestations, Invitations, and Explorations: Spirituality in Adult Learning."

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No Anxiety Counseling Counselors Depression (Psychology) Mental Health Military Personnel Posttraumatic Stress Disorder Psychological Services Stress Variables Substance Abuse War Palmer, Ian Information Analyses Journal Articles England United Kingdom (England) ISSN-0306-9885 English Examines the soldier's world in order to illuminate their potential psychotherapeutic need. Briefly explores the history of therapeutic treatment from the Russo-Japanese War to modern conflicts as well as covering operations other than war, such as peacekeeping in Northern Ireland. Specific conditions are considered, and some general points are made for counselors and psychotherapists without a military background. (Contains 48 references.) (Author) EJ679394 Soldiers: A Suitable Case for Treatment? British Journal of Guidance & Counselling v31 n4 p359-73 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Conflict Counselor Role Cross Cultural Studies Cultural Differences Ethnic Groups Jews Role of Education School Counselors School Role Tatar, Moshe Horenczyk, Gabriel Journal Articles Reports - Research Israel Palestinian Arabs Israel ISSN-0306-9885 English In semi-structured interviews, Jewish and Palestinian Arab counselors were asked about their views regarding roles of the educational system and counselors vis-a-vis the ongoing conflict. While all respondents argue that schools and counselors need to address the conflict and its consequences, Palestinian Arabs and Jews differed in views as to appropriate strategies and foci. Discusses major dilemmas emerging from reports. (Contains 47 references.) (Author) EJ679395 Dilemmas and Strategies in the Counselling of Jewish and Palestinian Arab Children in Israeli Schools. British Journal of Guidance & Counselling v31 n4 p375-91 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Advocacy Counseling Techniques Counselors Cross Cultural Studies Refugees Self Esteem Luebben, Sabine Journal Articles Reports - Research Traumas Germany Human Rights Reporting Survivors Germany ISSN-0306-9885 English Introduces testimony project for traumatized Bosnian refugees in Frankfurt, Germany. Method used in combination with supportive therapy and informed advocacy to reduce survivors' feelings of humiliation and demoralization. Survivors benefited psychologically. Testimony material documented human rights abuse both in country of origin and exile, helped perform informed advocacy refugees, and informed the public on psychological costs of refugee resettlement policies. (Contains 12 references.) (Author/ADT) EJ679396 Testimony Work with Bosnian Refugees: Living in Legal Limbo. British Journal of Guidance & Counselling v31 n4 p393-402 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Conflict Resolution Counseling Peace Posttraumatic Stress Disorder Psychological Characteristics Violence War Mitchels, Barbara Journal Articles Reports - Research England Traumas United Kingdom (England) ISSN-0306-9885 English Examines practical implications of Curle's approach to psychological aspects of conflict and peacemaking as evidenced in the Mir i dobro project in Zupanja, taking into consideration some of the current debates concerning treatment of psychological trauma, including validity of the diagnosis of posttraumatic stress disorder and use of so-called "Western therapeutic approaches" for treatment of psychological trauma in other cultures. (Contains 34 references.) (Author) EJ679397 Healing the Wounds of War and More: An Integrative Approach to Peace--The Work of Adam Curle and Others with Mir i dobro in Zupanja, Croatia. British Journal of Guidance & Counselling v31 n4 p403-16 Nov 2003 2003-00-00 T 2004 2016-11-23

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No Conflict Counselor Training Counselors Mental Health Mental Health Workers War van der Veer, Guus Somasundaram, Daya Damian S. Information Analyses Journal Articles Sri Lanka Tamils Sri Lanka ISSN-0306-9885 English Counseling is discussed in relation to traditional resources of the Tamil community for dealing with psychosocial and mental health problems. Describes some problems of clients affected by the armed conflict, approaches of local counselors and mental health professionals, and training offered to future Sri Lankan counselors who want to work with people affected by the armed conflict on the island. (Contains 18 references and 3 tables.) (Author) EJ679398 Counselling in Areas of Armed Conflict: The Case Jaffna, Sri Lanka. British Journal of Guidance & Counselling v31 n4 p417-30 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Conflict Conflict Resolution Counseling Counselor Role Dialogs (Language) Interpersonal Communication Psychotherapy War Hollanders, Henry Information Analyses Journal Articles England United Kingdom (England) ISSN-0306-9885 English Dialogue is presented as human alternative to armed conflict. A non-national forum where interests and values can be uncovered, and which provides context for potential dialogic encounter, is tentatively suggested. Some insights from realm of counseling and psychotherapy that can contribute to understanding of the nature of dialogue are explored. Emphasizes role of counseling as a proactive influence in society. (Contains 33 references.) (Author) EJ679399 A Personal Perspective: Armed Conflict--Interests, Values and Dialogic Encounter. British Journal of Guidance & Counselling v31 n4 p431-46 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Responsibility Behavioral Science Research Institutional Characteristics Productivity Professional Development Student Personnel Services Student Personnel Workers Time Hirt, Joan B. Kirk, Gary R. McGuire, Lisa M. Mount, Teresa P. Nelson-Hensley, Sheila M. Journal Articles Reports - Research ISSN-0888-210X English Studies related to the productivity of student affairs administrators are limited. The authors investigated one element of productivity, time, by analyzing the activities in which these administrators engage. Results reveal common activities among student affairs administrators, but different patterns of time use among participants by institutional type. (Contains 29 references and 3 tables.) (Author) EJ679400 How Student Affairs Administrators Spend Their Time: Differences by Institutional Setting. College Student Affairs Journal v23 n1 p7-26 Fall 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No College Environment Literature Reviews Models Racial Bias Racial Relations Stereotypes Stress Variables Student Attitudes Violence Greene, Mira Brancu Sedlacek, William E. Longerbeam, Susan Information Analyses Journal Articles September 11 Terrorist Attacks 2001 Traumas ISSN-0888-210X English Article explores the impact of September 11th terrorist attacks on stress, prejudicial attitudes, and hateful acts as they relate to college campuses. It presents a review of the literature concerning stressors and their impact on stereotyping and prejudice. This leads to a proposed proactive model with the purpose of building healthy campus climates that can minimize increases in these factors. (Contains 29 references.) (Author) EJ679401 In the Wake of September 11: A Proactive Model for Supporting Diverse Campus Communities. College Student Affairs Journal v23 n1 p27-39 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies College Freshmen Education Work Relationship Educational Objectives First Generation College Students Males Student Attitudes Longwell-Grice, Robert Journal Articles Reports - Research Chickering (Arthur W) ISSN-0888-210X English Presents a case study of four, first-generation, working-class White male freshmen who discuss their perceptions of the purpose of college. Perceptions are analyzed using Chickering's sixth vector, Developing Purpose. Data indicate the students consider college to be primarily a place that prepares them for work, supporting Chickering and Reisser's argument that this is the case for large numbers of students. (Contains 29 references.) (Author/ADT) EJ679402 Get a Job: Working Class Students Discuss the Purpose of College. College Student Affairs Journal v23 n1 p40-53 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Black Colleges Black Students Faculty Interpersonal Relationship Teacher Student Relationship Flowers, Lamont A. Journal Articles Reports - Research ISSN-0888-210X English Study explored the extent to which African American students attending historically Black colleges and universities (HBCUs) and those attending predominantly White institutions (PWs) had academic and social interactions with faculty members. Accounting for demographic characteristics and college experiences, students attending HBCUs reported significantly more interactions with faculty than those students attending PWIs. (Contains 33 references and 1 table.) (Author/ADT) EJ679403 Effects of College Racial Composition on African American Students' Interactions with Faculty. College Student Affairs Journal v23 n1 p54-63 Fall 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No Administrators Death Employees Faculty Planning Wills Lancaster, James M. Information Analyses Journal Articles ISSN-0888-210X English In this article a case study illustrates the initial issues arising from the sudden death of key personnel, and then offers an outline for the Professional's Last Will and Testament. This document includes attention to logistical issues and planning for organizational change. It begins with short-term transition issues and continues through other, longer-term issues that must be considered. (Contains 13 references.) EJ679404 The Professional's Last Will and Testament. College Student Affairs Journal v23 n1 p64-76 Fall 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No Academic Aspiration Educational Environment Females Graduate Study Single Sex Colleges Teacher Student Relationship Undergraduate Students Womens Education Ridgwell, Diana M. Creamer, Elizabeth G. Journal Articles Reports - Research ISSN-0888-210X English Female students from two Southern women's colleges were interviewed to determine how they felt their college experience had impacted their aspiration for an advanced degree. Students perceived different levels of institutional support for the value of advanced graduate study, and found that conflicting messages about women's roles in society had a negative impact on their aspirations for an advanced degree. (Contains 21 references.) (Author) EJ679405 Institutional Culture and the Advanced Degree Aspirations of Students Attending Women's Colleges. College Student Affairs Journal v23 n1 p77-90 Fall 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No College Environment College Freshmen Higher Education Religious Factors Spirituality Student Characteristics Student Experience Bryant, Alyssa N. Choi, Jeung Yun Yasuno, Maiko Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English Examines how the first college year impacted students spiritually and religiously. Overall, students became less religiously active, but were more committed to integrating spirituality into their lives after one year. Further, religiousness and spirituality were highly correlated, although personal characteristics, institutional variables, and college experiences were also associated with these constructs. (Contains 31 references, 8 tables, and an appendix.) (GCP) EJ679406 Understanding the Religious and Spiritual Dimensions of Students' Lives in the First Year of College. Journal of College Student Development v44 n6 p723-45 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No Critical Thinking Higher Education Meta Analysis Peer Relationship Student Organizations Student Participation Teacher Student Relationship Undergraduate Students Gellin, Alan Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English A meta-analysis of eight studies from 1991 to 2000 determined the effect of Greek life, clubs and organizations, faculty interaction, peer interaction, living on campus, and employment on critical thinking. Students involved in these activities experienced a .14 gain in critical thinking compared to students who were not involved. (Contains 58 references and 3 tables.) (Author) EJ679407 The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of the Literature 1991-2000. Journal of College Student Development v44 n6 p746-62 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No College Environment Court Litigation Higher Education School Law School Safety School Security Gregory, Dennis E. Janosik, Steven M. Information Analyses Journal Articles Reports - Research Crime Awareness and Campus Security Act 1990 Crime Awareness and Campus Security Act 1990 ISSN-0897-5264 English Describes a study to assess perceptions of campus judicial officers/members of the Association for Student Judicial Affairs (ASJA) regarding the effectiveness of the Clery Act (Campus Security Act) on campus judicial practices. In addition it provides information regarding overall effectiveness of Clery as perceived by the respondents. (Contains 19 references and 3 tables.) (GCP) EJ679408 The Effect of the Clery Act on Campus Judicial Practices. Journal of College Student Development v44 n6 p763-78 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Anthropology College Environment Commencement Ceremonies Cultural Influences Graduation Higher Education Recognition (Achievement) Magolda, Peter Mark Information Analyses Journal Articles Rituals ISSN-0897-5264 English This paper examines college commencement, a formal campus exiting ritual orchestrated for students as they conclude their academic careers. The manuscript is focused on a single commencement ritual that illuminates the power of rituals to transmit cultural norms and provides an anthropological perspective that benefits scholars, practitioners, and policy makers as they endeavor to better understand and modify campus culture. (Contains 27 references.) (GCP) EJ679409 Saying Good-Bye: An Anthropological Examination of a Commencement Ritual. Journal of College Student Development v44 n6 p779-96 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No College Students High Risk Students Higher Education Identification (Psychology) Learning Theories Models Self Concept Student Development Pizzolato, Jane Elizabeth Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English Examines to what degree high-risk college students possess self-authoring ways of knowing and what types of experiences are associated with development of self-authoring ways of knowing. Findings suggest high-risk college students often develop self-authoring ways of knowing prior to enrollment in college. Presents a model of self-authorship to illustrate these high-risk students' self-authoring processes. (Contains 35 references.) (GCP) EJ679410 Developing Self-Authorship: Exploring the Experiences of High-Risk College Students. Journal of College Student Development v44 n6 p797-812 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:04 CIJJUl2004

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No Career Change Career Development Employee Attitudes Job Satisfaction Labor Turnover Morale Student Personnel Workers Rosser, Vicki J. Javinar, Jan Minoru Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English This national study examines those demographic characteristics and work life issues that may have an impact on the morale and satisfaction of midlevel student affairs leaders and their intentions to leave their positions. Using structural equation modeling, this study proposes to demonstrate the roles job satisfaction and employee morale play in student affairs leaders' intentions to leave a career in student affairs. (Contains 58 references, 1 table, and 2 appendixes.) (GCP) EJ679411 Midlevel Student Affairs Leaders' Intentions To Leave: Examining the Quality of Their Professional and Institutional Work Life. Journal of College Student Development v44 n6 p813-30 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:05 CIJJUl2004

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No Classroom Environment College Environment Females Higher Education Student Attitudes Student Participation Teacher Student Relationship Salter, Daniel W. Persaud, Anita Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English One hundred forty-two upper-class women, majoring in either education or engineering, responded to two open-ended questions about classroom characteristics that encouraged or discouraged participation. Results suggest that instructors play a pivotal role in creating a positive climate for women. Suggestions for improving educational environments are offered. (Contains 39 references.) (GCP) EJ679412 Women's Views of the Factors That Encourage and Discourage Classroom Participation. Journal of College Student Development v44 n6 p831-44 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:05 CIJJUl2004

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No Career Development College Environment College Students Higher Education Lesbianism Predictor Variables Sexual Identity Tomlinson, Merideth J. Fassinger, Ruth E. Information Analyses Journal Articles Reports - Research ISSN-0897-5264 English In this study we examined the relationships among lesbian identity development, perceptions of campus climate, and vocational development of 192 undergraduate lesbian women. Results indicated the combination of lesbian identity development phases and campus climate accounted for significant variance in two measures of vocational development. Implications for practice and research are given. (Contains 38 references and 4 tables.) (Author) EJ679413 Career Development, Lesbian Identity Development, and Campus Climate among Lesbian College Students. Journal of College Student Development v44 n6 p845-60 Nov-Dec 2003 2003-00-00 T 2004 9/14/2004 21:07:05 CIJJUl2004

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No Counseling Theories Family Counseling Family Environment Family Relationship Foreign Countries Theory Practice Relationship Daly, Kerry Information Analyses Journal Articles Canada Canada ISSN-0022-2445 English Argues that there is significant disjunction between the way that families live their lives and the way that professionals theorize about families. Using the metaphor of positive and negative spaces, argues that there are many negative spaces in our theorizing--everyday family activities that take up considerable time, energy, and attention but that are poorly represented in theorizing about families. (Contains 73 references.) (GCP) EJ679414 Family Theory versus the Theories Families Live By. Journal of Marriage and Family v65 n4 p771-84 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Body Image Counseling Theories Family Counseling Family Relationship Models Nature Nurture Controversy Sex Role Sexual Identity Sexuality Blume, Libby Balter Blume, Thomas W. Information Analyses Journal Articles ISSN-0022-2445 English Proposes a dialectical model representing gender discourse in families. A brief review of literature in sociology, psychology, and gender studies focuses on three dialectical issues: nature versus culture, similarity versus difference, and stability versus fluidity. Deconstructing gender theories from a postmodern feminist perspective, the authors discuss agency and context in families' gender discourse. (Contains 79 references and 1 figure.) (GCP) EJ679415 Toward a Dialectical Model of Family Gender Discourse: Body, Identity, and Sexuality. Journal of Marriage and Family v65 n4 p785-94 Nov 2003 2003-00-00 T 2004 9/14/2004 21:07:05 CIJJUl2004

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No Aggression Discipline Emotional Abuse Family Characteristics Incidence Parent Child Relationship Parenting Styles Psychological Patterns Straus, Murray A. Field, Carolyn J. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Describes the prevalence of psychological aggression in a nationally representative sample of 991 parents. Prevalence rates greater than 90% and the absence of differences according to child or family characteristics suggests that psychological aggression is a near universal disciplinary tactic of American parents. Discusses the implications of the findings for the conceptualization of psychological "abuse". (Contains 38 references, 3 tables, and 1 figure.) (GCP) EJ679416 Psychological Aggression by American Parents: National Data on Prevalence, Chronicity, and Severity. Journal of Marriage and Family v65 n4 p795-808 Nov 2003 2003-00-00 T 2004 9/14/2004 21:07:05 CIJJUl2004

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No Anxiety Attribution Theory Child Abuse Children Depression (Psychology) Discipline Emotional Response Foreign Countries Parent Child Relationship Parenting Styles Rodriguez, Christina M. Information Analyses Journal Articles Reports - Research New Zealand New Zealand ISSN-0022-2445 English Investigated differences in children's emotional functioning as a product of their parents' reported disciplinary practices and child abuse potential. Children's anxiety symptoms were higher in those children whose parents obtained higher abuse potential scores and had harsher discipline practices. Results suggest emotional difficulties similar to those of maltreated children even without identifiable abuse. (Contains 45 references and 2 tables.) (GCP) EJ679417 Parental Discipline and Abuse Potential Affects on Child Depression, Anxiety, and Attributions. Journal of Marriage and Family v65 n4 p809-17 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Children Disabilities Family Life Outcomes of Treatment Rehabilitation Rogers, Michelle L. Hogan, Dennis P. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines the effects of children's medical impairments and functional disabilities and the use of medical care and rehabilitation on three family consequences (job changes, severe financial problems, and sleep disruptions). Finds that the rehabilitation services that children receive account for a large part of the observed association of children's medical impairments and disabilities on these family outcomes. (Contains 57 references and 5 tables.) (GCP) EJ679418 Family Life with Children with Disabilities: The Key Role of Rehabilitation. Journal of Marriage and Family v65 n4 p818-33 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:17 CIJJUl2004

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No Antisocial Behavior Children Family Environment Hyperactivity Predictor Variables Racial Differences Schmitz, Mark F. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines relationships between trajectories of child hyperactivity and antisocial behavior symptoms for African Americans, European Americans, and Hispanics. Overall, child hyperactivity mediated the effects of family environment on child antisocial behavior, but with key racial differences. Results indicate the importance of conceptualizing patterns of family interaction as adaptive responses to the environment, rather than individual developmental interactions. (Contains 51 references, 5 tables, and 2 figures.) (GCP) EJ679419 Influences of Race and Family Environment on Child Hyperactivity and Antisocial Behavior. Journal of Marriage and Family v65 n4 p835-49 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:17 CIJJUl2004

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No Adolescents Community Influence Depression (Psychology) Mental Health Parent Child Relationship Predictor Variables Social Support Groups Wickrama, K. A. S. Bryant, Chalandra M. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Investigates cross-level mediational and moderational community and family influences on adolescent depressive symptoms. Findings suggested that the influence of the parent-child relationship on adolescent depressive symptoms is weaker in more adverse communities than in less adverse communities. Findings underscore the importance of placing family process models within the community context when adolescent outcomes are investigated. (Contains 60 references, 4 tables, 2 figures, and 1 appendix.) (GCP) EJ679420 Community Context of Social Resources and Adolescent Mental Health. Journal of Marriage and Family v65 n4 p850-65 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:17 CIJJUl2004

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No Adolescents Behavior Problems Blacks Daughters Emotional Problems Fathers Low Income Groups Parent Child Relationship Predictor Variables Psychosocial Development Coley, Rebekah Levine Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines the role of biological and social fathers in the lives of low-income African American adolescent girls. Analyses indicated that daughters' perceptions of anger and alienation from fathers was related to greater emotional and behavioral problems for adolescents, whereas perceptions of trust and communication with fathers were not predictive of youth outcomes. (Contains 30 references and 2 tables.) (GCP) EJ679421 Daughter-Father Relationships and Adolescent Psychosocial Functioning in Low-Income African American Families. Journal of Marriage and Family v65 n4 p867-75 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:18 CIJJUl2004

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No Adolescents Cohabitation Family Environment Family Relationship Marriage Socioeconomic Influences Stepfamily Well Being Manning, Wendy D. Lamb, Kathleen A. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Assesses the well-being of adolescents in cohabiting parent stepfamilies. Teens living with cohabiting stepparents often fare worse than teens living with two biological married parents. Adolescents living in cohabiting stepfamilies experience greater disadvantage than teens living in married stepfamilies. Most of these differences, however, are explained by socioeconomic circumstances. (Contains 41 references and 5 tables.) (GCP) EJ679422 Adolescent Well-Being in Cohabiting, Married, and Single-Parent Families. Journal of Marriage and Family v65 n4 p876-93 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:18 CIJJUl2004

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No Adolescents Adopted Children Family Relationship Family Structure Foster Children Well Being Sun, Yongmin Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Study compares adolescents living with neither biological parent with their peers on a wide range of outcome measures. Results reveal some overall disadvantages of living with neither parent, although the disadvantages relative to nontraditional families are limited. Differences in family resources either partially or completely account for outcome differences between nonbiological parent and other family structures. (Contains 32 references and 5 tables.) (GCP) EJ679423 The Well-Being of Adolescents in Households with No Biological Parents. Journal of Marriage and Family v65 n4 p894-909 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:18 CIJJUl2004

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No Cohabitation Family Income Foreign Countries Marriage Puerto Ricans Resource Allocation Oropesa, R. S. Landale, Nancy S. Kenkre, Tanya Information Analyses Journal Articles Reports - Research Puerto Rico Puerto Rico ISSN-0022-2445 English The rise of cohabitation and the growing share of births to cohabiting couples have led to speculation that the boundary between marriage and cohabitation is blurring. Examines this issue with an analysis of the financial arrangements of fathers of mainland Puerto Rican children. Reveals that married fathers are more likely than cohabiting fathers to pool their income. (Contains 38 references, 4 tables, and 1 appendix.) (GCP) EJ679424 Income Allocation in Marital and Cohabiting Unions: The Case of Mainland Puerto Ricans. Journal of Marriage and Family v65 n4 p910-25 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Cohabitation Depression (Psychology) Interpersonal Relationship Marriage Predictor Variables Well Being Lamb, Kathleen A. Lee, Gary R. DeMaris, Alfred Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Many studies have established that married people fare better than their never-married counterparts in terms of psychological well-being. Tests hypotheses based on both selection and relationship effects. Results indicate no evidence of selection of less depressed persons into either marriage or cohabitation, but a negative effect of entry into marriage on depression. (Contains 38 references and 3 tables.) (GCP) EJ679425 Union Formation and Depression: Selection and Relationships Effects. Journal of Marriage and Family v65 n4 p953-62 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:19 CIJJUl2004

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No Friendship Interpersonal Relationship Marital Satisfaction Marriage Spouses Helms, Heather M. Crouter, Ann C. McHale, Susan M. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Explores how husbands' and wives' marriage work with close friends and one another was linked to their perceptions of marital quality. Results showed that husbands engaged in more marriage work with their wives than with close friends, whereas wives engaged in similar levels of marriage work with their close friends and husbands. (Contains 58 references, 3 tables, and 1 appendix.) (GCP) EJ679426 Marital Quality and Spouses' Marriage Work with Close Friends and Each Other. Journal of Marriage and Family v65 n4 p963-77 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:19 CIJJUl2004

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No Affection Affective Behavior Marital Satisfaction Marriage Predictor Variables Miller, Paul J. E. Caughlin, John P. Huston, Ted L. Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Examines the processes that underlie the association between trait expressiveness and marital satisfaction. Analyses suggested that expressiveness promotes satisfaction by leading spouses to engage in affectionate behavior and by leading them to idealize their partner. Extends previous research by providing a plausible explanation of the connections between trait expressiveness and marital satisfaction. (Contains 48 references, 4 tables, and 2 figures.) (GCP) EJ679427 Trait Expressiveness and Marital Satisfaction: The Role of Idealization Processes. Journal of Marriage and Family v65 n4 p978-95 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:19 CIJJUl2004

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No Children Divorce Foreign Countries Sex Bias Sex Role Bose, Sunita South, Scott J. Information Analyses Journal Articles Reports - Research India Risk Factors India ISSN-0022-2445 English Using data from respondents to the Indian National Family Health Surveys, having at least one son is associated with a significantly lower risk of divorce or separation. Moreover, with few exceptions, the effect of children's sex composition on the risk of divorce holds for subgroups of Indian women across categories of education, religion, location, caste, cohort, and region. (Contains 54 references and 3 tables.) (GCP) EJ679428 Sex Composition of Children and Marital Disruption in India. Journal of Marriage and Family v65 n4 p996-1006 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Childlessness Emotional Response Predictor Variables Psychological Patterns Stress Variables McQuillan, Julia Greil, Arthur L. White, Lynn Jacob, Mary Casey Information Analyses Journal Articles Reports - Research Infertility ISSN-0022-2445 English Tests the hypothesis that women who have experienced infertility report higher psychological distress. Examines whether roles or resources condition the effects of infertility or whether its effects are limited to childless women. Infertility combined with involuntary childlessness is associated with significantly greater distress. For women in this category, the risk of distress is substantial. (Contains 50 references, 2 tables, and 2 figures.) (GCP) EJ679429 Frustrated Fertility: Infertility and Psychological Distress among Women. Journal of Marriage and Family v65 n4 p1007-018 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Attitudes Contraception Foreign Countries Marriage Predictor Variables Pregnancy Williams, Lindy Sobieszczyk, Teresa Information Analyses Journal Articles Reports - Research Philippines Philippines ISSN-0022-2445 English Compares husbands' and wives' views of the wantedness of their most recent pregnancy in the Philippines. Finds that those most at risk of experiencing a pregnancy that neither spouse wanted tended to be those who were practicing Catholics who attended religious services frequently and those among whom the husband was the sole breadwinner. (Contains 51 references and 2 tables.) (GCP) EJ679430 Couple Attitudes and Agreement Regarding Pregnancy Wantedness in the Philippines. Journal of Marriage and Family v65 n4 p1019-029 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Births to Single Women Pregnancy Social Capital Unwed Mothers Schoen, Robert Tufis, Paula Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Hypothesizes that nonmarital fertility is more likely when children are seen as an important source of social capital. Data from the first two waves of the National Survey of Families and Households finds support for these views. Concludes that understanding increases in nonmarital fertility requires an appreciation of the social benefits that children bring to their mothers, married or not. (Contains 46 references, 2 tables, and 1 appendix.) (GCP) EJ679431 Precursors of Nonmarital Fertility in the United States. Journal of Marriage and Family v65 n4 p1030-039 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:20 CIJJUl2004

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No Adult Children Family Relationship Parent Child Relationship Predictor Variables Willson, Andrea E. Shuey, Kim M. Elder, Glen H., Jr. Journal Articles Ambivalence (Psychology) ISSN-0022-2445 English Investigates ambivalence in adult children's relationships with their aging parents and in-laws. Focuses on factors predicting adult children's ambivalence toward parents and in-laws within a gendered kinship structure that shapes these relations. Concludes that ambivalence is a useful concept for representing the complexity of parent-child relationships and is produced within the context of social relations structured by gender and kinship. (Contains 76 references and 5 tables.) (GCP) EJ679432 Ambivalence in the Relationship of Adult Children to Aging Parents and In-Laws. Journal of Marriage and Family v65 n4 p1055-072 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Problems Child Development Interpersonal Relationship Mental Health Parent Child Relationship Predictor Variables Prevention Social Support Groups Well Being Young Adults Knoester, Chris Information Analyses Journal Articles Reports - Research ISSN-0022-2445 English Explores the relationships between childhood externalizing problems and adult psychological well-being, social support, and intimate relationship quality. The results indicate that childhood problems predict lower levels of adult psychological well-being, kin support, and relationship quality. Findings suggest that the best way for parents to prevent and offset their offspring's difficulties is to maintain quality relationships with them. (Contains 33 references and 1 table.) (GCP) EJ679433 Implications of Childhood Externalizing Problems for Young Adults. Journal of Marriage and Family v65 n4 p1073-80 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:21 CIJJUl2004

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No Change Strategies Departments Educational Cooperation Student Personnel Workers Universities Kezar, Adrianna Journal Articles Reports - Research ISSN-1559-5455 English Focus of article is to develop a framework for understanding the change process related to collaboration between academic and student affairs. Findings of a national survey indicate that combined models are best able to guide student and academic affairs collaboration. Study results suggest that universities and comprehensive institutions need to pay particular attention to structural strategies and obstacles. (Contains 35 references and 3 tables.) (Author) EJ679434 Achieving Student Success: Strategies for Creating Partnerships between Academic and Student Affairs. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:21 CIJJUl2004

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No College Environment College Freshmen Educational Experience Interpersonal Relationship Photography Qualitative Research Research Methodology Harrington, Charles E. Schibik, Timothy J. Journal Articles Reports - Research ISSN-1559-5455 English Describes alternative method for studying first-year students' impressions of first-semester experiences. Undergraduates were asked to take a series of reflexive photographs, then, in writing describe the reasons why they illustrate their experiences. Research revealed a number of primary themes, including perceptions about the university's physical environment; interactions with faculty and other students, and career counseling and preparation for the future. (Contains 38 references and 5 figures.) (ADT) EJ679435 Reflexive Photography as an Alternative Method for the Study of the Freshman Year Experience. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:22 CIJJUl2004

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No Academic Persistence College Freshmen Dropout Research Early Identification High Risk Students Models Predictor Variables Prevention Student Attrition Glynn, Joseph G. Sauer, Paul L. Miller, Thomas E. Journal Articles Reports - Research ISSN-1559-5455 English Logistic regression is employed to develop a model that enhances early identification of freshmen at risk of attrition. Independent variables employed to predict attrition include demographics; high school experiences; and attitudes, opinions, and values as reported on a survey administered during freshman orientation. Model and results are presented along with a brief description of program designed to enhance student persistence. (Contains 22 references, 5 tables, 1 figure, and 1 appendix.) (Author/ADT) EJ679436 Signaling Student Retention with Prematriculation Data. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:22 CIJJUl2004

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No Academic Achievement Black Students Educational Experience Racial Differences Social Experience Student Personnel Workers White Students Flowers, Lamont A. Journal Articles Reports - Research White Colleges ISSN-1559-5455 English Study examined the extent to which racial differences existed in self-reported intellectual and social gains between African American and White college students at predominantly White institutions. Taking into account the influence of an array of intervening variables, African American and White students reported significantly different intellectual and social gains in college. Implications for student affairs professionals are discussed. (Contains 10 references and 2 tables.) (Author/ADT) EJ679437 Differences in Self-Reported Intellectual and Social Gains between African American and White College Students at Predominantly White Institutions: Implications for Student Affairs Professionals. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 2016-11-23

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No College Students Cultural Differences Diversity (Faculty) Foreign Students Postsecondary Education Racial Differences Sex Differences Student Attitudes Student Diversity Student Needs Bresciani, Marilee J. Journal Articles Reports - Research ISSN-1559-5455 English Study was conducted to better understand students' perceptions toward diversity within their institution. Students defined diversity broadly and five themes identifying students' needs in regards to diversity emerged. The themes included the students' need to be respected, the international students' need to not feel so isolated, and the need for students to not be gender stereotyped. (Contains 36 references.) (Author/ADT) EJ679438 An Understanding of Students' Perspectives toward Diversity at a Midwestern Health Professional School: A Phenomenological Study. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:23 CIJJUl2004

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No College Housing College Students Cultural Differences Dormitories Educational Environment Minority Groups Postsecondary Education Student Attitudes Johnson, Vanessa D. Journal Articles Reports - Research White Colleges ISSN-1559-5455 English Study suggests that residence hall students at a predominantly White university perceive the racial climate of residence halls differently depending on their cultural group. Statistical significances occurred between Whites and one or more of the cultural minority groups. There were no significant differences between any of the ethnic minority groups. (Contains 30 references and 5 tables.) (Author/ADT) EJ679439 Cultural Group Perceptions of Racial Climates in Residence Halls. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Alcohol Abuse College Students Educational Environment Fraternities Integrity Postsecondary Education Sexuality Sororities Student Subcultures Eberhardt, David Rice, N. Dewaine Smith, Lisa Journal Articles Reports - Research Risk Taking Behavior ISSN-1559-5455 English Examined differences in alcohol abuse, sexual behaviors, and academic integrity among Greek and non-Greek students, and compared differences between Greek men and women. Greek students experienced more alcohol-related problems and were more likely to fabricate sources, but were similar to non-Greek students in neglect of safe-sex behaviors. Provided partial support for considering institutional context when examining effects of student subcultures. (Contains 22 references.) (Author/ADT) EJ679440 Effects of Greek Membership on Academic Integrity, Alcohol Abuse, and Risky Sexual Behavior at a Small College. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Enrollment Evaluation Methods Group Membership Models Professional Associations Zuckerman, Robert A. Kretovics, Mark A. Journal Articles Reports - Research ISSN-1559-5455 English Article proposes a model that describes a process of acquiring and retaining new members in an established group or organization. The model also provides a means of analyzing the processes and "tools" employed to attract and inform nonmembers. Analysis of processes and tools can be used to optimize their effectiveness for the purposes of acquiring and retaining membership. (Contains 17 references, 2 tables, and 3 figures.) (Author/ADT) EJ679441 Member Acquisition and Retention Model. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:24 CIJJUl2004

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No College Students Counseling Counselors Help Seeking Literature Reviews Mental Health Postsecondary Education Kitzrow, Martha Anne Information Analyses Journal Articles ISSN-1559-5455 English Reviews literature on the changing mental health needs of today's college students and challenges posed by both the growing number of students with serious psychological problems on campus and the increased number of student seeking counseling. Implications for students, faculty, staff, and the institution are discussed along with strategies for responding to the surge in mental health needs on campuses. (Contains 39 references.) (Author/ADT) EJ679442 The Mental Health Needs of Today's College Students: Challenges and Recommendations. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:24 CIJJUl2004

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No College Environment Crime Law Enforcement Police Questionnaires School Security Student Behavior Janosik, Steven M. Gregory, Dennis E. Journal Articles Reports - Research ISSN-1559-5455 English Members of professional organization responded to questionnaire measuring the influence of "Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act" on campus law enforcement practices. Most believe the Act has improved crime reporting practices; some believe programs and services have been improved; most think the Act has done little to reduce campus crime or change student behavior. (Contains 16 references and 4 tables.) (Author/ADT) EJ679443 The Clery Act and Its Influence on Campus Law Enforcement Practices. NASPA Journal v41 n1 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:24 CIJJUl2004

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No Accountability Administrator Attitudes Elementary Secondary Education Portfolio Assessment Professional Development Program Development Teacher Attitudes Teacher Evaluation Time Tucker, Pamela D. Stronge, James H. Gareis, Christopher R. Beers, Carol S. Journal Articles Reports - Research Virginia Virginia ISSN-0013-161X English Multiyear study of a small school district in Virginia finds that portfolios enhance the accountability and professional development purposes of teacher evaluation. While finding portfolios to be fair and accurate measures of teacher performance, teachers and administrators expressed concern about the time required to develop them. (Contains 3 tables and 55 references.) (PKP) EJ679444 The Efficacy of Portfolios for Teacher Evaluation and Professional Development: Do They Make a Difference? Educational Administration Quarterly v39 n5 p572-602 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Accountability Administrator Behavior Elementary Secondary Education Equal Education Feedback Organizations (Groups) Teacher Expectations of Students Kelley, Carolyn J. Finnigan, Kara Journal Articles Reports - Research Organizational Analysis Hierarchical Linear Modeling ISSN-0013-161X English Examines factors affecting teacher expectancy through hierarchical linear modeling of data from two large-scale surveys of teachers working in schools with high-stakes accountability programs. Finds following significant predictors of teacher expectancy: Teacher perceptions of program fairness, student performance feedback, lack of goal conflict, and principal support. (Contains 8 tables and 60 references.) (Authors/PKP) EJ679445 The Effects of Organizational Context on Teacher Expectancy. Educational Administration Quarterly v39 n5 p603-34 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Cost Effectiveness Educational Change Elementary Schools Secondary Schools Underachievement Rice, Jennifer King Malen, Betty Journal Articles Reports - Research ISSN-0013-161X English Case study examines the human costs of the reconstitution of six low-performing schools. Analyzes task costs, social costs, and psychological costs. Draws empirical and theoretical implications for research on the human costs of educational reform. (Contains 46 references.) (PKP) EJ679446 The Human Costs of Education Reform: The Case of School Reconstitution. Educational Administration Quarterly v39 n5 p635-66 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:25 CIJJUl2004

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No Boards of Education Elementary Secondary Education Governance Occupational Mobility Politics of Education Superintendents Alsbury, Thomas L. Journal Articles Reports - Research Dissatisfaction Theory ISSN-0013-161X English Explores potential links between school board member and superintendent turnover. Qualitative and quantitative data from 176 school districts in a Northwest state support use of Dissatisfaction Theory as a useful tool in describing the political sequence of events in local school governance and establish the necessity of distinguishing between political versus apolitical school board member turnover. (Contains 2 tables and 44 references.) (Author/PKP) EJ679447 Superintendent and School Board Member Turnover: Political versus Apolitical Turnover as a Critical Variable in the Application of the Dissatisfaction Theory. Educational Administration Quarterly v39 n5 p667-98 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Elementary School Students History Knowledge Level Secondary School Students Student Surveys Paxton, Richard J. Journal Articles Opinion Papers ISSN-0031-7217 English Argues that notwithstanding recent survey findings to the contrary, knowledge of history among today's elementary and secondary school students is no less---and probably more--than that of previous generations. Compares results of earlier history surveys to support argument. (Contains 28 references.)(PKP) EJ679448 Don't Know Much about History--Never Did. Phi Delta Kappan v85 n4 p264-73 Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:02:26 CIJJUl2004

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No Moral Values Primary Education Racial Attitudes Teacher Behavior Polite, Lillian Saenger, Elizabeth Baird Journal Articles Opinion Papers Silence ISSN-0031-7217 English Argues that teachers must break the pervasive communities of silence about race in primary school classrooms and thus become moral communities. Includes list of books teachers can read aloud with children to stimulate classroom discussions of race. Also includes selected list of references for teachers. (PKP) EJ679449 A Pernicious Silence: Confronting Race in the Elementary Classroom. Phi Delta Kappan v85 n4 p274-78 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Elementary Secondary Education Racial Attitudes Racial Identification Racial Relations White Students Lewis-Charp, Heather Journal Articles Reports - Research ISSN-0031-7217 English Two-year, quantitative/qualitative study of white students' perspectives on race in multiracial schools finds increased awareness of race and racial identity compared with students in homogeneous schools. But also finds that white students in multiracial schools have few positive forums to explore their racial identities. Draws three implications for practice. (Contains 14 references.) (PKP) EJ679450 Breaking the Silence: White Students' Perspective on Race in Multiracial Schools. Phi Delta Kappan v85 n4 p279-85 Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:02:26 CIJJUl2004

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No Compensatory Education Elementary Secondary Education Mathematics Achievement Preschool Education Reading Achievement Neuman, Susan B. Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0031-7217 English Argues that for schools to reach the No Child Left Behind Act requirement that all children reach proficiency in reading and mathematics by 2014, a major effort must be made to develop and implement high-quality compensatory prekindergarten programs. The major features of these programs include sufficient time, precise targeting, thoughtful focus, and accountability. (Contains 14 references.)(PKP) EJ679451 From Rhetoric to Reality: The Case for High-Quality Compensatory Prekindergarten Programs. Phi Delta Kappan v85 n4 p286-91 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No College Instruction Cooperating Teachers Elementary Secondary Education Teacher Education Teaching Methods Theory Practice Relationship Universities Morrison, Kathryn L. Marshall, Carol Sue Journal Articles Reports - Research Learner Centered Instruction Texas Texas ISSN-0031-7217 English Explores disconnect between learner-centered teaching practices taught in Texas university teacher education courses and the teaching methods used by the teachers responsible for mentoring student teachers. Offers short- and long-term solutions for bridging the gap between theory and practice. (Contains 12 references.) (PKP) EJ679452 Universities and Public Schools: Are We Disconnected? Phi Delta Kappan v85 n4 p292-97 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Accountability Elementary Secondary Education English (Second Language) Grade Repetition Graduation Requirements High Stakes Tests Remedial Instruction Special Needs Students State Standards Starratt, Robert J. Journal Articles Opinion Papers Opportunity to Learn ISSN-0031-7217 English Argues that state accountability systems that require students to pass high-stakes tests or face retention, mandatory remediation, or denial of diploma fail to provide students with adequate opportunities to learn. Provides hypothetical examples of flawed logic of test-driven student learning opportunities. Discusses test-taking problems for English learners and special-needs students. Explores shortcoming in remediation systems. (PKP) EJ679453 Opportunity To Learn and the Accountability Agenda. Phi Delta Kappan v85 n4 p298-303 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Innovation Elementary Secondary Education Program Evaluation School Culture Goldberg, Mark Journal Articles Reports - Descriptive What Works ISSN-0031-7217 English Provides a set of seven practical guidelines for determining whether a new educational program will work in a particular school or school district. For example, the program has been carefully investigated to make certain it fits the needs and culture of the school. (PKP) EJ679454 Everything Works. Phi Delta Kappan v85 n4 p304-06 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Practices Elementary Secondary Education Teacher Effectiveness Teacher Responsibility Olson, David L. Journal Articles Opinion Papers What Works ISSN-0031-7217 English Argues that teachers should spend their time on finding and sharing their passion for teaching rather than on looking for something practical that works in the classroom. (PKP) EJ679455 Principles, Impracticality, and Passion. Phi Delta Kappan v85 n4 p307-09 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Cooperative Learning Elementary Secondary Education Problem Solving Student Centered Curriculum Teaching Methods Booth, Margaret Zoller Booth, Grace Marie Journal Articles Opinion Papers ISSN-0031-7217 English A mother and daughter share their insights on what American schools can learn about cooperative, student-centered, problem-solving approaches to instruction from the Hogwarts School of Witchcraft and Wizardry in the Harry Potter books. (Contains 11 references.) (PKP) EJ679456 What American Schools Can Learn from Hogwarts School of Witchcraft and Wizardry. Phi Delta Kappan v85 n4 p310-15 Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:02:28 CIJJUl2004

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No Elementary Secondary Education Professional Development Program Implementation Standards Student Evaluation Technological Literacy Technology Education Dugger, William E., Jr. Meade, Shelli D. Delany, Lisa Nichols, Crystal Journal Articles Reports - Descriptive International Technology Education Association ISSN-0031-7217 English Discusses contents of new publication released by the International Technology Education Association: "Advancing Excellence in Technology Literacy: Student Assessment, Professional Development, and Program Standards," intended to provide the means for implementing technology standards published in 2000 ("Standards for Technology Literacy") in K-12 classrooms. (PKP) EJ679457 Advancing Excellence in Technological Literacy. Phi Delta Kappan v85 n4 p316-20 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Academic Achievement Community Involvement Community Organizations Community Programs Disadvantaged Youth Elementary School Students Homeless People Secondary School Students Vissing, Yvonne Journal Articles Reports - Descriptive ISSN-0031-7217 English Describes the Yellow School Bus Project, a community program jointly sponsored by religious, civic, fraternal, business, and nonprofit organizations in Durham, New Hampshire, to provide homeless children with supplies and clothes to help them succeed in school. (PKP) EJ679458 The Yellow School Bus Project: Helping Homeless Students Get Ready for School. Phi Delta Kappan v85 n4 p321-23 Dec 2003 2003-00-00 N/A 2004 7/11/2004 12:02:28 CIJJUl2004

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No Academic Achievement At Risk Persons Delinquency Elementary School Students Secondary School Students Vision Vision Tests Gould, Marge Christensen Gould, Herman Journal Articles Reports - Descriptive Eyeglasses ISSN-0031-7217 English Describes undetected and uncorrected vision problems for children in poverty associated with juvenile delinquency and poor academic performance. Discusses success of a project offering vision screening and free glasses for at-risk students in Tucson, Arizona. (PKP) EJ679459 A Clear Vision for Equity and Opportunity. Phi Delta Kappan v85 n4 p324-28 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Case Studies Comparative Analysis Elementary Secondary Education Foreign Countries Parent Influence Track System (Education) Bracey, Gerald W. Journal Articles Reports - Descriptive Germany Japan Third International Mathematics and Science Study Curriculum Differentiation Germany Japan Trends in International Mathematics and Science Study ISSN-0031-7217 English Describes five types of curriculum differentiation identified in tracking research based on analysis of case study databases of the Third International Mathematics and Science Study. Case studies include interviews with educators, parents, and students in Germany, Japan, and the United States. Compares parental influence on student tracking decisions. (PKP) EJ679460 Tracking, by Accident and by Design. Phi Delta Kappan v85 n4 p332-33 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Court Litigation Discipline Policy Expulsion High School Students Juvenile Courts State Courts State Legislation Student Problems Student Rights Zirkel, Perry A. Journal Articles Legal/Legislative/Regulatory Materials Minnesota Restitution Appellate Courts Bomb Threats Minnesota ISSN-0031-7217 English Analyzes complex Minnesota case wherein the state intermediate, appellate court upheld (2-1) juvenile court's order that a high school student expelled for making a bomb threat pay the district's tutoring costs and attorney's fees. (PKP) EJ679461 Restitution: Another Two-Way Street in School Cases? Phi Delta Kappan v85 n4 p334-35 Dec 2003 2003-00-00 N/A 2004 2016-11-21

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No Budgeting Cost Effectiveness Educational Finance Elementary Secondary Education Financial Audits Financial Problems Fiscal Capacity Public Schools School District Spending Fullerton, Jon Journal Articles Opinion Papers Reports - Evaluative ISSN-1539-9664 English Examines the politics of school budgeting. School managers operate with primitive accounting systems that can mask financial problems for years and are trapped by state, federal, and union mandates. Reforms include allowing districts flexibility to reallocate money; demanding both instructional leadership and financial expertise from superintendents; and developing multiyear financial contingency plans. (MLF) EJ679462 Mounting Debt. Education Next v4 n1 p11-19 Win 2004 2004-00-00 T 2004 7/11/2004 12:02:30 CIJJUl2004

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No Budgeting Central Office Administrators Cost Effectiveness Decentralization Elementary Secondary Education Money Management Public Schools Resource Allocation School Based Management School District Spending Ouchi, William G. Journal Articles Opinion Papers Reports - Evaluative ISSN-1539-9664 English Argues that school systems are so centralized that they waste money on bureaucratic operations and lack the capacity to respond rapidly to changing circumstances. A study of nine school systems that vary dramatically in their degree of decentralization demonstrates that true decentralization yields benefits in both efficiency and performance. (MLF) EJ679463 Academic Freedom. Education Next v4 n1 p21-25 Win 2004 2004-00-00 T 2004 7/11/2004 12:02:30 CIJJUl2004

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No Achievement Gains Disadvantaged Youth Educational History Equal Education Federal Programs Politics of Education Preschool Education Program Evaluation Haskins, Ron Journal Articles Opinion Papers Academic Skills Project Head Start ISSN-1539-9664 English Despite Head Start's long history and ever-expanding budget, the achievement gap between advantaged and disadvantaged, between white and minority, is still substantial. Proposes keeping Head Start but letting a few states have more control of funds, carefully studying their subsequent reforms, and then determining future policy based on solid evidence. (MLF) EJ679464 Competing Visions. Education Next v4 n1 p26-33 Win 2004 2004-00-00 T 2004 2016-11-21

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No Educational History Educational Innovation Elementary Secondary Education Federal Aid Public Schools Ravitch, Diane Journal Articles Opinion Papers Department of Education ISSN-1539-9664 English The onetime head of the U.S. Department of Education's research and development efforts challenges the department's new Office of Innovation and Improvement to support well-designed, promising improvements in American educational practice without frittering away federal funds on one-shot hot ideas and hucksters. (MLF) EJ679465 Recycling Reforms. Education Next v4 n1 p34-40 Win 2004 2004-00-00 T 2004 2016-11-21

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No Autism Disabilities Educational History Elementary Secondary Education Inclusive Schools Individualized Education Programs Mainstreaming Paraprofessional Personnel Public Schools Regular and Special Education Relationship Dybvik, Ann Christy Journal Articles Opinion Papers Reports - Evaluative Individuals with Disabilities Education Act No Child Left Behind Act 2001 Individuals with Disabilities Education Act No Child Left Behind Act 2001 ISSN-1539-9664 English Traces an autistic boy's steps through the school day and examines the impact of the federal inclusion mandate on children with disabilities. States that the first step toward implementing inclusion properly is to improve the training of teachers, and that the goals and effectiveness of inclusion must be determined by each child's individual education plan. (MLF) EJ679466 Autism and the Inclusion Mandate. Education Next v4 n1 p42-49 Win 2004 2004-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Professional Autonomy Public Schools Teacher Employment Teacher Salaries Unions Work Environment Work Ethic Doyle, Denis P. Journal Articles Opinion Papers Professionalism ISSN-1539-9664 English For today's public school teachers, unlike most professionals, years employed rather than performance determines where they work, how much they are paid, and whether they can be fired. To achieve professionalism teachers will need to jettison the tactics of industrial-style unionism in favor of organizations more like the medieval guilds. (MLF) EJ679467 The Knowledge Guild. Education Next v4 n1 p50-55 Win 2004 2004-00-00 Practitioners Teachers T 2004 2016-11-21

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No Collegiality Educational Philosophy Elementary Secondary Education Humanistic Education Nontraditional Education Public Schools School Choice School Culture Values Ferrero, David J. Journal Articles Opinion Papers Professionalism ISSN-1539-9664 English Traditionalists and progressives coexist warily in today's public schools, creating fragmented institutions with no common ethos. Letting teachers start their own schools may bring an end to the pedagogical holy wars. (Author) EJ679468 Why Choice Is Good for Teachers. Education Next v4 n1 p56-61 Win 2004 2004-00-00 Practitioners Teachers T 2004 2016-11-21

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No Academic Achievement Accountability Exit Examinations High Schools High Stakes Tests Higher Education Scholarships State Standards Student Motivation Test Results Bishop, John H. Journal Articles Opinion Papers Reports - Evaluative Michigan Merit Scholarship Program ISSN-1539-9664 English Highlights a promising innovation, Michigan's college scholarship program for students who perform well on state tests. The scholarships are based on students' performance on an external exam that reflects the state's recommended curriculum. Georgia also has the merit-based Hope scholarship program. (MLF) EJ679469 Money and Motivation. Education Next v4 n1 p62-67 Win 2004 2004-00-00 T 2004 2016-11-21

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No Accountability Audits (Verification) Cheating Elementary Education High Stakes Tests Public Schools School Personnel Scores Statistical Analysis Jacob, Brian A. Levitt, Steven D. Journal Articles Opinion Papers Reports - Research No Child Left Behind Act 2001 Chicago Public Schools IL No Child Left Behind Act 2001 ISSN-1539-9664 English Describes the results of a 3-year investigation into cheating by school personnel in Chicago and the design of a technique that will help to bring the problem under better control. The goals of the research were to measure the prevalence of cheating by teachers and administrators and to analyze the factors that predict cheating. (MLF) EJ679470 To Catch a Cheat. Education Next v4 n1 p68-75 Win 2004 2004-00-00 T 2004 2016-11-21

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No Academic Achievement Databases Educationally Disadvantaged Elementary Education Labor Turnover Minority Groups Occupational Mobility Public Schools Student Characteristics Teacher Employment Teacher Persistence Teacher Salaries Work Environment Hanushek, Eric A. Kain, John F. Rivkin, Steven G. Journal Articles Reports - Research Texas Texas ISSN-1539-9664 English Research reveals that teachers' working conditions are more likely to determine whether they stay at a school--or even in the profession--than are their salaries. Results suggest that policymakers ought to consider selective pay increases, preferably keyed to quality, for work in inner-city schools, together with efforts to improve the working conditions in these schools. (MLF) EJ679471 The Revolving Door. Education Next v4 n1 p76-82 Win 2004 2004-00-00 T 2004 2016-11-21 ED547106

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No Academic Achievement Ancillary School Services Educational Environment Learning Disabilities Postsecondary Education Self Concept Self Determination Student Personnel Services Field, Sharon Sarver, Mary D. Shaw, Stan F. Information Analyses Journal Articles ISSN-0741-9325 English A summary of research showing that grade point averages of postsecondary students with learning disabilities are correlated with perceived levels of self-determination is followed by discussion of characteristics of postsecondary environments that support self-determination, such as self-determined role models, self-determination skill instruction, opportunities for choice, positive communication patterns and relationships, availability of supports, and universal design for instruction. (Contains references.) (Author/DB) EJ679472 Self-Determination: A Key to Success in Postsecondary Education for Students with Learning Disabilities. Remedial and Special Education v24 n6 p339-49 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:32 CIJJUl2004 Special Issue: Adults with Learning Disabilities.

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No Adults Civil Rights Legislation Compliance (Legal) Employee Attitudes Employees Learning Disabilities Self Disclosure (Individuals) Work Environment Price, Lynda Gerber, Paul J. Mulligan, Robert Journal Articles Reports - Research Americans with Disabilities Act 1990 Americans with Disabilities Act 1990 ISSN-0741-9325 English Twenty-five adults with learning disabilities were queried to examine their employment experiences at job entry and in job advancement vis-a-vis the Americans with Disabilities Act (ADA). Results suggest that Title 1 of the ADA is underutilized by individuals with learning disabilities in the workplace. Self-disclosure about disability was rare and reasonable accommodations were infrequently used. (Contains references.) (Author/DB) EJ679473 The Americans with Disabilities Act and Adults with Learning Disabilities a Employees: The Realities of the Workplace. Remedial and Special Education v24 n6 p350-58 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Agency Cooperation Ancillary School Services Community Services Education Work Relationship Learning Disabilities Postsecondary Education School Community Relationship Secondary Education Student Personnel Services Transitional Programs Mellard, Daryl F. Lancaster, Paula E. Guides - Non-Classroom Journal Articles ISSN-0741-9325 English To address the difficult problem of transition from school to adult community services for students with learning disabilities (LD), this article provides information on available community agencies, the resources they offer, and ways school personnel might work with these agencies in an effort to enhance successful transitions for individuals with LD. (Contains references.) (Author/DB) EJ679474 Incorporating Adult Community Services in Students' Transition Planning. Remedial and Special Education v24 n6 p359-68 Nov-Dec 2003 2003-00-00 Practitioners T 2004 7/11/2004 12:02:33 CIJJUl2004 Special Issue: Adults with Learning Disabilities.

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No Higher Education Learning Disabilities Postsecondary Education Program Development Teaching Models Universal Design for Learning Scott, Sally S. McGuire, Joan M. Shaw, Stan F. Journal Articles Opinion Papers ISSN-0741-9325 English Universal design for instruction is presented as a new paradigm for approaching equal educational access for college students with learning disabilities. Topics covered include changing student demographics, instructional challenges, the universal design concept, universal design in educational settings, and applying universal design to college instruction. (Contains references.) (Author/DB) EJ679475 Universal Design for Instruction: A New Paradigm for Adult Instruction in Postsecondary Education. Remedial and Special Education v24 n6 p369-79 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:33 CIJJUl2004 Special Issue: Adults with Learning Disabilities.

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No Behavior Disorders Child Development Drug Therapy Early Identification Elementary Secondary Education Emotional Disturbances Multiple Disabilities Pharmacology Prevention Psychopathology Forness, Steven R. Journal Articles Opinion Papers ISSN-0748-8491 English The author urges the field of education for children with emotional or behavioral disorders to address three critical areas: (1) developmental psychopathology (to improve early identification and prevention); (2) psychiatric comorbidity (e.g., disruptive disorders present with depression or anxiety disorder); and (3) psychopharmacology (especially when added to behavioral treatment. (Contains references.) (DB) EJ679476 Parting Reflections on Education of Children with Emotional or Behavioral Disorders. Education and Treatment of Children v26 n4 p320-24 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:33 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Disabilities Educational History Educational Trends Elementary Secondary Education Public Policy Social Attitudes Special Education Trend Analysis Kauffman, James M. Journal Articles Opinion Papers ISSN-0748-8491 English Reflections on the field of special education offer six ideas: (1) the value of science; (2) the continuing value of separate and special education for some students; (3) the continuing importance of prevention; (4) the importance of academic instruction; (5) the importance of social justice for the poor; and (6) a renewed emphasis on human commonalities rather than differences. (Contains references.) (DB) EJ679477 Reflections on the Field. Education and Treatment of Children v26 n4 p325-29 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:34 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Disorders Disabilities Educational Trends Elementary Secondary Education Emotional Disturbances Instructional Effectiveness Interdisciplinary Approach Needs Assessment Prevention Special Education Teaching Methods Nelson, C. Michael Journal Articles Opinion Papers ISSN-0748-8491 English Reflections on the field of special education include observations, such as a looming crisis for students with emotional/behavioral disorders and future challenges. Associated suggestions include: (1) make prevention appealing; (2) work toward more interdisciplinary collaboration; and (3) advocate for research supported methodologies. (Contains references.) (DB) EJ679478 Through a Glass Darkly: Reflections on Our Field and Its Future. Education and Treatment of Children v26 n4 p330-36 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:34 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Disorders Educational Trends Elementary Secondary Education Emotional Disturbances Research and Development Research Needs Special Education Special Education Teachers Teacher Education Theory Practice Relationship Polsgrove, Lewis Journal Articles Opinion Papers ISSN-0748-8491 English Reflections on the field of special education find a continuing gap between research and practice, especially in serving students with emotional and/or behavioral disorders. It urges increasing public awareness of the reality of emotional and behavioral disorders, improving special education teacher training and establishing professional standards, and mounting a focused research agenda. (Contains references.) (DB) EJ679479 Reflections on the Past and Future. Education and Treatment of Children v26 n4 p337-44 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:34 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Disorders Educational Practices Elementary Secondary Education Emotional Disturbances Instructional Effectiveness Knowledge Base for Teaching Research and Development Research Utilization Teacher Education Theory Practice Relationship Cook, Brian G. Landrum, Timothy J. Tankersley, Melody Kauffman, James M. Journal Articles Opinion Papers ISSN-0748-8491 English This paper examines the role of effective practices in making education "special" for students with emotional and/or behavior disorders and discusses barriers and potential solutions for translating research into practice. These include accessibility of the literature base, teacher training and the role of teacher educators, support to implement effective practices, and post-modernism and the equivalence of knowledge claims. (Contains references.) (Author/DB) EJ679480 Bringing Research To Bear on Practice: Effecting Evidence-Based Instruction for Students with Emotional or Behavioral Disorders. Education and Treatment of Children v26 n4 p345-61 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:35 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Disorders Early Childhood Education Early Intervention Educational Practices Emotional Disturbances Literature Reviews Outcomes of Treatment Research Methodology Research Needs Young Children Hester, Peggy P. Baltodano, Heather M. Gable, Robert A. Tonelson, Stephen W. Information Analyses Journal Articles ISSN-0748-8491 English This paper reviews the research concerning critical elements of early intervention with children at risk for emotional/behavioral disorders. It examines: (1) literature search procedures and criteria; (2) conduct of the intervention including participant characteristics, types of interventions, types of measures, age of onset, and length of intervention; and (3) some recommendations for future research. (Contains references.) (Author/DB) EJ679481 Early Intervention with Children at Risk of Emotional/Behavioral Disorders: A Critical Examination of Research Methodology and Practices. Education and Treatment of Children v26 n4 p362-81 Nov 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:35 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Rating Scales Cultural Differences Doctoral Dissertations Elementary Secondary Education Emotional Disturbances Research Methodology Statistical Analysis Test Reliability Wilder, Lynn K. Sudweeks, Richard R. Journal Articles Reports - Research Behavior Assessment System for Children Behavior Assessment System for Children ISSN-0748-8491 English This study describes and documents reliability reporting practices in dissertation studies that have used the "Behavior Assessment System for Children" (BASC). Only 9 of 106 studies examined reported reliability for subpopulations. The lack of reliability score estimates has implications for use of the BASC to identify culturally diverse students with emotional disorders. (Contains references.) (Author/DB) EJ679482 Reliability of Rating Scales across Studies of the BASC. Education and Treatment of Children v26 n4 p382-99 Nov 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Behavior Disorders Behavior Patterns Classroom Observation Techniques Elementary Education Emotional Disturbances Recordkeeping Sampling Time on Task Validity Gunter, Philip L. Venn, Martha L. Patrick, Jennifer Miller, Kerrie A. Kelly, Lois Journal Articles Reports - Research Time Sampling ISSN-0748-8491 English Momentary time samples (MTS) of 2, 4, and 6 minutes were compared to continuous recording samples of on-task behavior for three elementary-aged students with emotional/behavioral orders (EBD). Results indicated that the 2-minute, but not the 4- or 6-minute, interval MTS were consistent with the continuous measure. Implications for research and classroom use of MTS are drawn. (Contains references.) (Author/DB) EJ679483 Efficacy of Using Momentary Time Samples To Determine On-Task Behavior of Students with Emotional/Behavioral Disorders. Education and Treatment of Children v26 n4 p400-12 Nov 2003 2003-00-00 Researchers T 2004 2016-11-23

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No Academic Achievement Age Differences Assertiveness Basic Skills Cooperation Disabilities Elementary Secondary Education Interpersonal Competence Regular Education Teachers Self Control Special Education Teachers Student Characteristics Success Teacher Attitudes Lane, Kathleen Lynn Pierson, Melinda R. Givner, Christine C. Journal Articles Reports - Research ISSN-0748-8491 English Teachers (n=366 and grades K-12) rated 30 social skills for their importance to school success. Results suggest that all teachers viewed cooperation and self-control skills as more important than assertion skills. Middle school teachers had the most homogeneous expectations. General education teachers viewed assertion and cooperation skills as more important than did special education teachers. (Contains references.) (Author/DB) EJ679484 Teacher Expectations of Student Behavior: Which Skills Do Elementary and Secondary Teachers Deem Necessary for Success in the Classroom? Education and Treatment of Children v26 n4 p413-30 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:36 CIJJUl2004 Special Issue: Severe Behavior Disorders of Children and Youth.

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No Behavior Change Behavior Problems Elementary Secondary Education High Risk Students Instructional Effectiveness Intervention Program Effectiveness Reading Achievement Reading Difficulties Lane, Kathleen Lynne Menzies, Holly Mariah Journal Articles Reports - Evaluative ISSN-0748-8491 English This study evaluated a multi-level intervention with primary and secondary levels of support with 210 at-risk students. Findings suggest that a multi-level intervention program containing literacy and behavioral components can improve reading achievement of students, regardless of level of risk. However, statistically significant changes on behavioral measures and overall risk status were not obtained. (Contains references.) (Author/DB) EJ679485 A School-Wide Intervention with Primary and Secondary Levels of Support for Elementary Students: Outcomes and Considerations. Education and Treatment of Children v26 n4 p431-51 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:36 CIJJUl2004

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No Access to Education Charter Schools Compliance (Legal) Disabilities Elementary Secondary Education Equal Education School Choice Special Education Estes, Mary Bailey Journal Articles Reports - Evaluative Texas Texas ISSN-0748-8491 English This study of Texas' charter schools examined whether these schools are complying with federal law concerning the education of students with disabilities. Examination of state records and interviews with charter school administrators raised serious questions about whether children and adolescents with special needs have equal access to quality, comprehensive, and effective special education programming within the school choice setting. (Contains references.) (DB) EJ679486 Charting the Course of Special Education in Texas' Charter Schools. Education and Treatment of Children v26 n4 p452-66 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Delinquency Evaluation Methods Longitudinal Studies Predictor Variables Recidivism Secondary Education Sex Differences Sharkey, Jill D. Furlong, Michael J. Jimerson, Shane R. O'Brien, Kathryn M. Journal Articles Reports - Research Criminal Justice ISSN-0748-8491 English This longitudinal study examined risk assessment dimensions and practices used by the Orange County (California) Juvenile Probation Office to identify youth most at risk of re-offending. Results indicated that the risk assessment was not equally predictive for females and males. The use of gender specific norms or gender neutral assessments and analytical techniques for examining assessment practices are discussed. (Contains references.) (Author/DB) EJ679487 Evaluating the Utility of a Risk Assessment To Predict Recidivism among Male and Female Adolescents. Education and Treatment of Children v26 n4 p467-94 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Techniques Elementary Education Grade 2 Learning Disabilities Teaching Methods Writing Difficulties Writing Instruction Writing Strategies Harris, Karen R. Graham, Steve Mason, Linda H. Guides - Non-Classroom Journal Articles Self Regulated Strategy Development ISSN-0015-511X English This article discusses the Self-Regulated Strategy Development (SRSD) approach to teach writing skills to students with learning disabilities. It examines how SRSD is implemented in the classroom, how teachers can plan for and evaluate SRSD, the research evidence supporting SRSD, and the method's six stages. An example in a second grade classroom illustrates the SRSD approach. (Contains references.) (DB) EJ679488 Self-Regulated Strategy Development in the Classroom: Part of a Balanced Approach to Writing Instruction for Students with Disabilities. Focus on Exceptional Children v35 n7 p1-16 Mar 2003 2003-00-00 Teachers Practitioners T 2004 2016-11-21

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No Effect Size Elementary Secondary Education Learning Disabilities Research Methodology Research Utilization Statistical Analysis Statistical Significance Ives, Bob Information Analyses Journal Articles Reports - Evaluative ISSN-0022-2194 English This paper reviews criticism on misinterpretation and overuse of significance testing in the social sciences and examines use of effect size measures to enhance interpretation of significance testing. Review of typical effect size measures and their application is followed by analysis of use of effect size measures in studies reported over 10 years in three journals on learning disabilities. (Contains references.) (Author/DB) EJ679489 Effect Size Use in Studies of Learning Disabilities. Journal of Learning Disabilities v36 n6 p490-504 Nov-Dec 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:37 CIJJUl2004

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No Auditory Perception Cognitive Ability Cognitive Processes Disability Identification Dyslexia Elementary Education Factor Analysis Memory Middle Schools Reading Achievement Reading Difficulties Research Utilization Theory Practice Relationship Visual Perception Bell, Sherry Mee McCallum, R. Steve Cox, Elizabeth A. Journal Articles Reports - Research ISSN-0022-2194 English Elementary and middle school children (n=105) completed measures of reading achievement and cognitive abilities. Factor analysis produced three empirically and theoretically derived factors, auditory processing, visual processing/speed, and memory. Together the three factors combined predicted 61 to 85% of the variance associated with different reading achievement areas. The auditory processing factor was the strongest predictor. (Contains references.) (Author/DB) EJ679490 Toward a Research-Based Assessment of Dyslexia: Using Cognitive Measures To Identify Reading Disabilities. Journal of Learning Disabilities v36 n6 p505-16 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:37 CIJJUl2004

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No Attention Control Attention Deficit Disorders Children Cognitive Processes Elementary Secondary Education Visual Perception Shalev, Lilach Tsal, Yehoshua Journal Articles Reports - Research ISSN-0022-2194 English This study assessed visual selective attention in children with attention difficulties compared to typically achieving children using the flanker task and the feature and conjunction visual search task. Results suggest that children with attention difficulties have a characteristic inability to restrict visual attention to a limited spatial area and selectively process relevant information while effectively ignoring distracting information. (Contains references.) (Author/DB) EJ679491 The Wide Attentional Window: A Major Deficit of Children with Attention Difficulties. Journal of Learning Disabilities v36 n6 p517-27 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:38 CIJJUl2004

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No Developmental Disabilities Elementary Secondary Education Learning Disabilities Multiple Disabilities Perceptual Motor Coordination Perceptual Motor Learning Jongmans, Marian J. Smits-Engelsman, Bouwien C. M. Schoemaker, Marina M. Journal Articles Reports - Research Developmental Coordination Disorder ISSN-0022-2194 English This study examined consequences of the comorbidity of developmental coordination disorder (DCD) and learning disability (LD) for the severity and pattern of perceptual-motor dysfunction. Compared to children with only DCD, those with DCD and LD had poorer perceptual-motor ability, with particular difficulty performing manual dexterity and balance tasks. Results suggest these children show a distinctive pattern of perceptual-motor dysfunction. (Contains references.) (Author/DB) EJ679492 Consequences of Comorbidity of Developmental Coordination Disorders and Learning Disabilities for Severity and Pattern of Perceptual-Motor Dysfunction. Journal of Learning Disabilities v36 n6 p528-37 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Adult Education Adults Cognitive Processes Dyslexia Followup Studies Listening Comprehension Memory Reading Difficulties Vocabulary Ransby, Marilyn J. Swanson, H. Lee Journal Articles Reports - Research ISSN-0022-2194 English Adults (ages 17-23) with childhood developmental dyslexia (CD) completed measures of phonological processing, naming speed, working memory, general knowledge, vocabulary and comprehension. Subjects scored lower than chronological age-matched adults, but were similar to reading-level matched children on most processing measures. Results suggest adults with CD experience difficulties in working memory, listening comprehension, and vocabulary that are independent of their reading skills. (Contains references.) (Author/DB) EJ679493 Reading Comprehension Skills of Young Adults with Childhood Diagnoses of Dyslexia. Journal of Learning Disabilities v36 n6 p538-55 Nov-Dec 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:38 CIJJUl2004

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No Attention Control Computer Assisted Instruction Grade 6 Individual Instruction Intermediate Grades Outcomes of Treatment Reading Comprehension Reading Difficulties Reading Improvement Visual Perception Solan, Harold A. Shelley-Tremblay, John Ficarra, Anthony Silverman, Michael Larson, Steven Journal Articles Reports - Research ISSN-0022-2194 English This study quantified the influence of visual attention therapy on the reading comprehension of 30 6th-grade children with moderate reading disabilities (RD). Experimental subjects received 12 one-hour sessions of individually monitored, computer-based attention therapy programs. After 12 weeks, the experimental subjects, but not the controls, showed significant improvement in attention and reading comprehension scores. (Contains references.) (Author/DB) EJ679494 Effect of Attention Therapy on Reading Comprehension. Journal of Learning Disabilities v36 n6 p556-63 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:38 CIJJUl2004

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No Computation Dyscalculia Elementary Education Learning Disabilities Mathematics Achievement Mathematics Instruction Number Concepts Numeracy Teaching Methods Kaufmann, Liane Handl, Pia Thony, Brigitte Journal Articles Reports - Research ISSN-0022-2194 English In this study, six elementary grade children with developmental dyscalculia were trained individually and in small group settings with a one-semester program stressing basic numerical knowledge and conceptual knowledge. All the children showed considerable and partly significant performance increases on all calculation components. Results suggest the value of explicit teaching of numerical domains often neglected in school mathematics. (Contains references.) (DB) EJ679495 Evaluation of a Numeracy Intervention Program Focusing on Basic Numerical Knowledge and Conceptual Knowledge: A Pilot Study. Journal of Learning Disabilities v36 n6 p564-73 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:39 CIJJUl2004

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No Attention Control Cognitive Processes Elementary Secondary Education Foreign Countries Learning Disabilities Learning Problems Mathematical Aptitude Mathematics Metacognition Models Sequential Learning Kroesbergen, Evelyn H. Van Luit, Johannes E. H. Naglieri, Jack A. Journal Articles Reports - Research Netherlands PASS Model (Luria) Netherlands ISSN-0022-2194 English This study examined relationships between mathematical learning difficulties (MLD) and the planning, attention, simultaneous, successive (PASS) theory of cognitive processing. PASS processes were assessed in 267 Dutch students with MLD. Results indicated students with MLD performed lower than peers on all "Cognitive Assessment System" scales. Distinct PASS profiles were related to specific mathematical learning difficulties. (Contains references.) (Author/DB) EJ679496 Mathematical Learning Difficulties and PASS Cognitive Processes. Journal of Learning Disabilities v36 n6 p574-82 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Health Education Home Instruction Intervention Mental Retardation Parent Education Parents with Disabilities Program Effectiveness Safety Education Young Children Llewellyn, Gwynnyth McConnell, David Honey, Anne Mayes, Rachel Russo, Domenica Journal Articles Reports - Evaluative ISSN-0891-4222 English This study evaluated a home-based intervention for parents with intellectual disability to promote child health and home safety in the preschool years. The intervention improved parents' ability to recognize home dangers and to handle emergencies, increased their knowledge about illness and medicines, and increased the number of safety precautions parents implemented. All gains were maintained at 3 months' post-intervention. (Contains references.) (Author/DB) EJ679497 Promoting Health and Home Safety for Children of Parents with Intellectual Disability: A Randomized Controlled Trial. Research in Developmental Disabilities v24 n6 p405-31 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:39 CIJJUl2004

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No Behavior Patterns Behavior Problems Evaluation Methods Multiple Disabilities Reinforcement Severe Disabilities Tang, Jung-Chang Patterson, Tina G. Kennedy, Craig H. Journal Articles Reports - Research Stereotypy (Psychology) ISSN-0891-4222 English Four experiments with six students with multiple profound disabilities examined the function of behavioral stereotypies and sensory modalities maintaining them. Findings are discussed in terms of the sensory and social reinforcers that maintain stereotypy, assessment procedures used to identify reinforcers, and the interpretation of assessment results. (Contains references.) (Author/DB) EJ679498 Identifying Specific Sensory Modalities Maintaining the Stereotypy of Students with Multiple Profound Disabilities. Research in Developmental Disabilities v24 n6 p433-51 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Autism Behavior Modification Case Studies Interaction Process Analysis Interpersonal Competence Reinforcement Secondary Education McDonald, Mary E. Hemmes, Nancy S. Journal Articles Reports - Research ISSN-0891-4222 English Level of spontaneous social initiating by three adult caregivers toward a youth with autism was studied during a program to increase the youth's level of social initiating. The youth's social initiations toward each adult were systematically reinforced. Frequency of spontaneous initiating toward the youth increased for each adult as the youth's frequency of initiating toward that adult increased. (Contains references.) (Author/DB) EJ679499 Increases in Social Initiation toward an Adolescent with Autism: Reciprocity Effects. Research in Developmental Disabilities v24 n6 p453-65 Nov-Dec 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:40 CIJJUl2004

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No Adapted Physical Education Exercise Multiple Disabilities Physical Activities Physical Fitness Positive Reinforcement Student Attitudes Young Adults Lancioni, Giulio E. Singh, Nirbhay N. O'Reilly, Mark F. Oliva, Doretta Campodonico, Francesca Groeneweg, Jop Journal Articles Reports - Research ISSN-0891-4222 English This study assessed the effects of automatically delivered stimulation on the activity level and mood of three students with multiple disabilities during their use of a stepper and a stationary bicycle. Stimuli from a pool of favorite stimulus events were delivered electronically while students were actively exercising. Findings indicated the stimulation had an overall positive effect. (Contains references.) (Author/DB) EJ679500 Assessing the Effects of Automatically Delivered Stimulation on the Use of Simple Exercise Tools by Students with Multiple Disabilities. Research in Developmental Disabilities v24 n6 p475-83 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:40 CIJJUl2004

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No Adult Education Behavior Problems Elementary Secondary Education Functional Behavioral Assessment Measures (Individuals) Mental Retardation Psychometrics Matson, Johnny L. Kuhn, David E. Dixon, Dennis R. Mayville, Stephen B. Laud, Rinita B. Cooper, Christopher L. Malone, Carrie J. Minshawi, Noha F. Singh, Ashuind N. Luke, Melissa A. Lott, Julia D. Matson, Michael L. Journal Articles Reports - Descriptive ISSN-0891-4222 English Since many problem behaviors of individuals with mental retardation are maintained by multiple functions, this project developed the Functional Assessment for multiple CausaliTy (FACT), an informant-based, forced-choice measure designed to identify the most prominent function associated with the occurrence of problem behaviors. This paper describes the factor structure and internal consistency of the FACT. (Contains references.) (Author/DB) EJ679501 The Development and Factor Structure of the Functional Assessment for Multiple CausaliTy (FACT). Research in Developmental Disabilities v24 n6 p485-95 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:40 CIJJUl2004

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No Autism Early Childhood Education Elementary Secondary Education Emotional Development Peer Relationship Play Social Behavior Social Development Student Characteristics Teaching Methods Jordan, Rita Information Analyses Journal Articles Social Skills Training ISSN-1362-3613 English This article considers the nature of social play deficits in autistic spectrum disorders (ASDs). It discusses how initial social difficulties of children with ASDs prevent the development of social interaction, and cognitive and affective difficulties prevent play from developing to the extent of attracting other children. Teaching strategies are discussed. (Contains references.) (Author/CR) EJ679502 Social Play and Autistic Spectrum Disorders: A Perspective on Theory, Implications and Educational Approaches. Autism: The International Journal of Research and Practice v7 n4 p347-60 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Autism Child Behavior Child Development Early Childhood Education Infants Longitudinal Studies Parent Child Relationship Play Research Needs Student Characteristics Symptoms (Individual Disorders) Toddlers Williams, Emma Information Analyses Journal Articles Object Orientation ISSN-1362-3613 English This article reviews the empirical evidence relating to the development of early solitary object and parent-infant play in typical infants and children diagnosed with autism. Findings indicate that there may be both qualitative and quantitative differences in early play; however, the need for more longitudinal studies is stressed. (Contains references.) (Author/CR) EJ679503 A Comparative Review of Early Forms of Object-Directed Play and Parent-Infant Play in Typical Infants and Young Children with Autism. Autism: The International Journal of Research and Practice v7 n4 p361-77 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Autism Creativity Early Childhood Education Elementary Secondary Education Imagination Play Pretend Play Social Development Student Characteristics Symptoms (Individual Disorders) Teaching Methods Jarrold, Christopher Information Analyses Journal Articles ISSN-1362-3613 English This article reviews the empirical evidence of difficulties in pretend play in children with autism. Data indicate individuals with autism have a marked difficulty in producing pretend play, a difficulty that is reduced by providing substantial structure to the play situation or by testing comprehension of pretense. (Contains references.) (Author/CR) EJ679504 A Review of Research into Pretend Play in Autism. Autism: The International Journal of Research and Practice v7 n4 p379-90 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:41 CIJJUl2004 Special Issue on Play.

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No Autism Child Development Early Childhood Education Language Acquisition Language Impairments Performance Factors Play Social Behavior Social Development Lewis, Vicky Information Analyses Journal Articles ISSN-1362-3613 English This article considers the relationship between play and language skills of typical children and children with autism. Evidence for a relationship is reviewed, and it is concluded that if there is a relationship between play and language in children with autism it is weak, if it exists at all. (Contains references.) (Author/CR) EJ679505 Play and Language in Children with Autism. Autism: The International Journal of Research and Practice v7 n4 p391-99 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:42 CIJJUl2004 Special Issue on Play.

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No Autism Behavior Modification Child Behavior Classroom Techniques Early Childhood Education Play Social Behavior Social Development Socialization Stahmer, Aubyn C. Ingersoll, Brooke Carter, Cynthia Information Analyses Journal Articles Applied Behavior Analysis Social Skills Training ISSN-1362-3613 English This article introduces methods for increasing and improving play skills in children with autistic spectrum disorders. Behavioral techniques that are reviewed include discrete trial training, use of stereotyped behaviors to increase play skills, pivotal response training, reciprocal imitation training, differential reinforcement of appropriate behavior, play scripts, and video modeling. (Contains references.) (Author/CR) EJ679506 Behavioral Approaches to Promoting Play. Autism: The International Journal of Research and Practice v7 n4 p401-13 Dec 2003 2003-00-00 T 2004 2016-11-23

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No Autism Early Childhood Education Foreign Countries Maintenance Outcomes of Treatment Play Program Design Program Effectiveness Teaching Methods Toys Van Berckelaer-Onnes, I. A. Journal Articles Reports - Descriptive Reports - Evaluative Netherlands Netherlands ISSN-1362-3613 English A toy-play intervention program is described that was initially used in a research setting with 24 young Dutch children, using outcome measures and a 1-year follow-up assessment. The original intervention was successful. However, improvements were not maintained unless children continued to receive play support. (Contains references.) (Author/CR) EJ679507 Promoting Early Play. Autism: The International Journal of Research and Practice v7 n4 p415-23 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Autism Case Studies Early Childhood Education Interpersonal Communication Parent Child Relationship Parent Participation Play Pretend Play Program Design Social Behavior Social Development Wieder, Serena Greenspan, Stanley I. Journal Articles Reports - Research ISSN-1362-3613 English A case study of a young boy (age 2) with autism illustrates the use of the developmental, individual-difference, relationship based model. During spontaneous "floor time" play sessions, adults follow the child's lead, utilizing affectively toned interactions through gestures and words to move the child up the symbolic ladder. (Contains references.) (Author/CR) EJ679508 Climbing the Symbolic Ladder in the DIR Model through Floor Time/Interactive Play. Autism: The International Journal of Research and Practice v7 n4 p425-35 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:42 CIJJUl2004 Special Issue on Play.

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No Autism Elementary Education Foreign Countries Inclusive Schools Interpersonal Communication Interpersonal Competence Peer Relationship Peer Teaching Play Pretend Play Social Behavior Social Development Yang, Tsung-Ren Wolfberg, Pamela J. Wu, Shu-Chin Hwu, Pey-Yun Information Analyses Journal Articles Social Skills Training Taiwan Taiwan ISSN-1362-3613 English This article provides an overview of the integrated play groups (IPGs) model designed to support children with autism in play with typical children. A pilot investigation involving 2 Taiwanese children (ages 6-7) found each child made notable gains in reciprocal social interactions and symbolic/pretend play with participating in IPGs. (Contains references.) (Author/CR) EJ679509 Supporting Children on the Autism Spectrum in Peer Play at Home and School: Piloting the Integrated Play Groups Model in Taiwan. Autism: The International Journal of Research and Practice v7 n4 p437-53 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Autism Echolalia Elementary Education Interpersonal Communication Language Acquisition Language Impairments Peer Teaching Play Schuler, Adriana L. Journal Articles Reports - Research ISSN-1362-3613 English This article discusses the use of play as a medium for extending and enriching the communication exchanges and symbolic language of children with autism. It provides a case illustration of how an adult-facilitated dramatic peer play led to a breakthrough in symbolic behaviors in a 9-year-old girl with autism. (Contains references.) (Author/CR) EJ679510 Beyond Echoplaylia: Promoting Language in Children with Autism. Autism: The International Journal of Research and Practice v7 n4 p455-69 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:43 CIJJUl2004 Special Issue on Play.

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No Autism Early Childhood Education Elementary Secondary Education Interpersonal Communication Parent Attitudes Personal Narratives Play Self Concept Social Behavior Symptoms (Individual Disorders) Donnelly, Julie Bovee, Jean-Paul Journal Articles Opinion Papers ISSN-1362-3613 English This is a account of the play behaviors of an individual who has autism as remembered by himself and his mother. He recalls that what was fun for him was not the same as play activities of typical children. His mother comments on how this made her son increasingly different. (Author/CR) EJ679511 Reflections on Play: Recollections from a Mother and Her Son with Asperger Syndrome. Autism: The International Journal of Research and Practice v7 n4 p471-76 Dec 2003 2003-00-00 T 2004 7/11/2004 12:02:43 CIJJUl2004 Special Issue on Play.

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No Classification Cultural Differences Disabilities Disability Identification Elementary Secondary Education Evaluation Methods Foreign Countries Gifted High Risk Students Incidence Language Minorities Policy Formation Poverty Predictor Variables Sex Differences Student Characteristics Lupart, Judy L. Timmons, Vianne Odishaw, Janine Information Analyses Journal Articles Reports - Descriptive Canada Canada ISSN-1183-322X English This introductory article discusses a study that investigated how at-risk students are defined in each of the Canadian provinces and Northern Territories and similarities in the definitions in the policy-making and policy implementation arenas. Different types of students that may be at-risk are described. (Contains references.) (CR) EJ679512 Preamble [and] Canadian Children and Youth At-Risk. Exceptionality Education Canada v13 n2-3 p5-28 2003 2003-00-00 T 2004 2016-11-21

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No Canada Natives Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation O'Donoghue, Fiona Lupart, Judy Journal Articles Reports - Descriptive Northwest Territories Nunavut Canada ISSN-1183-322X English This article focuses primarily on the relevant joint history and initiatives for students who are at-risk in the Northwest Territories and Nunavut, which became separate territories in April 1999. It describes programs and services for students who are at-risk, challenges that need to be overcome, and future directions. (Contains references.) (CR) EJ679513 The Northwest Territories and Nunavut. Exceptionality Education Canada v13 n2-3 p29-46 2003 2003-00-00 T 2004 2016-11-21

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No Canada Natives Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Lupart, Judy Pierce, Krista Journal Articles Reports - Descriptive British Columbia Canada ISSN-1183-322X English This article profiles the educational system of British Columbia and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains 6 references.) (CR) EJ679514 British Columbia. Exceptionality Education Canada v13 n2-3 p47-58 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Lupart, Judy Journal Articles Reports - Descriptive Alberta Canada ISSN-1183-322X English This article profiles the educational system of Alberta and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains 9 references.) (CR) EJ679515 Alberta. Exceptionality Education Canada v13 n2-3 p59-69 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Goddard, Tim Journal Articles Reports - Descriptive Saskatchewan Canada ISSN-1183-322X English This article profiles the educational system of Saskatchewan and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679516 Students At-Risk in Canadian Schools and Communities: Saskatchewan. Exceptionality Education Canada v13 n2-3 p71-80 2003 2003-00-00 T 2004 2016-11-21

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No Child Health Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Integrated Services Policy Formation Goddard, Tim Journal Articles Reports - Descriptive Manitoba Canada ISSN-1183-322X English This article profiles the educational system of Manitoba and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679517 Students At-Risk in Canadian Schools and Communities: Manitoba. Exceptionality Education Canada v13 n2-3 p81-91 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Individualized Education Programs Policy Formation Hebert, Yvonne Journal Articles Reports - Descriptive Ontario Canada ISSN-1183-322X English This article profiles the educational system of Ontario and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. Individual Education Plans are discussed. (Contains references.) (CR) EJ679518 Ontario. Exceptionality Education Canada v13 n2-3 p93-106 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries French Canadians High Risk Students Incidence Policy Formation Hebert, Yvonne Journal Articles Reports - Descriptive Quebec Canada ISSN-1183-322X English This article profiles the educational system of Quebec and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679519 Quebec. Exceptionality Education Canada v13 n1-2 p107-23 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Timmons, Vianne Gerard, Robert Journal Articles Reports - Descriptive New Brunswick Canada ISSN-1183-322X English This article profiles the educational system of New Brunswick and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679520 New Brunswick. Exceptionality Education Canada v13 n2-3 p125-36 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Timmons, Vianne Power, Anne Journal Articles Reports - Descriptive Nova Scotia Canada ISSN-1183-322X English This article profiles the educational system of Nova Scotia and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679521 Nova Scotia. Exceptionality Education Canada v13 n2-3 p137-50 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Policy Formation Timmons, Vianne Journal Articles Reports - Descriptive Prince Edward Island Canada ISSN-1183-322X English This article profiles the educational system of Prince Edward Island and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. (Contains references.) (CR) EJ679522 Prince Edward Island. Exceptionality Education Canada v13 n2-3 p151-63 2003 2003-00-00 T 2004 2016-11-21

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No Agency Cooperation Classification Definitions Delivery Systems Dropout Prevention Educational History Educational Improvement Educational Legislation Educational Principles Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Integrated Services Policy Formation Timmons, Vianne Smith, Brenda Journal Articles Reports - Descriptive Labrador Newfoundland Canada ISSN-1183-322X English This article profiles the educational system of Newfoundland and Labrador and discusses initiatives for students who are at-risk. It describes programs and services for students who are at-risk, relevant educational legislation, areas of strength, challenges that need to be overcome, and areas of action. Agency coordination of services is highlighted. (Contains references.) (CR) EJ679523 Newfoundland and Labrador. Exceptionality Education Canada v13 n2-3 p165-80 2003 2003-00-00 T 2004 2016-11-21

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No Classification Definitions Delivery Systems Early Identification Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence School Psychologists Student Evaluation Teacher Role Jacobsen, Michele Journal Articles Reports - Research Canada Canada ISSN-1183-322X English A survey of 171 individuals, including individuals from government, university, school division/districts, parent, and community groups, found that teachers are the primary agents for identifying youth at risk; formal assessments of youth at-risk are conducted by school psychologists or other psychologists; and early identification of students at-risk varies by category. (Contains 7 references.) (CR) EJ679524 A Pan-Canadian Survey of Issues and Key Factors To Do with Students at Risk. Exceptionality Education Canada v13 n2-3 p181-215 2003 2003-00-00 T 2004 2016-11-21

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No Agency Cooperation Delivery Systems Early Identification Educational Strategies Educational Trends Elementary Secondary Education Evaluation Methods Foreign Countries High Risk Students Incidence Integrated Services Prevention Trend Analysis Lupart, Judy Watson, Shelley L. Journal Articles Reports - Descriptive Canada Canada ISSN-1183-322X English In this concluding article for an issue on serving students at-risk in Canada, emergent service themes are discussed, including the growing emphasis on prevention, a focus on lifelong learning, the development of children and youth centered service support and delivery models, and the movement toward agency and family collaboration. (Contains references.) (CR) EJ679525 What Can We Conclude about Children and Youth At-Risk in Canada?. Exceptionality Education Canada v13 n2-3 p217-26 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Education Administrator Role Certification Disabilities Elementary Secondary Education Professional Development Special Education Teacher Administrator Relationship Training Methods Lashley, Carl Boscardin, Mary Lynn Information Analyses Journal Articles ISSN-1525-1810 English This article reviews availability, certification, and preparation of special education administrators, with an emphasis on their roles in maintaining a quality workforce in special education. Findings indicate a special education administrator shortage, a shift to on-the-job training, and the importance of administrative support in recruitment and retention of special educators. (Contains references.) (CR) EJ679526 Special Education Administration at a Crossroads. Journal of Special Education Leadership v16 n2 p63-75 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:47 CIJJUl2004

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No Administrator Attitudes Administrator Education Disabilities Educational Change Elementary Secondary Education Foreign Countries Leadership Training Professional Development Special Education Specialists Gunter, Helen Powers, Steve Rayner, Steve Journal Articles Reports - Research England United Kingdom (England) ISSN-1525-1810 English A survey of 34 British headteachers, 25 deputy headteachers, and 49 other educators found the most popular form of professional development was short-course provision, the most requested topic for professional development was performance management, and the majority believed professional development should be special education needs-specific. (Contains references.) (CR) EJ679527 Modernizing Leadership and the Role of Professional Development for Special Education in England. Journal of Special Education Leadership v16 n2 p76-86 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Disabilities Elementary Secondary Education Females Institutional Advancement Leadership Styles Promotion (Occupational) Sex Discrimination Socialization Special Education Keefe, Charlotte Hendrick Parmley, Pamela Journal Articles Reports - Research ISSN-1525-1810 English A qualitative study of five Texas female special education directors found that although participants achieved an administrative position, they were marginalized due to their leadership style, gender discrimination, and socialization. Participants also indicated a negative connection between being in special education administration and top-level advancement in school districts. (Contains references.) (CR) EJ679528 Female Special Education Directors: Doubly Marginalized. Journal of Special Education Leadership v16 n2 p87-95 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:48 CIJJUl2004

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No Class Size Disabilities Elementary Secondary Education Predictor Variables Related Services (Special Education) Special Education Teachers Student Characteristics Teacher Behavior Teacher Role Teacher Student Ratio McCarty, Bonnie Hazelkorn, Michael Boreson, Lynn Journal Articles Reports - Research ISSN-1525-1810 English A survey of 1,042 special educators found that disability severity and number of students served in the classroom were the variables that most affected caseloads in special education. Educators spent most of their time instructing, but also spent time doing behavior management, case management, and individualized education program development. (Contains references.) (CR) EJ679529 Caseload Concerns of "Front Line" Professionals: Insights for Administrators. Journal of Special Education Leadership v16 n2 p96-103 Nov 2003 2003-00-00 T 2004 7/11/2004 12:02:48 CIJJUl2004

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No Administrator Role Disabilities Educational Finance Educational Legislation Elementary Secondary Education Federal Legislation Regular and Special Education Relationship Teacher Administrator Relationship Eicher, Doug Journal Articles Opinion Papers No Child Left Behind Act 2001 Individuals with Disabilities Education Act Individuals with Disabilities Education Act No Child Left Behind Act 2001 ISSN-1525-1810 English This commentary discusses the decrease in educational funding, the increase of mandates under the No Child Left Behind Act and the Individuals with Disabilities Education Act, and the possible conflicts between general and special education. Administrators and educators are urged to work together to meet the needs of all students. (CR) EJ679530 Superintendent's Commentary: From the Frying Pan, into the...? Journal of Special Education Leadership v16 n2 p104-05 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Role Change Strategies Child Advocacy Disabilities Educational Improvement Educational Legislation Elementary Secondary Education Federal Legislation Special Education Teacher Education Milliken, Steve Journal Articles Opinion Papers Paperwork Reduction ISSN-1525-1810 English This article discusses the role of special education administrators in leading the way for changes in special education during the reauthorization of the Individuals with Disabilities Education Act. The need for administrator advocacy for streamlined paperwork, the response to intervention model, and the provision of highly qualified staff is stressed. (CR) EJ679531 Case in Point: So Many Changes and So Little Time--Leadership in a Time of Change. Journal of Special Education Leadership v16 n2 p106-08 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Asperger Syndrome Coping Foreign Countries Friendship Peer Acceptance Peer Relationship Secondary Education Social Development Student Attitudes Carrington, Suzanne Templeton, Elizabeth Papinczak, Tracey Journal Articles Reports - Research Australia Australia ISSN-1088-3576 English A study investigated perceptions of friendships faced by five Australian adolescents with Asperger syndrome. Participants struggled to describe their understanding of friendships, but were better able to describe a number of characteristics of peers who would not be friends. The use of masquerading to cope with social deficits is discussed. (Contains references.) (CR) EJ679532 Adolescents with Asperger Syndrome and Perceptions of Friendship. Focus on Autism and Other Developmental Disabilities v18 n4 p211-18 Win 2003 2003-00-00 T 2004 2016-11-21

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No Autism Behavior Modification Bibliotherapy Early Childhood Education Interpersonal Competence Program Effectiveness Social Development Story Reading Kuoch, Hoa Mirenda, Pat Journal Articles Reports - Research Social Skills Training ISSN-1088-3576 English A study examined the effectiveness of social story interventions for three young children (ages 3-6) with autism spectrum disorders. Results confirmed the effectiveness of this intervention for reducing the frequency of target behaviors. Target behaviors remained at a low level even after the social story interventions were discontinued. (Contains references.) (Author/CR) EJ679533 Social Story Interventions for Young Children with Autism Spectrum Disorders. Focus on Autism and Other Developmental Disabilities v18 n4 p219-27 Win 2003 2003-00-00 T 2004 2016-11-21

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No Autism Elementary Secondary Education Family School Relationship Individualized Education Programs Parent Attitudes Parent Participation Student Needs Student Placement Spann, Sammy J. Kohler, Frank W. Soenksen, Delann Journal Articles Reports - Research ISSN-1088-3576 English A survey of 45 families of children with autism found the majority of children spent part of their day in general education classrooms and received 1 to 2 special services. The majority of parents believed they were moderately to highly knowledgeable about and involved in the Individualized Education Program process. (Contains references.) (CR) EJ679534 Examining Parents' Involvement in and Perceptions of Special Education Services: An Interview with Families in a Parent Support Group. Focus on Autism and Other Developmental Disabilities v18 n4 p228-37 Win 2003 2003-00-00 T 2004 7/11/2004 12:02:50 CIJJUl2004

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No Autism Classification Clinical Diagnosis Definitions Disability Identification Educational Legislation Elementary Secondary Education Eligibility Federal Legislation Special Education Dahle, Karen Bowen Information Analyses Journal Articles Individuals with Disabilities Education Act Individuals with Disabilities Education Act ISSN-1088-3576 English This article reviews the "Diagnostic and Statistical Manual of Mental Disorders-Forth Edition-Text Revision" and compares and contrasts the diagnostic criteria for individuals with autism with the educational requirements under the Individuals with Disabilities Education Act. Problems with using a dual classification system are highlighted. (Contains references.) (Author/CR) EJ679535 The Clinical and Educational Systems: Differences and Similarities. Focus on Autism and Other Developmental Disabilities v18 n4 p238-46,256 Win 2003 2003-00-00 T 2004 2016-11-21

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No Academic Accommodations (Disabilities) Asperger Syndrome Communication Skills Educational Resources Elementary Secondary Education Interpersonal Communication Interpersonal Competence Mother Attitudes Paraprofessional School Personnel Small Classes Social Development Student Needs Teaching Methods Little, Liza Journal Articles Reports - Research Social Skills Training ISSN-1088-3576 English A survey examined the perceptions of 404 mothers on the availability and importance of various resources for their children (ages 4-17) with Asperger syndrome or nonverbal learning disorder. A significant number (20-30%) reported that pragmatics training, social skills training, smaller classes, or a trained aide were not made available. (Contains references.) (Author/CR) EJ679536 Maternal Perceptions of the Importance of Needs and Resources for Children with Asperger Syndrome and Nonverbal Learning Disorders. Focus on Autism and Other Developmental Disabilities v18 n4 p257-66 Win 2003 2003-00-00 T 2004 2016-11-21

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No Autism Child Advocacy Classification Developmental Disabilities Early Childhood Education Elementary Secondary Education Information Sources Organizations (Groups) Myles, Brenda Smith Simpson, Richard L. Babkie, Andrea M. Journal Articles Opinion Papers Council for Exceptional Children ISSN-1088-3576 English This position statement from the Critical Issues Committee of the Developmental Disabilities Division of the Council for Exceptional Children focuses on clarifying the place of autism spectrum disorders within the field of developmental disabilities. The representation of concerns relating to autism spectrum disorders by the Developmental Disabilities Division is addressed. (CR) EJ679537 Autism Spectrum Disorders: A Natural Fit with DDD. Focus on Autism and Other Developmental Disabilities v18 n4 p267-68 Win 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Exceptional Child Research Guidelines Research Design Research Methodology Research Problems Scientific Research Severe Disabilities Student Participation Spooner, Fred Browder, Diane M. Journal Articles Opinion Papers National Research Council ISSN-0274-9483 English This article provides a response to the National Research Council's report, "Scientific Research in Education." While it concedes the report provides recommendations useful for improving research with students with low incidence disabilities, it argues the preference for random-assignment experiments may leave out research on students with severe cognitive disabilities. (Contains references.) (CR) EJ679538 Scientifically Based Research in Education and Students with Low Incidence Disabilities. Research and Practice for Persons with Severe Disabilities v28 n3 p117-25 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Elementary Secondary Education Exceptional Child Research Federal Legislation Guidelines Policy Formation Research Design Research Methodology Research Problems Scientific Research Severe Disabilities Special Education Student Participation Smith, Anne Information Analyses Journal Articles Evidence Based Practice No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This article provides a look at the federal policy context for the scientifically based research (SBR) and evidence-based education (EBE) initiatives by sharing U.S. Department of Education presentations and related publications about SBR and EBE. It discusses the impact of these policy initiatives on special education research activities. (Contains references.) (CR) EJ679539 Scientifically Based Research and Evidence-Based Education: A Federal Policy Context. Research and Practice for Persons with Severe Disabilities v28 n3 p126-32 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Definitions Early Childhood Education Elementary Secondary Education Exceptional Child Research Federal Legislation Guidelines Policy Formation Qualitative Research Research Design Research Methodology Research Problems Scientific Research Severe Disabilities Special Education Student Participation Giangreco, Michael F. Taylor, Steven J. Information Analyses Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This article discusses concerns about the definition of scientifically based research in federal education legislation and its impact on the use of qualitative inquiry as a research method. It describes key contributions of qualitative research that could be jeopardized if the current definition remains unchanged or narrowly interpreted. (Contains references.) (CR) EJ679540 "Scientifically Based Research" and Qualitative Inquiry. Research and Practice for Persons with Severe Disabilities v28 n3 p133-37 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Definitions Early Childhood Education Elementary Secondary Education Exceptional Child Research Federal Legislation Guidelines Policy Formation Research Design Research Methodology Research Needs Research Problems Research Utilization Scientific Research Severe Disabilities Special Education Student Participation Theory Practice Relationship McDonnell, John O'Neill, Rob Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This article discusses concerns with the No Child Left Behind definition of scientifically based research and its preference for random-assignment experiments from a single/within subject research perspective. A comprehensive program of research that can focus on the bridging the gap between research and practice is proposed. (CR) EJ679541 A Perspective on Single/within Subject Research Methods and "Scientifically Based Research." Research and Practice for Persons with Severe Disabilities v28 n3 p138-42 Fall 2003 2003-00-00 T 2004 2016-11-23

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No Adoption (Ideas) Agency Role Change Agents Change Strategies Disabilities Early Childhood Education Educational Improvement Elementary Secondary Education Exceptional Child Research Government Role Research Problems Research Utilization Researchers State Departments of Education Teacher Education Programs Teacher Role Theory Practice Relationship Snell, Martha E. Journal Articles Opinion Papers ISSN-0274-9483 English This article discusses the problem of translating research results into special education practices. It stresses that achieving effective research in schools requires extensive collaboration between researchers and practitioners, and outlines the role of researchers, practitioners, faculty in teacher preparation programs, state departments of education, and the U.S. Department of Education. (Contains references.) (CR) EJ679542 Applying Research to Practice: The More Pervasive Problem? Research and Practice for Persons with Severe Disabilities v28 n3 p143-47 Fall 2003 2003-00-00 T 2004 7/11/2004 12:02:52 CIJJUl2004 Special Exchange Series: Perspectives on Defining Scientifically Based Research.

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No Disabilities Early Childhood Education Educational Policy Elementary Secondary Education Exceptional Child Research Federal Legislation Government Role Inquiry Policy Formation Public Policy Research Methodology Scientific Research Sailor, Wayne Stowe, Matthew Information Analyses Journal Articles No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This article examines the nature of inquiry and how it has evolved in American culture. Issues of "evidence" are examined, both for inquiry and for its application in public policy. It considers the role of policy in inquiry and the implications of altering the traditional relationship of policy to inquiry. (Contains references.) (CR) EJ679543 The Relationship of Inquiry to Public Policy. Research and Practice for Persons with Severe Disabilities v28 n3 p148-52 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Definitions Early Childhood Education Elementary Secondary Education Exceptional Child Research Federal Legislation Guidelines Policy Formation Research Design Research Methodology Research Needs Research Problems Scientific Research Severe Disabilities Special Education Student Participation Hardman, Michael L. Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This commentary discusses principles concerning requirements for scientifically based research under No Child Left Behind: scientific inquiry begins with important research questions, not specific methodologies; the logic that scientifically based research equates with randomized controlled trials will result in research and practice disconnects; and no single research method is superior. (Contains 7 references.) (CR) EJ679544 Put Me in Coach: A Commentary on the RPSD Exchange. Research and Practice for Persons with Severe Disabilities v28 n3 p153-55 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Definitions Disabilities Early Childhood Education Elementary Secondary Education Exceptional Child Research Federal Legislation Guidelines Policy Formation Research Design Research Methodology Research Needs Research Problems Scientific Research Special Education Algozzine, Bob Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0274-9483 English This article discusses concerns with the No Child Left Behind definition of scientifically based research and its preference for random-assignment experiments. It proposes that instead of playing the victim, critics should illustrate the important findings that have advanced the field using research methodologies other than randomized experiments. (Contains references.) (CR) EJ679545 Scientifically Based Research: Who Let the Dogs Out? Research and Practice for Persons with Severe Disabilities v28 n3 p156-60 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Cognitive Development Definitions Dyslexia Elementary Education Phonology Research and Development Research Utilization Lyon, G. Reid Shaywitz, Sally E. Shaywitz, Bennett A. Journal Articles Opinion Papers ISSN-0736-9387 English This paper elaborates on components of a working definition of developmental dyslexia proposed in 1995 by G. R. Lyon. The 2003 revised definition, based on converging scientific evidence, was developed by a working group of the International Dyslexia Association. The new definition notes the condition's neurobiologic origin and typical presence of a deficit in the phonological component of language. (Contains references.) (DB) EJ679546 A Definition of Dyslexia. Annals of Dyslexia v53 p1-14 2003 2003-00-00 T 2004 7/11/2004 12:02:53 CIJJUl2004 Part I. Defining Dyslexia, Comorbidity, Teachers' Knowledge of Language and Reading.

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No Attention Deficit Disorders Dyslexia Elementary Secondary Education Etiology Genetics Hyperactivity Language Impairments Multiple Disabilities Speech Impairments Pennington, Bruce F. Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-0736-9387 English This speech by a researcher into the genetic bases of dyslexia, attention deficit hyperactivity disorder (ADHD), and their etiological overlap, first honors four pioneers in the field (Samuel Orton, Bertil Hallgren, Isabelle Liberman, and Norman Geschwind); then updates knowledge about the genetics of dyslexia and comorbidity with ADHD and certain speech/language disorders; and concludes with a look to future work. (Contains references.) (DB) EJ679547 Understanding the Comorbidity of Dyslexia: Acceptance of the Samuel Torrey Orton Award November 15, 2002, Atlanta, Georgia. Annals of Dyslexia v53 p15-22 2003 2003-00-00 T 2004 7/11/2004 12:02:53 CIJJUl2004 Part I. Defining Dyslexia, Comorbidity, Teachers' Knowledge of Language and Reading.

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No Elementary Education Knowledge Base for Teaching Knowledge Level Reading Achievement Reading Difficulties Reading Instruction Teacher Competencies Teacher Surveys Moats, Louisa C. Foorman, Barbara R. Journal Articles Reports - Evaluative ISSN-0736-9387 English This study developed a teacher knowledge survey that measured teacher knowledge of reading-related concepts. Use with 41 second- and third-grade teachers and then 103 third- and fourth-grade teachers found significant associations among teachers' knowledge, classroom reading achievement levels, and teachers' observed teaching competence. The survey also pinpointed common teacher misconceptions for use in professional development. (Contains references.) (Author/DB) EJ679548 Measuring Teachers' Content Knowledge of Language and Reading. Annals of Dyslexia v53 p23-45 2003 2003-00-00 T 2004 7/11/2004 12:02:54 CIJJUl2004 Part I. Defining Dyslexia, Comorbidity, Teachers' Knowledge of Language and Reading.

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No Behavior Problems Elementary Secondary Education Intelligence Quotient Learning Disabilities Longitudinal Studies Mathematical Aptitude Scarborough, Hollis S. Parker, Jennifer D. Journal Articles Reports - Research Matthew Effects ISSN-0736-9387 English Reading Achievement, IQ, and behavior problems were assessed in second and eighth grade for a longitudinal sample of 57 children. "Matthew effects" did not occur for most of the children with learning disabilities, although a widening of the group difference in IQ was seen between the math disabled and nondisabled groups. Elevated rates of behavior problems were also seen only for the group with math disabilities. (Contains references.) (Author/DB) EJ679549 Matthew Effects in Children with Learning Disabilities: Development of Reading, IQ, and Psychosocial Problems from Grade 2 to Grade 8. Annals of Dyslexia v53 p47-71 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Instructional Effectiveness Knowledge Base for Teaching Knowledge Level Phoneme Grapheme Correspondence Phonemics Reading Difficulties Student Surveys Teacher Education Spear-Swerling, Louise Brucker, Pamela Owen Journal Articles Reports - Research ISSN-0736-9387 English This study examined teacher education students' knowledge about word structure and improvements in their knowledge as a result of instruction, using three tasks: graphophonemic segmentation, classification of pseudowords by syllable type, and classification of real words as phonetically regular or irregular. Conclusions support the need for teacher education to include intensive instruction about English word structure. (Contains references.) (Author/DB) EJ679550 Teachers' Acquisition of Knowledge about English Word Structure. Annals of Dyslexia v53 p72-103 2003 2003-00-00 T 2004 7/11/2004 12:02:54 CIJJUl2004 Part II. Children's Learning and Teachers' Expectations.

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No Dutch Elementary Secondary Education Foreign Countries Instructional Effectiveness Learning Problems Remedial Instruction Spelling Instruction Teacher Surveys Teaching Methods Bos, Mieke Reitsma, Pieter Journal Articles Reports - Research Netherlands Netherlands ISSN-0736-9387 English Thirty-seven experienced Dutch remedial teachers were asked to evaluate the potential effectiveness of various spelling exercises for children with spelling difficulties. Teachers preferred exercises with a combination of rule-based strategies and demonstration of the whole orthographic pattern of the word. Individual child characteristics did not influence ranking of exercises. (Contains references.) (Author/DB) EJ679551 Experienced Teachers' Expectations about the Potential Effectiveness of Spelling Exercises. Annals of Dyslexia v53 p104-27 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Phoneme Grapheme Correspondence Phonemics Reading Difficulties Reading Instruction Research Utilization Spelling Instruction Teaching Methods Theory Practice Relationship Writing Instruction Post, Yolanda V. Information Analyses Journal Articles Opinion Papers ISSN-0736-9387 English Discussion of the teaching of writing, spelling, and reading using code-based literacy methods, such as Orton-Gillingham examines the cognitive challenge of the transition from spoken to graphic word and then reviews new research findings, such as the letter as model for sound variation, ease of spelling the low vowel, and the creation of word gestalts. Educational implications are drawn. (Contains references.) (DB) EJ679552 Reflections. Teaching the Secondary Language Functions of Writing, Spelling, and Reading. Annals of Dyslexia v53 p128-48 2003 2003-00-00 T 2004 7/11/2004 12:02:55 CIJJUl2004 Part II. Children's Learning and Teachers' Expectations.

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No Beginning Reading Phoneme Grapheme Correspondence Phonological Awareness Phonology Preschool Education Reading Ability Reading Difficulties Reading Readiness Rhyme Mann, Virginia A. Foy, Judith G. Journal Articles Reports - Research Letter Recognition ISSN-0736-9387 English This study examined the interrelations of speech skills and letter knowledge to the phonological awareness and early reading skills of 99 preschool children. Findings indicated that phoneme awareness, but not rhyme awareness, correlated with early reading measures and that phoneme manipulation was closely associated with letter knowledge and with letter sound knowledge. (Contains references.) (Author/DB) EJ679553 Phonological Awareness, Speech Development, and Letter Knowledge in Preschool Children. Annals of Dyslexia v53 p149-73 2003 2003-00-00 Researchers T 2004 2016-11-21

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No Phonemics Phonetics Phonology Reading Difficulties Secondary Education Vowels Bertucci, Carol Hook, Pamela Haynes, Charles Macaruso, Paul Bickley, Corine Journal Articles Reports - Research ISSN-0736-9387 English Perception and production of vowels in the words "pit,""pet," and "pat" were investigated with 19 adolescents with reading disabilities. Students with reading disabilities perceived and produced less well-defined vowel categories than a control group. Results suggest that speech processing difficulties of students with reading disabilities include weak phonological coding for vowel sounds with similar phonetic characteristics. (Contains references.) ( Author/DB) EJ679554 Vowel Perception and Production in Adolescents with Reading Disabilities. Annals of Dyslexia v53 p174-200 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:55 CIJJUl2004 Part III. Speech Development, Perception, and Production; Components of Reading; Defining Mathematics Learning Disability.

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No Adult Education Adults Cultural Influences Definitions Dyslexia Educational Environment Environmental Influences Family Environment Literacy Males Phonology Socioeconomic Influences Samuelsson, Stefan Lundberg, Ingvar Journal Articles Reports - Research ISSN-0736-9387 English Data from 123 male adults were analyzed to estimate environmental (home, school, and literacy environments) influences on components of literacy skills. Results suggest a substantial social-cultural bias in the delineation of literacy skills and in definitions of reading disabilities. Only phonological ability appeared relatively unaffected by environmental influences supporting phonological deficits as the core component in defining dyslexia. (Contains references.) (Author/DB) EJ679555 The Impact of Environmental Factors on Components of Reading and Dyslexia. Annals of Dyslexia v53 p201-17 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:55 CIJJUl2004 Part III. Speech Development, Perception, and Production; Components of Reading; Defining Mathematics Learning Disability.

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No Incidence Learning Disabilities Longitudinal Studies Mathematical Aptitude Primary Education Reading Difficulties Spatial Ability Mazzocco, Michele M. M. Myers, Gwen F. Journal Articles Reports - Research ISSN-0736-9387 English Findings from a prospective longitudinal study of math disability (MD) addressed its incidence during primary school, the utility of different MD definitions, and evidence of MD subtypes. Findings indicated only 22 of 209 participants demonstrated "persistent MD"; reading disability was more frequent in this group; and reading related skills and select visual spatial skills were correlated with math achievement. (Contains references.) (Author/DB) EJ679556 Complexities in Identifying and Defining Mathematics Learning Disability in the Primary School-Age Years. Annals of Dyslexia v53 p218-53 2003 2003-00-00 Researchers T 2004 7/11/2004 12:02:56 CIJJUl2004 Part III. Speech Development, Perception, and Production; Components of Reading; Defining Mathematics Learning Disability.

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No Adult Education Adults Disability Identification Dyslexia Measures (Individuals) Phonology Screening Tests Test Construction Wolff, Ulrika Lundberg, Ingvar Journal Articles Reports - Descriptive ISSN-0736-9387 English This paper reports on the development of a battery of phonological processing tasks to screen adults with dyslexia. Tasks examined reversed spoonerism, phonological choice, working memory, and vocabulary with confusable alternatives. All tasks showed high discrimination between adults with dyslexia and a control group. Tasks also correlated with word recognition. (Contains references.) (Author/DB) EJ679557 A Technique for Group Screening of Dyslexia among Adults. Annals of Dyslexia v53 p324-39 2003 2003-00-00 T 2004 7/11/2004 12:02:56 CIJJUl2004 Part IV. Neuropsychological and Linguistic Framework, Reading-Related Characteristics, Screening for Dyslexia, and a Variant View.

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No Dyslexia Elementary Education Literacy Mathematics Achievement Reading Ability Reading Achievement Reading Comprehension Spelling Student Characteristics Symptoms (Individual Disorders) Word Recognition Miles, T. R. Wheeler, T. J. Haslum, M. N. Journal Articles Reports - Research ISSN-0736-9387 English This paper describes characteristics of 10-year-old children (n=422) with normal reading ability, but with some signs of dyslexia. Findings indicated these children obtained different results on five measures associated with dyslexia than did other normal achievers without such signs. Measures were underachievement at word recognition, spelling, reading comprehension, pseudoword reading, and mathematics. Results suggest cases of mild dyslexia. (Contains references.) (Author/DB) EJ679558 The Existence of Dyslexia without Severe Literacy Problems. Annals of Dyslexia v53 p340-54 2003 2003-00-00 T 2004 7/11/2004 12:02:56 CIJJUl2004 Part IV. Neuropsychological and Linguistic Framework, Reading-Related Characteristics, Screening for Dyslexia, and a Variant View.

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No Disabilities Elementary Secondary Education Individualized Education Programs Personal Autonomy Program Development Self Advocacy Self Determination Student Educational Objectives Student Participation Wood, Wendy M. Karvonen, Meagan Test, David W. Browder, Diane Algozzine, Bob Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This article explores ways to include self-determination and self-advocacy goals and objectives in individualized education programs (IEPs). It identifies self-determination goals and offers guidelines on selection and writing of self-determination goals. Insets and tables include a review of the literature, definitions of self-determination components, and examples of IEP goals and objectives on self-determination. (Contains references.) (DB) EJ679559 Promoting Student Self-Determination Skills in IEP Planning. TEACHING Exceptional Children v36 n3 p8-16 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:57 CIJJUl2004

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No Case Studies Compliance (Legal) Disabilities Educational Legislation Elementary Secondary Education Federal Legislation Individualized Education Programs Leadership Meetings Student Participation Mason, Christine Y. McGahee-Kovac, Marcy Johnson, Lora Guides - Non-Classroom Journal Articles Individuals with Disabilities Educ Act Amend 1997 Individuals with Disabilities Education Act Amendments 1997 ISSN-0040-0599 English This article describes a process to encourage student-led Individualized Education Program (IEP) meetings and student ownership for their own education. Sections address preparing for the IEP meeting and research results on students' involvement. Insets summarize three levels of student involvement, relevant sections of the Individuals with Disabilities Education Act (1997), a case study, and questions and answers. (Contains references.) (DB) EJ679560 How To Help Students Lead Their IEP Meetings. TEACHING Exceptional Children v36 n3 p18-24 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 2016-11-23

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No Developmental Disabilities Inclusive Schools Postsecondary Education Program Descriptions Program Implementation Social Integration Universities Eskow, Karen Goldrich Fisher, Sandra Journal Articles Reports - Descriptive ISSN-0040-0599 English This article describes a university-based inclusion program for college-age students with developmental disabilities. An overview of the program considers program objectives, participants (outreach students and university students enrolled in an occupation therapy program), and scope. Description of the program implementation is followed by evaluation results. Also provided are a literature review and lists of issues and group and sessions. (Contains references.) (DB) EJ679561 Getting Together in College: An Inclusion Program for Young Adults with Disabilities. TEACHING Exceptional Children v36 n3 p26-32 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:57 CIJJUl2004

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No Cultural Influences Disabilities Elementary Secondary Education Individualized Education Programs Meetings Parent Participation Parent School Relationship Dabkowski, Diane Marie Guides - Non-Classroom Journal Articles ISSN-0040-0599 English This idea offers tools and suggested processes to encourage parent participation in (IEP) Individualized Education Program team meetings. It considers aspects of team culture using three examples to illustrate how the meeting environment, culture, and language can discourage parent participation. Suggestions for changing team practices follow. Figures and insets provide a summary of the literature and questions for professional self-reflection. (Contains references.) (Author/DB) EJ679562 Encouraging Active Parent Participation in IEP Team Meetings. TEACHING Exceptional Children v36 n3 p34-39 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:57 CIJJUl2004

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No Compliance (Legal) Disabilities Due Process Elementary Secondary Education Hearings Student Rights Getty, Laura A. Summy, Sarah E. Journal Articles Opinion Papers ISSN-0040-0599 English Discussion of due process rights for children with disabilities considers common issues leading to due process requests, due process procedures, hearing officers, procedural violations, effects of due process meetings, and areas for improvement (i.e., accountability, paperwork). Tables list categories of procedural violations with examples and possible perceptions and/or outcomes of due process hearings. (Contains references.) (DB) EJ679563 The Course of Due Process. TEACHING Exceptional Children v36 n3 p40-43 Jan-Feb 2004 2004-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:58 CIJJUl2004

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No Attitudes toward Disabilities Elementary Education Learning Disabilities Program Development Program Implementation Regular and Special Education Relationship Simulation Workshops Pearl, Cynthia Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0040-0599 English A resource room teacher describes a three-part mini-workshop in learning disability awareness for general and special education elementary grade students. An overview of the workshop is followed by description of preworkshop activities and preparation and implementation of each of the three sessions. Insets and tables provide a summary of the literature and a list of learning disability simulation activities. (Contains references.) (DB) EJ679564 Laying the Foundation for Self-Advocacy: Fourth Graders with Learning Disabilities Invite Their Peers into the Resource Room. TEACHING Exceptional Children v36 n3 p44-49 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:58 CIJJUl2004

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No Data Collection High Risk Students Intervention Interviews Middle Schools Photography Reflective Teaching Self Evaluation (Individuals) Student Evaluation Teacher Student Relationship Team Teaching Teamwork Kroeger, Steve Burton, Cathy Comarata, Andrea Combs, Cari Hamm, Christine Hopkins, Randy Kouche, Beth Journal Articles Reports - Descriptive ISSN-0040-0599 English A middle school team of teachers addressed the needs of six high risk students through a three-phase educational action research project. The three phases (listening to students, listening to the environment, and reflecting on practices) were overlapping and simultaneous processes. Photovoice and open-ended interviews were used to listen to students and a social systems perspective was used to examine the environment. (Contains references.) (DB) EJ679565 Student Voice and Critical Reflection: Helping Students at Risk. TEACHING Exceptional Children v36 n3 p50-57 Jan-Feb 2004 2004-00-00 Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:58 CIJJUl2004

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No Drills (Practice) Educational Games Elementary Secondary Education Instructional Effectiveness Mild Disabilities Questioning Techniques Student Evaluation Teaching Methods Rotter, Kathleen Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0040-0599 English This article explains how to use the "Jeopardy!" game format both to assess student knowledge and reinforce critical information. It first considers problems with use of the standard game with students who have mild disabilities, then offers suggested modifications to the game to increase its instructional effectiveness. (Contains references.) (DB) EJ679566 Modifying "Jeopardy!" Games To Benefit All Students. TEACHING Exceptional Children v36 n3 p58-62 Jan-Feb 2004 2004-00-00 Teachers Practitioners T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:59 CIJJUl2004

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No Computer Uses in Education Homework Internet Parent Participation Secondary Education World Wide Web Salend, Spencer J. Duhaney, Devon Anderson, Deborah J. Gottschalk, Charleen Journal Articles Reports - Descriptive ISSN-0040-0599 English This article describes development and implementation of a homework Web site to encourage parent involvement in students' homework. The Web site included homework policies, practices, and specific assignments and provided a format for individualizing homework assignments and communication. Insets include a summary of the literature, a list of homework assistance Web sites, and guidelines for reviewing Web-based information. (Contains references.) (DB) EJ679567 Using the Internet To Improve Homework Communication and Completion. TEACHING Exceptional Children v36 n3 p64-73 Jan-Feb 2004 2004-00-00 T http://www.cec.sped.org/Content/NavigationMenu/Publications2/TEACHINGExceptionalChildren/default.htm 2004 7/11/2004 12:02:59 CIJJUl2004

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No English (Second Language) Foreign Countries Language Role Language Variation Models Second Language Instruction Second Language Learning Sociolinguistics Bruthiaux, Paul Journal Articles Opinion Papers ISSN-0802-6106 English Suggests that Kachru' model representing English worldwide must adapt by (1) moving away from a focus on nation-states in favor of a sociolinguistic focus on English-speaking communities wherever they are found and (2) recognizing that fundamental differences across contexts for English worldwide cannot be glossed over in support of specific varieties. (Author/VWL) EJ679568 Squaring the Circles: Issues in Modeling English Worldwide. International Journal of Applied Linguistics v13 n2 p159-78 2003 2003-00-00 T 2004 7/11/2004 12:02:59 CIJJUl2004

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No Age College Students Comparative Analysis English for Academic Purposes Foreign Countries Higher Education Language Proficiency Learning Strategies Second Language Instruction Second Language Learning Sex Peacock, Matthew Ho, Belinda Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0802-6106 English Investigated the use of 50 common second language learning strategies by English for academic purposes students across eight disciplines--building, business, computing, engineering, English, mathematics, primary education, and science--in a university in Hong Kong. Compared and contrasted strategy use across disciplines and examined relationships among strategy use, second language proficiency, age, and gender. (Author/VWL) EJ679569 Student Language Learning Strategies across Eight Disciplines. International Journal of Applied Linguistics v13 n2 p179-200 2003 2003-00-00 T 2004 2016-11-21

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No Attention Control College Students Higher Education Introductory Courses Protocol Analysis Second Language Instruction Second Language Learning Spanish Camps, Joaquim Journal Articles Reports - Research ISSN-0802-6106 English Investigates how the use of think-aloud protocols, both concurrent and retrospective, can contribute to the study of the role of attention in second language acquisition. The study is based on analysis of think-aloud protocols produced by 74 first-year learners of Spanish during and immediately after a reading and multiple-choice activity. (Author/VWL) EJ679570 Concurrent and Retrospective Verbal Reports as Tools to Better Understand the Role of Attention in Second Language Tasks. International Journal of Applied Linguistics v13 n2 p201-21 2003 2003-00-00 T 2004 7/11/2004 12:03:00 CIJJUl2004

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No Danish Foreign Countries Language Acquisition Morphology (Languages) Sex Differences Tenses (Grammar) Uncommonly Taught Languages Young Children Ladegaard, Hans J. Bleses, Dorthe Journal Articles Reports - Research Denmark Denmark ISSN-0802-6106 English Sociolinguistic studies have found that female speakers prefer standard speech forms, while male speakers prefer vernacular forms. Examines when this split between male and female language occurs in the language of young children, and looks at how little boys and girls come to prefer linguistic features that are predominant in the language of adults. A study of Danish children's past tense morphology is presented. (Author/VWL) EJ679571 Gender Differences in Young Children's Speech: The Acquisition of Sociolinguistic Competence. International Journal of Applied Linguistics v13 n2 p222-33 2003 2003-00-00 T 2004 2016-11-21

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No Classification Discourse Analysis English (Second Language) Foreign Countries Language Proficiency Middle School Students Middle Schools Sciences Second Language Instruction Second Language Learning Skill Development Writing Skills Huang, Jingzi Morgan, Glenn Journal Articles Reference Materials - Bibliographies ISSN-0802-6106 English Investigates use of a functional approach to discourse analysis--knowledge structure analysis, which focuses on meaning, form, and function simultaneously--to evaluate both writing development and content learning. Examined written texts in science, produced by English-as-a-Second-Language students with limited to intermediate English language proficiency, in which they constructed scientific classifications. (Author/VWL) EJ679572 A Functional Approach to Evaluating Content Knowledge and Language Development in ESL Students' Science Classification Texts. International Journal of Applied Linguistics v13 n2 p234-62 2003 2003-00-00 T 2004 7/11/2004 12:03:00 CIJJUl2004

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No English Phonetics Phonology Poetry Translation Lodge, Ken Journal Articles Reference Materials - Bibliographies ISSN-0802-6106 English Demonstrates some of the limits of the translation of sound effects in poetry from a purely linguistic point of view, as opposed to a literary critical one. Three examples of poetry were recorded in the original language and transcribed phonetically, as were English translations of the same works. (Author/VWL) EJ679573 Phonological Translation and Phonetic Repertoire. International Journal of Applied Linguistics v13 n2 p263-76 2003 2003-00-00 T 2004 7/11/2004 12:03:00 CIJJUl2004

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No Ethnography Foreign Countries French Canadians Globalization Multilingualism Sociolinguistics Heller, Monica Journal Articles Reference Materials - Bibliographies Canada Canada ISSN-1360-6441 English Explores ways in which the globalized new economy has resulted in the commodification of language and identity, sometimes separately, sometimes together. The article is based on recent ethnographic, sociolinguistic research in francophone areas of Canada. (Author/VWL) EJ679574 Globalization, the New Economy, and the Commodification of Language and Identity. Journal of Sociolinguistics v7 n4 p473-92 Nov 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Language Variation Popular Culture Sociolinguistics Pennycook, Alastair Journal Articles Reference Materials - Bibliographies World English ISSN-1360-6441 English Suggests that while recent sociolinguistic work focusing on crossing, or language boundaries is raising significant questions concerning how we relate language, identity, and popular culture, these insights have largely passed by the sociolinguistics of world English. (Author/VWL) EJ679575 Global Englishes, Rip Slyme, and Performativity. Journal of Sociolinguistics v7 n4 p513-33 Nov 2003 2003-00-00 T 2004 2016-11-21

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No English Foreign Countries Globalization Language Attitudes Language Variation Sociolinguistics Meyerhoff, Miriam Niedzielski, Nancy Journal Articles Reports - Research New Zealand New Zealand ISSN-1360-6441 English Presents a study showing that New Zealanders have very different attitudes to variants that sociolinguists have lumped together in the past suggests that globalization with localization is an important principle for variationists to take into account. (Author/VWL) EJ679576 The Globalisation of Vernacular Variation. Journal of Sociolinguistics v7 n4 p534-55 Nov 2003 2003-00-00 T 2004 2016-11-21

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No English (Second Language) Foreign Countries Language Role Multilingualism Official Languages House, Juliane Journal Articles Opinion Papers ISSN-1360-6441 English Argues against the widespread assumption that the English language in its role as lingua franca is a serious threat to national languages and to multilingualism. Supports this argument by making a distinction between "languages for communication" and "languages for identification." (Author/VWL) EJ679577 English as a Lingua Franca: A Threat to Multilingualism? Journal of Sociolinguistics v7 n4 p556-78 Nov 2003 2003-00-00 T 2004 7/11/2004 12:03:02 CIJJUl2004 Special issue: Sociolinguistics and Globalisation.

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No English (Second Language) Interpersonal Competence Language Teachers Pragmatics Second Language Instruction Second Language Learning Social Behavior Haynes, Judie Journal Articles Opinion Papers ISSN-1545-6501 English Examines how English-as-a-Second-Language students discover the "hidden curriculum." This requires conveying the social norms of the school community. (Author/VWL) EJ679578 Circle Time: "Yeah, Yeah, Yeah": Teaching the Hidden Curriculum. Essential Teacher v1 n1 p6-7 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:02 CIJJUl2004

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No English (Second Language) Family School Relationship Hmong People Immigrants Language Teachers Second Language Instruction Second Language Learning Teacher Student Relationship Hughes, Jim Journal Articles Opinion Papers ISSN-1545-6501 English Discusses the the experiences of teachers gathered in the Bay Area Writing Project's Summer Invitational Institute to write, reflect on the process, and give workshops. Describes the presentation of one Hmong student, and highlights the importance of recognizing the home school connection for immigrant students. (Author/VWL) EJ679579 Home Room: On Bridge Making. Essential Teacher v1 n1 p8-10 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:02 CIJJUl2004

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No Acculturation English (Second Language) Language Teachers Second Language Instruction Second Language Learning Zacarian, Debbie Journal Articles Opinion Papers ISSN-1545-6501 English Examines how to help English language learning students navigate and negotiate a new language, culture, and school community in ways that are less tension-filled. (Author/VWL) EJ679580 The Road Taken: Neutralizing Those Butterflies. Essential Teacher v1 n1 p11-13 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:02 CIJJUl2004

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No Community Colleges English (Second Language) Introductory Courses Language Teachers Second Language Instruction Second Language Learning Spanish Balliro, Lenore Journal Articles Opinion Papers ISSN-1545-6501 English One English-as-a-Second-Language teacher talks about her opportunity to experience language learning from the inside out: She enrolled in a beginning level Spanish course at a local community college. (Author/VWL) EJ679581 At All Hours: Learning from the Inside Out. Essential Teacher v1 n1 p14-15 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:03 CIJJUl2004

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No English (Second Language) Language Teachers Professional Development Second Language Instruction Second Language Learning Slocum, Sheryl Journal Articles Opinion Papers ISSN-1545-6501 English An English-as-a-Second-Language teacher makes a case for do-it-yourself professional development. (Author/VWL) EJ679582 In-Service. Do-It-Yourself Professional Development: Just Add Coffee and Stir. Essential Teacher v1 n1 p16-18 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:03 CIJJUl2004

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No Computer Mediated Communication Electronic Mail English (Second Language) Error Patterns Language Teachers Second Language Instruction Second Language Learning Writing (Composition) Zemach, Dorothy Journal Articles Opinion Papers ISSN-1545-6501 English One English-as-a-Second-language teacher talks about the email messages she receives from her students, often filled with symbols and spelling and punctuation errors. Examines why such high-level, hardworking students write this way. (Author/VWL) EJ679583 From A to Z: Uve Got mail! Essential Teacher v1 n1 p19-21 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:03 CIJJUl2004

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No Cultural Influences Educational Technology English (Second Language) Language Teachers Second Language Instruction Second Language Learning Theory Practice Relationship Chapelle, Carol A. Journal Articles Opinion Papers ISSN-1545-6501 English Argues that English language teachers must be aware of the connection between technology and culturally bound ideologies. This warning suggests that these teachers must attend not only to what technology is and can do for English language learners, but also what it fails to do. (Author/VWL) EJ679584 A High-Tech Theory-Practice Bridge in Teacher Education. Essential Teacher v1 n1 p22-25 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:03 CIJJUl2004

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No Computer Assisted Instruction Educational Technology English (Second Language) Futures (of Society) Language Teachers Second Language Instruction Second Language Learning Healey, Deborah Journal Articles Opinion Papers ISSN-1545-6501 English An English-as-a-Second-Language teacher recounts her first experience with computer-assisted language learning (CALL), discusses the emergence over the years of new technologies for language learning, including multimedia, authoring tools, and the Internet, and considers the future of CALL. (Author/VWL) EJ679585 Looking Back, Looking Forward (and Looking Back Again). Essential Teacher v1 n1 p26-31 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:04 CIJJUl2004

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No Classroom Techniques Computer Assisted Instruction Educational Technology English (Second Language) Futures (of Society) Instructional Innovation Language Teachers Second Language Instruction Second Language Learning Kessler, Greg Journal Articles Opinion Papers ISSN-1545-6501 English Discusses technologies that support computer-assisted language learning (CALL) and how they have changed over the years. Looks at specific trends (i.e., shift from analog to digital), and recommends adapting conventional teaching techniques to incorporate these innovations. (Author/VWL) EJ679586 Preparing for the Future in CALL. Essential Teacher v1 n1 p34-36 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:04 CIJJUl2004

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No Computer Assisted Instruction Computer Mediated Communication English (Second Language) Language Teachers Second Language Instruction Second Language Learning Petrie, Gina Mikel Journal Articles Opinion Papers ISSN-1545-6501 English Computer-assisted language instruction is no longer new, and language teachers are now poised to move forward as they witness shifts in ways of thinking about the authenticity of using electronic media to communicate with language learners, the difference between using and thinking with a technology, and the hypervisibility of language students' online learning. (Author/VWL) EJ679587 Future Landscapes of Translation: Shifting Perspectives on Language Technology. Essential Teacher v1 n1 p38-42 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:04 CIJJUl2004

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No Educational Philosophy English (Second Language) Language Teachers Second Language Instruction Second Language Learning Teacher Student Relationship Spaventa, Lou Journal Articles Opinion Papers Illich (Ivan) ISSN-1545-6501 English Discusses the work and beliefs of Ivan Illich and how these have influenced one English-as-a-Second-Language teacher's and kept him thinking about his work as an educator. Uses Illich's favorite metaphor--that of weaving a web--to illustrate how he tries to find an interconnectedness between himself and each of his students. (Author/VWL) EJ679588 Inspired by Deschooling: An Appreciation of Ivan Illich. Essential Teacher v1 n1 p48-50 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 2016-11-21

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No Classroom Observation Techniques English (Second Language) Language Teachers Second Language Instruction Second Language Learning Rinvolucri, Mario Journal Articles Opinion Papers ISSN-1545-6501 English Suggests that for teachers to be reactive to each of their students, as well as what is going on in a group, the way they observe is of primary importance. Discusses linguistic observation, psychological observation, and inward observation. (Author/VWL) EJ679589 How I Pay Attention in Class. Essential Teacher v1 n1 p51-53 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 70 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:05 CIJJUl2004

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No English (Second Language) Language Usage Phrase Structure Second Language Instruction Second Language Learning Todd, Richard Watson Journal Articles Opinion Papers ISSN-1545-6501 English Examines why some sayings and catchphrases stick in people's minds, while others are unrecognized and unused. Offers an answer to this question from an evolutionary standpoint. (Author/VWL) EJ679590 Memes and the Teaching of English. Essential Teacher v1 n1 p54-56 Win 2003 2003-00-00 Teachers of English to Speakers of Other Languages, 700 S. Washington St., Suite 200, Alexandria, VA 22314. Tel: 703-836-0774. T 2004 7/11/2004 12:03:05 CIJJUl2004

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No Classroom Techniques French Second Language Instruction Second Language Learning Duran, Richard McCool, George Journal Articles Opinion Papers ISSN-0016-111X English Advocates at least some exposure to "New French" at all levels of study. Focuses on modifications most problematic for students and suggests ways to introduce them in the classroom. (Author/VWL) EJ679591 If This Is French, Then What Did I Learn in School? French Review v77 n2 p288-99 Dec 2003 2003-00-00 T 2004 7/11/2004 12:03:05 CIJJUl2004

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No Classroom Techniques Course Descriptions Drama French Higher Education Internet Music Second Language Instruction Second Language Learning Finn, Thomas P. Journal Articles Opinion Papers ISSN-0016-111X English Traces the evolution of the unexpected popular and critical success of French musicals during recent years and describes a course designed and taught on the comedie-musicale moderne. Used a variety of Internet sites to expand and enrich the traditional notion of text to include thematic, visual, and lyrical elements by making the musical production itself the focus of the study. (Author/VWL) EJ679592 Incorporating the "Comedie-Musicale" in the College French Classroom. French Review v77 n2 p302 Dec 2003 2003-00-00 T 2004 7/11/2004 12:03:06 CIJJUl2004

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No English (Second Language) Hispanic Americans Homework Immigrants Mothers Parent Child Relationship Second Language Learning Duran, Pilar Journal Articles Reports - Research ISSN-0950-0782 English Argues parent/child sharing of school homework provides a beneficial environment for migrant parents to learn English as a Second Language. Ten Hispanic children were studied in interactions with their mothers in two settings: doing homework and at mealtime. Results show that during homework, children spoke English more frequently, produced English verbs with richer morphology, and provided feedback more often than in mealtime conversations. (Author/VWL) EJ679593 Children as Mediators for the Second Language Learning of Their Migrant Parents. Language and Education v17 n5 p311-31 2003 2003-00-00 T 2004 7/11/2004 12:03:06 CIJJUl2004

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No Communication (Thought Transfer) Discourse Analysis Elementary Education Elementary School Students Peer Relationship Task Analysis Writing (Composition) Gelat, Mona Journal Articles Opinion Papers ISSN-0950-0782 English Highlights identified patterns of pupil perception observed during an experimental study concerning 10-year-olds who were supporting one another in small groups of three as they were verbally preparing for an argumentative writing task. Exemplifies the perspective-taking strategies used by participants to assist each other and make themselves understood. (Author/VWL) EJ679594 Taking Others' Perspectives in a Peer Interactional Setting While Preparing for a Written Argument. Language and Education v17 n5 p332-54 2003 2003-00-00 T 2004 7/11/2004 12:03:06 CIJJUl2004

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No Classroom Communication Discourse Analysis Grammar Metalinguistics Scaffolding (Teaching Technique) Teacher Student Relationship Myhill, Debra Journal Articles Reports - Research ISSN-0950-0782 English Describes some of the misconceptions and confusions in metalinguistic understanding that are established by the teacher during whole-class teaching of the active and passive voice. Draws on findings from a larger study investigating how teachers use talk in whole-class settings to scaffold children's learning. (Author/VWL) EJ679595 Principled Understanding? Teaching the Active and Passive Voice. Language and Education v17 n5 p355-70 2003 2003-00-00 T 2004 7/11/2004 12:03:06 CIJJUl2004

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No Code Switching (Language) Cultural Influences Dialects English (Second Language) Foreign Countries Gujarati Sentence Structure Story Telling Uncommonly Taught Languages Vocabulary Sneddon, Raymonde Patel, Kanta Journal Articles Opinion Papers England (London) India India United Kingdom (London) ISSN-0950-0782 English Explores how the story "The Raja's Big Ears" traveled from Gujerat in India, where it is a well-known folktale, via a skilled story teller, to London, where it was transformed through contact with the multicultural world of London school children. (Author/VWL) EJ679596 The Raja's Big Ears: The Journey of a Story across Cultures. Language and Education v17 n5 p371-84 2003 2003-00-00 T 2004 2016-11-21

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No Humanities Library Collection Development Library Personnel Research Libraries Special Libraries Chaison, Joanne D. Journal Articles Reports - Descriptive Historical Background Special Collections (Library) ISSN-0024-2594 English Describes the American Antiquarian Society, including its history, the evolution of its collections, and the relationship between its staff and readers that make it a leading humanities research center. Discusses the institutional culture and the development of a new area of study, the history of the book in American culture. (Author/LRW) EJ679597 "Everything Old Is New Again": Research Collections at the American Antiquarian Society. Library Trends v52 n1 p14-29 Sum 2003 2003-00-00 T 2004 2016-11-21

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No European History Historic Sites Library Acquisition Library Collection Development Museums Primary Sources Special Libraries Saenger, Paul Journal Articles Reports - Descriptive Newberry Library IL Rare Books Special Collections (Library) ISSN-0024-2594 English Describes efforts by the Newberry Library (Chicago) to obtain original source materials for studying the literature and history of western Europe from the Middle Ages to the eighteenth century. Discusses joint acquisitions with higher education institutions; acquisition of rare book collections from religious colleges and seminaries; and acquisition of books from museums and historical sites. (Author/LRW) EJ679598 In the Age of the Web: Strategies for Building a Collection of Primary Sources for European History from the Middle Ages to the Eighteenth Century. Library Trends v52 n1 p30-48 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Archives Building Design Higher Education Library Facilities Library Funding Library Planning Politics of Education Kelsey, Donald G. Journal Articles Reports - Descriptive Design Methodology Special Collections (Library) University of Minnesota ISSN-0024-2594 English Explores the planning, funding, engineering, designing, and construction of the Elmer L. Andersen Library at the University of Minnesota that combined eight archives and special collection units into a single building. Considers how internal library planning meshes with the architectural design process and how the political process can affect funding priorities. (Author/LRW) EJ679599 The Elmer L. Andersen Library: Accomplishing the Impossible. Library Trends v52 n1 p49-59 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Electronic Libraries Futures (of Society) Library Collection Development Library Funding Research Libraries Scholarly Communication Special Libraries Users (Information) Allen, Susan M. Journal Articles Reports - Descriptive Digital Technology Special Collections (Library) ISSN-0024-2594 English Discussion of special collections materials focuses on independent research libraries. Topics include how collection development differs; who they serve; access to the collections, including digital access; and future challenges, especially the need for increased financial support, changes in scholarly communication, and the need for increased visibility. (Author/LRW) EJ679600 Special Collections Outside the Ivory Tower. Library Trends v52 n1 p60-68 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Donors Economic Change Educational Finance Financial Support Fund Raising Higher Education Library Funding Research Libraries Browar, Lisa Streit, Samuel A. Journal Articles Reports - Descriptive Change Analysis Special Collections (Library) ISSN-0024-2594 English Examines the current international economic disruption and its effect on scholarly and academic communities, including a shift in donor philosophy. Considers how academic and cultural institutions are reevaluating traditional areas of support; discusses implications for research libraries, including special collections; and offers suggestions for coping with an unfamiliar fundraising environment. (Author/LRW) EJ679601 Mutually Assured Survival: Library Fund-Raising Strategies in a Changing Economy. Library Trends v52 n1 p69-86 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Academic Libraries Creative Writing Exhibits Higher Education Library Services Reference Services Seminars Special Libraries World Wide Web Traister, Daniel Journal Articles Reports - Descriptive Promotional Strategies Rare Books Special Collections (Library) ISSN-0024-2594 English Discusses the new emphasis in special collections, especially in academic libraries, on the promotion of materials. Highlights include the economic basis of promotion; exhibitions; classroom ventures; the Web; seminars and other discussion groups; creative writing courses; one-time events; friends, tourists, and the public; and reference services. (LRW) EJ679602 Public Services and Outreach in Rare Book, Manuscript, and Special Collections Libraries. Library Trends v52 n1 p87-108 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cataloging Library Technical Processes Problems Leslie, Deborah J. Journal Articles Reports - Descriptive American Library Association Rare Books Special Collections (Library) ISSN-0024-2594 English Reports on the American Library Association's efforts to update the Descriptive Cataloging of Rare Materials (DCRM). Describes topics of working groups that include transcription of early letter forms, rare book cataloging of machine-press books, collection-level cataloging, problems and lacunae, and varieties of editions and issues and when to create a new record. (Author/LRW) EJ679603 New Trends in Cataloging Rare and Special Materials. Library Trends v52 n1 p109-11 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Library Collections Library Materials Physical Environment Preservation Storage Technological Advancement Hain, Jennifer E. Journal Articles Reports - Descriptive Paper Deacidification Special Collections (Library) Digital Imagery Library Materials Conservation ISSN-0024-2594 English Highlights some of the skills and technological advances that have changed the way special collections are preserved in reference to two approaches: item-level conservation and collections conservation. Discusses mechanical paper splitting; computer imaging and mechanization; mass deacidification; controlling temperature, humidity, pests, and mold; storage environments; and film preservation. (Author/LRW) EJ679604 A Brief Look at Recent Developments in the Preservation and Conservation of Special Collections. Library Trends v52 n1 p112-17 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Film Production Films Library Education Library Materials Models Preservation Videotape Recordings De Stefano, Paula Journal Articles Reports - Descriptive Barriers to Implementation Library Materials Conservation Special Collections (Library) ISSN-0024-2594 English Examines the current practices of film and video preservation in libraries and examines barriers that have hindered the development of full-fledged preservation programs for them. Topics include advances in education and training; preservation paradigms; and mechanics of film production that affect preservation. (Author/LRW) EJ679605 Moving Image Preservation in Libraries. Library Trends v52 n1 p118-32 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Grants Guidelines Higher Education Library Funding Models Physical Environment Preservation Storage Dean, John F. Journal Articles Reports - Descriptive Cornell University NY Special Collections (Library) Digital Imagery Digital Preservation Digital Scanning Library Materials Conservation ISSN-0024-2594 English Examines the intersection of conservation and digital imaging based on guidelines at the Cornell University (Ithaca, NY) library. Discusses the digitization of artifacts; assessing the condition prior to scanning; scanning considerations, including temperature and humidity, lighting, and security; stable storage of artifacts after scanning; and grant-funded scanning project considerations. (LRW) EJ679606 Digital Imaging and Conservation: Model Guidelines. Library Trends v52 n1 p133-37 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Access to Information Cultural Background Global Approach Ownership Primary Sources Technological Advancement Users (Information) Prochaska, Alice Journal Articles Reports - Descriptive Digitizing Special Collections (Library) ISSN-0024-2594 English Considers library special collections in North America and the world. Discusses issues of providing access for a diverse readership but with limited resources; questions of ownership, particularly claims of national heritage; and implications of the electronic revolution, including access through digitization that often leads to increased demands for access to the originals. (Author/LRW) EJ679607 Special Collections in an International Perspective. Library Trends v52 n1 p138-50 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Context Foreign Countries Library Collections Library Materials War Genieva, Ekaterina Journal Articles Reports - Descriptive Restitution Special Collections (Library) USSR Germany Rare Books Germany USSR ISSN-0024-2594 English Considers whether rare books taken during times of war as trophies by the enemy should be restored to their original owners. Highlights include problems associated with restitution; legal and political considerations; individual books versus special collections; and the German book trade and libraries and their relations to the Soviet Union after World War II. (Author/LRW) EJ679608 The Role of Displaced Book Collections in Culture. Library Trends v52 n1 p151-56 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Libraries Access to Information Budgets Higher Education Library Cooperation Library Education Library Expenditures Library Personnel Library Statistics Library Surveys Recruitment Research Libraries Hewitt, Joe A. Panitch, Judith M. Journal Articles Reports - Descriptive Special Collections (Library) Association of Research Libraries Digitizing ISSN-0024-2594 English Reviews the Association of Research Libraries (ARL) activities regarding special collections. Highlights include local and collaborative approaches; budget pressures; access to special collections; digitization programs; recruiting qualified staff; results of a survey of ARL special collections; and the need for ongoing statistics for special collections. (LRW) EJ679609 The ARL Special Collections Initiative. Library Trends v52 n1 p157-71 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Affective Behavior Library Collections Smith, Abby Journal Articles Reports - Descriptive Artifacts Authenticity Digital Collections Special Collections (Library) ISSN-0024-2594 English Discussion of authenticity in artifacts focuses on the ability of an artifact, through its physical presence, to create an experiential and affective response in the researcher. Explores implications for collectors and special collections librarians of the fact that digital objects can be likened to physical artifacts because they also claim experiential and affective authenticity. (Author/LRW) EJ679610 Authenticity and Affect: When Is a Watch Not a Watch? Library Trends v52 n1 p172-82 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Budgets Futures (of Society) Library Collections Library Education Library Materials Printed Materials Research Libraries Belanger, Terry Journal Articles Reports - Descriptive Change Analysis Electronic Resources Rare Books Special Collections (Library) ISSN-0024-2594 English Includes a 1991 lecture on the future of rare book libraries and a commentary from 2003. Topics include paper-based collections versus electronic resources; changes in general research libraries; budget shortages; changing priorities; reformatting library materials; and education for rare books and special collections librarians. (LRW) EJ679611 Afterward. Library Trends v52 n1 p183-95 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Access to Information Administrator Attitudes Educational Change Elementary Secondary Education Information Literacy Leadership Learning Resources Centers Library Administration Library Role Media Specialists Principals School Libraries Alexander, Linda B. Smith, Robert C. Carey, James O. Journal Articles Reports - Research Librarian Administrator Relationship Librarian Teacher Cooperation Kentucky Education Reform Act 1990 Kentucky Education Reform Act 1990 ISSN-1094-9046 English Discusses the Kentucky Education Reform Act of 1990 and the role of school library media specialists. Focuses on principals' perceptions of media specialists in five categories: information literacy; collaboration, leadership, and technology; learning and teaching; information access and delivery; and program administration; and suggests that principals do not appreciate the importance of media specialists. (LRW) EJ679612 Education Reform and the School Library Media Specialist: Perceptions of Principals. Knowledge Quest v32 n2 p10-13 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Leadership Learning Resources Centers Library Role Media Specialists Models Principals School Libraries Zsiray, Stephen W., Jr. Journal Articles Reports - Descriptive Librarian Administrator Relationship ISSN-1094-9046 English Discusses leadership of the school library media specialist in the areas of curriculum and instruction. Presents case studies of principals who were media specialists and recognize the importance and leadership potential of media specialists, and provides a leadership model for school library media specialists. (LRW) EJ679613 Leadership and Library Media: A Grass-Roots Approach. Knowledge Quest v32 n2 p14-16 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academic Standards Access to Information Administrator Attitudes Elementary Secondary Education Evaluation Methods Information Literacy Learning Resources Centers Library Collections Management Development Media Specialists Principals School Libraries Kachel, Debra E. Journal Articles Reports - Descriptive Information Power (AASL AECT) Librarian Administrator Relationship ISSN-1094-9046 English Describes a program developed to help school principals understand the importance of school library media specialists based on "Information Power." Explains modules on academic achievement and school libraries, information literacy and academic standards, library collections and flexible access, and revitalization and evaluation of school library programs. (LRW) EJ679614 Partners for Success: A School Library Advocacy Training Program for Principals. Knowledge Quest v32 n2 p17-19 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Access to Information Advocacy Leadership Learning Resources Centers Library Administration Library Planning Management Development Media Specialists School Libraries Time Management Cogdell, Edna Journal Articles Reports - Descriptive Best Practices Management Skills ISSN-1094-9046 English Describes a library media management staff development course to focus on best practices in time management for the school year. Highlights include goal setting and planning; access to information; leadership and advocacy; and customizing ready reference files for useful media management information. (LRW) EJ679615 School Library Media Management Skills: A Few Tips. Knowledge Quest v32 n2 p20-22 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Budgeting Decision Making Department Heads Elementary Secondary Education Evaluation Methods Guidelines Higher Education Information Transfer Learning Resources Centers Library Administration Media Specialists Politics of Education School Libraries Lott, Carolyn Journal Articles Reports - Descriptive Management Skills ISSN-1094-9046 English Discusses how the author used administrative skills learned as a school library media specialist to meet the demands of a university department chair. Topics include the influence of decisions that are made; budgeting; evaluation concerns and responsibilities; determining guidelines and goals; political concerns; and the flow of information. (LRW) EJ679616 Administrative Sides of Librarying. Knowledge Quest v32 n2 p23-24 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Characteristics Administrator Effectiveness Administrator Responsibility Administrator Role Cooperation Elementary Secondary Education Learning Resources Centers Library Administration Media Specialists School Libraries State Officials Alewine, Martha Journal Articles Reports - Descriptive Systemic Change Appreciative Inquiry ISSN-1094-9046 English Considers how school library media specialist administrative responsibilities can carry over to a job as state consultant for school library media services. Discusses characteristics of effective administrators; collaboration; the appreciative inquiry process for systemic change; and duties and projects of the state program that strengthen media specialist positions. (LRW) EJ679617 School Library Media Specialists: Essentially Administrators. Knowledge Quest v32 n2 p25-29 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Communication (Thought Transfer) Communication Problems Elementary Secondary Education Learning Resources Centers Library Role Media Specialists Principals School Libraries Jones, Plummer Alston, Jr. Journal Articles Reports - Descriptive Information Power (AASL AECT) Librarian Administrator Relationship ISSN-1094-9046 English Discusses the lack of communication between school principals and school library media specialists, the lack of information principals have regarding media specialists' roles and responsibilities, and the use of the executive briefing to open up effective channels of communication. Explains correlations between "Information Power" principles and executive briefing functions. (LRW) EJ679618 The Executive Briefing: A Management Tool for Improving Communication between School Library Media Specialists and Their Principals. Knowledge Quest v32 n2 p30-34 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Job Skills Leadership Effectiveness Leadership Responsibility Library Administration Partnerships in Education Professional Training School Libraries Wall, Barbara Journal Articles Reports - Descriptive Librarian Administrator Relationship ISSN-1094-9046 English Discusses how the school library media specialist (SLMS) must assume leadership in establishing and nurturing administrative partnerships and to take the risk of leading when the opportunity arises. Offers tips for managing your professional partnerships: be professional at all times, learn your job, do your job to the very best of your ability, embrace the job, not just come to work, and be accountable. (LRW) EJ679619 Manage Yourself. Knowledge Quest v32 n2 p35-36 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Communication (Thought Transfer) Elementary Secondary Education Library Administration Library Collections Library Policy Library Role Library Services Principals School Libraries Value Judgment Brisco, Shonda Journal Articles Reports - Descriptive Librarian Administrator Relationship ISSN-1094-9046 English Presents strategies for educating administrators as to the value of school library programs and their influence on student achievement. Highlights include meeting and communicating with principals and superintendents; providing documentation to support library policies and collections; demonstrating professional research abilities; inviting them to observe; attending conventions; and articulating administrative tasks. (LRW) EJ679620 Ten Powerhouse Strategies for Educating Administrators. Knowledge Quest v32 n2 p37-38 Nov-Dec 2003 2003-00-00 T 2004 2016-11-23

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No Administrator Role Curriculum Development Educational Change Elementary Secondary Education Learning Resources Centers Library Planning Library Services Media Specialists School Libraries Standards Strategic Planning Web Sites Weisman, Shirley Journal Articles Reports - Descriptive Librarian Administrator Relationship Librarian Teacher Cooperation ISSN-1094-9046 English Describes strategies used by one school library media specialist to meet challenges of the standards-based reform movement, which often leads to less collaboration between classroom teachers and media specialists due to time constraints. Topics include working with the curriculum coordinator; providing resources that meet curriculum needs, including a Web site; and administrative support. (LRW) EJ679621 Carolyn Owens, a Strategic School Library Media Specialist. Knowledge Quest v32 n2 p39-40 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Boards of Education Budgets Change Agents Elementary Secondary Education Learning Resources Centers Library Role Media Specialists School Libraries Nutt, Pam Journal Articles Reports - Descriptive Librarian Administrator Relationship ISSN-1094-9046 English Describes advantages for school library media specialists to be school board members. Highlights include budget allocations for media centers in new schools; meeting with various lawmakers to advocate for school library interests; explaining the rationale for new technology; working with administrators; and being a change agent. (LRW) EJ679622 School Library Media Specialist/School Board Member: Two Sides of the Same Coin. Knowledge Quest v32 n2 p41-42 Nov-Dec 2003 2003-00-00 T 2004 2016-11-21

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No Colleges Content Area Writing Higher Education Instruction Teaching Methods Teaching Models Writing Across the Curriculum Writing Instruction Writing Strategies Kiefer, Kate Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Argues that teachers in all disciplines can act as insiders in helping students to write more effectively within academic contexts. Teachers who write are even more effective because they bring expert knowledge of content and language from tacit to conscious awareness and engage themselves and their students in the teaching exchange. (Contains 13 references.) (CAK) EJ679623 Why Teachers Should Also Write. Academic Exchange Quarterly v7 n2 p5-9 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:15 CIJJUl2004

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Davis, John K. Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Discusses an approach for teaching literature using a dynamic, holistic approach to the novel. Uses the "story mind" theory, which is built on the unifying quality of metaphor, and exposes students to analyses of character, overall story, and propelling elements on a variety of level. (Contains 10 references.) (CAK) EJ679624 The Mind as a Novel Metaphor. Academic Exchange Quarterly v7 n2 p10-14 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:15 CIJJUl2004

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Smalley, Ruth Ann Guides - Classroom - Teacher Journal Articles College of Saint Rose NY ISSN-1096-1453 English Delineates the use of unconventional methods in two novel courses, calling for pedagogy change in college classrooms. The instructor asked students to take on more responsibility and exercise decision-making power about the shape and content of the course. Student responses to this more inclusive pedagogy were mixed. (CAK) EJ679625 Novel Pedagogies. Academic Exchange Quarterly v7 n2 p15-19 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models McInelly, Brett C. Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Discusses an instructor's efforts to have students investigate the historical and cultural contexts in which novels are set. Requires students to use primary sources, such as newspapers, to see what ulight this information nsheds on their understanding of the novel they are reading. (CAK) EJ679626 Teaching the Novel in Context. Academic Exchange Quarterly v7 n2 p20-24 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:15 CIJJUl2004

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Glasser, William A. Guides - Classroom - Teacher Journal Articles Melville (Herman) ISSN-1096-1453 English Proposes a new approach for teaching imaginative literature. Argues for a shifting of emphasis from critical afterthoughts to preparatory remarks for the purpose of strengthening students' initial responses to an assigned work. The type of preparation will depend on the work and the capabilities of the students. (CAK) EJ679627 The Unteaching of Literature: We Murder To Dissect. Academic Exchange Quarterly v7 n2 p25-29 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Cocchiarale, Michael Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Describes an approach to teaching short stories that uses an expanded meaning of diversity. This course incorporates not only a variety of gender, racial, and ethnic perspectives, but also a number of differing examples of the short story cycle, an integrated collection that features discrete, autonomous stories that add up to a composite whole. (CAK) EJ679628 Teaching between the Genres. Academic Exchange Quarterly v7 n2 p30-34 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:16 CIJJUl2004

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No Colleges Content Area Reading Film Criticism Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Ostrander, Tammy Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Proposes the use of film theory to help students analyze literary texts. Finds that film theory concepts appeal to highly visual students and provide a framework for discussing images. Suggests that central themes, primary symbols, and character development are underscored by the images constructed by the author. (Contains 13 references.) (CAK) EJ679629 Applying Film Theory in Teaching Fiction. Academic Exchange Quarterly v7 n2 p35-39 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:16 CIJJUl2004

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No Colleges Content Area Reading Higher Education Instruction Literature Appreciation Reading Comprehension Reading Instruction Teaching Methods Teaching Models Writing Across the Curriculum Bice, Deborah Courey, Tamra Guides - Classroom - Teacher Journal Articles Frankenstein Maslow (Abraham) ISSN-1096-1453 English Describes the exchange that takes place between an English and a Nursing professor when a student writes a paper about Shelley's Frankenstein that incorporates Maslow's hierarchy of needs in the analysis. Discusses the collaborative conversations that took place as a result of this essay and the new pedagogical ideas this discussion generated. (CAK) EJ679630 Frankenstein Meets Maslow. Academic Exchange Quarterly v7 n2 p40-43 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Coping Higher Education Instruction Literature Appreciation Social History Stress Management Teaching Methods Teaching Models Terrorism Derrick, Thomas J. Guides - Classroom - Teacher Journal Articles Shakespeare (William) ISSN-1096-1453 English Discusses one professor's decision, in the aftermath of the destruction of the World Trade Center, to use a Shakespeare course to help students' process their feelings about military combat and cultural conflict. The professor uses Baxter Magolda's student development theory to understand student attitudes about war as presented in student writings. (CAK) EJ679631 At War, with Shakespeare - Student Development. Academic Exchange Quarterly v7 n2 p44-48 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Higher Education Instruction Journalism News Writing Teaching Methods Teaching Models Terrorism Kay, Linda Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Discusses the experience of a journalism professor in Canada who taught a class on September 11, 2001. She decided, after careful thought, to use the events of that day, and stories from her own journalistic experience, to teach her students about how to report on a tragic event under a deadline. (CAK) EJ679632 Deadline Reporting: Terrorism on September 11. Academic Exchange Quarterly v7 n2 p49-52 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:17 CIJJUl2004

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No Aesthetic Values Colleges Cultural Pluralism Higher Education Instruction Teaching Methods Teaching Models Terrorism Malone, Christopher Todd Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Discusses a university course on multiculturalism and literacy study created by an English professor in the aftermath of September 11, 2001. The course served as an occasion for students to examine more carefully their assumptions about cultural differences, and was intended to broaden students' sense of the value of multiculturalism. (Contains 14 references.) (CAK) EJ679633 Teaching Multiculturalism Post-9/11. Academic Exchange Quarterly v7 n2 p53-60 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:17 CIJJUl2004

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No Colleges Higher Education Instruction Journalism Mass Media Effects Media Research Teaching Models Terrorism Writing Instruction Writing Strategies Russell, Alison Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Describes an instructor's analysis of students' responses to an assignment to describe the events of September 11, 2001 for a visual and media literacy course. Discusses the impact of media reports on students' perceptions of those events, and the inability of most students to critically analyze the situation because of the absence of personal detachment. (CAK) EJ679634 Visual Literacy after 9/11. Academic Exchange Quarterly v7 n2 p61-65 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:18 CIJJUl2004

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No Aesthetics Colleges Higher Education Instruction Philosophy Teaching Methods Teaching Models World Views Hernandez-Lemus, Alberto Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Describes a course designated for incoming students as an introduction to liberal arts education, which proposes a close relationship between ethics and aesthetics. Students are exposed to different philosophical definitions of the good life as well as different definitions of beauty. Underlying is the course's working metaphor of life as a work of self-creation. (CAK) EJ679635 Reflecting on the Good Life: Intergenerational Dialogue. Academic Exchange Quarterly v7 n2 p66-70 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:18 CIJJUl2004

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No Colleges Diversity Experiential Learning Higher Education Instruction Service Learning Student Research Teaching Methods Teaching Models Suyemoto, Karen L. Kiang, Peter Nien-chu Guides - Classroom - Teacher Journal Articles University of Massachusetts Boston ISSN-1096-1453 English Describes the Diversity Research Initiative at the University of Massachusetts, Boston, which involves students in seminars and research related to diversity. Concludes that these efforts have positively impacted curriculum and pedagogy, and have given students the opportunity to experience collaborative learning communities, become engaged in campus issues, and practice methods of research. (Contains 19 references.) (CAK) EJ679636 Diversity Research as Service Learning. Academic Exchange Quarterly v7 n2 p71-75 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Higher Education Instruction Pharmaceutical Education Pharmacy Service Learning Teaching Methods Teaching Models Coffey, Cynthia Miller, Susan W. Barnett, Candace Turberville-Vega, Vicky Guides - Classroom - Teacher Journal Articles Mercer University GA ISSN-1096-1453 English Describes the implementation of a structured service-learning program at the Mercer University Southern School of Pharmacy. Students were expected to secure a service-learning site and spend 32 hours in service to the community. Summative evaluation responses from the sites were very positive, and relationships developed between students and the community partners. (Contains 10 references.) (CAK) EJ679637 Service Learning: Implementation and Evaluation in a Pharmacy Curriculum. Academic Exchange Quarterly v7 n2 p76-80 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Citizenship Responsibility Colleges Experiential Learning Higher Education Instruction School Community Relationship Service Learning Teaching Methods Teaching Models Jovanovic, Spoma Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Presents pedagogical resources for faculty who teach service-learning courses. Stresses that the interplay of dialogue, critical inquiry, and surprises in these courses allows students to understand how they can shape and redefine their roles in society, and how society can change as a result of their involvement. (Contains 13 references.) (CAK) EJ679638 Communication as Critical Inquiry in Service-Learning. Academic Exchange Quarterly v7 n2 p81-85 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:19 CIJJUl2004

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No Colleges Experiential Learning Higher Education Instruction Nurses Nursing Education Service Learning Teaching Methods Teaching Models Nokes, Kathleen M. Nickitas, Donna M. Keida, Robin Neville, Susan Guides - Classroom - Teacher Journal Articles City University of New York Hunter College ISSN-1096-1453 English Describes a hybrid classroom and web-based service-learning intervention that included a clinical practicum for nurses. By using in-person and web-based strategies, students who were new to the use of technology could be coached and encouraged to reflect on their clinical experiences using service-learning as an organizing framework. (CAK) EJ679639 Using Technology To Enhance Service-Learning Reflection. Academic Exchange Quarterly v7 n2 p86-90 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Higher Education Instruction Service Learning Special Education Teachers Teacher Education Teaching Methods Teaching Models Cepello, Michelle Ray Davis, Teresa M Hill-Ward, Laurel Guides - Classroom - Teacher Journal Articles California State University Chico ISSN-1096-1453 English Compares two studies of service learning: a case study of a beginning special education teacher who implemented service-learning, and the results of a survey of graduates of a teacher training program who were asked about the extent to which they transferred their knowledge of service-learning to their classroom practice. (Contains 11 references.) (CAK) EJ679640 Beginning Teachers and Service-Learning: Lessons Learned. Academic Exchange Quarterly v7 n2 p91-96 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges English (Second Language) Experiential Learning Higher Education Instruction Service Learning Teacher Education Teaching Methods Teaching Models Wilberschied, Lee Bauer, Lisa Gerdes, Carla Guides - Classroom - Teacher Journal Articles University of Cincinnati OH ISSN-1096-1453 English Examines the outcomes of a two-part service learning project in a summer practicum for English as Second Language teacher endorsement candidates. The first component was to implement a summer family literacy program for ESL students; the second was to have the students participate in a service-learning project. Responses to the projects varied. (Contains 13 references.) (CAK) EJ679641 Emergency Room Mode - A Service-Learning Case. Academic Exchange Quarterly v7 n2 p97-105 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-23

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No Colleges Delinquency Prevention Experiential Learning High Risk Students Higher Education Instruction Service Learning Teaching Methods Teaching Models Cashel, Mary Louise Goodman, Clair Swanson, Jane Journal Articles Reports - Evaluative Southern Illinois University Carbondale ISSN-1096-1453 English Describes the results of the evaluation of a service-learning project designed to facilitate delinquency prevention and to promote resiliency in at-risk youth in the community. The involvement of undergraduate and graduate students in this mentoring initiative proved instrumental in the overall success of the program. (CAK) EJ679642 Mentoring as Service-Learning for Undergraduates. Academic Exchange Quarterly v7 n2 p106-110 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Higher Education Instruction Service Learning Teacher Education Teaching Methods Teaching Models Anderson, Jeffrey B. Erickson, Joseph A. Journal Articles Reports - Research ISSN-1096-1453 English Presents the results of a national study designed to gain an understanding of the status of service-learning in teacher education programs. Concludes that although service-learning exists in the language and curriculum of the majority of teacher education programs - approximately 60 percent address the subject - it still resides largely on the periphery. (Contains 12 references.) (CAK) EJ679643 Service-Learning in Preservice Teacher Education. Academic Exchange Quarterly v7 n2 p111-115 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:20 CIJJUl2004

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No Colleges Economics Education Experiential Learning Higher Education Instruction Service Learning Teacher Education Teaching Methods Teaching Models Wetig, Saundra Guides - Classroom - Teacher Journal Articles University of Nebraska Omaha ISSN-1096-1453 English Outlines the development of a service-learning project between university students enrolled in an elementary Social Studies methods course, urban elementary students, their principal and instructional facilitator, and an Junior Achievement staff representative. Asserts that the elementary school students' experiences helped prepare them for active civic participation. (CAK) EJ679644 Enriching Economics Education through Service-Learning. Academic Exchange Quarterly v7 n2 p116-120 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Higher Education Instruction Physical Education Teachers Service Learning Teacher Education Teaching Methods Teaching Models Abourezk, Tami Patterson, Debra L. Guides - Classroom - Teacher Journal Articles California State University Northridge ISSN-1096-1453 English Describes a two-year service-learning project for undergraduate students in a physical education teacher education program. Students reported that their experience had a direct impact on their collaborative skills, ability to apply their subject matter, their leadership skills, and ability to communicate their ideas in a real-world context. (Contains 13 references.) (CAK) EJ679645 Bridging the Gap for Pre-service Teachers. Academic Exchange Quarterly v7 n2 p121-125 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Exercise Physiology Experiential Learning Higher Education Instruction Program Effectiveness Service Learning Teaching Methods Teaching Models Romack, Jennifer L. Journal Articles Reports - Evaluative California State University Northridge ISSN-1096-1453 English Describes the attempts by one faculty member to assess the impact of service learning on student learning in a motor development class. Concludes that service learning has powerful effects on student engagement, but that faculty have to find new ways to properly assess those outcomes. (Contains 16 references.) (CAK) EJ679646 Is Service Learning Making the Grade? Academic Exchange Quarterly v7 n2 p126-129 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Ethics Experiential Learning Higher Education Instruction Service Learning Teaching Methods Teaching Models Writing Instruction Lanier-Nabors, Benjamin G. Guides - Classroom - Teacher Journal Articles Louisiana State University ISSN-1096-1453 English Describes a writing course that utilizes service-learning to help student explore ethical issues. Finds that the course increased students' interest in writing, that the students enjoyed the thematic focus of the course, and that the service learning environment contributed to students' comfort with otherwise difficult course materials and cultural issues. (CAK) EJ679647 Writing the Self through Service, a Dietetic Ethics. Academic Exchange Quarterly v7 n2 p130-137 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Educational Assessment Educational Research Experiential Learning Higher Education Program Effectiveness Questionnaires Service Learning Weatherford, Carol G. Owns, Emma M. Weatherford, David E., Jr. Fisk, William Journal Articles Reports - Evaluative Clemson University SC ISSN-1096-1453 English Discusses the development of a survey instrument designed to measure the impact of service learning on student development, specifically students' sense of caring, ethics, connectedness, collaboration, diversity, reciprocity, and self-efficacy. The authors invite other service-learning practitioners to utilize the instrument, and if they wish, to share their findings with the authors. (Contains 20 references.) (CAK) EJ679648 Profile of Learning through Service: Assessment. Academic Exchange Quarterly v7 n2 p138-140 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning First Year Seminars Higher Education Instruction Service Learning Student Journals Student Reaction Teaching Methods Teaching Models Weisskirch, Robert S. Journal Articles California State University Monterey Bay ISSN-1096-1453 English Asserts that the use of journals in a service-learning course is a way to motivate first-year students to be more introspective and reflective and to document changes they undergo during their experience. Finds that students will reflect on how service-learning affects their evolving identities and their clarification of career goals. (Contains 14 references.) (CAK) EJ679649 Analyzing Student Journals in a Service-Learning Course. Academic Exchange Quarterly v7 n2 p141-145 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Higher Education Instruction Service Learning Student Research Teaching Methods Teaching Models Vogelgesang, Lori J. O'Byrne, Kathy. Guides - Classroom - Teacher Journal Articles University of California Los Angeles ISSN-1096-1453 English Presents a model that combines research and service learning. The Community Based Research Institute is an interdisciplinary summer academic experience in which undergraduate students and community partners collaborate to meet a community-defined research need. Finds that students are less likely than faculty to recognize the connections between the discipline-based course and the service learning experience. (CAK) EJ679650 Undergraduate Research as Community Service. Academic Exchange Quarterly v7 n2 p146-150 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Educational Assessment Experiential Learning Higher Education Instruction Program Effectiveness Service Learning Special Education Teachers Teaching Models Karayan, Silva Gathercoal, Paul Journal Articles Reports - Research California Lutheran University ISSN-1096-1453 English Reviews a series of service-learning programs implemented over a four-year period by special education teachers enrolled at California Lutheran University's preservice graduate program. Finds that an increasing number of these programs involved students with special needs in the service learning projects. These "reciprocal empowerment" models prepare students with special needs for responsible citizenship. (Contains 10 references.) (CAK) EJ679651 Service-Learning: Empowering Students with Special Needs. Academic Exchange Quarterly v7 n2 p151-157 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-23

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No Colleges Educational Assessment Experiential Learning Higher Education Instruction Program Effectiveness Service Learning Teaching Models Mayhew, Jack Journal Articles Reports - Evaluative Weber State University UT ISSN-1096-1453 English Evaluates the outcomes of the service-learning component in two undergraduate courses in which some students identified their own service-learning sites and others chose one of three pre-arranged sites. Concludes that all students experienced a greater understanding of the course content and their roles as citizens, but students who arranged their own experiences had greater benefits. (CAK) EJ679652 Service-Learning for Understanding Human Exceptionality. Academic Exchange Quarterly v7 n2 p158-163 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Citizenship Education Colleges Experiential Learning Higher Education Instruction Justice Service Learning Social Attitudes Social Problems Monard-Weissman, Kathia Journal Articles Reports - Research Ecuador Ecuador ISSN-1096-1453 English Uses a case study of an international service-learning program (ISLP) in Ecuador to assess how effectively these programs contribute to fostering a sense of justice in students. Finds that the ISLP experience helps students to acquire a deeper understanding of their world and reassure their commitment to service. (CAK) EJ679653 Fostering a Sense of Justice through International Service-Learning. Academic Exchange Quarterly v7 n2 p164-169 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Adult Education Adult Learning Colleges Continuing Education Higher Education Instruction Minicourses Womens Education Lockhart, Marilyn Guides - Classroom - Teacher Journal Articles Reports - Descriptive American Association of University Women Montana State University ISSN-1096-1453 English Describes a mini-educational program at Montana State University (MSU) designed to encourage adult women to enter or return to higher education. The program was a joint effort between MSU and the local branch of the American Association of University Women. Presents the results, lessons learned, and areas for further work. (Contains 12 references.) (CAK) EJ679654 Community Collaboration To Support Reentry Adult Women. Academic Exchange Quarterly v7 n2 p170-174 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Community Services Experiential Learning Higher Education Instruction Outreach Programs Service Learning Teaching Models McMahon, Beth Journal Articles Reports - Descriptive ISSN-1096-1453 English Describes a project that allows university students to participate in organized service activities that identify and provide health and safety programs and services to two poverty-stricken elementary schools in a Pennsylvania school district. Student activities, including participation in faculty meetings and mandatory reflection, and outcomes are presented. (CAK) EJ679655 Adopt a School. Academic Exchange Quarterly v7 n2 p175-177 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:23 CIJJUl2004

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No Colleges Experiential Learning Higher Education Instruction Music Appreciation Music Education Outreach Programs Service Learning Teaching Models McGinnis, Pearl Yeadon Journal Articles Reports - Descriptive Southwest Missouri State University ISSN-1096-1453 English Describes Southwest Missouri State University's efforts to transform opera from an event that the audience simply watches to an event that stimulates life-long learning and interest in the arts for rural public school children. The project incorporates elements of experiential and interactive learning to benefit both the student performers and the public school audience members. (CAK) EJ679656 Opera as an Intervention for Rural Public School Children. Academic Exchange Quarterly v7 n2 p178-183 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Community Services Experiential Learning Higher Education Instruction Service Learning Teacher Education Teaching Models Butcher, Jude Howard, Peter Labone, Elizabeth McFadden, Mark Sheehan, Peter W. Journal Articles Reports - Descriptive Australia Australia ISSN-1096-1453 English Describes a study that examined the effect of community service learning on teacher education students. Concludes that students who are involved in such programs are more aware of the community in which they will teach and are more willing to become engaged in the community they will serve. (Contains 25 references.) (CAK) EJ679657 Developing Just Citizens in Australia. Academic Exchange Quarterly v7 n2 p188-193 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Early Childhood Education Elementary Education Emergent Literacy Federal Government Government Role Literacy Reading Instruction Reading Strategies Lee, Lea Gupta, Abha Journal Articles Reports - Evaluative Even Start Reading Excellence Act Reading Excellence Act ISSN-1096-1453 English Reviews four major federal initiatives to improve early reading and literacy programs in the U.S.: Title One Reading program, the Reading Excellence Act, Even Start Family Literacy Program, and the Leave No Child Behind Act. Concludes that these expensive reading programs have not been very successful. (Contains 22 references.) (CAK) EJ679658 The Government's Efforts To Improve Reading of Young Children. Academic Exchange Quarterly v7 n2 p194-198 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Cognitive Style Elementary Education Instruction Instructional Effectiveness Multiple Intelligences Secondary Education Teaching Methods Teaching Styles Pengiran-Jadid, Pengiran Rahmah Journal Articles Reports - Research Brunei Brunei ISSN-1096-1453 English Describes a research project in which the teaching styles of 207 Bruneian primary and secondary school teachers were compared with the learning styles of their 1037 students. Finds that teachers' styles were primarily limited to traditional styles, while students evidenced a wide range of perceptual preferences. Suggests a need for widely diverse teaching approaches. (Contains 19 references.) (CAK) EJ679659 Learning-Style Perceptual Preferences of Bruneian Students. Academic Exchange Quarterly v7 n2 p199-204 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Attitude Change Attitudes toward Disabilities Disabilities Instruction Instructional Effectiveness Professional Education Special Education Teacher Education Pace, Darra Journal Articles Reports - Descriptive Reports - Research Hofstra University NY ISSN-1096-1453 English Describes a professional development program for teachers designed to foster a greater awareness of the needs of students with disabilities. Uses the Attitudes Toward Disabled Persons survey and interviews to assess the effectiveness of the pilot program, which consisted of three seminars. Concludes that the seminars had a positive impact on participants' attitudes. (Contains 32 references.) (CAK) EJ679660 Increasing Awareness and Understanding of Students with Disabilities. Academic Exchange Quarterly v7 n2 p205-214 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Information Processing Instructional Effectiveness Job Skills Job Training Research Design Research Proposals Trade and Industrial Education Vocational Education Aik, Chong-Tek Journal Articles Reports - Evaluative Indonesia Indonesia ISSN-1096-1453 English Proposes a research study to investigate the effects of two visual training methods on the productivity of new workers on an assembly line at a wood products plant in Indonesia. Suggests that such a study would be useful to the managers in deciding what types of training would be most appropriate. (Contains 23 references.) (CAK) EJ679661 A Conceptual Study of Visual Training Methods. Academic Exchange Quarterly v7 n2 p215-220 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No College Environment Colleges Faculty College Relationship Higher Education Social Cognition Social Values Teacher Administrator Relationship Value Judgment Totten, Jeff Desiderato, Laurie Ley, Robert Meisenheimer, Marilyn Journal Articles Reports - Research Bemidji State University MN SERVQUAL ISSN-1096-1453 English Describes a study that compares the institutional values and priorities of faculty and administrators at Bemidji State University (MN). Finds that both groups identify the same values as being representative of an excellent university, but that some differences emerge as a result of the individuals' roles within the organization. (Contains 14 references.) (CAK) EJ679662 Values Gaps among Faculty and Administrators. Academic Exchange Quarterly v7 n2 p221-226 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Acquired Immunodeficiency Syndrome Child Health Comprehensive School Health Education Early Intervention Elementary Education Failure to Thrive Health Services School Health Services Khanna, Neena Feist-Price, Sonja Guides - Non-Classroom Journal Articles ISSN-1096-1453 English Acknowledges the substantial challenges faced by those who provide educational and social services to children with HIV. Reviews the developmental delays associated with HIV, relevant federal laws, the importance of interdisciplinary services, and psychosocial implications for children and their families. Concludes with practical implications for early intervention service providers and educators. (Contains 25 references.) (CAK) EJ679663 What Educators Should Know about HIV? Academic Exchange Quarterly v7 n2 p227-234 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:26 CIJJUl2004

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No Colleges Cultural Education Deaf Interpreting Deafness Experiential Learning Higher Education Instruction Service Learning Sign Language van den Bogaerde, Beppie Stuifzand, Marjan Journal Articles Reports - Descriptive University of Amsterdam (Netherlands) ISSN-1096-1453 English Describes a new professional training program for teachers and interpreters in Sign Language of the Netherlands. Includes courses in Deaf culture linked to practical assignments that encourage students to go forth into the Deaf community and link the theoretical knowledge taught in the classes with their own experiences among the Deaf. (Contains 12 references.) (CAK) EJ679664 Sign Language of the Netherlands (SLN) and Deaf Culture. Academic Exchange Quarterly v7 n2 p235-238 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Applied Linguistics Discourse Analysis Elementary Secondary Education Higher Education Instruction Literary Criticism Reader Response Second Language Instruction Mantero, Miguel Information Analyses Journal Articles ISSN-1096-1453 English Suggests that second language classrooms need to account for the discourse processes involved in learning a second language as well as in the fostering of an interactive reading of literature. Proposes a new stance on literature in the foreign language classroom based on the defamiliarization theory. (Contains 18 references.) (CAK) EJ679665 Appropriating Literature in Foreign Language Classrooms. Academic Exchange Quarterly v7 n2 p239-243 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:26 CIJJUl2004

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No Colleges Curriculum Enrichment Higher Education Instruction Literary Criticism Reader Response Technology Integration Web Sites Yang, Peter Shera, Jesse Hauk Guides - Classroom - Teacher Journal Articles Case Western Reserve University OH ISSN-1096-1453 English Reviews the use of Web sites for classroom-based literature seminars. Discusses the use of seminar management pages, literature information pages, links to online full texts, web tutorials, literature forums, and online examinations. Concludes that dedicated Web sites can contribute to enhancing literature seminars if designed and used in a pedagogical way. (Contains 15 references.) (CAK) EJ679666 Analysis of Literature Seminar Web Sites. Academic Exchange Quarterly v7 n2 p244-248 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Educational Quality Professional Development Secondary School Teachers Secondary Schools Teacher Attitudes Teacher Characteristics Teacher Effectiveness Teacher Improvement Vallance, R. J. Journal Articles Reports - Research University of Notre Dame (Australia) ISSN-1096-1453 English Presents the findings of a qualitative study of 19 secondary school teachers in Australia who have been identified by their principals as excellent teachers. Explores challenges to personal and professional development, personal failure, and their stance toward current and anticipated demands on the educational system. (Contains 12 references.) (CAK) EJ679667 Excellent Teachers: Exploring Constructions of Teaching. Academic Exchange Quarterly v7 n2 p249-256 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Computer Simulation Computer Uses in Education Cultural Education Higher Education Instruction Legends Virtual Reality Ge, Xun Lee, Jack Yamashiro, Kelly A. Journal Articles Reports - Research ISSN-1096-1453 English Reports a case study of thirteen college students engaging in a role-play activity of a Maui legend in a virtual reality environment. Immersed in the authentic cultural environment, the students not only interacted with the environment and each other, but recreated the legend based on their interpretation of the culture. (CAK) EJ679668 Role-Playing a Legend in Virtual Reality. Academic Exchange Quarterly v7 n2 p257-261 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:27 CIJJUl2004

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No Colleges Discourse Analysis Feminist Criticism Gender Issues Higher Education Instruction Literary Criticism Reader Response Chiwengo, Ngwarsungu Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Presents an analysis of Mary Wilkins Freeman's "The Revolt of 'Mother,'" focusing on the gendered nature of language. Asserts that the author's empowering discourse and speaking voice, within the male dominated literary arena, is an act of language appropriation, and that students who participate in the analysis of discourse can also be empowered. (Contains 14 references.) (CAK) EJ679669 Renaming the World: Freeman's Revolt of Mother. Academic Exchange Quarterly v7 n2 p262-271 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:27 CIJJUl2004

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No Faculty Advisers Noninstructional Responsibility Science Activities Science Education Secondary School Science Secondary School Students Secondary School Teachers Secondary Schools Robinson, Scott Journal Articles Reports - Research ISSN-1096-1453 English Investigates the nature of coaching a high school science olympiad team. The author interviewed nine science teachers about the rewards and challenges of coaching, competition and cooperation, and the relationship between coaching and teaching. Findings include the importance of the social interactions between students and the emphasis on creativity. (Contains 12 references.) (CAK) EJ679670 Coaching a High School Science Olympiad Team. Academic Exchange Quarterly v7 n2 p272-277 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:27 CIJJUl2004

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No Colleges Cultural Exchange Higher Education Instruction Latin American Culture Literary Criticism Reader Response United States Literature Monton, Elena Ortells Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Susan Lanser's poetics of point of view provides sound basis for the unveiling of the deeper layers of significance embedded behind the formal properties of a literary text. By applying her theory to the analysis of Porter's "That Tree," this article aims to yield a practical example of its enlightening use in the classroom. (Contains 18 references.) (Author) EJ679671 Teaching K. A. Porter's "That Tree." Academic Exchange Quarterly v7 n2 p278-282 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:28 CIJJUl2004

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No Computer Assisted Instruction Computer Uses in Education Educational Technology Elementary School Teachers Elementary Schools Faculty Development Inservice Teacher Education World Wide Web Burton, Dolores T. Journal Articles Reports - Research ISSN-1096-1453 English Examines the outcomes of a technology professional development initiative for elementary teachers. The professional development model used cohort collaboration, multiple strategies, and job embedded experiences to help teachers incorporate technology into their practice. Results included an increase in self-reported frequency of use of technology for research, project-based learning, and instruction. (CAK) EJ679672 Technology Professional Development: A Case Study. Academic Exchange Quarterly v7 n2 p283-287 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:28 CIJJUl2004

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No Colleges Contemporary Literature Critical Reading Decoding (Reading) Higher Education Instruction Literary Criticism Reader Response Johnson, Robert. Guides - Classroom - Teacher Journal Articles ISSN-1096-1453 English Asserts that Martin Amis' contemporary novel, Night Train, is a remarkably effective tool for introducing postmodernist notions in general literature classrooms. Presents a definition for postmodernism and brings the reader through a detailed analysis of the language and structure of the novel. Concludes with students' reaction to the analytical experience. (Contains 14 references.) (CAK) EJ679673 Night Train's Dark Lesson. Academic Exchange Quarterly v7 n2 p288-292 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:28 CIJJUl2004

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No Colleges Critical Reading Decoding (Reading) Higher Education Instruction Literary Criticism Reader Response Victorian Literature Icoz, Nursel Guides - Classroom - Teacher Journal Articles Eliot (George) ISSN-1096-1453 English Suggests that class discussions of George Eliot's Middlemarch should focus on students' responses to the social, moral, and psychological problems presented in the novel. Asserts that the novel teaches students important lessons about the limitations of human nature and the impact of internal and external constraints on ideals. (Contains 14 references.) (CAK) EJ679674 Middlemarch: Martyrs to Circumstances. Academic Exchange Quarterly v7 n2 p293-299 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Citizenship Education Computer Skills English Instruction Experiential Learning Instruction Middle Schools Service Learning Social Attitudes Social Studies McCarthy, Megan Journal Articles Reports - Descriptive ISSN-1096-1453 English Describes a service learning project at Onekama Middle School (Michigan), that involves students from English, Computer Applications, Social Studies, and Michigan History courses. Students meet with senior citizens who share their life stories while the students teach them how to use computers. The project helps students develop pride in and a sense of connection to the community. (CAK) EJ679675 The Wellspring: Historical Writing Project. Academic Exchange Quarterly v7 n2 p300-303 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:29 CIJJUl2004

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No Anxiety Colleges Dropout Prevention Dropout Research Higher Education Instruction Second Language Instruction Second Language Learning Bailey, Phillip Onwuegbuzie, Anthony J. Daley, Christine E. Journal Articles Reports - Research ISSN-1096-1453 English Examines the role of anxiety in predicting student attrition in college-level foreign language courses. Reports that students who dropped out of their foreign language classes were significantly more likely to report higher levels of input, processing, and output anxiety. Provides recommendations for instructors. (Contains 28 references.) (CAK) EJ679676 Foreign Language Anxiety and Student Attrition. Academic Exchange Quarterly v7 n2 p304-308 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:29 CIJJUl2004

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No Elementary Education Kindergarten Kindergarten Children Language Acquisition Semantics Verbal Ability Verbal Development Verbal Learning Benner, Gregory J. Mooney, Paul Journal Articles Reports - Research ISSN-1096-1453 English Uses a quasi-experimental design to compare the social adjustment of 21 children who received the Language for Learning program with those of 24 children enrolled in a comparison school. Finds that the Language for Learning program produced statistically and educationally significant effects, including improvements in social skills and reductions in problem behaviors. (Contains 21 references.) (CAK) EJ679677 Effect of Language Program on Behavior. Academic Exchange Quarterly v7 n2 p309-313 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:29 CIJJUl2004

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No Chemistry Cognitive Style Colleges Higher Education Instruction Learning Modalities Physical Sciences Science Laboratories Goodwin, John Smith, Doug Guides - Classroom - Teacher Journal Articles Reports - Research ISSN-1096-1453 English Examines the relationship between student learning styles, preference for different teaching approaches, and student outcomes in general chemistry courses at Coastal Carolina University. Finds a negative correlation between learning styles for individual students, especially between visual and kinesthetic styles. Concludes that diversity in student learning styles can be accommodated by providing a range of course components. (Contains 18 references.) (CAK) EJ679678 Learning Preferences/Instruction in General Chemistry. Academic Exchange Quarterly v7 n2 p314-318 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 7/11/2004 12:03:30 CIJJUl2004

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No Anxiety Colleges Higher Education Instruction Mathematics Instruction Research Design Statistics Teaching Methods Onwuegbuzie, Anthony J. Leech, Nancy L. Guides - Classroom - Teacher Information Analyses Journal Articles Statistics Anxiety ISSN-1096-1453 English Offers considerations for statistics instructors of behavioral and social science students, in light of the research showing these students often perform significantly worse in statistics than in other classes. Suggests that instructors reflect on the context (student goals and background), course content, and pedagogical style when designing and teaching these courses. (Contains 33 references.) (CAK) EJ679679 Teaching Statistics Courses: Some Important Considerations. Academic Exchange Quarterly v7 n2 p319-325 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Colleges Experiential Learning Generation Gap Higher Education Instruction Intergenerational Programs Older Adults Service Learning Wakefield, Marylin Osborne Ericson, Carolyn Bartick Journal Articles Reports - Descriptive Generations Together Program ISSN-1096-1453 English Describes the Generations Together program, an intergenerational service-learning experience for undergraduate students and how the three generations - the young child, the college student, and the older adult - impact on each other. Presents the benefits to the participants, insights regarding children and their families, and students' observations during the interactions through direct quotes from participants. (Contains 11 references.) (CAK) EJ679680 Pathways to Intergenerational Understanding. Academic Exchange Quarterly v7 n2 p326-330 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Citizenship Education Citizenship Responsibility Colleges Democracy Experiential Learning Higher Education Instruction Service Learning Weinberg, Adam S. Guides - Classroom - Teacher Journal Articles Reports - Descriptive Colgate University NY ISSN-1096-1453 English Describes a model of Team-Based Community Work being developed at Colgate University and relates it to service-learning. Emphasizes the importance of sustained reflective dialogue, a focus on problem solving, team work, partnering with difference, and training with basic skills of organizing and community building in a service-learning project. (Contains 14 references.) (CAK) EJ679681 On the Road to Education for Democracy. Academic Exchange Quarterly v7 n2 p331-335 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Elementary Schools Elementary Secondary Education Experiential Learning Intergenerational Programs Secondary Schools Service Learning Social Capital Social Networks Koliba, Christopher J. Journal Articles Reports - Research Learn and Serve America ISSN-1096-1453 English Explores the relationship between service-learning and the development of social capital, particularly the expansion and deepening of social networks for children. Draws on ethnographic data from seven rural schools. Concludes that service-learning opened new social networks by providing students, school staff, and adult community members with opportunities to develop meaningful relationships with each other. (Contains 42 references.) (CAK) EJ679682 Generating Social Capital in Schools through Service-Learning. Academic Exchange Quarterly v7 n2 p336-345 Sum 2003 2003-00-00 Rapid Intellect Group, P.O. Box 131, Stuyvesant Falls, NY 12174. Tel: 423-697-4504. T 2004 2016-11-21

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No Change Strategies Educational Assessment Educational Diagnosis Educational Principles Elementary Education Standardized Tests Trent, Allen Journal Articles ISSN-1082-3301 English Discusses the tendency of schools to follow up poor standardized test scores with test-taking instruction, and the limitations of these standardized tests for providing authentic assessment of academic abilities. Suggests four prescriptions for educators, administrators, parents and policy makers for improving the administration and use of standardized tests. (JPB) EJ679683 "Diagnosis as Treatment: A Case of Educational Malpractice." On Behalf of Children. Early Childhood Education Journal v31 n1 p1-2 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:31 CIJJUl2004

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No Child Development Centers Curriculum Development Early Childhood Education Educational Change Educational Development Educational History Educational Trends Reggio Emilia Approach Student Centered Curriculum Spodek, Bernard Saracho, Olivia N. Journal Articles Opinion Papers Project Approach (Katz and Chard) Project Head Start ISSN-1082-3301 English Discusses trends in early childhood education rooted in much older traditions, such as the project approach and Reggio Emilia approach, as well as the history of Head Start, and other changes in early childhood programs and services. Considers the need for practitioners to understand the theoretical and ideological foundations of pedagogical movements that purport to be "new" as the best means for developing the best curriculum. (JPB) EJ679684 "On the Shoulders of Giants": Exploring the Traditions of Early Childhood Education. Early Childhood Education Journal v31 n1 p3-10 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Brain Class Activities Cognitive Development Constructivism (Learning) Curriculum Development Developmentally Appropriate Practices Early Childhood Education Educational Theories Learning Processes Learning Theories Rushton, Stephen P. Eitelgeorge, Janice Zickafoose, Ruby Journal Articles Reports - Research Cambourne (Brian) ISSN-1082-3301 English Relates each of the eight conditions of learning in Brian Cambourne's theory of literacy to findings in brain research within a constructivist approach to early childhood education. Cites sample classroom dialogues demonstrating classroom elements that foster a brain-based, developmentally appropriate learning environment supporting Cambourne's Conditions of Learning. (JPB) EJ679685 Connecting Brian Cambourne's Conditions of Learning Theory to Brain/Mind Principles: Implications for Early Childhood Educators. Early Childhood Education Journal v31 n1 p11-21 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Observation Techniques Classroom Techniques Educational Assessment Educational Testing Elementary Education Elementary School Teachers Performance Based Assessment Portfolio Assessment Student Evaluation McNair, Shannan Bhargava, Ambika Adams, Leah Edgerton, Sally Kypros, Bess Journal Articles Reports - Research ISSN-1082-3301 English Investigated the types, frequency, and utility of assessment techniques used by elementary school teachers. Found that paper and pencil tests were regularly used by third- and fourth-grade teachers, but rarely by teachers in lower grades. Other forms of assessment, such as observation, checklists and portfolios were used less frequently and primarily for summative purposes. (JPB) EJ679686 Teachers Speak out on Assessment Practices. Early Childhood Education Journal v31 n1 p23-31 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:32 CIJJUl2004

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No Behavior Development Child Behavior Personality Traits Play Preschool Children Preschool Education Psychological Testing Test Validity Trevlas, Efthimios Grammatikopoulous, Vasilios Tsigilis, Nikolaos Zachopoulou, Evridiki Journal Articles Reports - Research ISSN-1082-3301 English Examined the underlying structure and factorial validity of the Children's Playfulness Scale in evaluating preschool children's behavior. Found that factor loadings, factor variances/covariances, and error variances/covariances are invariant across calibration and validation groups, indicating the good cross-generalizability of the scale. (JPB) EJ679687 Evaluating Playfulness: Construct Validity of the Children's Playfulness Scale. Early Childhood Education Journal v31 n1 p33-39 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:32 CIJJUl2004

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No Behavior Development Child Behavior Cognitive Processes Epistemology Interpersonal Competence Models Peer Acceptance Training Methods Young Children Choi, Dong Hwa Kim, Juhu Journal Articles Reports - Research ISSN-1082-3301 English Discusses a cognitive-social learning model of social skills training to assist young children to greater levels of peer acceptance. Details the model's three components: enhancing skill concepts, promoting skill performance, and fostering skill maintenance and generalization. Emphasizes that trainers must understand the model as well as the children's behavior patterns to provide theory-based and individualized feedback. (JPB) EJ679688 Practicing Social Skills Training for Young Children with Low Peer Acceptance: A Cognitive-Social Learning Model. Early Childhood Education Journal v31 n1 p41-46 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:33 CIJJUl2004

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No Childrens Literature Class Activities Classroom Techniques Cultural Awareness Elementary Education Multicultural Education Story Telling Writing (Composition) St. Amour, Melissa J. Journal Articles Reports - Research ISSN-1082-3301 English Discusses a method for increasing elementary school children's multicultural awareness by sharing their own written stories in the context of multicultural children's literature. Describes how classroom activities can promote multicultural awareness through by allowing children to practice democracy, analyze the circumstances of one's life; develop social action skills; and form coalitions. (JPB) EJ679689 Connecting Children's Stories to Children's Literature: Meeting Diversity Needs. Early Childhood Education Journal v31 n1 p47-51 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:33 CIJJUl2004

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No Administrators Change Strategies Child Care Centers Educational Change Inclusive Schools Management Development Models School Restructuring Training Methods Fleming, Judith Love, Maria Journal Articles Reports - Descriptive ISSN-1082-3301 English Discusses the Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM), designed to help directors of child care organizations lead successful systemic changes. The model includes recommendations for building caring, consistent relationships with the total system, staff empowerment, a mentoring program to help the director focus leadership capabilities, planning a business model, and working to include children with special needs. (JPB) EJ679690 A Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM). Early Childhood Education Journal v31 n1 p53-59 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:33 CIJJUl2004

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No Autism Classroom Techniques Early Intervention Elementary Education Inclusive Schools Mainstreaming Neurological Impairments Teaching Guides Teaching Methods Dahle, Karen Bowen Guides - Non-Classroom Journal Articles ISSN-1082-3301 English Discusses issues related to working with young children with autism for elementary school teachers. Describes characteristics of autism, the need for early intervention, and the general principles for effective practices with autistic students, and classroom adaptations. Includes a list of organizations concerned with autism. (JPB) EJ679691 Services To Include Young Children with Autism in the General Classroom. Early Childhood Education Journal v31 n1 p65-70 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:33 CIJJUl2004

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No Adolescents Change Strategies Early Parenthood Family Environment Foster Care Intervention Models Social Services Suner, Janet Nakamura, Sharon Caulfield, Rick Journal Articles Reports - Descriptive ISSN-1082-3301 English Proposes a conceptual framework based on an ecological model for helping teenagers once they become parents. Discusses three social service programs for pregnant teens, including prevention and intervention programs and shelters, and proposes an alternative program that provides a home environment in cases in which parents no longer support pregnant teens. (JPB) EJ679692 Kids Having Kids: Models of Intervention. Early Childhood Education Journal v31 n1 p71-74 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:34 CIJJUl2004

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No Change Strategies Child Care Centers Child Caregivers Parent Attitudes Parent Teacher Conferences Parent Teacher Cooperation Teacher Role Teaching Methods Huber, Linda K. Journal Articles Reports - Evaluative ISSN-1082-3301 English Discusses a program for improving parent-teacher communication by means of advocate teachers who observe a small group of children and conduct conferences with their parents. Describes the implementation of this program in one nursery school, including program evaluations and parent satisfaction. (JPB) EJ679693 Knowing Children and Building Relationships with Families: A Strategy for Improving Conferences. Early Childhood Education Journal v31 n1 p75-77 Fall 2003 2003-00-00 T 2004 7/11/2004 12:03:34 CIJJUl2004

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No Academic Achievement Classroom Environment Cooperative Learning Elementary Secondary Education Foreign Countries Literacy Literacy Education Media Literacy Middle School Students Middle School Teachers Middle Schools Program Descriptions Kist, William Journal Articles Reports - Descriptive Canada Multiple Literacies Student Engagement United States Canada United States ISSN-0094-0771 English Describes some alternative conceptions of middle-level student achievement based on case studies profiling new literacies in U.S. and Canadian classrooms. Identifies characteristics of fluency in multiple forms of representation, critical thinking and talking about student work, adaptability of individual and collaborative activities, and high levels of engagement. (KB) EJ679694 Student Achievement in New Literacies for the 21st Century. Middle School Journal v35 n1 p6-13 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Curriculum Problems Educational Practices High Risk Students High Stakes Tests Middle School Students Middle Schools Portfolio Assessment Standardized Tests Student Evaluation French, Dan Journal Articles Opinion Papers Reports - Descriptive ISSN-0094-0771 English Examines the reliability and validity of high stakes standardized tests and the impact of linking state-level high stakes testing to the standards movement on middle school curriculum, instruction, and student achievement. Asserts that such testing ends up harming the most vulnerable students and schools. Offers a vision of student assessment that would promote middle school principles of rigor, relevance, relationships, and resources through authentic, school-based assessments. (KB) EJ679695 A New Vision of Authentic Assessment To Overcome the Flaws in High Stakes Testing. Middle School Journal v35 n1 p14-23 Sep 2003 2003-00-00 T 2004 7/11/2004 12:03:34 CIJJUl2004 Theme Issue Topic: "Rethinking Student Achievement."

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No Academic Achievement Developmentally Appropriate Practices Educational Practices Elementary Secondary Education Interdisciplinary Approach Literature Reviews Middle School Students Middle School Teachers Middle Schools School Restructuring Secondary School Curriculum State of the Art Reviews Anfara, Vincent A., Jr. Lipka, Richard P. Information Analyses Journal Articles Turning Points ISSN-0094-0771 English Cites three critical questions to examine reasons for inconclusive findings relating middle school practices recommended in "Turning Points" to student achievement: (1) shortcomings in operationalizing variables; (2) what is measured; or (3) uncontrolled variables. Notes schools implementing more "Turning Points" recommendations showed greater gains in student outcomes and that achievement is linked to SES. Concludes with a challenge to educators and policymakers to question some uses of standardized tests. (KB) EJ679696 Relating the Middle School Concept to Student Achievement. Middle School Journal v35 n1 p24-32 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Developmentally Appropriate Practices Educational Policy Educational Practices Interdisciplinary Approach Low Income Groups Middle School Students Middle School Teachers Middle Schools Poverty Areas Student Improvement Teacher Improvement Team Teaching Mertens, Steven B. Flowers, Nancy Journal Articles Reports - Research Multidisciplinary Teams ISSN-0094-0771 English Examined how interdisciplinary team practices and classroom instructional practices affected student achievement in high poverty middle schools in Arkansas, Louisiana, and Mississippi. Found that when the combined effects of family poverty level, teaming and common planning time, and duration of teaming were considered, there was a relationship between teaming and classroom practices and student achievement. (KB) EJ679697 Middle School Practices Improve Student Achievement in High Poverty Schools. Middle School Journal v35 n1 p33-43 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Cooperation Educational Change Educational Improvement Educational Innovation Innovation Middle School Students Middle School Teachers Middle Schools Private Schools Professional Development Public Schools Student Needs Work Environment Deering, Paul D. And Others Journal Articles Reports - Evaluative Hawaii Hawaii ISSN-0094-0771 English Describes how the question "What's driving you crazy?" is used by Hawaii middle-level educators to improve working conditions and meet students' needs by making schools more developmentally responsive. Focuses on the 6-step collaborative, inquiry-based innovation process at two private, multi-level schools embedded within K-8 or 6-12 campuses. Offers lessons to be learned from both private and public schools, noting most innovations resulted from efforts of small groups of teachers. (KB) EJ679698 What's Driving You Crazy? A Question To Drive Collaborative, Inquiry-Based Middle School Reform. Part II: Private and Multi-Level Schools. Middle School Journal v35 n1 p46-51 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Academic Achievement Achievement Tests Educational Change Educational Environment Equal Education High Stakes Tests Middle School Students Middle Schools Standardized Tests Standards Student Needs Erb, Tom Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0094-0771 English Maintains that the No Child Left Behind initiative is a morally neutral force that can be used to ensure that all students learn to their fullest capacities or to reinforce educational inequalities by limiting the curriculum of some students. Expresses fear that middle school curricula in failing schools will be limited to getting students ready to pass high stakes tests within an environment of diminishing resources devoted to education. (KB) EJ679699 Achievement: What Tests Test or Something Grander? Middle School Journal v35 n1 p4 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Achievement Definitions Educational Change Educational History Educational Philosophy Educational Practices Educational Quality Educational Trends Learning Experience Middle School Students Middle School Teachers Middle Schools Standards Student Evaluation Arhar, Joanne M. Journal Articles Opinion Papers ISSN-0094-0771 English Discusses the trend toward increased standardization in examining student learning and achievement. Maintains that the crux of middle-level curriculum reform involves a contextual notion of achievement. Asserts that working out conceptions of middle-level student learning and the work of teachers making professional judgments about what constitutes student learning in a era of standards-based reform is critical to the survival of middle-level philosophy and practice. (KB) EJ679700 Perspectives on Middle Level Student Achievement. Rethinking Student Achievement. Middle School Journal v35 n1 p5, 13 Sep 2003 2003-00-00 T 2004 7/11/2004 12:03:36 CIJJUl2004 Theme Issue Topic: "Rethinking Student Achievement."

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No Academic Achievement Classroom Techniques Educational Practices Knowledge Base for Teaching Knowledge Level Literature Reviews Middle School Students Middle School Teachers Middle Schools Professional Development Social Support Groups Student Evaluation Teacher Collaboration Teacher Leadership Teamwork Trimble, Susan Information Analyses Journal Articles Subject Content Knowledge ISSN-0094-0771 English Provides an overview of key research findings that confirm that changes in teacher practices and external support for teaching and learning affect student achievement. Analyzes individual research-based classroom practices that affect student achievement and support a systemic, holistic approach: clear academic focus and frequent assessments, teaching strategies related to teachers' content knowledge and proven teaching processes, and support for students and teachers. (KB) EJ679701 Research-Based Classroom Practices and Student Achievement. What Research Says. Middle School Journal v35 n1 p52-58 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Aggression Disabilities Inclusive Schools Males Mathematics Middle School Students Middle Schools Problem Solving Standardized Tests Student Attitudes Student Behavior Student Evaluation Hough, David L. Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0094-0771 English Critiques five articles from an online research journal in middle-level education on mathematical problem solving, social inclusion of students with disabilities in physical education, school and dispositional aggression among middle school boys, problem-based learning, and students' views of futuristics. Asserts that embracing the view that all children can be successful and a broader definition of success will result in well-adjusted communities of learners with high self-esteem and ingenuity. (KB) EJ679702 "No Child Left Untested [sic]" Battle or Battle Cry Guiding Research and Practice? Making Research User-Friendly. Middle School Journal v35 n1 p59-61 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Administrators Budgeting Budgets Child Care Centers Cost Estimates Educational Finance Enrollment Expenditures Financial Needs Financial Support Money Management Resource Allocation Tuition Whitehead, R. Ann Journal Articles Reports - Descriptive ISSN-0164-8527 English Offers practical guidelines for directors of child care centers on creating a budget and managing the center's finances. Suggests ways to establish priorities, establish a tuition rate, compute projected monthly enrollment and income, budget variable and fixed expenses, create the final budget, and monitor financial statements. (JPB) EJ679703 Budgeting for Quality and Survival in the 21st Century--Guidelines for Directors. Child Care Information Exchange n153 p7-8, 10-11 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:37 CIJJUl2004

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No Early Childhood Education Models Preschool Teachers Reflective Teaching Teacher Education Teacher Participation Teaching Methods Riley, Dave Journal Articles Reports - Descriptive ISSN-0164-8527 English Describes a developmental model for providing technical assistance and teacher training. Highlights how model builds a trusting relationship with the teacher; shapes effective practices; provides conceptual labels and explains reasons for effective practices; generalizes effective practices to other parts of the program; and facilitates dialogue that encourages teachers' self-exploration of their teaching. (JPB) EJ679704 Steps for a "Reflective Practice" Model of Teacher Development--Effective Strategies to Help Teachers Grow. Child Care Information Exchange n153 p14-16, 18-19 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:37 CIJJUl2004

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No Administrators Business Administration Business Cycles Child Care Centers Economic Change Economic Development Economic Factors Employer Supported Child Care Neugebauer, Roger Journal Articles Reports - Descriptive ISSN-0164-8527 English Considers economic factors in the development of employer child care, noting the expansion of two large child care provision corporations despite slow economic growth and changes for smaller child care providers. Quotes program administrators on trends in employer child care services and provides a list of the 14 largest employer child care management organizations. (JPB) EJ679705 Employer Child Care Languishes--Awaiting Economic Upturn--Status Report #13 on Employer Child Care. Child Care Information Exchange n153 p22-24 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:38 CIJJUl2004

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No Aggression Child Behavior Child Caregivers Early Childhood Education Mainstreaming Peer Relationship Play Playground Activities Violence Young Children Oliver, Susan Klugman, Edgar Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses negative aspects of young children's free play, including aggression, sharing, violent themes, and the exclusion of children with disabilities. Offers resources to early childhood educators for managing these concerns. (JPB) EJ679706 When Play Presents Problems--Resources for Managing Common Play Challenges. Child Care Information Exchange n153 p35-36,38-40 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:38 CIJJUl2004

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No Administrators Business Administration Child Care Centers Donors Partnerships in Education Private Financial Support School Business Relationship School Community Relationship School Funds Stephens, Karen Journal Articles Reports - Descriptive ISSN-0164-8527 English Lists public relations strategies for child care center directors seeking to cultivate relationships with their program sponsors. Suggests ways to identify a public relations message, make the sponsor part of the child care family, become part of the sponsor's family, give public recognition, and share the children's accomplishments. (JPB) EJ679707 Building Strong Bonds with Program Sponsors--Public Relations Ideas To Make It Happen. Child Care Information Exchange n153 p62-64, 66 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:38 CIJJUl2004

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No Child Care Centers Preschool Education Preschool Teachers Substitute Teachers Teacher Orientation Boykin, Celia Martin Journal Articles Reports - Descriptive ISSN-0164-8527 English Suggests ways to improve the success of substitute preschool teachers, including orienting the substitute to the program schedule, curriculum, and other aspects of the position and program; making the substitute feel valued; and preparing staff to work with substitutes. Includes samples of a substitute fact sheet and evaluation form. (JPB) EJ679708 Setting the Stage for a Substitute's Success--Guidelines for Effective Staffing. Child Care Information Exchange n153 p74,76,78-79 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:38 CIJJUl2004

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No Early Childhood Education Educational Objectives Employment Practices Gender Issues Males Personnel Integration Preschool Teachers Sex Bias Sex Fairness Sex Role Teacher Recruitment Bittner, Mark T. Cooney, Margaret H. Journal Articles Opinion Papers Barriers to Change ISSN-0164-8527 English Discusses three benefits of recruiting male early childhood teachers: creating a gender fair classroom, offering positive male role models, and improving wages for early childhood educators. Discusses institutional barriers to hiring male teachers and considers changes that must be made to overcome them. (JPB) EJ679709 Male Teachers and Gender Balance in Early Childhood Programs--Facing Gender Balance Issues: Our Need for Male Teachers Is Critical. Child Care Information Exchange n153 p80-83 Sep-Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Child Development Class Activities Early Childhood Education Music Activities Preschool Children Rhythm (Music) Singing Weikart, Phyllis S. Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses the developmental and academic benefits of basic music skills and rhythmic competence, and considers ways to incorporate this practice into early childhood class activities. Includes sample activities to build teacher and student confidence and competence in rhythm and singing. (JPB) EJ679710 Value for Learning and Living--Insights on the Value of Music and Steady Beat. Child Care Information Exchange n153 p86-88 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:39 CIJJUl2004

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No Bilingual Education Bilingual Teachers Child Caregivers Early Childhood Education Language Acquisition Language Enrichment Multicultural Education Parent Teacher Cooperation Preschool Teachers Teacher Education D'Onofrio-Papadaki, Evienia Matsalia, Joan Bowie, Paula Wardle, Francis Bruno, Holly Elissa Guides - Non-Classroom Journal Articles ISSN-0164-8527 English Presents five articles on multi-language programs in early childhood education: "Bilingualism/Multilingualism and Language Acquisition Theories" (Evienia Papadaki-D'Onofrio); "Training and Supporting Caregivers Who Speak a Language Different from Those in Their Community" (Joan Matsalia and Paula Bowie); "Language Immersion Programs for Young Children" (Francis Wardle); and "Hearing Parents in Every Language: An Invitation to ECE Professionals" (Holly Elissa Bruno. Includes training suggestion by Kay Albrecht. (JPB) EJ679711 Multi-Language Programs. Beginnings Workshop. Child Care Information Exchange n153 p45-60 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:39 CIJJUl2004

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No Administrators Child Care Centers Child Caregivers Child Development Class Activities Modeling (Psychology) Observation Parent School Relationship Professional Training Training Methods Carter, Margie Journal Articles Reports - Descriptive ISSN-0164-8527 English Discusses strategies for training responsive day care staff focused on the details of class activities and individual child development. Suggests that day care center directors model narrating the details of classroom observations, researching children's use of the environment, involving children in noticing details, and strengthening communication with families and awareness of the family environment. (JPB) EJ679712 Seeing the Details. Ideas for Training Staff. Child Care Information Exchange n153 p68-71 Sep-Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:03:39 CIJJUl2004

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No Academic Achievement Classroom Techniques Educational Practices Educational Quality Elementary Education Low Income Groups Minority Group Children Poverty Primary Education Social Differences Student Characteristics Teacher Effectiveness Teacher Student Relationship Young Children Lindjord, Denise Journal Articles Opinion Papers ISSN-1084-6603 English Describes socioeconomic status and ethnic differences in school readiness and the educational practices needed to boost early achievement in less ready students. Emphasizes access to literacy experiences, better teacher preparation and support, and integration of special services in high-quality classroom instruction. Asserts that teacher quality is a pivotal policy issue in education reform. (KB) EJ679713 The Start of a New School Year: Research-Based Classroom Practices for Improving Student Achievement in Children from High Poverty and Minority Families. Family Review. Journal of Early Education and Family Review v11 n1 p4-5 Sep 2003 2003-00-00 T 2004 7/11/2004 12:03:40 CIJJUl2004

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No Developmentally Appropriate Practices Educational Practices Emergent Literacy Language Skills Phonological Awareness Play Preschool Children Preschool Curriculum Preschool Education Student Centered Curriculum Student Role Teacher Role Witte-Townsend, Darlene Whiting, Alice Journal Articles Opinion Papers Play Learning Speech Play ISSN-1084-6603 English Discusses the importance of "sweetening" language and literacy experiences by using everyday-life language in playful ways. Maintains that listening to children's language, modeling literacy engagement, playing with language as children do, and loving children unconditionally are primary conditions for optimal, developmentally appropriate language and literacy growth. Suggests play activities for building phonological awareness, and discusses the importance of favorite books. (KB) EJ679714 Lessons in Sweet Words: Supporting Children's Preschool Language and Literacy Development. Developmentally Appropriate Practice. Journal of Early Education and Family Review v11 n1 p6-21 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Early Intervention Infants Inner City Interviews Parent Attitudes Public Policy Research Needs Toddlers Welfare Reform Zhang, Chun Schwartz, Barbara Journal Articles Reports - Research Early Head Start Telephone Interviews ISSN-1084-6603 English Interviewed by phone Early Head Start (EHS) participants regarding their views of the program and of welfare reform. Found that the majority were positive about EHS experiences and were pleased with the care their children received. Concerns were related to program schedules, double messages received about parent involvement, and the way some parents were treated. Suggestions included extending EHS center hours. (KB) EJ679715 How Early Head Start Programs Are Doing Their Jobs: Perspectives from Families in an Inner City. Rural, Urban, and Minority Education. Journal of Early Education and Family Review v11 n1 p22-34 Sep 2003 2003-00-00 T 2004 2016-11-21

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No College Students Documentation Field Experience Programs Higher Education Laboratory Schools Preschool Education Preschool Teachers Preservice Teachers Professional Development Reflective Teaching Reggio Emilia Approach Student Projects Teacher Education Programs Hong, Seong Bock McNair, Shannon Journal Articles Reports - Descriptive Project Approach (Katz and Chard) ISSN-1084-6603 English Describes how engaging preservice and inservice teachers in the process of documenting children's learning in preschool and primary classrooms enhances learning, promotes reflective thinking, and encourages professional growth. Explains that documentation provides teachers opportunities to observe children more closely; focus on children's meaning-making process; listen and take children's ideas seriously; engage children more fully; inform their own teaching; and reconstruct their own educational beliefs and practices. (KB) EJ679716 Documentation of Children's Project Work: A Tool for Fostering Reflection and Reconstruction in Preservice and Inservice Teachers. Teaching Strategies. Journal of Early Education and Family Review v11 n1 p35-42 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Beginning Teachers Elementary School Teachers Interpersonal Relationship Interviews Mentors Program Development Program Implementation Qualitative Research Surveys Teacher Researchers McCord, Michelle Bowden, Shelly Hudson Journal Articles Reports - Descriptive Protege Mentor Relationship Relationship Enhancement Relationship Quality Teacher Journals ISSN-1084-6603 English A beginning teacher's journal entries and teacher survey and interview responses are alternated with narrative commentary to document a 6-month qualitative inquiry of teacher mentoring among elementary school teachers. Issues discussed relate to components needed to create a mentoring program and effective implementation of a mentoring program. Concludes with a checklist for mentoring novice teachers. (KB) EJ679717 I've Been Hired! Now What? Building Successful Mentoring Relationships. Issues in Education. Journal of Early Education and Family Review v11 n1 p43-51 Sep 2003 2003-00-00 T 2004 2016-11-23

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No Adolescent Behavior Adolescents Anxiety Comparative Analysis High School Students Loneliness Peer Relationship Prosocial Behavior Sex Differences Storch, Eric A. Brassard, Marla R. Masia-Warner, Carrie L. Journal Articles Reports - Research Moderator Variables (Statistics) Social Anxiety ISSN-0009-4005 English Examined the relations among overt and relational victimization, social anxiety, loneliness, and prosocial behaviors from peers in ninth- and tenth-graders. Found that boys reported higher overt victimization rates and fewer peer prosocial behaviors compared to girls. Found support for the hypothesis that overt and relational victimization were positively associated with fear of negative evaluation, physiological symptoms, social avoidance, and loneliness. Peer prosocial behaviors moderated effects of victimization on loneliness. (Author/KB) EJ679718 The Relationship of Peer Victimization to Social Anxiety and Loneliness in Adolescence. Child Study Journal v33 n1 p1-18 2003 2003-00-00 T 2004 2016-11-21

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No Adolescent Attitudes Adolescents Age Differences Conflict Expectation Friendship Intimacy Power Structure Sex Differences Johnson, H. Durell Journal Articles Reports - Research Vignettes Violation of Assumptions Boundaries Cross Sex Friendship Cross Sex Interaction ISSN-0009-4005 English Examined grade and gender differences in the association between perceived intimacy and power boundary violations and conflict goal reports among 177 adolescents. Found that adolescents' perceptions of intimacy boundary violations were associated with reports of relational and avoidance goals. Grade and gender moderated the association between perception of power boundary violations and reports of control and relational goals. (Author/KB) EJ679719 Grade and Gender Differences in the Association between Adolescents' Perceptions of Boundary Violations and Goal Nominations during Conflict with Cross-Sex Friends. Child Study Journal v33 n1 p19-38 2003 2003-00-00 T 2004 2016-11-23

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No Comparative Analysis Competence Emotional Experience Interpersonal Competence Interviews Play Preschool Children Pretend Play Sex Differences Social Cognition Lindsey, Eric W. Colwell, Malinda J. Journal Articles Reports - Research Emotional Regulation ISSN-0009-4005 English Examined associations between preschoolers' play and emotional competence with peers. Found that emotion regulation and emotion understanding made unique contributions to teacher ratings of children's emotional competence with peers. High pretend play levels related to high emotion understanding for both boys and girls, and high emotion regulation and emotional competence with peers for girls only. Physical play related to boys', but not girls', emotional competence with peers. (Author/KB) EJ679720 Preschoolers' Emotional Competence: Links to Pretend and Physical Play. Child Study Journal v33 n1 p39-52 2003 2003-00-00 T 2004 2016-11-21

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No American Sign Language Bilingualism Kindergarten Kindergarten Children Qualitative Research Second Language Learning Second Language Programs Sign Language Daniels, Marilyn Journal Articles Reports - Evaluative British Sign Language ISSN-0009-4005 English Summarizes research demonstrating advantages of using British Sign Language, Italian Sign Language, and American Sign Language (ASL) as a second language with young children. Reports a qualitative study to determine whether American kindergartners can achieve bilingual ability in English and ASL in one academic year through exposure to a native signer using ASL to transmit normal curriculum content. Found most students attained age-appropriate bilingual ability in English and ASL. (Author/KB) EJ679721 Using a Signed Language as a Second Language for Kindergarten Students. Child Study Journal v33 n1 p53-70 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Child Behavior Classification Cluster Analysis Identification Peer Relationship Reliability Young Children Kochenderfer-Ladd, Becky Journal Articles Reports - Research Stability (Social Relationships) ISSN-0272-930X English A study demonstrated utility of cluster analysis to classify a racially diverse group of children from kindergarten to Grade 3. Four victim subtypes were identified: nonaggressive nonasocial; aggressive; asocial; and both aggressive and asocial. Early aggression levels predicted increases in victimization and chronicity. The role of asocial behavior was less clear. Victims who were rejected were more likely to remain victimized than their better accepted counterparts. (Author/KB) EJ679722 Identification of Aggressive and Asocial Victims and the Stability of Their Peer Victimization. Merrill-Palmer Quarterly v49 n4 p401-25 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Children Elementary School Students Peer Relationship Reputation Research Methodology Sex Differences Sociometric Techniques Withdrawal (Psychology) Sandstrom, Marlene J. Cillessen, Antonius H. N. Journal Articles Reports - Research Peer Nomination Sociometric Status ISSN-0272-930X English Elementary students completed daily diaries indicating peer encounters and participated in sociometric surveys. Findings indicated negative peer experiences related to their reputations as assessed by sociometric nominations. Children who were poorly liked or viewed as exhibiting undesirable characteristics encountered more peer mistreatment than children well liked or exhibiting desirable characteristics. Children's reports of positive encounters were not associated with reputations. Aggressive-rejected boys reported less negative treatment than withdrawn-rejected boys. (Author/KB) EJ679723 Sociometric Status and Children's Peer Experiences: Use of the Daily Diary Method. Merrill-Palmer Quarterly v49 n4 p427-52 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Aggression Bullying Peer Relationship Preschool Children Preschool Teachers Self Concept Social Behavior Teacher Attitudes Victimization Monks, Claire P. Smith, Peter K. Swettenham, John Journal Articles Reports - Research Peer Nomination ISSN-0272-930X English Examined agreement between peer, self-, and teacher nominations for aggressor, victim, and defender. Found highest agreement for aggressor, between peers and self for victim and defender, and between teacher and peers for aggressor. Children were more likely to nominate children they liked most for any role and gave friends more victim nominations. Self-nominations were low for aggressor but higher for defender and victim. Teacher nominations were highest for aggressor. (Author/KB) EJ679724 Aggressors, Victims, and Defenders in Preschool: Peer, Self-, and Teacher Reports. Merrill-Palmer Quarterly v49 n4 p453-69 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Art Cooperation Discourse Analysis Freehand Drawing Interpersonal Relationship Mothers Parent Child Relationship Parents as Teachers Preschool Children Braswell, Gregory S. Callanan, Maureen A. Journal Articles Reports - Research Graphic Representation ISSN-0272-930X English Examined 4- and 5-year-olds' drawing in context of a game in which they and their mothers took turns creating pictures of farm animals for each other to identify. Found that mothers and children often talked about their drawings, and many aspects of these conversations related to microgenetic changes in the sophistication of children's pictures. Children appropriated features from mother's drawings into their own over the course of the game. (Author/KB) EJ679725 Learning To Draw Recognizable Graphic Representations during Mother-Child Interactions. Merrill-Palmer Quarterly v49 n4 p471-94 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Attachment Behavior Breastfeeding Comparative Analysis Early Experience Emotional Experience Infants Mothers Parent Child Relationship Else-Quest, Nicole M. Hyde, Janet Shibley Clark, Roseanne Journal Articles Reports - Research Bottle Feeding Dyads Relationship Quality ISSN-0272-930X English Analyzed data from a longitudinal study of 570 mother-infant pairs to test the bonding hypothesis and the good-enough caregiver hypothesis as they relate to breastfeeding with maternal bonding and the mother-infant relationship. Found that breastfeeding dyads tended to show higher-quality relationships at 12 months than did bottle-feeding dyads. However, bottle-feeding dyads did not display poor quality or precarious relationships. (Author/KB) EJ679726 Breastfeeding, Bonding, and the Mother-Infant Relationship. Merrill-Palmer Quarterly v49 n4 p495-517 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Characteristics Administrators Child Care Child Care Centers Child Caregivers Comparative Analysis Compensation (Remuneration) Labor Turnover Whitebook, Marcy Sakai, Laura Journal Articles Reports - Research Occupational Stability ISSN-0885-2006 English Examined job/occupational instability among child care teachers and directors. Found that over half of teachers and a third of directors had left their centers 4 years after initial interviews. Highly trained teachers were more likely to leave jobs if they earned lower wages, worked in less stable climate, or worked with greater percentage of teachers without bachelor's degrees. Directors were more likely to leave if they earned lower wages. (Author/KB) EJ679727 Turnover Begets Turnover: An Examination of Job and Occupational Instability among Child Care Center Staff. Early Childhood Research Quarterly v18 n3 p273-93 2003 2003-00-00 T 2004 2016-11-21

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No Child Care Child Care Quality Child Caregivers Educational Environment Family Child Care Family Environment Infants Measurement Techniques Measures (Individuals) Psychometrics Test Reliability Test Validity Toddlers Young Children Bradley, Robert H. Caldwell, Bettye M. Corwyn, Robert F. Journal Articles Reports - Evaluative Caregiver Behavior Quality of Care ISSN-0885-2006 English Evaluated versions of the HOME Inventory for use in assessing family child care homes. Found that psychometric properties of child care versions of HOME were similar to those of the original HOME for the family environment. Child care HOME scores were strongly related to observational measures of caregiver behavior and to measures of physical and organizational aspects of the environment. (Author/KB) EJ679728 The Child Care HOME Inventories: Assessing the Quality of Family Child Care Homes. Early Childhood Research Quarterly v18 n3 p294-309 2003 2003-00-00 T 2004 2016-11-23

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No Child Caregivers Depression (Psychology) Employed Parents Factor Analysis Family Work Relationship Measurement Techniques Measures (Individuals) Psychometrics Role Conflict Test Construction Test Reliability Test Validity Curbow, Barbara McDonnell, Karen Spratt, Kai Griffin, Joan Agnew, Jacqueline Journal Articles Reports - Evaluative Confirmatory Factor Analysis ISSN-0885-2006 English Developed and tested a 20-item measure of work-family interface with child care providers. Confirmed five factors: general overload, conflict of family to work, spillover of family to work, spillover of work to family, and conflict of work to family. Regression lines for low, medium, and high levels of work-family interface indicated that high levels of work-family interference and low job resources were associated with high levels of depression symptoms. (Author/KB) EJ679729 Development of the Work-Family Interface Scale. Early Childhood Research Quarterly v18 n3 p310-30 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Qualifications Child Care Child Caregivers Developmentally Appropriate Practices Educational Practices Educational Quality Federal Regulation Foreign Countries Kindergarten Predictor Variables Preschool Children Preschool Education Preschool Teachers Teacher Qualifications Teacher Student Ratio Teacher Student Relationship Rao, Nirmala Koong, Maggie Kwong, Margaret Wong, Margaret Journal Articles Reports - Research Day Care Regulations Government Regulation Hong Kong Program Characteristics Caregiver Child Ratio Hong Kong ISSN-0885-2006 English This study examined predictors of process quality among Hong Kong preschools. Findings indicated significant intercorrelations among structural, management-related, and process measures of quality. Process quality (teacher-child interaction, curriculum goals) was higher in preschools exceeding government requirements for staff qualifications, space and equipment, and staff-child ratios. Structural and management-related measures accounted for 27 percent of variance in process quality. (Author/KB) EJ679730 Predictors of Preschool Process Quality in a Chinese Context. Early Childhood Research Quarterly v18 n3 p331-50 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Age Grade Placement Educational Philosophy Educational Policy Eligibility Emotional Development Expectation Focus Groups Parent Attitudes Parents Preschool Teachers Principals Public Policy School Entrance Age School Readiness Social Development Teacher Attitudes Young Children Wesley, Patricia W. Buysse, Virginia Journal Articles Reports - Research ISSN-0885-2006 English Explored perceptions of school readiness among preschool and kindergarten teachers, principals, and parents. Found participants experienced tensions related to their readiness views: conflict between personal teaching/learning philosophies and state expectations; pressure placed upon children, teachers, and families for children to perform; and inconsistency of defining kindergarten eligibility by chronological age and required entry skills. Devised recommendations for promoting strategies that foster readiness, increase professional accountability, and promote social/emotional development. (Author/KB) EJ679731 Making Meaning of School Readiness in Schools and Communities. Early Childhood Research Quarterly v18 n3 p351-75 2003 2003-00-00 T 2004 7/11/2004 12:03:45 CIJJUl2004

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No Attention Control Behavior Problems Emotional Response Individual Differences Interpersonal Competence Parent Child Relationship Personality Play Preschool Children Shyness Social Adjustment Stress Variables Student Adjustment Coplan, Robert J. Bowker, Anne Cooper, Suzanne M. Journal Articles Reports - Research Externalization ISSN-0885-2006 English Explored relations between child temperament, parenting daily hassles, and children's social adjustment in preschool. Found that parenting daily hassles predicted child externalizing problems beyond the contribution of child temperament characteristics. Child temperament interacted with parenting hassles in predicting adjustment outcomes. Child inattention was strongly and negatively associated with social competence only under conditions of high parenting stress. (Author/KB) EJ679732 Parenting Daily Hassles, Child Temperament, and Social Adjustment in Preschool. Early Childhood Research Quarterly v18 n3 p376-95 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Elementary Secondary Education Evolution Science Instruction State Legislation Wavering, Michael Duggan-Haas, Don Journal Articles Reference Materials - General Reports - Descriptive Arkansas Michigan Arkansas Michigan ISSN-2158-818X English Presents two case studies that describe attempts by legislators in Arkansas and Michigan to restrict the teaching of evolution and the responses of science educators. Demonstrates that the same discredited arguments that have been used elsewhere continue to recur and that those interested in promoting quality science education can respond with strategies that have proven effective. (Author/NB) EJ679733 Legislative Challenges to the Teaching of Evolution: The Science Educators' Response. Reports of the National Center for Science Education v22 n6 p30-34 Nov-Dec 2002 2002-00-00 T 2004 2016-11-21

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No Course Content Higher Education Mathematical Concepts Mathematics Instruction Proof (Mathematics) Secondary Education Almeida, Dennis Guides - Classroom - Teacher Journal Articles ISSN-0020-739X English Suggests that there is continued poverty in student understanding of proof. Reports on how proof attitudes could be inculcated in students by offering them a course design that is somewhat faithful to the historical genesis of modern mathematics. Contends that such a design can enable students to discover a sense of proof for themselves. (Contains 21 references.) (Author/NB) EJ679734 Engendering Proof Attitudes: Can the Genesis of Mathematical Knowledge Teach Us Anything? International Journal of Mathematical Education in Science and Technology v34 n4 p479-88 Jul-Aug 2003 2003-00-00 T 2004 7/11/2004 12:03:46 CIJJUl2004

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No Creationism Elementary Secondary Education Evolution Higher Education Legislation Moore, Randy Jensen, Murray Hatch, Jay Information Analyses Journal Articles Reports - Descriptive Scopes Trial ISSN-0006-3568 English Discusses the Scopes trial and other important court decisions associated with the teaching of evolution and creationism in public schools. Suggests that an understanding of these decisions can help teachers answer students' questions about teaching these subjects and also to counter the anti-science attitudes and actions of creationist parents, school administrators, and colleagues. (Contains 30 references.) (Author/NB) EJ679735 Twenty Questions: What Have the Courts Said about the Teaching of Evolution and Creationism in Public Schools? Bioscience v53 n8 p766-71 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Graphing Calculators Mathematics Instruction Secondary Education Graham, T. Headlam, C. Honey, S. Sharp, J. Smith, A. Journal Articles Reports - Research England United Kingdom (England) ISSN-0020-739X English Questions the effectiveness of graphics calculators in developing mathematical understanding. Investigates how a small group of students actually used graphics calculators in examination conditions. Finds that very little was made of the calculator when taking the exam with most students preferring to use a scientific calculator instead unless a graph was specifically requested in the question. (Contains 22 references.) (Author/NB) EJ679736 The Use of Graphics Calculators by Students in an Examination: What Do They Really Do? International Journal of Mathematical Education in Science and Technology v34 n3 p319-34 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Technology Foreign Countries Graphing Calculators Mathematics Instruction Secondary Education Test Items Forster, Patricia A. Mueller, Ute Haimes, David Malone, John Journal Articles Reports - Research Australia Australia ISSN-0020-739X English Inquires into assessment items classified as "extended pieces of work" in applicable mathematics in Western Australia. Identifies opportunities for graphics calculator use in extended pieces implemented in schools. Concludes that availability of the technology has widened the scope of approaches used in extended pieces of work in valuable ways. Calls for "black box" use of the calculator. (Contains 27 references.) (Author/NB) EJ679737 Impact on School Assessment Where Use of Graphics Calculators is Mandatory in a Related Public Examination. International Journal of Mathematical Education in Science and Technology v34 n3 p343-59 May-Jun 2003 2003-00-00 T 2004 2016-11-21

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No Graphing Calculators Mathematical Models Mathematics Activities Mathematics Instruction Matrices Problem Solving Swingle, David A. Pachnowski, Lynne M. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0020-739X English Discusses a real-world problem-solving lesson that emerged when a high school math teacher used a motion detector with a CBL and graphing calculator to obtain the bounce data of a ping-pong ball. Describes the lesson in which students collect bad data then fill in the missing parabolas that result using critical components of parabolas and matrices. (Author/NB) EJ679738 Filling in the Gaps: Modelling Incomplete CBL Data Using a Graphing Calculator. International Journal of Mathematical Education in Science and Technology v34 n3 p361-70 May-Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:47 CIJJUl2004

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No Higher Education Knowledge Base for Teaching Mathematical Concepts Mathematics Instruction Secondary School Teachers Eade, Frank Journal Articles Reports - Research ISSN-0020-739X English Explores the understanding that students who are training to be secondary mathematics teachers have of elementary concepts in mathematical analysis. Research involved probing students' conceptual understanding of convergence and continuity and associated reasoning. Concludes that even mathematically well-qualified students have difficulties with some elementary concepts. (Contains 15 references.) (Author/NB) EJ679739 Secondary Trainee Teachers' Understanding of Convergence and Continuity. International Journal of Mathematical Education in Science and Technology v34 n3 p371-84 May-Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:47 CIJJUl2004

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No Aggression Animal Behavior Biology Data Collection Ecology Fishes Ichthyology Laboratory Experiments Science Activities Scientific Methodology Darling, Ruth A. Guides - Classroom - Teacher Journal Articles English Presents a laboratory experiment that examines the aggressive behavior of male paradise fish. Students design the experiment, collect data, and analyze and interpret the results. This activity is appropriate for biology, ecology, and animal behavior classes and allows students to be involved in the entire scientific process. (Author/NB) EJ679740 A Directed Research Project Investigating Aggressive Behavior in Paradise Fish. Bioscene v29 n2 p3-7 May 2003 2003-00-00 N/A 2004 7/11/2004 12:03:47 CIJJUl2004

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No Biology Curriculum Design Higher Education Mentors Research Projects Student Research Undergraduate Study Lewis, Susan E. Conley, Lisa K. Horst, Cynthia J. Journal Articles Reports - Descriptive English Describes a required research experience program for all biology majors instituted in the biology department of Carroll College. Discusses successes and challenges of coordinating a program that involves 20-40 research projects each year. (Author/NB) EJ679741 Structuring Research Opportunities for All Biology Majors. Bioscene v29 n2 p9-14 May 2003 2003-00-00 N/A 2004 7/11/2004 12:03:48 CIJJUl2004

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No Creationism Critical Thinking Evolution Higher Education Science Curriculum Science Instruction Scoring Rubrics Undergraduate Study Sheppard, Carol A. Prischmann, Deirdre A. Guides - Classroom - Teacher Journal Articles English Develops activities based on pedagogical research that indicate that student engagement and comprehension are enhanced by methodologies that promote active participation, critical thinking, and an interdisciplinary, contextualist approach to teach evolutionary theory to students in an upper-division, capstone course. Provides critical thinking questions, web sites, a rubric, and review of resources to place evolutionary theory in other contexts. (Contains 57 references.) (Author/NB) EJ679742 Using a Contextual Approach in Teaching Evolutionary Theory and Its Attendant Controversy to Undergraduates. Bioscene v29 n2 p25-33 May 2003 2003-00-00 N/A 2004 7/11/2004 12:03:48 CIJJUl2004

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No Analysis of Variance Data Interpretation Higher Education Physics Probability Statistical Distributions Zia, R. K. P. Schmittmann, B. Guides - Classroom - Teacher Journal Articles ISSN-0002-9505 English Considers a problem of simple random walks to study distributions of variances. Describes watching a drunk over a period of nights, taking a number of steps per night. Explores the full probability distribution for the variance of the data string and discusses the connection of the results to the problem of data binning. (Author/NB) EJ679743 Watching a Drunkard for 10 Nights: A Study of Distributions of Variances. American Journal of Physics v71 n9 p859-65 Sep 2003 2003-00-00 T 2004 7/11/2004 12:03:48 CIJJUl2004

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No Demonstrations (Science) Higher Education Magnets Physics Science Activities Science Instruction Poon, W. C. K. Guides - Classroom - Teacher Journal Articles Electrostatics ISSN-0002-9505 English Investigates the behavior of a bar magnet with a steel ball bearing on one pole as it approaches another bar magnet. Maps the problem onto electrostatics and explains observations based on the behavior of point charges near an isolated, uncharged sphere. Offers a simple demonstration of the method of images in electrostatics. (Author/NB) EJ679744 Two Magnets and a Ball Bearing: A Simple Demonstration of the Methods of Images. American Journal of Physics v71 n9 p943-47 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Chemical Engineering Higher Education Instructional Effectiveness Learning Strategies Teaching Methods Barabino, Gilda A. Guides - Classroom - Teacher Journal Articles ISSN-0009-2479 English Presents effective strategies for teaching in chemical engineering. (Author/NB) EJ679745 Strategies for Effective Teaching in Chemical Engineering. Chemical Engineering Education v37 n3 p168-69 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:49 CIJJUl2004 Special issue: Summer School Poster Session Award Papers.

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No Biomedicine Chemical Engineering Higher Education Outreach Programs Science Instruction Undergraduate Study Ross, Julia M. Bayles, Taryn M. Journal Articles Reports - Descriptive ISSN-0009-2479 English Describes an undergraduate-level introductory course in biomedical engineering introduced at the University of Maryland, Baltimore County which allows students to delve deeply into an area of interest not covered in the lecture material and provide a forum for students to hone their presentation and group interaction skills through outreach presentation in high schools. (Author/NB) EJ679746 Incorporating High School Outreach into ChE Courses. Chemical Engineering Education v37 n3 p184-87 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:49 CIJJUl2004

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No Cross Cultural Studies Elementary Secondary Education Physics Science Instruction Science Laboratories George, Simon Journal Articles Opinion Papers Speeches/Meeting Papers ISSN-0002-9505 English Presents the lecture given by the Millikan Award winner on a global study of the role of the laboratory in physics education. Discusses physics education in India, Malaysia, Great Britain, and the United States. (NB) EJ679747 Robert A. Millikan Award Lecture (August 2002): Global Study of the Role of the Laboratory in Physics Education. American Journal of Physics v71 n8 p745-49 Aug 2003 2003-00-00 T 2004 7/11/2004 12:03:49 CIJJUl2004

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No Attitudes Fiction Films Scientists Kirby, David A. Journal Articles Reports - Research ISSN-0306-3127 English Proposes films to be successful communicative devices within the scientific community by showing that other scientists respond to depictions in films and how they respond. Demonstrates that science consultants use fictional films as promotional devices for their research fields. (Author/NB) EJ679748 Science Consultants, Fictional Films, and Scientific Practice. Social Studies of Science v33 n2 p231-68 Apr 2003 2003-00-00 T 2004 7/11/2004 12:03:49 CIJJUl2004

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No Charts Field Trips Geographic Concepts Geography Instruction Geology Higher Education Maps Photographs Science Instruction Summer Programs Undergraduate Students Visual Aids Calderone, Gary J. Thompson, J. Robert Johnson, Wayne M. Kadel, Steve D. Nelson, Pamela J. Hall-Wallace, Michelle Butler, Robert F. Journal Articles Reports - Descriptive ISSN-1089-9995 English GeoScape is a landscape design consisting of colored gravel, strategically placed flagstone and boulders, and two vertical features that simulate the geology of fictitious regions. Employs "hands-on", inquiry-based, and cooperative learning techniques to help students develop problem solving and critical thinking skills. Explains the construction, design, and implementation of GeoSpace. (Contains 15 references.) (Author/SOE) EJ679749 GeoScape: An Instructional Rock Garden for Inquiry-Based Cooperative Learning Exercises in Introductory Geology Courses. Journal of Geoscience Education v51 n2 p171-76 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:50 CIJJUl2004

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No Concept Teaching Geology Higher Education Hypothesis Testing Science Instruction Science Laboratories Scientific Concepts Scientific Methodology Student Motivation Undergraduate Students Hannula, Kimberly A. Journal Articles Reports - Research ISSN-1089-9995 English Proposes that content- or skill-based labs can be revised to explicitly involve the scientific method by asking students to propose hypotheses before making observations. Students' self-assessment showed they felt that they learned a great deal from this style of labs and found the labs to be fun; however, students felt that they learned little about the scientific method. (Author/SOE) EJ679750 Revising Geology Labs To Explicitly Use the Scientific Method. Journal of Geoscience Education v51 n2 p194-200 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:50 CIJJUl2004

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No Active Learning Concept Mapping Earth Science Evaluation Higher Education Inquiry Science Instruction Teaching Methods Undergraduate Students McConnell, David A. Steer, David N. Owens, Kathie D. Journal Articles Reports - Descriptive Reports - Research ISSN-1089-9995 English Suggests that instructors can foster the growth of thinking skills and promote science literacy by incorporating active learning strategies into the classroom. Describes situations in which a variety of learning strategies were incorporated into large earth science courses for non-majors. Improvements in student achievement, retention, and logical thinking skills were documented. (Author/SOE) EJ679751 Assessment and Active Learning Strategies for Introductory Geology Courses. Journal of Geoscience Education v51 n2 p205-16 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:50 CIJJUl2004

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No Cooperative Learning Geology Heat Higher Education Inquiry Science Instruction Science Projects Scientific Concepts Undergraduate Students George, Linda A. Becker, William G. Journal Articles Reports - Descriptive ISSN-1089-9995 English Explains a collaborative research project in which students study a phenomenon known as the Urban Heat Island (UHI) effect which is a measure of the near-surface air temperature contrast between urbanized and adjoining rural areas. Includes background content and literature review, preliminary studies, development of research questions, experimental design and implementation, data analysis, and report writing. (Author/SOE) EJ679752 Investigating the Urban Heat Island Effect with a Collaborative Inquiry Project. Journal of Geoscience Education v51 n2 p237-43 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:51 CIJJUl2004

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No Computer Uses in Education Higher Education Instructional Materials Physics Science Education Teaching Methods Glasser, M. L. Bousquet, Danielle Journal Articles Reports - Descriptive ISSN-0002-9505 English Examines an isolated hydrogen atom in its ground state contained within a spherical shell. Demonstrates that by using a mathematical package and a simple shooting process, accurate values of a variety of the properties of compressed hydrogen can be obtained simply and quickly with a few lines of code. (Author/KHR) EJ679753 Shooting for the Stars: The Spherically Confined H-atom Redux. American Journal of Physics v71 n6 p574-76 Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:51 CIJJUl2004

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No Cognitive Processes Concept Formation Higher Education Learning Strategies Physics Science Experiments Science Instruction Secondary Education Thacker, Beth Ann Journal Articles Reports - Research ISSN-0002-9505 English Interviews university students in modern physics about their understanding of three fundamental experiments. Explores their development of models of microscopic processes. Uses interactive demonstrations to probe student understanding of modern physics experiments in two high school physics classes. Analyzes the nature of students' models and the type of information that they used to build them. (Author/KHR) EJ679754 A Study of the Nature of Students' Models of Microscopic Processes in the Context of Modern Physics Experiments. American Journal of Physics v71 n6 p599-606 Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:51 CIJJUl2004

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No Concept Formation Energy Higher Education Learning Problems Misconceptions Physics Science Education Scientific Concepts Singh, Chandralekha Rosengrant, David Journal Articles Reports - Research ISSN-0002-9505 English Investigates student understanding of energy and momentum concepts in introductory physics by designing and administering a 25-item, multiple-choice test and conducting individual interviews. Indicates that most students have difficulty in qualitatively interpreting basic principles related to energy and momentum and in applying them in physical situations. (Author/KHR) EJ679755 Multiple-Choice Test of Energy and Momentum Concepts. American Journal of Physics v71 n6 p607-17 Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:51 CIJJUl2004

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No Computer Simulation Computer Uses in Education Concept Formation Higher Education Inquiry Physics Science Experiments Science Instruction Science Laboratories Teaching Methods Zacharia, Zacharias Anderson, O. Roger Journal Articles Reports - Research ISSN-0002-9505 English Investigates the effects of interactive computer-based simulations presented prior to inquiry-based laboratory experiments on students' conceptual understanding of mechanics, waves/optics, and thermal physics. Uses conceptual tests to assess conceptual understandings of each topic. Indicates that the use of the simulations improved students' ability to make acceptable predictions and explanations of the phenomena in the experiment. (Author/KHR) EJ679756 The Effects of an Interactive Computer-Based Simulation Prior to Performing a Laboratory Inquiry-Based Experiment on Students' Conceptual Understanding of Physics. American Journal of Physics v71 n6 p618-29 Jun 2003 2003-00-00 T 2004 7/11/2004 12:03:52 CIJJUl2004

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No Cognitive Processes Curriculum Development Higher Education Learning Problems Physics Science Education Vectors (Mathematics) Nguyen, Ngoc-Loan Meltzer, David E. Journal Articles Reports - Research Iowa Iowa ISSN-0002-9505 English Investigates physics students' understanding of vector addition, magnitude, and direction for problems presented in graphical form. Indicates that many students retained significant conceptual difficulties regarding vector methods that are heavily employed throughout the physics curriculum. (Author/KHR) EJ679757 Initial Understanding of Vector Concepts among Students in Introductory Physics Courses. American Journal of Physics v71 n6 p630-38 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Biology Cognitive Structures Concept Formation Concept Mapping Constructivism (Learning) Elementary Secondary Education Models Postsecondary Education Visual Aids Kinchin, Ian M. Journal Articles Reports - Descriptive ISSN-0021-9266 English Considers effective dialogue between teacher and student essential for promoting meaningful learning in the classroom. Effective dialogue enables teachers and students to be active in the construction of shared understanding by making explicit the overlap between the perspectives held by students and teachers. Suggests that concept maps provide a visual tool to illustrate such overlap. (Author/SOE) EJ679758 Effective Teacher-Student Dialogue: A Model from Biological Education. Journal of Biological Education v37 n3 p110-13 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:52 CIJJUl2004

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No Biology Elementary Secondary Education Evaluation Problems Science Experiments Student Evaluation Test Format Testing Roberts, Ros Gott, Richard Journal Articles Reports - Evaluative ISSN-0021-9266 English Makes a case for the assessment of investigations against the Concept of Evidence in written tests as a potentially more reliable and valid way of assessing the ideas used in all types of biology investigations, thus reducing the distorting effect of assessment on the curriculum. (Author/SOE) EJ679759 Assessment of Biology Investigations. Journal of Biological Education v37 n3 p114-21 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:53 CIJJUl2004

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No Environmental Education Higher Education Photosynthesis Science Education Scientific Concepts Student Teacher Evaluation Student Teachers Teacher Education Ekborg, Margareta Journal Articles Reports - Research ISSN-0021-9266 English Focuses upon the extent to which student teachers develop conceptual understanding of key scientific principles through their training and the extent to which they can deploy this knowledge in discussions of complex environmental issues. The first results show that some students develop their ability to answer conceptual questions about scientific content as a result of their first science course. (Author/SOE) EJ679760 How Student Teachers Use Scientific Conceptions To Discuss a Complex Environmental Issue. Journal of Biological Education v37 n3 p126-32 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:53 CIJJUl2004

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No Concept Teaching Educational Strategies Misconceptions Science Education Secondary Education Student Evaluation Student Surveys Teaching Methods Alparslan, Cem Tekkaya, Ceren Geban, Omer Journal Articles Reports - Research Conceptual Change ISSN-0021-9266 English Investigates the effect of conceptual change instruction on grade 11 students' understanding of respiration. The Respiration Concept Test was developed and used to test students' misconceptions. Results indicate that the conceptual change instruction that explicitly addressed students' misconceptions produced significantly greater achievement in the understanding of respiration concepts. (Author/SOE) EJ679761 Using the Conceptual Change Instruction To Improve Learning. Journal of Biological Education v37 n3 p133-37 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Cheating College Students Educational Resources Ethics Fraud Higher Education Information Sources Moral Issues Plagiarism Science Education Willmott, Chris J. R. Harrison, Tim M. Guides - Classroom - Teacher Journal Articles ISSN-0021-9266 English Plagiarism is an issue of increasing concern to educators, yet students are not always clear on the boundaries between acceptable and unacceptable practice. Presents an exercise to help bioscience students make this important distinction. (Author/SOE) EJ679762 An Exercise To Teach Bioscience Students about Plagiarism. Journal of Biological Education v37 n3 p139-40 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:53 CIJJUl2004

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No Biology Cytology Experiential Learning Higher Education Learning Strategies Mastery Learning Science Experiments Science Instruction Scientific Concepts Manning, Francis Zuzel, Katherine Journal Articles Reports - Research ISSN-0021-9266 English Cell death is an essential factor in many biological processes including development. Discusses two types of cell death: (1) necrosis (induced by sodium azide); and (2) apoptosis (induced by sodium chromate). Illustrates key features that differ between these two types of cells death including loss of membrane integrity and internucleosomal DNA fragmentation. (Author/SOE) EJ679763 Comparison of Types of Cell Death: Apoptosis and Necrosis. Journal of Biological Education v37 n3 p141-45 Sum 2003 2003-00-00 T 2004 7/11/2004 12:03:54 CIJJUl2004

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No Curriculum Development Engineering Graphics Higher Education Science Instruction Branoff, Theodore J. Hartman, Nathan W. Wiebe, Eric N. Journal Articles Reports - Descriptive ISSN-0046-2012 English Summarizes literature in engineering design related to constraint-based modeling. (Author/KHR) EJ679764 Constraint-Based, Solid Modeling: What Do Employers Want Our Students To Know? Engineering Design Graphics Journal v67 n1 p6-11 Win 2003 2003-00-00 T 2004 7/11/2004 12:03:54 CIJJUl2004

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No Curriculum Development Educational Change Educational Philosophy Engineering Graphics Higher Education Science Instruction Clark, Aaron C. Journal Articles Reports - Descriptive ISSN-0046-2012 English Examines changes in engineering and technical graphics education through an historical perspective. Focuses on educators' view of fundamental philosophical beliefs and how the philosophical change in what and how we teach can affect the future of the profession. Discusses the need for establishing an educational philosophy. (Author/KHR) EJ679765 The Changing Philosophies for Graphics Educators. Engineering Design Graphics Journal v67 n1 p18-25 Win 2003 2003-00-00 T 2004 7/11/2004 12:03:54 CIJJUl2004

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No Clinical Experience Clinical Teaching (Health Professions) Experiential Learning Higher Education Medical Education Medical Students Student Motivation Teaching Methods Ramani, Subha Journal Articles Reports - Descriptive ISSN-0142-159X English Emphasizes the benefits of bedside teaching in medical education. Presents 12 tips to simplify key strategies and describe them in greater depth in order to promote bedside teaching which is an essential method of clinical teaching. (SOE) EJ679766 Twelve Tips to Improve Bedside Teaching. Medical Teacher v25 n2 p112-15 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:54 CIJJUl2004

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No Cooperation Distance Education Educational Resources Higher Education Medical Education Partnerships in Education Student Motivation Teaching Methods Laidlaw, Jennifer M. Harden, Ronald M. Robertson, Lorraine J. Hesketh, E. Anne Journal Articles Reports - Descriptive ISSN-0142-159X English Describes an effective approach to the production of distance-learning materials in which content experts, editors, and instructional designers collaborate. Three categories of educational strategies that should be considered in the development of a template for distance learning were determined including interactivity enhancements, enrichment enhancements, and action/practice enhancements. (Author/SOE) EJ679767 The Design of Distance-Learning Programmes and the Role of Content Experts in Their Production. Medical Teacher v25 n2 p182-87 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:55 CIJJUl2004

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No Higher Education Learning Motivation Learning Strategies Medical Education Professional Continuing Education Professional Development Self Determination Self Management Technology Mamary, Edward Charles, Patricia Journal Articles Reports - Research ISSN-0142-159X English Assesses the utilization, preferences, and barriers to the use of nine different continuing medical education (CME) delivery methods by physicians. A self-administered survey of all licensed physicians in Nevada was conducted and concluded that computer training, dedicated time in the workplace for self-directed methods, and the development of more interactive CD-ROM and Internet programs encourages the use of self-directed CME. (Author/SOE) EJ679768 Promoting Self-Directed Learning for Continuing Medical Education. Medical Teacher v25 n2 p188-90 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:55 CIJJUl2004

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No Attitudes Engineering Education Gender Issues Higher Education Learning Experience Science Education Womens Education Wyer, Mary Journal Articles Reports - Research ISSN-1072-8325 English Compares three common ways of measuring persistence and emphasizes factors that encourage students to persist including positive images of scientists and engineers, positive attitudes toward gender equity in science and engineering, and positive classroom experiences. Indicates that students' gender did not interact with their images, attitudes, and experiences in predicted ways. (Author/KHR) EJ679769 Intending To Stay: Images of Scientists, Attitudes toward Women, and Gender as Influences on Persistence among Science and Engineering Majors. Journal of Women and Minorities in Science and Engineering v9 n1 p1-16 2003 2003-00-00 T 2004 7/11/2004 12:03:55 CIJJUl2004

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No Gender Issues Learning Experience Physics Science Education Scientific Attitudes Secondary Education Womens Education Carlone, Heidi B. Journal Articles Reports - Research ISSN-1072-8325 English Discusses the meaning of science and science students in a high school physics classroom and the ways in which girls participated. Highlights girls' embrace of prototypical school science. Suggests that students' agency in resisting or accepting the practice, identities, and knowledge of school science is worth understanding for the improvement of science education. (Author/KHR) EJ679770 (Re)Producing Good Science Students: Girls' Participation in High School Physics. Journal of Women and Minorities in Science and Engineering v9 n1 p17-34 2003 2003-00-00 T 2004 7/11/2004 12:03:56 CIJJUl2004

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No Gender Issues Grade 5 Higher Education Program Evaluation Science Education Scientific Attitudes Urban Education Womens Education Weinburgh, Molly H. Journal Articles Reports - Research ISSN-1072-8325 English Investigates the effectiveness of a local systemic change grant on 5th grade urban African American students' attitudes toward science. Measures students' attitudes by using the modified Attitude Toward Science Inventory (mATSI). Indicates a significant main effect for the program and for school but not for gender. Examines school characteristics to explain the differences in positive attitudes. (Author/KHR) EJ679771 The Effects of Systemic Reform on Urban, African American Fifth Grade Students' Attitudes toward Science. Journal of Women and Minorities in Science and Engineering v9 n1 p53-72 2003 2003-00-00 T 2004 7/11/2004 12:03:56 CIJJUl2004

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No Academic Achievement Evaluation Methods Higher Education Medical Education Medical Students Peer Evaluation Standardized Tests Student Evaluation Dijcks, Rob Prince, Katinka J. A. H. van der Vleuten, Cees P. M. Scherpbier, Albert J. J. A. Journal Articles Reports - Research ISSN-0142-159X English Investigates the predictive value of written longitudinal tests (progress tests), block-related written tests, and OSCEs in relation to peer-rated competence of medical students. (Author/SOE) EJ679772 Validity of Objective Tests towards Peer-Rated Competence by Students. Medical Teacher v25 n3 p273-76 May 2003 2003-00-00 T 2004 7/11/2004 12:03:56 CIJJUl2004

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No Curriculum Development Curriculum Enrichment Educational Resources Higher Education Institutional Cooperation Learning Strategies Medical Education Medical Students Technology Roberts, Chris Lawson, Mary Newble, David Self, Ashley Journal Articles Reports - Descriptive ISSN-0142-159X English Describes one possible model for e-learning in undergraduate medical education with an emphasis on supporting and managing curriculum development. The Sheffield Networked Learning Environment (NLE) was developed in collaboration with other medical schools. (Author/SOE) EJ679773 Managing the Learning Environment in Undergraduate Medical Education: The Sheffield Approach. Medical Teacher v25 n3 p282-86 May 2003 2003-00-00 T 2004 7/11/2004 12:03:56 CIJJUl2004

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No Graduate Study Higher Education Masters Degrees Professional Development Standards Teacher Education Programs Slattery, William Brame, Roderic Journal Articles Reports - Descriptive ISSN-1089-9995 English Discusses the Master of Science in Teaching Earth Science graduate program. Describes some changes it has undergone in the past 30 years due to the development of standards and competency tests. Concludes that participation in this Master's-level professional development program has positively impacted enrollment figures, teacher understanding of science and technology, and enhanced teaching of all sciences in the classroom. (Author/NB) EJ679774 Supporting the Standards: A Master's Degree Program for K-12 Teacher Professional Development. Journal of Geoscience Education v51 n3 p285-89 May 2003 2003-00-00 T 2004 7/11/2004 12:03:57 CIJJUl2004

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No Earth Science Geology Higher Education Plate Tectonics Science Activities Science Instruction Undergraduate Study Writing Across the Curriculum Earle, Steven Guides - Classroom - Teacher Journal Articles ISSN-1089-9995 English Describes an activity in which students are asked to write an essay on the Crustal Displacement hypothesis, an hypothesis that is inconsistent with the accepted understanding of crustal and mantle processes. The assignment is useful because it forces students to solidify their understanding of plate tectonics by applying their knowledge in a new context. (Contains 16 references.) (Author/NB) EJ679775 Project Atlantis--An Exercise in the Application of Earth Science to a Critical Examination of a Pseudoscience Hypothesis. Journal of Geoscience Education v51 n3 p290-93 May 2003 2003-00-00 T 2004 7/11/2004 12:03:57 CIJJUl2004

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No Chemistry College Curriculum Community Action Earth Science Higher Education Undergraduate Study Knapp, Elizabeth P. Harbor, David J. Ginwalla, Zenobia F. Journal Articles Reports - Descriptive ISSN-1089-9995 English Discusses the Maury River Alliance (MRA), a cooperative program developed at the Washington and Lee University that involved local colleges, high schools, government agencies, and conservation groups. Addresses the connection between land use and water quality with a creative merging of technical, social, and educational aspects of local watershed management. Exposes students to community effort and faculty to scientific results. (Author/NB) EJ679776 Testing the Waters: Can You Involve Community Action in Your College Curriculum? Journal of Geoscience Education v51 n3 p294-98 May 2003 2003-00-00 T 2004 7/11/2004 12:03:57 CIJJUl2004

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No Computer Software Crowding Dinosaurs Earth Science Higher Education Instructional Improvement Paleontology Undergraduate Study Montgomery, Homer Journal Articles Reports - Descriptive ISSN-1089-9995 English Discusses how to address the issue of a course becoming too popular. Uses as an example the Age of Dinosaurs course at the University of Texas at Dallas. Describes some issues that can arise such as classroom overflow, overwhelmed labs, cheating, testing methods, and asynchronous instruction. Recommends looking to web-based course management software for solutions. (Author/NB) EJ679777 The Evolution of an Undergraduate Service Course--How To Cope with Success of an Age of Dinosaurs Class. Journal of Geoscience Education v51 n3 p299-303 May 2003 2003-00-00 T 2004 7/11/2004 12:03:57 CIJJUl2004

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No Creationism Evolution Higher Education Scientific Methodology Thinking Skills Undergraduate Study Writing Assignments Rankey, Eugene C. Journal Articles Reports - Research ISSN-1089-9995 English Describes using the evolution-creation controversy to introduce students to the scientific method by having them write a paper that summarizes arguments used by those who took a viewpoint opposite their own. Results indicate that most students learned about the controversy, focused their views on where they stood, and valued the learning experience. (Contains 13 references.) (Author/NB) EJ679778 The Use of Critical Thinking Skills for Teaching Evolution in an Introductory Historical Geology Course. Journal of Geoscience Education v51 n3 p304-08 May 2003 2003-00-00 T 2004 7/11/2004 12:03:58 CIJJUl2004

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No Creationism Higher Education Religion Science Education O'Leary, Dennis Journal Articles Reports - Descriptive ISSN-1089-9995 English Suggests that modern science actually has roots in pre-Reformation biblical exegesis. Claims that scientists can use the Bible along with the geological record to demonstrate that creationist claims with regard to Earth history are false. (Contains 11 references.) (Author/NB) EJ679779 A Biblical Critique of Creationism. Journal of Geoscience Education v51 n3 p309-12 May 2003 2003-00-00 T 2004 7/11/2004 12:03:58 CIJJUl2004

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No Computer Assisted Instruction High Schools Inquiry Learning Processes Physics Science Instruction Standards Bartholomew, James W., Jr. Carpenter, John R. Owens, Thomas J. Journal Articles Reports - Research South Carolina South Carolina ISSN-1089-9995 English Investigates the effectiveness of inquiry-based teaching modules for instructing high school physics students. All modules were in accordance with the South Carolina High School Science standards. Results indicate a significant increase in knowledge level as shown as the difference score between pre- and post-test results. (Author/NB) EJ679780 Testing Computer Based High School Science Modules in a Classroom Setting. Journal of Geoscience Education v51 n3 p325-28 May 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Mathematics Activities Mathematics Instruction Problem Solving Teacher Education Holton, Derek Journal Articles Reports - Descriptive ISSN-0268-3679 English Describes the Six Circle problem which consists of the numbers 1-6, six circles, and asks whether it is possible to put the numbers in the circles--which are configured in a triangle--so that the sums of the three numbers on either side are the same. (NB) EJ679781 Six Circles: Almost the Complete Story. Teaching Mathematics and Its Applications v22 n1 p21-35 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:59 CIJJUl2004

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No Algebra Engineers Higher Education Mathematical Linguistics Mathematical Vocabulary Mathematics Education Scientists Teaching Methods Ward, J. P. Journal Articles Reports - Descriptive ISSN-0268-3679 English Recommends a change in the way mathematics is taught to engineers and scientists. Espouses a shift away from traditional methods to an approach that makes significant use of algebra packages. Suggests that teaching the language comprised of the notation and grammar of mathematics would be of more use and more accessible than focusing entirely on teaching mathematical techniques. (Contains 11 references.) (Author/NB) EJ679782 Modern Mathematics for Engineers and Scientists. Teaching Mathematics and Its Applications v22 n1 p37-44 Mar 2003 2003-00-00 T 2004 7/11/2004 12:03:59 CIJJUl2004

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No Engineering Education Geometry Higher Education Learning Activities Models Three Dimensional Aids Wiebe, Eric N. Branoff, Ted J. Hartman, Nathan W. Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0046-2012 English Examines how constraint-based 3D modeling can be used as a vehicle for rethinking instructional approaches to engineering design graphics. Focuses on moving from a mode of instruction based on the crafting by students and assessment by instructors of static 2D drawings and 3D models. Suggests that the new approach is better aligned with problem-solving abilities in the technology and engineering workforce. Includes instructional activities. (Author/NB) EJ679783 Teaching Geometry through Dynamic Modeling in Introductory Engineering Graphics. Engineering Design Graphics Journal v67 n2 p12-20 Spr 2003 2003-00-00 T 2004 7/11/2004 12:03:59 CIJJUl2004

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No Delphi Technique Engineering Education Evaluation Methods Higher Education Student Evaluation Clark, Aaron C. Scales, Alice Y. Journal Articles Reports - Research ISSN-0046-2012 English Describes a study that looked at assessment areas and practices in engineering/technical graphics education. The study focused on the particular assessment practices that should be used in grading introductory courses. Outcomes include a listing of major assessment categories with content objectives that experts feel should be addressed in the assessment process. Concludes with a model for assessment (taxonomy). (Author/NB) EJ679784 A Delphi Study of Assessment Practices in Engineering Education. Engineering Design Graphics Journal v67 n2 p21-32 Spr 2003 2003-00-00 T 2004 7/11/2004 12:03:59 CIJJUl2004

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No Computer Assisted Design Course Descriptions Curriculum Engineering Education Higher Education Undergraduate Study Smith, Shana Shiang-Fong Journal Articles Reports - Descriptive Iowa State University ISSN-0046-2012 English Describes the first-year Introduction to Design course at Iowa State University which incorporates design for manufacturing and concurrent engineering principles into the curriculum. Autodesk Inventor was used as the primary CAD tool for parametric solid modeling. Test results show that student spatial visualization skills were dramatically improved, most were able to perform complex design tasks, and student team projects were enhanced. (Author/NB) EJ679785 A Design-Based Engineering Graphics Course for First-Year Students. Engineering Design Graphics Journal v67 n2 p33-42 Spr 2003 2003-00-00 T 2004 2016-11-21

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No Higher Education Lecture Method Medical Education Teaching Methods Laidlaw, J. M. Hesketh, E. A. Guides - Classroom - Teacher Journal Articles ISSN-0142-159X English Suggests some tips for giving effective lectures and presentations. (NB) EJ679786 Developing the Teaching Instinct. 8: Presentations. Medical Teacher v25 n4 p368-71 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:00 CIJJUl2004

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No Content Validity Higher Education Medical Education Student Evaluation Test Construction Bridge, Patrick D. Musial, Joseph Frank, Robert Roe, Thomas Sawilowsky, Shlomo Journal Articles Reports - Descriptive ISSN-0142-159X English Reviews the fundamental principles associated with achieving a high level of content validity when developing tests for students. Suggests that the short-term efforts necessary to develop and integrate measurement theory into practice will lead to long-term gains for students, faculty, and academic institutions. (Includes 21 references.) (Author/NB) EJ679787 Measurement Practices: Methods for Developing Content-Valid Student Examinations. Medical Teacher v25 n4 p414-21 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:00 CIJJUl2004

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No Foreign Countries Higher Education Medical Education Medical Schools Surveys Bombi, Josep Antoni Journal Articles Reports - Descriptive Spain Spain ISSN-0142-159X English Assesses the current situation of medical teaching, available healthcare facilities, and teaching staff employed at Spanish medical schools. Response rate was 100% from 27 schools surveyed. (Author/NB) EJ679788 Teaching in Spanish Medical Schools. Medical Teacher v25 n4 p428-32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Higher Education Lifelong Learning Medical Education Physicians Hojat, Mohammadreza Nasca, Thomas J. Erdmann, James B. Frisby, Anthony J. Veloski, J. Jon Gonnella, Joseph S. Journal Articles Reports - Research ISSN-0142-159X English Develops a tool for measuring physician lifelong learning. Identifies 19 items that were included in the Jefferson Scale of Physician Lifelong Learning. Factor analysis showed five meaningful factors of lifelong learning: (1) need recognition; (2) research endeavor; (3) self-initiation; (4) technical skills; and (5) personal motivation. Concludes that lifelong learning is a multifaceted concept. (Contains 26 references.) (Author/NB) EJ679789 An Operational Measure of Physician Lifelong Learning: Its Development, Components and Preliminary Psychometric Data. Medical Teacher v25 n4 p433-37 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:01 CIJJUl2004

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No Chemistry Elementary Secondary Education Information Technology Science Instruction Teaching Methods Lewis, Steve Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0036-6811 English Recommends materials and makes suggestions for using information and communication technology (ICT) as a tool to support chemistry teaching and learning both in and out of the classroom. While the approaches are geared specifically towards teaching chemistry across the 11-18 age range, they are easily transferable to other subject areas. (Author/NB) EJ679790 Enhancing Teaching and Learning of Science through Use of ICT: Methods and Materials. School Science Review v84 n309 p41-51 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:01 CIJJUl2004

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No Case Studies Elementary Secondary Education Information Technology Science Instruction Teaching Methods Oldham, Val Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0036-6811 English Considers the current use of information and communication technology (ICT) in science lessons. Poses questions regarding equipment, ICT use in instruction, and what it should and should not be used for. Focuses on a number of case studies of good practices. (Author/NB) EJ679791 Effective Use of ICT in Secondary Science: Guidelines and Case Studies. School Science Review v84 n309 p53-60 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:01 CIJJUl2004

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No Computer Software Instructional Effectiveness Science Instruction Secondary Education Teaching Methods Parkinson, John Hollamby, Peter Guides - Classroom - Teacher Journal Articles Microsoft PowerPoint ISSN-0036-6811 English Extols the virtues of PowerPoint as a teaching aid yet cautions against inappropriate use of it which may cause students to learn very little. Explains a number of features of slide preparation and presentation techniques that enable teachers to give effective lessons. Includes examples of PowerPoint presentations. (Author/NB) EJ679792 "PowerPoint": Just Another Slide Show or a Useful Learning Aid? School Science Review v84 n309 p61-68 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Computer Software Instructional Effectiveness Science Instruction Secondary Education Teaching Methods Rowcliffe, Stephen Journal Articles Reports - Descriptive Microsoft PowerPoint ISSN-0036-6811 English Reviews current research into the use of PowerPoint in instruction and offers guidance for secondary science teachers on how to achieve the best learning outcomes for their students using the program. (Author/NB) EJ679793 Using "PowerPoint" Effectively in Science Education: Lessons from Research and Guidance for the Classroom. School Science Review v84 n309 p69-75 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Computer Uses in Education Elementary Secondary Education Instructional Effectiveness Internet Science Instruction Teaching Methods Pickersgill, Dave Guides - Classroom - Teacher Journal Articles ISSN-0036-6811 English Explores effective ways of utilizing the Internet to teach science. Discusses classroom layout, searching techniques, downloading, copyright issues, accessibility, web-page design, and site creation. (Author/NB) EJ679794 Effective Use of the Internet in Science Teaching. School Science Review v84 n309 p77-86 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:02 CIJJUl2004

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No Computer Uses in Education Information Technology Science Instruction Secondary Education Teaching Skills Rogers, Laurence Finlayson, Helen Journal Articles Reports - Descriptive ISSN-0036-6811 English Reports on the experience of teachers from 10 different secondary schools using information and communication technology (ICT) in science instruction. Discusses the teachers' thoughts on the materials they used, problems and advantages of using different applications, and necessary conditions for successful teaching outcomes. (Author/NB) EJ679795 Does ICT in Science Really Work in the Classroom? Part 1, The Individual Teacher Experience. School Science Review v84 n309 p105-11 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:02 CIJJUl2004

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No Citizenship Education Conferences Integrated Activities Newspapers Printed Materials Science Instruction Science Interests Jarman, Ruth McClune, Billy Guides - Classroom - Teacher Journal Articles ISSN-0036-6811 English Discusses the ASE-Wellcome Trust National Conference on Citizenship Education and Science. Explores some possible approaches to achieving citizenship education through the use of print media. Links with other issues in the forefront of current debates in science education, particularly scientific literacy. (Author/NB) EJ679796 Bringing Newspaper Reports into the Classroom: Citizenship and Science Education. School Science Review v84 n309 p121-29 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:03 CIJJUl2004

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No English (Second Language) Integrated Activities Language Arts Professional Development Program Descriptions Science Instruction Parsons, Sharon Matson, John O. Quintanar, Rosalinda Journal Articles Reports - Descriptive English Reports on the evolution of a Literacy through Science (LtS) conceptual framework, a model for professional development that focuses on language development through science instruction. (Author/NB) EJ679797 Making Sense of Literacy through Science (LtS): A Model for Professional Development. Electronic Journal of Literacy through Science v1 n2 2002 2002-00-00 http://sweeneyhall.sjsu.edu/ejlts/index.html T 2004 7/11/2004 12:04:03 CIJJUl2004

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No Biology Evolution Higher Education Medical Education Science Curriculum Neese, Randolph M. Schiffman, Joshua D. Journal Articles Reports - Research Darwin (Charles) ISSN-0006-3568 English Presents a study in which a questionnaire was given to deans at North American medical schools to determine which aspects of evolutionary biology are included in the curricula and the factors that influence this. Suggests that most future physicians should learn evolutionary biology as undergraduates if they are to learn it at all. (Author/NB) EJ679798 Evolutionary Biology in the Medical School Curriculum. Bioscience v53 n6 p585-87 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Cooperation Cooperative Learning Grade 6 Mathematics Education Middle Schools Problem Solving Barron, Brigid Journal Articles Reports - Research ISSN-1050-8406 English Investigates how collaborative interactions influence problem solving outcomes. Analyzes conversations between 12 sixth grade triads using both qualitative and quantitative methods. Describes a dual-space model of what collaboration requires to clarify how the content of the problem and the relational context are interdependent aspects of the collaborative situation. Proposes directions for future research that may help foster productive interactional practices. (Author/NB) EJ679799 When Smart Groups Fail. Journal of the Learning Sciences v12 n3 p307-59 2003 2003-00-00 T 2004 7/11/2004 12:04:04 CIJJUl2004

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No Grade 7 Mathematics Instruction Middle Schools Probability Social Structure Thinking Skills Enyedy, Noel Journal Articles Reports - Research ISSN-1050-8406 English Investigates how students' mathematical activities and understandings change as a function of their participation in different social configurations. Examines how the interplay between two social configurations--local investigations at a computer simulation and whole-class discussions--contributes to how 7th grade students learn probabilistic reasoning. Analyses suggest that classroom mathematical practices are developed, in part, for the purpose of settling disputes. (Author/NB) EJ679800 Knowledge Construction and Collective Practice: At the Intersection of Learning, Talk, and Social Configurations in a Computer-Mediated Mathematics Classroom. Journal of the Learning Sciences v12 n3 p361-407 2003 2003-00-00 T 2004 7/11/2004 12:04:04 CIJJUl2004

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No Bioethics Genetic Engineering Genetics Scientific Attitudes Scientists Surveys Rabino, Isaac Journal Articles Reports - Research ISSN-0162-2439 English Contributes systematic data on the attitudes of scientific experts who engage in human genetics research about the pros, cons, and ethical implications of genetic testing. Finds that they are highly supportive of voluntary testing and the right to know one's genetic heritage. Calls for greater genetic literacy. (Contains 87 references.) (Author/NB) EJ679801 Genetic Testing and Its Implications: Human Genetics Researchers Grapple with Ethical Issues. Science, Technology, and Human Values v28 n3 p365-402 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:04 CIJJUl2004

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No Citizenship Responsibility Science and Society Scientific Literacy Scientific Principles Scientists Lee, Stuart Roth, Wolff-Michael Journal Articles Reports - Descriptive ISSN-0162-2439 English Suggests that when considering the contribution of scientific activity to the greater good, science must be seen as forming a unique hybrid practice, together with other mediating practices, that constitute scientifically-literate good citizenship. Presents examples of activities that embed science in good citizenship. (Contains 46 references.) (Author/NB) EJ679802 Science and the "Good Citizen": Community-Based Scientific Literacy. Science, Technology, and Human Values v28 n3 p403-24 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:04 CIJJUl2004

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No Biological Sciences Electronic Libraries Resource Materials Lundmark, Cathy Journal Articles Reports - Descriptive ISSN-0006-3568 English Highlights the Bioscience Education Network (BEN), an educational resource collection for the biological sciences which is part of the larger National Science Digital Library. (Author/NB) EJ679803 BEN: The Biology Branch of the National Science Digital Library. Bioscience v53 n7 p631 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:05 CIJJUl2004

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No Active Learning Critical Thinking Educational Strategies Field Instruction Higher Education Introductory Courses Motivation Techniques Sociology Teaching Methods Undergraduate Students Lippmann, Stephen Aldrich, Howard Journal Articles Weber (Max) ISSN-0092-055X English Outlines a plan for helping undergraduate students appreciate Max Weber's theoretical achievements, teaching critical thinking about what constitutes 'the good life' in rationalized societies. Uses the book "The McDonaldization of Society" (George Ritzer) to encourage student interest in Weber's work. Describes field exercises and provides active learning materials. (Author/KDR) EJ679804 The Rationalization of Everything? Using Ritzer's McDonaldization Thesis To Teach Weber. Teaching Sociology v31 n2 p134-45 Apr 2003 2003-00-00 T 2004 2016-11-21

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No College Faculty College Instruction Evaluation Faculty Evaluation Higher Education Learning Processes Social Science Research Sociology Teacher Effectiveness Teacher Student Relationship Teaching Skills Lucal, Betsy Albers, Cheryl Ballantine, Jeanne Burmeister-May, Jodi Chin, Jeffrey Dettmer, Sharon Larson, Sharon Journal Articles ISSN-0092-055X English Addresses the relationship between the scholarship of teaching and learning (STL) and faculty assessment. Derives two conclusions: (1) significant opportunities exist for sociologists to contribute to STL within faculty assessment ; and (2) conceptual and empirical STL can be conducted within a sociological framework to improve assessment methods during faculty assessment. (Author/KDR) EJ679805 Faculty Assessment and the Scholarship of Teaching and Learning: Knowledge Available/Knowledge Needed. Teaching Sociology v31 n2 p146-61 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:05 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Content Analysis Educational Research Higher Education Instructional Materials Introductory Courses Learning Processes Sociology Textbook Research Undergraduate Students Carrothers, Robert M. Benson, Denzel E. Journal Articles Symbolic Interaction ISSN-0092-055X English Examines textbooks (n=40), developed for introductory sociology, based on quantity and quality of material pertaining to traditional symbolic interaction ideas. Finds all textbooks discuss at least some of the ideas. Provides empirical study findings with illustrations. Focuses on how materials from symbolic interaction traditions can enhance student learning. (Author/KDR) EJ679806 Symbolic Interactionism in Introductory Textbooks: Coverage and Pedagogical Implications. Teaching Sociology v31 n2 p162-81 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Antisocial Behavior College Curriculum Criminology Curriculum Development Delinquency Educational Research Higher Education Models Social Behavior Sociology Teaching Methods Undergraduate Students Pino, Nathan W. Journal Articles ISSN-0092-055X English Offers ideas for developing distinct deviance, delinquency, and criminology curricula. Discusses how to reduce theoretical and content overlap, paper assignments, course readings, and departmental issues. Finds overlap and review of basic theories were helpful to students. Recommends deviance, criminology, and delinquency courses be theoretically distinct with basic coverage of major perspectives. (Author/KDR) EJ679807 Reclaiming Deviance as a Unique Course from Criminology Re-Revisited: Entering Delinquency into the Equation. Teaching Sociology v31 n2 p182-94 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:06 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Educational Research Evaluation Higher Education Introductory Courses Learning Processes Pedagogical Content Knowledge Sociology Teacher Student Relationship Undergraduate Students Hudd, Suzanne S. Journal Articles ISSN-0092-055X English Presents an exercise in which students are required to develop assessment criteria for an introductory sociology class. Notes that students respond positively to being included in the class syllabus design. Describes some logistical concerns and pedagogical constraints of the exercise implementation. (Author/KDR) EJ679808 Syllabus under Construction: Involving Students in the Creation of Class Assignments. Teaching Sociology v31 n2 p195-202 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:06 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Colleges Credentials Educational Research Evaluation Criteria Graduate Students Higher Education Research Universities Selection Sociology Teaching Assistants Teaching Experience Mahaffey, Kimberly A. Caffrey, Elizabeth M. Journal Articles ISSN-0092-055X English Describes a research study about graduate students and the teaching requirements and credentials requested by potential university employers. Cites the American Sociological Association's 1999 Employment Bulletin to highlight the teaching experience requirement and the lack of requested evidence of teaching effectiveness. Finds research oriented institutions are less likely to request teaching credentials. (Author/KDR) EJ679809 Are Requests for Teaching Credentials Customary? A Content Analysis of the 1999 Employment Bulletin. Teaching Sociology v31 n2 p203-11 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:06 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Abstract Reasoning Active Learning Critical Thinking Cultural Awareness Higher Education Intellectual Development Language Research Sociolinguistics Sociology Teacher Student Relationship Teaching Methods Theories Undergraduate Students Steele, Tracey Journal Articles ISSN-0092-055X English Describes an exercise that combines outlined strategies to help students master the abstruse power of the linguistic relativity hypotheses in divining the relationship among language, thought, and culture in U.S. society. States the exercise accomplishes three important pedagogical tasks and that educator interaction with students motivates the students' ownership of intellectual potential. (KDR) EJ679810 Sex, Culture, and Linguistic Relativity: Making Abstract Concepts Concrete. Teaching Sociology v31 n2 p212-20 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:07 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Educational Games Educational Strategies Higher Education Human Relations Influences Learning Processes Motivation Techniques Power Structure Simulation Sociology Teacher Student Relationship Teaching Methods Winston, Fletcher Journal Articles ISSN-0092-055X English Focuses on a simulation game to express the power and legitimacy of the teacher authority as a motivator of human behavior in facilitating student learning. States the instructor in this game is an active participant. Concludes the game achieves teacher-student understanding of how authority figures influence others behavior. (KDR) EJ679811 What If Milgram Controlled Student Grades? A Simple Game for Teaching the Concept of Authority. Teaching Sociology v31 n2 p221-26 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:07 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Computer Assisted Instruction Educational Technology Higher Education Sociology Teaching Methods Technology Technology Integration Virtual Classrooms World Wide Web Jaffee, David Journal Articles ISSN-0092-055X English Focuses on the mode of instructional technology rapidly growing and the potential to make a dramatic transformative impact on teaching and learning, the virtual classroom. Discusses how Web-based instructional technologies affect the traditional university role and impact faculty roles, skills, and identity in higher education. (KDR) EJ679812 Virtual Transformation: Web-Based Technology and Pedagogical Change. Teaching Sociology v31 n2 p227-36 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:07 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No Educational Objectives Educational Strategies Higher Education Innovation Instructional Development Introductory Courses Motivation Techniques Popular Music Sociology Teaching Methods Undergraduate Students Alders, Benjamin D. Bach, Rebecca Journal Articles ISSN-0092-055X English Discusses experimental innovative teaching methods developed to hold the attention of a large introductory sociology class. Focuses on using popular music to set the stage for discussion. Illustrates social life components are open to sociological interpretation and defines student participation. Notes use of four primary strategy goals considered effective by instructors and students. (KDR) EJ679813 Rockin' Soc: Using Popular Music To Introduce Sociological Concepts. Teaching Sociology v31 n2 p237-45 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:07 CIJJUl2004 Teaching Sociology is a peer reviewed journal.

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No College Instruction Educational Strategies Experiential Learning Feminism Higher Education Learning Processes Motivation Techniques Sociology Teaching Methods Chow, Esther Ngan-Ling Fleck, Chadwick Fan, Gang-Hua Joseph, Joshua Lyter, Deanna M. Journal Articles Reports - Descriptive ISSN-0092-055X English Explores the nature, dynamics, and implications of the Dialogic, Participator, and Experiential (DPE) approach to teaching and learning. Contrasts three dimensions analytically, and compares their interrelationships in theory and practice. Discusses three goals of the article. (Author/KDR) EJ679814 Exploring Critical Feminist Pedagogy: Infusing Dialogue, Participation, and Experience in Teaching and Learning. Teaching Sociology v31 n3 p259-75 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:08 CIJJUl2004

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No Computer Assisted Instruction Evaluation Higher Education Introductory Courses Simulation Sociology Statistical Analysis Statistics Teaching Methods Undergraduate Students Smith, Brad Journal Articles Reports - Descriptive Microsoft Excel Statistical Package for the Social Sciences ISSN-0092-055X English Describes and evaluates three computer-assisted simulations used with Statistical Package for the Social Sciences (SPSS) and Microsoft Excel. Designed the simulations to reinforce and enhance student understanding of sampling distributions, confidence intervals, and significance tests. Reports evaluations revealed improved student comprehension of difficult material encountered in an introductory social statistics course. (Author/KDR) EJ679815 Using and Evaluating Resampling Simulations in SPSS and Excel. Teaching Sociology v31 n3 p276-87 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Educational Strategies Evaluation Higher Education Interpersonal Competence Interpersonal Relationship Motivation Techniques Social Behavior Social Networks Sociology Teacher Student Relationship Undergraduate Students Brown, David K. Journal Articles Reports - Descriptive Goffman (Erving) ISSN-0092-055X English Depicts a useful participatory exercise in teaching Erving Goffman's dramaturgical sociology by drawing upon his essay about embarrassment and social organization. Argues the need to devise new ways to involve students in sociological theorists' insights. (Author/KDR) EJ679816 Goffman's Dramaturgical Sociology: Developing a Meaningful Theoretical Context and Exercise Involving "Embarrassment and Social Organization." Teaching Sociology v31 n3 p288-99 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Childrens Literature Content Analysis Educational Strategies Evaluation Females Gender Issues Higher Education Innovation Introductory Courses Males Sex Role Sociology Stereotypes Teaching Methods Undergraduate Students Taylor, Frank Journal Articles Reports - Descriptive Trade Books ISSN-0092-055X English Focuses on gender stereotypes in popular childrens' books. Proposes a student exercise for identifying gender stereotypes, using Dr. Seuss as an example. Asks students to articulate how their gender identities have been shaped by media. Provides actual student comments to highlight major discussion points. (Author/KDR) EJ679817 Content Analysis and Gender Stereotypes in Children's Books. Teaching Sociology v31 n3 p300-11 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Critical Thinking Educational Strategies Higher Education Learning Processes Motivation Techniques Simulation Sociology Obach, Brian Journal Articles Reports - Descriptive ISSN-0092-055X English Describes a classroom simulation designed to allow students to directly experience the contradictory motivations underlying collective action problems. States this exercise provides students with tangible experience that is not usually found in pedagogical techniques. Discusses issues, such as rationality, self interest, social solidarity, and identity. (KDR) EJ679818 Barriers to Collective Action: A Classroom Simulation. Teaching Sociology v31 n3 p312-18 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:09 CIJJUl2004

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No Cognitive Processes Constructivism (Learning) Critical Thinking Educational Strategies Higher Education Interpersonal Relationship Learning Processes Motivation Techniques Sociology Teaching Methods Undergraduate Students Rodgers, Diane M. Journal Articles Reports - Descriptive Stigma ISSN-0092-055X English Describes classroom exercises involving sociology students in the process of learning social construction of reality concepts. Focuses on stigmas and social interaction. States students gain deeper understanding of sociological concepts useful in real life situations. (KDR) EJ679819 The Stigmatizers and the Stigmatized: Enacting the Social Construction of Difference and Discrimination. Teaching Sociology v31 n3 p319-324 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Desegregation Cognitive Processes Constructivism (Learning) Cooperative Learning Critical Thinking Educational Strategies Elementary Secondary Education Higher Education Interpersonal Relationship Learning Processes Motivation Techniques Sociology Teaching Methods Hedeen, Timothy Journal Articles Reports - Descriptive Jigsaw Method ISSN-0092-055X English Focuses on the Jigsaw elementary secondary classroom model developed for desegregated classrooms experiencing hostility and competition. Describes the use of two small group sets to facilitate learning for promoting cooperation, summarized in four steps. Explains the Reverse Jigsaw method developed for higher education courses and outlined in three steps. (KDR) EJ679820 The Reverse Jigsaw: A Process of Cooperative Learning and Discussion. Teaching Sociology v31 n3 p325-32 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Faculty Faculty Evaluation Females Foreign Countries Gender Issues Higher Education Males Sociology Teachers Fries, Christopher J. McNinch, R. James Journal Articles Reports - Descriptive ISSN-0092-055X English Argues research lacks consideration of the value and impact involving signed and unsigned instructor evaluation responses from students. Describes a midwestern Canadian study of the subject. Finds signing protocol leads to higher instructor scores and that female instructors scored higher than male counterparts. (KDR) EJ679821 Signed versus Unsigned Student Evaluations of Teaching: A Comparison. Teaching Sociology v31 n3 p333-44 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:10 CIJJUl2004

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No Active Learning Educational Strategies Experiential Learning Higher Education Introductory Courses Kindergarten Motivation Techniques Social Stratification Socialization Sociology Teaching Methods Undergraduate Students Wetcher-Hendricks, Debra Luquet, Wade Journal Articles Reports - Descriptive Crayons ISSN-0092-055X English Describes an experiential learning activity using a kindergarten crayon inequality concept. Illustrates applying this concept to teaching about social inequality. Recommends a reading assignment be included with the crayon exercise. Concludes active learning motivates student learning and offers instructors another option beyond the formal lecture. (KDR) EJ679822 Teaching Stratification with Crayons. Teaching Sociology v31 n3 p345-51 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Art Education Art Expression Art History Art Materials Educational Strategies Portraiture Sculpture Secondary Education Skill Development Gamble, Harriet Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents a lesson in which students created three-dimensional self-portraits, using papier-mache, clay, and plaster, designed to develop their modeling skills as they learn about art history. Discusses how the students created their sculptures, offering detailed directions on creating the three-dimensional heads. (CMK) EJ679823 Life-Size Sculptural Heads: A Lesson in Three-Dimensional Design. Arts & Activities v133 n4 p18-19 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:10 CIJJUl2004

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No Art Education Art Materials Artists Creativity Educational Strategies Grade 6 Grade 7 Middle School Students Middle Schools Sculpture Secondary Education Skill Development Skophammer, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson achieved with a Very Special Artist (VSA) in residence for sixth- and seventh-grade students in which they created wire sculptures. Discusses how the VSA taught the students. Includes a list of art materials and characteristics of wire. (CMK) EJ679824 Imagination Visualized in Wire. Arts & Activities v133 n4 p20-21 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:11 CIJJUl2004

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No Art Education Artists Educational Strategies Grade 11 Grade 12 National Standards Portraiture Problem Solving Sculpture Secondary Education Student Research Boulay, Michele Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project used with eleventh- and twelfth-grade students in which they created plaster self-portraits inspired by the work of George Segal. Includes directions for the casting and lists the art materials needed for the lesson. Explains that the project requires half a semester to complete. (CMK) EJ679825 Plaster People...A La George Segal. Arts & Activities v133 n4 p22-23,50,58 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:11 CIJJUl2004

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No Art Education Educational Strategies Elementary Education Freehand Drawing Grade 1 Grade 4 Grade 5 Interdisciplinary Approach Science Education Sculpture Skill Development Space Sciences Hinshaw, Craig Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes three integrated science and art lessons: (1) first-grade students created paper sculpture space helmets; (2) fourth-grade students created self-portraits as astronauts using foreshortening; and (3) fifth-grade students created a "Martian community." Includes descriptions of each lesson, materials, and learning objectives. (CMK) EJ679826 Looking into Space. Arts & Activities v133 n4 p24-25,35 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:11 CIJJUl2004

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No Art Education Art Expression Art History Artists Biographies Children Educational Strategies Elementary Secondary Education Internet Language Arts Mothers Science Education Social Studies Sartorius, Tara Cady Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Provides a description of the artwork entitled "Genesis" while also discussing the life and career of artist, William Zorach. Includes activities in subject areas, such as language arts, science, and social studies, and offers Internet resources. (CMK) EJ679827 The Beginning that Begins Again...and Again...and Again. Arts & Activities v133 n4 p26-28 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:11 CIJJUl2004

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No Art Education Art Expression Art History Artists Biographies Careers Educational Strategies Elementary Secondary Education Foreign Countries Hubbard, Guy Guides - Classroom - Teacher Journal Articles Japan Japan ISSN-0004-3931 English Provides information about the artist Katsukawa Shuntei and his artwork entitled "The Warrior Egara no Heita Battling with the Giant Serpent" that is a wood-block print. Describes how block prints are created and offers learning activities. Includes background information on the artwork. (CMK) EJ679828 Clip and Save. Arts & Activities v133 n4 p29-32 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Computer Uses in Education Design Educational Strategies Grade 11 Grade 12 Graphic Arts Secondary Education Skill Development Technology Osterer, Irv Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project in which juniors and seniors in graphic design created their own label designs for a one liter plastic bottle of soft drinks. Discusses in detail how the students created their labels. States that the seniors also created a box. (CMK) EJ679829 Strange Brew. Arts & Activities v133 n4 p33 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:12 CIJJUl2004

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No Art Education Art Materials Art Products Design Educational Strategies Freehand Drawing Middle School Students Middle Schools Skill Development Student Projects Petersen, Hugh Guides - Classroom - Teacher Journal Articles Jewelry ISSN-0004-3931 English Describes how to do an art project with middle school students in which they learn about jewelry making. Explains that the students did not use soldering stations. Discusses the tools used in the project and how the students learned about jewelry construction. (CMK) EJ679830 Basic Metal Plate Jewelry Construction. Arts & Activities v133 n4 p34 May 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Teachers Educational Benefits Educational Strategies Elementary Secondary Education Learning Activities Periodicals Personal Narratives Skill Development Student Projects Journal Articles Opinion Papers ISSN-0004-3931 English Provides accounts from readers of "Arts and Activities" on how articles from the journal have helped them. Includes the title of each article and states that the original articles are available online for other readers to use. (CMK) EJ679831 First-Hand Accounts of How Arts and Activities Is Working in Classrooms across the Nation. Arts & Activities v133 n4 p36-49 May 2003 2003-00-00 N/A 2004 7/11/2004 12:04:12 CIJJUl2004

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No Art Education Art Expression Art Materials Course Content Creativity Educational Strategies Painting (Visual Arts) Secondary Education Skill Development Student Projects Greenman, Geri Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art assignment used in an oil painting class in which the students create a nonrepresentational painting using acrylic paint. Explains that the second stage of the assignment involves students in finding a face in this first painting and using oils to create the face on top of the original artwork. (CMK) EJ679832 Just beneath the Surface. Arts & Activities v133 n5 p22-23 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:13 CIJJUl2004

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No Art Education Art Expression Art History Art Products Educational Strategies Elementary Secondary Education Learning Experience Painting (Visual Arts) Sculpture Social Influences Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Discusses how homage has been the subject of works of art throughout history. Provides examples of artists who used homage as inspiration for artworks, such as Raoul Dufy's "Homage to Mozart," Herbert Ferber's "Homage to Piranesi, I," and Jose de Rivera's "Homage to the World of Minkowski." (CMK) EJ679833 Artistic Homage. Arts & Activities v133 n5 p24-27 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:13 CIJJUl2004

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No Advocacy Art Education Art Materials Educational Strategies Elementary Secondary Education Interdisciplinary Approach Painting (Visual Arts) Skill Development Student Projects Laird, Shirley Crumpecker, Cheryl Guides - Classroom - Teacher Journal Articles Murals ISSN-0004-3931 English Describes an art project that aimed to bring more attention to an art program. Explains that the students created themed murals on the windows of the art classroom, such as a "Jungle,""Ocean,""Masterpiece Paintings," and "Rainforest Tree Frogs." Discusses how the murals were created. (CMK) EJ679834 Windows to Art Excitement. Arts & Activities v133 n5 p28-29 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art Products Artists Biographies Creativity Elementary Secondary Education Exhibits Museums Sculpture Johnson, Mark M. Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-0004-3931 English Presents background information on the artist Ginny Ruffner who was a "flameworker." Includes information on the exhibition entitled "Creativity: The Flowering Tornado, Art by Ginny Ruffner" and the accompanying art pop-up book. Provides photographs of some of her artwork. (CMK) EJ679835 Creativity...The Flowering Tornado, Art by Ginny Ruffner. Arts & Activities v133 n5 p30-32 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:14 CIJJUl2004

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No Art Education Art Expression Artists Biographies Creativity Educational Strategies Elementary Secondary Education Facial Expressions Painting (Visual Arts) Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Provides a reproduction of a painting called "Torpedo" by Roy Lichtenstein that was chosen because of facial expression. Includes learning activities for use with students as well as background information about the artist and the painting. (CMK) EJ679836 Clip and Save. Arts & Activities v133 n5 p33-36 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:14 CIJJUl2004

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No Art Education Art Expression Art Materials Artists Color Design Educational Strategies Elementary Education Learning Activities Skill Development Johns, Pat Guides - Classroom - Teacher Journal Articles Abstract Art Mondrian (Piet) ISSN-0004-3931 English Presents an art lesson in which students learn about the artist Piet Mondrian and create their own abstract artworks. Focuses on geometric shapes using horizontal and vertical lines. Includes background information about the artist. (CMK) EJ679837 Horizontal and Vertical Line Designs. Arts & Activities v133 n5 p37 Jun 2003 2003-00-00 N/A 2004 2016-11-21

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No Architecture Art Education Art Expression Art Materials Educational Strategies Elementary Education Grade 4 Painting (Visual Arts) Sculpture Skill Development Farris, Cynthia Cox Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project in which fourth-grade students create three-dimensional castles out of papier-mache. Explains that the students created paintings of their castles before they created the three-dimensional castles. Discusses in detail the process of creating the castles. (CMK) EJ679838 Let's Build a Castle! Arts & Activities v133 n5 p38-39 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:14 CIJJUl2004

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No Art Education Art Products Art Teachers Arts Centers Educational Strategies Grade 6 Interdisciplinary Approach Intermediate Grades Language Arts Staff Role Clem, Frances Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes how an instructional assistant organized a gallery project that featured artwork from the school's staff. Discusses how the gallery was organized, why it was created, and what happened when the students visited it. States that the students selected an artwork as inspiration for a story. (CMK) EJ679839 Sixth-Grade Gallery Project. Arts & Activities v133 n5 p40-41 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:15 CIJJUl2004

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No Art Education Art Products Childrens Art Educational Strategies Elementary Education Learning Activities Painting (Visual Arts) Play Skill Development Water Szekely, George Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Discusses how experiences with water provide children with opportunities to be artists. Describes different types of water play for children. Believes that experiences with water introduce children to the principles of painting. (CMK) EJ679840 Water Artists. Arts & Activities v133 n5 p42,66 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:15 CIJJUl2004

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No Art Education Art Materials Educational Strategies Elementary Education Freehand Drawing Grade 5 Interdisciplinary Approach Painting (Visual Arts) Science Education Skill Development Canfield, Elaine Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project called blob flowers in which fifth-grade students created pictures of flowers using watercolor and markers. Explains that the lesson incorporates ideas from art and science. Discusses in detail how the students created their flowers. (CMK) EJ679841 Blob Flowers. Arts & Activities v133 n5 p43 Jun 2003 2003-00-00 N/A 2004 7/11/2004 12:04:15 CIJJUl2004

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No Educational Policy Educational Research Elementary Education Evaluation Methods Foreign Countries Primary Education Student Evaluation Lindsay, Geoff Lewis, Ann Journal Articles Reports - Research Baseline Data ISSN-0141-1926 English States that since September 1998, when it became a statutory requirement for maintained primary schools in England, schools have been required to implement baseline assessment for all children within seven weeks of starting school, unless comparable assessment has been made. Extends discussion and evidence concerning earlier phases of baseline assessment. (BT) EJ679842 An Evaluation of the Use of Accredited Baseline Assessment Schemes in England. British Educational Research Journal v29 n2 p149-67 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Elementary Education Evaluation Methods Foreign Countries Student Evaluation Torrance, Harry Journal Articles Reports - Research Baseline Data England United Kingdom (England) ISSN-0141-1926 English Notes that Geoff Lindsay and Ann Lewis have written a clear, well-organized, highly informative account of the state of baseline assessment in England, exposing its flaws. Finds that they have not conducted an overall evaluation of the policy. (BT) EJ679843 When Is an Evaluation' Not an Evaluation? When It's Sponsored by the QCA? A Response to Lindsay and Lewis. British Educational Research Journal v29 n2 p169-73 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Ability Grouping Analysis of Covariance Case Studies Coeducation Educational Research Foreign Countries Mathematics Instruction Secondary Education Track System (Education) Venkatakrishnan, Hamsa Wiliam, Dylan Journal Articles Reports - Research Comprehensive Schools (Great Britain) England (London) Retrospective Analysis United Kingdom (London) ISSN-0141-1926 English Reports findings of retrospective study of tracked grouping (a fast track for top 25-30% of a cohort and a mixed track for the others) in a mathematics department in a greater London (England) coeducational comprehensive school. Outlines reasons for introducing tracking and explores its effects through teacher interviews and student data. (BT) EJ679844 Tracking and Mixed-Ability Grouping in Secondary School Mathematics Classrooms: A Case Study. British Educational Research Journal v29 n2 p189-204 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Foreign Countries Student Teachers Teacher Education Edwards, Anne Protheroe, Lynn Journal Articles Reports - Research England United Kingdom (England) ISSN-0141-1926 English Probes rationale for extensively school-based training programs, involving school-based teacher mentors as supporters of student teachers' learning. Asks what student teachers are learning in schools and how that learning is supported. Suggests student teachers' learning is heavily situated--they are not acquiring easily transferable ways of interpreting learners. (BT) EJ679845 Learning To See in Classrooms: What Are Student Teachers Learning about Teaching and Learning while Learning To Teach in Schools? British Educational Research Journal v29 n2 p227-42 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Academically Gifted Educational Research Females Foreign Countries Gender Issues Males Secondary Education Sex Differences Tinklin, Teresa Journal Articles Reports - Research Gender Gap Scotland United Kingdom (Scotland) ISSN-0141-1926 English Examines factors related to high attainment (using data from Scottish School Leavers Survey) and asks whether these differ for males and females. Establishes a strong relationship between social advantage/high attainment within genders. Found girls took school more seriously than males, supporting theories girls and boys experience different peer pressures, influencing attainment. (BT) EJ679846 Gender Differences and High Attainment. British Educational Research Journal v29 n3 p307-25 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Early Adolescents Educational Research Foreign Countries Mathematics Mathematics Instruction Middle Schools Secondary Education Student Attitudes Nardi, Elena Steward, Susan Journal Articles Reports - Research England (Norfolk) United Kingdom (England) ISSN-0141-1926 English Reports on a one-year study of quiet disaffection conducted in three Year 9 mathematics classrooms in Norfolk (England). Constructs a profile of quiet disaffection from secondary mathematics through extensive observation and interviews with 13-14 year-old pupils (n=70). Proposes that its characteristics include tedium, isolation, rote learning, elitism, and depersonalization. (BT) EJ679847 Is Mathematics T.I.R.E.D.? A Profile of Quiet Disaffection in the Secondary Mathematics Classroom. British Educational Research Journal v29 n3 p345-67 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Metacognition Partnerships in Education Teacher Role Transfer of Training Leat, David Lin, Mei Journal Articles Opinion Papers Debriefing England Wales United Kingdom (England) United Kingdom (Wales) ISSN-0141-1926 English Describes 10 roles teachers can perform to put the concepts of metacognition and transfer into practice, identified by interviewing students who had been taught using the innovative practice of debriefing. Discusses the broader issues of how teachers can be engaged in research and knowledge production in a satisfying relationship. (BT) EJ679848 Developing a Pedagogy of Metacognition and Transfer: Some Signposts for the Generation and Use of Knowledge and the Creation of Research Partnerships. British Educational Research Journal v29 n3 p383-415 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Elementary Secondary Education Foreign Countries Formative Evaluation Ecclestone, Kathryn Pryor, John Journal Articles Reports - Research England Bourdieu (Pierre) United Kingdom (England) ISSN-0141-1926 English Highlights key factors in learning careers, particularly in relation to the impact of formative assessment practices. Relates research findings on formative assessment in primary and further education to studies which use Pierre Bourdieu's notions of habitus, field, cultural and social capital to explore learning careers and learning identities in different educational sectors. (BT) EJ679849 "Learning Careers" or "Assessment Careers?" The Impact of Assessment Systems on Learning. British Educational Research Journal v29 n4 p471-88 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Case Studies Criticism Educational Policy Labor Market Mentors Models Youth Problems Colley, Helen Journal Articles Reports - Research Bourdieu (Pierre) Marx (Karl) ISSN-0141-1926 English Presents a critical analysis of mentoring for social inclusion. Traces its dramatic international expansion as a tool of education policies in the 1990s; identifies a new model, engagement mentoring, which seeks to re-engage disaffected youth with the formal labor market. States mentors are treated as vehicles for these objectives. (BT) EJ679850 Engagement Mentoring for "Disaffected" Youth: A New Model of Mentoring for Social Inclusion. British Educational Research Journal v29 n4 p521-42 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Educational Research Elementary Education Foreign Countries Literacy Professional Development Teacher Effectiveness Poulson, Louise Avramidis, Elias Journal Articles Reports - Research Empirical Research England United Kingdom (England) ISSN-0141-1926 English Reports part of an empirical research project investigating the professional development, knowledge, and beliefs of several teachers effective at teaching literacy working in primary schools throughout England. Presents a detailed case study analysis of the literacy-related professional development experience of a subsample of the effective literacy teachers. (BT) EJ679851 Pathways and Possibilities in Professional Development: Case Studies of Effective Teachers of Literacy. British Educational Research Journal v29 n4 p543-60 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Early Adolescents Educational Research Foreign Countries Secondary Education Selective Admission Schagen, Ian Schagen, Sandie Journal Articles Reports - Research Data Sets England United Kingdom (England) ISSN-0141-1926 English States the advent of national value-added datasets linking performance across key stages for the majority of pupils in England has enabled detailed analysis. Reports distinct difference in Key Stage 3 test levels for pupils on the borderline between grammar school and secondary modern school, even with prior attainment taken into account. (BT) EJ679852 Analysis of National Value-added Datasets To Assess the Impact of Selection on Pupil Performance. British Educational Research Journal v29 n4 p561-82 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Full Time Students Part Time Employment Secondary Education Youth Employment Payne, Joan Journal Articles Reports - Research Advanced Level Examinations England Wales United Kingdom (England) United Kingdom (Wales) ISSN-0141-1926 English Presents data from nationally representative sample of the England/Wales Youth Cohort Study, describing patterns of paid work among full-time students in Years 12/13 working for qualifications. Shows paid work of a few hours has negligible impact on "A" level grades, but long working hours significantly reduce grades. (BT) EJ679853 The Impact of Part-Time Jobs in Years 12 and 13 on Qualification Achievement. British Educational Research Journal v29 n4 p599-611 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Influences Educational History Educational Research Geography Social Networks Social Sciences McCulloch, Gary Lowe, Ron Journal Articles Reports - Descriptive ISSN-0046-760X English Provides an introduction to the articles presented in this theme issue. Explains the focus surrounds the study of the relationship of educational issues from different geographical educational history. Compares similarities and contrasts differences. (KDR) EJ679854 Introduction: Centre and Periphery--Networks, Space, and Geography in the History of Education. History of Education v32 n5 p457-59 Sep 2003 2003-00-00 T 2004 7/11/2004 12:04:19 CIJJUl2004 The History of Education: Journal of the History of Education Society is a refereed journal. Theme Issue: Centre and Periphery--Networks, Space, and Geography in the History of Education.

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No Child Abuse Cultural Traits Educational History Educational Research Foreign Countries Migrant Children Migrants Social Influences Sherington, Geoffrey Journal Articles Reports - Descriptive Twentieth Century United Kingdom United Kingdom ISSN-0046-760X English Focuses on a study of adults who were part of the child migration era in the early twentieth century United Kingdom. Argues former effects on migrant children have had a negative influence in terms of personal and cultural identity. Notes suspected physical and sexual abuse of some migrant children. (KDR) EJ679855 'Suffer Little Children': British Child Migration as a Study of Journeyings between Centre and Periphery. History of Education v32 n5 p461-76 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Biographies Educational History Educational Policy Educational Research Feminism Foreign Countries Gender Issues Martin, Jane Journal Articles Reports - Descriptive England United Kingdom (England) ISSN-0046-760X English Discusses the feminist work of Shena D. Simon. Conceptualizes two goals: (1) to move Shena Simon from the margins of history; and (2) to use biography to explore questions of political identity and gendered dynamics of political involvement. (KDR) EJ679856 Shena D. Simon and English Education Policy: Inside/Out? History of Education v32 n5 p477-94 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Birth Rate Children Cultural Traits Demography Educational History Educational Research Historians Social Influences Miller, Pavla Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses commentary on the issue of children being perceived as useful, based on historical documentation. Argues sources espouse the responsibilities of people and groups in society who have relegated childbearing to be viewed as a burden rather than a desired event. Concludes age relations are at the center of social inquiry. (KDR) EJ679857 Useful Housechildren, Birth Rates, and Historians. History of Education v32 n5 p495-511 Sep 2003 2003-00-00 T 2004 7/11/2004 12:04:20 CIJJUl2004 The History of Education: Journal of the History of Education Society is a refereed journal. Theme Issue: Centre and Periphery--Networks, Space, and Geography in the History of Education.

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No Educational History Females Feminism Foreign Countries Religious Education Social Networks Fitzgerald, Tanya Journal Articles Reports - Descriptive New Zealand England Missionaries New Zealand United Kingdom (England) ISSN-0046-760X English Offers a textual map of ways that two Church Missionary Society women, Marianne Coldham Williams and Jane Nelson Williams, established networks predominantly with their evangelical sisters in England that simultaneously supported, justified, and reinforced their work as missionary educators in Aotearoa, New Zealand from 1823 to 1840. (KDR) EJ679858 Cartographies of Friendship: Mapping Missionary Women's Educational Networks in Aotearoa/New Zealand 1823-40. History of Education v32 n5 p513-27 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Educational History Females Feminism Foreign Countries Gender Issues Secondary Education Matthews, Kay Morris Journal Articles Reports - Descriptive Great Britain New Zealand New Zealand United Kingdom (Great Britain) ISSN-0046-760X English Focuses on the Napier High School Board of Governors and Mary Elizabeth Grenside Hewett, an 1883 New Zealand principal. Concludes that a review of the New Zealand database of women graduate teachers 1880-1930, and the exchange of women graduates from New Zealand and Great Britain, provides details of their international teaching careers. (KDR) EJ679859 'Imagining Home': Women Graduate Teachers Abroad 1880-1930. History of Education v32 n5 p529-45 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Feminism Foreign Countries Gender Issues Trethewey, Lynne Whitehead, Kay Journal Articles Reports - Descriptive Transnationalism Australia New Zealand Australia New Zealand ISSN-0046-760X English Argues that displaying the transnationalism idea opens the way to exploring the rotation of people and ideas beyond national boundaries. Focuses on educator/lecturer's, Harriet Christian Newcomb and Margaret Emily Hodge, who furthered the enfranchisement of women in Australia and New Zealand and the beginning of the British Dominions Woman Suffrage Union. (KDR) EJ679860 Beyond Centre and Periphery: Transnationalism in Two Teacher/Suffragettes Work. History of Education v32 n5 p547-59 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Educational Policy Foreign Countries Land Settlement Mass Media Use News Media Periodicals Whitehead, Clive Journal Articles Reports - Descriptive Twentieth Century United Kingdom United Kingdom ISSN-0046-760X English Focuses on an early twentieth century journal called "Oversea Education," designed to increase communication among British colonies, particularly for education, based on William Ormsby Gore's travels among the colonies. Describes Frank Ward's editorial work that championed the rights of colonial subjects to have better educational policy. (KDR) EJ679861 Oversea Education and British Colonial Education 1929-63. History of Education v32 n5 p561-75 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Diversity Educational Change Educational History Educational Policy Educational Research Evaluation Foreign Countries Interpersonal Relationship Secondary Education Campbell, Craig Journal Articles Reports - Descriptive ISSN-0046-760X English Discusses two forms of regional diversity in Australian education: (1) public provision of different kinds of schools; and (2) variations in social participation in those schools. Discusses regional diversity in secondary educational provision; its growth from centralizing state policies; and the effective policy measurement it offers by providing choice within markets. (KDR) EJ679862 State Policy and Regional Diversity in the Provision of Secondary Education for the Youth of Sydney, 1960-2001. History of Education v32 n5 p577-94 Sep 2003 2003-00-00 T 2004 7/11/2004 12:04:21 CIJJUl2004 The History of Education: Journal of the History of Education Society is a refereed journal. Theme Issue: Centre and Periphery--Networks, Space, and Geography in the History of Education.

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No Active Learning Character Education Educational Environment Ethical Instruction High Schools Higher Education Moral Development Moral Issues Moral Values Public Schools Role Models Secondary Education Secondary School Teachers Student Responsibility Teacher Attitudes Teacher Behavior Teacher Responsibility Williams, David D. Yanchar, Stephen C. Jensen, Larry C. Lewis, Cheryl Journal Articles Reports - Descriptive ISSN-0305-7240 English Describes a high school program that contributed to character education of its students. Notes the program's success is based on teachers encouraging students to take responsibility for their lives, modeling of high character values, using integrated and experiential curriculum, and employing a dialogical perspective on active education. (CAJ) EJ679863 Character Education in a Public High School: A Multi-Year Inquiry into Unified Studies. Journal of Moral Education v32 n1 p3-33 Mar 2003 2003-00-00 T 2004 7/11/2004 12:04:21 CIJJUl2004 Journal of Moral Education is a refereed journal.

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No Activism Critical Thinking Higher Education Moral Development Moral Issues Political Attitudes School Activities Student Behavior Thinking Skills Laird, Philip G. Journal Articles Reports - Descriptive Moral Reasoning Defining Issues Test Empirical Research Defining Issues Test ISSN-0305-7240 English Reviews the Defining Issues Test and Spheres of Control results of students involved in the pro-choice or pro-life movements. Rates participation of student involvement in on-campus activities. Reveals abortion activists more frequently endorsed moral issues and scored higher on sociopolitical issues. Discusses results based on relationships among reasoning, control, and behavior. (CAJ) EJ679864 Bridging the Divide: The Role of Perceived Control in Mediating Reasoning and Activism. Journal of Moral Education v32 n1 p35-49 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Aggression Anxiety Civics Delinquency Depression (Psychology) Emotional Intelligence Ethical Instruction Foreign Countries Moral Development Parent Participation Secondary School Students Secondary Schools Social Development Stress Variables Liau, Albert K. Liau, Agnes W. Teoh, George B. S. Liau, Michael T. L. Journal Articles Reports - Descriptive Malaysia Malaysia ISSN-0305-7240 English Identifies a renaissance in civics and moral education in the Asia-Pacific region. Discusses the need to incorporate emotional literacy in these programs and analyze the influence of emotional literacy on problem behaviors in Malaysian secondary school students. Links results of emotional literacy to internalizing and externalizing problem behavior. (CAJ) EJ679865 The Case for Emotional Literacy: The Influence of Emotional Intelligence on Problem Behaviours in Malaysian Secondary School Students. Journal of Moral Education v32 n1 p51-66 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Equal Education Ethical Instruction Ethics Higher Education Moral Development Moral Issues Racial Bias Racial Factors Infinito, Justen Journal Articles Reports - Descriptive Foucault (Michel) Self Definition ISSN-0305-7240 English Examines Jane Elliot's "Blue Eyed, Brown-Eyed" activity. Evaluates this activity as a moral education tool using Michel Foucault's theories of ethical self-formation and care of the self. Argues that creating a moral self requires ongoing judgments about how one responds to the condition of others. (CAJ) EJ679866 Jane Elliot Meets Foucault: The Formation of Ethical Identities in the Classroom. Journal of Moral Education v32 n1 p67-76 Mar 2003 2003-00-00 T 2004 2016-11-21

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No College Students Females Gender Issues Higher Education Individual Development Justice Liberal Arts Males Moral Development Moral Issues Moral Values Religious Education Self Concept Cook, Kaye V. Larson, Daniel C, Boivin, Monique D. Journal Articles Reports - Descriptive God (Concept) Justice Reasoning Moral Reasoning Gilligan (Carol) ISSN-0305-7240 English Explores Christian college students views of self and of a Christian God. Discusses differences in views between men and women. Suggests that the Christian liberal arts context nurtures integrated and complex views of the self, but authoritative views of God. Notes authoritative views of God shaped the heavy justice self-ethic. (CAJ) EJ679867 Moral Voices of Women and Men in the Christian Liberal Arts College: Links between Views of Self and Views of God. Journal of Moral Education v32 n1 p77-89 Mar 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Influences Elementary Secondary Education Ethical Instruction Ethnic Bias Ethnic Groups Gender Issues Honesty Moral Development Moral Issues Moral Values Resistance (Psychology) Social Change Social Development Social Systems Socioeconomic Status Turiel, Elliot Journal Articles Reports - Descriptive ISSN-0305-7240 English Argues that resistance and subversion are part of life and integral to development in most cultures. Notes that many theories of social and moral development do not account for resistance or view it as anti-social. Demonstrates that social conflict and resistance based on moral aims occur in childhood, adolescence, and adulthood. (CAJ) EJ679868 Resistance and Subversion in Everyday Life. Journal of Moral Education v32 n2 p115-30 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:23 CIJJUl2004 Journal of Moral Education is a refereed journal.

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No Conflict Resolution Culture Conflict Elementary Secondary Education Ethnic Bias Ethnic Groups Foreign Countries Justice Moral Development Moral Issues Violence Garrod, Andrew Beal, Carole R. Jaeger, William Thomas, Joshua Davis, Jay Leiser, Nicole Hodzic, Almin Journal Articles Reports - Descriptive Bosnia and Herzegovina Ethnic Differences Bosnia and Herzegovina ISSN-0305-7240 English Investigates the association of political violence and ethnic conflict with children's moral orientation. Evaluates two studies of students in Bosnia and Herzegovina. Uses dilemmas involving animal and human characters. Argues that results reflect an orientation toward care and concern rather than justice and fairness. Notes there were no gender differences. (CAJ) EJ679869 Culture, Ethnic Conflict, and Moral Orientation in Bosnian Children. Journal of Moral Education v32 n2 p131-50 Jun 2003 2003-00-00 T 2004 2016-11-23

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No Academic Freedom Censorship Democratic Values Freedom of Speech Higher Education Homophobia Justice Moral Issues Moral Values Sexual Orientation Social Attitudes Social Bias Social Responsibility Teacher Rights Applebaum, Barbara Journal Articles Reports - Descriptive ISSN-0305-7240 English Describes classrooms and schools as a culture of power that mirror society's unjust social relations. Investigates the questions: (1) is it ever justified to use power to interrupt power?; and (2) does all silencing subjugate? Outlines arguments for and against censorship of teachers who believe that portraying homosexual lifestyles positively undermines their integrity. (CAJ) EJ679870 Social Justice, Democratic Education, and the Silencing of Words that Wound. Journal of Moral Education v32 n2 p151-62 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:24 CIJJUl2004 Journal of Moral Education is a refereed journal.

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No Academic Freedom Censorship Democratic Values Freedom of Speech Higher Education Homophobia Justice Moral Issues Moral Values Sexual Orientation Social Attitudes Social Bias Social Responsibility Teacher Rights Petrovic, John E. Journal Articles Reports - Descriptive ISSN-0305-7240 English Addresses Barbara Applebaum's argument that speech acts reproduce power. Argues that Applebaum's focus on utterances and expressions of belief is too narrow because it leaves out silence, particularly about sexual orientation in school curricula. Describes silence as a speech act that promotes harm just as powerfully as other speech acts. (CAJ) EJ679871 Can We Forget To Censor Silence? A Rejoinder to Applebaum. Journal of Moral Education v32 n2 p163-66 Jun 2003 2003-00-00 T 2004 7/11/2004 12:04:24 CIJJUl2004 Journal of Moral Education is a refereed journal. For the Applebaum article, refer to SO 536 930.

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No Emotional Development Ethical Instruction Higher Education Moral Development Moral Issues Moral Values Personality Self Esteem Well Being Meriwether, Nicholas K. Journal Articles Reports - Descriptive Hedonism Moral Behavior Teleology ISSN-0305-7240 English Suggests that sanctions based on emotional well-being or self-esteem are insufficient for motivating moral behavior and ultimately are reduced to hedonism. Argues this is also the case in the hypothetical event that all moral action results in heightened self-esteem and all immoral actions results in lower self-esteem. (CAJ) EJ679872 Can Self-Esteem Sanction Morality? Journal of Moral Education v32 n2 p167-81 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Behavior Standards Child Development Elementary Secondary Education Ethical Instruction Justice Moral Development Moral Issues Moral Values Social Science Research Kristjansson, Kristjan Journal Articles Reports - Descriptive Empirical Research Kohlberg (Lawrence) ISSN-0305-7240 English Defines ways normative concerns enter into the design and interpretation of empirical research on children's development of justice conceptions. Emphasizes William Damon's stage theory of development. Suggests an alternative research program based on adjustments between the normative and the empirical. Argues this program must focus on children's desert-based emotions. (CAJ) EJ679873 The Development of Justice Conceptions and the Unavoidability of the Normative. Journal of Moral Education v32 n2 p183-194 Jun 2003 2003-00-00 T 2004 2016-11-21

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No Ethical Instruction Moral Development Moral Values Primary Education Secondary Education Standards Teacher Behavior Teacher Characteristics Teacher Role Teaching (Occupation) Teaching Methods Carr, David Journal Articles Reports - Descriptive Moral Reasoning Normative Philosophy ISSN-0305-7240 English Argues that there is divergent conceptions of the occupational status of education and teaching. Notes that an indication of the complexity of teaching is its comparisons with other professions, vocations, trades, and services. Identifies and explores the implications of this for the moral educational role of the teacher. (CAJ) EJ679874 Moral Educational Implications of Rival Conceptions of Education and the Role of the Teacher. Journal of Moral Education v32 n3 p219-32 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Conflict Resolution Decision Making Discipline Ethics Intervention Middle Schools Moral Development Moral Issues Problem Solving Social Control Social Development Student Responsibility Student Teachers Teacher Characteristics Teacher Responsibility Rique, Julio Lins-Dyer, Maria Tereza Journal Articles Reports - Descriptive Moral Reasoning Normative Philosophy ISSN-0305-7240 English Investigates teachers views of forgiveness and institutional pardon for conflict resolution at school. Asks questions related to forgiveness and forgiving. Shows that teachers endorse forgiveness as social expectation, a humanitarian, moral response to conflicts at conventional levels. Argues that teachers do notperceive forgiveness as related to resolving social issues. (CAJ) EJ679875 Teachers' Views of Forgiveness for the Resolution of Conflicts between Students in School. Journal of Moral Education v32 n3 p233-50 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Influences Ethical Instruction Ethics Moral Development Moral Issues Moral Values Primary Education Public Schools Religion Religious Education Religious Factors Secondary Education Social Development Kunzman, Robert Journal Articles Reports - Descriptive Kohlberg Moral Dilemmas God (Concept) ISSN-0305-7240 English Critiques Larry Nucci's argument that for many religious believers, religion and morality cannot be separated. Believes that morality is only weakly independent from religion. Argues that moral education in U.S. public schools needs curricula that help students explore and understand moral rationales and motivations from various cultural and religious sources. (CAJ) EJ679876 Religion, Ethics, and the Implications for Moral Education: A Critique of Nucci's "Morality and Religious Rules." Journal of Moral Education v32 n3 p251-61 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Ethical Instruction Moral Development Moral Issues Moral Values Primary Education Public Education Religious Education Religious Factors Secondary Education Nucci, Larry Journal Articles Reports - Descriptive Empirical Research God (Concept) ISSN-0305-7240 English Responds to Robert Kunzman's article about the functional relationship between morality and religious faith. Argues that Kunzman's position undermines religious freedom by not recognizing the diversity among religious belief systems and imposes the beliefs of the religious on those who do not hold religious commitments. (CAJ) EJ679877 Morality, Religion, and Public Education in Pluralist Democracies: A Reply to Kunzman. Journal of Moral Education v32 n3 p263-270 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Democracy Ethical Instruction Moral Development Moral Issues Moral Values Primary Education Public Education Religious Education Religious Factors Secondary Education Kunzman, Robert Journal Articles Reports - Descriptive God (Concept) ISSN-0305-7240 English Offers three rebuttals to Nucci. Believes that relationships between God and the good is more complex than Nucci claims. Contends that religious students do not rely entirely on religious dictates in their ethical thinking. Argues that civic respect in a pluralist democracy requires thoughtful engagement with a diversity of ethical thought. (CAJ) EJ679878 Rejoinder to Nucci's "Morality, Religion, and Public Education in Pluralist Democracies." Journal of Moral Education v32 n3 p271-73 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Character Education Cultural Background Cultural Traits Diversity Educational Environment Ethical Instruction Moral Development Moral Issues Primary Education Religious Cultural Groups Religious Education Secondary Education Student Behavior Dawidowicz, Paula M. Journal Articles Reports - Descriptive Church of Jesus Christ of Latter Day Saints Moral Behavior Utah Utah ISSN-0305-7240 English Examines the moral environment in three school districts in Utah. Reviews the various moral and character education programs being used in these districts. Compares and contrasts their methods in terms of literature, textbooks, and activities. Concludes with an evaluation of these programs and their effectiveness in their specific environments. (CAJ) EJ679879 Teaching Morality in Schools in Utah's Religion-based Society. Journal of Moral Education v32 n3 p275-89 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Character Education Cultural Traits Democracy Diversity Elementary Secondary Education Ethical Instruction Folk Culture Liberalism Moral Development Moral Issues Political Attitudes Public Education Glanzer, Perry L. Journal Articles Reports - Descriptive ISSN-0305-7240 English Examines James Davison Hunter's claim that the moral education establishment is responsible for the death of character. Declares that moral education must grapple with Hunter's finding that effective moral education requires coherent moral culture with a clear conception of public and private good. Compares post-Soviet and current U.S. moral education. (CAJ) EJ679880 Did the Moral Education Establishment Kill Character? An Autopsy of "The Death of Character." Journal of Moral Education v32 n3 p291-306 Sep 2003 2003-00-00 T 2004 7/11/2004 12:04:26 CIJJUl2004 Journal of Moral Education is a refereed journal.

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No Early Childhood Education Educational Strategies Folk Culture Foreign Countries Kindergarten Learning Activities Music Education National Standards Primary Education Songs Kapusuzoglu, Kelly Mem Guides - Classroom - Teacher Journal Articles National Music Education Standards Turkey Turkey ISSN-1069-7446 English Describes how to teach kindergarten students using Turkish folk songs that incorporate the National Standards for Music Education and guidelines from the Ministry of Education in Turkey. Includes activities that accompany songs such as "Fly, Little Bug" and "Little Green Frog." Offers additional resources. (CMK) EJ679881 Turkish-Folk Song Activities for Kindergartners. Teaching Music v11 n2 p26-32 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Budgets Elementary Secondary Education Financial Support Minority Groups Music Education Music Teachers Teacher Persistence Teacher Recruitment Teacher Shortage Urban Education Urban Schools Renfro, Lisa Journal Articles Opinion Papers ISSN-1069-7446 English Explores issues related to teaching music in an urban setting. Addresess issues such as budget problems, lack of support, and problems with teachers related to isolation and turnover. Focuses on recruiting minority teachers for urban schools. (CMK) EJ679882 The Urban Teacher Struggle. Teaching Music v11 n2 p36-40 Oct 2003 2003-00-00 N/A 2004 7/11/2004 12:04:27 CIJJUl2004

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No Applied Music Competition Concerts Educational Practices Educational Strategies High School Students High Schools Learning Experience Music Education Secondary Education Songs Howey, Brad Journal Articles Reports - Descriptive Alaska (Southeast) Music Festivals Alaska ISSN-1069-7446 English Describes the Southeast Alaska Music Festival discussing topics such as the role of the host school, the communities and schools within the region, and scoring procedures at the Festival. Includes a festival schedule. (CMK) EJ679883 Bringing It All Together: The Southeast Alaska Music Festival. Teaching Music v11 n2 p44-48 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Advocacy Educational Strategies Elementary Secondary Education Fine Arts Foreign Countries Music Education Student Participation Teacher Role Theater Arts Visual Arts Ryan, Charlene A. Journal Articles Reports - Descriptive British Columbia (Vancouver) Canada (Vancouver) ISSN-1069-7446 English Focuses on the program called "Arts Week" that demonstrates the importance of the arts in the lives of students at West Point Gray Academy in Vancouver (British Columbia). Describes Arts Week and discusses the process of creating Arts Week. States that Art Week was a success. (CMK) EJ679884 Arts Week: A Canadian School Celebrates the Arts. Teaching Music v11 n2 p50-54 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Educational Strategies Elementary Education Elementary School Students Kodaly Method Learning Experience Music Music Education Rhythm (Music) Student Improvement Teaching Methods McGuire, Kenneth Guides - Classroom - Teacher Journal Articles Kodaly (Zoltan) ISSN-1069-7446 English Discusses the rhythm syllable system within Zoltan Kodaly's method that is often used to teach elementary students in general music classes. Offers background information about this method as well as an alternative technique for teaching students about the single sixteenth-note rhythm. (CMK) EJ679885 A Variation on Kodaly's Rhythm Syllable System. Teaching Music v11 n2 p58-60 Oct 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Materials Color Course Content Educational Strategies Freehand Drawing Grade 8 Learning Experience Secondary Education Skill Development Smith, Shonda Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes a project that was inspired by a previous article in "Arts and Activities" entitled "The Same Old Contour Drawing...Not!" Explains that students learn basic drawing skills by drawing shoes while learning about contour shapes. Lists the needed art materials. (CMK) EJ679886 Walk into the New School Year with Funky Shoes. Arts & Activities v134 n1 p20-21 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:28 CIJJUl2004

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No Art Education Artists Biographies Educational Strategies Elementary Secondary Education Language Arts Mathematics Painting (Visual Arts) Social Studies Visual Arts Sartorius, Tara Cady Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Discusses the content and technique used by Ralston Crawford in his painting "Under the Third Avenue El (The Brewery)." Provides background information on the life of Crawford as well as learning activities in various subject areas such as language arts, social studies, and mathematics (CMK) EJ679887 Urban Redux. Arts & Activities v134 n1 p22-24 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:28 CIJJUl2004

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No Art Education Art History Art Materials Art Products Artists Educational Strategies Elementary Secondary Education Innovation Learning Experience Social Influences Hubbard, Guy Guides - Classroom - Teacher Journal Articles Opinion Papers ISSN-0004-3931 English Provides background information on the effects of innovations in art materials on artists and their artwork. Introduces the 2003-2004 Clip and Save Art Prints that focus on innovative uses of art materials. Includes examples by artists such as Alfonso Ossorio. (CMK) EJ679888 Three Dimensional Innovation. Introduction to the 2003-2004 Clip and Save Art Prints. Arts & Activities v134 n1 p26-28,52-53 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:29 CIJJUl2004

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No Art Education Art History Art Materials Artists Biographies Careers Educational Strategies Innovation Learning Activities Sculpture Secondary Education Hubbard, Guy Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Provides background information on the life and career of Nancy Graves focuses on her use of materials for her sculptures. Includes a list of learning activities and a reproduction of her artwork "Cantileve." Offers a discussion about the sculpture. (CMK) EJ679889 Clip and Save. Arts & Activities v134 n1 p29-32 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:29 CIJJUl2004

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No Art Education Art Materials Childrens Art Educational Strategies Elementary Education Grade 2 Learning Experience Painting (Visual Arts) Skill Development Student Projects Parker, Karen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art lesson for second-grade students that uses basic shapes to paint pictures of dragons. Discusses how the students created their dragons and lists the art materials needed. Includes a list of learning objectives. (CMK) EJ679890 Throw Away Those Erasers! Building Dragons with Basic Shapes. Arts & Activities v134 n1 p33 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:29 CIJJUl2004

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No Art Education Art Expression Art Materials Art Products Course Content Educational Strategies Freehand Drawing Observation Secondary Education Skill Development Greenman, Geri Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes an art project where beginning drawing students used values and chiaroscuro techniques to draw bird nests. Explains how the students observed the nest that was displayed in the art classroom. Discusses the steps involved in creating the artworks. (CMK) EJ679891 Nesting Instincts. Arts & Activities v134 n1 p34-35 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:29 CIJJUl2004

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No Art Education Artists Color Educational Strategies Elementary Education Grade 3 Grade 4 Grade 5 Painting (Visual Arts) Skill Development McNally, Ellen Guides - Classroom - Teacher Journal Articles Klee (Paul) ISSN-0004-3931 English Describes an art lesson that taught third-, fourth-, and fifth-grade students about color. Explains that the artwork of Paul Klee served as inspiration for this project. States that the children learned about Klee and his artworks and created their own paintings. (CMK) EJ679892 Paul Klee's Magic Squares. Arts & Activities v134 n1 p36-37,50 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art Materials Artists Educational Strategies Elementary Education Freehand Drawing Grade 6 Painting (Visual Arts) Student Projects Holt, Maureen Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Presents an art lesson used with sixth-grade students in which they painted their school mascot (a tiger) in the style of a famous artist. Explains that students selected an artist, such as Andrew Wyeth or Edvard Munch. Describes how the students created their tigers. (CMK) EJ679893 Tigers with Artistic Style. Arts & Activities v134 n1 p38 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:30 CIJJUl2004

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No Animation Art Education Art History Art Materials Educational Strategies Elementary Education Grade 5 Intermediate Grades Student Projects Technology Hinshaw, Craig Guides - Classroom - Teacher Journal Articles ISSN-0004-3931 English Describes a project used with fifth-grade students in which they learned about animation. Explains that the students learned about animation used in art. States that they received a personal data assistant to create their own animation of a flower that was growing and pollinated by a butterfly. (CMK) EJ679894 Pixel Palette: Palm Animation. Arts & Activities v134 n1 p39 Sep 2003 2003-00-00 N/A 2004 7/11/2004 12:04:30 CIJJUl2004

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No Art Education Art History Art Materials Artists Color Educational Strategies Elementary Education Grade 5 Intermediate Grades Painting (Visual Arts) Newman, Sue Guides - Classroom - Teacher Journal Articles Matisse (Henri) ISSN-0004-3931 English Describes an art project used with fifth-grade students in which they created still-life paintings while also studying the artwork of Henri Matisse. Explains that the students explore three paintings by Matisse throughout the process of creating their paintings. (CMK) EJ679895 Patterned Still-Life Paintings. Arts & Activities v134 n1 p40-41 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Art Education Art Expression Art Materials Artists Color Educational Strategies Elementary Education Freehand Drawing Grade 6 Painting (Visual Arts) Skill Development LiPira, Michael Guides - Classroom - Teacher Journal Articles Kandinsky (Wassily) ISSN-0004-3931 English Presents an art lesson used with sixth-grade students which also can be used with other grade levels. Explains that the artwork of Wassily Kandinsky served as inspiration for this lesson. Explains that the students learned about abstract art and used watercolors to create their own paintings in the style of Kandinsky. (CMK) EJ679896 Masterwork Art Lesson: Kandinsky Watercolors. Arts & Activities v134 n1 p42-43,44-45 Sep 2003 2003-00-00 N/A 2004 2016-11-21

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No Cognitive Development Economic Opportunities Economic Status Elementary Secondary Education Family Characteristics Intelligence Quotient Parent Background Social Change Social Influences Socioeconomic Status Bowles, Samuel Gintis, Herbert Journal Articles Reports - Research ISSN-0038-0407 English Advances the position that schools prepare students for the future through socialization. Argues that personality traits, rather than skills, are the determinant of labor market success. Shows that parental economic status is passed on to the children. Explains that the heritability of IQ is unimportant as a factor for future success. (CAJ) EJ679897 "Schooling in Capitalist America" Revisited. Sociology of Education v75 n1 p1-18 Jan 2002 2002-00-00 T 2004 7/11/2004 12:04:31 CIJJUl2004 Sociology of Education is a refereed journal.

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No Adolescents College Attendance Educational Status Comparison Enrollment Gender Issues High School Graduates Higher Education Human Capital Racial Factors Social Capital Social Differences Socioeconomic Influences Socioeconomic Status Thinking Skills Beattie, Irenee R. Journal Articles Reports - Research Human Capital Theory High School and Beyond (NCES) ISSN-0038-0407 English Examines whether economic conditions similarly influence the college enrollment of adolescents from different groups. Indicates effects of income returns varies systematically by race, class, gender, and cognitive skills. Argues that college enrollment of white males from lower socioeconomic origins with lower cognitive skills is most consistent with human capital theory. (CAJ) EJ679898 Are All "Adolescent Econometricians" Created Equal? Racial, Class, and Gender Differences in College Enrollment. Sociology of Education v75 n1 p19-43 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Cultural Activities Family Income Females Gender Issues Grade 8 Males Social Class Social Differences Socioeconomic Influences Socioeconomic Status Dumais, Susan A. Journal Articles Reports - Research Bourdieu (Pierre) Cultural Capital National Education Longitudinal Study 1988 ISSN-0038-0407 English Analyzes the cultural participation of 8th graders and presents a model that includes a measure for habitus. Argues that traditional gender stereotypes play a role in the lack of cultural participation by males students. Indicates that female students use their cultural capital to succeed in school. (CAJ) EJ679899 Cultural Capital, Gender, and School Success: The Role of Habitus. Sociology of Education v75 n1 p44-68 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Athletics Extracurricular Activities Family Income High School Students Higher Education Leadership Locus of Control Racial Factors Secondary Education Self Concept Self Esteem Social Capital Socioeconomic Status Broh, Beckett A. Journal Articles Reports - Research National Education Longitudinal Study 1988 ISSN-0038-0407 English Analyzes National Educational Longitudinal Study 1988 data to test the effect of participation in extracurricular activities on high school achievement. Shows that participation in some activities improves achievement, while participation in others diminishes achievement. Concludes participation in interscholastic sports promote student development and social ties among students, parents, and schools. (CAJ) EJ679900 Linking Extracurricular Programming to Academic Achievement: Who Benefits and Why? Sociology of Education v75 n1 p69-95 Jan 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Objectives Foreign Countries Higher Education Interpersonal Relationship Parent Influence Peer Influence Secondary Education Social Science Research Social Stratification Buchmann, Claudia Dalton, Ben Journal Articles Reports - Research Austria Hungary Switzerland France International Assn Evaluation Educ Achievement Thailand Germany Korea United States Greece Norway Hong Kong Spain Austria France Germany Greece Hong Kong Hungary Norway South Korea Spain Switzerland Thailand United States ISSN-0038-0407 English Examines the effects of peer and parent attitudes regarding academic performance on students' educational aspirations in 12 countries. Indicates that peers and parents influence educational goals in countries with relatively undifferentiated secondary schooling, while the influence of significant others is negligible in societies with more differentiated secondary education. (CAJ) EJ679901 Interpersonal Influences and Education Aspirations in 12 Countries: The Importance of Institutional Context. Sociology of Education v75 n2 p99-122 Apr 2002 2002-00-00 T 2004 2016-11-23

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No Academic Achievement Athletics Basketball Family Characteristics Family Financial Resources Family Structure Football High School Students Higher Education Individual Characteristics Race Secondary Education Social Capital Social Science Research Eitle, Tamela McNulty Eitle, David J. Journal Articles Reports - Research Cultural Capital National Education Longitudinal Study 1988 ISSN-0038-0407 English Considers whether cultural capital, household educational resources, family structure, and race relate to participation in football, basketball, or other sports and whether the effects of participation on academic achievement differ by race and sport. Suggests that cultural disadvantage contributes to increased interest in basketball and football as social capital. (CAJ) EJ679902 Race, Cultural Capital, and the Educational Effects of Participation in Sports. Sociology of Education v75 n2 p123-46 Apr 2002 2002-00-00 T 2004 2016-11-23

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No Academic Achievement Economic Factors Economic Status Elementary Secondary Education Foreign Countries Higher Education National Surveys Social Action Hraba, Joseph Mullick, Rehan Lorenz, Frederick O. Vecernik, Jiri McCutcheon, Allan Journal Articles Reports - Research Czech Republic Velvet Revolution (Czechoslovakia 1989) Czech Republic ISSN-0038-0407 English Examines 11 national surveys of Czech respondents to determine if economic standing and other controls explain the relation between education and attitudes about reform. Tests whether the effects of education interacted with reform. Shows that better educated respondents enjoyed an economic advantage, supportive of transition theory. (CAJ) EJ679903 Education and Support for the Czech Reforms. Sociology of Education v75 n2 p147-68 Apr 2002 2002-00-00 T 2004 2016-11-21

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No Blacks Community Characteristics Educational Opportunities Elementary Secondary Education Ethnic Groups Immigration Limited English Speaking Public Schools Van Hook, Jennifer Journal Articles Reports - Research California Schools and Staffing Survey (NCES) California Schools and Staffing Survey (NCES) ISSN-0038-0407 English Uses school-level data from the Schools and Staffing Survey 1993-94 to assess the extent to which California African-Americans versus non-Hispanic whites attend schools with children with limited English proficiency. Tests ecological theoretical expectations about spatial patterns arising within the context of multiethnic, multiracial communities. (CAJ) EJ679904 Immigration and African American Educational Opportunity: The Transformation of Minority Schools. Sociology of Education v75 n2 p169-89 Apr 2002 2002-00-00 T 2004 2016-11-23

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No Educational Attainment High School Graduates Higher Education Selective Colleges Social Science Research Social Stratification Karen, David Journal Articles Reports - Research High School and Beyond (NCES) National Education Longitudinal Study 1988 Bourdieu (Pierre) ISSN-0038-0407 English Explores factors that determine how high school graduates become linked to colleges at particular levels of selectivity. Assesses various theories of change in educational attainment. Compares patterns of access to U.S. higher education institutions between 1980-1992. Examines studies on how students and colleges of varying selectivity are matched. (CAJ) EJ679905 Changes in Access to Higher Education in the United States: 1980-1992. Sociology of Education v75 n3 p191-210 Jul 2002 2002-00-00 T 2004 2016-11-21

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No Adult Students Age Bachelors Degrees Educational Trends Enrollment Ethnicity Females Higher Education Human Capital Part Time Students Social Background Jacobs, Jerry A. King, Rosalind Berkowitz Journal Articles Reports - Research ISSN-0038-0407 English Discusses odds of obtaining a bachelor's degree by age of enrolled students. Examines effects of background attributes and adult role events. Argues that women over 25, because of their part-time status, are at a disadvantage for degree completion. Discusses implications of results for policies and practices regarding adult college students. (CAJ) EJ679906 Age and College Completion: A Life-History Analysis of Women Aged 15-44. Sociology of Education v75 n3 p211-30 Jul 2002 2002-00-00 T 2004 7/11/2004 12:04:34 CIJJUl2004 Sociology of Education is a refereed journal.

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No Arabs Elementary Secondary Education Females Feminism Foreign Countries Gender Issues Jews Principals School Based Management Sex Stereotypes Women Administrators Women Faculty Addi-Raccah, Audrey Journal Articles Reports - Research Israel Israel ISSN-0038-0407 English Focuses on extent of feminization of teaching and principalship in Israel. Examines interaction of local authority and school contexts on the percentage of women teachers in schools and probability of having women as principals. Suggests that different economic, sociocultural, and organizational contexts are associated with patterns of intraoccupational gender segregation. (CAJ) EJ679907 The Feminization of Teaching and Principalship in the Israeli Educational System: A Comparative Study. Sociology of Education v75 n3 p231-48 Jul 2002 2002-00-00 T 2004 2016-11-21

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No College Students Community Colleges Institutional Administration Interviews Noncredit Courses Postsecondary Education Remedial Instruction Social Stratification Student Surveys Deil-Amen, Regina Rosenbaum, James E. Journal Articles Reports - Descriptive ISSN-0038-0407 English Describes a remedial approach in two community colleges that avoids the stigma attached to remedial courses. Analyzes interviews with staff and students. Evaluates institutional procedures. Discovers this approach inhibits and delays students' awareness of their remedial status, causes them to misjudge their prospects, and prevents them from considering alternative options. (CAJ) EJ679908 The Unintended Consequences of Stigma-free Remediation. Sociology of Education v75 n3 p249-68 Jul 2002 2002-00-00 T 2004 7/11/2004 12:04:34 CIJJUl2004 Sociology of Education is a refereed journal.

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No Creative Thinking Educational Change Elementary Secondary Education Foreign Countries Holistic Approach Political Issues Progressive Education Relevance (Education) Social Change Traditionalism Davies, Scott Journal Articles Reports - Descriptive Frame Analysis Ontario Canada ISSN-0038-0407 English Argues that progressive education is better understood as highlighting the dual nature of policy frames. Shows how three Canadian educational commissions invoked similar progressive ideals, but used these ideals to justify different reforms. Interprets progressivism as loose but resonant language that is reused over time to express changing educational priorities. (CAJ) EJ679909 The Paradox of Progressive Education: A Frame Analysis. Sociology of Education v75 n4 p269-86 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Group Membership High School Students High Schools Institutional Characteristics Peer Groups Social Stratification Student Adjustment Student Alienation Student Characteristics Student Motivation Smerdon, Becky A. Journal Articles Reports - Descriptive National Education Longitudinal Study 1988 ISSN-0038-0407 English Investigates student perceptions of school membership, linking student and school characteristics to these perceptions. Draws on psychological, sociological, and educational theory to create a measure of perceived school membership: student feeling of belonging, student commitment to school, and student commitment to academic work. Discusses study results. (CAJ) EJ679910 Students' Perceptions of Membership in Their High Schools. Sociology of Education v75 n4 p287-305 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Objectives Family Characteristics Family Income Interpersonal Relationship Parent Influence Peer Influence Racial Differences Secondary Education Social Stratification Teacher Influence Cheng, Simon Starks, Brian Journal Articles Reports - Research National Education Longitudinal Study 1988 ISSN-0038-0407 English Compares the impact of the educational aspirations of parents, teachers, close relatives, and peers on student education expectations across various racial groups. Finds that levels of significant other aspirations and the effects of these aspirations vary by student racial status and type of significant others. (CAJ) EJ679911 Racial Differences in the Effects of Significant Others on Students' Educational Expectations. Sociology of Education v75 n4 p306-27 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Academic Achievement English Ethnic Groups Higher Education Mathematics Private Schools Public Schools Racial Identification School Demography Science Instruction Secondary Education Social Class Social Studies Socioeconomic Status Track System (Education) Lucas, Samuel R. Berends, Mark Journal Articles Reports - Research High School and Beyond (NCES) ISSN-0038-0407 English Investigates school-level correlates of de facto tracking. Explains that the higher the correlation between student achievements in different domains, the more pronounced the de facto tracking. Argues that racial, ethnic, and socioeconomic diversity are also positively controlled. Suggests that de facto tracking is maintained by technical and demographic aspects of schools. (CAJ) EJ679912 Sociodemographic Diversity, Correlated Achievement, and De Facto Tracking. Sociology of Education v75 n4 p328-48 Oct 2002 2002-00-00 T 2004 2016-11-21 ED560723

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No Career Choice Educational Attainment Educational Trends Engineering Females Gender Issues Higher Education Interpersonal Relationship Mathematics Science Instruction Secondary Education Secondary Schools Social Psychology Social Science Research Student Surveys Summer Programs Lee, James Daniel Journal Articles Reports - Research Standard Deviation ISSN-0038-0407 English Notes that women in the United States are underrepresented in science, mathematics, and engineering educational programs and careers. Uses longitudinal survey responses of 320 students to assess the ways in which their social relationships and experiences affect their involvement in science and technology. Frames issues in terms of identity theory. (CAJ) EJ679913 More Tthan Ability: Gender and Personal Relationships Influence Science and Technology Involvement. Sociology of Education v75 n4 p349-73 Oct 2002 2002-00-00 T 2004 2016-11-21

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No Administrators Economic Factors Elementary School Teachers Elementary Schools Higher Education Human Capital Instructional Leadership Leadership Public Schools Social Capital Urban Schools Spillane, James P. Hallett, Tim Diamond, John B. Journal Articles Reports - Descriptive Cultural Capital Social Construction Chicago Public Schools IL ISSN-0038-0407 English Uses observations and interviews with Chicago (Illinois) public school elementary teachers (n=84) to examine how forms of capital are a basis for instructional leadership. Argues that teachers recognize leaders based on human, cultural, social and economic capital. Explains that understanding capital in construction of leadership helps support professional learning and change in schools. (CAJ) EJ679914 Forms of Capital and the Construction of Leadership: Instructional Leadership in Urban Elementary Schools. Sociology of Education v76 n1 p1-17 Jan 2003 2003-00-00 T 2004 2016-11-23

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No Citizenship Education Educational Equity (Finance) Elementary Schools Equal Education Expenditure per Student Mathematics Public Schools Racial Distribution Reading School District Spending Science Instruction Social Distribution Social Stratification Socioeconomic Status Urban Schools Writing (Composition) Condron, Dennis J. Roscigno, Vincent J. Journal Articles Reports - Research ISSN-0038-0407 English Analyzes unique within district variations in spending and achievement among urban public elementary schools (n=89). Reveals considerable disparities in spending linked to local patterns of racial and class stratification and concentration. Shows how these local driven inequalities have consequences for achievement in reading, writing, mathematics, science, and citizenship. (CAJ) EJ679915 Disparities Within: Unequal Spending and Achievement in an Urban School District. Sociology of Education v76 n1 p18-36 Jan 2003 2003-00-00 T 2004 7/11/2004 12:04:36 CIJJUl2004 Sociology of Education is a refereed journal.

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No Advanced Students Bureaucracy Classroom Techniques Community Characteristics Discipline English Ethnic Groups High Schools Higher Education Power Structure School Culture Secondary School Teachers Social Science Research Student Attitudes Student Behavior Teacher Student Relationship Pace, Judith L. Journal Articles Reports - Descriptive ISSN-0038-0407 English Examines a case study of a high-track English class to show how teachers use multiple claims to legitimacy and ambiguous standards to negotiate classroom authority. Finds relationships between teachers and students involve both conflict and collusion. Claims that a teacher's professional authority can be undermined by reliance on bureaucratic authority. (CAJ) EJ679916 Managing the Dilemmas of Professional and Bureaucratic Authority in a High School English Class. Sociology of Education v76 n1 p37-52 Jan 2003 2003-00-00 T 2004 7/11/2004 12:04:36 CIJJUl2004 Sociology of Education is a refereed journal.

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No Civics Civil Liberties Cognitive Ability Educational Attainment Educational Objectives Environmental Education Gender Issues Higher Education Secondary Education Social Capital Social Science Research Socialization Socioeconomic Status Kingston, Paul W. Hubbard, Ryan Lapp, Brent Schroeder, Paul Wilson, Julia Journal Articles Reports - Research ISSN-0038-0407 English Assesses why educational attainment is associated with many diverse social outcomes. Uses multivariate models to measure schooling, socioeconomic status, and cognitive ability. Explains outcome variables include attitudes toward civil liberties and gender equality, social and cultural capital, and civic knowledge. Indicates only modest evidence of credential effects. (CAJ) EJ679917 Why Education Matters. Sociology of Education v76 n1 p53-70 Jan 2003 2003-00-00 T 2004 7/11/2004 12:04:37 CIJJUl2004 Sociology of Education is a refereed journal.

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No Economics Geographic Location Graduate Study Higher Education Political Science Private Colleges Research Methodology Sociology State Universities Paxton, Pamela Bollen, Kenneth A. Journal Articles Reports - Research National Research Council ISSN-0038-0407 English Analyzes graduate school ratings in three related disciplines - sociology, political science, and economics - from two rating sources: the National Research Council and "U.S. News and World Report." Hypothesizes three major components to ratings: perceived departmental quality, systematic error owing to the method of data collection, and random measurement error. (CAJ) EJ679918 Perceived Quality and Methodology in Graduate Department Ratings: Sociology, Political Science, and Economics. Sociology of Education v76 n1 p71-88 Jan 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Athletics Educational Objectives Extracurricular Activities High School Students Higher Education Racial Factors Social Science Research Guest, Andrew Schneider, Barbara Journal Articles Reports - Research ISSN-0038-0407 English Investigates how school and community contexts relate to associations among high school students' extracurricular participation, academic achievement, and educational ambition using the Alfred P. Sloan Study of Youth and Social Development 1992. Finds that social contexts differentially influence developmental outcomes associated with participation in extracurricular activities. (CAJ) EJ679919 Adolescents' Extracurricular Participation in Context: The Mediating Effects of Schools, Communities, and Identity. Sociology of Education v76 n2 p89-109 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:37 CIJJUl2004 Sociology of Education is a refereed journal.

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No Adult Education Antisocial Behavior Early Adolescents Educational Attainment Higher Education Longitudinal Studies Mental Health Middle Aged Adults Social Science Research Young Adults Chen, Zeng-Yin Kaplan, Howard B. Journal Articles Reports - Research ISSN-0038-0407 English Specifies how early school failure influences status attainment at midlife. Results demonstrate that years of education completed in early adulthood is not the only mediating pathway. Argues that lower levels of mental health and higher rates of deviant behaviors in early adulthood are additional mediating processes. (CAJ) EJ679920 School Failure in Early Adolescence and Status Attainment in Middle Adulthood: A Longitudinal Study. Sociology of Education v76 n2 p110-27 Apr 2003 2003-00-00 T 2004 7/11/2004 12:04:38 CIJJUl2004 Sociology of Education is a refereed journal.

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No Adolescents American Indians Equal Education Ethnicity Extracurricular Activities Females Higher Education Middle School Students Peer Groups Peer Relationship Race Racial Identification Social Class Social Science Research Bettis, Pamela J. Adams, Natalie G. Journal Articles Reports - Descriptive Cheerleading ISSN-0038-0407 English Discusses Wichita (Kansas) School District's constructed policy to "create an equal footing" for girls of all races, ethnicities, and social class to become cheerleaders. Finds the policies were not successful. Highlights importance of peer-group affiliation in adolescent girls' lives and how this marker of identity intersected with a cheerleading equity policy. (CAJ) EJ679921 The Power of the Preps and a Cheerleading Equity Policy. Sociology of Education v76 n2 p128-42 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Educational Attainment Educational Background Graduate Students Graduate Study Higher Education Literature Reviews Parent Background Professional Education Social Science Research Mullen, Ann L. Goyette, Kimberly A. Soares, Joseph A. Journal Articles Reports - Research Baccalaureate and Beyond Longitudinal Study (NCES) Baccalaureate and Beyond Longitudinal Study (NCES) ISSN-0038-0407 English Reexamines the issue of parental education level on educational enrollments beyond college. Extends the literature by disaggregating graduate programs by type. Finds that the role of parental education is largely indirect, working primarily through the characteristics of a student's undergraduate institution, academic performance, educational expectations, and career values. (CAJ) EJ679922 Who Goes to Graduate School? Social and Academic Correlates of Educational Continuation After College. Sociology of Education v76 n2 p143-69 Apr 2003 2003-00-00 T 2004 2016-11-23 ED557072

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No Adult Education Education Work Relationship Employer Employee Relationship Employers Postsecondary Education Socioeconomic Status Vocational Education Bills, David B. Wacker, Mary Ellen Journal Articles Reports - Research National Household Education Survey National Household Education Survey ISSN-0038-0407 English Finds a substantial level of employer support for employees participation in vocational education. Argues this support is as closely associated with the skills that employers want to enhance as it is to characteristics of either employees or jobs. Provides further evidence of the importance of subbacalaureate vocational degrees. (CAJ) EJ679923 Acquiring Credentials When Signals Don't Matter: Employers' Support of Employees Who Pursue Postsecondary Vocational Degrees. Sociology of Education v76 n2 p170-87 Apr 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Education Foreign Countries Higher Education Kindergarten Children Language Peer Relationship Preschool Teachers Primary Education Socialization Student Behavior Values Hadley, Kathryn Gold Journal Articles Reports - Descriptive Confucius Taiwan Word Games Taiwan ISSN-0038-0407 English Explains Taiwanese kindergarten teachers draw on traditional Chinese Confucian values when socializing children to be good students and peers. Argues that Chinese children are passive recipients of cultural information, whereas Western views have children actively using cultural information. Finds Chinese children use language practice and word play to demonstrate socialization. (CAJ) EJ679924 Children's Word Play: Resisting and Accommodating Confucian Values in a Taiwanese Kindergarten Classroom. Sociology of Education v76 n3 p193-208 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Creative Activities Curriculum Development Elementary Education Emergent Literacy Foreign Countries Group Activities Higher Education Peer Groups Peer Relationship Preschool Education Social Science Research Corsaro, William A. Nelson, Elizabeth Journal Articles Reports - Descriptive Italy Project Head Start Italy ISSN-0038-0407 English Examines American and Italian children's early literacy awareness and activities in preschools. Reveals that children take literacy activities and knowledge from formal lessons and then use, refine, and extend these activites with peers. Considers implications of these findings for theoretical work on children's peer cultures and development of literacy curricula. (CAJ) EJ679925 Children's Collective Activities and Peer Culture in Early Literacy in American and Italian Preschools. Sociology of Education v76 n3 p209-27 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Adolescents Classroom Environment Curriculum Development English Grade 9 History Secondary Education Secondary School Curriculum Student Alienation Student Attitudes Student Behavior Wortham, Stanton Journal Articles Reports - Descriptive Social Identity ISSN-0038-0407 English Describes how categories from the curriculum can play a central role in the interactional construction of students' identities. Follows one adolescent who came to enact the identity of disruptive outcast in the classroom. Argues this development was facilitated by discussion of a curricular theme. (CAJ) EJ679926 Curriculum as a Resource for the Development of Social Identity. Sociology of Education v76 n3 p228-46 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Bilingual Students Cantonese Ethnography Foreign Countries High School Students High Schools Higher Education Immigrants Language of Instruction Social Capital Social Integration Goldstein, Tara Journal Articles Reports - Descriptive Cultural Capital Hong Kong Canada Canada Hong Kong ISSN-0038-0407 English Reports on a ethnographic study that investigated how immigrant high school students used Cantonese and English to achieve academic and social success in a Canadian high school where English was the language of instruction. Argues that immigrant students found meaningful ways to acquire the cultural capital of the dominant society. (CAJ) EJ679927 Contemporary Bilingual Life at a Canadian High School: Choices, Risks, Tensions, and Dilemmas. Sociology of Education v76 n3 p247-64 Jul 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Achievement Black Culture Black Education Blacks High Schools Higher Education Peer Groups Peer Influence Peer Relationship Racial Factors Racial Identification Secondary Education Urban Schools Horvat, Erin McNamara Lewis, Kristine S. Journal Articles Reports - Descriptive California California ISSN-0038-0407 English Discusses the idea that black students underperform in school because of cultural opposition to "acting white." Reassesses "acting white" and directs researchers to examine variations found in students' peer groups. Highlights ability of students to sustain their black identity and achieve academically by managing their academic success among their peers. (CAJ) EJ679928 Reassessing the "Burden of 'Acting White'": The Importance of Peer Groups in Managing Academic Success. Sociology of Education v76 n4 p265-80 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Achievement Blacks Economic Status Educational Resources Elementary Secondary Education Higher Education Human Capital Racial Differences Self Esteem Socioeconomic Status Orr, Amy J. Journal Articles Reports - Research Cultural Capital ISSN-0038-0407 English Argues that wealth can affect academic achievement, as well as help to explain the gap in black-white test scores and the racial achievement gap. Reveals that wealth affects achievement through its effect on the amount of cultural capital to which a child is exposed. Implications of the findings are discussed. (CAJ) EJ679929 Black-White Differences in Achievement: The Importance of Wealth. Sociology of Education v76 n4 p281-304 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Black Achievement Blacks Ethnography Females Gender Issues High School Students Higher Education Human Relations Racial Relations Secondary Education Akom, A. A. Journal Articles Reports - Descriptive Cultural Capital Nation of Islam Oppositional Behavior Social Identity ISSN-0038-0407 English Demonstrates that through the practices of the Nation of Islam young females develop a black achievement ideology. Challenges previous binary or dichotomized accounts of black oppositional social identity. Illustrates how resistance for Nation of Islam young women is transformative, and reproductive of existing patterns of social, racial and gender relations. (CAJ) EJ679930 Reexaming Resistance as Oppositional Behavior: The Nation of Islam and the Creation of a Black Achievement Ideology. Sociology of Education v76 n4 p305-25 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Behavior Problems Blacks Discipline Problems Educational Environment Elementary Education Elementary School Students Ethnography Self Esteem Student Behavior Teaching Methods Tyson, Karolyn Journal Articles Reports - Descriptive Social Reproduction Cultural Capital ISSN-0038-0407 English Examines common teacher practices and black elementary-age students responses to these practices in the process of social reproduction. Finds, using an ethnographic study of two all-black schools, that both schools expressed strong commitments to creating positive learning environments with an emphasis on building self-esteem to enhance academic performance. (CAJ) EJ679931 Notes from the Back of the Room: Problems and Paradoxes in the Schooling of Young Black Students . Sociology of Education v76 n4 p326-43 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Adolescents Depression (Psychology) Emotional Adjustment Mental Health Private Schools Public Schools Secondary Education Small Schools Socioeconomic Status Suicide Violence Weapons Watt, Toni Terling Journal Articles Reports - Research National Longitudinal Study of Adolescent Health National Longitudinal Study of Adolescent Health ISSN-0038-0407 English Uses National Longitudinal Study of Adolescent Health 1994 to determine whether adolescents benefit from small and/or private schools. Examines depression, suicide and violent dispositions. Refutes claims that students attending these schools are more emotionally adjusted. Discovers these small and/or private schools may actually be detrimental to adolescents' mental health. (CAJ) EJ679932 Are Small Schools and Private Schools Better for Adolescents' Emotional Adjustment? Sociology of Education v76 n4 p344-67 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Athletics Blacks Cognitive Structures Elementary Secondary Education Females Higher Education Hispanic Americans Literacy Males Outcomes of Education Sex Fairness Sexual Harassment Riordan, Cornelius Journal Articles Reports - Descriptive Gender Gap Title IX Education Amendments 1972 Education Amendments 1972 Title IX Education Amendments 1972 ISSN-0038-0407 English Discusses effects of Title IX. Argues that, at this point in time, females possess a significant advantage, on average, on most central indicators of educational outcomes. Addresses other factors such as sexual harassment and failure of educational outcomes to transfer immediately to changes beyond the classroom. (CAJ) EJ679933 Failing in School? Yes; Victims of War? No. Sociology of Education v76 n4 p369-72 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Females Gender Issues Higher Education Outcomes of Education Racial Differences Sex Sex Differences Social Behavior Social Class Mickelson, Roslyn Arlin Journal Articles Reports - Descriptive Feminist Pedagogy Bourdieu (Pierre) ISSN-0038-0407 English Argues that focusing on gender differences in educational outcomes without considering race and social class obscures gender achievement relationships. Draws on Pierre Bourdieu's theory of practice for its insights into the ways that structure and human agency generate social behavior. Presents hypotheses to explain the anomaly of women's achievement. (CAJ) EJ679934 Gender, Bourdieu, and the Anomaly of Women's Achievement Redux. Sociology of Education v76 n4 p373-75 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Equal Education Gender Issues Higher Education Sex Differences Social Stratification Sociology Dillabough, Jo-Anne Journal Articles Reports - Descriptive Bourdieu (Pierre) Feminist Pedagogy ISSN-0038-0407 English Reviews the current place of reproduction theory within larger debates about gender in education. Focuses on the issue of what limits feminist reproduction theory in the study of gender inequality in schools. Argues that gender theories may fail because they sometimes emerge as political and sensational rather than public and ethical. (CAJ) EJ679935 Gender, Education, and Society: The Limits and Possibilities of Feminist Reproduction Theory. Sociology of Education v76 n4 p376-79 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Corporations Economics Employees Higher Education Males National Standards Social Science Research Telephone Surveys Wood, William C. Doyle, Joanne M. Journal Articles Reports - Research Voluntary National Content Standards in Economics Economic Literacy Income Level ISSN-0022-0485 English Reports the results of a telephone survey of employees (n=1001) of large corporations (n=7) conducted for the Business Roundtable. Embeds 20 questions keyed to the Voluntary National Content Standards in Economics to measure economic literacy. Finds that economic literacy was associated with education level, courses in economics, high income, and being male. (JEH) EJ679936 Economic Literacy among Corporate Employees. Journal of Economic Education v33 n3 p195-205 Sum 2002 2002-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Game Theory Games Higher Education Simulation Teaching Methods Undergraduate Study Bodo, Peter Guides - Classroom - Teacher Journal Articles Reports - Descriptive Prisoners Dilemma Game ISSN-0022-0485 English Developed a simple computer program for the in-class simulation of the repeated prisoner's dilemma game with student-designed strategies. Describes the basic features of the software. Presents two examples using the program to teach the problems of cooperation among profit-maximizing agents. (JEH) EJ679937 In-class Simulations of the Iterated Prisoner's Dilemma Game. Journal of Economic Education v33 n3 p207-16 Sum 2002 2002-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Teaching Methods Undergraduate Study Hansen, Paul Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Outlines the key elements of Arrow's Impossibility Theorem. Presents another graphical proof of the theorem designed to be more accessible to students and teachers. States the strength of this approach is that the patterns of agreements and conflicts over all possible combinations are transparent and key to intuitively understanding Arrow's Theorem. (JEH) EJ679938 Another Graphical Proof of Arrow's Impossibility Theorem. Journal of Economic Education v33 n3 p217-35 Sum 2002 2002-00-00 T 2004 7/11/2004 12:04:43 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No College Students Economics Economics Education Fisheries Game Theory Games Higher Education Natural Resources Simulation Teaching Methods Undergraduate Study Giraud, Kelly L. Herrmann, Mark Guides - Non-Classroom Journal Articles Reports - Descriptive Renewable Resources Environmental Economics Property Rights ISSN-0022-0485 English Describes a renewable resource allocation game designed to stimulate student interest in and understanding of market failure associated with open-access types of resource use. Employs the game to discuss advantages and disadvantages of property rights and regulation schemes. States the game benefits noneconomics majors in natural resource management and environmental courses. (JEH) EJ679939 Classroom Games: The Allocation of Renewable Resources under Different Property Rights and Regulation Schemes. Journal of Economic Education v33 n3 p236-53 Sum 2002 2002-00-00 T 2004 2016-11-21

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No Allegory College Students Economics Economics Education Higher Education Literary Devices North American Literature Teaching Methods Twentieth Century Literature Undergraduate Study Hansen, Bradley A. Journal Articles Reports - Descriptive Baum (L Frank) Populism Wizard of Oz ISSN-0022-0485 English Declares L. Frank Baum's "The Wonderful Wizard of Oz" is a popular teaching tool in economics. Indicates some argue it was written as an allegory of Populist demands for a bimetallic monetary system. Counters that Baum was not sympathetic to Populist views and did not write the story as a monetary allegory. (JEH) EJ679940 The Fable of the Allegory: The Wizard of Oz in Economics. Journal of Economic Education v33 n3 p254-64 Sum 2002 2002-00-00 T 2004 2016-11-21

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No Algebra Calculus College Students Contracts Economics Economics Education Higher Education Incentives Teaching Methods Undergraduate Study Zhou, Xianming Guides - Non-Classroom Journal Articles Reports - Descriptive Principal Agent Theory ISSN-0022-0485 English States the principal-agent theory is difficult to teach because of its technical complexity and intractability. Indicates the equilibrium in the contract space is defined by the incentive parameter and insurance component of pay under a linear contract. Describes a graphical approach that students with basic knowledge of algebra and differentiation can easily analyze. (JEH) EJ679941 A Graphical Approach to the Standard Principal-Agent Model. Journal of Economic Education v33 n3 p265-76 Sum 2002 2002-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Pollution Teaching Methods Undergraduate Study Weber, David W. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Provides an economic analysis of tradable pollution permits by clarifying the derivation of permit supply and demand relationships and connecting those concepts to permit trading for two polluters. Develops relationships for both polluters and allows creation of market schedules for permit supply and demand. Discusses the satisfaction of the equi-marginal principle. (JEH) EJ679942 Pollution Permits: A Discussion of Fundamentals. Journal of Economic Education v33 n3 p277-90 Sum 2002 2002-00-00 T 2004 7/11/2004 12:04:44 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Bachelors Degrees Economic Research Economics Economics Education Educational Research Educational Trends Enrollment Trends Higher Education Majors (Students) Public Colleges Research Universities Undergraduate Study Siegfried, John J. Journal Articles Reports - Research National Center for Education Statistics ISSN-0022-0485 English Attributes the nation's loss in economics majors in the early 1990s to a 24 percent decline at public universities. Indicates the latest data suggest that number of undergraduate economics degrees awarded by U.S. colleges and universities is increasing. Uses data from the National Center for Education Statistics to report findings. (JEH) EJ679943 Trends in Undergraduate Economics Degrees, 1991 to 2001. Journal of Economic Education v33 n3 p291-94 Sum 2002 2002-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Introductory Courses Statistics Teaching Methods Undergraduate Study Smith, Patricia K. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Offers a Web page with seven Java applets allowing students to experiment with key concepts in an introductory statistics course. Indicates the applets can be used in three ways: to place links to the applets, to create in-class demonstrations of statistical concepts, and to lead students through experiments and discover statistical relationships. (JEH) EJ679944 Facilitating Student Experimentation with Statistical Concepts. Journal of Economic Education v33 n3 p295 Sum 2002 2002-00-00 T 2004 7/11/2004 12:04:44 CIJJUl2004 The Journal of Economic Education is a referred journal. The URL for the article is: http://www.umd.umich.edu/casl/socsci/econ/StudyAids/JavaStat/applet.htm.

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No College Students Critical Thinking Economics Economics Education Higher Education Teaching Methods Undergraduate Study World Wide Web Kaufman, Dennis A. Kaufman, Rebecca S. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes a Web site with animation and interactive activities containing graphs and basic economics concepts. Features changes in supply and market equilibrium, the construction of the long-run average cost curve, short-run profit maximization, long-run market equilibrium, and changes in aggregate demand and aggregate supply. States the activities develop analytic and deductive reasoning skills. (JEH) EJ679945 Interactive Web Graphs for Economic Principles. Journal of Economic Education v33 n3 p296 Sum 2002 2002-00-00 T 2004 7/11/2004 12:04:45 CIJJUl2004 The Journal of Economic Education is a referred journal. The URL referenced in the article is: http://www.uwp.edu/academic/economics/kaufman/kaufman.html.

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No Economics Economics Education Higher Education Interdisciplinary Approach Introductory Courses Microeconomics Teaching Methods Undergraduate Students Undergraduate Study Caviglia-Harris, Jill L. Guides - Non-Classroom Journal Articles Reports - Descriptive Environmental Economics ISSN-0022-0485 English Outlines a model for teaching economics that incorporates introductory economics concepts into an interdisciplinary class that includes three disciplines focused on a central theme. Covers the principles of microeconomics and the fundamentals of environmental economics. Links these topics to those covered in the ecology and philosophy sections of the course. (JEH) EJ679946 Introducing Undergraduates to Economics in an Interdisciplinary Setting. Journal of Economic Education v34 n3 p195-203 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Economic Research Economics Economics Education Higher Education Internet Microeconomics Teaching Methods Undergraduate Study Lypny, Gregory Guides - Classroom - Teacher Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes an online, securities market, research tool, called Borsa, to engage students in the exploration of asset pricing in microeconomics courses. Defines Borsa as related database files served on the Internet using a dedicated IP address. Discusses practical considerations in running the market. Offers questions that arise from using the tool. (JEH) EJ679947 A Pilot Study Using an Online, Experimental, Two-Asset Market. Journal of Economic Education v34 n3 p204-13 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:45 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Active Learning College Students Economics Economics Education Higher Education Inflation (Economics) Introductory Courses Macroeconomics Teaching Methods Undergraduate Study Hazlett, Denise Hill, Cynthia D. Guides - Non-Classroom Journal Articles Reports - Descriptive Consumer Price Index ISSN-0022-0485 English Outlines how students develop a price index based on candy-purchasing decisions made by class members. Explains that students used the index to practice calculating inflation rates and to consider the strengths and weaknesses of the consumer price index (CPI). States that the exercise has been used in introductory and intermediate macroeconomics classes. (JEH) EJ679948 Calculating the Candy Price Index: A Classroom Inflation Experiment. Journal of Economic Education v34 n3 p214-23 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Spreadsheets Statistics Teaching Methods Undergraduate Study Cahill, Miles B. Guides - Non-Classroom Journal Articles Reports - Descriptive Gross Domestic Product ISSN-0022-0485 English Describes two applications in which the chain-weight index is explored using spreadsheet software. Explains that the first application introduces the concept by comparing it to Laspeyres, Paasche, and ideal indexes. States that the second application is a step-by-step process to calculate chain-weight index statistics. (JEH) EJ679949 Teaching Chain-Weight Real GDP Measures. Journal of Economic Education v34 n2 p224-34 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Teaching Methods Undergraduate Study Yanchus, Dennis de Vanssay, Xavier Guides - Non-Classroom Journal Articles Reports - Descriptive Foreign Aid ISSN-0022-0485 English Illustrates how fair price policies can be explained to undergraduate students by applying simple graphical methods normally used in general equilibrium trade theory. Indicates that fair price strategies can be looked upon as a suboptimal device for redistributing the gains from trade as compared with a transfer of funds. (JEH) EJ679950 The Myth of Fair Prices: A Graphical Analysis. Journal of Economic Education v34 n3 p235-40 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Macroeconomics Teaching Methods Undergraduate Study Weerapana, Akila Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English States that the IS-LM model is the primary model of economic fluctuations taught in undergraduate macroeconomics. Argues that the aggregate demand-price adjustment (AD-PA) model is superior for teaching about economic fluctuations. Compares the IS-LS model with the AD-AP model using two current issues in macroeconomics. (JEH) EJ679951 Intermediate Macroeconomics without the IS-LM Model. Journal of Economic Education v34 n3 p241-62 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:46 CIJJUl2004 The Journal of Economics Education is a referred journal.

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No Bachelors Degrees Economic Impact Economics Higher Education Lawyers Majors (Students) Undergraduate Study Craft, R. Kim Baker, Joe G. Journal Articles Reports - Research ISSN-0022-0485 English Examines the effects of preprofessional education on the earnings of lawyers using nationally representative data. Finds that lawyers with undergraduate degrees in economics earn more that other lawyers. States that economics is the only undergraduate field associated with earnings that differ significantly. (JEH) EJ679952 Do Economists Make Better Lawyers? Undergraduate Degree Field and Lawyer Earnings. Journal of Economic Education v34 n3 p263-81 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:46 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Doctoral Degrees Doctoral Dissertations Economics Graduate Students Graduate Study Higher Education Teaching Methods Freedman, Craig Journal Articles Reports - Descriptive ISSN-0022-0485 English Examines the teaching career of economics professor, George Stigler, to clarify the requirements for an effective teacher of graduate economics. Sheds light on the nature of supervising doctoral candidates. States that heterogeneous composition of students in aggregate means that quite distinct approaches can prove to be equally successful. (JEH) EJ679953 Do Great Economists Make Great Teachers? George Stigler as a Dissertation Supervisor. Journal of Economic Education v34 n3 p282-90 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:47 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Bachelors Degrees Economic Research Economics Economics Education Educational Trends Enrollment Trends Higher Education Majors (Students) Undergraduate Study Siegfried, John J. Journal Articles Reports - Research ISSN-0022-0485 English Examines the trend in undergraduate economics degrees from 1991 to 2002. Finds a renewed interest in studying economics after a serious decline in the early 1990s. States that the large flagship public universities have joined this renewal. Defines the sample used as opportunistic rather than random. (JEH) EJ679954 Trends in Undergraduate Economics Degrees, 1991 to 2002. Journal of Economic Education v34 n3 p291-94 Sum 2003 2003-00-00 T 2004 7/11/2004 12:04:47 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No College Students Economics Economics Education Higher Education Teaching Methods Undergraduate Study World Wide Web Cahill, Miles B. Guides - Non-Classroom Journal Articles Reports - Descriptive Gross Domestic Product ISSN-0022-0485 English Describes a Web site that is a companion to the Miles Cahill article, "Teaching Chain-Weight Real GDP Measures." States that the exercises are useful because intermediate level textbooks treat this topic casually. Indicates that the Web site contains the comment tool, an overview of the concepts, and links to article references. (JEH) EJ679955 Web Supplement to "Teaching Chain-Weight Real GDP Measures." Journal of Economic Education v34 n3 p295 Sum 2003 2003-00-00 T 2004 2016-11-21

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No College Students Economics Economics Education Higher Education Income Mastery Learning Poverty Social Bias Social Discrimination Teaching Methods Undergraduate Study World Wide Web Rycroft, Robert Guides - Non-Classroom Journal Articles Reports - Descriptive Gini Coefficient Lorenz Curve ISSN-0022-0485 English States that the Lorenz Curve and the Gini Coefficient is a Web-based interactive tutorial developed for students in an upper level, undergraduate, elective economics course about income and wealth distribution, poverty, and discrimination. States that students achieve mastery because they cannot complete the tutorial without adequate understanding of the material. (JEH) EJ679956 The Lorenz Curve and the Gini Coefficient. Journal of Economic Education v34 n3 p296 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Ability Academic Achievement Cognitive Development Educational Attainment Educational Environment Elementary Secondary Education Epistemology Higher Education Scores Social Influences Nash, Roy Journal Articles Opinion Papers Bernstein (Basil) Vygotsky (Lev S) ISSN-0142-5692 English Cites studies that show that environmental effects on ability test scores and school attainment are welcomed, while ability is regarded as a social construct. Asserts that an account of cognitive socialization based on the work of Bernstein and Vygotsky would represent an advance in explaining social differences in educational attainment. (Author/PAL) EJ679957 Class, "Ability" and Attainment: A Problem for the Sociology of Education. British Journal of Sociology of Education v22 n2 p189-202 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Educational Research Educational Strategies Higher Education Moral Values Social Theories Sociology Student Attitudes Student Experience Teaching Methods Undergraduate Students Rosie, Anthony Bufton, Serena Hirst, Julia Journal Articles Reports - Research Bernstein (Basil) ISSN-0142-5692 English Seeks an approach to pedagogy that sees sociology as a discipline with explicit moral concerns. Draws on data from a case study of undergraduate students taking courses in social theory. Presents a model of generalized and concrete other which provides a framework for understanding sociology and its teaching methods. (Author/PAL) EJ679958 Sociology as a Moral Discourse: A Case Study of Social Theory Teaching. British Journal of Sociology of Education v22 n2 p217-26 Jun 2001 2001-00-00 T 2004 2016-11-21

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No Cultural Differences Educationally Disadvantaged Foreign Countries Higher Education Interviews Paraprofessional School Personnel Samoan Americans School Culture Secondary Education Singh, Parlo Journal Articles Reports - Research Bernstein (Basil) ISSN-0142-5692 English Uses Bernstein's theory of pedagogic discourse to examine interview accounts of educational disadvantage provided by Samoan paraprofessionals in secondary schools in Queensland (Australia). Finds that Samoan paraprofessionals attributed educational disadvantage to the arbitrary organization of students, knowledge, and spaces in schooling institutions; and differences between school and Samoan institutions. (Author/PAL) EJ679959 Speaking about Cultural Difference and School Disadvantage. An Interview Study of "Samoan" Paraprofessionals in Designated Disadvantaged Secondary Schools in Australia. British Journal of Sociology of Education v22 n3 p317-37 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Departments Higher Education Part Time Faculty Professional Isolation Self Concept Sociology Teacher Attitudes Universities Work Environment Abbas, Andrea McLean, Monica Journal Articles Reports - Research ISSN-0142-5692 English Examines experiences of part-time teachers and the meanings they attribute to them. Draws on data from contact with university sociology departments (n=12). Concludes that academic sociologists should take a moral and practical interest in part-time teachers because they are implicated in the reproduction of sociology and sociologists. Provides references. (Author/PAL) EJ679960 Becoming Sociologists: Professional Identity for Part-Time Teachers of University Sociology. British Journal of Sociology of Education v22 n3 p339-52 Sep 2001 2001-00-00 T 2004 7/11/2004 12:04:49 CIJJUl2004 British Journal of Sociology of Education is a refereed journal.

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No Controversial Issues (Course Content) Educational Policy Educational Research Elementary Secondary Education Foreign Countries Higher Education Sex Education Teacher Attitudes Teacher Background Time Factors (Learning) Buston, Katie Wight, Daniel Scott, Sue Journal Articles Reports - Research Scotland United Kingdom (Scotland) ISSN-0142-5692 English Draws on data from schools in Scotland (n=25) to consider how teachers talk about sex education and look at the factors that shape provision at the school and teacher levels. Finds that four interrelated factors are important in understanding the provision of sex education in the classroom. Provides references. (Author/PAL) EJ679961 Difficulty and Diversity: The Context and Practice of Sex Education. British Journal of Sociology of Education v22 n3 p353-68 Sep 2001 2001-00-00 T 2004 2016-11-21

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No Curriculum Design Curriculum Development Educational Sociology Foundations of Education Higher Education Knowledge Base for Teaching Science Education Moore, Rob Young, Michael Journal Articles Reports - Evaluative ISSN-0142-5692 English Argues that the question of knowledge must be reconceptualized in order for sociology to make its potential contribution to current debates about the curriculum. Reviews dominant assumptions underlying contemporary curriculum policy. Draws on recent research in the sociology of science to develop a social realist approach to knowledge. Provides references. (Author/PAL) EJ679962 Knowledge and the Curriculum in the Sociology of Education: Towards a Reconceptualisation. British Journal of Sociology of Education v22 n4 p445-61 Dec 2001 2001-00-00 T 2004 7/11/2004 12:04:49 CIJJUl2004 British Journal of Sociology of Education is a refereed journal. Theme issue: The Sociology of the Curriculum.

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No Academic Education College Curriculum Educational Sociology Foreign Countries Higher Education Women Faculty Womens Studies Bird, Elizabeth Journal Articles Reports - Evaluative United Kingdom United Kingdom ISSN-0142-5692 English Reviews the lack of sociology in the academic curriculum. Interviews women academics who introduced interdisciplinary women's studies degrees in the United Kingdom and North America. Argues that the power of established disciplines to incorporate new knowledge illustrates how academic knowledge and institutions maintain their essential conservatism and preserve the status quo. (Author/PAL) EJ679963 Disciplining the Interdisciplinary: Radicalism and the Academic Curriculum. British Journal of Sociology of Education v22 n4 p463-78 Dec 2001 2001-00-00 T 2004 2016-11-23

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No Educational Change Educational Philosophy Elementary Secondary Education Organizational Culture Politics of Education Programming Languages School Culture Agalianos, Angelos Noss, Richard Whitty, Geoff Journal Articles Reports - Evaluative Logo Programming Language ISSN-0142-5692 English Discusses Logo, an education philosophy and accompanying family of programming languages. Explores Logo in the institutional and organizational cultures of United States and United Kingdom mainstream schools after its introduction in the early 1980s. Addresses how Logo was received in the educational arena and implicated in the politics of educational innovation. (Author/PAL) EJ679964 Logo in Mainstream Schools: The Struggle Over the Soul of an Educational Innovation. British Journal of Sociology of Education v22 n4 p479-500 Dec 2001 2001-00-00 T 2004 2016-11-21

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No African Culture Black Culture Black Students Cultural Background Cultural Differences Foreign Countries High Schools Minority Groups Relevance (Education) Secondary Education Social Studies Student Attitudes Brown, Douglas Kelly, Jennifer Journal Articles Reports - Evaluative Canada Canada ISSN-0142-5692 English Draws on narratives of African-Canadian high school students about the relevancy of the social studies curriculum. Reports that students indicated that the curriculum distorts and excludes their histories, contributions, and lived experiences. Indicates the nuanced insights into curriculum, power, and knowledge to be gained from critical analysis of student narratives. (Author/PAL) EJ679965 Curriculum and the Classroom: Private and Public Spaces. British Journal of Sociology of Education v22 n4 p501-18 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Content Analysis Foreign Countries High Schools History Textbooks Japanese Culture Language Patterns Secondary Education Textbook Content Barnard, Christopher Journal Articles Reports - Evaluative Japan Japan ISSN-0142-5692 English Investigates how the Rape of Nanking is reported in 88 Japanese high school history textbooks authorized by the Japanese Ministry of Education. Analysis of language used in the textbooks reveals that a consistent language pattern isolates knowledge of the Rape of Nanking from Japan and the Japanese. (Author/PAL) EJ679966 Isolating Knowledge of the Unpleasant: The Rape of Nanking in Japanese High-School Textbooks. British Journal of Sociology of Education v22 n4 p519-30 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Academic Discourse Curriculum Development Educational Change Educational Practices Elementary Education Foreign Countries Foundations of Education Neves, Isabel P. Morais, Ana M. Journal Articles Reports - Evaluative Portugal Portugal ISSN-0142-5692 English Investigates the extent to which present Portuguese elementary school reform introduces fundamental changes in the discourses and competences it values. Finds that changes suggest an increasing valuation of the regulative dimension of learning. Points to a recontextualizing within the syllabi in the direction of blurring the changes observed. (Author/PAL) EJ679967 Knowledges and Values in Science Syllabuses: A Sociological Study of Educational Reforms. British Journal of Sociology of Education v22 n4 p531-56 Dec 2001 2001-00-00 T 2004 2016-11-21

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No Economics Economics Education English (Second Language) Foreign Students Graduate Students Higher Education Language of Instruction Teacher Effectiveness Teaching Assistants Teaching Skills Undergraduate Study Fleisher, Belton Hashimoto, Masanori Weinberg, Bruce A. Journal Articles Reports - Research ISSN-0022-0485 English Assesses the impact of foreign graduate teaching associates (GTA) on undergraduate economics instruction where the majority language is English. Includes the variables of nationality, language, and political background. Finds, when the foreign GTAs are properly screened and trained in spoken English and teaching skills, they are at least as effective as U.S. GTAs. (JEH) EJ679968 Foreign GTAs Can Be Effective Teachers of Economics. Journal of Economic Education v33 n4 p299-325 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:51 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Active Learning Class Activities Economics Economics Education Higher Education Simulation Undergraduate Study Andrews, Thomas P. Guides - Non-Classroom Journal Articles Reports - Descriptive Property Rights ISSN-0022-0485 English Describes a modified version of the Paper River exercise that appeared in the spring 1999 journal issue. Illustrates the application of the Coase theorem for solving an externality problem. Indicates students share a single productive resource and work in groups rather than pairs as they did in the earlier version. (JEH) EJ679969 The Paper River Revisited: A Common Property Externality Exercise. Journal of Economic Education v33 n4 p327-32 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Economics Economics Education Higher Education Inflation (Economics) Macroeconomics Teaching Methods Undergraduate Study Walsh, Carl E. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English States many central banks have adopted policies known as inflation targeting. Declares that students need experience with the implications of these policies. Provides a simple graphical device involving the output gap and the inflation rate to overcome these problems that can be used to teach intermediate macroeconomics students about inflation targeting. (JEH) EJ679970 Teaching Inflation Targeting: An Analysis for Intermediate Macro. Journal of Economic Education v33 n4 p333-46 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:52 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Economics Economics Education Federal Government Federal Programs Higher Education National Parks Privatization Public Policy Recreation Turner, Robert W. Journal Articles Reports - Descriptive ISSN-0022-0485 English Discusses how market failures can, in principle, be used to justify national parks. States the best rationale is based on existence or nonuse values instead of the recreational aspects. Shows more evidence (costs of providing and operating the parks and the magnitude of nonuse values) is needed before the case becomes compelling. (JEH) EJ679971 Market Failures and the Rationale for National Parks. Journal of Economic Education v33 n4 p347-56 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:52 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Economics Economics Education Higher Education Textbook Content Undergraduate Study Somerville, R. A. O'Connell, Paul G. J. Journal Articles Reports - Descriptive ISSN-0022-0485 English Explains that the endogeneity of the efficient frontier in the mean-variance model of portfolio selection is commonly obscured in portfolio selection literature and in widely used textbooks. Demonstrates endogeneity and discusses the impact of parameter changes on the mean-variance efficient frontier and on the beta coefficients of individual assets. (JEH) EJ679972 On the Endogeneity of the Mean-Variance Efficient Frontier. Journal of Economic Education v33 n4 p357-66 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:52 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Economics Economics Education Fiction Higher Education Novels Problem Solving Textbooks Breit, William Elzinga, Kenneth G. Journal Articles Reports - Descriptive Mysteries (Literature) ISSN-0022-0485 English States that all good economic analysis is structured like classic detective fiction. Explains that the economist's epistemology, when presented in scientific narratives, runs parallel to the puzzle-solving process of mastermind sleuths presented in fictional narratives. Indicates the concept of equilibrium is another important and common characteristic. (JEH) EJ679973 Economics as Detective Fiction. Journal of Economic Education v33 n4 p367-76 Fall 2002 2002-00-00 T 2004 2016-11-21

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No Drama Economics Economics Education Higher Education Literature Scholarly Writing Undergraduate Study Watts, Michael Journal Articles Reports - Descriptive ISSN-0022-0485 English Reviews how economists use passages, plots, characters, themes, and ideas from literature and drama in their professional writings. Explains that literary passages describe human behavior and motivations; serve as evidence of the characteristics of a particular time and place; validate economists predictions and understanding of rational behavior; and present anti-economics orientations in literature. (JEH) EJ679974 How Economists Use Literature and Drama. Journal of Economic Education v33 n4 p377-86 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:53 CIJJUl2004 The Journal of Economic Education is a referred journal.

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No Economics Economics Education Engineering Graduate Students High School Students Higher Education Introductory Courses Secondary Education Undergraduate Study World Wide Web Avalos, Antonio Amos, Orley M. Jr. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes AmosWEB.com as a collection of unique resources for students and instructors devoted to uncovering the most effective means of using technology to teach economics. States that most of the resources are designed for college level introductory courses but can be used with high school students and graduate business and engineering students. (JEH) EJ679975 AmosWEB ... Economics with a Touch of Whimsy! Journal of Economic Education v33 n4 p387 Fall 2002 2002-00-00 T 2004 7/11/2004 12:04:53 CIJJUl2004 The Journal of Economic Education is a referred journal. The URL referenced in the article is <http://www.amosweb.com>.

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No Continuing Education Education Work Relationship Educational Attainment Foreign Countries Labor Force Postsecondary Education Secondary Education Social Stratification Sociology Vocational Education Kerckhoff, Alan C. Journal Articles Reports - Research Educational Stratification France Germany Great Britain United States France Germany United Kingdom (Great Britain) United States ISSN-0038-0407 English Discusses three characteristics of educational systems that have been used to explain social stratification processes: stratification, standardization, and vocational specificity. Describes how these characteristics affect the movement of students through school and into the labor force in France, Germany, Great Britain, and the United States. (CAJ) EJ679976 Education and Social Stratification Processes in Comparative Perspective. Sociology of Education p3-18 2001 2001-00-00 T 2004 2016-11-21

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No Credentials Education Work Relationship Educational Change Educational Sociology Higher Education Human Capital Labor Market Professional Education Social Stratification Brown, David K. Journal Articles Reports - Descriptive Economic Growth Weber (Max) ISSN-0038-0407 English Discusses expansion of access to higher education. Reviews contested development and promise of the Weberian theory of educational credentialism. Examines the relationship of educational expansion to economic growth, relative importance of technical skills versus occupational status-group cultures in degrees and recruitment, significance of degree formalization, and dynamics of professional credential markets. (CAJ) EJ679977 The Social Sources of Educational Credentialism: Status Cultures, Labor Markets, and Organizations. Sociology of Education p19-34 2001 2001-00-00 T 2004 2016-11-21

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No Academic Achievement Blacks Educational Finance Elementary Secondary Education Equal Education Public Education Racial Bias Racial Discrimination School Districts School Taxes Social Stratification Walters, Pamela Barnhouse Journal Articles Reports - Descriptive United States (North) United States (South) Brown v Board of Education Coleman Report Common Schools Brown v Board of Education ISSN-0038-0407 English Discusses racial inequality in educational funding and other educational opportunities throughout the United States. Argues that reliance on local taxes as a primary source of school funding and the sanctity of local school-district boundaries are the main institutional obstacles to the elimination of racial inequality. (CAJ) EJ679978 Educational Access and the State: Historical Continuities and Discontinuities in Racial Inequality in American Education. Sociology of Education p35-49 2001 2001-00-00 T 2004 2016-11-23

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No Access to Education Biological Influences Blacks Cultural Influences Educational Opportunities Educational Policy Elementary Secondary Education Equal Education Family Characteristics Higher Education Institutional Characteristics Outcomes of Education Race Racial Discrimination School Organization Social Stratification Sociology Hallinan, Maureen T. Journal Articles Reports - Descriptive Brown v Board of Education National Assessment of Educational Progress Brown v Board of Education National Assessment of Educational Progress ISSN-0038-0407 English Discusses sociological contributions to understanding black and white inequality in education. Outlines political, cultural, and ideological perspectives on black-white inequality that guide empirical research about access to schooling, educational opportunities in schools, and outcomes of schooling. Relates these perspectives to educational policy decisions aimed at reducing racial inequalities. (CAJ) EJ679979 Sociological Perspectives on Black-White Inequalities in American Schooling. Sociology of Education p50-70 2001 2001-00-00 T 2004 2016-11-21

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No Academic Achievement Cultural Influences Elementary Secondary Education Ethnic Bias Ethnic Groups Ethnic Status Family Characteristics Human Capital Immigrants Immigration Language Patterns Language Proficiency Racial Bias Racial Factors Social Capital Social Stratification Socioeconomic Influences Schmid, Carol L. Journal Articles Reports - Descriptive Children of Immigrants Cultural Capital ISSN-0038-0407 English Reviews contributing factors of uneven absorption and educational achievement in second generation immigrants, primarily from Asia and Latin America. Argues factors are external and include economic opportunities, racial and ethnic status, group reception, and intrinsic factors like human and social capital, family structure, community organization, and cultural and linguistic patterns. (CAJ) EJ679980 Educational Achievement, Language-Minority Students, and the New Second Generation. Sociology of Education p71-87 2001 2001-00-00 T 2004 2016-11-21 ED491283

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No Academic Achievement Cultural Influences Educational Resources Elementary Secondary Education Social Status Social Stratification Sociology Teacher Influence Kingston, Paul W. Journal Articles Reports - Descriptive Bourdieu (Pierre) Cultural Capital ISSN-0038-0407 English Discusses Pierre Bourdieu's ideas on cultural capital in schools. Concludes that, defined in terms of exclusionary class-related practices and dispositions, cultural capital does not account for the relationship between social privilege and academic success. Notes too many conceptually distinct variables are labeled cultural capital, thus distorting what accounts for academic success. (CAJ) EJ679981 The Unfulfilled Promise of Cultural Capital Theory. Sociology of Education p88-99 2001 2001-00-00 T 2004 2016-11-21

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No Collegiality Educational Environment Elementary Secondary Education Institutional Role Leadership School Districts School Effectiveness School Organization School Role Social Networks Sociology Bidwell, Charles E. Journal Articles Reports - Descriptive ISSN-0038-0407 English Reviews principal theoretical developments in the study of schools as organizations, particularly neo-institutional theory and analysis of faculty workplace. Discusses a theoretical approach integrating these developments including institutional constraints on schools, administrative responses to them, and networks of informal faculty ties. Suggests implications and approaches for further study. (CAJ) EJ679982 Analyzing Schools as Organizations: Long-term Permanence and Short-term Change. Sociology of Education p100-14 2001 2001-00-00 T 2004 7/11/2004 12:04:55 CIJJUl2004 Sociology of Education is a refereed journal. Theme Issue: Currents of Thought: Sociology of Education at the Dawn of the 21st Century. Extra 2001 Issue.

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No Educational Policy Educational Sociology Elementary Secondary Education Equal Education Ethnicity Gender Issues Grouping (Instructional Purposes) Human Capital Qualitative Research Racial Identification School Organization Sexual Identity Socialization Riehl, Carolyn Journal Articles Reports - Descriptive Identity Formation ISSN-0038-0407 English Considers how qualitative research has enhanced knowledge of four topics in the sociology of education: (1) educational inequality, (2) socialization, (3) identity formation, and (4) school organization and educational policy. Argues that qualitative studies have introduced new voices, perspectives, and themes into traditional understanding. (CAJ) EJ679983 Bridges to the Future: The Contributions of Qualitative Research to the Sociology of Education. Sociology of Education p115-34 2001 2001-00-00 T 2004 2016-11-21

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No Blacks Cultural Differences Educational Sociology Elementary Secondary Education Equal Education Immigrants Racial Differences Racial Factors School Effectiveness Social Class Socioeconomic Background Socioeconomic Influences Socioeconomic Status Gamoran, Adam Journal Articles Reports - Descriptive ISSN-0038-0407 English Offers predictions about educational inequality over the next one hundred years. Foresees a continuation in the trend toward a decline in black-white racial inequality. Argues that educational inequality by socioeconomic background will persist at current levels throughout the next century. Bases these predictions on past trends. (CAJ) EJ679984 American Schooling and Educational Inequality: A Forecast for the 21st Century. Sociology of Education p135-53 2001 2001-00-00 T 2004 7/11/2004 12:04:55 CIJJUl2004 Sociology of Education is a refereed journal. Theme Issue: Currents of Thought: Sociology of Education at the Dawn of the 21st Century. Extra 2001 Issue.

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No Collegiality Credentials Educational Environment Educational Sociology Equal Education Primary Education School Organization Secondary Education Meyer, John W. Journal Articles Opinion Papers ISSN-0038-0407 English Comments on articles appearing in the 2001 theme issue of Sociology of Education. Considers the nature and impact of the widespread cultural commitment to educational equality. Discusses other aspects of education not emphasized in this issue, such as the implications of racial inequality, credentialism, and educational organization (CAJ) EJ679985 Reflections: The Worldwide Commitment to Educational Equality. Sociology of Education p154-58 2001 2001-00-00 T 2004 7/11/2004 12:04:56 CIJJUl2004 Sociology of Education is a refereed journal. Theme Issue: Currents of Thought: Sociology of Education at the Dawn of the 21st Century. Extra 2001 Issue.

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No Academic Achievement Blacks Cultural Influences Cultural Traits Culture Educational Sociology Elementary Secondary Education Ethnicity Gender Issues Racial Factors Social Capital Social Stratification O'Connor, Carla Journal Articles Opinion Papers Social Identity Cultural Capital ISSN-0038-0407 English Argues that inadequate explanations about why academic performance is socially stratified lies with the failure to make sense of the complexity of social identity. Refers to articles in the 2001 theme issue of Sociology of Education to provide examples. Discusses need for further study on childrens' performance in U.S. schools. (CAJ) EJ679986 Making Sense of the Complexity of Social Identity in Relation to Achievement: A Sociological Challenge in the New Millennium. Sociology of Education p159-68 2001 2001-00-00 T 2004 2016-11-21

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No Comprehensive School Reform Education Work Relationship Educational Sociology Elementary Secondary Education Equal Education Middle Class Postsecondary Education Public Schools Social Stratification Socioeconomic Status Alexander, Karl L. Journal Articles Opinion Papers ISSN-0038-0407 English Reacts to articles by Alan Kerckhoff, Maureen Hallinan, and Adam Gamoran in the 2001 theme issue of Sociology of Education. Evaluates articles and conclusions presented by these authors and responds to their arguments. Presents a detailed rebuttal to the article by Gamoran and disagrees with Gamoran's conclusions. (CAJ) EJ679987 The Clouded Crystal Ball: Trends in Educational Stratification. Sociology of Education p169-77 2001 2001-00-00 T 2004 7/11/2004 12:04:56 CIJJUl2004 Sociology of Education is a refereed journal. Theme Issue: Currents of Thought: Sociology of Education at the Dawn of the 21st Century. Extra 2001 Issue. For referenced article, see SO 537 036.

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No Cultural Differences Educational Sociology Elementary Secondary Education Qualitative Research School Effectiveness School Organization Social Stratification Socialization Sociologists Metz, Mary Haywood Journal Articles Opinion Papers Cultural Capital ISSN-0038-0407 English Reacts to articles by Charles Bidwell, Paul Kingston, and Carolyn Riehl in the 2001 theme issue of Sociology of Education. Argues that Bidwell and Kingston's articles show the strengths that the educational sociology field has exhibited over the years. Evaluates Riehl's article as a movement toward examination of the current intellectually tumultuous world. (CAJ) EJ679988 Shooting the Rapids of 21st-Century Intellectual Turmoil. Sociology of Education p178-88 2001 2001-00-00 T 2004 2016-11-21

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No Advanced Students Cognitive Style College Students Discussion (Teaching Technique) Economics Economics Education Higher Education Introductory Courses Lecture Method Undergraduate Study Jensen, Elizabeth J. Owen, Ann L. Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Examines effective teaching techniques using a unique data set that allows matching student and instructor characteristics to assess impact on student interest in economics. Finds devoting more time to discussion is effective but varies by type of student. Determines that a using many teaching techniques appeals to learning styles adopted by good students. (JEH) EJ679989 Appealing to Good Students in Introductory Economics. Journal of Economic Education v34 n4 p299-325 Fall 2003 2003-00-00 T 2004 7/11/2004 12:04:57 CIJJUl2004 The Journal of Economic Education is a refereed journal.

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No Economics Economics Education Films Higher Education Interdisciplinary Approach Nonmajors Undergraduate Study Leet, Don Houser, Scott Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English Describes an interdisciplinary approach to teaching economics using motion pictures to establish the context for elementary economics concepts. Uses the plots and subplots to illustrate problems and issues amenable to economic analysis. Suggests how the films can be sequenced to create a general studies course for non majors. (JEH) EJ679990 Economics Goes to Hollywood: Using Classic Films and Documentaries to Create an Undergraduate Economics Course. Journal of Economic Education v34 n4 p326-32 Fall 2003 2003-00-00 T 2004 7/11/2004 12:04:57 CIJJUl2004 The Journal of Economic Education is a refereed journal.

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No College Students Course Content Economics Economics Education Higher Education Macroeconomics Undergraduate Study Unemployment Dalziel, Paul Lavoie, Marc Guides - Non-Classroom Journal Articles Reports - Descriptive Keynes (John Maynard) ISSN-0022-0485 English Suggests a method to teach John Keynes's principle of effective demand using a standard aggregate labor market diagram familiar to students taking advanced undergraduate macroeconomics courses. States the analysis incorporates Michal Kalecki's version to show Keynesian unemployment as a point on the aggregate labor demand curve inside the aggregate labor supply curve. (JEH) EJ679991 Teaching Keynes's Principle of Effective Demand Using the Aggregate Labor Market Diagram. Journal of Economic Education v34 n4 p333-40 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Citation Analysis Economics Faculty Publishing Higher Education Scholarship Selective Colleges Teaching Load Bodenhorn, Howard Journal Articles Reports - Research Liberal Arts Colleges ISSN-0022-0485 English Argues economists at leading liberal arts colleges make significant contributions to the discipline's scholarship. Measures the influence of economists (n=439) employed at the top 50 liberal arts colleges. Ranks departments and individuals based on citations. Finds greater experience and more publications but not lower teaching loads are correlated with more citations. (JEH) EJ679992 Economic Scholarship at Elite Liberal Arts Colleges: A Citation Analysis with Rankings. Journal of Economic Education v34 n4 p341-59 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Books Economics Economics Education Higher Education Paperback Books Laband, David Hudson, John Journal Articles Reports - Research ISSN-0022-0485 English Examines the pricing and other characteristics of books. Notes substantial increases in book prices between 2000 and 1985 data. Suggests a major factor is the increasing importance of foreign presses that sell books at higher prices. Indicates that discount on paperbacks appear to have been relatively stable in the two years studied. (JEH) EJ679993 The Pricing of Economics Books. Journal of Economic Education v34 n4 p360-68 Fall 2003 2003-00-00 T 2004 7/11/2004 12:04:58 CIJJUl2004 The Journal of Economic Education is a refereed journal.

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No Economics Economics Education Higher Education Macroeconomics Microeconomics Fuller, Dan Geide-Stevenson, Doris Journal Articles Reports - Descriptive American Economic Association Economists ISSN-0022-0485 English Explores consensus among economists on specific propositions on the basis of a fall 2000 survey of American Economic Association members. Finds consensus generally within the profession, although the degree of consensus varies among propositions that are international, macroeconomic, and microeconomic in nature. States the profession displays substantial skepticism concerning claims of the "New Economy." (JEH) EJ679994 Consensus among Economists Revisited. Journal of Economic Education v34 n4 p369-87 Fall 2003 2003-00-00 T 2004 2016-11-21

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No Computer Assisted Instruction Computer Science Ecology Economics Economics Education Game Theory Higher Education Political Science World Wide Web Shor, Mikhael Guides - Non-Classroom Journal Articles Reports - Descriptive ISSN-0022-0485 English States making game theory relevant and accessible to students is challenging. Describes the primary goal of GameTheory.net is to provide interactive teaching tools. Indicates the site strives to unite educators from economics, political and computer science, and ecology by providing a repository of lecture notes and tests for courses using game-theoretic concepts. (JEH) EJ679995 Game Theory .net. Journal of Economic Education v34 n4 p388 Fall 2003 2003-00-00 T 2004 7/11/2004 12:04:58 CIJJUl2004 The Journal of Economic Education is a refereed journal.

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No Attitude Change Developmental Stages Elementary Secondary Education Faculty Development Higher Education Internship Programs Preservice Teacher Education Reflective Teaching Student Teacher Attitudes Student Teachers Conway, Paul F. Clark, Christopher M. Journal Articles Reports - Research ISSN-0742-051X English Reexamined Fuller's concerns-based model of teacher development, investigating teacher development during a two-semester teaching internship program by examining patterns of evolving concerns and aspirations. Results supported and extended Fuller's developmental model. Interns' concerns shifted outward from self, to tasks, to students, as well as inward, from those about personal capacity to manage their classrooms to concerns about their personal capacity to grow as teachers and people. (Contains references.) (SM) EJ679996 The Journey Inward and Outward: A Re-Examination of Fuller's Concerns-Based Model of Teacher Development. Teaching and Teacher Education v19 n5 p465-82 Jul 2003 2003-00-00 T 2004 7/11/2004 12:04:59 CIJJUl2004

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No Elementary Secondary Education Field Experience Programs Foreign Countries Higher Education Preservice Teacher Education Student Development Student Teachers Tang, Sylvia Yee Fan Journal Articles Reports - Research Hong Kong Hong Kong ISSN-0742-051X English This qualitative study of seven Chinese preservice teachers' learning experiences examined their construction of teaching self in three facets of the student teaching context (action, socioprofessional, and supervisory). Results highlight four possibilities of professional learning: stasis, confirmation, retreat, and growth. Productive student teaching experiences occur in a student teaching context with an appropriate mix of challenge and support which drives student teachers' ongoing construction and reconstruction of teaching self. (SM) EJ679997 Challenge and Support: The Dynamics of Student Teachers' Professional Learning in the Field Experience. Teaching and Teacher Education v19 n5 p483-98 Jul 2003 2003-00-00 T 2004 2016-11-23

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No Comprehensive School Health Education Ethnicity Health Promotion High School Students Low Income Groups Racial Differences Secondary Education Smoking Socioeconomic Influences Student Attitudes Filice, Gregory A. Hannan, Peter J. Lando, Harry A. Joseph, Ann M. Journal Articles Reports - Research Risk Taking Behavior ISSN-0022-4391 English Assessed susceptibility to cigarette smoking among high school students who never smoked. Students participated in voluntary extracurricular anti-tobacco activities throughout the school year. Pre- and post-intervention surveys indicated that among 9th grade nonsmokers, susceptibility increased over the year, while it decreased for 10th-12th grade nonsmokers. Susceptibility was more common among students who felt smoking produced social benefits or who were tolerant of tobacco company behavior. (SM) EJ679998 A Period of Increased Susceptibility to Cigarette Smoking among High School Students. Journal of School Health v73 n7 p272-78 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Foreign Countries Gender Issues Secondary Education Sex Differences Smoking Global Youth Tobacco Survey Collaborating Group Journal Articles Reports - Research ISSN-0022-4391 English Used data from the Global Youth Tobacco Survey to describe gender differences in rates of tobacco use among youth worldwide. Results found little difference between the genders in cigarette smoking or use of other tobacco products. There was a high use of other tobacco products compared to cigarette smoking. Findings suggest that programs should focus broadly on all tobacco products and should have gender-sensitive components. (SM) EJ679999 Differences in Worldwide Tobacco Use by Gender: Findings from the Global Youth Tobacco Survey. Journal of School Health v73 n6 p207-15 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:00 CIJJUl2004

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No Coping Diabetes Elementary Secondary Education Self Management Student Attitudes Student Needs Nabors, Laura Lehmkuhl, Heather Christos, Nicole Andreone, Teresa L. Journal Articles Reports - Research ISSN-0022-4391 English Surveyed and interviewed children and adolescents with diabetes regarding the types of support they needed at school. Children felt supported at school and offered many ideas about how teachers, nurses, and friends could provide support. They reported needing additional support to cope with hypoglycemic episodes. Results suggest that improved flexibility by teachers and nurses and individualized care plans could improve students' ability to manage their diabetes at school. (SM) EJ680000 Children with Diabetes: Perceptions of Supports for Self- Management at School. Journal of School Health v73 n6 p216-21 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:00 CIJJUl2004

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No Classroom Techniques Conflict Resolution Crisis Management Elementary Secondary Education D'Oosterlinck, Franky Broekaert, Eric Guides - Classroom - Teacher Journal Articles ISSN-0022-4391 English Explores the possibility of integrating school-based and therapeutic conflict management models, comparing two management models: a school-based conflict management program, "Teaching Students To Be Peacemakers"; and a therapeutic conflict management program, "Life Space Crisis Intervention." The paper concludes that integration might be possible but depends on establishing a positive school atmosphere, the central position of the teacher, and collaborative and social learning for students. (SM) EJ680001 Integrating School-Based and Therapeutic Conflict Management Models at School. Journal of School Health v73 n6 p222-25 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:00 CIJJUl2004

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No Middle School Students Middle Schools Predictor Variables Student Behavior Test Construction Violence Birnbaum, Amanda S. Lytle, Leslie A. Perry, Cheryl L. Murray, David Story, Mary Journal Articles Reports - Research Risk Taking Behavior ISSN-0022-4391 English Describes the development and testing of the School Functioning Index (SFI) for middle schools to use in predicting students' violent behavior. The final SFI included nine items and demonstrated good internal consistency and variability. It was modestly correlated in expected directions with violence and other health behavior. Results support the feasibility of combining multiple school-level indicators to create a measure of overall school functioning. (SM) EJ680002 Developing a School Functioning Index for Middle Schools. Journal of School Health v73 n6 p232-38 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Consumer Education Critical Thinking Higher Education Mass Media Effects Media Literacy Purchasing Secondary Education Hill, Susan C. Lindsay, Gordon B. Guides - Classroom - Teacher Journal Articles Infomercials ISSN-0022-4391 English Describes an instructional activity to teach middle school through college students how to critically analyze health-related infomercial messages and content; identify techniques commonly used in infomercials to persuade customers to purchase products; identify how and why these techniques can be misleading and unreliable; and discuss benefits and drawbacks to health-related infomercials. The activity uses the inductive process to teach students the relevance of media literacy in their lives. (SM) EJ680003 Using Health Infomercials to Develop Media Literacy Skills. Journal of School Health v73 n6 p239-41 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Concept Formation Elementary Secondary Education Higher Education Preservice Teacher Education Theory Practice Relationship Thinking Skills Smagorinsky, Peter Cook, Leslie Susan Johnson, Tara Star Journal Articles Reports - Descriptive Vygotsky (Lev S) ISSN-0161-4681 English Asserts that teacher education programs should emphasize pedagogical concepts that interweave theory and practice so that preservice teachers learn consistent, unified approaches to teaching, noting that the theory-practice dichotomy lacks the richness of Vygotsky's notion of concepts and recommending that teacher educators strive to teach concepts, though the overall structure of teacher education programs makes it more likely that their students will learn complexes or pseudoconcepts. (Contains references.) (SM) EJ680004 The Twisting Path of Concept Development in Learning to Teach. Teachers College Record v105 n8 p1399-1436 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Awareness Cultural Differences Curriculum Development Elementary Secondary Education Higher Education Multicultural Education Poetry Preservice Teacher Education Student Diversity Teaching Methods Rosaen, Cheryl L. Journal Articles Reports - Descriptive Social Justice ISSN-0161-4681 English Examined how one teacher educator transformed her curriculum, teaching, and assessment practices to better prepare beginning teachers for diversity by using poetry as a site for exploring one's own culture and sharing the knowledge with others in a literacy methods course. Results highlighted teacher candidates' perceptions of the poetry writing activity and their learning about curriculum, pedagogy, multicultural competence, and social justice. (SM) EJ680005 Preparing Teachers for Diverse Classrooms: Creating Public and Private Spaces to Explore Culture through Poetry Writing. Teachers College Record v105 n8 p1437-85 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Beginning Teachers Elementary Education Knowledge Base for Teaching Mentors Pedagogical Content Knowledge Student Evaluation Teacher Knowledge Teaching Skills Athanases, Steven Z. Achinstein, Betty Journal Articles Reports - Research California California ISSN-0161-4681 English Examined the practice of experienced teacher induction leaders and mentor-new teacher pairs to determine what mentors needed to know and be able to do to sharpen new teachers' focus on individual student learning and growth. Results found that mentors were able to focus new teachers on individual student learning, particularly among underperforming students. Results suggest that mentors can benefit from knowledge, skills, and dispositions in several areas. (SM) EJ680006 Focusing New Teachers on Individual and Low Performing Students: The Centrality of Formative Assessment in the Mentor's Repertoire of Practice. Teachers College Record v105 n8 p1486-1520 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Classroom Environment Classroom Techniques Elementary Education Grade 6 Interpersonal Relationship Mathematics Anxiety Mathematics Education Student Attitudes Patrick, Helen Turner, Julianne C. Meyer, Debra K. Midgley, Carol Journal Articles Reports - Research Beginning of School Year Psychosocial Factors ISSN-0161-4681 English Investigated mathematics teacher practices that contributed to classroom psychological environments on the first days of school. Student and teacher data indicated that teachers' early classroom environments were either: supportive, nonsupportive, or ambiguous. Teachers' motivational and organizational discourse patterns near the end of the year were consistent with messages expressed at the beginning of the year. Students from supportive classrooms reported less mathematics avoidance than students in ambiguous/nonsupportive classrooms. (SM) EJ680007 How Teachers Establish Psychological Environments During the First Days of School: Associations with Avoidance in Mathematics. Teachers College Record v105 n8 p1521-1558 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Power Structure Secondary Education Social Theories Teacher Expectations of Students Teacher Student Relationship Pace, Judith L. Journal Articles Reports - Research Authority ISSN-0161-4681 English Draws on an interpretive study of classroom authority relations in a U.S. metropolitan high school to describe and analyze the character of these relations and their connection to social theory and educational ideologies. Results reveal that conservative, bureaucratic, progressive, and radical positions all contribute to commonsense understandings, or taken for granted notions, that produce confused and shifting enactments of classroom authority. (SM) EJ680008 Revisiting Classroom Authority: Theory and Ideology Meet Practice. Teachers College Record v105 n8 p1559-1585 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Early Childhood Education Educational Change Elementary Education Faculty Development Urban Schools Silin, Jonathan G. Schwartz, Fran Journal Articles Reports - Research Reform Efforts ISSN-0161-4681 English Examines longitudinal data to assert that in troubled urban school districts, teacher buy-in to curricular reform is best achieved when change agents adapt their program to teachers' daily needs, discussing how staff developers help teachers generate strategies for effectively handling district demands so they can fulfill official directives while implementing progressive classroom practice. Staff developers play three roles (strategist, translator, and advocate) when helping teachers create orderly, coherent classrooms. (SM) EJ680009 Staying Close to the Teacher. Teachers College Record v105 n8 p1586-1605 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Elementary Secondary Education Faculty Development Humanities Instruction Pedagogical Content Knowledge Teacher Knowledge McDonald, Joseph P. Klein, Emily J. Journal Articles Reports - Descriptive Reform Efforts Teacher Networks ISSN-0161-4681 English Examines how teacher networks design for teacher learning, describing several dynamic tensions inherent in the designs of a sample of teacher networks and assessing the relationships of these tensions to teacher learning. The paper illustrates these design concepts with reference to the work of seven networks that aim to revamp teacher' knowledge in the humanities (e.g., Foxfire, Humanitas, the Bread Loaf Rural Teacher Network, and the National Writing Project). (SM) EJ680010 Networking for Teacher Learning: Toward a Theory of Effective Design. Teachers College Record v105 n8 p1606-21 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Elementary Secondary Education Faculty Development Higher Education Preservice Teacher Education Self Evaluation (Individuals) Student Teachers Teacher Collaboration Teacher Improvement Teacher Researchers Teamwork Burbank, Mary D. Kauchak, Don Journal Articles Reports - Research ISSN-0742-051X English Presents quantitative and qualitative data from a study involving a university, school districts and teacher candidates. Preservice-inservice dyads were taught how to use action research to examine, analyze, and reflect upon their teaching. Results indicated general acceptance by both new and experienced teachers, with developmental differences influencing the process. (SM) EJ680011 An Alternative Model for Professional Development: Investigations into Effective Collaboration. Teaching and Teacher Education v19 n5 p499-514 Jul 2003 2003-00-00 T 2004 7/11/2004 12:05:03 CIJJUl2004

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No College School Cooperation Coordinators Elementary Secondary Education Higher Education Partnerships in Education Preservice Teacher Education Professional Development Schools Teacher Role Utley, Bonnie L. Basile, Carole G. Rhodes, Lynn K. Journal Articles Reports - Research ISSN-0742-051X English Describes multiple aspects of the site coordinator's role in K-12/university partnerships where a master teacher was the site coordinator. Interview data highlight multiple themes within the areas of personal and professional benefits and challenges. Overall, site coordinators learned to walk in two worlds nd became an accepted part of the culture of the partnership. A job description for the site coordinator and site professor is appended. (SM) EJ680012 Walking in Two Worlds: Master Teachers Serving as Site Coordinators in Partner Schools. Teaching and Teacher Education v19 n5 p515-28 Jul 2003 2003-00-00 T 2004 7/11/2004 12:05:04 CIJJUl2004

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No Classroom Techniques Discipline Elementary Secondary Education Films Higher Education Power Structure Preservice Teacher Education Student Teachers Teacher Student Relationship Teaching Methods Trier, James Journal Articles Reports - Descriptive ISSN-0742-051X English Describes a project in which a cohort of preservice teachers engaged in an inquiry into techniques of power, focusing on the power relations between teachers and students. The project analyzed the film, "The Paper Chase" and articulated eight techniques of power and certain elements from Foucault's "Discipline and Punish." The article explains how preservice teachers began to view teaching and disciplinary practices through the lens of techniques of power. (SM) EJ680013 Inquiring into "Techniques of Power" with Preservice Teachers through the "School Film""The Paper Chase." Teaching and Teacher Education v19 n5 p543-57 Jul 2003 2003-00-00 T 2004 7/11/2004 12:05:04 CIJJUl2004

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No Cooperative Planning Data Analysis Data Collection Elementary Education Faculty Development Inquiry Mathematics Education Participative Decision Making Science Education Teacher Collaboration Huffman, Douglas Kalnin, Julie Journal Articles Reports - Research Collaborative Inquiry ISSN-0742-051X English Investigated the impact of a collaborative inquiry involving diverse teams of teachers, administrators, school board members, and parents. The teams collected and analyzed local data to make data-based decisions about improving teaching and learning. The collaboration helped teachers engage in a continuous improvement process that allowed them to take more ownership over local data and expand their role in school decision-making processes. (SM) EJ680014 Collaborative Inquiry to Make Data-Based Decisions in Schools. Teaching and Teacher Education v19 n6 p569-80 Aug 2003 2003-00-00 T 2004 2016-11-23 ED506645

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No Foreign Countries Higher Education Systems Approach Teacher Collaboration Teamwork Hoogveld, Albert W. M. Paas, Fred Jochems, Wim M. G. Journal Articles Reports - Research Instructional Systems Design Netherlands Netherlands ISSN-0742-051X English Investigated the differential effects of teachers' individual and collaborative performance on the application of an instructional systems design (ISD) approach. College faculty received training in an ISD approach, then applied it both individually and in design teams. Results found that the resulting collaborative designs were better than individual designs for low individual achievers. There was a negative relationship between attitude toward the approach and attitude toward collaborative design. (SM) EJ680015 Application of an Instructional Systems Design Approach by Teachers in Higher Education: Individual versus Team Design. Teaching and Teacher Education v19 n6 p581-90 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Computer Uses in Education Educational Technology Elementary Secondary Education Faculty Development Rural Schools Teaching Conditions Yamagata-Lynch, Lisa C. Journal Articles Reports - Research Indiana Indiana ISSN-0742-051X English Investigated how a professional development program for integrating technology into school fit into teachers' work lives,by examining the activities of participating Indiana teachers as they introduced new classroom curricula. Observation and interview data indicated that program participation allowed teachers to share new curricula with peers and university staff. Program and district expectations created new pressures on teachers. Consequently, teachers managed their time to gain new skills and confidence. (SM) EJ680016 How a Technology Professional Development Program Fits into Teachers' Work Life. Teaching and Teacher Education v19 n6 p591-607 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Arabs Attitude Change Elementary Secondary Education Foreign Countries Inservice Teacher Education Teacher Attitudes Shoham, Edna Shiloah, Neomi Kalisman, Raya Journal Articles Reports - Research Holocaust Israel Israel ISSN-0742-051X English Examined whether change occurred in the attitudes of Arab teachers in Israel toward Holocaust education following an inservice study course. Survey and interview data indicated that after the course, teachers had a better understanding of what occurred during the Holocaust, and their willingness to know about its effects on Jewish people increased. However, the Israeli-Palestinian conflict impacted participants' views. (SM) EJ680017 Arab Teachers and Holocaust Education: Arab Teachers Study Holocaust Education in Israel. Teaching and Teacher Education v19 n6 p609-26 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Elementary Education Faculty Development Inservice Teacher Education Literacy Education Low Income Groups Self Efficacy Teacher Expectations of Students Timperley, Helen S. Phillips, Gwenneth Journal Articles Reports - Research New Zealand New Zealand ISSN-0742-051X English Examined how New Zealand teachers' expectations of low- income students' achievement changed during a 6-month professional development in literacy effort, noting how those changes were sustained over a year. Pre- and post survey and interview data highlighted changes in teachers' expectations and self-efficacy. Conditions required to achieve change involved an interplay of new knowledge, unanticipated changes in students' achievement, and teachers' feelings of self-efficacy to make a difference. (SM) EJ680018 Changing and Sustaining Teachers' Expectations through Professional Development in Literacy. Teaching and Teacher Education v19 n6 p627-41 Aug 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Faculty Development Inservice Teacher Education Science Education Teacher Improvement Urban Schools Fishman, Barry J. Marx, Ronald W. Best, Stephen Tal, Revital T. Journal Articles Reports - Descriptive Reform Efforts Systemic Change ISSN-0742-051X English Presents a model of teacher learning and an analytic framework linking professional development to student and teacher learning. The approach begins with an analysis of relevant content standards and uses evidence of student performance to gauge areas of need. Professional development is evaluated using reflection, classroom observation, and ongoing assessment of student performance. An example of this framework and process within an urban systemic reform science program is presented. (SM) EJ680019 Linking Teacher and Student Learning to Improve Professional Development in Systemic Reform. Teaching and Teacher Education v19 n6 p643-58 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Disadvantaged Youth Educational Responsibility Elementary Secondary Education Poverty Social Responsibility Teacher Role Samaras, Anastasia P. Information Analyses Journal Articles ISSN-0742-051X English Reviews a book which asserts that "there is no higher moral challenge than to hold on to the promise and goodness of a child when others...do not recognize that promise." The book discusses questions about children's futures, stressing the importance of doing something to help disadvantaged children living on the edge. This article examines six themes of childhood uncertainty and explains that a caring teacher is not enough. (SM) EJ680020 Essay Review. Teaching Children Who Live on the Edge. "Uncertain Lives: Children of Promise, Teachers of Hope." Teaching and Teacher Education v19 n6 p659-63 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:06 CIJJUl2004

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No Cooperative Planning Developing Nations Educational Cooperation Educational Development Educational Finance Elementary Secondary Education Globalization Higher Education Poverty Ritzen, Jozef M. Journal Articles Reports - Descriptive ISSN-0161-956X English Describes how development cooperation can help achieve developmental education goals, noting the impact of education on cultural, social, and material prosperity in later life, and discussing how quality education is the gateway to participation in society and better wages. The article examines challenges to quality education in developing nations, policy environment, principles for effective development cooperation, and how the international community can help (e.g., comparative performance and worldwide experience). (SM) EJ680021 Education Cooperation for Tangible Results. Peabody Journal of Education v78 n2 p1-17 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:06 CIJJUl2004

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No Higher Education Private Colleges Oketch, Moses O. Journal Articles Reports - Descriptive Kenya Kenya ISSN-0161-956X English Examines some of the trends, prospects, and challenges to the emergence and development of private university education in Kenya, noting five reasons why private universities have blossomed (e.g., demand, global trends, and success in secondary school participation); explaining the significant growth in the 1990s; and discussing challenges to private university education (e.g., opposition, financial issues, equity and efficiency, and quality). (SM) EJ680022 The Growth of Private University Education in Kenya: The Promise and Challenge. Peabody Journal of Education v78 n2 p18-40 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Administrator Attitudes Corporate Support Principals School Business Relationship Secondary Education Di Bona, Joseph Chaudhuri, Rittik Jean-Baptiste, Joshua Menachem, Peter Wurzburg, Meggan Journal Articles Reports - Research Commercialism North Carolina North Carolina ISSN-0161-956X English Surveyed North Carolina high school principals to explore their views on schoolhouse commercialism (both the propriety and the utility of having a commercial presence at school). Principals viewed commercialism as a way to improve their schools, and thus, their students' education. Although businesses, principals, and students appeared to be prospering from this relationship, they were ignoring negative issues (e.g., vending machines with unhealthy foods). (SM) EJ680023 Commercialization in North Carolina High Schools: A Survey of Principals' Perceptions. Peabody Journal of Education v78 n2 p41-62 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Elementary Secondary Education Foreign Countries Islam Islamic Culture Muslims Religion Hilgendorf, Eric Journal Articles Reports - Descriptive Egypt Knowledge Development Koran Egypt ISSN-0161-956X English Examines the history and tendency of Islamic education, discussing how, after 1,000 years of intellectual leadership, the Islamic world has not retained its dominance, and examining the educational institutions that both spawned and doomed the Eastern intellectual revolution. The article addresses: the role of knowledge in Islam; emphasis on education and the holy text; institutional organization; devaluing of Islamic education; modern day Islamic education; and Egypt's education system. (SM) EJ680024 Islamic Education: History and Tendency. Peabody Journal of Education v78 n2 p63-75 Aug 2003 2003-00-00 T 2004 2016-11-21

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No American Studies Black Achievement Black Community Black Studies Community Services Cultural Awareness Cultural Education Higher Education United States History Green, Paul E. Journal Articles Reports - Descriptive ISSN-0161-956X English Suggests that black studies has developed important models for examining how theory, praxis, and community service might be integrated, noting that this represents an important contribution to scholarship in this society, and emphasizing the fact that black studies is a critical field for understanding the nature and development of U.S. society and instilling in students the ability to think analytically about their society. (SM) EJ680025 Theory, Praxis, and Community Service: Cornerstones of Political, Social, and Intellectual Achievement in Black America. Peabody Journal of Education v78 n2 p76-87 Aug 2003 2003-00-00 T 2004 7/11/2004 12:05:07 CIJJUl2004

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No Administrator Education Administrator Responsibility College Administration Deans Elementary Secondary Education Higher Education Preservice Teacher Education Schools of Education Specialization Jackson, Jerlando F. L. Gmelch, Walter H. Journal Articles Reports - Research Indoctrination ISSN-0161-956X English Examined the design of the associate dean's position within the top 50 colleges and schools of education using three design parameters of individual positions: the specialization of the job, the formalization of the behavior in carrying out the job, and the training and indoctrination required for the job. (Contains references.) (SM) EJ680026 How Associate Deans' Positions are Designed within the Context of the Top 50 Colleges and Schools of Education. Peabody Journal of Education v78 n2 p88-110 Aug 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Accountability Educational Policy Elementary Secondary Education Governance Politics of Education Public Education Quality Control School Choice Cohen-Vogel, Lora Journal Articles Reports - Descriptive ISSN-0161-956X English Explores the consequences of integrated choice/accountability policies for school organization and governance, examining the constitutional context of school authority, identifying historical trends in the exercise of authority by various stakeholders, presenting a model for understanding governance today, describing school choice and performance based accountability, and constructing a heuristic framework to advance understanding of school governance in the context of integrated choice and accountability policies. (Contains references.) (SM) EJ680027 Integrating Accountability with Choice: Implications for School Governance. Peabody Journal of Education v78 n4 p4-28 2003 2003-00-00 T 2004 7/11/2004 12:05:08 CIJJUl2004 Theme issue: the politics of accountability.

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No Academic Standards Accountability Educational Change Educational Policy Elementary Secondary Education Governance Politics of Education Public Education Quality Control Crowson, Robert L. Journal Articles Reports - Descriptive ISSN-0161-956X English Examines turbulence in U.S. education, explaining how today's changing educational policy environment causes new frustrations. Suggests that federal, state, local, and site- level are current sources of indecision and struggle that have implications for today's choice of direction concerning inquiry and leadership for public education. Discusses four "turbulances" (how to do it, who is doing it, who benefits, and who prevails) and examines implications and ideology. (SM) EJ680028 The Turbulent Policy Environment in Education: Implications for School Administration and Accountability. Peabody Journal of Education v78 n4 p29-43 2003 2003-00-00 T 2004 7/11/2004 12:05:08 CIJJUl2004 Theme issue: the politics of accountability.

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No Accountability Court Litigation Disadvantaged Youth Educational Finance Elementary Secondary Education Politics of Education State Standards DeMoss, Karen Journal Articles Reports - Descriptive Illinois Rhode Island Vermont Washington Illinois Rhode Island Vermont Washington ISSN-0161-956X English Presents four case studies from Rhode Island (lifelong legislative deference); Washington (popular elections, judicial turnover, and case outcomes); Illinois (fighting changes in state ideologies); and Vermont (political aftermath of judicial decisions) which offer a sampling of the politics of court and state contexts involved in holding legislatures accountable to their constitutional mandates. (SM) EJ680029 Who's Accountable to the Constitution? Thirty Years of Judicial Politics in State Education Finance Litigation. Peabody Journal of Education v78 n4 p44-65 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Governance Higher Education Politics of Education State Government State Standards McLendon, Michael K. Ness, Erik C. Journal Articles Reports - Research Colorado Florida Kentucky Colorado Florida Kentucky ISSN-0161-956X English Describes the landscape of public higher education governance in the states by assessing recent trends, reviewing the modest research literature on the politics of reform, reporting selective results from a recent national survey of higher education governance reform in the 50 states, and concluding with suggestions for framing future research on the politics of governance reform. (SM) EJ680030 The Politics of State Higher Education Governance Reform. Peabody Journal of Education v78 n4 p66-88 2003 2003-00-00 T 2004 2016-11-21

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No Class Size Economic Factors Educational Policy Elementary Education Public Schools Small Classes Mitchell, Douglas E. Mitchell, Ross E. Journal Articles Reports - Descriptive Class Size Reduction ISSN-0161-956X English Develops a political economy framework for mapping and interpreting the competing purposes of schooling by examining five paradoxes in national policy debates addressing class size in public elementary schools. The framework highlights answers to the question: What kind of an economic good is education? (education as a service industry, producer of durable goods, system of investment in human capital formation, and conduit for passing cultural legacies between generations). (Contains references.) (SM) EJ680031 The Political Economy of Education Policy: The Case of Class Size Reduction. Peabody Journal of Education v78 n4 p120-52 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Accountability Elementary Secondary Education Governance High Stakes Tests Low Achievement State Government State Standards McDermott, Kathryn A. Journal Articles Reports - Descriptive Democratic Party National Assessment of Educational Progress No Child Left Behind Act 2001 State Policy No Child Left Behind Act 2001 National Assessment of Educational Progress ISSN-0161-956X English Examines educational conditions and resources, institutional characteristics, and political factors contributing to the shaping of states' educational accountability policies. Analysis of data from a variety of sources indicates that the main predictors of states' accountability policies are National Assessment of Educational Progress performance data, state education agency staff resources, and Democratic party identification (although the impact of Democratic party affiliation is reduced when southern states are excluded). (SM) EJ680032 What Causes Variation in States' Accountability Policies? Peabody Journal of Education v78 n4 p153-76 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Accountability Educational Policy Elementary Secondary Education Governance Politics of Education Public Schools Quality Control State Standards Timar, Thomas B. Journal Articles Reports - Descriptive California California ISSN-0161-956X English Examines California's Public School Accountability Act within the K-12 policy and political context, asserting that the new accountability imposes a new regulatory scheme on California's schools that adds to the "regulatory baggage" schools already carry. Suggestes that simply adding one more layer of regulation without reassessing the governance structure as a whole invites "the kind of policy fudging, deflection, and redirection" that so often accompanies school reform. (SM) EJ680033 The "New Accountability" and School Governance in California. Peabody Journal of Education v78 n4 p177-200 2003 2003-00-00 T 2004 2016-11-21

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No Accountability Elementary Secondary Education Evaluation Methods National Standards Teacher Certification Teacher Competencies Teaching Skills Ballou, Dale Journal Articles Reports - Descriptive National Board for Professional Teaching Standards ISSN-0161-956X English Discusses National Board for Professional Teaching Standards certification, examining five problematic issues: lack of agreement on criteria for assessing teacher performance, slender evidentiary basis for assessment, the board's inability to authenticate or verify the accuracy of the materials received, secrecy surrounding the board's assessments, and involvement of teacher unions. The paper concludes that board certification is an expensive process based on limited information of uncertain authenticity. (SM) EJ680034 Certifying Accomplished Teachers: A Critical Look at the National Board for Professional Teaching Standards. Peabody Journal of Education v78 n4 p201-19 2003 2003-00-00 T 2004 2016-11-23

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No Accountability Educational Legislation Educational Research Elementary Secondary Education Federal Government Federal Legislation Governance Politics of Education Sroufe, Gerald Journal Articles Reports - Descriptive Office of Educational Research and Improvement ISSN-0161-956X English Discusses the history and politics of H.R. 3801, an act to provide for the improvement of federal education research, statistics, evaluation, information, and dissemination, focusing on antecedents (the 1994 legislation), consequences of the 1994 election, experience of the Office of Educational Research and Improvement, federal education research politics in 2000, accountability, history of the Institute of Education Sciences legislation, Senator Jeffords' work, and the political prognosis. (SM) EJ680035 Legislative Reform of Federal Education Research Programs: A Political Annotation of the Education Sciences Reform Act of 2002. Peabody Journal of Education v78 n4 p220-29 2003 2003-00-00 T 2004 2016-11-23 ED503384

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No Academic Standards Accountability Centralization Elementary Secondary Education Foreign Countries Governance Politics of Education Quality Control School Choice Fitz, John Journal Articles Reports - Descriptive Wales England United Kingdom (England) United Kingdom (Wales) ISSN-0161-956X English Examines interconnections between accountability, power, and control within the British education system, focusing on the 5-18 education. Although some of the structures and processes are very similar to those of the U.S. K-12 system, the British national system is highly centralized and highly market-driven, with a strong emphasis on parental choice and competition between diverse kinds of state schools. (SM) EJ680036 The Politics of Accountability: A Perspective from England and Wales. Peabody Journal of Education v78 n4 p230-41 2003 2003-00-00 T 2004 2016-11-21

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No Academic Standards Accountability Educational Change Elementary Secondary Education Foreign Countries Governance Higher Education Politics of Education Public Education Quality Control Supply and Demand Wong, Kenneth K. Journal Articles Reports - Descriptive Japan Reform Efforts Japan ISSN-0161-956X English Uses the demand-supply continuum to look at emerging reforms in the Japanese educational system. Data from fieldwork in major urban districts and their prefectures in Nagoya, Osaka, and Tokyo highlight demand-driven reform (higher education restructuring), integrated governance (mediating demand and supply at the K-12 levels), and ongoing self-evaluation by school site personnel as a supply-side reform strategy. (SM) EJ680037 Emerging Issues in Educational Reform in Japan. Peabody Journal of Education v78 n4 p242-48 2003 2003-00-00 T 2004 2016-11-21

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No Curriculum Development Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Teaching Methods Snoek, Marco Journal Articles Reports - Descriptive Scenarios Europe Scenario Writing ISSN-0261-9768 English Introduces a collection of papers that resulted from a 3- year project on scenarios for the future of teacher education in Europe. The first part of the issue introduces scenarios and describes the scenario model developed at a conference. The second part analyzes curriculum developments in different countries, using the scenario model as an analyzing tool. The third part focuses on scenarios as a learning tool. (SM) EJ680038 Guest Editorial: Scenarios as a Tool for Reflection and Learning. European Journal of Teacher Education v26 n1 p3-7 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Snoek, Marco Journal Articles Reports - Descriptive Europe Scenario Writing Scenarios ISSN-0261-9768 English Asserts that scenarios are powerful tools for creating new perspectives on the future of teacher education, and for stimulating reflection, creativity, and imagination. Scenarios can be helpful both for deciding on institutional or (inter)national policies on teacher education and for facilitating individual learning processes of teacher educators and organizational learning processes. The methodology used at a 2002 Association for Teacher Education in Europe conference for developing scenarios is presented. (SM) EJ680039 The Use and Methodology of Scenario Making. European Journal of Teacher Education v26 n1 p9-19 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Influences Social Values Teacher Characteristics Teacher Educators Teachers Teaching Methods Snoek, Marco Baldwin, Gavin Cautreels, Paul Enemaerke, Torsten Halstead, Valerie Hilton, Gillian Klemp, Torunn Leriche, Leo Linde, Goran Nilsen, Elisabeth Rehn, Joran Smet, Ronny Smith, Kari Sousa, Jesus Maria Stomp, Lex Svensson, Hans and Svensson, Leif Journal Articles Reports - Descriptive Idealism Pragmatism Scenario Writing Scenarios Europe ISSN-0261-9768 English Presents four scenarios that illustrate possible futures of teacher education in Europe. The scenarios differ in their emphasis on four driving forces: pragmatism, idealism, individualism, and social coherence. Each scenario is described in terms of characteristics of society, education/teacher education, and teacher/teacher educator roles and is illustrated in a short scene. (SM) EJ680040 Scenarios for the Future of Teacher Education in Europe. European Journal of Teacher Education v26 n1 p21-36 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Foreign Countries Higher Education Mathematical Models Preservice Teacher Education Social Sciences Linde, Goran Journal Articles Reports - Descriptive Europe Scenario Writing Scenarios Dimensional Representation ISSN-0261-9768 English Critiques a two-dimensional model for identifying scenarios of future development of education, describing the concepts of "dimension" in mathematics of space and "opposite" in logic. Asserts the model does not deal with dimensions and has no opposites between the end points of the model's two "dimensions" and concludes that the model is useful as a heuristic model for evoking thoughts on tensions, dynamisms, tendencies, and countertendencies in educational policies. (SM) EJ680041 The Use of Two-Dimensional Models in Social Science: An Autocritical Review. European Journal of Teacher Education v26 n1 p37-45 2003 2003-00-00 T 2004 2016-11-23

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No Educational Policy Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Mikl, Josef Journal Articles Reports - Descriptive Scenarios European Union Scenario Writing European Union ISSN-0261-9768 English Examines recent developments in European Union educational policy, highlighting a 2001 document of the Education Council. Evaluates the document's intentions and directions from a pedagogical viewpoint and assesses the document using the Association for Teacher Education in Europe's scenario framework. Shows that future European Union education policy is pragmatically oriented toward economic aims and promotion of the integration process. (SM) EJ680042 The Education Council Report 2001: An Evaluation Based on the ATEE-RDC19 Scenarios. European Journal of Teacher Education v26 n1 p47-61 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Values Halstead, Valerie Journal Articles Reports - Descriptive Scenarios England Idealism Pragmatism Reform Efforts United Kingdom (England) ISSN-0261-9768 English Examines changes in England's teacher education over the past 30 years, identifying key changes and relating them to the Association for Teacher Education in Europe's axes of idealism/pragmatism and individualism/social cohesion. These changes are also seen in the contexts of changes made in school and university education. Extracts from political speeches and examples of practice illustrate past and present policies and suggest future directions of education. (SM) EJ680043 Teacher Education in England: Analysing Change through Scenario Thinking. European Journal of Teacher Education v26 n1 p63-75 2003 2003-00-00 T 2004 2016-11-23

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No Educational Change Educational Philosophy Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Social Values Sousa, Jesus Maria Journal Articles Reports - Descriptive Portugal Reform Efforts Scenarios Portugal ISSN-0261-9768 English Reviews the development of teacher education in Portugal since the 1974 revolution, which brought the country to democracy. Using the Association for Teacher Education in Europe's scenario model, the paper describes the hidden philosophies underlying changes that are occurring and shows how teacher education has evolved from a romantic, idealistic social vision to an ideology dictated by economic and selfish interests. (SM) EJ680044 Teacher Education in Portugal: Analysing Changes using the ATEE-RDC19 Scenario Methodology. European Journal of Teacher Education v26 n1 p77-86 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Psychological Needs Psychological Patterns Viebahn, Peter Journal Articles Reports - Descriptive Idealism Pragmatism Reform Efforts Scenarios Germany Germany ISSN-0261-9768 English Applies the concepts of idealism, individualism, and pragmatism from the Association for Teacher Education in Europe's scenario model to Germany's teacher education. Discusses the current German teacher training system's scholarly approach to idealism; notes organizational problems; examines the special psychological demands on students made by teacher training with an individualistic or pragmatic orientation; and highlightes the relevance of the psychological problems to reform models currently being debated in Germany. (SM) EJ680045 Teacher Education in Germany. European Journal of Teacher Education v26 n1 p87-100 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Values Salitra, Krystyna Journal Articles Reports - Descriptive Poland Pragmatism Reform Efforts Scenarios Idealism Poland ISSN-0261-9768 English Discusses teacher education in Poland in relation to current ongoing reform of the educational system and looks at issues resulting from the political transformation that has occurred. The article identifies in which of the four quadrants of the scenario model (individualism, pragmatism, idealism, and social cohesion) the current Polish education system can be placed. (SM) EJ680046 Education of Teachers for Polish Schools at the Beginning of the Twenty-First Century. European Journal of Teacher Education v26 n1 p101-108 2003 2003-00-00 T 2004 2016-11-21

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No Change Strategies Educational Change Educational History Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Values Linde, Goran Journal Articles Reports - Descriptive Pragmatism Reform Efforts Scenarios Sweden Idealism Sweden ISSN-0261-9768 English Describes how Sweden's teacher education has developed historically and how development of schools and teacher education links to political, social, and economic development; discussing current teacher education reform in relation to its history and contemporary social/political change; and concluding that patterns of teacher education in one context cannot be exported to another without making adjustments, although there are international trends which can be partially adapted to various contexts. (SM) EJ680047 The Meaning of a Teacher Education Reform: National Story- Telling and Global Trends in Sweden. European Journal of Teacher Education v26 n1 p109-22 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Higher Education Individualism Labor Market Preservice Teacher Education Social Values Teacher Competencies Snoek, Marco Journal Articles Reports - Descriptive Netherlands Pragmatism Scenario Writing Scenarios Idealism Netherlands ISSN-0261-9768 English Stimulated by severe teacher shortages, teacher education in the Netherlands is changing toward competence-based, work- based-, and market-oriented programs. A Dutch scenario project was developed in which four scenarios for the future of teacher education emerged. These scenarios were structured by the freedom of schools to define the type of teacher education they wanted and the freedom of students in taking responsibility for their own learning. (SM) EJ680048 Scenarios for Dutch Teacher Education. A Trip to Rome: Coach Bus Company or Travel Agency? European Journal of Teacher Education v26 n1 p123-35 2003 2003-00-00 T 2004 2016-11-21

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No Educational Change Elementary Secondary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Values Snoek, Marco Fino, Carlos Nogueira Halstead, Valerie Hilton, Gillian Mikl, Josef Rehn, Joran Sousa, Jesus Maria Stomp, Lex Viebahn, Peter Journal Articles Reports - Descriptive Europe Portugal Germany Pragmatism Idealism Scenario Writing Netherlands Scenarios England Poland Sweden Germany Netherlands Poland Portugal Sweden United Kingdom (England) ISSN-0261-9768 English Reflects on a collection of papers that examined the Association for Teacher Education in Europe's scenario model, suggesting that they indicated a trend toward a more pragmatic and individualistic approach in society that influences teacher education. However, these two trends (pragmatism and idealism) were not always strongly connected in the case studies, and the paper cautions against drawing strong conclusions from the different countries' reflections. (SM) EJ680049 Reflections on Trends in Teacher Education in Europe Using the Scenario Perspective. European Journal of Teacher Education v26 n1 p137-42 2003 2003-00-00 T 2004 2016-11-21

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No Action Research Curriculum Development Educational Philosophy Elementary Secondary Education Foreign Countries Higher Education Learning Strategies Preservice Teacher Education Student Teacher Attitudes Student Teachers Teaching Methods Hilton, Gillian L. S. Journal Articles Reports - Descriptive Europe Scenario Writing Scenarios ISSN-0261-9768 English Describes the Association for Teacher Education in Europe's exploration of scenarios to enhance preservice teachers' learning. The action research project had students discuss and devise a scenario for 2020 and develop a curriculum to prepare students for life in the future. Surveys indicated that students approved of this kind of learning and teaching strategy, even though many found the process difficult. (SM) EJ680050 Using Scenarios as a Learning and Teaching Strategy with Students. European Journal of Teacher Education v26 n1 p143-53 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Faculty Development Foreign Countries Higher Education Preservice Teacher Education Teacher Improvement Stomp, Lex Journal Articles Reports - Descriptive Scenarios Europe Scenario Writing ISSN-0261-9768 English Discusses staff development using the scenario as a strategic tool within one teacher education program. The scenario tool provided a way to look at future developments in teacher education and reflect on the learning processes of staff members. This method drew upon the zone of proximal development to create new knowledge about the future. Staff members confirmed these effects. (SM) EJ680051 Days of Future Passed: Staff Development and the Use of Scenarios as a Strategic Tool. European Journal of Teacher Education v26 n1 p155-68 2003 2003-00-00 T 2004 2016-11-21

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No Educational Philosophy Elementary Education Foreign Countries Higher Education Individualism Preservice Teacher Education Social Values Bailleul, Marc Journal Articles Reports - Descriptive Scenarios France Idealism Pragmatism Scenario Writing France ISSN-0261-9768 English After a brief description of a sequence of philosophical workshops, this article analyzes, first, the request of the teachers who enroll for the training courses offered, and second, the training course itself. This analysis is conducted through a model crossing the two axes: pragmatism/idealism and individualism/social coherence. (SM) EJ680052 Des Ateliers de Philosophie a l'Ecole Elementaire: Idealisme ou Pragmatisme? Un Exemple en France. European Journal of Teacher Education v26 n1 p169-74 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Faculty Development Foreign Countries Higher Education Preservice Teacher Education Reflective Teaching Teacher Educators Teacher Improvement Cautreels, Paul Journal Articles Reports - Descriptive Europe Professionalism Scenario Writing Scenarios ISSN-0261-9768 English The guidance of a reflective teacher educator is necessary for student teachers to become reflective practitioners. This article shows how teacher educators can benefit from the work of scenario writing to become more reflective practitioners themselves. It tells the story of the experiences some teacher educators involved in such an effort over 2 years. (SM) EJ680053 A Personal Reflection on Scenario Writing as a Powerful Tool to Become a More Professional Teacher Educator. European Journal of Teacher Education v26 n1 p175-80 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Secondary Education Feedback Higher Education Microteaching Preservice Teacher Education Reflective Teaching Student Teachers L'Anson, John Rodrigues, Susan Wilson, Gary Journal Articles Reports - Descriptive ISSN-0261-9768 English Examines the range of strategies that can be used to promote reflection, focusing on microteaching as a vehicle for enabling students to become aware of their values, attitudes, and assumptions about learning as these are enacted within microteaching. The subsequent feedback becomes a dialogue between student, peer, teacher fellow, and tutor that provides different refractions of this practice and contributes to the development of pre-critical, internalized, and hypothetical thresholds. (SM) EJ680054 Mirrors, Reflections and Refractions: The Contribution of Microteaching to Reflective Practice. European Journal of Teacher Education v26 n2 p189-99 2003 2003-00-00 T 2004 7/11/2004 12:05:16 CIJJUl2004

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No Elementary Secondary Education Faculty Development Foreign Countries Higher Education Inservice Teacher Education Preservice Teacher Education Teacher Educators Teacher Improvement Smith, Kari Journal Articles Reports - Descriptive Europe ISSN-0261-9768 English Discusses incentives for teacher educators to engage in professional development, proposing examples of how teacher educators' professional development is initiated by individual teacher educators and occurs outside the teacher education institution and suggesting that systematic professional development is needed within the teacher education institution as an integrated part of teacher educators' work responsibilities. Problems related to professional development are highlighted (e.g., time, part-time employment, and fear of change). (SM) EJ680055 So, What About the Professional Development of Teacher Educators? European Journal of Teacher Education v26 n2 p201-15 2003 2003-00-00 T 2004 2016-11-21

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No Elementary Education Females Foreign Countries Gender Issues Higher Education Preservice Teacher Education Sex Bias Teacher Role Women Faculty Womens Education Sunnari, Vappu Journal Articles Reports - Descriptive Finland Finland ISSN-0261-9768 English Examines gendered structures and processes of primary teacher education in Finland from a historical perspective, asserting that Finnish female teachers have been and are educated to be the "responsible other" and to be marginalized in comparison to male teachers. The paper states that primary education is considered one of the environments that reproduces gendered divisions and maintains otherness in societal and personal histories. (SM) EJ680056 Training Women for the Role of "Responsible Other" in Primary Teacher Education in Finland. European Journal of Teacher Education v26 n2 p217-27 2003 2003-00-00 T 2004 2016-11-21

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No Educational Research Foreign Countries Higher Education Preservice Teacher Education Research Skills Secondary Education Student Research Student Teachers van der Schee, Joop Rijborz, Daphne Journal Articles Reports - Research Netherlands Netherlands ISSN-0261-9768 English Describes a study that examined the problems Dutch secondary students encountered when conducting research projects and difficulties teachers faced when coaching students in research skills. Results indicated that problem finding was an underdeveloped skill in education. Although teachers score d much better than students on a test of research skills, finding an effective way to channel these skills into coaching methods to benefit students remained problematic. (SM) EJ680057 Coaching Students in Research Skills: A Difficult Task for Teachers. European Journal of Teacher Education v26 n2 p229-37 2003 2003-00-00 T 2004 2016-11-21

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No Cultural Differences Educational Change Faculty Development Foreign Countries Secondary Education Secondary School Teachers Teaching Experience Day, Christopher Pacheco, Jose Flores, Maria Annuncao Hadfield, Mark Morgado, Jose C. Journal Articles Reports - Descriptive England Portugal Professionalism Wales Portugal United Kingdom (England) United Kingdom (Wales) ISSN-0261-9768 English Investigates the perceived effects of educational reform among secondary school teachers in England and Portugal, focusing on teachers' experiences in these two communities, which are in different transition phases. By doing so, it is possible, even within the different cultures, to identify common problems teachers experience within the reforms and their management which challenge existing identities, values, and commitments and are creating new forms of compliant professionalism. (SM) EJ680058 The Changing Face of Teaching in England and Portugal: A Study of Work Experiences of Secondary School Teachers. European Journal of Teacher Education v26 n2 p239-51 2003 2003-00-00 T 2004 2016-11-23

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No Culturally Relevant Education Elementary Secondary Education Foreign Countries Higher Education Preservice Teacher Education Cakiroglu, Erdinc Cakiroglu, Jale Journal Articles Opinion Papers Turkey Turkey ISSN-0261-9768 English Discusses problems within teacher education in Turkey, focusing on western influences and their consequences in building a relevant teacher education program in Turkey. Data from the literature and from the authors' personal experiences indicated that irrelevance between teacher education programs and the realities of Turkish schools and the demand for a relevant theoretical base for teacher education were linked to western influence on the knowledge base and research traditions. (SM) EJ680059 Reflections on Teacher Education in Turkey. European Journal of Teacher Education v26 n2 p253-64 2003 2003-00-00 T 2004 2016-11-23

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No College Freshmen Disabilities Elementary Secondary Education Foreign Countries Higher Education Inclusive Schools Mainstreaming Preservice Teacher Education Regular and Special Education Relationship Student Teacher Attitudes Vanderfaeillie, Johan De Fever, Frank Lombaerts, Koen Journal Articles Reports - Research Belgium Belgium ISSN-0261-9768 English Assessed the attitudes toward inclusive education of college students at a Flemish college that had a new curriculum designed to familiarize first year educational psychology and special education students with inclusive education. Surveys of students who took introductory courses on inclusion indicated that students neither advocated for nor opposed inclusive education but instead tended to be very neutral. (SM) EJ680060 First-Year University Students of Educational Sciences on Inclusive Education: Attitudes and Convictions in Flanders. European Journal of Teacher Education v26 n2 p265-77 2003 2003-00-00 T 2004 2016-11-21

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No Case Studies Change Foreign Countries Program Improvement Research Methodology Story Telling Values Dart, Jessica Davies, Rick Journal Articles Reports - Descriptive Australia Australia ISSN-1098-2140 English Describes the Most Significant Change (MSC) technique, a dialogical story-based technique that aims to facilitate program improvement by focusing the direction of work towards explicitly valued directions and away from less valued directions. Illustrates the use of MSC in an Australian case study. (SLD) EJ680061 A Dialogical, Story-Based Evaluation Tool: The Most Significant Change Technique. American Journal of Evaluation v24 n2 p137-55 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Experiments Measurement Techniques Outcomes of Treatment Pretests Posttests Program Evaluation Research Methodology Peck, Laura R. Journal Articles Reports - Descriptive Subgroups Impact Evaluation ISSN-1098-2140 English Proposes a methodology for analyzing the impacts of social programs on previously unexamined subgroups. The approach estimates the impact of programs on subgroups identified by a postreatment choice while maintaining the integrity of the experimental research design. (SLD) EJ680062 Subgroup Analysis in Social Experiments: Measuring Program Impacts Based on Post-Treatment Choice. American Journal of Evaluation v24 n2 p157-87 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Accountability Charter Schools Elementary Secondary Education Evaluation Methods Program Evaluation Theories Crew, Robert E., Jr. Anderson, Mary Ruggiero Journal Articles Reports - Evaluative Florida Florida ISSN-1098-2140 English Uses the framework of program theory evaluation to assess the operation of charter schools in Florida in the 1999-2000 school year. Data from a variety of sources suggest that school performance is not better than in regular public schools, and regular schools have not changed in response to their challenge. (SLD) EJ680063 Accountability and Performance in Charter Schools in Florida: A Theory-Based Evaluation. American Journal of Evaluation v24 n2 p189-212 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Problems Evaluation Utilization Interviews Professional Personnel Program Evaluation Trust (Psychology) Taut, Sandy M. Alkin, Marvin C. Journal Articles Reports - Research ISSN-1098-2140 English Studied the nature of barriers to the implementation of external program evaluation through interviews with 18 staff members of a university outreach program. Findings reinforce the importance of a trusting relationship to avoid barriers to evaluation implementation. (SLD) EJ680064 Program Staff Perceptions of Barriers to Evaluation Implementation. American Journal of Evaluation v24 n2 p213-26 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:19 CIJJUl2004

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No Evaluation Methods Evaluators International Studies Program Development Program Evaluation Picciotto, Robert Journal Articles Reports - Descriptive ISSN-1098-2140 English Describes the development of the International Development Evaluation Association (IDEAS) and the context in which it will operate. This new wing of the international evaluation architecture has been designed to support development evaluators in tackling professional changes of the new century. (SLD) EJ680065 International Trends and Development Evaluation: The Need for Ideas. American Journal of Evaluation v24 n2 p227-34 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:19 CIJJUl2004

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No Discussion Groups Evaluation Methods Program Evaluation Christie, Christina A. Rose, Mike Journal Articles Reports - Descriptive Conversation ISSN-1098-2140 English Describes the dialogue in an informal discussion group and asserts that because the group is interactive, dynamic, and applied it is an embodiment of the nature of evaluation knowledge. Discusses ways in which this group teaches about evaluation. (SLD) EJ680066 Learning about Evaluation through Dialogue: Lessons from an Informal Discussion Group. American Journal of Evaluation v24 n2 p235-43 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Competence Course Content Curriculum Development Evaluation Methods Higher Education Mentors Program Evaluation Levin-Rozalis, Miri Rosenstein, Barbara Journal Articles Reports - Descriptive ISSN-1098-2140 English Describes the conceptual scheme for a 1-year evaluation course designed to each the competencies required to conduct evaluations that provide the sense-making for informed decision making. Draws on the authors' experience in developing such a course over 4 years. (SLD) EJ680067 A Mentoring Approach to the One-Year Evaluation Course. American Journal of Evaluation v24 n2 p245-59 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:19 CIJJUl2004

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No Evaluation Methods Interviews Oral History Program Evaluation Theories Journal Articles Reports - Descriptive ISSN-1098-2140 English Describes the oral history project and the team that worked on this oral history of program evaluation. Presents an interview with William R. Shadish, a program evaluation theorist and practitioner. (SLD) EJ680068 The Oral History of Evaluation Part I. Reflections on the Chance To Work with Great People: An Interview with William Shadish. American Journal of Evaluation v24 n2 p261-72 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:20 CIJJUl2004 For related reflections on the oral history of program evaluation, see TM 525 609-613.

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No College Faculty Curriculum Educational Environment Evaluation Methods Higher Education Program Evaluation Research Methodology Training Reichardt, Charles S. Journal Articles Reports - Descriptive Northwestern University IL ISSN-1098-2140 English Describes the Northwestern training program in methodology and evaluation research, discussing its faculty, curriculum, research opportunities, and emotional climate. (SLD) EJ680069 Lessons and Memories from the Northwestern Training Program in Methodology and Evaluation Research. American Journal of Evaluation v24 n2 p273-76 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Evaluation Methods Graduate Study Individual Development Oral History Policy Formation Program Evaluation Scholarship Leviton, Laura C. Journal Articles Reports - Descriptive Northwestern University IL ISSN-1098-2140 English Describes the author's experiences in the evaluation training program at Northwestern University (1978-1980) in a postdoctoral fellowship in methodology and evaluation research. Also discusses the value of the friendships and professional relationships formed at that time. (SLD) EJ680070 Scholarship, Policy, and Personal Development at Northwestern. American Journal of Evaluation v24 n2 p277-80 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Evaluators Graduate Students Graduate Study Oral History Program Evaluation Training Straw, Roger B. Journal Articles Reports - Descriptive Northwestern University IL ISSN-1098-2140 English Describes the training in program evaluation received at Northwestern University and the ways in which that training and the program experience have influenced the career of an evaluator working for the federal government. (SLD) EJ680071 The Northwestern "Experience." American Journal of Evaluation v24 n2 p281-83 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Evaluation Methods Graduate Study Oral History Program Evaluation Training Mark, Melvin M. Journal Articles Reports - Descriptive Northwestern University IL ISSN-1098-2140 English Recounts the author's experiences as a graduate student in social psychology at Northwestern University at the time the training program for program evaluation was being established. Explains the importance of the early training for the evaluator's career. (SLD) EJ680072 Evaluation Training at Northwestern (And Beyond?): Sages, Golden Ages, and Stages. American Journal of Evaluation v24 n2 p285-88 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Educational History Graduation Requirements High School Graduates High Schools High Stakes Tests Test Use Dorn, Sherman Journal Articles Reports - Descriptive ISSN-1068-2341 English A historical perspective on high-stakes testing suggests that tests required for high school graduation will have mixed results for the putative value of high school diplomas. Graduation requirements are not likely to settle the general cultural confusion in the United States about the purpose of secondary education or a high school diploma. (SLD) EJ680073 High-Stakes Testing and the History of Graduation. Education Policy Analysis Archives v11 n1 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:21 CIJJUl2004 Electronic journal; article has 18 pages.

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No Access to Education Educational Policy Foreign Countries Online Systems Policy Formation Research Willinsky, John Journal Articles Reports - Research Canada Canada ISSN-1068-2341 English Conducted interviews with 25 Canadian policymakers at the federal level to study the role online research has begun to play in their work and frustrations in using this research. Found widespread use of online research, with issues of access, indexing, and credibility. (SLD) EJ680074 Policymakers' Online Use of Academic Research. Education Policy Analysis Archives v11 n2 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Accountability Achievement Gains Elementary Secondary Education Low Achievement Motivation Mintrop, Heinrich Journal Articles Reports - Evaluative Kentucky Maryland Kentucky Maryland ISSN-1068-2341 English Studied 11 schools put on probation by state accountability systems of Maryland and Kentucky for low performance. Findings show that putting schools on probation only motivated teachers weakly because the assessments were perceived as unfair, invalid, and unrealistic. Discusses the few schools that remedied inefficiencies. (SLD) EJ680075 The Limits of Sanctions in Low-Performing Schools: A Study of Maryland and Kentucky Schools on Probation. Education Policy Analysis Archives v11 n3 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Accountability Charter Schools Elementary Secondary Education Merit Pay Professional Development School Districts Teacher Salaries Milanowski, Anthony Journal Articles Reports - Research ISSN-1068-2341 English Studied the design of knowledge and skill-based pay systems for K-12 teachers in six U.S. school districts and one charter school. Identified seven dimensions for comparison. Findings show that few programs had developed a coordinated professional development program specifically linked to the knowledge and skills rewarded in the new system. (SLD) EJ680076 The Varieties of Knowledge and Skill-Based Pay Design: A Comparison of Seven New Pay Systems for K-12 Teachers. Education Policy Analysis Archives v11 n4 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:22 CIJJUl2004 Electronic journal; article has 23 pages.

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No Educational Change Educational History English (Second Language) Foreign Countries Higher Education Inclusive Schools Learning Disabilities Professional Development Standards Dowson, Chris Bodycott, Peter Walker, Allan Coniam, David Journal Articles Reports - Research Hong Kong Reform Efforts Hong Kong ISSN-1068-2341 English Studied how reforms in four particular areas (professional development of principals, higher education, English language standards, and inclusion of students with learning disabilities) have been conceived, contextualized, and managed in Hong Kong since the early 1990s. (SLD) EJ680077 Continuing Education Reform in Hong Kong: Issues of Contextualization. Education Policy Analysis Archives v11 n5 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Constructivism (Learning) Elementary Secondary Education Professional Development Profiles Resources State Programs State Standards Avery, Patricia G. Beach, Richard Coler, Jodiann Journal Articles Reports - Research Minnesota Minnesota ISSN-1068-2341 English Surveyed and interviewed 658 teachers in Minnesota about the impact of the state's "Profile of Learning," performance-based standards grounded in constructivist philosophy. Most teachers rated their preparation and resources to use the new profile "fair" or "poor." (SLD) EJ680078 The Impact of Minnesota's "Profile of Learning" on Teaching and Learning in English and Social Studies Classrooms. Education Policy Analysis Archives v11 n7 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Case Studies Charter Schools Elementary Secondary Education Ethnocentrism Financial Support Parent Participation School Effectiveness Buchanan, Nina K. Fox, Robert A. Journal Articles Reports - Descriptive Hawaii Hawaii ISSN-1068-2341 English Describes ethnocentric schools and three Native Hawaiian charter schools, all of which have strong community support, high parental involvement, and access to funds available only for Native Hawaiian programs. Discusses implications for U.S. education in general. (SLD) EJ680079 To Learn and To Belong: Case Studies of Emerging Ethnocentric Charter Schools in Hawai'i. Education Policy Analysis Archives v11 n8 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Accountability Achievement Tests Educational Assessment Elementary Education Elementary School Students Instruction Scores Student Evaluation Test Results Meisels, Samuel J. Atkins-Burnett, Sally Xue, Yange Bickel, Donna DiPrima Son, Seung-Hee Nicholson, Julie Journal Articles Reports - Research Iowa Tests of Basic Skills Work Sampling System (Meisels) Iowa Tests of Basic Skills ISSN-1068-2341 English Examined the trajectory of change in scores on the Iowa Tests of Basic Skills of low-income, urban third and fourth graders enrolled in classrooms in which the Work Sampling System (WSS) had been used at least 3 years. Results for 2,564 students show academic gains associated with the WSS. (SLD) EJ680080 Creating a System of Accountability: The Impact of Instructional Assessment on Elementary Children's Achievement Test Scores. Education Policy Analysis Archives v11 n9 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Educationally Disadvantaged Junior High School Students Junior High Schools Mathematics Tests Minority Groups Scores Test Results Linton, Thomas H. Kester, Donald Journal Articles Reports - Research Texas Texas Assessment of Academic Skills Achievement Gap Ceiling Effects National Assessment of Educational Progress Texas National Assessment of Educational Progress Texas Assessment of Academic Skills ISSN-1068-2341 English Compared scores for Texas eighth graders on the Texas Assessment of Academic Skills (TAAS) and National Assessment of Educational Progress (NAEP) to study the achievement gap in mathematics in 1996 and 2000. Results show the likelihood of a ceiling effect impacting students' TAAS scores that created the illusion the achievement gap had narrowed. (SLD) EJ680081 Exploring the Achievement Gap between White and Minority Students in Texas: A Comparison of the 1996 and 2000 NAEP and TAAS Eighth Grade Mathematics Test Results. Education Policy Analysis Archives v11 n10 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-23

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No High Schools Inservice Teacher Education Professional Development Rural Schools Secondary School Teachers Scribner, Jay Paredes Journal Articles Reports - Research ISSN-1068-2341 English Examined teaching learning in the context of rural high schools through a study of 20 teachers across 3 case study schools. The relationship between teacher learning and work is conceptualized according to three contexts: the core, intermediate, and peripheral contexts. (SLD) EJ680082 Teacher Learning in Context: The Special Case of Rural High School Teachers. Education Policy Analysis Archives v11 n12 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:24 CIJJUl2004 Electronic journal; article has 14 pages.

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No Beginning Teachers Elementary Secondary Education Incentives Teacher Education Teacher Persistence Teacher Recruitment Urban Teaching Fowler, R. Clarke Journal Articles Reports - Evaluative Bonus System Massachusetts Massachusetts ISSN-1068-2341 English Studied the Massachusetts Signing Bonus Program for New Teachers, a teacher recruitment program. Findings for 4 years show many failings of the program, which has produced relatively few urban teachers with low rates of teacher retention. (SLD) EJ680083 The Massachusetts Signing Bonus Program for New Teachers: A Model of Teacher Preparation Worth Copying? Education Policy Analysis Archives v11 n13 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Academic Aspiration Access to Education Disadvantaged Youth Higher Education Rural Schools Rural Youth Suburban Schools Urban Schools Hu, Shouping Journal Articles Reports - Research National Education Longitudinal Study 1988 ISSN-1068-2341 English Used data from the National Education Longitudinal Study of 1988 to examine educational aspirations and postsecondary access and choice by students in urban, suburban, and rural schools. Results show a changing pattern of disadvantage for urban students, but consistent disadvantage for rural students. (SLD) EJ680084 Educational Aspirations and Postsecondary Access and Choice: Students in Urban, Suburban, and Rural Schools Compared. Education Policy Analysis Archives v11 n14 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-23 ED557072

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No Beginning Reading Meta Analysis Phonics Reading Instruction Research Methodology Camilli, Gregory Vargas, Sadako Yurecko, Michele Journal Articles Reports - Research ISSN-1068-2341 English Examined the findings of the "Teaching Children To Read" study of the National Reading Panel and the procedures of the study. Meta-analytic techniques found that the methodology and procedures were not adequate. Findings suggest that phonics, as an aspect of the complex reading process, should not be over-emphasized. (SLD) EJ680085 "Teaching Children To Read": The Fragile Link between Science and Federal Education Policy. Education Policy Analysis Archives v11 n15 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:24 CIJJUl2004 Electronic journal; article has 32 pages.

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No Cooperation Educational Environment Elementary Secondary Education Networks Partnerships in Education School Effectiveness McMeekin, Robert W. Journal Articles Reports - Descriptive ISSN-1068-2341 English Suggests that networks of schools help improve school performance, and that one reason some networks are successful is that they promote the creation of sound institutional environments in member schools. Describes three such networks: the Matte Schools of Santiago, Chile; the Fe y Alegria schools in Latin American countries; and the Accelerated Schools Project in the United States. (SLD) EJ680086 Networks of Schools. Education Policy Analysis Archives v11 n16 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:25 CIJJUl2004 Electronic journal; article has 13 pages.

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No Economic Factors Educational Change Foreign Countries Government Role Political Influences Program Implementation Secondary Education Technical Assistance Gorostiaga, Jorge M. Acedo, Clementina Xifra, Susana E. Journal Articles Reports - Research Argentina Reform Efforts Argentina ISSN-1068-2341 English Used data from many sources to examine the reform of secondary education in Argentina in the 1990s. Findings suggest that political, economic, and technical factors, as well as strategies chosen by the national government, limited the implementation of reforms. (SLD) EJ680087 Secondary Education in Argentina during the 1990s: The Limits of a Comprehensive Reform Effort. Education Policy Analysis Archives v11 n17 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Achievement Tests Effect Size Graduation Requirements Longitudinal Studies Scores State Programs State Standards Testing Programs Orlich, Donald C. Journal Articles Reports - Research No Child Left Behind Act 2001 Washington State Educational Assessment Program No Child Left Behind Act 2001 ISSN-1068-2341 English Analyzed a 4-year data set from the Washington Assessment of Student Learning, the state's required high school test, using effect size as the measure of Adequate Yearly Progress (AYP). Findings show that meeting AYP will be a problem of defining the standard as yearly score fluctuations occur. (SLD) EJ680088 An Examination of the Longitudinal Effect of the Washington Assessment of Student Learning (WASL) on Student Achievement. Education Policy Analysis Archives v11 n18 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Educational Practices Instruction Large Scale Assessment Reading Achievement Reading Comprehension Research Methodology Wenglinsky, Harold Journal Articles Reports - Research National Assessment of Educational Progress National Assessment of Educational Progress ISSN-1068-2341 English Studied the possibility of using large-scale data and methods to study classroom practices in reading comprehension using data from the National Assessment of Educational Progress. Findings suggest that such studies are both feasible and necessary. (SLD) EJ680089 Using Large-Scale Research To Gauge the Impact of Instructional Practices on Student Reading Comprehension: An Exploratory Study. Education Policy Analysis Archives v11 n19 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Cohort Analysis Data Analysis Language Arts Mathematics Achievement Middle School Students Middle Schools Models Reading Achievement Urban Schools Zvoch, Keith Stevens, Joseph J. Journal Articles Reports - Research ISSN-1068-2341 English Examined the performances of schools in a large urban school district using achievement data from a longitudinally matched cohort of middle school students (3,299 students in 24 schools). Results suggest that assessments of school performance depend on choices of ways to model and analyze data. (SLD) EJ680090 A Multilevel, Longitudinal Analysis of Middle School Math and Language Achievement. Education Policy Analysis Archives v11 n20 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:26 CIJJUl2004 Electronic journal; article has 14 pages.

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No Bilingual Education Cooperation Educational Policy Elementary Secondary Education Foreign Countries Policy Formation Private Schools Public Schools Ruano, Carlos R. Journal Articles Reports - Research Guatemala Guatemala ISSN-1068-2341 English Analyzed the formulation and implementation of educational policy processes in relation to private schools in Guatemala, focusing on bilingual education in a sample of six private schools. Findings document many characteristics of private schools in Guatemala, including inadequate teacher and administrator training and a lack of cooperation between school sectors. (SLD) EJ680091 Educational Policy Formation in Loosely Coupled Systems: Some Salient Features of Guatemala's Public and Private School Sectors. Education Policy Analysis Archives v11 n21 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Educational Change Elementary Secondary Education State Programs Teacher Attitudes Teachers Testing Programs Mabry, Linda Poole, Jayne Redmond, Linda Schultz, Angelia Journal Articles Reports - Research Washington State Educational Assessment Program Testing Effects Washington Washington ISSN-1068-2341 English Studied the beliefs and practices of 31 teachers about classroom assessment and the Washington state assessment program. Data reveal teachers' preferences for multiple assessments, their objections to the state test for certain groups of students, and their preferences for specialized assessments respectful of student circumstances and readiness. (SLD) EJ680092 Local Impact of State Testing in Southwest Washington. Education Policy Analysis Archives v11 n22 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Elementary Secondary Education Low Income Groups Teacher Supply and Demand Urban Schools Murphy, Patrick DeArmond, Michael Guin, Kacey Journal Articles Reports - Research Schools and Staffing Survey (NCES) Schools and Staffing Survey (NCES) ISSN-1068-2341 English Attempted to estimate the size and nature of the teacher shortage of the late 1990s by using data from the Schools and Staffing Survey (SASS). Examination shows that the shortage was distributed unevenly, with urban schools and those in high-poverty areas bearing the brunt. (SLD) EJ680093 A National Crisis or Localized Problems? Getting Perspective on the Scope and Scale of the Teacher Shortage. Education Policy Analysis Archives v11 n23 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Academic Achievement Achievement Tests Comparative Analysis Elementary Secondary Education High Stakes Tests State Programs Testing Programs Rosenshine, Barak Book/Product Reviews Journal Articles Reports - Research Testing Effects ISSN-1068-2341 English Reanalyzed data evaluated by A. Amrein and D. Berliner, using a comparison group of states that did not attach consequences to their statewide tests. States that did attach consequences outperformed states that did not, showing meaningful carryover from attaching consequences to statewide testing. (SLD) EJ680094 High-Stakes Testing: Another Analysis. Education Policy Analysis Archives v11 n24 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Academic Achievement Achievement Tests Comparative Analysis Elementary Secondary Education High Stakes Tests State Programs Testing Programs Amrein-Beardsley, Audrey Berliner, David C. Book/Product Reviews Journal Articles National Assessment of Educational Progress Testing Effects National Assessment of Educational Progress ISSN-1068-2341 English Reanalysis of data from the National Assessment of Educational Progress continues to support the position that high-stakes tests do not do much to improve academic achievement. Data indicate that the extent to which states with high-stakes tests outperform those without remains indeterminable. (SLD) EJ680095 Re-analysis of NAEP Math and Reading Scores in States with and without High-Stakes Tests: Response to Rosenshine. Education Policy Analysis Archives v11 n25 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Competition Educational Policy Educational Theories Elementary Secondary Education Language Minorities Teaching Methods Stritikus, Tom T. Garcia, Eugene Journal Articles Reports - Research Additive Models California Proposition 227 (California 1998) California Proposition 227 (California 1998) ISSN-1068-2341 English Explored how four teachers' theories might be complemented or contrasted by the underlying theoretical position of California's Proposition 227 and how their theories mediated teaching of language minority students. Discusses the implications of additive and subtractive competitive structures for policy and practice related to language minority students. (SLD) EJ680096 The Role of Theory and Policy in the Educational Treatment of Language Minority Students: Competitive Structures in California. Education Policy Analysis Archives v11 n26 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-23

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No Achievement Gains Educational Change Elementary Secondary Education Models School Demography School Districts Urban Schools Weiner, Lois Journal Articles Reports - Research New York (New York) New York (New York) ISSN-1068-2341 English Examined data on student achievement and school demographics not explored by the researchers who promoted Community School District 2, Manhattan, New York, as a model of urban school reform. Concludes that the alleged superiority of the district is questionable. (SLD) EJ680097 Research or "Cheerleading"? Scholarship on Community School District 2, New York City. Education Policy Analysis Archives v11 n27 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Achievement Gains Educational Change Elementary Secondary Education Models School Demography School Districts Urban Schools Resnick, Lauren B. Book/Product Reviews Journal Articles New York (New York) New York (New York) ISSN-1068-2341 English L. Weiner (2003) argues that research reports from High Performance Learning Communities were biased because of the close relationship of researchers and reform leaders. Asserts that the data support the original contentions about the value of the reform effort as a model. (SLD) EJ680098 Reforms, Research and Variability: A Reply to Lois Weiner. Education Policy Analysis Archives v11 n28 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Achievement Gains Educational Change Elementary Secondary Education Models School Demography School Districts Urban Schools Goodman, Jonathan Book/Product Reviews Journal Articles New York (New York) New York (New York) ISSN-1068-2341 English L. Weiner (1003) and L. Resnick (2003) have advanced sharply different views about the success of reforms in Community School District 2 in New York City. It is possible that Weiner's views are more objective. Notes that criticisms of scholarly work are neither personal nor unscientific, and are quite common. (SLD) EJ680099 Comments on Weiner, Resnick and Scientific Debate. Education Policy Analysis Archives v11 n29 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Diversity (Institutional) Educational Philosophy Elementary Secondary Education School Choice Ferrero, David J. Journal Articles Reports - Descriptive Pluralism ISSN-1068-2341 English Addresses three objections to a conception of school choice grounded in a notion of reasonable pluralism among educational doctrines and considers why the conceptual basis on which a society designs a system of choice makes a difference. (SLD) EJ680100 Embracing Pedagogical Pluralism: An Educator's Case for (at Least Public) School Choice. Education Policy Analysis Archives v11 n30 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Academic Achievement Definitions Educational Assessment Performance Based Assessment Standards Linn, Robert L. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1068-2341 English Suggest that the insistence on reporting in terms of performance standards in situations where they are not essential has been more harmful than helpful. Discusses variability in the definitions of proficient academic achievement by status for purposes of the No Child Left Behind Act of 2001. (SLD) EJ680101 Performance Standards: Utility for Different Uses of Assessments. Education Policy Analysis Archives v11 n31 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Charter Schools Elementary Secondary Education Public Schools Racial Composition School Desegregation Frankenberg, Erica Lee, Chungmei Journal Articles Reports - Research ISSN-1068-2341 English Used data from many sources to study segregation patterns in U.S. charter schools, primarily through school-level analyses. Findings show that charter schools face high levels of segregation, sometimes higher than the public schools, although there are large variations among schools. (SLD) EJ680102 Charter Schools and Race: A Lost Opportunity for Integrated Education. Education Policy Analysis Archives v11 n32 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:29 CIJJUl2004 Electronic journal; article has 29 pages.

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No Elementary Secondary Education Program Development Teacher Qualifications Teacher Supply and Demand Darling-Hammond, Linda Sykes, Gary Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-1068-2341 English Discusses the need for a national teacher supply policy to meet the requirement of the No Child Left Behind Act that there be a highly qualified teacher in all classrooms. Programs for teacher supply should be modeled on medical manpower efforts. Describes some successful strategies. (SLD) EJ680103 Wanted: A National Teacher Supply Policy for Education: The Right Way To Meet the "Highly Qualified Teacher" Challenge. Education Policy Analysis Archives v11 n33 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21 ED560730

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No Elementary Education Elementary School Teachers High Stakes Tests State Programs Teacher Attitudes Testing Programs Mathison, Sandra Freeman, Melissa Journal Articles Reports - Research Testing Effects ISSN-1068-2341 English Studied teacher attitudes toward high-stakes and mandated testing in two New York elementary schools. Findings show high-stakes tests forced teachers to act in ways they did not think were professional and required instructional environments teachers did not think were conducive to student success. (SLD) EJ680104 Constraining Elementary Teachers' Work: Dilemmas and Paradoxes Created by State Mandated Testing. Education Policy Analysis Archives v11 n34 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Case Studies Educational Change Elementary Secondary Education Professional Development Sociocultural Patterns Standards Teacher Attitudes Teachers Gallucci, Chrysan Journal Articles Reports - Evaluative ISSN-1068-2341 English Evaluated the usefulness of a sociocultural approach for analyzing teachers' responses to professional learning demands of standards-based reform policies through a case study of the practice of six teachers. Findings show that communities of teaching practice are sites for teacher learning and mediators of teacher responses to standards-based reform. (SLD) EJ680105 Communities of Practice and the Mediation of Teachers' Responses to Standards-based Reform. Education Policy Analysis Archives v11 n35 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:30 CIJJUl2004 Electronic journal; article has 19 pages.

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No Disadvantaged Youth Elementary Secondary Education English (Second Language) Limited English Speaking Second Language Learning Gandara, Patricia Rumberger, Russell Maxwell-Jolly, Julie Callahan, Rebecca Information Analyses Journal Articles California California ISSN-1068-2341 English Reviews the conditions of schooling for English learners in California, the state with the largest population of such students, representing about 40% of U.S. English learners. Identifies seven areas in which students receive an education demonstrably inferior to that of English speakers. (SLD) EJ680106 English Learners in California Schools: Unequal Resources, Unequal Outcomes. Education Policy Analysis Archives v11 n36 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21 ED560752 ED546480

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No Community Development Educational Practices Leaders Networks Professional Development Social Capital Teacher Leadership Halverson, Richard R. Journal Articles Reports - Descriptive ISSN-1068-2341 English Discusses how local school leaders construct the conditions for professional community in their schools. Arguing that professional community is a special form of social capital resulting in part from the design and implementation of facilitating structural networks by instructional leaders in schools. (SLD) EJ680107 Systems of Practice: How Leaders Use Artifacts To Create Professional Community in Schools. Education Policy Analysis Archives v11 n37 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:31 CIJJUl2004 Electronic journal; article has 34 pages.

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No Economic Factors Educational Change Educational Practices Educational Technology Elementary Secondary Education Foreign Countries Political Influences Technological Advancement Warschauer, Mark Journal Articles Reports - Evaluative Egypt Reform Efforts Egypt ISSN-1068-2341 English Examined a national educational technology effort in Egypt, illuminating the contradictions between the rhetoric of reform and the reality of school practices. Identifies underlying political, cultural, and economic factors that constrain attempts to improve Egyptian schooling with technology. (SLD) EJ680108 The Allures and Illusions of Modernity: Technology and Educational Reform in Egypt. Education Policy Analysis Archives v11 n38 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 2016-11-21

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No Academic Achievement Elementary Secondary Education Program Evaluation Public Schools School Choice Hill, Paul T. Guin, Kacey Journal Articles Reports - Descriptive ISSN-1068-2341 English Alert and aggressive parents will always work the educational system to get the best for their children. School choice programs should be compared against the real performance of the current public education system, not its idealized aspirations. (SLD) EJ680109 Baselines for Assessment of Choice Programs. Education Policy Analysis Archives v11 n39 2003 2003-00-00 For full text: http://olam.ed.asu.edu/epaa. T 2004 7/11/2004 12:05:32 CIJJUl2004 Electronic journal; article has 20 pages.

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No Elementary Secondary Education Intelligence Quotient Intelligence Tests Mental Retardation Military Service Scores Special Education Student Placement Kanaya, Tomoe Scullin, Matthew H. Ceci, Stephen J. Journal Articles Reports - Research Flynn Effect ISSN-0003-066X English As IQ scores rise, IQ tests are periodically renormed, making them harder. Because eligibility for mental retardation (MR) services relies heavily on IQ scores, renormed tests could significantly impact MR placements. In longitudinal IQ records from nine sites, students with borderline and mild MR lost 5.6 points on average when retested on renormed tests and were more likely to be classified MR than peers retested on the same test. (SM) EJ680110 The Flynn Effect and U.S. Policies: The Impact of Rising IQ Scores on American Society via Mental Retardation Diagnoses. American Psychologist v58 n10 p778-90 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Body Image Cultural Differences Foreign Countries High School Students Secondary Education Self Concept Self Esteem Student Attitudes Hagger, Martin S. Biddle, Stuart J. H. Chow, Edward W. Stambulova, Natalia Kavussanu, Maria Journal Articles Reports - Research United Kingdom Hong Kong Russia Hong Kong Russia United Kingdom ISSN-0022-0221 English Examined the generalizability of the form, structural parameters, and latent means of a hierarchical multidimensional model of physical self-perceptions in adolescents from three cultures. A children's version of the physical self-perception profile was administered to British, Hong Kong, and Russian students. Tests of cross-cultural generalizability of the proposed model supported the invariance of the factor pattern and model parameters across samples. (SM) EJ680111 Physical Self-Perceptions in Adolescence: Generalizability of a Hierarchical Multidimensional Model across Three Cultures. Journal of Cross-Cultural Psychology v34 n6 p611-42 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Child Rearing Cultural Differences Foreign Countries Individualism Mothers Parent Attitudes Values Wang, Shuyuan Tamis-LeMonda, Catherine S. Journal Articles Reports - Research Collectivism Taiwan Taiwan ISSN-0022-0221 English Interviewed mothers of young children from Taiwanese and U.S. cities regarding their child rearing values. Mothers in both societies embraced both individualist and collectivist values, which could be grouped into five categories: individuality, achievement, proper demeanor, decency, and connectedness. U.S. mothers' values were somewhat consistent with an individualistic orientation, yet they considered values associated with connectedness most important. Taiwanese mothers' values were less focused on specific categories. (SM) EJ680112 Do Child-Rearing Values in Taiwan and the United States Reflect Cultural Values of Collectivism and Individualism? Journal of Cross-Cultural Psychology v34 n6 p629-42 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Arabs Children Cultural Differences Elementary Secondary Education Foreign Countries Jews Minority Groups Racial Attitudes Teichman, Yona Zafir, Hilla Journal Articles Reports - Research Israel Israel ISSN-0022-0221 English Investigated the in-group and out-group images of Israeli Jewish children (the majority group) and Arab children (the minority group). Data from students' human figure drawings and questionnaires indicated that younger Jewish children favored the majority group, while adolescents favored their in-group and rejected the out-group. Arab children demonstrated rare differentiation between the images. (SM) EJ680113 Images Held by Jewish and Arab Children in Israel of People Representing Their Own and the Other Group. Journal of Cross-Cultural Psychology v34 n6 p658-76 Nov 2003 2003-00-00 T 2004 2016-11-21

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No Black Students College Students Females Graduate Study Higher Education Racial Bias Student Attitudes Womens Education Schwartz, Robert A. Bower, Beverly L. Rice, Diana C. Washington, Charles M. Journal Articles Reports - Research ISSN-0022-2984 English Examined the experiences of African American women pursuing graduate degrees in education over 10 years. Survey and focus group data showed very little difference between women who had graduated and those still in school. Women faced challenges in deciding whether or not to attend graduate school and dealing with racism. Respondents were self-confident and secure and were vocal about their ties to their black communities and families. (SM) EJ680114 "Ain't I a Woman, Too?": Tracing the Experiences of African American Women in Graduate School. Journal of Negro Education v72 n3 p252-68 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:33 CIJJUl2004

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No Black Students Elementary Secondary Education Politics of Education Poverty Racial Integration School Desegregation School Segregation Socioeconomic Influences Leigh, Patricia Randolph Journal Articles Reports - Descriptive Critical Race Theory ISSN-0022-2984 English Chronicles the history of two Ohio Valley school districts. The creation of one black and one predominantly white district is a history of segregation, while the merger of the two 20 years later tells a story of desegregation. Primary and secondary historical data provide accounts from various perspectives of school segregation and desegregation, illuminating the political, social, economic, and racial factors that led to their separation and union. (SM) EJ680115 Interest Convergence and Desegregation in the Ohio Valley. Journal of Negro Education v72 n3 p269-96 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Cultural Awareness Ethnicity Foreign Countries Low Achievement Minority Groups Pacific Islanders Racial Identification Secondary Education Student Attitudes Teacher Attitudes Nakhid, Camille Journal Articles Reports - Research New Zealand Pacific Islands New Zealand ISSN-0022-2984 English Investigated the failure of New Zealand schools to address Pasifika students' low achievement, discussing the importance of students carrying out their own identifying process and having this valued by the school. Examination of students' and teachers' perceptions of each other indicated that schools' and teachers' perceptions of Pasifika students and failure to recognize their identifying process influenced their responses to the students that adversely affected achievement and opportunities. (SM) EJ680116 "Intercultural" Perceptions, Academic Achievement, and the Identifying Process of Pacific Island Students in New Zealand Schools. Journal of Negro Education v72 n3 p297-317 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Critical Thinking Educational Discrimination Equal Education Family Characteristics Higher Education Selective Admission Social Bias Social Class Socioeconomic Status Thinking Skills Tsui, Lisa Information Analyses Journal Articles Social Justice ISSN-0022-2984 English Asserts that the U.S. educational system perpetuates the social inequalities of a class hierarchy by allocating differential "educational capital" along class lines. Review of relevant literature finds that unequal critical thinking development at institutions of varying selectivity, coupled with the positive association between socioeconomic status and institutional selectivity, constitutes one way by which postsecondary institutions engage in social reproduction. (Contains references.) (SM) EJ680117 Reproducing Social Inequalities through Higher Education: Critical Thinking as Valued Capital. Journal of Negro Education v72 n3 p318-32 Sum 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Concept Mapping Middle School Students Middle Schools Science Achievement Science Instruction Secondary School Science Teaching Methods Snead, Donald Young, Barbara Journal Articles Reports - Research ISSN-0022-2984 English Examined the effectiveness of concept mapping on the science achievement of African American middle grades science students distributed into eight different classes by ability level. Results of this quasi, non-randomized, control-treatment group, pretest-posttest study found no significant overall effects of treatment on science achievement. There was a statistically significant effect between concept mapping and student achievement among the average ability (lower) level students. (SM) EJ680118 Using Concept Mapping To Aid African American Students' Understanding in Middle Grade Science. Journal of Negro Education v72 n3 p333-43 Sum 2003 2003-00-00 T 2004 7/11/2004 12:05:35 CIJJUl2004

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No Black Students Elementary Secondary Education Equal Education Fellowships Leadership Training Racial Discrimination Racial Relations School Desegregation School Segregation Social Change Perkins, Alfred Journal Articles Reports - Descriptive Brown v Board of Education Brown v Board of Education ISSN-0022-2984 English In preparing its second brief in the Brown v. Board of Education case, the NAACP relied heavily on the knowledge and research skills of many scholars who had pursued graduate studies with awards from the Julius Rosenwald Fund, which was devoted to the advancement of African Americans and improvement in race relations. The fellowship program also had a larger purpose of strengthening black leadership to effect social change. (SM) EJ680119 Welcome Consequences and Fulfilled Promise: Julius Rosenwald Fellows and Brown v. Board of Education. Journal of Negro Education v72 n3 p344-56 Sum 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Elementary Secondary Education Males Racial Bias School Social Workers Sex Bias Special Education Mills, Cheryl Journal Articles Reports - Descriptive ISSN-1082-8354 English Discusses current practices and challenges within the education system that inhibit the ability of school social workers to respond effectively to the issue of overrepresentation of African American males in special education, suggesting that establishing professional boundaries, avoiding professional drift, and operating within the profession's code of ethics are factors critical to effective practice of school social work in the reduction of overrepresentation of African American males. (SM) EJ680120 Reducing Overrepresentation of African American Males in Special Education: The Role of School Social Workers. Race, Gender, and Class in Social Work v10 n2 p71-83 2003 2003-00-00 Southern University at New Orleans, Dept. of Social Sciences, 6400 Press Drive, New Orleans, LA 70126. Tel: 504-286-5232. T 2004 7/11/2004 12:05:35 CIJJUl2004

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No Consciousness Raising Conservation (Environment) Elementary Secondary Education Environmental Education Global Education Higher Education Shaw, Jane S. Journal Articles Opinion Papers ISSN-0147-2011 English Suggests that U.S. classrooms sometimes provide a forum for distorted views of environmental problems, noting that all those involved in education, from kindergarten through the graduate level, should be concerned about such distortions. Discusses the importance of providing students with accurate information and recommends that people directly involved in environmental education at any level should look for ways to improve on this process. (SM) EJ680121 Environmental Education. Society v41 n1 p60-66 Nov-Dec 2003 2003-00-00 T 2004 7/11/2004 12:05:35 CIJJUl2004

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No Accountability Change Strategies Educational Improvement Educational Quality Elementary Secondary Education Federal Legislation Linn, Robert L. Journal Articles Reports - Descriptive No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0013-189X English Discusses features of educational accountability systems, illustrating them using requirements of the No Child Left Behind Act of 2001 (NCLB). Asserts that broadly shared responsibility is needed for accountability systems to contribute to improved education, noting that systems design requires setting ambitious performance standards and improvement targets that can be reasonably achieved with sufficient support. Contrasts these design features with NCLB requirements, illustrating state responses to NCLB demands. (SM) EJ680122 Accountability: Responsibility and Reasonable Expectations. Educational Researcher v32 n7 p3-13 Oct 2003 2003-00-00 T 2004 2016-11-23

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No Black Students Cultural Awareness Elementary Secondary Education Equal Education Low Income Groups Minority Group Children Teacher Expectations of Students Teacher Role Delpit, Lisa Journal Articles Opinion Papers ISSN-0013-189X English Asserts that educators must look beyond standardized test scores and scripted instructional programs in order to educate all children, noting they must cease questioning the capacity of low income students of color, instead creating rigorous, engaging instruction based on knowing their students' cultural, intellectual, historical, and political legacies. Suggests that teachers look to preintegration African American institutions, where "counternarratives" were developed to affirm black intelligence and motivate students. (SM) EJ680123 Educators as "Seed People" Growing a New Future. Educational Researcher v32 n7 p14-21 Oct 2003 2003-00-00 T 2004 7/11/2004 12:05:36 CIJJUl2004

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No Data Analysis Research Methodology Scientific Research Statistical Data Statistical Significance Wainer, Howard Robinson, Daniel H. Journal Articles Opinion Papers Null Hypothesis ISSN-0013-189X English Discusses criticisms of null hypothesis significance testing (NHST), suggesting that historical use of NHST was reasonable, and current users should read Sir Ronald Fisher's applied work. Notes that modifications to NHST and interpretations of its outcomes might better suit the needs of modern science. Concludes that NHST is most often useful as an adjunct to other results rather than a stand-alone result (although it is occasionally appropriate alone). (SM) EJ680124 Shaping Up the Practice of Null Hypothesis Significance Testing. Educational Researcher v32 n7 p22-30 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Educational Policy Educational Research Federal Legislation Public Policy Scientific Research Standards Eisenhart, Margaret Towne, Lisa Journal Articles Opinion Papers No Child Left Behind Act 2001 No Child Left Behind Act 2001 ISSN-0013-189X English Examines the definitions of scientifically based research in education seen in recent national legislation and policy and used to affect decisions about the future of education programs and directions of education research. Suggests there are differences among these definitions and their purposes, asserting that these definitions, together with public input, can provide leverage for altering the meanings of scientifically based research and education being operationalized in public policy. (SM) EJ680125 Contestation and Change in National Policy on "Scientifically Based" Education Research. Educational Researcher v32 n7 p31-38 Oct 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Affirmative Action Black Colleges Black Students Black Teachers Boarding Schools Business Education Crime Dropouts Enrollment Trends Federal Legislation Females Higher Education Medical Education Private Schools Racial Bias Racial Discrimination Secondary Education Student Employment Student Financial Aid Journal Articles Reports - Descriptive University of Alabama California University of North Carolina Chapel Hill Florida King (Martin Luther Jr) South Carolina State College California Florida ISSN-1077-3711 English Contains articles on such topics as the progress of black student enrollment at highly ranked institutions; academic performance of black athletes at highly ranked universities; racism on official U.S. maps; sharply deteriorating black enrollments at U.S. medical schools; crime on the rise at many black college campuses; the annual black college reunion; and pork barrel grants (tidbits for black colleges). (SM) EJ680126 News and Views. Journal of Blacks in Higher Education n41 p6-70 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Students Educational Attainment Enrollment Trends Equal Education Higher Education Law Schools Liberal Arts Racial Discrimination Reading Instruction Journal Articles Reports - Descriptive ISSN-1077-3711 English Presents a statistical record of African Americans' progress in U.S. higher education institutions, discussing: the black-white higher education equality index; statistics that measure racial inequality; ranking law schools by percentage of black students; black enrollments at the nation's highest-ranked universities and highest-ranked liberal arts colleges; state-by-state review of African American degree attainments; and ranking states on their success in teaching children to read. (SM) EJ680127 Vital Signs: The Current State of African Americans in Higher Education. Journal of Blacks in Higher Education n41 p71-79 Aut 2003 2003-00-00 T 2004 7/11/2004 12:05:37 CIJJUl2004

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No Access to Education Affirmative Action Black Students Court Litigation Equal Education Higher Education Student Diversity Sunstein, Cass R. Journal Articles Opinion Papers Gratz et al v Bollinger et al Gratz et al v Bollinger et al ISSN-1077-3711 English Asserts that conservatives in the U.S Supreme Court failed to see that affirmative action in higher education is an important and constitutionally protected institutional liberty, suggesting that Grutter v. Bollinger was correctly decided, and Gratz v. Bollinger was a mistake (but not a disaster). Suggests that such difficult issues should not be decided by federal judges. (SM) EJ680128 Affirmative Action in Higher Education: Why Grutter Was Correctly Decided. Journal of Blacks in Higher Education n41 p80-83 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Academic Achievement Black Students College Admission College Bound Students Minority Groups Racial Differences Scores Secondary Education Student Evaluation Teachers Test Bias Journal Articles Reports - Descriptive Achievement Gap Scholastic Assessment Tests ISSN-1077-3711 English Although the Black-White scoring gap on the Scholastic Assessment Test closed significantly between 1976 and 1988, it has widened since 1988. Discusses this widening racial scoring gap, offering a series of articles that discuss social science research which shows that the test scoring gap is not the result of any innate intellectual inferiority of black students, but may lie instead within the makeup of the test itself. (SM) EJ680129 Special Report: Confronting the Widening Racial Scoring Gap on the SAT. Journal of Blacks in Higher Education n41 p84-97 Aut 2003 2003-00-00 T 2004 2016-11-21

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No Black Students Black Teachers Civil Engineering College Faculty Engineering Education Enrollment Trends Females Graduate Study Higher Education Womens Education Journal Articles Reports - Descriptive ISSN-1077-3711 English While blacks are making modest headway in U.S. undergraduate engineering programs, there are few blacks in graduate engineering programs and, thus, among the nation's engineering faculty. Discusses: nationwide black enrollments in undergraduate and graduate engineering programs; blacks at top-rated engineering schools; universities enrolling the most black engineering students; black women in engineering; black faculty in academic, civil, and mechanical engineering; and black faculty at other engineering schools. (SM) EJ680130 Blacks Strive To Build a Bridge in Academic Engineering. Journal of Blacks in Higher Education n41 p98-108 Aut 2003 2003-00-00 T 2004 7/11/2004 12:05:39 CIJJUl2004

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No Black Colleges Black Students College Graduates Graduation Higher Education Liberal Arts Racial Differences Sex Differences Journal Articles Reports - Descriptive ISSN-1077-3711 English Nationwide, fewer than two out of five entering black college students earn their degrees, while three out of five entering white students go on to graduate. Nearly 19 out of 20 black students at highly competitive universities earn their diplomas. Black women outpace black men in college completion. Examines trends in black graduation rates at highly ranked, liberal arts, state, and historically black colleges and universities. (SM) EJ680131 The Nation's Colleges Show a Modest Improvement in African-American Graduation Rates, but a Huge Racial Gap Remains. Journal of Blacks in Higher Education n41 p109-17 Aut 2003 2003-00-00 T 2004 7/11/2004 12:05:39 CIJJUl2004

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No Dropout Rate Educational Attainment Graduation Peer Influence Secondary Education Socioeconomic Influences South, Scott J. Baumer, Eric P. Lutz, Amy Journal Articles Reports - Research ISSN-0044-118X English Used longitudinal data from the National Survey of Children to examine factors explaining the higher school dropout and lower high school graduation rates in socioeconomically distressed communities. Results suggest that educational performance of peers is a key mechanism linking neighborhood disadvantage to youth educational attainment. Some of the impact of neighborhood socioeconomic status relates to youth's lower educational aspirations and higher rates of residential mobility. (Contains references.) (SM) EJ680132 Interpreting Community Effects on Youth Educational Attainment. Youth & Society v35 n1 p3-36 Sep 2003 2003-00-00 T 2004 7/11/2004 12:05:39 CIJJUl2004

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No Adolescents Films Popular Culture Relevance (Education) Secondary Education Sex Education Sexuality Ashcraft, Catherine Journal Articles Reports - Descriptive ISSN-0044-118X English Proposes the need to critically incorporate popular culture into sex education efforts in order to develop programs that resonate with teens' experiences while allowing them to construct more equitable social relations. Illustrates how this might be done through an analysis of the recent teen film, "American Pie," identifying specific implications and resources for broader theoretical efforts to reconstruct discourses of masculinity, femininity, and sexuality. (Contains references.) (SM) EJ680133 Adolescent Ambiguities in "American Pie": Popular Culture as a Resource for Sex Education. Youth & Society v35 n1 p37-70 Sep 2003 2003-00-00 T 2004 7/11/2004 12:05:40 CIJJUl2004

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No Adolescents Females Feminism Resistance (Psychology) Secondary Education Self Esteem Sex Bias Sexual Harassment Sexuality Student Empowerment Schilt, Kristen Journal Articles Reports - Research ISSN-0044-118X English Based on written interviews and textual analysis of zines produced by girls involved in the feminist subculture of Riot Grrrl, this article maintains that zine making is one way for girls to form support networks and create a safe space to examine and resist the cultural devaluation of women. (SM) EJ680134 "I'll Resist with Every Inch and Every Breath": Girls and Zine Making as a Form of Resistance. Youth & Society v35 n1 p71-97 Sep 2003 2003-00-00 T 2004 7/11/2004 12:05:40 CIJJUl2004

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No Demography Family Influence High School Students Religion Secondary Education Socioeconomic Influences Student Attitudes Student Characteristics Wallace, John M., Jr. Forman, Tyrone A. Caldwell, Cleopatra H. Willis, Deborah S. Journal Articles Reports - Research Religiosity ISSN-0044-118X English Used large nationally representative samples of 8th, 10th, and 12th graders to examine current patterns, recent trends, and sociodemographic correlates of religiosity among U.S adolescents. Approximately 60 percent of teens considered religion important, with half regularly attending religious services and most reporting affiliation with a specific religion. Results did not confirm the notion that religion is on the decline among U.S. youth. (SM) EJ680135 Religion and U.S. Secondary School Students: Current Patterns, Recent Trends, and Sociodemographic Correlates. Youth & Society v35 n1 p98-125 Sep 2003 2003-00-00 T 2004 2016-11-21

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No Anger Antisocial Behavior College Students Crime Higher Education Stress Variables Mazerolle, Paul Piquero, Alex R. Capowich, George E. Journal Articles Reports - Research ISSN-0044-118X English Explored whether relationships between strain, anger, and deviant outcomes varied when using trait- or situational-based measures of anger, noting whether people with higher trait anger had increased likelihood of experiencing strain, becoming angry from strain, and responding deviantly. Relying on trait-based static indicators of anger was problematic. The relationship between anger and deviant outcomes was attenuated by trait-based measures of anger. Trait anger increased deviant outcomes independently. (SM) EJ680136 Examining the Links between Strain, Situational and Dispositional Anger, and Crime: Further Specifying and Testing General Strain Theory. Youth & Society v35 n2 p131-57 Dec 2003 2003-00-00 T 2004 7/11/2004 12:05:40 CIJJUl2004

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No Age Differences Community Foreign Countries Gender Issues Human Capital Sex Differences Social Capital Social Integration Time Management Young Adults Youth Ravanera, Zenaida R. Rajulton, Fernando Turcotte, Pierre Journal Articles Reports - Research Canada Canada ISSN-0044-118X English Integration is social cohesion measured at the individual level. Examines three of its dimensions--inclusion, participation, and belonging--using data from the General Social Surveys on Time Use. Describes the inclusion and participation of Canadians age 15-29 years in 1986, 1992, and 1998; examines differences by age group and gender; and explores the effects of human and social capital in individuals, families, and communities on integration. (SM) EJ680137 Youth Integration and Social Capital: An Analysis of the Canadian General Social Surveys on Time Use. Youth & Society v35 n2 p158-82 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Age Differences High School Students Mexican Americans Peer Influence Resistance to Temptation Secondary Education Umana-Taylor, Adriana J. Bamaca-Gomez, Mayra Y. Journal Articles Reports - Research Generation Effect ISSN-0044-118X English Examined whether Mexican origin adolescents who varied by generational status would differ in their resistance to peer pressure. After controlling for gender, resistance to peer pressure varied significantly by generational status. Adolescents with no familial births in the United States were significantly more resistant to peer pressure than those with one or more familial births in the United States. (SM) EJ680138 Generational Differences in Resistance to Peer Pressure among Mexican-Origin Adolescents. Youth & Society v35 n2 p183-203 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adult Education Staff Development Youth Programs Huebner, Angela J. Walker, Joyce A. McFarland, Marcia Journal Articles Reports - Descriptive Reflective Thinking Youth Development Model ISSN-0044-118X English Asserts that strengthening professional practice and youth development program quality requires an understanding of the essential elements of positive youth development work and how they are communicated through staff development. Suggests a framework for critical reflection on practices that encourage community-based youth workers to apply the lessons of positive youth development in their programs. Discusses the experiences of facilitating adult learning within this curriculum, noting participant responses. (SM) EJ680139 Staff Development for the Youth Development Professional: A Critical Framework for Understanding the Work. Youth & Society v35 n2 p204-25 Dec 2003 2003-00-00 T 2004 2016-11-21

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No Adolescents Aggression Depression (Psychology) Gender Issues Hospitalized Children Sex Differences Knox, Michele Carey, Michael Kim, Wun Jung Journal Articles Reports - Research ISSN-0044-118X English Examined differences in aggressive behavior among predominantly white adolescent inpatients with and without depression. Survey data indicated that depression and gender interacted significantly. Depressed females demonstrated more physical aggression than nondepressed females, and depressed males demonstrated less aggression than nondepressed males. This suggests that depression is a greater risk factor for physical aggression in treatment-seeking females than males. (SM) EJ680140 Aggression in Inpatient Adolescents: The Effects of Gender and Depression. Youth & Society v35 n2 p226-42 Dec 2003 2003-00-00 T 2004 7/11/2004 12:05:42 CIJJUl2004

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No Decision Making Delinquency Ethnicity Hawaiians Juvenile Courts Juvenile Justice Racial Differences MacDonald, John M. Journal Articles Reports - Research Hawaii Samoans Hawaii ISSN-0044-118X English Analyzed delinquency referrals to family courts in Hawaii to examine ethnic disparity in juvenile court processing. Results showed that Hawaiian and Samoan youth experienced different treatment than white youth. Although the ethnic effects diminished when additional extralegal and legal factors were included, Hawaiian and Samoan youth were significantly more likely than white youth to receive more severe court outcomes. (SM) EJ680141 The Effect of Ethnicity on Juvenile Court Decision Making in Hawaii. Youth & Society v35 n2 p243-63 Dec 2003 2003-00-00 T 2004 2016-11-21

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No College Mathematics Standardized Tests Academic Achievement Hispanic American Students Student Placement Community Colleges Mathematics Achievement Marwick, Judith D. Journal Articles Reports - Evaluative ISSN-1066-8926 English Two Year Colleges The research reported in this paper took place at an Hispanic-serving, public community college and examined the effects of alternative institutional placement policies on student academic success. Results showed that when placement methods considered multiple measures of academic preparedness, students were initially placed into higher level mathematics courses in which they achieved equal or greater academic success than when only standardized test scores or only high school preparation were considered. EJ682206 Charting a Path to Success: The Association between Institutional Placement Policies and the Academic Success of Latino Students Community College Journal of Research and Practice v28 n3 p263-280 Mar 2004 2004-03-00 18 Customer Services for Taylor & Francis Group Journals, 325 Chestnut Street, Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420 (Toll Free); Fax: 215-625-8914.; T http://taylorandfrancis.metapress.com/link.asp?target=contribution&id=H695JGQY02UD3541 2004 2017-12-31 Author Does Not Meet Evidence Standards https://ies.ed.gov/ncee/wwc/Study/82725

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No Interpersonal Relationship Emotional Problems Family Structure Children Well Being Family Characteristics Marriage Brown, Susan L. Journal Articles Reports - Evaluative ISSN-0022-2445 English Early Childhood Education Elementary Education Data from the 1999 National Survey of America's Families N=35,938 were used to examine the relationship between family structure and child well-being. I extended prior research by including children in two-biological-parent cohabiting families, as well as co-habiting stepfamilies, in an investigation of the roles of economic and parental resources on behavioral and emotional problems and school engagement. Children living in two-biological-parent cohabiting families experience worse outcomes, on average, than those residing with two biological married parents, although among children ages 6-11, economic and parental resources attenuate these differences. Among adolescents ages 12-17, parental cohabitation is negatively associated with wellbeing, regardless of the levels of these resources. Child well-being does not significantly differ among those in cohabiting versus married stepfamilies, two-biological-parent cohabiting families versus co-habiting step-families, or either type of co-habiting family versus singlemother families. EJ686602 Family Structure and Child Well-being: The Significance of Parental Cohabitation Journal of Marriage and Family v66 n2 p351-367 May 2004 2004-05-00 17 Journal Customer Services, Blackwell Publishing, 350 Main Street, Malden, MA 02148. Tel: 800-835-6770 (Toll Free); Fax: 781-388-8232; e-mail: subscrip@bos.blackwellpublishing.com. T https://doi.org/10.1111/j.1741-3737.2004.00025.x 2004 2019-10-30 Author

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No Tutoring Phonics Bilingual Students Reading Instruction English (Second Language) Second Language Learning Comparative Analysis Measures (Individuals) Teaching Methods Denton, Carolyn A. Anthony, Jason L. Parker, Richard Hasbrouck, Jan E. Journal Articles Reports - Research ISSN-0013-5984 English Grade 2 Grade 3 Grade 4 Grade 5 Spanish-dominant bilingual students in grades 2-5 were tutored 3 times per week for 40 minutes over 10 weeks, using 2 English reading interventions. Tutoring took place from February through April of 1 school year. One, Read Well, combined systematic phonics instruction with practice in decodable text, and the other, a revised version of Read Naturally, consisted of repeated reading, with contextualized vocabulary and comprehension instruction. The progress of tutored students (n = 51) was compared to that of nontutored classmates (n = 42) using subtests of the Woodcock Reading Mastery Tests-Revised. Students who received systematic phonics instruction made significant progress in word identification but not in word attack or passage comprehension. There were no significant effects for students in the repeated reading condition. EJ696176 Effects of Two Tutoring Programs on the English Reading Development of Spanish-English Bilingual Students Elementary School Journal v104 n4 p289 Mar 2004 2004-03-00 17 University of Chicago Press, Journals Division, P.O. Box 37005, Chicago, IL 60637. Tel: 773-753-3347; Web site: http://www.journal.uchicago.edu; e-mail: subscriptions@press.uchicago.edu. T http://www.jstor.org/stable/3202943 2004 2019-07-31 Author Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/78751 ED497258 ED544197

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No High Risk Students Grade 2 Student Behavior Change Agents Academic Failure Token Economy Positive Reinforcement Functional Behavioral Assessment Behavior Modification Males Teacher Influence Peer Influence Interpersonal Competence Program Effectiveness Christensen, Lynnette Young, K. Richard Marchant, Michelle Reports - Research ISSN-0748-8491 English Grade 2 This study explored the results of aligning functional behavioral assessment (FBA) information with positive behavior support plans (PBS plans) designed with consideration for teacher acceptability. The independent variable had the three major components of a package, including assessment and planning (FBA), training (teachers, students, and peers) and student interventions (PBS plans). The student PBS plans included a combination of selfmonitoring, teacher-peer mediated support, and positive reinforcement including praise and a token economy. Same age peers were used as change agents to mediate these PBS plans that had been designed for 2 male third grade students who were at-risk for social and academic failure. The effects of this package were examined in relationship to a response class of socially appropriate classroom behaviors. Single subject ABAB designs were used to evaluate the student interventions. The at-risk students showed immediate, marked improvement in their socially appropriate classroom behavior; treatment gains maintained as reinforcement was thinned. Social validity was measured by social comparison with a normative sample of same-aged students and subjectively by the teachers, students, and peers who participated. EJ727413 The Effects of a Peer-Mediated Positive Behavior Support Program on Socially Appropriate Classroom Behavior Education & Treatment of Children v27 n3 p199-234 Aug 2004 2004-08-00 35 The Roscoe Ledger, P.O. Box 536, Chester & Latta Streets, Roscoe, PA 15477. Tel: 724-938-9495; Fax: 724-938-9111. T http://www.educationandtreatmentofchildren.net 2004 2017-12-31 Author Meets Evidence Standards without Reservations https://ies.ed.gov/ncee/wwc/Study/82750

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No Semantics Phonology Models Word Recognition Speech Psycholinguistics Pictorial Stimuli Melinger, Alissa Abdel Rahman, Rasha Journal Articles Reports - Research ISSN-0093-934X English In this paper, we investigate the interplay between phonological facilitation and semantic interference effects in picture naming. We use a double distractor variant of the classic picture-word interference paradigm to investigate whether the reported interaction between these effects is dependent on the two types of related information being presented by the same distractor word or not. While prior studies using single mixed distractors such as "pigeon" for the target PIG have reported an interaction between phonological facilitation and semantic interference, we find additivity when the two types of related information come from two different distractor words. Possible implications of this result for how activation is transmitted within the speech production system are discussed. EJ730542 Investigating the Interplay between Semantic and Phonological Distractor Effects in Picture Naming Brain and Language v90 n1-3 p213-220 Jul-Sep 2004 2004-00-00 8 Elsevier Customer Service Department, 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126 (Toll Free); Fax: 407-363-1354; e-mail: usjcs@elsevier.com. T http://dx.doi.org/10.1016/S0093-934X(03)00434-6 2004 2018-03-16 Author

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No Reading Skills Spelling Phonemes Beginning Reading Phonics School Entrance Age Reading Instruction Reading Strategies Literacy Johnston, Rhona S. Watson, Joyce E. Journal Articles Reports - Research ISSN-0922-4777 English Early Childhood Education In Experiment 1, it was found that 5-year-old new school entrants taught by a synthetic phonics method had better reading, spelling and phonemic awareness than two groups taught analytic phonics. The synthetic phonics children were the only ones that could read by analogy, and they also showed better reading of irregular words and nonwords. For one analytic phonics group the programme was supplemented by phonological awareness training; this led to gains in phonemic awareness but not reading or spelling compared with the other analytic phonics group. The synthetic phonics programme was taught to the analytic phonics groups after their initial programmes had been completed and post-tested. The group that had had phonological awareness training did not perform better than the other two groups when tested 15 months later; this was also the case when the same comparison was made for the subset of children that had started school with weak phonological awareness skill. Speed of letter learning was controlled for in Experiment 2; it was found that the synthetic phonics group still read and spelt better than the analytic phonics group. It was concluded that synthetic phonics was more effective than analytic phonics, and that with the former approach it was not necessary to carry out supplementary training in phonological awareness. EJ736015 Accelerating the Development of Reading, Spelling and Phonemic Awareness Skills in Initial Readers Reading and Writing: An Interdisciplinary Journal v17 n4 p327-357 Jun 2004 2004-06-00 31 Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com. T http://dx.doi.org/10.1023/B:READ.0000032666.66359.62 2004 2019-07-31 Author Meets Evidence Standards with Reservations http://ies.ed.gov/ncee/wwc/study/82963

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No Discussion Groups Scaffolding (Teaching Technique) Models Qualitative Research Grade 3 Elementary School Teachers Literature Sociocultural Patterns Teaching Methods Teacher Student Relationship Maloch, Beth Journal Articles Reports - Research ISSN-0886-0246 English Grade 3 Working within a theoretical framework of sociocultural theory, with a particular focus on the construct of scaffolding, this five and a half month qualitative study explored the ways in which one third-grade teacher supported students' move towards literature discussion groups. Data sources including expanded field notes, video and audiotape records, teacher interview transcripts, and artifacts were analyzed utilizing the constant-comparative method. Findings indicated two prominent themes related to the instructional focus of the teacher's scaffolding during preparatory activities--a response-oriented focus and an interpersonal focus. By focusing on these two areas, the teacher facilitated students' acquisition of response strategies and interpersonal strategies--strategies they later used effectively in literature discussion groups. EJ739755 On the Road to Literature Discussion Groups: Teacher Scaffolding during Preparatory Experiences Reading Research and Instruction v44 n2 p1-20 2004 2004-00-00 21 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html. T https://doi.org/10.1080/19388070409558424 2004 2020-04-23 Author

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No Tutors Tutoring Preservice Teachers Teacher Student Relationship Academic Achievement Reading Difficulties Reading Strategies Reflective Teaching Lysaker, Judith McCormick, Kimberly Brunette, Christina C. Journal Articles Reports - Evaluative ISSN-0886-0246 English Tutoring is an important and effective means of helping young readers and writers who are experiencing difficulties. However, little is known about what kinds of relational qualities might accompany successful tutoring or how we might identify them. To address these issues, we analyzed the reflective writings of tutors in 10 tutor-student pairs classified as "very successful" or "less successful" by student achievement assessments. Results suggest that very successful tutoring pairs were deeply engaged in the human activity of caring and reciprocity. They also expressed a deep commitment by envisioning their students' futures in a hopeful manner and engaged in continual revision of their teaching. Less successful tutors had more conflicted relationships. Results suggest that helping tutors with strategy instruction and developing strong positive relationships with those they tutor may increase benefits for children. (Contains 1 table.) EJ739756 Hope, Happiness, and Reciprocity: A Thematic Analysis of Preservice Teachers' Relationships with Their Reading Buddies Reading Research and Instruction v44 n2 p21-45 2004 2004-00-00 25 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html. T https://doi.org/10.1080/19388070409558425 2004 2020-04-23 Author

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No Reading Difficulties Adolescents Minority Groups Reading Instruction Reading Strategies Remedial Programs Tutoring Reading Comprehension Reading Attitudes Reading Programs Secondary School Students Attitude Measures Harmon, Janis M. Keehn, Susan Kenney, Michelle S. Journal Articles Reports - Research ISSN-0886-0246 English Secondary Education This study examined a reading tutoring program for struggling adolescent readers. The major objectives of the tutoring program were to help struggling adolescent readers develop an understanding of the strategic nature of reading and to encourage these reluctant readers to take control of their reading. The results of the study hold implications for the implementation of strategy instruction. The results also indicate critical program features for working with struggling adolescent readers. (Contains 3 tables.) EJ739757 Tutoring Struggling Adolescent Readers: A Program Investigation Reading Research and Instruction v44 n2 p46-74 2004 2004-00-00 29 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html. T https://doi.org/10.1080/19388070409558426 2004 2020-04-23 Author

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No Reading Research Literature Reviews Expository Writing Reading Comprehension Reading Difficulties Mathematics Education Science Education Social Studies Reading Strategies Textbooks Teaching Methods Vocabulary Development Revision (Written Composition) Study Guides Hall, Leigh A. Journal Articles Reports - Research ISSN-0886-0246 English This article examines studies that have attempted to help increase comprehension of expository text for students who are struggling readers and/or have reading disabilities. In doing so, this review reveals that (a) few studies have explicitly claimed to include these students in their work and (b) future research needs to include larger numbers of these students in such studies. This review also shows that the majority of work that has been done in this area has used social studies texts. Few studies exist that were designed to help increase comprehension of mathematics and/or science text. Finally, this review questions the texts that were used in these studies and suggests that different results may have been found if researchers had used texts written at students instructional, rather than frustration, levels. EJ739758 Comprehending Expository Text: Promising Strategies for Struggling Readers and Students with Reading Disabilities? Reading Research and Instruction v44 n2 p75-95 2004 2004-00-00 21 College Reading Association. Brigham Young University, Department of Teacher Education, 215 McKay Building, P.O. Box 25099, Provo, UT 84602. Web site: http://www.collegereadingassociation.org/index.html. T https://doi.org/10.1080/19388070409558427 2004 2020-04-23 Author

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No War Political Issues Art Art Education Alter-Muri, Simone Journal Articles Reports - Descriptive ISSN-0004-3125 English The author considers curriculum implications for studying works of art about war and political turmoil. The author discusses art as a response to war and political crisis. The author presents few examples that are meant to assist art educators as they design curriculum about and during troubled times. The author further comments that art is a powerful vehicle to help students reclaim control of events when they feel helpless, and by presenting art and artists who address political or social themes in their work, art educators should provide a space where students can feel safe to express and discuss their responses to world events. EJ740135 Teaching about War and Political Art in the New Millennium Art Education v57 n1 p15-20 Jan 2004 2004-01-00 6 National Art Education Association, 1916 Association Drive, Reston, VA 20191. Tel: 703-860-8000; Fax: 703-860-2960; Web site: http://www.NAEA-Reston.org. T https://doi.org/10.1080/00043125.2004.11653529 2004 2019-01-30 ERIC

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No Science Instruction Student Motivation Teaching Methods Student Participation Inquiry Classroom Environment High School Students Secondary School Science Science Experiments Evans, Carolyn Journal Articles Reports - Descriptive ISSN-0036-8555 English High Schools Teachers are obligated to engage students in science and excite them about the wonder and amazement of investigating the world. Teachers need to be willing to move from a lecture-oriented classroom to a student-centered classroom that engages students in inquiry. In this article, the author describes how she moved toward a student-centered classroom by redesigning her unit on gas laws based on the 5E instructional model: engagement, exploration, explanation, elaboration or extension, and evaluation. She aimed to focus students' interests on what she needed to teach. She had to motivate students, encourage their curiosity, and generate enough excitement that students would want to ask questions and seek answers; not an easy task at the high school level. She considered the unit a complete success. Students were actively involved and taking responsibility for their learning. They seemed to enjoy what they were doing and were constantly asking questions and wanting to expand on the experiments. (Contains 2 figures.) EJ758515 Learning with Inquiring Minds: Students are introduced to the unit on gas laws and properties of gases using the 5E model Science Teacher v71 n1 p27-30 Jan 2004 2004-01-00 4 National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org T https://www.nsta.org/publications/browse_journals.aspx?action=issue&thetype=all&id=5226 2004 2020-02-29 ERIC

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No Multiple Intelligences Theories Psychometrics Test Interpretation Scores Willingham, Daniel T. Journal Articles Reports - Descriptive ISSN-1539-9664 English This article discusses Howard Gardner and his theory of multiple intelligences. Gardner became a hero among educators simply by redefining talents as "intelligences" in a theory first proposed in 1983. Since then, his theory has undergone incremental but not fundamental change, including the addition of one intelligence (bringing the total to eight), the rejection of others, and consideration of the theory's applications. In this article, the author presents the three core claims on which the theory rests: (1) Most psychometricians, those who devise and interpret tests as a way of probing the nature of intelligence, conceive of intelligence as unitary; (2) There are multiple, independent intelligences; and (3) The multiple intelligences theory has applications to education. The author evaluates each of Gardner's claims in turn and discusses Gardner's criteria for defining intelligences. (Contains 2 figures.) EJ763253 Reframing the Mind Education Next v4 n3 p19-24 Sum 2004 2004-00-00 6 Hoover Institution. Stanford University, Stanford, CA 94305-6010. Tel: 800-935-2882; Fax: 650-723-8626; e-mail: educationnext@hoover.stanford.edu; Web site: http://www.hoover.org/publications/ednext T https://www.educationnext.org/reframing-the-mind/ 2004 2018-08-23 ERIC

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No Educational Change Social Class Multicultural Education Student Diversity Educational Research Federal Legislation Equal Education Cultural Pluralism Racial Differences Cultural Differences Gender Differences Language Minorities Disabilities Jones, Helen Journal Articles Reports - Research North Carolina United States No Child Left Behind Act 2001 ISSN-0094-1956 English Changes in demographics are having a profound affect on education. Hodgkinson (1997) stated that the United States is the "first world nation in this history of humanity" (p. 3), where every nation in the world has a resident in this country. Former Governor of North Carolina and Chairman of the National Commission on Teaching and America's Future (NCTAF), James B. Hunt Jr., said in its 2003 report that "It is time for our leaders to redouble their efforts to achieve for reaching education reform by pledging to recruit, prepare, support, and pay for quality teachers". He went on to say: "The passage of the No Child Left Behind Act was a clear expression of national will. Its goal to insure that all children have an opportunity to learn--regardless of income, background, or ethnic identity--cannot be achieved unless we assure that quality teachers stay in the profession" (p. 6). In this paper, salient research on diversity is presented. This research, which comes under the umbrella of multicultural education, provides a mechanism by which teachers can recognize, accept, and affirm diversity as it relates to race, culture, language, social class, gender, and disability. Teachers and their leaders must be knowledgeable and appreciative of this body of literature. It is vital to their success in being able to provide all students with a good education. Specialty area expertise, alone, is not enough. Educators must be guided by policies and practices in multicultural education. EJ774035 A Research-Based Approach on Teaching to Diversity Journal of Instructional Psychology v31 n1 p12-19 Mar 2004 2004-03-00 Teachers 8 Project Innovation, Inc. P.O. Box 8508 Spring Hill Station, Mobile, AL 36689-0508. Tel: 251-343-1878; Fax: 251-343-1878; Web site: http://www.projectinnovation.biz/jip.html T https://www.projectinnovation.com/home.html 2004 2019-10-30 Author

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No Institutional Environment College Presidents Community Colleges Outcomes of Education Academic Achievement McPhail, Irving Pressley Journal Articles Opinion Papers Reports - Descriptive ISSN-1099-3681 English Higher Education Two Year Colleges Changing an institution's culture so that everyone at the college is focused wholeheartedly on learning is neither easy nor insignificant, and it cannot occur overnight. For some colleges, it means introducing a whole new way of life. The evolution to an institutional environment that both supports student learning and measures learning outcomes takes careful planning, strategically calculated to incorporate every aspect of the college community. The author offers six insights that may help other college presidents who are attempting this transformation: (1) Establish a clear vision and direction; (2) Develop a strategic plan; (3) Build the framework; (4) Adopt flexible learning options; (5) Focus on learning outcomes assessment; and (6) Engage student development professionals. The author urges the integration of organizational goals into the actions of the institutional community as a synergy that will help transform the college from a teaching to a learning culture. EJ796173 Transformation of a College: From Teaching to Learning Presidency v7 n3 p28-31 Fall 2004 2004-00-00 4 American Council on Education. One Dupont Circle NW, Washington, DC 20036-1193. Tel: 202-939-9452; e-mail: pubs@ace.nche.edu; Web site: http://www.acenet.edu N/A https://bookstore.acenet.edu/publications/the-presidency 2004 2018-11-07 ERIC

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No Student Projects Personal Autonomy Competence Power Structure Information Technology Computer Uses in Education Student Responsibility Educational Strategies Teacher Role Social Influences Student Motivation Krejsler, John Journal Articles Reports - Descriptive ISSN-1354-0602 English This article traces key competences that are necessary to master as teachers are increasingly obliged to orchestrate learning as initiation into individual autonomy. The context is one that acknowledges that learning increasingly dissipates out into cyberspace. Inspired by Gilles Deleuze and Michel Foucault, the article explores preconditions for professionalizing the teacher using project work as a generalized case. Project work claims to anticipate initiation into autonomy and reflects new power relations between professionals and clients as well. It is assumed that project work illustrates the transition from traditional school forms to a more individualized society where Information and Communication Technologies media (ICT) are increasingly integrated in learning. It is likewise assumed that the procedures and rules governing project work--as a way of shaping the image of oneself as an individual--correspond in ambivalent ways to competences that one must master in order to navigate as an up-to-date employee, citizen, and parent, and so on. EJ822901 Becoming Individual in Education and Cyberspace Teachers and Teaching: Theory and Practice v10 n5 p489-503 2004 2004-00-00 15 Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals T https://doi.org/10.1080/1354060042000243060 2004 2020-04-07 As Provided

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No Undergraduate Students Campuses Dormitories College Housing On Campus Students Quality of Life Student Recruitment Educational Facilities Improvement Hill, Christopher Journal Articles Reports - Descriptive Maine Massachusetts Pennsylvania United States ISSN-0736-0983 English Higher Education In an effort to attract the best and brightest undergraduate students, administrators at U.S. colleges and universities are beginning to leverage their physical facilities as major assets. Academic institutions across the country are launching ambitious, long-term programs that include the construction and renovation of academic buildings. They are also spending more on physical amenities, such as student centers and recreational facilities, to upgrade the academic environments as well as the quality of life. Within this context of increased construction activity, many academic institutions are confronting their aging and outdated housing stock and, in the process, some are developing innovative new prototypes. In this article, the author intends to show how recent residence halls can serve as a microcosm of current design trends that are emerging on college and university campuses across the United States. He focuses on the way that three institutions have reassessed and renegotiated their residential programs: Colby College, The Pennsylvania State University, and the College of the Holy Cross. If designed attentively, residence halls become important physical assets that can augment schools' other advantages, be they educational excellence, state-of-the-art technology, or location. (Contains 6 figures.) EJ847951 Housing Strategies for the 21st Century: Revitalizing Residential Life on Campus Planning for Higher Education v32 n3 p25-36 Mar-May 2004 2004-00-00 12 Society for College and University Planning. 339 East Liberty Street Suite 300, Ann Arbor, MI 48104. Tel: 734-998-7832; Fax: 734-998-6532; e-mail: info@scup.org; Web site: http://www.scup.org/PHE T https://www.scup.org/page/phe/read/article?data_id=30310&view=article 2004 2019-01-30 ERIC

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No Adults Children Neurology Developmental Stages Neurological Organization Biology Risk Brain Animals Social Development Infants Interpersonal Competence Attachment Behavior Mental Disorders Porges, Stephen W. Journal Articles Reports - Descriptive ISSN-0736-8038 English The author describes recent findings on the neurobiological mechanisms involved in perceptions of risk and safety. The term "Neuroception" describes how neural circuits distinguish whether situations or people are safe, dangerous, or life threatening. Neuroception explains why a baby coos at a caregiver but cries at a stranger, or why a toddler enjoys a parent's embrace but views a hug from a stranger as an assault. The author explains the Polyvagal Theory, which posits that mammals--especially primates--have evolved brain structures that regulate both social and defensive behaviors. The Polyvagal Theory describes three developmental stages of a mammal's autonomic nervous system: immobilization, mobilization, and social communication or social engagement. A neuroception of safety is necessary before social engagement behaviors can occur. Infants, young children, and adults need appropriate social engagement strategies in order to form positive attachments and social bonds. Faulty neuroception might lie at the root of several psychiatric disorders, including autism, schizophrenia, anxiety disorders, depression, and Reactive Attachment Disorder. EJ938225 Neuroception: A Subconscious System for Detecting Threats and Safety Zero to Three (J) v24 n5 p19-24 May 2004 2004-05-00 6 Zero to Three. 2000 M Street NW Suite 200, Washington, DC 20036-3307. Tel: 800-899-4301; Fax: 703-661-1501; e-mail: 0to3@presswarehouse.com; Web site: http://zerotothree.org/ N/A https://www.zerotothree.org/resources/series/journal-archive 2004 2018-11-07 As Provided